test it and know it works, we won't scale it. it doesn't make any sense to do that. so, one of the reasons why it's the right tight -- time and the right place to take this on is, this is data that you may know and have, but there are roughly 10,000 districts across the 50 states. in those 10,000 districts, the largest in new york down to 47,000, we are at the smaller percent. that district serves 25 percent of the students and they serve 40 percent of our latino, african americans and under served students. if you are going to make a difference for those

kids and get them into stem field this is the place to work. it is those top 100. if you are in those schools, you need to be addressing every student with this. you can't be a program done after school. it can't be a program only that is done in an elective course. we don't want to stop those elective courses, we don't want to stop those after school. we want to cherish those and continue them but we need a larger system that addresses every student. right now this is the right time. this is the right time because of the next generation science standards, the common core math and allow us to change what counts as mathematics, what counts as science. for instance, science historically in when many of us

were students as well i would guess if science was an exercise of teachers answering questions students wouldn't ask of themselves. now the next generation of science redefines that as teachers asking questions, opposing problems for students and saying how would you answer this? and students whether it's an engineering problem because there is an engineering strand in the new series, or a new problem, they need to develop hypothesis, test their thinking, retest it, develop new hypothesis. those things that we need in our stem field, that type of thinking is now embedded in our new standards. math is the same thing. running throughout the math standards is the modeling strand which says that students need to collect information on real

world situations and model it with mathematics whether it be geometry, algebra or data analysis and statistics. those types of problem solving are embedded in our students. right now 27 -- we have the opportunity to redefine these courses that allows students to enter the stem field. in san francisco, it's us who serve, it's largest 100, but us in san francisco who serve the students who have the largest potential. so this is where we need to be. i was just going briefly into what we are doing in these fields. i'm going over the math and science before i hand it over for the technology. currently we are in the process of rolling out the common core standards in math. and there are nearly 2,000

teachers who have math responsibilities in san francisco. we are working with nearly 400 of them who are developing units of study for their students. piloting those or field testing those and revising them to and refining them and we are building over a multiyear process of building this new curriculum based upon the common core standards. these curricular units have design criteria that are based upon giving students the opportunity to tackle those rich problems that i was just discussing. tackling the meaty or chunky problems of mathematics and how we are going to roll out the 80 percent where we are developing a site for teacher model where

teachers are collaborating with the model and peer to peer conversations and looking over students to evaluate what did you do to tackle this problem. can i observe what's happening in the classroom and creating an environment in which we can get a good implementation. so our math team the fully engrossed in this work. >> how did you select these 1400 teachers? and when you say you are spending additional time working with them to refine, pilot and develop these curriculum, does that mean they get an additional period, do they get an additional development, a subsidy through their salaries? >> they get additional professional development and additional stipend for the summer. >> how are these teachers

selected? >> they are selected and recruited. >> out of 2,000 teachers, 1400? >> no. 400. >> 20 percent of math teachers volunteer to be in this program or recruited in. do you target specific, did you do middle school, high school, elementary? >> yes. there are certain numbers at every grade so that we can develop this and we can pilot them in courses from the non-developers so that we have somebody who hasn't seen them before. >> did you target schools like in the mission and bayview and paramount or did you target schools based on testing performance or was that any teacher that wanted to

volunteer among the 2,000 that got to participate? >> it was volunteer and we went out to the schools where we felt where we wanted to get these materials in front of the students so we get a wide range. >> okay. thank you. >> so in science, one of the data points that i mentioned earlier was about how science currently just simply isn't taught regularly in k-5. the data from the lawrence science where science and teachers. that's the indicator that no child left behind works. they didn't -- test it. it didn't get taught. we now as science teachers are rolling that out. it was just adopted by the

state in september, we are developing a plan on handout you -- how to roll that out and what kind of training we are doing with that and that is at the foundation ground level. the other piece is we are reinvigorating k-5 science. we have gone through principals, we've gone to 25 schools that said yes, we want to reinvigorate our science programs at our schools. as many of you know, our k-5 schools are engrossed in ela roll out now and so we had to take the opportunity for just those schools that felt they can take on science as well as ela. that's how these schools were selected. we are reinvigorating by doing

coaching, professional development and purchasing materials because the last time we did a science adoption, those materials were purchased and sent out to school and no systemic way of replenishing them. so those materials are now being replenished by us and c and i and part of this is working with those schools primarily in the bayview who said we want to take on science. so we are focusing much of our coaching efforts into around science into the bayview around those higher need schools. >> mr. ryan before you move on commissioner norton had a question. >> yes. >> didn't mean to interrupt,

what is ngss? >> it's the next generation science standard led by the core, and the state of california adopted our own. so we have an adopted science standards for the state. >> it's like the common core? >> yes. we'll see if it gets adopted as widely. >> it's in the process of being adopted by individual states right now? >> yes. >> do you know how many states have adopted? >> the last one i have seen was 4-5. i was mostly concerned with california. if there are no more questions from me i'm going to hand it over to bauj for technology piece. >> i would like to present mr.

