your comments. i think it is appropriate for us to come back to this item shortly, at our next meeting. i know there were a number of informational gaps or questions people had. some members of the committee wanted additional information. i think the issues supervisor olague raised hopefully will be included in a follow-up. i would also like to hear more about the parent involvement peace -- piece, and what information is being provided to parents and the community so they are aware of what is happening. i am sure there may be additional questions that maybe we can send to staff as we follow up on this item. i also saw that the head of the department of children, youth, and families was here. i want to thank the director for

being here. i do not know if you want to add anything. i know the city is a strong partner with the school district. obviously, we thank dcyf for all the support they provide for schools. we know you are very involved. we want to thank you for that is well. supervisor olague: i guess the question of resources is one we really need to look over again. obviously. supervisor campos: absolutely. one of the things that i also think that we need to think about it is also how do we bring another city agency, or local agency, to the picture, which is city college. i would like to hear from said the college. i think all of us probably have had a number of informal conversations about the level of

preparedness that some of our students bring with them when they enter city college. and even though it is a different set of requirements than the one we are talking about, i think that keeping in mind and bringing different players to this discussion is important. unless there are specific comments or questions, can we have a motion to continue this item to the call of the chair, so we will make sure it gets back on the agenda shortly? we have a motion by supervisor olague, seconded by commissioner mendoza. can we take that without objection? without objection. madam secretary, can you please call item two? >> thank you, supervisors. it would be file number 110193, a hearing of the summer school program. it is sponsored by supervisor cohen. supervisor campos: thank you.

we will continue by the rest -- with the rest of the presentation. this was an item submitted by supervisor malia cohen. the floor is yours. >> i am paying close attention to my cues now. thank you very much. i am brad stevens, executive director for elementary areas. i am working to coordinate our summer programming this summer. summer programming takes into account the work of a number of different apartments -- departments, inside the district and out, and draws from a variety of funding to provide programming for a broad range of use. this is a broad overview. i describe programing in five different categories to give you a sense of how the conversation of secondary summer programming fits into the broader context of what we are doing this summer for our students.

you have heard previously the contributions dcyf has made to district summer programming. that has made it possible to expand credit recovery options for secondary students. but beyond the secondary programming, here is a very quick overview of the five categories of programming that we are working to coordinate across the district this summer. we have what we call extended school year, or esy. this is designed specifically for special education youth. and only those you to qualify for the service. this is a service that is dependent on eip -- iep team decisions. migrant ed is also offering programming for students to qualify. we have a broad range of

programming going on over our sig brand in the mission zone and bayview zone. finally, a large category funded by dcyf and our xl office. this is context-setting for the conversation we just had. for esy programing, extended your programming is being offered in seven elementary schools, two middle schools, and four high schools. 2500 special education students qualified. that is a subset of special education students in the district. each student who participates is made an offer on the basis of their iep team's decision. this is not a blanket program. it is dependent on each team's

determination that the gap in services in the summer represents a significant shortfall in their learning. each team receives guidance from the special education department to ask a number of questions based on student performance data, outcomes, and anticipated learning over the summer to determine whether the student should be extended an esy offer. we are processing our acceptances and will look at the students represented in the slide. esy, last year, we made significant efforts to expand the professional development for teachers serving in esy. the recipients of a day of training on a specialized literacy intervention. that same intervention is used

during the school year, what we call a tear to reading intervention. it deepens teacher expertise in how to deepen reading experience across the spectrum. it enable teachers in esy to meet students' needs as they found them. not only are we talking about keeping kids at a steady level, but pushing them forward over the 25 days they spent with us. this is a brief overview of the secondary programing. this will sound familiar to you after the last hour of conversation. you have heard my colleagues describe this list of programming in some detail. but it includes graduating seniors, but a preparation program, a grade 6 stepped up program they have not step -- they have not touched on -- this is new to our district. this is taking advantage of grant funding to offer an across-the-board one-week

experience for students transitioning from elementary school to middle school. this is to assist in the transition, more than academic, so that are entering middle school more familiar with the names, faces, and expectations, and are able to touch base in fall, aware of their surroundings. we talked already about the eighth grade transition program, the credit recovery. gear up is another operation. we have excel operating in our high schools. this is a grant-related programming, and very much at the discretion of each school community as to how to deploy these resources. you see a broad range of programming across our high schools making use of these funds. supervisor campos: before you continue, commissioner? commissioner maufas: i want to just ask a quick question, based on something commissioner mendoza said earlier around

