* 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]
          [00:00:05]
          ALL RIGHT. 
          GOOD AFTERNOON EVERYONE. 
          UH, WELCOME TO OUR INSTRUCTION AND CURRICULUM COMMITTEE. 
          VERY EXCITED TO HAVE YOU HERE. 
          UM, JUST, UM, SO, YOU KNOW, ALL KNOW, UM, THE CURRICULUM AND INSTRUCTION COMMITTEE IS OUR OVERALL FOCUS. 
          WHAT WE HAVE DECIDED AS A COMMITTEE, UM, THAT WE'RE GONNA DO THIS YEAR, IS WE'RE GOING TO ENSURE THAT STUDENTS AND ESPECIALLY OUR VULNERABLE POPULATION, SEE THEIR WHOLE SELVES REFLECTED AND CELEBRATED IN THE CURRICULUM AND THE INSTRUCTION AND THE CLASSROOM CULTURE. 
          SO, WE WANNA ASK OURSELVES, HOW DO WE MAKE THIS HAPPEN IN EVERY SINGLE CLASSROOM, RIGHT? SO, AS WE ARE HAVING THESE MEETINGS, THESE ARE THE QUESTIONS THAT WE ARE CONTINUALLY ASKING OURSELVES, BECAUSE WE WANNA MAKE SURE THAT WHATEVER LEARNINGS WE HAVE IN THESE COMMITTEES ARE SOMETHING THAT WE CAN SCALE UP AND OUT INTO THE DISTRICT. 
          UM, OUR PLAN FOR THE YEAR IS THIS FIRST HALF OF THE YEAR, WE'RE GONNA FOCUS ON IDEAS, IDEAS AROUND CURRICULUM, AROUND INSTRUCTION AND CLASSROOM CULTURE THAT SUPPORT AND HONOR THE WHOLE BEING, THE WHOLE CHILD AND THEIR IDENTITY. 
          THE SECOND PART OF THE YEAR, WHICH, WE'LL, BEGINNING JANUARY, WE WILL BE LOOKING AT WHAT ARE SOME OF THOSE BARRIERS THAT PREVENT US FROM BEING ABLE TO DO THESE GREAT THINGS ALL OVER OUR DISTRICT? AND OUR GOAL IS TO COME UP WITH TWO SETS OF RECOMMENDATIONS, ONE IN FEBRUARY AND ONE IN JUNE. 
          THESE RECOMMENDATIONS ARE THINGS THAT WE'RE GONNA BRING TO THE BOARD THAT HOPEFULLY CAN BECOME POLICY IN OUR DISTRICT. 
          SO WE ARE GONNA BE WORKING HARD ON THIS, UH, BETWEEN NOW AND THE END OF THE SCHOOL YEAR. 
          UM, SO TODAY I AM VERY EXCITED. 
          WE HAVE SOME PRESENTERS, WE HAVE EDUCATORS, WE HAVE A STUDENT, WE HAVE SOME FOLKS WHO ARE DOING THE WORK IN OUR DISTRICT AROUND THE FAIR ACT. 
          AND, UM, SO WHY ARE WE TALKING ABOUT THIS? YOU WILL BE LEARNING ABOUT THAT MORE. 
          BUT JUST TO GIVE YOU A BRIEF, UM, SYNOPSIS, THE FAIR ACT, IT STANDS FOR FAIR, ACCURATE, INCLUSIVE, AND RESPECTFUL. 
          AND IT WENT INTO EFFECT IN 2012 AS PART OF THE ED CODE THAT WAS ALREADY THERE. 
          BUT THEY, IN, IN, UM, 2012, IT WAS EXPANDED TO INCLUDE NEW LANGUAGE AROUND, UM, THE STUDY OF THE ROLE AND CONTRIBUTIONS OF BOTH MEN AND WOMEN, NATIVE AMERICANS, AFRICAN AMERICANS, MEXICAN AMERICANS, ASIAN AMERICANS, PACIFIC ISLANDERS, EUROPEAN AMERICANS, LESBIAN, GAY, BISEXUAL, AND TRANSGENDER AMERICANS, PERSONS WITH DISABILITIES, AND MEMBERS OF OTHER ETHNIC AND CULTURAL GROUPS TO THE ECONOMIC, POLITICAL AND SOCIAL DEVELOPMENT OF CALIFORNIA AND THE UNITED STATES OF AMERICA, WITH PARTICULAR EMPHASIS ON PORTRAYING THE ROLE OF THESE GROUPS IN CONTEMPORARY SOCIETY. 
          SO THIS FAIR ACT WAS EXPANDED TO INCLUDE ALL OF THESE POPULATIONS, AND IT IS THE LAW. 
          THIS IS WHAT WE ARE TO BE DOING IN OUR SCHOOLS. 
          SO IT'S VERY IMPORTANT, AND IT IS VERY IMPORTANT THAT WE MAKE SURE THAT ALL OF OUR, OUR EDUCATORS ARE AWARE OF THIS SO THAT THEY ARE ABLE TO IMPLEMENT. 
          AND IT'S VERY IMPORTANT THAT WE AS A DISTRICT ALSO ARE VERY MUCH AWARE OF IT, SO THAT WE CAN SUPPORT OUR EDUCATORS IN IMPLEMENTING THIS. 
          SO IT IS UP TO THE DISTRICT TO DETERMINE HOW THE INSTRUCTIONAL CONTENT IS INCLUDED IN K 12. 
          NOW, JUST BRIEFLY, UH, MANY OF US HAVE HEARD ABOUT THE SUPREME COURT CASE, MAHMUD VERSUS TAYLOR, AND I WANT YOU TO KNOW THAT THERE'S A DIFFERENCE. 
          THIS IS NOT CONNECTED TO THAT. 
          THE, THAT CASE OFFERS PARENTS SOME OPTIONS AROUND STORYBOOK READINGS THAT TOUCH ON L-G-B-T-Q-I-A ISSUES. 
          HOWEVER, THE FAIR ACT IS IN EFFECT, AND IT IS THE LAW THAT ALL OF US SHOULD BE ALLOWING, SHOULD BE FOLLOWING TO BUILD FAIR, ACCURATE, INCLUSIVE, AND RESPECTFUL TEACHING ABOUT THE CONTRIBUTIONS OF L-G-B-T-Q-I-A PEOPLE AND MOVEMENTS IN CALIFORNIA AND THE US. 
          SO TODAY WE'RE GONNA BE PONDERING THE BIG QUESTIONS. 
          HOW ARE EDUCATORS AND SCHOOLS WORKING TO IMPLEMENT THE FAIR ACT AND BUILD L-G-B-T-Q-I-A INCLUSIVE CURRICULUM? WHAT FURTHER SUPPORTS ARE NEEDED? HOW DOES L-A-U-S-D SUPPORT SCHOOLS AND EDUCATORS TO IMPLEMENT THE FAIR ACT AND BUILD L-G-B-T-Q-I-A INCLUSIVE CURRICULUM? AND LASTLY, HOW CAN L-A-U-S-D SUPPORT EDUCATORS IN SCHOOLS TO MEANINGFULLY IMPLEMENT THE FAIR ACT AND TO ENGAGE THE WHOLE SCHOOL IN L-G-B-T-Q-I-A AFFIRMING CURRICULUM, INSTRUCTION AND CULTURE? SO TODAY WE'RE GONNA HAVE PRESENTERS, I'M GOING TO GO AHEAD AND INTRODUCE THEM. 
          I'M VERY EXCITED ABOUT, UH, TO 
          [00:05:01]
HEAR WHAT THEY HAVE TO SHARE WITH US. 
          I WILL ASK THAT WE BE LEAN BECAUSE I'M THAT WE WANNA CREATE SPACE FOR QUESTIONS AND ANSWERS AFTER THE FIRST PRESENTATION. 
          AND THEN WE WANNA LEAVE SPACE FOR THE COMMITTEE TO DISCUSS, AS WELL AS, UM, ASK QUESTIONS OF THE PRESENTERS AND, YOU KNOW, AND ALSO COME UP WITH SOME IDEAS THAT WE WANT TO PRESENT TO THE REST OF OUR BOARD IN OUR DISTRICT, RIGHT? SO, UM, I CAN GIVE YOU SOME REMINDERS IF YOU'RE GETTING CLOSE TO TIME. 
          UM, BUT BEFORE I PRESENT OUR, UM, FIRST, UH, GROUP OF PRESENTERS, CAN WE GO AROUND THE DAYS AND INTRODUCE OURSELVES AS A COMMITTEE? AND IF YOU CAN LET US KNOW YOUR NAME AND THE ROLE IN, UM, OR YOUR CONNECTION TO L-A-U-S-D, THAT WOULD BE AWESOME. 
          WHY DON'T WE BEGIN THERE. 
          TREVOR? HI, MY NAME IS TREVOR LADNER. 
          HE, HIM, UM, I AM ON THE COMMITTEE AS A COMMUNITY MEMBER. 
          UM, I WORK AS THE DIRECTOR OF EDUCATION AT ONE INSTITUTE WHERE I LEAD L-G-B-T-Q HISTORY PROGRAMS FOR, UH, EDUCATORS AND YOUTH, UH, PRIMARILY IN L-A-U-S-D. 
          HI, MY NAME IS CECILY AND I HAVE AN EIGHTH GRADER AT IRVING MIDDLE SCHOOL AND A SEVENTH GRADER AT THE GIRLS ACADEMIC LEADERSHIP ACADEMY. 
          AND SO I AM A MOM OVER THERE, RIGHT THERE. 
          HI EVERYONE. 
          MY NAME IS AM COUTURE. 
          I ALSO HAVE TWO CHILDREN ATTENDING PRC AT OH PRCS, ATTENDING L-A-U-S-D SCHOOL AT, UH, PORTER RANCH COMMUNITY SCHOOL. 
          AND I'M CARLA GGO. 
          I AM THE BOARD MEMBER FOR BOARD DISTRICT FIVE FORMER, UH, SPECIAL EDUCATION TEACHER. 
          HELLO, MY NAME IS VICKI MARTINEZ. 
          SHE HER AREA. 
          AND I'M A MOTHER OF TWO CURRENT L-A-U-S-D STUDENTS, ONE IN SEVENTH AND ONE IN 10TH AT FRANKLIN DUAL LANGUAGE MAGNET ACADEMY. 
          HI EVERYONE. 
          I'M JOHN VIC. 
          I AM WITH THE DIVISION OF INSTRUCTION. 
          I'M ONE OF THE EXECUTIVE DIRECTORS AND I'M SUPPORTING, UH, DR. FRANCIS BIAS, WHO'S OUR CHIEF ACADEMIC OFFICER. 
          HI, MY NAME IS LAURA VASQUEZ WEBER. 
          I AM A FIFTH GRADE TEACHER. 
          I'VE BEEN WITH L-A-U-S-D FOR 26 YEARS, TEACHING FOURTH, FIFTH, AND SIXTH GRADE. 
          MY NAME IS DEL MELOY, I'M A TEACHER AND I'M A DUAL LANGUAGE TEACHER, SO I'M REPRESENTING, UM, TEACHERS. 
          ALRIGHT. 
          AND, UM, WE HAVE MY STAFF, REBECCA SOLOMON, SOME OF YOU KNOW, AND THEN MORE DISTRICT STAFF. 
          UM, SO THANK YOU AGAIN. 
          I'D LIKE TO, 
          [II.1. The FAIR Act and K-12 Classrooms: How are educators and schools working to implement the FAIR Act? What further supports are needed?]
UM, INTRODUCE YOU TO DANIELLE TORRES, WHO IS A SOCIAL STUDIES TEACHER AT ROOSEVELT HIGH SCHOOL WITH HER STUDENT KATIE. 
          NO, I'M SORRY, DANIELLE IS THE STUDENT, OR I'M THE TEACHER. 
          YOU ARE THE TEACHER. 
          AND ALEXA IS THE STUDENT. 
          YES. 
          ALRIGHT, THANK YOU. 
          WELCOME. 
          UM, THANK YOU. 
          OUR SLIDES UP. 
          OH, OKAY. 
          UM, I'LL START BY JUST INTRODUCING YOURSELF. 
          HI, MY NAME IS DANIELLE TORRES. 
          UM, I USE SHE HER PRONOUNS. 
          I'M A SOCIAL STUDIES TEACHER AT THE MATH, SCIENCE AND TECHNOLOGY MAGNET ACADEMY. 
          I'M ALSO A PRIDE CLUB CO-ADVISOR, AND I'M A LIAISON THROUGH HRDE FOR, UM, THE L-G-B-T-Q LIAISON PROGRAM. 
          UM, HI, MY NAME'S ALEXA MIA, AND, UM, I'M A STUDENT AT ROOSEVELT A JUNIOR, AND I, UM, AM A PART OF THE YOUTH AMBASSADOR FOR QUEER HISTORY AT ONE INSTITUTE. 
          SORRY. 
          COOL. 
          ALL RIGHT. 
          UM, I JUST WANTED TO GROUND, UM, THIS PRESENTATION AND SOME THINGS I THOUGHT WERE REALLY IMPORTANT, WHICH WERE MY STUDENTS' THOUGHTS AND FEELINGS ABOUT WHAT INCLUSIVE EDUCATION MEANS TO THEM. 
          UM, ON THE SCREEN, YOU CAN SEE SOME RESPONSES FROM MY PRIDE CLUB STUDENTS. 
          THE VERY FIRST MEETING THAT WE HAD THIS YEAR, WHEN I ASKED THEM HOW THEY FELT WHEN THEY HEAR STUDENTS USE HOMOPHOBIC SLURS, A LOT OF THEM SHARED, THEY FELT SAD, THEY FELT DISAPPOINTED. 
          IN THIS ONE IN PARTICULAR, THEY SAID, I FEEL INVALID BECAUSE HOMOPHOBIC SLURS ARE USED TO DEHUMANIZE THE COMMUNITY. 
          UM, WHEN I ASKED THEM WHAT INCLUSIVE SPACES COULD LOOK LIKE, SOUND LIKE, OR FEEL LIKE A LOT OF THEM SHARED THAT THEY FEEL ACCEPTED, THEY FEEL SAFE, THEY FEEL COMFORTABLE. 
          UM, AND THEN LASTLY, I ASKED THEM, WHEN MY IDENTITY IS AFFIRMED, HOW DO YOU FEEL? AND THEY SHARED THAT THEY FELT ACCEPTED AND SEEN CONFIDENT AND HOPEFUL. 
          AND I WANTED TO SHARE THAT BECAUSE I THINK, UM, WITH CREATING INCLUSIVE CURRICULUM, IT'S NOT SOMETHING THAT IS JUST LIKE, I WANNA DO THIS BECAUSE THIS IS WHAT I WANNA TEACH. 
          IT'S RESPONSIVE TO MY STUDENTS' NEEDS AND WHAT MAKES THEM FEEL SAFE AND COMFORTABLE AND WANTING TO LEARN IN THE CLASSROOM. 
          SO I WANNA SHARE A COUPLE OF WAYS THAT I DO THAT. 
          IN MY 10TH GRADE WORLD HISTORY CLASS, UM, I TRY TO THINK ABOUT MY CURRICULUM AS MORE, UM, 
          [00:10:01]
LIKE INCLUSIVE AND PART OF THE WHOLE NARRATIVE OF HISTORY, RATHER THAN ADDING IT ON, I, IT'S NOT SOMETHING WHERE IT'S, OH, IT'S L-G-B-T-Q HISTORY MONTH, LET'S TEACH ABOUT QUEER HISTORY. 
          IT'S SOMETHING THAT I TRY TO USE AS A THROUGH LINE THROUGHOUT THE YEAR IN MY CLASSES. 
          AND SO THIS IS AN EXAMPLE OF THE WAY I DO THAT. 
          IN MY WORLD HISTORY CLASS, WE LEARN ABOUT THE TWO-SPIRIT PEOPLE OF THE ZUNI AND WE LEARN ABOUT WEWA AND BASICALLY WHAT THE WORLD AND WAS LIKE, AND GENDER WAS LIKE BEFORE COLONIZATION. 
          UM, ANOTHER EXAMPLE OF HOW I DO THAT IS, UM, IN ANOTHER UNIT WHEN WE LEARN ABOUT THE REVOLUTIONS, WE TALK ABOUT, UM, THE CHALLENGE OF GENDER NORMS IN THE MEXICAN REVOLUTION. 
          SO WE LEARN ABOUT THE RA, BUT WE ALSO LEARN ABOUT AMELIA ROBLES, WHO IS ONE OF THE FIRST TRANSGENDER, UM, SOLDIERS IN THE MEXICAN REVOLUTION. 
          AND SO TRYING TO JUST HIGHLIGHT, UM, DIFFERENT NARRATIVES THAT MAYBE STUDENTS HAVEN'T HEARD OF. 
          AND THEN LASTLY, THIS IS AN EXAMPLE OF SOMETHING I DO IN MY WORLD HISTORY UNIT. 
          ON WORLD WAR II, WE TEACH ABOUT THE FORGOTTEN VICTIMS OF THE HOLOCAUST. 
          SO NOT JUST THE JEWISH POPULATION, BUT ALSO, UM, DISABLED FOLKS, BLACK EUROPEANS AND L-G-B-T-Q-I-A PEOPLE WHO ARE ALSO PERSECUTED IN THAT, UM, IN THAT EVENT. 
          SO I TRY TO, UM, INFUSE IT IN MY COURSE THROUGHOUT THE YEAR. 
          SOME OTHER EXAMPLES OF HOW I DO THIS AND IMPLEMENT THE FAIR ACT IN MY, UM, US HISTORY CLASS. 
          THIS IS ACTUALLY A LESSON PLANNED FROM ONE INSTITUTE, UM, WRITTEN BY MIGUEL KOVA RUBIUS. 
          UM, IT FOCUSES ON THE, UM, 1920S, UM, BLACK FEMINIST LESBIAN SINGERS, UM, BESSIE SMITH MA RAINEY, AND KIND OF BREAKING DOWN, UM, DIFFERENT NORMS AROUND SEXUALITY. 
          AND WE LOOK AT SOME OF THEIR LYRICISM. 
          UM, THIS IS AN EXAMPLE OF A STUDENT'S SPEECH THAT THEY WROTE FOR MY US HISTORY CLASS. 
          WE DO A PROJECT WHERE THEY GET TO RESEARCH AND WRITE A SPEECH FROM THE PERSPECTIVE OF A REVOLUTIONARY FROM THE 1960S OR SEVENTIES. 
          AND SO THIS STUDENT CHOSE SYLVIA RIVERA. 
          UM, AND SO WHILE THEY GET TO LEARN ABOUT A LOT OF DIFFERENT MOVEMENTS, THE WOMEN'S MOVEMENT, THE BLACK POWER MOVEMENT, THE CHICANO MOVEMENT, THEY ALSO GET TO LEARN ABOUT THE L-G-B-T-Q-I-A MOVEMENT AND DIFFERENT, UM, NOTABLE FIGURES IN THAT, UM, TIME PERIOD. 
          AND THEN LASTLY, THIS IS A LESSON PLAN THAT I CREATED IN, UM, CONNECTION WITH ONE ARCHIVES OR ONE INSTITUTE. 
          UM, IT WAS ABOUT AN EVENT IN LA HISTORY CALLED THE BILTMORE INVASION, IN WHICH, UM, THE GAY LIBERATION FRONT, UM, FORMED A PROTEST IN RESPONSE TO A CONVENTION THAT WAS PROMOTING THE USE OF ELECTROS SHOCK THERAPY TO CURE HOMOSEXUALITY. 
          UM, AND SO JUST SHOWING, UH, AGAIN, A PIECE OF LOCAL LA HISTORY AND, UM, THE WAY THAT QUEER HISTORY IN, IN THIS PROTEST HAS EXISTED THROUGHOUT, THROUGHOUT TIME. 
          UM, MY LAST EXAMPLE THAT I WANNA SHARE WITH YOU ALL IS, UM, ACTUALLY FROM A FORMER COLLEAGUE, CARLA ALA. 
          SHE WROTE THIS AGAIN, ALSO WITH ONE INSTITUTE. 
          UM, AND HER LESSON PLAN FOCUSES ON HOW L-G-B-T-Q IMMIGRANTS PUSHED FOR MORE INCLUSIVE, UH, POLICIES IN THE SEVENTIES AND EIGHTIES, AND FOCUSING ON THESE TWO, UM, FIGURES IN PARTICULAR RICHARD ADAMS AND ANTHONY SULLIVAN. 
          AND, UM, THE DIFFERENT LEGAL AND LIKE POLITICAL WAYS THAT, UM, NOT JUST LIKE QUEER FOLKS, BUT LIKE QUEER IMMIGRANTS HAVE TRIED TO FIGHT FOR A MORE INCLUSIVE, UM, SOCIETY. 
          UM, SO I KNOW THERE IS A QUESTION ABOUT HOW WE CONFRONT PUSHBACK, AND I THINK THAT'S INEVITABLE WHEN WE'RE TEACHING L-G-B-T-Q-I-A HISTORY, AND ESPECIALLY IN THE PAST LIKE YEAR, I THINK IT'S COME UP A LOT MORE PUSHBACK FROM, UM, STUDENTS. 
          AND SO, UM, WE ACTUALLY ADAPTED A LESSON PLAN, UM, FROM ONE INSTITUTE ABOUT THE FAIR ACT. 
          AND SO, UM, EVERY STUDENT AT OUR SCHOOL, GRADES NINE THROUGH 12, LEARN ABOUT THE FAIR ACT AND THEIR ADVISORY CLASSES, JUST SO THEY KNOW LIKE, THIS IS SOMETHING THAT YOU COULD BE LEARNING ABOUT IN YOUR CLASSES AND, UM, SOMETHING THAT WE HAVE A LEGAL RIGHT TO LEARN ABOUT. 
          AND SO THAT'S THE A QUESTION THAT STUDENTS HAVE TO ANSWER AFTER THEY JIGSAW, UM, READING THROUGH THE FAIR ACT. 
          AND THEY HAVE TO ANSWER WHAT ARE THE STUDENTS' RIGHTS TO L-G-B-T-Q REPRESENTATION IN THE CLASSROOM. 
          SO I THINK IT'S IMPORTANT THAT SCHOOL-WIDE, THERE'S, UM, THIS SENSE THAT THIS IS NOT SOMETHING JUST HAPPENING IN ONE CLASSROOM OR WITH ONE TEACHER. 
          IT'S SOMETHING THAT'S EXPECTED IN ALL CLASSROOMS AND IN ALL SPACES. 
          UM, AND THEN IN PARTICULAR FOR MY CLASSROOM AND FOR MOST, UM, CLASSROOMS ON CAMPUS, JUST REMINDING STUDENTS OF EXPECTED CLASSROOM NORMS AND GUIDELINES. 
          AND, UM, I THINK THAT'S REALLY WHERE ADMIN SUPPORT CAN BE REALLY HELPFUL OF IF THERE IS HOMOPHOBIA OR TRANSPHOBIA OR REALLY ANY FORM OF OPPRESSION THAT COMES UP IN THE CLASSROOM THAT, UM, STUDENTS ARE HELD ACCOUNTABLE FOR THAT. 
          AND IT'S NOT JUST, AGAIN, ONE TEACHER CALLING IT OUT, BUT IT'S, IT'S A CULTURE IN THE SCHOOL. 
          UM, I ALSO WANT TO SHARE SOME SUPPORT THAT I'VE GAINED ALONG THE WAY IN CREATING THIS, UM, L-G-B-T-Q-I-A CURRICULUM. 
          UM, SHOUT OUT TO FRANCIS MARIANNE, WHO'S GOING TO PRESENT IN JUST A BIT. 
          BUT, UM, SHE CAME TO PRESENT TO M-S-T-M-A, UM, TOWARDS THE BEGINNING OF OUR SEMESTER. 
          AND I THINK, AGAIN, IN TERMS OF CREATING THE CULTURE OF THIS IS SOMETHING 
          [00:15:01]
WE ALL DO AND SOMETHING THAT ALL TEACHERS CAN DO, UM, THAT PROFESSIONAL DEVELOPMENT REALLY HELPED GROUND OUR STAFF AND LIKE WHAT IT MEANS TO BE LIKE, SO G AFFIRMING AND EVEN JUST BREAKING DOWN THE, UM, TERMINOLOGY FOR STAFF WHO MAYBE WEREN'T AWARE. 
          UM, AND THEN JUST TIME TO COLLABORATE. 
          I THINK THAT'S THE BIGGEST THING FOR MOST TEACHERS IS JUST FINDING TIME . 
          AND SO I THINK HAVING THAT IS REALLY USEFUL FOR US. 
          I'M GONNA PASS IT OFF TO ALEXA WHO'S GONNA SHARE A LITTLE BIT ABOUT HOW THIS, UM, HAS IMPACTED HER. 
          UM, OKAY. 
          THANK YOU. 
          UM, SO TO ME LEARNING A LITTLE BIT ABOUT LIKE THE L-G-B-T-Q-I-A, UM, HISTORY. 
          OH, LIKE THAT. 
          OH, OKAY. 
          UM, TO ME, LEARNING ABOUT THE L-G-B-T-Q-I-A COMMU OR HISTORY, UM, MATTERS TO ME BECAUSE I FEEL IT'S IMPORTANT TO KNOW, UM, WHAT THE COMMUNITY HAS GONE THROUGH AND DONE FOR US. 
          SO IT'S DONE A LOT. 
          IT'S MADE PEOPLE LIKE ME FEEL ACCEPTED, SEEN, HEARD, UM, AND EVEN FEEL SAFE IN ANYWHERE . 
