their brain development we understand how to talk to them and create learning public health in their brain a lot of times when i go to a party or church or something like that i tell people i teach middle school and people say oh, god bless you i couldn't do it and that's right they couldn't we can it's a profession and we need to be tread as professionals you need us and you need to pay for us so we can stay here you have a problem you hear people that can't afford to live in the city they'll go someplace to get lots of money for their profession and you need to think about this myself i'm not afraid i will walk out thank you, ms. gomez. >> thank you. next speaker, please. >> good evening, commissioners and superintendent carranza and happy birthday to the mom that's fabulous i'm executive vice president of the san francisco program i have one more speaker on the way we wanted you to hear the passion for their love and students and their dismay of the uncertainty of their profession and hallowing is fast approaching and pretending things are scary are fun but things in san francisco are not fun while educators continue to do the best we educator can't provide the stability that the constrain in school communities if we can't get a commitment for a raise that's going to give our members a fighting chance to stay and work in san francisco in the city he love over the next years you'll see on page one of the agenda the national association one our our affiliates has donated 60 thousands for the residency program in sfusd i'm delighted that's the kind of work we should be doing in partnering with the district we would like to do more but at this point in this stage of negotiation with this uncertainty we can't expand and build on that partnership with the people that do the work are not replaced let's get the contract settled and keep our educators in the schools where they want to be and let's resume a partnership that works thank you thank you, ms. solomon. >> annabel okay public comment is closed item k any committee appointments seeing none, all oh, yes and commissioner. >> david hernandez to the bilingual community thank you thank you very much item l special order of business number and n discussions of educational issues straightjacket i believe we have a congratulation update. >> thank you president fewer yes. i'd like to ask interim executive director susan koffman to come down and do the presentation for us. >> good evening mr. superintendant and commissioners that is a congratulation plan year one and interference update i'm steven koffman the executive directors ignore the instruction. >> i'll julia chang with the office of career readiness. >> so the first slide is just to kind of lay the conceptual framework this will be a year-end status which refers to the 12 graders from last year's class so anyone that started last year in 2014-2015 a 12th grader not a k t cohort congratulation rates i want to make that definition it's based on a presentation with the graduation 12 grade students in the spring of 2014 this is an update about the interventions and status of the students so the data enlarging validation with the transition. >> i'm sorry mr. koffman can you explain that are you saying this is just of the students that we are that told about previously that didn't graduate? commissioner that is an update of the students that were endorsed in 12 grade last year >> and didn't graduate or still had some missing a g credits i guess i misunderstood i didn't get the meeting sorry. >> based on the 12 graders that were enrolled and this was the plan one of the 5 plans for the first year of a there g dwrauts is so any students enrolled in 12 grade we have this projection that are on track it was 70 percent i'll get that slide then that is the update of interventions banlsz the model we put in place the number of 12 graders that graduate last year. >> okay. i appreciate that you. >> so with the switchful from student information systems last year under the director bill sandy son the superintendent we evaporated an end year the synergy if he were going to have clean day we'll use it to insure that the data is input correctly at that point, the year-end status was approved by the principle and in running the data this summer we realized that some of the summer school key results were not put into synergy so the data was run again in september with the just said kc results in the synergy that increase the rate so this is bans the october data run it is postponed on the agenda last year the board approved the graduation plans we said to show federal and state this is just the plan one students and that the - this slide shows that there of the amount of students that are in the other plan in terms of the significant relationship to the plan one students and so we can see at the end of the total clued is 4 hundred and 66 students or 11.4 based on 1910 and 5. >> i'm sorry to interrupt are those different plans listed here somewhere in the report or in the other document. >> no actually we looked at running the data but it is a data dive it's not just plan one. >> oh, plan one means what and plan 2 i hear you say plan one but what does plan one contain students in plan one they have this criteria can i briefing recap. >> i'll do my best. >> i guess before we continue you refer to plan one i want to know what plan one is. >> plan is a a g graduation plan it straightforward a to g. >> the graduation plan the board approvals in 2010, the a g