If you reach families, early before they are chronically absent than we have an opportunity to have them not become chronically absent as we build that muscle for school attendance. Those are some of the things were looking at the sharon partnering with rpa and looking at the six week periods of are we impacting that and kindergarten is one of the areas we are really wanting to focus more on prevention as you know that is a pretty high area, chronic absenteeism. I was smiling not because we have a survey but because we are starting to ask those questions. All of the schools in every cohort has a focus on chronic absenteeism. Looking at the date that she was actually going down to the name, who are the students that are chronically absent and engage in the culture and climate teams to understand the folks on their experiences and understand how we, as a system to give better support. No we dont have a survey that we are starting to ask those questions and couple that with research on best practices to figure out how to address it. Thank you very much. I have the dropout rate. 41718 the dropout rate for San Francisco was 7 . Africanamerican 91. 1 . The last thing i would request so we can get some comparisons with other districts statewide so far chronically absenteeism again, as an example for africanamerican students what is it look like statewide what is it look like districts. Thank you. Commissioner lopez . Commissioner lopez thank you for presenting. I was wondering about the e. L. A. And math scores on slide six. Just looking at the bright spots and specifically the focus on presidio middle school. What are the measurements that you used outside of the test scores . We used our inventory. In the middle schools and also for pitch we had a focus on literacy. It was implemented from october to february, and then in may as well. For math . We didnt specifically focus on math, but the literacy strategies that each department used. Each department was reading the same book, the teacher selected one strategy in a department they tried it out to see if it worked. There was a cycle to see if there were shifts in the practice it was more of a qualitative indicator. The literacy strategy supported the math as well. Okay. All right. I will have more questions. Commissioner moliga . Thank you for the presentation. For the longest time, in the School District, folks have been saying that Pacific Islanders were not able to receive the support they needed because of the lack of numbers, right . Which i think is not an excuse to serve any community we had this conversation already, in terms of Pacific Islander in sfusd. When we ran the numbers last month it was around 400 or something, right . We ran those numbers again last week, the numbers were triple that, right . So the School District has been supporting Pacific Islander students based on the population that is three times less then what is actually here in the School District. There is some reasons why we brought up that explains this. You know, i guess i am highlighting that and i also want to have this conversation. Not only are Pacific Islanders impacted by this, a lot of other underserved communities, they call themselves invisible. They are also impacted. I would like to have this conversation on how do we move forward and accurately count data in terms of our folks and then what if folks think are the current hiccups that are preventing this and we can talk through this. I will start. Supposedly there is a default in the county is what im hearing, right . Also i am doing the data right now. I am hearing, you know, school sites are changing numbers, changing data. For example they are changing so to native hawaiians. Im looking at now, on seeing this and it says native hawaiian with language spoken is samoan. The majority of these islands speak a different language. Whoever is changing the stated needs to stop. They need to stop. Its just not okay. Going back to the default, would you speak on that a little bit . I will speak to the default. As im going to repeat, as i said even on friday. I dont know about the changing in the data, because it is from the time of enrollment that a parent fills in all of the groups and that is what goes into the system. In terms of the form, the enrollment form actually has a question that says, are you latin or not . Based on your response, yes or no, you get to the other questions which is, if you are a yes then you get put into that category. Only when you say no do you get the default of the other categories. In the other categories the way it works is that if i say i am Pacific Islander so both of those categories are Pacific Islander i will get marked as a Pacific Islander. If i say i am both of those and i say chinese, or i say i am trying and chinese i get marked as multiple races. So what happens is, if you ask the question of how many students in the district within the ethnic groups have marked a Pacific Islander ethnicity. There are around, you know, over 1,000. The result of ethnic groups for the state to come up to approximately 470. That is what we could do with the multiple races. We did find at least 412 Pacific Islanders with multiple races that got resolved as multiple races, because they had marked more than two races on the form. All of these ethnicities can be seen by not only district, you know, people, but also by schools. If i can just chime in a little bit. To get to your question. One of the problems with reports, because that is what it comes down to. If you think of the resolved ethnicity as being an unduplicated count we need to count each child wants this is how the state results we get into the out the way the data was given and just spoke about it. Did a parent check hawaiian . Does it matter else they selected. It doesnt matter if they checked hispanic, or any other races on that enrollment form, did they check hawaiian . Then we have a duplicate account because its actually in the resolved ethnicity. They might be hispanic latinos. As we saw in the data we gave you there was many who chose Pacific Islander