* This transcript was created by voice-to-text technology. The transcript has not been edited for errors or omissions, it is for reference only and is not the official minutes of the meeting.
          [00:00:03]
          GOOD MORNING 
          [I. Welcome and Opening Remarks]
EVERYONE. 
          I AM HAPPY TO WELCOME OUR BOARD MEMBERS, OUR PARTNERS, OUR COMMITTEE MEMBERS, AND THE PUBLIC TO OUR FIRST CHILDREN AND FAMILIES IN EARLY EDUCATION COMMITTEE OF THE 25 26 SCHOOL YEAR. 
          I HOPE YOU ALL HAD A RESTORATIVE SUMMER BREAK, UM, GREAT START OF THIS NEW SCHOOL YEAR, AND IT'S WONDERFUL TO HAVE SO MANY OF OUR RETURNING COMMITTEE MEMBERS HERE, AS WELL AS TO WELCOME A COUPLE OF NEW MEMBERS TODAY. 
          UM, AS I KNOW THIS GROUP KNOWS, THE CHILDREN AND FAMILIES IN EARLY EDUCATION COMMITTEE DISCUSSES HOW WE CAN SERVE THE NEEDS OF OUR YOUNGEST LEARNERS HERE IN LOS ANGELES. 
          WE ALSO FOCUS ON HOW TO SUPPORT, RECRUIT, AND ENGAGE OUR FAMILIES WHO ARE ESSENTIAL PARTNERS IN THE WORK OF EARLY CHILDHOOD EDUCATION. 
          TODAY WE HAVE TWO PRESENTATIONS, UM, ONE ON CAREER PATHWAYS FOR OUR EARLY CHILDHOOD WORKFORCE AND ANOTHER ON RESOURCES FOR ENROLLMENT IN OUR EARLY EDUCATION PROGRAMS. THESE ARE REALLY IMPORTANT TOPICS FOR US AS WE LOOK AT EXPANDING ACCESS FOR FAMILIES AND ALSO RECRUITING AND RETAINING THE ESSENTIAL WORKFORCE WE NEED TO DELIVER HIGH QUALITY PROGRAMS. FINALLY, AT THE END OF THE MEETING, WE WILL HEAR FROM PUBLIC COMMENT SPEAKERS AT THE END, UM, THOSE WHO WISH TO SIGN UP FOR PUBLIC COMMENT CAN SIGN UP IN THE BACK OF THE BOARDROOM. 
          AND BEFORE WE DIVE INTO PRESENTATIONS, OF COURSE, SINCE WE HAVE SOME NEW FOLKS, WE'D LOVE TO START OFF WITH JUST A ROUND OF INTRODUCTIONS. 
          UM, SO I'LL ASK, UH, BOARD MEMBER ORTIZ FRANKLIN IF SHE WANTS TO KICK US OFF FIRST. 
          GOOD MORNING. 
          SO GLAD TO BE BACK. 
          I'M TANYA ORTIZ, FRANKLIN REPRESENTING SOUTH LA AND THE HARBOR AREA DISTRICT SEVEN. 
          I WAS A DISTRICT TEACHER, UM, AND I'M A DISTRICT PARENT NOW OF A LITTLE ONE AND AN EARLY ED, AND SO SUPER HAPPY TO BE ON THIS COMMITTEE. 
          THANK YOU SO MUCH. 
          BOARD MEMBER TIZ FRANKLIN. 
          I'LL GO TO MR. MELVIN AND THEN WE CAN JUST GO AROUND THE DAY AFTER THAT. 
          GOOD MORNING EVERYONE. 
          NICE TO SEE YOU ALL. 
          UH, NICK MELVIN, BOARD MEMBER FOR DISTRICT FOUR, FORMER DISTRICT TEACHER, AND AS OF 10 WEEKS AGO NOW, A PARENT. 
          YAY. 
          UM, SO THANK YOU OF A FUTURE DISTRICT. 
          I'M LIKE, WHY DON'T WE HAVE INFANT CARE? CAN WE TALK ABOUT THAT? BECAUSE, UM, BUT, UH, BUT YEAH, SO MORE RELEVANT NOW, WHICH IS WHY I DIDN'T WANNA MISS TODAY'S MEETING. 
          UM, BUT THANKS, UH, CHAIR EZ. 
          THANK YOU. 
          AND CONGRATULATIONS ON A BOARD MEMBER, MEL, GOING TO YOU AND YOUR FAMILY. 
          AND THEN WE'LL START WITH MS. BCCA BERTRAN, IF YOU WANNA KICK US OFF. 
          HI. 
          GOOD MORNING EVERYONE. 
          JEN BCA BELTRAN. 
          SAU LOCAL 99 CONGRA. 
          CONGRATULATIONS. 
          BOARD MEMBER MOVING. 
          THAT'S EXCITING. 
          OH, AND WE DO HAVE A GREAT PROVIDER RIGHT HERE WHO CAN DO INFANT CARE IF YOU ARE LOOKING  . 
          GOOD MORNING EVERYONE. 
          MY NAME IS IVANA BARLOW. 
          I AM A PARENT AND I HAVE TWO BEAUTIFUL CHILDREN IN OUR L-A-U-S-D, AND I'M SO HAPPY TO BE A PART OF THIS BOARD THIS YEAR. 
          THANK YOU. 
          HI, MY NAME IS BRENDA BROWN FROM, UH, UNITED TEACHERS LOS ANGELES, AND A PRESCHOOL TEACHER. 
          HAPPY TO BE HERE TODAY. 
          THANK YOU, BRENDA. 
          WE'LL POP OVER TO PALOMA. 
          GOOD MORNING, PALOMA CORONA. 
          I'M SO HAPPY TO BE BACK. 
          AND I'M A FAMILY CHILDCARE PROVIDER AND MOTHER OF FOUR LAU IS, UH, THE STUDENTS. 
          GOOD MORNING EVERYONE. 
          CAROLYN COROT, DIRECTOR OF POLICY WITH EARLY EDGE CALIFORNIA, ALSO A PROUD L-A-U-S-D PARENT OF A THIRD GRADER IN A DUAL IMMERSION PROGRAM AND ALSO A 2-YEAR-OLD. 
          GOOD MORNING EVERYONE. 
          JUNE, HI, DO JUN HIDO PRONOUNS. 
          SHE HER ASSOCIATE DIRECTOR OF BIRTH TO THIRD GRADE POLICY AT CATALYST, CALIFORNIA, AND A MOM OF A 4-YEAR-OLD AS WELL. 
          THANK YOU FOR HAVING US. 
          THANK YOU SO MUCH. 
          AND THEN WE'LL GO TO THE BACK ROW. 
          WE HAVE A, A NEW, A NEW ATTENDEE. 
          MS. HERNANDEZ, IF YOU WANNA INTRODUCE YOURSELF. 
          GOOD MORNING EVERYONE AS HERNANDEZ. 
          YOU CAN CALL ME SUZY. 
          SHE, HER AI EXECUTIVE VICE PRESIDENT AT FAMILIES AND SCHOOLS. 
          PROUD MOM OF A 4-YEAR-OLD TK STARTER. 
          THANK YOU. 
          THANK YOU, THANK YOU. 
          GOOD MORNING. 
          OOPS. 
          GOOD MORNING, SCARLET RAMIREZ, . 
          I AM THE PROUD PRINCIPAL OF ANTON EARLY EDUCATION CENTER AND A DIRECTOR FOR ALL OF TEAMSTERS 2010. 
          AND CONGRATULATIONS MR. MALVO. 
          AND WE DO HAVE INFANT CARE IN ALL USD. 
          WE NEED MORE IS THE MESSAGE. 
          UM, I DON'T DO, AND THEN WE HAVE A BUNCH OF WONDERFUL STAFF MEMBERS. 
          I DON'T KNOW IF THEY WANT TO SAY HELLO. 
          MY, DO YOU WANNA THEY'RE WAVING. 
          MA DO YOU WANNA INTRODUCE YOURSELF? YOU'RE ON THE COMMITTEE. 
          GOOD MORNING, MA. 
          WIN. 
          UH, I'M WITH THE OFFICE OF THE GENERAL COUNSEL, THE LEGAL DESK FOR THE, UH, THE DISTRICT, AND HAPPY TO SUPPORT THIS COMMITTEE AND EVERYTHING IN OUR ENDEAVORS. 
          THANK YOU. 
          THANK YOU SO MUCH. 
          UM, AND I'M KELLY GONI. 
          I FORGOT TO INTRODUCE MYSELF. 
          UM, I REPRESENT BOARD DISTRICT SIX, THE EAST SAN FERNANDO VALLEY. 
          I HAVE THREE KIDS, UM, A SECOND GRADER, A KINDERGARTNER, AND THEN THE BABY'S TWO. 
          UM, AND SO LOOK FORWARD TO MAYBE LOOKING AT OUR EECS, UM, VERY, VERY SOON. 
          UM, BUT REALLY EXCITED FOR THIS CONVERSATION. 
          THANK YOU ALL FOR BEING HERE. 
          UM, WELCOME AS SUSANNA SUSIE FOR JOINING US TODAY. 
          AND WE HAVE, UH, ONE OTHER, UH, NEW MEMBER WHO'S NOT 
          [00:05:01]
ABLE TO BE WITH US JUST YET. 
          UM, HE'S IN A PAC MEETING BECAUSE OUR PARENTS ARE JUGGLING A LOT, BUT AS SOON AS HE HAS A CHANCE TO POP ON, WE'LL MAKE SURE HE GETS A CHANCE TO INTRODUCE HIMSELF. 
          UM, ALL RIGHT, WE ARE 
          [II.1. Career Pathways in Early Education: Building and Sustaining the LAUSD Early Childhood Workforce]
READY NOW TO DIVE INTO OUR FIRST PRESENTATION. 
          UM, I'M EXCITED TO WELCOME MS. LEANNE HANNA, PRESENTING FOR DR. FRANK SERATO, WHO COULDN'T BE HERE TODAY. 
          AND AS I SAID, THIS FIRST PRESENTATION IS FOCUSED ON WORKFORCE PATHWAYS AND EARLY EDUCATION, TALKING ABOUT HOW WE'RE SUPPORTING AND GROWING OUR EARLY EDUCATION WORKFORCE FROM TRAINING TO CAREER OPTIONS AND ADVANCEMENT. 
          I'LL TURN IT OVER TO YOU, MS. HANNAH. 
          WELCOME BOTH SENSES, REGRETS THAT HE WAS UNABLE TO ATTEND. 
          SO MY NAME'S LEANNE HANNA. 
          I'M ONE OF THE DIRECTORS IN CERTIFICATE AND EMPLOYMENT, AND I WILL BE SHARING ON THE PATHWAYS, UM, FOR OUR EARLY CHILDHOOD EDUCATION WORKFORCE. 
          OKAY. 
          SO OUR WORKFORCE, FIRST OF ALL, IS, UM, POWERED FIRST AND FOREMOST BY OUR DEDICATED EARLY EDUCATION TEACHERS. 
          WE HAVE 602 EARLY EDUCATION TEACHERS AS OF JULY 1ST, 2025, AND ANOTHER 123 EARLY CHILDHOOD EDUCATION, DAY-TO-DAY SUBS. 
          SO THE DAY-TO-DAY SUBSTITUTES, WE KNOW, UM, ALSO PROVIDE CONTINUITY OF INSTRUCTION WHEN A TEACHER IS UNABLE TO BE IN THE CLASSROOM. 
          UM, SO THEY'RE THERE TO PROVIDE SAFETY AND CONTINUITY OF INSTRUCTION. 
          AND TOGETHER THEY ALSO PROVIDE A THRIVING, DEVELOPMENTALLY RICH ENVIRONMENT FOR OUR STUDENTS. 
          UM, THIS PAGE SHOWS OUR DEMOGRAPHICS. 
          I MEAN, I'M SORRY, OUR ENTRY POINTS INTO EARLY CHILDHOOD EDUCATION. 
          SO THERE'S FOUR MAIN PATHWAYS THAT SOMEBODY COMES TO US, UM, AS AN EARLY EDUCATION TEACHER. 
          AND THOSE FOUR WAYS ARE AS AN EARLY EDUCATION AIDE, A SUBSTITUTE TEACHER. 
          WE HAVE DIRECT HIRES, AND THEN WE HAVE COLLEGE PRACTICUM STUDENTS, WHICH I'LL BRIEFLY DESCRIBE EACH OF THESE PATHWAYS. 
          SO EARLY EDUCATION AIDS, THEY'RE WORKING ALREADY DIRECTLY IN THE CLASSROOM WITH THE EARLY EDUCATION TEACHER. 
          THEY'RE PROVIDED PROVIDING ASSISTANCE, AND THEY'RE GAINING VALUABLE HANDS-ON EXPERIENCES WHILE WORKING UNDER THE DIRECTION OF A TEACHER. 
          AND WE HOPE THEY BECOME EVENTUALLY EARLY CHILDHOOD EDUCATION TEACHERS AS WELL. 
          AND THEN OUR SUBSTITUTE TEACHERS, WE TALKED ABOUT EARLIER THAT THEY DO PROVIDE CONTINUITY OF INSTRUCTION, PROVIDE SAFE AND AND RICH ENVIRONMENTS FOR OUR STUDENTS. 
          UM, IN THE EVENT THAT THE CLASS NEEDS ADDITIONAL COVERAGE OR A TEACHER IS, IS ABSENT, THEY ALSO, WE KNOW THEY FORM VERY CLOSE RELATIONSHIPS WITH THE SCHOOL SITES. 
          SO SCHOOLS DO HAVE THEIR FAVORITE SUBSTITUTE TEACHERS, AND HOPEFULLY, AGAIN, SOMETIMES SOME OF THEM TRANSITION INTO BECOMING THE REGULAR TEACHER DIRECT HIRES. 
          SO DIRECT HIRES COME TO US ALREADY MEETING PERMIT AND CREDENTIAL QUALIFICATIONS. 
          SO THEY STEP IN IMMEDIATELY. 
          THEY ARE PROBATIONARY TEACHERS AND THEY'RE READY TO GO STEP INTO THE ROLE ON DAY ONE. 
          AND THEN WE HAVE FINALLY OUR COLLEGE PRACTICUM STUDENTS. 
          SO THEY ARE WHAT WE CALL THE STUDENT TEACHERS. 
          THEY ARE GAINING, THEY'RE COMPLETING COLLEGE COURSEWORK WHILE THEY'RE GAINING EXPERIENCE UNDER A SUPER SUPERVISED HANDS-ON, UM, EXPERIENCE IN THE CLASSROOM UNDER, AGAIN, THE DIRECTION OF A TEACHER, A MASTER TEACHER, THEY'RE MENTOR TEACHER. 
          SO THEY'RE GETTING A LOT OF SUPPORT WHILE EARNING THEIR, UM, AUTHORIZATIONS. 
          SO THESE FOUR PATHWAYS CREATE A COMPREHENSIVE CAREER LADDER FOR EARLY CHILDHOOD EDUCATION, AND WE WANNA MAKE SURE THEY CONTINUE TO HAVE OPPORTUNITIES TO ENGROW TO GROW AND STICK AROUND WITH US IN THE DISTRICT FOR A LONG TIME IN L-A-U-S-D. 
          SO OUR NEXT SLIDE WE'RE, UM, GOING TO TALK ABOUT OPPORTUNITIES FOR DEVELOPMENT. 
          SO WE DO HAVE PROFESSIONAL DEVELOPMENT AND SUPPORT FOR BOTH OUR CERTIFICATED AND CLASSIFIED EMPLOYEES. 
          WE HAVE ONGOING PROFESSIONAL DEVELOPMENT WORKSHOPS, BOTH ONLINE AND IN PERSON TO MEET SCHOOL SCHEDULES AND WORK SCHEDULES. 
          AND TO MAKE SURE, UM, THIS FLEXIBLE OFFERINGS, WE WANNA MAKE SURE THAT THEY'RE ABLE TO ATTEND AND NOT CONFLICT WITH THEIR, THEIR WORK SCHEDULE AND BE ABLE TO HAVE THE OPPORTUNITY TO HAVE SOME PROFESSIONAL DEVELOPMENT. 
          WE HAVE TWO TUITION 
          [00:10:01]
REIMBURSEMENT PROGRAMS AND EDUCATIONAL SUPPORT. 
          SO TUITION REIMBURSEMENT. 
          WE DO HAVE PROGRAMS IN THE DISTRICT, UM, THROUGH OUR CAREER LADDER THAT CURRENT CLASSIFIED EMPLOYEES CAN APPLY FOR TUITION REIMBURSEMENT. 
          UM, THE AMOUNT IS VARIES AMONG CLASSIFICATION, BUT FOR THE EARLY ED AIDS, UM, AND TAS, WE DO OFFER A $600 PER CALENDAR YEAR SUPPORT TO PAY FOR THEIR TUITION. 
          AND WE ALSO HAVE THE ICAP PROGRAM FOR TEACHERS WHO ARE INTERESTED IN BECOMING, I MEAN, I'M SORRY, CLASSIFIED EMPLOYEES WHO ARE INTERESTED IN BECOMING TEACHERS AND EARNING THEIR CREDENTIALS THROUGH OUR DISTRICT ICAP PROGRAM. 
          MS. HANNAH, DO YOU THINK YOU COULD SAY, TELL US WHAT ICAP STANDS FOR? 'CAUSE UH, THE NOT ALL OF US MAY BE FAMILIAR WITH THAT. 
          YOU KNOW, WE CHANGED THE TERMINOLOGY. 
          UM, IT HAS TO DO WITH INTERN, UM, I CAN'T REMEMBER THE EXACT TERMINOLOGY, BUT IT WAS OUR FORMER DISTRICT INTERN PROGRAM. 
          SO YOU ARE IN A CLASSROOM, YOU ARE EARNING A SALARY. 
          UM, YOU DO HAVE BOTH IN-PERSON AND ONLINE COURSES THAT YOU NEED TO COMPLETE, BUT IT'S, UM, RIGOR, THE RIGOR MATCHES THAT AS OF A UNIVERSITY OR COLLEGE. 
          SO AT THE END OF IT, YOU END UP WITH A EARNING A CREDENTIAL IN VARIOUS FIELDS THAT WE, THAT WE OFFER. 
          THE, UM, I'M ALSO HERE TO TALK A LITTLE BIT ABOUT THE CLASSIFIED WORKFORCE. 
          SO WE HAVE BOTH EARLY EDUCATION CENTER AIDS AND SUBSTITUTE EARLY CENTER AIDS. 
          SO AGAIN, THE EARLY CENTER AIDES SUPPORT OUR TEACHERS, AND THEN SOMETIMES THEY MAY NEED TO BE OFF OF WORK. 
          UM, SO WE ALSO HAVE A POOL OF EARLY ED CENTER AIDS TO, UM, SUBSTITUTES TO CONTINUE PROVIDING SUPPORT AND CONTINUITY, CONTINUITY OF INSTRUCTION. 
