over the last 10 years so i'm going to present first. i think we have our show coordinated. i will present the current data and followed by barbara and karla, so the first slide shows how we have improved access to high quality preschool since 2005 and you can see it's a straight heads up directory. we currently have gone from no children in 2004 up to 3800 children in 2014. this slide is showing the ethnicity of our children that are participating in preschool for all versus the city wide population of birth to five year olds. as you can see with the chart the psa children -- asian and latino american

children represent 61% of our total enrollment and i think you see why this is is because we've had a real emphasis on helping children from low income communities accessing preschool and we started that way rolling out. this next slide which i think is impressive when you compare it to other communities in california and the nation shows that we have increased preschool attendance of four year olds in san francisco and 80% enrollment in san francisco which is really high but we're proud that we have seen an increase in our african-american students from 68% to 79% and for latino students from 54% to 80% . this slide talks about family income. we compared children

who are pfa when entering kindergarten compared to non pfa students and you can see these students earn $35,000 per year or less and again that's because we really try to reach out to the low income communities first including all the children in the district and in head start. this slide just gives you a little break down of where our preschool for all attend. 66% of the students are served in nonprofits and title v and are subsidized child care centers and schools. 26% are from our public agencies, the school district and city college. we have 5% pfa are in child care homes and 3% from private

nonprofit. this slide shows about our kindergarten readiness. we did -- worked with applied research to do an external evaluation of incoming kindergartens and compared to them in the preschool for all to those that didn't come from pfa and those participated showed an increase in early literacy skills and early mathematics skills and more impressively in their self regulation skills so with this research and a battery of tests we are feeling and have evidence that children who participate in the high quality pfa program are getting closer to kindergarten readiness. okay. >> thank you lawr a hello

members of the committee. i am barbara karlson director of the early childhood and education. on the next slide we tried to represent the number of four year olds in the city and county of san francisco which is to your left. 6209 so i'm going to bring you to the right side of the slide. currently the projected enrollment in preschool for all is 3800 students this fiscal year 14-15 and 51% of that figure. we project next year that we will expand by 550 children. this is mostly due to the efforts of the first five staff developing the pipeline which is getting programs ready to be able to comply with the very strirchgent requirements of the strm to ensure kindergarten readiness and we expect to have a jump in

15-16 and moving in fiscal year '16-17 to serving a total of 75% of the four year olds bringing the figure to about 4660. the reason that we projected up to 75% over the next two years is if you look at the national literature what's considered universal for a pre k program is between 65% and 80%. that's the national average and there's all sorts of reasons that that's the case. we decided to pitch our goal a little bit higher with going to 75%. although 65% would be considered universal in the rest of the country. we wanted to talk a little bit about the targets for enrollment for fiscal year '16-17 because that's the groups that are the hardest to bring in the program so the first is religious affiliated programs. first

five has done a great work working with many of the providers in the city to adapt the eric mar to meet the requirements for preschool for all and participate. more of that work will go on in 16 and 17 and leading up to that time. next bullet to bring in additional family child care homes. the percentages a bit lower. it's a bit more challenging for the family child care providers to get to the point that they can meet some of the requirements and again first five has done a wonderful job of working with those providers, many of whom are in the office of family child care quality network. we will keep working with the child care group to bring that enrollment up and lastly we do know at hsa there are statistics that indicate the number of children accessing a subsidy usually through calworks and the

families are using friend and family care and mostly doing that to bring extra income into the family so we would like to work on a pilot and offer part time preschool to some of the kids and keep some income coming into the family for part of the day and those read target areas. carla. >> just really quickly i got a note that the tvs aren't on so that the public can't -- >> yes madam chair. i am making the request right now with media services. >> thank you. >> i will get started. greetings. i am the chief of early ed with san francisco unified school district and if i

may take a little bit of a liberty here i would like to say i have with me my wonderful, wonderful team. my executive director of programs and schools. my executive director of program quality and enhancement. our supervisor and one of our cite administrators candace lee from noriega -- >> what are the names of your staff? >> oh i'm sorry. candace lee, cat lynn dominguez, dr. leeber hughes and nina [inaudible] >> [inaudible] >> of course and one of my -- i think she's on the staff. i think we're all together is ingrid mesquite. thank you for letting me do that. the running joke is i always come with a team because this work is around team. i'm going to take a little time to talk about transitional kindergarten and the way i'm going to do it is

describe what is tk? how do we roll out tk? where are the classrooms and saitds located? what are the demographics? and exactly what is the -- >> did we get a copy? >> yes. everyone should have a copy. >> i don't have a copy either. >> there they are. oh slide show. i don't need it. it's okay. it's up there now. then i do need to press slide show.

