representatives join us. >> good evening, ladies and gentlemen. superintendent dr. matthews, commissioners. i'm sarine. i'm the vice chair for the parent advisory council. i have a 9-year-old daughter that is at guadalupe elementary school, who is going into 4th grade. >> good evening, superintendent, president, and commissioner, i'm john amar, chair-elect for next year. i have two children at alamo going into first grade and second grade. and i wanted to thank the student delegates for their service. so this is year-end report to the board of education for the parent advisory council.

this report provides an update on activities of the p.a.c., including work we did in the 2017-2018 school year. they collaborated with discussions with those that live on treasure island. many families impress a sense of isolation, feeling of being forgotten and want to ensure that their voices would help to shape any transportation system by the district or city as a whole. participants ask that we share the messages with district leaders and san francisco city officials. students have different needs and choose schools based on transportation. how can you discount us out here? no library, no school, limited

community youth programs. and they say, come here. visit us. and they emphasized that more in once. in late april, the p.a.c. was invited to sacramento by the opportunity institute to participate on a statewide panel to discuss the stake holder engagement with the chance to highlight the work as a collaborative, areas that we need to build upon and why the work is important and one aspect of the work that we need to rethink is how to shift to a sustainable model of gathering stake holder feedback, especially as we support efforts for all students to be more inclusive and transparent. many schools are modelling the practice, others need support to engage the communities, particularly families and students that benefit from the state funding formula and

district priorities. >> at a p.a.c. meeting in april, we revealed and discussed the policy to provide feedback. p.a.c. members agree with the policy, but have questions about accountability and implementation. questions that we have heard, for example, who is held accountable? who is responsible for the follow-up? how do we get the support that we need? the p.a.c. shares this feedback with other programs. we have community and school partnerships and ask there they attended our meeting on june 6. we discussed family culture and climate surveys. p.a.c. members wanted to discuss

the possibility of using the survey for family feedback for areas of concern that we've mentioned during the stake holder engagements. we want to know building community, relationships, and culture sensitivity. how they raise their students' access to technology, academics, and those provided to community planners. long-term absenteeism for students, and, finally, understanding restorative practices and implementation at their schools. p.a.c. members would like to see that they should share the results of the survey more broadly with families across the district, as well as plans to adjust the service from the survey. it may be challenging to change

these questions since the survey is part of the favors of the nine school districts, including ours. >> and the rest of the report is a brief summary of the work that the p.a.c. has done over the last year it's the for you to read at your leisure. we've wanted to make sure that you had the information available to you. thank you, again, for a productive school year and we're ready for any questions that you may have. >> president mendoza-mcdonnell: great. thank you, both. and thank you to the p.a.c. for continuing to share ideas and bringing voice to the parents to us. any questions or comments? commissioner murase? >> commissioner murase: thank you. thank you for the report and members of the p.a.c. for taking time to reach out to other

families in the district and i want to acknowledge the leadership of georgia williams that shepherds the p.a.c. in a solid, steadfast way. thank you. >> i want want to say, georgia has been a fantastic help. thank you for acknowledging her. >> president mendoza-mcdonnell: thank you. any other questions or comments? seeing none, thank you, again, for the report. >> thank you. >> president mendoza-mcdonnell: next item, if i may, i would like to move the items from section h up under these reports. so section h is the update on the san francisco alliance for my brothers and sisters keeper and update on the support and achievement of african-american students in san francisco unified school district. if there is no objection from my colleagues, i would like to move that up. great. thank you. and, mr. superintendent, do you

have -- do you want it tee this up for us? >> thank you. so this evening, we're going to have -- bringing up both items? >> president mendoza-mcdonnell: yes. >> so two reports. the first is an update on the san francisco alliance of my brothers and sisters keeper. presenting to us this evening will be the executive director of human rights commission, cheryl date davis and hope s.f., bill mueller. and then we'll have a report of all african-american students' achievement and that will be special assistant to me, mr. dickey. >> good evening. thank you, president mendoza-mcdonnell, superintendent matthews, commissioners, it is sobering to

