dr. blanco and said we need to at some of the schools the tier one supports are not strong my concerns some of the schools when our tier 3 or your high needs students are exhibiting the niece and your tier one is not in place there is fingerpointing one program and kids with unfairly targeted for creating some disharmony it is the whole tier one the school needs to be strong we're not blaming one classroom so my sense of urgency with dr. blanco do so let's make sure we are committed to showering up the tier one and elementary for this year and have a chunk of money to move to memorial day we can't do all the programs and have to develop a program with the board certified and so built a program of development and shore up but with the emergency room and the shore elementary said what about us this year we're moving to the middle the plan is move to the million dollars and the elementary school is wait, wait, wait don't go yet in their turning in their site budgets and asking for support that's where the volume way turned up as this time right now so when you say we didn't hear the plan to mo

dr. blanco and said we need to at some of the schools the tier one supports are not strong my concerns some of the schools when our tier 3 or your high needs students are exhibiting the niece and your tier one is not in place there is fingerpointing one program and kids with unfairly targeted for creating some disharmony it is the whole tier one the school needs to be strong we're not blaming one classroom so my sense of urgency with dr. blanco do so let's make sure we are committed to showering up the tier one and elementary for this year and have a chunk of money to move to memorial day we can't do all the programs and have to develop a program with the board certified and so built a program of development and shore up but with the emergency room and the shore elementary said what about us this year we're moving to the middle the plan is move to the million dollars and the elementary school is wait, wait, wait don't go yet in their turning in their site budgets and asking for support that's where the volume way turned up as this time right now so when you say we didn't hear the plan to mo

dr. blanco or someone if education. >> little initials it the african-american ratio so the initial standoint. >> i want to someone to explain what 8857 as a baseline and the target of 8.2 what do you mean. >> so the reflex ratio is the core target not a san francisco target because we're actually you know doing well better than this exact target so what is saying that 8.5 percent of children have the reflex of being identified disproportionate in special education our goal we would like the risk to be lowered to 8.2 in terms of the sorry this overall special education we're actually doing better the gwen as you recall in san francisco if you were an african-american you were 9 minds more likely to be identified as emotionally disturbed and now less so it is the same commencement but for the overall education for african-american students. >> so such a small differential i mean is that you round it off it is still 8, however, you look at it you still have an 8 percent chance of being identified for special ed so the difference is really in significant or is that .3 or whatever it is does

dr. blanco or someone if education. >> little initials it the african-american ratio so the initial standoint. >> i want to someone to explain what 8857 as a baseline and the target of 8.2 what do you mean. >> so the reflex ratio is the core target not a san francisco target because we're actually you know doing well better than this exact target so what is saying that 8.5 percent of children have the reflex of being identified disproportionate in special education our goal we would like the risk to be lowered to 8.2 in terms of the sorry this overall special education we're actually doing better the gwen as you recall in san francisco if you were an african-american you were 9 minds more likely to be identified as emotionally disturbed and now less so it is the same commencement but for the overall education for african-american students. >> so such a small differential i mean is that you round it off it is still 8, however, you look at it you still have an 8 percent chance of being identified for special ed so the difference is really in significant or is that .3 or whatever it is does

dr. blanco or someone if education. >> little initials it the african-american ratio so the initial standoint. >> i want to someone to explain what 8857 as a baseline and the target of 8.2 what do you mean. >> so the reflex ratio is the core target not a san francisco target because we're actually you know doing well better than this exact target so what is saying that 8.5 percent of children have the reflex of being identified disproportionate in special education our goal we would like the risk to be lowered to 8.2 in terms of the sorry this overall special education we're actually doing better the gwen as you recall in san francisco if you were an african-american you were 9 minds more likely to be identified as emotionally disturbed and now less so it is the same commencement but for the overall education for african-american students. >> so such a small differential i mean is that you round it off it is still 8, however, you look at it you still have an 8 percent chance of being identified for special ed so the difference is really in significant or is that .3 or whatever it is does