* This transcript was created by voice-to-text technology. The transcript has not been edited for errors or omissions, it is for reference only and is not the official minutes of the meeting.
          [00:00:03]
          GOOD MORNING 
          [I. Welcome and Opening Remarks]
EVERYONE. 
          UM, WOULD LOVE TO WELCOME ALL OF YOU TO OUR FINAL COMMITTEE MEETING FOR THE CHILDREN AND FAMILIES IN EARLY EDUCATION COMMITTEE. 
          UM, WE'RE LOOKING FORWARD TO TODAY'S DISCUSSION, AND OF COURSE, JUST WANNA THANK, UM, ALL OF OUR COMMITTEE MEMBERS FOR YOUR TIME AND DEDICATION TO OUR COMMITTEE. 
          WE SO APPRECIATE YOU TAKING THE TIME TO DIG IN ON THE IMPORTANT ISSUES THAT AFFECT OUR YOUNGEST LEARNERS IN L-A-U-S-D AND THEIR FAMILIES. 
          UM, FOR TODAY'S MEETING, WE HAVE A COUPLE OF DIFFERENT THINGS WE'RE TRYING TO ACCOMPLISH. 
          SO WE'LL BEGIN WITH A PRESENTATION BY THE EARLY CHILDHOOD EDUCATION DIVISION AND THE DIVISION OF ADULT AND CAREER EDUCATION, UM, FOCUSING ON, UM, DA'S INTERACTIONS WITH EARLY CHILDHOOD AND ALL THE GREAT WORK THAT THEY DO. 
          UM, WE WILL TALK ABOUT OUR COMMITTEE RECOMMENDATIONS, UM, FOR THE YEAR. 
          SO EVERY YEAR WE HAVE THE COMMITTEE, WE DEVELOP A LIST OF RECOMMENDATIONS THAT WILL THEN PASS ON TO THE SUPERINTENDENT AND STAFF. 
          UM, AND SO WE'LL DISCUSS WHAT WE'VE DRAFTED BASED ON OUR DISCUSSIONS AND HAVE TIME TO ADD ANYTHING, CHANGE ANYTHING BASED ON HOW YOU ALL FEEL. 
          AND THEN WE HAVE SOME SPECIAL RECOGNITIONS AT THE END, SO, UM, AS WELL AS PUBLIC COMMENT. 
          UM, SO DEFINITELY ENCOURAGE YOU TO STAY TUNED FOR THE WHOLE MEETING. 
          UM, WITH THAT, I'LL CHECK AND SEE, IS THERE ANYONE ON ZOOM THAT WE NEED TO RECOGNIZE? OH, YES. 
          BOARD MEMBER TH FRANKLIN IS WITH US ON ZOOM. 
          GOOD MORNING. 
          HI. 
          GOOD MORNING. 
          AWESOME. 
          UM, AND WITH THAT WE'RE GOING TO GO AHEAD AND TURN IT OVER TO OUR FIRST 
          [II. 1. Building Education and Career Pathways.]
PRESENTATION. 
          UM, SO AS I SAID, THAT'S A COLLABORATION BETWEEN ECED, EARLY CHILDHOOD AND THE DIVISION OF ADULT AND CAREER EDUCATION. 
          UM, AND IF YOU COULD HOLD YOUR QUESTIONS TILL THE END OF THE PRESENTATION, THAT'D BE GREAT. 
          UM, COME ON DOWN. 
          WELCOME ADA KOAL, CHIEF OF TRANSITIONAL PROGRAMS, AND WE ARE VERY HONORED AND THRILLED TO SHARE THIS GREAT COLLABORATION BETWEEN OUR DIVISION OF ADULT EDUCATION AND OUR EARLY EDUCATION TEAM. 
          TO GET US STARTED, I WANTED TO GIVE YOU A BRIEF OVERVIEW OVER THE VISION OF ADULT EDUCATION. 
          SO, AS YOU SEE ON THIS SLIDE, WE CURRENTLY SERVE OVER 75,000 STUDENTS TO DATE. 
          AND WHAT OUR PROGRAM PROVIDES ARE HIGH QUALITY TUITION FREE EDUCATION AND TRAINING FOR ADULTS. 
          AND AS OF TODAY, WE HAVE OVER 75,000 STUDENTS, WHERE 53% ARE TAKING ESL OR ENGLISH AS A SECOND LANGUAGE COURSES. 
          WE ALSO HAVE ABOUT 21% WITH BASIC SKILLS OR EARNING THEIR HIGH SCHOOL DIPLOMA, AND ALSO 26% IN THE CAREER AND TECHNICAL EDUCATION PATHWAY. 
          WE ALSO ADMINISTERED THE LARGEST APPRENTICESHIP PROGRAM, THE STATE OF CALIFORNIA. 
          OUR TEAM TODAY WILL BE HIGHLIGHTING THREE EARLY EDUCATION CONNECTIONS. 
          FIRST, WE'LL TALK ABOUT THE EARLY EDUCATION COLLABORATION AS TEAMS. THEN WE'LL ALSO SHARE CAREER TRAINING OPPORTUNITIES THAT ARE OFFERED AROUND EARLY EDUCATION. 
          AND FINALLY, REALLY EXCITED ABOUT THE FAMILY LITERACY PROGRAM THAT WE'RE READY TO LAUNCH IN THE FALL. 
          FIRST, LET ME WELCOME THE EXECUTIVE DIRECTOR OF EARLY EDUCATION, DR. DEAN TAGAWA. 
          WELL, GOOD MORNING EVERYBODY. 
          THIS IS, UH, UM, EXCITING. 
          I, I THINK ONE, FOR ME IT'S EXCITING, BUT TWO, I WANT TO REALLY TALK ABOUT THIS COLLABORATION THAT WE HAVE WITH ADULT ED. 
          AND IT'S SOMETHING THAT WE'VE WORKED ON OVER THE YEARS, BUT WHAT'S BEEN EXCITING ABOUT IT IS THAT NOW WE HAVE, UM, ALL OF OUR STUDENTS WHO ARE IN OUR ADULT ED CHILD DEVELOPMENT PROGRAMS CAN DO THEIR PRACTICUM HOURS AT ONE OF OUR EARLY ED CENTERS. 
          AND SO IT MAKES IT A VERY SIMPLE WAY FOR THE KIDS AND OR KIDS, FOR THE ADULTS WHO ARE GOING THROUGH THE, UH, ADULT ED PROGRAM TO GO AHEAD AND TAKE THOSE UNITS, THE THINGS THEY'VE LEARNED, AND THEN WORK AT ONE OF THE EARLY EDUCATION CENTERS TO COMPLETE THEIR PRACTICUM HOURS. 
          I THINK THE OTHER PART OF IT, YOU'RE GONNA SEE ON THE NEXT KIND OF LINE, THOSE THREE BULLETS. 
          SO WE HAVE MAXINE WATERS, WHICH IS ONE OF OUR ADULT ED CENTERS, AND THEN RIGHT NEXT DOOR TO MAXINE WATERS IS ETHEL BRADLEY EARLY ED CENTER. 
          SO THE, THE KIDS WHO ARE AT MAXINE WATERS CAN LITERALLY WALK ACROSS THE PARKING LOT TO THE EARLY ED CENTERS TO DO THEIR PRACTICUM HOURS. 
          AND THEN COMING REALLY SOON IS, UM, I'M GONNA START WITH THE SECOND BULLET POINT. 
          AND THE THIRD BULLET POINT ARE WEST VALLEY AND HARBOR, UM, ADULT SCHOOLS. 
          AND RIGHT NEXT DOOR TO EACH OF THEM IS SAN PEDRO, EARLY ED CENTER AND WEST VALLEY OCCUPATIONAL CENTER. 
          AND THEY'RE BOTH SO CLOSE TO OPENING, AND I KNOW I PROBABLY SAID SO CLOSE TO OPENING FOR THE LAST FOUR OR FIVE MONTHS, BUT THESE ARE REALLY CLOSE, LITERALLY JULY. 
          AND SO WE'RE JUST WAITING NOW FOR, UM, UM, WHAT IS ADULT OCCUPANCY SO WE CAN START DOING THE ENROLLMENT AND BRINGING THE STAFF IN TO DO THOSE. 
          AND SO THEY LOOK AMAZING. 
          I KNOW FINAL CLEANUP AT WEST VALLEY IS WITHIN IS LIKE NEXT WEEK. 
          AND THEN SAN PEDRO IS OPENING, AND SAN PEDRO ACTUALLY HAS AN OUTDOOR CLASSROOM, 
          [00:05:01]
AND IT'S A SMALL CENTER, BUT IT'S, IT'S ABSOLUTELY GORGEOUS. 
          SO I CAN'T WAIT TILL WE GET THAT OPEN. 
          AND THEN THE LAST THING I'M GONNA SAY, YOU SEE THE CHILD DEVELOPMENT STUDENT EXTERNSHIP SITES, BUT THESE ARE PLACES WHERE AGAIN, WHERE THE STUDENTS WHO ARE AT THOSE ADULT ED CENTERS CAN COME OVER, UM, LEAVE THEIR CHILDREN AND THEN ATTEND SCHOOL, UM, AND BE PART OF THAT. 
          AND THEN THE LAST THING I'M GONNA KIND OF CLOSE WITH IS WE'RE LOOKING AT WAYS TO MAKE SURE THAT THESE, OUR ADULT ED STUDENTS, A LARGE PERCENTAGE OF 'EM COME TO SCHOOL IN THE EVENING, SO 2 30, 4 30, AND THEY'RE THERE TILL 8 30, 9 O'CLOCK. 
          AND SO ONE OF THE THINGS THAT WE'RE DOING IS AT SAN PEDRO AND THEY'RE GONNA BE, UM, AND WEST VALLEY. 
          AND, UM, BRADLEY IS GONNA START PILOTING THIS. 
          BRADLEY'S GONNA BE THE FIRST ONE. 
          SO STARTING IN AUGUST 11TH TO THE 14TH, WE'RE GONNA START HOPEFULLY ENROLLING STUDENTS INTO AN EVENING PROGRAM SO THAT THE STUDENTS WHO ARE ATTENDING THE ADULT ED WILL HAVE A PLACE TO LEAVE THEIR CHILDREN IN THE AFTERNOON OR IN THE EARLY EVENING. 
          SO WE'RE WORKING ON FINALIZING THAT, BUT THAT'S AN EXCITING PIECE BECAUSE IT REALLY SUPPORTS OUR FAMILIES AND OUR STUDENTS WHO HAVE THOSE NON-TRADITIONAL WORKING HOURS. 
          UM, SO THAT'S AN EXCITING PIECE AND THAT'LL KIND OF BE OUR PILOT PROGRAM TO SEE HOW IT DOES, AND THEN BRINGING THEM BACK IN, UM, AT HARBOR AND WEST VALLEY. 
          AND SO WE'LL USE THE MODEL TO KIND OF LEARN FROM THAT. 
          THERE'S A LOT OF OPERATIONAL PIECES THAT WE'RE WORKING THROUGH, SO EVERYTHING FROM EVENING DIFFERENTIALS TO CLOSING AND CLEANING AND THINGS LIKE THAT. 
          SO THERE'S A LOT OF PIECES TO COME WITH THAT, BUT I THINK THAT'S GONNA BE A REALLY EXCITING ADVANCEMENT FOR EARLY ED AND FOR OUR FAMILY. 
          SO, UM, IT'S A LITTLE UPDATE ON THE COLLABORATION WITH ADULT ED, BUT UM, I'M GONNA TURN IT OVER TO RENNY NERA, WHO'S OUR EXECUTIVE DIRECTOR FOR ADULT ED, WHO'S GONNA TALK A LITTLE BIT MORE ABOUT THOSE CONNECTIONS. 
          SO RENNY, ALL YOU. 
          THANK YOU, DEAN. 
          GOOD MORNING EVERYONE. 
          THANK YOU FOR THE OPPORTUNITY TO PRESENT TO YOU GUYS THIS MORNING. 
          SO IN ADDITION TO PARTNERING WITH THE, WITH DEAN AND ECED, WE HERE AT DAYS OFFER PROGRAMS AT ALL OF OUR ADULT EDUCATION CAMPUSES THAT ARE, AS YOU HEARD EARLIER, TUITION FREE AND PREPARE INDIVIDUALS FOR CAREERS IN EARLY EDUCATION AND CHILDCARE SERVICES. 
          OUR CHILD DEVELOPMENT PROGRAMS ARE EACH 100 HOUR COURSES. 
          ALL COURSES ARE TAUGHT BY CREDENTIAL INDUSTRY PROFESSIONALS AND INCLUDE HANDS-ON LEARNING OPPORTUNITIES IN REAL LIFE WORK SETTINGS. 
          STUDENTS WHO COMPLETE THE PROGRAM FOR A CHILD DEVELOPMENT ASSISTANT PERMIT, THE PERMITS ARE ISSUED, AS YOU KNOW, BY CALIFORNIA COMMISSION ON TEACHER LINK TEACHER CREDENTIALING. 
          WE KNOW THAT LOS ANGELES IS EXPERIENCING SHORTAGES IN CHILDCARE PROFESSIONALS TO ADDRESS THIS, WE HAVE PARTNERED WITH LOCAL AGENCIES LIKE THE LA COUNTY OFFICE OF EDUCATION, LA'S ECONOMIC AND WORKFORCE DEVELOPMENT PROGRAMS DEPARTMENT AND THE MAYOR'S OFFICE, TO ENSURE THAT OUR PROGRAMS SUPPORT LOCAL HIRING INITIATIVES AND THAT OUR GRADUATES HAVE A WIDE VARIETY OF ACCESS TO JOB OPPORTUNITIES. 
          FOR EXAMPLE, THIS SLIDE HERE SHOWS SOME LISTS, SOME OF THE WONDERFUL JOBS AVAILABLE TO OUR GRADUATES. 
          FIRST AND FOREMOST, WE'RE SUPPORTING THE DISTRICT BY PROVIDING A PATHWAY TO L-A-U-S-D POSITIONS LIKE INFANT CARE AID AND EARLY ED ASSISTANT. 
          IN ADDITION, WE ALSO PREPARE OUR STUDENTS FOR JOBS TO PRO IN PRIVATE CENTERS, NONPROFIT CENTERS, CHURCH AFFILIATED PRESCHOOLS, AND HEAD START PROGRAMS. WE ARE EXTREMELY PROUD OF OUR CHILD DEVELOPMENT PROGRAM, AND WE'RE THRILLED TO HAVE ONE OF OUR GRADUATES HERE TODAY FROM EAST LOS ANGELES OCCUPATIONAL CENTER, DULCE VARGAS, GRADUATED FROM THERE FROM OUR PROGRAM LAST YEAR AND IS HERE TO SHARE HER AMAZING STORY. 
          DULCE. 
          GOOD MORNING EVERYONE. 
          UH, MY NAME IS D VARGAS AND I'M PROUD MOTHER OF A CHILD WITH AUTISM. 
          ALMOST EIGHT YEARS AGO, MY JOURNEY BEGAN TO HELP MY SON. 
          I NEED TO EDUCATE MYSELF. 
          AND ADULT EDUCATION GAVE ME THE OPPORTUNITY I NEEDED. 
          I TOOK ALL THE CHILD DEVELOPMENT PROGRAMS THAT EACH SIDE LEARNING CENTER OFFERS. 
          YES, ALL OF THEM. 
          AND I OPENED A WORLD, IT OPENED A WORLD OF OPPORTUNITIES FOR ME AND MY SON, MY TEACHER, MR. EVA, AN AMAZING TEACHER DEDICATED TO HER STUDENTS, INSPIRED ME TO DREAM FOR MORE, TO REACH OUT FOR HIGHER EDUCATION. 
          THANKS TO HER, I WAS ABLE TO WORK AS A PARENT REP AND LATER AS A SPECIAL EDUCATION TEACHER ASSISTANT FOR THE LOS ANGELES UNIFIED SCHOOL DISTRICT, HELPING ME AND GUIDING FAMILIES LIKE MINE. 
          I HAD THE KNOWLEDGE AND I WAS READY. 
          I ENROLLED INTO COLLEGE AT I LOS ANGELES COMMUNITY COLLEGE. 
          [00:10:01]
AND I CAN NOW PROUDLY SAY THAT I'M GOING TO BE GRADUATED THIS JUNE WITH AN ASSOCIATE DEGREE, BUT MY JOURNEY DOESN'T. 
          THANK YOU. 
          IT DOESN'T END HERE. 
          THERE IS MORE TO ACHIEVE. 
          I'M PLANNING TO CONTINUE TO HELP FAMILIES AND MINE PURSUING MY BACHELOR'S DEGREE AS A SPEECH LANGUAGE PATHOLOGIST AT CAL STATE LONG BEACH. 
          MY SON IS 38 YEAR OLDS NOW SPEAKING TWO LANGUAGES IN MAINSTREAMING IN GENERAL EDUCATION. 
          THE FUTURE IS LOOKING RIGHT. 
          NONE OF THIS WILL HAVE BEEN POSSIBLE WITHOUT THE DEDICATION THAT MS. CUEVA PUT ON ME. 
          BEING PART OF ECI LEARNING CENTER WAS THE BEST DECISION I COULD HAVE MADE. 
          THANKS. 
          THANK YOU ECI LEARNING CENTER FOR BEING THERE FOR US. 
          AND THANK YOU FOR OPENING THE DOORS FOR ADULTS LIKE ME. 
          THANK YOU SO MUCH. 
          THANK YOU AGAIN, STEIN, FOR SHARING YOUR POWERFUL STORY. 
          AS YOU CAN SEE, LET ME SWITCH IT. 
          AS YOU CAN SEE, OUR CHILD DEVELOPMENT PROGRAMS CHANGE LIVES JUST LIKE THE REST OF OUR PROGRAMS DO AS WELL. 
          ANYONE WHO'S INTERESTED IN WORKING WITH OUR YOUNGEST LEARNERS IS WELCOME TO ENROLL IN ANY ONE OF OUR PROGRAMS, WHICH ARE OFFERED TUITION FREE AT SEVEN OF OUR LOCATIONS THAT YOU SEE ON THIS SLIDE. 
          ABRAM FRIEDMAN, EAST LOS ANGELES, EVANS, MAXINE WATERS, NORTH VALLEY, SLAUSON, AND WEST VALLEY OCCUPATIONAL CENTER. 
          IN ADDITION TO THESE WONDERFUL COURSES AND CHILD DEVELOPMENT COURSES, WE'RE ALSO VERY EXCITED, AS YOU HEARD DEAN SPEAK, TO ANNOUNCE THAT WE WILL BE LAUNCHING A NEW FAMILY LITERACY PROGRAM THIS FALL. 
          THE FAMILY LITERACY PROGRAM USES A TWO GENERATION APPROACH TO HELP PARENTS AND CHILDREN LEARN AND GROW TOGETHER. 
          PARENTS WHO ENROLL IN THIS PROGRAM RECEIVE BOTH ADULT EDUCATION AND PARENT EDUCATION INSTRUCTION, THE PROGRESS TOWARD, THEY PROGRESS TOWARDS THEIR ACADEMIC GOALS LIKE LEARNING ENGLISH OR OBTAINING A HIGH SCHOOL DIPLOMA OR EQUIVALENT, WHILE ALSO LEARNING HOW TO BUILD THE LANGUAGE AND EARLY LITERACY SKILLS OF THEIR CHILDREN. 
          THE CHILDREN, WHICH WILL BE FROM AGES THREE THROUGH FIVE, ACCOMPANY THEIR PARENTS TO OUR SCHOOLS AND PARTICIPATE IN ACTIVITIES TO HELP PREPARE THEM FOR SUCCESS IN SCHOOL AS WELL. 
          THE FINAL AND MOST POWERFUL COMPONENT OF THE PROGRAM IS THAT THE PARENT AND THE CHILD HAVE TOGETHER TIME. 
          SO ON A REGULAR BASIS, OUR TEACHERS BRING PARENTS AND CHILDREN TOGETHER AND FACILITATE MEANINGFUL LEARNING ACTIVITIES THAT SUPPORT CHILD DEVELOPMENT AND FOSTER STRONG PARENT AND CHILD EMPOWERMENT. 
          THE FAMILY LITERACY PROGRAM IS A TESTAMENT OF THE POWER THAT LEARNING TOGETHER MAKES, AND WE CANNOT WAIT TO OFFER IT THIS FALL AT TWO OF OUR SITES. 
          EAST VALLEY SKILLS CENTER, WHICH IS A BRANCH OF NORTH VALLEY OCCUPATIONAL CENTER AND EAST LOS ANGELES, EAST SIDE LEARNING CENTER, WHICH IS A BRANCH OF EAST LA A. 
          THE CLASSROOMS ARE ALL SET UP. 
          THE CURRICULUM HAS BEEN DEVELOPED BY OUR SUBJECT MATTER EXPERTS, AND OUR TEACHERS AND INFANT CARE AIDES ARE RECEIVING TRAINING THIS SUMMER IN PREPARATION FOR THE LAUNCH OF THE PROGRAM. 
          WE CANNOT WAIT FOR THIS TO BEGIN. 
          AS YOU CAN TELL, LA UNIFIED PLAYS A VERY CRITICAL ROLE IN THE HEALTH, PROSPERITY, AND ACADEMIC SUCCESS OF ALL THE FAMILIES THAT WE SERVE. 
          THANK YOU AGAIN FOR ALLOWING US TO PRESENT TODAY. 
          THANK YOU ALL SO MUCH. 
          UM, AND WHAT I HIGHLIGHT TO HEAR ABOUT MS. VEGA'S STORY IN PARTICULAR, SO INSPIRING. 
          UM, I'LL NOW OPEN IT UP TO OUR COMMITTEE MEMBERS FOR QUESTIONS OR COMMENTS THAT YOU MAY HAVE. 
          SO FEEL FREE TO RAISE YOUR, UH, LITERAL OR VIRTUAL HAND TO LET ME KNOW THAT YOU WANNA CHAT. 
          LET'S START WITH, UM, MS. CORONA. 
          GO AHEAD. 
          THANK YOU SO MUCH FOR THE PRESENTATION. 
          I HAVE A QUESTION, UM, REGARDING THE FAMILY LITERACY PROGRAM. 
          CAN YOU TALK A LITTLE BIT MORE LIKE, WHAT IS THE SCHEDULE? DOES IT HAVE A SPECIFIC TERM? LIKE, YOU KNOW, SIX MONTHS, TWO MONTHS, A YEAR? TWO YEARS. 
          SO I AM GOING TO BRING UP MATTHEW OBERLANDER, WHO IS MY DIRECTOR. 
          HE WORKED HAND IN HAND DEVELOPING THE CURRICULUM. 
          UM, SO HE WILL KNOW TO THE T EXACTLY EVERYTHING THAT YOU'RE ASKING. 
          THANK YOU. 
          GOOD MORNING. 
          UM, THANK YOU FOR THE QUESTION. 
          THE FAMILY LITERACY PROGRAM IS DESIGNED TO BE A YEAR LONG, UM, FOR PARENTS AND CHILDREN TO KIND OF EXPERIENCE THIS LEARNING, UH, TOGETHER. 
          THE WEEKLY SCHEDULE IS, UM, IT BEGINS WITH PARENT EDUCATION ACTIVITIES AT THE BEGINNING OF THE WEEK, AND THEN STUDENTS ARE IN THEIR TRADITIONAL ADULTHOOD CLASSES FOR, UH, TUESDAY THROUGH THURSDAY. 
          AND THEN ON FRIDAY THEY DO THE PARENT AND CHILD TOGETHER TIME. 