present on something that was a signature commitment of the late mayor ed lee. it's a pleasure to be here. we thought it important to thank the san francisco unified school district, which was a signature, critical partner for us for my brothers and sisters keeper. i know this board has come before it many times confronting our students and district, pacific islanders or latino students. and we know that we cannot do this without each other. i want to thank the board and the school district for being a critical partner. so i just want to briefly go through the timeline of what my brothers keeper was and eerie to think back to the president that

was in office when this first started. 2008, 2012, there was a robust focus. in 2014, president obama launched the my brothers keeper challenge to cities across the country. he asked for mayoral leadership. i remember being in mayor's chambers with president mcdonnell and it was debated whether or not san francisco would sign on and mayor lee was unequivocal and we were an early adopter. over a series of 18 months and many, many community forums including several in which many of the commissioners, including commissioner haney, commissioner walton, spoke at and others, we launched an action plan, which you can find at mbsk.com. and there was a commitment on

behalf of the school district for a five-year, longer-term alliance what was really signature and i will hand it over to director davis, mayor lee found a home for this work appointing cheryl davis as director of the human rights commission, regarding permanent funding and this aligned with our children framework. the short story, really, the san francisco alliance for my brothers and sisters keeper was about the data across the course. it was about looking at kindergarten readiness. the impact of violence and juvenile justice on our young people. of course, high school graduation rate and the precipitous decline of low-income familiar lives color being able to stay in san francisco. and the alliance had a direct

and explicit focus on racial inequality in the city and county of san francisco and the intergenerational trauma that our families were experiencing. so we launched this with a bold goal to do something different across the life course. >> so thank you, again, for the opportunity to share. cheryl davis, human rights commission. 5 want the superintendent to know that i'm watching the timer and i will try to stick to my time. i want to hit some things pretty quickly. want to recognize and thank the full board of education, the commissioners, for this opportunity and president and vice president for giving us time and space. there are some of you with us tonight. we launched the mbsk youth council. that has been picked up by opportunity youth united. we'll be using them as community

action team for san francisco this is trying to show that the heart of this, it starts with the youth and it builds from there. and we want to make sure that mbsk is moved by young people. the next most important part is our community collaboratives. those partners in the packet you have, there's a list of the five and one of which is post secondary pathways with being focused on how we're supporting young people how they graduate from sfusd and what that process looks like. and then lastly the larger partnership with ocof, which has been doing the groundwork around data collection. we want to make sure that that table has both city and community and that the city is responding to community. and we're grateful and want to acknowledge that we're building on the work that's been laid, the foundation of the partnerships that we have with the district. the life course framework, the

dual generation approach. i've been very happy with the partnership both through the superintendent but that has been advocated for from president mendoza-mcdonnell as well as commissioners walton and cook, who have been very supportive in helping us to navigate these frame works, mrwhether it be wi families or schools. we were able to do a training with office of counseling, with all the counsellors. i think it's 200 to 300 that we did over the course of two days. there is in your packet a resolution that the hrc put forward for data collection that we'll move forward. want to thank superintendent and those that presented on the data being presented and being willing to partner with that,

the lit's -- literacy work and looking at what are the ways to support and build up young people. the other thing i want to call out, c.s.i., community safety initiative, which you have a packet for. stanford did an evaluation of that program and you have the white paper and the glossy in your folders that highlights that work. this year, we're expanding the pilot through funding from silicon valley foundation to launch in oakland and then in san jose. so both san francisco foundation and silicon valley. thank you for partnering with us on that effort. what we want to continue to build on and this is something that the superintendent has mentioned, building on pitch, an initiative from the differestrsd the superintendent. we want to do more with professional capacity. the superintendent had offered up the possibility of doing some of the trainings in august of

the institute. want to visit that and drill down. the first round has been focused on african-american students . d as we develop the curriculum, there's very little material for our a.t.i. community. so being intentional about how we build that out and what it looks like. we've done some workshops at community and school and want more intentional and build on what we've done. this is a quick snapshot of what we've done, h.r.c. has done in the last year or so. the equity ambassadors that we work with five schools. 51 youth. want to recognize the supervisors from the districts gave the youths certificates for taking that on and working within their schools. they did gender equity work, racial equity work. the speaker series, which has seen more than 2,000 folks.

