or a guess that the fee of the oversight committee is referring to is working with the city to come up and determine how to come up with those dollars, as far as the audit, the 220,000 is what they charge the school district for that. >> okay. >> miss parker, could you..., questions on the audit for my colleagues? >> seeing none, please? >> yes, and thank you for bringing it up that question commissioner murase because also going to bring that up. just because it is something that is taken off of the top by the city that has not been in the financial reports we have been reviewing and we thought that it was important to be transparent with the voters where every dollar was going to. so moving on to sort of the content of the report, we want to thank all of the program... >> before you begin. are there other members of your committee in the audience this evening? >> yes. >> could we recognize them please? >> absolutely. as chris already recognized we

have jim fong and we have edgar right here and then i think that is all that is here tonight. >> so the board wants to thank you for your work. thank you very much. >> thank you. >> so, as i was saying we have had a number of program managers that are part of managing the funds here, and we are really appreciative of all of the work that they have done to present the material to us and we have at times in the past presentations from them and we had written reports from them this year and the first area that i want to talk about is professional development and this is an area that we as an oversight committee are trying to understand better and where the funds fit into the bigger picture for the professional support, and as you know there were budget cuts a few years ago where the state funding for professional development was it was flexed and so there more funding that paid for the three days of professional development and so essentially qta took over those three days and this year, back for the second time since the beginning

of the fund, is and we were able to restore those, and so the school district is pay now, i think that it is four days and not three days correct from the general fund and then qta is paying for 18 hours of professional development and so, this next section is about sort of that whole picture, and about how qta supports professional development. and the areas that have been used between these different funds, are individualized in group teacher coaching in math and science and particularly on implementation of the standards and 300 teachers are supported through that and also have done a lot of work with the next generation science standards and a working group where we have the veteran science teachers working to develop, or determine effective methodologies for bridging current practices into the future standards and then, the next area is complex instruction, and this program is with approximately 50 high school and middle school math

teachers, again as part of common core state standards, and what, you know, i thought was interesting, and important about this is that it targets the equity in three particular ideas and that is one that all students are smart, two issues of status who is presieved as smart and not, and interfere with the students participation and learning and three it is the teachers responsibility to provide all students with the responsibilities to reveal how they are smart and recognize new ways of being smart and the last area is about education and technology and integrating technology in the classroom. last year, an area that we were really excited about was the specific gta funding and the 18 hours that the urban spoke about that you may remember from last year and these were programs that the members of the committee have not heard about and they were small and not a lot of funding but they seem to be making a big impact and so you see in the report that we handed you there is a comparison with what happened with those and what is

projected for next year and just to quickly highlight, the master teacher program which is teachers go through a very selective process to participate in this. and it has evolved this year, due to feedback that it seems that there is a lot of collaboration with the teachers to create what it is so that is provides rigger and flexibility, and you know, and you will recall some of what it was last year. and these teachers also participate in the lesson and study project which i will highlight in just a second, next year, the master teacher program will be funded at 100 percent and be working with 40 teachers n stead of just 16. >> and will those 40 teachers be from high needs schools because i see in 2013, 14 that they were 16 teachers from the high needs schools. >> this is the same? >> assume so, yes. >> we actually just had a discussion with stephanie who heads the master teacher program and the first was

concentrated in some of the zone schools as we have expanded we have added other critical need areas and there is an interest to go city wide and taken into consideration some of those same, critical need areas and as we go to the full implementation it is to encourage some of the master practitioners across the district. >> okay. >> and the next area was the study network which was very, we were really drawn to this because, teachers are able to work in real time, and so they are forming goals, collaboratively, planning research lesson and conducting lesson and gathering evidence and using the evidence to improve the instructions and so it is live and collaborative but that is still happening in the same level this year, and we have 60 teachers participating, and this year, they were able to host a visit from cuba university in japan, which is exciting across a cultural exchange with a couple of our elementary schools.

