the process right now of working with the schools to identify their particular focus and the strategies they're going to be implementing that are research based regarding the success of african american students, and then, they will also be networked to each other according to those focus areas. so we'll be studying and learning from this effort as a district over the course of the year. we're also doing some additional work with curriculum and instruction around -- going all the way down to the level of the classroom where teachers have shown particular success with student achievement to do some video graphy and also interviews of those teachers to get an understanding of how they are so successful year and year with students who are historically underserved by the larger system, so that's also something we're putting in place this year. >> and i'm glad to hear that, can you just give me a brief update how ali fits into what was just described?

>> so aali, the african american leadership initiative, the way that ties in, first and foremost, mr. superintendent, is a major player of the pitch work. and what's happening is being in pitch, it's both looking at -- pitch is really designed around looking at those best practices and replicating those. and then -- which is a big part of what aali's is doing, which is what you adjust described. making sure we are finding those best practices and then figuring out how to best replicate what's happening, especially successfully for our african american students so that we're able to replicate that throughout the district. i think that as an institution, what we don't want to do or what you've heard from our principals

is that what we don't want to do is if we continue to do the same thing, we're going to continue to have those same results. so what we're trying to do is figure out what's working and then as an institution we have to become much more flexible around changing our practices, especially when we identify practices that are working. that is an area that we still have a ways to go as an institution. it's -- we have done things in a certain way and gotten the results that we have. you just heard that one of the things that i did a year ago was spend time with our school leadership looking at data, especially data over the last 30 years. and if you look at different assessments across those 30 years, what you see is that same gap. the assessments have changed, but that gap has remained stagnant. so it's really a reflective practice of us asking the question, what are we doing,

what have we done, and how are we going to do things differently if we're expecting different results, and then, as an institution, if we're identifying practices that have the kind of results that we're expecting or hope for, how are we going to replicate those throughout the system, and i'll be transparent. we're not at that place right now, where we quickly adapt to a best practice and begin to replicate that throughout the system. but that is one of our goals. >> and then, my last -- well, two more questions, probably. but what's the best performing core district right now? >> you asking me? i'd say san francisco, but -- >> from a data standpoint, all right? >> long beach has made a lot of strides. i would definitely say long beach does have the -- >> and the reason i'm asking

that is just because again, as we talked about shared learning and best practices, is core also setup for us to work together to learn what other districts are doing and how they're being successful, so the things that are working in other districts, we may be able to implement some of those strategies? >> thank you. >> there was one more comment i had to make, which was all the five schools listed in here are pitch schools. >> commissioner norton? >> so i -- thank you for the presentation, and thank you to the principals for showing up and sharing with us. it's always good to see you, and i agree. i think we should have more principals come and talk to us. i was going to express -- i mean, i -- i feel some frustration, i think, because what you just said, superintendent, that you know, we've been doing various things

for 30 years, and whatever the assessment, we still see the same gap. in all of my time on this board, it just seems like we haven't made much progress for all of the investment and the time and effort and really good work that everybody's put in. so i guess i -- it's interesting what you just said. i wonder if you can give me an example of what is a practice that is -- that you're seeing in some places in the district that you can tell is promising but that we have yet to adapt district wide? do you have any examples at your fingertips? >> so as john muir, we are seeing a lesson study process that has shown significant results with african american students in math. we are -- so that, we have watched that process for the last at least two years, i believe three years, if not longer, and right now, it is in -- it's in four schools?

four schools? three school. >> and growing. >> three schools. and so we've seen this process, and this is what i mean about our flexibility in being able to move this process spread quicker is the best way i can say it. and i am working with staff to become more flexible in terms of what we see this. even if it's experimental, if we see these processes, if we see they see practices and they are -- these practices and they're promising, then we need to become more flexible as an institution to spread the process quicker. >> and what are the reasons -- what are the barriers to that flexibility? >> so that is a question that i was actually working with laura wentworth on sanford and research, just asking that question. she's actually working right

now, identifying that research. but it was the question of what are the barriers that stop us from being the flexible, nimble institution that we need to be to adopt practices quicker. and she's actually giving me research that has been done, instead of me having to recreate the wheel or asking me for a research project on that. they actually have done research on that, so that's what's being identified right now. >> commissioner sanchez? >> thank you. i want to just look at -- relook at slide ten, which is on chron chronic absenteeism. i'd like to discuss a little more african american chronic absenteeism. 26% of all african american students in the contradict were

chronically absent. and then, last year, it was 23%, and last year, it was 36%, so an increase over two years -- three years. what we've done, obviously is not working if it's going up. and if students aren't in school, all the indicators that we look at in terms of academic achievement and socio emotional learning, that's affected by not being at school. so i'd just like us to talk a little bit about what we're doing to affect chronic absenteeism. the rate for asian students is 3%, so it's a 33% gap, which is really mind blowing. latino students at 22%, special ed at 23% chronic absenteeism. district wide is at 13%.

