those other tools for traffic and deal with pedestrian safety and improving the environment there. >> this map has more going on. this is trying to summarize, not only safe after school projects and i think i like to go to the next one first. this is where we've had safe routes of school program, specific grant funded improvements or they're underway. the schools infrastructure projects. but that only makes up a small portion of the traffic safety and traffic coming improvements that we do around schools so this other map has an addition -- all the locations where we've done either traffic coming projects or upgraded

pedestrian signals or regular traffic signals with upgraded pedestrian features. or installed a new signal recently that are close to a school within an eight of a mile. so you can see a more look at what we've been doing around schools. the final map we have is -- this was a request from supervisor kim for the quarters we're considering for a pilot corridor traffic coming treatment that we would evaluate to potentially do in other places and showing the schools that's within a quarter mile of those corridors and there's several schools around them. >> could you tell us what these streets are. i can guess but i want to make sure. >> that's 16th street. south

van ness and gararo. >> okay. thank you so much. this is a ton of information and actually this is exactly what i was hoping that we as a committee could look at to get a sense of someways that we both as a school district and as a city is improve the safety for our schools and family near our schools. this is an incredible amount of data and it's helpful to see the work that has been done and where we're headed and i actually appreciated getting a sense of what other cities are doing too because the idea that i personally never seen before and i know you get to study them and look at them all the time, but for me they're interesting and seeing how we can re-imagine a crosswalk from being a rectangle. some of

that work is ex sielting and i hope we can see what is a match here in san francisco. i did want to give an opportunity for my colleagues to ask questions or comevenlies as well. supervisor yee. >> yeah, supervisor kim, thank you for inviting me to this meeting. in fact i'm glad i'm here. as you know, the whole issue has been sort of my home mark of my few months of working on the board of supervisors and i want to commend the staff here. this report is very comprehensive and i'm glad this -- and acknowledge that most of the

emphasis here are focusing on engineering solutions, but it's good that you mentioned that there are other pieces of this solution that we need to focus on that includes enforcement and education. so one of the things i've been going out in the xhunty and realizing that as much as we can do -- i say we're doing these things as engineering solutions, but i know that by itself it's not going to work in educating people. in particular we have to understand that as drivers and pedestrian that really need to be part of that education process, thank you very much. >> thank you supervisor, commissioner mendosa. >> thank you.

>> i had a question with regards to the crossing guard. so i probably once every month have a request from the school to go to understand the process better around the crossing guards and my consistent message is it has to be evaluated so it's not something that they have a pool crossing guards and they send them to the various schools. i know there's yours that you've identified that -- where there's high concentration of kids that walk, but what are we doing to do some more kind of -- the outreach piece of the work for schools that are consistently asking for crossing guards and are there are some fundraising efforts we can do jointly to -- because i

know you're very limited on the number of crossing guards that's you have as well and then not to bring you back too many years but in 5th grade i was a crossing guard and i see that in our schools and our private schools but i don't see within our public school systems so i wonder how encouraging that is and is that an okay thing to do particularly in some of the highly active intersections so just in general around the safety guards. >> so thank you for the question. so i think the question is two parts. the first is, you know, are you sending the right message when you you get questions from schools about how to get crossing guards and are we doing any sort of outreach to those schools where we're getting frequent request to make sure they understand the process and make sure they understand the decisions that get made and then the second part of the question had to do

with whether or not there were opportunities to grow of pie for those crossing guards or finding ways to increase their parents by having students help out. the first answer to the first question is yes. the crossing guard program is in the mta and we he do a full evaluation and we do it on every corner that has a guard to make sure they're still meeting the criteria that are set out and the children using the crosswalk and also the relative safety of that crosswalk in terms of how many lanes are there and there's a whole set of criteria that gets used to do that evaluation, but then comes the hard part. we have a fine number of crossing guards that's fixed and if we

discover that one corner no longer meets that criteria but we have one that does, that's a challenging conversation to go have because you're taking away an amendity that the parents and the children and community have come to expert and explain that some where else needs it more is really tough. so those are things that we -- decisions we take seriously and try every year make budget request so we can increase the crossing guards to we can limit that so rob peter to pay paul. we do an a lot of communication with the schools and evaluations of where the crossing guards are and making sure we're putting them where they do the most good and having the highest value, but absolutely we he would love to end gage this

community. you're talking about who work two minute 30 shifts a day. a lot of times they're retired and doing this because they love the work. they feel like it's important. and so a little goes a long way. so i think that would be a worth wild conversation to have. i don't know he what kind of funding mechanisms out there, but maybe we can bring people to talk about that and really examine the partnership between the school district and the mta and how it can work better way. i have to circle back with you. i don't know the answer. if if we've taken that under advisement and we give advice that we shouldn't encourage children or if we think it's a great idea or leave that up to individual schools, i'm not sure how it works so i need to -- >> is there an active program

that trains the kids and do that sort of thing? >> not through the fata. we just train the adult crossing guards. >> i think it would be helpful if there were efforts to grow the pie. >> what are we talking about? >> i know that the crossing guard program completed its evaluation for the year, maybe when the committee resumes in september that might be an item for the agenda to bring the crossing guard program back and talk about -- show you how it's funded and show how much you can buy with an additional investment. those things can be useful. >> thank you. >> supervisor yee. >> thank you. >> thank you commissioner mendosa.

