there are schools that were part of the pilot, there are schools that were funded by the puc and schools that the school district is doing because we passed the 2011 bond and as we modernize schools, the school district is taking care of bottle filling installations at those sites. there are 25 sites that are being done by the school district itself. and then the sites where we have some need right now, which i believe are here are sites that don't -- they have a fountain, but it's not close enough to the cafeteria to meet our standards, and schools that have a typical bub ler, but not a water bottle filling station so all told there are about 56 schools that are don't have any funding to get this water access we're talking about. >> can i just ask a quick question. the list that you referred to, the second set are schools to be completed with current puc funding and the schools that are bolded are the ones completed and the ones that are bolded will be done -- >> imminently or by the end of this year. >> right. >> most will be done this summer when the students are not there. >> right.

elementary, middle school, high school that you got suspended from school. >> every time i messed up i'd either get kicked out or put in some kind of disciplinary that didn't make me want to go back... instead of just sitting down and working with me. >> when i was in alternative school, it was just a bunch of gang members you know just gang-banging or doing drugs. it really led me for the penitentiary. >> what was it about the environment there that you feel prepared you for the pen? >> it was the same as the penitentiary. >> how so? >> gang banging, people doing their time the way they want to. we weren't learning anything or whatever. same thing. >> donald matthews is 35 years old. he was arrested for arson in 2008, but he said his problems began when he was still in school. >> i had an attitude - i'm add, i can't sit down too long. not paying attention in school, go to school when i want to. different things of that nature, just being rebellious. >> this is what my everyday life is, man. got my bunk. that's where i sleep at. >> like many of the men here, he says never received a

and for high schools. a: thank you. >> thank you. >> you're welcome. >> so i know there's been some concern from the community. this resolution is great, but how are you going to support it with funding and so on. i just want to say we have already in place, due to the wonderful work of the safety team and the peef committee, we have over 23 full-time employees in place to work on these peef initiatives and you can see them. we have [inaudible] that's where the board certified [inaudible] come from and [inaudible] ready to go and in fact trained and ready to go. and so we do also have another set of aspects that's going through the budgeting process, one of them being saturday school that i mentioned to you, but i just want to assure the board that this work will be very robust next year going forward, even as we [inaudible]. thank you very much commissioners. if you have any questions, i'm here at your service. oh, and i meant to say the packet includes a full break down ot resolution and the steps. >> ok

, why take them out of school. why put them in jail to miss more school, you know? i think it's pointless. >> jennifer's family can't afford to pay the fine, so she is doing community service to discharge the debt. if she doesn't, she may have to spend the summer in jail. >> we try to work hard for pay bills, house, pay taxes, and extra 7,000 dollars is crazy. statistics show that zero tolerance polices target the most disadvantaged youth. black students are more than three times as likely to be suspended or expelled as their white peers. hispanics and those with disabilities also face harsher punishments. students routinely get police-issued misdemeanors for things that used to mean a trip to the principal's office >> we're seeing an over-reaction to childish behavior. we're seeing racial profiling in our schools, in our hallways, of young people of color who are seen to be threats, so all of these kinds of over reactions push us to have these policies and practices in schools, that lead to pushing young people ou

you know, all of our seconds dare secondary schools, but certainly our elementary schools. big high schools have assistant principals who are in charge of disciplines. all of the schools have deans. what can't we just turn them into rp coaches. i don't mean instantaneously, but tell me how that's factored in. >> so we have extensive contacts and work with the deans and assistant principals at high schools. almost all have been trained in restorative practices. there are big [inaudible] and because they struggle daily, i don't know if people realize, when you actually have to suspends a kid it turns you very quickly into someone who's against suspension because it's a very, very difficult thing to have to do. they are our biggest alleys. they would much rather help a kid get back into the classroom. yes, they are. i think the situation varies. some of them are overwhelmed and -- but all of them are participating in support of the resolution and the restorative practice work. >> i also wanted to add that when looking at school data, i would like to incorporate how many times

schools. the majority were african americans and 24 american latino and 7 percent asian pacific, and 12 percent white and 2 percent chinese american and two percent other non-white. and this is to kind of look at how the statistics of the data presented again, as you can see, intentionally, we had because of the disproportionalty that exists in the district we reached out to the african american and latino populations to make sure that their voices were represented for their experiencing the disproportionalty within our district and so you can see here that we did meet more than proportionally to how many are enrolled in the district and although, we did have that intention to reach those specific groups within our schools, the questions were designed and the discussion guide was designed in such a way that we want to hear from everybody's experience, because everybody's experience matters and what is working and what still needs to be improved. >> so here are our findings. >> all right. actua