discuss this. >> this was the data that was presented to you this year in may, at the board meeting. and there was also a presentation that said some of the initiatives that we are doing to address this this year. i have listed some of the initiatives that we found in the presentation on the right. >> what does some of the data show -- or are there schools that have significant numbers of african american students that are doing good, and what are they sharing along the lines of best practices? >> there have been individual efforts where we improved the

attendance rate and definitely dropped the suspension rates as some of the schools, and most of the practices do involve a lot of individualized approaches and, you know, different approaches, depending on the context of the school. but some things that the district is doing overall that's listed here is that there's imp reply sit bias stream -- implicit bias streaming that's geared towards interrupting the systemic patterns. there's also cultural competence training through the back team, and we are trying to find those bright spots and -- >> can you identify a bright spot where the chronic absenteeism. >> it's still high, but it did

decline from the previous here. >> which school? >> fred hunt. >> would you be willing to share -- >> sure. we'd be happy to send you some schools that have shown success, and within the data conference notes, what were some of the strategies that led to the success. >> and how we can share that with other schools so that they can try to emulate what's happening at brett hart? >> we can add it to the slide deck when we put it up at the board of ed presentations. so we can just add the absenteeism slide deck to this from the data conferences. >> if i may. >> yes. >> i also wanted to add if kevin were here today, i know that one of the things that he would say is this is an area that merits renewed focus and energy on the part of the district, and that one of the key issues has been a

communications lag in terms of collecting the data. by the time the school is aware of what's going on, the student is very far along towards chronic absenteeism status, so figuring out better warning strategies and better personalization, so when the kid is absent, that triggers a response by the school in a much quicker time frame. that's something that i have been in discussion with. >> that's what i asked, you know, 1.5 years ago is do we have targets, are we getting goals for ourselves around absenteeism for african american students. i think samoan, as well. it's not listed out here, but 30%, as well, chronic absenteeism. i would like the board to have something concrete that you can talk about in this area. again, if you're not in school,

there's just no way you're going to have the outcomes that we would like to see. it's just not going to happen. >> commissioner merase? >> thank you. thank you very much, scott and your team for this overview. it's reader friendly. thank you very much. i think this is a question for mr. sanderson. i remember being on this board and just being sort of who are identified by the number of students who were off track several years ago and we didn't seem to have a handle on that. so i'm curious what were a couple of the key interventions that we have done since then that have really improved our ability to make sure that our students are on track to graduate. >> thank you. i would say probably the major thing that we have done are the efforts we've done through the office of extended learning and support. if you will remember, back in

2014, we had not even identified what are on track and off track measures. the first step, we identified what are on track and off track measures. we did this in partnership with the research team from stanford. we then were able to start tracking students that were on track and off track. we were able to put information in counselor's hands and teacher's hand and administrator's hands where they could strategically apply intervention to get students back on track. we began releasing reports every semester to give to -- to not only counselors and teachers and administrators, but we also started sending letters home to parents and then offer services to get students back on track, which included summer school, evening school, on-line classes,

all of that we've been able to implement, which i believe has had a significant impact on our graduation rates. >> thank you very much. much brighter picture now. >> can i -- i just wanted to add to that. commissioner wellton, you asked the question which district is the number one district in core. i beg to differ with the data research chief, but just on this point, the -- in terms of on track, off track, the number -- throughout the 275 to 300 high schools that are in core, the number one high school in terms of students who -- 8th graders who show up off track and get students on track, the number one high school throughout all of the high schools is mission high school. >> commissioner haney?

