[00:00:02]
[Welcome and Opening Remarks]
WELCOME TO OUR SECOND, UH, SCHOOL BOARD, UH, COMMITTEE OF SCHOOL CULTURE AND CLIMATE.UH, WE ARE SO GLAD TO HAVE YOU ALL WITH US THIS AFTERNOON.
UM, FOR THE SAKE OF SAYING HELLO TO EVERYONE, WE WILL INVITE, UH, EVERYONE TO JUST DO QUICK INTRODUCTIONS AROUND IF YOU CAN SHARE YOUR NAME, YOUR PRONOUNS, WHAT ORGANIZATION YOU REPRESENT IN YOUR ROLE, IF YOU'D LIKE.
I'M TANYA ORTIZ FRANKLIN, SO PROUD TO REPRESENT SOUTH LA AND THE HARBOR AREA BOARD DISTRICT SEVEN, AND HAPPY TO CHAIR THIS COMMITTEE AGAIN THIS YEAR.
AND WE'LL START ALL THE WAY OVER TO MY RIGHT BOARD MEMBER, BOARD MEMBER, SHERETTE, HINDI NEW BILL, AND I GET THE OPPORTUNITY TO SERVE AND BOARD DISTRICT ONE, AND I SEE SOME OF MY PEOPLE OUT THERE TODAY.
UM, AND IT IS A PLEASURE, UH, TO BE ABLE TO SERVE ON THIS COMMITTEE.
ALFONSO WEBB, SENIOR DIRECTOR FOR THE DIVISION OF SCHOOL OPERATIONS.
I'M HERE SERVING, UH, IN PLACE OF ANDRES CH, THE CHIEF OF SCHOOL OPERATIONS, AND GLAD TO BE HERE.
JOEL CISNEROS, EXECUTIVE DIRECTOR FOR STUDENT MENTAL HEALTH AND WELLNESS SERVICES HERE AT ALLY UNIFIED.
I THINK MS. GREGO WILL BE WITH US SHORTLY.
WE'RE JUST DOING QUICK INTROS.
UH, YOUR NAME, ORGANIZATION, UM, PRONOUNS AND ROLE.
I AM WITH THE OFFICE OF VIOLENCE PREVENTION, UM, AT LOS ANGELES COUNTY DEPARTMENT OF PUBLIC HEALTH.
I AM THE PROGRAM COORDINATOR FOR SCHOOL SAFETY TRANSFORMATION.
AND MY PRONOUNS ARE SHE, HER, HERS.
I'M CARLOS VE WITH COMMUNITY ASSET DEVELOPMENT, REDEFINING EDUCATION OR CADRE.
I'M CO-EXECUTIVE DIRECTOR JUST BRINGING THE VOICES OF OUR SOUTH LA PARENT MEMBERS AND MY PRONOUNS.
PRONOUNS ARE HE, HIM, HIS THANK YOU.
I'M AN EXECUTIVE DIRECTOR OF EL STE IN PARTNERSHIP WITH THE SCHOOL BOARD AND PUBLIC SCHOOLS IN LOS ANGELES TO ADVISE AND COUNSEL, UH, STUDENTS AND FAMILIES ON IMMIGRATION LAW AND A MEMBER OF THIS COMMITTEE.
THANK YOU ALL SO MUCH FOR BEING HERE AND FOR DEDICATING YOUR TIME OUTSIDE OF THIS COMMITTEE TO KEEPING OUR COMMUNITIES SAFE.
I KNOW YOU ALL PLAY AN IMPORTANT ROLE IN YOUR DAY-TO-DAY WORK AND APPRECIATE THE CHANCE TO COME AND COLLABORATE TOGETHER.
[1. Physical Safety Update]
AGENDA, WE'RE GONNA OPEN WITH A PRESENTATION FROM SCHOOL OPERATIONS AND LA SCHOOL POLICE TO SHARE SOME DATA AS THIS COMMITTEE DOES LIKE TO BE DATA-DRIVEN AND OUR RECOMMENDATIONS AND OUR CONSIDERATIONS.SO WE'LL INVITE YOU TO MAKE YOUR WAY DOWN.
UM, AND THEN AFTERWARDS WE'LL TURN TO A PRESENTATION FROM SCHOOL MENTAL HEALTH AS WELL AS TWO SCHOOL SITES.
WE'RE REALLY EXCITED TO HEAR FROM, ALWAYS APPRECIATE STORIES FROM OUR, UH, SCHOOL STAFF MEMBERS AND COMMUNITY MEMBERS.
UM, AGAIN, SO WE CAN REALLY CONCRETIZE WHAT'S GOING ON AT THE BIG DISTRICT AS IT RELATES TO STUDENTS, STAFF, AND FAMILIES ON THE GROUND.
UM, SO WE'LL HAVE OPERATIONS AND SCHOOL POLICE PRESENT ALL OF THEIR INFORMATION TOGETHER.
THEN OPEN IT UP FOR COMMENTS AND QUESTIONS FROM THE COMMITTEE.
THEN WE'LL GO TO THE SECOND PRESENTATION AND DO THE SAME.
AND SO WITH THAT, DR. WEBB, THANK YOU VERY MUCH.
UH, TODAY'S GOAL IS TO PROVIDE A CLEAR PICTURE OF OUR DISTRICT'S PHYSICAL SAFETY DATA, UM, AND THE CLIMATE BY REVIEWING KEY DATA TRENDS IN FOUR CRITICAL AREAS.
UH, WE'RE LOOKING AT FIGHTING AND PHYSICAL AGGRESSION, ILLEGAL OR CONTROLLED SUBSTANCES, THREATS AND INTIMIDATION AND WEAPONS RELATED INCIDENTS.
AND THIS DATA HELPS US TO UNDERSTAND NOT ONLY THE FREQUENCY OF INCIDENTS, BUT ALSO THE UNDERLYING PATTERNS THAT CAN GUIDE OUR PREVENTION AND INTERVENTION ACTS, UH, INTERVENTION EFFORTS.
NOW, SOME MAY ASK WHY THIS DATA MATTERS.
UH, THE PHYSICAL SAFETY IS OUR FOUNDATION TO STUDENT LEARNING.
IF STUDENTS AND STAFF FEEL SECURE, UH, ENGAGEMENT, ATTENDANCE AND ACADEMIC, UH, ACHIEVEMENT IMPROVES.
UM, BY LOOKING AT THIS DATA, HONESTLY, WE CAN IDENTIFY STRENGTHS, PINPOINT AREAS OF CONCERNS, AND BE PROACTIVE RATHER THAN REACTIVE.
SO THE DISTRICT DATA THAT WE'RE LOOKING AT COMES FROM OUR ISTAR DATA, WHICH ARE INCIDENTS THAT HAVE BEEN REPORTED.
UM, WITH REGARDS TO FIGHTING AND PHYSICAL AGGRESSION, WE'LL EXAMINE TRENDS IN STUDENT ALTERCATIONS, AGGRESSIVE AND AGGRESSIVE BEHAVIOR, ILLEGAL AND CONTROLLED SUBSTANCES.
UM, THIS INCLUDES POSSESSION OR USE OF SUBSTANCES SUCH AS VAPING PRODUCTS, ALCOHOL OR ILLICIT DRUGS.
AND, UH, THREATS AND INTIMIDATIONS.
WE'LL REVIEW THE REPORTED THREATS, WHETHER VERBAL, WRITTEN OR DIGITAL, AND ASSESS THEIR IMPACT ON ST STUDENT AND STA, EXCUSE ME, EXCUSE ME, STUDENT AND STAFF SAFETY PERCEPTIONS, AND THEN REP WEAPONS RELATED INCIDENTS.
THIS CATEGORY INCLUDES ANY POSSESSION OR USE OF OBJECTS CLASSIFIED AS WEAPONS UNDER DISTRICT POLICY.
NOW ON THIS PARTICULAR SLIDE, YOU'LL SEE THE TREND OVER THE PAST THREE YEARS.
[00:05:01]
THIS IS YEAR TO DATE DATA.THIS DATA PROVIDES AN UPDATE, UH, WITH REGARDS TO, UH, INCIDENTS THAT ARE OCCURRING ON CAMPUS AND INVOLVING STUDENTS, UM, EITHER AS A WITNESS OR AS A VICTIM.
UH, BY LOOKING AT THIS, YOU'LL SEE THE TREND FROM 2023 FROM JULY 1ST THROUGH 11 SIX.
WE'RE COMPARING APPLES TO APPLES HERE.
UH, WE SAW THAT THE TREND INCREASE IN THE 2024 SCHOOL YEAR, AND IT DECREASED SIGNIFICANTLY ACROSS ALL AREAS, UH, FOR, UH, THIS SCHOOL YEAR.
WITH REGARDS TO THE YEAR TO DATE INFORMATION, UH, THE TOTAL COUNTS ARE LISTED.
UH, WE ARE LOOKING AT LAST YEAR COMPARED TO THIS YEAR.
UH, THE 2024 YEAR SHOWS A 720, UH, INCIDENTS REPORTED CHANGE, UH, DECREASE IN FIGHTING OR PHYSICAL AGGRESSION.
UH, WE SEE A DECREASE OF ILLEGAL OR CONTROLLED SUBSTANCES BY 261.
UH, THREATS DECREASED BY 442 AND WEAPONS DECREASE, UH, WEAPONS THAT WERE REPORTED DECREASED BY 104.
WITH REGARDS TO THE PERCENTAGES, THIS LOOKS AT THE, UH, RATIO OF INCIDENTS TO STUDENTS.
UH, BASED ON THE, BASED ON THE ENROLLMENT, THIS HAS ALSO INCREASED.
SO WHEN WE LOOK AT THE BREAKDOWN, THIS IS PER CAPITA OR PER 1000 STUDENTS.
UH, WE SEE THAT, UH, THE INCIDENTS DECREASE SIGNIFICANTLY OVER THE PAST COUPLE OF YEARS.
UM, AND YOU SEE THE DIFFERENCE ACROSS ALL OF THOSE HAVE DE DECREASED SIGNIFICANTLY.
AND THIS SHOWS THE YEAR TO DATE.
UM, ANOTHER, UH, UPDATE WITH REGARDS TO THE PER CAPITA OF 1000, PER 1000 STUDENTS.
UM, DURING THE LAST SCHOOL YEAR, WE HAD A LITTLE OVER 436,000, UH, STUDENTS, UM, AS OF NORM.
AND THEN THIS YEAR, UH, FOR THIS YEAR, WE HAD, UH, 400,000, UH, STUDENTS.
AND THE BREAKDOWN SHOWS THE PERCENT CHANGE.
SO IF WE WERE THINKING ABOUT THE PER CAPITA RATE OF 5.74 STUDENTS ENGAGED IN A PHYSICAL OR ACT, OR PHYSICAL OR AGGRESSION OR A FIGHT, UH, PER 1000 STUDENTS, IT DECREASED TO 4.46.
AND, UH, FOLLOWING WITH THOSE, UH, REMAINING DATA POINTS AS WELL.
SO ILLEGAL OR CONTROLLED SUBSTANCES DECREASED, UM, BY ROUGHLY 30%, WE SEE THREATS DECREASED BY 21%, AND WEAPONS DECREASED BY 23.6%.
BASED ON WHAT'S REPORTED IN ISTAR R DISTRICT-WIDE, YOU'LL SEE THE BREAKDOWN AND, AND TERMS OF BOARD DISTRICTS.
AND THERE'S NO SIGNIFICANT CHANGES, UH, BETWEEN, UH, THE BOARD DISTRICTS.
UH, WE DID SEE THE DECREASE ACROSS OVERALL, AND, UH, WE SAW DECREASE, UH, IN BD ONE, BD THREE, BD FIVE, AND BD SIX.
UM, AND THIS IS COMPARING THE PAST TWO YEARS OF DATA THAT, UM, WE HAVE REPORTED.
UH, THIS ONE ALSO SHOWS THE BOARD DISTRICT, UH, ISTAR DATA BY BOARD DISTRICT, AND IT BASICALLY BREAKS DOWN, UM, ONE, UH, PARTICULAR BOARD DISTRICT INCREASED, BUT FOR WEAPONS, UM, JUST IN BD TWO AND, AND BD THREE REMAIN CONSISTENT.
SO THE TAKEAWAYS, THESE ARE THE AREAS THAT WE'RE LOOKING AT IN TERMS OF WHERE WE CAN UTILIZE THIS INFORMATION TO, UM, HELP US IN GUIDING OUR EFFORTS.
UH, OVERALL INCIDENT REDUCTION INDICATES A POSITIVE IMPACT OF SAFETY MEASURES.
WHEN WE LOOK AT THE PREVENTATIVE MEASURES, WHETHER IT'S THE EVERY SCHOOL SAFE MODULES THAT WE, UH, HAVE IMPLEMENTED, UM, THE OUTREACH WITH PARENTS, FAMILIES AND STAFF MEMBERS.
UM, THE YEAR TO DATE DATA SHOWS A DECREASE IN MAJOR INCIDENT CARE CATEGORIES.
NOW, IN TERMS OF FIGHTING AND AGGRESSION, THAT DROPPED BY 22%, UH, PER 1000 STUDENTS.
SO, UM, AND THEN YOU SEE THE REST THERE.
I DON'T WANNA READ IT ALL TO YOU, BUT THE, THESE ARE REALLY, UM, SOME GOOD NEWS, UM, FOR US IN TERMS OF THE EFFORTS THAT HAVE TAKEN PLACE.
NOW, ADJUSTING FOR ENROLLMENT CONFIRMS THE PROGRESS.
SO WE KNOW THAT OUR ENROLLMENT HAS DECREASED THIS YEAR, BUT WITH REGARDS TO THIS CHANGE, WE ARE STILL SEEING THAT CHANGE, UH, THAT DECREASE IN OUR OVERALL, UM, REPORTING.
UM, AND WELCOME, UH, MS. REGO TO THE COMMITTEE.
UM, I WAS SHARING THAT BOTH DATA SETS WILL BE SHARED BEFORE WE ASK QUESTIONS.
AND MAYBE JUST AS WE'RE TRANSITIONING, CAN YOU SHARE HOW ISTAR R CAPTURES, UM, INCIDENTS UNDER ED CODE VERSUS WE'RE GONNA SEE POLICE DATA CAPTURING CRIMES, JUST LIKE WHAT ARE THE TWO DIFFERENT THINGS THAT WE'RE LOOKING AT HERE?
[00:10:01]
GOT IT.SO WITHIN ISTAR, THESE ARE REPORTS, UH, THAT ARE REPORTED BY ADMINISTRATORS DURING THE SCHOOL DAY.
UM, THEY INVOLVE SITUATIONS IN WHICH IF A STUDENT IS ENGAGED IN A FIGHT ON CAMPUS, IT MAY BE CAPTURED AS A ADMINISTRATIVE FOLLOW UP AS OPPOSED TO CRIMINAL, UH, FOLLOW UP.
AND SO THESE, THIS DATA MAY NOT NECESSARILY SHOW THE SAME EXACT DATA AS THE SCHOOL POLICE DATA BECAUSE IT'S LOOKING AT IT FROM A CRIMINAL PERSPECTIVE VERSUS THE ADMINISTRATIVE PERSPECTIVE.
SO THAT'S WHY THERE WOULD POSSIBLY BE A DISCREPANCY IN THE REPORTED INCIDENTS.
THANKS SO MUCH FOR THAT CLARIFICATION.
WELL, WELCOME UP OUR, OUR DEPUTY CHIEF.
SO WHAT CRIME DATA GENERALLY IS, IS POLICE REPORTS TAKEN, UH, WHICH REFLECT THE CRIMES THAT WERE REPORTED BY VICTIMS OR SCHOOL STAFF.
UM, WE HAVE 17 SLIDES, DON'T PANIC, I'LL MOVE THROUGH 'EM FAIRLY QUICKLY.
UH, THE FIRST FIVE SLIDES ARE FROM THE FIRST FOUR MONTHS OF THE LAST THREE YEARS THIS YEAR, LAST YEAR, AND THE YEAR BEFORE THAT.
SO, AND UNCOVER THE FIVE MAJOR CRIMES AGAINST PERSONS.
SO THE FIRST ONE BEING ASSAULT WITH A DEADLY WEAPON.
AND IF YOU LOOK TO THE RIGHT ON THIS SLIDE, YOU'LL SEE THAT THE FIRST FOUR MONTHS OF THIS YEAR, UH, ADWS ARE SIGNIFICANTLY DOWN FROM PREVIOUS TWO YEARS.
AND, UM, WITH A VERY IN, IN ALL BOARD DISTRICTS WITH A VERY, VERY SLIGHT INCREASE IN BOARD DISTRICT SIX.
BUT IT'S ONLY, UH, ONE INCIDENT NEXT IS BATTERY, UM, SIGNIFICANTLY DOWN FROM LAST YEAR, SLIGHTLY DOWN FROM TWO YEARS AGO.
AND THAT CONTINUES A TREND THAT DR. WEBB POINTED OUT OF A DECREASE IN SERIOUS INCIDENTS AND CRIMES.
UH, IT IS UP THIS YEAR FROM LAST YEAR, CONSISTENT WITH, UH, TWO YEARS AGO, UM, JUST AT 11 SO FAR.
AND, UH, THE BIGGEST INCREASE BEING IN BOARD DISTRICT FIVE FROM ZERO TO FOUR CRIMINAL THREATS.
AND THIS INCLUDES OUR MASS SCHOOL THREAT CALLS, UM, SIGNIFICANTLY DOWN FROM THE PREVIOUS TWO YEARS SEX OFFENSES, AGAIN, SIGNIFICANTLY DOWN FROM THE LAST TWO YEARS.
UH, MOST NOTABLY IN BOARD DISTRICT, UH, FIVE DOWN FROM 11 TO TWO, CHANGING OUR PARAMETERS.
THE NEXT SIX SLIDES COVER A COMPARISON OF LAST FULL SCHOOL YEAR VERSUS THE PREVIOUS YEAR, 23, 24 VERSUS 24, 25.
AND LOOKING AT, AT THE FAR RIGHT, OUR ASSAULTS WITH DEADLY WEAPONS ARE DOWN 14% FROM THE PREVIOUS YEAR, UH, EXCEPT IN, IN ALL IN ALL BOARD DISTRICTS EXCEPT FOR BD FIVE.
AND, UH, WHICH IS FROM EIGHT TO 18, I BELIEVE.
YEAH, JUST IN BD FIVE, WE'VE SEEN A, AN INCREASE NOT TO PICK ON ANY SPECIFIC BOARD DISTRICTS.
AND THEN, UH, MOVING ON, WE HAVE OUR BATTERIES.
THESE ARE UP, UH, INCREASE OF 15% AND BOARD DISTRICT FIVE IS THE ONLY ONE THAT'S DOWN.
NEXT IS CRIMINAL THREATS SIGNIFICANTLY DOWN AND IT'S 40%, AND NOT NECESSARILY REMARKABLE ON ANY ONE SPECIFIC BOARD DISTRICT, BUT FORTUNATELY ALL SIGNIFICANTLY DOWN CHILD ANNOYANCE.
UH, WE'RE SLIGHTLY UP THIS YEAR, 19%, BUT FROM 22 TO 27.
SO FORTUNATELY FOR A DISTRICT OUR SIZE, IT'S NOT A TREMENDOUS NUMBER, BUT, YOU KNOW, EVERYONE IS DISTURBING.
BUT WE'RE UP 19% AND THE BIGGEST INCREASES ARE IN BOARD DISTRICT FIVE AND SIX, FINALLY, FOR SOME REASON, NOT INCLUDED IN THE PREVIOUS TIMEFRAME.
ROBBERIES, UM, VERY CONSISTENT.
IT'S PRETTY MUCH NEUTRAL LAST YEAR VERSUS THE YEAR BEFORE.
AND I BELIEVE FINALLY, UH, SEX OFFENSES, UH, UP 22% FROM 41 TO 50 LAST YEAR VERSUS THE YEAR BEFORE.
AND INCREASES, ODDLY INCREASE IN BOARD DISTRICTS ONE THROUGH FOUR AND A DECREASE IN FIVE THROUGH SEVEN.
THESE ARE, THIS IS A RECAP OF OUR ARREST JUVENILES VERSUS ADULTS IN TOTAL,
[00:15:01]
310 VERSUS 288 LAST YEAR WERE, OUR ARREST TOTAL ARE DOWN 7%.UM, JUVENILE ARREST 210 TO 211.
SO THAT REMAINED PRETTY STATIC.
AND LAST YEAR WE HAD A DECREASE OF 23% IN ARRESTING ADULTS FROM 100 TO 77.
THE DIVERSION PROGRAM, WHICH IS A TREMENDOUS OPPORTUNITY.
IT'S WHEN JUVENILE STUDENTS COMMIT CRIMES, BUT WE'RE ABLE TO MOVE THOSE CASES FROM COURTS TO OTHER SUPPORTS.
SO IT'S FANTASTIC TO GIVE OUR STUDENTS THE SUPPORTS THEY NEED.
UM, WE ARE SLIGHTLY UP, WE WERE SLIGHTLY UP LAST YEAR, UH, 7% INCREASE.
AND, UM, NO SIGNIFICANT DIFFERENCES BETWEEN THE BOARD OF DISTRICTS.
AND THIS SLIDE, ALL IT MEANT TO ME WAS, UM, IN 2020 3 24, IT STARTED A LOT OF DIVERSIONS IN THE FIRST FOUR MONTHS, AND THEN IT SLOWED DOWN.
AND THEN IN 24, 25, IT STARTED A LITTLE SLOWER THAN IT ACTUALLY PICKED UP, UH, AS THE MONTHS WENT BY.
FINAL THREE SLIDES, WE'LL COVER WEAPONS, HARRISON OF LAST YEAR VERSUS THE YEAR BEFORE.
SO FOR HANDGUNS, WE RECOVERED 17 HANDGUNS ON CAMPUS LAST YEAR, AS OPPOSED TO 13 THE YEAR BEFORE.
AND, UH, BOARD DISTRICTS 3, 5, 6, AND SEVEN SAW AN INCREASE WITH BOARD DISTRICT ONE SEEING A DECREASE.
IS KNIVES RECOVERED ON, RECOVERED ON CAMPUS, UH, EXACTLY THE SAME YEAR TO YEAR, UM, UP IN BD FOUR AND SEVEN, LET ME CHECK DOUBLE.
AND, UH, BOARD DISTRICT ONE HAD A VERY SIGNIFICANT DECLINE.
AND THEN FINALLY, OTHER WEAPONS.
THESE INCLUDE, UH, STICKS, BATS, BB GUNS, PEPPER SPRAY, TASERS, AMMUNITION.
UM, WERE DOWN SIGNIFICANTLY FROM LAST YEAR, OR THE LAST YEAR WAS DOWN FROM THE PREVIOUS YEAR.
UM, IN A LOT OF WAYS IT SOUNDS LIKE GOOD NEWS FROM, FROM BOTH OF YOU.
UM, WHICH IS HELPFUL BECAUSE I THINK FOLKS COME TO OUR OFFICE AND SHARE CONCERNS.
AND SO LOOKING AT THE DATA, WE CAN, UH, TRIANGULATE, YOU KNOW, WHAT WE'RE HEARING QUALITATIVELY AND, AND WHAT WE'RE SEEING QUANTITATIVELY.
SO, UM, WITH THAT, I KNOW IT WAS A LOT OF INFORMATION, BUT I WANNA OPEN IT UP TO MY COLLEAGUES FOR QUESTIONS OR COMMENTS FOR EITHER DR. WEBB OR OUR DEPUTY CHIEF.
CARLOS, YOU WANNA GO FIRST? SURE.
SO I'LL START WITH THE DEPUTY CHIEF, UH, OUTSIDE OF TWO SLIDES THAT SPECIFICALLY STATED ON CAMPUS, I'M WONDERING IF ALL THE OTHER INCIDENTS, YOU'RE, YOU'RE TRACKING WHAT'S HAPPENING OFF CAMPUS VERSUS WHAT'S HAPPENING ON CAMPUS? I'D, I'D LOVE TO UNDERSTAND THE ON-CAMPUS SITUATION MORE CLEARLY.
IN OUR, IN, IN COLLECTING THIS DATA FOR PRESENTATION, I WAS TOLD THAT OUR CURRENT RECORDS MANAGEMENT SYSTEM, WHICH IS FAIRLY NEW TO US AND HAS BEEN QUITE A BEAST IN IMPLEMENTATION, UM, DOESN'T NECESSARILY BIFURCATE ON CAMPUS AND OFF CAMPUS.
UM, THAT'S AN ISSUE THAT I'VE BROUGHT UP AS NECESS NEEDING A CHANGE, UM, BECAUSE IT'S CLEAR, CLEARLY AN IMPORTANT DATA, DATA SET.
