report reminding us that you gave this to us before. i implore you to please don't let this get away. remind us that we need to move and be more responsive. i'm grateful to see you here. by the way, reminding us that this is last year's report. did you want to make a comment? [ spanish speaker ]

>> yes, it's true, we are repeating the same report as last year but we have new members in our board which means they are bringing the same point. that brings me to the point that nothing has been happening. and it is important for us to do a follow up. >> my comment was moving forward especially professional development that the teachers receive. when i say teachers i'm including para professionals, after school people and the substitutes. the substitutes really also. it would be nice to see some kind of data how much in their professional development is el driven or based. how much is that is just specifically how they deal with el and el learners

and how much do the teachers themselves understand the reclassification process and standards and guidelines so that we are all on the same page when we go back to the parents and we try to explain that to them. it would be nice to see the data how much of their professional development is el based or that they are receiving. >> staff, did we take note of that request? >> thank you very much. comments? yes. superintendant? >> yes, this is incredibly important information but i want to be really clear for the public as well that these issues aren't issues that are readily fixable with one swoop. for example, we have translators because not everyone speaks a second language. so then to get teachers that have the pedagogical skills to teach in two languages or more than two languages is not an easy

list. it's not that we don't appreciate and that we are trying to be defensive. these are tough issues. we just passed two issues that is really relevant for staff. we have common core standards that is predicated for professional development for staff and practices that is for professional development for staff. in the mix of this we have a very limited pool of substitutes that are willing to work as substitute teachers. it's not that we are not trying, it's just at some point we want to make sure that who we have are supporting and we want the delac providing thosen insights in who we have on the ground and i want to commit to our delac partners and our community that your comments

are not going on deaf ears. these are very very difficult issues to tackle. we are not alone. everybody in california is tackling the same issues. >> any other comments? no. thank you very much for the support. it's actually nothing that we knew. it's what i hear from parents on the ground too. they are telling me the same thing. it's not only for spanish speakers but also for our mandarin program also. they have the same issues. i just got off the phone with the same issues. and i want to say what the superintendant said is actually very true. but if we classify a teacher as bilingual, that you as a parent should know what does that truly mean. when we classify a teacher as bilingual, what does it mean and what level of biliteracy

as a teacher. i think every parent has a right to know that. thank you for your report and thanks for waiting. [ applause ] >> okay. moving right along. public comment on item f. i have two speakers. speaking on item b 2, page 48. two minutes each, please. public comment on consent items. >> okay. glad to be here with you all tonight. really excited and smiley and happy. i'm here to speak about the

memorandum of understanding and the youth commission and other community groups that been working on the mou for three years at this point now and we are excited to see it back in front of the board of education for a vote. we have been engaged in conversations with the police chief since the last board vote and we were hope in all he would reconsider and actually make some amendments that you passed at the last board meeting where this came before you. he did give us some occasions that indications that he would be working with you through the resolution in some internal ways. here today speaking on behalf of coleman advocates as well as other yutd -- youth groups in the

process we are going to try continue the battle to ensure that you put back in the resolution that the police chief wasn't comfortable in signing. i want to thank you for your hard work and look forward to a positive relationship. thank you very much. >> thank you, laura fair. i'm a statewide elective with statewide council and would like to thank you for all the work with the council and we are disappointed that the chief did not agree to the amendments that were very strong and we were very appreciative of the board for taking those extra steps to try to make certain that happened. we are verien encouraged that he is very much committed to see the intent of the mou carried out

and the provisions become a reality and looking forward to work with the superintendant to make sure that in that mou is shared with staff. the promises of the mou in terms of reducing arrest and citations and disproportionality for our youth that come in contact with police become a reality. we look forward to ensure that those who work on the police department side also become a reality and staff and officers are trained. we look forward to working with everyone who has turned now words on paper and something that is meaningful for our students and makes it better safer plague -- place four --

for our young people. >> is there any additional public comment? seeing none, public comment is closed. can i have a motion? >> any items for correction? >> yes. 14b and page 111 and 112. the dates reflection of june 30, 2014. in the credit amount line there were four zeroes initially and now there are 5. the second item 4bb. page 113 of your agenda. the name of the consultants should be regents. >> thank you. any items to be removed by the board? seeing none. any discussion?

commissioner maufas? >> i would like to full mou, memo -- memorandum of understanding. item 2b 148. >> okay. any other items. roll call vote will take place under section 0 under item 8. superintendant's proposal. this has been voted on and we have valentino or tim bryant or maybe both.

