* This transcript was created by voice-to-text technology. The transcript has not been edited for errors or omissions, it is for reference only and is not the official minutes of the meeting.
          [00:00:01]
           GOOD AFTERNOON, AND 
          [I. Welcome and Opening Remarks]
WELCOME TO THE SCHOOL SAFETY AND CLIMATE COMMITTEE MEETING. 
          THIS IS THE FIRST OF THIS YEAR, BUT WELCOME BACK COMMITTEE MEMBERS. 
          UM, WE ARE GONNA GET STARTED VERY SHORTLY WITH OUR PRESENTATION FROM DISTRICT OPERATIONS. 
          WE HAVE TWO SCHOOLS THAT ARE GONNA PRESENT ONE 22ND STREET AND SALLY RIDE. 
          UM, AND THEN OF COURSE, WE'LL END WITH PUBLIC COMMENT, BUT THIS COMMITTEE IS REALLY ABOUT THE SAFETY AND CLIMATE OF THE DISTRICT. 
          WE LOOK AT DATA, WE CONSIDER RECOMMENDATIONS, UM, AND MY COLLEAGUES, MS. NEWBELL, AND, UH, MS. GRIEGO ARE ON THEIR WAY. 
          THEY'LL BE WITH US SHORTLY. 
          UM, WE'LL DO A QUICK ROUND OF INTROS FROM THE, THE, UH, DAY AS WE ALWAYS DO. 
          AND THEN I'LL, ANDREA, I'LL INVITE YOU TO GET US STARTED GOING FORWARD, BUT WE'LL START WITH MS. MARCUS. 
          GOOD AFTERNOON, MARTHA MARCUS. 
          I'M THE ADMINISTRATOR WITH STUDENT MENTAL HEALTH AND WELLNESS SERVICES. 
          GOOD AFTERNOON, EVERYONE. 
          ANDREAS CHE, CHIEF OF SCHOOL OPERATIONS, TANYA ORTIZ, FRANKLIN BOARD DISTRICT SEVEN, NO, LENA. 
          HI, MY NAME IS LENA. 
          I WORK, UM, ON THE SCHOOL SAFETY TRANSFORMATION PROJECT THROUGH THE OFFICE OF VIOLENCE PREVENTION, HOUSED AT THE LOS ANGELES COUNTY DEPARTMENT OF PUBLIC HEALTH, . 
          I'M CARLOS VA WITH CADRE COMMUNITY ASSET DEVELOPMENT, REDEFINING EDUCATION, SALVADOR FROM EL RETE, WORKING WITH IMMIGRANT COMMUNITIES IN LOS ANGELES. 
          THANK YOU EVERYONE FOR BEING HERE, AND WE WILL GET STARTED WITH 
          [II.1. School Safety Professional Development Update]
OUR FIRST PRESENTATION ON, UH, PROFESSIONAL DEVELOPMENT AROUND SCHOOL SAFETY. 
          MR. CATE INSTANCE. 
          OUR PRESENTATION TODAY IS AROUND THE PROFESSIONAL DEVELOPMENT AND EDUCATION THAT WE PROVIDE OUR COMMUNITIES AROUND SAFETY TOPICS. 
          UM, OUR VERY QUICK, UH, SNAPSHOT OF OUR AGENDA FOR THIS AFTERNOON. 
          UH, I'LL REVIEW OUR EVERY SCHOOL SAFE, UH, BLUEPRINT FOR SAFETY, THE MATERIALS THAT ARE ENCOMPASSED THERE, UH, A NEW PRACTICE THAT WE PUT INTO PLACE THIS YEAR, ACTUALLY, WE BROUGHT BACK AFTER A NUMBER OF YEARS, WHICH IS OPERATIONAL ROUNDS AND SOME TARGETED PROFESSIONAL DEVELOPMENT FOR SOME CRITICAL, UH, STAFF MEMBERS THAT HELP OUR STUDENTS AND OUR CAMPUSES OUT WITH SAFETY. 
          OKAY, SO I, I HOPE THAT MOST FOLKS THAT ARE WATCHING THIS, HOPEFULLY ALL FOLKS THAT ARE WATCHING THIS AND THAT ARE, YOU KNOW, HERE AT THE BOARD MEETING, ARE AWARE OF THE EVERY SCHOOL SAFE BLUEPRINT FOR SAFETY. 
          IT'S SOMETHING THAT WE LAUNCHED, UH, JUST ABOUT THREE YEARS AGO, AND IT'S ESSENTIALLY MEANT TO BE E EXACTLY WHAT'S IN THE TITLE. 
          IT'S, IT'S OUR BLUEPRINT. 
          IT'S OUR MAP FOR ALL THINGS SAFETY RELATED TO THE DISTRICT. 
          AND IN THIS SPACE. 
          WHEN WE SAY SAFETY, OF COURSE, WE DO MEAN PHYSICAL SAFETY, STRUCTURAL SAFETY, GATES, POINTS OF ENTRY, AND SO ON. 
          BUT WE TAKE A MORE HOLISTIC APPROACH. 
          THIS IS THE WELLBEING OF EVERY CHILD AND EVERY STUDENT ON OUR CAMPUS. 
          IT ENCOMPASSES A VARIETY OF RESOURCES, BUT THE ONE THAT I'M GOING TO FOCUS ON TODAY IN TERMS OF PROFESSIONAL DEVELOPMENT ARE THE SEMI-MONTHLY MODULES, THE TRAININGS THAT WE PROVIDE TO OUR STUDENTS, OUR STAFF, AND OUR PARENTS AROUND CRITICAL SAFETY TOPICS. 
          AND, AND I HOPE YOU'LL, YOU'LL BEAR WITH ME, MY, MY EYES CAN STILL READ THAT, SO I HOPE THAT YOU ALL STILL CAN. 
          BUT THESE ARE THE TOPICS THAT WE PROVIDE EVERY MONTH, AND WE ARE IN YEAR THREE OF THE, UH, BLUEPRINT OR UNDERTAKING A FULL REFRESH FOR NEXT YEAR. 
          WE KNOW ANYTIME WE DO TOPICS FOR MORE THAN THREE YEARS, IT STARTS TO GET A LITTLE DATED. 
          SO I'LL WALK US THROUGH WHAT THE, THE TOPICS, UH, INCLUDE IN AUGUST, WHICH OBVIOUSLY CORRESPONDS IN THE BEGINNING OF OUR SCHOOL YEAR. 
          OUR FIRST TOPIC IS AROUND CREATING WELCOMING ENVIRONMENTS, RIGHT? WHAT DOES IT MEAN TO CREATE A SPACE THAT STUDENTS WANT TO LEARN IN, THAT EMPLOYEES WANT TO WORK IN? AND THAT PARENTS, OF COURSE, FEEL WELCOME. 
          AND AGAIN, THAT'S A TRAINING. 
          AND YOU'LL SEE IN BOLD THE INTENDED AUDIENCE. 
          THAT'S A TRAINING MODULE THAT IS PROVIDED FOR STUDENTS, FOR STAFF, AND FOR PARENTS. 
          OBVIOUSLY, IT'S DIFFERENTIATED BASED ON THE AUDIENCE, BUT IT'S ESSENTIALLY THE SAME CONTENT. 
          UH, WE FOLLOW IN SEPTEMBER. 
          UH, AS YOU MAY KNOW, SEPTEMBER IS SUICIDE AWARENESS AND PREVENTION MONTH. 
          SO FOR THAT MONTH, THAT IS OUR FOCUS. 
          UH, WE PROVIDE A LOT OF RESOURCES IN THAT SPACE FOR AWARENESS. 
          AND OF COURSE, MOST IMPORTANTLY, PREVENTION. 
          YOU'LL SEE THAT DURING THAT SAME TWO MONTH SPAN. 
          WE ALSO COVER OUR INTEGRATED SAFE SCHOOL PLANS. 
          UH, FOR THOSE OF US THAT HAVE WORKED AT SCHOOLS, UH, WE KNOW THAT OUR ISSP, AS WE CALL IT, IS OUR GUIDING DOCUMENT AROUND, AGAIN, SORT OF THE MORE STANDARD MODES OF SAFETY, OUR DRILLS, UH, WHAT TO DO IN THE CASE OF A LOCKDOWN AND SO ON. 
          SO, OF COURSE, WE WANNA HIGHLIGHT THAT EARLY IN THE YEAR IN OCTOBER, WE LOOK AT SUBSTANCE USE AWARENESS WITH A PARTICULAR FOCUS ON FENTANYL OVER THE LAST COUPLE OF YEARS, UH, IN THE YEAR TO COME. 
          I THINK WE MIGHT PIVOT A LITTLE BIT TO START LOOKING A LITTLE BIT MORE. 
          AT VAPING. 
          WE'RE SEEING, OBVIOUSLY, A LOT OF VAPING USAGE WITH OUR STUDENTS, SO WE WANT TO INCLUDE THAT. 
          BUT AGAIN, THAT'S A VERY POWERFUL MODULE FOR THAT MONTH. 
          AND AGAIN, I WANT TO CALL OUT THAT IT'S FOR ALL THREE AUDIENCES IN NOVEMBER. 
          THIS IS THE LAST TRAINING BEFORE THE, UH, THE WINTER RECESS OF EACH YEAR IS AROUND DEESCALATION AND RESTORATIVE PRACTICES. 
          THIS GOES HAND IN HAND WITH THE WELCOMING ENVIRONMENT MODULE THAT 
          [00:05:01]
WE DO IN AUGUST. 
          AND AGAIN, THIS IS MEANT TO TRAIN OUR STAFF. 
          AND BY THE WAY, I SHOULD CLARIFY, WHEN I SAY STAFF, I DON'T JUST MEAN TEACHERS. 
          THESE ARE TRAININGS THAT ARE INTENDED TO BE DELIVERED BY THE SITE ADMINISTRATOR. 
          WE TRAIN THE PRINCIPALS, AND THEY'RE SUPPOSED TO GO BACK AND DO THE SAME TRAINING, OBVIOUSLY, FOR TEACHERS AT A FACULTY MEETING, BUT ALSO FOR CLASSIFIED EMPLOYEES AS WELL. 
          OKAY? AND AGAIN, THIS ONE SPECIFIC TO NOVEMBER, IS AROUND DEESCALATION, VERBAL DEESCALATION, THE THINGS THAT WE CAN SAY, THE ENVIRONMENTS THAT WE CAN CREATE WITH STUDENTS WHEN MAYBE THEY'RE IN A HEIGHTENED STATE, TO GET THEM TO CALM DOWN AND REENGAGE IN JANUARY. 
          GIVEN THAT IT'S A RELATIVELY SHORT MONTH, WE DON'T HAVE A TOPIC. 
          FEBRUARY IS THE ONLY TRAINING THAT'S ONLY FOR ADMINISTRATORS, AND THAT'S AROUND HOW TO CONDUCT ADMINISTRATIVE INVESTIGATIONS. 
          WE THEN END THE YEAR WITH TWO MORE TOPICS. 
          IN MARCH. 
          WE DO, UH, CHILD ABUSE AWARENESS TRAININGS. 
          IT, IT'S CALLED BREAKING THE SILENCE IS THE MODULE THAT WE'VE USED FOR MANY YEARS WITH STAFF. 
          BUT AS YOU CAN SEE, WE ALSO HAVE A, A SIMILAR MODULE FOR STUDENTS AND FOR PARENTS. 
          WE WANT STUDENTS, OF COURSE, TO BE ABLE TO ADVOCATE FOR THEMSELVES IF GOD FORBID, THEY SHOULD FIND THEMSELVES IN A SITUATION SUCH AS THAT. 
          AND WE END THE YEAR. 
          OUR FINAL TOPIC IS AROUND CYBERSECURITY, CYBERSECURITY, CYBER GROOMING, CYBER BULLYING. 
          WE KNOW, OF COURSE, THAT THESE ARE THINGS THAT ARE FRONT OF MIND FOR OUR COMMUNITIES. 
          SO, AGAIN, WE'VE GOTTEN A LOT OF REALLY GOOD FEEDBACK ON THESE TRAININGS OVER THE LAST THREE YEARS, PARTICULARLY FROM PARENTS. 
          WE'VE HAD A LOT OF PARENTS SAY TO US THAT THEY'VE NEVER HAD ANYBODY TALK TO THEM ABOUT THESE TOPICS PRIOR TO, AS PART OF THE ESS MODULE. 
          BUT AGAIN, FOR THE YEAR TO COME, WE'RE DOING A FULL REFRESH. 
          WE JUST FINISHED DOING A SURVEY OF STUDENTS, SOME OF OUR STUDENT GROUPS, UH, TO SEE WHAT TOPICS THEY WOULD LIKE TO SEE HIGHLIGHTED. 
          IT WILL LOOK VERY SIMILAR TO WHAT YOU SEE HERE, BUT THERE WILL BE SOME SHIFTS AND SOME PIVOTS. 
          THE NEXT, UH, PROFESSIONAL DEVELOPMENT PRACTICE THAT I WANT TO HIGHLIGHT, AND THAT IS NEW FOR THIS YEAR, BUT IT'S NOT A NEW PRACTICE OF THE DISTRICT, IS WHAT WE CALL OPERATIONAL ROUNDS. 
          OPERATIONAL ROUNDS ARE WHEN WE TAKE STAFF MEMBERS, USUALLY FROM MULTIPLE SCHOOLS, AND WE TAKE THEM TO MODEL SCHOOLS SO THEY CAN SEE A PRACTICE IN ACTION, HOPEFULLY LEARN FROM IT, IMPLEMENT IT AT THEIR SCHOOL. 
          SO THIS YEAR, WE TOOK THIS ON FOR TWICE A YEAR. 
          WE'VE DONE ONE ROUND IN LATE OCTOBER THAT HAD TO DO WITH SUPERVISION PRACTICES, AND WE'RE GOING TO COME BACK AND DO IT AGAIN IN LATE MARCH, EARLY APRIL, AGAIN, AROUND, UH, RESTORATIVE PRACTICES AND POSITIVE BEHAVIOR PRACTICES. 
          OKAY, SO AGAIN, WHAT IS OUR GOAL? OUR GOAL IS, AND BY THE WAY, I SHOULD SAY OUR INTENDED AUDIENCE HERE IS SITE ADMINISTRATORS. 
          IT'S THE PRINCIPALS WHO TRAVEL TO THE SCHOOLS, IS TO OBSERVE BEST PRACTICES, TO SUPPORT EACH OTHER, TO LEARN FROM EACH OTHER, TO BUILD THAT UNDERSTANDING OF THE BEST PRACTICES, AND ABSOLUTELY REPLICATE IT. 
          RIGHT? AGAIN, THE SCHOOLS THAT HOST THE OPERATIONAL ROUNDS ARE SELECTED VERY STRATEGICALLY AS MODEL SCHOOLS FOR THESE PRACTICES. 
          AND AGAIN, THIS REALLY JUST KIND OF DRILLS DOWN A BIT MORE INTO THE STRUCTURE OF THE DAY. 
          LIKE I SAID, IT'S TWICE A YEAR. 
          IT'S REALLY ONLY A COUPLE OF HOURS. 
          WE WANT TO BE MINDFUL OF THE FACT THAT WE DON'T WANNA PULL FOLKS OFF OF THEIR CAMPUSES FOR LONGER THAN ABSOLUTELY NECESSARY. 
          UH, WE BEGIN BY HAVING THE PRINCIPLE OF THE MODEL SCHOOL DO A QUICK SHARE OUT OF NOT ONLY THE PRACTICES THAT ARE IN PLACE, BUT SOMETIMES EVEN MORE IMPORTANTLY, WHAT IT TOOK TO GET THERE, WHAT THEY HAD TO DO. 
          FOR EXAMPLE, WHEN I WENT IN OCTOBER, I WENT TO HOLLYWOOD HIGH SCHOOL, AND I'M GONNA JUST CALL HIM PRINCIPAL SAM, BECAUSE I WILL BUTCHER HIS LAST NAME. 
          BUT PRINCIPAL SAM AT HOLLYWOOD HIGH SCHOOL WALKED US THROUGH WHAT HE HAD TO DO WITH HIS STAFF TO BUILD CAPACITY TO GET FOLKS TO ENGAGE AROUND THE BEST PRACTICES THAT WE SAW THERE. 
          AND THEN WE ACTUALLY GO OUT AGAIN, IN THAT CASE, IT WAS ABOUT SUPERVISION PRACTICES. 
          SO WE ACTUALLY WALKED AROUND WHILE KIDS WERE OUT. 
          THIS IS OBVIOUSLY A HIGH SCHOOL. 
          WE WALKED AROUND DURING NUTRITION DURING LUNCH, AND WHAT WE SAW WAS A LOT OF ENGAGEMENT, ADULTS TALKING TO STUDENTS, CHECKING IN WITH STUDENTS, ACTUAL ACTIVITIES, PARTICULARLY FOR OUR SECONDARY KIDDOS. 
          I WILL SAY, THIS IS MY BIAS AS A FORMER ELEMENTARY PRINCIPAL. 
          I THINK A LOT OF TIMES ELEMENTARY PRINCIPALS, WE KNOW WE HAVE TO HAVE STRUCTURED ACTIVITIES FOR OUR KIDDOS, OR OTHERWISE THEY MIGHT RUN AMUCK. 
          THERE IS A BELIEF AMONG SOME OF OUR HIGH SCHOOL COLLEAGUES, AND I KNOW I HAVE A COUPLE HERE, THAT THEY CAN BE LEFT TO THEIR OWN DEVICES. 
          I RESPECTFULLY DISAGREE WITH THAT. 
          SO WHAT WE SAW AT THIS CAMPUS WAS THEY HAD THINGS FOR KIDS TO DO, STRUCTURED THINGS, WHICH KEPT THEM ENGAGED. 
          OKAY. 
          UM, AGAIN, AND NOW I'M GONNA JUST KIND OF PIVOT INTO A COUPLE OF, UH, CLASSIFICATIONS, EMPLOYEE CLASSIFICATIONS IN THE TARGETED PROFESSIONAL DEVELOPMENT WE DO FOR THEM. 
          SO, AGAIN, OUR, OUR CAMPUS AIDS, UH, ANYTIME YOU VISITED A CAMPUS, YOU'VE PROBABLY SEEN OUR CAMPUS AIDS. 