SO, NO, UM, SPECIFICALLY WHERE I POINTED OUT ON CAMPUS, THAT WAS, WE VERIFIED ON CAMPUS, BUT A LOT OF THOSE ARRESTS, FOR EXAMPLE, SPECIFICALLY ADULTS, THOSE ARE GONNA BE MAJORITY OFF CAMPUS.
UH, I HAVE A QUESTION FOR, FOR AL ALFONSO, SORRY.
UM, SO I KNOW YOU WEREN'T HERE LAST TIME, SO I DON'T WANNA MAKE IT UNFAIR, BUT WE HAD REALLY ROBUST, UH, TIERED FIDELITY INDEX DATA.
AND TODAY THE DATA YOU'RE SHOWING ON, ON ALL THESE INCIDENTS BROKEN DOWN WONDERFULLY, IT FEELS LIKE LOOKING AT BOTH DATA SETS CREATES AN OPPORTUNITY FOR, FOR, UH, MORE ROBUST IMPLEMENTATION AND AMPLIFICATION OF RESTORATIVE PRACTICES IN PBIS ARE, DO YOU HAVE A LOOK AT THAT? WHERE WE'RE LOOKING AT, HEY, THERE MAY BE A GAP, WE COULD HAVE SEEN AN OPPORTUNITY TO INCREASE RESTORATIVE PRACTICES 'CAUSE THERE'S MORE FIGHTS HAPPENING AT THIS SCHOOL OR THESE SPECIFIC SCHOOLS.
SO I, I THINK THERE'S SOMETHING THERE, BUT I, BETWEEN BOTH PRESENTATIONS, I DON'T KNOW WHAT'S THERE BECAUSE REALLY WHERE CAN WE BRING IN MORE OF THE TIER ONE, TIER TWO, TIER THREE PRACTICES THROUGH THE LOOK OF THE DATA YOU SHARE TODAY? THANK YOU FOR, THANK YOU VERY MUCH FOR THAT QUESTION.
THE, UH, TFI OR TIERED FIDELITY INDEXES AND EXCELLENT MEASURE FOR US TO
[00:20:01]
LOOK AT WHAT TYPE OF RESTORATIVE PRACTICES ARE IN PLACE.I DON'T NECESSARILY HAVE THAT IN TODAY'S PRESENTATION, BUT WE COULD FOLLOW UP AND COMPARE, DO A COMPARISON OR ANALYSIS OF THOSE, UM, UM, SCHOOLS THAT ARE DOING REALLY WELL WITH THESE EFFORTS AND LOOKING AT THAT DATA, BECAUSE THAT IS REALLY GETS DOWN TO THE CLIMATE OF A CAMPUS AND WE WANNA MAKE SURE THAT IT'S MATCHING.
AND SO, UM, THAT IS SOMETHING WE ARE SEEING MORE SCHOOLS THAT ARE GETTING PLATINUM, UH, AND SILVER STA GOLD STATUS.
AND SO, UH, THIS IS REALLY SOMETHING THAT'S, UH, WE WANNA CONTINUE TO PUSH.
I KNOW WHY YOU'RE PRESENTING BY BOARD DISTRICT.
I'M REALLY CURIOUS AT LOOKING AT THE DATA THROUGH LOCAL DISTRICTS.
I THINK ALSO THAT THAT'S CREATING THAT OPPORTUNITY OF LIKE, HOW CAN WE INCREASE INTERVENTION PROGRAMS? AND I JUST HAVEN'T SEEN IT RECENTLY.
UH, WE SWITCHED OVER TO REGIONS ABOUT FOUR YEARS AGO, AND SO, UM, WE CAN DEFINITELY, UM, UM, BREAK IT DOWN BY REGION AS WELL.
AND, UM, I KNOW SOMETHING THE BOARD HAS ALSO TALKED ABOUT IS LIKE COMMUNITY OF SCHOOL, EVEN THOUGH WE'RE NOT, UM, USING THAT AS MUCH.
I THINK IT GETS, YOU KNOW, EVEN NARROWER, THE, YOU KNOW, THE FAMILY OF SCHOOLS, AS IT WERE, 15 TO 25 SCHOOLS IN A NEIGHBORHOOD.
WHAT DOES THEIR PBIS LOOK LIKE? WHAT DO THEIR SCHOOL INCIDENTS LOOK LIKE, THE CRIME DATA LOOK LIKE? AND THEN HOW IS THE DISTRICT WRAPPING SERVICES AROUND SCHOOLS WITH GREATER CHALLENGERS VERSUS SCHOOLS THAT, UM, MAYBE DON'T NEED AS MANY SERVICES, PARTICULARLY DURING OUR TIME OF POTENTIAL BUDGET REDUCTIONS? HOW ARE WE ALLOCATING OUR RESOURCES AS STRATEGICALLY AS POSSIBLE? I REALLY APPRECIATE THE COMMENTS.
OTHER QUESTIONS, COMMENTS FROM MY TEAMMATES? YEP.
THANK YOU SO MUCH FOR YOUR PRESENTATION.
UM, SO I THINK THIS IS FOR YOU, DR.
UM, SO IT LOOKS LIKE BD FIVE, I'M VERY PROUD JUST TO SEE THIS HAS THE MOST SIGNIFICANT DROP IN FIGHTING RE IN FIGHTING THAT HAS BEEN REPORTED IN 25 IN FROM YEAR TO YEAR.
CAN YOU NAME SOME SPECIFIC INTERVENTIONS THAT YOU THINK MIGHT HAVE WORKED TO SUPPORT THIS WITH REGARDS TO, UH, THE SPECIFICS THAT HAVE TAKEN PLACE THAT MADE A DIFFERENCE IN THAT PARTICULAR REGION? WE DON'T HAVE THE SPECIFIC RIGHT, RIGHT AT THIS MOMENT.
THAT IS SOMETHING I CAN REACH OUT TO OUR REGION.
THE BULK OF THE SCHOOLS THAT ARE IN BD FIVE ARE, UH, WITHIN REGION EAST.
UH, WE KNOW THAT THERE'S, UH, A LOT OF EFFORTS, UM, A LOT OF PARENT ENGAGEMENT EFFORTS, UH, PARENT ENGAGEMENT THROUGHOUT THE DISTRICT, BUT I KNOW THAT THERE'S A ROBUST SYSTEM, UH, THAT TAKES PLACE, UM, WITHIN THOSE SCHOOLS, WITHIN THOSE REGION, WITHIN THAT REGION.
SO, UM, BUT I COULD FIND OUT FROM REGION EAST IN TERMS OF THE SPECIFIC, UH, AND WEST OF IT, MY, MY WORD COVERS WEST, WEST AND, UM, AND EAST WEST.
UM, AND THEN I GUESS IF YOU CAN ALSO FIND OUT WHAT ARE, WHAT ARE SOME OF THE STRATEGIES FOR THE OTHER AREAS TOO? LIKE, UH, THE REDUCTION OF ILLEGAL CONTROLLED SUBSTANCE USE, UH, REDUCING THREATS, REDUCING, UH, WEAPONS THAT WERE CONFISCATED OR, OR BROUGHT TO SCHOOL OR ANY OF THAT INFORMATION.
I, I'M CURIOUS TO KNOW THE DETAILS OF THE STRATEGIES.
UM, IN MY DISTRICT, I KNOW WE HAVE, UM, UH, A COUPLE OF PARTNERSHIPS WITH THE CITY OF LA TO PROVIDE SAFE PASSAGE PROGRAMS AND SOME COMMUNITY-BASED SAFETY INSIDE THE SCHOOL.
SO I'D, I'D LOVE TO SEE IF THE AREAS WHERE THE, THE SCHOOLS THAT ARE RECEIVING THESE SUPPORTS, WHAT THAT LOOKS LIKE THERE.
IF DATA SHOWS ANYTHING, AND A LOT OF TIMES IT'S HAVING SOMEONE FOR A STUDENT TO CONFIDE IN.
SO A LOT OF TIMES OUR COMMUNITY-BASED SAFETY PROGRAMS THAT ARE IN PLACE AT SCHOOLS, WHETHER IT'S OUR SAFE PASSAGES OR IF IT'S OUR, UM, UM, PROGRAMS WITH, UH, GRID COMING IN TO SUPPORT OUR STUDENTS, THAT MAY BE THE PREVENTATIVE ME, ME, UH, MEASURES AS WELL AS INTERVENTION OR SOME OF OUR, NOW WE'VE, UH, ESTABLISHED THIS MOU WITH THE COUNTY TO PROVIDE SUPPORTS IN, IN THOSE NEIGHBORHOODS THAT WEREN'T, UM, NECESSARILY SUPPORTED IN THE PAST.
AND, UM, IN REGARDS TO, UM, ANY ICE, AS YOU KNOW, WE KNOW ICE AS, IN FACT, I JUST HEARD ONE OF PARENTS IN ONE OF MY DISTRICTS WAS ON HIS WAY TO AN IEP MEETING AND HE WAS PICKED UP BY ICE AND, YOU KNOW, HE WAS GONE.
SO, UM, THIS IS STILL A VERY MUCH REAL CONCERN FOR OUR FAMILIES.
AND I'M WONDERING ABOUT THE PROTOCOLS RELATED TO ICE.
UM, IN LIGHT OF THE INCIDENTS, UM, WHEN THERE IS CLEAR ICE AND POLICE ACTIVITY RIGHT IN FRONT OF THE SCHOOL, IF YOU COULD SHARE WHAT SOME OF THOSE PROTOCOLS ARE, IF IT'S AS, YOU KNOW, LIKE IT HAPPENED AT SANTI DEFINITELY WHERE IT WAS RIGHT ON THE STREET.
UM, AND THAT WAS A SAD SITUATION, UH, THERE IN FRONT OF SANTEE.
[00:25:01]
UM, I KNOW THAT OUR SUPERINTENDENT HAD WRITTEN A LETTER TO, UH, UM, PAM BONDY, UM, UM, YOU KNOW, IN TERMS OF THESE TYPES OF ENFORCEMENT ACTIVITIES OCCURRING, UM, ASKING FOR THEM NOT TO OCCUR AROUND SCHOOLS DURING A SCHOOL DAY.SO WHEN IT COMES DOWN TO US, UM, IN TERMS OF THE TRAINING, UM, WE ARE WORKING, UH, WE'VE ALREADY TRAINED OUR PRINCIPALS THIS WEEK, UH, ON A REFRESHER IN TERMS OF WHAT TYPES OF APPROACHES THEIR STAFF SHOULD DO, UM, IF ICE IS, UH, OR IMMIGRATION ENFORCEMENT HAS TAKEN PLACE EITHER AT OR NEAR A CAMPUS.
AND SO WE SPECIFICALLY HIGHLIGHTED DIFFERENT THINGS, UH, STEPS TO DO.
SO FIRST THING IS CONTACT A SUPERVISOR OR ADMINISTRATOR, UM, BY CONTACTING THAT SUPERVISOR IF IT'S A BEYOND THE BELL STAFF MEMBER, OR, YOU KNOW, IF IT'S A BACK TO SCHOOL NIGHT, WE WANNA MAKE SURE THAT FOLKS KNOW WHAT TO DO.
AND REALISTICALLY, WE WANNA MAKE SURE THAT KIDS REMAIN CALM IN THOSE SITUATIONS.
UM, WE WILL PROTECT, UH, OUR STUDENTS BY, YOU KNOW, WE, THE, WE PROTECT STUDENT INFORMATION.
UM, THERE MUST BE, UH, LEGAL, UM, UH, JUSTIFICATION FOR ANY TYPE OF INVOLVEMENT AT THAT SCHOOL.
SO WE DO WORK CLOSELY WITH OUR OFFICE OF GOVERNMENT, EXCUSE ME, OFFICE OF, UH, GENERAL COUNSEL, ANYTIME THIS OCCURS, AS WELL AS WE CONTACT SCHOOL POLICE.
UM, BECAUSE THERE, THERE HAVE BEEN SITUATIONS WHERE IT'S BEEN UNVERIFIED IF IT IS ACTUALLY, UH, CUSTOMS AND BORDER PATROL, IF IT'S, UH, SOME OTHER TYPE OF OPERATION TAKING PLACE.
AND WHAT, YOU MENTIONED POLICE, I'M WONDERING WHAT IS THE ROLE OF SCHOOL POLICE? LIKE, WHY WOULD WE CONTACT SCHOOL POLICE? UH, WE HAVE, WE HAVE TWO ROLES.
ONE IS, UH, OUR COMMUNICATION CENTER BEING A HUB OF INFORMATION SHARING.
SO WE'LL GET INFORMATION FROM THE COMMUNITY, FROM SCHOOLS, FROM OPERATIONS, A VARIETY OF SOURCES, UM, AND THEN WE MAKE SURE THAT WE COMMUNICATE THAT TO OPERATIONS.
WE SEND AN OFFICER OUT TO EITHER CONFIRM OR DENY WHAT'S HAPPENING, AND THEN TO CONTACT THAT SCHOOL AND SAY, HEY, LOOK, THIS IS WHAT I SAW.
THIS IS WHO IT WAS ACTUALLY, THE SHERIFF'S NOT ICE, OR, OR ANYBODY ELSE BORDER PATROL.
UM, AND WE DON'T INTERVENE IN IN THEIR ACTIVITIES.
UM, BUT WE DO REPORT BACK TO THE SCHOOL SO THEY CAN MAKE INFORMED DECISIONS ABOUT WHAT THEY, HOW, WHAT THEY WANT TO COMMUNICATE TO THE, TO THEIR PARENTS.
UM, YEAH, BESIDE AND OVERWHELMINGLY, UH, WE DON'T REALLY SEE A WHOLE LOT BY THE TIME WE GET THERE.
AND WHEN WE DO, UH, OFTENTIMES IT'S LOCAL LAW ENFORCEMENT.
SO YOU DO NOT INTERACT WITH ICE? NO, THEY, THEY BASICALLY HAVE A POSTURE WHERE THEY CHOOSE NOT TO.
UM, SO WE MAKE CAREFUL OBSERVATIONS OF WHAT THEY'RE DOING, WHO IT IT IS, UM, AND THEN REPORT BACK TO THE SCHOOL, AND THEY CAN DECIDE HOW THAT WILL IMPACT THEIR OPERATIONS.
I THINK, UM, AS YOU KNOW, WHEN IT HAPPENED IN JUNE HERE AND THEIR, WHAT WE SAW WAS THE OPPOSITE, RIGHT? WAS THAT LAPD WAS, AND I KNOW YOU'RE NOT LAPD, BUT THAT'S WHAT WE OBSERVED WAS LAPD INTERACTING WITH ICE AND ACTUALLY PROTECTING ICE.
NOT FOLKS WHO WERE, YOU KNOW, THERE TO PROTEST.
AND SO THAT'S ALWAYS A CONCERN THAT WE HAVE AND SOMETHING THAT OUR STUDENTS BRING UP A LOT.
AND THE, THE CONCERNS THAT THEY HAVE WHEN WE'RE, WHEN WE'RE SAYING, OH, WE, YOU KNOW, WE USE SCHOOL POLICE TO INTER IN THIS PART OF OUR PROTOCOL IS TO CALL SCHOOL POLICE.
THEY WANNA KNOW LIKE, WELL, WAIT A MINUTE.
IN WHAT CAPACITY? HOW ARE THEY, YOU KNOW, UH, INTERACTING WITH ICE, ET CETERA.
I WILL SAY IN KNOWING A MEETING WITH LAPD AND KNOWING THEIR PRACTICES IS, UM, THEY WILL RESPOND TO EVERY CALL WHERE THEY'RE CALLED.
THEY WILL ATTEMPT TO KEEP THE PEACE BECAUSE IT INVOLVES THEIR, THEIR, UM, PE, THEIR ANGELENOS, UM, AS WELL AS IF ICE IS, I WOULD SAY THIS WAY, UNDER FIRE, THERE IS A DUTY TO PROTECT, PROTECT LIFE, AND KEEP PEOPLE, ALL PEOPLE FROM BEING INJURED, UM, BUT NOT TO ASSIST IN THEIR, ANY, ANY ENFORCEMENT ACTION, BUT TO KEEP THE PEACE AND PROTECT LIFE THREATENING SITUATIONS.
AND YET THAT'S THE OPPOSITE OF WHAT WE OBSERVED, BUT IN, I JUST, I'M SAYING THIS JUST BECAUSE I WANNA SHARE WHAT I'VE BEEN HEARING FROM OUR STUDENTS AND OUR FAMILIES AND THEIR CONCERNS.
AND I WANT US TO ALL RECOGNIZE AND ACKNOWLEDGE THAT THIS IS A, A FEAR.
UM, NOW WHAT ABOUT IN TERMS OF, UM, AND I KNOW WE'RE GONNA BE HEARING FROM MENTAL HEALTH LATER ON, BUT FROM YOUR PERSPECTIVE, HOW DO YOU INTERACT WITH OUR MENTAL HEALTH, UH, DIVISION OR, UM, TO KEEP OUR STUDENTS PHYSICALLY SAFE? THANK YOU.
WHAT IS THE CONNECTION THERE? THANK YOU.
ANYTIME THERE'S A, UH, UH, REPORTING OF ICE IN A COMMUNITY, UH, WE, PART OF OUR PROTOCOLS IS TO ENACT THE SCHOOL SITE CRISIS TEAM IF NECESSARY.
UM, AND BY DOING SO, IF THERE'S A NEED FOR ANY MENTAL HEALTH SUPPORT, IF, UH, KIDS ARE TRIGGERED BY THOSE PARTICULAR INCIDENTS, EVEN REPORTS,
[00:30:01]
UM, OR IF THEY HEAR ABOUT SOMETHING THROUGH CITIZEN APP, WHICH THEY, YOU KNOW, MAY HEAR AND MAY BE VALID OR NOT, UM, SOMETIMES THAT CAN TRIGGER A LOT OF, UH, ANGST, A LOT OF ANXIETY FOR OUR STUDENTS.AND SO WE WORK VERY CLOSELY, HAND IN HAND.
WE'RE GOOD PARTNERS WITH OUR MENTAL HEALTH TEAM, OUR REGIONS, UH, CAN DEPLOY THEIR, THEIR SUPPORTS.
AND THEN JOEL, YOU CAN PROBABLY HANDLE ANY ADDITIONAL.
YEAH, SO THANKS FOR THE QUESTION.
AND, AND WE'LL ACTUALLY IN THE NEXT PART OF THE PRESENTATION, WE'LL HEAR FROM A SCHOOL SITE WHAT THEY'RE DOING ON THE PREVENTION SIDE, BUT I THINK THE QUESTION IS AROUND CRISIS RESPONSE AND LIKE, UH, DR. WEBB MENTIONED WE DO ARE PART OF A WEEKLY CALL WHERE WE'RE PLANNING, UH, WITH VARIOUS PARTNERS.
AND THEN WE'RE ALSO HAVE A WHOLE PROTOCOL AROUND MAKING SURE THAT WE'RE WORKING CLOSELY WITH GENERAL COUNSEL WHEN THERE'S A NEED FOR SUPPORT, ESPECIALLY, UH, LEGAL SUPPORT.
UH, BECAUSE OFTENTIMES THE SITUATIONS SHOW UP TO US FROM LIKE A LEGAL STANDPOINT, BUT WE ALWAYS THINK ABOUT THE SOCIAL EMOTIONAL COMPONENT, AND WE ASSIGNED A MENTAL HEALTH, UH, PERSON TO HELP TRIAGE AND COORDINATE SERVICES.
AND THE LAST THING I'LL SAY, I KNOW, UM, THE TEAM HAS ALSO WORKED REALLY CLOSELY WITH DEVELOPING MONTHLY WORKSHOPS FOR PARENTS AND CAREGIVERS AROUND, UH, WE CALL 'EM ROOTED IN RESILIENCE.
I KNOW YOU'VE HEARD OF 'EM, AND, AND HOPEFULLY THE PUBLIC HAS AS WELL.
AND REALLY THE PURPOSE OF THAT IS AS WELL, JUST LIKE HOW TO BE PREPARED IN A MOMENT OF CRISIS, BECAUSE WE KNOW WHEN A CRISIS HITS, YOU'RE KIND OF JUST KIND OF ON INSTINCT, AND WE WANNA MAKE SURE THAT THOSE SKILLS THAT THEY HAVE LEARNED KICK IN AND ARE ABLE TO ACT ACCORDINGLY.
AND THEN I KNOW I'M GONNA GIVE OTHER FOLKS A CHANCE, JUST ONE LAST QUESTION.
ONE OF THE ISSUES THAT I HAVE, UM, HEARD ABOUT IN MY DISTRICT IS, UM, UNHOUSED, UM, FOLKS WHO ARE OUTSIDE OF THE SCHOOL OR, YOU KNOW, ON THE, UM, ON THE, UH, UM, ACROSS THE STREET.
HOW DO WE HANDLE THOSE SITUATIONS IN A WAY THAT DOES NOT CRIMINALIZE UNHOUSED, PE PEOPLE, AND, UM, AND ALSO MODELS, UH, UH, EMPATHY AND, UH, COMPASSION FOR FOLKS WHO ARE, ARE EXPERIENCING THIS? DEFINITELY.
UM, WHEN IT COMES DOWN TO LOOKING AT THE, UM, CHALLENGES THAT WE'RE FACING WITHIN LA COUNTY, WE'RE GO AROUND HOMELESS, UH, OR UNHOUSED POPULATIONS, UH, SPECIFICALLY AROUND SCHOOLS WITHIN THE CITY.
THERE'S THE, UH, MUNICIPAL CODE 44 11.
AND IN THAT ANY UNHOUSED, UH, ANY ENCAMPMENT THAT'S WITHIN 500 FEET OF THE SCHOOL, UM, IS NOT ALLOWED.
AND SO, UM, WHEN THERE'S A SITUATION THAT OCCURS, UM, WHERE OUR OPS COORDINATORS THAT GO OUT EACH MONTH, THEY DO A SURVEY OF ALL OF THEIR SCHOOLS, AND THEY DENOTE IN OUR SYSTEM IF THERE'S A HOMELESS ENCAMPMENT, IF THERE'S AN RV, IF THERE ARE RVS, HOW MANY RVS.
AND, UM, WE'VE PUT THE SPECIFIC LOCATION ON TOP OF THAT.
UM, A MY LA THREE ONE ONE CALL IS REPORTED AND I STARS GENERATED.
SO WE HAVE A GOOD, CLEAR PICTURE OF WHAT'S TAKING PLACE AT A PARTICULAR CAMPUS.
UM, AND SO WE WORK VERY CLOSELY WITH, UH, THE OFFICE OF GOVERNMENT RELATIONS TO SUBMIT THIS INFORMATION SO THAT AS A COLLECTIVE WHOLE, WE'RE ABLE TO STATE THAT IN THIS CITY COUNCIL DISTRICT OR THIS COUNCIL DISTRICT, WE'RE HAVING THESE ISSUES.
ONE OF THE THINGS THAT WE'RE LOOKING AT ARE CHRONIC ENCAMPMENTS, AND SO MEANING THAT IF THEY'RE OCCURRING AND ON A LIST OCCASION, UM, AND THEY CONTINUE TO REMAIN ON THIS HOMELESS ENCAMPMENT LIST.
AND SO WE ARE PUTTING EXTRA EFFORT AROUND THAT.
AND WHAT THE CITY DOES IS THEY WORK WITH, UH, LASA TO HAVE, UH, FOLKS TO GO OUT AND SPEAK WITH THE FOLKS, UH, THAT ARE THERE IN THE ENCAMPMENTS TO TRY TO GET THEM INTO HOUSING.
AND SO IT'S MORE ABOUT THOSE SUPPORTS TO GET THEM, UM, INTO, UM, UM, UH, COVERED, UH, GET THEM CO GET THEM INTO SHELTER, UM, LOCATIONS.
BUT THE CHALLENGE IS THE AVAILABILITY.
UM, SO THAT'S ONE OF THE THINGS THAT IS REALLY NEEDED WITHIN THE CITY, WITHIN THE COUNTY.
THEY HAVE, UH, A SIMILAR APPROACH.
IT IS NOT QUITE, UM, AT THE SAME LEVEL, BUT WE STILL WORK WITH OUR, UH, COUNTY, UH, PARTNERS AS WELL.
I THOUGHT THAT WAS DONE, BUT I HAVE ONE LAST QUESTION.
WHAT IS CHILD ANNOYANCE? I'M ANNOYED BY THAT TITLE
ANY, ANYTHING ELSE SIMILAR ALONG THOSE LINES? OKAY.
I THOUGHT IT WAS CHILDREN BEING ANNOYING.
[00:35:01]
THAT CLARIFICATION.UH, OTHER QUESTIONS, COMMENTS FROM MY PEERS? YEAH, MOVE ON.
