>> supervisor mar: the meeting will come to order. with the comto the november 8, 2019 meet -- welcome to the november 8, 2019 meeting of the committee. i am supervisor matt haney. miss clerk, do you have any announcements? >> clerk: yes.

>> supervisor haney: thank you. madam clerk, will you please call the roll. [roll call] >> clerk: mr. chair, you have a quorum. cha . >> supervisor haney: thank you, madam clerk, can you call the first item. [agenda item read]. >> supervisor haney: thank you, madam clerk. this is obviously a hugely important initiative for our city. it's one where i think it reflects the best of the partnership between city college and sfusd and one that

is obviously of importance to the city and county of san francisco, as well. it's one that i know that supervisor walton and i had the opportunity to see and grow and strengthen at the time we were on the board of education and i want to thank the leadership of the board for supporting it and funding it, and i want to thank the extraordinary staff who are here from both institutions. it's incredible to see how much growth that is been in this partnership over the past five or six years, going from something that's nascient, had a couple of good parts in it, to one that's part of both institutions. i think it's very exciting in

something that our city as a whole should be embracing and supporting. so with that, i want to see if president randolph has any opening comments, as well. this was an item that he had requested, and we're very excited about it, as well. >> yeah. thank you, supervisor haney, mr. chair, for requesting this item. when i joined the board of trustees on city college in 2015, it was important for me to strengthen the partnership that we had with city college and the school district. for us to have a thriving city and successful students, it was important for us to make sure that students were graduating from sfusd have a pathway to education but also exposed to

college while they're still in high school. i was very excited that we were able to restart the joint committees between the school board and the city college board, and i want to thank both -- especially you, supervisor, for serving on that joint committee for several years. and i want to thank president cook for making sure that city college was able to be at the table when this joint committee was reestablished here at the board of supervisors because i think it is important for us all to be working together. i'm very excited that the staff has been working really, really hard over the last five years to kind of reestablish the ties. and not only reestablish them, but significantly strengthening them. you're going to be seeing today reports and actually data that show that we are actually making an impact with the students that we really, really care about. i'm really, really excited to

see this presentation and i want to thank the staff that's been here, that's been working extremely hard over the last several years to make sure this partnership not only gets reestablished, but it grows. and with that, i'm looking forward to having this discussion. >> supervisor haney: thank you, president randolph. with that, are there any members of the committee that wish to comment? we this fancy equipment? >> just want to say and echo the comments of president randolph that we are so, so proud of our partnership with sfusd. as an sfusd graduate, i know how important our partnerships are, and i want to continue to strengthen that partnership. so really looking forward to this presentation and thank you everyone for bringing this to this committee.

>> supervisor haney: thank you for that. we'll start now with the presentations. we're going to hear first from sfusd and then after that, city college, so if i can ask the presenters from sfusd to come up and to state your name and your title before you begin the presentation. thank you. >> working now? there we go. okay. good morning, commissioners, trustees, and board of supervisors. thank you for inviting us here today to give this update. my name is joanna feit, and i work in the office of curriculum and instruction in the office of college and career readiness, and we have several parts of our team that actually work -- do direct services for on ramp on to post secondary options. today i'm going to give you an overview of the background of

dual enrollment and give you some data and then give you some time to ask questions. so the background historically dual enrollment was serving students that are higher achieving students. they were self-enrolling and attending city college usually after school. and then, when we received the first adult education grants, we shifted to serve underrepresented students for dual enrollment. another initiative that helps this cause was assembly bill 288, which allowed courses from city college to be at our high school campuses. so we have four models of dual enrollment that we run. the first we call ab 288, which means it's during the school day at the high school. and one of the recent ones that we are very excited about is around the fire science pathway

at mission high school. we have been working together with supervisor walton, the chief of the fire department and city college and plan to -- actually, we already started that pathway this year, and currently, we're just in the process of figuring out the next courses and how to -- what budget we will use and how that will be able to be sustainable in order to grow the diversity and the workforce for the fire department in san francisco. our second model is early dismissal, and we have two schools that participate in this. and in this model, what we do is we send a yellow school bus from sfusd that will pick up the entire senior class from those schools, and they bus them to city college for them to take afternoon classes. those afternoon classes are usually pathway classes and classes that are transferrable to u.c. and c.s.u.

