site based scorecards. >> provide professional development for schools staff and community parent to improve the understanding and support the role of e lack they need student data to make informed decisions and to regularly monitor the teachers and paraprofessionals and administration sentence to insure it the certification are up to date and two the duties are being performed and the work is continually improving and i mentioned part two you can read on our own it talks about some of the things we've done over the loose two years one thing i want to say the translation and interpretation unit tramthd 29

tongs counting outline lounges u languages for 29 scorecards for those to take an active role in the after school sites so we are through with our presentation thank you for your time and consideration. >> thank you to all the departments making this possible and thank the translation department of we're speaking chinese and some speak spanish you see how hard to come up with all the accommodations so first chinese comments were transmitted into english and english into spanish and going back i'm glad my hispanic piers are working together to come up with that plan. >> an important point in this

the english just starts the job we had it done in at least 3 languages that was a pretty quick turn around. >> i appreciate seeing the numbers and giving us a strong context for this discussion i don't have any speakers on this item i'd like to open up for my colleagues and commissioner moore and commissioner wynns. >> this is really, really great data for the superintendent i said right now u wow. this is really amazing so thank you for putting this together and the thing i'm struck by. >> number of things in here but particularly the well, the reclassification is pretty upsetting the rates for older

students so i'm just open that maybe we need something at the curriculum committee or you know to look at this issue of long term english learners we hit on this at times before but it appears we've made a dent in some places but still the rates are pretty bad it is very troubling i've been wondering if we need to talk in some more expensive way to increase the number of concentration and decrease the unable or number of english learners we're not making a dent. >> let's see commissioner wynns. >> i actually had that same question i'm particularly concerned about the high school rates which are terrible they're

all over 9 and percentage years average years so i want to know to we have kids that are here for 12 or 13 years not reclassified we should be looking at every one of those kids i said to ask you about that i need this clarified i'm not clear on the group on the right what other is. >> okay. so sorry about that i forgot to mention the other group the other group the inclination of ethnicities uniform talking about light blue bar it is hard to get meaningful data by commissioner vice president mar the other ethnicities. >> so i don't understand how it would be true if look at the pie chart the whole other is

much fewer than either the latino or the chinese and on this it look much bigger am and reading that wrong. >> i'm sorry if you go back to the that they chart a small table about 20 percent basically, the other groups of english learners that's from the other ethnicity groups and the following ones are like kind of a follow-up so is it so pretty clear i only picked on the chinese students and breakdown them into english and chinese learners. >> that's not my question if everybody that is not inclines or latino ♪ group is 20 percent why is this bigger than peep he this and that >> accident blue bars under the

other sections are the majority of group will be caucasian english speakers and the african-american speakers english proficient speakers that's why i say it is a little bit not making a lot of meaningful sense on the other groups they come in the xroins. >> the long yell bars all the students in the strict noltd latino and not. >> not chinese. >> and are not english learners. >> i not explain that clearly. >> commissioner walton. >> thank you for the extensive data i guess my question is not for your team but just for as we work on the budget we have recommendation i hope to see some aggressive spending towards

some of the ideas as we work on accelerated language program and particularly observe the summer we can possibly do that 9 point something average what's happening with our middle school and high school students we have to gratifying change the dynamics so i hope it is reflected in the budget as we move forward. >> thank you, thank you for this report you know, i know you stated role late and you know after this woke me up i'll have to say that those numbers stirred me to wow. this is really a great disparity acquit frankly i'm concerned about page 9 that's the page i'm looking at this like oh, my god this is els are so behind our in

those tests so i'm concerned i'm looking at this and this is you know, i would love to see this kind of comparison of students in the programs quite frankly because you know it's been i don't think i've heard this my complaint we compare els to els with the counter parrots this is an indication of what i might see that's frightening so see this great disparity this and we see the disparticipant through middle and high school and it is getting worse by the year in high school so you know it's not getting better but worse

yeah. soy want to say thank you for this information this is the kind of stuff that kind of keeps you up at night quite frankly when i see this it is very sobering. >> commissioner mendoza-mcdonnell. >> it's getting late isn't if i've been called many things together (laughter). >> so thank you. i'm curious a second what commissioner fewer's kwae question she asked can be explained two things eir things why such a huge differential with our numbers we're honing in on how to make the improvements and secondly,