reported being latin x. For the state to resolve latin x. If we want to look at just hawaiians we can look at hawaiian separate based on the 20 categories that we have on our enrollment form. Technically then you get into duplicate account. Parents to choose more than one. That, i think is probably traditionally why it is getting reported. Schools have access to it. Learning how to access it and what that means is probably one of the bigger difficulties that we are running into. I appreciate that. My followup is, i feel like we need some kind of method. To really be able to hone in and collect the data, we talk about the arabic community, we can go on and on and on. I will put that on as something to work through. The second is, i have literally had educators come to me and say hey, my principle is changing data. Because they need to meet some kind of code or something . I know we talked about, you guys are just receiving the data. If there is practices happening that isnt ethical, i would like to zero in on those. It is really detrimental to a group like Pacific Islanders. Commissioner lam . Go ahead. Vice president sanchez . A concern around principles changing data. Im not aware as a former principal, anyway that i can do that. Im pretty sure whatever data that the parents give i dont even know how i would access that to be able to manipulate it. I dont know if that is happening unless data change in the last three years. I have never seen that and ive never talked to a site administrator who had that concern that they were able to manipulate data in that way. May you all can speak to that, too. That is my own experience. And also be good before we chime in if at a later date, commissioner moliga can circle back around with the person he spoke to to get more details and have a longer conversation i make sure everyone is on the same page. We all know what we are looking at. Thank you for the presentation pray to have a couple of followup questions. Related to the cohort graduati graduation . Similar to what commissioner moliga has brought up. It is often said, you know, there is a small number, and it is actually an invisible population. I would love to understand what those trends are, what the characteristics are. Are they newcomers, spanish speakers are they also chinese or that would be helpful. I think ive mentioned that a couple of times. The request is that anytime there is high level data we would like to see it broken out by language. So we can really hone in on the community and bringing up any type of supports community engagement, around how we are looking and advancing our development. For the els in general, any time during her high school career, so the definition is there. As Bill Sanderson said earlier the state is defining these. We do have better access to who they are now. We should be doing a better job. Related to the middle school and High School Readiness, i wanted to understand a bit more around what are the steps to address the one third of students on how we are transitioning them between middle and high school . I brought this up, as well. I would really love to continue to understand the work for the transition planning between the middle school redesign. I am really excited about the redesign. What that transition looks like into high school. Do you want to comment now . Or is that top design . Tran21 of the things i think we can respond is getting some of the highlevel practices that high schools are doing. We have been working with these Early Warning indicators for a number of years. I cannot say that there is one that is across the district. I can say that there are things that high schools are doing and we can get you some of the ideas and things that high schools are doing across the district. I will be glad to follow up with that. They are varied. But because of the different climates at the schools they found different practices that work better. The main thing is that it was really great. I came from the High School Team so a lot of the practices that we started on the High School Team is continuing in the middle school team. Specifically literacy and focusing on literacy. The other part here is that we are also honing in on attendance and chronic absenteeism. We are looking at missing sections, sending that information out weekly. We have systems in place to look at attendance. Right at this moment we are looking at grades and that is a practice in meeting with all of my principles today, and then tomorrow they are sharing that they are looking at the best practices as well. For me, just highlighting and reminding that there is a High School Readiness measure that connects to the Early Warning indicator. One of the things that is really important i was just in a meeting earlier eighth feeling connected to a class that makes and having them come to school, you know, having this strong sense of belonging actually leads them to graduate high school. Really having that arc and being really clear about that arc is something we can message as well. Related to chronic absenteeism. I know you all every day are tackling this and trying to come up with what possible Pathway Solutions that as a district we are embracing. I just have to stress for my colleagues and myself. I know working with dr. Matthews that we have to be able to address this with acceleration and urgency. It has been persistent for too long. I am glad that they are looking at this. At the same time, i think there are some good practices that we do know of. That has been highlighted here on the sidebar. I would love to be able to leave that sharing and cohort modeling. I know it is actively happening. Just have to stress that we need more immediate action to see with the plan is, and how we are really going to address this over time. I know there is a lot of experts and you are tackling this on a daily basis. Again, honing in on where that moderate absentee before it actually gets to chronic, right . At chronic it is going to take us much longer to overcome that. I wont belabor it. I would just stressed that this board is