clarity need for you to repeat amendment. >> so the amendment to the peace spending allocation plan to increase the betsey carmichael and longfellow from .2 to .4 fte and reduce the pathway for new world lapsing from .2.4 to .2. >> thank you, commissioner. >> i'm sorry discussion commissioner. >> we're only voting on this amendment not voting on deciding whether. >> we're voting to make the amendment or can i comment on the amendment. >> yes. discussion on the amendment. >> i think there's needs to be an increase on the betsey carmichael and the longfellow will but not .2 i don't know how

you can build a program with a small fte he and even i'm looking at the multiple entry pots for multiple language i i mean, i don't know 0 how we're going to probable build something that is strong we've been working on the physically program for how many years and innovate a dictate staff person it is gone through the it rags and if we want to make that program a solid program i don't think that .4 is sufficient. >> i will so that's the reason i'll not support the amendment. >> superintendent. >> thank you commissioner president murase and thank you, commissioners just a couple of points of

clarification i think that regardless of what is voted upon or not voted upon there should be additional conversation with board members in a little bit more detail as we make amendments whether voted on positive or not we are going to need positive direction from the board i'll make a cautionary note there what was extensive notes taken from the asterisks of board the other evening this is a thoughtfully krauftd proposal for your consideration that enexcuses the feedback that will not be perfect opportunity to make amendments and we will be here until tomorrow morning we we make additions and subtractions i want to call to the commissions attendance we have professional educatorors macro those recommendations we'll not make a recommendation

we'll not purport i wanted to speak to that in support of our staff working with the community as well and just remind us all that is the first year we're in growing modes we've been supplementing and trying to keep lights on for years this is a thoughtful way of moving forward we've mating made a huge multi lingualism unlike if you places in the country it is an investment so how we invest and grow this carefully is very complex with you grow a program at the middle school you're dealing with other electives kids and families have choices we time to make sure we're thought fill in setting up a process to insure success important all the students and families that's what we're

hearing this is a zero-sum budget if you increase something you have to cut something else i'll be cautious about those decisions on the fly they impact programs in a carefully thought-out proposal based on your proposal from last week. >> i'll withdraw my amendment and look at all the different concerns at the end of this discussion to give staff an opportunity to incorporate some of the concerns on a second or third revision but you want to say i've spent quite a bit of time over the weekend and honestly had a conversation with the staff about the proposal so i withdraw my amendment and we will now move to mr. koffman and questions about the addressed programs. >> good evening board of

education superintendant of superintendent i'm steven do executive director for the college career here in the san francisco unified school district and before i field the questions i'd like to say thank you very much to kathy fleming and her team and superintendent young for the conversation to get everything aligned to meet the needs of students and appreciate it from my youth so thank you. >> so commissioner mendoza-mcdonnell. >> sure thank you so the question on with regards to as it was described it was we talk about how affordable housing individual is put into the schools for the students to go to college to provide support

services and i'm curious how the schools were selected when i look at the list of middle and holidays i see some schools with are missing from the list the valley or paul revere on the list or betsey carmichael if that's the basis for affordable housing individual and i see that burton is not included so why were some selected and 90 some not. >> it is a great question the simple answer is affordable housingvid is based on issues or scheduling components at the school site. the court: what we're trying to do build a strong foundation for

avid with self-selected schools and build the fidelity and build it up and have a clear and coherent prek through 12 culture and the idea to have build small credential steps into having every school having avid as our college and career strategy for intervention. >> so being san francisco selected is, i guess the key here is that we're not with the plan of having it go into our schools eventually my only comment i'll support that we focus on schools we think would be beneficial to avid and make

efforts to get them into the schools. >> i absolutely concur hedge fund percent. >> are there other questions for mr. koffman. >> commissioner wynns. >> s if this is self-selected it can only be self-selected if people are paying for it if they've chosen and for those schools here we go again that in make sense. >> commissioner wynns what we're trying to describe is that schools have especially secondary schools are a myriad of challenges in scheduling the 6 period days with a myriad of electives so their self-selecting they're prepared to add the add elective within their configuration and presented to move forward about that so the whole point not

shoving a program down the schools throat we believe that avid should be in every school in order to move forward we want to start with schools that are presented to implement it. >> were when they told by the way, we're pitting extra money into it without paying for it because this is kind of it seems to me another example of we seem to have unfocused our equity land. >> this is solidly commissioner an equity program we should investigate and but if we told edmond or you know bottle or

