* This transcript was created by voice-to-text technology. The transcript has not been edited for errors or omissions, it is for reference only and is not the official minutes of the meeting.
          [I. Welcome and Introductions]
          [00:00:02]
           GOOD MORNING EVERYONE. 
          GOOD MORNING COLLEAGUES,  STAFF, LABOR PARTNERS AND MEMBERS OF THE PUBLIC. 
          I'D LIKE TO CALL TO ORDER THE COMMITTEE OF THE WHOLE FOR TUESDAY TODAY, JANUARY 20TH. 
          UH, WELCOME BACK EVERYONE. 
          THIS IS OUR FIRST, UH, I GUESS, BOARD MEETING OF THE 2026 SCHOOL YEAR. 
          UM, I WANNA START OFF BY, UM, FIRST HOPING THAT EVERYONE HAD A WONDERFUL THREE DAY WEEKEND IN MEMORY OF MARTIN LUTHER KING JR. 
          A CIVIL RIGHTS LEADER WHO, A HUMANITARIAN AND A, A HUMAN BEING WHO FOUGHT FOR JUSTICE THROUGHOUT HIS LIFE AND, UM, FOR WHOSE LIFE AND LEGACY WE HONORED, UM, YESTERDAY AND THROUGHOUT THE WEEKEND. 
          I ALSO WANT TO GIVE THANKS. 
          I HOPE FOLKS WERE ABLE TO VIEW THE MARTIN LUTHER KING JR PARADE, THE KINGDOM DAY PARADE YESTERDAY. 
          SOME OF US WERE THERE. 
          UM, ENJOYED IT WITH A SUPERINTENDENT. 
          IT WAS WONDERFUL. 
          I ALSO WANNA THANK OUR ALL CITY DISTRICT BAND, UM, EVERYONE IN BEYOND THE BELL, UH, DR. 
          TONY WHITE, UM, STAFF, BUS DRIVERS, EVERYONE WHO WARDROBE, EVERYONE WHO WAS ABLE TO MAKE THAT HAPPEN. 
          UM, OUR ALL CITY DISTRICT BAND WAS PERFORMED, BUT THEY ALSO REPRESENTED THIS DISTRICT AT THE ROSE PARADE AND IN THIS, AND IN THE MLK PARADE AS WELL. 
          AND JUST WANNA SAY, THEY WERE VERY PROUD OF OUR BAND AND ALL OF THE HIGH SCHOOL STUDENTS WHO WERE THERE REPRESENTING OUR DISTRICT VERY PROUDLY. 
          UM, THEY SOUND THEY WERE GREAT, AND OUR COLOR GUARD AND OUR, OUR DANCERS, THEY JUST WANNA GIVE A BIG, HUGE, LOVING SHOUT OUT TO ALL CITY WHO I KNOW ARE BACK IN SCHOOL. 
          UM, BUT TIRED FEET. 
          BUT THEY DEFINITELY DID REPRESENT US VERY WELL, SO I JUST WANTED TO GIVE THEM ALL, UM, A VERY HUGE THANK YOU BEFORE WE BEGIN OUR MEETING. 
          SO, AS WE BEGIN THIS NEW CALENDAR YEAR, TODAY'S MEETING COMES AT AN IMPORTANT MOMENT FOR OUR DISTRICT. 
          UH, THE DISTRICT IS BALANCING BUDGET PRIORITIES, AND WE'VE BEEN HAVING DISCUSSIONS, UH, THROUGHOUT THIS YEAR, AND ALSO WHILE ALSO REFLECTING ON HOW WE NURTURE, BELONGING, STABILITY, RESPECT, AND POSSIBILITY ACROSS OUR SCHOOLS AND ENSURE, AND IN ENSURING THAT EVERY STUDENT FEELS SUPPORTED, SEEN, AND SERVED. 
          TODAY'S AGENDA REFLECTS THAT WORK AND THAT DISCUSSION 
          [II. Labor Partners]
WE WILL HEAR FROM OUR LABOR PARTNERS RECEIVE A COMPREHENSIVE BUDGET UPDATE THAT INCLUDES BOTH THE LEGISLATIVE AND FISCAL LANDSCAPE AND SPEND THE LATTER HALF OF OUR MEETING FOCUSED ON HOW WE ARE RESPONDING TO ENROLLMENT SHIFTS THROUGH BEST PRACTICES AND SUPPORTIVE INTERVENTIONS AND CENTER STUDENTS, FAMILIES, AND SCHOOL COMMUNITIES. 
          EACH OF THESE CONVERSATIONS IS CONNECTED TO A SHARED GOAL, STABILITY, BELONGING, AND OPPORTUNITY FOR OUR STUDENTS, FAMILIES, AND EMPLOYEES. 
          I ALSO WANT TO ACKNOWLEDGE THAT THE BROADER MOMENTS WE ARE IN, WE MANY IN OUR SCHOOL COMMUNITIES ARE CARRYING FEAR, UNCERTAINTY, AND GRIEF. 
          AND FOR MANY THAT FEAR IS DEEPLY, DEEPLY PERSONAL. 
          OUR COMMUNITIES ARE UNDER ATTACK, WHETHER THROUGH VIOLENCE AND LOSS, CLOSER TO HOME, HOSTILITY TOWARD IMMIGRANT AND MARGINALIZED FAMILIES, GLOBAL EVENTS THAT REVERBERATE LOCALLY OR THE ONGOING STRAIN OF ECONOMIC AND SOCIAL PRESSURES. 
          AND THESE REALITIES DO NOT STOP AT THE SCHOOLHOUSE GATE. 
          THEY SHOW UP IN OUR CLASSROOMS AND HALLWAYS SHAPING HOW STUDENTS LEARN, HOW FAMILIES ENGAGE, AND HOW ADULTS SHOW UP FOR ONE ANOTHER. 
          AND MOMENTS LIKE THIS, SCHOOLS BECOME MORE THAN PLACES OF INSTRUCTION. 
          THERE ARE PLACES OF REFUGE STABILITY AND CARE. 
          AND IN SAYING THAT, AND IN MEMORY, MARTIN LUTHER KING JR, I WANT TO SHARE A QUOTE THAT I THINK IS APPROPRIATE FOR THE MOMENT THAT WE ALL ARE FACING. 
          QUOTE, WE ARE NOW FACED WITH THE FACT THAT TOMORROW IS TODAY WE ARE CONFRONTED WITH THE FIERCE URGENCY OF NOW IN THIS UNFOLDING CONUNDRUM OF LIFE AND HISTORY. 
          THERE'S, THERE IS SUCH A THING AS BEING TOO LATE. 
          THIS IS, THIS IS NO TIME FOR APATHY OR COMPLACENCY. 
          THIS IS A TIME FOR VIGOROUS AND POSITIVE ACTION. 
          SO I HOPE WE ALL TAKE THAT QUOTE INTO EVERYTHING THAT WE DO AND DISCUSS AND, UM, AS WE FACE OUR DAILY LIVES, THAT IS WHY TODAY'S CONVERSATION MATTERS, BECAUSE THE DECISIONS WE MAKE HERE SHAPE WHETHER OUR SCHOOLS REMAIN PLACES OF STABILITY, CARE, AND POSSIBILITY FOR STUDENTS, FAMILIES, AND OUR EMPLOYEES. 
          IN MOMENTS OF FEAR DIVISION UNCERTAINTY, IT IS OFTEN EDUCATORS, ADMINISTRATORS, CLASS CLASSIFIED STAFF AND SCHOOL-BASED TEAMS WHO PROVIDE CONTINUITY AND REASSURANCE 
          [00:05:01]
FOR STUDENTS AND FAMILIES. 
          AS WE BEGIN THE PORTION OF THE AGENDA, I WANNA THANK OUR LABOR PARTNERS WHO ARE MAYBE HERE PRESENT, UH, WHO WOULD LIKE TO SAY A FEW WORDS. 
          AND I WANNA THANK YOU FOR THE ROLE YOU'RE PLAYING IN SUSTAINING US, YOUR COMMUNITIES. 
          SO WITH THAT, UM, ARE THERE ANY LABOR PARTNERS WHO WOULD LIKE TO COME FORWARD AND MAKE A STATEMENT? INTERESTING. 
          OKAY. 
          NO, I SEE NO ONE COMING FORWARD. 
          [III.1. Budget Update]
SO WITH THAT, UH, THAT TAKES, THAT BRINGS US TO OUR FIRST PRESENTATION, WHICH IS THE FIRST SECTION OF THIS MEETING, THE BUDGET UPDATE. 
          UM, WE ARE, WE WILL NOW MOVE INTO THE BUDGET PORTION OF TODAY'S AGENDA. 
          WE WILL HEAR FROM THREE PRESENTERS WHO WILL PROVIDE CONTEXT ON THE LEGISLATIVE ADVOCACY AND FISCAL LANDSCAPE, FOLLOWED BY AN OPPORTUNITY FOR QUESTIONS AND DISCUSSION FROM BOARD MEMBERS MEMBERS. 
          THIS DISCUSSION TAKES PLACE WHILE WITHIN A CHALLENGING FISCAL ENVIRONMENT, BUT IT'S ALSO AN OPPORTUNITY TO REAFFIRM OUR VALUES. 
          BUDGET DECISIONS ARE NOT FINANCIAL EXERCISES. 
          THEY ARE STATEMENTS ABOUT PRIORITIES ABOUT WHAT WE CHOOSE TO PROTECT AND ABOUT HOW WE ALIGN RESOURCES WITH STUDENT NEEDS. 
          THIS SEGMENT INCLUDES PRESENTATIONS ON THE BUDGET, LEGISLATIVE LANDSCAPE, DISTRICT ADVOCACY, AND OUR CURRENT FISCAL OUTLOOK, FOLLOWED BY MEMBERS AND BY, BY QUESTIONS. 
          SO I WOULD LIKE TO INVITE AN IEE UP IN THE PODIUM, MR. KEVIN GORDON FROM CAPITAL ADVISORS GROUP, WHO WILL PROVIDE AN OVERVIEW OF THE STATE AND LEGISLATIVE CONTEXT SHAPING OUR BUDGET CONSIDERATIONS. 
          THANK YOU. 
          WELCOME. 
          AND THE FLOOR IS YOURS, MR. GORDON. 
          GOOD TO BE WITH YOU, MADAM CHAIR. 
          MR. BOARD PRESIDENT, IT'S MR. SUPERINTENDENT. 
          IT'S GOOD TO BE WITH ALL MEMBERS OF THE BOARD. 
          UH, KEVIN GORDON WITH CAPITAL ADVISORS GROUP. 
          SO WE'RE A LOBBYING FIRM UP IN SACRAMENTO. 
          WE'VE DONE WORK WITH THIS DISTRICT AND WORK VERY WELL WITH YOUR TEAM HERE IN LA UNIFIED ON SORT OF DAY-TO-DAY ADVOCACY ON BEHALF OF PUBLIC EDUCATION. 
          AND ONE OF THE AREAS THAT WE ARE PARTICULARLY INVOLVED WITH IS BUDGET ISSUES AND PROP 98. 
          UM, AND SO I WANTED TO, AS YOU MENTIONED, MADAM CHAIR, THAT SORT OF SET A CONTEXT FOR I THINK EVERYTHING YOU'RE GONNA HEAR TODAY. 
          I WANTED TO START THOUGH BY TALKING ABOUT, 'CAUSE WE LOOK AT STATE AND FEDERAL ADVOCACY, AND ONE OF THE THINGS THAT WE KNOW THAT'S GOING ON IS STRESS ALL ACROSS THE BOARD. 
          TWO THIRDS OF CALIFORNIA PUBLIC SCHOOL DISTRICTS ARE CUTTING THEIR BUDGETS. 
          THERE'S HUGE FISCAL INSTABILITY IN SCHOOL DISTRICTS ALL ACROSS THE STATE. 
          THIS DISTRICT IS NOT UNCOMMON. 
          AND SO WE WATCH THOSE NUMBERS BOTH STATE AND FEDERAL NUMBERS REALLY CLOSELY. 
          AND THERE'S A LOT TO GET CAUGHT UP IN, IN TERMS OF NEGATIVITY ABOUT WHAT THAT LANDSCAPE LOOKS LIKE. 
          AND SO START, I WANTED TO START ON THE FEDERAL SIDE 'CAUSE WE GOT REALLY GOOD NEWS BASICALLY THIS MORNING ABOUT WHAT CONGRESS DID, WHAT CONGRESS IS POISED TO DO. 
          BECAUSE THERE IS A TWO HOUSE BIPARTISAN AGREEMENT ON THE EDUCATION BUDGET AS A PART OF A FOUR BILL PACKAGE THAT WILL UNDOUBTEDLY GET TO THE PRESIDENT'S DESK. 
          WHO KNOWS WHAT THE PRESIDENT WILL DO WITH IT. 
          BUT ONE OF THE REASONS WHY I THINK I'M STANDING HERE IS 'CAUSE OUR FIRM TYPICALLY IS PRETTY OPTIMISTIC ABOUT BUDGET FIGURES GENERALLY. 
          WE KINDA LOOK FOR REVENUE SIGNS. 
          WE LOOK AT KIND OF THE OUTLOOK A LITTLE BIT. 
          AND WITH REGARD TO FEDERAL ISSUES, I'VE BEEN SAYING THIS ALMOST FOR A YEAR, IS THAT CONGRESS WAS GONNA HAVE A HARD TIME CUTTING ANYTHING IN THE EDUCATION BUDGET BECAUSE OF THE FILIBUSTER, KNOWING THAT YOU'D HAVE TO GET SEVEN DEMOCRATS IN THE US SENATE. 
          AND THAT LAST SUMMER, WE DEMONSTRATED THAT 10 US SENATE REPUBLICANS, ALONG WITH ALL THE DEMOCRATS, STRONGLY OBJECTED TO THE PRESIDENT'S UNILATERAL HOLDBACK OF MONEY. 
          THIS DISTRICT WAS VERY VOCAL IN PROTESTING THAT, AND WE ENDED UP PREVAILING. 
          AND WHY, THE REASON WHY WE PREVAILED IS 'CAUSE OF THOSE 10 REPUBLICANS. 
          AND THEN ALSO THE FACT THAT THEY HAD THOSE, UH, THE DEMOCRAT CAUCUS PRETTY UNITED. 
          THE IDEA OF WHAT HAPPENS WHEN THEY CAN'T GET ANYTHING DONE ON A BUDGET IN THE FISCAL REALITY IS WE DO WHAT'S CALLED A CONTINUING RESOLUTION. 
          AND WHERE YOU GET 'EM EVERY TIME IS WHEN THEY HAVE TO FACE THE POS POSSIBILITY OF THE GOVERNMENT CLOSING DOWN. 
          AND WHEN THAT HAPPENS, THEY'LL PASS A CONTINUING RESOLUTION. 
          WELL, CONTINUING RESOLUTION ARE PREDICATED ON WHATEVER WE GOT IN THE PRIOR YEAR. 
          WHEN YOU ARE FACING A BUDGET LIKE THE ONE TRUMP PUT ON THE TABLE, $12 BILLION IN CUTS TO EDUCATION, YOU LIKE A CONTINUING RESOLUTION BECAUSE YOU DON'T GET CUT. 
          SO WHAT HAS HAPPENED, WHAT'S TRANSPIRED IN THE LAST COUPLE OF MONTHS IS A DESIRE BY REPUBLICANS OF BOTH HOUSES TO NOT JUST DO ANOTHER CONTINUING RESOLUTION, BUT TO GET TO AGREEMENT ON APPROPRIATION BILLS THAT ESSENTIALLY FORM WHAT IS THE BUDGET. 
          AND SO MUCH SO THE WILLING, UH, WILLINGNESS TO COMPROMISE WITH DEMOCRATS BECAUSE THEY KNOW ANY BUDGET THAT HAS, OR ANY APPROPRIATION BILL THAT HAS CUTS IN IT TO EDUCATION WILL NOT GET THROUGH THE US SENATE. 
          SO AMAZINGLY, OVER THE WEEKEND, SENATE REPUBLICANS AND SENATE DEMOCRATS GOT TOGETHER AND THEN WITH THEIR HOUSE COUNTERPARTS AND AGREED ON A BUDGET THAT ENDS UP HAVING NET 
          [00:10:01]
INCREASE IN FUNDING TO EDUCATION. 
          JUST AN ABSOLUTE REJECTION OF WHAT, UH, PRESIDENT TRUMP HAD PUT FORWARD IN HIS BUDGET. 
          SO WITH REGARD TO THE HESITANCY AND THE, THE CONCERN ABOUT FEDERAL CUTS, WE SORT OF LIVED TO FIGHT ANOTHER DAY, IS THAT WE'LL GET PROBABLY PRETTY MUCH FLAT FUNDING. 
          THERE'S A $217 MILLION TOTAL INCREASE IN FUNDING, UH, THAT WE GOT IN THE EDUCATION BUDGET. 
          THINK ABOUT THAT. 
          THE ENTIRE FEDERAL BUDGET FOR SCHOOLS, 217 MILLION IS NOTHING AND A $20 MILLION SORT OF TOKEN INCREASE TO SPECIAL ED. 
          BUT HEY, IT'S BETTER THAN THE CUTS THAT WE WERE TALKING ABOUT. 
          SO THAT REFERENCES A REALLY IMPORTANT VICTORY, BUT IT ALSO HELPS TO KIND OF GET US A CONTEXT OF WHY WE AS A FIRM HAVE HAD SORT OF A POSITIVE OUTLOOK ON SORT OF THE FISCAL FUTURE RELATIVE TO A C OR A CHORUS OF CONVERSATION ABOUT IMPENDING CUTS. 
          SO LET ME MOVE KIND OF TO THE, WHAT WE'VE BEEN HEARING ABOUT AT THE STATE LEVEL. 
          WHAT I KNOW YOU GUYS HAVE HEARD A LOT ABOUT IS THE POSSIBILITY OF $18 BILLION STRUCTURAL PROBLEM FOR THE STATE OF CALIFORNIA. 
          THAT WAS SORT OF MADE BIG NEWS LAST NOVEMBER BY THE NONPARTISAN LEGISLATIVE ANALYST WHO SCORED THE OUTLOOK OVER A THREE YEAR PERIOD PRIOR YEAR, CURRENT YEAR, AND NEXT YEAR, AND SAID, WE'VE GOT AN $18 BILLION PROBLEM. 
          AND WHILE THAT IS THEIR NUMBER, THE THING THAT I WAS PRETTY ASTONISHED BY THAT NUMBER IS IT IGNORES WHAT WE'VE HAD IN TERMS OF REVENUE MONTH AFTER MONTH AFTER MONTH, DRAMATICALLY EXCEEDING WHAT WAS OTHERWISE EXPECTED. 
          SO IF YOU TAKE A LOOK AT THE LAST, UH, I THINK IT'S 16 MONTHS OR RATHER THE LAST 18 MONTHS, 16 OF THOSE 18 MONTHS, WE'VE HAD INCREASED REVENUE BY A LOT BEYOND WHAT WAS OTHERWISE EXPECTED. 
          AND THAT'S WHAT GETS YOU TO THE POINT WHERE THE GOVERNOR PUTS HIS BUDGET ON THE TABLE, WHICH WE THINK IS A PRETTY DECENT BUDGET STATEWIDE. 
          WHAT WE LIKE MOST ABOUT IT IS HIS REVENUE NUMBER. 
          WE HAVE SOME ISSUES ABOUT HOW HE SPENDS THE MONEY, BUT HIS REVENUE NUMBER IS $42 BILLION NORTH OF WHERE THE LEG, UH, WHERE, WHERE THE IN TOTAL REVENUES AND THE LEGISLATIVE ANALYST JUST $30 BILLION BELOW THAT, 30 BILLION BELOW THAT. 
          SO, AND THE LEG ANALYST HAS SAID AS EARLY AS LAST WEEK THAT THEY'RE STILL URGING THE LEGISLATURE TO USE THEIR REVENUE NUMBERS. 
          WELL, YOU CAN IMAGINE IF YOU USE THE LO'S VERY CONSERVATIVE REVENUE NUMBERS THAT SORT OF DENY THIS TRACK RECORD OF INCREASED REVENUE, WE'VE SEEN MONTH AFTER MONTH AFTER MONTH, THERE WOULD BE CUTS ALL OVER THE PLACE ON THE, MOSTLY ON THE NON 98 SIDE OF THE BUDGET, THE NON K 14 SIDE OF THE BUDGET. 
          SO THE OTHER THING I LIKE TO SAY TO PEOPLE WHO SORT OF THEIR HAIR WAS ON FIRE WHEN THEY SAW THE $18 BILLION BUDGET GAP NUMBER IS REMEMBER WE HAVE THE TAIL OF TWO BUDGETS. 
          WE HAVE WHAT'S GOING ON ON THE NON-EDUCATION SIDE, BUT BECAUSE OF OUR CONSTITUTIONAL MINIMUM GUARANTEE, PROP 98, WE HAVE INCREDIBLE INSULATION ON THAT SIDE. 
          AND IT WORKS IN A COUPLE OF WAYS. 
          ONE IS THEY SUSPENDED PROP 98 BECAUSE THEY OWED US A CERTAIN AMOUNT OF MONEY THEY COULDN'T GIVE US. 
          THIS IS FOR THE 2324 FISCAL YEAR. 
          SO THEY SUSPENDED PROP 98 WITH THE IDEA THAT THEY WOULD GIVE US, WE STILL GOT HELD EVEN THAT YEAR, THE, THE SUCCEEDING YEAR. 
          BUT THEN THEY WERE GONNA OWE US MONEY. 
          AND THE WAY IT WORKS IS REVENUE GROWS. 
          THEY GOTTA GET US BACK TO WHERE WE OTHERWISE WOULD BE. 
          SO WE WERE WATCHING REAL CLOSELY ALL THE WAY BACK TO JUNE OF LAST YEAR, WHAT WAS GOING ON WITH REGARD TO REVENUE ATTRIBUTABLE TO THE 24 25 FISCAL YEAR. 
          WHY ANY MONEY THAT WOULD SHOW UP IN 24 25 BEYOND EXPECTATIONS, WE GET 94 CENTS OUT OF EVERY DOLLAR IN PROP 98, BIG MONEY, EVERYTHING AFTER JUNE, WE GET INTO THE NEW FISCAL YEAR, STARTING JULY, 40% OF ALL NEW REVENUE THAT IS OTHERWISE UNANTICIPATED EVERY SINGLE MONTH OF THE CURRENT FISCAL YEAR. 
          WE'VE HAD BIG DOLLAR INCREASES. 
          AND IT BECAME THE CORNERSTONE OF THE GOVERNOR'S BUDGET. 
          THAT'S WHY HE HAS A BUDGET, WHICH I THINK IS A RESPONSIBLE BUDGET. 
          I DO NOT THINK IT'S WILDLY IRRESPONSIBLE. 
          I THINK IT'S FRANKLY A LITTLE BIT CONSERVATIVE IN SOME WAYS. 
          CERTAINLY NOT AS CONSERVATIVE AS THE LAO, BUT IT REALLY ESTABLISHES KIND OF A BASELINE FOR YOU TO TAKE A LOOK AT. 
          WHAT ARE THE IMPLICATIONS FOR US IN EDUCATION AT THE STATEWIDE LEVEL? IT IS VERY SIGNIFICANT MONEY, $21.7 BILLION OVER THREE YEARS THAT COMES TO US IN EDUCATION. 
          THE CONCERNS ARE HOW THE GOVERNOR, SO GENERALLY REVENUE GOOD. 
          OVERALL, THE PICTURE LOOKS POSITIVE. 
          BUT THEN WE LOOK AT THE WAY THE GOVERNOR SPENDS THE MONEY OVERWHELMINGLY. 
          AND THIS IS A PRODUCT OF PROP 98. 
          [00:15:01]
THERE'S NOT MUCH WE CAN DO ABOUT IT. 
          OVERWHELMINGLY, A LOT OF THE MONEY IS ONE-TIME BILLIONS OF ONE-TIME MONEY. 
          THAT DOESN'T HELP US SOLVE STRUCTURAL BUDGET PROBLEMS. IT DOESN'T HELP US WITH OUR LABOR PARTNERS. 
          IT'S ONE TIME MONEY. 
          SO WHEN YOU LOOK AT THE ONGOING MONEY, WHICH THERE IS ONGOING MONEY IN THE BUDGET, UM, THE COMBINATION STILL IS A BETTER OVERALL BUDGET THAN WE HAVE FOR THE YEAR. 
          WE'RE IN A SLIGHTLY BIGGER COLA, WHICH I THINK THAT COLA COULD END UP MOVING UP. 
          THERE ARE SOME WHO THINK IT MIGHT MOVE DOWN. 
          UM, AND THE COLA, BY THE WAY, NEEDS TO BE REFORMED FOR THE COLA THAT WE GET FOR PUBLIC EDUCATION. 
          I'LL TELL YOU A LITTLE BIT ABOUT THAT. 
          UM, BUT THE POINT IS, IS THAT WE'VE GOT A, UH, A SET OF EXPENDITURES. 
          SO WHEN YOU TAKE A LOOK AT IT, THE PLACES WHERE THERE'S ONGOING NEW MONEY, WHICH MATTERS TO US, IS IN THAT ANEMIC COLA 2.41% COLA. 
          WHAT DOES THAT GENERATE? 2.4 ROUGHLY BILLION DOLLARS FOR US AS AN INCREASE OVERALL STATEWIDE. 
          THE OTHER BIG AREA OF, OF, UM, ONGOING MONEY THAT THE GOVERNOR HAD A BILLION DOLLARS OF EXTRA MONEY, WHICH COULD HAVE BEEN PUT INTO A SUPER COLA. 
          HE HAD A LOT OF CHOICES. 
          HE CHOSE TO PUT IT INTO INVESTING INTO COMMUNITY SCHOOLS PROGRAM. 
          THE REASON WHY HE DID THAT IS THE COMMUNITY SCHOOLS PROGRAM, WHICH HAS DONE A LOT OF GOOD ACROSS THE STATE, WAS THE ONLY SIGNATURE INITIATIVE THAT THE GOVERNOR HAD THAT WAS NOT DONE WITH ONGOING MONEY. 
          SO WHEN YOU LOOK AT MEALS OR YOU LOOK AT ELOP OR YOU LOOK AT TK, ALL OF THOSE THINGS, LONG-TERM PERMANENT COMMITMENT IN THE BILLIONS OF DOLLARS, GOOD STUFF. 
          BUT THE COMMUNITY SCHOOL PIECE WAS ALL DONE WITH ONE-TIME MONEY. 
          SO IN THIS LAST YEAR OF HIS BUDGET, HE PUTS A BILLION DOLLARS INTO COMMUNITY SCHOOLS. 
          THE QUESTION IS WHETHER THAT STICKS OR NOT, ESPECIALLY IN AN ENVIRONMENT WHERE SCHOOL DISTRICTS ALL ACROSS THE STATE WANT MORE DISCRETION AT THE LOCAL LEVEL, AND WE REALLY NEED ONGOING MONEY, NOT AS MUCH OF THE ONETIME MONEY. 
          AND WE WERE JUST FLOATING IN ONETIME MONEY. 
          SO YOU LOOK AT THAT, THEN YOU LOOK AT THE ONETIME MONEY, AND AGAIN, I KNOW THAT YOUR STAFF IS GONNA GO INTO MORE DETAIL ABOUT EACH OF THESE PROGRAMS, BUT IF YOU LOOK AT WHERE THE ONETIME MONEY IS, THE BIGGEST EXPENDITURE OF ONE-TIME MONEY RIGHT OFF THE TOP IS THEY SCOOP UP $4.3 BILLION OUR MONEY, AND THEY HAVE TO PUT IT INTO A PROPOSITION 98 RESERVE. 
          THERE'S THIS TRIGGERED RESERVE. 
          IT'S ONE OF THE BIGGEST EXPENDITURES OF THE BUDGET. 
          AND WE DON'T GET IT TO SPEND AT THE LOCAL LEVEL. 
          'CAUSE IT GOES INTO THEIR PROP 98 RESERVE, AND IT'S A BIG CHUNK OF MONEY. 
          THEN YOU HAVE THE $2.8 BILLION DISCRETIONARY, UH, BLOCK GRANT. 
          THIS PAST YEAR. 
          YOU HAD ONE, IT WAS 1.7 BILLION IN THE BUDGET THAT YOU'RE IN NOW THAT EQUATED TO $313 PER KID. 
          THIS BLOCK GRANT THE GOVERNOR HAS WILL BE ABOUT $500 PER KID. 
          AND I HAD BEEN PREDICTING FOR SEVERAL MONTHS WE'RE GOING TO BE, WE WASHING SO MUCH ONE TIME MONEY, EXPECT THAT BLOCK GRANT FROM THE THREE 13 TO DOUBLE OR TRIPLE OR MAYBE EVEN FOUR TIMES IF THE LEGISLATURE WILL GIVE US THE MONEY RATHER THAN SPENDING IT. 
          AND SO THERE IMMEDIATELY POINTS UP SOME ADVOCACY THAT WE HAVE TO DO IN THAT AREA. 
          BUT RIGHT NOW, $2.8 BILLION, $500, UM, PER KID. 
          AND I, I DON'T WANT TO BOUNCE AROUND TOO MUCH, BUT I DO WANT TO FOCUS ON ONE OF THE AREAS THAT THE GOVERNOR DID PUT MONEY INTO, UH, PERMANENT ONGOING DOLLARS. 
          AND IT'S KIND OF LITTLE NOTICED A HALF A BILLION DOLLARS INTO SPECIAL EDUCATION. 
          SO I'D MENTIONED THE BILLION HE PUT INTO COMMUNITY SCHOOLS. 
          HE ALSO PUT A HALF A BILLION DOLLARS INTO SPECIAL ED. 
          AND THE WAY HE DID IT WASN'T TO JUST SAY, THERE'S SOME UNIQUE PROGRAM IN SPECIAL ED THAT I WANT TO FUND. 
          IT'S TO BASE RATES. 
          EVERY DOLLAR YOU PUT INTO SPECIAL ED IS LIKE PUTTING A DOLLAR INTO YOUR GENERAL FUND. 
          IT IMMEDIATELY LOOSENS UP CAPACITY FOR YOU ON THE GENERAL FUND SIDE, JUST GIVEN THE, THE, THE SIZE OF ENCROACHMENT THAT WE ALL HAVE. 
          AND THEN THE OTHER THING THAT THE GOVERNOR DID THAT IS USING UP ONE TI UH, PERMANENT ONGOING MONEY IS THAT A LOT OF PEOPLE DIDN'T FOLLOW THIS IN THE YEAR WE'RE IN THE MIDDLE OF THE COLA THAT WE GOT FROM THE STATE. 
          A BIG OLD CHUNK OF IT WAS FUNDED WITH ONE TIME MONEY. 
          AND THE GOVERNOR SAID, WELL, WE'LL FIGURE IT OUT NEXT YEAR. 
          THANK GOODNESS THE REVENUE PICTURE IS WHAT IT IS BECAUSE HE HAS THE ABILITY TO NOW ALLOCATE $1.7 BILLION IN ORDER TO FUND THAT COLA THAT WE GOT IN THE CURRENT YEAR AS WELL AS THE COLA FOR NEXT YEAR. 
          SO YOU CAN SEE THAT WHEN YOU START PUTTING ALL OF THESE PIECES TOGETHER, YOU REALIZE THERE'S WAYS THAT THE MONEY SORT OF ESCAPES WITHOUT COMING HERE TO THE DISTRICT. 
          THERE'S A NUMBER OF PROGRAMS WITH ONE-TIME DOLLARS IN IT, BUT THERE ARE A LOT OF LITTLE GIMMICKS IN THE BUDGET THAT THEY HAD TO TRY TO REVERSE THAT THEY HAD PUT TOGETHER LAST YEAR'S BUDGET. 
          ANOTHER EXAMPLE IS THAT IN JUNE OF THIS YEAR, IN ORDER TO MAKE THE BUDGET WORK THIS YEAR POLITICALLY, THEY WERE GONNA BORROW FROM NEXT YEAR TO 
          [00:20:01]
PAY FOR THIS YEAR'S BUDGET IN WHAT WE CALL A DEFERRAL. 
          SO WHAT THEY SAID IS, THAT'S PROBABLY NOT A GOOD IDEA. 
          IF WE'VE GOT THE MONEY, LET'S REVERSE OUT THAT DEFERRAL. 
          WELL, THAT COSTS MONEY AND THAT CHEW UP SOME OF THE ONE TIME MONEY WE WOULD OTHERWISE GET, RIGHT? BUT THE BIGGEST DRAIN ON THE ONE-TIME MONEY THAT YOU GUYS COULD HAVE DISCRETION OVER IF WE WERE TO WIN THIS BATTLE IS THE $5.6 BILLION. 
          THE GOVERNOR JUST UNILATERALLY HOLDS BACK THE FIRST GOVERNOR EVER UNDER PROP 98 TO DO A HOLD BACK OF MONEY. 
          THAT'S PROP 98. 
          WHEN WE KNOW WE SCORE WHAT THE PROP 98 GUARANTEE IS GONNA BE, AND IT'S IN HIS BUDGET. 
          THIS IS THE PROP 98 NUMBER. 
          BUT YOU KNOW, WHAT WE'RE GONNA DO IS BECAUSE OF UNCERTAINTY AND BECAUSE OF UNSTABLE TIMES, WE'RE GOING TO HOLD BACK SOME MONEY. 
          HE DID THAT IN THE CURRENT YEAR TO THE TUNE OF 1.9 BILLION. 
          AND KEEPING HIM HONEST, THEY DID PUT THAT BACK INTO THE BUDGET THIS YEAR, THIS COMING YEAR FOR THE YEAR. 
          THAT STARTS JULY ONE. 
          BUT THEN THEY DO IT AGAIN WITH $5.6 BILLION. 
          THAT'S MONEY THAT SHOULD BE IN THE BUDGET FOR US. 
          IT'S PART OF THE PROP 98 GUARANTEE. 
          AND WHAT I CALL IT STRAIGHT UP IS IF YOU'RE REALLY DOING IT BECAUSE OF UNCERTAINTY, YOU'LL PARK IT SOMEWHERE AND THEN IF WE DESERVE IT, WE GET IT. 
          BUT THEY'RE NOT DOING IT. 
          THEY'RE SPENDING IT ON THE NON PROP 98 SIDE OF THE BUDGET. 
          SO IF THEY'RE THAT CONCERNED ABOUT STABILITY, WHY WOULD THEY SPEND THAT MONEY? 'CAUSE THEY ARE GONNA BLOW IT ON THE OTHER SIDE AND THEN THEY'RE GONNA CREATE A BURDEN FOR THEMSELVES IN THE FOLLOWING FISCAL YEAR BECAUSE THEY'RE GONNA HAVE TO PAY US THAT MONEY ALMOST FOR SURE. 
          SO WE'RE CRITICAL OF THAT. 
          THEN THE OTHER THING THAT'S NOTABLE ABOUT THE $5.6 BILLION, AND THIS IS THE SINGLE BIGGEST ISSUE I THINK IN THE BUDGET, THE 5.6, IS THAT THE ADMINISTRATION SAYS THEY'RE DOING IT BECAUSE THEY'RE HEDGING AGAINST THE POTENTIAL DOWNTURN IN REVENUE. 
          WELL, IF YOU LOOK AT THE BUDGET, IT'S, IT'S AN ACTION THAT INFLUENCES THE YEAR. 
          WE'RE IN THE MIDDLE OF THAT ENDS IN JULY, IN JUNE. 
          THERE'S MORE LIKELIHOOD OF A DOWNTURN NEXT FISCAL YEAR, NOT THIS FISCAL YEAR. 
          YOU JUST LOOK AT THE NUMBERS. 
          ONE OF THE OTHER THINGS INTERESTING ABOUT THE GOVERNOR'S BUDGET PROPOSAL HE PUT ON THE TABLE IS BECAUSE OF THE TIMING OF WHEN HE PUTS HIS BUDGET TOGETHER, IT DIDN'T INCLUDE THE 3.9 BILLION OF EXTRA MONEY THAT SHOWED UP IN DECEMBER. 
          THAT WAS BEYOND EXPECTATIONS. 
          BY THE WAY. 
          WE GET 40% OF THAT, AND THAT'S NOT IN THESE BUDGET DOCUMENTS. 
          SO IN A LOT OF WAYS THERE'S ALL THESE NUMBERS AND I, ONE OF THE THINGS THAT'S REALLY IMPORTANT THAT WE UNDERSCORED A LAWMAKERS IS CONGRATULATIONS. 
          THE OUTLOOK MAY LOOK GOOD FOR US, PARTICULARLY IF WE WIN THAT $5.6 BILLION BATTLE. 
          BUT IN LOCAL SCHOOL DISTRICTS WHERE BUDGET CUTS ARE HAPPENING EVERY DAY, WHAT WE WANNA KNOW IS HOW MUCH OF THAT MONEY TRANSLATES INTO SOLVING OUR PROBLEMS AT THE DISTRICT LEVEL. 
          AND THE ONLY WAY THAT HAPPENS IS WITH INCREASED DISCRETION OVER BOTH THE ONE TIME AND THE ONGOING MONEY. 
          AND THAT'S WHAT THE FIGHT'S GONNA BE ABOUT FROM AN ADVOCACY STANDPOINT. 
          SOME OF THE KEY ISSUES THAT I THINK ARE REALLY IMPORTANT FOR THIS DISTRICT TO FOCUS ON WOULD BE COLA REFORM. 
          WE HAVE A COST OF LIVING ALLOWANCE FOR CALIFORNIA SCHOOLS THAT ARE, IT'S IN THE, IN STATUTE, IT'S PREDICATED ON THE MARKET BASKET OF GOODS AND SERVICES PURCHASED BY STATE AND LOCAL GOVERNMENT HAS NOTHING TO DO WITH EDUCATION. 
          SO WHEN YOU TAKE A LOOK AT THE COST DRIVERS FOR US THAT GO UP FROM ONE YEAR TO THE NEXT AND SOMEONE TELLS YOU WITH A STRAIGHT FACE, WE'RE GIVING YOU A COLA TO KEEP PACE WITH INFLATION WHOSE INFLATION 'CAUSE IT ISN'T WHAT IT COSTS FOR US TO DO BUSINESS THE SAME WAY WE DID LAST YEAR, THIS YEAR BECAUSE ALL OUR COSTS ARE GOING UP AND THE COLA DOESN'T REFLECT IT. 
          SO WE NEED AN INDEXED NEW COLA FOR PUBLIC EDUCATION IN CALIFORNIA. 
          WE OUGHT TO BE DOING THAT. 
          THE OTHER THING THAT'S REALLY CRITICAL, AND I'VE RAISED THIS WITH YOUR TEAM WHO HAVE BEEN REALLY SUPPORTIVE ABOUT IT, WE, YOU GUYS KNOW THAT YOU GET AN OVERWHELMING, UH, SHARE OF MONEY THROUGH WHAT'S CALLED CONCENTRATION GRANT IN THE LOCAL CONTROL FUNDING FORMULA. 
          IT'S 'CAUSE WE GOT A BUNCH OF KIDS IN POVERTY. 
          THE POVERTY INDEX OF THE CONCENTRATION GRANTS IS TIED TO SCHOOL MEALS AND SCHOOL MEAL ELIGIBILITY. 
          TWO THINGS IS WE WENT TO UNIVERSAL MEALS AND PARENTS AND IN COMMUNITIES WERE HAVING A HARD TIME GETTING PEOPLE TO FILL OUT THE PAPERWORK. 
          AND A TRUMP ADMINISTRATION THAT'S BEEN HOSTILE TO SNAP AND OTHER PROGRAMS THAT FEED FAMILIES AND KIDS WHERE WE ESTABLISH COMMUNITY ELIGIBILITY. 
          THE COMBINATION OF THOSE THINGS IS MAKING, UH, AN ARTIFICIAL APPEARANCE BECAUSE THEY'RE NOT FILLING OUT THE PAPERWORK POVERTY'S GOING DOWN. 
          WE KNOW POVERTY'S ACTUALLY GOING UP EVERYWHERE. 
          SO WE NEED TO EITHER ARGUE FOR A FREEZE OR SOME KIND OF A HOLD HARMLESS ON CONCENTRATION GRANT SO THAT URBAN DISTRICTS ACROSS THE STATE WHO ARE ABSOLUTELY LOSING MONEY AND IT'S BIG MONEY BECAUSE THAT, THAT TETHERING OF THE L CFFS CONCENTRATION GRANT, UH, FORMULA TO 
          [00:25:01]
FREE AND REDUCE LUNCH IS A MAJOR PROBLEM. 
          WE GOTTA GET A PROXY THAT DOES THAT, UTILIZES SOME OTHER INDEX TO SOLVE THAT PARTICULAR PROBLEM. 
          AND THEN FINALLY, DECLINING ENROLLMENT. 
          I SEE THERE'S THIS OPPORTUNITY. 
          PROP 98 CONTINUES TO GROW ONE YEAR AFTER THE NEXT AND IN, AND A DA IS DECLINING. 
          INSTEAD, INSTEAD OF CONGRATULATING THEMSELVES IN SACRAMENTO, HEY, WE JUST SCORED THIS MUCH MONEY ON THE DECLINE IN A DA WE CAN GO SPEND ON SOMETHING ELSE. 
          WE OUGHT TO LET DISTRICTS KEEP SOME OF THAT MONEY TO REINVEST. 
          SO WE'RE BOOSTING PER PUPIL FUNDING AND BEING COMPETITIVE WITH THE REST OF THE COUNTRY AND GLOBALLY, AND UNDERSTANDING THAT KIDS DON'T LEAVE IN NICE 30 UNIT LITTLE PACKAGES. 
          THAT WHEN WE SET THE STAGE FOR TEACHING AND LEARNING, THERE'S A PRICE TAG TO THAT THAT WE'VE GOTTA SORT OF RECOGNIZE WHEN WE TALK ABOUT, UH, SOME OF THESE ISSUES. 
          SO DECLINING ENROLLMENT, IF THE LEGISLATURE KNEW THAT THEY SHOULD TRY TO DO SOMETHING TARGETED AND SPECIFIC AROUND DECLINING ENROLLMENT AND BEYOND WHAT IS CALLED A THREE YEAR ROLLING AVERAGE WITH THEY CAME UP WITH A FEW YEARS AGO, BUT SOMETHING MORE SIGNIFICANT WITH THE MONEY THAT WE HAVE EVERY MARGINAL DOLLAR OF, OF NEW REVENUE THAT WE HAVE, THAT WOULD BE GREAT. 
          SO I'M PROBABLY, OH GOSH, I'M ALMOST RIGHT ON TIME. 
          GOOD. 
          ANYWAY, SO I'M GONNA CONCLUDE THERE AND THEN I DON'T KNOW IF WE'LL WAIT FOR QUESTIONS TILL FOR EVERYBODY OR WHATEVER YOU'D LIKE TO DO. 
          YES. 
          WE'LL, UM, HAVE TWO MORE PRESENTATIONS AND THEN WE'LL TAKE QUESTIONS FROM THE BOARD. 
          PERFECT. 
          SO WE'LL WANNA SEE. 
          GREAT. 
          THIS SEGMENT. 
          IT'S GOOD TO BE WITH YOU. 
          THANK YOU FOR YOU SO MUCH FOR THE INVITATION. 
          YEAH, THAT WAS GREAT. 
          THANK YOU SO MUCH. 
          SO NOW, UH, WE WILL BRING UP MS. UH, MARTHA ALVAREZ, UH, CHIEF LEGISLATIVE AFFAIRS AND GOVERNMENT RELATIONS WILL PROVIDE US AN UPDATE ON THE GOVERNOR'S RECENTLY RELEASED, UH, STATE BUDGET. 
          GOOD MORNING, UH, DR. RIVAS, UM, BOARD MEMBER SUPERINTENDENT CARVALLO AND STAFF. 
          UM, I HAVE, UH, SOME BRIEF POWERPOINT SLIDES TO GO OVER SOME ADDITIONAL DETAILS BEYOND WHAT KEVIN HIGHLIGHTED AS A BIG PICTURE OVERVIEW OF WHAT'S HAPPENING IN SACRAMENTO AT THIS JUNCTURE. 
          UM, LET'S SEE. 
          IN THE MEANTIME, I'LL JUST MENTION WHERE WE ARE. 
          SO THE GOVERNOR, AS YOU KNOW, RELEASED THE BUDGET ON JANUARY 10TH. 
          UH, HE'LL BE RELEASING THE DEPARTMENT OF FINANCE MORE DETAILS, UM, BY FEBRUARY 2ND. 
          UH, IT'S CALLED A TRAILER BUDGET BILL. 
          UH, TBL WILL COME OUT THEN THAT WILL HAVE MANY MORE SPECIFICS BEYOND WHAT YOU WE HAVE WITH US TODAY. 
          UM, AND I'LL GO OVER WITH MORE DETAIL. 
          UM, THE LEGISLATURE WILL BEGIN THE COMMITTEE HEARING PROCESS. 
          UM, THEY'LL HAVE A FEW OVERSIGHT HEARINGS, UM, ON PROP 28, UH, COMMUNITY SCHOOLS AND OTHER TOPICS STARTING IN FEBRUARY. 
          AND THEN THEY'LL BEGIN THE, UM, OVERVIEW OF THE GOVERNOR'S BUDGET, UH, BETWEEN FEBRUARY AND UH, APRIL. 
          AND THEN THEY'LL COME BACK WITH THE MAY REVISED BY MAY 15. 
          SO WE'RE JUST HIT HITTING THE GROUND RUNNING WITH THIS BUDGET, UH, PROPOSAL FROM THE GOVERNOR, UH, JUST A WEEK AND A HALF AGO. 
          UM, AS KEVIN ALLUDED TO, UM, THAT WE'RE LOOKING AT THE BUDGET FOR THE 26 27 YEAR. 
          UM, THE, UH, THE LAST THREE, UM, BARS ARE THE ONES THAT I WOULD EMPHASIZE FOR, UM, OUR DISCUSSION WITH YOU TODAY. 
          UM, KEVIN MENTIONED, UH, $21.7 BILLION GROWTH IN PROP 98 OVER A THREE YEAR PERIOD. 
          THAT'S LOOKING AT THE 24 25, 25 26 AND 26 27. 
          UM, UNLIKE OUR SCHOOL BUDGETS THAT IT IS A THREE YEAR BUDGET WHERE WE LOOK AT THE, UM, NEXT THREE YEARS, UH, IN THE FORWARD LOOKING AHEAD, UM, THE STATE BUDGET ACTUALLY DOES, UM, SOMETHING A LITTLE DIFFERENT. 
          THEY LOOK AT, UM, THE LAST YEAR, SO 24 25 REVENUES AT THE CURRENT FISCAL YEAR, 25, 26, AND THEN THE PROJECTION FOR THE FOLLOWING FISCAL YEAR, WHICH IS, UH, WE'RE TALKING ABOUT 26, 27. 
          SO BY DOING THAT THREE YEAR REVIEW, THAT'S HOW, UM, THEY GOT TO THE $21.7 BILLION ESTIMATE. 
          UM, IT IS, UH, AS YOU CAN SEE, THE HIGHEST PROP 98, UM, FUNDING THAT WE HAVE SEEN IN CALIFORNIA'S HISTORY SINCE IN INCEPTION IN 1988. 
          UM, AND THEN ALSO UNDERSCORE, UM, SOMETHING THAT, UH, SOMETIMES, UM, WE FORGET. 
          PROP 98, UH, IS TICKET THROUGH 12 AND COMMUNITY COLLEGES. 
          UM, SO IT'S NOT ALL K 12. 
          UM, IT ALSO, UH, SHARE, UH, ROUGHLY BETWEEN 10.5, A LITTLE BIT UNDER 11% GOES FOR COMMUNITY COLLEGES. 
          UM, SO ALL OF THE 21.7 BILLION INCREASE, UM, PROJECTED INCREASE IS NOT ALL GOING TO K 12. 
          UM, HERE, AS KEVIN ALLUDED TO, UH, OFF THE TOP, ONCE THE, THE DEPARTMENT OF FINANCE PAYS OFF THE DEFERRAL, THE $1.9 BILLION THAT WAS CREATED IN 20, UH, 5 26, UM, THEY, UH, BY CONSTITUTION PASSED BY THE VOTER SEVERAL YEARS AGO, THEY ALSO HAVE TO PUT MONEY INTO THE, THE STATE'S RAINY DAY FUND FOR PROP 98. 
          UM, THAT PROP 98 RAINY DAY FUND IS FOR TK TO FOUR, UH, 12 NOT COMMUNITY COLLEGES. 
          UM, AND, UH, AT THE END OF THE THREE YEAR FISCAL YEARS OF 2027, THERE WOULD BE A BALANCE OF $4.1 BILLION. 
          UM, THIS IS IMPRESSIVE BECAUSE EVEN THOUGH IT'S PUTTING ASIDE A SIGNIFICANT 
          [00:30:01]
AMOUNT OF THE AVAILABLE RESOURCES, UM, THE PROP 98 RESERVE HAD BEEN DEPLETED LAST YEAR. 
          UM, IT, IT HAD REACHED CLOSE TO $10 BILLION IN RECENT YEARS. 
          UM, AND THEN DURING THE, THE, SOME, SOME SOMEWHAT ECONOMIC DOWNTURN, THEY NEEDED TO, UM, USE SOME OF THOSE RESOURCES TO PAY BACK, UM, TOWARDS PROP 98. 
          SO WE WOULD, UH, SEE MINIMAL IMPACTS TO SCHOOLS. 
          UM, SO FIRST OFF THE TOP, THEY'VE HAD THE PORT 1, 4, 4 $0.1 BILLION, AND THAT'S BASED ON A FORMULA. 
          UM, THEY WOULD NOT BE ABLE TO REALLY MAKE MANY ADJUSTMENTS TO THEM. 
          UM, I MENTIONED, UH, ONE OTHER PAYMENT THAT THEY'RE GIVING BACK TO SCHOOLS IS $1.1 BILLION. 
          SETTLE UP. 
          UM, THAT WAS, UM, A PROPOSAL FROM THE GOVERNOR LAST YEAR THAT THE LEGISLATURE AGREED TO. 
          UM, STARTED OFF TO BE, UM, IN JANUARY AT 1.6, UH, BY MARY VISES, WENT DOWN TO 1.3, AND THEN AT THE FINAL BUDGET ADOPTION IN JUNE OF 2025, IT WAS 1.9 BILLION. 
          UM, BASICALLY WITHHOLDING SOME FUNDING THAT THEY WOULD PAY SCHOOL DISTRICTS THE FOLLOWING YEAR, UH, WHICH THEY'RE, THEY'RE DOING IN THIS UPCOMING, UH, 26, 27, UH, FISCAL YEAR. 
          UM, I MENTIONED, AND KEVIN ALLUDED TO IT AS WELL, I'LL JUST GO BACK. 
          UM, SO WE CAN, YOU CAN SEE HERE THAT, UH, 25, 26, UM, UH, UH, PROP 98 LEVEL, UH, THE DEPARTMENT OF FINANCE THAT WHO WORKED FOR THE GOVERNOR, UH, THEY'RE PROPOSING TO WITHHOLD $5.6 BILLION. 
          UM, SO INSTEAD OF THE ONE $121 BILLION, UM, IT WOULD BE MORE AROUND $115 BILLION, UM, THAT WOULD BE PROVIDED TO, UM, PROP 98. 
          THEY'RE DOING SO AS, UH, REALLY UNDERSCORING, UM, IN, IN THE DEPARTMENT OF VIOLENCE PRESENTATION AND ALSO IN THEIR DOCUMENTS. 
          UM, GIVEN THE RISK OF THE STATE, THE VOLATILITY OF THE STATE REVENUES, UH, THEY WANT TO BE ABLE TO PRESERVE, UM, SOME FUNDING, PUTTING IT ASIDE, AND THEN GIVE IT TO SCHOOLS IN THE FOLLOWING FISCAL YEAR. 
          UM, NEXT YEAR, UH, SHOULD THE FUNDS MATERIALIZE, UM, THEY DO INDICATE THE DEPARTMENT OF FINANCE THAT THEY CAN REVISIT THIS NUMBER. 
          UH, THERE COULD BE CHANGES, UM, COME THE MAYOR REVISES WHEN THE, UH, REVENUES COME OUT. 
          AGAIN, UH, UPDATED PROJECTIONS, UM, BY MAY 15. 
          UM, SO WE COULD SEE, UM, WHAT HAPPENS. 
          UH, ONE POINT THAT BEFORE I GO INTO THE SPECIFICS, UM, IN THE LEGISLATIVE, UM, UH, UM, STATEMENTS MADE BY LEGISLATIVE LEADERS, UH, RIGHT AFTER THE GOVERNOR'S PROPOSAL CAME OUT, UM, MY TEAM LOOKED AT THE VARIOUS STATEMENTS. 
          NOT ALL LEGISLATORS PUT OUT STATEMENTS SHORTLY AFTER THE GOVERNOR'S RELEASE OF THE PROPOSAL, BUT, UM, SURPRISINGLY, AND MAYBE IT IS, UM, YOU KNOW, MEMBERS WERE STILL FIGURING OUT WHAT IT MEANT. 
          UM, MANY OF THE MEMBERS WHO DID ED, UH, MENTION EDUCATION IN THEIR STATEMENTS, THEY WERE APP PRAISING THE GOVERNOR FOR THE HIGHEST HISTORIC LEVEL FUNDING FOR, UM, SCHOOLS. 
          UM, ONLY ONE REPUBLICAN MEMBER. 
          NO ONE FROM THE DEMOCRATIC OR OUR LE DELEGATION MEMBERS MENTIONED ANY CONCERN ABOUT THE $5.6 BILLION, UM, SETTLE UP OR DEFERRAL. 
          UM, THE ONLY MEMBER FROM THE REPUBLICAN SENATOR CHOI, UM, WHO IS ON THE BUDGET COMMITTEE, WAS THE ONLY ONE TO RAISE CONCERNS. 
          UM, AGAIN, THIS IS WHEN THE GOVERNOR'S PROJECT FIRST CAME OUT ON JANUARY 10TH. 
          UM, SO WE HAVE A LOT OF, UH, LEARN EDUCATION AND LEARNING, UH, TO SHARE WITH OUR, UH, LEGISLATORS WHO REPRESENT OUR SCHOOLS AND THOSE ACROSS THE STATE FOR THEM TO UNDERSTAND WHAT THAT MEANS, UM, BY THEM, UM, BY, IF, IF, IF THEY WERE TO BE OKAY WITH THE GOVERNOR'S PROPOSAL TO WITHHOLD THAT FUNDING. 
          NOW, TO SOME OF THE SPECIFICS, UM, AND SOME WILL GO AFTER ME AND HE'LL GO INTO MORE ABOUT WHAT HE MEANS FOR L-A-U-S-D, BUT, UH, FROM A BIG PICTURE SACRAMENTO LEVEL, YOU ALREADY HEARD ABOUT THE 2.41% COLA, UH, IT IS LOWER THAN THE COLA PROJECTED AT JUNE OF LAST YEAR. 
          UM, AND SIMON WILL SPEAK MORE TO IT. 
          UM, DURING HIS, HIS SLIDES, UM, UH, KEVIN MENTIONED THE BILLION DOLLAR, UH, ONGOING APPROPRIATION PROPOSAL FOR COMMUNITY SCHOOLS. 
          UM, THE DEPARTMENT OF FINANCE HAS INDICATED, UH, INTEREST IN BOTH, UH, CONTINUING TO SUPPORT EXISTING COMMUNITY SCHOOLS. 
          THERE'S OVER 2,500 COMMUNITY SCHOOLS ACROSS CALIFORNIA THAT HAVE RECEIVED STATE FUNDING OVER $4 BILLION IN RECENT YEARS. 
          UM, AND THEN THEY ALSO WANT TO ESTABLISH NEW COMMUNITY SCHOOLS. 
          UM, I REALLY UNDER WANT TO UNDERSCORE THAT GIVEN THAT THE BOARD, UH, APPROVED THIS AS ONE OF OUR BUDGET PRIORITIES FOR THIS UPCOMING CYCLE, UM, THERE'S, I, I DON'T FORESEE HOW THERE WILL BE ENOUGH MONEY WITH $1 BILLION ONGOING TO SUSTAIN THE 2,500 SCHOOLS THAT HAVE BENEFITED FROM STATE LEVEL OF OVER A $4 BILLION INVESTMENT. 
          THIS IS A ONE QUARTER OF THE 4 BILLION THAT IS CURRENTLY HAS GONE OUT THE DOOR FOR SCHOOLS. 
          SO, UM, THE FUNDING OF, UM, ALLOCATION WILL BE REALLY IMPORTANT FOR US TO TAKE A LOOK AT HOW THEY ARE PROPOSING, UH, FOR CURRENT SCHOOLS. 
          UH, WILL IT BE A COMPETITIVE GRANT? WHETHER IT WILL BE AN ALLOCATION, WHETHER IT BE A LOWER ALLOCATION, IF THERE'S A MATCHING GRANT REQUIREMENT. 
          UM, SO MORE TO, TO BE SEEN. 
          UM, BUT I JUST RAISED THIS WITH A CAUTION BECAUSE THE, THE DOLLAR AMOUNT IS NOWHERE NEAR THE 4 BILLION THAT HAD ALREADY BEEN SET UP, UM, DURING ONE, THE ONE TIME GRANTS GIVEN IN THE LAST FEW YEARS. 
          UM, SPECIAL EDUCATION RATES, WHICH WE BELIEVE, UH, WILL BENEFIT, UM, TO SOME EXTENT. 
          AGAIN, SOMEONE WILL GIVE THOSE DETAILS. 
          THIS WILL, UM, EQUALIZE OR RAISE, UM, THE, UH, MINIMUM, UH, SPECIAL EDUCATION RATE FOR AB 6 0 2, UM, IS THE 
          [00:35:01]
MECHANISM THAT WE GET THE MAJORITY OF OUR SPECIAL EDUCATION FUNDING, UM, THAT WILL BE RAISING IT UP FOR ALL SCHOOL DISTRICTS IN SELPA HAVE BEEN RECEIVING DIFFERENT, UM, BASE RATES. 
          UM, A ONE TIME, UH, A LOT OF ONE TIME PROPOSALS, UM, AS YOU CAN SEE HERE, ALLUDED TO ALSO BY KEVIN PREVIOUSLY, SO I WON'T BELABOR THE POINT. 
          UM, BUT THE DISCRETIONARY BLOCKER, AND IT IS SOMETHING THAT WE HAD, UM, ASKED IN OUR BUDGET LETTER THAT WE SENT IN DECEMBER, ALONG WITH OTHER URBAN DISTRICTS. 
          WE HAD ADVOCATED THAT AFTER, UH, PAYING FOR THE COLA, IF THERE WAS ANY ONE TIME FUNDING AVAILABLE, THAT IT SHOULD COME TO SCHOOLS IN A DISCRETIONARY MANNER TO LOCALLY DETERMINE HOW TO BEST ALLOCATE THOSE RESOURCES. 
          UM, SO AS OF NOW, IT APPEARS TO BE THE SAME MECHANISM THAT WE GOT THE FUNDING THIS IN THE CURRENT FISCAL YEAR. 
          UM, THERE'S ALSO A REPAYMENT, UM, UH, THIS IS MONEY THAT WE SAW IT COMING TO THE DISTRICT, UM, OVER THE NEXT TWO FISCAL YEARS. 
          UM, THE DEPARTMENT OF FINANCE GOVERNOR IS PROPOSING TO ALLOCATE THE LEARNING RECOVERY EMERGENCY BLOCK RENT IN ONE PAYMENT. 
          UH, WHAT HAPPENED TWO YEARS AGO, THEY HAD DONE AN IOU THAT THEY WOULD, UM, WITHHOLD OVER A BILLION DOLLARS OF ONE-TIME MONEY AND THEY WOULD PAY IT BACK OVER A THREE YEAR PERIOD. 
          THEY GAVE A PORTION OF THE FUNDING THIS FISCAL YEAR. 
          NOW THEY'RE, UH, CHOOSING TO, UH, REPAY THE TWO REMAINING CYCLES, UM, UH, IN THE 26 27 CYCLE, UH, EDUCATOR RESIDENCY PROGRAMS, WHICH LA UNIFIED, WE HAVE BENEFITED THROUGH THOSE COMPETITIVE GRANT PROGRAMS. UM, SO AGAIN, IT'S NOT AN ALLOCATION PER EMPLOYEE. 
          WE HAVE TO APPLY FOR THEM, AND WE HAVE RECEIVED FUNDING IN THE PAST, AND WE WOULD DEFINITELY APPLY, UH, STICK TO FUND APPLY FOR FUNDING IN THE FUTURE. 
          AGAIN, UH, 250 MILLION. 
          UM, YOU SEE HERE, COLLEGE AND CAREER PATHWAYS FOR HIGH SCHOOL STUDENTS LOOKING TO EXPAND DUAL ENROLLMENT, UM, AND ANY, UH, CREDIT OPPORTUNITY FOR, FOR HIGH SCHOOL STUDENTS. 
          UM, IT'S NOT CLEAR YET AGAIN, AND THAT'S WHY YOU HAVE THE ASTERISK ON THE SIDE, WHETHER THAT WILL BE A PER STUDENT ALLOCATION, WHERE EVERY STUDENT IN HIGH SCHOOL BENEFITS FROM THE DOLLAR OR WHETHER IT'LL BE A COMPETITIVE GRANT OF ANY SORTS. 