          [00:15:01]
AND DOES THIS PROGRAM, UM, WHEN YOU ENROLL FOR THIS PROGRAM, YOU HAVE, UM, SPECIFIC GOALS LIKE THE FAMILY WANTS TO LEARN ABOUT, OR THE PARENT THAT IS GOING TO THIS, UM, CLASSES. 
          DO THEY HAVE THE OPPORTUNITY TO CHOOSE A CERTAIN TOPIC? LIKE, I WANNA DO ELEC, I WANNA BECOME AN ELECTRICIAN, I WANNA BECOME A I, UM, THE PRESCHOOL TEACHER. 
          DO THEY HAVE THE ABILITY TO CHOOSE THEIR, UH, OWN CAREER AND ALSO, UM, IF AFTER A YEAR THEY'RE NOT DONE WITH THE PROGRAM, CAN THEY REAPPLY AND KEEP ON DOING IT? YES, ABSOLUTELY. 
          SO BOTH, YES TO BOTH OF THOSE. 
          SO BASICALLY THE PROGRAM IS DESIGNED AROUND THE GOALS OF THE PARENTS. 
          SO IF A PARENT IS IN, UM, A HIGH SCHOOL DIPLOMA PROGRAM OR AN ESL PROGRAM OR A CAREER TECHNICAL EDUCATION PROGRAM, THEY CAN STILL ALSO BE IN THE FAMILY LITERACY PROGRAM. 
          IT WRAPS AROUND THOSE EDUCATIONAL GOALS. 
          UM, AND THEN IF THEY GET TO THE END OF THE YEAR AND THEY FEEL LIKE THIS IS A GREAT PROGRAM, BUT I REALLY WANT TO CONTINUE, UH, LEARNING MORE, THEY CAN RE-ENROLL IN THE PROGRAM. 
          AND THEN WHILST WHILE THEY'RE IN THE PROGRAM, THE TEACHER CAN ALSO WORK WITH THEM IF THEY HAVE VERY SPECIFIC GOALS FOR THEIR CHILDREN OR FOR THEIR FAMILY IN GENERAL. 
          AND WHAT IS THE SCHEDULE THAT YOU GUYS WILL WORK WITH? SO IT'S, UH, EIGHT TO 10:00 AM ON MONDAY IS WHEN THEY DO THE PARENT EDUCATION COMPONENT. 
          AND THEN AT THE END OF THE WEEK, 10 TO 12, UH, 10:00 AM TO 12:00 PM IS WHEN THEY DO THE PARENT AND CHILD TOGETHER TIME. 
          AND THEN THE OTHER TIMES ARE BASED ON WHATEVER THEIR CURRICULAR GOALS ARE. 
          OKAY. 
          THANK YOU SO MUCH. 
          YOU'RE WELCOME. 
          THANK YOU, MS. BROWN. 
          I THINK YOU HAD YOUR HAND UP. 
          THANK YOU FOR THE WONDERFUL PRESENTATION. 
          I'M GLAD THAT WE HAVE, UM, OUR PROGRAMS IN PLACE TO, UH, ENCOURAGE THOSE WHO ARE INTERESTED IN, UH, PURSUING CAREERS. 
          UM, THE QUESTION I HAVE FOR, UM, THE DAYS AND THE EARLY CHILDHOOD EDUCATION DIVISION, UM, HOW LONG DOES IT TAKE ACTUALLY TO, UH, COMPLETE THE PROGRAM FOR, UH, THE PARTICIPANTS? FOR THE CAREER TRAINING PROGRAM? YES. 
          TO BE, THE CAREER TRAINING PROGRAM IS A 300 HOUR PROGRAM. 
          THERE ARE THREE 100 HOUR COURSES. 
          WHEN YOU COMPLETE THOSE COURSES, THEN YOU'VE MET THE REQUIREMENTS FOR THE, UH, CHILD DEVELOPMENT ASSISTANT PERMIT THROUGH THE, UM, CALIFORNIA COMMISSION ON TEACHER CREDENTIALING. 
          OKAY. 
          AND ALSO, ONCE THE COMPLETION OF THE PROGRAM, DO YOU PLACE THE PARTICIPANTS INTO, UH, THE JOBS? YEAH, WE HELP WITH THAT. 
          WE HAVE JOB PLACEMENT ASSISTANCE, BUT ALSO AS PART OF THE PROGRAM, UM, STUDENTS DO A PRACTICUM OR AN EXTERNSHIP COMPONENT WHERE THEY WORK AT REAL, UH, CHILDCARE SITES OR EARLY EDUCATION SITES. 
          SO IT'S KIND OF BECOME SORT OF LIKE A, A LONG, UM, JOB INTERVIEW BECAUSE THEY'RE THERE AND THEY'RE WORKING WITH THE OWNERS. 
          AND SO OFTEN THEY ARE EMPLOYED BY THE OWNERS WHERE THEY DO THE PRACTICUM OR THEY REALLY LOVE WORKING IN EARLY EDUCATION. 
          THEY APPLY AND THEY JOIN L-A-U-S-T. 
          SO WE, BUT WE DO PROVIDE THE JOB ASSISTANCE. 
          SO IT'S LIKE A, A MENTORING PROGRAM ALSO WHERE THE TEACHERS ARE ACTUALLY MENTORING THE STUDENTS? CORRECT. 
          EXACTLY. 
          YEAH. 
          SO THEY'RE WITH CHILDREN, BUT WITH A MENTOR TEACHER AT THE SAME TIME. 
          OKAY. 
          WELL, THANK YOU. 
          YES, THANK YOU. 
          GREAT QUESTIONS. 
          OTHERS WITH QUESTIONS OR COMMENTS FOR OUR PRESENTERS? YES, PRINCIPAL AZARIAN, THANK YOU SO MUCH FOR THE PRESENTATION. 
          I HAVE A QUESTION IN REGARDS TO THE, UH, ASSISTANT PERMIT. 
          CURRENTLY AT EARLY EDUCATION SITES, OUR AIDES DO NOT REQUIRE TO HAVE A PERMIT. 
          HAVE YOU GUYS THOUGHT ABOUT MAYBE OFFERING ASSOCIATE TEACHER PERMIT? UH, THAT'S I THINK THE NEXT LEVEL. 
          SO THIS WAY IT CAN HELP US WITH SUBSTITUTE TEACHERS. 
          YES, ABSOLUTELY. 
          SO YOU'RE RIGHT, IT'S NOT A REQUIREMENT. 
          IT'S SOMETHING THAT WE, UH, OFFER BECAUSE WE KNOW IT MAKES A STUDENT MORE MARKETABLE IN THE JOB MARKET AND IS A REQUIREMENT FOR MAYBE SOME NON L-A-U-S-T JOBS. 
          WE WOULD LOVE TO DO THE ASSOCIATE PERMIT, THE WAY THE ED CODE IS CURRENTLY WRITTEN. 
          A PERSON HAS TO GO TO COMMUNITY COLLEGE TO GET THOSE CREDITS. 
          UM, BUT WE ARE WORKING VERY CLOSELY WITH OUR COMMUNITY COLLEGE PARTNERS THROUGH, UM, THE LOS ANGELES REGIONAL ADULT EDUCATION CONSORTIUM, WHICH WE'RE PART OF, TO SEE IF WE CAN CREATE SOME KIND OF, UM, ARTICULATION AGREEMENT. 
          IF WE CAN ESTABLISH AN ARTICULATION AGREEMENT FOR WHICH THEY CAN GET THE CREDITS, THEN WE COULD PROBABLY CREATE A PATHWAY LIKE THAT. 
          SO WE'RE WORKING VERY HARD. 
          THAT WOULD BE GREAT. 
          THAT WOULD BE, UM, MS. EZ IS JUST, UH, SHARING, UH, SHARING OUT LOUD. 
          MAYBE THAT COULD BE SOMETHING FOR, UH, OUR ASSISTANTS, UH, TO, TO CHANGE, TO CHANGE INTO THEIR, UH, CAREER LADDER FOR EARLY ED ASSISTANCES. 
          YEAH. 
          THAT'S IF THEY HAVE CERTAIN AMOUNT OF CHILD DEVELOPMENT PERMITS OR, UH, CLASSES THAT THEY GET A LITTLE BIT OF HIGHER PAY SO THAT RECOGNIZE THEIR HARD WORK AND ALSO GIVE THE TEACHERS IN THE CLASSROOM SOMEBODY THAT HAS A LITTLE BIT OF A BACKGROUND WITH CHILD DEVELOPMENT INSTEAD OF JUST, UH, A HIGH SCHOOL DEGREE. 
          YEAH, ABSOLUTELY. 
          I THINK IT'S A GREAT IDEA. 
          AND WHEN WE CIRCLE TO THE RECOMMENDATIONS LATER TODAY, LIKE THAT MIGHT BE SOMETHING THAT WE WANNA ADD, ADD TO OUR LIST. 
          UM, ANY OTHER QUESTIONS? PRINCIPAL CA 
          [00:20:01]
GO AHEAD. 
          UH, MR. RAMIREZ, GOOD MORNING. 
          IT'S ACTUALLY A COMMENT. 
          I THINK IT'S GREAT THAT WE ARE CREATING THIS PATHWAY. 
          I THINK IT'S GOOD FOR HELPING ALSO BUILD THE, UM, STAFFING AT THE SITES OR A WAY TO BUILD THE STAFFING. 
          BUT IT'S REALLY GREAT TO HEAR THAT THE NIGHT PROGRAMS ARE GONNA, THERE'S GONNA BE PILOTING OF THESE NIGHT PROGRAMS FOR LITTLE ONES, BECAUSE MY CAREER WITH EARLY ED STARTED AS AN AIDE FOR NIGHT CARE, AND IT WAS A VERY, A BIG NEED. 
          AND WHEN THEY CLOSED, IT WAS VERY DISAPPOINTING. 
          SO THE FACT THAT WE'RE GONNA BE PILOTING THESE, UM, I CAN'T WAIT TO SEE IT ACTUALLY GROW. 
          SO AWESOME. 
          ABSOLUTELY. 
          OTHER, YES, MS. . 
          HI. 
          GOOD MORNING. 
          THANK YOU FOR YOUR PRESENTATION. 
          UM, I ECHO THE EXCITEMENT AROUND THE EXPANDED EXPANSION OF HOURS AND, AND, UM, THE REALITY IS IT'S DIFFICULT TO GO TO SCHOOL IF YOU DON'T HAVE CHILDCARE. 
          UM, AND SO I, I AM CURIOUS TO KNOW THOUGH, UM, BECAUSE I WOULD ASSUME, I DON'T KNOW, MAYBE YOU HAVE MORE OF THE DETAILS ON THIS. 
          A LOT OF THE PARENTS OR FOLKS THAT ARE ENGAGING IN ADULT CLASSES ARE PROBABLY WORKING DURING THE DAY AND OB AND MOST OFTEN ARE GOING TO THE NIGHT CLASSES, UM, TO BE ABLE TO ACHIEVE, UM, CERTIFICATIONS OR HIGHER DEGREES OR WHATNOT. 
          UM, AND I DO KNOW THAT THE LITERACY PROGRAM AND WHERE THE EXTENDED HOURS DO NOT OVERLAP. 
          UM, JUST CURIOUS TO KNOW MORE ABOUT LIKE, WHAT THAT EXPANSION WOULD LOOK LIKE IN THOSE OTHER AREAS BECAUSE IT, I WOULDN'T, YOU KNOW, THE LITERACY PROGRAMS ARE IN EAST LA AND, AND THE EAST VALLEY AND THE EXTENDED HOURS ARE IN THE WEST VALLEY AND SOUTH LA VERY DIFFERING PLACES GEOGRAPHICALLY. 
          SO IT WOULDN'T MAKE SENSE TO, THEY, THEY COULDN'T, IF THEY WANTED TO PARTICIPATE IN THE LITERACY PROGRAMS, IF THEIR HOME, UM, I HOME SCHOOLS ARE IN THESE DIFFERENT GEOGRAPHIC LOCATIONS. 
          SO JUST WANTING TO HEAR MORE ABOUT THAT. 
          UM, YOU KNOW, AND, AND HOW ARE WE ABLE TO OFFER THESE SERVICES TO THOSE WHO MAY BE INTERESTED, BUT JUST NOT ABLE TO? ABSOLUTELY. 
          I MEAN, THAT'S A GREAT QUESTION. 
          WE, OUR GOAL ALWAYS IS TO MAXIMIZE ACCESS. 
          AND, UM, I THINK FOR, FOR NOW, UM, AS WE SHOWED EARLIER, THERE ARE CERTAIN SITES WHERE WE CURRENTLY OFFER CHILD DEVELOPMENT PROGRAMS. AND SO THAT WE ARE STARTING WITH TWO OF THOSE SITES FOR THE FAMILY LITERACY PROGRAM. 
          BUT IN THE FUTURE, OUR GOAL IS TO OFFER IT AT ALL OF THOSE SITES. 
          AND THEN, YOU KNOW, ESTABLISHING A NEW CHILD DEVELOPMENT PROGRAM AT A SCHOOL CAN SOMETIMES TAKE A LITTLE BIT OF TIME BECAUSE YOU NEED TO FIND A TEACHER. 
          CTE TEACHERS ARE PRETTY, UH, CHALLENGING TO FIND AT THE MOMENT. 
          AND THEN YOU HAVE TO PUT TOGETHER THE PROGRAM, RECRUIT THE STUDENTS, ET CETERA. 
          SO WE'RE ALWAYS TRYING TO EXPAND THE, THE BASELINE CHILD DEVELOPMENT PROGRAMS, WHICH WE, WE WILL BE DOING NEXT YEAR. 
          AND THEN WE WILL BE EXPANDING FAMILY LITERACY KIND OF ON TOP OF THOSE EXISTING PROGRAMS. 'CAUSE WE NEED A CHILD DEVELOPMENT, UH, PROGRAM AS A BASIS. 
          UM, AND THEN THE REASON THAT THE EVENING PROGRAMS ARE IN THOSE SPECIFIC AREAS IS JUST BECAUSE THOSE ARE WHERE WE HAVE CO-LOCATED SITES, UH, WHERE WE HAVE AN EARLY ED SITE ON SITE WITH AN ADULT EDUCATION, UH, PROGRAM AT THE SAME CAMPUS. 
          UM, SO AS, AS WE OPEN MORE OF THOSE, WE'LL ALSO EXPAND THOSE INTO THE EVENING. 
          UH, LIKE YOU MENTIONED, OUR GOAL IS TO MAKE SURE THAT ANYBODY WHO WANTS TO ACCESS THESE PROGRAMS HAS, YOU KNOW, THE, THE, UH, OPPORTUNITY TO DO SO. 
          YEAH. 
          AND I, I WONDER, UM, AS WELL, UH, WHAT THE AGE IS THAT WILL BE TRULY SERVED IN THE AFTERCARE HOURS. 
          UM, YOU KNOW, I COULD HAVE MAYBE AN INFANT AND THEN MAYBE I HAVE AN 8-YEAR-OLD. 
          AND SO JUST WONDERING ABOUT SERVICING THAT. 
          AND ALSO THE CROSS TIME OVER OF MAYBE IT'S BEDTIME HISTORICALLY FOR THESE CHILDREN WHILE MY PARENT IS IN CLASS. 
          LIKE, YOU KNOW, ARE THERE CRI LIKE ARE THERE CRIBS OR CERTAIN AREAS? JUST WANTING TO KNOW MORE ABOUT LIKE THAT LOGISTICAL, UM, EFFORT. 
          DO YOU, I'M GONNA TURN IT OVER TO, UH, DR. 
          TAGAWA BECAUSE THE EVENING PROGRAM HOURS ARE ALL UNDER EARLY ED AT THE MOMENT, SO HE CAN EXPLAIN A LITTLE BIT MORE. 
          THANK YOU. 
          THANK YOU. 
          YEAH, I HAVE TO LOWER IT 'CAUSE MATTHEW'S PRETTY TALL. 
          . 
          UM, UM, I'M GONNA SAY ONE OF THE THINGS, YOU KNOW, REALLY GOOD QUESTIONS AND REALLY GOOD POINTS. 
          AND SO THESE ARE THINGS THAT WE'VE BEEN TALKING ABOUT AS WE KIND OF PREPARE THESE PROGRAMS. SO DEFINITELY EXPANSION THAT MA THAT MATTHEW MENTIONED IS DEFINITELY IN THE WORKS. 
          UM, I THINK SOME OF THE OTHER THINGS ARE, WE'VE EVEN HAD TO MEET WITH FOOD SERVICES BECAUSE WHAT KIND OF MEALS CAN WE GET TO THE KIDS IN THE EVENING? CAN WE GET A HOT MEAL? IS IT GONNA BE A SHELF STABLE MEAL? SO THERE'S A LOT OF THOSE CONSIDERATIONS AS WELL. 
          UM, RIGHT NOW THE WE'RE GONNA FOCUS ON AND, AND WE HAD DONE A SURVEY OVER AT MAXINE WATERS. 
          AND SO IN THE EVENING PROGRAM, THEY CURRENTLY HAD ABOUT 57 STUDENTS THAT HAD KIDS ZERO TO FIVE, RIGHT? AND SO THE TARGET GROUP, BECAUSE WE WOULD BE USING AN EARLY EDUCATION CENTER, WOULD BE PRETTY MUCH THOSE THREES AND FOURS TO START. 
          THAT DOESN'T MEAN THAT LATER ON WE CAN'T ADD ZERO AND TWO. 
          UM, BUT INITIALLY THE 
          [00:25:01]
THINKING IS AROUND THE THREE TO FOUR YEAR OLDS BECAUSE THE CENTER'S ALREADY BUILT, DESIGNED, THE ROOMS ARE SET UP FOR THAT WAY. 
          SO I THINK THAT'S DEFINITELY PROBABLY, YOU KNOW, AS WE KIND OF THINK OF RECOMMENDATIONS FOR THE OUT YEARS AND COMING UP, THAT'S DEFINITELY SOMETHING THAT COULD BE PART OF THOSE RECOMMENDATIONS. 
          AND HOW DO WE EXPAND THAT? AND EVEN TO THE EXTENT OF, YOU KNOW, EVEN DISCUSSING ABOUT HOW DO WE EXPAND ZERO TO TWO OFFERINGS, YOU KNOW, YOU KNOW, DISTRICTWIDE, BUT STATEWIDE AS WELL. 
          SO THERE'S THOSE CONSIDERATIONS ARE BEING TAKEN INTO EFFECT, BUT THIS FIRST YEAR WE'RE REALLY GONNA LOOK AT THAT THREE TO FOUR POPULATION BECAUSE WE'RE ALREADY SUITED FOR THAT AND GEARED FOR THAT. 
          AND SO, UM, THAT'S KIND OF WHERE WE'LL START. 
          BUT TO, YOU KNOW, I KNOW THAT'S NOT THE FULL PICTURE BECAUSE I'M SURE IN TWO YEARS IT'S GONNA LOOK DIFFERENT TOO. 
          BUT YEAH, THAT'S WHERE WE'RE, I HOPE THAT HELPS. 
          YES, IT DOES. 
          AND I, I GUESS IT JUST ALSO GETS ME THINKING ABOUT THE COLLABORATION WITH FAMILY, UM, CHILDCARE PROVIDERS WHO ARE LOCATED IN THESE AREAS AND, AND ALREADY SERVICE STUDENTS AT L-A-U-S-D AND HOW THEY CAN HELP BRIDGE THE GAPS. 
          SO WE'VE MET A COUPLE TIMES. 
          THEY HAVE A, UH, BRIDGE NAVIGATORS THROUGH LA COUNTY, UM, FROM LIKE CRYSTAL STAIRS AND, UH, MAOF AND DIFFERENT ORGANIZATIONS THAT WE'VE MET WITH. 
          AND THERE'S A BIG NEED FOR THE ZERO TO TWO SPACE, BUT THEN ALSO, UM, AFTERSCHOOL CARE. 
          AND SO MANY OF THEM STILL SERVICE SCHOOL AGE STUDENTS, RIGHT? AND SO THAT'S ANOTHER WAY THAT WE'RE PARTNERING WITH THEM TO MAKE SURE THAT, YOU KNOW, AS KIDS COME INTO OUR PROGRAM AND AS THEY LEAVE OUR PROGRAM, THEN THEY HAVE SCHOOL AGE OPPORTUNITIES. 
          BUT, UM, WE MAKE A LOT OF REFERRALS TO THE CHILDCARE ALLIANCE AND CCRC FOR THE ZERO TO SIX TWO SPACE BECAUSE WE JUST DON'T HAVE THE CAPACITY TO DO THAT NOW. 
          BUT YEAH. 
          THANK YOU. 
          THANK YOU MS. KRUT. 
          GOOD MORNING. 
          AND THANK YOU SO MUCH FOR THIS GREAT PRESENTATION AND THIS AMAZING WORK THAT YOU'RE DOING AND MS. VARGAS FOR SHARING YOUR BEAUTIFUL STORY. 
          UM, AND YOUR, YOUR TEACHER WHO HAS BEEN SO IMPACTFUL IN YOUR JOURNEY. 
          SO THANK YOU SO MUCH. 
          UM, I HAD A QUESTION ABOUT WHO IS ELIGIBLE FOR THESE PROGRAMS. IS IT ONLY PARENTS AND STAFF AT L-A-U-S-D AND HOW ARE THEY ADVERTISED, UM, TO THE COMMUNITY SO THAT, UM, THEY KNOW ABOUT THESE PROGRAMS? AND THEN ALSO CURIOUS ABOUT KIND OF THE CAPACITY. 
          ARE YOU ALL AT CAPACITY? IS THERE ROOM FOR MORE, UM, FOLKS TO PARTICIPATE AND JUST, YOU KNOW, GRATEFUL FOR THIS WORK? BECAUSE AS YOU HAVE HERE IN THE PRESENTATION, ONLY 8% OF ELIGIBLE INFANTS AND TODDLERS ARE CURRENTLY BEING SERVED IN LA COUNTY. 
          AND WE HAVE A DIRE SHORTAGE, NOT JUST OF STAFF, BUT ALSO FACILITIES AND AND SPACES FOR THEM. 
          THANK YOU FOR THE QUESTION. 
          SO THE PROGRAMS ARE AVAILABLE TO, UH, ANYBODY WHO'S INTERESTED, WHO IS AN ADULT. 
          UM, THE FAMILY LITERACY PROGRAM IS DESIGNED FOR PARENTS, SO WE REALLY WANT THAT TO BE A PARENT CHILD EXPERIENCE. 
          UM, BUT FOR EXAMPLE, THE CAREER TRAINING PIPELINE THROUGH CHILD DEVELOPMENT, THAT'S OPEN TO ANY STUDENT WHO'S INTERESTED OR ANY ADULT LEARNER WHO'S INTERESTED. 
          YEAH. 
          IN TERMS OF MARKETING, WE, UM, WE AIR ON, ON TELEVISION COMMERCIALS, RADIO, WE HAVE THEM ON ALL OUR WEBSITES, UM, BILLBOARDS, YOU NAME IT. 
          UM, INTERVIEWS DIFFERENT, ANY WHICH WAY THAT WE CAN PUT THE WORD OUT THERE REGARDING ANY OF OUR PROGRAMS, ALL OF THEM, INCLUDING COMMUNITY EVENTS. 
          WE, UM, NORMALLY GET, UM, CALLS ASKING, CAN YOU PLEASE HAVE A BOOTH OR CAN YOU SEND US SOME OF YOUR FLYERS? BECAUSE THEY, MANY TIMES SOME OF THE CENTERS AS WELL WILL REACH OUT TO OUR SITES WHERE WE HAVE THE COURSES AND SAY, HEY, DO YOU HAVE A COHORT FINISHING ANYTIME SOON BECAUSE WE'RE IN NEED, RIGHT? THAT'S HOW WE END UP EVEN GETTING MORE PARTNERS FOR OUR EXTERNSHIP OPPORTUNITIES FOR OUR STUDENTS. 