courses and the requirements. >> no others differentiation. >> no. we're looking at the same group as the on track day we want to see where they're at. >> may i ask the plan there are 5 plans correct and that's correct so plan 2 was for the foreign-born students and plan 3 is for the foster care students and plan 4 is for the court and county students the defensive of the amount of credits nia they need to graduate and 5 for the one year to mitigate the issues around the graduation in the a to g requirements. >> we truly - >> i apologize i'm sorry, i apologize. >> if you could maybe send a one pageer if we have them. >> if i may commissioner maufas it's the a there g and plan 2, 3, 45 your describing who is in the cohorts but a plan that word plan actually has an indication there's a plan for the students that is what we do know your explanation was telling us who was in the cohort but you did not tell us i'm not hoping you can what's the plan what was the plan for those students so if you say that plan 3 is foster skewer or whatever it was so what is i'm looking at this it says that foreign-born students plan 215 years old and what's the plan for foreign-born children foster children entering in the second why were and what's plan 3 for foster constitutes transferring students in county school what's the plan in county schools and students if continuation that's the skew that commissioner maufas is asking you had the same question i can see who the cohorts are how are the plans different from plan 1 the a through g. >> commissioners, thank you for the questions if i could preschoolly have the presentation it's a summary the graduation so we could finish with the summary of the graduation data and proposes we come back and answer the detailed questions and whatever questions we're not perpetrate to answer tonight we'll do some follow-up is that okay. >> thank you superintendent i appreciate your patience mr. koffman. >> thank you superintendent and thank you, mr. koffman and superintendent for that suggestion i agree i want to put it out there it's hard to have a full conversation without - i mean base it's included it's hard to understand the full presentation if we are not seeing the whole picture i agree let's continue with it and see what data. >> thank you very much so when we ran the data into the spring of 2014 the on track and off track we showed that 70.4 percent of our students in the graduation plan one were on track and then krunl the other ones off track so i think the important number to remember is 70.4 were identified in the off track not graduating in the summertime or in the end of june of 2014 or at the end of summer school. >> so again, this is all this is slide shows plan one or plan one through 57 all of these. >> it's simply plan one. >> okay thank you. >> so this next slide points out that if we look at the amount of students that graduated at the end of year-end status of 2014-2015 of those identified 12th graders 92.2 percent of those students became on track and graduated high school under the plan one a through g graduation requirement as adapted by the board and we broke it down to some of the dropouts as defined and this is to show there was about a .22 point increase on students that graduated on plan one and i'm going to turn it over to ms. chan to talk about. >> i want to talk about the year ends ethnicity this chart shows a break down the first one at the district level and breakdown by the ethnic sub groups i want to pinpoint two sub groups 84 percent of acknowledging students and latino students in comparison they were look at lower than the ethnic groups and i wanted to say of the sub groups students were retained planning to stay for a fifth year in a later slide we'll talk about the new interventions webb we're going to work to support those students specifically greater oceanic and at an earlier stage like the eight grade in the programs this next slide look at the year-end status but english proficiency whether their english or number one english learns and the second chart for education for english learns about 50 percent of english learns graduated with the ged policy and 15 percentage dropped out whether they didn't complete the courses i want to point out that about 16 percent were retained they're staying for a fifth year to complete their graduation requirements i'm going to talk about quickly about the special education population in this 12 grade group about 84 percent graduated under the ged's policy and as we need in the previous presentation both of those sub groups will have a greater challenge they have the l e d courses or certain classes that on top of their ged courses they need other classes 0 so this is a challenge and here's the results of those. >> excuse me. so based on the developments of creation of the learning and support we offered programs specifically for students to make up credits and credit recovery in order to graduate high school on time and so we thoughts this map was kind of interesting because not only does it tells us the programs and also the funded programs but it shows the concentration of where a lot of our students who actually are participating not why where the programs were but where they resided in participation in the program as you can see in the mission and the tenderloin area i believe sorry i'm new here and the bay area and around balboa that's a high concentration of students that access our services so i thought that was actually a good map in terms