schools. more than anything else he believes in the power of schools to shape the lives of the teachers and students, the parents that interested their kids to them and he believes in the power of schools to help shape our very democracy itself and in his new book he beautifully tells the story of two schools in washington, d.c. where he lives and he raises important questions about the power and peril of school choice. our school is an important work for those of us that care about students because he writes about the inside of the schools in ways that reveal a sensual truths about teaching, learning and choice. what our schools show our passion and precision is that education is about real people leading real lives and real places. if school doesn't engage them it doesn't work no matter what the policymakers may say. that's what this book is about and why it's important for anyone who generally cares about schools, communities and their children. in sam's own words his project in this book i

the country's schools, 58% of city schools -- this is only applying to 18% of schools. in those schools, you need to be trained like a navy seal. you can be in the navy, and you can help all of us. you just cannot be in one of those schools. you will have to be trained in a specific way with specific expectations, and you will have to put in more time, everything. a different kind of system, a different kind of approach. if you are one of the few who wants to be in the navy but not the navy seals, god bless you. the third one is, data. up toe think of as data this point is, little johnny did this in his third grade year at the end of the year. that's not data. that's too late. but you find in the schools is, it is an incredibly intense atmosphere of best practices in any form -- every form you can think of. curriculum, teaching best practices. mrs. smith taught second grade this way with this book, they all talk about it, now everyone in second grade is doing it that way. imagine i am a 20th percentile teacher. ms. smith is an amazing teacher. in the schools, it is almo

and one school resource officer was on doubt and no security checkpoints in the high school. there are no metal detectors and this happen in the gym. that is the main crime scene. two hours, all students will be reunited with their parents. >> there is questions about the motive and the ieshs identity of the shotter. we'll work to get the details and bring them to our viewer ares as soon as we can. >> hillary clinton's new bock is hitting the store shelves. they are lining up to meet the presidential nom no and get a copy of the bock signed. mrs. clinton is getting back lash already. mrs. clinton was questioned about the struggles she and president clinton had when they left the president so. >> it is reported that you made 5 million? making speeches, the president made more than hundred million dollars? >> well, if have no reason to remember. we came out of the white house dead broke and in debt and no money when we got there and we struggled to you know, piece together resources for mortgages for housing and chelsea's education. it was not easy. >> and dead broke, more on t

in going to the school because it was diverse at the time. but a lot of times people still hang out with their own race, there is not a lot of interaction between the races but i am wondering how to do something proactive to reach the other groups. and that need for the ongoing conversation. the role of leadership also played a part in making these conversations happen as well as creating opportunities for diversified parent leadership to develop at the school sites, one elementary school principal said how do i insure that we talk about it more out load and there should be more training for the staff and acknowledge the uneasiness that this creates and have a stave space for these dialogues but it is okay to feel uncomfortable. another said that the principal showed up figuratively and literally, and at the school during these meetings and it was a big boost and brought a new energy to the group. many concerns that the people shared was about the importance of cultural competency and cultural ininstruction as well as the need to provide the

i'll do my best to study the different schools. it looks like it's a broad range of schools. was there ever a look at neighborhoods and schools that have the lowest income kids and least access to water as you developed which schools were going to go forward, or was it simply based on the facilities bonds schedules and deadlines. >> facilities bond is one chunk of it. the other schools we've worked with are those that don't have access to water in the cafeteria so in those situations we're required by the regulations to implement water bottles there. we haven't been in a situation there where we are deciding between some schools in particular neighborhoods over all because all the schools have needed them to meet requirements. going forward, absolutely. we now have our choice of schools because nobody needs this fountain for regulation purposes. they will be getting a bottle filler because it's an important policy decision. with that we can say these schools are disadvantaged neighborhoods, let's focus on those first. just to clarify, there are many schools on the west side o

this is a very big school. about 2,800 students. about 2,000 were at the school at the time. this is the day before the last day of classes. they have final exams today and you can see right down behind me, this is where they blocked off the road. the high school is just beyond there. i'm at a staging area where the news conference is going to happen and short distance away is where students have been bussed taken by the school after they came out of the school with hands up on top of their head to indicate they were not involved in this. there was a lot of panic. initially there was a report of multiple shooters. in fact, a report that there were three shooters as recently as an hour after the shooting. so a lot of confusion as to how many people were in there shooting guns. the other person who was dead is a male. we are not being told he's a student. one witness was quoted as saying they believe it was a former student. that's not confirmed. he may be in his 20s, early 20s. i talked to a police officer and he said that it looks like he could be a late teenager or early 20s

