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 . if this is the world into which your students are graduating with stem rich jobs and arts and political opportunity, what do we want for our graduates. the reasons we did this and many school districts across the country have redefined success. the death of no child left

behind, we have received waivers of much more balanced for the whole child. not just measuring the student's success as standardized testing, but what does that mean and what are the measures. there we had students, teachers, panels, principals and started to say what is it we want for our students to be able to thrive. and how do we rally a diverse stakeholder community to implement this vision. one of the trends -- and this is sort of some of what we talked about -- the trends that informed us -- there's lots of these and we'll have the sole vision document next week and it will be online and we'll sends you copies, but right now our district is more et anically diverse than the rest of the city's projected to be in 2025. what we're saying is if we want to interrupt that pattern and we don't want san francisco to

become less diverse, how do we make sure our students with us today and over the next ten years can stay, live and work in san francisco. these are just some of the trends in terms of the high wage, high demand jobs that are going to be in san francisco. and this is why we've cited lots of partners to work with us. how do we build much smoother pathways for our students working prek 12 and working with our community organizations and ucsf, eowd, we have lots of different partnerships to make sure our students can compete for these jobs. the type is really small. i think we have handouts that you have in front of you. what i love about this graduate profile is it's really based on the thriving research. there's been a lot of research about what it takes for students to succeed so what you'll see a much more rounded version. you don't see anything here

about student successes measured by test scores. career and life skills are so important. one of the things we heard over and over again from students in particular, they said first of all we need more technology and more real life learning experiences. we want to start, you know -- realize learning experience is actually middle school, not just high school. we also talked about -- you saw in the studio, coding and computer science, you know, really needs to become not something that's just done in a few after school programs, but how do we integrate that into the day and consider it one of the second languages. we're positioned well because we're a district that does a lot with multilingualism but this should be seen as an asset so all of our students should be able to graduate with lots of different fluency and languages. we're looking at a partnership of code.org and looking at how

do we integrate this into the common core curriculum. it teaches you how the world works and also if we want more girls and students of color to have more access to these jobs, the research says you have to introduce students to coding in fourth grade. you can't wait. we have a real equity issue here with lots of students at young ages not only being exposed but going to summer camps and after school programs and we want to bring that into the school day. as you see, if this is a profile, we're going to have to make some major shifts over the next ten years. many of these shifts -- this is the next page -- are already happening in our schools, but we have to go faster. so for example, you know, you've probably heard some of these and hopefully they're not buzz words, but the whole

personalized learning pathway, the more we can help students finds their sparks in middle schools and allow them to move at their own pace and own interests, the more they're going to be motivated to stay in school and higher order skills. blendsed learning is something we can't do without technology, but it's really -- i mean, colleges and universities are going to blended learning. this is probably one of the biggest shifts we really need to embrace. again, the real life tasks and talent is a huge piece of this so really looking at what does it take -- i mean, we have a lot of mill len yals right now. we have to design a system for the kind of young people coming into the teaching profession and say what does it really take to motivate and retain and support the right kind of talent to help our students. these are the major shifts -- >> chair kim, i'm feeling my

age and i've been out of the school board for so long that i don't know the term blended learning. >> that's where you're learning combination of traditional learning, but also have online learning as well so students can go at their own pace. the idea with blended learning is you're using multiple opportunities for students to learn in different ways. and then where that fits its kind of personalized learning pathways is really assessing students so they can go at their own pace. instead of teaching to 30 students and teaching the same thing, you know that maybe five students are with you and the other 25 are in different places, it's really being able to regroup and allow students -- if you see this, you'll see this through the ipad, students can go back and redo something and master a concept by looking at the same content five or six times.

you can't do that if you're just waiting to hear the teacher. and other students who want to speed ahead a little bit can do that as well. that's what we're looking at is that really in the past it's really only the last two or three years the technology and the digital content and the applications have gotten so advanced and so easy to use for our teachers that it's allowing a lot of this differentiated instruction. if you think about it, we put a teacher with 30 students with different learning needs and we say differentiate. how do you allow them to do that kind of differentiation and technology is really allowing us to do that and allowing kids to teach each other. a lot of times it's not all up to the teacher. so how do we get from vision to action? we'll be launching an awareness and engagement campaign because although we involved almost 200 folks from different walks of life in our visioning process,

it was a ten day very active engaging process. we did some end user decides, did prototyping of the learning environment of the future, we associated one of the sessions with the big use summit so we had use cycling giving us feedback and input, but as you know, we have lots of teachers and students and families so this next year will be launching and engagement campaign. we're going to link that graduate profile to our new accountability system, measures of success. this is our wafer to no child left behind. and we'll be working on an innovation strategy so we're creating an innovation lab and looking at how to start allowing for teachers and principals who are ready to innovate move forward, but not doing it in isolation but doing it together. for example, with the sales

force grants each of the principals in all the 20 middle grade schools will be resooufing $100,000 innovation fund so we've been doing meet ups with them and talking about what their ideas are. and the middle grades did a lot of detailed work. we have a whole middle grades vision they've done and they'll be looking how to cluster together to innovate towards a blended learning model or how to do social emotional services differently and really bring the school's model to scale. we'll have a formal innovation function in our district. i know the cities had annen vaigs team and function and we'll have something similar in san francisco unified school district and we're partnering with [inaudible] and his team and other companies around the innovation lab. we're going to launch our own

fund development foundation called sf learn. this is to mirror sf give, there's a lot of technology companies who want to partner with us and people at individual and corporate levels, many who have come to us and said, you know, we don't want to go through third-party, we like partnering with the school dis. trict. there's a lot more trust. people don't want to go through a third-party. they said we want this relationship with you. we're creating our own foundation within the school district. this is very similar to what the city's going to be doing and what colleges do as well and we'll have an advisory board that's made up up diverse members of our community, but people that can work with our board of education and will be actively involved with these partners and fund raising. some of the things we'll be fund raising for are the digital district, and we'll need your support for that. we'll need a bond in 2016 or

'17. we really had not done this before to say what would it cost to get every teacher and student not only, you know, a laptop, but really the training, development and support and have this be on a leasing system so it gets refreshed every three years. you don't walk into schools that are using computers that are ten years old. as we look at our budget there's no way to do this without some additional funding, both locally and at a state level. we need to advocate at a state level. you can't expect us to do 21st century schools and do all the assessment online, if there's no specific funding to help our school districts do this. we're launching that campaign. we'll be focusing on talent and there's a number of initiatives there to support our teachers. we're doing exciting work with