>> we know that a lot of students that have i.e.p.s are african americans. we know that a lot of english learners, the ones -- we're seeing a really high increase in participation, which is really great, but we're also seeing a lot of students that

are demographically participating that are asian. so i'm looking at the english language learners and seeing what percentage are asian and what percentage are latinx. in the district, when we're looking at participation rates, we're seeing a higher number of asian than latinx. in my head, i know what our graphics are in the district. i know that african american students are around 7%, so seeing that in comparison, you can see the gap, right? and so it would be helpful, when you're showing how many, you know asian american students are participating versus how many students are just in the system. those are ways for us to see where the kind of -- where the gaps in representation are. and then all of that kind of leads me to ask, do we have set

targets? how do you set targets? like, i'm seeing increases, but they're different varying levels of increase, and i'm wondering, is there a goal that we're trying to work towards, and how do you articulate that? >> our intention is to match sfusd demographics. >> great. and some areas, we're gaining but not having that impact. >> yeah. and we do have that data ready that we could bring, yeah. >> that would be great. and then, additionally, i'm also seeing this meeting is kind of an example of how can we leverage partnerships for students, right? because students don't experience individual kind of systems, they participate in programs that we're all kind of participating in, and sometimes when we're not working

together, we're not as successful. so i'm wondering about our partnerships, how are systems are working. i'm wondering if we want to target folks across the city, and i wonder if we can talk about geography? i think it's great that we have programs at lincoln. my mind automatically jumps to what about students in district 10 or what about students in chinatown? and is there a way to look at that geographic way? is there opportunity in those districts? >> we do have students going from about 13 in our high schools participating in dual enrollment. >> but you increase access when you make it more available? and if we're relying on transportation, that can be a

barrier? and so it's good that we're providing for transportation, but it's also a cost. >> right. >> so if we can locate it all across the city, then we're decreasing a barrier for a lot of students and we're also doing that in a cost effective way because we're not then having to fund transportation costs. >> right. so for example, thurgood marshall, they do happen to have one class on campus, and then they have another class that's on campus because they need those facilities. and then, at fort mason, they have one right there. a lot of the schools are moving more and more towards wanting the classes at their high school because they're able to provide more support for their students. >> so if there's a way to also make that visible, i think that also gets into the outreach piece, which is what -- we just shopped for high schools. our daughters are ninth graders

now, but even know about c.t.e. programs, you have to do reach on each -- research on each individual school. and even when i was calling schools, i'd say what's going on here. and sometimes staff would know about what's going on, or they'd tell me you have to do the research. so if that research is on-line, and i have to do the research, that's inequitable. i'm wondering, though, are we working directly with e.p.c. i'll be honest, i'm kind of frustrated with our e.p.c. because we're relying on our high schools to do the outreach. if i'm researching 15 high schools, it's up to me to do the research.

but these are high schools that have the opportunity for dual enrollment, that might help schools promote themselves and their programs, and i might go check it out? i'm wondering, are you working with them, have you tried working with them and just getting more information on how we're reaching middle schoolers and reaching their parents when they're shopping for high schools? >> so currently, we have not works directly with e.p.c., but this is -- the topic that you bring up is something we've been discussing quite a bit in terms of how to promote our programs? in terms of middle schools, we do outreach in terms of the world language piece? and i know in our collaboration with city college, we've been discussing where can we go to promote these, and is it at back to school nights? is it at open house? but we do need to be doing more promotion, and i know that pathways is also doing a lot of work promoting pathways around

the h-1 schools. >> i get the best ideas from my kids, and my daughter said they went to san francisco state on a field trip. they thought the cafeteria was the coolest thing about the school experience, and every time now we drive by s.f. state, they point to it. in my opinion, every school should visit s.f. state and city college for students to build college talk and college going culture. i'm wondering in our middle schools, if we do that, we can say hey, you can start college in high school at these sites and anywhere. but if you want it right where you are, these are the five high schools you should think about applying. so that gets into the