          ONE OF THE THINGS, UM, WE DO WANT TO PROMOTE THEIR PROMOTABILITY OR ENABLE THEIR PROMOTABILITY. 
          SO WE DO ALSO HAVE PATHWAYS. 
          YOU KNOW, WE STARTED A EARLY ED MICRO-CREDENTIALING PROGRAM AS ONE OF THE SUPPORTS. 
          SO, UM, SOME OF THESE PEOPLE, HOPEFULLY THE CLASSIFIED PE OR THE CLASSIFIED AND CERTIFICATED CAN ADD, UH, MICROCREDENTIAL TO THEIR ALREADY EXISTING AUTHORIZATIONS. 
          SO OUR CLASSIFIED EMPLOYEES ARE, WE HAVE 1,234 EARLY CENTER AIDES AS OF SEPTEMBER 3RD. 
          AND THEN OUR SUBSTITUTE EARLY ED CENTER AIDS, WE HAVE 943 DAY TO DAY. 
          AND OUR DEMOGRAPHICS FOR THE CLASSIFIED EMPLOYEES, 1,962 ARE FEMALE. 
          215 ARE MALE, 228, HAVE AN AN AA DEGREE OR HIGHER. 
          AND 26, UM, HAVE PARTICIPATED IN ONE OF THE ADULT ED PROGRAMS WHERE THEY EARNED AN AUTHORIZATION TO, UM, TO BE IN THIS CLASSIFICATION. 
          SO WE DO NOTICE THAT IT IS HEAVILY FEMALE, UM, IN, IN THE EARLY ED WORLD. 
          SAME THING WITH THE TEACHERS. 
          AND IT'S NOT ANY MUCH DIFFERENT THAN THE STATE DEMOGRAPHICS AND THE NATIONAL DEMOGRAPHICS. 
          SO WE DO RECOGNIZE THAT. 
          AND OTHER EARLY ED RESOURCES, UM, FOR FAMILIES AND OH, TO TALK ABOUT EARLY ED PROGRAMS. I THINK WE'LL ACTUALLY PAUSE. 
          THANK YOU SO MUCH FOR YOUR PRESENTATION, MS. HANNAH, BEFORE WE TURN TO THE, UM, ENROLLMENT PRESENTATION, I, WE'LL PAUSE AND I'LL ALLOW AN OPPORTUNITY FOR QUESTIONS, BUT THANK YOU SO MUCH FOR BRINGING THIS INFORMATION. 
          OKAY, THANK YOU. 
          I'M NOT SURE IF WE SHARED, BUT, UH, QUESTIONS ABOUT THE WORKFORCE AND CAREER PATHWAYS CAME UP AT OUR LAST COMMITTEE MEETING LAST SCHOOL YEAR. 
          SO IT WAS A TOPIC OUR COMMITTEE WAS INTERESTED IN. 
          UM, I'LL OPEN IT UP NOW FOR ANYONE WHO MIGHT WANNA ASK A QUESTION, MAKE A COMMENT ABOUT THE PRESENTATION WE JUST RECEIVED. 
          GO AHEAD, MS. DO GO AHEAD. 
          START US OFF. 
          WONDERFUL. 
          THANK YOU FOR SHARING. 
          UM, I HAVE A QUESTION AROUND LIKE THE RACIAL DESEGREGATION OF THE WORKFORCE AND ALSO LANGUAGE BREAKDOWN IF IT'S AVAILABLE. 
          THE, I DO NOT HAVE THAT INFORMATION AVAILABLE TODAY. 
          UM, THE ONE THING, SO THE RATIO AS FAR AS MALE TO FEMALE OR WHAT YOUR RACIAL, THE RACIAL ETHNICITY TO, I WANNA UNDERSTAND LIKE THE CULTURAL MATCH, UM, AND THE LANGUAGE MATCH THAT'S POSSIBLE. 
          WHAT KIND OF LIKE, UH, LANGUAGE AND RACIAL DIVERSITY DATA IF WE HAVE THAT ON OUR WORKFORCE? I, I DO NOT HAVE THAT DATA WITH ME TODAY, BUT COULD WE GET IT AFTER THIS? OKAY. 
          [00:15:01]
WE WILL DEFINITELY RESEARCH THAT DATA. 
          THANK YOU. 
          THANK YOU SO MUCH. 
          YES, THANK YOU SO MUCH FOR THE PRESENTATION. 
          SO IF I'M UNDERSTANDING, THIS DOESN'T INCLUDE TK INFORMATION ABOUT TK EDUCATORS. 
          IT'S ONLY THE EARLY LEARNING CENTERS, CORRECT? THAT IS CORRECT. 
          IT WOULD BE GREAT TO SEE ALSO TK DATA, UM, AND ALSO SIMILAR QUESTIONS TO JUNE. 
          HE, UM, AND EXPERIENCE WITH EARLY LEARNING AND PATHWAYS TO BECOMING A TK TEACHER. 
          FOR THOSE WHO HAVE EXPERIENCE IN ECE AS WELL. 
          I AGREE IT WOULD BE REALLY HELPFUL TO HAVE A BROADER SCOPE OF DATA TO LOOK LIKE, LOOK AT WHO ELSE WOULD LIKE TO ASK A QUESTION? YES, GO AHEAD MS. BROWN. 
          THANK YOU FOR THE PRESENTATION SO FAR. 
          I HAVE A QUESTION. 
          WHAT IS THE BENEFIT OF YOUR MICRO CREDENTIAL? SO THE MICRO-CREDENTIAL, UM, ONE OF THE BENEFITS, SO THERE WAS A NEW LEGISLATION PASSED, NEW LAW PASSED THAT WENT INTO EFFECT JULY 1ST. 
          SO UTILIZING AND COMPLETING THE EARLY ED, UM, MICRO-CREDENTIAL PROGRAM MAKES A, ENABLES A PERSON TO BE TK QUALIFIED. 
          UM, I DUNNO IF YOU HAVE ANY ADDITIONAL INFORMATION ON THE MICRO-CREDENTIALING PROGRAM OR ANY, UM, THE BOARD VOTED TO IT IS THE EQUIVALENT OF THE 24 UNITS NEEDED TO TEACH IN A TK PROGRAM. 
          SO A TEACHER WHO IS AN ELEMENTARY TEACHER NOW MAY NOT HAVE THE UNITS IN EARLY CHILDHOOD. 
          THEY COULD TAKE THE YEAR LONG MICROCREDENTIAL, AND THAT QUALIFIES THEM TO TEACH IN AN, UM, TK CLASSROOM. 
          SO THAT ALSO INCLUDES THE EEC TEACHERS. 
          UH, WHAT IS THE BENEFIT, RIGHT? WE HAVE EARLY EDUCATION CENTER TEACHERS, UM, CSPP TEACHERS WHO HAVE GONE THROUGH THE PROGRAM AS WELL. 
          IT'S OFFERED ON AN ANNUAL BASIS. 
          THERE IS AN APPLICATION PERIOD. 
          IT REQUIRES AN ENDORSEMENT BY YOUR PRINCIPAL. 
          AND THEN, SO THIS, IT'S STARTING ACTUALLY ON SATURDAY. 
          THERE ARE 88 PARTICIPANTS THIS ROUND. 
          AND LAST QUESTION, HOW ARE WE, UH, PROVIDING THAT INFORMATION TO THE TEACHERS AND THOSE WHO ARE INTERESTED IN PURSUING THIS CREDENTIAL? BECAUSE I HAVEN'T HEARD ANYTHING ABOUT IT. 
          IT'S ON THE L-A-U-S-D WEBSITE AS WELL AS IT'S ON THE ECED WEBSITE. 
          SO THANK YOU FOR LETTING US KNOW THAT YOU HAVEN'T HEARD ABOUT IT, BECAUSE THAT'S SOMETHING THAT WE CAN ALSO PUT AS IN OUR SCHOOLOGY GROUPS WHERE OUR CSPP TEACHERS, EEC TEACHERS LOOK AT THAT INFORMATION. 
          SO THAT IS SOMETHING THAT WE CAN SHARE AS WE DO OUR PROFESSIONAL DEVELOPMENT AS WELL. 
          PLEASE DO. 
          YES. 
          THANK YOU. 
          THANK YOU. 
          MM-HMM . 
          AND, AND IF YOU ALL WANNA SHARE THAT FLYER WITH US, WE'LL ALSO MAKE SURE THAT ALL THE COMMITTEE MEMBERS RECEIVE IT SO THAT WE CAN SPREAD THE WORD. 
          WE ARE ALSO, WHEN A, A NEW TEACHER CONTRACTS AND WHATEVER GRADE LEVEL ELEMENTARY TEACHER, WE DO PROVIDE THEM WITH THE INFORMATION ON THE MICRO-CREDENTIALING PROGRAM. 
          UM, WE TALK TO THEM WHEN THEY'RE, UM, APPLYING TO THE DISTRICT AND WANTING TO KNOW DIFFERENT PATHWAYS AND SUPPORTS. 
          WE ALSO PROVIDE THEM WITH THE INFORMATION SHOULD THEY BECOME A TEACHER THAT THEY WOULD BE ELIGIBLE TO APPLY AND HOPEFULLY JOIN US IN THE PROGRAM. 
          THANK YOU. 
          YES, MS. BARLOW, GO AHEAD. 
          THANK YOU. 
          UM, THANK YOU FOR YOUR PRESENTATION. 
          MY QUESTION IS, UM, WHERE DO I FIND THE INFORMATION FOR THE COLLEGE PRACTICUM FOR STUDENTS FOR COLLEGE PRACTICUM? IS THAT ON THE A USD WEBSITE? WE, SO WE HAVE A, UM, WEBSITE, LAD.ORG/HR. 
          YES, GO AHEAD, MS. BDA, I JUST DIDN'T WANNA FOLLOW PRO FOLLOW PROTOCOL HERE. 
          UM, THANK YOU FOR YOUR PRESENTATION. 
          I APPRECIATE THE FOLLOW UP FROM WHAT THE COMMITTEE ASKED FOR LAST YEAR TO BRING THIS AND FOCUS ON THE CLASSIFIED WORKFORCE. 
          ALSO, CONGRATULATIONS ON YOUR NEW ROLE. 
          I HAVEN'T SEEN YOU SINCE THE TRANSITIONS. 
          UM, SO JUST, UH, I GUESS TO FURTHER FOLLOW UP ON SOMETHING THAT DEAN HIGHLIGHTED MAYBE TWO YEARS AGO, UM, WITH THE CLASSIFIED, UH, INFANT AIDS, UM, AND CALLING OUT THAT THEY HAD A THREE HOUR RESTRICTION. 
          UM, AND IT WAS SOMETHING THAT COULD BE SOLVED WITHIN LUSD OF EXPANDING THAT THOSE HOURS THAT THOSE WORKERS COULD, UM, WORK BECAUSE THE WHOLE THING WAS, DEAN WAS MENTIONING IT WAS REALLY DIFFICULT TO BRING IN PEOPLE WILLING TO WORK JUST THREE HOURS. 
          UM, AND SO REALLY HARD TO LIKE, FILL THOSE GAPS. 
          AND SO JUST WOULD APPRECIATE AN UPDATE ON THAT IF THERE IS ONE. 
          AND, AND WHERE WE ARE TO, UM, EXPANDING THOSE HOURS SO THAT WE CAN RECRUIT TOP TALENT, UM, TO WORK AT THESE CENTERS. 
          WE'RE STILL WORKING ON THAT, RIGHT? SO IT IS, THERE ARE STILL THREE HOUR AIDS THAT SUPPORT OUR INFANT CENTER PROGRAMS, SO IT IS SOMETHING WE ARE STILL LOOKING AT. 
          OKAY. 
          UM, IS LIKE WHAT ARE THE SUPPORTS NEEDED TO MOVE THAT ALONG BECAUSE IT, IT HAS BEEN QUITE SOME TIME. 
          SO JUST WONDERING WHAT IS IT THAT ANY OBSTACLES OR ROADBLOCKS THAT YOU GUYS ARE FACING IN WORKING ON THAT? IT OBVIOUSLY HAS BUDGET IMPLICATIONS. 
          [00:20:05]
OKAY. 
          UM, AND THEN DO YOU ALL HAVE, I'M SURE THIS EXISTS, BUT IT WOULD BE INTERESTING TO SEE A BREAKDOWN OF THE POSITIONS THAT ARE THERE OF LIKE THE FULL-TIME, PART-TIME, LIKE HOW THOSE HOUR EIGHT, UM, THOSE HOUR POSITIONS, UM, TO BE AWARE OF. 
          AND THEN ALSO JUST CURIOUS THE, THE PARTNERSHIPS WITH COLLEGES. 
          UM, WHICH COLLEGES ARE YOU GUYS WORKING WITH? WE WORK WITH MANY LOCAL UNIVERSITIES. 
          UM, A LOT OF THE CAL STATE, SO DOMINGUEZ, CAL STATE, LA LOYOLA NORTHRIDGE. 
          UM, WE MEET WITH THEM REGULARLY. 
          WE ALSO HOLD OFFICE HOURS REGULARLY AT THEIR CAMPUSES. 
          U-S-C-U-C-L-A, I DON'T WANNA LEAVE ANYONE OUT, BUT WE WORK WITH MANY OF THE LOCAL UNIVERSITIES AND THEN SOME ONLINE, UM, CALTEACH SOME OF THE ONLINE PROGRAMS AS WELL. 
          BUT THEY ALLOW US TO COME AND HAVE, YOU KNOW, OUR RECRUITMENT TEAM DOES HOLD REGULAR OFFICE HOURS, BOTH ZOOM AND ONSITE IF PEOPLE WANNA TO, SOME OF THE STUDENTS WANNA COME AND MEET WITH THEM AND RECEIVE ADVISEMENT AND HELP WITH APPLYING LIKE THE COLLEGE STUDENTS COMING INTO THE PIPELINE TO GET HIRED. 
          YES. 
          OKAY. 
          AND DO THEY ALSO COME TO VOLUNTEER AND GET LIKE SCHOOL CREDIT HOURS OR ANYTHING LIKE THAT? MANY OF THEM, UM, WHO ARE INTERESTED IN THE TEACHING PROFESSION, THEY START OFF AS TEACHER ASSISTANTS, AS THEY'RE GOING THROUGH THROUGH COLLEGE. 
          UM, AND THEN OF COURSE OUR STUDENT TEACHING WORLD, I DON'T SEE AS MANY VOLUNTEERS. 
          OKAY. 
          'CAUSE I THINK THEY WANNA EARN SOME MONEY IF THEY'RE GONNA YES. 
          BE HELPING ANYWAY. 
          SO WE DO ALSO, WE JUST HAD, UM, SOME RECRUITMENT EVENTS AT EACH OF THE REGIONS, UM, FOR THE COLLEGE STUDENTS WHO MAY WANT A TO ENTER THE TEACHING PROFESSION ON AND, YOU KNOW, OFFERED ASSISTANCE GETTING APPLICATIONS IN FOR AID POSITIONS, BOTH, UM, AID AND TEACHERS' ASSISTANTS IF THEY'RE INTERESTED IN GOING THAT ROUTE. 
          AND YOU KNOW, THERE'S A LOT OF OUR SCHOOLS THAT ARE IN THE AREAS OF THEIR COLLEGES THAT THEY ATTEND. 
          SO IT'LL BE HOPEFULLY EASY TO GET TO CLASS AND, AND TO WORK AS WELL AT THE SAME TIME. 
          THANK YOU. 
          MS. BARLOW, I HEARD YOU SAY ABOUT THE UNIVERSITY, BUT DO YOU ALSO, ARE YOU ALSO CONNECTED WITH THE, UM, COMMUNITY COLLEGES? YES. 
          OKAY, GREAT. 
          YES, BECAUSE WES DEFINITELY HAS A GREAT YES. 
          CHILD DEVELOPMENT PROGRAMS. A FEW OF THE COMMUNITY COLLEGES I KNOW THAT HAVE GREAT CHILD DEVELOPMENT PROGRAMS, BUT WEST THANK YOU. 
          THAT'S WHY I SAID I DIDN'T WANNA LEAVE ANYONE OUT. 
          I KNOW I'M FORGETTING BEST LA WE WERE JUST THERE. 
          TEAM. 
          YES. 
          TEACHERS ARE GREAT. 
          I LOVE IT. 
          WE, OUR WEST EVENT, WEST REGION EVENT WAS HELD AT WEST LA COLLEGE. 
          UM, AND I DIDN'T KNOW ABOUT A WEEK OR TWO AGO. 
          YES. 
          OKAY. 
          I HAPPENED TO BE FORTUNATE ENOUGH TO BE THERE ABOUT THESE FOR SURE. 
          WE NEED, WE NEED YOU IN THE KNOW, UM, BOARD MEMBER OR FRANKLIN, I'LL MAKE A PITCH FOR HARBOR HARBOR COLLEGE . 
          UM, BUT THIS ALSO REMIND ME OF OUR ADULT ED. 
          AND SO THIS REALLY IS THE PIPELINE FROM THE, UM, AID POSITION TO THE TEACHER POSITION. 
          BUT WE ALSO HAVE THE, UM, SUPPORT TO GET TO THE AID POSITION. 
          AND I LOVE THE PROGRAM AT MAXINE WATERS WHERE THEY'RE VOLUNTEERING NEXT DOOR AT BRADLEY EARLY EDUCATION. 
          AND I KNOW WE'RE THINKING ABOUT EXPANDING THAT TO OTHERS. 
          SO COULD YOU JUST SHARE A LITTLE BIT ABOUT THE ADULT, UM, DAYS PROGRAMMING FOR, UH, FOLKS WHO WANNA GET, UM, STARTED ON, ON THE PATH. 
          SO WE DO HAVE THAT AT MAXINE WATERS. 
          UM, WITH BRADLEY, I KNOW THEY DO HAVE THE CHILD DEVELOPMENT CLASSES. 
          THOSE STUDENTS COME IN DURING THEIR HOURS, THEIR PRACTICUM HOURS WHERE THEY WORK IN THE CENTERS TO GET THAT EXPERIENCE, SUPPORT FROM THE MENTOR TEACHERS AT THE CENTERS. 
          AND THEN THEY'RE ABLE TO TRANSITION INTO THAT EARLY EDUCATION AID. 
          SO THAT'S WHERE WE RECRUIT A LOT OF OUR STUDENTS FROM, UM, FROM THE ADULT, UM, ED CENTERS SO THAT THEY CAN THEN BECOME AIDS. 
          AND ANOTHER REASON FOR THREE HOUR ASSISTANCE IS ALSO BECAUSE THEY CAN GO TO SCHOOL. 
          RIGHT. 
          SO IT WAS DESIGNED YEARS AGO TO BE ABLE TO SUPPORT STUDENTS WHO CAN HAVE A JOB BUT STILL BE FULL-TIME STUDENTS. 
