let you know that next wednesday -- many of you may, it's international walk to school day and i would like you all to participate. this year we have a record 55 schools and 8,000 kids signed up to walk into school, so it's really exciting. i think that's just public schools and elementary schools and what is more than we had signed up before, so in the packets i just -- that are getting handed out to you there is a list of the 15 official schools that are participating in the city's safe routes to school program and there are contact people and the start times of those schools so you can figure out where the closest school for you to meet up and walk in with the students if possible. i know mr. yee will be with us at the city central event at buena vista haraceman

and ms. mendoza can testify it's really fun, and i wanted to let you know this year we're celebrating a big victory. walk sf has had a campaign over the last couple of years and we had success this year because san francisco is now as of this april the first city in the state to have expanded safer school zones city wide so 181 school there is are 15 miles per hours speed zones and the police are out enforcing them and will see next wednesday and that is far more than any other city in the state. the city that started this has five 15-mile an hour zones so we really -- >> [inaudible] >> yeah. exactly. and other cities are looking to san francisco now to follow our lead and so i hope you will drive

carefully on walk to school day, and i hope you will consider walking instead. thank you. >> thank you very much. so if the people wanted to know which schools just in case they didn't know are participating where would they go to find out? >> they can go -- i think sf safe routes to school .org and many of the supervisors are walking in with students near their homes. >> so there are people in the community that want to support this effort they don't have to necessarily have a kid in that particular school to participate? >> i think it's sort of up to the schools, but yeah i think folks should certainly at least watch out for kids on wednesday and always, and if folks have kids who are going to be walking to school to join up with them, and just to mention that this isn't just about walking one day. it's really about setting up a healthy habit for a

lifetime so a lot of schools have walking wednesdays and walking in every week and maybe everyday. right now they're about 50% of kids live within walking distance in san francisco, but only half of that, about 25% of kids are walking in, so we have a lot of room to grow our walking. >> okay. thank you. >> thank you. >> item k advisory committee reports, appointments to advisory committee by board members. any appointments? commissioner wynn. >>i would like to appoint brian fox to the public education

enenrichment committee. >> yes, i have two and -- [inaudible] to the public education enrichment fund. >> any others? okay. seeing none let's move on to the next item. this is the item l, special order of business. i now call the public hearing and adoption of the tentative agreement between the district and the international federation of technical engineers, local 21. is there a motion? >> so moved. >> is there a second? >> second. >> reading of recommendation by superintendent or designee. >> thank you president yee. this say tentative agreement that we reached with local 21 r

and extension of the existing collective bargaining agreement and we ask that the board adopt that agreement and the required public disclosure requirements. i want to thank the bargaining teams from local 21. they represent our it work force. >> so there's no public speakers that signed up for this and are there comments from the board or the superintendent? seeing none roll call please. >> thank you. (calling roll). >> seven aye's. >> thank you very much. the

next item is the -- is there a motion -- oh no. the next item is item m, discussion of other educational issues. superintendent carranza this is about the 2011-12 student achievement briefing. >> wait, wait -- >> [inaudible] >> yeah okay. >> i got the staring -- is this it? didn't have the title. that's why. so the next item is appointments to the child care planning and advisory council, c pack. is there a motion. >> so moved. >> is there a second? >> i second. >> reading of recommendation by superintendent or designee. >> thank you president yee. i will read this into the record

is the recommendation that the board of education of san francisco unified school district appoint the following individuals to the child care planning and advisory council. sharon howell, jane evans, and ester adams. >> okay. so comments from the board? commissioner mendoza. >> thank you. so i'm just curious. i know who ester is but sharon howell and jane evans. is there background on either of these two? >> there's the representative, the president of c pac was on her way and be here in two minutes, so she's about the only one that can have the information. >> can we come back to this item. >> yeah. okay. so what i want

to do is move on to the next item and come back to this when we have the appropriate person to answer the questions. okay. so let's go to item m, which is what i just said. discussions of other educational issues. superintendent carranza. >> thank you president yee and members of the board. while we call them to come up to prepare for the presentation we are going to show a brief powerpoint so i will ask you to get out of the line of fire if you are by the screen, but way of introduction we are very proud this evening to share with the public and with the board our student achievement results the 2011-2012 school year. we would like to share some of the lessons learned and how we got where we got and also share the next steps in terms of what