          THERE'S, THEY ARE THE FOLKS THAT WEAR THOSE BRIGHT NEON JACKETS SO THAT THE KIDS KNOW WHERE THEY ARE. 
          TO GIVE YOU A SENSE OF THE POPULATION HERE, WE HAVE ABOUT 2,400 CAMPUS AIDS ACROSS OUR SYSTEM AT ANY GIVEN TIME. 
          WE HAVE A VACANCY RATE OF ABOUT A HUNDRED CAMPUS AIDS, WHICH ACTUALLY IS, IS NOT BAD, FRANKLY. 
          UH, SO WE HAVE ABOUT 2300 ACTIVE CAMPUS AIDES AT ANY GIVEN TIME. 
          AND AGAIN, THESE ARE THE FOLKS THAT ARE ENGAGING WITH OUR STUDENTS WHEN THEY'RE OUT AT RECESS, 
          [00:10:01]
LUNCH BEFORE SCHOOL, AFTER SCHOOL. 
          THEY'RE SOMETIMES REFERRED TO AS SORT OF THE, THE FRONTLINE EMPLOYEES, UH, WHEN IT COMES TO STUDENT SAFETY WHEN THEY'RE OUTSIDE. 
          SO, OF COURSE, WE HAVE A RESPONSIBILITY TO MAKE SURE THEY ARE WELL TRAINED. 
          SO THE WAY WE DO THAT IS THROUGH A SERIES OF ONLINE CAMPUS AID TRAININGS, BECAUSE OF COURSE, OUR CAMPUS AIDS ARE SPREAD OUT ALL OVER THE DISTRICT, AND MANY OF THEM HAVE LIMITED HOURS, THREE HOURS, FOUR HOURS, SIX HOURS. 
          THE THE MOST EFFICIENT WAY TO GET FOLKS TRAINED IS STILL THROUGH AN ONLINE FORMAT. 
          UH, SO WHAT WE DO IS WE HAVE SIX DIFFERENT TRAINING MODULES, AS YOU CAN SEE ON THE SLIDE IN FRONT OF YOU, ALONG WITH THE TOPICS. 
          AND FOR EACH OF THOSE, WE OFFER SIX DIFFERENT TIMES AND DATES THAT THEY CAN COME TO THE TRAINING, RIGHT? WE ALSO SEND THE INFORMATION TO THE PRINCIPALS IN ADVANCE SO THAT THE PRINCIPALS CAN WORK WITH THE CAMPUS AIDE TO MAKE SURE THAT THEY HAVE COVERAGE FOR THE YARD. 
          BECAUSE THIS HAPPENS DURING THE CAMPUS AIDS WORKDAY, WE ALSO MAKE SURE THAT THE SITE ADMINISTRATOR ISSUES, THE CAMPUS AID A DEVICE, OR GIVES THEM ACCESS TO A COMPUTER SO THEY CAN ACTUALLY TAKE THE TRAINING. 
          BECAUSE AS MOST FOLKS KNOW, CAMPUS AIDES ARE NOT ISSUED DEVICES USUALLY BY THE NATURE OF THEIR WORK. 
          AND AS YOU CAN SEE, THE TOPICS THAT WE'RE COVERING WITH THEM ARE INCREDIBLY SALIENT TO WHAT WE'RE EXPERIENCING RIGHT NOW. 
          JUST TO HIGHLIGHT A COUPLE, YOU KNOW, ONE, WE'VE DONE TRAINING AROUND STUDENT WALKOUTS. 
          WE WANT THEM TO KNOW WHAT DISTRICT EXPECTATIONS ARE WHEN HANDLING DEMONSTRATIONS ON CAMPUS. 
          AND OF COURSE, THEY HAVE BEEN TRAINED MORE THAN ONCE AROUND PROTOCOLS RELATED TO IMMIGRATION ENFORCEMENT IF IT WERE TO HAPPEN ON CAMPUS, OR MORE FREQUENTLY WHEN IT HAPPENS ON THE PERIMETER OR, OR IN THE NEIGHBORHOOD OF THE SCHOOL. 
          SO, AGAIN, THESE ARE TRAININGS THAT HAPPEN ON A REGULAR BASIS, AND WE HAVE A, A PRETTY HIGH, ABOUT 70% INTAKE RATE IN TERMS OF CAMPUS AID SIGNING UP. 
          WE DO GO BACK TO PRINCIPALS AND SAY, HEY, JUST SO YOU KNOW, YOU KNOW, CAMPUS AID X, Y, OR Z WAS NOT ABLE TO JOIN US. 
          YOU KNOW, PLEASE MAKE SURE THAT YOU FACILITATE AN OPPORTUNITY FOR, FOR THEM TO JOIN THE NEXT SERIES OF TRAININGS. 
          OKAY. 
          ANOTHER CRITICAL POPULATION OF OUR EMPLOYEES ARE, ARE RESTORATIVE JUSTICE TEACHERS. 
          AS A DISTRICT, OF COURSE, WE PUT A LOT OF FOCUS, AND RIGHTLY SO ON, ON POSITIVE BEHAVIOR, UH, INTERVENTION STRATEGIES, AND OF COURSE, AROUND RESTORATIVE PRACTICES, RESTORATIVE JUSTICE TEACHERS, UH, THERE'S ABOUT 125 RJ TEACHERS ACROSS THE DISTRICT. 
          SO IT'S NOT A, IT'S NOT A BIG CLASSIFICATION OF EMPLOYEES. 
          BUT AGAIN, THESE ARE TEACHERS, THESE ARE CERTIFICATED FOLKS. 
          UM, AND THEY WORK CLOSELY WITH OUR SYSTEMS OF SUPPORT ADVISORS. 
          OUR 30, UH, GIVE OR TAKE, SOSA, THAT EXIST ACROSS THE SYSTEM. 
          AND AGAIN, THEY'RE MEANT TO BE A WELL-TRAINED, UH, VALUABLE RESOURCE AT OUR CAMPUSES TO FURTHER FOSTER THOSE PRACTICES. 
          OKAY. 
          AND AGAIN, AS FAR AS WHAT PD THEY GET, AS YOU CAN SEE, THEY BASICALLY GET A TOTAL OF ABOUT SEVEN DIFFERENT PROFESSIONAL DEVELOPMENTS THROUGH THE COURSE OF THE YEAR. 
          THREE ARE IN PERSON FOR OUR VIRTUAL SESSIONS THAT ARE SPACED OUT THROUGH MOST OF THE YEAR. 
          AND THEN, OF COURSE, THEY WORK CLOSELY WITH OUR SYSTEMS OF SUPPORT ADVISORS. 
          AND MY PRESENTATION WENT DOWN. 
          LET'S SEE. 
          OKAY. 
          WELL, THERE WE GO. 
          PERFECT. 
          THANK YOU. 
          AND AGAIN, WHAT ARE WE TRAINING FOLKS ON? AS YOU CAN SEE, IT'S A PRETTY EXTENSIVE MENU OF PRACTICES AND OF TEACHER MOVES THAT, UH, THEY CAN THEN GO AHEAD AND EMBED INTO THEIR PRACTICE AT THE SCHOOL. 
          THEY RELY VERY MUCH SO ON THE TIERED FIDELITY INVENTORY FOR THE SPECIFIC SCHOOL THAT GIVES US AN IDEA OF THE NEEDS OF EACH SCHOOL. 
          IT'S NOT A ONE SIZE FITS ALL TYPE MODEL. 
          THEY, OF COURSE, LEAD RESTORATIVE, UH, COMMUNITY BUILD, EXCUSE ME, COMMUNITY BUILDING CIRCLES AND RESTORATIVE RAINBOW ROUNDS. 
          AND AGAIN, THIS JUST EMPHASIZES THAT THEY TAKE EXACTLY WHAT THEY'RE TRAINED ON, AND THEY EMBED IT INTO THEIR DAILY PRACTICE AS PART OF THEIR WORK. 
          AND THE LAST POPULATION, THE LAST, UH, SERIES OF EMPLOYEES THAT I WANNA FOCUS ON ARE SCHOOL CLIMATE ADVOCATES. 
          AGAIN, TO GIVE YOU A SENSE OF THE POPULATION, WE HAVE ABOUT 320 SCHOOL CLIMATE ADVOCATES ACROSS THE DISTRICT. 
          THE OVERWHELMING MAJORITY OF THEM WORK AT SECONDARY SCHOOLS, MIDDLE SCHOOLS, AND HIGH SCHOOLS. 
          WE HAVE, MY TEAM LOOKED, I THINK WE HAVE ABOUT 44, 45 THAT WORK AT THE ELEMENTARY LEVEL. 
          THE MAJORITY ARE MIDDLE SCHOOL AND FRANKLY HIGH SCHOOL. 
          AND AGAIN, THESE ARE CLASSIFIED EMPLOYEES, AND THEY'RE A RESOURCE AT THE SCHOOL. 
          THEY'RE MEANT TO, AGAIN, HAVE SORT OF THEIR PROVERBIAL FINGER ON THE PULSE OF WHAT'S GOING ON AT THE SCHOOL. 
          THEY'RE MEANT TO BE OUT THERE WITH STUDENTS. 
          THEY'RE NOT SUPERVISING NECESSARILY, BUT THEY SHOULD BE OUT THERE DURING PASSING PERIODS, DURING FREE PERIODS SO THAT THEY CAN HAVE THOSE CONVERSATIONS WITH STUDENTS. 
          THEY'RE MEANT TO BE, I, I DON'T WANNA SAY THEY'RE A GO-BETWEEN ADMINISTRATION AND STUDENTS. 
          I THINK THAT WOULD PROBABLY BE A MISCLASSIFICATION, BUT THERE IS A, A, A DIALOGUE THAT THEY CAN FACILITATE BETWEEN STUDENT NEED AND WHAT ADMINISTRATORS AND TEACHERS ARE ABLE TO DO. 
          OKAY. 
          AND AGAIN, SIMILAR TO OUR OTHER, UH, EMPLOYEE CLASSIFICATIONS, THESE FOLKS ARE TRAINED ONCE A MONTH. 
          THEY ACTUALLY ARE TRAINED BY MY TEAM. 
          AND AGAIN, WE DO A VARIETY OF MODELS IN TERMS OF HOW WE BRING FOLKS TOGETHER, SOMETIMES IN PERSON, SOMETIMES ONLINE, BECAUSE AGAIN, THESE ARE FOLKS THAT WORK ALL OVER THE DISTRICT. 
          AND AGAIN, WE'RE TRAINING 
          [00:15:01]
THEM ON ANY NUMBER OF CRITICAL TOPICS, AS YOU CAN SEE IN THE FIRST PARAGRAPH ABOVE CULTURAL DIVERSITY, EQUITY, IMPLICIT BIAS, AND SO ON. 
          AND AGAIN, THIS IS WHAT THEY TAKE AWAY FROM THOSE TRAININGS. 
          THIS IS WHAT THEY WERE ABLE TO DO, PARTICULARLY CONFLICT MANAGEMENT. 
          YOU'LL NOTICE THAT I, I REFERENCED DEESCALATION IN ONE OF MY EARLIER SLIDES. 
          OUR SCHOOL CLIMATE ADVOCATES ARE SOME OF OUR FRONTLINE FOLKS. 
          NOW, TO BE CLEAR, WE'RE NOT NECESSARILY TALKING ABOUT PHYSICAL DEESCALATION. 
          WE'RE TALKING ABOUT VERBAL DEESCALATION, ENGAGING STUDENTS IN DIALOGUE TO GET THEM, AGAIN, TO COME TO A CALMER PLACE. 
          THEY ALSO, MUCH LIKE OUR RJ TEACHERS HAVE TRAINING IN RESTORATIVE PRACTICES, THEY ALSO ARE, UH, SOME OF THE, THE, FRANKLY COOLEST CAMPAIGNS, IF, I DON'T KNOW IF PEOPLE STILL SAY COOL, BUT THE COOLEST CAMPAIGNS I'VE SEEN AT SCHOOLS ARE PUT ON BY, THANK YOU. 
          I THINK I DO TOO, ARE THE SCHOOL CLIMATE ADVOCATES, RIGHT? THEY PUT ON NEAT CAMPAIGNS FOR THE KIDS, WHETHER IT'S AROUND ATTENDANCE OR ANY NUMBER OF INITIATIVES AT THE SCHOOL, BECAUSE AGAIN, THEY, THEY ARE, AGAIN, I DON'T WANNA OVERSELL IT AND SAY THEY'RE A VOICE FOR THE STUDENTS, BUT THEY ARE CERTAINLY A CHANNEL FOR STUDENTS, UH, TO BE HEARD EVEN MORE AT SCHOOLS. 
          AND WITH THAT, THAT BRINGS ME TO THE END OF MY PRESENTATION. 
          SO IF YOU HAVE ANY QUESTIONS, I'M HAPPY TO TAKE THOSE. 
          THANK YOU. 
          VERY THOROUGH. 
          IT'S COME UP IN THIS COMMITTEE, YOU KNOW, HOW ARE FOLKS TRAINED AND WHO IS TRAINED AND WHAT, SO I HOPE THIS PROVIDES SOME CLARITY, AND I WILL OPEN IT UP TO MY COLLEAGUES FOR QUESTIONS, COMMENTS, ANYONE ON THE COMMITTEE? CARLOS, THANKS FOR THE, THE PRESENTATION. 
          I'M GONNA FOCUS ON THE OPERATIONAL ROUNDS. 
          YOU, YOU'VE MENTIONED THEM BEFORE, AND I'M, I'M REALLY GLAD YOU GAVE MORE INFORMATION ON THAT. 
          IT REALLY REMINDED ME OF THE, I'M GONNA GO BACK, I'M NOT EVEN GONNA PUT A YEAR ON IT, BUT THE EARLY WALKTHROUGHS FOCUSED ON DEVELOPING THE RUBRIC OF IMPLEMENTATION. 
          THAT BECAME A REALLY VALUABLE TOOL, RIGHT? AND WE WERE FORTUNATE ENOUGH TO HAVE SOME CADRE PARENT MEMBERS BE ABLE TO PARTICIPATE IN, IN, IN THOSE WALKTHROUGHS. 
          AND IT REALLY GAVE THEM A DEEPER UNDERSTANDING OF WHAT THE POSSIBILITIES WITH THE ROBUST PBIS OR S-W-P-B-S WAS. 
          DO YOU FORESEE THE POSSIBILITY OF PARENTS JOINING THESE OPERATIONAL ROUNDS, JUST SO THEY REALLY UNDERSTAND WHAT, WHAT CAN BE POSSIBLE? WHERE CAN PARENTS AND COMMUNITY BE INVOLVED IN SHAPING SCHOOL CLIMATE ACROSS THE DISTRICT? IT'S INTERESTING, CARLOS, YOU ACTUALLY TRIGGERED SOMETHING THAT I DIDN'T PUT IN THIS PRESENTATION. 
          A AS PART OF OUR ONGOING WORK WITH THE TIERED FIDELITY INVENTORY, WE'RE ACTUALLY BRINGING BACK THE WALKS THAT YOU'RE REFERRING TO, RIGHT? I'M, I'M, AGAIN, I CAN GO BACK FAR ENOUGH THAT I REMEMBER THE ROY WALKS AND GOING CLASSROOM TO CLASSROOM AND LOOKING FOR THE THREE BS AND SO ON, FOR ANY NUMBER OF REASONS THAT HAD STOPPED HAPPENING FOR THE LAST FEW YEARS, RIGHT? SO AS OF THIS YEAR, WE BROUGHT THAT BACK WHERE, AGAIN, WHEN SCHOOLS VALIDATE THEIR SCORES, THEY ACTUALLY HAVE A TEAM THAT WALKS THROUGH WITH THEM AND ACTUALLY VALIDATES AGAIN, YES, I DO SEE THAT PRACTICE. 
          I DO SEE THAT SIGNAGE AND SO ON. 
          SO, ABSOLUTELY, I THINK IN THAT SPACE, THERE'S AN OPPORTUNITY FOR PARENTS. 
          THE OPERATIONAL ROUNDS ARE A LITTLE BIT TRICKIER BECAUSE THAT ONE IS MORE OF A REFLECTIVE PRACTICE FOR SITE ADMINISTRATORS TO BE ABLE TO BE, FRANKLY, KIND OF VULNERABLE WITH EACH OTHER AND SAY, YOU KNOW WHAT? I, I DON'T HAVE THAT AT MY SCHOOL, AND HERE'S WHY I DON'T. 
          AND THEN LEARNING FROM FELLOW PRACTITIONERS. 
          BUT ON THE OTHER ROUNDS, ABSOLUTELY, WE CAN EMBED PARENTS. 
          LET'S FIGURE OUT THAT OPPORTUNITY, THAT PARENT KNOWS. 
          WHAT WAS THE, THE OTHER ROUND CALLED THE NON OPERATIONAL ONES? WHAT DID YOU CALL IT? WOULD BE WITH THE TIERED FIDELITY INVENTORY. 
          WHAT, WHAT YOU AND I WOULD CALL THE ROY WALKS BACK IN THE DAY. 
          THEY'RE TFI WALKS NOW. 
          YES. 
          OKAY. 
          THANK YOU. 
          I THINK WE HAVE A NEAT NAME THAN THAT, BUT YOU KNOW, I'LL ASK LAURA. 
          YEAH, , THANK YOU. 
          THANK YOU FOR YOUR DETAILED REPORT, ANDRES, OF COURSE. 
          BUT I WANNA GO TO THE, UH, THE, UH, SCHEDULE YOU PRESENTED TO US. 
          UH, AND MY QUESTION IS IN REGARDS TO HOW DO YOU TAKE THE FEEDBACK FROM STUDENTS TO PICK UP THE SUBJECTS, UH, OR ENHANCE ONE SUBJECT, UH, YOU KNOW, IN THE PROGRAM. 
          GOTCHA. 
          THANK YOU. 
          GOOD QUESTION. 
          I'M ASSUMING, UH, RIA THAT YOU'RE REFERRING TO THE, THE BLUEPRINT TOPICS, THE MONTHLY MODULES? UH, SO WE DO A COUPLE OF THINGS. 