          SO I DIDN'T REALIZE MAXINE WATERS IS THE ONLY ONE THAT'S DOING OH, IT'S NOT MAXINE WATERS. 
          IT'S JUST, THAT'S WHAT I CAN THINK OF AT THE TOP OF MY HEAD. 
          OH, OKAY. 
          I KNOW THE ONE NEAR KENTWOOD. 
          YEAH. 
          SORRY, PIA. 
          UM, WELL THERE'S, IS THERE ONE AT KENTWOOD? THERE'S ONE NEAR KENTWOOD AND I KNOW SHE'S HIRED, UM, DIFFERENT STUDENTS, THE VENICE SKILLS AS WELL. 
          YES. 
          VENICE SKILL CENTER, VEN SCHOOL CENTER. 
          AND WE ALSO ARE, WE, WE HAVE WEST VALLEY OCCUPATIONAL CENTER WHERE WE ARE REOPENING THE EEC. 
          CORRECT. 
          BUT I, AND I KNOW PIA MIGHT WANT TO COME UP, BUT I IT WOULD BE, I APPRECIATE MR. FRANKLIN ASKING THE QUESTION. 
          'CAUSE THAT ONE, GETTING THE S VALLEY ONE OFF THE GROUND, WE'RE STILL STILL NOT FULLY OPEN THE EEC, BUT IT'S SUCH A GREAT IDEA AND I'M CURIOUS WHAT IT TAKES FOR ALL OF OUR OCCUPATIONAL CENTER ADULT SCHOOLS TO HAVE THESE PARTNERSHIPS. 
          AND WHO WOULD BE THE PERSON TO 
          [00:25:01]
ADVOCATE WITH? GREAT. 
          PADA KAMA, I'M THE CHIEF OF TRANSITIONAL PROGRAMS. SO ONE OF THE HIGHLIGHTS THAT WE'LL SHARE SHORTLY IS ONE OF THE EXAMPLES WITH A WEST VALLEY OCCUPATIONAL CENTER LOCATED IN THE WEST SAN FERNANDO VALLEY. 
          WE ARE IN SCHEDULE RIGHT NOW TO OPEN UP THAT EARLY ED CENTER RIGHT ON EARLY ED, I'M SORRY, ON THE DAY'S CAMPUS. 
          BUT THAT MODEL HAS PROVEN TO BE VERY SUCCESSFUL BECAUSE THE IDEA HERE IS OUR ADULT ED STUDENTS, AS WE SHARED PREVIOUSLY IN OUR EARLY ED COMMITTEE LAST YEAR, WE HAVE GREAT PATHWAYS WHERE WE HAVE OUR STUDENTS IN ADULT ED WHO HAVE KIDS THEMSELVES WHO'D LIKE TO BE ABLE TO ENROLL THEIR STUDENTS IN AN EARLY ED CENTER. 
          SO IT PROVIDES THEM THAT OPPORTUNITY TO HAVE THEIR STUDENTS RIGHT THERE ON CAMPUS WHILE THEY'RE TAKING CLASSES. 
          AND WE HAVE SEVERAL MODELS THAT WE'RE CONTINUING TO EXPLORE ON THAT. 
          WE HAVE SAN PEDRO OVER INWARD DISTRICT SEVEN AS WELL THAT WE'RE EXPANDING. 
          SO WE'LL SHARE THAT SHORTLY IN TERMS OF WHERE WE ARE IN THE STATUS. 
          BUT OUR GOAL IS TO OPEN THOSE UP THIS YEAR. 
          SO, UM, AND RENEE WILL PROVIDE SOME UPDATES SHORTLY. 
          HOW OTHER QUICK ONES? YES, GO FOR IT. 
          UM, DO WE HAVE ENOUGH SUBS, UH, SUBSTITUTE TEACHERS AND SUBSTITUTE AIDES FOR THE DEMAND? WE DO HAVE ENOUGH RIGHT NOW. 
          YES, WE DO. 
          OKAY, GREAT. 
          'CAUSE I KNOW SOMETIMES THAT CAN BE A CHALLENGE. 
          AND THEN CAN YOU SHARE A LITTLE BIT ABOUT THE DISTINCTION BETWEEN WHAT DOES AN EARLY EDUCATION AIDE DO VERSUS WHAT DOES AN EARLY EDUCATION TEACHER DO? SO THE EARLY EDUCATION AIDE SUPPORTS THE TEACHER WITH DELIVERING THE INSTRUCTION. 
          THE TEACHER PLANS THE INSTRUCTION, THE TEACHER ASSESSES THE, THE ASSISTANT SUPPORT WITH THE INSTRUCTION. 
          THEY SUPPORT WITH PREPPING MATERIALS, UM, FOR THE INSTRUCTION AS WELL AS THEY DO SUPPORT WITH THE ASSESSMENT. 
          THEY WILL TAKE NOTES WHEN THEY'RE WORKING IN SMALL GROUPS WITH, UM, STUDENTS, BUT THEY ARE UNDER THE SUPERVISION OF THE TEACHER. 
          OKAY. 
          SO A LOT OF, UM, STUDENTS AND EVEN PARENTS MIGHT THINK, OH, THEY'RE ALL TEACHERS. 
          UM, AND SO IT HELPS TO, UM, SORT OF UNDERSTAND, UM, THIS IS A REAL PIPELINE, RIGHT? YES. 
          UM, SO EVEN THE AIDES IN THE CLASSROOM CAN MOVE UP IF THEY BECOME THE, THE TEACHER OF RECORD. 
          YES. 
          AND WE DO HAVE SEVERAL AIDES THAT HAVE MADE THAT TRANSITION INTO TEACHERS. 
          RIGHT. 
          THAT'S GREAT. 
          MM-HMM . 
          UM, OKAY, MY LAST QUESTION IS, IN TK 12, WE HAVE NORM TABLES, BUT IT DOESN'T SEEM THAT'S THE SAME FOR EARLY ED. 
          DOESN'T MATTER HOW MANY STUDENTS WE HAVE, WE HAVE A CERTAIN NUMBER OF ADULTS ON THAT CAMPUS, GIVEN THE CAPACITY. 
          CAN YOU DESCRIBE HOW, HOW IT'S DIFFERENT, UM, AT EARLY ED VERSUS THE NORMS IN ELEMENTARY THROUGH SECONDARY? SO, IN AN EARLY EDUCATION CENTER, WE'RE LICENSED BY THE DEPARTMENT OF SOCIAL SERVICES, AND THE NUMBER OF STUDENTS FOR OUR ENROLLMENT CAPACITY IS DETERMINED ON THE SPACE, THE SQUARE FOOTAGE OF THE CENTER. 
          SO BASED ON THAT ENROLLMENT CAPACITY, THAT'S HOW WE STAFF THE CENTER. 
          SO THERE ARE CLASSROOMS OF 24, AND IN SOME CASES IT MIGHT BE 22 IF IT'S A SMALLER CLASSROOM. 
          RIGHT. 
          DEPENDING ON THE SIZE. 
          AND THEN, SO FOR EVERY EIGHT STUDENTS, WE HAVE ONE ADULT. 
          AND FOR EVERY 24 STUDENTS, WE HAVE A TEACHER. 
          SO IT'S AN EIGHT TO ONE RATIO FOR ADULTS, AND IT'S A 24 TO ONE RATIO FOR TEACHERS. 
          BUT IF WE DON'T HAVE THE STUDENTS, FOR EXAMPLE, WE'RE EXPERIENCING NORM DAY WITH THE ELEMENTARY AND SECONDARY SCHOOLS, THE STAFFING DOESN'T CHANGE IF THE ENROLLMENT FLUCTUATES AT EARLY ED. 
          NO. 
          SO WE NEED TO HAVE THE STAFF THERE THROUGHOUT THE DAY. 
          RIGHT. 
          AND AS STUDENTS ENROLL, THEN WE BEGIN TO OPEN UP CLASSES. 
          SO WHAT WE DO WITH THOSE, UM, AS THE ENROLLMENT WAS LOWER, WHAT WE DO WITH THOSE STAFF MEMBERS THAT ARE THERE IS WE HAVE MAYBE ONE CLASSROOM THAT IS NOT OPEN YET BECAUSE WE DON'T HAVE THE STUDENTS TO PUT IN THOSE CLASSROOM, THOSE STAFF MEMBERS SUPPORT IN THE CLASSROOM. 
          SO RATHER THAN REQUESTING A SUBSTITUTE ON THAT DAY, THEY SUPPORT OR THEY, UM, SERVE AS THAT ADDITIONAL SUPPORT TO PULL STUDENTS ASIDE AND WORK WITH STUDENTS ON SOME OF THE SKILLS THAT THEY NEED. 
          THANKS SO MUCH. 
          MM-HMM . 
          THANK YOU. 
          DID EITHER OF YOU HAVE A QUESTION OR COMMENT? OKAY. 
          UM, OH, GUESS GO AHEAD. 
          UH, OMA, GO AHEAD. 
          THANK YOU FOR THE PRESENTATION. 
          I AM GLAD TO SEE THE, THE MALES IN THE INDUSTRY ARE GROWING. 
          UM, I'M SO HAPPY ABOUT THAT BECAUSE MY SON, HE WANTS TO FOLLOW MY, MY STEPS. 
          SO HE'S TAKING CHILD DEVELOPMENT CLASSES RIGHT NOW. 
          UM, ONE LITTLE OBSERVATION, I'M SORRY. 
          UM, THERE'S ONLY 228, UH, UH, WORKERS THAT HAVE AN AA DEGREE OR HIGHER. 
          UM, DO YOU GUYS HAVE ANY INCENTIVES OR PARTNERSHIPS WITH THE COMMUNITY COLLEGES OR, UM, THAT UNIVERSITIES THAT CAN HELP THEM, UH, REACH TO, UM, A HIGHER DEGREE? LET'S SAY THAT I ONLY HAVE SIX UNITS BECAUSE THAT'S PRETTY MUCH THE REQUIRED TO WORK TO START UP. 
          UM, DO YOU HAVE ANY PROGRAMS THAT CAN HELP THE, THE, UM, UM, THE WORKERS TO, YOU KNOW, UM, REACH OUT? UM, MORE UNITS LIKE WITH US FAMILY CHILDCARE PROVIDERS, WE HAVE, UM, SOME PARTNERSHIPS, ESPECIALLY ONE WITH UCLA THAT HELP US WORK TOWARDS GETTING PERMITS. 
          UM, DO YOU GUYS 
          [00:30:01]
HAVE SOMETHING LIKE THAT FOR, UM, THE L-A-U-S-E? I MEAN THE A CE PROGRAMS. SO OUR PARTNERSHIPS WITH OUR UNIVERSITIES AND OUR COMMUNITY COLLEGES DO INCLUDE GOING BEYOND THE AA DEGREE AND, YOU KNOW, IT'S A PATHWAY TO BECOME TEACHERS EVENTUALLY. 
          SO THEY DO SUPPORT THEM WITH AS, AS WE DO IN HR WITH ADVISEMENT. 
          AND WHAT DO I NEED TO DO TO STAY ON TRACK TO EARN MY CREDENTIAL AND MY AUTHORIZATIONS TO BECOME A, I'M SORRY, A FULL-TIME TEACHER. 
          I'M, MY QUESTION WAS LIKE, DO YOU GUYS PROVIDE ANY INCENTIVES AT THE END OF THE YEAR OR, UM, YOU KNOW, A GRANT? BECAUSE I KNOW I HEARD THAT YOU GUYS PROVIDE 600, UM, CREDIT FOR THE, UH, REIMBURSEMENT AND, UM, SOMETIMES THAT CAN BE VERY LITTLE. 
          SO I WAS JUST WONDERING IF YOU GUYS CAN MAYBE INCREASE THAT, THAT WOULD BE VERY HELPFUL FOR THE PEOPLE THAT IS WORKING AND, YOU KNOW, THEY WILL THINK ABOUT GOING BACK TO, UM, UNIVERSITY OR COLLEGE AND MAKE SURE TO GET MORE, UH, UNITS SO THEY CAN ALSO BECOME PART OF THE, BECAUSE I FEEL LIKE 228 PEOPLE, IT'S VERY LITTLE. 
          SO I JUST, YOU KNOW, I FEEL LIKE, UM, IT'S POSSIBLE JUST MAYBE JUST TRY TO ACCOMMODATE, UM, IN THAT WAY. 
          MAYBE THE SCHEDULE, YOU GUYS SAID THAT YOU GUYS ARE VERY FLEXIBLE, BUT IF YOU SAID, OKAY, WE'RE GONNA DO AN INCEPT, WHOEVER REACH, UH, UH, GETS AN AA, YOU KNOW, WE'RE GONNA DO SOMETHING ELSE. 
          OR MAYBE WE CAN PAY FOR THE, UM, UH, TUITION OR SOMETHING ELSE. 
          THANK YOU. 
          THANK YOU FOR THE INPUT AND AS WE CONTINUE TO WRITE FUTURE GRANTS, WE WILL DEFINITELY, UM, HONOR YOUR WISH TO HAVE THAT BROUGHT FORWARD TO THE COMMITTEE'S WRITING THE GRANTS. 
          THAT'S A GREAT SUGGESTION. 
          UM, MS. BA, MY QUESTION WAS, UM, ON THE HEELS OF, UM, BOARD MEMBER ARTIS FRANKLIN ABOUT THE RATIO, THE ONE TO EIGHT THAT YOU MENTIONED, THAT'S NOT FOR THE INFANTS, RIGHT? THIS IS LIKE THE OLDER KID. 
          OKAY. 
          THAT'S FOR THE PRESCHOOL STUDENTS. 
          SO THE INFANTS FOR THE INFANT PROGRAMS, IT'S ONE TO FOUR AND ONE TO 16. 
          YEAH. 
          OKAY. 
          I JUST WANTED TO CLARIFY THAT. 
          THANK YOU. 
          YEAH, THANK YOU. 
          I'LL JUMP IN WITH JUST A COUPLE MORE QUESTIONS. 
          I, UM, I REALLY APPRECIATE ALL THE ONES THAT WERE ASKED PREVIOUSLY. 
          I THINK THAT THE RACIAL AND LANGUAGE DATA WOULD BE PARTICULARLY HELPFUL BECAUSE WE KNOW THAT WE ARE TRYING TO EXPAND LIKE OUR DUAL LANGUAGE, UH, PILOTS IN EARLY EDUCATION, FOR EXAMPLE. 
          AND SO HAVING A BETTER SENSE OF WHAT'S THE MATCH BETWEEN OUR EXISTING WORKFORCE AND THE LINGUISTIC ASSETS THEY BRING AND THE PROGRAMS THAT WE WANT TO HAVE IN EARLY ED, UM, WHICH WOULD JUST BE HELPFUL. 
          AND OF COURSE WE KNOW THAT TEACHER DIVERSITY, UM, IS, IS A BIG BENEFIT TO ALL OF OUR STUDENTS. 
          SO JUST BETTER UNDERSTANDING, UM, HOW OUR COMMUNITY BEING REFLECTED IN OUR WORKFORCE AT THE EARLY EDUCATION LEVEL. 
          UM, I ALSO, ALONG THE LINES OF THE DAYS PROGRAMS, I, I THINK THAT THOSE ARE A WONDERFUL PARTNERSHIP AND LIKE I WOULD LOVE TO SEE A LITTLE BIT MORE OF A, LIKE STRATEGY AND CONNECTEDNESS AROUND EXPANDING THOSE. 
          I THINK, AGAIN, WE KNOW THAT OUR FAMILIES BRING LANGUAGE, UM, AS AN ASSET, FOR EXAMPLE. 
          AND SO IF WE WERE TO MAKE MORE OF A CONCERTED EFFORT, UH, TO EXPAND OUR CHILD DEVELOPMENT PROGRAMS IN, IN DAYS, THAT COULD THEN LEAD TO THE WORKFORCE THAT WE WANT TO SEE WHO, WHO BRINGS THOSE LANGUAGE ABILITIES INTO OUR CLASSROOMS IN THE EARLY EDUCATION SETTING. 
          SO I THINK THAT, LIKE WHAT I'M HEARING IS A LOT OF WONDERFUL PROGRAMS. I WOULD LOVE TO GET A BETTER SENSE OF HOW THEY ARE CONNECTED TO A BROADER VISION FOR WHAT WE WANT TO SEE FOR OUR WORKFORCE AND WHAT WE WANT TO THEN SEE IN OUR PROGRAMS FOR OUR STUDENTS. 
          UM, SO HOPEFULLY THAT CAN BE PART OF A CONTINUED CONVERSATION AROUND THIS. 
          UM, I THINK IT ALSO CONNECTS TO, YOU KNOW, THE PATHWAYS TO ENTRY, LIKE FOR OUR AIDS, FOR EXAMPLE, AND, AND LIKE KIND OF WHAT OF OUR, WHAT ARE OUR GOALS FOR RECRUITING AND, AND RETAINING FOLKS. 
          UM, YOU ALL ALSO, UM, DIDN'T MENTION THIS, BUT I WAS JUST CURIOUS IF WE HAVE VACANCY OR TURNOVER DATA, UM, LIKE HOW WELL ARE WE RETAINING, UM, THE STAFF THAT WE HAVE? UM, IT WOULD BE GREAT TO GET A SENSE OF, FOR OUR AIDES FOR EXAMPLE, UH, IS THERE A DIFFERENCE BETWEEN RETENTION FOR A THREE HOUR AID VERSUS FOR A SIX HOUR AID? AND, AND LIKE, WHAT PERCENTAGE ARE WE RETAINING? HOW MANY ARE GOING ON TO, TO THESE CAREER PATHWAYS VERSUS HOW MANY ARE LEAVING US? BECAUSE WE KNOW BEYOND STABILITY FOR STUDENTS, THERE IS ALSO A FINANCIAL COST FOR TURNOVER IN OUR WORKFORCE. 
          SO I DON'T KNOW IF YOU, IF YOU'RE ABLE TO SPEAK TO THAT AT ALL, EVEN AT A HIGH LEVEL, MS. HANNAH, OR, OR PERHAPS THAT'S SOMETHING YOU COME BACK TO US WITH. 
          UM, BEING I'M ON THE CERTIFICATED SIDE, UM, WE WILL DEFINITELY COME BACK WITH WHATEVER DATA HAS BEEN REQUESTED. 
          OKAY, GREAT. 
          YEAH, SO THE RE THE REQUEST IS JUST KIND OF VACANCY AND TURNOVER RATES, AND I'D LOVE TO SEE IT KIND OF DISAGGREGATED BY, UM, CLASSIFICATION. 
          IT WOULD ALSO BE GOOD TO HAVE FOR OUR TEACHERS AS WELL. 
          UM, AND THEN JUST ONE OTHER QUESTION IS JUST AROUND HOW DO WE MEASURE LIKE THE SUCCESS OF THESE PATHWAYS? SO FOR EXAMPLE, OUR PARTNERSHIPS WITH UNIVERSITIES. 
