support i hope someone can clarify that rumor. >> rumor verified. >> that concludes public comment questions or comments colleagues commissioner norton. >> yeah. i want to first of all thank the members for coming and staying through the long discussions and public comment and dr. block could and others for her hard work i did and you and i dr. block could i wanted to note isn't going because we've recently renewed the contract and i think that there's been great stuff done in the district the landscape is transformed from before i was on the board and in terms of inclusive processes i know our work is a

big part of that but note what ms. solomon said i hope we're move to a place we're institutionalized a lot of the work and move to an internal model that will save us money and capacity and add some career pathways for teachers to become coaches of other teachers for example but other than that, i don't have comments thank you, everybody for the work and appreciate you're being here. >> can i respond to that we are we've trained 20 people already our plan was working with this year to train our staff and new staff with our own teachers and be coaching the trainers making sure they can certify them with

the models and the sustainability plan is in place that's exactly what we plan on doing much of the money you approve for the training and institutional aids online and it is not only good for them to continue the work but the work is a little bit different. >> commissioner walton. >> just wanted to i'll not making the el cap meeting i'll get there in the next couple of months but in terms of needing more pars i wonder at what level the high school and then if we can get a price tag or figures what that developments in terms of the need moving forward that will be helpful.

>> commissioner wynns. >> thank you. >> so i said to kind of follow-up on commissioner fewers question during the budget process i appreciate what the superintendent said but about staff i understand that that is kind of what drives this although i still have serious concerns about the transportation costs and their exponential growth but so when we were engaged in the new design our decision in the recent years includes the practices and the board we talked about a lot about the staffing model is different that we will probably need to have some kind of double staffing for

a while but not permanently so i think this is the same question i've asked last year and probably will every year i want to be able to see that we will eventually be drawing down some of the positions if this is not going to happen we need to know that the growth of the programs support of the budget support is urban sustainable i don't think you know think that that according to my back of the envelope of arresting tisk has surpassed 15 hundred and moving towards $2,000 per student we have more money but

that's not the purpose of it and anybody thinks that's the purpose that we raise the investments in california and simple a large percentage of that for the support of special ed and particularly because i was convinced and remain convinced i'd like to have assurance we were spending money under the old model we had that was not being well spent so i don't want us to keep on spend that amateur of money to do things you know that the staffing model has us still doing understand we're not doing that but the staff keep on doing the things and - so i could be wrong and ready to be convinced i'm wrong but yet we've had to

hire more people and we see that but that isn't an answer to the question in my opinion and mr. superintendent. >> great, thank you madam president and commissioner wynns so again, very insight full i want to be careful when we talk about this particular issue there's a dangerous association between associating increased costs with in any way, shape, or form giving the impression that will result in less services for students so i want to be really up front the, i.e., plan drives what the costs are in a number of areas not only problematic but staffing in terms of resources if there's do you want technology that is a mri i can't do of costs but

understanding we're not sacrifice services for students you're absolutely right commissioner when we did our special educations audit 5 years ago now, one the biggest drivers of costs are inefficiencies in the program inefficiencies are part of that how we staffed our schools and our, i.e., p and master schedules in the secondary schools and lefrment and an incredible lack of professional development for our kurntd staff to move from the patriarchs to a service approach who've 345u67bd or maventd a lot of capacity development over the last 5 years but remnants of a model i want to or be direct

i'm concerned when i hear about increasing staffing and do not want to point out we don't need more people but better trained as we're training the people that is going to result in us being able to address some of the staffing concerns but i couldn't g we're really about 3 years into that kind of staffing shift and a cultural shift we're taking on in the district the belief that every student that walks into a classroom is a general education student that happens to have an i e p that's a big shift i'm not trying to be disrespect i'm keeping it real keeping it real that's a shift in the district there are places not every student is treat as a general

education stated first that's part of the capacity we're undertaking the board of education will see coming from the staff in the fall a proposal to have phase 2 of our evaluation our audit 5 years of our original audit bring in a third partyimpartial where have we come and some suggestions in terms of staffing nevertheless of fiscal management the entire program from soup to bolts what a third party says to drive our strategy working going forward i'm thrilled to here vice president solomon talk about an in house mp s she's absolutely