bauj to present the middle school initiative which we are all very excited about. >> good afternoon commissioners and supervisors. i'm very excited to be here with my colleague to talk about the district emerging stem framework and mostly excited about the mayor lee school's initiative. the official launch was early this month but able to get the balance rolling in july. it came out of a shared partnership and a shared goal between the mayor and superintendant to provide leaders with strategy and resources to build strong cohesive schools and connection to stem to provide technology. the initial investment from

sale force.com came to support an initial group from stem teacher professional development infrastructure and technology at the school sight which includes 24 carts to 12 middle schools and an additional $12 million in funds and these funds were given to the principals to work forward and they connected to the school vision. and more exciting we have access to thousands of sales force volunteers. some of the work that we've been able to coordinate with sales force and mentors volunteers and many volunteers came out to the school site. highlighting the grand to the

-- grant today you have it highlighted. they have been employed in 12 classrooms. teacher development include a 5-day summer boot camp and supporting teachers on-site and the plc learning community of educators leading this work. all schools have had wireless technology to be effectively able to use technology. that's been very exciting. students and teachers are actively using this intentional to enhance learning and school experiences. here is a highlight. i don't know if you can see the photos of students using and engaging in the ipads. they are very excited. i can't tell you how thrilling it has been from the ground up to getting the project up and running to see the devices with the students engaging with the technology on a daily basis.

next steps. so i'm sure many of you have heard about the visioning work that our district is undertaking called vision 25. we are in the process of setting and defining the space with the mayor. the planning process will now expand to middle grades of k-8 and we'll folks on -- focus on long-term and short-term for our middle use of family experience. are there any questions? >> really this is more of a comment. i'm glad you addressed the k-8 issue. i wanted to for the benefit of our colleagues

here in the supervisor chambers to stress that everybody will get a chance to benefit from this wonderful program and this donation and certainly the k-8 will be in the next wave. >> we wanted to be in this roll out and didn't want to send technology at this school site without professional development and support. the next phase will include k-8 grades. >> we have questions if you don't mind. >> thank you. to that point, commissioner norton, yes, we will be expanding it out and why we focused on our 12

comprehensive middle schools is because it was a very controlled in a more research model than controlled from central office. but being in a space that we can have 12 leaders that have the same supervisor that get the same kinds of support was really critical in rolling this out. i think we've all recognized that k-8 have different support mechanism and the first conversation we are going to have with the k-8 and the middle school principal is going to be tomorrow. and the second one on november 6th. they are starting to get folded in and i just reminded them that be careful what you ask for because it really is, i want to commend the 12 principals we've been working with because they planted the idea and what it is they needed

for middle schools to thrive and we've taken that list to develop the proposals to sales force, but it wasn't without a lot of buy in and a lot of commitment and a lot of payment. it is a huge undertaking to do what we've asked them to do, but they have also asked us to do something for them. there has been some really wonderful give and take and bauj has been great in leading the tours around and making sure our partners are on the same page and we meet twice a month for an hour-and-a-half to make sure this gets implemented well. if you want to compare this to the way in which los angeles rolled out their ipads, we did a fantastic job. the only other thing the focus is on the ipad, on the device, that is one 1 piece we

are trying to deliver to the district. i think jim was very clear about the goals of the school district of bringing stem to all of our kids and that initiative it will bring this and put the t in system and we'll send off to those who are most focused on the device. whether the kids get an ipad is not what this is about. this is about really lining up the stem curriculum that lewis and jim have identified for our school and students and using this as a resource for our students and being targeted about it initially. that's a long winded way to say yes, we want to include them but it going to be a lot of work on their part and our early adoptive teachers

have been terrific. we've asked teachers to participate in this who want to and are committed to delivering a great teaching experience for our kids and it's now the starting to bubble up where we want to be part of this and teachers are lining up to participate. that's been really exciting too. we've purchased more carts than what we had originally committed to because schools want to expand their teacher support. so we are also providing a lot of professional development to ensure that that's happening as well. so we are really excited about that. thank you. >> thank you, commissioner. commissioner mursi. >> they talked about

opportunity gaps. i want to explore that a little further. i think the district schools can be an issue and they tend to get more on the west side. i'm just wondering if they are making sure they are taking care of the different schools. we have kaiser and strong pathway at galileo and just this week i was at the spur launch with the hospital council and they are very anxious to reengage with the schools and strengthen some of the pathways. i just want to ask about the strategic thinking around placement of stem courses and path ways throughout our school district. >> correct, good afternoon. when we referred reserve --

