have answers those to questions during that budget time i'd like to ask the superintendant how to proceed. >> thank you, dr. murase i'm to ask superintendant to respond to the pack probably in writing because to include the meeting but he has notes of the questions that have been asked we'll explain to you. >> it will be helpful i don't know if we have a week out-of-towner but meeting on tuesday on budget issues so for the things it will be comfortable to hear the responses i think this captures some important points. >> deputy superintendent. >> thank you, dr. murase as a point of information the recognitions from the pack as well as the delack the district is actually required to respond

in writing to recognized from both of those bodies so our plan for is to do that and we intend to do that between now and that committee as a whole on the 16. >> thank you for the clarification thank you very much. >> the next item if there's the o no objection i want to take out of order item k to hear the el cap report will seeing none i want to invite the english advisory committee to come forward to present on the local control accountability report do we have members of the delack?

>> why not precede with the agenda and come back with the delack it available consent calendar i don't see any public comment cards on consent items item j consent calendar i need a motion and second open the consent calendar. >> second. >> thank you very much any items withdrawn or corrected by the superintendent there. >> yes. dr. murase some corrections 3 h w-8 on page 43 the last 5 digit from 11067 to 11670 and next on page hundred 63 the dates of service july 20th, 2015 to july 31st, 2015 on 156 open page hundred 75 the amended dates are corrected 11,

5, 2014 to 2016 on the next page hundred 92 the amendment number to the resolution at the top of the page is 1446 k 13. >> thank you, mr. steel. >> any items removed by first - >> seeing none any items severed by the board for discussion and vote seeing none roll call vote under section o. >> next item on the agenda is h superintendent 0 proposal there are none tonight and i before we go into the board members proposals see if we can't get the delack here mr. walton how long are we're going to wait for them before we move forward?

>> commissioners you'll find documents related to the presentation in folder. >> i'll hand it over to the superintendent. >> thank you dr. murase so we would like to have our english advisory committee delack make a brief presentation this evening of their recommendations to the board and our staff member present is here. >> good evening dr. murase commissioners board of education and deputy superintendent and the public thank you very much for your patience we weren't anticipating

anything earlier than 10 to which is what happened the last time (laughter). >> thank you, very much for your patience i want to introduce myself i manage and coordinate the citizens advisory committee an citizens advisory committee commodity of english learners represented at the school sites in a larger committee delack has provides water the board of education a report that identified the recommendations for improvement so for english learns a services and presented that in march you have it and we have also submitted a recommendation that they arrived at after reviewing

the first local control accountability plan that was released may 20th address as they've submitted the recommendations may 27 tonight we have our board member joe low with us she will provide you with another a few ideas about the latest version of the accountability plan that was rolland released friday evening so quick turned out and she's ready so ms. cal soms. cal.

>> (speaking foreign language.) >> good evening, everyone i'm very pleased to be here and thankful for the opportunity first of all, be thankful to the district for making changes to the first draft of el cap based on the recommendations that the delack presented in a written format last month. >> (speaking foreign language.) >> specifically we see there's a goal for the english

learnerers spanish speaking english learners 17 percent of those students will be reclassified in the year 2018. >> (speaking foreign language.) >> we also see that the el cap needs won thing in particular to achieve those goals which professional development of the teachers >> (speaking foreign language.) >> therefore with in respect to what we mentioned we would like to see that the el cap will

be more specific regarding the goals and the strategies for to support the englished learners specification. >> (speaking foreign language.) >> and we have noticed there is a goal of 60 percent for those english learners that are moving forward or van in their level of achievement of the language during a pictured of year after after year. >> (speaking foreign language.) >> we also see there is not a

specific goal for the english learners of the long term english learners. >> (speaking foreign language.) >> permanent data has indicated that this group is important group of students that's not been receiving the supported they need abused without that goal we'll not be able to know if that strategy is being successful.