          AND YOU KNOW, IT'S A WIN-WIN FOR BOTH OF US, RIGHT? THEY GET THE EXPERIENCE AND THEN THEY GET JOB PLACEMENT. 
          UM, AND IT FILLS THE NEED IN THE CENTERS AS WELL. 
          SO, UM, IN TERMS OF CAPACITY, THE TWO THAT ARE STARTING NOW ARE, HAVE WAIT LISTS ALREADY, BUT AS MATTHEW STATED, WE ARE ALL ABOUT, YOU KNOW, OFFERING THESE OPPORTUNITIES AND AS THE QUICKEST WAY THAT WE CAN BUILD IS THROUGH WORD OF MOUTH AND SUCCESS. 
          SO, YOU KNOW, ONCE WE HAVE IT, UM, LAUNCHED AND WE SEE, YOU KNOW, HOW IT GOES AND WE IRON OUT ALL THE LITTLE, YOU KNOW, KINKS, WE OF COURSE ARE ALWAYS LOOKING FOR TEACHERS. 
          UM, ALL OF THEM, THE ONES THAT WE HAVE NOW HAVE, UM, COMPLETED OUR COURSES. 
          SO THAT'S PRETTY MUCH WHERE OUR PIPELINE IS PROBABLY GONNA COME FROM BECAUSE WE HAVE THEM RIGHT THERE TO BE ABLE TO EXPAND AND OPEN NEW PROGRAMS IN DIFFERENT SITES. 
          THANK YOU. 
          OTHER, UH, QUESTIONS OR COMMENTS? BOARD MEMBER MEL POINT, DID YOU HAVE ANY? NO, I APPRECIATE MY COLLEAGUE'S COMMENTS. 
          THIS IS GREAT. 
          IT WAS, UM, ALWAYS FUN TO SEE COLLABORATION BETWEEN OUR DEPARTMENTS AND, UH, WE WERE JUST TOGETHER AT VENICE SKILLS CENTER LAST WEEK CELEBRATING ONE OF OUR CLASSIFIED UH, EMPLOYEES OF THE YEAR. 
          UM, I NOTICED VENICE IS NOT ON HERE 
          [00:30:01]
FOR ANY OF THOSE PROGRAMS, SO I'D LIKE TO CHANGE THAT. 
          UM, ESPECIALLY AS WE HAVE A SHUTTERED EEC NEARBY AT BEETHOVEN THAT WE'VE BEEN WORKING ON, UM, TRYING TO, TRYING TO REOPEN. 
          UH, I KNOW THAT'S ONE OF THE RECOMMENDATIONS WE'LL GET TO AROUND SHUTTERED SITES. 
          UM, BUT I'M GRATEFUL THAT THE WEST VALLEY OCCUPATIONAL CENTER AFTER YEARS IS VERY CLOSE TO OPENING. 
          UM, AND, UH, APPRECIATE THE CONTINUED PARTNERSHIP. 
          THANK YOU MR. MALVO. 
          BOARD MEMBER ARTIZ FRANKLIN. 
          THANK YOU. 
          YES, THANKS FOR THE PRESENTATION. 
          LOVE, LOVE, LOVE THE COLLABORATION, ESPECIALLY GETTING TO SEE IT IN ACTION AT MAXINE WATERS AND BRADLEY. 
          'CAUSE IT'S IN MY DISTRICT AND IT'S GOING SO BEAUTIFULLY. 
          CAN'T WAIT TO EXPAND ELSEWHERE. 
          UM, I GUESS I'M THINKING ABOUT THE FULL PIPELINE AND I DON'T KNOW HOW MUCH YOU CAN SHARE TODAY VERSUS IN A FOLLOW UP. 
          UM, BUT COULD YOU SHARE A LITTLE BIT ABOUT, UM, SORT OF THE, THE PAY OR THE BENEFITS WHEN PEOPLE, YOU KNOW, FINISH THEIR, UM, ASSISTANT CERTIFICATION AND, AND COME AND WORK FOR LA UNIFIED. 
          AND THEN, UM, IF THEY WANTED TO BECOME LIKE, YOU KNOW, OUR AMAZING STORY HERE, A, A SPECIAL ED TA OR AN INSTRUCTIONAL ASSOCIATE AIDE, YOU KNOW, ON THE CLASSIFIED STILL AND OR SHIFTING OVER TO THE CREDENTIALING SIDE AND BECOMING, YOU KNOW, AN EARLY CHILDHOOD TEACHER AND IS THAT DIFFERENT FROM LIKE WHAT AN ELEMENTARY SCHOOL TEACHER WOULD, UM, RECEIVE IN TERMS OF PAY OR BENEFITS? SO I GUESS THAT KIND OF, THAT, THAT FULL TRAJECTORY, IF, IF FOLKS WANTED TO, UM, EARN MORE IN TERMS OF DOLLARS, BUT ALSO THE, THE, THE FULL PACKAGE OF BENEFITS THAT WE OFFER IN ALL UNIFIED. 
          YEAH, THANK YOU. 
          BOARD MEMBER. 
          I THINK, UM, THAT'S PROBABLY A WHOLE PRESENTATION IN ITSELF ON THE DIFFERENT PIPELINES AND, AND THE CAREER PATHWAYS THROUGH IT. 
          BUT I CAN GIVE YOU JUST A, A SHORT ANSWER. 
          SO IF THEY WERE TO COME TO LA UNIFIED, UM, A LOT OF TIMES THEY START AS A THREE HOUR AID, BUT WE'VE BEEN SEEING A LOT OF GROWTH WITH OUR THREE HOUR AIDES MOVING INTO EIGHT HOUR POSITION. 
          SO WITH THOSE CREDENTIALS, THEY COULD EASILY COME IN AS A THREE HOUR AID, EITHER AS A SUB OR, UM, AND SUBS CAN BE THREE HOURS OR EIGHT HOURS. 
          SO THERE'S THAT PATHWAY. 
          AND THEN IF THEY WANTED TO CONTINUE THEIR WORK, THEN THEY CAN CONTINUE, YOU KNOW, TO GET THEIR CHILD DEVELOPMENT PERMIT, WHICH IS 24 UNITS. 
          AND SO THEY COULD DO THAT AT A COMMUNITY COLLEGE. 
          BUT I THINK THE, THEY'RE PART OF THIS IS THAT AS THEY COME INTO THE DISTRICT AS A THREE HOUR AID, THERE ARE SMALL BENEFITS WITH BEING A THREE HOUR AID, BUT THEY DO GET A SENIORITY DATE, WHICH HELPS THEM TO BECOME PROMOTABLE AS AN EIGHT HOUR AID. 
          AND AN EIGHT HOUR AID IS FULLY BENEFITED THROUGH THE DISTRICT. 
          SO THERE'S DEFINITELY, WE HAVE A LOT OF FOLKS WHO GO THAT ROUTE AND THEN BECOME EARLY ED CENTER EIGHT HOUR AIDS. 
          AND IT'S PROBABLY NOW IN THE PAST YOU MAY HAVE TO HAVE WAITED LIKE SIX YEARS TO GET AN EIGHT HOUR POSITION. 
          BUT NOW WITH, UM, WITH A COMBINATION OF EXPANSION AND RETIREMENT AND HIRING MORE FOLKS WITHIN EARLY ED, IT'S PROBABLY A ONE TO TWO YEAR PO YOU KNOW, PROCESS TO GET AN EIGHT HOUR POSITION. 
          SO THAT'S KIND OF THE INSIDE GROWTH THAT HAPPENS. 
          AND THEN DEFINITELY IT'S, I WOULD SAY IT'S PROBABLY WORTHY OF A PRESENTATION TO PRESENT THE DIFFERENT PATHWAYS THAT FOLKS GO TO. 
          AND THEN EVEN AFTER THEY BECOME A THREE HOUR AID, UM, THEY CAN WORK ON BECOMING AN EARLY CHILDHOOD SPECIAL ED AID, WHICH AGAIN, IS A EIGHT HOUR, FULLY HOUR FULLY BENEFITED POSITION. 
          SO, UM, THEY TEST INTO THAT. 
          SO THERE'S DEFINITE PATHWAYS THAT AND, AND MULTIPLE OPPORTUNITIES TO DO THAT ONCE THEY EARN THAT, UH, ASSOCIATE TEACHERS OR, OR ASSOCIATE, UM, ASSISTANT TEACHER'S PERMIT. 
          YEAH, THAT'S HELPFUL. 
          AND THEN MAYBE JUST BRIEFLY ON THE, IF THERE WAS AN INTEREST IN, UM, GOING THE CREDENTIALING ROUTE, UM, LIKE HOW MUCH TIME WOULD THAT TAKE? I DON'T, I MEAN, WE DON'T OFFER THAT, BUT UM, THEN THAT SALARY INCREASES DRAMATICALLY, RIGHT? UM, BUT IS IT THE SAME AS THE ELEMENTARY SCHOOL TEACHER OR THERE'S STILL, UM, SORT OF A, A DIFFERENCE OF PAY FROM THE EARLY CHILDHOOD, UH, CLASSROOM TEACHER VERSUS, UM, LIKE AN ELEMENTARY SCHOOL TEACHER? YEAH, SO THERE IS A DIFFERENCE IN PAY BETWEEN THE EARLY EDUCATION, UM, UM, STATE PRESCHOOL TEACHER, THE EARLY ED CENTER TEACHER, UH, BECAUSE THE ONE IS YEAR ROUND AND ONE IS FOLLOWS THE 180 DAY CALENDAR. 
          BUT THEN THERE'S ALSO THE, UM, I'M GONNA SAY THE NEW CREDENTIAL THAT'S COMING OUT THAT CTC HAS PUT OUT, WHICH IS THE P THREE CREDENTIAL. 
          SO WE DO SEE, YOU KNOW, WE DO HAVE A FEW TEACHERS ALREADY WHO ARE IN EARLY ED WHO ARE GOING BACK TO GET THAT P THREE CREDENTIAL BECAUSE PART OF IT IS THEY ALREADY HAVE THE EXPERIENCE. 
          AND SO THE UNIVERSITIES, I KNOW THAT FRESNO, CAL STATE, DOMINGUEZ HILLS, CAL STATE NORTHRIDGE WILL OFFER IT THIS UPCOMING FALL, BUT IT'S A P THREE CREDENTIAL. 
          AND SO I WOULD ACTUALLY PROBABLY BRING IN HR TO TALK ABOUT IT, BUT, UM, AND CREDENTIALING ABOUT IT. 
          BUT IT'S A REALLY GOOD OPPORTUNITY FOR FOLKS TO GET THAT P THREE CREDENTIAL WHO REALLY LIKE TO WORK WITH THE YOUNGER KIDS TO BE ABLE TO DO THAT. 
          UM, AND IT IS A FULL CREDENTIAL, SO THEY, THEY ACTUALLY ARE ON THE REGULAR, I DON'T WANNA SAY ELEMENTARY TEACHER'S TABLE. 
          I DON'T KNOW THE EXACT TERM IT IS, BUT, BUT THEY'RE ON THAT TABLE AS WELL. 
          SO, UM, AND THAT'S A NEW CREDENTIAL THAT PROBABLY WE WON'T SHARE FIRST. 
          CANDIDATES COME OUT UNTIL 26, 27, BUT DEFINITELY, UH, I'LL WORK IN THAT SPACE TOO FROM THE STATE AS WELL AS IN THE 
          [00:35:01]
DISTRICT. 
          THANKS. 
          YEAH. 
          UM, WE HEARD FROM SOME FOLKS WHO ARE DOING THAT PROGRAM, SO THAT'S VERY EXCITING. 
          UM, MAYBE I WILL FOLLOW UP ON, ON THE FULL PIPELINE, UM, BECAUSE I, I THINK IT'S GREAT, UM, TO GET FOLKS STARTED AND WE ALWAYS NEED PEOPLE IN OUR CLASSROOMS, UM, SERVING IN A VARIETY OF CAPACITIES. 
          UM, AND IT'S JUST HELPFUL TO SHARE, YOU KNOW, IF PEOPLE ARE INTERESTED, UH, WHAT IS POSSIBLE FOR, YOU KNOW, GREATER INCOME FOR THEIR, THEIR FAMILIES. 
          UM, SO I, I REALLY APPRECIATE THE CHANCE TO FOLLOW UP ON THAT EITHER HERE OR, YOU KNOW, WE CAN DO IT IN A ONE-ON-ONE TOO. 
          UM, BUT WE WANNA EXPAND THE OPPORTUNITIES AS MUCH AS POSSIBLE. 
          UM, SO THANK YOU ALL FOR YOUR PRESENTATION. 
          THANK YOU SO MUCH. 
          UM, JUST A COUPLE OF QUESTIONS FROM ME AND I, I AGREE. 
          AND, UM, BOARD MEMBER THESE FRANKLIN, WE CAN PENCIL MAYBE SOMETHING IN FOR THE FALL ON THE EARLY EDUCATION CAREER PATHWAY. 
          UM, 'CAUSE WE ALSO KNOW WE HAVE OUR, OUR TK TEACHERS AND OUR INSTRUCTIONAL AIDS AND TK CLASSROOMS. SO THERE'S AS, UM, AS YOU ALL WERE PRESENTING ABOUT THE, UH, TRAINING PIPELINE THAT YOU HAVE, I WAS WONDERING, SO FOR, WITH THE AIDES, UM, WHO ARE IN TK CLASSROOMS, WOULD, WOULD THAT BE A, A PIPELINE THAT WE COULD CREATE THROUGH OUR ADULT EDUCATION PROGRAM? SO I THINK THERE'S A LOT OF NUANCES TO WALK THROUGH. 
          UM, SO WE CAN LOOK AT MAYBE HAVING A FOLLOWUP PRESENTATION IN THE FALL, IF THAT WORKS FOR FOLKS. 
          UM, AND THEN JUST TO FOLLOW UP ON A, A COUPLE OF ITEMS FOR ME, ONE SUPER EXCITING UPDATES. 
          I'M, I KNOW, UM, I VISITED EAST VALLEY SKILLS CENTER, I WANNA SAY IN THE FALL AND WAS EXCITED TO SEE THE PRESCHOOL SPACE THAT THEY HAD THERE, UM, TO MEET THE EDUCATORS WHO WERE, ARE GOING TO BE DOING THE FAMILY LITERACY PROGRAM. 
          AND, UM, I MET WITH STUDENTS THERE AS WELL WHO SHARED JUST, UH, WHAT A NEED CHILDCARE IS, UM, FOR THEM TO BE ABLE TO CONTINUE THEIR LEARNING. 
          AND SO I THINK THIS IS A GREAT START AND I LOOK FORWARD TO THE DAY WHERE WE CAN OFFER, YOU KNOW, PROGRAMS FOR MORE AGES FOR, YOU KNOW, ADDRESSING THOSE ZERO TO 2-YEAR-OLD STUDENTS. 
          UM, 'CAUSE I KNOW THE STUDENTS THERE MENTIONED, YOU KNOW, SOME OF THEM HAD KIDS IN STROLLERS WITH THEM WHILE THEY WERE MEETING WITH ME. 
          SO WE REALLY WANNA MAKE SURE WE'RE ADDRESSING THOSE BARRIERS FOR, FOR ADULT EDUCATION STUDENTS, BUT ALSO JUST LIFTING EVERYONE UP AND PROVIDING THOSE LEARNING OPPORTUNITIES. 
          UM, HAVE WE THOUGHT, LIKE FOR THIS PILOT, WHAT, WHAT DEFINES SUCCESS FOR THE LAUNCH OF THESE FAMILY LITERACY PROGRAMS? AND THEN WHAT DO THE NEXT STEPS IN THE FUTURE LOOK LIKE? ? SO WE'RE TRYING TO, UM, BECAUSE IT'S A PILOT, OF COURSE, WE WANNA STUDY IT AND MONITOR THE, THE DIFFERENT METRICS AND OUTCOMES. 
          UM, WE TRIED TO ALIGN THE CURRICULUM WITH, UM, A COUPLE MODELS. 
          ONE MODEL IS THE ONE THAT'S USED IN EARLY EDUCATION HERE, AND THEN THE OTHER ONE IS THE, UM, NATIONAL ASSOCIATION FOR, I BELIEVE IT IS FAMILIES, SCHOOLS, UM, AND COMMUNITY ENGAGEMENT. 
          UM, AND SO WE ARE TRYING TO KIND OF USE THOSE MODELS TO CREATE, YOU KNOW, MILESTONES AND TO SEE THAT STUDENTS ARE MEETING CERTAIN MILESTONES AND TO TRACK THE PROGRESS IN TERMS OF LEARNING. 
          UH, WE ALSO ARE GOING TO AT SOME POINT, UM, TRY TO TRACK STUDENTS WHO ARE IN THAT PROGRAM AND KIND OF THEIR EDUCATIONAL SUCCESS AFTER THEY LEAVE THE PROGRAM TO SEE IF IT HAS A LONGITUDINAL IMPACT. 
          UM, OF COURSE WE ALWAYS TRACK OUR, UM, THE FEASIBILITY AND VIABILITY OF OUR PROGRAMS DEPENDING ON HOW MANY STUDENTS ENROLL, BECAUSE THESE ARE NOT COMPULSORY PROGRAMS. SO IF WE HAVE A LOT OF STUDENT ENGAGEMENT, THAT MEANS THAT A PROGRAM ON ONE LEVEL IS SUCCESSFUL. 
          SO IT'S THE COMBINATION OF THAT, MAKING SURE THAT THERE'S A, A FULL CLASS, MAKING SURE THAT WE COULD GET GOOD FEEDBACK FROM THE PARTICIPANTS, WE'RE GONNA COLLECT FEEDBACK FROM THEM, AND THEN USING THOSE MILESTONES THAT ARE BUILT INTO THE FRAMEWORK OF THE CURRICULUM TO MAKE SURE THERE'S SOME SUCCESS THERE. 
          AND THEN LONG TERM TO KIND OF TRACK TO SEE THAT THIS IS A WORTHWHILE PROGRAM IN TERMS OF STARTING STUDENTS ON THE RIGHT TRACK TO BEING SUCCESSFUL IN SCHOOL. 
          GREAT. 
          EXACTLY WHAT MATTHEW SAID, THE LONG TERM RIGHT SUCCESS OF THIS PROGRAM IS THAT THE STUDENTS ARE SUCCESSFUL MORE THAN READY AND, UM, PREPARED TO ENTER OUR SCHOOLS AND THAT THE PARENTS ARE PREPARED AND THAT THE PARENTS HAVE SUCCESS IN HELPING THEIR STUDENTS NOT FEELING, UM, FEELING INADEQUATE AND NOT BEING ABLE TO HELP THEM SUCCESS. 
          THAT BOTH OF THEM HAVE SUCCESS IN HELPING EACH OTHER. 
          THAT LIKE CONFIDENCE THAT PARENTS YES. 
          WILL, WILL DEVELOP IN BEING ABLE TO NAVIGATE THE SCHOOL SYSTEM. 
          AND THEN IN TERMS OF TRANSITIONING, AFTER ONE COMPLETES THE PROGRAM, WILL, WILL WE SUPPORT FAMILIES WITH, UH, IDENTIFYING AN EARLY EDUCATION CENTER OR AN ELEMENTARY TK PROGRAM THAT THEY CAN ENROLL THEIR KIDDOS IN? ABSOLUTELY. 
          JUST LIKE WE DO WITH ALL OF OUR PROGRAMS WHERE WE BASICALLY HOLD THEIR HANDS, RIGHT? WE HAVE THESE WRAPAROUND SERVICES WHERE WE MAKE SURE THAT BY ALL MEANS, WE DO EVERYTHING WE CAN TO, YOU KNOW, BREAK ANY OF THE BARRIERS THAT THEY HAVE MOVING FORWARD. 
          THE GOAL IS TO MAKE SURE THAT THEY END UP IN ONE OF OUR TK PROGRAMS, RIGHT? THAT THEY STAY WITH US SO THAT WE CAN CONTINUE TO SUPPORT FAMILIES AND STUDENTS THE WAY THAT WE DO ON A DAILY BASIS. 
          OKAY, GREAT. 
          UM, AND THEN I, I LOVE THE QUESTION ABOUT ADVERTISING. 
          I HAVE SEEN THE DAYS ADS. 
          I THINK YOU ALL ARE, YOU'RE 
          [00:40:01]
OUT THERE IN THE WORLD. 
          I'M SEEING THE BILLBOARDS, UM, WHICH IS GREAT. 
          I WONDER LIKE, IN TERMS OF REACHING OUR PARENT AUDIENCE IN THE DISTRICT, UM, YOU KNOW, AS AN LUSC PARENT, OBVIOUSLY I GET A LOT OF BBCS AND WHATNOT, BUT I FEEL, I KNOW IN AT ONE POINT IN THE PAST OUR, OUR DAYS WORK WAS MORE PRESENT AT OUR SCHOOL, OUR NON DAY SCHOOL SITES, SO AT OUR ELEMENTARY SCHOOLS, OUR HIGH SCHOOLS, ET CETERA. 
          UM, AND I JUST WONDER IF THERE'S MORE WE CAN DO TO, UM, BE CLOSER TO THE FAMILIES THAT WE SERVE ON THE TK THROUGH 12 SIDE, UM, AND HELP THEM, LIKE MAKE THOSE ON-RAMPS AND TO CONTINUED LEARNING AND EDUCATION. 
          SO WE'RE ALSO WORKING VERY CLOSELY WITH ANTONIO'S TEAM OVER AT ES FACE TO MAKE SURE THAT THE WORD GETS OUT AND THAT WE ADDRESS, UM, THOSE FAMILIES AS WELL, AS WELL AS WITH THE COUNSELORS IN ALL OF THE SCHOOLS. 
          WE'RE OUT THERE, WE ARE WORKING WITH EVERY DIFFERENT DEPARTMENT, UM, TO ENSURE THAT EVERYONE KNOWS WE'RE HERE, WE'RE HERE TO HELP YOU COME TO US, UM, YOU KNOW, TO DO BETTER, RIGHT? YEAH. 
          AND MAYBE EVEN, UM, WORKING WITH OUR PRINCIPALS AND MAKING SURE LIKE THEY HAVE THE INFORMATION SO THEY CAN SHARE THAT. 
          OR OUR COMMUNITY REPS AT OUR, UM, TK THROUGH SOIL SITES WITH OUR EARLY ED PRINCIPALS AS WELL. 
          UM, BECAUSE WE KNOW OUR, OUR STUDENTS THERE, THEIR PARENTS HAVE TO BE IN SCHOOL OR WORKING TO QUALIFY. 
          SO I, THERE'S PROBABLY SOME OPPORTUNITIES TO, TO TAP IN MORE AND, UM, AND MAKE SURE WE'RE, WE'RE LETTING PEOPLE KNOW ABOUT THE AMAZING PROGRAMS THAT WE OFFER IN ECD AND DAYS. 
          UM, AND THEN JUST ONE MORE QUESTION, DEAN, ON THE EVENING PROGRAM, SORRY TO BRING YOU UP AFTER YOU ALREADY SAT DOWN . 
          UM, I WAS JUST CURIOUS, I THINK, UH, JEN HAD SORT OF ALLUDED TO BEDTIME AND I WAS JUST CURIOUS ABOUT LIKE, KIND OF THE IN INSTRUCTIONAL PROGRAM OR LIKE, WHAT, WHAT DOES THE DAY OR TIME LOOK LIKE IN THE EVENING? 'CAUSE WE KNOW DURING THE DAY THERE'S A REALLY SET SCHEDULE, VERY, VERY THOUGHTFUL. 