and next year, there is going to be more focus on capacity building and teacher leader competencies. and they will be, you know, about the same amount of school sites, and about the same amount of teachers. but, what we have seen, what we have heard from miss irine is that there is a lot of flexibility and fluidty for the teachers who are participating and a lot of building capacity, and working together. the third thing that we were also very excited about hast year was the para professional teacher plc and the ideas that teacher and paras were working together side by side and that the content that they were working on was decided by feedback and by surveys and so it was very relevant to them. and last year, they were focusing on mathematics and adaptive pe and staff well sxns this year, they have also added

behavior rti, and math core curriculum and next year, it sounds like we are going to be adding across the department para pd workshops and again, as a result of the focus groups and recruitment and so we like that this is really responsive to the needs of our teachers and para >> i just have the one question about the teacher leader model and so, maybe you can explain that what that teacher leader position is. page 3. >> and then, how is that incorporated and what role do the teacher leader play at school sites? >> right, we certainly have miss irviing who could provide more detail but it is continuing to find different ways to recognize some of our practitioners across the system and so aside from the expansion of the master teacher program,

encouraging a greater number of teachers to participate in the study net i network and allows them to share with the colleagues and so it is a less formal role for the teacher to engage in some of those. stephanie, do you want to add more detail? >> good afternoon. >> and another question was how do teachers apply for this? or how are they selected? >> and this is my first time, presenting to the board and so he just want to be sure that i keep the button down and you can hear me. okay. >> so, as the share, i am the supervisor over the quality teacher and education act and specifically the professional development for the 18 hours. and the structure that we are moving towards, is new. we have just started to plan and design around what that is going to look like. and so, what is important to know about this, position, is that it is going to be a site position and it is going to be a classroom teacher who is going to take on more

leadership and actually facilitating multiple opportunities, for use of the 18 hours and so what we heard from the teachers this year, is that some sites, have structures in place, but not all. so what these teacher leaders will do and we have piloted this, this year. and in 6 different cohorts. and so next year, what we will have is between 12 and 14 teacher, leader facilitators to offer and structure professional development that is job embedded that is in alignment with our cycle in the district and it will be based on the content of the site has decided for their over all pd plan. and what that is going to look like again, we are in the works right now, with the current facilitators to help us think about what is manageable and what it will look like and what the model will look like. but also of the tools and everything have been developed, and in terms of recruitment, we are going to have an application process similar to the master teacher program. >> i just asked because i was out at a school site, and the

teacher told me that i was meeting with that and she really liked to be a teacher leader. that she did not want to get a credential that she really liked working with teachers and so it kind of just piqued my cursosety, what is the model and what do they do and how are we expanding this and give teachers more opportunity to take a leadership role with their peers and not at a administrative level. >> absolutely. so when we and other members of our team met this morning, we were talking specifically about the master teacher program. but, another charge that we have been given as the office of professional learning and leadership is to actually think about what the career matrix looks like in our district, specifically for classroom teachers and i was sharing that master teachers have expressed exactly what you said, not all teachers want to become administrators so what other opportunities are we providing for them, where they can take leadership, some master teachers have said, i am really

interested, in becoming an expert facilitators of adult learning, some have said that i want to become a coach but i don't want to leave the classroom so we are working with the master teachers and the 7 leaders who worked with me this year to think about that in great detail but to have it be teacher led and teacher informed. >> any at this point, any questions for my colleagues? yes. >> i want to thank, everybody for this and i just wanted to point out and i heard there are copies of the report available. but as far as i can see and i know that these are broad estimates and i am looking at the expenditures and of the 35 million dollars it looks to me like 9 and a half million was not spent on various forms of compensation. so, about and that includes the technology, side, and the charter school amounts and the incorrect cost and the innovation fund and everything else is forms of compensation and in some cases hiring

additional teachers or para coaches. but so this is about 26 million dollars of funding per year now. that goes to our employees and that was the whole idea, and so, thank you. >> okay, thank you. >> they are leaving the room.

>> to some of the folks standing there is some seats in the back if you would like to have a seat. and so i think that this accountability report actually is really important because as we said, this is compensations for the teachers in form of professional development and this was really a unique opportunity for the union and them together for the teach and hers this is what i think and para professionals, and i think that this is actually very timely, and valuable report for everyone p in this room. >> this is such a unique opportunity for us to have

passed this. during the difficult times, help us to allocate the dollars out and i want to thank you for the work on this and to acknowledge that this has helped us to retain many of our teachers that we probably would have lost and to attract them to san francisco. and to honor those who are master teachers and those who have and bring to the table additional talents for our students. and people are amazed that we have this available for our teachers and so i just think that it is, it is just something that we should not take lightly because it really has helped us to provide professional development to our teachers and increase salaries over the years. and so i just wanted again to thank you for the work on this and for keeping a close eye on