curriculum piece, like, where's the partnership we can have with folks that do middle school or counseling -- and i don't know if there is a person in sfusd -- like, i don't even know what the role of that person would be at the middle school level, like, who could be coordinating that stuff and do you know of anybody there at that level? >> it's funny that you mentioned because in the last grant and the current grant we just started writing, we talked about should we hire a specialist around pathways and dual enrollment, so it is in conversation. as i mentioned, we have sent some of our midschoolers to visit the -- middle schoolers to visit the makers campuses. but i love your options for tours or field trips, and we do have field trips for our high

schoolers to city college already. >> and they're very successful. and i'm also putting this out to sfusd. i'd love to be involved in these conversations because we have good intentions and we're working in tandem, but we're not working in partnership. we could do so much more in we connected our incompetenter piece, and it's curriculum that maybe goes outside of the regular content areas, so it's a piece that people talk about as the best practice, but it never happens because it's never assigned to anyone. so i would love to -- maybe i can follow up on our side to see if we can get curriculum committee to take this up, you know what i mean? >> yeah. and then, i ghes thuess that t other thing is, you can always be reaching out to board members because i think that we're all going to be for this,

right? so is there a convey that you can invite -- way that you can invite us out, just personally, these are platforms to talk about things, to be visible, to talk about it with our constituencies because it's something we want to support and do support? but you know, invite us -- i'm putting all of my other fellow commissioners on there. you know, invite us to other opportunities to talk about this? i think the chatter is a way we can educate folks. and i also as partnership want to talk about budget, and i really appreciate chairman randolph for bringing that up. i'd be interested in seeing what is the total budget of the committee and who is holding what up? and are there opportunities for us to do a better job of leveraging the kind of in-house staffing that we have? but also, who's paying for what

and are there opportunities for the city to step up here or city college to do a little more here or us as sfusd and to leverage, you know, resources that we're getting? because i think it's a big pie, and i want us to look at it that way and own our piece, as well. >> right. that makes sense and i really appreciate all your support on that. >> yeah. thank you very much. >> all right. trustee randolph. >> just a few quick comment that was inspired by the commissioner here. i think you make a very good point about middle schoolers and elementary schoolers. i think the earlier you talk about certificate programs and c.t.s and trades, the more excited the students get. i want to point to, for example, long beach and l.a. i think that's why commissioner

collins and i are so excited. long beach and other districts around the country, middle schoolers actually design a symbol -- sign a symbolic contract when they enter high school. so part of that is they visit college campuses, they learn about college, and they sign a contract to themselves and to their peers that they will be going to college by the time they graduate from high school. so you're already creating a commitment by themselves to pursue excellence and to go to college. and that is inspirational, but it also creates a sense of hope and achievement. and actually, the interesting

thing is i went to a presentation, and the trustee talked about when they talked to some of these middle schoolers, yes, they're young, but they're already listening and hearing their parents talk about affordability. they're listening to their parents at six, seven years old concerned about the cost of education. and they themselves know that they might not be able to go to college because they're poor so creating that contract and creating the idea of saving for college or free city, that's why it's important because it actually shows them that they don't have to worry about the cost. and no six-year-old or ten-year-old should be worrying about the cost of education already impacting their idea about going to college, right? so that's something for us to figure out. so it might be time for us as a city to revitalize the san francisco college program because we are doing the work, but it would be great to kind

of put it all together and support it in that way. he >> supervisor haney: thank you. thank you for the presentation and taking so many questions. i'm actually going to hold off on our questions and i'm going to bring up the folks for city college. >> being okay. thank you so much for this opportunity. >> supervisor haney: thank you.

>> okay. i think we're ready. good morning, committee members. my name is again is meg hudson. i'm the dean of high school programs at city college. >> and hi. i'm 2k i'm doctor edie quayfer, director of high school affairs. >> and we will keep our presentation both because the previous presentation was so good. so on the other end, i'm the

dean of high school programs, and i'm really the point person working with sfusd around dual enrollment and coordinating very closely. but then, we also have an associate dean, alina verona, who couldn't be here, but she works on the career pathways and strong workforce program which is also a big part of the work in terms of developing the course pathways that align with the high schools' career programs into city college. and then, the coordination on the city college end involves a lot of different departments. there's the -- the whole part, as we've talked about, of the courses and the curriculum and working with the academic departments, the deans and the chairs. but then, there's also a whole