          DO WE HAVE GOALS THAT 
          [00:35:01]
WE'RE WORKING TOWARDS IN TERMS OF HOW MANY EDUCATORS WE'RE HOPING TO BRING TO OUR SCHOOLS FROM THESE PARTNERSHIPS? OR HOW ARE WE MEASURING SUCCESS? I KNOW IT'S BEEN A PART OF OUR HR PLAN IN GENERAL, RIGHT? UM, ALL THE WAY FROM PRE-K TO 12 AND BEYOND THAT OUR PARTNERSHIPS. 
          AND THAT'S WHY WE MAINTAIN THE PARTNERSHIPS TO JUST HAVE A CONTINUED PIPELINE FOR RECRUITMENT AND, UM, PEOPLE INTERESTED. 
          AND, UM, ALL OUR CAMPAIGNS ALL ARE FOR THE PURPOSE OF HAVING PEOPLE COME ON BOARD AND HAVING A HARDY ELIGIBILITY LIST ALL THE TIME. 
          YEAH. 
          I THINK JUST TO GO BACK TO THE QUESTION OF LIKE BROAD VISION AND STRATEGY, UM, TWO THINGS. 
          ONE IS WE KNOW AS ENROLLMENT IS MORE STRAINED, I WOULD SAY K TO 12, THERE ARE OPPORTUNITIES IN EARLY EDUCATION. 
          SO HOW ARE WE STRATEGICALLY THINKING ABOUT BOLSTERING THE EARLY EDUCATION WORKFORCE AND BRINGING FOLKS WHO MAY HAVE WORKED IN AN ELEMENTARY SETTING, FOR EXAMPLE, OR EVEN IN OTHER CLASSIFIED POSITIONS TO WORK IN THE EARLY EDUCATION, UM, SPACES. 
          UM, BUT THEN ALSO LIKE THROUGH THESE VARIOUS PATHWAYS, WHAT ARE WE TRYING TO, LIKE, WHAT ARE WE TRYING TO ACCOMPLISH AND HOW DOES THAT CONNECT BACK TO PROGRAM AVAILABILITY FOR STUDENTS? SO, UM, I KNOW, I, I SEE EVERYONE NODDING, SO I, IT SOUNDS LIKE WE, WE CAN TALK MORE OF IT. 
          I DON'T KNOW, UM, MS. OPAL, IF YOU WANTED TO ADD ANYTHING ON THAT POINT. 
          AND ONE OF OUR KEY PILLARS IS INVESTING IN STAFF AND OUR STRATEGIC PLAN. 
          AND AS YOU KNOW, UM, 2026 IS WHEN WE'RE LOOKING AT THE NEW STRATEGIC PLAN, BUT REALLY WORKING WITH DR. FRANK SERATO TO MAKE SURE THAT OUR TEACHERS, OUR EDUCATORS, OUR STAFF, RETAIN AND STAY AS L-A-U-S-D EMPLOYEES FOR LIFE. 
          LIKE MYSELF, I'VE BEEN AN EMPLOYEE GRADUATE, I'M SORRY, AN L-A-U-S-D GRADUATE, AN EMPLOYEE FOR LIFE, IT SEEMS. BUT REALLY MAKING SURE THAT WE CONTINUE TO INVEST IN OUR STAFF, WHETHER THROUGH PROFESSIONAL DEVELOPMENT, THROUGH DIFFERENT OPPORTUNITIES TO ENGAGE IN LEADERSHIP ROLES ALONG WITH DEVELOPING PATHWAYS. 
          YOU KNOW, SOME OF THE GREAT STRATEGIES AND KEY HIGHLIGHTS THAT WE SHARED IN THE LAST COMMITTEES LAST YEAR'S COMMITTEE MEETING IS WHEN WE HEARD OUR STUDENTS FROM ADULT ED WHO PIPED IN AND LIKE REALLY WANTED TO LOOK AT, UM, I'M SORRY, SHE WAS A STUDENT IN OUR DAYS PROGRAM, AND THEN SHE WANTED TO LEARN MORE ABOUT EARLY ED AND SHE SIGNED UP AND NOW SHE'S AN EARLY ED AID OVER IN ONE OF OUR SCHOOLS. 
          AND SO WE'RE LOOKING FOR STORIES TO HIGHLIGHT LIKE THAT, TO REALLY MAKE SURE THAT THEY STAY WITHIN OUR DISTRICT BECAUSE WE KNOW HOW CRITICAL OUR STAFF IS TO THE SUCCESS OF OUR STRATEGIC PLAN. 
          GOT IT. 
          ABSOLUTELY. 
          AND I THINK THAT'S A GREAT EXAMPLE. 
          AND WE KNOW, YOU KNOW, I, I, I'LL SPEAK ONLY ABOUT MY AREA AND I'LL GIVE RECOGNITION TO MISSION COLLEGE, UM, IN SMAR, UM, WHICH IS ALSO A GREAT, UH, COMMUNITY COLLEGE, BUT YOU KNOW, THEY'RE OFFERING ESL CLASSES FOR PARENTS AT MANY OF OUR ELEMENTARY SCHOOLS IN THE AREA. 
          IF WE HAD A CONCERTED FOCUS ON, WELL, HOW DO WE HELP THOSE PARENTS, THEN ONCE THEY'VE COMPLETED THEIR ESL COURSEWORK, MAYBE THEY DO WANT TO GO INTO A CHILD DEVELOPMENT PATHWAY. 
          MAYBE WE WANT TO MAKE THAT A SPECIFIC PRIORITY, UM, AND AN ENTRY POINT FOR, FOR PARENTS TO COMPLETE ESL AND THEN GET ENTRY INTO A, A STABLE, UM, JOB WHERE THEY ARE IN OUR CLASSROOMS IN L-A-U-S-D. 
          SO I, I WOULD JUST, I THINK MAYBE IT'S PART OF THE BROADER STRATEGIC PLANNING EFFORTS TOTALLY. 
          BUT I THINK THAT WE COULD, WE COULD REALLY CAPITALIZE ON THAT MORE. 
          ABSOLUTELY. 
          UM, AND I THINK HAVING THE DATA ON THE INCENTIVES WE'RE PROVIDING, THE HOURS WE'RE PROVIDING, THAT WILL ALSO HELP US BETTER UNDERSTAND TO WHAT EXTENT ARE THE SUPPORTS WE'RE OFFERING OUR WORKFORCE HELPING US MEET OUR STRATEGIC GOALS. 
          UM, BECAUSE THERE, THERE MAY BE A MISS. 
          I MEAN, I THINK MISS CORD'S POINT AROUND $600, LIKE, THAT'S, THAT'S A STRUGGLE. 
          UM, AND WE WANT PEOPLE TO, TO FEEL THAT INVESTMENT AND BE ABLE TO COMPLETE AND TO STAY WITH US AS AN EMPLOYEE. 
          UM, THE VERY LAST THING I WANTED TO ASK ABOUT, UNLESS, AND WE WILL ALSO DOUBLE CHECK IF ANYONE ELSE HAS ANYTHING, IS ON THE SUBSTITUTE'S POINT. 
          UM, I KNOW THAT I'VE HEARD FROM MY PR, MY EARLY EDUCATION PRINCIPALS IN REGION NORTH THAT IT IS A STRUGGLE TO FIND SUBSTITUTES. 
          SO, UM, MAYBE, I DON'T KNOW IF WE DON'T NECESSARILY NEED TO DIG INTO IT AT THIS COMMITTEE MEETING, BUT I WILL JUST PUT A NOTE OUT THERE THAT I, I HAVE HEARD THAT FEEDBACK DIRECTLY. 
          UM, MAYBE THERE'S WORK WE'RE DOING TO REMEDIATE THAT, BUT I I WOULD BE REMISS NOT TO MENTION IT SINCE THEY'VE MENTIONED IT TO ME. 
          SO WE ARE CURRENTLY WORKING ON THAT. 
          YES. 
          AND THAT IS WITH OUR OFFICE MANAGERS AND WITH OUR, UM, ATTENDANCE WHERE WE HAVE THE NEED. 
          SO WE ARE WORKING ON THAT. 
          UM, WE ARE WORKING WITH, UM, CLASS, THE CLASSIFIED OFFICE WITH PERSONNEL COMMISSION AS FAR AS RECRUITING THOSE SUBSTITUTES IN THOSE AREAS. 
          WE DO RECOGNIZE THAT THAT IS A NEED. 
          OKAY. 
          THAT'S GREAT. 
          AND I KNOW, I'M SO SAD THAT PRINCIPAL KAZARIAN, WHO'S ONE OF OUR, UM, ADMINISTRATOR COMMITTEE MEMBERS, NOT WITH US TODAY, HE HAD A GREAT IDEA AROUND LIKE, COULD WE RECRUIT OUR AIDES TO BECOME ASSOCIATE TEACHERS SO THEN WE CAN UTILIZE THEM TO HELP ON THIS? SO MAYBE YOU ALL COULD FOLLOW UP ON THAT ISSUE. 
          I THINK IT, I THINK IT SOUNDS REALLY SMART, BUT I DEFER TO YOU ALL AS, AS THE EXPERTS ON THAT. 
          OKAY, THANK YOU. 
          WE, WE WILL. 
          OKAY. 
          NOT SEEING ANY OTHER 
          [00:40:01]
HANDS? OH, YES, GO AHEAD, MS. DOE. 
          THANK YOU. 
          I THINK THIS IS MORE RELATED TO PROFESSIONAL DEVELOPMENT. 
          UM, AND I'M THINKING ABOUT HOW WE'RE MEETING THE MOMENT TODAY, AND ESPECIALLY AS WE'RE TALKING ABOUT OUR TEACHERS WHO ARE WORKING WITH OUR LITTLE ONES AND OUR FAMILIES, TO WHAT EXTENT ARE GIVEN THE IMMIGRATION RATES HAPPENING AND ALL OF THAT, UM, HOW IS THAT INFORMED INTO THE PD THAT'S PROVIDED AROUND TRAUMA INFORMED CARE OR JUST FAMILY PREPAREDNESS AROUND FAMILY SEPARATION, ANYTHING LIKE THAT? SO WE DO OFFER PROFESSIONAL DEVELOPMENT ON THE WEEKENDS, ON SATURDAYS, AND WE ARE INCLUDING TRAUMA-INFORMED CARE IN OUR PROFESSIONAL DEVELOPMENT. 
          WE JUST HAD A TWO DAY INSTITUTE AT THE ANAHEIM IN, UM, THE AN, OH, SORRY, THE MARRIOTT AND ANAHEIM, WHERE WE DID HAVE QUITE A FEW SESSIONS ON TRAUMA-INFORMED CARE, SUPPORTING STUDENTS, SUPPORTING FAMILIES, ALSO LOOKING AT THE, UH, AT OUR EMPLOYEES, BEING ABLE TO SUPPORT OUR EMPLOYEES. 
          BECAUSE IF I'M NOT WELL, I CAN'T HELP SOMEONE ELSE BE WELL. 
          SO THAT IS ONE OF OUR FOCUSES THIS YEAR. 
          VERY TIMELY QUESTION. 
          THANK YOU SO MUCH. 
          WELL, THANK YOU, UM, MS. HANNAH, FOR YOUR PRESENTATION. 
          WE REALLY APPRECIATE YOU COMING AND, AND WE'LL, WE'LL FOLLOW UP ON SOME OF THOSE DATA REQUESTS FOR YOU. 
          THANK YOU EVERYBODY. 
          THANK YOU. 
          UM, ALRIGHT. 
          [II.2. Early Education Programs in LAUSD:  Resources for Families to Find Programs for Enrollment]
NOW WE WILL TRANSITION TO PRESENTATION NUMBER TWO, UM, WHICH IS FOCUSED ON ENROLLMENT IN OUR EARLY EDUCATION PROGRAMS, HOW OUR FAMILIES CAN FIND AND ENROLL IN OUR WONDERFUL PROGRAM. 
          SO WE'LL TURN OVER TO, UM, RENEE AMITA, OUR INTERIM EXECUTIVE DIRECTOR OF EARLY CHILDHOOD EDUCATION, AND P KOAL, OUR CHIEF OF TRANSITIONAL PROGRAMS. HELLO. 
          GOOD MORNING EVERYONE. 
          MY NAME IS P KOAL. 
          I'M THE CHIEF OF TRANSITIONAL PROGRAMS. I'M VERY PROUD TO SHARE A FEW THINGS ABOUT OUR EARLY EDUCATION PROGRAMS. SO FIRST THING WHILE WE'RE GETTING, UH, SLIDES READY IS THAT, AS YOU KNOW, LAUS C'S LEADING THE WAY WHEN IT COMES TO OUR COMMITMENT TO ENSURING THAT FAMILIES HAVE ACCESS TO QUALITY EARLY EDUCATION PROGRAMS. AND SO YOU'LL SEE HERE THE VARIOUS PROGRAMS THAT WE'VE DESIGNED TO BE RIGOROUS AND MOST IMPORTANTLY, THE IMPORTANCE OF PLAY-BASED LEARNING. 
          WE HAVE OUR EARLY EDUCATION CENTER SERVING STUDENTS FROM AGES TWO TO FOUR. 
          WE HAVE STATE PRESCHOOL PROGRAMS SERVING STUDENTS FROM AGES TWO TO FOUR. 
          WE ALSO HAVE OUR INFANT CENTERS SIX WEEKS TO 30 MONTHS ALONG WITH OUR TRANSITIONAL KINDER PROGRAMS. AND AT THE HEART OF THESE PROGRAMS, AS I SHARED EARLIER, IS THAT WE REALLY WANT TO MAKE SURE THAT FAMILIES, YOU KNOW, AS A PARENT MYSELF, THE IMPORTANCE OF LEARNING THROUGH PLAY. 
          AND YOU'RE GOING TO SEE THAT IN EVERY SINGLE ONE OF OUR PROGRAMS. THAT RIGOROUS CURRICULUM THAT REALLY SHOWS HOW PLAY BUILDS CRITICAL THINKING SKILLS, DEVELOPS REALLY THAT DEEP PEER RELATIONSHIPS. 
          AND MOST IMPORTANTLY, TO REALLY INSTILL THAT LOVE AND JOY OF LEARNING. 
          THAT HAS BEEN THE HEART OF OUR COMMITTEE'S WORK, REALLY MAKING SURE THAT EVERYONE KNOWS THAT THERE'S JOY AND LOVE IN LEARNING. 
          AND WHAT YOU'LL SEE HERE IS JUST SOME KEY HIGHLIGHTS. 
          YOU'LL SEE SOME DUAL LANGUAGE PROGRAMS. AND ONE OF THE THINGS THAT RENEE WILL ALSO HIGHLIGHT IS THAT LAST YEAR YOU SHARED SOME REALLY WONDERFUL RECOMMENDATIONS AROUND WHAT WE CAN INCORPORATE TO CONTINUE TO MAKE SURE THAT OUR EARLY ED PROGRAMS CONTINUE TO BE THE BEST, NOT JUST IN THE COMMUNITY, IN THE STATE, BUT IN THE NATION. 
          AND SO YOU'LL HEAR SOME OF THOSE HIGHLIGHTS INCORPORATED. 
          ONE KEY HIGHLIGHT IS EXPANSION OF OUR DUAL LANGUAGE PROGRAMS. WE CURRENTLY HAVE 'EM AVAILABLE IN SPANISH AND ARMENIAN IN 37 OF OUR EARLY ED CENTERS AND STATE PRESCHOOL PROGRAMS. ANOTHER KEY RECOMMENDATION AND EXPANSION OF OUR OUTDOOR CLASSROOMS THAT IS SO CRITICAL TO MAKE SURE THAT THE LEARNING NOT ONLY HAPPENS INDOORS BUT ALSO OUTDOORS. 
          SO YOU'LL SEE THE MARQUIS CERTIFIED NATURE EXPLORER PROGRAMS THAT EXIST IN OUR SCHOOLS ACROSS THE CITY. 
          SO WITH THAT, I'M GONNA WELCOME OUR, OUR EXECUTIVE DIRECTOR OF EARLY CHILDHOOD PROGRAM, AND SHE WILL BE SHARING SOME OF THE KEY COMMUNICATION STRATEGIES THAT WE'VE ENGAGED IN TO REALLY SHOWCASE OUR PROGRAMS ALONG WITH HIGHLIGHTING THE RECOMMENDATIONS THAT THE COMMITTEE HAS SHARED AND HOW WE'VE IMPLEMENTED THEM. 
          THANK YOU. 
          GOOD MORNING. 
          I, SORRY I DIDN'T INTRODUCE MYSELF WHEN I STEPPED UP TO TALK LAST TIME, BUT I'M RENEE AM QUIDA. 
          I'M THE EXECUTIVE DIRECTOR FOR EARLY CHILDHOOD EDUCATION. 
          UM, SO THANK YOU FOR HAVING US, UM, PRESENT TODAY. 
          SO I'M GONNA TALK TO YOU A LITTLE BIT ABOUT OUR COMMUNICATION STRATEGIES. 
          WE, UM, HAVE THE IDENTIFIED SOME TARGET AREAS, AND THAT'S BASED ON OUR ENROLLMENT DATA. 
          SO THOSE TARGET AREAS CHANGE OVER TIME AS WE REVIEW OUR ENROLLMENT DATA. 
          AND THAT'S TO PROVIDE SUPPORTS TO THOSE AREAS SO THAT WE CAN LET FAMILIES KNOW THAT WE'RE IN THEIR COMMUNITIES, WE WANNA MEET THEM WHERE THEY ARE AND PROVIDE THE SERVICES TO SUPPORT THEIR STUDENTS, RIGHT? SO WE ARE, UM, THAT CONTINUALLY CHANGES. 
          SO WE ARE CANVASSING IN LA 
          [00:45:01]
UNIFIED EVENTS. 
          SO FOR INSTANCE, THE STEAM EVENTS, THE ART FESTS, THE CHOICES, UM, AND COLLEGE AND CAREER FAIRS, UM, SOME OF THE BSAP FAMILY REUNIONS. 
          SO ANYTIME THERE IS AN EVENT WITHIN LA UNIFIED IN DIFFERENT REGIONS, WE ARE ATTENDING THOSE EVENTS. 
          WE HAVE A STREET TEAM THERE PASSING OUT INFORMATION ABOUT OUR, ALL OF THE CENTERS, RIGHT? ABOUT ALL OF OUR PROGRAMS, ABOUT TK, OUR INFANT CENTERS, OUR EARLY EDUCATION CENTERS, OUR CSPP PROGRAMS, REALLY INFORMING FAMILIES WHAT WE HAVE AVAILABLE AND WHAT WE OFFER. 
          UM, AND THEN THIS YEAR WE'RE ALSO DOING AS A RECOMMENDATION OF THE COMMITTEE, WE'RE DOING SOME DIRECT MAILERS. 
          THIS IS DIFFERENT. 
