* 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] OKAY. UH, GOOD [Roll Call ] AFTERNOON. THE TIME IS NOW 12:04 PM ON MARCH 10TH, 2026. WELCOME TO THIS REGULAR MEETING, THE LOS ANGELES UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION. I'M GOING TO TAKE ROLE MS. NEWBELL PRESENT. UH, DR. DIVAS PRESENT. UH, MR. MELVOIN, I BELIEVE MR. MELVIN WILL BE JOINING REMOTELY IN JUST A MOMENT. LET ME CHECK TO SEE WHAT WE HAVE GOING. UH, MS. REGO HERE. UH, MS. EZ HERE. MS. ORTIZ FRANKLIN PRESENT, UH, BOARD PRESIDENT SCHON PRESENT AND STUDENT BOARD MEMBER YANG PRESENT. OKAY. WE HAVE A QUORUM. NEXT UP IS THE PLEDGE OF ALLEGIANCE, I BELIEVE FROM, UH, BOARD DISTRICT SEVEN. THEY'RE GONNA POP A VIDEO UP FOR US. CAN I JUST SAY, THIS IS MY ALMA MATER, PRESIDENT AVENUE ELEMENTARY, AND THEY'RE ALSO DOING IT IN SIGN. THEY ARE QUEUING THE VIDEO FOR US FOLKS. THANK YOU. HI, I AM OLIVER VAPO FROM PRESIDENT TO MY FRIENDS IN ITS. LET'S, LET'S PAUSE. LET SEE IF WE CAN DO SOME VOLUME WORK ON THIS. HELLO ROYALTY. HOPE THERE'S NOT TOO MUCH FEEDBACK. I'M GONNA TURN UP THE VOLUME FOLKS. HI, I AM OLIVER VAPO FROM PRESIDENT AVENUE ELEMENTARY SCHOOL. HELLO, I'M ROYALTY FROM PRESIDENT AVENUE ELEMENTARY SCHOOL. HI, I'M LEAH MOZ FROM PRESIDENT AVENUE ELEMENTARY SCHOOL DUAL LANGUAGE PROGRAM. PLEASE STAND, FACE THE FLAG. PUT YOUR RIGHT HAND OVER YOUR HEART. READY? BEGIN. I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL. OKAY, NOW WE'RE GONNA HEAR THE LAND ACKNOWLEDGEMENT, WHICH WILL ALSO BE PUT ON THE SCREEN FOR YOU. THANK YOU. WE ACKNOWLEDGE THAT THE LOS ANGELES UNIFIED SCHOOL DISTRICT OPERATES ON LAND ORIGINALLY AND STILL INHABITED AND CARED FOR BY THE GNO AND FERNO TIAN PEOPLES WHO HAVE STEWARDED THIS LAND FOR GENERATIONS. WE RECOGNIZE THESE INDIGENOUS COMMUNITIES ONGOING PRESENCE AND CONTRIBUTIONS, AND HONOR THEIR CONNECTION TO THIS REGION. WE RECOGNIZE GABRIELINO PEOPLE AS THE ORIGINAL STEWARDS OF LOS ANGELES BASIN AND THE NEARBY COASTAL LANDS AND THE FERNAN AVIUM AS PROTECTORS OF THE NORTHERN VALLEYS. THESE LANDS HAVE AND CONTINUE TO HOLD DEEP, CULTURAL AND SPIRITUAL SIGNIFICANCE TO THEIR PEOPLE AND HAVE SHAPED THE COMMUNITY WE LIVE IN TODAY. WE PAY OUR RESPECTS TO THE HANUK ANCESTORS, ELDERS, AND KIN OUR RELATIVES AND RELATIONS PAST, PRESENT, AND EMERGING, AND COMMIT TO SUPPORTING INDIGENOUS COMMUNITIES THROUGH EDUCATION, ENSURING THEIR VOICES ARE HEARD AND THEIR LEGACIES ARE RESPECTED. WE COMMIT TO DEEPENING OUR UNDERSTANDING OF THE HISTORIES AND CULTURES OF THE NATIVE PEOPLES OF THIS LAND. THIS ACKNOWLEDGEMENT DEMONSTRATES OUR ONGOING EFFORTS TO BUILD AND SUSTAIN RELATIONSHIPS WITH INDIGENOUS COMMUNITIES AND CONTRIBUTE TO HEALING AND RECONCILIATION. OKAY. WELCOME EVERYONE. [Board President’s Reports (Part 1 of 2)] GOOD AFTERNOON. I'D LIKE TO