UH, THANK YOU, UM, FOR THE OPPORTUNITY HERE.
UM, YOU MENTIONED, UM, ISTAR R SO ISTAR, CAN YOU JUST BE A LITTLE MORE CLEAR, HOW IS THE, HOW'S IT GENERATED? WHAT IS INPUTTED IN ISTAR R WHAT WOULDN'T BE INPUTTED IN ISTAR R WHAT FLAGS FOR AN ISTAR REPORT? GOT IT.
THESE ARE, IT'S A, UM, UH, ELECTRONIC, IT'S AN ONLINE SYSTEM THAT ADMINISTRATORS ARE ABLE TO INPUT INCIDENTS, SIGNIFICANT INCIDENTS THAT ARE OCCURRING EITHER ON CAMPUS OR ON THEIR WAY.
IF A KID IS, UH, ROBBED ON THE WAY TO SCHOOL, WE INSERT WHAT THE, AND THE KID REFERS OR COMES TO THE OFFICE TO SAY, HEY, SOMEONE JUST TOOK MY GOLD CHAIN.
UM, THEN THE, THE ADMINISTRATOR WILL SUBMIT AN ISTAR.
UM, AND THEN THAT ISTAR R CAPTURES, UM, WHEN THE INCIDENT TOOK PLACE, UH, CROSS STREETS OF WHERE IT TOOK PLACE.
UM, ANY OTHER DETAIL, UM, IF THERE'S A BACKGROUND IN TERMS OF, UM, THE, UM, SUSPECT THAT IN THIS PARTICULAR CA IN THAT PARTICULAR EXAMPLE, UM, BUT THESE ARE CONFIDENTIAL REPORTS AND THEN UPDATES CAN BE PROVIDED INTO THOSE, UM, I STARS AS WELL.
SO IT GIVES US A SNAPSHOT OF WHAT TOOK PLACE.
AND IT'S ALSO, UM, SOMETHING THAT CAN BE USED ON MULTIPLE LEVELS.
UM, WHETHER IT'S FOR, UM, YEAH, IT, IT'S SOMETHING THAT CAPTURES THE INCIDENT IN A WAY THAT IT GETS ALL THE DE ALL THE DETAILS.
IS THERE A TIMEFRAME IN WHICH AN ISTAR SHOULD BE REPORTED OR UPDATED OR UPLOADED? IT SHOULD BE AT, AT AS SOON AS POSSIBLE.
NOT IMMEDIATELY, BUT MORE SO, UM, WITHIN REASON.
SO IF THERE'S A, UM, LUNCH SUPERVISION TAKING PLACE, YOU WANNA HANDLE YOUR LUNCH SUPERVISION AND THEN COME BACK AND MAKE, MAKE SURE YOU TAKE CARE OF THE ISTAR.
BUT IN THERE, IF THERE ARE SITUATIONS, AND WHEN THERE'S, UM, CRIMINAL ACTIVITY, THAT'S WHEN L-A-S-P-D IS NOTIFIED AND, UM, THEY ALSO NOTIFY OPERATIONS AND FROM SCHOOL OPERATIONS, OUR TEAM PROVIDES THE SUPPORT TO THE PRINCIPALS AS GUIDANCE TO SAY, OH, DID YOU DO THIS? DID YOU THINK OF THIS? UM, HOW ABOUT YOUR PREVENTION MEASURES? HOW ABOUT ON YOUR T-P-I-T-F-I, UM, YOU STATED THIS, LET'S LOOK AT MORE PREVENTATIVE MEASURES TO MAKE SURE THAT, UM, THE KID IS NO LONGER IN THIS SITUATION.
SO ONE OF THE THINGS THAT'S TAKING PLACE RIGHT NOW, WE KNOW THAT IT'S THE HOLIDAYS.
UM, A LOT OF TIMES DURING THE HOLIDAYS, A LOT OF ROBBERIES, UH, CAN INCREASE, UM, ESPECIALLY AFTER CHRISTMAS.
WE KNOW THAT, UM, WE DON'T WANT KIDS TO BE VICTIMS. SO WHAT WE'LL DO IS REMIND FOLKS, UM, THE KIDS TO PUT THEIR PHONES DOWN, TAKE THE EARPODS OUT, UM, EYES UP, PHONES DOWN, THAT'S REALLY TUCK YOUR CHAIN, YOU KNOW, IT'S, NO, YOU DON'T NEED TO FLOSS, YOU DON'T NEED TO CARRY ON WITH GOLD CHAINS OUT IN THE PUBLIC.
UM, AND SO IT'S, IT'S REALLY IMPORTANT THAT, UM, KIDS ARE AWARE OF THEIR SURROUNDINGS.
AND THEN IN THE COMPARISON DATA, YOU MENTIONED JUVENILE VERSUS ADULTS.
ARE THESE ADULTS MEANING AGE 18, OR ARE THESE ADULTS NEAR A SITE OF A CAMPUS? THAT'D BE 18 AND OVER AND NOT BIFURCATED BY ON OR OFF CAMPUS.
AND THEN YOU MENTIONED THE DIVERSION, UM, COMPARISON.
CAN YOU EXPLAIN A LITTLE BIT MORE ABOUT OUR DIVERSION, UM, PROGRAM EXACTLY.
WHAT IS, HOW IS THAT, UH, REFERRED TO OR HOW DO WE USE THAT PROGRAM? YEAH.
WE HAVE A VERY ROBUST DIVERSION PROGRAM, AND WHAT IT IS, IS ALMOST ALL MISDEMEANOR CRIMES.
UM, AND A LOT OF, UH, FELONY PROPERTY CRIMES ARE WHAT'S CALLED DIVERTABLE.
AND THERE'S A MATRIX WE USE IS NUMBER ONE, THE VICTIM HAS TO BE WILLING TO HAVE IT DIVERTED.
UH, WE DO BELIEVE IN VICTIM RIGHTS.
UH, WE DON'T TAKE THAT FROM THEM, UM, TO FORWARD A DIVERSION PROCESS.
UM, BUT MOST OF THE TIME THEY ARE A LITTLE, LITTLE, MOST OF THE TIME THEY, UH, VICTIMS ARE AMENABLE TO THAT.
UH, THEY JUST WANT SOMETHING TO, TO HAPPEN, SOME, SOME RESOLUTION.
UM, SO WHAT WE DO IS WE, THE MATRIX INCLUDES HAS THIS YOUTH BEEN DIVERTED BEFORE AND HAS IT BEEN SUCCESSFUL? UM, IF THEY DON'T SHOW UP NUMEROUS TIMES, WE WOULDN'T USE THE DIVERSION PROGRAM BECAUSE THOSE SUPPORTS AREN'T BEING UTILIZED AND AREN'T EFFECTIVE.
UM, SO I MEAN, TREMENDOUS AMOUNT YOU CAN SEE THE ARREST, UM, VERSUS DIVERSIONS, UH, IT'S LIKE THREE TIMES, IF NOT MORE, MORE DIVERSIONS THAN ARREST.
OUR GOAL IS ALWAYS TO NOT CRIMINALIZE YOUTH, BUT ALSO TO RESPECT THE SERIOUSNESS OF THE CRIME AS WELL AS THE VICTIM RIGHTS.
AND, UM, YOU BROKE OUT, UM, WEAPONS, YOU PUT HANDGUNS, YOU PUT, UH, KNIVES, AND THEN OTHER WEAPONS.
NOW IS THIS ALL SEPARATE OR IS IT A COLLECTIVE
[00:40:01]
SPACE WHERE ALL OF THESE LIE, OR WHAT IS OTHER WEAPONS? WELL, THE OTHER WEAPONS ARE, AND WE HAD IT BROKEN DOWN TO BRASS KNUCKLES AND RIFLES, WHICH ARE ZERO, ZERO ALMOST.UM, BUT THE, UM, JUST FOR THE SAKE OF SHARING THE DATA, THE OTHERS INCLUDE, UH, BATS, UM, TASERS, PEPPER SPRAY, ESSENTIALLY ANYTHING THAT CAN BE USED OR IS USED AS A WEAPON.
SO IF YOU PICK UP A PHONE AND HIT SOMEONE, THAT WOULD BE CLASSIFIED IN THAT SENSE, AS, AS THE WEAPON USED.
UM, IT'S A CATCHALL, IT'S THE OTHER OF WEAPONS.
AND THEN YOU MENTIONED ROBBERIES, AND I KNOW YOU ALLUDED TO ROBBERIES OF OUR STUDENTS AS VICTIMS. NOW, IS THE CAMPUS BEING ROBBED ALSO INCLUDED IN THIS, IN STATS OF ROBBERIES? WHEN YOU SAY CAMPUS BEING ROBBED? UH, SO THEFT, IS THAT DIFFERENT FROM ROBBERY OR TERMINOLOGY? YEAH, BURGLARIZED, YEAH, THAT'S DIFFERENT.
ROBBERIES ARE WHEN A, UH, PROPERTY IS, IS, UH, TAKEN FROM, UH, A STUDENT NURSE, SOMEONE ELSE THAT WE DEAL WITH, UH, BY FORCE OR FEAR, UH, THAT THAT'D BE A ROBBERY.
UM, MOST OF THEM ARE OFF CAMPUS, UH, DURING SAFE PASSAGES.
AND, UM, THE PRESENTATION DIDN'T COVER BURGLARIES, BUT, UH, THEY'RE FAIRLY, UH, CONSISTENT WITH PREVIOUS YEARS WITH LOSS BEING SLIGHTLY, SLIGHTLY GREATER.
LOSS CURRENTLY BEING SLIGHTLY GREATER.
LAST DATA I LOOKED AT ON, ON PROPERTY CRIMES IS, UH, THE NUMBER IS FAIRLY CONSISTENT.
UM, AND I CAN GET THIS IF, IF YOU WANT IT, SO I DON'T HAVE EXACT DATA, BUT THE LAST TIME I LOOKED AT ANECDOTALLY, I LOOKED AT SOME NUMBERS, BUT JUST OFF MEMORY, UM, THE NUMBER OF BURGLARIES, THE NUMBER OF GRAND THEFTS, LARGER THEFTS, UH, SUCH AS COPPER WIRE, UM, IS FAIRLY CONSISTENT, HIGHER THAN WE WOULD LIKE, BUT FAIRLY CONSISTENT.
UM, ASSIGNING A CAUSE AND EFFECT TO THAT IS DIFFICULT, BUT, YOU KNOW, PERHAPS THEY'RE SPENDING MORE TIME AT THE FACIL AT THE SITE, UM, DOING WHAT THEY'RE DOING RATHER THAN, YOU KNOW, KNOWING LAW ENFORCEMENT'S COMING AND GETTING IN AND GETTING OUT.
AND I APPRECIATE YOU SAYING THAT TOO.
AND I KNOW GRIEGO BROUGHT UP THE POINT ABOUT OUR ICE AND OUR STUDENTS IN FEAR AND WANTING TO, AND I APPRECIATE THE DISTINCTION BETWEEN OUR SCHOOL POLICE AND LAPD BECAUSE SCHOOL POLICE, I KNOW YOU GUYS HAVE BEEN, UH, ADVANTAGEOUS IN PROTECTING OUR PROPERTY, RIGHT? PROTECTING OUR SCHOOL SITES AND BEING ABLE TO COME OUT WHEN ALARMS HAVE GONE OFF.
AND I KNOW THAT HAS PROBABLY CHANGED NOW THAT AN ALARM GO OFF.
I DON'T KNOW WHAT THE RESPONSE TIME IS FOR A CAMPUS, AND IF THAT MAY BE CONTRIBUTORY TO MAYBE SOME, LIKE YOU SAID, THEY MAY HAVE MORE TIME ON A SITE VERSUS NOT TO BE ABLE TO TAKE ITEMS FROM THE CAMPUS.
BUT, UM, TO THE POINT I DID WANT TO ELEVATE, UM, AS WE TALK ABOUT SAFETY AND THE ROLE OF OUR SCHOOL POLICE, AND I KNOW WE HAD, UH, OPPORTUNITIES, UM, IN JUNE WHEN WE HAD OUR GRADUATIONS, AND I KNOW THERE WAS A ROLE THAT YOU GUYS PLAYED IN OUR GRADUATION IN PROTECTING OUR STUDENTS.
WOULD YOU WANT, COULD YOU SHARE A LITTLE BIT ABOUT THAT? BECAUSE THAT WAS SOMETHING THAT WAS KIND OF DIFFERENT, I THINK, UM, FOR OUR SCHOOL SITES.
AND I KNOW AS WE GO INTO THIS PHASE, WE DON'T KNOW WHAT WILL HAPPEN, BUT WHAT WILL YOUR ROLE BE, UM, AS WE COME AROUND TO OUR SPRING AGAIN, UM, FOR SAID TIME OF YEAR FOR GRADUATIONS? OKAY, SO FOR GRADUATIONS DURING THE DAY, UM, WE'RE NOT AT THE SITES, UM, BUT WE DO PROVIDE HIGH VISIBILITY AND WE DO COMMUNICATE ANYTHING WE SEE THAT OPERATIONS MAY BE INTERESTED IN AS WELL AS THE SCHOOL ADMINISTRATION.
AND I THINK WHAT HAPPENED LAST YEAR AND, AND I PREDICT MOVING FORWARD, IS PARENTS AND, AND STUDENTS WERE HAPPY TO SEE US AS THEY KNEW WE WERE THERE FOR THEM.
UM, WE DON'T DO, OBVIOUSLY GENERAL LAW ENFORCEMENT OF OUR COMMUNITIES.
WE'RE THERE SOLELY FOR OUR STUDENTS AND OUR STAFF.
I THINK THAT'S BEEN RECOGNIZED BY THEM.
UM, WE APPRECIATE THE, THE ASK THAT WE, UM, SO, AND THEN AT GRADUATIONS, UM, DURING NON-SCHOOL HOURS, SAY A HIGH SCHOOL GRADUATION, UM, WE ARE ASSIGNED TO TO THOSE, UH, WE WORK CLOSELY IN OUR, WE STAY IN OUR, OUR LANE, OUR ROLE OF LAW ENFORCEMENT, BUT PEOPLE FELT BASED ON FEEDBACK, WE GOT COMFORTED BY OUR PRESENCE.
AND AGAIN, WE TEND TO BE, UH, SMILE AND BE FRIENDLY AND, AND, YOU KNOW, REALLY ENJOY THE SCHOOL COMMUNITY AND, UH, LET 'EM KNOW THAT WE'RE THERE FOR THEM AND NOT FOR ANY, UH, ENFORCEMENT ACTION RELATED TO OUR FEDERAL PARTNERS.
I WANNA SAY THANK YOU AGAIN FOR THAT.
OTHER QUESTIONS? UHHUH?
UH, MY, MY QUESTION IS MORE GENERAL GIVING THE CURRENT CLIMATE CREATED BY IMMIGRATION POLICIES, UH, IN OUR, IN THE COUNTRY.
HOW DO YOU SEE THE ENGAGEMENT OF THE COMMUNITIES NEIGHBORING THE SCHOOLS IN TERM OF
[00:45:01]
COOPERATION WITH POLICE, SCHOOL, POLICE AND SCHOOL ADMINISTRATIONS IN TERM OF REPORTING OR PREVENTING, UH, UH, INCIDENTS THAT WILL PUT AT RISK THE SAFETY OF OUR STUDENTS AND STAFF? OKAY.UH, WITH REGARDS TO OUR ROLE AS, UH, FIRST OF ALL, AS THE EDUCATION, WE WANNA MAKE SURE THAT OUR PARENTS ARE AWARE OF THEIR RIGHTS.
AND SO WE HOST, UH, KNOW YOUR RIGHTS, UH, PRESENTATIONS FOR PARENTS.
WE DO, WE ALTERNATE ON FRIDAYS, UM, WHAT EACH FRIDAY IT'LL BE CERTAIN FRIDAYS IT'LL BE IN THE MORNING, AND THEN OTHER OPPOSITE, OR A ALTERNATING FRIDAYS, IT'LL BE IN THE AFTERNOONS TO HELP, UM, GIVE FAMILIES AN OPPORTUNITY TO LOG IN ON THOSE WEBINARS.
AND SO, AFTER KNOWING THEIR RIGHTS, WE ALSO HAVE DIFFERENT, UM, PARTNERS.
I KNOW THAT, UH, EL RISTE IS ONE OF OUR PARTNERS TO INFORM FOLKS OF THEIR PARTICULAR RIGHTS.
AND SO WITHIN THOSE TRAININGS, UH, IT'S REALLY CRITICAL THAT, UM, PARENTS ARE ENGAGED AND THEY UNDERSTAND THAT THEY CAN TRUST THE DISTRICT, THEY CAN TRUST THE VETTED PARTNERS, UM, AND THEY CAN, UH, BE ABLE TO GET LEGITIMATE INFORMATION THAT WILL HELP THEM, UM, IN TERMS OF WHETHER IT'S, UH, UH, THE APPROPRIATE LEGAL SUPPORTS OR IF IT'S, UH, ALSO SITUATIONS IN WHICH, UH, THEY ARE DETAINED.
WE DO HAVE, UH, SUPPORTS IN PLACE, WHETHER IT'S TRANSPORTATION SUPPORT FOR THE CHILDREN OR FOOD SUPPORT, UM, OR EVEN, UH, REFERRALS.
SO THERE'S A LOT OF THINGS THAT WE DO TO MAKE SURE OUR FAMILIES ARE AWARE AND CAN, UH, GET THE NEED, GET THE NECESSITIES.
THE SCHOOL POLICE DEPARTMENT IS APOLITICAL.
IF SOMEBODY IN OUR COMMUNITY, WHETHER THEY BE A PARENT OR A STAFF MEMBER OR A STUDENT OR A NEIGHBOR CALLS AND THEY'RE, THEY'RE FEELING INSECURE ABOUT SOMETHING, UM, WE WILL RESPOND.
UM, WHATEVER WE SEE WILL REPORT BACK TO OPERATIONS AND THE SCHOOL PRINCIPAL.
UM, AND THEN THEY'LL TAKE WHATEVER ACTIONS THEY WANT TO TAKE.
BUT, UM, WE HAVE A ROLE TO PLAY.
AND THAT IS WHENEVER OUR COMMUNITY, OUR SCHOOL COMMUNITY OR, OR OUR, UM, CALLS ON US, WE WILL BE THERE.
SO WE'RE A PARTNER IN THE, UH, GOALS OF THE DISTRICT.
AND ALSO, ONE LAST THING JUST TO ADD ON THERE.
WE ALSO SEND OUT, UH, BLACKBOARD CONNECT MESSAGES, SO MESSAGES TO THE SCHOOL COMMUNITIES.
SO IF ONE SCHOOL COMMUNITY IS REPORTING THAT A PARENT HAS COME IN AND SAID, OH, UM, WE'VE SPOTTED, UH, IMMIGRATION ENFORCEMENT ON A PARTICULAR BLOCK, WE RECOGNIZE THAT IF THERE'S A RADIUS THAT THIS MIGHT BE IMPACTING OTHER SCHOOLS, UH, WE ALSO SUPPORT THOSE OTHER SCHOOLS WITH THE COMMUNICATIONS AS WELL.
THANK YOU GUYS BOTH FOR YOUR PRESENTATIONS.
UH, DR. WEBB, I HAVE A QUESTION ABOUT FROM THE DATA PERSPECTIVE.
I KNOW YOU MENTIONED THAT THERE'S A SIGNIFICANT DECREASE ON VARIOUS, UM, OF THE MEASURES.
SO I'M WONDERING WHAT'S CLASSIFIED SPECIFICALLY AS A SIGNIFICANT DECREASE? JUST TO MAKE SURE I'M UNDERSTANDING.
UM, I, I, FOR ME, I'M A FORMER AP STATS TEACHER, SO I'LL LOOK AT SIGNIFICANT
I LOOK AT, UH, UH, THE DATA AND THE PERSPECTIVE OF, UM, IF IT'S STATISTICALLY SIGNIFICANT MM-HMM
UM, SO WHEN WE LOOK AT, UM, CHANGES OF, LET'S SAY FIGHTING OR AGGRESSION, PHYSICAL AGGRESSION, UH, DECREASING BY 22% OR CONTROLLED SUBSTANCES BY 30%, THREATS BY 21% WEAPONS, ANYTHING, UM, YOU KNOW, IT DEPENDS ON THE, THE ACTUAL DATE COUNT, BUT ANYTHING THAT'S ROUGHLY OVER 8% COULD BE STATISTICALLY SIGNIFICANT.
AND THEN I HAVE TWO FOLLOW UP QUESTIONS FOR YOU.
UM, ONE OF THEM, UM, WITH THE CLAR, THANK YOU FOR CLARIFYING THE, UM, EFFORTS THROUGH THE DIVERSION PROGRAM.
ONE QUESTION THAT I HAVE IS, UM, WHAT I HEARD WAS THAT WHEN YOUTH, YOUTH WILL NOT BE DIVERTED, IF THEY HAVEN'T ACCESSED THE RESOURCES OR HAVEN'T LIKE SHOWN UP FOR THE VARIOUS, UM, I GUESS, SERVICES THAT ARE PROVIDED THROUGH THAT.
SO I'M WONDERING HOW MUCH, UM, I GUESS QUESTIONING OR TRYING TO UNDERSTAND WHAT THE YOUTH, LIKE WHAT'S PREVENTING THE YOUTH FROM ACTUALLY, I GUESS PARTICIPATING OR ACCESSING THOSE RESOURCES IS DONE BEFORE DECIDING THAT THEY CAN NO LONGER PARTICIPATE IN A DIVERSION PROGRAM? I THINK ANYTIME WE CONTACT A JUVENILE, THERE'S A DISCUSSION NOT ABOUT THE CRIME.
'CAUSE THEY HAVE RIGHTS NOT TO TALK ABOUT WHATEVER THEY'RE BEING QUESTIONED ON.
UM, AND WE'RE, WE ALWAYS PARTNER, WE'RE NOT THERE ALONE.
WE PARTNER WITH SCHOOL STAFF AND, AND DISCUSSING, UH, THE INDIVIDUAL
[00:50:01]
SITUATION.UM, I DO WANNA CLARIFY THAT IF WE DECIDE NOT TO DIVERT, UH, IN THE JUVENILE JUSTICE SYSTEM AS IT IS RIGHT NOW, THE NEXT STEP WE'LL TRY TO DIVERT THE NEXT STEP.
AFTER THAT, WE'LL TRY TO DIVERT AND THE NEXT STEP AFTER THAT WILL TRY TO DIVERT.
UM, SPEAKING HONESTLY, THE JUVENILE JUSTICE SYSTEM ALMOST DOES NOT EXIST UNLESS IT'S A SERIOUS, SERIOUS FELONY.
EVERYBODY'S TRYING TO DIVERT AND THAT'S EXCEPTIONAL IF IT WORKS.
UMS. SO I, WE ACTUALLY MET WITH THE DA ON, ON THAT SPECIFIC SUBJECT LAST WEEK AND BROUGHT, UM, SOME QUESTIONS TO HIM THAT HOPEFULLY WE CAN GET SOME ANSWERS TO.
THAT WAS A GREAT CLARIFICATION.
AND THEN THE OTHER QUESTION THAT I HAVE, UM, FOR THIS SEX OFFENSES, WHEN WE'RE COMPARING THE FISCAL YEAR 23, 24 AND FISCAL YEAR 24, 25, UM, THERE IS A MENTION OF THE, FOR BOARD DISTRICTS ONE THROUGH FOUR, THERE'S AN INCREASE.
I'M WONDERING IF THERE'S AN INDICATION AS TO WHY, OR DO YOU THINK IT'S JUST POTENTIALLY DUE TO MORE REPORTING, LIKE WERE PROCESSES CHANGED TO WHERE PEOPLE FELT MORE COMFORTABLE REPORTING OR LIKE, I DON'T KNOW IF, I KNOW IT'S HARD TO PINPOINT EXACTLY WHY, BUT I'M WONDERING IF THERE'S ANY LIKE, INSIGHT THAT CAN BE PROVIDED.
UM, MAYBE IT'S THE SAME QUESTION WAS ASKED BEFORE THOSE PARTICULAR SCHOOLS MIGHT BE DOING SOMETHING DIFFERENT.
UM, WE'RE NOT TO A LEVEL OF DATA ANALYSIS TO THAT LEVEL OF DATA ANALYSIS YET, UH, TO ANSWER THAT.
UM, THERE'S A COUPLE OF QUESTIONS THAT CAME UP FROM THE COMMITTEE THAT WE WILL SEND TO YOU ALL FOR FOLLOW UP TO SHARE BACK OUT.
