hours before the event over the events staff will receive the input and publish the results on the website the notifications bans feedback from the public for example, the feedback you provide may change how a street corridors looks at or the web policy the get started in planning for our neighborhood or learner more mr. the upcoming visit the plans and programs package of our we are talking about with our feedback and participation that is important to us not everyone takes this so be proud of taking ann >> this meeting will come to order. and welcome to the september 25th special meeting of the joint city, school district, and city college select committee. i'm supervisor haney, chair of the committee. our clerk today is erica major.

madam clerk, do you have any announcements? >> clerk: due to the covid-19 health emergency and to protect the city employees and the public, the elective chamber and committee room are closed. members will be participating remotely. this precaution is taken to the local state and orders and directives. the members will attend through video conference and participate in the meeting to the same extent as if physically present. however, public comment will be available on each item of the agenda. cable channel 26, 78 or 99 as well as sfgov-tv.org are streaming the call-in number across the screen. each speaker is allowed two minutes to speak. and comments are opportunities to speak during the comment public via phone by calling the number 1-(415)-655-0001. again, that number is

1-(415)-655-0001. the meeting i.d. is 1462995419. again, that is 1462995419. press pound and pound again. when connected you will hear the meeting discussion but you'll be muted and in listening mode only. when your item of interest comes up, press star, and then 3, to be added to the speaker line. the best practices are to call from a quiet location, speak clearly and slowly and turn down your television or radio. alternatively you may submit in either of the following ways email myself, the joint city, school schict and city college select committee. and if you submit via email it's forwarded to the supervisors and it will be included as part of the official file.

>> supervisor haney: thank you, madam clerk. are you finished the announcements? >> clerk: yes, would you like me to take roll? >> supervisor haney: yes, please. >> clerk: [roll call] you have a quorum. >> supervisor haney: thank you, madam clerk. please call the first item. >> clerk: item number one is a hearing on the current services, programs and accessibility of mental health care for children and youth. members of the public who wish to provide public comment on item number 1 should call the

number 1-(415)-655-0001. the meeting i.d. is 1462995419. press pound, and pound again. press star, and 3 to get into the queue. the system will prompt you that you have raised your hand. the system will indicate that you have been unmuted when we get to public comment. thank you. >> supervisor haney: thank you. did you read the first -- the first item? >> clerk: i did, thank you. >> supervisor haney: great. thank you, madam clerk. and i'm going to turn it over to the primary sponsor of this first hearing, president yee, who is with us. i want to thank you, president yee, for calling this hearing. you know, this is obviously a very challenging time for

everyone in our country and in our city, but especially our kids who are young people who are struggling with a lot of uncertainty, who had their entire lives uprooted at a very vulnerable time. who have in many cases lost the important connection that they've had to the community, at school, and being there in person with supportive adults and their peers. and the challenges and questions around mental health and addressing the needs of mental wellness and mental health of our young people is something that, obviously, was of critical importance even before covid. i want to thank the school district and dcyf and everyone for continuing that commitment during this very challenging time. it is critical that we not only think about the academic needs

of our students and youth in the city, but also their mental wellness and emotional wellness and physical wellness. so i really do want to appreciate president yee for calling this hearing and working so hard and making sure that we are also keeping this a priority at the forefront of our work. and so with that, before we begin the hearing and invite our presenters, i'm going to ask president yee if he has any introductory comments or remarks. >> president yee: thank you, chair haney. and my colleagues on the board and also trustees shelby and

commissioner moliga. i don't know the other commissioners -- anybody else is on, but thanks for being here and being part of this committee. i actually called this hearing it seems like centuries ago. this issue came up around december last year, and i asked -- i actually called for a hearing around that time. i wanted to give our departments and the school district some time to really look at the issue more carefully before asking who hold a hearing itself. and then the pandemic sort of hit. so i just want to give some background. it stems from the situation where there was -- it was brought into light that there was really a lack of services for the students there in terms of mental health services. and, of course, i knew that

there was some services in our high schools at the time, but even with the high school situation was a lack of services. and since december, i have spoken to several high school students who have really articulated the need for even more than what they actually have in the school districts -- the high school. and so it was through that challenge of probably not having enough services for high school kids and almost having no services for kids that are in middle school. and, you know, it's not anything new for anybody that with the children our youth, that is actually the toughest time of kids when they're growing up is actually in the middle school stages. they have a lot of challenges to overcome, they're growing,

transitioning from being very dependent to almost independent in terms of different spectrums, all of these hormones going on and so forth. in reality we actually lose more kids in middle school, they won't go into high school mentally prepared. so it's a big, big issue that we need to address. so at the time when i was thinking about this hearing it was more of let's figure this out. i mean, what do we really need? what are the best practices for our kids in school? and i want to also mention that mental health services -- the need for mental health services doesn't just start in middle school but it's really intensifying. we need it in elementary school, as you know.

my professional career is in early education and in particular certain center centet we ran, that i ran as an organization in the tenderloin and in the sunnyside area, not sunnyside, but sunnydale. that we realized even at the preschool level we needed to make sure that there's mental health services for the children and their families. so here we are, now fast forward, basically 10 months later we're having a hearing in which i started on one foot and now landing on the other foot and realizing that, oh, my god, this is not just about the long-term of dissecting the need in the long term, but as you probably already know with this pandemic, one of the things that have come up is, my goodness, the need for mental health

services has increased like more than two or threefold. i'm talking to -- i have spoken to people that do counselling, mental health services for adults, and these are independent people that have clients, and they're saying that it doubled the caseload. and we're hearing stories about what is happening in the homes, the stress that's going on there. and, you know, one of the things that i'm hoping that we could do today is to unfold that a little bit -- i know that this area initially was not about that, but i think it's important that whatever information we have from our departments and the school districts and the city college that we should really put it all on the table, look to the need now. i mean, in terms of the immediate response to what's going on with our kids.

and also i want to say this hearing is probably needed to be done to focus our attention a little bit on children and youth. really because we've in the city we've done a fairly good job, led by supervisor haney and supervisor ronen and several others to really point out that we need more mental health services for people on the streets and the homeless. and we're looking at it thanks to those supervisors, they're pushing those. and most of the discussions i have heard on the board of supervisors is about that. which is a good thing. so what i don't want us to do is to use -- lose focus on our kids. you know, and to make sure that it takes us back into the awareness that it really does

deserve attention. so today my goal and hopefully everybody's goal is to actually figure out what we're actually doing for our kids, figure out what's the gap. it's really simple. what's the gap, and how we're going to fill that gap. you know, and i know that it's been challenging. and i don't really expect that we're going to come out of this hearing, you know, agreeing on here's all the money and here's all the resources that we will need and we'll take everything 100%. but we have to know that we have to take care of, and we have to know what direction we want to take this. we have to identify what resources we have now. and we have to identify new resources. we have to identify how to coordinate our services better. we're serving the same kids, whether it's from the city, city college or from the school district, or from project entities. so that's basically what i'm

hoping for. and i feel looking at the presentations that we could take some big steps today. so with that, i don't know if there's anybody else that wanted to -- any select committee members that might want to say something. if not i'll go ahead and invite the presenters. so the presenters in this particular order, i will first ask the school district to present, and that is kevin hog hogan. and then d.p.h. will be arah mann, the associate director of children and youth and families assistant care. and then i'll invite the staff

from city college of san san francisco. and then originally she was going to present discussing and looking at the presentations that we are sort of duplicating everything and i asked her really not to present, to do anything formal, but she'll be asked questions and she'll talk about her -- the role in all of this. so without any further adieu then, let's get started. kevin, are you there, the director of safety and wellness. >> hi, i am here, supervisor. >> president yee: hi, kevin. >> can you all see the slides? >> president yee: yes. >> okay, there we go. >> president yee: thank you. >> thank you, supervisor, and thank you all for allowing me to talk for a few minutes about the services that we provide to our

students in san francisco unified. my name is kevin gogan and i work in school health programs which is one of the programs and the student family support division. our agenda for today -- next, please -- is to review our mental health and risk data for our students. look at the services that are available to our students and to take a quick look at some additional mental health needs that we've identified with our partners in the department of public health. next, please. school health programs is aligned with the district to provide each and every student with quality instruction and equitable support. and the department works primarily in the service of students and families so that our students can be safe and healthy and ready to learn and to be -- to participate fully in the 21st century. our shared focus remains to keep our students safe and healthy

and emphasizing our anti-racist healing practice, and district-wide wellness checks and using our district coordinated care plan for wellness and partnership. next, please. i wanted to thank our partners, including the department of children and youth and families and the department of public health as well as any number of community-based organizations that really do work with us to provide the broad array of services that we are able to provide students during the school day. next, please. so i wanted to look at the data. and the yrbs is administered every other year in san francisco and we have been doing this now for close to 30 years in the district. we have -- this is the middle

school data and i'd like to take a look at the percentage of the middle school students who ever seriously thought about killing themselves. while it states that there's no change, that is a technical term, we are concerned by the number because it does appear to be going up. it's a quadratic change that our statisticians are saying doesn't count. 2,305 students were surveyed for this. it is generalizable to our student population. and it's weighted data for us. so this is a number that we're looking at. and that we -- that helps to us drive our programs and we also share this data with our city partners. next, please. this is a snapshot of our high school data. and here are 2,169 high school students surveyed. there are slightly different questions in high school, but if we take a look at the first

question there -- the percentage of students who considered attempting suicide, that's a quadratic change and a bit of a leap for us. it causes us some concern. if you look at the third question, the percentage of students who felt sad and hopeless, almost every day for two weeks in a row, it's gone from 26% to 31% in two years. we will be administering this survey again in the fall more than likely. we are slated to do it in the spring, but given distance learning we're working with the centers for disease control to determine the best time to administer this to get valid data. next, please. this is -- this aggregated databased on gender, ethnicity and the sexual orientation of our students who felt sad or hopeless for two weeks in a row. there's been a rising number of filipino x students who have

expressed sadness and hopelessness. so this is a number that -- and this is the sub-population of our students that we are beginning to focus on even more in providing services, but also understanding what some of the critical needs that those students may need. and also we take a very close look at our african american students as well as our latin x students for this. and then, of course, while we do have robust services within our school district for our lgbt students, you can see that you are still twice as higher there for those students to demonstrate some sense of sadness or depression. next, please. within the department, within school health programs, we have some mentor social workers as well as administration staff. and we have received last year

until mid-march when we went into distance learning, 139 logged consultations that were broken down as followed. these calls came in from social workers or school district nurses directly into the department. broken down 62 percent, a third of the calls by level -- elementary, middle and high schools. and you can see that it's broken down here, general consultation being the highest with suicidal ideation next. and then general mental health, of course, is an ongoing concern at about 14%. next, please. on this slide, you can see all of the staff that we have available to our students throughout the district. whether we are in brick and mortar or in distance learning. we have 39 of our 65 elementary

schools have at least a .5 nurse at their sites. all k8, all middle and all high schools have at least a .5 nurse as well. in our high school program, you can see that we have a more robust program, and this is a san francisco model that has been touted as a best practice throughout the state and the country. our high school wellness programs. social workers -- every school in the district has at least a .5 social worker. every k8 and middle school has a full-time social worker. and every high school has a full-time social worker. in addition to the additional team members shown there. next, please. our objectives during distance learning are to connect with all of our families through the family wellness checks. the first round for this year was just completed on september 18th.