our third model is the after-school model for our world language classes, and we also have ninth graders that are bussed over to city college to take mandarin classes and spanish classes, and then, we have a robust program in the summer. many of them are here today. thank you for that. some of the supports that we provide are the bus. we also provide textbooks to all the students. it's about $100 per textbook on average. we also have laptops that they can do their work at city college. and then we have orientation and counseling sessions with students at the college, and then, we have outreach sessions so we can get the students that we want participating in open

enrollment. so the colors are representing the years, and what you can see in the trends is we have been consistently increasing in the numbers of students that are participating in dual enrollment. and not own participating, but these numbers show the students that have passed classes in dual enrollment. this next slide shows you the change in ethnicity of students that have been participating in these classes. like i mentioned in the beginning, originally, it was our high achieving students, and as the years have gone on and we've been doing targeted outreach, you can see our latino numbers are at 23%. historically, city college are about 27% latino so we're just about mirroring our graphics for sfusd and we're continuing to get to that point.

this slide shows the average credit students earned in dual enrollment. one of the reasons this has really grown is the fact that students are not only taking one course in high school, they're taking multiple courses, and some students will leave high school with almost a full year of community college completed. we also have been intentionally working on creating picking dual enrollment pathways that fit into our pathway courses or c.t. courses at our high school. so we work with city college to figure out which classes best fit that pathway at that school and best matches the vision for the school and the district. so what can happen when we actually target certain populations? these next slides are going to

show the growth. for african american students, we've seen a 900% growth since we first started. we embedded a lot of supports in there to make sure it was a successful initiative. i'm happy to say that all the latest students have passed with a c or better, so that was a huge success. we're planning to do something similar with lab tech, and the intention is by the end of the summer, they would be actually hirable to work at a lab as a lab technician. our latin numbers have also increased tremendously along with our english learners. and this big increase you see in '17-'18 and '18-'19 are

mostly due to the schools that we're reaching out to. one school that we have is our international school. the entire senior class participates in this. and thurgood marshall also participates in this, and they have a freshman class that participates in dual enrollment. the last is our i.e.p.s, and we're hoping to get more. what we're working with city college is the accommodations that are very different between the accommodations that we offer in high school and the accommodations that we offer at city college, so that is something that we're working on to resolve the issue. another way that students can earn credit for dual enrollment is the early college interns. and the early college interns have three parts to it.

the first is that they take a college course, the second part is they have a paid intern that goes along with it, and the third part is they have an sfusd seminar that goes along with it. you can see in the last year, 2019, we had a huge increase, and that was mostly because dcyf funded this program for us. so in this slide, you can see it's mostly 10th and 11th and 12th graders that are participating in this. that's mostly due to the maturity levels, and the recommended 120 credits requirement for city college, the recommended 120 credits to be in dual enrollment. and the paid internships the students are doing in the summer are at our elementary schools that are open or at our c.b.o.s working with our own children. so how does dual enrollment

actually impact college enrollment? in this slide, what you can see is the students that actually participated in dual enrollment and enrolled in college directly after graduating for high school. the red line are the students that did not participate in dual enrollment but also enrolled in some sort of college directly after high school. and what you can see is that for every group of students except for white or caucasian, the number increased if they participated in dual enrollment. so the last thing i want to cover before ending the presentation is some ideas on strengthening our partnership that we have been discussing with city college? so in this -- in this table, what i wanted to point out is on the last column for spring 2020, we -- you can see that we put in 17 requests for courses for our ab 288 courses, the

ones at the school sites, but we're only going to be able to offer ten, and this is due to budget constraints at city college that they're currently trying to resolve. t the celebration in this is our high schools are wanting more and more classes from city college because our partnership has been going so successfully. so some of the -- i'm highlighting here the four high-level initiatives, ideas that we have for improving our partnership? one is improving what -- part of the table that i just mentioned, which is offering more ab 288 classes that are aligned with the school's and the district's visions. the other thing is around having acceptive student counseling that includes timely student progress reports so that we can address

