* 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]
          UH, TODAY WE ARE JOINED BY MY FELLOW BOARD MEMBERS, PRESIDENT SCOTT MOLSON, AND VICE PRESIDENT DR. 
          CIO RIVAS. 
          AND I'LL GIVE THEM AN OPPORTUNITY TO INTRODUCE THEMSELVES FURTHER DOWN IN THE AGENDA. 
          BUT TODAY WE ARE JOINED, UM, I'M SORRY. 
          OUR GOAL FOR THIS COMMITTEE IS TO MAKE THIS A CO THINKING SPACE, WHERE TOGETHER WE CAN UPLIFT THE NEEDS OF OUR STUDENTS IN SPECIAL EDUCATION, BUT ALSO COME UP WITH SOLUTIONS ON HOW WE CAN IMPROVE THE WAY THAT WE SERVE OUR STUDENTS. 
          I INVITE ALL OF OUR COMMITTEE MEMBERS TO SHARE THEIR IDEAS AND THEIR EXPERIENCES WITH SPECIAL EDUCATION. 
          I INVITE PARENTS TO SHARE THEIR CONCERNS AND STUDENTS' NEEDS, AND I INVITE OUR EDUCATORS AND PARAPROFESSIONALS TO SHARE ANY RECOMMENDATIONS THEY HAVE ABOUT HOW THE DISTRICT CAN BETTER PREPARE AND SUPPORT YOU IN THE CLASSROOM. 
          UH, BEFORE I GO ON, I WANT TO ACKNOWLEDGE THAT SEPTEMBER IS NATIONAL DEAF AWARENESS MONTH. 
          THIS IS A TIME TO SHINE A LIGHT ON THE ISSUES THAT THE DEAF COMMUNITY FACES, WHILE ALSO HONORING THE RICHNESS OF THEIR CULTURE. 
          MOST IMPORTANTLY, IT IS A REMINDER OF OUR SHARED RESPONSIBILITY TO DEEPEN PUBLIC UNDERSTANDING, TO BUILD TRUE SOCIAL INCLUSION, AND TO ENSURE THAT COMMUNICATION ACCESS IS A RIGHT FOR ALL. 
          SIMILARLY, I ALSO WANT TO RECOGNIZE THAT SEPTEMBER 23RD IS RECOGNIZED AS INTERNATIONAL DAY OF SIGN LANGUAGE BY THE UNITED NATIONS. 
          THE RESOLUTION ADOPTED BY THE UNITED NATIONS GENERAL ASSEMBLY STATES THAT EARLY ACCESS TO SIGN LANGUAGE AND SERVICES IN SIGN LANGUAGES, INCLUDING QUALITY EDUCATION AVAILABLE IN SIGN LANGUAGE, IS VITAL TO THE GROWTH AND DEVELOPMENT OF THE DEATH INDIVIDUAL. 
          HERE AT L-A-U-S-D, WE CONTINUE TO WORK ON PROMOTING AWARENESS AND IMPROVING EDUCATION OPPORTUNITIES FOR THOSE DEAF AND HARD OF HEARING STUDENTS. 
          WE CURRENTLY SERVE APPROXIMATELY 1700 STUDENTS, DISTRICT WIDE, SERVED THROUGH THE DEAF EDUCATION PROGRAM AS PART OF THE RESOLUTION, RESTRUCTURE DEAF AND HARD OF HEARING EDUCATION, ELEVATE LANGUAGE EQUITY, ELIMINATE BIAS IN DEAF EDUCATION, AND IMPROVE EDUCATIONAL OUTCOMES, WHICH THE BOARD PASSED IN 2020. 
          THE DISTRICT HAS NOW IDENTIFIED THE DEAF EDUCATION DEPARTMENT IS PART OF DSC INSTRUCTION TEAM TO ENSURE OUR STUDENTS WITH VARIED HEARING LEVELS ARE RECEIVING AN INTENTIONAL AND MEANINGFUL INSTRUCTIONAL PROGRAM. 
          THE DISTRICT ALSO CONTINUES TO PROVIDE ONGOING TRAINING OPPORTUNITIES TO JUST DISTRICT STAFF TO DEEPEN THEIR UNDERSTANDING OF OUR PROGRAM OFFERINGS, END OF DEAF EDUCATION AS A WHOLE. 
          ADDITIONALLY, THE DISTRICT REGULARLY MEETS WITH THE DEAF EDUCATION HR ADVISORY COMMITTEE, CONSISTING OF L-A-U-S-D EDUCATORS, REPRESENTATIVES OF HR AND PERSONNEL COMMISSION AND COMMUNITY MEMBERS TO IDENTIFY WAYS TO BOLSTER THE RECRUITMENT, TRAINING, AND RETENTION OF EDUCATORS FOR OUR DEAF EDUCATION PROGRAMS. AS A DISTRICT WILL CONTINUE TO WORK ON ADDRESSING THE NEEDS OF OUR DEAF COMMUNITY. 
          PLEASE CONTACT CONNECT WITH THE DEAF DEAF EDUCATION OFFICE FOR ADDITIONAL GUIDANCE AND RESOURCES, AND WE WILL ALLOW SOME, UH, SOME SPEAKING ON THIS. 
          UM, IF ANYBODY WOULD LIKE TO ADD ANYTHING. 
          BUT NOW TO MOVE US TO WHAT WE HAVE ON OUR AGENDA THIS AFTERNOON, UH, LAST SCHOOL YEAR, WE ENDED OUR LAST COMMITTEE MEETING DISCUSSING THE DIVISION OF SPECIAL EDUCATION'S LISTEN AND LEARN CAMPAIGN REPORT, WHICH SUMMARIZED THE KEY FINDINGS, HIGHLIGHTED SUCCESSES, CHALLENGES, AND OPPORTUNITIES FOR HOW L-A-U-S-D CAN SUPPORT STUDENTS WITH DISABILITIES. 
          AND TODAY WE ARE REVISITING THE LISTEN AND LEARN CAMPAIGN WITH A SPECIFIC LENS INTO PARENT LEARNING OPPORTUNITIES AND EDUCATOR TRAINING THAT WILL BE OFFERED THIS SCHOOL YEAR. 
          YOUR QUESTIONS AND INPUT WILL BE PART OF RECOMMENDATIONS WE'LL MAKE TO THE DISTRICT AND THE DIVISION OF SPECIAL EDUCATION. 
          SO WE HAD A FEW PRE-MEETINGS JUST TO LET THE AUDIENCE KNOW. 
          UH, WE HAD ONE PRE-MEETING, I SHOULD SAY, WITH OUR COMMITTEE MEMBERS, AND I WAS SO IMPRESSED BY THEIR BREADTH OF EXPERIENCE AND KNOWLEDGE. 
          I AM SO LOOKING FORWARD TO WORKING WITH YOU ALL THIS YEAR. 
          NOW, I'D LIKE TO OPEN THE FLOOR TO OUR COMMITTEE MEMBERS TO INTRODUCE THEMSELVES AND ALSO MY BOARD MEMBER COLLEAGUES. 
          AND AS WE KNOW IN SPECIAL EDUCATION AND JUST THROUGHOUT, UM, ALL OF OUR STUDENTS ARE UNIQUE LEARNERS. 
          AND SO ARE EACH OF YOU IN THIS COMMITTEE. 
          SO WHAT IS SOMETHING UNIQUE AND SPECIFIC THAT YOU BRING TO THIS COMMITTEE THAT IS THE GROUNDING QUESTION AS WE'RE CENTERING OURSELVES IN THE WORK THAT WE'RE GONNA DO FOR THE NEXT HOUR OR HOUR AND A HALF. 
          WHAT IS SOMETHING UNIQUE AND 
          [00:05:01]
SPECIFIC THAT YOU BRING TO THIS COMMITTEE? SO IF YOU CAN INTRODUCE YOURSELF, YOUR NAME, UM, THE ROLE THAT YOU PLAY, UM, IN YOUR LIFE, UM, IN YOUR ROLE HERE IN THIS COMMITTEE AS A PARENT, AN EDUCATOR, UH, AN ADVOCATE, WHATEVER ROLE YOU PLAY. 
          AND THEN IF YOU CAN SHARE WITH US SOMETHING UNIQUE AND SPECIFIC THAT YOU BRING TO THIS COMMITTEE. 
          UM, I CAN START. 
          MY NAME IS CARLA. 
          UH, I'M CURRENTLY THE SCHOOL BOARD MEMBER FOR BOARD DISTRICT FIVE, BUT I'VE BEEN A SPECIAL EDUCATION TEACHER FOR 20 YEARS. 
          I'VE TAUGHT LITTLE ONES, THREE YEAR OLDS, ALL THE WAY UP TO 22 YEAR OLDS. 
          AND SO I THINK THE UNIQUE, UM, OFFERING AND VERY SPECIFIC OFFERING IS MY EXPERIENCE, NOT ONLY AS A CLASSROOM TEACHER, BUT ALSO OUTSIDE OF THE CLASSROOM. 
          AND SO, UM, AND ALSO AS A PARENT, I'VE BEEN ABLE TO, UM, UNDERSTAND WHAT IT'S LIKE TO BE A TEACHER IN A SPECIAL DAY PROGRAM, WHAT IT'S LIKE TO BE A TEACHER IN THE RESOURCE SPECIALIST PROGRAM, WHAT IT'S LIKE TO TEACH, UH, UH, LITTLE ONES, THREE YEAR OLDS IN THE, IN THE PRESCHOOL, AND ALSO STUDENTS IN THE OPTIONS PROGRAMS. AND SO, UM, I THINK THAT THAT'S WHAT I'M BRINGING TO THIS COMMITTEE. 
          AND THEN ALSO, OF COURSE, THE FACT THAT I AM THE SCHOOL BOARD MEMBER. 
          I ALSO BRING THIS VOICE TO OTHER SPACES THAT HAVE, UH, THE POWER TO MAKE DECISIONS ABOUT HOW WE DO SPECIAL EDUCATION IN THIS DISTRICT. 
          SO I'M GONNA HAND IT OFF TO MY LEFT, TO MY COLLEAGUE SCOTT MOLSON. 
          THANK YOU. 
          THANK YOU CARLA. 
          UH, FORMER CHAIR. 
          I'M SCOTT MURSON, BOARD MEMBER, BOARD DISTRICT THREE IN THE SAN FERNANDO VALLEY, FORMER CHAIR OF THE SPECIAL ED COMMITTEE. 
          UM, PREVIOUS TEACHER, COUNSELOR, ASSISTANT PRINCIPAL AND PRINCIPAL. 
          AND WHAT I BRING TO THIS COMMITTEE IS MY KNOWLEDGE OF HOW SPECIAL ED WORKS IN THE SCHOOL. 
          AND IT WAS ALWAYS MY JOB TO MAKE SURE THAT OUR SPECIAL ED EDUCATION STUDENTS AND THEIR TEACHER AND THEIR AIDES IN THE CLASSROOM ALWAYS GOT A FAIR SHAKE SO THAT OUR KIDS GOT A FAIR EDUCATION AND THAT PEOPLE FOLLOW THE IEP. 
          THAT WAS THE MOST IMPORTANT THING, ESPECIALLY WHEN CHILDREN WERE PUT IN, UM, MAINSTREAM CLASSES, MAKE SURE THAT TEACHER KNEW THAT THEY HAD AN IEP FOR THAT STUDENT, AND IT WAS JUST NOT IN THE DRAWER IN THE CLASSROOM. 
          IT WAS ACTUALLY AN ACTIVE LIVE DOCUMENT. 
          AND THAT'S MY GOAL. 
          THANK YOU. 
          ROCIO. 
          HELLO EVERYONE. 
          I'M DR. 
          ROCIO RIVAS. 
          HEHIR. 
          HE, SHE AIA PRONOUNS. 
          UM, I'M A BOARD MEMBER FOR BOARD DISTRICT TWO, WHICH ENCOMPASSES EAST SIDE, EAST LA BOYLE HEIGHTS, ALL THE WAY TO NORTHEAST LA HIGHLAND PARK, CYPRESS PARK, UH, DOWNTOWN LA. 
          UM, JUST TO NAME A FEW OF THE COMMUNITIES THAT I, THAT I SERVE. 
          UM, YOU KNOW, MY PROFESSIONAL, UH, BACKGROUND IS IN EDUCATION RESEARCH AND PROGRAM ANALYST. 
          I'M A POLICY ANALYST. 
          UM, AND SO I BRING THAT PERSPECTIVE IN TERMS, IN TERMS OF, YOU KNOW, UM, CRITICAL EYE AND ANALYSIS OF POLICIES. 
          BUT ABOVE ALL, UM, MY UNIQUE EXPERIENCES AS, AS A PARENT, I ALSO WAS A, A COMMUNITY REPRESENTATIVE OF ONE OF MY SCHOOLS. 
          AND I HAVE HAD A LOT OF INTERACTION WITH, WITH PARENTS AND, UM, SPEAKING WITH THEM AND, AND UNDERSTANDING PARENTS WITH STUDENTS WITH SPECIAL NEEDS AND DISABILITIES, UM, KNOWING THEIR CONCERNS. 
          AND SO AS A BOARD MEMBER WITH BOTH MY PERSPECTIVE AS A PARENT, UM, AND ALSO AS A RESEARCHER, UM, I BRING DIFFERENT PERSPECTIVES IN, INTO, INTO THIS, INTO MY WORK, AND PARTICULARLY TO THIS, TO THIS COMMITTEE. 
          GOOD AFTERNOON, EVERYBODY. 
          JOSE SOTO, A PROUD EXECUTIVE DIRECTOR OF SPECIAL EDUCATION, STARTED MY THIRD YEAR IN THIS ROLE. 
          UM, THE QUESTION WAS, WHAT IS SOMETHING UNIQUE AND SPECIFIC YOU BRING TO THE COMMITTEE? UM, I'M, I'M PROUD TO SAY THAT I STARTED SERVING OUR STUDENTS IN SPECIAL ED, UH, AT 18 YEARS OLD AS A SPECIAL EDUCATION ASSISTANT. 
          UM, SO I SERVED IN THAT CAPACITY, AND THEN I WAS A SPECIAL EDUCATION TEACHER FOR 13 YEARS. 
          I WORKED AT A SPECIAL ED CENTER AND THEN A COMPREHENSIVE HIGH SCHOOL. 
          SO I'VE HAD BOTH EXPERIENCES AT A SPECIAL ED CENTER AND A COMPREHENSIVE SCHOOL. 
          AND THEN I HAD VARIOUS ROLES WITHIN THE DIVISION OF SPECIAL EDUCATION THAT INCLUDED PROGRAM SPECIALIST, BEHAVIOR SPECIALIST. 
          I WAS ABLE TO LEAD REGION SOUTH AS THEIR SPECIAL EDUCATION ADMINISTRATOR FOR A NUMBER OF YEARS, AND THEN I SERVED AS A SCHOOL PRINCIPAL AND WAS ABLE TO SUPPORT OUR STUDENTS WITH DISABILITIES FROM THAT, FROM THAT LENS AS WELL. 
          UM, I'M PROUD TO, TO SERVE IN THIS POSITION. 
          UM, I'M ALSO A FATHER OF TWO STUDENTS WITH DISABILITIES. 
          [00:10:01]
MY SON IS A STUDENT THAT'S BEEN IDENTIFIED AS, OR HAS AUTISM, AND MY DAUGHTER HAS A DHD. 
          SO BEING ON BOTH SIDES OF THE TABLE AS A, AS AN EDUCATOR AND AS A PARENT, UH, AT IEP MEETINGS HAS REALLY GIVEN ME A UNIQUE PERSPECTIVE THAT I, THAT I LEAD IN MY WORK OR I BRING AS I LEAD IN THIS WORK. 
          SO, AGAIN, HAPPY TO BE PART OF THIS COMMITTEE AND, AND PROUD, PROUD TO SERVE IN THE EXECUTIVE, UH, DIRECTOR ROLE. 
          AND I'M EXCITED TO SEE WHAT COMES OUT OF OUR SPEC COMMITTEE MEETINGS THIS YEAR. 
          GOOD AFTERNOON. 
          I'M ALICIA HAAS. 
          I'M THE ADMINISTRATOR OF INSTRUCTION FOR THE DIVISION OF SPECIAL EDUCATION. 
          THIS IS MY FOURTH YEAR IN THE ROLE. 
          PRIOR TO THAT, UM, I'M A PROUD L-A-U-S-D GRADUATE. 
          I DID MY ENTIRE EDUCATIONAL PROGRAM HERE IN L-A-U-S-D, AND I'M VERY, VERY PROUD OF THAT. 
          UM, I ALSO HAVE SERVED, UH, SINCE I STARTED WORKING IN MULTIPLE ROLES WITHIN SPECIAL EDUCATION IN THE LOS ANGELES UNIFIED AS A TEACHER. 
          UM, AND THEN IN VARYING SUPPORT ROLES, LIKE DR. SOTO MENTIONED, I WAS A PROGRAM SPECIALIST. 
          I WAS A LEAST RESTRICTIVE ENVIRONMENT SPECIALIST. 
          I WAS THE SPECIAL EDUCATION ADMINISTRATOR WHEN WE HAD REGION OR LOCAL DISTRICT NORTHEAST. 
          AND NOW I AM PROUD TO SERVE IN THIS ROLE. 
          UM, AND ON THIS COMMITTEE, ANOTHER HAT THAT I WEAR IS THAT I'M ALSO THE CO-DIRECTOR FOR STATE SELPA. 
          AND I THINK THAT THAT'S AN IMPORTANT ROLE THAT I PLAY AND THAT AFFORDS US A REALLY GREAT OPPORTUNITY FOR US TO SEE WHAT CURRENT TRENDS AND PRACTICES ARE IN DISTRICTS ACROSS THE STATE OF CALIFORNIA. 
          AND IT ALSO ALLOWS FOR ADVOCACY ACROSS THE STATE OF CALIFORNIA, UM, IN OUR JOINT EFFORTS. 
          SO WE HAVE AMAZING PARTNERS IN OTHER PLACES. 
          EVERYBODY COMES TO ME AND SAYS, HOW IN THE WORLD ARE YOU DOING THIS IN L-A-U-S-D? BECAUSE YOU'RE SO FAR AHEAD OF EVERYBODY ELSE. 
          I'M VERY PROUD OF THAT, BUT I KNOW THAT WE HAVE WORK TO DO AND I'M EXCITED TO SEE HOW AS A COMMITTEE WE CAN SUPPORT THAT WORK TO MOVE IT FORWARD. 
          THANK YOU. 
          WONDERFUL. 
          WHY DON'T WE MOVE TO THIS SITE HERE WITH RABIA. 
          PRESS THE BUTTON. 
          SORRY. 
          HI THERE. 
          UM, OKAY. 
          UM, MY NAME IS ROBBIE MALICK AND I AM THE DAUGHTER OF AN L-A-U-S-D TEACHER. 
          UM, I AM A PARENT OF A SPECIAL NEEDS CHILD. 
          I AM, UM, A PHYSICIAN AND I HAVE A DEEP UNDERSTANDING OF, UM, HEALTHCARE POLICY AND DESIGN. 
          I'M THE CHAIR OF A SPECIAL NEEDS NETWORK FOR PARENTS. 
          UM, AND I BELIEVE I BRING A, A UNIQUE CLINICAL UNDERSTANDING, UM, OF BOTH DEVELOPMENTAL AND MEDICAL CONDITIONS THAT MIGHT AFFECT BEHAVIOR AND LEARNING. 
          UM, AND I THINK THAT CAN HELP THIS COMMITTEE UNDERSTAND MORE HOLISTICALLY HOW TO SUPPORT A STUDENT AND HOW TO SUPPORT PARENTS. 
          THANK YOU. 
          GO AHEAD, AMY. 
          YOU ALREADY KNOW MY NAME. 
          I AM AMY BOGGO. 
          I AM A DEAF EDUCATION ITINERANT TEACHER, AND I AM HERE TO PROVIDE SUPPORT FOR THE DEAF EDUCATION PROGRAM. 
          AND I WORK WITH THE TRANSITION FROM AN EARLY CHILDHOOD SPECIAL ED, SPECIAL EDUCATION, THE BABIES TO OUR SCHOOL BASE. 
          UM, AND I ALSO DO, UH, SUPPORT THE NEW DEAF ED PROGRAM DEPARTMENT WITH OPERATION SUPPORTS. 
          I DO A LOT OF THINGS. 
          UM, WHAT MAKES ME UNIQUE IN NURSES, I'VE BEEN DOING WORK IN DEAF EDUCATION MY WHOLE LIFE, BUT OFFICIALLY FOR ABOUT 30 YEARS, I AM DEAF AND I DID NOT GET SERVICES OR SUPPORT GROWING UP. 
          SO I CAN RELATE TO THOSE STUDENTS WHO DON'T GET THE SUPPORTS THAT THEY NEED IN ORDER TO SUCCEED WITH LANGUAGE, ACADEMICS, SOCIAL, MENTAL HEALTH. 
          SO I BRING A LOT OF MY OWN PERSONAL EXPERIENCES HERE AS WELL AS MY PROFESSIONAL ONES. 
          AND I WAS ALSO A VERY, UM, INVOLVED PERSON IN THAT RESOLUTION THAT YOU MENTIONED, CARLA AND I AM VERY COMMITTED TO MAKE SURE THAT IMPLEMENTED THAT RESOLUTION IS IMPLEMENTED SO WE CAN ELEVATE LANGUAGE EQUITY, ELIMINATE BIAS AND DEAF EDUCATION, AND IMPROVE THE EDUCATIONAL OUTCOMES OF OUR VERY DIVERSE DEAF STUDENTS. 
          THANK YOU. 
          THANK YOU. 
          HI, MY NAME IS MARSHA SCOTT. 
          I'M ON THIS COMMITTEE SERVING AS A LABOR PARTNER FOR CSEA, REPRESENTING THE CLERICAL STAFF MEMBERS THAT SUPPORT THE FAMILIES AND THE STUDENTS WITH THEIR IEPS. 
          UM, THAT'S WHAT BROUGHT ME TO THE DISTRICT. 
          AND IN THAT ROLE, I LEARNED THAT THE BETTER WE SUPPORT FAMILIES, THE BETTER WE SUPPORT STUDENTS AS, AS WE'RE TEACHING THE CHILDREN THINGS. 
          THOSE THINGS NEED TO BE TRANSLATED TO THE PARENTS. 
          THE MORE WE REINFORCE THE SKILLS WE'RE TEACHING THEM, AND THE PARENTS TEACH THEM THE SAME THINGS, THEY GET BETTER MORE QUICKLY. 
          SO I THINK THE UNIQUE PERSPECTIVE THAT I BRING TO 
          [00:15:01]
THIS COMMITTEE IS A PERSPECTIVE OF ADVOCACY FOR PARENTS, BECAUSE IN WORKING WITH THOSE PARENTS AND THEM BEING PRESSURED TO SIGN THINGS WHEN THEY'RE JUST COMING TO A REALIZATIONS OR KNOWLEDGE THAT THEY DIDN'T HAVE, SOMETIMES OUR GOALS TO GET THINGS DONE QUICKLY DOESN'T TAKE INTO CONSIDERATION THE HUMAN PERS HUMANITY THAT'S INVOLVED IN, UH, REPRESENTING THOSE PARENTS. 
          SO MY UNIQUE PERSPECTIVE, OR THE THING THAT I BRING TO THIS COMMITTEE IS THAT ADVOCACY FOR THE STUDENTS AND FOR THE PARENTS. 
          THANK YOU. 
          HELLO, MY NAME IS CHERITA ROGERS. 
          I'M AN ITINERANT FA UH, OOH. 
          I'M AN ITINERANT, UM, INCLUSION FACILITATOR FOR THE DISTRICT K THROUGH 12. 
          I AL ALSO SUPPORT THE ICAP PROGRAM AS AN INSTRUCTOR, SO I ALSO SUPPORT IN, UM, HELPING TEACHERS CLEAR THEIR CREDENTIALS FOR THE DISTRICT. 
          I HOLD MULTIPLE, UH, CREDENTIALS. 
          SO I HOLD MY, UM, MY SECONDARY ENGLISH, MY MILD MOD, MY MOD SEVERE, AND MY RLAA. 
          I'M ALSO WORKING TOWARDS MY ADMIN AND I'M WORKING TOWARDS NATIONAL BOARDS, . 
          SO I HAVE A LOTS OF THINGS GOING ON , BUT MY PERSPECTIVE THAT I HOLD FOR THE DISTRICT IS BECAUSE I'M AN ITINERANT. 
          I GET TO SIT IN A LOT OF CLASSROOMS AND I GET TO SEE A LOT OF WAYS THAT TEACHERS ARE WORKING. 
          I HAVE A LOT OF CONVERSATIONS WITH TEACHERS, WITH, UM, SUPPORT PROVIDERS, WITH ADMIN, AND WE'RE ALL LOOKING, UM, FOR THE BEST WAY TO SUPPORT OUR STUDENTS, ESPECIALLY THE ONES WITH THE MOST IMPACTION TO EDUCATION. 
          AND MY BIGGEST BELIEF IS THAT ALL CHILDREN CAN LEARN AND THEY ALL DESERVE EQUALITY EDUCATION. 
          WONDERFUL. 
          THANK YOU. 
          WE'RE GONNA MOVE TO THE BACK WITH, I'LL GO AHEAD AND START. 
          HELLO EVERYBODY. 
          UM, MY NAME IS MARY KELLOGG. 
          I'M AN ASSOCIATE GENERAL COUNSEL, UM, IN THE OFFICE OF GENERAL COUNSEL FOR LUSD. 
          I'M HERE TODAY ON BEHALF OF OUR DEPUTY GENERAL COUNSEL, DENEEN COX, WHO WAS UNABLE TO MAKE IT. 
          UM, BUT BOTH DENEEN AND I, UM, HAVE DEDICATED OUR CAREERS TO ADVISING SCHOOL DISTRICTS ABOUT THEIR OBLIGATIONS UNDER THE IDA AND RELATED CALIFORNIA SPECIAL EDUCATION LAW. 
          AND IT'S BEEN AN HONOR TO DO SO, AND I KNOW I SPEAK ON BEHALF OF DENEEN, UM, WHO WOULD EXPRESS THE SAME EMOTION. 
          HELLO, I'M MARIBEL LES. 
          I AM A TEACHER. 
          SORRY. 
          DRAWING. 
          HELLO, I AM MARIBEL LES. 
          I'M AN EDUCATOR AT ROOSEVELT HIGH SCHOOL. 
          I'VE BEEN THERE 24 YEARS. 
          I'VE BEEN PART OF THREE DIFFERENT PROGRAMS. IDM, UM, WHAT IT'S CALLED TODAY. 
          I'VE BEEN PART OF THE SDC PROGRAM, AND NOW I AM IN THE GENERAL ED CLASSES SUPPORTING BOTH SDC AND RSB STUDENTS. 
          UM, AND I'M HERE TO, UM, I BRING, UM, ALL, ALL THESE YEARS OF PRACTICE, I BRING WHAT'S HAPPENING IN THE CLASSROOMS. UM, AND SO THAT'S THE UNIQUE THING THAT I BRING TO THE TABLE. 
          AND THROUGH MY EXPERIENCE, I'VE LEARNED THE IMPORTANCE OF WORKING TOGETHER AS FAMILIES. 