lies ahead and hour work together as a district, so with that we're going to move ourselves out of the way and then we will have the gentlemen prepare to present. >> good evening commissioners. i will be joined in a moment and superintendent for instruction and innovation and social justice tonight. we are proud to point out our achievement results come from the spring administration and we were at the press release and some of it has been published. we're

going to share presentation slides we shared with the administrators at a recent meeting where the superintendent and this is for context for the audience and our goals and student achievement and accountability and our continued vision around every student who enrolleds in the schools and graduate from high school, be career and college ready and be equipped with the schools for success and we laid out a theory of change that

focuses when we deliver rigorous discussion and engage our family and communities then all of the students have the student for success. there's a couple big focus areas that have been part of our message for this school year and the first is to ensure that we're continuing to strengthen our pre-to kefl 12 core instruction for all students and a culture and reflecting on the work and improvement of all services and why the core? because it promotes equity towards that success and it's a key lever for closing a gap. there are four questions we're always reflecting on as a school district. the first is what we expect our students to learn? number two, how do we know if they're learning? number three, how do we respond when students don't learn? and four, what will we do if students are

already proficient and as we do this work and a theme or framework is make sure we're cultivating these relationships and engaging students and their families and that can only take place if those components are there, so launching into today's presentation like a good teacher we thought -- teachers we thought we would be clear about the objectives and celebrate the achievement results and out kms and best practices that emerge that are providing accelerated results for a sub sed of kids and review steps for the next school year so the doctor is going to walk you through how we did. >> good evening commissioners

and board members. i will take you through our slides. the first one is around the achievement. achievement is our goal in this strategic plan and we are going to talk california standards based test results. this is a standard based test, and it measures grade proficiency and in the grade level in which you are. the test is administered from grades two through 11, and in san francisco school district approximately 40,000 students have taken this test in the last five years, each year 40,000 get tested. this year just over 37,000 students took the test and we will present the results

in three ways. once is strength and we look at the results over five years. the second way we look at the same results is movement. movement is the same group of students that test for two years. how have they moved on the test in terms of their proficiency status? and the third is acceleration. acceleration is primarily done for a school where we look at students within the school and compare their movement to similar students in the district. okay. if we had the state's data we could have done acceleration for the district. so the first test is in english language arts and we're going to be looking at the trend from 2008 to 2012 so over a period

of five years and as you can see in 2008 we had half of our students at proficient or advanced or meeting grade level proficiency or advancing in grade level proficiency, and today we have 60-point 5% of students profirkt and above and increase of 10% so that's a cause for celebration. [applause] i want you to clap after every slide or we will be here all night. the next is around mathematics and we have algebra two and high school

math and two to seven in the course we see the trend go from 50.6 -- again at the halfway mark in 2008 and today at 57.2 percent proficiency, a 6.6% increase over the years. what you see in the yellow box above is the year to year increase and in the cumulative is what we have listed here on the right hand corner. okay. we wanted to look at all subjects so other than english language, arts and math our students also get the test in history. history is given at grade eight, 11 and of course for the high school and what we have seen the percent

and proficiency above move up and again a double digit growth and in our history. the next is science given at grades five, eight and ten. you see the same double digit trend with the district moving from 51.2 to 51.6. and as i said when we look we have three lenses in which we look at these scores. the first is over time. the second is movement. looking at the same group of students that took the test two years in a row and how did they move in their proficiency level? so we had matched scores for 30,000 students. and when they began

the year last year they came in at 60.4 percent proficiency and by the end of the year 62.7 or 63% of them were profishtd. looking at all the proficiency levels and how students moved we found the movement to be around 16.6 percent or 70% to round it which means seven out of every ten students either remained profirkt or advanced or moved up one level. okay. i'm going to repeat that. seven out of every ten students either remained proficient and advanced or moved up a level. in math we found the movement to be at 73% and this was similar to what we saw

in [inaudible]. as i said the third lens by which we look at these scores are acceleration where we compare the movement to similar students in the district. you can only do this for a school so i'm showing you a sample acceleration chart. this chart is good because we can do it all throughout the year using our assessments so we have the common learning assessments and it gives a good index to the schools as how their progress is compared to similar students in the district. so in this school as you can see the green 50 is considered moving at the same rate as the district, so 50 is the district's average, so when you see 55 for a school at