>> good evening superintendant carranza. hi. my name is louis valentino. and elizabeth barnes, an administrator in the math department. the requested action reads as follows: that the board of

education of san francisco unified school district support the actions necessary to implement the recommendation of the superintendant to adopt a 6-12 sequence of standards for mathematics and smaller balance assessment in years 2013-2014. >> before public comment if i hear no objection from the board i would like to take out of order at this time on the common core matters section m. superintendant, do you have a designee to introduce this item? >> yes. this is dr. value tip entino who is going to do the presentation. i want a point of clarification. we have two separate items, one is alignment to the math common

core and a spret -- separate item on language arts. >> so we are taking the math at this time. we'll do the english language arts later in the evening. thank you very much. it's a powerpoint? okay. commissioners. and this is the powerpoint that aligns with this.

>> we are very pleased to be with you this evening to share with you the results of a lot of work by a lot of people that began over 18 months ago. as we transition to the math common core standards. this effort results in a core curriculum that includes a rigorous design, comprehensive

professional development and a focused implementation plan that includes a clearly articulated core sequence. the teams of educators participated in this effort includes staff members from cn i, special education, early education, the leads, teachers and administrators. in addition many of our partners such as sharp, hall of science, stanford university and experts in the field such as and joe bowler contributed to this work. and we've engaged in conversation with partners across the bay to support us on this. i would like to acknowledge and thank them all for contributing to the work that jim and lizey

have been leading this school year. i would like to have jim and liz i share with you the proposed standard implementation of the core sequence. >> good evening. i'm very excited to be with you this evening as dr. valentino asked us to share our work and thinking. so, again, we have carefully thought about what we want to share with you this evening. as you all know

california is one of the 45 states that adopted the common core standards in mathematics and we in san francisco along with educators across california are thinking about what it is to implement this comprehensive rigor described in the common core. so we are presenting our recommendation to you this evening. our recommendation addresses this specific question with the transition to the common core states standards what core sequence supports college and career readiness for all students and specificallien insures the completion of completion of the required uc admission. so while we are talking tonight about the core sequence, we want to land it in a much broader common core state standards which talks about the core rigor that a

described. in a balanced mathematics classroom what we are asking of students is they hold a balance of conceptual understanding and problem solving and procedural fluency. by the california 97 standards pushes us more towards procedural fluency and computation and isolation and not to say that all teachers in all schools are teaching mathematics in this way. with the common core standards we are asked to move focus which is fewer standards taught more deeply. coherence to ensure that these are from grade to grade from k-12 and rigor which is again when we describe that students applying a new math concept. in particular rigor means no longer pushing in the grades. so having younger students

with difficult mathematics earlier is not what we mean by younger in the common core. so again talking about coherence, what does it look like in algebra. what it has to do with algebra and what i want to represent with this slide is algebra is a domain of mathematics and it is in the common core k-11. we want to really describe that algebra itself is more than just a course. it is a way of thinking and doing mathematics and through common core we believe students will be ready for the course called algebra. that of course is the next question we want to think about. what about algebra 1. the course called algebra. very often when we are thinking about the common core, the question is posed, what about algebra? the

important thing i want to say is when california moved algebra in the eighth grade it was our best thinking and our vehicle moved towards equity. we wanted to have more students to have access. that was the well-intentioned desire that we believe in equity but now that we have data, we know that we are a district that believes in continuous cycles of improvement. now that we have data about how students are doing in algebra one, our 8th graders, how they are doing in algebra 1. the question is is this the best for our students. so we have to answer this question, how can we provide for the course and rigor for all of our students. >> since we've moved to 8th

