Are demographically participating that are asian. So im looking at the english language learners and seeing what percentage are asian and what percentage are latinx. In the district, when were looking at participation rates, were 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 youre 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, im seeing increases, but theyre different varying levels of increase, and im wondering, is there a goal that were trying to work towards, and how do you articulate that . Our intention is to match sfusd demographics. Great. And some areas, were 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, im also seeing this meeting is kind of an example of how can we leverage partnerships for students, right . Because students dont experience individual kind of systems, they participate in programs that were all kind of participating in, and sometimes when were not working together, were not as successful. So im wondering about our partnerships, how are systems are working. Im wondering if we want to target folks across the city, and i wonder if we can talk about geography . I think its 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 were relying on transportation, that can be a barrier . And so its good that were providing for transportation, but its also a cost. Right. So if we can locate it all across the city, then were decreasing a barrier for a lot of students and were also doing that in a Cost Effective way because were 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 thats 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 theyre able to provide more support for their students. So if theres 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, id say whats going on here. And sometimes staff would know about whats going on, or theyd tell me you have to do the research. So if that research is online, and i have to do the research, thats inequitable. Im wondering, though, are we working directly with e. P. C. Ill be honest, im kind of frustrated with our e. P. C. Because were relying on our high schools to do the outreach. If im researching 15 high schools, its 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 . Im wondering, are you working with them, have you tried working with them and just getting more information on how were reaching middle schoolers and reaching their parents when theyre 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 weve 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, weve 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 h1 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. Im 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, wheres the partnership we can have with folks that do middle school or counseling and i dont know if there is a person in sfusd like, i dont 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 . Its 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 theyre very successful. And im also putting this out to sfusd. Id love to be involved in these conversations because we have good intentions and were working in tandem, but were not working in partnership. We could do so much more in we connected our incompetenter piece, and its curriculum that maybe goes outside of the regular content areas, so its a piece that people talk about as the best practice, but it never happens because its 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 were 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 its something we want to support and do support . But you know, invite us im 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. Id 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 inhouse staffing that we have . But also, whos paying for what and are there opportunities for the city to step up here or city college to do a little more here or us as sfusd and to leverage, you know, resources that were getting . Because i think its a big pie, and i want us to look at it that way and own our piece, as well. Right. That makes sense and i really appreciate all your support on that. Yeah. Thank you very much. All right. Trustee randolph. Just a few quick comment that was inspired by the commissioner here. I think you make a very good point about middle schoolers and elementary schoolers. I think the earlier you talk about Certificate Programs and c. T. S and trades, the more excited the students get. I want to point to, for example, long beach and l. A. I think thats why commissioner collins and i are so excited. Long beach and other districts around the country, middle schoolers actually design a symbol sign a symbolic contract when they enter high school. So part of that is they visit college campuses, they learn about college, and they sign a contract to themselves and to their peers that they will be going to college by the time they graduate from high school. So youre already creating a commitment by themselves to pursue excellence and to go to college. And that is inspirational, but it also creates a sense of hope and achievement. And actually, the interesting thing is i went to a presentation, and the trustee talked about when they talked to some of these middle schoolers, yes, theyre young, but theyre already listening and hearing their parents talk about affordability. Theyre listening to their parents at six, seven years old concerned about the cost of education. And they themselves know that they might not be able to go to college because theyre poor so creating that contract and creating the idea of saving for college or free city, thats why its important because it actually shows them that they dont have to worry about the cost. And no sixyearold or tenyearold should be worrying about the cost of education already impacting their idea about going to college, right . So thats something for us to figure out. So it might be time for us as a city to revitalize the San FranciscoCollege Program because we are doing the work, but it would be great to kind of put it all together and support it in that way. He supervisor haney thank you. Thank you for the presentation and taking so many questions. Im actually going to hold off on our questions and im going to bring up the folks for city college. Being okay. Thank you so much for this opportunity. Supervisor haney thank you. Okay. I think were ready. Good morning, committee members. My name is again is meg hudson. Im the dean of High School Programs at city college. And hi. Im 2k im doctor edie quayfer, director of high school affairs. And we will keep our presentation both because the previous presentation was so good. So on the other end, im the dean of High School Programs, and im really the point person working with sfusd around dual enrollment and coordinating very closely. But then, we also have an associate dean, alina verona, who couldnt be here, but she works on the Career Pathways and Strong Workforce Program which is also a big part of the work in terms of developing the course pathways that align with the high schools career programs into city college. And then, the coordination on the city college end involves a lot of different departments. Theres the the whole part, as weve talked