okay. okay. yeah. i actually had questions about chronic absenteeism because in the may report, the number was 44%, but i see here, it's 36%. >> so the 36% is based on those that you know we did have in terms of active students that were enrolled to the end of the year. so yes, we cdid look at the active students and ruled to the end of the year as the denominator, so that's what the number was based on. >> and do you remember the number being 44% in may? it was a lot of numbers. >> yeah. it was more actually number of students that were presented in may, such as number of students if you look at the slides that was presented in may. the increase was -- the increase or the upward trend was presented to you, and i'm

presenting to you the percentages that go behind those numbers. also in terms of brett hart, i have the numbers here. it was 39 and 43% chronic absenteeism rate in the last two years that this year has fallen to 29%, so double digit reduction. >> will you follow up mr. stan. >> i will give you the denominators of numbers as well as the reply. >> they are ours? >> when they presented the numbers of students increasing is what they presented within their slides. and what we are presenting to you is the the rate, so that was numbers that were presented during the may presentation, which also showed an increase in the numbers.

and what we are presenting to you is the rate, which is also an increase in the rate. >> yeah, the percent was 44% in may. >> did you see the -- >> sorry. we can pull it up later. the disparity in the numbers of, like, 10% from two years ago to now is similar as it was in may as it is now. and with starting the school year, it's been -- i think even this nice discussion, it's been difficult. i think you clarified it a bit. it's been difficult to get an idea of what it is, the cohesive plan to address this, and how are we putting our full weight behind keeping kids in school? so i know the situations may vary, but even having an -- a

clear understanding of one of the major factors, because it is a home sort of thing -- or even a better understanding who should be carrying a lot of the weight for keeping kids in school. how we increased our staff allocations to support sites that have the biggest issues around chronic absenteeism. so you talked about a renewed effort, that the district needs that. what is the timeline for running out of strategy to support those efforts? >> i'm currently engaging with both kevin truitt and reeta khan to get data on the absences, and what are the ways that students can get absent fore a day so we're understanding what are the triggering causes and also the accuracy of data entry is also a

variable that's been in play. my understanding is that it is improving, and part of that improvement is perhaps also relatives -- is reflected in some of the increases. so once we have a clearer sense of that, and then, identifying where are the schools that are in greatest need of an effort, then, i'll be working both with lead and with student family community services and r.p.a. to develop a plan around those schools setting targets and experimenting with better -- strategies for better communication and coordination and early warning and engagement of students to try and achieve some reductions in absenteeism over shorter period of time, not just waiting until the end of the year to see what the final data is showing up. so i mean, optimistically, within a month, we'll have

something ready to engage with the schools. >> okay. when i -- when i -- i remember visiting charles drew and then talking about sort of how things work out in terms of students making gains when they're on campus, and them seeing reductions over winter break and the summer, and the issues around students getting to school late or whatever the case may be. when i -- when i -- it makes sense that -- that kevin and the district data office would be involved in this, but they're not really intimately on the ground with all of the schools when it comes to getting their kids in school. do we -- do we have a list of the schools that are suffering the most from chronic absenteeism? are they ultimately involved in the planning process to help improve attendance at their sites? >> because when i hear from reeta and kevin, i don't think that they're going to be mostly

responsible for driving these outcomes. >> those schools will be engaged in that process. it's not going to be something that we cook up on our own and then mandate that they implement. we need our best thinking as well about what's working. and not only the ones that are stopping the most, as you say, the ones that need the most improvement. this is partly about shining a light on this issue so the system understanding that if you're not in school, then, you can't learn. and students who are chronically absent are the ones who are -- we see it in the other out comes, showing up in the other outcomes. and if we can improve chronic absenteeism, we can improve graduation rates, g.p.a., student achievement overall, so it's a baseline that we need to address. >> do you have a sense how it's broken-down by school level?

is it mostly elementary, and is it at the sites where we have the highest concentration of african american students, or is it the same at schools in other areas of the city? >> i'd rather show you the data. rather than making generalizations, i'd rather bring you the data. >> okay. do you know? >> it's sporadic, like you saw at brett hart -- >> i didn't see it. you mentioned it. >> yeah, that it did show a drop of 10% in the chronic absenteeism rate, so there have been successes on the west side, too, as well as on the east. >> so you do know the schools that are suffering from it the most. >> yes. >> is it similar on the west side and the east side in terms of african american students? >> african american students, i would say yes, the rate has been over 20% chronic absenteeism on