          UH, ONE, AND THIS IS AN INDIRECT, UH, RESPONSE TO YOUR QUESTION, BUT WE DO LOOK AT THE SCHOOL EXPERIENCE SURVEY, AND WE LOOK AT WHAT OUR STUDENTS ARE TELLING US IN TERMS OF WHETHER THEY FEEL SAFER, LESS SAFE, IN TERMS OF ON-CAMPUS, OFF CAMPUS. 
          I DO THINK THAT THERE'S SOME CONNECTIVITY THERE SPECIFIC TO THE REFRESH THAT WE'RE DOING NOW. 
          WE JUST FINISHED DOING A RELATIVELY SMALL SIZE SAMPLE SURVEY OF STUDENTS, UH, TO SEE AGAIN, WHAT TOPICS THEY FEEL ARE MOST SALIENT. 
          FOR EXAMPLE, THE ONE THAT WAS NUMBER ONE, IF MEMORY SERVES FOR THEM, WAS AROUND DRUG AWARENESS, PARTICULARLY, UH, SPECIFIC TO MARIJUANA AND VAPING. 
          SO WE DO INTERACT WITH STUDENTS, BUT I THINK WE COULD CERTAINLY DO MORE. 
          JUST AS A FOLLOW UP QUESTION, BECAUSE I SEE HERE THE CYBERSECURITY, UH, SUBJECT. 
          UH, HAVE YOU EXPERIENCED ANY FEEDBACK FROM STUDENTS IN REGARDS TO THE USE OF AI TOOLS? NOT, NOT SPECIFIC TO AI, NO. 
          I'LL GO BACK AND ASK THE TEAM, AND IF I HAVE ANYTHING, I'LL, I'LL EMAIL THE, THE 
          [00:20:01]
TEAM HERE, BUT NOT, NOT THAT I CAN THINK OF OFF, OFF HAND. 
          THANK YOU. 
          OTHER QUESTIONS, CARLA? THANK YOU, ANDRES, FOR YOUR PRESENTATION. 
          I LOVE THIS. 
          THIS IS THE KIND OF STUFF I WANNA SEE EVERYWHERE. 
          UM, I ALWAYS SAY THAT, BUT, UM, I'M WONDERING ABOUT ANY TRAINING ON RACIAL SLURS. 
          UM, BECAUSE I HAD MY CURRICULUM AND INSTRUCTION MEETING LAST WEEK, AND I, WE HAD SOMEBODY PRESENT FROM BSAP AND THEY TALKED ABOUT HOW THEY, HOW THESE PRESENTATIONS, BUT THE SCHOOL HAS TO REACH OUT TO THEM. 
          AND WHEN I BRING IT UP TO DIFFERENT, WHEN I GO TO SCHOOLS AND VISIT AND I SHARE IT WITH FOLKS ABOUT THESE, UH, PRESENTATIONS, THEY'RE LIKE, OH MY GOSH, WE NEED THIS NOW. 
          AND SO I'M WONDERING IF, IF ONE, WE COULD INCORPORATE SOMETHING LIKE THAT INTO THE ANNUAL SCHEDULE FOR OUR PARENTS, STUDENTS, AND EMPLOYEES AND OR, UM, IF WE CAN ALSO, YOU KNOW, TARGET ALL THE, THE POSITIONS THAT YOU NAMED HERE TO ALSO RECEIVE IT. 
          SO IT'S A YES ACROSS THE BOARD TO EVERYTHING YOU JUST SAID. 
          SO THIS YEAR WE ACTUALLY LAUNCHED IT AS, AS YOU'LL RECALL, THE UNIFIED AGAINST HATE CAMPAIGN. 
          IT WAS BASED ON A CAMPAIGN THAT THAT REGION NORTH ACTUALLY STARTED NO ROOM TO HATE NORTH. 
          UH, WE TOOK IT AND REBRANDED IT FOR THE ENTIRE DISTRICT, AND IT'S CALLED UNIFIED AGAINST HATE. 
          THERE WERE A COUPLE OF MODULES THERE THAT ARE NOT IN HERE THAT WERE REQUIRED, NOT A BIG FAN OF MANDATORY, BUT REQUIRED. 
          HOWEVER, FOR NEXT YEAR, FOR THE REFRESH THAT I KEEP REFERENCING, ONE OF THE TOPICS IS IN FACT GOING TO BE A UNIFIED AGAINST HATE MODULE THAT SPEAKS TO RACIAL SLURS, RACIST LANGUAGE, AND SO ON. 
          SO YES, THAT WILL ALL BE IN THERE. 
          ALRIGHT, THANK YOU. 
          BECAUSE I DO THINK, THOUGH, THAT IF, IF IT'S GOOD TO HAVE IT ONCE, BUT I DO THINK THAT OUR SCHOOLS, UM, NEED MORE THAN THAT TO LIKE REALLY REINFORCE THIS THROUGHOUT FOR STAFF TO FEEL VERY CONFIDENT IN, IN BEING ABLE TO ADDRESS THESE, UM, THINGS WHEN THEY COME UP. 
          SO I WONDER IF WE COULD DO IT MORE THAN ONCE OR AT LEAST TRAIN OUR SCHOOLS ON HOW TO BE ABLE TO LAUNCH A CAMPAIGN. 
          LET, LET ME FURTHER CLARIFY. 
          'CAUSE I, MAYBE I MISS, I'VE MISSPOKE. 
          THE CURRENT UNIFIED AGAINST CAN, UH, AGAINST HATE CAMPAIGN, UH, IS MONTHLY. 
          THERE ARE MONTHLY RESOURCES THAT ARE GO OUT TO SCHOOLS, THINGS THAT TEACHERS CAN USE, STAFF CAN USE. 
          HOWEVER, IT'S NOT MANDATORY, RIGHT? SO AS WE ALL KNOW, IN A SCHOOL SYSTEM, SOMETIMES YOU'LL HAVE FOLKS THAT ARE LIKE, THIS IS AMAZING. 
          I WANT TO TAKE IT, I WANNA RUN WITH IT. 
          I WANNA DO SOMETHING WITH IT. 
          AND THERE ARE OTHER FOLKS THAT, FOR ANY NUMBER OF REASONS, SAY, YOU KNOW WHAT, THIS IS NOT FOR ME, I'M TOO BUSY, OR WHATEVER IT MAY BE. 
          BUT EVERY SINGLE MONTH WE SEND OUT RESOURCES. 
          THIS YEAR AS PART OF THE LAUNCH, THERE WERE TWO ESSENTIALLY TRAININGS IN SERVICES THAT WERE REQUIRED. 
          EVERYBODY HAD TO GET THEM. 
          THERE WAS A CAMPAIGN THAT HAD TO HAPPEN AT SCHOOLS FOR NEXT YEAR. 
          IT'S GOING TO BE BOTH. 
          IT'S GOING TO BE THAT MONTHLY UNIFIED AGAINST HATE CAMPAIGN, AND IT WILL BE EMBEDDED INTO THE EVERY SCHOOL SAFE. 
          SO IT'LL BE A LITTLE BIT OF, ACTUALLY A LOT OF BOTH. 
          GREAT. 
          AND THEN I, I HAVE ONE MORE QUESTION I AND ONE COMMENT. 
          UM, THE SCHOOL CLIMATE ADVOCATE, UH, CAMPUS AIDES, RJ TEACHERS, ARE THEY CENTRALLY FUNDED POSITIONS OR DO SCHOOLS NEED TO PURCHASE THOSE POSITIONS? THE MAJORITY OF THE, THE, THE CAMPUS AID POSITIONS, LET ME PUT THOSE OFF TO SIDE FOR A SECOND. 
          WITH THE RJ TEACHERS AND THE SCHOOL CLIMATE ADVOCATES, THE MAJORITY OF THEM ARE CENTRALLY FUNDED VIA BSAP WITH THE CAMPUS AIDS. 
          THOSE ARE BOTH, THERE'S AN ALLOCATION TO SCHOOLS BASED ON ENROLLMENT AND BASED ON THE SIZE OF THE CAMPUS. 
          AND THEN OF COURSE, SCHOOLS CAN AUGMENT AND PURCHASE ADDITIONAL CAMPUS AID POSITIONS. 
          OKAY. 
          AND THEN JUST A COMMENT THAT I WANNA EMPHASIZE WHAT YOU SAID ABOUT ENGAGEMENT, COMMUNICATION, AND STRUCTURED ACTIVITIES. 
          I WAS AT ONE OF MY SCHOOLS, UH, JEFFERSON, AND I MET WITH THE TEAM AND, AND I ALSO MET WITH THE STUDENTS. 
          AND THAT WAS THE THING THAT THEY SAID THAT THEY FEEL SAFE BECAUSE THEY FEEL HEARD, THEY FEEL SEEN. 
          AND THEN THE STAFF SAYS THAT EVEN THEY FEEL SAFE BECAUSE THEY'RE ALSO HEARD AND SUPPORTED BY ADMINISTRATION AND HAVING A TEAM OF FOLKS, NONE OF THEM WERE, UH, PSW, SCHOOL CLIMATE ADVOCATE, CAMPUS AID ADMIN, OUR, UH, COMMUNITY SCHOOL COORDINATOR. 
          HAVING ALL OF THESE FOLKS AND COMMUNITY REPS REALLY IS WHAT IS HELPING THE CULTURE OF THE SCHOOL SWITCH FROM THE WAY THEY WERE TO, UH, AN ENVIRONMENT THAT IS VERY SAFE FOR THE STUDENTS. 
          SO, WANTED TO EMPHASIZE THAT. 
          ANY OTHER COMMENTS FROM MY COLLEAGUES ON THE COMMITTEE? MS. SHERETTE? THANK YOU. 
          UM, REALLY APPRECIATE, YOU KNOW, KIND OF BREAKING IT DOWN. 
          UM, THE THING THAT I WANTED TO ASK IS, WHEN WE DO THE TRAININGS, IS THERE A PRACTICUM THAT GOES WITH IT? BECAUSE AS WE DO THINGS AND WE CAN KNOW INTELLECTUALLY WHAT I'M SUPPOSED TO DO, BUT IS THERE FOLLOW UP ON HOW IT'S DONE IN PRACTICE? BECAUSE I COULD BE GREAT TEST TAKER, I COULD TAKE ALL THESE MODULES, BUT THEN YOU PUT ME 
          [00:25:01]
OUT THERE AND I DON'T KNOW WHAT TO DO. 
          OR THE, I DON'T WANT, SUBPOPULATIONS ISN'T THE RIGHT WORD, BUT FOR THE CLASSIFICATIONS OF EMPLOYEES THAT I POINTED OUT, CAMPUS A RJ TEACHERS SCHOOL CLIMATE ADVOCATES. 
          YES. 
          THROUGH THE SITE ADMINISTRATOR, WE KEEP THE SITE ADMINISTRATOR ADVISED OF WHAT THEY'RE BEING TRAINED UP ON. 
          AND WE BECOME, I DON'T WANNA SAY A GO-BETWEEN, BUT KIND OF A GO-BETWEEN IF THERE ARE CONCERNS ABOUT PERFORMANCE, MAKING SURE THAT THEY UNDERSTAND WHAT THE CONTENT IS FOR EVERY SCHOOL SAFE MODULE, BECAUSE THOSE ARE MORE JUST GENERAL TRAININGS. 
          AND IT'S GENERALLY FOR PARENTS AND STUDENTS. 
          WE DON'T HAVE THAT SAME RECURSIVE CYCLE WHERE WE COME BACK AND SAY, OKAY, WHAT ARE WE SEEING AS A RESULT OF THIS? SO ARE WE ARE COLLECTING THE DATA ON THAT? BECAUSE WANTING TO KNOW WHETHER A SCHOOL SITE IS SHOWING SOME EFFICIENCY AND WHAT, WHAT THEY'RE LEARNING IN THESE MODULES. 
          MY CHALLENGE THERE WOULD BE WHAT THE DATA SET WOULD BE. 
          I MEAN, MY MIND IMMEDIATELY, AND THIS MIGHT JUST BE 'CAUSE I'M OP, SO MY MIND GOES TO ISTAR AND I THINK ABOUT LIKE HOW THAT WOULD MANIFEST IN TERMS OF ISTAR DATA. 
          BEYOND THAT, WE WOULD HAVE TO PROBABLY STAND UP SOME NEW KIND OF PLATFORM OR SOME WAY TO ACTUALLY GATHER THAT DATA. 
          THE OTHER WAY TO DO IT WOULD OBVIOUSLY BE TO WORK WITH, UH, ODA WITH OFFICE OF DATA AND ACCOUNTABILITY AND DO SOME SURVEYS OF THE FOLKS THAT PARTICIPATE IN THESE. 
          YOU KNOW, WE DO THE STANDARD, PARTICULARLY AGAIN WITH THE CLASSIFICATIONS OF EMPLOYEES. 
          WE DO THE, UH, SORT OF THE, THE LIKERT SCALE AT THE END OF HOW VALUABLE THEY FOUND THE TRAINING. 
          I KNOW THAT'S NOT NECESSARILY EXACTLY WHAT YOU'RE ASKING FOR, UH, BUT NO, WE DON'T REALLY HAVE A SPECIFIC DATA SET FOR THAT AS OF YET. 
          YEAH, BECAUSE I'M JUST WONDERING, BECAUSE AS WE LOOK AT THE OPERATIONAL ROUNDS, WHICH I APPRECIATE YOU BRINGING, YOU KNOW, THE GOAL TO SUPPORT AND BUILD REPLICATE, BUT KNOWING WHAT THOSE BEST PRACTICES ARE TO REPLICATE, WHERE ARE WE PUTTING THAT INFORMATION SO FOLKS WOULD KNOW? SO THE, THE FOLKS THAT WOULD BE AWARE THERE IN THAT SPECIFIC EXAMPLE, UH, BOARD MEMBER WOULD BE THE PRINCIPAL SUPERVISORS, RIGHT? BECAUSE AT THE END OF THE EXERCISE, ONE OF THE THINGS THAT PRINCIPALS DO IS BASICALLY CHART OUT A, A PLAN BASED ON WHAT I SAW TODAY, HERE'S WHAT I'M GOING TO GO BACK AND IMPLEMENT THE FOLLOWING DAY. 
          THE DIRECTORS OR THE PRINCIPAL SUPERVISORS, THE OPS COORDINATORS ARE PART OF THOSE SAME MEETINGS. 
          SO THAT'S ONE WAY THAT THEY KNOW WHAT'S SUPPOSED TO BE IMPLEMENTED. 
          AND THAT'S SOMETHING THAT'S COLLECTED AT THE SCHOOL SITE. 
          SO THE PRINCIPAL WOULD HAVE THESE, THE PRINCIPAL WOULD HAVE IT. 
          WE HAVE NOT, UH, UH, WE HAVE NOT MADE A HABIT OF COLLECTING IT. 
          AGAIN, I'M, YOU KNOW, AS YOU SAY IT, I'M TRYING TO THINK OF WHAT THAT WOULD EVEN LOOK LIKE. 
          I MEAN, BEYOND JUST THE, THE NUTS AND BOLTS OF COLLECTING IT. 
          UH, BUT AGAIN, WE WORK THROUGH THE PRINCIPAL SUPERVISORS FOR THEM TO HAVE AWARENESS OF THE COMMITMENTS BEING MADE BY PRINCIPALS, RIGHT? AND IN THE ROUNDS IT SAYS THE DEBRIEF AND REFLECTION PROTOCOL, LIKE WHAT PRACTICES WERE EFFECTIVE, WHAT AREAS NEED IMPROVEMENT, IS THAT ALSO KEPT AT THE SCHOOL SITE WITH THE PRINCIPAL TO SAY, THIS IS WHAT WE'RE GONNA IMPLEMENT. 
          AND TO BE SHARED WITH THE STAFF THAT YOU MENTIONED, I THINK THERE MIGHT BE A LITTLE BIT OF CONFLATION OF TWO DIFFERENT THINGS. 
          OKAY. 
          RIGHT. 
          SO AT, AT THE END OF THE OPERATIONAL ROUND, SO THE, THE PRINCIPLES, AND AGAIN, HAVING DONE THIS AT HOLLYWOOD HIGH SCHOOL, EVERYBODY GOES, WALKS AROUND, WE HAVE SPECIFIC LOOK FORS. 
          WHAT ARE YOU SEEING? WHAT ARE YOU NOT SEEING? YOU KNOW, WHAT DO YOU SEE IT HERE THAT YOU DON'T SEE AT YOUR OWN SCHOOL? THEN WE ALL COME BACK, WE DEBRIEF, WE HIGHLIGHT BEST PRACTICES, THEN WE MAKE COMMITMENTS. 
          AND FRANKLY, THE COMMITMENT IS ESSENTIALLY TO YOURSELF AS A SITE LEADER THAT YOU SAY, BASED ON WHAT I SAW TODAY, HERE'S WHAT I'M GOING TO GO BACK AND IMPLEMENT AT MY SCHOOL. 
          PRINCIPAL SUPERVISORS ARE THERE, THEY'RE PART OF THOSE CONVERSATIONS. 
          SO THEY HAVE EYES ON IT, BUT IN TERMS OF RETENTION DOCUMENTATION, THAT'S NOT REALLY PART OF THAT EXERCISE. 
          AND I, AND I GUESS FOR ME IT'S JUST THE ACCOUNTABILITY PIECE, RIGHT? RIGHT. 
          SO PRINCIPAL, A PRINCIPAL, SAM SAYS, WE'RE DOING THIS. 
          WE SAW THAT OVER AT THIS SCHOOL, YOU KNOW, IT'S BENEFICIAL. 
          TRY IT. 
          WHERE DO WE GO BACK TO SAY, YEAH, WE IMPLEMENTED IT DID NOT WORK HERE BECAUSE IT WAS EFFECTIVE AT YOUR SITE, BUT IT WASN'T EFFECTIVE HERE TO BE ABLE TO SAY, WE CROSSED THAT OFF. 
          LET'S MOVE ON TO THE NEXT THING THAT MAY BE BENEFICIAL FOR OUR POPULATION. 
          OBVIOUSLY. 
          THAT'S AN EXCELLENT POINT. 
