do with rent control but this bill differentiates between small property owners and deep pocketed aspect larts we want to protect you're right to use the ellis act as written but not abuseed. >> i'm not talking about - >> i'm clarifying what we're doing (clapping.) . if there was a question i'll take that i know we have a united voice and not only getting this to the governors desk but make sure he signs it as well >> thank you all for

>> >> >> february 27, 2014, >> good afternoon and welcome to the meeting of the city and school district committee. i'm

joined by supervisor mark alvarez and farrell and sandra feuer who will now join our community for 2014. i would like to that have sf gov. tv. san francisco television and our clerk mr. derek evans. mr. clerk are there any announcements? city clerk: yes. please silence all electronic devices. >> thank you. commissioner mendoza did let us know she is sick. may i entertain a motion to excuse commissioner mendoza mcdonnell and we'll do

that without opposition. mr. clerk, please call the first item. item 1: agenda1401421.[hearing - update on the 2012 supplemental appropriation to fund a credit recovery program for san francisco unified school district]sponsor: kimhearing to receive an update on the 2012 supplemental appropriation to fund a credit recovery program for san francisco unified school district sfusdd students at risk of not graduating in school year 2014-2015; and requesting sfusd to present a progress update on how many students participated, current graduation rates, and how funding was spent. 2/25/14; received and assigned to the city and school district select committee.pending introduction at the board of supervisors meeting on february 25, 2014 sf 11234 thank you. this hearing is on a follow up on a supplemental appropriation in the previous year to fund a credit recovery program at san francisco unified school district and to learn a little bit more about the progress of this program. in the appropriation of course these are funds that were previously dedicated to the school district. i think that both bodies are interested in how the credit recovery program went and the incoming classes

with the graduation requirements. i would like to give any member and opportunity to speak before i call up our presenters. we have steven coffman who is the director of student learning and support and julie chan educational policies. if sf gov. tv. san francisco television can help support the presentation, that would be great. >> good afternoon supervisors and commissioners. good afternoon and thank you for allowing us to present the

2012 supplemental fund credit recovery program in san francisco. i would like to introduce julie chan in student support. this is a new office focused on credit recovery issues on summer school and online learning and various other programs that we have up and going. thank you very much for the thank for the opportunity. we are going to walk you through exactly what the presentation is going to be. we are going over the initial challenges and information about our credit recovery options and our 4-year cohort graduation rate and e through g graduation

requirements and the credit program today and talk about where we are going with the office of extended learning and support with our evening school, summer school, online learning and sprout funds and summer bridge program. so challenges at san francisco unified school district is a number of students have not been meeting the requirements to graduate on time. as you know 2014 was the first year that the policy came into play that the students had to be a through g compliant to graduate in the school district. in the past we that had deliver forms models and graduation was for all students because one of the key goals for san francisco unified was access and equity and we wanted to ensure that

all students had access to credit recovery programs and there was no data tracking system that was going to support the program of accountability and funding and improvement. that is now what we have and we have the data moving from this point. past systems delivery systems lacked funding and that has been luckily eased by the p funding and the commitment by the very wise commissioners of the board of education by funding the a through g recovery efforts which is very exciting for us and a brand

new division in the office of the curriculum instruction. ms. chan will go over the graduation cohorts for you. >> these are the graduation cohorts for 9-11 and 12. there is an increase in the general cohort graduation rates and you can see the breakdown for different subgroups and african and latino or hispanic students and there is a slight dip for english language learners. i'm going to tell you a little bit about the overview of the graduation requirements. a couple years ago we approved the graduation requirements that are implemented for the class of 2014. in this chart you can see the requirements itself. all these are from

courses, different courses and their credit requirements for each of the courses. >> so what are the credit recovery programs? they are to ensure graduation rates and that all our graduate students are college ready and uc and csu requirements to go to a university. most of the students who have fallen behind on classes are retaking courses to graduate on time. there is various programs provided through various instructional strategies online and night classes. we offer classes saturday and summer months and critical courses required for

graduation. through peef and through the wisdom of the board of education, the office of extended learning and support was developed. the mission is to urge best practice to maximize results and credit portfolio credit recovery whose options and rigor and tan giblity and micro funding for local school site design and program. this is all along to the rti model with an academic focus on primarily tier 2 and now tier 3. this

puts into perspective the intent with the division of curricular instruction rti model. this is the summer school that the fund that the supervisors provided. in 2013 we had four sites. wallenberg high school, balboa and burton. we had 2290 students and of which 92.2 percent -- i'm sorry, 2296 students of 2489, this is 92.2 percent completed one course with a d or higher. which is

