present 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 but principals are

trying to figure out if they have space to do a tk. from my understanding we have a larger number of k now for some areas so it's a space issue. it truly is a space issue making sure that we have places where we can actually put a tk and we have been approached by a couple of principals and we're working everyone through a process which is not only do you have the state -- you have talked to the community? have you informed your supervisors? there's a lot you have to go through to actually get a tk so i will tell you that yes we -- our goal is to have tk in all of the areas and we worked towards that but in the end it comes down to space so please direct your principals to us and we will work with them. >> does it have to be in the

space where there's a k5 or a stand alone? >> it can be both but some of the stand alones -- >> i think there were plans to have and i don't know what it's called and laguna honda and built for a school. is that true? my school board members, colleagues? >> could you repeat the question supervisor? >> i guess the question is about space issues and so i understand there are space issues so i asked the question does it have to be on the site where there is a k5 program or can it be stand alone? >> it can be stand alone. >> yes. >> there are some places and i will give an example -- i don't

know what it's called now and laguna honda school on 7th avenue and fixed it up and move in the program and i don't know if it happened. i don't think so. >> yes that site supervisor is the site of independence high school now. >> [inaudible] >> yeah, so we moved independence high school to the outer sunset to that site and being used -- >> no for example then i just didn't realize it. i keep looking over there and driving by there. >> yeah, it's a beautiful site but also supervisor for kindergarteners we're 106% over capacity so i think the space issue is a big issue but i can see why principals wouldn't want a tk and gives them an extra year and aligned to what is happening in kindergarten and bring up their achievements. i can see why they would want it

in their schools. >> >> okay. commission fewer. >> thank you so much for this presentation. the only thing i ask for additional information is the 2013-14 midyear assessment could i have that by race please. >> yes. >> thank you very much. >> who -- i'm sorry. >> no, no, go ahead supervisor. >> i am just curious maybe laura in regards to pre-k for all some of the programs would be sort of stand alone or part day, part year, and i am just curious are there programs where they're actually using this funding to what we call wrap around so they're creating -- using other fundings to create a [inaudible] >> yeah. >> and do you know the percentage?

>> ingrid probably knows that. i don't know the percentage but we're doing stacking on top of the subsidy and title tief and we can get you that. >> thank you. >> [inaudible] >> very high. close to 90%. >> no i thought maybe oh specially with the nonprofits. >> and i think that's what we wanted to do is create full day and we did it by the stacking, yeah. >> thank you. >> i just had a few follow up questions. first of all thank you for all of this data this is really helpful. i think it confirms what we believe in the room that there is a value to pre-k and also in helping us close the achievement and opportunity gap which we know gins the first day of kindergarten and nice to see that the data points research is already kind of in house and that we can actually evaluate

the effectiveness of these programs and i know data is not everything and i really appreciate ms. bryant talking about how the snapshots provide one perspective but they provide a perspective and that's great to see. i was wondering -- i know there is a lot of evaluation for preschool for all but i assume there are families that go to private school and catholic school and is there a sense if we add those families in what percentage we're hitting? >> we have a good sense of the nonprofit privates that are not part of pfa and the reasons are they're choosing not to come in and we can get that number because we know the lay of the land. >> i am curious why they don't choose and families choose

otherwise and i am curious of the overall penetration rate of those attending preschool. >> like we said we have a 83% penetration rate in preschool, a little less in terms of pfa but we have a high rate and why we stand out compared to other communities. >> do we know how we do compared to other cities? >> yeah, we're way, way above and aarony duncan -- >> yeah, maybe everyone realizes that and how successful we have been around pre-k and a lot of mayoral speeches in new york and oakland and around the country but i don't feel we do enough to tout our success here and i am not aware of how high the penetration rate is. >> it's interesting outside of san francisco everybody knows about san francisco and well

