thank you, everyone to make that available to our school community and i want to take a moment with the permission of the chair to share a few thoughts around a topic that's been in our community i'd like to start by speaking a little bit to the implementation of the common core in san francisco unified school district and in particular the implementation of the common core maps as a district we spent a lot of time engaging our teachers and engaging our school communities and the teachers around unpacking the common core standards we're distinct in the state of california and this approach has been a bottom-up approach matt haney those in the classroom have informed our development of our core curriculum and the implementation of the core

curriculum i want to apologize we hadn't spent the time engaging our that parent community to understand the canyon core curriculum and why it's important i want to share shouts thoughts about the issues and some of the questions around this particular issue thank you so for the most part we have so clarify what is algebra and not algebra i'll say ladies and gentlemen, the algebra people are talking about no longer exists it is gone algebra in the canyon core era is not like the algebra the parents took the precommon core standard state one course no longer exists the canyon core map 8 in our eight graded and the algebra

are more rigorous the previous algebra is expected to learn the procedural skills they know how to side certain things in today's canyon core math class the students learn and are expected to understand they're thinking of on that requires conceptual understanding felt knowledge to the context they're not familiar with additionally it includes the complexity not part of algebra 101 such as the data analysis which is using abstract math evaluations to explain real world problems those are required for hire level math courses and the next what did the old algebra and the

eight grade math consist of i'll answer that the consent in anal bra one course is now equally divided between our common core math class and the grade eight math contains all the first semester math courses that's the relationship and linear functions and the system of valuations and combined with geometry and statistics courses the new canyon core includes the second semester of the old class that is poly nostril, etc. and content not taught such as math

california evaluations alike other school district we have the approach that is truly empowered our internal experts and value dated by the teachers in the field of mathematics and experts in the broader field of magnets instructions you'll hear a corpus of those experts that weigh in on sfusd approach in a positive way the inclusion of those topics with important for the mathematics in the 21st century and as we reimagined the space and learning and times looks like it explicit make sense to stick with the old curriculum when the new curriculum is better the

inclusion of those trappings topics is important for the century we live in a world in which the ability to analyze data is paramount students are looeng to approach the real world context and situations again, i want to remind the community the old algebra is gun so a third question that keeps surfacing is regarding the university admissions what are you finding in terms of admissions let me state not one teacher of mathematics in the san francisco unified school district not one principle not one 12r7b9 or board member that is interested in harming our kids not one by the way sfusd new students that wish to take the math the

opportunity to take the courses by taking the more rigorous algebra in the ninth grade and growing geometry in the 11 grade students can take a paradox calculus in their senior year they'll were going to take the california includes ab in their senior year in a student wishes to double up they can do that by taking geometry during their ninth and 12th grade years it is allowed in the past in the high schools and this policy didn't alter that practice i want the community to consider at one of the highest professionalism high schools in the school year 2012 and 132 hundred students plus took ab calculus and with only

two were junior's the others were seniors in the following years the school year 201213 only 9 were junior's and 3 hundred plus were seniors the two students that took the cool includes would be easily compromised within the new policy within the statute of frauds additionally our goal to make sure our students are prepared and led to college success this board of education has been visionary with their adaptation of the 8 through g requirement for the san francisco unified school district diploma yet isn't it ironic the march on selma where american citizens marched for the democratic ideas the right to vote plus the brown versus

the board of education the supreme court of this land reaffirmed that education was not equal we're being accused of caring aboutblas black and brown kids please consider at the same high performing high school now in the breakdown of students over the last few years this ntsz 2012, 1343 took ab calculus and in the 2013-20144 hundred 75 students took math and statistics, however, upon closer reflection there's a glarz and alarming trend of the students i mentioned who took the organization p math courses in our school district only 21 were

latino and 7 african-american not 21 percent and not 7 percent 21 and 7 now either black and brown kids can't do math physically and genely not prepared to do math i'll suggest something else is wrong and the promise of the common core is just that that all of our students all of the students will have the opportunity to have a college and career experience our students are not being served in straight facilities but not being served equally the common core i could think so is the first step that will stop another question is what is the