          UM, BUT IT, I ALSO FEEL LIKE IT'S REALLY IMPORTANT BECAUSE, UM, OUR HISTORY IS JUST AS EQUAL OR YEAH, LIKE IT'S IMPORTANT AS ANY OTHER TOPIC OF REGULAR HISTORY. 
          UM, SOMETHING I THINK THAT SCHOOLS OR, UM, TEACHERS CAN DO TO MAKE THE CURRICULUM INCLUSIVE IS JUST LIKE EITHER MAKING IT MANDATORY OR SORT OF LIKE AN A REQUIREMENT. 
          UM, OBVIOUSLY NOT FORCE IT, UM, INTO IT, BUT JUST LIKE SORT OF EASE IT IN THERE SO IT'S NOT LIKE, UM, HEAVY ON THE CLASS. 
          UM, LASTLY, IT MAKES ME REALLY HAPPY TO LEARN ABOUT THE QUEER AND TRANS HISTORY IN CLASSROOMS, AND ESPECIALLY THROUGH THE YOUTH AMBASSADOR PROGRAM. 
          AND IT MAKES ME VERY CURIOUS TO KNOW MORE. 
          UM, SO THE LAST QUESTION I THINK WAS ABOUT HOW OR WHAT IT WOULD TAKE TO KIND OF SCALE UP THE IMPLEMENTATION OF THE FAIR ACT. 
          AND SO, UM, SOME THOUGHTS THAT WE HAD TALKED ABOUT WERE JUST, UM, PAID PROFESSIONAL DEVELOPMENT FROM ORGANIZATIONS LIKE, UM, ONE INSTITUTE. 
          I THINK I KNOW A LOT OF TEACHERS WHO HAVE ATTENDED THAT AND GAINED A LOT FROM IT. 
          AND SO, UM, PROVIDING TEACHERS WITH COMPENSATION AND BUILT IN TIME TO ATTEND THAT WOULD BE AMAZING. 
          UM, KIND OF LIKE ALEXA SAID, JUST LIKE THAT EXPECTATION THAT, UM, ALL TEACHERS ARE TEACHING ABOUT THIS, THAT, AND THAT ADMIN ALSO EXPECT THAT AS WELL. 
          I THINK IT'S SOMETHING THAT WE SAY LIKE YOU CAN DO, BUT NO ONE REALLY SAYS LIKE, WE SHOULD BE DOING THIS. 
          UM, AND THEN LASTLY, SOMETHING THAT CAME UP FROM THE PD THAT, UM, FRANCIS GAVE WAS JUST A LOT OF TEACHERS THAT WERE IN A SPACE OF LIKE, UM, LIKE FEELING LIKE NOVICES WITH THIS. 
          AND SO JUST LIKE MAYBE SOME FORM OF INSTRUCTIONAL COACHING THAT TEACHERS COULD GAIN SUPPORT BECAUSE I THINK THERE'S EAGERNESS, BUT THERE'S ALSO, UM, A NEED FOR GUIDANCE AND MENTORSHIP. 
          SO, YEAH, THAT WAS IT. 
          . 
          WOW. 
          THANK YOU SO MUCH. 
          UM, WE'RE GONNA HEAR FROM KATIE O HERN, AND THEN WE WILL, ARE YOU GONNA BE ABLE TO RESPOND TO QUESTIONS? UM, DANIELLE AFTER, AFTER KATIE. 
          OKAY, GREAT. 
          ALEXA AND ALEXA TOO. 
          OKAY, GREAT. 
          THANK YOU. 
          WELCOME. 
          HELLO EVERYONE. 
          UM, THANK YOU SO MUCH FOR HAVING ME TODAY. 
          MY NAME IS KATIE O'HERN. 
          MY PRONOUNS ARE SHE, HER. 
          I TEACH FIFTH GRADE ELA AND SOCIAL STUDIES AT LAKE BALBOA COLLEGE PREP, WHICH IS A K 12 SPAN. 
          UM, I'M ALSO AN HR DE LIAISON, JUST LIKE DANIELLE MENTIONED. 
          UM, AND I'M ALSO THE UTLA CHAPTER CHAIR AT MY SCHOOL AND A MEMBER OF THE LGBTQIA PLUS TASK FORCE THROUGH UT A. 
          UM, SO MY WORK WITH THE FAIR ACT AND INCLUSIVE CURRICULUM, UM, REALLY STARTED IN 2023, UM, BECAUSE I AM ON HRDS SCHOOLOGY GROUPS, I SPENT A LOT OF TIME LOOKING AT SOME OF THE CURRICULUM AND LESSONS THAT THEY HAD PUT OUT THAT YEAR. 
          UM, AND ALSO KNEW IT WAS IMPORTANT FOR MY STUDENTS, UM, WHO I WAS, I WAS HEARING THEM USING THE WORD GAY AS AN INSULT A LOT. 
          AND THERE WAS A GREAT LESSON THAT REALLY TIED INTO THAT, THAT I, UM, DECIDED TO TEACH. 
          SO I STARTED OFF WITH A PADLET AND SOME, ONE OF THE QUESTIONS I ASKED IS UP ON THE SCREEN, WHICH IS HOW WOULD, HOW WOULD YOU FEEL OR HAVE YOU FELT IF SOMEONE USED THE PHRASE THAT'S SO GAY ABOUT SOMETHING YOU LIKE OR SOMETHING YOU ARE DOING? MM-HMM . 
          UM, AND ONE THING THAT WAS REALLY IMPORTANT WAS FOR STUDENTS TO BE ABLE TO READ ONE ANOTHER'S RESPONSES. 
          UM, AND IT WAS ANONYMOUS SO THEY DIDN'T HAVE TO INCLUDE THEIR NAMES. 
          BUT I THINK AS A CLASSROOM COMMUNITY, WE ALL REALLY REALIZE LIKE A LOT OF 
          [00:20:01]
STUDENTS HAVE BEEN BULLIED, WHETHER THIS IS THEIR ACTUAL SEXUAL ORIENTATION OR JUST PERCEIVED, UM, THEY HAVE BEEN THE TARGET OF COMMENTS OF HOMOPHOBIC SLURS AS YOUNG AS SECOND GRADE IS WHAT KIND OF CAME OUT. 
          UM, AND THAT WAS REALLY ILLUMINATING FOR ME. 
          REALLY SAD, BUT VERY IMPORTANT FOR ME TO HAVE THAT KNOWLEDGE GOING FORWARD. 
          UM, THE, UH, THING FURTHEST, OOPS, SORRY. 
          THE ITEM FURTHEST TO THE LEFT ON THE SLIDE IS A WRITTEN REFLECTION THAT I GAVE STUDENTS. 
          UM, AND THAT WAS JUST SOMETHING, YOU KNOW, FOR ME TO READ. 
          BUT, UM, WE ENDED UP HAVING REALLY ROBUST DISCUSSIONS, UM, IN BOTH OF MY CLASSES. 
          AND, UM, IT REALLY BECAME APPARENT THAT THIS WAS A TOPIC THAT A LOT OF STUDENTS DIDN'T FEEL THEY COULD TALK ABOUT AT HOME OR WITH THEIR FAMILIES, OR HAD QUESTIONS ABOUT. 
          UM, LIKE I, AS YOU KNOW, THESE ARE 10 AND 11 YEAR OLDS, AND SOME OF 'EM WERE LIKE, WELL, WHAT DOES IT REALLY MEAN TO BE GAY? WHAT DOES IT REALLY MEAN TO BE LESBIAN? WHAT IS TRANS? AND A LOT OF THEM JUST REALLY APPRECIATED GAINING THAT INFORMATION. 
          UM, BUT MOST IMPORTANTLY, I THINK, UM, I HAD SEVERAL STUDENTS AND ONE IN PARTICULAR, UM, REALLY OPEN UP TO ME DURING MY TEACHING OF THESE LESSONS AS WELL AS LATER ON ABOUT THEIR, THEIR STRUGGLES WITH THEIR OWN SEXUAL ORIENTATION AND WITH TREATMENT THAT THEY WERE EXPERIENCING, NOT JUST AT SCHOOL, BUT AT HOME. 
          I'M GONNA, THIS STUDENT ENDED UP GOING THROUGH A VERY SIGNIFICANT MENTAL HEALTH CRISIS, UM, LATER IN THE SCHOOL YEAR RELATED TO THE BULLYING THAT THEY WERE EXPERIENCING. 
          AND, UM, BECAUSE I TAUGHT THESE LESSONS, THEY KNEW THAT I WAS A SAFE PERSON FOR THEM TO COME TO, UM, AND I WAS ABLE TO BE THERE FOR THEM. 
          AND I'M THANKFUL THAT THEY KNEW THAT THEY HAD SUPPORT WHEN THEY FELT LIKE THEY DIDN'T HAVE ANY OTHER ADULTS IN THEIR LIVES WHO WERE THERE. 
          UM, AFTER I TAUGHT THESE LESSONS, AND PARTICULARLY THE DISCUSSION PART OF IT, MY STUDENTS EXPRESSED THAT THEY FELT LIKE THEY HAD MORE KNOWLEDGE ABOUT, OKAY, I KNOW WHAT THESE TERMS ACTUALLY MEAN, AND I REALLY UNDERSTAND WHY IT'S INAPPROPRIATE TO USE THESE WORDS TO INSULT SOMEONE. 
          SO NOW IF I HEAR IT, I CAN SAY, HEY, THAT'S NOT WHAT THAT MEANS. 
          WHY WOULD YOU SAY THAT? SO I THINK IT WAS EMPOWERING FOR THEM, UM, GIVING THEM THAT KNOWLEDGE. 
          AND THEN THE OTHER ITEM ON THE SLIDE, UM, THERE'S SOMETHING ELSE I DID THAT SAME SCHOOL YEAR. 
          SO, UM, I, BECAUSE I TEACH SOCIAL STUDIES, I TRY TO INCORPORATE ALL OF MY STUDENTS' IDENTITIES INTO THE CURRICULUM. 
          AND I DO SOME KIND OF PROJECT EVERY MONTH. 
          SEPTEMBER I DO, THEY DO A HISPANIC HERITAGE MONTH RESEARCH PROJECT. 
          SO THAT, THAT YEAR 2023, UM, I DID AN L-G-B-T-Q-I-A HISTORY MONTH BROCHURE FOR THE FIRST TIME. 
          AND IT WAS VERY COOL SEEING MY STUDENTS, UM, SOME OF WHOM WERE NOT SUPER ENTHUSIASTIC ABOUT DOING THE PROJECT, START TO RESEARCH LIKE, OH, THERE'S LGBTQIA A PLUS INDIVIDUALS AND ALL OF THESE DIFFERENT INDUSTRIES OR DIFFERENT SPACES LIKE INCLUDING SPORTS, ENTERTAINMENT, THINGS THAT THEY ARE INTERESTED IN. 
          UM, SO I THINK IT WAS HELPING THEM TO CONNECT A LITTLE BIT MORE, UM, TO THE CURRICULUM. 
          UM, SO I WILL NOT SPEND THE TIME, UM, GOING INTO IT HERE, BUT I EXPERIENCED A LOT OF PUSHBACK AND A LOT OF HOSTILITY FROM STUDENTS AND FROM PARENTS, UM, WHEN I TAUGHT THOSE LESSONS. 
          SO IN TERMS OF THINKING ABOUT HOW LUSD CAN FULLY SUPPORT THE FAIR ACT AND ITS APPLICATION IN THE CLASSROOM, UM, I REALLY TRIED TO THINK ABOUT MY OWN EXPERIENCES AND WHAT WOULD'VE MADE A DIFFERENCE FOR ME. 
          UM, SO THE FIRST TWO THINGS I LISTED ARE MANDATORY PROFESSIONAL DEVELOPMENT TO, UM, ECHO SOME OF WHAT DANIELLE SAID. 
          I THINK THAT THERE IS, AND ALSO WHAT ALEXIS SAID, I THINK THAT THERE IS, FOR MANY EDUCATORS AND ADMINISTRATORS AND PARENTS, THE IDEA THAT, OH, THIS IS OPTIONAL. 
          SOME TEACHERS ARE GONNA DO IT, SOME TEACHERS AREN'T. 
          AND TEACHERS WHO DO IT MAYBE HAVE SOME KIND OF AGENDA WHEN IN REALITY THAT'S NOT THE CASE. 
          IT IS THE LAW. 
          SO THAT IS WHY I THINK THE PROFESSIONAL DEVELOPMENT NEEDS TO BE MANDATORY FOR CERTIFICATED STAFF, CLASSIFIED STAFF, ADMINISTRATORS. 
          UM, THE THIRD ITEM I PUT ON THE LIST IS CLEAR MESSAGING TO FAMILIES ABOUT THE FAIR ACT. 
          UM, I FOUND IN MY EXPERIENCE WHEN I HAD CONVERSATIONS THAT WENT A LITTLE BIT DEEPER WITH SOME PARENTS AND EXPLAINED, THIS IS WHAT I'M ACTUALLY TEACHING, LIKE, THIS IS THE WORKSHEET WE'RE DOING. 
          I HAD A PARENT SAY, I'M ABSOLUTELY FINE WITH THAT. 
          I HAD NO IDEA THAT'S WHAT YOU WERE DOING. 
          SO I THINK REALLY CONCISE MESSAGING COULD MAYBE QUELL SOME OF THE MISINFORMATION THAT EXISTS ABOUT THE FAIR ACT. 
          UM, NUMBER FOUR, CLEAR WRITTEN GUIDELINES FOR ADMINISTRATORS ON HOW TO HANDLE PUSHBACK AND, UH, STUDENTS AND FAMILIES TRYING TO OPT OUT OF THIS CURRICULUM. 
          UM, UNFORTUNATELY WHAT ENDED UP HAPPENING AT MY SITE WAS THAT STUDENTS WERE ESSENTIALLY ALLOWED TO OPT OUT OF THESE LESSONS I WAS TEACHING. 
          UM, AND I CAN'T REALLY FAULT MY ADMINISTRATOR SPECIFICALLY FOR, YOU KNOW, LETTING THAT HAPPEN BECAUSE I DON'T THINK HE KNEW EXACTLY HOW TO HANDLE IT. 
          UM, SO I THINK A LOT OF WHAT IS NEEDED IS SUPPORT FOR ADMINISTRATORS AND HOW THEY NEED TO RESPOND TO PARENTS, TO STUDENTS, UM, AND HOW THEY CAN SUPPORT THEIR TEACHERS. 
          AND THEN FINALLY, UM, SYSTEMS OF SUPPORT FOR TEACHERS WHO ARE USING LGBTQIA PLUS CURRICULUM WHO EXPERIENCE PUSHBACK, HOSTILITY, UM, OR HARASSMENT. 
          UM, I WILL SHARE THAT, AND 
          [00:25:01]
THIS IS ME BEING FULLY TRANSPARENT AND HONEST. 
          UM, DOING THIS IN 2023 WAS VERY HARD FOR ME AND VERY TAXING ON MY MENTAL HEALTH. 
          THE, JUST THE ANGER I FELT COMING AT ME FROM MY STUDENTS WHO I DEEPLY CARE ABOUT, UM, IT'S STILL AFFECTING ME. 
          AND ESPECIALLY TODAY, I KNOW HOW IMPORTANT AND ALL INCLUSIVE CURRICULUM IS, BUT IT'S VERY HARD. 
          UM, AND I'M, I'M NOT A BRAND NEW TEACHER, BUT I WORK WITH NEW TEACHERS WHO I KNOW WANT TO DO MORE INCLUSIVE CURRICULUM. 
          AND THEY'RE SCARED, THEY'RE NOT SCARED OF HOW THEIR STUDENTS WILL REACT NECESSARILY, BUT THEY AFRAID IF THERE IS PUSHBACK, NO ONE'S REALLY GONNA BE THERE IN THEIR CORNER SAYING, LIKE, TELLING THE STUDENTS OR THE PARENTS, THIS IS ACTUALLY THE LAW. 
          THIS IS PART OF SOCIAL STUDIES CURRICULUM, AND YOU, YOU GOTTA LEARN IT. 
          YOU CAN'T OPT OUT OF IT. 
          UM, SO I THINK IT'S ALSO IMPORTANT TO REMEMBER THAT IT'S OFTEN EDUCATORS WHO ARE PART OF THE LGBTQIA PLUS COMMUNITY WHO ARE LARGELY DOING THIS WORK RIGHT NOW, AND THE PUSHBACK, THE NEGATIVITY, AND IN SOME INSTANCES, UM, EVEN HARASSMENT, FEEL DEEPLY PERSONAL AND HURTFUL, AND THEN CAN REALLY, UNFORTUNATELY IMPACT, UM, US TEACHING THESE LESSONS IN THE CLASSROOM. 
          UM, SO I, I THINK THAT, YOU KNOW, THERE'S A LOT THAT NEEDS TO HAPPEN, BUT, UM, I'M REALLY OPTIMISTIC THAT THE FOLKS IN THIS ROOM CAN HELP MAKE THAT HAPPEN. 
          SO THANK YOU VERY MUCH. 
          WELL, THANK YOU SO MUCH. 
          UM, THAT WAS VERY BEAUTIFUL TO HEAR BOTH EDUCATORS AND, UM, AND ALEXA, THE STUDENT, UH, SHARE HOW, UH, THEY BENEFIT FROM THIS, UM, THE CURRICULUM. 
          SO, UH, BEFORE WE GO TO SECTION TWO, THE DISTRICT RESOURCES AND SUPPORT, UM, I WILL OPEN UP SPACE TO ASK OUR EDUCATORS SOME QUESTIONS. 
          UH, ANYTHING THAT YOU ALL, ANY OR ANY WORDS OF, OF SUPPORT AND GRATITUDE, EVERYTHING IS WELCOME. 
          UM, GO AHEAD AND JUST LET ME KNOW DEL ME. 
          SO I WANTED TO ASK THANK YOU EDUCATORS AND STUDENTS. 
          I WANTED TO ASK THE EDUCATORS, 'CAUSE I KNOW THAT, UM, KATIE OR HEARN, UM, IN HER SLIDES SAID THAT SHE WOULD LIKE, UM, THAT SYSTEMS OF SUPPORT FOR TEACHERS USING L-G-T-B-Q-I-A CURRICULUM. 
          AND DO YOU FEEL THAT THERE'S A CURRICULUM? 'CAUSE I PERSONALLY, AS BEING AN ELEMENTARY TEACHER, I'VE HEARD ABOUT THE PRIDE CLUB AND I, I, I WENT TO THE PRIDE CLUB ONLINE ON ZOOM ONE TIME WITH MY ELEMENTARY KIDS. 
          I DON'T FEEL THERE'S A CURRICULUM FOR ELEMENTARY SCHOOL. 
          AND I, I KNOW THAT YOU MENTIONED THAT YOU WORKED WITH THE, UM, WAS IT ONE, ONE INSTITUTE AND I THINK CLAR, I WOULD LIKE CLARIFICATION OF IF YOU CAME UP WITH THE LESSONS AND IF YOU WOULD LIKE, UH, YOU KNOW, A-L-A-U-S-D CLEAR CURRICULUM FOR EVERYBODY TO FOLLOW INSTEAD OF YOU COMING UP WITH YOUR OWN LESSONS . 
          UM, I CAN ANSWER THAT JUST AT THE ELEMENTARY LEVEL, AND I COMPLETELY AGREE WITH WHAT YOU'RE SAYING. 
          THERE REALLY ISN'T AN OFFICIAL CURRICULUM. 
          SO THINGS THAT I'VE BEEN ABLE TO UTILIZE ARE LARGELY THE WONDERFUL THINGS THAT HRDE PUTS OUT ON, YOU KNOW, ON SCHOOLOGY AND ONLINE, UM, FOR EDUCATORS. 
          BUT I DO THINK, AND NOW I'M LIKE, OH, I SHOULD HAVE INCLUDED THAT ON MY SLIDE. 
          UM, AN ACTUAL LIKE WRITTEN CURRICULUM FROM THE DISTRICT WOULD BE EXTREMELY BENEFICIAL AND MAKE IT A LOT EASIER FOR EDUCATORS WHO MIGHT BE RELUCTANT TO LIKE, HAVE AN ENTRY POINT INTO THIS CURRICULUM. 
          SIMILAR TO WHAT KATIE SAID, THERE ISN'T REALLY A SET CURRICULUM OR ANYTHING. 
          EVERYTHING THAT, UM, I HAVE CREATED HAS BEEN FROM LIKE, CROWDSOURCING, YOU KNOW, FRIENDS WHO ALSO TEACH QUEER HISTORY OR FROM THE ONE INSTITUTE. 
          'CAUSE THE ONE INSTITUTE PUTS ON THIS PROFESSIONAL DEVELOPMENT ALMOST EVERY YEAR. 
          AND SO THEY COME OUT WITH, I THINK NOW THEY HAVE ABOUT 26 LESSON PLANS THAT ARE SPECIFICALLY FOR LIKE K THROUGH 12. 
          AND SO, UM, I'VE GATHERED FROM THERE, I'VE, I HAVE WRITTEN, UM, CURRICULUM FOR THEM AS WELL. 
          UM, AND SO SOMETIMES IT COMES FROM THERE, BUT, UM, YEAH, THERE'S NO LIKE PRESCRIBED SET CURRICULUM. 
          AND I'M SURE FOR THOSE TEACHERS WHO ARE LIKE NOVICE AND MAYBE WOULD NEED SUPPORT, LIKE THAT TYPE OF CURRICULUM WOULD BE USEFUL. 
          AND I ALSO LIKE, WOULD LOVE TO LIKE JUST TRUST OUR TEACHERS TO CREATE THE CURRICULUM THAT WORKS BEST FOR THEIR STUDENTS AND BE GIVEN TIME TO COLLABORATE AND PLAN FOR THAT. 
          SO, YEAH. 
          RIGHT. 
          YES. 
          AND THEN YOU, I WROTE DOWN THE PHRASE, THIS IS SOMETHING WE ALL DO AND I WANNA THANK THE TEACHERS WHO ARE HERE BECAUSE THANK YOU FOR YOUR TIME AND YOUR ENERGY AND COMMITMENT TO DOING SOMETHING THAT IS EMOTIONALLY DIFFICULT AND WHEN YOU KNOW THAT YOU'RE PUSHING THROUGH. 
          [00:30:01]
SO MY QUESTION TO YOU IS ABOUT SUPPORT FOR ADMIN. 
          AND IT'S SO INTERESTING 'CAUSE AT MY SON'S SCHOOL I DID AN ANTI HATE SURVEY AND ACROSS THE BOARD, KIDS AND ADULTS JUST WANTED CLARIFICATION FOR, OKAY, WHAT ARE THE EXPECTATIONS AND THEN WHAT ARE THE CONSEQUENCES? SO I AM WONDERING, IN YOUR, UM, EXPERIENCE, WHAT DO YOU THINK WOULD HELP ADMINISTRATORS, WHAT DO YOU FEEL THEY NEED? AND THEN ARE THERE CONSEQUENCES WHETHER IT'S RESTORATIVE JUSTICE, TRANSFORMATIVE JUSTICE, OR JUST PRACTICAL THINGS IN THE MOMENT? DO YOU HAVE RECOMMENDATIONS OF SORT OF TOOLS IN THEIR TOOLKIT THAT ADMINISTRATORS COULD USE? QUESTION. 
          UM, I, I TOTALLY AGREE WITH WHAT KATIE HAD PUT UP HERE ABOUT THE MANDATORY PROFESSIONAL DEVELOPMENT FOR ALL ADMINISTRATORS ON THE FAIR ACT. 
          I FEEL LIKE THAT'S AT LEAST A STARTING POINT FOR ADMIN. 
          UM, YEAH, I, I AM, I THINK I'M IN THE SAME PLACE WHERE I AM IN THAT, LIKE, I'M NOT SURE, I DON'T KNOW WHAT THAT LOOKS LIKE. 
          AND I HOPE THAT THAT'S SOMETHING THAT THIS LIKE COMMITTEE CAN THINK THROUGH A LITTLE BIT BECAUSE I FEEL REALLY GRATEFUL THAT I DO HAVE A SUPPORTIVE ADMIN AT MY SCHOOL, SHOUT OUT TO PATRICIA HANSON . 
          UM, SO I FEEL GRATEFUL THAT MY ADMIN IS SUPPORTIVE, BUT UM, I KNOW AT OTHER SCHOOLS THAT IS NOT THE CASE. 
          AND SO I THINK THERE DOES NEED TO BE SOME SORT OF, LIKE, I, I, I KNOW I MENTIONED THIS EARLIER WHEN I WAS TALKING TO REBECCA, BUT LIKE, I DON'T, I DON'T KNOW IF IT NEEDS TO BE EVALUATIVE OR SOMETHING, BUT IT'S JUST SOMETHING WHERE, UM, LIKE TEACHERS AND ADMIN CAN LIKE, HAVE SOME ACCOUNTABILITY FOR WHAT THEY'RE DOING. 
          AND NOT EVEN JUST FOR L-G-B-T-Q-I-A CURRICULUM, BUT IT'S LIKE ALL OF OUR CURRICULUM REALLY SHOULD BE RESPONSIVE AND GROUNDED IN THE STUDENTS THAT WE SERVE. 
          LIKE PERIOD POINT BLANK. 
          THAT'S WHAT WE DO AS TEACHERS. 
          SO I JUST THINK LIKE, IF THAT'S THROUGH L-G-B-T-Q-I-A CURRICULUM, YEAH. 
