available for pre-k, and i know that 15 years ago there was a lot of news about some of the abuses happening in those situations. i am sure that there's still a little bit of that but not much of it, but at the same time i am just curious was there any attempt to discuss since you're a pre-k-12 district to include the curriculum that you go down to the pre-k level or is it something that for best practices they don't do that anymore? >> thank you for the question. that was my omission on the slide. it should say pre-k five and the three year plan we're developing does include early education and the cbo we mentioned on the slide number 5 san francisco's child abuse

prevention center. those also provide staff training for the early education program. >> okay. thank you for pointing that out. the piece that -- so you eventually got to the teacher training piece or the in services in terms of having teachers be exposed to the curriculum itself i guess, and i am glad you're doing that and not just turning the material over to teachers because i know from my experience that a lot of times teachers won't use the curriculum because they're not comfortable especially when it comes to these types of issues where they don't know how to talk about it themselves let alone to students so that's a good thing. i am just wondering if we're going to do truly

tackle this as well as we can it would make sense to me that if we're going to work with city partners and cbos and so forth there is a good opportunity to open up the teacher training in services to cbos because we need to be consistent in terms what we're hearing, what we're saying and treating the kids and the vocabulary they're using to describe something if it's happening and if we're not consistent it's going to hurt our effort and i think a lot of times kids may not necessarily go to the teachers to talk about this. they might go to the after school program people instead and i think it's really important that we look into this if you haven't already. maybe you're already doing this but i suggest that if we can, and i

wish -- are there city departments here that are funding any of this? which city departments are here? i mean one of the things if this is a select committee where the city is trying to work with the school district i don't care what the topic is. we need representatives from the city and the school district here to engage so we do have somebody here. >> [inaudible] >> huh? >> [inaudible] >> department of public health. >> okay. >> and i forgot to mention we did -- our office did reach out to a number of our private nonprofit entities that do this work and to recognize them we have sf war, and project survive and we have other groups here today as well as the department on the status of women and futures without violence here and they will all be speaking as

well. >> so would you like to respond to that? >> yeah to that question supervisor yee i think we want to build on the model from the high school level and cbo partners are partnered with the education teachers to deliver the curriculum and we have seen strength in that on both ends of it. the cbo partner learning from the teacher experience and vice versa and especially on the area of building comfort level for the teachers and i think we want to use that model whether doing the middle school program and also at the pre-k five level. >> yeah, i hope we do and get quickly to the elementary school level where most of the elementary schools have after school programs that are working with them and it seems pretty easy to -- because they're

already working in partnership and actually share this in service training. >> thank you supervisor yee. commissioner fewer then mendoza. >> yeah thank you very much for ms. coats for this report. i have a couple of questions. while i am looking at this i am wondering you said that 44% of teachers actually did present the antibullying education to the students and you're telling me that less than 50% across the board so have you spoken with the teachers why this happens? is there not time in the day? i know that supervisor yee mentioned about comfort level so is this actually something you have surveyed among our early educators? >> we don't have survey results from the pre-k level but

for elementary k through five the mechanism we use to determine the implementation is program monitoring and every teacher is asked to report which lessons they're teaching so the data we have gives a snapshot of those returned the survey and it was specifically accounting for lessons of violence prevention and bullying but big picture we know that each level faces unique challenges. we know that the elementary teachers teach everything and we know many of them would benefit from additional training and more time to be able to address the topics. middle school is unique fwh that it does not have a stand alone health ed class so it's a sitting in typically in the science class so i think the limited training and limited time challenges face both of them whereas at high school

because it's a graduation requirement we do have the course in place. >> okay. so your data collection was basically -- do you do it or don't you? but it wasn't why you're not presenting it, but you're assuming that it is because they don't have time in the day and they're not comfortable with the subject matter? is that correct? >> the source of the challenges and barriers come from our health advocates who are classroom teachers who serve as a liaison between program activities and the individual school sites so we survey them at a meet last month and asked for some of that to develop the three year health education plan. >> okay thanks and then i have a question about do we have any numbers of reported s sexual assaults for the

