qualified women to really help us move forward with the work, so congratulations. thank you. >> ingrid is also fantastic. >> i take your word for it. >> commissioner [inaudible]. >> i strongly support this appointment, but i did have a question in terms of the three members of the counsel, can you give us a sense of the gender breakdown and the ethnic breakdown? >> sure. so we have 25 members. it is predominantly female. currently we have -- and i can send you the appointment list as well. we have one male -- this is something that's questioned as far as ethnic background. i want to go back to how people

mark their application, but i do have that information. >> i was just curious as appointments come up if you could provide that information, it would be very informative for us. >> it is on the application as well, so if it's not marked i can follow up. >> not about the individual candidates, but the -- make up of the counsel. >> commissioner wynns. >> thank you. i want to really thank you for this. this is -- we've come a long way. i have to confess, i haven't read every page, but i went through the assessment, it's really comprehensive, there's a lot of information here, things that are good for us to know on background. this is not our primary responsibility but really interesting and informative and

these applications and resumes are really comprehensive. i support all these candidates and know them, but, you know, in the past so many times we've just -- we've just had peoples' names. we'd sit here and say, we don't really understand this, so i really appreciate this. it has really been transformed into something where i feel like we're responsibly doing our job because we have you and others to give us the information so that we can, so thank you very much. >> commissioner mendoza-mcdonnell. >> thank you. i wanted to say something very similar, which is that i appreciate all the work you have put into this over the last couple of years. we've seen some major changes and as commission wynns has dually noted, we didn't really always know what the a appointments were going to their recommendations and we just rubber stamped the recommendations, but i think the direction of the school district and the city and our new office of early care and

education and putting early ed and and the supports we want for our students and for our young people under one umbrella and really thinking about how we support them, the cpac plays a really critical role in all that. so having us really have the opportunity to identify those understand our district and the needs of all students and working closely with the larger community, i think is really critical. i think all three of these appointments are good appointments so i'll be supporting them as well. >> any other comments? no? i think we're ready for a vote. >> mr. logan. >> yes. >> mr. haney. miss mauf mauf. maufus. >> miss mendoza-mcdonnell. miss wynns

>> yes. >> seven is. >> thank you very much. thank you very much. item n, discussion of other education issues. superintendent? >> so thank you president fewer. i'd like to ask our chief of technology, mr. kinsey to come forward and we'd like to update the board on two issues, the first of which is the digital district plan and also the family technology survey, which was recently completed. i think you'll find very exciting as we look forward how exciting the work that's being done in our community is. so i'd like to ask mr. kinsey and mr. ryan is also going to be part of the renation. >> good evening. i'm the chief technology officer at the school district.

we will be planning a powerpoint presentation up here as we get this set up i will be asking superintendent carranza to kick off the -- the purpose of the digital district plan is -- if i can get my password in here. superintendent carranza, if you could explain the need for digital district man. >> thank you.

commissioners, in our public we've been talking about our vision 2025, which has been our yearlong process for identifying what is the vegs for educating our children by the year 2025, which is when a student entered our kidder gar ten this year, they'll graduate in 2025. in the spirit of vision 2025 what's emerged is there's ten big shifts that need to occur to get us to 2025. part of what we don't know is what will the economy look like. what will learning look like? what will the global economy look like? what will san francisco look like in terms of opportunities. what we do know is that part of that future will be enabled by technology. we know that the common core curriculum is currently a reality for implementation and we're aggressively implementing the common core curriculum, which requires fundamental

shift in how we teach in our classrooms and for those of us who were trained as teachers over 25 years ago like myself, it's an exciting time because we're back to where we were and going deeper rather than broader. but for our newer teachers, this requires some shifting in educational. we know that enabled by technology means personalized learning pathways so recognizing not all students learn the same way so how do we provide a personalized learning pathway for all students. flexibility, learning time and location. we know our students live in an increasingly complex and interconnected world so does the students only need to learn in a classroom during a set period of the day or with the expert guidance of skilled teacher, can that student learn at any time during the day or the evening before or after class or before or after a job?

