of the types of things they can do with the fostering of ask the collaboration the constant nominee a lot of nor standpoint talk and less teacher talk the teacher is providing the instruction but the teachers will engage for the students to engage gay each other the other goals for talking in a meaningful ways and asking for evidence or reasoning those are excluded in attachment b and c the english development a baseline core service for els and there are students in our english plus program that's their baseline and in the pathway they go ahead e l d but language instruction

so with sfusd as part of a framework we've had a really strong journey targeted multi lingualism starting with the bio cultural program in 1975 when we had a proposition pass we provided programs and just you know come employed what we had to do in 2006 the school board formed a resolution to preparing all students for multi lingual world in 2008 the most recently one was simpleminded in 2010 was the resolution around that c lc so take into account the languages we have in sfusd those are all the languages other than english in our district so you as you can see there are over 70

languages those are the biggest cantonese and spanish being the largest and tagalog and arabic if we look at the el languages again mccain necessary and spanish with different percentages but still the same growing population with tagalog and arabic over 60 el languages different pathway we provide a number of them those are the brief definitions in the el program guide you have here are 0 more descriptions and information about the instruction and complexities but the overview the dual version that includes the english learners and english only students 80 percent in the target language and decrease by fifth grade aid literacy which is similar in the design but for

english learners no english only learners in that pathway and have the secondary dial lapsing that's where the called to and bio literacy emerge they took two courses in their pathway language we're trying to build a k through 12 pathway and we're having foreign languages as secondary world language thirty to 15 maintenance enrichment for all students okay. when we develop programs and look at it new programs i think we've had a long history of really trying trying to fulfill a immediate need we are trying to as we move forward create new programs we do will have a program plummet program and those are the key elements

we want to make sure we had a visibility study to make sure that all the key components are addressed vetted and evaluated before we move forward do we have curriculum and structural steering wheels and staffing needs and do we have this teachers in that language how - you know what can he do with recruitment thereer clearly professional needs and facility needs some days we don't have a classroom to provide the instruction and, of course the fiscal impacts we want to make sure we're cutting all the pieces out to make sure how much it will cost and look at the costs within the building how will it impact the other el pathway and special education early ed, etc. response from the

community and school staff what are they in addition and timeline program this process usually takes a wyoming year and a half to two years to the launch of a a program this is an overview of the programs in dual language immersion in 2014 nor information in the el program guide those are the numbers for bio literacy you can see we have quite a few of the in the elementary school some growing in the middle but at this point we have few so in terms of enrollment this is basically a graph of in terms of all the english language learners what kind of programs there's a majority that are participating

in our general education program and have quite a few of the people in bio literacy and in elementary school so breaking down this by neglect sit if we looked at the students enrolled in immersion those are the total numbers so it gives us a sense of diversity that does exist in the whole district some of them the numbers are lower and some of them obviously are higher because the native target language as we move forward and make our extension into the elementary school i just wanted to share where we at in 2016- 2017 we have cantonese the number two in mandarin and corn and in spanish

we have early exit programs that are transitioning to a k 5 by literacy pathway at the fourth grade in 2014-2015 and then adding the new grade level in the new grade in 2015- 2016 at the middle school for 2014-2015 this is the portfolio and we won't be making any additions until r789 or 2016-2017 ran necessary and martin luther king in omission valley we have a significant number and again trying to grow the k that's part as the growth h at the high school we have two mandarin but next year we are

going we're to be maintaining cantonese at galileo and a providing the mandarin instruction and starting a new program with the spanish dual language so at this point this that concludes my presentation. and i on it up to questions or comments. >> thank you a ms. wong would i introduce members of our team that are here with you tonight. >> joining me is sam july lee the multi pathways director your chief executive officer lift ev'ry voice and sing yes, sir and supervisor of dual language and world languages ms. michelle. >> i don't have public comment on this item are there questions

or comments from any colleagues commissioner fewer. >> thanks for the report i have a question on page 11 about the k-12 compared to district total for ethnic sit so i want to clarification on the chart so those are the ethnic itself that are enrolled in the programs in the district; is that correct? >> yes. >> are they did ones that are enrolled in our pathway or just the immersion. >> just the immersion the immersion is the pathway that has a capability for english only students in other languages where the bio literacy is targeting the english learn of that target language so - >> but what about the japanese