>> thank you for bringing up that line of questioning, because i've been thinking about that issue. i also grew up. i had an opportunity to be a crossing guard when i was inle he in elementary and it heighten my safety issues and i don't have any data behind this, but i felt like -- i felt those students who weren't crossing guards see that we were involved with the issue. it brought some awareness to them also, so i don't know where we would get this type of research but i would love to find out if there's research around us, number one, number two, how can reimplement that at the he school sites and how much would it cost. it's something i would be interested in having the city to support.

number three, if we're choosing the adult cross guards at particular sites, would a particular school have -- if they're tied with some other school, would they have an extra point if they wanted to implement a school where students are involved and not having it as a criteria, that would be good to see if it motivated other schools or have a positive impact. i wish we would have some of this information in the next week so i could just push it at the budget committee. >> do you want to add some things. >> just to provide some addition information. i think you're talk beginning the safety patrol. i was also of that in the 5th grade. that was -- my understanding and the history, it was funded by

triple a and the funding interest the police and that ended. and triple a, i had the headquarters and they moved to creek. i know the police department would be interested in doing that. they used to have a big ceremony and they used to tell me about that. that's another point of information. >> can we ask powell to spare that. >> lorraine. >> you can ask her, yeah. >> it's a leadership committee that's valuable. and i mean, thinking with some of those qualities and there's volunteerism and there's a lot of things that i think we can consider. thank you.

>> thank you. just a couple of other things. i really think the left turning and right turning is a really big issue as i learn more and more about this pedestrian safety and i get it. even as a driver i can see how it can be difficult or you lose track because there's cars behind you and you feel the pressure to cross or turn. but particularly around our schools i think it's a good thing for us to look at. unfortunately this morning we had a psychist that was hit when the cyclist was hit. that's a big issue that. when you're talking about kids, you're talking about folks that are obviously much shorter. especially if you're in a car that's high up with their trucks and some of our other big are vehicles. i know also at the ta meelting we had talked about schools that we

prioritize and it's based on looking at the number of students who currently walk and the number of pedestrian involved collisions in that area and i know that chart was incredibly helpful for me to look at. a number of the schools were in the northeast china town south of market, and parker being on the top of that and giving that broad corridor, i get why that's a school that we need to do a lot of focusing work on and do you want to add to -- >> i believe actually the spread sheets were not included but i have extra. >> that would be great. >> i'm looking at it. everybody else doesn't. >> i only have two though. >> we can share. >> okay. >> it's important for the school board to look at these schools as well so that we can match our efforts both on the

city and on the school end and do some -- i have one already. so we can do education work in our communities to make sure that we're educating our families on this -- on safety. the last thing that i was going to say, the hawk is very new to me. although i think supervisor yee and supervisor tang have been talking about this on float given the unfortunate incident near loyle, so to me this looks confusing. this is not a traffic signal. it's a traffic signal just for crosswalks; right. okay. >> actually i was at a presentation yesterday on this

particular hawk thing and basically it's not -- it's activated when somebody -- a pedestrian is ready to cross and press a button and then the yellow lights flash to warn the car that it's going to have a stoplight and the two red lights come on and somehow it turns into a red light afterwards and if their already passed, but the way we explain it, when something is flashing all the time, people were ignoring it, the drivers and this is effective. it's used when the pedestrian is actually crossing and i think it works real well for slope in a sense that, you know, the cars are fast but there's not that many pedestrian so you wouldn't want to have something flashing all

the time, but i'm not sure for instance in the south -- north of market, south of market that it would be that effective. >> my last comment is that i know the graph that i was talking about are elementary schools only, not middle and high school, so if would be great to be able to get some of that information later just because we're -- for example, loyle's high school doesn't have a lot of great ways for them to cross and sota is the school that doesn't have the 25 miles for hour. at the point of high school you're going back and forth to school on your own. >> we plan on not only undating those for the elementary school, but creating it for the

middle and high for this current school year. that's our plan. >> great. >> thank you so much. this is an immense amount of work but it's great to look at and i'm hoping this committee would want to continue the conversation in the future so we can keep it going with ufsau and it's an important issue and we want to give it the attention and resources. thank you for the presentation. i like to open up this item for public comment if there's any. seeing, no public comments. do you have any further comment or feedback for our department. good presentation, thank you. >> can we take a motion to continue this item to the call of the chair. >> so move. >> okay. >> we have that motion. >> thank you. i'll see you later at the second street