FIRST ACKNOWLEDGE THAT MARCH IS SOCIAL WORKER APPRECIATION MONTH. THE LOS ANGELES UNIFIED SCHOOL DISTRICT EMPLOYS HUNDREDS OF PSYCHIATRIC SOCIAL WORKERS WHO GUIDE OUR STUDENTS THROUGH SOME OF THEIR MOST DIFFICULT CHALLENGES, ACADEMIC OR OTHER. THE WORK THAT THEY DO DIRECTLY IMPACTS OUR STUDENTS' ABILITY TO GO THROUGH THEIR LIVES. FEELING SAFE. THE LOS ANGELES UNIFIED SCHOOL DISTRICT IS COMMITTED TO POSITIVE STUDENT MENTAL HEALTH, AND WE [00:05:01] ARE ALWAYS SEEKING TO EXPAND THESE PROGRAMS. WE UNDERSTAND THAT STUDENTS CANNOT LEARN ANYWHERE, EITHER IN THE CLASSROOM OR ONLINE IF THEY DO NOT HAVE A SENSE OF SECURITY FOR THEIR PHYSICAL, EMOTIONAL, OR MENTAL WELLBEING. AS AN EDUCATIONAL ORGANIZATION, L-A-U-S-D UNDERSTANDS THAT FOR ALL OF US TO SEE ACADEMIC PROGRESS, WE MUST ALSO HAVE A PROPER SUPPORT SYSTEM IN PLACE. WHEN WE INTERACT WITH STAFF OR VISIT OUR SCHOOLS. I HOPE WE CAN TAKE A MOMENT TO MEET THE PSW, THE PSYCHIATRIC SOCIAL WORKER, AND PROPERLY THANK THEM FOR THE AMAZING WORK THAT THEY DO. THE SECOND ACKNOWLEDGEMENT, AND ONE WE WILL DISCUSS LATER IN THE BOARD MEETING IS THAT SUNDAY WAS INTERNATIONAL WOMEN'S DAY, AND MARCH IS RIGHT. YOU'RE GONNA APPLAUD. AND MARCH IS WOMEN'S HISTORY MONTH. THE LOS ANGELES UNIFIED SCHOOL DISTRICT CELEBRATES THE ACCOMPLISHMENTS OF ALL WOMEN IN ADVANCING THE WORLD. WE WANT TO DO OUR PART IN ACKNOWLEDGING MORE THAN JUST IMPORTANT WOMEN LEADERS. WE ALSO NEED TO TAKE A MOMENT TO THANK THOSE WHO ARE UNDERAPPRECIATED. THE MOMS, THE SISTERS, THE GRANDMOMS WHO INSPIRE US EVERY SINGLE DAY. WE AT L-A-U-S-D SAY, THANK YOU FOR CONTINUING TO INSPIRE OUR STUDENTS AND FAMILIES. THANK YOU. AND VERY QUICKLY, IT LOOKS LIKE BOARD MEMBER MELVOIN IS ONLINE WITH US, UH, APPEARING REMOTELY FOR CHILDCARE EXCEPTION. MR. MELVIN, CAN YOU CHIME IN AND, UH, SAY YOU'RE HERE? YES, I AM HERE. I'M STARTING TO NOT BE THERE IN PERSON, BUT I CAN CONFIRM THERE IS NO ONE ELSE IN THE ROOM OVER 18. AND WE'LL BE HERE FOR THE WHOLE MEETING. UH, REMOTE. THANK YOU VERY MUCH, SIR. OKAY. NOW WE HAVE THE HONOR TO MEET OUR LABOR PARTNERS. ARE THERE LABOR PARTNERS WHO WOULD LIKE TO COME UP FIRST? OKAY. UTLA. COME ON UP. MORNING PURCHASING POWER TO DEFEND IMMIGRANT FAMILIES AND HUMAN DIGNITY. WE ARE ABSOLUTELY 100% IN SUPPORT. WE ASK THAT YOU SUPPORT THIS RESOLUTION AND MAKE SURE IT PASSES TODAY. ABSOLUTELY ESSENTIAL THAT WE SUPPORT OUR COMMUNITIES. AND I, UH, APPRECIATE DR. RIVAS AND SCHON, UH, LEADING ON THIS. UM, WE ALSO WANNA SPEAK ON A FENTIN CHARTER, AI VIRTUAL ACADEMY THAT MAY BE ON YOUR DOCKET OR ON YOUR RADAR. WE ARE ABSOLUTELY AGAINST ANY SORT OF AI. UH, I DON'T WANT TO GET INTO ANY SPECIFICS OF AI, BUT RECENT SITUATIONS, I'M SURE, UM, ONLY ADD TO THE CONFUSION. UM, WE ASK THAT YOU REALLY NOT COMPOUND, UH, MISTAKES AFTER MISTAKES