          IT'S DIFFERENT IN THE EVENING, I ASSUME. 
          SO IF YOU COULD SHARE ANY OF THOSE DETAILS, THAT'D BE GREAT. 
          YEAH, SO IN, IN THE SAME CONVERSATIONS THAT WE'VE BEEN HAVING, EVEN AROUND WHAT KIND OF PROGRAM WOULD IT LOOK LIKE IN THE EVENING AND, YOU KNOW, I THINK THE EXPECTATION IS THAT WE WOULD CONTINUE WITH THE EDUCATION THAT'S GOING ON IN THE DAY. 
          SO AGAIN, UTILIZING ALL THE DIFFERENT ACTIVITY AREAS, BUT ALSO FOLLOWING THE NEW, UH, UM, PRE PTK FS, THE PRESCHOOL TRANSITIONAL KINDERGARTEN LEARNING FOUNDATIONS, AS WELL AS EVERYTHING FROM THE DOING THE DDPS, BUT ALSO TAKING THE FACT THAT SOME OF THE KIDS MAY GET, MAY GET TIRED IN THE EVENING. 
          SO MAKING SURE WE'VE ALREADY INCREASED THE NUMBER OF COTS THAT WE'VE, UM, ADDED MORE LINEN AND BLANKETS TO THE EVENING PROGRAM. 
          YOU KNOW, FOOD SERVICES COMES INTO PLAY, AND SO THOSE DIFFERENT THINGS. 
          UM, BUT STARTING WITH A SNACK IN THE EVENING, YOU KNOW, WHEN THE KIDS ARRIVE, SO THEY WOULD PROBABLY BE THERE, WE WERE IN CONVERSATION, IT'D PROBABLY BE LIKE A ONE TO NINE PROGRAM WHEN FAMILIES WOULD COME IN. 
          SO EVEN THOUGH THE ADULT ED MAY NOT START UNTIL LET'S SAY TWO 30 OR FOUR 30, THEN THERE'S OPPORTUNITIES FOR THE KIDS TO COME IN, MAYBE START WITH A LITTLE BIT OF A NAP, HAVE A SNACK WITH THE REST OF THE KIDS, PLAY WITH THEM, YOU KNOW, DURING THE OUTSIDE AFTERNOON TIME. 
          AND THEN AS IT GETS KIND OF THAT, I'M GONNA SAY FOR LACK OF A, WHEN IT GETS DARKER, THEN TO BRING THEM INSIDE RIGHT? AND START THEIR INSTRUCTIONAL PROGRAM. 
          AND SO, YOU KNOW, THE THINGS USING THE CREATIVE CURRICULUM, EXPANDING ON THAT, BUT VERY SIMILAR PROGRAM, BUT WITH SLIGHT, UM, ALTERATIONS IN THE TIME THAT IT'S GONNA TAKE PLACE. 
          SO ONE OF THOSE TASKS THAT WE'LL BE DEVELOPING IS KIND OF ALTERNATIVE SCHEDULES, UM, AND WHAT THOSE WOULD LOOK LIKE. 
          SO I HAVE MY, I'M GONNA CALL 'EM THE CRACK A TEAM INSTRUCTIONAL TEAM, KIND OF WORKING ON SOME OF THOSE IDEAS. 
          AND THEN EVEN WORKING WITH, UM, THE PRINCIPAL IN THIS CASE WOULD BE, WOULD BE, UH, LASH SEAN GAINES OVER AT BRADLEY, BUT, YOU KNOW, HELPING US TO BUILD THAT PROGRAM AND THEN EVEN AS THE TEACHER AND THE AIDES THAT ARE ASSIGNED TO THOSE TIMES, UM, KNOWING THAT THEY'RE CHOOSING A TIME THAT'S LATER IN THE EVENING, BUT ALSO BEING ABLE TO SAY, HEY, LET'S WORK ON A SCHEDULE, REDESIGN IT. 
          AND SO BY THE TIME WE HIT SAN PEDRO AND WEST VALLEY, WE HAVE SOME REALLY GOOD WORKING MODELS IN PLACE FOR THEM, BUT GREAT. 
          YEAH. 
          UM, IT, IT'S, IT'S EXCELLENT THAT YOU'RE THINKING ABOUT BEING DEVELOPMENTALLY APPROPRIATE AND LIKE TAKING INTO ACCOUNT WHAT THE, HOW KIDDOS ARE FEELING IN THE AFTERNOONS AND EVENINGS, WHICH IS DIFFERENT THAN IN THE MORNING PROBABLY. 
          UM, IN TERMS OF THE ONE TO NINE, WOULD THAT BE, LIKE, WOULD FAMILIES HAVE, IT WOULD BE OPTIONAL FOR THEM TO BRING THEM EARLY, BUT NOT REQUIRED NECESSARILY? CORRECT. 
          YEAH. 
          AND IT WOULD, YOU KNOW, WE STILL HAVE THE NEED REQUIREMENTS, SO BASED ON WHEN THE, WHEN THE, UM, PARENTS ARE COMING IN FOR THEIR PROGRAM, YOU KNOW, THEY GET ADDITIONAL TIME FOR LIKE, UH, UH, COMMUTING, BUT STUDY HOURS AND, YOU KNOW, TIME TO MEET. 
          AND SO I, MOST OF THE PROGRAMS, AND CORRECT ME IF I'M WRONG, BUT THEY END AT LIKE EIGHT 30, SO GIVING THEM TILL NINE TO COME PICK UP THEIR CHILD. 
          SO THAT WAY IF A PARENT NEEDED TO STAY AFTER AND MEET WITH THEIR PROFESSOR OR THEIR TEACHER OR DO SOME CONSULTATION, THEN THEY HAVE THAT TIME TO DO THAT AS WELL, OR EVEN BEFORE THE PROGRAM BEGAN. 
          YEAH. 
          OKAY. 
          WONDERFUL. 
          WELL LOOK FORWARD TO FINDING OUT MORE DETAILS AS THESE PROGRAMS, UH, START TO LAUNCH. 
          UM, IF NO ONE ELSE HAS ANY OTHER QUESTIONS FOR OH, YEP. 
          I'M GLAD I ASKED . 
          YEAH. 
          UM, SORRY DEAN, THIS IS FOR YOU. 
          UM, 
          [00:45:01]
IN YOUR RESPONSE TO, UH, BOARD MEMBER ORTIZ FRANKLIN ON THE CAREER PIPELINE, YOU HAD MENTIONED THE THREE HOUR AID POSITIONS, UM, AND IT KIND OF JUST REMINDED ME OF A PREVIOUS CONVERSATION AROUND THE INFANT AIDS AND HOW THEY'RE LIMITED TO THE HOURS THAT THEY CAN, UM, WORK. 
          JUST WANTING TO GET A FOLLOW UP ON THAT. 
          ARE, ARE THE THREE HOUR AIDES ALSO LIMITED TO JUST THREE HOURS? UM, QUESTION? NO. 
          SO THE THREE HOUR AIDS, THERE'S A CUTOFF AND, AND I DON'T KNOW EXACTLY THE CUTOFF POINT WHERE THE DISTRICT WOULD HAVE TO PAY OUT FULL BENEFITS AND INCLUDING, UM, INTO CALPERS. 
          SO ONE OF THE THINGS THAT WE DO IS WE DO LOOK AT HOW MANY THEY CAN WORK UP TO THAT POINT BEFORE THEY'RE PROMOTABLE, UM, TO THE NEXT LEVEL. 
          SO I WANNA SAY IT'S LIKE, I THINK IT'S LIKE, DON'T QUOTE ME, BUT I'LL CHECK BACK, BUT IT'S CLOSE TO 800 HOURS THAT THEY CAN WORK. 
          SO A TYPICAL THREE HOUR AIDE WOULDN'T WORK THAT MANY HOURS IN A YEAR, BUT IF WE NEED THEM TO STAY LATER FOR A DAY OR TWO, THEN THEY DO HAVE THE OPPORTUNITY TO THEN WORK LATER IN THE DAY. 
          SO, UM, I DON'T KNOW IF THAT ANSWERS THE QUESTION. 
          YEAH. 
          SO WE'RE INTENTIONALLY KEEPING PEOPLE UNDER THE THRESHOLD SO THEY'RE NOT ACCRUING THOSE BENEFITS. 
          YEAH, AND PART OF IT IS BECAUSE THE STATE PRESCHOOL PROGRAM FUNDING, WE HAVE TO BE REALLY CAREFUL THAT WE DON'T GO OVER IT MM-HMM . 
          AND THEN RUN INTO THE RED, FOR LACK OF A BETTER TERM. 
          I SEE. 
          SO I WOULD, I WOULD HOPE THAT WE CAN INCLUDE SOMETHING ON LIKE, THE RECOMMENDATIONS LIST OF THAT ISSUE. 
          YEAH. 
          YEAH. 
          MAYBE YOU CAN HELP US ON THE SPECIFIC WORDING WHEN WE GET TO THAT POINT. 
          UM, OKAY. 
          WELL THANK YOU ALL SO MUCH. 
          WE REALLY APPRECIATE THE PRESENTATION. 
          IT WAS GREAT. 
          OKAY. 
          WE'LL TURN NOW TO THE SECOND 
          [II. 2. Children and Families in Early Education Committee 2024-2025 School Year Recommendations]
DOCUMENT THAT YOU ALL HAVE. 
          SO I'LL JUST HOLD IT UP SO EVERYONE CAN SEE THE ONE THAT'S GOT THE LITTLE LOGO ON THE TOP. 
          UM, SO THIS IS OUR DRAFT LIST OF COMMITTEE RECOMMENDATIONS FROM THE SCHOOL YEAR. 
          MY TEAM, UM, ENDEAVORED TO REVIEW ALL OF THE MEETINGS THAT WE'VE HAD SO FAR THIS YEAR AND KIND OF CAPTURE WHAT SEEMED TO BUBBLE UP TO THE TOP. 
          I'LL KIND OF WALK THROUGH AT A HIGH LEVEL AND THEN OPEN IT UP FOR DISCUSSION IF THERE'S ANYTHING YOU WANNA ADD, EITHER FROM TODAY'S CONVERSATION OR FROM PREVIOUS MEETINGS THAT WE MIGHT HAVE MISSED. 
          ANYTHING YOU WANNA REMOVE. 
          UM, AND AS I MENTIONED, THE INTENTION IS TO PRESENT THIS TO THE FULL BOARD. 
          I'LL BE, UM, I'LL BE PRESENTING ON OUR COMMITTEE AT OUR BOARD MEETING NEXT WEEK, AND I WILL BE SAYING THIS ALL OUT LOUD FOR THE RECORD AND THEN FOLLOWING UP WITH OUR TEAMS, UM, TO LET THEM KNOW ABOUT OUR COMMITTEE RECOMMENDATIONS AND HOW WE, WE MIGHT MOVE THEM FORWARD. 
          OKAY. 
          WALKING THROUGH. 
          SO THE FIRST ONE IS AROUND EXPANDING OUR TRAUMA-INFORMED AND WHOLE CHILDHOOD APPROACH. 
          UM, THIS IS AN EFFORT, UH, THAT WE WAS PRESENTED ON VIA THE TREE PROGRAM AT OUR LAST MEETING, UM, AND ALSO TALKS ABOUT HOW WE MIGHT EXPAND TRAUMA-INFORMED CARE AND TRAINING FOR SITES THAT DON'T HAVE ACCESS TO, TO TREAT CURRENTLY. 
          UM, NEXT IS AROUND BRINGING MORE OUTDOOR LEARNING SPACES TO OUR EARLY EDUCATION PROGRAMS, INCLUDING OUR EECS, BUT ALSO OUR, UH, PRESCHOOL PROGRAMS THAT ARE ON ELEMENTARY CAMPUSES. 
          UM, PURSUING MORE STATE FUNDING FOR THIS, UH, THESE TYPES OF INVESTMENTS IN OUR FACILITIES, AND ALSO PROVIDING SUPPORT FOR THOSE SITES THAT DON'T NECESSARILY HAVE A NATURE EXPLORER YET. 
          UM, NEXT, AS ALLUDED TO BY MR. MELVOIN EARLIER, UM, IS REALLY STRATEGICALLY LOOKING AT OUR PREVIOUSLY SHUTTERED EARLY EDUCATION SITES, CONDUCTING A REVIEW OF THOSE SITES, PROVIDING RECOMMENDATIONS TO THE BOARD AND SUPERINTENDENT ON HOW THEY MIGHT BE USED, UM, AND THEN IF THE DISTRICT, IF IT'S NOT FEASIBLE TO, UM, FOR US TO OPERATE PROGRAMS IN THOSE AREAS, EXPLORING, UH, POTENTIALLY LEASING TO COMMUNITY-BASED PARTNERS WHO PRESENTED BEFORE THIS COMMITTEE BEFORE, UM, ALIGNED TO THE DISTRICT'S EARLY EDUCATION GOALS. 
          UH, NEXT IS AROUND QUALITY AND MEASUREMENT. 
          UM, AND THIS KIND OF FOLLOWS UP ON OUR CONVERSATIONS, OUR PRESENTATION FROM DR. FULLER. 
          UM, SO LOOKING AT LONGITUDINAL DATA TO PROMOTE QUALITY, UM, UTILIZING OUR EXISTING DISTRICT DATA TO, TO KIND OF FOLLOW KIDDOS AS THEY TRANSITION FROM EARLY EDUCATION SETTING TO ELEMENTARY AND MAKE SURE WE'RE LOOKING HOLISTICALLY AT STUDENT SUCCESS. 
          UM, EXPANDING AND DEEPENING OUR PARTNERSHIPS WITH COMMUNITY PROVIDERS. 
          WE'VE HAD A LOT OF CONVERSATION ABOUT THAT. 
          SO LOOKING AT WAYS TO ENSURE WE ARE FACILITATING SMOOTH TRANSITIONS, UM, EXPLORING JOINT TRAININGS ON KEY IDEA KEY TOPICS LIKE LITERACY AND NUMERACY, SHARING RESOURCES, AND JUST GENERALLY BRINGING IN OUR FAMILY CARE PROVIDERS, UM, MORE INTENTIONALLY, UH, SETTING STRONG FOUNDATIONS IN LITERACY AND NUMERACY. 
          UM, ONE KEY FOCUS OF THIS IS EXPANDING ACCESS TO CGI. 
          UM, WE HAD A PRESENTATION ON NUMERACY AT OUR LAST MEETING, AND WE HEARD ABOUT AND SAW HOW IMPACTFUL CGI WAS, UM, TO EARLY NUMERACY INSTRUCTION, UM, BUT ALSO SHARING LITERACY STRATEGIES IN OUR COMMUNITIES. 
          SO WORKING WITH COMMUNITY ORGANIZATIONS AND PUBLIC LIBRARIES TO GIVE TOOLS AND RESOURCES ON LITERACY TO OUR FAMILIES. 
          UM, THE LAST BULLET UNDER THAT SECTION IS ONE THAT I KNOW IS REALLY IMPORTANT TO THE COMMITTEE IS AROUND EXPANDING OUR DUAL LANGUAGE PROGRAMS. 
          [00:50:01]
UM, I THINK THAT'S AN AREA WHERE WE WANT TO SEE, WE HAVE WANTED TO SEE MORE PROGRESS, MORE OF THOSE DUAL LANGUAGE PROGRAMS IN OUR EARLY EDUCATION SITES, AND ALSO, UM, ENSURING THAT WE'RE SUPPORTING MULTILINGUAL LEARNERS AT EVERY SITE. 
          THE LAST SECTION IS AROUND FAMILY ENGAGEMENT AND COMMUNICATION TOOLS. 
          UM, WE TALKED, I THINK AT THE BEGINNING OF THE YEAR ABOUT THE PROGRAM ELIGIBILITY REQUIREMENTS, ALL THE DOCUMENTATION THAT'S REQUIRED FOR OUR FAMILIES TO ENROLL IN OUR EARLY EDUCATION CENTERS, AND HOW AT A TIME LIKE NOW WHERE OUR IMMIGRANT FAMILIES IN PARTICULAR ARE UNDER ATTACK, THAT THOSE, UM, DOCUMENTATION REQUIREMENTS MIGHT FEEL REALLY SCARY, UM, TO SOME OF OUR FAMILIES. 
          SO WAYS THAT WE COULD ADVOCATE FOR, UH, FLEXIBILITY, UM, TO ENSURE THEY CAN ACCESS THESE PROGRAMS, UM, UTILIZING THE PARENT PORTAL FOR, UM, COMMUNICATING WITH OUR FAMILIES MORE REGULARLY, UM, AND INCORPORATING THINGS LIKE PARENT SURVEYS, UM, TO ENSURE THAT WE ARE UNDERSTANDING HOLISTICALLY HOW OUR PROGRAMS ARE DOING. 
          SO THAT'S THE LIST THAT WE HAVE DRAFTED, AND AS I SAID, IT'S A DRAFT, SO I WELCOME ANYONE RIGHT NOW TO JUMP IN WITH THOUGHTS, IDEAS, OR QUESTIONS. 
          I KNOW WE TALKED ABOUT TWO POTENTIAL ADDITIONAL RECOMMENDATIONS TODAY AS WELL. 
          CAROLYN, WHY DON'T YOU START US OFF FIRST, THANK YOU FOR ALL THE WORK IN PUTTING THESE TOGETHER AND REVIEWING ALL THE MATERIALS AND, AND MEETING NOTES AND RECORDINGS. 
          UM, I DO HAVE A QUESTION. 
          UM, ALSO FOLLOWING UP ON JEN'S COMMENT ABOUT THE INFANT AND TALK, YOU KNOW, THE INFANT UM, AID AND THE THREE HOURS, JUST WONDERING KIND OF, THAT WAS ONE OF THE RECOMMENDATIONS FROM THE LAST YEAR'S RECOMMENDATIONS. 
          AND I KNOW AT THE BEGINNING OF THIS YEAR WE RECEIVED AN UPDATE ON WHERE THINGS WERE WITH THOSE RECOMMENDATIONS. 
          SO JUST WONDERING IF WE COULD RECEIVE ANOTHER UPDATE OR KIND OF LIKE COMPILE THE RECOMMENDATIONS ACROSS THE YEAR SO THAT THEY DON'T GET LOST, BECAUSE THERE ARE STILL SOME PENDING ISSUES THAT NEED TO BE ADDRESSED. 
          AND THEN A COUPLE OF OTHER ONES THAT, YOU KNOW, CAME UP TODAY, LIKE THE NEED TO EXPAND INFANT AND TODDLER PROGRAMS, THAT L-A-U-S-D, BECAUSE THERE IS JUST A SMALL PERCENTAGE CURRENTLY AND IT'S ONLY AVAILABLE TO, YOU KNOW, UM, A SMALL PERCENTAGE OF THE COMMUNITY. 
          UM, AND THEN ONE AGAIN, AROUND COMMUNITY PARTNERSHIPS. 
          WE HAD THAT PRESENTATION FROM, I THINK IT WAS CCRC. 
          MM-HMM . 
          LOOKING AT THE MAP OF, UM, LA COUNTY AND OPPORTUNITIES FOR PARTNERSHIPS WITH COMMUNITY-BASED ORGANIZATIONS. 
          UM, NOT JUST FOR THE SHUTTERED SITES HERE THAT WE HAVE, BUT ALSO JUST THINKING ABOUT LIKE WRAPAROUND CARE, UM, AND SERVICES WITH FAMILY CHILDCARE HOMES. 
          UM, SO THOSE ARE JUST SOME THOUGHTS. 
          AND THEN JUST HAVE SOME REC, YOU KNOW, SUGGESTIONS FOR A FEW OF THESE. 
          LIKE, UM, FOR THE OUTDOOR SPACES, JUST RECOGNIZING THAT IT'S VERY SPECIFIC HERE TO, UM, EARLY ED CENTERS AND ELEMENTARY SCHOOLS WITH SERVING PRESCHOOL STUDENTS, BUT WANNA ENSURE THAT WE'RE ALSO INCLUDING TK PROGRAMS SO THAT WE HAVE, SO THAT CHILDREN IN TK ALSO HAVE OPPORTUNITIES FOR THESE OUTDOOR SPACES AND GREEN SPACES AND MORE TIME OUTSIDE IF THAT'S POSSIBLE, TO LOOK AT THE SCHEDULE. 
          SO THERE'S MORE KIND OF UNIFORMITY ACROSS, UM, YOU KNOW, PROGRAM SERVING FOUR YEAR OLDS. 
          UM, AND THEN, UM, HERE FOR THE LITERACY, UM, PARTNERSHIPS, JUST SUGGESTING ALSO INCLUDING, UM, LITERACY OPPORTUNITIES AND TOOLS IN CHILDREN AND FAMILIES HOME LANGUAGES SO THAT THEY HAVE THAT OPPORTUNITY TO HAVE A STRONG FOUNDATION IN THEIR HOME LANGUAGE. 
          UM, AND THEN LASTLY AROUND THE DUAL LANGUAGE PROGRAM EXPANSION, REALLY HAPPY TO SEE THAT AND ALSO JUST RECOMMEND, UM, INCLUDING, YOU KNOW, PATHWAYS TO BILITERACY IN ELEMENTARY SCHOOL AND BEYOND SO THAT CHILDREN HAVE THE OPPORTUNITY TO EVENTUALLY RECEIVE THEIR STATE SEAL OF BILITERACY. 
          YES. 
          AND I KNOW OUR MMED IS DOING A LOT OF GREAT, YOU KNOW, THEY'RE ASSESSING STUDENTS AT THE END OF TK AND, UM, WHO ARE ON TRACK FOR THAT SEAL OF BILITERACY. 
          I KNOW, 'CAUSE MY, MY MIDDLE SON JUST DID THAT AND TK, UM, SO, BUT WE CAN DEFINITELY ADD THAT IN. 
          LET ME MAKE SURE I HAVE, I KNOW MY TEAM IS TAKING NOTES, BUT I'LL MAKE SURE I HAVE IT. 
          SO, UM, LOOKING FOR AN UPDATE ON THE, UM, ON THE EX EXPANSION OF HOURS FOR INFANT CENTER AIDS. 
          UM, BUT MAYBE THREE HOUR AIDS IN GENERAL, UM, TO FOLLOW UP ON THAT, UM, ON WHERE THINGS ARE. 
          UM, NOT FOR THIS DOCUMENT, BUT FOR MY TEAM TO COMPILE THE RECOMMENDATIONS OVER THE TWO YEARS THAT WE'VE HAD THE COMMITTEE, AN EXPANSION, LOOKING AT AN EXPANSION OF OUR INFANT AND TODDLER PROGRAMS. UM, MAYBE STARTING WITH THE AREAS OF HIGHEST NEED WITHIN THE DISTRICT'S BOUNDARIES. 
          UM, AND THEN EXPANDING OPPORTUNITIES FOR PARTNERSHIPS INCLUDING LIKE WRAPAROUND CARE WITH OUR FAMILY CHILDCARE PROVIDERS, UM, AND THEN ADDING THE PATHWAYS TO BILITERACY IN THE EXPANDING DUAL LANGUAGE PROGRAMS, BULLETS, UM, MAKING SURE WE EMPHASIZE THAT THE LITERACY RESOURCES AND TOOLS ARE IN THE HOME LANGUAGES OF OUR FAMILIES. 
          UM, AND THEN ON THE GREEN SPACE, I INTENDED FOR IT TO BE INCLUSIVE OF T BECAUSE I WROTE THAT LIKE LITTLE PHRASE. 
