* 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.
          [I. Welcome and Opening Remarks]
          [00:00:13]
          HELLO, AND WELCOME TO TODAY'S SPECIAL EDUCATION COMMITTEE. 
          I AM CARLA GRIEGO, AND I AM THE BOARD REPRESENTATIVE FOR BOARD DISTRICT FIVE AND CHAIRPERSON OF THE SPECIAL ED COMMITTEE. 
          AS A FORMER SPECIAL EDUCATION TEACHER, I FEEL VERY HONORED TO BE IN THIS SPACE WITH YOU, UH, FACILITATING MUCH NEEDED CONVERSATIONS BETWEEN THE DIVERSE VOICES THAT ARE REPRESENTED ON THIS COMMITTEE. 
          UM, BEFORE I CONTINUE, I WANNA ACKNOWLEDGE THAT THERE'S BEEN, UH, MASS STAFF REDUCTIONS AT THE FEDERAL LEVEL IN THE DEPARTMENT OF EDUCATION. 
          WE HEARD ABOUT THAT, UH, LAST WEEK, AND WE RECOGNIZED THAT THIS UNCERTAINTY SURROUNDING FUNDING AND RESOURCES, ESPECIALLY FOR SPECIAL EDUCATION, RE REMAINS TOP OF MIND FOR US. 
          HOWEVER, I WANT YOU TO KNOW THAT LUSD REMAINS STEADFAST IN OUR COMMITMENT TO ENSURING THAT ALL OF OUR STUDENTS HAVE ACCESS TO A QUALITY EDUCATION, INCLUDING OUR STUDENTS IN SPECIAL EDUCATION. 
          AS A REMINDER, OUR GOAL FOR THIS COMMITTEE IS TO MAKE THIS A CO THINKING SPACE, WHERE TOGETHER WE CAN UPLIFT THE NEED, THE NEEDS OF OUR STUDENTS IN SPECIAL EDUCATION, BUT ALSO COME UP WITH SOLUTIONS ON HOW WE CAN IMPROVE THE WAY THAT WE SERVE OUR STUDENTS. 
          I INVITE OUR COMMITTEE MEMBERS TO SHARE THEIR IDEAS AND EXPERIENCES WITH SPECIAL EDUCATION. 
          I INVITE OUR PARENTS TO SHARE THEIR CONCERNS AND STUDENTS' NEEDS, AND I INVITE OUR EDUCATORS AND PARAPROFESSIONALS TO SHARE ANY RECOMMENDATIONS THEY HAVE ABOUT HOW THE DISTRICT CAN BETTER PREPARE OUR STUDENTS. 
          AS PART OF OUR SERIES OF COMMITTEE MEETINGS FOR THIS SCHOOL YEAR, WE WILL BE HIGHLIGHTING KEY UPDATES AND OUTCOMES COMING OUT OF THE DIVISION OF SPECIAL EDUCATION'S LISTEN AND LEARN CAMPAIGN REPORT. 
          FOR THOSE OF YOU WHO MAY NOT KNOW, THIS REPORT WAS PUBLISHED IN THE SPRING OF 2025, AND IT SUMMARIZED THE KEY FINDINGS HIGHLIGHTED SUCCESSES, CHALLENGES, AND OPPORTUNITIES FOR HOW L-A-U-S-D CAN IMPROVE HOW IT SUPPORTS STUDENTS WITH DISABILITIES. 
          THE REPORT ALSO OUTLINES MEASURES OF SUCCESS AND ACTION ITEMS TO BE EXECUTED BY 2027. 
          WE HAVE COPIES OF THAT, I THINK, AND YOU CAN ALSO FIND THEM ONLINE AND IN ENGLISH AND SPANISH. 
          UM, THIS MONTH, OCTOBER, I WANNA ACKNOWLEDGE AND CELEBRATE THE DIVERSITY OF NEEDS OF OUR COMMUNITIES AND STUDENTS. 
          OCTOBER IS A TIME TO CELEBRATE THE ABILITIES, THE CONTRIBUTIONS, AND RESILIENCE OF PEOPLE WITH DISABILITIES AND NEURODIVERSE EXPERIENCES, RECOGNIZING OBSERVANCES SUCH AS NATIONAL DISABILITY, EMPLOYMENT AWARENESS MONTH LEARNING DISABILITIES, AND DYSLEXIA AWARENESS MONTH, A DHD AWARENESS MONTH, BLIND AWARENESS MONTH, WORLD. 
          UH, CEREBRAL PALSY DAY, OCTOBER 6TH, AND WHITE CANE SAFETY DAY ON OCTOBER 16TH HELPS RAISE AWARENESS, BREAK DOWN STIGMA, AND PROMOTE INCLUSION. 
          TOGETHER, THESE REMEMBRANCES REMIND US OF OUR COLLECTIVE RESPONSIBILITY TO BUILD COMMUNITIES WHERE EVERYONE CAN LEARN, WORK, AND THRIVE WITH DIGNITY AND BELONGING. 
          SO NOW I'M GONNA OPEN UP THE FLOOR FOR SOME, UH, QUICK ROUND OF INTRODUCTIONS, UH, FROM OUR COMMITTEE MEMBERS. 
          IF YOU CAN SHARE YOUR NAME, YOUR TITLE, SUCH AS PARENT EDUCATOR, COMMUNITY, LABOR REP, AND YOUR SCHOOL AFFILIATION, AND THEN ONE WORD ABOUT HOW YOU'RE FEELING IN THIS MOMENT. 
          SO, I WILL BEGIN TO MY LEFT FIRST? YES. 
          DIDN'T GIMME TIME TO THINK ABOUT MY WORD'S. 
          OKAY. 
          I'M DR. 
          EVAS, UM, BOARD MEMBER FOR, UH, BOARD DISTRICT TWO. 
          AND MY WORD IS JUST FEEL HAPPY. 
          I FEEL HAPPY. 
          YEAH. 
          THAT'S MY ONE WORD. 
          YEAH. 
          THANK YOU. 
          AND IF YOU LIKE WHAT YOU HEAR, I USED TO ALWAYS TELL MY STUDENTS THIS. 
          DO LIKE LITTLE HAPPY FINGERS. 
          OKAY. 
          YES. 
          GOOD AFTERNOON, SOTO. 
          DIVISION OF SPECIAL EDUCATION. 
          MY WORD IS HOPEFUL. 
          ALICIA HAAS, DIVISION OF SPECIAL EDUCATION. 
          MY WORK IS, MY WORD IS INSPIRED. 
          GOOD AFTERNOON, MARY KELLOGG ON BEHALF OF JANINE COX FOR THE OFFICE OF GENERAL COUNSEL. 
          AND BECAUSE DR. SOTO TOOK MY WORD, FIRST I'LL GO WITH OPPORTUNITY. 
          WE WILL MOVE TO THE BACK, SANCHEZ, THE, 
          [00:05:01]
THE STUDENT IN SPECIAL EDUCATION. 
          AND I AM IN ORGANIZATION, AND MY SCHOOL IS MORTON, BY MY WORD IS STRENGTH. 
          STRENGTH FOR ALL THOSE STUDENTS AND STRENGTH TO OVERCOME. 
          GOOD AFTERNOON. 
          MY NAME IS TAMELA DAVIS. 
          I'M A PSA COUNSELOR FOR REGION WEST. 
          AND A WORD FOR ME WOULD BE COLLABORATION. 
          RE MARIA. 
          GOOD AFTERNOON. 
          MY NAME IS MARIA DURAN, AND I HAVE A STUDENT IN SPECIAL EDUCATION. 
          AND FOR ME, INSPIRATION FOR ME, THE WORD IS PERSEVERANCE AND UNITY. 
          GOOD AFTERNOON. 
          MY NAME IS ELIZABETH THOMAS PARKER. 
          I'M A SPECIAL EDUCATION ASSISTANT AND ALSO SCIU, VICE PRESIDENT. 
          AND THE WORD I CAN SAY WOULD BE EXCITED. 
          HELLO, MY NAME IS KENYA MARIA PINEDA. 
          I USE THEY THEM PRONOUNS. 
          I'M A RESOURCE TEACHER AT THOMAS STAR KING MIDDLE SCHOOL, AND MY WORD WOULD BE GROWTH. 
          HELLO, GOOD EVENING. 
          MY NAME IS CHRISTINA MARTINEZ. 
          I'M A SPECIAL EDUCATION PARAPROFESSIONAL, AND MY WORD IS ECSTATIC. 
          I AM AMY BOGAR. 
          I'M A TEACHER OF THE DEAF, AND MY WORD IS ELEVATE. 
          MARCIA SCOTT. 
          I'M A HUMAN RESOURCES SPECIALIST, AND MY WORD IS GRATEFUL. 
          SHETA ROGERS INCLUSION, UH, THE WEST AREA. 
          AND MY WORD IS ENERGIZED. 
          ALL RIGHT. 
          AND I'M CARLA GALLEGO, AND MY WORD IS THRILLED. 
          I AM THRILLED TO BE HERE. 
          OF COURSE, I ADDED MORE WORDS. 
          ALL RIGHT. 
          UM, SO, UH, AGAIN, I WANNA THANK YOU FOR COMMITTING ALL OF YOU HERE, COMMITTING YOUR TIME AND YOUR ENERGY TO BE A MEMBER OF THIS COMMITTEE AND FOR SHARING ALL THAT YOU SHARED WITH US WHEN YOU ARE HERE. 
          BEFORE WE MOVE ON TO THE PRESENTATION, I'D LIKE TO REMIND THE AUDI AUDIENCE THAT AT THE END OF OUR MEETING, WE ARE GONNA TAKE PUBLIC COMMENT. 
          UM, SO I'M SUPER THRILLED AND EXCITED ABOUT TODAY'S PRESENTATIONS. 
          WE HAVE STUDENTS, WE HAVE PARENTS, AND WE HAVE EDUCATORS PRESENTING TODAY. 
          UM, BUT BEFORE WE GO ON, I JUST WANNA REMIND FOLKS THAT THE LAST TIME WE WERE HERE IN SEPTEMBER, WE TALKED ABOUT PARENT LEARNING OPPORTUNITIES AND EDUCATOR PD AND TRAININGS THAT WILL BE OFFERED THIS SCHOOL YEAR AS PART OF THE ACTION ITEMS OUTLINED IN THE LISTEN AND LEARN CAMPAIGN. 
          THAT RECORDING AND SLIDE DECK IS UP ON THE BOARD OF EDUCATION WEBSITE. 
          AND IF YOU'D LIKE TO GO BACK AND WATCH IT, YOU'RE WELCOME TO DO SO. 
          [II.1. Changing the Path to Our Student's Future: Special Education and Career Transition Centers]
BUT FOR TODAY'S PRESENTATION, WE WILL HEAR DIRECTLY FROM PRINCIPALS ABOUT SPECIAL OFFERINGS FOUND AT LAUS D'S, SPECIAL EDUCATION, CAREER AND TRANSITION CENTERS TO OUR COMMITTEE MEMBERS. 
          WE WILL HAVE TIME FOR DISCUSSION AT THE MIDPOINT AND AT THE END OF THE PRESENTATION. 
          SO PLEASE MAKE SURE YOU'RE JOTTING DOWN YOUR QUESTIONS, DOING LITTLE BUNNY EARS ON YOUR PAPER HERE. 
          UM, AND THEN JUST AS A REMINDER, IF YOU HAVE SPECIFIC QUESTIONS RELATED TO A STUDENT OR A SCHOOL SITE DUE TO PRIVACY CONCERNS, THE DIVISION OF SPECIAL EDUCATION WILL BE LIMITED IN AS TO WHAT THEY CAN, UM, ANSWER PUBLICLY. 
          BUT I DO WANT TO REMIND YOU THAT WE DO HAVE THE SPECIAL ED DIVISION IN THE BACK, OUTSIDE THIS ROOM WHO ARE THERE TO ANSWER ANY QUESTIONS AND ANY CONCERNS THAT YOU MAY HAVE. 
          AND THEY ALSO HAVE A LOT OF DOCUMENTS THAT IF YOU WANT MORE INFORMATION, THEY WILL SHARE WITH YOU. 
          SO FOR RIGHT NOW, I'M GONNA GO AHEAD AND BEGIN WITH OUR FIRST GUEST SPEAKER, WHO IS PRINCIPAL DANIELLE FEARON OF MARTON SCHOOL, AND THEY CAN GET US STARTED WITH THE PRESENTATION. 
          WELCOME. 
          THANK YOU FOR HAVING US. 
          UM, I'M GAVIN ANI. 
          I AM, UH, THE PRESIDENT OF CIPO, WHICH IS THE SPECIAL EDUCATION PRINCIPLES ORGANIZATION. 
          UH, I AM SO PROUD TO BE HERE. 
          UH, LAST YEAR I HAD THE PRIVILEGE OF SERVING ON THE COMMITTEE, UH, SO I KNOW THE GREAT WORK THAT'S DONE HERE. 
          UM, ONE OF THE SCHOOLS THAT WE'LL BE PRESENTING IS, UH, MARLTON HERE, UH, THIS, THIS AFTERNOON, UH, MARLTON IS ONE OF OUR SPECIAL EDUCATION CENTERS ALONG WITH SALVIN, UH, AND LOW KRANZ. 
          UH, AND I WOULD LIKE TO INTRODUCE PRINCIPAL OF MARTON. 
          HI. 
          GOOD AFTERNOON. 
          NOW I'M NOT SURE HOW TO WORK THIS. 
          [00:10:06]
OKAY. 
          UM, GOOD AFTERNOON. 
          UM, I'M DR. 
          FRIERSON. 
          I AM THE PROUD PRINCIPAL OF MARLTON SCHOOL. 
          AND, UM, JUST TO SHARE A BRIEF OVERVIEW OF THE DYNAMICS OF MARLTON, IT DOES NOT FIT THE CAVEAT OF ALL SCHOOLS, UM, THAT ARE CONSIDERED CENTERED CENTERS. 
          MARLTON IS SPECIAL AND UNIQUE, UM, WITHIN ITSELF. 
          IT IS THE ONLY DEAF DAY SCHOOL IN CALIFORNIA WHERE STUDENTS CAN COME TO SCHOOL AND GO HOME, UM, EVERY DAY. 
          AND IT'S, UM, A PUBLIC SCHOOL AT, OBVIOUSLY, 'CAUSE IT'S LA UNIFIED. 
          A LOT OF THE OTHER SCHOOLS THAT ARE DEAF SCHOOLS ARE STATE SCHOOLS, AND THEY'RE RESIDENTIAL. 
          SO WE ARE SPECIAL IN THAT, UM, ASPECT. 
          SO WE ARE A PUBLIC PRESCHOOL THROUGH 12TH GRADE, UM, SCHOOL FOR STUDENTS THAT ARE DEAF. 
          UM, AND WHAT'S SPECIAL ABOUT US IS THAT WE DO HAVE A SIBLING PROGRAM THAT HAS, UM, SIBLINGS OF DEAF STUDENTS CAN COME TO SCHOOL FROM GRADE TK THROUGH FIFTH GRADE. 
          AND THOSE ARE HEARING STUDENTS. 
          AND THEN OUR DEAF STUDENTS RANGE FROM PK ALL THE WAY THROUGH 12TH GRADE. 
          UM, CURRENTLY WE HAVE 132 STUDENTS. 
          THE MAJORITY OF OUR STUDENTS ARE ON CORE, UM, EDUCATION. 
          AND I, THE NEXT SLIDE WILL KIND OF EXPLAIN THAT. 
          UM, SO HERE ARE SOME OF OUR HIGHLIGHTS. 
          UM, WE ARE A COMMUNITY SCHOOL. 
          UH, WE ALSO HAVE, UM, AND WE'RE ONE OF THE 32 COMMUNITY SCHOOLS. 
          WE RECENTLY RECEIVED A MO MEANINGFUL TEACHING AND LEARNING GRANT. 
          UM, WE OFFER A SL CLASSES FOR OUR FAMILIES AND THE COMMUNITIES, UM, BECAUSE WE ARE CORE, OUR STUDENTS ARE ON A THROUGH G UM, TRACK. 
          SO WE GRADUATE STUDENTS, UM, AND THEY GO TO THE UNIVERSITY. 
          LAST YEAR, UM, WE HAD STUDENTS THAT WENT TO, UM, CSUN THE YEAR BEFORE THAT, TWO STUDENTS WENT TO RIT ROCHESTER INSTITUTE FOR TECHNOLOGY. 
          AND, UM, SO WE HAVE COLLEGE VISITS, UM, AND WE DO COLLEGE TOURS, UM, FOR OUR SECONDARY STUDENTS. 
          UH, BECAUSE WE'RE A SMALL SCHOOL, WE DO NOT HAVE SPORTS, BUT WE WERE ABLE TO PARTNERSHIP WITH, HAVE A PARTNERSHIP WITH DORSEY HIGH SCHOOL TO RUN CIF. 
          SO WE DO HAVE STUDENTS THAT PLAY, UM, FOOTBALL RUN TRACK, AND I THINK ONE STUDENT IS GONNA BE PLAYING VOLLEYBALL. 
          AND WE HAVE THREE BOYS THAT ARE ON THE BASEBALL TEAM, UM, AT DORSEY RIGHT NOW. 
          SO, UH, BECAUSE WE ARE A COMMUNITY SCHOOL, WE DO, UM, ENGAGE OUR STUDENTS WITH, UM, ALL OF OUR STUDENTS, HEARING AND DEAF. 
          WE DO A LOT OF COMMUNITY, UM, ACTIVITIES. 
          SO WHEN YOU COME TO MARLTON, YOU WILL SEE A SL, YOU WILL SEE ENGLISH, YOU WILL, UM, YOU'LL SEE HEAR SPOKEN LANGUAGE AS WELL. 
          SO THERE'S A VARIETY OF DIFFERENT LANGUAGES, UM, AS FAR AS, IT'S NOT ONLY JUST ALL A SL BUT THE PRIMARY LANGUAGE AT MARLTON IS A SL. 
          SO WE, UM, DO A LOT OF ENGAGEMENT WITH OUR, UM, COMMUNITY. 
          AND SO WE HAVE A DEAF, I WAS, ONE OF THE PICTURES IS THE DEAF FRIENDLY KICKBALL. 
          SO IT WAS A SILENT KICKBALL GAME, SO IT WAS A LOT OF FUN. 
          UM, THIS YEAR WE, UM, EVERY STAFF MEMBER IS ENCOURAGED TO LEARN SIGN LANGUAGE. 
          SO WE DO, LIKE I SAID, WE OFFER THE A SL CLASSES FOR OUR COMMUNITY AS WELL AS FOR THE STAFF. 
          AND ONE OF THE THINGS THAT'S GREAT IS A SL IS THE, UH, ONE OF THE PRIMARY LANGUAGES. 
          AND WE'LL, YOU'LL SEE PEOPLE USING THEIR HANDS, UM, A LOT. 
          SO I'M DOING REALLY HARD TRYING TO PUT MY HANDS DOWN, UM, AND NOT LOOK AT THE INTERPRETER MAC TO MAKE SURE HE'S CAPTURING EVERYTHING THAT I'M SAYING CORRECTLY. 
          . 
          UM, SO, UM, HEY, MAC . 
          SO OUR, UM, OUR A SL CLASSES ARE OFFERED, WE HAVE COMMUNITY. 
          EVERY STAFF MEMBER THIS YEAR, NOT EVERY, BUT MOST STAFF MEMBERS, THEY GAVE THEIR INSPIRATIONAL WORDS. 
          SO OUR COMMUNITY SCHOOL COORDINATOR WENT AROUND AND VIDEOED EVERYONE, AND THEY SAID, WHAT'S YOUR INSPIRATIONAL WORD? SO THEY SIGNED THEIR WORD. 
          SO MY WORD WAS IN, WAS SUCCESS. 
          AND THEY SIGNED WHAT THEIR WORDS, WHAT THAT WORD MEANT TO THEM. 
          AND WHAT WAS GREAT IS LIKE THE, EVEN THE STAFF MEMBERS THAT WERE NEW TO MARLTON WORKED REALLY HARD TO LEARN WHY THEIR WORK WAS INSPIRATIONAL. 
          AND SO THERE WAS A QR CODE AND YOU CAN CLICK ON THE QR CODE, AND IT GAVE WHAT THE WORD WAS. 
          UM, AND IT SHOWS THE PRIDE THAT WE HAVE AND THE LOVE OF THE SCHOOL, 
          [00:15:01]
ACCESS FOR OUR STUDENTS. 
          UM, FOR OUR STAFF, THE, MY SECONDARY STAFF, MIDDLE SCHOOL THROUGH HIGH SCHOOL, OUT OF MY SEVEN TEACHERS, FIVE ARE DEAF, THE MAJORITY. 
          SO THEY'RE GETTING, THE STUDENTS ARE GETTING INSTRUCTION IN FIRST LANGUAGE. 
          UH, MY PRESCHOOL, MY TEACHERS ARE DEAF BECAUSE THEY NEED INSTRUCTION IN THEIR FIRST LANGUAGE. 
          SO WE GET A LOT OF KIDS THAT COME AT AGE THREE THAT ARE LANGUAGE DEPRIVED, THAT HAVE NEVER HAD ACCESS TO ANY LANGUAGE. 
          SO A LOT OF OUR KIDS STAY FROM AGE THREE THROUGH AGE, UM, 22 OR AGE 18, DEPENDING ON WHAT TRACK, IF THEY'RE ALTERNATE CURRICULUM OR CORE. 
          UM, BUT IT IS A VERY LOVING, A VERY RICH ENVIRONMENT, UM, RICH IN LANGUAGE, RICH IN LOVE, AND, UM, DEDICATION. 
          WE HAVE TEACHERS THAT HAVE BEEN THERE FOR YEARS. 
          SO THEY'VE WATCHED BABIES COME IN AT THREE YEARS OLD, AND NOW SOME OF THEIR FIRST STUDENTS ARE NOW TEACHING AT THE SCHOOL. 
          SO THAT'S WHAT'S SPECIAL, UM, ABOUT MARLTON, AND THAT'S WHAT MAKES MARLTON. 
          SO, UM, GREAT. 
          AND THAT'S ALL I HAVE. 
          THANK YOU DR. 
          F FREDERICTON. 
          WE ARE SO PROUD OF THE WORK THAT'S DONE AT MARLTON. 
          UH, THAT IS JUST ONE OF THE SPECIAL EDUCATION CENTERS THAT WE HAVE, UH, IN L-A-U-S-D. 
          UM, WHEN, WHEN WE'RE THINKING ABOUT SPECIAL EDUCATION AND SPECIAL EDUCATION CENTERS AND CAREER AND TRANSITION CENTERS. 
          DURING THIS PRESENTATION, IF YOU COULD DO FOR ME, UH, JUST A VISUALIZATION. 
          AND WHAT I WOULD LIKE YOU TO DO IS THINK ABOUT THE PARENT THAT WAS SO EXCITED WHEN THEY HEARD THE NEWS THAT THEY WERE PREGNANT AND THE CHILD WAS COMING. 
          AND THEN A FEW MONTHS OR MAYBE A YEAR OR TWO, UH, THEY WENT TO A DOCTOR AND GOT A DIAGNOSIS THAT THEIR CHILD MAY HAVE HAD A DISABILITY, AND HOW THINGS IN THEIR MIND MIGHT HAVE CHANGED AND PATHS THAT THEY THOUGHT ABOUT MIGHT HAVE CHANGED. 
          SO WHILE WE'RE PRESENTING, THINK ABOUT THAT FAMILY, AND THEN AT THE END WE'LL SHOW YOU, UM, WHAT WE'RE CAPABLE OF DOING. 
          SO I'D LIKE TO PRESENT, UH, ON, ON TWO OF OUR OTHER SPECIAL EDUCATION CENTERS, LOW CRANS AND SALVIN. 
          UH, THEY DO A LOT OF DIFFERENT THINGS. 
          UH, THEY ARE MOVE TRAINED TEACHERS, WHICH HELP STUDENTS THAT ARE, UH, IN WHEELCHAIRS, UH, OR WALKERS, GET INTO DIFFERENT STANDING DEVICES, UH, SO THAT THEY CAN GET UP AND AT EYE LEVEL TO INTERACT AND ENGAGE WITH THE COMMUNITY AND THE WORLD. 
          UM, THEY DO PARTNERSHIPS WITH CSUN MUSIC. 
          MUSIC IS THE ULTIMATE, UH, BRIDGE FOR OUR POPULATION TO THE OUTSIDE COMMUNITY. 
          UH, ALL OF THE ARTS REALLY CONNECT OUR STUDENTS TO THAT. 
          THEY HAVE READING COMPANION PROGRAMS WHERE THEY READ TO DOGS. 
          WORKING WITH ANIMALS IS ANOTHER BRIDGE THAT OUR STUDENTS ARE ABLE TO CONNECT WITH. 
          UM, THEY HAVE TRANSPORTATION HEROES. 
          THEY WORK IN THE CAFETERIAS, LEARNING JOB SKILLS. 
          UH, THEY HAVE FULL-TIME NURSING. 
          UH, AND THEN ON ALL OF OUR SITES, WE HAVE CALIFORNIA CHILDREN'S SERVICES. 
          SO IN THE EDUCATIONAL MODEL, L-A-U-S-D SUPPORTS THE CHILD IN, UH, THE EDUCATION. 
          CALIFORNIA CHILDREN'S SERVICES WORKS ON THE MEDICAL MODEL, PROVIDING WHEELCHAIRS, WALKERS, BRACES, ALL OF THOSE THINGS AS WELL, MAKING IT MORE CONVENIENT FOR FAMILIES BECAUSE THEIR CHILD IS ALREADY AT SCHOOL. 
          THE PARENT JUST COMES TO THE SCHOOL SITE AND GETS THE SUPPORT THAT THEY NEED. 
          IN ADDITION TO THAT, THEY GET OUR STUDENTS READY FOR THE WORLD. 
          SO AS YOU LOOK THROUGH AND SEE THE SMILING FACES, UM, AT OUR SPECIAL EDUCATION CENTERS, IT IS A CONTINUUM. 
          SO THE IEP TEAM MAKES THE DECISION WHETHER OR NOT A STUDENT, UH, IS ELIGIBLE FOR THE SERVICES AT A SPECIAL EDUCATION CENTER. 
          FOR SOME STUDENTS, IT IS A GREAT OPPORTUNITY FOR THEM TO THRIVE AND SUCCEED FOR OTHERS, THE IEP TEAM MIGHT DECIDE TO LEAVE THEM AT A GENERAL EDUCATION SITE AND HAVE DIFFERENT OPPORTUNITIES TO ENGAGE. 