in 1963, the school was at the center of the fight to desegregate new york city schools. race riots erupted on the campus in 1964. >> so how's he using imagery right here? >> today teachers at the school say the stigma remains. >> our school has a legacy of violent racial stereotyping coming from the neighborhood. >> there were a lot of park slope blogs that said our kids were animals and they don't bring book bags and if they brought book bags, i'm sure there are guns in the book bags. >> she has been principal of park slope collegiate. for nine years the school was racially diverse but not integrated. >> we had students from eastern europe but didn't have students from neighborhood or american born white students. >> every year in new york city, as fifth graders graduate from elementary school, there's a mad scramble for parents to get their children into a so-called good public middle school. students aren't just assigned their nearest school, they actually have to apply to get in. for the last decade, white parents in park slope did not apply to collegiate. >> i would

this breaking news coming from a school called reynolds high school. and it's just outside of portland, oregon. i want to go to evan peres, our justice correspondent, watching this live with me, monitoring the situation from washington. evan, do you know anything more about the situation? >> ashleigh, it looks like this all began around 8:00, just after 8:00 in the morning local time. and the reports are obviously some shots being fired. they say that there was a semiautomatic firearm that was involved. we don't know if they recovered this, if they've arrested a suspect. we still have very few details at this point in time. we do know that they're obviously now checking the school to make sure that there's nobody else that could pose harm to these kids. now they're going to try to interview the kids and then try to get them with their parents who are being told that they need to stay in a parking lot nearby, don't come to the school, because obviously the situation is not over yet, ashleigh. >> evan, you know, gosh, i'm so sick of these stories, i'm so

property taxes allocated for schools need to go to our schools. as a parent, this is very important to me. the educate our state ballot initiative will stop the strain on the local funds and return the property tax money to schools. on behalf of san francisco public school parents, i urge you to join other school districts throughout california, and support the goals of this initiative. thank you. >> hi. hello, everyone my name is trisha carlin and i am a life long san francisco resident. multiple generations, of voter and tax payer, property owner. we are the public school parent until a week or so ago. and i am here in support of this measure. and it is important to me as a san franciscan and as an american, that there is transparency in the funding and that the schools get the money that they need and deserve. i have three kids with language processing disorder, whatever you want to call it, attention deficit disorders. and so i would like to see the schools get the money to treat the children with respect and mine in particular though, it is a

, you know, broader schools outside of the school community. and broader communities, outside of the school district. and outside of the schools, are interested in making a difference in their communities and oakland is using it outside of their schools and it is really helping the communities and we are doing the same thing here. and it sounds like the folks all up and down california and across the nation are really focused on this and i want to. and i didn't hear, specifically that this task force is up and operating. it is not. okay. can you tell me when? i need a time line, because i feel like we have talked about it quite a bit and it had been, because we are not finished with the mou and i think that that is, and i hope that is not a hindrance but i will take what you have to say and comment on that. >> i asked, and at first, we were going to have the restorative practices, and the coaches and said that they were too closely tied to the schools and it could jeopardize the relationship and so i talked to and i needed someone to... and i h

to make the right decisions for the school children, my own son who is in high school now will hate this but i am going to give you a quick history lesson, what we are trying to do here is provide the stable and reliable funding that is adequate in california. and we are trying to do it in one small step and this is not a hail mary pass, but last friday, many of us observed the 70th anniversary of the d-day landings. four days after those landings, so on june tenth, 1944, where do you think that our troops were? >> were they in berlin? >> were they on the rien? were they in paris, no they were not even in the first objective which was cam they had secured the beaches and the few miles around them, it is time for us to make a start securing every penny of california school funding for california school kids and we are asking you to help us secure the beaches. thank you. >> thank you. >> item j. general matters, done. item k is done. item l. >> i call the adoption of the qeis waivers, may i have a motion and a second. >> so moved. >> second. >> deputy superintendent, i believe that yo

like school breakfast and school lunch. when i think about this issue of perspective from a principal and parent of both a middle school and elementary age child, the benefits of universal or free reduced -- free and reduced meals programs is obvious. mad, i was a child of two working class parents who worked tirelessly to clothe, feed, and nurture five children. as a child i participated in the meal program at my school. i recall looking forward to going to school every day and wondering what was going to be served for breakfast and lunch. i can testify firsthand that the school meal program had a positive impact on my life and my learning. there are children in classrooms all over this nation many cities, in suburbs, and in communities, who are coming to school extremely eager to learn. in order for students to learn at high levels, they must be prepared and ready to concentrate by starting their day off with a nutritious breakfast. the numbers show that one out of five school age children struggle with hunger in this cou