          I MEAN, I THINK AS WE BUILD OUT THE OPERATIONAL ROUNDS FURTHER, AND, AND AGAIN, THERE'S ALWAYS THAT TENSION BETWEEN NOT WANTING TO PULL FOLKS OFF OF SCHOOL SITES TOO OFTEN. 
          UH, BUT I COULD SEE, YOU KNOW, AGAIN, AN OPPORTUNITY WHERE AT THE PRINCIPAL MEETING THE FOLLOWING MONTH AFTER THE OPERATIONAL ROUNDS, WE DO A DEBRIEF. 
          EXACTLY. 
          TO YOUR POINT, WHAT DID YOU GO BACK AND IMPLEMENT? WELL, DID IT WORK? DID IT NOT WORK? WHAT WOULD YOU WANT TO DO DIFFERENTLY? YEAH, BECAUSE I MEAN, WE WANT TO PUT, WE ARE DOING THIS TRAINING, AND I'M SAYING IF WE'RE PUTTING AN INVESTMENT HERE TO BE ABLE TO SEE THE RETURN, BECAUSE WE WANNA BE ABLE TO SEE THE CHANGE OR IT DIDN'T WORK. 
          'CAUSE IT'S NOT A BEST PRACTICE AT SCHOOL. 
          A MAY NOT BE BEST PRACTICE AT SCHOOL C BECAUSE THEY HAVE A DIFFERENT POPULATION AND IT DIDN'T WORK TO BE ABLE TO COME BACK TO SHARE, YEAH, WE TRIED THAT. 
          IT DIDN'T WORK FOR US, AND THIS IS WHAT OUR POPULATION LOOKS LIKE, SO THAT PEOPLE CAN SAY, YOU KNOW WHAT, YEAH, LET ME TRY THAT WITH MY POPULATION. 
          IT KIND OF MATCHES A LITTLE BIT, RIGHT? AND LET ME IMPLEMENT THAT AND SEE HOW IT WORKS FOR MY SCHOOL. 
          SO I'M JUST WONDERING IF WE COULD HAVE THAT 
          [00:30:01]
SO THAT OUR PRINCIPALS KIND OF HAVE A TOOLKIT TO GO THROUGH TO BE ABLE TO USE THAT. 
          BECAUSE IT IS TO PROVIDE A SAFE SPACE FOR ALL OF OUR STUDENTS AND NOT KNOW EXACTLY WHAT WORKS AND HOW LONG YOU NEED TO IMPLEMENT IT. 
          IF WE CAN BE COLLECTING THAT INFORMATION ONGOING WOULD BE HELPFUL. 
          INTERESTING. 
          AND THEN THE CAMPUS AID TRAININGS, I KNOW YOU MENTIONED THE GREEN JACKETS WHERE YOU KNOW, THE KIDS SEE THOSE GREEN JACKETS AND THEY GO THE OTHER WAY. 
          YOU KNOW THAT RIGHT? OKAY. 
          JUST, JUST SAYING, YEAH, Y'ALL KNOW, YOU GO THE OTHER WAY, BUT WE KNOW WHY THEY'RE THERE SO THEY CAN BE IDENTIFIED. 
          WE NEED TO KNOW WHERE THE SAFE PEOPLE ARE. 
          BUT AGAIN, HOW, YOU KNOW, ARE WE LOOKING TO SEE THE TRAINING AND KNOWING THAT ALTHOUGH THEY TOOK THIS TRAINING, HOW DO WE KNOW THAT IT'S BEING IMPLEMENTED? AND I THINK THAT'S THE PIECE FOR ME TO KNOW THAT WE'RE GETTING A RETURN. 
          WE KNOW THAT ONCE WE'RE DOING THIS, THEY'RE GETTING TRAINED, THEY'RE TAKING IT, THEY'RE DOING WHAT WE MENTIONED. 
          THEY'RE ENGAGING, THEY'RE STRUCTURED, BECAUSE WE KNOW, AND I KNOW I HAVE A MIDDLE SCHOOL STUDENT, THEY NEED STRUCTURE. 
          THEY NEED STRUCTURE. 
          DID I SAY THEY NEED STRUCTURE. 
          THEY NEED STRUCTURE. 
          AND WHEN IT'S NOT THERE, OFTENTIMES THINGS CAN GO AWRY. 
          AND SO WANTING TO MAKE SURE THAT IT'S GETTING BACK FROM THE, THE PRINCIPLES DOWN TO THOSE THAT ACTUALLY DO THE WORK, AND WHETHER THAT DEBRIEF IS HAPPENING WITH THOSE ON SITE, KNOWING THAT THIS IS WHAT THE TRAINING IS SUPPOSED TO PRODUCE, SO THAT WE'RE ALL IN THE LOOP TOGETHER. 
          GOT IT. 
          THANKS. 
          THANK YOU. 
          WE ARE ALL TEACHING AND LEARNING, RIGHT? GROWING, GROWING TOGETHER. 
          UM, I GUESS JUST MY ONLY THOUGHT IS ON OUR DOMESTIC VIOLENCE RESOLUTION THAT THIS GROUP ACTUALLY HELPED BRING FORWARD. 
          UM, WE CALLED FOR SOME TRAINING ON HEALTHY RELATIONSHIPS TO BE INTEGRATED. 
          AND JUST A QUICK UPDATE FROM YOU IF YOU COULD SHARE WHERE THAT IS. 
          WELL, FUNNILY ENOUGH, YOU HAVE TWO OF THE FOLKS THAT ARE WORKING ON THAT HERE AS PART OF THIS GROUP, MYSELF, TANGENTIALLY, AND MS. MARQUETTE MUCH MORE DIRECTLY. 
          UH, SO THE, FOR THIS YEAR, IT IS IN MAY, I WANNA SAY WE'RE DOING IT IN MAY, AND THE AUDIENCE FOR THIS YEAR IS HIGH SCHOOL STUDENTS AND HIGH SCHOOL PARENTS. 
          HOWEVER, NEXT YEAR IT WILL BE PART OF THE ESS, UH, BLUEPRINT, AND IT WILL BE SYSTEM WISE, IT'LL BE K 12. 
          OBVIOUSLY THE MODULE FOR THE YOUNGER LEARNERS WILL BE, YOU KNOW, IN LANGUAGE THAT'S APPROPRIATE FOR THAT POPULATION. 
          BUT IT'LL TALK ABOUT HEALTHY RELATIONSHIPS, HEALTHY FRIENDSHIPS, WHAT DOES IT LOOK LIKE, YOU KNOW, IS SOMEONE REALLY A FRIEND IF THEY ACT A CERTAIN WAY? BUT YES, IT WILL BE PART OF THE, THE BLUEPRINT. 
          THAT'S GREAT. 
          AND FEBRUARY IS TEEN DATING VIOLENCE AWARENESS MONTH. 
          AND SO THERE ARE RESOURCES ACTUALLY, UM, YOU, YOU SHOULD SEE IT ON OUR SOCIAL MEDIA, AND I KNOW THE COUNTY HAS SOME GREAT RESOURCES AS WELL, UM, TO MAKE SURE OUR YOUNG PEOPLE ARE LEARNING ABOUT HEALTHY RELATIONSHIPS. 
          MY TEAM IS TELLING ME NEXT YEAR IT'LL BE FEB. 
          YEAH. 
          OKAY. 
          GREAT. 
          PERFECT TIMING. 
          WELL, THANK YOU SO MUCH MR. CHA. 
          THANK YOU FOR THE PRESENTATION ON PROFESSIONAL DEVELOPMENT. 
          UM, WE WILL TRANSITION 
          [II.2. Family Partnership in Building Safe Schools a. 122nd Street Elementary School b. Sally Ride Elementary School: A SMArT Academy]
NOW TO ONE OF THIS COMMITTEE'S FAVORITES, WHICH IS OUR SCHOOL SITES, HEARING FROM TWO ELEMENTARY SCHOOLS TODAY, UH, ABOUT WHAT THEY DO. 
          AND SO WE'LL INVITE UP, I THINK OUR FIRST SCHOOL IS 120 SECOND STREET INBOARD, DISTRICT SEVEN. 
          MS. SMITH, ARE YOU WITH US? THERE YOU ARE. 
          THANK YOU SO MUCH FOR BEING WITH US TODAY. 
          SO WE ARE INQUIRING ABOUT FAMILY PARTNERSHIPS. 
          THIS COMMITTEE IS THE BOARD, BUT ALSO COMMUNITY MEMBERS, UM, WHO HAVE SOME DEEP INTEREST IN WORKING WITH OUR, OUR FAMILIES. 
          AND SO WE WANNA INVITE YOU TO SHARE SOME OF YOUR GREAT PRACTICES. 
          MS. SMITH, WE'LL TURN IT OVER TO YOU. 
          THANK YOU. 
          AND THANK YOU FOR THE INVITATION. 
          UM, CAN EVERYONE SEE MY PRESENTATION? YES, WE CAN. 
          OKAY, GREAT. 
          UM, SO THANK YOU. 
          I'M LISA SMITH, THE PROUD PRINCIPAL OF HUNDRED 22ND STREET ELEMENTARY. 
          AND SO I'M HERE JUST TO SHARE A LITTLE BIT ABOUT OUR SCHOOL ENGAGEMENT AND PARENTS AS PARTNERS. 
          UM, I'M GONNA FIRST SHARE WITH YOU OUR MISSION STATEMENT AND VISION. 
          UM, IT IS THE MISSION OF HUNDRED 22ND STREET ELEMENTARY TO PROVIDE A SAFE, FAIR, AND RESPECTFUL LEARNING ENVIRONMENT BY DELIVERING PURPOSEFUL AND RIGOROUS GATHER BASED INSTRUCTION WITH THE EXPECTATION THAT EVERY STUDENT WILL EMBRACE CHALLENGES AND PERSEVERE TO BECOME A SUCCESSFUL LIFELONG LEARNER AND RESPONSIBLE MEMBER OF SOCIETY. 
          AND OUR VISION IS THAT IT IS TO CREATE AN ELEMENTARY SCHOOL THAT EMBRACES A CULTURALLY DIVERSE COMMUNITY OF STUDENTS, PARENTS, AND STAFF. 
          A SCHOOL THAT IS HIGHLY REGARDED FOR ITS ACADEMIC EXCELLENCE, WHERE EACH STAKEHOLDER IS TREATED WITH POSITIVE REGARD, AND EACH STUDENT IS INSPIRED AND EMPOWERED TO REACH THEIR FULL POTENTIAL. 
          SO EVEN WITHIN OUR MISSION AND VISION, WE ARE INCLUDING OUR COMMUNITY. 
          AND SO NOW I'LL JUST SHARE A LITTLE BIT OF DEMOGRAPHICS WITH YOU. 
          UM, WE ARE, WE DO HAVE ABOUT 560 STUDENTS FROM TK THROUGH FIFTH GRADE, UM, 457 OF THOSE STUDENTS BEING IN THE HISPANIC POPULATION AND 98 BSAP STUDENTS. 
          UM, WE DO HAVE 120 ENGLISH LEARNERS, UH, 27 STUDENTS THAT ARE CATEGORIZED AS HOMELESS, 28 STUDENTS AND OUR SPECIAL ED POPULATION, 77. 
          AND SO NEXT WE JUST WANTED TO GIVE YOU AN OVERVIEW OF OUR CHRONIC ABSENTEEISM BECAUSE WE DO ATTRIBUTE A LOT OF THIS FOR THE ENGAGEMENT THAT WE HAVE WITH OUR FAMILIES, UM, HERE AT 120 SECOND. 
          SO AS YOU CAN SEE, IN 
          [00:35:01]
20 21, 20 20 20, WE WERE AT 20%. 
          AND CURRENTLY, UM, AS OF AUGUST TO NOW, WE ARE AT 4.1% CHRONIC ABSENTEEISM WITH 73.9% OF OUR STUDENTS HAVING EXCELLENT ATTENDANCE. 
          AND SO THIS IS JUST SOME OF THE THINGS THAT WE DO TO CREATE, UM, OUR CLIMATES. 
          UM, WE DO CREATE A CLIMATE WHERE STUDENTS ARE, WE HAVE A CULTURE OF STUDENTS BEING HEARD, WE HAVE AND CONSISTENT EXPECTATIONS. 
          UM, WE DO THREE EXPECTATION ASSEMBLIES A YEAR, PRETTY MUCH LIKE EVERY QUARTER. 
          UM, WE MAKE ANNOUNCEMENTS DAILY. 
          WE HAVE POSTERS IN ALL COMMON AREAS ABOUT OUR BEHAVIORAL EXPECTATIONS. 
          AND THEN ALSO, NOT ONLY WITH THE DISTRICT TRAININGS, BUT MY TEAM PROVIDES SUPERVISION, UM, TRAININGS. 
          I HAVE BIWEEKLY MEETINGS WITH MY SUPERVISION AND CAMPUS AID STAFF. 
          WE KIND OF LOOK AT WHAT'S HAPPENING ON THE YARD, AND WE COME UP WITH A, UM, YOU KNOW, PLAN TO MAKE SURE THAT WE MITIGATE ANY SITUATIONS WE MAY HAVE, UM, STUDENTS FEEL RESPECTED AND HEARD HERE. 
          UM, FOR EXAMPLE, UM, THEY ARE ABLE TO, THEY COME AT ANY TIME THEY COME INTO MY OFFICE, I NEED TO SPEAK TO THE PRINCIPAL. 
          THEY, UH, FEEL COMFORTABLE TO REPORT SAFETY CONCERNS AND OR PROBLEMS, UM, WITH THEIR PEERS. 
          WE REALLY ARE BIG ON EVERY STUDENT HAVING A TRUSTED ADULT, NOT ONLY AT HOME, BUT AT SCHOOL. 
          OUR STAFF MODELS POSITIVE BEHAVIOR AND EXPECTATIONS. 
          FOR EXAMPLE, WE SHOW, UM, AND TEACH STUDENTS HOW TO WALK AWAY FROM A DIFFICULT SITUATION. 
          UM, WE PROMOTE ASKING, UM, A TRUSTED ADULT. 
          WE MODEL OUR SEVEN CHARACTER, UH, UH, PILLARS. 
          AND SO I'M GONNA SHARE THAT WITH YOU NEXT. 
          UM, WHEN I GOT HERE, UH, SEVEN YEARS AGO, WE WERE, BE SAFE, BE RESPECTFUL, BE RESPONSIBLE. 
          AND WE DIDN'T SEE THAT THAT WAS TRANSFERRING OVER TO BEHAVIORS. 
          AND SO THE IDEA WITH MY INSTRUCTIONAL LEADERSHIP TEAM WAS TO ADOPT THE, THERE'S ACTUALLY SIX CHARACTER TRAITS, BUT WE ADOPTED THE SEVENTH ONE. 
          WE ADDED EMPATHY BECAUSE WE THOUGHT THAT WAS VERY IMPORTANT, UM, AS WE WERE REVIEWING SOME OF OUR SOCIAL-EMOTIONAL LEARNING LESSONS. 
          AND SO HERE WE DON'T NECESSARILY HAVE SCHOOL RULES. 
          WE HAVE, UM, PILLARS OF CHARACTER. 
          AND SO WE INSTILL, UM, OUR SEVEN PILLARS OF CHARACTERS FOR OUR SCHOOL. 
          AND SO MONTHLY, WE HAVE OUR STUDENT OF THE MONTH, BUT WE ALSO HAVE OUR CHARACTER OF THE MONTH AWARD. 
          AND SO THE TEACHER, UM, SELECTS A STUDENT WHO HAS EXHIBITED, UM, THE MOST TRUSTWORTHINESS FOR THAT PARTICULAR MONTH. 
          SO EACH MONTH WE'RE FOCUSING ON A DIFFERENT PILLAR. 
          UM, AND THIS HAS REALLY, REALLY CHANGED THE SCHOOL CLIMATE. 
          OUR STUDENTS HAVE A TON OF EMPATHY FOR ONE ANOTHER. 
          UM, A STEEP TEACHER JUST SHARED WITH ME THE OTHER DAY THAT, UM, PERHAPS HE WAS BEING MAYBE A LITTLE SARCASTIC WITH THE KID, NOT MEANING ANYTHING, YOU KNOW, TOO OFFENSIVE. 
          BUT THE KIDS KIND OF HELD HIM ACCOUNTABLE. 
          THEY HAD A LOT OF EMPATHY AND SHOWED THEIR EMPATHY FOR THE STUDENT. 
          THEY DIDN'T LIKE THE WAY THE TEACHER WAS TALKING, UH, TO THE STUDENT. 
          SO THEY KIND OF HELD HIM ACCOUNTABLE FOR THAT REGARD. 
          UM, AND SO WE DO ATTRIBUTE A LOT OF OUR, UM, SAFETY AND SCHOOL CLIMATE AND CULTURE TO OUR SEVEN CHARACTER PILLARS. 
          UM, WE ALSO PROVIDE A LOT OF ENRICHMENT AND LEADERSHIP OPPORTUNITIES HERE AT HUNDRED 22ND. 
          UM, WE RECENTLY, UH, FINISHED OUR, UM, FOREST FROM THE GREEN SCHOOLYARDS OF AMERICA. 
          WE RECEIVED A GRANT TWO YEARS AGO, AND WE WILL HAVE OUR RIBBON CUTTING FOR OUR FOREST ON MARCH 24TH. 
          BUT WE KNEW THAT WE NEEDED TO MAKE SURE THAT OUR FOREST WAS RESPECTED. 
          UM, AND SO AGAIN, WE DID HAVE AN EXPECTATIONS ASSEMBLY FOR OUR STUDENTS SO THEY KNOW HOW TO PROPERLY CONDUCT THEMSELVES IN THE FOREST. 
          BUT I THOUGHT IT WAS ALSO A GOOD IDEA SINCE SECOND AND FOURTH GRADE ATTEND RECESS TOGETHER FOR US TO HAVE FOURTH GRADE FOREST RANGERS THAT MONITOR THE FOREST. 
          AND THEY HAVE BEEN, THEY HAVE TO APPLY THAT APPLICATION, THEY HAVE TO DO A LETTER OF RECOMMENDATION, AND THEY ALSO, UM, HAVE BEEN TRAINED ON HOW TO, UH, SUPPORT THE FOREST DURING RECESS AND LUNCHTIME AS WELL AS OUR FIFTH GRADE STUDENTS. 