about, of the courses and the curriculum and working with the academic departments, the deans and the chairs. But then, theres also a whole side of dual enrollment, which is the enrollment process, which is fairly complex and involves a lot of steps that we work with admissions and records, matriculation. And we talked about counseling and the disabled students programs and services are also involved. This slide is sort of in weve talked a little bit about these programs in joannas presentation. But just to give you an idea of the current numbers of students, as of fall, this is kind of a breakdown of the different types of dual enrollment, the models that joanna discussed and the courses that were that are currently the students are taking. And as joanna mentioned, our growth has really come from these. The top two lines are the cohorted levels, where you have whole classes and whole grade schools participating, and this is where weve seen the incredible growth of the program. We still do have a lot of students taking more traditional dual enrollment, which is when theyre going on their own, primarily, to city college, and taking a variety of courses. And then, theres a program that we didnt mention, which is a pretty large group of students. We have a pretty Strong Partnership around our noncredit traditional studies courses, where we have many sfusd students taking these courses for credit recovery. And this is a group that we wanted to bring on and nurture them as City College Students to help them start to identify as City College Students and help them transition to post secondary, so this is something that were working on. So some of the areas and again, i think joannas done a good job of kind of talking about our coordination around the course request process and, you know, kind of getting the information from the schools through our Central Office partners and then to ccsf and then working with the departments to schedule these classes. This is something that were constantly working on and communicating about. We have sort of a live spreadsheet that we share with all kinds of updates around this. And then, an Exciting Development this year is we have a shared position that is between the dual enrollment students and the ccsf office to help with that process. And some of you were around in fall 2016 when we signed our ab 288 Partnership Agreement, which is what allows us to have these classes at the high schools. And then, we also have another Partnership Agreement that we just put in place for all of our other classes. So you know, we have these documents that kind of define our work and, you know, how we how we operate together. And then, joanna mentioned that something that were releasing that were starting to really look at how we can kind of implement this and systematize professional development. Some of them dont have teaching experience, and some of them do, and were very fortunate when we find ccsf instructors with that background. But for many of them, its their first time Teaching High School students, and we do realize its something that we need to work on and improve. And then another area that were developing is some of our communication tools. And i know this was mentioned as something we can work on and really highlight this Incredible Program and the opportunities for students. So we passed out a couple examples of the materials that were working on. And this one, this practitioners guide, i think its helpful in outlining these different models that we have because it can be somewhat confusing for educators on both sides to understand what models are available, what they look like, how theyre scheduled, so thats the that document. And then, this is something that its still somewhat in draft form, but we wanted to share with you a flier that shows, again, the opportunity for dual enrollment. So it is something that we realize has to be communicated as a great opportunity for middle School Students and high School Students. And then, in terms of kind of where from ccsfs perspective, its something that we really want to kind of be able to look more longterm at i think for both of us, both organizations, we want to be able to kind of predict our pathways a little more. For the program is fairly new, and i think initially, a lot of the schools were so excited and didnt they didnt always know how to best utilize this great opportunity to offer classes. And so weve tried different courses, and, you know, i think were starting to get a better sense of which courses are successful for high School Students and how we can make these courses really lead to u. C. C. S. U. Transfer pathways or pathways into certificates or career options. So its something were still developing as to how you know, how to develop those pathways in a way that can be predictable, longterm, and really help us to to meet those you know, to meet our incredible growth in a in a stable way that we can sustain. And so i think one of the other areas that we need to look at, and i think the data, theres some great data that joanna showed, but we really want to track what happens to the students that have taken dual enrollment, and then, they come to ccsf. And its something that were still kind of working on developing, you know, those reports so we can see the benefit you know, how this has benefited how do the students do once they come to ccsf for post secondary if they have taken dual enrollment . How is it helping them to transfer or to complete, you know, complete their degrees . And we got this wonderful email from one of our instructors at ccsf from a dual enrollment student. And it was very heart warming, so i want to share it with you. Ill read it, because i dont know if everyone can see it. I was one of your dual enrolled students at bmea. I am now at the second year at cal state northridge. Yesterday, after a long and hard application process, i officially got into the highly competitive film school here. Over 200 people applied, and they selected 48 students. I am honestly over the moon. With the classes i took with you, i even get to graduate a year early. So that this is why we do what we do, and now that were growing the program and we will have more graduates, we hope to have more successes like this. And then, finally, i want to share, we are working on some media and, you know, outreach materials. So i wanted to share with you a video that we put together. We filmed it last spring in the dual enrollment classes, and still not quite out you know, were still kind of finalizing it, but its very heart warming, and wed like to show it to you. Are you going to play it or do i play it . Yes. Okay. [video] it has to load, i think. Its only a minute long, but i dont know. So the video oh, it is showing. Let me see can you help me . Yeah, i think you better. The video is kind of a promotional video for dual enrollment, and it shows it was filmed in several its started it was filmed in several different dual enrollment classes last fall or spring. One is was at the high school, and then, we had a couple classes that were at city college, so i dont know. Were having some techni