          I'VE PARTICIPATED IN DIFFERENT SCHOOL COMMITTEES AND DISTRICT WIDE ONES WITH THE PURPOSE OF SUPPORTING FAMILIES AND PARENTS OF SPECIAL EDUCATION. 
          FOR ME, LANGUAGE IS NOT A BARRIER WHEN IT'S ABOUT SUPPORTING OUR CHILDREN. 
          QUITE THE CONTRARY, OUR DIFFERENCES ENRICH THIS COMMUNITY WORK. 
          I FEEL HONORED TO BE A PART OF THIS COMMITTEE, AND MY COMMITMENT IS TO KEEP REPRESENTING OUR FAMILIES, HEARING THEIR CONCERNS, AND MAKE SURE THAT ALL THE RESULTS BENEFIT ALL CHILDREN OF SPECIAL EDUCATION. 
          THANK YOU. 
          GOOD AFTERNOON. 
          MY NAME IS TAMELA DAVIS. 
          I AM CURRENTLY A, UM, PSA COUNSELOR FOR L-A-U-S-D. 
          UH, I HAVE WORKED IN THE DEAF COMMUNITY FOR ABOUT 30 YEARS. 
          I WAS A SIGN LANGUAGE INTERPRETER. 
          UM, I HOLD AN AA IN, UH, A SL ENGLISH TRANSLATION. 
          UM, I HAVE A BA IN DEAF STUDIES. 
          UM, I WENT BACK INTO THE CLASSROOM AFTER RAISING MY KIDS FOR ABOUT 10 YEARS, AND I'VE BEEN THROUGH VARIOUS PROGRAMS AND THINGS THROUGHOUT AS FAR AS STUDENTS IN MAINSTREAM SITUATIONS, SPECIAL DAY CLASSES. 
          AND I'M CURRENTLY AT MARLTON. 
          I'VE BEEN THERE FOR ABOUT 10, ALMOST 10 AND A HALF YEARS. 
          I AM THE ONLY SIGNING PSA IN, UM, L-A-U-S-D. 
          UM, 
          [00:20:02]
WHAT'S UNIQUE ABOUT ME, I'M, I'M ALSO AN MSW, AND SO MY FOCUS IS DEFINITELY THE WHOLE CHILD, UM, THE FAMILY, UM, PROVIDING AS MUCH PSYCHOEDUCATION TO FAMILIES, UM, PROVIDING RESOURCES FOR FAMILIES, MAKING CONNECTIONS OUTSIDE. 
          UM, EVERY NOW AND THEN I CAN DO MY ATTENDANCE WORK, BUT , THERE SEEMS TO BE A VERY STRONG NEED FOR JUST, UH, SUPPORTING FAMILIES AND, AND BEING THAT ADVOCATE THAT THEY SO, UM, STRONGLY DESERVE. 
          THANK YOU. 
          THANK YOU. 
          WELL, SAN HELLO. 
          MY NAME IS MARIA F. SANCHEZ, AND I TOO AM IN MOLTON. 
          I'M A MOTHER AND I AM FIGHTING FOR THOSE THAT HA ARE HARD OF HEARING. 
          AND I WANT TO SUPPORT THIS COMMITTEE BECAUSE THERE ARE PARENTS WHO ARE A BIT CONFUSED ABOUT THE IEP PROCESS. 
          WE NEED WORKSHOPS AND ORIENTATIONS TO SUPPORT THESE PARENTS AND FIGHT FOR EACH ONE OF THESE CHILDRENS THAT AREN'T JUST HARD OF HEARING, BUT HAVE OTHER DIFFICULTIES AND MORE, AND ARE GOING THROUGH HARD TIMES. 
          AND WE WANT THE SCHOOLS TO HAVE THAT BENEFIT AND OPPORTUNITY FOR EVERY CHILD AND PARENT TO LEARN HOW TO BE ABLE TO ADVOCATE FOR OUR STUDENTS AND OUR PARENTS SO THEY CAN BE MORE INVOLVED WITH THEIR CHILDREN OF THIS EDUCATION. 
          BECAUSE I HAVE SEEN THESE PAST FOUR YEARS OF MY CHILD WHO'S HARD OF HEARING, IT WAS HARD FOR ME TO FIND A SCHOOL TO LEARN MYSELF THIS LANGUAGE. 
          BUT THANK YOU TO THE TEACHERS WHO HELPED MY SON, I'VE BEEN ABLE TO BENEFIT 75%. 
          THANK YOU. 
          HI, GOOD AFTERNOON. 
          MY NAME IS BRENDA RO, AND WHAT I BRING TO THIS COMMITTEE IS THE PARENT PERSPECTIVE. 
          UM, I'VE NAVIGATED THE IEP PROCESS WITH MY OWN SON, WHO IS BOTH GIFTED AND HAS SPECIAL NEEDS. 
          UM, AND I'VE SEEN HOW DIFFERENT THE EXPERIENCE CAN BE, DEPENDING ON THE SUPPORT THE SCHOOL HAS AND THE SUPPORT THE TEACHER HAS. 
          I'VE ALSO S UM, SERVED AS THE PTA PRESIDENT, WHICH ALLOWS ME TO HEAR DIRECTLY FROM FAMILIES WHO DON'T ALWAYS FEEL COMFORTABLE SPEAKING UP. 
          UM, FOR AS LONG AS I CAN REMEMBER, I'VE BEEN A HUGE ADVOCATE FOR PUBLIC EDUCATION. 
          SO I'M A HUGE SUPPORT OF L-A-U-S-D, BUT I'M ALSO NOT A YES PERSON. 
          SO I'M GONNA BE VERY HONEST WITH WHAT I'VE EXPERIENCED AND WHAT OTHER PARENTS HAVE EXPERIENCED. 
          SO MY ROLE HERE IS TO BRI TO BE THAT BRIDGE, TO MAKE SURE THAT PARENTS FEEL TRULY HEARD AND WHAT, AND THAT WHAT LOOKS GOOD ON PAPER ACTUALLY TRANSLATES INTO REAL SUPPORT FOR OUR STUDENTS AND TEACHERS, BECAUSE OFTEN ENOUGH, MY SON IS, IN GENERAL ED TEACHERS DON'T HAVE THAT SUPPORT BECAUSE THEY'RE NOT EQUIPPED FOR STUDENTS WHO ARE NEURO DIVERGENT LIKE MY SON. 
          AND SO HE'S ALWAYS BEEN LABELED AS THE BAD STUDENT. 
          AND FOR THAT, THAT'S NOT OKAY FOR OUR STUDENTS TO BE. 
          THEY NEED THE SUPPORT, TEACHERS NEED THE SUPPORT, AND THAT'S WHAT I WANT HERE TODAY FOR ALL OUR STUDENTS TO HAVE THAT SUPPORT AND TO BE SEEN. 
          THANK YOU. 
          HELLO. 
          GOOD AFTERNOON. 
          MY NAME IS CHRISTINA MARTINEZ. 
          I'M A SPECIAL EDUCATION PARAPROFESSIONAL. 
          I WORK IN THE RSP. 
          UM, I HELP STUDENTS OUT IN IN GEN ED CLASSROOMS, MAINLY INCLUSION KIDS WITH IEP. 
          AND I FEEL THE UNIQUENESS THAT I BRING IS THAT I, UM, CAN BE A VOICE FOR MANY OF THE, UM, SPECIAL EDUC CARE IN PARIS. 
          UM, YOU KNOW, THAT SOMETIMES WE WANNA DO MORE FOR OUR KIDS AND, UM, FORTUNATELY MAYBE WE'RE NOT TRAINED OR, YOU KNOW, WE KNOW THERE'S RESOURCES OUT THERE, BUT WE OURSELVES ARE NOT AWARE OF THESE RESOURCES. 
          SO IT'S, IT WILL, IT'S NICE THAT WE CAN, OR AT LEAST WE HAVE THE OPPORTUNITY TO GIVE THEIR VOICE IN HOW CAN WE, YOU KNOW, HELP THE STUDENTS, HELP THE PARENTS AND BE THAT MEDIATOR BETWEEN THE TEACHERS. 
          BECAUSE SOME, YOU KNOW, LIKE SOMEBODY MENTIONED EARLIER, SOME OF THE TEACHERS, GEN ED TEACHERS EXPECT THESE KIDS TO DO VERY HIGH, BUT WE KNOW THE LIMITATIONS THAT THEY HAVE. 
          SO WE, WE ARE THE MEDIATORS BETWEEN THE TEACHERS AND THE STUDENTS, BECAUSE SOME STUDENTS DON'T WANNA SAY ANYTHING AND RATHER JUST TAKE, YOU KNOW, THE LOW GRADE. 
          BUT, YOU KNOW, I FEEL LIKE GIVING THE INSIGHT WE CAN COMMUNICATE WITH TEACHERS AND EXPLAIN, HEY, HOW ABOUT WE DO THESE? YOU KNOW, SO I THINK THAT THAT'S THE UNIQUENESS THAT I CAN BRING. 
          HELLO, MY NAME'S KENYA MARIA PINEDA. 
          I USE THE IN THEM PRONOUNS. 
          I AM A VERY PROUD PRODUCT OF L-A-U-S-D-K THROUGH 12. 
          I AM THE DAUGHTER OF AN L-A-U-S-D SPECIAL EDUCATOR, 
          [00:25:01]
AND I AM A RESOURCE SPECIALIST TEACHER AT A MIDDLE SCHOOL WITH THREE MAGNET PROGRAMS. UM, I BRING THE PERSPECTIVE OF AN EDUCATOR WHO WORKS WITH STUDENTS WITH DIVERSE NEEDS, WHICH CONSTANTLY REQUIRES ME TO ADAPT INSTRUCTION, ADVOCATE FOR SUPPORTS, AND COLLABORATE WITH TEACHERS, FAMILIES, SPECIALISTS, SCHOOL MEMBERS. 
          UM, I'M DEEPLY COMMITTED TO BUILDING TRUSTING RELATIONSHIPS WITH THE FAMILIES AND THE BROADER COMMUNITY AT MY SCHOOL SITE. 
          UM, AND I DO TRULY BELIEVE THAT WHEN FAMILIES FEEL VALUED, THEN STUDENTS CAN THRIVE. 
          I HOPE TO USE THIS LENS TO BE ABLE TO STRENGTHEN THE COMMUNICATION AND CONNECTIONS BETWEEN THE DISTRICT, THE FAMILIES, THE STUDENTS, AND OUR SCHOOLS. 
          WOW. 
          ALRIGHT. 
          DID WE GET EVERYONE? AND THEN THERE'S OTHER FOLKS IN THE BACK WHO ARE STAFF MEMBERS, UH, FROM OUR OFFICES, SO THEY'RE IN THERE AS WELL. 
          AND, UM, BUT THANK YOU ALL, MY GOD, WHAT AMAZING FOLKS WE HAVE HERE WHO HAVE SO MUCH EXPERIENCE, PERSONAL EXPERIENCE, PROFESSIONAL EXPERIENCE. 
          AND I THINK THAT IS ALL VERY VALUABLE BECAUSE THAT IS WHAT WE NEED, RIGHT? IN ORDER TO DO THINGS RIGHT, WE NEED TO HEAR FROM FOLKS WHO ARE PRACTITIONERS AND WHO ARE EXPERIENCING WHAT WE ARE PUTTING OUT THERE. 
          SO I'M VERY EXCITED TO HAVE ALL OF YOU HERE WITH YOUR IDEAS AND, UM, AND LOOKING FORWARD TO WHAT WE BUILD TOGETHER. 
          UM, SO TODAY WE'RE GONNA HEAR FROM THE DIVISION OF SPECIAL EDUCATION AND TO OUR COMMITTEE MEMBERS, WE WILL HAVE PAUSES BETWEEN THE PRESENTATION FOR QUESTIONS AND ANSWERS. 
          SO PLEASE JOT DOWN YOUR THOUGHTS AS YOU ARE LISTENING SO THAT YOU CAN, UH, BE READY TO ASK SOME QUESTIONS WHEN THEY COME UP. 
          UM, BUT I WANNA THANK THE DIVISION OF SPECIAL EDUCATION AND THE BOARD SECRETARIAT'S OFFICE FOR HELPING PRODUCE THESE WONDERFUL PRESENTATIONS RIGHT HERE, THAT YOU ALL HAVE ALL THE MATERIALS AND GETTING THEM OUT TO FOLKS. 
          I WANNA THANK OUR TRANSLATING, UH, SERVICES FOR, UH, PROVIDING TRANSLATION TODAY. 
          AND 
          [II.1.	Revisiting the Listen and Learn Campaign]
I'D LIKE TO GO AHEAD AND INVITE ALICIA HAAS, OUR ADMINISTRATOR OF INSTRUCTION, DIVISION OF SPECIAL EDUCATION. 
          ALRIGHT, GOOD AFTERNOON. 
          I REALLY WANNA START BY THANKING BOARD MEMBER GRIEGO FOR YOUR QUESTION. 
          UM, IT REALLY GAVE US ALL THE OPPORTUNITY TO UNDERSTAND EACH OTHER A LITTLE BIT BETTER AND THE BACKGROUND THAT WE ALL BRING TO THE TABLE. 
          I'M EXCITED THAT, UM, AS YOU WERE ALL SPEAKING, I WAS TAKING NOTES. 
          UM, IN CASE YOU'RE NOT AWARE, WE HAVE, UM, AS WE HAVE SEVERAL MEMBERS OF OUR COMMITTEE WHO ARE ENGAGED AND WORKING IN SUPPORTING OUR DEAF EDUCATION PROGRAM, UM, DR. 
          OR, UH, BOARD MEMBER GREGGO REFERRED TO HOW OUR DEAF EDUCATION PROGRAM IS NOW WITH DSE INSTRUCTION. 
          SO THAT MEANS THAT WITHIN THE WORK THAT I DO ON A DAILY BASIS, I'M WORKING WITH OUR DEAF EDUCATION PROGRAM DIRECTLY TO SUPPORT THOSE PROGRAMS, THOSE STUDENTS, THOSE FAMILIES. 
          AND I'M REALLY EXCITED ABOUT THE THINGS THAT WE HAVE COMING UP THROUGHOUT THIS SCHOOL YEAR, UM, TO HIGHLIGHT AND SUPPORT AND SERVE OUR STUDENTS WITH VARYING LEVELS OF HEARING. 
          I ALSO HEARD THINGS ABOUT ENGAGING PARENTS AND ABOUT PARAPROFESSIONALS AND TRAINING AND LEARNING OPPORTUNITIES, GENERAL EDUCATION, LEARNING OPPORTUNITIES. 
          AND I'M REALLY EXCITED BECAUSE THAT'S WHAT WE'RE HERE TO TALK ABOUT TODAY. 
          SO WE'RE GONNA BE ABLE TO SHARE EXAMPLES OF SOME OF THOSE THINGS THAT WE HAVE GOING ON THIS SCHOOL YEAR. 
          UM, BUT BEFORE WE GET THERE, I WANNA START AND JUST SORT OF GROUND US IN THE WORK. 
          IS THERE A OH, YES. 
          OKAY. 
          ALRIGHT. 
          OKAY. 
          SO FIRST OF ALL, WE ALWAYS WANNA START WITH CELEBRATIONS AND HIGHLIGHTS. 
          SO I JUST WANTED TO START AND SHARE THAT EVEN THOUGH WE ARE AT SEPTEMBER 24TH, UM, WE STILL ARE VERY EARLY IN OUR SCHOOL YEAR, AND I WANT TO JUST EXPRESS GRATITUDE TO ALL OF OUR SERVICE STAFF, ALL OF OUR TEACHERS, ALL OF OUR PARAPROFESSIONALS, OUR FAMILIES, OUR STUDENTS, OUR ADMINISTRATORS, EVERYBODY WHO MADE OUR SCHOOL OPENING SUCH A WONDERFUL OPPORTUNITY FOR OUR STUDENTS. 
          WE CELEBRATED THAT WORK IN ALL OF OUR REGIONS THROUGH OUR SOCIAL MEDIA. 
          SO IF YOU DON'T ALREADY FOLLOW US AT AT L-A-U-S-D SPED, WE ENCOURAGE YOU TO, BECAUSE THAT'S WHERE WE ARE HIGHLIGHTING AND CELEBRATING SOME OF THE WORK OF OUR SCHOOLS. 
          ANOTHER HIGHLIGHT THAT I WANTED TO SHARE, AND WE'RE GONNA TALK MORE ABOUT THIS IN DETAIL A LITTLE BIT LATER, IS THAT WE'VE STARTED, LAST YEAR, WE TALKED TO YOU A LITTLE BIT ABOUT OUR PARAPROFESSIONAL PLANS, UH, TRAINING FOR THEM. 
          WE TALKED ABOUT HAVING IN-PERSON COHORTS OF TRAINING OPPORTUNITIES, TWO-DAY IN-PERSON MEETINGS WHERE THEY WOULD LEARN STRATEGIES ABOUT BEHAVIOR AND SUPPORTING BEHAVIOR, BUT ALSO STRATEGIES ON HELPING OUR STUDENTS THROUGHOUT THE SCHOOL DAY WITH VARYING NEEDS IN VARYING AREAS. 
          SO WE'VE STARTED THOSE COHORTS THROUGH, WE'VE HAD A GREAT SUCCESS SO FAR, UM, AND WE ARE DOING THAT MONTHLY. 
          SO WE'LL TALK A LITTLE BIT MORE ABOUT THAT LATELY AND SOME OTHER OPPORTUNITIES WE HAVE FOR 
          [00:30:01]
OUR PARAPROFESSIONALS. 
          ALL RIGHT, SO LAST YEAR WE ENDED OUR YEAR, UH, TALKING ABOUT THE LISTEN AND LEARN CAMPAIGN. 
          AND THE LISTEN AND LEARN CAMPAIGN WAS AN INCREDIBLY VALUABLE OPPORTUNITY FOR US TO GET FEEDBACK AND INPUT FROM OUR FAMILIES, OUR TEACHERS, OUR ADMINISTRATORS, OUR PARAPROFESSIONALS, OUR STUDENTS. 
          WE ASKED FOR INPUT THROUGH FOCUS GROUPS AND THROUGH SURVEYS TO GATHER INFORMATION AS FAR AS WHAT WAS WORKING, WHAT COULD WE BE DOING BETTER, AND WHAT SUGGESTIONS MIGHT SOMEBODY HAVE IN ORDER FOR US TO IMPROVE OUR PRACTICE. 
          UM, AND SO I WANNA JUST POINT OUT THAT THE COMPLETE REPORT, WHICH YOU CAN SEE THE, THE IMAGE OF HERE IS LOCATED ON OUR DIVISION OF SPECIAL EDUCATION WEBSITE. 
          YOU CAN ALSO ACCESS IT THROUGH THAT QR CODE DIRECTLY. 
          AS I'M SURE YOU'RE ALL AWARE, UM, WITHIN LOS ANGELES UNIFIED, WE HAVE A DRIVING FORCE, WE HAVE A STRATEGIC PLAN, AND ALL OF THE WORK WE DO IN ALL OF OUR DEPARTMENTS ALIGNS ITSELF TO SUPERINTENDENT CARLO'S PLAN FOR US, WE'VE BEEN SEEING THE FRUITS OF OUR LABOR. 
          WE'VE BEEN SEEING THE SUCCESSES THAT OUR STUDENTS WITHIN LOS ANGELES UNIFIED HAVE HAD. 
          UM, BUT THE WORK CONTINUES. 
          AND SO, DR. 
          UM, I'M SORRY, SUPERINTENDENT CARVALLO IDENTIFIED THESE PILLARS AND PRIORITIES FOR US TO ALIGN ALL OF OUR WORK TO WITHIN THE DIVISION OF SPECIAL EDUCATION. 
          WE ALSO IDENTIFIED PRIORITIES. 
          WE RECOGNIZE FOUR KEY COMPONENTS TO THE WORK THAT WE DO EVERY DAY. 
          INSTRUCTION, SUBSTANTIAL COMPLIANCE, OPERATIONS, AND ENGAGEMENT AND COMMUNICATION. 
          WITHOUT ALL FOUR OF THOSE PIECES, WE CANNOT BE SUCCESSFUL IF WE DON'T HAVE STRONG INSTRUCTION IN OUR CLASSROOMS. OUR STUDENTS ARE NOT SERVED. 
          IF WE ARE NOT MEETING OUR COMPLIANCE OPPORTUNITIES AND EXPECTATIONS AND MANDATES TO ENSURE STUDENTS GET SERVICES IN A TIMELY MANNER. 
          WE ARE NOT MEETING THE NEEDS OF OUR STUDENTS IF WE DON'T ENSURE THAT WE HAVE OPERATIONS WHERE WE HAVE PROGRAMS FOR STUDENTS TO ATTEND, SERVICES AND SUPPORTS FOR STUDENTS TO ACCESS. 
          WE ARE NOT SERVING STUDENTS. 
          AND MOST OF ALL, IF WE DON'T HAVE ENGAGEMENT AND COMMUNICATION WITH OUR STAFF AND OUR FAMILIES, WE ARE NOT PROPERLY SERVING STUDENTS. 
          AND SO, THANK YOU MS. SCOTT, FOR BRINGING THAT FORWARD, THE IMPORTANCE OF THAT. 
          AND SO WHAT YOU SEE ON THE SLIDE ARE THOSE FOUR BUCKETS AND AROUND THEM YOU SEE WHAT OUR PRIORITIES ARE, WHAT OUR STRATEGIES ARE TO MEET THOSE NEEDS. 
          AND SO ALL OF THE WORK WE DO IS ALIGNED TO THAT, WHICH IN TURN IS ALIGNED TO THE L-A-U-S-D STRATEGIC PLAN. 
          SO ON THE LEFT SIDE OF THE SLIDE, YOU'LL SEE THE FOUR COLORS. 
          THOSE ARE OUR DIVISION OF SPECIAL EDUCATION PRIORITIES THAT I JUST SPOKE OF. 
          OUR INSTRUCTION, SUBSTANTIAL COMPLIANCE, ENGAGEMENT, AND COMMUNICATION AND OPERATIONS. 
          AND IT SHOWS YOU THE ALIGNMENT TO THE LOS ANGELES UNIFIED SCHOOL DISTRICT'S STRATEGIC PLAN. 
          AND THAT IS AN IMPORTANT ALIGNMENT BECAUSE AS WE GO THROUGH THE PRESENTATION TODAY, WE'RE GONNA BE HIGHLIGHTING WHERE THE ITEMS THAT WE'RE DISCUSSING ARE ALIGNED TO THE STRATEGIC PLAN. 
          OKAY? SO THIS MAY LOOK FAMILIAR TO YOU. 
          MY QUESTION, HOLD ON ONE SECOND FOR MY TEAM, HOW AM I GONNA HIGHLIGHT? OKAY, SORRY, I'M NOT A TECH WIZARD, SO I APPRECIATE THE SUPPORT OF MY TEAM. 
          SO WHEN YOU LOOK AT THE DOCUMENT ON OUR WEBSITE THAT YOU MAY RECALL SEEING THIS PREVIOUSLY, UM, WE HAVE THIS STRUCTURE IN OUR ACTION PLAN FOR EACH OF THOSE PILLARS WHERE WE TALK ABOUT EMERGENT THEMES. 
          WE TALK ABOUT WHAT DID WE DO CURRENTLY WHEN WE WROTE THIS LAST YEAR, WHAT ACTIONS DID WE COMMIT TO IN RESPONSE TO THOSE EMERGENT THEMES? AND WE MIGHT HAVE TO LOOK AT OUR CURRENT PRACTICES TO IDENTIFY THINGS WE WANTED TO TWEAK OR TWIST. 
          WE ALSO THOUGHT ABOUT THE FEEDBACK THAT WE RECEIVED, THE SUGGESTIONS WE, WE RECEIVED THROUGH THE LISTEN AND LEARN CAMPAIGN. 
          AND WE IDENTIFIED SPECIFIC ACTIONS THAT WE WERE GOING TO ALIGN TO EACH OF THESE PILLARS. 
          AND THEN FINALLY, WE IDENTIFIED A MEASURE OF SUCCESS THAT WE INTEND TO MEET BY JUNE OF 2027 IN THIS PARTICULAR AREA. 
          AND WE HAVE ONE OF THESE PAGES IN THAT GUIDE FOR EACH OF THE AREAS. 
          SO WHEN YOU LOOK THROUGH THE LISTEN AND LEARN ACTION, UH, LISTEN AND LEARN CAMPAIGN ACTION STEP SUMMARY, YOU WILL SEE PAGES THAT LOOK LIKE THIS FOR EACH OF THE PILLARS. 
          AND THESE, THESE CONSISTENT PIECES LAID OUT. 
          WE MADE A COMMITMENT. 
          DR. SOTO STOOD BEFORE YOU AND MADE A COMMITMENT LAST YEAR TO BE ABLE TO REPORT BACK TO YOU ON THE PROGRESS THAT WE WERE MAKING. 
          THAT WE WERE NOT PUTTING THINGS JUST ON PAPER. 
          WE WANTED THINGS TO COME OFF OF THE PAPER. 
          AND WE WANTED TO NOT ONLY HOLD OURSELVES ACCOUNTABLE, BUT WE UNDERSTAND THAT THIS COMMITTEE WILL HOLD US ACCOUNTABLE. 
          WE UNDERSTAND THAT DR. ESTRADA, OUR DEPUTY SUPERINTENDENT OF INSTRUCTION, WILL HOLD US ACCOUNTABLE. 
          AND WE CERTAINLY UNDERSTAND THAT SUPERINTENDENT CARVALLO WILL HOLD US ACCOUNTABLE. 
          AND SO WE DESIGNED A TRACKING SYSTEM THAT WE USE INTERNALLY TO BE ABLE TO ENSURE THAT THERE'S NOTHING THAT GETS MISSED. 
          THERE'S NOTHING THAT GETS DROPPED OFF, THAT EVERYTHING IS MONITORED, EVERYTHING IS RECORDED, AND EVERYTHING IS FOLLOWED UP ON. 
          SO WE WILL, AT SUBSEQUENT SPECIAL EDUCATION MEETINGS, COMMITTEE MEETINGS 
          [00:35:01]
BE REPORTING OUT TO YOU ON THE STATUS OF WHERE WE ARE WITH THOSE ACTION STEPS TODAY, BECAUSE WE ARE AT THE BEGINNING OF OUR SCHOOL YEAR, WE WANTED TO START BY REALLY FOCUSING ON WHAT ARE WE DOING AROUND PROFESSIONAL DEVELOPMENT AND PROVIDING LEARNING OPPORTUNITIES FOR OUR FAMILIES. 
          I HEARD ONE OF OUR PARENTS TALKING ABOUT JUST NOW THE NEED FOR ADDITIONAL TRAINING AND WORKSHOP FOR PARENTS TO BETTER UNDERSTAND THE IEP PROCESS. 
          WE LIKE TO CALL THAT DEMYSTIFYING THE IEP. 
          SO I WANTED TO CALL OUT THAT YOU'LL SEE IN JUST A FEW MINUTES. 
          THAT IS ONE OF THE OPPORTUNITIES THAT WE HAVE FOR FAMILIES THAT WILL BE PROVIDED IN A MULTITUDE OF SETTINGS THROUGHOUT THE SCHOOL YEAR. 