          UM, WE ALSO, UM, HAVE AFTERSCHOOL FINANCIAL LITERACY COURSES FOR OUR STUDENTS, UM, IN GRADES THREE THROUGH FIVE. 
          WE HAVE ALSO, AND WE'RE STILL CURRENTLY, UM, IMPLEMENTING AN AUTHOR AND ME COURSE THROUGH A COMMUNITY PARTNERSHIP WHERE STUDENTS, UM, 15 OF OUR THIRD TO FIFTH GRADE STUDENTS WILL BE, UM, WRITING A BOOK AND ILLUSTRATING IT. 
          IT WILL BE PUBLISHED AND IT WILL BE SOLD ON AMAZON, AND WE WILL HAVE A BIG BOOK LAUNCH FOR THEM IN MAY. 
          WE HAVE, UM, A ROBOTICS CLUB FOR OUR FIFTH GRADE STUDENTS WHO ARE INTERESTED. 
          UM, SOME OTHER THINGS THAT REALLY, UM, CONTRIBUTE TO OUR ATTENDANCE AND OUR SCHOOL ENGAGEMENT IS THAT WE HAVE A STEAM LAB AND STEAM COORDINATOR, AGAIN, ANOTHER COMMUNITY PARTNERSHIP WITH, UM, LAEP. 
          UM, THE KIDS LOVE THE STEAM LAB. 
          THEY LOVE, UM, GOING TO STEAM LAB, UM, AND ALL STUDENTS PARTICIPATE IN THAT ON A WEEKLY BASIS. 
          WE ALSO ARE PART OF THE CREATIVE ART NETWORK CLASSES WHERE EVERY, UH, STUDENT ALSO ATTENDS ART, UM, WEEKLY. 
          UM, AND AS FAR AS THE, OUR STEAM COORDINATOR, HE ACTUALLY HAS STEAM RECESS ACTIVITIES MONTHLY, SO ABOUT TWICE A MONTH, HIM AND THE PARENT VOLUNTEERS, THEY GO OUT THERE AND THEY PROVIDE, UM, ACTIVITIES FOR THE STUDENTS REGARDING STEAM. 
          AND THEN WE ALSO HAVE A WEALTH OF 
          [00:40:01]
BSAP MILESTONE EVENTS, UM, THAT SUPPORT OUR BSAP POPULATION. 
          WE LOVE TO CELEBRATE HERE BECAUSE WE LOVE TO ACHIEVE. 
          AND AGAIN, ATTENDANCE IS OUR JIG BECAUSE WE KNOW THAT IF THE KIDS ARE HERE, WE CAN TEACH THEM, RIGHT? AND SO WE DO HAVE PERFECT ATTENDANCE AND ACADEMIC, UM, AWARD CEREMONY. 
          SO EACH SEMESTER WE DO PROVIDE, UM, WE DO GIVE OUR STUDENTS, UM, A TROPHY FOR IF THEY HAVE PERFECT ATTENDANCE FOR FIRST SEMESTER, SECOND SEMESTER, AND THEN AT THE END OF THE YEAR, THEY WILL GET A LARGER TROPHY FOR A PERFECT AT, UH, ATTENDANCE FOR THE ENTIRE YEAR. 
          BUT SOMETHING WE DO A LITTLE DIFFERENT HERE, AND I DON'T KNOW IF YOU CAN SEE IN THE PICTURE, IS WE KNOW THAT PARENTS PLAY A BIG ROLE IN GETTING NEW CHILDREN TO SCHOOLS. 
          SO WE HAVE THE PARENTS COME UP WITH THEIR STUDENT, WE PROVIDE A, A PIN FOR OUR PARENTS, A BUTTON THAT SAYS PERFECT ATTENDANCE PARENT. 
          UM, AND THE PARENTS REALLY ENJOY THIS, AND THEY GO UP AND THEY, UM, SUPPORT THEIR STUDENTS WHEN THEY'RE BEING AWARDED. 
          WE ALSO, UM, GIVE OUT TROPHIES FOR OUR, UH, FOURTH AND FIFTH GRADE AND SIXTH GRADE STUDENTS. 
          WE ACTUALLY JUST HAD OUR ASSEMBLY FOR OUR FORMER FIFTH GRADE STUDENTS LAST NIGHT. 
          SO WE ALWAYS HONOR GROWTH. 
          SO WE GIVE TROPHIES FOR GROWTH ON THE SPAC FOR MEET AND EXCEEDS, BECAUSE AGAIN, EVERY STUDENT WORKING TO THEIR FULL POTENTIAL, THEN WE NEED TO ACTUALLY MAKE SURE THAT WE'RE ACKNOWLEDGING, UM, THEM FOR THEIR GROWTH. 
          UM, WE HAVE RECLASSIFICATION AWARDS FOR OUR ENGLISH, UH, EMERGENT BILINGUAL STUDENTS. 
          WE ALSO, AT THE END OF THE YEAR, WE HAVE A, A HUGE, UM, AWARDS ASSEMBLY WHERE ALL OF OUR STUDENTS WHO HAVE, UM, MET THEIR TYPICAL OR STRETCH GROWTH GOAL AND IREADY, THEY RECEIVE A MEDAL, WHICH THEY ARE VERY EXCITED ABOUT. 
          UM, AND SO AGAIN, JUST CONSTANTLY PROMOTING THAT, UM, OPPORTUNITY OF GROWTH TO MAKE SURE THAT WE'RE NOT JUST ACKNOWLEDGING A SMALL GROUP OF STUDENTS. 
          UM, AND AS FAR AS PARENTS AS PARTNER FOR SAFETY, SO OUR FA OUR FAMILIES, AND YOU'LL SEE IN JUST A LITTLE BIT, UM, OR IF YOU HAVEN'T SEEN, UM, OUR FAMILIES REALLY FEEL WELCOMED AND VALUED HERE. 
          OUR ENTIRE STAFF ENSURES THAT WHEN YOU COME INTO THIS CAMPUS, WE BUILD RELATIONSHIPS WITH OUR FAMILIES. 
          WE'RE VERY TRANSPARENT ABOUT SAFETY PROTOCOLS. 
          WE MAKE SURE THAT PARENTS ARE WELL AWARE WHENEVER WE ARE PRACTICING THESE DRILLS. 
          AND WE OFTEN HAVE TIMES, UH, AFRICAN TIMES HOW PARENTS PARTICIPATE IN THEM. 
          UM, WE ALSO KNOW THAT PARENTS ARE, UM, EXCUSE ME, WE HAVE OPEN, UH, COMMUNICATION TO A COMMUNICATION. 
          PARENTS ARE ABLE TO, I'M SORRY. 
          SORRY, I JUST HAD, ARE YOU GUYS, CAN YOU GUYS SEE MY PRESENTATION? YEP, WE CAN. 
          YOU'RE GOOD. 
          OKAY. 
          I'M SORRY. 
          SOMEONE JUST INTERRUPTED ME. 
          I'M SORRY. 
          UM, SO LIKE I WAS SAYING, WE HAVE A TWO-WAY COMMUNICATION WHERE WE DON'T ONLY COMMUNICATE WITH PARENTS, BUT WE HAVE, UM, MULTIPLE OPPORTUNITIES FOR PARENTS TO COMMUNICATE WITH US VIA SCHOOL EXPERIENCE SURVEYS, OUR COFFEE WITH THE PRINCIPAL, BUDGET MEETINGS, UH, PARENTS, EMAIL, UM, MYSELF AS WELL AS TEACHERS. 
          WE USE THE REMIND APP, CLASS DOJO, UM, AND SO, SO ON AND SO FORTH. 
          AND I DO HAVE AN OPEN DOOR POLICY. 
          UM, PARENTS ARE A PRIORITY TO ME. 
          SO WHEN THEY COME AND THEY NEED ASSISTANCE, UNLESS, YOU KNOW, I'M PRESENTING ADMIN NOW, UM, THEN I DEFINITELY MAKE TIME TO, UH, SPEAK AND SEE PARENTS. 
          UM, OUR OUR COMMUNICATION IS VERY ACCESSIBLE. 
          OUR SOCIAL MEDIA, OUR INSTAGRAM AND FACEBOOK PAGES, UM, WE HAVE TO VISIT THEM. 
          THEY'RE REALLY, REALLY GREAT. 
          I HAVE A, A COMMUNICATIONS MANAGER, BUT WE CALL HER, UM, SHE HOOKS US UP EVERY, UM, DAILY ALMOST. 
          WE HAVE A SCHOOL WEBSITE, A MARQUEE. 
          WE USE OUR BLACKBOARD CONNECT MESSAGES. 
          UM, WE SEND HOME REMINDERS VIA EMAIL, TEXT, VOICE, JUST TRY TO MAKE SURE THAT WE ALLEVIATE ANY, UM, COMMUNICATION CONCERNS AND MEET THE NEEDS OF ALL OF OUR PARENTS. 
          WE ALSO SEND HOME A MONTHLY CALENDAR, UM, OF UPCOMING MEETING AND IMPORTANT DATES TO PARENTS CURRENTLY. 
          UM, WELL, LAST YEAR WE HAD 49 APPROVED VOLUNTEERS. 
          THIS YEAR WE'RE AT 60 AND GROWING. 
          UM, WE HAVE A LARGE AMOUNT OF PARENT VOLUNTEERS, UM, AT OUR SCHOOL ON A DAILY BASIS AS WELL. 
          AND WE REALLY CONTRIBUTE, AGAIN, A LOT OF OUR SUCCESS, OUR ENGAGEMENT, AND OUR SCHOOL SAFETY BECAUSE PARENTS ARE PARTNERS AND THEY'RE INVOLVED. 
          UM, SOMETIMES I THINK THAT THEY ACTUALLY WORK HERE BECAUSE THEY'RE HERE, UM, ALL DAY. 
          JUST LIKE I'M, UH, WE ALSO, THAT OUR PARENTS SUPPORT WITH ALL OF OUR SCHOOL, UH, WHITE EVENTS FROM DECORATING TO, UM, YOU KNOW, JUST HELPING WITH THE PERFORMANCES. 
          UM, THEY HELP US WITH OUR SPIRIT WEEKS, OUR ATTENDANCE INCENTIVES. 
          THEY, UH, PARTICIPATE ON FIELD TRIPS. 
          THEY PROVIDE, UH, CLASSROOM AND LIBRARY ASSISTANCE, UH, AND, EXCUSE ME, ASSISTANCE. 
          AND ALSO, UM, AS STATED EARLIER, THEY'RE INVOLVED WITH OUR STEAM RECESS. 
          UM, WE DO PARTNER WITH L-A-T-T-C, AND WE HAVE ESL CLASSES AND COMPUTER CLASSES THAT ARE TAUGHT, UM, TUESDAYS AND THURSDAYS, UM, WHERE WE INVITE PARENTS AS WELL AS THE COMMUNITY IN OUR PARENTS. 
          ALSO PARTICIPATE IN WEEKLY EXERCISE CLASSES. 
          AND THEN WE DO TRY TO GIVE, UH, PARENTS PERKS FOR, UH, VOLUNTEERS. 
          THEY GIVE PREFERENTIAL SEATING, UM, A LOT OF TIMES AT EVENTS WHEN THEY MEET A CERTAIN AMOUNT OF VOLUNTEER HOURS PER 
          [00:45:01]
SEMESTER. 
          SO WE MAKE IT MEANINGFUL FOR THEM AS WELL. 
          SO HERE, JUST A COUPLE OF PICTURES OF SOME OF THE EVENTS WE HAVE. 
          WE, UM, DO, AND WE'LL BE HAVING TOMORROW OUR BLACK HISTORY MONTH PERFORMANCE. 
          WE DO HAVE AN ANNUAL LATINX HERITAGE PERFORMANCE AND WINTER HOLIDAY PERFORMANCES. 
          OUR COMMUNITY IS REALLY BIG ON THIS AND THEY LOVE IT. 
          THIS IS SOME OF THE WAYS THAT WE ENGAGE OUR COMMUNITY AS WELL. 
          UM, DURING LATINX HERITAGE, WE HAVE AN ANNUAL LO NIGHT, VERY FUN, HUNDREDS. 
          I MEAN, OUR AUDITORIUM IS FULL, ABOUT 300 FAMILIES THERE. 
          UM, WE ALSO DO A TRUNK OR TREAT TO PROVIDE A SAFE ALTERNATIVE WHERE FAMILIES AND STAFF, UM, IN THE PARKING LOT, AND THEY, WE DECORATE OUR CARS. 
          WE PASS OUT CANDIES, AND OBVIOUSLY THIS IS FOR, UM, OUR FAMILIES TO ENGAGE IN FOR HARVEST FESTIVAL. 
          UM, WE DO TURKEY GIVEAWAYS FOR FAMILIES IN NEED, AND WE ALSO DO DIFFERENT VISA ACTIVITIES, SUCH AS LIKE A SIP AND PAINT. 
          AGAIN, JUST SOME OTHER, UM, HIGHLIGHTS FROM OUR, WE LOVE TO CELEBRATE HERE, BUT LIKE I ALWAYS TELL MY KIDS WE WORK HARD AND THEN WE PLAY HARD. 
          AND SO THEY KNOW THAT THAT'S, UH, THAT ACADEMICS IS IMPORTANT. 
          AND SO THESE ARE JUST SOME OF THE EVENTS THAT WE'VE HAD WITH OUR FAMILIES. 
          UM, AND THEN HERE IS OUR SCHOOL EXPERIENCE SURVEY. 
          AND I DON'T WANNA READ EVERYTHING, BUT IF YOU CAN SEE THE BLUE, UM, DATA IS OUR SCHOOL DATA. 
          AND AS YOU CAN SEE, WE'RE OUTPERFORMING THE DISTRICT IN EVERY AREA FOR STUDENT CONNECTEDNESS. 
          UM, I'M HAPPY TO BE AT THIS SCHOOL. 
          I FEEL CLOSE TO PEOPLE AT THIS SCHOOL. 
          MOST SCHOOL, UM, KIDS AT THIS SCHOOL ARE KIND TO EACH OTHER. 
          OUR OVERALL CONNECTEDNESS WAS AT 81%, WHERE THE DISTRICT WAS AT 70%. 
          UM, EXPECTATIONS FOR BEHAVIOR. 
          UM, SO AGAIN, UM, SOME OF THE THINGS STUDENT, UH, STUDENTS KNOW HOW THEY'RE RE EXPECTED TO ACT. 
          UM, AGAIN, IN THIS SECTION TOO, UH, FOR SAFETY AND, UM, OPPORTUNITIES FOR PARTICIPATION IN LEADERSHIP. 
          AS YOU CAN SEE, THE BLUE IS OUR DATA, AND WE'VE OUTPERFORMED THE DISTRICT, UM, IN ALL AREAS AS WELL. 
          AND OUR OVERALL, UH, SAFETY IS AT 80% WHERE THE DISTRICT WAS AT 72%. 
          AND SO, AGAIN, WE JUST DO TAKE PRIDE IN THIS AND WE WORK HARD TO MAKE SURE THAT OUR KIDS ARE HERE, THEY FEEL WELCOMED AND THEY'RE LOVED AS WELL AS THEIR FAMILIES. 
          UM, AND SO WE ATTRIBUTE ALL OF THIS, UM, TO US BECOMING A CALIFORNIA DISTINGUISHED SCHOOL FOR 2025. 
          UM, WE ALSO HAVE THE LOWEST CHRONIC ABSENTEEISM IN REGION SOUTH. 
          UM, WE ALWAYS GET A HUNDRED PERCENT SCHOOL EXPERIENCE SURVEY PAR, UH, PARTICIPATION FOR STUDENTS, STAFF, AND FAMILIES. 
          UM, AND THEN WE ALSO DID RECEIVE THE 2025 CALIFORNIA PBIS SILVER AWARD. 
          AND AT 1, 2, 2, WE KNOW OUR DAY OF, BUT MORE IMPORTANTLY, WE KNOW THE PEOPLE BEHIND IT. 
          RELATIONSHIPS ARE VERY IMPORTANT TO US. 
          WE ARE VERY CONNECTED TO THE COMMUNITY. 
          AND I DO HAVE MY PARENT REPS HERE WITH ME, UM, TODAY, WHO ARE NOT ONLY, UM, STAFF MEMBERS, BUT THEY'RE ALSO PARENTS. 
          AND SO, WHEN, UH, ANYONE ASKS ME HOW WE'RE SO SUCCESSFUL IS MY ENTIRE SCHOOL COMMUNITY. 
          WE WORK HARD AND EVERYTHING IS EVERYONE'S BUSINESS. 
          SO WE ARE ALL INVOLVED IN WORK TOGETHER TO, UM, REALLY MAKE 1, 2, 2, A VERY, UM, WONDERFUL PLACE. 
          SO THANK YOU. 
          AWESOME. 
          THANK YOU SO MUCH. 
          UM, YOU COULDN'T HEAR IT, MS. SMITH, BUT WHEN YOU SHARED YOUR DATA ON CHRONIC ABSENTEEISM, THE GROUP HERE WAS LIKE, WOW, , IT'S ALWAYS A JOY TO VISIT YOUR SCHOOL. 
          THANK YOU SO MUCH FOR PRESENTING. 
          WE ARE GONNA INVITE OUR SECOND ELEMENTARY SCHOOL TO PRESENT BEFORE WE ASK QUESTIONS OF EITHER SCHOOL. 
          SO WE WILL INVITE UP FROM BOARD DISTRICT FIVE. 
          MR. CENTENO, I THINK YOU'RE WITH US. 
          GREAT. 
          YOUR PRESENTATION IS COMING RIGHT UP, UM, AND WOULD LOVE TO HEAR FROM YOU ABOUT YOUR SUCCESSES AROUND SCHOOL CULTURE. 
          AND THEN WE'LL MAKE TIME FOR QUESTIONS AND COMMENTS FROM THE COMMITTEE HERE. 
          MR. SANTANO, GOOD AFTERNOON. 
          YES, GOOD AFTERNOON EVERYONE. 