multilingualism, the district has made a huge commitment to it, but the fact is -- the reality is that in a global economy, in a increasingly global world, our students will be required to compete on a global level, not just local. and experimental and real world learning, so how do kids get to tinker in the real world and actually learn and get credit for learning to tinker and it's interesting because we're often asked, well, why would anybody be able to tinker and how could anybody ever make a living tinkering? well, ask steve jobs when he was alive. can anybody make a living tinkering. gates, ask them if they can make a living tinkering. alexander gram bell. it has been around forever so

how do we incorporate that into our learning. experimental real world learning and of course, the sfusd graduate profile. so what do we want that student to look like when he hor she exits our classrooms in the year 2025. we know there's going to be social emotional learning. we know our educators will not be bound by the constraints of their current credential and not bound by the current constraints of what they do currently so we talk about career lattices for career educators. not everybody wants to be an what are the opportunities for leadership for our educators in the next 12 years? and then community hubs, the sense of our schools are the center of the community. and how do we provide access for all of our communities to be part of the school community. and of course the big one, how do we align our resources to that vision of the graduate in

2025. our profile of our graduate and what we value should be very important in how we funds what we fund to get us the graduate in 2025. so all of that is very important, but it forms the basis for what we're calling our investment in the technology of the digital district. and the technology of our digital district requires us to not lay a foundation, but to deepen and expand what we're doing with the digital district that we have. i'm going to ask mr. kinsey and mr. ryan to take it from here. i will say this to the community that's listening to us here, if there is any city in america, actually any city in the world that should be a digital district, it should be san francisco. we are the mesopotamia of invasion, we're the mesopotamia of technology, the mesopotamia of global interconnected world.

so just as san francisco is that destination city for innovation, for technology, for creative thinking, san francisco unified school district should be that destination school district where people from across the country and world come and see how we use technology, not as a club, but rather as a tool for transforming how we teach and how we learn and how students can demonstrate their proficiency. with that said, i'd like to ask mr. ryan and mr. kinsey to take us through this plan. >> the term lay the foundation is -- also can be termed the low hanging fruit. this is the traction we need to make immediately. we need to embed technology into the ela and math common core standards and into the next generation science standards, through visualization tools, tools that

facilitate persuasion and argumentation in our classrooms based on evidence. we need to think about what are the productivity tools that we shouldn't delineate between what the adults and students use. all students should be using office suites, all students should be using google apps. those are things we should make traction on quickly.

the next piece, the deep and expand, that's the idea that where we need to go, where students have not only the curricula available to them, but they have a box of tool, digital tools and they make the decisions on how they use the tools to solve the problems that are presented in front of them. and those -- and that is how we get to full integration of devices, that those devices are simply transparent or seemless to what we see in the classroom and to what we see learning. part of that is we need to develop internal tools. district wide tools like learning management systems and professional development systems that allow teachers and students to have access to what they need immediately, but also teachers to get that just in time help. i have students showing up in

classroom in five minute help and we should be able to have that kind of [inaudible] to the type of support they can get. that's what we need to create within the district, within -- over the next number of years that it will take some time to think about those our enterprise systems so it's not an easy implementation, but it's one we're committed to. i'm going to hand it off to matt to talk about resiliency. >> as we make a shift to instruction and how we expect this to work, we have spent the past couple years spending a lot of time increasing the bandwidth of our infrastructure, but there are many single points of failure in the network we built. a story that i experienced this year is that we spent a

physical therapy amount of money of donor funds to put wireless access to our middle schools. and the parent teacher conference in the fall, one of the school's wireless access went down so the school was frustrated with me and said we can't have parent teacher conference without access so i was confused because they didn't have wireless access the previous year. that shows how quickly this become an expectation this works so the resilience in infrastructure is not going to be cheap, but it will be critical in terms of ensuring the resources are there when they need them. so --

>> the next thing we need to do is we don't really have a very clear picture of all the devices that are out there, which schools have which devices, which software is on there. so it's critical we implement a comprehensive management system.

our finance department has already started that work to roll out the system for next year and his team's already going to auditing to see what's out there. the other thing i want to do is that pretty much every school district has this history of they get one time funds, go out and biotech knowledge, and the technology gets really old and people don't know what to do with it. if this is to be embedded, we need to refresh that technology on a frequent basis so we need to change that shift from the one time funding to really making it part of our baseline budget and lease the equipment so we spend about the same amount of money every year and make sure we get refreshes over a period of time. one of the first things we need to focus on is providing our educators with the technology they need so they can start learning technology. unfortunately reality is in some cases our students know

technology better than the educators so it's critical they understand how to use technology in the classroom and how to redefine the learning experience for the students. for me, one of our first priorities we're focusing on for next year. then focusing on -- this plan really talks about the total cost of ownership. not just what does it cost to acquire the devices and equipment. what does it cost to -- we look beyond that. we look at what it's going to take to support this technology going forward, when's the refresh points going to occur. and how to provide ongoing coaching and professional development as educators change, as the -- what we -- as our curriculum changes and as we try to use technology differently we want to sustain that going forward so this plan addresses those concerneds.