mission you have this fireman and we'll of a for it could you fit it into our program they'll do. >> those are great questions if it is self-selected there is a better chance of the implementation if the school has skin in the game so to speak those funds are paying for the training of the teachers and the pragmatic costs of district level if i could speak to the question we have also offered the program to schools that may not to fit it both their schedule bus because of wicker and the writing and the

collaboration of the organization the commitment to that aspect of the practices we've actually offered schools to go to the avid certification training that is held even though you don't want or can't have or don't have the ability to implement fully at our school site we've allowed them to accept some of the practices proven over thirty or 40 years of research in a college going culture we're addressed a pea to wick eerie might get into trouble here (laughter). >> well, let me ask this follow-up question (laughter) >> so when you say they fit it into their schedule they're paying for the teachers is that it. >> i don't know it is a .2 i

can bring jan wong up to speak we've been in partnership so addressing excel is a great example in the instruction to address the issues of the english languages learns a great model to how we collaborate through the department and allow our students opportunities. >> that's a better explanation but i'm concerned and i want us to be investing in kids that are challenged and don't come from families that are tradition of college going, etc. but this is going to sound terrible i want to more for the schools that are filled with one's like that that's something we're doing for

them i was concerned when i saw what schools have it i said really that doesn't make sense to me. >> are there other questions or comments for mr. koffman. >> commissioner fewer. >> yes. thank you, mr. koffman i want to say we've separated out of staff and the whole thing but i have a question about the african-american counselor data thing you know so i had a long conversation today with other folks in the district i'm thinking i don't know if it should be there acquit frankly it shouldn't be in c and ii also want to see it as a large part of the plan that mr. dickey is going to propose what is it i see a place holder but i don't

know if under this purview i think that mr. dickey once i know he is new to the district hosed in the process of talking about and looking at the data blah, blah and he may define that role district 5 it would be a place holder but i--i don't know if this is in particular exactly what he might need and also my brothers keeper not just about our district but always coordinating with other city departments with the data so that's why i see the place holder but not the right description quite frankly and other thing thank you for the data i wanted to say that 63 .7 percent of the majority of students off to graduate this is earmarked particularly so - this

money again is earmarked specific for students on track to graduate the - if the board wants to run state summer school for students to graduate if that's the loophole our graduation shouldn't be a d bar but a c bar i'll include those students it quite frankly we have students that are not to graduate period and if this board should decide to run state summer school and high school that's a different conversation when i see 2/3rd's of this going to students not to graduate only 2/3rd's only 31 courses were taken for unknown reasons really mr. koffman i'm sorry this is

not the spirit of which this money was allocated i know that's we're going on to the new year i want to reiterate what this money was allocated for we're looking at the a migration o graduation rate if the superintendent recommendation over and over the boards we change our policy to a fee c or better that encompasses a broader area of students not a proposal on the table that's heartbreaking the board needs to fund at another times for all students and i don't understand why the students are taking health and college and curriculum school sites the school sites thirty should be funding that at the schools they're assigned to and taking money away from students that

are on track not to graduate thank you very much. >> can i ask for clarification i did have a conversation with mr. sanderson about this earlier in the week my understanding is and correct me if i am wrong i thought that student who took health and college and career had transferred to another district they're not on track to graduate in the sense they have the courses but they don't have all the requirement those are students that are off track if they didn't take the required classes at the home district that's what that means that's correct. >> i'll have to actually soak exact clarity there is a couple of reasons i'll electrohave to drill into the data i know that sometimes they don't fit into

the schedules of the students based upon what the mr. superintendent said about the scheduling issues at the school sites so that's one issue. >> jennifer fong director of college and career readiness students are primarily students not enrolled in the district in any event grade and such a newcomer english learners and students that didn't have an opportunity when they joined the district have 6 graduation arrangements so they'll take the 7th requirement during the summer. >> thank you for the clarification so do you know what the 31 courses for dakota enknown reasons. >> we're not able to assess the students transcript and the students are not available included in the data they're

taking college transitional studies not funded but students that need additional credit recovery beyond the learning so some of the students have not nonetheless enrolled in the district we don't voluntary access to the data any longer. >> at the took classes at city college i'm sorry, i guess i didn't hear it right. >> their city college courses waldo called transitional studies that are off track to graduate they'll not graduate unless they take courses so they take courses in extended learn through city college transitional studies might be able to do that before they come to us the majority of students are students in the city college credit recovery we're not able

to assess their data. >> i think probably we probably should have a conversation about that and also about the health and the college to you know if it is on this offered in any event 9 of the grade if that's an issue it seems like it is if there's no opportunity for them to take it during the school days this is an issue two but we don't want to see a large amount of students pointed out to the fte for the school year that's what we're trying to prevent maybe have another conversation and maybe close some the loopholes thanks. >> commissioner norton. >> so to follow up on this this is actually, the conversation i had i'm going to put this i saw

the superintendent anderson sorry you walked in i mean, he actually, i don't know if you can come up here and tell the board it soiled if we were maybe a little bit too lose we need to make sure we know what the money is for but i also think based on the conversation we have to allow a little bit of discretion so there are students that come in with problems because of the requirements are so rigorous and not been to district that required it and need to actually allow students to make up course work of they're technically contract with that said, we need to be clear why we're doing this.