          I WANNA THANK THE COMMITTEE FOR GIVING THIS OPPORTUNITY JUST TO SHARE SOME OF THE THINGS WE'RE DOING AT SALLY, RIGHT, TO SUPPORT SCHOOL CULTURE AND SAFETY. 
          UH, SO I JUST WANNA START OFF WITH, UH, THE TITLE SLIDE HERE WITH SAY, CULTURE FIRST, BUILDING SCHOOLS WHERE PEOPLE THRIVE. 
          SO TWO AND A HALF YEARS AGO, I WAS ASKED BY THE FORMER SUPERINTENDENT REGION EAST, UH, IF I WAS WILLING TO COME TO SALLY WRIGHT TO REALLY SUPPORT, UH, THE SCHOOL MOVING FORWARD. 
          AND SO I TOOK ON THAT CHALLENGE BECAUSE I KNOW WHAT, UH, IT WOULD ENTAIL, UH, BUT MOST IMPORTANTLY, BECAUSE OF MY, UH, BELIEF IN SCHOOL CULTURE AND WHAT THAT REALLY MEANS WHEN IT COMES TO, UH, HELPING SCHOOLS, UH, ACHIEVE. 
          AND SO I WANNA START OFF WITH A MISSION STATEMENT. 
          UH, IT'S VERY DETAILED, BUT I WANNA DRAW YOUR ATTENTION TO THE PHRASE IN BOLD AT THE BOTTOM. 
          UH, SO OUR AIM HERE AT SALLY RIDE, OUR MISSION HAS BEEN TO SUPPORT STUDENTS TO BECOME SUCCESSFUL MEMBERS OF AN EVER EVOLVING AND EXPANDING SOCIETY. 
          AND MORE IMPORTANTLY, THAT UNDERLYING PHRASE WHERE IT SAYS IT BEGINS AT SALLY WRIGHT ELEMENTARY. 
          UH, SO CULTURE IS A VERY IMPORTANT PART OF OUR DISTRICT, UH, OF EACH SCHOOL AND OUR COMMUNITIES. 
          UH, WHEN WE THINK OF SAFETY, WHEN WE THINK OF DISTRICT INITIATIVES TO SUPPORT 
          [00:50:01]
SAFETY THROUGHOUT THE DISTRICT, AT THE SCHOOL SITES, IT ALWAYS GOES BACK TO, UH, THE PEOPLE. 
          UH, INITIATIVES DON'T MOVE THEMSELVES. 
          SYSTEMS AND STRUCTURES DON'T MOVE THEMSELF. 
          IT INVOLVES PEOPLE. 
          SO HOW DO WE SUPPORT, UH, CULTURE OF AN ORGANIZATION OR SCHOOL SITE, UH, TO DO THE WORK? AND SO THIS IS, UH, AN OVERVIEW OF SNAPSHOT OF SALLY RIDE. 
          WE HAVE, UH, 342 STUDENTS. 
          UH, WE HAVE 12 AFRICAN AMERICAN STUDENTS, UH, OF THE POPULATION. 
          WE HAVE 137 ENGLISH LEARNERS, 16 GENERATE CLASSES, ONE TK CLASS. 
          WE DO RUN ON A BLOCK SCHEDULE, WHICH HAS SUPPORTED, UH, A LOT OF THE SUCCESS. 
          WE ARE BEGINNING TO EXPERIENCE WITH OUR STUDENTS ACADEMICALLY. 
          WE DO HAVE ACADEMIES TO OFFER THAT SUPPORT TO ALL OF OUR STUDENTS. 
          WE HAVE A READING LAB, A NUMERACY LAB, AFTERSCHOOL TIP INTERVENTION, AFTERSCHOOL TUTORING. 
          UH, SO THERE'S A LOT OF SUPPORT, UH, FOR OUR STUDENTS TO HELP ENSURE THAT WE ARE CLOSING THAT ACHIEVEMENT GAP. 
          UH, PART OF OUR SCHOOL NAME IS, UH, SMART ACADEMY, SO FOCUS ON STEAM. 
          SO WE DO CREATE STEAM OPPORTUNITIES FOR OUR STUDENTS THROUGH MUSIC, ART, THEATER, AND ALSO OUR PARTNERSHIP WITH COMPUTER WISE KIDS, UH, FOR COMPUTER SCIENCE LEARNING EXPERIENCES. 
          WE ARE A TITLE ONE RANKING SCHOOL, UH, 97 PERCENTILE. 
          AND WE DO IMPLEMENT RESTORATIVE PRACTICES. 
          SO THIS IS JUST A SNAPSHOT OF SOME OF THE THINGS THAT WE HAVE IN PLACE. 
          AND SO WHEN WE THINK OF SCHOOL CLIMATE AND SCHOOL SAFETY, UH, WE THINK OF WHAT ARE WE DOING AS A SCHOOL TO ENSURE THAT PARENTS AND STUDENTS FEEL SAFE AND SUCCESSFUL? AND SO HERE AT SALLY WRIGHT, UH, THE CLIMATE AND SAFETY DATA CONTINUES TO TREND UPWARD. 
          UH, IT HAS SURPASSED THE SCHOOL EXPERIENCE SURVEY DISTRICT AVERAGE IN ALL OF THE CATEGORIES. 
          CUSTOMER SERVICE, PARENT ENGAGEMENT, PARENT INVOLVEMENT, RESOURCE AVAILABILITY, AND SAFETY. 
          AND SO HOW DO WE CREATE SAFER SCHOOLS, UH, PARENT INVOLVEMENT, RIGHT? HOW DO WE ENSURE THAT PARENTS HAVE OPPORTUNITIES TO PARTICIPATE IN DECISION MAKING AND ALSO OPPORTUNITIES TO BUILD THEIR KNOWLEDGE SO THEY CAN MAKE BETTER CHOICES WHEN IT COMES TO THE DECISIONS THAT THEY'RE ABLE TO PARTICIPATE IN CUSTOMER SERVICE, HOW DO WE MAKE SURE THAT EVERYONE FEELS WELCOME, INVITED, UH, HEARD, AND THAT WE GET ACKNOWLEDGED, UH, WHAT THEY HAVE TO CONTRIBUTE? UH, WE ALSO HAVE A VALLEY PROGRAM, UH, THAT'S PART OF OUR, ONE OF OUR SAFETY STRUCTURES. 
          AND SO AGAIN, SYSTEMS AND STRUCTURES TO SUPPORT SAFETY INSIDE CAMPUS AND AROUND CAMPUS. 
          THEN WE LOOK AT THE RESOURCE AVAILABILITY, RIGHT? SO HOW DO WE CREATE MANY OPPORTUNITIES TO HELP OUR PARENTS, UH, CONNECT WITH PARTNERSHIPS IN OUR COMMUNITY, AND TO ALSO RECEIVE RESOURCES TO SUPPORT THEIR SUCCESS, NOT ONLY WITH THEIR CHILDREN AT SCHOOL, UH, BUT MORE IMPORTANTLY AT HOME WITH THEIR FAMILIES. 
          AND THEN PARENT ENGAGEMENT, UH, MAKING SURE THAT THROUGHOUT THE YEAR WE HAVE MANY OPPORTUNITIES TO ENGAGE PARENTS IN OUR AFTERSCHOOL EVENTS, UH, SO THAT THEY CAN, YOU KNOW, CREATE THOSE LASTING AND MEMORABLE EXPERIENCES WITH THEIR CHILDREN. 
          AND THEN FINALLY, SAFETY. 
          WE WANNA MAKE SURE ALL OF OUR STUDENTS FEEL SAFE, FEEL WELCOMED, UH, WHEN THEY HAVE ISSUES OR CONCERNS THAT THEY KNOW THAT THEY CAN GO TO ANY ADULT, INCLUDING MYSELF, AND THAT WE'RE GONNA LISTEN AND HELP THEM THROUGH THOSE CHALLENGES. 
          SO HOW DO WE ACHIEVE THIS? UH, YOU KNOW, AT SALLY WRIGHT, WE'RE USING A CULTURE FIRST, UH, FRAMEWORK. 
          SO THIS IS A FRAMEWORK THAT I'VE DEVELOPED OVER THE YEARS, UH, THANKS TO THE MANY OPPORTUNITIES I'VE BEEN AFFORDED, UH, IN VARIOUS ROLES I'VE HAD MY CAREER THROUGHOUT THE DISTRICT. 
          BUT REALLY EMPHASIZING, ALWAYS PUTTING PEOPLE FIRST, BECAUSE THAT SETS THE CULTURE OF A SCHOOL, AND THAT'S WHAT DRIVES THE CHANGE THAT YOU WANNA SEE. 
          SO IN A NUTSHELL, WE HAVE BUILDING TRUST. 
          HOW DO WE ENSURE, UH, AS A SCHOOL LEADER AND AS A STAFF THAT WE ARE TRANSPARENT WITH, UH, ALL OF OUR STAKEHOLDERS, OUR PARENTS, OUR TEACHERS, OUR STAFF, AND OUR STUDENTS, RIGHT? SO BUILDING THAT TRUST. 
          UH, WHEN IT COMES TO TRANSPARENCY, HOW DO WE SELECT A FOCUS? WE KNOW THAT THERE'S A LOT OF WORK TO DO, UH, AND THERE ARE MANY THINGS THAT WE NEED TO GET DONE TO ACHIEVE THAT, BUT HOW DO WE INTENTIONALLY BE FOCUSED SO THAT WAY WE CAN CHOOSE ONE THING, PRIORITIZE IT, AND REALLY PUT ALL OF OUR EFFORT AND RESOURCES INTO ACHIEVING THAT FOCUS, AND THEN TAKING ACTION. 
          IT'S NOT ABOUT THE PERFECT PLAN, BUT IT'S ABOUT PUTTING SOME PLAN IN ACTION AND THEN JUST REFINING IT AS YOU'RE MOVING FORWARD. 
          AND THAT SHOULD BE, UH, OKAY, RIGHT? THAT'S PART OF THE PROCESS. 
          AND THEN BUILDING A TEAM. 
          UH, I KNOW I HAVE AN EXCELLENT TEAM HERE AT SALLY RIDE, BUT ALSO A PARENT TEAM. 
          I'M VERY PROUD OF THE PARENT VOLUNTEER TEAM THAT I HAVE HERE AT SALLY BRIDE. 
          AND SO, HOW DO WE MAKE SURE THAT WE ARE CREATING OPPORTUNITIES, UH, FOR THOSE TEAMS TO EXIST AND TO SUPPORT THE SCHOOL IN VARIOUS WAYS? AND THEN BUILDING CAPABILITY, RIGHT? WE ALL, WE ARE ALWAYS, UH, AS A DISTRICT OR AT SCHOOL SITES, WE'RE ASKING INDIVIDUALS, 
          [00:55:01]
UH, WHETHER THEY ARE, UH, DISTRICT EMPLOYEES OR PARENT COMMUNITY, UH, TO DO THINGS. 
          AND WE NEED TO ENSURE THAT WE GIVE THEM THE KNOWLEDGE, THE AWARENESS, UH, TO UNDERSTAND WHAT THE ROLE IS, WHAT THEY NEED TO DO, AND TO BE ABLE TO HAVE THE SKILLS, UNDERSTANDING KNOWLEDGE TO DO IT, UH, SUCCESSFULLY. 
          UH, AND THEN CREATING COLLABORATION. 
          SO COLLABORATION AMONG TEACHERS, AMONG STAFF, PARENTS AND STAFF BETWEEN PARENTS. 
          UH, THAT HAS BEEN A TRUE SUCCESS OF SALLY RIDE. 
          WE'VE KIND OF BLURRED THE LINES, UH, AND WE HAVE THOSE OPPORTUNITIES. 
          WE HAVE TEACHERS AND PARENTS COLLABORATING ON A RANGE OF, UH, INITIATIVES THAT WE ARE TRYING TO IMPLEMENT HERE AT SALLY WRIGHT. 
          AND THAT CONTINUES TO, UH, DELIVER THAT SUCCESS THAT WE ARE ALWAYS TRYING TO ATTAIN. 
          AND THEN STRATEGIZING, RIGHT? IF WE WANT TO, UH, MOVE IN A CERTAIN DIRECTION, WHAT DO WE NEED TO DO TO GET THERE SUCCESSFULLY? ALWAYS KEEPING IN MIND THE APPROACH. 
          UH, WE WILL TAKE WITH THE PEOPLE WE WILL ASK TO DO THE WORK. 
          AND THEN CELEBRATING THE SUCCESS. 
          UH, WE CELEBRATE IN BIG WAYS, UH, WITH OUR STAFF, WITH OUR PARENTS, AND THERE'S OPPORTUNITIES ALSO CELEBRATING SMALL WAYS. 
          IT MIGHT BE INVITING SOMEONE INTO MY OFFICE AND CONGRATULATING THEM PERSONALLY, UH, SO THAT THEY FEEL ACKNOWLEDGED FOR THEIR HARD WORK AND, UH, AND CONTINUE THAT EFFORT AND MOTIVATION TO DO THE WORK. 
          AND THEN REFLECTION. 
          SO WE KNOW THAT THAT REFLECTION'S A, A BIG PIECE, UH, THROUGHOUT OUR DISTRICT. 
          AND SO ARE WE ALWAYS REFLECTING ON THE IMPACT WE HAVE ON OTHERS? UH, WE KNOW THAT WE'RE ALWAYS REFLECTING ON IMPACT AS ADULTS THAT WE HAVE ON STUDENTS, BUT ALSO NOT FORGETTING TO THINK ABOUT THE IMPACT WE HAVE ON OTHER ADULTS, UH, WITHIN OUR DISTRICT, UH, WHETHER IT'S, UH, STAFF, TEACHERS OR PARENTS. 
          AND THEN FINALLY, JUST THINKING BIG, UH, INNOVATION, RIGHT? SO INNOVATION, UH, DRIVES MOMENTUM AND IT MOVES US TOWARDS SUCCESS. 
          SO HOW DO WE THINK OF THOSE NEW OR NEXT IDEAS THAT WE WANT TO TRY OUT IN ORDER TO ACHIEVE WHAT EVERY MIGHT BE THAT WE'RE TRYING TO, TO GET TO? AND SO, IN A NUTSHELL, THESE ARE THE THINGS THAT WE HAVE, UH, BEEN DOING HERE AT SALLY RIDE, AND I'M VERY PROUD OF THE TEAM WE HAVE HERE. 
          AND I KNOW THAT, UH, WE'RE GONNA CONTINUE THAT WORK AND WE SHOULD CONTINUE TO SEE, UH, NEW SUCCESSES, UH, THIS SCHOOL YEAR AND ONTO THE NEXT ONE. 
          THANK YOU. 
          AWESOME. 
          THANK YOU. 
          AND, UM, YOU WERE MAYBE HUMBLE ABOUT IT, BUT ON SLIDE FOUR, WHEN YOU MENTIONED THE CATEGORIES WHERE YOUR STUDENT SCHOOL EXPERIENCE SURVEY DATA IS STRONG, YOU ARE BEATING THE DISTRICT AVERAGE IN EVERY SINGLE CATEGORY ON ALL OF THESE PARENT RESPONSES AS MUCH AS 11 POINTS HIGHER. 
          UM, IN THIS QUESTION, I LOVE, I HAVE VISITED OR RECEIVED ASSISTANCE FROM THE PARENT CENTER, UM, WEBSITE OR RESOURCES AVAILABLE. 
          SO YOU'RE NOT ONLY BEATING THE DISTRICT AVERAGE, YOU'RE BETTER THAN YOU WERE LAST YEAR, AND YOU ARE JUST KNOCKING IT OUTTA THE PARK. 
          SO THANK YOU SO MUCH. 
          BOTH SCHOOLS WERE SELECTED BECAUSE OF THEIR STRONG DATA, UM, FOR STUDENTS AND ON THE SCHOOL EXPERIENCE SURVEY THERE. 
          SO BOTH OF YOU REALLY WANNA APPRECIATE YOU FOR YOUR PRESENTATIONS AND OPEN IT UP TO MY COLLEAGUES FOR QUESTIONS, COMMENTS FOR EITHER SALLY RIDE OR 122ND STREET. 
          ALRIGHT, MS. GREGO, , I, UM, WELL FIRST THANK YOU SO MUCH AND I WANNA COMMEND BOTH, UH, PRINCIPALS AND STAFF FOR THE WORK THAT YOU'RE DOING. 
          UM, I HEARD FROM BOTH OF YOU THE WORDS COLLABORATION, VALUING PARENT INVOLVEMENT, UM, EMPATHY, LISTENING TO STUDENTS, TO PARENTS. 
          UM, I LIKED, UM, THE BLURRING LINES, RIGHT? BECAUSE I DO THINK THAT IN BUILDING CAPACITY, UM, IT'S BEING ABLE TO BRING AS MANY PEOPLE IN AND INVITING PEOPLE IN, BUILDING RELATIONSHIPS AND HOW ALL OF THAT AFFECTS CULTURE. 
          AND I REALLY VALUE AND APPRECIATE YOUR EMPHASIS ON CULTURE BECAUSE THAT'S WHERE THINGS BEGIN, RIGHT? IF THE KIDS FEEL SAFE, IF THE FAMILIES FEEL WELCOMED, LIKE THEY BELONG, THEN EVERYBODY IS ABLE TO THRIVE ACADEMICALLY, RIGHT? AND THEN BEING ABLE TO SUPPORT THEM WITH ALL THE OTHER NECESSARY RESOURCES THAT THEY MAY NEED. 
          UM, I'M GONNA HAVE TO VISIT SALLY RYE. 
          THAT IS MY SCHOOL IN MY DISTRICT, AND I HAVE NOT MADE IT OUT THERE. 
          SO I WILL BE MAKING IT OUT THERE SOON. 
          BUT REALLY, I JUST WANNA COMMEND YOU. 
          I DON'T HAVE, UM, ANY QUESTIONS RIGHT NOW, BUT JUST REALLY APPRECIATE THE WORK THAT YOU'RE DOING AND, UH, JUST BRINGING IN ALL STAKEHOLDERS AND ALL STAFF, UH, THE PARENT REPS, COMMUNITY REPS, AND EVERYBODY ELSE INTO THIS, INTO THIS WORK. 
          SO THANK YOU FOR DOING GREAT WORK AT YOUR SCHOOLS. 