          WE HAVEN'T DONE THIS, UM, IN THE PAST. 
          WE'RE GONNA DO SOME DIRECT MAILERS AND WE'RE WORKING WITH, UM, OUR COMMUNICATIONS OFFICE TO IDENTIFY THOSE TARGET AREAS AND SET THE PARAMETER FOR THOSE MAILERS TO GET THE WORD OUT ABOUT OUR PROGRAMS AS WELL. 
          UM, WE ALSO ARE LOOKING AT TEXT MESSAGES. 
          SO WE'VE DONE BLACKBOARD CONNECT CALLS, WE'VE MADE THOSE PHONE CALLS, BUT THIS TIME WHAT WE'RE GOING TO INCLUDE IS TEXT MESSAGES AND EMAILS TO BE ABLE TO SUPPORT TO, UM, SEE IF WE HAVE MORE RESPONSES TO THAT. 
          SO WE ARE IN THE PROCESS OF TRACKING DATA. 
          WE DO SEE A SPIKE IN CALLS TO OUR 8 4 4 EARLY ED NUMBER AFTER WE DO CONNECT ED MESSAGES. 
          SO THAT'S SOMETHING WE'RE GOING TO CONTINUE WITH DIFFERENT FROM OUR BILLBOARDS AND OUR BUS ADS. 
          IT'S HARD TO DETERMINE WHERE FAMILIES FOUND OUT ABOUT US. 
          SO WE ARE GOING TO DO A LITTLE SURVEY TO ASK FAMILIES HOW YOU FOUND OUT ABOUT US AND TO SEE WHAT THOSE AREAS ARE THAT WE MAY BE MISSING, RIGHT? SO WE'RE ALWAYS LOOKING FOR DIFFERENT WAYS TO BE ABLE TO PROMOTE OUR PROGRAMS. SO NEXT YOU CAN SEE THESE ARE SOME PICTURES OF SOME OF OUR OUTREACH IN OUR COMMUNITIES. 
          WE WANNA REALLY WANNA MEET FAMILIES WHERE THEY ARE IN THEIR COMMUNITIES. 
          WE WANNA HAVE THOSE FACE-TO-FACE CONVERSATIONS WITH OUR FAMILIES SO THAT WE CAN TALK TO THEM. 
          WE'VE, UM, CHANGED OUR RECRUITMENT STRATEGIES A LITTLE BIT. 
          UM, WE'RE FOCUSING ON THOSE TWO AND THREE YEAR OLDS NOW. 
          SO WE'RE LOOKING OUR PICTURES THAT WE'RE SHARING WITH FAMILIES, WE WANNA MAKE SURE THEY PORTRAY OUR YOUNGER STUDENTS RIGHT? AS WE'RE TRYING TO ENGAGE FAMILIES. 
          WE REALLY TALK ABOUT WHAT WE DO FOR TWO YEAR OLDS IN OUR CENTERS. 
          IT'S REALLY LEARNING HOW TO PLAY, REALLY LEARNING HOW TO SAY GOODBYE TO MOM AND DAD, RIGHT? REALLY SOME OF THOSE SOCIALIZATIONS, OUR 3-YEAR-OLD PROGRAM, REALLY LOOKING AT SOCIALIZATION AS, AS WELL AS SHARING AND BEING ABLE TO LEARN FROM THEIR ENVIRONMENT. 
          UM, VERSUS OUR FOUR YEAR OLDS WHERE WE'RE REALLY LOOKING AT PREPARING THEM FOR KINDERGARTEN. 
          WE KNOW THAT THE TWO, THE THREES AND THE FOURS ALL PREPARE FOR KINDERGARTEN, RIGHT? BUT THE FOCUS OF A 2-YEAR-OLD, A 3-YEAR-OLD, A 4-YEAR-OLD IS DIFFERENT. 
          SO WE'RE REALLY LOOKING AT THAT. 
          WE'RE REALLY TARGETING THAT AND COMMUNICATING WITH FAMILIES. 
          SO LAST YEAR WE STARTED CANVASSING IN OUR PARKS. 
          THAT WAS A RECOMMENDATION, LOOKING AT THE TIMES WHERE IN OUR PARKS WHERE FAMILIES ARE THERE, THEY'RE ALREADY THERE PARTICIPATING IN SPORTS FOR THEIR CHILDREN OR THEY'RE AT AN EVENT AT THE PARK. 
          WE DO USE, UTILIZE OUR PARENT COMMUNITY REPS TO GO INTO THE PARKS AND PACK, PASS OUT FLYERS AS WELL AS, AS OUR PRINCIPALS, UM, OUR TEACHERS, OUR ASSISTANTS. 
          WE ALWAYS HAVE, UM, A GROUP OF PEOPLE READY TO GO TO BE ABLE TO, UM, TARGET THOSE DIFFERENT AREAS AND THOSE EVENTS. 
          SO CANVASSING IN THE PARKS, UM, HAS HELPED, IT REALLY HELPS MAKE CONNECTIONS WITH FAMILIES. 
          AND YOU CAN SEE HERE THIS IS FROM OUR CANVASSING IN OUR COMMUNITIES. 
          UM, ON THE LOWER RIGHT HAND SIDE, ON MY LOWER RIGHT HAND SIDE, UM, KNOCKING ON DOORS AND SHARING ABOUT, UM, RTK PROGRAMS AND OUR EEC PROGRAMS. AND THEN YOU CAN SEE THE OTHER TWO PICTURES ARE HIGHLIGHTING OUR CANVASSING IN OUR PARKS. 
          UM, SOCCER TIME IS, SOCCER SEASON IS A GREAT TIME TO GO TO THE PARKS. 
          THERE'S A LOT OF FAMILIES IN THE PARKS. 
          UM, AND THEN YOU CAN SEE OUR BILLBOARD ADS, UM, IN THE OTHER PICTURE. 
          AND THEN OUR BUS ADS, THESE ARE ENROLLMENT FLYERS AND BANNERS THAT ARE DISTRIBUTED TO EVERY ELEMENTARY SCHOOL, EARLY EDUCATION CENTER AND CSPP PROGRAM THROUGHOUT THE DISTRICT. 
          THEY'RE SENT OUT IN APRIL AND MAY TO PROMOTE ENROLLMENT FOR THE UPCOMING SCHOOL YEAR. 
          THE BANNERS, UM, IF AS YOU'RE DRIVING THROUGH COMMUNITIES, YOU SHOULD SEE THESE BANNERS HANGING, BUT THEY ARE PERSONALIZED FOR THIS, THE SCHOOL. 
          SO IT'LL SAY BROOKLYN ELEMENTARY SCHOOL, IT'LL SAY BROOKLYN EARLY EDUCATION CENTER. 
          I'LL HAVE THE PHONE NUMBER. 
          SO THEY ARE PERSONALIZED. 
          UM, AND THEN THE FLYERS ARE JUST GENERAL FLYERS THAT WE CAN PASS OUT AND IT HAS THE 8 4 4 EARLY ED NUMBER ON IT AND THE QR CODE FOR THEM TO BE ABLE TO CALL FOR ADDITIONAL INFORMATION. 
          SO, UM, EARLY EDUCATION USED TO BE THE BEST KEPT SECRET IN THE DISTRICT. 
          AND WE USED TO PRIDE OURSELVES IN BEING THAT IT WAS THE BEST KEPT SECRET, BUT WE NO LONGER WANT IT TO BE THE BEST KEPT SECRET IN THE DISTRICT. 
          RIGHT? WE WANT FAMILIES TO ENROLL IN OUR PROGRAMS. OUR PROGRAMS ARE HIGH QUALITY, THEY'RE 
          [00:50:01]
GREAT PROGRAMS FOR CHILDREN TO PREPARE THEM FOR, FOR TK IN KINDERGARTEN. 
          SO WE'VE STARTED PERSONALIZING SOME OF OUR BANNERS IN OUR EARLY EDUCATION CENTERS. 
          AND IN THE TOP MY LEFT HAND CORNER, YOU COULD SEE ROBERTI EARLY EDUCATION CENTER. 
          IT HIGHLIGHTS THE SCHOOL MASCOT, IT HIGHLIGHTS THE HOURS OF THE PROGRAM AND IT REALLY DRAWS FAMILIES ATTENTION AS THEY'RE DRIVING BY. 
          FAMILIES HAVE REPORTED, I'VE DRIVEN BY THIS PLACE FOR YEARS AND I NEVER KNEW THERE WAS A PRESCHOOL HERE. 
          SO IT'S REALLY SUPPORTING WITH OUR ENROLLMENT AND IT'S SPECIFIC TO THAT SCHOOL SITE. 
          PRINCIPALS CAN DESIGN THEM IN THE WAY THAT THEY WANT IT TO BE DESIGNED, HIGHLIGHTING IF THEY'RE A STEAM PROGRAM, IF THEY'RE A DUAL LANGUAGE PROGRAM, WHAT THEY HAVE TO OFFER AT THEIR CENTERS, RIGHT? BUT WHAT WE DO ASK IS THAT THEY ALL SAY WE'RE OPEN YEAR ROUND FROM SEVEN TO FIVE 30 THAT THEY HIGHLIGHT. 
          YOU COULD SEE IT'S ON THE ONE FOR PACOIMA. 
          PACOIMA HAS A VERY LARGE AREA OUTSIDE AND THEY TOOK ADVANTAGE OF THAT ENTIRE AREA. 
          RIGHT NOW ENROLLING STUDENTS AGES TWO TO FIVE POTTY TRAINING NOT REQUIRED, UM, WHICH HAS BEEN A BIG INCREASE, UH, FOR OUR TWO YEAR OLDS, AND THAT IT'S OPEN YEAR ROUND. 
          AND THEN ON THE BOTTOM YOU SEE FAIR EARLY EDUCATION CENTER AGAIN ADVERTISING THEIR, UM, PROGRAM. 
          AND THEN LAUREL TOOK IT A STEP FURTHER AND IT'S RIGHT ON THEIR ENTRANCE TO THEIR PROGRAM WHERE IT HAS THEIR WEBSITE, THEIR INFORMATION ABOUT THEIR CENTER. 
          THEY'RE A NATURE EXPLORER. 
          UM, YOU CAN SEE THE NATURE EXPLORER CERTIFIED CLASSROOM THERE AS WELL. 
          AND IT GIVES BASIC INFORMATION ABOUT THEIR CENTER. 
          SO WE HAVE SEEN THAT THIS PERSONALIZATION HAS SUPPORTED OUR ENROLLMENT. 
          AND THIS IS SOMETHING THAT WE'VE COMMITTED TO DO AT EVERY CENTER. 
          WE WANNA ENSURE THAT THIS IS AT EVERY CENTER AND THAT IT HIGHLIGHTS WHAT'S GOING ON IN THOSE AREAS SO THAT FAMILIES KNOW THAT OUR PRESCHOOL PROGRAMS ARE AVAILABLE IN THEIR COMMUNITIES. 
          AND THEN, UM, LIKE, UM, PIA, AKA MA, UM, MENTIONED AT THE BEGINNING, WE ARE TARGETING TWO YEAR OLDS, RIGHT? WE KNOW THAT NOW THERE IS A CHANGE AND TWO YEAR OLDS CAN BE ACCEPTED INTO OUR PROGRAMS IF THEY ARE NOT TOILET TRAINED. 
          SO WE HAVE DEFINITELY INCREASED OUR TWO YEAR OLDS ENROLLMENT. 
          UM, ALSO WE'RE PROMOTING OUR TRANSITIONAL KINDERGARTEN PROGRAMS, BUT WE ARE OPENING TWO NEW CENTERS AS WE TALK ABOUT COMMUNICATING WITH ADULT SCHOOL AND BUILDING THOSE PARTNERSHIPS WITH ADULT SCHOOLS. 
          WE HAVE WEST VALLEY OCCUPATIONAL CENTER, UM, EARLY EDUCATION CENTER THAT WILL BE OPENING IN THE NEXT FEW MONTHS. 
          AND WE HAVE SAN PEDRO COMMUNITY ADULT SCHOOL, EEC, WHICH SHOULD BE OPENING VERY, VERY SOON. 
          SO YESTERDAY WE HAD LICENSING OUT, YAY. 
          ONE STEP FURTHER. 
          UM, IT IS A PROCESS. 
          WE KNOW THAT WE'RE NOT THE ONLY, UM, AGENCIES THAT ARE REQUESTING LICENSING AND TO HAVE SITES LICENSED. 
          SO THERE IS A PROCESS THAT WE GO THROUGH, BUT WE'RE ONE STEP CLOSER FOR SAN PEDRO. 
          SO THAT SHOULD BE OPENING VERY SHORTLY. 
          AND THEN WE, UM, JUST HAVE LIKE TWO OR THREE STEPS LEFT FOR WEST VALLEY. 
          SO OUR GOAL IS TO HAVE THOSE OPEN DURING THE FALL THIS YEAR. 
          AND THEN AGAIN, WE ARE ON SOCIAL MEDIA. 
          HERE'S OUR WEBSITE, ECE D.AD.ORG. 
          THANK YOU. 
          THANK YOU SO MUCH. 
          UM, LET'S OPEN IT UP FOR DISCUSSION. 
          WHO WOULD LIKE, ACTUALLY I'M GONNA, I'M SO SORRY I MISSED YOU PREVIOUSLY, MR. RAMIREZ, IF YOU WANNA KICK US OFF. 
          I'M SORRY. 
          SORRY. 
          I I'M GONNA GO BACK TO THE TOPIC WE WERE, UM, DISCUSSING FIRST, WHICH WAS THE, UM, UM, STAFFING MM-HMM . 
          I AND NOT STAFFING, UM, LIKE THE PROFESSIONAL DEVELOPMENT OPPORTUNITIES. 
          UM, I KNOW THE PATHWAY IS REAL FROM BECOMING AN ASSISTANT TO HIGHER UP IN L-A-U-S-D, UM, EARLY ED SPECIFICALLY. 
          'CAUSE I WAS A THREE HOUR AIDE, A SUBSTITUTE AIDE, A SUB TEACHER, TEACHER, NOT PRINCIPAL. 
          UM, ONE THING I REMEMBER WHEN I WAS AN ASSISTANT WAS THEY HAD AT ONE POINT, UM, A PARTNERSHIP WITH LIKE ELAC AND LACC AND THEY OFFERED CLASSES AT A SCHOOL SITE, LIKE A COHORT. 
          AND I REMEMBER ENGAGING IN THOSE COURSES AS A THREE HOUR ASSISTANT AND EVEN AS A SUB. 
          AND IT JUST, IT, IT BROUGHT IT LIKE TO THE SCHOOL SITE AND MULTIPLE EARLY EDS COULD GO TO THAT SCHOOL SITE FOR THESE THREE UNIT CLASS CLASSES. 
          AND IT WAS HELPFUL. 
          UM, IS THERE A THOUGHT OF BRINGING SOMETHING LIKE THAT BACK TO OUR, OUR EARLY ED CENTERS? I WASN'T AWARE THAT THAT HAPPENED IN THE PAST, BUT THAT'S DEFINITELY SOMETHING WE CAN WORK WITH, UM, THE COMMUNITY COLLEGES AND SEE IF THAT'S SOMETHING THAT'S POSSIBLE. 
          THANK YOU FOR BRINGING THAT UP. 
          THAT'S A GREAT SUGGESTION. 
          OH YES, GO AHEAD. 
          AND TO WHAT SHE SAID, I THINK THE PROGRAM IS CALLED, WAS IT LACO? IT WAS ACTUALLY DIRECTLY WITH THE, UM, COMMUNITY COLLEGES. 
          'CAUSE I THINK WE HAD A COUPLE OF PRINCIPALS THAT WERE TEACHING AT THOSE COMMUNITY COLLEGES. 
          UH, YES. 
          SO YOU'RE SPECIFICALLY TALKING ABOUT, UM, EL SERINO. 
          YES. 
          YES. 
          AND THAT WAS BECAUSE THE PRINCIPAL AT EL SERINO WAS TEACHING FOR ELAC AND SHE USED TO DO HER CLASS 
          [00:55:01]
AT THE CAMPUS, WHICH DID SUPPORT STUDENTS WHO WANTED TO ATTEND THOSE CLASSES. 
          BUT IT WAS A SPECIFIC CLASS THAT WAS GOING ON. 
          BUT THAT'S DEFINITELY SOMETHING WE CAN LOOK INTO. 
          THANK YOU. 
          GOOD MODEL TO THINK ABOUT. 
          YES. 
          ALL RIGHT. 
          NOW ON THE TOPIC OF ENROLLMENT, GO AHEAD MS. ETTE, IF YOU WANNA KICK US. 
          UM, THANK YOU SO MUCH FOR YOUR PRESENTATION. 
          I HAVE A FEW COMMENTS. 
          SO THANK YOU FOR MENTIONING SOME OF THE RECOMMENDATIONS FROM THE COMMITTEE AND HOW YOU'RE ADDRESSING THEM. 
          SO LAST YEAR AT THE BEGINNING OF THE YEAR, WE HAD A PRESENTATION LOOKING AT ALL OF THE RECOMMENDATIONS AND KIND OF SHOWING WHERE WE ARE WITH THEM. 
          UM, SO IT'D BE HELPFUL TO HAVE THAT AS WELL AS FROM THE PREVIOUS YEARS. 
          AS JEN MENTIONED, THERE ARE A FEW THINGS THAT STILL NEED TO BE ADDRESSED. 
          UM, AND SO, YOU KNOW, ONE MAIN THING HERE WITH THE FOUR INFANT CENTERS AS, UM, YOU KNOW, NICK MENTIONED, WE DEFINITELY NEED MORE INFANT CENTERS TO SUPPORT OUR COMMUNITY. 
          UM, AND THEN ALSO WANTED TO KNOW SPECIFICALLY ABOUT TK DATA. 
          UM, OR JUST IN GENERAL, ALL THE DATA AROUND ENROLLMENT VERSUS CAPACITY. 
          UM, THERE'S BEEN SOME ARTICLES COMING OUT, UM, UM, AROUND THAT PARENTS ARE NOT REALLY AWARE OF TK AVAILABILITY. 
          THIS IS STATEWIDE. 
          SO INTERESTED TO SEE HOW IT LOOKS AT L-A-U-S-D, UM, THAT FAMILIES DON'T KNOW ABOUT THE PROGRAM AND ARE NOT ENROLLING. 
          UM, AND SO IT'D BE INTERESTING TO SEE CAPACITY VERSUS, UM, ENROLLMENT AROUND TK AND THE OTHER PROGRAMS. UM, AND THEN LASTLY, UM, BUILDING OFF, YOU KNOW, THE COMMENTS ABOUT TEACHER RETENTION. 
          I KNOW THAT IN THE PAST YOU HAD A KOREAN DUAL IMMERSION PROGRAM AND WE EVEN WENT TO SEE IT. 
          IT WAS AMAZING. 
          AND SO, AND THEN WE HEARD FROM, UM, DR. 