one of the demographics of the students who attend tk and then just -- i say this very cautiously people that know me and we have a responsibility to share it and it's preliminary data and it's only two years of data and one needs 3-5 years to be confident that the data of what you're sharing is tell telling you. in 2010 the act authorized by jo simitian changed the date and transitional kindergarten that turned five by september 2 and the students born between september 2 and december 2 are now considered transitional kindergartens. we call at this time 90 day window so tk is the

first year of a two year kindergarten program. it is funded identically to how students are funded in the k-12 system. the entry date was changed in a roll out that literally every year the date would move back by 30 days or one month and in 2012 and 13 the date was moved back to november 1, so the students who were born between november 1 and december 1 were transitional kindergarteners and that was used the following year to move it back 30 days and now we're in the last year of implementing transitional kindergarten with the children born within those 90 days and then what will happen thereafter is any child born within then has the option of being in kurd kurd or tk so

what are the options for the children born in that 90 day window? one is that parents may enroll in a program or a community based pre k program. students don't have to actually attend tk so the option is pre-k or other alternative methods that are aligned with the parents' belief system or transitional kindergarten and i want to take time to say this is actually we think a very good thing that parents can look at their own child and decide do i want my child to stay in pre-k and we're okay with them being in pre-k in the district or the community and to give you an example of the partnership between the district and the community based programs we have dr. jerry yang here today from the head start program who we have an amazing partnership with and this was a partnership that

he actually introduced to us and for us to participate in activities with the asian museum so our centers that are located at tole elecand -- and they go through professional development and visit the museums so we have students in tk and pre-k from both there and the district who are partnering together so this option is actually a really good option for families that they either put their kids in tk or continue to have their children in another type setting. transitional kindergarten three year phase in. in the first year that we phased in we had seven classrooms at five sites. and as the years went on we have added classrooms and sites so

today this year we have 22 classrooms and 14 sites and next year we will grow by one more site and one more classroom and projecting the following year we will grow two more classrooms and two more sites. so where are the sites located? visitacion valley bay view. this is the list of where they're currently located but the next slide demonstrates how diverse our sites are and where they're located and the map of san francisco. the red ones are where we are currently operating sites and the yellow are the three sites we hope to open in the next years and we're well positioned around the city so we can accommodate many families like we do with pre-k. tk by

ethnicity. the great thing that it's open and available to all who are interested no matter the social economic status of the families. it's just like kindergarten so our tk reflects demographically what our kindergartens also look like so we have a wide range of students and the codes we have here are the codes used by epc. and you can see each year the numbers are growing in each area. one of the characteristics of a tk classroom are -- we don't call it a program because it's a grade. transitional kindergarten is a grade. first we must have a multiple credential teacher in the same way in the k-12 system. we in san francisco which i think is amazing actually have six hour full day tk. that is not

necessarily true across the state. each district -- every district was not mandated to do it. k and only if you had two or more kindergarten classrooms, and the tk had to be at a minimum exactly how you had your kindergarten. well in california all kindergartens are not full day, but again in san francisco we're lucky in that we have full day kindergarten; therefore our tk is also full day. two other bullets and give you an example we're meeting the requirement of the eric mar must not be pre-k. >> >> and tk and meet the developmental needs of the students so we have students who are four years ago they would have been in kindergarten so we do a really good job of

designing a program that meets the needs of children based on their developmental level. and we use the standards from both pre-k and from kindergarten and we overlap them and move the students based again on where they are. and this is just an example of the continuum between pre-k and tk and k. again social emotional skills are taught directly and again i'm going to take liberty. i'm sorry. but i have to thank first five. one of the thing things to me is how the system developed social emotional that social emotional is a very important thing to have for children k and above. interesting enough that pre-k in the early ed world has always known the importance of social

emotional and first five has provided us an amazing process and we're doing in tk and rolling out teaching pyramid into the kindergarten and the bay view and the mission zones so again showing how the continuity of the work starts not only from pre-k but moves up to the k-12 system so i'm going to stop here and walk you through the next two graphs and i only have three more slides here, but i think this is -- let me just say this is just preliminary data it's only two years worth of data, so what we did was take a snapshot of all entering kindergarteners so if you see column one it says and school year 13-14 these are your kindergartener and of those in column two there was a sub set which is three rows down where

it says "san francisco unified school district tk" and a sub set of kindergarteners that came from tk. all other students are considered non tk students. now, it doesn't mean they weren't in pre-k in sfusd but they were definitely not in tk so how many students total? 5,000 kindergarteners in 13-14 which is last year and of the 5,049 were students that never went to tk and 174 were students in sfusd so we took a simple assessment tool that we use for this and we looked how did they do on the assessments? and we look the midyear assessment because that's where we had the

majority of our students assessed. the beginning assessment we were missing so many students and that's because they entered at different times. there are many reasons in the first assessment that we didn't have as many. if you go over to where it says a sub set of students that didn't have the f and p, the fontis and pen i will and -- >> >> 15 or 16% but those that had the assessment midyear of the students that did not attend tk62 62% exceeded or at benchmark but the students who actually participated in tk it is 78%. and then of course the next row shows the number that are below, so this was our first