          CONGRATULATIONS. 
          THANK YOU. 
          AND MAYBE SPEAKING OF PARENT REPS, SINCE WE DO HAVE TWO ON THE ZOOM WITH US, WHY DON'T I INVITE YOU TO JUST SHARE, UM, EITHER YOUR NAMES OR YOUR SCHOOL, ANYTHING YOU WANNA SHARE ABOUT BEING A, A PARENT REP AND HOW THAT'S CONTRIBUTED TO, UM, WHAT WE'RE TALKING ABOUT TODAY, WHICH 
          [01:00:01]
IS THE GREAT SAFETY AND CLIMATE THAT'S HAPPENING. 
          SO NO PRESSURE, BUT MS. REYES OR, UM, UH, MS. MCDONALD, WOULD EITHER OF YOU LIKE TO SHARE? I CAN SHARE, PLEASE. 
          OKAY. 
          UM, GOOD, GOOD AFTERNOON, GOOD EVENING. 
          MY NAME IS CARLA REYES. 
          I'M THE COMMUNITY RED FOR ONE 22ND ELEMENTARY SCHOOL. 
          UM, AS WE HAVE ALL REMARK, UM, THE FACT THAT CULTURE, IT'S ONE OF THE MAIN COMPONENTS FOR, UM, THE SUCCEED OF THE SCHOOL. 
          UM, WHEN WE EMBRACE THE CULTURE OF REACH OF FAMILY, I THINK WE CAN JUST CLOSE THE GAPS ON EVERYTHING, UM, IN THEIR SCHOOL. 
          I THINK, UM, ESPECIALLY WITH THE PRINCIPAL, UM, SHE HAS A OPEN DOOR POLICY WHERE PARENTS ARE MORE THAN WELCOME TO COME AND SPEAK TO HER. 
          SO THAT CHANGES THE CLIMATE WHEN YOU HAVE THAT CLOSE RELATIONSHIP WITH YOUR PRINCIPAL. 
          I THINK IT MAKES THE HUGE IMPACT IN YOUR SCHOOL, NOT JUST WITH THE FAMILIES, BUT WITH THE COMMUNITY AS WELL. 
          WE KNOW THAT, UM, WHEN WE HAVE ANY, UH, ISSUES IN THE COMMUNITY SURROUNDING THE SCHOOL, PARENTS ARE MORE, YOU KNOW, THEY KNOW THAT THEY CAN REACH OUT TO THE SCHOOL BECAUSE MOST LIKELY WE'RE GONNA FIND A SOLUTION AND WE'RE GONNA TRY TO HELP 'EM. 
          UM, IT'S EITHER WITH, YOU KNOW, FINDING HOUSING, UM, JUST, YOU KNOW, WE TRY TO UPDATE YOURSELF WITH DIFFERENT RESOURCES, FINDING DIFFERENT PARTNERSHIPS WHERE WE CAN, UM, HELP OUR FAMILIES. 
          AND WHEN IT COMES TO PARENTS' INVOLVEMENT, I THINK WE HAVE TO, UM, FIRST OF ALL EMBRACE EVERY ASPECT OF OUR PARENTS. 
          PARENTS LIKE TO BE, UM, THEY, YOU KNOW, NUMBER ONE, THEY LIKE TO BE, UM, UNDER THEIR, THEIR SKILLS. 
          THEY, THEY COME WITH DIFFERENT SKILLS. 
          SO, YOU KNOW, ONE MIGHT KNOW HOW TO SOLVE THE OTHER, ONE MIGHT KNOW HOW TO DO THIS, DO SOMETHING ELSE. 
          SO YOU GOTTA FIND, UM, THE, UH, THE CONNECTION FOR YOU TO BE ABLE TO CONNECT WITH THEM AND YOU KNOW, YOU'RE GONNA FIND SOMETHING FOR THEM TO DO. 
          SO, YOU KNOW, IN, IN MY WAY, THAT'S HOW I HAVE BEEN ABLE TO DO MY JOB BECAUSE I TRY TO CONNECT WITH THE PARENTS AND FIND THEIR SKILLS. 
          UM, SECONDLY, UM, FIND THEIR NEEDS ALWAYS, YOU KNOW, YOU NEED TO KEEP A CLOSE RELATIONSHIP WITH THEM AND FIND OUT, YOU KNOW, WHAT IS IT THAT THE COMMUNITY NEEDS, WHAT IS IT THAT, YOU KNOW, IT'S THE FAMILY STRUGGLING FINANCIALLY, YOU KNOW, YOU KNOW, WE SPEAK TO MS. SMITH AND SHE FINDS OUT THROUGH THEIR, YOU KNOW, RESOURCES AND WE TRY TO FIND THE FAMILIES EITHER, YOU KNOW, WITH GRIEVANCE, UM, UM, YOU KNOW, WHEN THEY LOST A FAMILY MEMBER, YOU KNOW, WE, WE TRY TO BE THERE FOR THE FAMILIES. 
          UM, AND THEN THEY CELEBRATE, CELEBRATE THE PARENTS. 
          UM, WE TRY TO CELEBRATE THE PARENTS TWICE A MONTH, I MEAN TWICE A YEAR. 
          AND THEN EVEN IF IT'S THEIR, THEIR BIRTHDAYS, WE TRY TO, YOU KNOW, REMEMBER THEIR BIRTHDAYS, MAKE 'EM LIKE A, MAKE 'EM FEEL THAT THEY BELONG TO A FAMILY. 
          THEY'RE NOT JUST ONE EXTRA, UH, HUMAN BEING ON THE SCHOOL. 
          NO, THEY'RE SPECIAL, THEY'RE FAMILY FOR US. 
          WE BOND AND WE HAVE A STRONG CON UM, CONNECTION WITH THE PARENTS WHERE, YOU KNOW, WE KNOW WHAT THEY'RE GOING THROUGH. 
          THE PRINCIPAL KNOWS WHAT THEY'RE GOING THROUGH. 
          AND THAT'S HOW WE HAVE BEEN ABLE TO BUILD A STRONG RELATIONSHIP BECAUSE IF YOU HAVE THE, UH, THE COMMUNICATION WITH THE PARENTS AND THE PARENTS ARE GONNA COMMUNICATE WHAT'S WRONG IN THE COMMUNITY. 
          SO I THINK, YOU KNOW, AS FOR MS. SMITH, THAT'S HOW WE HAVE BEEN ABLE TO BEEN SUCCESSFUL BECAUSE WE HAVE AN OPEN RELATIONSHIP WITH THEM AND THEY HAVE THE COMMUNICATION AND THEY KNOW THAT THEY CAN TRUST MS. SMITH AND THE SCHOOL BY ALL MEANS. 
          THAT'S IT. 
          . 
          I LOVE THAT. 
          THANK YOU. 
          MS. MCDONALD. 
          ANYTHING TO ADD? UM, NO. 
          MS. RE SAID IT ALL, BUT I AGREE WITH HER. 
          AND, UM, I'D LIKE TO ADD THAT WE DO HOME VISITS FOR OUR FAMILIES AND I THINK THAT, UM, CONNECTS US WITH OUR FAMILIES. 
          'CAUSE IT'S NOT LIKE WE'RE JUST TALKING TO 'EM AT SCHOOL. 
          WE'RE ACTUALLY GOING TO THE HOMES AND SPEAKING WITH THEM WHERE THEY'RE COMFORTABLE. 
          AND I THINK THAT PLAYS A BIG PART IN IT TOO. 
          ABSOLUTELY. 
          MEETING FOLKS WHERE THEY ARE. 
          UM, WELL APPRECIATE BOTH SCHOOLS SO MUCH. 
          UH, I GUESS JUST FROM THE DISTRICT'S PERSPECTIVE, I ALWAYS LIKE TO ASK WHAT CAN WE DO TO MAKE THINGS BETTER FOR YOU? ANYTHING WE CAN DO TO SUPPORT YOU OR YOUR FAMILIES? UH, IF WE HAD A MAGIC WAND, WHICH WE DON'T YET, BUT WE CAN DREAM. 
          UM, AND NOT ONLY WHAT WE CAN DO, BUT IS THERE ANYTHING WE SHOULD STOP DOING OR ANYTHING THAT'S GETTING IN THE WAY THAT THE DISTRICT CAN REMOVE, UM, IN THE WAY OF A CHALLENGE OR A BARRIER? SO NO PRESSURE, BUT IF EITHER SCHOOL WANTS TO RESPOND, I WANNA MAKE THIS SPACE. 
          I, I THINK WHEN IT COMES TO WHAT, UH, THE DISTRICT CAN DO TO SUPPORT, UH, SCHOOL SITES AND OUR FAMILIES, IT JUST CONTINUE TO OFFER THE RESOURCES, UH, THAT ARE AVAILABLE TO SU UH, SUPPORT OUR, OUR FAMILIES AND STUDENTS. 
          AND JUST MA STREAMLINING THE 
          [01:05:01]
PROCESS, UH, FOR THOSE, UH, RESOURCES, I THINK IS ALWAYS, UH, THE MOST EFFECTIVE WAY. 
          UH, WHEN THERE'S A TIME OF NEED, HOW QUICKLY CAN WE GET THOSE RESOURCES TO OUR FAMILIES, UH, AND MINIMIZE THE PROCESS THAT SOMETIMES IS INVOLVED, UH, IN ORDER FOR THEM TO OBTAIN THOSE RESOURCES. 
          I, UM, MINE IS MORE OF A SAFETY, UM, THING. 
          SAFETY IS LIKE MY NUMBER ONE CONCERN, OBVIOUSLY. 
          'CAUSE IF STUDENTS AND FAMILIES DON'T FEEL SAFE, THEN THEY WON'T BE HERE. 
          UM, I WANTED, IT'S NOT SOMETHING THAT WE NEED TO STOP DOING, BUT MAYBE CONTINUE. 
          I THINK THAT IT'S VERY IMPORTANT THAT OUR SUPERVISION STAFF AND OUR COMMUNITY, UM, OUR CAMPUS AIDS ARE TRAINED, UM, BY THE DISTRICT. 
          BUT I WOULD ALSO, I RECENTLY GOT A PRINCIPAL'S MEETING AND I SAW THAT, UM, BECAUSE I HAVE A LOT OF VOLUNTEERS THAT THE DISTRICT IS OFFERING TRAINING TO PARENT VOLUNTEERS AS WELL. 
          AND SO THAT'S WHAT WE'RE GETTING READY TO START. 
          WE'RE EXCITED ABOUT IT. 
          OUR FAMILIES WANT TO BE INVOLVED. 
          THEY WANNA SUPPORT WITH THE SUPERVISION OF STUDENTS. 
          AND SO I WOULD JUST SAY CONTINUE, UM, WITH THE TRAININGS OFFERING TO OUR VOLUNTEERS SO THEY COULD SUPPORT US, UM, DURING RECESS AND LUNCH SUPERVISION AS WELL. 
          I LOVE THAT. 
          ALL HANDS ON DECK. 
          ANY QUESTIONS OR COMMENTS FROM MY COLLEAGUES? YES, MS. HE NAVILLE. 
          I HAD A QUESTION. 
          UM, UH, PRINCIPAL SMITH WHEN MENTIONED AND TO THE POINT THAT, UH, PRINCIPAL CIEL MET RESOURCES, I KNOW CELEBRATION IS ONE OF THE GREAT THINGS AND YOU KNOW, YOU SELL IT SO, SO WELL. 
          LIKE CELEBRATE, LET'S CELEBRATE. 
          WE, WE WORK HARD, WE GOING TO PLAY HARD AS WELL, RIGHT? WE'RE GONNA CELEBRATE HARD. 
          HOW ARE YOU ABLE TO PROVIDE THOSE RESOURCES FOR THE STUDENTS TO TAKE HOME AND THE FAMILIES TO TAKE HOME? SO WE DO DO FUNDRAISERS, BUT LIKE MS. REYES SAID, UM, OUR PARENTS ARE EXTREMELY TALENTED AND CREATIVE. 
          THE THINGS THAT THEY MAKE AND COME UP WITH, UM, ARE AMAZING FROM JUST DECORATING OUR CAMPUS. 
          I MEAN, I'M IN AWE AT TIMES WHEN I GO INTO THE AUDITORIUM, THEY'VE, UM, DECORATE AND IT'S LIKE, WHERE DID YOU GUYS EVEN GET THOSE MATERIALS FROM? LIKE THEY'RE EXTREMELY CREATIVE. 
          SO WE DO TAP IN, UM, TO OUR PARENTS' SKILLSET. 
          AND THEN OUR PARENTS ALSO, UM, VOLUNTEER A LOT OF THEIR RESOURCES, THEY BRING ITEMS FROM HOMES FOR DECORATIONS OR, UM, JUST ANYTHING THAT WE DO. 
          OUR PARENTS ARE REALLY INVOLVED. 
          THEY DONATE THINGS. 
          UM, WE GET A LOT OF DONATIONS. 
          AND THEN I ALSO WORK A LOT WITH COMMUNITY PARTNERS. 
          I TAP IN ON MY COMMUNITY PARTNERS TO HELP DONATE. 
          SO JUST REALLY, UM, ENSURING THAT WE ELICIT DONATIONS AND THAT WE HAVE COMMUNITY PARTNERSHIPS. 
          AND I, AGAIN, MOST OF OUR, UH, RESOURCES COME FROM OUR PARENTS. 
          THEY REALLY DO. 
          THAT'S GREAT. 
          AND YOU HAD QUITE A BIT. 
          I WAS LIKE, YEAH, YOU NEED TO TEACH A COURSE ON HOW TO DO THAT FOR SOME OF OUR SITES THAT, YOU KNOW, AND I APPRECIATE THAT. 
          AND IT'S ALSO BUDGET, RIGHT? I'M SORRY TO INTERRUPT. 
          IT IS BUDGET. 
          LIKE IT'S REALLY, I, I'M REALLY PRETTY GOOD WITH, UM, ALIGNING AND, AND MAKING SURE THAT WE'RE SPENDING THE BUDGET APPROPRIATELY. 
          UM, BECAUSE OF OUR GREAT ATTENDANCE. 
          WE DO HAVE A, A WEALTH OF MONEY IN OUR ATTENDANCE FUND, WHICH IS WONDERFUL. 
          I HOPE WE NEVER GET RID OF THAT BECAUSE OBVIOUSLY WE DO WANNA CELEBRATE FAMILIES, BUT WE'RE ALWAYS, YOU KNOW, RESTRICTED WITH WHAT WE CAN DO AND WHERE THE MONEY COMES FROM. 
          SO THAT ATTENDANCE BUDGET REALLY DOES HELP. 
          AND OURS IS, UM, PRETTY WEALTHY AGAIN BECAUSE OF OUR ATTENDANCE IS SO GREAT. 
          AND THEN BREAKFAST IN THE CLASSROOM, WE ALSO GET THAT, UM, DISCRETIONARY MONEY THROUGH BREAKFAST IN THE CLASSROOM THAT WE UTILIZE AS WELL. 
          AND THEN BECAUSE WE'RE CELEBRATING SCHOOLWIDE, WE USE OUR STUDENT BODY FUNDS AS WELL. 
          THANK YOU. 
          AND THEN YOU, YOU TALKED ABOUT SOME OF THE ENRICHMENT OPPORTUNITIES. 
          I SAW THE PIANO CLASSES AND LITERACY COURSE. 
          WHO ARE THE PROVIDERS FOR THIS? AND AGAIN, TO THE RESOURCES. 
          SO OTHER PRINCIPALS ARE LIKE, YOU KNOW, I WANNA ADOPT THIS POLICY, BUT YOU KNOW, THE BARRIERS THERE, HOW DO WE HELP PULL DOWN THOSE BARRIERS? MM-HMM . 
          SO AGAIN, REACHING OUT TO COMMUNITY PARTNERS, KP ANO PROVIDES, UM, WHICH IS A COMMUNITY PARTNER AND WE USE OUR UM, PROP 28 FUNDS. 
          WITH THAT YOU REALLY HAVE TO KNOW AND KNOW HOW TO WORK THESE BUDGETS, RIGHT? AND SO, UM, THE PIANO CLASSES ARE PAID FOR OUT OF THAT. 
          UM, AS FAR AS THE AUTHOR IN ME AND THE UH, FINANCIAL LITERACY, THAT'S THROUGH MY BSAP FUNDING WITH COMMUNITY PARTNERS. 
          SO JUST REALLY UTILIZING ALL EACH AND EVERY DOLLAR SENT THAT WE HAVE AND ALIGNING IT TO THE RESOURCES AND THE NEEDS OF OUR COMMUNITY. 
          THAT'S REALLY WHAT I TAP INTO. 
          AND JUST MAKE SURE THAT WE'RE, YOU KNOW, LIKE I SAID, USING EVERY PENNY WE CAN TO MAKE SURE OUR KIDS ARE GETTING WHAT THEY NEED. 
          WELL THANK YOU AGAIN BOTH FOR SHARING AND, AND I KNOW THAT, YOU KNOW, YOU ARE HAND SELECTED TO GO TO SALLY RIDE, SO OBVIOUSLY BEING THAT LEADER AND WE WERE JUST DOING A LISTENING SESSION AND THE PRINCIPAL IS THE PERSON THAT DEFINITELY DRIVES THE ENGINE, RIGHT? AND SO MANY OF OUR FAMILIES ARE LIKE, THIS IS WHY I CHOSE THIS SCHOOL IS BECAUSE OF THE LEADERSHIP. 
          AND I DON'T KNOW HOW LONG YOU'VE BEEN AT THE SCHOOL, UM, PRINCIPAL SMITH, 'CAUSE I KNOW THAT'S GONNA SHED SOME LIGHT ON SOME OF OUR SCHOOLS. 
          THIS IS MY SEVENTH YEAR. 
          I'M LOVE IT. 
          APPRECIATE IT. 
          APPRECIATE YOU . 
          THANK YOU SEVEN, APPRECIATE YOU. 
          SO THANK YOU SO MUCH FOR SHARING AND UM, 
          [01:10:01]
I JUST WANNA SAY CONTINUE TO DO THE WORK, CONTINUE TO SHARE WITH YOUR COLLEAGUES WHAT YOU'RE DOING SO WE CAN CONTINUE TO EXPAND WHAT YOU'RE DOING IN OTHER SITES. 