on the reclassification the numbers on the reclassification how do we move those numbers up that's part of the elements maybe i'm curious how is it our students are getting reclassified anyway and when a who thinks are being reclassified are there 0 sowing some that are to the point of those that are in our bilingual programs or our emerging programs or early or late exits what's the most helpful for our kids to be reclassified sooner or later. >> i will respond to the first question whether or not we have an improvement plan i'm sure you're aware of the 2012 the new

california el standards were adapted we really working hard to transition into a really align our eled with the canyon core but this year is the first the eled the transition into new standards our charge to reach out to every school site to have the el standards as far sets out think outside the box wonderful in terms of the plan the first thing we working and trying to change the people's my ship all for the stakeholders in terms of traditional way of approach the el instruction on a detail basis for thirty minutes per day in an isolated setting we make the connection in between what we really learn in the el ps and

transfer their knowledge into the learning throughout the day with all the subject matters we are trying to close the gap to try to make it into informing our el d forms and instruction by the canyon core standards and the context to see going beyond what they learn the second thing is interdepartmental collaboration which should be implemented we have so many initiatives other things we trouble believe in at the same time, we have to give ourselves enough time to dlefl into the collaborating so when the teachers get the instruction

that'll they'll get our support from the c n i so they don't have to spend time on investing and leave room for them to come up with a plan that's our second term to close the gap we're closer to improving and there is no design in the led component and number 3 is all about truly making sure we have access to curriculum instructions for our els and throughout the day for example, they tend to be taken apart from the meaningful ways in the classroom and sitting behind with a single instruction teacher it is important by skaufld we're not state of the

art their strategies we're changing the shift in terms of reclassification one of the things we're going to have a hypothetical why we have a difference varied outcomes find reclassification rates usually when we have an unoccupied minor they're mostly in high school components so a lot of the students have w instruction with a formal education or no elementary school instruction so they become a new comer at the same time with the follower education so that's one of the reasons why we see disparity in our plan developing our strategy plan from the mpd prospective

we're truly focusing on the gaps and trying to fill the gaps by improving that on and being informed by the data a mo 2 and the reclassification trying to create the professional development and support plans so - >> but do you have different plans for students in different programming. >> yes. >> and are you saying that different students in different programs are doing better or worse you know back to the bilingual versus any other you know multiple options for the kids and different ones for different reasons. >> i think based on the general data inc. everyone is aware of the long natural data we presented to stanford university

we have overlook to catch up but in terms of of el and the support for goals we see that this is where we certainly need to know cloak specific data i'm more than happy to provide the data as commissioner fewer suggested what makes a difference in terms of our english learners with the english competency is what are the counterparts to be the program so we see through the programs depending on how strong etch english learn or counterpart how strong they come in with the english background truly by extracting in a meaningful way by a steam fascination that's where we see

the differences to in a district wide we truly have a list of teachers from tradition from teachers to the whole class instruction versus having a small group in a collaborative instruction among the students to beginning with so to go deeper and a at the structural level but shifting the dynamics you don't see that many schools like in the classrooms with a set much with one teacher i'm more happy to provide the statistic data i don't have any today but having the pathways but the way we see it we have been closely look at the l type

the long term el versus the english only general not the long term els but we have done that much of a specific analysis in the el counterparts. >> i think i'm sorry just was we make decisions as was said about making decision about bringing in more ftes to do programs or whether we're going to grow egging merges or shrink other programs having that data did critical to making those decisions. >> i want to add one comment 0 we're looking at two different things as the first language to build the pathway which is you know we truly have a strong belief in language transfer the

children will come with a strong background certainly month opportunity to transfer their function into learning the second language at an accelerated rate not every student will come to san francisco unified school district come with a strong first language background we trying to address two issues all at the same time, we're really embarking on building the english competency awhile we're addressing the language. >> if i could jump in very, very quickly the commissioners have really, really landed upon thank you commissioner mendoza-mcdonnell the opportunity of a canyon core yet the challenge of common core not following the instruction that is happening in the classroom it is el a versus el d and role an