side of dual enrollment, which is the enrollment process, which is fairly complex and involves a lot of steps that we work with admissions and records, matriculation. and we talked about counseling and the disabled students programs and services are also involved. this slide is sort of in -- we've talked a little bit about these programs in joanna's presentation. but just to give you an idea of the current numbers of students, as of fall, this is kind of a breakdown of the different types of dual enrollment, the models that joanna discussed and the courses that we're -- that are currently -- the students are

taking. and as joanna mentioned, our growth has really come from these. the top two lines are the cohorted levels, where you have whole classes and whole grade schools participating, and this is where we've seen the incredible growth of the program. we still do have a lot of students taking more traditional dual enrollment, which is -- when they're going on their own, primarily, to city college, and taking a variety of courses. and then, there's a program that we didn't mention, which is a pretty large group of students. we have a pretty strong partnership around our noncredit traditional studies courses, where we have many

sfusd students taking these courses for credit recovery. and this is a group that we wanted to bring on and nurture them as city college students to help them start to identify as city college students and help them transition to post secondary, so this is something that we're working on. so some of the areas -- and again, i think joanna's done a good job of kind of talking about our coordination around the course request process and, you know, kind of getting the information from the schools through our central office partners and then to ccsf and then working with the departments to schedule these

classes. this is something that we're constantly working on and communicating about. we have sort of a live spreadsheet that we share with all kinds of updates around this. and then, an exciting development this year is we have a shared position that is between the dual enrollment students and the ccsf office to help with that process. and some of you were around in fall 2016 when we signed our ab 288 partnership agreement, which is what allows us to have these classes at the high schools. and then, we also have another partnership agreement that we just put in place for all of our other classes. so you know, we have these documents that kind of define our work and, you know, how

we -- how we operate together. and then, joanna mentioned that something that we're releasing that we're starting to really look at how we can kind of implement this and systematize professional development. some of them don't have teaching experience, and some of them do, and we're very fortunate when we find ccsf instructors with that background. but for many of them, it's their first time teaching high school students, and we do realize it's something that we need to work on and improve. and then another area that we're developing is some of our communication tools. and i know this was mentioned as something we can work on and really highlight this

incredible program and the opportunities for students. so we passed out a couple examples of the materials that we're working on. and this one, this practitioner's guide, i think it's helpful in outlining these different models that we have because it can be somewhat confusing for educators on both sides to understand what models are available, what they look like, how they're scheduled, so that's the -- that document. and then, this is something that it's still somewhat in draft form, but we wanted to share with you a flier that shows, again, the opportunity for dual enrollment. so it is something that we realize has to be communicated as a great opportunity for middle school students and high

school students. and then, in terms of kind of where -- from ccsf's perspective, it's something that we really want to kind of be able to look more long-term at -- i think for both of us, both organizations, we want to be able to kind of predict our pathways a little more. for -- the program is fairly new, and i think initially, a lot of the schools were so excited and didn't -- they didn't always know how to best utilize this great opportunity to offer classes. and so we've tried different courses, and, you know, i think we're starting to get a better sense of which courses are successful for high school students and how we can make these courses really lead to

u.c.-c.s.u. transfer pathways or pathways into certificates or career options. so it's something we're still developing as to how -- you know, how to develop those pathways in a way that can be predictable, long-term, and really help us to -- to meet those -- you know, to meet our incredible growth in a -- in a stable way that we can sustain. and so i think one of the other areas that we need to look at, and i think the data, there's some great data that joanna showed, but we really want to track what happens to the students that have taken dual enrollment, and then, they come to ccsf. and it's something that we're still kind of working on developing, you know, those reports so we can see the

benefit -- you know, how this has benefited -- how do the students do once they come to ccsf for post secondary if they have taken dual enrollment? how is it helping them to transfer or to complete, you know, complete their degrees? and we got this wonderful e-mail from one of our instructors at ccsf from a dual enrollment student. and it was very heart warming, so i want to share it with you. i'll read it, because i don't know if everyone can see it. i was one of your dual enrolled students at bmea. i am now at the second year at cal state northridge.