and then presenting on the curriculum that we've developed across the nation as well as we were able to take students from wallenberg to hong kong to present on the work they did. grateful for the partnership, but want to figure out how to do more and what that looks like. the transformative mind sets, which we talk about and how do we build this work and be intentional? we're working with university of san francisco, stanford, as well as duke, to drill down on what is the actual impact of the curriculum that's been developed and to have it be more of a strategy that can be used. trying to tie it to the work that's been done. and this is a sample of the work we did with students at wallenberg. 69% of those students from the b.s.u. shared what they wanted to do and how they wanted to do it. i want to recognize and

acknowledge the superintendent and commissioner cook, who really helped us with some of the challenges and issues and helped to elevate student voice and want to recognize that john o'connell had 300 of the 450 students sign the petition and that the administration at john o'connell has actually bought into the three requests from the students. those requests are in you your folder as well and they're working to implement what the students ask for. this mind-set about depth versus coverage and having intentionality with the students. and then collaborative culture. this is where we want to work with the district, dealing with family and community engagement. literacy program, you have samples of the curriculum we've been doing that we've been working on that we work with u.s.f., library and other places with. the john lewis books and then the workshops we did this year.

grateful because a lot of schools sent students. roosevelt sent students over and then other schools with larger numbers. so we saw probably 200 students in that workship. -- workshop. we're grateful. mr. miller and mr. dickey have been working on this for years we're grateful for the opportunity to present to you this time around and what we're actually asking for is the ability to continue to partner and be more intentional about professional development and those trainings that can happen and sharing the curriculum that's been informed by community and young people. as we developed that curriculum, it's in that space. really thinking about how we can be intentional, thinking about the literacy work, and i know we've talked in the past to kevin truitt about some of the work that they're doing around literacy and some those in schools and we're able to

partner in be in that. and the data coherence and access. we're grateful for the partnership with mr. dickey, but do think as we build this out to include our pacific islander and latin population that we need to have additional support and that there can be somebody that's dedicated to this. we really want to work to show the progress that's been happening and we think that we need a person that's able to track what's happening in communities and make the direct correlation between community partnership and school partn partnership and what makes the difference. as young people are getting support in schools, we don't want to discount the impact of partnership with communities. we think there are great partnerships that need to be elevated and the best way to do that is to have someone assigned for that. so, again, thank you for this

opportunity. we're really looking forward to it. i know the last one will require a little bit more, but the first two, we're hoping to move forward and be able to implement for the next school year and begin during the summer. so i will pass around, lastly, i will give it to -- samples of the curriculum and then i wanted to just share these wonderful posters that the students made around gender equality and being upstanders and not bystanders. and, lastly, sample of the curriculum that's culturally responsive and that deals with african-american songs, slave songs. it deals with really looking at sojourner truth and what it looks like and what it means? and when we talk about persistence, that we have folks

who persisted even before and how do we recognize and acknowledge that. with that, i will say, thank you, again, for this opportunity. i started to bring you books, because folks that are here know that i love to do that, but i was walking and had three bags, so couldn't do it. >> president mendoza-mcdonnell: thank you very much. so i do have -- i don't, actually. i have something for the second item. i want it thank you, both. it's an important initiative that we've been doing collectively and have seen some impact already. the idea that we are all on the same journey and that we're not doing a variety of different things without really thinking about how collectively we can impact our young people has been really critical. i want to see if there are any communities or questions from the board. the board.