          TAGAWA THAT THEN THE PROGRAM HAD TO CLOSE BECAUSE THE TEACHER LEFT. 
          AND SO THINKING ABOUT HOW ARE WE MAINTAINING OUR PIPELINE OF TEACHERS SO THAT IF ONE TEACHER LEAVES, WE DON'T HAVE TO THEN CLOSE THE PROGRAM, WHICH IS VERY BENEFICIAL FOR OUR COMMUNITY, FOR OUR CHILDREN AND OUR FAMILIES. 
          SO IN THINKING ABOUT EXPANDING BILINGUAL PROGRAMS, WHAT ADDITIONAL LANGUAGES CAN WE, UM, YOU KNOW, PROVIDE FOR OUR FAMILIES? AND THEN GOING BACK TO THE COMMENT FROM JUN, HE AROUND THE DEMOGRAPHICS AND HOW THE LANGUAGE MATCH IS ALIGNING WITH OUR CHILDREN'S LANGUAGES, WE WILL BRING THAT DATA BACK. 
          MS. CORONA, I THINK YOU WERE NEXT. 
          THANK YOU. 
          I HAVE A QUESTION. 
          UM, WHEN YOU'RE TALKING ABOUT SENDING TEXT MESSAGES, WHO, UM, ARE YOU GUYS COLLECTING DATA, DATA FROM PEOPLE THAT HAVE CHILDREN, UH, FROM ZERO TO FIVE YEARS OLD? OR HOW IS IT GONNA BE DIRECTOR TO WHO OR TO ARE JUST GONNA SEND MESSAGES IN GENERAL TO WHOEVER NUMBERS YOU GUYS HAVE? UM, JUST THINKING ABOUT WHAT IF I HAVE NEVER BEEN PART OF THE DISTRICT AND I DO NOT HAVE, YOU DO NOT HAVE ANY UM, PHONE NUMBER OR ANYTHING, BUT I DO HAVE A, A CHILD AND I'M READY TO SEND THEM SOMEWHERE, BUT I DON'T, I DON'T HAVE ALL OF THIS INFORMATION. 
          ALSO BECAUSE I, I KNOW AND I UNDERSTAND BECAUSE, YOU KNOW, I HAVE A LOT OF FAMILIES THAT THEY DIDN'T KNOW ABOUT TK, THEY DIDN'T KNOW THAT THE, UM, ECE ARE OPEN. 
          OR SOMETIMES THEY FEEL LIKE BECAUSE THEY, YOU KNOW, UM, WITH THE INCOME LIMIT, THEY WILL NOT BE ABLE TO QUALIFY. 
          SO ALL OF THIS INFORMATION, IT WILL BE GREAT TO, UM, MAKE SURE THAT WE ARE SENDING INTO THE RIGHT DIRECTION BECAUSE FOR ME, IT WILL BE TOO MUCH. 
          I ALREADY RECEIVED COMMUNICATION FOR FOUR CHILDREN AND YOU KNOW, IT WILL BE A LOT MORE FOR ME TO START RECEIVING TEXT MESSAGES FOR, YOU'RE GONNA GET THOSE FROM US. 
          SORRY, . 
          YEAH, I KNOW , BUT YOU KNOW, SOMETIMES I SEE THE, THE NUMBERS AND I'M LIKE, OH, AGAIN. 
          BUT, YOU KNOW, I NEED TO MAKE SURE TO PAY ATTENTION TO ALL OF THAT BECAUSE I HAVE MY CHILDREN INTO THE DISTRICT. 
          BUT, UM, SOMEONE THAT DO NOT HAVE THAT CONNECTION, UH, IT WILL BE GREAT TO LET 'EM KNOW, HEY, YOU KNOW, THIS IS NOT JUST A SCAM. 
          IT'S JUST SO YOU CAN MAKE SURE THAT YOU HAVE ALL OF THE TOOLS TO SEND YOUR BABY TO THE, OUR, UM, SCHOOLS OR A CE CENTERS. 
          AND THAT'S SOMETHING WE WOULD HAVE TO LOOK INTO TO FIND OUT HOW WE CAN DO THAT. 
          BECAUSE WHAT WE DO WITH OUR BLACKBOARD CONNECT IS WE DO SEND IT TO DISTRICT EMPLOYEES AND, UM, DISTRICT FAMILIES, SORRY, INFORMING THEM THAT THIS IS AVAILABLE AND SO THAT THEY CAN SHARE IT WITH FAMILIES AND FRIENDS AS WELL. 
          SO THAT IS DEFINITELY SOMETHING, UM, WE CAN LOOK INTO. 
          GO AHEAD. 
          AND JUST TO ADD ON TO THAT AS WELL, ONE OF THE KEY THINGS THAT WE'RE WORKING ON IS FINDING OTHER WAYS IN WHICH WE CAN BE OUT THERE IN THE COMMUNITY. 
          IN FACT, ONE OF THE RECOMMENDATIONS IS WHAT ABOUT SOCIAL MEDIA ADS? IF YOU RECALL, THAT WAS A RECOMMENDATION FROM THE COMMITTEE AS WELL. 
          SO WE'RE CONTINUING TO WORK AT THAT AVENUE AND OUR PRESENCE IN EVENTS, COMMUNITY EVENTS, UM, SUCH 
          [01:00:01]
AS PARADES, SUCH AS DIFFERENT, YOU KNOW, UH, IN FACT WE HAVE ONE FOR EXAMPLE, IN A, UM, HALLOWEEN PARADE, FALL FESTIVALS. 
          JUST BEING OUT THERE IN THE COMMUNITY AND RELYING ON OUR PRINCIPLES TO LET US KNOW WHERE THESE EVENTS ARE, BECAUSE YOU'RE RIGHT, THE WORD OF MOUTH IS PROBABLY THE MOST POWERFUL WAY. 
          AS A PARENT MYSELF, I'D PROBABLY LISTEN TO A FELLOW PARENT IF THEY'RE GIVING OR VOUCHING ABOUT ANOTHER PROGRAM. 
          SO THAT'S REALLY CRITICAL IN MAKING SURE THAT WE CONTINUE. 
          BUT NEVERTHELESS, WE CONTINUE TO LOOK AT DIFFERENT WAYS TO SHOUT IT OUT IN THE MOUNTAIN TOPS AS MUCH AS WE CAN, AND USING FORMS EVEN SUCH AS THIS TO BE ABLE TO COMMUNICATE OUR PROGRAMS. THANK YOU. 
          YES, MS. BROWN. 
          AND THEN MS. . 
          OKAY. 
          THANK YOU. 
          UM, AS FAR AS THE TWO YEAR OLDS, I'M SO EXCITED THAT WE'RE, UH, ABLE TO OFFER, UH, OUR TWO YEAR OLDS, OUR YOUNGEST, UH, LEARNERS IN OUR DISTRICT. 
          AND I'M JUST, UH, CURIOUS, HAVE WE HAD, UH, SOME DATA SHOWING HOW THE IMPLEMENTATION IS GOING, UH, WITH THE YOUNGER CHILDREN BEING ADDED, UH, INTO THE PROGRAMS FROM, UH, POSSIBLY THE TEACHERS, UH, ASSISTANT TEACHERS AND SO FORTH, AND PARENTS? SO AS WE MEET WITH, UM, AS WE MEET, AS I MEET WITH DIRECTORS AND THEY MEET WITH PRINCIPALS, WE'VE BEEN GETTING FEEDBACK ABOUT IT AND LOOKING AT, UM, WE HAVEN'T HEARD PROBLEMS WITH IT. 
          WE KNOW IT'S MORE TIME CONSUMING, RIGHT? BECAUSE OF THE TOILETING NEEDS OF THOSE STUDENTS. 
          UM, SO WE HAVEN'T HEARD MUCH, BUT THAT'S SOMETHING THAT WE CAN LOOK INTO, DEFINITELY. 
          YES. 
          I THINK THAT WOULD BE SOMETHING VERY BENEFICIAL. 
          UM, BECAUSE THIS IS SOMETHING NEW AND WE WANNA MAKE SURE THAT WE CAN CONTINUE HAVING HIGH QUALITY PROGRAMS AND WE, UH, REALLY NEED TO KNOW HOW THE PROGRAMS ARE GOING ON ALL SIDES TO CONTINUE. 
          AND ALSO THE NEXT QUESTION I HAVE, IT'S ABOUT THE NATURE EXPLORER CLASSROOMS. HOW MANY DO WE HAVE SO FAR? SO FAR WE HAVE 22 CERTIFIED THAT ARE COMPLETED AND CHILDREN ARE USING THEM. 
          WE HAVE OTHERS THAT AREN'T YET CERTIFIED AND HAVE NOT YET FINISHED ALL OF THE CONSTRUCTION, BUT STILL STUDENTS ARE STILL USING PARTS OF IT. 
          SO WE HAVE SIX THAT WILL BE COMPLETED THIS SCHOOL YEAR THAT WILL BE FINISHED. 
          THEY'RE CURRENTLY GOING THROUGH THEIR PUNCH LIST. 
          OUR GOAL IS TO HAVE THEM AT EVERY CENTER. 
          OKAY. 
          AND HOW MANY CENTERS DO WE HAVE LEFT? THAT'S STILL ON THE LIST FOR THE NATURE EXPLORER. 
          'CAUSE I KNOW I, I TALKED ABOUT THIS THE LAST TIME, SO I'M JUST YES. 
          SO I WOULD HAVE TO GET YOU THAT EXACT, UM, DATA. 
          I KNOW AROUND WHAT IT IS, BUT I DON'T WANNA GIVE YOU INCORRECT DATA. 
          MANY OF THEM HAVE ALREADY BEEN BOARD APPROVED. 
          UM, I, I BELIEVE WE HAVE ABOUT 13 TO 15 THAT HAVE, THAT ARE STILL PENDING FUNDING. 
          YEAH. 
          SO IT IS A, A PROCESS FROM BOARD APPROVAL TO THE BID, TO THE CONSTRUCTION, TO THE OPENING. 
          IT TAKES SEVERAL YEARS. 
          IT'S GOTTEN BETTER, BUT IT DOES TAKE SEVERAL YEARS. 
          BUT I CAN DEFINITELY COME BACK WITH THAT DATA. 
          GREAT. 
          UM, AND THEN I GUESS THE LAST CONCERN, OR, YOU KNOW, UH, INFORMATION YOU COULD PROVIDE, UH, DO WE OFFER OUR PARENTS, UH, MAYBE, UH, SUPPORT IN, UM, THE TOILET TRAINING PROCESS? ALSO BECAUSE, UM, IN OUR CLASSROOMS, I THINK, UH, HAVING THE YOUNGER STUDENTS AND SOMETIMES PARENTS HAVE ASKED, SO I'M JUST TRYING TO FIND OUT ARE WE PROVIDING THOSE SERVICES FOR OUR PARENTS TO SUPPORT WITH OUR YOUNGEST LEARNERS? SO ALONG WITH THE TRAINING FOR STAFF ON TOILETING, THERE IS A TRAINING FOR FAMILIES AS WELL. 
          AND THE PRINCIPALS HAVE THAT TRAINING. 
          AND IT IS THAT PARTNERSHIP WORKING WITH THE SCHOOL AND WORKING WITH THE PARENT BECAUSE WE WANNA MAKE SURE THAT THE STUDENT IS HEARING THE SAME LANGUAGE FROM THE TIME THEY WAKE UP TILL THE TIME THEY GO TO BED. 
          SO WE HAVE THE VISUAL CHARTS FOR THEM. 
          WE DO HAVE THE TRAINING WITH SOME SUPPORTS FOR FAMILIES. 
          IT TALKS ABOUT WHAT BOOKS YOU CAN USE. 
          IT TALKS ABOUT SETTING THOSE ROUTINES SO THAT TRAINING IS AVAILABLE. 
          IT'S ALSO AVAILABLE ON CDES WEBSITE BECAUSE IT'S ONE OF THE RESOURCES THAT, UM, CDE DEVELOPED WITH, I BELIEVE IT WAS ANAHEIM UNIFIED THAT, UM, PUT THAT PRESENTATION TOGETHER. 
          SO YES, WE HAVE SHARED THAT AND SCHOOLS ARE SHARING THAT WITH FAMILIES, BUT IT'S THAT ONGOING RELATIONSHIP. 
          AND MAYBE WE CAN HAVE FLYERS SO THE PARENTS, BECAUSE A LOT OF TIMES PARENTS JUST DON'T HAVE, UM, THE ACCESS SOMETIME TO GO ON THESE WEBSITES. 
          SO FLYERS ON HOW TO SUPPORT. 
          YES. 
          OKAY. 
          SURE. 
          MM-HMM . 
          THANK YOU. 
          WE DO HAVE THOSE AVAILABLE AS WELL, SO THANK YOU. 
          AS SOMEONE WHO IS IN THE MIDST OF POTTY TRAINING, I CAN SAY THAT THAT WOULD BE REALLY VALUABLE INFORMATION. 
          . 
          ALRIGHT. 
          MISS BRAN AND THEN MS. HERNANDEZ. 
          YEAH, THAT WAS MY LIFE SIX MONTHS AGO. 
          UM, WE GOT THROUGH IT THOUGH. 
          SO, 
          [01:05:01]
UM, A FEW QUESTIONS. 
          UM, I THINK IT'S, UH, LUSD, THE FACT THAT THEY EVEN HAVE DUAL LANGUAGE PROGRAMS, UM, FOR AS YOUNG AS TWO YEAR OLDS, LIKE SETS YOU GUYS APART FROM A LOT OF DISTRICTS NEIGHBORING WHO JUST DON'T HAVE THOSE SORTS OF OFFERINGS. 
          I, I THINK IT'S GREAT TO HAVE THAT. 
          OBVIOUSLY IT WOULD BE GREAT TO HAVE THEM EXPANDED, UM, THROUGHOUT. 
          AND SO I THINK IT WOULD BE HELPFUL EVEN AS A PARENT LIKE MYSELF, TO KNOW WHERE ARE THESE LO LIKE IS THERE SOME SORT OF LIKE MAP LIKE DISTRICT-WIDE MAP THAT POINTS TO WHERE THE DUAL LANGUAGE PROGRAMS ARE, WHERE THE, UM, EXPLORER PROGRAMS ARE. 
          SO I CAN LOOK AT THIS MAP AND SAY, OH, ACTUALLY THIS IS IN MY COMMUNITY AND THIS IS THE SPANISH PROGRAM, OR THIS IS THE ARMENIAN, OR WHATEVER IT MAY BE. 
          I THINK IT WOULD BE HELPFUL TO SEE THAT VISUAL. 
          UM, AND THEN ALSO I DO WONDER ABOUT, YOU KNOW, WHAT ARE, WHAT IS THE DISTRICT DOING TO RECRUIT IN OR UPSKILL, UM, FOR THE LANGUAGE ACCESS FOR LIKE TEACHERS AND AIDES. 
          LIKE HOW ARE WE BRINGING IN PEOPLE TO CONTINUE ON THOSE PROGRAMS? LIKE IT'S REALLY SAD TO HEAR ABOUT THE KOREAN PROGRAM OF LIKE, WE LOST THAT. 
          UM, AND SO HOW ARE WE RECRUITING PEOPLE IN THAT HAVE THESE LANGUAGE SKILLS? AND THEN MAYBE IF THERE ARE PEOPLE WHO MAYBE GREW UP WITH THE LANGUAGE IN THE HOME, BUT MAYBE DON'T FEEL COMFORTABLE TO, UM, COMMUNICATE PROFESSIONALLY, LIKE ARE WHAT ARE PROFESSIONAL DEVELOPMENT OPPORTUNITIES, UM, FOR THAT LANGUAGE FOR THE EMPLOYEE. 
          UM, SO JUST A FEW THINGS AROUND THAT. 
          AND THEN I HAD A QUESTION ALSO THAT MS. PALOMA ALREADY RAISED ABOUT LIKE WHO WERE THE EMAILS AND TEXT MESSAGES GOING OUT, BUT YOU ALREADY ANSWERED THAT. 
          UM, AND THEN AS FAR AS LIKE THE TRUSTED MESSENGERS. 
          SO I THINK THAT'S GREAT. 
          I HAVE SEEN BUSES WITH THOSE THINGS JUST TRAVELING AROUND AND ABOUT. 
          UM, AND THEN I ALSO WONDER, YOU KNOW, WITH THE TARGETED, UM, ZIP CODES THAT YOU GUYS LAID OUT AS FAR AS LIKE WHERE THERE'S STILL ROOM FOR ENROLLMENT, UM, I'M SURE YOU LIKE THE TARGETED COMMUNITY EVENTS THAT ARE HAPPENING THAT ARE JUST LIKE HISTORICAL, RIGHT? LIKE THE MLK PARADE, THAT'S ALWAYS GONNA BE IN SOME OF THESE LIKE DISTRICT OR UM, ZIP CODES THAT YOU HAVE LAID OUT. 
          I THINK ABOUT LIKE THE LOTUS FESTIVAL THAT'S IN ECHO PARK, LIKE THAT'S REALLY BIG. 
          LIKE THERE ARE C LAVIA IN SOUTH LA. 
          LIKE THERE'S A LOT OF DIFFERENT, UM, COMMUNITY EVENTS THAT I ALWAYS SEE LIKE COUNCIL MEMBERS, LIKE AND THEIR FOLKS AT. 
          AND SO HOW IS IT THAT LOSD CAN BE INGRAINED IN THOSE DISTRICTS? JUST LIKE THE CITY COUNCIL MEMBERS OR SUPERVISOR? I ALWAYS SEE THEIR LITTLE TENT OR TABLES THERE. 
          UM, AND LIKE WORKING IN PARTNERSHIP WITH OTHER LIKE CITIES, UM, CITY FOLKS. 
          UM, AND THEN I'M GONNA THROWING A LOT AT YOU. 
          UM, SO THAT IS OUR FOCUS THIS YEAR OKAY. 
          OF GOING INTO MORE COMMUNITY EVENTS AND BEING INTENTIONAL ABOUT THOSE COMMUNITY EVENTS VERSUS ONLY DISTRICT EVENTS. 
          OKAY, GREAT. 
          YES. 
          YEAH. 
          UM, TO REALLY LIKE MEET THEM WHERE THEY'RE GOING. 
          AND I ALSO AGREE WITH YOU SOCCER, 'CAUSE WE'RE IN SOCCER RIGHT NOW TOO. 
          UM, AND THEN I REMEMBER DEAN GAVE A REALLY, UM, GREAT PRESENTATION, I THINK IT WAS LAST YEAR, ABOUT LIKE, WHAT ARE THE DIFFERENT OPPORTUNITIES? 'CAUSE IT CAN BE VERY CONFUSING TO UNDERSTAND ALL THE DIFFERENT PROGRAMS THAT WE HAVE BECAUSE LIKE CSPP AND EARLY ED IS SERVING THE SAME AGE POPULATION. 
