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 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