established universal preschool and we were the first to have one endorsed by the mayor and it's amazing and it's been going on for a long time. >> i am really glad we're looking at kind of emotional education as well, and i am curious what do you mean by self regulate? what does that mean? >> that's taking turns, delaying gratification, all of the things that you need to being successful in kindergarten and the one thing that teachers will tell us -- they know of a student that went through pfa because they have developed some of the skills. it's important for the executive functioning skills. >> and finally one comment i will make -- i was going to make the same comment about supervisor yee about the transitional k programs and saw the yellow stars in the tenderloin south of market and

i am curious how they project building the classrooms when we see higher enrollment than spots available for kindergarten and a challenge for the school district with kindergarten and first grade due largely to the building and fire code they have to be on the ground flow so there is limited real estate so i guess i will say i won't ask a question but commissioner mendoza is working with the planning department that we think how to project for element free school enrollment and pre-k classrooms so we're thinking about it as we have more density and residents in our city. >> i will include it. >> [inaudible] >> and then a final -- i don't know if this is for ms. bryant or her staff but i am curious in transitional k there was only an assistant teacher for the first

four weeks of school. it seems a short time to have assistance and dropped off of the clip and 1-22 ratio. >> yes. kathleen dominguez. i'm the ta lead and that is one of the challenges. having been a 16 year kindergarten teacher in sfusd when i lost my paraprofessional it was heart breaking and challenging so we were able to secure funding to have them for the first six weeks of school. however i offered it to the site administrators they could extend that time instead of going full day they could go part day if they wanted. part of the legislation we hoped would pass last year there was the additional paraprofessional for the entire year. >> absolutely. >> it's a big transition for the kids themselves that come

from the kindergarten where the ratio is 2-1, sometimes 4-1. it's challenging. we have created funding at different sites where the site managers and principals decided to put more of the general fund into that and extend the time for their paraprofessionals so that is one of the goals eventually with the help of you of course to get some sort of legislation passed -- >> at the state level. >> at the state level we have been working really hard. >> please involve us. please involve the city and i know the supervisors here are active in sacramento and we would love to help lobby for that type of funding because i agree that 1-22 ratio that's really tremendous. that's a lot of work for that adult and i think it's very traumatic for the young people in that classroom. >> it is. however, i do point out to the tk teachers at the first meetings if we think about it these kids if we didn't have

them in transitional kindergarten they would be in kindergarten where that ratio is still 1-22 so i try to give that boost that it's become done and can be done and honesty i try to get the teachers to understand it's a perfect opportunity to get families involved for volunteers. i had a rotation of 10 volunteers of parents volunteers in my classroom so once the paraprofessional wasn't there the parents filled that role and yes, i will come to support for that. i have been working with kathleen with the department of education that she specifically looking at transitional kindergarten and the ways that we can keep making this program very strong and we're aware of the ratio and definitely working on it. >> thank you. finally and this is back to the preschool for all piece. i was a little concerned about the comment that was made that there are some families that choose to take the

subsidies -- were they federal subsidies to do child care at homes or in the neighborhoods. do we have a sense to provide oversight of the quality? i understand families needing the additional income and i am glad we're figuring out a way to do both but that seems like a difficult choice to put our families in and i wish it wasn't an option at all -- yeah, just comments on that and i want to be sensitive that we have another hearing after this. >> quickly supervisor kim fortunately or unfortunately parental choice is very much built into the federal welfare work and child care legislation so we have to offer parents the choice of license exempt care. that's clear, but at the office of early care and education we're setting a performance metric for next year to bring more of the families in licensed exempt care into regulated care and we hope that creating some

sort of model options for part day pre-k will be part of that so we recognize the issue but again we've heard loud and clear from families and this is not just a problem in san francisco, all over the country of families who are very, low income when they have an opportunity to use their sister or mother who they feel comfortable with they choose that option but we're trying to work to make improvements there. >> thank you. >> thank you. >> so at this time -- oh i'm sorry. commissioner mendoza. >> thank you. i am just curious with the growth we had over the last couple of years, both with tk and pre-k what's been the best outreach method or the most successful outreach method you have used? >> you know i think that pfa

