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 a language center you spend a couple of hours there there are different ways to think about this and there's a lot of effort we've done i understand why this way is making sure that the pathways and elementary along the high school opportunities there are consistency and continuity that makes sense but if we do have a vision that we late out which i think it different in terms of the education it is about bilingual hopefully and atrium like commissioner fewer is (laughter). >> thank you. >> i want to know what the language is. >> that's the way it the happening that's not necessarily we're going through the same programming but creating a new vision and so i'm not the first one to say that but i think when

we say this limitation is 2018 maybe things will start it build in different opportunities that will go beyond our approach thank you. >> so i want to thank you ms. wong and your team for thinking about our pauthsz it's been an area that has had an even funding and resources so i want to thank you for this analysis i tomentd put some concerns on the table i want addressed at the curriculum committee meeting first looking at vision 2025 is teaching influencing the cantonese at a high school level given that mandarin is the official language of china i want to see why we're pursuing cantonese i think at an earlier

meeting we were told that understanding mandarin teachers was a challenge that's not good enough but where we're putting our resources and secondly i know that by the time carmichael hats been redesignated and folks at the school that don't understand why that happened and what that means i want to hear a justification does that mean the number of english language learners have gone do you think i'm hearing definitely it makes a big difference to the communicated whether that's an english learn i'm concerned they don't have a middle school teacher in tagalog so nothing in the k to 8 program for the

programs offend at balboa high school how do we expand the middle school there and thirdly there was a big sort of town hall meeting earlier last year about high school keep that in mind into the holidays and high school feeders i want to be clear and transparent with my colleagues are we talking about setting aside did pathway for languages i'm an advocate for foreign languages if we have a investment to k to 12 but i want to be clear if per intending to set aside the schools so people can continue their los angeles restriction it has to be up front and not introduced in a very piecemeal way so sort of long those links or lines i

appreciate mraenz comments to the fotd not accessible to have korean viable but if we're going to make an investment to have two sites not just one high school is a lottery system people don't have control over where they go and it should be articulated at the high school fourth an quietly issue i don't see burton high school mentioned here and i think that's a problem i think orleans commissioner fewers concern that malcolm x or martin luther king or willie brown we need to make sure there's eloquently distribution of languages and finally budget i want to see and maybe in the deputy

superintendent an analysis of how those programs are paid for i know for example in the japanese language program it relies on patent funding is that a sustainable function but for the district to off the funding i know that is uneven in the district some parent groups fund a lot and others not so much i welcome that analysis are interest any other comments. >> yes. prudent. >> great, thank you i want to thank our staff for the presentation obviously in a very complex and it's it shouldn't be complicated but complex i want to thank you for making it understandable

obviously there's going to be more information for robust conversations just a couple of points first and foremost i want to caution us all to be very, very cognizant how we talk about our language programs in san francisco and i would like to proposes respectfully we stapling stop talking about it in the context of allow plan allow was the plan that we have followed in implemented and continued to improve are community in san francisco so what we have endeavored to do and obviously the language pathways with parrot of that it speaks to a boarder set of requirements and i want to undermine requirement around providing the translation and information services, etc. that

we're working deliberating around this the educator in me i've been certificate bilingual educator language should not be been convalescence in san francisco one of the things we appreciate we've made a commitment as a community inform san francisco as part of our curriculum we want students to be bilingual and triage we memorize that in our vision 2024 as we talk about the literacy pathways and all of the things we doing around language i want to propose we do that in the purest sense are we developing the best along? >> in terms of the qualified teachers we talk about what other services do those programs serve in our communities i agree we need to look at equality but

i'll say that language program just like a good magnet program can be a vehicle to provide option to students and families in the communities but you don't start is the different indication first and talk about the quality of the program i think part of what we're doing it paying attention to the quality of programs and then i think it is so important several commissioners mentioned we need to be cognizant of where we present the programs in the communicated i can tell you as our chief of human resources they do their columbian's around the pipeline and the hiring have teachers we're facing not only in san francisco but in california and the united states mounting crisis in being able to hire teachers when you add to that just in the programs we have i

think president murray is he mentions not enough cantonese teachers we're going to have to be careful do we have access to the certified teachers so some of the things we're going to be talking about what our dual credit options for the high school students our opportunities to partner with xhurnt community colleges of san francisco and sfusd around the opportunities but we have to think about if we're going to start them earlier in our elementary school and middle school we have to talk about the certified teachers and even though material i want to give a sense how complex and complicated this really is in terms of this language and then also i just have to mention that the united states