both sides. >> okay. so across the district. >> yes. >> it's over 20%. >> yes, definitely over 20% by school. >> is it over 40% at any school? is it over 50% at any school? >> not 50, but i know there are some that are over 40%. >> okay. what -- what is the -- what is the district's -- i mean, are we -- we manage -- we push instruction. how confident are we that we can really handle this or do we need the city support to address this effectively? >> so it's -- one, it's identifying the issue. we have -- so one of the questions was what are we doing about this, and right now, i know that the -- mr. truitt isn't here tonight. but when he presented this data in the spring, we met immediately after, and he was --

he was very troubled by the data to the point of making sure we had a plan in place for addressing chronic absenteeism. so this was rolled out in the fall, in the beginning of this school year, but ultimately, where -- what has to happen is, you know, you talked about where the implementation lies, and it really lies with the school staff. so it's really once this plan is rolled out, then, it's school staff working with parents and families. so right now, i can't answer the question of whether we need additional assistance until we see what happens with the current plan and is it actually addressing the needs of especially these schools where the rate is extremely high. >> okay. thank you. i think -- i think this is the most pressing issue that we're facing. we have a lot of pressing

issues. obviously, we deal with a lot, but it's hard for me to just let this slide, you know? this is incredibly troubling to me that the rates are as high as they are. and so i would like to follow up when we have a better data breakdown so i can better understand the issue. i would -- i would really like to see the plan before the end of the year. i think we should have had that plan laid out at the start of the school year. we knew what the rates were in may, and it still sounds like people are trying to figure out what's going on. so i'll end it with that. you know, there's a lot of things around african american and latino support to be troubled by, 19% proficient in english for african american students, 12% in math. so, you know, it's one of those -- this is one of those tough times to be on a school

board for me. and as much as we want to -- i really do appreciate highlighting isolated success stories from a few schools, that's great. but it's just hard to clap too much when this is the state of affairs. so that's all i've got. thank you. >> thank you. >> oh, yeah. section i, consent calendar, items removed at the previous board meeting. there are none tonight. section j, proposals for committee, there are none. item k, there's none tonight. section l, board member's

reports. okay. let's see, report from the recent committee meetings. i'll go first with the report from the ad hoc personnel labor relations and affordability committee from thursday, the 27. we heard an update from classified staffing and the recruitment from multilingual teachers. next, commissioner sanchez from committee of the whole. >> committee of the whole met last tuesday. we discussed resolution number 185-22 a 1 in support of making college more affordable to sfusd students, which is authored by president cook and myself. we had a healthy discussion with that resolution. some of the aspects of it were discussed at length, and we really need to, i think, meet with city college trusties and others in city college to hammer out some of the details of the

resolution, so my proposal would be that that resolution, which is being waylaid any way have a hearing at that committee. rules has been reported out already. >> rules. >> okay. >> president cook? >> yes. >> i just want to announce the budget -- i keep doing that. the curriculum committee will meet on monday, the 22nd, at 6:00 p.m. i thought that's what we decided. it's what's on my calendar is the 22nd. okay. well, hold that thought. we'll check. >> okay. buildings and grounds, is scheduled for monday, the 22nd, at 6:00 p.m. i have the -- was curriculum is for the 15th? is that? >> i'm told from the back of the

room that it's the 15th now. >> for curriculum. >> i'm wrong. >> let's see...the next rules meeting is monday, november 5. and for the personnel committee is to be announced, and the joint assignment -- the joint committee is meeting october 30 at the district at 6:00 p.m.? okay. >> president cook, the ad hoc committee and students will meet on october 30 at 6:00 p.m. >> thank you. section m, other informational items, let's see...section n, memorial adjournment. there is no memorial adjournment. this concludes our meeting for october 9. thank you.

>> president kwon: good afternoon, everyone. welcome to the tuesday, october 9, meeting of the san francisco public utilities commission. roll call, please. [roll call] >> clerk: we haval quorum. >> president kwon: as per rules of order, discussion to elect a new president and vice president of the commission, each to serve a one-year term. an incumbent president or vice president who has served one year is eligible for the same office. a call for nominations for president. >> i would like to nominate commissioner courtney as president. >> second. >> commissioner courtney: i accept. >> president kwon: is there any public comment? seeing none, all in favor.