school is on one level what that is about. i think a question should be posed to every politician how much does it cost to educate a child per year and how we will achieve that level of funding. when i was in college a constitutional law case rodriguez vs. the unified school district and the fact that ethnic discrimination is tragic i think we should be taking every measure to battle that and closing corporate loophole is one very important step in that direction i'm hoping that san francisco, california take the leads for the whole state in pursuing this thank you >> hello, i'm william what i've worked in the bay area the year that proposition 13 was pass. i felt that the commercial property tax was inequal and long overdue i encourage you to support that removal of that loophole. we all know that the particular revenue is needed so, please support it thank you. >> hello, i'm or join i'm a san francisco resident a homeowner and a public school teacher in san mateo and a parent of a san francisco unified school district distri

i loved walking to school i want went to staggering it was close i walked to school a and had friends in my community and enjoyed living there. i was in school like every other student elementary the only difference was at home, i held many responsibilities. i helped my mom what with cooking and cleaning and getting any siblings ready for school and picking up them up sometimes. once i hit high school i saw the world different i went to school for associate justice it meant they taught me concepts like opposition and librarytion those are things other schools that won't have taught me i started questioning religion to the way that people served food at the parts women are unusual first in high school i looked at college it wasn't a topic to discuss when you younger because we never really it was just nothing we really talked about we just want went to school i don't know what the a through g you requirement i did not know why they were important. throughout any high school experience there were many people dropping out my switching schools and people dying because the violation in the

we're doing exciting work with high schools and creating a much more sdi verse portfolio of high schools. we're going to do a partnership about a whole international service learning model. with marshall we're looking at working with microsoft to make this a 21st century academy. zinga has worked with us to create game academies and we're rethinking the career tech approach to more of a link learning approach. those are areas where we have fundsers interested in and we'll be doing proactive fund raising versus waiting for people to come to us. really getting the message out that this is not about funding, but about addressing public education and moving to this 21st century vision. >> i think when tony smith was within the school district before he went to oakland he used the terminology that he's trying to disrupt patterns of sexism. i'm curious if you brought up girls and low income groups and the digital divide, i'm wondering what part of the division to action is addressing what smith would remind us of in terms of achieving access, equity and social justice. >> this is why it'd be g

at that school site. based on that survey and based on that data we will figure out how to adjust our funding. >> i know kevin true it isn't here any more. supervisor campos raised concern about long-time community based afterschool program at everett and mission based communities sometimes coming from ethnic -- ethnic communities being eliminated from the program and to be replaced with maybe an outside entity that might have good academic programs on paper, but i'm just wondering how we ensure that indigenous and community-based programs are part of the afterschool programs and we don't lose sight of that connection with the community. (applause) >> i'm wondering how we look at those kinds of factors as you evaluate programs high quality that are connected to communities that kids and youth are from. >> most definitely, we he definitely value making sure that we fund high-quality programs that reflect the student population, the needs of parents, the needs of the community. the big initiative, a wonderf

schools. one charter school that just opened and one public school that was established in 1924. this is about an hour and 15. >> hi, everyone. we will go ahead and get started there will be people rolling in. i wanted to welcome him. i am theresa collins. in addition to being on the faculty here, and the department chair. and for those of you are new to the building, thank you, especially for coming to our final night event of the spring. a series that welcomes anyone who wants to come to some great events, particularly from the poet-making city to our school shakespeare team to a screening of the film good morning and a conversation about how children succeed. part of what makes parker a special place is that we seek to bring the outside in and the inside out, and it is in the spirit i would like to introduce my friend who has come in from d.c. this evening to read from and talk with about -- talk with us about his new book. sam is and has been since i met him in high school is a good guy wh

schools. the majority were african americans and 24 american latino and 7 percent asian pacific, and 12 percent white and 2 percent chinese american and two percent other non-white. and this is to kind of look at how the statistics of the data presented again, as you

looked for school designs that work, whether they are charter or district schools. and we created that portfolio that has really paid off for us because it not only gives hope to the families that they have choice to meet the needs of their students, but we learn from each over other because of the portfolio. >> the way we did back in the '90s, it was simply not working. we kept seeing california dip and dip to 49 on the scale of 50 >> well, i think the most stunning data that i looked at last year was from the dana institute at the university of texas that linked the achievement gap instead of ho e horizontally measuring it, which has increased. they took a vertical gap from the '90s to 2011 and basically the hispanic students now are performing at the same level that our students performed at in the early '90s. so that really tells the story about how we have to have urgency in addressing this. >> and mya, you are there as a board member to make sure that as a board member, that things get done in the way that we start bridging this achievement gap that we keep ta