department of education issued guidelines around our english learners good news commissioners they don't also the civil rights don't reach out and say we want i to be valentine's day district they did it to us because they've appointed others to the san francisco unified invading i know we think about the work we continue to do in our district but give huge kudos to our c n i and all the teachers and principles out in the field because we're actually moving the needle at a national lastly it is something to celebrate so thank you for your attention this evening difficult project but christine made it

understandable >> superintendent once christine came on i felt it is streamlined we were struggling i think with our program i think that once christine came on she really the due diligence about what the data collection the monitoring that all that stiff with the department of justice it's been incredible christine i'm going to let everybody know she was a community organizer in the process of helping with the plan on this other side; right? so she comes with a lot of expertise this is not easy you're right the goals we're way beyond the plans what we want to do and christine you've helped us with this if we or are a

shining district to be an example mainly due to our due diligence and your leadership. >> thank you. we will continue this discussion at the next meeting jelled for monday of p.m. in this room we'll move on to the second item under the agenda an overview of my brothers keeper. >> that will not be a long item but at the request of the board of education we've had several updates at the curriculum committee around my brothers keeper initiative we've heard president obama obviously talked about any brothers keeper he want to give a brief but introductory presentation what are we thinking and our proposed path in san francisco around

this initiative specific around the achievement of the african-american students in the unified school district of san francisco before i do that i want to recognize someone many has joined us in the audience a special assistant to mayor ed lee he ed miller our strong partner in the community fiona thank you and let me start by reminding us where how we got here so in february of 2014 president obama launched any brothers keeper initiative to address the community gaps of men and boys of color so make sure they reach their fill potential this comes from the president we have not quite adapted with president obama asked us to do be our brothers keeper but our students

of color corp. that means we include young men and women as part of our initiative but we focus on the african-american students in our community which if you look at many indicators our we're demonstrating we have challenges in terms of how we are serving our african-americans in san francisco the reason it is too important that mayor ed lee has signed on is that i have the primg to attend a signing in washington, d.c. at the white house with almost one hundred other attendees across the united states we pledged will to the president and our community by sign object the doted like that we'll focus only african-american achievement in the community as it pertains to

our school system we're align them in support of our students of color what is so important the mayor accepted this challenge on the part of san francisco and signed an agreement that he would also, if the municipal leadership prospective focus on the issue so capitalizing on the excellent relationship with the city and county of san francisco mayor ed lee and i have enlist mr. fred blackwell the san francisco foundation and together with mr. membership miller that represents administrative review and the staff and mr. blackwell we're cohen a region a municipal approach, if you will we're not only looking at the academic around serving our students of color but looking at the municipal and our wrap around

services the opportunities for the students in the city the reason i give this overview to everyone this is the first of many conversations we'll have here in our meeting and our committee meetings around my brothers keeper i'll is what it is noted it is not the mask bullet that will solve decades and decades and decades of under service of communities of color any brothers keeper is not a thing any brothers keeper is not a person my brothers keeper is not an accomodation of dollars which will be targeted to certain things if anyone is expecting to see that what million brothers keeper is our collective commitment to our communities of color to address historic under service to our

students of color it takes on most forms it takes on the history and life stories of our students of color roanoke county board of supervisors in the classrooms of san francisco unified school district in some cases they are and how has this board responded we want to make sure that our students see their history reflected in the classrooms of sfaufld san francisco unified school district who are the students in our classrooms i'm focusing on the san francisco unified school district who are the students that are disimproperly updated from instruction in our classrooms by being suspended from closing class or removed or disproportionately identified for special education particularly as emotionally scrubbed students we respond by

a broad array of strategies including the practices including the work around positive behavorial and including a blind panel for any student that are recommended for special erection he e education services we have communities in our school district and in our city and county that have just a heavier lift to make based on the food and their community and safe packages for students to get to and from school we embrace the schools approach and embrace the might want tiers system we're funding through a target of resources for the schools in the community we recognize from an equality prospective there's a hearier

lift i give those are example to say that many of the things we're already doing we're in the initial stages but my brothers keeper is going to be a collective commitment from all of us around learning and being co-hey and continual how we're focusing in the city and county of san francisco and in san francisco unified school district how were we tracking and paying attention to those issues of equality and those issues of disservice to students and community that have been in many cases decades in the making so the good news we've started dunlts path the bad news nothing is fully baked it's going to take time to make sure we're tracking our data and tracking

our initiative and we have a tchtd conversation how to build the equality lens in our district i'm happy to announce this evening i want happen to hear about christen wong remarks because many dedicated folks in the city that has a challenged array of things on their plates you need someone focused on the integrated approach to those structures and services and working closely with mr. miller in the city and closely with the supervisors and the community-based organizations sheryl davis was here how did he strengthen our elect and the b cc you need someone who's attention is building the integrated approach