right we can capture students that are sent to non-public schools extraordinarily to the district provide quote/unquote cadillac programs so students won't have to leave and do a great job with that in house that means the prospective that we have lots of vacant property and lots of classrooms available wear hoarding that but no. there's an incredible pressure on real estate and that also effects in the skrukt as well so as we're undergoing the secular can we identify space to spectacular exploring the development of non-public in

house in san francisco i'm happy to say that dr. is starting that architecture work and exists about the special education i think the board of education because this semester the board has been had lots of communication from the constituents where we've had to make consolidations of staff at school sites i get it people get close to the people they work with we want that a great culture but from the numbers don't match the needs for staffing we are being i think negligent in our fiduciary responsibility to continue to over staff in places where staffing should be then moved to other places in the exact date where there's a

need we recognize that's hard and want to be incentive but that is part of the fiscal responsibility the pragmatic underline about the delivery model ramp a problematic approach to education not alike the cultural competency and the bias training around the students of color but the training for inclusive practices with the students and exclusivity every education student is also a huge cultural shift we're pushing hard i'll say one last thing i'm also very, very supportive of the development of capability internally for us to be able to provide those career lattice, if you will for the teachers to have different kinds of responsibilities there's but

something about a third party trainer not in the system that can come in with best practices and take into account our best practices and give us hard feedback about what our doing isn't effective or not aligned with the best practices nationally as we partnered with consultant we've partnered very specific about that in mind we want them to give us the bad news and identify what where we can do better but again commissioner wynns our right. i presenter our bringing up it question that should be the question we consider as we go forward. >> if no further questions ms. casco roll call vote please. thank you ms. fewer i'm sorry she recorded her vote.

>> mr. haney ms. mendoza-mcdonnell ms. norton mr. walton ms. wynns dr. murase 7 i's. >> thank you next may i have the next on the agenda is the county office of education for the state may i have a motion and second the approval the fiscal year 2015-2016 adapted budget for sfusd and the san francisco county of education in the standard device count code. >> so moved and second. >> thank you. >> superintendent carranza have your person read into the record. >> i'd like to ask the chief financial officer of the county rita to come forward just a joke please read. >> the first title i'm adding to my job so the requested action is it

the board of education approve the fiscal year 2015-2016 adopted budget for the san francisco unified school district and that the county office of education in the official state forms prescribed by the state public instruction a.d. code and 42127 thank you there are no public cards any questions or comments from the colleagues seeing none ms. casco roll call vote. >> ms. fewer mr. haney ms. mendoza-mcdonnell ms. norton mr. walton ms. wynns and dr. murase. >> 7 i's. >> thank you very much next, we need a motion and second on a resolution for the state revenues from the account

for 2015-2016 may i have it motion and second. >> so moved and second. >> thank you very much superintendent carranza may have a december necessary to read into the record. >> i'd like to ask our chief financial officer rita to read. >> thank you requested action the board of education of the san francisco unified school district and the san francisco county office of education approve the approved revenues to be anticipated to be received in fiscal year 2015-2016 from the education protection account no accordance with the spend plan incorporated here in and not go through the background but flip the plan the expenditure plan us receiving the account $10.3 million

the district and 6 hundred and 99 thousand pursues for the county and those funds will be used inform fund a teacher certified teacher salaries and benefits arrest thank you very much are there comments or questions from my colleagues seeing none roll call vote. >> ms. fewer mr. haney mr. peters ms. norton mr. walton ms. wynns and dr. murase 7 i's. >> thank you very much next is thank you next is the review and approval the consent with the ucsf to english language learners may i have a motion and second. >> second. >> thank you very much superintendent carranza. >> thank you madam president for this item i'd like to ask

the special assistant christina wong and other person to come forward. >> i avoid a brief presentation but i should read into the record the requested action that the board of education review and look at the outlines of the manufacture or miles an hour to implement english learners with equal access to both federal and state curriculum. >> you should is where a pretty not as thick as the book but the

special order of business as well the copy of power point also comments community comments we've gathered over the last 3 months and marked version this version includes track changes from the committee as the whole meeting that took place on may 19th those are additional changes based on community input okay. so today's outcome to briefly review the historical key components of the current 2008 action plan for english learners and discuss the key modifications of the action plan and review the community engagement suggestions that are incorporated into the new plan those railroad were the original