yesterday, after a long and hard application process, i officially got into the highly competitive film school here. over 200 people applied, and they selected 48 students. i am honestly over the moon. with the classes i took with you, i even get to graduate a year early. so that -- this is why we do what we do, and now that we're growing the program and we will have more graduates, we hope to have more successes like this. and then, finally, i want to share, we are working on some media and, you know, outreach materials. so i wanted to share with you a video that we put together. we filmed it last spring in the dual enrollment classes, and still not quite out -- you know, we're still kind of

finalizing it, but it's very heart warming, and we'd like to show it to you. are you going to play it or do i play it? >> yes. >> okay. [video] >> it has to load, i think. it's only a minute long, but -- i don't know. >> so the video -- oh, it is showing. let me see -- can you help me? yeah, i think you better.

the video is kind of a promotional video for dual enrollment, and it shows -- it was filmed in several -- it's started -- it was filmed in several different dual enrollment classes last fall -- or spring. one is -- was at the high school, and then, we had a couple classes that were at city college, so -- i don't know. we're having some technical difficulties, unfortunately. well, we may not be able to show it to you.

in the meantime, if it anyone has any questions, i am -- if anyone has any questions, i'm happy to answer them. >> supervisor haney: maybe commissioner collins, you want to ask your questions? >> yes, commission. >> commissioner collins. >> i'll go. okay. again, i'm really supportive of these programs, really love them. i think that's the issue, even somebody who's interested in these types of things, it's hard to know about it. i even have high school students, as a parent -- and what we need to be doing better as a system is just pushing information out? i think the information is there if we go looking for it? but if you don't know the information is there, you don't know where to look. so i'm just interested how can we systematize it -- how can we

look -- >> oh, there with you go. yeah. you want to watch it, and then, i can come back? >> sure. [video]

>> so this makes me really excited, and i'm wondering, i want those kinds of things to be pushed out. i have to say, i love these. these look great. we don't usually get fliers -- a lot of times, we type in new york times font because we're

educators. i'm wondering, if i had something like this, and on the back, it says these are the high schools that have programming on-site, that's one thing as a parent, these are the high schools we're touring, these are the high schools i'm checking out. and kids would be getting excited, and telling their moms and dads, these are the things that i want to check out. so i'm wondering, do you have a one-pager that we can check out? >> i think that's a good idea. >> please, i just love these. and then, the other one is a step by step -- i don't know if you have any -- i love the visuals and the icons with a graphic. i love the step or three steps or something -- and obviously, there's more steps, but to really help folks. city your counselor -- see your counselor -- well, the first

step would be to talk to your teacher, and then figure out a way to make sure that every single student gets one. that's great about these, as well, is they're translated. we can figure out with the transition team, how does it get in the district newsletter? how does it get pushed out and on the district webpage? so that's a question that i'm going to be asking sfusd. it's an awesome video. it should be on our website. that's free advertising. and then, i guess the other piece is free media is social media so i'm wondering how we can leverage students that are in the program? my daughter would be mad for saying i discovered she was on her instagram for, like, three

to five hours a day? so high schoolers are on social media and so are college students? is there a way to leverage hashtags and then maybe create campaigns that they can participate in so they can talk about their experiences? because the best way to market the programs are kids that are in the programs? and especially high schoolers to middle schoolers. and so do you have a feed for this program? like, i know sfusd, a lot of departments are now -- like, visual performing arts has this own feed. school food and nutrition has their own feed. i'm wondering, do you guys have your own feed on the dual enrollment program that you could then be tagging trustees and staff and commissioners? and then, like i said, if you can involve students in

campaigns where they can take pictures of the cool things that they're doing, and that can create buzz using networks -- social networks that they already have and push out these really great resources that are already in our city, they just need to know about them. >> yes. thank you. >> supervisor ronen: yes. thank you. commissioner randolph? >> yes. the mission is really exciting. i would like to piggyback on a couple of things the commissioner said. i would like to see if we can get that video on and rotate throughout the day for the few people that are so excited to watch sfgovtv. but the other thing is i know that several local t.v. stations also provide public -- i don't know what it's called,

but public advertising, that they can rotate throughout the day. i know, for example, all the a.m.c. theaters have time before every movie where they show what they call a.m.c. cares, kind of nonprofit focused advertising. so i think every time you go to a movie, and you see the one-minute spot on city college enrollment, that would be great. so maybe think creatively about our partnerships. i know for the free city campaign, we did have advertisings on facebook, twitter, and instagram for the people we wanted to target, especially high school graduates and young people to be able to participate in free city. i know we were finalizing or kind of had finalized a partnership with facebook, and it would be great to work with them to get free ad contracts