>> it is because that through this work we have young people developing their own curriculums, and schools will outlast and there will things -- there will be things they can leave behind and take leadership on. it is something they will develop and will be a grand for a while in the schools. we can't say this about every collaborative in every initiative and everything that we've worked on. with the work that we have been intentional with, it actually aligns with vision 2025 goals and alliance with what we want to see happen in the schools. it is not always easy to see the connection and the correlation and the alignment of what we want to happen in our schools, along with what we are trying to

do in the community. that is an important piece that everyone needs to understand as we talk about this work. the last thing i want to say is one of the things that you do very well, director davis, is how you, not only use academia even the work of our institutions of higher education, not just here locally but across the country. but also how you use them to provide value and step up and be a real participant in all of the work and take ownership for our community, starting with the younger generation. that is something, that if we don't do anything, we need to make sure that all the work that we do have some piece of connection to higher education for the black and brown kids and for minorities. so they can always be exposed to higher education in every piece of the work. that is one thing that we see throughout every piece of our collaborative. i want to highlight that and say

to you why for that. it is important. it is important for our kids to see that opportunity exists for them, particularly in the city. we have so many institutions and you are able to bring everyone together at the table. thank you for this report and we have a lot more work to do. there is a lot more i want to say but we don't have a lot of time this evening. thank you. >> thank you commissioner. >> i really appreciate the presentation too. as a quick anecdote to the report, it actually led me to visit all of the county jails in san francisco. i saw that, you know, we were six% -- 67% of the county jail. i went to all of them, asking about what services they were for incarcerated parents. because of your work.

so the data being on the table, and all of us coming to grips with it and looking at it, and asking ourselves why, you are at the front of that and i just admire the persistent focus on it. it is influencing the way i served in this position. thank you for continuing to wait -- reach out. i want to ask a quick question since we are here about if you would speak to you a bit of what you think is a pain point with trying to connect with the district and if you think it is going really well. mr davis, maybe you can speak to that. >> those of you who know me tend to know i am really direct. i will say, i have been -- i want to be honest, superintendent has been very accessible. i think one of the things that

we have talked about historically, is how do we -- because there are certain economies that have to go to school. how do we begin to figure out what are the things that we can actually push? it needs to happen. i just met with somebody today. what is great about that, is when schools have certain needs, they can cater to those certain needs. at the same time, as we think about what are the standards for some of our community-based organization partners, i don't know that you all can do that, but if we can think about how are we saying, what is the best way to support certain demographics, and how do we say these are the five things that people coming in to work with this population should all be capable of doing, or have gone through. what i am hoping to say is, you know, i've talked to reverend brown about this as well. what is the workshop, what is a training that we will ask people to go through? that is its. other than that i have to be

honest, i am really grateful for the partnership that is here now and i credit that to working with you, commissioner cook, as well as commissioner walton and the leadership of superintendent matthews. >> it is a great question. i would also say to the point of best practice that the focus on race and placed through data, that the district has allowed has been extraordinary. the pitch schools don't perfectly align, but they pretty closely do. we know where our families are living and we know where the families are who are disproportionately impacted in san francisco. we know where they are. the district has absolutely opened up a data conversation where i can track my young person, and we can look at that

family and how many brothers and sisters live in that house and i can go and work with providers. that model will allow us to keep families of san francisco and move them up with the mobility pathway. the issues are challenging, but if there is more that can be done, in confidence, there is not that many. and we are seeing that. >> i knew both of you would be honest. if we were going to talk about this we would have to be straight up with what is going on. and you all are, i would say what you say warm commanders, right? you are not going to let up on solving this. another interesting thing i want to point out, i really appreciate the generational

approach. we can't talk about literacy unless we talk about job placement, housing, and how all of this is compounding on itse itself. so you guys has been very much on top of looking at all those things. we had a presentation that spoke to a lots of this also. is she still involved in this work? >> she is. >> in what way? >> she is an advisor. you need to sizzle and the state. she brings the sizzle, to be perfectly honest. >> just to build on that, i mentioned their social equity lab is working with us on it really understanding developmental, the brain and what that looks like or it -- and the impact of trauma. i would be sure to share with you on june 29th of where we will be at mowatt and we will have the woman from duke

university who is doing evaluation for us and building out the scope for us to think about what is the training that we are doing due to support service providers as well as educators, as well as a young people and empowering in that. we are trying to build on what has been laid with the practices, but to think about how do we embed to that, and do a curriculum that can hit students, families, service providers and educators. >> thank you. >> commissioner, the student delicate -- delicate and then -- delegate and then the other commissioner. >> thank you for being here and thank you for your work. i'm really glad that we are having this conversation and i hope we can have regular updates and make sure the board is being as supportive as we can be in your work. >> sorry, can you move your mic closer?

