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 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 chil