          ALL ARE APPROPRIATE BASED ON WHAT THE IEP TEAM DECIDES. 
          BUT LOOKING THROUGH THE SLIDES THAT YOU SEE HERE IN THE FACES OF STUDENTS THAT ARE ENGAGED AND ACTIVE, THEY'RE OUT IN THE COMMUNITY. 
          THEY'RE IN GROCERY STORES, THEY'RE RIDING THE BUS, LEARNING ALL THE JOB SKILLS AND WORK SKILLS THAT THEY NEED TO BE SUCCESSFUL AT OUR SPECIAL EDUCATION CENTERS, IT'S THE STARTING LINE. 
          SO THEY GET THERE, THEY'RE GETTING READY AND WORKING THEIR WAY THROUGH TO MOVE ON. 
          NOT ONLY ARE OUR SCHOOLS A BEACON FOR THE STUDENTS THAT GO THERE, BUT THEY'RE A BEACON FOR OUR COMMUNITIES AS WELL. 
          UH, DOING PROJECTS LIKE THIS, UH, A MURAL PROJECT AT SALVIN ALLOWS THE COMMUNITY TO SEE ALL THE GREAT WORK THAT IS DONE INSIDE. 
          SO WE'RE ABLE TO TELL OUR STORY BASED ON THE WORK THAT WE DO. 
          AND THE WORK THAT WE DO IS ALL INCLUSIVE OF STUDENTS. 
          IN 
          [00:20:01]
ADDITION TO OUR SPECIAL EDUCATION CENTERS, UH, WE HAVE OUR CAREER AND TRANSITION CENTERS, AND I'LL INVITE MR. WHITTINGTON TO COME UP AND INTRODUCE HIMSELF. 
          GOOD AFTERNOON, EVERYONE. 
          UH, MY NAME IS JAMAL WHITTINGTON. 
          I'M THE PRINCIPAL AT CTC WEST AND MCBRIDE SPECIAL ED CENTER. 
          UH, SO AS GAVIN SAID, WE HAVE OUR, UH, CAREER AND TRANSITION CENTERS HERE. 
          UH, AS YOU CAN SEE, THERE ARE EIGHT C UH, CTCS THROUGHOUT THE DISTRICT IN THE, UH, DISTRICT'S CURRENT CONFIGURATION. 
          THAT'S, UH, THREE IN THE SOUTH, THREE IN THE NORTH, ONE IN THE EAST, AND ONE IN THE WEST. 
          UM, CTCS ARE REALLY THE FOUNDATION OF LUS D'S TRANSITION, ADULT TRANSITION PROGRAMS. UH, THE, IT'S, IT'S THE, I THE IDEAL PATHWAY, IF YOU THINK ABOUT IT THIS WAY, TO KIND OF SEE WHERE THEY FALL INTO THE SCHEME OF THINGS, IS THAT A STUDENT WOULD DO FOUR YEARS AT THEIR HIGH SCHOOL. 
          UH, THEY'RE ON MODIFIED, UH, CORE CURRICULUM, AND THEN AFTER THOSE FOUR YEARS, THEY COULD GO TO A CTC AND RECEIVE AN ADDITIONAL FOUR YEARS OF INSTRUCTION. 
          BUT DIFFERENT INSTRUCTION, WHICH WE'LL TALK ABOUT, THEY HAVE DIFFERENT OPPORTUNITIES, DIFFERENT EXPERIENCES AT THE CTCS THAN THEY WOULD GET AT THE HIGH SCHOOLS. 
          UM, CTCS FOCUS, CTCS FOCUS ON INDEPENDENCE AS A WHOLE, UH, IN THREE MAIN AREAS. 
          VOCATIONAL SKILLS, COMMUNITY SKILLS, COMMUNITY TRAVEL SKILLS, AND LIVING SKILLS. 
          AND, UH, SOME OF THE WAYS THAT WE DO THAT INCLUDE VOCATIONAL STRANDS, WHICH, UH, THEY'RE ARE UP TO 10 VOCATIONAL STRANDS THAT COULD, OR MAYBE MORE AT SOME CTCS THAT EXIST. 
          UH, WE'LL TALK A LITTLE BIT ABOUT THOSE ON THE NEXT SLIDE. 
          UM, WORK EXPERIENCE PROGRAMS TO SUPPORT EMPLOYMENT PREPARATION. 
          THAT'S ANOTHER KEY COMPONENT. 
          THE OFF-CAMPUS SATELLITE PROGRAMS, WHICH WE'LL GET INTO MORE DETAIL A LITTLE BIT LATER. 
          AND AGENCY LINKAGES. 
          SO PARTNERSHIPS AND COLLABORATION WITH REGIONAL CENTER AND DEPARTMENT OF REHAB ARE VERY IMPORTANT, UH, FOR US, AND A KEY COMPONENT FOR OUR STUDENTS, BECAUSE THOSE ARE REALLY THE NEXT, UH, THE, THE AGENCIES THAT TAKE OVER AFTER THEY, THEY LEAVE, THAT'S THEIR PRIMARY RESOURCE AFTER THEY, UH, LEAVE THE CTCS. 
          UM, ANOTHER VERY IMPORTANT PIECE OF CTCS IS THE COMMUNITY BASED INSTRUCTION. 
          SO, UH, SOME PARENTS MAY HAVE HEARD OF THIS, IF YOU'RE IN SPECIAL EDUCATION, FOR SURE YOU'VE HEARD OF THIS. 
          UH, IT IS REALLY THE OPPORTUNITY WHERE STUDENTS GET TO PRACTICE AND GENERALIZE SKILLS THAT THEY'VE LEARNED IN THE CLASSROOM, UH, AROUND INDEPENDENCE. 
          SO IT DOES FOCUS ON COMMUNITY TRAVEL, AS YOU CAN SEE, UH, ACCESSING DIFFERENT RESOURCES IN THE COMMUNITY WHEN THEY PRACTICE IN CLASS TO, TO ANY KIND OF, UH, MONEY SKILLS, MAKING CHANGE, MAKING PURCHASES. 
          THEY GO OUT INTO THE COMMUNITY AND THEN THEY ACTUALLY CAN HAVE THE OPPORTUNITY TO MAKE PURCHASES AND PRACTICE GETTING THE CORRECT CHANGE AND ALL THOSE THINGS. 
          UM, ANOTHER PIECE THAT WASN'T SHOWN IN THE PICTURE, BUT EVEN ACCESSING, UH, DIFFERENT RESOURCES IN THE COMMUNITY LIKE LIBRARIES, LEARNING WHERE THE FIRE STATIONS ARE THAT ARE NEARBY, POLICE STATIONS, THINGS LIKE THAT. 
          OKAY. 
          SO I'D LIKE AT THIS POINT TO GO A LITTLE BIT MORE INTO THE VOCATIONAL STRANDS. 
          SO, UH, WHAT WE HAVE HERE IS AN EXAMPLE. 
          THIS IS DEFINITELY NOT, UM, A COMPLETE LIST OF ALL THE STRANDS, BUT THESE ARE WHAT WE REFER TO AS OUR, UH, LEGACY STRANDS. 
          THESE ARE STRANDS THAT WE STARTED. 
          PRETTY MUCH EVERY CT STARTED WITH THESE. 
          UM, MOST OF THEM HAVE EXPANDED AND ADDED, UH, DIFFERENT STRANDS THROUGHOUT THE YEARS. 
          UM, BUT, UH, THIS IS A GOOD EXAMPLE OF WHAT, WHAT YOU'LL FIND AT A CTC, CULINARY CULINARY ARTS, UM, FOR THE DISTRICT. 
          FOLKS, YOU'RE WELL AWARE, WE DO A LOT OF CATERING FOR DIFFERENT MEETINGS AND THINGS. 
          AT OUR, AT OUR CTCS. 
          UH, STUDENTS ARE LEARNING THE SKILLS THEY WOULD NEED TO WORK IN A, UH, PROFESSIONAL CULINARY ENVIRONMENT, A KITCHEN AT A RESTAURANT. 
          UM, RETAIL FOCUSES ON THE SKILLS THEY WOULD NEED IN ORDER TO WORK IN A RETAIL ENVIRONMENT, HAND MAKING, UH, TRANSACTIONS, CUSTOMER SERVICE, UM, DOING INVENTORY ARE JUST SOME EXAMPLES OF THAT. 
          UH, PRODUCT DESIGN, AND YOU MIGHT FIND DIFFERENT, CTCS WILL HAVE SLIGHTLY DIFFERENT NAMES FOR SOME OF THESE, BUT YOU KNOW, THESE ARE JUST KIND OF GENERAL DESCRIPTIONS. 
          UH, PRODUCT DESIGN FOCUSES ON THINGS WHERE STUDENTS ARE ACTUALLY CREATING PRODUCTS. 
          SO THERE'S, THERE'S DIFFERENT STRANDS. 
          WE DO THIS IN DIFFERENT WAYS, BUT SOME EXAMPLES ARE LIKE JEWELRY. 
          UM, WE HAVE SOME COUPLE OF SITES THAT, WELL, AT LEAST ONE THAT MAKES GUITARS. 
          I CAN LET UH, THEM GO INTO THAT A LITTLE MORE. 
          UM, THAT'S THE PRODUCT DESIGN BUILDING GROUNDS IS ONE THAT, UH, TEACHES STUDENTS THE SKILLS AROUND 
          [00:25:01]
FACILITIES AND GROUNDS KEEPING, UH, AUTO DETAILING, PRETTY SELF-EXPLANATORY, BUT, UH, THERE'S A LOT THAT GOES INTO IT. 
          SO STUDENTS ARE DOING THE INTERIOR, THE EXTERIOR, CLEANING, THE WINDOWS, VACUUMING, ALL THE COMPONENTS THAT GO WITH THAT. 
          UM, BUT ALSO THE SETUP OF THE EQUIPMENT, THE BREAKDOWN OF THE EQUIPMENT, UM, IS ALL VERY IMPORTANT. 
          UH, GRAPHIC ARTS IS ANOTHER ONE THAT, UH, MOST OF THE CTCS WILL HAVE. 
          AND THAT IS ONE WHERE A LOT OF THE, UH, T-SHIRTS AND DIFFERENT APPAREL, UH, STUDENTS ARE LEARNING TO USE HEAT PRESSES TO PUT DESIGNS ON THE SHIRTS, ON, UH, BAGS, HATS, UM, LOTS OF DIFFERENT THINGS. 
          SKATEBOARDS, THERE'S A LOT OF DIFFERENT EXAMPLES. 
          UH, THE, THE HARD SKILLS THAT THEY'RE LEARNING IN THE STRANDS ARE VERY IMPORTANT, BUT JUST AS IMPORTANT ARE THE SOFT SKILLS THAT THEY CAN APPLY TO ANY JOB. 
          SO THIS IS REALLY THE HOOK WHERE THEY CAN, UH, THE STUDENTS GET TO CHOOSE THESE STRANDS. 
          AND THEN FROM THERE, UH, WE GET 'EM IN AND WE TEACH 'EM THE SKILLS THAT THEY NEED THAT THEY CAN APPLY TO ANY JOB. 
          SO, ALRIGHT. 
          SO I'D LIKE YOU TO GO BACK IN YOUR MIND TO THAT INDIVIDUAL FAMILY THAT WE WERE TALKING ABOUT AND TAKE A LOOK AT SOME OF THESE PHOTOS. 
          SO, IN THE PHOTOS WE HAVE HERE, WE HAVE, UH, SOME OF OUR, UM, ASSISTANTS. 
          SO EITHER MR. CURTIS OR MS. JESSE, OR MS. ADAM, MS. KIM, MS. YESENIA, MS. JENNY. 
          OUR TEACHERS, NOT ONLY ARE THEY SPECIAL EDUCATION TEACHERS OR ASSISTANTS OR OFFICE STAFF, THEY ARE ALSO INDIVIDUALS THAT HAVE TAKEN ON NEW SKILL SETS. 
          SO THEY HAVE TO MASTER THESE SKILL SETS IN ORDER TO MAKE OUR STUDENTS, UH, COMPETITIVE FOR EMPLOYMENT. 
          SO, IN OUR CULINARY ARTS TEAMS, WE'VE CATERED EVENTS OF 250, UM, PEOPLE AT, AT, UH, EVENTS. 
          WE HAVE FOOD TRUCKS, UH, VW BUS REC, LIKE, UH, FOOD TRUCKS THAT OFFER, UH, OUR FOOTBALL GAMES, DESSERTS WE'RE INNOVATIVE. 
          SO WE HAVE OCEAN FARMING AND OCEAN ROBOTICS. 
          THREE YEARS BEFORE THE CITY OF LOS ANGELES. 
          UH, COLLEGE PROGRAMS, UH, DEVELOP THOSE PROGRAMS. SO THESE ARE NOT YOUR TRADITIONAL SPECIAL EDUCATION, WHAT YOU THOUGHT OF, OF THE PAST WE'RE INNOVATIVE, WE'RE ACTIVE, UH, WE'RE SUPPORTIVE OF OUR, OUR STUDENTS AND MAKING THEM COMPETITIVE. 
          SO THAT STUDENT THAT YOU THOUGHT OF, I BET YOU DIDN'T THINK OF THESE KIDS. 
          WHAT WE DO IS WE, WE TAKE THE CALIFORNIA TECH STANDARDS AND WE MODIFY THEM. 
          UM, WE CREATE SAFETY OPPORTUNITIES FOR STUDENTS TO WORK WITH REAL TOOLS OF THE TRADE. 
          SO, AS MR. WHITTINGTON SAID, IF IT'S WORKING IN LANDSCAPING, THEY'RE USING WEED, WHACKERS AND LAWNMOWERS AND ALL THE TOOLS OF THE TRADE. 
          WHY? BECAUSE THEY NEED TO BE COMPETITIVE. 
          WE DON'T WANT OUR STUDENTS TO GO FOR A JOB INTERVIEW. 
          AND THE INTERVIEWEE ASKS THEM, HAVE YOU HAD ANY EXPERIENCE? UH, NO, MY, MY MOM OR DAD WOULDN'T ALLOW ME. 
          WE'RE GONNA MAKE SURE THAT THEY'RE SAFE AND THAT THEY HAVE THOSE OPPORTUNITIES. 
          WE HAVE STUDENTS THAT ARE WORKING ON HEAT PRESSES, CREATING T-SHIRTS. 
          WE HAVE STUDENTS THAT ARE WORKING AT, IN FARMS ON OUR CAMPUSES. 
          THEY'RE WORKING RETAIL STORES. 
          WE NOT ONLY OFFER THE, THE, UH, FEW CLASSES THAT MR. WHITTINGTON HAD TALKED ABOUT, BUT WE LOOK AT OUR COMMUNITIES AND WHAT OUR COMMUNITIES ARE DOING, AND WE DEVELOP STRAND CLASSES TO SUPPORT OUR STUDENTS GOING INTO THOSE COMMUNITIES AND WORKING IN THEIR HOME COMMUNITIES. 
          ALL OF OUR STUDENTS LEARN TO WORK TOGETHER AS A TEAM. 
          WE HAVE OUR STUDENTS THAT BECOME LEADERS OF THOSE TEAMS. THEY LEARN THE SKILLS OF USING HAND TOOLS. 
          THEY LEARN THE SKILLS OF LISTENING AND TAKING FEEDBACK, UH, FROM THEIR SUPERVISORS. 
          SO WHEN THEY GRADUATE AND MOVE ON, AND THEY HAVE A SUPERVISOR THAT SAYS, YOU KNOW WHAT? I APPRECIATE THE WORK THAT YOU DID, BUT I NEED YOU TO DO IT THIS WAY. 
          THAT THEY DON'T TAKE IT PERSONALLY. 
          IT'S NOT THAT THE INDIVIDUAL DOESN'T LIKE THEM, THEY JUST NEED TO CONTINUE THE BUSINESS RUNNING AND IT TO BE EFFICIENT. 
          SO WE NEED TO EMPOWER OUR STUDENTS TO TAKE THAT CRITICISM, ADJUST, PIVOT, AND MOVE ON. 
          NOT ONLY DO WE WANT OUR STUDENTS TO GET JOBS, BUT WE WANNA MAINTAIN THOSE JOBS FOR LIFE. 
          AND MR. WINNINGTON WILL TALK ABOUT OUR PAYS LAB. 
          ALL RIGHT, SO THE PAYS, LAB PAYS AS AN ACRONYM THAT STANDS FOR PRACTICAL ASSESSMENT EXPLORATION SYSTEM. 
          AND IT IS A CLASS, IT'S A VERY UNIQUE CLASS THAT, UM, AS YOU CAN SEE FROM THE PICTURES, COVERS A WIDE RANGE OF ENTRY LEVEL JOB SKILLS. 
          AND THE IDEA THERE IS THAT, UH, THE STUDENTS ARE NOT ONLY GETTING EXPOSED TO THESE DIFFERENT, UM, ACTIVITIES, THESE DIFFERENT TYPES OF JOB SKILLS, BUT THEY'RE BEING ASSESSED TO DETERMINE HOW INDEPENDENTLY THEY CAN DO THE, THE TASK AND IF THEY LIKED IT OR NOT. 
          SO IT'S REALLY, IT'S A CAREER EXPLORATION, UH, 
          [00:30:01]
OPPORTUNITY FOR THEM, BUT ALSO, UM, AN OPPORTUNITY TO SEE WHAT THEY'RE GOOD AT AND WHAT WHAT THEY ENJOY. 
          SO, UM, THAT'S SORT OF A, WE GAVE THIS ITS OWN SLIDE BECAUSE IT'S NOT REALLY A, A VOCATIONAL STRAND. 
          IT'S SORT OF, IT'S A UNIQUE, UH, TYPE OF CLASS. 
          AND I THINK, OH, DO, DO WE HAVE A STUDENT THAT WANTS TO TALK AT THIS POINT? NO. 
          OKAY. 
          NO, NOT YET. 
          SO WE'LL PAUSE HERE AND OPEN IT UP FOR DISCUSSION ON THE FIRST HALF. 
          ALRIGHT, WELL, THANK YOU. 
          SO WE HAVE, UH, PROBABLY ABOUT 15 MINUTES FOR CONVERSATION, DISCUSSION. 
          ANY QUESTIONS THAT YOU MIGHT HAVE FOR THE FOLKS WHO PRESENTED THIS WOULD BE THE OPPOR THE TIME TO DO THAT. 
          AND I JUST WANNA REMIND EVERYONE THAT, UM, SOME NORMS THAT I WANNA KEEP IN, IN MIND, STEP UP, STEP BACK. 
          SO IF SOMEBODY, IF YOU HAVE NOT SPOKEN AND YOU KNOW, GO AHEAD, I ENCOURAGE YOU TO SPEAK. 
          IF YOU HAVE ALREADY SPOKEN, YOU KNOW, STEP BACK A LITTLE SO OTHERS WHO HAVE NOT SPOKEN YET WILL HAVE AN OPPORTUNITY TO SPEAK. 
          AND THEN ALSO IF, UM, WE CAN KEEP THE COMMENTS AND, AND THE DISCUSSION TO THE TOPICS. 
          SO EVEN IF IT HAS TO DO WITH FUNDING ALONG THE TOPIC THAT WE JUST HEARD, THAT WOULD BE VERY HELPFUL. 
          SO I WILL OPEN IT UP FOR, UH, DISCUSSION OR QUESTIONS RIGHT NOW. 
          ANYBODY? OKAY. 
          WE HAVE OKAY. 
          RIGHT HERE AND THEN BACK THERE. 
          YEAH. 
          HELLO, MY NAME IS AMY, AND AS I SAID, I'M IN DEAF EDUCATION. 
          UM, KUDOS TO, UH, ALL THE STAFF LEARNING A SL IN SCHOOL. 
          THAT IS SOMETHING THAT IS NEAR AND DEAR TO MY HEART, THAT IF PEOPLE ARE GONNA BE INTERACTING WITH DEAF STUDENTS, THEY SHOULD AT LEAST BE ABLE TO COMMUNICATE WITH THEM. 
          UM, AS WE KNOW, UH, SOME OF US REALLY KNOW THE MALTON HAS A VERY RICH AND COMPLEX HISTORY THAT WE'RE STILL WORKING THROUGH. 
          ONE DISTINCTION THAT I WANNA MAKE ABOUT MALTON AT THE DESIGNATED SPECIAL ED CENTER, FROM HEARING FROM THE PRESENTERS, LOW CRANS AND SALVIN, I HEARD MEDICAL MODEL FROM MALTON. 
          I HEARD LANGUAGE MODEL. 
          SO THEREFORE THAT IS A BIG DISTINCTION. 
          ALSO, MALTON IS AGE G, ACADEMIC OR CURRICULUM, WHICH ARE DIFFERENT FROM THE MORE MEDICAL MODEL SPECIALIZED CENTERS. 
          SO MY QUESTION IS, WHY IS MALTON STILL CONSIDERED A SPECIALIZED CENTER? BECAUSE I DO KNOW THAT STAFFING RATIOS ARE DIFFERENT FOR SPECIAL EDUCATION CENTERS AND FOR A SCHOOL THAT FOCUSES ON A TO G WITH THE WHOLE GAMUT OF, OF EDUCATION EDUCATIONAL OPPORTUNITIES. 
          OKAY. 
          THE STATE HAS MARLTON IDENTIFIED AS A SPECIAL EDUCATION CENTER. 
          OKAY. 
          SO MAYBE WE NEED TO LOOK AT REDESIGNATING IT, BECAUSE IT REALLY, IF WE LOOK AT WHAT A SPECIAL ED CENTER IS MORTON, LIKE MOST STEP ED, WE, IT'S NOT A SPECIAL ED CENTER BECAUSE WE ARE ADDRESSING A DG GRADUATION REQUIREMENTS, EITHER THE BI BILINGUAL ENVIRONMENT, IT SOUNDS REALLY RICH. 
          I LOVE THE FACT THAT SPORTS IS BEING REINTRODUCED. 
          UM, SO MAYBE THAT'S SOMETHING THAT WE CAN LOOK INTO BECAUSE I, ONE THING I DO KNOW THAT MALTON EVERY YEAR HAS TO FIGHT TO KEEP CLASSES OPEN BECAUSE OF THE WAY IT DESIGNATED. 
          SO MALTON ALSO, AS YOU SAID, CATERED TO THE NEIGHBORHOOD STUDENTS AND TO THE SIBLINGS. 
          SO IT REALLY IS A SPECIAL ED CENTER IN A VERY DIFFERENT WAY THAN THE OTHER SPECIAL ED CENTERS. 
          I HAD SOMETHING ELSE TO SAY AND I CAN'T THINK OF IT RIGHT NOW, BUT IT WAS, OH, ONE OTHER THING I WANNA GIVE A SHOUT OUT TO THE EARLY SPECIAL ED, UM, TEACHERS WHO USE AS ONE OF THE SCHOOLS, AND THEY HAD THE PRESCHOOL PROGRAM AT THE CAMPUS TO ZERO TO THREE WITH THE PARENTS COMING, DOING A BIMODAL APPROACH TO ELIMINATE THE LANGUAGE DEPRIVATION OP OPPORTUNITY THAT HAPPEN TOO OFTEN FOR OUR DEAF STUDENTS. 
          SO THANK YOU FOR GIVING THEM THAT SPACE AND THANK YOU FOR THE DISTRICT FOR CREATING A, A BIMODAL APPROACH FOR OUR KIDS. 
          AMY, THANK YOU, AMY. 
          BUT YOU DID BRING UP ABOUT SOMETHING THAT WE MIGHT HAVE TO BRING UP TO THE STATE, RIGHT? AND I'D LIKE TO HEAR MORE ABOUT THAT, UH, THROUGH OUR OWN GOVERNMENTAL RELATIONS AND DIVISION OF SPECIAL ED, ABOUT WHAT WOULD BE THE PROS AND CONS OF SOMETHING LIKE THAT. 
          SO THANK YOU FOR UPLIFTING THAT. 
          [00:35:01]
ALL RIGHT. 
          THIS IS THE STACK THAT I HAVE. 
          I HAVE MARSHA, THEN MARIA, THEN KENYA AND CHRISTINA. 
          OKAY, LET'S GO. 
          SO IF A COMMUNITY MEMBER WAS INTERESTED IN ENROLLING IN THE A SL CLASSES AT MARTON, HOW DO THEY GO ABOUT DOING THAT? MM-HMM . 
          THAT IS A VERY GOOD QUESTION THAT PEOPLE ARE ASKING ME. 
          SO RIGHT NOW, OUR CLASSES ARE JUST OPEN. 
          SO WE HAVE, WE OFFER CLASSES MONDAY AND TUESDAY FROM 10:00 AM THROUGH 11:00 AM FOR PARENTS AND COMMUNITY. 
          AND WE HAVE HAD, UM, COMMUNITY MEMBERS WHO LIVE IN THE AREA COME AND THEY GO, THEY SIGN IN AND THEN THEY COME TO THE PARENT CENTER AND THEN THEY HAVE THEIR CLASSES AND THEN THEY LEAVE. 
          UM, SO THERE'S NO REAL FORMAL LIKE APPLICATION BECAUSE WE WERE JUST OPENING UP, YOU KNOW, JUST TO HAVE CLASSES SO THAT WE CAN INCREASE THE, THE, THE ACCESS FOR OUR FAMILIES. 
          SO IF JUST CONTACT THE SCHOOL, UM, CONTACT, ASK THEM TO FIND ME. 
          AND USUALLY MOST OF THE TIME I SAY YES, BUT IF IT BECOMES TOO ARDUOUS, THEN WE MAY HAVE TO PUT A FORMAL, UM, PROCESS IN PLACE. 
          BUT RIGHT NOW IT'S JUST WHOEVER IS WILLING. 
          THANK YOU. 
          ALL RIGHT. 
          I THINK NEXT IS MARIA AND THEN KENYA. 
          BUENO. 
          PARDON? YES. 
          WELL, HERE YOU SPOKE ABOUT THE, UM, UM, THE HIRING OF STUDENTS. 
          SO MY QUESTION IS, WHERE CAN AN EMPLOYER OBTAIN INFORMATION ABOUT THE TRANSITIONAL, UH, PROFESSIONAL, UH, SERVICES SO THAT A STUDENT OF SPECIAL EDUCATION CAN OBTAIN THIS, UH, JOB OR EMPLOYMENT? . 
          OKAY. 
          . 
          OKAY. 
          WHERE CAN AN EMPLOYER OBTAIN INFORMATION ABOUT THE TRANSITIONAL PROGRAMS OR THE PROFESSIONAL, UM, PROGRAMS FOR STUDENTS OF SPECIAL EDUCATION SO THEY CAN OBTAIN THIS JOB MORE ABOUT THE CTC PROGRAMS IN ORDER TO RECRUIT SOME OF THE, THE STUDENTS FROM THERE? SO ONE OF THE THINGS THAT WE DO IS WE CONNECT WITH OUR CHAMBER, LOCAL CHAMBER OR COMMERCE. 