          BUT IT SHOULD BE ALSO ANYTHING THAT WE TEACH IN OUR CLASSROOMS. SO YEAH, THAT'S A REALLY GREAT QUESTION AND I THINK A HARD ONE TO ANSWER. 
          UM, I DIFFERENT SITUATION, IT SOUNDS LIKE THEN DANIELLE, UM, I DON'T WANNA SAY MY ADMINISTRATION IS NOT SUPPORTIVE, BUT I WANNA SAY MORE. 
          THEY DON'T KNOW HOW TO SUPPORT. 
          UM, AND REALLY THE ONLY CONSEQUENCE THAT I FELT I WAS ABLE TO GIVE AND I I DID GIVE WAS I SAID, I'M NOT GONNA EXCUSE THESE ASSIGNMENTS FOR THESE STUDENTS. 
          THEY'RE GONNA BE MARKED MISSING JUST LIKE THEY WOULD BE FOR ANY OTHER ASSIGNMENT. 
          AND MY ADMINISTRATOR WAS, UM, SUPPORTIVE OF THAT. 
          BUT IN TERMS OF, UM, YOU KNOW, SO WHAT, ESSENTIALLY WHAT HAPPENS TO ME IS STUDENTS LITERALLY PHYSICALLY WALKED OUTTA MY CLASSROOM WHILE I WAS TEACHING THESE LESSONS. 
          AND, UM, THE FIRST TIME IT HAPPENED, WE WEREN'T AWARE IT WAS HAPPENING. 
          SO, UM, THEY WEREN'T REALLY LIKE SUPERVISED OR ANYTHING, BUT THEN IT BECAME, OKAY, MY ADMINISTRATOR'S ASKING ME, WELL, CAN YOU TELL US THE NEXT TIME YOU'RE GONNA TEACH THIS? BECAUSE WE NEED TO BE PREPARED IF ALL THESE STUDENTS ARE GONNA WALK OUT OF YOUR CLASS. 
          AND I SAID, I, I DON'T HAVE TO TELL YOU OR PARENTS OR STUDENTS WHEN I'M TEACHING THIS BECAUSE IT'S, I'M FOLLOWING THE LAW. 
          UM, BUT IT CAME, IT BECAME A LOGISTICAL ISSUE. 
          LIKE WE THERE, I MEAN, IN TOTAL, BOTH MY CLASSES ABOUT 10 KIDS WALKED OUT. 
          SO THEY DID NEED TO BE SUPERVISED. 
          UM, AND I WENT TO MY ADMIN AND SAID, ARE THEY GOING TO BE GIVEN A CONSEQUENCE FOR LIKE WALKING OUT OF CLASS? AND THE ANSWER WAS REALLY, WE DON'T KNOW. 
          UM, AND I, IT ENDED UP GOING TO MY LOCAL DISTRICT AND UM, I HAD A MEETING WITH THE HIGHER UPS THERE, AND THEN THE CONVERSATION BECAME ABOUT WHAT, WHAT IS THE DEFINITION OF STUDENT PROTESTS? AND LET YOU KNOW, LIKE WHAT IS ALLOWED. 
          UM, THERE WASN'T REALLY A CLEAR RESOLUTION OR DEFINITION IN THAT CONVERSATION. 
          I MEAN, THERE WAS A DEFINITION OF STUDENT PROTEST, BUT WHETHER OR NOT WALKING OUT OF A MANDATORY LESSON IS A, AN ALLOWABLE FORM OF PROTEST, UM, AT LEAST AT THE TIME, NO ONE REALLY SEEMED CERTAIN ABOUT THAT. 
          AND SO I THINK THAT WAS WHY MY ADMINISTRATOR WAS KIND OF LIKE, I DON'T KNOW IF I CAN REALLY DISCIPLINE THESE KIDS IF THEY'RE TAKING A STAND FOR, YOU KNOW, WHAT, WHAT THEY BELIEVE IN. 
          AND I GET IT. 
          AND IT WAS VERY COMPLICATED. 
          BUT ALL THAT TO SAY, UM, I, I DON'T, I DEFINITELY DON'T HAVE ALL THE ANSWERS. 
          I THINK A RESTORATIVE PIECE AND, UM, SOME CONVERSATION WOULD BE HELPFUL. 
          UM, BUT IN MY EXPERIENCE, UM, SOME STUDENTS AND SOME PARENTS ARE NOT REALLY WILLING TO HAVE THOSE CONVERSATIONS. 
          AND SO I DON'T KNOW THE BEST WAY TO REALLY, UM, COMMUNICATE THAT, YOU KNOW, THIS IS NOT SOMETHING EXTRA THAT THIS TEACHER IS DOING BECAUSE THEY HAVE A WOKE AGENDA THAT THEY ARE JUST TEACHING INCLUSIVE CURRICULUM, WHICH IS MANDATED IN OUR ED CODE AND IN STATE LAW. 
          UM, I THINK THAT THAT IS WHAT THERE'S A LOT OF MISUNDERSTANDING ABOUT. 
          SO I THINK STARTING THERE WOULD BE GOOD. 
          [00:35:02]
THANK YOU SO MUCH FOR YOUR INPUT. 
          THANK YOU. 
          THANK YOU EDUCATORS, AND THANK YOU KATIE AND DANIELLE. 
          I MEAN, HONESTLY, IT'S REALLY HEARTBREAKING TO HEAR THAT THERE'S SO MUCH PUSHBACK AND HOSTILITY TOWARDS SOMETHING THAT IS, LIKE YOU SAID, IT'S MANDATED AND REQUIRED TO BE TAUGHT. 
          UM, MY QUESTION IS, DO YOU FEEL LIKE IT'S MORE OF EXTERNAL INFLUENCES THAT ARE INTENTIONALLY MISINFORMING PARENTS TO KIND OF GET THEM RILED UP THAT, OH, THERE'S INDOCTRINATION HAPPENING WITHIN THE CURRICULA OR, OR SPECIFICALLY WITHIN THIS TOPIC? OR DO YOU THINK THAT IT'S THE LACK OF MESSAGING, EVEN ON THE ADMINISTRATION'S PART TO THE PARENTS LETTING THEM KNOW, HEY, THIS IS WHAT WE'RE TEACHING. 
          'CAUSE AGAIN, COMING FROM A PARENT'S PERSPECTIVE, RIGHT? I WOULD HAVE NO ISSUE AT ALL IF IT'S LIKE, HEY, THIS IS WHAT IT'S, IT'S LIKE THE SAME THING AS SEX EDUCATION. 
          IT'S LIKE, HEY, ARE YOUR KIDS ARE GONNA BE TAUGHT THIS AND THIS AND THIS? AND THEN, SO AS A PARENT YOU SAY, OKAY, WELL YEAH, EITHER I OPT IN OR, OR OPT OUT. 
          AND NOT TO SAY THAT PARENTS SHOULD NECESSARILY HAVE THE OPTION OF OPTING IN AND OPTING OUT, BUT THE WHOLE POINT IS I THINK PARENTS FEEL CONCERNED ABOUT INDOCTRINATION. 
          SO HOW DO YOU MITIGATE THAT? YOU KNOW, AND WOULD IT BE OVER COMMUNICATING TO PARENTS, LIKE, LOOK, THIS IS REALLY WHAT WE'RE TRYING TO DO. 
          WE'RE TRYING TO GET THESE KIDS TO STOP, GOD FORBID, COMMITTING SUICIDE BECAUSE THE BULLYING IS SO SEVERE FOR THE L-G-B-T-Q COMMUNITY. 
          AND SO I'M JUST WONDERING, HAVE THOSE STEPS BEEN TAKEN TO COMMUNICATE TO PARENTS, LIKE, LOOK, WE WANT INCLUSIVITY FOR ALL, WE WANT THE BULLYING TO STOP FOR EVERYONE. 
          AND SO I'M JUST WONDERING WHAT STEPS HAVE BEEN TAKEN EITHER ON THE ADMINISTRATION LEVEL OR EVEN FOR TEACHERS, BUT THEN I FEEL BAD BECAUSE WHY SHOULD THE BURDEN BE PLACED ON THE TEACHERS? SO YEAH, I WAS GONNA SAY THAT. 
          AND DON'T FEEL LIKE YOU HAVE TO ANSWER YOUR QUESTION , BECAUSE SOME OF THIS IS, YOU KNOW, YOU'RE, IT'S, IT'S ABOVE, YOU KNOW, YOUR, YOUR PAY GRADE HERE. 
          BUT, UM, SO WE COULD ALSO, THERE ARE GONNA BE SOME FOLKS FROM THE DISTRICT WHO WILL BE SPEAKING AND SOME, YOU KNOW, WE HAVE AN ADMINISTRATOR HERE WHO CAN ALSO SHARE THOUGHTS ON THESE THINGS. 
          SO YOU DON'T HAVE TO ANSWER IT NOW. 
          AND, UM, YOU CAN ALSO, IF YOU HAVE AN ANSWER, MR. PLAVIC, WE'RE WELCOME TO TO RESPOND. 
          BUT BEFORE THAT, I'D LIKE TO WELCOME ANY QUESTIONS FOR OUR STUDENT, ALEXA, WHO, UM, ANY QUESTIONS FOR HER, ANY COMMENTS OR FEEDBACK? UM, 'CAUSE I DO HAVE SOME MAY I WILL DIRECT A QUESTION TOWARDS ALEXA, PLEASE. 
          BUT I, IT COULD BE, UM, I, SHE MAY HAVE THE BEST INSIGHT ACTUALLY, , UM, WHEN YOU SAY THAT, UH, THE, THE STUDENTS, BUT NOW I'M TALKING TO ALEXA'S, THE PERSON WHO WAS NOT ALEXA'S TEACHER. 
          SO I'M GONNA ASK IN GENERAL, WHEN YOU SAY THE STUDENTS WALKED OUT, I KNOW THERE WAS A QUESTION ABOUT WHETHER IT WAS, YOU KNOW, OUTSIDE INFLUENCE, BUT I THINK YOU MENTIONED THAT IT WAS 10 YEAR OLDS, RIGHT? AND SO, UM, 10 OLD, I, I JUST WANT TO, UH, DISAMBIGUATE, IF THAT'S THE WORD, UM, ARE WE TALKING ABOUT THEY WERE WALKING OUT AND SAYING, UM, BE BEING EXPOSED TO A SOCIAL STUDIES LESSON, WHICH COVERS PEOPLE OF THIS DESCRIPTION. 
          THAT'S WHAT AGAINST MY RELIGION, THAT'S, UM, SOMETHING I DON'T CONDONE. 
          WHAT WAS THE, WHAT WAS THE REASON GIVEN FOR WALKING OUT? I MEAN, IF I DON'T, UM, IF SOMEBODY DOESN'T GET ALONG WITH A CERTAIN ETHNIC GROUP, YOU DON'T WALK OUT OF CLASS IF THAT TOPIC IS BEING COVERED. 
          SO I'M JUST WONDERING WHAT WAS THE JUSTIFICATION GIVEN? THAT'S A REALLY GOOD CLARIFYING QUESTION. 
          SO THE JUSTIFICATION I WAS GIVEN FROM STUDENTS AND THEN FROM PARENTS WHO MESSAGED ME WAS MOSTLY THE RELIGION, UM, THE RELIGION PIECE, OR ALSO JUST LIKE VERY BROADLY, LIKE WE DON'T AGREE WITH THAT. 
          YEAH. 
          BUT WHAT, UM, SO, YOU KNOW, I THINK A, A LOT OF WHAT STUDENTS WERE SAYING TO ME, BECAUSE I REALLY WAS TRYING TO HAVE CONVERSATIONS WITH THEM, LIKE, WHY DO YOU FEEL SO STRONGLY THAT YOU CAN'T BE IN HERE FOR THIS WAS LIKE, MY PARENTS TOLD ME, I, I CAN'T, MY PARENTS TOLD ME I CAN'T LEARN THIS. 
          UM, AND A QUESTION I POSED TO PARENTS AND TO STUDENTS AND TO ADMINISTRATORS WAS, WOULD YOU ALLOW A STUDENT TO WALK OUT OF A LESSON ON BLACK HISTORY MONTH? RIGHT. 
          RIGHT. 
          AND NO ONE WAS ABLE TO REALLY, THIS IS A SOCIAL STUDIES LESSON ABOUT PEOPLE, RIGHT? THIS IS NOT A SEX ED LESSON, RIGHT. 
          THIS IS A SOCIAL STUDIES LESSON. 
          I JUST WANNA SAY THAT. 
          YEAH, NO, THANK YOU. 
          SO YOU HAVE A QUESTION FOR ALEXA? OKAY, GO AHEAD. 
          HI, ALEXA, THANK YOU FOR BEING HERE AND SHARING WITH US. 
          REALLY APPRECIATE IT. 
          UM, I HAVE A QUESTION ABOUT THE LAST STATEMENT THAT YOU HAVE, OR THE LAST BULLET POINT WHERE YOU REFER TO YOUTH AMBASSADOR PROGRAM AND HOW THAT HELPED YOU. 
          CAN YOU SPEAK TO ME A LITTLE BIT ABOUT THAT? BECAUSE TO ME, IT'S THE FIRST TIME I HEAR OF IT. 
          OH. 
          UM, YEAH. 
          SO, UM, I WAS IN THE LIKE SITUATION WHERE I DID NOT KNOW ANYTHING ABOUT HIS OR THE L-G-B-T-Q-I-A HISTORY. 
          I, I KNEW A LITTLE TO LIKE NONE. 
          BUT, UM, THANKS TO THAT PROGRAM, I 
          [00:40:01]
AM LEARNING MORE THAN I DO LIKE ANYWHERE. 
          UM, IT'S ALSO LIKE VERY, I FEEL LIKE VERY, UM, SAFE WELCOME  THERE. 
          UM, AND IT ALSO JUST SHOWS LIKE THAT THERE'S, IT, IT ALSO GOES THROUGH LIKE MORE THAN JUST, UM, THE HISTORY. 
          IT ALSO SHOWS LIKE INCLUSIVE LIKENESS WITH LIKE, UM, DIFFERENT ETHNICITIES OF PEOPLE. 
          LIKE, HOW WOULD I SAY IT? LIKE ALSO BEING A PART OF IT. 
          UM, IT'S KIND OF VAGUE. 
          . 
          THANK YOU. 
          UH, DO YOU THINK THAT EVERY SCHOOL SHOULD HAVE A YOUTH? UH, YEAH, DEFINITELY PROGRAM. 
          YEAH. 
          I FEEL LIKE IT'S, IT, UM, IT CAN OPEN UP LIKE A LOT OF PEOPLE'S LIKE EYES TO SOMETHING NEW THAT THEY CAN LEARN. 
          UM, BUT YEAH, I FEEL LIKE IT IS, I FEEL LIKE IT SHOULD BE LIKE THERE FOR EVERYBODY. 
          THANK YOU, ALEXA. 
          AND DO YOU HAVE A FOLLOW UP? YEAH. 
          OKAY. 
          SO IS THAT A, UM, A, A CLUB THAT YOU HAVE AFTER SCHOOL OR DURING SCHOOL OR LIKE WHO STARTED THE YOUTH AMBASSADOR PROGRAM AT YOUR SCHOOL? OH, UH, IT WAS LIKE, UM, IT'S, WELL KIND OF LIKE A CLUB, BUT IT'S MORE OF A, IT'S MORE OF AN AFTER SCHOOL TYPE OF THING. 
          YOU GO DURING LIKE SATURDAYS EVERY OTHER SATURDAY, AND YOU'RE THERE FOR I BELIEVE, LIKE FOUR OR FIVE HOURS. 
          UM, AND IT'S LIKE, UM, YOU, YOU DO, UH, WHAT'S IT CALLED? UM, UM, A RESEARCH PROJECT TOWARDS THE END AND YOU LIKE, UM, PUT TOGETHER LIKE ALL OF THESE, UM, I GUESS INFORMATION THAT YOU'VE LIKE ACCUMULATED. 
          SO DID YOU, I'M SORRY TO INTERRUPT YOU. 
          NO, IT'S OKAY. 
          DID YOU, UM, DID YOU GET A LETTER LIKE INVITING YOU AND THEN YOUR PARENT HAD TO SIGN AND SIGN YOU INTO THE CLUB? UH, KIND OF. 
          IT WAS MORE OF LIKE A, WELL, I GOT IT THROUGH A SCHOOLOGY POST, UM OH, OKAY. 
          LIKE OFFERING IT. 
          AND SO YEAH, YOU, LIKE, YOU DO HAVE TO GO THROUGH LIKE, UH, LIKE PARENTS' PERMISSION AND ALL THAT. 
          OH, OKAY. 
          UM, BUT YEAH. 
          THANK YOU. 
          THANK OH, THANK YOU ALEXA. 
          REALLY APPRECIATE. 
          I JUST WANNA THANK YOU FOR COMING HERE AND SHARING YOUR PERSPECTIVE, YOUR EXPERIENCE, HOW HAVING THESE, YOUR AMAZING TEACHER WHO HAS GONE OUT OF HER WAY, WHICH HONESTLY, IT SHOULDN'T BE LIKE THAT, RIGHT? IT, EVERYTHING SHOULD BE RIGHT THERE FOR YOU AND FOR ALL OF OUR EDUCATORS. 
          BUT, YOU KNOW, IF YOU WERE MY DAUGHTER'S TEACHER, I'D BE SO HAPPY. 
          AND SO IT MAKES ME HAPPY THAT YOU HAVE, UM, YOU HAVE, YOU HAVE THIS SUPPORT AND THAT YOU HAVE, YOU'RE PART OF AN ORGANIZATION THAT HA YOU'RE AN AMBASSADOR FOR AN ORGANIZATION FOR YOUNG PEOPLE. 
          AND I JUST WANNA GIVE A PLUGIN. 
          LAST EMES LAST SEMESTER AT THE END OF THE YEAR, WE WERE ABLE TO WIN, I SAY WIN BECAUSE IT TOOK SOME ORGANIZING AND SOME, AND SOME, UH, DEMANDING OF $2 MILLION FOR LGBTQ PLUS SUPPORTS, WHICH WILL FUND LIAISONS. 
          THE, THE TWO EDUCATORS WHO WERE HERE ARE LIAISONS, RIGHT? AND ALSO GSA CLUBS. 
          SO WE ARE REALLY EXCITED THAT WE ARE ABLE TO DO THIS AND WE WANT MORE AND MORE FUNDING SO THAT THIS CAN BE SPREAD THROUGHOUT OUR DISTRICT. 
          THANK YOU SO MUCH, ALEXA, TREVOR. 
          UM, THANK YOU ALEXA. 
          UM, I HAVE A QUESTION FOR ALEXA, BUT ALSO FOR THE TEACHERS, IF THAT'S OKAY. 
          UM, ALEXA, I WAS WONDERING IF YOU COULD, YOU TALKED ABOUT YOUTH AMBASSADORS, WHICH IS A PROGRAM AT ONE INSTITUTE. 
          UM, SO IT'S NONPROFIT, UM, PHILANTHROPICALLY AND GOVERNMENT FUNDED, UH, GRANT PROGRAM, UM, FOR STUDENTS. 
          THEY APPLY. 
          UM, AND WE HAVE A COHORT OF 14 STUDENTS FROM ACROSS LA, UM, THAT PARTICIPATE. 
          UM, BUT I WANTED TO ASK YOU, YOU TALKED ABOUT LEARNING ABOUT, UH, L-G-B-T-Q PEOPLE AND LG PEOPLE OF DIFFERENT ETHNICITIES IN, UM, IN HISTORY. 
          I WAS WONDERING IF YOU COULD JUST TALK ABOUT LIKE, SOMETHING SPECIFIC THAT YOU LEARNED ABOUT IN QUEER HISTORY THAT WAS REALLY IMPACTFUL FOR YOU OR THAT YOU THINK OTHER, UM, STUDENTS SHOULD LEARN ABOUT? WELL, AT THE TOP OF MY HEAD, I CAN LIKE, UM, REMEMBER LIKE THE, WHERE DID WE GO TO? IT WAS CLOSE TO THE LGBTQ 
          [00:45:01]
PLUS CENTER WHERE, UM, WE WENT THROUGH LIKE A LITTLE GALLERY WALK OF LIKE, UM, I GUESS THIS, THIS, IT WAS A TOPIC ABOUT LIKE HOW I GUESS THAT COMMUNITY WAS TREATED, UM, AND ACCUSED OF HAVING LIKE, UM, WHAT WAS, IT WAS EIGHT AND EIGHT, SO, UM, A LOT OF PEOPLE WERE AFFECTED. 
          LIKE, IT WAS, IT WASN'T JUST LIKE, UM, STRAIGHT OR NO, NOT MY BAD, NOT STRAIGHT, UM, LIKE GAY WHITE MEN. 
          THERE WAS ALSO WOMEN IN THERE, THERE WAS PEOPLE OF COLOR. 
          UM, UH, THERE WAS LIKE ALSO DIFFERENT WAYS THAT THEY HAD LIKE TO PROMOTE, UM, FOR PEOPLE OF COLOR TO GET LIKE, UM, VACCINES, I GUESS. 
          SO IT WASN'T JUST LIKE, OH, IT'S FOR ONLY WHITE PEOPLE. 
          IT'S, IT'S FOR EVERYBODY. 
          SO, UM, THAT'S KIND OF LIKE WHAT I'VE LEARNED FROM THE PROGRAM. 
          SOMETHING SPECIFIC. 
          YEAH. 
          UM, AND I WANTED TO ASK OUR TEACHERS, UM, YEAH, THANK YOU ALEXA. 
          UM, I WANTED TO ASK OUR TEACHERS, UM, I KNOW YOU BOTH TALKED ABOUT WANTING, UM, MANDATORY PROFESSIONAL DEVELOPMENT FOR EDUCATORS AND ADMINISTRATORS. 
          I WAS WONDERING IF YOU COULD BOTH TALK ABOUT, LIKE, IN YOUR EXPERIENCE, WHAT DO YOU THINK PREPARED YOU TO BE ABLE TO TEACH THESE TOPICS IN THE CLASSROOM? WHETHER THAT'S LIKE PRE-SERVICE TRAINING, UH, PROGRAMS YOU PARTICIPATED IN, WHETHER IT IS LIKE DEPARTMENTAL PLANNING MEETINGS, LIKE WHAT FOR EACH OF YOU AS TEACHERS MAKES YOU FEEL EQUIPPED TO BE ABLE TO DO THIS WORK? I CAN SHARE FIRST. 
          UM, I THINK ONE OF THE BIGGEST THINGS IS, IS MY PRE-SERVICE PROGRAM. 
          I DID UCLA TEACHER ED PROGRAM AND WAS SPECIFICALLY PART OF THEIR ETHNIC STUDIES COHORT. 
          AND SO WITHIN THAT COHORT, IT REALLY FOCUSES ON, UM, THE HISTORY OF, UM, ALL MARGINALIZED GROUPS IN HISTORY. 
          AND SO, UM, THAT PROGRAM ITSELF HAS PROVIDED ME WITH LIKE THE CONFIDENCE, UM, SKILLS WITH, UM, JUST ACCESS TO CURRICULAR RESOURCES WITH THE COMMUNITY THAT I HAD THERE, THE COHORT THAT I WORKED WITH, UM, TO BE ABLE TO TEACH, UH, QUEER AND TRANS HISTORY. 
          UM, AND THEN ALSO ATTENDING PROFESSIONAL DEVELOPMENT, LIKE THE ONE I DID WITH THE ONE INSTITUTE. 
          UM, SOMETHING I WAS JUST TALKING ABOUT WITH TREVOR BEFORE WE GOT HERE WAS JUST HOW I, I AM A QUEER TEACHER AND SO TEACHING QUEER HISTORY IS SOMETHING THAT LIKE, I DO CARE DEEPLY ABOUT, YOU KNOW, BECAUSE I'M LIKE, THIS IS WHAT I WOULD LOVE TO HAVE LEARNED ABOUT WHEN I WAS IN HIGH SCHOOL. 
          AND SO I KNOW THAT'S NOT THE SAME FOR EVERY SINGLE TEACHER IN THE CLASSROOM, BUT, UM, I THINK HAVING, UM, SPACES LIKE THE ONE INSTITUTE PROFESSIONAL DEVELOPMENT, EVEN IF L-A-U-S-D WERE TO OFFER SOME SORT OF SPACE LIKE THAT, OR, UM, OFFER TIME IN THEIR PROFESSIONAL DEVELOPMENT ON TUESDAYS TO REALLY THINK ABOUT HOW CAN I LIKE QUEER UP MY CURRICULUM? HOW CAN I INCORPORATE MORE QUEER AND TRANS HISTORY OR TOPICS INTO MY CURRICULUM? UM, THAT WOULD BE A STARTING POINT. 
          SO THAT QUESTION REALLY PROMPTED ME TO DO SOME REFLECTING. 
          AND I WAS SMILING TO MYSELF BECAUSE REALLY, I, I HAVE NO, NOTHING FORMALLY HAS PREPARED ME TO DO THIS OTHER THAN BEING, UM, A QUEER PERSON MYSELF AND HAVING A LOT OF PEOPLE I LOVE WHO ARE PART OF THE LGBTQ PLUS COMMUNITY. 
          UM, BUT ALSO IN 2023 WHEN I, YOU KNOW, REALLY STARTED DOING THIS, I WAS THINKING ABOUT A PARTICULAR STUDENT. 
          AND MY SCHOOL IS VERY UNIQUE BECAUSE IT'S A SPAN SCHOOL. 
          THE STUDENT IS NOW IN HIGH SCHOOL. 