>> (speaking foreign language.) >> in when it comes to the strategies besides the professional development for teachers we want to suggest one more for the el cap to include the greater increase in bilingual staff in the schools and to better the general curriculum in english and in one each one the pathways in the district thank you. >> thank you, very much. is there additional comments? >> the on thing i'd like to add question didn't see mentioned of

the recommendations that we have in for goal 4, 3, 4 5 with each new version of the el cap we see more and more of the ideas written and i think that the most regarding part of my job this year was when we shared the el cap may 20th i'm invited one the parents to run for office next year we're electing our board members i said, "yeah you have such greatest ideas to janitors the conversation he said wow, i was surprised to see any ideas written in the he will cap that's the best way to keep others parents involved in the advisor capacity to liken eileen

to their words and working their ideas that, you know that they feel will help their kids thank you. >> thank you very much for your report. >> there are no public comment cards on this item questions or comments from my colleagues. >> commissioner wynns and commissioner fewer and commissioner walton. >> thank you for all the members of the delack for the work this is the kind of the same question last year i'm wondering if there is a fiscal analysis of what those recommends cost because i think that working with volunteers would give much time to this they need to know how much money we're proposing to spend and how much offense cost and she can know by seeing the budget and el cap which of those recommendations all of which we modest wanted to implement is

not within the realm of realty about the remedies we're stacking and why and what the fiscal impact is for us and the delack and the public and the intermittently audience that reads the el cap and understands and begins to understand how this process is going to work we could know that i know i would like to know that some of those things are not specific enough to have a very detailed fiscal analysis but whatever we can do didn't have to be now during the budget process but rather that i would think would be useful not delack i'd like appreciate that or talk about what it takes to do some form of that i presume that is good for the delack thanks. >> thank you, commissioner

fewer. >> yes. thank you for o recommendations so i'm wondering for the purposes of the el cap and because of the supplemental money; right? because targeting for english learners if we shouldn't be hearing a combined recommendation with the b cc like i'm sort of wondering should the b b y and the delake come together and see if what their seeing is the same as this i feel like it is serving the same students with the same purpose but for this community sort of recommendation i feel like those two committees should speak to each other and be a joint committee recommendations together and because yeah, so i'm wondering i guess it is late in the process but i was wanting to recommend for next year a broad

and bigger picture i'm looking at the recommendations i know that for example the summer camp for els is greater i'm wondering how to partner with rec and park or someone with our summer programs to do this what kind of experiences and that the parents will like and i'm also wondering will be it if the delack came before the staff that are able to speak another language have they seen data on it i see one the elements to have more staff speak another language or bilingual have they seen data and how many languages are speak not only teachers but paraprofessionals also secretaries and nurses and councils all of the people that

service students it will be great to know how many we have and if there recent a goal sort of that the delake remedies what they want to see not broad a little bit more specific and i think the idea of how much things will cost is a really good idea it is important actually we're going to have money this is all about money and money supposedly being allocated to specific groups that are english learners so i think the budget suicide really important i'm hoping you have budget conversations but when the bbc and the delack come together a component before you start the process to young maybe with this group around the supplemental fund and maybe answer some of the questions even with the pack that the pack had around some of the budget

because i'm sure some of the parents have the same questions thank you very much for your discussion. >> commissioner walton and commissioner vice president haney. >> i want to thank delake and the parents for having feedback i appreciate the understand what the community wants to see also as we look at the recommendations and know how long it takes to retestify for certain populations and just piggyback on commissioner wynns and commissioner fewer is it had been good to know the costs particularly summer camps that promote the accelerated language programs that will help our students be more successful at mastering the english language because we want to insure those resources are available and try to provide our best advocacy so

we'll put a price tag and thank you for the recommendations and please make sure to voice with the into the weeds needs are so we can change some of the data thank you. >> commissioner vice president haney. >> so i want to thank you for those recommendations for your service this is a lot of hours and everyone on the delack is a volunteer so thank you one of the things i want to say there is so much a lot of us want to talk about a lot more and there's an incredible really important things that speaks directly to serving our english learner students better in the district i wonder if you know hopefully, there will be answers throughout but budget process but for some of those if we could find a way to bring them to the curriculum committee and have a deeper conversation i'm sure my fellow members the curriculum committee would like

to dig deeper into those ideas and issues in my time serving either on the curriculum committee or is rules committee many of the issues we haven't discussed i'll put that out there and maybe we can engage in dialog i want to flag you've been talking about the past few months about the surveys and the roll that the surveys are going to play and how we understand our progress and our goals as a district and performance as a district in a lot of ways and the points that or made about the concerns about the survey the family culture and climate survey and whether all families are access to them i think that i'd like to also bring as part of the conversation we've been talking about the family sat down and the curriculum committee on at regular basis in general that will be great to learn how to partner to better