          WE PRESENT AND MEET WITH LOCAL BUSINESSES. 
          UH, WE DO A LOT OF COLD CALLING. 
          UH, BUT IF THERE IS IN A COMMUNITY, AN EMPLOYER THAT IS INTERESTED, UM, ONE OF THE THINGS THAT I ALWAYS ARTICULATE TO LOCAL BUSINESSES IS THE FEDERAL GOVERNMENT ACTUALLY OFFERS TAX INCENTIVES FOR BUSINESSES TO HIRE OUR POPULATION. 
          AND WE CAN TEACH THEM HOW TO FILL OUT THOSE TAX INCENTIVE FORMS. UH, AND THEY CAN ACTUALLY FUND 40% OF THE SALARY, UH, FOR OUR STUDENTS ENTERING INTO THOSE JOBS. 
          SO FOR THE BUSINESS, THEY GET A DEDICATED WORKER THAT LOVES TO DO THE WORK, AND THEN THEY ALSO GET TAX INCENTIVES. 
          SO THE FEDERAL GOVERNMENT WOULD MUCH RATHER PROVIDE A LOCAL BUSINESS GIVING PURPOSE TO AN INDIVIDUAL WITH DISABILITY TO HAVE A JOB GO OUT INTO THE COMMUNITY, BE PART OF THE COMMUNITY INSTEAD OF FUNDING IN IN OTHER WAYS. 
          SO WE MEET WITH OUR LOCAL CHAMBER OF COMMERCE, WE WORK WITH THEM, AND FOR THE, UH, A LOT OF US WILL GO DOOR TO DOOR AND INTO OUR COMMUNITIES AND DO COLD CALLS. 
          RIGHT. 
          UM, I THINK IT WAS, UH, KENYA. 
          SO I UNDERSTAND THAT L-E-U-S-D-C-T-C AND TRANSITION CENTERS OFFER THOSE VOCATIONAL STRANDS LIKE CULINARY ARTS AND PRODUCT DESIGN AND AUTO DETAILING. 
          ARE THERE WAYS IN WHICH DISTRICT PERSONNEL OR, UM, ANYONE WHO WANTS TO FIND THIS INFORMATION CAN BE PERMITTED TO ENGAGE IN PRODUCTS CREATED OR SERVICES PROVIDED BY THE STUDENTS? UM, 'CAUSE I WOULD LOVE TO CONTRIBUTE TO THAT, AND I WOULD LOVE TO PARTICIPATE WITH, UM, THE ADULT EDUCATION PROGRAM. 
          AS A MATTER OF FACT, THERE IS . 
          SO, UH, FOR THOSE OF YOU THAT WORK AT, UH, BERY, YOU MAY HAVE SEEN, UM, THE SALES THAT WE DO A COUPLE TIMES A YEAR. 
          I THINK WE DID THREE OR FOUR LAST YEAR, ACTUALLY. 
          BUT, SO WE HAVE, UH, TWO HOW MANY THREE THIS YEAR THAT ARE PLANNED, I BELIEVE. 
          YES, YES. 
          UH, SO WE HAVE THOSE IN THE CAFETERIA AT THE, IN THE BASEMENT AREA. 
          UH, THOSE WILL BE, UH, I THINK THEY'RE PROMOTED PRETTY WELL. 
          YOU CAN, YOU KNOW, YOU CAN TELL ME. 
          BUT, UH, THE OTHER WAY IS IF, YOU KNOW, THERE'S A, YOUR, YOUR LOCAL CTC WHETHER, YOU KNOW, CLOSE TO HOME OR CLOSE TO, UH, TO WORK, YOU CAN REACH OUT. 
          AND MOST WE WILL HAVE, UH, WE ALL HAVE WEBSITES. 
          [00:40:01]
UH, WE DON'T HAVE, WE DON'T ALL HAVE ALL OF THE PRODUCTS AVAILABLE ON WEBSITES, BUT IF YOU GIVE US A CALL, UH, WE CAN DEFINITELY TELL YOU WHAT WE HAVE. 
          AND, UM, SOME OF THE SERVICES LIKE THAT WE DIDN'T MENTION THAT HAPPENED THOUGH, ARE LIKE EVEN SHREDDING. 
          AND OF COURSE THE AUTO DETAILING, UM, BUT LOTS OF DIFFERENT PRODUCTS AND EVERYBODY DOESN'T PRODUCE THE SAME THING. 
          SO IT MIGHT EVEN BE BENEFICIAL TO REACH OUT TO, UH, DIFFERENT SITES. 
          WE ARE WORKING ON A CATALOG, BY THE WAY. 
          SO THAT'S, YEAH. 
          SO THAT'S S THE ULTIMATE GOAL TO HAVE EVERYTHING IN ONE CATALOG TO MAKE IT EASIER FOR YOU. 
          BUT I, I DO APPRECIATE THAT. 
          THANK YOU. 
          . 
          I WAS IN, I HAD ALL THESE, I'LL GO AHEAD. 
          UH, DO, ARE YOU GONNA RE ADD TO WHAT HE JUST SAID? COMMENT TO WHAT HE SAID? OKAY, GO AHEAD. 
          THANK YOU FOR SHARING THAT. 
          YEAH, WE REALLY TRY TO PROMOTE THE WORK OF OUR CTC AND OUR STUDENTS. 
          THEY MAKE REALLY GREAT THINGS. 
          SO IF YOU HAVE AN OPPORTUNITY TO PURCHASE FROM OUR CTCS OR SPECIAL ED CENTERS, I ENCOURAGE YOU REALLY GREAT GIFTS FOR ANY OCCASION. 
          UM, I'VE PURCHASED A LOT HERE WHEN THEY COME TO, TO THE SCHOOL. 
          UM, SO I REALLY ENCOURAGE YOU TO, TO CLICK ON THEIR WEBSITE AND THAT CATALOG WILL BE COMING OUT SHORTLY SO YOU GUYS CAN SEE WHAT'S AVAILABLE AT ALL OF OUR SCHOOLS. 
          AND THE CATERING AS WELL TOO. 
          I PROMISE. 
          I'M NOT A PAID ADVERTISER, BUT, UH, I HAVE PURCHASED A NUMBER OF PLANTS FROM THE CTCS AND THEY NEVER DIE. 
          THEY DO SO WELL. 
          THANKS GUYS. 
          IT'S ALL THAT LOVE. 
          THEY POUR INTO IT. 
          THAT'S WHAT IT IS. 
          ALRIGHT, CHRISTINA, I FEEL LIKE EVERYBODY ASKED ALL THE QUESTIONS I WANTED TO ASK AND UM, AS YOU KNOW, LIKE KENYA SAID, UM, YOU KNOW, MARCY SAID, AND MARIA SAID, IT'S LIKE I WORK WITH HIGH SCHOOL, SO I KNOW A STUDENT WHO IS IN THE PROGRAM AND IT WOULD BE NICE TO, YOU KNOW, BE ABLE TO AT LEAST GO AND SEE HOW THEY'RE DOING BECAUSE, YOU KNOW, WE KNOW THE CHALLENGES THAT ARISE BECAUSE OF THEIR DISABILITY. 
          BECAUSE I, I, I WILL, AT THE SCHOOL THAT I'M IN, WE HAVE AN IDM CLASS AND TWO OF OUR STUDENTS AT ARE AT WHITNEY. 
          SO IT WOULD BE NICE AS A PARAPROFESSIONAL WHO WORKS WITH THESE STUDENTS, BE ABLE TO SEE, GET A GLIMPSE OF, YOU KNOW, LIFE AFTER HIGH SCHOOL. 
          SO, AND THAT'S WHY MY, MY WORD WAS ECSTATIC BECAUSE IT'S LIKE, YOU KNOW, WE WORK WITH THEM, WE KNOW WHAT THEY'RE CAPABLE. 
          AND TO SEE THEM AFTER HIGH SCHOOL, IT WOULD BE, YOU KNOW, A NICE OPPORTUNITY. 
          SO THAT WAS MORE MY QUESTION, LIKE, HOW CAN YOU KNOW US IN US, UM, EMPLOYEES GET INVOLVED, YOU KNOW, BECAUSE WE WOULD BE INTERESTED, YOU KNOW, 'CAUSE IT'S, IT'S, LIKE I SAID, IT'S A, A NICE OPPORTUNITY TO BE ABLE TO SEE THE LIFE AFTER HIGH SCHOOL. 
          SO THAT, THAT WAS PRETTY  MUCH MY QUESTION, WHAT EVERYBODY ASKED , WE INVITE YOU TO COME TO OUR TOURS. 
          SO WE HAVE TOURS FOR ALL OF OUR FEEDER SCHOOLS. 
          UM, ONE OF OUR BIG, UH, RECRUITMENT IS WE WANT OUR STUDENTS TO END UP AT OUR CTCS. 
          AND SO, UM, IF YOU ARE A TEACHER OR A PARAPROFESSIONAL, WE OFFER TOURS THROUGHOUT FALL AND SPRING. 
          AND WE LOVE THE WHOLE CLASSROOM TO COME. 
          WE WANT PARENTS TO COME, WE WANT THEM TO START COMING AT NINTH GRADE BECAUSE WE REALLY WANT THEM TO START ENVISIONING THE TRANSITION TO CTC. 
          AND SOMETIMES IT TAKES A FEW YEARS, UH, FOR THE PARENTS AND THE STUDENTS TO FEEL COMFORTABLE BECAUSE IT'S BIG TRANSITION. 
          THEY LOVE IT ONCE THEY GET THERE. 
          UM, BUT SOMETIMES IT TAKES SOME TIME. 
          SO PLEASE COME OUR, UH, STUDENTS ARE SO EXCITED TO SEE THEIR OLD TEACHERS, UH, THEIR OLD FRIENDS WHEN OUR TOURS ARE ON OUR CAMPUSES. 
          SO WE INVITE YOU. 
          CAN YOU INTRODUCE YOURSELF? I DIDN'T GET NEITHER OF YOUR NAMES OR, YES, SORRY. 
          MY NAME'S MANELA HERNANDEZ AND I'M THE PROUD PRINCIPAL OF PEREZ IN THE EAST. 
          OKAY, THANK YOU. 
          AND I'M JENNIFER HUBBARD, PROUD PRINCIPAL LEACHMAN, CTC IN THE NORTH. 
          WONDERFUL. 
          THANK YOU. 
          ANY OTHER QUESTIONS? AND BOARD MEMBER REGOS, BEFORE WE GO ON OTHER QUESTIONS, SINCE WE JUST HAVE THEM INTRODUCE THEMSELVES, I DO WANNA POINT OUT THAT WHILE WE HAVE THESE FIVE AMAZING PRESENTERS THIS AFTERNOON, THE REST OF OUR CTC AND SPECIAL EDUCATION CENTERS ARE HERE IN THE AUDIENCE TO BE ABLE TO SUPPORT WITH QUESTIONS AS WELL. 
          WELL, CAN THEY STAND UP? AND THEY COULD ALSO JUST, I DO WANT YOU TO INTRODUCE YOURSELF, PLEASE. 
          I APOLOGIES. 
          PLEASE COME AND, AND, AND INTRODUCE YOURSELF. 
          THANK YOU. 
          UH, GOOD AFTERNOON. 
          MY NAME IS ANUSH BOGEN AND I AM THE PROUD PRINCIPAL OF LOWMAN SPECIAL ED CENTER AND CTC. 
          ALL RIGHT. 
          HELLO EVERYONE. 
          HAPPY WELLNESS WEDNESDAY. 
          MY NAME IS NATALIE SMITH AND I AM THE PROUD PRINCIPAL OF S SPECIAL ED CENTER. 
          AND GOOD AFTERNOON. 
          MY NAME IS KARA GFIN, PROUD PRINCIPAL OF LOW KRANTZ SPECIAL EDUCATION CENTER. 
          GO ZEBRAS. 
          GO ZEBRAS, . 
          HELLO, UH, MY NAME'S TIM SWEENEY. 
          I AM THE PROUD PRINCIPAL OF MILLER, CTC, UH, OUR FIRST CTC. 
          [00:45:01]
UH, AND IF I COULD JUST FOR ONE SECOND, MY WORD TODAY IS GRATEFUL. 
          UH, I'M GRATEFUL TO L-A-U-S-D FOR STARTING THE CTCS ABOUT 25 YEARS AGO. 
          NONE OF THIS EXISTED. 
          SO EVERYTHING YOU SEE TODAY IS, YOU KNOW, IN EDUCATION TERMS, BRAND NEW, UH, AND WE'RE THRIVING, UM, ALLOWING US TO CREATE THESE NOVEL PROGRAMS ALLOWS US TO BUILD. 
          AND ALL THE THINGS YOU'VE SEEN ALREADY ARE INCREDIBLE. 
          UH, AND WE ALL CAN TAKE SOMETHING FROM ANOTHER CTC, WE HAVE THE FREEDOM TO BUILD IT. 
          AND THIS SCHOOL DISTRICT HAS BEEN SO WONDERFUL IN SUPPORTING THOSE PROGRAMS OVER THE LAST 25 YEARS THAT NO OTHER DISTRICT ANYWHERE CAN OFFER ANYTHING LIKE THIS. 
          SO THANK YOU. 
          OH, WOW. 
          WONDERFUL. 
          ALL RIGHT. 
          WE HAVE A FEW MORE SPEAKERS. 
          UH, YEAH, DR. RIVAS. 
          AND THEN MS. ROGERS. 
          JUST REALLY QUICK, UM, JUST WANT TO ALSO REITERATE THE WONDERFUL WORK OF OUR CTCS. 
          UM, I, MY REGIONAL OFFICE IS AT PEIS, SO, SO, UM, I'VE SEEN FIRSTHAND ALL THE WONDERFUL, UM, WORK. 
          EVERYONE, THE WHOLE COMMUNITY INSIDE A PERES IS SO LOVING AND SO SUPPORTIVE. 
          UM, SO I HAVE A LOT OF EARRINGS. 
          I HAVE A LOT OF T-SHIRTS I HAVE, SO I HAVE A LOT OF THE WONDERFUL WORK THAT, UM, OTHER STUDENTS AT THE CTC CENTERS MAKE. 
          THEY ALSO HAVE A COFFEE SHOP, SO AT . 
          SO I GAVE MY COFFEE WHEN I'M THERE, AND, UM, EARRINGS AND PLANTS, ALL JUST WONDERFUL THINGS. 
          AND I HAD AN OPPORTUNITY TO ALSO TOUR WITH OUR WORK-BASED LEARNING PROGRAM AT PEREZ. 
          AND I WAS ABLE TO VISIT AND JUST SEE FIRSTHAND THE, THE, THE CHANGE. 
          AND, AND THEN SPEAKING ALSO TO THE STAFF THAT THEY SEE THE CHANGE IN THE STUDENTS WHEN THEY, UM, GET ON THE BUS FOR THE FIRST TIME, RIGHT? INDEPENDENTLY, UM, OR, YOU KNOW, AT, THEY'RE AT THEIR JOB. 
          UM, AND YOU SEE SUCH, UM, YOU SEE THE LIGHT, YOU SEE WONDERFUL, THEIR PERSONHOOD JUST FEELING SO ACCOMPLISHED. 
          AND SO, YES, SO VERY GRATEFUL FOR THE DISTRICT AS WELL TO HAVE THESE PROGRAMS AND ALL OF YOU WHO DO REALLY LIFE CHANGING WORK AND GIVING, UM, INDEPENDENCE AND A FUTURE AND SO MUCH MORE FOR, FOR, FOR OUR STUDENTS, UM, AT THE CTC CENTERS. 
          UM, SO JUST REALLY QUICK, I KNOW THAT YOU MENTIONED THE VOCATIONAL STRANDS, BUT THESE ARE JUST SOME, RIGHT? THERE'S SOME THAT ARE NOT HERE. 
          I KNOW THERE'S, UH, INFANT CARE, RIGHT? BECAUSE I KNOW WE HAVE SOME OF OUR STUDENTS WHO ARE WORKING IN THE INFANT CARE CENTER, RIGHT? SO THERE'S ANY OTHER AREAS THAT YOU WOULD LIKE TO ADD ON THE VOCATIONAL STRANDS THAT'S PROBABLY NOT THERE THAT YOU WOULD LIKE TO ADD? DID WE HAVE A SECOND HALF? OH, YOU HAVE A SECOND HALF. 
          OKAY. 
          OH, OKAY. 
          BECAUSE WE DO HAVE SOME UNIQUE YEAH, NO, I'LL, I'LL WAIT TILL THE SECOND HALF 'CAUSE I HAVE MORE QUESTIONS, SO I DON'T WANNA, I DO HAVE, OKAY. 
          I DO HAVE TWO MORE, UM, COMMITTEE MEMBERS WHO HAVE SOME QUESTIONS, BUT WE DO HAVE THE SECOND ROUND OF QUESTIONS. 
          UM, SO I'LL CALL ON. 
          OKAY. 
          YOU CAN WAIT. 
          ALL RIGHT. 
          AND, UH, TAMELA, CAN YOU WAIT, YOU WANNA GO? I CAN WAIT. 
          OKAY, GREAT. 
          AND HERE'S MINE FOR YOU TO KEEP IN YOUR MIND FOR THE END. 
          WHAT MORE CAN WE DO? I KNOW WE'RE DOING GREAT AND WE'RE GRATEFUL, BUT WHAT MORE CAN WE DO? THIS IS YOUR CHANCE, SO PLEASE, THAT'S NOT ONLY TO THE STAFF, BUT TO PARENTS AND STUDENTS WHO ARE HERE. 
          THANKS. 
          LET'S, WE'RE GONNA ANSWER THAT ONE. 
          OH, GOOD. 
          OKAY. 
          LET'S, LET'S GO ON. 
          THANK YOU. 
          ALL RIGHT. 
          SO, UH, WE WANNA CONTINUE OUR PATHWAY WITH OUR STUDENTS. 
          SO WE TALKED ABOUT OUR VOCATIONAL STRANDS. 
          UM, THAT IS THE CLASSROOM INSTRUCTION. 
          AND NOW WE'RE GONNA SHIFT INTO WORK-BASED LEARNING. 
          SO AS STUDENTS ARE ON THEIR PATHWAY TO EMPLOYMENT, UH, STUDENTS GET AN OPPORTUNITY TO HAVE ONSITE WORK EXPERIENCE, UH, THAT IS VERY STRUCTURED, THAT IS VERY SAFE. 
          UM, THIS MIGHT BE THE FIRST TIME THAT OUR STUDENTS ARE LEARNING OR EXPERIENCING WORKPLACE EXPECTATIONS. 
          UH, WAS MENTIONED ONE OF OUR CAFES, RIGHT? WE ALL HAVE CAFES, SO THAT IS ONE OF OUR WORK READINESS PROGRAMS. WE ALSO HAVE STUDENT STORES. 
          AND SO OUR STUDENTS ARE IN THERE. 
          THEY'RE LEARNING HOW TO HAVE CUSTOMER SERVICE SKILLS, HOW TO WORK AS A TEAM, HOW TO SHOW UP TO YOUR ASSIGNED WORK TIME, RIGHT? BE ON TIME. 
          SO THEY'RE GETTING SOME OF THOSE WORK SOFT SKILLS THAT WE TALKED ABOUT. 
          UM, AT OUR CAMPUSES, IT'S DIFFERENT. 
          IT IS STILL PART OF THEIR INSTRUCTIONAL DAY, BUT IT FEELS AND LOOKS DIFFERENT BECAUSE IT'S VERY INDEPENDENT. 
          IT'S VERY INDIVIDUAL BASED ON THE STUDENT. 
          SO WE HAVE SOME PICTURES, UH, SOME, SO HERE'S SOME STUDENTS IN, UH, THE RETAIL, OUR 
          [00:50:01]
CULINARY ARTS, UH, STUDENTS, AGAIN, THAT ARE DOING RETAIL WILL GO TO COSTCO, DO TRAVELING TO BUY ALL THE MERCHANDISE. 
          SO THEY HAVE THEIR INVENTORY LIST, THEY'RE LEARNING HOW TO MANAGE MONEY. 
          UM, AND THEN A FEW OTHER PICTURES. 
          AGAIN, AS WE CONTINUE, UH, WE REALLY WANT STUDENTS THAT SHOW WORK READINESS TO BE ABLE TO GO OFFSITE. 
          UH, WE WANT THEM TO BE AS INDEPENDENT AS POSSIBLE. 
          AND SO WHILE THEY'RE BUILDING THIS INDEPENDENCE, THEIR CONFIDENCE AND THEIR REAL WORK HISTORIES, RIGHT? AS GAVIN MENTIONED, WE WANT THEM TO HAVE A RESUME, UH, WHEN THEY'RE LEAVING US, SO THAT THE IDEAL IS THAT THEY'RE GONNA GET EMPLOYED. 
          UM, SO OUR STUDENTS HAVE PARTNERSHIPS WITHIN OUR LOCAL L-A-U-S-D SCHOOLS. 
          UH, WE HAVE SOME PICTURES. 
          SO THEY'RE THERE. 
          THEY'RE WORKING IN CLASSROOMS, THEY'RE WORKING IN MAIN OFFICES, THEY'RE WORKING IN PARENT CENTERS. 
          THEY HELP IN BUILDING AND GROUNDS. 
          THEY DO A LOT. 
          UH, WE ALSO HAVE, UH, LOCAL, UH, BUSINESS PARTNERS WHERE OUR STUDENTS CAN ALSO GO AND GET SOME OF THIS WORK READINESS OFFSITE. 
          AGAIN, REALLY TRYING TO GIVE THEM THAT AUTHENTIC WORK EXPERIENCE. 
          UH, WE TALKED ABOUT COMMUNITY BASED INSTRUCTION. 
          SO LEARNING TO TRAVEL INDEPENDENTLY TO A WORK SITE, NAVIGATING THE METRO, PERHAPS WALKING. 
          IT REALLY JUST DEPENDS ON THE STUDENT, UM, WHERE THEY MAY GO. 
          UH, THEY ALSO ARE LEARNING TO COMMUNICATE WITH A SUPERVISOR. 
          I THINK ALL OF US, THAT'S A SKILL, YOU KNOW, TAKING FEEDBACK, CONSTRUCTIVE FEEDBACK, YOU KNOW, IN TAKING IT, YOU KNOW, TRYING TO DO BETTER. 
          UM, AND THEN AGAIN, WORKING AS A TEAM. 
          THAT IS A SKILL THAT WE'RE REALLY TRYING TO, TO TEACH OUR STUDENTS. 
          SO WE HAVE PICTURES AGAIN, OF OUR STUDENTS OUT IN THE FIELD. 
          UM, WE HAVE WONDERFUL L-A-U-S-D SCHOOLS THAT ARE WILLING, LOVE TO HAVE OUR STUDENTS. 
          THEY CALL ALL OF US ASKING US, WHEN ARE OUR STUDENTS GOING BACK? THEY'RE VERY EXCITED TO HAVE US. 
          AND THEN WE ALL INDIVIDUALLY BUILD, UH, COMMUNITY PARTNERS SO WE CAN EXPAND THE OPPORTUNITIES THAT OUR STUDENTS ARE ABLE TO HAVE. 
          SO THEY'RE AT WALGREENS, UH, THEY'RE AT LOCAL, OTHER BUSINESSES, A PARTY STORE, CEMETERY. 
          THERE'S ANYTHING WE CAN, UH, DO TO GET OUR STUDENTS EXPERIENCE. 
          I GET TO TALK TO YOU ABOUT OUR TWO PROGRAMS THAT ARE MOST INDEPENDENT. 
          SO, UM, CATS PROGRAM, AND I ALWAYS GET ASKED, WHAT DOES CATS MEAN? IS A CAT YOUR MASCOT? NO, , IT'S CENTER. 
          IT'S CALLED CENTER FOR ADVANCED TRANSITION SKILLS CATS FOR SHORT. 
          AND IT'S A UNIQUE PARTNERSHIP BETWEEN LUSD AND THE LOS ANGELES COMMUNITY COLLEGE DISTRICT. 
          SO WE ARE AT SELECT COLLEGES AROUND LOS ANGELES COUNTY, AND, UM, WE PROVIDE INSTRUCTIONAL SUPPORT, INDEPENDENT TRAVEL, UM, TO FROM HOME TO THE CAMPUS AND THROUGHOUT THE COMMUNITY TO GO TO WORK AND THEN TO HOME. 
          AND WE PROVIDE, UH, CAREER GUIDANCE, WORK-BASED LEARNING AND JOB OPPORTUNITIES TO PREPARE OUR INTERNS WITH SPECIALTIES FOR THE ADULT WORLD. 
          OUR CTC TEACHERS ARE EXPERTS IN PARTNERING WITH THE COMMUNITY COLLEGE STAFF IN COLLABORATING WITH FAMILIES, SCHOOL PERSONNEL, EMPLOYERS AND OUTSIDE AGENCIES, UM, TO MAKE SURE THAT OUR INTERNS ARE ABLE TO MAKE DECISIONS AND SET GOALS AND TRANSITION APPROPRIATELY TO LIFE AFTER HIGH SCHOOL. 
          OUR PARTICIPATING INTERNS, UM, IN RURAL, IN COLLEGE CLASSES AS WELL. 
          AND THEY ARE SUPPORTED IF NEEDED. 
          UM, MOST OF OUR STUDENTS ARE USING IT AS AN EXPERIENCE TO, UM, BE ON THE COLLEGE CAMPUS WITH THEIR PEERS AND BE IMMERSED IN THAT LIFE. 
          AND ALSO, SOME ARE GETTING CERTIFICATES TO WORK IN INDUSTRIES SUCH AS CHILDCARE AND SO ON. 
          SOME OF THEM ARE ABLE TO DO IT AND, AND, UM, COME HOME WITH THAT CERTIFICATE AND BE VERY PROUD. 
          UM, THEY ARE ASSISTED, THEY HAVE MENTORS, UM, WHERE THEY'RE TO SUPPORT THEM. 
          AND, UM, THEY ALSO GO OUT INTO COMMUNITY AND WORK. 
          AND THEY'RE PART OF WBL, I FORGET THAT I HAVE TO DO THIS . 
          UM, WE ALSO HAVE PROJECT SEARCH, AND I'M GONNA INVITE MY STUDENT, LOUISE. 
          ALRIGHT, LOUISE, YOU COME UP WITH LOUIS. 
          ALL RIGHT. 
          ALL RIGHT. 
          YES. 
          OKAY. 
          HOLD ON ONE SEC. 