we also are connecting with students who were previously receiving services and supports and we are working with our school site coordinated care team for ongoing referrals. we link students with community providers virtually, that's been ongoing since we have been in distance learning. and we promote health and wellness activities for students and staff in either individual or group activities and we're implementing lessons through our health education classings as well as social and emotional learning exercises in classrooms. next, please. ongoing we're assessing the student need. our social workers and nurses and school staff meet via video conferences and teams to identify vulnerable students and then to seek what supports are going to be best for those students. and, of course, to help to connect families for family wellness checks to also identify what those needs may be. next, please. there are three primary ways

that we reach our students -- via phone and text, google hangouts and zoom and social workers and nurses are providing ongoing services to our students and families in this way. we have our wellness check-ins, again, with students and family. mental and physical health assessments are taking place over computers. and we have brief short-term counselling and mindful sessions, either individually or in small groups. and crisis counselling ongoing and continuing for our students. and we have an ongoing referral system to our community partners. next, please. much of our work has been focused during distance learning around group interactions and group services for students because one of the areas that students have identified is the need to connect with other students. all of our social workers and our wellness teams have virtual drop-in times. but some of the groups listed here are ongoing or incoming

sixth and ninth grade groups and our lgbt student groups which are a model across the country, and also sponsored by our partners in the centers for disease control. and our latin x student groups and our peer coaching and education groups. mindfulness and wellness. recently arrived immigrant groups. and our pacific islands groups. and our arab and muslim groups as well. next, please. recognizing our success, especially with our high school programming, we've been in discussion with department of children and youth and family as well as with the department of public health around what it would look like to pilot a fuller comelemen complement of s and we're poised to do that in three sites where it is to

expand to middle school sites with an emphasis on eighth grade students to focus on their success presently in eighth grade and to help them with the successful transition to high school. and you can see that this would guarantee a 1.0 social worker and a 1.0 school district nurse and a community health outreach worker and an additional mental health service provider. next, please. based on the hardships that we've identified within the district and in discussions with our community partners, there are a couple of areas where we have found a particular need, which includes an increase in psychiatric beds within the city for children located in san francisco. greater treatment opportunities for youth who are experiencing substance issues. and we're already in process

with the department of public health regarding dedicated youth crisis services to assist with deeper level of assessment, which means suicide, self harm or harm to others. and also for the ability then to access longer term services. thank you. for additional information we have contact information here and the chief of ssfsb, and our executive director of school health. and i'm kevin gogan. thank you very much. >> president yee: thank you, kevin. what i'd like to do is to have other presentations go forward and then hold off on the questions to the end of this. is that okay? okay, thanks. next up is from the department of public health. i'm going to put you -- can you say your name? >> hi, everyone, it's sarah

munn. >> president yee: okay. you're up. you're the interim director and assistant director? >> i am. we've been without a director for a permanent director here in behavioral health for two years. and we've been without a deputy director for one year. i was one of the assistant directors so i assumed the interim role about a year ago now. actually -- >> president yee: okay. i will question why that is later, but, go ahead. >> can i just ask, i should pull up my screen, right, my powerpoint. give me a second. okay. hi again.

so i'm the interim director and a licensed clinical child psychologist with a deep passion and history of implementing school-based services in san francisco county. and thank you for having me today and your interest in children and youth and family behavioral health services. i wanted to start with the frame that which we stride to lead our work. as you know, trauma is a pervasive health issue that not only impacts the clients that we serve, but also our public health workforce and system. and to promote the responsible relationships in a futururing environment, and there's a responsiveness with a focus on race. and for us this includes conversations between staff and the race equity lens in terms of our system, which is hiring practices and access and engagement in clinical services. reflective leadership promotes the development of a

relationship-based organization. and this goes to a healing work plan where we have done work for last several years on respectful culture which focuses on the workforce and access and engagement which focuses on client and family care. so you will see in the presentation today that integrated programming that we have within the school district, child welfare and the criminal justice system, many of our youth access services through these partnerships, in addition primary care is a big point of entry and with the community as well. we have programs that span the continuum of care from prevention, health promotion and early intervention, all the way through residential. and some examples of the prevention work is our early child work initiative. and our parent training institute that supports evidence-based family parenting programs for in our system.

and substance use prevention. and innovation, and a collaboration with the school district, ucsf and us to work with immigrant youth and unaccompanied minors. we have outpatient services, including school-based services which you will see. we have areas that are our outpatient services that have a smaller portfolio of substitute services. we have extensive services that include background services for child welfare youth and other high-risk youth in our system, therapeutic behavioral services and within foster care and criminal justice. in our hospitalizations, 65/85, is through our crisis clinic. we have access, again, which we're very happy about with the stabilization unit and the hospital diversion programs and we have a 24/7 mobile response

team that responds to crises that was previously just for child welfare and criminal justice issues that we have been able to expand as a response to covid, which i'll talk more about. and a note about our residential placement, those placements are made by our assistant partners and the school district and child welfare and we support the mental health services within those settings. in terms of the areas for pros and gaps, i did mention in the youth presentation that we have -- we are working to address expanding outpatient services for substance use and higher levels of care for substance. and there's just a state-wide crisis in terms of in-patient psychiatric hospitalization beds that particularly impact the bay area. we only have one in-patient psychiatric and it's just for adolescents in san francisco. a lot of them are out of town and it's sometimes a struggle to secure beds for our youth.

and we always strive for access and better understanding of how families can navigate our system and we're partnering on clinical research to develop a system navigation system for our system. and we work in partnership with our system partners, and we have incredible support from our joint funders like bcyf, and child welfare. at the state level meetings, we are a model for the state in terms of our integration and collaboration with our partners, particularly child welfare. and (indiscernible) we also contract out to about 35 to 40 community-based agencies that have multiple programming across the continuum of care. we utilize our private provider network and the local, state and federal tag lines. in terms of the civil service clinics, we have direct oversight of our outpatient clinics.

one in chinatown and one in the mission and two in the southeast sector. we have two comprehensive clinics that serve children through adults on sunset. and we also have community programming and services in addition to our comprehensive crisis which i have mentioned and our mental health clinics, and the child welfare system and supports treatment and care. and the project for intensive case management clinic that provides services for high acuity kids and kids at risk of out of home placement. legacy is our peer parent specialist program with caregivers and youth with lived experience that support families and family support night in our community advisory board. and you will learn more about it in the presentation, a clinic of behavioral clinic within juvenile hall and works with probation to support the youth that is a community-based

providers. and the new kid on the block is our psychological assessment services program. we're taking over the function of sik psychological testing win the child welfare and criminal justice referrals, to provide better oversight and quality assurance for those required to expand, and to (indiscernible) and to conduct these psych assessments and to have referrals for mental health and internship programs. we're also involved in a lot of initiatives and collective impact efforts and to the hope wellness center which serve a wide range of families. families rising was initiated by the late mayor, and spearheaded by h.s.a., to have coordinate services for pregnant mothers and mothers with very young children. i oversee this effort.

i'm on the executive steering committee and we expect justice for our children and our families and we continue what should be a databases that is a database that flags high-risk youth and the children's behavioral health and the child welfare to better coordinate care. pre-covid we were working on a pilot to support young youth in the school district that were at-risk and to prevent them from hitting the systems like child welfare, and so we continue those efforts. in terms of our funding structure, the mental health budget is just over $90 million. the majority of that, 78%, or $70 million comes from the federal service for fee medi-cal that we use and matching the general county funds. work orders make up about $12 million of our budget with

orders from bcyf and child welfare, and we have grants that make under about $7 million. and grant funding is just about $840,000. in terms of our substance use budget, it's under $3.5 million and the majority of which $2.5 million goes to prevention and about $1 million to outpatient treatment. this is the data snapshot of who was open in this system on august 21st. this is a small sliver of our services. so i just kind of talked about a broad complement of services but this is a small sliver of our treatment providers that provide services in our electronic health records. it's 7,948 clients and some are served by multiple programs like an outpatient and an i.c.m. wrap

around and so that's why it is higher. in terms of the demographic trends, the fiscal year data remain the same in terms of the trends and over the course of the fiscal year we typically serve 4,000 youth. in terms of the race and ethnicity, we have always served the highest proportion of latin x families, and african american and then a.p.i. and historically we have the lowest penetration rate of medi-cal eligibles for our communities. so there's been a lot of effort to address that work. in terms of the age range, we offer more services for the population, it's not necessarily just entered in our e.h.r. i'm not quite sure why there's data through 26 and above. we primarily serve under 18 and

we definitely cut off when youth become 21 and transition with our partners in the adult system. in terms of the language, you can see that predominantly spanish and then cantonese. however, the caveat for this information is that the electronic health records catches the client's data and they're typically bilingual but the caregivers are monolingual. so we have much higher language prevalence when we think about working with whole families. so we're working to get that data into our e.h.r. in terms of the gender, a slight increase and i want to acknowledge that the leadership is moving away from these structures and on transgender identity, however, for this use it's unreliable at this time because we're working on e.h.s. policy and how to protect youth privacy. i'm going to quickly go through

some of our system partners and the services -- the service array for them. when you look at the school-based service portfolio, while there's always areas to improve and to do better, we do have school-based mental health portfolios with the school district that span prevention all the way into intensive services. the early childhood mental health consultation initiative provides mental health consultation for low-income and at-risk children, due to the child care programs and family child care home and homeless shelters and funded by d.p.h. we have a large portfolio of outpatient providers in the elementary school and middle school and high schools. i have a spreadsheet and if i get my analyst back in employment, i have a spreadsheet that is outlining all of the outpatient providers that we have in various elementary and high schools so i can follow up with that data to show you where

we're at. and there are the integrated wellness centers in the high schools, but there are a lot of outpatient providers also in the middle schools. we have portfolios in there, we support the education related mental health services and i.e.p.s for the school and the department health and the classrooms for youth as well as the treatment and therapy, the support for wellness and other activities. in terms of our integration with foster care, robust again and all of the kids are linked to services. we have a network of providers and intensive wraparounds. we have therapeutic visitation services for foster care youth and their caregivers, and treatment foster care and short term residential and emergency foster care placement through the hub and our 24/7 mobile

response team that i had mentioned. and then in terms of the criminal justice system there's been a lot of focus on j.p.d. services and we had representation on the mayor's blue ribbon panel and also have two staff on the board of supervisors work group. and the mental health group. our goal is to really ensure that the behavioral and the medical health needs of youth are met wherever that setting is after december 2021. it's located inside juvenile hall that provides an array of medical behavioral health, central, and health education and works with probation and identify and integrate and match the assessments and to support the linkage. the various services with mental health, a family therapy model. an intensive wraparound service

and collaboration with probation. as well as outpatient providers and other providers. in closing i want to just start by saying that children and youth families have maintained all of our outpatient clinical services, and we have maintained our services throughout this pandemic with the predominant shift to tele-health. and the racial inequities going in the world and the poor air quality all has an impact on families that we serve and on our workforce. we're seeing increases in acuity among our children and youth compared to the same time period last year. a 10% increase in suicide risk among our youth clients referred for crisis. and more referrals to our programming. but we continue to manage our system very well for our children and youth and have been able to intervene with appropriate services to prevent mental harm. our providers responded to the need to shift our services to tele-health.

from 30% telehealth at the start of the pandemic to 70% within two weeks and now maintaining 75%. while still doing in-person services to respond to the highest need families, our families not effectively engaging in telehealth. we monitor the engagement of clients and anyone already in our care, and our analytic director is producing regular reports to show how we're doing, broken down by the services to c.b.o.s. and i have to say a huge shout out to our clinlic, they are doing exceptionally well to maintaining access to new clients and encounters with their client, despite the high vacancy and the significant deployment they've had to support for the county in the community command center. in response to the increase in clients, we have expanded our 24/7 mobile response team that

was available. and we are able to early on in this shelter in place, we were able to expand this service as a referral for all of behavioral health providers at family shelters, and they work in coordination with the comprehensive crisis. we had attempted to secure funds through m.h.s.a. and the mayor's office, and with the school district support. and i believe that we are there in term it's -- i believe that we're there to be able to expand this and to secure the funding and expand this to the school district youth, medi-cal youth. we have also worked with the school district to staff their family resource hotline that has a physical and mental wellness line and to work with the staff as a liaison to the learning hub to support the linkage, especially to mental health services. the -- and we have done a ton of practice efforts to work around tele-health and how to adapt

practices for providers. so we can ensure quality of care. covid-19 and ongoing racial injustices in our country are contributing to burnout and low morale. this is magnified by high vacancy rate, about 28%, and the stress of deployment. and it's impacted as our work is rooted in relationships and these are youth that are already negatively impacted by disruptive detachment. while we have other therapists to cover cases, it's not always. and by having vacant positions and our director and our deputy director and we lost our substance abuse manager and we have a clinic manager at our clinic and several positions vacant and they're doing an incredible job and i'm so proud of our management and leadership team for how they've been able to support our community during this time. thank you. >> president yee: thank you for

your presentation. i overstated who else was going to speak. so the representative from the city college cynthia -- actually is supposed to address the next item. so she's not going to be talking here. the director of dcyf -- any statement? >> i will go quickly over some joint partnerships that we are doing with sfusd and d.p.h. you want me to quickly go through that. >> president yee: sure. >> okay, i was going to share my screen. okay. so thank you, president yee, for calling -- for this very

important hearing on mental health services. and as you know, dcyf understands the physical and mental and emotional needs of our children and we know that is a foundation for our children to thrive. particularly as our city is going through major disparities around discrimination and poverty and violence and trauma, we know that to stem all of that we do need to ensure that health and well-being for children are secured. i was going to talk about just all of the investments that dcyf makes within this system, but i realize that what is more important for us to talk about and for us to share is just how should we coordinate. and the coordination of this work is really, really important. as you have already heard from our colleagues over at d.p.h.