UM, BUT I THINK ROOTING ANY RECOMMENDATIONS THIS COMMITTEE COMES UP WITH, UM, IN THIS DATA, I, I THINK WILL BE HELPFUL GOING FORWARD.
I HAVE ONE MORE QUESTION FOR DR. WEBB.
I DON'T WANNA MISQUOTE YOU, BUT I, I THINK AT THE BEGINNING YOU DESCRIBED ISTAR AS DATA FOR ADMINISTRATIVE FOLLOW-UP AND THE DEPUTY CHIEF'S DATA MORE THROUGH A CRIMINALIZING PERSPECTIVE.
I THINK THERE'S AN OPPORTUNITY IN THE DATA THAT DEPUTY CHIEF PRESENTED WHEN IT COMES TO THE ALL VERSIONS OF ON-CAMPUS WEAPONS.
IS THERE ANY WORK BEING DONE TO GET A BETTER UNDERSTANDING OF WHY THE STUDENT WHO BROUGHT A UP AND IS FEELING UNSAFE OR UNPROTECTIVE? I FEEL LIKE THERE'S AN OPPORTUNITY FOR INTERVENTION AND SUPPORT THERE.
YEAH, THERE'S UM, ALWAYS THAT OPPORTUNITY.
UH, WE ENCOURAGE ADMINISTRATORS TO WORK WITH STUDENTS.
UM, SOMETIMES A KID MAY HAVE BEEN ROBBED ON THE WAY TO SCHOOL AND OR THERE'S A PARTICULAR HOME THAT'S A NUISANCE PROPERTY WHERE IT MAY BE GANG MEMBERS AND WE WANT TO MAKE SURE THAT KIDS ARE NOT BRINGING WEAPONS TO SCHOOL FOR THOSE REASONS OR FOR ANY REASONS AT ALL.
WE WANNA MAKE SURE THAT THEY CAN BE SAFE WALKING TO AND FROM CAMPUS.
BUT YES, WE DO ENCOURAGE OUR STAFF TO FOLLOW UP.
UM, SOMETIMES, UH, THERE ARE SITUATIONS IN WHICH, UM, BY STATE ED CODE WE CANNOT, UM, IT'S MANDATORY, UH, RECOMMENDATION FOR AN EXPULSION IF IT'S A FIREARM ON CAMPUS.
UM, AND SO AT THAT POINT THE ADDITIONAL DISCUSSION WOULD TAKE PLACE ON, UH, OTHER LEVELS THROUGH THE EXPULSION HEARINGS.
BUT, UM, YEAH, THAT THO THERE ARE DIFFERENT THINGS THAT WE WANNA MAKE SURE OUR ADMINISTRATORS ARE FOLLOWING UP TO SEE WHAT ARE THE REASONS WHY.
ON THE I STARS, I JUST HAVE TO ASK 'CAUSE AS HE ASKED THAT QUESTION, WHAT IS THE AMOUNT OF TIME IT TAKES TO DO AN ISTAR BECAUSE I KNOW THAT'S AN ADMINISTRATIVE ROLE.
WHAT KIND OF TIME DOES IT TAKE? IS IT, YOU KNOW, QUICK, QUICK HERE, OR WHAT'S THE TIMEFRAME? IT'S USUALLY ABOUT ANYWHERE FROM 10 TO 15 MINUTES.
IT DEPENDS ON HOW DETAILED, UM, THE DESCRIPTION AND THE TIME.
IT DOESN'T, IT'S NOT, NOT A LONG PROCESS.
JUST DEPENDS ON HOW MANY YOU MAY HAVE IN A DAY.
AND SO, AND THEN WE ALSO ARE HAVE ENCOURAGED, UM, OUR, OUR STAFF MEMBERS TO DOCUMENT THINGS IN ISTAR.
SO WE WOULD EXPECT FOR THERE TO STILL BE A HIGH NUMBER OF EYE STARS, BUT WE SEE THAT THE, THE REPORTED INCIDENTS HAVE DECREASED SIGNIFICANTLY THIS YEAR.
REALLY APPRECIATE YOUR TIME IN THE PRESENTATION.
[2. Student Mental Health and Wellness Update]
THAT WE'LL TRANSITION TO OUR NEXT PRESENTATION.UM, THIS COMMITTEE DOES LOOK AT SCHOOL CULTURE AND CLIMATE.
SO TODAY, I THINK IS A GOOD EXAMPLE OF THAT COMBINATION.
OLTRA, UM, AND HAVE SEVERAL PRESENT PRESENTERS, UH, INCLUDING FROM CRENSHAW HIGH SCHOOL AND FROM 93RD ELEMENTARY.
WE'RE REALLY EXCITED TO HEAR FROM YOU ALL.
UM, BUT WE'LL TURN IT FIRST TO, UH, DR.
OLTRA FROM STUDENT ME, WELL OUR, UH, SCHOOL.
WHAT IS YOUR OFFICIAL TITLE? DR.
HALT TTRA, CHIEF MEDICAL DIRECTOR.
AND WE'LL BRING UP YOUR SLIDES RIGHT NOW TOO.
FOR THOSE WHO DON'T KNOW ME, I'M THE CHIEF MEDICAL DIRECTOR FOR L-A-U-S-D.
AND I'M SO GRATEFUL THAT WE'RE HERE
[00:55:01]
TODAY BECAUSE WHAT WE'RE TALKING ABOUT TODAY IS THE FOUNDATION OF EVERYTHING WE WANT FOR OUR STUDENTS SAFETY CONNECTION AND THE ABILITY TO THRIVE.THIS PRESENTATION HIGHLIGHTS OUR MENTAL HEALTH AND WELLNESS INITIATIVES, BUT EVEN MORE IMPORTANTLY, IT HIGHLIGHTS THE PEOPLE WHO BRING THAT PROCESS TO LIFE.
OUR PSYCHIATRIC SOCIAL WORKERS, THEY'RE THE HEART OF OUR SYSTEM.
THEY'RE THE ONES BUILDING THE RELATIONSHIPS THAT MAKE ALL OTHER INTERVENTIONS POSSIBLE.
AND WHEN WE TALK ABOUT MENTAL HEALTH IN L-A-U-S-D, WE AREN'T JUST TALKING ABOUT SERVICES, WE'RE TALKING ABOUT COMMUNITY.
A COMMUNITY THAT SEES CHILDREN, UNDERSTANDS THEIR NEEDS AND STANDS BESIDES FAMILIES IN MOMENTS OF CHALLENGE AND IN MOMENTS OF HOPE, OUR PROGRAMS ARE, ARE BUILT AROUND A SIMPLE TRUTH.
STUDENTS DO BETTER WHEN THEY FEEL CONNECTED.
FAMILIES DO BETTER WHEN THEY FEEL SUPPORTED.
AND COMMUNITIES DO BETTER WHEN THEY WORK TOGETHER.
OUR PSW BUILD THOSE CONNECTIONS EVERY DAY.
THEY CHECK IN WITH STUDENTS WHO SEEM A LITTLE WITHDRAWN.
THEY'RE GREETING PARENTS AT DROP OFF.
THEY SIT WITH TEACHERS WHO ARE WORRIED AND THEY CREATE A SENSE OF BELONGING ON CAMPUS THAT HELPS YOUNG PEOPLE FEEL SAFE ENOUGH TO LEARN, OPEN UP AND GROW.
THIS ISN'T A PROGRAM, THIS IS A COMMUNITY NETWORK WOVEN INTO THE FABRIC OF OUR SCHOOLS.
AND WHEN WE TALK ABOUT BUILDING A CULTURE OF CARE, IT MEANS CREATING ENVIRONMENTS WHERE EVERY STUDENT FEELS KNOWN, VALUED, AND SUPPORTIVE.
OUR PS WS DON'T JUST PROVIDE COUNSELING.
THEY HELP SCHOOLS BECOME PLACES OF WELLNESS WHERE IT IS A PART OF THEIR DAILY EXPERIENCE, NOT JUST AN ADD-ON.
A CULTURE OF CARE IS BUILT IN THE SMALL MOMENTS.
AND THESE SMALL MOMENTS ARE WHAT SHIFT ENTIRE SCHOOL CLIMATES.
LAST YEAR, OVER 60,000 STUDENTS WERE CONNECTED TO MENTAL HEALTH ACROSS OUR DISTRICT.
THAT NUMBER REFLECTS MORE THAN JUST SERVICE DELIVERY.
A STUDENT WALKED INTO A WELLNESS ROOM BECAUSE A PSW MADE THEM FEEL SAFE.
A PARENT SAID YES TO COUNSELING BECAUSE SOMEONE TOOK THE TIME TO BUILD THAT RELATIONSHIP.
A TEACHER RE REACHED OUT BECAUSE THEY KNEW THEY WOULD BE MET WITH EMPATHY.
EVERY ONE OF THESE 60,000 CONNECTIONS REPRESENTS A MOMENT OF COURAGE AND A PSW OR STAFF MEMBER WHO MET THAT COURAGE WITH COMPASSION.
OUR ASSESSMENT PROCESS IS COMPREHENSIVE AND HOLISTIC.
WE DON'T LOOK AT A CHILD THROUGH THE LENS OF SYSTEMS. WE LOOK AT THE WHOLE ECOSYSTEM AROUND THEM.
WE CONSIDER RISK FACTORS, PROTECTIVE FACTORS, ATTENDANCE PATTERNS, SOCIAL INFLUENCERS OF HEALTH AND FAMILY CONTEXT.
AND I WANNA HIGHLIGHT THE LINE ON THIS SLIDE.
RISK FACTORS AREN'T PREDICTIVE FACTORS BECAUSE OF PROTECTIVE FACTORS.
CHILDREN ARE NOT DEFINED BY THE CHALLENGES THEY'VE EXPERIENCED.
THEY ARE SHAPED BY THE SUPPORT THEY RECEIVE.
AND VERY OFTEN THAT PROTECTIVE FACTOR BACKED BY RESEARCH IS A RELATIONSHIP WITH A CONSISTENT, RELIABLE, AND NURTURING ADULT.
AND OFTENTIMES THAT ADULT IS NOT ALWAYS IN THE HOME, THAT ADULT IS IN THE SCHOOL AND MANY TIMES IT'S THAT PSYCHIATRIC SOCIAL WORKER WHO SHOWS UP WITH CONSISTENCY, EMPATHY, AND CULTURAL HUMILITY.
OUR PWS BUILD COMMUNITIES IN WAYS THAT GO FAR BEYOND WHAT YOU WOULD TRADITIONALLY THINK OF MENTAL HEALTH SERVICES.
THEY LEAD PARENT WORKSHOPS THAT HELP FAMILIES FEEL EMPOWERED AND CONNECTED.
THEY PROVIDE INDIVIDUAL AND GROUP COUNSELING THAT HELPS STUDENTS BUILD COPING SKILLS AND RESILIENCE.
THEY ORGANIZE SCHOOL-WIDE MENTAL HEALTH CAMPAIGNS THAT NORMALIZE TALKING ABOUT BIG FEELINGS.
AND THEY LEAD INITIATIVES THAT HONOR THE CULTURAL IDENTITIES OF OUR STUDENTS AND MAKE OUR FAMILIES FEEL SEEN.
THESE EFFORTS STRENGTHEN ENTIRE SCHOOL COMMUNITIES.
AND WHEN FAMILY ENGAGEMENT INCREASES, BELONGING INCREASES, AND WHEN BELONGING INCREASES, WELLNESS INCREASES AND WHEN WELLNESS INCREASES.
ACADEMIC SUCCESS FOLLOWS OUR JOY AND WELLNESS SERVICE.
DELIVERY DELIVERY PLAN USES A MULTI, MULTI-TIERED APPROACH TO ENSURE EVERY STUDENT GETS THE RIGHT LEVEL OF CARE FROM UNIVERSAL SUPPORTS TO SPECIALIZED INTERVENTIONS.
BUT STRUCTURE ALONE DOESN'T MAKE CHANGE.
OUR PSW TAKE THIS FRAMEWORK AND GROUND IT IN RELATIONSHIP BASED WORK, THEY BRING WARMTH, CULTURAL RESPONSIVENESS, AND DEEP CLINICAL SKILL TO EVERY INTERACTION.
THEY ENSURE THAT WELLNESS IS INTENTIONAL, COORDINATED AND WOVEN INTO DAILY SCHOOL LIFE.
THIS IS WHAT MAKES MULTI-TIERED SUPPORT WORK, CONSISTENT, COMPASSIONATE ADULTS ANCHORING EVERY TIER.
WE ALSO KNOW THAT TODAY'S YOUTH ARE NAVIGATING UNPRECEDENTED CHALLENGES.
ANXIETY, SOCIAL PRESSURES, COMMUNITY VIOLENCE, IMMIGRATION, FEARS, LOSS AND TRAUMA ARE A PART OF THE LANDSCAPE FOR MANY OF OUR CHILDREN.
[01:00:01]
AND SO THIS DATA, AS YOU CAN SEE, HAS SOME PEAKS AND VALLEYS.THE PEAKS USUALLY COINCIDE WITH SUICIDE AWARENESS AND PREVENTION MONTH, WHICH OCCURS IN SEPTEMBER.
AND WHEN OUR CHILDREN ARE ALSO BEGINNING TO BUILD THEIR RELATIONSHIP WITH THEIR PS AND THE VALLEYS USUALLY CONSI COINCIDE TO WHEN SCHOOL IS OFF.
BUT HERE'S THE GOOD NEWS, CONNECTION BUFFERS STRESS COMMUNITY BUILDS RESILIENCE AND SUPPORT CHANGES TRAJECTORIES.
AND EVERY SINGLE DAY OUR PS WS ARE THEIR BUFFER IN MOMENTS OF CRISIS, THEY'RE THERE IN MOMENTS OF HEALING, THEY'RE THERE AND IN MOMENTS OF GROWTH, THEY'RE THERE.
THIS IS WHAT COMMUNITY CARE LOOKS LIKE IN ACTION.
FINALLY, I WANT TO HIGHLIGHT THAT SUPPORT IS ACCESSIBLE IN L-A-U-S-D IN SO MANY FORMS THROUGH OUR SCHOOL-BASED PS, WS ARE CLINICS AND WELLNESS CENTERS, OUR STUDENT AND FAMILY WELLNESS LINE, AND OUR 60 PLUS COMMUNITY PARTNERS.
WE ALSO HAVE MENTAL TELEHEALTH SERVICES, WHICH IS AN INVALUABLE LAYER OF ACCESS FOR FAMILIES WHO MAY FACE TRANSPORTATION BARRIERS, SCHEDULING BARRIERS, OR SIMPLY JUST NEEDS SUPPORT FROM HOME.
TELEHEALTH OPENS DOORS AND MEETS FAMILIES WHERE THEY ARE.
AND EVERY DOORWAY IS AN INVITATION TO CONNECTION.
EVERY CONNECTION IS AN OPPORTUNITY FOR HEALING.
AND TOGETHER THESE ROLES SHOW US SOMETHING POWERFUL.
STUDENT WELLNESS ISN'T ONE PROGRAM, IT'S AN INTERCONNECTED SYSTEM OF CARE.
AND OUR PS AND STAFF ARE THE THREAD THAT HOLDS THAT SYSTEM TOGETHER.
SO ON THAT NOTE, I WOULD LIKE TO PASS IT TO OUR PSW AND OUR STAFF WHO ARE ON THE FRONT LINES TO, UM, TO PRESENT THEIR INITIATIVES.
YEAH, WE'RE GONNA START WITH PRINCIPAL, UH, BRIAN FROM 93RD STREET.
UM, INGRID BRYAN, THE PRINCIPAL AT 93RD, AND I'M JUST GONNA GO OVER OUR DEMOGRAPHICS.
SO WE HAVE 81% OF OUR STUDENTS ARE LATINO, 12% ARE AFRICAN AMERICAN.
WE HAVE 35% OF OUR STUDENTS ARE ENGLISH LEARNERS.
WE HAVE 18% OF OUR STUDENTS WHO ARE, UM, GETTING SPECIAL ED SERVICES.
AND OUR SCHOOL IS 93% DISADVANTAGES.
RIGHT? SO, AND WE'RE GONNA SWITCH OVER.
THIS IS JUST A QUICK DESCRIPTION, AND WE'LL GO OVER TO OUR PSW, MR. SMITH.
I'M THE PROUD PSW OF NINTH 93RD STREET ELEMENTARY.
UM, THANK YOU FOR ANY EAR TO ME.
UM, I WANNA GO OVER SOMETHING THAT PSW LOOK AT, AT THE BEGINNING OF EVERY SCHOOL YEAR IS THE SCHOOL EXPERIENCE SURVEY FROM THE PREVIOUS YEAR TO INFORM OUR SERVICE DELIVERY PLAN.
UM, SO WE LOOK AT THE STRENGTHS AND THE NEEDS OF THE SCHOOL WHEN WE DO THIS.
UM, SO ONE STRENGTH WE CAN SEE ON THE NUMBERS REFLECTED HERE ARE THAT PARENTS FEEL VERY INFORMED AND INVOLVED WITH WITHIN THE SCHOOL.
AND I WANNA GIVE A HUGE SHOUT OUT TO MISS INGRID VEDA, OUR COMMUNITY SCHOOL COORDINATOR, WHO IS IN THE MEETING AS WELL, UM, FOR BUILDING THAT RELATIONSHIP WITH PARENTS.
AND, YOU KNOW, THE, HER AMAZING PARENTS CENTER DEFINITELY KEEPS THEM INVOLVED WITHIN THE SCHOOL.
UM, SO HUGE, HUGE SHOUT OUT TO HER.
UM, SO ONE OF THE NEEDS OF THE SCHOOL THAT WE SEE ARE STUDENTS DON'T FEEL CONNECTED, UM, TO THE SCHOOL AS MUCH AS THE PARENTS DO.
AND, UM, THEY DON'T FEEL LIKE THEY CAN TRUST, UM, ANY STAFF THERE, YOU KNOW.
UM, SO, UM, WE CAN GO TO THE NEXT SLIDE, PLEASE.
SO, UM, BASED ON THIS, AND BASED ON, UM, SOMETHING THAT MS. BRIAN POINTED OUT MY FIRST YEAR, LAST YEAR, UM, THERE WAS, UM, THERE NEEDING TO BE EDUCATION ABOUT SEPARATION ANXIETY FOR OUR, UM, FOR OUR PARENTS.
UM, SO I DID A PARENT GROUP, UM, THE FIRST THREE WEEKS OR THREE MONTHS OF THE SCHOOL YEAR.
WE JUST ENDED A COUPLE WEEKS AGO, UM, REGARDING SEPARATION ANXIETY.
UM, WE TALKED ABOUT, UM, AS YOU CAN SEE ON THE FIRST SLIDE, ON THE TOP THERE, WE TALKED ABOUT, UM, CORTISOL BEING HIGH IN THE MORNINGS.
AND, UM, THAT'S WHY WE SEE SOME OF THE TANTRUM BEHAVIORS THAT WE SEE IN OUR STUDENTS.
THEY MIGHT FEEL A LITTLE STRESSED OUT IN THE MORNING AS WELL, AND THAT'S ALL NORMAL, BUT THAT'S WHY WE, YOU KNOW, I EDUCATE THEM ABOUT BEING, YOU KNOW, PREPARING THEM MORNING BEFORE AND THINGS LIKE THAT TO ALLEVIATE SOME OF THAT STRESS.
UM, WE ALSO, I ALSO TALK ABOUT ACKNOWLEDGING, UM, THE CHILD'S FEELINGS AS WELL.
UM, JUST, YOU KNOW, I HAVE A SCRIPT THERE TO KIND OF, UM, LET THE CHILD KNOW, YOU KNOW, IT'S OKAY TO FEEL THIS WAY.
UM, YOU KNOW, AND JUST KIND OF REASSURE THEM.
YOU, UM, YOU KNOW, 'CAUSE I, ONE THING I TALK TO THE PARENTS A LOT ABOUT ARE, WE'RE THE MODEL FOR OUR KIDS, SO WE NEED TO MODEL THE CALMNESS THAT WE WANNA SEE IN OUR CHILDREN.
UM, AND AS YOU CAN SEE ON THIS SLIDE AS WELL, I HAVE THE, UM, THE FLYER THAT I PUT OUT.
UM, SO LIKE I SAID, THE, THE WORKSHOP WAS THE FIRST THREE WEEKS.
UM, I USUALLY PROVIDE DONUTS AND COFFEE AND ALSO PROVIDE A ZOOM LINK FOR THE PARENTS AS WELL.
UM, THIS IS SOMETHING THAT I COLLABORATED WITH, UM, MISS ADA AND THE PARENT CENTER, UM, ON SCHEDULING, UM, THIS GROUP.
[01:05:01]
THE L-A-U-S-D TRANSLATION UNIT, UM, UM, BECAUSE AS, UM, MISS BRIAN SAID, 35% OF OUR SCHOOL IS UAL SPANISH.SO I DEFINITELY WANTED TO PROVIDE THOSE SERVICES, UM, FOR THE PARENTS.
UM, I DON'T HAVE ANY, UM, ANECDOTAL DATA.
I MEAN, UM, OBSERVATIONAL DATA PER SE.
BUT, UM, I WOULD SAY THAT, UM, 12 PARENTS HAVE ATTENDED ON AVERAGE.
UM, AND IT'S BEEN AN OPEN GROUP, SO, UM, IT HASN'T BEEN THE SAME PARENTS EACH TIME.
UM, AND PARENTS STAY AFTERWARD AND FRATERNIZE AND SEEK CONSULTATION, YOU KNOW, AND THAT WAS THE MAIN PURPOSE OF MY, UM, OF THE GROUP, IS I REALLY JUST WANTED TO RAISE AWARENESS OF MY, UM, POSITION AND, UM, DE-STIGMATIZE MY POS, UM, YOU KNOW, THE, THE, THE FIELD OF SOCIAL WORK, YOU KNOW? 'CAUSE, UM, A LOT OF OUR PARENTS, THEY HEAR SOCIAL WORKER AND THEY THINK, OH, THEY'RE GONNA TAKE MY KIDS AWAY.
BUT I WANTED TO LET THEM KNOW LIKE, HEY, YOU KNOW, I'M, I'M WAY MORE THAN JUST THAT, YOU KNOW? UM, YEAH.
SO I THINK I ACHIEVED THAT GOAL BASED ON, UM, SOME OF THE RELATIONSHIPS THAT I'VE DEVELOPED FROM THE PARENTS.
AND, UM, I'M BIG ON MOMENTUM, SO I WANTED TO, UM, CONTINUE.
UM, NOW THAT WE'RE DONE WITH THIS, I WANTED TO CONTINUE WITH, UM, ANOTHER PARENT GROUP, WHICH IS ON THE NEXT SLIDE.
SO FOCUS IS THE ACRONYM THAT STANDS FOR FAMILIES OVERCOMING UNDER STRESS.
UM, SO FOCUS IS A MULTI-TIERED TRAUMA-INFORMED INTERVENTION CREATED BY UCLA HEALTH.
UM, IT'S SEVEN SESSIONS, 90 MINUTES LONG.
UM, AND AS YOU CAN SEE, YOU KNOW, I REALLY, UM, WANNA PUT A NAME AND A FACE TO THE, TO THE PARENTS.
UM, I WANT THEM TO KNOW EACH OTHER, UM, BY ASKING WHO YOU ARE, YOU KNOW, WHAT'S YOUR OCCUPATION, WHAT'S YOUR HOBBY? AND ALSO HAVING THEM CREATE THE GROUP RULES.
UM, SO I WANT THEM TO CREATE, UM, MAKE IT THEIR GROUP BY MAKING THE RULES.
UM, SO SOME AREAS OF FOCUS ARE EMOTIONAL REGULATION, UM, COMMUNICATION, GOAL SETTING, PROBLEM SOLVING, AND MANAGING TRAUMA AND LOSS REMINDERS.
UM, SO THESE ARE ALL VERY IMPORTANT THINGS.
UM, CAN WE GO TO THE NEXT SLIDE, PLEASE? SO THE NEXT SLIDE IS KIND OF JUST A SNAPSHOT OF THE FIRST SESSION, WHICH IS EMOTIONAL REGULATION.
WE TALK ABOUT, UM, SOMETHING CALLED THE FEELING THERMOMETER, WHICH YOU SEE ON THE LEFT SIDE.
UM, THAT'S SOMETHING THAT I, UM, TEACH STUDENTS AS WELL.
SO IT KIND OF GIVES A COMMON LANGUAGE, A COMMON TOOL FOR BOTH PARENTS AND STUDENTS TO USE TO TALK ABOUT EMOTIONS.
MAYBE THEY, THEY CAN'T SAY WHAT THEY'RE FEELING, BUT THEY CAN SAY, UM, I FEEL RED, WHICH IS LIKE, VERY UNCOMFORTABLE WITH THEIR FEELINGS, OR I FEEL GREEN, WHICH IS HAPPY OR CALM.
