my friends would have to pass a lengthy examine in english with no credit to the years of service dozens of workers could be replaced outside the district by people who can take a written test in english and they don't reflect the diversity of san francisco they're not asking for the kind of wages like lawyers and consultants outside of the civil servants old simple fairness please support us. thank you very much. excuse me. people in the audience some respect to the speakers we have to keep quote. thank you very much. so i have 3 speakers. (calling names)

>> hi. i'm keith battle good evening, members of the board i'm the father of david one of the students that presented on behalf of the carmichael school i can't express how proud my son is hear i'm also very proud of the filipino pathway that our delegation is here to represent. byte i didn't carmichael has become an extended family as a coalition of parents we've been meeting regularly to take into account where our program has been. but where it is now and where it could be with your support. like the students from the

korean america's talked about there is one korean class that jonathan that's in jeopardy as well. i want to thank you it's incredibly excited to me and other parent we have a superintendant and assistant superintendant that strongly building in bilingual education to strengthen our programs and the programs for other languages. i want to share one quick story where bilingual education is important my wife and other filipino-american of our generation basically lost her connection to the heritage because techt we were growing up the thinking was, of course, wrong was that if a student

learned or spoke heritage language would have a harder time after learning english we look forward to our support for this program >> hi, i'm marie cha is my daughter has been in betty carmichael since kindergarten. i found it since my nephew was an eight dwrardz but anyway, i found that place and knowing the fact that is a bilingual class i got her in knowing that she is learning how to speak but that was a false one she didn't know how to speak and not even learning but she's in third grade and fluent and she knows how to write in my language i

grew up in the filipinos i grew up in san francisco my dad told me and said filipino the language should never ever leave that. it's one of the languages you're supposed to be proud of where you came from the i grew up her i want my daughter and her sister going to betty and having the bilingual class they'll have the benefit to knowing that the telling gal and the filipino culture. it's nice when you go back to our own country even the filipino at least they daughters can talk back to them in their own language it's a nice woo to learn it i'm hopefully you guys can continue to support it and continue to be with us in

knowing this b will go into high school it will be great knowing they have another language after using telling gal and thank you good night >> president fewer and commissioners and superintendant i'm a parent of a high school student at balboa. my son is a product just like chris of the telling gal unfortunately from the school district we were able to have a class and the school has been able to continue the program but we see now that the k through 12 is a bilingual pathway and there's a big gap just like with

the korean american like the million dollar school uscf has a one person there that can teach the bilingual classes but we don't have an addendum in place. we have a similar case but in balboa we have a bigger problem we're or it's got 15 percent filipino yet many kids want to take the class but there are no teachers for that and really have been turned down twice it from the a g trying to get this certified as a language that they can get just like the other languages as a language requirement. i want to bring this awareness to you because it's important to

get the support in order to make in happen. 6 percent of student population the filipino community role expects more to try to open this up in the high schools so, please work with us. thank you >> i believe our superintendant has something to share. >> sure thank you 2u6 we've been e-mail before and after so the principle is saying they're keeping the class but getting the k through 12 certified they're working on that and getting the school enrollment numbers up to insure the long term stability of the class but the class will remain. public comment is now closed. stem k the appointments to the

advisory committee commissioner loftus >> i have my final piece appointment i'd like to appoint one colleague from the public defender's office. >> thank you. commissioner mendoza-mcdonnell. i have two appointments that have been sitting vacant for too long an appointment to bob from who's the superintendant of rec and park her in san francisco and for the programming and i'm going to be appointment phillip beginning berries who's the rec and park director to the oversight committee >> i think we have a conviction for both of those. okay. that's great. anyone else?