year of tk students so compared to the non-tk students the tk students are 16% above the non-tk students, so that extra year seems to allude to i am very cautious about this that the extra year made a difference so what happens in the second year? in the second year the numbers go up for both sets of kids. the non-tkers that went straight into kindergarten and 66% exceeded or approaching expectations, but if you were in tk it was 84%, so again showing that there maybe -- i am cautiously saying -- advantage to being in that tk grade. there is a last slide on here they added that is not on the

presentation, but one of the things we're doing that this data actually presented a lot of questions for us, so we're actually working with stanford to help us go deeper with our conversations. which students are not ready? why are they not ready? why are the numbers actually going up for both groups? and we anecdotally know why that is happening. it's because the work that is happening in pre-k, not only in the district but in the community around understanding what literacy means to students at this time is actually starting to influence the pre-kers who are actually entering k so the numbers are starting to go up and it also says the 10 years of amazing work that san francisco did around pre-k is starting to show results in the actual kindergarten entry. now, i'm going to say this again we still have a lot of studying to do on

the data, but it does look promising. >> okay. so thanks for being here. i know you have a flight to catch, so if folks actually have questions for carla and other staff members let's start with supervisor yee and i want to recognize that maria su for dcyf is here as well. >> since she has to catch a flight can i ask a few questions? and thanks for your presentation. it looks good. i am trying to flush out the last few pages. one of the things -- one of the questions that occurred to me of the non -- of the close to 5,000 students that did not go through pre-k -- tk

do you know what percent of those would have gone to some preschool or some sort and whether or not there's enough data separate those 5,000 and that and my guess is the gap would be even greater. >> >> you're asking -- that's an amazing question. that's the same question we're asking ourselves is can we dig into the data enough to understand first which ones go to pre-k and where? we think also informs us. we can figure out which ones are sfusd and that's going to take a little work because unfortunately we still have two different systems of looking at our kids. we have a pre-k system that is starting to talk

to our k system but we're not a place to extract out that easily but we can look at that and which ones are sfusd? actually a very high percentage because we have 800 to 850 preschoolers going into kindergarten every year, so to answer the question is yes we can start to do that but it's going to take a little work so hopefully we can answer that question next year at this time. >> yeah because i think one of the pieces that some of my colleagues maybe interested in is because as we move forward the question i have is really not specifically to the school district but overall as we move forward who are the children that we're not serving and how are we going to serve them? and when i look at these, and as you can imagine the next question

would be what ethnic group is in the tk, what you have, but which once didn't get to tk? and how do we get them there? and if we were -- it's not even tk. it could be just preschool, pre-k in general. then the next question would be -- again i am asking very ge nearically. anyone that wants to address it is fine. the next question i don't know that arnie duncan said there are 2,000 kids or whatever and i don't know where he got the numbers from and 50% didn't have an opportunity and if that is true something is wrong; right? but part of is also -- we know there are probably kids that do qualify especially for title v, that income level, and yet if we were to get enough resources next question would be do we have the capacity in terms of space

whether it's in the school district can we offer more or not? and outside of the school district? i am running a bunch of questions so you can answer whatever you want. i know you have to rush out of here, but those are some of the questions that i have. i have more but -- >> just quickly i think it's a good question and we can unpack that number. we know how many kids are going into -- we know how many pfa children are in the district and how many are in the community that come into the district, and we know some things about -- we know about their readiness as compared to non pfa. we also know and barbara's slide showed it. we know know norman who the four year olds are at least that have not accessed where and who they are. we know that. i think the

earny duncan number included three and four years old and based on census data so it was confusing. >> do you have anything else to add at this point? >> okay. to add to what you asked supervisor yee first of all to clarify about the earny duncan op-ed that data was collected erroneously from the state and not us locally so that is number one and they looked only at the california state preschool program. they didn't look at the broader number of title v subsidies because if you look at all kids eligible, three and four year olds for state subsidies we're serving 90% in san francisco and many of four year olds are in pfa and many of the three years are. in terms of the question about space we

started an analysis and the needs are for the expansion and i don't have the numbers with me. we can get them to the attorney and there might be space needs but some existing facilities used for expansion in the school district. >> that's really important to know because i am looking further out. >> right. >> and talking 200,000 more people. >> right. >> and have the capacity for the kids that we serve -- try and serve now. >> right. >> then we better put these on the fast track. >> we have been doing preliminary analysis but we will bump it up and get it back to the committee. >> one more -- were you going -- i was just curious. i looked at the map and as you know unlike the school board and the members represent the whole

district, the board of supervisors represent a district and i know there are yellow stars here. i guess those are on the map where you have red and yellow stars or gold stars or whatever the gold represents the ones in the future and in my district there is none, red, gold or anything, so i'm sorry i have to do this to represent my district. any plans because i have actually spoken to some parents in my district that say "there's nothing around here." i would like to hear some thoughts around that. >> yes, for the sites -- let me say first of all in two years over we will be equally split between early ed and elementary sites and initially rolled it out to that program and we had the space