          UM, SAME THING. 
          KITCHEN INFRASTRUCTURE AND TRAINING GRANT PROGRAM. 
          UM, THERE'S CURRENTLY A GRANT PROGRAMMING AT THE STATE LEVEL. 
          IT'S BEEN NOW THE SECOND APPROPRIATION. 
          UM, WE WILL BE APPLYING FOR THAT GRANT, THE APPLICATION'S COMING UP NEXT WEEK. 
          UM, AND THE GOVERNOR'S PROPOSING TO EXTEND, UM, THAT, UH, ONE TIME GRANT, UM, AS WELL, UM, THAT COULD BE USED FOR, UH, PURCHASING LOCALLY SOURCED PRODUCT, UM, FOR KITCHEN INFRASTRUCTURE UPGRADES AND ALSO FOR TRAINING, UH, CAFETERIA STAFF IN, IN DIFFERENT WAYS. 
          UM, ELOPE, THERE'S A EXPANSION OF FUNDING, BUT AS I MENTIONED THERE MOST LIKELY WILL NOT BE APPLICABLE OR BENEFIT L-A-U-S-D. 
          UM, THE STATE WANTS TO, UH, INCREASE THEIR REIMBURSEMENT RATE FOR WHAT THEY'RE REFERRED TO AS TIER TWO SCHOOL DISTRICTS LIKE SAN DIEGO UNIFIED. 
          UM, WE ARE TIER ONE. 
          WE GET OVER 2,700 PER STUDENT FOR THE ELOPE PROGRAM. 
          THE TIER TWO GETS $1,800 UNDER THE GOVERNOR'S PROPOSAL, SO BENEFIT TO THOSE THAT HAVE A LOWER REIMBURSEMENT THAN WE CURRENTLY DO. 
          UM, LAST YEAR, THE STATE, UM, ALLOCATED $40 MILLION FOR THE STUDENT READING DIFFICULTY RISK SCREENINGS. 
          THAT IS FOR T UH, TK THROUGH SECOND GRADE IS A NEW REQUIREMENT MANDATED THROUGH A BILL. 
          UM, THE LEGISLATURE, UM, AND GOVERNOR ATED 4 MILLION, $40 MILLION FOR US TO BE ABLE TO PAY FOR THAT ASSESSMENT. 
          THIS IS A SECOND YEAR, UM, AUGMENTATION FOR THE COST OF THE SCREENING. 
          UM, AND I REMEMBER VIVIDLY, UH, BERGES LAST YEAR BROUGHT UP, UM, WHAT ABOUT THE EXTRA SUPPORTS THAT MAY RE MAY COME OUT OF THIS SCREENINGS WITH THE STATE REIMBURSEMENTS FOR THOSE COSTS. 
          AND STILL NO REIMBURSEMENT FOR US FOR ANY ADDITIONAL SUPPORTS WE NEED TO PROVIDE FOR STUDENTS OUT OF THIS, UH, SCREENINGS. 
          BUT AT LEAST THIS WILL PAY FOR THE COST OF THE TEST. 
          UM, AND THEN WE ARE PLEASED TO SEE 20 TO $22 MILLION PROPOSAL FOR SCHOOLS IMPACTED BY THE LA WILDFIRES FROM LAST YEAR. 
          UH, WE STILL DUNNO THE SPECIFIC ALLOCATION AND HOW ABOUT THAT WOULD BENEFIT OUR, UH, THREE SCHOOLS, UM, PALLETIZED, CHARTER HIGH SCHOOL INDEPENDENT, AND THEN OUR TWO AFFILIATE CHARTER SCHOOLS. 
          UM, BUT WE ANTICIPATE THAT A A PORTION OF THIS LIKELY WOULD BENEFIT THOSE THREE SCHOOLS AND OTHERS IN THE REGION, UH, FROM LAST YEAR. 
          UM, WE ALSO DON'T HAVE CLARITY AT THIS POINT BECAUSE AGAIN, THE TRAILER BUDGET LANGUAGE WON'T BE AVAILABLE UNTIL FEBRUARY, EARLY FEBRUARY. 
          UM, BUT THERE IS AN INCREASED PROPOSAL FOR ONE TIME AND ONGOING FUNDS FOR HOME TO SCHOOL TRANSPORTATION. 
          UH, WE BENEFIT HOME FROM THE REIMBURSEMENT FROM THE STATE, UM, BUT IT'S NOT CLEAR IF THAT'S ONLY GOING TO BE FOR MEETING THE CURRENT DEMAND OF THE PROGRAM OR IF IT'S GOING TO BE FOR INCREASING REIMBURSEMENT TO US. 
          UH, SO MORE TO, TO, UM, BE SET IN THE COMING WEEKS. 
          UM, THE BIG PROPOSAL THAT A FEW LEGISLATORS, UH, DID, UH, START CHIMING IN ALREADY. 
          IT'S ON THE PROPOSAL TO, UM, UH, CHANGE THE STRUCTURE OF THE DEPARTMENT OF EDUCATION AND SPECIFICALLY THE OVERSIGHT. 
          UH, CURRENTLY THAT IS OVERSEEN BY THE STATE SUPERINTENDENT OF PUBLIC INSTRUCTION ELECTED BY THE VOTERS. 
          UM, THIS IS A MAJOR PROPOSAL THAT, UH, WAS, UH, RELEASED IN, UH, LATE FALL 2025 BY A RESEARCH INSTITUTE, UM, OUTTA STANFORD, UH, BERKELEY, UC, DAVIS, USC AND OTHER UNIVERSITIES. 
          UM, THE GOVERNOR IS, UM, HONING IN ON THOSE RECOMMENDATIONS TO AMEND, UH, CURRENT LAW AND 
          [00:40:01]
SHIFT MANY OF THE RESPONSIBILITIES, UH, FROM THE STATE SUPPORT ATTEND OR TO, TO THE STATE BOARD OF EDUCATION, THE STATE BOARD OF EDUCATION. 
          THERE ARE 10 MEMBERS, 11 MEMBERS WITH THE STUDENT, BUT THEY'RE, UM, ALL 11 BOARD MEMBERS, UM, APPOINTED BY THE GOVERNOR. 
          SO THIS WOULD BECOME A NEW, UH, RESPONSIBILITY OF THE EXECUTIVE BRANCH, WHICH WOULD BETTER ALIGN WITH THE, UH, FUTURE FUNDING AND POLICY, UH, PRIORITIES OF, OF THE NEXT GOVERNOR IN 2027, SINCE WE'LL BEING AN ELECTION LATER THIS YEAR. 
          UM, SO MORE TO COME, BUT, UH, UH, IT'S, UM, BEEN SO FAR, UH, COME UP WITH, UM, THE STATION SUPERINTENDENT HAS, UH, RAISED CONCERNS ABOUT THE PROPOSAL. 
          UM, IT WOULD NOT ELIMINATE THE SPI, UH, CONSTITUTIONAL OFFICE, UM, BUT AGAIN, SIGNIFICANTLY WOULD DIMINISH THEIR OVERSIGHT RESPONSIBILITY, CHARTER SCHOOL ACCOUNTABILITY. 
          AND THERE WERE SEVERAL BILLS THAT WE, UH, WERE MONITORING CLOSELY ON, ENGAGED ON LAST YEAR. 
          UM, ONE OF THEM WAS BE TOURED BY THE GOVERNOR. 
          UM, AND, UM, WHAT WE ARE SEEING NOW, THE GOVERNOR'S PROPOSING TO, UM, BRING SOME OVERSIGHT AND OTHER REQUIREMENTS, ACCOUNTABILITY REQUIREMENTS, UM, THROUGH NEW AUDITING, UH, PROCESSES. 
          UH, THERE'LL BE MORE LANGUAGE LIKELY COMING OUT AGAIN IN EARLY FEBRUARY, AND WE'LL EVALUATE THAT ACCORDINGLY AS, UH, THE LARGEST AUTHORIZER IN CALIFORNIA. 
          ONE AREA ALSO THAT WILL BE OF INTEREST IS, UM, THE PROPOSAL TO USE VERIFIED DATA FOR CHARTER SCHOOL RENEWAL PROCESS. 
          UM, THE, WE WERE, UH, THE VERIFIED DATA ENDED FOR LOW PERFORMING SCHOOL AND MIDDLE AVERAGE SCHOOLS, UM, JUNE OF LAST YEAR, 2025. 
          UM, SO THIS WOULD BE, UM, A NEW POSSIBILITY, UH, SHOULD THE LEGISLATURE ADOPT THIS CHANGE, UH, FOR TWO MORE YEARS. 
          UM, THE LEGISLATURE, AS I MENTIONED IN MY OPENING REMARKS, THERE'LL BE BEGIN, UH, COMMITTEE HEARINGS IN THE COMING WEEKS. 
          THEY'LL, UM, EVALUATE EVERY SEGMENT OF THE GOVERNOR'S BUDGET. 
          THE LAO WILL COME OUT WITH RECOMMENDATIONS AND ALTERNATIVES TO CONSIDER, UM, IN LIEU OF THE GOVERNOR'S PROPOSAL. 
          UM, WHAT MY TEAM AND I PUT HERE TOGETHER, SOME IDEAS FOR WHERE THE LEGISLATURE MAY WANT TO CREATE AND REASSERT ITS LEGISLATIVE, UM, POWERS AS A LEGISLATIVE BODY. 
          UM, ONE, UH, KEVIN ALLUDED TO SOME OF THIS ALREADY, BUT, UH, THERE IS A BILL IN SACRAMENTO THAT'S BEING CONSIDERED AB 1204 BY THE CHAIR OF THE ASSEMBLY BUDGET COMMITTEE ON SCHOOL FINANCE. 
          UM, DAVID ALVARS FROM SAN DIEGO. 
          UM, AB 1204 WOULD MAKE SOME CHANGES TO LCFF, AND I'LL BE BRIEFING THE BOARD MEMBERS ON LCFF, UM, AT A DIFFERENT TIME. 
          UM, BUT ESSENTIALLY THESE ARE SOME OF THE EXAMPLES, UM, THAT ARE BEING CONSIDERED IN SACRAMENTO. 
          THEY WOULD BE VERY COSTLY TO IMPLEMENT. 
          UM, SO THERE MAY NOT BE ENOUGH MONEY IN THIS YEAR'S BUDGET TO GO IN THIS, IN THIS DIRECTION. 
          UM, BUT THERE MIGHT STILL BE AN OPENING FOR A CONVERSATION IN SACRAMENTO. 
          UH, SO INCREASING THE COLA, ESTABLISHING A REGIONAL COLA, WHICH HAS BEEN AN INTEREST AND PRIORITY OF OURS, UM, THE BILL HAS A, A MINIMUM 4% COLA FOR ALL SCHOOL DISTRICTS. 
          UM, THERE'S A PROPOSAL TO INCREASE THE BASE GRANT, JUST KEEPING THE FORMULAS IS INTACT, AND THEN JUST INCREASE THE, THE FUNDING, WHICH WOULD THEREFORE ALSO INCREASE THE CONCENTRATION. 
          SUPPLEMENTAL GRANT APPROPRIATIONS, UM, THERE'S A DIFFERENT PERSPECTIVE ABOUT MODIFYING THE CONCENTRATION, SUPPLEMENTAL GRANTS, UM, EVEN, UH, CREATING A GRADUAL INCREASE FOR THOSE DISTRICTS THAT ARE NOT AT THE 55% TREASURER CONCENTRATION GRANTS, UH, BEING ABLE TO ALLOW THEM TO, UM, START EARNING SOME FUNDING, UH, GRADUALLY AS THEY GET CLOSE TO 55%. 
          UM, THERE'S PART OF THE BILL TALKS ABOUT INCLUDING, UM, RIGHT NOW IT'S ONLY, UH, CURRENT LAW. 
          IT'S ONLY FOR, UH, ENGLISH LEARNERS LOW INCOME AND FOSTER YOUTH, MAYBE ADDING HOMELESS STUDENTS, UH, MAYBE DUPLICATING THAT IF YOU'RE PRIOR TO LCFF UNDER ECONOMIC IMPACT AID. 
          UM, IF YOU ARE AN ENGLISH LEARNER AND LOW INCOME, YOU COULD GET FUNDING TWICE. 
          UM, THAT PROPOSAL COULD ALSO EXPLORE THAT. 
          UM, THERE'S BEEN RECENT, UH, RESEARCH THAT HAS COME OUT FROM THE PUBLIC POLICY INSTITUTE OF CALIFORNIA AND OTHERS, UM, THAT HAS PRICED OUT EACH OF THESE COMPONENTS AND OTHER IDEAS. 
          UM, SO AGAIN, THAT THIS COULD BE RIGHT FOR CONVERSATION IN SACRAMENTO, UH, 11 YEARS AFTER ELSE CEV WAS CREATED. 
          IS THERE ANY, UM, DISCUSSION OF AN APPETITE TO MAKE SOME REFORMS THAT WOULD TAKE AWAY SOME OF WHAT THE GOVERNOR'S PROPOSING AND PUTTING INTO ELSE F REFORMS? UM, THE STATE SUPPORT ATTEND, UH, UH, TONY THURMAN HAS COME OUT WITH, UH, SEVERAL INTEREST AREAS TO CONTINUE ON HIS LAST YEAR IN OFFICE. 
          ONE OF THEM IS EXPANDING LITERACY EFFORTS, WHICH WAS, UH, WE DID SEE FUNDING THIS LAST, UH, IN THE CURRENT BUDGET YEAR, HE WANTS TO DO MORE. 
          UM, HE HAS A FIVE YEAR LITERACY PLAN, UH, FOR HOW TO CLOSE, UH, READING GAPS AND, AND OTHER LEARNING DISABILITIES FOR STUDENTS. 
          UM, SO THERE COULD BE A, A CONTINUED EFFORT IN TRYING TO PUT MORE MONEY TOWARD LITERACY SUPPORTS. 
          UM, HE ALSO HAS A PROPOSAL OR INTERESTED IN, UH, BRINGING BACK WHAT WE SPONSORED SEVERAL YEARS AGO TO MAKE KINDERGARTEN A MANDATORY GRADE LEVEL. 
          UM, THAT, UH, COULD BE BETWEEN 200 AND $600 MILLION IN ONGOING COST ACCORDING TO THE DEPARTMENT OF FINANCE ESTIMATES. 
          SO THAT COULD BE AN AREA OF INTEREST TO THE LEGISLATURE TO THIS BILL, UH, BE REINTRODUCED, UM, FUNDING FOR ALL OR SOME OF THE CHILDCARE REIMBURSEMENT RATE REFORM, UH, IS CURRENTLY PRICED. 
          I GOT OVER A BILLION DOLLARS. 
          SO AGAIN, THE LEGISLATURE COULD TRY TO COME BACK, UH, USE BOTH PROP 98 AND GENERAL FUND, UH, TO TRY TO GET, 
          [00:45:01]
UM, TO A, A MORE EQUITABLE REIMBURSEMENT RATE, UH, CLOSING ACHIEVEMENT GAPS, UM, THAT COULD TAKE, UH, DIFFERENT, DIFFERENT, UH, PROGRAMS OR DIFFERENT PROPOSALS. 
          UM, THE CALIFORNIA SCHOOL BOARD ASSOCIATION, CSBA, UM, THEY HAVE A BIG CAMPAIGN TRYING TO MAKE THIS A, A FOCAL POINT OF ADVOCACY. 
          UM, THERE'S NO CONCRETE PROPOSALS YET. 
          WHAT WOULD IT LOOK LIKE TO CLOSE ACHIEVEMENT GAPS? BUT AGAIN, THERE COULD BE MORE FUNDING, UM, TOWARDS THIS, THIS EFFORT. 
          UM, THE STATEWIDE ETHNIC STUDIES, UH, GRADUATION REQUIREMENT, AB 1 0 1 WAS ENTERED INTO LAW IN 2021 IS NEVER BEEN FUNDED. 
          UM, WELL, WE HAVE OUR LOCAL, UH, MANDATE, UM, THROUGH THE SCHOOL BOARD OR SOLUTION FROM YEARS AGO TO DO ETHNIC STUDIES AS A GRADUATION REQUIREMENT. 
          THE STATE REQUIREMENT HAS NOT GONE INTO EFFECT BECAUSE THERE'S BEEN NO ONGOING APPROPRIATION TO, UH, HIRE MORE TEACHERS TO DO THIS CORE NEW COURSE LEVEL. 
          UM, IT'S ESTIMATED OVER $270 MILLION ON AN ONGOING COST IN ORDER TO BE ABLE TO PAY FOR ETHICS STUDIES AT THE STATE LEVEL FOR EVERY YEAR. 
          SO, AGAIN, THROUGH THE LEGISLATURE WANT TO FUND THAT MANDATE, THEY WOULD HAVE TO APPROPRIATE MONEY. 
          AND THEN THERE MIGHT BE OTHER IDEAS THAT LEGISLATURE MAY, MAY WANT TO PUT MORE MONEY TOWARDS THAT WE'LL GET TO SEE IN THE COMING MONTHS. 
          UM, UH, WHERE WE ARE, I MENTIONED, UH, WE WILL WAIT FOR THE APRIL 15 TAX COLLECTION RECEIPT THAT WILL HELP ADVISE THE GOVERNOR INFORM THE MAY REVISED, UM, REVISED PROPOSALS. 
          UM, LEGISLATIVE NEGOTIATIONS WILL BEGIN BETWEEN MAY 15 AND JUNE 15. 
          UM, THERE IS A NEW SENATE PROTE THAT JUST GOT SWORN IN A COUPLE OF WEEKS AGO. 
          UH, MONIQUE LIMON, SHE'S A FORMER SCHOOL BOARD MEMBER FROM THE SANTA BARBARA VENTURA COUNTY AREA. 
          UM, SO IT WILL HELP HAVING, UM, SOMEONE LIKE HER THAT UNDERSTANDS SCHOOLS' BUDGETS, UM, AT THE LEADERSHIP ON THE SENATE, AND OF COURSE, SPEAKER RIVA, WHO'S NOW IN HIS SECOND YEAR IN AS A SPEAKER, UM, WITH THE GOVERNOR HIS FINAL YEAR. 
          UM, WE'LL HAVE THE BUDGET DISCUSSIONS THROUGH THE BOARD, UM, IN JUNE. 
          AND THEN, UH, THE LEGISLATURE WILL BE ADOPTING THE BUDGET RIGHT AT THE SAME TIME, WHICH, UM, IN THE PAST HAS CREATED AN OPPORTUNITY TO COME BACK TO THE BOARD IN, UH, LATE, UH, MID AUGUST FOR ANY REVISION OF THE BUDGET THAT THE BOARD APPROVES IN JUNE, BECAUSE IT WOULD NOT HAVE HAD INCLUDED THE, THE FINAL BUDGET DETAILS, UM, THAT ARE ADOPTED. 
          SO WITH THAT, I'LL INVITE MY COLLEAGUE, SIMON BRAVO KMI TO, UM, TALK ABOUT THE LOCAL, WHAT IT MEANS TO US. 
          THANK YOU, MS. ALVAREZ. 
          AND BEFORE, UM, MS. UM, MR. SIMON BRAVO CREAMY, UH, PRESENTS, UH, OUR SUPERINTENDENT WOULD LIKE TO START OFF. 
          THANK YOU VERY MUCH. 
          UH, GOOD MORNING BOARD. 
          UH, GOOD MORNING COMMUNITY. 
          JUST A, A, A COUPLE COMMENTS IN ADVANCE OF, UH, OF, UH, SIMON'S PRESENTATION. 
          LET ME, UH, BEGIN BY ACKNOWLEDGING AND, AND, UH, THANKING BOTH MARTA AND KEVIN FOR, UH, YOUR VERY INSIGHTFUL, VERY INFORMATIVE PRESENTATIONS. 
          UM, I WANNA BEGIN BY, BY ASSURING THIS BOARD THAT OUR COMMITMENT, UH, TO STRIKING A BALANCE BETWEEN FISCAL SOLVENCY, MULTI-YEAR FISCAL SOLVENCY FOR THE DISTRICT, WHILE PROTECTING TO THE EXTENT POSSIBLE, UH, PROGRAMS, UH, SCHOOLS, STUDENTS, AND THE WORKFORCE, UH, IS A PARAMOUNT IMPORTANCE TO US. 
          UM, THAT IS WHAT WE DO IS ENSURING THAT HIGH QUALITY EDUCATION, UH, EQUITABLY DELIVERED, UH, TO OUR COMMUNITY, UH, REMAINS A PRIORITY. 
          WE ARE MINDFUL THAT THIS IS BOTH A, AN ETHICAL, BUT ALSO PROFESSIONAL RESPONSIBILITY THAT WE LIVE EVERY SINGLE DAY. 
          WE ARE KEENLY AWARE, UH, OF THE CHALLENGES AHEAD. 
          UM, THAT'S WHY TODAY'S PRESENTATION CONVERSATION IS IMPORTANT, IS IN LIGHT OF THE GOVERNOR'S, UH, BUDGET PROPOSAL, UH, WHAT DOES THAT MEAN SPECIFICALLY TO LOS ANGELES UNIFIED? SIMON WILL DETAIL THAT BASED ON WHAT WE KNOW, EVEN THOUGH THERE ARE A NUMBER OF, UH, CURRENT UNKNOWNS. 
          UH, SECONDLY, I THINK IT IS IMPORTANT, REGARDLESS OF THE ECONOMIC PRESSURES UPON US, FOR US TO RECOGNIZE THAT FOR PEOPLE TO LIVE IN WORK IN THE LOS ANGELES AREA, UH, WE NEED TO PROVIDE FAIR COMPENSATION PROTECTIONS, UH, THAT IS A VITAL IMPORTANCE. 
          IT IS ALSO IMPORTANT TO, UH, CONSIDER THAT, UH, WE ARE COMMITTED TO WORKING WITH OUR LABOR PARTNERS, UH, THROUGH DIRECT AND MEDIATED CONVERSATIONS TO ARRIVE AT SETTLEMENTS, UH, THAT STRIKE THAT FAIR BALANCE OF FISCAL SUSTAINABILITY, FISCAL VIABILITY, LONG-TERM, IN ADDITION TO PROVIDING, UH, WORKPLACE CONDITIONS AND COMPENSATION AND HEALTH PROTECTIONS THAT ARE INDISPENSABLE TO TODAY'S WORKFORCE. 
          UM, WE BELIEVE IN A NUMBER OF THINGS. 
          AND AS THE PRESENTATION, UH, ROLLS OUT, YOU'LL SEE THAT THERE ARE A NUMBER OF, OF MENTIONS, UH, IN THE PRESENTATION. 
          UH, NONE OF THEM ARE NEW TO YOU, BUT WE CERTAINLY DON'T WANT 'EM TO BE A SHOCK EITHER TO THE CONSUMERS OF DISINFORMATION, PARTICULARLY OUR WORKFORCE MEMBERS. 
          OUR STARTING POINT IS, AND HAS ALWAYS BEEN TRANSPARENCY AND CALM. 
          NOTHING WE DO SHOULD BE INTERPRETED AS MEANING TO CREATE PANIC. 
          WE SPEAK TRUTH IN A TRANSPARENT WAY. 
          [00:50:02]
SO WE ARE PLANNING RESPONSIBLY BASED ON THE INFORMATION THAT WE HAVE, CONSIDERING THE FISCAL PRESSURES, UH, NOT REACTING IN PANIC AND, AND ARE, AND WILL USE ALWAYS EQUITABLE PRACTICES IN EVERY DECISION WE BRING TO THE BOARD. 
          I THINK THIS IS A PRIORITY OF THE BOARD, WHETHER IT IS IN TERMS OF IMPACTS TO SCHOOLS, SHOULD, UH, REDUCTIONS, BE NECESSARY IMPACTS TO WORKFORCE, UH, THOSE WILL BE TREATED IN THE MOST FAIR AND EQUITABLE WAY BASED ON NEED. 
          THE BOARD HAS A STRONG HISTORY OF DEVELOPING POLICY THAT DRIVES FUNDING BASED ON THOSE PRINCIPLES OF EQUITY. 
          A REDUCTION IN FORCES IS SOMETHING NO ONE WANTS TO HEAR, NO ONE WANTS TO CONTEMPLATE. 
          HOWEVER, SOMEONE WILL DETAIL FOR YOU, WHEN THE VAST MAJORITY, UH, 90% OF OUR FUNDING IS TIED TO PERSONNEL, DEPENDING ON THE FINAL OUTCOME OUT OF, UH, SACRAMENTO, OR THE CURRENT CONDITIONS WE'RE FACING, THAT, UH, HORRIBLE, UH, HORRIBLE PRACTICE MAY NOT NECESSARILY BE AVOIDABLE. 
          OUR COMMITMENT TO YOU IS THAT A RIF IS A BUDGETARY AND STAFFING MECHANISM. 
          IT IS NOT A FORG CONCLUSION, UH, THAT PEOPLE WILL LOSE JOBS. 
          UH, IN MOST CASES, RIFS ARE ABOUT REDUCING OR ELIMINATING POSITIONS, NOT NECESSARILY PEOPLE. 
          WE'RE NOT SURE IF THAT CAN BE AVOIDED IN FULL, BUT I'M HERE TO TELL YOU THAT STAFF IS WORKING AROUND THE CLOCK TO MINIMIZE ANY AND ALL IMPACT ANY AND ALL IMPACT, WHO WILL BE GUIDED BY PRINCIPLES OF EQUITY. 
          THIS DISTRICT HAS A HISTORY OF HAVING ADVANCED RIFTS, AND, UH, WHEN IT DID SO, THE VAST MAJORITY OF THE INDIVIDUALS IMPACTED WERE EITHER REASSIGNED, TRANSFERRED, OR PLACED IN OTHER VACANCIES. 
          WEIGHT OF ATTRITION, POSSESSION, DEPARTURE FROM THE WORKFORCE IN OUR DISTRICT IS AGGRESSIVE, AND WE WILL UTILIZE EVERY AVAILABLE OPPORTUNITY, AGAIN, TO MINIMIZE IMPACT TO OUR DEDICATED WORKFORCE. 
          WE REMAIN COMMITTED, COMMITTED TO ELIMINATING OR REDUCING, UH, DISRUPTION, UH, TO EMPLOYEES, CLASSROOMS, AND, AND SCHOOL COMMUNITIES. 
          OUR HIGHEST PRIORITY WILL BE TO CONTINUE TO PROTECT CLASSROOM STABILITY, CORE SERVICES, AND OUR WORKFORCE MEMBERS TO THE GREATEST EXTENT POSSIBLE. 
          THAT IS WHY, UH, WE WILL CONTINUE TO ENGAGE WITH OUR LABOR PARTNERS IN TRANSPARENT AND VERY HONEST WAY THROUGH DIRECT COMMUNICATION AS WELL AS MEDIATED SOLUTIONS. 
          AND I WANNA BE VERY CLEAR. 
          PREPARATION TODAY GIVES US MORE OPTIONS. 
          TOMORROW, FAILURE TO TAKE SOME STEPS TODAY REDUCES SIGNIFICANTLY THE OPTIONS AVAILABLE TO US TOMORROW. 
          SO WE WILL GUIDE THIS WORK IN THE MOST HONORABLE WAY, GUIDED BY THE PRINCIPLES OF EQUITY AND STRIKING A BALANCE IN TERMS OF WHAT IS BEST FOR OUR DEDICATED WORKFORCE. 
          THERE IS LIGHT AT THE END OF THE TUNNEL, CERTAINLY THE IMPOSITIONS THROUGH A FISCAL LENS THAT WE ARE FACING, UH, THE CONCERNS WE'RE FACING, THE DATE DESTABILIZING CHALLENGES THAT WE ARE CONTEMPLATING MADE TO A CERTAIN EXTENT BE REDUCED. 
          SHOULD, UH, THE GOVERNOR'S PROPOSED BUDGET, ONCE MASSAGED BY BOTH CHAMBERS IN SACRAMENTO, FULLY UTILIZE THE REVENUES AVAILABLE TO THEM. 
          YOU HEARD IT NOW MULTIPLE TIMES. 
          THERE ARE, THERE'S ABOUT $5 BILLION OF OPPORTUNITY THAT RIGHT NOW IS NOT, UH, BEING ACTED UPON. 
          THAT WILL REQUIRE COLLECTIVE ADVOCACY. 
          AND I'M HERE TO COMMIT TO YOU. 
          WE WILL WORK ALONGSIDE YOU AND ALONGSIDE OUR LABOR PARTNERS IN THAT JOINT, UH, ADVOCACY IN SACRAMENTO. 
          SO, WITH THAT SAID, UH, I WANT TO TURN IT OVER TO, TO SIMON TO PROCEED WITH A, WITH A PRESENTATION. 
          UH, UNDERSTANDING THE DEEP COMMITMENT OF THIS TEAM TO CONTINUE TO WORK, UH, IN EVERY AVAILABLE WAY TO EQUITABLY REDUCE IMPACT, EVEN WHEN IT IS UNAVOIDABLE, UH, TO ENSURE THAT ACTIONS ARE TAKEN, UH, ELEVATING THE DIGNITY AND THE DEDICATION OF WORKFORCE, AND WITH THE UTMOST DESIRE OF PROTECTING PROGRAMS AND PROTECTING STUDENTS. 
          THANK YOU VERY MUCH. 
          THANK YOU. 
          SO TODAY WE'RE GONNA GO, WE'RE GONNA PICK UP WHERE WE LEFT OFF WHEN WE PRESENTED IN MID-DECEMBER ON THE FIRST INTERIM REPORT, JUST TO KIND OF PICK UP WHERE WE LEFT OFF AND SHOW THE IMPACT OF, OF NEW INFORMATION ON OUR FINANCIAL FORECAST. 
          WE'RE GONNA GIVE A SUMMARY OF THE IMPACT OF THE STATE BUDGET THAT WAS WELL DESCRIBED BY BOTH KEVIN AND MARTHA, UH, THE ESTIMATES OF THE IMPACT ON US ON L-A-U-S-D SPECIFICALLY. 
          UM, AND THEN IN, IN TURN, THE IMPACT THAT, THAT WOULD HAVE ON OUR, ON OUR FORECAST, ON OUR FINANCIAL PROJECTIONS, AND THEN WE'LL GO OVER THE UPCOMING 
          [00:55:01]
MILESTONES IN THE PROCESS IN THE WEEKS AND MONTHS TO COME. 
          I KNOW SINCE THE BUDGET AND FISCAL STABILIZATION PLAN WAS ADOPTED IN JUNE, THERE, THERE'S BEEN A LOT OF INTEREST AND, UH, RIGHTFULLY SO ON THE IMPACT OF CHANGES IN ALLOCATIONS ON, ON SCHOOLS, ON PRESERVING THE EQUITABLE ALLOCATION OF RESOURCES, ON EXPLORING OPTIONS TO REDUCE, UM, OUTSIDE OF OUR, OUR, OUR LABOR COSTS. 
          AND AS I THINK WE'VE SHARED OVER THE LAST FEW WEEKS AND MONTHS, UM, THE TEAM HAS BEEN WORKING WITH THE BOARD TO, UM, TO GET FEEDBACK ON THAT ANALYSIS. 
          AND CERTAINLY IN THE WEEKS AND MONTHS TO COME, WE'LL CONTINUE TO PROVIDE UPDATES AND INFORMATION ON, UM, STUDENT EQUITY AS WELL AS, UM, MAINTAINING OUR WORKFORCE. 
          BUT TODAY, GIVEN THAT THE GOVERNOR'S BUDGET IS, UH, HOT OFF THE PRESSES, UM, AND IS OF GREAT INTEREST TO THE DISTRICT AND TO THE PUBLIC, WE'RE GONNA FOCUS THIS PRESENTATION PRIMARILY ON, ON THAT. 
          SO WE COVERED THIS A LITTLE BIT AT FIRST INTERIM, BUT OBVIOUSLY THE, THE, THE DARK BLUE AT THE TOP ARE THE, THE MAIN SOURCES OF FUNDING AND THOSE KIND OF FUNNEL INTO DIFFERENT FUNDS WITHIN THE DISTRICT'S FINANCES. 
          UH, THE AREA THAT WE FOCUS PRINCIPALLY ON IS NOT JUST OUR OPERATING FUNDS, WHICH INCLUDES THE GENERAL FUND OUR SPECIAL RESERVE, UM, THE ADULT EDUCATION FUND, CHILD DEVELOPMENT FUND, AND CAFETERIA FUND. 
          BUT EVEN WITHIN THE OPERATING FUNDS, WE ALWAYS FOCUS VERY HEAVILY ON THE GENERAL FUND AND WITHIN THE GENERAL FUND ON GENERAL FUND UNRESTRICTED. 
          AND THE REASON FOR THAT IS GENERAL FUND UNRESTRICTED IS HOW WE PAY FOR OUR CORE, UH, TRANSITIONAL KINDERGARTEN THROUGH 12TH GRADE PROGRAMS, OUR SCHOOLS, OUR TEACHERS, OUR COUNSELORS. 
          UM, AND SO THAT IS WHY WE FOCUS SO HEAVILY ON GENERAL FUND UNRESTRICTED. 
          ALL THE FUNDS ARE IMPORTANT. 
          ALL THE FUNDS REPRESENT IMPORTANT ASPECTS OF THE DISTRICT'S FINANCES AND OPERATIONS. 
          UH, BUT THE GENERAL FUND, UM, IS, IS WHERE AGAIN, WE FUND OUR, OUR CORE, UH, TK THROUGH 12TH GRADE, UH, PROGRAMS. ADDITIONALLY, UM, WHEN THE COUNTY AND THE STATE ARE, ARE REVIEWING, UH, STATE FINANCES AND, AND THE FISCAL HEALTH OF A DISTRICT, AND AS KEVIN MENTIONED, UNFORTUNATELY, TWO THIRDS OF DISTRICTS LIKE US ARE FACING A VERY DIFFICULT FINANCIAL OUTLOOK. 
          UH, BUT WHEN THE COUNTY AND THE STATE LOOKS AT, UH, DISTRICT'S FINANCES TO ASSESS THEIR HEALTH, THEY, THEY ALSO FOCUS VERY HEAVILY ON THE GENERAL FUND AND SPECIFICALLY GENERAL FUND UNRESTRICTED. 
          SO AGAIN, PICKING UP WHERE WE LEFT OFF, I THINK AT FIRST INTERIM, WE SHARED THAT BEFORE ADDING ADDITIONAL SOLUTIONS, THE FISCAL STABILIZATION PLAN USE OF OTHER AVAILABLE RESERVES, THAT FROM JUNE TO FIRST INTERIM, THE MULTI-YEAR PROJECTION HAD SLIGHTLY DETERIORATED, UH, HAD DETERIORATED ALL THE WAY FROM THROUGH 27 28, UH, FROM A PROJECTING NEGATIVE BALANCE OF $1.6 BILLION TO ABOUT $1.75 BILLION. 
          BUT AGAIN, THIS IS BEFORE SEVERAL OF THE SOLUTIONS WERE PUT FORWARD AND, AND, UH, CERTIFIED IN DECEMBER. 
          IN SUMMARY, THOSE SOLUTIONS INCLUDED THE RELEASE OF $634 MILLION OF FUNDS THAT HAD BEEN ORIGINALLY INTENDED TO BE CONTRIBUTED INTO THE OPE IRREVOCABLE TRUST. 
          THIS WAS DONE IN JUNE, AND SO THAT $634 MILLION HAS BEEN FULLY RELEASED, UM, AND AN ADDITIONAL ALMOST $500 MILLION OF REMAINING FUND 17 BALANCES. 
          SO THOSE WERE ALSO FULLY RELEASED BACK INTO THE GENERAL FUND AND $1.4 BILLION OF THE UPDATED FISCAL STABILIZATION PLAN. 
          SO IN JUNE, THAT PLAN WAS TOTALING $1.6 BILLION. 
          UH, COME DECEMBER, IT WAS, UH, ABOUT $200 MILLION LOWER AT $1.4 BILLION. 
          AND WHAT THAT ALLOWED FOR WAS NOT ONLY FOR US TO CERTIFY POSITIVE AT FIRST DINNER, MEANING THAT WE HAD POSITIVE UNASSIGNED UNAPPROPRIATED ENDING BALANCES THROUGH 27 28, BUT ALSO ALLOWED US TO SET ASIDE ALMOST $800 MILLION, $796 MILLION FOR WORKFORCE STABILIZATION. 
          AND AS WE DESCRIBED IN DECEMBER, THE, THOSE FUNDS ARE SET ASIDE TO PAY FOR THE COST OF, UH, THE ONGOING LABOR NEGOTIATIONS FOR MANY OF THE OFFERS THAT WE'VE ALREADY MADE TO OUR LABOR PARTNERS. 
          SO, AS A QUICK SUMMARY, THIS IS AGAIN, JUST DETAIL THAT WE SHARED AT FIRST INTERIM SHOWING AN UPDATE TO THE FISCAL STABILIZATION PLAN, HOW WE GOT FROM $1.6 BILLION IN JUNE TO ABOUT $1.4 BILLION AS OF FIRST INTERIM. 
          AND THEN WHAT WE SHARED ALSO WAS ONCE WE INCORPORATE, SO THE BLUE AGAIN IS WHERE WE WERE IN JUNE. 
          THE GREEN IS WHERE WE WERE AT FIRST INTERIM SHOWING THAT POSITIVE BALANCE OF $10 MILLION AT 27, 28, BUT ALSO MINDFUL THAT IN ADDITION TO THAT $10 MILLION POSITIVE BALANCE, WE HAD ALMOST $800 MILLION IN WORKFORCE STABILIZATION FUNDS. 
          AND SO WHAT WE SHOWED AT FIRST INTERIM WAS WHAT DOES IT LOOK LIKE ONCE WE INCORPORATE THE COST OF OFFERS THAT WE'D ALREADY MADE TO OUR UNIONS? AND IF I 
          [01:00:01]
REMEMBER BACK IN DECEMBER, WE WERE PROJECTING THAT ONCE THOSE COSTS WERE ACCOUNTED FOR, BUT ALSO FULLY UTILIZING THAT $796 MILLION THAT WE WERE PROJECTED TO BE NEGATIVE ABOUT $351 MILLION BY THE END OF 27 28. 
          AND WHY THAT NUMBER IS DIFFERENT IS, UH, THAT WAS A SNAPSHOT IN TIME. 
          AND SUBSEQUENT TO FIRST, UH, SOME ADDITIONAL COSTS HAVE BEEN REFLECTED HERE THAT INCORPORATE, AGAIN, THE COSTS OF, OF OFFERS THAT WE'VE ALREADY MADE TO OUR LABOR PARTNERS. 
          AND SO NOW THAT UPDATED PROJECTED BALANCES $401 MILLION TO THE NEGATIVE AT THE END OF 27 28. 
          SO AGAIN, THIS IS UTILIZING ALL THE FUND 17, ALL OF THE EP FUNDS THAT WERE FREED UP IN JUNE, $634 MILLION, FULLY INCORPORATING THE FULL $1.4 BILLION OF UPDATED FISCAL STABILIZATION PLAN SAVINGS AND ALL OF THE $796 MILLION OF WORKFORCE STABILIZATION FUNDS. 
          AND SO OBVIOUSLY WHAT THIS MEANS IS, UM, YOU KNOW, BEFORE THE GOVERNOR'S BUDGET WAS, WAS RELEASED, THAT THAT WE STILL HAD WORK TO DO TO IDENTIFY ADDITIONAL SOLUTIONS ON TOP, UH, ABOVE AND BEYOND THE FISCAL STABILIZATION PLAN TO BE POSITIVE THROUGH 27 20. 
          AND AGAIN, IMPORTANTLY, SOMETHING THAT THIS DOES NOT INCLUDE IS A PROJECTION FOR THE 28 29 FISCAL YEAR FOR THE 28 29 SCHOOL YEAR, UH, IN JUNE. 
          THAT IS THE FIRST TIME WE'LL BE REQUIRED TO INCLUDE THAT, THAT NEW FISCAL YEAR. 
          UM, AND GIVEN THE SLOPE THAT YOU SEE HERE, THE TRAJECTORY OF ENDING BALANCES YOU SEE HERE, WE DO EXPECT THAT 28 29 WILL BE VERY SUBSTANTIALLY NEGATIVE, UH, AS WELL. 
          ALL RIGHT? SO ALWAYS IMPORTANT TO HIGHLIGHT THE THINGS THAT ARE NOT INCLUDED IN THAT FIRST INTERIM PROJECTION. 
          SO NOT INCLUDED IN ANY OF THOSE FIGURES THAT I SHOWED, INCLUDING THAT NEGATIVE $401 MILLION OR ANY, UH, ADDITIONAL CHANGES IN COMPENSATION BEYOND WHAT WE'VE ALREADY OFFERED OUR LABOR PARTNERS, UM, ANY POTENTIAL REDUCTIONS IN FEDERAL FUNDING. 
          AND, AND KEVIN GAVE A VERY GOOD UPDATE ON THE NEWEST INFORMATION FROM THE FEDERAL GOVERNMENT, ANY NEW MAJOR PROGRAMMATIC INVESTMENTS, ANY UNRECOGNIZED CLAIMS, AND IMPORTANTLY, ANY LOWER ENROLLMENT THAT PRE THAN PREVIOUSLY PROJECTED FOR THE 26 27 SCHOOL YEAR AND BEYOND. 
          SO FIRST INTERIM, WE MENTIONED THAT WE DID REFLECT THE NEGATIVE REVENUE IMPACT OF THIS YEAR'S ENROLLMENT BEING LOWER BECAUSE WE, THIS YEAR HAD ALREADY STARTED, WE HAD ALREADY HAD NORM DAY, BUT THAT AT FIRST ENROLLMENT DID NOT YET REFLECT ANY LOWER ENROLLMENT THAN PREVIOUSLY PROJECTED FOR NEXT YEAR AND BEYOND. 
          AND SO THAT IS NOT REFLECTED THAT THERE'S VERY, VERY GOOD REASON BECAUSE OF THIS YEAR'S ENROLLMENT BEING SO MUCH LOWER THAN PREVIOUSLY PROJECTED, THAT THAT WILL BE AN ONGOING IMPACT. 
          SO WE'VE ALL, WE'VE HAD DECLINING ENROLLMENT EVERY YEAR FOR OVER TWO DECADES. 
          AND SO THE KEY IN OUR FORECAST IS HOW DO CHANGES COMPARE TO WHAT WE WERE ALREADY ASSUMING, OKAY? AND SO THAT IS WHY THIS YEARS ENROLLMENT BEING LOWER HAD SUCH A NEGATIVE IMPACT AND WHY WE DO EXPECT THAT TO CONTINUE. 
          AND, AND OF COURSE THAT WOULD BE REFLECTED, UH, AT SECOND INTERIM. 
          AND THEN, OF COURSE, IN OUR JUNE BUDGET, ALSO THOUGH NOT INCLUDED IS THE GOVERNOR'S PROPOSED BUDGET. 
          AND SO OVER THE NEXT COUPLE SLIDES, WE'RE GONNA GIVE A QUICK SUMMARY OF OUR CURRENT ESTIMATES FOR THE FISCAL IMPACT OF WHAT WAS RELEASED BY THE GOVERNOR. 
          SO FIRST I WANNA START WITH THE COLA. 
          AND SO KEVIN AND MARTHA BOTH MENTIONED THAT THE COLA FOR NOT ONLY NEXT YEAR, BUT THE FOLLOWING YEAR IS LOWER THAN PREVIOUSLY PROJECTED. 
          AND SO FOR THE 26 27 SCHOOL YEAR, IT IS PROJECTED TO BE AT 2.41%. 
          UH, SO THAT IS ABOUT 0.6 PERCENTAGE POINTS LOWER THAN WHAT WE WERE PREVIOUSLY ASSUMING IN THE MULTI-YEAR PROJECTION, WHICH IS ABOUT 3%. 
          AND SO THE IMPACT OF NEXT YEAR'S COLA BEING LOWER AND THE 27, 28 YEARS COLA ALSO BEING LOWER THAN WHAT WE WERE REFLECTING AT FIRST INTERIM, YOU'LL SEE THAT, THAT WE EXPECT THAT TO HAVE ABOUT A $36 MILLION NEGATIVE IMPACT NEXT FISCAL YEAR AND ANOTHER $56.7 MILLION NEGATIVE IMPACT IN THE FOLLOWING YEAR. 
          NOW, THE REASON WHY THE NEGATIVE IMPACT IS LARGER IN 27 28 IS BECAUSE THE NEGATIVE IMPACT OF THIS YEAR'S COLA BEING LOWER CARRIES FORWARD FOR EVERY YEAR THEREAFTER. 
          OKAY? IT'S A LOWER BASELINE, SO IT'S COMPOUNDING, AND THEN ANOTHER YEAR OF IT BEING LOWER JUST ADDS ON TOP OF THAT. 
          SO THAT'S WHY YOU SEE THE NEGATIVE IMPACT GO FROM 36 MILLION TO ABOUT $57 MILLION. 
          NOW THROUGH THE MULTI-YEAR PROJECTION PERIOD, THAT'S ABOUT A $92.4 MILLION REDUCTION IN ESTIMATED REVENUE FOR LCFF ONLY. 
          OKAY? THAT IS ONLY THE IMPACT THAT WE EXPECT FOR LCFF. 
          THE OTHER NEWS FROM THE GOVERNOR'S BUDGET, AS KEVIN AND MARTHA MENTIONED, IT IS BETTER THAN WHAT WE HAD REFLECTED AT FIRST DINNER, BUT THE VAST MAJORITY OF THAT IS IN THE FORM OF ONE-TIME FUNDS, WHICH HAS BEEN A VERY COMMON PRACTICE OF THE LAST SEVERAL YEARS BY THE STATE. 
          SO FIRST, THE STUDENT STUDENT SUPPORT AND PROFESSIONAL DEVELOPMENT BLOCK GRANT, OR WHAT WE'RE REFERRING TO, AND KEVIN REFERRED TO AS DISCRETIONARY BLOCK GRANT, BECAUSE IT IS VERY FLEXIBLE AND, AND IT'S THE PROPOSED GRANT IS, IS TO BE VERY FLEXIBLE. 
          WE ARE ESTIMATING AT THIS TIME ABOUT $185.5 MILLION OF ONE-TIME FUNDING 
          [01:05:01]
FROM THAT GRANT. 
          I DO NEED TO CAVEAT, AS MARTHA MENTIONED, WE WILL GET THE TBL, THE TRAILER BILL LANGUAGE IN EARLY FEBRUARY. 
          WE'LL GET A LOT OF THE DETAILS THAT WE WILL, THAT WE RELY ON AS A DISTRICT TO CALCULATE, UH, FIRMER ESTIMATES. 
          BUT BASED ON THE MOST RECENT DISCRETIONARY BLOCK GRANT THAT WE GOT THIS YEAR, WE EXPECT IT TO BE ABOUT 185 AND A HALF MILLION DOLLARS LEARNING RECOVERY EMERGENCY BLOCK GRANT. 
          ALSO, AGAIN, WE'RE SOON GONNA GET THE DETAILS, BUT WE EXPECT THAT TO BE ALMOST A LITTLE BIT OVER $68 MILLION. 
          UH, THE SPECIAL ED RATE INCREASE, WHICH IS AN ONGOING INCREASE TO THE SPECIAL ED RATES. 
          SO HERE YOU'LL SEE A COM TWO IMPACTS COMBINED IN ONE LINE. 
          FIRST, THERE'S THE HIGHER RATES, BUT SPED REVENUE, AB 6 0 2 REVENUE IS ALSO SUBJECT TO THE COLA. 
          AND SO THE COLA IS LOWER THAN PREVIOUSLY PROJECTED, BUT THE RATES ARE HIGHER, AND THE COMBINED IMPACT OF THAT LOWER COLA, BUT HIGHER RATES IS A POSITIVE IMPACT ON OUR REVENUE. 
          AND SO WE EXPECT IT TO BE ABOUT 25, AND THEN $24 MILLION FOR A TOTAL OF ALMOST $50 MILLION THROUGH 27, 28. 
          BELOW THAT, YOU'LL SEE LISTED A LOT OF ADDITIONAL REVENUES, SOME ONE TIMES, SOME ONGOING. 
          YOU'LL SEE A LOT OF TBDS LISTED THERE BECAUSE WE DON'T YET HAVE THE DETAIL THAT WE NEED TO TELL US HOW MUCH WE WILL BE RECEIVING IN SOME OF THESE CASES. 
          WE KNOW, AS MARTHA MENTIONED, THE ELOP REVENUE, WE WILL NOT BE GETTING, BECAUSE WE ARE NOT A TIER TWO DISTRICT, BUT MANY OF THESE CASES THERE WILL BE FUNDING. 
          SOME OF THESE ARE GOING TO BE RESTRICTED FOR VERY SPECIFIC USES, BUT IN SOME CASES, SOME OF THESE REVENUES COULD BENEFIT GENERAL FUND UNRESTRICTED EITHER DIRECTLY OR INDIRECTLY. 
          AND SO MORE TO COME, BUT WE DON'T EXPECT IT TO BE, UH, AS SUBSTANTIAL IN SIZE, GIVEN WHAT THE STATEWIDE TOTALS ARE, UH, AS, AS SUBSTANTIAL IN SIZE AS THE STUDENT SUPPORT, UH, THE DISCRETIONARY BLOCK GRANT. 
          OKAY? SO NETTING OVER THE NEXT TWO YEARS, THE GOOD NEWS AND BAD NEWS RELATED TO THE COLA IS ABOUT A $210 MILLION OF REVENUE, ADDITIONAL REVENUE BEYOND WHAT WE WERE PROJECTING, UH, AT FIRST INTERIM. 
          SO IN NET, IT IS MORE REVENUE THAN WE WERE EXPECTING, BUT AGAIN, THE LION'S SHARE OF THAT REVENUE IS ONE TIME. 
          OKAY? SO NEXT KIND, AGAIN, BUILDING OFF THE MULTI-YEAR PROJECTION THAT I JUST SHOWED. 
          SO WE HAVE THE ADOPTED BUDGET. 
          WE HAVE FIRST INTERIM IN GREEN, IN ORANGE. 
          WE HAVE, UH, INCORPORATING THE COST OF LABOR OFFERS WE'VE ALREADY MADE, BUT A FULL USE OF THAT $796 MILLION OF WORKFORCE STABILIZATION FUNDS. 
          AND THEN WE ADD THAT ESTIMATED REVENUE THAT WE JUST SHARED ON THE PREVIOUS SIDE, SO ABOUT $210 MILLION OF GOOD NEWS THROUGH THE 27 28 SCHOOL YEAR. 
          AND YOU'LL SEE THAT BRINGS THAT PROJECTED NEGATIVE ENDING BALANCE FOR 27 28 TO NEGATIVE 1 91. 
          SO CERTAINLY MOVING IN THE RIGHT DIRECTION, MOVING IN THE RIGHT DIRECTION, OBVIOUSLY WE ALWAYS WANNA SEE THOSE BALANCES BE POSITIVE. 
          UM, SO THAT IS GOOD NEWS. 
          HOWEVER, JUST THROUGH 27, 28 AND ONLY INCORPORATING THE OFFERS WE'VE MADE OUR LABOR PARTNERS TO DATE, WHICH HAS NOT LED TO, TO AN AGREEMENT, UH, WE WOULD STILL HAVE WORK TO DO TO BALANCE OUR FORECAST THROUGH 27 28. 
          AND AGAIN, THIS IS BEFORE EVEN ADDING THE 28 29 SCHOOL YEAR. 
          AND THIS, AGAIN, IS ASSUMING THAT EVERY DOLLAR IN THE FISCAL STABILIZATION PLAN, THAT UPDATED NUMBER OF ONE POINT BILLION, $1.4 BILLION AT EVERY DOLLAR OF THAT IS FULLY REALIZED. 
          SO ON THE NEXT SLIDE, I'M GONNA SHOW THE IMPACT, UH, HYPOTHETICAL, OKAY? IT'S A HYPOTHETICAL OF IF THE DISTRICT WERE NOT TO MOVE FORWARD WITH THE REDUCTION IN FORCE. 
          AND I JUST WANNA EMPHASIZE, UH, SOME OF THE COMMENTS THAT THE SUPERINTENDENT MADE STAFF IS WORKING TO, AS ALWAYS, TO MINIMIZE THE IMPACT OF A REDUCTION IN FORCE ON OUR EMPLOYEES AND ON OUR SCHOOLS. 
          AND THAT IN MANY CASES, A REDUCTION IN FORCE WILL NOT LEAD TO EMPLOYEES BEING LAID OFF FROM THE DISTRICT FOR THE SAME REASONS THAT THE SUPERINTENDENT MENTIONED. 
          RETIREMENTS, SEPARATIONS FROM THE DISTRICT WHERE VACANT POSITIONS, WHERE POSITIONS ARE AVAILABLE IN ORDER FOR PEOPLE WHOSE POSITIONS WERE REDUCED TO GO INTO THESE NEW POSITIONS, WHETHER EITHER REASSIGNED OR TRANSFERRED, UH, SOMETIMES AT A, A DIFFERENT CLASSIFICATION WHEN THEN THEY WERE WORKING IN, IN, IN THIS YEAR. 
          AND SO, WHILE WE CAN'T KNOW YET THAT THERE WILL BE NO IMPACT ON EMPLOYEES, WE KNOW BASED ON RE HISTORICAL DATA, UH, BASED ON ON OTHER PRACTICE, YOU KNOW, HISTORICAL EXPERIENCE, THAT MOST FOLKS WHOSE POSITIONS ARE REDUCED WILL REMAIN WITH THE DISTRICT. 
          OKAY? SO THAT IS, IS HAPPENING. 
          THAT WILL ALWAYS HAPPEN. 
          WE ALWAYS WANT TO ENSURE THAT WE ARE MINIMIZING THE IMPACT OF ANY OF THESE ACTIONS. 
          UM, BUT IT IS STILL IMPORTANT TO HIGHLIGHT IN THIS HYPOTHETICAL WHAT THE FINANCIAL IMPACT IS OF NOT ACTING, OKAY? 
          [01:10:01]
AND SO THE FINANCIAL IMPACT OF NOT ACTING IS SHOWN IN THAT, IN THAT BRIGHT RED, THE THE FINAL BAR GRAPH, WHICH IS I ADD THE STATE REVENUE, RIGHT, THE GOOD NEWS FROM THE STATE BUDGET. 
          BUT IF WE WERE NOT TO MOVE FORWARD WITH THE REDUCTION IN FORCE, WE WOULD NOT BE ABLE TO REALIZE THE SAVINGS FROM THE FISCAL STABILIZATION PLAN. 
          THE FISCAL STABILIZATION PLAN THAT I'D MENTIONED IS INSUFFICIENT TO COVER THE COST OF WHAT WE'VE ALREADY OFFERED OUR LABOR PARTNERS. 
          AND SO THERE'S AN ESTIMATE WE WOULD BE PROJECTED TO BE NEGATIVE IN THIS HYPOTHETICAL, NEARLY HALF A BILLION DOLLARS JUST THROUGH THE 27, 28 YEAR IF WE WERE NOT TO MOVE FORWARD. 
          ANOTHER THING I WANT TO ADD IS THAT, UM, AND, AND MANY DISTRICTS, LIKE, LIKE KEVIN SAID, ABOUT TWO THIRDS OF DISTRICTS ARE, ARE FACING A SIMILAR OUTLOOK OR, OR ARE MOVING FORWARD WITH REDUCTIONS. 
          MANY HAVE ALREADY MOVED FORWARD WITH REDUCTIONS LAST YEAR, THAT DELAYING ACTION WILL ONLY INCREASE THE NUMBER OF REDUCTIONS THE SIZE OF REDUCTIONS. 
          AND AGAIN, AS THE SUPERINTENDENT MENTIONED, 90% OF OUR REVENUES ARE SPENT ON, ON STAFF, WHICH MAKES SENSE. 
          WE'RE A SCHOOL DISTRICT. 
          WE SERVE STUDENTS AND FAMILIES. 
          AND SO THE, IT'LL BE MUCH HARDER FOR US TO SAY PUBLICLY AND TO YOU THAT WE WILL BE ABLE TO ABSORB THE IMPACT OF REDUCTIONS IN FORCE IF WE DON'T MOVE FORWARD NOW, BECAUSE THAT NUMBER, THE SIZE OF THE REDUCTIONS 12 MONTHS FROM NOW WILL BE THAT MUCH LARGER AND WILL BE MUCH MORE DIFFICULT TO ABSORB AND TO, AND TO PROTECT. 
          AND SO THAT IS JUST A REALLY IMPORTANT POINT THAT, THAT I WANTED TO MAKE ABOUT, UH, NOT JUST THE FINANCIAL IMPACT OF NOT ACTING, BUT, UM, THAT WE WILL ALSO, UH, HAVE A HARDER TIME ABSORBING FOLKS THROUGH RETIREMENT AND ATTRITION, UH, AND VACANCIES, UH, IF WE DELAY ACTION. 
          SO NEXT STEPS, UH, OF COURSE, CONTINUED GOOD FAITH ENGAGEMENT WITH OUR LABOR PARTNERS. 
          UH, SCHOOL BUDGET DEVELOPMENT, UH, BUDGET DEVELOPMENT'S ENDING AT THE END OF THIS MONTH. 
          AND SO BY THE END OF THIS MONTH, WE'LL HAVE CLEAR VIEW OF, OF DECISIONS MADE AT THE LOCAL LEVEL BY SCHOOLS AND AND OTHER BUDGET HOLDERS. 
          AND THEN COME FEBRUARY, UH, THERE WOULD BE THE, THE STATUTORY REQUIREMENT FOR BOARD AUTHORIZATION FOR THE PRELIMINARY REDUCTION IN FORCE NOTICES TO GO OUT. 
          AGAIN, PRELIMINARY NOTICES, AS YOU KNOW, GO OUT IN, IN MARCH 15TH. 
          AND THE BOARD AUTHORIZATION, OF COURSE, MUST ALWAYS PROCEED THAT I DID WANT, I DID EMPHASIZE THAT WORD PRELIMINARY BECAUSE THIS IS, THE STATUTORY REQUIREMENT IS KIND OF THE FIRST STEP IN, IN A, IN A MONTHS LONG PROCESS. 
          AND IT'S PRELIMINARY AND, AND, AND IT'S, IT'S ONE, IT'S A LEGAL REQUIREMENT AS WE'VE DISCUSSED PREVIOUSLY, BUT IT'S PRELIMINARY BECAUSE ONCE OVER THE NEXT FEW MONTHS AS WE APPROACH THE END OF THE FISCAL YEAR, UH, STAFF CONTINUES TO DO THE WORK THAT BOTH THE SUPERINTENDENT AND I AND I MENTIONED, UM, LOOKING AT THE RETIREMENTS, LOOKING AT THE VACANCIES, LOOKING AT THE SEPARATIONS FROM THE DISTRICT, AND ASSIGNING FOLKS IN INTO NEW POSITIONS, UH, WHENEVER POSSIBLE. 
          SO THAT IS THE CONCLUSION OF THE PRESENTATION, AND, UH, HAPPY TO NOW ANSWER ANY QUESTIONS THAT, THAT YOU HAVE. 
          THANK YOU. 
          UM, SO NOW, YES, NOW I WILL OPEN THE FLOOR FOR MY COLLEAGUES TO HAVE ANY QUESTIONS FOR ANY OF OUR THREE PRESENTERS HERE. 
          WHO WOULD LIKE TO START. 
          WANTS TO KICK IT OFF? YES, MS. ORTIZ FRANKLIN. 
          THANKS. 
          UM, WELL, I REALLY APPRECIATE THE PRESENTATIONS FROM EVERYONE AND IN PARTICULAR, SEEING THE R ASSUMED ON THESE SLIDES. 
          I THINK THIS IS THE FIRST TIME WE'VE DONE THIS PUBLICLY, RIGHT? WRITTEN RIFF ASSUMED. 
          UM, I JUST WANTED TO DOUBLE CHECK SOME OF THE NUMBERS. 
          SO THE 7 96 WORKFORCE STABILIZATION, UH, IS ABOUT THE LABOR OFFERS WE'VE ALREADY MADE. 
          DOES THAT INCLUDE THE HEALTH BENEFITS WE'VE ALREADY OFFERED AT THIS POINT AS WELL FOR THE ADDITIONAL YEARS? YEAH. 
          SO THE HEALTH BENEFITS OFFERED ARE ALREADY INCLUDED IN THE MULTI-YEAR PROJECTION? YES. 
          OKAY, GREAT. 
          AND THEN ON SLIDE 11, WITH THE, THE HOT RED , UM, THAT, THAT IS THE HYPOTHETICAL. 
          IF WE DON'T, UH, YOU KNOW, ISSUE THE RIFFS, THE NUMBERS DON'T SEEM COMPLETELY TO LINE UP TO ME WITH THAT RIFF ASSUMED TABLE. 
          SO I JUST WANNA UNDERSTAND THE DISTINCTIONS BETWEEN THEM. 
          UM, SO SLIDE, UH, YEAH, THAT'S SLIDE 11. 
          AND THEN IN COMPARISON TO, SORRY, WE'RE LOOKING AT A COUPLE OF THINGS HERE. 