on instagram and facebook and create free fliers for them. i know it's something they're doing for other city colleges, so it would be great to get that done. and the other piece goes back to other counselors and creating change. i know i talked to kevin truitt about this a couple of years ago, and supervisor walton and i visited balboa and a couple of other high schools several years ago, city is not a place for people to go. once you go to city, you get stuck there, you can transfer, you can't succeed. i was participating in a class on wednesday, james chase's class at john o'connell. and one of the students

actually asked what it means to go to city because she heard once you go to city, you get stuck and you don't leave. and she was told that by a counselor. and we can have the best videos, we can have the best fliers, but if there's this misinformation maybe -- and i don't know how to classify it, maybe, but counselors, that city is not the place for people to go, then that is a problem we need to figure out how to address. maybe it was part of the accreditation process. maybe it was especially students of color getting stuck in remedial math and english, which we have addressed by ab 705, which immediately places all students in college-level math and english courses. i know we're doing a breakfast again and bringing counselors back on campus, so i think that is a great way to do that.

consistently i hear over and over again, the consensus among some counselors is city college is damaging. i don't know how to figure that out, commissioner, but i think there's something that we need to -- we need to do. >> i do want to say there was a great event a couple weeks ago, discover ccsf, and our outreach department with bridge to success invited every single 12th grader and their parents in sfusd. and it was standing room only. i think there was 180 people attended, and there was really good excitement for ccsf as a post secondary opportunity. >> supervisor ronen: great.

commissioner williams? >> thank you, supervisor. i think it's key in looking at the cost of education today and what a bargain ccsf is. i love the video, i love the fliers, and i love the idea about social media. instagram is everywhere, so to pump this out on social media, i think will cause more folks to be exposed to this opportunity. i'd also love to see more of the qualitative data to help us kind of fine-tune or -- our offerings and our programs. i think also looking at how do we tailor these opportunities to the high schools where our nontraditional students are. those students that said in the video that often feel that they

don't have those choices or are independent and want to open up choices in those districts. i don't know what the list of high schools, all the complete list of high schools were that this is available at now, but i think as much as we can expose the opportunity to those high schools, to those neighborhoods where we know those students are, it's really a great opportunity for more growth. so willing to work with you on that and others on that just to make sure we can provide other opportunities and pathways for those that feel the traditional model aren't for them. if they want to go into the workforce and trades -- and we actually need more trades people. we did a big push for the b.a.s and the traditional pathways, but we find that we're at a

shortage of our c.t.s and our trades folks. so working with them to say that trade is a really good pathway. so working with them and definitely want to congratulate you and hope that you continue working with them on this. >> supervisor ronen: thank you. great. commissioner collins? >> yes. i want to add, i'm thinking bus ads. i don't know if we can leverage that. it's in your face all the time. and i love the testimonial that you shared? and i think that the stories are also very important in seeing something that looks like you, and that's why the ad is so great? and that's why having students with stories and these types of testimonials. these are things that students

might even want to participate in, and like i said, high schoolers talking about something motivates middle schoolers to talk about it. >> supervisor ronen: thank you so much. really appreciate your presentation. thank you. i believe if there's no more comments from my colleagues, we'll open this up to public comment, but it does appear that commissioner randolph has a comment. >> yeah. i believe we did get free muni ads as part of the free city campaign. it was very generous for them to put things on top as part of the free advertising program, so yes. >> supervisor ronen: great. we will know open this up for public comment. if anyone would like to come forward and speak, please just come right on forward, and you can form a line on that side of the room. and i believe every person will have two minutes to speak. come on up, james. >> good morning.