          ALRIGHT. 
          SO LOUIS IS A STUDENT AT PROJECT SEARCH WIND HILLS KAISER. 
          SO A PROJECT SEARCH IS A PROGRAM OF TOTAL WORKPLACE EMERGENT WITH THE GOAL OF COMPETITIVE EMPLOYMENT FOR EVERY 
          [00:55:01]
GRADUATE. 
          AND IT'S DESIGNED FOR INDIVIDUALS WHO HAVE A STRONG DESIRE AND ABILITY TO WORK AND PERFORM SKILLS. 
          IS THAT TRUE? YES. 
          OKAY. 
          UM, , TODAY'S COMPETITIVE, UM, MARKET IS VERY, VERY HARD. 
          IT'S DIVERSE, IT'S MULTIFACETED, IT'S VERY COMPLEX. 
          UM, BUT WE'RE PREPARING OUR STUDENTS TO BE ABLE TO GET JOBS WITH NO PROBLEM. 
          UM, AT THE CONCLUSION OF THE PROGRAM, GRADUATES HAVE THE ABILITY TO MAINTAIN EMPLOYMENT, THEY HAVE ACCESS TO SUPPORTS, AND THEN THEY'LL HAVE ACCESS TO SUPPORTS FOR LIFE. 
          AT THE CURRICULUM MODEL IS, UM, USED IN 785 SITES ACROSS NINE COUNTRIES, AND IT'S SUCCESSFUL IN SUPPORTING INDIVIDUALS WITH GAINING COMPETITIVE EMPLOYMENT. 
          AND MOST OF OUR STUDENTS ARE AVERAGING 30 HOURS A WEEK. 
          OKAY. 
          AND FOR LAUD, OUR PARTNERSHIP, UM, INCLUDES REGIONAL CENTER, AND THEN WE'RE AT THE KAISERS AND CHILDREN'S HOSPITAL LA AND THEY ARE EXPOSED TO ABOUT 20 HOSPITAL DEPARTMENTS, AND THEY ROTATE THROUGHOUT THE YEAR. 
          AND IT'S THE LAST YEAR WITH L-A-U-S-D, SO A ONE YEAR PROGRAM. 
          SO LOUIS' HERE WOULD LIKE TO SHARE, UM, HIS EXPERIENCE IN PROJECT SEARCH. 
          DO I TAKE MY SPEECH? YOU SAY YOUR SPEECH. 
          HELLO, MY NAME IS LUO. 
          AT LEMAN, I HAVE LEARNED SO MANY IMPORTANT THINGS, LIKE SHOWING UP FOR YOUR TEAM, BEING ON TIME, AND DO WHATEVER IT TAKES TO GET THE JOB DONE. 
          RIGHT. 
          WHEN I LEMAN, I GOT TO WORK AT GROCERY OUTLETS, MARTIN PINO AND DEARBORN ELEMENTARY. 
          NOW I AM A PROJECT CHURCH INTERN AT KAISER PERMANENTE WILLIE HILLS. 
          I WORK IN THE PHARMACY AND IN THE PATHOLOGY DEPARTMENT. 
          MY DREAM ONE DAY TO WORK AT , THANKS TO RICHMOND FOR EVERYTHING. 
          AS HE MENTIONED. 
          UM, HE'S WORKING IN THE PHARMACY. 
          UM, THERE'S ALSO LABORATORY STERILE PROCESSING, FOOD AND NUTRITION SERVICES, ONCOLOGY, UM, SUPPLY CHAIN, INTERNAL MEDICINE, AND THAT'S JUST TO NAME A FEW. 
          SO IT'S PRETTY COMPLEX, AND THEY'RE DOING SO GREAT. 
          THEY LEARN A LOT. 
          AND HERE ARE SOME PICTURES FROM THE STUDENTS WORKING . 
          IT'S THIS DANCE OF PRESENTING. 
          OKAY. 
          OKAY. 
          SO, UH, AFTER WE GIVE OUR STUDENTS SOME OF THESE WORK EXPERIENCES, SOMETHING THAT WE'VE NOTICED THAT THEY STRUGGLE WITH IS INTERVIEWING. 
          AND LET'S BE REAL. 
          WE ALL STRUGGLE WITH INTERVIEWING. 
          IT'S VERY DIFFICULT. 
          SO, UH, WE DO, WE DO HOST, UH, MOCK INTERVIEWS. 
          UM, WE DID HOST ONE RECENTLY WHERE WE HAD A HUNDRED STUDENTS, UH, COME AND PRACTICE THEIR INTERVIEW SKILLS. 
          WE INVITED, UH, DIFFERENT, DIFFERENT DISTRICT PERSONNEL, UH, TO COME AND JOIN US BECAUSE WE REALLY WANTED THEM TO HAVE THE OPPORTUNITY TO BE INTERVIEWED BY SOMEONE THEY DIDN'T KNOW. 
          IT'S VERY DIFFERENT WHEN OUR SCHOOL STAFF IS INTERVIEWING THEM VERSUS AN UNFAMILIAR FACE. 
          SO WE, UH, HAD THIS MOCK INTERVIEW. 
          OUR STUDENTS CAME PREPARED, THEY WERE PROFESSIONAL, THEY HAD THEIR QUESTIONS TO ASK THE INTERVIEWER. 
          UM, AND THEN MOST IMPORTANTLY, THEY GOT FEEDBACK AFTER THEIR INTERVIEW, UH, TO HOPEFULLY TAKE WITH THEM BECAUSE WE DO TAKE OUR STUDENTS TO JOB FAIRS. 
          AND SO WE'RE REALLY WORKING ON THIS SO THAT WE CAN HOPEFULLY LINE THEM UP EMPLOYMENT BEFORE THEY LEAVE US. 
          THAT IS OUR BIG GOAL. 
          SO DR. RIVAS WAS ONE OF OUR, UH, INTERVIEWERS, UM, AND I THINK IT WAS A HUGE SUCCESS. 
          WE ARE GONNA HAVE ANOTHER ONE IN SPRING. 
          I THINK WE'RE ALL, WE'LL HAVE A MOCK INTERVIEW, SO WE WOULD ENJOY EN ENJOY HAVING ANY OF YOU, UH, AT OUR NEXT, UH, MOCK INTERVIEW. 
          AWESOME. 
          OKAY. 
          SO PARTNERSHIPS FOR US ARE VERY IMPORTANT. 
          UM, THE COMMUNITY PARTNERSHIPS, UH, PLAY AN IMPORTANT ROLE IN SUPPORTING OUR SCHOOL COMMUNITIES. 
          THEY'RE CRUCIAL FOR PROVIDING ACCESS TO THE COMMUNITY, RESOURCES, SOCIAL INTERACTIONS, SKILLS DEVELOPMENT, ADVOCACY, SUPPORT, EMPLOYMENT, AND SO ON. 
          UM, SOME OF OUR PARTNERSHIPS ARE UNIQUE AND, UM, A FEW OF 'EM ARE PRESENTED HERE. 
          WE HAVE A PARTNERSHIP AT UCLA, UM, LEACH MAN'S DATA ARCHIVING AND PRESERVING HISTORICAL INFORMATION. 
          IT'S ABOUT 40 YEARS. 
          THEY'RE TRUSTING US WITH OF LOCAL TV NEWS FOOTAGE AND ACADEMIC WHITE PAPERS AND BOOKS. 
          UM, WE HAVE NEW HORIZONS. 
          IT'S A TRAVEL 
          [01:00:01]
TRAINING PROGRAM THAT THEY ARE PARTNERING WITH US AND HELPING TO TRAVEL, TRAIN OUR STUDENTS. 
          UM, WE HAVE ONE GENERATION WHERE, UM, INTERNS ARE PREPARING MEALS, UH, AND DELIVERING THEM TO HOME BOUND SENIORS. 
          SO OUR INTERNS ARE LEARNING HOW TO GIVE BACK AS WELL AND MAKE THOSE CONNECTIONS, UM, MEANINGFUL CONNECTIONS IN THE COMMUNITIES. 
          UM, SO THEY'RE USED TO US HELPING THEM, SO WE WANNA TEACH THEM THAT YOU CAN HELP OTHERS TOO. 
          UM, WE HAVE ALTA SEA. 
          IT'S A NONPROFIT ORGANIZATION THAT FOCUSES ON DEVELOPING BLUE TECHNOLOGY BUSINESSES. 
          AND THE PORT OF LOS ANGELES AND SAN PEDRO EDUCATION FOUNDATION IS A NONPROFIT ORGANIZATION DEDICATED TO THE ENHANCEMENT AND ADVOCACY OF PUBLIC SCHOOLS IN SAN PEDRO. 
          AND WE ALSO HAVE ITS, WHICH IS PART OF L-A-U-S-D GIVING BACK. 
          AND, UM, THAT IS A PEREZ. 
          UH, AND MILLER CTC IS PROUD TO, UM, ANNOUNCE THAT THEY'RE COLLABORATING WITH, UH, LOS ANGELES MISSION COLLEGE. 
          AND IT OFFERS COURSES AND CULINARY ARTS. 
          AND THESE CLASSES HAVE HELP THE STUDENTS AND INTERNS LEARN SANITATION PRINCIPLES AS THEY APPLY FOR JOBS THAT REQUIRE THE SERVE SAFE CERTIFICATE IN ORDER TO HANDLE FOOD. 
          UM, PART OF THE DAY IS, UH, UH, AN INSTRUCTOR MEETS FROM LA, UM, MISSION COLLEGE TO INSTRUCT THE INTERNS, AND THEN OUR STAFF WILL TAKE OVER FROM THERE. 
          AT THE END OF THE YEAR, UH, THE INTERNS WILL TAKE THE FOOD HANDLERS TEST AND OBTAIN THE CARD, AND THEY CAN TAKE WITH THEM FOR WHEN THEY'RE APPLYING TO JOBS. 
          OKAY. 
          SO, UH, JUST TO MENTION THE, UH, PARTNERSHIP THAT WE HAVE WITH OUR LA UNIFIED, UH, ITS DEPARTMENT. 
          SO THIS, UH, NEW STRAND OR NEW VOCATIONAL STRAND, UH, STARTED IN AUGUST. 
          UM, AND THE ITS DEPARTMENT PARTNERED WITH PEREZ TO TEACH OUR STUDENTS ENTRY LEVEL SKILLS IN REPAIRING CHROMEBOOK DEVICES. 
          SO OUR STUDENTS ARE DISASSEMBLING THEM, THEY'RE TROUBLESHOOTING, THEY'RE IDENTIFYING THE COMPONENTS, AND THEY'RE PUTTING IT BACK TOGETHER TO GET, TO GET THE CHROMEBOOKS BACK INTO STUDENT HANDS. 
          SO THIS IS SO AWESOME. 
          IT'S VERY NEW, JUST STARTED IN AUGUST. 
          BUT AS YOU CAN SEE, UM, OUR STUDENTS ARE ON PHASE TWO. 
          SO THEY ARE ABLE TO, UH, TAKE APART THE BACK TODAY. 
          THEY LEARNED HOW TO DO THE SCREENS. 
          UM, SO WE'RE VERY EXCITED, UH, TO HAVE THIS PARTNERSHIP TO AGAIN, TEACH THEM ANOTHER INDUSTRY STANDARD SKILL, UM, AND JUST CONTINUE TO BUILD OUR VOCATIONAL STRANDS. 
          SO, THANK YOU. 
          SO IN ADDITION TO THE WORK THAT WE DO, UH, AT OUR SCHOOLS, WE, WE WORK HARD AND WE PLAY HARD. 
          SO A LOT OF OUR STUDENTS ALSO HAVE THE OPPORTUNITY TO DO REC AND LEISURE TYPE ACTIVITIES, UH, AND EXPLORE, UH, HOBBIES AND THINGS LIKE THAT. 
          UM, WHAT WE'VE LEARNED IS, SINCE WE'VE BEEN DOING THIS FOR OVER 20 YEARS, MANY OF OUR STUDENTS WOULD GET JOBS, THEY'D COME HOME, GET JOBS, COME HOME, AND THAT'S ALL THEY WOULD DO. 
          ALL THEIR COWORKERS WERE HAVING BABY SHOWERS OR PARTIES GOING OUT TO DINNER. 
          AND OUR KIDS WERE NEVER INCLUDED. 
          SO WHAT WE DO IS WE TEACH THESE REC AND LEISURE ACTIVITIES SO THAT THEY CAN MAKE CONNECTIONS WITH THEIR PEERS OUT IN THE COMMUNITIES. 
          SO IT'S NOT JUST FOCUSED IN ON WORK, BUT IT'S FOCUSED ON BALANCE OF LIFE AND PART OF HOW WE COLLECT DATA. 
          SO, UH, EACH YEAR WE FOLLOW UP WITH OUR GRADUATES. 
          WE WILL MAKE PHONE CALLS. 
          THIS PAST YEAR, UH, 75% OF OUR GRADUATES, WE WERE ABLE TO CONNECT WITH, UH, OUT OF ALL OF OUR GRADUATES, 52% OF THE RESPONSES, UH, WE GOT BACK WERE STUDENTS THAT WERE EITHER IN ADDITIONAL EDUCATION PROGRAMS OR THEY WERE IN A, UH, EMPLOYMENT OPPORTUNITY PROGRAM. 
          SO IT COULD BE A DAY PROGRAM WHERE THEY'RE LEARNING JOB SKILLS AND LEADING TO EMPLOYMENT. 
          IT COULD BE THAT THEY'RE INDEPENDENTLY EMPLOYED. 
          IT COULD BE THAT THEY'RE ATTENDING CLASSES AT CITY COLLEGE. 
          SO THE, THE VALIDITY OF OUR PROGRAMS, UM, SPEAK FOR THEMSELVES. 
          WHEN WE LOOK AT NATIONAL AVERAGES, UH, FOR EMPLOYMENTS FOR INDIVIDUALS WITH DISABILITIES, CURRENTLY THEY'RE LOOKING AT 7%. 
          AND L-A-U-S-D IS, IS TRULY LEADING THE WAY, UH, BEYOND WHAT, WHAT NATIONAL AVERAGE CAN DO. 
          SO AT THIS TIME, YOU'VE HEARD FROM US, BUT WE REALLY WANNA GIVE OPPORTUNITY, UH, TO ADDITIONAL FAMILIES, STUDENTS, UH, TO TELL THEIR STORY. 
          SO I WOULD LIKE, UH, FREDERICK NOAH FABAN. 
          AND 
          [01:05:10]
SO WE'LL START OFF WITH FREDERICK HARRIS. 
          UM, HELLO, MY NAME IS FRED CURTIS. 
          I AM A FORMER STUDENT AND AN EMPLOYEE OF WILLENBERG. 
          UM, I GUESS HOW I GOT THE JOB IS KIND OF INTERESTING. 
          SO I ACTUALLY USED TO WORK FOR A HOSPITAL AS A DISHWASHER. 
          UH, UNFORTUNATELY IT DIDN'T WORK OUT AND CAN'T REMEMBER HOW LONG, BUT MAYBE A WEEK OR SO MY MOM TOLD ME THAT I, ME TOGETHER ACTUALLY CONTACTED SAYING THE BUSINESS AT THE SCHOOL THAT I WENT TO AS A CUSTODIAN. 
          AND I THOUGHT THAT, EH, VERY INTERESTING. 
          I WENT TO THE SCHOOL AND THINK IT WOULD BE A GOOD JOB THERE. 
          SO I WENT THERE, DID THE TRAINING AT ANOTHER SCHOOL. 
          DEFINITELY DEPLOYED AT THE SCHOOL. 
          HONESTLY, IT'S A ONLY GREAT EXPERIENCE. 
          UM, KIND OF MESSY BECAUSE, YOU KNOW, CUSTODIANS HAD TO DO WITH TOILETS, ALL THIS STUFF. 
          BUT, UM, STILL FUN THOUGH, MOSTLY OUTSIDE. 
          'CAUSE I'M NATURE PERSON, SO IT COULD BE OUTSIDE FOR THE MOST PART, BUT IT'S VERY, UM, COOL JOB. 
          I'M A COWORKERS, CHAOTIC CUSTODIANS AND MY PLANT MANAGER ARE ALL GREAT PEOPLE. 
          LOTS OF FUN. 
          AND OF COURSE, MARY GAVIN IS MARY, GREAT PRINCIPAL, VICE PRINCIPAL. 
          AND ALSO, UM, FIRSTLY, HE'S NOT HERE, BUT THERE'S ANOTHER STORY THAT WENT TO WILLENBERG. 
          HIS NAME IS FREDDY. 
          UM, FORTUNATELY HE COULD, I GUESS BE IT TODAY, BUT HE ALSO WENT TO BURG. 
          HE'S ALSO THE STUDENT YOU SEE IN THE PICTURE. 
          SO, SO SHOUT OUT TO HIM. 
          UM, I KNOW IF HE'LL WATCH THIS, BUT YEAH, SHOUT OUT TO HIM, . 
          AND, UM, YEAH, THAT'S ABOUT IT. 
          ALRIGHT, THANK YOU. 
          GOOD AFTERNOON, EVERYONE. 
          UM, NO. 
          CAN YOU INTRODUCE YOURSELF? MY MM-HMM . 
          SPEAK LOUDER AND, OKAY. 
          MALO. 
          MALO. 
          YES. 
          OKAY. 
          , I'LL SPEAK FOR HIM. 
          SO HIS NAME IS NOAH UGU AND HE IS A FASHION DESIGNER AND A MODEL. 
          YAY. 
          AND I AM GOING TO TALK ABOUT OUR EXPERIENCE AS, UM, L-A-U-S-D FAMILY. 
          UH, SO MY NAME IS FABAN FOU AND I'M A PROUD MOTHER OF, UH, THIS YOUNG MAN, NOAH UGU, A TALENTED FASHION DESIGNER. 
          HE IS A MODEL AND A TRUE L-A-U-S-D SUCCESS STORY. 
          UH, FROM A YOUNG AGE, NOAH HAS BEEN INSPIRED BY COLORS, ART, AND A STRONG SENSE OF STYLE AS YOU CAN SEE. 
          UM, AND HE BEGUN HIS EDUCATIONAL JOURNEY, UH, WITH L-A-U-S-D AT THE, JUST THE AGE OF THREE YEARS OLD. 
          AND HE RECEIVED TREMENDOUS SERVICES THROUGHOUT HIS ELEMENTARY, MIDDLE, AND HIGH SCHOOL. 
          AND, UM, OBVIOUSLY TRANSITION PROGRAMMING, RIGHT? UM, OUR FAMILY IS DEEPLY GRATEFUL AND, UM, FOR THE SUPPORT THAT WE'VE RECEIVED OVER THE YEARS FOR NOAH. 
          AND I WOULD LIKE TO TAKE A MOMENT TO TALK ABOUT THE TRANSITION PROGRAM AND HOW IMPORTANT IT IS FOR OUR STUDENTS. 
          UM, NOAH HAD THE OPPORTUNITY TO, UH, RECEIVE, UH, MEANINGFUL EDUCATIONAL EXPERIENCE AT, UH, WILLENBERG C TO C. 
          UH, THERE HE DEVELOPED THE VALUABLE SKILLS THAT HAS, UH, THAT HAVE NOW TRANSLATED TO A REALLY GOOD CAREER FOR HIM. 
          UM, AND HE, UM, UH, HE WAS IN A DESIGN STRAND WHERE HE LEARNED HOW TO PRINT ON, UM, YOU KNOW, TEXTILE DIFFERENT TEXTILES AND WHAT WORKS ON WHAT, UM, COLOR COMBINATIONS AND DIFFERENT, UM, SKILLS. 
          UM, AND NOW HE USES THOSE SKILLS TO BE ABLE TO DESIGN HIS WONDERFUL DESIGNS. 
          UM, HE'S CURRENTLY WORKING ON HIS SIX FASHION SHOW. 
          AND, UM, AT ANY GIVEN, UH, FASHION SHOW, HE'S DRESSING ABOUT 25 MODELS. 
          UM, HE'S ALSO INSPIRED A PROGRAM, UH, THAT IS FOCUSING ON, UH, FASHION DESIGN AND AROUND FASHION ART AND DESIGNS FOR PEOPLE WITH DEVELOPMENTAL DISABILITIES. 
          SO ALL OF THIS WORK IS BECAUSE OF WHAT YOU DO, UH, YOU KNOW, AT THE SCHOOL LEVEL, AT ELEMENTARY, MIDDLE SCHOOL, ESPECIALLY OUR TRANSITION PROGRAMS. SO, UH, WE WANNA CONTINUE TO SUPPORT OUR TRANSITION PROGRAMS, UM, AND, UM, IT'S NOT ONLY JOBS, BUT THEY'RE CREATING CAREERS. 
          SO, UM, THANK YOU. 
          YEAH. 
          OKAY. 
          I'M BACK. 
          UH, 
          [01:10:01]
WHAT I DO WANNA DO IS INTRODUCE LIZ FLORES. 
          SHE'S A PARENT OF ONE OF OUR THIRD YEAR STUDENTS. 
          UH, SO THIS IS SOMEONE WHO'S, UH, IN THE CTC EXPERIENCE RIGHT NOW. 
          . 
          HI. 
          GOOD AFTERNOON EVERYONE. 
          THANK YOU FOR HAVING ME. 
          UH, MY DAUGHTER IS SARAH FLORES. 
          SHE IS HER THIRD YEAR AT MILLER. 
          UH, SHE STARTED L-A-U-S-C AT THREE YEARS OLD. 
          UM, AND AFTER HIGH SCHOOL, YOU DON'T REALLY KNOW WHAT, WHAT'S GONNA COME NEXT, RIGHT? AND THEN WE WALK INTO MILLER AND BOY WAS HER LIFE CHANGED FOR THE BETTER. 
          DIDN'T KNOW WHAT TO EXPECT. 
          BUT THE FIRST YEAR THERE, SHE GOES INTO, UM, THE BOUTIQUE AND SHE'S LEARNING HOW TO STOCK SHELVES. 
          SHE'S LEARNING HOW TO PREPARE A, A STORE. 
          SHE'S LEARNING TO VACUUM THINGS I DIDN'T NECESSARILY THINK TO THAT SHE CAN DO AT HOME. 
          AND SHE'S DOING IT, AND SHE'S COMING HOME AND SHE'S TELLING ME, YOUR WINDOWS ARE DIRTY. 
          AND I'M LIKE, OH, OKAY. 
          SHE'S LEARN. 
          SHE, SHE KNOWS. 
          UM, AND SHE'S WANTING TO HELP AT HOME. 
          AND THE TEACHER THERE, MS. OUI, FROM THE, FROM DAY ONE, I MEAN, THESE TEACHERS ARE REMARKABLE THE WAY THEY, THEY, THEY'RE EXPERTS IN THEIR FIELD, WHETHER THEY WERE, OR 10 YEARS AGO OR NOT. 
          THEY ARE AN EXPERT. 
          SHE KNOWS WHAT SHE'S DOING THERE. 
          AND YOU THINK, WELL, THIS YEAR TWO CAN'T BE ANY BETTER. 
          AND YET, YEAR TWO, SHE GOES INTO THE MILLER CAFE AND THEY'RE PREPARING MEALS, AND THEY'RE PRE, THEY'RE, THEY'RE IN THE KITCHEN. 
          AND YOU THINK, WOW, WITH MISS LAURA, IT REALLY CAN'T GET ANY BETTER THAN THIS BECAUSE EACH TEACHER IS JUST REMARKABLE. 
          AND IT'S BECAUSE THE LEADERSHIP THEY HAVE FOR MR. SWEENEY AND MY DAUGHTER EVERY DAY. 
          SHE'LL, I SAW SWEENEY TODAY, MOM. 
          YEAH. 
          YES, SARAH. 
          BECAUSE WE'RE JUST SO GRATEFUL, BECAUSE IT'S REALLY A SCHOOL THAT IS RUN SO WELL. 
          AND JUST LISTENING TO GAVIN HERE AS WELL, IT, ALL OF THE STORIES, ALL OF THE SCHOOLS, I HAD NO IDEA ALL OF THESE EXISTED TILL TODAY. 
          AND IT'S INCREDIBLE. 
          IT'S INCREDIBLE THE WORK THAT ALI USD HAS FOR OUR CHILDREN, OUR BABIES, OUR ADULTS WHO WE HOPE CAN ONLY CONTINUE TO THRIVE THROUGH THESE CTCS. 
          AND NOW YEAR THREE, SHE'S IN TEXTILES, AND IN THE FIRST WEEK, THEY'RE ALREADY C CREATING THINGS AND THEY'RE SELLING THEM. 
          AND I WANNA BE THE FIRST ONE TO GO IN THERE AND SHOP. 
          AND I WANNA GO TO THE BOUTIQUES, AND I WANNA BUY THEIR SHIRTS AND THEIR KEY CHAINS AND THEIR EARRINGS AND THE PLANTS. 
          AND IT'S, I JUST CAN'T SAY ENOUGH GOOD, GOOD THINGS ABOUT NOT ONLY MILLER, BUT ALL OF THE CTCS, ALL OF THE SPECIAL EDUCATION CENTERS. 
          AND I'M SO GRATEFUL AND THANKFUL THAT LUSD GIVES OUR CHILDREN THESE OPPORTUNITIES, UM, THAT I DON'T BELIEVE THEY WOULD GET ANYWHERE ELSE. 
          SO THANK YOU LUSD. 
          AND I JUST HOPE THAT, UM, THEY CONTINUE TO THRIVE FOR THE FUTURE STUDENTS AND INTERNS THAT ARE GONNA BE COMING THROUGH THE DISTRICT. 
          THANK YOU. 
          HELLO AGAIN. 
          I WOULD LIKE TO INTRODUCE TWO OF OUR PARENTS, AND I THINK THEY'LL SAY IT MUCH BETTER THAN I WOULD EVER SAY . 
          OKAY, MRS. MARTINEZ, WHEN I START. 
          GOOD AFTERNOON. 
          MY NAME IS MARTIN MARTINEZ. 
          I'M A MOM OF A STUDENT OF SPECIAL EDUCATION WITH SEVERE AUTISM. 
          UH, SHE'S BEEN IN  FOR 16 YEARS, AND NOW THEY'RE 19. 
          IT'S AN EXCELLENT SCHOOL. 
          TRULY, SHE HAS PROGRESSED SO MUCH THANKS TO EVERY SERVICE IN THAT SCHOOL. 
          AND LUSC HAS DONE A GREAT JOB SENDING, UH, CAPABLE PEOPLE TO ASSIST, BECAUSE WITHOUT THAT, OUR KIDS CAN'T PROGRESS IF THEY PROGRESS US PARENTS PROGRESS. 