appropriate age to decide the students maeblt i'm not a scientist i can tell you i have an eight grade student she can't keep her room picked up so why are we're going to have students make the decision that you'll the neuroscience and others say it's too early if we compress the middle school we'll be making the decision for 10 and 11 years old they're far too young to make the decision why compress later it depends upon what the see as mathematics and so bear with me mathematical knowledge deals with quantities and the relationships among them

knowing mathematics is significant as having mastered the facts and procedures that's the former circle we're talking about this is the old algebra one we have to know did mathematics and mastered the facts and procedures on the other end of the spectrum it is the science of patterns it is almost it is an impure california discipline to the this was on pattern seeking that is the promise of canyon core curriculum and the basis of the approach why is this important by the way the view of most mathematical experts subtitling are xhaush lists mathematics as a body of facts and procedures that must be maefrtd terrify lists the mathematics much in the way that think english

curriculum would be considered imposhld if we focused on issues of grammar it's the same thing meant is science of patterns as articulated by the canyon core curriculum it is reinforcing to all students and mathematically powerfully students are capable of interpreting the data they encounter in making a balanced judgment on the interpretation and use maeblt from simple applications lake reasoning for receipts or scaled model to context statistic analysis and computer modeling leading to computer science and we're in san francisco that's important their flexible thinkers with in the course and perspectives with thinking through issues themselves and examining the

argument others why is this year important ladies and gentlemen we're getting our lunch handed to us in terms of math international comparisons of students in math shows american students are not mathematical concepts and ladies and gentlemen, we're in san francisco we are the mesopotamia of innovation yet if we don't adjust our deeper thinking and analytical reasoning then our students that come through our system despite the best effort of our hard working features will not be able to land a job in one the test companies in san francisco because they're not competing with other acids in san francisco but if which they think with an o a student in

islander and japan that is already thinking this was it matters we look at how we're teaching math now why is nothing else compressing we're doing this in high school i appreciate the question but my response is really? ladies and gentlemen, what has san francisco followed the rest first answer is basis with your backing bays what we're doing on science not one person has presented a research study shows the old way of organizing meant is better for a high and low achieving students not one yet san francisco is ahead of the game why because we had 3 hundred of our math teachers at the table developing the math subsequence

and revising it and developing was it subsequence that's why it is better than everyone else's our approach is teacher driven and implemented by the way let me remind you why san francisco is first san francisco always goes first and the rest catch up we said it's not okay to expel students on they're first offense we call it restore active practices people thought we were weird guess what the conversation is nationally we said that judging a student and school by the testing in math and english was ridiculous it is stupid so we sought a waiver tb

stupidity we went first and everyone is capturing the conversation around e s e a is baiks accountability on this issue we said it is important for kids to know where they come from to come to this rich tapestry called america in some states teachers are being discriminals san francisco has adapted ethic studies watch when the country catches up it uses to not be acceptable when we have health care san francisco said we have universal health care in the city of san francisco and guess what

everyone else is catching up health care should be universal we said who you love should not do an who gets married we started marrying san francisco same sex couples guess what the rest of the country is catching up with us with all due respect we're not convinced when someone else's says why are you doing it don't worry >> we currently invest close to $67 million every year to support the ap curriculum in some of the largest high schools $6 million and we offer ideal enrollment for students currently over 5 hundred students are enrolled in dual college we're working to expand offering high-level math

foreclosure all the students by the way, if you look at the luster a vast majority of students in california includes less than half don't have to retook calculus in college our ability to have the dial enrollment in high school taking a college calculus course insures they don't have to repeat that going forward we're exploring at this moment what classroom adjusts for eight grade math we've heard from the community and our teachers that is a hey, if you want us to delineate let's get the class sizes smaller so we can master this and opening to discussing other ideas from the parent and staff and community ladies and gentlemen, you've been very, very attentive i want to close with a message that was

sent to me by dr. ellen the professor at the university of the california berkley as i've been communicating and our math with the experts in the field people are rallying to san francisco's defense it's the right thing to do and it was the way to be implement and their voicing e voices need to be heard this is what she asked to be quoted the notice of assumption procedural mastery rather than the idea to move students through the content as long as they do the california includes manipulation in terms of if they understand because if you measured the skill which is what the test