>> thank you. good evening commissioners just a couple of questions commissioner norton and i were talking about earlier this week unique tsa cases that come in everyday to school students that transfer into our district everyday from other states and countries all over the world in reality with with that said, there are students that come from a district that doesn't have a migration requirement so on the board policy as a graduation requirement what happens when we have a student that transfers if utah or transfers from a school district that is 50 miles away we need to find a way to meet the needs of

student we've done modifications of the curriculums to meet the students with the plan ahead curriculum and we need to provide that opportunity for students that's one particular cased we have cases where students transfer in from other countries in a 6 period day can't fit in the courses to graduate how do we help it student in access to be able to chief with the form that are in a reasonable amount of time our staff faces these everyday with individual students easements we can predict out every circumstance that exists and place it in a written plan i'm saying there are circumstances that could about every year i encounter a new one in the course everyday and the staff has to work with the student and

their families to chief the high school diploma and in many case to be eligible to apply. >> this is 13 percent i don't see mr. koffman sort of what so of the strategies that - well, i think you're going to give us a report we need to do really it's a call we need to give strict guidance. >> it is to the a counselor call we actually have an enrollment process in fact if you walk into my office you'll see a list of things we need expend enrollment forms we have an step up to the plate enrollment form and the process

that i don't think we're near enough professional we'll continue to do professional development with that form it requires a sign off of the principle and the courage not only a counselor call. >> i want to remind everyone that so we can get this write every year we should have a survey every year so every year we should have less money by the way, we have less need that's something i look forward to next year so i hope this year i don't see a reduction i can see 2015 and maybe a little bit of 2016 so we should require less money. >> superintendent. >> yeah. great robust conversations i think that the intent of the board is very

crystal clear i'll suggest that perhaps we continue this conversation commissioner vice president haney again, it is the hottest ticket in town the committee so have an ongoing reporting. >> we'll now move towards questions around vaping pa i want to remind any colleagues there are flaws let's focus on the monuments how much money we're allocating and we'll need to think of at leadership needs to think about how to have a different detail conversations about the direct programs the assignment of schools and things like that so let's see i think commissioner mendoza-mcdonnell has a question. >> so my quay was regarding what you currently have and what

is currently budgeted for so it sounds like you've got a couple of you've been able to add teachers on assignment and an administrator that focused open the quality and support particularly in our zones and then we're adding one point teachers these special assignment for the consequential artist program development i'm curious who you have and would this addition of this person going to focus on the updating of the arts and education master plan. >> thank you, rob daniels i'm the supervisor for the visual department and thank you commissioner and superintendent carranza i don't want to notify

the education manager to answer our second question the first question simply the recommendations for the mist position and the ftes in the first reading will remain the same the tsa for the arts support k through 12 in addition to and we gleaned that out of the extra funding over at lincoln how can i help answer our question. >> i guess it says that we've not been able to add special teachers on assignment i guess - are those teachers on special assignment already in existence your addressing them in addition to another one for the subsequential arts. >> last year, we had 7 teachers for special assignments i'm going from 2008 one teacher an

special assignment and mr. callaway was one and a half and two and became the program mrifrt and added last year 6 more we expanded to t k and the secondary realm we don't have support those are site based create so similar 7 tsas and this was we're going to project to have 8. >> so you'll have 8 teachers on special assignment that will be working on i guess that's what i'm curious about i didn't relies i had so many the one your addressing will be specific to the master plan. >> that's correct. >> will you be utilizing any of the other 8 to help support that or only one person on the master

plan revised uses the one position will be focusing on the subsequential k through 12 programs the master plan limitation and the amendment of it will be fund at a different source and that's a function to subtract. >> the arts first of all, i wanted to say to add address language to this conversation we have. >> can you hear me >> (speaking spanish.) >> one more language to tonight conversation the master plan continues to be our north star and the master plan is really about infrastructure and focusing on the 6 areas