          SO, UH, AS PARENTS TO BE PREPARED, LEARNING EVERY SINGLE DAY, UM, ES ESPECIALLY OUR PRINCIPAL, WE HAVE AN EXCEPTIONAL PRINCIPAL IN THE YEARS IN LOWMAN. 
          THEY'VE DONE SUCH A GREAT JOB, AND ALL PARENTS ARE HAPPY, AND WE SUPPORT A HUNDRED PERCENT. 
          IT'S SO FLEXIBLE. 
          EVEN THOUGH THAT PERSON DOESN'T HAVE CHILDREN, THEY HAVE SUCH A HUGE HEART, AND THEY HEAR US PARENTS, AND WE KNOW IT'S A BIG RESPONSIBILITY, UH, ON THEIR BACK WITH THE RESPONSIBILITY OF OUR CHILDREN SO THAT THEY CAN GO FORTH. 
          [01:15:01]
SO ONLY AS PARENTS WITH CHILDREN OF DISABILITIES KNOW THE TRUE CONCERN THAT WE MAY HAVE FOR THEM IN THEIR FUTURES. 
          SO THE DAY THAT WE'RE GONE, WHAT WILL HAPPEN TO THEM? AND WE WANT THESE SCHOOLS TO KEEP EXISTING WITH CAPABLE PEOPLE TO HELP THESE KIDS GO FORTH, BECAUSE WE DON'T WANT TO LEAVE THEM ON THE SIDELINES WITHOUT ANY SUPPORT SO THAT THEY CAN GO FORTH. 
          SO WE'RE STRONG PARENTS AND WE HAVE EXCEPTIONAL TEAMS IN THE SCHOOLS, AND IN LOWMAN TRULY IS A WONDERFUL SCHOOL. 
          AND IT'S HELPED MY DAUGHTER GO, UM, PROGRESS. 
          MY DAUGHTER HAD, UH, HARDSHIP REGARDING HER MOBILITY, AND THEY, THEY ASSISTED HER AND EVERYBODY IN, IN THE SCHOOL SITE. 
          SO, TRULY, IT'S A SCHOOL THAT I RECOMMEND IN THE VALLEY, IN SAN FERNANDO, IN NORTH HOLLYWOOD. 
          AND I WOULD LOVE FOR EVERYONE TO KEEP FIGHTING FOR THESE SCHOOLS, TO KEEP EXISTING WITH PROFESSIONALS THAT ARE CAPABLE TO ASSIST THAT. 
          DON'T GO FOR A CHECK, BUT BECAUSE THEY HAVE BIG HEARTS. 
          THANK YOU VERY MUCH, AND GOOD JOB TO THE TEAM. 
          AND NEXT I WOULD LIKE TO INTRODUCE MS. OLGA CASTILLO. 
          HI, UM, MY NAME'S OLGA CASTILLO. 
          UM, I'M SO THANKFUL TO LA UNIFIED, UH, BECAUSE, UH, MY DAUGHTER JULIANNE HAS DOWN SYNDROME. 
          UM, WE'VE EXPERIENCED, UM, NOT BEING IN THE LA UNIFIED SCHOOL DISTRICT. 
          AND WHAT A DIFFERENCE, UM, WHEN SHE, I HAD A HARD TIME GETTING HER TO SCHOOL. 
          SHE DROPPED TO THE GROUND, DID NOT WANNA GO TO SCHOOL. 
          WHEN WE MOVED TO LO UH, WHEN SHE MOVED TO LOWMAN, UM, SHE WAS JUST MORE, HER PERSONALITY JUST CAME OUT. 
          SHE LOVED GOING TO SCHOOL, HAD PERFECT ATTENDANCE, UM, AND SHE'S SPEAKING EVEN MORE. 
          SHE EVEN HAD THE OPPORTUNITY TO WORK AT, UH, SMART AND FINAL. 
          AND I ONLY REGRET THAT WE DIDN'T, UM, COME TO LA UNIFIED SCHOOL DISTRICT SOONER. 
          UM, I JUST WANNA, I BE SAY THANK YOU FOR THE CTC SCHOOLS. 
          I'VE SEEN THE BIG DIFFERENCE. 
          THANK YOU. 
          THANK, I WOULD LIKE TO WELCOME. 
          I HAVE, UH, STAFF MEMBERS AND STUDENT PARENT. 
          SO, RICHIE. 
          HI EVERYONE. 
          MY NAME'S RICHARD SALAZAR. 
          I'M A PARAPROFESSIONAL AT LEACHMAN CTC. 
          I'M SO GRATEFUL FOR THE OPPORTUNITY TO SPEAK TODAY ABOUT SOMETHING I'M DEEPLY PROUD TO BE A PART OF OUR STUDENTS IN THE INCREDIBLE PROGRAMS THAT MAKE LEACHMAN SUCH A SPECIAL PLACE. 
          LEACHMAN IS MORE THAN JUST A SCHOOL. 
          IT'S A COMMUNITY THAT BELIEVES IN OPPORTUNITY INCLUSION, AND THE IDEA THAT EVERY STUDENT HAS SOMETHING TO OFFER THE PROGRAMS. WE PROVIDE OPEN DOORS TO JOBS, TO FRIENDSHIPS, TO INDEPENDENCE, AND TO A SENSE OF BELONGING THAT EVERY PERSON DESERVES. 
          OVER TIME, WE GET TO WITNESS INCREDIBLE GROWTH. 
          STUDENTS COME IN UNSURE OF WHAT THEY'RE CAPABLE OF, AND THEY LEAVE WITH SO MUCH MORE CONFIDENCE, MORE INDEPENDENCE, AND A REAL SENSE OF PRIDE IN WHO THEY ARE AND WHAT THEY CAN DO. 
          BUT THE BEAUTY OF LEACHMAN IS THAT LEARNING GOES BOTH WAYS. 
          WE, AS STAFF, LEARN JUST AS MUCH FROM OUR STUDENTS AS THEY FROM US. 
          THEY TEACH US PATIENCE, UNDERSTANDING, AND THE VALUE OF CELEBRATING EVERY VICTORY. 
          NO MATTER HOW SMALL OUR CLASSROOMS ARE HANDS-ON AND FILLED WITH PURPOSE. 
          WHETHER STUDENTS ARE LEARNING JOB SKILLS, PRACTICING DAILY LIVING ACTIVITIES, OR BUILDING SOCIAL AND COMMUNICATION ABILITIES, EVERY LESSON HELPS THEM TAKE ONE STEP CLOSER TO INDEPENDENCE. 
          AND JUST AS IMPORTANTLY, OUR PROGRAMS GIVE THEM A SAFE SPACE TO EXPLORE WHO THEY ARE, TO EXPRESS THEMSELVES, TO TRY NEW THINGS, AND TO LEARN THAT THEY CAN. 
          THANK YOU. 
          AND WE HAVE A STUDENT, LOUISE AND HIS MOM. 
          ROSA. 
          HELLO, MY NAME IS LUIS RONO. 
          I WOULD LIKE TO TALK ABOUT MY SCHOOL AND THE CLASSES I'VE LIKED AND WHAT I PLAN ON DOING IN MY FUTURE. 
          THE CLASSES I'VE LIKED ARE THE FILM CLASS IN MY SCHOOL, THE WAR CLASS IN MY SCHOOL, AND THE GARDEN CLASS IN MY SCHOOL. 
          AND I PLAN ON BEING A MOVIE DIRECTOR, LIKE MY HEROES, QUINTER, YOU KNOW, STEVEN SPIELBERG AND MARTIN SCORSESE. 
          THAT'S PRETTY MUCH ALL I HAVE TO SAY. 
          ALRIGHT, 
          [01:20:05]
GOOD AFTERNOON. 
          MY NAME IS SERRANO, OR BEST KNOWN AS LUIS'S MOM. 
          SORRY. 
          LEACHMAN HAS BEEN LIFE CHANGING FOR LUIS, A COMPLETE TRANSFORMATION FOR HIS CONFIDENCE TO ADVOCATING FOR HIMSELF AND ALL AROUND GROWTH. 
          LUIS GETS TO EXPERIENCE ALL THE DIFFERENT PROGRAMS AND CLASSES THAT ARE AVAILABLE. 
          HIS PERSONAL FAVORITE, THE FILM PROGRAM. 
          HE'S A HUMAN MOVIE ENCYCLOPEDIA. 
          UM, AND WORKING IN SPECIAL EDUCATION TAKES PASSION, PATIENCE, DEDICATION, EMPATHY, AND MOST IMPORTANT LOVE LEACHMAN HAS MADE US FEEL WELCOME SINCE DAY ONE WHEN WE CAME TO TOUR THE CAMPUS. 
          THEIR WONDERFUL STAFF HAS BEEN A BLESSING IN OUR LIVES. 
          THERE'S NO DOUBT THAT GOD'S PLAN IS PERFECT. 
          LOUIS LEACHMAN ALLIANCE. 
          THANK YOU. 
          AND A TEACHER WITH ANGELA. 
          HELLO EVERYONE. 
          MY NAME IS MISS ANGELA BIPO. 
          I RUN THE CULINARY ARTS PROGRAM AT OUR SCHOOL, UH, AT LEACHMAN IN RECEDA. 
          UM, I WAS ABOUT TO INTRODUCE OUR PROGRAMS, SO WE ALREADY GOT TO KNOW A LOT OF THEM. 
          UM, I DO WANT TO DISCUSS WHAT MY STUDENTS DID TODAY. 
          WE HAD A BIG EVENT HOSTING AN A PIS MEETING OF ABOUT 140 PEOPLE. 
          AND I HAVE A NEW CLASS THIS YEAR WHO DON'T KNOW ANYTHING ABOUT BEING IN FOOD PREP INDUSTRY. 
          UM, THEY'RE NOT SURE HOW TO OFFER THEIR SERVICES TO THEIR FAMILY MEMBERS. 
          AND THERE WERE A LOT OF TANTRUMS IN THE BEGINNING OF OUR SCHOOL YEAR, INCLUDING MYSELF, . 
          AND THE ONE THING THAT I APPRECIATE ABOUT OUR SCHOOL, ESPECIALLY FROM OUR ADMINISTRATION WITH MR. JENNIFER HUBBARD AND MR. DANNY HERNANDEZ, IS THE SUPPORT THAT THEY GIVE US. 
          UM, WE LEARN A LOT OF SOFT SKILLS THAT MANY OF OUR STUDENTS MAY NOT BE ABLE TO PARTICIPATE IN THE COMMUNITY. 
          UM, I THINK THAT HAVING THOSE SOFT SKILLS IS REALLY IMPORTANT TO GET OUR STUDENTS OUT OF THEIR SHELL, TO, UM, LEARN WHAT THEIR MODE OF COMMUNICATION IS, UM, FOR THE PREFERRED COMMUNICATION WITH THEIR FAMILY MEMBERS, WITH OUR STAFF MEMBERS, AND WITH THEIR PEERS ALIKE. 
          UM, AT THIS POINT IN NOVEMBER, NO, ACTUALLY IT'S STILL OCTOBER BECAUSE I'M THINKING ABOUT THE WHOLE YEAR AND HOW I'VE PLANNED EVERYTHING TO THE T. 
          BUT JUST LIKE EVERY TEACHER, WE DON'T ALWAYS GET TO FINISH OUR LESSON PLANS BECAUSE OF BEHAVIORS, BECAUSE OF SETBACKS. 
          MAYBE SOME, UM, LIFE TRAGEDY THAT MIGHT HAVE TO, UM, JUST STAY WITH US FOR A COUPLE MONTHS BEFORE WE CAN TOTALLY HEAL. 
          THE ONE THING THAT I DO PREACH ABOUT MY STUDENTS IS THEIR, UM, URGENCY TO COMMUNICATE THEIR NEEDS. 
          THE FACT THAT WE ARE GIVING THEM THE SPACE TO COMMUNICATE IN DIFFERENT MODES OF, UH, VERBAL COMMUNICATION, GESTURAL COMMUNICATION, UM, SOMETIMES EVEN A FACIAL EXPRESSION IS ENOUGH FOR OUR STUDENTS TO BE SEEN. 
          SO OUR STUDENTS, UM, WERE VERY NERVOUS AT THE BEGINNING OF OUR A PIS CATERING EVENT. 
          UM, WE MET A LOT OF ITINERANT THAT MAY NOT KNOW OUR STUDENT POPULATION. 
          UM, LUCKILY OUR STUDENTS WERE ABLE TO VOCALIZE WHAT THEY DO. 
          UM, A LOT OF THEM WILL ALSO SAY THINGS THAT THEY DON'T LIKE, WHICH IS FINE. 
          WE ALSO WANT TO REASON WHY, UM, CERTAIN SERVICES ARE EXPECTED VERSUS WHAT WE WANNA DO AT HOME OR WHEN WE'RE ON OUR BREAK TIME. 
          UM, WE HAVE TO, UH, TRY TO MAKE IT STRUCTURAL FOR THEM SO THAT THEY KNOW WHEN IT'S TIME TO PLAY AND WHEN IT'S TIME FOR BUSINESS. 
          AND WE'RE STILL LEARNING THAT. 
          AT THE SAME TIME, I AM VERY PROUD OF MY STUDENTS FOR EXCELLING. 
          AND I DON'T KNOW IF THEY'RE JUST AFRAID OF MAKING ME UPSET. 
          I DON'T THINK I'M THE WORST TEACHER ON CAMPUS. 
          AT THE SAME TIME, THE LEVEL OF FIRMNESS AND EXPECTATION HAS BEEN MET BY THESE STUDENTS BECAUSE OF THE KIND OF SUPPORT WE HAVE FROM OUR SCHOOL. 
          SO, UM, PLEASE VISIT OUR SCHOOL. 
          WE ARE OPEN FOR TOURS DURING INSTRUCTIONAL TIME. 
          UM, YOU CAN GET YOUR CAR WASHED, YOU CAN COME TO OUR BISTRO, LEO'S BISTRO, GET A COFFEE MADE BY OUR STUDENTS. 
          UM, YOU CAN SHOP AT THE LION'S DEN OR LEO'S LOCKER. 
          UM, AND WE MAKE LAUC COFFEE CAKE FROM SCRATCH. 
          OUR STUDENTS ARE SO THRILLED TO SHARE THAT WITH YOU GUYS. 
          SO THANK YOU VERY MUCH. 
          SO I, I STARTED OFF WITH ASKING YOU TO VISUALIZE THAT STUDENT. 
          I WANT TO WRAP UP WITH THAT SAME STUDENT. 
          THAT STUDENT AND THAT FAMILY HAS GONE THROUGH. 
          L-A-U-S-D, HAVE GONE THROUGH THE CTCS. 
          THAT STUDENT NOW HAS EARNED THEIR FIRST PAYCHECK. 
          THAT STUDENT IS GRADUATING WITH A HIGH SCHOOL DIPLOMA. 
          AND AT GRADUATION, I'VE BEEN DOING THIS FOR 15 YEARS, THAT PARENT COMES UP AND SAYS, I NEVER THOUGHT 
          [01:25:01]
THAT MY CHILD WOULD HAVE A PATH TO THE FUTURE. 
          THANK YOU. 
          AND THAT'S WHAT L-A-U-S-D DOES. 
          WE CREATE THAT PATH. 
          WE, IT, IT MIGHT HAVE CHANGED WHEN THEY GOT THAT DIAGNOSIS, BUT WE GAVE IT BACK. 
          AND THAT INDIVIDUAL NOW HAS A FUTURE TO BE PART OF THEIR COMMUNITY, TO BE PART OF THEIR HOME. 
          AND ALL OF THIS WORK IS DONE BY THESE AMAZING PRINCIPALS, BUT NOT JUST OUR AMAZING PRINCIPALS. 
          I, I HAVE TO GIVE A SPECIAL THANK YOU. 
          MY, MY AP IS HERE TODAY. 
          I, I HAD SURGERY LAST THURSDAY ON MY, MY KNEE. 
          I CAN'T DRIVE. 
          UH, AND SHE, SHE HELPED TO, TO GET ME HERE. 
          AND, AND, AND I, I CAN'T THANK HER ENOUGH FOR ALL THAT SHE DOES. 
          BUT EACH ONE OF US HAS A DEDICATED ASSISTANT PRINCIPAL, ADMINISTRATIVE TEAM TEACHERS THAT COME IN AND DO THIS, NOT FOR A PAYCHECK, BUT FOR THE KIDS. 
          'CAUSE THE SMILES AND THE PRIDE IN THEIR EYES ARE WHAT MATTERS. 
          SO THE, THE LAST THING THAT WAS ASKED IS, WHAT, WHAT CAN EVERYONE DO FOR US? SO OUR PROGRAMS, THEY RUN, UH, BASED ON THE PRODUCTION THAT WE DO. 
          SO THE SUPERINTENDENT, FOR INSTANCE, HAS A, UM, PLAN OF HAVING GREEN SPACES ON CAMPUS. 
          WE HAVE HORTICULTURE PROGRAMS. WE CULTIVATE PLANTS ALL THE TIME. 
          WE ARE DOING THAT FOR SCHOOLS. 
          SO SCHOOLS ARE PURCHASING FOR US, FROM US INSTEAD OF GOING OUTSIDE WHENEVER A SCHOOL OR A DEPARTMENT NEEDS SWAG, LOOK AT A CTC FIRST. 
          COME TO US, WE CAN MEET YOUR NEEDS. 
          IF WE CAN'T DIRECTLY, WE CAN FIND ONE OF THE CTCS THAT CAN DO THAT. 
          ALL OF THE FUNDING THAT COMES THROUGH FROM THE PURCHASE OF THOSE PRODUCTS GOES RIGHT BACK INTO OUR PROGRAMS AND SUPPORTS THE DEVELOPMENT OF SUPPLIES THAT WE NEED TO KEEP OUR PROGRAMS RUNNING TO HELP SUPPORT STUDENTS TO GO OUT AND GET CLOTHING FOR THE INTERVIEW THAT THEY MIGHT NEED. 
          ALL OF THE FUNDS, THEY DON'T GO TO A PROFIT, THEY GO BACK TO THE KIDS. 
          AND SO WHAT CAN THE DISTRICT DO? SUPPORT OUR PROGRAMS. COME TO US FIRST. 
          IF WE CAN'T MEET YOUR NEEDS, THEN GO OUTSIDE. 
          BUT I CAN GUARANTEE IF WE CAN MEET YOUR NEEDS, WE'LL, WE'LL BE AT ANYBODY'S PRICES FOR SURE. 
          . 
          WOW. 
          CAN WE ALL JUST TAKE A BREATH? OH MY GOSH, THAT WAS JUST INCREDIBLE. 
          SO BEAUTIFUL. 
          I'M SO GRATEFUL FOR TODAY'S PRESENTATION TO HEAR FROM THE PARENTS, TO HEAR FROM OUR STUDENTS, YOUR DREAMS, YOUR GOALS, ALL THE WONDERFUL STUFF YOU'RE ALREADY DOING. 
          UM, IT'S, IT'S, YOU KNOW, IT'S EVIDENT THAT EVERYONE WHO WORKS AT THESE CENTERS LOVES THE WORK THAT THEY DO. 
          AND THEY HAVE A GREAT HEART FOR THE STUDENTS. 
          AND LIKE THE PARENTS SAID, WE NEED PEOPLE WITH GREAT HEARTS AT THESE SCHOOLS. 
          SO, THANK YOU. 
          UM, WE HAVE THREE. 
          WE HAVE PUBLIC COMMENT, , AND I THINK WE HAVE 11 SPEAKERS. 
          SO WE HAVE THREE PEOPLE ON STACK TO, TO SPEAK WHO DID NOT GET A CHANCE TO SHARE. 
          SO I'LL GIVE THEM AN OPPORTUNITY AND THEN WE CAN GO BACK. 
          SO, DR. RIVAS CHERIDA, MS. ROGERS, AND TAMELA QUESTIONS. 
          OKAY. 
          UM, I HAVE A FEW, BUT I'M TRYING TO, OKAY. 
          UM, SO IS THERE, IS THERE A VOICE? IS IT, HOW IS STUDENT VOICE INTEGRATED INTO SORT OF THE PROGRAM DESIGNS, LIKE THE VOCATIONAL OR, UM, AND ARE ALUMNI OR CURRENT STUDENTS INVOLVED AS MENTORS, ADVISORS, EVALUATORS OF THE PROGRAMS? DO THEY COME BACK AFTER THEY LEAVE THE PROGRAM TO PROVIDE ANY FEEDBACK? UH, WELL, I WOULD SAY, UH, FOR THE FIRST QUESTION, STUDENT VOICE. 
          UM, I KNOW THAT WE ALL, IT'S ALL FOCUSED ON STUDENT INTEREST. 
          SO WHEN, WHEN WE DEVELOP, UH, OR I SHOULD SAY WHEN WE, WHEN WE DO THE STRAND SELECTION EACH YEAR, ALL THOSE CLASSES THAT WE TALKED ABOUT, THE STUDENTS CHOOSE WHICH ONES THEY WANT TO BE IN. 
          SO IT'S NOT US PLACING THEM, THEY'RE HAVING A SAY. 
          UM, I KNOW WE, I CAN, SPEAKING FOR MY, MY OWN SCHOOL, WE'VE TAKEN SURVEY INTEREST SURVEYS FOR, UH, POTENTIAL NEW STRANDS THAT STUDENTS WOULD BE INTERESTED IN, UH, AS WELL. 
          UM, WHAT WAS THE SECOND QUESTION? SORRY. 
          UH, DO UM, ALUMNI COME BACK AS MENTORS OR, YEAH. 
          YEAH. 
          SO, AND I'LL, I KNOW GAVIN CAN SPEAK MORE TO THAT TOO, BUT I'VE HAD, UH, STUDENTS COME BACK AND, AND BE, UH, UH, LIKE KEYNOTE SPEAKERS OR WE'LL DO SPECIAL PRESENTATIONS WHEN THEY GET JOBS TO SHARE THEIR EXPERIENCE. 
          AND, 
          [01:30:01]
UM, JUST KIND OF GIVE THE, THE REST OF THE STUDENTS, YOU KNOW, OPPORTUNITY TO SEE SOMEONE THAT THEY KNOW THAT HAS, UH, YOU KNOW, KIND OF MADE IT TO, TO WHAT THEY'RE SHOOTING FOR. 
          SO, AND MAYBE YOU GUYS CAN SHARE MORE ON THAT. 
          IT'S, UH, BUILT INTO THE PROJECT SEARCH PROGRAM TOO. 
          SO THE STUDENTS THAT HAD GRADUATED AND GOT A JOB, THEY'RE COMING BACK AND THEY'RE MENTORING DURING, WE CALL IT BOOTCAMP FOR THAT FIRST SUMMER, UH, THAT THEY ARE ENTERING THE PROGRAM. 
          AND THEY WILL DO THE ASSESSMENT WITH THE STUDENTS AND NEW STUDENTS, MEET THE NEW STUDENTS, WALK THEM THROUGH THE WHOLE SELECTION PROCESS, THE INTERVIEW PROCESS. 
          AND THEN THEY'RE ALSO PRESENT AT ALL THE EVENTS THAT WE HAVE FOR PROJECT SEARCH. 
          ONE LAST QUESTION. 
          UM, ARE THERE ANY SYSTEMIC BARRIERS, UH, THAT CONTINUE TO PREVENT STUDENTS FROM MOVING FROM THE WORK EXPERIENCE MODELS INTO, UH, MORE COMPETITIVE INTEGRATED EMPLOYMENT? OR WHAT ARE THE BARRIERS THAT YOU SEE AFTER STUDENTS LEAVE THE PROGRAM? THAT'S A REALLY GREAT QUESTION. 
          UM, INTERNALLY, ONE OF THE, THE BARRIERS THAT WE HAVE, UH, YEARS AGO, AS, AS MR. HARRIS HAD TALKED ABOUT, UH, WE HAD SEVERAL STUDENTS THAT WERE, UH, HIRED IN L-A-U-S-D. 
          AS YOU KNOW, L-A-U-S-D IS PROBABLY THE SECOND LARGEST ORGANIZATION IN LOS ANGELES. 
          UM, BUT YET WE, WE DON'T HIRE OUR STUDENTS OUT OF THE CTCS. 
          UM, AND THEN SOME OF THOSE BARRIERS ARE, ARE DEALING WITH, UM, THE, UM, UNION CONTRACTS AND THINGS LIKE THAT AND WHAT OBLIGATIONS. 
          BUT THERE ARE OPPORTUNITIES, UH, THAT WE DO HAVE THAT ALLOW OUR STUDENTS THE OPPORTUNITY TO GAIN EMPLOYMENT. 
          UM, RIGHT NOW OUR STUDENTS CAN EARN WHAT IS CALLED RESTRICTED POSITIONS. 
          UM, SO THEY COULD BE CUSTODIALS, THEY COULD WORK IN OUR CAFETERIAS AND GO THROUGH THAT. 
          UM, THEY AVOID TAKING THE ENTRY LEVEL TESTING. 
          UM, BUT BECAUSE THEY DO THAT, THEY'RE IN A RESTRICTED POSITION SO THEY CAN'T MOVE UP. 
          UM, AND IF THERE ARE LAYOFFS AND CUTS, THEY DON'T EARN ANY SENIORITY AND THINGS LIKE THAT. 
          BUT ALLOWING US TO HAVE THE OPPORTUNITY TO HIRE OUR OWN STUDENTS WITHIN WOULD BE A GREAT ADVANTAGE FOR OUR STUDENTS. 
          SO FINDING, UM, A CAREER PATH WITHIN OUR LA WITH OUR LABOR PARTNERS, MAYBE WORKING TO FIND SOME, SOME SUPPORT FOR THEM THERE. 
          OKAY. 
          ABSOLUTELY. 
          THANK YOU SO MUCH. 
          RIGHT. 
          AND IT'S THE TEST THAT IS, BECAUSE THEY, THEY DON'T GO THROUGH THE PROCESS OF TAKING A TEST TO ENTER. 
          THAT'S PART OF THE BARRIER TOO. 
          SO THE, THE IT, BECAUSE THEY DON'T TAKE THE TEST, THEY'RE ELIGIBLE FOR RESTRICTED MM-HMM . 
          UH, POSITIONS. 
          BUT IN ORDER FOR A STUDENT TO OBTAIN A RESTRICTED POSITION AT THIS TIME, I WOULD HAVE TO CONTACT A PRINCIPAL AT ANOTHER SITE AND ASK THEM TO CONVERT THEIR CUSTODIAL POSITION TO A RESTRICTED CUSTODIAL POSITION. 
          AND THEN THEY CAN BE HIRED AND THEN THEY CAN'T, BUT THEN THEY CANNOT BE A UNION MEMBER BECAUSE OF THAT. 