>> i need to speak up? [laughter] >> i don't know. >> better? we are getting new mics soon enough. these are from the sixties. [laughter] so, i will speak up, thank you is what i meant to express. i do think that, you know, and you spoke to it in the powerpoint, that, you know, the opportunity to collectively owned this challenge and systemize that and the work that we do is the opportunity that this presents. when i look at what we have been able to do around data, in particular, i would love to see how we can truly actualize that potential. because when we talked about this previously, and we talked about this in our own internal work, we want to make sure none of our students are falling through the cracks and they're getting access to opportunities. whether it is through the city or the school district or the nonprofit partners. and we actually know who is

connected to what and what they're doing, and when they're not doing well, we are responding adequately. what i want to know is what will it take for us to get to that level of coordination and data sharing? division was always that, you know, we would know what was going on with all of these young people and their families, and we could respond accordingly. whether that was in our schools, or a way that this city, and with the nonprofit partners. my first question is, how did we get there? wedge of -- what are some of those barriers? and with her that we want to be able to track how we are doing. we would love to see more of the progress and where we are seeing the progress, and how we can grow on that. on the last thing i wanted to ask about was the potential for a school site liaison. i would love to hear more about how that would work, and what

the vision is for that and how we can make that happen. we've done similar types of school liaison models for other populations. how do you see -- this is for someone who works with who and four who specifically and division around that. i would love to hear more about those things and thank you again. and i think your staff. some of your staff is here and, yeah. [laughter] in general, you know, we are really happy to continue to partner and hopefully see some results. >> i will let mr miller hit some of this too. answering, starting with the position it would help explain what some of it would look like. you have been piloting with

black youth specifically where there are two young people doing the approach where literally every service provider that works with them, every time they get a text message or a phone call they meet and go to the school and they share similar data and we are looking at that and it being charted on this framework. if we had a liaison that could help us look at where they are in terms of their testing, where they are in terms of their grades, it would help inform. these are some of the people who are on both ends of the spectrum with helping inform us. and what we have found out through that is -- that the reading levels have improved. we don't have the data how much they have improved. this would help us be a little bit more intentional about to the attendants and what that looks like, and their grades,

their participation, as well as the anecdotal information outside. this person would be school district personnel so they can have access in a way that outside personnel couldn't and they would help inform us as we build this up to understand if there's a connection between what we know happened at home versus what happened in school. >> i would just -- >> sorry, if i may, there's a lot of conversations happening in the room and i would appreciate if you want to have a conversation, if you would step outside while we are listening to this. thank you. >> thank you so much. i will be brief. on the dates of peace, i would say we've made progress and there's a lot of things where we could have a separate conversation about what we are doing, i don't know the school district systems, but i have a three month old daughter and i would say, you know, if she is

off track, i will stay on her until she is on track, as an example. i think that type of persistent commitment with our focal population across multiple schools and multiple grades and the life course is really the data we need and there were brilliant people including ones to my left were working on things like this. what happens is a transition point we lose our focus and i cannot look at the data and i know if i have a fifth-grader who is chronically absent and if i don't catch it soon, i know what they will look like as a tenth grader. this is an all -- it's not that many and i think dr matthews was right in that we need to get more granular in the on track and off track to get bigger outcomes. >> the resolution that is in your folder, that is something that is going before the board

