>> right. >> most will be done this summer when the students are not there. >> right. >> and i turn it over to laura. >> i want to thank nick for all his hard work on this program. the drink tap program is a wonderful program for the puc to be a part of. we have a community event that's programmed that was developed by our commission and passed in 2011 to ensure that we're being a good neighbor in all areas that we operate and serve. two tenants is our commitment to work force development and education. through this program we had a partnership with tech # 1 program which is part of the career technical education department. we hired high school students from john o con nel to participate in shadowing our contractors to learn about carpentry, plumbing, becoming an electrician, all those trades that are integral to

things like taps being installed so that was a great opportunity, both last skoolg year and this summer to get that hands on experience. it's important for us because we are going to be facing a shortfall in our own work force. 30 percent of our work force is eligible for retirement over the next five years. this has been a great way to do that in partnership with the school district. on the education side as nigga nick mentioned, or colleague has presented school assembly which is a curriculum we offer to third through sixth grade about the water system, the history of how water needs first cropped up in the first place when san francisco was established after the gold rush and it also talks about water

conservation, which is especially important in times of draught as we're experiencing now. several hundred students at every school gets the opportunity to hear those messages and understand how to preserve those. we have an audience at the end of this program, 17,000 students, to date over 8,000 students have gotten the assembly and received a free water bottle and we become a model for other cities. there's a whole network of other schools interested in how to make a program like this work.

as we mentioned our colleague helped develop a survey, she has a backgrounds in data analysis for the department of public health. our survey is administered to students prior to the tap station and prior to receiving assembly and as a follow-up to understand their perception of drinking water, whether tap water is good or not, whether they want to drink it at school and ask them how much are they drinking. are they drinking more now that they have a water bottle station. the initial results, which is a fairly small sample size from our pilot project showed that more than two times -- let me read this correctly. kids are drinking water two times more often than they were. there's more bottle use at home and three times as many kids are identifying snow as a source of water. did doesn't come from the ground or wall.

it comes from the reservoir for snow melt in the sierra nevada mountains. this summer we'll be installing water meters on every unit so we'll be able to gauge water consumption, not by listening to students how often they drng drink, but how much water consumption is going up. we'll do many more assemblies because the bulk of our installations have been done in the summer. if anyone has any specific questions about that you can feel free to ask her. so our next steps, access to water at all schools. there's 54 schools remaining not part of the bonds program who don't have a water bottle filling station. the questions about sequencing the program expansion and how to prioritize those schools based on neighborhood, and zones are all resources.

it's also a really exciting opportunity for regional and statewide replication of this program so we see san francisco as a leader in this effort. we've been reached out to by many communities, especially in california for people trying to figure out how to get engage wd their city to benefit the school district. we're trying to get rid of the arrowhead water fillers in their staff offices and replace those with the water filter where you actually get tap water, it's filt erld, which i would, you have to pay a small nominal rental cost to have that, but that's a project on the hor rise on. hor rise son. with that, i'll close and open up to questions. >> i have a couple of quick questions. i noticed on the list some charter schools are listed and some aren't and i was wondering what the thinking about that is.

>> at that time the decision was these were the schools that would be included. >> i'm looking at the remaining sites too. >> yeah. and so, you know, we haven't had a conversation because we haven't gotten there yet, but i will definitely make a note and ask david what he -- i mean, the kids are still needing water. >> they're still our kids. >> right now my assumption is they are included. >> that it would be great. it would be awkward for [inaudible] to have it and -- but also schools on their own sites, i also notice that life learning academy on treasure island wasn't on the list either and i'm not sure -- it's probably not a school district building so commissioner mendoza confirmed it's not, but that school is probably going