          SO WE REALLY DO WANT OUR PARENTS TO BE ENGAGED WITH US AS PARTNERS. 
          WE WANT OUR STAFF TO FEEL CONFIDENT AND COMPETENT TO SERVE THE STUDENTS. 
          AND IN ORDER TO DO THAT, WE NEED TO MAKE SURE THAT WE ARE PROVIDING THOSE LEARNING OPPORTUNITIES FOR ALL OF OUR STAKEHOLDERS. 
          SO AS WE GO THROUGH TODAY AND OUR PRESENTATION TODAY, YOU'LL NOTICE THAT ALL OF THE TOPICS THAT WE'RE GOING TO BE TALKING ABOUT IN THIS PARTICULAR SECTION OF THE MEETING WILL BE FOCUSED ON THOSE LEARNING OPPORTUNITIES. 
          WE WANNA ENSURE THAT OUR STAFF AND OUR FAMILIES ARE AWARE FROM THE VERY BEGINNING OF THE SCHOOL YEAR, THE OPPORTUNITIES THAT WE CAN AFFORD FOR THEM. 
          OKAY? ALRIGHT. 
          SO WITH THAT, I WOULD LIKE TO BRING UP TWO OF MY INSTRUCTIONAL SPECIALISTS. 
          THEY ARE PHENOMENAL STAFF THAT WORK DILIGENTLY TO MAKE SURE THAT OUR TEACHERS HAVE WHAT THEY NEED. 
          THEY DESIGNED SO MUCH OF OUR TRAINING. 
          UM, AND SO I'D LIKE TO INTRODUCE JOYCE RADCLIFFE AND ADRIAN ARIAS. 
          YOU, ALICIA. 
          OKAY. 
          SO WE ARE NOW GONNA TAKE A DEEPER DIVE ON HOW WE ARE ADDRESSING THE LISTEN AND LEARN CAMPAIGN ACTION ITEMS. , MM-HMM . 
          WE WILL BEGIN BY DISCUSSING HOW WE ARE ENGAGING AND COLLABORATING WITH COMMUNITY MEMBERS AND PARENTS WHEN WE REVIEW THE LISTEN AND LEARN CAMPAIGN COMMUNITY FEEDBACK. 
          THESE WERE THE EMERGENT THEMES THAT WE NOTICED RELATED TO THE LUSD STRATEGIC PLAN. 
          PILLAR THREE, ENGAGEMENT AND COLLABORATION. 
          DEVELOP TOOLS TO SUPPORT FAMILIES TO BETTER NAVIGATE THE SPECIAL EDUCATION SYSTEM AND RESOURCES. 
          BOLSTER WORKSHOP AND COLLABORATION OPPORTUNITIES FOR FAMILIES AND WORKSHOPS FOR FAMILIES TO BETTER UNDERSTAND THE IEP PROCESS. 
          SORRY ABOUT THAT. 
          OKAY. 
          OKAY. 
          ALL RIGHT. 
          SO IN RESPONSE TO THE THEMES WE HEARD ABOUT ENGAGEMENT AND COLLABORATION, THESE ARE THE ACTION STEPS THAT WE IDENTIFIED. 
          ORGANIZE WORKSHOPS FOR FAMILIES, FOCUSED ON STRATEGIES TO SUPPORT THEIR CHILD EDUCATIONAL NEEDS AT HOME, EXPAND COLLABORATION AND PROFESSIONAL AND COMMUNITY ORGANIZATIONS TO OFFER WORKSHOPS FOR PARENTS AND STAFF FOCUSED ON SUPPORTING STUDENTS WITH DISABILITIES IN THE LEAST RESTRICTIVE ENVIRONMENT, AND SURVEY FAMILIES TO DETERMINE TOPICS OF INTEREST FOR ADDITIONAL PARENT INFORMATIONAL SESSIONS. 
          OH, OKAY. 
          SO WE WILL NOW REVIEW OUR PARENT LEARNING OPPORTUNITIES FOR THE 25 26 SCHOOL YEAR BASED ON THE ACTION STEPS THAT I JUST SHARED. 
          WE'RE EXCITED TO CONTINUE THE SPECIAL EDUCATION REGION AMBASSADOR MEETINGS THIS YEAR. 
          UH, THESE MEETINGS ARE OFFERED IN PERSON, UM, AS A HYBRID FORMAT. 
          SO IT'S IN PERSON AND VIRTUAL. 
          SO THE PARENTS HAVE AN OPTION TO ATTEND EITHER WAY, AND THEY'RE HELD AT EACH REGION. 
          THE TOPICS FOR THIS SCHOOL YEAR INCLUDE EARLY CHILDHOOD SPECIAL EDUCATION PROGRAMS, OVERVIEW, HELPING YOUR CHILD THRIVE, SUPPORTING WITH INSTRUCTION AT HOME, AND PREVENTING AND RESPONDING TO BEHAVIORS IN THE HOME SETTING. 
          WE ALSO OFFER VIRTUAL WORKSHOPS FOR OUR PARENTS HELD, AND THESE ARE HAULED EVERY OTHER MONTH. 
          THESE SESSIONS COVER A WIDE RANGE OF TOPICS ALL DESIGNED TO PROVIDE FAMILIES WITH INFORMATION, STRATEGIES, AND RESOURCES TO SUPPORT THEIR CHILD'S LEARNING. 
          TOPICS FOR THESE SESSIONS INCLUDE EMPOWERING FAMILIES DURING THE IEP PROCESS, THE POWER OF BELONGING, LEARNING MORE ABOUT INCLUSIVE OPPORTUNITIES, EXECUTIVE FUNCTIONING. 
          THIS SESSION WILL HELP PARENTS GAIN EFFECTIVE STRATEGIES TO SUPPORT THEIR CHILD WITH ORGANIZATION TIME MANAGEMENT, FOLLOWING MULTI-STEP DIRECTIONS AND MAINTAINING FOCUS, NAVIGATING SPECIAL EDUCATION TOGETHER. 
          THIS SESSION REVIEWS COMMUNITY AND DISTRICT RESOURCES WITH PARENTS AND SUPPORTING STUDENT MENTAL HEALTH. 
          [00:40:04]
IN ADDITION TO THAT, WE ALSO HAVE ASYNCHRONOUS PARENT WORKSHOPS, AND PARENTS ARE ABLE TO ACCESS THIS AT ANY TIME ON THE DIVISION OF SPECIAL EDUCATION LESD WEBSITE. 
          AND THE TOPICS INCLUDE INCREASING INCLUSIVE PRACTICES, OVERVIEW, DYSLEXIA OVERVIEW, UNIVERSAL DESIGN FOR LEARNING AND POWER OF PLAY. 
          I JUST WANTED TO ADD THE, AND I WANTED TO ADD, IT'S NOT ON, UM, THE SLIDE DECK, BUT WE DO HAVE THE INFORMATION SESSIONS FOR DIPLOMAS FOR STUDENTS ON THE MODIFIED CORE CURRICULUM. 
          UM, SO THOSE ARE, UH, ANOTHER RESOURCE THAT PARENTS HAVE TO FIND OUT MORE ABOUT EARNING A DIPLOMA WHILE BEING ON THE MODIFIED CORE. 
          OKAY. 
          SO LET'S TAKE A CLOSER LOOK AT THE LUSD DIVISION OF SPECIAL EDUCATION WEBSITE. 
          AS YOU SEE HERE, THERE'S A WIDE VARIETY OF RESOURCES AVAILABLE TO PARENTS. 
          UM, INCLUDED ON THIS PAGE ARE THE FEATURED GUIDES, THE I-E-P-N-U-A PARENTS GUIDE TO SPECIAL EDUCATION, AND THE ITPN YOU. 
          AND ALSO INCLUDED ON THIS PAGE IS UNDERSTANDING THE PROCESS. 
          AND WHEN YOU CLICK ON THOSE BLUE BAR, THAT BLUE BAR INFORMATION WILL GENERATE, OKAY? AND THIS IS A CONTINUATION OF THE WEBSITE. 
          UM, YOU HAVE QUITE A FEW OPTIONS HERE. 
          AS YOU SEE, WE HAVE PARENT WORKSHOP, LIBRARY DISPUTE RESOLUTION, AND LEARNING AND WELLBEING RESOURCES. 
          UM, ONCE AGAIN, WHEN YOU CLICK THE BLUE BARS, IT GENERATES INFORMATION FOR THE PARENT WORKSHOP LIBRARY. 
          WHEN YOU CLICK ON THE BLUE BAR IN THAT AREA, THEY HAVE, UM, RECORDINGS OF THOSE SESSIONS IN BOTH ENGLISH AND SPANISH FOR PARENTS TO ACCESS. 
          OKAY. 
          AND TO WRAP UP THE PARENT LEARNING OPPORTUNITIES PORTION OF TODAY'S PRESENTATION, WE INVITE YOU ALL TO COMPLETE OUR FAMILY WORKSHOP SURVEY SO YOU CAN ACCESS IT BY SCANNING THE QR CODE. 
          UM, THIS IS YOUR CHANCE TO SHARE THE TOPICS THAT YOU'RE MOST INTERESTED IN, AND YOUR INPUT REALLY DOES HELP US DESIGN THESE PARENT WORKSHOPS, UH, THAT BEST MEET ALL OUR PARENTS' NEEDS. 
          WE WILL BE PROMOTING THIS, UH, SURVEY THROUGHOUT THE SCHOOL YEAR ON OUR SOCIAL MEDIA AND OUR SCHOOLOGY PAGE, UM, TO GATHER THAT ONGOING FEEDBACK THROUGHOUT THE SCHOOL YEAR. 
          THANK YOU. 
          ALL RIGHT. 
          THANK YOU. 
          THANK YOU VERY MUCH. 
          SO WE'RE GONNA TAKE A MOMENT BECAUSE THAT WAS A, A QUITE A BIT OF INFORMATION. 
          SO APPRECIATE YOU FOR SHARING ALL OF THAT WITH US. 
          AND WE COULD ASK SOME QUESTIONS AT THIS POINT OF THEM, IF YOU HAVE ANY QUESTIONS REGARDING WHAT THEY SHARED, OR, I WOULD ENCOURAGE YOU TO THINK ABOUT THOSE QUESTIONS THAT WE HAVE POSTED, OR THEY'RE ALSO IN YOUR, IN YOUR POWERPOINT PRESENTATION THAT YOU HAVE. 
          SO TO SHARE IDEAS AS TO WHAT STRATEGIES AND TOOLS CAN THE DIVISION UTILIZE TO PRIORITIZE SUPPORTING PARENTS TO FEEL BOTH HEARD AND RESPONDED TO DURING THESE WORKSHOPS. 
          RIGHT. 
          WE KNOW THAT THE WORKSHOPS ARE HAPPENING, THE TOPIC IS THERE, THE PRESENTATIONS ARE DONE, BUT HOW DO WE HELP PEOPLE FEEL HEARD DURING THESE WORKSHOPS? AND THE SECOND ONE IS, HOW CAN THE DIVISION OF SPECIAL ED CULTIVATE AND SUPPORT PARENT LEADERS WHO CAN SERVE AS AMBASSADORS TO HELP INFORM AND CONNECT OTHER FAMILIES WITH AVAILABLE OPPORTUNITIES AND RESOURCES, RIGHT? HOW CAN WE DO THAT? BECAUSE EVERYBODY HERE COULD BE AN AMBASSADOR, REALLY, RIGHT? BUT HOW DO WE MAKE THAT HAPPEN? UM, SO I'M GONNA OPEN UP THE FLOOR FOR ANY, WE'RE GONNA PROBABLY DO ONLY LEMME SEE WHAT IS THE AGENDA SAY FOR PROBABLY ABOUT FIVE OR FIVE MINUTES. 
          SO I KNOW IT'S GOTTA BE QUICK. 
          SORRY. 
          UM, YES. 
          UM, 80. 
          AND THEN ANYBODY ELSE? TAMELA, TAMALA, TAMALA, TAMELA AND BRENDA, IT'S GONNA TAKE ME A MINUTE. 
          OKAY, GO AHEAD. 
          OKAY. 
          I HAVE THREE THINGS. 
          THE FIRST HAS TO DO WITH ACCESS. 
          AS YOU KNOW, THEY'RE AN A SL INTERPRETER HERE, AND THERE'S A TEAM OF ONE. 
          SO I WAS WONDERING IF SOMEBODY HAS SOME INFORMATION ABOUT THE SECOND A SL INTERPRETER, SO THAT WAY THE PRIMARY INTERPRETER DOES NOT HAVE TO WORK SO HARD TO EXPRESS THEMSELVES, AND IT SHOULD BE A TEAM. 
          SO MAYBE SOMEBODY CAN MULTITASK AND FIGURE THAT OUT. 
          UM, I HAVE TWO POINTS. 
          ONE WOULD THE GRAPH WITH THE BUCKETS, AND AS ALICIA HOUSE SAID THAT WE NEED ALL FOUR THE BUCKETS TO BE SUCCESSFUL. 
          AND THAT WAS INSTRUCTION, UH, COMPLIANCE, OPERATION, ENGAGEMENT AND COMMUNICATION. 
          I KNOW THAT WE CAN'T LIST THE DETAILS OF IT, BUT I THINK IT'S IMPORTANT THAT WE GET A SENSE OF WHAT ARE THE GENERAL PRINCIPLES THAT GUIDE THESE AREAS, 
          [00:45:01]
AND ESPECIALLY REGARDING PROGRAM SUPPORT. 
          WHO DETERMINED THE LEVEL OF SUPPORT FOR A PROGRAM THAT IT REQUIRES? IS IT BY THE NUMBER OF STUDENTS, OR IS IT BASED ON THE PROGRAM NEED OR THE STUDENT'S NEED? IS THAT SUPPORT FISCAL OR THE SYSTEM? AND HOW DO WE HAVE THE STAFF TO MAINTAIN AND IMPROVE OUR PROGRAMS? OKAY. 
          SO AS FAR AS DECISIONS ABOUT SERVICES AND SUPPORTS, THAT IS ALWAYS THE CALL OF THE IEP TEAM. 
          SO THAT ISN'T A FISCAL DECISION, IT ISN'T A CENTRAL DECISION. 
          THAT IS A DECISION THAT AN IEP TEAM MAKES BASED ON DATA THAT'S UNIQUE FOR THAT STUDENT. 
          SO AN IEP TEAM DETERMINES WHAT DOES A STUDENT NEED AS FAR AS ACCESS, AND THEN THAT IS WHAT IS WRITTEN INTO THE IEP. 
          AND THEN THAT BECOMES THE RESPONSIBILITY OF THE DISTRICT TO PROVIDE. 
          SO THAT'S THE FIRST THING THAT I WANNA CLARIFY ABOUT THAT. 
          UM, THE SECOND THING THAT I WANTED TO CLARIFY ABOUT THAT IS, AS FAR AS WHAT ARE THE AREAS OF FOCUS, IF YOU LOOK AGAIN AT THIS GRAPHIC, YOU'LL SEE THAT OUTSIDE OF EACH OF THOSE FOUR QUADRANTS OF THAT CIRCLE, UM, THOSE ARE THE, THE STRATEGIES THAT WE ARE USING TO HELP GUIDE OUR WORK IN THOSE PARTICULAR AREAS. 
          THEY'RE NOT EXHAUSTIVE, THEY'RE NOT THE ONLY ONES, BUT THOSE ARE THE DRIVERS OF THE WORK. 
          SO WHEN WE'RE LOOKING AT INSTRUCTION, WE ALWAYS WANNA BE LOOKING AT INCLUSIVE OPPORTUNITIES AS APPROPRIATE. 
          WE ALWAYS WANNA BE LOOKING AT HIGH EXPECTATIONS AND DIFFERENTIATION. 
          WHEN WE'RE LOOKING AT ENGAGEMENT, WE HAVE OUR PARENT WORKSHOPS THAT WE WANNA LEVERAGE. 
          WE WANNA LEVERAGE OUR AMBASSADOR PROGRAM, AND WE WANNA LEVERAGE OUR FAMILY ACADEMIES. 
          UM, SO EACH OF THE, AS YOU LOOK AT THE OUTSIDE OF IT, YOU'LL SEE THE SORT OF THE DRIVERS OF THAT WORK. 
          AND I'M SORRY, AMY, CAN YOU REPEAT THE THIRD QUESTION YOU HAD? THERE WASN'T A THIRD QUESTION. 
          I HAVEN'T DONE THAT ONE YET. 
          OH, OKAY. 
          I'M SO SORRY. 
          DID I ANSWER YOUR QUESTION? OKAY. 
          SO ON PILLAR THREE, PARENT LEARNING AND OBJECTIVES IS SLIDE 13. 
          UM, BUT MAYBE I MISSED IT, BUT IT TALKED ABOUT, UH, COMMUNITY ORGANIZATIONS THAT L-A-U-S-D IS LOOKING TO PARTNER WITH FOR THE PARENT PARTNERSHIP. 
          DO. 
          WHAT ARE THOSE ORGANIZATIONS AND IS THERE A TIMELINE FOR THE PARENT SURVEY? SO THE TIMELINE FOR THE PARENT SURVEY IS SOMETHING THAT WE'RE KEEPING OPEN THROUGHOUT THE YEAR. 
          UM, WE HAVE A PARTNERSHIP WITH SASE WHERE THOSE, UH, TOPICS FOR OUR REGION AMBASSADOR MEETINGS AND OUR DSE VIRTUAL WORKSHOPS, THOSE ARE DETERMINED NOW FOR THE SCHOOL YEAR. 
          HOWEVER, THAT DOESN'T PRECLUDE US FROM OFFERING ADDITIONAL OPPORTUNITIES OF LEARNING. 
          IT'S JUST FOR THOSE PARTICULAR SESSIONS, THOSE WILL BE THE TOPICS. 
          SO WE ARE ENCOURAGING OUR FAMILIES TO PROVIDE US WITH ADDITIONAL INFORMATION ABOUT ADDITIONAL AREAS OF OPPORTUNITY THAT THEY WOULD LIKE TO LEARN MORE ABOUT SO THAT WE CAN DEVELOP THOSE SESSIONS. 
          SO THOSE MIGHT BE IN PERSON SESSIONS, VIRTUAL RECESSIONS, ASYNCHRONOUS SESSIONS. 
          IT WILL DEPEND ON THE TOPIC AND SORT OF WHAT IT IS AND WHAT IT INVOLVES. 
          UM, BUT WE WILL BE SEEKING THAT INPUT ON AN ONGOING BASIS. 
          YOU'RE GONNA HEAR A LITTLE BIT LATER ABOUT A REGIONAL OPPORTUNITY TO BRING PARENTS TOGETHER AS AN EXTENSION OF OUR LISTEN AND LEARN CAMPAIGN FOR THIS YEAR THROUGH COFFEE WITH SPECIAL EDUCATION. 
          WE'RE GONNA TALK ABOUT THAT A LITTLE BIT LATER ON IN THE PRESENTATION. 
          AND SO YOU'LL HAVE AN OPPORTUNITY TO SEE ANOTHER OPPORTUNITY WHERE WE'RE GONNA BE ENGAGING FAMILIES FOR INPUT AND PARTICIPATION. 
          AS FAR AS COMMUNITY ORGANIZATIONS, WE HAVE MANY, MANY ORGANIZATIONS WE WORK WITH. 
          AND WE CONTINUE TO THRIVE AND STRIVE TO FIND ADDITIONAL ORGANIZATIONS TO WORK WITH. 
          SO WE TAKE AS ORGANIZATIONS APPROACH US OR AS OUR LEADERSHIP. 
          AND BY LEADERSHIP, I DON'T JUST MEAN DR. SOTO AND CHIEF AGUILAR AND DR. ESTRADA, BUT I MEAN, OUR DEPARTMENT LEADS, THOSE ARE OUR LEADERS AS WELL. 
          UM, IN ALL OF THEIR AREAS OF SPECIALTY AS THEY IDENTIFY PARTNERS FOR US TO WORK WITH, WE DO THAT. 
          IN THE PAST, AT THIS VERY COMMITTEE, WE'VE HAD UNIVERSITY PARTNERS, WE'VE HAD SUPPORTING, AT THE TIME IT WAS SUPPORTING INCLUSIVE PRACTICE. 
          NOW IT IS SUPPORTING INNOVATIVE PRACTICE. 
          UM, WE'VE HAD, UM, DIFFERENT ORGANIZATIONS. 
          WE'VE HAD REGIONAL CENTER, UM, WE'VE HAD DEPARTMENT OF REHAB, SO WE HAVE OTHER PARTNERSHIPS IN THE COMMUNITY THAT WE WORK WITH. 
          AND WE'RE ALWAYS LOOKING TO EXPAND THAT. 
          THANK YOU, ALICIA. 
          AND THEN WHEN YOU HAVE A CHANCE, IT WOULD BE GREAT TO SEE A LIST OF THOSE ORGANIZATIONS THAT WE ALREADY ALL SURE. 
          PLEASE. 
          THAT WOULD BE NICE TO HAVE HERE. 
          UM, OKAY. 
          I'M A SL INTERPRETERS, SECOND ONE IS ON THEIR WAY. 
          ALL RIGHT. 
          THANK YOU FOR, UM, UPLIFTING THAT. 
          OKAY. 
          TAMELA. 
          TAMELA. 
          YEAH. 
          THERE WE GO. 
          THANK YOU. 
          OKAY. 
          YOU'RE WELCOME. 
          IT'S OKAY. 
          . 
          UM, SO I LIKE THE WORKSHOPS. 
          I THINK THEY'RE WONDERFUL. 
          UM, OPPORTUNITIES, PARTICULARLY THE ONE SUPPORTING STUDENT MENTAL HEALTH. 
          UM, JUST WONDERING, I KNOW WE'RE STILL KIND OF USING VIRTUAL AS A PLATFORM AND SOMETIMES THAT CAN BE A STRUGGLE. 
          UM, BECAUSE, YOU KNOW, THE PARENTS ALSO NEED A BREAK. 
          UM, THEY COME HOME FROM A LONG DAY, WE PUT 'EM BACK 
          [00:50:01]
ON A ZOOM CALL AND WHERE WE WISH THEY WOULD BE, BUT THEY REALLY CAN'T BECAUSE THEY HAVE TO TAKE CARE. 
          THEY CAN'T SEPARATE THEMSELVES. 
          THEY CAN'T FIND THAT QUIET PLACE. 
          SO I WAS WONDERING, I I'M ALSO THE HOMELESS LIAISON AT MY SCHOOL AND I DO TAP CARDS. 
          UH, SO I WAS WONDERING, IS THERE A WAY THAT MAYBE WE CAN GIVE PARENTS OR FIND A WAY FOR PARENTS TO GET THESE TAP CARDS BECAUSE MAYBE IT WOULD BE A GOOD IDEA FOR THEM TO, TO ALSO TAKE A BREAK AND BE INVOLVED PERSONALLY IN FRONT OF SOMEONE. 
          THAT, THAT PERSONAL HUMAN INTERACTION IS VERY, VERY VALUABLE. 
          THEY GET TO SEE OTHER PARENTS THAT ARE GOING THROUGH SIMILAR THINGS. 
          THEY CAN TALK VERSUS ON, ON ZOOM CALLS. 
          PEOPLE TEND TO NOT BE ENGAGED. 
          IT'S, IT'S DIFFICULT. 
          WE'VE ALL BEEN THERE, SO WE KNOW HOW DIFFICULT THAT CAN BE. 
          UM, MY SECOND QUESTION WAS AS FAR AS THE, OH, I LOST IT. 
          THE OPTIONS OF THE LANGUAGES. 
          THERE'S NO A SLI DO HAVE PARENTS, PARTICULARLY AT MY SCHOOLS. 
          MANY SCHOOLS THAT HAVE BEEN, THE PARENTS THEMSELVES ARE ALSO DEAF. 
          SO THEY DON'T HAVE, THEIR STUDENTS MAYBE HAVE THE ACCESS TO LANGUAGE, BUT THEY DO NOT, IN WHICH CASE THEN THEY'RE NOT INVOLVED AND THEY'RE NOT ENGAGED. 
          SO I WONDER IF THAT'S SOMETHING THAT WE CAN WORK ON. 
          HI AGAIN. 
          SO AS FAR AS OUR IN-PERSON AND ZOOM VIRTUAL MEETINGS, UM, WE DO HAVE A SL INTERPRETATION FOR THOSE. 
          AS FAR AS ANY WRITTEN MATERIALS, UM, WE HAVE, WE CURRENTLY HAVE THE EVERYTHING IN ENGLISH AND SPANISH, WHETHER IT'S A SL, UM, WHETHER IT'S ANOTHER LANGUAGE, WHATEVER IT MAY BE. 
          WE HAVE THE OPPORTUNITY AND THE ABILITY TO CREATE WHATEVER MATERIALS WE NEED TO CREATE THROUGH OUR TRANSLATION UNIT. 
          UM, THERE ARE DELAYS SOMETIMES IN PROVIDING THOSE MATERIALS JUST BECAUSE WE HAVE TO FIND DIFFERENT PROVIDERS WITH A SL, THAT'S CERTAINLY NOT AN ISSUE. 
          UM, BUT WE ARE ALWAYS LOOKING FOR WAYS TO ENGAGE OUR FAMILIES. 
          TO YOUR QUESTION ABOUT THE TAP CARDS, WE CERTAINLY CAN LOOK INTO THAT AND SEE. 
          UM, WE DO FIND THAT, QUITE HONESTLY, WHEN WE HAVE IN-PERSON SESSIONS, THE IN-PERSON SESSIONS ARE NOT AS WIDELY ATTENDED AS OUR VIRTUAL SESSIONS. 
          OUR VIRTUAL SESSIONS TEND TO HAVE QUITE A BIT MORE ATTENDANCE. 
          UM, BUT WE ALWAYS WANNA PROVIDE MULTIPLE OPPORTUNITIES. 
          AND WHEN WE SAY VIRTUAL, THEY ARE LIVE, THEY JUST ARE ON ZOOM. 
          SO WE DO HAVE LIVE FACILITATED CONVERSATIONS, AND THEN WE DO ALSO HAVE ASYNCHRONOUS WHERE THERE IS NOT SOMEBODY'S PARENTS CAN DO IT AT ANY TIME. 
          UM, BUT I HEAR YOU AND WE'LL CERTAINLY SEE IF PERHAPS IF WE WERE TO OFFER SOME SORT OF A TRANSPORTATION OPTION, IF THAT WOULD INCREASE THE PARTICIPATION AT THOSE IN-PERSON MEETINGS. 
          SO WE WILL FOLLOW UP ON THAT. 
          THANK YOU, BRENDA. 
          AND THEN WE'RE GONNA, DOES ANYBODY ELSE? WE, WE CAN ALSO HAVE MORE TIME LATER ON FOR QUESTIONS. 
          BRENDA? UM, I'M GONNA ASSUME THAT THE SURVEYS THAT YOU HAVE ARE, UM, TO GET FEEDBACKS IN REGARDS TO THE TRAINING TOPICS, BUT TRULY, UM, MAYBE ASKING ALSO, UM, EDUCATORS IN THE CLASSROOM, BECAUSE THEY'RE THE ONES, ESPECIALLY IN ELEMENTARY SCHOOL, THEY'RE THE ONES WHO ARE WITH THE PARENTS AND WITH THE STUDENTS, AND THO THEY'RE THE ONES DEALING WITH THE PARENTS, RIGHT. 