improvement land meeting. madam clerk can you call item number one. >> thank you vup sizer, it's a hearing on summer school programming. >> thank you. and so we do have helen ying and the executive of our school. sandra notten and our policy manager and glen who is planning annist for the yeast work force. this was continued from last month. we want to appreciate you all coming back for a second meeting and also allowing us to hear item number three first. >> thank you. good afternoon, i'm helen ying for the high school division and i was also a traffic girl in the 6th grade. i wanted to give you a brief over view of the summer programs has happening in san

francisco unified school district. so there's four major programs happening this summer. the special education extended school year program, and the micro education prap, the school grant improvement and these are the bay zones that's funded that's continuing their program and the high school credit recovery program. so this year once again as every year wore extending the students with iep and they're serving the students at seven elementary schools and four high schools and the purpose of this program is so the students don't lose any learning and they continue their progress for the year. and so that program is ready, set to go and we're just waiting for confirmation for parents for students to enter. we also have a small federally funded

education program and they'll hold a summer program at buena vista and that's to insure they meet their academic and content standards and they'll serve about 180 students, k-8 students. and the sick programs are continuing at all of the six schools, brian car bore, and buena vista and effort elementary and oconnell high schools and most of the teachers participating, they're school year teachers and some of these programs will be supplemented by some of the cbo's working with them. and then these are the three seconds dairy programs. our graduation program. and our grades 9 to 11 recover program.

this is our transition program that's going to be held at the first week of june which is at the very end of the school year and it will be offered at all of the middle schools. and these are four in coming -- these are for current 5th grade students going into the 6th grade. and they'll be approximately 2,000 students who is going to participate in that one week program and they'll be participating in activities and of the transition topics that will prepare them to do well in the middle school. we'll have our kc preparation program for those who did not pass kc and math, but we'll have a senior program that's offered at galileo high school and those are for those students who could have graduated in june, but they failed so they'll have an opportunity to make up those classes in the summer so they

can graduate in july. so there's about probably -- we probably hope to serve 250 students in that senior graduation program. and then finally we have our high school credit recovery program and thanks to the city we were given additional funding to expand the credit recovery to the 11th grade. last year our credit recovery programs were only for the 9th and 10th grade and this year we're expand ing it to 11th grade students. we've also expanded the number of courses that we're offering this summer from english to algebra, advance algebra, geometry, chemistry, modern world, us history, spanish one and two. we're trying to cover as many classes as we can for those who need to recover those classes. they will be four -- they'll be held at four high

schools at ball bow y'all and galileo. and particular 1800 to 2,000 students we hope to serve and looking at the registration of the students in those courses, that's about right that we're getting. they received a large grant and they'll be serving 60 students at each of those high schools and they'll be provided some in class support as well as after school tutoring and students will also be receiving a stipend for attending those classes and they'll be a focus on preparation in high school and professional and career options. and then one of the pieces that we built into our credit recovery program is also to help the new comer in

developing english learners, particularly at the high school level that's behind. so we're going to offer certain classes at balboa and galileo designed for students at that beginning english lefbl level so they can advance in the units in their high school. so that's pretty much sums up our summer program. it's fairly large this year. >> okay. questions.

>> good afternoon commissioners and supervisors, my name is sandra notton, and i'm going to talk you through the activities. summer is busy and something we've been prioritizing and giving the research that has been coming out talking about summer learning loss. i'm going to talk you through the work that we do and i have packets here that i can also handout perhaps along with the power point. >> dcyf relates in several areas. one area is really helping parents and families understand what their options are in terms of the

opportunities that are available during the summer. then of course is the fund willing that dcyf provide services and we help summer providers understand what it takes to run a summer quality program and emphasizing how summer can be a time for learning, not necessary summer school or repeating things that they learned through school but a chance to learn new opportunities and new dimensions -- and post secondary success and others. so i'll walk you through those. the first is it really around our efforts to help families understand what their options are during the summer. one of the main things that we do every year is the annual free summer resource, which this year was held at

everrett school and we had 170 different providers talking to parents and families and their options and what their programs were offering and some were signing up people on the spot. it was a well received event and it was in partnership with the district. and then ff kids dot org. it provides an online one stop shop looking for summer camps and summer programs but one time classes and lessons. it has ideas for family outings so we do a lot of outreach to point parents to this resources to see what the options are. then moving into the funding that dcf provides, they provide funding that have

ages to 24. they're year round services and that's the services that target the youngest age group, age 0 to 5 and that's early age portfolio. again, those are year round slots to help working parents and provide those important learning opportunities for our youngest resident and support resource services and that's in partnership with first five. and focusing on school age use, kindergarten through eighth grade. this is the youth population that we have been focusing on recently and through gathering information through our partners, we came up with --