to be there for a while so i'd want them to have access to water if that was a need. i was curious as to what the cost per station is. i'm -- you said that the complications are different with every school. >> we have rough numbers. i asked the project manager to give me an idea because he says they're all different, but he said if you were just doing a simple retro fit, you got a water fountain there, tap into the water line and there's sewer there so you can let the water flow back down, we're talking about a 3 to $5000 install, the average we've been working with is $3 to $5000 install, the average we've been working with is more, like, $10,000 because of hazmat costs. so it really drives up the cost. we do expect that going forward the installations will be easier because we're going to be talking about locations that already have water access in the cafeteria. they may not have a bot

bottled filler, but the water should be there. >> is there only one per school? >> right now there's only one per school. >> i think my last kind of technical question -- oh, you had mentioned that the five schools that got the pilot that there are some issues with it, but i assume they have the water bottles filler -- >> the only place it didn't work was sutro and we gave them one of the newer models so those pictures were at the same location. the main issue is there's dripping from the front and we couldn't install a water meter underneath because there is almost no underneath so those schools we provided them with drip mats and contains the water. >> you had mentioned ada issues and path of travel. >> we installed those initial ones so that[.0n] an issue, but

requires more than the newer system, which only sticks out about p #3 inches from the wall. that allows us more wiggle room in terms of placing and having the right height. >> my last question, i do remember from my days on the board of supervisors i sometimes heard from students that i wasn't about the water fountain itself, but they felt like the piping was the issue. they tres the the water is clean, but the piping is old and so they -- actually teachers and principals said they had to turn the water on for a while and let the orange water go through before they'd wash their hands in the morning. i was curious if that was addressed. if the piping old and the water is coming out orange, you know, obviously doesn't encourage students to drink it. >> looking at the district globally we have a very small number of schools that have issues with led in their fixtures. it's the pipes that are health

issue, but the fixtures and those are being addressed as part of the bond list. they'll not only get the water bottle filling station, but all that bad plumbing will be removed too. what we do for the schools we have already installed is we do a led test for every single installation after installation and we make sure the water coming out does not have any safety concerns. the yellowish water or reddish water is usually associated with iron which is a taste issue, but not a health issue. the led is much more of a concern. however, we had one school that somehow that led was coming from an old pipe and we had to figure out how to reroute the pipe and remove the section of pipe that was causing the problem so we feel like we're doing our due diligence so we can tell people -- we sends the water quality test to the principal and say we're confident the water coming out of this station is healthy water. and i'm sorry, [inaudible]

deleted during our editing process. >> thank you for your response. i want to thank commissioner mar and haney for their work on thchlt i hope we're able to find the funding to finish the remaining critical sites because we want all our schools to have the same access. supervisor mar. >> i want to thank laura and nick for the great presentations and i'm just referring back to our department of public health presentations to say that investments in water bottle filling stations and working drinking fountains that are very prominent help reduce tremendous costs in healthcare from cavities and oral health issues to even just issues that lead to obesity and other issues as people don't drink enough water and more of the sugary beverages. i want to ask if we can get the

financial numbers so we can quantify how much more you'd need for those additional schools. i wanted to say that as i visit schools and i've been obsessed with drinking fountains lately, i know maintenance of the drinking fountains or where they're placed is also important, but when i've looked at from the lookout with the national parks service or even at yosemite, they have a lot of water filling stations that are connected with new drinking fountains. is there a opportunity at some of the existing drinking fountains that are being replaced to replace them with joint water filling stations and drinking fountains? i'm wondering about that. >> that is not a possibility because then the water bottle filling stations will not be ada accessible because they are usually mounted behind the bowl that the water is collected in.

that means somebody in a wheelchair would have to reach over that fountain to get to this water bottle filling station. so our path is to put it next to the water fountain. >> when i look at the picture i think you showed of sutro, it looks like you had to create a barrier so that the water filling station is separated from the water fountain. is that -- >> actually, that barrier was created as part of the installation of the water fountain. you can see one to the left of the water fountain. any time we put in a fountain we have to put those barriers in so that if a students is blinds would be able to bump into those barriers with their stick. >> i noticed that sutro that the water bottle filling station is very prominent. when i visited some other schools, they're hidden behind stairwells -- do you -- as you implement with the facilities