          AND REALLY KNOW WHAT THE PARENTS MIGHT REALLY NEED. 
          RIGHT. 
          ALSO MAYBE GETTING STUDENT FEEDBACK, LIKE HIGH SCHOOL STUDENTS, STUDENTS WHO HAVE THE IEPS WHO CAN ARTICULATE, WHO CAN TELL YOU, HEY, THIS IS WORKING IN THE CLASSROOM. 
          THEY ARE IN THE CLASSROOM. 
          THEY CAN TELL YOU THIS IS WORKING. 
          THAT'S NOT WORKING. 
          UM, THE PARAPROFESSIONALS THAT ARE IN THE CLASSROOM THAT COULD TELL YOU WHAT IS WORKING AND WHAT IS NOT WORKING AS WELL. 
          UM, AND TRAINING THE GENERAL ED TEACHERS AS WELL. 
          UM, AND NOT JUST THE SPED TEACHERS. 
          UM, AND SORRY, MAYBE I'M GOING OFF TOPIC HERE. 
          AND, AND IN REGARDS TO THE PARENT RESOURCE, WERE THERE ANY PARENT, WAS THERE ANY PARENT INPUT IN REGARDS TO THAT, PUTTING THAT TOGETHER? THE, UM, WHICH PARENT RESOURCE ARE YOU REFERRING TO? THOSE? YEAH, SO THOSE ARE ALL TRAININGS THAT THOSE PARENT RESOURCES. 
          DO YOU MEAN THE, LET'S SEE, LET ME GO BACK. 
          ARE YOU REFERRING TO, TO THESE? SO WHEN, I GUESS IT'S LIKE THE, IT LOOKS LIKE AN APP, MAYBE THIS, OH, THOSE ARE OUR ACTUAL, THOSE ARE OUR COMPLIANCE, UH, DOCUMENTS THAT TALK ABOUT THE IEP AND YOU PARENTS' RIGHTS PROCEDURAL SAFEGUARDS. 
          OKAY. 
          THOSE ARE ALL BASED ON ED CODE. 
          THOSE ARE THE DOCUMENTS THAT WE HAVE THAT IF YOU'RE A PARENT WHO'S EVER ATTENDED AN IEP, YOU'VE BEEN HANDED THOSE ON MULTIPLE OCCASIONS THAT REVIEW YOUR RIGHTS TO, UM, AGREE, DISAGREE, DISPUTE RESOLUTION, THE PROCESS AS A WHOLE, WHAT YOU SHOULD EXPECT AT AN IEP. 
          THOSE ARE ALL THOSE DOCUMENTS THAT YOU RECEIVE. 
          WE HAVE THEM THERE IN CASE BY CHANCE YOU DON'T HAVE ACCESS TO THEM, UM, AT YOUR FINGERTIPS. 
          WE WANTED TO MAKE SURE THEY WERE AVAILABLE IN A DIGITAL COPY SO THAT THEY'RE AVAILABLE TO YOU AT ANY TIME. 
          A PARENT'S SUPPOSED TO RECEIVE IT AT EVERY IEP MEETING. 
          YES. 
          YOU'RE SUPPOSED TO READ YOUR, RECEIVE YOUR PROCEDURAL SAFEGUARDS AT EVERY IEP. 
          AND WE ALSO HAVE 
          [00:55:01]
THEM DIGITALLY. 
          I CAN TELL YOU I'VE NEVER RECEIVED, I'VE MAYBE RECEIVED THEM MAYBE ONCE. 
          AND MY SON HAS HAD AN IEP SINCE, PROBABLY OFFICIALLY, SINCE PROBABLY SIXTH GRADE. 
          UM, SO ENSURING THAT EVERY SCHOOL OR EVERY PERSON THAT'S FACILITATING THE IEP, THAT THEY ACTUALLY KNOW WHAT THEY'RE DOING. 
          AND FROM MY EXPERIENCE, THE IEPI HAD AN, UM, ADVOCATE GO OVER THE IEP. 
          IT WAS DONE INCORRECTLY. 
          AND SO I HAD TO GO OVER AND GO OVER EVERYTHING. 
          SO, UM, THE IEP TRAINING IS SOMETHING THAT I'D LIKE TO SEE. 
          MAYBE, UM, I KNOW THAT YOU HAVE THE VIRTUALS EVERY OTHER MONTH, BUT MAYBE HAVING SOMETHING WHERE IT'S MONTHLY, SO PARENTS OR SOME KIND OF DOCUMENT. 
          ONE OF THE THINGS THAT WE DO HAVE THAT'S NOT REPRESENTED IN THE SLIDES THAT WE'VE SHOWN YOU IS IN ADDITION TO HAVING IT AT THE, UM, WORKSHOP, WE ALSO HAVE CHARGED ALL OF OUR ASSISTANT PRINCIPALS OVER SPECIAL EDUCATION AT OUR ELEMENTARY SITES TO HOST THAT ONCE A PER SEMESTER FOR THE PARENTS AT THEIR SCHOOL SITES. 
          AND THEN REGIONALLY IT WILL BE HELD, THOSE WILL BE IN PERSON AND THEN REGIONALLY THEY'LL BE HELD ONCE A SEMESTER VIRTUALLY SO THAT PARENTS WHO CAN'T ATTEND AT THEIR RE AT THEIR SCHOOL SITE, THEY CAN ALSO HAVE THE OPTION OF ATTENDING THAT VIRTUALLY LIVELY LIVE FACILITATION. 
          SO WE'RE OFFERING THAT OPPORTUNITY NOT JUST AT THAT ONE WORKSHOP WE'RE OFFERING THAT IT'S ALSO POSTED ON OUR WEBSITE THAT PARENTS CAN REVIEW AT ANY TIME. 
          BUT I AGREE WITH YOU THAT IT'S CRITICAL INFORMATION AND WE NEED TO WALK OUR FAMILIES THROUGH THAT. 
          SO WE'RE OFFERING A MULTITUDE OF WAYS THIS YEAR TO DO THAT. 
          WE HEARD THAT LOUD AND CLEAR IN THE LISTEN AND LEARN CAMPAIGN. 
          UM, AND SO WE REALLY HAVE TAKEN THAT TO HEART TO MAKE SURE THAT, YOU KNOW, AT OUR FUNDAMENTAL BASIC, WE NEED TO MAKE SURE OUR FAMILIES UNDERSTAND THE PROCESS AND UNDERSTAND THEIR RIGHTS. 
          SO WE ARE ON THAT. 
          THANK YOU. 
          THANK YOU. 
          AND I DO REMEMBER DR. SOTO LAST YEAR, YOU ALSO SAID THAT PART OF THE LEARNING WAS TO TEACH AND TO TRAIN EVERYBODY ON CAMPUS SO THAT EVERYBODY ON CAMPUS ALSO IS AWARE OF ALL OF THESE PROCESSES SO THAT WE CAN'T ANYBODY CAN SUPPORT A FAMILY MEMBER. 
          I, I AGREE. 
          I, I WISH ALL THE TOPICS SOUND AMAZING AND I WISH THEY WERE AT THE SCHOOL SITE AS WELL. 
          'CAUSE I THINK THAT'S WHAT I'VE BEEN HEARING FROM PARENTS IS THAT THEY WANT IT AT THE SCHOOL SITE. 
          YES. 
          AND THAT'S WHY WE'RE GOING TO HAVE THAT HAPPEN. 
          WE'RE ALSO WORKING ON A PLAN TO TRAIN OUR PARENT RESOURCE, UM, OH, GOOD COORDINATORS AND NAVIGATORS REPRESENTATIVES, I APOLOGIZE. 
          OUR PARENT CENTER REPRESENTATIVES TO BE ABLE TO HAVE A BASE KNOWLEDGE OF THE IEP PROCESS SO THAT THEY CAN HELP DIRECT PARENTS TO THE APPROPRIATE PROCESS, TO THE APPROPRIATE STAFF. 
          UM, BUT HELPING THEM TO FEEL EMPOWERED TO BE ABLE TO UNDERSTAND THAT PROCESS AS WELL. 
          UM, WE ALSO HAVE DOCUMENTS THAT TALK ABOUT WHAT A PARENT SHOULD DO OR CONSIDER PRIOR TO AN IEP, DURING AN IEP, AFTER AN IEP. 
          SO WE'RE REALLY LOOKING AT HOW CAN WE BOLSTER THAT UNDERSTANDING THAT OUR FAMILIES HAVE. 
          IT'S A VERY COMPLICATED PROCESS. 
          UM, EVEN THOUGH IT'S VERY SIMPLISTIC AT ITS BASE, IT BECOMES VERY COMPLICATED WHEN WE'RE LOOKING AT THE UNIQUE NEEDS OF OUR STUDENTS. 
          AND SO WE HAVE MANY THINGS COMING THIS YEAR TO ADDRESS THAT IN MORE DETAIL. 
          UM, BUT AGAIN, WE'RE ALWAYS OPEN TO FEEDBACK, ESPECIALLY FROM OUR FAMILIES, TO SEE WHAT IS OR ISN'T WORKING. 
          YEAH. 
          IS THE FEEDBACK GONNA BE PART OF THE, ARE THE QUESTIONS IN THIS SURVEY, UH, FEEDBACK QUESTIONS ON HOW THINGS AREN'T BEING ROLLED OUT? NO. 
          THE QUESTIONS IN THIS SURVEY ARE GOING TO BE, WHAT ARE THE TOPICS THAT YOU WOULD LIKE ADDITIONAL LEARNINGS ABOUT? WE HAVE OTHER AVENUES THAT WE'RE GOING TO BE USING TO COLLECT FEEDBACK ON WHAT'S WORKING AND WHAT'S NOT FROM ALL OF OUR STAKEHOLDERS. 
          WE WILL DO THAT. 
          SO LIKE WE DID LAST YEAR WITH THE LISTEN AND LEARN, IT'LL BE A SLIGHTLY SMALLER SCALE BECAUSE WE'RE GOING TO BE DOING IT REGIONALLY THROUGH OUR COFFEE WITH SPECIAL EDUCATION. 
          BUT WE WILL HAVE OPPORTUNITIES FOR SURVEYS LIKE WE DID LAST YEAR FOR ALL OF OUR STAKEHOLDERS, OUR FAMILIES. 
          WE ALSO, UM, OFFERED THAT FOR OUR STUDENTS LAST YEAR. 
          WE'LL CONTINUE TO DO THAT THIS YEAR AS WELL. 
          THANK YOU, DR. 
          SELTO. 
          IT SOUNDS LIKE YOU WANTED TO SAY SOMETHING. 
          I DID. 
          I JUST WANTED TO ECHO WHAT ALICIA SHARED ABOUT THE LISTEN LEARN CAMPAIGN. 
          WE HELD 31 FOCUS GROUPS, UH, PARENTS WERE INVOLVED IN THAT PROCESS. 
          AND THE, THE OPPORTUNITY TO PROVIDE ADDITIONAL TRAINING TO PAR TO PARENTS BUBBLED UP LOUD AND CLEAR. 
          PARENTS HAD CONCERNS ABOUT THE IEP PROCESS. 
          THERE WAS CONCERNS ABOUT, UH, WHAT THEIR ROLE WAS IN THE IEP. 
          SO WE WANTED TO ENSURE THAT WE PROVIDE OPPORTUNITIES FOR OUR PARENTS TO A REALLY HIT ON THE PROCESS OF THE IEP, EMPOWER THEM TO BE AN ACTIVE PARTICIPANT IN THE IP PRO IN THE IP MEETING. 
          SO WE KNEW THAT THOSE WERE THINGS THAT WE NEED TO OFFER MORE THAN ONCE. 
          SO, UH, LIKE ALICIA SAID, WE, WE ARE DEFINITELY ENSURING THAT OUR A PSS HOLD THOSE MEETINGS AT THEIR SCHOOL SITES WITH THEIR OWN SCHOOL COMMUNITY. 
          AND IF PARENTS AREN'T ABLE TO ATTEND THOSE, THEN WE'LL HAVE THE VIRTUAL SESSION, UH, THAT THE REGION IS OFFERING AS WELL. 
          SO AGAIN, WE WANTED TO MAKE SURE THAT WE WERE MEETING OUR PARENTS WHERE THEY WERE AT AND PROVIDING THOSE OPPORTUNITIES. 
          WONDERFUL. 
          OF COURSE, THAT TOOK MORE THAN FIVE MINUTES, BUT , LET'S CONTINUE WITH THE PRESENTATION. 
          ALRIGHT, THANK YOU. 
          AND NOW THAT WE'VE HAD, UM, TIME TO REVIEW OUR PARENT, UM, OPPORTUNITIES, LET'S TAKE A MOMENT TO REVIEW SOME OF THE 
          [01:00:01]
EXCITING OPPORTUNITIES AVAILABLE TO OUR STAFF. 
          NOW THROUGH THE LISTEN AND LEARN CAMPAIGN, WE'VE IDENTIFIED THREE KEY PILLARS FROM LAUS D'S STRATEGIC PLAN WITH STRONG RECURRING THEMES FOR A NEED FOR ADDITIONAL PROFESSIONAL DEVELOPMENT FOR STAFF PROFESSIONAL. 
          NOW, IF WE LOOK AT PILLAR ONE, ACADEMIC EXCELLENCE, WE RECOGNIZE A NEED FOR GREATER CONTIN, UM, CONTINUITY IN THE IMPLEMENTATION OF INSTRUCTIONAL STRATEGIES. 
          THERE WAS ALSO A CLEAR CALL FOR ADDITIONAL TRAININGS FOR SPECIAL EDUCATION AND GENERAL EDUCATION TEACHERS, BOTH IN ACADEMIC AND BEHAVIORAL SUPPORTS. 
          NOW, IF WE LOOK AT PILLAR TWO, JOY AND WELLNESS, THERE IS A CENTRAL THEME THEME HERE, UM, OF THE IMPORTANCE OF EQUIPPING TEACHERS WITH TOOLS TO HELP STUDENTS DEVELOP STRONG SELF-ADVOCACY SKILLS. 
          AND WHEN WE GOT INTO PILLAR FIVE AND INVESTING IN STAFF, THE THEMES THAT EMERGED WERE, UM, A NEED FOR ROBUST COMPREHENSIVE TRAININGS, PARTICULARLY FOR OUR NEWLY HIRED STAFF TO ENSURE THAT THEY FEEL PREPARED, SUPPORTED, AND SET UP FOR LONG TERM SUCCESS. 
          ALRIGHT, SO NOW LET'S TALK ABOUT SOME OF THOSE ACTION STEPS. 
          THOSE WERE THE THEMES. 
          WHAT DOES THAT MEAN IN ACTION? SO IN PILLAR ONE, ACADEMIC EXCELLENCE, WE WANT TO EXPAND COLLABORATION OPPORTUNITIES FOR SPECIAL DAY PROGRAM AND RESOURCE SPECIALISTS TEACHERS. 
          WE WANNA DEVELOP ONGOING LEARNING BURSTS, FOCUSING ON, UH, LITERACY AND MATH BEST PRACTICES FOR SPECIAL EDUCATION TEACHERS, WE WANNA PROVIDE TARGETED TRAINING FOR OUR PARAPROFESSIONALS TO STRENGTHEN THEIR SUPPORT OF SMALL GROUP INSTRUCTION. 
          WE'D ALSO LIKE TO BROADEN TRAINING OFFERINGS TO OUR GENERAL EDUCATION TEACHERS WITH A FOCUS ON SUPPORTING OUR STUDENTS WITH DISABILITIES IN THE GENERAL EDUCATION SETTING. 
          IN ADDITION, WE WANNA COLLABORATE WITH THE DIVISION OF INSTRUCTION TO EMBED STUDENTS WITH DISABILITIES FOCUS BEST PRACTICES INTO OUR BANK TIME PROFESSIONAL DEVELOPMENTS. 
          AND WE'D ALSO WANT TO EXPAND OUR MICRO-CREDENTIALING PROGRAM TO EQUIP GENERAL EDUCATION TEACHERS WITH STRATEGIES AND SUPPORTS TO EFFECTIVELY TEACH STUDENTS WITH THE DISABILITIES IN THEIR CLASSROOMS. UH, ACTION ITEMS FOR OUR PILLAR TWO, JOIN WELLNESS. 
          FROM OUR STRATEGIC PLAN, WE WANNA PROVIDE TRAINING FOR TEACHERS, UH, ON STUDENT ENGAGEMENT STRATEGIES, ENSURING INVOLVEMENT, UM, OF STUDENTS IN PLANNING AND DISCUSSING THEIR OWN EDUCATIONAL PROGRAMS. AND THEN AS WE MOVE TO PILLAR FIVE, INVESTING IN STAFF, UM, WE IDENTIFIED THE FOLLOWING ACTION STEPS TO BETTER SUPPORT, DEVELOP, AND RETAIN OUR TEACHERS. 
          WE WANNA CREATE SPECIALIZED TRAINING FOR EDUCATORS IN PROGRAM SPECIFIC ROLES. 
          WE WANNA EXPAND TRAINING FOR GENERAL EDUCATION TEACHERS TO SUPPORT WITH INCLUSIVE PRACTICES. 
          WE WANNA OFFER, UH, COMPREHENSIVE ONBOARDING AND ONGOING PROFESSIONAL DEVELOPMENT TO OUR PARAPROFESSIONALS. 
          AND WE WANNA TRAIN SPECIAL EDUCATOR, SPECIAL EDUCATION ADMINISTRATORS ON EFFECTIVE INSTRUCTIONAL STRATEGIES USING CLASSROOM LOOK FORCE DOCUMENT. 
          SO THAT ALL SOUNDS GREAT, BUT WHAT DOES THIS ACTUALLY LOOK LIKE IN PRACTICE? WELL, WE'RE GONNA TAKE A LOOK. 
          ALL RIGHT. 
          SO LET US BEGIN BY EXPLORING SOME OF THE PROFESSIONAL LEARNING OPPORTUNITIES AVAILABLE TO OUR CORE SPECIAL EDUCATION TEACHERS. 
          NOW, WHEN I SAY CORE SPECIAL EDUCATION TEACHERS, I'M REFERRING SPECIFICALLY TO OUR MILD MODERATE EDUCATORS WHO ARE WORKING WITH STUDENTS ON THE CORE CURRICULUM. 
          NOW, THESE ROLES INCLUDE RESOURCE SPECIALIST TEACHERS, AS WELL AS SPECIAL DAY PROGRAM TEACHERS IN CORE PROGRAMS SUCH AS SPECIFIC LEARNING DISABILITIES OR SLD. 
          IF YOU LOOK AT THE FIRST FLYER TO THE LEFT OF THE SCREEN, UM, YOU WILL SEE A PROFESSIONAL LEARNING SERIES THAT HAS BEEN DESIGNED SPECIFICALLY FOR OUR NEW SPECIAL EDUCATION TEACHERS. 
          AND THESE ARE VIRTUAL SESSIONS HELD MONTHLY AND EACH FOCUS ON A DIFFERENT TOPIC TO SUPPORT A NEW TEACHER'S JOURNEY. 
          NOW, WHAT'S REALLY COOL ABOUT THIS SERIES IS THAT WE WORK WITH SOME OF OUR PARTNERS 
          [01:05:01]
TO DEVELOP SOME OF THESE SESSIONS. 
          SO WE HAVE A COUPLE OF CKLA, UM, SESSIONS IN HERE, AND WE'RE ALSO WORKING WITH WHOLE CHILD, WHICH IS ONE OF OUR PLATFORMS, TO PROVIDE TEACHERS, UM, MORE INSIGHT ON HOW THEY CAN UTILIZE THESE TOOLS AVAILABLE TO THEM TO PROVIDE BETTER INSTRUCTION TO STUDENTS IN THE CLASSROOM. 
          UH, WE ALSO HAVE, UM, A SESSION ON ACCOMMODATIONS, WHICH HAS BEEN VERY WELL RECEIVED, ALLOWING TEACHERS TO EXPLORE, UM, YOU KNOW, WHY WE ARE PROVIDING ACCOMMODATIONS AND HOW IMPORTANT THEY REALLY ARE. 
          NOW, THESE ARE LIVE SESSIONS, AGAIN, HELD VIRTUALLY. 
          SO THERE'S AN OPPORTUNITY FOR OUR TEACHERS TO ASK QUESTIONS AND GET REAL TIME ANSWERS FROM OUR EXPERTS WHO ARE FACILITATING EACH SESSION. 
          UM, IN ADDITION TO THAT, WE HOST OUR RESOURCE SPECIALIST PROGRAM AND SPECIAL DAY PROGRAM TEACHER MEETINGS. 
          WE HOLD THESE THREE TIMES EACH SEMESTER. 
          THEY ARE HELD VIRTUALLY, AND THEY PROVIDE ONGOING SUPPORT AND COLLABORATION, AND ALSO UPDATES TO OUR TEACHERS, AND AGAIN, ANOTHER OPPORTUNITY FOR THEM TO ASK QUESTIONS AND GET REAL TIME ANSWERS SO THEY CAN APPLY THEM RIGHT AWAY. 
          UM, IN ADDITION TO THAT, WE ALSO OFFER OUR 95% GROUP TRAININGS, WHICH FOCUS ON EVIDENCE-BASED LITERACY INSTRUCTIONAL STRATEGIES, AND I'M GONNA GET INTO THOSE IN A MINUTE. 
          BUT WE ALSO HAVE UP HERE OUR WEEKLY LEARNING BURSTS, WHICH HAPPEN EVERY MONDAY. 
          AND THESE ARE SHORT FOCUSED VIRTUAL SESSIONS LED BY SUBJECT MATTER EXPERTS, AND THEY'RE OPEN TO TEACHERS, ADMINISTRATORS, AND SUPPORT STAFF. 
          EACH SESSION DIVES INTO PRACTICAL TOPICS DESIGNED TO SUPPORT EVERYDAY INSTRUCTION AND IMPLEMENTATION, AND THE LEARNING BURSTS ARE ALSO DEVELOPED, UM, AND FACILITATED BY OUR PARTNERS IN COLLABORATION WITH US. 
          WE HAVE A 95% PROGRAM, IREADY, AND THEN DIVISION OF INSTRUCTION PARTNERS WITH MATH, BECAUSE WE KNOW THAT'S AN AREA OF NEED. 
          THANK YOU. 
          OKAY. 
          AS PROMISED, WE'RE GONNA DELVE IN A LITTLE BIT TO OUR 95% TRAININGS. 
          UM, THIS IS TO PROVIDE YOU A BETTER IDEA OF WHAT SOME OF THESE TRAININGS LOOK LIKE, UM, WHEN THEY HAPPEN. 
          SO AGAIN, 95% GROUP IS ONE OF OUR STRUCTURED LITERACY PROGRAMS, AND THIS PARTICULAR PROGRAM IS DESIGNED TO SUPPORT STUDENTS WITH SIGNIFICANT DECODING DIFFICULTIES WHO MAY DISPLAY CHARACTERISTICS OF DYSLEXIA. 
          UM, THEY'RE ATTENDED BY OUR RESOURCE SPECIALIST TEACHERS AND NEW THIS YEAR. 
          WE ARE ALSO INCLUDING OUR SPECIAL DAY PROGRAM TEACHERS. 
          UM, WHAT THEY DO WHEN THEY COME TO THE TEACHER TRAINING IN PERSON IS THEY'LL LEARN THE NEW CONTENT AND THEY'LL ENGAGE IN HANDS-ON LEARNING ACTIVITIES. 
          THEY'LL COLLABORATE WITH THEIR COLLEAGUES AND THEY INTERACT WITH THE MATERIALS. 
          SO WE ACTUALLY PUT THEM LIVE ON THE PLATFORM SO THEY'RE ABLE TO SEE ALL THE MATERIALS THAT ARE AVAILABLE TO THEM VIRTUALLY, WHAT THAT LOOKS LIKE FOR THEM, WHAT THAT LOOKS LIKE FOR STUDENTS, AND HOW TO IMPLEMENT THE PIECES VIRTUALLY. 
          AS WELL AS WE ALSO HAVE OUR KIT WITH US. 
          AND SO THEY INTERACT WITH THE DIFFERENT COMPONENTS OF THE KIT, AND THEY'LL LEARN HOW TO USE AND IMPLEMENT THOSE PIECES TO THE KIT. 
          SO WHEN THEY GO BACK TO THE SCHOOL, THEY FEEL CONFIDENT AND COMFORTABLE IMPLEMENTING THE PROGRAM. 
          UM, WHAT'S IMPORTANT TO NOTE IS THAT THIS ISN'T JUST A ONE TIME TRAINING. 
          TEACHERS DO BEGIN WITH THE IN-PERSON FOUNDATIONAL TRAINING, BUT THEN THEY HAVE THE OPPORTUNITY TO PARTICIPATE IN ONGOING VIRTUAL TRAININGS. 
          UM, THESE FOLLOW-UP SESSIONS ARE OUR REFRESHERS, AND THEY CONTINUE TO PROVIDE SUPPORT TO TEACHERS TO REINFORCE AND REFINE THEIR SKILLS OVER TIME. 
          WE ALSO WALK THEM THROUGH ON THE PLATFORM HOW TO PROGRESS MONITOR THEIR STUDENTS, HOW TO GROUP THEIR STUDENTS, AND WE KNOW THAT THIS IS SO IMPORTANT TO PROGRESS MONITOR, UM, FOR THE EFFECTIVENESS OF THE INSTRUCTION. 
          NOW, JUST LIKE OUR CORE CURRICULUM TEACHERS, WE'D ALSO PROVIDE SPECIALIZED TRAINING AND SUPPORT FOR STAFF WORKING WITH STUDENTS ON THE MODIFIED CORE CURRICULUM. 
          ONE EXAMPLE IS OUR FOUNDATION'S TRAINING, WHICH IS DESIGNED TO GIVE NEW TEACHERS A STRONG START AS THEY BEGIN WORKING IN THE MODIFIED CORE PROGRAMS. NOW, THIS TRAINING FOCUSES ON ESSENTIAL PRACTICES AND STRATEGIES TO ENSURE THEY FEEL CONFIDENT AND 
          [01:10:01]
PREPARED FROM THE BEGINNING. 
          NOW, IN ADDITION TO THIS, WE ALSO OFFER ONGOING PROFESSIONAL LEARNING, INCLUDING MONTHLY WEBINARS. 
          NOW, THESE ARE OPEN TO ALL OF OUR MODIFIED CORE TEACHERS, AND THESE SESSIONS PROVIDE CONTINUOUS OPPORTUNITIES FOR COLLABORATION, LEARNING, AND REFINEMENT OF THEIR INSTRUCTIONAL PRACTICES THROUGHOUT THE SCHOOL YEAR. 
          YAY. 
          NOW, WE TALK A LOT ABOUT INCLUSIVE EDUCATION AND INCLUSIVE PRACTICES, AND BECAUSE OF THIS, WE BELIEVE WE HAVE A RESPONSIBILITY TO ENSURE LEARNING OPPORTUNITIES FOR OUR GEN ED TEACHERS. 
          UM, WE WANNA ASSIST WITH THE BOLSTERING OF THEIR CAPACITY TO INSTRUCT ALL STUDENTS IN THEIR CLASSROOM. 