opposed? congratulations. >> commissioner courtney: thank you, mr. outgoing president. >> president kwon: i will hand it over to you. >> commissioner courtney: okay. >> commissioner courtney: next item of business, we'll need a new vice president. i'd like to open nominations for vice president. >> i would like to nominate commissioner caen. >> second. >> commissioner courtney: commissioner caen? >> commissioner moller caen: i accept. >> commissioner courtney: all in favor --

>> public comment. >> commissioner courtney: any public comment on nominations for vice president? seeing none, it's closed. all in favor? opposed? ayes have it. welcome aboard. >> commissioner courtney: next item -- before we move on to the next item, president kwon, the commission, the agency, would like to present you with the following memento, marking your term as president. >> president kwon: thank you very much. >> commissioner courtney: congratulations. [applaus [applaus [applause] the next item on the agenda is approval of the meeting minutes of september 25, 2018. commissioners. >> so moved. >> seconded.

>> commissioner courtney: any public comment on approval of meeting minutes? hearing none, public comment is closed. all those in favor, signify by saying aye. opposed? ayes have it. item 5, general public comment, i have two speaker cards. can we start with francisco decosta, please? >> commissioners, first and foremost, i'd like to thank commissioner kwon for doing a good job. i look forward to working with commissioner courtney. congratulations. and congratulations caen.

last time i was here, i spoke about water. water is critical it our survival. the native-americans when they look at water, they liken it to blood. because water is life. that's how they say it. so i was looking at this documenta documentary and looking at water all over the world. and in certain places like south africa, it is drought after drought after drought. and similarly in the sudan and those areas in africa.

here in california, we're blessed. one of the ways i'd like to ponder about the hetch hetchy is to read the act, read it slowly and see how it evolved into this, that and the other. this is 2018. from the 1920s until now, we've had a good spell of having water. commissioners, i think we have to delve very deep into the quality of our water. and guests come here from all over the world, relatives from australia, new zealand, and they taste our water and they find it different and they find it very

tas tasty. we have to take it very seriously to maintain that standard because more and more as our rivers dry and we go into the groundwater, will not be able to maintain the standards. so, commissioners, we have our work cut out. we have to do our home work on how best to serve the constituents. thank you very much. >> commissioner courtney: thank you. drew layman? >> good afternoon. i'm drew layman. that's not my phone. [phone rings] first, i'd like to congratulate you on becoming president of the board. >> commissioner courtney: it was

unanimous. >> this last monday at the water environment federation technical conference in new orleans, i want to thank commissioner vietor and megan scott also for joining a convening of the commission and joe king was there, along with delgado community college and shawn corbin. so it was a very nice meeting, very productive. and we had people from the public sector, private sector, education and community-based organizations. and that -- just to be a little informal to say that i think that san francisco public utilities commission sets a nationwide example for excellent

work force development programs, including the bay work consortium and reaching out to community-based organizations. this is a template, i think, that can be used really around the country. and that other people can learn from, perhaps from the systematic infrastructure and steps done in new orleans, like the canal closures system. this is part of an emerging water quality scholars program that i run a number of times in different venues, boston, new orleans, and other projects similar to that in san francisco, to engage members in underrepresented communities. alberta lima and the boston office of work force development once told me that you cannot be what you cannot see. these are immersive programs, experienceal programs to take young people out to see to meet

the operators and the managers. it's very interesting to see the responses from the students and i've shared some of the responses in the photo journal and a tour at west tech. what i would like to offer if i can, hopefully it's not the last of the convenings. hopefully we'll have other meetings circulating around major conferences. if i can be a liaison and bring the people from around the country that i've met together, i would be delighted to do so. thank you very much. >> commissioner courtney: thank you. >> drew, i would like to thank you for the roundtable that you put together. it was impressive. it was a great group of people. as you mentioned, it represented various stake holders from the college sector educational to work force development to public agencies and it was really a

fine opportunity for us to meet each other, learn about what other organizations and institutions are doing and to network and to also hear more of the findings from a report, which is very impressive. i really want to thank you on behalf of the commission for your hard work pulling that roundtable together. and i look forward to hearing what's next. >> i also want to thank you for your communities. i will have a comment after communications, but i want to associate myself with commissioner vietor's comments. i think we'll have a lot of dialogue and opportunity to do some great work this coming year. >> commissioner vietor: the emerging water scholars program and the young people that we met there in new orleans, 15 of them maybe, and they were a very impressive group and, of course,