          LIKE HOW DO I KNOW WHAT WORKS FOR MY KID OR MY FAMILY, RIGHT? AND SO I REMEMBER THERE WAS SOME CONVERSATION AROUND LIKE TALKING, UM, ABOUT THE DIFFERENT PROGRAMS AND LIKE MAKING IT IN DIGESTIBLE WAY FOR PARENTS TO MAYBE SEE A ONE PAGER OR A SOMETHING THAT'S LIKE COMMUNICATING THAT OUT. 
          UM, SO I DON'T, I DON'T KNOW IF, IF, IF, UM, PERHAPS THAT HAS BEEN DEVELOPED. 
          UM, AND SO I'LL JUST LEAVE IT AT THAT. 
          YEAH. 
          AND WE ARE WORKING ON THAT. 
          WE'RE ALSO WORKING ON THAT FOR OUR WEBSITE AS WE'RE REDESIGNING OUR WEBSITE THAT IT'LL SHOW WHAT THOSE DIFFERENCES ARE IN THE PROGRAM AS YOU H HOVER OVER THE PROGRAM, UM, NAME SO THAT THAT WAY FAMILIES ARE AWARE, WE UNDERSTAND THAT IT IS, UM, DIFFICULT TO UNDERSTAND. 
          SO WE ARE WORKING ON THAT. 
          OKAY. 
          UM, AND THEN LASTLY, I, UM, I ALSO ECHO, UM, WHAT BRENDA MENTIONED ABOUT THE TOILETING. 
          WE'VE ALSO HEARD AS, YOU KNOW, LIKE FOR CLASSIFIED STAFF, IT HAS BEEN A DIFFICULT TRANSITION. 
          UM, AND I KNOW YOU GUYS HAVE BEEN WORKING WITH US ON THAT. 
          UM, SO JUST WANNA UPLIFT THAT OFFICIALLY HERE TOO. 
          THANK YOU. 
          AND BEFORE I PASS OVER TO MS. HERNANDEZ, UM, I DID HEAR A REQUEST FOR MAYBE A SPECIFIC CONVERSATION ON TWO YEAR OLDS, SO PERHAPS FOR A FUTURE COMMITTEE MEETING WE CAN, UM, OPEN IT UP SO WE CAN HEAR SOME OF THAT FEEDBACK, TALK ABOUT SOME OF THOSE ISSUES, AND POTENTIALLY ALSO LOOK AT THE DATA ON TWO YEAROLD ENROLLMENT AND WHAT CHANGES WE'VE SEEN THERE. 
          MR. HERNANDEZ, THANK YOU. 
          UH, IT'S SO GREAT TO SEE YOU ALL. 
          UH, MY QUESTION WAS AROUND PARTNERSHIPS, PARTICULARLY WITH NONPROFITS AND NEIGHBORHOODS THAT YOU'RE IN AND WHAT THAT LOOKS LIKE, BOTH FOR YOUR OUTREACH STRATEGY, BUT ALSO TO INFORM PROGRAMS. I'M THINKING ABOUT THE PROMOT TORA MODELS AS WELL AS THE COMMUNITY SCHOOL MODEL AS BLUEPRINTS TO HELP REACH FAMILIES. 
          [01:10:01]
SO THAT IS SOMETHING WE ARE WORKING ON AND BUILDING THOSE PARTNERSHIPS, BUILDING THOSE RELATIONSHIPS WITH COMMUNITY AGENCIES, UM, TO BE ABLE TO SUPPORT, UH, FAMILIES. 
          SORRY, I CAN'T SEE YOU . 
          AND JUST TO ADD ON TO WHAT YOU JUST SHARED AS WELL ABOUT MS. BA, UH, BACA BELTRAN IS THAT WE'RE WORKING WITH OUR OFFICE OF GOVERNMENT RELATIONS AS WELL TO REALLY HIGHLIGHT THOSE PARTNERSHIPS IN THE CITIES, IN THE GOVERNMENT AGENCIES, ALONG WITH OUR COMMUNITY PARTNERS, ESPECIALLY OUR FAMILIES AND SCHOOLS PARTNERS, BECAUSE WE KNOW HOW CRITICAL IT IS TO MAKE SURE THAT WE PROVIDE CHILDCARE FOR THE ENTIRE LOS ANGELES COMMUNITY. 
          AND ALL OF THESE ARE CRITICAL IN MAKING SURE THAT NOT ONLY ARE THEY AWARE OF OUR REALLY WORLD CLASS PROGRAMS, BUT ALSO THE OPPORTUNITIES THAT EXIST IN OUR PARTNERS ALONG WITH OUR DISTRICT PROVIDERS, ALONG WITH, UM, OUTSIDE FAMILY PARTNERS AS WELL. 
          SO YES. 
          GREAT. 
          YES. 
          MS. DOE, JUST TO BUILD ON WHAT SUSIE SHARED, ONE FIRST, I'M EXCITED TO HEAR ABOUT THE COMMUNITY EVENTS THAT YOU'RE ALL GOING TO AND JUST DON WANNA EMPHASIZE WHAT SUSIE UPLIFTED AROUND, UH, PARTNERSHIPS, ESPECIALLY GIVEN THE CURRENT CONTEXT. 
          I REMEMBER IN MAY AND JUNE, LIKE WITH THE RAIDS HAPPENING, KOREATOWN WAS EMPTY. 
          LIKE I'VE NEVER SEEN RESTAURANTS AND SUPERMARKETS THAT EMPTY BEFORE. 
          AND SO JUST RECOGNIZING LIKE ICE FUNDING IS SIGNIFICANTLY INCREASING OCTOBER 1ST. 
          LIKE WHAT ARE THE IMPLICATIONS FOR THAT FOR THE COMMUNITIES AND HOW DO WE SURVEY LIKE MAYBE IT'S NOT EVEN A DISTRICT WIDE SURVEY, BUT BY LIKE REGIONS, LIKE ASKING PARENTS WHO ARE YOUR TRUSTED MESSENGERS AND LIKE WHERE DO YOU GO? AND SO THAT IT COULD BE TAILORED STRATEGIES TO REACH FAMILIES IN A WAY THAT THEY MIGHT NOT BE GOING TO PARKS AND LIBRARIES LIKE BEFORE. 
          SO JUST WANTED TO PUT THAT OUT THERE. 
          LIKE HOW DOES THAT FACTOR INTO THE NEXT FEW YEARS? WE DO HAVE OUR, WE ARE ONE TOOLKIT THAT IS AVAILABLE ON OUR WEBSITE AS WELL, RIGHT. 
          BUT WE DO REALIZE THAT THAT DEFINITELY IS AN IMPACT AND, AND, UM, WORKING ON BUILDING THOSE CONNECTIONS WITHIN THOSE COMMUNITIES. 
          UH, GO AHEAD. 
          BOARD MEMBER MARKET. 
          THESE, UM, THANKS SO MUCH. 
          SUPER FAST. 
          UH, THOSE BANNERS ARE AMAZING AND I'VE GOTTEN REQUESTS FROM SCHOOLS IN MY DISTRICT TO WHOM SHOULD THEY REACH OUT AND WHO FUNDS THAT BECAUSE PEOPLE REALLY WANT THEM. 
          SO AT OUR LAST PRINCIPALS MEETING, WE DID TELL THEM THAT WE WOULD FUND THE ONES ON THE FRONT GATES OKAY. 
          FOR THEM. 
          AND THAT THEY NEED TO SEND IT TO US. 
          WE'RE REQUESTING THAT THEY SEND US, UM, THE PICTURE OF IT SO THAT WE KNOW WHAT IT LOOKS LIKE BECAUSE WE WANNA ENSURE THAT IT HAS THE PHONE NUMBER ON IT. 
          RIGHT. 
          BECAUSE IT'S PURPOSEFUL, IT'S USED FOR ENROLLMENT. 
          YEAH. 
          SO YES, WE WILL FUND THOSE. 
          OKAY, GREAT. 
          I HAVE TWO SCHOOLS THAT I WILL CONNECT YOU WITH RIGHT AWAY. 
          THANK YOU. 
          UM, AND THEN WHAT ABOUT DOING OUR ENROLLMENT FLYERS IN, IN OUR HIRING PACKETS FOR INCOMING LUSD STAFF? IS THAT SOMETHING WE'VE ALREADY DONE OR SOMETHING WE COULD CONSIDER? THAT'S DEFINITELY SOMETHING WE CAN CONSIDER. 
          GREAT. 
          THANKS. 
          THAT'S IT. 
          GREAT. 
          MR. MALVO, ANYTHING FOR YOU? YEAH, THANK YOU. 
          AND THANKS TO MY COLLEAGUES ON THE COMMITTEE WHO ASKED A LOT OF THE QUESTIONS. 
          I THINK, UM, YOU KNOW, AND, AND EVEN JUST NOW, LIKE GOOGLING LA UNIFIED EARLY ED OR ALL UNIFIED PRESCHOOL, I THINK WE'RE, I WANT TO ACKNOWLEDGE THE WORK THAT'S BEEN DONE BECAUSE THERE ARE CERTAIN THINGS, LIKE THERE IS A MAP NOW ON THE WEBSITE. 
          UM, BUT UH, YOU KNOW, IT'S A, IT'S, YOU CAN'T DO MU LIKE YOU CAN'T THEN CLICK AND APPLY OR YOU CAN'T SEE IF THERE'S A DUAL LANGUAGE PROGRAM OR YOU CAN'T SEE. 
          I THINK ONE OF THE CONCERNS TOO IS YOU CAN'T SEE SPACE. 
          SO IF I DRIVE BY, UH, EARLY ED CENTER, I'M LIKE, OH, I WONDER IF IT'S STILL AVAILABLE. 
          THERE'S NO, YOU KNOW, YOU HAVE TO CALL. 
          AND I ALSO WONDER, AND IS THIS SOMETHING THAT WE'RE DOING WITH THE SPO OFFICE? BUT IF SOMEONE CALLS THE HOTLINE AND SAYS, I'M LOOKING FOR AN EARLY ED CENTER IN WEST LA, DOES THAT PERSON THEY GET ON THE PHONE, HAVE ACCESS TO ENROLLMENT AND SAYS LIKE, OH, THERE'S A SPACE AT KENTWOOD OR THERE'S A SPACE AT, OR HOW DOES IT, HOW DOES THE PROCESS ACTUALLY WORK WHEN YOU CALL THIS, UM, EIGHT FOUR FOUR EARLY ED? SO THEY'RE GIVEN INFORMATION ABOUT PROGRAMS THAT ARE AVAILABLE WITHIN THEIR AREA. 
          AND THAT PERSON KNOWS SPACE LIKE THAT. 
          THEIR SPACE, THEY DON'T KNOW SPACE. 
          SO THAT'S SOMETHING THAT'S A GOOD ISSUE THAT YOU'RE BRINGING UP, WHICH IS SOMETHING WE CAN LOOK AT. 
          YES. 
          YEAH, I MEAN, THE OTHER THING TOO, AND I KNOW I'VE SAID THIS A LOT AT THIS COMMITTEE, I THINK THERE ARE IN, UM, IT IS MORE DIFFICULT BECAUSE THERE ARE DIFFERENT PROGRAM REQUIREMENTS AND DIFFERENT FUNDING STREAMS. BUT I THINK IN NOW IN MY 10 WEEKS OF EXPERIENCE AS A PARENT, BUT LIKE PEOPLE ARE LOOKING FOR PRESCHOOL, THEY'RE NOT LIKE EARLY ED CENTER VERSUS T WHATEVER, ALL THESE THINGS. 
          JUST, SO I THINK A LOT OF PEOPLE MIGHT DRIVE BY AN EARLY ED CENTER AND BE LIKE, OH, I WISH THERE WAS A PRESCHOOL IN MY NEIGHBORHOOD. 
          LIKE NOT REALIZING THAT THERE IS ONE ON THEIR CORNER. 
          AND SO, I MEAN, IT'S RELEVANT TO THE MARKETING HERE BECAUSE I WONDER, ESPECIALLY NOW WITH MORE KIND OF UNIVERSAL TK ELIGIBILITY, BUT IF WE THINK ABOUT, AND MAYBE WE DO FOCUS GROUPS, UM, ARE, UH, EARLY ED PARENTS IN, UH, INCLUDED IN THE SCHOOL EXPERIENCE SURVEY? YES, THEY ARE. 
          OKAY. 
          MM-HMM . 
          UM, BUT LIKE FOCUS GROUPS WITH, 
          [01:15:01]
UM, YOU KNOW, NON-ELL UNIFIED PARENTS RIGHT NOW TO SAY WHAT THEY'RE LOOKING FOR. 
          BECAUSE I REALLY DO THINK THAT ONE OF THE CHALLENGES IS THAT THERE'S LIKE A, A LANGUAGE AND IT'S VERY ESOTERIC IN TERMS OF WHAT PEOPLE ARE ACTUALLY LOOKING FOR. 
          UM, AND I THINK AGAIN, AND EVEN WHEN YOU GOOGLE IT, ONE OF THE FIRST THINGS THAT COMES UP IS A FAQ THAT SAID, THAT SAYS, NO, YOU CANNOT, UM, ENROLL THROUGH OPEN ENROLLMENT, WHICH IS RIGHT. 
          LIKE, SO I, I GUESS CAN YOU UPDATE OR US ON ANY EFFORTS TO CONSOLIDATE THIS OR PUT IT ONLINE OR KIND OF TAKE US TO THAT NEXT PHASE? YES, WE WILL WORK ON THAT ONE AND WE'LL BRING THAT BACK. 
          UM, GREAT. 
          AND I WOULD JUST ADD TOO TO THE LIST OF, UM, UH, PLACES TO MARKET. 
          UH, YOU KNOW, I KNOW, UM, WE TALKED ABOUT, UM, SOCCER SEASON AND PARKS, BUT I THINK THE CITY REC CENTERS ARE GREAT LIBRARIES. 
          UH, UM, AND THEN DO WE WORK WITH, I MEAN I KNOW WE HAD AN, A WHOLE, UM, UH, IDEA AROUND, UM, HOSPITALS AND DELIVERY ROOMS, BUT DO WE WORK WITH PEDIATRICIAN'S OFFICES OR DO WE HAVE LIKE, DEFINITELY CENTERS IN AREAS DO PASS OUT AT LIBRARIES. 
          THEY PASS OUT AT WIC, THEY PASS, PASS OUT AT THE, UM, BUSINESSES WITHIN THEIR COMMUNITY. 
          SO, BUT WE DON'T HAVE AN OFFICIAL PARTNERSHIP, BUT THEY DO GO TO THOSE CLINICS AND LEAVE FLYERS AT THOSE CLINICS. 
          AND IS THERE A WAY, I KNOW BECAUSE WE JUST GOT AN A LETTER, I THINK FROM UCLA SAYING LIKE, WE KNOW YOU'VE GIVEN BIRTH ASKING MY WIFE IF SHE WANTS TO PARTICIPATE IN A TRIAL OR SOMETHING ON POSTPARTUM. 
          THEY CLEARLY HAVE A REGISTRY AND LIKE, SEND US SOME EMAIL. 
          IS THERE A WAY THAT DELL UNIFIED CAN GET ACCESS TO THAT AND THEN SEND EVERYBODY WHO'S GIVEN BIRTH IN THE COUNTY, LIKE A LETTER CAN FIND OUT? BECAUSE I GOT THAT AND I WAS LIKE, HOW DO THEY KNOW? AND I WAS LIKE, THEY MUST HAVE SOME, YEAH, I MEAN, YOU KNOW, WE, YOU HAD TO OPT IN, BUT IT WAS ADDRESSED TO MY WIFE AND IT SAID LIKE, WE KNOW YOU GAVE BIRTH RECENTLY AND DO YOU WANT TO PARTICIPATE IN THIS? AND SO IT MADE ME THINK LIKE, HEY, WE SHOULD, SO MAYBE YOU CAN LOOK INTO THAT. 
          YES, THANK YOU. 
          YEAH. 
          YEAH. 
          HOW IS UCLA DOING THAT? I HAVE ALSO RECEIVED FOR MY CHILDREN, LIKE, OH, WE KNOW YOU HAVE A CHILD BETWEEN AGES FOUR AND SIX. 
          DO YOU WANT THEM TO? AND WE'RE LIKE, OH, OKAY. 
          WELL THAT'S A LITTLE SCARY. 
          , BUT ALSO SCARY. 
          UM, BUT SOCIAL MEDIA HAS ALSO TARGETED ME. 
          I HAVE A THREE AND A 1-YEAR-OLD. 
          AND SO WHATEVER I'M LOOKING AT IN THE ALGORITHM IS SAYING LIKE, CHILDREN'S HOSPITAL, I'M GETTING TARGETED INFORMATION FROM THERE IF I WANNA BE A PART OF STUDIES OR WHATNOT. 
          YOU HAVE CHILDREN BETWEEN THIS AGE AND SO THERE'S SOCIAL MEDIA TARGETING, UM, OF LIKE KNOWING IF PEOPLE HAVE CHILDREN OR WHATEVER. 
          LIKE THAT'S ALSO A LITTLE CREEPY, BUT STILL VERY TARGETED. 
          WE ARE ACTUALLY HAVING CONVERSATIONS ABOUT DOING THAT. 
          UM, I DIDN'T WANNA BRING IT UP 'CAUSE I DON'T KNOW A LOT ABOUT IT. 
          I JUST KNOW IT'S BASED ON WHAT YOU'RE LOOKING AT AND THEN BASED ON WHAT YOU'RE LOOKING, IT'S CALLED, UM, GEOTARGETING WHAT YOU'RE LOOKING AT, THEN IT'LL SEND YOU THE INFORMATION. 
          SO WE ARE IN CONVERSATIONS ABOUT DOING THAT. 
          WE JUST HAD OUR FIRST MEETING, SO IT'S DEFINITELY SOMETHING WE'RE LOOKING INTO AS WE EXPAND WAYS TO REACH OUT TO FAMILIES. 
          THAT'S GREAT. 
          AND I, WELL, I MEAN, I DON'T, SOCIAL MEDIA IN GENERAL, MAYBE NOT GREAT, BUT, UM, BUT I THINK IT'S GREAT THAT WE'RE UTILIZING THE OPPORTUNITIES THERE TO, BECAUSE I THINK THE BIGGEST PROBLEM WHICH MS. CORDONA SPOKE TO IS JUST HOW DO WE REACH THE FAMILIES WHO NEED THIS INFORMATION? CORRECT. 
          WHO MIGHT BE MORE DIFFICULT TO REACH IN A NUMBER OF WAYS IF THEY ALREADY HAVE A CHILD IN OUR SCHOOL DISTRICT. 
          LIKE THAT'S SOMEONE THAT WE ARE CONNECTED TO IN SOME WAY, BUT FOR FAMILIES WHO ARE NOT YET CONNECTED TO THE SCHOOL SYSTEM, THAT'S WHERE IT BECOMES DIFFICULT. 