          UM, SLIDE SIX, I GUESS I WOULD UNDERSTAND THE, UM, WHERE IT SAYS R ASSUMED ON SLIDE SIX, ALL OF THOSE NUMBERS TO MATCH THAT HOT RED IF WE DON'T IMPLEMENT THE RIFS. 
          BUT, BUT THERE'S SOME DISTINCTIONS. 
          SO FOR EXAMPLE, IN 26, 27, UM, THE, THE TOTAL ON SLIDE SIX, I THINK WHERE THE RIF IS ASSUMED IS ABOUT 669 MILLION, WHEREAS THE HOT RED SLIDE IS NEGATIVE 123 MILLION FOR NEXT SCHOOL YEAR. 
          SO THERE'S LIKE A BIG DISTINCTION THERE. 
          AND THEN THE FOLLOWING YEAR IT'S SMALLER, 4 75 TO 4 91. 
          I DUNNO IF THAT QUESTION IS MAKING SENSE. 
          EXACTLY. 
          NOT, NOT THIS SLIDE. 
          THE, THE HOT RED THAT'S LIKE A DARK RED , I DUNNO WHAT YOU'D CALL IT, BUT YEAH, THAT ONE COMPARED TO THE TABLE. 
          BUT DO YOU SEE WHAT I'M SAYING? LIKE THIS SLIDE WHERE IT HAS THE RIFF ASSUMED 
          [01:15:02]
THE DOLLARS DON'T EXACTLY MATCH UP HERE, SO THERE'S SOMETHING THAT'S NOT ACCOUNTED FOR. 
          SO JUST TO TRY TO UNDERSTAND THAT. 
          SO THE FISCAL STABILIZATION PLAN TABLE INCLUDES TWO FISCAL YEARS. 
          AND SO THAT ASSUMES REDUCTIONS NOT ONLY FOR BETWEEN THIS YEAR AND INTO NEXT YEAR, BUT ADDITIONAL REDUCTIONS THE FOLLOWING YEAR. 
          WHAT THIS HOT RED GRAPH ASSUMES IS ONLY NO RIFS THIS YEAR, THIS TIME. 
          AND SO THE REDUCTION IN FORCE, GIVEN THE SIZE OF A FINANCIAL OUTLOOK, UH, GIVEN WHAT ALL DISTRICTS KNOW MOST DISTRICTS ARE FACING IN THE STATE, AND GIVEN THE VAST MAJORITY OF OUR RESOURCES ARE UNDERSTAND AS THEY SHOULD BE SPENT ON, ON STAFF, UH, IT WILL NEED TO BE DONE AT SOME POINT. 
          UM, IN PARTICULAR, SOMETHING THAT THE SUPERINTENDENT AND OTHERS HAVE HIGHLIGHTED REPEATEDLY, THAT WE DID SEE A LARGE INCREASE IN, IN STAFFING LEVELS THROUGH THE PANDEMIC. 
          UM, AND SO THOSE ARE THE REASONS WHY, UM, IT WILL EVENTUALLY BE NECESSARY. 
          UM, AND SO THIS IS JUST ASSUMING NOT DELAYING BY ONE YEAR AND NOT, UH, REALIZING THE SAVINGS OF ABOUT $300 MILLION HERE. 
          EVEN IF YOU LOOK IN THE FISCAL STABILIZATION PLAN, JUST THE FIRST COLUMN AND THE RIFF IMPACTS, WE'RE MAKING AN ESTIMATE. 
          THIS IS AN ESTIMATE OF WHAT THE IMPACT WOULD BE OF NOT RIFFING OF ABOUT $300 MILLION. 
          ONCE BUDGET DEVELOPMENT IS FINISHED, WE'LL HAVE A BETTER SENSE OF WHAT THAT DOLLAR AMOUNT IS. 
          IT COULD BE HIGHER. 
          THE NEG THE IMPACT OF NOT DOING RIFS COULD BE GREATER THAN $300 MILLION. 
          IT CERTAINLY COULD BE LESS. 
          'CAUSE WHAT HAPPENS IN BUDGET DEVELOPMENT IS NOT ONLY DUE TO SCHOOLS AND BUDGET HOLDERS SET NEW PRIORITIES WITH THE, THE, THE ALLOCATION LEVELS THAT THEY'VE BEEN ALLOCATED. 
          UM, BUT EVEN IN A NORMAL YEAR WHERE THERE WAS, OR IN A YEAR WHERE THERE WASN'T A REDUCTION, FOR EXAMPLE, IN IN SEMI OR A REDUCTION IN, IN CARRYOVERS FOR CERTAIN PROGRAMS, SCHOOLS STILL MAKE DECISIONS AS, AS WE ENCOURAGE THEM TO DO BASED ON THEIR NEEDS ASSESSMENT BASED ON THEIR STUDENT DATA. 
          EVEN THOSE DECISIONS IN, IN A TIME WHERE THERE ARE NOT LOWER FUNDING LEVELS OFTEN WOULD INVOLVE POSITIONS BEING ELIMINATED THAT HAVE INCUMBENTS THAT HAVE SOMEBODY IN THEM. 
          AND SO THAT HAPPENED FROM LAST YEAR TO THIS YEAR. 
          THAT'S WHY THE FSP INCLUDES THE ELIMINATION OF THOSE UNFUNDED POSITIONS. 
          THERE WERE ABOUT $60 MILLION OF POSITIONS JUST FROM LAST YEAR INTO THIS YEAR THAT WERE ELIMINATED, THAT HAD A INCUMBENT IN THEM, BUT THAT WEREN'T RIFT. 
          AND SO THAT, UH, THOSE POSITIONS HAD TO BE RESTORED IN THE COST PAID BY BY THE DISTRICT. 
          OKAY, THAT MAKES, THAT MAKES SENSE. 
          AND THEN BY JUNE WE WILL SEE THE 28, 29. 
          NOW WE CAN'T SUBMIT THIS TO LACO, RIGHT? WE CAN'T BE UNDER THE LINE. 
          SO FOR SECOND AND INTERIM, YOU MEAN NO, FOR JUNE OR JUNE? UM, WELL, THE, THEY'RE, THEY'LL REQUIRE US TO SUBMIT A FISCAL STABILIZATION PLAN. 
          UM, THEY WILL, IF WE WERE GOING INTO THE JUNE ADOPTED BUDGET WITH, UH, NUMBERS THIS NEGATIVE, AND AGAIN, WE WOULD BE ADDING 28 29, WHICH WE DO EXPECT TO BE SUBSTANTIALLY MORE NEGATIVE THAN THIS. 
          UH, THEY WILL, THEY WILL ALMOST CERTAINLY REQUIRE, LIKE THEY DID THIS LAST JUNE, THAT THE DISTRICT SUBMIT AN ADDITIONAL FISCAL STABILIZATION PLAN, WHICH IDENTIFIES REDUCTIONS ABOVE AND BEYOND THE CURRENT FISCAL STABILIZATION PLAN, BECAUSE THIS ALREADY INCORPORATES THE EXISTING FISCAL STABILIZATION PLAN. 
          SO THAT THAT'S WHAT WE EXPECT, UH, THE COUNTY TO REQUIRE. 
          OKAY. 
          I THINK THAT THAT HELPS WITH THE DISTRICT SIDE OF THINGS. 
          AND I HAVE QUESTIONS FOR THE, THE STATE. 
          UM, AND I DON'T KNOW IF, UH, MARTHA OR KEVIN WILL BE BETTER TO ANSWER THIS, BUT, UM, I GUESS GENERALLY IF THE REVENUES ARE LOOKING MORE POSITIVE, WHY DIDN'T WE GET A GREATER COLA? GREAT QUESTION. 
          SO ON THE COLA, THAT OF COURSE, AGAIN, WE'RE ALL, IT'S ALL ABOUT TIMING, RIGHT? SEQUENCE. 
          SO THE GOVERNOR COULD HAVE, IF HE WANTED TO, AND HE'S ACTUALLY I THINK DONE IT ONCE IN HIS TENURE, COULD HAVE SAID, WE'RE NOT GONNA DO THE COMMUNITY SCHOOL THING, AND I WANT THAT BILLION DOLLARS OF EXTRA MONEY TO GO TO SUPPLEMENT THE COLA. 
          HE COULD HAVE DONE THAT, HE DIDN'T. 
          SO IT'S JUST A SORT OF A BUNCH OF PRIORITIES UP THERE. 
          NOW, REPEATEDLY, THE LEGISLATURE HAS DONE THIS AS MORE REVENUE MATERIALIZES, AND PARTICULARLY THE OUTLOOK FOR ONGOING INCREASED MARGINAL DOLLARS IN ONGOING MONEY WHERE THE LEGISLATURE GETS TO THE MAY REVISION AND THEY HAVE THAT CONVERSATION AND THEY'VE DONE, AND THEY ACTUALLY HAVE DONE IT TWO OR THREE TIMES WHERE THEY'VE DONE WHAT'S BEEN CALLED A SUPER COLA. 
          AND SUPER COLA, YOU KNOW, IS DEBATED ALL OVER THE PLACE ABOUT THAT TERMINOLOGY. 
          TO ME, IT'S DISCRETIONARY MONEY. 
          YOU GET TO DECIDE HOW TO, HOW TO USE. 
          AND THAT, THAT'S THE THING I JUST WANNA ADD IS WHEN THE STATE DETERMINES THE COLA, THEY'RE LOOKING AT ECONOMIC FACTORS, UM, INFLATIONARY FACTORS TO MAKE THAT DETERMINATION. 
          THEY'RE LOOKING AT WHAT'S THE PRIOR YEAR REVENUE FOR THE STATE? WHAT ARE CP WHAT'S THE, UM, CONSUMER PRICE INDEX? THERE'S A 
          [01:20:01]
NUMBER OF INDICATORS THAT THEY USE TO DETERMINE THAT PARTICULAR COLA FOR, FOR THE 24 25 OR 25, 26, UH, YEAR. 
          THE SUPER COLA IS USUALLY A DISCRETIONARY ALLOCATION. 
          IT'S THE STATE AND POLICY MAKERS. 
          IT'S GOING BEYOND WHAT THE INDICATORS SAY. 
          AND SO THERE IS A CHOICE THAT'S BEING MADE BY THE DEPARTMENT OF FINANCE AND THE GOVERNOR'S OFFICE AND SAYING, THIS IS WHAT THE FACTORS ARE ACTUALLY INDICATING WHAT THE COLA SHOULD BE. 
          AND THEY'RE RIGHT SIZING FOR THAT. 
          AND THEN THEY'RE LOOKING AT OUT YEAR PROJECTIONS TIED TO THAT AS WELL. 
          YEAH, A BILLION DOLLARS FUNDS A WHOLE PERCENT INCREASE IN THE COLA. 
          SO THEY SPEND A BILLION AND HALF DOLLARS EACH, A BILLION ON COMMUNITY SCHOOLS, HALF A BILLION ON SPECIAL ED. 
          I LIKE THE SPECIAL ED PIECE, IT'S NICE. 
          BUT WHAT MR. SALCITO IS SAYING IS RIGHT, IS THAT I MENTIONED A LITTLE BIT EARLIER, THE COLA ITSELF IS DRIVEN BY A FORMULA THAT HAS NOTHING TO DO WITH OUR INCREASED COSTS. 
          AND EVERY GOVERNOR PLUGS THAT NUMBER IN. 
          TELL ME WHAT IT IS. 
          IT'S OUTTA THE US DEPARTMENT OF COMMERCE. 
          IT GOES IN THE DEBATE ABOUT WHETHER WE SUPPLEMENT IT OR MAKE IT BIGGER IS USUALLY A DEBATE THAT HAPPENS AT THE MAY REVISION ONCE IN APRIL. 
          THEY HAVE A MUCH BETTER IDEA ABOUT WHAT GREEN MONEY ACTUALLY SHOWED UP. 
          YOU KNOW, MY ARGUMENT OVER THE LAST SEVERAL MONTHS IS A LOT OF GREEN MONEY SHOWING UP, BUT BUDGET PLANS ARE NOT REFLECTING A LOT OF THAT INCREASED REVENUE. 
          NOW IT IS IN THE GOVERNOR'S PLAN, BUT SIGNIFICANTLY ONE TIME MONEY. 
          BUT THERE ARE SOME NICE POTS OF SOME ONGOING MONEY THAT ARE BETTER THAN THE NOTHING. 
          SO THE ONLY THING I WOULD ADD, WHICH IS AN IMPORTANT POINT, IS, AND I THINK IT'S, IT WAS TANGENTIALLY TOUCHED ON. 
          SO COLA IS THE MOST CERTAIN WAY OF RECURRING FUTURE INVESTMENTS. 
          ONCE A COAL IS ADDED TO A BUDGET, UH, IT'S NOT GONNA BE PULLED BACK. 
          SO WHY WOULD IN A YEAR, UH, WHERE THE GOVERNOR TOUTS LEGITIMATELY, SO IT IS TRUE, SIGNIFICANT INCREASED INVESTMENTS INTO EDUCATION. 
          WHY ISN'T THE COLA HIGHER? WELL, NUMBER ONE, IT IS MATHEMATICALLY DRIVEN. 
          AND I'M HERE TO AGREE WITH KEVIN THAT THE MATHEMATICAL COMPUTATION OF A COLA FOR THE STATE OF CALIFORNIA THAT FAILS TO REGIONALIZE IMPACT IS FLAWED. 
          IT DISADVANTAGES HIGH COST OF LIVING AREAS LIKE LOS ANGELES, BUT THE REASON WHY IS CONSIDERABLY HIGHER LEVEL OF FUNDING, BUT THE VAST MAJORITY OF IT IS INVESTED IN ONE TIME WAYS, NOT THROUGH COLA, BECAUSE THE COLA TIES YOU TO RECURRING INVESTMENTS. 
          THAT 2.4% STARTS THIS YEAR, IT'S FOREVER. 
          AND NEXT YEAR'S COLA WILL BE ON TOP OF THAT. 
          UH, IT IS THE SAFEST WAY WHEN YOU LACK THE PREDICTABILITY OF FUTURE YEARS IS TO STICK TO THE COMPUTED COLA, NOT USE ADDITIONAL REVENUES TO CREATE A SUPER COLA BECAUSE YOU'RE AFRAID OF WHAT THE FOLLOWING YEAR WILL BE AND THE YEAR AFTER THAT. 
          SO TO INFLATE IN THE BUDGET, YOU INVEST ONE TIME MONEY, UH, WHETHER IT IS THROUGH GRANTS OR, UH, COMMUNITY SCHOOLS INVESTMENTS, ADDITIONAL MONEY INTO SPECIAL ED AREAS THAT DID NOT NECESSARILY RECUR. 
          YEAH. 
          WHICH I, I APPRECIATE, UH, TALKING THROUGH, BECAUSE IT SEEMS TO ME THAT, YOU KNOW, WE COULD HAVE BENEFITED PROBABLY MORE IF THE BILLION DOLLARS WOULD'VE GONE TO COLA THAN TO COMMUNITY SCHOOLS, EVEN THOUGH BOTH ARE A PRIORITY OF OURS. 
          'CAUSE GENERALLY WE THINK, YOU KNOW, EIGHT OR 9% OF THE OVERALL, YOU KNOW, PROP $98 WILL COME TO US, BUT WE DON'T ACTUALLY KNOW IF WE'RE GETTING EIGHT OR 9% OF THE COMMUNITY SCHOOLS GRANT, BUT WE WOULD'VE GOTTEN THE EIGHT OR 9% OF AN ADDITIONAL BILLION DOLLARS IN COLA, RIGHT? AND THAT'S THE DISCRETION THAT WE WOULD HAVE. 
          AND SO, YOU KNOW, THIS IS AN ONGOING CONVERSATION ABOUT STEPPING AWAY FROM LCFF. 
          SO ALL OF THE ONE TIME INVESTMENTS THAT WE'RE LISTED ON, ON MARTHA'S SLIDE FOUR WITH THE SPECIAL ED AND THE EDUCATOR RESIDENCY AND THE DISCRETIONARY BLOCK, ALL OF THAT IS STILL WITHIN PROP 98, RIGHT? AND IT'S ALL DECISIONS THAT ARE BEING MADE AT SACRAMENTO OF WHAT WE CAN USE THAT MONEY FOR IF WE'RE ELIGIBLE, RATHER THAN COMING BACK TO US DIRECTLY. 
          AND, AND I JUST FEAR THAT, YOU KNOW, THE, THE CHALLENGE IS HOW DO WE BRING OUR LEGISLATORS BACK TO THE VISION OF LCFF AND, AND PROTECTING, YOU KNOW, SCHOOL DISTRICT'S LIKE ABILITY TO MAKE BETTER DECISIONS BECAUSE WE'RE CLOSER TO THE SOLUTIONS AND CLOSER TO THE CHALLENGES. 
          SO, UM, I APPRECIATE THE STATEWIDE CONTEXT AND, YOU KNOW, LIFTING UP YOUR, UH, ADVOCACY OPPORTUNITIES AND WHERE WE MIGHT PLUG IN THIS SPRING IF THERE'S A CHANCE FOR A SUPER COLA, THAT SEEMS TO ME LIKE AN OPPORTUNITY FOR US, OR, UM, REVISING HOW COLA IS COMPUTED FOR PUBLIC EDUCATION, GIVEN THAT OUR COSTS ARE DIFFERENT FROM SOME OF THE OTHER THINGS THAT YOU MENTIONED. 
          THESE, THESE SEEM REALLY RIPE FOR, UM, THE DISCUSSIONS BEFORE, BEFORE MAY I, IF I MAY ADD, UM, WHEN, UH, MR.  AND I HAD MEETINGS WITH THE DEPARTMENT OF FINANCE AND OTHERS IN SACRAMENTO IN NOVEMBER LEADING UP TO OUR LETTER BUDGET LETTER IN DECEMBER, LEGISLATIVE COMMITTEE STAFF FROM THE BUDGET ASSEMBLY AND SENATE, THEY INDICATED SUPER COLA IS WAS A ONE-TIME THING, BUT I DON'T FORESEE THEM. 
          THE LEGISLATURE, OBVIOUSLY THEY'RE THE ELECTED OFFICIALS, UM, WANTING TO GO IN THAT DIRECTION BECAUSE KA MENTIONED IT SAYS A HIGHER THRESHOLD FOR THE MEETING THAT COLA IN THE FUTURE. 
          [01:25:01]
UM, WHAT I WILL ALSO SAY, UM, I HAD A SLIDE, UH, PURPOSELY, UM, FOR THE BOARD TO UNDERSTAND THE LEGISLATURE MAY HAVE OTHER PRIORITIES THAT THEY'LL WANT TO FUND. 
          SO THEY MAY REDIRECT THE GOVERNOR'S ONE-TIME PROPOSALS FOR OTHER ONE-TIME PROPOSALS. 
          UM, BUT THE BIG ONE IS A $5.6 BILLION THAT I MENTIONED. 
          THAT MY EARLIER COMMENTS, THE LEGISLATORS ARE NOT TALKING ABOUT THAT AND THAT WE NEED TO GET THEM TO TALK ABOUT THAT. 
          UM, BUT SHOULD THERE BE AN OPPORTUNITY FOR US, AGAIN, TO HONE IN ON LCFF FOR OTHER ONGOING RESOURCES FOR THE SCHOOL DISTRICT, UM, THAT WOULD BE PART OF OUR NO CATEGORICALS PUT THE BACK INTO THE LCP FORMULA AND ANY NEW INCREASES IN THE FUNDING. 
          I APPRECIATE THAT. 
          I'LL, I'LL PAUSE FOR NOW. 
          THANKS. 
          SO THE GOVERNOR'S PROPOSING $509 MILLION FOR SPECIAL ED. 
          DO WE HAVE ANY IDEA WHAT THE FEDERAL GOVERNMENT IS PROPOSING FOR SPECIAL ED? ANY IDEA AT ALL? UM, SO AS, UH, KEVIN MENTIONED, UH, THIS MORNING, UH, WE LEARNED THAT THE, UH, HOUSE AND THE SENATE, THEY PUT OUT THE FISCAL YEAR 26TH PREPARATION BILL. 
          UM, THE FUNDING APPEARS TO BE, UH, LEVEL FUNDING, SO NO INCREASES TO WHAT WE RECEIVED IN THE PA PAST YEAR. 
          THERE'S ONLY VERY SMALL, UH, LIKE $20 MILLION, UH, FOR TITLE ONE. 
          UM, BUT IT'S 20 MILLION ACROSS THE COUNTRY, AND THAT'S A MINUSCULE AMOUNT. 
          BUT FOR ID EIGHT APPEARS TO BE AT, AT THIS TIME, UH, LEVEL FUNDING, UH, LEVEL OF THAT FUNDED. 
          OKAY. 
          AND ONE MORE QUESTION, IF I MAY. 
          UM, THE A HUNDRED MILLION DOLLARS FOR COLLEGE AND CAREER PATHWAYS, DO WE KNOW HOW MUCH IS GOING TOWARDS, UH, COLLEGE PATHWAYS AND HOW MUCH IS GOING TOWARDS CTE PATHWAY PATHWAYS? ANY IDEA TO FIGURE THAT OUT? SO THE, I MENTIONED THAT, UM, WE'LL GET MORE DETAILS ON FEBRUARY 2ND WHEN THE TRI BUDGET LANGUAGE COMES OUT. 
          UM, IT'S NOT CLEAR ON TWO FRONT THE DISTRIBUTION METHOD, WHETHER IT'LL BE A PER STUDENT AMOUNT THAT WE RECEIVE OR WHETHER IT'LL BE A CATEGORY, A COMPETITIVE GRANT, WHETHER WE HAVE TO APPLY FOR THE FUNDING AND THEN RECEIVE, UH, YOU KNOW, IF COMPETITIVE ENOUGH, RECEIVE A PORTION OF THOSE FUNDS. 
          UM, WHAT I WILL SAY, BASED ON THE DETAILS THAT WE HAVE SEEN SO FAR, UM, IT DOES NOT SEEM TO INCLUDE CTE, UM, IT'S FOR DUAL ENROLLMENT, UH, DUAL CREDIT COMMUNITY COLLEGE, UM, ACCESS FOR STUDENTS IN HIGH SCHOOL. 
          UM, SO CTE AT THIS POINT DOESN'T SEEM TO BE, UM, TOO MUCH, UH, FOCUS, BUT WE'LL SEE IN THE DETAILS AND THERE'LL BE AN OPPORTUNITY FOR US TO ADVOCATE SHOULD WE WANT, AGAIN, SHOULD WE WANT TO PLAY ALONG WITH THE GOVERNOR'S PROPOSALS AND SAY WE, UH, APPRECIATE THE PROPOSAL, BUT WE WANTED TO SEE THE MONEY BE BROADENED. 
          WE COULD DO THAT. 
          THANK YOU. 
          JUST BRIEFLY, LIKE TO ADD ON THE QUESTION OF FEDERAL FUNDING, UM, WHILE IT'S UNAMBIGUOUSLY GOOD NEWS THAT THERE SEEMS TO BE, UH, MOVEMENT TOWARDS LEVEL FUNDING, UM, AND THAT NO CUTS IS GOOD NEWS IN, IN, IN THE RECENT CONTEXT OF WHAT'S HAPPENING AT THE FEDERAL LEVEL, UM, IN TERMS OF MULTIYEAR PROJECTION, THOUGH, WE, WE DID ASSUME KIND OF CURRENT LEVELS OF FUNDING. 
          AND SO WHILE IT'S STILL UNAMBIGUOUSLY GOOD NEWS, IT DOESN'T TRANSLATE INTO FEDERAL FUNDING LEVELS, UH, BEYOND WHAT WE'VE ALREADY BEEN ASSUMING IN OUR, IN OUR PROJECTIONS. 
          SO GORDON, DID YOU WANNA, UM, ADD ANY MORE? OKAY, GREAT. 
          YOU ON MY LEFT. 
          ANY QUES, CARLA, THANK YOU FOR YOUR PRESENTATIONS. 
          UM, MR. GORDON, REGARDING, YOU MENTIONED THE $5.6 BILLION THAT THE GOVERNOR IS WITHHOLDING IS ACTUALLY NOT GOING INTO SOME SAVINGS ACCOUNT. 
          IT'S ACTUALLY PLANNED TO BE USED. 
          CORRECT. 
          WHAT ARE SOME OF THE THINGS THAT IT'S, IT'S BEING PLANNED TO BE USED? YOU KNOW, IT'S, IT'S KIND OF HARD TO TELL. 
          AGAIN, THE GOVERNOR DOES AN OUTLINE WHERE HE IS PUTTING, HE JUST HAS A BAG OF MONEY HE'S SPENDING ON THE NON-PRO 98 SIDE OF THE BUDGET, RIGHT? AND THEN THERE'S OURS. 
          AND WE KNOW THE 5.6 IS MISSING AND IT IS BEING SPENT THERE. 
          THE NON-PARTISAN LEGISLATIVE ANALYST HAS SUGGESTED AS AN ALTERNATIVE TO THE GOVERNOR THAT HE ACTUALLY PUT IT INTO THE PROP 98 RESERVE. 
          THE REASON WHY THE GOVERNOR WILL NOT WANT TO DO THAT IS BECAUSE IF YOU PUT IT IN THE PROP 98 RESERVE, IT'S THE EQUIVALENT OF SPENDING IT ON US. 
          HE MIGHT AS WELL GIVE US THE MONEY IF HE USES IT ON THE NON-PRO 98 SIDE, EVERY DOLLAR MEANS LESS CUTS ON THE NON-PRO 98 SIDE OF THE BUDGET. 
          AND I'VE TALKED TO THE PRO TE AND OTHER PEOPLE IN THE LEGISLATURE ABOUT IT. 
          THIS IS NOT GONNA BE EASY FOR THEM BECAUSE EVERY DOLLAR THAT THEY SORT OF AGREE WITH US ON AND GIVE US BACK MEANS THEY'RE GONNA HAVE TO CUT SOME OF THE VERY FAMILIES AND PROGRAMS FOR KIDS ON THE NON-SCHOOL SIDE OF THE BUDGET. 
          IT SERVES OUR KIDS IN LA UNIFIED, RIGHT? SO IT'S REALLY NOT GONNA BE EASY EVERY TIME THEY GIVE US A LITTLE BIT, IT DOES MAKE THEIR CHALLENGE HARDER ON THE OTHER SIDE, THE REASON WHY IT'S SO IMPORTANT THOUGH, FOR US TO TRY TO DEFEAT THIS IS 'CAUSE IT IS NOT A GOOD PRECEDENT. 
          I MEAN, THIS IS $5.6 BILLION. 
          HE UN NOT UNILATERALLY, TAKES AWAY FROM US, AND HE'S OUR FRIEND. 
          I MEAN, YOU GET SOMEBODY IN THE GOVERNOR'S OFFICE THAT'S NOT NECESSARILY PREDISPOSED 
          [01:30:01]
TO SUPPORTING PUBLIC EDUCATION. 
          THIS IS A TOOL THAT COULD BE VERY, VERY BADLY USED. 
          AND, BUT WE'VE SEEN IT. 
          WE'VE LIVED ALL KINDS OF MANIPULATIONS, PROP 98, AND THIS ONE IS A BIG ONE, SO THANK YOU. 
          YEAH. 
          ONE OTHER THING THAT I'LL BUILD ON WITH KEVIN'S COMMENTS, UM, I DON'T SEE THE LEGISLATURE WANTING TO PUT IT INTO THE PROP 90 DAY RESERVE ALSO, BECAUSE THAT ONCE THEY PUT IT IN, THERE'S FOUR CONDITIONS THAT THEY WOULD'VE TO MEET TO TAKE THE MONEY OUT. 
          SO ONCE IT'S IN THE RESERVE IN THE PROP 98, THEY WOULDN'T BE ABLE TO HAVE THE DISCRETION TO TAKE IT OUT. 
          UM, SO I DON'T FORESEE THAT BEING A, A ONE OF THE ALTERNATIVES THAT THEY WOULD CONSIDER. 
          SO, MARTHA, DO YOU THINK THAT THIS IS ONE OF THE THINGS THAT WE SHOULD BE ADVOCATING FOR BETWEEN NOW AND APRIL, LET'S SAY? YES. 
          UM, SO IN SACRAMENTO, THERE'S ALREADY THIS DISCUSSIONS THAT ARE UNDERWAY WITH THE EDUCATION COALITION, WHICH IS THE MANAGEMENT ASSOCIATIONS, THE LABOR ASSOCIATIONS, AND PTA, UM, WITHIN THE, WE ARE PART OF THE EDUCATION MANAGEMENT GROUP, WHICH IS ALL THE ADVOCATES FOR SCHOOL DISTRICTS, COUNTY OFFICE OF EDUCATION, UM, AND, UH, FOR PUBLIC SCHOOLS. 
          AND THERE'S A DISCUSSION ABOUT DOING A LETTER, UH, A COALITION LETTER THAT WOULD BE ASKING, URGING THE LEGISLATURE TO REJECT THAT PROPOSAL. 
          UM, THE LAO WILL COME OUT WITH THEIR OWN RECOMMENDATIONS FOR THE LEGISLATURE TO CONSIDER SOMETIME IN FEBRUARY. 
          SO ALSO BE INTERESTING TO SEE WHAT THE L A'S, UM, UH, POSITION IS ON THE ISSUE. 
          AND, AND, UM, WHAT THE LEGISLATURE COULD CONSIDER DOING IS SUSPENDING PROP 98, UM, THAT REQUIRES A TWO THIRDS VOTE OF BOTH HOUSES. 
          UM, BUT THAT GIVES THE LEGISLATURE DISCRETION TO DETERMINE, UM, IF THEY DON'T WANT TO APPROPRIATE, UM, PROP 98 AT THE GUARANTEE MINIMUM GUARANTEE LEVEL. 
          UM, THE LEGISLATURE COULD CHOOSE TO DO THAT. 
          IT'S ONLY HAPPENED THREE TO FOUR TIMES SINCE 1988. 
          UM, SO IT'S A HIGH BAR TO MEET, BUT THEY COULD HAVE OTHER ALTERNATIVES TO CONSIDER THEM TO THE GOVERNOR'S PROPOSAL. 
          WHAT ARE YOU SUGGESTING FOR US TO DO AS BOARD MEMBERS? SO, UM, AS I MENTIONED BEFOREHAND, UH, MEETING WITH OUR DELEGATION, AND I'LL PROVIDE TO ALL OF THE BOARD MEMBERS, UH, THE, UH, ALL OF THE NAMES, UH, THERE'S TOO MANY OF THEM FOR ME TO MENTION THEM RIGHT NOW OF OUR LA MEMBERS WHO ARE ON THE BUDGET COMMITTEE. 
          UM, WE HAVE 25 TOTAL MEMBERS OF THE LEGISLATURE WHO, UM, ARE ASSEMBLY MEMBERS OR SENATORS IN, IN WHO REPRESENT OUR SCHOOLS AND OUR INTEREST, UM, MAYBE ABOUT SEVEN OR EIGHT OF THEM TOTAL ARE IN THE SENATE OR ASSEMBLY BUDGET COMMITTEE. 
          UM, WE HAVE SENATOR GONZALEZ, UM, WHO IS FROM YOUR AREA, LENA GONZALEZ FROM LONG BEACH AND REPRESENTS LA UNIFIED SCHOOLS AS WELL. 
          UH, SHE'S THE CHAIR OF THE BUDGET SUBCOMMITTEE NUMBER ONE ON THE SENATE BUDGET, A NEW ROLE THAT SHE HAS. 
          SENATOR SASHA PEREZ WHO, UH, HAS ONE OF OUR SCHOOLS. 
          SHE'S THE CHAIR OF THE, UM, ASSEMBLY SENATE EDUCATION COMMITTEE AND A MEMBER OF THE SENATE BUDGET COMMITTEE ON SCHOOL FINANCE. 
          UM, SO THERE'S A LOT OF OTHER MEMBERS THAT I CAN FOLLOW UP AND PROVIDE TO YOU ALL, BUT, UH, IF YOU ARE MEETING WITH LEGISLATORS, UH, BRINGING UP, UM, OUR PRIORITIES, OUR CONCERNS, UM, AND THE NEED FOR THOSE RESOURCES TO SUPPORT STUDENTS. 
          UM, NOW, UM, AND THEN THE OTHER PIECE, UH, WE WILL BE DOING COALITION BUILDING WITH PARENTS, WITH COMMUNITY BASED ORGANIZATIONS HERE LOCALLY. 
          UM, JUST LAST WEEK AS AN EXAMPLE, WE SENT A LETTER TO, UM, UH, CONGRESS, UH, OVER 67 SIGNATORIES, UM, LA SCHOOL DISTRICTS AND OTHER, UH, CBO NON-PAR PARTNER, UM, NONPROFIT PARTNERS, UM, SUPPORTING, UM, FUNDING FOR, FOR THIS UPCOMING FISCAL YEAR AT THE FEDERAL LEVEL. 
          SO WE WILL CONTINUE TO DO THAT, BUT, UM, UH, WE'LL HAVE LOBBY VISITS WITH LEGISLATORS AND THEN ALSO LOCAL MEETINGS HERE WHERE YOU ALL CAN ALSO ENGAGE IN OUR ADVOCACY. 
          HOW CAN WE, WE ALL HAVE PARENT, A BASE OF PARENTS, UM, THAT WE CONNECT WITH ON A REGULAR BASIS. 
          HOW CAN WE GET THEM INVOLVED IN THIS? SO I AM ACTUALLY MEETING WITH SEVERAL PARENT GROUPS, UM, THIS WEEK, UM, WITH A MEETING ON FRIDAY, UH, I THINK WITH THE CAC OR THERE'S A FEW DIFFERENT GROUPS. 
          SO I MEETING WITH THE CAC OR ANOTHER GROUP, UH, MAYBE THE PAC. 
          UM, BUT, UH, WHAT I CAN PROVIDE TO THE BOARD MEMBERS IS, UM, AN OVERVIEW, A SHORT, JUST SOMETHING THAT'S, UH, PLAIN LANGUAGE FOR PARENTS. 
          UH, IF, UM, APPROPRIATE MAYBE A CALL TO ACTION. 
          UH, WE COULD PROVIDE INFORMATION WHERE THEY CAN REACH OUT TO THEIR ELECTED OFFICIALS. 
          UM, THEY ALL HAVE A WEBSITE WHERE YOU, THEY HAVE A BUTTON THAT SAYS, CONTACT ME AND YOU CAN CREATE A FORM AND SEND THEM AN EMAIL. 
          UM, SO, SO WE CAN, UH, PROVIDE INFORMATION TO YOU ALL SHOULD YOU WANT TO GET IT INTO YOUR NEWSLETTERS AND, UH, ANY CALL TO ACCESS TO YOUR OWN, UH, COMMUNITY MEMBERS. 
          UM, ALRIGHT, THAT'S IT FOR NOW. 
          I HAVE MORE, BUT I'LL, I'LL LET OTHERS ASK. 
          AND I ALSO WANNA MENTION THAT, UM, CSBA CALIFORNIA SCHOOL BOARD ASSOCIATION IS ALSO TAKING A STRONG STAND ON THE $5.6 BILLION. 
          SO I KNOW THAT THEY WILL BE ALSO LOBBYING AND GETTING ALL THE, UH, SCHOOL DISTRICTS INVOLVED. 
          YES, MR. GORDON, I DID WANNA ADD, AND IT'S REALLY SIGNIFICANT, REMEMBER THAT THIS TACTIC WAS DONE IN THE YEAR WE'RE IN 1.9 BILLION. 
          THEY DID IT ONCE AND THEY KIND OF GOT AWAY WITH IT. 
          ONE OF SORT OF THE SORT OF SLEEPING GIANTS THAT DID NOT GET INTO THE FRAY OVER THAT. 
          'CAUSE AGAIN, IF YOU LOOK AT THE BALANCE OF THE WHOLE BUDGET, FOR WHATEVER REASON, THEY DIDN'T GET IN THE MIDDLE OF THE FIGHT. 
          WHEREAS OUR FRIENDS AT THE CALIFORNIA TEACHERS ASSOCIATION, THEY'VE BEEN VERY AGGRESSIVE ABOUT THIS 5.6 BILLION. 
          THEY WILL BE A REALLY IMPORTANT PARTNER. 
          ALL OF OUR LABOR PARTNERS ARE GONNA BE IMPORTANT IN THEIR VOICE. 
          I THINK HONESTLY, 
          [01:35:01]
THAT'S GONNA MAKE A BIG DIFFERENCE IN TERMS OF THE OUTCOME OF THIS IN THE BUDGET PROCESS. 
          THANK YOU. 
          UM, I'LL NOW MOVE TO MY RIGHT, UM, MS. NEW OR MALE POINT. 
          SURE. 
          UM, THANK YOU ALL, UH, FOR THE HELPFUL PRESENTATION AND MY COLLEAGUES FOR THEIR, THEIR QUESTIONS AND COMMENTARY. 
          UM, AND, YOU KNOW, JUST A, A FEW FRAMING POINTS AND THEN JUST SOME CLARIFYING QUESTIONS. 
          I THINK ONE OF THE THINGS THAT WE'RE TRYING TO WORK THROUGH ARE, ARE SOME OF THE PARADOXES IN INHERENT IN BOTH THE STATE BUDGET AND THE DISTRICT'S PICTURE. 
          I THINK ON ONE HAND, WHEN I LOOK AT THE CHARTS, UM, ON, UH, KEVIN AND MARTHA, YOU'RE, YOU KNOW, THE, THE GOVERNOR'S STATE BUDGET OVER THE LAST FEW YEARS, LIKE WHEN WE LOOK BACK ON WHAT WE WERE ADVOCATING EIGHT FOR EIGHT YEARS AGO, WE BASICALLY DOUBLED THE PER PUPIL RATE, WHICH IS ON ONE HAND, UM, REALLY REMARKABLE. 
          AND ON THE OTHER HAND, WE'RE STILL TALKING ABOUT THAT NOT BEING ENOUGH AND EMPLOYEES NOT BEING ABLE TO LIVE AND HAVING TO DO RIFS. 
          A SECOND ONE IS THE PARADOX AROUND WHERE THIS REVENUE'S COMING. 
          AND WE SEE, I THINK THE DISCREPANCY BETWEEN AT LEAST ONE OF OUR LABOR PARTNERS, UTLA, THEIR ANALYSIS AND OURS IS ABOUT A BILLION DOLLARS. 
          UM, AND, AND, AND WHAT WE THINK WE'RE GETTING EVEN BEFORE SOME OF THE, THE POTENTIAL RELEASE OF THAT, UM, 5.6 BILLION. 
          AND THEN THE THIRD IS JUST KIND OF WHAT I HEAR OUT IN THE FIELD FROM CONSTITUENTS IS JUST THE KIND OF INCONGRUENCE BETWEEN SALARY RAISES AND RIFS AND LIKE, SO WHY ARE YOU GIVING RAISES WHEN YOU'RE ALSO TALKING ABOUT LAYOFFS AND WHY? SO, SO THAT I THINK IS THE, THE, THE THREE OF THE, I'M SURE THERE ARE MORE, BUT SOME OF THE TENSIONS THAT WE'RE WORKING THROUGH, ONE OF THE QUESTIONS I HAVE FOR THE SLIDE TWO, THE OVERVIEW OF GOV, THE GOVERNOR'S BUDGET, DO WE HAVE ANY OF THESE CHARTS THAT ADJUST FOR INFLATION, UM, TO ACTUALLY SHOW KIND OF PURCHASING POWER WHEN IT COMES TO WHAT, YOU KNOW, UH, WHAT THE DIFFERENCE IS IN THE LAST FEW YEARS? BECAUSE I MEAN, AND SIMON, YOU MADE THIS POINT TOO, BUT, AND KEVIN, YOU DID AS WELL, BUT LIKE, KIND OF BY THE NATURE OF A GROWING ECONOMY EVERY YEAR IS HISTORIC RECORD HIGHS. 
          AND SO WHEN THE GOVERNOR TALKED ABOUT RECORD HIGHS IN EDUCATION, THAT IS JUST KIND OF BY THE NATURE OF THE WAY THE ECONOMY'S GROWING, WHAT DOES THAT ACTUALLY MEAN IN TERMS OF PURCHASING POWERS FOR SCHOOL DISTRICTS? SO THAT'S MY FIRST QUESTION. 
          SO TO, TO USE YOUR TERM LIKE IT DOES, IT IS A BIT PARADOXICAL, UH, PARADOXICAL BECAUSE PUBLICLY THERE ARE THESE STATEMENTS, FACTUAL STATEMENTS MADE ABOUT RECORD LEVELS OF FUNDING FOR, FOR PROP 98. 
          UM, AND IT'S FOR THE REASON THAT YOU HIGHLIGHT, IT'S EVERY YEAR IS ALMOST A RECORD, DEPENDING ON THE YEAR, THE TREND IS ALWAYS UP BECAUSE THE ECONOMY CONTINUES TO GROW. 
          UM, BUT WHEN A SCHOOL DISTRICT HAS CALCULATING THE IMPACT ON THE REVENUE, IT'S ALWAYS COMPARED TO THE MOST RECENT TIME THAT THEY ESTIMATED IT FOR US, THAT WAS JUST A MONTH AGO. 
          AND SO WHILE THE STATE BUDGET COULD BE AT A RECORD LEVEL FOR EDUCATION, AND THERE COULD BE OVER $20 BILLION OF ADDITIONAL PROP 98 FUNDING OVER THAT THREE YEAR WINDOW THAT MARTHA DESCRIBED ABOVE THE PREVIOUS LEVELS, WE CAN'T SIMPLY SAY BECAUSE WE ARE ABOUT 8% OF THE STATE THAT WE'RE GONNA GET 8% OF THAT 20 PLUS BILLION DOLLARS IS FOR ALL THE REASONS THAT, THAT BOTH KEVIN AND MARTHA MENTIONED. 
          ONE, THERE'S $5.6 BILLION THAT'S, UH, HELD BACK. 
          THERE'S OVER $4 BILLION PUT BY LAW INTO THE RAINY DAY FUND. 
          UH, THERE'S A PORTION OF IT THAT GOES TO COMMUNITY COLLEGES, SO ON AND SO FORTH. 
          THERE'S GRANTS AND REVENUES THAT LUSD WILL NOT RECEIVE ANY OF, NOT 8%, 0%. 
          AND SO THAT IS WHY NOT JUST LUSD, BUT ALL DISTRICTS IN THE STATE, THEY RELY ON THE DETAILS OF THE GOVERNOR'S PROPOSED BUDGET. 
          NOW, RIGHT NOW WE HAVE NOT ALL OF THE DETAIL, UH, AS WE'VE MENTIONED, THE TBL, THE TRAILER BILL LANGUAGE WILL BE RELEASED IN EARLY FEBRUARY, BUT WE HAVE ENOUGH CONFIDENCE TO START PROVIDING SOME ESTIMATES, RIGHT? AND ESPECIALLY ON SOME OF THE BIG ONES. 
          LIKE WE PROVIDED ESTIMATES ON SOME OF THOSE BIG STATEWIDE NUMBERS. 
          AND SO THAT IS KIND OF THE WAY THAT, YOU KNOW, WHILE, WHILE IT'S BETTER THAN THE REVENUE LEVELS WE WERE EXPECTING A MONTH AGO, IT'S NOT NEARLY AS MUCH AS WE WERE HOPING FOR, AND EVEN LESS THAN WHAT SOME OF OUR LABOR PARTNERS ARE, ARE ESTIMATING, I GUESS. 
          SO WHAT, WHEN ARE WE GONNA UNDERSTAND THE ALLOCATION METHODS AND WHAT MIGHT BE COMING TO LA UNIFIED? BECAUSE I THINK THERE ARE TWO IN EACH PRESENTATION. 
          I THINK IT'S, OR I KNOW IT'S SLIDE FOUR AND I GUESS MARTHA AND KEVIN'S AND SLIDE NINE AND YOURS THAT LOOK AT THESE, UM, DISCREET STATE INVESTMENTS. 
          AND I THINK WE, FOR OUR PROJECTIONS AND WE UNDERSTAND WHY AND WE NEED TO BE CONSERVATIVE, BUT, UM, WE, OUR TBD LEADS TO ZERO AND I THINK, UM, WE KNOW WE'RE GONNA GET SOMETHING. 
          YEAH. 
          UM, AND AGAIN, I THINK, I DUNNO IF THEY MATCH PERFECTLY, BUT LIKE, YOU KNOW, THERE'S, THERE'S 2.8 BILLION IN THE STUDENT SUPPORT AND PROFESSIONAL DEVELOPMENT. 
          THERE'S A HUNDRED MILLION IN KI KITCHEN INFRASTRUCTURE AND TRAINING, ET CETERA. 
          SO AT WHAT POINT, AND CAN YOU JUST WALK US THROUGH THE NEXT FEW WEEKS TO FIGURE OUT HOW WE FIGURE, YOU KNOW, IT, SOME, IT MIGHT BE ZERO, BUT SOME IT MIGHT MIGHT BE 8%, SOME IT MIGHT BE 40%. 
          I MEAN, WHAT, SO HOW, HOW DO WE DO THAT? AND THEN HOW DO WE, YOU KNOW, WE'RE ACKNOWLEDGING THAT MAYBE SOME ESTIMATES ARE TOO ROSY. 
          THIS ALSO COULD BE ARGUED AS TOO CONSERVATIVE 
          [01:40:01]
BECAUSE WE KNOW WE'RE GONNA GET SOMETHING. 
          SO I MEAN, THE, THE BRIEFLY IT'S WITH THE TRAILER BILL LANGUAGE WHERE WE'LL GET A LOT OF THE INFORMATION ABOUT, UH, METHODOLOGY FOR ALLOCATING RESOURCES. 
          UM, AND SO THE KITCHEN INFRASTRUCTURE TRAINING THAT, THAT WOULD BE GOING INTO THE CAFETERIA FUND. 
          SO THAT ONE, REGARDLESS OF THE AMOUNT WE KNOW IT'S NOT, UM, GONNA BENEFIT THE GENERAL FUND STILL VERY IMPORTANT, USEFUL, UH, YOU KNOW, PUT TO GOOD USE BY THE DISTRICT. 
          UM, BUT THAT'S ANOTHER EXAMPLE OF ONE THAT, THAT WON'T BENEFIT THE GENERAL FUND SOME OF THESE. 
          BUT THAT'S ACTUALLY AN IMPORTANT CLARIFYING POINT TOO, WHICH IS THAT WHEN FOLKS, IF THEY'RE JUST DOING AN 8% OF EVERYTHING, NOT ONLY IS YOUR POINT THAT THE 8% IS, IT'S A RULE OF THUMB, BUT BY NATURE OF LIKE WHAT THOSE ARE KINDA MAYBE A BACK OF AN ENVELOPE. 
          BUT BESIDES IT BEING DIFFERENT, THERE ARE CERTAIN FUNDS THAT ARE ARTICULATED HERE THAT LIKE EVEN IF IT WAS 8% AREN'T OFF THE TABLE FOR GENERAL FUND. 
          I, I HAVE A PERFECT EXAMPLE, UM, BUILDING ON SOMEONE'S COMMENT ABOUT THE KITCHEN INFRASTRUCTURE AND TRAINING. 
          UH, ONE TIME GRANT FUNDING. 
          SO IT'S PROPOSED A HUNDRED MILLION DOLLARS. 
          I MENTIONED CURRENTLY THERE'S $150 MILLION IN THE, IN THE CURRENT BUDGET YEAR THAT WILL BE APPLYING TO THE, THE GRANT DEADLINE IS DUE ON JANUARY 30TH. 
          SO WE'RE GETTING THE APPLICATION SUBMITTED THIS WEEK, UM, THAT, FOR EXAMPLE, $145 MILLION STATEWIDE AVAILABLE, IT HAS A CAP FOR DISTRICTS OUR SIZE OF NOT MORE THAN $2 MILLION OUT OF $145 MILLION STATEWIDE APPROPRIATION BECAUSE THEY WANT TO BE, UM, EQUITABLE FOR THE OTHER A THOUSAND SCHOOL DISTRICTS AND THE OTHER 1500 CHARTER SCHOOLS WHO MAY APPLY AS A COMPETITIVE GRANT. 
          BUT THAT IN ITSELF IS NOT AN 8% ALLOCATION OF 145 OF THE CURRENT AVAILABLE RESOURCES. 
          THERE'S ALREADY A BUILT IN CAP THAT IF WE ARE DEEMED COMPETITIVE ENOUGH, AND I THINK WE WILL BE ABLE TO HOPEFULLY GET THAT GRANT, IT WOULD BE ONLY A 2 MILLION, NOT AN 8% ALLOCATION. 
          UM, COMMUNITY SCHOOLS, UM, AS I MENTIONED ALREADY BY THE THREE OF US BEFOREHAND, A BILLION DOLLAR ONGOING, UH, PROPOSAL IN THE GOVERNOR'S BUDGET. 
          UM, I WILL BE VERY SURPRISED IF THEY'RE ABLE TO MAINTAIN THE EXISTING ALLOCATION FOR THE 2,500 SCHOOLS THAT HAVE BENEFITED FROM COMMUNITY SCHOOLS. 
          UM, BUT UM, UP UNTIL NOW, BECAUSE AGAIN, IT'S ONLY A BILLION DOLLARS, WHEREAS THERE'S BEEN A 4 BILLION INFUSION OF FUNDS IN RECENT YEARS. 
          SO THE MATH DOESN'T ADD UP 1 BILLION VERSUS 4 BILLION OF SUSTAINING WHAT WE CURRENTLY HAVE AND GIVING YOU MONEY TO SCHOOLS. 
          SO, UM, I WILL, UM, CAVEAT SOME MONTHS COMMENT THAT YES, WE'LL HAVE MORE DETAILS IN THE TRAILER BUDGET BILL IN FEBRUARY, BUT EVEN THEN WE'LL BE MAKING A LOT OF ASSUMPTIONS ABOUT WHAT THAT MEANS FOR US BECAUSE FOR A LOT OF THIS ONE TIME IT WILL LIKELY BE COMPETITIVE AND THAT MEANS WE HAVE TO APPLY FOR IT. 
          AND THAT MEANS WE DON'T KNOW HOW MANY DISTRICTS WILL APPLY, HOW MANY CHARTER SCHOOLS WE'LL APPLY. 
          AND THEN THERE MIGHT BE A PER STUDENT AMOUNT WITHIN THAT COMPETITIVE GRANT. 
          SO WE WILL HAVE MORE DETAILS LIKE IN THE HOME TO SCHOOL TRANSPORTATION WHERE WE CAN BE ABLE TO COMFORTABLY PUT A DOLLAR AMOUNT NEXT TO IT. 
          UM, UH, I WOULD SAY THAT READING DIFFICULTY SCREENING THAT MIGHT MOST LIKELY WILL BENEFIT ALL SCHOOL DISTRICTS. 
          MAYBE MORE TY THAT WILL PUT A DOLLAR NEXT TO THAT, AND THEN POSSIBLY THE FIRE RECOVERY, SOME SORT OF DOLLAR AMOUNT NEXT TO IT. 
          COLLEGE AND CAREER PATHWAYS AGAINST. 
          IT DEPENDS IF IS A PER STUDENT OR IF IT'S A COMPETITIVE GRANT, BUT FOR ANYTHING THAT'S COMPETITIVE, THAT WOULD BE MAKING A BIG ASSUMPTION, IT HAS NOTHING TO DO WITH 8% ACROSS THE BOARD FROM CALIFORNIA'S, UM, ALLOCATION METHODOLOGY. 
          UM, IT JUST MEANS THE PIES, THIS, IF THERE'S A HUNDRED APPLICANTS, THEN WHO KNOWS HOW MANY WILL ACTUALLY RECEIVE THE FUNDING. 
          SO, UM, UH, I, I HATE TO SAY IT, BUT THERE PROBABLY WON'T BE REALLY TRUE CERTAINTY ON THE UNTIL THE FINAL BUDGET ADOPTION IN JUNE BECAUSE THE LEGISLATURE WILL CONTINUE TO NEGOTIATE BETWEEN NOW AND THEN ON WHAT THE FINAL NUMBERS LOOK LIKE AND THEN WHAT THE DISTRIBUTION OF THE FUNDING WILL BE. 
          THAT'S HELPFUL. 
          AND I, BUT I THINK THAT THIS, I MEAN, ANY SORT OF PROJECTION IS BASED INHERENTLY ON ASSUMPTIONS AND SO THAT'S WHAT I'M TRYING TO UNDERSTAND. 
          AND SO THAT BACK AND FORTH KITCHEN INFRASTRUCTURE AND TRAINING, MAYBE NOT A GREAT EXAMPLE BECAUSE IT'S NOT GENERAL FUND, BUT HELPFUL TO KNOW THAT THAT ONE HAS A CAP. 
          UM, AND SO I COULD SEE A WORLD WHERE WE, WE SAY, OKAY, WE'RE GONNA PUT IN A STRONG APPLICATION, WE'RE GONNA GET 2 MILLION NOW IN A BUDGET OUR SIZE, VERY SMALL. 
          BUT THAT, THAT LEVEL OF ARTICULATION I THINK IS HELPFUL IN THAT ITERATIVE PROCESS AND JUST UNDERSTANDING ONE THINGS ARE GONNA BE CER LIKE, UM, WHEN WE'RE GONNA HAVE SOME CERTAINTY, BUT, BUT I JUST, I WANNA HAVE THESE CONVERSATIONS IN PUBLIC 'CAUSE I DON'T WANNA, UM, THE DISTRICT TO BE LIABLE OF SAYING LIKE, LOSE CREDIBILITY BECAUSE WE'RE SAYING ZERO ACROSS THE BOARD. 
          I THINK IT'S MUCH MORE HELPFUL WHEN WE'RE ABLE TO GO LINE BY LINE AND SAY, THIS IS A TOTAL OF THIS. 
          I MEAN, JUST AS YOU AND MARTHA HAVE BEEN ARTICULATING. 
          SO THAT'S HELPFUL. 
          I'LL NOTE, AND I KNOW YOU'RE NOT GONNA HAVE AN ANSWER, BUT I KNOW FROM MY CONSTITUENTS IN PARTICULAR THAT 2020 2 MILLION FOR FIRE RECOVERY, WE'RE ALREADY HAVING QUESTIONS ABOUT AS WE THINK ABOUT HOLD HARMLESS AND, UM, SUSTAINABILITY OF STAFFING, UNDERSTANDING THAT THERE ARE STILL FOLKS WHO HAVE MOVED OUT OF THE AIR WHO ARE COMING BACK. 
          WE HAVE SOME SCHOOLS THAT WEREN'T DESTROYED, BUT PAUL REVERE MIDDLE SCHOOL, FOR EXAMPLE, LOST 300 STUDENTS, UH, AS A RESULT OF THE FIRE. 
          UM, EVEN THOUGH THE, THEY'RE NOT, YOU KNOW, DIRECTLY THE, THE, THE IN THE BURN SCAR. 
          SO, UM, THAT ONE I JUST WANTED TO KNOW PUBLICLY, 
          [01:45:01]
I GUESS LAST ONE, KIND OF BEFORE GETTING TO SOME OF THE FISCAL STATUS QUESTIONS ON SLIDE SIX, UM, MS. ALVAREZ, AND I KNOW THIS IS YOU, YOU TALKED ABOUT INDIVIDUAL MEETINGS WITH BOARD MEETINGS, BUT LOOKING AT THE PROPOSED LCFF REFORMS AND LEGISLATIVE ALTERNATIVES, WHAT IS GONNA BE THE PROCESS THAT WE DETERMINE AS A DISTRICT, WHICH ONES WE'RE GONNA BE ADVOCATING FOR? UM, THANK YOU. 
          SO I, UH, MY PLAN OF ACTION A FEW AREAS AND I APPRECIATE THE QUESTION. 
          UH, WE'VE BEEN MEETING WITH OUR FINANCE FISCAL TEAM, UH, BUDGET TEAM SINCE THE FALL JUST TO, UH, SOCIALIZE SOME OF THE IDEAS FROM SACRAMENTO. 
          UH, I'LL BE MEETING THIS WEEK WITH ANDREW THOMAS, UM, THE IAU ALSO, JUST BEING ABLE TO HELP PROVIDE SOME, SOME PERSPECTIVE TO THIS MEETING WITH THE BOARD OF MEMBERS TO, UH, MAKE SURE THAT YOU ALL UNDERSTAND THE NEXUS BETWEEN LCFF OR BUDGET, BUT ALSO WHAT ARE SOME OF THESE PROPOSALS, UM, UH, YOU KNOW, LOOK LIKE, UH, WE'LL BE PROVIDING SOME RECOMMENDATIONS TO THE BOARD FOR CONSIDERATION WHERE WE BELIEVE, UM, OUR STRONGEST, UM, UH, FUNDING, UM, INCREASES MIGHT BE FOR THE DISTRICT TO BENEFIT STUDENTS. 
          UM, AND THEN, UH, UM, THIS WILL BE AN INTERESTING, UM, UH, EXPERIMENT BECAUSE, UH, TYPICALLY I DON'T COME TO ASK THE BOARD TO TELL ME EXACTLY WHAT WE VOTE ON, ON, ON THIS BILL, FOR EXAMPLE, BUT, UM, BE ABLE TO JUST GET YOUR GENERAL FEEDBACK AND SEE IF YOU TRUST OUR RECOMMENDATION FROM THE STAFF AND WHAT WE FOCUS OUR ADVOCACY. 
          UM, I CAN TELL YOU, UH, REGIONAL COLA AT THIS POINT IS NOT A TOPIC OF INTEREST TO PEOPLE IN SACRAMENTO. 
          UH, CSBA CASPO, THE BUSINESS OFFICIALS AND OTHERS. 
          UM, THERE'S A FUNDING COALITION THAT SUPPORTS, UM, SUBURBAN DISTRICTS. 
          UM, THEY'RE REALLY FOCUSING AROUND, UM, THE INCREASE IN THE BASE GRANT, UM, MAYBE TINKERING ON THE EDGES, ADDING MORE, UM, STUDENT GROUPS INTO THE CATEGORIES. 
          UM, BUT SOME OF THESE AREAS THAT WE WOULD BE BENEFITING AND BE OF INTEREST TO US ARE NOT ONES THAT OTHERS ARE GOING TO BE ADVOCATING FOR. 
          UM, WE HAVE A URBAN COALITION, UH, THAT, UH, WE STARTED YEARS AGO, UH, PREVIOUSLY WHEN I WAS AT SAN DIEGO UNIFIED OVER A DECADE AGO, WE STARTED WORKING WITH URBAN DISTRICTS MORE HOLISTICALLY IN OUR ADVOCACY ON BUDGET AND STARTED WITH LCFF. 
          UH, WE'RE NOW UP TO ABOUT EIGHT OR NINE URBAN DISTRICTS, UM, FROM ACROSS THE STATE. 
          AND SO WE'LL BE LOOKING TO DO JOINT ADVOCACY WITH THEM AS WELL, WHERE WE MIGHT BE THE STRONGEST CHAMPIONS FOR, UM, SOME OF THESE LCF REFORMS. GREAT. 
          APPRECIATE THAT AND LOOK FORWARD TO OUR MEETING AND, AND ENGAGING OUR CONSTITUENTS AS WELL. 
          UM, SIMONE, ON THE, JUST A FEW CLARIFYING QUESTIONS ON, ON THE FSP AND YOUR PRESENTATION, CAN YOU EXPLAIN THE DISCREPANCY BETWEEN, UM, THIS 496 MILLION TRANSFERRED OUT OF FUND 17 AND YET THE ONLY 50 MILLION IN THE FSP? UM, THE, YOU KNOW SURE. 
          10%. 
          SO THE FISCAL ATION PLAN SINCE JUNE HAD ALWAYS INCLUDED A $50 MILLION TRANSFER FROM FUND 17 INTO THE GENERAL FUND. 
          WELL, WE ALSO DID IT FIRST INTERIM, SO THAT WAS PART OF THE FSP, THAT 50 MILLION IS PART OF THE 1.4, BUT THERE WERE A SUBSTANTIAL ADDITIONAL, UH, BALANCES STILL REMAINING AFTER THE $50 MILLION. 
          AND THAT IS THAT ADDITIONAL ALMOST $500 MILLION. 
          SO THAT IS WHY, UM, THEY'RE KIND OF THE FULL, IT, THE, THE END RESULT IS THAT THE FUND 17 BALANCE WOULD BE ZERO AND EVERY DOLLAR AS A FIRST IN IS THEN IN, IN THE GENERAL FUND 50 MILLION AS PART OF THE FSP, EVERY PENNY DOLLAR REMAINING, UH, PART OF FIRST INTERIM ACTION TAKEN BY THE BOARD. 
          AND SO WHERE WOULD WE FIND THAT MONEY IN TERMS OF, UH, THE BUCKET THAT IT LIVES NOW OUTSIDE OF THE, YOU KNOW, THE OTHER FOUR 50. 
          SO IT'S, IT'S IN OUR ENDING BALANCES. 
          IS IT IN A WORKFORCE STABILIZATION? LIKE WHERE DID WE, IT'S, YOU CAN THINK OF IT AS INDIRECTLY FUNDING THAT WORKFORCE STABILIZATION FUND. 
          THERE WERE ALL THESE DIFFERENT ACTIONS THAT HAD THE SAME IMPACT, WHICH WAS INCREASING OUR BALANCES. 
