schools after the earthquake parents didn't like it the nation of japan didn't like it the natives of san francisco does it on purpose teddy roosevelt didn't like it after what the secretary of state called the conversations of the law it was decided in on a 1907 and the treaty guaranteed equal cease for education for the children and re programmed into the common schools in san francisco 99 years later we have our fires japanese-american president it's our procure pleasure to present you with a copy of the 1908 comments to the first meeting of the american international lay society and

he's talking about the 1906 situation congratulations (clapping.) >> thank you very much sir, that was very touching >> thank you. next speaker, please. >> ms. webb. >> good evening, commissioners superintendant carranza and deputy interpretation greener restraining order i'm webb the chair of the community for special education and an sfusd parent i'm here before you this he evening to he'd the null formed education committee under the sfusd contract this committee consists of i believe 5 union members and 57 members of the district

whose purpose to addressee to determine a co-teaching plan and perhaps including an assignment matrix first will there be transparent to the work of this committee and second is feedback to the committee from cac and parents possible prior to finalization the co-teaching plan and it's implementation thank you thank you for your service i see no further public comment we'll move then to item c advisory committee reports any appointments to be announced. >> thank you, president dr. murase two items one i'd like to

reappointed to the quality education oversight committee ms. linda madam chair to finish out her term and for the public education mr. linda and mr. fernando to continue their terms. >> thank you commissioner shamann walton i have one appointment manny flores is a multiple cultural educator she's taught with the community education center and currently a plea bargain of the instruction and an expert in english and bilingual education that concludes. >> oh yes, sir. commissioner fewer. >> i'd like to appoint commissioner collins. >> are there any further appointments seeing the the next

order of business the special order of business no one item n the other discussion of english pathway and an officially of meier my brothers keeper superintendent. >> thank you, dr. murase in order to address the first presentation english language and english pathway i'd like to call for a cancel assistant christine wong who will introduce her catalogs. >> good evening, commissioners i'm kres teen the assistant and joining me is the multi lingual pathway director as well as well, mr. valentine 0 will be joining us i'll be providing a

presentation this evening you'll have the power point as well as a number of materials for the presentation. >> so this particular item is a follow-up to a curriculum meeting in november where the english language development curriculum and status was provided with a followup this presentation including the language apathies be provided to the full board to provide additional information and more background to the board as a whole so tonight's outcome to provide a historic legal context of the action plan for english learns as our fraction for the el

services we're to zero in and touch on the academic support through the english language development and share the pathways under the action plan. >> aren't those kids cute those are the original class this is the original class from 1970s and budget analyst report it's councilmember bonin been 40 years since nickels was approved and sfleltd by the court with the anniversary we wanted to reflect on what's been happening with the english learner services and provided complexity in 18970s is spattered started with a bunch of china's parents they didn't provide services for the english learners in 197 had

the content degree was approved and required the district to make sure they had access in 1975 the district adapted it's first matter of the plan for the bio cultural education in 2008 that's when the district allowed the plaintiffs for the action plan this inexpensive outlined the pathways services this is an outline it includes the following guidelines proper identification and access to a effective programs including the language pathway and access to services including the special education and appropriate staffing and professional development and parent outreach and development and particularly

more related to translation and interpretation services as always internal elevation you have in our packet the master plan filed in 2008 in terms of the all the details so in terms of english language development we wanted to provide information about what is required under the allowable plan e l d is required from the state and federal law the state and require a certain specified number of minutes but the districts plan specifically requires that every english learner get thirty minutes by the english proficiency redesignation so from 2009 and 2011 the

district had a rigorous e led with the resources examples and lessons for teachers every year we had over 5 hundred teachers and school administrators receive the special developments on e led we monitored the e led and shared the best practice with the schools and now we actually are contributing into a new el set of standards looking at 2013 and beyond i wanted to first take a look at the 1999 el the instruction it's separate and isolated no concept with the academic instruction in english the instruction now with the 2012 california e l

d it's connected so for example if a teacher is introducing students to key language during designated e l d their actually more prepared during the placate or science so they're prepared to engage with their peers we had integrated e l d the teachers pulled from the common core and e l d to support the language during the consent instruction this is in practices fully for the english they're getting the english development throughout the day that's a significant change that will benefit the english learners this is other way to look at it a graphic way if you have all

your classes math and sciences the designated e l d within the piece of content there's a space for e l d this is the multi lingual multi approach to delivering the e l d as we transition in year one we want to make sure all our teachers and administrators are aware the changes and shifts and think about how to adjust their curriculum and renunciation to better serve the english learners in year two we're heaping e hoping the designate e l d time the teachers will have that and be able to integrate the e l d work with full implementation so the different tiers we'll have a level of information that all teachers will be given and year two there

are schools that have higher numbers of english learners and tier there 3 that's targeted support and this is really like for new comer packet we have unpointed out children we want to focus and make sure their needs are taken care of so the english learners need individual talk and small groups and full classes with that wide range there are two key documents that are included in our packet we're using one is called the 5 essential practices with the integrated structural day and this really gives teachers an idea 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