understanding and about problem solving and thinking about how it gets us to have the depth to apply it to all sorts of different situations ann will it -- analytical and you are able to move on into other fields and you are going to need that knowledge of math. one thing i was going ask and i appreciate the focus on equity and when we talk about math you have to be upfront with the conversation around equity. what i was going to ask with that is in the high school sequence whether we might even imagine and i don't even know what this landscape looks like but even expanding this further in terms of choices. right now we have, i see precalculus, app statistics, app calculus whether there is more to offer in the future maybe some sort

of applied math and multidisciplinary. i won't -- wonder what that landscape looks like as students get to apply their math skills and how that feels with the level of choice we want to give our high school students. >> certainly those options are open. we put the primary courses that students do now. that is not a limiting factor. i certainly want to be ills -- illustrative of what students are doing. >> also the enrollment program and to expand opportunities for many of our students that are doing the enrollment program and we are looking at various options within that that makes it more accessible to more students and through on our line math sequencing

that is available that will provide students with a broader array of courses they can take. >> any other comments? commissioner wynns? >> thank you. i actually also really understood what you were getting to buy -- by reading the paper and looking at this. i think it's accessible to us therefore probably everyone. however i have some questions about the sequence. so one of my -- i'm sort of presuming from looking at this that nobody takes calculus without taking app calculus anymore. is that true? >> that app calculus block is in there as an illustrative block. it could be a concurrent enrollment course where it would be a calculus course at college. >> i know but do we teach

calculus that is not app calculus? >> certain schools could. we are not precluding that course. >> are we doing it now? >> good evening commissioners. yes we have schools that are offering that. >> certainly mr. sanders and you heard me say this. one of our concerns is that we think too many kids are taking too many app classes. the fact that we propose this sequence if you take math in your senior year we are telling you to take an app class. it seems to me that that precludes the idea that we do that a lot of kids should take 4 years of math in high school in order to increase their college and career readiness and i just

don't believe that every student is ready for or even interested in taking app class in mathematics. >> that is correct and we have schools that are offering not only, we have a course that has been developed with improbability and statistics and we have a calculus course that is a c level course. >> that is a really good example because statistics is a class really valuable to lots of career preparation that we would encourage kids to take even if they weren't ready to be interested in since we like them to be less interested in packing their schedule with app classes. i'm okay if you are saying this is no the the only possible sequence especially for that fourth grade opportunity that makes me feel a little better

about it. and then i also wanted to ask this question, do students take calculus without taking present e cal collusion? >> there are some schools that compress where you compress an algebra 2 and precalculus topic. not all topics taught in a year of precalculus class are necessary for success in calculus. so a compressed course would have those topics that are necessary for calculus. >> today, that's what we were talking about earlier. what did you take, what sequence did you take in high school. >> same here. >> and i don't have this here because i was never seen -- but now we have these high achieving kids. we are taking

algebra in the 8th grade and algebra 2 in the 10th grade and are they taking present e calculus in the 11th grade? >> most, yes they are. >> so we've kind of added an extra course anyway? in other words taking algebra in the 8th grade doesn't get you to calculus before 12-grade. >> not necessarily unless they take that compressed course where you take algebra 2 and precalculus combined. >> then they would be taking that in the 10th grade in the continuum i just described theoretically that's a lot of high achieving kids are taking now. okay, thank you. >> any other comments? i have a few comments on this. okay. first, so i think from my own

personal experience i want to share with everything is my own experience is i took algebra twice. i understand it's very common or else people are trying to make me feel better. i went from an arithmetic class then to algebra. so i'm not beating myself because after the second year i kind of got it. but i can see how to jump didn't give me any foundation. but i am 56. let me speed it up a little bit. i also have three children in the school district. and i completely get what you are saying through my own children's experience. i have children who are very high performing. children that are in the honors track and took algebra in the eighth grade but by the time they got to high school, they were somewhat lost. i have a

daughter that went to uc berkeley that said to me at 10th grade, she said i just want to go to general math. it takes too much for me to have to learn it. it took such concentration and extra time to get it and even at that wasn't successful at it and i feel that it's unfortunate because she could have been successful. i have an older daughter that tested very high in sat's and she felt she wasn't doing well in math and she went to a private school and she didn't get it. i didn't get it. i couldn't help her. when my third child came around he also took bralg and took that core sequence and by the time he was in junior

year we were paying through the nose and i was desperate for him to go to college. every matt -- math tutor that your son is missing some steps and he didn't get what he needed. it was a lot of tutoring. it was a lot of explaining. i think he had an excellent teacher but again he didn't have the foundation. there was something missing there. so when you are saying that they didn't get what they needed about foundation, i completely get it. i say the in my own children. my daughter who just graduated with her second masters at berkeley, she says i think i could have done better in math. i just feel

like i didn't have good instruction. it breaks my heart because i think she could have been excellent at it. i think math has gotten a bad name. i feel hike -- like we should rename it. i do think that this is the direction we are going. you know, to just own it a little as a district, we thought eighth grade algebra was the way to go. when we went through ag, we thought it was really good and why eighth grade algebra is so important because if they don't get it in 8th grade they have another opportunity in 9th grade and we gave all of these arguments for it and what we weren't realizing was the analysis that you did that even with