hurdle kids could make rapid progress but the understanding was illusiony many years ago the math of - in essence don't rush the students through the curriculum to take calculus in their middle school they have to retake it, it's a waste of their time and ours you should move students into calculus if you're going to give them a full fledge college course it is much better for everyone to proceed dreerp arena faster and in the end they'll learn more and do better there's evidence that kids that accelerate learn more if the cola's classes are structured to do deeper thinking the argument i've seen for the early acceleration are based on

procedural mastery it looks at good in the beginning if you want students to go deeper after tenth grade start accelerating or doubling up fy i've never accelerated as a student this is dr. i've never accelerated i took recalculous and as a frenchie was not harmed my ph.d from stanford isn't too shabby ladies and gentlemen, i'm continue to welcome the deep conversation i think it is a sign of the community that our community is involved let's make no mistake we'll have a respectful conversation we may agree to disagree over the hardworking folks that will have a way to go deeper rather than

broader we need our support and ask you remain open to listening to the argument as we go forward thank you for your time this evening. >> thank you, mr. superintendent recognized and accomodation none tonight and student delegates report. >> okay. so last friday we had s ac advisors council commit it was very, very successful over 3 hundred people yeah. last year, we had like 42 hundred this was a big jump very proud of the f ac

so i'd like to thank hell lesson be parker and vicky sergeant we had a resource active practices you've mentioned that also i'd like to thank (calling names) for holding their own workshops that were awesome and kevin echo wouldn't have happened without them all the way in the back and (calling names) for their hard work and also like to thank salvador lopez the students did a lot of organization but solidar pulled everything together thank you for that. >> last but not least i want to thank our keynote speaker

everyone was quoting you (laughter (clapping.) so thank you for that. >> all right. so good evening board of education so next week we're holding our s ac c student voice this is the poster basically with this vote we're applying the el cap into our surveys and voting for the next student delegate that will probably sit right here so, anyway the next meeting monday march 23rd at 5:00 p.m. the s organization cc is a council and everyone is welcome to attend as an added incentive diner for the guests and reps attending if you want to attend make a presentation or like a copy of

our agenda contact our s ac c coordinate salvador thank you. >> thank you spreadsheet delegates i'm not going to call for the pack report we have the representative. >> i'm sorry, i didn't call for comments anyone have a comment or anything you want to say to the student spent. >> i want to thank the student advisory committee so for putting on the summit is is r it is an honor to be around people that want to lead so tutor

invitation 3 hundred students is a great turnout and demonstration we have a lot of young people in inform that are interested in leadership and focusing on advocating for themselves so again, thank you for the opportunity and you all did a wonderful job. >> yes. i'd like to say thank you it was fun to do the workshop for all the respect for the high school teachers that keep 40 holidays engaged for 45 minutes is challenging i thought it was great i loved participating in it. >> i want to congratulate you on a wonderful summit i've been to 3 that was probably my farther and one of the best run in general everyone is having a great time there were a lot more students and keeping their

attention for an hour i had 45 students in one of mine that was difficult so tutor inviting us and everyone's that was involved. >> so good afternoon superintendent carranza commissioner president murase and colleagues thank you, my students attend betsey carmichael the school helped the programs in the benefit to our members for feedback they were bold and ambitious to create the health and fitness in our district our members will ton continue to delve into the project to help the promotion of

greater understanding couple of our pack members have been participating in the task force this group is currently providing the guidance and permission to the basis report cards the group is currently as part of the process the task force is gathering the information about the effective in essence and age of understanding as a tool for communication between teachers and parents along with this the pack member implement a few things that surface from the feedback were that the members found the comment section the most useful information about the children parent want to know how to support their skills at home pack parent will speak a

different language of english for the standards explained better for example on the report cards he wanted to know specific terms of bridging and expanding and knowing the meaning of the children's english language it will be coordinated with other parent feedback collected by the force. >> good evening, commissioners instructor i'm georgia the coordinator for the advisory committee we're in the process right now of schedule our community engagement campaign around the accountability program with the community groups meeting with the foster youth services during next week and the association on april 9th to get the input on the local plan and next week we'll be

participating along with the collectives as the ed trust east, llc road show san francisco and we'll be having an opportunity to share our experience the lessons we've learned and exchange the process issues around the control and accountability plan and trust west will be sharing their finding looking at the state across the - how the state did the cross district in terms of the community local control and accountability funding formula that will be happening next wednesday and our next meeting on march 26 on the third floor and