          UM, AND THE YEAR PRIOR TO THAT, THEY HAD COME TO SEE ME AT, UH, OPEN HOUSE. 
          SO THEY WERE IN, I DON'T KNOW, THEY WERE IN MIDDLE SCHOOL AT THIS POINT, AND THEY LOOKED AROUND MY ROOM, THEY WERE VERY QUIET, UM, AND THEY, I HAVE A REALLY BIG, UH, PRIDE FLAG IN MY ROOM. 
          AND THEY, THEY STARTED LIKE TEARING UP AND I WAS LIKE, WHAT ARE YOU OKAY? LIKE, I JUST MISSED HOW I FELT IN THIS CLASSROOM. 
          AND THEM COMING BACK AND SHARING THAT, I WAS LIKE, I GOTTA DO MORE THAN JUST HAVE A PRIDE FLAG UP. 
          LIKE THERE'S, THERE'S MORE TO THIS WORK THAN THAT. 
          AND THERE, THERE HAS TO BE MORE THAT I AM DOING. 
          UM, I WISH WHEN I WAS A KID THAT I HAD BEEN TAUGHT THIS IN SCHOOL AND I WASN'T. 
          UM, AND SO I REALLY JUST THINKING ABOUT MY STUDENTS' IDENTITIES AND WHAT THEY NEED, UM, IS WHAT PROMPTED ME TO DO THIS. 
          BUT I WOULD LOVE MORE FORMAL PROFESSIONAL DEVELOPMENT TRAINING, UM, EVEN TIME TO JUST LIKE COLLABORATE WITH OTHER TEACHERS, SOME OF WHOM MAY NOT REALLY FEEL READY TO, TO TEACH THIS AND MAY BE VERY NERVOUS ABOUT IT, CONFUSED ABOUT WHAT EXACTLY AM I SUPPOSED TO BE TEACHING. 
          I THINK SOMETHING LIKE DANIELLE HAS MENTIONED SEVERAL TIMES IS THAT WE NEED TIME, AND 
          [00:50:01]
THAT'S OBVIOUSLY IN SHORT SUPPLY FOR ALL OF US, BUT WE NEED THE TIME TO REALLY LIKE, TALK THROUGH THESE THINGS WITH OUR ADMINISTRATORS AND WITH EACH OTHER. 
          ALRIGHT, THANK YOU. 
          I'LL GO AHEAD AND YES, MR. VVI, WHY DON'T YOU RESPOND TO THE QUESTION AND WE'LL MOVE ON TO THE NEXT PRESENTATION. 
          SO THE, THE FAIR ACT IN AND OF ITSELF, UM, WE KNOW THAT WAS PLACED INTO LAW IN 2012 AND, UH, WE SINCE HAD AN ADOPTION OF, UM, SINCE THAT POINT, WHICH WAS REQUIRED OF ALL OUR HISTORY, SOCIAL SCIENCE MATERIALS. 
          SO IN 20, I BELIEVE IT WAS 2017 AND 2018, UM, WAS INCORPORATED INTO THE NEW ADOPTION THAT WE TOOK ACROSS THE DISTRICT. 
          BUT, UM, THE OTHER THING THAT, THAT WE DO WITH WITHIN OUR DISTRICT, UM, IS THAT WE PROVIDE, UM, RESOURCES WITHIN THE, UM, SCHOOLOGY PAGE IN A SPECIFIC FOLDER FOR OUR TEACHERS TO ACCESS REGARDING, UM, THE FAIR ACT AND HOW WE CAN SUPPORT THEM. 
          AND I KNOW THAT THOSE ARE GONNA BE ADDRESSED IN, IN JUST A LITTLE WHILE BY SOME OF OUR OTHER TWO DIVISIONS, UH, FROM THE SCHOOL DISTRICT. 
          BUT CONTINUING TO HEAR FROM WHAT OUR EDUCATORS ARE SAYING PARTICULARLY, UH, WITH REGARD TO THE COMMUNICATION AND THE AWARENESS. 
          AND SO DEFINITELY, YOU KNOW, NOTING THAT. 
          AND THEN HOW CAN WE GET THAT OUT THERE AND HOW CAN WE MAKE SURE THAT EVERYONE'S AWARE OF THE RESOURCES AND HOW CAN WE CONTINUE TO COLLABORATE AND CONTINUE, UM, TO HEAR FROM THESE GREAT, UM, PRESENTATIONS THAT YOU WILL PROVIDED. 
          HOW DO YOU INCORPORATE IN THAT YOUR FIFTH GRADE CLASSROOM? HOW DO WE GET RESOURCES AND PUT THAT IN THAT REPOSITORY SO EVERYONE HAS ACCESS TO THEM? UM, THE SAME THING WITH REGARD TO, UM, WHAT WAS SHARED OVER AT, UH, ROOSEVELT AS WELL. 
          SO, UM, UM, IN ANY CASE, UH, I I JUST WANTED TO MAKE THOSE, A COUPLE OF COMMENTS WITH REGARD TO IT, BUT I KNOW WE'RE GONNA SHARE SOME ADDITIONAL RESOURCES. 
          ALL RIGHT. 
          THANK YOU. 
          AND I WOULD ADD SUPPORT, RIGHT? SUPPORT WHEN THERE'S THAT PUSHBACK. 
          OUR TEACHERS, OUR EDUCATORS, OUR ADMINISTRATORS NEED THAT SUPPORT AND THAT EDUCATION AND THAT KNOWLEDGE. 
          AND I'M THINKING, YOU KNOW, YOU ALL SAID MANDATED PROFESSIONAL DEVELOPMENT. 
          WE HAVE AN ANNUAL, EVERY SUMMER PRINCIPALS GO TO A FOUR DAY, FIVE DAY PROFESSIONAL DEVELOPMENT. 
          THAT SHOULD BE A SPACE WHERE WE HAVE, UM, A SESSION, NOT AN OPTIONAL SESSION, WHICH THERE WAS HRDE WAS THERE THIS SUMMER, AND, BUT IT WAS AN OPTIONAL, THERE SHOULD BE A MANDATORY ONE, A WHOLE, LIKE THE PLENARY SESSION, RIGHT? WHERE IT'S ALL ABOUT THE FAIR ACT, ALL OF THE RESOURCES THAT WE HAVE, AND ALSO THAT MAN, THERE SHOULD BE A MANDATED PD FOR TUESDAYS. 
          YOU KNOW HOW WE HAVE MANDATED PD FOR A A LOT OF STUFF. 
          THIS SHOULD BE ONE OF 'EM A MAN THAT, BECAUSE YOU'RE RIGHT, IT CAN'T JUST BE ONLY SOME FOLKS DOING IT. 
          IT CANNOT ONLY FALL ON THE SHOULDERS OF OUR QUEER EDUCATORS. 
          IT CANNOT JUST FALL ON A FEW PEOPLE. 
          EVERYBODY SHOULD BE DOING, IT'S, THIS IS HOW WE ARE INCLUSIVE. 
          SO THANK YOU FOR SHARING BECAUSE YOUR, UM, YOUR THOUGHTS AND YOUR IDEAS THAT YOU SHARED TODAY HAVE, I THINK, HAVE PROMPTED SOME THINGS THAT WE COULD DEFINITELY PUSH FOR, UM, IN THE, FOR THE NEXT YEAR. 
          THANK YOU AGAIN AND APPRECIATE ALL THAT YOU'RE DOING FOR OUR STUDENTS. 
          THE, THE SPACE THAT YOU'RE CREATING FOR THEM, THAT SAFETY, AND I CAN SEE IT, YOU DO IT FOR THE LOVE OF OUR STUDENTS AND THE LOVE FOR JUSTICE AND THE LOVE FOR INCLUSIVITY. 
          SO I'M REALLY GRATEFUL TO YOU FOR DOING THAT. 
          AND THANK YOU ALEXA, AGAIN. 
          UH, WELL I HAVE A QUESTION ABOUT IN, IN OUR COMMITTEE. 
          SO LIKE IF WE HAVE IDEAS ON HOW TO LIKE START SOMETHING, UM, WHEN WILL BE A TIME TO KIND OF SHARE, UM, TO START, LIKE IF I HAVE COMMENT OF LIKE, YOU KNOW, LIKE SOMETHING THAT WE MIGHT BE ABLE TO DO TO INITIATE YES, WE CAN, WELL WE'RE GOING TO REMEMBER, WE'RE GONNA HAVE OUR RECOMMENDATIONS MEETING. 
          SO AT THAT POINT WE CAN ALL COME UP WITH OUR RECOMMENDATIONS. 
          SO WRITE IT DOWN SO THAT WHEN WE MEET, HOPEFULLY IN DECEMBER, WE'RE GONNA HAVE, NOT A COMMITTEE MEETING, BUT MORE A REFLECTION OF WHAT WE WANT TO, UH, RECOMMEND IN FEBRUARY. 
          OKAY. 
          SO THAT'SS, WHEN WE'RE, SO TAKE NOTES RIGHT NOW, GET YOUR IDEAS GOING AND WRITE THEM DOWN SO THAT WE CAN, UM, GO AHEAD AND DO THAT IN. 
          BUT JUST TO COMMENT FOR, LIKE, I KNOW YOU SAID THAT, UH, THE SOCIAL STUDY CURRICULUM HAS, UM, IN ELEMENTARY SCHOOL, WE DON'T TOUCH IT AT ALL. 
          SOCIAL STUDY CURRICULUM BOOK DOES NOT HAVE ANYTHING ABOUT OTHER PEOPLE, NOT EVEN TOLERANCE. 
          IT'S TAUGHT. 
          AND, AND I'D JUST LIKE TO PIGGYBACK ON THAT. 
          UM, I HEAR I'M HEARING THINGS LIKE PDS AND SUPPORT, BUT TO ME IT SEEMS LIKE AT THE END OF THE DAY, THE ONUS IS ON THE TEACHER WHETHER OR NOT THEY CHOOSE TO INCORPORATE SOMETHING THAT'S NOT IN THE BOOK INTO THE CURRICULUM. 
          AND I THINK AT THE END OF THE DAY, WE NEED A CURRICULUM IN SOCIAL STUDIES, PERHAPS ALSO IN HEALTH, HEALTH CURRICULUM COVERS EVERYTHING FROM CIGARETTE SMOKING TO FAMILY TO FRIENDSHIP TO ANXIETY. 
          UM, THERE ARE, THERE'S A, THERE'S A LOT IN THERE. 
          I, I'M, I'M KIND OF JUST SPITBALLING HERE, BUT WHEN I HEAR PD, I THINK OF LET'S SAY RESTORATIVE JUSTICE. 
          YOU GET TRAINED IN IT, YOU 
          [00:55:01]
KNOW, KIND OF HOW TO DO IT, BUT THAT DOESN'T MEAN YOU WILL OR THE TEACHER NEXT DOOR TO YOU WILL, OR THE TEACHER ON THE OTHER SIDE WILL. 
          I THINK THERE NEEDS TO BE SOMETHING WHERE IT'S, WE HAVE IT CHAPTER SEVEN IN THE BOOK AND ALL THE TEACHERS ARE EXPECTED TO DO IT. 
          THAT'S MY OPINION. 
          YEAH, I AGREE. 
          OKAY. 
          BECAUSE AS A TEACHER, I KNOW THOSE RESOURCES EXIST. 
          I HAVE KNOWN ABOUT IT FOR A LONG TIME, YET THERE IS NO TIME FOR THOSE RESOURCES. 
          SO IT'S, IT'S NOT, I THINK THAT AS L-A-U-S-D NEEDS TO DO MORE BESIDES, WE CREATED SOMETHING AND IT'S HERE FOR YOU TO DO, BUT IT'S NOT PART OF THE CURRICULUM. 
          I THINK WE NEED TO PUT IT ALL IN, MIX IT IN THERE, OTHERWISE IT DOESN'T GET OUT. 
          TOTALLY AGREE. 
          TOTALLY AGREE. 
          ALRIGHT, 
          [II.2. District Resources and Support: How does LAUSD support schools and educators to implement the FAIR Act?]
SO LET'S MOVE ON TO OUR NEXT PRESENTERS. 
          UM, WE HAVE FROM THE DISTRICT , I'M THINKING ABOUT AB ELEMENTARY. 
          THEY ALWAYS CALL THE DISTRICT FROM THE DISTRICT. 
          ONE OF MY FAVORITE DIVISIONS IN THE DISTRICT IS THE HRDE DEPARTMENT. 
          RIGHT? IS THAT WHO WE'RE HEARING FROM NEXT? SO, UM, WE HAVE FRANCES MARION, CHRISTINA VIGIL, AND KEELY JACKSON. 
          ALL RIGHT. 
          HI, GOOD AFTERNOON. 
          MY NAME IS EL ROSA. 
          I'M GONNA INTRODUCE OUR HR DE TEAM IF IT'S OKAY. 
          OKAY. 
          SO OUR HUMAN RELATIONS AND DIVERSITY AND EQUITY TEAM IS PART OF THE STUDENT SUPPORT AND ATTENDANCE SERVICES BRANCH. 
          SO I THINK EVERYONE IS HERE AWARE OF MANY OF OUR DEPARTMENTS, INCLUDING HRDE, PBIS, PUPIL SERVICES, BS A PSA AND STUDENT SUPPORT PROGRAMS. UM, THIS IS OUR HUMAN RELATIONS DIVERSITY AND EQUITY TEAM. 
          I THINK MANY OF YOU HAVE HEARD OF, UH, DR. 
          JUDY CHASON. 
          SHE, UH, WAS THE COORDINATOR. 
          SHE, UH, RETIRED A COUPLE WEEKS BACK. 
          AND SO RIGHT NOW WE HAVE JULIE PANINO AS A SPECIALIST AND HOPEFULLY WE'LL BE HIRING THE COORDINATOR SOON. 
          AND THESE ARE OUR MENTAL HEALTH CONSULTANTS THAT SUPPORT OUR DISTRICTWIDE DISTRICT WIDE. 
          THE MISSION FOR HUMAN RELATIONS DIVERSITY AND EQUITY TEAM IS TO CREATE THESE WELCOMING LEARNING AND WORKING ENVIRONMENTS WHERE PEOPLE OF ALL IDENTITIES ARE SEEN AND WELCOMED. 
          SO THIS INCLUDES BUILDING EDUCATOR CAPACITY. 
          SO REALLY TO STRENGTHEN THOSE INCLUSIVE IDENTITY AFFIRMING AND RESPONSIVE PRACTICES. 
          THEY'RE LEADING OUR LGBT ADVOCACY, BULLYING PREVENTION, WHICH INCLUDES A LOT OF THOSE INCLUSION AND ANTI-BULLYING INITIATIVES THAT PROMOTE SAFETY AND WELLBEING FOR OUR STUDENTS. 
          THEY ALSO SUPPORT OUR PLUS LIAISONS AND WHERE THEY TRAIN SCHOOL-BASED LIAISONS AND PROVIDE GUIDANCE ON RESOURCES AND COLLABORATION OPPORTUNITIES. 
          THEY SUPPORT WITH FOSTERING INCLUSIVE ENVIRONMENTS IN OUR SCHOOLS. 
          THEY COLLABORATE ACROSS MANY SYSTEMS THAT YOU'LL SEE HERE, INCLUDING OUR DIVISION OF INSTRUCTIONS, FAMILY, SCHOOLS AND COMMITTEE ORGANIZATIONS. 
          AND THEY PROVIDE THESE RESOURCES AND TOOLS. 
          SO WITH THAT, I'M REALLY EXCITED TO WELCOME TWO OF OUR AMAZING TEAM MEMBERS, MS. CHRISTINA IL, AND FRANCIS MARIANNE, WHO WILL PROVIDE YOU A LITTLE BIT MORE OF THIS WORK. 
          THANK YOU. 
          ALRIGHT. 
          NICE TO, UM, BE HERE. 
          THANK YOU SO MUCH FOR SERVING ON THIS COMMITTEE AND FOR INVITING US. 
          UM, I'VE BEEN A LICENSED CLINICAL SOCIAL WORKER FOR LONG TIME, ALMOST EIGHT 18 YEARS. 
          UM, AND IN THIS ROLE, THIS IS OUR SIXTH SCHOOL YEAR. 
          UM, AND FRANCIS MARION, SHE, HER, I COME FROM A SCHOOL SOCIAL WORK BACKGROUND BEFORE I WAS IN THIS ROLE. 
          UM, AND YOU ALL ALREADY SPOKE ON THE FAIR ACT, BUT ONE THING WE WANNA DO OR UM, POINT TO IS THAT IN ADDITION TO THE FAIR ACT, UM, ARE OUR CALIFORNIA STATE LAW AFFORDS MANY, UH, PROTECTIONS FOR LGBT STUDENTS THAT HAVE TO DO WITH MAKING SURE THEY HAVE ACCESS TO, UM, THAT THEY'RE IN A, A WELCOMING AND AFFIRMING ENVIRONMENT. 
          FREE FROM DISCRIMINATION, FROM HARASSMENT, FROM BULLYING, UM, THAT HAS RESOURCES THAT, UM, HONORS AND, UH, RECOGNIZES STUDENTS BY THEIR FIRM NAME AND PRONOUNS AND ACCESS TO ALL ACTIVITIES. 
          UM, WE ALSO HAVE, YOU KNOW, AS YOU'VE TALKED ABOUT, PROFESSIONAL DEVELOPMENT. 
          ONE THING WE'LL MENTION IS THAT THERE'S, UM, NEW STATE LAW THAT IS GOING TO REQUIRE PROFESSIONAL DEVELOPMENT. 
          UM, OUR DISTRICT, YOU KNOW, WE WANNA MAKE SURE THAT WE'RE REALLY MEETING THE NEEDS OF OUR, OUR COMMUNITIES HERE. 
          SO IT WILL BE A PART OF WHAT'S NEEDED AND, AND AN IMPORTANT STEP. 
          AND THEN ON THE BOTTOM, YOU SEE OF OUR SLIDE, A LITTLE SCREENSHOT OF ONE OF OUR HANDOUTS, WHICH JUST, UM, REFLECTS OUR 
          [01:00:01]
MANY POLICIES THAT WE HAVE IN THE DISTRICT THAT ARE BASED ON THE ED CODE, THAT ARE BASED IN STATE LAW, THAT GIVE THAT ADDITIONAL GUIDANCE. 
          UM, WHAT WE'VE LEARNED THIS IS, IS THAT, UM, YOU KNOW, GETTING THAT INFORMATION, AS MANY PEOPLE HAVE TOUCHED ON, RIGHT, A LOT OF THESE RESOURCES EXIST, BUT REALLY MAKING SURE THAT WE GET THAT INFORMATION OUT AND THAT IT'S CLEAR AND THAT THE RESOURCES AND THE SUPPORT ARE CLEAR AS WELL. 
          UM, WE GET QUESTIONS FROM TEACHERS AND FROM FAMILIES AROUND, UM, YOU KNOW, WHERE, WHERE JUST WHAT HAVE BEEN ASKED TODAY. 
          AND SO TO SPEAK MORE ABOUT OUR APPROACH AND WHAT WE'VE SEEN EFFECTIVE. 
          I'LL HAVE CHRISTINA, HEY, ALSO, I'M CHRISTINA VI SHEA, AND, UM, LIKE FRANCIS, ALSO LCSW BACKGROUND, UM, PSAA THROUGH G. 
          UM, BEEN HERE FOR A LONG, LONG TIME. 
          SIX YEARS IN HRDE, AND, UM, HAVE SCHOOLS IN REGION NORTH, AND SOME SCHOOLS IN REGION WEST AS WELL. 
          AND SO WHAT WE TRY TO DO WITH OUR SMALL BUT VERY MIGHTY TEAM, WE TAKE ON A SCHOOL-WIDE APPROACH. 
          AND THESE ARE SOME OF THE THINGS THAT WE DO. 
          WE DO STAFF PDS FOR NOT ONLY, UM, CERTIFICATED, BUT CLASSIFIED AS WELL TO MAKE SURE THAT EVERYBODY ON THE CAMPUS KNOWS THE SAME MESSAGE THAT EVERYONE BELONGS. 
          WE INCLUDE EVERYONE. 
          UM, WE ALSO DO PARENT WORKSHOPS, CAREGIVER WORKSHOPS IN SPANISH AND ENGLISH ACROSS THE DISTRICT. 
          WE, LIKE YOU, LIKE YOU SAW, WE GIVE YOU SOME SWAG, LIKE, LIKE THE, YOU KNOW, WE HAVE THE AWESOME BADGE THAT WE, UM, GIVE OUT. 
          AND WE HAVE LANYARDS AND BUTTONS AND ALL THOSE THINGS, AND BOOKMARKS AND ALL THOSE THINGS. 
          WE ALSO SUPPORT CLUBS NOT ONLY GSA AND REONE CLUBS IN ELEMENTARY SCHOOLS, BUT ALSO LATINA CLUBS, BSU CLUB. 
          WE, YOU KNOW, WE WANT ALL IN INCLUSIVE CLUBS TO BE ON CAMPUS. 
          'CAUSE THE DATA TELLS US THAT THAT IS A WONDERFUL THING TO HAVE. 
          UM, AND WE ALSO PROVIDE BOOKS, BOOK LISTS ON OUR WEBSITE AND SAMPLE LESSON PLANS AND TOOLKITS THAT WE COME OUT IN OUR, IN OUR SCHOOLOGY PAGE SO THAT, UH, TEACHERS AND STAFF CAN USE. 
          AND FOR THE PAST FEW YEARS, THE LGBTQ PLUS LIAISON THAT WE NOTED THAT WE ARE JUST ONE, SOMETIMES WITH OVER A HUNDRED AND SOME SCHOOLS WE'RE LIKE, IF WE HAD ONE PERSON IN EACH SCHOOL THAT HAS, YOU KNOW, THAT WE'VE, WE'VE TRAINED AND CAN HAVE DIRECT CONTACT WITH US, YOU KNOW, HAVE MY CELL PHONE AND CAN TELL ME, HEY, YOU KNOW WHAT, CHRISTINA, THIS SCHOOL NEEDS, NEEDS A PD. 
          SOMETHING IS, YOU KNOW, MISSING HERE. 
          YOU KNOW, THEY DON'T KNOW ABOUT THE FAIR ACT. 
          THEY DON'T KNOW ABOUT THIS OTHER POLICY. 
          COME AND TALK TO THEM. 
          AND SO TO HAVE THE EYES AND EARS, UM, IN THE SCHOOLS IS OUR GOAL IS TO HAVE AT LEAST ONE, UM, LIAISON IN EVERY SCHOOL. 
          AND SO THESE ARE JUST SOME PICTURES OF SOME WONDERFUL THINGS THAT ARE HAPPENING ACROSS THE DISTRICT THAT WE SUPPORT AND WE, UM, ARE SO, SO EXCITED ABOUT. 
          YOU KNOW, OF COURSE, UM, HAVING EVENTS. 
          WE HAVE, UM, SUPPORTIVE OF THE R BULL CLUBS. 
          LIKE, LIKE I TOLD YOU, WE HAVE ALSO HAVE A YEARLY EVENT CALLED NATIONAL DAY OF READING, WHERE WE, UM, THIS IS A NATIONAL EVENT, AND LUSD TAKES, TAKES PART OF IT. 
          IN NATIONAL DAY OF READING. 
          WE, IN ELEMENTARY SCHOOLS, WE MODEL A BOOK, AN INCLUSIVE BOOK, UM, AND HAD, AND TO READ IT IN CLASS AND TO DO A LESSON IN CLASS, WE, UM, SHOW IT ACROSS ALL THE CLASSROOMS THAT, THAT WANT TO JOIN IN VIA ZOOM. 
          AND, UM, WE'VE HAD THIS FOR HOW MANY YEARS? LIKE FOUR FIFTH, THIS UPCOMING ONE IS, IS THE FIFTH BECAUSE WE HAVE FOUND THAT, ESPECIALLY IN ELEMENTARY SCHOOL, YOU KNOW, SOMETIMES WE NEED TO DO THAT EXTRA STEP OF MODELING, UM, THE LESSON SO THAT TEACHERS ARE, TEACHERS CAN SEE THAT IT'S A NORMAL THING TO READ AN INCLUSIVE BOOK IN THE CLASSROOM. 
          UM, MURALS ALL AROUND THAT PROMOTE, EVERYONE BELONGS HERE. 
          BEAUTIFUL. 
          SO, ONE THING THAT WE REALLY TRY TO DO RIGHT, IS WE KNOW AS, AS EDUCATORS, IT CAN FEEL DAUNTING TO FEEL LIKE IT'S ONE ADDITIONAL THING, ONE EXTRA THING I HAVE TO ADD TO MY PLATE. 
          WE REALLY TRY AND COMMUNICATE TO OUR SCHOOLS THAT THEY'RE ALREADY DOING SO MANY OF THE THINGS THAT WE, THAT WE WANT TO SEE, BUT THERE CAN JUST BE A LITTLE MORE SUPPORT, A LITTLE MORE, UM, MODELING FOR THEM ABOUT HOW TO BE REALLY CLEAR, RIGHT? THAT EVERYONE BELONGS HERE. 
          AND SO WE HAVE SOME BANNERS THAT WE'VE CREATED THAT ARE RIGHT THERE OUT AT THE GATE SO THAT EVERY PARENT WHO WALKS ONTO CAMPUS, EVERY STUDENT WHO WALKS ONTO CAMPUS SEES THE EXPECTATIONS THAT EVERY SINGLE IDENTITY THAT, UM, MAKES OUR DISTRICT INCREDIBLE IS 
          [01:05:01]
A APPRECIATED AND VALUED. 