8th grade algebra, they still weren't getting it. when i tell parents, i'm going to tell them of my own experience. as a parent, your child comes to you and they don't get it. i couldn't explain it to them and for my daughter, i wish they they had that solid foundation. every time i see a child struggling with this, i wish i had a kid going through this now because we are learning so much from this. when we are doing this common core thing, i sort of freaked out because it's training us upside down in our heads about the we -- way we are teaching. no the that i want kids that age especially through high

school. this is a great derek -- direction we are going and especially for an untrained person like me that this is the way to go because you teach it everyday, you see what they are struggling with and you know exactly what you are talking about. i thank you so much for coming out and thank you for the hard work for putting this together and i have to say i like it because it's so easy to understand and it's about math. it's unusual that we have so much love in the room around that. just because of that i think we are headed in the right direction. this is really good. our student delegate had one question. he has a math test tomorrow. the eighth grade students that are 50 percent proficient are taking algebra and they are proficient, what course would

they take then in high school? >> this year's eighth grade students in algebra 1 are the last group of students moving in that sequence and they will take geometry in that next year. there is that bubble through high school. >> just want to make a quick comment for a parent who has two children that struggle deeply in math and i don't want to talk about those two students because it makes me well up because my daughter struggles too. what i appreciate about this is math is one of those courses that builds confidence. if you don't have your foundation right, you really lose it and it really affects you in so many other areas. kids can sit through a math class but the

level of confidence that you lose because you don't quite understand how things go in place is really devastating. so i just wanted to appreciate this as a parent and i understand it as a policy maker and i think it's a really good route to go. so thank you for that. >> what you said made me think about this. the kids who are proficient are not the ones on this chart after they take algebra. did you look at the relationship whether they get passing grades or not? >> there are two criteria basically that we have used for students to actually be granted credit and moved to the next level of mathematics which in this case would be geometry. that is the grade in the course and the cst. one thing that you need to be aware of is that this year as you know we will not be

giving the cst and those students that mr. ryan referred to in algebra we'll not be able to use the cst in the second measure because the grade is the first measure. but we have established a test that we'll be administering to all the students that we'll be using as a second criteria. there are two criteria. >> what i wasn't to know is what is the correlation between them. are all the students, the same number of students who didn't get a proficiency grade, did any of them pass? >> yes there is a disconnect between grades and c st scores. i couldn't cite the exact percentage but more students get a c or better. >> is that a large number?

>> yes. but i wouldn't venture to give you an exact number. i can get that for you. >> i have a question, chemistry is another one of those subjects that are -- gosh i struggled through that one. i'm sort of wondering do you think this is going to help students in their chemistry class which requires some math also. >> we certainly hope so. >> we are also in the process of packing the next generation of science standards and looking at that middle grade sequence of science standards how do we best prepare our students for science and biology, chemistry or physics. we'll be coming to you and speaking to you about that in the future. but drawing the

direct connections, making the hand shakes between math and science is something that under as a stem team we are undertaking currently. >> commissioner maufas? >> thank you, president fewer. i wasn't going to comment because i only have one kid and she was really good at math and so good that she was able to explain to others. i got lucky. that is not my case. i don't know how i got that kid. but my question is, that is just because everybody else explained about their kids. my question is how -- teachers thank you so much for coming out and sharing these stories. but it's really what i hear out in the community what commissioner is commenting on and what she's hearing which is not going way anytime soon that my children is not going to get this. i know they are going to bring

this now some shape or form. i'm sort of wondering how we in the leadership in helping squeezing individual schools and our teaching staff moving this in transition how we appreciate the culture in understanding in where this is going there is no turning back and this is where we are going and when the question comes with the departments and the school sites and administrators there, how are we going to manage that. i want to hear that's a very real problem and it's not going away and i know there is going to be pressure on teachers. i know this is a reality. i want to know how we are going to shift the mind-set of folks who have generationally had it this

way. >> the question is what we have grappled with. the shift in the way we learn mathematics is not limited to mathematics. across the board what parents have to get is that the shift in what the expectations are for kids in all curricular areas are changing. with the shift in paradigm, the way i learned in school is not the way my child is going to learn any longer because they would be required to look at the world differently. their learning is going to shift. the shift for the teacher and as you have heard from the teachers they themselves have grappled with that and there is leadership in the school district. we have to work together in changing the mind of parents who do not necessarily see why it has to be any different. i think that's what our challenge is. not that we don't understand ourselves what the work is, but how do