          [00:55:01]
UM, I INTENDED IT TO BE INCLUSIVE OF TK AND CSPP ON, UH, BUT WE CAN, WE CAN BE MORE SPECIFIC THERE. 
          PERFECT. 
          OKAY. 
          WHO ELSE HAS THOUGHTS? YES, , THANKS SO MUCH. 
          I THINK ALL OF THESE, UH, AGENDA ITEMS, SORRY, ARE GREAT, UH, TO MOVE FORWARD AND, UH, MAKE OUR SCHOOLS A HIGH QUALITY PLACE. 
          SO ONE OF THE THINGS THAT I WAS, UH, LOOKING AT, UH, SETTING STRONG FOUNDATION LITERACY AND NUMERACY, AND WE TALKED ABOUT, UH, CGI, WE USED TO HAVE A PARTNERSHIP WITH, UH, UCLA AND THEY WOULD, UH, SEND US COACHES. 
          I THINK THAT WAS GREAT. 
          THE TEACHERS AND THE ADMINISTRATORS REALLY BENEFITED IF THEY DIDN'T HAVE ANY PAST EXPERIENCE. 
          I THINK OUR LAST PRESENTER, UH, UH, PRINCIPAL EMELDA, UH, SHE WAS A COACH, CGI COACH. 
          SO OBVIOUSLY SHE CAN BRING THAT INTO HER SCHOOL, BUT IF WE HAVE A PRINCIPAL OR A SCHOOL THAT HAS NEVER HAD THE EXPERIENCE, IT'S REALLY HARD FOR THEM, UM, TO ADVOCATE FOR THAT. 
          AND THEN, UM, FOR ENHANCING FAMILY ENGAGEMENT AND COMMUNICATION TOOLS. 
          UH, IS THERE A WAY WE CAN ALIGN THE DRDP PARENT SURVEY WITH THE SCHOOL EXPERIENCE SURVEY? BECAUSE SOMETIMES I FEEL LIKE THE QUESTIONS THAT ARE ASKED ON THE SCHOOL, UH, SCHOOL EXPERIENCE SURVEY FOR EARLY EDUCATION PARENTS, THEY'RE NOT RELATED TO OUR PROGRAM. 
          SO, UH, THAT DATA REALLY DOESN'T HELP US. 
          MAYBE ALIGNING IT OR ADDING, ADDING TO IT, I DON'T KNOW. 
          AND THEN ALSO THE CAREER LADDER FOR, UH, AIDS TO, UM, IS THAT SOMETHING THAT WE COULD DO? YES. 
          OKAY. 
          UM, SO I'LL DO KIND OF IN REVERSE ORDER. 
          WE'LL ADD THE, SO WORKING WITH DAYS, UM, TO ADDRESS MAYBE STAFFING NEEDS IN ECED INCLUDING, UH, OUR AIDES AND IT, WAS IT THE ASSOCIATE TEACHER, ASSOCIATE TEACHER PERMIT, SO THEY CAN BECOME SUBSTITUTE MM-HMM . 
          AND I KNOW THAT SUBSTITUTES IS AN AREA OF CHALLENGE FOR, UM, OUR EARLY EDUCATION CENTERS. 
          OKAY. 
          SO WE CAN DEFINITELY ADD THAT ONE, UNLESS ANYONE'S OPPOSED HEARING, THEN I'LL PROCEED. 
          UM, AND THEN, UH, KIND OF REWORKING THAT FINAL BULLET OF THE DRDP AND THE PARENT INPUT, UM, BY ENSURING THAT THE SCHOOL EXPERIENCE SURVEY IS ACTUALLY RELEVANT TO THE, LIKE, MAKING IT TAILORED SO THAT IT'S RELEVANT TO OUR ECED PROGRAMS. PERFECT. 
          OKAY. 
          AND THEN, UM, ADDING, UM, I ASSUME THE PARTNERSHIP ENDED WITH UCLA, IS THAT WHAT, YES. 
          OKAY. 
          UM, SO LOOKING AT IF THERE'S WAYS TO, UH, RESTART THAT PARTNERSHIP WITH UCLA OR SOMEONE ELSE FOR FIRST TIME IMPLEMENTATION OF CGI. 
          OKAY. 
          COOL. 
          GOT THAT. 
          ALL RIGHT. 
          WHO ELSE WANTS TO JUMP IN BOARD MEMBER OF MALVIN AND THEN MS. . 
          THANK YOU MS. EZ. 
          I THINK THESE LOOK GREAT. 
          I WOULD JUST, UM, YOU KNOW, I MIGHT ON THE, ON THE SHUTTERED EARLY ED SITES, I MIGHT BE A LITTLE PRESCRIPTIVE IN TERMS OF SUGGESTING THAT MAYBE TWO SITES WE REUTILIZE MAYBE FOR THE START OF THE 26TH, 27 SCHOOL YEAR, BECAUSE, UM, THIS HAS BEEN SOMETHING WE'VE BEEN DISCUSSING A LOT MM-HMM . 
          UM, AND WE HAVE PUSHED, AND THANKS TO DEAN AND, AND THE TEAM, WE'VE REOPENED, UH, KENTWOOD, WHICH WAS IN MY DISTRICT, BUT WE STILL HAVE THESE ASSETS AND WHETHER WE'RE ABLE TO FIND STATE FUNDING TO REOPEN THEM AS OUR ED CENTERS OR HIS SECOND BULLET HERE, THE LEASING FOR OTHER CHILDCARE PROVIDERS. 
          IT'S JUST A SHAME TO ME THAT THROUGHOUT THE COUNTY WE HAVE THESE, THESE, UH, SITES THAT ARE SITTING EMPTY. 
          SO I MIGHT SAY SOMETHING LIKE, YOU KNOW, UM, WITH THE GOAL OF REUTILIZING TWO OF THESE SITES BY THE 26 OR FOR THE 26 27 SCHOOL YEAR, JUST, UM, MAYBE THE FRUSTRATION IN MY, YOU KNOW, I'M TRYING TO CONTAIN IT, BUT I THINK IF WE JUST SAY REVIEW AND EXPLORE, WE'RE JUST GONNA LIKE, IN YEARS STILL BE REVIEWING AND EXPLORING AND I'D LIKE US TO BE A LITTLE MORE LIKE, THIS NEEDS TO BE DONE. 
          YEAH. 
          UM, AND THEN I THINK JUST ON THE ENHANCING FAMILY ENGAGEMENT, JUST WANT TO NOTE THAT THE BOARD PASSED THE DIGITIZATION RESO THAT I BROUGHT A FEW MONTHS AGO. 
          UM, THAT IS ALIGNED WITH KIND OF THE SECOND BULLET HERE, BUT JUST MAKING SURE THAT WE ARE KEEPING OUR EEC PROGRAMS, UM, IN MIND WHEN, UH, WE ARE, UM, WHEN WE'RE DOING THAT DIGITIZATION AND STREAMLINING THROUGH PARENT PORTAL. 
          AND THEN ALSO, UM, I KNOW WE'VE DISCUSSED THIS A BIT, BUT LOOKING, AND IT, IT'S KIND OF ALSO ALIGNED WITH ONE OF THE PARTNER, THE, UM, PARTNERSHIPS, BUT JUST THIS, YOU KNOW, THE DREAM OF SOME SORT OF UNIFIED ENROLLMENT, BUT USING BOTH COMMUNITY PARTNERSHIPS AND DIGITIZATION TO MAKE IT EASIER FOR FAMILIES TO ACCESS THEIR OPTIONS, UM, AND UNDERSTAND WHAT'S AVAILABLE BETWEEN OUR PROGRAMS AND OUR PARTNERSHIP PROGRAMS. SO THOSE SEEM TO KIND OF BRIDGE THE FAMILY ENGAGEMENT AND, UM, COMMS. OKAY. 
          UM, SO 
          [01:00:01]
I, UH, INCLUDING KIND OF ENSURING THAT OUR EECS ARE INCLUDED, UM, IN THE DIGITIZATION, THE IMPLEMENTATION OF THE DIGITIZATION. 
          AND THEN I, UH, I AGREE WITH YOU ON THE SHUTTERED SITES. 
          YOU KNOW, I THINK, UH, THIS WAS ON OUR LIST IN SOME WAY LAST YEAR. 
          AND, UM, I THINK, YOU KNOW, I'VE GOT SITES IN MY DISTRICT AS WELL, WHICH I KNOW WE'VE HAD CONVERS I'VE HAD CONVERSATIONS WITH THE TEAM ABOUT, BUT I LIKE ADDING THE GOAL OF REOPENING AND UTILIZING TWO SCHOOL SITES BY THE, BY THE 26 27 SCHOOL YEAR. 
          WE CAN, WE CAN ADD THAT IN. 
          UM, AND THEN AROUND THE UNIFIED ENROLLMENT, UM, ARE YOU TALKING SPECIFICALLY ABOUT FOR EARLY EDUCATION OR, OR DISTRICTWIDE? YEAH, I MEAN, I THINK THAT WE'VE DONE A GREAT JOB THROUGH E CHOICES AND THROUGH LIKE, KIND OF THE K 12 OPTIONS MM-HMM . 
          AND, AND TRYING TO STREAMLINE AND MAKE IT EASIER FOR FAMILIES. 
          I STILL THINK, AND PART OF IT IS BECAUSE THERE'S THE DIVERSITY OF PROVIDERS AND, UM, BUT TRYING TO CONVENE OR FIND A WAY FOR FAMILIES TO UNDERSTAND WHAT THEIR OPTIONS ARE, BOTH DISTRICT AND PARTNERS. 
          UM, AND THEN EITHER, YOU KNOW, AND SO MAYBE FIRST IT'S AN EXPLORE, LIKE THE EXPLORE TOOL, WHICH IS KIND OF HOW WE BUILT OUR OWN E CHOICES. 
          LIKE BEFORE WE DID APPLY, WE JUST HAD THE EXPLORE AND THEN GET THERE, BUT FINDING OUT HOW WE CAN HAVE LIKE A CLEARING HOUSE FOR ALL EARLY CHILDHOOD OPTIONS. 
          OKAY. 
          GOT IT. 
          YES, IT'S DEFINITELY, UH, I KNOW I, WHEN I'VE MET WITH FAMILIES WHO ARE NOT YET ENROLLED IN OUR DISTRICT, TRYING TO EXPLAIN LIKE, SO WE HAVE THE, THE EARLY EDUCATION CENTERS AND THEY SERVE THESE PARTICULAR AGES AND THIS IS WHAT YOU HAVE TO DO TO BE ELIGIBLE. 
          AND THEN WE ALSO HAVE, YOU KNOW, CSPP AND WE HAVE TO LIKE, IT IS, IT IS A LOT. 
          UM, EVEN, EVEN JUST WITHIN THE DISTRICT'S PROGRAM. 
          SO YEAH, I MEAN, I THINK, YOU KNOW, TO ANALOGIZE TO SOMETHING LIKE, NOT EVEN IN THE EDUCATION SPACE, BUT YOU LOOK AT LIKE A, A FLIGHT BOOKING WEBSITE OR SOMETHING LIKE A TRAVEL, OR YOU BOOK YOUR TRAVEL LIKE A KAYAK.COM AND YOU GO AND YOU PUT WHERE YOU'RE GOING. 
          AND SO I'D LOVE A, A WEBSITE WHERE YOU GO AND YOU PUT YOUR CHILD'S AGE AND YOUR ADDRESS AND A RADIUS, AND I'M LOOKING FOR FULL DAY PROGRAMS, MORNING PROGRAMS, FREE PROGRAMS, PAID PROGRAMS, AND YOU CLICK AND IT SPITS OUT. 
          LIKE, HERE ARE THE, YOU KNOW, AND I KNOW THERE ARE TWO CHALLENGES TO THAT. 
          ONE IS THE TECHNOLOGICAL PLATFORM, TWO IS JUST THE COORDINATION, AND THAT'S PROBABLY MORE DIFFICULT, BUT TO ME IT WOULD BE THAT LEVEL OF EASE, WHICH IS THAT YOU COULD LOOK AND OBVIOUSLY WOULD BE IN MULTIPLE LANGUAGES, BUT YOU COULD SEARCH YOUR, YOU KNOW, AND ALL OF OUR OPTIONS WOULD BE ON THERE WITH OUR PARTNERS. 
          AND MAYBE IT'S SOMETHING THAT WE COULD LEAD ON AND ASK PEOPLE TO COME, UH, AND JOIN JOIN ON TOO. 
          FOR SURE. 
          UM, I MIGHT, MAYBE WE CAN PUT SOMETHING HIGH LEVEL HERE AND THEN AIM TO HAVE A DISCUSSION NEXT SCHOOL YEAR, BECAUSE I THINK MAYBE, MAYBE THERE'S MORE IDEAS THAT THE COMMITTEE WANTS TO SHARE AROUND LIKE WHAT THAT COULD LOOK LIKE AND UM, HOW MIGHT IT MIGHT BEST BE SET UP. 
          OKAY, COOL. 
          ALRIGHT. 
          , WE ACTUALLY HAVE A WEBSITE LIKE THAT TO FIND FAMILY CHILDCARE. 
          UM, YOU CAN, IT'S CORINA CARE.COM. 
          YOU GO THERE INTO FAMILY, UH, YOU SELECT FAMILY CHILDCARE, AND THEN YOU PUT YOUR ZIP CODE, WHAT RADIUS WITHIN YOU'RE LOOKING FOR, IF THERE'S SPECIFIC LANGUAGE OR HOURS, UM, THAT YOU'RE LOOKING FOR. 
          AND THEN IT GIVES YOU A LIST OF DIFFERENT, UM, PROVIDERS THAT MEET THOSE REQUIREMENTS. 
          AND THEN YOU CAN CLICK ON THEIR PROFILE AND THEN YOU CAN LEARN MORE ABOUT THEIR BUSINESS. 
          AND YOU CAN SEE THE PHOTOS OR THEY HAVE A LITTLE SYNOPSIS, AND THEN YOU CAN, IT SAYS YOU CAN CALL OR EMAIL THEM. 
          AND IT'S KIND OF LIKE, THIS IS DATING MYSELF, BUT LIKE WHEN YOU EMAILED THROUGH CRAIGSLIST, HOW IT LIKE HIDES THE ACTUAL EMAIL OR THE PHONE NUMBER. 
          UM, IT'S VERY SIMILAR TO THAT FOR PRIVACY REASONS. 
          AND THEN YOU CAN CONNECT DIRECTLY WITH THE PROVIDER AND THEN AS A PARENT LEARN MORE ABOUT THEIR PROGRAM OR MAYBE GO DO A TOUR OR WHATNOT. 
          SO THAT EXISTS AT LEAST. 
          WHAT'S THE WEBSITE? UH, CARINA CARE, UM, CARINA.COM OR PERSONAL REASONS YOU MAY, YEAH. 
          DOT COM. 
          CHECK IT OUT, CARINA.COM. 
          UH, SO ANYWAYS, UH, JUST WANTED TO SHARE THAT SINCE, UM, IT'S VERY RELEVANT. 
          UM, BUT I ALSO, KELLY TO WHAT YOU HAD MENTIONED OR BOARD MEMBER EZ, UM, AROUND THE, YOU KNOW, THE VARIOUS OPTIONS OF EARLY CARE AND EDUCATION, UM, THAT THE DISTRICT SERVES. 
          AND I REMEMBER THERE WAS A CONVERSATION AROUND IT, AND I DON'T KNOW WHERE IT LANDED. 
          AND MAYBE THAT SPEAKS TO CAROLYN'S POINT ABOUT LIKE, WHERE ARE WE ON WHAT CAME OUTTA THE LAST SESSION? UM, BUT COMMUNICATIONS SO THAT PARENTS CAN FULLY UNDERSTAND THE OPTIONS, LIKE SOME SORT OF, I DON'T KNOW IF IT WAS LIKE A ONE PAGER OR SOMETHING THAT THEY CAN JUST SEE, UM, TO FULLY UNDERSTAND WHAT THEIR OPTIONS ARE. 
          UM, AND MAYBE THAT EXISTS, BUT I, I DON'T KNOW. 
          UM, IT MIGHT BE GOOD TO KIND OF CIRCLE BACK ON THAT. 
          UM, AND THEN JUST INTO, IN TERMS OF WHAT'S, UH, IN HERE, UM, I THINK ALL OF THIS IS REALLY GREAT. 
          SO JUST ECHO A LOT OF CAROLYN'S SENTIMENTS OF LIKE JUST CAPTURING EVERYTHING, UM, THAT WE HAD IN THE MEETINGS. 
          UM, I'M REALLY HAPPY TO SEE AROUND THE EXPANDING AND DEEPENING THE PARTNERSHIPS WITH, UM, PROVIDERS. 
          UM, LIKE PALOMA HERE. 
          UM, VERY EXCITED ABOUT THE DUAL LANGUAGE, UM, UH, PILOT TO KIND OF, UM, EXPAND MORE IN THE TK CSPP, UM, UH, ESPECIALLY 'CAUSE I THINK THAT WILL HELP MAKE THE DISTRICT MORE COMPETITIVE 
          [01:05:01]
AND ENTICING FOR PARENTS TO BRING THEIR CHILDREN TO THE DISTRICT. 
          UM, IT'S NOT UNIVERSAL TO OFFER DUAL LANGUAGE, UM, UM, WITH THIS AGE GROUP, UNLESS YOU ARE WITH A FAMILY CHILDCARE PROVIDER WHO CAN BE MORE CULTURALLY RESPONSIVE THERE. 
          UM, UH, BUT I WOULD KNOW, I, I'M ALSO LOOKING FOR WHAT OPTIONS FOR ME AND MY KIDS, UM, ONCE THEY GET TO THAT AGE. 
          AND I THINK MAYBE THERE'S ONE DISTRICT LOCALLY, UM, THAT OFFERS IT, BUT IT'S FAR AND FEW BETWEEN. 
          UM, SO I, I THINK IT WOULD BE GOOD IF, IF WE CAN DO SOMETHING AROUND THAT. 
          UM, AND THEN I SAW UNDER THE MORE OUTDOOR LEARNING SPACES OF PURSUING MORE FUNDING, I THINK JUST IN GENERAL, I THINK THAT'S A GOOD FLAG FOR MARTHA OF LIKE FUNDING THAT'S NEEDED, UM, FOR THIS AGE GROUP. 
          AND, AND HOPEFULLY HER TEAM CAN START THINKING, UM, AND DRAFTING SOME STUFF UP BECAUSE I KNOW WE'RE CONCLUDING SOON. 
          UM, AND SO WE'RE ALREADY THINKING ABOUT WHAT THE NEEDS ARE FOR THE FOLLOWING LEGISLATIVE CYCLE. 
          UM, AND WHICH ALSO GETS ME TO, I, IT WASN'T SOMETHING IN, UM, I, I DON'T THINK WE HAD IN ANY OF THESE MEETINGS, BUT JUST AROUND TOILETING, UM, OF CHILDREN AND, AND, UM, MORE PARENTS NOW SINCE THERE IS NO SORT OF LIMITATION ON, THEY HAVE TO BE, UH, PUT POTTY, POTTY TRAINED BEFORE ENTERING THE SCHOOLS, RIGHT? LIKE NOW WE HAVE TO ACCEPT THEM, UM, OF JUST ENSURING THAT AROUND FACILITIES AND OUR CLASSROOMS. AND WHEN WE'RE NOW WE'RE ACCEPTING THESE CHILDREN, THEN WE HAVE TO MAKE SURE THAT WE HAVE WHAT WE NEED MAYBE IN THE CLASSROOMS VERSUS GOING OUTSIDE BECAUSE WE KNOW THAT DRAINS OUR RESOURCES AWAY FROM THE CLASSROOM OF TEACHERS HAVING TO GET PULLED OR, OR MAYBE AN AID. 
          AND THEN NOW WE'RE OUT OF RATIOS AND IT'S THIS WHOLE THING. 
          UM, AND ESPECIALLY IF OUR KIDS ARE SO LITTLE, UM, IT'S REALLY HARD, EVEN IF YOU MAY HAVE THE, THE TIMING OF LIKE GETTING TO THE BATHROOM AND BACK, IT'S STILL REALLY DIFFICULT FOR THAT ONE TEACHER TO JUST REMAIN IN THE CLASSROOM WITHOUT THAT SUPPORT HAVING TO TAKE THIS CHILD TO THE CLASS, UM, TO THE POTTY. 
          SO JUST WANTING TO THINK ABOUT LIKE THE FACILITIES AND THE BONDS AND, AND WHAT WE HAVE THERE TO MAYBE START THINKING ABOUT THE DIFFERENT EEE C CENTERS THAT WE HAVE AND MAYBE DOING AN ANALYSIS WHERE CAN WE START TO, UM, THINK ABOUT WHERE WE CAN INSERT MORE, UH, APPROPRIATELY AGED POTTIES, , YOU KNOW, IN THE CLASSROOMS AND THE SPACES AND ALL OF THAT. 
          UM, SO JUST WANTED TO THROW THAT OUT THERE AS WELL. 
          YEAH, I KNOW THAT THE TOILETING ISSUE, I'VE, I'VE GOTTEN SOME EMAILS, UM, AND, AND HEARD AND HEARD FROM THE FIELD ABOUT, THERE'S, I THINK THERE'S A LOT OF QUESTIONS, UM, STILL, AND OBVIOUSLY A LOT OF IMPORTANT LOGISTICS TO WORK OUT ON THE, ON THE POTTY FRONT NOW THAT WE'RE OPENING OUR DOORS TO, TO KIDDOS WHO ARE NOT YET POTTY TRAINED. 
          UM, SO I WONDER IF MAYBE ON THAT ONE, JUST SO WE CAN BE MORE SPECIFIC IN OUR RECOMMENDATIONS, MAYBE WE ADD THAT ALSO TO THE, LIKE FIRST MEETING OF THE NEXT SCHOOL YEAR SO WE CAN HAVE A SPECIFIC DISCUSSION ON THE TOILETING. 
          I MEAN, IT FEELS WEIRD TO HAVE A POTTY SPECIFIC PRESENTATION, BUT I THINK IT'S ON BRAND FOR THIS COMMITTEE. 
          SO, UM, HAVING A, A PRESENTATION ON THAT FRONT. 
          I THINK IT'S ALSO ABOUT LIKE GETTING THAT INFORMATION TO FAMILIES SO THAT THEY KNOW THAT THE REQUIREMENTS HAVE CHANGED, UM, SO THAT THEY CAN TAKE ADVANTAGE, UM, OF OUR PROGRAMS. AND THEN, UH, I WILL TRY TO SEE, WE WILL TRY TO WORDSMITH IF THERE'S A WAY TO COMBINE KIND OF BOARD MEMBER MELVIN'S UNIFIED ENROLLMENT TOOL PIECE AND THEN YOUR PIECE AROUND HOW DO WE COMMUNICATE WITH FAMILIES AND ENSURE THEY KNOW ABOUT THE RECOMMENDATIONS IN TERMS OF WHAT'S CHANGED. 
          I KNOW THAT THERE'S BEEN UPDATES TO THE, UM, ECED WEBSITE AND THEN THEY HAVE THAT LIKE DEDICATED PHONE NUMBER THAT FOLKS CAN CALL TO LEARN ABOUT THE OPTIONS. 
          I DO THINK THERE'S STILL A NEED FOR LIKE, IS IT A GUIDE, IS IT A MAP? IT'S LIKE SOME SORT OF EASY, EASY TO UNDERSTAND TOOL FOR FAMILIES TO, TO KNOW WHAT THEIR OPTIONS ARE. 