schools having a comprehensive program besides the academics. the secondary summer program fits in that the category of questions. you may not have the answer today, but i would like to know. number one, does grant funding gives too -- give schools flexibility to do their own thing? is there a baseline where they do the same thing, so there is continuity among schools at whatever level they are hiring program and at? i also look at commissioner mendoza's question. this is grant funding, and i see the categories listed. but do they add to the complement of the academic component of summer schools, and create the more comprehensive data shown programs for students? -- day-long programs for students? >> i am glad you asked. i was about to talk about the sig grant, which is serving as

an incubator about how to take money and apply its strategically. in the sig zone, they are having exactly this conversation about how to use multiple funding sources to provide a variety of programming. they are looking at something like a to our academic day, bringing in certificate of staff from the school year to provide intensive academic services to kids, and then handing them out -- canning them off to a grand- funded cbo -- handing them off to a grant-funded cbo for the rest of their day. students experience it seamlessly. they know they are there for a 6 hour camp. part of it is learning. but what they are organizing in sig is a combination of certificates staff and cbo

staff. the appointing a way at how this might be done. -- they are pointing a way at how this might be done. this could increase at the back order and provide that enrichment. -- this could increase the academic side and provide that enrichment. i will return to the slide. this is a relatively small program that serves approximately 130 youth, located in four classrooms at chavez elementary, another at everett, and another admission. the aim is to serve students who qualify for services under migrant ed. this is led up by helen inside the district. relatively small, but still important in the portfolio of services. supervisor campos: what is the definition of migrant? >> i will have to rely on my slides. this is not in my bailiwick.

this is meant to support students who are not permanent residence here in san francisco, who may, because of work-related reasons, the in our schools for a short time. under the definition of our federal grant, they require additional services so that are not short-changed by their family circumstances. supervisor campos: thank you. >> and so i touched on this in my response to commissioner maufas's question about sig programming. this is an additional funding source. sig, both at the assistant superintendents and the sig zones, are working to draw from community-based organization staff to provide an extended learning opportunity. the grant requires that all students at sig schools be

offered an extended-year experience. they reach out to every student in the school community, living up to that obligation under the grant requirements. finally, we arrive to a large portfolio of programs funded through dcyf and our excel office. i will touch specifically on exile and then invite grace to talk about dcyf funding. our excel office has already made grants to a large number of schools. principals are currently in the process of organizing summer experiences for their students. those typically involve some combination of academic experiences and enrichment experiences. as we have the arrangements set up now, principals have a lot of discretionary authority to meet the needs of their school

populations. many work with community organizations which offer enrichment. many will bring in their own teaching staff for some number of weeks during the school year. they have flexibility over the curriculum and experiences they are designing. they represent somewhere in the order of an additional 50 to 60 schools of summer programming in the district. one of the tasks that falls to us is to coordinate all of these programs and come up with an understanding between the secondary programing, between sig, between all of these grant sources, and the requests to use our facilities during the summer. by current account, we have something like 100 schools open during the summer for some form of programming. they draw from a broad variety of funding sources, with a broad variety of experiences for our students. i have arrived at the end of

this presentation. i would like to pitch to dcyf and grace sud to introduce that aspect of the summer programming. i hope this has situated the context of what is going on across the city through the summer. supervisor campos: did you have a question? president chiu: maria might help to answer. as we think about budget, how you measure the impact of these programs? we have a great set of descriptions, but how should we think about whether programs are effective? what does investment in the summer mean, opposed to investment at other times of year? >> i will point to our esy as an example. i mentioned that esy has provided professional development to all of their teachers on something called the level literacy intervention. this is a specific reading intervention program that many schools use during the year. teachers were also taught how to

do a very specific type of reading assessment, and collected a baseline of data and in of intervention data on student reading levels -- and end of intervention data on student reading levels. they begin and end with a debt to measure the overall data. their goal is to increase reading levels and send them to the next great better prepared than teachers found them. we have a range of internal measures. we have ended year benchmark assessments. schools just finished those. we will be giving benchmark assessments early in the fall, and will be able to measure from one point in time to the next to see the impact of summer programming. president chiu: once you get that information, are there times to make decisions to shift resources away from some programs and toward others? how do you use the data? >> to gather a portfolio.

we are using multiple sources of funds and operating under a number of obligations for summer programming. we want to improve the quality of the programming we have. we are serious about looking at all of those measures. you heard many times over the need to expand summer programming. we have a number of additional populations we would love to serve, if resources provided. supervisor campos: not to interrupt, but i know the director has to leave for a family obligation very shortly. is it ok if we give her an opportunity to make a quick statement, and follow up any questions? we can then continue the discussion. my apologies. president chiu: thank you very much. >> thank you so much, chair campos. i am the director for the department of children, youth, and their families.