refer to it as a stem course we are talking about those courses that contribute to the stem support initiative in supporting that in the areas of science, technology, and math there is a comprehensive approach to ensuring that our students are exposed to that quality of work from preschool through the 12th grade, if we are looking at the high school, for example, courses that we would consider stem intensive or stem aligned would be in those ct academies, for example. one of the thing that we are ensuring to ensure better alignment was to ask every high school that offer ete program that they are lined -- aligned to the standards because it's quite well aligned. as we look at the

course, the relationship we have, those pathways are really important to the area that have been identified as stem intensive courses. if we work backwards, the work with the initiative is one example. so there are others. as jim and steve look at the core program, they will be necessary steps the students need to acquire as they move into high school and beyond. we look at what are the characteristics of stem importance and we look at the standards of those skill sets. as we look at the elementary level, we look at it in the same way. we are looking at the preschool and special ed program, there is a lot of

discovery, a lot of opportunity to learn about the world around them. so working, four for example, we have the agreement with the north bay museum to possibly work with us, with the preschool teachers, with the early education teachers to provide those opportunities for those students. however, there are various partners including the universities, exploratoria yum, the science academies. so we are very cognizant about that whatever forces in that arena come into play that we em bed them with the intensity that ensure that all students have access to that. what commissioner mursi is alluding to is access point to like the bayview. an example, one of the

things jim and his team are doing is concentrating the effort in that area of the school district. for example, we are opening up a science center in that sector of the school district to ensure that we in c & i work with them directly and that center will be very much in charge of what you are asking. that starts with professional development to ensure that teachers have the capacity to actually teach it with that level of intensity that also includes monies for resources to ensure that we supply those schools, that historically had not had a lot of science resources made available. in fact we are in conversation right now with the stem team about how are we going to resource our teachers

in that community with the science program. if we look at the frost kids, for example, for many years they have been sitting in shelves and not been rereplenished. now jim and his team are looking to reawaken that resource for teachers in that area. >> thank you. i believe this is supervisor breed. >> thank you. i have a question as to how there is access to sales force.com volunteers. i was wondering what's their role in this in terms of their volunteerism, how consistent is it and what do they specifically do to help the program? >> right now the volunteer is on an as needed basis. they are

in the middle school and valley medical middle school school to help with that and we've had some schools ask for mentoring and assistance. they went to golden gate park and they sent out a team of volunteers to help with that process. >> they are not necessarily part of helping with the curriculum implementation? >> not right now, no. >> thank you. i was also curious about how the evaluation for the middle school initiative is going to be occurring. is there specific time lines for evaluation and are we also collecting student evaluations. what i had on the board of education was getting feedback from students on their learning experience in the

classroom and high schools and hopefully advance to middle school. it would be great to get a sense of how this is enhancing the actual educational experience themselves and be able to appreciate and learn about science and math and engineering? >> part of the system we have is a tracking component and we have conducted prestudent surveys along with teacher surveys and working with sri stanford respectful institute to create a protocol to see what the impact we are having in introducing digital content and technology in the classroom. that work is actually starting on november 1st. it's when our team will come together to get training on the protocol and calibrate

the observations. from both students and teachers. we are over seeing the evaluation from what is your level of intentional, do you have technology at home. i'm more happy to present that information. >> are you doing this at the end of the year? >> on going. we are trying to gather much information to guide us in the future. >> when you say on going what does that mean? ever month, semester? >> vrt we have a professional development we have an assessment with the teachers and with the students we have done one survey and will conduct one in december and at the end of the school year. >> thank you so much. i believe we have one final presentation. i know that we have a hard stock. we will lose quorum in

the next 10 minutes. commissioner, in the next 10 minutes, commissioner murase wants to do one more presentation on girls and young women. we still have public comment. i want to make sure we are able to allocate enough time for that as well. commissioner, you didn't have to go up there. but happy to have you up there. >> about 5 minutes. >> first of all i want to animal -- acknowledge the leadership of supervisor kim and mendoza in this area. they launched the youth spark connection in microsoft and their new initiative this past april. i'm so excited to have jim ryan and bauj with this school district. i just want to share with you 12 slides about girls in stem at sfusd. there are two sources of this

information. we have male graduate students do a full study and i vet bridges the community outreach at google gave a presentation on women and status. the good news is we have gender parody in the work force and education but still not stem jobs and women are in the work force and college enrollment but a huge gap with men and women in stem jobs. over all increases in u.s. demand for scientist and engineers, we are going to see a much greater demand. we try to encourage women in the