          THE, THE FISCAL STABILIZATION PLAN ITSELF, ALL THE FUND 17, THE $634 MILLION OF OPEP, UM, ALL OF THOSE, THE 1.4, THE 500 FUND 17, THE 6 34 OF THE OPEP FUNDS THAT WERE FREED UP IN IN JUNE, ALL OF THOSE ARE NOW IN THE GENERAL FUND. 
          UNRESTRICTED, YEAH. 
          YES. 
          THEN AT FIRST INTERIM, ALL BUT 10 MILLION OF THOSE BALANCES, ALL OF THOSE COMBINED BALANCES. 
          SO ALL OF THOSE WERE NEEDED JUST TO GET OUTTA THE NEGATIVE. 
          RIGHT. 
          AND SO AFTER ALL OF THOSE ACTIONS WERE TAKEN, AT FIRST INTERIM, ALL BUT $10 MILLION WERE ASSIGNED TO PAY FOR THE COST OF OFFERS. 
          WE'VE ALREADY MADE OUR LABOR PARTNERS. 
          AND SO THAT'S WHY THERE WAS A $10 MILLION REMAINING BALANCE AND UNASSIGNED, BUT STILL THAT ALMOST $800 MILLION ADDITIONALLY. 
          AND SO, ONE ANOTHER WAY TO THINK OF IT IS THAT $800 MILLION IS POSSIBLE BECAUSE OF THE COMBINATION OF THE WITHDRAWAL OF FUND 17, THE FISCAL STABILIZATION PLAN, AND THE OPEC FUNDS FROM JOE. 
          UM, ONE QUESTION THAT I'VE MADE OR THAT I'VE ASKED REPEATEDLY IS JUST NUMBER NINE ON THAT SLIDE, THE CENTRAL OFFICE REDUCTIONS. 
          I KNOW, UM, THAT I THINK INDIVIDUAL CENTRAL DIVISIONS HAVE BEEN ASKED TO IDENTIFY THEIR CUTS. 
          AND MAYBE THAT WAS THE 
          [01:50:01]
INITIAL DELAY, BUT IT IS NOT SOMETHING THAT WE, THE BOARD HAS SEEN YET WHERE THOSE CUTS ARE. 
          UM, AND I THINK IT'S IMPORTANT, YOU KNOW, AS WE BE, BECAUSE OF THE RIFTS AND THE BUMPING, UM, UNDERSTANDING WHERE WE'RE CLOSING POSITIONS AND, UM, 150 MILLION IS A GOOD CHUNK OF SAVINGS AND UNDERSTANDING WHERE AND HOW THAT WILL AFFECT SCHOOL SERVICES, IF AT ALL. 
          I MEAN, I THINK IT'S EASY TO SAY, NOT EASY, BUT TO SAY WE'RE GONNA CUT CENTRAL OFFICE, WHICH WE HAVE CONSISTENTLY. 
          BUT, UH, SO I JUST WANNA MAKE THAT PUBLIC REQUEST. 
          THE OTHER THING I'LL NOTE, UM, BEFORE TURNING IT BACK TO OUR CHAIR IS I HAVE ASKED, YOU KNOW, I KNOW THERE'S CONVERSATIONS THAT THE BOARD IS HAVING AROUND EQUITY IN, IN RIFS AND IN STAFFING, UM, AND AS WE THINK ABOUT THE FINANCIAL IMPACT. 
          AND SO I HAVE ASKED FOR SOME OF THE PER PUPIL STAFFING LEVELS, UM, BY THE LAST FEW YEARS BY SCHOOL BROKEN DOWN BY SEMI BAND PRIORITY SCHOOL STATUS CLASSIFIED VERSUS CERTIFICATED. 
          JUST AS WE THINK OF, UM, OF SUPPORTING OUR EQUITABLE FUNDING FORMULA AND OUR HIGHEST NEED SCHOOLS. 
          AND THEN ALSO, UM, HAVE ASKED FOR MORE INFORMATION, YOU KNOW, BEFORE OUR FEBRUARY 10TH BOARD MEETING WHERE THE BOARD WOULD HAVE TO TAKE ACTION ON THE EXPECTED NUMBER OF RIFS, WHICH CATEGORIES OF EMPLOYEES IN GEOGRAPHIC DISTRIBUTION, UM, AS WE THINK ABOUT, UH, NOT JUST CLOSING VACANT POSITIONS, BUT THE, THE BUMPING FACTOR, UM, AND UNDERSTANDING WHAT THE IMPACT MIGHT BE AT THE SCHOOL SITE, AND MOST IMPORTANTLY, OF COURSE, ON KIDS. 
          UM, SO JUST WANT TO MAKE THOSE REQUESTS IN ADDITION TO THE FIRE ONE PUBLIC, UH, 'CAUSE I KNOW WE'RE HEARING FROM CONSTITUENTS ABOUT THAT, SO I APPRECIATE IT MORE TO BE DONE. 
          AND I KNOW THAT WE HAVE FOLKS AS WE SPEAK AT THE TABLE, TRYING TO URGENTLY WORK AROUND SOME RESOLUTIONS WITH OUR LABOR PARTNERS TO AVOID ANY DISRUPTION TO KIDS WHO HAVE HAD A LOT OF DISRUPTION OVER THE LAST FEW YEARS BETWEEN STRIKES AND THE PANDEMIC. 
          UM, BUT I THINK THESE ARE THE PAR, YOU KNOW, AND I WANNA GIVE CREDIT WHERE IT'S DUE TO THE TEAM FOR MORE ROBUST BUDGETARY CONVERSATIONS, BOTH WITH LABOR PARTNERS AND THE BOARD AND THE PUBLIC THAN, AT LEAST IN MY TENURE, UM, TO TRY TO UNDERSTAND THESE PARADOXES KIND OF RECORD LEVEL SPENDING, AND YET FOOT FOLKS CAN'T AFFORD TO LIVE, UH, REVENUE INCREASES. 
          AND YET WHY ARE WE STILL TALKING ABOUT THE THIRD YEAR AND THEN KIND OF SALARY INCREASES IN A WORKFORCE STABILIZATION PLAN AT THE SAME TIME THAT THAT SCHOOLS MIGHT BE LOSING EMPLOYEES. 
          AND, UM, I THINK THE MORE THAT WE CAN ARTICULATE THAT AS, AS WE'RE TRYING TO DO NOW, THE, THE MORE HELPFUL WILL BE IN COMING WEEKS. 
          SO THANK YOU. 
          BACK TO DR. 
          RUFUS. 
          YES. 
          I APPRECIATE ALL THE QUESTIONS AND, AND YOUR COMMENTS. 
          UM, SO I, YES, UH, REALLY QUICK AND THEN I'LL COME BACK BEFORE I FORGET MY QUESTION. 
          SO I HAVE A QUICK QUESTION CLARIFICATION FOR MR. GORDON, AND THEN I'LL PASS IT OVER TO SIMONE. 
          AND THEN I HAVE ANOTHER QUESTION FOR MR. GORDON. 
          SO YOU MENTIONED IN YOUR PRESENTATION FOR 24 25, THERE IS AN AMOUNT OF MONEY THAT'S GOING BACK TO PROM 98. 
          HOW MUCH WAS THAT EXACTLY? SO THE, IT'S 94 CENTS OUT OF EVERY DOLLAR OF AN ANTICIPATED REVENUE FOR THAT YEAR IS WHAT ENDS UP MATERIALIZING IN THE TOTALS THAT THE GOVERNOR HAS IN HIS BUDGET. 
          AND LIKE FOR EXAMPLE, WHEN WE GOT DONE, WE LOOKED AT JUNE, THE L LEO'S ESTIMATE IN JUNE. 
          AGAIN, THAT'S, THAT YEAR WAS LIKE 2.2, $2.02 BILLION OF ADDITIONAL REVENUE THAT WE WOULD GET 94 CENTS OUT OF OUR DOLLAR OF THAT INCREASE. 
          AND I'M LIKE, WELL, HOLD ON A SECOND. 
          WHAT ABOUT THE INCOME TAX THAT GETS PAID LATE FOR LA COUNTY, VENTURA COUNTY THAT'S ATTRIBUTABLE TO THAT YEAR? CAN'T WE EXPECT SOME KIND OF BUMP IN THAT? WELL, WHEN EVERYTHING WAS SAID AND DONE, THEY NOW HAVE A NUMBER THAT'S I THINK $3.2 BILLION THAT'S ATTRIBUTABLE TO THAT YEAR. 
          THAT'S REALLY IMPORTANT. 
          AND IT'S WHAT CREATES AN INCREASE IN THE AMOUNT OF ONETIME MONEY THAT WE HAVE. 
          SO YEAH. 
          SO IT'S, BUT IT ALL GOES INTO THAT ONE TIME BASKET OF ALL THOSE CHUNKS OF MONEY THAT WE ARE GETTING, AND THEY ARE PLANNING TO GIVE US MINUS THE 5.6 IN THIS YEAR. 
          OKAY. 
          SO THAT, SO THIS GOES FOR FOR NEXT YEAR. 
          YEAH. 
          AND FOR NEXT YEAR. 
          YEAH. 
          IT'S ATTRIBUTABLE TO, THEY ALWAYS LOOK AT OVER, LOOK THIS THING OVER A THREE YEAR PERIOD PRIOR YEAR, CURRENT YEAR, NEXT YEAR. 
          AND SO 24 25 WAS IMPORTANT BECAUSE OF THAT ADDED MONEY THAT WE WOULD GET. 
          THERE'S 40% OF ALL THE MONEY THAT MATERIALIZES NOW AND THEIR FORECAST FOR NEXT YEAR AND ALL OF IT. 
          THEY HAVE ESTIMATES OF HOW MUCH THEY THINK WILL BE THAT ONGOING AND THE, AND THE ONE TIME STUFF. 
          SO THAT, SO THE 2024 FUNDS THAT YOU MENTIONED ARE GONNA GO, HAVE ALREADY BEEN PLACED FOR THIS FOR NEXT YEAR, CORRECT. 
          RIGHT. 
          THAT'S IN THEIR PLAN. 
          AND THEN THAT'S WHERE THE, THE BUDGET IS COMING FROM. 
          SO IT'S NOT WHERE, IT'S NOT LIKE WE'RE GONNA GET SOME BACK PAY FROM 2024. 
          IT'S, IT'S FUNNY YOU MENTIONED THAT. 
          'CAUSE A LOT OF PEOPLE THINK, OKAY, IF THAT MONEY WAS ATTRIBUTED THEN WHERE'S MY CHECK? RIGHT. 
          AND WHAT GOVERNORS DO IS, AND ALLEGED LEGISLATURE DOES THIS IS WHEN THERE'S MORE MONEY THAT MATERIALIZE THAT WOULD OTHERWISE BE OWED TO US. 
          YOU'LL SEE IT IN THE NEXT BUDGET CYCLE AND IT MATERIALIZES AS ONE TIME MONEY AND THAT'S WHAT'S HAPPENING. 
          GOT IT. 
          'CAUSE IT'S MONEY THAT CAME FROM. 
          GOT IT. 
          UM, OKAY. 
          SO I GUESS THAT QUESTION, YOU KNOW, I'LL SLASH SINCE THE ANSWER THAT, SO JUST MR. GORDON, BASED ON YOUR, UM, KNOWLEDGE OF OTHER SCHOOL DISTRICTS AND, AND 
          [01:55:01]
WHAT YOU'VE HEARD HERE FROM THE PRESENTATIONS, UM, SO GIVEN THE LUSC SIZE AND RE RESERVE STRUCTURE AND RELIANCE ON MULTI-YEAR PLANNING, WHAT ARE PRACTICAL STEPS THAT YOU WOULD ADVISE THE DISTRICT TO TAKE BETWEEN NOW AND THE MAY REVISE TO RE PRESERVE FLEXIBILITY AND AVOID PREMATURE OR IRREVERSIBLE DECISIONS WHILE STILL MEETING OUR CASH FLOW AND OVERSIGHT OBLIGATIONS? WHAT WOULD BE YOUR ADVICE? RIGHT. 
          ADVICE. 
          I MEAN, OBVIOUSLY YOU GUYS HAVE A VERY EXTENSIVE PLAN THAT'S IN PLACE THAT'S BEFORE THE BOARD THAT YOU GUYS ARE WORKING ON, BUT TO ME, ALL OF THE CHIPS ARE ON THE ADVOCACY THAT HAPPENS ABOUT ANY MARGINAL CHANGE IN THOSE DOLLARS MAXIMIZING WHAT ENDS UP BEING GIVEN TO US FOR ONGOING PURPOSES, MAXIMIZING AND WINNING THAT FIGHT OVER THAT VERY SUBSTANTIAL AMOUNT OF MONEY. 
          THAT WOULD BE ONE TIME. 
          I MEAN, THINK ABOUT WHAT'S AT STAKE. 
          SO IF THE BLOCK GRANT RIGHT NOW IS 2.8 BILLION AND IT'S 500 BUCKS A KID, IMAGINE IF WE GET THAT ADDITIONAL 5.8 BILLION OR $5.6 BILLION, WE'RE VICTORIOUS ON GETTING THAT. 
          WHAT THAT MEANS IN THE MAGNITUDE OF ONE TIME MONEY. 
          AND AGAIN, ONE TIME MONEY DOESN'T SOLVE YOUR STRUCTURAL PROBLEMS, BUT IT'S A LOT OF MONEY AND IT'S WORTH FIGHTING OVER. 
          SO IT'S, IT'S TWO-PRONGED EFFORT. 
          AND THEN MARTHA HAD MENTIONED THOSE CONVERSATIONS ABOUT ANALYZING EVERY OPPORTUNITY. 
          SO IF ANY SERIOUS CONVERSATION REALLY HAPPENS ABOUT DOING SOMETHING ABOUT LCFF, IT'S JUST STRAIGHT UP RUNNING THE NUMBERS. 
          WHAT BENEFITS THIS DISTRICT THAN SOME OTHER PROPOSAL AND BEING STRONG ADVOCATES FOR THOSE PARTICULAR SOLUTIONS. 
          AND THIS BOARD, I MEAN, I KNOW YOU GUYS GET IT, BUT YOU GUYS HAVE INCREDIBLE AMOUNT OF INFLUENCE IN THAT PROCESS. 
          NO OTHER DISTRICT HAS A DELEGATION THE SIZE YOU GUYS HAVE, AND PARTICULARLY WITH PEOPLE IN REALLY STRATEGICALLY IMPORTANT POSITIONS ON THE BUDGET AND POLICY COMMITTEES. 
          I MEAN, YOU GUYS HAVE THE CHAIRS SHE WAS MENTIONING OF THE ED COMMITTEE. 
          YOU HAVE THE BRAND NEW CHAIR OF THE BUDGET SUBCOMMITTEE IN THE SENATE WHO REPRESENTS YOUR SCHOOLS. 
          SO YOU GUYS ARE IN A VERY GOOD POSITION TO INFLUENCE THAT. 
          AND, AND I THINK, YOU KNOW, HOPEFULLY WE'LL, WE'LL SEE SOME POSITIVE MOVEMENT IN THE NEXT FEW MONTHS. 
          THANKS. 
          THAT DEFINITELY GIVES US SOME HOPE. 
          UM, AND MY LAST QUESTION FOR YOU, UM, AS YOU'VE HEARD HERE TODAY, UM, YOU KNOW, IN, IN TERMS OF, UM, LAYOFFS, UM, IF THE PRIORITY IS, WELL, IT'S MENTIONED, YOU KNOW, LAYOFFS ARE UNAVOIDABLE, BUT AT LEAST NOT TO AFFECT, UM, OR TO HAVE THE, THE LEAST, UM, UH, POSSIBLE EFFECT IN OUR SCHOOLS. 
          WHAT LEVERS ARE DISTRICTS SOMETIMES SLOW TO PULL OR RELUCTANT TO CONSIDER? WHETHER TIMING RELATED, ACCOUNTING BASED OR POLICY DRIVEN THAT COULD MEANINGFULLY DELAY OR REDUCE THE NEED FOR WORKFORCE REDUCTIONS? RIGHT. 
          UH,  THAT IT'S A, IT'S A HARD QUESTION TO ANSWER BECAUSE AGAIN, IT HAS SO MANY NUANCES IN TERMS OF THE COMPLEXITY OF YOUR OWN BUDGET. 
          YOU GUYS ARE A MAJOR ENTERPRISE COMPARED TO MOST DISTRICTS IN THE STATE. 
          SO THERE'S A LOT OF NUANCES. 
          AND IT SOUNDS TO ME LIKE WHAT I'M HEARING IS YOU'RE, YOU'RE PRETTY MUCH LOOKING UNDER EVERY ROCK AND THAT'S WHY, YOU KNOW, DOING, TAKING THE STEPS THAT YOU GUYS ARE TAKING. 
          AND I REALLY APPRECIATED YOUR REMARKS MR. SUPERINTENDENT AT THE BEGINNING OF THIS CONVERSATION. 
          'CAUSE I THINK YOU OUTLINED VERY WELL THE KIND OF STEPS YOU GUYS ARE TRYING TO TAKE THAT'S SORT OF A SENSIBLE, UH, AND BALANCED EQUITABLE WAY OF APPROACHING THIS. 
          UM, THE ONE THING THAT'S ALWAYS A CHALLENGE IS THAT IN MARCH WE HAVE THE REQUIRED BY STATUTE, UH, YOU KNOW, MANDATORY LAYOFF DEADLINE THAT WE HAVE TO MEET MARCH 15TH. 
          AND IT'S REALLY IMPORTANT FOR EVERYONE TO KNOW THAT IT WAS OUR LABOR PARTNERS WHO GOT THAT INTO STATUTE. 
          SO THAT PAINFUL DEMARCATION POINT WE HAVE EVERY YEAR, I THINK IT SHOULDN'T EXIST. 
          I THINK WE OUGHT OF A LAYOFF DATE SHOULD BE MUCH LATER WHEN WE ACTUALLY KNOW HOW MUCH MONEY WE'RE GETTING. 
          BUT AT THE SAME TIME, YOU KNOW, FROM A PLANNING STANDPOINT, 'CAUSE YOU DO HAVE TO ADOPT A BUDGET OBVIOUSLY, UH, BEFORE THE END OF THE FISCAL YEAR, IT CREATES THAT KIND OF TENSION. 
          SO ANYTHING AND EVERYTHING YOU CAN DO, UH, DEFINITELY LEARNING FROM OTHER DISTRICTS. 
          YOU'VE GOT A GREAT CBO PLUGGING INTO CASBO, WHICH I KNOW THAT YOU GUYS DO IN SOME OF THE STATEWIDE ASSOCIATIONS TO LEARN BEST PRACTICES. 
          BUT IN A LOT OF WAYS YOU GUYS ARE LEADING THAT WORK. 
          THANK YOU FOR THAT. 
          OKAY. 
          APPRECIATE THAT. 
          UM, YES, MS. NEW BILL HINDI? YES. 
          YOU HAD A QUESTION? YES. 
          IT'S STILL MORNING. 
          NO, IT'S NOT. 
          UM, GOOD AFTERNOON. 
          UM, THANK YOU. 
          UM, OBVIOUSLY FOR THE DETAILED REPORT, SOME QUESTIONS ARE ALREADY ASKED AND WANTED TO JUST CLARIFY SOME THINGS. 
          UM, WHEN YOU MENTIONED, UM, AND SINCE YOU'RE HERE, YOU MENTIONED WITH THE COLA GOOD AND SERVICES, GOODS AND VERSUS SERVICES OR GOOD END SERVICES, CAN YOU JUST GIVE A LITTLE MORE DETAIL AS YEAH. 
          HOW THAT WORKS, WHERE IT SHOULD BE? 
          [02:00:01]
YEAH, SO IT'S, IT, IT'S THIS INDEX AND THERE'S LOTS OF DIFFERENT INDEXES. 
          AND THE, THE BACKGROUND IS, IS THAT THIS COLA THAT WE HAVE WAS WRITTEN BY JACK O'CONNELL. 
          SOME OF YOU GUYS KNOW THE FORMER STATE SUPERINTENDENT, WHO'S MY CO-FOUNDER OF OUR FIRM WROTE THAT SOME MANY YEARS AGO. 
          AND WHEN HE DID IT, HE DID IT BECAUSE WE USED TO HAVE A DIFFERENT KIND OF INDEX THAT WE USED AND IT WAS CONSTANTLY GENERATING A VERY PATHETIC AMOUNT OF MONEY YEAR OVER YEAR. 
          SO HE HAD 10 DIFFERENT INDEXES ON HIS DESK. 
          THE ONE THAT GENERATED THE MOST AMOUNT OF MONEY CONSISTENTLY OVER THE PRIOR 10 YEARS WAS THIS THING CALLED THE IMPLICIT PRICE DEFLATOR. 
          THE MARKET BASKET OF GOODS AND SERVICES PURCHASED BY STATE AND LOCAL GOVERNMENT, EVEN THOUGH IT HAD NOTHING TO DO WITH EDUCATION, IT WAS THE BEST INDEX AT THAT TIME. 
          SO HE WROTE THAT INTO LAW AND IT'S BEEN THERE EVER SINCE. 
          NOW, YOU KNOW, ALL CREDIT TO JACK, WE NEED TO REVISIT IT BECAUSE IT HAS JUST SO FALLEN BEHIND ON REFLECTING THE YEAR TO YEAR COST INCREASES. 
          WE SO IT DOESN'T RECOGNIZE THOSE UNFUNDED PENSION CO OBLIGATIONS THAT WE HAVE. 
          IT DOESN'T RECOGNIZE THE EXPONENTIAL GROWTH WE HAVE IN SERVING KIDS WITH DISABILITIES. 
          AND YOU JUST GO DOWN THE LIST, YOU GUYS CAN NAME IT BETTER THAN I, ALL OF THOSE THINGS THAT FROM ONE YEAR TO THE NEXT BUILD COSTS INTO YOUR OBLIGATIONS THAT IF YOU DON'T, UH, IF YOU DON'T GET FUNDED FOR THEM, YOU HAVE TO MAKE CUTS SOMEWHERE ELSE. 
          MAKES SENSE. 
          YEAH. 
          UM, YOU MENTIONED, UH, WE TALKED ABOUT OUR FISCAL STABILIZATION PLAN AND WE WENT THROUGH A LIST OF ITEMS HERE. 
          AND I KNOW STRATEGIC CLOSURE OF SCHOOL POSITIONS IS ALREADY LISTED HERE. 
          AND THEN FOR 26, 27, 27, 28, THERE IS NOTHING THERE. 
          AND SO CAN YOU GIVE A LITTLE MORE UNDERSTANDING TO WHAT SCHOOL POSITIONS WERE CLOSED IN ORDER TO ACHIEVE 26 27 THAT WAS ADOPTED? SO THE UPDATED FISCAL STABILIZATION PLAN SHOWED THAT ACTUALLY WE WERE NOT EXPECTING ANY SAVINGS FROM THAT STRATEGY. 
          UM, WHEREAS IN THE JUNE, UH, THERE WAS AN ASSUMPTION THAT IT WOULD BE A HUNDRED MILLION DOLLARS EVERY YEAR. 
          AND SO BECAUSE THE CARRYOVER POLICY FOR GENERAL FUND, UH, SCHOOL PROGRAM AND, AND C IS SET AT ZERO, THAT IS THE MECHANISM IN WHICH ANY SAVINGS FROM A VACANT POSITION WILL ALREADY BE CAPTURED BECAUSE THEY WOULDN'T THEN CARRY OVER LIKE THEY HAD AT LEAST IN PART OVER THE LAST SEVERAL YEARS. 
          AND SO WE DON'T WANNA DOUBLE COUNT, UM, THE, THOSE SAVINGS WE'RE ALREADY CAPTURING THEM, UH, SO TO SPEAK, AS PART OF A 0% CAREGIVER. 
          OKAY. 
          SEE MY OTHER QUESTION HERE, I THINK YOU MENTIONED THIS BEFORE, UM, UM, BACKING UP A LITTLE BIT HERE IN PROTECTING, UM, PROP 98, 'CAUSE I THINK THAT'S SOMETHING THAT WE'VE TALKED ABOUT AND HE MENTIONED HOW DO WE DEFINITELY MAKE SURE WE'RE PROTECTING PROP 28? AND THAT MAY BE A MARTHA QUESTION THAT MAY BE YOU QUESTION HOW DO WE MAKE SURE THAT THOSE PROTECTIONS ARE IN PLACE OR PROP 98 YEAH. 
          FOR EDUCATION FUNDING. 
          WELL, UM, I MEAN MARTHA CAN CERTAINLY ADD, SO I THINK WHEN THE DISTRICT BENEFITS FROM THE FUNDING BEING IN THE LOCAL CONTROL FUNDING FORMULA, THE BIGGEST PART OF, OF KIND OF EDUCATION FUNDING IN CALIFORNIA, AND I THINK BOARD MEMBER ORTIZ FRANKLIN, UH, WAS ALLUDING TO THIS EARLIER IN HER, IN HER COMMENTS THAT, LEMME GIVE YOU AN EXAMPLE, IF WE WERE TO GET OUR SHARE OF A BILLION DOLLARS IN LCFF AS OPPOSED TO, LET'S SAY, A BILLION DOLLARS GOING STATEWIDE FOR COMMUNITY SCHOOLS, NOW WE ALL, YOU KNOW, COMMUNITY SCHOOLS ARE VERY IMPORTANT, YOU KNOW, AND, AND IT'S DEFINITELY A HUGE PRIORITY, NOT JUST FOR THE STATE, BUT, BUT FOR US AS A DISTRICT, BUT ONE, BY PUTTING THAT SAME BILLION DOLLARS STATEWIDE INTO LCFF, NOT ONLY WOULD LUSD BE GUARANTEED OUR SHARE OF THAT TOTAL, BUT WE WOULD HAVE THE FLEXIBILITY TO USE IT FOR COMMUNITY SCHOOLS OR FOR ANY OF OUR OTHER PRIORITIES. 
          AND SO THAT IS, I THINK WHY, WHY MARTHA REGULARLY EMPHASIZES THE IMPORTANCE OF LCFF AND WHY WE PRIORITIZE SO MUCH, NOT JUST IN OUR ADVOCACY, BUT BUT AS A, UH, AS A KIND OF STATEWIDE, UH, THAT DISTRICT THAT THAT BENEFITS SO MUCH FROM LCFF. 
          WHY IT'S SUCH A BIG PART OF OUR ADVOCACY AND, AND, AND OUR PRIORITIES IS BECAUSE ONE, YOU KNOW, NOT TO BE CRUDE, BUT ONE BECAUSE WE WOULD GET MORE FUNDING AS A DISTRICT, BUT THAT IS VERY IMPORTANT, UM, BUT ALSO THE FLEXIBILITY TO USE IT FOR THE SAME PURPOSES AS MAYBE A RESTRICTED GRANT MAY HAVE BEEN USED FOR. 
          AND SO I, I DON'T KNOW IF YOU WANNA, WAS THAT THE, THE NATURE OF YOUR QUESTION? YEAH. 
          AND THEN IF MARTHA, 'CAUSE THE NEXT QUESTION IS TO ADD TO THAT IS OF THE LIST OF ITEMS MENTIONED, WHAT WOULD BE CONSIDERED GENERAL ON SLIDE? WHAT WAS THAT? 
          [02:05:01]
I THINK YOU MENTIONED IN THE LIST OF THE ONE-TIME FUNDS, THOSE ONE-TIME FUNDS. 
          ARE THERE EARMARKED TO RESTRICTED OR GENERAL UNRESTRICTED? HOW DO WE LOOK AT THAT? 'CAUSE I KNOW WE DON'T HAVE THE ACTUAL DOLLAR AMOUNT BECAUSE OBVIOUSLY IT HAS TO BE CALCULATED, BUT WHEN WE DO CALCULATE IT, WHAT WOULD GO INTO RESTRICTED AND WHAT WOULD NOT? SO I'LL DEFER TO SOMEONE TO THAT QUESTION. 
          UM, AND IF YOU WANNA TURN THEN I'LL COME BACK TO THE PROP 98 QUESTION. 
          SURE. 
          SO JUST GONNA RUN, RUN DOWN THE LIST IF THAT'S OKAY. 
          UM, SO THE LOWER COLA AFFECTS GENERAL FUND UNRESTRICTED THE DISCRETIONARY BLOCK GRANT, GIVEN THAT IT IS GONNA BE DISCRETIONARY, WE, WE DO EXPECT IT TO BE IN GENERAL FUND UNRESTRICTED SPECIAL ED IS BY DEFINITION RESTRICTED. 
          BUT AS KEVIN MENTIONED EARLIER, UH, BECAUSE OF REVENUES WE GET FOR SPECIAL EDUCATION ARE NOT ENOUGH TO COVER THE COSTS, UM, IT HAS BASICALLY AN INDIRECT AND BENEFICIAL IMPACT ON GENERAL FUND UNRESTRICTED DOLLAR FOR DOLLAR HOMESCHOOL TRANSPORTATION. 
          EVEN THOUGH IT'S TBD, WE DO EXPECT THAT TO BENEFIT GENERAL FUND UNRESTRICTED KITCHEN INFRASTRUCTURE AND TRAINING. 
          WE EXPECT THAT TO NOT ONLY NOT BE IN THE GENERAL, TO NOT ONLY NOT BE GENERAL FUND UNRESTRICTED, BUT NOT BE IN THE GENERAL FUND AT ALL. 
          UH, AND, AND INSTEAD IN THE, IN THE CAFETERIA FUND. 
          UM, THE OTHERS COMMUNITY SCHOOLS, THE OTHERS MORE THAN LIKELY, I THINK WOULD ALL BE RESTRICTED EXCEPT FOR THE FIRE RECOVERY, WHICH WILL LIKELY BE UNRESTRICTED. 
          AND THEN WITH OUR, AND GO AHEAD. 
          YES. 
          UM, I'LL JUST BRIEFLY MENTION WITH, UH, PROP 28, UH, PROP 98. 
          UM, SO AGAIN, IT WAS PASSED BY VOTERS IN 1988. 
          IT WAS MODIFIED IN 1991. 
          UM, THE LEGISLATORS, UM, EVEN THOUGH IN THEIR BIOGRAPHIES, UH, MY TEAM AND I HAVE GOTTEN TO KNOW THEM, THEIR PRIORITIES, MANY OF THEM TALK ABOUT THE PRIORITY FOR KIDS FOR EDUCATION, THEIR SUPPORT FOR, UM, OUR PUBLIC SCHOOL SYSTEM. 
          UH, WHEN IT COMES PUSH COMES TO SHOVE, THERE'S A LOT OF CONCERNS ABOUT THE NON-GENERAL, UH, THE GENERAL FUND AS NON-PRO 98 BECAUSE, UM, LEGISLATORS SEE SCHOOL DISTRICTS AS BEING A WINNERS UNDER A PROP 98 BECAUSE IT'S A GUARANTEE, IT'S A MINIMUM GUARANTEE. 
          SO IT'S A FLOOR, NOT A CEILING, BUT THEY SEE IT ALWAYS AS A FLOOR. 
          UM, BECAUSE OTHERWISE, IF THEY WERE TO GIVE US MORE MONEY THAN WHAT THE MINIMUM GUARANTEE, IT'S AS A PRECEDENT FOR THE FOLLOWING YEAR WHERE THE HIGHER, UM, UH, GUARANTEE LEVEL NEEDS TO BE AT, UM, THIS, THIS FALL. 
          UM, IN NOVEMBER, UM, THERE'LL BE AN OPPORTUNITY SHOULD THEY QUALIFY FOR THE BALLOT. 
          UM, THERE WILL BE, UH, POSSIBLY AN INITIATIVE TO SUSTAIN, UM, TAXES THAT WERE INCOME TAXES FOR THE HIGHER INCOME EARNERS, UM, IN THE STATE OF CALIFORNIA THAT WERE PASSED FIRST IN 2012. 
          UM, AND THEN, UH, LATER ON IN 2016 THAT WERE EXTENDED, PROP 30 WAS IN 2012, PROP 55 WAS IN 20, UH, 16. 
          UM, THOSE TAXES ARE ANYWHERE BETWEEN FIVE AND $15 BILLION THAT SUPPORT AND BENEFIT, UM, PROP 98 AT THE CURRENT, UH, LEVEL THAT WE SEIZE TO SUSTAIN THE FUNDING. 
          UM, SO THAT WOULD BE ONE WAY, UM, UH, UH, TO CONTINUE TO SUPPORT, UM, THE CURRENT FUNDING THAT WE RECEIVE. 
          BUT IT'S A MATH MATHEMATICAL CALCULATION EVERY YEAR, UH, ONCE PROP 98 GUARANTEES, UM, COMPUTED THE REST OF THE FUNDING GOES TOWARDS THE NON K 14 SIDE. 
          SO FOR INFRASTRUCTURE, FOR HOUSING, FOR HEALTHCARE. 
          SO A LOT OF THE LEGISLATORS, DESPITE, AGAIN, THEIR PRIORITY, UH, SAYING THAT THEY CARE ABOUT SCHOOLS AND STUDENTS, UM, THEY ALSO HAVE A LOT OF OTHER CONCERNS ABOUT HOW TO PAY FOR THE OTHER INFRASTRUCTURE SIDE COSTS THAT HAVE NOTHING TO DO WITH SCHOOL. 
          SO IT'S A BALANCING ACT BECAUSE THE REVENUES ARE NOT SUFFICIENT FOR ALL OF THE NEEDS IN CALIFORNIA. 
          GOT IT. 
          AND WITH THE, I KNOW YOU SAID THAT THE BREAKDOWN IS, WE, WE TALK ABOUT CERTAIN FUNDING COMMUNITY COLLEGE GETTING 11%. 
          IS THAT OTHER 89% TK THROUGH 12, OR IS THAT ALSO BROKEN DOWN? UM, SO THE, IT'S ROUGHLY BETWEEN THE 10.5 LESS THAN 11% FOR COMMUNITY COLLEGES, UM, IS NOT IN CONSTITUTION. 
          SO THAT COULD, THE LEGISLATURE COULD MODIFY IT AT ANY GIVEN YEAR, BUT HISTORICALLY THEY IN BETWEEN 10.5 AND 11% FOR COMMUNITY COLLEGES ON THE OTHER SIDE. 
          UM, THE BULK OF IT, SO NOT A BREAKDOWN, BUT THE BULK OF IT COMES THROUGH LCFF, UH, THE MAJORITY OF THE FUND FROM THAT, UH, 89% COMES TOWARDS LCFF AND DISCRETIONARY LOCAL FUNDING. 
          YOU KNOW, ONE OF THE THINGS, PROP 90 HAS ALL KINDS OF NUANCES TO IT, BUT I ALWAYS LIKE TO SAY IT'S WHAT CONSTITUTIONALLY DEFINES THE BAG OF MONEY WE HAVE FOR, FOR K 12 K 14 EDUCATION. 
          AND THAT WHEN YOU, WHEN THE LEGISLATURE SITS HERE AND SAYS, HOW DO WE SPEND PROP 98 MONEY AND THEY PUT MONEY INTO LCFF, WHICH IS INDEED A BIG PART OF THE EXPENDITURES OF PROP 98, AT LEAST FOR K 12, IT IS. 
          UM, BUT THEIR SPECIAL ED, ALL SPECIAL ED FUNDING IS IN THAT EVERYTHING THEY DECIDE, THE ONLY THING THAT'S NOT IN PROP 98 IS WHAT WE CALL STATE OPERATIONS. 
          SO THE STATE SUPERINTENDENT OF PUBLIC INSTRUCTION, STATE BOARD OF ED, BUT EVERY DIME THAT GOES TO A DISTRICT, EVERY DIME THAT GOES TO A COUNTY OFFICE ED AND TO A COMMUNITY 
          [02:10:01]
COLLEGE DISTRICT IS ALL PROP 98 MONEY. 
          THE ISSUE ABOUT PROTECTING IT IS THAT WE'VE SEEN ALL KINDS OF MANIPULATIONS OVER THE YEARS. 
          PEOPLE COME UP BY CALL, I CALL THE EVIL GENIUS IN SACRAMENTO, WHERE THEY KIND OF FIGURE OUT SOME NEW WAY OF TRYING TO FIGURE OUT HOW TO GIVE MORE OF THE MONEY THAT COMES TO US IN EDUCATION TO THE NONNI EIGHT SIDE OF THE BUDGET. 
          AND MY HEART GOES OUT TO 'EM. 
          I GET IT THAT THERE ARE A LOT OF VITAL, GREAT PROGRAMS THAT ARE ON THE 9, 9 8 SIDE OF THE BUDGET, BUT WE HAVE A CONSTITUTIONAL MINIMUM GUARANTEE. 
          AND TO YOUR POINT, MARTHA, IT'S REALLY INTERESTING. 
          PROP 98 ESTABLISHED A MINIMUM, NOT A MAXIMUM. 
          AND I WAS ALWAYS CONCERNED THE MINIMUM WOULD BECOME THE MAXIMUM. 
          AND ESSENTIALLY IT HAS IS THEY DON'T, UNDER THIS GOVERNOR WITH THE BILLIONS OF DOLLARS THAT HE'S INVESTED IN EDUCATION, IT'S BEEN GREAT. 
          HE'S, THIS GOVERNOR HAS NEVER ONCE EXCEEDED THE MINIMUM GUARANTEE IN WHAT WE'RE SUPPOSED TO GET UNDER THE CONSTITUTION. 
          TO ME, THE MARK OF SOMEBODY THAT HAS EDUCATION AS THEIR TOP PRIORITY IS HOW MUCH BEYOND THAT MINIMUM GUARANTEE WERE YOU WILLING TO GO? AND HE ACTUALLY ARTICULATED THAT EARLY IN HIS ADMINISTRATION. 
          WE GOTTA MAKE SURE THIS ISN'T, THIS DOESN'T END UP BECOMING A FUNDING CAP THAT WE OUGHT TO BE WILLING TO GO BEYOND THAT ROCK BOTTOM MINIMUM. 
          AND SO FAR, UM, IT'S BEEN VERY RARE WHEN WE'VE SEEN IT AND IT'S BEEN UNDER PRIOR ADMINISTRATIONS, NOT THIS ONE. 
          THANK YOU. 
          GOOD, THANK YOU. 
          YES. 
          NOW WE TURN TO MS. EZ. 
          UH, THANK YOU SO MUCH. 
          I REALLY APPRECIATE THE PRESENTATION AND UM, OBVIOUSLY THE STATE BUDGET HAS BEEN IN THE HEADLINES, BUT I THINK IT'S REALLY IMPORTANT TO, TO BE ABLE TO DIVE INTO THE NUANCES AND UNDERSTAND, UM, EVEN THOUGH OVERALL IT'S A POSITIVE BUDGET PICTURE, UM, THE, THE DIFFERENCES REALLY MATTER, UM, INCLUDING KIND OF THAT ONGOING COLA AND, AND THE LOWERING OF THE COLA. 
          SO JUST TO ENSURE, I, I UNDERSTAND IT SOUNDS LIKE THE GREATEST OPPORTUNITIES FOR L-E-U-S-D ADVOCACY AND I CERTAINLY WANT TO BE AN ACTIVE PART OF THIS IS RESTORATION POTENTIALLY OF, OF COLA TO WEAR WHERE IT WAS IN IN JUNE OF 2025 POTENTIALLY. 
          AND THEN THAT $5.6 BILLION THAT, THAT'S CURRENTLY NOT INCLUDED IN OUR EDUCATION FUNDING. 
          DOES THAT, DOES THAT SOUND CORRECT? ? I SEE KNOTS, BUT MAYBE YOU COULD VERBALLY SAY YES. 
          THING ABOUT, AND AGAIN, WE TALKED ABOUT A LITTLE BIT ABOUT THE COLA IS IT IS AN INDEX AND MR. SAL DID A GREAT JOB OF TALKING ABOUT ALL THE DIFFERENT ECONOMIC VARIABLES THAT GO INTO DEFINING IT. 
          BUT JUST ON A STRAIGHT UP FAIRNESS BASIS IS TO SAY, YOU GUYS KNOW, YOU KNOW, IT IS NOT COVERING OUR INCREASED COST. 
          SO TO PICK A NUMBER, I'D HAVE BEEN CLOSE AND SAY, GO BACK TO THIS NUMBER. 
          YOU PICK YOUR NUMBER AND SAY, WE WANT AT LEAST X, YOU KNOW, THE COLA NEEDS HELP AND WE THINK IT NEEDS REFORM, WHICH WOULD GET US TO A DIFFERENT NUMBER RATHER THAN JUST PICKING SOME ARBITRARY NUMBER LIKE A YEAR THAT WE LIKE THE NUMBER. 
          I WOULD SAY IF WE DO SOME OF THE CHARACTERISTICS THAT THE SUPERINTENDENT HAS MENTIONED AND OTHERS HAVE TALKED ABOUT THAT WOULD HELP BUILD A COLA THAT REALLY SUSTAINS US. 
          BUT THE OTHER ISSUE, CLEARLY BOTH OF THOSE ISSUES ARE GREAT. 
          THE OTHER THING I WOULD NOT FORGET TO MENTION, 'CAUSE I WANT THEM TO HEAR IT OVER AND OVER AGAIN, LEGISLATURE'S GOTTA DO SOMETHING TO PROVIDE RELIEF ON DECLINING ENROLLMENT AND IT'S GOTTA BE DISCRETIONARY MONEY. 
          COULD YOU TALK MORE ABOUT THAT ACTUALLY, BECAUSE I, I THINK WE'VE SPENT A, A, A LITTLE BIT MORE TIME ON THE COLA REFORMS AND CERTAINLY THAT THAT IS VERY CONSEQUENTIAL. 
          IT'S AN AN AN AMOUNT THAT WE REALLY RELY UPON AS, AS WELL AS AS IT COMES TO OUR LABOR CONVERSATIONS. 
          THAT IS VERY IMPACTFUL. 
          COULD YOU SHARE MORE ABOUT, UM, WHAT MIGHT BE POSSIBLE TO HELP SUPPORT ON THE ENROLLMENT DECLINE? RIGHT. 
          AND YOU KNOW, IT'S, WE, YOU KNOW, WE POSES THE ISSUE, WHICH IS THAT AS PROP 98 YEAR OVER YEAR SEEMS TO BE GROWING AND IT IS, AND ENROLLMENT IS DECLINING, HERE'S THIS GOLDEN OPPORTUNITY TO RAISE PER PUPIL INVESTMENT AT THE LOCAL LEVEL. 
          WE KNOW WHERE WE'VE BEEN ACROSS THE COUNTRY IN OUR COMPETITIVENESS, AND IT'S NOT A GOOD STORY. 
          NOW, WE DEFINITELY IMPROVED OVER THE LAST FEW YEARS, BUT THE POINT IS, IS TO SAY IF WE WANT TO BE COMPETITIVE WITH THE TOP INVESTING STATES IN THE COUNTRY AND AROUND THE GLOBE IN TERMS OF WHAT WE DO FOR KIDS, WE CAN DO BETTER. 
          AND TO ME, THE DECLINING ENROLLMENT DOESN'T MEAN, AGAIN, LIKE I SAID A LITTLE BIT EARLIER, IS, AHA, WE'VE SAVED MONEY BECAUSE THIS DISTRICT LOST KIDS WHEN WE'VE GOT AN OPERATION TO SUSTAIN AND WE SHOULD BE POURING THAT MONEY BACK INTO THE DISTRICTS, LETTING THOSE DISTRICTS HOLD ONTO SOME OF THAT MONEY INSTEAD OF RIPPING IT AWAY TO DO GOOD THINGS FOR KIDS. 
          SO TO ME IT'S THE POSING THAT ARGUMENT OVER AND OVER AGAIN, THE LEGISLATORS TO GET THEM TO UNDERSTAND YOU CAN AND SHOULD DO MORE ABOUT DECLINING ENROLLMENT BECAUSE AGAIN, LOOK AT WHERE WE FUNDED ACROSS THE COUNTRY AND LOOK AT WHAT YOU'RE DOING. 
          YOU'RE TAKING MONEY AWAY AND WE ALL KNOW THAT THIS A DA VERSUS ENROLLMENT DEBATE STILL RAGES. 
          THEY'RE PROBABLY NOT GONNA FIX THAT, BUT WHAT THEY COULD DO IS ONE YEAR OVER THE OTHER GIVE 
          [02:15:01]
US SOME MARGINAL, INCREASED ONGOING MONEY THAT RECOGNIZES DECLINING ENROLLMENT RELIEF. 
          AND I THINK IF YOU DO THAT, WE CAN GET CREATIVE ABOUT HOW TO DO IT. 
          IF I, IF I MAY ADD, UM, THANK YOU KEVIN, UM, ON THE 2.8 BILLION DISCRETIONARY BLOCK GRANT IN THE GOVERNOR'S BUDGET SUMMARY, IT ACTUALLY, UM, ACKNOWLEDGES THAT THE PURPOSE OF THE DISCRETIONARY BLOCK GRANT IS TO SUPPORT WITH DECLINING IMPACTS OF DECLINING ENROLLMENT, THE IMPACT OF IMMIGRATION AND ATTENDANCE. 
          UM, SO THAT'S THE INTENT OF THE $2.8 BILLION, UH, DISCRETIONARY BLOCK GRANT OF TRYING TO PROVIDE SOME ADDITIONAL CUSHION THAT'S A MULTI-YEAR GRANT. 
          SO THE GOVERNOR'S PERSPECTIVE VERY CLEVERLY IS THAT IT WOULD BUILD IN SOME, UM, SOME ADDITIONAL CUSHION OVER THOSE, UH, YEARS OF FUNDING. 
          UM, I WILL SAY IN ADDITION TO THE TWO POINTS YOU BROUGHT UP, BOARD AND EZ, UM, SUPPORTING, UH, RESTORATION OF A HIGHER COLA, UH, DESPITE BEING AN UPHILL BATTLE WITH THE LEGISLATURE HAVING TO FIND ONGOING FUNDING TO PAY FOR THE HIGHER COLA, THE, UM, $5.6 BILLION, GIVING IT BACK TO PROP 98 AS IS DUE IN 25 20 20 27. 
          UM, I WILL ALSO SAY THAT, UH, PART OF OUR ADVOCACY WILL BE IMPORTANT IF WE LIKE ANYTHING IN THIS PROPOSAL, WE SHOULD BE SAYING IT. 
          IF WE LIKE THE BILLION DOLLARS OF COMMUNITY SCHOOLS ONGOING, THEN WE SHOULD SAY THAT IF WE LIKE THE SPECIAL ED, UM, EQUALIZATION, WE SHOULD SAY THAT WITH THE CAVEAT THAT WE ALSO NEED THE LEGISLATURE TO PROVIDE MORE MONEY, ONGOING MONEY FOR THE COST OF SUPPORTING SERVICING KIDS WITH MODERATE TO SEVERE DISABILITIES, WHICH IS VERY COSTLY AND WE DON'T GET REIMBURSED APPROPRIATELY FROM THE STATE OR FEDERAL GOVERNMENT. 
          UM, SO ANYTHING WE LIKE IN THE GOVERNOR'S PROPOSAL, WE NEED TO SAY IT, WE SHOULD NOT TAKE IT TO A ASSUMPTION THAT THE LEGISLATURE WILL APPROVE THAT BECAUSE THAT'S WHERE THEY'RE GOING TO NEGOTIATE BETWEEN NOW AND, AND AND JUNE 15 ADOPTION. 
          UM, AND ALONG THOSE LINES, UM, I WILL FIND IT VERY DIFFICULT FOR THE LEGISLATURE TO BE WILLING, AND I COULD HOPEFULLY I WILL BE WRONG, BUT, UH, THAT THEY WILL BE WILLING TO GO ABOVE A $2.8 BILLION DISCRETIONARY BLOCK GRANT TO GIVE US MORE DISCRETION AT THE LOCAL LEVEL. 
          THE LEGISLATORS, THEIR ELECTED OFFICIALS AT THE STATE LEVEL, THEY WANT TO BE ABLE TO COME TO OUR COMMUNITIES AND DEMONSTRATE THEY DID SOMETHING A PRIORITY OF THEIRS. 
          SO THEY MAY WANNA PUT MORE MONEY FOR SCHOOL GREENING, WHICH THERE'S SOME GENERAL FUND MONEY FOR THAT. 
          THEY MIGHT HAVE OTHER PRIORITIES THAT ARE NOT ALIGNED WITH OUR LOCAL, UM, PRIORITIES OF DISCRETIONARY FUNDING OR OTHER PURPOSES YOU WANT TO SPEND MONEY FOR. 
          UM, SO WE NEED TO BE SURE THAT WE HAVE AN IDEA, UM, SHOULD IT GO TOWARDS ELIF F THE COLA AND THEN AFTER THAT, UM, IT'S A BACK TO THE DISCRETIONARY BLOCK GRANT OR SOMETHING ELSE, UM, BECAUSE THE LEGISLATORS WILL, WILL HAVE A LOT OF IDEAS FOR HOW TO SPEND THAT MONEY. 
          MM-HMM . 
          YEAH, THAT'S SUPER HELPFUL CONTEXT AND IT IS AN ELECTION YEAR FOR THEM. 
          SO, UM, THAT THAT MAY ALSO, UH, PLAY INTO HOW, HOW THEY BEHAVE AND WANTING TO BE ABLE TO SHOW SOMETHING FOR THEIR CONSTITUENTS. 
          UM, BOARD MEMBER. 
          IF I MAY JUST ADD, ADD ONE QUICK THING, I THINK SO SOMETHING THAT KEVIN JUST SAID, CRITICALLY IMPORTANT AT A TIME OF DECLINING ENROLLMENT HERE IN L-A-U-S-D, BUT ACROSS THE STATE AS WELL, THIS IS REALLY THE GOLDEN OPPORTUNITY BECAUSE DECLINING ENROLLMENT HAS NOTHING TO DO WITH PROP 98 REVENUES COMING IN. 
          THOSE REVENUES WILL COME IN. 
          THE QUESTION IS DO THEY MAKE IT TO THE DISTRICTS? SO THERE ARE TWO KEY ISSUES THAT COULD BE TACKLED AT THIS POINT, PARTICULARLY CONSIDERING THE EXCUSES OR REASONS WE'VE HEARD FROM SACRAMENTO AS TO WHY WE CANNOT MOVE ON THESE POLICIES. 
          ONE, AS YOU SAID A NUMBER OF TIMES, AND I FULLY CONCUR, IT IS ABSURD THAT THERE IS NO REGIONALIZATION SPECIFIC TO COST OF LIVING ADJUSTMENTS. 
          I UNDERSTAND THE STATE RELIES ON A COST OF LIVING, BUT A LOT OF STATES BASED ON THAT FEDERAL COMPUTED, STATE COMPUTED, UH, COST OF LIVING, THEN THEY APPLY A FORMULA, UM, A WEIGHTED FORMULA BASED ON VERY SPECIFIC ECONOMIC CONDITIONS IN DIFFERENT AREAS OF THE STATE. 
          UH, PECUNIARY ITEMS, BASKET, UH, SERVICES, GOODS, THINGS THAT COST MONEY, WHETHER IT IS GAS, MILK, EGGS, A HAIRCUT. 
          UH, IT SPITS OUT A MULTIPLIER TO ADJUST FOR THE SPECIFIC REGIONAL COST OF LIVING ISSUES. 
          THIS IS A GOLDEN OPPORTUNITY, PARTICULARLY CONSIDERING THE SURGE OF MONEY TO ACTUALLY MOVE IN THAT DIRECTION BECAUSE YOU DON'T HAVE TO HAVE A TAKEAWAY FROM OTHER DISTRICTS. 
          YOU ACTUALLY HAVE ENOUGH MONEY TO FIX EVERYBODY, MEANING YOU'RE NOT TAKING ANYTHING AWAY FROM ANYONE FROM THIS SURPLUS OF PROP 98 FUNDS. 
          IT CAN MAKE AN ADDITIONAL INVESTMENT INTO THOSE DISTRICTS WHOSE COST OF LIVING IS HIGHER THAN THE STATE AVERAGE. 
          POINT NUMBER TWO, WE'VE HEARD TIME AND TIME AGAIN IN SACRAMENTO THAT THE STATE'S OVER-RELIANCE ON ENROLLMENT VERSUS IN ON ATTENDANCE VERSUS ENROLLMENT, UH, CANNOT BE FIXED EASILY BECAUSE IT COSTS MONEY AND WE KNOW EXACTLY HOW MUCH IT COSTS. 
          THIS IS THE TIME TO ACTUALLY FIX THAT WITHOUT TAKING ANYTHING FROM ANYONE. 
          IT'S A SIMPLE REALLOCATION OF DOLLARS TO BUY THE SOLUTION FOR THE WAY THE STATES FUND EDUCATION, WHICH AGAIN, IS VERY, VERY DISPARATE FROM THE WAY MOST STATES IN THE UNION FUND EDUCATION, RELYING MORE 
          [02:20:01]
ON ENROLLMENT RATHER THAN ATTENDANCE, RECOGNIZING THAT DISTRICTS LIKE, UH, LOS ANGELES UNIFIED WHERE ASTHMATIC CONDITIONS, RESPIRATORY CONDITIONS AND MANY OTHER ISSUES KEEP KIDS AWAY FROM THE SCHOOLHOUSE, ELEVATING ABSENTEEISM, AND THEN PUNISHING ALL KIDS, INCLUDING THOSE WHO ATTEND SCHOOL CONSISTENTLY BECAUSE OF LOWER, UH, ATTENDANCE, UH, ATTENDANCE RATES. 
          THIS IS THE TIME, AND I WOULD STRONGLY SUGGEST FOR THE BOARD AND, AND TO MARTIN AND HER TEAM THAT WE INCORPORATE, UH, THESE SPEAKING POINTS AS PART OF OUR, UH, AS PART OF OUR ADVOCACY PLATFORM. 
          I AGREE. 
          I'M GLAD YOU JUMPED IN. 
          UM, AND I THINK THEY'RE IN INHERENT INEQUITIES IN THE SYSTEM THAT ARE IMPACTING THE, THE VERY STUDENTS WHO I KNOW MATTER A LOT TO OUR LEGISLATORS HERE IN THE LA DELEGATION. 
          UM, SO I, AND THAT WAS A QUESTION FOR ME AS WELL, WHETHER WE INTENDED TO PURSUE KIND OF OUR BUDGET ADVOCACY ITEMS IN CONCERT WITH THE STRUCTURAL REFORMS, UM, IN THIS UPCOMING, UH, BUDGET CYCLE IN SACRAMENTO, MARTHA, OR LIKE, WHAT IS, WHAT IS THE PATHWAY ON ON THE STRUCTURAL REFORMS, I GUESS, AND HOW URGENTLY MIGHT WE BE ABLE TO MOVE? SO WE, WE NEED TO BE ABLE TO INCLUDE INTO OUR PRIORITIES, NOT JUST THE SHORT TERM, BUT ALSO THE LONG TERM PRIORITIES LIKE THE REGIONAL COLA, THE MOVING FROM ENROLLMENT BASED, UH, TENNIS TO ENROLLMENT BASED FUNDING. 
          UM, UNFORTUNATELY THE L A'S, UH, REPORT THAT CAME OUT, UM, AT THE BEGINNING OF THIS YEAR IS NOT FAVORABLE TO THAT CONVERSATION. 
          UM, THEY RAISE CONCERNS AROUND, UH, UH, ABSENTISM AND, UH, BELIEVING THAT SCHOOL DISTRICTS WILL NOT DO RIGHT BY FOLLOWING UP WITH KIDS AND MAKING SURE THAT THEY RE ARE REENGAGE IN SCHOOL. 
          UM, SO DESPITE THE L A'S, UM, UH, RECOMMENDATIONS OF NOT MOVING TO ENROLLMENT BASED FUNDING, IT IS OUR OPPORTUNITY TO CONTINUE TO BUILD UP A CASE FOR WHY THEY NEED TO, TO MOVE IN THAT DIRECTION. 
          UM, I'VE SPOKEN WITH ANDREW AND AGAIN, I'M MEETING WITH ANDREW THOMAS, UM, IN THE COMING DAYS. 
          UM, HE HAS SOME IDEAS TO PROVIDE REGARDING, UM, ENROLLMENT BASED FUNDING AND OUR OTHER ARGUMENTS THAT WE CAN CONTINUE TO MAKE. 
          UM, SO WE WILL BE INCORPORATING THAT INTO OUR ADVOCACY PLATFORM. 
          UM, THE LEGISLATURE, THEY MAY ONLY HAVE A WILLINGNESS TO LOOK AT THE SHORT TERM, NEAR TERM, UH, DECISIONS THEY NEED TO BE MAKING, BUT THERE'S LEGISLATION LIKE I MENTIONED, AB 1204, UM, AND SHOULD THERE BE ANY OTHER IDEAS, UM, TO MOVE FORWARD. 
          UM, AS SCHULTZ FROM OUR DELEGATION, HE HAS EXPRESSED INTEREST IN AN ENROLLMENT BASED FUNDING FORMULA. 
          UM, WE WILL BE ENGAGING WITH HIS OFFICE NOW THAT THE LEO REPORT CAME OUT TO SEE WHAT WOULD IT LOOK LIKE. 
          UM, SO BECAUSE RIGHT NOW THE LCF REFORMS DOES NOT INCLUDE ENROLLMENT BASED FUNDING, IT WOULD BE BASED ON A DA FUNDING. 
          AND SO I WOULD SAY EVERYTHING SHOULD BE AT THE TABLE KNOWING THAT, UM, THE OPPORTUNITY FOR CHANGES MAY BE SMALLER SLIM GIVEN THAT IT'S THE GOVERNOR'S LAST YEAR IN OFFICE, AND HE MAY JUST PUNCH TO THE NEXT LEGISL, UH, NEXT GOVERNOR, THE NEXT STATE SUPERINTENDENT. 
          AND ON THAT NOTE, UH, MY LAST COMMENT WILL BE ON THIS. 
          UM, IT IS AN OPPORTUNITY FOR US TO BE WORKING TOWARDS OUR 2027, UH, PLATFORM, UH, FOR ANY NEW ADMINISTRATION IN SACRAMENTO. 
          THERE'LL BE A NEW GOVERNOR THAT'LL START IN TRANSITIONING, UM, AFTER THE ELECTION IN NOVEMBER OF 2026. 
          UM, THEY'LL HAVE A VERY SHORT TIME AROUND FOR THEM TO COME UP WITH, UM, WHAT IS THEIR GOVERNOR'S PROPOSAL TWO MONTHS LATER. 
          UM, SO IT IS AN OPPORTUNITY FOR US TO BRING UP THE IDEAS OF, UH, AREAS WHERE THE GOVERNOR FELL SHORT IN BEING ABLE TO ACCOMPLISH IN HIS EIGHT YEARS IN OFFICE THAT WE WOULD LIKE TO SEE THE NEXT ADMINISTRATION PICK UP AND, AND GO FROM THERE. 
          THAT'S SUPER HELPFUL AND, UH, ASSEMBLY MEMBER SCHULTZ OVERLAPS WITH MY DISTRICT, SO PLEASE LET ME KNOW IF I CAN BE HELPFUL ON THAT FRONT. 
          I THINK HE'S GREAT AND WE'LL BE RESPONSIVE. 
          UM, THE ONLY OTHER QUESTION, I THINK YOU MENTIONED IT, MARTHA, WITH REGARD TO THE, UM, THE BLOCK GRANT IN TERMS OF SUPPORT FOR SCHOOL DISTRICTS IN DEALING WITH ENROLLMENT, INCREASED ENROLLMENT DECLINES BECAUSE OF THE ICE RATES. 
          UM, IS THERE ANYTHING CONTEMPLATED WITHIN THE BUDGET BEYOND THAT TO HELP SUPPORT THOSE SPECIFIC SCHOOL DISTRICTS? AT THIS POINT, THAT IS THE ONLY REFERENCE ABOUT IMMIGRATION RELATED IMPACTS TO ATTENDANCE AND FUNDING. 
          UM, THERE MAY BE, UM, ALTERNATIVE PROPOSALS FROM OUTSIDE ENTITIES. 
          UM, I'VE BEEN IN TOUCH WITH A FEW DIFFERENT GROUPS IN SACRAMENTO, UH, CHILDREN NOW CALIFORNIA'S TOGETHER AND OTHERS, UH, THEY MAY WANT TO PITCH AND WE MAY ALSO JOIN IN THAT ADVOCACY FOR DEDICATED TARGETED RESOURCES FOR, UH, NEWCOMER STUDENTS. 
          UM, BUT AS OF NOW, THIS IS THE ONLY PROPOSAL THAT WOULD TRY TO ADDRESS THE IMPACT TO IMMIGRATION. 
          THERE WAS A BILL THAT THE GOVERNOR VETOED, UM, IN OCTOBER, UH, I THINK IT 1348 BY, AS SENATOR REMAINS FROM THE CENTRAL VALLEY THAT WAS, UH, TRYING TO PROVIDE A HOLD HARMLESS, UM, WHEN STUDENTS, UM, WHEN SCHOOL DISTRICTS HAVE A MATERIAL DECREASE TO ATTENDANCE DUE TO IMMIGRATION IMPACTS. 
          UM, THE GOVERNOR BETO, IT HAD CONCERNS ABOUT THE USE OF INDEPENDENT STUDY FOR THE PURPOSE AND TYING IT BACK TO FUNDING HOLD HARMLESS. 
          UM, SO I THINK IT'LL BE VERY HEALTHY CONVERSATION TO HAVE. 