UM, SO IT GIVES THEM THAT, UM, COMMON LANGUAGE.
AND ALSO, UM, YOU KNOW, WE, AS YOU SEE ON THE WORKSHEET ON THE LEFT, WE TALK ABOUT CHILD'S EMOTIONS, CHILDREN'S EMOTIONS, BUT WE ALSO TALK ABOUT PARENTS' EMOTIONS.
AND I TALK ABOUT, AS YOU CAN SEE ON THE RIGHT, UM, THAT, YOU KNOW, OUR, WE ARE, LIKE I SAID BEFORE, UM, THIS PARENTS ARE THE MODEL FOR THEIR CHILDREN, YOU KNOW, AND, UM, CHILDREN, WHETHER WE TRY TO HIDE IT OR NOT, CHILDREN CAN SENSE HOW WE FEEL, YOU KNOW, AND I DEFINITELY PUSH THAT, UM, TO THE PARENTS, YOU KNOW, UM, SO THAT'S SOMETHING I'M GONNA COLLABORATE WITH THE L-A-U-S-D TRANSLATION UNIT AS WELL.
'CAUSE, UM, IT'S DEFINITELY A VERY VALUABLE TOOL.
UM, I'VE ALREADY COLLABORATED WITH MS. VEDA AND THE PARENT CENTER TO SCHEDULE THESE MEETINGS.
UM, SO WITH THAT BEING SAID, I WANT TO HAND IT TO MS. ADA AND SEE IF SHE HAS ANYTHING SHE WANTS TO ADD, UM, ABOUT ANY OF THE GROUPS THAT SHE DOES.
'CAUSE I KNOW SHE DOES A, SHE DOES GREAT GROUPS THAT IS VERY, UM, HOLISTIC FOR THE, FOR THE PARENT.
I DO WANNA SAY 93RD IS THE COMMUNITY SCHOOL.
UM, AND AS YOU KNOW, COMMUNITY SCHOOL HAVE AN APPROACH TO BE HOLISTIC.
WE TAKE CARE OF THE WHOLE CHILD, UM, WHICH OF COURSE INCLUDES OUR FAMILIES.
AND SO, UH, I'M, I'M RECEIVING THE, THE SHOUT OUT.
BUT REALLY IT'S A TEAM APPROACH.
WE ALL WORK VERY WELL TOGETHER HERE, AND WE'RE A COMMUNITY, SO WE MAKE EVERYTHING HAPPEN TOGETHER.
UM, I DID WANNA SAY A LOT OF OUR PROGRAMMING, UH, FOR PARENTS AND FOR STUDENTS WITH REGARDS TO MENTAL HEALTH AND SUPPORTS ARE ALL GROUNDED ON, ON, UH, SURVEY RESULTS.
AND SO WE STUDY, UH, BOTH THE, UM, STUDENT EXPERIENCE SURVEY, THE PARENT EXPERIENCE SURVEY, AND OTHER SURVEYS THAT WE DO, UH, YEARLY.
BASED ON THOSE SURVEYS, WE FORMULATE THE NEEDS FOR THE, FOR THE PARENTS THAT HAVE, THEY HAVE HIGHLIGHTED AS WELL AS FOR STUDENTS.
AND THESE OFTEN INCLUDE MENTAL HEALTH SUPPORTS.
AND SO WE DO, UM, WE MAKE SURE THAT WE COORDINATE WITH OUR PSW.
UM, MR. SMITH DOESN'T GIVE HIMSELF CREDIT, BUT HE IS A FIGURE AT OUR SCHOOL THAT IS VERY WELL LIKED, UM, BOTH BY STUDENTS, UM, AND BY PARENTS.
AND SO, YOU KNOW, AT THE BEGINNING OF SCHOOL, RIGHT? LIKE, THEY'RE ALWAYS ASKING, IS MR. SMITH HERE? IS HE COMING BACK? UM, SO CONSISTENCY OF STAFFING IS ALWAYS, UM,
[01:10:01]
ONE OF THE THINGS THAT WE ASK, AND I'M GONNA TAKE THIS OPPORTUNITY TO ASK BOARD MEMBERS TO CONSIDER THE CONSISTENCY OF STAFFING OF SCHOOLS THAT HAVE PWS.BECAUSE I KNOW FOR US, UM, THE KIDS ARE CONNECTED TO MR. SMITH, THEY LOOK FOR HIM, THEY ASK FOR HIM.
AND I DON'T KNOW WHAT WE WOULD DO IF WE DIDN'T HAVE HIM.
SO,
UM, IT'S A, IT'S A THREE THING APPROACH.
LIKE MS. BRIAN ALSO TAKES CARE OF ALL OF THE ACADEMIC LIFTING FOR OUR STUDENTS AND OUR PARENTS.
UM, MR. SMITH PLAYS A KEY ROLE, AND THEN WE PROVIDE OTHER SERVICES THAT ALSO SUPPORT THAT ANXIETY, RIGHT? ESPECIALLY DURING THIS TIME.
WE DO HAVE PROTOCOLS, UH, FOR ICE.
UM, MS. BRIAN DOES A SCHOOL SWEEP, UM, VERY EARLY IN THE MORNING AT 6:30 AM THEN TEACHERS COME IN AND PATROL AT 6 45 TO SEVEN 20.
WE TAKE CARE OF OUR, OUR, OUR COMMUNITY.
WE MAKE SURE IT'S CLEAR BEFORE PARENTS COME.
WE DEPLOY STAFF TO THE OUTSIDE OF THE SCHOOL AS WELL WHEN, UM, KIDS ARE WALKING TO SCHOOL.
AND WE HAVE INITIATED WHAT WE CALL THE WALKING SCHOOL BUS.
UM, AND WE HAVE PERSONNEL INCLUDING MR. SMITH IN THE FRONT OF THE SCHOOL AS WELL, TO GREET STUDENTS EVERY MORNING.
SO, UM, WE JUST WANNA MAKE SURE THAT, UH, THE BOARD KNOWS HOW, HOW IMPORTANT OUR PSW ARE TO US.
UM, THE MULTI-TIERED APPROACH THAT WE HAVE IMPLEMENTED AT 93RD IS GIVING US THE GAINS THAT WE NEED.
UH, YOU KNOW, OUR ESBA SCORES ARE RISING.
THAT MEANS OUR KIDS ARE, ARE LEARNING, THEY'RE BE, THEY'RE, THEY FEEL BETTER AT SCHOOL AND THEY'RE PERFORMING ACADEMICALLY.
AND SO NOW WE ARE SIX YEARS LATER, RIGHT? WE WE'RE BEGINNING TO SEE HOW EVERYTHING COORDINATE IS COORDINATED TOGETHER, UM, FOR THE BENEFIT OF THE KIDS.
UM, WE DO WANNA SAY THE OTHER WORKSHOPS THAT WE OFFER.
WE PARTNER WITH PARENT, UH, PLANNED PARENTHOOD.
WE PARTNER WITH KAISER AND OPTUM, AND WE HAVE A PARTNER WITH CHICA VERDES.
UM, AND WE PROVIDE OTHER MENTAL HEALTH WORKSHOPS TO OUR PARENTS WHERE THEY'RE ALWAYS LEARNING A SKILL THAT IS APPLICABLE FOR BOTH THEMSELVES AND THEIR CHILDREN AT HOME.
UM, WE HAVE CREATED SPACES TO BENEFIT OUR STUDENTS, AND SO WE HAVE, UM, CALMING CORNERS IN EVERY, EVERY CLASSROOM.
WE HAVE A-P-B-I-S COMMITTEE THAT MEETS ONCE A MONTH AND IS CALENDARED.
UH, WE HAVE A CALMING ROOM, UM, AND WHICH IS A SPACE WHERE THERAPIES AND SESSIONS, UH, CAN HAPPEN WITH OUR PSW AND OUR PSYCHOLOGIST.
AND WE ALSO HAVE A GIVING ROOM, WHICH IS, UH, STAFF WITH EVERYTHING A CHILD WOULD NEED DURING THE SCHOOL DAY, SHOES, PANTS, SHIRTS, ANYTHING BRAND NEW SO THAT THEY DON'T HAVE TO INTERRUPT THEIR LEARNING AND THEY DON'T HAVE TO GO HOME.
UM, SO THAT'S 93RD IN A, IN A NUTSHELL.
I APOLOGIZE THAT I DON'T HAVE, UM, SLIDES TO SHOW YOU, BUT YOU'RE ALL INVITED TO VISIT US AT ANY TIME.
I'M GONNA HAND IT OFF TO, UM, PRINCE MUD MUD OF CRENSHAW HIGH.
AND THANK YOU GUYS FOR HAVING US HERE.
SO, OUR DATA, I JUST WANNA DRAW YOUR ATTENTION TO OUR DEMOGRAPHIC DATA.
CRENSHAW IS A BSAP ONE SCHOOL, BUT WE DO HAVE A SIGNIFICANT LATINX STUDENTS.
AND WITHIN THAT, WE HAVE A, A PERCENTAGE OF INTERNATIONAL STUDENTS WHO ARE UNACCOMPANIED MINORS, CLASSIFIED AS REFUGEES.
UM, BEFORE THE IMPLEMENTATION OF THE BSAP PLAN, CRENSHAW HAS ALWAYS, UM, BEEN A SCHOOL LARGELY COMPRISED OF AFRICAN AMERICAN STUDENTS.
SO I TOOK THAT AND KIND OF CRAFTED MY VISION FOR INCLUSIVENESS.
UM, I WAS, I'M VERY INTENTIONAL ABOUT MAKING SURE OUR LATINX STUDENTS AND OUR OTHER STUDENTS FEEL AND DEMONSTRATE THAT SAME CRENSHAW LEGACY.
UM, AND SO AS, AS WE GO THROUGH THE SLIDE, YOU WILL SEE THAT WE ARE VERY INTENTIONAL IN MAKING SURE THAT EVERY STUDENT, UM, IS A PUZZLE TO THAT GROWING CRENSHAW LEGACY, OR A BUILDING BLOCK TO THAT GROWING CRENSHAW
[01:15:01]
LEGACY.AND THEY WALK AWAY REGARDLESS OF THEIR DEMOGRAPHICS, REGARDLESS OF WHAT THEY BRING INTO THE SCHOOLHOUSE.
BUT WHEN THEY LEAVE, EVERYONE HAS THAT SAYING COMMON, I'M A CRENSHAW COUGAR.
AND WHEN YOU GO OUT INTO THE WORLD, THEY'RE PROUD OF SAYING THAT THEY WERE A PART OF THE CRENSHAW FAMILY.
'CAUSE WE KNOW HIGH SCHOOL IS PROBABLY THE MOST IMPORTANT TIME OF A YOUNG PERSON'S LIFE, BECAUSE THAT'S THE LAST OPPORTUNITY WE HAVE TO MAKE SURE THAT THEY ARE FUNCTIONAL AND RESPONSIBLE CITIZENS PREPARED FOR THE WORLD.
UM, SO IT'S, IT'S MY MISSION TO MAKE SURE THAT EVERY SINGLE STUDENT FEELS A PART OF AND ARE CONTRIBUTORS TO THE LEGACY OF CRENSHAW.
I'M A SCHOOL BASED PSW AT CRENSHAW.
I STARTED LAST YEAR, AND BASED ON INFORMATION THAT I RECEIVED WHEN I GOT HERE, WHEN I, UH, ARRIVED, THERE WAS A BIG, UH, FOCUS ON NEWCOMER POPULATIONS.
THERE'S AN INCREASING POPULATION AT CRENSHAW OF NEWCOMER STUDENTS, INCLUDING, UH, ASYLUM STUDENTS, UH, NEW REFUGEES, UH, AND NEWLY IMMIGRATED STUDENTS.
SOME OF THESE STUDENTS, UH, HAVE EVEN COMPLETED THEIR SCHOOLING IN THEIR HOME COUNTRIES, BUT ARE SO FOCUSED AND SO, UH, MOTIVATED TO OBTAIN EDUCATION.
THEY'RE WILLING TO EVEN START OVER, AND THEY'RE SO MOTIVATED, SO FOCUSED, UM, THAT WE WANNA CONTINUE TO PROVIDE THAT SUPPORT HERE AT CRENSHAW.
SO LAST YEAR I CREATED AND IMPLEMENTED A STUDENT, UH, NEEDS ASSESSMENT TO ASSESS WHERE THEIR NEEDS WERE AND HOW INCLUSIVE THEY WERE BEING TO THE COMMUNITY OF CRENSHAW.
ON THE LEFT, YOU CAN SEE, DO YOU FEEL SUPPORTED? UH, AROUND 64% OF OUR STUDENTS SAID YES, THEY FELT SUPPORTED.
ON THE OTHER SIDE, YOU CAN SEE IF THEY KNOW WHERE TO FIND HELP AND CONFIDENTLY, HALF OF THE STUDENTS THAT COMPLETED THE SURVEY SAID THAT THEY KNEW WHERE TO GO.
SO BASED ON THAT INFORMATION, WE WANTED TO SHOW THAT YES, FOR THE MOST PART, THEY FELT VERY SUPPORTED.
THEY KNEW WHERE TO GO, BUT IT WAS AN AREA WHERE WE NEEDED TO CONTINUE TO GROW IN.
ANOTHER MAJOR CHALLENGE THAT APPEARED TO US WAS THAT ONCE REFUGEE STUDENTS TURN 18, THEY LOSE, UH, THEY AGE OUT OF THE ELIGIBILITY OF THEIR PROGRAM, THEY LOSE HOUSING, THEY LOSE, UH, FINANCIAL STABILITY, AND THEY LOSE THE, UH, COMMUNICATION TO THESE, UH, VERY IMPORTANT TRUSTED CASEWORKERS THAT THEY'VE LIVED WITH AND BEEN WITH SINCE THEY'VE ARRIVED.
SO THAT WAS SOMETHING THAT WAS A CONCERN TO US, BECAUSE IT GOES FROM ONE DAY TO THE NEXT.
THEY ARE BASICALLY LEFT WITH EVERYTHING THAT THEY'VE RECEIVED ONCE THEY'VE, UH, ALL THAT SUPPORT THAT THEY'VE RECEIVED ONCE THEY'VE GOT HERE.
SO WE WANTED TO, UH, PROVIDE THAT SUPPORT BECAUSE IT WOULD AFFECT THE STABILITY AND LEAVE THEM VULNERABLE AND AT RISK, ESPECIALLY SINCE THEIR FOCUS IS TO CONTINUE THEIR EDUCATION.
SO SOMETHING THAT WE'VE, UH, SUPPORTED THEM WITH IS AS SOON AS THEY ARRIVE, AS SOON AS THEY'RE ENROLLED, WE, UH, MAKE IT A PRIORITY TO MEET THESE STUDENTS.
MYSELF COMES IN AND MEETS WITH THESE STUDENTS, UM, JUST TO ALREADY HAVE A FAMILIAR FACE.
I PROVIDE THE TRANSLATION, CONNECT THEM WITH ACADEMIC COUNSELORS, SCHOOL CLIMATE ADVOCATES, UH, FOR THE RESOURCES TO ENSURE THAT THEY KNOW WHERE TO GO AND IF THERE'S ANY, WHICH THERE USUALLY ARE LANGUAGE BARRIERS, THEY'RE ABLE TO COMMUNICATE AND IT, UH, TAKE INITIATIVE AND ADVOCATE FOR THEMSELVES BECAUSE WE WANT THEM TO BE ABLE TO ADVOCATE FOR THEMSELVES, HAVE THESE SKILLS.
UM, AS WELL, I GO INTO THE NEWCOMER CLASS AND I PROVIDE CULTURALLY RESPONSIVE EVIDENCE-BASED PRACTICE LESSONS ON MENTAL HEALTH, ON EMOTIONAL REGULATION, DISCUSSING STRESS AND TRAUMA AND PROBLEM SOLVING.
I ALSO HOST A NEWCOMERS CLUB ONCE A WEEK WHERE THE STUDENTS CAN COME TOGETHER, SHARE TIME DURING LUNCH, TALK TO EACH OTHER, AND ALSO MEET OTHER STAFF AND BUILD RELATIONSHIPS IN A COMMUNITY.
AND JANUARY, WHEN WE EXPERIENCED THAT THREAT OF INCREASED, UH, POLICING, UM, AGGRESSIVE POLICING OF OUR MIGRANT COMMUNITIES, UH, MR. MUD, MR. MUDD SAID A QUOTE, UM, THAT REALLY STUCK OUT TO ME.
THE VOICE AGAINST UNDOCUMENTED PEOPLES IS LOUD, AND IT NEEDS TO BE DROWNED OUT BY THE LOVE AND CARE OF THEIR CRENSHAW FAMILY.
OUR GOAL, OUR GOAL AS STAFF, OUR SCHOOL, IS TO SUPPORT NEWCOMER STUDENTS, ALL STUDENTS, AND ENSURE THAT THEY FEEL SEEN, THEY FEEL SUPPORTED BECAUSE THEIR NEEDS ARE OUR NEEDS.
AND WE WANNA MAKE SURE THAT WE CAN SUPPORT, PROVIDE RESOURCES, AND ENSURE THAT THEY GET ALL OF THAT SUPPORT.
[01:20:01]
YEAH, AS MR. MUDD SAID, ONCE THEY LEAVE, THEY ARE FOREVER A CRENSHAW COUGAR.I AM A STUDENT AND FAMILY RESOURCE NAVIGATOR COORDINATOR.
SO, UM, I'M PART OF THE WELLNESS YOUTH ADVOCATE PROGRAM.
IT'S A COLLABORATE, IT'S A PARTNERSHIP WITHIN L LA TRUST AND L-A-U-S-D HEALTHY START.
IT'S AN AFTERSCHOOL PROGRAM THAT WE HAVE HERE AND AT CREATE.
UM, WE UTILIZE THE LA'S TRUST CURRICULUM, AND IT HELPS US FACILITATE COMMUNICATION, CONNECTION, AND COMMUNITY WITHIN THE STUDENTS.
SOMETIMES WE, WE READ SURVEYS, WE READ DATA, BUT WE'RE ACTUALLY RECEIVING THE NEED OF THE STUDENT AT THE SOURCE.
SO WHEN WE TALK AND WE HAVE THESE, WHEN WE HAVE THIS PROGRAM AND WE TALK WITH THE STUDENTS, WE'RE ABLE TO LISTEN TO THEM AND ACTUALLY HAVE THAT ONE-ON-ONE PEER INTERACTION WITH THEM, AND WE'RE ABLE TO COLLABORATE WITH THEM AND BUILD RESILIENCY, BUILD SELF-ESTEEM, BUILD CONFIDENCE THROUGH OUR MODULES.
AND ONE THING THAT WE LIKE TO PROMOTE IS THE WELLNESS CENTER AT CRENSHAW.
WE WANT THEM TO BE RESOURCEFUL BECAUSE EVEN THOUGH WE ADVOCATE AS A TEAM, AND WE TELL THE STUDENTS WE'RE TO THEM, WE'RE OLD, WE'RE ADULT, AND THEY DON'T REALLY CARE.
BUT WHEN WE TEACH OUR STUDENTS, OUR PEER TO OUR PEERS, UM, THEY START LISTENING TO THEIR FRIENDS AND SAY, DO YOU KNOW THAT THE WELLNESS CENTER IS NOT JUST FOR MEDICAL SERVICES, BUT THEY ALSO HAVE WELLNESS PROGRAMS? THEY ALSO TEACH YOU ABOUT NUTRITION.
THEY TEACH YOU ABOUT PSYCHO, UM, EDUCATION, EVERYTHING.
SO THEN THEY'RE, THEY BECOME RESOURCEFUL, AND THESE STUDENTS BECOME RESILIENT AND THEY START HELPING ONE ANOTHER.
AND THIS IS WHAT WE HAVE AT THE CRENSHAW, UH, CRENSHAW HIGH SCHOOL.
AND WE WANNA CREATE COMMUNITY.
WE WANT THEM TO FEEL SAFE, AND WE WANT THEM TO START FEELING, CREATE THAT PASSION WHEN THEY START ADVOCATING FOR ONE ANOTHER.
BECAUSE WHAT HAPPENS WHEN THEY GO TO HIGH SCHOOL, THEY'RE, WE DON'T WANT THEM TO ALWAYS COME BACK TO US, BUT WE WANT THEM TO BE RESOURCEFUL BECAUSE WE ALREADY BUILD THAT CURIOSITY WITHIN THEM.
WE WANT THEM TO FEEL ENOUGH AND BE ABLE TO START LOOKING FOR THEIR OWN RESOURCES WHEN THEY GO TO THE COLLEGE CAMPUS.
AND WHEN THEY COME BACK TO CRENSHAW, THEY START ADVOCATING TO THE NEWER, UM, TO THE YOUNGER STUDENTS AND TELL THEM, HEY, WE HAVE THIS AT THIS SCHOOL.
WE HAVE THIS AT THAT SCHOOL, AND THIS WAS THE, THE BEAUTIFUL PROGRAM THAT WE HAVE.
AND WHAT WE ALSO HAVE, WHAT MAKES THIS PROGRAM EXTRA UNIQUE, IS THAT WE PAY THEM, WE, WE GIVE 'EM A STIPEND AT THE END OF THE DAY, AT THE END OF EACH SEMESTER.
SO THAT'S A WAY TO SHOW THEM THAT WE VALUE THEIR TIME, WE VALUE THEIR SUPPORT, WE VALUE THEIR, THEIR TABLING EVENTS WITH US.
AND THE SAME WAY THAT WE LOOK FORWARD TO OUR PAY, THEY LOOK FORWARD TO THAT STIPEND.
SO, YOU KNOW, IT'S, IT'S A GREAT PROGRAM.
I'M VERY PROUD TO BE PART OF HEALTHY START, BE PART OF A CRENSHAW WELLNESS, UM, CRENSHAW HIGH SCHOOL, AND ALSO BE PART, UM, HAVE THIS PARTNERSHIP WITH ALIST TRUST.
SO I JUST CAN HOPE THAT WE CAN CONTINUE THIS PROGRAM.
AND I'M GONNA PASS THE MIC TO MS. WONDERFUL.
THANK YOU FOR HAVING US HERE TODAY.
BSAP, PSW AT CRENSHAW HIGH SCHOOL.
AND I'VE BEEN SERVING THERE FOR FIVE YEARS NOW.
UM, I THINK THAT I WANNA START OFF BY SAYING THAT, UM, CRENSHAW'S A HEAVY PLACE.
AND WHEN I CAME THERE, YOU KNOW, I WANTED TO BREAK THE STIGMA, OUR CULTURAL STIGMA AROUND MENTAL HEALTH DOWN TO MAKE SURE THAT OUR CHILDREN UNDERSTAND HOW IMPORTANT IT'S, THAT THEY ARE MENTALLY HEALTHY.
AND THEN TRYING TO FIGURE OUT HOW I WOULD DO THAT WITH OVER 500 KIDS, RIGHT? SO I SAID, OKAY, I'LL TACKLE IT LIKE THIS.
WE'RE GONNA START OFF WITH BUILDING SOME RAPPORT, RIGHT? AND AROUND THAT RAPPORT THAT I'M BUILDING WITH MY STUDENTS AND MY PARENTS, I'M GONNA ALSO, YOU THROW A LITTLE RESPECT IN THERE, RIGHT? BECAUSE WE GOTTA PUT SOME RESPECT ON THEIR NAME.
AND THEN WE SAID, HMM, WELL, WHAT IS IT ALL GONNA BE WITHOUT THE TRUST? SO WHEN, WHEN I LOOK AT IT AND I PUT IT ALL TOGETHER, I SAID, HOW, HOW DO I GET MY PARENTS THAT WERE TAUGHT MENTAL HEALTH ISN'T REAL, RIGHT? UM, WHAT HAPPENS IN OUR HOUSE STAYS IN OUR HOUSE, ALL THESE HARD THINGS, RIGHT? BUT I'M WATCHING MY KIDS SUFFER AT SCHOOL, AND I'M SAYING, HEY, WE GOTTA DO SOMETHING ABOUT THIS.
IF THAT MEANS OUTSIDE, AT THE DRIVE THROUGH IN THE MORNING, HEY MOM, THIS IS MS. WOO, I'M HERE.
IF THAT MEANS SHOWING UP AT THE FOOTBALL GAME, 'CAUSE PARENTS CAN ONLY SHOW UP AFTER SEVEN AT FOOTBALL, THEN HEY, I'M THERE.
IF IT MEANS SHOWING UP AT THE PRINCIPAL COFFEE WITH THE PRINCIPAL, I'M THERE.
SO I MAKE SURE THAT I SHOW UP FOR MY STUDENTS.