division is there a goal to put them in prominent places -- >> yes. >> -- along with the meters so people are really aware of the amounts of water being consumed? >> i think that's a point we have overlooked because the placement has been so challenging from an infrastructure stands point that the project manager has tried to find ways to get a water fountain in places that would really require a complete tear down of a wall and plumbing job. when they're unusual places it's because there's water on the other side of that wall we're able to tap into. it think as these future installations will get cheaper, it's a good idea for us to devote an extra bit of money to make sure the water fountain we put in is more prominent, even if it means a lot more effort on the part of the contractor. your point is well taken and i

will bring that back to our future work. >> i'm appreciative that coordination with tech 21 and the high school students shadowing of the contractors is critical and the puc community benefits and social justice and equity approach is -- i appreciate that so much. i'll do my best to study the different schools. it looks like it's a broad range of schools. was there ever a look at neighborhoods and schools that have the lowest income kids and least access to water as you developed which schools were going to go forward, or was it simply based on the facilities bonds schedules and deadlines. >> facilities bond is one chunk of it. the other schools we've worked with are those that don't have access to water in the cafeteria so in those situations we're required by the regulations to implement

water bottles there. we haven't been in a situation there where we are deciding between some schools in particular neighborhoods over all because all the schools have needed them to meet requirements. going forward, absolutely. we now have our choice of schools because nobody needs this fountain for regulation purposes. they will be getting a bottle filler because it's an important policy decision. with that we can say these schools are disadvantaged neighborhoods, let's focus on those first. just to clarify, there are many schools on the west side of town that have not met the guidelines and therefore we had to address those even before we start thinking about equity. does that make sense? >> yeah. >> that was the mandate that spurred this initial conversation. now we're taking the conversation a different direction and we have more flexibility. >> and sounds like it's more universal. all the schools should have access and you have a plan to make it happen. but sounds like for the 54 schools that remain, there's a

tremendous need to fund that. >> right. >> and it would be helpful to get some sense of how much the educational -- from the department of environment and other pieces of the classroom presentations and even the water bottle give aways, that would be helpful for us to quantify -- >> who should i send that information to? >> peter from my staff who's been working on the issue with commissioner haney. we'd do our best to look it over and get it to other people as well. >> thank you. >> thank you. >> commissioner haney. >> i think my mic was on the entire time there.

i think that right now we've seen tremendous progress, but we know there's a ways to go and right now we don't have a plan as to how to get there. and because we got this far working together, it'd be great to figure out how we can continue it in that spirit. one thing i'd say, and this was reflected both in the comments that chair kim made as well as supervisor mar, is that every school is a little bit different in terms of what their needs are and what the situation there looks like and we don't want to get into a similar place where just because we've checked a box and said that the bottle filler is there, that we've necessarily solved the problem with respect to the access to water. i mean, an example -- the

perfect one you gave, supervisor mar is is it in a place where people see it, where there's traffic, where people are walking by. right now we have a program that is really focused on making sure they're inside the cafeterias or by the cafeterias. that makes sense and is important, but that was partly driven by the regulations which had us look there first, so the result of that in some places where if your cafeteria's further away, that's great for lunchtime, but in terms of where students would normally access water on a daily regular basis throughout the day it may not be convenient. an example that comes to mind is one that's going to be put in burton. i don't know if it's by the cafeteria or inside, but there's a huge difference there because the cafeteria is outside the building so if it

was in there that wouldn't mean much for the student who's walking throughout the day. they're not going outside. i hope as we're moving forward through this, we're not just making sure we're meeting the regulations, we're making sure the realities and experiences of students on the ground in terms of their needs -- we're measuring that, serving that, looking at how it's going to be used and looking how to in the schools to ensure that students are using them the most and not just saying we'll just put that because it's here and that's it and fine and we've checked the box, but that's not meeting the need or maybe this be school needs more than one and how do we set that as a goal as well. i think having one in each is a really great start. so thank you for your comments and also i just recognize that commissioner mendoza-mcdonnell has also led on this issue and has been concerned about it for