          NOW, THESE ARE JUST A FEW OF THE TRAININGS THAT WE OFFER, BUT THEY ARE VERY WELL RECEIVED BY OUR GENERAL EDUCATION TEACHERS, AND THEY PROVIDE A LOT OF SUPPORT AND LEARNING FOR THEM TO INCORPORATE STRATEGIES TO MAKE SURE THAT THEY FEEL THAT THEY ARE SUPPORTED AND HAVE THE ABILITY TO TEACH ALL LEARNERS THAT ARE IN THEIR CLASSROOMS. UM, THE, INCLUDING STUDENTS WITH EXTENSIVE SUPPORT NEEDS IN THE GENERAL EDUCATION CLASSROOM IS REALLY WELL RECEIVED, AND IT GOES OVER SPECIFIC STRATEGIES THAT TEACHERS CAN IMPLEMENT TO MAKE ALL STUDENTS IN THEIR CLASSROOM FEEL A SENSE OF BELONGING. 
          AND I WANNA HIGHLIGHT ONE IN PARTICULAR OPPORTUNITY AVAILABLE TO OUR GENERAL EDUCATION TEACHERS, UM, THAT WE'RE REALLY EXCITED ABOUT BECAUSE THIS OPPORTUNITY PROVIDES THEM, UM, THE ABILITY TO EARN A MICRO CREDENTIAL IN SPECIAL EDUCATION. 
          NOW, THIS PROGRAM IS SPECIFIC FOR STU SUPPORTING STUDENTS WITH DISABILITIES IN THE GENERAL EDUCATION CLASSROOM. 
          UH, WE ARE CURRENTLY IN OUR SECOND COHORT THIS YEAR, UM, AND IT IS OPEN TO OUR TK 12 GEN ED TEACHERS. 
          IT PROVIDES 75 PLUS HOURS OF LEARNING AND HAS BEEN EXTREMELY WELL RECEIVED. 
          THERE'S 30 HOURS OF IN-PERSON LEARNING WHERE THEY COME FOR FIVE SATURDAY SESSIONS, AND THEY LEARN FROM OUR TEAM OF EXPERTS STRATEGIES AND BEST PRACTICES IN SPECIAL EDUCATION AND INCLUSIVE PRACTICES. 
          IT PROVIDES THEM AN OPPORTUNITY TO COLLABORATE AND TO REALLY LISTEN TO WHAT'S GOING ON AT OTHER SCHOOLS, HEAR WHAT'S WORKING, WHAT ARE THE CHALLENGES AND MAYBE STRATEGIES TO TRY AND IMPLEMENT AND BRING BACK TO THE SCHOOL SITE. 
          THE IDEA HERE IS THAT THESE TEACHERS ARE NOW LEADING THE CHARGE AT THEIR SCHOOL SITE. 
          THERE'S ALSO, UH, 45 HOURS OF LE E-LEARNING, WHICH IS, UH, THE VIRTUAL CONTENT TO IT, BUT IT STILL ALLOWS TIME FOR THEM TO COLLABORATE VIRTUALLY AS THEY PARTICIPATE IN THE VARIOUS ASSIGNMENTS. 
          YEAH. 
          IN THIS PROGRAM, LIKE ADRIAN SAYS, VERY WELL RECEIVED. 
          IT WALKS, UH, TEACHERS THROUGH LOOKING AT A IEP, WHAT DO ALL THE PAGES MEAN THROUGH, UM, BEST PRACTICES STRATEGIES, AND THEN AT THE END, THEY'RE, UH, PRESENTING IT TO THEIR SCHOOL. 
          SO WE'RE REALLY EXCITED TO BE ABLE TO CONTINUE THIS WORK WITH OUR GENERAL EDUCATION TEACHERS AS WE KNOW HOW VALUABLE, UM, THEY ARE IN THIS WORK. 
          OKAY. 
          AS HIGHLIGHTED PREVIOUSLY, WE ARE EXCITED ABOUT OUR PARAPROFESSIONAL TRAININGS. 
          WE ALSO WORK WITH OUR INSTRUCTIONAL PARTNERS TO DEVELOP TRAINING SPECIFIC TO PARAPROFESSIONALS. 
          FOR INSTANCE, WE HAVE A WHOLE IREADY SERIES, WHICH IS UP HERE ON THE SCREEN, AS WELL AS A SERIES CREATED BY SUPPORTING INNOVATIVE PRACTICES, UM, THAT REALLY FOCUS IN ON THAT PARAPROFESSIONAL'S ROLE. 
          SO WE ALSO OFFER WEEKLY DROP-IN SESSIONS FOR PARAPROFESSIONALS, GIVING THEM AN OPPORTUNITY TO MEET WITH OUR BEHAVIORAL REGIONAL INSTRUCTIONAL STAFF TO ASK QUESTIONS. 
          IN ADDITION TO WHAT YOU SEE HERE ON THE SCREEN, WE HAVE BEHAVIOR TRAININGS AVAILABLE TO OUR PARAPROFESSIONALS. 
          AND FINALLY, WE ARE DEVELOPING A SEVEN MODULE ASYNCHRONOUS SERIES FOR OUR PARAPROFESSIONALS THAT WILL BE AVAILABLE THIS YEAR. 
          ALL RIGHT. 
          THIS ONE WE'RE VERY EXCITED ABOUT. 
          YOU SAW ON THE PREVIOUS SLIDE THAT WE OFFER PARAPROFESSIONAL ONBOARDING TRAINING. 
          WELL, THIS TRAINING IS AN IN-PERSON ONBOARDING FOR COHORTS OF NEW PARAPROFESSIONALS, AND IT REVIEWS 
          [01:15:01]
THEIR ROLES AND RESPONSIBILITIES. 
          IT ALSO INCLUDES BEHAVIOR STRATEGIES AS WELL AS INSTRUCTIONAL SUPPORT STRATEGIES. 
          IT'S OVER THE COURSE OF TWO DAYS. 
          THERE'S AN ENTIRE DAY DEDICATED TO BEHAVIOR STRATEGIES THAT PARAPROFESSIONALS CAN USE. 
          ONCE THEY GET IN THE CLASSROOM. 
          IT'S A GREAT OPPORTUNITY FOR THEM TO START OFF THEIR CAREERS AS PARAPROFESSIONALS AND REALLY FEEL LIKE THEY HAVE THAT KNOWLEDGE TO GO INTO THE CLASSROOM AND BEGIN THEIR WORK. 
          UM, SO WE ARE EXCITED TO OFFER SUCH AN ARRAY OF OPPORTUNITIES TO OUR STAFF. 
          AND WITH THAT, ALL RIGHT, UM, I'M GONNA MAKE, I KNOW WE HAVE QUESTIONS. 
          WE HAVE ONE MORE SECTION, RIGHT. 
          CAN WE ZOOM THROUGH THAT, QUE THAT NEXT SECTION, AND THEN I'LL OPEN IT UP FOR DISCUSSION. 
          THAT'S OUR LAST SECTION, RIGHT? YES. 
          SO WE HAVE, UH, ONE LAST SECTION, WHICH ACTUALLY IS A FAIRLY QUICK SECTION. 
          AND THEN THERE'S, THAT'S THIS PRESENTATION. 
          AND THEN THERE'S ANOTHER PRESENTATION THAT IS A BRIEF PRESENTATION ON A CORRECTIVE ACTION. 
          OKAY. 
          THIS NEXT SECTION IS THE REGION TEAMS. YES. 
          RIGHT. 
          AND CAN WE MAKE THAT AS QUICKLY AS POSSIBLE? AND THEN I'LL PAUSE FOR QUESTIONS NO PROBLEM. 
          BEFORE WE MOVE TO THE NEXT ONE. 
          NO PROBLEM. 
          ALRIGHT. 
          SO WITH THAT, ONE OF THE THINGS THAT BOARD MEMBER GRIEGO HAS BROUGHT TO THE SPECIAL EDUCATION COMMITTEE EXPECTATION FOR US AS THE DIVISION IS TO MAKE SURE THAT WE ARE HEARING FROM VOICES FROM THE FIELD. 
          UM, AND SO AS WE MOVE THROUGH THAT WORK THIS YEAR, WE'LL BE BRINGING PARENTS, WE'LL BE BRINGING TEACHERS, WE'LL BE BRINGING ADMINISTRATORS, AND I'M VERY EXCITED TO GET TO SHARE WITH YOU TODAY AND INTRODUCE YOU TODAY, OUR SPECIAL EDUCATION ADMINISTRATORS REPRESENTING EACH OF OUR REGIONS. 
          SO I'M GONNA BE CALLING UP JENNIFER MACON, YOLANDA BUENO, JIRA TURNER, AND RYAN MORSE, AND THEY'LL INTRODUCE THEMSELVES. 
          GOOD AFTERNOON. 
          WELCOME. 
          AND WELL, I'M GLAD THAT I'M HAPPY TO BE HERE. 
          SO, I'M JENNIFER MCCAN. 
          I'M THE SPECIAL EDUCATION ADMINISTRATOR WITH REGION SOUTH, WHERE I'M PROUDLY WENT TO SCHOOL AS WELL. 
          GOOD EVENING. 
          YOLANDA BUENO, UH, REGION EAST SPECIAL EDUCATION ADMINISTRATOR IN MY SIXTH YEAR AS A C. 
          GOOD AFTERNOON. 
          JIRA TURNER, REGION WEST SPECIAL ED ADMINISTRATOR, PROUD L-A-U-S-D GRADUATE AND SECOND GENERATION L-A-U-S-D ADMINISTRATOR. 
          ALRIGHT, GOOD AFTERNOON COMMITTEE MEMBERS. 
          RYAN MORRIS. 
          I'M THE SPECIAL EDUCATION ADMINISTRATOR FOR REGION NORTH. 
          ALSO OUR VIRTUAL ACADEMY AND OPTIONS PROGRAMS FOR THIS HEAD, THE HONOR OF BEING A PRINCIPAL UP AT LEACHMAN CTC, WITH, UH, BOARD MEMBER SCOTT SCHUREN, UH, BACK THEN. 
          AND, UM, I'VE BEEN A TEACHER IN REGION NORTH, UH, SPECIALIST UP THERE, AND ALSO A PROGRAM SPECIALIST. 
          EXCITED TO BE BACK IN THE NORTH. 
          UM, SO GOOD EVENING. 
          UM, IT'S MY HONOR AND PLEASURE TO SHARE WITH YOU, UM, SOME OF THE ROLES AND RESPONSIBILITIES THAT MY COLLEAGUES AND I SHARE AS A SPECIAL EDUCATION ADMINISTRATOR. 
          AND SO, UH, OUR, ONE OF OUR ROLES IS TO LEAD OUR SPECIAL EDUCATION TEAMS IN PROVIDING SUPPORT TO SCHOOLS, BOTH IN INSTRUCTION, IN COMPLIANCE, IN TECHNICAL SUPPORT, AND SUPPORTING WITH PARENT ENGAGEMENT AS WELL. 
          UM, PART OF OUR WORK ALSO INCLUDES, UM, SERVING AS A LIAISON BETWEEN THE DIVISION OF SPECIAL EDUCATION AND OUR REGION LEADERSHIP. 
          AND SO WE COMMUNICATE REGULARLY WITH OUR REGION LEADERSHIP. 
          WE COMMUNICATE BACK AND FORTH, UM, INITIATIVES THAT THE DIVISION IS BRINGING ON INSTRUCTION ON SUPPORTING OUR SCHOOLS. 
          AND THEN WE ALSO SUPPORT OUR SCHOOLS ALONGSIDE OUR REGION, UM, LEADERSHIP, YOU KNOW, SUCH AS REGIONAL DIRECTORS, AIS, AND AOS. 
          UM, AND THEN FINALLY, UM, WE ARE RESPONSIBLE FOR THE SUPERVISION, UM, AND EVALUATION OF SPECIAL EDUCATION SPECIALISTS WHO ALSO HELP IN SUPPORT, UM, IN, UH, UH, SUPERVISING APIS. 
          WE SUPERVISE API'S, LRE SPECIALISTS, PROGRAM SPECIALISTS, ITINERANT RESOURCE TEACHERS, UM, AND, UM, THE CLERICAL STAFF THAT'S ASSIGNED TO OUR SITES. 
          THANK YOU. 
          ALL RIGHT. 
          JUST LIKE AT, AT, AT OUR SCHOOL SITES, OUR CLERICAL STAFF ARE THE HEART, THE SOUL, THE ENGINE, THE DRIVING FORCE THAT KEEPS EVERYTHING RUNNING SMOOTHLY. 
          AND I CAN SPEAK FOR MY COLLEAGUES THAT WE COULD NOT DO IT WITHOUT THEM. 
          THEY ARE THAT FRIENDLY VOICE AND FACE. 
          WHEN A PARENT CALLS OR A STAFF MEMBER CALLS, WHEN THEY COME INTO OUR OFFICE, THEY'RE ABLE TO ANSWER, YOU KNOW, SOME SIMPLE QUESTIONS. 
          THEY CAN SHARE RESOURCES, THEY CAN SHARE INFORMATION ABOUT, UH, EVENTS, BOTH, UH, FROM THE DIVISION AND CENTRAL OFFICES AND THROUGH THE REGIONS. 
          THEY ARE ABLE TO LISTEN TO PARENTS HEAR 
          [01:20:01]
WHAT THEIR NEEDS ARE, GUIDE THEM TO THE RIGHT, UH, DEPARTMENT OR DIVISION FOR THEIR SUPPORT. 
          IT COULD BE SOMETHING LIKE, HEY, I JUST MOVED TO LA UNIFIED. 
          MY CHILD HAS AN IEP. 
          HOW DO I GO ABOUT ENROLLMENT? UM, I HAVE A QUESTION OR CONCERN ABOUT TRANSPORTATION. 
          HOW, WHO CAN I CONTACT? ALL OF THOSE THINGS. 
          AND THAT'S WHAT THEY DO IS JUST KEEP THINGS RUNNING WELL. 
          AND THEN THEY'RE THERE TO REALLY SERVE OUR PARENTS AND OUR STAFF WHO NEED THAT SUPPORT AND CALL THE REGIONS. 
          THANK YOU. 
          UNDER US, WE HAVE, UH, SEVERAL, UM, KEY PLAYERS. 
          LRE, UM, IS THE TITLE, BUT WE ALSO CALL THEM SPED, UH, SPECIALISTS. 
          THEY SUPPORT, UH, APPROXIMATELY ABOUT 30 SCHOOLS EACH IN THE VARIOUS REGIONS. 
          THEY ARE BOOTS ON THE GROUND. 
          THEY ARE PROVIDING TECHNICAL, TECHNICAL SUPPORT TO THE SCHOOL SITE ADMINISTRATORS, ALSO REGION LEADERSHIP. 
          THEY REVIEW AND DEVELOP SCHOOL WIDE INSTRUCTIONAL AND BEHAVIORAL AND COMPLIANCE WIDE SYSTEMS. THEY ALSO COACH, UM, THEY'RE COACHING TEACHERS. 
          THEY'RE COACHING ADMINISTRATORS, AND THEY'RE CREATE A NETWORK OF SCHOOL SITE SPECIAL ED ADMINISTRATORS TO SUPPORT WITH COMPLIANCE AND WITH STATE AND FEDERAL, UM, DISTRICT AND DISTRICT POLICIES AND INITIATIVES. 
          THEY ALSO ARE VERY BUSY. 
          THEY ASSIST SCHOOLS IN THE DEVELOPMENT OF ACTION PLANS THAT ARE ALIGNED TO THE L-A-U-S-D STRATEGIC PLAN AND THE DIVISION OF SPECIAL ED INITIATIVES. 
          AGAIN, SUPPORTING LEAST RESTRICTIVE ENVIRONMENTS, BUILDING INCLUSIVE PRACTICES IN SCHOOL COMMUNITIES, AND ALSO MAKING SURE THAT WE ARE FOLLOWING SUBSTANTIAL COMPLIANCE. 
          AND THEY'RE ALSO WORKING TO DECREASE, UH, THE OVER IDENTIFICATION OF STUDENTS AND SPECIAL ED, UM, AND RECEIVING SERVICES. 
          OUR LRE AND OUR SPECIALISTS ARE ALSO, UH, PARENT AND FAMILY SUPPORT REPRESENTATIVES. 
          THEY, THEY ADDRESS QUESTIONS, CONCERNS ABOUT SPECIAL EDUCATION POLICIES. 
          THEY ASSIST WITH, UH, SPECIFIC INDIVIDUAL STUDENT QUESTIONS. 
          THEY SUPPORT WITH ADDITIONAL CONCERNS. 
          AND THEY SUPPORT OUR PARENTS THROUGH THE IEP PROCESS WHEN NECESSARY. 
          THANK YOU. 
          ALRIGHT. 
          YOU CAN ASK THE REST OF THIS CEO. 
          I WAS EXCITED TO PRESENT ON THIS ONE BECAUSE THIS IS ONE OF OUR MOST CRITICAL ROLES. 
          THESE ARE OUR TEACHER EXPERTS OUT OF THE CLASSROOM, AND LIKE OUR SPECIALISTS, THEY SERVE UP TO 30 OF OUR SCHOOLS AS WELL, UM, IN THE REGIONS. 
          AND WHAT'S UNIQUE ABOUT OUR, UH, TEACHER EXPERTS, OUR, OUR PROGRAM SPECIALISTS, IS THEY'RE IN THE CLASSROOMS. THEY'RE WORKING WITH OUR TEACHERS, THEY'RE WORKING WITH OUR ADMINISTRATORS, UM, WITH OUR, UH, PRINCIPAL SUPERVISORS TO PROVIDE HANDS-ON COACHING, UM, AND SUPPORT DIRECTLY TO THOSE TEACHERS. 
          AND IT CAN BE ON ANYTHING FROM INSTRUCTION, BEST PRACTICE, BEHAVIOR, UH, COMPLIANCE TRACKING SERVICE. 
          THEY'RE REALLY IN THOSE CLASSROOMS WORKING HAND IN HAND WITH OUR TEACHERS TO LEND THAT SUPPORT, UM, THROUGH ALL OF OUR REGIONS. 
          UM, AND SO IT'S QUITE AN EXCITING ROLE FOR, UM, FOR THEM TO BE IN THAT POSITION. 
          BUT ALSO THEY'RE WORKING WITH OUR PARENTS AND OUR FAMILIES. 
          SO WHEN QUESTIONS COME IN, THEY CAN ALSO SUPPORT OUR TEACHERS, OUR ADMINISTRATORS, AND OUR PRINCIPAL SUPERVISORS, AND ANSWERING THOSE QUESTIONS RELATED TO ANYTHING FROM THE IEP PROCESS TO OUR PROGRAMS AROUND THE DISTRICTS, UH, TO, UM, PROVIDING MORE AT LEAST RESTRICTIVE ENVIRONMENT FOR OUR STUDENTS. 
          UM, AND FOR ALSO JUST ANY INDIVIDUAL QUESTIONS THAT, UH, PARENTS MAY HAVE. 
          SO IT'S QUITE A, A CRITICAL ROLE, UM, AND THAT THEY'RE ON, IN THE FIELD, IN THE CLASSROOMS, WORKING WITH OUR STAFF. 
          OKAY. 
          AND I GET TO STAY UP HERE AND PRESENT, UH, THE REGIONAL TEAM FOR REGION NORTH. 
          YOU CAN SEE THERE I AM . 
          I DO HAVE OUR, JUST AS WE SPOKE TO EARLIER, WE DO HAVE OUR OFFICE, OUR CLERICAL SUPPORT. 
          THEY'RE IN THOSE OFFICES ANSWERING PHONE CALLS, UH, MOSTLY FROM OUR, OUR SCHOOL SITES PARENTS, UM, AND READY TO ROUTE THOSE CALLS OUT TO EITHER MYSELF OR TO THE SPECIALISTS OR PROGRAM SPECIALISTS. 
          YOU MAY HAVE SEEN SOME OF THESE FOLKS UP HERE. 
          THESE ARE OUR REGION NORTH SPED SPECIALISTS AND OUR LRE SPECIALISTS THAT ARE LEADING THE, UM, THE WORK AROUND SUPPORTING OUR, OUR, OUR PRINCIPALS, OUR CLASSROOMS, UM, AND OUR ADMINISTRATORS. 
          SOME FRIENDLY FACES UP THERE, RIGHT? . 
          UH, AND THESE ARE OUR REGION NORTH PROGRAM SPECIALISTS, WHICH I JUST SPOKE TO. 
          UH, THIS IS THE TEAM THAT'S IN THOSE CLASSROOMS WORKING WITH OUR TEACHERS, COACHING THEM, AND PROVIDING THAT DIRECT SUPPORT. 
          AND THEN OF COURSE, OUR CONTACT INFORMATION IS UP THERE, UH, RIGHT AT BALBOA NEXT TO BOARD MEMBERS. 
          MURSON. 
          THESE ARE OUR PHENOMENAL REGION SOUTH TEAM. 
          THERE'S MYSELF AND MY ONE CLERICAL SUPPORT. 
          ANA VRAN HERE ARE THE SPECIAL EDUCATION SPECIALISTS FOR REGION SOUTH. 
          AND HOPEFULLY YOU'VE SEEN THEM OUT AND ABOUT FRIENDLY FACES, UH, WORKING CLOSELY WITH, UH, OUR REGION ADMINISTRATORS AND OUR SCHOOL ADMINISTRATORS AND OUR WONDERFUL PROGRAM SPECIALISTS OUT THERE SUPPORTING OUR 
          [01:25:01]
TEACHERS. 
          AND OF COURSE, WE ALL SUPPORT OUR FAMILIES AND STAFF AS WELL. 
          THANK YOU. 
          EXPECT SPECIALISTS ARE THE FORMER LRE LEAST RESTRICTIVE, RIGHT? IT'S A LITTLE BIT DIFFERENT ROLE, BUT YES. 
          BASICALLY THE VERY SIMILAR, YES. 
          OKAY. 
          MM-HMM . 
          AND THERE'S OUR CONTACT INFORMATION. 
          WE'RE HAPPY TO INTERACT WITH OUR FAMILIES. 
          HELLO AGAIN. 
          OKAY. 
          UM, SO HERE IS OUR REGION EAST TEAM. 
          UM, THERE'S OUR CLERICAL STAFF, UH, MS. MICHELLE USHER, SHE'S OUR ADMINISTRATIVE SECRETARY. 
          SHE HER ALL, UH, PATEL, WHO IS OUR SENIOR OFFICE TECH. 
          I DID HAVE A PICTURE THERE. 
          I DON'T KNOW WHERE IT WENT. 
          I THINK IT FLEW AWAY. 
          CHANGE IT SCREEN. 
          OH, THERE, IT'S, THAT'S CUTE. 
          UM, THIS, THESE ARE OUR, UH, REGION TEAM ADMINISTRATORS. 
          WE HAVE, UM, SIX SPED SPECIALISTS, ONE LRE SPECIALIST. 
          AND SO EACH ONE IS PAIRED WITH ONE TO TWO PROGRAM SPECIALISTS BECAUSE THEY EACH HAVE ONE TO TWO NETWORKS OF SCHOOLS. 
          SO AGAIN, THE CASELOAD CAN VARY BETWEEN, YOU KNOW, 20 SCHOOLS TO 40 SCHOOLS. 
          THERE ARE PROGRAM SPECIALISTS, YOU KNOW, WHO ALSO ARE VERY COLLABORATIVE, WHO ARE CONSTANTLY IN THE CLASSROOMS, YOU KNOW, PROVIDING SUPPORT TO TEACHERS. 
          AND SOMETIMES THEY EVEN GO OUT AS A TEAM TO PROVIDE, UM, MODELING, TO PROVIDE STRATEGIES, UM, TECHNICAL SUPPORT. 
          AND ALSO TO OUR PARAPROFESSIONALS. 
          WE WILL SUPPORT WITH TRACKING, UM, WITH, UH, BEHAVIOR STRATEGIES, YOU KNOW, SHARING, UH, PDS AND, UM, AND A VARIETY OF INFORMATION. 
          AND THERE IS OUR, UH, CONTACT INFORMATION. 
          LAST BUT NOT LEAST, WE HAVE OUR WINNING WEST. 
          MYSELF AND MY, UH, SENIOR SECRETARY, WE HAVE FIVE, UM, SPECIALISTS, FOUR SPECIALISTS, ONE LRE SUPPORTING THE WEST. 
          AGAIN, WE'RE SMALL BUT MIGHTY. 
          AND WE ALSO HAVE FIVE PROGRAM SPECIALISTS THAT ARE SUPPORTING OUR TEAM. 
          HARDEST WORKING PEOPLE IN THE DISTRICT. 
          VERY HAPPY TO HAVE THEM. 
          THIS IS OUR CONTACT INFORMATION. 
          WE WORK OUT OF THE REGION, WEST OFFICE IN WEST LA. 
          COME BY AND VISIT. 
          ALRIGHT, I GET TO COME BACK UP BECAUSE OUR VIRTUAL ACADEMY AND EDUCATIONAL OPTIONS PROGRAMS ARE ALSO SUPPORTED. 
          UM, THERE I AM AGAIN IN OUR ADMIN SECRETARY. 
          UM, AND ALSO WE HAVE A TEAM, A SPECIALIST AND TWO PROGRAM SPECIALISTS SUPPORTING THESE SCHOOLS. 
          SO WE DO, AGAIN, HAVE OUR SIX VIRTUAL ACADEMIES AND WE HAVE OUR EDUCATIONAL OPTION SCHOOLS, SO OUR CONTINUATION SCHOOLS, UH, OPPORTUNITY SCHOOLS, UH, AND WE'RE AROUND, WE, WE, WE RANGE FROM ANYWHERE FROM 1600 TO 2000 STUDENTS THAT ARE ACCESSING THOSE PROGRAMS STILL WITH SPECIAL NEEDS AND BACK, OH, THERE'S OUR CONTACT INFORMATION. 
          AND BACK OVER TO ALICIA. 
          ALRIGHT. 
          AND WE JUST WANTED TO CLOSE OUT WITH A SAVE THE DATE, EVEN THOUGH THERE'S NO DATE YET. 
          WE'RE WORKING ON THE DATE TVD, BUT WE WANTED TO BRING TO YOUR ATTENTION, UM, DR. SOTO MADE THE COMMITMENT LAST YEAR THROUGH THE LISTEN TO LEARN CAMPAIGN THAT WE WOULD CONTINUE THAT WORK MOVING FORWARD. 
          THIS SCHOOL YEAR. 
          WE'RE GOING TO BE DOING THAT REGIONALLY. 
          WE'RE GOING TO BE HAVING COFFEE WITH REGIONAL SPECIAL EDUCATION WHERE FAMILIES WILL BE INVITED TO MEET THE TEAM, GET UPDATES, LEARN ABOUT SPECIAL EDUCATION EVENTS AND THINGS THAT ARE OCCURRING. 
          AND MOST OF ALL, I THINK MOST IMPORTANTLY, HAVE THAT OPPORTUNITY TO INTERACT. 
          SO WE'LL HAVE STAFF AVAILABLE WITH COMPUTERS TO WORK ONE-ON-ONE WITH FAMILIES WHO MAY HAVE INDIVIDUAL SPECIFIC QUESTIONS, BUT WE'LL ALSO HAVE AN OPPORTUNITY FOR FAMILIES TO ASK QUESTIONS OPENLY AND BE ABLE TO GET INFORMATION AND RESPONSES BACK FROM THE TEAM LIVE AND IN PERSON. 