AND WHAT I'VE LEARNED, YOU KNOW, WITH DOING THAT IS THAT THE PARENTS, THEY TRUST THAT I'M NOT THERE TO HARM THEIR KIDS, BUT TO HELP THEIR CHILDREN.
SO THAT HAS LEFT A, A, AN OPEN SEGUE FOR ME TO PROVIDE THE SUPPORTS THAT THEY NEED.
SO WHAT YOU SEE ABOVE IS THAT LAST YEAR WE DISCUSSED MY CREW ON A MIDDLE SCHOOL LEVEL, AND I WANTED TO PRESENT TO YOU TODAY WHAT LOOKS LIKE ON A HIGH SCHOOL LEVEL.
UM, WE GO OVER, THE STUDENTS ARE A PART OF MY CREW.
MY CREW, UM, IS A MENTAL HEALTH AND WELLNESS CLUB ON OUR CAMPUS.
AND WE PROMOTE RESILIENCE AND WE BUILD, EMPOWER OUR YOUTH, RIGHT? AND SO WE HAVE THIS COOL THING CALLED THE MENTAL HEALTH SYMPOSIUM.
I DON'T KNOW IF YOU GUYS HAVE ALL HEARD OF IT YET, BUT IT'S A WONDERFUL THING THAT WE DO, AND WE'VE BEEN DOING FOR THE LAST THREE YEARS.
UM, CRENSHAW HIGH SCHOOL STUDENTS, THEY PICK A TOPIC BASED AROUND OUR, UM, SCHOOL EXPERIENCE
[01:25:01]
SURVEY AND THE NEEDS OF OUR CAMPUS.WE THEN JUST COME TOGETHER AND DECIDE WHAT WE WANT TO WORK ON FOR THAT PARTICULAR YEAR FOR OUR, UM, PROJECT.
AND IT'S A YEAR LONG PROJECT WHERE WE DO RESEARCH.
THEY CREATE THEIR OWN, UH, BROCHURE.
THEY CREATE A CLASSROOM PRESENTATION, AND THEY ALSO CREATE A PRESENTATION FOR THE OUTSIDE BOARDWALK.
AND THE REASON WHY THE KIDS DO THAT, BECAUSE THEY ONLY HAD TO CHOOSE ONE, BUT THE REASON WHY THEY CHOSE TO TO DIVE INTO ALL THREE IS BECAUSE THEY SAID, MISS WOO, WE WANNA MAKE SURE ALL THE KIDS GET TO SEE WHAT WE HAVE, RIGHT? IT'S A LIMITED AMOUNT OF SPACE IN THE CLASSROOM.
THERE'S A LIMITED AMOUNT OF PEOPLE THAT CAN WALK UP TO THE BOARDWALK.
BUT IF WE COVER ALL THREE SPACES AND WE CAN STILL PASS OUT OUR BROCHURES AND SEE THE WORK THAT WE'VE DONE AND, AND, AND WHAT IT MEANS, WE CAN REACH A LOT MORE STUDENTS.
SO LAST YEAR, OUR TOPIC WAS HUMAN TRAFFICKING, BECAUSE WE ARE BASED IN THE INNER CITY WHERE WE'RE SURROUNDED BY A LOT OF HUMAN TRAFFICKING.
KIDS ARE COMING UP MISSING ALL THE TIME.
WE HAVE SEX TRAFFICKING, WE NOW HAVE OUR NEWCOMERS COMING IN, AND THAT LABOR TRAFFICKING, ALL THESE DIFFERENT THINGS ARE HAPPENING.
SO OUR STUDENTS DOVE INTO FINDING OUT THE DIFFERENT TYPES OF HUMAN TRAFFICKING AND HOW IT'S AFFECTING OUR COMMUNITY.
HENCE OUR, UM, WE PUT A, A BRIEF, UH, UH, VIDEO THERE FOR YOU GUYS TO KIND OF SEE HOW THAT WORKS.
BUT WHAT YOU SEE THERE IS THAT WE DO A PRE-SURVEY.
SO OUR KIDS, WE DO A SURVEY BASED ON WHAT THE KIDS KNOW BEFORE THEY START TO DO THEIR RESEARCH, UM, HOW THEY PLAN TO TACKLE IT IN THEIR COMMUNITY, IF THEY KNOW HOW, IF THEY DON'T KNOW HOW.
AND THEN WE START ON OUR JOURNEY TO TEACH THEM.
WE HAVE STUDENT LED CAMPAIGNS.
THESE ARE STUDENT LED CAMPAIGNS WHERE THE KIDS LEARN THE INFORMATION AND THEY RUN CAMPAIGNS ON THEIR CAMPUS TO TEACH THE OTHER STUDENTS, ALL STUDENTS.
AND THEN WHAT WE DO IS THAT WE'LL GO AND PRESENT TO OUR ADMIN TEAM TO LET THEM KNOW WHAT THE KIDS HAVE FOUND.
AND THEN WE DO A POST SURVEY WITH OUR CHILDREN ON OUR CAMPUS TO SEE, DID IT WORK? DID, DID THEY LEARN MORE ABOUT THIS TOPIC? AND ARE THEY, DO THEY FEEL COMFORTABLE SHARING AND INTRODUCING IT TO OTHER PEOPLE IN THEIR LIVES? AND ONCE WE GET ALL THAT TOGETHER, WE HEAD OFF TO OUR SYMPOSIUM, WHICH IS AT EAST LA HIGH SCHOOL, WHERE WE SERVICE ANOTHER 35 HIGH SCHOOLS.
AND THEY PRESENT TO THOSE KIDS AND THEY TEACH THEM ABOUT WHAT THEY LEARNED.
THEY'RE VERY PROUD, THEY'RE VERY CONFIDENT, AND THEY ARE VERY SUPPORTIVE OF MENTAL HEALTH AND WELLNESS.
AND GOING BACK TO TAKING THAT BACK TO CRENSHAW, THAT'S WHAT UNITES US WITH OUR NEWCOMERS AND OUR STUDENTS OF DIFFERENT CULTURES.
BECAUSE WE WANT THEM ALL TO BE SAFE.
WE WANT THEM ALL TO BE WELL, AND WE WANT THEM ALL TO FEEL RESPECTED AND HAVE TRUSTED ADULTS AND STUDENTS ON THEIR CAMPUS.
SO THANK YOU FOR LETTING US PRESENT TODAY.
AND I JUST WANT YOU GUYS TO KNOW THAT IT IS A, UM, A HEAVY LOAD AND WE TAKE IT VERY SERIOUSLY.
AND MENTAL HEALTH AND WELLNESS IS SO IMPORTANT WITHIN OUR, UM, DIVISION OF, OF MENTAL HEALTH AND WELLNESS AT L-A-U-S-D, AND THEN BACK TO MR. SO WE WANT TO CLOSE AND I THINK, UM, WHAT DR.
SO THIS IS A LITTLE VIDEO THAT KIND OF ENCAPSULATES, UM, BUILDING A COMMUNITY OF TRUST.
I SEE YOU LAUGHING, BUILDING A COMMUNITY OF TRUST.
'CAUSE WE KNOW RESILIENCY DOESN'T HAPPEN WITH STUDENTS UNLESS THEY'RE SURROUNDED BY LOVED ONES.
SO THIS LITTLE VIDEO KIND OF LIKE ENCAPSULATES THAT THEME.
SO YOU GUYS, YOU'RE GONNA LAUGH, BUT IT IS, OKAY, GO AHEAD,
SO WE CAPITALIZE ON THAT, BUT THAT WAS THE MOST IMPORTANT PIECE.
WE FALL DOWN, WE GET BACK UP, BUT I WAS MET BY A STUDENT WHO STILL GAVE ME CONGRATULATIONS.
SO WE LEVERAGE THAT MESSAGE TO OUR STUDENTS.
YOU'RE GONNA HAVE SETBACKS IN YOUR LIFE, BUT WHEN YOU HAVE SETBACKS AROUND A COMMUNITY OF PEOPLE WHO LOVE YOU, IT'S EASIER TO GET UP AND FINISH THE RACE.
AND SO WE WANT ALL OF OUR STUDENTS TO HAVE THAT TYPE OF GRIT, AND THAT'S A PART OF THE CRENSHAW LEGACY.
WE WANT EVERY STUDENT WHO COMES THROUGH THE DOORS OF CRENSHAW TO HAVE THAT TYPE OF MENTALITY GOING FORWARD IN LIFE.
THANK YOU FOR ALLOWING US TO PRESENT THE WONDERFUL THINGS WE'RE DOING AT CRENSHAW TO CREATE A POSITIVE CLIMATE AND CULTURE FOR ALL OF OUR STUDENTS.
I THINK YOU ALL HAD ONE LAST SLIDE.
SO, UM, NOW THAT YOU'VE HEARD ABOUT OUR, OUR INITIATIVES AROUND L-A-U-S-D, OUR CALL TO ACTION IS SIMPLE AWARENESS, COLLABORATION, TRAINING.
WE ASK THAT YOU JOIN US IN ELEVATING MENTAL HEALTH AS A CORE PART OF STUDENT SUCCESS.
TALK ABOUT IT, CHAMPION IT, NORMALIZE IT, REFER STUDENTS, PARTNER WITH US, AND SHOW UP AT OUR EVENTS, INCLUDING WHAT MS. WU TALKED ABOUT, OUR YOUTH MENTAL HEALTH SYMPOSIUM, WHICH IS ENTIRELY STUDENT LED AND IS SO INCREDIBLE, THE THINGS THAT THEY TALK ABOUT.
AND MOST IMPORTANTLY, LET'S CONTINUE CREATING THE KINDS OF SCHOOLS WHERE
[01:30:01]
EVERY CHILD FEELS I AM SAFE, I AM SUPPORTED, AND I AM BE AND I BELONG.BECAUSE WHEN A COMMUNITY COMES TOGETHER AROUND HIS CHILDREN, NOTHING IS IMPOSSIBLE.
SO THANK YOU FOR ALLOWING US TO PRESENT.
AND THANK YOU TO BOTH OF OUR SCHOOL SITES FOR BEING HERE.
I'LL TURN IT TO MY COLLEAGUES FOR ANY QUESTIONS, COMMENTS FOR 93RD CRENSHAW OR OUR MENTAL HEALTH TEAM.
WELL, FIRST THANK YOU TO ALL OF YOU FOR YOUR PRESENTATION.
UM, IT ALWAYS JUST BRINGS ME SUCH A SMILE WHEN, WHEN I HEAR ABOUT THE WONDERFUL WORK THAT YOU ALL ARE DOING, HOW MENTAL HEALTH IS PRESENT IN OUR SCHOOLS AND ALL THE DIFFERENT, UM, FOLKS THAT COLLABORATE.
AND, UM, AND THEN TO ALSO HEAR WHAT, UM, PRINCIPALS SAID AT THE END, THAT, YOU KNOW, IN ORDER TO TRUST, YOU HAVE TO HAVE LOVE, RIGHT? AND, AND EVEN TO HAVE GRIT, YOU HAVE TO HAVE LOVE.
AND IN ALL OF THIS, YOU HAVE TO FEEL SAFE.
AND, AND THAT'S WHAT YOU WERE SPEAKING TO DR.
MARA, WAS HOW, UM, IT IT, YOU CAN'T DO IF YOU CAN'T LEARN, IF YOU DON'T FEEL SAFE.
AND, UM, I'VE BEEN PONDERING THIS QUESTION IN MY DISTRICT, AND, UM, FOR THE PAST, UM, I THINK EIGHT WEEKS, UM, I'VE BEEN MEETING WITH PARENTS, WITH STUDENTS AND WITH, UH, EDUCATORS ABOUT THIS QUESTION, WHAT MAKES YOU FEEL SAFE? AND ALL THE TIME IT BEGINS WITH WHO YOU KNOW, PEOPLE KNOW YOU, SOMEONE YOU CAN TALK TO, SOMEONE YOU CAN EXPRESS YOUR FEELINGS TO, UH, PEOPLE NOTICING YOU, KNOWING YOUR NAME.
PARENTS SAY THAT, I WANT MY CHILD TO BE KNOWN.
THEY FEEL SAFE WHEN SOMEBODY KNOWS 'EM.
AND PARENTS FEEL SAFE AT A SCHOOL WHEN THE SCHOOL KNOWS THEM AS WELL.
MARA SEVERAL TIMES YOU MENTIONED THAT.
AND THAT IS WHAT EVERYBODY SPEAKS TO.
AND YET, IT'S THE THING THAT IS LACKING.
AND I HAVE TO BRING THIS, I HAVE TO UPLIFT THIS IN THIS MOMENT OF BEAUTY AND WONDER AND JUST APPRECIATION.
UM, YOU KNOW, THERE, I'VE BEEN HEARING IT IN OUR BOARD.
SEVERAL OF OUR PWS WERE REMOVED FROM THEIR POSITIONS AND MOVED TO ANOTHER PLACE.
THAT CONSISTENCY WAS TAKEN AWAY, AND THEY'RE FIGHTING HARD TO GET THEM BACK INTO THOSE POSITIONS.
AND I HAVE TO SAY THAT HERE IN THIS SPACE, THAT IS NOT OKAY.
THAT GOES AGAINST EVERYTHING THAT YOU ALL HAVE SHARED HERE WITH US.
AND SO, UM, IT, THAT IS WHAT PARENTS ARE ASKING FOR.
EVERYTHING THAT YOU SHARED THAT IS HAPPENING AT CRENSHAW IS WHAT SO MANY FAMILIES WANT EVERYWHERE.
WHAT YOU DID, UM, PSW, CAN YOU TELL ME YOUR NAME? JIMENEZ AND WOO.
UM, DOING THAT WORK WITH THE STUDENTS, WHERE THE STUDENTS ARE TAKING LEADERSHIP IN INVESTIGATING, UH, A CONCERN, A PROBLEM IN THE COMMUNITY, UH, GIVING THEM THE OPPORTUNITY TO PRESENT ALL OF THOSE SKILLS ARE SKILLS THAT ARE GONNA HELP THEM GET THEM READY FOR THE WORLD, RIGHT? AND YOU AS A PSW ARE DOING THAT.
YOU ARE, UH, CREATING THAT SPACE.
BOTH OF YOU GOES BEYOND LISTENING, SITTING DOWN WITH A CHILD AND LISTENING OR PROVIDING THE SPACE FOR THE FAMILIES.
YOU ARE DOING AMAZING WORK THAT IS CREATING LEADERS.
AND, UM, SO I WANT TO COMMEND YOU FOR THAT.
AND I WANT TO, I WANNA ALSO ACKNOWLEDGE THAT IT IS HARD, LIKE YOU SAID, IT IS HARD.
AND, UM, AND WE NEED TO CONTINUE REALLY, UM, LIKE YOU SAID, WE NEED TO UPLIFT THIS.
WE NEED TO FOCUS ON THIS, WE NEED TO INVEST IN THIS.
THIS IS NOT AN, THIS IS AN AREA THAT AS A SCHOOL WE PROTECT.
UM, BUT MY QUESTION IS REGARDING THE PWS.
UM, THERE'S A LOT OF WORK THAT YOU SHARE THAT YOU DO.
AND, UM, I WANNA KNOW, HOW MANY DAYS ARE YOU AT CRENSHAW? HOW MANY DAYS DO YOU WORK AT CRENSHAW? I'M THE BSAP.
PSWI AM THERE FIVE DAYS A WEEK.
I AM FIVE DAYS A WEEK AT CRENSHAW.
AND THAT'S, OH, AND I'M SORRY, MR. SMITH
I'M THERE FIVE DAYS, THANKFULLY.
THE BEAUTY AND ALL THE WONDER THAT YOU BOTH DESCRIBED HAPPENS WHEN WE HAVE A FULL-TIME PSW AND AT A SCHOOL LIKE CRENSHAW THAT HAS HISTORICALLY EXPERIENCED
[01:35:01]
A LOT, HISTORICALLY, YOU DO WANT TWO PWS AND YOU PROBABLY NEED MORE, NOT BECAUSE THEN YOU GET THROUGH ALL THIS BEAUTIFUL STUFF, RIGHT? SO I WANNA ACKNOWLEDGE, AND THEN OF COURSE, OUR COMMUNITY SCHOOL, 93RD STREET, I'M SORRY, I, I FORGOT YOU GUYS WERE UP THERE.BUT THAT'S ANOTHER THING THAT I THINK, UM, THE COMMUNITY SCHOOL COORDINATOR SPOKE TO, WAS ABOUT ALL THESE DIFFERENT THINGS THAT COME TOGETHER TO SUPPORT.
SO IT'S NOT JUST ONE THING THAT MAKES OUR SCHOOL SAFE, RIGHT? IT'S NOT JUST ONE THING THAT CREATES A SENSE OF BELONGING AND THAT WILL WORK TOWARD HELPING ACHIEVEMENT.
IT'S, IT'S MAKING SURE THAT A CHILD HAS CLOTHING AND FOOD, RIGHT? THAT THEY DON'T MISS SCHOOL BECAUSE OF THAT.
IT'S MAKING SURE THAT YOU HAVE ALL THE, THE STAFF AT THE SCHOOL COMING TOGETHER AND TALKING ABOUT HOW ARE WE GONNA TACKLE ALL THESE DIFFERENT THINGS.
I FEEL LIKE, YOU KNOW, I HAVE TO TAKE THESE OPPORTUNITIES BECAUSE THIS IS A VERY IMPORTANT MATTER TO ME AND TO, AND TO MY CONSTITUENTS OF ALL PARENTS AND STUDENTS.
AND I TELL THEM I'M GONNA BE THEIR VOICE TO UPLIFT, UM, MENTAL HEALTH AND MAKING SURE THAT WE DO THIS.
SO ONE OF THE OTHER THINGS I WANNA SAY IS THAT, UM, UH, BOARD MEMBER TANYA ORTIZ, FRANKLIN AND I PRESENTED OUR, UM, INTRODUCED A COMMUNITY-BASED SAFETY, UM, UH, MOTION RESOLUTION THAT WILL BE VOTED ON IN DECEMBER.
AND BASICALLY WHAT WE'RE ASKING FOR IS, UM, A, A STUDY AND A PLAN THAT CAN BRING ALL OF THESE THINGS TOGETHER SO THAT WE CAN EXPAND COMMUNITY-BASED SAFETY, WHICH INCLUDES MENTAL HEALTH SUPPORT, WHICH INCLUDES SUPPORTS INSIDE THE SCHOOLS AND OUTSIDE THE SCHOOLS.
AND WE WANNA MAKE SURE THAT WE CAN BRING THIS TOGETHER TO ALL OF OUR SCHOOLS AND EXPAND THIS.
SO I'M VERY HAPPY TO, TO SHARE MORE ABOUT THAT WITH YOU ALL IF YOU ARE, IF YOU'D LIKE TO HEAR ABOUT IT.
I'M, I'M VERY GRATEFUL, THANK YOU, UH, FOR INVITING THESE AMAZING FOLKS FROM 93RD AND CRENSHAW AND OUR STAFF.
WELL, IT WAS A DATABASE DECISION, SO OF COURSE THEY'RE, THEY'RE SHOWING GOOD RESULTS, AND SO GLAD TO HAVE THEM HERE TO SHARE THE STORY BEHIND THE GOOD RESULTS.
UH, I WANT TO THANK YOU ALL FOR THIS PRESENTATION.
I THINK THAT WE NEED MORE PS, WS IN OUR LIVES, AND IT REALLY HELPS, UH, IN OUR SCHOOLS.
AND MISS WOO, YOU KNOW, WE'VE ATTENDED, UH, THE, I ATTEND, UH, WE VISITED HOMES LAST YEAR, AND, UM, THAT'S A TOUGH JOB.
AND THINKING ABOUT SOME OF THE SITUATIONS THAT SOME OF OUR KIDS ARE ENGAGED IN AT HOMES WHERE THEY'VE GOTTA CARE FOR THEIR YOUNG SIBLINGS, AND, UM, IT'S TOUGH.
SO WHAT WOULD YOU SAY DRIVES YOU ON A DAILY BASIS? IF YOU HAD TO DESCRIBE ONE WORD THAT MOTIVATES YOU TO SUCCEED AND CONTINUE DOING THE WORK FOR ALL OF OUR, OUR PSW HERE, WHAT WOULD THE ONE WORD BE ONE WORD? UM, I WOULD HAVE TO SAY, THAT'S A HARD ONE BECAUSE I HAVE A LOT OF THEM.
BUT I, I THINK THE, THE ONE WORD WOULD BE WELLNESS, RIGHT? SOMEONE JUST BRINGING IT BACK TO WELLNESS.
BECAUSE IF A CHILD IS WELL AND FEELS WELL, THEY SHOW UP AND THEY PERFORM WITHOUT WELLNESS.
THEY CAN'T THANK YOU UHOR, UH, FOR PSW, OR OH, YOU'RE DOING EVERYBODY THE BSWS, UH, OTHER PEOPLE, ALL THE PWS ON SCREEN AS WELL.
I BELIEVE FOR ME IT WOULD BE COMMUNITY, BECAUSE AS, UH, MS. W WAS MENTIONING, YEAH, WE, WE SHOW UP WHEN WE BELIEVE WE'RE INCLUDED.
WE ARE A COMMUNITY, AND I SEE THE COMMUNITY WITHIN THE STAFF, AND THAT FOLLOWS THROUGH INTO THE STUDENTS.
AND SO WHEN YOU'RE MODELING COMMUNITY, YOU'RE MORE LIKELY TO SHOW UP FOR YOUR FAMILY.
UM, SIMILAR TO WHAT MS. JIMENEZ SAID, UM, CONNECTION, UM, JUST, YOU KNOW, BUILDING CONNECTIONS WITH OUR STUDENTS, YOU KNOW, UM, FOSTERING THOSE RELATIONSHIPS, LETTING THEM KNOW THAT THEY'RE IMPORTANT AND THAT THEY'RE VALUED.
UM, SOMETHING THAT I VERY, THAT I LOOK FORWARD TO EVERY SINGLE DAY.
WELL CONGRATULATE YOU FIRST FOR THE SUCCESS OF YOUR HEART, GREAT WORK THAT YOU'RE DOING IN BOTH SCHOOLS.
BUT, BUT I HAVE A QUESTION ABOUT THE, THE LESSONS, THE GOOD PRACTICES OF OVERCOMING THE TABOO OF MENTAL HEALTH, ESPECIALLY IN THE LATINO COMMUNITY, BECAUSE I SEE IN BOTH SCHOOLS, UH, YOU KNOW, THE POPULATION OF STUDENTS AND PARENTS, LATINOS ARE IN HIGH NUMBERS.
SO CAN YOU SHARE US WITH US A LITTLE BIT ABOUT THOSE GOOD LESSONS LEARNED, OVERCOMING THAT TABOO OF MENTAL HEALTH?
[01:40:02]
SO I THINK WHEN, UH, I'M ABLE AND SPEAKING TO THE LATINO COMMUNITY, BEING ABLE TO BE A PERSON THAT CAN CONNECT CULTURALLY CAN EXPLAIN, UM, MY GROWTH, SUCH AS, UM, MY UNDERSTANDING OF GRIEVING, FOR EXAMPLE, OF, UM, GU OR SOMETHING LIKE THAT.WHEN THERE IS THAT COMMON CULTURE, COMMON LANGUAGE, THEY'RE MORE INVESTED, THEY HAVE MORE TRUST.
AND I THINK THERE HAS BEEN SUCH A GENERATIONAL CHANGE WHERE THEY'RE MORE OPEN TO THAT.
UM, ESPECIALLY SEEING WITH THAT TRANSITION, THAT, THAT MIGRATION PATTERN, KNOWING THAT THEY'VE GONE THROUGH SO MUCH TRAUMA, THEY HAVE BEEN MORE OPEN TO SHARE.
UM, I KNOW THAT MR. SMITH HAS SHARED, UH, PARENTING CLASSES, BUT WHEN I'VE BEEN ABLE TO MEET WITH PARENTS AND SHARE INFORMATION PSYCHOEDUCATION, UH, THEY ARE MORE RECEPTIVE.
AND I KNOW THERE IS THAT TABOO OF MENTAL HEALTH.
I THINK THEY'RE VERY OPEN TO RECEIVE THAT SUPPORT WHERE THAT TRUST IS BUILT.
AND SO, UH, WE DON'T PROVIDE THERAPY.
WE PROVIDE CHECK-INS AND USING THAT WORD LANGUAGE.
I AM A SCHOOL BASED PSYCHIATRIC SOCIAL WORKER.
AND THAT IS BASICALLY THE INTRODUCTION AND THE NEXT STEP.