          SO, UM, I KNOW, AND I, I KNOW I'VE MENTIONED THE SOCIAL MEDIA ADS, SO I'M REALLY HAPPY TO HEAR THAT WE'RE INNOVATING ON THAT FRONT. 
          I GET LIKE DOWNEY UNIFIED, LIKE THEY HAVE TK CLASSROOMS FOR ME. 
          UM, SO I, I LOOK FORWARD TO SEEING THOSE ALL SD ADS AND UM, LET ME KNOW. 
          I'M HAPPY TO BE PART OF A FOCUS GROUP OR SOMETHING, UM, TO MAKE SURE WE GET IT TO THE PEOPLE WHO NEED IT. 
          UM, BUT I ALSO THINK THE, THE SUGGESTIONS AROUND COMMUNITY-BASED ORGANIZATIONS, THE PRO MODEL, LIKE MAYBE THERE'S OPPORTUNITIES FOR OUR CLASSIFIED STAFF, FOR EXAMPLE, AT OUR CENTERS TO BE, TO HAVE THOSE TYPES OF OPPOR PAID OPPORTUNITIES TO SPREAD THE WORD IN COMMUNITY, GIVEN THAT, YOU KNOW, WE NEED PEOPLE WHO ARE CONNECTED TO THOSE LOCAL NETWORKS WHO KNOW THE FAMILIES IN THE COMMUNITY WHO ARE TRUSTED MESSENGERS. 
          SO I THINK IT'S BOTH THE TECHNOLOGY AND ALSO THE P THE PEOPLE AND RELYING ON THE PEOPLE THAT WE HAVE WHO CAN, WHO CAN SPREAD THE WORD. 
          UM, AND THEN I'LL JUST AGREE WITH MR. MELVOIN. 
          I THINK I SHARED, I HAD PRESENTED AT A LOCAL YMCA IN MY AREA WITH, UM, FAMILIES WHO, WHO HAD I, THEY WERE LIKE ONE TO FOUR YEAR OLDS AND THEY WEREN'T YET ENROLLED IN SCHOOL. 
          AND I WAS SHARING VERBALLY ABOUT OUR PROGRAMS. IT WAS REALLY HARD FOR ME EVEN AS SOMEONE WHO CHAIRS THIS COMMITTEE AND WHO'S BEEN ON THE BOARD FOR EIGHT YEARS TO DESCRIBE LIKE THEIR CSPP AND THESE ARE THE, THESE ARE THE DIFFERENT PROGRAMS THEY'RE OFFERED, WHERE ARE THEY? THERE'S EARLY ED CENTERS, THERE'S TK, DIFFERENT HOURS, DIFFERENT ELIGIBILITIES. 
          SO I THINK HOWEVER WE CAN MAKE THAT AS EASILY DIGESTIBLE TO 
          [01:20:01]
FAMILIES LIKE PRESCHOOL FREE, SORRY, IT'S HERE AND IT'S THERE AND IT'S OPEN TO YOU, UM, JUST WOULD REALLY BE HUGELY HELPFUL TO THOSE FAMILIES. 
          BUT ALSO, YOU KNOW, OBVIOUSLY BENEFICIAL FOR US AS A SCHOOL DISTRICT. 
          GO AHEAD, MS. YEAH, THAT JUST ALSO TRIGGERED MY MEMORY BECAUSE, UM, COMPLETELY AGREE. 
          AND WE HAD SOME CONSTITUENTS REACH OUT WHO I GUESS A LOCAL PRIVATE PRESCHOOL RECENTLY CLOSED AND THEY WERE SCRAMBLING AND THEY DID NOT KNOW AT ALL ABOUT OUR SLIDING SCALE PROGRAM. 
          UM, WHICH IS ONE OF THE THINGS THAT I'VE BEEN ADVOCATING FOR. 
          AND SO WHEN THEY WERE INFORMED THEY WERE OVER THE MOON AND A LOT OF THOSE FAMILIES I THINK CAME BUT TO KELLY, I MEAN, THAT IS NOT THE, SO THAT'S THE FREE ASTERISK, BUT STILL IT'S, IT'S VERY LOW COST PRESCHOOL, LOW SCHOOL, LOW COST. 
          YES. 
          UM, AND WERE IT NOT LIKE JUST KIND OF THROUGH HAPPENSTANCE IN A CONVERSATION OUR STAFF HAD WITH THEM, THEY WOULDN'T HAVE HAVE KNOWN. 
          AND SO I THINK THESE SUGGESTIONS ARE GREAT, THE SOCIAL MEDIA, THE ACCESSING MANY OF THE COUNTY BIRTH RECORDS. 
          BUT I ALSO LOVE MISS GOOSE'S IDEA OF JUST LIKE FREE PRESCHOOL, PUT IT ON THE BUSES. 
          I DO SEE A, A LOT OF OUR DAYS ADVERTISEMENTS NOW ON BILLBOARDS AND BUSES, A LOT OF OUR CONNECTIVITY, I THINK WE SHOULD LIKE FOCUS IN THE NEXT FEW MONTHS REALLY ON PRESCHOOL. 
          YEAH. 
          AND I, I, I DO SEE THE, THE BILL, I THINK OUR MESSAGING HAS GOTTEN BETTER BECAUSE IT IS, I THINK PREVIOUSLY IT WAS SPECIFICALLY FOCUSED ON TK, BUT NOW IT'S A LITTLE BIT BROADER ABOUT LIKE PRESCHOOL, YOU KNOW, STARTS WITH L-A-U-S-D ENROLL AND WE'VE GOT THE SPECIFIC, SO THERE'S DEFINITELY BEEN A LOT OF IMPROVEMENTS. 
          I THINK IT'S LIKE THEN HOW ONCE FAMILIES SEE THAT AND DO SOMETHING ABOUT THAT, IS IT AN EASY, SEAMLESS PATHWAY FOR THEM TO GET ENROLLED? AND I THINK THAT'S THE PLACE WHERE WE'RE STILL WORKING A LITTLE BIT MORE. 
          UM, SO I, I LOOK FORWARD TO MORE ON THAT. 
          I DID ALSO WANNA BRING UP, UM, AGAIN, ANOTHER ISSUE THAT'S ARISEN. 
          I THINK AS A RESULT OF THE IMMIGRATION CLIMATE, WE'RE SEEING JUST, YOU KNOW, WHAT SUPPORTS IS, ARE THERE, IS THERE ANYTHING WE CAN DO AROUND THE DOCUMENTATION THAT'S REQUIRED FOR FAMILIES TO ENROLL IN EARLY EDUCATION CENTERS? I KNOW THAT'S MORE OF A STATE CONVERSATION. 
          I, I DO WORRY AND I DO HEAR FROM THE FIELDS ABOUT, YOU KNOW, IF YOU ENROLL IN TK, WE'RE NOT, WE'RE NOT REQUESTING WHERE YOU WORK AND WHAT YOUR HOURS ARE AND, AND THIS CLIMATE OF SUCH VALID FEAR. 
          UM, WHAT, WHAT CAN WE DO TO HELP OUR FAMILIES FEEL SAFE ABOUT SHARING THAT INFORMATION WITH US? OR IS THERE SOMETHING WE CAN DO TO ALLEVIATE THE NEED TO SHARE SO MUCH DOCUMENTATION WITH US? SO WE JUST MET WITH GOVERNMENT RELATIONS THIS WEEK AND THAT WAS A CONVERSATION WE DID HAVE. 
          WE'VE BEEN HAVING THIS CONVERSATION FOR YEARS. 
          UM, THE PROBLEM WITH NOT COLLECTING INFORMATION FROM FAMILIES FOR EARLY EDUCATION PROGRAMS CSPP PROGRAMS IS THAT THEY'RE INCOME BASED PROGRAMS. UM, AND THAT'S THE REQUIREMENT, RIGHT? SO, UM, WHEN WE DO BRING THAT UP, THEN THAT'S ONE OF THE REQUIREMENTS OF THAT VERSUS TK, WE DO REALIZE THAT IT'S A CHALLENGE. 
          SO WE DID MEET AND LOOK AT THE REGULATIONS TO SEE WHAT ARE WE REQUIRING AS A DIVISION THAT ISN'T REQUIRED AT THE STATE LEVEL RIGHT? FOR, TO MEET THE REQUIREMENTS. 
          SO WE DID ELIMINATE AND CONSOLIDATE SOME OF THAT AS WE WENT THROUGH THAT PROCESS, BUT THAT'S AN ONGOING CONVERSATION WITH THE STATE. 
          YEAH, I MEAN I THINK IT SEEMS LIKE A SPACE WHERE STATE ACTION WOULD, IS NECESSARY. 
          UM, WE KNOW THAT, NOT THAT WE'RE NOT FULLY AT A UNIVERSAL CARE FOR EVERYONE, BUT THERE'S BEEN GREAT PROGRESS, ESPECIALLY FOR OUR THREES AND FOURS. 
          YES. 
          UM, SO I JUST, I FEEL LIKE, UH, WE WANT OUR MOST, UM, OUR FAMILIES MOST IN NEED TO HAVE ACCESS CERTAINLY. 
          BUT IF WE'RE UNINTENTIONALLY PUTTING BARRIERS DUE TO THAT INCOME BASED REQUIREMENT, IT MEANS THAT SOME OF THEM ALSO AREN'T HAVING ACCESS. 
          SO, UM, I I THINK IT'S A CONVERSATION WE NEED TO WEIGH IN ON. 
          I REALLY APPRECIATE YOU BRINGING THAT UP. 
          AND I, I JUST WONDER EVEN IF WE CAN INFORM OUR PRINCIPLES, LIKE WHAT ON THE FORM COULD BE FLEXIBLE? SO FOR EXAMPLE, IF YOUR HOURS ARE FLEXIBLE, YOU KNOW, SOMETIMES YOU WORK EARLY OR LATE THAT YOU DON'T HAVE TO SAY I WORK FROM NINE TO FIVE AT THIS PHYSICAL LOCATION, OR IF YOU WORK AT MULTIPLE LOCATIONS, CAN YOU SAY MULTIPLE LOCATIONS SO THAT YOU'RE GET BEING A LITTLE BROADER ON THE FORM IF THAT'S PERMISSIBLE. 
          THAT IS A PRACTICE ALREADY. 
          AND THEN, BUT DO PRINCIPALS KNOW THAT THEY CAN TELL FAMILIES THAT, LIKE AS THEY'RE GOING THROUGH THE FORMS TO SAY LIKE, YOU KNOW, IF YOU WANNA BE A LITTLE LOOSER HERE, THAT'S PERMISSIBLE. 
          OKAY, WE'LL WORK WITH THEM ON THAT. 
          YEAH, THANKS. 
          THAT WOULD BE HELPFUL. 
          AND THEN I THINK JUST WHATEVER REASSURANCES WE CAN CONTINUE TO PROVIDE FOR OUR IMMIGRANT FAMILIES, WE KNOW WITH, WITH THE PROPOSED FEDERAL ACTIONS. 
          WITH REGARD TO HEAD START, I WORRY A LOT THAT AGAIN, TO THE POINT OF LIKE FAMILIES MAY NOT BE DIFFERENTIATING BETWEEN, WELL THIS IS A HEAD START PROGRAM VERSUS A-C-S-P-P PROGRAM VERSUS AN EARLY ED CENTER. 
          UM, UH, THERE ARE LIKELY WORRIES ABOUT WHETHER THEIR KIDS CAN STILL ATTEND, WHETHER THEIR DATA IS SAFE. 
          SO, UM, AND TO THE SAME EXTENT THAT THIS IS A FOCUS THROUGHOUT THE DISTRICT, I THINK, YOU KNOW, WE SHOULD MAKE SURE THAT WE ARE REASSURING FAMILIES WITH MESSAGING AND SUPPORTS, UM, THAT THEIR FAMILIES ARE WELCOME AT OUR CENTERS AND THAT WE DO NOT COLLECT IMMIGRATION INFORMATION AND THEIR, ANY INFORMATION THEY SHARE WITH US IS PRIVATE AND CONFIDENTIAL. 
          MM-HMM . 
          OKAY. 
          ANYTHING ELSE FROM THE GROUP 
          [01:25:01]
ON THIS? OKAY. 
          THANK YOU BOTH SO MUCH. 
          WE REALLY APPRECIATE IT. 
          THANK YOU VERY MUCH. 
          A GREAT DISCUSSION TO START OFF OUR COMMITTEE. 
          SO, UM, FOR EVERYONE PLEASE NOTE THAT WE TOOK, UM, WE ARE TAKING NOTES, OUR TEAM ON THE SPECIFIC DATA REQUESTS AND SOME OF THE FLYERS THAT WE WANTED TO GET BACK TO THE COMMITTEE. 
          SO WE WILL BE CIRCLING BACK WITH YOU ON THOSE, UM, BEFORE OUR NEXT COMMITTEE DATE, WE'LL BE FOLLOWING UP ON HAVING A CONVERSATION WITH REGARD TO OUR TWO YEAR OLDS AND THAT TRANSITION, ESPECIALLY THE TOILET TRAINING PIECE OF IT AS WELL. 
          AND, UM, WE'LL LOOK FORWARD TO OUR NEXT CONVERSATION SOON. 
          UM, OUR NEXT MEETING IS SCHEDULED ON OCTOBER 30TH, SO RIGHT BEFORE HALLOWEEN, IF YOU WANNA COME IN A COSTUME, WE, WE WELCOME THAT . 
          UM, UH, BEFORE WE 
          [IV. Public Comment]
CONCLUDE, WE'RE GOING TO TURN NOW TO PUBLIC COMMENT. 
          MR. MCLEAN, COULD YOU PLEASE TAKE IT AWAY? YES. 
          WE HAVE ONE PERSON SIGNED UP FOR PUBLIC COMMENT IN PERSON. 
          THAT'S, UH, MR. DAVID TOSKI. 
          COME ON DOWN. 
          MR. TOSKI, YOU HAVE TWO MINUTES TO SPEAK. 
          THANK YOU FOR THE GRACIOUS TWO MINUTES. 
          UH, THAT'S VERY APPRECIATIVE. 
          SO MANY THINGS TO TALK ABOUT. 
          GREAT COMMITTEE. 
          FORMER SCHOOL BOARD MEMBER OF 12 YEARS, UH, IN MY 10TH YEAR AND HOPEFULLY WE'LL HAVE TWO BOARD MEMBERS ENTERING TO THEIR 10TH YEAR. 
          I CREATED THE FULL DAY KINDERGARTEN ALONG WITH JIM MOORE, SUPERINTENDENT AND RORY ROMER TRANSFORMATION OF KINDERGARTEN. 
          UH, THAT KIND OF THING SHOULD BE HAPPENING. 
          YOU'LL NOW KNOW AFTER THE DATA WAS PRESENTED, THERE ARE 43 2 YEAR OLDS IN THE SCHOOL DISTRICT. 
          43. 
          OKAY, LET'S NOT GET TOO EXCITED. 
          THERE ARE 40,000 KINDERGARTNERS. 
          THE NUMBER OF THREE YEAR OLDS IS APPARENTLY 241. 
          YOU MUST HAVE GOTTEN THE DATA. 
          BUT LET'S TAKE A LOOK AT THINGS. 
          FAMILIES IN SCHOOLS, THANK GOODNESS. 
          AND THE LA TIMES JUST REPORTED WE HAVE CHRONIC ABSENTEEISM IN KINDERGARTEN, CHRONIC ABSENTEEISM. 
          WHERE WAS THE SOLUTION PRESENTED TODAY? WHAT ARE WE GONNA DO ABOUT THAT? SO GETTING PEOPLE NO PRESENTATION TODAY OF SPECIAL ED. 
          OH, IT'S A SEPARATE DEPARTMENT IN THE SCHOOL DISTRICT. 
          TWO SILOS. 
          15% OF 40,000 IS A LOT OF FOUR YEAR OLDS THAT OUGHT TO BE TARGETED AND ASSISTED. 
          WE USED TO HAVE A PROGRAM WITH PARENT INVOLVEMENT CALLED S-R-L-D-P. 
          I THINK I GOT THE LETTERS RIGHT. 
          SCHOOL READINESS, LANGUAGE DEVELOPMENT PROGRAM THAT DR. 
          TED ALEXANDER CREATED OUT OF DESEGREGATION FUNDS. 
          IT WAS FOUR YEAR OLDS AND ON FRIDAY, PARENTS IN ORDER TO BE IN THERE ATTENDED WITH THE ADULT DIVISION DOING THE TRAINING THAT YOU GUYS WERE ALL TALKING ABOUT. 
          IT EXISTED AND EVERYBODY HAD TO HAVE A BA OKAY, NOT EARNING AN AA. 
          THE HEAD START MOVE ON THAT. 
          DO SOMETHING ADVERTISE AT EVERY HEAD START THAT YOU CAN COME INTO A CALIFORNIA PROGRAM THAT WOULD BE SMART. 
          THE ORG CHART, YOU DIDN'T SEE AN ORG CHART. 
          YOU DON'T KNOW HOW MANY FTES. 
          YOU DON'T KNOW HOW MANY EXACTLY OF THE EARLY ED TEACHERS HAVE A AA DEGREES DON'T HAVE AAS. 
          NOW IT DOESN'T MATTER IF THERE'S A SKILL SET, OKAY? BECAUSE WE KNOW THAT YOU CAN HAVE TREMENDOUS SKILLS, BUT THERE ARE EFFORTS TO MAKE IT A BA PRINCIPALS CHOOSE THREE HOURS FOR THEIR TAS BECAUSE THE DISTRICT MAKES THEM PAY FOR THEIR HEALTH BENEFITS OUT OF THEIR WHOLE BUDGET. 
          OKAY, THANK YOU FOR YOUR TIME, SIR. 
          THANK YOU FOR YOUR TIME. 
          I HAVE A LOT MORE IDEAS, A LOT MORE PRESENTATION AND UH, IT IS WRONG TO HAVE TWO MINUTES. 
          IT IS VERY TRUMPIAN. 
          YOU OUGHT TO CHANGE IT. 
          OKAY. 
          THIS CONCLUDES, UH, PUBLIC COMMENT. 
          AND MR. MCLEAN, YOU OUGHT TO FOLLOW. 
          I KNOW YOU TURNED OFF MY SOUND PROBABLY, BUT LET ME TELL YOU, YOU NEED TO MAKE SURE THE PUBLIC INTEGRITY UNIT DOESN'T START LOOKING AT THE WAY YOU'RE ANNOUNCING THESE MEETINGS. 
          ALL RIGHT. 
          THANK YOU MR. MCLEAN. 
          UH, WE LOOK FORWARD TO SEEING YOU ALL AT OUR NEXT MEETING ON OCTOBER 30TH. 
          THANK YOU SO MUCH AGAIN. 
          HOPE YOU HAVE A GREAT REST OF YOUR DAY. 
          YAY. 
          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.