2012csd we see that the school accelerated at a much higher speed than district's similar students, so this school had a higher acceleration rate overall. looking at it by grade three, grade three had the same average. the yellow is average acceleration rate. grade four, again you can see dark green which is accelerating at a higher rate than the other students, similar students, and you also see the same pattern for the targeted groups, african-american and latinos and we do it also for english learners and special ed, so each school has their sample acceleration in of these and gives an index how they're

moving their students compared to other students in the district. our second -- actually goal one. it's just presented as second is accessing equities. under accessing equity we will look at the same results but aggregating the data for the different subgroups of programs and definitely eighth grade algebra because that's a milestone in the district. so when we looked at all the ethnic groups where the performance is below the district's average they were african-american, latino, native american and samoan and in the first slide where we clapped 10% was the overall district trend, so each group either matched or exceeded the district's five year trend which is what we would call

narrowing the achievement gap, so can you see the group -- you can see the scores of every sub group. the next slide that we will show is how did the other subgroups do? you can see every single sub group. the chinese moved up from 64% in 2008 to 70% in english lang arts in 2012. similarly you will see the filipinos go from 49% to 62% and japanese from 76% to 85%. similar for koreans. other nonwhite from 60 to 66% and the whites go from 75% to 85%. in

math again for the targeted sub groups which is african-american, latino, samoan and they had a higher growth rate over five years as compared to the district. okay. looking at every other sub group we see the same positive upward trend. looking at our various sub groups other sub groups we saw the same trends. okay. then we also disaggregated it by programs so this is looking at our special education students as well as our english language learners and we do see in 2008

we tested three two 98 students on the test and as compared to 212 we tested 2,094 students. in the first three years which is 2008, nine, and ten, we were introducing the cma or the state was introducing the cma through the grade levels so first was the elementary grades. then the secondary grades and then high school subject grades, so it was being introduced, so when you look at the last two years you will see that we have increased the number of students taking the special ed because it was 1,920 in 2011 and now in 2012 we have this amount taking the csd. the english language adult

proficiency level over these years is 12% increased but has to be looked at with the lens that they were students taking moving on to take zvzv okay. over the last two years we did see increase in csd and when we disaggregated the results from movement we see the same trend as we saw in the district which is growth for matched students. okay. there is also a break down that we have for all of these. not only to show you how many students every year were taking those various exams but also the performance level for proficient and above. okay. the same kind of break down we see for program

now in the content area of math and you will see a 9% increase for special education students over the five years, and a 6% increase in among the english language learners in math. we have a similar break down for the special ed students in terms of whether they took the csd over the five years, the cma or the kapa. eighth grade algebra, the proficiency rate is not shown here but the proficiency rate is 49-point 5% and what we have done in these years can you see the progress is towards participation where you have more and more students now at grade eight taking algebra. in 2008 we had 61% taking eighth

grade algebra and today 95% of our eighth graders are enrolled in algebra. our proficiency rate at 49.5 percent. strategic plan goal three which is accountability. this is where we look at other measures other than the california standards test, so we look at all other measures that occurred during the year, and summarized here. the first one is attendance. attendance is percent instruction time. at every elementary, midland level there is slight increase in the instructional time showing more students are attending. suspension rates have been

going down thanks to our efforts in restorative practices, and you can see it moved from 7.4 percent down to 7.2 percent. the designation rates with all of the efforts with the department in having students get redesignated when they are eligible for redesignation you see a rapid increase when the last two years we have actually doubled our rate. on the other federal measures -- one is definitely the amao which is annual measurable achievement objectives so on the english language development test we saw movement of 64% of the english learner students demonstrated growth. on the california high

school exit exam we saw 84% of grade ten students passing one or both sections. last but not the least were the satisfaction surveys. i wish we could show you the satisfaction surveys for every stakeholder group, student, administrator and our families. please log on to our website and you can see it overall as well as for each one of your schools. just taking one objective or one statement from the family satisfaction survey which reads as families are informed included and involved as partners and decision makers in education of our children 84% of respondents on the survey agreed to this statement. agreed or strongly agreed to this statement. you can