concerns. i'll hand it over to mr. ryan to go through the curricular objectives. >> when we talk about the curricular objectives, one of the things we need to make clear is that technology is not a driver. technology is not on enabler, it's an accelerator. and as we move forward we need to think about what are -- what is the -- what are the signature practices, what is the curriculum, what are the bodies of knowledge and the ways of thinking we want all students to walk away from our schooling experience with and what is the technology that enables that and how can we make that body of knowledge and that way of think inging.

not only that, but we're also -- as information and data becomes available at all times, the trick, the true education is how do we teach students to determine what is useful and what is useless. and that changes our classroom dramatically. we have to teach those skills and information that they have is not all that -- is just -- we need to teach them how to access it, but how do we interpret it, how to use the tools in our classroom to make arguments, to be persuasive, to evaluate. the other piece of the student experience is that what technology can do as an enabler or an accelerator of schooling is it can add transparency between the student and the family and the classroom so

that they have -- so that students' progress and growth in status is available and viewable to that parent and that family at all times, so that it's no longer a -- a school is no longer a black box, but it is a partnership between the family and school. what does that mean for an educator? what that means for an educator is if we are thinking that they have -- the students have access just in time and it's [inaudible] so does the teacher and the teacher has access to expertise about them. they have collaborators at all times and technology can give that to them. earlier today superintendent carranza mentioned that it is the desire that the district no longer have to purchase textbooks because they're out of date the moment they print

and what technology allows us to do is create a curriculum that is living at all times, that it no longer become static and what we need to do at the central office is be able to when we think about our central office responsibilities, our responsibility is if curriculum is changing at all times, then the support we are vied to teachers has to be changing at all times and has to be available at all times and the curriculum they need. not only are we talking about students having personalized past curriculum, but we have to be able to differentiate the

support that we offer to educators at all times so they have what they need when the kids show up in their classroom and when the students contact them through twitter, through email and whatever it might be 12 years from now. >> we'll move on to talk about the actual digital district plan tgs and what i'd like to start off with is what were the guiding principles as we sat back in december when we thought about what's this plan look like. so the curriculum department sat together and came up with three major concepts that we looked at. number one is that technology should change as the student experience grows through their academic career and within that how they access information and what they do with their information changes so in the early years students generally will spend more time consuming

information, taking in information and learning it as opposed to creating information. as you move into middle years they start developing more information, but still consuming information. in the high school years, by no means did they stop consuming information, but we start expecting them to start creating information and start creating work product. and then instructional use of technology, again, is somewhat analogous to sort of release of responsibility model where students in the earlier years can be very focused, the middle years will be more guided and the teachers will be there closely guiding their use of the [inaudible] and how students use technology and what technology they use. so with those guiding principles then we start thinking about what's the device look like and so for the primary device, by no means the

only device in the early years we see the primary device being the tablet type because those types of devices are great at consuming information, however, we still see the need for laptops as well. in the middle years we see the shift towards laptops.

number one is the connectivety. many of the resources are online. we need to make the connectivety is reliable and flexible and mobile so students can learn around their mrerning experiences from classroom to lunchroom to the field and back into the classroom. classroom technology really needs to be enhanced to make sure it's a space to allow for collaboration and we'll get into more detail as to what that means.

as well as how we budget our resources to support our learning. so there are three key components in the technology plan. the first one is to redefine the classroom experience so we talked about what that might look like and we'll delve deeper boo that. er into that. the third one is to build a resilient infrastructure to ensure these things will work. we're going to go into further detail on each one of these. so the first component is a redefined classroom experience. what does this mean? this means that every educator has a device they can use in instruction. every student has a device that can be used in struk. instruction. initially this is not a one to one model. we see for different

instructional purposes the students will have difference technology. building on a a digital curriculum so mr. ryan talked about let's stop buying the textbooks and build the curricula materials we need for or students and not be bound to any single providers curriculum. technology enabled [inaudible] and mr. ryan talked a little bit about that as well as the classroom technology infrastructure, which i'll get into little bit further detail. so first [inaudible] is redefined classroom experience, where are we now? our current state is not all that great. we don't issue from a district level laptops to our educators. some school sites do issue them, some do not.

then we need to redefine the classroom experience. our current state only about 7 percent of the student use technology daily in instruction. the goal of the plan is to make sure it's ubiquitous. if we're doing away with textbook and other printed materials, students need to be able to access daily. we're only at 7 percent right now. devices need to be current and reliable. if they're more than 4 years old, that the time devices start having issues and become unusable. we need to get one to one device ratio, right now we're 1 to [inaudible] device ratio.