integrated approach it is forcing an met fizz for all the students one of the good piece of news as we're looking at our data and being specific about tracking the students we're honing in with the superintendent and meeting with the team and c n i specifically offering where we have the students needing additional support and it's really, really important we don't talk about the index look at how we're reclarifying students so counts for the other sometimes you have to look at into the mirror after thanksgiving and oh, my gosh but this is the mirror we thank you for your question it's really,

really important. >> i had a question on page 8 and i want to reiterate what the incarnations or commissioners mind i want to congratulate those are not the decisions but we have the data to show it on page eight it shows generally a good trend 2009 and 10 we clarified shortening i'm concerned about the disparities between the chinese ethic group and the spanish it is a six months law but by high school a 4 year lacking lag this is directed towards superintendent lee in the poise discussion we just had we are going putting in 1415 fte into the elementary

grades but page 8 shows you the middle school and high school are the most challenging but in the piece i don't see any el investment targeting middle school and high school maybe base in the general fund but i wanted to ask you know i'm presuming there is based on this kind of data there's like interventions directed at the latino groups that are lagging behind. >> i'll ask someone else to fold that question and i'm the sprint a lot of the investments we've made to the newcomer pathways really focusing on students with interpreted form education we've been able to make through our title iii

grants the purpose of those federal grants to target and provide interventions for the ms. most at risk we'll have having had a surgery ever investments from the private foundation that supported us we have a very great collaboration with expended learning through college and career folks can talk about that but for the last couple of summers we've had the english learn vinyl that is designed for newcomer students during the sunday morning we report the provision of work this year to balboa and galileo for students to catch up and get

intensify english learn development and fill in any crediting credit recovery they may need at the same time interest it is a unique stunt bus it provides not only course offering but provides a unique opportunity for the teachers to be able to work together to roll collaborate and to develop lessons to address the needs of those children it is very there are if you district in the country that real specialize and provide strategic actions to support this reat risk population of the english. >> thank you very much any further questions i really want to attaining the el and staff it was eyed opposing. >> thank you to the parents.

>> oh okay intent of the english language parents as i understand to bring attention to the issue so everyone can 1st district things for the students they're with us now and the parents want them to proceed. >> final comment also so i'd like to say also the intent of the summer programs are immersion programs for capturing the native language i've not seen indicate on how well, they're pro tem for the programs in high school are they totally proficient are they able to take second year advanced courses in college i'll suspect they'll be able to and referencing around

this i guess language fluency between e o and els that kind of aquarian is important i feel like our language programs are two-fold one english instruction but also it is retaining our native language i want to see how well, we're going to do and thank you so much for staying and thank you very much. >> if i'm allowed i'm going to make one comment we all know this one i want to emphasize how important the parents play in the role of the el success we've been working with the el lack and the board members we truly

believe that the counterpart we provide for the parent working so many days without sleep and we're committed to coming board and presenting i feel i want to reassure how important i remember we no longer talk about parent engagement but parent counterpart thank you for all the e lack board members and the wonderful work and encourages to bring forgot the data we see today. >> may i have a comment thank you all the district departments in getting this together especially the multi lingual with the countless meetings and the translators so come up with

the recommendations and other departments handling it and presenting it to the board thank you. >> thank you very much for your participation together the next agenda item is. >> yeah. i have to make an appointment under this to you need to make an appointment to the peace k ak. >> so thank you i am appointing stewart dick to the peace k a characteristic. >> seeing none now and then no other nomination we'll move to the special order of business and other educational issues and mr. superintendent would you, please introduce the staff member who will cover this item.

>> thank you commissioner president murase i'd like to ask the executive order steven koffman to take this item and good evening all i'd like to welcome julie chang the analysts for lending support as well as mccain from post secondary head council i'm sorry supervisor and jane fong and the issues it takes a village to address our most needy kids that is a continuous or tuition continuation of work under the sprifshgs of mr. sanderson so okay. so sorry go ahead.

>> i'd like studio take a moment to join when this award was going on i hope to see all the students graduate from a there g it's been