and at the school district, the need is there. the desire is coordinate is from. the funding is slightly lacking. so how do we do that? how do we get the need to meet the resources or actually how do we get the resources to meet the need. and so i wanted to share with you some preliminary thinking that we in the city have done to try to figure out how do we drive down the additional dollars that are available to us up at the state and federal level. i wanted to just reiterate what president yee shared earlier that the number -- and actually dr. fahraman shared that before covid we already had a mental health crisis for children and now, of course, post-covid, it's even worse. these are some data that is from our state, state level, where

there's this increase in patient visits, particularly for suicide attempts and ideation. increase in mental health hospital beds. just increase in self-reporting of children struggling with mental health needs. and we needed to do better and we should. now living in covid, covid has significantly disrupted the access for care for children and families. with school closures, you know, you've already heard from kevin gogan that a lot of our children were receiving services on school sites but now we're shifting over to remote support. social distancing has impacted clinical services because we are moving towards tele-health and tele-medicine. and so the difficulties of coordination within the system is even greater.

but it's more important now than ever before. so i just wanted to share, again, the other ends of the disruption and can the destabilization of the system. as you can see here, the mental health needs within the -- within our country -- has grown significantly over the past year. and the increase in tele-health and tele-medicine has increased as well. our system in the city relies on our partners with community-based organizations. and with what's happening with covid, it is destabilizing this very fragile network of providers. not only are we talking about revenue loss for the providers, but alluding to what the doctor addressed which is the workforce challenges. we have staff who are overworked, who are stretched really, really thin, and as a result we need to figure out

ways to support our staff and support and to bring in additional resources to support our non-profit agencies. so what we've done is looked at different funding opportunities up at the federal level and at the state level. what we are doing is partnering with a consulting firm called "the california children's trust," who are experts in figuring out and supporting the local municipalities to drive down additional dollars -- to draw down additional dollars from state and federal and medi-cal systems. we have started some of these initial conversations with them and they've helped us to identify where we can bill the state to draw down some of these medi-cal dollars. however, a lot of the building structures for this is very complicated and it's going to

take us a while to figure out, to train up our staff to bill and then to create a funding stream that we'll be able to expand and address the service needs that you've heard just now. i just want to say that san francisco is working really hard in trying to make sure that the system that we have meet the needs of our children and families. we are trying to pivot very quickly to using technology to address the needs. we're trying to adjust how we allow our c.b.o. partners to build and train to move quickly to increase services to address the demand. i think that i just went through all of this. so then i just want to talk about just what is next. the next thing for to us do is to prioritize figuring out how we as a system work to do more

targeted building for medi-cal funds at the state level, partnered with san francisco's schools to align -- i'm sorry -- i wanted to say elementary and middle schools -- to align with c.b.o.s so that we can then blanket our system with providers inside the schools as well as outside the schools. and then, of course, to prepare for the increased demand. unfortunately, as covid is demonstrating, we actually have not only a health pandemic, but we also have a huge economic downturn and we need to figure out ways to diversify our revenues to meet these demands. and then we need to come together as a city and family to discuss ways to coordinate the system of care. and i feel that we are well poised to provide that support and as you have already heard that we are working very closely

with partners from d.p.h. and from the school district. >> president yee: thank you, maria. there's so much to unpack and i have some more from city college, elizabeth, she actually wants -- she represents city college and some of the mental health services that they're involved with. because, you know, we're basically a village where the kids go from preschool all the way to city college and these are the same ones that go through the system. whatever we're not able to manage or -- not manage -- wrong word -- to capture in terms of the mental health issues that

the kids go through, whether they're in preschool or high school, that eventually many of them go to city college. so i would like to hear from city college if possible. is that okay, chair haney? i know this is going kind of long. is she available, elizabeth corea? >> clerk: supervisor, i sent her the information so maybe if you want to move to your questions, i'll try to get her online. >> president yee: okay, sure. just let us know. i could start -- it's probably going to take a while. so are there others that wanted to go ahead and jump in and start asking and then i'll try

to not duplicate your questions. so i don't know -- supervisor fewer, i see you on the roster. >> supervisor fewer: thank you for the presentation. i think that some of the numbers are startling and actually disturbing. i think that as we go further into this covid, deeper over a period of time about this covid time, i think that we're going to see much more depression. i think that a lot of what our families are, you know, considering who we serve in this city and all of our sfusd and we are working with a community that is actually a community of color, a low lo lot of low-incoe families and these are the families hardest hit. so some of the questions that i have are to understand the full scope of it. because i think what we see -- so some of the presentation really showed that what we're doing sort -- well, we have a lot of stuff covered like some clinical stuff, i think that we

do an assessment through the schools as said and what our assessment tells us, what other assessments say. i think that what i'm trying to wonder is, like, where these gaps are. so do we have enough coverage for case managent in managementt level intervention and second level intervention? as we go deeper into what mr. gogan said, do we have all of these other interventions and kids who need deeper services. so i think that what would be helpful for me also is to see where these gaps are and as we see that students need more intervention, do we have the services to actually to deliver on that? so i think that there are students that we can identify and we can do counselling with and then we might need deeper services and then for those

students that actually that we are actually at risk of actually getting deeper into depression or deeper into mental illness and behavioral health and our interventions are not working, what do we have for those students too. so i guess that my question is, so where do you find, like, to our gaps. and then my second question, i hope that we can ramp up on some of these openings that we have, because it means that there's a huge gap in our system too, and not having enough people there and the resources to actually do the work. so i hope that was clear. if not, fill free to ask deeper questions of me about what i'm asking for. >> president yee: i think that it was real clear, supervisor fewer. it's what we're trying to get to. so, departments, people that want to respond? >> i can jump right in if i could. so looking at the tier one

intervention, so that includes what's going on in our classrooms. it would also include our broad-based student outreach activities that happen on-site and all of our youth leadership activities. so all of those are there and in place. i think that part of our discussions about finding where we have some cracks in the system is why we're looking at how we can expand the services in our middle schools. i think that to the -- to the benefit and to the credit of our children in san francisco, they -- they are quite literate with expressing what they need when we give them the opportunity. which is why we're looking at expanding the middle school programs, because our students have told us that they want to be able to talk to someone. we also have learned as maria notes from our earlier discussions many years ago around our high school wellness programs, our students want to have the services in school.

and we -- to refer a student after school -- it is just not as viable, it's harder for the families often times to get to the student there is. so that's what we're constantly balancing. you're right, you know, supervisor fewer, our students have critical needs. we attempt to meet our students where they are and provide those services. and, you know, we do have community-based organizations that help us to do this that provide language specific, cultural specific outreach, education service. and then, of course, our partners in d.p.h. help us to do that as well. and you're also right though that the need has increased. and as dr. fahraman said there's an acuity level that has changed over the past several years.

i'll let dr. fahraman to jump in at this point. >> hi, everyone, yes, there's definitely significant needs. but the big gap that i want to emphasize from the presentation, there is a need for more subassistant us -- subassistante stance use services and we need higher levels of care. in terms of residential treatment, it's something that is a shortage for medi-cal youth, that is going to take a lot of effort. there's not a lot -- we tried to contract with honey hills and up (indiscernible) but they ended up closing there's just a shortage of high level treatment that exists and the in-patient psychiatric bed shortage. so that's the other thing. we only have colleagues inside of san francisco and the other kids that are younger and other

beds are out of county. and there's often waits to get into those placements. and so it's -- a year or a year and a half without, and that does not necessarily replace the need for in-patient psychiatric beds. it would be wonderful to figure out from the experts that i talk to on my team and the folks who know more about it, but what would be helpful would be a crisis residential level of care within san francisco that we could even collaborate with other counties on. but that's the shortage, the in-patient psychiatric bed is a shortage across the state and all of the ones in the bay area, and the medi-cal are competing with kaiser and others to get those beds. i got a text from my manager at juvenile hall and i got a text this morning that a kid is in san francisco general hospital waiting for an in-patient

psychiatric bed. when kids from -- that are incarcerated, it's even trickier in terms of the setting. so those are major gaps. and we need to staff up. i'm saying that treatment needs to be expanded but we just last week had to transition our assessment use manager on our management team, took a wonderful job with primary care behavioral health, and we're so excited for her, but we're really low bandwidth and there's a lot of work to do and we need the leadership positions to be able to get that work done. in terms of the workforce, one of our equity and healing plans we have done a lot of look at the data in terms of our workforce and the racial and demographics of our workforce in comparison to the families that we serve and in compareson to those eligible in san francisco and we need to do a better job of recruiting and retaining black and african american therapists as well as latin x

therapists. and we need to do better at paying bilingual staff. we have a shortage and we really need our spanish-speaking or cantonese speaking and our professional languages and we have a hard time. we keep losing people to kaiser. those are some of the things that i feel kind of rise to the top. >> president yee: so, i -- looking at the screen and the next person that was up is going to be trustee shelby, and then commissioner collins and then commissioner moliga. but before i jump into that, i'm going to push just a little bit in terms of the staffing at the department of public health and in terms of your department division. this is -- what you're describing is really alarming.

and this did not start with covid-19. and you have been interim for how long now? and these other positions -- i don't get it. i mean, i'm sorry. you know, i don't know if dr. colfax is on there or whoever is making these decisions, but it seems -- i'm not blaming you -- but it seems that there's a lack of attention for our children and youth period. i mean, and besides missing these leadership positions, it's telling me something. >> thank you, i really appreciate that, president yee. i want to acknowledge that the leadership has been working hard and dr. hammer is on the line so i'll let her unmute herself and

speak to that too. but i just want to say that i want to emphasize that we're a really strong team and we have been committed to maintaining the high-quality services and the improvement, and the work that we do is above and beyond in terms of our workforce development. we have built specialty clinics in our system so that our kids can access the same gold standard treatments that is provided. and we have built that in our system and we continue to do that despite these leadership gaps and despite workforce really -- >> president yee: thank you. i'm not feeling like you guys are not doing 150% or 200%. i guess that i'm coming from the point of view is that from if you were fully staffed up in your management team, how much more we could do. >> yes, absolutely.