976 of the 243 were offtrack to graduate before the program. we completed 3821, 821 courses which is 97 percent of the 2012 attempted. >> you just through out a lot of numbers. i understood that. how many students i guess last summer they were rising seniors and rising injuries. -- juniors? how many were not on track to graduate? >> 72.7 percent of the students that completed courses in summer school were offtrack to graduate. >> okay. but my question is how many students were not on

track to graduate? total in the whole district. i'm curious how many were enrolled in these programs? >> i don't think we have that data, but i think we can get that data to you. >> that would be great. so you had 2489 students enrolled and of those 2096 completed courses. we don't know how many students were not on track to enroll in these programs. >> the total number of students offtrack? >> yes. it would be helpful to know of the 2489 that enrolled, they were not on track. so you got every student that was not on track in the program or there were 5,000 not on track and you

only got 60 percent of those not on track into program? >> we can get that information for you. i have two charts here, looking back at the presentation. that shows the outcome of the summer school outcomes. in this chart we are looking at the class of 2014-2015. during summer 2013 there were 11th graders. this shows on track students who completed courses before and after summer school. it shows how many students were on track through central summer school. if you look at the green bar, it shows how many are on track after summer school. as you look at the total, before it was 29 percent on track, but now there is 41 percent on track to graduate. if you look at the second chart, it shows the change in

graduation status of offtrack students which means as you know in the on track offtrack status there is different statuses and as you gain more credits you are moving up a level in your status. here i'm trying to show the different types of changes whether there is a positive change and whether the student moved up closer to graduate and no change and negative change. you can see the difference, i looked at 10th graders and 11th graders, all the grades are around 35 percent which achieved positive change which means they moved up in graduation status. students are able to move from improvement of their overall graduation status. >> are there any questions

about that data? okay. i just want to make sure. yes, sir? >> commissioner wynns? >> as for all the kids offtrack, do you have data that mernls -- merges all the information. they have other date of courses too. what i want to know is do we have somewhere that tells us here is where we were last spring, here is where we are now with those same students. i appreciate the grand alar information about program and it's effectiveness, but i want to know generally is how are we doing in the percentage of kids that are on track towards graduation from all the programs. is that going to be at the end of this presentation or are they all

just separate? >> they are all separate but we can provide you with that. >> okay. thank you. because we won't have one way of knowing to use the horrible term that we now have to get used to. they are not unduplicated students so someone didn't take a course or online. you will be able to do that, but you don't have it today? >> we can provide you that data. >> okay. >> moving forward through the public education enrichment fund that was generally approved by the residents of san francisco voters this summer we are offering summer school at four sites.

marshall, galileo and balboa and washington high school. the communication to really establish a uniform process and policies in terms of procedures of how to enroll students through the new synergy program and more intervention with the counselors at the school sites and just a more uniformed approach is unique because before there wasn't really that central control, not control in a bad way but to organize it to ensure that the students are getting what they need i think what's also important is at balboa we are going to have a specific school for new comers for

english language development. we are funding eight teachers to specifically work with those population at galileo as well. they also have eld special english language development specialized program to support our new comers as well. we have three sites this year for schools. washington, oh conel and burton. we have enrollment of 212 students and of those 211 completed at least 1 course.

here we show that on track and offtrack students we had a completion rate of 91 percent or 241 attempted. >> here are two charts looking at the outcome before and after the program. the first chart shows the personal -- percentage of on track students who completed the program. as you look at the chart over all before our evening school over 29 students were on track. after summer school it increased to 24 percent. if you look at the second chart, it shows you the changes of graduation status of our offtrack students. they are initially offtrack at the beginning and after the evening school program we

show a positive change of 33 percent. 33 percent is the offtrack students able to move up in their graduation status meaning they are closer to graduation. it shows a break down of 12 and 11 and 10th graders. >> moving forward one of the things we have here is the spring evening school where we offer courses in biology, english and should be noted as well in the fall evening school we had a special english language development class at o'connel that will be continued into spring . we offer geometry, history and world ii and chemistry. this year the board of education approved a new online vendor which is a through e approved.