what timing. seeing none, item l i now announce the sun shining the shining (laughter) guarantee that was a slip the sun shining of the 2013-2014 miserable proposal from the brotherhood charpts and locate smith of journeymen of the plumbing and piping industry of the united states and canada local 38 united worker and allied workers and local 66 sheet worker local one hundred four and the iron workers and architecture metal and glass workers and teamsters and auto man or woman local 77 of and

machinist local 1414 common class to the san francisco unified school district. the public has an opportunity to comment at this meeting and the regular board meeting of april 14th >> no speakers. >> president fewer. i need to make the public announcement and inform the board i'll be abstaining that. i now call the labors international union of north america local 2 61 moved and seconded of the adaptation of the tentative agreement i so moved. superintendant. reading of the recommendation. >> thank you president fewer i'm i'd like to call of executive director carmen. thank you superintendant and

board members it is the contract for the international local 2 61 the recommendation is it the board of education of the san francisco unified school district adapts the tentative agreement and the related public documents. >> no speakers have signed up comments for the board or the superintendant. i just have one comment i'm gloo glad we have the agreement with the local 61 roll call. commissioner haney. commissioner maufas. commissioner mendoza-mcdonnell. dr. murase. commissioner norton. commissioner wynns and president fewer. we have a motion and second in support of s b authorized in the

california state senator by the proposition for 227 and the district prohibition. i have a brief report from the rules committee. oh, can i have a motion and a second. >> so moved. i was at the rules committee so if you want to have me report on them >> okay. >> this is a bill before the senate it was recommended we take a position of support which the rules committee approved, however, commissioner haney the chair of the committee suggested that we have the opportunity to discuss this proposal publicly here and before the - oh, sorry

before t before the commissioner norton duo did so the public would know there's for the superintendant and commissioner haney to support this and also our district has been on record of opposing those rieksdz in the participation of the lawsuit after the passage of this for the rules committee they recommends we take it public not only the rules committee taking a public support open this amendments and the reading as recommendations. thank you president fewer. the requested action that the san francisco unified school district supports s b-1164 and

engage in the passage of the bill anonymous limited to public testimony and press for the support of the legislation >> comments from the board or superintendant that is. vice president dr. murase >> the number of the language programs is very important that we commit to having all our kids speak a second language to honor heritage languages so i'll be supporting this. >> any other comments from the board. i think we're ready for roll call >> commissioner haney.

commissioner maufas. commissioner norton. commissioner wynns. and president fewer. 6 i's. thank you. item m discussion of other educational issues. superintendant. thank you president fewer so as our presenter come up and get ready to present i think that's very, very important it seems like the theme of the evening that we're very, very fortunate but very strategic in san francisco that we have not only embraced but actually supported language development and probably one of the most robust pathway initiative no california but particularly important is that we've been applying the research less than to our programming and actually looking

through a study at what have been the outcome for our students and pathways. we're very fortunate to have a robust partnership with stanford and professor has been with us and do we have researches from stanford as well as our own internal research department and special have an opportunity assistant so we want to share with the board and the public the results of some of the elevation work i'd like to start and call optional special assistant to the superintendant ms. wong >> we're going to start out with our superintendant with the research accountability to introduce the study and also our partners.

good evening >> good evening, everyone let's talk about traumatic things let's talk about the l go park it was a 3 year study by the i s grant it paid for san francisco to actually clean up it's parkway data so we were able to clean up the data from 2001 to today and build a data system that contracts so this has been a good grant. so of the other benefits you'll see are the results of study right now, we're trying to implement into our practice and professional development. with that i'm going to turn it over to the research team we have professor shawn and the two students are here rachel and

another and will come back with implementations. >> can i ask a clarification question what is the clean up data. >> what happened they were not only the students in the different pathway that were not identified but by course they weren't deleted in the data system that's what we had to do. >> thank you very much you're welcome. >> good evening, commissioners i'm shawna professor at standing for the record working closely with the colleagues on this study for the last 3 years and very closely with several of my graduate students who will tell you about the results of the

study i'm going to do an introductory overview. we wanted to do this study in partnership with the unified school district to help the school district elevate the effectness of its learning pathway and second to inform the research field about the effectness of the different kinds of pathway instructions there's a lot of diversities whether the programs are best for the english learners so we were excited about the opportunity to help the district and help the field. we couldn't have done this without the roll great working relationship with rita and christen and other folks on our team. so let me give you a quick

overview we looked at the students that entered in kindergarten in the san francisco unified school district over the last deek from 2002 there were 18 thousand students that entered into kindergarten and 2/3rd's started out in the english plus and 4 thousand started out in the bilingual program we tracked their outcomes both their outcomes on the self-efficiency test and the s l a and math. as long as we could observe them. we looked at not only we looked at the e ls together and the chinese and the latino so see the different pathways by the ethnics. so you know the basic context in

san francisco about 40 percent are spanish speaking and 20 percent speak cyanide poisoning 68 other languages but because the language groups are relatively small we didn't do an analysis separately but the entire population together. the district offers puths for the literacy and the new comer pathway we focused on 3 there's if you kindergarten for the new pathway that's not relevant track during the period we are we were studying most there would the bilingual program so we're going or we're not going to have the program information.