          SENATOR GONZALEZ IS THE CHAIR OF A LATINO CAUCUS, UM, A MEMBER OF OUR DELEGATION AND AND SHE'S BEEN A CHAMPION OF, UM, OF OUR IMMIGRANT STUDENT POPULATION ALONG WITH MANY OF OUR OTHER MEMBERS OF THE LEGISLATURE. 
          SO, UH, WE'LL CONTINUE TO ASSESS THE NUMBERS FOR US TO BE ABLE TO MAKE A COMPELLING CASE REGARDING, TO ADDRESS THIS CONCERN. 
          OKAY. 
          YEAH, I THINK THAT WOULD BE HELPFUL. 
          AND WE KNOW THAT IT IS IMPACTING OUR SCHOOLS NOT JUST CURRENTLY, BUT THAT THAT WILL HAVE A COMPOUNDING IMPACT IN FUTURE YEARS. 
          SO, UM, I THINK 
          [02:25:01]
REALLY IMPORTANT TO, TO RAISE TO OUR LEGISLATORS. 
          AND THEN JUST THE LAST THING, I THINK THAT THE, UM, EFFORTS TO ENGAGE OUR COMMUNITY IN LEGISLATIVE ADVOCACY ARE REALLY EXCITING. 
          AND I THINK IN ADDITION TO PARENTS, TO THE WHATEVER EXTENT WE CAN INCLUDE OUR STUDENT LEADERS AS PART OF THAT CONVERSATION AS WELL AS EMPLOYEES AND WORK WITH OUR LABOR PARTNERS, UM, I THINK THAT WE HAVE SHARED INTEREST AND, UM, OUR STUDENTS IN PARTICULAR CAN BE REALLY POWERFUL VOICES FOR WHY THESE FUNDS MATTER TO THEM AND THEIR EDUCATION. 
          THANK YOU. 
          YEAH, THANK YOU. 
          UM, THIS CONVERSATION IS, IS EXCITING ON THE ONE HAND BECAUSE THERE IS MORE FUNDING COMING THROUGH, BUT ALSO FRUSTRATING WHEN WE'RE TALKING ABOUT, UM, POTENTIAL RIFTS, RIGHT? SO, UM, THAT IS, AND THEN ALSO IN, IN THE CONTEXT OF OUR TEST SCORES COMING UP SO GREAT THIS YEAR, BUT THEN WE MAY NOT HAVE, UM, THE SAME, UH, STAFFING LEVELS TO SUPPORT, UH, THE CONTINUED GROWTH. 
          RIGHT? SO, UM, I I WANNA JUST ADVOCATE FOR, UH, WHEN WE ADVOCATE FOR, UH, FUNDING, I DO LIKE THE IDEA OF INCREASED PER PEOPLE FUNDING. 
          I THINK THAT'S VERY IMPORTANT. 
          I THINK MR. GORDON'S ARGUMENTS ARE VERY COMPELLING THAT WHEN WE WANT TO SUPPORT OUR STUDENTS AND WE WANT THEM TO, TO CONTINUE TO GROW WHAT WE NEED TO MAKE THOSE INVESTMENTS IN THEM INSTEAD OF TAKING BACK THE MONEY THAT WAS NOT USED. 
          SO I, I WOULD SAY THAT WE ADVOCATE FOR BOTH PER PUPIL FUNDING INCREASE AS WELL AS, UM, AN ENROLLMENT FORMULA. 
          YOU KNOW, REGARDLESS OF WHETHER RIGHT NOW THE LEGISLATURE IS, UH, WILLING TO HEAR THAT, I THINK THAT WE SHOULD BE, UH, PLANTING THOSE SEEDS. 
          AND, UM, SPEAKING TO THAT, UM, REGARDING COMMUNITY SCHOOLS, I THINK, UM, THAT'S CERTAINLY ONE OF OUR PRIORITIES IN THE DISTRICT. 
          AND I WOULD ADVOCATE FOR MORE, UH, THE MONEY TO GO TO EXISTING COMMUNITY SCHOOLS SO THAT THEY CAN CONTINUE DOING THE GREAT WORK THAT THEY'VE BEEN DOING AND THEN MAYBE NOT EXPAND RIGHT NOW JUST BECAUSE WE DON'T WANNA TAKE FUNDING AWAY FROM THEM. 
          AND THEN EVERYTHING JUST GOES BACK TO THE WAY IT WAS, ESPECIALLY WHEN OUR GENERAL FUNDS ARE GOING DOWN. 
          SO HOW CAN WE CONTINUE SUPPORTING THEM? SO I WOULD, UM, ADVOCATE FOR THAT. 
          AND THEN REGARDING, UM, THE SLIDE PRESENTATION, UM, SIMON ON PAGE SEVEN, WHEN YOU'RE TALKING ABOUT, UM, UM, NOT PAGE SEVEN, IS IT? NO, THE LAST SLIDE THAT HAS ALL THE REDS AND ORANGE, LET ME SEE WHICH ONE IS IT? 11? YES. 
          UM, AND IT SAYS MULTI-YEAR PROJECTION WITH GOVERNOR'S 26, 27 PROPOSED BUDGET. 
          SO DOES THAT INCLUDE THE 5.6 BILLION EXPECTED TO COME BACK TO US? AS YOU KNOW, IT DOES NOT, NO, IT, THE, THE, IT ONLY INCLUDES WHAT THE REVENUES THAT WE HAVE BEEN ABLE TO ESTIMATE THUS FAR, WHICH IS THE, EVEN THOUGH IT'S, EVEN THOUGH IT'S ONLY PROPOSAL, THE DISCRETIONARY BLOCK GRANT, IT'S NOT A FINAL, UH, GRANT BECAUSE IT'S, THE STATE HASN'T ADOPTED THEIR BUDGET YET, BUT IT INCLUDES THE COLA IMPACT, THE NEGATIVE IMPACT OF THE COLA, PLUS THE POSITIVE IMPACT OF THE ESTIMATED DISCRETIONARY BLOCK GRANT AND THE LEARNING EMERGENCY RECOVERY BLOCK GRANT AND THE SPECIAL EDUCATION REVENUE. 
          OH, OKAY. 
          SO IT DOES NOT INCLUDE THE HOME TO SCHOOL, THE KITCHEN, THE READING DIFFICULTY, NONE OF THOSE, IT DOES NOT INCLUDE HOME TO SCHOOL TRANSPORTATION. 
          IT'LL NEVER INCLUDE THE KITCHEN BECAUSE THAT WON'T BE 'CAUSE IT'S RESTRICTED. 
          YEAH. 
          'CAUSE THAT WON'T BE IN THE GENERAL FUND. 
          OKAY. 
          BUT, BUT WE DON'T EXPECT OUR SHARE OF THE OTHER REVENUES THAT WILL BE IN GENERAL FUND RESTRICT TO BE VERY LARGE COMPARED TO THE DISCRETIONARY BLOCK GRANT BECAUSE THAT IS STATEWIDE TOTAL 2.8 BILLION OR SOME OF THESE OTHER ARE, ARE MUCH SMALLER AT THE STATEWIDE LEVEL, LIKE 300 MILLION THINGS. 
          UH, SO EVEN IF WE WERE TO GET EIGHT 10% OF IT, IT'S GONNA BE A MUCH SMALLER SUM THAN OUR SHARE OF THE DISCRETIONARY BLOCK GRANT. 
          OKAY. 
          AND THEN, UM, WHY ARE YOU NOT SHOWING US THE RESTRICTED AND ASSIGNED TOTAL BUDGET NUMBERS? THE, SO THE ASSIGNED, THE 800 MILLION THAT WAS PREVIOUSLY ASSIGNED AT FIRST INTERIM HAS BEEN FULLY REFLECTED HERE. 
          AND SO THAT 6, 790 $6 MILLION OF ASSIGNED BALANCES FOR THE WORKFORCE STABILIZATION, WHICH AT THAT POINT IS LIKE ALMOST ALL OF WHAT WAS STILL ASSIGNED BY 27, 28, THAT IS ASSUMED TO BE FULLY RELEASED IN ALL THREE OF THE FIGURES YOU SEE HERE IN ALL THREE OF THE DIFFERENT BAR GRAPH COLUMN. 
          SO THAT ASSIGNMENT IS HERE, IT'S BEEN UNASSIGNED, IF YOU WILL, IT'S BEEN MOVED INTO UNASSIGNED, BUT IT'S STILL NOT ENOUGH TO AVOID THESE PROJECTING NEGATIVE ENDING BALANCES. 
          AND THE REASON WHY RESTRICTED IS NOT INCLUDED, IT'S THEY'RE, THEY CAN'T BE USED FOR, THEY HAVE TO BE USED ONLY FOR THE PURPOSES IN WHICH THEY'RE LEGALLY RESTRICTED. 
          AND SO THE REASON WHY WE FOCUS SO HEAVILY ON UNASSIGNED ENDING BALANCES IS ONE, BECAUSE THAT CAN BE USED FOR ANY EDUCATIONAL PURPOSE. 
          UM, IT'S NOT RESTRICTED BY LAW AND ALSO IT'S WHAT THE COUNTY AND THE STATE LOOK AT WHEN THEY LOOK AT DISTRICT'S, UH, 
          [02:30:01]
FINANCES TO DETERMINE THEIR FISCAL HEALTH. 
          BUT IT IS HELPFUL TO SEE THE RESTRICTED BECAUSE I MEAN THAT MONEY IS USED FOR SOMETHING, RIGHT? IT IS USED TO TO FOR THE DIFFERENT RESTRICTIONS THAT EXIST, WHICH INCLUDES PERSONNEL, IT INCLUDES PROGRAMS. RIGHT. 
          CARLA, MAY I JUST ASK HIM TO GIVE US A COUPLE EXAMPLES OF RESTRICTED SO THE AUDIENCE WOULD UNDERSTAND BETTER? YEAH, SO EXAMPLES OF RESTRICTED ARE OF COURSE SPECIAL EDUCATION FUNDS, UH, BOTH STATE AND FEDERAL TITLE ONE, ALL THE DIFFERENT TITLES FROM THE FEDERAL GOVERNMENT, UH, ELOP, EXPANDED LEARNING OPPORTUNITIES PROGRAM. 
          AND SO YOU'RE BRINGING UP A REALLY IMPORTANT POINT BOARD MEMBER DIEGO, UM, IN THESE GRAPHS THAT WE'RE SHOWING HERE, ALL OF WHICH INCLUDE THE COST OF COMPENSATION THAT'S BEEN OFFERED, THE COST OF COMPENSATION THAT'S REFLECTED HERE IS ONLY THE COST THAT WOULD IMPACT GENERAL FUND UNRESTRICTED. 
          OKAY. 
          BECAUSE YOU'RE RIGHT, THERE ARE POSITIONS IN THOSE RESTRICTED GRANTS IN TITLE ONE, IN SPECIAL EDUCATION OF COURSE, UM, IN ELOP AND SO IN, IN, AND EVEN OUTSIDE OF THE GENERAL FUND IN THE CAFETERIA FUND IN THE CHILD DEVELOPMENT FUND IN ADULT EDUCATION FUND. 
          AND SO WE DON'T REFLECT A COST THAT'S GONNA HIT THE ADULT EDUCATION OR IT'S GONNA BE CHARGED TO THE ADULT EDUCATION FUND HERE. 
          OKAY. 
          IT'S ALL HA OTHERWISE THAT WOULD BE, WOULD BE INCORRECT. 
          YEAH. 
          OKAY. 
          UM, AND THEN REGARDING THE, UM, THE RIFFS. 
          SO, UM, IT'S GONNA BE VERY IMPORTANT FOR ME TO UNDERST UNDERSTAND, UM, WHICH POSITIONS ARE GETTING RIFED. 
          UM, WHERE DO THESE POSITIONS RESIDE, RESIDE? DO THEY, ARE THEY CENTRAL REGION SCHOOLS? HOW ARE SCHOOLS GONNA BE IMPACTED BY THESE RIFTS? AND UM, YEAH, I NEED, YOU KNOW, SO WHEN, I DON'T KNOW IF YOU HAVE THAT INFORMATION RIGHT NOW, BUT I WOULD LIKE TO KNOW MORE ABOUT THAT. 
          I THINK THE PUBLIC WILL WANNA KNOW HOW THIS IS GONNA IMPACT THEIR SCHOOLS. 
          YEAH. 
          SO I DON'T HAVE IT FOR TODAY, BUT IT IS GONNA BE SHARED VERY, VERY SOON BECAUSE YOU'RE RIGHT, IT IS EXTREMELY IMPORTANT. 
          UM, AND IT'S ACTUALLY REQUIRED THAT WE PROVIDE THAT LEVEL OF DETAIL IN THE RESOLUTION THAT THE BOARD WOULD BE VOTING ON ON FEBRUARY 2ND. 
          IT MUST INCLUDE THE CLASSIFICATIONS AND THE NUMBER OF POSITIONS IMPACT. 
          IS THAT WHEN WE'LL KNOW NO AT THE FEBRUARY MEETING OR WHEN WILL WE KNOW IN ADVANCE OF, OF THE FEBRUARY MEETING BECAUSE WE KNOW HOW IMPORTANT IT'S TO, TO THE ULTIMATE DECISION. 
          OKAY. 
          AND, UM, UH, THERE'S SOMETHING ELSE, HOLD ON. 
          UM, REGARDING THE, THE, UH, FUND 17, I'M, I GUESS I JUST WANT YOU TO EXPLAIN AGAIN SURE. 
          IT'S NOT, THE 4 96 IS NOT REFLECTED IN THE FSP PLAN, BUT IT WAS AT ONE POINT, I MEAN, I DON'T KNOW IF IT WAS IN THE, IN THE FIRST INTERIM THAT I SAW THAT YOU ACTUALLY HAD PUT THE 4 96 IN THE FOLLOWING YEAR AND I HAD SAID, WHY DON'T WE USE IT FOR 26 27 INSTEAD OF 27 28, BUT NOW IT DOESN'T SHOW UP IN THE FSP. 
          SO THE FISCAL STABILIZATION FAIR FROM JUNE ALWAYS HAD 50 MILLION YEAH. 
          OF THE FUND 17, ABOUT 10% OF THE TOTAL AT THAT TIME. 
          UM, BUT AT FIRST INTER, NOT ONLY DID WE TRANSFER THAT 50 MILLION AS PART OF THE FSP, BUT ALSO EVERY DOLLAR REMAINING. 
          SO THE, THE BALANCE OF THE FUND 17 AND WHETHER IT IS DONE IN 25, 26, 26, 27 OR 27, 28, THE IMPACT THAT IT HAS ON OUR ENDING BALANCE BY THE THIRD YEAR IS IDENTICAL. 
          SO IT HAS NO, MAKES NO DIFFERENCE THAT, FOR EXAMPLE, ON ON JUST THE TABLE THAT WE'RE LOOKING AT HERE WITH THE COST OF COMPENSATION OFFERED PLUS THE WORKFORCE STABILIZATION, WHETHER THOSE FUND 17 FUNDS, AND THIS IS TRUE FOR ANY OF THE OTHER FUNDS THAT THAT WERE RELEASED AS WELL, FOR EXAMPLE, THE, THE, ANY OTHER, THE RESERVED BALANCES THAT, THAT ARE RELEASED AS PART OF THE FSP, UM, THAT WILL STILL BE NEGATIVE 4 0 1, WHETHER THE FUND 17 IS AGAIN THIS YEAR, NEXT YEAR OR THE YEAR AFTER THAT WOULD STILL BE NEGATIVE 400. 
          I UNDERSTAND THAT, BUT I JUST DON'T UNDERSTAND WHY IN THE FISCAL STABILIZATION PLAN THAT WE SEE NOW, THERE IS A DASH UNDER UPDATED FSP FY 27 28, WHEREAS I BELIEVE IN THE FIRST INTERIM THE AMOUNT WAS IN THERE. 
          YEAH. 
          SO I THINK YOU'RE BRINGING UP, MAYBE IT WOULD'VE BEEN MORE APPROPRIATE TO HAVE INCLUDED THE BALANCE OF THE FUND 17 IN THIS TABLE, BUT IT IS, AT FIRST THE BOARD AUTHORIZED THE FULL RELEASE OF FUND 17 MM-HMM . 
          SO IT IS IN THE MULTI-YEAR PROJECTION. 
          WHILE IT'S NOT IN THIS TABLE, THE UPDATED FSP, IT WAS A SEPARATE ACTION IN ADDITION TO THE FSP. 
          SO IF YOU SEE HERE ON THE SUMMARY OF, OF SOLUTIONS, IT IS SEPARATE FROM THE $1.4 BILLION, IT'S ON TOP OF THE $1.4 BILLION, EVEN THOUGH IT'S 
          [02:35:01]
NOT IN THAT SUMMARY TABLE. 
          OH, I SEE. 
          OKAY. 
          ALRIGHT. 
          UM, YEAH. 
          AND THEN CAN YOU EXPLAIN, UH, WHEN ARE WE GONNA KNOW THE CENTRAL OFFICE REDUCTIONS? WHEN ARE WE GONNA KNOW HOW MANY OF THOSE ARE? IS THAT WHAT YOU'RE GONNA GIVE US? YES. 
          IN A COUPLE OF WEEKS. 
          I HOPE. 
          NO, SOONER, NO SOONER THAN THAT. 
          OKAY. 
          AND THEN LASTLY, UM, ONE OF THE THINGS THAT WE'VE HEARD FROM AT, UM, YOU KNOW, PARENTS AND UM, AND LABOR PARTNERS IS THAT A LOT OF OUR, OUR DEFICIT THAT IS WHERE WHAT WE PRIORITIZE IN TERMS OF OUR, OUR FUNDING, RIGHT? AND SOME OF THE THINGS THAT HAVE COME UP BY THAT HAS BEEN UPLIFTED BY PARENTS IS THAT OUR INCREASE IN PROFESSIONAL CONTRACTS HAS GONE UP IN PROFESSIONAL SERVICES. 
          AND SO I'VE ASKED, YOU KNOW, YOU AND OUR PREVIOUS, UM, UM, UH, CFO, UM, YOU KNOW, FOR THIS, THESE CONTRACTS, WHAT ARE THESE CONTRACTS WHERE, YOU KNOW, WHICH ONES ARE DISTRICT, WHICH ONES ARE, ARE SCHOOL, WHAT I DISTRICT, I MEAN CENTRAL DISTRICT, AND WHICH ONES ARE SCHOOL-BASED CONTRACTS? LIKE WHERE IS OUR MONEY GOING? AND PEOPLE WANNA SEE THAT AS WE ARE MAKING DECISIONS ABOUT OUR PRIORITIES AND MAKING, ESPECIALLY MAKING DECISIONS ABOUT CUTTING POSITIONS OR CLOSING POSITIONS THAT INEVITABLY WILL IMPACT OUR STUDENTS. 
          SO WHEN CAN WE HAVE THAT INFORMATION? BECAUSE I, I THINK WE'VE BEEN, I THINK IT'S BEEN ALMOST EVERY MEETING WE BRING IT UP AND WE HAVEN'T RECEIVED IT. 
          YEAH. 
          AND IT'S ALSO IN, IN THE RESOLUTION THAT WAS APPROVED IN JUNE. 
          AND SO WE, WE, WE HAVE BEEN WORKING ON ANALYSIS, IT IS GONNA BE INFORMATION. 
          SO WHAT WE'RE FOCUSING ON IS OF COURSE, CONTRACTS BECAUSE THAT IS OF PARTICULAR INTEREST. 
          BUT WHEN A DISTRICT IS FACING THE TYPE OF OUTLOOK THAT WE ARE, LIKE TWO THIRDS OF OF DISTRICTS IN THE STATE ARE, IT'S IMPORTANT TO LOOK AT EVERYTHING THAT'S NON-LABOR. 
          AND SO THAT INCLUDES NOT JUST CONSULTING CONTRACTS, BUT ALL KINDS OF OTHER THINGS LIKE EQUIPMENT AND, UH, SUPPLIES. 
          YES. 
          UM, MM-HMM . 
          AND SO WE'VE, WE'RE DOING AN ANALYSIS KIND OF HISTORICAL LOOK TO BE ABLE TO DESCRIBE THE CHANGE IN THE SPENDING LEVELS THAT YOU'VE MM-HMM . 
          THAT YOU AND OTHER BOARD MEMBERS HAVE POINTED OUT. 
          AND OF COURSE TO, TO DESCRIBE WHY THE TREND IS WHAT IT IS. 
          AND THEN ULTIMATELY THOUGH IT'S TO, TO RESULT IN DECISIONS AND PRIORITIES LIKE, LIKE YOU MENTIONED. 
          UM, AND SO IT, IT, THAT IS GONNA BE COMING UP AT, AT FUTURE, EITHER COMMITTEES AS A WHOLE OR BOARD MEETINGS OR OTHER OPPORTUNITIES FOR US TO PROVIDE INFORMATION TO THE BOARD. 
          UM, OKAY. 
          WELL TO ME THAT'S GONNA BE VERY IMPORTANT TO SEE BEFORE WE MAKE A DECISION ON RIFS. 
          SURE. 
          SO, SO ANOTHER THING I SHOULD POINT OUT IS THE CENTRAL OFFICE REDUCTIONS OF ESTIMATED $150 MILLION ARE WHILE THE MAJORITY, BECAUSE MOST OF OUR SPENDING IS ON PEOPLE, UH, WHILE THE MAJORITY OF THE $150 MILLION IS IN POSITIONS, THERE ARE STILL, UH, MATERIAL DECREASES IN NON-LABOR SPEND AT THE CENTRAL LEVEL. 
          ALRIGHT, THANK YOU. 
          THANK YOU. 
          UM, I KNOW WE'VE SPENT A LARGE PORTION OF TIME AND ON BUDGET, BUT IT'S A IMPORTANT QUESTION, IMPORTANT CONVERSATION, QUESTIONS. 
          AND I, I DO THANK, UM, EVERYONE, ONE LAST QUESTION FOR MR. GORDON BEFORE WE SAY I DO . 
          UM, SO JUST REALLY QUICKLY, SO FOR THE REVENUES FOR OCTOBER, NOVEMBER, DECEMBER OF LAST YEAR, HOW MUCH DID YOU SAY, DO YOU KNOW THE TOTAL AMOUNT THAT, UH, REVENUES WENT UP ON THOSE LAST THREE MONTHS? YEAH, IN THE LAST THREE MONTHS IT WAS MULTI-BILLION. 
          I MEAN, DECEMBER ALONE WAS 3.9 BILLION. 
          I THINK NOVEMBER WAS 2 BILLION, MAYBE PLUS, I CAN'T REMEMBER THE EXACT NUMBER, BUT IT'S AN IMPORTANT QUESTION BECAUSE THE LEGISLATIVE ANALYST NUMBER THAT GOT ALL THIS PRESS AROUND THE STATE ABOUT THEIR $18 BILLION GAP THAT, UM, THAT DID NOT, THEY FINISHED THAT REPORT, IT NEVER OBVIOUSLY REFLECTED NOVEMBER, THE GOVERNOR'S OWN BUDGET WITH THE BLOCK GRANT WE'RE TALKING ABOUT. 
          IT DOESN'T INCLUDE OUR 40% OF THAT 3.9 BILLION IN DECEMBER. 
          SO, YOU KNOW, MY SENSE OF IT, THAT BLOCK GRANT'S GONNA BE GOING UP. 
          NOW THE POINT WAS MADE EARLIER, AND I THINK MARTHA MADE IT, IT'S A REALLY GOOD POINT ON BLOCK GRANT MONEY, THE EMERGENCE OF ONE TIME MONEY MAY BE GOING UP. 
          WHETHER THE BLOCK GRANT GOES UP OR NOT IS ANOTHER QUESTION. 
          THE BIGGER THE BLOCK GRANT, THE MORE TEMPTATION LEGISLATORS HAVE TO GO GET THEIR PET PROJECT FUNDED. 
          BUT I WILL SAY UNDER JERRY BROWN, WE HAD A COUPLE YEARS WHERE WE HAD BLOCK GRANTS THAT WERE BIGGER THAN THIS. 
          AND SO IT ALL, AND THEN ONE OF THE POINTS THAT, UH, MEMBER GO HAS MENTIONED EARLIER WAS IT IS AN EVEN NUMBERED YEAR. 
          SO THERE'S MORE LIKELIHOOD I THINK, THAT WE COULD END UP GETTING A BIGGER BLOCK GRANT THIS YEAR THAN WE MIGHT OTHERWISE. 
          BUT IT'S ALL GONNA BE ABOUT ADVOCACY. 
          WE'LL SEE. 
          AND ANY REVENUE INCREASES IN 20 26, 20 26 RIGHT NOW, SAY FOR INSTANCE, ALL THE WAY TO THE MAY REVISE, COULD THOSE YES REVENUES ALSO BE ABSOLUTELY INCLUDED IN, IN 
          [02:40:01]
ITS CURRENT YEAR? AND IT WILL, IT WILL HAVE AN ABSOLUTE EFFECT ON INCREASING. 
          AND THEN A LOT OF PEOPLE ARE TALKING ABOUT, YOU KNOW, IF YOU READ THE LAO REPORT, THEY ACT LIKE NOT ANOTHER DIME OF MONEY'S GONNA BE BE COMING IN. 
          THE TRACK RECORD HAS BEEN PRETTY REMARKABLE THE LAST FEW MONTHS. 
          THE QUESTION IS WHETHER IT WILL CONTINUE THROUGH TO THE END OF THIS FISCAL YEAR, AND IF IT DOES IN MAY, LOOK FOR IT, THERE'S GONNA BE MORE ONE TIME MONEY IN ALL LIKELIHOOD, I THINK. 
          AND THAT'S THE OPTIMIST. 
          BUT YOU CAN ASK, THERE'S A NUMBER OF OTHER PEOPLE PROBABLY TELL YOU THE OPPOSITE. 
          YEAH. 
          WELL, I WANTED US TO LEAVE OBVIOUSLY A POSITIVE NOTE, SO I WANTED TO MAKE, YOU KNOW, ASK THOSE QUESTIONS. 
          SO THANK YOU AGAIN FOR BEING HERE FOR YOUR PRESENTATION, FOR YOUR, YOU KNOW, SHARING YOUR KNOWLEDGE AND EXPERIENCE WITH US. 
          UM, SO THANK YOU. 
          APPRECIATE IT. 
          I KNOW YOU'RE VERY BUSY AT THIS MOMENT. 
          UM, AND ALSO THANK YOU TO MS. ALVAREZ AND ALSO, UM, MR. SIMON, UH, BRAVO KAMI FOR YOUR PRESENTATIONS AS WELL. 
          AND I DO WANNA MENTION THAT IN FEBRUARY, WE, WE WILL CONTINUE THE CONVERSATIONS PARTICULARLY IN, UM, THE FSP AND THE EQUITY ANALYSIS THAT WE'RE STILL AWAITING, SO FEBRUARY, AND THEN WE'LL HAVE MORE INFORMATION ABOUT THE TRAILER BILL AND MORE, UM, SORT OF, UM, MORE NUMBERS ON ALL THE, YOU KNOW, THE GRANTS AND FUNDING WE'RE GETTING. 
          SO THANK YOU SO MUCH. 
          I APPRECIATE YOU. 
          THANK YOU. 
          AND ALSO FOR YOUR STAFF, FOR THEIR WORK AS WELL. 
          SO 
          [III.2. Growing LAUSD: Evidence-Based Strategies for Enrollment Stabilization & Attendance Improvement]
NOW WE WILL MOVE ON TO OUR LAST PART OF OUR MEETING, UM, FOR THE COMMUNITY OF THE WHOLE, WHICH IS ON ENROLLMENT AND BEST PRACTICES AND, UM, WHAT THE DISTRICT IS WORKING ON IN, UM, IN, UH, BRINGING IN ENROLLMENT TO THE DISTRICT. 
          SO I WANT TO ASK MR. UH, DR. ANDREW THOMAS UP TO THE PODIUM. 
          UM, SO JUST AS HE GETS, UH, READY UP HERE, I JUST WANNA MENTION THAT ENROLLMENT SHIFT ARE NOT JUST ABOUT NUMBERS THAT REFLECT FAMILY TRUST, STUDENT EXPERIENCE, AND WHETHER OUR SCHOOLS ARE MEETING THE NEEDS OF STUDENTS IN MEANINGFUL AND RESPONSIVE WAYS. 
          TODAY'S DISCUSSION FOCUSES ON HOW WE ARE RESPONDING THOUGHTFULLY USING EVIDENCE-BASED PRACTICES AND SUPPORTIVE INTERVENTIONS THAT CENTER STUDENTS AND THREATENING STRENGTHEN SCHOOL COMMUNITIES, UM, AND ADDRESSING THE EDUCATIONAL NEEDS OF OUR COMMUNITIES AND HOW WE CAN BRING THAT, UH, UM, ABOARD ON OUR DISTRICTS. 
          SO THE FLOOR IS YOURS. 
          WHENEVER YOU'RE READY. 
          DR. THOMAS. 
          THANK YOU. 
          VICE PRESIDENT RIVAS, UH, PRESIDENT SEN, UM, AND MEMBERS OF THE BOARD OF EDUCATION, , UH, I KNOW THIS WAS A LONG BUDGET DISCUSSION, SO I'LL KIND OF, I'LL TRY TO BE SNAPPY, BUT I'LL ALSO START OFF MAYBE A LITTLE BIT SLOWLY AND LET SOME PEOPLE RETURN. 
          UM, BUT I WANNA THANK YOU, UH, FOR THE OPPORTUNITY TO PRESENT FINDINGS, UM, FROM THE INDEPENDENT ANALYSIS UNIT ON ENROLLMENT STABILIZATION AND ATTENDANCE IMPROVEMENT STRATEGY. 
          SO WE'RE GONNA BE FOCUSING, HOPEFULLY AFTER THIS DISCUSSION ON A LITTLE BIT MORE OPTIMISTIC, LIKE REVENUE GENERATION AND AS, UM, MR. GORDON, UH, PUT IT, UH, UM, TURNING OVER ALL THE STONES. 
          AND, UM, I THINK THE GOOD NEWS IS THAT, THAT A, THE DISTRICT HAS BEEN TURNING OVER STONES AND B THOUGH, AND WHAT I'LL BE TALKING ABOUT A LOT IS THAT THE STONES ARE, ARE RESEARCH BASED SO A LOT OF THE THINGS THAT WE ARE ALREADY DOING, THE RESEARCH SUPPORTS, AND I'LL TALK ABOUT, UH, SOME OF THE MONEY THAT HOPEFULLY WE WILL, WILL, WILL SHOW UP UNDER THESE ROCKS  THAT WE'RE TURNING OVER. 
          UM, BUT I DO WANNA TALK ABOUT, SAY THAT, THAT THIS PRESENTATION IS ABOUT ONE OF THE MOST SIGNIFICANT LONG-TERM CHALLENGES FACING THE DISTRICT, WHICH IS PERSISTENT ENROLLMENT DECLINE AND ITS FISCAL IMPACTS. 
          AND TODAY WE'RE GONNA TALK ABOUT WHAT THE DATA TELLS US ABOUT THE, THE ENROLLMENT DECLINE, AND THEN THE EVIDENCE OF WHAT WORKS TO ATTRACT AND RETAIN STUDENTS. 
          HERE WE GO. 
          OKAY. 
          SO I'VE GOT, UM, SIX KEY SECTIONS. 
          I'LL START WITH THE CONTEXT, SHOWING YOU THE MAGNITUDE AND, AND, UH, TRAJECTORY OF LAD'S ENROLLMENT DECLINE COMPARED TO CALIFORNIA AND NATIONAL TRENDS. 
          AND THEN I'LL SPEND THE BULK OF TIME, AND I'LL ALSO TALK ABOUT THE FISCAL IMPACTS, AND THEN I'LL SPEND THE BULK OF THE TIME ON THE RESEARCH, WHAT STRATEGIES ACTUALLY WORK TO ATTRACT STUDENTS TO IMPROVE, IMPROVE ATTENDANCE AND GRADUATION. 
          AND, UM, WE'LL LOOK AT BOTH DISTRICT LEVEL STRATEGIES AND STATE POLICY LEVERS. 
          SO THERE'LL BE A FEW ADDITIONAL STATE POLICY LEVERS THAT, THAT HAVEN'T COME UP YET. 
          AND FINALLY, I'M GONNA OUTLINE, UH, SPECIFIC OPPORTUNITIES AND AREAS WHERE WE NEED DEEPER ANALYSIS IF WE'RE GOING TO MOVE FORWARD STRATEGICALLY. 
          SO LET'S TAKE A LOOK AT DECLINING ENROLLMENT OVER THE LAST 20 YEARS. 
          WE'VE BEEN TRACKING THIS FOR MANY YEARS NOW, AND THE DECLINE SINCE 2004. 
          SO THESE, THESE ARE THE SOBERING FACTS. 
          THE, THE, THE ENROLLMENT HAS DECLINED 43% SINCE 2024, SO I MEAN SINCE 2004. 
          SO IT'S NOT SOMETHING THAT WE CAN IGNORE. 
          AND IT GOES DOWN AT AN AVERAGE ANNUAL RATE OF 2.6%. 
          AND I'LL ADD TO THAT, UNFORTUNATELY WE HEARD IN LATE NOVEMBER AND DECEMBER THAT, UM, THE CURRENT RATE IS ACTUALLY LOWER THAN THAT DUE TO MAINLY, UM, FEWER NEWCOMERS AND MORE, UM, 
          [02:45:01]
IMMIGRATION ENFORCEMENT IS REALLY THE BIG DRIVER HERE. 
          UH, I'M HOPING THAT, THAT THAT WON'T BE SUSTAINED, BUT THAT'S JUST A HOPE I HAVE. 
          THAT TRANSLATES TO, UM, 20,000, AND THIS IS IN OUR, THE BUDGET THAT WAS ADOPTED IN THE FALL, 20,000 STUDENTS LOST OVER THE NEXT TWO YEARS. 
          UH, AND LET ME SHOW YOU SOME, SOME GRAPHS. 
          SO HERE'S THE DECLINING ENROLLMENT OVER THE 20 YEARS IN CALIFORNIA, LOS ANGELES COUNTY AND LA UNIFIED. 
          AND YOU CAN SEE THAT, THAT THERE ARE DOWNWARD SLOPES. 
          UM, ONE OF THE FIRST THINGS YOU NOTICE IS THAT THE DOWNWARD SLOPES FOR LA UNIFIED ARE MU MUCH STEEPER THAN EITHER CALIFORNIA OR THE COUNTY. 
          UM, WE'VE ALSO DIVIDED IT IN TO, UM, DISTRICT SCHOOLS, WHICH ARE THE DARK BLUE, THE LIGHTER BLUE, WHICH IS ALL PUBLIC SCHOOLS, INCLUDING INDEPENDENT CHARTERS AND THEN PRIVATE SCHOOLS. 
          AND THE DISTRICT SCHOOLS ARE BY FAR THE STEEPEST DECLINE. 
          SO ON THE FAR RIGHT, YOU SEE 43% FOR TRADITIONAL PUBLIC SCHOOLS AND CHARTER SCHOOLS. 
          INDEPENDENT CHARTERS HAVE ONLY GONE DOWN 31%, STILL SUBSTANTIAL, STILL GOING DOWN, BUT LESS. 
          UH, AND THEN KIND OF INTERESTINGLY, THE RED LINE GOES UP AND DOWN. 
          SO EVEN THOUGH THERE ARE FEWER STUDENTS, STUDENTS OVERALL, AND FEWER STUDENTS IN, IN PRIVATE SCHOOLS, UM, THE PRIVATE SCHOOL ENROLLMENT IS ACTUALLY TRENDING UP AT THE MOMENT, AND IT HAS GONE UP AND DOWN. 
          SO THIS IS INTERESTING 'CAUSE IT'S ACTUALLY AN OPPORTUNITY FOR US, AND I'LL TALK ABOUT THAT IN A LITTLE BIT MORE DETAIL HERE. 
          SO THIS IS OUR, THIS IS OUR FAMOUS BAR CHART THAT, THAT TRACKS ENROLLMENT IN DIFFERENT KINDS OF, UM, SCHOOLS OVER THE LAST 20 YEARS, 20 PLUS YEARS. 
          AND SEVERAL THINGS TO NOTICE ABOUT THIS. 
          SO THIS, THIS HAS BAR COLORS FOR TRADITIONAL PUBLIC SCHOOLS, AFFILIATED CHARTER SCHOOLS, INDEPENDENT CHARTER SCHOOLS, PRIVATE SCHOOLS, AND HOME SCHOOLS. 
          SO ALL OF THE DIFFERENT KIND OF SCHOOLS THAT STUDENTS CAN ATTEND IN LA UNIFIED. 
          AND ONE OF THE FIRST THINGS TO NOTICE IS, SO THE, THE WHOLE LENGTH OF THE BAR IS THE NUMBER OF SCHOOL AGED CHILDREN AVAILABLE IN THE STOCK AVAILABLE TO US IN LA UNIFIED. 
          AND IN 2004, THERE WERE MORE THAN 860,000 SCHOOL AGED CHILDREN IN THE LA ATTENDANCE AREA, LUSD ATTENDANCE AREA. 
          AND NOW THERE ARE ONLY 600 TO 9,000. 
          SO THAT'S KIND OF THE HARD, THAT'S KIND OF THE HARD FACT. 
          AND THAT'S BECAUSE OF LOWER BIRTH RATE, OUTMIGRATION LINKED TO AFFORDABILITY ISSUES. 
          THOSE ARE THE MAIN DRIVERS. 
          AND THEN LESS IMMIGRATION. 
          SO WE HAVE OVER A, UH, 200,000 FEWER STUDENTS TO DRAW FROM. 
          SO THAT'S, THAT'S THE, THE, THE BIGGEST FACT HERE. 
          UM, BUT ANOTHER PART OF IT IS THAT IN 2004, TRADITIONAL PUBLIC SCHOOLS MADE UP 77% OF THAT STOCK. 
          AND NOW TRADITIONAL PUBLIC SCHOOLS ONLY MAKE UP 61% OF THE STOCK. 
          AND THE BIGGEST BAR THAT HAS GROWN OVER THAT TIME IS INDEPENDENT CHARTER SCHOOLS. 
          HOWEVER, INDEPENDENT CHARTER SCHOOLS GROWTH HAS STABILIZED. 
          SO IT'S REALLY NOT, IT'S NOT GOING UP ANYMORE. 
          AND, UM, AFFILIATED CHARTERS HAVE STAYED THE SAME. 
          BUT THE FACT THAT THERE ARE DIFFERENT COLOR BARS REPRESENTS OPPORTUNITIES FOR ADDITIONAL ENROLLMENT. 
          WE CAN, UM, IF YOU WILL, MAYBE THIS IS A CRUDE WAY OF PUTTING IT STEEL FROM THE OTHER BARS. 
          UH, IN ORDER TO ADD TO OUR BOTTOM LINE TO A CERTAIN EXTENT, I'M LOOKING AT THE 12% PRIVATE SCHOOLS REALLY . 
          UM, BUT THE BIG THING TO, TO EMPHASIZE IS THESE ARE DEMOGRAPHIC TRENDS AND, UM, THERE'S, THEY'RE SCHOOL CHOICE TRENDS. 
          OKAY? SO LET ME CONNECT IT TO THE ENROLLMENT TO MONEY. 
          SO NUMBER ONE, WE HAVE DECLINING ENROLLMENT. 
          AND AGAIN, THAT'S BECAUSE OF MAINLY EXTERNAL FACTORS, BUT SOME INTERNAL OPPORTUNITIES IN THERE. 
          AND THEN WE DO NOT AS, AS, AS WAS DISCUSSED JUST NOW, UM, WE, THE DISTRICT DOES NOT GET, UH, REVENUE FROM ENROLLMENT. 
          WE GET REVENUE FROM ATTENDANCE. 
          AND THAT, THAT'S WHY I ADDED ATTENDANCE TO THE ENROLLMENT PRESENTATION. 
          THE, THE ACTUAL REVENUE THAT'S COMING IN IS A DA AVERAGE DAILY ATTENDANCE. 
          SO WHEN WE HAVE A A, A SMALLER STOCK OF KIDS ENROLLED, OBVIOUSLY WE'RE GONNA HAVE A LOWER ATTENDANCE, BUT WE CAN ALSO MAXIMIZE THE ATTENDANCE TO, TO BE AS CLOSE TO ENROLLMENT AS POSSIBLE. 
          RIGHT NOW, WE'RE PROJECTING ATTENDANCE TO BE AVERAGE DAILY ATTENDANCE TO BE ABOUT 92% OF ENROLLMENT. 
          IF WE BOOSTED THAT UP TO 93%, 94%, 95%, THAT'S TENS OF MILLIONS OF DOLLARS MORE, AND IT'S CLOSER TO OUR ACTUAL ENROLLMENT. 
          SO THAT SHOULD BE A STRATEGY THAT THE DISTRICT PURSUES. 
          OF COURSE, WHEN WE HAVE LOWER A DA NUMBER THREE, WE HAVE DECREASING LCFF ALLOCATION LESS REVENUE. 
          WE'VE BEEN DISCUSSING QUITE A BIT HOW COLA INCREASES MAY NOT COVER THE COST INCREASES. 
          UM, AND I'LL MENTION, UM, ALSO SPECIAL EDUCATION. 
          UM, THE SPECIAL EDUCATION POPULATION OF STUDENTS HAS STAYED THE SAME ROUGHLY IN THE DISTRICT, WHICH MEANS THAT THE, THAT AS A PROPORTION, THEY TAKE UP MORE OF OUR BUDGET. 
          AND, UM, SO THAT'S A, THAT'S A COST PRESSURE. 
          [02:50:01]
NOW LET ME BRING UP THIS POINT, WHICH IS THAT ALTHOUGH THE, THE DECLINE HAS BEEN LONG TERM, THE DISTRICT HAS REALLY BEEN SHIELDED FROM THE FULL IMPACT. 
          AND THE POINT OF THIS GRAPH IS TO SAY THAT, AND PART OF THIS IS BECAUSE OF THE PANDEMIC AND THE HOLD HARM HARMLESS PROVISIONS THAT ARE PART OF STATE LAW. 
          BUT AS OUR A DA HAS GONE DOWN, OUR REVENUE HAS NOT GONE DOWN IN STEP WITH THE A DA. 
          SO LOOKING, FOR EXAMPLE, AT 2122, WE LOST ACTUAL A DA CURRENT YEAR, A DA 73,000 STUDENTS. 
          BUT WE WERE ONLY CREDITED, WE WERE ONLY LOST, ACCORDING TO THE STATE, 21,000 IN THE A DA THAT WAS FUNDED. 
          SO THERE WAS A BIG GAP POST PAN IMMEDIATELY POST PANDEMIC BETWEEN WHAT THE NUMBER OF STUDENTS WE WERE ACTUALLY LOSING OR NOT ATTENDING, AND THE NUMBER OF STUDENTS WHO WE WERE GETTING DINGED FOR LOSING, IF THAT MAKES SENSE. 
          AND YOU CAN SEE THE, THE GAP BETWEEN THE LIGHT BLUE LINE AND THE, AND THE DARK BLUE LINE GETS SMALLER AND SMALLER OVER TIME. 
          AND SO WHAT WHAT WE'RE SAYING HERE IS THAT IT'S CAUGHT UP WITH US. 
          WE WERE, WE WERE SHIELDED FROM THE EFFECT OF LOWER A DA AND WE ARE NO LONGER SHIELDED. 
          SO THIS EXPLAINS SOME OF THE WHAT BOARD MEMBER MELVIN WAS SAYING, THE PARADOX OF HAVING MORE MONEY, BUT IT'S, BUT, BUT STILL HAVING TO MAKE CUTS. 
          WE'RE WE, WE HAD A LOT MORE MONEY, ONE TIME MONEY AND WE WERE SHIELDED FROM THE A DA REDUCTION. 
          AND NOW IT'S, IT'S CATCHING UP TO US. 
          SO THAT'S WHY IT'S AN, IT'S AN ISSUE TO TALK ABOUT NOW. 
          AND, UM, THE CHANGES WE MAKE NOW CAN MAKE A DIFFERENCE. 
          ALRIGHT, SO THAT'S, THAT'S THE REALITY OF THE SITUATION WE'RE IN. 
          I WANNA MOVE ON TO TALKING ABOUT, UM, UH, THE, THE MAJOR STRATEGIES THAT WE HAVE FOR DEALING WITH THIS. 
          UM, THERE ARE FOUR MAJOR STRATEGIES, STRATEGIC RESPONSES, AND THIS PRESENTATION IS GOING TO FOCUS ON JUST TWO OF THEM, WHICH ARE THE, THE REVENUE GENERATING SIDE OF THE EQUATION. 
          SO MAINTAINING AND GROWING ENROLLMENT AND IMPROVING ATTENDANCE. 
          AND I DO WANNA, UM, EMPHASIZE THAT AND IT'LL BECOME CLEAR AS I TALK ABOUT THE EXAMPLES. 
          UM, GROWING ENROLLMENT AND IMPROVING ATTENDANCE ARE ALSO ARE FISCAL STRATEGIES. 
          I'M TALKING ABOUT THEM AS FISCAL STRATEGIES, BRINGING MORE MONEY INTO THE DISTRICT, BUT THEY'RE ALSO INSTRUCTIONAL IMPROVEMENT STRATEGIES. 
          SO WHEN WE TALK ABOUT GROWING ENROLLMENT, WE TALK ABOUT IMPROVING OUR SERVICES, IMPROVING THE, THE OPTIONS AVAILABLE TO, TO STUDENTS. 
          AND, AND WHEN WE DO THAT, WE'RE IMPROVING SCHOOLS AND THAT BRINGS IN MORE STUDENTS. 
          AND, UM, WHEN WE IMPROVE ATTENDANCE, WE KNOW THAT ATTENDANCE IS LINKED TO ACADEMIC ACHIEVEMENT. 
          AND WHEN ACADEMIC ACHIEVEMENT GOES UP, ATTENDANCE GOES UP. 
          SO IT'S A VIRTUOUS CYCLE THAT GOES THAT, UM, THAT SERVES THE DISTRICT. 
          AND SO YOU CAN THINK OF IT EITHER AS BOTTOM LINE POLICY, OR YOU CAN THINK OF IT AS ACADEMIC IMPROVEMENT POLICY. 
          IT'S REALLY HAND IN HAND THE SAME THING. 
          THERE ARE TWO ADDITIONAL POLICIES THAT ARE NOT THE, OR STRATEGIES THAT ARE NOT THE FOCUS OF THIS PRESENTATION, UH, BUT THEY SORT OF WERE THE BUDGET PRESENTATION. 
          SO THAT'S MANAGING COSTS. 
          AND THEN ADDITIONAL STRATEGIES ABOUT MORE, UM, EFFICIENT USE OF FACILITIES, WHICH CAN BE DISCUSSED AT AN ON ANOTHER TIME. 
          SO I WANNA TALK ABOUT FROM THE RESEARCH BEST PRACTICES TO GROW AND MAINTAIN ENROLLMENT AND SOME OF THE, THE MAJOR CATEGORIES HERE OF THE BEST PRACTICES. 
          AND AGAIN, THE, THE DISTRICT IS PURSUING MANY OF THESE STRATEGIES, UM, ALREADY, BUT WHAT I'M HERE TO TELL YOU IS THAT RESEARCH SHOWS THAT THEY WORK. 
          SO THE FIRST BIG BUCKET OF STRATEGIES IS ATTRACTING STUDENTS WITH HIGH QUALITY INNOVATIVE PROGRAMS. THIS IS KNOWN AS PROGRAM DIFFERENTIATION. 
          AND IT'S THINGS LIKE DUAL LANGUAGE IMMERSION PROGRAMS, WHICH HAS STRONG EVIDENCE OF BOTH EFFECTIVENESS AND, UM, PARENTAL DEMAND. 
          WE KNOW THAT THERE'S DEMAND FOR DUAL LANGUAGE. 
          WE KNOW THAT THERE'S OF COURSE DEMAND FOR MAGNET. 
          UH, WE'VE CREATED THE TRANSITIONAL KINDERGARTEN, WHICH IS REALLY A WHOLE NEW GRADE THAT HAS BEEN ADDED TO THE DISTRICT. 
          SO THIS IS A WAY TO ATTRACT STUDENTS, GROW ENROLLMENT, AND THEN, UM, CAREER TECHNICAL EDUCATION PROGRAMS. UM, WHAT THE RESEARCH TELLS US ABOUT THESE, ALL OF THESE DIFFERENTIATED KINDS OF PROGRAMS DESIGNED TO ATTRACT STUDENTS IS THAT THEY NEED TO BE HIGH QUALITY AND THEY NEED TO BE REAL. 
          SO THEY REQUIRE INVESTMENT, THEY'RE NOT FREE. 
          UH, AND THEN THEY ALSO NEED TO BE MARKETED. 
          AND ONE OF THE BEST EXAMPLES IS TRANSITIONAL KINDERGARTEN, WHICH WE HAS CREATED THE TRANSITIONAL KINDERGARTEN GARDEN, UM, INITIATIVE FROM THE STATE HAS CREATED, UH, ELIGIBILITY. 
          MANY FAMILIES ARE ELIGIBLE, BUT WE HAVE NOT FILLED OUR TRANSITIONAL KINDERGARTEN YET. 
          AND WE HAVE TO DO THAT THROUGH STRATEGIC MARKETING, MAKING SURE MORE PARENTS KNOW ABOUT THE ENROLLMENT, UM, TIMELINE AND KNOW ABOUT THE AVAILABILITY OF TRANSITIONAL KINDERGARTEN, AND ALSO MAKE A CULTURAL CHANGE SO THAT WE HAVE MORE FOUR YEAR OLDS IN OUR SCHOOLS. 
          AND THERE'S STILL ROOM, AND I KNOW WE'VE BEEN WORKING ON 
          [02:55:01]
THIS SINCE I'VE BEEN HERE IN 27, UH, STARTING IN 2017, THERE'S STILL ROOM FOR STREAMLINED ENROLLMENT. 
          UM, A PORTAL THAT WORKS, THAT WORKS BETTER FOR STUDENTS TO, UH, AND FAMILIES TO CHOOSE DIFFERENT OPTIONS AND KNOW EXACTLY HOW TO APPLY AND HOW TO GET INTO SCHOOLS. 
          SO THAT'S IMPORTANT FOR THE FIRST BUCKET. 
          UM, THE SECOND BUCKET, AND I'LL TALK QUICKLY ABOUT THIS, IS, UM, IMPROVING ATTENDANCE. 
          AND THERE ARE MANY WAYS TO IMPROVE ATTENDANCE, AND YOU'LL HEAR MORE ABOUT THEM FROM ELSIE ROSADO SHORTLY. 
          UM, AND THE DISTRICT HAS DEFINITELY PRIORITIZED IMPROVING ATTENDANCE WITH THE I 10 PROGRAM AND SO ON. 
          BUT THERE ARE TWO NEW THINGS. 
          UH, THEY WERE ALSO MENTIONED IN THE PREVIOUS PRESENTATION THAT ARE WORTH HIGHLIGHTING. 
          ONE IS THE CHANGES IN THE ONE DAY INDEPENDENT STUDY, WHICH ALLOWS US TO RECOVER EVERY SINGLE ABSENCE. 
          AND I'LL SHOW YOU AN EXAMPLE OF A, A NEARBY DISTRICT THAT'S DOING THAT RIGHT NOW TO REACH LIKE 98% A DA 99% A DA. 
          AND THEN THERE ARE CHANGES IN ATTENDANCE RECOVERY, WHICH ALLOW US TO USE E-E-L-O-P MONEY FOR ATTENDANCE RECOVERY, WHICH IS AFTERSCHOOL INTERCESSION, UM, PROGRAMS THAT, THAT, THAT CAN SERVE KIDS WHO HAVE CHRONIC, HAVE CHRONIC ABSENTEE BEHAVIOR AND, AND COUNT ALL OF THEIR ATTENDANCE, RECOVERY AS ATTENDANCE. 
          SO THAT'S BOTTOM LINE, A DA STUFF. 
          UM, ANOTHER THING THAT COMES UP IN THE, UM, UH, IN THE LITERATURE A LOT ARE EARLY WARNING SYSTEMS. AND THOSE ARE SYSTEMS THAT PREDICT WHO'S AT RISK OF CHRONIC ABSENTEEISM BY BEHAVIORS. 
          AND THERE ARE, THERE ARE SOFTWARE SYSTEMS THAT, THAT ARE USED FOR THIS. 
          AND THEN INTERVENTIONS CAN HAPPEN FOR THESE KIDS BEFORE THEY MISS 10 DAYS OF SCHOOL. 
          SO THAT'S, THAT COMES UP IN THE RESEARCH A LOT AND IT'S, UH, PRACTICED BY OTHER SCHOOL DISTRICTS. 
          UM, AND THEN I'LL JUST MENTION OPTIMIZING CALENDAR. 
          THAT'S SOMETHING THE DISTRICT HAS LOOKED AT BEFORE. 
          AND OUR MULTI-TIERED ATTENDANCE INTERVENTIONS, WHICH YOU'LL HEAR MORE ABOUT SHORTLY. 
          NOW. 
          THE LAST BUCKET I JUST WANT TO EMPHASIZE, UH, SOMETIMES WE DON'T THINK ABOUT GRADUATION RATE AS PART OF THE ENROLLMENT DISCUSSION. 
          UM, BUT THE MORE KIDS WHO GRADUATE, THE MORE KIDS WHO ARE ENROLLED, THE MORE A DA WE GET ALL THE WAY THROUGH. 
          AND THE DISTRICT CAN WORK ON GRADUATION, YOU KNOW, BY KEEPING KIDS ENGAGED, BUT ALSO, UH, DROPOUT PREVENTION. 
          AND THEN SOMETHING WE DON'T TALK ABOUT AS MUCH DROPOUT RECOVERY, WHICH IS FINDING, UM, STUDENTS WHO HAVE DROPPED OUT ALREADY, MAYBE BECAUSE OF TEENAGE PREGNANCY OR OTHER REASONS, AND THEN BRINGING THEM BACK INTO THE SYSTEM. 
          SO THAT'S, UH, THAT'S SOMETHING THAT SHOWS UP IN THE LITERATURE AS WELL. 
          UM, NONE OF THESE STRATEGIES ALONE WILL REVERSE THE 43% DECLINE, BUT THE EVIDENCE IS THAT THAT MANY OF THEM WORK AND COLLECTIVELY AND STRATEGICALLY IMPLEMENT IT. 
          I THINK THEY CAN STABILIZE ENROLLMENT AND SLOW FOR THEIR LOSS. 
          UM, LET'S TAKE A LOOK AT JUST A FEW CASE STUDIES FROM NEARBY DISTRICTS. 
          WE HAVE THE MULTI-TIERED ATTENDANCE SUPPORT, WHICH IS THE SCHOOL ATTENDANCE REVIEW BOARD. 
          AND, UM, I FOUND AN EXAMPLE FROM LONG BEACH UNIFIED THAT GOT THE AWARD FOR THEIR ALL IN TEAM. 
          OF COURSE, L-A-U-S-D ALSO GOT  AN AWARD IN 2024 FOR OUR, UH, MULTI-TIERED ATTENDANCE SUPPORT. 
          AND THEN I'LL JUMP TO THE BOTTOM GREEN BAR ATTENDANCE RECOVERY. 
          ARCADIA UNIFIED IS A LOCAL POSTER CHILD FOR TRYING DIFFERENT ALTERNATIVES, UH, IN THAT, AND THEY'RE ALSO DOING THE SINGLE DAY INDEPENDENT STUDY, UM, IN ORDER TO, TO RECOVER ALL THEIR ATTENDANCE. 
          ARCADIA UNIFIED IS A SMALL SCHOOL DISTRICT THAT ALSO, UH, MARKETS TO NEARBY DISTRICTS AND TRIES TO GET STUDENTS TO COME INTO ARCADIA UNIFIED. 
          THEY HAVE AN A DA OF 99 TO A HUNDRED PERCENT . 
          SO THEY'RE A LITTLE DIFFERENT THAN WE ARE, BUT IT'S AN INTERESTING EXAMPLE. 
          AND THEN I DO WANNA MENTION IN THE MIDDLE THIS INTERESTING HUB THAT OPENED THIS MONTH IN, UM, IN SAN FRANCISCO. 
          IT'S CALLED THE, UH, MISSION BAY HUB. 
          AND IT IS A, A FANCY NEW ELEMENTARY SCHOOL. 
          AND, UH, ONE FLOOR OF THE ELEMENTARY SCHOOL HAS BECOME THIS LIFE SCIENCES, UM, HEALTH SCIENCES LABORATORY. 
          AND IT'S A PATIENT CARE LEARNING SPACE AND A DESIGN AND ENGINEERING STUDIO WITH FLEXIBLE COLLABORATION SPACES FOR HIGH SCHOOL STUDENTS. 
          IT'S A COLLABORATION WITH UCSF AND BIOTECH COMPANIES. 
          UM, A BUNCH OF IT IS PRIVATELY FUNDED, A BUNCH OF IT IS BOND FUNDED, BUT IT'S INTERESTING BECAUSE THEY'RE DRAWING HIGH SCHOOL STUDENTS FOR THIS SORT OF CAREER TECHNICAL STYLE EDUCATION, UM, FROM NEIGHBORING DISTRICTS. 
          AND SO IT'S A REALLY INTERESTING EXAMPLE. 
          WE'LL BE WATCHING. 
          IT'S JUST OPENING THIS MONTH, SO IT MIGHT BE WORTH A VISIT. 
          UM, SO THAT'S THE, THOSE ARE THE BIG EXAMPLES. 
          LEMME TALK ABOUT SOME STATE POLICY IDEAS, UM, THAT WE HAVEN'T HEARD ABOUT SO MUCH. 
          UH, ONE IS REGULATORY FLEXIBILITY AROUND, UM, AROUND, UH, 
          [03:00:01]
SCHEDULING MAINLY. 
          SO THERE ARE A LOT OF REQUIREMENTS IN STATE LAW RIGHT NOW, WHICH CAN STIFLE INNOVATION AND CREATE RIGID HIGH SCHOOL STRUCTURES IN TERMS OF INSTRUCTIONAL MINUTES, UM, WHERE YOU CAN STUDY, WHEN YOU CAN STUDY AND SO ON. 
          AND, AND MAKING, UM, UH, REVISIONS TO THOSE REGULATIONS COULD BE AN OPPORTUNITY FOR THE DISTRICT TO HAVE MORE CTE PROGRAMS AND MORE CREATIVE AFTERSCHOOL PROGRAMS THAT WOULD COUNT TOWARDS ENROLLMENT. 
          SO THERE'S SOME, THERE'S SOME ROOM, AND THIS IS SOMETHING THAT CERTAIN, UM, THINK TECHS AND POLICY MAKERS HAVE BEEN PUSHING. 
          AND ANOTHER THING THAT I THOUGHT WAS PRETTY INTERESTING THAT COULD APPLY TO CALIFORNIA, IT'S NOT NOBODY'S PROPOSING IT YET, BUT IN TEXAS, UM, ENGLISH LANGUAGE STUDENTS WHO ARE ENROLLED IN DUAL LANGUAGE IMMERSION PROGRAMS GENERATE ADDITIONAL 5% IN STATE FUNDING FOR THEIR DISTRICT. 
          SO IF THEY'RE, YOU'RE AN EL IN A DUAL LANGUAGE PROGRAM, THE TEXAS LEGISLATURE FUNDS DUAL LANGUAGE PROGRAMS AT 1.15% OTHER EL PROGRAMS INCENTIVIZING DISTRICTS TO, TO USE DUAL LANGUAGE AS, AS A WAY TO, TO, UM, TO DO ENGLISH LANGUAGE INSTRUCTION FOR EMERGING BILINGUAL STUDENTS. 
          UH, I HAVE A FEW RECOMMENDATIONS HERE FOR THE DISTRICT THAT I THINK ARE, ARE, ARE IMMEDIATE OPPORTUNITIES. 
          UM, ONE IS, AND, AND THESE THINGS, AGAIN, I WANNA EMPHASIZE, AND YOU'LL HEAR MORE ABOUT THIS, THE DISTRICT IS DOING SOME OF THESE THINGS, BUT I WANT TO EMPHASIZE THAT IT'S IMPORTANT TO DO THEM NOW AND TO DO THEM AS MUCH AS WE CAN. 
          UM, MARKETING TK TO REACH MORE ELIGIBLE CHILDREN. 
          WE HAVE A, WE HAVE, UH, A BIG POOL OF ELIGIBLE CHILDREN, AND THEY'RE NOT ALL IN TK YET, SO THAT'S AN IMMEDIATE OPPORTUNITY. 
          SCALING UP THE ONE DAY INDEPENDENT STUDY THAT I MENTIONED AND THE, UM, ATTENDANCE, RECOVERY, ELOP INTEGRATION IS SOMETHING THAT COULD BE DONE THIS FISCAL YEAR. 
          UM, THE ONE DAY INDEPENDENT STUDY IS, IS A TRICKY THING, UH, THAT REQUIRES SOME ADMINISTRATIVE OVERHEAD, PROBABLY EASIER IN ELEMENTARY SCHOOLS THAN IN SECONDARY SCHOOLS. 
          AND THEN I THINK THE, THE CONTINUING TO STREAMLINE THE ENROLLMENT PROCESS. 