>> president yee: it's to my point. >> dr. hammer, do you want to unmute yourself? >> good morning, supervisors. hallie hammer, the director of ambulatory care for the san francisco health network. and i just want to respond, supervisor yee, to what you just said and confirm that this is a huge concern in the department of public health. and that we are in ambulatory care we have prioritized this position that we're discussing, and we're concerned about how long it's taken to fill critical manager positions. and we're working on it. and i want to reiterate what farrah has already spoken about, which is that we have pivoted and deployed a number of staff, even leaders in children, youth

and family system of care to our covid response. and that's depleted us even more at the same time as she showed our shift to doing as many of our encounters over tele-health, and really looking closely at where we needed to focus our limited resources within our existing clinics and programs. i think we've done -- i think that farrah and her team have done a phenomenal job of it. and we are staffing, you know, providing behavioral health staff in a number of areas of the covid response. you're right, that these problems pre-dated the covid-19 public health emergency. and our need to activate staff to this new issue. and i think that we just got -- we got far behind in making sure

that our -- all of our vacant positions were filled. and then covid hit and those management positions required a test. those were put on hold. i do see some hopeful signs ovel signs that would be in the last month and as moving forward on filling these critical leadership positions and also prioritizing clinicians. >> president yee: thank you, miss hammer. this is great. i really want us to have a plan to hire up. and can you -- can you -- can you commit to coming up with a plan within the next month to show us that, you know, that you actually are going to be focused on this -- not you -- but the department? that would be really helpful

because we can't keep on letting it go, is to my point, and we need to be aggressive about this. i don't have the stats, but i am just feeling like this issue is going to be bigger than what it was. >> certainly. we can -- we can share with you our plan for hiring both clinician positions, including children, youth and family positions and our manager positions, so we can share that with you. and, again, i completely agree and i really share your concern. >> president yee: thank you. to share with the whole committee. >> okay. >> president yee: trustee selby. go ahead. >> thank you, president yee, and i would like to do, if it's okay with you, is to speak later but to have elizabeth corea, who it looks like has now joined us.

if that is correct? to have her speak first. and then i'd love to follow up if i could. >> president yee: okay. so i'm sorry -- go ahead and get started. what is your name again? >> this is elizabeth corea. can you hear me okay? >> president yee: yes, go ahead. i'm sorry, we have been on this for more than an hour. and hopefully your comments won't be too long? >> i can make this as short as i can. >> president yee: thank you. >> sure. i'm not able to see anyone on there but if my slides are up, or if i can share my screen? >> president yee: we see your -- >> clerk: yes, we'll give you privilege to present. >> it should be up. it's just a matter of miss corea sharing.

>> s >> clerk: so you'll need to just press the share button on the bar that is floating and go ahead and give your presentation. there we go. >> perfect. thank you very much. okay, so, good morning, thank you, my name is elizabeth corea, with student affairs at city college of san francisco. i'm here to provide you some information in regards to our student health services. our mental health clinicians and services that we have been offering at city college, we have eight mental health clinicians and they're licensed clinical social workers and we do individual, couples counselling, group therapy and workshops. we also have one health consultant and we have referrals for long-term health services and we also system with the navigation support. to apply for cal fresh or

medi-cal or healthy san francisco. our students pay $20 per semester for access to the mental and health services. as far as ease of access during this remote services situation, beginning in march 2020, we went to shelter in place and all therapy sessions moved to a zoom and/or phone, depending on the students' preference. students with connect in multiple ways. we do have our zoom, which is our virtual health counter, monday-friday, and they can also contact services via phone. they can also email our student health office and then we have the website, we have a patient portal and through that portal the students can navigate and ask questions, they can download the forms and they can get access to information that they need specifically in a secure manner. this was patient portal that was newly launched in summer 2020 in response to our current remote situation. and they can also book

appointments through the portal as well. some of the outreach that we have been focusing on to be sure that the students are aware of the services available during this remote situation as it is critical at this point to be able to access services so we have done presentations, including in the virtual environment. we have a monthly newsletter and e.u. town videos that go over the services available, instagram, reach out through social media, and we also have announcements through canvass and our department chairs as well to make those contacts. and as far as the numbers for the 2019-2020 academic year, the total number of students that were screened for mental health service needs were approximately 5,146 students. mental health screens take place for any students accessing the services for both mental and medical health reasons and including the patient health questionnaire and standardized

screening for depression and suicide screening and emotional health. total number of students receiving mental health services unduplicated was approximately 2,015 students. counselling sessions and group therapy or workshops. we've also had a number of students seen for system navigation support which is around 298 students. and the number of students successfully linked to services outside for more long-term care was approximately 124 students. and that is the brief presentation i have. any questions? >> president yee: just a quick one. there's quite a few services and public high school students that actually take courses at city college. do you have -- does your -- so do your services interact with these students? >> yes, if there are students at

ccff, they would be able to be assisted within our health clinic. >> president yee: but do you know if you're seeing any of those high school kids students that are accessing? >> at this moment i -- i don't have that information with me, but i can find out. if the students have reached out to our student health services for se assistance, we have provd it. but i can find out what those numbers are of high school students. >> president yee: yeah, i'm not personally that interested in the numbers, whether it's a thousand or whatever. i think that the question that i'm leading up to for this is if they are accessing your services and they're basically taking one course at city college maybe, maybe two at most, and so most of the time they're still back at their high schools. so how do you sort of coordinate those services with the high schools? >> well, we don't normally -- as

well as the student pays a health fee is how we'll eval a student to receive the services. but in this case as far as the health services are concerned, because there is a repoire there with unified, then the student would be able t to doing more. and i can get all of the details specifically, but if they're inquiring on just needing some services we can connect them with services that they need. and i can give more details on those specifics. >> president yee: trustees? chair? >> thank you so much, president yee. and thank you for helping us out with this super, super important topic that is very near and dear to my heart.

it's a huge concern at the city college level. as you know, i'm really happy, president yee, that you're interested in focusing on middle school. you know, i have two kids, one of whom the majority of his difficulties in middle school and i don't think that is unusual as you pointed out. but i will say that for city college that there's been several surveys that have been done, and the surveys are not good. because in addition to the anxiety and the stress that we are all feeling, i think that they have the issues that -- of not being able to pay for food -- a lot of income issues that our students are suffering from right now, not being able to pay for rent, a lot of insecurity. a lot of students are leaving school because they feel it's more important to take care of their family than -- and these are first generation college-goers who are leaving school because of covid and

because of concerns of mental illness and they're not coming back. and this is a huge concern to me that our most disadvantaged students are the ones that are going away and not coming back. and i'll just give you one of many, because i don't want to take up a lot of time that 82% in a survey that was done are concerned about taking online classes. 73% are concerned about their personal financial situation. and 71% are concerned about financial hardship in their family. so i just say -- i just point that out to say that we've got -- we've got a huge frightening potential cliff that we're also coming up with and i guess that my question -- which i'm stealing some extent from supervisor fewer for city college here -- and i don't know that you have the answer and i wouldn't expect you to necessarily. but are we filling the needs of our students? are we leaving students out?

do you have a sense that x number of students went, but how many students weren't able to go? do you have any kind of a sense about that? is there anything that you feel, having heard from these other wonderful professionals about the various resources that they're lacking, or, you know, what could really make a difference in terms of better serving and supporting our students during this, you know, crisis, this mental health crisis. are there any other resources that we might ask for at city college to help us with our students? >> certainly, thank you, trustee selby. as far as the resources are concerned, we can never have enough resources but specifically for our students we have a large population of mental health students that need those services. for this particular year, the state transfer office are funding allocation for mental health services that will be expiring at the end of this year. so we'll have to be looking as to how to continue to supplement, you know, that funding. so any resource that we can get

specifically with that money going away, we'd have to really start looking into what additional resource we can, right. with eight clinicians on site, we have a lot of population needs so we need to fill that gap. as the need right now in this covid situation, the mental health services is a huge service that is much, much, much needed by our students at this time. >> thank you. >> president yee: commissioner -- commissioner collins. >> commissioner collins: thank you so much. again, i want to say a deep gratitude to president yee for bringing this before the committee and as a parent of two adolescents, and i'm staying with family members and so i -- i guess that there's two buckets of questions that i have and

also comments. there's one that specific to san francisco unified and the other is to the city at large in terms of how -- and i appreciate this idea of, you know, how are we all working together -- both city district and community-based organizations to partner with families in order to support children in our city. and -- but specific to the san francisco unified, i want to be really clear, i know our educators are working really hard to create new systems. there are systems in place that we've never had before. and yet there is still no clear communication with parents about how they can connect with so many of these really important support services that commissioner moliga and other commissioners like me have been fighting to make sure that are staying in our schools. so currently as a parent, there is no consistent place that if i

need to contact the school nurse or the wellness coordinator or the social worker, or the counsellor, i'm getting emails and texts from parents all of the information is in different places. some schools are being very clear about sharing this information and some are not. and we have no clear structures for doing that. and so on a really basic level, like, forgetting about even what happens when parents do, you know, reach these services if they're robust -- like, they don't even know when they're looking how to find them. and so that is a real concern for me. and it's a consistent, you know, refrain. and, honestly, i have been asking for over a year, which is before covid. so there's -- and i guess that the other piece that is connected to this is, you know, with coordinated care, which is a really great -- i think it sounds like a really great program -- it's another program that the district is kind of

developing. and parents -- i'm sure that most parents don't even know about it. so what i'm concerned about is that there is, you know, always a need for more resources and money. but if we're not partnering with partners in the development of new programs, we're going to make, you know, what is frustrating for me constantly is that i'm a parent so i get to see what the communication is with families. and so we can have a program, but if parents don't know about it, it doesn't have an impact. or if it's messaged in a way that parents don't understand how to access -- especially with communities that are monolingual communities or communities that have been traditionally, you know, underserved by our district -- they're not -- they don't know to ask questions about the services they don't know that exist. so i wanted to ask, you know, what are you doing to ensure that each and every parent and each and every student knows who

is the dedicated nurse, social worker, resource specialist, counsellor, at their school for them to go to if they do need help and what are the specific services that those different folks provide? >> well, thank you for your comments commissioner collins and for your question. so one avenue, which i believe that has been publicized is our student/family resource link. (please stand by)

>> there's no place to list what i've been asking for since last year, a student support team. if i'm a parent and i have a student with emotional needs and they need support with academics, they need coordination with a nurse and they may need support with a wellness team and that information is not listed in parent view. parents can't just walk in the school anymore like they used to, say hey, i need help. we have now technology creating

a barrier for families and actually actively seeking help. this is also parents that's not counting the parents who don't know they can ask for help. i love these advisory -- wellness checks. the people who are doing wellness checks in the high schools are just regular teachers. they don't have the capacity to kind of ask these questions. i'm getting calls from my teachers like are you okay. my response is yes. they don't have the capacity to say, if your kid is feeling depressed, these are some places you can go. those kind of conversations do happen at some schools and those are community schools. those are the schools that are staffed with community school coordinators. they are the ones really good with integrating those services and making sure direct communication is happening.

i'm interested in central services. i'm also interested in -- what is a parent experience at a school? i would like to see -- unless you can tell me we have something that i'm not aware of as a parent. i'm asking for specific places for parents to find information. i'm also asking -- this is a question -- how are we -- are healing in our hands? it was a resolution that was -- i love for commissioner moliga talk about it he was instrumental working with chinese progression organization. to make sure that students are also involved in supporting in mental health in terms of community well being. what i heard from my children and other youth is that kids aren't sometimes more likely to

seek out help when they are referred or when they understand about mental health issues from their piers. this is where commissioner moliga was a big proopponent of this. i was the co-author. how is that playing in, now is student advocacy and student agency playing into really the outreach efforts that we're gong to -- doing to connect student with services. >> i was going to bring it up what was mentioned earlier a parent engagement in education. i was going to suggest that part of working with parents is whether it's through workshops and just discussions, of how one would recognize -- how would a

parent recognize when their child needs help? once they recognize they need help, where do they go? i think -- it's something that's useful to really talk about in terms of school board of trying to have that ingredient. it could be at any level. it can be within the schools itself. it can be anywhere. i want to give commissioner moliga a chance. commissioner? >> commissioner moliga: thank you. did staff respond? she asked a few questions. i will be open to giving them

some space to respond? >> thank you commissioner. i'll try to be brief and thank you commissioners for your questions. what i'm hearing and what we're trying to move toward is a more proactive way of communicating with families and getting the information out. we have lot of system nas are more relatively passive. you can find it here and there. how do we continue to build our capacity, our central office and all our capacities for that two-way communication that's proactive? i will be honest. i think we fall short in those areas. as we're looking at our division and the resources that we have in are able to influence, that's what we're looking forward to build better. we have a lot of that information. i can give you a list and say

you can call here and do there. we're looking for more proactive and we're falling short most definitely in the distance learning world. we're continuing to try to it's- iterate. we have staff and things like that. we're trying to pivot as quickly as possible. we are right to really bill out what we're calling our partnership in education, part of our division where we have places where families have more regular space to come and be able to speak on systems that we're building. we're looking at youth advocacy voices. i won't tell you that it will happen by december. that is where we're consciously building our efforts toward. i appreciate the questions that you have. i really hear the desire both from me, my staff and commissioners and families, for us as a school district to

really build our capacity and be more proactive in communicating with families. then secondly, i want to note that in our presentation, we failed to mention the reason why specific islander data was not part of it. that's another area that we're trying to improve on. when we do the youth behavioral risk surveys, we don't have enough response from a particular group. what we need to do is oversample, like ask for students to implemen complete t. that's something we'll do better at when we do the next survey. which may not happen until next year. we recognize that and we want to say that that's an area that you all are looking for.