has been kind of brand for the last couple of years that programs know about it, and they know about if you're a pfa program you get different kinds of enhancements so a lot has to do with peer to peer, but our staff does a lot of outreach. we know the programs that are [inaudible]. we wanted to get all of the title v programs in so we created pre-pfa and outreached to those children and provided with assistance and other enhancements to get in so i think with the pre-pfa and children that aren't in and the word of mouth is why we have seen it. >> thank you. i am curious on the tk with -- do we know how

many of our tk students stay and go into k? [inaudible] >> yeah. we don't have that number right now. i believe that's one of the numbers that carla is working on and i can get that number to you but in regards of the outreach of what you just said we use the san francisco enrollment fair is one of our big outreaches and we also have preschool nights at our different stand alone sites and have parents come and visit and more of an open house outreach for the program. >> and i know you don't have this data but do you think most of the kids stay in so we're not filling spots in kindergarten from kids that didn't stay for tk? >> from my understanding of friends who are kindergarten teachers many of the kids are staying in sfusd and thanking us for the work that is making

their job go smoother at the beginning of the year. >> thank you. >> supervisor yee. >> to answer commissioner mendoza's question i guess i am just speculating when i look at the numbers they gave us on the data here. it looks like around 80% from the first year of tk went into the kindergarten. it was like 200 something -- 15 -- that went into it. k and 170 something next year that went into our public schools so it looks like about 80% but i do have a question, and i didn't realize that you lose your para midyear or whatever and as much as kindergarten teachers could do this it's not an easy task for any kindergarten teacher to

do 22 kids. let alone -- the only caveat here when you -- not you, but we shouldn't make that comparison because we have to remember these are the youngest if they were in the kindergarten class so you wouldn't have 22 of them in that kindergarten class at that age. they're almost a year younger than most of the kids and which to me makes it evening more valuable to have that aid there. >> >> so here's a question. can you get me information on when you cost out having -- if you were to exsend the para to go all the way, a full year or whatever it is, a school year. what's the cost and get it to my office? >> okay. >> thank you.

>> okay. so at this time i want to open up for public comment and see if there is any public comment on this item. seeing no public comment it is now closed. [gavel] i do want to entertain a motion to continue this item to the call of the chair. i know that supervisor norman yee would love to do an update. we take off june, july and august because of the conflicting recesses but also it's hard to schedule room in june in city hall because of budget committee so perhaps in the early fall we can reconvene again for many of the follow up but also continuation of the discussion. i think this is a priority for all of us in this room. we want to be engaged and continue to maybe this a real success so i want to thank all the folks in this room. i know it's been a long process but actually the outcomes have been really fast and it's great to

see the work of the coalition of parents and teachers and education advocates starting with the public education enrichment fund all the way through now and i want to make sure we're going to support you in doing the outreach to some of the hardest to reach families and some of the targeted communities, but also to ensure we're fully funding these programs at a state and local level so thank you. are there any further comments from this committee? okay. so can i take a motion to continue the item to the call of the chair? we have a motion and we can do that without opposition. [gavel] mr. clerk can we please call the second item. >> item two is receive an update on the municipal transportation agency's trafic calming program particularly the school criteria for funding including update list of schools currently receiving funding through the program and potential criteria and physical solutions for schools that operate near heavy traffic art

arts where lowing the speed limit by creating a "school zone" is not an option. >> thank you. and so just to give a little context to today's hearing i think this select committee body has often struggled to bring forward issues where both the school district and city are accountable to reaching goals and one issue that has been -- they know our office and supervisor yee's office has been working a lot on is vision zero and pedestrian safety. in particular we know that there's been a lot of partnerships with the school district on how we can achieve vision zero within and around our schools, so last year i did introduce a hearing request to try to identify some solutions to traffic calming issues faced by schools in the district that don't necessarily fall into the mold of neighborhood school within a

residential enclave. about two years ago we were able to work with the department of public health and sfmta to get -- for example betty carmichael k-8 into the program but realizing that we needed a more robust strategy around the schools and how do we achieve 15 miles per hour when you're by a freeway or close to the downtown core or near valencia or cesar chavez or folium street and i want to thank in advance for the work that the departments have done with sfusd particularly around betty carmichael and [inaudible] park and working with sfmta to identify capital improvements to achieve our vision zero goals in this area and there is work done