AND JUST PROVIDING THAT FIRST LAYER OF SUPPORT AND THEN GRADUALLY INTRODUCING THERAPY, UM, THEIR OWN THERAPY AND JUST BEING A PLACE OF SUPPORT WHEN THEY'RE NEEDING TO SHARE, UM, JUST THEIR CONCERNS FOR THEMSELVES, FOR THEIR STUDENT, YOUR COLLEAGUES, MR. MAY, JUST ONE QUESTION THAT, THAT'S FOR ANYONE SPECIFICALLY POTENTIALLY FOR DR.
I MEAN, YOUR NUMBER OF OVER 60,000 STUDENTS SERVED BY YOUR MENTAL HEALTH SERVICES, QUITE IMPRESSIVE.
BUT THEN I STEP BACK AND CONSIDER, IF I'M NOT MISTAKEN, THERE'S WELL OVER 500,000 STUDENTS ENROLLED IN L-A-U-S-D.
SO NOW I'M LIKE, WAIT, THERE'S A GAP.
WHAT, WHAT, WHAT WOULD POTENTIALLY HELP BRIDGE THE GAP? SO MORE STUDENTS GET TO EXPERIENCE WHAT WE HEARD TODAY FROM THE ELEMENTARY SCHOOL AND THE HIGH SCHOOL? I CAN, I CAN TAKE THAT QUESTION, CARLOS.
UM, SO THERE'S ACTUALLY VARIOUS DATA MARKERS, AND I THINK THIS ONE PARTICULAR IS THE MARKER THAT CALLS OUT STUDENTS THAT HAVE BEEN MET BY A PSYCHIATRIC SOCIAL WORKER FOR TREATMENT.
SO LIKE ACTUALLY KIND OF PROLONGED THERAPY.
AND SO WE ACTUALLY HAVE OTHER DATA MARKERS WHERE WE ACTUALLY HAVE MET WITH WAY MORE STUDENTS, BUT THROUGH LIKE CHECK-INS OR THROUGH EVENTS.
AND SO THERE'S A LOT OF STUDENTS THAT, A LOT MORE STUDENTS THAN THAT CAN BE DATA THAT I CAN SHARE AT A LATER DATE.
BUT THESE ARE STUDENTS THAT WOULD BE IN ACTUAL THERAPY CONSENTED SERVICES.
THE NUMBERS SOUNDS EVEN MORE IMPRESSIVE WHEN YOU DESCRIBE IT THAT WAY.
I DON'T NECESSARILY HAVE A QUESTION.
I JUST WANTED TO COMMEND ALL THE WORK THAT Y'ALL ARE DOING.
UM, WHILE I'M NOT, WASN'T BORN AND RAISED IN LA I WAS, UM, FROM, I'M FROM GEORGIA, BUT, UM, I CAN SPEAK TO LIKE MY INNER CHILD.
LIKE I FEEL LIKE I WOULD'VE BEEN TRULY HEALED AND REALLY SUPPORTED BY THE WORK THAT Y'ALL ARE DOING.
SO I JUST WANT TO COMMEND Y'ALL.
AND I KNOW THAT IT'S NOT EASY SEEING HOW SPREAD THIN TEACHERS ARE AND PEOPLE WHO WORK IN THIS SPACE.
SO I DO WANNA UPLIFT THAT AND JUST REALLY URGE YOU ALL TO TAKE CARE OF YOURSELVES AS BEST AS YOU CAN, AS WELL AS YOU DO THIS WORK.
UM, AND YOU CARE FOR OTHERS, MAKE SURE TO CARE FOR YOURSELF AS WELL.
UM, YEAH, JUST WANNA COMMEND YOU.
AND I THINK THE ONE QUOTE THAT I DO WANNA UPLIFT IS, UM, OFTENTIMES THE ADULTS, LIKE THE, THE ADULT SUPPORT THAT THE YOUTH HAVE IS FROM THE SCHOOL ENVIRONMENT AND NOT THE HOME.
AND AS A CHILD OF IMMIGRANTS AND, UH, OR AS A CHILD OF IMMIGRANTS, LIKE MY PARENTS DIDN'T UNDERSTAND THE EDUCATION SYSTEM IN AMERICA.
AND SO IT'S, YOU GUYS, THE WORK THAT Y'ALL ARE DOING IS LIKE VITAL.
AND I CANNOT SAY LIKE, AND UPLIFT THAT QUOTE MORE.
'CAUSE LIKE, THAT WAS MY EXPERIENCE AS, UM, A YOUTH IN THE EDUCATION SYSTEM WHILE NOT IN LA STILL, UM, RESONATES WITH ME VERY HEAVILY AND LOVED YOUR PRESENTATION.
UM, BUT THANK YOU, UM, MS. JO HART, YES.
I AM ALSO A CHILD OF IMMIGRANTS AND I, UM, EXPERIENCED THE SAME, UM, MY SUPPORT CAME AT SCHOOL.
UM, SO IN TERMS OF HOW CAN WE BRIDGE THAT GAP, ONE THING THAT WE DO HAVE IS TELEMENTAL HEALTH SERVICES FOR OUR STUDENTS THAT CAN BE ACCESSED AT HOME.
SO ANY PARENT IN OUR DISTRICT CAN GO ON THEIR, UH, THE PARENT PORTAL AND REQUEST MENTAL HEALTH SERVICES FOR
[01:45:01]
THEIR KIDS.I MEAN, I'VE DONE IT FOR MY OWN KIDS IN L-A-U-S-D.
SO, UM, AND THEN THEY'RE CONTACTED BY OUR TELEHEALTH PROVIDER AND THEY CAN GET THAT SERVICE AT HOME.
SO THAT'S WHAT WE'RE, WE'RE TRYING TO SPREAD.
LIKE YOU DON'T NEED TO HAVE A CRISIS TO RECEIVE MENTAL HEALTH CARE.
WELL, THANK YOU GUYS FOR SHARING AND THANK YOU GUYS FOR SHARING AS WELL.
UH, 93RD AND, AND GETTING THEIR PRINCIPLES.
I GOTTA HIGHLIGHT YOU GUYS EVERY TIME WE GET AN OPPORTUNITY, 'CAUSE YOU GUYS GO ABOVE AND BEYOND, UM, GETTING UP EARLY TO MAKE SURE THAT YOUR CAMPUS IS SAFE, MAKING SURE YOU'RE PREPARING IT.
I SO WANT TO JUST CONTINUE TO GIVE KUDOS TO, BECAUSE THAT IS NOT IN THE CHECKBOX, RIGHT? THAT'S NOT, YOU KNOW, BUT YOU DO IT BECAUSE YOU LOVE WHAT YOU DO.
YOU LOVE YOUR CHILDREN, YOU LOVE YOUR FAMILIES AND THE COMMUNITY.
SO TO BOTH OF YOU, I WANNA JUST SAY THANK YOU FOR THE WORK THAT YOU DO, UH, APPRECIATE THAT.
UM, ALSO APPRECIATE JUST THE WORDS, UM, AS FAR AS CONNECTION, COMMUNITY AND WELLNESS.
AND I THINK WHEN WE TALK ABOUT THIS WORK AND THAT OUR STUDENTS ARE DRIVING IT, AND WE JUST RECENTLY HAD HOSTED OUR TOWN HALL AT, AT CRENSHAW, AND IT WAS ON MENTAL HEALTH AND HAVING OUR STUDENTS DRIVE THAT CONVERSATION, THEY WERE THE ONES THAT BROUGHT THE TOPIC TO US.
THIS IS WHAT THEY WANTED TO DISCUSS.
AND SO IT'S JUST, UH, ENCOURAGING TO HEAR THAT WE CONTINUE TO PUT RESOURCES HERE.
AND I GUESS SOME OF THE QUESTIONS THAT I HAVE IS LIKE HOW MANY, WE TALK ABOUT HOW MANY PSW BUT WHAT OTHER SUPPORT STAFF DO YOU HAVE IN CONNECTION WITH OUR PSW AS WELL ON OUR CAMPUS SITES, NURSES, LVNS, WHAT, WHAT ARE OUR NUMBERS LOOK LIKE AT OUR SCHOOLS? SO YES, SO WE HAVE, SO THE OTHER PRESENTER THAT WE HAD WAS OUR HEALTHY START, UM, STUDENT FAMILY RESOURCE COORDINATOR.
AND SO WE, WE HAVE, YOU KNOW, PART OF, UH, STUDENT MENTAL HEALTH AND WELLNESS SERVICES.
WE HAVE PSW AND THEN WE HAVE STUDENT FAMILY RESOURCE NAVIGATORS AND COORDINATORS, UM, THAT ARE PART OF THE TEAM.
IN ADDITION TO THAT, I THINK WE ALSO HAVE NURSES THAT I KNOW ARE PART OF UNDER, UH, DR.
AND THAT'S, YOU KNOW, EVERY SCHOOL HAS A SCHOOL NURSE.
UM, YOU KNOW, AND I KNOW, YOU KNOW, WE USED TO BE UNDER THE SAME, UH, UMBRELLA IN YEARS PAST UNDER STUDENT, THE FORMER, UH, STUDENT HEALTH AND HUMAN SERVICES.
BUT PEOPLE SERVICES AND ATTENDANCE COUNSELORS ARE ALSO PART OF THE TEAM.
THEY'RE NOT UNDER MEDICAL SERVICES DIVISION, BUT THEY'RE STILL PART OF THE TEAM AND THEY'RE WORKING CLOSELY AT MANY OF THE SITES.
UH, IN ADDITION TO THAT, THERE'S ALSO STUDENT, UH, SUPPORT COUNSELORS THAT SOMETIMES WHEN SCHOOLS HAVE AN, AN IDENTIFICATION OF KIDS IN HOMELESS OR, UH, FOSTER CARE, THERE'S A DEDICATED FTE ATTACHED TO THAT.
AND THEN, YOU KNOW, I THINK THERE'S OTHERS THAT, UM, ARE BEYOND KIND OF THE DIVISION, BUT CERTAINLY SCHOOL PSYCHOLOGISTS AND ET CETERA.
AND OBVIOUSLY WE HAVE MISS VIDA AS A, AS A, UH, COMMUNITY SCHOOLS COORDINATOR.
SO, YEAH, SO I THINK THERE'S DIFFERENT, DIFFERENT SCHOOLS HAVE DIFFERENT SUPPORTS, UM, AND I THINK, YOU KNOW, THESE TWO MODELS THAT WE SHARED TODAY, I THINK, UH, IT'S, IT'S A GREAT, A GREAT REPRESENTATION WHEN THERE ARE TEAM MEMBERS THERE AND THEY'RE WORKING TOGETHER.
AND I THINK THAT'S THE, THAT'S REALLY IMPORTANT.
AND WANNA SAY, MS. WOO, THANK YOU FOR YOUR DEDICATION AND BEING AT CRENSHAW.
UM, WE KNOW, UH, STABILITY IS IMPORTANT AND, UH, MR. SMITH, AS THEY SAID, WE, WE, WE DON'T WANT YOU TO GO ANYWHERE.
AND WE'RE DEFINITELY WANTING TO KEEP STABILITY IN SCHOOLS.
WE KNOW HOW IMPORTANT THAT IS.
WE KNOW THAT STABILITY FOR OUR STUDENTS ARE IMPORTANT.
AND AS AN IMMIGRANT DAUGHTER AS WELL, I KNOW IT WAS FOR ME TOO, RIGHT? COMING TO A COUNTRY, YOU'RE LIKE, WHAT? I DON'T KNOW.
MY PARENTS DON'T UNDERSTAND ANYTHING.
AND YOU GO OFF TO SCHOOL AND YOU'RE LIKE, HOW DO YOU NAVIGATE THIS SYSTEM? AND SO IT'S ALWAYS GREAT TO HAVE CONSISTENCY IN OUR SCHOOL.
SO JUST APPRECIATE THE WORK YOU DO.
AND WANTED TO ASK ABOUT THE STANDARDIZED PRACTICES AND INTERVENTION.
ARE THERE PARTICULAR THINGS THAT ARE, CHECK CHECKBOX IS AT SCHOOL SITES FOR LIKE OUR PARENT OUTREACH.
WE KNOW THAT IS SOMETHING THAT IS VERY CRITICAL TO OUR SCHOOLS AND OUR FAMILIES.
WHAT IS LIKE THE KEY THING OR BEST PRACTICE WHEN YOU TALK ABOUT PARENT OUTREACH? SO, SO YES.
SO EVERY SCHOOL SITE, PSW COMPLETES THAT ACTION PLAN.
AND IN THERE THERE ARE LIKE PREDETERMINED KIND OF BEST PRACTICES AND, AND IT'S ALMOST LIKE A MENU OF SERVICES.
SO I KNOW, UH, MR. SMITH TALKED ABOUT, UH, FOCUS FOR PARENTS.
UH, IT COULD BE, YOU KNOW, SOMETHING ELSE THAT CAN BE LOCALLY CREATED OR GENERATED, RIGHT? LIKE, SO THE CRENSHAW FAMILY COULD HAVE SAID, WELL, I WANT TO DO THIS BECAUSE THESE ARE THE NEEDS.
SO WE HAVE SOME PREDETERMINED IDEAS AND EVIDENCE-BASED PRACTICES THAT PSW RECEIVE TRAINING ON.
BUT THEN IT'S ALSO, THERE'S AUTONOMY LIKE WE, AND SAY, YOU ARE, YOU ARE THERE.
SO YOU DETERMINE WHAT IS THE BEST THING TO DO.
AND SO SOMETIMES THERE'S A, A LITTLE BIT OF BOTH.
AND NOW IS THAT FOR EACH OF THE SEVEN ITEMS
[01:50:01]
HERE, THERE'S KIND OF LIKE A PRESET AND THEY KIND OF USE THROUGH A CHECK THROUGH A MENU? YEAH.THERE'S, FOR THE MOST PART THERE ARE A LOT OF THE CONSISTENT KIND OF PRACTICES THAT WE'VE HAD OVER THE YEARS AND THAT WE JUST CONSTANTLY HAVE TO RETRAIN AND, AND TRY TO INTRODUCE.
AND THEN JUST WANNA HIGHLIGHT THE NARRATIVE.
I KNOW WHEN WE TALK ABOUT MENTAL HEALTH, BLACK AND BROWN, IT IS ONE THING THAT IS VERY CHALLENGING TO CHANGE TO KNOW THAT IT IS OKAY.
UM, AND YOU TALK ABOUT, UH, TELEHEALTH AND I KNOW MY CHILD STARTED ON ZOOM AND IT WAS A TIME WHERE IT WAS LIKE, HOW DO YOU INTRODUCE THIS TO, YOU KNOW, A KINDERGARTNER, RIGHT? AND SO WE HAD OPPORTUNITY AND WE CALLED IT POSITIVE TALKS AT THAT TIME.
I APPRECIATE YOU SAYING CHECK IN.
UM, 'CAUSE IT IS SOMETHING WHERE YOU'RE CONNECTING RIGHT? WHERE AND HAVING THAT LANGUAGE AT HOME AND EDUCATING OUR PARENTS APPRECIATE, UH, SMITH TALKING ABOUT WHAT YOU CAN TAKE HOME TO BE ABLE TO HELP OUR FAMILIES BE ABLE TO, TO BRIDGE THAT GAP BETWEEN THE SCHOOLS AS WELL AS, UM, AT THE HOUSE SO THAT THERE IS CONSTANT COMMUNICATION IN HOW TO HELP SERVICE OUR STUDENTS.
AND, UM, I JUST WANNA SAY THANK YOU FOR SHARING MR. MUD.
THANK YOU FOR SHARING WITH ALL OF US
UM, I TOLD 'EM WE'RE GONNA MAKE SOME MONEY OFF OF THAT.
WE'RE GONNA MONETIZE THAT SOME KIND OF WAY
JUST, I KNOW YOU GO ABOVE AND BEYOND FOR OUR STUDENTS AT CRENSHAW AND MAKING SURE THAT THOSE STUDENTS FEEL INCLUSIVE INCLUDED AND INCLUSIVE OF, YOU KNOW, JUST BEING A CRENSHAW COUGAR AND WHEN THEY LEAVE THERE.
AND THAT IS ONE THING I CAN SAY AS A DORSEY DON, THAT CRENSHAW COUGARS DO HAVE PRIDE.
I'M, I DO HAVE QUESTIONS, ACTUALLY.
ONE, UM, TWO, DO WE HAVE ANY DATA ON TELEHEALTH? THE USAGE OF TELEHEALTH? YES, WE DO.
AND THEN, YOU KNOW, WE, UM, UH, BOARD MEMBER, UH, ORTIZ FRANKLIN MENTIONED IMPENDING FISCAL INSTABILITY.
I WANNA HEAR WHAT ARE YOUR FEARS IN THIS TIME OF POTENTIAL CUTS? I WANNA HEAR FROM OUR STAFF.
MORA, I WANNA HEAR FROM OUR SCHOOLS 93RD CRENSHAW, YOU KNOW, DATA DRIVES EVERY DECISION.
UM, BUT WITH THE LOOMING BUDGET CUTS, YOU KNOW, I DO HAVE A FEAR NOT HAVING, UM, BOTH MY PS WS WITH ME NEXT YEAR.
UM, BUT I REALLY HAVE TO JUST LOOK AT IT.
AND, AND SO IT REALLY, WE HAVE TO DOUBLE DOWN OUR EFFORTS NOW, BUILDING THOSE SYSTEMS, BUILDING CAPACITY, UM, IN THE EVENT THAT, YOU KNOW, THEIR EXPERTISE MIGHT HAVE TO GO OTHER PLACES BECAUSE THIS IS SOMETHING THAT WE'RE FACED THROUGHOUT THE WHOLE DISTRICT.
AND YOU WANT YOUR BEST PEOPLE AT THE MOST IMPORTANT PLACES AT THAT TIME.
BUT I, I LOOK FORWARD TO, I, I, I SAY I HAVE TO BUILD WHO I HAVE NOW AND WHO'S, WHO'S NEXT IN LINE TO KIND OF BUILD THAT CAPACITY, THE SYSTEMS THAT THEY HAVE IN THE EVENT THAT THEY MIGHT NOT BE THERE TO, UM, TO LEAD THOSE EFFORTS.
UM, BUT IN THE IDEAL WORLD, LIKE YOU MENTIONED EARLIER, THAT CONSISTENCY IS THE PIECE.
SO THAT WOULD BE IDEAS TO HAVE MY TEAM WITH ME, BUT I ALWAYS HAVE TO LOOK FORWARD TO MAKING THOSE TOUGH DECISIONS.
SO I CAPITALIZE NOW ON THEIR EXPERTISE AND HOW DO WE STRENGTHEN THOSE SYSTEMS AT CRENSHAW? SO IF THEY'RE NOT THERE, THE HARD WORK, THE LOVE, THE SWEAT AND TEARS, THE SYSTEMS THAT THEY BUILT WILL STILL REMAIN.
AND STUDENTS WHO ARE COMING IN WILL STILL BENEFIT STEAL FROM THEIR WORK, EVEN IF THEY'RE NOT NOT THERE.
AND THAT'S REALLY THE MARK OF PEOPLE WHO ARE REALLY INVESTED IN THE WORK AS A WHOLE.
AND THEY ALL THREE DEMONSTRATE THAT TYPE OF GRIT.
AND I'M APPRECIATIVE OF THEM ALL THE TIME.
WOULD YOU LIKE TO SHARE ANY OF THE STAFF
BUT WHAT I, WHAT I, UM, FEEL IS THAT THE WORK AT CRENSHAW, WE, WE HAVE ALL PUT IN A LOT OF SWEAT AND TEARS AND, AND HARD WORK TO MAKE SURE THAT THEY HAVE SYSTEMS IN PLACE, RIGHT? SO WHERE WE WOULD WANT TO BE THERE AND CARRY ON THIS LEGACY AND MAKE SURE THAT THE MENTAL HEALTH AND WELLNESS OF ALL OUR STUDENTS IS TAKEN CARE OF IN A WAY THAT WE SEE FIT FOR IT TO BE TAKEN CARE OF.
WE HAVE PUT SYSTEMS IN PLACE AND I FEEL COMFORTABLE IN KNOWING THAT IF IT CAME TO ONE OF US OR OR ALL OF US HAVING TO WALK AWAY, THAT THERE'S A SYSTEM IN PLACE FOR THE CHILDREN TO BE WELL.
WHEN I FIRST SHOWED UP, THERE WERE A COUPLE OF PRIOR SCHOOL-BASED PS WS PRIOR TO ME.
AND I BELIEVE THERE HAD BEEN A VARIETY OF TURNOVER.
[01:55:01]
UP, THERE WAS SOME STUDENTS THAT WERE HESITANT TO BE OPEN WITH ME BECAUSE THEY BELIEVED THAT AT THE END OF THE SCHOOL YEAR, I WOULD LEAVE AGAIN.SO THERE IS THAT WORRY FOR ME TOWARDS THE STUDENTS THAT THEY'VE, THEY'RE PUTTING IN ALL THIS WORK TO OPEN UP TO BUILD SHOW TRUST, UM, WITH A MENTAL HEALTH PROFESSIONAL.
UM, AND NOT BEING ABLE TO HAVE THAT, THAT CONSISTENCY AGAIN AT THE END OF SCHOOL YEAR.
I AM VERY EXCITED AND I'M LEARN A LOT FROM MRS. WI LOVE THAT MR. MUD IS ALWAYS VERY OPEN, IS ALWAYS LIKE, YES.
YEAH, WE'LL DO THAT FOR THE STUDENTS.
THE FOCUS IS ALWAYS THE STUDENTS.
SO MY CONCERN IS MORE FOR THE STUDENTS TO NOT HAVE THAT CONSISTENCY AND THAT IS MY WORRY.
SIMILAR TO WHAT MS. JIMENA SAID, THE STABILITY OR LACK OF STABILITY, UM, YOU KNOW, ONE THING I REALLY STRIVE TO DO IS, YOU KNOW, UM, BE AT SCHOOL EVERY DAY, BE CONSTANT, YOU KNOW, BE SOMETHING THAT STUDENTS CAN COUNT ON.
AND I JUST FEAR WITH THE BUDGET CUTS, UM, YOU KNOW, IT'S ANOTHER LOSS THAT THEY HAVE IN THEIR LIFE AS WE KNOW A LOT OF, UM, STUDENTS GO THROUGH THAT IN THE COMMUNITIES THAT WE WORK IN.
AND I WOULD DEFINITELY AGREE WITH MR. SMITH.
I THINK FOR ME IT IS MORE, UM, THAT CONSISTENCY, THAT TRUST THAT HE HAS BUILT WITH OUR STUDENTS BECAUSE WE KNOW THAT WITH MENTAL HEALTH AND THE SUPPORT THAT WE GIVE AT SCHOOL, THE SOCIAL EMOTIONAL, THE CONSISTENCY FOR KIDS, THE CONSISTENCY FOR PARENTS, THE CONSISTENCY FOR TEACHERS ALSO IS ALIGNED TO ACADEMIC ACHIEVEMENT, RIGHT? AND SO IF WE DON'T HAVE THAT CONSISTENCY, WE DON'T HAVE THAT TRUSTED PERSONNEL ON CAMPUS THAT THEY CAN VENT FOR A MOMENT WHEN THEY'RE HAVING SOME TROUBLES OR SOME DIFFICULTIES AND BE ABLE TO GET BACK TO ACADEMIC, THEN THERE WILL BE A DECLINE IN THAT TOO.
'CAUSE THEY ALL CO-EXIST TOGETHER.
SO WHEN WE THINK ABOUT THE POSSIBILITY OF LOSING, UM, PERSONNEL THAT HAVE SUCH A BIG IMPACT ON STUDENT MENTAL HEALTH OR STUDENT FEELING COMFORTABLE ABOUT THE SPACE THAT THEY'RE IN, BECAUSE THIS IS OUR SAFE HAVEN, RIGHT? AND WHEN WE THINK ABOUT THE DEMOGRAPHICS OF SCHOOLS THAT WE SUPPORT IS MORE THAN A TITLE, RIGHT? IT IS A WELLBEING THAT WE OFFER PARENTS, THAT WE OFFER STUDENTS, UM, THAT ALSO CORRELATES TO THE EDUCATIONAL ASPECT OF MAKING SURE THAT THEY'RE SET UP.
SO IT'S BIGGER THAN JUST THE PERSON, RIGHT? WE ALWAYS HAVE TO THINK ABOUT THAT PART.
IF I CAN JUST ADD ONE LAST THING, I JUST, FOR ME, THE BIGGEST FEAR, UM, WITH THE TALK ABOUT LOOMING CUTS, AND I HAVE TO BE HONEST, I AM ON THE UTLA NEGOTIATING TEAM WITH THE DISTRICT.
I JUST FEEL, YOU KNOW, MY FEAR IS THAT OUR, THE ADULTS IN CHARGE, THE BOARD, UM, FOLKS THAT MAKE DECISIONS, UM, WILL THINK THAT SYSTEMS CAN RUN INDEPENDENT OF PEOPLE.