program. >> i can provide that i wanted to give you a sense of immersion program. >> this is just the immersion program not the other pathways the numbers could be higher for the chinese speaking we have those half ways for them. >> yes. >> i'm looking at acknowledging we have one hundred and 20 enrolled in the immersion i'm thinking those are the english spots so the 4 thousand is plus is that the total african-american in our district. >> yes. >> wow. that's low i wanted to confirm that. >> mr. haney and mr. lee. >> thank you for your presentation commissioner fewer and i were able to spend a few hours with ms. wong i wanted to

let the following commissioners know we're blarng on bringing up this to the commission committee and also additional data we're hoping to see and chat about. >> couple of things to flag we are that interested in for the commissioners to know one is that i think commissioner fewer brought up some of the languages we have high numbers of els but don't have the language we were looking vietnamese and i think you flagged it in some of the data making sure we have an eye towards equality as it relates to race and who has assess i think with iowa do i am taking

up a lot of space here and you know how we can intentional where we put our language programs how to increase the comboerlt for groups that don't have access and what we can do around that it relates when we look at the different factors that led to a languages pathway a program to be introduced some of the different factors around equality that we might consider and be more intentional around who doesn't currently what community in san francisco that e are not currently southeast language how it aligns with the goal i think we brought up in our student assignment committee as well you know and this adds

another factor with the isolation and after that the contingency are not attending their neighborhood schools if it's a goal to attract those communities to those schools at the same time addressing isolation the language pathways are critical to be part of that i hope we are intentional as we think about that and think about where our language programs are or not spanish programs on the west side or chinese it is different things we can think about different language programs from the southeast so i think that we would like to continue that conversation if that anyone want to join us we'll be in the curriculum community and exploring those issues thank you for your presentation. >> ms. norton.

>> thank you. i'm glad this is coming to curriculum i'm going to pose a question that i don't expect you to answer but it good for us to exposure one thing that has concerned me for a while i mean is this an achievement strategy for english learners is that our commitment to different language pathways what we see as, if you will, our obligations under the plan and, in fact, are we fulfilling our obligations is this a dive indication strategy i've heard our language packets referred to in both walks we use those programs to diversify the low

income areas but i feel like the pictures has gone blurry over the years sometimes, we is it's for language learners i think we should be clear on the strategy, you know what our strategy is and when a whether or not we're meeting our goals i have concerns we're not meeting your goals as far as in our obligations as far as the language learners in the program and in addition to that well, i do think there has been some more diverse schools created some schools within so it really consent calendar and considered as a separate item at this or a future hearing. the pathway you're in i think looking at flynn is an interesting one i was looking at the general ed plan it was

excellent and i know if you if any students from the neighborhood actually choose to be in the general pathway plan so to me you can i'm not sure what kind of of diversity is creating there and help a situation like that i want to understand how the superintendent and you - are our language pathways in the investment we've made is that because the board wrote a recess 10 years ago to say this is what we're to do i think a lot of us know that being bilingual is a good thing that's a worthy academic goal we think all kids should be bilingual that's why we're double down on our pathway i want it more clearly stated what's the goal and strategy i feel like it's a little bit

mushy. >> commissioner wynns. >> thank you for your report i share some of the same concerned and issues brought up by mr. haney and ms. norton and i hope the curriculum committee or somewhere we'll have an opportunity to discuss that further particularly concerned about the middle school expansion both on this year and what's on the, you know, proposed period follow after this year because the last time we had this report and talked about that i raised the concern we're proposing to expand our chinese projects on the southeast and spanish on the other side we've discussed that and wrought that up that's where question should look at this is that working in support of or against the diversity goals and so i - and i think we were short

at that time oh no we're not going ahead until we have that discussion i'm concerned oh, we're going to do more of that could we schedule some discussion honestly, i think it needs to be within the context of our consideration of other strategies to try to meet our goals of limiting rational isolation or whatever in that area and i'm interested in the and would like to have an opportunity for marry discussion from schools i'll be in touch with the staff to make a plan about the experience of students going into the expanded high school programs because there's been a lot we share that among the parents you'll hear

salesladies the students and parents will come to the podium and say that's our understand they talk about the programs which any sense is through i'm not an expert in this ear we'll have difficulty providing we can have enthusiasm but we do things go as well as philosophical commitments but rather we know that teachers who are quality to teach will academic subjects not in english languages are not available so what kind of strategies do we use and what specials students that going go into our programs how good is the instruction you know how do we just that and the sentiment are not available in those languages either those are some