the way in which this gets administered and i think that over the years, if we look at 2008 and 9, when it first passed, and the expenditures did not exceed the revenue, and it seems that we have caught up, and over the years, with the amount of money that we have been able to have allocated out. and so again i want to thank you and acknowledge the work and what this fund does for our school district and for our teachers. >> and at this time, i would like to invite actually, other members of the committee to come and sit up if you have any comments. >> we have more of the report if you want us. >> we still have more of the report. >> yeah, if you would, i think that he might want to sit up at that, or any of the other committee members, that would like to help and share in the presentation of this report. thank you very much. >> and okay, miss any other questions at this time? >> thank you very much. >> okay. so, the second area that we wanted to focus on was

innovation, qta is the primary source of district wide dollars and this is just over $900,000 and it is allocated to this line item and the instruction innovation and social justice division focused these dollars, to build the capacity of sfusd leaders and teachers to innovate on existing models and to insure more powerful learning experience and we all know that one of the challenges and needs in any district is to scale the programs and practices that are particularly successful at some of our school sites and this is something that our oversight committee has talked often about and we have been focused on and encouraged through our time so far and so some of the projects that this division has funded with qta funds and help to accomplish this and also, provide the funds for site leaders to reimagine what they are doing and these are projects also that the oversight committee is just beginning to learn about and we have not been able and we have not heard the presentations on

them in past years and so we are new to some of these but there are exciting things and i want to highlight a couple of them, the first one is the coaching network. and we have a few staff central members who have worked with nearly, 100 coaches and teacher leaders to insure that there is consistent practice, amid the support and expansion of reform, and literacy coaches and academic response to intervention. and i think that this is really important that there is consistency with how all of the coaches are working with other teachers. and we also have instructional rounds and we have had over 30 sfusd leaders attend harvard to deepen the expertise and participants have included superintendent, zone, mission, little and high school cohorts as well as this year there have been from bay view and elementary teams. and there is some investment in

common learning and development in the bay view schools and there is an exciting treatment at the school of the arts and where they are working to develop and plan for implementing a program in courses that will bring in a make-up of the school of the art school of the population and an upcoming thing that is exciting also, is that there is some design work for an sfusd innovation lab. >> and now, one of the projects that it is regarding innovation, is the impact and innovation awards program is two of our members of the committee sat on the selection committee for this and i am just saying that i am going to give jim a couple of minutes and he was one of the members, and to talk about the experience and what the process was and i know that you have heard about this but he will give a quick overview. >> it has been a pleasure to be working on this qtea program. and one of the main things that

would support this impact and innovation award would be to support the best practices of schools. and by providing additional recognition and resources to the schools. that model effective school wide strategies to improve the learning in their schools. and the other is to improve academic innovations and technology and other support resources for the schools who has shown the great impacts. and at a previous presentation, that michelle made to the board, there was a question about what the impact is of this total, and of this total, qtea program and, for me, and we have this discussion at one of our meetings, that after the annual testing, there has been

some schools that have shown double digit improvements to their test scores. and we always, i always wonder, what did they do to generate such a great impact? and you know sometimes i watch this board meeting on television and i see, on one program i see my classmate presenting the construction results and it will be great to present to you the qta program and then, all of a sudden, last year, there was this impact and innovations award program, that we were very surprised to see,

but, we were, and you know, very happy that it came about. and basically, this is to award ten impact awards to schools that had great impacts. and it would have them explain what their methods were to create that impact. a lot of times we don't hear about that. and the other ten was to award schools that show great innovations in what they do to present better learning in their schools. and each one of these 20 awards programs, were awarded 15,000 dollars. and so, when i guess it was even before, when the schools started, there were 58 applications, which represents 40 schools, and the 28

elementary to the k-8, six middle school and 8 high schools. who were submitted for that program. and the judges of that program were members of uesf, uasf and t2 ea, and mainly two of us from the parent group, reviewed the applications on a blind basis and we didn't know who they were. but we just looked at the impact and we judged on the merits of that. and their programs. and let's see, so, ten were chosen for the impact awards and ten were for the innovations award. and there were three schools that received awards in both.