san francisco is one of the first actually in the country to offer a through g science online with a wet lab. that's been very exciting and english -- what we thought was very important when we formed this office was we wanted to be accountable and the help of julie chan. we really approached this with a top intervention model and find out through d and f list exactly what students need what rather than throwing a huge fishing net out there trying to grab whatever we can and we go at it in a more targeted intervention way and work smarter rather than harder even though we work hard but we also try to work hard as well. sites are

located in regions for access to all students through our research we discovered that it's best to divide the city into geographic regions and through those regions we drill down further to the neighborhoods in the schools to see exactly what classes are needed in what area and we provide those classes rather than just a blanket class. at all the schools we look at the needs of the students and provide those classes to the students. once again, online learning which is very exciting with the move through a through g certified through the uc goal ways. we had to go through a rigorous rfp process where 20 online providers submitted for and through a three stage process we decided to go with

ingenuity because they had the most uc approved and we offer those courses throughout the district and we have an online coordinator who is in charge of that and responsible as the program administrator and the important thing about that is if you look at the data and they say one of the greatest factors of success in an online learning program is actually having a main point person be able to administer the program, and fortunately through peef and through the commissioners of the board of education we've been able to provide that service to students which is really exciting because online learning is where we are going in the future and also we are starting to develop professional development around blended learning and moving to the new millennium of learning in that aspect.

>>supervisor jane kim: actually supervisor had a question about this. >> what this report acknowledges all our strategies and it doesn't include our outcomes from the graduation class. what happened was we passed an a through g graduation requirement necessary to bring rigor and to give students opportunities to graduate because they are the minimum requirements to make you eligible to apply for a csu and uc. i think what happened is the board voted then to because of severe budget cuts to cut all of summer school and credit recovery options and the city camen and generously helped us fund. what we've seen through these

strategies i think we should have brought our updated list on who is on track to graduate in 2014. we are actually so close. i was completely shocked. i was sort of blown away myself because many of us saw the thousands of students on track not to graduate and i was freaked out because we knew it was a higher bar. but what we've discovered and i think we'll have new numbers because we are just calculating our last term. that more and more students are on track to graduate through these credit recovery options and we are meeting our goal so close of graduating all students with the graduation requirements. this has been a great collaboration between the city and the hard work of our school district and also uc and in your department. thank you. >> thank you. actually my office did send in the

numbers for this year's seniors class to graduate through 2005. this combines both the sophomores and juniors. i did want to ask about online classes. i'm sure there is a major improvement since. i was on the board of education. one feedback i often heard from students was that online classes were boring. they weren't a really fulfilling way to learn. a big concern i know needn't supplemental discussion last year is online classes the way to help support since they were offtrack to graduate. seems like there is other thinking around online classes and what does it mean to have just one coordinator. how does that make it a more enriching experience. >> let me address the first part of your question first. one of the reasons for the

move to a new provider was that the classes were not very engaging or rigorous and thus weren't really serving our students other than just a factory of going 32 -- through the program. with this new provider we are very happy, it's a very rigorous program and we are finding the student are a great deal more engaged in the program and we are actually moving to, because it's so new and the capacity wasn't there, we are moving to develop a blended model, the students are in the lab with the students in that blending learning capacity to help support the students. it's just a one component of the credit recovery options or the menu or portfolio that we offer. but the new provider is actually pretty impressive on

what they can do. most of the feedback, we can bring ms. yamamoto up. she's very much involved with this. the school administrators find this to be a much better product. >> okay. thank you. >> it's actually really exciting. the second part is how does one single person facilitate that process of fidelity and validity of online learning to support the students? what the data and research says is what happens is that sometimes when you get online learning is you release it to the schools without any professional development, without any support, without any kind of prior working knowledge of the program as well as with a lack of, i don't want to say tracking because it's kind of a

negative word, without the responsibility of data with what the students are doing and how many are completing the program and how much time they are spending on it and what is the completion race -- rate, what is the difficulty and with ms. yamamoto she's able to manage. we are were just going to do a few pilot schools throughout the district, but because linda is so fabulous and has a great reputation with the school site, we are able to roll this program out everywhere in the district. she's able to provide the technical assistance, provide any kind of support that the schools need and also contract every student, every school and run data based on that so we can assess where we are and either make improvements or adjustments as we go forth.