instead we'll look at bilingual maintenance and dual and bilingual maintenance is certainly the closest in format and intent this slide is the pathways i'm going to belavish this it's in our handout. and so to give a little bit accepts we looked at kindergarten and students entering candid and compared the students were the same in two important aspects one is the same scores in kindergarten by the students who's parents requested the same kind of program in candid they might have requested one for one program but not 234u6 seats so

we compared them they're similar in their english proficiency so that it is good comparison if they look different that's the features of the pathway instead of the initiative pathway. i'm going to turn it over to alondra who is going to talk about the study and my other colleague the rest >> thank you shawn. it's a pleasure to be here tonight thank you very much for having us. the outcome i'll talk about the english proficiency outcome it as a critical main goals of the english learning designation and services for the english proficiency allows the learn to

participate in society. this graft you see shows the total percent of english learn students reaching the proficiency both by grade on the x acting excess and english learn go pathway that's the 3 distinct lines in the graft. basically, we're tracking students over time looking at the overall percentage reaching the english proficiency so talking about the main,of course first of all, by fifth grade over 80 percent of students are reaching english proficiency pits a good proportion of students. and by the 7th grade 90 percent of students have reached english proficiency. now to talk about the different

pathways as you can see there's a gap between the english plus and the two language programs in the early grades. so basically this tells us that students that are enrolled in the english plus are making strides but following those students over time the pace of the students needed as low as in the pathway but slows in an acute way so basically this means that by the fifth grade the bilingual politeness students have catch up with the english plus students and by the sinth grades the dual e merng students have caught up so by

the 7th grade no difference of the students reaching english proficiency our estimates suggests that the two lapsing programs have reached different proficiency. we're looking at just at latino english learners. the first one is the latino english learners are reaching the proficiency more slowly by fifth grade we're at 70 to 75 percent and 7th grade to 85 percent. we see the same overlay pattern there's a gap in the early years between the two english pathway so the english learners are making more progress but slowing down from the students making

the english proficiency and the two languages rates so the students in bilingual are catching up with the dowel are catching up with the english emergence students in the 7th grade so by the 7th grade no english advance anywhere. this is the same graft for the chinese learner students and overall there's very high proportions of students reaching english emergence in all the pathways. in fifth grade we're over 70 percent and 7 letting grade one hundred percent of students have reached english proficiency there's a gap between the latino and the which they think so

english learners in terms of rooech the english proficiency. there's the difference between the 3 pathways. what we saw was the latino students. the second outcome we are going to talk about is the reclassification reclassification is an important practical outcome for students to stop receiving speciality services and also has practical outcomes once our reclassified and loss our status you get a wider array have teachers and curriculum services and can avoid some of the nothing implementation that sometimes hoop when you reach middle school and be in specialized classes that happened mostly in

the middle schools so it's an important practical outcome to look at. those depravities have the exact same structure we're going to be looking at the overall percentage the students that are reclassified both by grade and by their english learner pathway. the first one is overview their slightly lower rates than clarification of english proficiency because english proficiency is only one of the several criteria you need to reach is to be reclassified in san francisco you have to reach a c organization c benchmark and get a approval from our teacher. that said we see a different paper from the especially proficiency and an initial vandal for english learnersers

who are enrolled in the english pathway but that advantage disappears and overall the rates are 70 to 75 percent in fifth grade and 80 percent for students overall in 7th grade. the same pattern of the slowing of the pace of new students reaching reclassification particularly in that english pathway in this case we see the students are catching up with students by the 7th grade. here's the graft for the latino english learners and the same lower clarification rates among the latino and non-latino english learners in the fifth grades it's