          AND THAT NO ONE'S IDENTITY IS A TABOO TOPIC. 
          THAT IS A BAD WORD. 
          OKAY? UM, WE HAVE SOME POSTERS YOU SEE OF STUDENTS WHO'VE TAKEN THAT MESSAGE AND MADE, UM, AFFIRMING POSTERS FOR THEIR OWN SCHOOLS. 
          WE TABLE AT EVENTS TO, AGAIN, HELP KIND OF BREAK THE STIGMA. 
          'CAUSE WHAT WE'RE TALKING ABOUT IS STIGMA, STIGMA AND PREJUDICE THAT EXISTS, THAT MAKES CHILDREN, STAFF, AND THEIR FAMILIES NOT FEEL WELCOME. 
          SO, UM, ONE THING I WANNA LIFT UP IS REGION EAST HAS A PRIDE FLAG FLYING OUT THERE, AND THEY'VE SHARED THAT THEY DO. 
          UM, IT TEACHES THEM A LOT ABOUT WHAT WE'RE ASKING SCHOOLS TO DO AND WHAT WE, WHAT CONVERSATIONS COME FROM THAT. 
          SO HERE YOU HAVE SOME MORE OF THE BOOKS THAT, UM, EACH YEAR WE'VE WORKED TO GET MORE AND MORE INCLUSIVE BOOKS INTO OUR SCHOOL LIBRARIES. 
          OUR NATIONAL DAY OF READING, AS CHRISTINA MENTIONED. 
          UM, AND THEN OUR CLUBS. 
          OH YES. 
          SO I'VE MENTIONED THAT. 
          SO WE PROVIDE GUIDES TO THE CLUBS. 
          NOT THAT, NOT THAT THE CLUBS, YOU KNOW, THE CLUBS ARE STUDENT CENTERED AND, BUT IF STUDENTS ARE LIKE, HEY, YOU KNOW, I NEED SOME IDEAS. 
          WE, WE PROVIDE IDEAS IF THEY WANNA USE ART ACTIVITIES. 
          THE FAVORITE ACTIVITY IS MAKING POSTERS THAT ARE INCLUSIVE OR WRITING CHALK MESSAGES. 
          YOU KNOW, YOU B YOU LOVE WHO YOU ARE, ACCEPT ALL OF YOU THE ACTIVITIES. 
          LIKE THAT IS WHAT OUR KIDS ARE DOING. 
          AND OF COURSE, WE SUPPORT THE OTHER CLUBS IN SCHOOLS LIKE BSU AND LATINA. 
          UM, AND THIS IS A LITTLE BIT MORE INFORMATION ON OUR L-G-B-T-Q LIAISON. 
          YOU COVERED IT. 
          I COVERED IT, RIGHT, DIDN'T I? OKAY. 
          MAYBE THEY CAN ASK QUESTIONS. 
          AND WE KNOW THAT WE CANNOT DO THIS WORK WITHOUT PARENTS. 
          SO THAT'S WHY IT'S IMPORTANT TO DO THE WORKSHOPS. 
          AND REALLY, ONCE WE, UM, THIS MORNING I HAD A WORKSHOP, ONCE WE EXPLAIN, HEY, YOU KNOW WHAT, WHAT WE PROMOTE HERE IS FOR YOUR CHILD TO LOVE AND ACCEPT ALL PARTS OF THEM, BECAUSE THAT'S WHAT THE DATA TELLS US. 
          THAT IS THE BEST. 
          WHEN YOU LOVE WHO YOU ARE, THAT'S GONNA DECREASE BULLYING BECAUSE YOU'RE NOT GONNA ATTACK SOMEONE FOR WHO THEY ARE IF YOU LOVE WHO YOU ARE. 
          AND THAT'S WHAT WE'RE DOING. 
          PARENTS. 
          WE ARE ENSURING THAT ALL PARTS OF YOUR CHILD'S IDENTITIES ARE ACCEPTED HERE AND AFFIRMED. 
          AND THAT THEY ACCEPT AND AFFIRM ALL THE OTHER IDENTITIES AND THAT IT'S GONNA BE NATURAL AND NORMAL FOR THEM TO MEET PEOPLE THAT ARE COMPLETELY DIFFERENT THAN THEM, THAT HAVE DIFFERENT RELIGION, THAT HAVE DIFFERENT FAMILY MAKEUPS. 
          AND THIS IS WHAT MAKES A LA SO BEAUTIFUL TO LEARN ABOUT ALL THESE DIFFERENT FAMILIES. 
          AND SO PARENTS, WHEN YOU EXPLAIN THAT, IT'S LIKE, YEAH, THAT MAKES SENSE. 
          EVERYONE DOES BELONG HERE. 
          MM-HMM . 
          UM, AND THIS IS JUST AN EXAMPLE OF HOW THAT MIGHT LOOK, ESPECIALLY AT THE ELEMENTARY LEVEL. 
          UM, I, I AM BRAND NEWLY AN L-A-U-S-D PARENT MYSELF. 
          AND JUST GETTING TO HAVE THAT PERSPECTIVE FIRSTHAND AS A PARENT AND, UM, THAT IT IS, THERE IS SO MUCH WORK TO DO TO MAKE SURE THAT ALL KIDS FEEL LIKE THEY SEE THEMSELVES. 
          AND AN EXAMPLE WOULD BE A BOOK LIKE THIS WHERE WE TALK ABOUT LOTS OF DIFFERENT TYPES OF FAMILIES. 
          UM, BUT ONE THING WE WANNA ACKNOWLEDGE IS THAT THERE IS, UM, THERE'S FEAR THAT EXISTS, RIGHT? UH, WE HEARD ABOUT SOME OF THE VERY REAL CHALLENGES THAT EDUCATORS FACE WHEN THEY ARE BRAVE AND SAY, EVERYONE BELONGS HERE. 
          UM, AND WE KNOW THAT THAT DISPROPORTIONATELY FALLS ON QUEER AND TRANS LGBT EDUCATORS TO DO THAT WORK. 
          AND IT TAKES THE BIGGEST TOLL ON THEM AS WELL. 
          UM, AND SO I REALLY WANNA EMPHASIZE THAT IF IT, IT NEEDS TO BE EVERYBODY'S JOB THAT WE'RE READING BOOKS LIKE THIS, THAT WE'RE TALKING ABOUT DIVERSITY. 
          BECAUSE WHEN WE DO THAT, AS CHRISTINA MENTIONED, WE DON'T HAVE THE TYPES OF CONFLICT THAT HAPPEN WHEN THERE'S THE STIGMA AND TABOO WHEN WE REALLY HAVE HONEST CONVERSATIONS ABOUT WHO ARE YOU, WHAT MAKES YOU YOU, WHAT MAKES YOU SPECIAL, WHAT MAKES YOU DIFFERENT. 
          AND THEN LET'S TALK ABOUT EACH OTHER AND LEARN PRACTICE WAYS TO TALK ABOUT DIFFERENCE. 
          RESPECTFULLY, EVERYONE'S ON BOARD. 
          IT'S NOT A TOUGH SELL, BUT IT TAKES A LOT OF EFFORT. 
          SO I'M WONDERING IF ANYONE WOULD BE WILLING TO READ THIS QUOTE MAYBE FOR ME, PLEASE. 
          PARTICIPATION, CLASS. 
          PARTICIPATION. 
          OH, THANK YOU. 
          AMONG EDUCATORS, THERE HAS BEEN AN ACKNOWLEDGEMENT THAT ANY EFFORT TO TRANSFORM INSTITUTIONS SO THAT THEY REFLECT A MULTICULTURAL STANDPOINT MUST TAKE INTO CONSIDERATION THE FEARS TEACHER HAS HAVE, WHEN ASKED TO SHIFT THEIR PARADIGMS. THERE MUST BE TRAINING SITES WHERE TEACHERS HAVE THE OPPORTUNITY TO EXPRESS THE CONCERN WHILE ALSO LEARNING TO CREATE WAYS TO APPROACH THE MULTICULTURAL CLASSROOM AND CURRICULUM. 
          BELL HOOKS 
          [01:10:02]
CAN'T SAY IT BETTER THAN BELL HOOKS. 
          SO THIS SHIFT IS THIS AGAIN. 
          YEP. 
          UM, SUPPORTING THIS SHIFT REALLY REQUIRES, THIS IS WHAT WE HEAR OVER AND OVER AGAIN BECAUSE AS CHRISTINA MENTIONED, WE ALL SUPPORT 140 SOME SCHOOLS, UM, OVER AND OVER AGAIN. 
          WE HEAR THAT THEY REALLY NEED RESOURCES PROVIDED THAT ARE FROM THE DISTRICT, SO THAT THEY FEEL THAT SUPPORT, THE TEACHERS FEEL THE SUPPORT, LIKE SOMEONE HAS MY BACK. 
          AND IF I'M GONNA DO SOMETHING THAT'S GONNA BE, UM, A LITTLE INTIMIDATING 'CAUSE IT WASN'T MODELED FOR ME THAT I HAVE SUPPORT. 
          UM, PROFESSIONAL DEVELOPMENT, WE, UM, WE REALLY LIKE GOING OUT AND BEING IN PERSON. 
          'CAUSE WE GIVE PLENTY OF TIME FOR PEOPLE TO ASK QUESTIONS AND TO PRACTICE AND TO COLLABORATE. 
          AND THEN MODELING OF THE LGBT INCLUSIVE LANGUAGE AT ALL LEVELS AND THROUGHOUT THE ENTIRE DISTRICT, RIGHT? IT'S NOT SOMETHING THAT, UM, A CLASSROOM TEACHER SHOULD HAVE TO FEEL LIKE I'M OUT ALONE ON A LIMB DOING, BUT THAT IT'S PART OF THE FABRIC OF OUR DISTRICT. 
          AND THEN SUPPORT FOR ADMINISTRATORS AND UNDERSTANDING ALL OF THESE EXPECTATIONS AND COMMUNICATING THEM TO THEIR SCHOOL COMMUNITIES. 
          AND ONE WAY THAT WE'VE BEEN ABLE TO PRACTICE MODELING THIS FOR SCHOOLS IS THROUGH, UM, A PROGRAM WE'VE DEVELOPED CALLED EVERYONE BELONGS HERE. 
          NOW, WE'RE NOT TEACHERS, SO IT'S NOT A, A CURRICULUM IN, IN THE SAME WAY THAT YOU WOULD THINK OF IT, BUT WE KNOW THAT THIS HAS TO BE A WHOLE SCHOOL CONVERSATION. 
          SO WE DEVELOPED A PD PARENT WORKSHOP SERIES AND A SERIES OF FIVE LESSONS FOR, FOR ELEMENTARY STUDENTS ABOUT HOW WE RESPECTFULLY TALK ABOUT IDENTITY AND DIFFERENCE. 
          IT ALSO INCLUDES BEING AN UPSTANDER. 
          UM, IT DEFINES, YOU KNOW, EXPECTATIONS AROUND RESPECTFUL LANGUAGE AND HOW TO SPEAK UP FOR EACH OTHER. 
          AND WE PILOTED THIS IN REGION NORTH WHERE WE TRAINED SCHOOL SITE TEAMS OVER 40 SCHOOLS, SENT TEAMS TO GET TRAINED ON HOW TO HAVE THESE CONVERSATIONS. 
          AND WE FOUND, UM, THAT EVEN OUR, OUR ONE MORNING OF TRAINING HAD A HUGE IMPACT ON THEIR COMFORT LEVEL. 
          SO THIS IS TEACHERS, UM, RESPONSES BEFORE AND AFTER THEY ATTENDED THE WORKSHOP ABOUT THEIR COMFORT, TALKING ABOUT ALL THESE DIFFERENT TYPES OF IDENTITIES. 
          AND YOU SEE THAT THE ONE THAT THEY FELT THE MOST DISCOMFORT WAS, UH, BEFORE HAD TO DO WITH, UM, SOJI. 
          AND, UH, THAT JUST ONE CONVERSATION, ONE WORKSHOP HAD A BIG IMPACT ON THAT. 
          UM, FOR THE TEACHERS WHO THEN HAD THOSE LESSONS IMPLEMENTED IN THEIR CLASSROOMS, THEY SAID, YOU KNOW, THE MODELING WAS REALLY, REALLY IMPORTANT AND HAVING JUST LIKE SOMETHING PROVIDED CENTRALLY THAT THEY COULD USE. 
          UM, AND THEN OF COURSE, THE KIDS' INFORMATION THEMSELVES IS THE MOST POWERFUL. 
          AND I DON'T KNOW IF YOU CAN MAKE IT OUT, BUT IF YOU HAVE ANY THAT YOU WANNA SHOUT OUT, I LIKE THE LAST ONE. 
          IT SAYS, I LIKE HOW I GOT TO LEARN ABOUT EACH OTHER'S BACKGROUNDS. 
          I ALSO LIKE HOW IT WAS NOT, UH, LIKE A NORMAL SCHOOL LESSON, . 
          AND WE, AND WE GOT TO BE INCLUDED IN THE LESSON, NOT JUST LEARN. 
          YEAH. 
          AND I GOT ANOTHER PAGE FOR YOU. 
          YEAH. 
          SOON. 
          DOES EVERY SCHOOL GET TO DO THIS?  THIS WAS AN AMAZING LESSON. 
          . 
          YES, WE DID TRY HARD TO MAKE 'EM FUN. 
          IF I CAN JUST ADD, UH, FROM THE PREVIOUS ONE, I, I LIKED HOW WE DUG DEEP INTO WHO WE ARE. 
          AND IT WAS NICE TO TALK ABOUT IT. 
          WE FIND OVER AND OVER AGAIN, UM, THAT ONCE WE PROVIDE A SAFE OPPORTUNITY FOR KIDS AND ADULTS ALIKE TO SHARE ABOUT WHO THEY ARE, WHAT MAKES THEM TICK, AND TO GET TO LEARN ABOUT EACH OTHER AND DO THAT COMMUNITY BUILDING, WE DON'T HAVE THE ISSUES THAT, UM, UNFORTUNATELY SOMETIMES COME UP WHEN WE DON'T MAKE THAT SPACE WITH THAT SUPPORT. 
          BUT WE ARE, LIKE CHRISTINA SAID, A SMALL BUT MIGHTY TEAM. 
          AND WE SEE A LOT OF OPPORTUNITIES FOR, UM, AS I'VE KIND OF ALREADY MENTIONED, BUT REALLY MAKING SURE THAT THE, THE GUIDANCE, THE SUPPORT, AND THE EXPECTATIONS ARE VERY CLEAR AND KNOWN FOR ALL. 
          AND THAT WE'RE PROVIDING INSTRUCTIONAL MATERIALS AND PROFESSIONAL DEVELOPMENT FOR FOLKS AT ALL DIFFERENT PLACES, RIGHT? LIKE OUR TEACHERS WHO HAVE TAKEN TIME TO GET TRAINED OUT OUTSIDE OF WORK TIME ON THEIR OWN. 
          THEY DESERVE CHALLENGING AND RIGOROUS PROFESSIONAL DEVELOPMENT JUST AS MUCH AS SOMEONE WHO'S STARTING. 
          UM, BUT THEN REALLY MAKING SURE THAT THE, UM, OH, I LOST MY TRAIN OF THOUGHT. 
          BUT THE INSTRUCTIONAL MATERIALS AND, AND THE OPPORTUNITIES TO BUILD COMMUNITY WITH PARENTS, RIGHT? BECAUSE THESE ARE, WE, WE, UM, TEACHERS WILL MENTION FEAR OF A PARENT COMPLAINT IF THEY SAY SOMETHING MAYBE THAT'S SURPRISING TO THE PARENT. 
          WE GET LOTS OF COMPLAINTS FROM PARENTS WHO SAY, I DON'T SEE MY FAMILY REFLECTED, MY KID DOESN'T 
          [01:15:01]
SEE THEMSELVES REFLECTED. 
          UM, THIS NEEDS TO BE MODELED SO THAT MY KID KNOWS THAT THEY BELONG. 
          YOU CAN SAY YOU BELONG HERE. 
          SHOW IT. 
          RIGHT? SO THANK YOU SO MUCH FOR EVERYTHING YOU ALL ARE DOING AND WE'RE HAPPY TO HAVE HAD THIS CHANCE TO TALK WITH YOU. 
          THANK YOU. 
          THANK YOU SO MUCH. 
          WOW, SO GOOD. 
          YOU SEE WHY THEY'RE LIKE ONE OF MY MOST FAVORITE DIVISIONS. 
          I'M JUST GONNA BE VERY HONEST. 
          YOU REALLY ARE. 
          YOU DO AMAZING WORK AND I KNOW YOU'RE A VERY SMALL DEPARTMENT AND YOU KNOW, BEYOND THESE WONDERFUL OPPORTUNITIES THAT YOU'VE PLACED HERE, ONE OF THE THINGS, MY GOALS IS TO INCREASE YOUR BUDGET SO WE CAN HAVE MORE PWS WHO CAN DO THIS WORK SO THAT WE CAN SPREAD THIS BEAUTIFUL WORK ACROSS THE WHOLE DISTRICT. 
          BECAUSE ONE OF THE THINGS THAT I HEAR FROM FOLKS IS THAT THEY WANT WHATEVER WE PRESENT HERE, THEY WANT IT AT THEIR SCHOOL SITE. 
          MM-HMM . 
          THAT THIS IS THE VERY FIRST TIME THEY'VE EVER HEARD OF ANYTHING HAPPENING. 
          AND I KNOW THAT WE'RE PROBABLY GONNA HEAR THE SAME THING ABOUT THIS. 
          SO THANK YOU. 
          I'D LIKE TO OPEN UP SOME SPACE. 
          WE DID TAKE UP A LOT OF TIME IN THE EARLIER SECTION AND WE DO HAVE PUBLIC COMMENT. 
          SO, UM, I WANT TO GIVE, WE, WERE GONNA SPEAK FOR 40 MINUTES, BUT UM, I THINK, WHERE'S REBECCA? IS SHE GONE? I THINK WE HAVE, HOW MUCH TIME DO WE HAVE? OH, WE HAVE KYLIE AS WELL. 
          YES, HE SAYS THAT. 
          OKAY. 
          THANK YOU. 
          SO WHY DON'T WE HAVE KYLIE SPEAK AND THEN WE WILL GO AHEAD AND DO DISCUSSION. 
          AND YOU KEEP ME ON TIME. 
          REBECCA, WE LOST OUR, UH, OUR SLIDE DECK THERE, BUT I'M NOT SURE THAT WE NEED IT, UM, NECESSARILY. 
          I CAN JUST GO OVER A FEW THINGS. 
          GOOD AFTERNOON EVERYBODY. 
          MY NAME'S KYLIE JACKSON. 
          I'M THE HISTORY SOCIAL SCIENCE COORDINATOR IN THE DIVISION OF INSTRUCTION. 
          AND I JUST WANTED TO PROVIDE A LITTLE BIT OF, OF, UH, CONTEXT FROM, FROM THE HISTORY, SOCIAL SCIENCE POINT OF VIEW. 
          UM, SO AS WE, WE'VE MENTIONED SEVERAL TIMES, THE FAIR ACT, UH, WAS ENACTED IN IN 2012. 
          UH, AND THEN WE HAD A NEW HISTORY SOCIAL SCIENCE FRAMEWORK FOR CALIFORNIA PUBLIC SCHOOLS WAS ADOPTED IN 2016. 
          UH, AND INCORPORATED ALL NEW LEGISLATION INCLUDING THE FAIR EDUCATION ACT. 
          UH, SO ALL INSTRUCTIONAL MATERIALS ADOPTED IN CALIFORNIA PUBLIC SCHOOLS AFTER THE 2016 FRAMEWORK, UH, HAD TO MEET THE CRITERIA OUTLINED, UH, IN THE FAIR EDUCATION ACT. 
          UH, AND THIS IS A LAW OF INCLUSION. 
          SO WHAT MIGHT THAT LOOK LIKE? UH, WELL IN, IN, IN ELEMENTARY SCHOOL, UH, WHEN STUDENTS ARE LEARNING ABOUT CALIFORNIA HISTORY IN FOURTH GRADE, THAT MIGHT INCLUDE A, A LESSON ABOUT HARVEY MILK, UH, OR IN, IN HIGH SCHOOL. 
          UH, IT MIGHT INCLUDE A LESSON ABOUT THE WORK OF BAIRD RESTON AND HIS ROLE IN THE CIVIL RIGHTS MOVEMENT, OR THE IMPORTANCE OF THE STONEWALL RIOTS, UH, IN, UH, THE FIGHT FOR L-G-B-T-Q RIGHTS. 
          UM, AS I SAID, UH, THE MOST RECENT ADOPTION, UH, IN LA UNIFIED, UH, TOOK PLACE IN 2017 AND 2018. 
          AND AS I SAID, THOSE, THOSE, UH, THE FAIR EDUCATION ACT WAS INCORPORATED INTO ALL THOSE MATERIALS, RIGHT? IT HAS BEEN INCLUDED IN DISTRICT-WIDE HISTORY, SOCIAL SCIENCE, PD SINCE ITS ADOPTION OR PASSAGE IN 2012. 
          UH, AND IN ALL HISTORY, SOCIAL SCIENCE, PT, PD RELATED TO THE MOST RECENT ITERATION OF THE FRAMEWORK, INCLUDING, UH, VERY RECENT PD IN THE LAST TWO YEARS OF NEW TEACHER, UH, NEW TEACHER PD FOR HISTORY, SOCIAL SCIENCE TEACHERS. 
          AND IN THE DISTRICT-WIDE SUMMER PD THAT WE HAVE DONE, UH, SUPPLEMENTAL INSTRUCTIONAL MATERIALS RELATED TO THE FAIR ACT ARE AVAILABLE TO EDUCATORS, UH, IN L-A-U-S-D VIA THE ELEMENTARY, MIDDLE, AND HIGH SCHOOL HISTORY, SOCIAL SCIENCE SCHOOLOGY GROUPS. 
          UM, AND I ALSO WANT TO TOUCH A LITTLE BIT ON HEALTH EDUCATION. 
          HEALTH EDUCATION IS CONSIDERED A SOCIAL SCIENCE, UH, BUT USES THE PRINCIPLES OF BEHAVIORAL SCIENCE, PSYCHOLOGY, SOCIOLOGY, UH, AND OTHER HEALTH SCIENCES TO UNDERSTAND AND INFLUENCE BEHAVIOR CHANGE AND OUTCOMES FOR AN INDIVIDUAL AND FOR COMMUNITIES. 
          IT INCLUDES A RANGE OF HEALTH RELATED TOPICS USING BIO-PSYCHOSOCIAL, UH, BIO-PSYCHOSOCIAL APPROACH. 
          A CORE COMPONENT IS TO INFLUENCE HEALTH RELATED ATTITUDES, SKILLS AND BEHAVIORS THROUGH EDUCATION. 
          UH, THE HEALTH EDUCATION FRAMEWORK WAS ADOPTED IN 2019 AND BY 2021, UH, NEW HEALTH EDUCATION TEXTBOOKS AND SUPPLEMENTAL RESOURCES WERE ADOPTED IN THE DISTRICT. 
          AND PD HAS BEEN PROVIDED ON THAT HEALTH TEXTBOOK ADOPTION, UH, DATING BACK TO 2021. 
          ALL HEALTH EDUCATION TEXTBOOKS AND SUPPLEMENTAL INSTRUCTIONAL MATERIALS APPROVED OR ADOPTED BY THE DISTRICT ARE IN ALIGNMENT WITH THE FAIR EDUCATION ACT. 
          AND WE'VE LISTED SOME RESOURCES IN THE DECK THERE FOR YOU. 
          THANK YOU. 
          ALRIGHT, THANK YOU. 
          SO, UM, ANY, SO THIS IS A, A 
          [III. Committee Discussion]
MOMENT FOR US TO HAVE A DISCUSSION. 
          ANY IDEAS? YOU COULD BRING THEM UP HERE, WE'LL WRITE THEM DOWN. 
          WE HEARD A LOT FROM FOLKS ABOUT WHAT THEY NEED, RIGHT? AND WHAT ARE SOME THINGS THAT WE COULD DO, UM, BUT AS IF THERE'S ANYTHING MORE. 
          SO, UH, CECILY AND 
          [01:20:01]
ANYBODY ELSE, UH, DR. 
          DIA, I, WOULD YOU LIKE TO SPEAK ON ANYTHING? LET ME, ME KNOW 'CAUSE I KNOW YOU CAME IN, BUT I WANNA MAKE SURE EVERYBODY HAS AN OPPORTUNITY TO SHARE. 
          SO GO AHEAD, CLY. 
          I WANNA GIVE THE HUGEST SHOUT OUT TO FRANCIS. 
          I THINK IT IS HILARIOUS HOW MANY PEOPLE IN THIS ROOM ARE LIKE, WELL, I GOT A RESOURCE FROM FRANCIS AND I GOT A RESOURCE FROM FRANCIS. 
          SO I GOT A RESOURCE FROM FRANCIS. 
          THE IQEE INTERRUPTED QUESTION, EDUCATE ECHO, WHICH I THINK IS A GREAT STRATEGY THAT COULD BE PROMULGATED. 
          UM, SO WE NEED MORE FRANCIS'. 
          AND IT'S SO CUTE 'CAUSE I MET FRANCIS THROUGH TALIA GUPPY. 
          I CANNOT BELIEVE WHEN I LOOK AT THAT LIST, SMALL BUT MIGHTY. 