we will do that better as the next survey. i will turn it back to you. >> there's some people that want to make public comments. there's other agenda items. if you could focus really quickly and i will try to wrap it up once we head to public comment. i'm sorry, i feel guilty making this too long. go ahead and -- especially if you have questions where it overlaps and how we can work better together, would be really useful. that's why i called this. >> commissioner moliga: outside being a commissioner, i'm a clinician. i want to highlight that we are

working as a clinician, we're short staff, trying to find kids beds. that is a real issue. i want to highlight that. couple of things for me moving forward, the thing that i want to target is, we're doing all these efforts but the question for me is, the engagement is just not there. the issue again for me is, we haven't talked about it yet, lot of stuff is virtual. it's been virtual. how do we create some kind of system that we're putting -- [indiscernible]. folks doing wellness checks and everyone doing wellness check, we have to pivot and figure out what it looks like for the students. i say that because i'm looking at the data. couple of questions i wanted to ask, if you look at the data that we're presented with, it

seem like, if you took sfusd population, which the data you guys are presenting are not just sfusd kids, that's citywide. you will be focusing on 5% of the population. if you think about the latinx community, large grupp of those -- group of those kids -- [indiscernible]. the numbers that you presented are these medi-cal kids. do we have understanding how many kids are medi-cal eligible? what's been our strategy to outreach and make sure that these folks are getting the services. also, i heard you say thing around the kaiser stuff. what does that look like? my last question is, the thing

for me that also maria brought up, i think is something that we are like tracking back on but we should have probably done earlier. the medi-cal building. i've been talking with the school district about this. we need a streamline medi-cal billing process. i want to be able to push the envelope on that information. i'm in the process of writing a resolution. i think that's something that would be good for us to have as a conversation as a city as a whole. i appreciate all the works folks

are doing. >> i made bullet points. i hope i caught everything. in terms of the data i presented, those are correct. those are the kids. it's the level of kids that are entered in -- [indiscernible]. we have other reports that would take a lot of work. those were limit to the kids we bill in avatar for. in terms of the number medi-cal eligible. we do look at that data. we look at the penetration rate the number of medi-cals are eligible for in the county. i cannot list off the top of my

head the specific data that's eligible. i can follow up with that. i do toe that the year after year, the area where we are making -- where we have the lowest penetration rates in terms of engaging compared to who's eligible is for the apiu. we have worked with community stakeholders to provide services to help to do more outreach to build those relationships to engage those families to destigmatize mental health and help support pipeline to treatment for the family that's needed. we are working on that. i could not tell you the exact

date. you asked a question about the josepoverlap with the sfusd. i would have to pull the data for that. around kaiser, it's really around our workforce. we're losing people to kaiser. they are paying psychiatrist whole lot of money. they're playing clinicians a whole lot of money. even though we do have good pay compared to the community-based organizations, kaiser is just a machine that is basically taking our workforce away. we do partner with -- go ahead commissioner. >> i appreciate that. the question that i wanted to know was, what is our partnership with kaiser, in terms -- the thing that i am concerned about are the kids.

do we have eyes on our kids that are going to these different hospitals? >> yes, that's a great question. we have a partnership with kaiser. we do have folks that are working closely with kaiser where we coordinate care. the affordable care act, there's been an expansion. the kaiser medi-cal use, we're still serving. we work with -- we partner with them in those ways. in terms of the hospitalizations, we did -- i don't know if i can answer your question specifically -- we do work with the actual hospital to try to increase our rates so we can get support. we have worked with kaiser in terms of the c.s.u. to try to partner around how to support funding for that. we've had meetings with kaiser. that's an area that we would need further strengthen or i

can't speak to what my level in terms how the health network is partnering with other private insurance. iin addition to the revenue generation projects that we're going to be doing, at the state level, i was on a meeting yesterday, there was a big focus on children youth and families and freedo streamlining lot of bureaucracy that takes place because all of the requirements around medical necessity. there has been discussions about lowering thresholds for establishing necessity for foster care youths. there's a lot of work that's happening at the state level

that's going to be able to help support our ability to reduce some of the bureaucratic paperwork and barriers to help more families. >> thank you, commissioner. i don't know how many people making comments. >> clerk: can you see if there are any callers in the queue? >> yes, mr. chair. if you have not done so already, please press star 3 to be added to speak. if you're on old, please continue to hold. james, can you confirm if we

have any folks that are ready to speak? >> nobody has entered the queue yet. >> clerk: all in number is 415-655-0001. press pound and pounce again. once you're on, just press star 3 and you can be added to the queue to speak and we'll unmute you. do we have any callers? >> nobody has gotten in the queue. >> clerk: let's close public comment. >> sorry, one person just raised their hand. two minutes.

>> hello, can you hear me? >> yes. >> my name is jenny, i'm a parent and i'm parent member. i want to chime in. i'm a mother of three kids with a nephew that also needs mental health. we have seen with the parents in the community is the mission, visitation, valley excelsior are struggling. these kids from elementary schools, they really need the help. i also have a child that because of everything that's going on, will be first to go to a university and had to stop it because of this whole covid-19. it's a shame because the help is not out there. i do want to let you know that the struggle for economics over

here, we have our kids dropping off because they're helping their parents. i have a nephew that's struggling with mental health and it's hard to get them services at high school level right now. all these stories that we're hearing from parents struggling trying to get these i.e.p.s going for elementary school. it's a big necessity. i'm pleading for you guys to hear us out. it's very hard for the children to get in the classrooms with internet. these kids with i.e.s are left in the breakout rams. that's all they're offering for them. there's no help for them now. there's no follow-ups. elementary school kids are really struggling. to put a child whole day on a breakout room because you don't know how to handle their i.e.p.s or 502s, it's a

shame and it's sad. we're hearing parents cry out for help and yes, lot of parents out there that don't know how to use the system. the system is not updated. there are some schools doing very good. but there are some schools that are not. those are the ones that are struggling now. parents are crying out and really we don't know what to do anymore. we're not blaming you guys. i'm thanking guys for everything you're doing. but there's a lot more to do because the struggle is out there and the suicidal rate is up high. >> thank you for your comments. any other callers in the queue? >> one more. >> i want to appreciate the forum this morning and raise couple of issues.

first, on mental health, one of the dynamics that we seen was addressed in the sfusd black lives matter resolution. police are dispatched on mental health calls. this is an issue that families spoken out against. it creates a dilemma where staff has to weigh the benefits of mental health call with the risk of police violence. especially impacting black, latinx and undocumented families. i'm also interested in circling back on conversations -- the data site to be updated so we can continue to have

transparency. including information about cases and disaggregation around rape. i like ask that the new cases that schools be opened to the site. thank you. >> there are no more callers in the queue. >> thank you. i will now close public comment. >> sorry, another person just came on. sorry about that. >> i will revoke that and allow this additional person to speak.

>> thank you for allowing me to speak. i'm andrea, i'm a youth organizer. i wanted to make sure that lot of our young people are struggling with mental health issues. they can't go to their parents. they don't feel comfortable talking to their parents. we've seen lot of domestic violence issues going on in the home. they don't feel safe calling cops. we are implementing the resolution that was passed. we've been working with c.a.p. and coming up with a plan to get young people into the plan. we want to make sure -- young people are hurt and they want to have a place to feel safe. they need to build allies.

there is no interaction in their classrooms and how that impacts young people. we need to make sure we have bases to hear young people loud. i'm grateful for this hearing and want to make sure this work continue and we're working together with community partne partners. thank you for this time. >> we have two more callers.

>> i am speaking in a way that mental health services are provided to students, especially students who don't have access to internet. i feel like there's a gap in transparency and accountability on behalf of the city. moving forward, i like to hear or receive more data and more information about how you guys plan to move forward with this. thank you.

>> hi, i'm advocating for mental health at my school. we really need the help. we're struggling right now. we really need this. thank you. >> that was the last caller. >> are you sure? [laughter] >> thank you everyone who called in. public comment is now closed.

>> supervisor yee: when i first wanted to have this discussion, i wanted to focus on middle school and today, you get to see the issue is much broader than middle school. we need to focus on middle school little bit and this shows you that one hearing by itself is not going to be enough. you can break down this hearing into probably five different hearings to really focus on certain issues and so forth. i want to honor our time here. number one, starting to identify

the gap as supervisor fewer was mentioning earlier. i don't know if we actually finish identifying the gap yet. i saw a lot of presentations and lot of circles and lines and everything else. we want collective impacts. i think that's why i wanted to of this hearing. it is about how we work together to have this checkive -- collective impact for our students and families. in regards to whether a school district or public health or the community, do we have a place where they can come together to

try to coordinate these things? if not, i think it's lacking. we need to do better. again, we're talking -- many of kids feel comfortable going directly to the services at the school. i know that some of the kids aren't comfortable to seek services at the school. where do they get it? how do we coordinate those pieces? there's a lot of coordination that needs to take place. there's a lot more to think about how to get them those dollars from medi-cal. seems like there's interest this that. i know you talked about it months ago and you're making an effort. your role in trying to get it from one system to another system is crucial.

it's freeing up money to take care of certain kids that's used to take care of more kids. there's a lot to think about in terms of systems. what is the collective impact and how you get the resources. this long-term, -- right now, say that, i don't feel comfortable that we're doing enough with what's happening in people's homes with the kids and doing the virtual stuff as commissioner moliga was saying. it's not going to work for everybody. i don't have the answers. how do we find these answers? how do we use our nonprofits to get them connected to mental health services? lot of questions that i don't

have answers. lot of things need to be done over the next three months and how do you address the covid situation. chair haney, i'm hoping that in the future that this topic does not get lost and you bring it up over and over again. it needs to be discussed. it needs to get to the rest of the policy decision makers. >> supervisor haney: thank you president yee you have my commitment that we'll bring this back. each of the respective bodies here are focused on this. i'm sure they'll follow-up as well. it's great to hear about some of the other resolutions and

efforts that have been taking place at sfusd and maybe you can invite d.p.h. and others. i know it's an unusual thing. seem like there's such a need for cross-collaboration that's inviting folks from the city to be part of the efforts as well as sfusd, it's something we didn't do lot of when i was on the board. probably should happen more often. sound like one of the things that we're doing here is recognizing how much more we need to be collaborating. with that, i saw supervisor fewer's name. >> supervisor fewer: thank you supervisor. i wanted to mention that we may want to have this conversation when we're speaking about mental health. as far as i know, mental health

sf doesn't include our youth. i'm wondering if we should be looking at when we're looking at revising the whole mental health sf system, if we should also to be serving the students under the mental health sf program. you're an author of it. that's why i bring it up to you. i think that's a good idea. we could prevent maybe a youth from going deeper and deeper into behavioral health and mental health services. >> supervisor haney: we have a mental health sf implementation grupp and having them more intentionally about the connections with the system for youth is really critical. president yee, would you like to make a motion on this item? >> i can make a motion to continue this item.