plaintiff's it all started in 1970 a group of frustrate chinese parents at this point the district didn't provide education for the english learners the strict said it must be be provided and 1979 we operated under that plan until 2008 they inexpensive outlined the dew process this is a graphic of all the key components of our current plan that is from el placement to staff and el family owner all licked and connected to the access el d and programs and

special education why have we decided to modify the deductions between all the parties started in the spring of 2012 at a point they wanted to develop a document for the priorities necessary to provide access for english learners and remove action that were integrated into the district practices and wanted to omit riemthsdz that impede our growth with the changing environment we wanted to create a policy and procedure that were system the next slide are highlight of the key modifications i'll go through this quickly they're similar to we introduced under the identification and placement we'll included timelines for the

modification and we've included a employee and post evaluation including outreach for the development statement we wanted to acknowledge the next generation sign standards within the context of ongoing english pathway we wanted to incorporate some flexibility in the el with the higher influencecy for the special education there are more detailed description around the s p success process a truly distinguish between a learning disability and language issues and also implicit timeline informs laundering and interpretation for the ie p this is new we've also had reclassification criteria based

on federal and state guidelines it outlines the particular criteria and more importantly calls for a data analysis of the changes we've had over the last couple of years to insure the criteria actually meets the success as we monitor the successes of our students that are reclassified parent outreach involvement the biggest change is the district is defining the major languages for chinese and english and tagalog and spanish and within the next 3 years capturing to translate documents within our resources into chinese and tagalog that wasn't in the origin decree and having

restrictions with the compliance of 2018 and 19 to demonstrate this natural compliance in applying the expensive learning for learnings from april to june of 2015 we have outreached and introduced and discussed not only our curiosity el services but, of course the new modified consent decree that slide as well as the next slide includes the listing of the organizations the dates and number of participant and most recently in june we held two community workshops and may 19th we held the committee as a whole meeting with the school membership of the board based on and you'll see the masking matrix of the community

comments in the matrixes two climbs the comments and responses in orange are comments we're taking in we haven't necessarily included them but being referring to the appropriate department and the last column includes the comments we've received and all the suggestions incorporated by the sections the next 3 slides includes some of the highlight for qualifications hire and recruitment we needed to include details of krurmentd activities to draw from more gifted teachers with the groups that have access to the bilingual educators under the development there were great ideas from the training and build capacity among staff to support the

patent among the engrossment on a example of translation and interpretation has been included under parent guardian consumption this seems basic but it is a common theme among a lot of the stakeholders they wanted to insure that source document that do so to translation are easy for understanding for families under the parent outreach and engagement a number of oeshlgsz wants to develop a protocol for appropriate information and workshop tools for el services and the california english development task and the reclassification and english learner instruction and common theme building the capacity of english learners programs and

for the function or so in the district and lastly under monitoring the internal oversight committee should invite the advisory committee in addition to the council counter language to provide them to provide a report to the i oc to invite both groups to provide their annual report we provide a longitudinal pathway there are suggestions at looking at the graduation and dropout rates pend approval by the board the participants will joining file with the board to get court approval and staff immediately begins the implements during the summer for the requirement

that's all i have thank you very much for your attention. >> i have no public speaker cards for this item commissioner fewer we've come a long way with the plan you know i think even the time i've been in the district we have come a long way i wanted to say in the monitoring and could we get the comparison data in our immersion program ofes o and logical told you loans studies so that we can compare within a program e os

and els their academic progress to have that for a long ranger we're hoping to eliminate the gap we only compare some and also i think you're going to monitor by rates and programs probably for fiscalness that's great and other monitoring might be how many stay within the pathway all through high school they think but i think it is better question might be not only how long do they stay but child in el in kindergarten go k through 8 at the level of eight grade if they at the exit the program they'll be reclassified before then; right? that's our goal to reclarify them as

quickly as possible i mean we put in our measures when we think we still give support even after they've passed; is that correct. >> even after their reclassified we monitor them for two years for progress available assessments as well their grades. >> and then we see they're not what do you do. >> we document any types of interventions to insure their succeeding. >> have we done an intervention what is the most effective intervention and are they working well, this is should be part of the larger evaluation actually that we look at every step of the way we have els