          UM, AND THEN ADDING ADVOCACY AROUND MORE EARLY EDUCATION FUNDING, UM, FOR OUR OGR TEAM, UH, BOTH ON THE STATE SIDE AND THEN OBVIOUSLY LIKE ON THE FEDERAL SIDE, PROTECTING THOSE FUNDING STREAMS IS REALLY IMPORTANT. 
          SO WE CAN ADD THAT ONE AS WELL. 
          ALRIGHT. 
          YES. 
          GO. 
          DID YOU WANNA ADD GO FOR IT. 
          ? YES. 
          I REALLY LIKE, UH, THE RECOMMENDATIONS, UH, THAT IS, UH, LISTED HERE ALSO. 
          I KNOW THE LAST TIME WE SPOKE ABOUT, UH, THE EXPANSION OF, UH, THE TRAUMA, UH, TRAUMA INFORMED FOR THE WHOLE CHILD. 
          UM, AGAIN, UH, IT'S VERY CRITICAL THAT WE OFFER MORE, UM, OF OUR EECS AND ALSO CSPP PROGRAMS WHERE WE HAVE THE TREE PROGRAM BECAUSE JUST LIKE DOING THE FIRE IS SO MUCH TRAUMA THAT SOME OF OUR YOUNGEST LEARNERS EXPERIENCE WITH THEIR FAMILIES AND JUST HAVING THOSE PROGRAMS AVAILABLE, UH, IN THESE SCHOOL SITES, UH, REALLY WOULD MEAN SO MUCH TO OUR STUDENTS AND TO THE FAMILIES AND TO THE STAFF AS WELL. 
          UM, 
          [01:10:01]
ALSO, UH, WHERE WE HAVE THE OUTDOOR LEARNING SPACES, I LOVE IT. 
          I LOVE IT. 
          UH, JUST WOULD LIKE TO SEE WHERE ALL OF OUR SCHOOLS HAVE OPPORTUNITIES TO HAVE, UH, THE EXPERIENCE FOR OUR STUDENTS FOR THE OUTDOOR LEARNING. 
          THEY'RE BEAUTIFUL, UH, UM, SETUPS OUTSIDE. 
          I GOT A CHANCE TO VISIT A FEW AND, UH, BECAUSE WE DO HAVE OUR STUDENTS WHO LIVE IN APARTMENTS AND, UH, JUST SOME JUST DON'T HAVE THE AVAILABILITY, UH, TO GO TO PARKS AND THINGS LIKE THAT, BUT TO HAVE IT AT THEIR SCHOOL SITE IS, IT'S, IS REALLY SOMETHING THAT'S NEEDED IN ALL OF OUR SCHOOLS. 
          SO I THINK THAT IF WE COULD COME UP WITH SOME TYPE OF, UM, HOW CAN I SAY, UM, PLAN TO INCREASE THOSE SCHOOL SITES FOR THE UPCOMING YEAR. 
          I KNOW WE TALKED ABOUT HAVING THE EECS UH, INCREASED ON THAT IF THE BOND, UH, THE BOND FUND WAS UH, PASSED. 
          AND SINCE IT HAS BEEN PASSED, I THINK, YOU KNOW, WE'RE IN A GOOD POSITION, UH, TO MOVE FORWARD. 
          YES, THE BOARD GOT A PRESENTATION ON, ON MEASURE US, INCLUDING GREENING, WHICH INCLUDED THE NATURE EXPLORERS. 
          MY UNDERSTANDING IS WE'LL GET TO ALMOST EVERY EEC WITH THESE NEW FUNDS. 
          UM, BUT MAYBE WE CAN GET AN UPDATE ON LIKE WHAT'S THE TIMELINE FOR THOSE PROJECTS TO COME FORWARD. 
          UM, OKAY. 
          ANY OTHER ADDITIONS? CHANGE OF BOARD MEMBER TO FRANKLIN? I SEE YOU ONLINE? SURE, YEAH, JUST VERY BRIEFLY. 
          I THINK, UH, A LOT OF, UH, GREAT IDEAS CAPTURED IN HERE. 
          UM, ONE THING I WAS THINKING ABOUT BOND FUNDING IS BOARD OFFICES GET SOME DISCRETIONARY DOLLARS AND I HAVE FUNDED SEVERAL EARLY ED, UM, LIKE FURNITURE PROJECTS. 
          UM, AND SOMETIMES I THINK IT'S JUST ABOUT SHARING WITH ALL THE EARLY EDS THAT YOU CAN ALSO ASK YOUR BOARD OFFICES TO HELP WITH THESE KINDS OF PROJECTS. 
          'CAUSE TYPICALLY I, I SEE THEM COME, YOU KNOW, FROM ALL SEVEN DISTRICTS, MOSTLY IN ELEMENTARY THROUGH SECONDARY, LIKE TRADITIONAL SCHOOLS. 
          UM, SO I DON'T KNOW IF THAT'S JUST SOME INFORMATION OUT TO, TO PRINCIPALS, BUT, UM, I KNOW THE, YOU KNOW, WE'VE TALKED A LOT ABOUT LIKE THE OUTDOOR ED, BUT IT MADE ME THINK ABOUT LIKE THE INDOOR ED AS WELL. 
          UM, SO LETTING SCHOOLS KNOW, LIKE HOW THEY CAN ACCESS FUNDS TO, UM, UPDATE THEIR INDOOR LEARNING CENTERS. 
          UM, AND THEN SOMETHING WE DIDN'T REALLY TALK ABOUT THIS YEAR, MAYBE THIS IS A FUTURE YEAR AS WELL. 
          UM, OR YOU KNOW, JUST SOMETHING I'VE THOUGHT ABOUT GENERALLY IN LA UNIFIED IS MORE FIELD TRIPS FOR KIDS. 
          UM, I DON'T KNOW TO WHAT EXTENT OUR EARLY EDS AND TKS ARE, UM, ABLE TO EVEN, I DON'T THINK THEY CAN UTILIZE ELOP FUNDING OR THE CULTURAL ARTS PASSPORT. 
          SO LIKE ARE THERE OTHER LOTS OF FUNDING, UM, OR OTHER OPPORTUNITIES WHERE WE CAN, YOU KNOW, HELP EARLY ED STUDENTS OR PRESCHOOL STUDENTS, UM, EXPLORE BEYOND THEIR SCHOOLS. 
          SO JUST MAYBE THAT'S FOR NEXT YEAR, I THINK. 
          I'M NOT SURE MS. EZ WHAT YOU THINK ABOUT THAT. 
          YEAH, WHAT'S FUNNY IS THAT I HAD ACTUALLY PUT THAT IN THIS DOCUMENT AND THAT MY TEAM MENTIONED THAT WE HADN'T DISCUSSED IT AND THAT IT, THIS WASN'T JUST MY DOCUMENT TO ADD IN MY IDEAS. 
          UM, 'CAUSE I HAVE HEARD FROM PRINCIPALS ABOUT, UH, OR EEC PRINCIPALS THAT THEY DON'T HAVE ACCESS TO ELOP FUNDING. 
          I KNOW I'VE UTILIZED MY OFFICES, OFFICE'S, UH, FUNDING TO HELP SUPPORT FIELD TRIPS. 
          BUT, UH, IT'S DEFINITELY NOT ENOUGH MONEY TO COVER ALL THE NEEDS AT EARLY EDGE CENTER. 
          SO PERHAPS THAT'S A, I'LL ADD IT TO, FOR THE INTEGRITY OF THIS PROCESS, I WILL ADD IT TO THE FALL, UM, LIST. 
          UH, BUT I, I AGREE WITH YOU. 
          THAT'S A GREAT SUGGESTION. 
          AND, UM, MAYBE ECED CAN HELP US ADVERTISE THAT BOARD OFFICES HAVE BOND FUNDING THAT THEY CAN, UM, ASK FOR. 
          I KNOW MY PRINCIPALS DO ASK FOR IT. 
          UM, BUT WE WANNA MAKE SURE ALL OF THEM ARE AWARE, ESPECIALLY 'CAUSE THEIR BUDGETS ARE SO SMALL. 
          SO MAYBE THEY CAN HELP US GET SOME COMMUNICATION OUT TO THE FIELD. 
          ALL RIGHT. 
          ANYTHING ELSE FOR THIS DOCUMENT? YES, MS. CORONA, THANK YOU SO MUCH. 
          IT LOOKS, UH, GREAT. 
          ALL OF THE INFORMATION THAT IT'S IN HERE. 
          I WANNA FOLLOW UP WITH JEN JEN'S COMMENT ABOUT THE TOILETING. 
          UM, IT IS VERY IMPORTANT TO SHARE THAT COMMUNICATION. 
          I MEAN THE INFORMATION WITH THE PARENTS BECAUSE AS FAR AS I'VE, I KNOW A LOT OF THE FAMILIES THAT I SERVE, THEY WERE NOT AWARE ABOUT THAT CHANGE. 
          SO THEY WERE, LAST YEAR A LOT OF FAMILIES WERE PUSHING THEIR CHILDREN TO GET READY AND DO DIAPER CHANGE. 
          I MEAN, UM, TOILET TRAINING, PARTY TRAINING. 
          AND IT WAS, IT CAN BE VERY FRUSTRATING FOR FAMILIES TO SAY, MY CHILD IS NOT GONNA BE READY. 
          I'M GONNA HAVE TO SPEND ONE MORE YEAR TRYING TO FIGURE IT OUT. 
          SO IT WOULD BE GREAT IF THERE'S MORE EXPOSURE OF THAT, UH, INFORMATION. 
          AND ALSO, YES, THE WEBSITE IS NOT PARENT FRIENDLY AT ALL. 
          SO IT WILL BE GREAT IF WE CAN MAKE SOME ADJUSTMENTS AND FIGURE IT OUT. 
          FOR MYSELF, I THINK AFTER THE, THE THREE FIRST CHILDREN, BY THE FOURTH ONE, I WAS A PRO, BUT A LOT OF THE FAMILIES THAT I HAVE, UM, ONE OF THEM, SHE CAME TO ME CRYING BECAUSE SHE COULDN'T UNDERSTAND LIKE, WHAT IS THE AGE THAT I CAN BE, UH, 
          [01:15:01]
TAKING MY SON INTO TK AND, UM, WHAT ARE MY OPTIONS? DO I NEED TO GO TO THIS SPECIFIC, UH, SCHOOL? BUT, YOU KNOW, THERE'S A SCHOOL ON THE STREET, UM, WHERE I LIVE, UM, THAT THEY HAVE A BILINGUAL PROGRAM AND A LOT OF THE FAMILIES WANT TO GO TO THAT SCHOOL AND, BUT THEY DON'T KNOW THAT THEY HAVE OTHER OPTIONS. 
          SO IT WILL, IT WILL BE GREAT TO WORK ON THAT WEBSITE, PLEASE. 
          . 
          THAT'S IT. 
          THANK YOU. 
          YES, I HEAR, I HEAR THE NEED ON THE WEBSITE AND, UM, THE NEED FOR, FOR IT TO BE A RESOURCE THAT'S HELPFUL FOR OUR FAMILIES. 
          'CAUSE IF IF THEY CAN'T NAVIGATE IT, THEN IT'S NOT REALLY, IT'S NOT MUCH USE. 
          UM, OKAY. 
          ANYTHING ELSE IN THE RECOMMENDATIONS? SO WE WILL TAKE ALL OF THE IDEAS AND CHANGES TODAY. 
          HOPEFULLY I, I CAPTURED EVERYTHING WHEN I SUMMARIZED IT BACK TO YOU. 
          UM, AND THEN THE TEAM WILL UPDATE IT AND WE'LL, WE'LL HAVE TO HAVE IT READY FOR TUESDAY. 
          SO WE'LL SEND IT AROUND TO ALL OF YOU ONCE IT'S DONE. 
          UM, AND THEN WE HAVE, UM, FOR OUR FALL MEETINGS, WE'LL SEND OUT THOSE DATES THAT ARE COMING UP AND THEN WE'LL MAKE SURE THAT WE SPEND TIME ON THE KIND OF TOOL OR RESOURCE GUIDE OR HOW DO WE HELP FAMILIES KNOW ABOUT THE OPTIONS AND REALLY BE ABLE TO NAVIGATE THEM. 
          UM, AND THEN A CONVERSATION ON, ON TOILETING AS WELL. 
          UM, SO LOOK FORWARD TO MORE ON THAT IN THE FALL AND ON THE ELOP AND ENRICHMENT FUNDING FOR EARLY EDUCATION SITES. 
          ALRIGHT, BEFORE WE TURN TO PUBLIC 
          [III. Closing Remarks (Part 1 of 2)]
COMMENT, UM, WE HAVE A SPECIAL RECOGNITION TODAY. 
          UM, I WANT, UH, MAYBE TO A CALL UP DR. DEAN TAGAWA, OUR, UM, WONDERFUL EXECUTIVE DIRECTOR OF OUR EARLY CHILDHOOD EDUCATION DIVISION, WHO IS RETIRING AFTER JUST AN AMAZING CAREER SERVING OUR YOUNGEST LEARNERS IN THE DISTRICT. 
          UM, I KNOW WE ALL WANT TO SAY GREAT THINGS ABOUT YOU, DEAN, UM, AND THAT, UH, YOU ALSO WOULD LIKE TO SHARE SOME WORDS WITH US. 
          UM, BUT I WILL JUST SAY IT'S BEEN SUCH A PRIVILEGE WORKING WITH YOU FOR MY EIGHT YEARS ON THE BOARD. 
          UM, YOU ARE JUST A TIRELESS CHAMPION FOR, UM, OUR BABIES AND FOR THE PEOPLE WHO WORK SO HARD TO, TO SERVE THEM IN THE SCHOOL DISTRICT. 
          AND, UM, YOU'RE A VISIONARY LEADER, BUT YOU'RE ALSO JUST SO INCREDIBLY KIND AND DEDICATED. 
          AND I FEEL LIKE WE HAVE ALL BENEFITED FROM, OH MY GOSH, I'M GETTING EMOTIONAL . 
          WE HAVE ALL BENEFITED FROM YOUR LEADERSHIP AND, UM, WE WILL MISS YOU. 
          AND WE'RE SO GRATEFUL JUST FOR THE YEARS THAT YOU'VE SERVED US. 
          UM, AND I AM NOW GOING TO OPEN IT UP TO OTHERS TO SHARE THEIR, UM, WONDERFUL RECOLLECTIONS AND THOUGHTS ABOUT DEAN, UM, BOARD MEMBER. 
          MELVIN, DO YOU WANNA, DO YOU WANNA GO NEXT? SURE. 
          THANK YOU. 
          I ACTUALLY HAVE A RESOLUTION I'M BRINGING TUESDAY THAT WILL PREVENT YOU FROM RETIRING . 
          SO, UM, I ASKED FOR MY COLLEAGUES, UH, SUPPORT WITH THAT. 
          UM, UH, NO, I, I DO HOPE THOUGH, I SAY THIS TO, TO MOST FOLKS WHO RETIRE, LUCKILY L UNIFIED, YOU KNOW, LEADERSHIP, UM, THEY'RE BAD AT RETIRING, THEY RETIRE AND THEN COME BACK IN DIFFERENT ROLES. 
          SO I REALLY, I HOPE YOU CONTINUE THAT TRADITION OF NOT SUCCEEDING, UH, DEAN, BECAUSE IT IS HARD, AS MS. GONA SAID, TO IMAGINE, UH, THE EARLY ED DIVISION WITHOUT YOU. 
          BUT, UM, SO APPRECIATED OUR PARTNERSHIP AND FRIENDSHIP. 
          WE'VE DONE A LOT IN MY TENURE, UM, THAT YOU'VE DONE AND I TAKE CREDIT FOR THAT'S HOW THIS WORKS. 
          UM, BUT, UH, WHETHER THAT'S REOPENING KENTWOOD, EARLY ED CENTER, WEST VALLEY OCCUPATIONAL CENTER, SLIDING SCALE, UH, PRESCHOOL, UM, THE LARGEST EXPANSION OF TK IN THE COUNTRY, UM, AND, AND DOING IT WITH SUCH A SENSE OF, UH, KINDNESS AND JOY. 
          AND I THINK THAT YOU, UM, YOU KNOW, ARE JUST A SHINING EXAMPLE THAT YOU CAN DO REALLY HARD WORK AND BE VERY MISSION DRIVEN AND STILL DO IT WITH LOVE AND, UM, FRIENDSHIP AND JOY. 
          UH, AND YOU DON'T HAVE, THEY'RE NOT MUTUALLY EXCLUSIVE. 
          AND SO IT'S JUST BEEN A REAL PLEASURE TO WORK WITH YOU. 
          UM, UH, YOU BRING SO MUCH TO THIS ROLE, YOU KNOW, WHETHER IT'S YOUR MILITARY BACKGROUND, AND THANK YOU FOR OUR LITTLE CHALLENGE COINS, UM, YOUR DOCTORATE, YOUR, YOUR ROLE AS A FATHER. 
          I MEAN, IT'S, IT'S, UH, UM, AND IT WILL BE MISSED, BUT I KNOW WE'LL CONTINUE OUR FRIENDSHIP AT LEAST. 
          AND IT'S JUST BEEN A REAL PRIVILEGE TO WORK WITH YOU. 
          SO THANK YOU FOR YOUR DEDICATION TO THE, TO THE BABIES AND TO THE ADULTS, UH, OF LA UNIFIED. 
          THANK YOU, MR. MEL POINT, UH, BOARD MEMBER TH FRANKLIN, I'M NOT SURE IF YOU'RE WITH US, BUT GIVE YOU AN OPPORTUNITY TO, TO JUMP IN HERE. 
          I'M SORRY I'M NOT THERE WITH YOU IN PERSON, BUT SAME, WE'RE VERY SAD TO SEE YOU GO AND SO GRATEFUL. 
          UM, AND I STILL HAVE MY LANYARD THAT SAYS, UM, COLLEGE BEGINS IN PRESCHOOL. 
          AND I DON'T KNOW IF YOU COINED THAT OR IF I JUST THINK THAT GOES WITH YOU. 
          UM, WHEN I SEE YOU, UH, I'M SO GRATEFUL FOR THE CULTURAL SHIFT AROUND FOCUSING ON OUR EARLIEST LEARNERS THAT YOU'VE REALLY HELPED LEAD THE CHARGE ON FOR THE PAST MANY NUMBER OF YEARS. 
          SO JUST THANK YOU FOR YOUR PASSION FOR OUR LITTLEST LEARNERS AND, UM, REALLY IGNITING WHAT I THINK IS A MOVEMENT, UM, IN EARLY ED, UH, FOR LA UNIFIED AND HOPEFULLY FOR THE STATE OF CALIFORNIA IN THE ENTIRE COUNTRY. 
          SO YOU'LL BE GREATLY MISSED, UM, BUT YOUR LEGACY WILL LIVE ON. 
          THANKS, DEAN. 
          [01:20:01]
THANK YOU. 
          UM, ANY OF OUR COMMITTEE MEMBERS WANT TO SHARE ANY WORDS AT THIS TIME ABOUT DR. 
          TAGAWA? YES, GO AHEAD. 
          IF I MAY. 
          UH, THIS WAS, I THINK 15, 16 YEARS AGO. 
          I WAS A TEACHER AT LOGAN EARLY ED CENTER, AND WE JUST HAD A NEW PRINCIPAL COME IN AND IT WAS DR. DEAN TAGAWA. 
          AND WITHIN THE FIRST WEEK, SHE, HE CALLED ME INTO THE OFFICE AND SAID, WE CAN LOOK UP THE PRINCIPAL AND THE DIRECTOR THAT WAS HERE PRIOR TO ME AND WHAT EDUCATIONAL BACKGROUND THEY HAVE, YOU HAVE TO STRIVE TO, UH, TO GET TO THAT LEVEL. 
          AND IT WAS THEN THAT I DECIDED TO GO BACK AND GET MY MASTER'S IN EARLY EDUCATION AND CONTINUE MY, UH, CAREER. 
          SO, UH, VERY IMPACTFUL. 
          AND THEN I REMEMBER YEARS BACK AFTER THAT, UH, HE VISITED ME WHEN HE BECAME A DIRECTOR AT RIDGE ELEMENTARY WHEN I WAS A-C-S-P-P TEACHER, AND THEN I BECAME A PRINCIPAL UNDER HIS LEADERSHIP. 
          SO IT'S BEEN A GREAT EXPERIENCE. 
          YOUR ADVOCACY FOR EARLY EDUCATION, NOT ONLY FOR THE KIDS, FOR THE STAFF IS, UH, TOP NOTCH. 
          THANK YOU. 
          BEAUTIFUL. 
          BEAUTIFUL. 
          YES. 
          I WANNA CRY. 
          DR. 
          ALVA , UM, SAME AS A VEGAN. 
          I'VE KNOWN YOU FOR ABOUT THE SAME AMOUNT OF YEARS, BUT I FEEL LIKE I'VE, I'VE KNOWN YOU AS NOT JUST MY DIRECTOR OR EXECUTIVE DIRECTOR, BUT AS A FRIEND, AS YOU KNOW, AS A PERSON, THAT I LOOK UP TO A ROLE MODEL. 
          YOU'VE TAUGHT ME HOW TO LEAD WITH KINDNESS, UM, BECOME A, TRY TO STRIVE TO BE THE SERVANT LEADER OR TRANSFORMATIONAL LEADER THAT YOU ARE. 
          UM, I HOPE THAT WHEN YOU RETIRE, OUR FRIENDSHIP DOES NOT END BECAUSE I, I KNOW IT WON'T THOUGH, BECAUSE YOU ARE ONE OF MY MENTORS AND ONE OF MY ROLE MODELS THAT I REALLY LOOK UP TO. 
          AND I JUST ALWAYS, UM, WILL, WILL APPRECIATE THAT YOU TAUGHT ME HOW TO LEAD AND STILL KEEP THAT HUMAN SIDE OF, YOU KNOW, PEOPLE HAVE THINGS GOING ON AND YOU KEEP THAT TOO. 
          BUT AT, AT THE CORE OF WHAT YOU DO, OUR JOB IS ABOUT SERVING OUR STUDENTS AND SERVING OUR FAMILIES AND OVERALL OUR COMMUNITY. 
          AND YOU'LL BE GREATLY MISSED BY MANY OF US. 
          SO, BUT I KNOW YOU'RE NOT GONNA BE FAR AWAY, AND I KNOW YOU'RE, YOU'RE, UM, I HOPE YOU ENJOY YOUR RETIREMENT. 
          I HOPE YOU HAVE A PLAN. 
          I HOPE YOU HAVE GREAT DAYS AND BIG BEAR PLANNED WITH YOUR WIFE AND YOUR KIDS, AND, UM, YOU DESERVE TO ENJOY, UM, WITH ALL THE WORK THAT YOU'VE DONE FOR OUR DIVISION. 
          THANK YOU, DR. 
          TAWA. 
          UH, I JUST WANNA SAY IT'S BEEN A PLEASURE TO WORK WITH YOU AND, AND MEET YOU. 
          I HAVEN'T KNOWN YOU NEARLY AS LONG AS EVERYONE HERE, BUT, UM, I CAN JUST ALSO EXCL MATE AND HIGHLIGHT YOUR KINDNESS AND LEADING WITH LOVE AND JOY, UM, WHICH HAS BEEN GREAT TO SEE. 
          AND YOU KNOW, SOMETIMES WHEN YOU CLIMB THE RANKS, UM, AND ANYWHERE YOU TEND TO GET DISCONNECTED FROM WHERE YOU ORIGINALLY STARTED FROM IN THE FIELD AND OUR KIDS, I NEVER SAW THAT WITH YOU SO MUCH SO THAT WHENEVER YOU WOULD ASK ME, HOW ARE YOUR KIDS, OH, THEY'RE THIS AGE. 