          THEY, THEY STILL CAN BE OH YEAH. 
          THEY CAN BE A UNION MEMBER AS A RESTRICTED EMPLOYEE. 
          YES. 
          OH YEAH. 
          WELL THAT'S GOOD TO KNOW. 
          THAT'S GOOD. 
          ALRIGHT. 
          UM, UM, SO I HIRED, I HAVE A RESTRICTED PROGRAM FOR B AND G. 
          I HIRED, UH, A FORMER GRADUATE. 
          AND ONE OF THE THINGS I'M TRYING WITH HIM IS, AS HE LEARNS THE JOB YEAR AFTER YEAR AND GETS MORE FAMILIAR WITH THE ITEMS THAT WILL BE ON THE TEST, WE'RE GONNA TRY TO TAKE THE TEST, UM, AND SEE IF WE CAN PASS IT SO THAT WE CAN MOVE OUT OF THE RESTRICTIVE, UM, POSITION INTO A MORE NORMAL POSITION. 
          SO WE, WE'RE GONNA TRY THAT AND SEE HOW IT WORKS. 
          BUT HE IS PICKING IT UP, SO I, IT MIGHT JUST BE A READING BARRIER AND SO MAYBE WE CAN GET ACCOMMODATIONS LATER ON FOR A READER OR SOMETHING. 
          WE'LL SEE. 
          WE'LL EXPLORE IT AS WE GET CLOSER TO HIM BEING ABLE TO PASS THAT TEST. 
          WONDERFUL. 
          UM, UH, WERE YOU GONNA SAY, OKAY, I'VE GOT, UH, MS. ROGERS, TAMALA AND ELIZABETH AND THAT ELIZABETH WILL BE OUR LAST, UH, SPEAKER FROM OUR TEAM HERE. 
          UM, THANK YOU FOR SHARING. 
          IT HELPS ME IN MY JOB AS, UM, MY INCLUSION IS WITH MODERATE, UM, WAIT, LET ME GET IT RIGHT. 
          UM, STUDENTS ON THE EXCEPTIONAL NEEDS STRAND WHO ARE DOING THE, UM, SUPPORTS IN THE CLASS GEN ED CLASSROOM. 
          SO I HAVE ACTUALLY SENT A STUDENT TO THE KATZ PROGRAM AND I HAVE SENT A PROGRAM TO THE CTC. 
          UM, AND SO HEARING WHAT YOU'RE DOING IS HELPING ME, PLUS I'M GONNA GET THE TRAINING. 
          UM, AND I LOOK FORWARD TO VISITING BECAUSE I ALSO THINK THAT'LL SUPPORT ME IN INDIVIDUALIZING MY SUPPORT AS I TRANSITION STUDENTS. 
          UM, TO PIGGYBACK ON, UM, THE QUESTION THAT WAS JUST ASKED, AND 
          [01:35:01]
I HAVE THREE DIFFERENT QUESTIONS. 
          UM, WHAT PARTNERSHIPS ARE, ARE YOU ALL DOING WITH THE REGIONAL CENTER TO THEN SUPPORT SOME OF THOSE TRANSITIONS? UM, AND LOOKING AT, ESPECIALLY WITH STUDENTS, 'CAUSE I'M GLAD THE STUDENT, UM, MENTIONED LIKE THE FILM AND PRODUCTION. 
          SO I KNOW THEY HAD A PROGRAM FOR STUDENTS, UH, FOR PE FOR PEOPLE WITH AUTISM WHO COULD THEN DO A DIRECTORAL PROGRAM. 
          I DO NOT KNOW IF THAT STILL EXISTS, BUT THERE WERE A LOT OF LINES THAT THEY CROSSED OVER. 
          BUT IT ALSO HELPS THEM WHEN THEY TRANSITION OUT OF THE CTC OR CATS PROGRAM. 
          GREAT QUESTION. 
          SO FOR ALL OF US, WE REALLY FOCUS IN ON FAMILIES EITHER RECONNECTING WITH THE REGIONAL CENTER OR SIGNING UP AND DOING THAT INITIAL INTAKE. 
          BECAUSE THE WAY THAT OUR SYSTEM WORKS IS WHEN THEY GRADUATE FROM US AT AGE 22, THE REGIONAL CENTER IS, AS ONE OF MY COLLEAGUES HAD TALKED ABOUT, IS THE AGENCY THAT STEPS IN FOR THE REST OF THEIR LIFE. 
          AND THE REGIONAL CENTER, WHAT THEY WILL DO IS THEY WILL PROVIDE FUNDING FOR A JOB COACH. 
          SO ANYTIME OUR STUDENTS GETS A JOB, THE REGIONAL CENTER WILL PAY A SEPARATE AGENCY TO COME IN AND TRAIN THAT STUDENT TO DO THAT JOB. 
          AND THEN WE'LL CONTINUE WITH THAT. 
          SO THEY'LL SPEAK WITH THE MANAGERS AT A HOME DEPOT IF THE STUDENT'S WORKING AT HOME DEPOT, AND WE'LL WORK WITH THAT STUDENT TO MAKE SURE THAT THEY'RE DOING THE JOB CORRECTLY, IF THEY HAVE TO ALTER AND CHANGE EVERYTHING. 
          SO THE CRITICAL PIECE IS NOT JUST US TRAINING AND GETTING THE JOB, BUT MAKING THAT CONNECTION SO THAT THERE'S AN AGENCY SUPPORTED BY REGIONAL CENTER TO CONTINUE THAT WORK ON FOR THE REST OF THEIR LIFE. 
          MAY I ADD TO THAT? SOMETIMES THE HURDLE IS CONNECTING THE PARENTS TO THE REGIONAL CENTER. 
          SO WHAT WE HAVE DONE IS, UH, IN THE NORTH, UM, WE SCHEDULE TWO LIFE AFTER HIGH SCHOOL FAIRS. 
          LOMAN DOES IT DURING THE FALL SEMESTER, EITHER LITCHMAN AND MILLER. 
          THEY TRADE OFF AND THEY DO IT IN THE SPRING SEMESTER. 
          SO BASICALLY, UM, THE REGIONAL CENTER BRINGS IN THEIR VENDORS TO OUR SITE IN THE AFTERNOON. 
          SO THE PARENTS HAVE A CHANCE TO GET OUT, WORK, GET READY, AND COME BACK AND THEY GO THROUGH EACH OF THE VENDORS AND SEE WHAT SERVICES THEY OFFER. 
          AND THEY CAN EITHER MAKE AN APPOINTMENT TO GO VISIT THE CENTER OR THEY CAN ACTUALLY GO IN PERSON OR COME TO US AND WE TAKE THEM, UH, MY PARENTS AND A DIRECTOR WHO'S SITTING BACK THERE. 
          SHE IS WONDERFUL. 
          SHE TAKES GROUPS OF, UH, PARENTS AND WE VISIT THE FACILITIES THAT ARE IN THE VALLEY. 
          SO EVERYBODY GETS TO HAVE A CHANCE TO SEE WHAT'S OUT THERE BECAUSE NOT EVERY FACILITY OFFERS THE SAME SERVICE SUCH AS KIDDOS WITH MEDICAL NEEDS. 
          THEY NEED TO HAVE A MEDICAL PROFESSIONAL ON SITE, FOR EXAMPLE. 
          IN ADDITION TO THAT, WE ALSO OFFER, OR ARE WE GETTING TO OFFER, WE ARE WORKING WITH REGIONAL, WHAT'S CALLED THE MOBILE, UH, SERVICE WHERE REGIONAL WILL BRING IN THEIR STAFF TO OUR SITE AND WE'LL MAKE AN APPOINTMENT WITH THE PARENTS. 
          THEY COME IN, MAYBE THEY HAVE TO REAPPLY AND JUST GET MORE INFORMATION. 
          SO THE BIGGEST CHALLENGE THAT WE'VE SEEN SO FAR IS PARENTS CONNECTING WITH REGIONAL. 
          SO WE'RE TRYING TO BRIDGE THAT GAP. 
          UH, OH, . 
          WHEN, UM, AS EVERYONE WAS SPEAKING, ONE OF THE, UM, THOUGHTS THAT HAVE COME TO MY MIND IS THAT MARLTON ALSO HAS DEAF PLUS. 
          SO WE HAVE STUDENTS AND THERE'S NO PATHWAY. 
          UM, THERE'S NOT A CLEAR, LIKE ARE THEY GONNA GO TO CTC OR DO THEY STAY WITH AT MARTON? SO MANY OF OUR STUDENTS STAY, SOME DO GO TOMORROW, UM, GO TO OTHER CTCS ONCE THEY, UM, REACH THAT AGE 18 WITH AN INTERPRETER. 
          BUT ONE OF THE, WHEN YOU TALKED ABOUT THE REGIONAL CENTER, RECENTLY, THE REGIONAL CENTER HAS A DEAF UNIT THAT THEY HAVE ADDED. 
          NOW HOW DOES THAT FULLY LOOK? I'M NOT 100% SURE WHICH CREATES A BARRIER. 
          SO, UM, WHEN YOU'RE AT A SCHOOL THAT HAS NINE DIFFERENT PROGRAMS FROM PRESCHOOL ALL THE WAY THROUGH 12TH GRADE, INCLUDING BEYOND ALTERNATE CURRICULUM, IT'S KIND OF HARD TO NAVIGATE ALL THOSE DIFFERENT SPACES AND UNDERSTAND THE DYNAMICS AFTER AGE 22 AND HOW THAT PATHWAY FOR OUR ALTERNATE CURRICULUM STUDENTS. 
          UM, OUR DEAF STUDENTS ON CORE, UM, WHO ARE GRADUATING WITH A A THROUGH G REQ, UM, WITH A THROUGH G REQUIREMENTS, THEY HAVE A DIFFERENT, UM, THE DEPARTMENT OF REHABILITATION KIND OF SUPPORTS THAT, BUT OUR DEAF PLUS STUDENTS THAT ARE DEAF, BLIND DEAF WITH AUTISM, CEREBRAL PALSY, AND ALL THOSE OTHER DIFFERENT DISABILITIES, THAT'S CREATES ANOTHER BARRIER AND ANOTHER CHALLENGE, ESPECIALLY WHEN PARENTS, UM, IN SOME CASES DON'T SIGN OR DON'T KNOW THE RESOURCES ARE AVAILABLE, UM, TO THEM. 
          SO I JUST KIND OF WANTED TO ADD THAT IN AS WE'RE TALKING ABOUT REGIONAL CENTER AND YOU KNOW, CTC, BECAUSE THAT ALSO EMBODIES MORTON'S COMMUNITY AS WELL. 
          [01:40:04]
I JUST WANNA ADD THAT WHEN WE HOLD OUR IEPS, UH, WE ALSO INVITE THEM, UM, WE WANT TO START AT AGE 20 EARLIER IF POSSIBLE MM-HMM . 
          BUT A LOT OF TIMES THEY'LL LET US KNOW, WE'LL COME A LITTLE LATER WHEN IT'S CLOSER TO THEM EXITING. 
          UM, ALL OF US DO STUDENT LED IEPS. 
          SO WE REALLY WANT OUR STUDENTS TO ADVOCATE, TO HAVE SELF-DETERMINATION TO REALLY EXPLAIN WHAT THEIR GOALS ARE. 
          AND WE INVITE THE REGIONAL CENTER TO COME BECAUSE WE WANT THEM TO HEAR, 'CAUSE THEY'RE PICKING IT UP AFTER WE'RE DONE. 
          UM, WE, WE ALL DO THE RESOURCE FAIRS. 
          WE ALSO, UH, INVITE THEM TO DO PARENT TRAININGS. 
          SO AGAIN, AS ALL THAT'S FOUR YEARS OF HELPING PREPARE OUR PARENTS. 
          LIKE AFTER ELLA UNIFIED, YOU GOTTA MAKE SURE YOU'RE CONNECTED TO THE REGIONAL CENTER. 
          UM, SO THAT CAN LEAD INTO MY NEXT QUESTION 'CAUSE IT WAS, UM, AN A SL QUESTION. 
          UM, AND SO I'M ADVOCATING FOR STUDENTS WHO HAVE ALTERNATIVE, UM, FORMS OF COMMUNICATION. 
          UM, AND MAINLY OUR MOD SEVERE STUDENT, OUR MOD CORE STUDENT WHO, UM, USE A A C DEVICES. 
          I HAVE FOUND USING, UM, A SL IN THE LIMITED A SLI KNOW, UM, TO SUPPORT THEM IN CONNECTING WITH THE LANGUAGE, CONNECTING WITH THE VOCABULARY, CONNECTING WITH, UM, NOT JUST HEARING THINGS, BUT SEEING THINGS HAS BEEN VERY SUPPORTIVE. 
          SO MY QUESTION IS, ONE, HOW CAN WE SUPPORT YOU IN GETTING CONNECTED TO A REGIONAL CENTER, BUT ALSO HOW CAN WE CONNECT TEACHERS WHO SUPPORT IN MY FIELD WITH, UM, LEARNING A SL, UM, SO THEY CAN CONTINUE TO SUPPORT. 
          RECENTLY I HAD A STUDENT WHOSE DEVICE WENT DOWN AND THEY HAD NO FORM OF COMMUNICATION. 
          AND SO MY THING WAS LIKE, MY STUDENT NEEDS TO BE ABLE TO SAY HI. 
          THEY NEED TO BE ABLE TO SAY HELP. 
          THEY NEED TO BE ABLE TO SAY MORE. 
          THEY NEED TO BE ABLE TO SAY ANY BASIC THING THAT'LL HELP THEM CONNECT WITH SPEECH. 
          IF SOMETHING HAPPENS TO TECHNOLOGY, AND I AM ONE TO BELIEVE TECHNOLOGY WILL NOT ALWAYS BE AVAILABLE. 
          I WAS SHOUTING PEN, PAPER WILL BE HERE FOREVER. 
          AND MY, MY PROFESSOR YELLED AT ME. 
          BUT THE POINT IS LIKE, I FEEL LIKE THOUGH IT HELPS THE DEAF COMMUNITY, IT ALSO WILL HELP OTHER COMMUNITIES. 
          AND SO HOW DO WE HELP BRANCH THAT ACROSS AND SUPPORT TEACHERS IN USING IT AND UTILIZING IT IN THEIR CLASS. 
          I'VE USED IT IN, UM, KOREA, UH, KOREA TEACHING KOREANS, ENGLISH. 
          SO IT SUPPORTS AND IT HELPS, BUT WHAT CAN WE DO TO MAKE SURE EVERYBODY OR WHO, YOU KNOW, TEACHERS WHO CAN, CAN LEARN THIS LANGUAGE. 
          THAT'S A VERY LOADED QUESTION. 
          IT IT IS, IT IS. 
          THAT IS PROBABLY BIGGER THAN MY POSITION. 
          . 
          WELL WHAT IF WE JUST EVEN FIGURE OUT HOW WE CAN, BECAUSE YOUR CLASSES WAS MONDAY TO TUESDAY, 10:00 AM TO 11:00 AM AND I KNOW I CAN'T GO THERE 'CAUSE UM, I'M WORKING AND MY SUPERVISOR IS HERE. 
          SO EVEN IF I WAS TO COME , HE WOULD KNOW. 
          BUT LIKE EVEN IF THERE'S SOMETHING AFTER OFFERS EVERYONE AN OPPORTUNITY AND THEY DON'T HAVE TO TAKE THEIR BREAK TIME, UM,  TO GO TO THE CLASSES, EVEN OUR STAFF CAN GO AND I'M NOT PENALIZING THEM, UM, FOR LEARNING A LANGUAGE THAT PROVIDES ACCESS FOR EVERYONE. 
          UM, EVEN MY STAFF, THE CUSTODIANS, THE BUS DRIVERS, WE ACTUALLY DO OFFER FOR THE BUS DRIVERS ON FRIDAYS. 
          SO WE HAVE A SPECIAL CLASS FOR BUS DRIVERS SO THAT THEY CAN COMMUNICATE WITH, UM, OUR STUDENTS. 
          SO THE BUS DRIVERS WE HOUSE, UM, THEY'RE HOUSED ON OUR CAMPUS. 
          WE HAVE A LOT OF DIFFERENT AGENCIES. 
          SO WE HAVE ON OUR CAMPUS AUDIOLOGIST, UM, AND WE HAVE AN AUDIOLOGY BOOTH WHERE THE COMMUNITY COMES IN. 
          UM, EVERYONE FROM IN THAT REGION, ANYONE FROM DOWNTOWN, UM, ALL THE WAY CLOSEST TO THE VALLEY CAN COME TO MARLTON AND GET AN AUDIOLOGY TEST. 
          UM, WE ALSO HAVE TRANSPORTATION ON OUR CAMPUS AND WE HAVE AN INFANT PROGRAM AND SO FAMILIES ARE ABLE TO LEARN A SL NOW TO ANSWER YOUR QUESTION, FOR ME I LEARNED AS A, UM, A YOUNG TEACHER BECAUSE I WAS A, BACK THEN IT WAS, UM, ID, I DON'T KNOW ALL THE ACRONYMS CHANGED, BUT YEAH, , UM, 20, 20 PLUS, 25 YEARS AGO BEFORE THERE WERE CTCS, UM, I LEARNED A SL AS A WAY TO COMMUNICATE WITH STUDENTS THAT HAD LANGUAGE, UM, WEREN'T ABLE TO COMMUNICATE. 
          I DON'T KNOW THE ANSWER TO THAT QUESTION. 
          UM, THAT WOULD BE, UM, A DR. SOTO, UM, UM, ANSWER. 
          UM, AND DR. ESTRADA AND ALL OF THE PEOPLE THAT YOU KNOW ARE LITTLE MORE HIGHER THAN ME. 
          SO THANK YOU FOR THAT QUESTION. 
          UM, WE DO HAVE A RELATED SERVICE DEPARTMENT. 
          LAST YEAR THEY DID A PRESENTATION ON A A C AND ALL THE DIFFERENT DEVICES, UM, WHICH YOU CAN FIND ON THE ARCHIVE WEB. 
          UM, BUT THAT'S SOMETHING THAT WE'LL FOLLOW UP TO SEE HOW WE CAN CONTINUE TO BOLSTER PROFESSIONAL DEVELOPMENT FOR TEACHERS TO BE ABLE TO ACCESS AND USE TECHNOLOGY TO SUPPORT STUDENT LEARNING. 
          SO DEFINITELY SOMETHING THAT WE'LL TAKE BACK AND WE'LL, WE'LL CIRCLE BACK ON THAT. 
          OKAY. 
          AND THEN AS FAR AS THE REGIONAL, UM, CENTER, YOU ASKED THAT QUESTION, HOW COULD WE CONNECT, UM, REGIONAL SERVICE. 
          MY STUDENTS ARE BUSED IN FROM ALL OVER THE DISTRICT, NORTH, SOUTH, EAST AND WEST. 
          I HAVE KIDS THAT ARE EVEN COMING FROM CULVER CITY AND COMPTON UNIFIED FROM DIFFERENT SCHOOL DISTRICTS BECAUSE WE ARE THE ONLY SCHOOL THAT PROVIDES 
          [01:45:01]
THE SERVICES, UM, FOR UM, DEAF STUDENTS WHERE THEY'RE IN CLASS WITH OTHER, WITH THEIR PEERS THAT ARE DEAF AND RECEIVING INSTRUCTION IN THEIR FIRST LANGUAGE. 
          UM, SO THAT IS A, A CHALLENGE CONNECTING WITH ALL OF THE DIFFERENT REGIONAL CENTERS 'CAUSE THERE'S NOT JUST ONE. 
          SO. 
          OKAY. 
          UM, AND THEN, SORRY, MY LAST IS, UM, I HEARD ABOUT ALL THE RESOURCES EVERYBODY HAS AND THEY'RE TRYING TO GET IT TO, YOU KNOW, SCHOOLS AND TRYING TO, YOU KNOW, FRONT LOAD FOR, AND I WOULD LOVE A MOBILE DETAILING, BUT UM, THAT MIGHT BE TOO BIG. 
          UM, BUT HOW ARE WE MARKETING TO SCHOOL ? OH, WELL, YOU KNOW, 'CAUSE YOU KNOW, I'M JUST SAYING TEACHERS DURING TEACHER APPRECIATION WOULD LOVE TO HAVE MOBILE DETAILING. 
          SO IF WE MARKET TO PRINCIPALS, AH, JUST SAYING, BUT HOW ARE WE MARKETING THE SCHOOL? SO HOW ARE STU BECAUSE I HAVEN'T HEARD OF SCHOOLS HAVING LIKE A CATALOG OF SAYING, YOU KNOW, EVEN AT CHRISTMAS OR DURING MOTHER'S DAY OR YOU KNOW, DURING THOSE, AT LEAST THOSE BIG HOLIDAYS WHERE THEY CAN GIVE IT TO THE STAFF AND EVERYBODY'S THERE ON A TUESDAY. 
          SO IF WE KNOW, LIKE WE CAN CALL YOU GUYS OUT, YOU KNOW, TO DO MOBILE DETAILING, LIKE HOW DO WE, AND I'M AT LIKE SIX SCHOOLS SO I KNOW I COULD BE LIKE, HEY, DID Y'ALL HEAR ABOUT THIS? 'CAUSE YOU KNOW, I HAVE YOU AT ALL MY SCHOOLS . 
          RIGHT. 
          UM, FIRST MS. ROGERS, THANK YOU. 
          'CAUSE YOU DO HAVE GREAT QUESTIONS. 
          UM, NATALIE FROM SALVIN AND I JUST WANTED TO TAKE A BACK A QUICK NOTCH JUST TO SAY, WHEN IT COMES TO DHH AS A SPECIAL ED CENTER, UM, I ALSO SUPPORT THAT PROGRAM. 
          WE DO HAVE A DHH UH, ZERO TO 36 MONTH PROGRAM ON MY CAMPUS. 
          I'M A HUGE SUPPORTER OF THAT COMPONENT BECAUSE IT DOES OPEN THE WORLD UP TO OTHER PARENTS AND LETTING THEM KNOW WHAT KINDS OF SERVICES AND SUPPORTS IN SCHOOLS THAT L-A-U-S-D OFFERS. 
          IN REGARDS TO COMMUNICATION, UM, IT'S REALLY IMPORTANT THAT WE START WITH COMMUNICATION AND MULTIMODAL COMMUNICATION. 
          SO AT SALVIN, UH, WE ARE IN COMMUNICATION WITH ALL OF OUR SISTER AND BROTHER SCHOOLS AND WE KNOW WHERE OUR KIDS ARE HEADED. 
          SO WE ARE BIG ON PUTTING THOSE DEVICES, AACS, BIG MAC SWITCHES, GO TALKS. 
          MY SCHOOL IS PREDOMINANTLY LOW VERBAL, NONVERBAL. 
          SO WE ARE REALLY BIG ON GIVING STUDENT VOICE. 
          SO WHEN YOU GO ACROSS THE CAMPUS, YOU SEE A VARIETY OF WAYS THAT WE REPRESENT STUDENT VOICE. 
          UH, WE ARE ALSO INVITING OUR STUDENTS TO THEIR IEPS AND ALLOWING THEM THE OPPORTUNITY TO SHINE AND SHOW THEIR OWN VOICES. 
          UM, SO I JUST WANT YOU TO KNOW THAT AS A CENTER, WE FEED INTO THESE SITUATIONS AND IN ORDER TO GET OUR PARENTS READY, UH, FOR THOSE REGIONAL CENTERS. 
          AND THAT NEXT STEP AFTER 22, WE ARE STARTING AT A CENTER. 
          WE HAVE ONE OF OUR REGIONAL CENTER, UH, MEETINGS HAPPENING THIS, UH, MONDAY INVITING OUR PARENTS TO GET STARTED EARLY BECAUSE THAT RELATIONSHIP NEEDS TO BEGIN PRIOR TO GETTING TO A CTC AT 18 TO 22. 
          IT STARTS RIGHT NOW DEVELOPING THAT, UH, COMMUNICATION AND THAT PATHWAY FOR OUR STUDENTS. 
          SO WE ARE WORKING IN TANDEM, UH, AS A SPECIAL ED COHORT DEPARTMENT FAMILY, UH, TO MAKE SURE THAT WE ARE WRAPPING ALL THE WAY AROUND ALL OF OUR STUDENTS, STARTING VERY YOUNG AT PRE-K, AT MARLTON, AT K FOR SALVIN, AND ALL THE WAY FROM 22 AND ABOVE. 
          SO WE ARE WORKING TOGETHER TO MAKE SURE THAT ONE LEADS INTO THE NEXT AND LEADS INTO THE NEXT. 
          SO WHEN YOU SEE US STANDING HERE, WE DON'T STAND HERE ISOLATED. 
          WE ARE A COMMUNITY AND WE ARE WRAPPING AROUND THE ENTIRE CHILD AND WE'RE THINKING ABOUT NOW AND FOREVER. 
          SO THANK YOU FOR THIS OPPORTUNITY. 
          AWESOME. 
          THANK YOU. 
          ALRIGHT, WELL, YOU KNOW, WE DO HAVE A LOT OF QUESTIONS BECAUSE WE'RE VERY EXCITED ABOUT YOUR PRESENTATION AND LEARNING MORE. 
          SO WE HAVE TAMALA AND ELIZABETH AND I DO KNOW THAT, YOU KNOW, OUR OUR MEETING IS SUPPOSED TO END AT FIVE 30 AND WE DO HAVE PUBLIC SPEAKERS COMING UP. 
          SO IF IT'S OKAY WITH THE WHOLE COMMITTEE, IF YOU NEED TO STEP AWAY. 
          I UNDERSTAND. 
          UM, BUT I DO WANNA GIVE SPACE FOR THEIR LAST TWO FOLKS WHO WANTED TO ASK THEM QUESTIONS. 
          SO WE HAVE TAMALA AND THEN WE HAVE ELIZABETH WILL BE OUR LAST SPEAKER BEFORE WE GO INTO PUBLIC COMMENT. 
          HI, THANK YOU. 
          I'M GONNA BE AS QUICK AS I CAN. 
          I JUST WANNA SAY THAT, UM, I HAVE BEEN VERY PRIVILEGED TO WORK AT MARLTON AND AT CTC, UM, WEST AND MCBRIDE. 
          UM, I'VE BEEN AT MARTON FOR ABOUT 10 AND A HALF YEARS, SO I'M VERY FAMILIAR WHAT HAPPENS THERE. 
          I WAS PRIVILEGED LAST YEAR TO WORK AT, UM, MCBRIDE AND CTC WEST AND WAS ABSOLUTELY AMAZED AT WHAT I SAW. 