we communicate that out in a way that makes sense to a parent. who she or he would have been successful with the old paradigm and now it's been shifted and pulling the rug from them which they felt really comfortable and now they have to operate with uncertainty. we have to make sure our teachers are well equipped not only in the capacity to teach that way and there is insight because it's at the schools where those conversations usually happen and we at the district have to be able to understand how to deal with it and be able to take on those questions and challenges that are going to be there until we as a district can make people feel confident in what we are doing. right? but we have to do that across all curricular areas, not just mathematics. as you will hear from

language arts a little bit later you will see they were the first ones out of the gate that sat with you and talked to you about those shifts and the way that students are expected to learn and how teachers are expected to teach and how to lend support. all of that has changed. we need to be more thoughtful in how we approach this because we need to be sensitive as to how people might be feeling and also mindful that we have to ensure that to provided them with what they need to know and understand so students can feel they are in the right setting to do the work they need to do. >> this is in line to what colleges are asking now. my daughter said she sat in a class with 15 students and the professor asked her, what did you think? she said i didn't have this critical analysis. i just lacked this critical

analyze that i could regurgitate what i ready but i couldn't formulate from the reading what i thought. the common core leads us in this direction. anyway, i think this is really exciting and i think we need a roll call vote. >> mr. haney, yes, maufas, yes, mcdonnell, yes, murase, aye, norton, yes, wynns, fewer, yes. unanimous. >> item j. that is done.

request to speak regarding general matters. >> item k. advisory appointments? i would like to appoint christina carnavarel to bilingual community council. item m the following proposal from the sfusd, the initial proposal for the from the

international unions, 2013-2014 initial proposal for union of operating engineers local 39 to the san francisco unified school district. 2013-2014 initial reopen proposal from the sheet metalworkers union local 04 to the san francisco unified school district. 2013-2014 initial reopener proposal from the common class workers, interlocking smith, local 22. united association of journey men of the plumbing and pipe fitting industry. local 38. union union of roofers. local 40. shop hands. local 66. sheet metalworkers. local

104, local 718. teamsters, local 856 auto marine and speciality painters. local 176, machinist union, local 1414. we have one speaker signed up to speak tonight on this topic. well allen lowe but you don't look like him. are you speaking for him? okay. 2 minutes. >> very briefly, allen had to leave because of other commitments but we are here to speak on his behalf who is represented as the chief negotiator for united administrators of san francisco. i am jenny horn and this is pat armedia of san

francisco. we would just like to say that we represent 250 administrators at the school site as well as a few who are central office administrators who are fully committed to supporting the common core and core sequence and the three goals of equity and access; students achievement and accountability. we look forward to reaching across the table to work with the district to discuss all that we would hope would transpire in aligning our wishes in the reopeners with those goals of the district. >> yes. pat armendia. we hope to work with you in a positive and productive manner. i

would like to thank you already because we have some very good news from the superintendant the other day that there is a little bit more money going to the school sites and it an appears that the schools that are over 550 elementary school students are getting an assistant principal. we have been asking for this for many many years and this is really a needed thing and we appreciate that. the second thing we appreciate is that it an appears like you are going to be doing contracts for all of our administrators, most all of our administrators by march 15th, deadline. other years have gone on until the end of june. this is going to provide stability in the school as well as moral boosting for the administrators to know early on what their situation is. so we thank you very much.

>> okay. item m discussion of other educational issues. presentation of common core state standards for english language. thank you for waiting so long for this. >> so thank you as our english language arts folks come up, this is a superintendant's dream, a board full of conversation about curriculum and common core. died and gone to heaven. with that, i would like to invite our english language arts colleagues to come forward. >> hello superintendant again carranza, president fewer and

commissioners. i'm going to update you on the language arts common core standard implementation. daisy santos, a director has been on this for longer than the math team has and in a lot of ways she was blazing trails and there was a lot of lessons we learned from her work and she and melissa lambert have been instrumental in informing us about some potential land minus -- mines that were there. i want to turn it to them so they can share with you the work. they have a little bit ahead in the process and that has helped us to best coordinate our efforts in terms of professional development, in terms of scheduling, that sort of thing. but because they are in the pledges -- implementation

stage there is a lot at best to discuss. i'm turn it over to them. >> good evening commissioners and superintendant. thank you for having us here. we are going to speak, try to be very brief here and talk fwou some of the work we've been doing mostly this year in terms of the implementation of the core curriculum and with the embedded