really anxious about what is the plan and what are we doing about it across the board from prek on the way through 12th grade. My final comment, or question is around the social and emotional learning. I am less familiar about the curriculum instruction. Given the results, i wanted to understand what that journey looks like. This might be highlevel, but happy to hear any thoughts around that. Around that part of our curriculum. I cannot speak to the curriculum piece of it. In terms of what curriculum or instruction, or adults fostering the competencies and i know a lot in the mouth work that is being done. On the Student Family Community Support Division side of things we have a number of Elementary Schools that are implementing the second step curriculum. There are some curriculums that are being implemented at school sites and also doing some work, a dose response. The afterschool programs also implementing second steps boosters from what is happening in the school day. Looking at at work, and then a lot of is really focusing on adult practices. Have a question for dr. Matthews and i also want to hear from some members of the team these scores come out every year and im interested in hearing, you know, how you prioritize them in terms of this year success are not . I know as a district we value more data than just the california data. If you could speak briefly to that. How are you measuring your success based on e. L. A. And math data yearoveryear . Overall, if you look at our data. One of the things that commissioner sanchez asked about, talking about absenteeism data he mentioned looking at other districts. If you look over all proficiency rates we are out other districts in the state. For me personally, as we talked with the staff. Ultimately what our mission is that each and every student, from my perspective, i know many Staff Members share the same. You talking about success. We will not feel successful until we increase the proficiency rates of our students. We have students who the outcome data, because i dont want to say student performance, but the outcome data from the students is nowhere near where we wanted to be. To your question, to we feel successful . I will speak for me, no. I dont. I know when you look at the data and closing the gap, we have closed a very slightly. Its nowhere near where we want to be. I also know that the programs we put in place like pitch. Thats only been in place and for months now. We want students to be successful as a skill that they need. Ultimately,. Okay. I mean, like these numbers for african amerian students, they make me want to cry. It is so staggering. It feels like a way to downplay something that is unacceptable. Its easy for me to use this time to talk about everybody else not doing well. Im not out there with people moving this on a daily basis. I cant go back to and say, this is a place where, you know, black kids are going to excel. I dont have to say that. The data says that. When the gap is this wide and its this persistent, you know, i mean, personally i am disgusted. I mean, you know, you guys of the practitioners and you are there everyday. I respect dr. Matthews and his leadership. I just want to start with that as a baseline. When i hear about things that we say we do well like graduating students, and it is compared to achievement data that is not even at 15 for math, you know, that just feels like it is insulting my intelligence. Why are we saying we are getting kids to high school when they cannot do math . 15 cant. So, you know, we talked about growth. This marginal 1 , 2 growth. Can you speak to this e. L. A. And math, what that represents in terms of numbers . We have more asian students the census will be different from africanamerican students. What does that mean in terms of a numeric increase from 20 in e. L. A. Last year. Numerically, there were 1700 africanamerican students who were tested this year. When you say 21 of them are proficient that rounds to about 370 students out of 1700. What was the number last ye year . The number last year that was tested was also in the same range. We have about 30 students more that are proficient to share. 2021 is 30 more students . Yes. We rounded it so it is actually 19. 6 last year and 21. 4 this year. We rounded both ways. That is how you got the 2021 . It is approximately around 3040 students. So we are saying it went from 300 up to 330 . 340 up to 370. Approximately. Out of 1700 . Yes. There were 1700 students, exactly 1700 africanamerican students that were tested. About 1400 were not okay. So the exact amount has not changed. It is not like a 60 students left the district and its the same number. S. All right. It is hard for me to say that that is growth. I dont think we should be talking about Growth Growth unless were talking about about double digit percentages. Personally. For chronic absenteeism, like jesus, we are talking about this over and over and over again. I met the team working on it and, you know, at least in that discussion my impression was that the work that happened it not necessarily connected. The interventions happening are not connected to all of the people that could be driving because of varying. Personnel is so different site to site. When we talk about john muir, for example, one of these bright spots, and the principal is telling me the way that she approached the last three years to talk about math differently while she was at the school. I know at least that one school site these scores somebody went in the year and since im going to do something about these scores and, you know, i think there were like 60 in e. L. A. 68 proficient in e. L. A. It is pretty much the percentage for asian students in the district. At one school site someone is performing at the same level. I know that person i dont know what this team did to do that. I know she did that. You know, or her and that team. When we talk about these bright spots its hard for me to see how this team is responsible for it . I think, at the end of the day, the question becomes, you know, who needs to be elevated, wh