>> supervisor yee is not a standing member. it needs to come from a standing member. >> supervisor haney: would you like to continue this item at the call of the chair? >> yes. >> supervisor haney: all right, i will make a motion to continue this hearing at the call of the chair. we have a second? second by trustee selby. do we need a vote for this? >> yes. [roll call vote]

i have five ayes. >> >> supervisor yee: i want to thank them for joining us today and helping us with robust discussion. thank you very much. >> supervisor haney: thank you for your leadership. we apologize that it took a long time to schedule. with that, madam clerk, can you call the next item? >> clerk: item 2 is regarding how covid-19 has impacted the schedule, policies and services for san francisco unified school

district. the approacmembers of the publih to provide public comment should call the number streaming on the screen which is 415-655-0001. if you have not done so already, please press star 3 to line up to speak. you will only need to press this once to line up in the queue. the system prompt will indicate that you have waved your hand. the system will indicate that you have been unmuted when it gets to public comment. thank you. >> supervisor haney: thank you madam clerk. i'm going to get into this item. this is our standing agenda item providing updates.

this has been such an important place for us to collaborate to gain information, to have questions answered from our respected institutions. we're going to have presentations from city college. i promised them that. then sfusd, does have a hard stop right before 1:00. we need to get to them quickly. we don't have a presentation today from d.p.h. from what i understand, katie tang is available if there's yeses. i want to thank all the institutions and staff for everything they are doing and for devoting time, which is precious time to this committee and partnering with us. i do think that committee helped us gain information. with that, i'm going to jump right in, if that's okay.

i will have us start with city college of san francisco. >> thank you very much. will someone bring up my slides or do i need to share my screen? >> clerk: we can pull them up. but we thought you were presenting. >> i have it ready. >> clerk: there will be a floating bar. you just click on share. we got it. >> now i don't see you. >> clerk: you'll just do your presentation. >> okay. i wanted to thank you for that introduction supervisor haney. we're placed to be speaking with you today about the support that

we're providing to both students and faculty as we've made the shift to remote instruction at city college for this fall. a vast majority of our classes are happening through remote instruction i'm the dean of online learning and educational technology. standing behind me are group of faculty classified staff, department chair and student workers that make all this possible. i like to share with you our response in planning and the student support and the faculty support. we knew going into this, that -- we knew a lot about online learning. we knew a lot about our faculty and students that chose online

learning. we knew their comfort with technology, we knew access to internet and devices, we knew their internal motivation for online learning. when we had to make the switch, we are faced with students and faculty that didn't have internet in their home, did not have access to a device. did not intend to ever take online class. we knew that the statewide student academic senate has published a study in may 2020. they surveyed over 1700 students at 64 community colleges. students reported experiencing high levels of anxiety, stress and depression. in the midst of the pandemic, it was causing them even more stress. with that, we adapted our guiding principles.

equity connection and support. we made the shift and particularly focused it to new students and instructors online learning environment or remote learning space. we came into the pandemic probably better positioned than a lot of other community colleges. we already used canvas. it's a full learning management system all california community colleges use it. it has e-mails, discussion board, quizzes, assignments. it's really the classroom for students learning online. we also prepared in that we have a shell for every single c.r.m. we have over 2000 sections. we had it ready for them with

the actual class list in that canvas shell and the instructor. all we needed to do was really turn it on. we also had a well established training program. our contract with faculty provides for training. it's very intense to teach online. we always like to make the point that we're doing now is temporary remote instruction. really online learning, it takes a instructor a full semester. we compensate the instructor to do that. we had to pivot again with our guiding principles. we were able to maintain instructional continuity for the spring. win we got to the summer, we needed to stop, catch our breath and begin planning. the entire college put up a virtual campus. we partnered with our non-credit, e.s.l. faculty. we wanted to make sure that any

material that we put out, students and lowest level e.s.s. non-credit classes could access. we made didn'tal guys in multiple languages. not only did we want to teach students how to get into the system to get to canvas, we wanted to give them information how to prepare for that. we developed a training program. we put up resources for low cost and free internet and we have technology needs for our student and faculty. we were taking our laptop cards passing out to faculty and students. we worked with learning assistance center on remote learning advising tips. they were absolutely fantastic. the department of education said, i think they came out end of april, what you did in the spring was fine but because

you're going to be teaching classes at a distance, you need to abide by department of education regulation as well as title v. we had to train our faculty. we trained 851 faculty. we trained additional 30 who just finished. they submitted 5657 assignments. it was phenomenal, 2700, it was amazing the amount of engagement that we had by our faculty. some of our faculty did not come willingly. they were open about that. together we worked to make certain that we continue to serve our students. we knew that our students were coming to us, having been in free and clear spaces. they had the formal learning space of a classroom. they had their work space.

what happens here is when the students reflect, they study, they process, they review. that was really critical. when we moved to remote instruction, students didn't have clear learning spaces. they were sitting at a kitchen table. that was their classroom. then they moved into their living space, which was also their kitchen table. then they moved into that in between third space and that was their kitchen table. we needed to make certain that we adopted tools very quickly to define spaces for students so they were still able to communicate with each other and to review and reflect. usually ticks -- it takes use semester to adopt one tool.

we adopted these tools in a matter of few months. we put up and i was just typing the announcement to send to the college. i got e-mails from the sales rep who was wonderful. he said, what are you guys doi doing? it comes with an app and it's almost like a tool that students can communicate. our students really took to that. it translates into hundred languages and students can live stream. it does allow them to have that in between space, which is so valuable. this is just at a glance what we are doing with student support. we have global announcements

canvas. at the end of every session, he sends me notes about what we need -- what he learned and how we can change to make certain that we're better sebbing student -- serving students. the next step that we're doing is building out what we're calling a student services hub. we know that students have food insecurity. they have housing needs. they need access to mental health. while our virtual website does account for the needs, we want to build that into canvas so it's one click away. students don't need to leave.

in terms of the faculty resources and what we're doing for faculty, we surveyed our spring 2020 students in canvas. we said where do you go for help? almost 80% of the students said they won't the faculty -- they went to the faculty member first. we knew that the faculty and the instructor was first responder. we built faculty resource center in canvas. which is another hub. we're doing three webinars a day. it says 13 modules that we have 14 and we're talking about pedagogy and lectures. we are offering faculty 20 hours of appointments. we have appointments that last

just 15 minutes but on weekends and evenings, any way that we can serve faculty who serve students we're doing that. as one of our guiding principles in terms of equity, we really wanted to get the message out to faculty. while they are using zoom and learning space, they needed to be flexibility. students needed to be able to join by phone by day, they needed to be able it turn their camera on, turn the camera off and have a virtual background. in order for us to move through this together, we needed to have the flexibility in supporting our students. we wanted everyone to understand

that students weee sharing maybe one device in the house. maybe one internet connection and it was unstable. that was a clear message. we built out modules about that. we continue to lead that conversation. the strong safety net that we provide, there's a lot of information on this slide but it really points to what we're doing to make certain that we're holding our faculty who are holding our students through this period. we have a local canvas faculty e-mail. we have an outreach team and all of our schools. we visited a.n.r. last week or two weeks ago, three weeks ago, actually -- so we can get the word out. this last slide is my way of

thanking an amazing team. you see how many people it takes to maintain instructional continuity. you see that we have faculty and staff from all across the college. which is really key to making this work. let me know if you have any questions. thank you. >> supervisor haney: thank you, appreciate that presentation. community members any questions or comments? >> supervisor fewer: thank you for your presentation. i'm interested in your numbers of enrollment. i don't think in your presentation you mentioned about the numbers -- your students and how many enrolled and are you able to keep enrollment and demographics around enrollment. we heard, there could be a drop

in enrollment during covid amongst students of color and low income students. can you give me some data on that? >> sure. that's not the focus here but our vice chancellor of academic affairs has presented -- he presented it last night at our board meeting. we can send that over. our sense success just -- our census just happened we're braking it down in terms of demographics. that's very interesting to us as well. we can identify the gap. >> supervisor fewer: sure. >> supervisor fewer, i don't know if any members mentioned -- [indiscernible] we are way down as a result of covid in terms of our enrollment. it is extremely frightening. it's not just the credit, it's

also the non-credit. non-credit is down 50%, our credit is down i believe somewhere in the range of 19%. correct me if i'm wrong, it is a very frightening situation. it's one of the reasons i'm very concerned about how much longer are we going to go on with online learning. there's no doubt about it. her crew has done an amazing job. i'm taking a class now, it's hundred times better than distance learning was before. we will get that to you. >> supervisor fewer: i think demographic information is important too. where do we need the great support to actually keep them in school? especially those ones that are

transitioning to four-year universities. the reason i mentioned about the enrollment, i mentioned to this committee before, there should be a stronger partnership between online learning and high school students. thousands and thousands take a.p. classes. if you have those openings in your online learning classes, you already have them. students can be getting high school credit to graduate and year of college under their belt at this time. we can use this opportunity to expand that. our students can benefit. we have lot of students at sfusd who are first generation college goers. the point of this, if you can get college credit under your belt, it's confidence builder.

you mentioned you're first in your family in generation. if you wanted -- also the college retention rate is difficult. people don't feel successful in college or don't have the confidence to compete in college. if you have a stronger partnership, these students can feel much more confident p.p.p. >> i completely agree with you. i can provide you with a general data that the vice chancellor mentioned last night. our enrollment is down 13% and that's overall. when you look at credit and non-credit. >> supervisor haney: i want to move to the sfusd presentation. she has to leave. >> i wanted to follow-up with supervisor fewer. i asked last monday about this. i agree 100%.

concurrent enrollment is the way to go. unfortunately what i'm hearing is lot of the work that we do on our side. it's funded by grants which are going away after this year. we an increase in enrollment in our current enrollment program. we seen more and more students participating. this is specific to the latinx. there was higher percentage, this is one thing that we're doing to help support that next student post-secondary. what's really scary is that money going away at the end of the year. i want to see more programs.

definitely would love to continue this information with you supervisor fewer and trustees and anyone and everyone who can help us. i agree, we need to have more investment in concurrent enrollment, not less. >> supervisor haney: thank you commissioner collins. thank you cynthia for your presentation. we appreciate it. we look forward to hearing update in couple of weeks. we're going to turn it over to sfusd now. >> thank you supervisors. [indiscernible] i'm a site captain on a remote work site.

today, i'm going to provide an update on a little -- mostly on our decisions for returning back to school in two different phases. this is a presentation that dr. matthews presented to the board of education on tuesday. let's get it started so we have time for questions. we came before and talked about the recommendations for the fall learning plan, that we would begin in distance learning initially. that phase two will be a hybrid return. i want to talk today what our decisions are in moving towards a hybrid in-person return. what we are doing currently now, we have a number of remote work

sites set up as part of our agreement with our educators. we were trying to provide work locations for them to do their work, to increase their ability for distance learning for many reasons that students and families maybe challenged by the internet and things like that. we have learned a lot from having the remote work site. understanding how to do entry points and how we train everybody and ppe and cleaning. as many of you know, i think the states since we met last, the state has changed its framework. they've replaced the county monitoring list with a tiered framework. before if you remember, you were either on the list and could

reopen schools or off the list. this system has been shifted to a tiered where if you're in the purple, you cannot open school but you could apply for a waiver and you maybe able to open for a small cohort. in the substantial tier, tier red which is where san francisco is currently, you may open schools. you submitted an application to the department of hu public hea. you can welcome back students to school. we're looking at two different hybrid phased model. i'm going to start with what we call phase 2a. the gradual return to operations for small cohort groups and return. as you can see, it's a decision. you have to have all yeses to move to the next part of it.