of the things we need to venting to discuss in depth we love the plan what is it really meaning and can we had to make it more doable in the system. >> before i precede ms. wong do i have preliminary responses. >> i want to discuss the languages immersion is benefiting the language learners this was a critical question we p had under the new plan and that was one the key reasons we participated with stanford to do that to take a look at our pathways to see how the english did and we found that for a lot of the english learners if they depending on the pathway they

actually performed better when there was primary language instruction primarily 90 in supported of the english learners the great benefit they can be reclassified and become multi lingual and at the same time their peers and other members of the community can become multi lingual can i clarify i thought that the result of that - i remember those being present i thought that the most benefit we saw were actually in the bilingual pathway and not in the doable pathway. >> some showed better gains in the student was in dual language immersion that's why i said that with the primary language instruction it didn't make a

difference. >> we're prepared to say that english learners are receiving i mean that we're meeting our obligation to english learners in dual language immersion we'll absolutely is that. >> i think the data shows they have great benefits is not perfect can we do better i think we're constantly looking at data to see how the english learners are not mark a benchmark so looking at the larger study over time helped we continue to look at data on an annual basis what interventions and benefits if the students and programs are not performing. >> mr. haney. >> commissioner fewer.

>> thank you, chris tiny think we started with a plan to meet the needs of english learners our legal obligation i think it's working into something different in our vision 2025 it's our intent that every student in our district will be bilingual in order to be have a leg up contemplating in the 21st century is a great gift and great asset to have if we so - when i am thinking about the pathways we have i'm also looking at who are we not serving by the pathway not about learning english but another language and with they're only introduction at 9th grade we agreed that is late to start a

language i know today we are going talking about the language pathway bused the question you, you brought up is admirable to building that everyone should be bilingual i have two children that are bilingual one in spanish and one in mandarin uses it evidence and were hired by spanish speaker and you know i mean i'm troy lingual i'm kidding that i feel like i'm at a deficit not being bilingual in fact, i remember that the superintendant carranza and tried to speak to chinese people they blasted and laughed at me because i am so limited i think that we as a district have - has

moved forward from compliance basically to something that fits our profile for our 2025 graduates so i think that this discussion about language pathways also leaked over to the larger question if we have - if the only way we're serving english only students so there those immersion packets maybe there should be another vehicle and maybe it's languages instruction versus immersion another thing about immersion we're not truly successful in helping our english learners if we don't compare and keep tracking track of their academic achievement in relation to the dowel immersion it's part of els and part e those our comparison

pathways 1902 between english learn against english learners but the success is been english learners and their e o counterparts if they're getting 24 hundred on the sat if tare taking honor closing classes in high school then the els were kraftd they've gone through the pathway together with the counterparts should be right up there with them if we don't compare our 0 el with our e o achievements we'll have a gap i feel that the data i saw compares language pathway to language pathway but doesn't - i did not see any data on how the els compare to the els if we're

truly doing that and serving the els they had should be actually where the english counterparts are as i said i want to emphasize this we'll also have a gap the idea we want all our students to be bilingual we recognize that some students come in with an asset and they're actually have supported homes in that asset with this pathway we're capturing some of the assets they don't have to recapture their native language we should be looking at the district everyone should be bilingual i feel like it should be our sort of our district goals when we're talking about the pathway go to becoming bilingual in

another last thing like english if you're an especially student so immersion shouldn't be the only blas place but other opportunities i want to bring that up and african-american population it's enrolled and obviously they're not reach out to them or they're not attacked i believe we have high concentrations in the bayview i don't why we can't do that have malcolm x and george drew and abraham lincoln if they're not going to the programs let's bring world language to them and give them an hour of language a day so that you know we just are

not sitting on our laurels and saying they're not interested in the program well, they need to learn another language to be bilingual also so i suggest if we're not seeing the equality in those programs then 53 we should as a district be thinking about bringing language to those students so i suggest that thank you very much those are interesting yes, a whole list of stuff and hear it next month but thank you for this. >> mr. haney and i'd like to make comments. >> first of all, i agree a commissioner fewer she said i'm to have the opportunity to explore that our general conversation about the language pathway this was brought up particularly in reference to the vision 2025 i think a lot of the

ways we're envisioning where we are going going to be the students won't be in the school room there is a lot more done on line and potentially through work through visiting other schools colleagues all of those sorts of things that transform education so as we think about the pathway and schools we begin to the extent we can think about them beyond the brick and mortar and how h they can do through through online instruction or maybe a time to go to a centralized place you're learning certain languages like