          OH, SO THEY SHOULD BE HITTING THIS MILESTONE AND THIS SHOULD BE HAPPENING. 
          IT'S LIKE, YES, ACTUALLY, YOU'RE RIGHT. 
          UM, AND SO JUST TO, UM, JUST SEE HOW PASSIONATE, INGRAINED IN THE WORK YOU ARE, IT'S BEEN GREAT AND I WISH YOU NOTHING BUT BEST IN RETIREMENT. 
          I HOPE FOR YOUR SAKE YOU DON'T RETURN, BUT, UM, FOR OURS IT WOULD BE GREAT , UM, ENJOY THE RETIREMENT, UM, AND, AND HAVE A GREAT, UM, CELEBRATION WITH YOUR KIDS. 
          THANK YOU. 
          BEST WISHES ON YOUR RETIREMENT. 
          I KNOW SOMETIMES WE MAY NOT AGREE ON EVERYTHING, BUT, UH, I WISH YOU, UH, SUCCESS AND ALSO, UM, THANK YOU FOR LEADING THE TORCH ON, UH, HELPING TO BUILD OUR EARLY CHILDHOOD, UH, PROGRAMS, KEEPING THEM OPEN AND, UH, MAKING IT POSSIBLE TO HAVE, UH, MORE INCREASED ENROLLMENT WITH ALL OF OUR, UH, STUDENTS, UH, IN EARLY CHILDHOOD. 
          GOOD LUCK OD DEAN, I'LL GET EMOTIONAL TOO BECAUSE, UM, WE'RE GONNA MISS YOU SO MUCH AND YOU'RE JUST SUCH AN INCREDIBLE LEADER AND IT'S JUST BEEN SO AMAZING WORKING WITH YOU. 
          I'VE HAD THE PLEASURE OF WORKING WITH DEAN FOR SEVEN YEARS ALL MY TIME AT EARLY EDGE, AND IT'S JUST BEEN SUCH A JOY, JUST THE INCREDIBLE WORK THAT YOU'VE DONE JUST FOR OTHERS, IT CAN SEEM SO DAUNTING, SUCH A BIG SCHOOL DISTRICT, UM, SO MANY SITES, BUT WHAT YOU'VE BEEN ABLE TO DO, CREATE THIS MODEL PROGRAM WITH DUAL LANGUAGE PROGRAMS, JUST THE VISION TO START IN PRESCHOOL WITH THE SEAL PROGRAM AND WITH KOREAN, UM, AND ALL THIS AMAZING WORK OVER THE YEARS, AND JUST YOUR PASSION AND DEDICATION THAT JUST SHINES THROUGH, UM, AND ALL YOUR CARE AND DEVOTION FOR THE STAFF AND THE CHILDREN AND THE FAMILIES. 
          SO, UM, WE'LL REALLY MISS YOU. 
          UM, YOU KNOW, IT'S GONNA BE HARD TO FOLLOW IN YOUR FOOTSTEPS, BUT, YOU KNOW, PASSING ON THE TORCH, UM, WE'LL CONTINUE TO SHINE LIGHT ON THESE GREAT PROGRAMS THAT YOU'VE ESTABLISHED AND WISHING YOU ALL THE BEST WITH YOUR FAMILY, UM, AND, YOU KNOW, ENJOYING THE, THE FRUITS 
          [01:25:01]
OF YOUR LABOR AND, UM, ENJOYING SOME WELL-DESERVED REST AND RELAXATION. 
          WELL, DEAN, BY THE LOOKS OF YOU, I WOULD THINK THAT YOU JUST GOT STARTED. 
           RETIRED. 
          I'M LOOKING LIKE RETIRE , SO I'M LIKE THE NEWEST KID ON THE BLOCK. 
          BUT I DO RECALL, UM, BEING HERE AT THE, ONE OF THE MEETINGS AND I GAVE A COMMENT. 
          AND SO AFTER THE MEETING WAS OVER, YOU STOPPED ME OVER THERE AND YOU JUST LET ME KNOW. 
          THAT WAS A GREAT QUESTION, AND THANK YOU. 
          YOU KNOW, YOU LET ME KNOW THAT YOU WERE LISTENING TO WHAT I SAID, AND THAT WENT, UM, MILES WITH ME, YOU KNOW, AND SO I COULD TELL THAT YOU ARE A PERSON THAT REALLY CARES ABOUT THE WORK THAT YOU DO, AND I KNOW THAT YOU ARE GONNA DO WELL IN YOUR NEXT FOUND WORK OF RELAXATION . 
          SO I JUST WANNA SAY, UM, BEST WISHES TO YOU AND JUST, YOU KNOW, HAVE FUN THE REST OF YOUR LIFE. 
          JUST HAVE FUN. 
          YOU'VE WORKED BY THE SOUNDS OF EVERYONE HERE, THAT YOU'VE DONE A, A GOOD WORK. 
          AND SO JUST CONTINUE TO DO THAT WORK AND SHINE, SHINE, SHINE AND ENJOY YOUR LIFE. 
          YES, SIR. 
          THANK YOU ALL SO MUCH. 
          YES, , I WANNA SAY THANK YOU FOR ALL OF, FOR SETTING UP THE HEIGHT STANDARD THAT YOU HAVE SETTING IN THIS FIELD. 
          AND, UM, EVERY TIME I SEE YOU, I ALWAYS GET SOMETHING FROM YOU. 
          YOU HAVE A LOT OF RESOURCES, A LOT OF INFORMATION, AND, UM, YOU SEEM TO BE A VERY KIND AND GENTLE PERSON. 
          AND, UM, IT LOOKS LIKE EVERY TIME YOU TALK, YOU ARE JUST BOMBARDING US WITH A LOT OF INFORMATION AND GREAT IDEAS. 
          THANK YOU FOR THAT. 
          AND I HOPE YOU ENJOY YOUR RETIREMENT. 
          DON'T LISTEN TO ANYBODY, YOU KNOW, JUST RELAX. 
          IT'S YOUR TIME TO SHINE AND RELAX. 
          YES, GOOD ADVICE, GOOD ADVICE. 
          UM, DR. 
          TAGAWA, DID YOU WANNA, WE DO HAVE A TOKEN OF APPRECIATION FOR YOU, BUT WANTED TO TURN THE MIC OVER TO YOU IF YOU WANNA SHARE ANY WORDS. 
          YEAH, YOU KNOW, UM, SO ONE, YOU KNOW, YOU GOT A LITTLE COIN WITH A, UM, A MR. ROGERS QUOTE BECAUSE I DO THINK, YOU KNOW, UM, WHEN IT COMES TO KINDNESS, THAT'S WHAT I WANNA LEAD WITH. 
          AND I, AND I HOPE OVER THE YEARS, UH, IN THE LAST 10 YEARS IN THIS POSITION, THAT I'VE BEEN ABLE TO DO THAT AND LEAD WITH KINDNESS. 
          AND I, AND, AND I'M TRYING NOT TO GET EMOTIONAL BECAUSE, UM, THE LONGER YOU GUYS TALK, THE MORE EMOTIONAL I GOT. 
          I KNOW. 
          SO I WANNA SAY THAT, YOU KNOW, OVER THE 10 YEARS, I HOPE THE BODY OF WORK THAT WE'VE BEEN ABLE TO DO WITHIN THE DISTRICT HAS BEEN GREAT. 
          I'M, I'M GONNA SAY, YOU KNOW, STARTING AS A TA IN THE DISTRICT BACK IN 1985, AND THEN KIND OF WORKING THROUGH MANY DIFFERENT POSITIONS. 
          AND THEN, UM, AS MR. KAZARIAN SAID, ONE OF THE THINGS THAT WAS CRITICAL WAS ONE YEAR THERE WERE SOME BUDGET CUTS AND THE DISTRICT DECIDED TO ASSIGN SOME ELEMENTARY PRINCIPALS TO BOTH AN ELEMENTARY SCHOOL AND AN EARLY ED CENTER. 
          AND THAT'S KIND OF MY FORAY INTO BECOMING AN EARLY ED CENTER DIRECTOR LATER ON. 
          AND MY PREDECESSOR, I HAD ACTUALLY JUST CALLED HER TO CONGRATULATE HER ON BECOMING THE EXECUTIVE DIRECTOR FOR EARLY ED. 
          AND I SAID, UM, I JUST WANTED TO CALL YOU AND CONGRATULATE YOU AND, UM, BUT JUST KNOW THAT I SPENT A COUPLE YEARS IN EARLY ED AND SO IF YOU NEED SOMEBODY TO HELP WITH THAT CROSSWALK BETWEEN EARLY ED AND AND K 12, UM, I CAN HELP YOU WITH THAT. 
          RIGHT? AND I, I SAID, I THINK I HAVE JUST ENOUGH INFORMATION TO MAKE ME DANGEROUS, I THINK IS WHAT I TOLD HER. 
          SHE PICKED UP THE PHONE, CALLED ME FIVE MINUTES LATER AND SAID, I HAVE A JOB. 
          AND YOU CAN'T SAY NO . 
          AND SO, UM, YOU KNOW, WHEN YOUR SUPERVISOR TELLS YOU NO, YOU CAN'T SAY NO, THEN, UM, UM, SO I CAME TO EARLY ED AND, AND I'VE ABSOLUTELY, MY ENTIRE CAREER IN THE DISTRICT, I'VE LOVED IT, BUT MY YEARS IN EARLY ED HAVE BEEN JUST AMAZING. 
          THE TEACHERS ARE AMAZING, THE STAFFS ARE AMAZING. 
          UM, IN THE RECENT YEARS WE'VE BEEN ABLE TO DO THINGS LIKE, YOU KNOW, STEAM PROGRAMS AND DUAL LANGUAGE AND PARTICIPATE IN QRIS. 
          AND YOU KNOW, THIS YEAR WE WERE JUST LOOKING AT, WE'VE HAD OVER 13,000 PARTICIPANTS IN OUR, IN OUR, UM, PROFESSIONAL DEVELOPMENT SESSIONS. 
          AND SO THAT'S ALL KUDOS TO THE TEACHERS. 
          UH, VERY SMALL INSTRUCTIONAL STAFF THAT I HAVE, THE DIRECTORS. 
          UM, I THINK THE BOARD HAS BEEN SUPER KIND AND GENEROUS TO EARLY ED IN HELPING US, YOU KNOW, USE MEASURE FUNDING TO OPEN OUR OUTDOOR CLASSROOMS TO EXPAND THEM. 
          UM, AND THEN BEING ABLE TO WORK WITHIN THE DIFFERENT DIVISIONS AND DEPARTMENTS TO GET EVERYTHING FROM EDUCATOR EFFECTIVENESS FUNDING TO FACILITIES FUNDING TO MEASURE FUNDING TO BUSING. 
          I MEAN, YOU KNOW, THEY'VE ALL BEEN AWESOME TO WORK WITH. 
          AND SO I WANNA, YOU KNOW, KIND OF THE COMMITTEE'S IN GOOD HANDS AND THE DIVISION IS IN GREAT HANDS BECAUSE RENEE'S BEEN HERE KIND OF SHADOWING ME FOR THE LAST TWO YEARS. 
          AND SO SHE KNOWS JUST 
          [01:30:01]
AS MUCH AS I KNOW AND SHE HAS A EVEN DEEPER BACKGROUND IN EARLY ED. 
          SO I THINK YOU GUYS ARE IN GREAT HANDS AND THE WORK WILL KIND OF CONTINUE FORWARD. 
          SO, UM, WITH THAT SAID, YOU KNOW, JUST HANG ONTO THE CHALLENGE COIN 'CAUSE IT'S KIND OF MY TWO DIFFERENT PERSONALITIES. 
          I, I KIND OF FEEL LIKE I HAVE THE EARLY ED PERSONALITY IN THERE AND THEN THE BACKSIDE WAS, YOU KNOW, I FELT LIKE I LEARNED A LOT FROM THE US ARMY AND MOST OF IT WAS, UM, HOW NOT TO BE SO TYPE A  BECAUSE YOU MEET THEM AND YOU'RE LIKE, WOW, THAT'S WHAT TYPE A LOOKS LIKE. 
          I DON'T WANT TO BE LIKE THAT. 
          SO I THINK I LIKE THE EARLY ED SIDE BETTER. 
          SO, UM, BUT THAT'S WHY, YOU KNOW, THERE AND THEN AGAIN, JUST THE REMINDER THAT, YOU KNOW, UM, KINDNESS MATTERS AND, AND UM, AND I THINK IN ALL THE WORK WE DO, IT'S REALLY IMPORTANT THAT WE REMEMBER THAT, UH, FOR OUR STUDENTS AND OUR STAFFS AND OUR COMMUNITIES. 
          SO I'LL END WITH THAT, BUT THANK YOU. 
          AND, AND BEING PART OF THESE COMMITTEES GOING BACK HAS JUST BEEN, YOU KNOW, AMAZING. 
          SO THANK YOU EVERYBODY. 
          YEAH. 
          DEAN, DO NOT SIT DOWN. 
          UM, WE, WE HAVE A SMALL TOKEN OF APPRECIATION, UM, FROM THE COMMITTEE AND I'D LOVE TO INVITE ALL OF YOU TO, TO COME DOWN TO THE PODIUM AND, AND TAKE A PHOTO WITH DEAN WITH HIS, UH, SPECIAL RECOGNITION. 
          SO LET'S DO IT INSIDE PART FROM OUR, OUR LITTLE ONES. 
          LET'S SURROUNDING GLOVES A LITTLE. 
          OH YEAH, SORRY, WE'RE OFF CENTER. 
          THANK YOU. 
          . 
          1, 2, 1, LIKE THIS ONE, TWO. 
          WAIT, WAIT, WAIT. 
          87 HAS TO HAVE, ALRIGHT, 1, 2, 3. 
          THANK YOU. 
          THANK YOU. 
          CONGRATULATIONS SIR. 
          THANK YOU SO FAST. 
          I NEVER, UM, AND IF YOU WANT TO CONTINUE CELEBRATING DEAN, UM, I BELIEVE THE BOARD WILL BE ALSO DOING A RECOGNITION OF HIM AT AN UPCOMING, AT OUR UPCOMING BOARD MEETING, UM, WHERE HE'LL GET HIS L-L-U-S-C BELL. 
          SO, UM, FEEL FREE TO TUNE INTO OUR MEETING AND, UM, YES, THE, I CAN'T SAY ENOUGH GOOD THINGS ABOUT DR. 
          TAGAWA BEFORE WE CONCLUDE 
          [IV. Public Comment]
OUR FINAL MEETING FOR THE YEAR, UM, WE HAVE OUR PUBLIC COMMENT SPEAKER, SO I'LL TURN IT OVER TO MR. MCLEAN TO CALL ON OUR SPEAKERS. 
          OKAY. 
          WE HAVE A FULL LIST TODAY. 
          SO THERE'S ONE PERSON LISTED IS SPEAKING IN PERSON. 
          THAT'S LAURA AND I MEAN LAURA WEISBECKER, ARE YOU HERE? I CAN'T QUITE SEE FROM BACK HERE. 
          IS LAURA HERE? YES. 
          LAURA'S COMING ON UP. 
          ALL RIGHT. 
          LAURA, YOU'LL HAVE TWO MINUTES TO SPEAK WHEN SHE BEGIN. 
          OKAY. 
          SO, HELLO, I'M LAURA WEISBECKER, I'M A PARENT AT ROY ELEMENTARY AND I'M SPEAKING FOR MORE THAN A HUNDRED FAMILIES. 
          I'M HERE TODAY TO ASK FOR YOUR SUPPORT TO BRING AN ENGLISH TK TO BROADWAY INSTEAD OF OPENING A SECOND SPANISH IMMERSION SI KINDERGARTEN CLASS WITH ZERO ENROLLMENT. 
          TK IS ESPECIALLY CRUCIAL FOR LOW-INCOME FAMILIES AND ENGLISH LEARNERS, GIVING THEM A EXTRA YEAR OF SUPPORT. 
          RESEARCH SHOWS THAT IT IMPROVES KINDERGARTEN READINESS BY LAW. 
          L-A-U-S-D MUST OFFER TK AT EVERY ELEMENTARY SCHOOL. 
          BUT AT BROADWAY THE DISTRICT SAYS THERE IS NO SPACE YET. 
          SPACE IS BEING RESERVED FOR AN SI KINDERGARTEN CLASS WITH ZERO ENROLLMENT. 
          THAT SAME CLASSROOM LOCATED IN THE KINDERGARTEN YARD COULD EASILY AND COST EFFECTIVELY BE USED FOR TK SERVING OVER 25 FAMILIES FROM BOTH IMMERSION PROGRAMS WHO ARE READY TO ENROLL FOR 25, 26. 
          BROADWAY IS THE ONLY DUAL LANGUAGE SCHOOL IN THE DISTRICT WITHOUT A TK AND THE ONLY NON-MAGNET SCHOOL 
          [01:35:01]
IN DISTRICT FOUR WITHOUT ONE. 
          THIS IS NOT THE FIRST TIME THAT THE DISTRICT HAS OPENED TWO UNDER ENROLL SI KINDERGARTEN CLASSES AT BROADWAY THAT DIDN'T NORM EACH TIME THE DISTRICT REQUIRED THE SCHOOL TO USE PARENTS DONATION AND SCHOOL FUNDS TO PAY FOR TEACHERS DIVERTING HUNDREDS OF THOUSANDS OF DOLLARS FROM GENERAL EDUCATION SUPPORT STAFF AND ENRICHMENT PROGRAMS THAT BENEFIT ALL STUDENTS. 
          JUST TO SUPPORT A FEW, IT'S A CLEAR MISUSE OF PUBLIC RESOURCES, IT ERODES PUBLIC TRUST AND DRIVES FAMILIES AWAY FROM THE DISTRICT. 
          SO LET'S ENSURE ALL STUDENTS ARE SERVED FAIRLY AND THEN THE DISTRICT FUNDS SUPPORT EQUITY, REAL STUDENT NEEDS AND NOT EMPTY SEATS. 
          THANK YOU, , THANK YOU FOR YOUR TIME. 
          OKAY. 
          THE BALANCE OF THE COMMENTS ARE FROM REMOTE CALLERS AND SO I'LL BEGIN CALLING ON THEM. 
          BRIANNA HERNANDEZ. 
          BRIANNA HERNANDEZ, I SEE YOU'RE ON THE LINE. 
          PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          BRIANNA HERNANDEZ, GOOD MORNING. 
          MY NAME IS BRIANNA HERNANDEZ AND I'M A SOPHOMORE AT THE LEADERSHIP AND PUBLIC SERVICE SERVICE VIRTUAL ACADEMY. 
          BEFORE JOINING THIS PROGRAM, WHAT WAS A REALLY PAINFUL PLACE FOR ME? I DEALT WITH CONSTANT BULLYING ABOUT HOW I LOOKED, ACTED AND EXISTED. 
          IT GOT TO THE POINT WHERE I DIDN'T EVEN FEEL STAY WALKING INTO A CLASSROOM. 
          THAT KIND OF STRESS DOESN'T JUST STAY AT SCHOOL, IT FOLLOWS YOU HOME INTO YOUR MIND, INTO YOUR ABILITY TO LEARN. 
          VIRTUAL LEARNING CHANGED THAT I HAD A SAFE, I HAD A SAFE SPACE WHERE I FELT PROTECTED, WHERE I COULD ACTUALLY FOCUS FOR THE FIRST TIME. 
          I FELT LIKE I WAS SEEN FOR WHO I AM AND NOT JUDGED FOR IT. 
          BUT LATELY IT FEELS LIKE THAT SAFE SPACE IS SLIPPING AWAY. 
          THIS YEAR MANY OF OUR TEACHERS WERE FORCED TO REPORT TO PHYSICAL CAMPUSES EVEN THOUGH THEY'RE STILL TEACHING GO ONLINE. 
          BECAUSE OF THAT, WE'RE NOW DOING A CONSTANT BACKGROUND NOISE, ECHOING CLASSROOMS, FIRE ALARMS, PA ANNOUNCEMENTS, AND TOTAL LACK OF PRIVACY. 
          IT'S HARD TO FEEL COMFORTABLE WHEN YOU CAN HEAR OTHER STUDENTS' VOICES THROUGH YOUR TEACHER'S MIC. 
          OR WORSE WHEN YOUR OWN VOICE DOESN'T FEEL PRIVATE. 
          TEACHERS ARE BURNT OUT TOO. 
          THEY'RE LOSING HOURS TOO LONG COMMUTES AND IT'S AFFECTING US. 
          WE'VE LOST THE CLUBS THAT HELPS US MAKE FRIENDS. 
          WE'VE LOST THE ONE-ON-ONE TIME THAT HELPS STRUGGLING STUDENTS STAY AFLOAT. 
          THAT SUPPORT MATTERS. 
          IT STILL MATTERS. 
          AND LET'S NOT FORGET THE ENVIRONMENTAL COST. 
          LONG DRIVES EVERY DAY FOR REMOTE TEACHERS THAT'S MORE GAS, MORE POSITION, AND MORE HARM TO THE PLANET. 
          WHY MAKE A POLICY THAT HURTS STUDENTS AND THE CLIMATE? IF LUSD REALLY WANTS TO PROTECT MENTAL HEALTH EDUCATION AND THE ENVIRONMENT, THEN GIVE TEACHERS REAL OPTIONS. 
          LET THEM WORK FROM HOME IF THEY CAN. 
          LET'S NOT GO BACKWARDS BY VIRTUAL LEARNING. 
          FINALLY, VIRTUAL LEARNING GAVE ME A SECOND CHANCE. 
          PLEASE DON'T TAKE IT AWAY. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          ALEX HALO, YOU, YOU SIGNED UP TO SPEAK REMOTELY, BUT I DO NOT HAVE YOU SIGNED IN AT THE TIME. 
          ARE YOU IN HERE IN PERSON? NO. 
          ALEX UH, THAKUR SINGH. 
          I SEE YOU'RE ON THE LINE. 
          THAKUR SINGH, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          THAKUR SINGH. 
          HELLO? CAN YOU HEAR ME? YES, I CAN HEAR YOU. 
          OKAY, GREAT. 
          THANK YOU. 
          GOOD MORNING. 
          I'M AKUR SINGH. 
          I'M A MEMBER OF THE SUPERINTENDENT STUDENT ADVISORY COMMITTEE, A RESIDENT OF YOUR DISTRICT BOARD MEMBER ARTIS FRANKLIN AND A STUDENT FROM THE LEADERSHIP AND PUBLIC SERVICE VIRTUAL ACADEMY. 
          THIS YEAR, OVER 300 VIRTUAL ACADEMY TEACHERS WERE SUDDENLY REQUIRED TO REPORT TO PHYSICAL CAMPUSES TO CONTINUE TEACHING ENTIRELY REMOTELY. 
          WHILE I APPLAUD ABC'S COMMITMENTS TO SUSTAINABILITY AND THE FUTURE OF OUR PLANET AND HAS MOVED REMOTE TEACHERS TO IN-PERSON CAMPUSES, MANY OF WHICH ARE FAR AWAY FROM THEIR HOMES, WHICH CONTRADICTS THESE GOALS, INSTEAD OF BEING PLACED ON CAMPUSES NEAR THEIR HOMES, TEACHERS HAVE BEEN PLACED INDISCRIMINATELY. 
          MANY HAVE BEEN FORCED INTO EXTENSIVE DAILY COMMUTES AS HIGHEST FOUR HOURS IN A SINGLE DAY ADDING TO TRAFFIC POLLUTION AND BURNOUT. 