AND, UH, REALLY LOOK INTO THIS AI VIRTUAL ACADEMY THAT WE DON'T NEED. IT'S ALREADY HARD ENOUGH TO HOLD CHARTERS ACCOUNTABLE AS IT IS. I CAN'T IMAGINE AN AI VIRTUAL ONE TO BE ANY EASIER. WE ALSO HAVE INCREDIBLE VIRTUAL ACADEMIES ALREADY IN PLACE THAT ARE SUPER SUCCESSFUL, WAS ACCREDITED, AND YOU NAME IT. THEY ACTUALLY ARE DOING SUPERIORLY WELL, AND WE ENCOURAGE SUPPORT THEM. UM, THERE ARE TWO CO-LOCATION THAT I WANNA INVITE FOLKS OUT. THEY'RE IN THE VALLEY SCH MESON. SCOTT, THESE ARE YOUR SCHOOLS. I EXPECT SUPPORT. HOLMES MIDDLE SCHOOL AND VOSS HIGH SCHOOL. VOSS HAS A SPECIAL PLACE IN MY HEART. THAT'S WHAT MY DAUGHTER WENT TO. IT'S A BEAUTIFUL SCHOOL BY A CSUN CAMPUS, AND WE CANNOT LET YOU KNOW A PRIVATE ORGAN, UH, CHARTER TAKEOVER THAT SCHOOL. UM, AND OF COURSE, I WANT TO GIVE YOU ALL AN UPDATE ON WHERE WE ARE WITH NEGOTIATIONS. UNFORTUNATELY, WE'RE WE'RE NOT ANYWHERE CLOSE. WE HAD FACT FINDING YESTERDAY. WE HAVE FACT FINDING AGAIN TOMORROW. UM, LET ME JUST REVIEW FOR THE CAMERA. UM, THAT SINCE SINCE CARVALLO TENURE BEGAN HERE, OVER $6 BILLION HAS GONE TO PRIVATE CONTRACTS AND OVER A BILLION OF THAT HAS BEEN TO AI AND EDTECH. SO, UM, YOU ALL AS BOARD MEMBERS, REALLY HAVE TO START PRIORITIZING WHERE THE MONEY GOES INTO. AND, UM, I APPRECIATE YOUR YOUR [00:10:01] COMMENTS ON SOCIAL WELLNESS, SCOTT. AND THAT'S WHAT WE'RE FIGHTING FOR. MORE PS WS, MORE PSAS, MORE MENTAL HEALTH SUPPORT. WE HAD A TRAGEDY IN RECEDA HIGH SCHOOL THAT I CAN'T IMAGINE WHAT THAT FAMILY'S GOING THROUGH AND OTHER TRAGEDIES WE HEAR ABOUT EVERY SINGLE DAY. UM, WE NEED TO SUPPORT THEM. THAT'S WHAT WE'RE FIGHTING FOR. A LIVING WAGE FOR OUR MEMBERS TO BE ABLE TO LIVE HERE IN LA, AS YOU ALL KNOW, HAS BECOME SUPER, UH, EXPENSIVE ELEMENTARY ARTS AND PE TEACHERS FOR ELEMENTARY. WHAT A, WHAT AN INCREDIBLE CONCEPT, RIGHT? TO FUND THAT. UM, SO THAT'S WHAT WE'RE FIGHTING FOR. UM, AND WITH OVER $5 BILLION IN RESERVES, WE KNOW THAT YOU ALL CAN PUSH TO MAKE THIS HAPPEN. YOU CAN PUSH TO MAKE SURE THAT FACT FINDING GOES WELL. AND, UM, JUST WANNA REMIND EVERYONE HERE THAT OUR MEMBERS DID TAKE A STRIKE VOTE, AND WE ARE ABSOLUTELY PREPARED 94% APPROVAL OF OUR 30,000 PLUS MEMBERS. AND SO I'M GONNA PASS ON THE, UH, TIME TO ONE OF OUR LABOR, SCIU OR MS. MARIA NICHOLS. MARIA NICHOLS IS NEXT. A A LA. GO AHEAD, MARIA. THANK YOU, ALEX. SO, GOOD AFTERNOON, PRESIDENT OF THE BOARD, BOARD OF EDUCATION AND ACTING SUPERINTENDENT. CH ON BEHALF OF ALL THE TEAMSTERS LOCAL 2010, I WANNA START OFF BY EXPRESSING OUR SINCERE GRATITUDE TO THE BOARD FOR YOUR LEADERSHIP DURING THESE UNPRECEDENTED AND UNCERTAIN TIMES. YOUR SWIFT ACTION TO APPOINT AN ACTING SUPERINTENDENT DEMONSTRATES A COMMITMENT TO STABILITY, CONTINUITY, AND THE MISSION THAT UNITES US ALL, ENSURING EXEMPLARY TEACHING AND LEARNING IN EVERY