a long time before i was even on the board so it's wonderful to have her here and i hope we're able to continue the work that had been done and really demonstrate a model for cooperation between the city and the school district. thank you. >> thank you commissioner. at this time we're going to open up for public comment on this item. if you'd like to speak on this item, please step up. seeing no public comment, it is now closed. are there any other closing remarks or questions? seeing none, may we take a motion? would you like to continue to the call of the chair or file this item >> i'll move to file the item and we'll do our best to share the information that we've gathered with the rest of you and work with commissioner haney on moving something forward in the budget cycle as soon as we can as well. >> absolutely. we do have two members of the budget committee here with us

today so it's good you presented to us. i'm not on the budget committee, but i think it's a very important thing for the city to fund and i'd love all our schools to have act says cess to this so i'm very appreciative for all your work on this issue. we have motion to file and i'll do that without opposition. can we call item number 2. >> it's file number 140496 and it's a hearing on san francisco unified school district policy as sponsored by you, supervisor. >> this item was brought to us by president fewer who wanted the city to learn more about the school district's vision 2025 policy with updates on job readiness locally for students graduating within the next 20 years. what the to ensure students success post graduation, as well as defined what success means with a shared vision of

how to implement innovated models to educate, mentor and employ the next gene ration of our students. this ration of our students. this is not just a [inaudible]. >> would you like to start with a little video? we were going to do it at the end, but maybe we'll do this as a little bit of a kick off to

demonstrate why we embarked on this, which is to switch to a 21st century school district.

>> as we're getting the presentation up i just showed that because this is an example of where we've been prototyping in 31 classrooms across the district, not just to put technology in the classrooms, but how to integrate with stem and 21st century learning skills and it's been really exciting to hear from the students and teachers how just introducing the devices and applications has energized the students and moved us away from

the stage on stage. you know, the teacher kind of with everyone sitting in rows, to a much more collaborative environment. now i'll share with you the bigger picture and the superintendent and board of education ten months ago asked that we provide support to launch a community wide visioning process and we did this because we had a great stra strategic plan beyond the talk. and that's still the foundation of our vision. in that plan we have amazing values and goals that stay constant. access and equity, joyful learning and keeping our promises to students and families. we refreshed that strategic plan at the beginning of last year and shared with teachers and principals and what we were focused on was saying how do we

take those goals and values and ensure there's some clearer expectation about how all of us support the instructional core. and the instructional core may sounds jargony, but means teachers and the content. and we really clarified in this document, which is also online and we can share copies with you you haven't seen them in the past, is what should -- if you walk into any classroom in the city, what are some of the common expectations you should see? how does the school support the teachers in what they're delivering to the students and their experiences and what's the roll the role of the central office. what we call this is this is our plan for today and we live in the epi center of san

francisco. frankly we're blinds in creating that 21st century school system. we launched vision 2025 because we wanted to think about the student entering kindergarten this year, the world and which they're graduating and how to transform that experience. what we realized is we had -- you see here all the different stakeholders we brought together, but really we wanted to get on the same page about what it means to succeed in the global world and actually study the current and future trends of san francisco because of course all of it's in the newspaper and we talk about affordability, the types of jobs that are happening and the push out factor in our community and what a lot of us realize that work in public education, and i know all of you are supporters of this, that if we want the city to retain its diversity and

culture, a lot of that is in our schools. if we can't understand what those trends are and help our students and families prepare the students to compete and thrive in san francisco of today and tomorrow, we're going to lose the city. we thought let's get on the same page about the trends in the city and the educational trends. the whole learning system is being rebuilt around us right now and many people believe that urban school districts can be a center of innovation and you have to do it on the outside and wait for the schools districts to collapse and this new learning e cosystem will take over. we don't think that's necessary or is sufficient in terms of equity and we want to be part of that learning ecosystem. so we studied all that together, had great panels and experts. then we said what do we want the graduate profile to be . i