i tried to recruit some of them for our retiring work force in san francisco. they were an impressive group of people. >> it's the reason i do this. when you get to hear their stories and to hear the leaders talk about the career pathways and share experiences and successes and triumph over failures and persistence, it gives these young people hope in the face of adversity. >> commissioner courtney: any further public comment? seeing none, public item is closed. >> clerk: item 6, communications. >> commissioner courtney: commissioners? any public comment on commune caution s-- communication? public comment is closed. next item. >> clerk: other business. >> commissioner courtney: i was thinking seriously and i talked

it people who i really, really trust that i think are natural-born leaders and i contemplated not taking a seat as the chair because of what you just talked about. because what i believe is the importance and the commitment that we have to make with work force development and getting it right. i've seen the -- the general manager and i were where there was public comment for incoming commissioner at m.t.a. these supervisors were drilling her relentlessly about the agency and its shortcomings and saying, what are you going to do, and how will you fix it? sometimes that's literally how you feel. on the one hand, we've been successful in the work force

development areas, which is a national model. the great work that is done with the summer intern program and then in the private sector with our apprenticeship and preapprenticeship and there's one piece that i've been focusing on. the public sector, the civil service stuff. the stuff i've been talking about for eight years, and as chair four or five years ago. all of a sudden, it's the heaviest lift. and now people are talking and they're questioning whether it's appropriate or not and there are ethical questions and when i came in here, it was clear from my bio exactly where i came from. it's never changed since day one. i sat on the first public sector apprenticeship program. i developed the first-ever

horticultural apprenticeship program and changing the culture and raising the standard of professionali professionalism. public employees get a bad rap. they don't have the best reputation. i've learned through time, it's not necessarily their fault. sometimes it's a lack of commitment to high productivity in mid-management levels. when there is no choice but to show up and dig because your colleagues are digging, they pick up a shovel and start digging. i was reluctant to sit in the seat because the perception may be that i'm being overly aggressive and too forceful with staff. at the same time, i figure that rather than backing down, we'll double down.

we'll try to approach it differently. i have decided that, frankly, it's a human resources thing. the way we operate, we operate in silos. we'll have all kinds of work force. we have not begun discussing the public sector. i'm sure that we will. we have best practices in wastewater that i thought we would hear about, but we haven't yet heard about them, but we have an appropriate career pathway to stationary engineers. plumbers have been doing apprenticeship for a long, long time, but in the classifications that i've been successful at and administering career pathways for, field work, general maintenance, horticulture and trees in other departments, not as a government official, we haven't had a single preapprentice or apprentice in this agency yet. on the one hand, as disappointing as that sounds, it

also lays the foundation for overwhelming success in the next calendar year, as long as my colleagues are not opposed to it and we need to figure out two pathways. the management pathway, where does it belong? it's different than recreation and parks or public works or port or airport. we have power, water, sewer. we have external affairs over here, though we have strategies. it's just -- we'll move that ball up the mountain one way or another. and hopefully it's with your help. please. >> when we talk about the emerging scholars program, i use water, power, sewer as the first three. so when i was in massachusetts,

at a rapid response summit, they have a very strong commitment to preapprenticeships and a gentleman said, a laborer is a skilled worker. it is not an unskilled job. same thing i heard in new orleans. it's not an obstacle. it's a procedure. and you have to work within that framework. >> we'll have plenty of time to talk about this, so we don't have to talk about it all at once. the rate payers and citizens we serve are entitled to be served by professionals that are engaged in a trade. harlan and i are familiar with the appropriate wage rate. if we're going to do pilot programs, call it what it is. the fear that i have is right now, not just in san francisco but across the country, people

are talking about the rate of pay that our people get for cleaning the streets. what they don't recognize is that the folks are connected to a journey-level wage rate set by the state. the task is not recognized by the state. that's a conversation as a labor representative that i'm willing to have, willing to admit and willing to say that we're vulnerable there. thank you. madam secretary, next item. >> clerk: public comment? >> commissioner courtney: public comment? on other commission business. 6. thank you, francisco. >> you know today all over the nation especially on the west coast, we have our workers

making a point very clear that you said in other words but not in the words that i'm going to say. if we have to live as human beings, we need to have preferably one single job that pays good wages. whether it's the city and county of san francisco or enterprise departments, we see any notion of that, that entitlement word that you use is an erosion of standards that unions and all fought for. i never had three or four jobs. i don't believe in that.