          SO THAT IS COMING, WE ARE PLANNING THAT, UM, CLOSER TO NOVEMBER. 
          UM, AND RIGHT NOW WE'RE SECURING OUR LOCATION SO THAT WE CAN SECURE OUR DATES AND ANNOUNCE THOSE. 
          BUT I JUST WANTED TO END WITH THAT TO LET YOU KNOW THAT THOSE OPPORTUNITIES WILL BE, THERE'LL BE ONE MORE OPPORTUNITY FOR US TO COLLECT INFORMATION AND, AND BE ABLE TO ENGAGE WITH OUR FAMILIES AS WE THINK IS SO VERY IMPORTANT. 
          OKAY. 
          AWESOME. 
          THANK YOU SO MUCH. 
          UM, ALSO, I REMEMBER LAST YEAR YOU WOULD ALWAYS BRING A TEAM THAT COULD BE OUT THERE IN CASE ANYBODY HAS ANY QUESTIONS. 
          SO I WANT THE OUR COMMITTEE TO KNOW THAT, BUT ALSO THE AUDIENCE TO KNOW THAT THERE'S GONNA BE, UH, A TEAM OF FOLKS FROM SPECIAL ED DIVISION TO ANSWER ANY QUESTIONS, ADDRESS ANY CONCERNS THAT MAY COME UP. 
          ALRIGHT. 
          NOW WE'RE READY FOR DISCUSSION. 
          I KNOW THAT WAS A LOT. 
          AND, UM, I'M GONNA CALL ON FOLKS WHO HAVE NOT HAD AN OPPORTUNITY TO SPEAK YET, AND WE'RE GOING TO TRY TO DO IT FOR 10 MINUTES BECAUSE WE DO HAVE PUBLIC COMMENT AT THE END. 
          I KNOW, I KNOW. 
          I'M SORRY. 
          AND KEEP IN MIND, WE ALSO DO HAVE ONE MORE PIECE OH. 
          THAT WE HAVE TO PRESENT, BUT THERE WILL BE, AS DR. SOTO, I THINK, LET US KNOW AHEAD OF TIME. 
          THERE WILL BE NO QUESTIONS FOR THAT SECTION. 
          OH, OKAY. 
          AND IT'LL BE, THAT SECTION WILL BE MORE OF AN ANNOUNCEMENT. 
          OH, OKAY. 
          AND IT'LL BE QUICK, I HOPE. 
          OKAY. 
          SO LET ME GO AHEAD. 
          I HAVE SOMEBODY IN THE BACK. 
          I HAVE MS. DOAN. 
          AND THEN, UM, 
          [01:30:01]
LET'S SEE, I SAW RABIAS, UH, SCOTT, UH, MS. KENYA AND MS. MARTINEZ. 
          OKAY. 
          GOT EVERYBODY. 
          ALRIGHT, LET'S GO AHEAD. 
          OKAY. 
          ON THE PRESENTATION, YOU WERE INFORMING ABOUT THE BEHAVIORAL STRATEGIES. 
          AND MY QUESTION HERE IS THESE STRATEGIES THAT YOU OFFER TO TEACHERS WHEN THEY'RE FACING, UH, CHALLENGING BEHAVIORS, LIKE THE WAY THAT THEY CAN RESPOND WITH EMPATHY, THESE STRATEGIES, ARE THEY EFFECTIVE? BECAUSE, WELL, IN THE GENERAL CLASSES AND IN IN INCLUSION CLASSES, WE ARE SEEING STUDENTS THAT HAVE HAD BEHAVIORS THAT WERE SEVERE AND, WELL, I'M, I'M NOT SURE, I DON'T KNOW ABOUT THESE TRAININGS. 
          DO THEY HAVE SOMETHING THAT SOME KIND OF STRATEGY OR RESOURCES TO BE ABLE TO SUPPORT THOSE TEACHERS FACING THAT? OKAY, THANK YOU FOR YOUR QUESTION. 
          YEAH. 
          UM, WHEN WE PROVIDE PD, UM, ON ANY STRATEGY, THESE ARE EVIDENCE-BASED, UM, STRATEGIES THAT WE HAVE, YOU KNOW, DEVELOPED A PD AROUND. 
          SO WE'RE NOT JUST SAYING, OH, TRY THIS. 
          THESE ARE ACT THERE'S ACTUALLY PROOF THAT THESE STRATEGIES DO WORK BEFORE WE EVEN BRING 'EM FORWARD TO OUR TEACHERS. 
          UM, THAT BEING SAID, THERE'S ALSO LIKE VARIOUS BEHAVIORS THAT HAPPEN, VARIOUS NEEDS. 
          EVERY SCHOOL SITE'S A LITTLE BIT DIFFERENT, AND WE KNOW THAT. 
          SO WE ALSO HAVE, YOU KNOW, OUR, OUR BEHAVIOR STAFF, THE, YOU KNOW, OUR BEHAVIOR SPECIALISTS THAT CAN GO OUT AND, AND SEE, OKAY, WHAT, WHAT EXACTLY IS HAPPENING AT THIS SCHOOL? BECAUSE MAYBE WE NEED TO TWEAK THIS STRATEGY A LITTLE BIT BETTER TO WORK FOR THIS CASE. 
          YOU KNOW, WE, THAT'S WHY WE HAVE IEP PLANS, RIGHT? THEY'RE, THEY'RE INDIVIDUAL, UM, EDUCATION PROGRAMS, RIGHT? SO EVERYTHING'S INDIVIDUALIZED. 
          SO WHILE YEAH, STRATEGY IS EVIDENCE-BASED, UM, IT MIGHT NEED TO BE, YOU KNOW, LOOKED AT WITH ONE OF, UH, ANOTHER PAIR OF EYES OUTSIDE OF THE SCHOOL TO HELP SUPPORT AND BRING THAT IMPLEMENTATION. 
          SO IT WORKS. 
          THANK YOU RABIA. 
          UH, THANK YOU EVERYONE FOR PREPARING THIS VERY COMPREHENSIVE PRESENTATION. 
          UM, YOU KNOW, AS A PARENT, ONE OF THE FIRST THINGS I WANT TO, UH, TALK ABOUT, FIRST OF ALL I WANNA SAY IS THAT, UH, YOU KNOW, THE HIGHEST LEVEL OF COMPLEXITY IS SIMPL SIMPLICITY. 
          AND ONE OF THE THINGS THAT MOST PARENTS, UM, DEAL WITH IS, OF COURSE, YOU'RE CREATING THESE WONDERFUL WORKSHOPS, BUT THE IEP ITSELF, IF YOU'VE EVER SEEN ONE, CAN BE 30, 40, 50 PAGES WITH HIGH LEVEL OF VOCABULARY. 
          IT'S NOT AT THE STANDARD READING LEVEL FOR MOST OF THE POPULATION. 
          UM, AND MOST OF THE TIME WHEN YOU HAVE REALLY COMPLEX DOCUMENTS, THERE IS ATTACHED, OR THERE'S A DISCUSSION OF WHAT THESE WORDS MEAN. 
          SO A LOT OF THE FRUSTRATION THAT PARENTS HAVE AND WHY YOU'VE CREATED WORKSHOPS IS BECAUSE THEY GET THIS PACKET AND THEY HAVE NO IDEA WHAT THESE 50 PAGES MEAN. 
          AND SO TALKING ABOUT IT AT A BROAD LEVEL IS VERY HELPFUL TO UNDERSTAND THE PROCESS OF, OF IT, BUT UNDERSTANDING WHAT'S IN YOUR KIDS' IEP. 
          SO I THINK THERE DOES NEED TO BE SOME SORT OF EFFORT PUT FORTH THAT CAN CONDENSE THAT DOWN AND IMAGINE BIGGER WHERE WE CAN, PARENTS CAN GO HOME WITH THE FIVE TO 10 PAGE DOCUMENT. 
          IN SIMPLE TERMS AND ADDENDUM, WE HAVE LARGE LANGUAGE MODELS. 
          THERE'S VERY EASY WAYS THAT WE CAN DO THIS, BUT TO BRAINSTORM AROUND THAT. 
          SO THAT'S, THAT'S ONE OF THE IDEAS I'D LIKE TO BRING TO THE TABLE, UM, UH, FOR THE FUTURE. 
          THE SECOND THING IS, IS A LOT OF THE THINGS THAT I, I HEARD TOO IN THIS PRESENTATION, WHICH IS FANTASTIC, THE MICROCREDENTIALING, BUT I ALSO HEARD THE TERM OPPORTUNITIES ATTACHED TO EACH AND EVERY ONE OF THESE, AND PDS AND OPPORTUNITIES. 
          AND WHAT PART OF THE DISCONNECT IS, IS THAT YOU HAVE TEACHERS THAT ARE, THE WORLD IS BEARING DOWN ON THEM. 
          THEY HAVE 30 STUDENTS, AND THEY'RE TRYING TO FULFILL THESE PDS. 
          I KNOW THIS BECAUSE MY MOTHER'S A TEACHER, MY SISTER'S A TEACHER, MY BROTHER-IN-LAW'S A TEACHER. 
          SO I GREW UP IN THIS. 
          AND SO, PRACTICALLY WHAT REALLY NEEDS TO OCCUR, BECAUSE IF YOU LOOK AT THE AVERAGE CLASSROOM, THERE ARE GOING TO BE SPECIAL ED KIDS IN THERE, RIGHT? YOU GUYS KNOW WHAT THE STATS ARE IN THE STATISTICS, RIGHT? AT LEAST A COUPLE, IF NOT MORE, IN THE AVERAGE LESD CLASSROOM. 
          SO THE QUESTION IS, CAN WE TURN THE WORD OPPORTUNITIES INTO SOMETHING THAT IS A REQUIREMENT? BECAUSE WE HAVE THIS ISSUE WHERE TEACHERS WANT TO LEARN, 
          [01:35:01]
I DON'T KNOW WHAT THEIR INCENTIVE IS TO LEARN BESIDES ADDING MORE WORK TO THEIR PLATE. 
          SO MAYBE SOMEBODY COULD ELABORATE A LITTLE BIT MORE ON, UM, UH, WHEN WE TALK ABOUT THESE OPPORTUNITIES, IS IT JUST FREE OUT THERE FOR ANYONE TO PICK? IS IT MANDATED? HOW DOES THAT COME INTO PLAY? SO THERE ARE LIMITED OPPORTUNITIES THAT ARE MANDATED. 
          UM, AND THAT IS SOMETHING THAT IN ORDER FOR SOMETHING TO BE MANDATED, WE HAVE, THERE ARE ADDITIONAL STEPS THAT WE NEED TO TAKE. 
          AND THERE ARE LIMITATIONS ON WHAT CAN BE MANDATED AND HOW MUCH CAN BE MANDATED. 
          UM, THERE ARE CONTRACTUAL PIECES TO THAT AS ONE PIECE THAT WE HAVE TO BE VERY RESPONSIBLE AND RESPONSIVE TO. 
          SO THERE ARE SOME LIMITATIONS WITHIN THE CONTRACT ITSELF, THE EMPLOYMENT CONTRACTS THAT, UH, OUR STAFF ARE PART OF AND REPRESENTED BY. 
          SO THAT PRESENTS ONE PARTICULAR CHALLENGE. 
          UM, WE ALSO HAVE A CHALLENGE WITH, UM, BEING ABLE TO PROVIDE OPPORTUNITIES AT A TIME WHEN STAFF CAN BE RELEASED TO DO THAT. 
          SO THERE ARE OPPORTUNITIES THAT WE PROVIDE THAT WE DO DURING THE SCHOOL DAY. 
          WE DO THINGS, WE HAVE THINGS THAT ARE AFTER SCHOOL. 
          UM, WE ARE ALWAYS LOOKING AT WHAT CAN WE DO TO ENCOURAGE OUR STAFF TO PARTICIPATE AS FAR AS REQUIRING, THAT'S SOMETHING THAT WE'VE HAD CONVERSATIONS ABOUT. 
          AND WE'LL CONTINUE TO HAVE CONVERSATIONS ABOUT WITH OUR DIVISION OF INSTRUCTION AND OUR DEPUTY SUPERINTENDENT OF INSTRUCTION TO SEE WHAT ELSE WE CAN DO. 
          UM, HOWEVER, FOR US, WHERE WE COME FROM, WE WANNA MAKE SURE THAT WE'RE AFFORDING EVERYTHING THAT WE CAN POSSIBLY AFFORD, EVEN THOUGH THERE MAY BE SOME LIMITATIONS TO WHAT CAN BE MANDATED. 
          SO WE'RE CONSTANTLY LOOKING AND REVIEWING AND, AND PROVIDING ANY OPPORTUNITY WE CAN, BUT THE MAJORITY OF THE LEARNING OPPORTUNITIES WITHIN LA UNIFIED, UM, FOR BOTH SPECIAL EDUCATION AND GENERAL EDUCATION ARE, UH, NOT MANDATED. 
          THEY ARE OPPORTUNITIES WHERE STAFF CAN TAKE ADVANTAGE OF. 
          SO WHAT CAN WE DO TO BRIDGE THAT DISCONNECT? WELL, ONE OF THE THINGS, THERE'S AN OPPORTUNITY AND THEN HERE'S, YOU KNOW, THE, THE TEAM THAT WANTS TO LEARN. 
          SO THAT'S REALLY WHAT I WANT YOUR TEAM TO KIND OF REALLY FOCUS ON, ON CREATING INCENTIVES FOR THEM, WHATEVER THEY MIGHT BE. 
          YEAH. 
          AND WE ARE WORKING WITH HR TO LOOK AT WHAT OPPORTUNITIES MIGHT THERE BE TO CREATE SESSIONS AND FOR PARTICIPANTS TO GAIN HOURS, LIKE CREDIT HOURS TOWARDS THE UNITS THAT THEY'RE TRYING TO GAIN TO MAKE GAINS ON THE EMPLOYMENT CHART. 
          ON THE SALARY CHART. 
          UM, THE WAY OUR DISTRICT WORKS IS THE NUMBER OF UNITS THIS AN EMPLOYEE HAS IN THE YEARS OF SERVICE. 
          UM, THEY HAVE THE OPPORTUNITY TO MAKE ADDITIONAL MONEY AS PART OF THEIR PAYCHECK, THEIR ONGOING PAYCHECK. 
          AND SO WE'RE ALWAYS LOOKING AT HOW CAN WE PROVIDE VERIFICATIONS OR CERTIFICATIONS FOR THEM TO BE ABLE TO USE, UM, TOWARDS THOSE HOURS. 
          SO WE'RE LOOKING AT DIFFERENT OPPORTUNITIES THAT WE CAN DO TO DO THAT. 
          AND I KNOW I'VE SAID THE WORD OPPORTUNITIES QUITE A BIT IN THE LAST FEW MINUTES, BUT, UM, WE DO REALLY WANNA AFFORD THEM ANY OPTION TO BE ABLE TO PARTICIPATE. 
          UM, BUT WE'LL ABSOLUTELY TAKE THE QUESTION BACK TO SEE WHAT WE CAN DO AND, AND REALLY FOCUS ON INCENTIVES, INCENTIVES FOR THEM TO DO IT. 
          DOUBLE THE DOUBLE THE NUMBER OF HOURS. 
          I DON'T KNOW. 
          BUT, YOU KNOW, SOME INCENTIVES BECAUSE YOU'VE A GREAT PROGRAM. 
          BUT IF NOBODY'S UTILIZING IT, THEN YOU KNOW, WHERE ARE WE AT? THANK YOU. 
          THANK YOU, RAVI. 
          THANK YOU FOR THE SUGGESTION. 
          AND, UM, YEAH, I WANNA LOOK INTO MORE ABOUT WHAT CAN BE MAN MANDATED AND HOW WE CAN INCORPORATE SOME OF THE SPECIAL ED, UH, PD INTO OUR YEAR PD, RIGHT? LIKE THERE'S, THAT SHOULD ALWAYS BE INCORPORATED INTO EVERY PROFESSIONAL DEVELOPMENT THAT WE HAVE. 
          SO, OKAY, SCOTT, MINE ARE JUST COMMENTS. 
          YOU DON'T HAVE TO ANSWER THE QUESTIONS, BUT ANY ANSWERS THAT YOU MAY WANT TO GIVE ME LATER BY EMAIL OR SOMETHING I WILL SHARE WITH THE COMMITTEE. 
          UH, NUMBER ONE, PARAPROFESSIONALS, YOU CANNOT TEACH THE CLASS WITHOUT HAVING PROPER PARAPROFESSIONALS. 
          I DON'T CARE WHAT ANYBODY SAYS, YOU MUST HAVE THEM. 
          SO, SO MANY TIMES I READ MY EYE STARS WHERE MY PARAPROFESSIONALS ARE GETTING HURT, NOT THE TEACHERS, BUT THE PARAPROFESSIONALS ARE GETTING HURT. 
          AND I'M JUST WONDERING, IN THIS TRAINING THAT I READ ABOUT ARE, ARE WE TE YOU CAN ANSWER IF YOU WANT. 
          ARE WE TEACHING, UH, OUR PARAPROFESSIONALS HOW TO PROTECT THEMSELVES AND HOW TO STAND BACK? BECAUSE I DON'T UNDERSTAND WHY THERE'S SO MANY INCIDENTS. 
          MAYBE IT'S JUST BOARD DISTRICT THREE. 
          THAT'S ALL I GET AS SOON AS I SEE TEACH, UH, EMPLOYEE INJURY. 
          I KNOW IT'S GONNA BE, AND THAT'S WHAT IT IS. 
          BUT YOU CAN ANSWER IF YOU LIKE. 
          I JUST WANNA SAY REALLY QUICKLY, WE REFERENCED THAT WE'RE BUILDING THESE MODULES. 
          WE REFERENCE THIS ONBOARDING AS A RESULT OF ALL THE EFFORTS THAT WE'RE PUTTING TOGETHER. 
          AND WE'RE GOING TO BE VERY EXCITED TO INTRODUCE THIS YEAR. 
          IT'S ABOUT 80 HOURS OF OPPORTUNITY FOR PARAPROFESSIONALS TO GET TRAINING WITH BEHAVIOR AND NOT ONLY BE NOT JUST BEHAVIOR STRATEGIES, BUT BEHAVIOR RESPONSE SO THAT THEY UNDERSTAND PERHAPS WE NEED TO MOVE OUT OF THE WAY. 
          MM-HMM . 
          PERHAPS WE NEED TO STAND FURTHER BACK. 
          THOSE TYPES OF, THEY'RE TOO CLOSE. 
          I HEAR. 
          I HEAR. 
          SO ANY OF THOSE STRATEGIES 
          [01:40:01]
I HEAR WE'RE GONNA BE FOCUSING ON, AND THEY'RE GONNA HAVE REPEATED OPPORTUNITIES THROUGHOUT THE YEAR TO REINFORCE THAT LEARNING. 
          AND THAT MAKES ME VERY HAPPY. 
          THANK YOU FOR SAYING THAT. 
          UH, SECOND THING, COMMENT THAT YOU DON'T HAVE TO ANSWER. 
          YOU KNOW, IN L-A-U-S-C, WE'RE SO QUICK TO CLOSE A CLASS IF THERE'S NOT ENOUGH KIDS IN THERE. 
          NOT ONLY SPECIAL ED, BUT GEN ED. 
          BUT WHEN IT COMES TO SPECIAL ED, SOME OF MY CLASSES KEEP GETTING LOADED AND LOADED AND LOADING, AND I HAVE TEACHERS WRITING ME SAYING THAT THEY'RE GETTING SICK BECAUSE THE NORM IS EIGHT AND THEY HAVE 16. 
          THE ANSWER IS NOT TO PUT MORE PARAPROFESSIONALS IN THERE. 
          THEY DON'T TEACH THE KIDS. 
          THE TEACHER TEACHES THE KIDS, THE PARAPROFESSIONALS ASSIST THE TEACHERS. 
          SO I DON'T KNOW WHAT WE CAN DO OR HOW WE CAN DO IT, BUT LOTS OF OVERLOADED SPECIAL ED CLASSES, JUST SO YOU'RE AWARE. 
          JUST SO YOU'RE AWARE. 
          I'M SURE IT'S NOT ONLY IN BOARD DISTRICT THREE, BUT MY CONSTITUENTS WRITE ME AND THEY TELL ME THEY'RE STARTING TO GET SICK BECAUSE NOTHING IS HAPPENING AND IT'S WHATEVER. 
          WHAT WEEK ARE WE? I DON'T EVEN KNOW. 
          BUT WE KEEP ADDING MORE AND MORE AND MORE. 
          SO THAT'S ONLY MY COMMENTS. 
          SO THANK YOU VERY MUCH. 
          THANK YOU, SCOTT, FOR UPLIFTING THAT. 
          I HAVE THAT CONVERSATION TODAY AT MY SCHOOLS. 
          THANK YOU. 
          UM, OKAY, SO I HAVE, UH, KENYA, AND THEN LAST WE HAVE MS. MARTINEZ. 
          HI. 
          I'LL TRY TO KEEP IT BRIEF BECAUSE THE LAST TWO PEOPLE SHARED VERY MANY OF THE SENTIMENTS I WANTED TO TALK ABOUT. 
          I THINK FIRST AND FOREMOST, FOR THE TEACHERS, I KNOW PERSONALLY, I HAVE A HARD TIME WANTING TO MAKE IT OUT TO TRAININGS LIKE THIS, ESPECIALLY WHEN IT'S AN ALL DAY TRAINING OR IF I'M MISSING PART OF MY DAY. 
          I'M A RESOURCE SPECIALIST TEACHER. 
          I'VE GOT A GANG OF KIDS TO WORK WITH. 
          SO IT'S REALLY HARD FOR ME TO FEEL LIKE I CAN ENTRUST MY STUDENTS WITH A PERSON WHO MAYBE THEY'RE NOT FAMILIAR WITH AND LEAVE TO GO DO TRAININGS LIKE THIS. 
          SO I WOULD LIKE TO SEE IF THERE'S A POSSIBILITY OF, I THINK WE MENTIONED DOING THESE DURING PDS, OR I'D LOVE TO BE ABLE TO, AS PART OF MY SPED DEPARTMENT GROUP, LISTEN TO SOME OF THESE LIKE TRAININGS OR TALK TO SOME PEOPLE AND SEE IF THE FEEDBACK CAN BE COLLECTED IN THAT WAY. 
          I THINK IT WOULD BE SO MEANINGFUL TO HAVE SOMEONE TO COME TO MY SCHOOL SITE AND SAY, WE SEE YOU, WE HEAR YOU. 
          WE WANNA TAKE IN THAT FEEDBACK FROM YOU HERE. 
          UM, AND THEN TO KIND OF ECHO ALSO, OUR PARAPROFESSIONALS ARE OUR LIFELINES IN OUR CLASSROOMS. AND AT MY SCHOOL, THERE IS A SERIOUS PARA TO EDUCATOR PIPELINE. 
          A LOT OF THEM ALWAYS COME IN AND THEY SEE AND THEY FEEL THE PASSION AND THEY WANNA CONTINUE WORKING. 
          AND A LOT OF THEM MENTION HOW DIFFICULT IT IS TO BETTER THEMSELVES AND IMPROVE THEIR PRACTICE WITH PROFESSIONAL DEVELOPMENTS, BECAUSE WHEN DURING THE DAY ARE THEY SUPPOSED TO DO THESE THINGS? AND EVEN MY PARA DOESN'T HAVE A FORM OF TECHNOLOGY PROVIDED BY THE SCHOOL. 
          SO HOW ARE THEY SUPPOSED TO LOG ONTO THESE TRAININGS AND HOW ARE THEY SUPPOSED TO PARTICIPATE IN A MEANINGFUL AND ENGAGING WAY TO CONTINUE BETTERING THEIR PRACTICE? SO I'D LOVE TO TALK MORE ABOUT THE REALITY PRACTICE OF HOW THIS APPLIES AT OUR ACTUAL SCHOOL SITES AND WHAT ARE THE BARRIERS THAT THESE TWO GROUPS MAY BE ENCOUNTERING IN WANTING TO ENGAGE IN SOME OF THESE TRAININGS. 
          'CAUSE EVEN I DIDN'T, I HAVEN'T HEARD OF MOST OF THESE TRAININGS, AND THEY LOOK AMAZING AND THEY SEEM LIKE THEY'LL PROVIDE SO MUCH GREAT INFORMATION, BUT AT OUR SCHOOL SITES THEMSELVES, WE DON'T EVEN KNOW THIS IS GOING ON. 
          THANK YOU. 
          GO AHEAD MS. MARTINEZ. 
          FIRST OF ALL, I WANNA SAY THANK YOU FOR DEVELOPING THIS, UM, SPECIAL EDUCATION PARAPROFESSIONAL GROUP. 
          I THINK IT'S AMAZING BECAUSE WE, OR AT LEAST IN MY SCHOOL, WE DO TEND TO USE SCHOOLOGY A LOT, YOU KNOW, TO LOG IN STUFF OR TO CHECK OUT KIDS' GRADES. 
          SO IT'S, IT'S A GREAT RESOURCE. 
          UM, BUT MY QUESTION WAS MORE LIKE, WHAT IF THE TIMES AND DATES, LIKE KENYA SAID, IT DOESN'T MEET OUR NEEDS? BECAUSE, YOU KNOW, WHEN I SAW BANK TUESDAYS, UM, OR YOU KNOW, OR LIKE, HEY, UM, STEP IN IF YOU HAVE QUESTIONS, CONCERNS, BUT THEN I, I KIND OF GOT DISCOURAGED BECAUSE THE TIME DOESN'T WORK FOR ME BECAUSE I DON'T GET, YOU KNOW, OUR SCHOOL DOESN'T HAVE RELEASE TIME ON TUESDAYS. 
          THEY HAVE IT ON FRIDAY. 
          SO LIKE, WHAT OTHER OPTIONS? UM, YOU KNOW, NOT JUST THAT SET TIME. 
          AND THEN, YOU KNOW, THERE'S OTHER TRAININGS TOO, BUT IT'S LIKE, IT'S, IT DOESN'T WORK WITH MY TIME, THE TIME I WOULD HAVE TO BE, YOU KNOW, REMOVED FROM A CLASSROOM THAT I'M SUPPORTING. 
          THAT'S A HIGH NEED DEMAND, YOU KNOW? SO THAT WAS ONE OF THE THINGS. 
          AND YOU KNOW, KENYA ALSO SAID, YOU KNOW, MEETING AS A TEAM, YOU KNOW, BECAUSE SOMETIMES LIKE WE SERVICE THE SAME KIDS, DIFFERENT CLASSROOMS, AND SOMETIMES WE DON'T GET TO TOUCH BASE, YOU KNOW, HEY, WHAT'S WORKING FOR YOU? WHAT'S NOT WORKING FOR YOU? OR HOW CAN WE COME AS A TEAM TO HELP THESE STUDENTS? YOU KNOW? UM, ANOTHER THING, UM, WHEN IT CAME DOWN TO UNDERSTANDING THE IEPS, RIGHT? UM, I CAN OPENLY SAY I HAVE NO CLUE HOW THE IEP WORKS AND I'M A PARAPROFESSIONAL. 
          A TEACHER CAN TELL ME, HEY, YOU KNOW, FOCUS ON THIS. 
