five broad categories. supervisor campos: are you talking about item number two on the agenda? we are not talking about that yet. we are still on item one. is the presentation on item one concluded? before we move on, i have a question, and then we will take public comment on item one, before we go to number two. i have a question. i used to represent the school district around the consent degree case, where the achievement gap was central to the work being done. we used to have a lot of collaboration among the different players and partners in the school district family, if you will. i am wondering if you can talk a little bit about you. -- about that. specifically, i know you cannot talk about the achievement gap without talking about the

important role that teachers' plan, and all of that, how you are involved in your labor partners, and making sure you are working with them so that together you can address these issues. >> the work around the new graduation requirement has really been driven by taskforce that was developed after the policy was passed by the board of education. they were very specific in the policy that the work of implementation would be driven by this task force. we meet monthly. our labor partners have representatives on that task force with us. i do not want you to think that is the only task force that is working on this. the implementation of this policy has almost been like peeling apart and onion, because there is layer after layer. we have had to develop working groups throughout the district. for example, we have a task

force with rep members from across the district, a community that looks specifically at student transcripts and what we need to do to change student transcripts. to be specific inch drill down on that, the process of granting a student credit for an algebra class in a grade is not as easy as saying it will be done. we actually had to develop an electronic process and a course numbering system for those courses in our middle schools, and then have them electronically transfer over. this is how we have continued to involve different groups. we have another task force that literally looks at the specific areas that cause us in society. we literally call it the anti- anxiety task force. again, they have

representatives. this is internal to the school district. a lot of the areas that concern you concern us greatly. that is how we have had to continually involved different community groups and members of the community in the new graduation requirement task force with the district. supervisor campos: a thank-you. before we go to public comment, commissioner mendoza? commissioner mendoza: thank you for all of this, mr. sanderson. one of the things i do not want to lose as we talk about summer school is this idea -- i know that funding is a challenge. but this idea of having more than just the academic piece of it, and having kids come to a side just to do academics, spending half a day doing just that, and then going away, but really wanting at some point to

build an entire comprehensive summer school program that would include some extracurricular activities also for our youth, so it is engaging our youth in some of the other enrichment that they can really thrive on. i just do not want to lose that idea. and i know we are already doing that with some of our sites, because there is some after- school programming components that fulfill that piece of it. the more we can do with the sites we are going to have summers ago, the better. >> thank you for bringing that up. we do want to engage joyful learners, so thank you. supervisor campos: what we open it up to public comment? i have a number of speaker cards. if any member of the public would like to speak, feel free to come up. i see we have some representatives from uasf as well.

any member of the public who would like to speak on this item, please come forward. >> [speaking spanish] supervisor campos: can you stop the clock? do we have someone who can translate for the audience? supervisor olague: can she start from the beginning again? she seemed a little timid, if

she can speak a little more forcefully. supervisor campos: [speaking spanish] supervisor olague: we realize she is nervous. supervisor campos: [speaking spanish] [laughter] >> [speaking spanish]

>> hello. she has two children, kindergarten and fifth grade. what she is asking for is we need a summer program to support the academic part for the

children, so they can be ready not only for her children, but for the other students, and also, because she is a working mom. she needs to know she is in a program where they are taken care of, a program where there will be doing something academic and other kinds of activities. he also mentioned a little bit about the fact that she wants her children to get tutoring, so they are prepared to go to university. supervisor campos: thank you. next speaker, please. >> my name is jessica, and i go to june jordan school for equity. we need credit recovery options. if not now, when? we need opportunities for students to make up classes, so they are not stuck senior year, not knowing if they are going to graduate on stage and on time.

as a freshman coming into high school, but did not have the help i need it. i did not have to drink. i did not have any of that. when i failed a class and there was no summer school, i did not have credit recovery options. i do not know if i could even make of those classes. as a junior today, i am left not knowing if i will have to take more classes next year or pay my way through summer school this summer. thank you. supervisor campos: thank you very much. next speaker. >> i share a similar story to jessica. as a junior this year, i had to make up classes my first and second sodbusters. instead of giving us the support we needed and be able to make of the class is on the spot when we

missed them, we have to make them up later, which is not fair. we feel the class of 2014 have a better advantage, because they have better requirements than we did. if they do not get the support they need, they will be in the same position we are in when they are juniors. that is not fair to them either. we want all the young people and the people who come after us to try to break from high school and college. if you are stuck doing a job you do not like, you feel like you are in prison, but you get paid for it. if you have a career you love, you will not work a day in your life. as a junior, i do not want to work a day in my life. i want to do something that means something. make sure you guys take care of the class of 2014. supervisor campos: thank you very much. next speaker. >> i am the campaign organizer

here at coleman. i have the lovely privilege of being able to work with all these lovely parents and students. and there are many more colman members who were not able to make it today. there is something that is very much needed in san francisco, but is not actually happening. that is the reality that all students have the right and desire to learn in quality schools. right? depending on how you define a quality school, is the schools on our side of the committee -- our side of the city lack resources to be considered high- quality. i participate on the task force as the co-chair. the reality is the agency is not rolling things out as smoothly as we all hope for. there are students that are not on track, even as freshmen and