schools? >> i will go to the superintendent for that data. >> oh that's great because i have another question for associate superintendent kevin truit. of whom i am very fond you have. >> especially today; right? can i look for the data on physical assaults. i can get it from this data but i don't have it right now you. >> don't have it right now. >> i don't have it right now. i will say it's very low but shouldn't minimize the need to focus on that. >> because it's very low that's the number that is reported. is that correct? >> that's correct. >> so do we have assumptions that we can estimate of the reported ones what percentage does that actually report of sexual assaults that maybe happening on school or after

school with our students? do we have any indication? >> we don't. i want to say for a lot of the data we do have -- we're fortunate in the sense that our wellness centers are very highly functioning in all of our high schools. the trust levels and you can go back to even when i was a principal and the wellness centers didn't have the strong relationship they have now. our students' response to the trust and relationship that they have with the wellness staff every you're documented the data is extremely, extremely positive. the trust factor is there and that's really important because these are the individuals that people are going to with the sensitive information, and so we do get data from our wellness center. i will get that data. >> thank you. i think it would be great and then to follow up on another question of the coordination of city services, so associate

superintendent how are we partnering with sfpd on this? >> okay. just an off the cuff thing, right. okay. no, i think our partnership with sfpd is very, very good. okay. we have an mou with sfpd. we have a point of contact now with sfpd. we're meeting with our sros on a regular basis. we need more of them. the superintendent and i met with the chief of police in january to discuss this because we really want to build the capacity and strengthen the relationship between our officers and our school staff and our administrative staff, so when necessary this is a violation. it is against the law. it must be reported. we always have a staff member present. it's actually written into the mou that we ask the students for any of the sensitive cases. you have the right to have a parent obviously first and foremost but if it's a

situation you would like a staff member from sfusd to be present who is the staff of your choosing. that person will be present in the room so you're not interrogated or interviewed by the police. often times in these cases what actually happens can go many different ways once you get into the details and yes how the police are going to take that, what the next steps are could be very serious so we want a staff person there so we're also getting the information because this could be information that we need. when the student shares information and it happens to be about a another student in the school for instance and we need to know that so i think that process has been communicated fairly well to our counselors and to our sros. >> that's great and then i wanted to ask do we have a confidential hot line that students may call? >> we do.

>> and how effective is that hot line? >> that would be the other kevin -- [inaudible] >> i'm sorry. the question? >> about the confidential hot line students may call and wondering how effective is that? >> i think the majority of the call thases we get are from adults seeking response to a situation that occurred. it's fairly rare that the call is coming from students. >> so is there anyway to outreach to students so they're away they may also call this confidential hot line? >> i'm going to say two things. one i can't mention enough about the wellness staff and they're the confidential advisers at the school and they're exceptional and i am saying now's because i'm a principal and wouldn't say that years ago so i want to recognize that staff and are amazing and the trust they build with the students so there is the confidential person right

there. i also want to mention peer resources and the restorative practice coaches and other staff and support staff and counselors in the schools so whoever the student has that strong relationship with the students we want to make sure that all of the students have healthy adult relationships that people they can confide in at school and when we survey the students those numbers go up every year and do you have two adults that you trust and the school and care about you and those numbers continue to rise. >> so no doubt our wellness coordinators and staff are trusted among our youth but because this is a subject of sensitive and personal nature i can imagine there are students that would be more confidential hot line and be more comfortable with that and i am wande

-- wondering if we could use this for students if they come into a situation they're uncomfortable with? >> yeah, one thing when working with common sense media and abuses in social media and promoted the safe school line and many students say they didn't know about the line. they didn't use the line so we were further promoting it for instances of social media about cyberbullying so i think the point is well taken that we need to repromote, reboot that safe school line so to speak to let students know very specifically you can call about confidential issues. you can call about cyberbullying. i think we need to possibly reformat that. that would be a really good idea to make it more explicit what the number is for. >> thank you very much and then i have one more question which is are we giving