          BUT IT'S LIKE, 
          [01:45:02]
HOW CAN WE FOCUS, LIKE MAYBE HAVING US AS JUST STEP IN, NOT TO TRANSLATE, BECAUSE MANY OF US ARE ASKED TO TRANSLATE IN THESE MEETINGS, BUT IT'S LIKE TO UNDERSTAND OR, OR GRASP, HEY, OKAY, THIS IS WHAT YOU'RE ASKING. 
          HOW CAN I PUT THAT IN THE CLASSROOM TO SUPPORT THE STUDENTS? UM, YOU KNOW, AND I KNOW THEY MENTIONED, UM, A, A CHECKLIST. 
          I MEAN, NO, NOT A CHECKLIST, BUT A PAMPHLET, RIGHT? THAT EVERY PARENT'S SUPPOSED TO RECEIVE. 
          IT'S SO FUNNY BECAUSE EARLIER THIS WEEK WE WERE CLEANING OUT ONE OF THE DRAWERS AND THE TEACHER'S LIKE, OH, THOSE ARE THE PLANS, PAMPHLETS WE'RE SUPPOSED TO GIVE TO THE PARENTS IN EVERY IEP, AND WE FORGET. 
          AND IT WAS LIKE, OH, WOW. 
          SO WHEN YOU MENTIONED IT, I WAS LIKE, IT HAPPENS BECAUSE TEACHERS ARE OVERWORKED. 
          THERE'S A BUNCH OF CASELOADS, AND IT'S LIKE MAYBE JUST HAVING A QUICK CHECKLIST OF LIKE, THINGS WE SHOULD HAVE READY FOR IEP AND, YOU KNOW, JUST, YES, IT MIGHT BE A LITTLE BIT MORE WORK, BUT IT'S JUST FOR PARENTS TO UNDERSTAND, LIKE SOMEBODY ELSE MENTIONED WHAT IT MEANS, OR JUST HAVING THE CASE MANAGERS FOLLOW UP INDIVIDUALLY BECAUSE IT, IT, IT CAN BE OVERWHELMING. 
          YOU'RE SITTING THERE, EVERYBODY'S TALKING AND THROWING THINGS AT YOU, BUT YOU'RE NOT UNDERSTANDING, YOU KNOW, SO I, I JUST WANTED TO TOUCH IN THOSE POINTS. 
          THANK YOU SO MUCH. 
          AND OUR LAST, UM, COMMITTEE MEMBER IS MS. RES, AND IT'S ALSO A COMMENT, UM, FIRST THE ASSISTIVE TECHNOLOGY, UM, COURSE OR, OR, UH, TRAINING THAT YOU OFFER, YOU ONLY OFFER IT TO GEN ED TEACHERS. 
          I'M A 24 YEAR, UM, PERSON IN THE CLASSROOM, AND I AM NOT COMPUTER SAVVY. 
          I WOULD TOTALLY BENEFIT FROM THAT TRAINING. 
          AND I'M AN RSP TEACHER. 
          YOU KNOW, I KNOW WHEN IT FIRST CAME OUT, I EMAILED TO SEE IF I CAN TAKE IT BECAUSE IT WOULD BE TOTALLY BENEFICIAL FOR MY KIDDOS. 
          UM, AND I WAS DENIED. 
          UM, AND SO I THINK THAT THIS CLASS WOULD BENEFIT PARAS, WOULD BENEFIT R-S-P-S-D-P, ALL TEACHERS, UH, BECAUSE WE ALL WORK WITH STUDENTS AT DIFFERENT LEVELS, SO I HIGHLY RECOMMEND THAT. 
          AND, UM, THE PERSON, THE GENTLEMAN IN FRONT OF ME MENTIONED NUMBERS IN CLASSES, RIGHT? UM, I THINK THAT WE ALSO NEED TO LOOK AT THESE, WHAT WE CALL INCLUSION CLASSES, RIGHT? UM, I AM IN A GEN ED CLASS WHERE WE HAVE 30 SOME STUDENTS, AND OUT OF THOSE 30 10 ARE STUDENTS WITH HIGH NEEDS. 
          THEY'RE NOT RSP STUDENTS, THEY'RE SDP STUDENTS. 
          THAT MAKES A WORLD OF A DIFFERENCE IN A CLASS OF 30 BECAUSE THE TEACHER, IF THE TEACHER MOVES ON QUICKLY, WE LEAVE THOSE KIDS BEHIND. 
          AND SO WE, IF WE'RE GOING TO MOVE WITH INCLUSION, WHICH I THINK IT'S GREAT IF IT'S PLANNED CORRECTLY, IF IT IS TAILORED TO THE NEEDS OF THOSE KIDS, IF THOSE KIDS ARE PROGRAMMED CORRECTLY. 
          UM, AND SO THAT'S SOMETHING THAT I, AGAIN, IT'S JUST A COMMENT. 
          SOMETHING TO KEEP IN MIND. 
          UM, WE DEFINITELY NEED FUNDING FOR MORE PERSONNEL. 
          WE NEED MORE PARAS, WE NEED MORE TEACHERS IN THE INCLUSION PROGRAM, MY NUMBERS WENT FROM 20 TO 27, SO NOW I'M NOT AN INCLUSION TEACHER, THERE'S NO WAY. 
          BUT I'M NOT AN RSP TEACHER BECAUSE RSP, YOU SERVE STUDENTS WHO HAVE, UM, HIGHER SKILLS, RSDP STUDENTS NEED MORE SUPPORT. 
          AND SO THOSE ARE THINGS THAT I THINK WE REALLY NEED TO, UM, KEEP IN THE FOREFRONT AS WE ARE MOVING FORWARD WITH PLANNING, UM, THE MOVE OF OUR STUDENTS WITH IEPS INTO THE GENERAL EDUCATION POPULATION. 
          THANK YOU. 
          THANK YOU SO MUCH. 
          I WANNA HAND IT OVER TO DR. SOTO. 
          YOU'RE GONNA DO THE OR? OH, OKAY. 
          UM, THE FINAL, YES, THE, THE FINAL ONE THAT WE STILL HAVE PUBLIC COMMENT, AND I ALSO WANT US TO TAKE A COMMITTEE PICTURE AT THE END, BUT I WANNA THANK EVERYBODY'S AS SHE'S WALKING TO THE MIC. 
          THANK EVERYBODY FOR YOUR INPUT AND YOUR INSIGHT TODAY. 
          YOU HAVE BROUGHT, UH, THE, THE REALITIES, RIGHT APPRECIATION FOR ALL THE WORK THAT EVERYONE HAS DONE IN, IN, IN PREPARING THESE PDS, BUT ALSO, UM, ACKNOWLEDGING AND, UH, SURFACING THE REALITIES THAT WE ARE MET WITH ON THE GROUND. 
          GO AHEAD. 
          HI, GOOD AFTERNOON. 
          MY NAME IS DIANA MAIA. 
          I'M A DIRECTOR IN THE DIVISION OF SPECIAL EDUCATION IN L-A-U-S-D, OF COURSE. 
          AND I'M ALSO A PROUD GRADUATE OF L-A-U-S-D, GETTING, OH, GIVE 
          [01:50:01]
ME ONE MOMENT FOR TECHNICAL SUPPORT, PLEASE. 
          . 
          SO, GOOD AFTERNOON. 
          I'M HERE TODAY TO PRESENT, UH, CALIFORNIA DEPARTMENT OF EDUCATION INVESTIGATION FINDINGS AND CORRECTIVE ACTIONS ON A SPECIFIC CASE CASE S DASH 0 9 0 9 DASH 24 25. 
          OKAY. 
          THE PURPOSE OF THIS PRESENTATION IS TO FULFILL THE CALIFORNIA DEPARTMENT OF EDUCATION'S CORRECTIVE ACTION DIRECTIVE IN CASE S 0 9 0 9 DASH 24 25. 
          AND SPECIFICALLY IN THIS CASE, THE CDE HAS REQUIRED THE DIVISION OF SPECIAL EDUCATION TO PRESENT THE FINDINGS OF NON-COMPLIANCE TO THIS BOARD COMMITTEE. 
          THESE ARE THE FINDINGS IN THIS CDE CASE. 
          THE CDE INVESTIGATED AN ALLEGATION THAT THE DISTRICT FAILED TO IMPLEMENT A FINAL SETTLEMENT AGREEMENT DATED FEBRUARY 1ST, 2024. 
          THE AGREEMENT REQUIRED REIMBURSEMENT TO PARENTS FOR LANGUAGE AND SPEECH, FOR OCCUPATIONAL THERAPY, AND FOR TUTORING SERVICES. 
          THE DISTRICT WAS APPROXIMATELY EIGHT MONTHS LATE IN PROVIDING REIMBURSEMENT TO THE PARENTS TOTALING $6,425. 
          AND THE CALIFORNIA DEPARTMENT OF EDUCATION FOUND THIS DELAY CONSTITUTED NON-COMPLIANCE STEPS TAKEN BY THE DIVISION OF SPECIAL EDUCATION TO ADDRESS THE REIMBURSEMENT CONCERNS. 
          WE HAVE IMPLEMENTED A CENTRALIZED SYSTEM, A TRACKING SYSTEM FOR ALL SETTLEMENT RELATED REIMBURSEMENTS. 
          WE'VE ESTABLISHED INTERNAL DEADLINES TO ENSURE TIMELY PROCESSING WELL IN ADVANCE OF THE 60 DAY WINDOW. 
          WE'VE ALSO ISSUED DIRECT GUIDANCE TO OUR FISCAL STAFF ON PROMPT IMPLEMENTATION, AND WE STRENGTHENED COORDINATION BETWEEN OUR LEGAL, FISCAL AND PROGRAMS TEAMS TO ENSURE FOLLOW THROUGH. 
          WE HAVE A COMMITMENT TO COMPLIANCE AND TO FAMILY SUPPORT. 
          AS YOU'VE HEARD TODAY,  IN THE PRESENTATIONS, THE DIVISION OF SPECIAL EDUCATION IS COMMITTED TO THE TIMELY FULFILLMENT OF SETTLEMENT OBLIGATIONS. 
          WE WILL CONTINUE STRENGTHENING INTERNAL SYSTEMS TO ENSURE PROMPT AND ACCURATE IMPLEMENTATION OF SERVICES FOR OUR STUDENTS AND FAMILIES. 
          AND I WANNA ALSO SAY THAT WE APPRECIATE THE PARTNERSHIP OF THIS COMMITTEE IN SUPPORTING THE EFFECTIVE OVERSIGHT AND CONTINUOUS IMPROVEMENT. 
          THANK YOU. 
          THANK YOU VERY MUCH. 
          THANK YOU. 
          ALRIGHT, 
          [III.	Public Comment]
UM, WE ARE GONNA GO AHEAD AND MOVE ON TO PUBLIC COMMENT. 
          OKAY. 
          I'M GONNA CALL ON THE PEOPLE WHO HAVE LISTED THEMSELVES AS BEING HERE IN PERSON FIRST, AND THEN I WILL CALL ON THOSE WHO LISTED THEMSELVES AS BEING REMOTE. 
          UH, SO DEANNA GUILLEN, COME ON UP. 
          MS. GUILLEN IS GONNA SPEAK IN SPANISH, SO IF YOU'D LIKE TO HEAR WHAT SHE'S SAYING IN ENGLISH, PLEASE PUT ON THESE TRANSLATION HEADSETS. 
          AND JUST TO REMIND OUR COMMITTEE THAT DURING PUBLIC COMMENT, WE LISTEN AND WE DO NOT RESPOND TO PUBLIC COMMENT. 
          WE LISTEN. 
          OKAY. 
          IT LOOKS LIKE EVERYONE HAS A HEADSET AND, UH, YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          THANK YOU. 
          GOOD AFTERNOON. 
          MEMBERS OF THIS COMMITTEE FOR SPECIAL EDUCATION HERE, YOU SPOKE ABOUT THE CAMPAIGN HERE AND LEARN WHERE CARLA ESTRADA INDICATES THAT THIS REPORT REFLECTS WHAT THEY HEARD REAFFIRMING THEIR RESPONSIBILITIES FOR SPECIAL EDUCATION, FOR QUALITY AND INCLUSIVITY, WHERE THEY REPORTED THAT THERE'S MORE THAN 70,000 STUDENTS IN SPECIAL EDUCATION, THAT THEY DID 31 FOCUS GROUPS, ONE 1200 SURVEYS. 
          BUT WHERE AS A MOTHER OF A STUDENT FOR A SPECIAL EDUCATION, I, I DIDN'T KNOW WHAT IT SAID. 
          THIS PLAN THAT'S HERE BEFORE YOU, WHERE THEY SAID AND WHO THEY DIDN'T PRESENT BECAUSE THEY PRESENTED SOME SLIDES. 
          I SUGGEST YOU ALL READ IT BECAUSE THIS IS WHAT'S GOING TO HAPPEN. 
          I WANNA KNOW HOW THE PERSON WHO WROTE THIS GOT THAT STUDENTS SUPPOSEDLY WERE GOING TO INCREASE 20 POINTS IN ENGLISH AND MATH, BUT WHERE DID THEY START FROM? WHERE ARE THESE KIDS COMING FROM? MINUS 
          [01:55:01]
200 MINUS A HUNDRED. 
          WE NEED THAT INFORMATION. 
          WE NEED TO MOVE THE STUDENTS WITH DISABILITIES TO PARTICIPATE IN GENERAL EDUCATION. 
          80%. 
          DID YOU ASK THE PARENTS WHO HAVE STUDENTS WITH SEVERE DISABILITIES, IF THEY WANT THEIR CHILDREN TO GO TO GENERAL EDUCATION CLASSES, DID THEY ASK OR THINK THAT IT'S A DISCRIMIN DISCRIMINATORY ACT FOR THESE KIDS WHO HAVE OTHER NEEDS AND WHO CANNOT, PERHAPS OTHER STUDENTS THAT THEY, THEY WANT THEM TO SIGN THE IPS WITHOUT THE PARENT ACCEPTANCE BECAUSE TO TELL THEM THEIR RIGHTS, THEY CAN'T BE THERE MAKING DECISIONS OF THAT. 
          ADULTS ARE SUPPOSED TO, ESPECIALLY WHEN IT'S A STUDENT WITH DIS DISABILITIES, YOU WANT TO PUT EVERYTHING UNDER THE SMOKE SCREEN OF INCLUSIVITY. 
          BUT HERE MANY PANELISTS WHO DON'T PROVIDE THE INFORMATION THAT IS NEEDED, AND YOU HAVE THOUSANDS OF WORKSHOPS THAT ARE NOT UNDER UNDERSTOOD WITH SO MANY, YOU KNOW, D DECIPHERABLE LANGUAGE TERMS. AND IF I DO WANNA MEET WITH MRS THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          WHERE DID THEY GET THESE NUMBERS AND HOW DID YOU GET TO THIS? AND YOU TWO AS MEMBERS SHOULD ASK. 
          THANK YOU VERY MUCH FOR YOUR TIME. 
          OKAY, THE NEXT SPEAKER IS CAROL NDA VERDE. 
          CAROL LAND VERDE. 
          MS. LONDA VERDE IS NOT HERE. 
          UH, UH, LET'S SEE, UH, CHARISE GRUBER, COME ON UP. 
          YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          AND THEN AFTER MS. GRUBER IS NOMA GONZALEZ, COME ON UP. 
          MS. GRUBER, YOU'LL HAVE, UH, TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          THANK YOU. 
          HELLO, GRACIA. 
          UM, THANK YOU FOR GIVING THE OPPORTUNITY FOR PUBLIC COMMENTS. 
          I REALLY LIKE, I WOULD REALLY LIKE FOR THE LADY FROM REGION SOUTH TO PUT ON THE HEADPHONES BECAUSE THANK TO HER, I HAD TO COME IN JANUARY TO THIS COMMITTEE. 
          MR. SOTO, YOU KNOW THAT I CONGRATULATED YOU FOR THIS LISTENING AND LEARN CAMPAIGN THAT I HEARD LAST YEAR. 
          I THINK IT'S A VERY IMPORTANT INITIATIVE, VERY VALUABLE. 
          AS PARENTS, I SUPPORT YOUR COMMENT WHEN YOU MENTION THAT IT'S NECESSARY FOR TEACHERS TO HAVE INCENTIVES SO THAT THESE TRAININGS ARE NOT JUST OPTIONAL, BUT THAT THEY ARE, UH, REQUIRED. 
          MY SON IS SIX YEARS OLD AND HE IS IN GENERAL EDUCATION. 
          THIS IS HIS SECOND YEAR. 
          AND I'M SO, I'M SO NERVOUS. 
          I'M SO SORRY. 
          I HAVE A STUDENT THAT IS WONDERFUL THIS YEAR AND I WAS SO SADDENED TO HEAR FROM HER THAT SHE HAS A LOT OF YEARS WORKING HERE, BUT IT'S HER FIRST CASE OF STUDENT WITH AUTISM. 
          SO THE CALL HERE, AND I RECOGNIZE ALL THE WORK THAT YOU DO, I LOVE TO HEAR, I DRIVE AN HOUR, BUT I LOVE TO COME HERE BECAUSE I WANT TO BE PART OF THE SOLUTION. 
          AND YES, MR. SOTO, I WANT TO WORK ALONG WITH YOUR TEAM. 
          YOU NEED TO HEAR FROM US. 
          YOU NEED TO LISTEN TO THE FEEDBACK YOU NEED. 
          WE NEED TO HAVE TRUE INCLUSION IN THE GENERAL EDUCATION CLASSROOMS, BUT WE DO NEED COLLABORATION. 
          WE NEED FOR YOU TO LISTEN ON WHAT'S WORKING AND WHAT'S NOT. 
          AND WE NEED ACTIONS BECAUSE IMPORTANT TIME IS LOST IN OUR CHILDREN'S LIVES WHEN THEY'RE NOT IN EARLY EDUCATION. 
          AND WE NEED FOR THEM TO BE INDEPENDENT AS MUCH AS POSSIBLE, AS WE HAVE SAID BEFORE IN PUBLIC COMMENTS WHEN THEY'RE ADULTS. 
          SO I VALUE ALL YOUR EFFORTS, BUT WE NEED TO LISTEN ABOUT WHAT WE DON'T LIKE AND WRITE. 
          WE NEED FOR THIS TRAINING, TEACHER TRAINING FOR EDUC GENERAL EDUCATION TO BE REQUIRED SO THAT THERE IS TRUE INCLUSION. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          THE NEXT SPEAKER IS NOR MA GONZALEZ COMMAND. 
          DANIEL, YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          MS. GONZALEZ IS GONNA SPEAK IN SPANISH, SO IF YOU'D LIKE TO HEAR WHAT SHE'S SAYING IN ENGLISH, PLEASE PUT YOUR HANDS UP AND WE WILL GET YOU THESE TRANSLATION HEADSETS. 
          GOOD AFTERNOON. 
          MY NAME IS DR. GONZALEZ, AND I AM A MOTHER WITH A STUDENT WITH AUTISM IN THIS DISTRICT. 
          AS A MOTHER, THE IMPORTANCE OF BEING AWARE AND KNOW EVERYTHING THAT HAPPENS FOR MY STUDENT AS A MEMBER ALSO OF A SPECIAL EDUCATION COMMITTEE, I AM INTERESTED TO KNOW WHAT IS HAPPENING. 
          THIS PROGRAM, I'VE NEVER READ IT BEFORE. 
          YOU HAD PRESENTED THEM AS AN ANNOUNCEMENT IN THE COMMITTEE, BUT ACTUALLY IT, IT WASN'T PRESENTED. 
          UM, SOME POINTS, UH, BULLETS. 
          ARE THOSE THE ADVOCACY? YES, THE STUDENTS DO NEED TO KNOW HOW TO 
          [02:00:01]
EMPOWER THEMSELVES SO THAT THEY ARE HERE. 
          BUT IT'S A GREAT NUMBER OF STUDENTS THAT DO NOT HAVE THAT POWER BECAUSE THEY DO NOT HAVE SELF-CONTROL. 
          HOW CAN THEY BE EMPOWERED IN THAT KIND OF SITUATION? HOW ARE YOU GOING TO TAKE AWAY PARENTS TO ADVOCATE FOR THEIR STUDENTS, ESPECIALLY FOR THOSE STUDENTS THAT ARE MODIFIED CURRICULUM? ON THE SECOND TOPIC HERE, INCLUSION, INCLUSION IN THE LEAST RESTRICTIVE ENVIRONMENT. 
          INCLUSION CANNOT BE MEASURED JUST WITH NUMBERS IN GENDER EDUCATION CLASSROOMS, THERE'S STUDENTS THAT ARE SPECIFICALLY THOSE THAT IN THE ALTERNATE CURRICULUM FOR WHO THEY ARE IN A GENERAL, UM, CLASSROOM, IT DOESN'T FAVOR THEIR EDUCATION AND THEY CANNOT BE INCLUDED. 
          AND ACTUALLY IT HARMS THEM. 
          AND THE THIRD TOPIC HERE ABOUT THE HIGH QUALITY INSTRUCTION IN THE PLAN, YOU TALK ABOUT HIGH QUALITY EXPECTATIONS ABOUT INSTRUCTION, UH, DEMANDING INSTRUCTION, BUT AT THE END, YOU JUST REDUCE IT TO INCREASE A 20% IN LANGUAGE ARTS. 
          UH, 30% IN MATH FOR 2027. 
          TRULY. 
          DO YOU THINK THAT THE QUAL QUALITY EDUCATION IS JUST MEASURED ON A STANDARDIZED TEST? THAT IS NOT A VISION, THAT IS A LIMITED VISION. 
          STUDENTS WITH A DISABILITY NEED SUPPORT THAT IS COMPREHENSIVE, INDIVIDUALIZED, THAT THE, UH, EXAMS, UH, JUST SHOW REDUCTIONS AND IT'S JUST A NUMBER IN A, UM, TABLE. 
          IT'S JUST COVERING UP WITH STATISTICS. 
          PLEASE GIVE THE PARENTS INFORMATION THOSE THAT ARE HERE FOR AS PARENTS. 
          PLEASE THANK YOU FOR YOUR TIME. 
          PLEASE GIVE THAT INFORMATION THAT YOU ARE LIMITED. 
          OKAY, THE NEXT SPEAKER IS MR. DAVID TOSKI. 
          COME ON DOWN, MR. TOSKI. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          AND THEN AFTER MR. TOSKI IS INGRID LEVY, THANK YOU FOR THE OPPORTUNITY TO SPEAK TODAY. 
          UM, IT'S GOOD TO HEAR ABOUT ONE LITTLE, UH, SPECIAL ED CASE FOR $6,000 IN A BILLION DOLLAR BUDGET. 
          UH, IT WOULD BE REALLY GOOD TO GET A PICTURE OF ALL THE CONFLICTS AND LITIGATION AND COSTS AND HOW MUCH IS BEING LOST TO LITIGATION RATHER THAN SERVICES MONEY FOR SERVICES. 
          IT'S A PLEASURE TO ADDRESS THIS CONTINUING SEGREGATED COMMITTEE. 
          THAT IS TO SAY SPECIAL ED APART FROM INSTRUCTION IS EXACTLY WHAT I LEARNED AS A 12 MEMBER YEAR MEMBER OF THIS BOARD OF EDUCATION. 
          WHEN SPECIAL ED DOES NOT MEET WITH INSTRUCTION, IT IS AT THE HEART OF THE PROBLEM OF HOSTILITY OF THE TWO PARTS OF THE DISTRICT. 
          IT MUST COME TOGETHER IN THIS COMMITTEE UNDER YOUR LEADERSHIP. 
          ALSO, THE LEGISLATIVE AGENDA IS BEING MADE RIGHT NOW BY THE BOARD OF ED IN SERIAL MEETINGS AND PRIVATE RATHER THAN IN A PUBLIC WAY. 
          WE NEED TO GET WHAT WE NEED LEGISLATIVELY, UH, FROM THE GOVERNOR AND FROM WHATEVER WE CAN AT THE FEDERAL LEVEL THAT'S A PUBLIC. 
          ADDITIONALLY, WE NEED TO KNOW HOW MUCH IS BEING OUTSOURCED IN THIS DISTRICT RATHER THAN BRINGING IN THE EMPLOYEES AND TRAINING THEM AND SO ON. 
          WE JUST HAD A DATA BREACH FROM KOKOMOS SOLUTIONS, WHICH IS HAZEL HEALTH. 
          AND THE DATA OF THE STUDENTS AND THE FAMILIES, THEIR SOCIAL SECURITY, THEIR MENTAL HEALTH RECORDS WERE EXPOSED TO THE DARK WEB. 
          WE HAVE NOT HEARD ABOUT WHAT PROTECTIONS ARE IN PLACE FOR THAT. 
          ADDITIONALLY, SUMMER SCHOOL, UH, RE REMAINS MOSTLY ESY EXTENDED SCHOOL YEAR. 
          UH, WE HAVE $500 MILLION OF ELO MONEY NOW ANNUALLY. 
          SOME OF THAT MONEY NEEDS TO E EXTENDED LEARNING. 
          IT'S MONEY THAT CAME FROM THE GOVERNOR TO HELP US WITH THE REMEDIES FROM THE COVID THAT COULD BE ENRICHING THE STUDENTS' LIVES IN SUMMER AND WINTER SESSION. 
          ADDITIONALLY, WE NEED TO FIND OUT ABOUT VIRTUAL STUDENTS, UH, UH, VIRTUAL SCHOOLS. 
          HOW ARE THE KIDS DOING SPECIAL NEEDS KIDS AND OTHER KIDS IN THE VIRTUAL SCHOOLS? I UNDERSTAND IT'S THREE TIMES LOWER THAN THE SCORES OF THE REGULAR HEAD. 
          AND FINALLY, REVENUE. 
          THE LEA BOP, THE DISTRICT IS GETTING ABOUT $37 A KID. 
          MOST DISTRICTS ARE AT 60 AND $70 A KID. 
          AND FINALLY, THERE'S NEW MONEY IN MED, MEDICARE, MEDI-CAL CALLED CHILDREN, YOUTH BEHAVIORAL HEALTH INITIATIVE. 
          ALL OF THIS CAN HELP ALL THE PROGRAMS YOU'RE TALKING ABOUT HERE. 
          THANK YOU VERY MUCH. 
          THANK YOU FOR YOUR TIME. 
          OKAY, INGRID LEVY, COME ON UP. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          HI, GOOD EVENING EVERYONE. 
          I'M INGRID LEVY. 
          I'M THE PARENT OF TWO KIDS IN L-A-U-S-D WITH IEPS. 
          UM, ALSO L-A-U-S-D, UM, ALUM, MYSELF, THIRD GENERATION. 
          MY KIDS ARE MY PARENTS MET HERE IN HOLLYWOOD HIGH SCHOOL, . 
          SO, UM, I'M HERE TODAY BECAUSE I WANTED TO SHARE, UM, ONCE AGAIN WITH THIS NEW SCHOOL YEAR, THE FEEDBACK THAT I GOT WHEN I SERVED FOR 
          [02:05:01]
FOUR YEARS IN THE CAC, UM, I SERVED AS THE CHAIRPERSON LAST ES OR LAST SCHOOL YEAR. 