intervention plans with our students before they get to the point that they fail out of a class or they want to drop out of a class. we would also like to provide professional development to the city college instructors who teach high school students because we can -- we would be able to provide them with best practices for teaching high school students. and finally, it's around student-centered policies and procedures to pay fees for dual enrollments and for textbooks and for buses. currently, all this comes out of funding through grants that we receive, so at some point when our grants go away, if they go away, a lot of this programming could go away because we would not have the funding or we'd have to find other funding for it. so that is the end of my presentation, and if there are any questions? >> supervisor haney: thank you so much for your presentation. are there any -- i have a few,

but supervisor walton. >> supervisor walton: thank you so much for the presentation, miss feit? >> yes, correct. >> supervisor walton: just a statement and a couple of questions. one, i definitely love the dual enrollment work, especially when we're talking about pathways and connections to careers, which i get real excited about and just want everyone to know from city college and sfusd that i'm going to make it part of my charge to make sure that the funding and the resources are available for us to have those types of pathway programs because i know that funding issues always come up and concerns always come up in that area. so you have my commitment on that. looking at slide 14, i just -- quick question. do we have a breakdown in terms of the first language of english learners? can we get that? >> well, the highest number is spanish, and then, it would be

mandarin, and then it keeps going. like at s.f. international, they have about 24 different languages. >> supervisor walton: okay. and then on slide 15, i know you talked about differences in terms of accommodations for students with i.e.p.s in sfusd and ccsf. can you just give an example of what happens differently? >> yeah. so some of the accommodations that high school offers, for example, might be a shortened assignment or a modification in the actual content, and some of those accommodations, city college is not able to offer, i believe, but i would allow -- i would like city college to talk more about their part of their accommodations because i'm not totally familiar with that part, but i do know that there's certain accommodations that they're not able to offer. >> supervisor walton: thank you. can anybody from city college

just -- and we don't have to go in detail. i'm just trying to get an idea of what -- >> so your question -- hi. i'm the associate vice chancellor of instruction. and your question is on our disabled student services and what we have for accommodations? a student, according to our -- the laws that we have to abide by by the state has to identify themselves and go to what we called our d -- call our dsps services office and show what accommodations they need. they'll then get paperwork which then allows for the instructor to be able to adhere to some of those accommodations. for example, they can have extra times on tests, they can

have their test in a different area where it's quiet, and there are other accommodations depending on if they need a note taker, etc., etc. it's actually quite wide. do they need a service dog? do they need -- so these -- these are all done through our dsps services, but in college, you have to self-identify. >> supervisor walton: so there is no, like, transfer, if you had an i.e.p. or -- >> the student has to bring that i.e.p. to -- to their -- i'm afraid that that's the laws that we have to abide by. >> supervisor walton: thank you. >> i'll just add to that, that's one of the hard part for our students, is having to go self-advocate without their case manager there, so that becomes a little difficult for

our students to do. >> supervisor walton: thank you. >> supervisor haney: commissioner cook? >> president cook: thank you, again, for the presentation. i love this program. i love dual enrollment. i participated in dual enrollment when i was a student at thurgood, and i would take english classes at night. it's a wonderful thing to see the growth in classes in high school. i've seen the partnership evolve, so congratulations. >> thank you. >> president cook: some of the -- i wrote a resolution, along with mark sanchez last year, which i didn't hear reference in this presentation, but the idea of that was to

figure out how to decrease barriers for students that want to engage in dual enrollment specifically as it related to the credit requirement and getting a letter from your principal. are you familiar with that? >> yes. i was at that meeting. >> president cook: okay. can you tell me if that has been taken up by family -- >> yeah. so we've been talking about that, and city college trusts that if we've given them a consent form, that they have the 120 credits or if they don't, that they've been approved to go without the 120 credits. and also, that the high school pathways students don't have 120 credits. and also in terms of the consent form, if the consent form gets denied, it comes to our office and we will override the denial and they're good to

go. >> president cook: yeah. so part of the -- president randolph and i just had a meeting with the president of the compton school board. in there, they've expanded middle college to integrate -- college classes into the ninth grade and through the whole high school. we're going to continue the discussions with them. you mentioned something in your presentation about 120 credits and the maturity level of students and, you know, to build on the success of the program, what i'm trying to see happen is we -- we have more ninth graders enrolled from sfusd at city college. and so -- and so the g.p.a. requirement, the credit requirement, and the timing for families can be kind of inconvenient. so if, for example, a student