sophomores, because of a lack of access, or because they need to make up for classes there were not able to pass. the reality is that while we hope we continue to pay attention to this issue, it is not just a district issue. it is a city and county of san francisco in show. it is a collective responsibility to ensure that all students have the opportunity to be successful in these programs. what the implementation lacks is the additional resources that are needed to guarantee success. i sat on the a-g study team. some of the parents have also sat on the team. the summary of recommendations that came out of that study team are right before you. it is clear. we were very clear as we studied many districts across california that additional resources were

needed. unfortunately, we are in a state crisis where the arrangements are not matching the needs of our education system. but that is not an excuse. in high schools and elementary schools, we need all students to be prepared for a 21st century economy. that does not necessarily equal that those students over their need other options. every child needs access to a-g. every child needs access to college. in closing, the district is moving toward aligning their budget priorities, their budget allocations to the priorities set forth by the strategic plan, which also include a-g. as of now, there are serious questions about how that is aligning in this budget cycle. we hope you will continue to pay attention to this. supervisor campos: thank you.

next speaker. >> i am a parent leader at coleman advocates. at many meetings, colman members have set of budget priorities for this fiscal year, which are as follows. to invest in credit recovery during the school day by providing all high schools the funds for a seventh period. to invest in a credit recovery option with a teacher present. the next one is expand the opportunities for lowest performing students, who are overwhelmingly african american, latino, and pacific islanders, to receive high-quality tutoring for academic skills development. expand in school emotional and mental health support for students. sustain current funding for restorative practices.

and commit to full implementation of the restorative justice policy. and sustain current funding for ethnic studies programs. as we have heard from supervisor avalos, we agreed that the number one priority will be access to credit recovery, extending that seventh period. those are the options for the school students who need to make up the courses. we are asking the city and the district to work together to find the resources to support full access, a through g. i was a newcomer. when i came here, my biggest challenge -- from high school, i could not finish english as a second language.

i had to go to a community college to finish english as a second language. that handicap to me, because i could not apply for any university because i was not able to take the english courses. as a parent right now, i have a sixth grader, and i have a ninth grader. my biggest challenge is to bring. my kids need to bring. they need geometry. they need an algebra to bring. i cannot afford it. i am a single mom. i got laid off. i do not have the resources. please invest in resources, so the kids can move on and go to college. supervisor campos: thank you. next speaker, please. i see the president of united educators of san francisco. welcome to city hall. thank you for being here. >> my name is dennis kelly. we come here today to support the idea of providing resources

for the completion of a-g. a-g is not only important for our students. there is more that is important for our students. they should not only have a-g. they should have access to vocational and other course work, so they can choose what they want to do when they get out of school. no one should be limited. when we talk about resources, we need all kinds of resources in the schools. when we talk about credit recovery, we have to make sure we are not talking about a band- aid approach to what is going on. we need to make sure we do not put a computer in the corner and tell some student to type in a lesson, follow a program, and it will be as good as the work you would have gone in a classroom for 36 weeks with a teacher. that does not work. we need the resources of the students can work with teachers in the classroom. we have the example of the money the federal government has put

into the schools currently. they put in $15 million a year in to several schools in order to provide this sig model of schools. when we surveyed our teachers and asked them what was positive about that, they talked about the ability to individualize instruction for students. that is the kind of instruction we need. we do not need cheaper programs that are good to be band-aids. we need to come together to provide a meaningful and significant infusion of resources into the schools, so that the schools can truly serve the needs of individual students. we have done tremendous things with reaching out to all kinds of students who, 50 years ago, when i was in school, would not have achieved anything, and would not have been let into schools. we need to do more, though. we need to do more. it does not matter what your color, your race, and your background is. every single student needs to be

able to achieve to his or her own potential. academically, through the a-g requirements, and to have some sort of vocational introduction, so they know what their hands can do for them in life. i appreciate your focus on this. we are in support of sustaining the a-g requirements. we believe credit recovery is necessary and should not be limited. supervisor campos: thank you. did you have a question or comment? supervisor olague: afterward. supervisor campos: mr. paulson ? >> a student daydreaming and high school might be thinking of this -- ♪ school board teacher, looked at me tell me what you see i can use better grades than c

you can shoot me to the top give me the best and that's a lot you can make it right you can make it all right i can touch the high school moon in my hand here i go again i'm going to make it to have been -- heaven and all through high school i am going to light of the graduation like a flame make you glad you came make it a good job and i hope i get a big a i am going to be there on broadway it's going to be great, ok, ok i'm going to make the good grades just glad that you came and it is going to be the best

school and things for all you gave -- thanks for all you gave ♪ supervisor campos: is there any other member of the public would like to speak, sing, or provide other comment? seeing none, comment is closed. supervisor olague: at some point, maybe the next meeting -- we have been meeting monthly -- i would like to go more into depth on the credit recovery options, to get a better understanding of what system is in place and what that program looks like. we do not have to do it today, but we can do it next month, perhaps. also, what the tutoring options are for students. finally, those students who are challenged academically -- what percentage of them would have identified, whether it is teachers or those people being surveyed -- who among them have

stated that they would benefit from additional emotional and mental health services? i kind of want to go into that a little bit more. those are the three things i would like a little bit more and deeper conversation about. does not happen to happen today, obviously. supervisor campos: thank you for 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 conversati.