          UM, AND IT, IT, WHAT IT DID IS IT CAUSED ME TO KIND OF REFLECT ON MY YEARS AT MARLTON AND ALL THE KIDDOS THAT WOULD HAVE ABSOLUTELY BENEFITED, UM, OUR, OUR DEAF STUDENTS THAT WOULD'VE BENEFITED FROM SOMETHING LIKE THAT. 
          UM, LISTENING TO THE PRESENTATIONS TODAY, UM, WITH THE SLIDES OF, OF THE KIDS, UM, BREAKING DOWN TECHNOLOGY, WE HAD A STUDENT THAT COULD TEAR DOWN A LAPTOP AND PUT IT BACK TOGETHER LIKE YOU 
          [01:50:01]
WOULD NOT BELIEVE. 
          AND I JUST, I I REMEMBER SPEAKING WITH THE BOTH OF YOU ABOUT HOW WE CAN MAKE THIS HAPPEN FOR OUR DEAF STUDENTS, UM, BECAUSE THEY WOULD GREATLY BENEFIT. 
          ONE OF THE REASONS THAT I LEARNED TO SIGN AND WENT TO SCHOOL AND GOT MY DEGREE IN DEAF STUDIES WAS BECAUSE WHEN I WAS A GROCERY CHECKER, THERE WAS A DEAF STUDENT THAT, UM, WAS WORKING AS A BAGGER AND I WAS, HAVE ALWAYS BEEN FASCINATED WITH THE LANGUAGE AND HE WOULD TALK TO ME AS BEST HE COULD BECAUSE I WAS LEARNING. 
          AND IT, IT INSPIRED ME TO GO TO PIERCE. 
          AND SO I CAN SEE OUR KIDS DOING THESE THINGS, UM, AND IT'S INSPIRING OTHER HEARING PEOPLE LIKE MYSELF. 
          AND SO HOPEFULLY THERE'S A WAY THAT WE CAN MAKE THAT HAPPEN MORE, UM, UH, NOW RATHER THAN LATER. 
          BECAUSE LIKE I SAID, I'VE BEEN AT MARTON 10 AND A HALF YEARS. 
          I WOULD REALLY LOVE TO SEE OUR KIDS 18 PLUS GET INVOLVED MORE WITH CTC AND, AND, YOU KNOW, I CAN SEE THEM OUT THERE. 
          THANK YOU. 
          YEAH, THANK YOU FOR THAT. 
          AND WE DO COMMUNICATE ABOUT, UH, POSSIBLE STUDENTS. 
          WE STARTED, UH, CTC WEST IN 2017. 
          IN OUR FIRST CLASS, WE ACTUALLY MADE A, A, A SPECIFIC EFFORT TO REACH OUT TO MARLTON AND SEE IF THERE WERE ANY FAMILIES THAT WERE INTERESTED IN, IN GETTING ON BOARD WITH THIS PROGRAM, UH, FROM THE START. 
          AND WE HAD, UH, WE, I, I BELIEVE AT THE HIGHEST POINT WE HAD FIVE STUDENTS THAT, UH, FROM MARLTON STUDENTS THAT ARE DEAF THAT NEEDED, UM, THEY HAD, WE HAD SIGN LANGUAGE INTERPRETERS, WE HAD, UH, INSTRUCTIONAL AIDES, DHH, UH, AND A COUPLE OF ASSISTANTS THAT HAPPENED TO SIGN THAT JOINED OUR TEAM. 
          AND SO THAT'S ACTUALLY BEEN VERY SUCCESSFUL AND WE, WE CONTINUE TO COLLABORATE AND TRY TO, YOU KNOW, KEEP THAT GOING AS MUCH AS POSSIBLE. 
          IT'S ALWAYS AN IEP TEAM DECISION, OF COURSE, LIKE EVERYTHING ELSE, BUT WE'RE AVAILABLE. 
          SO THANK YOU FOR THAT. 
          ALRIGHT. 
          AND OUR LAST SPEAKER OR COMMENTER WILL BE ELIZABETH, AND THEN WE WILL MOVE TO PUBLIC COMMENT. 
          GOOD AFTERNOON. 
          GOOD EVENING, EVERYONE. 
          I JUST WANNA MAKE THIS REALLY QUICK. 
          UM, MY CONCERN IS DURING THE COMMUNITY, UM, FOR THE COMMUNITY BASED INSTRUCTION, HOW CAN CONTINUED IN-PERSON TRAINING BE INSURED FOR PARAPROFESSIONAL SUPPORTING STUDENTS AT WORK, AT COLLEGES AND IN THE CBI PROGRAMS, UH, BE ABLE TO ASSIST THE STUDENTS AND HOW CAN PARTICIPATION BE RECOGNIZED THROUGH STIPENDS OR ADVANCEMENTS FOR OUR STUDENTS? THE TRAINING, UH, PIECE THERE, THERE'S ONGOING TRAININGS FOR CBI ON A REGULAR BASIS. 
          SO I KNOW FOR, UH, FOR CTC WEST SPECIFICALLY, ANYTIME WE HIRE A NEW ASSISTANT, UH, WE SEND THEM TO THE TRAINING. 
          SO EVERYBODY, EVERYBODY GETS TRAINED ON CBI, UM, ALL OF OUR STUDENTS PARTICIPATE. 
          OUR STAFF, UH, TAKES THEM OUT. 
          UH, I DON'T, I I COULDN'T ANSWER ON THE STIPEND. 
          THAT'S A, THAT'S A DISTRICT KIND OF, YOU KNOW, ABOVE MY PAY GRADE QUESTION. 
          BUT FOR SURE, UH, THE TRAINING IS, IS THERE, IT'S AVAILABLE AND I BELIEVE THAT MOST OF US TAKE FULL ADVANTAGE OF THAT AND GET OUR STAFF TRAINED. 
          ALRIGHT, WELL THANK YOU ALL SO MUCH. 
          I INVITE YOU TO PLEASE STICK AROUND. 
          I WOULD LOVE TO TAKE PICTURES WITH THE WHOLE TEAM, PARENTS AND STUDENTS. 
          THANK YOU VERY MUCH. 
          UM, AND I'M GONNA 
          [III. Public Comment]
GO AHEAD AND HAND IT, UM, OVER TO MR. MCLEAN AND I JUST WANNA REMIND, UH, PEOPLE WHO ARE MAKING PUBLIC COMMENT THAT, UM, WE CANNOT DIRECTLY RESPOND TO YOUR COMMENTS, BUT KNOW THAT WE HAVE STAFF HERE WHO CAN SUPPORT WITH ANY CONCERNS THAT YOU MAY HAVE. 
          AND WE ARE ALSO TAKING NOTES AND WE COULD DEFINITELY FOLLOW UP. 
          SO, MR. MCLEAN, UH, CAN YOU PLEASE OPEN UP PUBLIC COMMENT? THANK YOU. 
          YEAH, HERE WE GO. 
          THERE ARE 15 FOLKS LINED UP FOR PUBLIC COMMENT. 
          I'LL CALL ON THE FOLKS WHO ARE LISTED IN PERSON FIRST, AND THEN WE WILL CALL ON THOSE WHO ARE LISTED AS SPEAKING REMOTELY. 
          UH, LET'S SEE. 
          THE FIRST PERSON IS JACQUELIN CASAS. 
          JACQUELINE CASAS, ARE YOU HERE? COME ON UP. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          AND THEN AFTER JACQUELINE CASAS IS WIN. 
          MARTINEZ JACKIE CASAS, WIN MARTINEZ NOT HERE. 
          ALRIGHT, HOW ABOUT ANITA SAFIAN AND THEN AFTER ANITA IS ELIZABETH FLORES, COME ON DOWN. 
          YOU HAVE TWO MINUTES TO SPEAK MS. SUFIAN. 
          THANK YOU. 
          HELLO EVERYBODY. 
          GOOD EVENING. 
          IT'S GOOD TO SEE YOU. 
          MY NAME'S ANITA 
          [01:55:01]
SUFIAN ADAMS. I'M A PSYCHIATRIC SOCIAL WORKER, AND THIS IS MY START OF MY 28TH YEAR. 
          I'M HERE TO TALK TO YOU ABOUT ERIC'S COUNSELING, EDUCATIONALLY RELATED INTENSIVE COUNSELING AND SERVICES. 
          AND I HAVE DEEP CONCERNS REGARDING THE RECENT MID-SEMESTER DECISION TO TRANSITION ERIC'S PROVIDERS TO SCHOOL-BASED ROLES WITH LITTLE NOTICE OR CLARITY. 
          THE ABRUPTNESS OF THIS SHIFT HAS CREATED SIGNIFICANT DISRUPTIONS, NOT JUST FOR US AS PROVIDERS, BUT MORE IMPORTANTLY FOR THE STUDENTS, THE FAMILIES, AND THE SCHOOLS THAT WE SERVE. 
          THIS CHANGE WAS IMPLEMENTED FROM ONE DAY TO THE NEXT. 
          IT LEAVES STUDENTS WHO RELY ON EDUCATIONALLY RELATED INTENSIVE COUNSELING AND SERVICES, FEELING UNIMPORTANT AND UNCERTAIN. 
          STUDENTS WITH THIS COUNSELING MAY ALREADY BE IN A FRAGILE POSITION AND DEPEND ON THE CONSISTENCY AND THE CONNECTION BEING REMOVED FROM A TRUSTED PROVIDER. 
          MID-SEMESTER BREAKS THAT TRUST, BREAKS THAT CONTINUITY OF CARE. 
          IT SENDS AN UNINTENDED BUT CLEAR MESSAGE. 
          THEIR NEEDS ARE NOT A PRIORITY WITHOUT A CLEAR PLAN OR COMMUNICATION. 
          THERE'S WIDESPREAD CONFUSION ABOUT WHO WILL DELIVER THE MANDATED SERVICES THESE STUDENTS RELY ON AS PROVIDERS, WE BUILD STRONG, TRUSTING THERAPEUTIC RELATIONSHIPS WITH THESE STUDENTS AND THEIR PARENTS, THEIR FAMILIES. 
          AND WE'VE HAD TO SIT WITH STUDENTS, SOME OF THEM IN TEARS AND LET THEM KNOW THIS NEWS WITHOUT BEING ABLE TO OFFER THEM ANY ANSWERS OR REASSURANCES. 
          WATCHING THEM PROCESS THEIR SUDDEN LOSS AND FEELING HELPLESS IN THAT MOMENT HAS BEEN HEARTBREAKING. 
          THE STUDENTS, THE IMPACT OF THAT'S THE TWO MINUTES, THE IMPACT OF THESE DECISIONS IS FELT ACROSS ALL THE LEVELS. 
          STUDENTS ARE LEFT WITHOUT CARE AND CONSISTENCY THAT THEY NEED. 
          FAMILIES ARE UNSURE WHO IS SUPPORTING THEIR CHILD, WHO WILL I HAVE A RELATIONSHIP WITH? SCHOOLS ARE LEFT TO MANAGE WITHOUT CLEAR GUIDANCE OR RESOURCES, AND PROVIDERS HAVE BEEN UPROOTED WITH LITTLE REGARD TO THEIR THERAPEUTIC RELATIONSHIPS THAT THEY'VE BUILT OR THE PERSONAL SACRIFICES AND PROFESSIONAL ONES THAT THEY'VE MADE. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          ELIZABETH FLORES. 
          ELIZABETH FLORES. 
          HELLO. 
          I DID SPEAK EARLIER, UM, JUST AS A PARENT AT MILLER CTC, AND I THINK THIS TIME I CAN SLOW MYSELF DOWN A LITTLE BIT. 
          UM, AND JUST REITERATE HOW SPECIAL THE WORK IS THAT THE CTCS ARE DOING. 
          MY DAUGHTER HAS BECOME A MUCH MORE INDEPENDENT YOUNG LADY. 
          SHE IS A MUCH MORE CONFIDENT YOUNG LADY. 
          SHE IS INDEPENDENT AND I OWE THAT TO THE DISTRICT. 
          I OWE THAT TO THE, UM, STAFF AT MILLER CTC, THE TRAININGS THEY GO THROUGH THAT I THAT WE WERE JUST MENTIONING. 
          I THINK IT'S A, IT'S SOMETHING I WILL, I'M GRATEFUL FOR SOMETHING MAYBE OTHER DISTRICTS DON'T GET TO, UH, EXPERIENCE IT, BUT JUST AGAIN, REITERATE WHAT A FANTASTIC JOB EVERYONE'S DOING HERE. 
          AND I CAN ONLY HOPE THAT THE CT, THE CTCS CONTINUE TO THRIVE WITH THE LEADERSHIP THAT I SEE HERE TODAY. 
          IT, IT'S A SPECTACULAR THING TO SEE AS A PARENT. 
          SO JUST THANK YOU AGAIN FOR YOUR TIME. 
          THANK YOU FOR YOUR TIME. 
          OKAY. 
          NORMA GONZALEZ, ARE YOU HERE? NORMA GONZALEZ. 
          AND THEN AFTER MR. MS. GONZALEZ IS, UH, DAVID TOSKI, MS. GONZALEZ IS GONNA SPEAK IN SPANISH. 
          SO IF YOU'D LIKE TO HEAR WHAT SHE'S SAYING IN ENGLISH AS SHE'S SPEAKING SPANISH, PLEASE PUT YOUR HANDS UP AND WE'LL GET YOU THESE TRANSLATION HEADSETS START. 
          GOOD AFTERNOON. 
          OKAY. 
          GOOD AFTERNOON. 
          MY NAME IS NORMA GONZALEZ AND I AM THE MOTHER OF A STUDENT IN SPECIAL EDUCATION. 
          I'M HERE AND I WOULD LIKE TO ALSO OFFER MY WORD LIKE MS. CARLA THAT I AM SURPRISED AND SAD AT THE SAME TIME BECAUSE SURPRISED AS A MOTHER WITH, OF A STUDENT WITH SPECIAL NEEDS THAT WHO IS ALSO A PARENT LEADER WITH OTHERS, UH, WHO ALSO HAVE, UH, THE SAME SERVICES WITH THEIR SAID. 
          AND THIS INFORMATION DOES NOT ARRIVE THIS INFORMATION. 
          WE NEED IT AT THE SCHOOL-WIDE LEVEL BECAUSE THERE'S SO MANY STUDENTS, VERY MANY SEVERE STUDENTS THAT ARE LOCKED IN CLASSES AND THAT COULD BENEFIT FROM THESE PROGRAMS AND THESE SERVICES AND CENTERS. 
          WE WANNA KNOW HOW THEY CAN BE ELIGIBLE TO BE IN THESE CENTERS. 
          WE WANNA KNOW WHERE DO THE FUNDS COME FROM. 
          MR. SOTO, MISS FROM SELPA BECAUSE 
          [02:00:01]
IT'S GREAT, BUT WE DON'T HAVE THESE PRESENTATIONS AT THE, AT THE REGIONAL OR SCHOOL-WIDE LEVEL. 
          THEY TALK ABOUT THE TRANSITIONS IN CTCS VERY SPORADICALLY. 
          WE NEED THAT INFORMATION COMPLETE BECAUSE THERE'S MANY STUDENTS THAT ARE STILL SEGREGATED IN SCHOOLS THAT LOOK LIKE JAILS. 
          MS. CARLA, IN ALL THE REGIONS THAT LOOK LIKE JAILS, OUR STUDENTS SHOULD NOT BE IN JAILS, THEY SHOULD BE INCLUDED. 
          THE DISTRICT IS, IS HANDLING INCLUSION, RIGHT? SO WHY CAN'T OUR STUDENTS BE FREE? IT'S BEAUTIFUL SEEING THESE PRESENTATION. 
          I'M ENCHANTED. 
          I'M HAPPY BECAUSE THERE IS INCLUSION IN THE DISTRICT, BUT THE INFORMATION DOESN'T, A ISN'T ACCESSED, UH, BY THE PARENTS. 
          SO PLEASE PAY ATTENTION TO THAT BECAUSE THERE'S FUNDS IN SELPA, BUT WE DON'T KNOW WHERE THEY'RE ALLOCATED. 
          WE DON'T KNOW WHICH PART OF SELPA. 
          IT SAYS THAT WE DON'T KNOW WHERE THE BYLAWS ARE TO THAT. 
          TALK ABOUT THIS. 
          THERE'S MANY STUDENTS WHOSE PARENTS HAVE TO FIGHT FOR AND THEY'D RATHER SEND THEM TO NON-PUBLIC SCHOOLS KNOWING EVEN THOUGH THERE ARE THESE CENTERS THAT ARE SO WONDERFUL, THERE'S NOT GONNA BE FUNDS FOR, FOR OUR STUDENTS OR THE CENTERS. 
          WHERE IS THE ELIGIBILITY FOR THEM? HOW CAN THEY BE ELIGIBLE FOR THIS? THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          OKAY, MR. DAVID TOSKI AND THEN MARTHA MARTINEZ AND THEN, AND THEN OLGA CASTILLO. 
          SO COME ON UP, MR. TO THANK YOU. 
          DAVID KOSKI, FORMER SCHOOL BOARD MEMBER, CALIFORNIA TEACHER OF THE YEAR. 
          AMAZING COMMITTEE TODAY. 
          REALLY EXCITING TEAM HERE. 
          THE PASSION AND LOVE OF KIDS IS SO EX, UH, CLEAR. 
          BUT THIS CONTINUES TO BE A SEGREGATED COMMITTEE, OKAY? THAT IS TO SAY THE FACILITIES DEPARTMENT DOESN'T SHOW UP THE TOP BRASS SUPERINTENDENTS DON'T SHOW UP. 
          IT'S A SEGREGATED TOPIC THAT SHOULD BE ALTOGETHER NEXT. 
          UH, THE A-P-E-I-S ASSISTANT PRINCIPALS WITH DONNA LYNN ANTON, WHEN SHE WAS THE HEAD OF SPECIAL ED AND MYSELF ON THE BOARD, WE CREATED OVER 500 APES SO THAT EVERY ADMINISTRATOR IN THE DISTRICT WOULD START AS A SPECIAL ED ADMINISTRATOR AND LEARN THE ROPES AND THEN GROW IT INTO THE HIGHER IT GOT CUT BY THIS BOARD LAST YEAR. 
          NUMBER THREE, GREAT CAREER PATHWAYS. 
          LET'S GET THE UNIONS INVOLVED. 
          UH, MEMBER GRIEGO TO HEAR THAT UFCW, THE LARGEST PRIVATE SECTOR, ALL THE MARKETS. 
          H-E-R-E-S-E-I-U AND GET THE PERSONNEL COMMISSION DIRECTOR, THAT'S A STRONG UNION TEAM. 
          THEY CAN TELL YOU HOW TO HELP THESE PRINCIPLES, GET PEOPLE IN. 
          AND FINALLY, SOME OF THE STUFF I HEARD, THIS IS A $20 BILLION ORGANIZATION. 
          IT'S NOT EVEN A FORTUNE 500, IT'S A FORTUNE 250 COMPANY. 
          THIS IS THE DISTRICT. 
          IT HAS A LOT OF MONEY. 
          AND YOU'LL HEAR IN THE NEXT WEEKS HERE IN CALIFORNIA, THE REVENUE IN SACRAMENTO IS MASSIVE. 
          THE AI STOCK BOOM IS SENDING IN LOTS OF BILLIONS OF DOLLARS AND YET WE'RE CUTTING PEOPLE. 
          WE'RE TELLING PEOPLE TO CUT 20% OF THEIR BUDGET, 30%. 
          THE AMOUNT OF MONEY FOR LAST YEAR, 24 25 THIS YEAR IS LIKE $25 BILLION. 
          $25 BILLION. 
          THE GOVERNOR WOULD LIKE TO HEAR FROM A SUPERINTENDENT ABOUT WHAT WE CAN DO WITH THAT MONEY TO HELP SPECIAL ED. 
          THAT'S GOVERNMENT RELATIONS. 
          AND GOVERNMENT RELATIONS SHOULD BE TALKING BI PARTISANLY TO THE PRESIDENT. 
          UH, WHAT'S HIS NAME? GAVIN NEWSOM. 
          I MEAN PRESIDENT, I MEAN GOVERNOR. 
          UM, HE HAS AMBITIONS AND SPECIAL ED IS IN HIS FAMILY AND HIS PRIOR PRIORITIES. 
          GET YOUR GOVERNMENT RELATION TEAM ON THAT TOPIC AND YOUR SUPERINTENDENT. 
          THANK YOU VERY MUCH. 
          UM, MARTHA MARTINEZ AND FIX THE FISCAL STABILIZATION PLAN. 
          THANK YOU. 
          YOU TIME. 
          THANK YOU FOR YOUR TIME. 
          MARTHA MARTINEZ, ARE YOU HERE? MAR MARTINEZ. 
          MS. MARTINEZ IS GONNA SPEAK IN SPANISH. 
          OKAY. 
          MS. MARTINEZ IS GONNA SPEAK IN SPANISH, SO IF YOU'D LIKE TO HEAR WHAT SHE'S SAYING, PLEASE USE THE TRANSLATION HEADSETS AND PUT YOUR HANDS UP IF YOU DON'T HAVE ONE. 
          OKAY, GOOD AFTERNOON. 
          UH, MY NAME IS MARTA MARTINEZ. 
          ONCE AGAIN, A MOTHER WITH A DAUGHTER, UM, WITH SPECIAL NEEDS. 
          I'M HERE TO EXPRESS MORE THAN ANYTHING AND TO SUPPORT THE MOTHER WHO SPOKE ABOUT HOW IT'S TRUE THAT WE NEED THESE CTCS AND THE INFORMATION RELATED TO IT TO ACT, TO GET TO THE SCHOOLS BECAUSE THERE'S A LOT OF PARENTS WHO DON'T KNOW ABOUT THEIR EXISTENCE. 
          WE NEED MORE INFORMATION IN ALL THE SCHOOLS AS A TEAM. 
          WE NEED TO CREATE A PLAN SO THAT ALL THESE BENEFITS THAT THE DISTRICT OFFERS CAN BE ACCESSED BY ALL THE CHILDREN AND NONE STAY BEHIND OR BY THE SIDELINES. 
          AND ALSO MORE PUBLICATIONS OR THE, THE SERVICES THAT ARE BEING WORKED NOW BECAUSE EVERYONE THAT CAME FORTH ARE DOING AN EXCELLENT JOB. 
          ALL OUR KIDS ARE HAVING PROGRESS AND THAT'S WHAT WE 
          [02:05:01]
WANT AS PARENTS OF THESE KIDS, THAT THEY CAN TAKE CARE OF THEMSELVES IN THE FUTURE. 
          SO WE NEED TO DO A LITTLE BIT MORE OF AN EXTENSIVE COMMUNICATION EFFORT SO THAT WE CAN HAVE MORE KIDS THAT BENEFIT FROM THESE SERVICES THAT EXIST. 
          I'M NOT SURE WHAT PLAN THERE IS OR WHAT CAN BE DONE, BUT CAN WE WORK ON THIS, UH, MORE, MORE PROPAGANDA OR MORE COMMUNICATION ABOUT THE EXISTENCE OF THESE CGCS AND MORE PERSONNEL TO ASSIST SO THAT OUR KIDS CAN, CAN HAVE SUCCESS AND NAVIGATE THEIR LIVES. 
          IT'S VERY HARD AS A PARENT AND AS TEACHERS BE WORKING WITH THEM. 
          AND I THINK EVERYBODY THAT'S INVOLVED IN THESE SCHOOLS, PRINCIPALS, UH, THE PER THE, THE EMPLOYEES BECAUSE THEY HAVE A HUGE HEART AND ALL THOSE THAT WORK THERE, I SEE THAT THEY HAVE THAT BIG HEART WITH THAT LOVELINESS WITH THE KIDS AND THE PARENTS AND, AND AS PARENTS TO HAVE THE OPEN DOORS ARE HAPPY TO BE THERE, TO BE HEARD AND TO HAVE A GREAT PARENT REPRESENTATIVE. 
          AND WE WANT THAT TO. 
          THANK YOU. 
          GO FORTH. 
          THANK YOU CAST. 
          OKAY. 
          THANK YOU MS. CASTILLO. 
          SO YOU, THE FOLKS, UH, STREAMING AT HOME. 
          SHE SAID, I'M COOL. 
          I DON'T NEED TO GO AGAIN. 
          AND SHE'S IN THE AUDIENCE. 
          YOU JUST CAN'T HEAR HER. 
          WE ARE NOT IGNORING HER. 
          UM, OKAY. 
          ELIZABETH HERNANDEZ. 
          ELIZABETH HERNANDEZ, WHEN ELSE? WHEN, UM, GOOD AFTERNOON. 
          SORRY. 
          TRY TO FIX MY LANGUAGE RIGHT NOW. 
          , UH, GOOD AFTERNOON. 
          MY NAME IS ELIZABETH HERNANDEZ. 
          I'M A PARENT AT SANTI, UH, HIGH SCHOOL AS WELL AS JOHN ADAMS. UM, SO ONE OF THE THINGS I WANTED TO ALSO SAY IS LIKE, YEAH, WE NEED TO KNOW ABOUT THE CTC PROGRAMS. AS A PARENT WHO IS REALLY INVOLVED AND IS TRYING TO BUILD A CHAPTER WITH SPECIAL ED PARENTS, UH, WHO CAN WE, UM, YOU KNOW, PROVIDE THIS INFORMATION THAT WOULD BE GREAT IF, UH, YOU KNOW, WE KNOW MORE ABOUT IT SO WE CAN GUIDE THE PARENTS BETTER, RIGHT? UM, I, WE HAVE A CHAPTER WITH ACE, UH, ALLIANCE OF CALIFORNIAS FOR COMMUNITY EMPOWERMENT. 
          AND WE ARE BEING DEVELOPING ALONG WITH, UH, MARIA SANCHEZ, WHO IS A PARENT AT MARTIN. 
          YOU KNOW, A CHAPTER WHERE WE ARE GATHERING PARENTS WHO HAD KIDS WITH SPECIAL NEEDS SO WE CAN KIND OF GUIDE 'EM ON WHAT, WHAT SCHOOLS THEY CAN TAKE THEIR KIDS AND THEIR RESOURCES, WHICH IS REALLY IMPORTANT BECAUSE, UH, MARIA SANCHEZ IS NOT JUST SITTING THERE BECAUSE, YOU KNOW, SHE'S SO AWESOME, BUT ALSO BECAUSE SHE IS PART OF THE COMMUNITY. 
          SHE'S A PERSON WHO HAS BEEN, YOU KNOW, GATHERING BEFORE SHE COMES TO THESE MEETINGS. 
          WE HAVE MEETINGS BEFORE THAT WITH OTHER PARENTS, SO THAT WAY SHE'S NOT JUST COMING TO SPEAK ONLY HER MIND OR LEARN, BUT ALSO TO, TO GET THE FEEDBACK FROM OTHER PARENTS. 