who is credit eligible didn't know the opportunity existed by the time that summer came, and they can't get ahold of their principals, they can't take classes over the summer. that was one of the reasons that i would be trying to get rid of the parental -- >> so they'd come to us, and we'd approve them to be able to take the summer classes. the approval does require a parental signature, but then, we sign off on those. >> president cook: okay. so if there's something that says if you can't get ahold of your principal, send it to this office? >> yes. >> president cook: and where are we with plans in expanding city college to the ninth grade? do we have any growth goals around it? >> well, we have been trying to

increase our spanish cohort and world language. the other discussion around city college is doing embedded in the high school some college success and basic college success classes, but we're still just in conversation around that. oh, okay, so we're increased from 23 to 79 ninth graders already, but we are in conversation how we can embed for classes for all ninth graders. >> president cook: mm-hmm. and i did want to celebrate the fact that we are seeing more latinos taking more college classes. we just had this whole discussion at the school district around the sbac scores, and it launchesd this

investigation for me around the enrollments at all of our high school. in looking at the numbers, the highest count of african americans at mission high school, 161 students, what type of partnerships -- i know that fire science is coming up, but what type of partnerships -- >> so for many years, they've had a class, c 150, a college readiness class. there's other courses, but they have had classes almost consistently for the past two or three years. >> president cook: mission high school and lincoln high school have 113. >> yeah. so with lincoln high school, we've been working with supervisor mar. he especially wants more classes in the afternoon so that they can invite more community members. but they consistently have two courses.

with mar's initiative, they currently have three courses. they're currently running a sign language class, so they currently have courses every semester. >> president cook: okay. i bring this up specifically around the need to partner with schools to engage african american students. mission, washington, lincoln, with the engagement, what i want to continue the conversation about is what the engagement looks like at those sites where we have the highest number of students. and based on your great work, what we see in students that -- african american students that want to take classes around the schools. >> so one thing -- so for

example, balboa, in recent conversations with their principal, one of his ideas is to rotate classes around african american students, pacific islanders, latin students, and he wants to rotate so they're all getting informed about each other's culture. and in the class that i was speaking earlier about interns that we were speaking about targeting, we're talking about latinos. we're talking about schools so they can tell us the best places to do outreach so we can participate in dual enrollment. the other thing that we make sure is we're adding things like an sfusd teacher that can support them with the content

so they're having a successful experience cook catego experience. >> president cook: so the conversation with balboa cannen urge more students. the last thing i want going to mention -- i was going to mention was the conversation at this middle school to make themselves the first c.t.e. middle school. when you go to that campus, you see some really impressive wood shop work that's happening along with the -- like, one of the last wood shops in the city, with, like, a great maker space. so if there's any school site that we could talk about possible credit for eighth graders, if we could do something that we've done at the high school level, so

continuing a conversation would be really great. >> i will say a couple of things. i'm not sure about the credit part. one, that's something that city college would have to answer in terms of eighth graders participating. but i do know last year, i collaborated with zach at city college, and he did field trips to city college. and also, we wrote and are writing again a strong workforce grant, which part of the it is our prepipeline work into middle schools to show them what they might engage in high school and beyond. >> could someone address this eighth grader at the earliest opportunity? >> well, we would have to explore this in a little bit

more detail and see what would be a good fit for a course? and what we would want to make sure is wherever we put an eighth grader, they would be able to be successful. we don't want to throw an eighth grader into 13th grade work and set them up where they won't be successful. we're trying to very intentional? and i think you can see with this partnership, we've been very intentional, and i think with this partnership continuing to college, we want to continue to move in that direction. i find your idea with eighth graders to be very intriguing, so i think we should explore it. >> president cook: thank you. yeah, the -- we've done it on saturdays with ninth graders and other students, and we've done it in partnership with

sfusd teachers. so my only -- the intent behind me pushing this and why i really want this partnership to grow to the ninth grade is because the game changes for students when they know they have a college credit. if you're an eighth grader going into college, you already have a college credit, your whole perception of yourself can be a game changer. i'm not saying you disagree with that, i'm just saying that if we have that chance to give students the confidence around their ability, i want them to go into high school thinking of themselves as college students. >> you're right. the data shows if we can get those students college credit, especially if we can give them about nine credits of college credit under their belt, it really creates success in transferring to city college. so yes, the more we can