          AND, UM, WHAT I'VE HEARD A LOT, EVEN TODAY, EVEN FROM THE PANEL UP HERE, WHICH IS GREAT THAT IT'S BEING COMMUNICATED AT ALL LEVELS, IS THAT THERE IS REALLY A NEED TO FILL, UM, THE GAP BETWEEN THE PLANS FROM THE DISTRICT LEVEL DOWN TO THE SCHOOL SITES. 
          I KNOW OVER THE LAST FOUR YEARS, MANY OF US THAT SERVED IN THE COMMUNITY ADVISORY COMMITTEE, UM, WERE, UH, TRYING TO CHAMPION A SCHOOL SITE SPECIAL EDUCATION COMMITTEE OR AFFINITY GROUP OR SOME KIND OF WAY TO RECEIVE FEEDBACK FROM TEACHERS, SUPPORT STAFF, PARAS AND PARENTS AND STUDENTS. 
          UM, IF IT'S THE SECONDARY LEVEL, RIGHT? ON HOW IS EACH SCHOOL SITE USING THE RESOURCES THEY HAVE, WHAT DO THEY NEED, WHAT NEEDS TO BE COMMUNICATED MORE CLEARLY? I THINK IT'S REALLY IMPORTANT TO FIND A WAY TO DO THAT. 
          I REALLY APPRECIATED DR. 
          SOTO'S LISTEN AND LEARN CAMPAIGN LAST YEAR BECAUSE IT WAS SO ALIGNED WITH WHAT WE PARENTS THAT WERE IN LEADERSHIP LAST YEAR WERE, UM, HEARING BACK FROM THE COMMUNITY THAT WAS NEEDED. 
          UM, THERE DEFINITELY NEEDS TO BE TRAINING, BUT I ALSO SEE HOW IT SEEMS KIND OF IMPOSSIBLE WHEN IT'S NOT MANDATED, AND I KNOW WHY IT CAN'T BE MANDATED. 
          AND I AGREE THAT IT NEEDS TO BE INCENTIVIZED. 
          WE'VE THOUGHT OF THINGS LIKE, YOU KNOW, PAY THEM FOR A DAY OFF. 
          I DON'T, YOU KNOW, I DON'T KNOW THE UNION NEEDS, BUT I DO THINK THAT THERE ARE TEACHERS OUT THERE THAT WOULD LIKE TO KNOW HOW TO SERVE THE STUDENTS BETTER IF THEY HAD THE OPPORTUNITY. 
          UM, AND LASTLY, JUST TO UPDATE THE TRAINING THAT PARAS AND TEACHERS GET BECAUSE THERE ARE SOME AMAZING TEACHERS MY CHILDREN HAVE HAD, BUT I HEAR REALLY SAD STORIES FROM OTHER FAMILIES WHERE THEIR CHILDREN'S CIVIL RIGHTS WERE VIOLATED DAILY AND THE ADMINISTRATOR OR THE TEACHER OR THE PARA THOUGHT THEY WERE DOING THE RIGHT THING BASED ON TRAINING FROM 30 YEARS AGO. 
          SO I THINK UPDATING EVERYONE'S TRAINING SHOULD BE MANDATED. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          OKAY. 
          THE NEXT SPEAKERS WE WILL CALL ARE THOSE WHO LISTED THEMSELVES AS SPEAKING REMOTELY. 
          MARIA LUISA PALMA. 
          PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          MARIA LUISA PALMER. 
          GOOD EVENING. 
          SPECIAL EDUCATION PARENTS OF LOS ANGELES AND MEMBERS OF THIS BOARD SUBCOMMITTEE. 
          WHAT DO YOU KNOW ABOUT THE  SELPA IS THE SPECIAL EDUCATION LOCAL PLAN AREA, LOCAL PLAN. 
          AND AS FAR AS THIS COMMITTEE GOES, I REVIEWED ALL OF THE SLIDES, ALL THE VIDEOS FROM LAST SCHOOL YEAR. 
          NOTHING HERE HAS BEEN DISCUSSED FROM THAT PLAN. 
          THIS IS A FORMAL STATE REQUIRED PLAN THAT COVERS ALL OF SPECIAL EDUCATION SERVICES. 
          DOES THAT SEEM A LITTLE IMPORTANT? YES. 
          THE BOARD OF EDUCATION MUST APPROVE THIS PLAN IN JUNE OF EVERY YEAR, BUT YET IT'S NOT DISCUSSED HERE AT THIS SPECIAL EDUCATION SUBCOMMITTEE. 
          WOULDN'T THAT BE APPROPRIATE? HERE YOU PRESENT INFORMATION ON SPECIFIC PROGRAMS ON SPECIAL EDUCATION, BUT THE SELF IS DIFFERENT. 
          IT PROVIDES DIRECT CLEAR POLICY, BULLETIN NUMBERS, LAW, CITATIONS OF THE REQUIREMENTS. 
          IN JUNE OF 2025, THE BOARD APPROVED A PLAN WHICH WAS SUBMITTED TO THE STATE. 
          BUT THAT PLAN, THAT SEPA PLAN, WAS NOT EVEN TRANSLATED INTO SPANISH. 
          IT'S STILL NOT TRANSLATED. 
          NOW, HOW CAN THAT BE? THE BOOK PLAN IS BURIED ON THE SPECIAL EDUCATION WEBSITE. 
          WHY IS IT BEING HIDDEN FROM THE PUBLIC AND FROM PARENTS? AND HOW IS THIS EQUITABLE? TODAY'S REPORT ON THE LIST AND LEARN CAMPAIGN, WHICH YOU HAVE BEEN PRESENTED HERE, DID NOT INCLUDE ANY OF THE MEASUREMENTS OF SUCCESS. 
          WE HAVE ACTIONS, WE HAVE METRICS, THOUGH, IN THESE MEASUREMENTS. 
          THIS IS WHAT THE ACCOUNTABILITY SHOULD BE BASED ON GOING FORWARD. 
          WHY WAS THIS NOT PRESENTED? NOT ONLY WERE THOSE METRICS NOT PRESENTED, BUT NO BASELINES MEASUREMENTS WERE INCLUDED IN THE PLAN. 
          THIS IS A 24 PAGE REPORT. 
          THAT PLAN HAS ALSO NOT BEEN TRANSLATED TO SPANISH YET. 
          IT WAS PRESENTED TO YOU HERE IN MAY OF 2025. 
          WHY DOES THIS KEEP HAPPENING GIVEN THIS COMMUNITY THAT WE HAVE HERE THAT NEEDS SPANISH LANGUAGE MATERIAL? MY NAME IS MARIA  HERE ON BEHALF OF RA, WHICH BRINGS YOU RESEARCH AND ANALYSIS, BRINGING PARENTS AND THE BOARD OF EDUCATION INSIGHT AND INFORMATION, WHICH APPARENTLY YOU WILL NOT FIND ELSEWHERE IN THIS LA UNIFIED GIANT RY BUREAUCRACY. 
          GOOD EVENING. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          THE NEXT SPEAKER IS JACQUELINE CASAS. 
          UH, YOU'RE SIGNED UP TO SPEAK REMOTELY, BUT I DO NOT SEE YOU IN THE ROOM. 
          ARE YOU IN THE ROOM, MS. CAAS? MY NAME IS JACQUELINE CASAS AND I AM THE ONCE MOTHER, A STUDENT THAT IS 12 YEARS OLD FROM EMERSON CHARTER IN SEVENTH GRADE WITH THE DIAGNOSIS OF AUTISM. 
          TODAY, I WANT TO SHARE MY DIFFICULT EXPERIENCES AFTER GIVING THE PUBLIC COMMENT HERE ON MAY 7TH, 2024, I HAD MADE THE COMMENT THAT THE TEACHER REYES FOUGHT, UH, WITH 
          [02:10:01]
MY SON TO TAKE AWAY THE CHROMEBOOK FOR HIM. 
          AND MS. CLAUDIA EZ, WHO WAS THE ONE THAT WAS IN CHARGE AND L-A-U-S-C ON MY SON'S CASE, HE, SHE CALLED THE SCHOOL TO REQUEST TO COMMUNICATE WITH THE POLICE AFFECTING MY CHILD. 
          MS. MONES, WHO WAS THE ONE IN CHARGE IN THE IEP, MENTIONED THAT IT WAS CLAUDIA EZ WHO REQUESTED THAT PHONE CALL WHEN SHE SPOKE, WHEN SHE TRIED TO SPEAK TO HER, CLAUDIA, TO DECIDE THAT SHE, SHE COULDN'T, SHE COULDN'T HEAR THAT. 
          SHE HUNG UP. 
          MR. SOTO AND MR. ALBERTO CARVALLO. 
          I, UH, CALLED YOU TO URGENT ACTION BECAUSE THE IEP OF MY SON IS INCOMPLETE WITH AREAS THAT ARE BLANK. 
          MY SON DOES NOT RECEIVE THE ESY CLASSES BECAUSE THEY WERE TAKEN AWAY. 
          MY SON HAD A, AN ASSESSMENT OF OCCUPATIONAL THERAPY, AN INDEPENDENT ONE, AND HE HAS NOT BEEN GIVEN THE SERVICES AND HE DOES NOT HAVE AN OCCUPATIONAL THERAPY TEACHER. 
          ALSO, MY SON GOT INDEPENDENT EVALUATION, SOCIAL EMOTIONAL ONE, AND THE TEACHER REFUSED TO DO THE, UH, SURVEYS. 
          AND THIS IS AFFECTING MY SON'S LIFE. 
          SO I CALL ON YOU TO PLEASE, PLEASE FOLLOW UP ON THIS SITUATION, AND ALSO I ASK THAT YOU GIVE THE SUPPORT AND THAT YOU GIVE MY SON THE EVALUATION ON, UM, SUPPORTIVE TECHNOLOGY THAT THE OT, UH, EVALUATORS, UH, ASKED FOR. 
          AND I WANT COMPENSATORY TIME FOR THE SERVICES THAT MY STUDENT HAS NOT RECEIVED IN A SPECIFIC IN HIS LIFE. 
          AND THANK YOU FOR LISTENING AND FOR SUPPORTING MY RIGHTS AS A MOTHER OF A STUDENT THAT IS IN SPECIAL EDUCATION. 
          THANK YOU FOR YOUR TIME. 
          UH, LET'S SEE. 
          NEXT UP IS WYNN MARTINEZ WIN. 
          I SEE YOU'RE HERE. 
          PLEASE COME ON DOWN. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN THE, OKAY. 
          OKAY. 
          HI. 
          HELLO EVERYBODY. 
          I HOPE YOU REMEMBER ME FIVE MONTHS AGO WHEN I GIVE MY PUBLIC COMMENT. 
          I KNOW YOU MR. SOTO, YOU HANDSOME DEVIL . 
          I WANT TO TELL YOU THAT I RECEIVE RETALIATION FROM THE L-A-U-S-D IN THE CASE OF MRS. CLAUDIA VALEZ. 
          SHE ASKED MY SCHOOL TO CALL THE POLICE. 
          THIS SITUATION AFFECTS ME AND MAKES ME SAD TO KNOW HOW THEY ABUSE THE POWER. 
          A REQUEST FROM MR. JOSE SOTO, MY DOCUMENTED IEP AND ALL MY SERVICES, PLEASE, PLEASE HELP ME AND LET, OR THE ORANGA TANKS INTO ALL LAUD SCHOOLS. 
          OH, OH, CAN YOU GIMME A QUESADILLA, MAIS WHERE, WHERE ONLY THE QUESADILLA? NO, NO, NO CHEESE. 
          JUST ONLY THE MEAT AND THE TORTILLA BECAUSE I'M A CRAZY ORANGUTAN LOVER. 
          AND I'LL TALK WHEN THE MINUTE GOES DOWN. 
          , THANK YOU VERY MUCH FOR YOUR TIME. 
          OKAY. 
          I AM THANK YOU FOR YOUR TIME. 
          THE CRAZY PERSON. 
          OKAY, LET'S SEE. 
          THE NEXT PERSON LISTED AS SPEAKING REMOTELY IS VICTORIA. 
          VICTORIA, IAN, UH, I SEE YOU'RE ONLINE. 
          PLEASE PRESS STAR SIX TO UNMUTE YOURSELF, VICTORIA, AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          VICTORIA. 
          AYE, I SEE YOU'RE WITH US. 
          PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN LAST CALL FOR VICTORIA IRIAN. 
          I SEE YOU UNMUTED YOURSELF. 
          UH, MS. VICTORIA IION, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF. 
          WE'LL TRY ONE MORE TIME AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          OKAY, WE'LL TRY AND COME BACK TO YOU. 
          UH, THE NEXT PERSON SPEAKING REMOTELY IS LISTED AS CONCERNED PARENT, CONCERNED PARENT. 
          PLEASE PRESS STAR SIX TO UNMUTE YOURSELF. 
          AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN CONCERNED PARENT GOOD EVENING COMMITTEE MEMBERS TO ANSWER THE QUESTIONS FROM THE PRESENTATION. 
          HOW CAN YOU ENGAGE? HOW CAN YOU PARENTS FEEL HEARD? LISTEN TO UNDERSTAND, DON'T BE AFRAID TO ENGAGE WITH US. 
          AND MOST IMPORTANTLY, TAKE ACTION. 
          AND YOUR 
          [02:15:01]
SECOND QUESTION, GIVE PARENTS A PLATFORM, PARENT AMBASSADORS A PLATFORM. 
          THE CAC HAS PREVIOUSLY ASKED FOR A SPECIAL EDUCATION COMMITTEE AT EACH SCHOOL SITE. 
          PLEASE LOOK INTO THIS AND TAKE ACTION ON THIS. 
          AND I'D LIKE TO REMIND YOU THAT SPECIAL EDUCATION IS A SERVICE NOT A PLACE. 
          WITH THAT SAID, CONTRACTUAL AGREEMENTS DO NOT SUPERSEDE SPECIAL EDUCATION AND STATE AND FEDERAL LAW. 
          THIS DISTRICT IS DOING A DISSERVICE BY ALLOWING CONTRACTUAL AGREEMENTS TO SUPERSEDE SPECIAL EDUCATION LAW. 
          AND BY NOT PROPERLY TRAINING TEACHERS, BOTH GENERAL ED AND SPECIAL ED STUDENTS ARE BEING HELD RESPONSIBLE FOR TEACHERS NOT BEING ADEQUATELY TRAINED COMMITTEE MEMBERS. 
          WE MUST DO BETTER. 
          AND IN RE IN REGARDS TO THE PRESENTATION AROUND SPECIAL EDUCATION STAFF, I ASK THAT YOU LOOK INTO WHY PARENTS ARE OFTEN IGNORED. 
          YOU HEARD ONE PARENT SAY EARLIER THAT THE SPECIAL EDUCATION ADMINISTRATOR WAS NOT RESPONDING TO HER CONCERN. 
          THIS HAPPENS VERY OFTEN. 
          WHAT IS THE POINT OF HAVING STAFF IF THEY'RE NOT GOING TO RESOLVE SITUATIONS OR PARENT CONCERNS? THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          THE NEXT SPEAKER IS VALERIE VANNEMAN. 
          MS. VANNEMAN, I SEE YOU'RE ONLINE. 
          PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          VALERIE VANNEMAN. 
          VALERIE VANNEMAN. 
          I SEE YOU'RE WITH US. 
          PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          LAST CALL FOR MS. VANNEMAN. 
          HELLO, CAN YOU HEAR ME? YES, WE CAN HEAR YOU. 
          PLEASE GO AHEAD. 
          HELLO, MY NAME IS VALERIE VANNEMAN. 
          I LIVE IN LOS ANGELES, THE CITY OF LOS ANGELES. 
          I'M A TAXPAYER IN THE CITY OF LOS ANGELES. 
          I ALSO HAPPENED TO BE A LAWYER WHO HAS SINCE 1976, HAS FOLLOWED THE ACTIVITIES OF THE LOS ANGELES UNIFIED SCHOOL DISTRICT WITH REGARD TO SPECIAL EDUCATION MATTERS. 
          I AM ABSOLUTELY APPALLED THAT YOU THINK PRESENTING THE CDE REPORT TO THIS COMMITTEE COMPLIES WITH THE REQUIREMENTS THAT CDE ASKED YOU TO COMPLY WITH. 
          IT ASKED YOU TO NOTIFY THE ENTIRE BOARD OF THAT SITUATION AND THAT FINDING NOT A COMMITTEE OF THE BOARD, IT IS A VERY SERIOUS SITUATION FOR THE DISTRICT. 
          IT HAS CAUSED UNTOLD FINANCIAL LOSS FOR HUNDREDS AND HUNDREDS OF FAMILIES. 
          IT DOES NEED TO BE BROUGHT TO THE ATTENTION OF THE FULL BOARD BECAUSE THE PLAN THAT MS. AZARIA SAYS IS IN PLACE NEEDS TO BE IN FACT, IN PLACE. 
          IT CANNOT SIMPLY BE WORDS ON A PIECE OF PAPER. 
          YOU ACTUALLY DO HAVE TO COMPLY WITH THE LAW FROM TIME TO TIME. 
          AND ONE OF THOSE TIMES IS NOW YOU NOT ONLY HAVE A FINDING FROM CDE ON THIS ISSUE, BUT THOSE OF YOU WHO ARE BOARD MEMBERS HAVE MANY CONSTITUENTS WHO HAVE SUFFERED GRAVELY AT THE HANDS OF THE DISTRICT'S FAILURE TO PROVIDE THIS SERVICE. 
          THE OTHER COMMENT I HAVE TO MAKE IS TO INVITE ANY OF YOU WHO ARE INTERESTED TO SPEND A DAY WITH ME IN MY SHOES AND IF MY CLIENTS GIVE PERMISSION FOR YOU TO DO SO, TO HEAR ABOUT THE CLASSES OF 18 STUDENTS IN A SUPPOSEDLY SPECIALIZED AUTISM CLASS, TO HEAR ABOUT THE FACT THAT A PARENT WHO THOUGHT THAT THEY HAD AN INDIVIDUALLY ASSIGNED AID HAS NONE BECAUSE THEY WERE TOLD THAT THE SCHOOL DOESN'T HAVE AN AUTHORIZATION TO HIRE AN AIDE TO HEAR ABOUT THE FACT THAT THE DEAF AND HEART OF HEARING PROGRAM THAT YOU'VE HEARD SO MUCH ABOUT TODAY CONTINUES TO BE QUITE SEGREGATED, CONTINUES TO BE A PROGRAM THAT DOES NOT PROVIDE. 
          THANK YOU VERY MUCH FOR YOUR TIME MS. MAD PROVIDE. 
          THANK YOU FOR YOUR TIME. 
          THANK YOU. 
          OKAY. 
          OKAY. 
          LET'S SEE. 
          WE HAVE DEI SUN. 
          I SEE YOU'RE ON THE LINE. 
          DEI SUN, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          DEI SUN. 
          HELLO. 
          HI. 
          WE CAN HEAR YOU. 
          PLEASE GO AHEAD. 
          HI EVERYONE. 
          UH, MY NAME IS DEI SUN AND I AM THE PARENT OF A CHILD WITH AN IEP WHO, WHO IS GOING TO THIRD THREE ELEMENTARY, UM, DISTRICT REQUEST. 
          I NEED TO CALL OUT WHAT IS HAPPENING AT THIRD STREET BECAUSE IT'S CLEAR AND SYSTEMATIC 
          [02:20:01]
DISCRIMINATION. 
          THIRD STREET HAS DENIED MY DAUGHTER AND OTHER IEP STUDENTS WITH DISABILITIES. 
          THEIR ENROLLMENT AND PLACEMENT STUDENTS ARE BEING SYSTEMATICALLY EXCLUDED AND PUSHED OUT SPECIFICALLY BECAUSE OF THEIR DISABILITIES AND BECAUSE THEY HAVE AN IEP UNDER THE PRETENSE THAT THEY DO NOT LIVE WITHIN THE DISTRICT SCHOOL, WITHIN THE RESIDENTIAL SCHOOL BOUNDARIES, WHEN MEANWHILE, ALL THE KIDS WHO WITHOUT IEPS, UM, ALSO DO NOT LIVE WITHIN THE RESIDENTIAL BOUNDARIES OF THE SCHOOL YET TO REMAIN AT THE SCHOOL. 
          THE PRINCIPAL HAS ALSO BEEN, UM, HAS ALSO BEEN SHOWN TO FAVOR STUDENTS ENROLLMENTS FOR FAMILIES WHO HAVE DONATED SUBSTANTIAL AMOUNT OF MONEY AND WHO HAS THE LUXURY TO VOLUNTEER. 
          AND I HAVE TO ASK, HOW CAN YOU CALL YOURSELF A PUBLIC SCHOOL THAT SERVES EVERYONE IN ENROLLMENT? WHEN ENROLLMENT AND ACCESS ARE EFFECTIVELY RESERVED FOR FAMILIES WHOSE CHILDREN ON YOUR TYPICALS WITH PARENTS HAVE MONEY AND WHO HAS TO TIME AND RESOURCES TO VOLUNTEER WHILE STUDENTS WITH DISABILITIES ARE SYSTEMATICALLY DENIED THEIR RIGHTS, I'M SORRY, I'M GETTING VERY EMOTIONAL AND BECAUSE OF THIS DISCRIMINATION, MY DAUGHTER IS STILL NOT SCHOOL TODAY. 
          EVEN THOUGH SHE LOVES SCHOOL, WHEN SHE SAYS, LET'S GO TO SCHOOL, WHAT AM I SUPPOSED TO TELL HER? THAT THE SCHOOL DOESN'T WANT HER BECAUSE SHE HAS A DISABILITY AND SHE'S NOT AS GOOD AS THE OTHERS, SO THAT SHE CANNOT BE WITH HER FRIENDS FROM LAST YEAR. 
          THAT WHAT EXACTLY THE MESSAGE THE SCHOOL AND DISTRICT ARE SENDING TO FAMILIES LIKE. 
          BYE. 
          SO MY QUESTION TO THE DISTRICT AND THE COMMITTEE IS SAID, HOW DO YOU EXPLAIN THESE DISCRIMINATORY PRACTICES AT THIRD STREET? BECAUSE I'M NOT THE ONLY PERSON WHO HAS BEEN COMPLAINING. 
          THERE'S MANY OTHER PARENTS WHO HAVE HAD RAISED THE SAME QUESTIONS THAT WE RAISED TO THE SCHOOL IN THE DISTRICT. 
          AND WHEN I RAISE MY HAND, THEY JUST AVOID ACCOUNTABILITY. 
          SENT ME DOWN THE LINE FROM ONE OFFICE ANOTHER. 
          THANK YOU MUCH FOR YOUR TIME, INSTEAD EXERCISING THE PROBLEM. 
          THANK YOU FOR YOUR TIME. 
          AND WE'LL COME BACK ONE MORE TIME TO VICTORIA IGO. 
          PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          VICTORIA. 
          AYE. 
          HI, UM, MY NAME'S VICTORIA IGO AND MY SON IS GREGORY MCGRATH. 
          AND THIS IS A THIRD YEAR IN A ROW THAT I AM FIGHTING FOR MY SON'S SPECIAL EDUCATION. 
          HE IS BEING KEPT OUT OF ATTENDING A COMPREHENSIVE HIGH SCHOOL. 
          HE, WE HAVE BEEN FIGHTING SINCE THE BEGINNING OF THE YEAR FOR HIM TO BE ABLE TO GO TO ANY SCHOOL AT ALL, ANY SCHOOL, VIRTUAL ACADEMY, NON-PUBLIC SCHOOL. 
          WE WOULD JUST, AT THIS POINT WE'RE SO DESPERATE WE WOULD JUST DROP HIS IEP AND, UM, CAN YOU HEAR ME? YES. 
          HELLO? CAN YOU HEAR ME? YES. 
          YES, WE CAN HEAR YOU. 
          PLEASE. 
          PLEASE PROCEED. 
          OKAY. 
          OKAY. 
          AT THIS POINT, I'VE ALREADY TOLD THE IEP TEAM THAT WE WOULD JUST DROP HIS IEP AND ENROLL HIM AT FRANKLIN HIGH SCHOOL, OUR LOCAL SCHOOL, EXCEPT THAT IT HAS FOUR STORY HIGH OPEN BALCONIES. 
          WE HAVE REQUESTED AN A DA ACCOMMODATION SO THAT THEY COULD SECURE THOSE BALCONIES AND ALLOW HIM TO GO TO THE HIGH SCHOOL OR ALLOW HIM TO BE ENROLLED AT EAGLE ROCK HIGH SCHOOL. 
          WE HAVE BEEN TOLD NO, WE WERE, I WAS OUT VOTED BY HIS IEP TEAM THAT SAID THEY WANTED TO SEND HIM BACK TO AN R RESIDENTIAL TREATMENT CENTER, SEND HIM OUT OF STATE TO UTAH AGAINST MINE AND AGAINST HIS DESIRE TO GO TO A RESIDENTIAL TREATMENT CENTER. 
          HE IS BEEN BEATEN UP FOUR TIMES AT TWO DIFFERENT RESIDENTIAL TREATMENT CENTERS, INCLUDING BEING KICKED IN THE HEAD SEVERAL TIMES AT ONE AND IN THE STOMACH. 
          AND, UM, L-A-U-S-D DID NOTHING. 
          THEY DIDN'T EVEN REPLY. 
          THEY DID NOT EVEN REPLY TO THE INCIDENT REPORT THAT HE WAS VIOLENTLY KICKED IN THE HEAD AND KICKED IN THE STOMACH. 
          THEY DID NOT REPLY THE YEAR BEFORE AT THE OTHER RESIDENTIAL WHEN HE WAS GROOMED AND SEXUALLY ABUSED. 
          THEY HAVE NO CONCERN WHATSOEVER THAT MY SON IS NOW HOME AGAIN FOR SPECIFIC. 
          THANK YOU FOR YOUR TIME. 
          THANK YOU FOR YOUR TIME. 
          THAT CONCLUDES, UH, GENERAL PUBLIC COMMENT. 
          ALL RIGHT. 
          COMMITTEE, THANK YOU. 
          THANK YOU SO MUCH FOR YOUR PATIENCE FOR, UH, COMING, DRIVING ALL THE WAY OVER HERE TO PARTICIPATE, SHARING YOUR 
          [02:25:01]
THOUGHTS AND YOUR IDEAS. 
          I WANNA THANK THE DIVISION OF SPECIAL EDUCATION FOR PUTTING ON THE PRESENTATION, UH, AND RESPONDING TO THE QUESTIONS. 
          THANK YOU TO OUR PUBLIC COMMENTERS WHO SHARE THEIR STORIES, SHARE THEIR THOUGHTS, AND, UH, MAKE THEMSELVES VULNERABLE IN THIS SPACE. 
          I KNOW THAT THIS IS VERY HARD. 
          SPECIAL EDUCATION IS VERY PERSONAL AND IT CAN BE VERY EMOTIONAL. 
          AND SO I WANNA THANK PEOPLE WHO ARE WILLING TO SHARE THEIR STORIES SO THAT WE CAN DO BETTER AND, UH, IMPROVE WHAT WE ARE DOING FOR OUR FAMILIES. 
          SO, THANK YOU AGAIN. 
          COMMITTEE. 
          I MUST RUN. 
          WE'RE NOT GONNA TAKE A PICTURE 'CAUSE I'M ALREADY LATE FOR SIX O'CLOCK MEETING. 
          SO THANK YOU. 
          THANK YOU, THANK YOU. 
          THANK YOU.
* 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.