          THERE ARE ALSO THE LEARNING ISSUES. 
          TEACHERS HAVE BEEN PLACED, PLACED INTO SHARED ROOMS. AS STUDENTS, WE OFTEN HEAR OTHER TEACHERS IN THE BACKGROUND, TEACHERS ARE PROVIDED HEADPHONES BUT SOME REFUSE TO WEAR THEM BECAUSE IT MAY CAUSE PAIN OR DISCOMFORT. 
          HOW CAN MY TEACHERS BE THE BEST POSSIBLE FOR STUDENTS LIKE ME IN THIS COMPLEX ENVIRONMENT? WE'RE ALSO ACTIVELY CONDUCTING A SURVEY OF OUR TEACHERS. 
          WE ARE STILL GATHERING RESPONSES BUT SO FAR 100% HAVE INDICATED THAT THEY HAVE SOME FORM OF DISTRACTION IN THEIR WORKPLACE THAT INCLUDES BURGLARIES. 
          A HUNDRED PERCENT HAVE ALSO INDICATED ISSUES WITH WORKSPACE QUALITY SUCH AS POOR VENTILATION, BATHROOM ISSUES, AND YES INCLUDES RODENTS AND RODENT DROPPINGS. 
          WE HAVE THE DATA TO PROVE THIS. 
          GOING BACK TO THE ENVIRONMENT, THIS POLICY WHICH IS TOTALLY UNNECESSARY BECAUSE THESE ARE REMOTE TEACHERS STILL TEACHING REMOTELY ON IN-PERSON CAMPUSES, HAS LED TO MORE HOURS IN TRAFFIC HOURS WHICH COULD HAVE BEEN SPENT ON STUDENTS AND MORE POLLUTION. 
          BOARD MEMBER MEL BOY, YOU HAVE SPOKEN ABOUT A CLIMATE CRISIS AS QUOTED IN THE LOCAL LOS ANGELES NEWS OUTLET BOARD MEMBER EZ. 
          YOU HAVE SPOKEN ABOUT ENVIRONMENTAL JUSTICE ON YOUR WEBSITE BOARD MEMBER TANYA ARTIZ FRANKLIN, MY REPRESENTATIVE ON YOUR WEBSITE, YOU STATE AND I QUOTE, I URGE LOS ANGELES COUNTY TO DEVELOP AND COMMIT TO A PROACTIVE, URGENT, AND EQUITABLE APPROACH TO CLIMATE CHANGE. 
          HOW IS IT EQUITABLE TO HURT STUDENTS WHO ARE LEARNING VIRTUALLY, PRIMARILY DUE TO HEALTH REASONS, BULLYING, HOMELESSNESS, 
          [01:40:01]
LACK OF TRANSPORTATION LIKE ME OR OTHER REASONS? HOW DOES THAT MAKE SENSE? HOW DOES THAT SUPPORT THE ENVIRONMENT? AND MOST IMPORTANTLY, HOW DOES THAT SUPPORT US AS STUDENTS? WE ASK THAT YOU PUT US FIRST BY CHANGING THIS POLICY. 
          THANK YOU. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          JAMILA UA, I SEE YOU'RE ON THE LINE. 
          JAMILA, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          JAMILA. 
          HELLO? CAN YOU HEAR ME? WE CAN JUST MAKE SURE TO SPEAK UP INTO YOUR DEVICE 'CAUSE I THINK WE HEARD FROM YOU YESTERDAY AND WE COULDN'T HEAR SOME OF YOUR WORDS QUITE CLEARLY. 
          YEAH, HOLD UP ONE SECOND. 
          HELLO, CAN YOU HEAR ME? THAT'S GREAT. 
          THAT'S MUCH BETTER. 
          THANK YOU SO MUCH. 
          OKAY, THANK YOU. 
          OKAY, GOOD MORNING. 
          MY NAME IS JAM AND I'M STUDENT AT THE LEADERSHIP AND PUBLIC SERVICE ACADEMY. 
          I FIRST HEALTHCARE FOR MY WHO FACE SERIOUS HEALTH CHALLENGES BEING EVERYTHING THEM I STILL FOCUSING ON MY SCHOOL MAKE THAT POSSIBLE. 
          BUT THIS YEAR THAT BONDS ARE HARD FALL APART OF OUR TEACHERS WHO STILL TEACH ENTIRELY AND HAVE BEEN FORCED TO REPORT TO PHYSICAL CAMPUSES. 
          AND THAT DECISION HAS CREATED A WHOLE PROBLEMS. S NOISY ECHO, EVEN FIRE ALARMS SHOWING ME NOT TO FOCUS ALONG BACK WHEN FROM CALM, INSTRUCTED TOO LOUD AND CHAOTIC. 
          ON TOP OF THAT, TEACHERS USED TO BE, TEACHERS USED TO BE AVAILABLE FOR ONE, ONE SUPPORT ON ZOOM, BUT NOW, BUT NOW DO THE CONSTANT LEARNING MORE AND I THINGS I FIGURE THINGS ON MY OWN, WHICH TAKES LONGER ALSO. 
          WHAT ABOUT, WHAT ABOUT, SORRY, WHAT ABOUT WHAT HAPPENED TO SUPPORT TEACHERS WHO FACE, WHO FACE SOME OF THE SAME ISSUES AS THE STUDENTS? SOME TEACHERS HAVE CARE FOR A LACK OF A LACK OF EASE. 
          TRANSPORTATION, WHO WANTS TO SEND TEACH STUDENTS CONNECTIONS AND ACCOMMODATIONS FOR EFFECTIVE OTHERWISE IMMOBILE EDUCATORS? WE ARE SUPPOSED TO, WE ARE STRUGGL TO SUPPORT THESE PEOPLE. 
          WHY? WHY? EXACTLY TRYING TO GET RID OF SUPPORT THAT SUPPOSED TO HELP THEM. 
          TEACHERS SHOW THE CHOICE TO WORK FROM HOME OR BE PLACED AT CAMPUSES NEAR THEIR, NEAR THEIR HOMES TEACHER REGION AND REQUEST ACCOMMODATION TO, TO REMAIN FULLY SHOULD BE SUPPORTED MY PARENT LIFE SPECIAL HELP ME, HELP ME MANAGE MY EDUCATION. 
          PLEASE MAKE THAT POSSIBLE. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          OKAY, THE NEXT CALLER IS CHRISTOPHER. 
          I SEE YOU'RE ON THE LINE. 
          CHRISTOPHER, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          CHRISTOPHER. 
          HELLO? CAN YOU HEAR ME? YES. 
          ALRIGHT, 3, 2, 1, LET'S GO. 
          HELLO EVERYONE. 
          MY NAME IS CHRISTOPHER ALATORRE AND I'M A SOPHOMORE AT THE LEADERSHIP AND PUBLIC SERVICE VIRTUAL ACADEMY. 
          COMING FROM A LOW INCOME HOUSEHOLD HAVING EMOTIONAL PROBLEMS AND SUFFERING FROM FINANCIAL PROBLEMS, THE VIRTUAL ACADEMY BROUGHT A SAFE SPACE AND AN OPPORTUNITY TO LEARN WITHOUT EXPERIENCING TRANSPORTATION OR IN-PERSON PROBLEMS. AND THIS PROVIDED MORE GROWTH WITH LESS CHALLENGES. 
          HOWEVER, THIS YEAR, ONE PROBLEM, ONE CONTINUAL PROBLEM THAT I SEE IS THAT NUMEROUS TEACHERS WERE ASSIGNED TO PHYSICAL CAMPUSES. 
          EVEN THOUGH THEY ARE TEACHING ONLINE. 
          THE FACT THAT TEACHERS HAVE THE DRIVE UP, UP TO HOURS TO GO TO WORK BRINGS PROBLEMS SUCH AS WASTING TIME ADD SOLUTION AND PUTS MORE DRIVERS AT RISK ON THE ROAD. 
          EVEN WORSE, TEACHERS ARE FACING THE SUFFERINGS OF HAVING THEIR ROOMS TEST BEING UNSAFE IN THE SCHOOL AND EXPERIENCING CAR CRASHES. 
          IF THIS DOESN'T RAISE CONCERNS, I DON'T KNOW. 
          WHAT WILL THE ACTION OF HAVING TEACHERS WORK IN SCHOOLS AFFECT STUDENTS AS WELL. 
          MANY TEACHERS ARE NOW IN A SHARED ROOM. 
          THIS MAKES IT MUCH MORE COMMON TO HEAR OTHER CLASSROOMS OR AN ANNOUNCEMENTS SUCH AS FIRE ALARMS, EARTHQUAKE DRILLS IN THE BACKGROUND, WHICH IS EXTREMELY DISTRACTING. 
          EVEN WORSE, IT RAISES PRIVACY CONCERNS BY HAVING OTHER INDIVIDUALS HERE, PRIVATE DISCUSSIONS WITH OUR TEACHER. 
          THIS DOESN'T EVEN FEEL OR SOUND LIKE A SAFE FOCUSED ENVIRONMENT TO LEARN IT, THERE NEEDS TO BE A CHANGE. 
          TEACHERS SHOULD HAVE THE OPTION TO CHOOSE BETWEEN WORKING REMOTELY OR ON CAMPUS, BUT AS CLOSE OF A LOCATION TO THEIR HOME AS POSSIBLE. 
          HOWEVER, MANY LOCATIONS ARE PACKED TOGETHER AND ARE FAR, THIS IS SIMPLY LUDICROUS. 
          MANY TEACHERS ALREADY WORK OUT LOCATIONS OUTSIDE OF THE MAIN WELCOME SENSORS. 
          THERE SHOULD ALSO BE A ROTATING ON CAMPUS SCHEDULE AND THE DAILY DISTRACTIONS, BOTH WE AS STUDENTS AND TEACHERS HAVE TO FACE IN THE CLASSROOM. 
          THANK YOU FOR YOUR TIME AND GOODBYE. 
          THANK YOU FOR YOUR TIME. 
          MELITA. 
          MELODY MONTOYA, YOU'RE SIGNED UP TO SPEAK REMOTELY BUT I DO NOT. 
          HAVE YOU SIGNED IN? ARE YOU IN THE ROOM? NO, I DON'T SEE ANYONE IN THE ROOM. 
          CAROLINA GA, I SEE YOU ARE ONLINE. 
          CAM CAROLINA GA, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF. 
          AND YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          CAROLINA GAMMAGE. 
          HELLO? CAN YOU HEAR ME? YES. 
          HI. 
          GOOD MORNING. 
          THANK YOU FOR HAVING ME TODAY. 
          I'M RA GAMMAGE. 
          I AM THE 2025 VALEDICTORIAN FROM LEADERSHIP AND PUBLIC SERVICES VIRTUAL ACADEMY. 
          I AM HERE TODAY TO SPEAK ON THE MATTER OF TEACHERS BEING PUT IN PERSON DOING REMOTE JOBS THAT THEY CAN PERFECTLY WELL DO DO FROM THE COMFORT OF THEIR OWN HOME. 
          AS A STUDENT PERSONALLY, I'VE GONE THROUGH MANY STRUGGLES AND MANY COMPLICATIONS IN MY OWN PERSONAL LIFE AND I'VE HAD ALWAYS HAD TEACHERS WHO WERE SUPER, UH, ENTHUSIASTIC TO SUPPORT ME AND TO HELP ME WITH MY GOALS AND TO HELP ME WITH MY MENTAL HEALTH AND TO PRE ALLOW ME TO PERFORM IN THE BEST POSSIBLE WAY. 
          AND NOW THAT TEACHERS ARE BEING PUT IN PERSON, I DON'T EVEN KNOW WHO'S WITH THEM IN THE ROOMS, THERE ARE 
          [01:45:01]
MANY TEACHERS THAT HAVE DIFFERENT MICROPHONE PROBLEMS, DIFFERENT TEACHERS WHO DON'T WEAR HEADPHONES, WHICH IS VERY REASONABLE SINCE THEY'RE VERY UNCOMFORTABLE. 
          SOME PEOPLE WEAR GLASSES, WHICH MAKES IT COMPLICATED FOR THEM TO FOCUS AND TO PERFORM IN THE BEST POSSIBLE WAY. 
          FOR WHAT I DON'T UNDERSTAND IS HOW WERE WE AS TEACH STUDENTS, TAKING THE OPPORTUNITY TO SPEAK TO PEOPLE WHO ARE JUST SUPPOSED TO BE THERE FOR US, TO HELP US, SUPPORT US, TO TALK ABOUT, UH, THINGS THAT ARE ACTUALLY IMPORTANT FOR US AS STUDENTS AND ARE BEING PUT INTO ROOMS WITH MULTIPLE PEOPLE, WHICH THEN SACRIFICES THE SECURITY AND THE COMFORT AND THE SAFETY THAT US AS STUDENTS WERE FEELING. 
          FOR ME, THIS IS ABSOLUTELY JUST OUTRAGEOUS BECAUSE I WAS A PERSON WHO STRUGGLED A LOT. 
          I'VE BEEN THROUGH THINGS THAT MANY PEOPLE CAN'T EVEN IMAGINE. 
          AND AS A PERSON WHO'S HAD THIS SUPPORT AND NOW LOSING THIS SUPPORT SYSTEM IN THIS LAST YEAR WAS VERY DIFFICULT. 
          AND EVEN WITH THAT, I WAS ABLE CLIMB ON THE TOP AND DID GET TO THE POINT WHERE I AM THE VALEDICTORIAN OF OUR UPCOMING CLASSROOM, BUT I DON'T UNDERSTAND HOW THE UPCOMING YEARS ARE GONNA BE ABLE TO HAVE THE SAME SUPPORT AND THE SAME VALUES THAT WE WERE SINCE TEACHERS ARE BEING PUT WHERE THEY'RE NOT NECESSARILY NEEDED TO BE. 
          AND SACRIFICING THE SAFETY AND THE COMFORT OF CHILDREN AND FAMILIES, WHICH IS WHAT YOU ARE TRYING TO DO TODAY. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          UH, WE HAVE SOMEONE LISTED SIMPLY AS A SUBSTITUTE EDUCATOR, A SUBSTITUTE EDUCATOR. 
          I DO NOT SEE YOU ON THE LINE. 
          ARE YOU IN THE ROOM? SUBSTITUTE EDUCATOR? I DO NOT SEE YOU, WHOEVER YOU MAY BE. 
          UH, LET'S SEE. 
          CASSANDRA, YOU ARE ON THE LINE. 
          CASSANDRA, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          BEGIN. 
          CASSANDRA, GOOD MORNING. 
          CAN YOU HEAR ME? YES. 
          GOOD MORNING. 
          CAN YOU HEAR ME? YES, I CAN HEAR YOU. 
          OKAY. 
          MY NAME IS CASSANDRA CURIO AND I'M A VIRTUAL ACADEMY STUDENT. 
          TODAY I'M HERE TO SPEAK ON BEHALF OF A VIRTUAL ACADEMY SCHOOLS AS A STUDENT FROM THE LEADERSHIP AND PUBLIC SERVICE VIRTUAL ACADEMY. 
          ALTHOUGH WE AS STUDENTS ARE IN YOUR TYPICAL SCHOOL SETTING, SOMETHING IMPACTING THE QUALITY OF LEARNING HAS TAKEN PLACE. 
          A POLICY THAT BEGAN THIS SCHOOL YEAR HAS BEEN IMPACTING NOT JUST TEACHERS, BUT MOST IMPORTANTLY STUDENTS AND OUR OVERALL SCHOOL COMMUNITY. 
          OUR TEACHERS WERE SET AND INSTRUCTED TO RETURN TO CAMPUS WHEN WE AS STUDENTS AREN'T EVEN IN THE SCHOOL SETTING. 
          NOT ONLY CAN IT BE TIME CONSUMING FOR THEM TO DRIVE TO CAMPUSES WHERE THERE ARE NO STUDENTS, WHICH TAKES AWAY TIME THAT WAS FORMALLY OFFERED FOR ONE-ON-ONE SUPPORT FOR STUDENTS LIKE ME. 
          BUT WHY IS IT THAT THE LOCATIONS OUR TEACHERS HAVE BEEN PLACED IN ARE OFTEN RIDDLED WITH INSECTS, RODENTS AND EXPERIENCED BURGLARIES? AND BECAUSE WORKSPACES ARE SHARED, WE AS STUDENTS HEAR OTHER CLASSES IN THE BACKGROUND ALL THE TIME AS WELL AS PA ANNOUNCEMENTS. 
          THERE ARE ALSO FIRE ALARM AND LOCKDOWNS OF THE MAIN SCHOOL PROPERTY REQUIRING OUR TEACHERS FROM OUR SCHOOL TO HAVE TO SPEND TIME AWAY FROM US AS STUDENTS. 
          THERE ARE ALSO SERIOUS WIFI ISSUES DUE TO THE POOR QUALITY OF WIFI ON THE CAMPUSES. 
          THERE ARE ALSO RODENTS AND PES CREATING AN ENVIRONMENT THAT IS NOT AT ALL COMFORTABLE SPACE FOR EDUCATORS, WHICH HURTS THE QUALITY OF OUR EDUCATION. 
          ALSO, THINK OF THE ENVIRONMENTAL IMPACTS. 
          THERE ARE TEACHERS FORCED TO SIT THERE FOR HOURS ON END IN TRAFFIC BECAUSE OF THIS POLICY LEADING TO MORE EMISSIONS, WHICH HURTS OUR PLANET. 
          IF YOU SAY YOU VALUE THE ENVIRONMENT, WHY DON'T YOU SHOW IT? BECAUSE RIGHT NOW YOU AREN'T SHOWING IT. 
          WE STUDENTS ASK THIS, ASK THAT YOU REPEAL THIS POLICY. 
          GIVE VIRTUAL TEACHERS WHO STILL TEACH ENTIRELY REMOTELY ON CAMPUS THE OPTION TO WORK FROM HOME OR ON CAMPUS. 
          YOU CAN HELP THOUSANDS OF STUDENTS, YOU CAN HELP TEACHERS AND YOU CAN HELP THE PLANET. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          AND OUR LAST REMOTE SPEAKER IS LULU RELA. 
          LULU RELA. 
          I DO NOT SEE YOU. 
          MM-HMM . 
          ON ONLINE. 
          LULU, ARE YOU IN THE ROOM? NO. 
          LULU, THAT CONCLUDES PUBLIC COMMENT. 
          UH, THANK YOU MIKE. 
          AND THANK YOU TO THE PUBLIC COMMENT SPEAKERS. 
          I THINK I HAVE SHARED THIS BEFORE, BUT THE STAFF FOLLOWS UP ON THE ISSUES THAT ARE BROUGHT UP IN PUBLIC COMMENT. 
          SINCE THEY'RE NOT ON THE AGENDA, WE CAN'T NECESSARILY DISCUSS THEM AS A COMMITTEE. 
          SO JUST, JUST SO YOU KNOW, I FORGOT SOMETHING. 
          SO, UM, 
          [III. Closing Remarks (Part 2 of 2)]
WE WANTED TO DO A RECOGNITION OF YOU ALL AS WELL. 
          AS I MENTIONED AT THE BEGINNING, WE'RE JUST REALLY GRATEFUL FOR, I KNOW YOU HAVE, UH, BUSY DAY JOBS, VERY IMPORTANT ONES. 
          AND WE JUST APPRECIATE YOU TAKING THE TIME TO BE WITH US. 
          ALL OF THE THOUGHTFUL CONVERSATIONS. 
          I THINK TODAY WAS A GREAT EXAMPLE OF JUST THE WONDERFUL PEOPLE WHO ARE PART OF THIS COMMITTEE. 
          AND FOR ME IT'S, IT'S A JOY TO WORK WITH YOU ALL AND TO HAVE THESE DISCUSSIONS. 
          UM, SO WE DO HAVE SOME CERTIFICATES OF RECOGNITION. 
          UM, SO IF I MIGHT, UH, PRESENT THEM TO YOU DOWN THERE AND THEN WE CAN TAKE A PHOTO OF THE WHOLE TEAM AND THEN WE'LL BE FULLY DONE FOR THE DAY. 
          HOPEFULLY BY LUNCHTIME. 
          OKAY. 
          QUICKLY, . 
          THANK YOU. 
          . 
          OKAY. 
          NEVER USED THIS MICROPHONE BEFORE. 
          OH, IT'S ON. 
          OKAY, GREAT. 
          . 
          OKAY. 
          THIS IS, THIS IS MORE 
          [01:50:01]
AWKWARD PHYSICALLY THAN I THOUGHT IT WOULD BE, BUT CAROLYN , BRING EVERYONE DOWN AND WE'LL TAKE A PICTURE TOGETHER. 
          JUNEY IS IN SACRAMENTO. 
          JUNEY, I HOPE YOU'RE DOING WELL. 
          UM, KINETIC IS NOT WITH US. 
          MARIA IS NOT WITH US UNLESS, OKAY. 
          UH, SCARLET DID SCARLET, COME ON DOWN. 
          I'M SORRY. 
          I'M GIVING YOU TWO. 
          THANK YOU. 
          THANK YOU SO MUCH. 
          THANK YOU. 
          APPRECIATE YOU. 
          THANK YOU. 
          ATE YOU. 
          THANK YOU SO MUCH. 
          AND BACA, BELTRAN, COME ON DOWN. 
          THANK YOU. 
          IANA BARLOW, THANK YOU SO MUCH. 
          THANK YOU. 
          APPRECIATE YOU. 
          APPRECIATE YOU BRENDA BROWN. 
          AND LAST BUT NOT LEAST, PALOMA CORONA. 
          OUR BOARD MEMBERS DON'T GET CERTIFICATES, BUT THEY'RE APPRECIATED NONETHELESS. 
          ALRIGHT, AND THEN LET'S DO A, A GROUP PHOTO OF THAT, IF THAT WORKS FOR EVERYBODY THEN YOU'RE FREE. 
          . 
          I'M EXCITED. 
          IN THE CORNER. 
          CORNER. 
          OKAY. 
          , WHATEVER YOU, THAT WAY I CAN HIDE EVERYTHING. 
          OH, THERE YOU GO. 
          GET THE RIGHT ANGLES. 
          I OKAY. 
          1, 2, 3, SORRY. 
          OH YEAH. 
          SHOW THE SIGNIFICANCE. 
          . 
          NOW I'M GONNA DO ONE VERTICAL ONE, TWO. 
          ALRIGHT. 
          OVER HERE. 
          TWO, THREE. 
          DEAN AND RENEE, DO YOU GUYS WANNA JOIN US? YAY. 
          COME ON JEAN. 
          RENEE AND PIA, COME JOIN US FOR ONE. 
          ONE LAST PICTURE. 
          YEAH. 
          SORRY. 
          I NEED ONE MORE. 
          YEP. 
          RENEE PIA. 
          OKAY. 
          1, 2, 3. 
          YAY. 
          OKAY. 
          SO MUCH SMALL TOKEN AND ALL THE BOARD MEMBERS SIGNED AND THE SUPERINTENDENT. 
          THANK MISS YOU GUYS IN THE SUMMER MONTH. 
          WELL HOPE TO SEE YOU IN THE FALL. 
          YEAH, ABSOLUTELY. 
          THANK YOU SO MUCH FOR EVERYTHING. 
          AND YOU WANNA ENJOY YOUR SUMMER? YEAH. 
          PHOTOS, I WANT PHOTOS, BUT MY PHONE IS ALL THE WAY UP THERE. 
          OH, WELL WE, WE COULD DO IT OVER. 
          OKAY. 
          I AM HEADING BACK THERE. 
          OKAY.
* This transcript was created by voice-to-text technology. The transcript has not been edited for errors or omissions, it is for reference only and is not the official minutes of the meeting.