up-to-date training to our teachers and also to school staff about being i mandated reporter and the proper procedure when a student comes to them and is reporting sexual assault? issues around privacy and those things so is there ongoing training or do we train staff every year, every two or three years? >> so we are fortunate as you know to be one of the few school districts to have a social social worker to every school thanks to the childrens fund and our support from the city and also a very large number of nurses. i will say that the actual -- when students report this i think the first thing that teachers are going to do they go to the social worker. they have all been trained. you have a point of contact at that school with a specific training

definitely at every school that if you as a teacher do not know specifically what you should do you will learn what to do for referrals et cetera but you definitely know the point of contact and if you're not comfortable and you're a mandated reporter so you will call but if you need support you know who it is at your school and social worker or nurse that will take the ball for you and train you. >> thank you associate superintendent. >> thank you commissioner. we do have one more commissioner, hydra mendoza before we call up members of the public to speak on this item. >> thank you chair kim. so i just had two questions that actually piggyback on commissioner fewer's questions. ms. coats you can probably answer these, so considering the very public challenges at our

colleges around sexual assault and the way these are being processed or not processed i am wondering what type of curriculum we have set up for any kind of prep for college and again in light of the way in which these things are handled so how do we ensure that our young people are prepared to go the proper route for not only reporting but for protecting themselves should something like that happen? and then the second piece to that is just -- i just want a sense of our reporting process is. sounds like we highlighted the various places but should a assault occur and a young person goes to the wellness center for example and it gets reported what's the process after that in order to

deal with supports for the perpetrator and the victim to ensure there's some healthy outcomes? >> i think of the two avenues essentially. one is in terms of the requirements of documenting and reporting to school administration and consultant with lead or assistant superintendents. we often get the schools at health programs for consultation on that and in terms of the follow up and support piece as associate superintendent truit mentioned we want to make sure that both the student who may have been victimized as well as the student perhaps accused as a perpetrator that there's follow up of support for both of those. typically at the high school level through the wellness program and at our middle or elementary through the school social worker and nurse. >> i'm sorry. i didn't quite

get the college prep piece of it, so is there -- again just because there's so much more that we know now has there been some added curriculum around preparation? >> i think the question -- my apologies for missing that -- points out a another area of need as we develop the high school health ed program and although the program is strong typically it is implemented in ninth or tenth grade so we have a gap of time for the 11th and 12th graders and some of the out of the class events support that, the outside speakers and assemblies and health fairs but we talked about the idea of a second dose of health ed programming that could happen in 11th and 12th grade. that's not currently in place and it's something we would like to

explore. >> thank you commissioner mendoza and i want to appreciate the school district for the presentation. it's just the first hearing. i think of many more and i know the health curriculum is a continuing conversation now at the school district as well. i first learned from commissioner haney and fewer some of the gaps we're seeing in the curriculum and i know there is clear commitment from the leadership of teaching these issues m school and how important they are and i want to recognize there are so many challenges and priorrities at school and we want you to teach them to read and math and on top of that how to be healthy productive citizens so i know some of that can get lost and i was really surprised to see some of the data points and 22% of elementary school students getting the full health curriculum, no middle school students getting the curriculum.

it's a challenge but not a blame situation. we know the schools are asked to do a lot with little resources and the teachers have a lot of respondos the plate. i think this is an opportunity to discuss and while we agree this important we know the outcomes are important and it's great to talk about sexual assault in adult society and college campuses but what are we doing to not have that continue and continue the dialogue. i want to call up members of the public that work in this issue. [calling speaker names] >> hi everybody. good afternoon. and my name is sandra sandoval and the director of community initiate initiatives at san franciscans against rape. born and raised in san francisco and worked at

various schools all over san francisco during violence prevention work for 20 years and i have been working here for four years. sf war has been around for 40 years and have a long history with the school district and formalize institutionalized in the district with our program and students and non violent dating. early on we worked with men overcoming violence and recently and in the present with respect and respect that is here today and work collaboratively with other organizations as well with respect for respect. we get called specifically from teachers that know of the history of the work in the community and call us to specifically teach in their classrooms. it is important youths to learn about sexual assault and harassment and as early as possible and research shows working with youth early