AND, UH, IT'S WRONG FOR US TO THINK THAT WE CAN CREATE THESE WONDERFUL SYSTEMS AND THAT THEY'RE NOT ATTACHED TO THE COHESIVENESS OF THE COMMUNITIES THAT WE HAVE CREATED.
UM, SO IN ORDER FOR THESE SYSTEMS TO BE INTERCONNECTED AND WORK, WE NEED THE FOLKS THAT ARE ATTACHED TO THESE SYSTEMS. AND SO IF WE ARE PRIORITIZING STUDENTS AND WE'RE PRIOR PRIORITIZING LEARNING, WE HAVE TO PRIORITIZE THE PERSONNEL THAT SUPPORT THESE SERVICES.
AND THERE'S A MEETING, BUT I WANNA HEAR NO, NO.
I MEAN, UM, THE FEAR IS REAL, BUT WE TRY NOT TO LEAVE WITH FEAR BECAUSE REMEMBER, OUR STUDENTS ARE WATCHING US AND THEY WILL MODEL WHAT THEY SEE.
SO IF WE'RE LIKE SHOWING FEAR IN OUR FACE, THEY'RE GONNA BE LIKE, OKAY, SOMETHING'S GOING ON.
AND KIDS ARE SO SMART STUDENTS, THEY, THEY KNOW WHEN SOMETHING'S GOING ON.
SO WE HAVE TO MODEL WITH INTEGRITY AND ALWAYS REMEMBER THAT IF WE LOOK AT THE MACRO VERSION VISION, IT'S WILL BE SOMEWHERE ELSE, BUT IT WILL BE ALSO FOR OTHER STUDENTS.
SO WE DO HAVE TO SEE THE MACRO VERSION AND SEE THAT IF, IF WE'RE NOT AT CRENSHAW, THAT CRENSHAW PRIDE WILL ALWAYS STAY WITH US AND WE'LL, WE'LL PROBABLY BE ANOTHER SCOPE PRIDE, BUT AT LEAST WE'RE ALWAYS GONNA HAVE THAT L-A-U-S-D PRIDE WHERE WE COULD GO AND SHARE RESOURCES TO EVERYBODY.
WE WANNA MAKE SURE THAT EVERYONE GETS THE LOVE AND THE INTEGRITY OF THIS.
UM, COOL, THE COOL LEADERSHIP THAT WE HAVE HERE AT CRECHES.
UH, AND THANK YOU SO MUCH TO THE COMMITTEE TODAY.
UH, REALLY APPRECIATED THE BALANCE OF THE SCHOOL SAFETY AND CLIMATE.
I FEEL LIKE TODAY WAS REALLY HITTING ON ALL OF THOSE TOPICS.
[Public Comment]
VIA EMAIL AND SEE YOU ALL BACK ON FEBRUARY 26TH.BUT OUR LAST AGENDA ITEM IS OUR PUBLIC COMMENT.
SO MR. MCLEAN SLASH I DON'T KNOW WHERE HE WENT.
[02:00:01]
MUCH TO THE SCHOOL COMMUNITIES, ESPECIALLY FOR COMING OUT HERE.I KNOW IT'S A TREK TO, TO GET DOWN TO BERY.
STAY SAFE IN THE RAIN, EVERYONE.
LET'S GET RIGHT INTO PUBLIC COMMENT.
WE'LL CALL ON THE FOLKS WHO ARE HERE IN PERSON FIRST, AND WE'LL THEN CALL ON THOSE WHO ARE REMOTE.
SO, CRYSTAL SPENCER, COME ON UP.
YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN.
THEN AFTER CRYSTAL SPENCER IS LATONYA HALL AND THEN PAIGE MOROCCO.
CRYSTAL WASN'T ABLE TO COME TODAY.
SO WHILE THE MIC IS BEING SET UP, LET'S GO TO PAIGE MOROCCO.
CAN YOU GUYS NOT TIME ME JUST YET? IT'S, UH, SOMETHING I WANNA TALK ABOUT BECAUSE OF THE PEOPLE THAT LEFT AND IT'S ABOUT MENTAL HEALTH.
YOU'LL HAVE, UH, TWO MINUTES TO SPEAK ONCE YOU BEGIN.
CAN YOU, HELLO? CAN YOU GUYS HEAR ME? HI, MY NAME IS LATONYA HALL.
I'M A PROUD SENIOR CORE PARENT WITH CADRE, AND I'VE BEEN DOING THIS WORK FOR ABOUT 10 YEARS.
I'M HERE REPRESENTING PARENTS FROM ACROSS SOUTH LA.
I WANT TO ADDRESS THE DISTRICT FAILURE TO FULLY IMPLEMENT PBIS.
SCHOOLS WOULD NOT RUN WITHOUT PARENTS, AND RIGHT NOW OUR CHILDREN, ESPECIALLY BLACK CHILDREN, ARE BEING TARGETED INSTEAD OF SUPPORTED.
PBIS IS SUPPOSED TO CREATE SAFETY AND CONNECTION, BUT THAT ONLY HAPPENS WHEN IT'S DONE RIGHT WITH REAL RESTORATIVE JUSTICE AND WITH PARENTS HAVING POWER.
PEOPLE SEE WHAT OUR KIDS ARE CARRYING, HOMELESSNESS, TRAUMA, MENTAL HEALTH NEEDS, AND WE NEED, AND WE KNOW WHAT REAL SUPPORT LOOKS LIKE.
FUNCTIONING PBIS TEAM, TRUE RESTORATIVE JUSTICE CLASSROOM, UH, OBSERVATION AND THERAPISTS ON CAMPUS.
OUR KIDS NEED CARE AND NOT PUNISHMENT, BUT, BUT INSTEAD OF STRENGTHENING SUPPORT SYSTEMS, THE DISTRICT IS TRYING TO BRING POLICE BACK INTO SCHOOLS WHILE TAKING BLACK STUDENTS OUT OF BSAP.
YOU CANNOT CLAIM TO SUPPORT STUDENTS WHILE STRIPPING RESOURCES FROM BLACK CHILDREN AND IGNORING PBIS.
LET ME TELL YOU THIS, WE DO NOT WANT SCHOOL POLICE.
POLICE DO NOT MAKE OUR CHILDREN SAFE.
OUR KIDS NEED RESTORATIVE JUSTICE, NOT HANDCUFFS.
THEY NEED MENTAL HEALTH SUPPORT, NOT SURVEILLANCE.
EVERY DOLLAR'S GOING TO POLICING IS A DOLLAR TAKEN FROM PBIS, BAP COUNSELING AND REAL SAFETY.
IF YOU CAN FIND MONEY FOR POLICE, THEN YOU CAN FULLY IMPLEMENT PBIS.
YOU CAN PUT BLACKS BACK AND B CEP AND YOU CAN HIRE THERAPISTS AND YOU CAN SUPPORT FAMILIES DEALING WITH CRISIS AND TRAUMA.
UH, PAIGE, MOROCCO, GOOD AFTERNOON.
I AM A PARENT MEMBER OF AT CONDRE.
I STAND HERE ON BEHALF OF PARENTS FROM SCHOOLS ACROSS SOUTH LA MIGHT BE A QUESTION, AND THE QUESTION PARENTS KEEP ASKING IS THIS, WHY ARE SCHOOLS NOT FULLY IMPLEMENTING PBIS IN SOUTH LA? BECAUSE WHEN PBIS IS NOT IMPLEMENTED, OUR CHILDREN FEEL IT.
OUR FAMILIES FEEL IT, AND THE CULTURE ON THE CAMPUS SHOWS IT.
WE'RE ASKING THAT SCHOOLS STOP BEING BIASED AGAINST
[02:05:01]
PARENTS.STOP DISMISSING OUR VOICE AND START TREATING US WITH DIGNITY, RESPECT, AND ACCOUNTABILITY.
PARENTS IN SOUTH LA DESERVE THE SAME RESPECT AND THE SAME LEVEL OF IMPLEMENTATION THAT OTHER COMMUNITIES RECEIVE.
WE ARE PARTNERS IN OUR CHILDREN'S EDUCATION, NOT OBSTACLES.
WE WILL CONTINUE RAISING THE QUESTION UNTIL WE SEE THE CHANGE OUR KIDS DESERVE.
THE NEXT THREE SPEAKERS WILL BE SPEAKING IN SPANISH, SO IF YOU'D LIKE TO HEAR WHAT THEY'RE SAYING IN ENGLISH AS THEY'RE SPEAKING SPANISH, PLEASE PUT YOUR HANDS UP AND WE'LL GET YOU THESE HEADSETS FOR SIMULTANEOUS TRANSLATION.
UH, DEANNA GUILLEN, COME ON UP.
AND THEN AFTER MS. GUILLEN IS MONICA OLA AND THEN CAROL VERDE.
SO PLEASE ALL MAKE YOUR WAY DOWN SO THAT WE CAN HAVE AN EFFICIENT TRANSFER OF SPEAKERS.
MS. MS. GUILLEN ONCE YOU BEGIN.
I REPRESENT 5,000 PARENTS WHO SIGNED SO THAT SCHOOL POLICE COULD RETURN TO CAMPUSES.
I'VE HEARD THE WONDERS THAT THE DISTRICT HAS SPOKEN ABOUT MENTAL HEALTH AND SUPPORT FOR STUDENTS.
AND ACCORDING TO THESE DATES, UM, THESE, THIS DATA THAT IS A LITTLE, UM, BEAUTIFIED.
WHY DO YOU ONLY TALK ABOUT THE NUMBERS, BUT YOU'VE ALSO PUT THE LACK OF STUDENTS THAT ARE INVOLVED IN THE DATA POINT.
SO WHY DO YOU THINK CERTAIN THINGS HAVE PROGRESSED? AND FIRST THE INFORMATION WAS SHOWN WAS HAS BEEN SHOWN BY, BY REGION.
NOW BY BOARD DISTRICT, THERE'S ALWAYS DIFFERENT WAYS TO BEAUTIFY THIS INFORMATION SO THAT PEOPLE DON'T UNDERSTAND IT.
IT'S A VERY DIRTY WAY TO PRESENT INFORMATION.
ALSO, US PARENTS, WE'RE WANTING THE SCHOOL POLICE TO RETURN TO SCHOOLS WHERE IT'S NECESSARY.
WE KNOW THERE ARE PARENTS WHO COME LIKE THE ONE SPOKE AND SURE, MAYBE IN YOUR AREA YOU DON'T NEED IT.
THAT'S WHAT WE WOULD HOPE FOR.
BUT NOT ALL AREAS HAVE THE SAME CONDITIONS.
HERE WHERE I LIVE, MACARTHUR PARK, WE NEED POLICE BECAUSE THERE THEY SELL DRUGS.
THERE, THERE ARE ASSAULTS, THERE IS ROBBERY, THERE IS EVERYTHING.
AND WITH A COUNSELOR, THIS IS NOT GONNA BECOME RESOLVED.
LOOK AT HOW THESE THINGS ARE HAPPENING.
DO YOU THINK A RESOLUTION LIKE, OH, WHEN YOU DON'T TAKE THEM INTO, INTO THESE GANGS, WHO DO YOU THINK RECRUITS THESE, THESE STUDENTS WITH, WITH HUGS.
LIKE IN MEXICO, THEY SAY WITH, WITH HUGS, BUT NOT BULLETS.
BUT WHEN YOU'RE TALKING ABOUT CRIMINALIZING, THAT'S, THAT'S IGNORANCE FOR THE PUBLIC BECAUSE NO POLICE OFFICER CAN CRIMINALIZE A STUDENT.
AND LET'S STOP PUTTING OUR STUDENTS IN DANGER.
WE WANT SCHOOL POLICE TO RETURN IN THE AREA SO MUCH FOR YOUR TIME AND PLEASE DON'T IMPOSE YOUR LAWS AS IF YOU WERE PEOPLE WHO SH THANK YOU SO MUCH FOR YOUR TIME.
UH, ALL RIGHT, MONICA, OLA, COME ON UP.
YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN.
AND THEN AFTER MONICA, OLA IS CAROL LAND DE VERDE.
THANK YOU FOR BEING HERE, ALL OF YOU.
I WANNA SAY SOMETHING VERY IMPORTANT.
I'M NOT HERE TO WASTE MY TIME.
I AM A MOTHER THAT HAS BEEN CONSISTENT WHEN IT COMES TO LEADERSHIP, WHEN IT COMES TO MY WORK, I'M NOT GETTING PAID.
IT'S DEPLORABLE TO SEE THIS EDUCATIONAL SYSTEM THAT INSTEAD OF PROGRESSING IS GETTING WORSE AND YOU ARE IN CHARGE SO THAT THIS CAN GET BETTER BECAUSE GOD WILL TAKE NOTES.
AND I WILL SAY SOMETHING, HOW CAN WE SET SAFETY AS AT THE END UNTIL SOMETHING HAPPENS TO YOUR CHILD, TO YOUR GRANDDAUGHTER, GRANDSON, WELL THEN YOU WILL UNDERSTAND LIKE THE POOREST AND THE MORE NEED.
THERE'S PEOPLE WHO DON'T WANT BECAUSE WITH CORRUPTION OR THE SELL OF DRUG TRAFFICKING ARMS, MOMS DON'T WANT THEM TO BE IN JAIL.
DO YOU UNDERSTAND? WE WANT EQUITY IN UNITED STATES.
[02:10:02]
THIS IS THE UNITED STATES.IT SHOULD BE GETTING BETTER, NOT GETTING WORSE.
MS. CARLA GRIEGO, YOU'RE THERE DEFENDING A GREAT COUNTRY IN NORTH AMERICA.
AND THE REST OF THE BOARD AND THE GROUP THINK IN THE MOST VULNERABLE.
THINK IN THE KIDS THAT MOST NEED THINGS, YOU KNOW WHAT YOU HAD TO SUFFER TO GET IN THAT POSITION.
AND YOU KNOW THAT WE DON'T KNOW IF THOSE WILL EV THOSE KIDS WILL EVER GET TO HAVE A POSITION LIKE THE ONE YOU'RE HOLDING.
LET'S DEFEND THEM WITH SAFETY.
AND I'M FROM HERE TOO, AND I'M HAPPY TO SEE BUEL, MY PRESIDENT, ESTABLISH ORDER.
AND IT'S A TINY COUNTRY THAT THE PRESIDENT THAT DONALD TRUMP ASKED A COUNCIL.
BUT HERE, IT'S NOT ABOUT COUNSELORS, IT'S ABOUT ADMINISTRATING THE MILLIONS OF MILLIONS MUCHS OF DOLLARS.
PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN.
MARIA DE ORTIZ, MARIA DE ORTIZ.
I'M IN SUPPORT OF MY COLLEAGUES WHO HAVE ALSO SPOKEN BEFORE ME.
AND WHAT I WANT TO REPEAT AGAIN IS WHAT THEY'VE SPOKEN ABOUT HERE IS ABOUT A BEAUTIFICATION OF THIS DATA, OF HOW MANY KIDS ARE LEAVING FROM THE SCHOOLS AND YOU KNOW, WHY CRIMES THAT ARE ACTUALLY CURRENT AND GROWING IN THE SCHOOLS.
AND WE ALSO WANT THAT THE PEOPLE WHO ARE WITH OUR KIDS, THAT THEY BE PEOPLE THAT ARE RESPONSIBLE.
SO THAT'S WHY WE'RE ASKING FOR ALCOHOL AND DRUG TESTING FOR PERSONNEL AND SAFE PASSAGES EVERY TWO MONTHS.
ALSO, YOU WANT TO MANIPULATE THAT POLICE IS CRIMINALIZING AND INTIMIDATING.
BUT THAT'S A BIG LIE BECAUSE WE LIVE IN A CITY WHERE THERE'S A LOT OF DIFFERENT AUTHORITIES LIKE HIGHWAY PATROL, LAPD, NATIONAL HIGHWAY, AND ALL THESE OTHER DIFFERENT ENTITIES.
AND WHEN THEY GRADUATE, THESE KIDS, THEY'RE GONNA GO TO SCHOOL AND THEY'RE GONNA BE POLICE AND THEY'RE GONNA SAY THEY'RE ALSO GONNA BE INTIMIDATED FOR THE LOVE OF GOD, PLEASE BE PROACTIVE.
BRING SAFETY THAT IS QUALITY SAFETY WITH THE PEOPLE THAT ARE COMPETENT.
BECAUSE WHEN SOMETHING HAPPENS IN A SCHOOL LIKE A SHOOTING OR ALL THESE THINGS OR DRUGS AND THINGS, POLICE IS TRAINED SCHOOL POLICE.
SO STOP EVADING YOUR RESPONSIBILITY.
WE DON'T WANT MORE DEATHS WITHIN THE SCHOOL SITES AND, AND DUE TO YOUR NEGLIGENCE, THANK YOU.
MARIA LUISA PALM, I, YOU'RE ONLINE.
PLEASE PRESS STAR SIX TO UNMUTE YOURSELF.
AND YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN.
MS. PALMA, PLEASE, PLEASE TRY AND SPEAK.
YES, CAN YOU HEAR ME? YES, WE CAN.
MY NAME IS MARIA LUISA ALMA, I'M SPEAKING ON BEHALF OF ADA AND I CONTINUE TO FOLLOW UP ON OUR PRESENTATION AT THE COMMITTEE OF THE WHOLE LAST, UH, NOVEMBER 4TH.
AND WE CONTINUE TO SAY THAT IT IS ABSOLUTELY ESSENTIAL TO HAVE ACCURATE AND RELEVANT DATA TO ASSIST IN THE ANALYSIS OF THE USE OF EDUCATION FUNDS AND WHETHER THE USE OF THOSE FUNDS IS EFFECTIVE AND THE MOST SIGNIFICANT DEFICIENCY I SEE IN THE ISTAR SCHOOL POLICE DATA PRESENTED TODAY.
SO THAT WE HAVE NO TOTALS IN ANY OF THOSE PRESENTATIONS.
WE HAVE INSUFFICIENT HISTORICAL TREND LINES.
THE OLDEST YEAR YOU HAVE PRESENTED IS 2324.
WE HAVE PARTIAL YEARS ONLY FOR YEAR TO DATE.
SO THERE'S NO INFORMATION PRIOR TO THE PANDEMIC, WHICH WOULD BE FOR 2018 TO 2019.
HOW CAN WE CONCLUDE THE TREND WHEN WE HAVE THESE LIMITATIONS? THIS IS MISLEADING AT BEST.
AND WHY IS THAT DIFFERENT DATA OMITTED? IS THIS INTENTIONAL? WHY IS THERE NO SYSTEM TO REPORT THIS INFORMATION ON AN ONGOING BASIS? WE IN THE PUBLIC NEED TO BE ABLE TO MONITOR, TO SLICE AND DICE THIS INFORMATION OVER THE LONGER TERM TO ESTABLISH TRUE TRENDS.
WE NEED FULL YEAR OF INFORMATION, CONSISTENT DATA THAT WE CAN REVIEW.
WE SPOKE TO YOU A COUPLE WEEKS AGO AT THAT COMMITTEE OF THE WHOLE OF THE MEASUREMENTS THAT ARE IN THE LOCAL CONTROL AND ACCOUNTABILITY PLAN.
WHY ARE NONE OF THESE DATA POINTS IN THAT LOCAL CONTROL
[02:15:01]
AND ACCOUNTABILITY PLAN? NO DATA FROM SCHOOL POLICE ON CRIME WEAPONS, NO ISTAR DATA.FOR EXAMPLE, LET ME TELL YOU, UH, A COMPARISON THAT I HAVE DATA FROM 2018 TO 2019.
IT SAID THAT YOU HAD 2300 FIGHTS ACROSS THE TOTAL DISTRICT THAT SCHOOL YEAR IN THE TOTALS.
I RAN FOR THIS DATA HERE, 5,636 FIGHTS IN 24 25.
WE NEED TO BE ABLE TO READ THIS INFORMATION IN THE OPEN DATA SYSTEM BEFORE YOU CAN YOU OR ANY OF US CAN REACH CONCLUSIONS ON WHAT TO DO NEXT.
WE NEED CLEAR DATA, STOP HIDING AND STOP.
THANK YOU SO MUCH FOR YOUR TIME.
ALL RIGHT, THE NEXT CALLER IS JOVITA.
ANGEL, ARE YOU IN THE ROOM? YOU'RE LISTED AS BEING REMOTE.
ARE YOU IN THE ROOM? PLEASE COME ON UP.
YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN HO HILL.
2012 L-A-U-S-D GRADUATE AND CADRE ORGANIZER.
AT THE PREVIOUS COMMITTEE MEETING, WE WERE PRESENTED WITH DATA THAT STATED ALL SCHOOLS IN THE REGION HAD A, IN THE SOUTH REGION, HAD A PBIS SLASH RP TEAM DURING LAST SPRING.
I AM SKEPTICAL OF THIS DATA REPORTED SINCE MULTIPLE PARENTS SHARED LAST SCHOOL YEAR THAT THEIR SCHOOL DID NOT IN FACT HAVE THIS TEAM.
AND LAST MONTH CADRE PARENTS ENGAGED THEIR SCHOOLS ABOUT THE PBIS RP TEAM AND MONTHLY MEETINGS OF THOSE SCHOOLS.
I WOULD LIKE TO HIGHLIGHT THREE.
AT SOUTH PARK PARENTS ENGAGED THREE DIFFERENT STAFF MEMBERS, ALL OF WHICH WERE UNAWARE OF BOTH THE POLICY AND OF THESE MONTHLY MEETINGS AT DIEGO RIVERA LEARNING COMPLEX, A PARENT WAS TOLD THE MEETINGS DO HAPPEN.
BUT IT WASN'T UNTIL SHE ASKED ABOUT HOW THEY ACTUALLY INVOLVE PARENTS THAT THEY INVITED HER TO THESE MEETINGS.
SHE HAD NEVER HEARD ABOUT THIS EVER BEFORE.
UM, AT PRIMARILY AVENUE, DESPITE PARENTS SHOWING INTEREST THROUGHOUT THE YEARS, MULTIPLE YEARS SHOWING THAT THEY WANNA BE INCLUDED IN THESE MEETINGS, THEY WERE TOLD THESE MEETINGS ARE CLOSED, THAT IT IS FOR STAFF ONLY.
THEY ARE NOT PART OF THESE TEAMS OR MEETINGS.
SO I ASK, HOW ARE YOU ALL ENSURING THAT PBIS IMPLEMENTATION IS ACTUALLY HAPPENING BECAUSE THIS SELF-REPORTING DATA AIN'T CUTTING IT? BECAUSE HOW IS IT THAT DIMLY HAS A STATE SILVER PBIS RECOGNITION? MEANWHILE, THEY HEAVILY RELY AND CALL THE POLICE ON THEIR STUDENTS.
I DRIVE BY DIMLY SCHOOL POLICE.
WHAT, HOW IS THAT SHOWING THAT POSITIVE BEHAVIOR INTERVENTION SUPPORTS SLASH RESTORATIVE PRACTICES ACTUALLY HAPPENING? MY TABLET, MY BAD.
OKAY, SO BLACK AND BROWN YOUTH MAY NO LONGER BE CALLED SUPER PREDATORS ANYMORE, BUT SAYING THAT THE SOLUTION TO STUDENT CONFLICT IS SCHOOL POLICE INSTEAD OF THE IMPLEMENTATION OF PBIS IS RACIST AND IT IS ANTI-BLACK.
THE SOLUTION TO ENSURING STUDENT SAFETY IS NOT CALLING THE POLICE ON CHILDREN.
ALSO, THE WORDS OF PARENT JUST SHARED TO SPEAK ABOUT CHILDREN AS DRUG SELLERS, CRIMINALS, PEOPLE, THAT IS COMPLETE LIE.
LATONYA AND PAIGE ARE ADVOCATING FOR PBIS BECAUSE THEY ARE TIRED OF THEIR BLACK BOYS BEING CRIMINALIZED, NOT BECAUSE THEY ARE PARENTS OF CRIMINALS, ALTHOUGH THAT IS UNFORTUNATELY HOW THEY ARE SEEN BECAUSE OF ANTI-BLACKNESS AND BECAUSE OF RACISM.
OKAY, THE NEXT SPEAKER IS KARINA LOPEZ.
YOU'RE LISTED AS SPEAKING REMOTELY.
ARE YOU IN THE ROOM? I DO NOT.
HAVE YOU SIGNED IN ONLINE? I'M MARCELLA GARCIA, ALSO LISTED AS SPEAKING REMOTELY.
I DO NOT SEE YOU IN THE ROOM, NOR ARE YOU ONLINE.
THAT CONCLUDES PUBLIC COMMENT.