outreach and nurture and make sure their first experience is a positive one, i think it's better for all students. so we need to be intentional and thoughtful on how we take a class. >> supervisor haney: all right. trustee randolph? >> thank you, supervisor. first of all, let me congratulate you. just looking at the shoot of continual growth and -- sheet of continual growth, it's so heart warming to see what we're doing on the board. i know when i first joined the board, supervisor haney was

there, and it was very concerning to see this population amongst these students so small. and i think the consensus was on the committee back in 2015 was to really invest and grow specifically these four areas. and to see that we've not only grown it but grown it dramatically every single year, and that it's a trend going up, especially amongst english learners, it's an exciting thing. so it's kudos to all of you for the work that you've put in, and the intentional work that you've put in on this, it's very, very, very, very exciting. and one of the reasons i wanted to have this discussion here is because it is important for us to really invest in this. and what we learned at those committee meetings was that depending on grant funding is not the best way to have a long-term sustainable planning process even with success. if you have to renew it every single year or plan it every

single year, it's hard to plan out for the next ten years and plan for the next group of students to go through this, especially if you plan on creating a middle and college. you have to have a funding source. so thank you, supervisor walton, for your commitment to this. i think it may be important to have at a future meeting, and while our entities go through the budget process, is one, to say we can't offer as many classes, for example, due to funding, it would be helpful to have an estimate on how much more we actually need in annual funding, one, in order to grow or continue to grow because if we're hitting a ceiling because there's no additional funding there, then that is a problem. we shouldn't be refusing

students who want to participate because of lack of funding. so an estimate of funding. and also, how much of current funding supports this program. because if there are other solutions or mechanisms that we need to find, that would be very helpful. i know and i want to recognize james tracey here and a.f.t. 2121 at city college because we are working closely with them and others on the community education fund that's going to hopefully try to find that consistent and sustainable funding for every year for programs like this. so it would be important to have a baseline to know how much we need. so do you have any idea? what is the estimate this costs per year and how much more you need in order to be successful? >> i can give you an idea of

what the cost is on the sfusd side? so on transportation, we probably spend about 100,000 -- 100,000 per semester. and then on books, if you calculate one class, it's about $3,500 for a class of 35. and we have 14 classes or ten, so i would say it's about 35,000 -- but i would say it's about 50 to 60,000 because knows -- those are just the ab 288 classes, and i know there are others, as well. and then, we have the teachers and the team that are able to support the students, as well. >> do we have an idea on the city college side? >> hi. i'm meg hudson. i'm the dean of high school

programs at city college, and i'll be speaking soon to you. but in terms of the funding, well, i think our biggest funding is really in terms of offering the courses and traditionally, those have gone through the budgets of the departments, and so they have to look at, you know, their overall course, departmental course pathways and what they can offer. but i do want to say that we are starting with the '20-'21 school year, we are drastically trying to offer the numbers courses that we offer to meet the demands of sfusd schools and students. so in terms of the actual number, it's hard for me to say. but it's something that we're aware of, and we're working towards meeting the demands.

>> it would be great while all three entities are successfully developing our budgets for the '20-'21 school year to see where the gaps are so we make sure that those are addressed. i can't think of a better way to invest less than $1 million than in the future of our youth here in the city. literally, you're investing in the future success. i think maybe by another meeting or for us at least the budget and finance committee at city college maybe to understand in january or february what our costs are so that he with make sure that while we are dealing with a budget crisis in other areas, that we protect this specific area. so the other comments, you've talked about college aware, being college ready, but i

think there's actually a third component of being college exposed. and it's so nice to see the data actually know, that there's an increase in enrollees at city college, that they're taking classes as city college before they even graduate from high school. and specifically, you know, from the targeted communities that we have, it's so exciting to see that not only are they now aware of college, that they can actually go to college, but understanding what it means to actually go to college. when i was one of those students, i was told that college was not for me, that i was not ready to go to college, that i was not one of those people that could ever go to college. but then, to be able to take a class while you are still in high school and actually know yes, i am college material is actually very, very exciting and actually making them feel confident about their ability is very exciting to actually have that data.