          I MEAN, SO THAT'S JUST A KEY THING THAT IF THESE TWO WONDERFUL PEOPLE COULD TRAIN, FIND AND TRAIN OTHER WONDERFUL PEOPLE AND SCALE UP, BECAUSE REALLY THE IMPACT THAT THEY HAD WAS HUGE. 
          AND SO, I JUST WANNA REITERATE TO SAY IT NEEDS TO BE EVERYONE'S JOB. 
          AND SO WHEN YOU HAVE HUMANS HELPING HUMANS, BECAUSE, YOU KNOW, FAMILIES ALSO HAVE FEARS, AND OF COURSE EDUCATORS HAVE FEARS. 
          SO I'VE SEEN FRANCIS DO THE, LIKE, OKAY, I DO, WE DO, YOU DO. 
          RIGHT IN LIKE, HELPING ADULTS DO THIS WORK. 
          SO IF WE COULD JUST GIVE THEM LOTS OF MONEY, PLEASE. 
          . 
          YEAH. 
          UM, THANK YOU. 
          UM, I JUST WANTED TO RESPOND TO BOTH OF THE LAST TWO SPEAKERS. 
          UH, I REALLY LIKED THE, THE BOOK THAT WAS SHOWN. 
          UM, I WROTE IT DOWN AND I PUT IT IN MY NOTES, , BUT I WAS REMEMBERING BACK ABOUT 20 YEARS AGO, WE, UM, HAD WHAT WAS CALLED A MILLION WORD CAMPAIGN. 
          AND PART OF IT, IT WAS EVERY SCHOOL HAD A BOOK OF THE MONTH AND EVERY CLASS READ THE BOOK OF THE MONTH AND, UH, DID A RESPONSE TO LITERATURE THAT WAS POSTED IN CLASS. 
          SO THIS DOESN'T HA SO THIS WOULD AVOID THE, ARE YOU DOING IT, ARE YOU DOING IT? IS SHOULD I DO IT? IT'S EV IF THE WHOLE CLASS IS, IF THE WHOLE SCHOOL IS DOING IT, IS READING SAID BOOK, UM, AND RESPONDING TO IT, I THINK THEN IT, IT, IT, TEACHERS WON'T BE AFRAID OF BEING THROWN UNDER THE BUS IF SOMETHING HAPPENS, BECAUSE THAT HAPPENS A LOT WITH TEACHERS. 
          UM, THE SECOND THING I WANTED TO SAY WAS THAT, UM, WITH REGARD TO THE, THE, I'M GLAD YOU MENTIONED HEALTH, I HAD MENTIONED THAT EARLIER. 
          UM, AND OF COURSE HEALTH ALSO INCLUDES THINGS LIKE BULLYING, DEPRESSION, UM, SO THERE ARE A LOT OF TIE-INS. 
          HOWEVER, WE CURRENTLY, UH, HAVE HAD ALL OUR HEALTH BOOKS TAKEN AWAY. 
          I USED TO LOVE OUR HEALTH TEXTBOOKS BECAUSE THEY COVERED SO MANY ISSUES. 
          AND NOW WE JUST GET A PACKET, LIKE A 10 PAGE PACKET ONCE A MONTH. 
          WE DON'T HAVE ANY CONTROL OVER THE TOPIC. 
          THE ONE I JUST GOT THIS WEEK WAS ON LUNGS. 
          SO I DON'T, I CAN'T TURN TO THE CHAPTER ON BULLYING. 
          I CAN'T TURN TO THE CHAPTER ON SAFETY. 
          SO I WOULD LIKE TO KNOW MORE ABOUT WHERE THE HEALTH BOOKS ARE AND ARE WE GONNA GET THEM BACK? THANK YOU. 
          UM, SO I, I THANK YOU FOR ALL YOU GUYS GAVE ME A LOT OF IDEAS, . 
          SO I THINK, I THINK WE CAN DO LIKE VERY ACTIONABLE THINGS RIGHT NOW. 
          AND I THINK THAT WE L-A-U-S-D LIKE AS A TEACHER, BECAUSE LIKE , WE HAVE THE TEACHER PERSPECTIVE, WHICH IS NOT LIKE WE DON'T WANT TO DO THOSE THINGS. 
          BUT I THINK THAT, AND FIRST OF ALL, IT NEEDS TO BE TOP DOWN. 
          I THINK LIKE RIGHT AWAY L-A-U-S-D COULD LIKE SEND PARENTS A LETTER. 
          SO LIKE, HEY EVERYBODY, WE'RE ALL DOING THIS. 
          THIS IS A FAIR ACT NOW WE ALL KNOW. 
          AND THEN THE TEACHERS RIGHT AWAY COULD START LIKE TEACHING, UH, THE RESOURCES RIGHT THERE. 
          THEY COULD BE BIG COPIES OF AND GIVE EVERYONE, PASS IT OUT TO ALL THE CLASSROOMS AND HERE YOU GO, WHATEVER THE THIS. 
          AND, AND THEN TELL THE ADMINISTRATORS, HERE, HERE IT IS MANDATED. 
          HERE IT IS. 
          THIS IS YOUR MANDATED RESOURCE THAT YOU'RE GONNA HAVE TO USE RIGHT NOW SO THAT WE HAVE THE TIME. 
          BECAUSE WHAT I'M SAYING IS, I DIDN'T MEAN TO SAY THAT I DIDN'T WANT DO THOSE THINGS. 
          AS, AS TEACHERS, I HAVE TRAINING, I HAVE HAD THE TRAINING. 
          THE PROBLEM IS NOT THAT I DON'T GET TRAINED OR THAT I'M AFRAID 'CAUSE I ACTUALLY AM NOT AFRAID. 
          THE PROBLEM HERE IS THAT THERE IS NO TIME THE CURRICULUM, IT IS LIKE YOU HAVE TO BE DOING MATH, YOU HAVE TO BE DOING THIS, AND YOU HAVE TO BE DOING THE OTHER THING. 
          AND EVERYTHING IS ALL THE MINUTES ARE TAKEN. 
          SO THAT'S WHY I'M THINKING WE NEEDED LIKE AN OVERHAUL, IS WHAT I'M SAYING. 
          'CAUSE I DO SEE THOSE RESOURCES. 
          YEAH. 
          I MEAN, I WANNA USE THE RESOURCES, BUT I AM, I, I'M TEACHING MATH. 
          I CAN'T LIKE, YOU KNOW, WHERE'S THIS? AND SO WE NEED THESE THINGS AND WE NEED TO GIVE A SPACE. 
          LIKE WE NEED ADMINISTRATORS NEED TO GIVE THE TEACHERS SPACE TO BE LIKE, THIS IS YOUR SANCTION TIME TO DO THIS. 
          YOU ARE GIVEN THE TIME TO DO IT. 
          'CAUSE IF WE ARE NOT TOLD THAT, THEN WE ARE TOLD, WHY AREN'T YOU DOING THIS AND YOUR TIME? THIS IS THE TIME FOR THIS OTHER THING. 
          SO I THINK THAT'S WHERE WE CAN START AND WE CAN ACTUALLY START RIGHT AWAY IF THIS HAPPENS RIGHT AWAY. 
          AND I THINK ONE OF THE THINGS THAT WE CAN ACTUALLY DO AT L-A-U-S-D IS 
          [01:25:01]
TO GET EVERY SCHOOL A FLAG. 
          'CAUSE THAT MAKES IT WELCOMING. 
          YOU KNOW, IT'S LIKE VISUAL SIGNAGE EVERYWHERE. 
          YOU JUST SEE THE SIGN AND YOU KNOW, HEY, I AM, I'M SPOKEN FOR HERE. 
          IT'S LIKE, WHY IS IT SO OBSCURE? WE NEED TO HAVE, EVERY SCHOOL NEEDS TO HAVE A FLAG FLYING OUT THERE. 
          UH, WE NEED TO HAVE SIGNAGE. 
          WHERE IS THE BATHROOM? LIKE, I FEEL BAD WHEN I SEE MY KIDS. 
          IT'S LIKE, WHAT BATHROOM DO I USE? I, I DON'T HAVE, I DON'T KNOW IF I HAVE ANY KIDS THAT ARE LGBTQ PLUS. 
          I DON'T KNOW. 
          BUT I KNOW AS A PERSON THAT I DON'T LIKE THOSE OPTIONS. 
          I WAS LIKE, OKAY, WELL UM, GO HERE, GO THERE. 
          THERE'S ONLY TWO OPTIONS HERE. 
          WHY DO I ONLY SEE TWO OPTIONS? THEY SHOULD BE LIKE, AND IF YOU ARE A CHILD, LIKE IN ELEMENTARY SCHOOL AND YOU ALREADY KNOW RIGHT AWAY YOUR IDENTITY, IT'S NOT LIKE OBSCURED. 
          IT'S JUST NOT SAID. 
          AND THE KIDS ARE STRESSED OUT BECAUSE THEY CAN'T SHARE THEIR BEING. 
          AND SO IF I JUST SEE HERE'S THE RESTROOM THAT I GO TO, THEN I FEEL LIKE I AM SEEN AS A PERSON. 
          LIKE, WHY DO YOU HAVE TO SEARCH FOR YOUR BATHROOM? SO THESE THINGS AND THESE POSTERS, RAINBOW CLUB NEEDS TO BE OUT THERE LIKE IN THE POSTERS. 
          EVERYBODY IN ALL THE SCHOOLS NOT LIKE OBSCURE SIGNAGE. 
          LIKE THESE THINGS ARE ACTIONABLE. 
          THESE THINGS CAN HAPPEN RIGHT AWAY. 
          BUT I BELIEVE THAT IT HAS TO START WITH L-A-U-S-D SENDING OUT SOMETHING ABOUT THE AFFAIR ACT TO EVERYBODY SO THAT WE DON'T ADMINISTRATORS KNOW. 
          AND TEACHERS KNOW THERE'S NOT GONNA BE A BACKLASH OF LIKE THE PARENTS THAT DON'T LIKE IT BECAUSE THERE'LL BE PARENTS THAT DON'T LIKE IT. 
          THANK YOU. 
          DEMI. 
          UM, I DO WANNA SAY THAT THERE IS POLICY, AND I TOO HAVE A FRANNY STORY BECAUSE WHEN I TAUGHT AT BUCHANAN STREET, SHE WAS OUR PSW. 
          AND YOU READ A BOOK, I DON'T KNOW IF YOU REMEMBER THIS, AND I HAD A STUDENT IN MY CLASS WHO HAD TWO MOMS. SO WHEN WE WENT BACK TO THE CLASSROOM, THERE WERE STUDENTS WHO WERE ASKING ME ABOUT, YOU KNOW, TWO, TWO BOYS AND TWO GIRLS. 
          CAN THEY LIKE EACH OTHER? AND I SAID, YES, IT'S VERY NORMAL. 
          AND SO THE NEXT DAY MY PRINCIPAL CALLED ME IN AND SHE WAS REALLY SCARED. 
          AND SHE SAID, OH MY GOODNESS, DID YOU SAY THIS? AND I SAID, YES I DID. 
          AND SHE WAS LIKE, OH, BUT I HAD ALREADY SPOKEN TO FRANNIE AND FRANNIE SAID, THERE'S L-A-U-S-D POLICY. 
          LET ME GIVE YOU ALL THESE BULLETINS THAT SAY THAT YOU HAVE A RIGHT. 
          AND SO I SHARED THOSE WITH MY PRINCIPAL. 
          SHE WAS LIKE, OH, OKAY, SHARE THEM WITH THE PARENT. 
          AND THE PARENT WAS LIKE, OKAY, THAT'S IT. 
          SO I AGREE THAT, UM, SOME OF THE THINGS THAT HAVE COME, UH, THROUGH HERE IS THAT WE NEED TO COMMUNICATE WITH OUR FAMILIES. 
          I THINK WHAT THEY SHARED ABOUT STIGMA AND, AND ISOLATION AND DISCRIMINATION, I THINK WHEN YOU SHARE THAT WITH ANYONE, AND ESPECIALLY WHEN YOU ARE PART OF THE POPULATION THAT HAS BEEN DISCRIMINATED, YOU CAN CONNECT BECAUSE THAT'S WHAT IT'S ABOUT. 
          AND WHEN WE'RE TALKING ABOUT OUR STUDENTS, WE WANT ALL OF OUR STUDENTS, EVEN THOSE STUDENTS WHO HAVE TWO MOMS, THOSE STUDENTS WHO HAVE TWO DADS, THOSE STUDENTS WHO HAVE ONLY ONE. 
          THOSE STUDENTS WHO DON'T KNOW OR DON'T, DON'T, UM, IDENTIFY AS BINARY. 
          WE WANT ALL OF THEM TO FEEL WELCOMED. 
          SO I HAVE A QUESTION. 
          THESE BANNERS ARE REALLY AWESOME AND I'M JUST WONDERING HOW DO WE GET THEM, HOW DO SCHOOLS GET THOSE BANNERS? THE BIG ONES I'LL SEND YOU. 
          NO WAY. 
          WOW. 
          SEND IT TO EVERYBODY. 
          . 
          I WAS GONNA SAY, I'M GONNA PUT IT ON MY SOCIAL MEDIA AND SAY, YOU CAN EMAIL AND GET THIS BANNER AT YOUR SCHOOL. 
          I LOVE IT. 
          SO YEAH, THESE ARE VERY IMPORTANT. 
          THEY MAY SEEM SMALL, BUT LIKE YOU SAID, IT DOES ADD TO THAT WELCOMING ENVIRONMENT. 
          CAN CAN I ADD SOMETHING? SO I FEEL LIKE I LIKE THAT. 
          I CAN EMAIL, BUT I FEEL LIKE NOBODY SHOULD BE EMAILING. 
          GET THOSE BANNERS OUT TO ALL THE SCHOOLS. 
          HERE'S YOUR BANNER. 
          PUT IT UP THERE. 
          LIKE, HERE'S YOUR SCHOOL. 
          LIKE, LIKE WHY SHOULD WE BE EMAILING FOR THE BANNER? I HEAR YOU DEMI. 
          AND I THINK GET, THINK THAT'S SOMETHING THAT WE COULD DEFINITELY PUSH FOR. 
          THANK YOU. 
          I WANNA GIVE SPACE TO SOMEONE. 
          TREVOR, IT LOOKS LIKE YOU WANNA SAY SOMETHING. 
          YEAH. 
          I, I WANTED TO SHOW APPRECIATION FOR THE TEACHERS AND FOR THE FOLKS FROM HRDE FOR JUST HIGHLIGHTING THE IMPACT THAT INCLUSIVE LEARNING HAS ON THE STUDENTS. 
          AND I THINK THAT IS REALLY PART OF IT IS ABOUT TEACHING HONEST HISTORY AND SORT OF THE INTEGRITY OF ACADEMIA AND UNDERSTANDING THAT THERE ARE ALL DIFFERENT TYPES OF PEOPLE THAT HAVE CONTRIBUTED TO OUR HISTORY. 
          BUT ANOTHER, ANOTHER REALLY IMPORTANT PART OF THAT IS THAT IT LITERALLY SAVES THE LIVES OF QUEER AND TRANS KIDS, UM, AND SAVES THEM FROM FUTURE TRAUMA  TO BE ABLE TO SEE THEMSELVES REFLECT IN THEIR CLASSES AND TO BE CONSIDERED SERIOUS PARTICIPANTS IN SOCIETY. 
          AND I THINK IT'S IMPORTANT THAT WE ACKNOWLEDGE THAT WE'RE IN A TIME RIGHT NOW WHERE WE'VE HAD AN ENTIRE NATIONAL POLITICAL MOVEMENT WHERE THE HIGHEST LEADERS IN OUR GOVERNMENT HAVE, UM, MADE IT A PRIORITY TO ATTACK QUEER AND TRANS YOUTH AND EDUCATORS AND THEIR FAMILIES AND 
          [01:30:01]
TO TARGET, UM, TEACHERS WHO ARE SAVING THE LIVES OF THEIR STUDENTS, UM, EVEN IF THAT MIGHT BE IN CONFLICT WITH WHAT THEIR PARENTS WANT. 
          UM, WHICH IN MANY CASES, UM, L-G-B-T-Q STUDENTS ARE FACING HOSTILITY AT HOME AND SCHOOL IS THE PLACE WHERE THEY CAN SEEK SAFETY AND THEY'RE, THE STUDENT'S RIGHTS ARE EXTREMELY IMPORTANT AS WELL. 
          UM, AND SO I, I THINK THE CONTEXT IN WHICH THE FRAMEWORK WAS PRODUCED IN 2016 IN WHICH THE FAIR ACT WAS CREATED, WE LIVE IN A DIFFERENT TIME NOW, AND IT'S IMPORTANT FOR US TO ACKNOWLEDGE THAT. 
          UM, 10 YEARS AGO AS A QUEER KID GROWING UP IN MISSISSIPPI, I FELT LIKE THE WORLD WAS MOVING, UM, TOWARDS PROGRESS IN TERMS OF BEING ABLE TO BE AN OUT QUEER PERSON AND HAVE THE SAME RIGHTS AS EVERYONE ELSE. 
          AND NOW I BELIEVE THAT QUEER KIDS IN MISSISSIPPI HAVE SUCH A MORE HOSTILE EXPERIENCE THAN I DID GROWING UP THERE, EVEN IN THE 2010S. 
          UM, SO, UH, I, I THINK THAT KATIE'S STORY REALLY HIGHLIGHTED THE, UM, IMPACTS ON TEACHERS WHO ARE DOING THIS WORK. 
          UM, AND WHEN IT'S NOT A DISTRICT WIDE COMMITMENT AND A COMMITMENT OF A WHOLE SCHOOL TO TEACH L-G-B-T-Q HISTORY AND CONTRIBUTIONS AND PERSPECTIVES, THEN IT DOES APPEAR TO BE AN AGENDA OF AN INDIVIDUAL TEACHER. 
          AND OFTENTIMES THESE ARE LGBTQ PLUS TEACHERS WHO UNDERSTAND THE IMPORTANCE OF THIS WORK, WHO ARE DOING IT, AND THEN ARE THE ONES WHO ARE MOST VULNERABLE, UM, TO RECEIVING THAT BACKLASH. 
          UM, SO I THINK IT'S CRITICAL THAT WE ENSURE THAT TEACHERS ARE SUPPORTED BY, UM, HAVING THE WHOLE SCHOOL AND THE DISTRICT ON BOARD WITH THIS POLICY, UM, AND MAKING SURE THAT WHEN THOSE TEACHERS DO RECEIVE BACKLASH, THAT THEY, THEY HAVE THE SUPPORT. 
          AND, UH, I REALLY APPRECIATE, UH, AMINA'S POINT ABOUT, UM, PARENT ENGAGEMENT AND PARENT COMMUNICATION BECAUSE IF PARENTS AND FAMILIES ARE NOT AWARE OF WHAT'S BEING TAUGHT AND THEY'RE JUST HEARING, UM, POLITICAL NOISE OR CULTURAL NOISE AROUND THESE ISSUES, UM, AND THEY'RE NOT FAMILIAR WITH THE FAIR ACT AND WITH THE HISTORY SOCIAL SCIENCE FRAMEWORK, THEN I THINK IT, UM, WORSENS THE ENVIRONMENT FOR, FOR THIS TO BE DONE. 
          UM, SO I THINK THAT COMMUNITY AND FAMILY ENGAGEMENT IN A WAY THAT'S CULTURALLY RESPONSIVE, WE'RE AN INCREDIBLY DIVERSE DISTRICT WITH MANY DIFFERENT, UM, RACIAL, ETHNIC, RELIGIOUS BACKGROUNDS. 
          UM, THAT'S ALSO JUST A REALLY CRITICAL POINT OF THIS. 
          AND I REALLY APPRECIATE THE WORK THAT HRDE IS DOING, UM, AROUND THAT ENGAGEMENT. 
          UM, AND AND PROVIDING FULL SCHOOL SUPPORT FOR L-G-B-T-Q STUDENTS. 
          THANKS. 
          THANK YOU, TREVOR. 
          ANYBODY ELSE? ONE? YES, I, I, I REALLY APPRECIATE THE FEEDBACK THAT, THAT WE'VE RECEIVED, NOT ONLY FROM THE COMMITTEE, BUT ALSO WORKING WITHIN THE DIVISION OF INSTRUCTION FROM OUR PRESENTERS, PARTICULARLY OUR TWO TEACHERS WHO ARE HERE, UM, AS WELL AS THE, UM, THE STUDENT. 
          AND WE'LL CONTINUE TO GROW. 
          WE CAN NEED TO CONTINUE TO TAKE THIS FEEDBACK SO IT DOES BECOME, UM, EVERYONE IS AWARE, RIGHT? AND HOW CAN WE LEVERAGE ALL THE TOOLS THAT WE HAVE, UM, THAT ARE AVAILABLE. 
          BUT I ALSO THINK IT'S IMPORTANT TO ACKNOWLEDGE THAT AS A DISTRICT, UM, YOU KNOW, OUR, OUR EFFORTS TO MODEL LGBT INCLUSIVITY HAVE GONE ON FOR SOME TIME. 
          AND WE AS A DISTRICT, UM, YOU KNOW, HAVE BEEN PROVIDING TRAINING FOR YEARS AND WE CONTINUE TO LEVERAGE THE, THE FEEDBACK THAT WE RECEIVE. 
          I MEAN, WE HAVE ONE OF THE FEW, LIKE WHEN, WHEN WE ORIGINALLY WROTE THE COURSE, UM, A HIGH SCHOOL COURSE WHICH COUNTS FOR 12TH GRADE ENGLISH CALLED L-G-B-T-Q LIT, ACTUALLY IT'S AN HONORS COURSE, IT REQUE RECEIVES AUGMENTED POINT AND FROM THE FIELD WE THEN CREATED ANOTHER, UM, A THROUGH G COURSE CALLED L-G-B-T-Q-I SEMINAR. 
          SO IT'S, IT'S HAVING THESE DISCUSSIONS BUT IT'S ALSO GETTING THE AWARENESS OUT THERE, UM, SO THAT THESE RESOURCES ARE AVAILABLE. 
          BUT APPRECIATE THE FEEDBACK. 
          OH YES. 
          GO. 
          OH YEAH. 
          I MEAN, AND THIS REALLY IS GONNA BE A MULTIFACETED EFFORT, YOU KNOW, FROM THE TOP DOWN LEVEL. 
          UM, BUT AGAIN, I STILL REALLY EMPHASIZE, YOU KNOW, GETTING PARENTS INVOLVED 'CAUSE I'M SPEAKING AS A PARENT WHO'S DEALT WITH PARENTS WHO'VE MADE REALLY, YOU KNOW, JUST MISINFORMED. 
          AND UNFORTUNATELY THEY'VE BEEN SO, I DON'T WANNA SAY BRAINWASHED NECESSARILY, BUT JUST LIKE YOU SAID, THE NOISE IS THERE AND THEY DON'T UNDERSTAND LIKE WE NEED TO HUMANIZE THESE KIDS. 
          AND THAT'S THE SADDEST PART IS LIKE, JUST LIKE THESE PARENTS WORRY ABOUT THEIR KIDS OR WHATEVER, OR THEY DON'T WANNA BE INDOCTRINATED, LIKE WE NEED TO REMOVE THAT TERMINOLOGY BECAUSE IT'S NOT ABOUT INDOCTRINATION. 
          'CAUSE AT THE END OF THE DAY, THAT'S THEIR BIGGEST FEAR IS, OH, MY KID'S GOING TO SCHOOL AND THEY'RE GONNA LEARN TO BE GAY. 
          SERIOUSLY. 
          AND I'VE HEARD THIS FROM PARENTS AND I'VE HAD TO LIKE SIT DOWN AND BE LIKE, WHAT ARE YOU TALKING 
          [01:35:01]
ABOUT? JUST LIKE WE CARE ABOUT AFRICAN AMERICAN STUDENTS, JUST LIKE WE CARE ABOUT MUSLIM STUDENTS, JEWISH STUDENTS, ANTISEMITISM, THE, YOU KNOW, L-G-B-T-Q COMMUNITIES ALSO BEING MARGINALIZED, THEY'RE ALSO BEING DISCRIMINATED AGAINST AND WE NEED TO, THESE ARE CHILDREN AT THE END OF THE DAY. 
          AND I THINK IT'S JUST REALLY IMPORTANT TO LEVERAGE IF POSSIBLE, AT THE SCHOOLS, ESPECIALLY PTAS AND PTOS, TO HAVE AN ALLY TO HAVE A PARENT THAT CAN SERVE AS AN ALLY BECAUSE THE ADMINISTRATION CAN SAY ALL THEY WANT AND YOU KNOW, DO A TOP LEVEL APPROACH. 
          BUT I'M TELLING YOU, YOU ARE GONNA GET PARENTS THAT ARE GONNA PUSH BACK AND THEY'RE GONNA PUSH BACK EVEN MORE. 
          'CAUSE NOW YOU'RE GONNA SAY, OH WELL THIS IS MANDATED AND THIS IS THE LAW. 
          THEY'RE GONNA SAY, WELL WE DON'T CARE. 
          RIGHT? BUT IF YOU CAN GET PARENTS TO HUMANIZE TO HAVE THIS CONVERSATION BE LIKE, WHAT IS YOUR CONCERN? IS YOUR CONCERN THAT YOUR KID'S GONNA BE INDOCTRINATED? BECAUSE THAT'S NOT THE CASE. 
          THE CASE IS THESE KIDS ARE GETTING BULLIED, THESE KIDS ARE GETTING ATTACKED AND HOW DO WE STOP THAT? WE DON'T WANT YOUR GETTING YOUR KID GETTING ATTACKED. 