of supervisors. it is modelled after what is going on in minnesota. chicago has launched something similar. we're trying to build on what is happening in other places, and to feel it out. it is a small population in terms of what we are talking about. it is a small subset. >> student delegates? b i want to thank you for giving us your ally ship. i really appreciate the work you've done in the culmination of that work. i appreciate the youth council you put together and one of the core values of the council -- because of that, we really would like to hear more from the

students as well on the student advisory group that are part of these backgrounds. if you happen to have any prospective things that you might want to be part of the group, let us know. we really would like to, in the upcoming years have more diverse voices and we would welcome it. we look forward to a partnership with you. >> thank you. great, thank you. >> i want to thank you for your presentation. i know i've had a lot to say and i had limited time. i want to talk about the safety initiative right up. it is very... it showed movement in young people. i think this is really very, very good.

we hear about how negative those are and it's hard to think about what we could do, but this demonstrates there are things -- i have two questions. one is the responsibility among the officers involved. secondly, what does the future look like? i would like to know next steps on this. >> thank you for this question. we are working with stanford to do more be back from the officers this year but what they had from the officers as they wanted more engagement with the young people. they thought it was beneficial and they thought we should actually do the project with more officers. this year, what we are doing is working with the police department to do training with the officers before they work with the young people and to build that out to think about

how we do that monthly. that is at this year, we will launch a doing monthly meetings between the police and between young people, and we are very fortunate that those young people get paid to participate in the program. de cys has allocated funding. a substantial amount. the young people who participa participate, 100 plus get 20 hours a week at a minimum wage during the summer. that has already been funded for the next five years. and then it also has funding for the 20 plus college age students who return to san francisco during the summer. the data i didn't share, which is exciting, is the 20 young people who led those cohorts last year, of the 20, 80% of them were african-american. there were multiracial where the

remaining. all of them are in college, whether it city college or a front for your university, and all of them are from public or subsidized housing and are leading these initiatives and making presentations to policymakers and bodies here in the city. it is very impressive and at this point, it is continuing for at least five years. >> one last comment. for my day job i am a member of the human rights commission, and let's see, on june 26th june 26e will be a film screening "race, the power of an illusion" which really informs the reasons why government agency like the school district or city government are really obligated to do more racial equity work because it started with state

sponsored racism. so i really recommend this screening on june 26. >> i know the commissioners had asked in the past if we could have representation from the districts, maybe next year, for the next cohort, perhaps we can have school district personnel participate twice a month, i think they meet. it is something to think about. i think there was something else, but as i get older, my thoughts don't last long. >> okay. welcome to my world. any other comments from board members? this is an interesting angle to be discussing. just a couple of things. first of all i wanted to appreciate the two a few, you know, the deep love and respect i have for the both of you, and it has been a very long time

since we've been able to actually have some honest conversations around race and equity. you know, and whether it's here at the school district, or in the community or at the city, you know, you and i are deep in the trenches around equity and there are times when we have to stand up differently in order to make messages heard, or to give examples of community that are in some very vulnerable places. the idea that we have city leadership in the human rights commission, which i think speaks volumes about where the voice is coming from, and who has been helping to manage these issues and challenges is really critical. and the leadership hopes. we are the crux of all challenges. particularly, for those of us in

the school district who don't have kind of the day-to-day know of what our families are experiencing, right? what do we get and what we see, and what we try to manage is what happens between the 8-3. and the social challenges that our young people are experiencing on a daily is horrific, sometimes. and so when schools become a safe place, when teachers become the caregiver, when -- on the social worker, and the parent, at a variety of other things, those are really critical relationships that we rely on you to help support. so there's a lots of their that i think is really important, and i think it will be critical for whomever the next maker is that they pick up this work and walk side-by-side with asked, you

know, whether, you know, there's no jurisdiction, and we proven time and time again that a partnership can be had, and it is valuable and important that we walk side-by-side on it. that is staying at one. think two is the idea of the experience and exposure that you provide young people, you know. these are the opportunities that we talk about. that many other young people get but ours don't. how do we make this a natural and normal course for them? how do we make them feel like this is not an odd place to be, or that this is a gift? or this is something that, it is special, but instead this is something they should be expecting, because their parts of society as well? so you started this track of normalizing a lot of that for our young people, while building leadership. i think that is another thing