on changes the norms and attitudes towards violence against women and girls and we provide curriculum relevant to students of color, working class immigrant families and we're aware of the dynamics and we know there is political dinam i guess and -- dynamics and institutions in place that don't have a follow up with reporting they continue the cycle of violence. with that said the san francisco unified school district needs presenters and curriculum that have an analysis on race, gender, class and immigration status and san francisco women against rape has historically had this analysis and in order to end sexual assault we have to end all forms of oppression, racism, classicism, sexism, homophobia, ageism, adultism and if you present this curriculum and

survivor centered the san francisco unified school district can address so many other issues that are taking place around violence in the school presently. we facility curriculum around these topics everyday in san francisco and we have to focus not just equipping the youth to address the sexual assault. we believe in the five tier system and train the students, the teachers and the administrators and the janitors and even the security teams all need to be trained with tools and skills to interrupt oppression in the classrooms and administrators need training and skills on developing policies and protocols to follow through. in preventing sexual assault we are missing valuable learning opportunities and not equipping teachers with the tools to address sexual assault before the situation escalate and the youth health rights that were mentioned we are one of the only ones in san francisco -- we are

your rape crisis center of san francisco. we are certified under the state of california as rape crisis counselors. what does that mean? we are not mandated reporters. students can call our hot line. they can come and receive services and they will not be reported. >> thank you very much. so there is a two minute timeline but i can ask you to continue but it seems like you finished. >> my colleague will continue. >> thank you. my name is alyssa and the community educator with san francisco against rape. part of my role is to do presentations, support groups, peer education, assemblies and tablings for youth in our city including the school district. to me this topic is very important because it's estimated that one in three girls and one in six boys are raped before 18 so youth are dealing with these issues

whether or not we're providing the tools for them to have those conversations to support their peers and it's our responsibility to provide the tools and respond to this as a community with the youth and prevent this and create a culture of connection without violence. why this is important i had the opportunity to talk about this issue directly with middle school students and high school students and i had middle school stiewnltses since seventh grade in sex harassment and sexual assault presentations and where do you feel safe and they tell me they don't feel safe anywhere, not in home or schools and it's important to address this as early as possible so students are not internalizing they're not safe in the homes and school districts. it's our responsibility to make

classrooms, to make our campuses a safe place for students to be. to be able to create a culture of safety we must start young and the groups that i run we do eight week support groups. we see an increase in safety and life skills sense of community among the groups that we run. it is my experience that students don't just want tools to respond to sexual violence with the peers but want a hand in shaping the culture they live so i encourage that we are providing opportunities and tools to students to be educators and not just prevent rape and sexual assault and what precedes that and sexual harassment prevention and address the rape culture in which we live and i get the unique opportunity to address

this at schools and community based organizations and a female student that i presented in her class as a ninth grader i got to see her at a community based organization and she told me three weeks ago without our presentation from sf war and outside organizations the school curriculum wouldn't be enough and she was able to see after our presentations and discussions there was a positive change and attitude around sexual harassment and students taking initiative to take these issues up that they cared about and educate the peers about so we see successes in empower students with tools to address what is important to their community and with their needs are. >> thank you. >> what schools or how many schools or middle schools and high schools do you work in? >> as many that call us and have us. we go into bay view

and hunters point and do support groups at mission. i was at both schools this week at marshal, at walenberg, at galileo and in every school including the continuation schools and some less middle schools and -- >> do you get funding for the work? >> we get some funding and sandra can speak to the funding. >> there is so much that can be done. >> -- [inaudible] >> and i know the programs that -- >> i know you are. how are you currently funded for the outreach workers? >> state and federal funding. >> okay. >> and we could definitely -- to decrease that 44% we would love to sat wait the city with

education and prevention and i don't know the stats for the schools and 80% do not report. there needs more report from the community city wide response around sexual assault. >> thank you so much and i appreciate you being here and thank you for your comments and feedback on how to strengthen the curriculum and programming in the schools. >> supervisor kim. >> i'm sorry. supervisor campos has a question. >> [inaudible] thank you. hi. thank you so much for the inkrrvel incredible work that you do. how many schools have you presented to? >> i would say the high schools are where we concentrate our work and most of the high schools we have been in since i have been there except lowell high school and we focus our efforts because we're three folks and have a contracted person as well within the