insure that those surveys are assessable for all families and don't have barriers associated with them in terms of insuring the answers or the questions are clear for everyone so again, there's a lot here and i want to thank you for the recommendations and look forward to hearing more and thank you in vaps to the staff for being responsive and for partnering with our parent and with the delanguage specifically on all those questions and concerns thank you. >> any other comments i will conclude then thanking you for this very comprehensive report i hope it is available on the delack website. >> (inaudible). >> because the report is very thorough in terms of make up of the el families and the ethnic

and sdooipd it is rich data i think that the families will be interested to review i'm glad it is available on the website and then the recommendations as my colleagues have's pointed out are really weighty and have lots of implications i hope we if we canada can't address everything this will guide the work in the coming year or too many of the proposals will require that amount of time to flush out and in support of commissioner fewer's recommendation of the joint meeting i think that planning for this should start immediately for sometime in the coming school year and perhaps as early as january looking backwards and understanding this budget

instead of waiting until late may to get numbers for the next budget and only have three or four weeks to pull that meeting together i'll encourage clearly you have a strong delack in place and leverage that asset in a long term way so i want to thank you. >> if not that concludes u concludes this agenda item thank you very much. >> the next item on the agenda are board members proposals one 4624a 1 equality and students was moved and seconded on june 24th a year ago there was an agreement by the - you'll find it in our folders we'll be

addressing the amended version tonight may i have are reading of the recommendation by the commissioners. >> all right. reporting the equality whereas in march of 2010 the board of education of the san francisco unified school district adapted a new assignment policy reverse the isolation and the underserved students and provide equal access to the students and provide transparent at every stage the assignment and where's the board of education of the san francisco unified school district strongly bltz that all students are better learning in racially equal and whereas the board of education has said we'll reverse the xhaefkd achievement and whereas the students in san francisco unified school district continue to show gaps in the evaluated

been the african-american and the latino between white claimant and the claimant that are english learners and students that don't have a disability whereas the 3 results the policy has not see shown refreshment this solicitation and the concentration of underserved students and whereas the board of education created the consensus preference in its needing adoption of the student adoption and representing the 20 percent with the lowest average test scores posted by students that live and attend a san francisco public school and whereas choice patterns from families living in ceqa areas surveyor according to the 2013-2014 enrollment process white families were likely to

question resisting and african-american with the c tip were likely to question rooftop and new altercations and latino in k tip were likely to chose caesar chavez for placement and corresponding to high demands clare ton elementary arguably have less access to the education due to the demand that live in c tip areas whereas the attendance areas hike john and sanchez elementary will draw on potential students if they have tracked attendance were not asked to have the student enrollment policy for the kindergarten enrollment and whereas every year about 15 percent of families applying for

the kindergarten don't receive their choices in the first round and whereas increasing the likelihood the students will coordinating increase the transparency and predictability of the san francisco assignment process and whereas the hiker of the preferences in the student policy may encourage san francisco resident to lie been their occupancy thereby displacing the residents and whereas residents of c tip areas that don't wish to go to their school will have priority to attend other schools at citywide programs therefore, be it resolved the board of education of the san francisco unified school district questioning requests that the superintendent modify the hierarchy for the indict assignment policy to place c tip immediately following a residence for the

kindergarten enrollment and further be it resolved that the board of education of the san francisco unified school district where is this the superintendent make the above changes for the enrollment cycle to be the 2015 it clearly needs to be amended 2016-2017 skrl school year and beyond further be it resolved that the board of education directs the sdprags and have high concentration to include but not limited to the leadership sustained incredible teaching staff and world language and after-school program and further be it resolved that the plans strengthened county and didn't racially separate and be it therefore resolved that the superintendant and the staff

will have the plan reviewed in the morning november 1st further be it resolved, that the board of education requesters the superintendent continue to look at options for adding income qualityers and determine the legal outlet of those action thank you commissioner norton i have two speaker cards please come to the podium two minutes per speaker >> and reverend brown. >> okay my thing 4 minutes i printed copies for all this board

members. >> you'll have two minutes and podium we're happy to take those i'm a fourth adjudication san franciscan that is educated in the san francisco school system any family telegraph hill supports the community and it takes a village our village is your neighborhood in which we shop with that in mind we want our daughter to go to the school literally across the street our son dwrautd but our children are 3 years apart your daughter didn't get to go amp i think this is ridiculous not enough middle-aged student to partially until filling one classroom so it is per possessive my daughter age leveling 11 is not able to take public buses more sav