          THERE'S A, THERE'S A ONE ENROLL, I BELIEVE IT'S CALLED A WEBSITE THAT, THAT MAKES A LOT OF, UM, PROGRESS IN THAT DIRECTION, BUT MORE PROGRESS CAN BE MADE. 
          I DON'T KNOW IF PEOPLE NOTICE THE LA, UM, ARTICLES RECENTLY THAT, THAT, THAT, THAT TRY TO HELP PARENTS ENROLL THEIR, THEIR STUDENTS IN L-A-U-S-D SCHOOLS. 
          AND IT'S A, YOU KNOW, MULTI PAGES OF ADDITIONAL EXPLANATION THAT, THAT, THAT PARENTS NEED, THAT, THAT, UH, IS ON TOP OF WHAT THE DISTRICT PROVIDES BECAUSE IT'S A COMPLICATED PROCESS. 
          ANYTHING WE CAN DO TO STREAMLINE THAT WILL PROBABLY IMPROVE ENROLLMENT. 
          AND, UM, I DO RECOMMEND TWO ADDITIONAL ANALYSES. 
          UM, WE HAVE A NUMBER OF SPECIALIZED PROGRAMS THAT WE'VE MENTIONED, WHETHER IT'S DUAL LANGUAGE OR CTES, I'M NOT SURE WE KNOW WHICH ONES ARE MOST EFFECTIVE IN ATTRACTING NEW STUDENTS. 
          SO DOING THAT ANALYSIS WOULD BE PRODUCTIVE. 
          AND THEN, UM, SAME THING FOR ATTENDANCE INTERVENTIONS AND DROPOUT PREVENTION AND GRADUATION INTERVENTIONS. 
          WHICH ONES ARE MOST EFFECTIVE? WHICH, WHICH ONES WE'RE GETTING THE MOST RETURN ON INVESTMENT FOR. 
          THOSE ARE MY RECOMMENDATIONS IN THAT AREA. 
          I JUST WANNA LEAVE YOU WITH, UH, SIX KEY TAKEAWAYS. 
          FIRST, ENROLLMENT DECLINE IS ONGOING. 
          IT'S DRIVEN BY MULTIPLE FACTORS. 
          TWO, FISCAL IMPACTS HAVE DECLINED, HAVE ARRIVED. 
          SO WE'RE LOOKING AT MAJOR REVENUE SHORTFALLS THAT WERE FORCED DIFFICULT CHOICES, WE CAN MAKE EASIER CHOICES. 
          NOW, THREE, RESEARCH SHOWS MULTIPLE STRATEGIES ARE EFFECTIVE, BOTH IN ATTRACTING STUDENTS AND IMPROVING ATTENDANCE AND GRADUATION FOR THE STUDENTS. 
          WE ALREADY HAVE FOUR STATE POLICY COULD HELP REGULATORY FLEXIBILITY AND FINANCIAL INCENTIVES. 
          FIVE, NO SINGLE STRATEGY WILL REVERSE THE 43 YEAR, THE 43% DECLINE. 
          BUT A MULTI-PRONGED APPROACH. 
          RESEARCH SHOWS CAN STABILIZE ENROLLMENT AND SLOW FURTHER LOSS. 
          IT BUYS US TIME, IT BUYS THIS BREATHING ROOM. 
          AND LAST, TO MOVE FORWARD. 
          STRATEGICALLY, WE NEED GOOD DATA ON WHAT'S WORKING IN OUR OWN SYSTEM. 
          SO THE RECOMMENDED ANALYSIS WILL HELP US PRIORITIZE INVESTMENTS FOR MAXIMUM RETURN. 
          SO THE BOTTOM LINE IS ENROLLMENT DECLINE IS AN URGENT FISCAL CHALLENGE, BUT IT'S NOT HOPELESS. 
          ONE, RESEARCHED BACKED STRATEGIES EXIST. 
          WE, WE IMPLEMENT MANY OF THOSE STRATEGIES ALREADY. 
          THE CHALLENGE IS TO IMPLEMENT THEM STRATEGICALLY, MEASURE WHAT WORKS, AND ADVOCATE FOR MORE STATE POLICY REPORT SUPPORT. 
          THANK YOU VERY MUCH. 
          AND NOW I GIVE THE FLOOR TO JOSE. 
          YES, THANK YOU, DR. 
          UM, THOMAS. 
          NOW WE WILL HAVE 
          [III.3. Enrollment Trends and Strategies to Uplift Students]
MR. JOSE CO GUTIERREZ TO COME UP TO THE PODIUM, UH, TO HAVE PRESENT US WITH HIS PRESENTATION. 
          AND THEN AFTER THAT WE HAVE MS. ELISE ROSADO. 
          UM, SO MR. JOSE COLIER IS A SENIOR EXECUTIVE DIRECTOR OF STRATEGY AND 
          [03:05:01]
MS UM, UH, DR. 
          ELCI ROSADO IS FROM STUDENT SUPPORT AND ATTENDANCE SERVICES. 
          AND THEY WILL BE DISCUSSING WITH US, UM, THE DISTRICT STRATEGIES AND, UM, THEN WE WILL OPEN IT UP FOR QUESTIONS. 
          GO AHEAD. 
          THANK YOU DR. RIVAS, BOARD MEMBERS, MR. SUPERINTENDENT, GOOD DAY TO YOU WHILE THE, THE PRESENTATION'S BEING PULLED UP. 
          UH, THANK YOU DR. THOMAS FOR YOUR, UH, REMARKS AND INFORMATION, WHICH I HAVE READ. 
          AND AS YOU NOTED, THERE IS ALIGNMENT AND WE'LL TOUCH ON THAT HERE TODAY. 
          UH, AS YOU NOTED DR. RIVAS, THERE'S MORE THAN THE NUMBERS, THERE'S THE STORIES. 
          AND IT REMINDS ME OF A POST THE SUPERINTENDENT MADE IN THE FALL AFTER MEETING WITH HIS STUDENT ADVISORY COUNCIL. 
          AND I THINK IT'S IMPORTANT IN OUR CONTEXT, QUOTE, OUR HUMANITY DRIVES US EVEN AS OUR DATA INFORMS US. 
          AND ALSO WE'VE HEARD FROM HIM AND THE BOARD THAT OUR SCHOOLS ARE SANCTUARIES OF OPPORTUNITIES AND THAT WE ARE HERE FOR EVERY CHILD EVERY DAY. 
          THESE ARE, BUT TWO EXAMPLES OF THE VOICES WE HEAR FROM OUR, OUR LEADERSHIP, EXCUSE ME, THAT WE MUST REITERATE TODAY FOR ALL OF OUR STUDENTS. 
          AND SO WITH THAT, WE ARE IN MEANINGFUL RELATIONSHIP WITH OUR STUDENTS, AND CERTAINLY WE CAN LEARN MORE TO DEEPEN THAT RELATIONSHIP. 
          SO NOW TURNING TO OUR FIRST SLIDE. 
          THIS IS INFORMATION YOU HAVE SEEN BEFORE IN PRIOR BUDGET PRESENTATIONS. 
          SO I WON'T MAKE MANY COMMENTS ON THIS. 
          HOWEVER, WHAT I WILL CONNECT TO FROM DR. 
          THOMAS'S REPORT IS THAT THE NUMBER OF STUDENTS AND FAMILIES THAT ARE STILL CHOOSING PUBLIC EDUCATION REMAIN SIGNIFICANT. 
          WHILE NOT ALL OF THEM MAY BE AT THIS TIME CHOOSING LOS ANGELES UNIFIED, THOUGH THEY, THE MAJORITY ARE, THERE ARE FAMILIES THAT ARE STILL CHOOSING PUBLIC EDUCATION. 
          WE NEED TO ALSO LEARN MORE ABOUT THAT AND ALSO DEVELOP THOSE MEANINGFUL RELATIONSHIPS WITH THEM. 
          NEXT, THIS SLIDE IS A SNAPSHOT OF OUR, OF OUR NORMAL ENROLLMENT. 
          AND, AND IT, IT SHOWS YOU A STACKED BAR CHART. 
          THE ORANGE OR THE TOP BAR SHOWS STUDENTS THAT WERE ENROLLED ON THE PRIOR NORM DAY. 
          IT'S A SNAPSHOT OF THAT DAY COMPARED TO THEN THE BOTTOM CHART, THIS YEAR'S NORM DAY. 
          OKAY? GIVES US A LITTLE BIT OF INFORMATION, WHICH WE ARE DIGGING DEEPER INTO. 
          BUT I WANT HIGHLIGHT A COUPLE AREAS THAT OUR TEAM, UH, WITH OUR CHIEF OF STAFF HAVE ILLUMINATED. 
          FIRST, BASED ON, LET'S LOOK AT TK, WHICH WAS DISCUSSED HERE. 
          WE HAD ABOUT 13, ALMOST 1400 STUDENTS THAT WERE IN ONE OF OUR PRESCHOOL PROGRAMS PRIOR. 
          OBVIOUSLY, THERE WAS A LARGER INFLUX OF STUDENTS THAT WERE NOT ENROLLED IN 25 26. 
          ANOTHER INTERESTING NOTE IS IF WE LOOK AT, WE SEE STEADY ENROLLMENT IN GRADES ONE THROUGH FIVE. 
          IT'S BEEN KNOWN TO DISCUSS SOMETHING THAT WE'RE LOOKING INTO ALSO WITH OUR LANDSCAPE ANALYSIS, THE DROP IN MIDDLE SCHOOL GRADES. 
          BUT THEN WE LOOK TO NINTH GRADE BASED ON THIS INFORMATION AND OUR COLLEAGUES WITH OFFICE OF DATA AND ACCOUNTABILITY, WHICH WE'RE REVIEWING MORE DEEPLY. 
          FIRST, THE LARGEST SHARE OF STUDENTS WERE ENROLLED IN L-A-U-S-D AT SOME POINT IN ELEMENTARY SCHOOL, AND THEN RETURNED. 
          SECONDLY, THE NEXT LARGEST ARE STUDENTS ENROLLED IN L-A-U-S-D FOR THE FIRST TIME IN NINTH GRADE. 
          SO WE'RE GONNA DIG MORE DEEPLY INTO THIS. 
          WE LOOKED AT PRIOR YEARS DATA, TWO YEARS OF PRIOR DATA, AND IT GENERALLY TELLS THE SAME STORY. 
          WE ARE ALSO, WE HAVE IDENTIFIED THE TOP 25 SCHOOLS WHERE THIS, UH, WHERE THESE NUMBERS ARE MORE PREVALENT AND WE'RE ALREADY ENGAGING, START ENGAGING WITH THOSE PRINCIPLES. 
          WE NEED TO HEAR FROM THE FIELD, WE NEED TO HEAR THOSE STORIES. 
          WHAT'S THAT CONTEXT TO INFORM OUR STRATEGIES MOVING FORWARD? AND AGAIN, I WANT TO UNDERSCORE THE BOARD APPROVED LANDSCAPE ANALYSIS WILL ALSO HIGHLIGHT SOME LEARNINGS FOR US. 
          OKAY. 
          OUR DISTRICT IS LEADING IN TERMS OF PROVIDING OPPORTUNITIES FOR OUR NEWCOMER FAMILIES. 
          AS I STATED EARLIER, THE BOARD AND THE SUPERINTENDENT HAVE MADE A STRONG COMMITMENT TO MAKE SURE OUR SCHOOLS ARE SAFE FOR OUR STUDENTS. 
          WE WANNA REITERATE TO OUR FAMILIES WHO MAY BE LISTENING OR HEAR THIS, THIS MESSAGE TODAY. 
          AND ALWAYS, AS WE SEE HERE, THE DISTRICT NEWCOMER ENROLLMENT STEADILY INCREASED IN 21, 22 TO 23, 24, AND WE ARE SEEING SOME DECLINES IN 24, 25, 25, 26. 
          MS GO HAS JUST RECENTLY TALKED ABOUT SOME OF THOSE FACTORS IN TERMS OF, OF THE CLIMATE. 
          AT THIS TIME. 
          OUR DISTRICT ALSO PROVIDES 
          [03:10:01]
LONG-TERM INDEPENDENT STUDY, VIRTUAL ACADEMY OPTIONS, AND CITY OF ANGELS PROVIDING FAMILIES WITH AN OPTION THAT THEY FEEL THEY NEED. 
          AND YOU'LL SEE HERE THAT SOME FAMILIES ARE, WE, WE'VE SEEN A, AN UPTICK. 
          THIS IS A ONE YEAR ENROLLMENT CHANGE, 2% FOR VIRTUAL ACADEMIES, AND 6% FOR OUR CITY OF ANGELS. 
          BUT IT DOES GIVE A, AT LEAST A BRIEF INDICATION, FAMILIES EXERCISING THAT CHOICE. 
          NOW, WHILE WE'VE LOOKED AT DR TO THOMAS, CHAIRED SOME OF THE STATEWIDE COUNTYWIDE, UH, FIGURES, WE'VE, WE'VE TOUCHED A BIT ON LA UNIFIED SPECIFIC FIGURES, BUT AS WE KNOW, OUR SCHOOLS AND THEIR STORIES ARE UNIQUE AND, AND MAY VARY. 
          SO I WANT TO DISCUSS SOME OF THE SUPPORTS THAT OUR STRATEGIC ENROLLMENT AND PROGRAM PLANNING OFFICE, OTHERWISE KNOWN AS SPO, IN CONJUNCTION WITH MANY, UH, TEAMS, PROVIDES OUR SCHOOLS. 
          THESE ARE RESOURCES THAT ARE AVAILABLE TO OUR SCHOOLS, AND THIS ALSO INCLUDES INDIVIDUAL CONSULTATIONS AS NEEDED AND AS REQUESTED TOO. 
          SO I WON'T GO THROUGH EVERY ITEM. 
          SOME OF THESE ARE, ARE, ARE LISTED THERE IN TERMS OF THE SUPPORT AREA AND THE ACTIONS. 
          BUT I'LL GIVE A COUPLE EXAMPLES. 
          FIRST, WITH MARKETING AND ENGAGEMENT, THIS IS ACTUALLY AN IDEA THAT WAS BORN OUT OF A CONVERSATION AT A DAY TO DIG WITH THE SUPERINTENDENT AND REGIONS, ET CETERA, WHICH ALSO INFORMED OUR, I ENROLL IN PART, UH, PILOT, WHICH I'LL TALK ABOUT IN A MOMENT. 
          BUT WE'VE WORKED WITH OUR ITS TEAMS TO ALSO DEVELOP JOB AIDS FOR OUR SCHOOLS RELATED TO AI, USING AI TOOLS THAT ARE DISTRICT APPROVED IN ACCORDANCE WITH POLICY TO ALSO HELP OUR SCHOOLS LEVERAGE THAT RESOURCE FOR THEIR OWN MARKETING AND ENGAGEMENT MESSAGING, FOR EXAMPLE, BEING VERY SPECIFIC. 
          SO WE THANK OUR ITS PARTNERS FOR HELPING US WITH THAT RESOURCE. 
          ALSO, ARTICULATION ACTIVITIES AND FEEDER PATTERNS. 
          WE'VE SEEN EXAMPLES FROM, FROM PRINCIPALS AND, UH, OTHER SCHOOL STAFF IN SOME OF OUR MEETINGS WHERE THE CONNECTIONS WITH STUDENTS, WHERE THEY'RE COMING FROM IN TERMS OF OUR DISTRICT SCHOOLS, WHERE THEY MAY BE, UH, ENROLLING THEREAFTER, THOSE RELATIONAL PIECES WITH FAMILIES ARE CRITICALLY IMPORTANT. 
          LASTLY, I'LL NOTE THE USE OF DATA. 
          THE SPO TEAM DEVELOPS BRIEF SYNTHESIS OF DATA FOR EACH SCHOOL, SO THAT WAY REGIONS AND THE SCHOOL CAN HAVE A SENSE OF WHAT ARE MY TRENDS? WHERE ARE STUDENTS POTENTIALLY ATTENDING THEREAFTER, AND HOW CAN I ADDRESS THAT NEED? AND LASTLY, OBVIOUSLY OUR LANDSCAPE ANALYSIS, WHICH, WHICH THE BOARD IS AWARE OF. 
          BUT OUR, OUR HOPE FROM THAT IS BASED ON THOSE RECOMMENDATIONS TO INFORM FUTURE ACTIONS, TO DEVELOP ACTIONABLE EQUITY CENTERED RECOMMENDATIONS TO BETTER SERVE OUR STUDENTS NOW AND INTO THE FUTURE. 
          I'LL ROUND OUT MY PRESENTATION HERE IN A MOMENT. 
          THIS SLIDE, AGAIN, AS I MENTIONED, WAS BORN OUT OF A CONVERSATION AND BRAINSTORMING. 
          AND IT'S INTENDED TO FOCUS ON A SMALLER GROUP OF SCHOOLS TO LEARN AS WELL AS SUPPORT THEM IN THEIR ENROLLMENT EFFORTS. 
          WE CALL IT, I ENROLL PILOT. 
          THERE ARE 23 SCHOOLS ACROSS REGIONS AND BOARD DISTRICTS, AND THEY, THEY MAY VARY. 
          THEY, THEY'VE HAD SIGNIFICANT DECLINES OR SMALLER NUMBERS OF DECLINES, BUT THEY'RE ALSO POISED TO MAKE A, AN IMPACT THERE WITH SOME STRATEGIC HELP. 
          AND WE'RE ALSO USING THIS, AGAIN, AS A LEARNING OPPORTUNITY. 
          SO WITH THAT, UH, TEAMS ARE MEETING WITH SCHOOL LEADERSHIP. 
          I ATTENDED, ONE WAS VERY, UH, INSPIRING BECAUSE WE LEARNED THE TEXTURE OF THE COMMUNITY FROM THE SCHOOL SITE'S PERSPECTIVE. 
          I REMEMBER VERY SPECIFICALLY ONE OF THE SUPPORT STAFF MEMBERS SAYING, MY GRANDMA, I GREW UP IN MY GRANDMA'S HOUSE RIGHT ACROSS THE STREET. 
          AND THE CONVERSATION THAT TOOK PLACE FROM WHAT, WHAT THEIR PERCEPTION WAS OF A SCHOOL AT THAT TIME AND WHAT IT IS NOW AND HOW THEY CAN HELP ADDRESS THOSE, THOSE AREAS. 
          I SHARE THAT EXAMPLE AS A VIGNETTE OF WE HAVE TO KNOW THOSE DETAILS. 
          WE HAVE TO KNOW THAT TEXTURE TO BE ABLE TO BE RESPONSIVE. 
          AND SO OUR TEAM IS WORKING WITH THE SCHOOLS, DEVELOPING THEIR ACTION PLANS, AND THEY'RE ALL, THERE IS ALSO SOME ONE TIME FUNDS THAT ARE BEING SUPPORTIVE FROM THE CENTRAL OFFICE TO HELP THEM WITH A CERTAIN MARKETING STRATEGIES BASED ON A, A BOARD CONTRACT, UH, THAT THE BOARD HAS APPROVED IN 2024. 
          THIS IS MORE IF THE SCHOOLS WOULD HAVE RESOURCES, THEY CAN, THEY CAN CONTRACT WITH THESE FIRMS TO HELP THEM WITH THEIR STRATEGIES. 
          OKAY, SO TO ROUND OUT THIS PART BEFORE DR. 
          UH, ROSADO COMES UP, I WANNA ALSO MAKE A CONNECTION. 
          SOME OF THE RECOMMENDATIONS DR. THOMAS NOTED ALREADY, AS HE SAID, IN PROGRESS, THE LANDSCAPE ANALYSIS WILL BE ONE THAT WILL HELP US LOOK AT THOSE PATHWAYS. 
          WHAT IS BEING, WHAT IS, WHERE ARE THERE GAPS? WHERE ARE THERE OPPORTUNITIES? WHERE ARE FAMILIES MAKING 
          [03:15:01]
THOSE CHOICES, WHERE MAYBE THEY'RE NOT? AND WHAT ARE THE EQUITY FACTORS THAT WE NEED TO CONSIDER? ALSO, HE MENTIONED RECRUITING AND MARKETING BEYOND THE BROADER DISTRICT-WIDE COMMUNICATIONS APPROACH. 
          THERE'S ALSO THE SCHOOL SIDE APPROACH THAT WE'RE TRYING TO LEARN FROM WITH THE IRO PILOT. 
          AND CERTAINLY WE'RE OPEN TO THE OTHER IDEAS THAT HE SHARED, UH, ACROSS VARIOUS DEPARTMENTS. 
          THERE IS CERTAINLY MUCH MORE WORK TO DO. 
          IT IS HIGHLY RELATIONAL. 
          WE WILL CONTINUE MR. SUPERINTENDENT, AS YOU SAID, LET OUR HUMANITY DRIVE US WHILE WE ARE INFORMED BY OUR DATA. 
          I NOW AM, UM, PLEASED TO WELCOME DR. 
          ROSADA FOR THE NEXT PART OF THIS PRESENTATION. 
          GOOD AFTERNOON, DR. RIVAS, SUPERINTENDENT CARVALLO AND BOARD BOARD MEMBERS. 
          I'M EL C ROSADO, THE ADMINISTRATOR OF THE STUDENT SUPPORT AND ATTENDANCE SERVICES BRANCH. 
          SO I'M GOING TO DIG A LITTLE DEEPER IN TERMS OF OUR ATTENDANCE STRATEGIES THAT WE HAVE IN PLACE, AND A AND MORE ABOUT OUR ENROLLMENT AND HOW WE'RE MAINTAINING ENROLLMENT AND HOW WE SUPPORT ENROLLMENT, UM, IN OUR SCHOOL DISTRICT. 
          SO I THINK EVERYONE HERE IS FAMILIAR OR HAS SEEN OUR I ATTEND FRAMEWORK. 
          AND THIS IS THE WAY THAT AS A DISTRICT, WE HAVE FOCUSED ON REDUCING ABSENTEEISM WITHIN OUR, I ATTEND FRAMEWORK. 
          WE HAVE WHAT WE CALL OUR SEVEN ELEMENTS AND HOW WE DO THIS WORK. 
          WE START WITH ACCURATE DATA. 
          WE NEED TO IDENTIFY WHICH STUDENTS ARE AT RISK OF BECOMING CHRONICALLY ABSENT, WHICH STUDENTS ARE CHRONICALLY ABSENT SO THAT WE CAN INTERVENE. 
          WE'VE, ALL OF OUR SCHOOLS HAVE AN ATTENDANCE TEAM THAT MEETS MONTHLY, AND THAT TEAM IS REVIEWING THEIR DATA. 
          THEY'RE, AGAIN, LOOKING AT STUDENTS THAT ARE FALLING BEHIND AND INTERVENING. 
          IN ADDITION TO THAT, WE ARE, OUR SCHOOLS ARE CREATING THIS CULTURE OF ATTENDANCE, REMINDING STUDENTS THAT SCHOOL IS IMPORTANT AND THE BENEFITS OF OF, OF THE ATTENDANCE. 
          BUT ALSO CREATING THESE, UH, SCHOOLS WHERE STUDENTS WANT TO BE STUDENTS, WHERE STUDENTS FEEL VALUED AND SEEN AND HEARD. 
          WE ALSO HAVE OUR OUTREACH AND INTERVENTION. 
          SO WE ARE DOING OUR PERSONAL PERSONALIZED OUTREACH TO OUR STUDENTS AND FAMILIES, UH, VIA, I ATTEND. 
          SO WE HAVE OUR MONTHLY, I ATTEND HOME VISITS THAT ARE, THAT OUR REGION TEAMS, UH, VISIT FAMILIES, OUR SCHOOL TEAMS, AND OUR DISTRICT SUPPORT. 
          BUT IN ADDITION, THIS OUTREACH OCCURS THROUGHOUT THE, THROUGHOUT THE YEAR, THROUGHOUT THE WEEKS, WE WORK WITH OUR COMMUNITY PARTNERS BECAUSE WE KNOW THAT AS A SCHOOL DISTRICT, WE CAN'T DO THIS WORK ALONE. 
          WE ENSURE THAT OUR COMMUNITY PARTNERS ARE SUPPORTING OUR FAMILIES, STAFF UNDERSTANDING, ENSURING THAT STAFF KNOW AND UNDERSTAND THAT WE ALL HAVE A ROLE IN REDUCING ABSENTEEISM. 
          AND WITH ALL THIS, WE INVOLVE IN OUR CONTINUOUS IMPROVEMENT. 
          SO WE'RE LOOKING AT OUR STRATEGIES, WE'RE SEEING WHAT WORKS, WHAT ELSE, WHAT ELSE CAN WE TWEAK? AND THIS IS REALLY HOW WE HAVE BEEN FOCUSING TO REDUCE OUR ABSENTEEISM WITHIN OUR I 10 FRAMEWORK. 
          WE ALSO FOCUS WITH A MULTI-TIERED SYSTEM OF SUPPORT. 
          WE HAVE A STRONG EMPHASIS ON OUR TIER ONE. 
          IF WE HAVE A GOOD TIER ONE SYSTEM IN PLACE, TIER TWO AND TIER THREE SHOULD LISTEN. 
          SO AGAIN, SIMILAR TO WHAT I HAD SHARED, WE'RE LOOKING AT IT, OUR ANALYZING DATA, OUR ATTENDANCE MESSAGING, OUR SCHOOL TEAMS, OUR OUTREACH AND OUR ONGOING, UM, SUPPORT FOR OUR STUDENTS. 
          SO WE KNOW WITH ATTENDANCE, IT'S ALSO CONNECTED TO ENROLLMENT. 
          SO WHAT WE'VE DONE WITH ENROLLMENT, I'M HAPPY TO, I THINK EVERYONE ELSE IS VERY FAMILIAR. 
          WE HAVE OUR ONE ENROLLMENT, SO WE'RE HAPPY TO REPORT THAT WE ARE NOW FULL ONLINE ENROLLMENT WHERE OUR FAMILIES ARE ABLE TO ACCESS ENROLLMENT AT ANY TIME. 
          SO THIS IS, ESPECIALLY FOR OUR WORKING FAMILIES THAT CAN'T GO TO OUR SCHOOLS DURING OUR REGULAR SCHOOL HOURS, THEY'RE ABLE TO ACCESS THEIR ENROLLMENT FORMS ONLINE AND SUBMIT THEIR APPLICATION ONLINE. 
          WE ALSO WILL STILL HAVE OUR PAPER ENROLLMENT OPTIONS BECAUSE SOME FAMILIES WHO PREFER PAPER ENROLLMENT OR DUE TO ACCESS TO TECHNOLOGY, WE WANNA MAKE SURE THAT THEY HAVE, WE HAVE THAT OPTIONS. 
          BUT WITH SUPPORTING ENROLLMENT, WE KNOW THAT WHEN A STUDENT OR A FAMILY WALKS IN TO ENROLL THEIR STUDENT, THEY ALSO FACE MAY ALSO FACE BARRIERS. 
          SO IF WE HAVE A FAMILY THAT DOES NOT HAVE ALL THE ENROLLMENT DOCUMENTATION, WE HAVE OUR AFFIDAVITS. 
          SO IF A FAMILY IS MISSING A BIRTH CERTIFICATE, A PARENT IDENTIFICATION, A PROOF OF ADDRESS, WE HAVE OUR AFFIDAVITS THAT OUR STAFF IS AWARE AND OUR PARENTS ARE AWARE AS WELL. 
          SO IF THEY ARE MISSING ONE OF THOSE DOCUMENTED DOCUMENTS, THAT WILL NOT STOP THEM FROM ENROLLING ON TIME. 
          SO THESE ARE WAYS THAT WE HAVE TO ENSURE THAT WHEN A STUDENT IS COMING TO OUR DISTRICT, THAT WE'VE ELIMINATED ALL THE BARRIERS THAT COULD, UM, DELAY THEIR ENROLLMENT. 
          SO ONCE THEY'RE ENROLLED, I SHARED WITH YOU WHAT WE DO TO ENSURE THAT WE, THEY ATTEND REGULARLY, BUT WE, WITH THE DATA, WE ALSO TRACK OUR STUDENTS WHEN, WHEN THEY'RE FALLING BEHIND BACK, THERE'S SOME, THERE'S A, UH, OLD, I DON'T KNOW WHAT YOU WANT TO CALL IT, BUT THEY USED TO CALL IT THE 10 DAY RULE. 
          AND IF A STUDENT WAS ABSENT FOR 10 DAYS, THEY WOULD CHECK THEM OUT. 
          WE HAVE SAID THAT, NO, YOU DON'T CHECK 'EM OUT. 
          WE WANNA ENSURE THAT DUE DILIGENCE EFFORTS ARE MADE WITH 
          [03:20:01]
THOSE DUE DILIGENCE EFFORTS. 
          WE'VE MADE CONTACT TO EVERY PERSON THAT WE HAVE LISTED ON THEIR EMERGENCY CONTACT. 
          WE SEND LETTERS, WE GO OUT TO THE HOME. 
          SO ONCE WE ENSURE THAT WE REALLY HAVE EXHAUSTED OUR EFFORTS TO LOCATE THE FAMILY, THEN WE WITHDRAW THEM. 
          AT THAT POINT, WE CONTINUE TO FOLLOW UP. 
          WE CALL THEM OUR L EIGHTS, OUR STUDENTS, THOSE WHEREABOUTS AND KNOWN. 
          AND SO WE FOCUS, WE ENSURE THAT WE'RE FOLLOWING UP ON THOSE STUDENTS WHO HAVE LEFT OUR SCHOOL DISTRICT AND HAVE NOT ENROLLED ANYWHERE ELSE. 
          WE CONTINUE TO FOLLOW UP AND TRY TO FIND THEM. 
          AND AT TIMES WE DO FIND THEM BACK AND THEY DO RE-ENROLL. 
          BUT JUST THE FOCUS AND ENSURING THAT WE ARE FOLLOWING UP ON ALL OF OUR STUDENTS BEFORE WE WITHDRAW THEM. 
          WHEN THEY STOP ATTENDING. 
          BACK IN SEPTEMBER, 2025, WE HAD THE CHILD WELFARE AND ATTENDANCE RESOLUTION. 
          WITHIN THAT, UH, WE, UH, HAPPY TO REPORT THAT WE HAD, WE ESTABLISHED OUR REGION COMPASSIONATE TEAMS. SO WITHIN THAT WE HAD, WE HAVE 20 PUPIL SERVICES AND ATTENDANCE COUNSELORS THAT ARE FOCUSING ON SUPPORTING OUR STUDENTS THAT MAY BE IMPACTED BY IMMIGRATION. 
          SO OUR PSA COUNSELORS, UM, ARE WORKING WITH FAMILIES BY ADDRESSING THOSE BARRIERS THAT MAY HAVE BEEN IMPACTED BY IMMIGRATION. 
          SO IT COULD BE PROVIDING THEM THE NON-ROUTINE TRANSPORTATION, PROVIDING THEM ACCESS TO SOME OF OUR COMMUNITY RESOURCES AND ENSURING THAT OUR FAMILIES ARE AWARE OF THE WE ARE ONE FAMILY PREPARED CARE PACKAGE, UH, TO CONNECT THEM BACK INTO SCHOOL TO ENSURE THAT THEY DON'T STOP ATTENDING SCHOOL BECAUSE THEY MAY HAVE BEEN IMPACTED BY IMMIGRATION. 
          SO JUST WANTED TO SHARE A COUPLE EXAMPLES OF WHEN WE COME TOGETHER AS A DISTRICT AND AS A COMMUNITY, WERE ABLE TO SUPPORT OUR STUDENTS' ENROLLMENT. 
          UH, WE HAD A MOTHER OF FOUR LOSER JOB. 
          AND THE FAM, BECAUSE OF IMMIGRATION, SHE, THE FAMILY FELL BEHIND ON RENT. 
          THEY LOST THEIR HOME AND THEY WERE TEMPORARILY STAYING IN A SHELTER. 
          SO THEN OUR SCHOOL AND OUR PUPIL SERVICES AND OUR REGION TEAMS PROVIDED IMMEDIATE ADVOCACY. 
          THEY REACHED OUT TO THE FAMILY, THEY COORDINATED WITH OUR HOMELESS EDUCATION OFFICE, OUR FAMILY SOURCE AND YOUTH SOURCE PARTNERS. 
          AND THEY WERE ABLE TO PROVIDE THOSE RESOURCES FOR THE FAMILY. 
          BUT THEN THEY ALSO CONNECTED THE FAMILY TO THE COMPASSION FUND, WHICH PROVIDED EMERGENCY ASSISTANCE TO STABILIZE THE FAMILY. 
          HAPPY TO REPORT THAT THE STUDENTS REMAINED ENROLLED AND ARE SUPPORTED AND CONNECTED TO THE SCHOOL. 
          ANOTHER EXAMPLE, IMPACTED BY ICE. 
          WE HAD A FAMILY OF THREE THAT WAS IMPACTED BECAUSE THE FATHER WAS DETAINED, LEAVING THE MOTHER AS A SOLE PROVIDER WITHOUT ANY INCOME, UM, FOR THEIR CHILDREN. 
          SO THEY WERE TEMPORARILY RELOCATED TO ANOTHER HOME. 
          SO WITH THAT SIMILAR, WE REFERRED THEM TO OUR COMMUNITY PARTNERS, UH, TO OUR COMPASSION FUND. 
          THEY CONDUCTED OUR REGIONAL COMPASSION TEAMS, CONDUCTED HOME VISITS, UH, AND JUST THAT ONGOING CONTACT WITH THE FAMILY AND OUR SCHOOL SITE STAFF. 
          THEY PROVIDED CLOTHING AND FOOD PANTRY RESOURCES. 
          AND AGAIN, DUE TO THIS COLLABORATIVE EFFORT, THE FAMILY REMAINED ENROLLED IN OUR SCHOOLS. 
          THANK YOU. 
          THANK YOU DR. 
          ROSELO. 
          UM, SO YEAH, I WILL OPEN NOW THE FLOOR TO QUESTIONS FROM BOARD MEMBERS. 
          YES, MR. SCH, MY FAVORITE TOPIC IS MIDDLE SCHOOL. 
          AND YOU SEE THAT THERE IS A BIG DROP FROM FIFTH GRADE TO SIXTH GRADE. 
          AND THAT'S BECAUSE THE KIDS WATCH TOO MANY MOVIES ABOUT MIDDLE SCHOOL AND THEY THINK THAT THEY'RE GONNA BE DUMPED IN A TRASH CAN AS SOON AS THEY WALK INTO THE SCHOOL. 
          AND IT'S JUST NOT TRUE. 
          SO IT'S SO, SO IMPORTANT FOR MIDDLE SCHOOL PRINCIPALS TO MAKE SURE THAT THEY HAVE AN EXCELLENT, EXCELLENT ORIENTATION PROGRAM WITH, UH, THEIR ELEMENTARY SCHOOLS, NO MATTER WHAT IT COSTS, BECAUSE THAT'S, LET THEM COME TO THE SCHOOL AND SEE THAT IT'S REALLY A NICE PLACE AND PEOPLE ARE NICE. 
          UM, TEACHERS, AGAIN, I'M BIASED FOR MIDDLE SCHOOL. 
          TEACHERS IN MIDDLE SCHOOL HAVE TO BE EXTRA, EXTRA UNDERSTANDING, EXTRA KIND. 
          UH, THESE ARE KIDS WHO ARE, UH, REALLY SCARED AND THEY ARE JUST GROWING UP AND THEY HAVE LOTS OF DOUBTS ABOUT THEMSELVES AND IT'S JUST SO IMPORTANT THAT WE MAKE THEM FEEL WELCOME. 
          SO I WOULD ADVISE ALL OF MY MIDDLE SCHOOL PRINCIPALS, YOU KNOW, SOME PRINCIPALS DON'T WANNA STAY IN MIDDLE SCHOOL, THEY JUST WANNA GO TO HIGH SCHOOL AND DO THE SPORTS AND ALL THIS STUFF, BUT IT'S FINE. 
          AND SOME PEOPLE LOVE MIDDLE SCHOOL AND THEY STAY THERE. 
          AND IT'S VERY IMPORTANT THAT PRINCIPALS HAVE THE RIGHT FIT IN THE MIDDLE SCHOOL AND TEACHERS HAVE THE RIGHT FIT IN MIDDLE SCHOOL BECAUSE THAT'S THE DROP. 
          BUT YOU NOTICE ONCE THEY GET TO MIDDLE SCHOOL, UM, THERE'S NO PROBLEM GOING TO HIGH SCHOOL. 
          UH, EASY, EASY PEASY, RIGHT? SO REALLY IMPORTANT FOR US TO MAKE SURE THAT KIDS FEEL SAFE AND COMFORTABLE IN GOING TO MIDDLE SCHOOL. 
          AND THE ONLY WAY THEY CAN DO THAT IS THAT THEY'RE INVITED OVER. 
          OR AS WE DID AT COCHRANE, WE SENT A BIG SHOW OVER TO THE ELEMENTARY SCHOOL. 
          THEY LOVED IT, THEY ENJOYED IT. 
          THEY COULDN'T WAIT TO COME OVER. 
          SO IMPORTANT. 
          THANK YOU. 
          [03:25:01]
THANK YOU CEILA. 
          WELL, ON THAT NOTE, I MEAN, MY QUESTION IS WHAT, YOU KNOW, HOW ARE WE DOING, UH, IN TERMS OF, IN UM, ADDRESSING THE ENROLLMENT OF OUR MIDDLE SCHOOLS? BECAUSE AS I GO TO MY BOARD DISTRICT, THAT'S WHAT I HEAR A LOT THAT, UM, SOMEHOW WE LOSE FROM ELEMENTARY LOSE THOSE STUDENTS IN MIDDLE SCHOOL. 
          SO THERE IS AN AREA THERE OF ANALYSIS, RIGHT? WHAT IS THE BEST STRATEGIES, BEST PRACTICES IN THAT? AND WHAT ARE, IS YOUR, IS YOUR OFFICE WORKING ON IT IN THAT? YES. 
          THANK YOU FOR THAT. 
          AND, AND MR. SCHROEN, UH, A COUPLE THINGS. 
          FIRST, ABSOLUTELY RIGHT. 
          THIS IS PART OF WHAT WE'RE ALSO LOOKING AT WITH OUR LANDSCAPE ANALYSIS, AND THAT REALLY TAKES A VIEW FROM THE PROGRAMMATIC ELEMENTS. 
          WHAT PROGRAMS ARE BEING OFFERED, WHERE AND HOW ARE FAMILIES RESPONDING TO THOSE? ARE THERE ANY CHALLENGES HAVING EQUITABLE REPRESENTATION OF PROGRAMMING? BUT TO MR. ML'S POINT, THE SECOND POINT I'LL MAKE, IT'S, IT'S, IT ALSO ENCOMPASSES A VARIETY OF OTHER FACTORS. 
          COULD BE SAFETY, COULD BE, UM, YOU KNOW, OTHER RELATED PIECES THAT NEED TO BE LOOKED AT. 
          SO WITH THAT IN THE, SOME OF THE SUPPORTS THAT, UH, WE MENTIONED FROM THE SPO TEAM IN LOOKING AT, UM, THE VISION SETTING FOR THE SCHOOL, THE ARTICULATION THAT WE JUST DISCUSSED, THOSE RELATIONAL PIECES WE'VE DISCUSSED, UM, WITH SOME PRINCIPALS AND, AND SOME OF THE SUPPORT STAFF THAT HAVE THOSE EVENTS. 
          IN FACT, WE HAVE COUNSELORS THAT ARE IN EACH OF THE REGIONS THAT SUPPORT SCHOOLS SETTING UP SOME OF THOSE EVENTS THAT MR. SEN JUST TALKED ABOUT TO HELP BUILD THOSE RELATIONSHIPS. 
          OUR SPO ADMINISTRATOR, AND MAYBE HE, HE'D BE, WHILE HE IS CURRENTLY AWAY, WAS A FORMAL MIDDLE SCHOOL PRINCIPAL. 
          AND HE HAS SHARED HOW IN HIS EFFORTS WITH HIS TEAM, THEY HAVE CONNECTED WITH THE ELEMENTARY SCHOOLS TO MAKE THAT PERSONAL CONTACT, COME VISIT OUR SCHOOLS, COME WITH A COFFEE OF THE PRINCIPAL, OTHER SUPPORT STAFF THAT ARE ALSO MAKING THOSE CONNECTIONS, AND THEN ALSO TO THE HIGH SCHOOLS. 
          SO IT'S HIGHLY RELATIONAL AND IT'S, IT, IT'S, IT'S REALLY ADDRESSING, MAYBE THERE ARE MISPERCEPTIONS ABOUT A SCHOOL, AS MR. SCHMERIN MENTIONED. 
          AND SO IT'S THE DATA, FOR EXAMPLE, ABOUT PROGRAMMING AND MATRICULATIONS WHERE OUR STUDENTS MAYBE THERE, THERE'RE, THEY, THEY MIGHT BE, THEY SHOULD BE GOING TO THIS SCHOOL POTENTIALLY EVERYBODY HAS CHOICE. 
          SO YOU MIGHT THINK THEY'D GO TO THIS SCHOOL, BUT THEY MAY BE MAKING OTHER CHOICES, UNDERSTANDING THAT. 
          AND THEN SECONDLY, THOSE RELATIONAL ASPECTS AT THE SCHOOL SITE, WHICH DO REQUIRE EVERYBODY AT THE SCHOOL, UH, TO BE ENGAGED BECAUSE FAMILIES CONNECT WITH A VARIETY OF STAFF MEMBERS AT THE SCHOOL SITE. 
          SO THOSE ARE SOME OF THE ELEMENTS THAT I WOULD SHARE. 
          I'M NOT SURE IF ANY ANYONE ELSE HAS ANYTHING FURTHER. 
          YEAH, I THINK IT NEEDS TO BE MORE INTENTIONAL. 
          UM, AND YOU SAID IT'S REGULATIONAL, BUT I THINK IT'S, I DON'T THINK WE NEED A LANDSCAPE ANALYSIS TO KNOW THAT THAT'S THE ISSUE. 
          RIGHT. 
          AND, UM, HAVING CONVERSATIONS WITH OUR PRINCIPALS IS KEY. 
          THAT IS WHERE WE GET OUR DATA, RIGHT? UM, AND THIS, THE TRAINING OF OUR PRINCIPAL SHOULD BE, YOU KNOW, IN, IN THE LEADERSHIP INSTITUTE, RIGHT? HAVING THOSE INTENTIONAL TRAININGS OF PRINCIPALS. 
          UM, I THINK THAT'S THE AREA WHERE WE, WHERE THE DISTRICT SHOULD BE REALLY INVESTING. 
          AND LIKE I SAID, I DON'T THINK YOU NEED A LANDSCAPE ANALYSIS FOR THAT. 
          UM, IT JUST SEEMS LIKE A LOT OF, FROM YOUR PRESENTATION, I DIDN'T REALLY GET A LOT OF EXACTLY WHAT'S, WHAT YOUR OFFICE IS WORKING ON IN ENROLLMENT. 
          A LOT OF IT'S LANDSCAPE ANALYSIS AND LIKE I SAID, I CAN, I'VE GONE TO MY SCHOOLS AND I CAN KNOW, I CAN LET YOU KNOW. 
          AND I LET, UM, THE, THE, THE FIRM THAT Y'ALL HIRED, WHAT WE NEED TO DO IN OUR SCHOOLS. 
          AND I MENTIONED YOU, WERE THERE A PLETHORA OF AREAS, RIGHT? MIDDLE SCHOOLS, UM, ATHLETICS, A LOT OF, PARTICULARLY IN MY HIGH SCHOOLS, AND I'LL MENTION ONE MARSHALL HIGH SCHOOL, THEY'VE NOTED THAT THEY'VE LOST A LOT OF ENROLLMENT BECAUSE OF THE LACK OF MODERNIZED OR, YOU KNOW, UM, ATHLETIC FACILITIES. 
          COULD THEY, IF ONCE THEY IMPROVE THAT, UM, THEN THEY, THEY CAN DEFINITELY GET THAT RECRUITMENT IN ATHLETICS 'CAUSE THEY'LL GO SOMEPLACE ELSE. 
          BECAUSE THAT IS IMPORTANT NOT ONLY FOR OUR STUDENTS, FOR PARENTS AS WELL, THE ONE WHEN THEY GO TO A HIGH SCHOOL, THEY WANNA SEE WHAT, WHAT, YOU KNOW, THE ATHLETICS RIGHT. 
          THE OTHER PROGRAM IS, UM, THE I, OUR B IB PROGRAM, INTERNATIONAL BACCALAUREATE, A LOT OF FAMILIES MOVE TO THOSE PARTICULAR AREAS WHERE THOSE SCHOOLS ARE. 
          ONE CASE IN POINT AND BOARD DISTRICT FIVE IS, UM, EAGLE ROCK HIGH SCHOOL AND I HAVE SEVERAL IN, HAVE ONE IN WILSON HIGH SCHOOL WILL PARENTS INTENTIONALLY GO TO THOSE, UM, SCHOOLS, UM, BECAUSE THEY LIKE THAT PROGRAM. 
          SO I THINK WE DO KNOW WHERE OUR, WHERE THE CHOICES ARE AND WHERE OUR PARENTS ARE REALLY GRAVITATING TO. 
          UM, SO I THINK, LIKE I SAID, WE NEED TO BE MORE INTENTIONAL RATHER THAN WAITING FOR ANALYSIS. 
          I THINK THERE'S A LOT OF INFORMATION THAT YOU AND YOUR OFFICE CAN DO RIGHT NOW, UM, WITH THAT DATA IN HAND, SPEAKING TO OUR PRINCIPALS AND OUR 
          [03:30:01]
FAMILIES THAT IS THERE, IT'S ACCESSIBLE. 
          AND I, AND I CAN GO ON ON AT LEAST IN BOARD DISTRICT TWO AND MY KNOWLEDGE ALSO BOARD DISTRICT FIVE, HAVING WORKED IN THAT OFFICE PREVIOUSLY, WHERE ARE THE AREAS IN OUR SCHOOLS, UM, IN OUR DISTRICTS THAT, THAT, THAT FAMILIES GO TO ANOTHER CASE IN POINT, BRAVO MIDDLE MEDICAL MAGNET. 
          THAT SCHOOL HAS A WAITING LIST AND THEY'RE BURSTING AT THE SEAMS. UM, AND THAT IS A PROGRAM THAT EVERYBODY WANTS TO GO TO, RIGHT? UM, AND YET NOTHING HAS BEEN REALLY DONE TO REALLY HELP THAT SCHOOL WITH EXPANSION OF SPACE OR AT LEAST BE ABLE TO REP REPLICATE THAT PROGRAMMING. 
          AND THEY'VE, THEY'VE BEEN VERY SUCCESSFUL. 
          AND IT'S A HIGH SCHOOL THAT'S ALWAYS IN THE TOP. 
          HIGH SCHOOL IS NATIONWIDE. 
          SO, LIKE I SAID, WE HAVE ALL INFORMATION AND THAT'S WHY IT'S IMPORTANT TO DEFINITELY, UM, MEET WITH US, WITH US BOARD MEMBERS. 
          'CAUSE WE ANYTHING WE KNOW OUR SCHOOL IS MORE, NOT THAT YOU DON'T, BUT OH, FOR SURE WE'RE THERE. 
          WE HAVE THAT GRASSROOTS CONNECTION. 
          BUT ANYWAY, I JUST, I WILL OPEN IT AGAIN. 
          SORRY, GO AHEAD MS. FRANKLIN. 
          THANK YOU. 
          I WAS GONNA SAY, I LOVE THIS IN COURT ON, ON MIDDLE SCHOOLS. 
          AS A FORMER MIDDLE SCHOOL TEACHER MYSELF, IT'S A VERY SPECIAL PLACE. 
          BUT I WAS CURIOUS IF ANY OF THE 23 I ENROLLED PILOT SCHOOLS ARE MIDDLE SCHOOLS, UM, AND OR IF ANY OF THEM ARE SPAN SCHOOLS, BECAUSE I'VE LONG THOUGHT THAT TK THROUGH 8, 6 12, YOU KNOW, MIGHT BE A BETTER LONG TERM STRATEGY FOR US. 
          PARTICULARLY AS WE TALK ABOUT LIKE WHAT WE'RE GONNA DO TO RIGHT SIZE THE DISTRICT. 
          YOU KNOW, WE, WE OPTED OUT OF THE $30 MILLION OL, OR WHAT ARE WE CALLING IT? UM, SOMETHING ABOUT OUR FOOTPRINT, OUR DISTRICT FOOTPRINT, CONSOLIDATING OUR DISTRICT F FOOTPRINT. 
          YEAH. 
          UM, SO, SO TWO QUESTIONS ON THE, ON THE SPAN, I THINK FROM THE DISTRICT'S PERSPECTIVE. 
          AND THEN, YOU KNOW, UM, FROM THE IAU AS WELL, IF YOU LEARNED ANYTHING ABOUT SPAN SCHOOLS, I, I THINK IT'S AN AREA WHERE WE SHOULD BE, YOU KNOW, LEARNING AND POTENTIALLY DOING MORE F FIRST TO YOUR FIRST QUESTION AND THEN I'LL TURN IT TO DR. JOHNSON. 
          YES, WE HAVE ELEMENTARY, MIDDLE, AND HIGH SCHOOL AMONG THE, I ENROLL, I DON'T SEE SPAN SPECIFICALLY, BUT THE, THE GAMUT OF THE, THE GRADE LEVELS, I DON'T HAVE ANYTHING REALLY SPECIFIC TO ADD ABOUT, ABOUT SPAN SCHOOLS. 
          I THINK THAT SOUNDS LIKE A GOOD IDEA. 
          I I DO THINK THAT, UH, AND, AND THIS CAME UP A LITTLE BIT, UM, THE DUAL, THE DUAL LANGUAGE PROGRAMS ARE, ARE, UH, ARE PROVEN ENROLLMENT STRATEGIES. 
          AND, UM, THE BIG CHALLENGE IS, IS INCLUDING THOSE INTO MIDDLE SCHOOL. 
          AND, UM, I HAVEN'T STUDIED THIS YET, BUT UH, BUT UH, POSSIBLY SPAN SCHOOLS WOULD BE AN EASIER PLACE TO DO DUAL LANGUAGE. 
          IT'S JUST SOMETHING THAT OCCURRED TO ME. 
          YEAH, I, I'D LOVE TO, UM, YOU KNOW, KNOW IF THERE IS RESEARCH ON THERE AND, UM, PARTICULARLY ON THE INDEPENDENT CHARTER SCHOOLS. 
          I KNOW SOME OF THEIR MODEL IS THAT THAT FIVE TO NINE MODEL BECAUSE OF THE, UM, THE MIDDLE GRADES BEING SOUGHT AFTER DIFFERENTLY. 
          AND I THINK MR. SCHMILL WAS A PART OF THIS YEARS AGO TOO. 
          WE HAD THIS LIKE WORKING GROUP ABOUT THE MIDDLE GRADES, SO NOT SIX TO EIGHT, BUT IT WAS A FIVE TO NINE. 
          AND GIVEN HOW MUCH GROWTH WE'RE SEEING IN NINTH GRADE, LIKE WHAT SHOULD WE BE DOING DIFFERENTLY ABOUT, UM, THAT SIXTH GRADE AND THAT NINTH GRADE WHERE WE'RE LOWER, YOU KNOW, WE'RE DROPPING ENROLLMENT, WE'RE GROWING IN ENROLLMENT. 
          UM, I WONDER IF WE COULD TAKE THOSE NINTH GRADE STRATEGIES AND STRETCH THEM DOWN TO SIXTH GRADE IF WE DID SIX TO 12 GRADE, UH, SPAN SCHOOLS. 
          AND THEN OF COURSE, YOU KNOW, THE ELEMENTARY SUSTAINABILITY THROUGH MIDDLE SCHOOLS. 
          IF IF THE DATA'S NOT PANNING OUT, THEN THAT'S NOT A DIRECTION WE SHOULD CONTINUE TO THINK. 
          I I'D LOVE TO BE, YOU KNOW, SHOWN WHICH, WHICH WAY WE SHOULD CONTINUE AS WE, YOU KNOW, DO ENGAGE IN THE LANDSCAPE ANALYSIS LONG TERM. 
          UM, BUT ON THE INDEPENDENT CHARTERS, BECAUSE THEIR ENROLLMENT HAS INCREASED A LITTLE BIT, I I WOULD BE CURIOUS IF WE'RE LEARNING ANY OF THE STRATEGIES FROM THEM AS WELL. 
          UM, GIVEN THAT THERE IS A CERTAIN POOL OF STUDENTS AVAILABLE IN LA COUNTY AND MORE OF THEM OVER THE LAST FEW YEARS HAVE GONE TO INDEPENDENT CHARTERS. 
          LIKE IF THERE ARE THINGS THAT WE COULD BE ADAPTING PROBABLY WE ALREADY ARE DOING, OR THERE ARE THINGS THAT WE COULD BE LEARNING FROM THEM. 
          I KNOW WE'VE CONSTANTLY TALKED ABOUT THAT. 
          LIKE THE IDEA OF INCUBATING CHARTERS WAS TO LEARN BEST PRACTICES AND THIS IDEA OF COMPETITION MAKES IT HARD. 
          BUT, YOU KNOW, IS THERE A WAY THAT, UM, THEIR BEST PRACTICE CAN BECOME OUR BEST PRACTICE? A COUPLE OF THINGS. 
          ONE, IN TERMS OF O OVER THE YEARS IN, IN DOING, UH, CHARTER SCHOOL OVERSIGHT AND LEARNING FROM THOSE PRACTICES, WHAT WE'VE HEARD, UH, YOU KNOW, A VARIETY OF THINGS. 
          BUT IN TALKING TO FAMILIES AND PARENTS, IT'S OFTENTIMES COULD BE A SMALLER ENVIRONMENT. 
          THEY FEEL A CONNECTION WITH THE SCHOOL. 
          THERE'S ALSO, UM, THEY HAVE OTHER, UH, SCHOOLS THAT, UH, LIKE YOU SAID THAT HAVE A FIFTH GRADE TO UM, EIGHTH GRADE OPTION. 
          UM, BUT THEN WE ALSO SEE VARIOUS TRANSITIONS FROM CHARTER SCHOOLS TO DISTRICT SCHOOLS. 
          SO I THINK THERE'S MORE TO LEARN THERE IN TERMS OF THAT. 
          UM, BUT THOSE ARE SOME OF THE EXAMPLES THAT HAVE COME UP, UH, OVER THE YEARS FROM TALKING TO FAMILIES, UH, DIRECTLY REGARDING THEIR CHOICES FOR THOSE SCHOOLS. 
          GREAT. 
          WELL, WE'D LOVE 
          [03:35:01]
TO LEARN MORE, PARTICULARLY AS IT RELATES TO THE LONG-TERM ANALYSIS AND, AND WHERE WE'RE GOING. 
          UM, BECAUSE IT IS STILL IN OUR FISCAL STABILIZATION PLAN TO CONSOLIDATE THE FOOTPRINT FOR 27, 28. 
          AND SO WE GOTTA MAKE MOVES. 
          I'VE BEEN PUSHING THIS FOR A WHILE NOW, AND HOW BIG OF THOSE MOVES, YOU KNOW, THIS BOARD SHOULD BE CONTEMPLATING. 
          I, I WELCOME THE RESEARCH TO REALLY HELP GUIDE US IN THAT. 
          AND THEN ALSO A DEEP COMMUNITY ENGAGEMENT PROCESS, WHICH I KNOW IS COMING, I DUNNO IF YOU WANNA SPEAK ON IT NOW, BUT I THINK IT'S IMPORTANT TO JUST LET FOLKS KNOW THAT THE DISTRICT IS THINKING ABOUT RIGHT SIZING OUR DISTRICT BECAUSE OF THE FACTORS THAT YOU ALL PRESENTED TODAY. 
          UM, AND WE NEED COMMUNITY VOICE TO HELP US DO IT IN A WAY THAT IS RESPONSIVE, UM, RESPECTFUL, AND, YOU KNOW, NOT JUST FISCALLY SUSTAINABLE, BUT ALSO GONNA RESULT IN REALLY GOOD OUTCOMES ACADEMICALLY FOR KIDS. 
          CIO, MAY I JUST MENTION SOMETHING? NINTH GRADERS ARE SPECIAL TOO. 
          UH, JUST LIKE THE FIFTH GRADERS ARE SPECIAL MIDDLE. 
          YEAH. 
          UH, THIS IS THE FIRST, IN FACT, MANY SCHOOLS HAVE A SPECIAL ACADEMY FOR NINTH GRADERS BECAUSE THEY NEED SO MUCH ATTENTION. 
          YOU KNOW, THIS IS THE FIRST TIME THAT THEY'RE EARNING CREDITS, NO MORE PLAYING AROUND, YOU KNOW, YOU'RE EARNING CREDITS, YOU DON'T PASS BECAUSE YOU JUST COME TO SCHOOL AND SIT DOWN. 
          AND IT'S VERY IMPORTANT THAT KIDS WILL LEARN THIS IN NINTH GRADE. 
          I'M GLAD THAT WE DO ISOLATE THEM AND, AND ACADEMIES TO MAKE SURE THEY UNDERSTAND THAT THIS IS THE BEGINNING OF HIGH SCHOOL. 
          SO THANK YOU. 
          HI. 
          YEAH, JUST QUICKLY ON THE SMALL CLASS, CLASS SIZES, SMALL SCHOOL ENVIRONMENT, BECAUSE I SHARED THIS WHEN I WAS INTERVIEWED BY THE, UH, PERSON DOING THE LANDSCAPE ANALYSIS WHEN THEY ASKED US LIKE, WHAT ARE SOME OF THE THINGS THAT P PARENTS, LIKE, WHAT ARE THE THINGS THAT THEY WANT? AND THAT IS ONE OF THE THINGS THAT PARENTS LIKE, WELL, YOU JUST MENTIONED, AND I THINK IT IS SOMETHING THAT THE CHARTERS HAVE BEEN DOING FOR A WHILE, IS HAVING THESE SMALL, THEY, THEY, THEY ADVERTISE THAT THEY HAD SMALL CLASS SIZES, AND THAT WAS ONE OF THE REASONS WHY PARENTS WENT TO THEIR SCHOOLS. 
          ANOTHER ONE WAS THAT IT WAS A SMALL, UH, SCHOOL ENVIRONMENT AND THAT THEIR KIDS WERE KNOWN THAT TEACHERS KNEW THEM. 
          AND IT'S THE SAME THING WITH PRIVATE SCHOOLS, RIGHT? THEY HAVE SMALL CLASS SIZES, THERE ARE SCHOOLS THAT HAVE 14 KIDS IN A CLASS, AND THAT'S WHAT PARENTS LIKE. 
          AND SO I HONESTLY THINK THAT WE SHOULD BE LOOKING AT THAT AS A POSITIVE INSTEAD OF THINKING OF MAKING OUR CLASSES BIGGER AND, AND THINKING OF RIGHT SIZE AS A, A SIZE THAT IS SMALLER, THAT IS MORE RESPONSIVE RATHER THAN BIGGER THAN, LIKE IT WAS WHEN WE HAD HIGH CLASS CLASS SIZES. 
          I DON'T THINK WE WANNA GO BACK TO THOSE DAYS WHEN OUR CLASS SIZES WERE SO HIGH AND OUR SCHOOLS WERE SO BIG THAT WE HAD KIDS IN BUNGALOWS. 
          OUR SCHOOLS WERE NOT MEANT FOR THAT. 
          SO LET'S REMOVE THE BUNGALOWS AND LET'S KEEP OUR KIDS IN THE BUILDINGS AND LET'S KEEP OUR CLASS SIZES LOW, BECAUSE THAT'S HOW IT IS THAT THE KIDS ARE GONNA GET THAT PERSONALIZED, UM, EDUCATION. 
          RIGHT? YOU SAID RELATIONAL, EVERYTHING IS RELATIONAL. 
          HOW DO YOU BUILD RELATIONSHIPS OTHER THAN BY KNOWING THE KIDS, KNOWING THEIR STORIES, KNOWING THE PARENTS, AND THOSE ARE THE SCHOOLS IN MY DISTRICT. 
          THOSE SMALL SCHOOLS, THE ONES THAT REALLY ARE, ARE, ARE, ARE DOING WELL, ARE THOSE SMALL SCHOOLS. 
          I WOULD HATE TO CLOSE THOSE SCHOOLS JUST BECAUSE THEY'RE SMALL AND THEY DON'T FIT IN THE BUNGALOWS ANYMORE. 
          LIKE THERE'S NO, LET'S, LET'S GO SMALL. 
          THAT IS A GOOD THING. 
          AND I JUST THINK THAT IT, IT BRINGS ME BACK TO THE CONVERSATION OF FUNDING. 
          PART OF THE REASON WHY WE'RE STRESSING OUT ABOUT, YOU KNOW, THE, THE LOW ENROLLMENT IS BECAUSE OF FUNDING. 
          WELL, WE SHOULD FOCUS ON THE KIDS THAT WE HAVE RIGHT NOW AND SAY THAT THEY DESERVE, JUST LIKE THE GENTLEMAN IN OUR EARLIER PRESENTATIONS SAID THAT OUR KIDS DESERVE FULLY FUNDED EDUCATION, SO LET'S CHANGE THE NARRATIVE NOW INSTEAD OF GIVING INTO THIS SCARCITY MODEL AND THAT WE, WE, YOU KNOW, SOMEHOW WE HAVE TO LIVE IN THIS MANNER AND ACCEPT THAT LOW ENROLLMENT IS, IS CAUSING, YOU KNOW, LOW, UH, FUNDING. 