my name's james tracey. i teach in the labor and community studies department of city college. i just want to thank everybody who makes it possible for us to offer our classes at june jordan and john o'connell. i teach at john o'connell saturday mornings. my students range from extremely college ready to getting there, and i love seeing the opportunity to have conversations with people about their future because the very nature of community organizing isn't just about politics, it just about civic engagement. when we talk about paul robeson, they say hey, i'm interested in getting into theater. what does that have to do with theater? same thing with art, being able to tell people that now that they're a city college student, they can take advantage of these program, and that's a beautiful thing, watching

people's minds open up to possibilities that were there all along but they didn't know that they were there. so that's great. alex and hillary have both visited -- visited the class. i invite everyone to do this. i believe that this is one of the major pathways towards the equity that we are all -- all striving for. there are many controversies at city college, and this should not be one of them. this is something we should all be united around growing. thank you. >> hi. my name's kimberly chow, and i'm a graduate student currently studying at u.c. school of pharmacy, and i grew up here and attending schools here during my adolescence? i know we talked about classes

but i'd like to talk about mental health and mental health in education? many students experience anxiety from juggling class, work, professional responsibilities as well as interpersonal relationships? one study reported that over 60% of college students report overall anxiety and over 22% were diagnosed professionally with a mental disorder. as mentioned, many students participating in dual enrollment are high achieving self-starters or individuals who are getting a head start on their futures. often these students may not be open to seeking mental health resources offered, whether it's because of stigma of mental health or having to maintain a facade of being a well adjusted young adult. i think it's vital for city

college to address mental health initiatives and reach out to these specific student cohort and help educate them about the specific resources available to them. thank you. >> hi, everyone. thank you for your time. my name is sharon chu, and i'm a student at the school of pharmacy? as a pharmacy student, it's really discouraging because not only are these students overcoming their personal issues, but they also have to overcome societial opinions on them. so mental health doesn't encompa encompass depression, it did affect other things? is i think that the dual

education programs that were spoken about previously are wonderful for the students to again their networks and achieve their goals, but they can add to stress as my colleague said? students may not understand why they're unable to get the grades that their peers are getting and this may be because they're unaware that they have a mental condition. so i think increasing both attention to psychiatric awareness can help students professionally through their academics as well as personally through mental health services. thank you. >> good morning, supervisors, commissioners, and city college trustee. it is -- i really enjoyed the presentation this morning. it is amazing, the collaborative work that's

happening between the school district and city college. i'm actually here, i'm the teacher of education manager. i'm here to highlight the school board resolution 1294883 in support of the latinx students. the recommendations outlined in the resolution include decreasing the kindergarten readiness gap, increasing support for spanish speaking english language learners, supporting individualized reclassification plans, and providing comprehensive college plans. i'd like to bring this critical

resolution to your attention with the hope to garner your support so it'll also be heard at future joint community meetings. thanks, and i will leave copies of the resolution with you, and i will follow up with electronic versions, so thank you very much. >> hello. so i'm the parent of a tenth grader who last year was wait listed for her a.p. algebra class and at the beginning of the school year she found out she didn't make it into the class so she decided to graduate early. so i started looking into dual enrollment to try and affordably double up on her classes so that she could do so and found there wasn't a lot of information on-line at both the sfusd and the ccsf websites. they kind of refer you to the counselor. so we went to her counselor, who also was having to look fore information because

she's -- for information because she's never had a student ask to graduate early. i began looking at on-line classes, and her school does all the -- is an a through g curriculum. and a lot of the on-line classes are expensive. they actually jump up to do the a through g courses? and i notice that on sfusd's website, it does state that they do some kind of on-line classes but there's not a lot of information about it? and when i'm looking at information, i'm looking at, you know, after the kids go to bed, when i have quiet time, and i can't call sfusd to ask those kinds of questions at that time? so i'm kind of wondering, is there going to be -- i mean, on-line classes would work good for her because she does extracurriculars, so is that something that's going to be

made more available so that she can actually do that? >> supervisor haney: thank you, everyone, for your comments. colleagues are there anymore comments or questions? all right. trustee randolph. >> maybe just to have another update on this sometime in the spring would be great, so could we schedule that. >> supervisor haney: okay. commissioner -- i always have to figure out everyone's titles. commissioner collins? >> i guess i'm also seeing -- i'm committing to follow up as a budget chair on the life of that pie. i think it would be great if we could collectively get that whole picture of the budgeting piece because i appreciate budgets are not the ways that we make visual or realize our values, and i think we are all behind this. and then, additionally, i'm a