that is important to speak to, you know, i love the pups and i have so many and i have been, you know, as i am going through all of the series of what is in my bookcase in my office, the books themselves are the tangible peace that makes it all real. but it's the authors that you bring into the room that looked like our students, that bring to life their stories, because they are so similar to those that wrote these books is what i think is really powerful and again, it brings up a level of what i can do by seeing these authors. you know, that is one of those areas that i think is critical

as well. it is not just the book, but the writer and the voice that so many of our kids connects to, and lastly, you know, you had mentioned that we wrote the resolution and we were a little it would love to hear more about what you are discovering, because i think that has been one of the biggest challenges for us, is the idea that we recognize that, you know, they are a vulnerable population and we recognize they need additional support but we have not been very good at what that support looks like. as you are digging up more of that, and as we are taking up more of that, let's make sure we can act on that. that is a commitment we've made to the community. we want to make sure that we fulfil that promise. thank you for the commitment and the work you do in our communities, and for the equity

lens that you use every day to ensure that our students get what they deserve. are there any other comments on this particular item? okay. i have no public comment on this. thank you both for that. that leads right into the next item that we will be going into, which is the update on the in support of the achievement and success of all african-american students in san francisco unified school district, and the partnership between all of you to help us build this out has been tremendous as well. landon dickey will be presenti presenting, superintendent. >> as he is getting ready i do just want to say a special thank you to him and for his leadership. when i first stepped into the seat i felt like i was the last african american male in san francisco and then he came. it is good to have.

no pressure. never any pressure. [laughter] so it thank you commissioner and board superintendents. as a follow-up to my brother and sister's presentation, we wanted, or i wanted to spend some time highlighting the connection between my brother and sister's keeper on the african-american achievement initiative provided to public -- problematic updates about work that is led by benefits probably from our partnership with my brother and sister's keeper. so this presentation assumes some background on all leak, but i want to highlight briefly that my brother and sister's keeper really, you know, along with several other communities' efforts lay the groundwork for the african-american achievement and leadership initiative. in 2014, the city adopted mbs k.

in 2015 we officially launch the african-american achievement and leadership initiative. since then, there is been alignment between our values and our work. some of those values, and some of the vision is an apostolate -- unapologetically lifting up the gifts, dreams and strengths of our most underserved youth. and really emphasizing that black lives matter. thinking comprehensively across the life force. mr miller mention transition points and it is part of our work to ensure that for the entire school experience of our young people, but across transitions like eighth and ninth grade, they hear there is tailored support and programming. to do this work, there needs to be sustained accountability. this work takes time and takes intentionality and focus. that is something that we as partners a hold of one another

accountable for and we expect to be held accountable for. we also believe strongly that our community members and partners need to be in front of this work, because there is many organizations and people who have been in the city for a long time who have been doing this work behind the scenes that we want to bring to the foreground and use their expertise to form the work within our system. i just wanted to point out, as mr miller and mr davis mentioned, we obviously have under dr 's matthew's leadership, the strategy for 28 schools. as we think about it for our problematic areas that address upper-level grades, we think that there is a few key areas of alignment, being our use of data and how we are using data to hold conversations with our school side stakeholders to support students at the need for cultural humility and our

programming and the importance of school family and keep -- community partnerships. those are the things that we will draw out and sharing these updates. i wanted to first share, again, they have this focus on the life course and transition point. there has been a lot of work, you know, we first started looking at students who are moving to postsecondary and it really helps eliminate to the need for us to backwards map support for our students so they can successfully navigate through high school in particular. the black start rising program is a program that focuses on rising -- supporting rising african-american ninth graders who are in the academic middle. gpa from anywhere at 1.8-3.2. it is a cohort phase readiness program that has a focus on stem. we want to make sure that we are starting to expose our young people to stem earlier on in