grade algebra, the primary courses is algebra 1 in 8 -grade and geometry in 9th grade. this is a move to address the algebra 1 being a gatekeeper and many students not getting the at some point -- opportunity to pass through that gate. what is shown and what is actually addressed in how the common core standards intentional sequence of topics is that it's not working for our kids. the data that is up on the screen and i apologize that you can't read it entirely, but i believe that you have it in front of you, describes the class of 2014 with nearly 100 percent of them entering into algebra 1 in the 8th grade. the blue

line represents all students. at the end of that 8th grade year, only 49 percent were term proficiency, that means that 51 percent were retaking the course. the following were being asked to start over again. then the next point in that graph as you move from left to right is by the sophomore year when students are to start their sophomore year taking algebra 2, at this point among all students we are down to 33 percent of students making through our primary sequence. by the time we get through the end of the sophomore year, this sequence of courses, only 20 percent have made it through and/or termed proficient. 80 percent

have been left behind in some fashion. the green and red numbers represent the under served population. only african american or latinos make it in that group. the next slide will show you in a tabular form. 214 african american students started in the fall of their 8th grade year in algebra 1, and after 3 years of math, only 3, not 3 percent, 3 students made it through as a sequence of courses. this tells us that no matter how

well-intentioned our initial move to move algebra to grade 8 was to reconsider. we should reconsider what the researchers who wrote that common core sequence in courses to see that it's a possible alternative. that is what we are proposing that we see consequence our math courses in keeping with the common core standards completely. and that we align it with the smarter balance of assessment also. that means that students would take the common core 6-grade, common core 7-grade and common core eighth grade courses in middle school. when they enter high school they would take common core algebra 1 and common core geementary and -- geometry and at that point we have the

information whether to accelerate. in the past acceleration meant we skipped topics, we actually skipped mathematics and obviously that had not bode well for our students. what we are saying now is during that year we can compress our courses. for students who would like to move faster than a full year worth of course work topic in 1 year, we can compress in that junior year. by waiting until somebody is 16 or waiting for bifurcating our students in the 7th grade that is 3 years of maturity as a student and we are giving them the path to find in mathematics and because of the sequencing, the intentional sequencing, we are preparing everything for success through mathematics in high school.

this sequence still allows for a full year of calculus or another course in a senior year. that could be an app calculus course or an enrollment course with a college professor so the student wouldn't need to take the app test to get full creditworthy of college credit in their senior year. the question is what this makes up common core algebra 1 and how it differs from the current course that students are taking. the current course in the yellow to the left it says core algebra 1, in those topics distributed in 8th grade and 9th grade common

core math course and how it's also in their with geometry topics and statistical analysis and modeling materials. this gives students opportunities, too often in the old days were very algio rhythmic. they were procedural. that procedural knowledge sat inert with students and they weren't able to apply it. this gives them the opportunity to apply those mathematics in the use of data and in transformational geometry. this is a very rigorous curriculum but more carefully sequenced for everybody to succeed rather than what our current data

shows. again, this is our recommendation. this is our best thinking and this involves months, over a year of working with experts in the field and our colleagues within the district around what is best for the students around san francisco around math education. thank you. >> thank you for that presentation. we have a lot of public speakers signed up for this. currently many of them are math teachers. who worked a really long hard day. so, you have 2 minutes to speak and i'm going to call out your name. lily lum, michael brit,

nome zoek, an lion, andre marty, andre so lay, allow, david gardener, tasha sue, you are right. please come up to the podium. c'mon up. we don't bite. at least not on camera. >> hi. my ma'am -- my name is lily lump. i'm a math teacher at city college and been teaching for 14 years. i believe in the public school system and i appreciate all the work that you do. i have two kids in public school and

it's important to me that my kids are in a diverse and a heterogenous learning community. i have done hiring and evaluated teachers at the college level and i have also done it at the middle school level. i'm here to talk about common core and i'm very excited about the rigor but i'm also worried about the detracking issue. big picture, i have done a lot of research and follow the research and totally understand it supports good results. well, it supports good results when it's implemented thought fully deliberately with attention paid to the needs of all the learners. however, i have concerns that the huge, i just feel like a lot