          THANK YOU. 
          THANK YOU YOU MR. SAN. 
          I JUST WANNA CONGRATULATE BOTH PRINCIPALS. 
          I'VE BEEN TWICE AT THE ONE 22ND SCHOOL PARENT CENTERS. 
          UH, WE ORGANIZED AN EDUCATION AND OUTREACH, UH, EVENTS THERE AND ALSO CONGRATULATE THE PARENT INVOLVEMENT. 
          I THINK THAT IS CRITICAL AND GUARANTEES THE SUCCESS TO HAVE VERY SAFE SCHOOLS WITH PARENTS INVOLVEMENT. 
          THANK YOU. 
          THANK YOU, THANK YOU. 
          AND THANK YOU AGAIN BOTH FOR PRESENTING. 
          WE HAVE A THOUSAND SCHOOLS AND YOU TWO WERE CHOSEN TO SHARE TODAY. 
          SO REALLY APPRECIATE IT AND THANK YOU TO MY COMMITTEE MEMBERS. 
          UM, OUR NEXT MEETING OF THE SCHOOL SAFETY AND CLIMATE COMMITTEE WILL BE ON MARCH 26TH AT 1:00 PM UM, SO WE WILL SEE YOU IN A MONTH AND WE WILL TURN TO 
          [IV. Public Comment]
PUBLIC COMMENT NOW. 
          THANK YOU SO MUCH. 
          ALRIGHT, WE'VE GOT EIGHT FOLKS SIGNED UP FOR PUBLIC COMMENT. 
          I'LL CALL ON THOSE WHO HAVE LISTED THEMSELVES AS SPEAKING IN PERSON FIRST AND THEN WE'LL TRANSITION TO THOSE SPEAKING REMOTELY. 
          SO, UH, THE FIRST SPEAKER IS JOVITA ANGEL, ARE YOU HERE? JOVITA ANGEL. 
          ALRIGHT. 
          AND AFTER JOVITA ANGEL IS UH, LATONYA HU LATONYA HU WILL BE AFTER JOVITA ANGEL. 
          THEN UH, AFTER LATONYA HU WILL BE DEANNA GUILLEN PLEASE COME ON UP TO THE MICROPHONE. 
          YEAH, YEAH PLEASE COME ON UP. 
          SO MS. ANGEL'S GONNA SPEAK IN SPANISH SO IF YOU'D LIKE TO HEAR WHAT SHE'S SAYING IN ENGLISH AS YOU'RE HEARING THE SPANISH, PLEASE PUT YOUR HANDS UP AND WE'LL GET YOU THESE TRANSLATION HEADSETS. 
          WE'RE COMING AROUND SHORTLY. 
          OKAY, WE'RE ALL SET. 
          PLEASE GO AHEAD. 
          THANK YOU. 
          SO MIKE TO MADELINE FLORES A CADRE PARENT YATA MARLIN. 
          OKAY MARLIN, YOU'RE GOOD TO GO. 
          AFTERNOON, THANK YOU FOR THE SPACE AND THANK YOU FOR SHARING MY COMMENT. 
          MY NAME IS MARLIN FLORES AND I AM A PARENT OF TWO CHILDREN AT L-A-U-S-D AND A PARENT MEMBER. 
          I WOULD LIKE TO SHARE WITH YOU MY EXPERIENCE WITH PBIS AT EDISON MIDDLE SCHOOL BECAUSE IT IS IMPORTANT FOR YOU AS THE BOARD TO MAKE SURE THAT PARENTS KNOW ABOUT PBIS AND THAT WE ARE INCLUDED IN THE TEAMS OF P-P-B-I-S. 
          I DIDN'T KNOW IT'S NOT FINE FOR US PARENTS TO LEARN ABOUT PROBLEMS, ABOUT BEHAVIOR. 
          ONLY ONCE IT GETS TO THE EXPULSION OF OUR CHILDREN. 
          HOW IS IT THAT OUR CHILDREN GIVE POINTS TO OUR CHILDREN? HOW DOES THIS PROGRAM GET TO THE DETENTION? WHAT CAN BE DONE INSTEAD OF SENDING STUDENTS TO DETENTION? THIS IS SOMETHING THAT WE WOULD LIKE TO LEARN AND TALK ABOUT DURING PBIS MEETINGS. 
          INSTEAD OF MANY PARENTS ASKING ABOUT PBIS DURING THE LAST YEAR AT EDISON, THAT'S WHEN THEY STARTED HAVING THEIR MONTHLY MEETINGS. 
          THREE PARENTS ASSISTED THE FIRST TWO MEETINGS IN JANUARY AND FEBRUARY AND WE WILL CONTINUE ASSISTING BECAUSE WE WANT TO CONTINUE LEARNING ABOUT THE PRACTICES AT EDISON AND MAKING SURE THAT THERE ARE BEING PRACTICED WITH OUR STUDENTS. 
          IT IS IMPORTANT FOR ALL SCHOOLS TO IMPLEMENT PBIS AND FOR THEM TO HAVE MONTHLY MEETINGS THAT INCLUDE AND INFORM PARENTS IN REGARDS TO WHAT IS BEING SPOKEN ABOUT. 
          WHAT IS PBIS AND HOW IT IS BEING PRACTICED IN OUR SCHOOLS. 
          PARENTS CAN WORK TOGETHER WITH SCHOOLS IN ORDER TO RESOLVE PROBLEMS AND TO MAKE SURE THAT OUR STUDENTS ARE RECEIVING THE BEST EDUCATION POSSIBLE. 
          I WOULD NOT ONLY WANT MY CHILD TO FEEL GOOD AND TO FOR THEM TO LEARN IN SCHOOL, BUT I WOULD WANT THAT FOR ALL CHILDREN. 
          PBIS CAN HELP ALL PARENTS AND CHILDREN HAVE THE BEST EXPERIENCE POSSIBLE AT SCHOOLS. 
          THANK YOU SO MUCH. 
          THANK YOU FOR YOUR TIME. 
          LATONYA HALL, ARE YOU HERE? COME ON DOWN. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          BUR CAN YOU TEST THE MIC FOR US PLEASE? AND THEN AFTER MS. HALL, WE'LL BE DION AGAIN. 
          [01:15:29]
I NEED GLASSES. 
          GOOD AFTERNOON. 
          MY NAME IS LATONYA HULL. 
          I'M A SENIOR CORE PARENT LEADER WITH CADRE IN SOUTH LA. 
          I AM SPEAKING FOR PARENTS ACROSS THE DISTRICT, ESPECIALLY FAMILIES IN BOARD SEVEN. 
          WE INVITE YOU, TANYA ORTIZ FRANKLIN TO COME BACK TO CADRE TO TALK TO PARENTS BECAUSE WE HAVE SOLUTIONS. 
          WE HAVE BEEN DEALING WITH THESE SAME ISSUES AND BOARD SEVEN FOR DECADES. 
          AND THIS IS NOT NEW TO US FOR PARENTS. 
          THIS IS PERSONAL. 
          I'M HERE TO SPEAK ABOUT THE SCHOOL CLIMATE, PBIS AND THE IMPORTANCE OF STANDING UP FOR BSAP. 
          SCHOOL CLIMATE IS NOT ABOUT CONTROLLING CHILDREN, IT IS ABOUT SUPPORTING CHILDREN. 
          OUR CHILDREN ARE CARRYING REAL TRAUMA INTO THE CLASSROOMS. THEY ARE DEALING WITH PROPERTY, HOUSING AND STABILITY, COMMUNITY VIOLENCE AND FOSTER CARE AND ALL OTHER POLICINGS. 
          THAT TRAUMA SHOWS UP IN SCHOOL. 
          SOMETIMES IT SHOWS UP AS ANGER AND SOMETIMES IT SHOWS UP AS SHUTTING DOWN. 
          SOMETIMES IT SHOWS UP AS NO TRUSTING TEACHERS, NOT TRUSTING TEACHERS. 
          LET ME CLEAR THAT THIS IS NOT A BEHAVIOR PROBLEM THAT IS A CHILD ASKING FOR SUPPORT WHEN SCHOOLS RESPOND TO THAT WITH PUNISHMENT INSTEAD OF HEALING. 
          THAT IS A SCHOOL ACCOUNTABILITY ISSUE. 
          PBIS AND SCH AND RESTORATIVE PRACTICES CANNOT WORK WITH OUR PARENTS AS EQUAL PARTNERS IN DECISION MAKING AND IMPLEMENTATION. 
          PARENTS MUST BE INVOLVED IN SPACING THE PLAN, REVIEWING THE DATA, AND HOLDING SCHOOLS ACCOUNTABLE. 
          IF PARENTS ARE NOT LIFTED UP AT EVERY LEVEL, THEN PBIS IS NOT IMPLEMENTED WITH FERTILITY. 
          THANK YOU FOR YOUR TIME. 
          THANK YOU. 
          ALL RIGHT, THE NEXT SPEAKER IS ANA GUILLEN. 
          COME ON DOWN MS. GUILLEN AND THEN AFTER MS. GUILLEN, RIGHT AFTER MS. GUI IS MONICA OLA. 
          I SEE YOU BOTH COMING DOWN. 
          MS. GUI IS GONNA SPEAK IN SPANISH SO IF YOU'D LIKE TO HEAR WHAT SHE'S SAYING IN ENGLISH, PLEASE PUT YOUR HANDS UP AND WE CAN GET YOU THESE TRANSLATION HEADSETS. 
          IT LOOKS LIKE WE'RE READY. 
          CIA I GOOD EVENING BOARD MEMBERS, I AM DEANNA GUILLEN. 
          I REPRESENT THE NETWORK OF PARENTS FOR SCHOOL SECURITY. 
          WE HAVE GOTTEN 5,600 SIGNATURES. 
          SO SCHOOL POLICING COME BACK TO OUR SCH SCHOOLS. 
          THERE'S A BIG PROBLEM WITH SECURITY THAT ARE AT OUR SCHOOLS THAT YOU WOULDN'T HAVE TO TEND TO. 
          I'VE SEEN THE PRESENTATION TODAY AND IT SEEMS GREAT. 
          EVERYTHING'S MARVELOUS THAT'S GOING ON AT SCHOOLS. 
          BUT WHAT IS HAPPENING RIGHT NOW? I SENT AN EMAIL TWO WEEKS AGO TO MS. BLANCA SKIVE BECAUSE SHE HASN'T GIVEN ME AN ANSWER TO THE QUESTION I ASKED BECAUSE MY CHILD THAT LET HIM GO OUT BECAUSE OF THE SAYING THAT THEY CAN'T DETAIN HIM AND THEY SAY, WELL I CAN'T STOP YOU. 
          BUT THEY OPEN THE DOOR. 
          WHAT KIND OF LANGUAGE IS THAT? IT'S TELLING HIM TO LEAVE SCHOOL AND YOU ARE NOT BEING TRANSPARENT BECAUSE THIS WOMAN SENT ME A BULLETIN THAT'S FROM 63.2 THAT NO ONE KNOWS EXISTS BECAUSE AS PARENTS WE YOU ARE, THAT IS NEVER SHARED. 
          I HAVE BEEN INVOLVED HERE FOR A LONG TIME AND IT'S THE FIRST TIME THAT I HAVE BEEN RECEIVING AND SHE WASN'T THE ONE THAT SENT ME THE BULLETIN. 
          SHE DIDN'T EVEN HAVE THE DECENCY TO SEND IT TO ME. 
          THAT IS WHY IT'S VERY IMPORTANT TO KNOW THAT THE SCHOOL POLICIES ARE NOT ACCOMMODATED IN ORDER TO BENEFIT OUR CHILDREN. 
          AND IF WE ARE ASKING FOR SCHOOL POLICE, IT'S BECAUSE THERE IS GANGS INSIDE SCHOOLS. 
          THERE IS DRUG SALES, THERE ARE 
          [01:20:02]
SEX TRAFFICKING OF MINORS. 
          OF COURSE WHAT YOU GUYS THINK WITH PBIS, YOU CAN FIX THE SITUATION THAT IS GOOD FOR ELEMENTARY CHILDREN BUT IT'S NOT GOOD FOR HIGH SCHOOL CHILDREN. 
          YOU ARE BEING NEGLIGENT. 
          AND RIGHT NOW, SINCE EVERYTHING GOING ON WITH THE SUPERINTENDENT, YOU ARE BRINGING HERE TO THE BOARD. 
          YOU SHOULD KNOW WHAT IT MEANS ALL HERE. 
          SO NOW YOU KNOW WHAT IT MEANS. 
          BUT IN 2023, NO ONE PAID ATTENTION. 
          SO SINCE US HAVE COME TO SAY ALL OF THIS, YOU HAVE BEEN IGNORING US AND YOU CONTINUE IGNORING US ABOUT THE NECESSITIES OF OUR CHILDREN. 
          THANK THANK YOU MONICA OLA. 
          MISS ROSALA IS GONNA SPEAK IN SPANISH, SO IF YOU'D LIKE TO HEAR WHAT SHE'S SAYING IN ENGLISH, PLEASE PUT YOUR HANDS UP AND WE'LL GET YOU TRANSLATION HEADSETS. 
          OKAY, THANK YOU. 
          WE ARE READY. 
          GOOD AFTERNOON. 
          I AM MONICA OLA, MOTHER OF TWO CHILDREN FROM THE DISTRICT AND I HAVE BEEN ONE OF THE PARENTS. 
          I HAVE ASKED A LOT FOR OUR SCHOOL POLICE TO BE PRESENT INSIDE OUR SCHOOLS, NOT OUTSIDE. 
          IT IS SOMETHING THAT IS VERY IMPORTANT. 
          I HAVE BEEN A WITNESS TO WHAT HAS BEEN GOING ON AT OUR SCHOOLS AND AS OF YESTERDAY, WE CAN'T SAY MORE. 
          WHEN YESTERDAY AT HOLLYWOOD HIGH SCHOOL HAVE A CALL SAYING THAT THERE IS A BUMP THREAT. 
          DO YOU KNOW THAT PAIN FOR THE PARENTS THAT WERE OUTSIDE OF THE SCHOOL SINCE 1:00 PM THAT THEY CALLED? DO YOU KNOW WHAT IT IS TO HEAR THAT THERE IS A BOMB ON OUR CAMPUS AND NOT KNOWING WHAT IS GOING ON? OUR CHILDREN BEING SINCE 1:00 PM UNTIL 3:45 PM WITHOUT EATING, WITHOUT BEING ABLE TO USE THE RESTROOM, BEING WORRIED. 
          DO YOU HAVE ANY IDEA? THAT IS SOMETHING THAT IS VERY IMPORTANT. 
          I SAY AND I INSIST WHY IT IS SO IMPORTANT FOR SCHOOL POLICE TO BE ON CAMPUS FOR YOU. 
          MS. CARLA GRIEGO, I HAVE SPOKEN TO YOU IN REGARDS TO THE SCHOOL. 
          WHAT IS THE NAME OF THE SCHOOL, BERNSTEIN IN REGARD TO THAT SCHOOL AND WHAT HAS BEEN GOING ON. 
          I TOLD YOU ABOUT THE SECURE PATHWAYS. 
          I CAME, I SHOWED YOU PICTURES OF WHAT WAS GOING ON WITH YOUR SECURE PATHWAYS. 
          AND I WAS A WITNESS AND SAW WHEN THEY WERE AT THE PARK GIVING DRUGS TO CHILDREN, GIVING THE, THROWING THE SAFE PASSAGES, GIVING DRUG TO CHILDREN. 
          AND YOU COULD HAVE SEEN THE VIDEO. 
          AND THAT IS MONEY THAT IS BEING THROWN AWAY. 
          AND HOW IS IT THAT THOSE PEOPLE ARE MAKING STUDENTS SELL DRUGS? I HAVE NO REASON TO LIE BECAUSE THAT IS NOT MY STYLE. 
          I WAS A WITNESS AND I WENT TO SEE THE PRINCIPAL AND WE FOUND THEM IN A MEETING THAT WAS SINCE NOVEMBER. 
          AND THOSE PEOPLE CONTINUE WORKING THERE. 
          YOU ARE HIRING PEOPLE THROUGH THE SAFE PASSAGES WHEN THEY ARE GANG MEMBERS COMING OUT OF JAIL AND THEY HAVE THEIR BRACE ANKLE MONITORS. 
          AND THAT IS A, THERE IS A REASON WHY THEY HAVE ARMAND. 
          THOSE ARE NOT PEOPLE THAT SHOULD BE AT THE SCHOOL. 
          IT'S NOT AN EXAMPLE, A TATTOOED PERSON FOR A CHILD. 
          WHAT MESSAGE ARE WE GIVING OUR STUDENTS FOR THEM TO TATTOO THEMSELVES TO? THAT IS SCHOOL POLICE IS SOMETHING THAT'S VERY IMPORTANT WITH EVERYTHING THAT WE ARE SEEING. 
          SO WE ASK YOU FOR SCHOOL POLICE TO PLEASE COME BACK TO CAMPUS. 
          THANK YOU. 
          THE REMAINDER OF THE SPEAKERS ARE SIGNED UP TO SPEAK REMOTELY. 
          UH, WE'LL CALL ON THEIR NAMES. 
          UH, AND I DON'T SEE ANYONE ONLINE WITH US, BUT I'LL READ THEIR NAMES JUST IN CASE THEY HAPPEN TO BE IN THE ROOM. 
          EINA SINGH. 
          IT IS NOT ONLINE. 
          ARE YOU IN THE ROOM? SEBASTIAN HERNANDEZ, ARE YOU HERE? YOU ARE NOT ONLINE, NOR ARE YOU IN THE ROOM. 
          AND MARIA DEI ORTIZ, ARE YOU IN THE ROOM? YOU ARE NOT IN THE ROOM AND YOU ARE NOT ONLINE. 
          THAT CONCLUDES PUBLIC COMMENT. 
          THANK YOU ALL SO MUCH. 
          WE'LL SEE YOU IN A MONTH. 
          HAVE A GREAT NIGHT. 
          THANK YOU FOR OTHER FOLKS HERE. 
          THE NEXT MEETING STARTS AT 4:00 PM 4:00 PM 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.