the first column that you can see is things that are the california and county indicators or directives. where we are in the pandemic at a county level, at a state level and where are we with department of health issuing shelter-in-place order and having directives around in-person operations. if any of those were a no, we would not resume in-person operation. however, if those are a yes, the school district itself has to have a lot of operatio operatiol indicators in place. this is just the way we set up the entry. i will go into more details. i talked about the first column. if there are any noes, would not resume. if there were yes, we would move

on to other operational indicators. we would have to select the small cohort or group of students that we're welcoming back. we would have to have safety measures in place which includes staff testing plan. we'd to have our covid-19 prevention measures in place, facilitates would need to be prepped, ppe would need to be in place. we have to have instructional learning plans in place and have labor agreements in place. if any of those are a no, we wouldn't move forward. we would continue to work on them. let dig in a little bit deeper to each of those operational

indicators. everybody on this meeting imagines beneath all of those are many other clicks. that will be the group of students identified. >> supervisor fewer: i'm wondering where you can say where you're at? >> [indiscernible]. for the priority groups we have identified the students. we have not identify the staff and we have not identified the site location. we're looking -- for both of these phases, we are looking at is p.k. students.

we have co-located in some of our schools that we're looking at the standalone sites. that the group of priority students we named for phase a. after digging deeper what are the general safety measures. every didn't school is different. we have to have a specific prevention plan for every facility and have a site that implements that plan. we have the plan for the possibility of repeated closures of classes, groups or facilities depending upon being informed of positive covid test. we need to make sure we are supporting students with access and functional needs. we have to have our plan in place for testing staff over two months where 25% are tested every two weeks. we also have to work closely with how we're cooperating with

d.p.h. again, there's a lot of things that we shared in our fall business plan. i won't go through everything. this gives you a deeper idea of what we will be doing at a school site as we're prepping and preparing for return. we have to have good robust communication plan to provide information to families so they understand what they would experience and their students experience returning back to the schools. we have to have an enrollment plan. same thing, talked about this

before. lot of figuring out what we do when somebody has symptoms and test positive, how to screen and identify and trace contacts. how do we do all this and again, robust communication plans for student, staff and family about what is happening at the school and the district. sorry. the school facilities prep for social distancing. again, we're looking at three months of ppe and moving furniture around and doing what we need to do and ventilate and hand washing stations. plus figuring out transportation and meal services. really key for this. i hope you can hear me through the mask. we have to have distance learning model at the same time because it's a hybrid model,

what are our technology plans and assessment plans. we need to have our labor agreements in place around what conditions are necessary for in-person instruction, what ppe is required, what are safety protocols and what staffing we address that staff concerns. that is 2a. that will be the small group return. i will go over 2b. i'm only going to go over the differences in the two. there are lot of similarities about returning the second phase. the 2b phase versus 2a phase. if you remember, the first column is the same. we have the california county health indicator. but it's red now. there's a purple tier and this

is the red tier. we have a middle column where we're looking at how we're meeting sfusd health indicator. are we reading the figures for contact tracing and name contact tracing. it's a big area. it's a big way for mitigation of transmission and addressing outbreaks. all of the operational concerns that you see, will be the same. we have to identify our priority populations, put our safety measures in place, etcetera. again, the only difference between tb and 2a and 2b, it shows where the cities are and where they applied. that is one other area that we would have to have a yes on in this kamal -- column to move fo.

we would not move forward if were any noes. the next slide, if you remember the shaded out circles were 2a and youngest learners, the second grupp wil group will be demonstrated limited online engagement. again, all of these will remain

the same. i will give you opportunities to ask questions. we continue to solicit feedback from the community and share progress updates. our board of med -- ed commissioners asking for robust way to share progress. so that something that we've started and thinking about how we're going to do that. >> supervisor haney: thank you for doing that. quickly, there's a lot there. just so i'm clear, you have to leave at 12:50. is there someone that can answer anything about this that goes beyond that? you're on mute? >> i'll stay until 1:00. i'll give you 18, whatever that

is. >> supervisor haney: trustee selby and then supervisor ronen. >> commissioner selby: thank you so much. that was a wonderful presentation. i really feel like i got a good idea of the steps that are needing to be taken. i really appreciate that. i love a copy of that to share with city college. that's the kind of thing that i like to see from city college as well. i missed the critical thing, which was are we at this point -- i heard you say we would have to -- are we at the point being able to do any of that if you're

able to get yeses? if you're able to get yeses, would we be able to do priority 1a? >> yes. the decision are decide we get to all yes in each of those areas that we would be able to welcome students back. >> commissioner selby: right now today. >> no. by some miracle, i can do that all today. these are all -- that's it's important for us to do progress updates so people can see where we are in that continuum. we haven't created that yet. that should be coming. i would imagine the next time we come, we'll have our first type of progress. it's a lot. you would want to know. where are you? and do you have the pep and thi- ppe and this and that.

>> commissioner selby: one of the things you noted is that, identifying a, you identified b which was the staff. can you speak little bit to that? i don't understand what it might take to identify staff whether that's at a real roadblock. >> it's a process. i wouldn't say it's a roadblock. the first part is who are the students coming back and what is the staff? it's pre-k or early education and if it's special education and paraprofessionals. that's the first layer. we have to engage with our labor partners to talk about the labor agreement part. >> commissioner selby: do you have any estimate on that

portion of it, how long that might take? i think that's a very big difficult -- it's people. we're talking about people. we are currently in conversations with our labor partners. i know that president solomon at the board of ed meeting on tuesday, committed to working this out. >> commissioner selby: last question, you mentioned that cases per day, 65% contact. where are we now from the city perspective? >> on those indicators on the contact tracing, we are meeting that. i think we're about 73 and 83 for those two on the cases per day we're at 7.5. almost double.

>> commissioner selby: thank you. >> supervisor haney: supervisor ronen. >> supervisor ronen: i have a ton of questions but i know we won't have little bit of time. i really appreciate the presentation and everything that impose into -- goes into trying to reopen the schools. there's absolutely no blame in this question. i want to say that ahead of time. parents and families and educators and students need to just know. are we coming back this semester? we have lot of planning to do about it.

we need to know that it's not a waste of our time. kids are going to go back to school. we just need some answers. i really appreciate that city college has come out and said, we're not going back to school this year. then we can plan. that's okay. we all understand why. we're in a global pandemic. it makes sense. this is so difficult. having said all that, do i hear you correctly that second graders aren't coming back this semester and maybe not all year? >> to be honest, i cannot answer that question. i apologize. we don't have that answer. that is definitely something we're hearing and we heard loud and clear on tuesday. i would imagine that's what we're starting to look at. there are some districts that said we're not coming back all year long. that was great feedback on

tuesday and today to hear that's what people are asking for. i think that's what the next conversation will be, do we make that decision and let folks know and plan from there. >> supervisor ronen: for the priority students, there could be different answers for those students. now you have a criteria but you can't give us a progress report for those priority students, it feels pretty clear that nobody, second grade and above coming back this semester. okay, we need to trickle down on the community hub and talk about that. we know that for second graders and above, that we got to make sure every kid who needs it has that. >> thank you for the questions and comments. i think that's what these hearings are about so we get all

the interplay. appreciate all the feedback we had this week about that. >> supervisor ronen: okay. that feels to me that we have that clarity. two questions moving forward. do you have -- we're six weeks in -- do you have any data yet that you can share with us about who's participating, who's not, what their departmen department. a very poignant anecdote that maria sue told me, a few student who come to the hub are never opened their chromebook before and didn't know how to turn it on. that means for six weeks they have not been doing the distance learning. now they're going to be doing it

robustly in community hub. that's so exciting and meaningful. i'm just wondering if we have some quantitative data on that? >> we have a little. i cawe are getting t- i had this data in superintendent mentioned it last night. we know that we've been able to identify. i don't have the breakdown. i apologize. we'll be definitely bringing that. we have 90 students who we haven't been and to identify that they've engaged. that's not just online. we have different ways that students are counting as engaging. if it's e-mail or text or tending in work. 90 students there. we do breakdowns. remember, the state is asking us to pay close attention to the

students who are engaging less than 60% of the instructional days in a week. generally like three days a week. we've been able to identify, that's about 900. that's where we're really going to -- we really have to work with our community partners on that. there's only so many times you can phone somebody to engage with them. that's something that deputy superintendent are actively coordinating on the school side of it and how to do that better. overall, what i can say, i think, we have about 95% of our students engaging more than 80% of the time. please don't quote me.

>> supervisor ronen: we have breakdown of demographics? >> right now we do. i don't have it to say it here. >> supervisor ronen: maybe for the next hearing that will be great. my last question, which is two-part question, my understanding is that the city holding 500 spots for sfusd to fill in the community hub and then we'll have an additional 1000 mid-october that would be

great to have these students that we're talking about get first priority in these sites. there hasn't been referrals into the community hub. we're holding those spaces vacant. that question part a and part b is, now that we though that what sites are being used for faculty and teachers who need to teach, can we use the other site for additional community hub? >> yes. we always committed being part of phase 2. we are working on the outreach plan and identifying the students that we will be reaching out directly with the invitations to. we commit to saying, if the need is needed, we will begin to look

at what sites could be use to expand the capacity. the answer is yes to all of this. >> supervisor ronen: last thing that i will say, we're only doing invitation only. we have no idea what the need is. that continues to be a massive concern of mine. what i will say, to close, as a parent of a student in sfusd, i want to commend you on the distance learning. it is like night and day compared to the spring. it really is working in my opinion when there is an adult around all the time for the little kids. they are learning. they are engaged and it's the second best thing to being in

school. i want to thank you and commend you for all the hard work to get there. i know that was a massive undertaking. i know that it's a two-part thing. we need excellent distance learning. which is happening and so grateful. we need for the young kids an adult that can be there full-time, creating the structure and getting kids involved. that's the part that the city is engaged in, that i want to be engaged in. it's killing me that we don't know what the extent of the need is. i continue to put that out there. i know you have to go. i will stop talking, i will continue to be talking about this issue as we go forward. >> thank you very much. i will pass on your thanks to our wonderful educators and our deputy superintendent. i have about five more minutes. i'm happy to take other

questions. >> commissioner collins: i appreciate your questions, supervisor ronen. this one is -- as far as i do echo the call for a transparent way. as educators, sometimes we know what we know. we don't understand the what the public doesn't know. we don't know how it's made. parents hear that seeing things are open and they wondering when schools will open. there's so many factors that we have to consider. i think it's very important to be transparent about that ands be transparent about progress. we've shared all these details which is great. but also to understand where are we in getting all that ppe. where are we in identifying space and that gives us an opportunity for the city to kind

of support us. sometimes there's nothing we can do but sometimes there is. we want to help to ensure we're supporting our students. we haven't talked about distance learning. i do want to highlight something that i've been talking about lately. i do think that distance learning has improved tremendously. i want to highly all -- highlight all the work the educators doing. i want to separate the work of commissioner lopez who has been on supporting families and helping them to get their kids online. i see her leadership. she's an exceptional leader. i appreciate her as a parent because i feel like now i can talk to her as a parent and she sees what i see. one of the disconnects that we have there's a disconnect what

we're doing and the way we are receiving it. that is an area where i consistently -- i'm in serious frustration. i'm specifically with parent view. what i'm learning that high school parent while we focus on helping kids navigate, parents are mediating that online experience. we have lot of kids doing their work independently and parents are trying to supervise but we have been largely cut out of being involved if our children's learning. we are involved in it in a different way. it's not up us to help kids do multiplication tables. that means helping with time management, making sure they are getting -- helping them organize their assignments, manage multiple assignments and multiple class.

we can't do that because we don't have access to the actual assignment. i want to be really clear. our district is in violation of california state ed code. i want to thank supervisor fewer who taught me years ago when i was a parent leader, that it's really important for parents to know their rights. she ensured that the district posted parent rights on their website and they include the right to examine materials, the right to see assessments, the right to be involved in your child's education. especially parents of children that have 504s or i.e.p.s. we need to see the actual assignment not just the title. we are saying that families have access to our children's assignment and that is not true. we have access to some assignments for some classes.

i'm going to be filing a uniform complaint because i heard from our legal team that's what i can do as a parent. i'm encouraging other parents to file a uniform complaint because parents need -- we have a right to see the text books and the actual assignments. right now parents are being denied access. kids are getting grade this fall. it's not pass-fail. they are getting actual grades and they will count towards

credit. i want to name that publicly. i appreciate you chair haney for creating this venue. i'm hope to partner with anyone to make sure that we can ensure access and it's also additionally, how do we involve our community partners in helping to support our kids and our families, especially at the secondary level when we're navigating multiple classrooms and multiple assignments and all that stuff.