          JUST LIKE WE DON'T WANT OUR KID GETTING ATTACKED. 
          AND I THINK THERE'S THIS DISCOURSE FOR SOME REASON, UNFORTUNATELY BECAUSE OF THE HYPER POLITICIZATION OF EVERYTHING THAT'S GOING ON IS NOT HAPPENING. 
          AND IF WE CAN JUST SOMEHOW HAVE THAT ALLYSHIP WITHIN THE PTA WITHIN UM, YOU KNOW, THE ADMINISTRATION LEVEL, I FEEL LIKE THAT CAN REALLY MAKE AN IMPACT. 
          'CAUSE I THINK THE ADMINISTRATION HAS BEEN DOING A, YOU KNOW, THE DISTRICT HAS BEEN DOING A REALLY GOOD JOB IN GETTING IT OUT THERE, GETTING THE BANNERS, BUT I'M ALREADY TELLING YOU RIGHT NOW, AGAIN, I'M PLAYING, THIS IS NOT MY FEELING. 
          IF YOU'RE GONNA GET BANNERS OUT THERE, PARENTS ARE GONNA GET BE LIKE, OH SEE, LOOK, THEY'RE PUTTING BANNERS OUT THERE, THEY'RE TRYING TO BRAINWASH MY KIDS. 
          AND WE NEED TO BE PREEMPTIVE ABOUT THAT. 
          LIKE, WHY ARE WE DOING THIS? WHY ARE WE PUTTING THESE BANNERS OUT THERE? 'CAUSE THIS IS HAPPENING. 
          THE BULLYING, THE RATE OF BULLYING IS HAPPENING, THE RATE OF SUICIDE IS HAPPENING, THE RATE, AND THIS IS SOCIAL SCIENCE. 
          I MEAN THIS IS HISTORY. 
          THIS IS PART OF OUR HISTORY. 
          SO WHY ARE WE GONNA DISMISS THAT? AND I THINK WE NEED TO BE PREPARED TO ANSWER THAT. 
          SO THAT'S JUST MY COMMENT. 
          SUPER GRATEFUL FOR THAT. 
          AMINA, I REALLY APPRECIATE EVERYBODY'S, UH, CONTRIBUTIONS TODAY. 
          WE'VE REBECCA'S TAKING LOTS OF NOTES. 
          I WANT YOU TO KNOW THAT BACK THERE MIA. 
          RIGHT? OKAY. 
          UM, WE'RE GONNA END WITH YOU. 
          WE'LL GIVE YOU THE LAST WORD. 
          OH, YOU WANNA SAY? OKAY, WELL REAL QUICK, REAL QUICK AFTER VICKI WILL BE THE LAST WORD, . 
          UM, I HAD A QUESTION BUT I WANTED TO READ THE UM, THE COMMENT THAT THE CHILD MADE BECAUSE I FEEL LIKE THIS IS KIND OF APPROPRIATE. 
          IT SAYS, I THINK EVERYONE IN THE WORLD HAS THE POWER TO DO SOMETHING. 
          AND I THINK AS A PARENT OF BLACK CHILDREN, I FEEL LIKE WE ALL HAVE A COLLECTIVE, UM, WORK TO DO AS PARENTS BECAUSE I FEEL LIKE THIS IS ABOUT IDENTITY AND WHEN WE CAN HIT THE IDENTITY OF OUR KIDS WHEREVER THEY ARE, UM, AS PARENTS, WE CAN ACTUALLY MAKE SO MUCH CHANGE WITHIN OUR SCHOOLS AND HAVING A COLLABORATIVE APPROACH WITH IT AND IT NOT JUST BEING, WELL THIS IS JUST BLACK STUDENT STUDENT ACHIEVEMENT OR THIS IS JUST UM, MUSLIM STUDENTS OR THIS IS JUST THIS OR, BUT IF WE'RE COLLECTIVE IN DOING IT BECAUSE WE ARE ONE AND THAT'S A SLOGAN IN L-A-U-S-D, RIGHT? WE ARE ONE AND IF WE WORK TOGETHER, UM, I GUESS MY QUESTION IS HOW CAN PARENTS UM, BRING THESE TYPES OF, UH, MATERIALS? 'CAUSE I PROBABLY MISSED THAT PART. 
          HOW CAN WE BRING THESE MATERIALS TO MAKE SURE THIS IS INCLUSIVE FOR EVERYONE AT OUR SCHOOLS? WE LOVE PARENT WORKSHOPS, , UM, AND AGAIN, THERE'S, YOU KNOW, ONLY SO MANY OF US, BUT WE LOVE HAVING THESE CONVERSATIONS WITH PARENTS WHERE WE READ BOOKS TOGETHER AND WE TALK, WE TALK ABOUT WHAT WHAT, UM, WHAT COMES UP IN YOUR COMMUNITY OF WHAT COMES UP AT THE FAMILY PICNIC, WHAT COMES UP AT THE HOLIDAYS, HOW DO YOU TALK TO YOUR KID ABOUT WHO YOU ARE? WE DO ART ACTIVITIES, UH, WHERE THE PARENTS CAN DRAW PICTURES OF THE IDENTITIES THEY HOLD AND THEN PRACTICE TALKING TO EACH OTHER ABOUT THEIR SIMILARITIES AND DIFFERENCE. 
          SO WE MODEL IT WITH THE PARENTS AS WELL AS IN ADDITION TO INCORPORATING IT INTO THE BULLYING PREVENTION AND THE SCHOOL CLIMATE, THE PBIS, THE POSITIVE BEHAVIOR, THE MENTAL HEALTH. 
          RIGHT. 
          UM, WHAT I MISS TEAM. 
          YEAH, WE NEED, WE NEED THE CONVERSATIONS WITH THE PARENTS. 
          1000%. 
          WOULD YOU GUYS BE COMING SPECIFICALLY? I ME UP? LET ME COME. 
          I'LL COME. 
          WE LOVE COMING. 
          YEAH. 
          YEAH. 
          AND UM, AND THERE'S PRACTICING READING THE BOOKS AND READING THE BOOKS AT HOME. 
          THANK YOU. 
          YOU MIGHT BE VERY BUSY. 
          FRANNY . 
          ALRIGHT VICKI, THANK YOU. 
          UM, SO AS A PARENT IN THE DISTRICT FOR 15 YEARS NOW, CONSECUTIVELY IF NOT MORE, UM, I'VE SEEN SOME OF THIS INCLUSION, BUT I'VE SEEN IT MORE WITH ADMINISTRATORS AND EDUCATORS AND YOU KNOW, YOUR DAILY, UM, CAMPUS STAFF PERHAPS, BUT I FAIL TO SEE IT ALWAYS WITH THE AUXILIARY STAFF, YOUR COACHES, YOU KNOW, ANYBODY THAT COMES 
          [01:40:01]
IN CONTACT WITH CHILDREN AFTER. 
          AND THAT'S MY BIGGEST CONCERN AND ISSUE. 
          AND TIME AND TIME AGAIN THAT HAS NOT BEEN ADDRESSED. 
          EVEN PARENTS, WE HAVE TO SIGN THIS THING WITH SO MANY BULLET POINTS OR NUMBERS OF WHAT THE THINGS WE'RE GONNA DO WHEN WE SIGN UP TO VOLUNTEER. 
          THERE SHOULD BE ONE ABOUT THIS AS WELL. 
          OKAY. 
          EVERYBODY THAT GOES ON CAMPUS NEEDS TO BE AWARE AND BE ONE AS YOU SAID. 
          THAT'S IT. 
          THANK YOU MAN. 
          SOME GREAT IDEAS CAME OUT OF THIS MEETING. 
          OOH, I LOVE IT. 
          ALRIGHT, THAT IS, UH, GOING TO BE THE END OF OUR DISCUSSION. 
          [V. Public Comment]
I'M GONNA HAND IT OFF RIGHT NOW TO, UH, MIKE TO OPEN UP PUBLIC COMMENT AND THEN WE WILL CLOSE. 
          UM, SO, AND THEN WE WILL END OUR MEETING. 
          THANK YOU SO MUCH. 
          UH, PRESENTERS, YOU CAN STAY HERE FOR PUBLIC COMMENT. 
          UM, AND BECAUSE WE'RE GONNA HAVE SOME CLOSING REMARKS. 
          THANK YOU. 
          GO AHEAD MIKE. 
          ALL RIGHT. 
          WE HAVE FOLKS LINED UP FOR IN PERSON AND REMOTE PUBLIC COMMENT. 
          I'LL CALL ON THE FOLKS LISTED AS IN PERSON FIRST AND THEN WE'LL GO TO THE FOLKS WHO ARE CALLING IN REMOTELY. 
          SO VU HUTCHINSON IS THE FIRST, THEN, UH, JESSICA SANTIAGO IS SECOND, AND THEN JAINE COLIDO IS THIRD. 
          SO COME ON UP. 
          UH, VU VO, YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          OKAY. 
          GOOD AFTERNOON, COMMITTEE. 
          MY NAME IS VO HUTCHINSON. 
          I'M WITH THE WOMEN'S LEADERSHIP PROJECT RECLA AND STUDENTS DESERVE. 
          AND I JUST WANNA SAY I DO SEE A LOT OF TOKENISM AND A LOT OF PIECEMEAL EFFORTS IN THE DISTRICT WHEN IT COMES TO KEEPING QUEER AND GENDER EXPANSIVE KIDS SAFE. 
          AND I'M HERE TO DEMAND THAT THE DISTRICT FULLY IMPLEMENT THE FAIR ACT. 
          I'M A PARENT OF A NON-BINARY CHILD IN HAMILTON. 
          I'M ALSO A MENTOR TO BLACK AND POC QUEER YOUTH. 
          AND I'VE SEEN HOW THE LACK OF L-G-B-T-Q AFFIRMING REPRESENTATION NEGATIVELY IMPACTS BLACK QUEER YOUTH, SPECIFICALLY WHOSE SOCIAL HISTORIES AND LIVED EXPERIENCES ARE NEARLY INVISIBLE IN THIS CURRICULUM. 
          THESE YOUNG PEOPLE OFTEN HAVE FEW RESOURCES OR MENTORS WHO REFLECT THEIR INTERSECTIONAL IDENTITIES, NAVIGATING RACISM, SEXISM, ANTI-BLACKNESS, HOMOPHOBIA, TRANSPHOBIA, AND GENDER-BASED VIOLENCE, ESPECIALLY IN SOUTH LA L-A-U-S-D STUDENTS HAVE REPEATEDLY RAISED THESE ISSUES AT OUR BLACK AND BIPOC L-G-B-T-Q YOUTH INSTITUTES, WHICH WE'VE HELD FOR THE PAST SIX YEARS. 
          HERE'S A LITTLE IMAGE. 
          THESE SAFE SPACES PROVIDE OUR YOUTH WITH MENTORING SUPPORT AND MENTAL HEALTH RESOURCES, EXPOSE THEM TO ANTI-RACIST QUEER CULTURAL HISTORY AND ARTS EDUCATION, AND GIVE THEM AN OPPORTUNITY TO TALK ABOUT CONDITIONS ON THEIR CAMPUSES WITH OTHER BLACK AND POC QUEER YOUTH LEADERS. 
          THIS PAST SPRING OUR YOUTH LED A PD TRAINING AT KING DREW THAT ELICITED BACKLASH, WHICH CENTERED BLACK QUEER IDENTITY IN THE CONTRIBUTIONS OF QUEER SOCIAL JUSTICE AUTHORS AND ORGANIZERS. 
          AMPLIFYING HOW CULTURALLY RESPONSIVE QUEER AFFIRMING SPACES HELP KEEP L-G-B-T-Q STUDENTS IN SCHOOLS SAFE AND THRIVING. 
          AND I'M ALSO PART OF A BLACK LGBT WORK GROUP THROUGH BSAP AND HRDE. 
          OUR GROUP IS ADVOCATING THAT THIS TRAINING BE EXPANDED TO BSAP SCHOOL SITE PRACTITIONERS, BUT I'M GOTTA TELL YOU AND BREAK IT DOWN THAT WE HAVE HAD DELAYS, WE'VE HAD SNAGS, AND WE NEED THE BOARD TO STEP UP AND PROVIDE US ASSISTANCE TO MOVE THIS FORWARD. 
          IN ADDITION, THERE MUST BE COMMUNITY ACCOUNTABILITY FOR HOW THE 2 MILLION FUNDING FOR L-G-B-T-Q ALIGNED PROGRAMMING IS ALLOCATED. 
          SIMILAR TO BSAP, THE DISTRICT SHOULD CREATE A STEERING COMMITTEE COMPOSED OF PARENTS, STUDENTS, CBOS, AND DISTRICT LEADERS TO ENSURE THAT DECISION MAKING IS TRANSPARENT, TIMELY, AND COLLECTIVE. 
          PERIOD. 
          THANK YOU FOR YOUR TIME. 
          FAIR CURRICULUM IMPLEMENTATION COULD BE REINFORCED BY FIELD TRIPS TO L-G-B-T-Q COMMUNITY EVENTS, AS WELL AS PARENT TRAININGS THAT PROVIDE FAMILIES OF QUEER YOUTH WITH SUPPORT, RESOURCES AND DEDICATED FUNDING FOR THESE INITIATIVES IS CRUCIAL. 
          AGAIN, THE DISTRICT. 
          HOW MUCH FOR YOUR TIME MUST GO BEYOND TOKENISM THAT CONTRIBUTES TO THE SILENCING OF QUEER VOICES, SPECIFICALLY BLACK QUEER VOICES AND SOCIAL HISTORIES IN THIS CURRICULUM. 
          THANK YOU. 
          THANK YOU. 
          UH, JESSICA SANTIAGO, YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          OKAY. 
          HELLO EVERYONE. 
          MY NAME IS JESSICA. 
          UM, I'VE ATTENDED LASD SCHOOLS FOR MY WHOLE EDUCATION NOW. 
          NOW I WORK WITH THE NONPROFIT THAT ADVOCATES FOR LGBTQ PLUS COMMUNITIES. 
          AND FROM MY EXPERIENCE IN ALL OF THAT, I THINK THE DISTRICT NEEDS TO STEP UP TO SUPPORT OUR CAREER AND TRANS STUDENTS AND FAMILIES. 
          STUDENTS ARE NOT GETTING THE RESOURCES, UH, THAT YOU SO PRESENTED HERE. 
          THERE ARE SOME STUDENTS THAT ARE FALLING THROUGH THE CRACKS, TEACHERS AS WELL, THEY DON'T FEEL SUPPORTED. 
          THE LIAISON PROGRAM ISN'T A HUNDRED PERCENT SUCCESSFUL. 
          UM, THERE ISN'T A LIAISON IN ALL SCHOOLS LIKE THERE SHOULD BE LIKE THAT PLAN, UH, WAS TO HAVE. 
          UM, AND THOSE TEACHERS THAT ARE THERE, THEY FEEL UNSAFE AND NOT PROTECTED TO UPHOLD THE LAW, TO UPHOLD THE FAIR EDUCATION, UM, ACT. 
          WE WORK A LOT WITH HIGH 
          [01:45:01]
SCHOOL STUDENTS THAT COULDN'T BE HERE, BUT THEY HAVE NEGATIVE EXPERIENCES IN L-A-U-S-D SCHOOLS. 
          WE HAVE, UH, A 2023 REPORT OF L-G-B-T-Q STUDENTS ALL WITHIN L-A-U-S-D THAT SAY THEY FEEL UNSAFE. 
          50% OF THEM, UM, OR MORE, I THINK IT WAS 52, SAID THEY FEEL UNSAFE IN THEIR SCHOOL CAMPUS. 
          UM, AND THAT THEY CAN'T TURN TO ANYONE FOR SUPPORT. 
          AND SCHOOL CAMPUSES, UH, FAMILIES, WE WORK A LOT WITH FAMILIES THAT DON'T KNOW HOW TO SUPPORT THEIR STUDENTS. 
          THEY DON'T KNOW WHO TO TURN TO IN SCHOOLS TO GET THAT SUPPORT. 
          UM, AND I THINK THE DISTRICT NEEDS TO STEP UP TO REALLY UPHOLD THE FAIR EDUCATION ACT AND BE TRANSPARENT ABOUT THAT $2 MILLION INCREASE. 
          UM, WHAT ARE YOU USING THAT FOR? HOW IS IT BEING, UH, BROKEN DOWN AND BEING, UH, REALLY MAXIMIZED TO HELP SUPPORT OUR STUDENTS, TEACHERS AND FAMILIES? UM, AND THERE NEEDS TO BE, UH, UH, AN OVER OVERSIGHT COMMITTEE OF ONLY L LGBTQ, UM, PLUS, UH, ADVOCACY TO REALLY MAXIMIZE OUR POLICY WITHIN LASZ. 
          LIKE IT SO IS THE LAW. 
          UM, LIKE THE LAW SAYS. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          JUSTINE COLIDO. 
          JUSTINE, COME ON DOWN. 
          YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          OKAY. 
          GOOD AFTERNOON EVERYONE. 
          MY NAME IS JASON COLIDO. 
          MY PRONOUNS ARE SHE, THEY AND I AM REPRESENTING THE RAINBOW EDUCATION COALITION OF LOS ANGELES. 
          UM, I'M HERE TO UPLIFT THE IMPORTANCE OF DISTRICTWIDE LGBTQ PLUS REPRESENTATION AND SUPPORT WITHIN OUR SCHOOLS AS PART OF THE ONGOING EFFORT LED BY MEMBERS OF RECKLESS SEVERAL WHOM ARE HERE TODAY. 
          HEY GUYS. 
          UM, WE'VE BEEN CONNECTING WITH EDUCATORS AND COUNSELORS ACROSS LUSD WHO ARE DOING VITAL WORK TO ENSURE THAT LGBTQIA PLUS STUDENTS ARE SEEN, SUPPORTED AND ACCURATELY REPRESENTED IN THE CLASSROOM. 
          THIS INCLUDES BUT ALSO EXTENDS BEYOND THE IMPLEMENTATION OF THE FAIR ACT AND INTO THE BROADER CULTURE AND CLIMATE OF OUR SCHOOLS. 
          I WANT TO APPLAUD THE INDIVIDUAL EDUCATORS AND SCHOOL STAFF MEMBERS OF L-A-U-S-D FOR THE PROGRESS ALREADY MADE TO UPLIFT LGBTQ PLUS STUDENTS AND FOR CREATING THE SPACE FOR CONTINUED DIALOGUE. 
          WE KNOW THAT THE FAIR ACT IS MORE THAN A COMPLIANCE MES MEASURE. 
          IT'S A TOOL FOR BELONGING. 
          IT ALLOWS EVERY STUDENT TO SEE THEMSELVES REFLECTED IN HISTORY, LITERATURE, AND LEADERSHIP. 
          BUT THIS WORK CANNOT STOP AT CURRICULUM ALONE. 
          IT'S ALSO LIVING LIVES IN COUNSELING OFFICES, STUDENT CLUBS, AND EVERYDAY INTERACTIONS WHERE YOUNG PEOPLE LOOK FOR SAFETY AND AFFIRMATION. 
          THIS IS WHY IT'S OF UTMOST IMPORTANCE AND URGENCY TO ESTABLISH LONG-TERM LEADERSHIP FOR THE HRDE POSITION PREVIOUSLY HELD BY JUDY CHASON TO ENSURE CONSISTENT OVERSIGHT AND IMPLEMENTATION OF QUEER AND TRANS SUPPORT. 
          DISTRICT-WIDE RECKLESS, ALSO CELEBRATING THE RECENT BUDGET ALLOCATION FOR THESE RESOURCES. 
          BUT WE BELIEVE THESE FUNDS COULD REACH SCHOOLS MORE EFFECTIVELY WITH A CLEAR DISRE DISTRIBUTION TIMELINE AND DESIGNATED OVERSIGHT, BOTH OF WHICH HAVE YET TO BE FINALIZED. 
          WE ENCOURAGE THE DISTRICT TO CONTINUE INVESTING IN PROFESSIONAL DEVELOPMENT, COMMUNITY PARTNERSHIPS AND CURRICULUM RESOURCES AT CENTER LGBTQIA PLUS STORIES AND MENTAL HEALTH. 
          THANK YOU FOR YOUR COMMITMENT TO EQUITY AND INCLUSION. 
          THANK YOU FOR YOUR TIME. 
          VICTOR MORKIN. 
          VICTOR, COME ON DOWN. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN AND AFTER VICTOR IS DEANNA GUILLEN. 
          HI EVERYONE, MY NAME IS VICTOR RUG RO, MY PRONOUNS ARE HE, THEY EL ESPANOL ANYTHING RESPECT WORKS WITH ME. 
          AND I'M A YOUTH JUSTICE COORDINATOR AT REACH LA AND I'M HERE ALSO WITH MY PC , JESSICA AND JC AND TREVOR FOR RAINBOW EDUCATION COALITION. 
          SO JUST A LITTLE BIT ABOUT OUR ORGANIZATION. 
          UM, OOPS, SORRY, I DIDN'T MEAN TO DO THAT , BUT REACH LA WE WERE AN ORGANIZATION THAT WAS ACTUALLY STARTED DURING THE LA UPRISING AND WE WERE SPECIFICALLY ESTABLISHED IN GANG NEUTRAL TERRITORY IN LOS ANGELES. 
          SO WE'RE LIKE IN THE FASHION DISTRICT WHERE YOU GO BUY YOUR PINATAS AND PARTY SUPPLIES. 
          AND SO IT'S LIKE A VERY SPECIAL PART OF GLE, IT'S DISTRICT 14. 
          IT'S ALSO A VERY NEGLECTED PART. 
          IT WAS STARTED BY THREE WOMEN ARTISTS AND ONE COMMUNITY ORGANIZER. 
          AND THE INTENTION WAS SPECIFICALLY TO UPLIFT BLACK AND BROWN LATINO QUEER AND TRANS YOUTH AT THE TIME. 
          AND TALKING A LOT ABOUT THE FAIR ACT, I REALLY GOT TO APPRECIATE THAT WE GOT TO HEAR, UM, FROM YOU ALL LIKE ON THE ELEMENTARY SCHOOL BECAUSE A LOT OF THE POLICY AND ADVOCACY WORK THAT I DO WITH QUEER AND TRANS YOUTH IS THROUGH CHAYA, THE CALIFORNIA HEALTH YOUTH EQUITY ACT THAT JUST LIKE THE FAIR ACT, IT'S ALSO AN ACT THAT IS MANDATED THAT CALIFORNIA SCHOOLS TEACH INCLUSIVE SEXUAL HEALTH EDUCATION THAT TOUCHES UPON TEEN PREGNANCY, HIV PREVENTION. 
          YOU KNOW, IN LA WE ARE VERY BLESSED THAT NOT A SINGLE PERSON IS BORN WITH HIV. 
          THAT'S ONE OF THE FORMS OF TRANSMISSION. 
          BUT CURRENTLY RIGHT NOW ACROSS THE COUNTRY, THE TWO LARGEST POPULATIONS PROLIFERATING IN HIV TRANSMISSION ARE BLACK AND LATINA WOMEN WITH, AND I'M GONNA USE A LITTLE BIT OF CLINICAL TERMS, Y'ALL BECAUSE A LOT OF MY BACKGROUND 
          [01:50:01]
IS IN PUBLIC HEALTH, BUT THE TWO POPULATIONS WITH THE HIGHEST CASES FOR HIV TRANSMISSION ARE BLACK AND LATINO. 
          M-S-M-M-S-M STANDS FOR MEN WHO HAVE SEX WITH MEN. 
          SO GAY MEN, BISEXUAL MEN, AND THERE'S ALSO MEN WHO DON'T IDENTIFY AS QUEER AND HAVE SEX WITH MEN. 
          BUT WITH THAT BEING SAID, I THINK IT'S SUPER IMPORTANT IN LIKE ALSO OUR POLICY AND ADVOCACY WORK THAT WE'RE DOING FOR QUEER AND TRANS YOUTH OR JUST HONESTLY FOR ALL STUDENTS THAT THEY GET THE OPPORTUNITY TO ACTUALLY LEARN ABOUT HIV AND HOW TO TAKE CARE OF THEIR HEALTH BECAUSE TREVOR BROUGHT UP SOMETHING VERY IMPORTANT EARLIER THAT WE CAN ALL HAVE THE RESPONSIBILITY TO AVOID A FURTHER TRAUMA FOR QUEER AND TRANS YOUTH. 
          AS MYSELF, AS A YOUNG PERSON, WHEN I FIRST STARTED GETTING EXPOSED TO A LOT OF THIS, IT'S JUST SUPER IMPORTANT, $2 MILLION TO TRANSPARENCY. 
          UM, I LOVE TO BE ABLE TO CONNECT MORE ABOUT THAT. 
          AND YEAH, THANK YOU FOR SUPPORTING US. 
          THANK YOU FOR YOUR TIME AND GUILLEN, PLEASE COME ON UP. 
          YOU HAVE TWO MINUTES TO SPEAK. 
          UH, MS. GUILLEN'S GONNA SPEAK IN SPANISH. 
          UH, SO IF YOU'D LIKE TO HEAR WHAT SHE'S SAYING IN ENGLISH AS SHE'S SPEAKING, PLEASE PUT YOUR HANDS UP FOR THE TRANSLATION HEADSETS. 
          OKAY, , GOOD EVENING. 
          UH, TODAY I'M REPRESENTING THE PARENT BECAUSE OF THE SCHOOL WORKSHOP REPRESENTING PARENTS. 