          AND I THINK THAT IS ONE OF THE MOST IMPORTANT THINGS ABOUT ORGANIZING OUTSIDE THE SCHOOLS. 
          UM, AND WE ARE ALWAYS OPEN TO, UH, BRING IN NEW PARENTS WHO WANNA BE A PART OF IT. 
          AND IT'S REALLY IMPORTANT THAT WE ALSO TAKE INTO CONSIDERATION THAT THERE IS OTHER PEOPLE WHO'S FIGHTING TO, UH, BRING THE POLICE BACK INTO OUR SCHOOLS. 
          AND YOU GUYS HAVE TO THINK ABOUT THAT. 
          THAT IS GONNA TAKE MONEY FROM SPECIAL EDUCATION. 
          SO WE NEED TO MAKE SURE THAT WE KEEP FIGHTING FOR SPECIAL EDUCATION RESOURCES INSTEAD OF BRINGING SCHOOL POLICE INTO OUR SCHOOLS. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          NEXT, I'LL START CALLING ON THE FOLKS WHO ARE LISTED AS SPEAKING REMOTELY. 
          SO SHIRLEY GRUBER, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF, AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          SHIRLEY GRUBER. 
          SHIRLEY GRUBER. 
          I SEE YOU'RE UNMUTED AND YOU'RE MUTE, YOU'RE MUTED AGAIN. 
          MS. GRUBER, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF. 
          OKAY, WE'LL COME BACK TO YOU, MS. GRUBER. 
          YOU'RE NOT, YOU'RE NOT COMING THROUGH. 
          UH, CHERYL KONO, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF. 
          AND YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          CHERYL KONO. 
          ALL RIGHT. 
          HELLO, CAN YOU HEAR ME? YES, WE CAN. 
          PLEASE GO AHEAD. 
          OKAY. 
          ALRIGHT. 
          GOOD EVENING. 
          I'M SPEAKING ON BEHALF OF STUDENTS, FAMILIES AND PWS. 
          LASD HAS AUTHORIZED UNFAIR ADMINISTRATIVE TRANSFERS OF PWS FROM SCHOOL MENTAL HEALTH THAT ARE SERVICING STUDENTS AND FAMILIES IN SPECIAL EDUCATION. 
          OUR MOST VULNERABLE STUDENT POPULATIONS. 
          ALL OF THE PSW SERVING AS TRANSITIONAL SERVICE FACILITATORS FROM THE EARLY CHILDHOOD SPECIAL EDUCATION PROGRAM HAVE BEEN ENFORCED TO LEAVE THE PROGRAM. 
          [02:10:01]
THIS IS RISK OF IEP NON-COMPLIANCE AND ABRUPT TERMINATIONS WITH THEIR STUDENTS FAMILIES IN SCHOOLS. 
          MANY OF THESE PS WS HAVE MORE THAN 25 YEARS IN THIS PROGRAM. 
          AND IN LASD, THE POSITIONS WERE CREATED DUE TO THE SPECIAL EXPERTISE THAT THEY HAVE BROUGHT TO THIS PROGRAM. 
          IN ADDITION, SOME OF THE PSW AND THE ERIC'S EDUCATIONAL RELATED INTENSIVE COUNSELING SERVICES PROGRAM HAVE EXPERIENCED FORCED TRANSFERS. 
          ERICS IS A FEDERALLY MANDATED SERVICE PRESCRIBED THROUGH HIS STUDENT'S IEP, THIS EDUCATIONAL SERVICE SUPPORT STUDENTS ARE EXPERIENCING THE MOST SEVERE EMOTIONAL AND OR BEHAVIORAL SYMPTOMS, DESPITE THE FACT THAT LESD HAS FUNDS TO PAY FOR THE UNFILLED POSITIONS THROUGH SCHOOL PURCHASE AND BSF FUNDS. 
          NO NEW APPLICANTS ARE CURRENTLY BEING HIRED. 
          THE SUICIDE AWARENESS AND PREVENTION FINAL REVISED RESOLUTION APPROVED BY THE LESD BOARD ON SEPTEMBER 23RD, 25 HAS BEEN DISREGARDED. 
          AND NOW LASD IS FILLING SCHOOL-BASED AND BSAP PSW POSITIONS. 
          WITH THESE FORCED ADMINISTRATIVE TRANSFERS, NEW EXTERNAL CANDIDATES ARE NOT BEING ALLOWED TO APPLY TO THESE OPEN PSW POSITIONS, DESPITE THEIR QUALIFICATIONS THAT WOULD MAKE THEM PRIME CANDIDATES. 
          WE EXPECT THAT LASD RETURN CURRENT PWS BACK TO THEIR ORIGINAL POSITIONS AND PROGRAMS TO SERVICE THE SPECIAL EDUCATION STUDENTS. 
          SECOND, FOLLOW THROUGH ON THEIR COMMITMENT TO OPEN THE PSW APPLICATION PROCESS NOW AND HIRE AT LEAST 28 OR MORE NEW PSW FOR ALL SCHOOL PURCHASE AND BSAP POSITIONS. 
          AND THANK YOU VERY MUCH AND I LOOK FORWARD TO HEARING FROM ALL OF YOU SOON. 
          THANK YOU. 
          WORK AND SUPPORT FOR STUDENTS IN SPECIAL EDUCATION. 
          THANK YOU FOR YOUR TIME. 
          KAMI. 
          RIA KAMI, RIA, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          KAMI. 
          GOOD AFTERNOON. 
          OUR EARLY CHILDHOOD IN K 12 SPECIAL EDUCATION HAS A GROWING GROUP OF EMPLOYEES, ABRUPTLY REASSIGNED, OTHERS DISPLACED WHO HAVE DEVOTED YEARS, OFTEN DECADES OF THEIR CAREERS TO SERVING STUDENTS WITH UNIQUE NEEDS FROM VARIOUS POPULATIONS THROUGHOUT OUR DISTRICT. 
          IN THE PROBABLY HAS HELD DISTRICT SP POSITIONS, THESE PROFESSIONALS, MANY OF THEM, CERTIFICATED PWS TITLED TRANSITION SERVICE FACILITATORS WHO MANAGE ALL PARTS FROM BEGINNING TO END OF THE IEP EXPERIENCE, BUILT TRUST, FOSTER GROWTH, AND PROVIDED STABILITY ACROSS OUR SPED PROGRAM. 
          THEY SERVED AS A LIAISON FOR HUNDREDS, IF NOT THOUSANDS OF STUDENTS COMBINED IN OUR DISTRICT. 
          THEIR EXPERTISE IN STRONG RELATIONSHIPS BUILDING SKILLSET HAVE BEEN THE FRONTLINE AND EQUITABLE REPRESENTATION OF OUR DISTRICT SPACE IN THE SPED WORLD FOR OUR FAMILIES. 
          THIS LARGE GROUP OF SUDDENLY REASSIGNED EMPLOYEES TO THE INTRODUCTION FOR OUR DISTRICT'S VITAL SPECIAL EDUCATION PROCESS. 
          RECENTLY, A LARGE GROUP OF THESE VALUE EMPLOYEES SIGNED FROM THEIR LONG HAUL POSITIONS. 
          THIS ACTION WAS CARRIED OUT WITHOUT CLEAR EXPLANATION OF POSITIVE WAIVER OR THOUGHTFUL TRANSITION PLANNING IS NOR TAILORING ANYTHING TO THE NEEDS OF EACH EMPLOYEE OR THE STUDENT. 
          THE MANNER IN WHICH THE REIN ASSIGNMENTS OCCUR HAS LEFT STAFF, STUDENTS, AND FAMILIES FEELING CONFUSED AND UNSETTLED, NOT TO MENTION FEELING DISTRUST OVER THE WAY THE DISTRICT DOES BUSINESS TO SERVICE THEIR CHILDREN'S NEEDS. 
          NEITHER ARE CHILDREN WITH DISABILITY. 
          THIS RAISE RAISES SERIOUS LEGAL AND ETHICAL QUESTIONS. 
          REASSIGNING EXPERIENCED SPECIAL EDUCATION STAFF WITHOUT PROPER JUSTIFICATION MAY VIOLATE STATE AND FEDERAL EDUCATION CODES, INCLUDING MANDATES UNDER THE AMERICAN WITH DISABILITIES ACT. 
          THESE, THESE LAWS EXIST TO ENSURE THAT STUDENTS WITH DISABILITIES RECEIVE APPROPRIATE, CONSISTENT AND EQUITABLE SERVICES. 
          WE REMEMBER OUR DISTRICT PASSED CHALLENGES WITH THE, WITH THE CHANDRA SMITH DEGREE CONSEQUENCES OF FAILING TO MAINTAIN COMPLIANCE AND EQUITABLE SERVICE DELIVERY. 
          THAT EXPERIENCE TAUGHT US THE IMPORTANCE OF TRANSPARENCY, OF HEARING LEGAL MANDATES AND RESPECT FOR THE RIGHTS OF STUDENTS AND STAFF ALIKE. 
          WE CANNOT AFFORD TO THANK YOU VERY MUCH FOR YOUR TIME. 
          PUT OUR THANK YOU FOR YOUR TIME, DR. 
          ROSALYN HICKS. 
          I SEE YOU'RE ON THE LINE. 
          DR. 
          ROSALYN HICKS. 
          PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          THANK YOU. 
          I'M DR. HICKS WALKER. 
          I THINK A LOT OF MY SENTIMENT WAS ALREADY EXPRESSED BY SOME PREVIOUS, UM, SPEAKERS. 
          UM, I AM A PARENT OF, UH, OF JEREMY WALKER WHO GOES TO MILLER CTC. 
          UM, AND I JUST WANTED TO BRIEFLY STATE A COUPLE OF THINGS AND MAYBE HIGHLIGHT VERY BRIEFLY SOME OTHER THINGS THAT MAY OR MAY NOT HAVE BEEN EMPHASIZED HERE. 
          AS I WAS LISTENING THROUGHOUT OUR SON, UM, JEREMY, UM, AND MY, YOU KNOW, MY HUSBAND AND I, WE WERE VERY CONCERNED AFTER THE 12TH GRADE, AFTER HE GRADUATED, THAT THERE WAS GONNA BE SOME FURTHER CHALLENGES BECAUSE HE HAD, UM, SOME WORK RELATED SKILLS, INTERESTS AND THINGS OF THAT SORT THAT REALLY WE HADN'T BEEN ABLE TO EXPLORE. 
          BUT WE WERE VERY RELIEVED WHEN WE, UM, FINALLY WERE INTRODUCED TO MILLER CTC. 
          AND, UM, 
          [02:15:01]
WE RECOGNIZED HOW THEY HAD SUCH A STRONG FOCUS AND HIGHLY EXPERTISE IN THEIR ABILITY TO FOSTER HIS INDEPENDENT AS WELL AS WE SAW IN THEIR OTHER INTERNS, UM, WHICH WAS VERY, VERY IMPRESSIVE. 
          UM, THEY, THEY'RE EXPOSED TO A LOT OF THE VARIETY OF THE VOCATIONAL WORK TRANSIT THAT YOU SHARED HERE. 
          WHAT I WANTED TO HIGHLIGHT VERY MUCH SO IS THEIR LEADERSHIP IN THAT INSTRUCT THEIR LEADERSHIP TO THEIR INSTRUCTORS, TO THE OFFICE STAFF WERE VERY ACCESSIBLE IN, UM, AND THEY FUNCTIONED IN A VERY COHESIVE MANNER. 
          AND THAT IS SOMETHING THAT WAS VERY, VERY NEW TO US WITHOUT, THROUGH JEREMY'S K THROUGH 12 EXPERIENCE AND SURPRISINGLY ALSO THE COLLABORATIVE, UM, FEAR THAT THEY HAD WITH HIS PARENTS, YOU KNOW, MY HUSBAND AND I. 
          AND THAT IS SOMETHING THAT'S VERY KEY THERE IS TO ALSO REMEMBER, ALTHOUGH WE WANT THEM TO HAVE INDEPENDENCE AND THEY'RE OLDER, BUT THEY STILL HAVE THESE GUARDIANS AND THESE PARENTS THAT WANT TO COME ALONGSIDE AND UNDERSTAND WHAT'S GOING ON. 
          A LOT OF TIMES IN THE FACILITY, I MEAN THE ENTITIES, BECAUSE WE DON'T, HE'S NOT SOMEONE WHO IS VERY VERBAL, BUT THEY'VE BEEN VERY OPEN, VERY OPEN AND, UM, HELPFUL THE STAFF THERE IN HELPING US TO LEARN THAT AND TO UNDERSTAND THAT. 
          BUT VERY MUCH SO TO KEEP THE PARENTS INVOLVED. 
          WE ARE, UM, THANKFUL FOR THE HUGE AMOUNT OF RESOURCES THAT THEY PROVIDE. 
          I'M LOOKING FORWARD TO THEM CONNECTING. 
          UH, THANK YOU SO MUCH FOR YOUR TIME. 
          THANK YOU FOR YOUR TIME. 
          AND LET'S SEE, THE LAST CALLER IS CONCERNED PARENT, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          CONCERNED PARENT. 
          GOOD AFTERNOON COMMITTEE MEMBERS, THANK YOU FOR TODAY'S PRESENTATIONS. 
          I WANNA BRING UP SOME CONCERNS REGARDING WHAT WAS PRESENTED TODAY. 
          AND I'D LIKE TO START BY REMINDING YOU THAT SPECIAL EDUCATION IS A SERVICE, NOT A PLACE. 
          IT IS IMPORTANT TO MAKE THIS DISTINCTION BECAUSE AS IT WAS MENTIONED ABOUT CONNECTING IEP STUDENTS WITH REGIONAL CENTERS, I WANT TO INFORM YOU THAT NOT EVERY PERSON THAT HAS AN IEP WILL BE ELIGIBLE FOR A REGIONAL CENTER. 
          REGIONAL CENTER PROVIDES ELIGIBILITY UNDER FIVE CATEGORIES AS OPPOSED TO 13, UH, CATEGORIES THAT ARE ELIGIBLE FOR SPECIAL EDUCATION. 
          SO IT'S IMPORTANT FOR YOU TO KNOW THAT BECAUSE NOT EVERY STUDENT WILL BE ABLE TO BE A REGIONAL CENTER CLIENT. 
          NOW, IN TERMS OF HOW CAN WE DO BETTER, HOW ABOUT WE RAISE THE BAR A LITTLE BIT? IT'S SAD TO HEAR THAT WE ARE ONLY, UM, PLACING STUDENTS WITH DISABILITIES AND JOBS SUCH AS CUSTODIAL OR FOOD SERVICES. 
          WE CAN RAISE THE BAR A LITTLE BIT AND HAVE HIGHER EXPECTATIONS. 
          AND REGARDING EXPECTATIONS WE WANNA MAKE, WE MAY WANT TO CONSIDER, UM, MAKING US A LITTLE, MAKING THOSE A LITTLE BIT HIGHER BECAUSE STUDENTS CAN ACHIEVE MORE THAN WHAT YOU ARE ABLE TO SEE. 
          GOING BACK TO, UM, THE SOFT SKILLS THAT THE SPEAKERS SPOKE ABOUT, UM, I, IEPS ARE FOR EDUCATIONAL ACADEMIC, SO A LOT OF TIMES THESE SKILLS ARE OVERLOOKED BECAUSE WE ONLY FOCUS ON WHAT STUDENTS CAN DO ACADEMICALLY INCLUSION, HOW CAN STUDENTS IN CTCS BE INCLUDED WITH TYPICAL PEERS? ARE THEY, THAT'S IMPORTANT TO CONSIDER AS WELL. 
          AND I WOULD'VE LIKED TO SEE DATA ON HOW MANY STUDENTS ARE BEING ELIGIBLE AND PLACED IN CTCS THAT ARE IN THE ALT, UH, PATHWAY VERSUS STUDENTS THAT ARE IN CTCS THAT ARE BECOMING ELIGIBLE FOR DIPLOMAS. 
          SO I HOPE YOU TAKE THESE INTO CONSIDERATION. 
          THANK YOU VERY MUCH. 
          THANK YOU FOR YOUR TIME. 
          AND WE WILL TURN TO SHIRLEY GRUBER IF YOU'RE STILL THERE. 
          SHIRLEY GRUBER, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF IN TWO MINUTES TO SPEAK. 
          OKAY. 
          OKAY. 
          . 
          GOOD AFTERNOON, MEMBERS OF THE COMMITTEE. 
          MY NAME IS SHIRLEY GRUVER. 
          I AM A MOTHER WITH A STUDENT WHO HAS AUTISM IN FIRST GRADE. 
          AND, AND I AM HERE WITH A GROUP CALL TOGETHER FOR INCLUSION. 
          AND FIRST, AS THE SAME WORDS THAT MS. CARGO HAD SAID TODAY, I FEEL CONCERNED AND AT THE SAME TIME WITH THIS PRESENTATION, WITH HOPE FIRST CONCERN BECAUSE I WANT TO START MY QUESTION WITH THE CUTS FROM THE FEDERAL GOVERNMENT FOR SPECIAL EDUCATION, SPECIFICALLY IN THE AREAS TO GUARANTEE, UH, THE COM UH, COMPLIANCE WITH IDEA, ESPECIALLY WITH STUDENTS WITH SPECIAL NEEDS AND THAT THEY RECEIVE AN EDUCATION THAT IS PUBLIC FREE. 
          AND MY QUESTION FOR THIS COMMITTEE IS WHAT MEASURES OR WHAT ACTIONS ARE YOU TAKING AT THE STATE LEVEL TO G GUARANTEE THAT THESE CUTS DO NOT, UH, AFFECT THE, UH, COMPLIANCE WITH IDEA AND WITH THE STUDENTS AND MUCH LESS THE SERVICES THAT THEY REQUIRE IN THE SCHOOL ENVIRONMENT? WE KNOW VERY WELL THE SITUATIONS THAT WE HAVE AT THE DISTRICT, SOMETIMES THE LACK OF 
          [02:20:01]
COMPLIANCE. 
          AND MY QUESTION FOR THE COMMITTEE IS WHAT MEASURES ARE YOU TAKING ABOUT IT? WHAT KIND OF PLANNING IN THE FUTURE WILL YOU TAKE UNDERTAKE SECOND WITH THE PRESENTATION FROM TODAY? DEFINITE, DEFINITELY. 
          I FEEL HOPEFUL WITH THIS PRESENTATION BECAUSE I HAVE A STUDENT WHO IS SIX YEARS OLD. 
          BUT I WOULD LIKE TO KNOW WHAT, AND I DO RECOGNIZE ALL THE EFFORTS THAT THE COMMITTEE AND THE DISTRICT IS DOING TO PROMOTE THESE AREAS, BUT I DO CONSIDER IT CRITICAL HOW THEY ARE HAVING THESE, UH, WORK, UH, OPPORTUNITIES AVAILABLE FOR OUR STUDENTS. 
          AND IT WOULD BE IMPORTANT BECAUSE FOR THE DIVISION THAT THEY STUDENTS HAVE SPECIFIC NEEDS AND THAT THEY PLAN IT OUT AND IT'S JUST NOT EMPLOYMENT JUST TO CLEAN OR TO PICK UP TABLES. 
          WE HAVE TO, UM, AMPLIFY THEIR, UH, STRENGTHS SO THAT THEY HAVE OTHER OPPORTUNITY. 
          THANK YOU SO MUCH FOR THE WORK AND HAVE A GOOD AFTERNOON. 
          THANK YOU FOR YOUR TIME. 
          AND THE LAST PERSON WHO LISTED THEMSELVES AS A CALLER, ASHANDA SMITH, I DON'T HAVE YOU SIGNED IN, BUT ARE YOU IN THE ROOM? C CHANDA SMITH? NO. 
          OKAY. 
          THAT COMPLETES, UH, COMMENT. 
          ALRIGHT, THANK YOU. 
          AND I JUST WANNA GIVE THE MIC, UH, TO TWO FOLKS IN THE COMMITTEE WHO DID NOT HAVE AN OPPORTUNITY TO SPEAK OR TO ASK A QUESTION. 
          AND I WANNA HONOR THAT BECAUSE I KNOW YOU ALL TRAVEL FAR AND PREPARE FOR THESE MEETINGS. 
          AND SO IF IT'S OKAY WITH THE COMMITTEE, I'M GONNA CALL ON RABIA AND MARIA WHO BOTH HAD, UM, RAISE YOUR HANDS AND I MISSED IT. 
          SO WOULD YOU LIKE TO SAY A FEW WORDS AND, AND THEN MARIA, UM, JUST BRIEFLY, I AM, UM, UM, QUITE IMPRESSED BY THE PROGRAMS THAT YOU GUYS HAVE PUT TOGETHER WITH THE CTCS. 
          UH, PARTICULARLY BRINGING A LEVEL OF, UM, EDUCATION ENGAGEMENT WITHIN THE COMMUNITY AND UM, REALLY OFFERING AN OPPORTUNITY FOR THESE CHILDREN WITH SPECIAL NEEDS TO GROW UP AND BECOME CONTRIBUTING CITIZENS OF OUR COMMUNITY AND LIVING A LIFE OF DIGNITY. 
          'CAUSE THAT'S REALLY WHAT THE HEART OF ALL OF THIS IS. 
          THANK YOU FOR THE PRESENTATION, MARIA. 
          MY NAME IS MARIA MARIA SANCHEZ. 
          AND HOW CAN WE IMPLEMENT THE PROGRAMS THAT WE JUST HEARD ABOUT IN THE SCHOOLS? BECAUSE FOR PARENTS TO BE ENGAGED ALSO AND ALSO HAVE THAT MOTIVATION OF BEING TO BE WITH THE PRINCIPALS ALSO AND TO BE WELL INFORMED BECAUSE IT'S NOT JUST ABOUT SAYING IT'S THE PRINCIPALS OR IT'S THE DISTRICT. 
          ALSO, WE AS PARENTS HAVE THE RESPONSIBILITY TO ASK FOR THOSE PROGRAMS IN OUR SCHOOLS. 
          AND I AS A MOTHER WHO HAVE A STUDENT WHO IS DEAF, WE WANT WANT TO IMPLEMENT THOSE PROGRAMS IN OUR SCHOOLS. 
          BUT WE ALSO WANT PARENTS THAT ARE ENGAGED AS WELL. 
          AND JUST LIKE I SAID IN THAT WORD IS STRENGTH AND FOR TO, BECAUSE STRENGTH AND UNITY MAKES EVERYTHING BECAUSE WE CAN'T JUST LEAVE IT UP TO THE DISTRICT, THE WORK, BUT WE AS PARENTS, WE AS A RESPONSIBLE PARENTS AND TO DO EVERYTHING WITH THE PRINCIPALS AND THE SCHOOL STAFF BECAUSE IT IS REALLY IMPORTANT THAT PARENT ENGAGEMENT BECAUSE I AS A PARENT HAVE SIX YEARS IN THAT SCHOOL. 
          AND IT IS A SCHOOL THAT HAS BENEFITED MY STUDENT GREATLY, WHICH IS MARTON SCHOOL. 
          AND REALLY, WHEN I KNEW THAT MY SON WAS COMING WITH THOSE DIFFICULTY, I CRIED BECAUSE I DIDN'T KNOW WHERE TO GO. 
          WHAT SCHOOL WOULD HE GO TO? I DID NOT KNOW. 
          BUT THANK GOD THAT THE REGIONAL CENTER REFERRED ME TO THAT SCHOOL. 
          AND I AM SO THANKFUL AND SO HAPPY WITH THE TEACHERS, WITH THE PRINCIPAL, WITH THE STAFF THAT IS THERE. 
          I AM TRULY VERY HAPPY FOR MY SON THAT HAS LEARNED THAT CAME TO THAT SCHOOL. 
          HE'S DOING FIVE SIGNS AND NOW HE HAS MORE THAN FIVE. 
          AND NOW HE NOW I'M IN THE CLASSES TOO ENGAGED AND THAT IS EVERYTHING. 
          AND WELL, I'M REALLY HAPPY AT THAT SCHOOL AND EVERY SINGLE PARENT THAT WANTS TO GO TO THE CLASSES, THEY'RE WELCOME BECAUSE THE STAFF IS VERY ATTENTIVE. 
          AND THANK YOU TO THE PRINCIPAL AS WELL. 
          THANK YOU. 
          THANK YOU. 
          THOSE ARE WONDERFUL WORDS TO, UH, TO WRAP US UP WITH. 
          I WANNA THANK AGAIN EVERYBODY HERE IN THIS COMMITTEE. 
          I WANNA THANK THE AUDIENCE FOR COMING. 
          I WANNA THANK THE PRESENTERS, THE FAMILIES FOR SHARING YOUR STORY, THE STUDENTS, CONGRATULATIONS, YOU ALL ARE AMAZING AND I WANT YOU TO KNOW THAT YOU ARE OUR INSPIRATION. 
          SO THANK YOU SO MUCH AND THE STAFF, THANK YOU FOR YOUR WORDS. 
          IT IS VERY CLEAR THAT YOU DO THIS WITH LOTS OF LOVE AND WE ARE BLESSED TO HAVE YOU HERE WITH US. 
          JUST FOR EVERYONE WHO IS 
          [02:25:01]
WATCHING IN OUR AUDIENCE KNOW THAT THIS COMMITTEE WILL BE MEETING TO COME UP WITH SOME RECOMMENDATIONS FOR THE DISTRICT. 
          SO EVERYTHING THAT IS SHARED AT THESE MEETINGS WE TAKE NOTE OF AND WE ARE GOING TO REVIEW EVERYTHING AND COME UP WITH SOME RECOMMENDATIONS FOR THE DISTRICT BECAUSE AS YOU KNOW, AND AS WE HEARD TODAY, IT IS NOT ENOUGH TO JUST SPEAK, RIGHT? WE NEED TO FILL THAT WITH SOME SUBSTANCE AND A LOT OF THAT MEANS FUNDING. 
          AND SO WE WANNA MAKE SURE THAT WHATEVER WE SPEAK HERE AND CELEBRATE THAT IT IS MATCHED WITH THAT COMMITMENT FOR FUNDING BECAUSE THAT IS IMPORTANT. 
          WE KNOW THAT NOTHING CAN EXIST WITHOUT THAT. 
          SO THANK YOU AGAIN. 
          I HOPE YOU HAVE A WONDERFUL EVENING. 
          I WOULD LOVE TO TAKE SOME PICTURES WITH THE COMMITTEE AND WITH OUR PRESENTERS. 
          UM, IF YOU CAN STAY. 
          THANK YOU SO MUCH.
* 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.