and then, the final thing is in addition to, also, the funding is the programs like the sciences program at e.m. -- fire sciences program at e.m.s. because all of us continue to talk about our need to grow and educate first responders here in san francisco. and to have these programs right here in our back yanrd, and to have future teachers and first responders coming from our area is exciting. especially this is a new program, i was wondering, is there a commitment from both sides to at least keep it running for at least four-plus years because in order for something to be successful, you need to make sure it is available, right? because if there's no confidence on the -- we have all the students, because it

does take two years to go through, then you're already setting the program up for failure. so is there a commitment to create or have this on the schedule for the next at least four years or so? >> so there's obviously a commitment from sfusd to be able to provide this? i want to add one or two things. one, i forgot to add two costs. one is around fees for students because sometimes we have to bay for international students, and it adds up to about 10,000. back to the fire science, previously, like meg was describing, we were given a certain number of f.t.e. that would describe the number of classes that we offered, and the fire sciences pathway would be about half of what we offered. so if that didn't change, it would be hard for me to say that we are able to continue it every four years because we would then be taking programming away from other schools and we want to be

equitable to all of our schools, but given what city college just described, that they're trying to figure out a way to increase the number of classes, then yes, hopefully, we'll be able to continue for more than one year. >> so yes, we are very much committed to continuing this program and it's doing very well at mission high school. and we do foresee continuing this program. >> and all the enrollees come towards our -- count towards our own enrollment funding, correct? >> yes. the only time they would stop doing that is if they hit 10% of our f.t.s., which they are nowhere near hitting that now. >> thanks. >> supervisor haney: trustee williams? >> i think it's really important that we have the future generation right behind us as we're discussing this. it's so beautiful. >> i know. >> i want to echo the previous

comments. i'm really excited about expanding offerings, and i really want to get a sense from looking here of the requested classes. what are some of those requests? like, where is that demand for? >> so if it's a school that has career pathways or c.t. pathways, they're usually related to the pathways, like a health class or e.m.t. or engineering class or biotech. and then other classes focus on classes that are transferrable to u.c. and c.s.u.s, and some popular courses are around general sciences, gender study. and c.p.r. is a very common, very requested class. it's a one-day class, but it's also something that's required in many careers, so it's a very popular class, as well.

[inaudible] >> okay. yeah. and then, some of the ones that are around ethnic groups, as well. >> and for the paid internships, it looks like the child care is the only internship available at this time. is there any additional internship opportunities or what does that look like in terms of offering expanding in terms of actual exposure? >> and child care is another actual class. but yes, there is planned -- there's already two in the works for next summer. one is around biotech, like i mentioned before where it's going to be specifically for african american students and it's going to be a paid internship, along with a class, and then we're working on a health initiative, as well, and then we're meeting with city college health department to figure out what classes might need that. and then, we also have paid internships through career pathways and automotive and construction and law and

several of their pathways. >> i think there's a really great formula that you have here, i think combining the sort of cohort model with the wraparound support and introducing students to the internship, it's, like, a one-two-three punch. i think we'll see higher completion in college entrance rates, which is really exciting for me as an s.f. native. >> yeah. they're getting credit for college, they're getting paid, and they're getting the experience. so we're hoping the program, the package is more attractive to me. >> and fine question in terms of workforce partners, who do we have at the table in terms of developers and partners, what do we have at the table? and if they're here, i also want to recognize them, as

well, who are continuing to educate or students. >> through the career pathways internships, they have collaborations with industry partners around the entire city, be it a law firm -- they have law firms and then health, and then ucsf. so partnerships all over the place. >> well, congratulations. >> thank you. >> this is really great to see. >> thank you. >> thank you. >> supervisor haney: commissioner collins. >> thank you. i really appreciate this topic. it's really exciting to me. one of my areas of focus as a secondary educator was on this kind of college and career, and thinking of it beyond even just the credit idea but thinking about how you create

college-going culture in a school, college talk, those are all parts of first generation students accessing college? and i think as a trustee, rudolph mentioned that students belong there.

>> 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