with the chinatown community and the elementary school there that we see vehicle and family student collisions as well so i heard our colleagues at the board of education may be introducing a vision zero resolution of their own to support it within our school, and today's hearing is really designed to identify how we can work collaboratively through all of our entities to put together a robust pedestrian safety strategy to achieve that. we also know that a key component of vision zero is education so it's apropos in working with the school district we are raising our current and future adult population of san francisco and how can we work with our family and kids to encourage them to walk and bike to school but also how to share the road with multiple users so we have darby watson from the liveable streets program here to present and we

also have anna from the department of public health who manages the safe routes to school program and kathleen from the sfmta crossing guard program which i know supervisor yee has been a big promoter of here at city hall so are there any opening comments? all right. great. thank you. >> again i am darby watson and with the local streets group and a section leader and i have a little bit of a cold so i apologize. before i get started i want wanted to share a story why i come to work and there was an event that happened in 2010. raquel nelson and kids stepped off the bus and with the

crosswalks up the street and she took her chance and her four year old made the decision for her and following another patron and ran ahead and was killed by a driver under the influence and he left the scene. i come to work everyday so no one has to make that terrible choice in our city. i share that with you so you understand my commitment and my colleagues' commitment to what we do in sfmta and we're lucky to come to work and leave the city in a better place than we found it in makes changes. in terms of the presentation i wanted to give an overview of the sfmta's approaches to schools work. we have multiple programs, all of them are data

driven. there's three programs that i'm going to focus on today. safe routes to school is the program that you might be most familiar with but there are many other sfmta programs that directly serve schools and i will also focus on vision zero and our crossing guards program so vision zero as you all know is our policy to eliminate traffic deaths in san francisco by 2024. our work at sfmta is really targeted along the high injury corridors or the places where most people are injured or fatally injured in the streets. the data for this program prioritizes children and seniors and other vulnerable groups. this map shows the priority network and all of the schools and we will provide you with a

list of all of the schools next to our high priority network. as part of the development of -- i'm sorry, in support of vision zero we used walk first as the pedestrian planning for to support swrigz zero and this really focused on the vulnerable populations including children so this map shows all of the collision profiles that match with children in the city. and walk first in support of vision zero identified the 6% of the city streets where 60% collisions occur and right now we're in phase one of the program. we're putting in the initial quick investments and already going in the ground. we're writing work orders for more visible crosswalks, count down signals and prohibition

left turns and other things. this is an example of an advanced stop bar. you can see the white stop bar and the vblgs are complying and not encroaching into the crosswalk but it seems like simple paint but it makes a difference in how comfortable it is to walk around the city. we also have an extensive traffic calming program that was revised to focus on residential traffic calming and a pilot is under way and the work orders sent for another traffic calming program and we will evaluate the system and change the signal timing so cars have to go slower and reduce the speeds. the current criteria for our traffic calming program has additional points to proximity of land use including

schools, parks, community centers and schools are prioritized when they have the 15 miles per hour zone so we use that as a baseline and if they're spending 20 miles per hour and over they are put into the system and anyone can apply for had in the traffic calming program. the safe routes to school program has two big components. one is capital and one is the non infrastructure. this is a map of the non infrastructure programs currently in the program. we are planning 35 next year and i wanted to through some of the education and enforcement programs that we have so currently we completed jefferson elementary. walking to school this fall just became safer. pedestrian safety improvements using the proposition k funds and have bulb outs at these

intersections and they decrease the pedestrian crossing distances and improving visibility and reducing vehicle speeds. we also implemented in 201215 miles per hour zones around 180 schools and allows us to do more engineering and enforcement in those locations, reducing speeds, and certainly increasing safety in those areasmap of all the 15 miles per hour zones across the city. you can see extensive. we are restricted by the state to put it in locations 500 feet from a school and only a two lane road or smaller. getting into the program side this is some data that is collected by uc berkeley for all schools in san francisco. the walking rate at the highest