parent, and i think just broadly, we don't do a good enough job as a district of communicating all the amazing things that are happening in our schools. i would like to see our sfusd do a better job of sharing all that kind of information with families and this is one of those things that is on my radar, and i really appreciate ccsf, your support in helping us to market this and i want to work with you to help us push it out, both through curriculum, through students, and also to parents directly. so i'm making that commitment here and look forward to this continued dialogue. >> supervisor haney: trustee williams? >> yeah. i want to second my colleagues' comment and collectively look at the resources we have in this. since we're all going into our budget cycles, to carve out some time and look at the

budget numbers and what would it take to expand where there's areas for expansion and provide additional support to our students. i also appreciate the comments around mental health support and other wraparound support. we don't want to set our students up to fail and give them all the tools they need to be as successful as possible. so for all of our respective bodies to look during the budget season that's upon us. i really appreciate those comments and really appreciate president randolph and chair haney for bringing this to us. it's such a critical program. >> supervisor haney: all right. is there anybody else who wanted to give public comment? all right. public comment is closed. i also needed to take a comment, if somebody would move to excuse supervisor walton? >> second. >> supervisor haney: so we'll

take that without objection. before we close, i just want to thank especially the folks from city college and sfusd for all your extraordinary work. i think this has been said many times, but it's just amazing to see how far we've come in just a few years and just how quick this progress is and how focused assist on our students who most need to have access to these sorts of opportunities. obviously, there's a lot more that can be done and i really appreciate everyone for all of the, you know, insight and recommendations and other opportunities. i'm just excited to see where this is going to go in the coming years, and it's obviously something that is not going anywhere, so this partnership now is only going to get stronger and stronger and stronger. one thing i did want to say, and there was some conversation about the internships, but you know thinking about some of the ways on the city side we can be more helpful in streamlining some of those opportunities.

i feel a little bit like the third partner that is a little more left -- not as central to this as city college and sfusd are, but thinking about our programs and our funding sources, how they can be more, you know, integrated and more helpful in various ways. i know some ways, that's already happening, but i think there's obviously more we can do, as well. with that, it sounds like people want to bring this back again for another update maybe in the spring or early next year, so i want to ask that someone make a motion to continue this at the call of the chair. >> so moved. >> supervisor haney: all right. and we will take that without objection -- is there a second? i want to also just remind folks that our -- that our next meeting is on friday, december 13, and so we will have kind of a more regular -- you can

expect these meetings every month, and we have some great items for that. and so you can also bring the other items that you want to have in out months. so with that, are there any other items for -- before us today? >> clerk: there's no further business? >> supervisor haney: all right. seeing that, we are adjourned. thank you.

[♪] >> i just wanted to say a few words. one is to the parents and to all of the kids. thank you for supporting this program and for trusting us to create a soccer program in the bayview. >> soccer is the world's game, and everybody plays, but in the united states, this is a sport

that struggles with access for certain communities. >> i coached basketball in a coached football for years, it is the same thing. it is about motivating kids and keeping them together, and giving them new opportunities. >> when the kids came out, they had no idea really what the game was. only one or two of them had played soccer before. we gave the kids very simple lessons every day and made sure that they had fun while they were doing it, and you really could see them evolve into a team over the course of the season. >> i think this is a great opportunity to be part of the community and be part of programs like this. >> i get to run around with my other teammates and pass the ball. >> this is new to me. i've always played basketball or football. i am adjusting to be a soccer mom. >> the bayview is like my favorite team. even though we lose it is still fine. >> right on. >> i have lots of favorite memories, but i think one of them is just watching the kids enjoy themselves. >> my favorite memory was just

having fun and playing. >> bayview united will be in soccer camp all summer long. they are going to be at civic centre for two different weeklong sessions with america scores, then they will will have their own soccer camp later in the summer right here, and then they will be back on the pitch next fall. >> now we know a little bit more about soccer, we are learning more, and the kids are really enjoying the program. >> we want to be united in the bayview. that is why this was appropriate >> this guy is the limit. the kids are already athletic, you know, they just need to learn the game. we have some potential college-bound kids, definitely. >> today was the last practice of the season, and the sweetest moment was coming out here while , you know, we were setting up the barbecue and folding their uniforms, and looking out onto the field, and seven or eight of the kids were playing. >> this year we have first and second grade. we are going tex