          NO, LET'S SHIFT IT TO SAY THAT IT'S, IT'S OKAY THAT IT ACTUALLY COULD BE GOOD FOR OUR KIDS, THAT MAYBE WE'LL SEE MORE ACADEMIC IMPROVEMENT WHEN WE HAVE SMALLER SCHOOLS AND MAYBE WE WILL SEE HIGHER ATTENDANCE WHEN OUR KIDS ARE SEEN AND HEARD AND THEIR TEACHERS KNOW THEM. 
          UM, SO JUST WANNA ADDRESS THAT. 
          AND THEN IN RELATIONSHIP TO THE, SOME OF THE PROPOSALS THAT YOU PUT IN YOUR REPORT A LONG, LONG TIME AGO, AROUND THE TIME THAT OUR KIDS WERE LEAVING, LEAVING OUR DISTRICT AND GOING TO CHARTERS, THE DISTRICT, UM, SENT OUT A LOT OF MARKETING TOOLKITS TO SCHOOLS. 
          AND THE EXPECTATION WAS THAT THE SCHOOLS WERE GONNA BE DOING THIS WORK. 
          AND I HAVE A PROBLEM WITH THAT BECAUSE I WAS AT A SCHOOL WHERE EVERYBODY WAS EXPECTED TO DO THIS ON TOP OF THE REGULAR WORK THAT WE WERE DOING. 
          AND AS WE'RE MOVING INTO, UH, A PERIOD WHERE WE MAY HAVE LESS STAFF, WELL NO, WE WILL HAVE LESS STAFF IN OUR 
          [03:40:01]
CAMPUSES TO PUT THIS ON OUR SCHOOLS TO START MARKETING THEMSELVES. 
          TO DO ALL OF THIS WORK, TO ME SEEMS NOT THE WAY TO GO. 
          THEY NEED TO FOCUS ON, ON THE STUDENTS RIGHT THERE. 
          HOWEVER, WHAT CAN WE DO AT THE REGION LEVEL, AT THE DISTRICT LEVEL TO SUPPORT, UM, MARKETING OUR SCHOOLS OR SHOWCASING THE GREAT PROGRAMS THAT WE HAVE? UM, WHAT CAN WE DO TO EXPAND SOME OF THESE PROGRAMS? UM, I KNOW THAT IT REQUIRES FUNDING. 
          YOU KNOW, THE, THE, THE TWO BY EIGHT SCHEDULES A VERY POPULAR SCHEDULE THAT PARENTS LIKE, BECAUSE IT GIVES KIDS OPPORTUNITIES FOR ELECTIVES. 
          AS PA AS A PARENT, I LOVE KIDS HAVING ELECTIVES. 
          AND SO, BUT THAT COSTS MONEY. 
          AND IN FACT, WE'RE REDUCING THAT. 
          THE IB PROGRAM, WHICH IS A VERY SPECIALIZED PROGRAM THAT I KNOW FOR A FACT PREPARE PREPARES KIDS FOR COLLEGE. 
          IT'S VERY LIMITED. 
          NOT EVERYBODY HAS THAT PROGRAM IN MY DISTRICT. 
          IT'S ONLY ONE SCHOOL IN THE NORTHERN PART OF MY DISTRICT. 
          SO THERE'S A LOT OF ART, EDUCATION, ALL OF THESE THINGS THAT PARENTS WANT. 
          UM, BUT WHAT CAN WE, WHAT CAN WE DO TO MAKE SURE THAT THAT, UM, IT'S AT OUR SCHOOLS AND THAT OUR FAMILIES KNOW ABOUT 'EM. 
          AND THEN LASTLY, REGARDING THE, THE COMPASSIONATE REGIONAL COMPASSION TEAMS, UM, THE PSAS THAT DO THIS WORK AND THE SSS COUNSELORS THAT DO THIS WORK, WERE, ARE THESE ADDITIONAL PSAS THAT WE HIRED? OR WERE THEY MOVED FROM ONE DIVISION TWO TO DO THIS WORK? OR IS IT MORE WORK FOR THE PSAS THAT WE'RE CONNECTED TO A PROGRAM ALREADY? I WOULDN'T SAY IT'S MORE WORK. 
          IT'S PART OF THEIR WORK ALREADY. 
          SO THEY ARE OUR REGION BASED PSA AND SSS COUNSELORS THAT I THINK WHEN YOU LOOK AT THE WORK OF PSA IS TO ELIMINATE THOSE BARRIERS TO ATTENDANCE. 
          SO WE ALREADY HAVE THE REGION COMPASSION TEAMS, WHICH IS OUR OPERATIONS, OUR SCHOOL MENTAL HEALTH. 
          AND NOW AS PART OF WHAT THEY'RE WORKING WITH FAMILIES, IF THERE IS A FAMILY, THEY ARE NOW CONNECTED TO THOSE PSA COUNSELORS THAT ARE AT THE REGION. 
          SO IT'S PART OF THEIR SCOPE OF WORK. 
          SO WE ALREADY HAD REGION COMPASSION TEAMS, BUT NOW WE JUST ADDED PSAS TO IT. 
          CORRECT. 
          OH, OKAY. 
          AND THEN THE OTHER THING, I JUST WANNA SAY THAT FROM MY OWN PERSONAL EXPERIENCE IN DOING THE, I ATTEND, I NOTICED THAT WHEN A TEACHER PARTICIPATED IN IT, IT WAS SO POWERFUL AND THOSE KIDS CAME BACK, THERE'S SOMETHING, UH, WELL, IT'S OBVIOUS THE CONNECTION BETWEEN TEACHER AND A STUDENT, BUT WHEN THAT HAPPENED, AND I KNOW THAT IT MIGHT BE CHALLENGING TO BE ABLE TO DO THAT DISTRICT-WIDE, BUT I WONDER IF WE COULD PILOT IT IN SOME, SOME, UH, SCHOOLS WHERE A TEACHER CAN ACTUALLY, IF, AGAIN, I DON'T KNOW IF THAT HAS TO DO ANYTHING WITH LABOR AGREEMENTS OR ANYTHING LIKE THAT, BUT, UM, I KNOW THAT THAT'S A POWERFUL CONNECTION. 
          YES. 
          WE ACTUALLY DID DO THAT LAST SUMMER. 
          AND THIS SUMMER WE WENT OUT AND WE ACTUALLY DID IT BY FEEDER PATTERNS. 
          AND THAT WAS A VERY NICE EXPERIENCE. 
          SO WE HAD HIGH SCHOOL, MIDDLE AND ELEMENTARY, AND WE WENT OUT AND VISITED A HIGH SCHOOL STUDENT, AND SOMETIMES IT WAS THEIR SIBLING THAT WAS AT THE MIDDLE SCHOOL OR THE ELEMENTARY, AND THEY WERE ABLE TO SEE ONE, SOMETIMES THEIR FORMER PRINCIPAL OR THEIR FORMER TEACHER AND THEIR, UH, UPCOMING TEACHERS AND STAFF. 
          SO THAT WAS VERY, VERY POWERFUL. 
          SO YES, I AGREE. 
          SO WE DID IT LAST SUMMER. 
          WE DID IT THIS SUMMER. 
          SO I THINK WE'LL PROBABLY CONTINUE DOING THAT EVERY SUMMER. 
          THANK YOU. 
          AND TO YOUR PRIOR, UH, QUESTIONS, BOARD MEMBER, GREG. 
          I'LL SAY TWO, TWO BRIEF THINGS. 
          ON THE FIRST YOU TALKED ABOUT THE SCHOOL SITES AND THE WORK. 
          THIS IS THE DELICATE BALANCE, AND CERTAINLY EVEN IN THE IRON ROLL, WE'RE LEARNING ABOUT THAT DYNAMIC. 
          FIRST OF ALL, CENTRAL OFFICE, THIS COMMUNICATIONS DEPARTMENT WITH THE DISTRICT-WIDE MARKETING EFFORTS, THAT WILL CONTINUE TO BE KEY. 
          SECONDLY, THE WORK WITH REGIONS AS WELL AS CENTRAL OFFICE SUPPORTS COUNSELORS THAT ARE ALSO IN THE REGIONS WILL CONTINUE TO BE CRITICAL IN TERMS OF HELPING OUR SCHOOLS WITH THESE MARKETING AND OUTREACH EFFORTS. 
          CERTAINLY, AS WE'VE LEARNED AND AS YOU'VE SHARED THE STORIES THAT THE SCHOOL SITE, THE EXPERIENCES THOSE TEAMS HAVE WITH THEIR COMMUNITIES IS ABSOLUTELY CRITICAL. 
          OUR REGIONS SHARE THAT INFORMATION. 
          AND SO THOSE ARE WAYS THAT THERE CAN BE SUPPORTS TO THE SCHOOL SITES AS BEST WE CAN. 
          UH, BUT CERTAINLY THE VOICE OF THE SCHOOLS AND THEIR EXPERIENCES WILL BE KEY AS THESE ADDITIONAL SUPPORTS ARE BEING MADE. 
          SO A COUPLE COMMENTS ON THAT. 
          I THINK WE'RE GONNA HAVE TO CONTINUE TO LEARN IN TERMS OF THE BEST WAYS TO BALANCE THE CENTRAL OFFICE REGIONAL SUPPORTS TO, TO SUPPORT THE SCHOOLS AND NOT OVERLOAD THE SCHOOLS, BUT THEIR VOICES ARE, ARE CRITICAL IN THAT. 
          LASTLY, TO YOUR, YOUR, TO YOUR POINT, UM, MAY I, MAY I, DR. RIVAS, ADD ONE THING TO THAT? YEAH, PLEASE. 
          UM, UH, IT'S VERY, I AGREE WITH YOU BOARD MEMBER GRIEGO, THAT WE CAN'T GIVE THE PRINCIPALS ONE MORE THING TO DO. 
          THEY'RE ALREADY OVERLOADED WITH TOO MUCH. 
          I'M A, YOU KNOW, BIG, BIG BELIEVER IN THAT. 
          SO THAT'S WHY WE ASKED FOR PRINCIPALS TO TELL US IF THEY WANTED TO BE A PART OF THIS. 
          AND THIS IS WHY THE IRON ROLL IS A PILOT, BECAUSE WE WANNA HEAR FROM THEM, WHERE DO YOU WANT 
          [03:45:01]
US TO SUPPORT YOU, SINCE YOU KNOW YOUR COMMUNITY A LOT BETTER THAN ANYONE AT CENTRAL OFFICE, AND THEN WHERE DO YOU WANT TO TAKE THE HELM? SO THAT'S WHY THIS IS A PILOT SO THAT WE CAN DESIGN IT IN A WAY THAT TRULY HELPS THE PRINCIPAL AND THE DISTRICT AS A WHOLE RECRUIT, NOT ONLY RECRUIT, BUT ALSO RETAIN THE KIDS THAT WE HAVE. 
          BECAUSE ON THAT BAR CHART, ONE THING THAT JOSE SAID PRETTY BRIEFLY, BUT 71% OF THOSE KIDS IN NINTH GRADE IN THAT BLUE SECTION OF THE GRAPH WERE HERE BEFORE THEY WERE EITHER HERE IN ELEMENTARY OR MIDDLE OR COMBINATION AND THEN LEFT BEFORE. 
          SO WE ALSO NEED TO REALLY FOCUS ON RETENTION. 
          BUT I AGREE WITH YOU THAT PART ABOUT NOT GIVING THE PRINCIPAL, JUST LOADING ON THEM WHEN THAT'S NOT GONNA HAPPEN ON OUR WATCH FOR SURE. 
          THAT'S WHY WE'RE HAVING A PILOT. 
          I'D LIKE TO ADDRESS ONE OTHER THING ABOUT THE, UM, THE RIGHT SIZING ALSO COMPLETELY AGREE WITH YOU. 
          THIS IS NOT ABOUT THE LANDSCAPE ANALYSIS AND WHAT COMES OUT OF THAT. 
          UM, WHICH IS ABOUT WHICH DO WE HAVE THE RIGHT PROGRAMS? ARE WE MEETING THE NEEDS OF OUR CURRENT STUDENTS? SECONDARILY WILL BE ENROLLMENT, RIGHT? BUT FIRST WE NEED TO SERVE THE STUDENTS WE HAVE BETTER. 
          AND IN THAT THERE WILL BE SOME OPPORTUNITIES THAT WE SEE BECAUSE YOUR SCHOOL IS SO SMALL, YOU MAY NOT BE ABLE TO OFFER WHAT COULD BE OFFERED TO A STUDENT. 
          LIKE ARE YOU COMBINED CLASSES? THAT KIND OF THING. 
          SO FOR ME, THE, AND THIS WILL BE UP TO THE BOARD, BUT THE CRITERION THAT WE'RE THINKING OF IN TERMS OF IT DOESN'T MAKE SENSE FOR CONSOLIDATION, IS NOT BY A SIZE. 
          LIKE, IF YOU HIT THAT NUMBER, WE'RE GONNA CHECK YOU OFF. 
          BUT IT'S STUDENT DRIVEN. 
          ARE WE ABLE TO OFFER, GIVEN THAT SIZE, EVERYTHING THAT THE STUDENTS NEED? SO I JUST WANTED TO SAY THAT I AGREE WITH YOU ALSO ON THE RIGHT SIZING, NOT, YOU KNOW, WE'RE NOT LIKE MACHINES WHERE WE HAVE A NUMBER AND THEN WE CLOSE THE SCHOOL. 
          SO JUST, YOU KNOW, HAVE CONFIDENCE IN THAT TOO. 
          THANK YOU. 
          THANK YOU. 
          UM, DID WANNA SAY APPRECIATE THE ONE, THE ENROLLMENT, ONLINE ENROLLMENT, UM, AS A PARENT, UH, THAT HAS ALWAYS BEEN AN ISSUE. 
          UM, SO APPRECIATE THAT. 
          UH, SOME OF THE THINGS THAT HAVE ALREADY BEEN MENTIONED HERE, BUT THE CRITERIA FOR OUR 23 SCHOOLS THAT WERE SELECTED, ARE YOU ABLE TO SHARE HOW THESE SCHOOLS ARE SELECTED AND WHETHER THESE SCHOOLS ALL HAD INCREASING ENROLLMENT, DECLINING ENROLLMENT, WHAT PUT THEM IN THIS 23? YES, IN TERMS OF, UH, ENROLLMENT WAS CERTAINLY A FACTOR. 
          SO LOOKED AT SOME OF THE HISTORICAL DATA AND THE VAST MAJORITY, WELL, ALL THE SCHOOLS HAVE HAD DECLINING IN ENROLLMENT, CERTAIN FROM DIFFERENT UM, LEVELS. 
          HOWEVER, SOME YOU MAY HAVE SEEN 16% OR HIGHER ENROLLMENT. 
          YOU HAD SOME THAT MAY BE CLOSER TO A, A THRESHOLD WHERE THEY MAY BE POTENTIALLY LOSING STAFF. 
          AND SO THEY'RE LOOKING AT, IF YOU, IF YOU'RE CONTINUING TO REACH STUDENTS, YOU HAVE OPPORTUNITIES, UH, BASED ON YOUR LOCAL CONTEXT. 
          FOR EXAMPLE, YOU KNOW, THAT YOU MAY BE LOSING STUDENTS TO OTHER, UM, SCHOOLS IN THE AREA. 
          THOSE ARE SOME OF THE FACTORS ALSO THAT OUR REGIONS CONSIDERED TO BE ABLE TO HELP THOSE SCHOOLS MAKE AN, MAKE AN IMPACT. 
          UM, THOSE ARE SOME OF THE, THE, THE FACTORS THAT WERE, WERE CONSIDERED. 
          SO A BOARD MEMBER, I'M SORRY, ALSO TO ADD TO THAT, ALSO WANTED REPRESENTATION OF GRADE SPANS AS WELL AS BOARD MEMBER DISTRICTS AS WELL AS TIERS. 
          SO WE LOOKED AT, IT WAS KIND OF AN ALGORITHM THAT WE LOOKED AT VARIOUS THINGS, BUT ONE OF THE MOST IMPORTANT, WE WORKED WITH THE REGION ON PRINCIPALS WHO WANTED TO BE INVOLVED IN THIS AS WELL. 
          SO ONE OF THE TOP CRITERIA IS OBVIOUSLY DECLINE ENROLLMENT. 
          OKAY. 
          AND THEN ON THE OPPOSITE SIDE OF THAT, TO TANYA'S POINT, WHICH I'M GONNA CONTINUE TO SAY, WHAT DO OR HAVE WE LEARNED FROM THOSE SCHOOLS THAT HAVE IMPROVED, UM, ENROLLMENT AND WE'VE SEEN THE INCREASE OR THE UPTICK, AND HAVE WE ANALYZED THAT TO BE ABLE TO SAY TO THESE OVER HERE THAT WE'RE NOW LOOKING AT IN THIS IPILOT THAT, YOU KNOW, WHAT THESE STRATEGIES HERE HAVE WORKED AND THIS IS WHY. 
          AND IF YOU IMPLEMENT THOSE STRATEGIES OR ONE OF FIVE OF THESE, THIS MAY IMPROVE. 
          WE DON'T, WE CAN'T GUARANTEE. 
          BUT IS THAT SOMETHING THAT'S GOING ON AS WELL? YES, WE FIRST WE'RE STILL LEARNING FROM THE IRON ROLL PILOT. 
          HOWEVER, APART FROM THAT, OUR, OUR TEAM PRESENTED AT ALL THE PRINCIPLES, UH, MEETINGS IN THE FALL, FOR EXAMPLE, TO SHARE THE TOOLKIT RESOURCES THAT, THAT I PRESENTED ABOUT. 
          AND SO FROM THAT, OTHERS, THERE HAVE BEEN OTHER COLLABORATIONS WITH THE SCHOOLS, FOR EXAMPLE, CONSULTATIONS TO GO THROUGH THAT TO SHOW HERE ARE SOME OF THE PRACTICES THAT HAVE WORKED. 
          FOR EXAMPLE, ONE OF THE SPOKESPEOPLE FOR THIS IS OUR SPO ADMINISTRATOR WHO DID THIS WORK AT A MIDDLE SCHOOL AND ARTICULATION BUSINESS SETTING, ET CETERA. 
          SO SHARING SOME OF THOSE EXAMPLES. 
          OTHER TEAM MEMBERS HAVE ALSO SUPPORTED SCHOOLS. 
          SO, UH, I DON'T WANT TO QUOTE A A NUMBERS THAT YOU KNOW HERE, HOWEVER, WE ARE SEEING, UH, SCHOOLS ORGANIZING THEMSELVES IN A WAY WITH THE SUPPORT FROM THE CENTRAL OFFICE AND THE REGIONS TO IMPLEMENT SOME OF THESE STRATEGIES. 
          WE HAVE TO CONTINUE TO STUDY THIS 
          [03:50:01]
TO SEE THOSE IMPACTS. 
          UH, SO THEY'RE NOT ONLY THESE LESSONS ISOLATED TO IRON ROLL. 
          WE WANT TO BE ABLE TO PROVIDE THE TOOLKIT AND SUPPORTS TO AS MANY SCHOOLS AND OBVIOUSLY THROUGH THE REGIONS AS POSSIBLE. 
          AND THE LENGTH OF THIS IS, HOW LONG ARE WE LOOKING AT THIS STUDY? WELL, WE'RE LOOK FOR THE IRON ROLL PILOT. 
          YEAH, WELL, FOR SURE THIS YEAR. 
          BUT IT, IT MAY TAKE AND TO, TO, UH, MS UH, SPA GONZALEZ'S POINT, WE WANNA LEARN WHAT'S WORKING AS WE, AS WE WANNA ROLL OUT A BROADER EFFORT. 
          SO THAT TIMELINE MAY GO FROM ONE YEAR, UH, AND, AND INTO THE NEXT YEAR AS WE'RE LEARNING THE EBBS AND FLOWS OF THE ENROLLMENT, UH, ET CETERA. 
          NOW, THE ONE THING WE'LL NOTE IS CERTAINLY WITH OUR, OUR FISCAL SITUATION, WE'LL HAVE TO ASSESS ANY OTHER SUPPORTS THERE. 
          RIGHT NOW WE HAVE SOME ONE-TIME FUNDS TO SUPPORT THEM. 
          WE WANT TO BUILD THAT FOUNDATION TO SUPPORT THESE SCHOOLS INTO THE FUTURE, RIGHT? BECAUSE, UM, I I BELIEVE TOO THAT IT MAY NOT BE DOLLARS THAT MAKES THE IMPACT, RIGHT? I THINK WE ALL DISCUSSED THERE A LOT OF THE RELATION, RIGHT? AND I SAY THAT BECAUSE WHEN WE TALKED ABOUT LEADERSHIP, SOMEONE MENTIONED LEADERSHIP EARLIER AND NOT HAVING THE RIGHT FIT AT A SCHOOL. 
          AND SOME OF THE SCHOOLS I KNOW THAT ARE WITHIN MY BOARD DISTRICT HAVE SEEN TURNOVER. 
          I MEAN, IN 10 YEARS COULD HAVE HAD FIVE LEADERS AND THAT COULD, COULD DEFINITELY BE AT TRIBUTARY TO IT. 
          AND WONDERING IF YOU'RE LOOKING BACK, BECAUSE OBVIOUSLY THE LEADER THAT'S THERE NOW DOESN'T HAVE THE HISTORY OF FOUR OTHER LEADERS A GOAL. 
          I'M NOT SURE HOW DEEP THIS ANALYSIS GOES TO SEE HOW TO BE ABLE TO CORRECT IT. 
          RIGHT. 
          AS MS. SPA GONZALEZ NOTED, PART OF THE DISCUSSIONS WITH THE REGIONS IN TERMS OF THE PILOTS WOULD BE THE, THE LEADERSHIP, UM, STATUS AT THE SCHOOL, SOME OF THAT HISTORY NOW, IN SOME CASES STILL CANDIDATES THAT WERE PUT FORWARD WITH SOME MORE RECENT, UM, UH, TRANSITIONS. 
          HOWEVER, THERE ARE ALSO OTHER SCHOOL MEMBERS ON THAT TEAM THAT HAVE HISTORICAL KNOWLEDGE THAT HAS BEEN VERY HELPFUL. 
          AS I MENTIONED IN THE ONE THAT I ATTENDED EARLY IN THE FALL, YOU HAD STAFF WHO ARE FROM THE COMMUNITY KNOW THE COMMUNITY AND SOME OF THOSE TRANSITIONS TO INFORM THOSE ACTION PLANS, EACH SCHOOL DEVELOPS AN ACTION PLAN THAT IS CONTINUALLY SUPPORTED AND MONITORED. 
          UM, SO IT, IT, IT IS, IT IS A, A GROUP OF TEAM MEMBERS, UH, THAT ARE PART OF IT TO HELP INFORM THE FULL PICTURE. 
          GOT IT. 
          AND DO WE HAVE A LIST OF THOSE SCHOOLS THAT WITHIN OUR BOARD DISTRICT? YEAH, WE'RE HAPPY TO PROVIDE THAT TO YOU. 
          YEAH. 
          WOULD BE HELPFUL. 
          AND THEN TO THE POINT WE MADE EARLIER, IS THERE A REPORT OF THE CHARTERS AND THAT, UH, INFORMATION AS FAR AS HOW THAT ENROLLMENT, THE TRANSITION, BEING ABLE TO SEE THOSE ENROLLMENT INCREASES AND BE ABLE TO SAY, YOU KNOW, WHAT IN WHAT ALLOW THAT TO HAPPEN? DO WE HAVE THAT DATA? 'CAUSE I KNOW CHARTERS WITHIN OUR DISTRICT IS NOT BRAND NEW. 
          AND THOSE SCHOOLS THAT HAVE BEEN AROUND, YOU KNOW, FOR AT LEAST A DECADE, ARE WE ABLE TO LOOK AT THAT IN A REPORT TO BE ABLE TO SEE THE TRENDS OF THOSE SCHOOLS? WE CAN, WE COULD LET US, LET US TAKE THAT BACK AND SEE WHAT INFORMATION CAN WE PUT TOGETHER IN TERMS OF ENROLLMENT INFORMATION. 
          FOR EXAMPLE, IN YEARS PAST, WE'VE SEEN INFORMATION OF STUDENTS WHO HAVE ENROLLED IN THE DISTRICT FROM CHARTER SCHOOLS AND VICE VERSA. 
          UH, AND THEN WE'LL HAVE TO ASSESS WHAT MORE WE HAVE IN TERMS OF INFORMATION WE COULD PUT FORWARD IN TERMS OF THE DIFFERENT, UM, REASONS WHY. 
          OKAY. 
          GOT IT. 
          AND THEN ALSO WITH THAT, IF YOU CAN, I MEAN, OBVIOUSLY IN YOUR DEPTH, WHETHER YOU FIND OUT WHY THEY LEFT AND WHY THEY RETURNED, IF THAT'S A PART OF THAT AS WELL. 
          UM, AND CLASS SIZE, WE KNOW, UM, UH, YEAH, I'M NOT WANTING TO GO BACK EITHER AS A CLASSROOM TEACHER. 
          UM, AND MY CLASSROOM HAD 70 TO 80 STUDENTS, SO YEAH, NOT WANTING TO, WOULDN'T WANT THOSE NUMBERS. 
          YEAH. 
          UM, YEAH, PHYSICAL EDUCATION, THAT'S WHERE YOU HAVE IT. 
          UH, SO, UM, SO OUR CLASS SIZES WOULD NATURALLY DECREASE BECAUSE OBVIOUSLY THE NUMBER OF STUDENTS THAT WE HAVE WITHIN THE DISTRICT HAS SHRUNK AS WELL. 
          SO I'M WITH YOU WITH THAT. 
          ONE OF THE THINGS WITH, AND TO ANDREW, YOU SAID THAT WE'RE IMPLEMENTING SOME STRATEGIES ALREADY. 
          ARE YOU ABLE TO SHARE WHAT WE'RE IMPLEMENTING AND WHAT WE SHOULD BE IMPLEMENTING? SO WE KIND OF KNOW AS A DISTRICT THESE ARE THINGS WE ARE ALREADY DOING, AND THEN THESE ARE THE THINGS THAT WILL BE UPCOMING? WELL, WHAT, WHAT I WAS REFERRING TO WAS MUCH OF THE, THE, THE STRATEGIES THAT THAT, UH, JOSE AND ELSIE, UM, PRESENTED IN TERMS OF WHAT, WHAT WE'RE IMPLEMENTING WITH ENROLLMENT STRATEGIES. 
          UM, BUT I AM HEARING, UH, I AM HEARING SOMETHING THAT I'M NOT SURE WE KNOW ABOUT, WHICH IS ACROSS THE DISTRICT, WHICH, UM, WHICH DIFFERENTIATED PROGRAMS ARE THE MOST ATTRACTIVE? SO WE'VE HEARD A LOT ABOUT IB, FOR INSTANCE, OR, OR MAGNETS OR DUAL LANGUAGE. 
          UM, AND I THINK THE LANDSCAPE ANALYSIS WILL KIND OF SHOW WHERE THEY'RE, WHERE THEY'RE AVAILABLE AND WHERE THEY'RE NOT, AND MAYBE WHERE THE DEMAND IS. 
          BUT I'M NOT SURE THAT WE KNOW WHAT 
          [03:55:01]
IS ACTUALLY ATTRACTING, UH, OR WHAT HAS ATTRACTED IN THE PAST MORE STUDENTS. 
          SO THERE MAY BE SOMETHING THAT'S VERY APPEALING. 
          MAYBE WE DO , WELL, WE, WE, IN LOOKING AT THE DEMAND, MEANING IS THERE A WAITING LIST OR IS THERE NO ONE IN THE PROGRAM? LIKE THERE ARE A FEW THAT HAVE, YOU KNOW, TWO OR THREE PEOPLE, WE CAN KIND OF GUESS THAT. 
          THEN THIS KIND OF, UM, SORT OF, UH, DOVETAILS INTO WHAT BOARD MEMBER OR TWOS FRANKLIN SAID EARLIER, WE'RE ALSO DOING VERY DEEP COMMUNITY ENGAGEMENT. 
          SO IF YOU INCLUDE, AND WE'RE COMBINING IT WITH THE STRATEGIC PLANNING, SO WE'RE NOT OUT THERE HITTING THE SAME PEOPLE MULTIPLE TIMES AND, YOU KNOW, TAKING WAY TOO MUCH OF THEIR TIME. 
          SO WE ARE ASKING THE COMMUNITIES, BOTH THOSE WHO GOT IN AND CHOSE NOT TO COME, THOSE WHO LEFT THE DISTRICT AS WELL AS OUR CURRENT FAMILIES. 
          WHAT DO, AND, AND BASED ON THE COMMUNITIES, WHAT DO YOU WANNA SEE, WHAT THIS LOOKS LIKE? THIS, YOU KNOW, PROGRAM X HAS GOT A GREAT DEMAND, BUT, BUT LET'S TALK ABOUT IT. 
          LET'S TALK ABOUT WHAT ABOUT THAT. 
          SO WE ARE GOING DEEP NOT ONLY WITH DATA, BUT WITH, BUT ALSO WITH THE QUALITATIVE PIECE OF IT. 
          SO WE'RE GOING AS DEEP AS WE AS, AS YOU KNOW, HUMANLY POSSIBLE ON THAT. 
          THE, THE OTHER THING WE'RE DOING THAT HAS NOT BEEN MENTIONED IN DETAIL BUT IS, WAS ON, UM, ANDREW'S PRESENTATION IS COMPLETE. 
          AND THIS IS A COMBINATION BETWEEN THE, YOU KNOW, THE ATTENDANCE AND THE ENROLLMENT OFFICES. 
          BUT BECAUSE THE ENROLLMENT IS IN DIFFERENT DEPARTMENTS, SO WE'RE WORKING ON THAT, BUT ALSO LOOKING AT THIS YEAR, LOOK, DOCUMENTING EVERYTHING THAT EVERY STEP THAT A PARENT GOES THROUGH WHEN THEY ENROLL, AND THEN REVAMPING THAT WHOLE THING. 
          I TRIED TO DO IT THIS YEAR, BUT I WAS KIND OF SHUT DOWN BY, BY STAFF 'CAUSE IT WAS TOO MUCH AT ONE TIME. 
          BUT WE ARE DOCUMENTING THIS YEAR CHANGES TO COME NEXT YEAR. 
          SO IT IS MUCH EASIER FOR A FAMILY TO ENROLL WITH OUR DISTRICT BECAUSE I JUST DID IT A YEAR AND A HALF AGO AND I'M STILL BRUISED. 
          SO WE, WE NEED TO, WE NEED TO MAKE THAT EASIER. 
          SO WE ARE ALSO LOOKING, AND THAT WAS ONE OF HIS RECOMMENDATIONS, AND WE'RE LOOKING AT THAT NOW. 
          APPRECIATE YOU GOING THROUGH THE PROCESS WITH US. 
          UM, , SO I KNOW YOU MENTIONED DUAL ENROLLMENT AS ONE OF THOSE STRATEGIES. 
          UM, DO WE KNOW WHAT THE BARRIERS ARE TO THAT OR WHAT, YOU KNOW, WHAT CAVEATS WE HAVE THAT WOULD HELP OR WOULD NOT? UM, OBVIOUSLY EDUCATORS, I DON'T KNOW WHO CAN SPEAK TO THAT, BUT IF WE'VE LOOKED AT THE INCREASE IN THE SCHOOLS THAT HAVE DUAL ENROLLMENT, WHAT ALLOWS THEM TO CONTINUE? OR HAS THERE BEEN A SCHOOL THAT HAD DUAL ENROLLMENT AND HAD TO RESEND THAT PROGRAM? IS THAT SOME OF THE ANALYSIS THAT YOU'VE ALREADY HAD WITHIN OUR DISTRICT? SO YOU'RE REFERRING TO SECONDARY STUDENTS WHO ARE ALSO ENROLLED IN, IN POST-SECONDARY, I MEAN, DUAL LANGUAGE. 
          I'M SORRY. 
          OH, DUAL LANGUAGE. 
          OKAY. 
          DUAL. 
          'CAUSE THAT'S TWO DIFFERENT THINGS. 
          SORRY. 
          DUAL LANGUAGE IS WHAT I MEANT TO SAY. 
          YEAH. 
          DO YOU KNOW THE, THE PEOPLE WHO CAN SPEAK MOST TO DUAL LANGUAGE ARE THE, ARE THE MED, UH, ARE THE MED PEOPLE. 
          BUT I DO KNOW THAT, THAT HISTORICALLY, WELL MAYBE, UM, UH, EXTENDING THE PROGRAM, UH, FROM, FROM ITS BEGINNINGS IN FIRST GRADE OR KINDERGARTEN ALL THE WAY THROUGH NINTH GRADE, 10TH GRADE, 11TH GRADE, 12TH GRADE IS DEFINITELY THE, THE CHALLENGE. 
          UH, I DON'T THINK THAT THERE ARE REALLY REGULATORY CHALLENGES FOR THAT AS OPPOSED TO, UM, DUAL ENROLLMENT OR, UM, UH, CERTAIN, UM, CAREER TECHNICAL OR EXPERIENTIAL PROGRAMS WHERE WE WANT STUDENTS TO GO OUT AND WORK DURING THE SCHOOL DAY, BUT THAT'S PART OF THEIR INSTRUCTION. 
          AND, UM, SO THAT'S DIFFERENT. 
          BUT, UM, AND THAT'S SOME OF THE BARRIERS FOR DUAL ENROLLMENT, RIGHT? THAT MIGHT BE DUAL ENROLLMENT OR, OR CAREER TECHNICAL EDUCATION. 
          CAN I JUST ADD REALLY QUICK ON, ON DUAL LANGUAGE, AND I'M GLAD YOU BROUGHT THAT UP. 
          UM, AT LEAST FROM, UM, OH, I LOST MY TRAIN OF THOUGHT. 
          UM, DUAL. 
          OH YEAH. 
          FOR, FOR DUAL LANGUAGE. 
          IT'S BECAUSE, AND I KNOW YOU DID A, A, A REPORT ON WHERE, UH, THE DUAL LANGUAGE PROGRAMS ARE SO SORT OF CONCENTRATED IN, RIGHT? UM, AND I, I THINK THAT WAS VERY, UM, ILLUMINATING, BUT FOR WITH DUAL LANGUAGE, IT, IT MAINLY, IT CONCENTRATED IN ELEMENTARY SCHOOLS. 
          SO THERE ISN'T A FEEDER SYSTEM, RIGHT? SO, SO A PARENT WHO WANTS TO CONTINUE OR A CHILD WANTS TO CONTINUE EITHER MANDARIN OR FRENCH AFTER MIDDLE, AFTER ELEMENTARY, THERE IS AN ANOTHER MIDDLE SCHOOL OR, OR HIGH SCHOOL, THEY'LL DO WORLD LANGUAGES OR IT'S SORT OF THE, THE PROGRAM CHANGES. 
          UM, AND FOR INSTANCE, IN, IN, UM, IN HIGHLAND PARK WE HAVE, I HAVE A LOT OF SCHOOLS THAT HAVE DUAL LANGUAGE. 
          UM, AND THEN WE HAVE A HIGH SCHOOL FRANKLIN, UM, I'M SURE A FRANKLIN MIDDLE SCHOOL THAT DOES DUAL LANGUAGE IN SPANISH, BUT THEY'RE NOT GOING THERE. 
          OH, FOR SOME REASON. 
          SO WE HAVE, SO THERE'S SOMETHING THAT'S HAPPENING WITH OUR DUAL LANGUAGE, UH, PARENTS THAT, UM, FOR SOME REASON THEY END UP, WE'RE NOT REALLY EMPHASIZING THAT THERE IS THIS PROGRAM. 
          SO, BUT THAT IS JUST ONE INSTANCE WHERE WE HAVE A MIDDLE SCHOOL THAT HAS DUAL LANGUAGE AND IT'S, YOU KNOW, NOT GETTING THE ENROLLMENT IT SHOULD. 
          BUT APART FROM THAT, IN OTHER BOARD DISTRICTS, WE DON'T HAVE THAT FEEDER. 
          AND WHERE DO THEY GO? WE DO HAVE, FROM MANDARIN, WE HAVE MANDARIN THAT HAS A WONDERFUL, AT LEAST IN MY DISTRICT FEEDER, WHERE WE HAVE, UM, ELEMENTARY AND THEN THEY, THEY 
          [04:00:01]
CAN GO TO MIDDLE SCHOOL, WHICH IS IN NIGHTINGALE AND AFTER NIGHTINGALE THEY CAN GO, UM, TO WILSON. 
          AND THEY HAVE THAT, THAT, BUT IT'S NOT SORT OF, UH, EVIDENT AND THROUGHOUT THE, THE DISTRICT. 
          SO THIS IS DUAL LANGUAGE AND, AND ALSO, UH, BOARD ME, GRIGO CAN WE, WE MET WITH A LOT OF PARENTS AND THAT IS A PROGRAM THAT A LOT OF PARENTS ARE, BUT THAT THERE ISN'T, WELL, WHERE DO WE GO AFTER THAT? UM, AND THE, A LOT OF OUR SCHOOLS ARE REALLY, UM, SORT OF FIGHTING FOR THOSE STUDENTS, RIGHT? SO THERE'S LOW ENROLLMENT. 
          SO THERE'S A LOT OF THINGS, A A LOT OF ISSUES THAT ARE REALLY IMPEDING FOR DUAL LANGUAGE PROGRAMS TO REALLY THRIVE. 
          UM, AND ALSO TO THRIVE IN AN ENTIRE DISTRICT, NOT IN SOME SECTIONS OF OUR BOARD, OF OUR DISTRICT. 
          SO ANYWAY, SO THAT IS SOMETHING THAT HAS THAT, I'VE HAD A LOT OF CONVERSATIONS WITH DR. 
          STRATA AND UM, UM, AND ALSO, UM, MR. LYDIA ACOA STEVENS. 
          SO THAT IS SOMETHING I HAVE BEEN PUSHING THIS DISTRICT TO REALLY ADDRESS, AND IT HASN'T, AND THAT THOSE SCHOOLS ARE REALLY SUFFERING. 
          UM, AND THEN THE CASE WITH DUAL ENROLLMENT, THERE IS A HUGE OPPORTUNITY TO REALLY ELEVATE DUAL ENROLLMENT FOR SECONDARY, PARTICULAR MIDDLE SCHOOL. 
          AND THAT IS AN ERA THAT HASN'T FOR SOME REASON HAS, HAS A LOT OF OBSTACLES AND I UNDERSTAND LUIS. 
          SO, BUT IF WE CAN OPEN IT IN MIDDLE SCHOOL AND CONTINUE IN HIGH SCHOOL, AND THEN I THINK EXPANDING THE OPTIONS, AND THEN THAT'S WHY WE HAVE THE PARTNERSHIP, RIGHT? WHERE THERE, UM, A COMMUNITY COLLEGES WITH THE COMMUNITY COLLEGE DISTRICT, IT'S EXPANDING THAT, BUT IT'S JUST THAT IT'S, IT'S SORT OF BEGINNING. 
          AND I THINK THAT IT'S A HUGE AREA THAT WE REALLY NEED TO INVESTIGATE AND ANALYZE AND HOW DO WE REALLY EXPAND DUAL ENROLLMENT. 
          SO, YOU KNOW, I'M REALLY PASSIONATE ABOUT THIS. 
          SO ANYWAY, GO AHEAD. 
          I'M WITH YOU. 
          WITH THE DUAL ENROLLMENT, CONSIDERING THAT IT'S BEEN AROUND SINCE 1978, IT'S NOT THAT BRAND NEW. 
          YEAH, SO , UM, AND, AND, AND WE JUST GOTTA DO A BETTER JOB. 
          UM, AND TALKING DUAL ENROLLMENT, ONE OF THE PROGRAMS THAT I WAS ABLE TO BE A PART OF, AND I DON'T KNOW HOW MANY WE HAVE WITHIN THE DISTRICT, IS OUR BRIDGE PROGRAM. 
          WE'RE TRYING TO CONNECT FROM MIDDLE SCHOOL TO HIGH SCHOOL AND MAKING SURE THAT, THAT, AS S UH, MENTIONED, THAT OFTENTIMES WHEN YOU COME IN NOW, YOU KNOW, LIFE IS TOTALLY DIFFERENT, RIGHT? YOU COME INTO HIGH SCHOOL AND YOU'RE LIKE, OH WOW, CREDITS, WHAT'S CREDITS? I DON'T EVEN UNDERSTAND CREDITS. 
          WHAT DO YOU MEAN I DON'T JUST SHOW UP AND I JUST PASS? NO, THAT DOESN'T HAPPEN. 
          UM, BUT ARE WE DOING A GREAT JOB WITH OUR BRIDGE PROGRAMS AND BRIDGING ACROSS DIFFERENT GRADE LEVELS? AND I APPRECIATE TANYA, YOU MENTIONED IN SPAN, BUT I, I DON'T KNOW IF THAT IS THE RIGHT FIT FOR US BECAUSE I'VE SEEN IN CERTAIN, AND IN OUR SPEAKING BOARD DISTRICT ONE WHERE WE'VE HAD SPAN SCHOOL AND THEN IT'S TAKEN AWAY FROM THE OTHER COMMUNITY SCHOOL AND THEN THAT SCHOOL DOESN'T HAVE THE NUMBERS TO GIVE WHAT THEY NEED TO THRIVE. 
          BECAUSE IF YOU GO FROM, YOU KNOW, SIX TO 12, IT REQUIRES YOU TO HAVE A MASTER SCHEDULE THAT CAN HOLD THAT AND TO BE ABLE TO HAVE CLASSES THAT YOU NEED TO GO TO COLLEGE AND EVERYONE NEEDS TO BE ABLE. 
          AND OFTENTIMES YOU DON'T HAVE HAVE THE NUMBERS TO BE ABLE TO DO THAT WHEN YOU TRANSITION OVER. 
          SO, I DON'T KNOW. 
          THERE ARE SCHOOLS THAT WE ALREADY HAVE IN THE DISTRICT. 
          IF WE CAN LOOK AT THOSE SCHOOLS THAT WE HAVE THAT HAVE DONE THAT TRANSITION, THAT HAVE TRANSFERRED OVER TO SENIOR, I KNOW ONE HAD TO GO BACK TO BEING JUST A MIDDLE SCHOOL BECAUSE IT WASN'T ABLE TO, TO HOLD THE WEIGHT OF A MASTER SCHEDULE AND TO BE ABLE TO PROVIDE WHAT THEY NEEDED FOR THOSE STUDENTS TO HAVE. 
          AND THEN, THEN YOU GET INTO THE WHOLE, UH, OUR LABOR PARTNERS WITH NOT HAVING ENOUGH COURSES AND TEACHERS ARE TRYING THREE, FOUR PREPS AND THEN YOU GET INTO THAT WHOLE THING. 
          SO I DON'T KNOW HOW WELL THAT WORKS FOR US, BUT TO LOOK AT WHAT WE ALREADY HAVE IS PROBABLY BEST PRACTICE FOR US TO KIND OF SEE WHAT HAS BEEN WORKING WHEN IT TRANSITION HAS HAPPENED. 
          I JUST KNOW IN MY BOARD DISTRICT, I HAVEN'T SEEN THE BEST RESULTS WITH THAT. 
          SO IN OTHER PLACES IT MAY HAVE WORKED BETTER. 
          AND THEN JUST ONE OF THE THINGS WHEN WE'RE TALKING ABOUT REBRANDING THESE SCHOOLS, UM, 'CAUSE THAT'S SOMETHING THAT I HAVE A CONVERSATION I FEEL LIKE EVERY DAY, UM, WITH SOME OF OUR SCHOOLS THAT ARE DOING EXCELLENT AND DOING GREAT WORK. 
          AND, BUT THE NARRATIVE IS 10 YEARS AGO, THEY WERE NOT 10 YEARS AGO IT WAS SOMETHING ELSE. 
          AND THEN OBVIOUSLY WHEN YOU PLUG IN, YOU KNOW, OUR GOOD FAVORITE, UH, GREATER SCHOOLS AND WE LOOK IN AND THEY'RE LIKE, OH YEAH, WELL IT HAS A, YOU KNOW, A FOUR RATING OR IT HAS A FIVE RATING. 
          I DON'T KNOW. 
          WHAT ARE WE DOING TO COMBAT THAT? WHAT ARE WE PUTTING OUT THERE TO SHOW? 'CAUSE MANY OF OUR FAMILIES DON'T KNOW WHERE ELSE TO LOOK. 
          SO WHAT ARE WE DOING TO COMPETE WITH THAT? BECAUSE THAT'S HAPPENING TODAY. 
          FIRST IN TERMS OF THE GRADE SCHOOLS, THE GRADE SCHOOLS PIECE 
          [04:05:01]
AT THIS POINT, WE'LL NEED TO DISCUSS THAT FURTHER WITH OUR COMMUNICATIONS TEAM IN TERMS OF THE DISTRICT-WIDE MARKETING AND REBRANDING. 
          UM, SO WE'LL HAVE TO TAKE THAT BACK, BUT CERTAINLY THAT IS A COMPETITIVE FORCE OUT THERE. 
          UM, AND THEN THANK YOU FOR YOUR NOTE ON THE SPAN SCHOOLS IN TERMS OF LEARNING A BIT MORE RELATED TO THOSE PROGRAMS. SO WE'LL HAVE TO TAKE THAT BACK AS WELL. 
          AND THEN JUST THE LAST THING, WHEN WE TALK ABOUT WAYS IN WHICH WE CAN KIND OF HELP, UH, INCREASE ENROLLMENT, AND THIS IS SOMETHING WE DID AT ONE SCHOOL AND I'M HOPING TO DO AT MORE OF OUR SCHOOLS. 
          THE COMMUNITY OBVIOUSLY HAS CHANGED IN MANY OF OUR NEIGHBORHOODS AND MANY OF THOSE COME OUT AND BECAUSE OF GREAT SCHOOLS OR WHATEVER, THAT SCHOOL IS NOT THE SCHOOL I'M SENDING MY CHILD TO, RIGHT? AND SO WE DID, YOU KNOW, WE INVITED THOSE FAMILIES WITHIN THAT NEIGHBORHOOD TO COME ON A SATURDAY, COME CHECK OUT THE SCHOOL AND SEE WHAT WE HAVE. 
          AND WE PARTNERED WITH OUR CITY COUNCIL TO SAY, CAN YOU HELP US WITH THIS? AND THEY DID. 
          AND THEY CAME OUT, WE HAD A FULL ON AUDITORIUM FULL. 
          AND I WAS LIKE, IF ALL OF YOU GUYS ATTENDED THIS SCHOOL, THAT NUMBER WOULD, IT WAS 50 FAMILIES THAT CAME OUT THAT DID NOT GO TO THE SCHOOL. 
          AND THEY CAME OUT, THEY HAD AN OPPORTUNITY TO HEAR FROM THE PRINCIPAL, HEAR THE PROGRAM, SIGN UP FOR TOURS, AND IT MADE A BIG DIFFERENCE, UM, FOR THEM TO SEE, TO WALK INTO THE CAMPUS TO SEE WHAT WAS HAPPENING. 
          'CAUSE THEY DIDN'T KNOW. 
          AND SO I DON'T KNOW IF THAT'S SOMETHING THAT WE CAN START TO PILOT WITHIN SOME OF THE AREAS WITH RTK PROGRAM, WHICH IS SOMETHING THAT IS FAIRLY NEW TO MANY OF OUR COMMUNITIES, AND THIS IS WHERE WE, WE SEE IN THE BIGGEST NUMBER OF GROWTH. 
          IF THAT'S SOMETHING THAT WE CAN DO ACROSS THE DISTRICT WHERE WE'RE INVITING THEM INTO THE SCHOOLS, THAT MEANS YOU HAVE TO GO OUT AND KNOCK ON DOORS AND MAKE SURE THAT THEY SHOW UP AND COME OUT, UM, TO BE ABLE TO SEE IF THIS IS A WAY TO INCREASE THAT ENROLLMENT. 
          FIRST OF ALL, THANK YOU FOR THAT EXAMPLE. 
          AND I'VE HEARD ALSO FROM REGION TEAMS AND OUR COUNSELORS IN THE REGION, FOR EXAMPLE, THAT CREATE FLYERS, CREATE A WHOLE PROGRAM, WORK WITH OUR CAFE LA HAVE SOME OF THOSE FAIRES AT THE SCHOOL SITE. 
          THAT DOES HAPPEN. 
          CERTAINLY COULD BE AMPLIFIED, BUT I HAVE, UH, HEARD OF EXAMPLES FROM THE TEAM ABOUT THAT VERY, UM, TYPE OF OUTREACH. 
          CERTAINLY MORE NEEDS TO HAPPEN, BUT THAT IS SOMETHING THAT DOES, UH, OCCUR. 
          THANK YOU. 
          THANK YOU. 
          OH, I'M SORRY MR. LIN, SINCE YOU ALREADY, HOW THAT MR. LIN? UM, THANK YOU. 
          UH, I THINK ONE OF THE REASONS YOU'RE HEARING A LOT OF PASSION FROM THE BOARD ON THIS IS BECAUSE WE KNOW OUR SCHOOLS WELL, AND MANY OF US FOR MANY YEARS HAVE BEEN TALKING ABOUT, THIS IS A GREAT SCHOOL, WHY DON'T WE HAVE MORE OF IT? OR, THIS SCHOOL NEEDS SOME HELP, WHY AREN'T WE? AND IT FEELS LIKE A LOT OF THE TIME WE'RE YELLING INTO A VOID. 
          AND SO I DO APPRECIATE THE OPPORTUNITY TO HAVE THIS CONVERSATION AND ALSO THE LANDSCAPE ANALYSIS, AND IT'S A LITTLE PREMATURE TO HAVE IT WITHOUT YEAH. 
          YOU KNOW, BUT I THINK WHAT, AS WE REVISIT IT, BECAUSE WE ARE NOW ASKING THOSE QUESTIONS, UM, YOU KNOW, I'LL STATE THE OBVIOUS, WHICH IS YOU CAN'T MARKET YOURSELF OUT OF LIKE A 400,000 STUDENT DECLINE OVER 20 YEARS. 
          AND SO I APPRECIATE THE OTHER THINGS THIS BOARD IS DOING AROUND SOME OF THAT, LIKE, UM, ADVOCATING AROUND THE COST OF LIVING IN THIS REGION AND, UH, ADVOCATING AROUND IMMIGRATION AND, AND NEWCOMER SUPPORTS AND ALL THAT. 
          UM, BUT WE DO KNOW ON THE MARGINS AND WE SEE IT IN THIS DATA, UH, THAT THERE ARE MORE THINGS THAT WE CAN BE BE DOING. 
          ONE QUESTION I'VE HAD, UH, AND ASKED A FEW TIMES, AND I'M PRETTY SURE THE ANSWER IS NO, BUT I'LL ASK IT AND THEN MAYBE SUGGEST IT, IS DO WE DO ANY SORT OF EXIT INTERVIEW FOR FAMILIES THAT LEAVE THE DISTRICT LIKE WE DO FOR TEACHERS? YEAH, YEAH. 
          WE DON'T DO AN EXIT INTERVIEW. 
          WHAT WE DO IS WE TRACK WHERE THEY LEFT TO BASED ON THE LEVER CODE, RIGHT? SO I WOULD SUGGEST, AND YOU KNOW, I DON'T KNOW WHAT OUR, OUR POWER IS TO MANDATE SOMETHING, BUT AT LEAST MAKE IT AN OPTION. 
          LIKE WE DO A LOT OF SURVEYS TO TRY TO GET SOME DATA, UM, YOU KNOW, PARTICULARLY AS WE SEE THE DROP IN MIDDLE SCHOOL. 
          BUT I THINK, YOU KNOW, WE'D FIND IT INTERESTING AND SOMETIMES THE ANECDOTAL DATA, ANECDOTAL DATA CAN LEAD TO BIGGER TRENDS OR THINGS WE SHOULD THINK ABOUT. 
          I MEAN, ONE EXAMPLE OF MANY, I'VE HAD A FEW CONSTITUENTS OVER THE YEARS ADVOCATE AROUND FLEXIBILITY FOR MIDDLE SCHOOL PE UM, BECAUSE THEY'RE LIKE SERIOUS ATHLETES AND THEY WANNA WAIVER. 
          AND IT'S SOMETHING THAT LIKE SANTA MONICA OFFERS, BUT LUSD DOESN'T. 
          AND SO WE ARE LOSING SOME FAMILIES TO SANTA MONICA OR CULVER STATE. 
          NOW, AGAIN, MAYBE IF IT'S TWO OR THREE STUDENTS EVERY FEW YEARS, IT'S NOT WORTH IT. 
          BUT IF, IF WE SEE TREND LINES, IT MIGHT BE WORTH, AND THAT MIGHT BE A TWEAK WHERE, UM, WE CHANGE A POLICY AT THE BOARD LEVEL AND WE'RE ABLE TO RETAIN SOME FAMILIES, BUT ALSO JUST GET A SENSE OF, OH, IT'S BECAUSE, YOU KNOW, I I TRYING TO VALIDATE A LOT OF THE ASSUMPTIONS THAT THE BOARD MEMBERS HAVE BECAUSE OF OUR EXPERIENCE, LIKE THE REPUTATIONAL HIT, UH, THAT MS, HE NEWELL WAS TALKING ABOUT, OR LIKE, YOU KNOW, THEY'RE UNSURE OF THE CLASS SIZE AND, AND THEN REALLY ADVOCATE BASED ON THAT. 
          SO I, I WOULD REALLY ENCOURAGE FOLKS 
          [04:10:01]
TO LOOK AT, UM, AN EXIT SURVEY. 
          SOMETHING THAT WE DO DO, AND WE WORK CLOSELY WITH JOSE'S OFFICE IS OUR INTER-DISTRICT PERMIT. 
          SO WE DO LOOK TO SEE, WE DON'T HAVE AN EXIT INTERVIEW, BUT WE LOOK TO SEE WHY OUR FAMILIES ARE LEAVING AND WE TRY TO OFFER THEM OUR OWN OPTION. 
          AND THAT'S, THAT IS A PIECE OF DATA THAT I THINK WE, WE CAN CONTINUE TO LOOK AT. 
          YEAH. 
          AND TWO THINGS ON THAT ONE, I'LL JUST SAY PUBLICLY, I, YOU KNOW, I, I'LL, I WILL ALWAYS ADVOCATE FOR US TO HAVE THE MOST FLEXIBILITY WITH THOSE PERMITS BECAUSE WE NEVER WANT TO CAPTURE SOMEONE AGAINST THEIR WILL. 
          SO, YOU KNOW, I JUST, SO I'M SAYING LIKE, WHEN FAMILIES HAVE REACHED OUT TO MY OFFICE AND IT'S IF THEY WANNA LEAVE, LIKE IT'S, I THINK IT'S A, IT'S, WE WANT THE PULL FACTORS, RIGHT, OF LIKE STAY, BECAUSE, BUT WE ALWAYS WANT TO GIVE THEM THAT OPTION. 
          SO, BUT I, THAT DATA WOULD BE REALLY HELPFUL. 
          AND I DON'T KNOW IF IT'LL FOLLOW UP COW OR AS PART OF THE LANDSCAPE ANALYSIS, YOU CAN SHARE THAT DATA, BUT LIKE, THAT'S A GREAT, THAT WAS A GREAT DATA POINT. 
          IT'S LIKE, WHY ARE PEOPLE TRANSFERRING AND IS IT 'CAUSE OF A PROGRAM THAT THEY DON'T THINK WE HAVE OR OTHER NEED? BUT LIKE SEEING THAT DATA WOULD BE REALLY HELPFUL. 
          YOU KNOW, I'LL JUST, I'LL JUST STATE, YOU KNOW, AGAIN, REITERATE A LITTLE BIT WHAT MY COLLEAGUE SAID, BUT I THINK WE HAVE, WE ALL HAVE IN OUR BOARD DISTRICTS THE SAME CHALLENGE, WHICH IS SCHOOLS WITH WAIT LISTS. 
          I MEAN, I HAVE SOME NEARING A THOUSAND IN MY BOARD DISTRICT, LIKE DOWN THE STREET FROM SCHOOLS THAT ARE AROUND A HUNDRED KIDS. 
          AND, UM, AND SO THERE IS SCIENCE THAT, AND, AND LIKE A SCIENTIFIC APPROACH, BUT IT'S ALSO NOT ROCKET SCIENCE. 
          LIKE WHY, WHY PEOPLE ARE AT CERTAIN SCHOOLS. 
          AND SO I REALLY DO APPRECIATE THE OPPORTUNITY TO NOW THINK THROUGH THAT AND REPLICATE, YOU KNOW, SOME, ONE SCHOOL THAT COMES TO MIND IS OPEN CHARTER MAGNET. 
          AND YES, IT IS A AFFILIATED CHARTER AND A MAGNET THAT SCHOOL HAS BEEN INNOVATING SINCE LIKE THE SIXTIES, SEVENTIES. 
          THE PRINCIPAL OF THAT SCHOOL, HER MOTHER WAS THE PRINCIPAL, LIKE THAT WE SHOULD HAVE 10 OF OPEN, WE SHOULD HAVE 10 OF THOSE SCHOOLS AND EVERY OPPORTUNITY TO HAVE A CHANCE TO, I SAY, WHY AREN'T WE DOING MORE? THEY WANT A MIDDLE SCHOOL. 
          THEY, THERE THERE HAD JUST BEEN SO MANY MISSED OPPORTUNITIES WITHOUT REPLICATING. 
          AND I THINK WHEN YOU SEE INNOVATIVE SCHOOLS, UM, THAT ARE CAPTURING FAMILIES, INCLUDING SOME NEW ONES LIKE GALA, WHICH I THINK NOW IS IN, UM, THAT, UH, ANECDOTALLY WAS A, WAS A SCHOOL THAT WOULDN'T HAVE EXIST WHERE NOT A PRINCIPAL WHO WAS GONNA GO START A CHARTER SCHOOL. 
          AND FINALLY I THINK IT WAS RAY CORTINA SAID, WAIT, LET'S TRY TO DO THAT INNOVATION HERE. 
          AND NOW THAT'S A SCHOOL THAT ALSO HAS A HUGE WAIT LIST AND HAS FAMILIES COMING FROM THE WEST SIDE, YOU KNOW, ALL OVER THE CITY. 
          SO AGAIN, IT'S, IT'S, IT'S, I THINK ONE ASK FAMILIES WHAT THEY'RE LOOKING FOR. 
          TWO, WHEN WE FIND THE SCHOOLS THAT ARE SUCCEEDING, AGAIN, I GO BACK TO THIS NOT BEING ROCKET SCIENCE, LIKE IT'S, YOU KNOW, AND I'M SURE MY COLLEAGUES ARE ATTEST TO THIS, IT'S USUALLY A LEADER WHO'S BEEN THERE FOR A LONG TIME, WHO HAS CHOSEN HIS OR HER STAFF WHO HAS BUILT BUY-IN WITH A GROUP OF PARENTS WHO KIND OF INCULCATED A PARENT COMMUNITY. 
          SOMETIMES THE PARENT LEADER'S KIDS AREN'T EVEN THERE ANYMORE, BUT THEY'RE SO INVESTED IN THE SCHOOL. 
          UM, IT'S, IT'S PROGRAMS THAT THEY WERE ADVOCATING FOR FOR A LONG TIME. 
          DUAL LANGUAGE, INDIVIDUALIZED HONORS PROGRAMS, UM, MAG, YOU KNOW WHAT, WHATEVER IT IS. 
          AND SO WE HAVE THESE SUCCESS STORIES LIKE, YOU KNOW, MARK TWAIN MIDDLE SCHOOL, WHICH DOUBLED IN SIZE, UH, IN THE LAST 10 YEARS, LITERALLY DOUBLED. 
          AND IT'S BECAUSE THAT PRINCIPAL, SHE WAS AT THE ELEMENTARY SCHOOL, LITERALLY NEXT DOOR, LIKE ON THE SAME CAMPUS. 
          WE CREATED THE INDIVIDUALIZED HONORS PROGRAM, VENICE HIGH SCHOOL TOO. 
          NOW, FIRST THING AT THE SEAM. 
          SO I JUST, I SAY THAT BECAUSE I THINK THERE ARE, IF YOU DO TALK TO BOARD OFFICES AND BOARD MEMBERS, LIKE WE COULD POINT OUT AS WE DID IN THE LANDSCAPE ANALYSIS MEETINGS, LIKE, THESE ARE THE SCHOOLS TO REPLICATE OR, YOU KNOW, AND, AND THESE ARE THE SCHOOLS WHERE YOU COULD DO IT. 
          AND THEN WE STILL HAVE TO DO SOME OF THAT SCHOOL CONSOLIDATION. 
          I I I ALSO JUST SAY TWO, YOU KNOW, I THINK THAT THE TK EXPANSION IS BIG AND I, I LOVE THE STUFF WE'RE DOING AROUND, UH, UM, JUST DIGITAL, LIKE USER FRIENDLINESS ONLINE TO GET FAMILIES THERE. 