it is my present -- my pleasure to be here today to let you know that number one i thank you for prioritizing summer. i also want to take the opportunity to share what we in the city are doing for children during the summer. i do have a slide. there is no need to tell you that summer programming plays a critical role in the lives of our children in san francisco. in summer program supports young people's academics, civic, social, creative, and physical development. summer programing supports learning during the months when they are not in school and are not mentally and physically engaged. it supports working families, who need a safe place that provides supervised activities for their children while they

are working. research has demonstrated the value of high-quality summer programming to prevent learning loss, and keeping children healthy and active, or giving them experiences that will enhance their leadership and job-readiness skills. in our effort to increase summer, increase young people's access to summer opportunities, on march 3, dcyf, in partnership with the excel office and the "san francisco examiner," presented the sixth annual summer resource fair at the concourse. we have over 180 programs that exhibited their summer offerings. we had approximately 1500 people who attended the fair. another area that families who want to know more about summer

services and programs in general -- families can go to a website called sfkids.org. this is a website that is run by parents, for parents. families can go and search the online search engine to learn about camps and programs and activities for kids of all ages. dcyf also partners with the children's council, which publishes an annual guide for summer programming. it is in your packet. for families who are watching this on sfgov, go to sfkids.org, or call 311, to learn more about summer programming in your area. dcyf offers year-run programs that are seamless in services

for children, youth, and families. we funded with the human services agency services for children birth through five the provide year-round services for child-care, and family resource centers. there are 24 centers throughout the city. dcyf also funds 58 comprehensive summer programs that serve approximately 3800 young people from kindergarten through eighth grade, throughout the city. i apologize that this map is extremely small. this might give you a better picture of the concentration of our programs and services. as you can see, there are more programs in all the higher density -- the neighborhoods where there are more children.

i am sorry. these programs serve approximately 3800 young people. one thing we want to emphasize is we asked all of our summer programs to have at least eight hours of programming per day, five days a week, with a goal of helping working families. of course, the types of programs -- the services range from academic support to enrichment to cultural experiences and physical activities, and just general explorations to keep our young people engaged during the summer. last year and this coming year, this coming summer, dcyf provided funding to augment the summer school program,

specifically for secondary students. in addition to all our other programs, we are continuing that partnership with sfusd to serve kids at risk of not moving ahead. the one thing that is unique about this is that we are blending the academic components of the summer school day with more in richmond components of what our after-school providers -- enrichment components of what our after-school providers bring. we learned of a pilot initiative in the bayview, and want to expand that to more schools this summer. we also find a beacon programs and in reaching -- enrichyining programs throughout the year, working on skills building. supervisor olague: at some

point, i would like to see a breakdown for summer programming between what goes on with parks and record -- park and rec and dcyf. the western addition seems light. there is not a lot there. >> i can definitely talk about putting together a comprehensive list of what happens by district. supervisor olague: at booker t. washington, and other groups have reached out to our office recently, around some of their day camps and this type of programming. i just want to make sure the children, especially the children that live in some of the adjacent public housing facilities, are really having the resources provided to them that they need to have a fulfilled -- you know, a summer that is going to provide them with, you know, some recreation. supervisorlaxities see why it ao

provides work force and development and career exposure year round, but we are expanding our summer job opportunities for young people but will provide approximately 1500 summer jobs for young people commo, and i tk most people know about the largest program as well as the job fair placed with in city government and a partnership we have this rec and park department. the mayor on failed s summer jobs plus, and this came after -- the mayor unveiled summer jobs plus, and this was to hire

more young people, to give them an experience during the summer, and they heard this call and work with several folks in the white house to initiate this new initiative, and we are calling for 5000 new summer jobs, and it is a partnership with our private sector. good other year round programs will continue. this includes the police department, muni, and the probation departments.

in terms of the question of equality and how do we know we are providing high quality, and this is the convening of she's stakeholders as well us departments to share resources but also how to deliver summer programming that has different components and would be able to support learning during the summer, and pc y -- >> could i just follow up with that? there is a lot of conversation about how to run good quality programs, but what metrics you use?

>> i have worked with several state leaders on developing an assessment tool to determine quality after-school programs. we are taking that to help us evaluate quality summer school programs. this is the first year we will be doing it, so we have done after-school programs, and now we are going to move toward summer programming. hopefully next year we will be able to share some of fat. -- some of that. this is national awareness day for the importance of summer learning. it is in the middle of learning theory.

it is similar to what we do after school. we will provide upwards of 3000 meals per day. we are using a wonderful vendor, and they are happy with results we have provided, and we are have been -- happy this year. i know supervisor campos asked about bringing in city college. through the foundation ground in partnership with the school district as well as city college, we have and initiatives college, we have and initiatives we want to double post