and they are programs for both were different. and giving them the possibility of winning two awards. and so, so we were very happy with that. and the, their awards as well as other people, who have submitted their programs, are actually on the sf usd website and so the other schools can read what they did and hopefully, in the future they will be some presentations on the sharing of some of this information with the best practices that they generated to the other schools. so next year... >> mr. fong, if you would not mind, for our listening audience, would you name please, the schools that won these awards? >> okay. >> so for the impact awards, the winners were the chinese educational center, cleveland elementary school, daniel

webster elementary school, darm ont, francis scott key, herbert hoover, marshal, paul reveer, sherman and sunny side. and for the innovations award winners, the winners were vista, horse man, cleveland, graton hill crest, june, gordon, leonard flinn paul reveer, sherman, and thorough good marshal. >> and the schools that won both awards? were cleveland, paul reveer and sherman; is that correct?? >> that is correct. >> just the highlight. >> and a note of congratulations to those schools and awarded $15,000 each. >> yeah. congratulations. moving the needle and also for clarification, did the schools

that won both awards, each receive, $15,000 from each award? >> they did. >> that is good news, thank you very much. >> so next year, qta will provide double that amount for the awards to encourage more innovations and impact for our students. and when the years are over we might want to do a program like this to make the program work. and special thanks to chris amatrout and chung for their hard work and in creating the program and managing the program and making it work. okay. >> yeah. >> thank you very much. >> okay, so the final area that we want to touch on is technology. >> and one of the specifically

called out authorized uses of the parcel tax proceeds is to improve the academic technology and other support resources to insure the continuous group of teaching and learning opportunities and provide the students and parents and teachers with access to current technology and adequate resources to support the student achievements and it is one of the largest line items and currently budgeted 13 percent of the total expenditures and since 2009, over 18 million dollars of the funds have been expended on the technology which is about 11 percent of the total revenue, since its inception. and you all, i am sure are very aware that in the recent history, sfusd has had little support staff for technology and we have had the new technology acquired, but maybe it was used.

and a couple of areas, again that we just want to focus on, last year, we talked about the school loop and there was actually a lengthy discussion about it in here and we wanted to just let you all know if you are not, that we understand that the it department plans to collaborate with the research, planning department to better understand the impact on the school loop on the student achievement and we think that it is important and it is great and a lot of parents are excited to use it and we know that it is not necessarily and consistently and what impact does that have? because these dollars is to have impact. >> have you done an evaluation? >> this is going to happen. >> we heard that not all classrooms had a connection and many of them did not have

wireless and we know that the funds have made it possible for the district to be where it is. and you know, regardless of where or how bad it was. and qta funds are now being used in conjunction with the sales force and the one tile funding and private donations to provide basic wireless coverage to every classroom in grades one to eight by march of 2015. and classroom wireless coverage has been increased from 15 percent to 25 percent this year, these are big increases but this is still not good enough and we have a long way to go and like i said, we do have significant portion of these funds that are devoted to technology but, so, i think that some of us who may not be experiencing that in our own child's classroom may not realize how far we have to go with this. and the other things that i wanted to highlight is the changes to make the job east ner this district and so there is a new technology service system that is deployed to simplify the request for the

help and they can e-mail the request and text us and know who they are and what school they are at and then, they can attach any pictures or anything that can help the tech or the it folks know exactly what the problem is and speed up the resolution time. and we know that these qta funds have decreased the length of time that it takes to get the resolution on the check issues and we heard that last year and so this is very helpful. facilities are getting the same system up grades and so the sites will have to go to one place for this sort of support and the other couple of things are in the substitute system upgrade and the teachers have had a difficult time to interact with the current system and then the funds were spent to migrate to the cloud and identify the area for the improvement and then finally the on-line portal, and the it is worked to simplify, the access to all web based district application and there are many and it sounds like it was confusing and hard to get

to all of them and so now there are principals and assistants are able to access the system from anywhere at any time and in no longer bound to the office to access them. >> finally, we have just a small section here on resulting actions and recommendations and the first that i already mentioned that it is recommended to all of you last year that the high priority in the general fund so that the pta funds, and providing the supplemental, effect, instead of subplanting and so that has happened and so we are good about that and then expecting the thing here and the recommendation and this is the recommendation that we made last year and it we bring it forward again because we want to acknowledge the importance of it for the perspective of the taxpayer funds and like to recommend that a plan be in place for the final funds.