          I WAS PLAYING AROUND EVEN DURING THIS MEETING, LIKE, IF YOU GOOGLE ENROLL IN LUSD TK, THE FIRST HIT NOW IS OUR WEBSITE AND YOU CAN DO THE SEARCH SEARCH AND THERE'S, YOU STILL THEN HAVE TO LIKE CALL FOR THE EECS, BUT IT'S, IT'S AN IMPROVEMENT. 
          UM, SO I LIKE THAT. 
          UM, YOU KNOW, I THINK TOO, THERE ARE THINGS THAT WE CAN DO WHEN IT COMES TO WHERE SOME, WHAT SOME OF THOSE INDEPENDENT SCHOOLS ARE DOING. 
          I THINK WE SHOULD OFFER MORE MONTESSORI STYLE. 
          UH, EMILIO REGGIE, LIKE INNOVATIVE, ESPECIALLY AT PRESCHOOL, HAS A WAY TO COMPETE. 
          UM, AND THEN I THINK WE JUST NEED TO ACKNOWLEDGE THE TENSIONS. 
          ONE OF THEM TOO, I MEAN, WE TALKED ABOUT MARKETING. 
          I, I, A LOT OF PRINCIPALS OF MINE, UM, HAD REACHED OUT, UH, TO EXPRESS SOME OPPOSITION TO A FEW YEARS AGO WHEN THE DISTRICT WAS REQUIRING THEM TO STANDARDIZE THEIR WEBSITES. 
          BECAUSE I THINK, AGAIN, IT'S LIKE PEOPLE ARE CHOOSING THEIR SCHOOLS BECAUSE OF THEIR, THEIR UNIQUE CHARACTER, NOT BECAUSE THEY'RE PART OF THIS, YOU KNOW, AS, AS GREAT AS L UNIFIED IS. 
          IT'S NOT THAT THEY'RE LIKE, I'M AT LESD, ELEMENTARY SCHOOL NUMBER 72. 
          THEY'RE LIKE, I'M GOING TO OPEN OR I'M GOING TO COMMUNITY. 
          AND SO I WOULD, I WOULD JUST SAY THAT AS WE'RE TRYING TO DO THINGS MORE EFFICIENTLY AND CENTRALIZED THAT WE HAVE TO LET SCHOOLS AS WE'RE SUPPORTING THEM. 
          LIKE WHEN, WHEN SCHOOLS ARE, ARE ADVOCATING FOR SOME OF THAT FLEXIBILITY OR AUTONOMY, WE REALLY NEED TO GET IT TO THEM. 
          AND THAT WAS ONE EXAMPLE WHERE A LOT OF THEM HAD SPENT TIME AND YES, IT TAKES EFFORT, BUT THEY HAD HAD SOME VOLUNTEERS OR SCHOOL STAFF WHO WAS DOING STUFF AROUND THOSE WEBSITES. 
          AND THEN WHEN THEY WERE TOLD, OH, IT ALL HAS TO LOOK AT THIS TEMPLATE. 
          UM, AND THEN THE FINAL THING I'LL SAY TO MS. TENDEE, NOBEL'S COMMENT ABOUT THE GREAT SCHOOLS IS WE DID YEARS AGO BRING A 
          [04:15:01]
RESOLUTION THAT WAS OVERTURNED ABOUT A YEAR LATER THAT WOULD'VE CREATED OUR OWN EVALUATIVE TOOL TO COMPETE WITH GREAT SCHOOLS TO SAY, IF WE DON'T THINK THAT'S THE RIGHT METRIC, WHAT IS OUR METRIC? AND WE WERE LOOKING AT GROWTH DATA. 
          I MEAN, THIS WAS EIGHT YEARS AGO AND WE HAD SOME EXCITING IDEAS AND THEN POLITICS CHANGED AND, BUT I, I DO THINK THAT EITHER THERE'S A, THERE NEEDS TO BE A CONVERSATION WITH THOSE THIRD PARTY PROVIDERS 'CAUSE WE KNOW THAT PARENTS ARE STILL GOING THERE OR WE NEED TO THINK ABOUT HOW TO CREATE OUR OWN TOOL AND MARKET IT BETTER. 
          UM, BUT, UH, YEAH, I APPRECIATE THE CONVERSATION. 
          I THINK THE BOARD IS PRETTY ALIGNED ON LIKE, COME TALK TO US AND LIKE, WE'LL GIVE YOU IDEAS IN, IN OUR DISTRICTS AT LEAST. 
          SO THANK YOU. 
          UM, REALLY QUICK, UM, ON THE LANDSCAPE ANALYSIS, I, UM, AT LEAST HOW IT WAS PRESENTED TO US WAS TO LOOK AT THE CHOICE WHERE WE'RE, AS YOU MENTIONED, AND, AND I DON'T WANNA SAY THIS IS THE FIRST TIME A CHIEF OF STAFF THAT I KNOW HAVE SAT HERE, BUT I KNOW WHY YOU'RE HERE. 
          USUALLY IT'S DR. ESTRADA OR PETRO STO, BUT I KNOW WHY YOU'RE HERE, YOU'RE OVERSEEING, UM, THIS PART OF, OF, UM, THE LANDSCAPE ANALYSIS PROJECT, UM, WAS TO LOOK AT WHAT PARENTS ARE INTERESTED IN AND CHOICE AND WHERE ARE THE OPPORTUNITIES. 
          RIGHT? UM, BUT I KNOW, AND, AND WHEN WE TALK ABOUT CONSOLIDATING FOLKS ARE TAKING, ARE PUBLIC, ARE TAKING THAT AS THIS IS AN ANALYSIS TO CLOSE SCHOOLS. 
          CAN YOU, UM, SORT OF TOUCH ON THAT? YES, YES. 
          UM, SO MOST DISTRICTS THAT I'VE WORKED WITH, WHEN IT'S TIME FOR CONSOLIDATION, THEY JUST GO IN AND DO CONSOLIDATION BASED ON NUMBERS. 
          THAT IS NOT WHAT THIS BOARD IS DOING. 
          AND THAT IS NOT, AND THAT'S EXACTLY THE PURPOSE OF THE LANDSCAPE ANALYSIS. 
          SO WE ARE LEADING WITH PROGRAM. 
          SO WHEN I SAY THIS, I MEAN IT, I KNOW I'VE SAID IT MULTIPLE TIMES, BUT I'M GLAD YOU'RE ASKING ME TO SAY IT AGAIN BECAUSE IT'S AN IMPORTANT POINT. 
          THIS IS TRULY TO FIGURE OUT HOW TO SERVE OUR CURRENT STUDENTS BETTER. 
          WHAT PROGRAMS ARE WORKING, WHICH ONES AREN'T, WHERE ARE THEIR DESERT? WHERE ARE THEIR STUDENTS WHO DON'T HAVE A GOOD OPTION CLOSE TO HOME? WE WANT TO FIX THAT, CHANGE THAT. 
          UM, AND SO THAT, THAT IS WHAT'S LEADING THIS, THAT IS TRULY THIS WORK. 
          UM, AS A RESULT, BASED ON THAT ANALYSIS, BASED ON THE COMMUNITY MEETINGS, THERE MIGHT BE OUTPUT, BUT IT'S NOT GONNA BE PART OF THIS LANDSCAPE ANALYSIS. 
          BUT AS AN OUTPUT OF THIS MIGHT BE, OKAY, IF WE WANT TO OFFER THIS COMMUNITY A THEN WE REALLY CAN'T CONTINUE TO HAVE THESE CERTAIN SCHOOLS THAT ARE SO SMALL THAT THEY CAN'T SUPPORT THIS. 
          BUT IT MAY NOT. 
          SO THIS LANDSCAPE ANALYSIS IS TRULY NOT ABOUT CONSOLIDATING, BUT IS LEADING WITH PROGRAMMATIC CHANGE TO BETTER SERVE OUR COMMUNITY BETTER. 
          AND THEN WE CAN SEE WHAT THE FACILITIES NEED TO BE. 
          AND SOME OF IT MIGHT BE CHANGING SOME OF THE FACILITIES WE HAVE TO BETTER CREATE THE PROGRAMS THAT MAKE SENSE IN THESE COMMUNITIES. 
          SO THERE WILL BE MULTIPLE FACILITY CONVERSATIONS AFTER THE LANDSCAPE ANALYSIS, BUT THE LANDSCAPE ANALYSIS IS TRULY ABOUT PROGRAMMATIC EQUITY. 
          THANK YOU AGAIN, MS. RIEGEL. 
          YEAH, I WAS GONNA SAY SIMILAR TO THE POINTS THAT NICK MADE, UM, I HAVE A SCHOOL THAT, UH, WHEN THE PRINCIPAL CAME, ONE OF THE THINGS THAT HE DID IS HE WENT TO THE OTHER SCHOOLS THAT HAD INCREASED ENROLLMENT AND ASKED THEM LIKE, WHAT DID YOU DO? AND THEN HE WENT TO THE COMMUNITY OF THE SCHOOL TO THE NEIGHBORHOOD AND ASKED THEM WHAT THEY WANTED. 
          AND THEN HE DISCOVERED THAT A BIG PRIORITY FOR THE COMMUNITY WAS, UM, ARTS INSTRUCTION. 
          THEY WANTED THEIR KIDS TO HAVE ACCESS TO ART. 
          AND, AND SO THEY BECAME, UM, THEY APPLIED TO BECOME A MAGNET IN ARTS. 
          AND HE HAS, SINCE THAT HAPPENED, HE'S OPENED UP AND REALLY DEDICATED A LOT OF FUNDING TO ART AND MADE IT WORK IN SPITE OF, UM, OF, UM, REDUCTIONS. 
          AND HIS COMMUNITY HAS STOOD BY HIM ALL THE WAY. 
          AND THERE'S, IN FACT, THERE'S, UM, HE WAS ONE THAT HAS SO MANY KIDS THAT HE ACTUALLY CALLED AND ASKED US IF WE COULD SET UP A BUNGALOW TO ACCOMMODATE THE NUMBER OF KIDS WHO WANNA COME TO HIS SCHOOL. 
          HE WAS TURNING KIDS AWAY. 
          SO, BUT I THINK IT'S IMPORTANT THAT WE DO CONNECT WITH THE COMMUNITY AS WELL NEARBY THE SCHOOL. 
          I HAVE SEVERAL SCHOOLS THAT HAVE WAITING LISTS, AND THEN I HAVE ONE OR TWO WHO ARE CLOSE TO THOSE SCHOOLS THAT HAVE WAITING LISTS THAT ARE, YOU KNOW, IN DIRE NEED OF STUDENTS. 
          AND UNFORTUNATELY, SOMETIMES IT LOOKS VERY INEQUITABLE, THE FUNDING, NOT THE DISTRICT FUNDING, BUT THE FUNDRAISING THAT HAPPENS AT SCHOOLS. 
          AND, UM, AND IT'S VERY HARD FOR THE SCHOOL THAT IS SMALL AND IN NEED OF STUDENTS, UM, YOU KNOW, TO COMPETE WHEN THEY DON'T HAVE THE SAME TYPE OF PROGRAMMING OR THE TYPES OF, OF, UM, ENGAGEMENT. 
          RIGHT. 
          AND SO MY, SO ONE, I WOULD SUGGEST THAT YOU ALSO NOT ONLY TALK TO PARENTS INDIVIDUALLY AND FOCUS GROUPS THROUGHOUT IN, IN THE GREATER DISTRICT, BUT ALSO TALK TO THE, THE SCHOOL COMMUNITY, LIKE THE COMMU, THE PEOPLE WHO LIVE AROUND THAT SCHOOL TO ASK 'EM WHAT THEY WANT FROM THEIR COMMUNITY SCHOOL. 
          UM, AND LASTLY, IN TERMS OF, YOU KNOW, CONSOLIDATION AND THE LANDSCAPE 
          [04:20:01]
ANALYSIS, UM, I WOULD HOPE THAT OUR GOAL IS NOT TO CLOSE ANY SCHOOLS PERIOD. 
          AND THAT IF THERE'S ANY, ANY PLACE WHERE WE FEEL THAT THE PROGRAMS MIGHT, THE PROGRAMS MAY NOT BE AVAILABLE AT A SCHOOL SITE BECAUSE OF HOW SMALL THEY ARE, THAT THEN WE FIGURE OUT HOW WE CAN MAKE A PROGRAM, UM, BE, UH, SPLIT AMONG TWO SMALLER SCHOOLS IN THE COMMUNITY. 
          BECAUSE IF WE WANT OUR KIDS TO BE BENEFITING FROM THEIR COMMUNITY, THEN WE HAVE TO GIVE THEM THE, THE RESOURCES IN THEIR COMMUNITY, RIGHT? ONCE WE START CLOSING SCHOOLS, THAT MEANS THAT OUR KIDS HAVE TO TRAVEL TO ANOTHER COMMUNITY TO GET THEIR EDUCATION, AND WE SHOULD STRIVE NOT TO MAKE THAT HAPPEN. 
          SO LET'S TRY TO FIGURE OUT HOW WE CAN MAKE THE, THE PROGRAM BE SPLIT, BE, UH, SHARED AMONG VARIOUS SCHOOLS. 
          UM, IF THAT IS, UM, SOMETHING THAT WE ARRIVE AT THAT THE PROGRAM, UH, WE MAY NOT BE ABLE TO GIVE PROGRAMS THE SAME TYPE OF PROGRAMS AT A SCHOOL BECAUSE OF ITS SIZE. 
          THANK YOU. 
          UM, JUST A, SOME THINGS THAT, THAT NOT WAS NOT, WERE NOT TOUCHED ON, UM, BASED ON, UH, DR. 
          ANDREW'S, UM, UM, REPORT ANALYSIS AND ALSO MEGAN TOO, I DON'T WANT TO LEAVE HER, I DON'T KNOW, YOU WERE PART OF THIS AS WELL. 
          UM, SO WHAT DIDN'T HEAR WAS ABOUT THE DROPOUT PREVENTION RECOVERY, YOU MENTIONED THAT, RIGHT? SO DID YOU, WAS YOUR ANALYSIS ALSO, UM, DID YOU GO FURTHER ON THAT, ON BEST PRACTICES AND HOW ARE WE DOING IT HERE IN THE DISTRICT? BECAUSE I THINK THAT WAS VERY, VERY, UM, OH YEAH, IMPORTANT. 
          I'M REALLY, I, WE DO DO SOME, SOME DROPOUT RECOVERY. 
          UM, UH, AND IT'S SOMETHING I'VE, I'VE BEEN CURIOUS ABOUT AND ASKING ABOUT FOR A, A WHILE NOW, SO I'M NOT EXACTLY SURE. 
          , I'M HAPPY TO SHARE AS WELL, BUT YOU HAVE AN EXPERT HERE AS WELL, BUT, OKAY. 
          THERE'S, IT'S A PARTNERSHIP BETWEEN THE INSTRUCTIONAL OFFICE AS WELL AS LCS OFFICE TO JUST MAKE SURE THAT ONE, WE ARE TRACKING WHAT STUDENTS ARE ON TRACK OR OFF TRACK. 
          WE KNOW VERY QUICKLY AND EARLY WHO THOSE STUDENTS ARE. 
          SO WE'RE TRYING TO IMPROVE THAT WITHIN THE SYSTEM. 
          BUT ONCE WE KNOW A STUDENT HAS DEMONSTRATED THOSE BEGINNING INDICATORS OF ATTENDANCE ISSUES, UH, NOT PASSING CLASSES, THINGS LIKE THAT, THIS IS WHEN A REAL WRAPAROUND TEAM COMES TOGETHER. 
          UH, AND SO I'LL LET HER SHARE MORE ABOUT THAT. 
          AND THEN WE ALSO HAVE AN ELEMENT OF WHEN WE KNOW A STUDENT HAS CHECKED OUT, WE'RE NOT QUITE SURE WHERE THEY WENT. 
          WE ALSO HAVE A FOLLOW-UP SUPPORT. 
          THIS IS WHERE OUR OPTIONS OFFICE COMES TOGETHER, ADULT EDUCATION OFFICE COMES TOGETHER ALONG WITH THIS TEAM. 
          SO IF YOU WOULDN'T MIND SHARING A LITTLE BIT MORE. 
          YES. 
          SO IT'S, IT'S A COLLABORATION EFFORT THAT WE HAVE WITH OUR DIVISION OF INSTRUCTION TEAM AND OTHER OFFICES AS WELL. 
          SO WE HAVE SPECIFICALLY AT OUR HIGH SCHOOLS, WE HAVE OUR A THROUGH GPSA COUNSELORS THAT ARE MONITORING THE A THROUGH G PROGRESS AND ARE MEETING WITH FAMILIES ONE, ENSURING THAT THEY KNOW THAT ONCE THEY GET TO HIGH SCHOOL AND IF THEY DON'T PASS THEIR CLASSES, YOU'RE, UH, BEING IMPACTED BY CREDITS. 
          SO THEY DO A LOT OF THE ENSURING THAT FAMILIES ARE AWARE OF THAT. 
          ALSO, ENSURING THAT STUDENTS ARE AWARE OF THAT, BUT ENSURING THAT THEY'RE LINKING THEM TO THE APPROPRIATE CREDIT RECOVERY COURSES ULTIMATELY. 
          SO THE STUDENT DOES NOT DROP OUT. 
          SO THERE'S A LOT OF THAT WORK CURRENTLY BEING DONE. 
          WE'RE LOOKING AT THEIR DATA, WE'RE MONITORING AND WE'RE FOLLOWING UP. 
          AND THEN EVEN ONCE, I MEAN THAT'S WHERE I HAD IN TERMS OF THOSE ARE THE L EIGHT KIDS. 
          WE DO HAVE KIDS THAT UNFORTUNATELY, UM, THEY DO DROP OUT, THEY DO LEAVE OUR, BUT WE CONTINUE TO FOLLOW UP ON THOSE COHORT GRADUATION. 
          SO WE WORK WITH OUR OPTIONS TEAMS AND THEN WE ALSO HAVE OUR YOUTH SOURCE CITY PARTNERSHIP PROGRAM, WHICH IS ONE OF OUR PARTNERSHIP WITH THE CITY OF LA. 
          THEIR FOCUS IS ON THOSE 16 TO 24 YEAR OLDS, AND THEY ARE PEOPLE SERVICES AND ATTENDANCE COUNSELORS AT OUR YOUTH SOURCE CENTERS THAT ARE FOLLOWING UP ON THOSE KIDS THAT HAVE LEFT OUR SCHOOL DISTRICT AND DID NOT RE-ENROLL IN SCHOOL. 
          AND WE PARTNER AND WE BRING THEM BACK, WE ENROLL THEM IN SCHOOL, VOCATIONAL TRAINING, UM, PROVIDE THEM WITH JOB READINESS SO THAT THEY ARE ABLE TO GET BACK ON TRACK. 
          ARE THERE OF SOME AREAS, UM, ON, UH, DROPOUT PREVENTION THAT HAVE YET TO BE IMPLEMENTED OR THINGS THAT WE WOULD LIKE TO DO APART FROM ALL OF THAT WORK? I DON'T KNOW IF THERE'S ANY OTHER BEST PRACTICES THAT CAN BE, CAN AUGMENT THAT. 
          I WAS GONNA GONNA MENTION AN EXAMPLE FROM PASADENA, WHERE, WHERE THEY HAVE ACTUALLY A CHARTER SCHOOL THAT'S GOT A SPECIAL CHARTER, IT'S CALLED LEARNING WORKS, UM, WITH THE SCHOOL BOARD IN PASADENA. 
          AND, UM, THEY'RE, THEY'RE A SCHOOL COMPLETELY DESIGNED FOR THOSE STUDENTS WHO DROPPED OUT, BUT WHO ARE COMING BACK TO, UM, TO FINISH THEIR DEGREES. 
          AND MANY OF THOSE STUDENTS ARE EITHER, UH, DROPPED OUT BECAUSE OF PARENTING OR BECAUSE OF BEING JUSTICE INVOLVED. 
          SO THEY'RE, THEY'RE, THEY'RE, THEY MAYBE GOT OUT OF PROBATION SCHOOL OR THEY GOT OUT OF PRISON AND THEY'RE COMING BACK AND THEY, AND THERE THERE'S A DEDICATED SCHOOL FOR THEM. 
          SO IT'S JUST AN EXAMPLE FROM A A A, A NEARBY DISTRICT THAT IS DOING SOMETHING A LITTLE DIFFERENT. 
          YOU CAN PROBABLY LEARN SOMETHING OR YEAH. 
          OR SHARE BEST 
          [04:25:01]
PRACTICES. 
          OKAY. 
          THAT WE GOOD. 
          THANK YOU. 
          THE OTHER ONE WAS THE SECTOR BASED LEARNING HUBS. 
          UM, I THOUGHT THAT WAS, I WANTED TO KNOW MORE ABOUT THAT, RIGHT? BECAUSE YOU, YOU KNOW, I KNOW THAT YOU WERE VERY SUCCINCT IN ON, IN, IN THAT, UM, WHAT THAT WOULD LOOK LIKE IN THE EXAMPLE OF SAN FRANCISCO, BUT, UM, THE, AND THE FIRST THING THAT CAME TO MIND ON THAT POSSIBILITY WAS OBVIOUSLY BRAVO, BECAUSE WE'RE RIGHT NEXT DOOR TO USC KECK. 
          RIGHT, RIGHT. 
          AND, AND THE COLLABORATION THAT CAN HAPPEN AND HOW THAT WOULD LOOK LIKE. 
          AND I WOULD REALLY LOVE FOR THE DISTRICT TO REALLY, UM, LOOK AT THIS AND ANALYZE AND HOW THAT CAN LOOK ACROSS THE DISTRICT, UH, AS, YEAH. 
          SO I DON'T KNOW IF THERE ARE ANYTHING ELSE YOU CAN ADD ON THAT. 
          YEAH, BRAVO. 
          WE DON'T HAVE AN EXAMPLE THAT'S EXACTLY LIKE IT. 
          SO I THINK IT IS REALLY INTERESTING TO, TO LOOK AT. 
          WE HAVE A NEW, UH, AND PROBABLY SOMEBODY KNOWS MORE ABOUT THIS THAN I DO. 
          UH, IS IT IO IOVINE? I, I DON'T KNOW HOW TO PRONOUNCE. 
          THERE'S A NEW, UM, CHARTER SCHOOL THAT'S A COLLABORATION BETWEEN, UM, THE, THE GUY FROM APPLE WHO DESIGNED THE APPLE STORES AND THE IPOD AND EVERYTHING, AND SOMEBODY ELSE WHO'S FAMOUS . 
          ANYWAY, THEY HAVE A DESIGN, UM, UH, AND AT LIKE A DESIGN TECH HIGH SCHOOL IN SOUTH LA, SO I'M NOT SURE WHO'S, THAT'S A DISTRICT SCHOOL. 
          IT'S A DISTRICT SCHOOL. 
          IT'S A, SO, SO IT'S A, IN SOME WAYS I THINK IT LOOKS KIND OF LIKE THIS HUB. 
          UH, IT'S GOT A DIFFERENT, UM, CAREER FOCUS OR PROFESSIONAL FOCUS. 
          UM, BUT WHAT MAKES THE HUB DIFFERENT IS THAT IT ATTRACTS STUDENTS FROM DIFFERENT DISTRICTS ALTOGETHER. 
          SO IT'S LIKE A PROGRAM AND IT'S, UM, AND IT'S NOT, AS I UNDERSTAND IT, IT'S NOT NECESSARILY ALL DAY. 
          SO IT'S A PROGRAM THAT YOU CAN ATTEND A DIFFERENT HIGH SCHOOL AND THEN THIS IS PART OF YOUR HIGH SCHOOL EDUCATION, BUT YOU TRAVEL TO IT. 
          UM, AND SO THAT'S, THOSE ARE TWO ASPECTS THAT ARE A LITTLE DIFFERENT. 
          AND, AND IT'S AN OPPORTUNITY TO, UM, TO BUILD ALL KINDS OF COLLABORATIONS. 
          AND THE DISTRICT HAS A LOT OF COLLABORATIONS LIKE THIS. 
          THIS IS BIOTECH FIRMS AND A LOT OF THE MONEY WAS RAISED BY THEIR FA FOUNDATION. 
          UM, AND YOU KNOW, OUR FOUNDATION HAS BEEN RAISING A LOT OF MONEY LATELY AS WELL. 
          I WOULD LIKE TO, UH, FOR THE DISTRICT TO REALLY DELVE DEEPER ON, ON HOW, WHERE ARE THE AREAS. 
          I, I THOUGHT OF SEVERAL BRAVO ROY BALL FILM ON TV AND ALSO, UM, CORINA VAPA, RIGHT? BECAUSE THAT CORTINA ACTUALLY SUPPOSED TO BE LIKE THE, UM, PREMIER, THE PREMIER SCHOOL IN THE ARTS, LIKE THE FAME OF NEW YORK. 
          UH, BUT IT JUST NEVER GOT THERE. 
          AND, AND FOR, AND I BROUGHT THIS UP TO SUPERINTENDENT AND, AND CAROLYN AS WELL AS TO, UM, HOW WE'RE REALLY MISSING AND, AND REALLY TAKING ADVANTAGE OF WHAT THAT SCHOOL WAS SUPPOSED TO BE AND THE MONEY THAT WAS INVESTED IN THE FACILITIES. 
          AND YET IT HAS NEVER REALLY TAKEN OFF. 
          AND I THINK WE'RE, UM, I KNOW WE'RE DOING A BIG DIS UM, INJUSTICE TO THE POSSIBILITY OF, UM, THE ARTS, UM, OF THAT SCHOOL BEING THE PREMIER SCHOOL. 
          UM, AND THEN THE LAST THING I JUST WANNA, UM, RAISE IS THE LAST TWO QUESTIONS THAT YOU RAISED, UH, DR. THOMAS. 
          ONE IS, UM, THE FIRST QUESTION, PROGRAM ENROLLMENT CAPACITY AND ATTRACTION ANALYSIS THAT RELATES TO THE LANDSCAPE ANALYSIS THAT IS BEING DONE. 
          BUT THE SECOND ONE WAS THE INTERVENTION AND EFFECTIVENESS, EFFECTIVENESS ANALYSIS. 
          UM, WHICH OF THE DISTRICT'S CURRENT ATTENDANCE AND DROPOUT PREVENTION GRADUATION INTERVENTIONS DEMONSTRATE STRONGEST EFFECTS? HOW CAN RESOURCES BE REALLOCATED TOWARDS HOW HIGHER HIGHEST IMPACT INTERVENTIONS AND WHAT GAPS EXIST, WHICH AS I MENTIONED EARLIER, SO I THINK THOSE ARE SOMETHING WE CAN DELVE MORE INTO, UM, IN, IN ANALYZING AND MAYBE WORKING WITH DR. THOMAS AND, AND LOOKING AT THAT INFORMATION. 
          SO I JUST WANTED TO RAISE THAT TOO. 
          SO, OKAY. 
          ANY MORE QUESTIONS? I THINK THAT IS IT. 
          SO THANK YOU SO MUCH, UM, FOR ALL OF YOU FOR, UM, THIS VERY, UH, ANOTHER WONDERFUL, UM, DISCUSSION AND MORE TO COME AS WE AT TOWARDS THE END OF THIS YEAR, UH, ACADEMIC YEAR AS WE GET THAT REPORT ON THE LANDSCAPE ANALYSIS. 
          WELL NOW 
          [IV. Public Comment]
WE ARE MOVING ON TO THE LAST PART OF THIS MEETING, WHICH IS THE, UH, PUBLIC COMMENT PORTION. 
          SO NOW I WILL, UM, HAND THIS OVER TO MR. MCLEAN. 
          ALRIGHT, HERE WE, WE GO. 
          UM, I'LL CALL FIRST ON THE FOLKS WHO HAVE LISTED THEMSELVES AS BEING IN PERSON AND THEN THE FOLKS WHO HAVE LISTED THEMSELVES AS CALLING IN REMOTELY. 
          SO THE FIRST SPEAKER IN PERSON IS MARIA LUISA PALMER. 
          I SEE YOU OUT THERE. 
          COME ON DOWN. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          AND AFTER MS. PALMER IS DEANNA GUILLEN. 
          AND THEN YOU GONZALEZ, COME ON UP. 
          YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          [04:30:05]
 GOOD AFTERNOON. 
          LONG MEETING TODAY, HUH? UH, MY NAME IS MARDEL ALMA. 
          I'M HERE SPEAKING ON BEHALF OF THE TAXPAYERS OF LOS ANGELES. 
          SO WHAT WE'VE HEARD FROM ALL OF YOU TODAY AND, UH, MY ASSESSMENT IS THAT WE HAVE MANY LAYERED FACTORS LEADING TO A VERY CRUCIAL SITUATION HERE IN THE FINANCES. 
          UH, IT'S AN EXCELLENT TIME TO HAVE PRUDENT FISCAL, UH, STRATEGY GOING FORWARD. 
          UH, MR. MELVOIN, THANK YOU FOR SPEAKING UP ABOUT WANTING FINANCIAL STABILITY TO BE A CORE PILLAR FOR THE STRATEGIC PLAN. 
          AND THANK YOU MR. ORTIZ FRANKLIN FOR TALKING ABOUT THE UNRESTRICTED NET POSITION AND YOUR CONCERNS AROUND THAT FACTOR. 
          UH, WE NEED MORE INFORMATION AND MORE ANALYSIS LIKE YOU'VE DONE TODAY HERE WITH THE ENROLLMENT, UH, AND THE LEGISLATIVE ANALYST RECOMMENDATION TO KEEP THE FUNDING BASED ON AVERAGE DAILY ATTENDANCE. 
          BUT YOU ALSO HAVE AN INCREASING VOLATILITY WITH HEALTHCARE COSTS. 
          ALTHOUGH YOU'VE ALREADY AGREED TO KEEP PAYING FULL FAMILY PREMIUMS FOR ALL OF YOUR EMPLOYEES, THAT'S AN INCREASED RISK. 
          YOU HAVE AGING AND UNDERUTILIZED FACILITIES, WHICH CAUSE INCREASED MAINTENANCE COST, INCREASED CAPITAL IMPROVEMENT NEEDS. 
          YOU HAVE THE STAFF, YOU BUILD UP THE BIG INCREASES BASED ON THE TEMPORARY FUNDING FOR COVID FUNDS. 
          SO DESPITE 27,000 A YEAR IN THE UPCOMING BUDGET FOR NEXT YEAR FROM THE GOVERNOR AND THE ADDITIONAL 200 MILLION THAT WAS DISCUSSED TODAY, 27,000 A YEAR, THE HIGHEST PER PUPIL FUNDING, THE NUMBERS STILL DON'T WORK. 
          THAT'S WHAT WE SEE HERE IN THE PRESENTATIONS FROM TODAY. 
          YOU END UP WITH NEGATIVE RESERVES. 
          SO THAT TELLS US THAT YOU'RE LIVING BEYOND YOUR MEANS. 
          WE NEED EFFICIENCIES HERE WITH STAFF. 
          HOW DO YOU MANAGE TO IDENTIFY AND KEEP YOUR BEST EMPLOYEES? THE THE BEST IN THE GOOD SCHOOLS DON'T NEED ANY PROMOTION, RIGHT? YOU'RE TALKING ABOUT THAT TODAY. 
          THEY SELL THEMSELVES. 
          SO WHILE YOU CAN'T IDENTIFY HOW THE USE OF FUNDS IDENTIFY THE BEST OUTCOMES, YOU'RE AT A LOSS, HOW WILL YOU GET TO THAT? SO PLEASE HAVE TOWN HALLS WHERE YOU BOARD MEMBERS INDIVIDUALLY, TELL US WHAT YOU THINK YOUR SOLUTIONS ARE TO THE COMMUNITIES AND THEN OPEN THE DISCUSSION. 
          EXPLAIN THE SQUEEZE THAT YOU'RE UNDER HERE SO THAT THE FAMILIES REALLY UNDERSTAND FROM A FINANCIAL PERSPECTIVE WHAT THE ISSUES ARE. 
          NOT BASED ON FEELINGS AND NOT HOW IT SHOULD BE, BUT HOW IT IS PRESENT THE FACTS. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          DION GUILLEN, COME ON UP. 
          YOU'D LOVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          MS. GUI IS GONNA SPEAK IN SPANISH, SO IF YOU'D LIKE TO HEAR WHAT SHE'S SAYING IN ENGLISH AS SHE'S SPEAKING IN SPANISH, PLEASE PUT YOUR HANDS UP AND WE'LL GET YOU A TRANSLATION HEADSET. 
          OKAY. 
          CIA SCHOOL SAFETY. 
          IT WAS A LONG MEETING BUT YOU SPENT 45 MINUTES ABOUT THE EFFICIENT FORMULA ABOUT HOW TO MANIPULATE THE PARENTS INTO GOING INTO THE DISTRICT. 
          THAT'S VERY EASY. 
          YOU KNOW HOW RE UH, ACADEMIC RESULTS IS THE WAY ALL OF THEM THAT DO THAT HAVE GOOD RESULTS. 
          AND WHAT I WOULD LIKE TO SAY , ABOUT YOUR COMMENT ABOUT THAT, PEOPLE LIKE SMALL SCHOOLS, OF COURSE WE LIKE SMALL SCHOOLS WITH RESULTS. 
          THE LUSD WHO HAVE A FEW STUDENTS, IT'S NOT BECAUSE THEY HAVE RESULTS. 
          THEY'RE THE WORST SCHOOLS AND THAT'S WHY PARENTS ARE SWITCHING THEIR STUDENTS ELSEWHERE. 
          SO I KNOW MS. CARGO, YOU WANT TO FIGHT FOR THE COMMUNITY SCHOOLS, BUT, AND WHAT IS THAT BASE, THAT COMMENT, THERE SHOULD BE A REGISTRY WHERE IF ALL THIS MONEY THAT'S BEING DISTRIBUTED IN ALL THESE SCHOOLS IS WORKING BECAUSE YOU WANT TO FIGHT FOR MORE EMPLOYEES FOR UTLA, BUT YOU'RE NOT FIGHTING FOR RESULTS. 
          SO THAT'S THE BIGGEST PROBLEM THAT EXISTS. 
          AND THE FUNDS THAT ARE GOING TO BE GIVEN TO THE COMMUNITY SCHOOLS PUT IT IN THE REDUCTION OF CLASSES. 
          NO, YOU WANT BETTER RESULTS. 
          THAT'S WHAT YOU'RE SAYING. 
          THAT MAY BE BETTER COMPARED TO A COMMUNITY SCHOOL. 
          I DON'T KNOW, ONE THAT HASN'T PROGRESSED ACADEMICALLY. 
          LET'S PUT THESE SCHOOLS WHERE THEY HAVE 2000, 3000 STUDENTS OR A 1,500, BUT THEY DON'T PROGRESS. 
          THEY DON'T GET BETTER. 
          AND THEN THEY SEND THEIR KIDS BECAUSE THEY REALLY DON'T KNOW. 
          AND YOU TAKE ADVANTAGE OF THE IMMIGRANT COMMUNITY THAT DON'T KNOW THAT THOSE ARE BAD SCHOOLS. 
          BUT WHEN WE'RE MOVING THROUGH THE SYSTEM AND KNOWING THEM, THESE, WE KNOW THAT THESE DON'T PROVIDE RESULTS AND THE CHARTERS ARE WINNING AND TAKING THE BATON BECAUSE THEY HAVE EVEN SMALLER, BETTER RESULTS WITH THE LIMITED FUNDS THEY HAVE. 
          SO WE NEED TO TALK ABOUT MORE ABOUT THE 90, UM, PROP 98. 
          BECAUSE YOU EVEN SAID TOO, THE PRESENTER SAID THAT NEWSOM 
          [04:35:01]
WAS TALKING ABOUT HOW YOU GIVE THE MINIMUM BUDGET ABOUT PROP 98, BUT IT'S ALSO THE MINIMUM WORK DONE FOR THE STUDENTS TOO. 
          IT'S MEDIOCRE BECAUSE THEY HAVE MINIMUM RESULTS FOR THE STUDENTS IN OUR SCHOOLS. 
          THANK YOU FOR YOUR TIME. 
          THANK YOU. 
          THE NEXT SPEAKER IS MARIA DAISY ORTIZ. 
          COME ON DOWN. 
          YOU'LL HAVE TWO MINUTES TO SPEAK WHEN SHE BEGIN. 
          MS. ORTIZ. 
          AND AFTER MS. ORTIZ IS CLEMEN AVALOS. 
          GOOD AFTERNOON, MY IS MARIA. 
          AND TRULY, THESE BIG MEETINGS ALWAYS TAKE THE VOICE AWAY FROM THE PEOPLE WHO COME HERE TO TELL YOU. 
          NOT THAT WE UNDERESTIMATE THE DISTRICT, BUT WE'RE NOT SEEING RESULTS. 
          AND I'M GONNA START WITH THIS PHRASE THAT IS SOMEWHAT CYNICAL. 
          WHEN THE STUDENTS ATTEND, WE ALL WIN. 
          WELL, YOU WIN BECAUSE YOU HAVE POSITIONS. 
          THIS SHOULD BE REPLACED WHEN THE STUDENTS ATTEND. 
          THE STUDENT WINS. 
          AND I AM IN AGREEMENT WITH MS. GUILLEN SAID, IN ORDER TO HAVE BETTER ENROLLMENT, YOU NEED TO HAVE BETTER RESULTS. 
          BUT SINCE YOU NEGOTIATE WITH THE LABOR, UH, NEGOTIATORS THAT ARE PAYABLE, BECAUSE HERE ARE THE ONES THAT ARE VOLUNTEERS, ARE THE PARENTS AND THE ONES THAT ARE BEING AFFECTED. 
          AND ALL THE ACTIONS THAT YOU TAKE ARE OUR KIDS. 
          OUR KIDS ARE NOT RECEIVING A QUALITY EDUCATION BECAUSE MATH AND ENGLISH ARE UNDER 40%. 
          AND IT'S NOT ABOUT MONEY. 
          IT'S ABOUT EFFICIENCY TO REDUCE. 
          SO I WOULD LOVE TO SEE THE BUDGET, UH, EXPLAINED IN THE DIFFERENT OFFICES THAT ONLY ARE THERE TO MAKE UP AND SERVE YOU. 
          SO IMAGINE THE RETREAT YOU DID THE OTHER DAY. 
          THEY HAD A PERSON WHO KNOWS HOW MUCH YOU PAID TO TELL YOU WORDS ABOUT HOW DO YOU FEEL WITH THAT WORD ABOUT THAT WORD. 
          INSTEAD OF ASKING, HOW ARE THE STUDENTS HERE, WE ARE FOR THE STUDENTS, NOT YOUR FEELINGS. 
          AND THESE ARE PEOPLE THAT ALREADY HAVE A SALARY. 
          SO WE NEED TO DEMAND EFFICIENCIES IN THE PROGRAMS. SO WHEN IT COMES TO THE BUZZ, IT'S WHEN THEY HAVEN'T EVEN FINALIZED 150 MILLION OR 150,000. 
          YOU'RE REDUCING IN THE SCHOOLS, TAKING AWAY THEIR, THEIR COUNSELORS. 
          AND YOU CALL THAT EXCELLENCE. 
          PLEASE WORK WITH EFFICIENCY AND KNOW WHAT EXCELLENCE IS. 
          DON'T PUT PRETTY WORDS OVER THINGS THAT DON'T EVEN HAVE. 
          THANK YOU FOR YOUR TIME. 
          UH, MR. DAVID TOSKI. 
          I SEE YOU'RE BACK. 
          COME ON DOWN. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          AND THEN AFTER MR. TOSKI, WE HAVE, UH, ISABEL GONZALEZ AND THEN CLEMEN AVALOS. 
          THANK YOU FOR A, A DETAILED, UH, COMMITTEE OF THE WHOLE, UH, ONE I WOULD NOT USE CONSOLIDATE, UH, BECAUSE SCHOOLS TALK ABOUT REPURPOSING IS A MUCH BETTER METAPHOR. 
          AND PUBLIC LAND. 
          IT'S PUBLIC LAND, RIGHT? IT'S LIKE THE BOSTON CUMMINS. 
          IT BELONGS TO ALL OF US. 
          AND SO WE HAVE TO BE VERY CAREFUL ABOUT PRIVATIZATION OF PUBLIC LAND. 
          SO GOOD DISCUSSION. 
          SOME GOOD INSIGHT. 
          BUT I DON'T KNOW WHY WE ADVERTISE OUR VIRTUAL ACADEMY ALL OVER THE BILLBOARDS AROUND THE CITY. 
          UNLESS WE WANNA MAKE THE VIRTUAL ACADEMY AVAILABLE TO EVERY KID IN THE STATE, MAKE IT AN AFFILIATED CHARTER. 
          YOU COULD GROW YOUR ENROLLMENT FROM THE FIVE, 6,000 WHO ARE DOING REALLY POORLY IN THE INDEPENDENT STUDY TO LIKE 40,000 AND YOUR BUDGET WOULD JUST GROW. 
          IT'S NOT A GOOD EDUCATIONAL THING, BUT AFFILIATED CHARTERS, IT'S A WAR OF SCHOOL DISTRICTS AGAINST SCHOOL DISTRICTS. 
          IF YOU HAVE A, AND I KNOW WE HAVE GOOD PROGRAMS, WE'RE GONNA FIND THEM ALL IN ERNSTON. 
          YEAH. 
          WHY AREN'T KIDS COMING FROM BURBANK AND GLENDALE AND COMPTON AND LINWOOD AND PARAMOUNT? SOUTHGATE, THE CITY OF SOUTHGATE GOES TO FOUR SCHOOL DISTRICTS. 
          OURS IS CERTAINLY QUITE UP THERE. 
          BETTER THAN TWO OF THEM AT LEAST. 
          OKAY, BACK TO THE MOST FUNDAMENTAL. 
          YOU GUYS WERE GREAT ON THE BUDGET TODAY. 
          WHAT OPTIMISTIC TIMES? I DON'T KNOW HOW WE GET THE GRIM REAPER DISCUSSIONS, BUT THE BUDGET IS GROWING. 
          AND THANK YOU FOR POINTING OUT THAT WE, THE INCREASED REVENUE IN NOVEMBER AND DECEMBER IS LIKE 5 BILLION MORE. 
          JANUARY, FEBRUARY, MARCH, APRIL, MAY ARE ALL PART OF THIS YEAR'S BUDGET THAT CAN GO INTO THE BLOCK. 
          GRANT ON YOUR CHART, IT SHOWED THE BLOCK GRANT THERE. 
          IF YOU ADVOCATE TO GET MORE MONEY INTO THE BLOCK GRANT, IT'S ALREADY, UH, PUT IN THERE BY YOUR, UH, CFO. 
          UH, 5.6 BILLION IS BEING HELD BACK. 
          OKAY? CTA WILL BE ON THAT AND THE WHOLE EDUCATION COMMUNITY WILL BE ON. 
          BUT YOU OUGHT TO CONSIDER 
          [04:40:01]
WRITING A LEGAL LETTER AS WELL. 
          YOU CAN CHALLENGE THAT LEGALLY. 
          IT IS CONSTITUTIONALLY OWED TO SCHOOL DISTRICTS. 
          AND FINALLY, AS YOU CONT CONTINUE TO DISCUSS THE BUDGET, INVITE THE GOVERNOR. 
          THERE'S NO QUESTION. 
          BRING THE GOVERNOR RIGHT HERE. 
          TALK TO HIM, THE DEPARTMENT OF FINANCE AND LET THEM EXPLAIN TO YOU WHAT WE ALL THINK THE GOVERNOR WILL DO IN AN EVEN NUMBER YEAR, AS KELLY GOEN HAS POINTED OUT IT'S ELECTION TIME. 
          AND WE COULD REALLY UP THE MONEY BY MAY. 
          THANK YOU VERY MUCH FOR THE TIME. 
          THANK YOU FOR YOUR TIME. 
          IS GONZALEZ, COME ON UP. 
          MS. GONZALEZ IS GONNA SPEAK IN SPANISH, SO IF YOU'D LIKE TO HEAR WHAT SHE'S SAYING IN ENGLISH, PLEASE PUT ON THESE TRANSLATION HEADSETS. 
          OKAY. 
          FOR THE ENGLISH LEARNERS AND AS A MEMBER OF THE SCHOOL SITE COUNCIL, SSC, WHICH I HAVE BEEN FOR MULTIPLE YEARS, THAT'S WHY I'M HERE TO SPEAK UP ON BEHALF OF THOUSANDS OF PARENTS THAT HAVE SIGNED IN PETITION FOR THE RETURN OF SCHOOL POLICE AT THE SCHOOL SITES, THOUSANDS OF PARENTS, MS. CARLA, UH, IN CONTRAST TO HER, THE ONLY MONSTER THAT IS BEING THAT IS CONSUMING THE SCHOOL MEMBERS AND TAKING OUR KIDS AND OUR STUDENTS. 
          AND THE ONLY THING THEY'RE WORRIED ABOUT IN, IN U-T-L-A-S-E-I-U LOCAL 99 IS MORE CONTRACTS. 
          WHILE OUR CHILDREN ARE UNSURE IF THEY'RE COMING HOME DUE TO BULLYING, ABUSE OF ALL TYPES, FENTANYL DRUGS, UH, WEAPONS, WEAPONS OF ALL KINDS, STOP BEING AN ACCOMPLICE TO THIS. 
          STOP SAYING THERE'S EQUITY WHEN OUR KIDS ARE BEING EXPOSED. 
          DAILY EQUITY WHEN YOU'RE VERY WELL PROTECTED AND OUR KIDS ARE NOT, WE DON'T ASK FOR MORE PROGRAMS WE THAT NO ONE GOES TO OR USES. 
          WE DON'T ASK FOR, UH, THINGS RELATE TO THE DELINQUENCIES. 
          WE DON'T ASK FOR THINGS THAT NOBODY WANTS OR MORE PERSONNEL. 
          WHAT STUDENT. 
          WE WANT STUDENTS IN CLASSROOMS. WE'RE NOT ASKING FOR THOSE THINGS. 
          WHAT WE'RE ONLY ASKING FOR IS QUALITY EDUCATION, SCHOOL POLICE, CLEAR, TRANSPARENT, UH, EXPLANATIONS OF THE FUNDS AND INVESTMENTS, NOT WHAT LOCAL SEIU 99 AND ALL THOSE IS NOT HAVING A TAMPONS IN THE BOYS' BATHROOMS. FOCUS ON QUALITY EDUCATION. 
          STOP BEING THE JOKE IN THE WORLD OF EDUCATION WITH MEDIOCRE EDUCATION AND YOU WON'T HAVE THE, THE CONCERN OF LOW ENROLLMENT. 
          ALL WE WANT IS SAFETY, EDUCATION, QUALITY, AND THANK YOU FOR YOUR TIME. 
          SCHOOL POLICE, OKAY, UH, DR. 
          ZA MONET, ARE YOU HERE? DR. 
          MONET NOT HERE. 
          CAROL, LAND VERDE, ARE YOU HERE? COME ON DOWN. 
          YOU'LL HAVE TWO MINUTES TO SPEAK WHEN SHE BEGIN. 
          . 
          OKAY. 
          BUENO. 
          I COME HERE URGENTLY. 
          I'M NOT GONNA SPEAK QUITE A BIT. 
          I COME WITH YOU MS. UH, CIO. 
          THE LAST TIME THAT WE WERE HERE, THE SUPERINTENDENT WAS HERE. 
          YOU WERE ALL HERE. 
          AND I EXPRESSED TO YOU SPECIFICALLY ABOUT THOMAS STAR KING SCHOOL THAT YOU NEED TO PRIORITIZE THE SPECIAL EDUCATION BECAUSE THE TEACHERS ARE HAVING TROUBLE WITH THE STUDENTS THAT HAVE DISABILITIES IN WHEELCHAIR, STUDENTS WITH AUTISM, SEVERE AUTISM. 
          AND YOU DID NOT MAKE THIS AN IMPORTANT MATTER. 
          AND YOU JUST SAID FROM THAT TABLE, YOU SAID FROM THAT SEAT, YOU CONNECTED WITH THE, WITH THE ADMINISTRATOR. 
          I WENT TO, UH, KNOCK ON THE DOOR AND YOU ARE A LIAR. 
          YOU KNOW WHAT? YOU ARE IN A PLACE. 
          I BELIEVE YOU'RE IN THAT PLACE BECAUSE YOU'RE A LIAR. 
          AND BE CAREFUL AND YOU ALL BE CAREFUL BECAUSE WHEN, WHEN YOU GIVE A NAME OF A PERSON, LISTEN, WHEN I GO TO THE PRINCIPAL RUSA AND YOU SAID YOU HAD NOT COMMUNICATED WITH HER, YOU TOOK AWAY THE HISTORY TEACHER, DO YOU KNOW HOW MANY CHILDREN THEY HAVE NOW IN THE CLASSROOM? 20 STUDENTS UNTIL YOU HAVE AN ACCIDENT, WILL YOU BE OKAY WITH THAT? IT'S ALL THE WHITE PARENTS. 
          YOU HAVE A CAMPAIGN RIGHT NOW AND OF COURSE, AND IF I COME HERE AND I MOVE THE PARENTS AS A LEADER THAT I AM, WE WILL TAKE YOU AWAY FROM THAT POSITION BECAUSE YOU ARE NOT INTERVENING FOR THE SPECIAL EDUCATION MS. SO PLEASE PUT ON THAT, UH, YOUR DUTY. 
          THANK YOU FOR YOUR TIME. 
          AND DO NOT BE A LIAR. 
          UH, CHERYL KNO, I SEE YOU'RE SPEAKING REMOTELY. 
          CHERYL KNO, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          CHERYL KONO. 
          [04:45:01]
CHERYL KONO, I SEE YOU'RE ON THE LINE WITH US. 
          THIS IS CHERYL KONO. 
          HELLO? MM-HMM . 
          CAN YOU HEAR ME? PLEASE GO AHEAD. 
          THIS IS CHERYL KNO. 
          CAN YOU HEAR ME? YES, WE CAN. 
          PLEASE GO AHEAD. 
          OKAY, GREAT. 
          ALRIGHT. 
          UM, MY NAME IS CHERYL KNO, PSYCHIATRIC SOCIAL WORKER, AND BASICALLY I'M SHARING ABOUT ADVOCACY. 
          I WILL BE INTRODUCING A PARENT IN A MINUTE, UM, WHO IS RECEIVING OR HER CHILD IS RECEIVING SERVICES. 
          UM, PSYCHIATRIC SOCIAL WORKERS ARE CRUCIAL IN ORDER TO ADDRESS THE NEEDS OF THE MENTAL HEALTH AND SOCIAL WORK NEEDS OF STUDENTS, BOTH AT THE UNIVERSAL, LIKE MACRO LEVEL, SCHOOL WIDE EVENTS, AS WELL AS OUTREACHING, UM, BOTH IN THE CLASSROOM AND OUT OF THE CLASSROOM, PROVIDING GROUP WORK, CLASSROOM INTERVENTION, INDIVIDUAL WORK, INDIVIDUAL THERAPY, GROUP THERAPY, CRISIS INTERVENTION, MENTAL HEALTH SERVICES, ALL THE WAY ACROSS THE BOARD. 
          YOU KNOW, OUR BELIEF IS THAT ALL STUDENTS SHOULD HAVE ACCESS TO THESE SERVICES IN ORDER TO ADDRESS ALL OF THE RISING DEMANDS, UM, DUE TO CHALLENGES WITH IMMIGRATION ISSUES, UH, BULLYING, DISCRIMINATION, UM, JUST A VARIOUS VARIETY OF MENTAL HEALTH ISSUES. 
          AND SO I HAVE ISABEL WHO I'M INTRODUCING SO THAT SHE CAN SHARE ABOUT HER EXPERIENCES RECEIVING SERVICES, AND WE WANT PWS AT EVERY SINGLE SCHOOL SITE AND ALL THE DIFFERENT PROGRAMS, SPECIALIZATION FROM PRE-K ALL THE WAY TO ADULT ED. 
          PLEASE GO AHEAD, ISABELLE. 
          HI ABEL. 
          HI, MY NAME IS ISABEL AND I JUST WANTED TO GIVE MY TESTIMONY ABOUT MY DAUGHTER. 
          SHE IS IN 10TH GRADE. 
          SHE STARTED TO SEE MS. CONNO SINCE SHE BEGAN IN NINTH GRADE BECAUSE SHE HAD A LOT OF ANXIETY AND, UH, PANIC ATTACKS WHEN SHE STARTED WITH THIS. 
          SHE DID NOT WANT TO GO TO SCHOOL BECAUSE, UH, SHE DID NOT KNOW WHAT TO DO. 
          BUT WITH THE HELP OF MS. CONNO, SHE HAS LEARNED LITTLE BY LITTLE TO CONTROL HERSELF AND NOT TO MISS SCHOOL ANYMORE. 
          SOMETIMES I HAD TO TAKE HER OUT EARLY OR SHE WOULD MISS SCHOOL WHEN SHE STARTED WITH THESE PANICS PANIC ATTACKS AND SHE MISSED SCHOOL EVEN UP TO TWO WEEKS ALTOGETHER. 
          AND THE HELP THAT SHE HAS RECEIVED IN SCHOOL, SHE SPEAK WHEN SHE BEGIN. 
          KARINA LOPEZ. 
          HELLO. 
          OKAY, GOOD AFTERNOON. 
          MY NAME IS CARINA LOPEZ SUNGA, AND I AM CALLING TO BE ABLE TO PROVIDE MY PUBLIC COMMENT. 
          THANK YOU FOR THE OPPORTUNITY. 
          YES, SADLY, EVERYTHING THAT WE ARE HEARING, THE STATEMENTS, TESTIMONY, COMMENTS, RIGHT EXPERIENCES, IT IS TRUE. 
          AND MORE AND MORE, MORE AND MORE THAN WHAT IS BEING SAID HERE. 
          THAT IT IS BEING, UH, EVIDENCE AND YOU KNOW PERFECTLY WELL THAT EVERY SINGLE WORD THAT THE PEOPLE BEFORE ME HAVE SAID ARE TRUE. 
          WE DO NEED TO INCREASE THE NUMBER OF, UH, OFFICERS, SAFETY OFFICERS IN THE SCHOOL. 
          WE NEED IT URGENTLY. 
          THE SERVICES. 
          WHY DON'T YOU SEEK OUT SOMEONE THAT PROVIDES SERVICES THAT DON'T WORK DIRECTLY WITH THE STUDENTS? BECAUSE, UH, ACADEMIC COUNSELORS HAVE YOU REALLY HOW THE STUDENTS ARE GRADUATING MORE THAN ANYTHING. 
          THE ONES IN SPECIAL EDUCATION. 
          NO, THAT IS NOT HOW IT'S DONE. 
          THAT IS INHUMANE. 
          THAT IS A CRIME, A SEVERE CRIME. 
          WE NEED TO SEEK OUT WHO IS RESPONSIBLE OF ALL OF THESE ATROCITIES BECAUSE IT IS HORRIBLE WHAT IS HAPPENING. 
          IT IS NOT FAIR FOR THE FAMILIES, FOR HOMES, AND EVEN LESS FOR CHILDREN. 
          YOU ARE THE ONES THAT, UM, BENEFIT FROM THIS ARE THE ONES THAT GAIN THE MOST AND EVERY SINGLE TIME THE STUDENTS ARE LOSING MORE AND MORE. 
          SO IT IS VERY IMPORTANT TO IDENTIFY WHO IS TRULY RESPONSIBLE AND TO BRING THEM TO JUSTICE. 
          BECAUSE THE DIVINE JUSTICE WE WILL, NO ONE CAN ESCAPE. 
          AND WE DO NEED REALLY MORE DEDICATION AND TO BE COMPLIANT. 
          SO PLEASE DO NOT BE LIKE THIS. 
          PLEASE DO NOT BE UNGRATEFUL. 
          THANK YOU. 
          THE LINE. 
          PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          MARCELA GARCIA. 
          GOOD AFTERNOON, MEMBERS OF THE BOARD. 
          MY NAME IS MAR GARCIA 
          [04:50:01]
AND I AM HERE ONCE MORE SO THAT YOU ARE ABLE TO, I'VE EMPHASIZED OUR HIGH SCHOOLS BECAUSE THEY NEED MORE POLICE OFFICERS. 
          THEY NEED A LOT OF CARE FOR THE STUDENTS. 
          YOU KNOW THAT WITHIN THE SCHOOL, SOMETIMES THERE'S THREATS. 
          AND HOW DO YOU TAKE IT AS WHEN A STUDENT THREATENS ANOTHER STUDENT? IS THERE STRATEGIES THAT YOU MIGHT USE OF WHAT TO DO? AND WHAT PERSONNEL DO YOU USE? HOW TO PROCEED WHEN THERE IS A THREAT FROM ONE STUDENT TO ANOTHER. 
          SAYING, IF YOU SAY SOMETHING OF YOU SEE SOMETHING ABOUT WHAT YOU BEEN SEE HERE, I WILL BRING A GUN AND I WILL SHOOT YOU DOWN. 
          WHAT KIND OF STRATEGIES DO YOU USE? BECAUSE WE NEED MORE POLICE, WE NEED MORE SAFETY FOR OUR STUDENTS, BUT ALSO SAFETY. 
          IMAGINE HOW IS IT THAT STUDENTS ARE WITH THEIR MENTAL HEALTH NOW THAT ONE THREATENS ANOTHER. 
          STUDENTS ARE SAYING THEM. 
          IF YOU SAY SOMETHING, I WILL SHOOT YOU. 
          SO PLEASE, I WANT YOU TO EXPLAIN TO ME A LITTLE BIT WHAT KIND OF PRECAUTIONS YOU TAKE WHEN THOSE, UH, STUDENTS ARE THREATENED. 
          AND ALSO WE NEED POLICE THE ENTIRE TIME OUTSIDE OF THE SCHOOLS, MAINLY IN THE HIGH SCHOOLS BECAUSE IT'S STUDENTS THAT ARE OLDER AND SO THEY TAKE, THEY'RE MORE AGGRESSIVE. 
          AND I DO NEED THAT. 
          I WANT SAFETY. 
          I WANT SAFETY FOR FRANKLIN, FOR ALL HIGH SCHOOLS AND FOR ALL SCHOOLS. 
          ALSO FOR PARENTS. 
          YOU CANNOT BE PLAYING WITH THE LIVES OF CHILDREN. 
          ANOTHER THING, THE STUDENTS IN SPECIAL EDUCATION, IF ARE YOU MONITORING SO THAT THE STUDENTS ARE REALLY RECEIVING THE EDUCATION THAT THEY NEED. 
          WHEN THE STUDENTS HAVE ACCOMMODATIONS, LIKE ONE-ON-ONE, WHO IS RESPONSIBLE TO KNOW THAT IF THE STUDENT DOES HAVE THEIR ACCOMMODATION BEING MET, JUST AS IT IS WRITTEN AND HOW IT HAS BEEN ASSESSED, ASSESSED BY THAT STUDENT WHO MONITORS THOSE THINGS, WHO MONITORS STUDENTS THAT ARE IN SUCH EDUCATION, REMEMBER THAT ALL STUDENTS LEARN IN A DIFFERENT MANNER, BUT THEY DO LEARN THERE'S CHILDREN THAT THEN THE PARENTS THAT ARE ABLE TO SUCCEED HERE. 
          YOU'RE NOT SIGNED IN EITHER. 
          RAQUEL DIAZ, ARE YOU ON THE LINE? RAQUEL DIAZ IS NOT ON THE LINE. 
          UH, MONICA OLA, ARE YOU IN THE ROOM? ALSO NOT ONLINE. 
          CLEMEN AVALOS. 
          CLEMEN. 
          ALSO NOT HERE. 
          THAT CONCLUDES PUBLIC COMMENT. 
          THANK YOU MR. MCCLEAN. 
          UM, AS WE CLOSE TODAY'S COMMITTEE OF THE WHOLE, I WANT TO RETURN TO THE MOMENT WE ARE IN AND TIMES ARE MARKED IN TIMES MARKED BY FEAR, DIVISION AND GRIEF. 
          PUBLIC SCHOOLS PLAY AN ESSENTIAL ROLE IN HOLDING COMMUNITIES TOGETHER. 
          THEY ARE PLACES WHERE STUDENTS CAN FIND STABILITY, WHERE FAMILIES CAN FIND SUPPORT, AND WHERE HOPE IS NOT JUST SPOKEN ABOUT, BUT PRACTICED EVERY DAY. 
          THE CONVERSATIONS WE HELD TODAY ABOUT BUDGETS, ENROLLMENT, AND STUDENT SUPPORT REFLECT THAT RESPONSIBILITY. 
          THEY REMIND US THAT OUR DECISIONS MUST BE GUIDED NOT ONLY BY CONSTRAINTS, BUT BY CARE, BY PURPOSE, AND BY OUR SHARED COMMITMENT TO THE, TO THE, TO STUDENTS AND THE FAMILIES OF LOS ANGELES. 
          THANK YOU, UH, TO OUR PRESENTERS, UH, COLLEAGUES, SISTER, LEADERSHIP AND MEMBERS OF THE PUBLIC FOR YOUR TIME AND ENGAGEMENT TODAY. 
          THE NEXT COMMITTEE OF THE WHOLE IS TUESDAY, FEBRUARY 24TH, AND NOW THIS COMMITTEE OF THE WHOLE IS ADJOURNED. 
          THANK YOU.
* This transcript was created by voice-to-text technology. The transcript has not been edited for errors or omissions, it is for reference only and is not the official minutes of the meeting.