of the the areas we service through our programs moving forward we have incorporated the model adapted two that by sfusd we tried to access how to do better some of the things in place for 2015- 2016 is the one track and off track analysis with the refined and improved communications with the school sites and established a school program at two high schools at mission and vera non-in an that's providing english and online courses we have one hundred and 2 students b that are enrolled in the programs and continuing to distribute funds to more sites a new vesting process we've sent out today that included the application process with both formative and assessment programs and it adheres to the strictly achievement and accountability and the sprout funds are based on that process and award in the upcoming spring seminar we're excited we actually have our designing intervention curriculum that will enable our students rather the same curriculum perhaps a they've failed during the school year we've designed curriculums specifically inform the needs of recovery students we're excited about that and rolling out professional development for the teachers to roll omi out that curriculum and improved the program were to the ninth graders when my colleague and i came on to identify the students for on track and off track unfortunately, because of the switch in the student information systems we struggle a little bit with the analogy and look forward to working with the early warning indicators i want to go back oh, sorry one more slide that is our continuance cycle we are continuing working for intervention intervention and identifying students on, on track and off track a yearlong process and this is just kind of a graphic organizer and visible to show you we're working year round i want to talk about the intervention of the learners we have put in play in terms of summer of 2014 in collaboration with the multiple lingual public health department we had two ervin one at galileo and one at balboa that nbz the students to get back on track by taking the e l d courses and the teachers get specifically addressing the e l learn concerns and we had 3 hundred and 11 students who completed 6 hundred and 16 cougars in american, literary and geotry for english learners and working with sf international high school to design the intervention for the e l learners so we're excited about that p so that concludes the power point i can answer questions about the graduation plans now if you like. >> commissioners before we go to questions i'd like to ask this superintendent bill sanderson to come down we'll provide the context and refresh our memories around the policies. >> good evening, commissioners how are you doing so just a kind of refresher about this you'll remember last december we had this conversation in references to the word plan and things of that nature whatever we modify the graduation requirements so i made a copy of the actual board policy that passed last year by the board it outlines the 5 different plans so kind of go over the plan one is the graduation requirement generally for all students this is the what is all for students there is is plan for the foster care students mandated by the sales tax a decision by the board of education for plan 5 to be many place for last year's graduating class and there this year's last year this policy you as a board decided to draent and take our privilege as the county board of education and the board for the stuffed those are the different plans i made a copy of the policy to see what they are and a brief history of the differences i want to say this in the beginning of the power point presentation i do want to make it clear we not reporting here on the graduation cohort the graduate rate is only accomplished by the state of california because they this have access to a database they can tell the students that are going to complete in a four-year period he the cohort rate we took 80 a at some point of the students on may 30th the last day of the school and took those students we're telling you the number of students that actually graduated with a diploma so those were the seniors on may 30th the cohort we have to wait on the state and so this doesn't include the high school students that completed. >> yes. >> summer school a over in july and they were a student on may 30th and they completed in summary school so we even though they completed in summary school still a senior so the main database was ever student that is classified as a senior on may 30th. >> didn't we have seniors that didn't graduate. >> yes. but most of them went on to summertime or summer school graduation. >> we're seeing today concludes all the students for graduating class of 2014 up until after summer school because we completed if at summer school but seniors at may 30th but some that doesn't complete they're high school requirements during summer school; is that correct. >> that's the breakdown that mr. koffman they've provided i and that breakdown is on slide four is it not. >> 5 and 6 a that's the breakdown of that data. >> so it's that's the completed grade 12 without graduation requirements right. >> is that ms. chan. >> is that considered drop out is this completed grade 12 without the graduation are those 50 included in the 80. >> completely left without a diploma they're just gone from our system and we don't have that. >> i would like to say in terms of retained in the

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