and moving forward and moving up as an elementary school i love going to the schools it's a happy place to be with the teachers and the students and the parent but mckinley really does a lot of great work i love going for the olympics and i was there for the bike to school day last month it's a tremendous place i'm pleased to recognize your work if you want to accompany and make a few remarks (clapping) >> thank you very much. i've been at mckinley a few works or years it's definitely as supervisor wiener t mentioned that was slated to close but the fester of the entertains and the staff it was a community that came together and able to commit to fundraising to enrich the curriculum with arts enrichment and science enrichment so to fill the fourth and fifth grade to have an additional teacher to support the students in need and mckinley has disable students and latino students and amendment we grateful now here at the board of supervisors thank you. (clapping.) >> okay. >> 1, 2, 3. >> thank you. >> thank you, supervisor wiener i would like to next recognize supervisor from district one

unfortunately the school that we see is [inaudible] valley images school and that school is not even one of the school choices i put in the application in the first place so i think it's kind of unfair. my other two sons, they remain at [inaudible] elementary school next year and as a working mom i find it almost impossible to take three of them to two different school at the same time in the morning so i really hope the district will consider my case and get me out of this difficult situation. thank you. >> thank you very much. next speaker please. >> hello, my name [inaudible] good evening, my name is irene and my daughter's name is isabella hebert. from home to the school. or allow my daughter to take a school bus to alamo elementary school so that -- and then from there then she can be kind of, like, a go to cis from alamo school bus. so i hope that you can help me to solve this problem. thank you. >> thank you very much. mr. steel, would you mind taking down their information and we can have education placement follow up with them? thank you very much. general comments is now cl

in the school system

so, school arrests to 13, 14, you will see that first of all, that number of the high schools that gray, is supposed to be 48 and i don't know why that number does not show up in my chart. but, so you will see that i will have, the carc data and then what is in synergy and i actually have recorded 70 arrests and the carc data comes out to 76 i believe, or 77, and so, there is some discrepancy there, and if they are not entered into the synergy we are probably existing on one of the old paper incident reports that were faxed in which sit with the incident reports for injuries, and cps referrals and everything else. and so, but there is a close enough alignment there. arrests by ethnicity. it is, you see there, again, disproportionate arrests for the african americans students and our latino students and i am using the ethnicity codes that are in synergy and so if you see the se, south east asian. okay? but, again, clearly disproportionate, for our african american and latino students. and then, arrests by gender. and this is again, the 70, that i have. and by carc i don't get the disarro

, middle school and high school. equipment, teachers, professional development. very different investments in p-e than what was possible before peef. arts teachers, we have our arts education master plan. every student every day receives an art instruction. and there is a whole array of resources that go into all of our schools in the area of visual and performing arts. these are just a few examples. and in the area of learning support, school district nurses, counselors, social workers, [speaker not understood] support services, very significant as supervisor kim mentioned. the array of services that students are accessing is incredibly different through the peef resources. these are some of the other investments that have been made possible through the third-third, especially the third-third translation, interpretive services more than doubled through peef resources. we've made a huge investment and at a critical time in supporting our high school students to meet the more rigorous graduation requirements that have

i went to public schools. my law partners went to public schools. we want to create a platform for every kid to get an equal shot at a successful and fulfilling life. and dale welsh and students matter set out to do that. i think we're going to win on appeal. one thing about trials you get to put on the evidence cross-examine witnesses and i think the constitution of california will trump those laws and we'll win on appeal. we feel good where we are. and we hope that it helps the state of california and nationwide. >> are you prepared to fight an up hill battle to defend what your teachers have had for a long time. >> we have a long road to go. we are confident that the evidence is overwhelming, that these statutes don't deny equal access. but more importantly we're going to continue to work hard, to educate kids, to explain these issues with are at times quite complicated. i will finally just say and just repeating the point that dana made earlier. if getting rid of seniority in due process were magic elicksers, then why is it that states like flor

schools. to the greatest extent possible in a city that is building space for a district to be better and for charter schools to be innovative needs to try to create the most level playing field possible and needs to be as transparent as they possibly can be about every decision. to me that's the biggest tragedy of what's happening in chicago i wrote a piece about this a while ago when the chicago teachers strike was happening for ed week in the title of the article is a part of us is dying in chicago. that's how i felt about what was happening. when things like that happen in cities like this our ongoing ability to maintain tenuously a hold on a democratic society amidst the larger engine of a capitalist society becomes greatly threatened. it is something that we should take very seriously and confront with eyes wide open. and i think to the extent possible we shouldn't throw too many babies out with the bathwater and for those of us who are most passionate about this we have to be the folks