their academic experiences and providing them pathways to the high paying jobs in san francisco. to the partnership of my brother and sister's keeper, they are able to earn stipends for their participation and internship experience which has been huge, and grateful to the human rights commission for making that possible ultimately matriculate to a prophet year college or university. on the right side of this slide is a demographic shot -- snapshot of the students during the first year of the program which was last summer, you see the majority of those students that were in the program had not met the standard under the math assessment and they had a special education pathway. and students were recorded just recruiting from all throughout the city with a plurality of

students in the 94124. what have we learned from this particular effort that has a focus on a discrete group of students? we saw from students participation in the program, which entailed three weeks in the classroom focusing on algebra readiness and project-based learning throughout a program called mathematics, engineering and science achievement in a five year internship. at the end of the three weeks, we sought students scoring higher on their assessments, and at the end of their internship, reporting greater confidence in their ability to enter into a high-paying career. as we look at the progress of the students over the course of the fall semester, we see students who are on tack -- track down the district average. and we are hesitant to point out causality, because there is a number of factors, as of the fault snapshot, they are doing

fairly well and we know there are students within the cohorts that need greater support as well. as we think about some of the lessons learned, and what it takes to support a cohort of students through any program, we saw the need for there to be an ongoing sequence of advance plants throughout the year to maintain the engagement of the students in the program. we saw the transition through high school by the students impacted by academic and nonacademic factors. just in terms of readiness for the rigour of courses in high school and not academic looking at things like attendance and mental health and supports we needed to have in place for students as they made that transition. those are some of the things we noted in supporting this particular cohort and thinking about any cohort model, and intentional data tracking, there is the impact of student mobility in the cohort. that graphic is a little blurry but we saw that, you know, of the students that we extended

about 37 offers and students to to participate in the program and we had about 13 students who dropped out, either they didn't arrive for the first day or throughout the three weeks cake, they made a determination to not complete the program. and we also saw that it was true for some students -- and thinking about a transition program through eighth and ninth grade, there some students enrolled or planning to enrol in charter schools that ended up not completing the program. that is what landed us on that cohort of 14 for the data points they use are represented. the other five did complete the program where students that later in the summer decided to matriculate to a charter school. on the right side, you also see a breakdown of the algebra one followed grades or the cohort, and i already briefly mentioned the ontrack status.

looking at another program that we operate in alignment with my brother and sister's keeper, one of the first efforts we put in place was an effort called a african-american postsecondary pathway where we focused on partnering with community-based organizations in our schools to help keep students on track in high school and provide them support as they graduated from high school. we honed in this past year on three schools, comprehensive high schools. you see at the top of the slide, 254 african-american students throughout the schools. we relied heavily on partnerships with community-based partners that you see listed on the slide and worked closely with school sight staff to host meetings every six weeks, focused on monitoring data related to ontrack rates,

and also grades. we were routinely holding these meetings, reviewing how the cohort of students was performing, and talking about different services that could be provided to the students, in order to support them in getting ontrack if they were off-track, and in those conversations we had conversations about strengths and gaps in terms of services that were offered at the school. on the right side of that slide you see the breakdown of students who are on track in the schools at the beginning of the year which is a little bit less than the district average similarly for an gta and lower than the district average in those three schools. when we think about the outcomes there, the district is in the midst of tabulating results in terms of ontrack rates which is the main measure we look at. ontrack rates are articulating

the number of credit students have earned towards graduation -- graduation. what we have a peer is a tool we use of what isn't happening for african-american students in those schools. we have a set of services that we expect to happen for all students that are in the tier one bucket. transcript reviews of four-year plans and family orientation, academic support and college exposure, and services like tutoring and teacher a great track ends and one on the for tier two and tier three students that are more off-track. what we have found is a transcript reviews and credit recovery enrolment happen fairly consistent -- consistently offsite and we saw there is a greater need for a structured family engagement, prophet year planning and college and career exposure for our students. we sought happening at varying levels of the three different sites, but there is a clear need for greater consistency and making sure