          AND I WANNA SAY THAT WE ARE IN AGAINST, WE'RE AGAINST, UH, ANY DISCRIMINATION, SEX, RACE AND EVERYTHING THAT THE LAW SAYS. 
          WE DO AGREE THAT NO STUDENT, NO PERSON SHOULD BE DISCRIMINATED, BUT AS PARENTS WE ALSO HAVE A LOT OF QUESTIONS. 
          AND ONE THING THAT WE WOULD LIKE TO KNOW AND FOR THIS DISTRICT TO CONTINUE WITH AND KEEP RECOGNIZING, UH, BASED ON THE SUPREME COURT'S DECISION, UH, THEY DETERMINE THAT THERE IS A CASE AGAINST TAYLOR THAT THEY NEED TO INFORM PARENTS AND TUTORS AGAINST ANY DISPO LEGAL DISPOSITION EXCLUDE VOLUNTARILY THEIR STUDENTS FROM READING BOOKS THAT ARE BEING USED IN IN LANGUAGE ARTS. 
          UM, AND THIS WAS MADE IN THE SUPREME COURT WHERE PARENTS NEED TO RECEIVE A NOTIFICATION THAT THEY CAN EXCLUDE THEIR CHILDREN FROM THESE TOPICS. 
          WE ARE ALSO SEEING WHAT THEY SAID TODAY, AND I BELIEVE THAT THIS IS VERY RESPONSIBLE ON THE DISTRICT'S PART, KNOWING THAT THEY STILL DON'T HAVE AN INSTRUCTION CURRICULUM, BUT THEY ARE GIVING THIS INFORMATION. 
          I HAVE RECEIVED, UM, TALKS FROM PARENTS SAYING THAT THEY ARE TEACHING THEIR TE THEIR STUDENTS SEXUAL THINGS AND PARENTS ARE SAYING THAT THERE ARE ORGANIZATIONS WHERE THEY PUT ALL THE STUDENTS IN THAT ROOM AND STUDENTS FEEL INTIMIDATED. 
          WHY? BECAUSE THEY ARE BOYS AND GIRLS AND THEY'RE TEACHING THEM AND SHOWING THEM PHOTOGRAPHS THAT ARE NOT APPROPRIATE FOR THEIR AGE. 
          WE ALSO KNOW THAT A CHILD'S BRAIN DOESN'T DEVELOP UNTIL THEY'RE 25 YEARS OLD. 
          THEREFORE THAT IS WHAT PARENTS ARE THINKING. 
          AND OBVIOUSLY WE THINK THAT THE FAIR ACT IS, UH, THERE, BUT WE ALSO NEED FOR YOU TO PROMOTE SO THAT THAT PARENTS THAT DON'T FEEL SAFE BECAUSE THEY DON'T HAVE THE INFORMATION. 
          BECAUSE WHAT YOU SHOULD BE TRAINING PARENTS ON IN REGARDS TO CURRICULUM IS WHEN YOU HAVE IT, BECAUSE WE OBVIOUSLY DON'T HAVE IT NOW, BUT HOW IS IT THAT YOU'RE PROMOTING ALL THIS WITHOUT HAVING SOMETHING OFFICIAL? THEREFORE EVERY TEACHER, EVERY PERSON IS GIVING WHAT THEY THINK IS CORRECT, THEREFORE OUR CHILDREN ARE AT DANGER. 
          THANK YOU AND HAVE A GREAT NIGHT. 
          THANK YOU FOR YOUR TIME. 
          AND DAVID TOSKI, COME ON DOWN. 
          YOU LOVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          THANK YOU VERY MUCH. 
          COMMITTEE. 
          THIS IS THE FIRST TIME, I GUESS IN 15 YEARS THAT WE'VE HAD AN OPEN MEETING ON THIS, UH, LEGISLATION FROM MARK LENO. 
          AND UH, I APPRECIATE THE STAFF THAT DID A GREAT JOB ON DISTRICT SUPPORT AND RESOURCES AND WHAT'S GOING ON. 
          SO LEMME SAY A FEW THINGS. 
          TODAY'S GREAT NEWS. 
          UH, WE'RE IN NOVEMBER. 
          THE TAX REVENUES COMING INTO CALIFORNIA EXCEEDED $2 BILLION JUST IN THE MONTH OF OCTOBER. 
          THIS IS THE GOOD NEWS. 
          THERE IS REVENUE COMING. 
          AND WHEN YOU LOOK AT WHAT CAN YOU DO WITH THE MONIES HERE, YOU'VE BROUGHT THIS FORWARD. 
          SO THERE IS ALSO THE EXTENDED LEARNING OPPORTUNITY PROGRAM. 
          $500 MILLION NEARLY TWICE AS MUCH AS THE DISTRICT GETS ENTITLED. 
          ONE MONIES TWICE AS MUCH MONEY. 
          IT IS VERY OPEN. 
          WHAT YOU CAN USE THAT EXTENDED FOR THE PROFESSIONAL DEVELOPMENT FOR THE CLASSES THAT YOU'VE BEEN TALKING ABOUT. 
          ONE THAT HAS NOT BEEN TAPPED AT ALL IS THE CHILDREN YOUTH BEHAVIORAL HEALTH INITIATIVE, WHICH IS NOT IN THE EDUCATION BUDGET, IT'S IN THE DEPARTMENT OF HEALTH, UH, AND, AND CARE SERVICES IN THE SACRAMENTO. 
          AND THAT PROVIDES FOR MENTAL HEALTH AND BEHAVIORAL HEALTH ISSUES. 
          MUCH OF WHAT YOU DISCUSSED TODAY PAYS FOR LCSW, IT PAYS FOR PSA COUNSELORS, PAYS FOR COUNSELORS, NURSES, WELLNESS COACHES, AND ALL YOU HAVE TO DO IS SUBMIT IT. 
          AND OF COURSE THIS DISTRICT IS NOW A YEAR AND A HALF BEHIND LOSING 60 
          [01:55:01]
TO A HUNDRED MILLION DOLLARS COUNT UP HOW MUCH THAT WOULD BE IN LCS WS. 
          FINALLY, THE BAD NEWS, THE BAD NEWS IS THE LEADERS THAT WE'RE PRESENTING HERE TODAY ARE BEING TOLD TO CUT 40%, MAYBE 20% OF THEIR BUDGET. 
          SO SOME OF THE WONDERFUL PEOPLE THAT YOU SPOKE AND HEARD TODAY ARE PROBABLY ON A LIST OF LAST HIRED, FIRST MOVED. 
          AND SO THAT JUXTAPOSITION OF THE NEW REVENUES GROWING AND CUTS DOESN'T MAKE SENSE. 
          GAVIN NEWSOM HAS BROUGHT ELOP, GAVIN NEWSOM HAS BROUGHT CHILDREN, YOUTH AND BEHAVIORAL. 
          GAVIN HAS MOVED THE ECONOMY BACK UP WITH THE AI MONIES. 
          LET'S BEHAVE WITH HOPE, LET'S BEHAVE WITH VISION AND LET'S PUT THE MONEY IN THE FISCAL STABILIZATION PLAN TO MAKE SURE WE'RE STABLE AND HOPEFUL. 
          THANK YOU VERY MUCH. 
          THANK YOU FOR YOUR TIME. 
          ALL RIGHT, THE NEXT PERSON IS REMOTELY CALLING IN MARIA LUISA PALMA. 
          I SEE YOU'RE ON THE LINE. 
          PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK WHEN YOU BEGIN. 
          MARIA LUIS PALMA. 
          GOOD EVENING. 
          MY NAME IS MARIA LUISA PALAMA AND I HEARD HERE THAT EVERYONE BELONGS. 
          THAT IS GREAT NEWS. 
          BUT WHERE DO PARENTAL RIGHTS FIT IN TO TODAY'S PRESENTATION? THAT IS THE FOCUS OF ADA, AN ORGANIZATION WHICH I REPRESENT. 
          THE PERSPECTIVES OF PARENTS ARE NOT NOISE AS MENTIONED HERE BY ONE OF YOUR COMMITTEE MEMBERS. 
          UH, THERE WAS A COMMENT THAT THIS SPECIFIC PRESENTATION IS ABOUT THE FAIR ACT ONLY AND NOT ABOUT OTHER PARENTAL RIGHTS, BUT PARENTS DON'T KNOW THE DIFFERENCE BETWEEN THIS THEY NEED TO HEAR ABOUT THE ENTIRE PACKAGE AROUND THIS VERY SENSITIVE TOPIC OF DIVERSE VIEWPOINTS ARE HELD BY MANY PARENTS, THEIR CULTURES, THEIR ETHNICITIES, THEIR RELIGION, OTHER MISSING LAW CITATIONS NOT MENTIONED HERE, FOR EXAMPLE, EDUCATION CODE 5 1 1 0 1. 
          PARENTS HAVE THE RIGHT TO REVIEW THE CURRICULUM EDUCATION CODE 5 1 5 1 3, AND THE PUPIL, UH, PROTECTION RIGHTS AMENDMENT IN FEDERAL LAW GIVE THE RIGHT PARENTS TO OPT OUT OF SURVEYS, INCLUDING SURVEYS LIKE THE SCHOOL EXPERIENCE SURVEY, WHICH ASKS THE STUDENT'S SEXUAL ORIENTATION. 
          IT APPEARS TO ME THAT THAT STARTS EVEN IN THE FOURTH GRADE NOW, EDUCATION CODE 6 0 0 0 2, WHICH IN IT'S TO INVOLVE PARENTS AND SELECTION OF INSTRUCTIONAL MATERIALS. 
          I HAVE NEVER SEEN THAT BROUGHT FORTH IN ADDITION TO THE OPT-OUT NOTICES NOW AVAILABLE UNDER MAHMUD VERSUS TAYLOR. 
          SO WHERE IS CULTURALLY RESPONSIVE MESSAGING TO PARENTS AND ALL THIS EMPATHY FOR THE PARENT'S CONCERNS, WE NEED TRANSPARENCY. 
          ABOVE ALL, THERE WILL BE NEGATIVE IMPACT TO DISTRICT ENROLLMENT IF WE BREED SECRECY AND DISTRUST BY NOT PROVIDING THIS INFORMATION TO PARENTS. 
          SO IF EVERYONE BELONGS AS EQUAL PARTNERS, INCLUDING PARENTS, THAT'S GREAT. 
          BUT I ALSO HEARD MENTIONED HERE, POTENTIAL FOR WORKSHOPS WHERE PARENTS WOULD BE ASKED TO DROP DROP PICTURES AS A PRESENTER MENTIONED, THAT WOULD BE INCREDIBLY DISRESPECTFUL. 
          WE'RE LOOKING TO SEE THE CITATIONS OF THE LAW FOR PARENTAL RIGHTS TO HAVE THE CURRICULUM BE TRANSPARENT. 
          SO PLEASE CONSIDER PARENTAL RIGHTS IN THIS DISCUSSION. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          UH, RUBY, I SEE YOU'RE ON THE LINE. 
          PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          RUBY. 
          UH, GOOD AFTERNOON. 
          MY NAME IS RUBY TORRES. 
          I'M A FORMER L-A-U-S-E STUDENT. 
          I WORK AT AN L-A-G-B-T BASED NONPROFIT. 
          UM, I'M HERE BECAUSE I BELIEVE EVERY STUDENT DESERVES TO FEEL SAFE, SEEN AND SUPPORTED IN THEIR SCHOOLS. 
          AND RIGHT NOW, THAT'S NOT THE REALITY. 
          FOR FAR TOO MANY. 
          LAST YEAR, THE DISTRICT ANNOUNCED A $2 MILLION ALLOCATION TO SUPPORT L-G-B-T-Q INITIATIVES, INCLUDING THE EXPANSION OF GSAS AND THE CREATION OF LGBT LIAISON POSITIONS ON CAMPUSES. 
          I WAS ENCOURAGED BY THAT COMMITMENT. 
          IT SIGNALED THAT LUSD RECOGNIZED THE IMPORTANCE OF AFFIRMING SPACES FOR QUEER AND TRANS YOUTH, BUT A YEAR LATER, WE STILL DON'T HAVE CLEAR INFORMATION ON HOW THAT MONEY HAS ACTUALLY BEEN USED. 
          WITHOUT TRANSPARENCY AND ACCOUNTABILITY, IT'S IMPOSSIBLE FOR PARENTS, TEACHERS, OR COMMUNITY PARTNERS TO KNOW IF THESE FUNDS ARE MAKING A REAL DIFFERENCE OR IF THEY'VE, EVEN IF THEY'RE EVEN REACHING THE STUDENTS WHO NEED THEM THE MOST. 
          RIGHT NOW, ONLY ABOUT A HUNDRED SCHOOLS HAVE LGBT LIAISONS OUT OF MORE THAN A THOUSAND IN THE DISTRICT. 
          MANY OF THOSE LIAISONS HAVE VERY LITTLE SUPPORT AND JUST A $500 STIPEND LESS THAN WHAT MANY, UM, EDUCATORS SPEND OUT OF POCKET AT THEIR GSA CLUBS. 
          THIS IS NOT EQUITABLE AND THIS IS NOT SUSTAINABLE. 
          OUR STUDENTS DESERVE MORE THAN SYMBOLIC GESTURES. 
          THEY DESERVE INVESTMENTS THAT ARE MEASURABLE, VISIBLE, AND TRANSFORMATIVE. 
          I'M ASKING THE BOARD TO RELEASE A PUBLIC ITEMIZED REPORT 
          [02:00:01]
SHOWING THAT $2 MILLION THAT, UM, HAS THAT, UM, HAVE BEEN ALLOCATED OR THAT WILL BE ALLOCATED, AND AT WHICH, AND WHICH SCHOOLS HAVE ALREADY BENEFITED FROM THIS, UM, ALLOCATION. 
          UH, NUMBER TWO, TO COMMIT TO HAVING A CONCRETE PLAN AND EXPANDING FUNDING. 
          SO EVERY SCHOOL HAS A TRAINED COMPENSATED LGBT LIAISON. 
          AND THREE, ENSURE THAT FUTURE DISTRICT BUDGETS INCLUDE CLEAR METRICS TO TRACK IMPACT ON STUDENT SAFETY, BELONGING, AND WELLBEING. 
          I SEE HOW MUCH IT MATTERS WHEN STUDENTS FEEL SUPPORTED FOR WHO THEY'RE L LGBTQ STUDENTS ARE MORE LIKELY TO THRIVE WHEN THEIR SCHOOLS HAVE INCLUSIVE STAFF, ACTIVE GSAS AND VISIBLE AFFIRMING POLICIES. 
          THANK YOU FOR YOUR TIME. 
          HAS THE POWER. 
          OKAY, LET'S SEE. 
          WE'VE GOT ONE MORE CALLER, THE ONLINE, UH, JESSICA PARAL. 
          JESSICA, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          JESSICA PARAL. 
          GOOD EVENING. 
          UH, MY PRONOUNS ARE SHE AND HERS. 
          MY NAME IS JESSICA PARAL AND I'M SPEAKING ON BEHALF OF THE LOS ANGELES LGBT CENTER. 
          WE'RE ALSO PROUD MEMBERS OF THE RAINBOW EDUCATION COALITION IN LOS ANGELES, AND WE STRONGLY URGE THE BOARD TO CREATE A STEERING COMMITTEE FOR THE $2 MILLION LGBTQ PLUS BUDGET ALLOCATION, UH, ASSISTING OF LGBTQ PLUS DISTRICT PERSONNEL, PARENTS AND GUARDIANS STUDENTS AND COMMUNITY MEMBERS. 
          WE NEED OVERSIGHT ON AND ADVISEMENT ABOUT THE DEVELOPMENT AND IMPLEMENTATION OF THE SCHOOL SITE PROGRAMMING WE'VE BEEN PROMISED, AS WELL AS CURRICULA PROFESSIONAL DEVELOPMENT TRAINING, UM, AND POLICIES PERTAINING TO THE DISTRICT, COMMITMENTS TO LGBTQ INCLUSIVE PRACTICES. 
          THIS BODY IS NECESSARY BECAUSE THERE'S CURRENTLY AMBIGUITY AND LACK OF TRANSPARENCY AROUND THE ALLOCATION OF THESE FUNDS. 
          WE ALSO ASK FOR, UH, THE CULTURALLY SPECIFIC PD TRAININGS FOR ALL SCHOOL SITE REPS, CULTURALLY SPECIFIC PARENT AND CAREGIVER TRAININGS VIA PARENT CENTERS AND OR L SLCS DISTRICTWIDE LGBTQ PLUS TASK FORCE WITH MULTIPLE STAKEHOLDERS, A LINE ITEM, UH, FOR SCHOOL SITES FOR LGBTQ PLUS AFFIRMING BUILD TRIPS AND DEDICATED LGBTQ PLUS YOUTH ADVOCACY, MENTAL HEALTH RESOURCES AND TRAINED STAFF. 
          THE FAIR EDUCATION ACT WAS PASSED OVER A DECADE AGO AND WE STILL DO NOT HAVE CLARITY ON ITS IMPLEMENTATION. 
          ONE OF THE MOST PROGRESSIVE SCHOOL DISTRICTS IN THE COUNTRY. 
          WE DO NOT HAVE TIME TO WASTE. 
          WE ARE FACING DOWN THE VERY REAL POSSIBILITY THE SUPREME COURT INSTITUTING A NATIONWIDE BAN ON PROTECTIONS AGAINST CONVERSION THERAPY. 
          JUST ONE EXAMPLE OF THE MANY ATTACKS OUR YOUTH ARE FACING. 
          AND WE NEED L-A-U-S-C TO TAKE IMMEDIATE ACTION. 
          UH, PLEASE, UH, PLEASE PROVIDE CLARITY AND INSTITUTE THE RECOMMENDATION FOR THE RECKLESS COALITION. 
          THANK YOU. 
          ALRIGHT. 
          ACTUALLY, THE LAST SIGNER, I MEAN SPEAKER JUST SIGNED IN. 
          THAT'S, UH, LUIS VASQUEZ. 
          LUIS VASQUEZ, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          LUIS VASQUEZ. 
          HI EVERYBODY, MY NAME IS LUIS VASQUEZ. 
          I'M CO-FOUNDER MANAGING DIRECTOR AT RAINBOW LABS. 
          PRONOUNS ARE HE, HIM. 
          RAINBOW LABS IS AN L UH, L-G-B-T-Q MENTORING PROGRAM THAT SERVES KIDS ALL OVER THE COUNTY. 
          I'M CALLING IN TODAY, UH, ONE TO JUST TO CONFIRM AND VALIDATE ALL OF THE THINGS THAT FOLKS HAVE SAID BEFORE ME, UH, AS WE ARE A MEMBER OF RECLA AND ALL THE GREAT WORK IS $2 MILLION IS NOT A LOT OF MONEY, BUT HOW DO WE INTENTIONALLY PUT IT FORWARD? UH, WE, WE DO PROGRAMMING, MENTORING PROGRAMS ACROSS DIFFERENT SCHOOLS ACROSS THE DISTRICT. 
          UM, AND AS WE KNOW, I, I THINK NUMBERS ARE CLOSER TO ABOUT 50,000 STUDENTS THAT IDENTIFY AS L-G-B-T-Q. 
          AND WHILE TRAINING'S IMPORTANT, PROFESSIONAL DEVELOPMENT'S IMPORTANT, UM, IT SHOULD NOT BE IN COMPETITION. 
          WHAT I THINK IS MOST IMPORTANT AT THIS VERY MOMENT IN TIME IS TO CREATE SPACES WHERE KIDS FEEL SAFE. 
          KIDS FEEL SAFE WHEN YOU GIVE THEM AUTONOMY, WHEN YOU GIVE THEM LEADERSHIP, AND WHEN YOU BUILD THESE SAFE SPACES AT THEIR SCHOOL SITES. 
          AND SO REALLY ADVOCATING TO ENSURE THAT WE CAN CREATE MORE PROGRAMS LIKE THE ONES THAT EVERYONE'S TALKING ABOUT TODAY, REACH LA LEIA, RAINBOW LABS, THESE PROGRAMS THAT WE ARE CREATING AT THE SCHOOL SITES, UH, WITH INTENTIONAL CURRICULUM, WITH INTENTIONAL LEADERS, WITH INTENTIONAL FACILITATORS AND MENTORS THAT CAN COME INTO THE SCHOOL SITES AND HELP BRING IT CURRICULUM IN IN SCHOOL IS VERY IMPORTANT AGAIN, BUT I'M ADVOCATING THAT SOME OF THESE $2 MILLION ARE ACTUALLY PUT INTO PRACTICE BY CREATING THESE PROGRAMS BECAUSE THAT'S REALLY HOW WE MAKE CHANGE. 
          AND IN THIS TIME AS WE TALK TO MORE AND MORE YOUTH, ISOLATION, LONELINESS, DEPRESSION, ANXIETY IS VERY REAL. 
          BUT WHEN YOU THINK ABOUT LIKE LIFE SKILLS AND LEADERSHIP DEVELOPMENT, THIS IS HOW WE CAN DO REALLY ENHANCE AND GIVE CONFIDENCE TO THE NEXT GENERATION OF MENTORING PROGRAMS TO GIVE KIDS SOME THE OPPORTUNITY FOR SUCCESS. 
          SO AGAIN, MY CALL TO ACTION IS THESE $2 MILLION. 
          WE NEED A COMMITTEE TO ENSURE THAT THESE DOLLARS DON'T JUST END UP AT TRAINING AGAIN, BUT THAT WE CAN CREATE PROGRAMS, UH, JUST LIKE THE ONES WE TALKED ABOUT TODAY. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          THAT CONCLUDES GENERAL PUBLIC COMMENT. 
          [02:05:02]
ALRIGHT, THANK 
          [IV. Closing Remarks]
YOU SO MUCH. 
          I WANNA AGAIN, APPRECIATE THE COMMITTEE FOR PARTICIPATING, SHARING YOUR IDEAS TODAY. 
          I WANNA THANK OUR PRESENTERS FOR SHARING ALL THE GREAT WORK THAT YOU'RE DOING. 
          I WANNA THANK OUR FOLKS WHO COME AND GIVE PUBLIC COMMENT. 
          YOU NOT ONLY SHARE YOUR, YOUR FEELINGS AND YOUR EMOTIONS, BUT YOU GIVE US IDEAS. 
          AND I WANT YOU TO KNOW THAT EVERYTHING THAT COMES THROUGH HERE, WE ARE LISTENING TO. 
          SO APPRECIATE ALL THAT YOU BRING, UM, TO THIS. 
          I WANNA REMIND US THAT, YOU KNOW, THIS WORK THAT WE'RE DOING, I THINK SOMEBODY MENTIONED IT'S INTERSECTIONAL, RIGHT? WE ALL HAVE MANY IDENTITIES AND WE MUST KEEP THAT IN MIND AS WE ARE ADDRESSING ANY, UM, ANY SUPPORTS THAT WE HAVE FOR OUR STUDENTS. 
          UM, AND THE OTHER THING THAT I HEARD VERY, VERY CLEARLY HERE IS HOW MUCH OUR, UM, STAFF AND OUR EDUCATORS NEED SUPPORT FROM THE DISTRICT, RIGHT? WHEN THEY ARE DOING THIS WORK, THEY NEED TO KNOW THAT WE ARE RIGHT THERE WITH THEM AND WE'RE GONNA BACK THEM UP. 
          THAT THEY ARE NOT ALONE IN THIS. 
          AND SO I WANT YOU TO KNOW THAT WE WILL BE WORKING HARD TO MAKE SURE THAT THIS IS, THAT THIS IS SOMETHING THAT YOU DO FEEL BECAUSE IT'S VERY IMPORTANT THAT ALL OF OUR STUDENTS, UH, FEEL, UH, ARE, ARE EXPOSED AND RECEIVE THIS CURRICULUM BECAUSE WE KNOW, LIKE EVERYBODY SHARED HERE, THAT THIS IS PART OF MAKING OUR STUDENTS FEEL SAFE. 
          UM, AND AGAIN, WE DO WANNA INCLUDE PARENTS IN THIS CONVERSATION. 
          THANK YOU FOR SHARING THOSE IDEAS. 
          AND SO, UM, WE WILL CONTINUE MEETING, UM, BETWEEN NOW AND HOPEFULLY JANUARY THIS COMMITTEE AND WE WILL REVIEW ALL OF OUR NOTES AND SEE WHAT RECOMMENDATIONS WE HAVE FOR THE BOARD. 
          RIGHT? ALL OF THIS WILL BE SEEN AND REVIEWED BY THE SEVEN MEMBERS OF THE BOARD AND HOPEFULLY WE CAN CREATE SOME POLICY. 
          UM, AND I JUST WANT EVERYBODY TO KNOW THAT IT WAS VERY CLEAR THAT FOLKS WANT OVERSIGHT OVER THAT 2 MILLION, MILLION DOLLARS. 
          AND, UM, PART OF THAT OVERSIGHT, UH, INCLUDES CREATING A COMMITTEE THAT WILL DO THAT AND A COMMITTEE THAT CAN OVERSEE THE WORK THAT WE DO FOR OUR LGBTQ PLUS STUDENTS. 
          SO THAT HAS BEEN, UH, NOTED. 
          UH, THANK YOU AGAIN. 
          HAVE A WONDERFUL EVENING. 
          BYE-BYE. 
          THANK YOU. 
          THANK YOU.
* This transcript was created by voice-to-text technology. The transcript has not been edited for errors or omissions, it is for reference only and is not the official minutes of the meeting.