now i meet people with six, seven, eight jobs. how can they live like that? the other thing is, the rent that you pay. the rents for a small, single, little room. so the projects we have, we need to pay attention to upward mobility done in the right way. and in an orientation given by people paying the rents or not people coming from colleges and everything else and speak to them about the workers and they

cannot relate to them. when we build scaffolding or fencing. we had to persuade contractors to pay living wages, which they did. persuade them. so it's good that we have somebody like vince courtney, who understands the issues and harlan and when project labor agreements come, but the project labor agreements also have to have empathy and compassion for the people. thank you very much. >> commissioner courtney: thank you, francisco. any further public comment on item 6? hearing none, public comment is closed. madam secretary, next item,

please. >> clerk: item 7, report of the general manager. >> good afternoon, commissioners. the first item is the clean water sf update. >> good afternoon, commissioners, barbara hale, assistant general manager for power. thank you, commissioner kwon for your presidency, and commissions commissioner courtney and mrs. caen. the clean water sf update will cover service to customers and regulatory activities. we're continuing to serve our customers successfully. program enrollment stats have not really changed since our last report. our opt-out percentage is 3.1%, so 97% retention rate. super green upgrade rate continues to exceed the opt-out at 3.5%. that's just a 0.1% uptick from the last meeting. at the last meeting, commissioner vietor asked questions about these statistics.

and i would like to take a moment to run through those and answer them. the first question was whether a large customer like sales force counted as one in these statistics i'm giving. the answer to that is, not necessarily. customers are counted by service point, as identified in the pg & e system. so counted once for each pg & e service that is enrolled in super green. if a customer has multiple services because they have multiple locations, for example, they will be counted more than once. customers may make different selections in our programs for the different service points. and we just count those that are enrolled in the system. >> commissioner vietor: so if sales force has 10 buildings, they could opt to have five of

the buildings in regular green and five in super green? >> correct. a customer could opt out some of their service points and keep service for other of their service points. >> commissioner vietor: does that happen? does it happen much? >> we're not seeing it happen much. >> commissioner courtney: academy of arts, right, they have so many locations across the city. so we have some. super green some. so it's a certain organization that has so many locations, depending on the locations. >> it could also be true that they didn't actively enroll and we enrolled them so we may have enrolled a geographic area that includes some of their service points and the other of our service points haven't been

auto-enrolled and so they would see service from pg & e in the area that we haven't performed enrollment and service from us where we have. >> commissioner vietor: that will make measurement challenging, right? if sales force, for example, half of it is 50% and half of it is 100%, you will have to know which ones have opted out. maybe it's not that the hard. >> we track them all by their service point numbers in the pg & e system. it allows us to accurately bill month to month. so it's an accurate way to keep track of the accounts. the consumption at each point varies, which may have prompted your next question, which is, how many megawatt hours does super green enrollment equal? we're forecasting 44,000 megawatt hours of super green sales in 2018. that's almost twice the super green sales of 2017, which was

about 24,000 megawatt hours. by comparison, we're projecting 1,156,000 of green product sales in 2018. so our super green sales are projected to be about 3.6% of our total electricity sales in 2018. then you physicaled on with the question of the greenhouse gas? super green is supplied by 100% carbon or greenhouse gas-free power. renewable energy means it's zero greenhouse gas 'emissions from that supply portfolio. if you compare our super green customers with the service they would have received if they remained on the pg & e service,

we estimate that super green customers have reduced emissions by 3,900 metric tons of co2. that's the same as taking about 835 passengers cars off the road for a year. or calculated another way, the same as avoiding 9 million miles driven by an average passenger vehicle. to calculate those, we're using a standard e.p.a. calculator. since we have a larger number of customers participating in the green program, the greenhouse gas reductions of that customer group is much more significant. for 2018, we're projecting that the green product will be supply by an electricity portfolio that's 90% greenhouse gas-free. 90% of the supply is california

r.p.s. generation and 45% from large hydro, including our hetchy system. so that means that the green customers will be reducing the electricity related greenhouse gas emissions by 65,000 metric tons. so that's 65,000 versus the 3,900 for super green. and that's equivalent to 13,900 passenger cars being taken off the road for a year or avoiding 159 million miles driven by a passenger vehicle. any questions there? i will move on to regulatory. okay. i've been reporting on the activities of reconsidering the methodology and how it's calculated. they're levied by pg & e.