thank you. >> supervisor haney: thank you. would you like an opportunity to respond to that? i know you have to go? >> i can stay a few more minutes. i know commissioners may have questions. i asked somebody to step in for me. >> supervisor haney: okay. supervisors, trustees e-commerces, an, anyadditional ? one of the things that the questions i got, making sure that the factors and the data that you're tracking to make your decisions are also being tracked and made publicly

available by d.p.h. is that currently happening now? we find the indicators you're looking to. >> absolutely. if you google sfusd covid, it will go to their tracker. it's great. it's tons of information, cases by neighborhood and then they have a link to health indicators. you can go in there and those are all the indicators. we review it on daily basis. >> supervisor haney: obviously, there's some processes and decisions and preparation that you described which were helpful and instructive in terms what reopening would look like. it sounds like at some point, even that aside, you have to makmake a decision to plan whats

going to happen for the rest of the school year as to whether there's going to be a decision for the whole year. do you have a time line that is planned for that? do you have a date when you would want to make that decision and give that instruction and guidance to families and educators? when will that decision be made by? >> at this time, we do not. i will say that the superintendent, everything that he has heard and we have heard this week, we understand that is something that's greatly desired. >> supervisor fewer: the value of this committee within our jurisdiction, how can we collaborate and hel and help ea.

when we look at city college, if

you need person to coordinate or resources to coordinate between -- to start more seniors in our high school, taking colleges, what the funds you need for that? the mayor allocated stipends. it's where millions of dollars should go or should be going to larger group. more community learning -- also these resources with schools that need to be reopen. now, we are down to actually -- we need actually what -- we need to hear what you need. if you need more nurses and you

need custodians. san francisco doesn't get back to work unless schools get back to work. also, you have the opportunity to shuffle around some dollars to really go to where it's most impact. i'm looking at using $7 million set aside for stipends for schools to fill this gap with distance learning and online learning with city college. if that is the barrier they cannot get dual credit, it is time that we took that money

out. we can be getting hundred and hundreds of seniors to graduate with city college credit. it would be a win-win for everyone. we heard lot of interesting things, chair haney sorry to be bulky about it, it should be focused on small time that we have together. we understand the problem, what do you need? you're hearing from supervisor ronen too, are pre-k k going back to school? what do you need to make that happen? then let's look at our resources and see what we can do. we can spin it in all different directions. the crises is at hand now.

it's 60,000 children out of school. that learning gap, as good as your online learning maybe, it is no substitute for a classroom with a teacher in that classroom. all the study will show that. this is the place for it. supervisor haney, we can bring recommendations forward too for appropriations for whatever. we want this to work. everyone wants stuff from us. where we put the resources is really important now. we prioritize true to our racial equity goals because we're only widening that gap. thank you very much. >> supervisor haney: i could not agree more. commissioner collins? >> commissioner collins: just real quick response to

supervisor fewer. i appreciate that. one thing that i'm concerned about is kids being able to play. play is a part of learning. i'm worried that we have kid that never get outside. i would love to have a real conversation how we're using outdoor space. thinking about how kids can get outside and be healthy. additionally, with literacy. kids are getting bored of youtube. let's give them books. i know the city is partnering with the district in doing book mobiles. i love to talk about how we're teaming up to get everybody reading all the time. those are two actionable things that we can talk about and then

please, supervisors, please reach out to me on thing that i can be requesting as far as reporting o. >> supervisor fewer: i would say also, sfusd, i think that there are things that we as individual supervisors can do too. i know i recorded reading sessions for a teacher. i think it will be great if our mayor did. you could diversify your curriculum a little and have the mayor to do a book reading. let's think outside the box. these are times when we need to think outside the box. we only have little bit of money.

>> supervisor haney: i will move to our next and last presentation.

>> i appreciate supervisor fewer's strong stance that the city needs to work closely with the school district. i know that several months ago, the mayor did allocate $15 million to sfusd to close their budget gap. i know that the mayor very committed to making sure that all our children have opportunities for in-person programming and learning. i'm positive that the mayor would be very interested in continuing to work with sfusd and trying to make this work for everyone. in terms of play and outdoor space, i agree. we need that and you heard our mayor talking about that as well. right now, it is truly a concern from the department of public

health. we are taking it one step at a time. i know that our health director has said, if we continue to do all those best practices that we've done since the beginning of shelter-in-place, we will get to a place where we will be able to go and do the thing that we want to do like going to in-person learning. i wanted to say that. i actually have control now and i will do this. i'm going to -- in the interest of time -- bypass my usual slide that i do around the community health for youth. we launched on september 14th, we were very excited, young people, children, were excited. we had some really great press

around it and at the end of the day what we heard loud and clear from parents, this was really necessary. we had lots of parents who shared with us that they didn't know what they were going to do in terms of going to work or staying home to support their young child in distance learning. having the hubs be available for them was important. just to remind you quickly, these are the priority populations that we are inviting into our hubs. leading with health and making sure that we continue to create those new behaviors that everyone needs to practice. mask wearing, physical distancing and hand washing. enrollment data. i want to show that after the

first week and a half, we have upwards of 956 children enrolled in the community hubs for youth. of that, 36% are african-americans, 34% identified as latino, latinx and 11% are identified as asian. i do want so to the say, the latinx population is mixed race race people and that's 10%. this is the target population that we were hoping to reach out to at least for the first week and a half. this is where we are it's been really helpful for these families. in terms of breakdowns of age group, the largest population

are the -- in terms of children who are enrolled in the hubs right now. then in terms of breakdown and disparity population, the largest population of young people in the hubs now are children in public housing. we have 269 children in public housing that are participating in the hub. we have 65 children who are identified as homeless who are in the hub, 28s.r.o.s and 159 children with language needs that are participating in the hubs right now. this is phase 1 capacity of our

hubs. we have 55 sites that are running throughout the city with capacity of 1427. we have enrolled 941 student youth, we have 487 slots still available. we are still enrolling children and families into our hubs. we are working very closely with the school district to make sure that we prioritize those students that sfusd saying these children need to be part of this program. finally, just remind everyone, these are where all the hub sites are. they are everywhere in the city.

unfortunately, i do have to leave at 1:30. i will stay until then. >> supervisor haney: commissione r collins. >> commissioner collins: i appreciate this presentation. i love the data. as i'm noticing, 35% of students, i totaled up your demographics, you add them up together, 35% were the high needs students. that makes 65% did not meet your target population -- i'm looking for 100%. twenty percent were in public housing, 11% were homeless. did i get it right? or close. that doesn't equal 100%. i'm just wondering we have 11%, 2%, 19% and 5%.

i'm seeing roughly 35% are the high needs students and that means 65% did not meet that criteria. is that correct? >> i can go back and ask our data team how they ended up putting this together and get back to you commissioner collins. once again, we were very strategic and targeted in our outreach. i know that was a concern that you had from us. let me go back and ask them how they tallied this up and give you a more precise -- >> commissioner collins: i love your pie graph. you can see the whole pie. i wanted to note for people, 11% of students with language support needs, those kids can be kids in s.r.o.s and in public housing. those groups can cross over. you can't 11% to 19%. it's helpful to see by language and by these other groups.

i love to see that. i wanted to know how many -- what percentage of students have disability? >> i will go back and get you a better representation of our priority population as well as the number of children with disabilities. >> commissioner collins: great. there's a target population that you might not be listing like kids in specific programs in the city. i like to see it -- i want to see the part of the whole. i did ask director robinson, who's in charge of special education services, if we had a meeting it was offline. i want to make sure that our students with disabilities are also included and those are wide range of kids. chief robinson is very interested and motivated to meet with you.

it's really important that you are working with her. she said she's willing to partner. her staff is willing to support and building capacity for the hubs so we make sure we're being inclusive. there are parent advocates on the special education c.a.c. i want top make sure that we are being inclusive. i love to see a follow-up on that in the next time you report. >> yes, thank you. for sure, i'll follow up with chief robinson. thank you. >> supervisor fewer: i want to say, thank you so much for pivoting so quickly. in this budget, we have set aside some money for nonprofits.

my question is, if sfusd coordinating with you, sfusd is an institution that is following up. we are providing the services for sfusd students. i'm thinking that to get our numbers up, it should be sfusd that is coordinating and referring students and communicating with those parents that their students should be attending these community learning hubs and taking attendance also is part of the child's attendance. i didn't know whether or not that was specified and when you participate in a community hub, that child does not attend, your

child will be marked absent. actually, the things we're trying to get people there. we know that during this time it's difficult. i actually think that we should be looking at expanding the opportunities for students if community hubs. you have to have this. if they feel themselves these parents this is so desperately needed, we're going to expand this, we would do it in a coordinated way so know that every student has that opportunity. instead of getting the word out

externally that sfusd has responsibility to do it internally. thank you very much. >> i agree chair fewer. we are working. based on the urgency of the situation, i actually had a very positive conversation at the board of ed weeks ago. there was a unanimous vote of support to partner more closely together. which is why we are working closely and trying to identify the children who need it the most to participate in this program. >> supervisor haney: any other final questions or comments from trustees e-commerc, supervisors. all right. we can let you go to your next meeting on time.

madam clerk, are any callers in the queue? i want to open up public comment. >> clerk: we are checking to see if there are callers. if you have not done so already, press star 3 to be added to the queue to speak. >> nobody is in the queue yet. we have two callers o online. >> clerk: if you like to speak, please press star 3 to be added to speak.

>> nobody has gotten in the queue. >> supervisor haney: in that case, we will be able to close public comment unless somebody got in right now. are there -- i think what we need to do is take a motion to continue this hearing, call of the chair? >> sure. continue this meeting through the call of the chair. >> supervisor haney: is there a second? >> second. >> clerk: motion to continue the

matter through the call of the chair. [roll call vote] you have four ayes. >> supervisor haney: great. are there any further items? >> clerk: no further business. >> supervisor haney: this meeting is adjourned. thank you everyone.

[♪] >> i just wanted to say a few words. one is to the parents and to all of the kids. thank you for supporting this program and for trusting us to create a soccer program in the bayview. >> soccer is the world's game, and everybody plays, but in the united states, this is a sport that struggles with access for certain communities. >> i coached basketball in a coached football for years, it is the same thing. it is about motivating kids and

keeping them together, and giving them new opportunities. >> when the kids came out, they had no idea really what the game was. only one or two of them had played soccer before. we gave the kids very simple lessons every day and made sure that they had fun while they were doing it, and you really could see them evolve into a team over the course of the season. >> i think this is a great opportunity to be part of the community and be part of programs like this. >> i get to run around with my other teammates and pass the ball. >> this is new to me. i've always played basketball or football. i am adjusting to be a soccer mom. >> the bayview is like my favorite team. even though we lose it is still fine. >> right on. >> i have lots of favorite memories, but i think one of them is just watching the kids enjoy themselves. >> my favorite memory was just having fun and playing. >> bayview united will be in soccer camp all summer long.

they are going to be at civic centre for two different weeklong sessions with america scores, then they will will have their own soccer camp later in the summer right here, and then they will be back on the pitch next fall. >> now we know a little bit more about soccer, we are learning more, and the kids are really enjoying the program. >> we want to be united in the bayview. that is why this was appropriate >> this guy is the limit. the kids are already athletic, you know, they just need to learn the game. we have some potential college-bound kids, definitely. >> today was the last practice of the season, and the sweetest moment was coming out here while , you know, we were setting up the barbecue and folding their uniforms, and looking out onto the field, and seven or eight of the kids were playing. >> this year we have first and second grade. we are going to expand to third, forth, and fifth grade next year bring them out and if you have middle school kids, we are starting a team for middle school.

>> you know why? >> why? because we are? >> bayview united. >> that's right. good morning, everyone, the meeting will come to order. this is the