CLASSROOM ACROSS LOS ANGELES. I WOULD ALSO LIKE TO WARMLY WELCOME ACTING SUPERINTENDENT SHAPE. WITH 27 YEARS OF DEDICATED SERVICE TO A USD, YOU BRING DEEP INSTITUTIONAL KNOWLEDGE, CREDIBILITY, AND A STEADY HAND TO GUIDE THIS DISTRICT DURING A CRITICAL MOMENT. YOUR EXPERIENCE MATTERS, AND YOUR LEADERSHIP WILL ANCHOR THIS DISTRICT IN A TIME WHEN STABILITY IS NEEDED MOST. I KNOW THIS NOT ONLY BY REPUTATION, BUT BY EXPERIENCE. WHEN SUPERINTENDENT CHASE SERVED AS SUPERINTENDENT OF REGION NORTH, I WAS A COMMUNITY OF SCHOOLS ADMINISTRATOR IN THAT REGION DURING A TIME THAT WAS ONE OF THE MOST CHALLENGING PERIODS IN OUR COLLECTIVE HISTORY. THE COVID-19 PANDEMIC, HE LED WITH COURAGE, CLARITY, COMMUNICATION, AND HEART. IN A TIME OF FEAR, UNCERTAINTY, AND EXTRAORDINARY DEMANDS ON OUR SCHOOLS, HE CARRIED AND UPLIFTED OUR REGION. THAT KIND OF LEADERSHIP LEAVES A LASTING IMPACT, AND IT IS EXACTLY WHAT THIS MOMENT CALLS FOR. SUPERINTENDENT CH HAS ALREADY BEGUN REACHING OUT TO LABOR PARTNERS, MEETING WITH UNIONS, AND ENGAGING IN CONVERSATION TO BUILD BRIDGES, STRAIGHTEN RELATIONSHIPS, AND MOVE IMPORTANT WORK FORWARD. THAT APPROACH REFLECTS THE KIND OF COLLABORATIVE LEADERSHIP THIS DISTRICT NEEDS, AND WE APPRECIATE THOSE EFFORTS. I ALSO WANNA THANK THE BOARD MEMBERS OF EDUCATION. I HAD THE OPPORTUNITY TO MEET WITH ALL OF YOU END OF LAST WEEK AND EARLY THIS WEEK. IN THOSE CONVERSATIONS, I SHARED IMPORTANT INFORMATION, WHICH I ALSO SHARED WITH SUPERINTENDENT SHA. I BELIEVE WE ARE CLOSE TO SETTLING A CONTRACT. HOWEVER, SEVERAL KEY ISSUES REMAIN UNSOLVED, AND THEY MATTER DEEPLY TO THE LEADERS WHO KEEP OUR SCHOOLS RUNNING EVERY DAY. WE ARE SEEKING LANGUAGE THAT RESTORES THE SPIRIT OF FLEX TIME FOR OUR MEMBERS. AS SALARY AND PROFESSIONALS, OUR MIDDLE MANAGEMENT LEADERS ARE HIGHLY SKILLED EDUCATORS AND ADMINISTRATORS WHO DESERVE THE PROFESSIONAL TRUST TO MANAGE FLEXIBLE SCHEDULES WHILE MEETING THE DEMANDS OF THEIR SCHOOL COMMUNITIES. WE MUST ADDRESS SUPPLEMENTAL PAY, KNOWN AS EXTRA DUTY PAY. THE CURRENT POLICY IS BROKEN AND LACKS CLARITY. WE NEED A CLEAR AND COMMON UNDERSTANDING OF WHAT CONSTITUTES EMERGENCY SITUATIONS AND WHEN SUPPLEMENTAL PAY APPLIES. TOO OFTEN THE EXPECTATION IS THAT ADMINISTRATORS [00:15:01] ARE SALARIED. THEY ARE AVAILABLE 24 HOURS A DAY, SEVEN DAYS A WEEK. OUR GOAL IS TO RESTORE BALANCE, ENSURE FAIRNESS, AND COMPENSATE PEOPLE APPROPRIATELY WHEN EXTRAORDINARY CIRCUMSTANCES REQUIRE EXTRAORDINARY TIMES AND ACTION. OUR EARLY EDUCATION CENTER PRINCIPLES WHO WORK YEAR ROUND OFTEN FROM 6:00 AM TO 6:00 PM DESERVE SALARY ADJUSTMENTS THAT REFLECT THE GROWING SCOPE AND COMPLEXITY OF THE WORK. WITH THE EXPANSION OF EARLY EDUCATION PROGRAMS ACROSS THE DISTRICT, THE DEMANDS OF THESE ROLES HAVE INCREASED SIGNIFICANTLY. WE MUST ADDRESS ADMINISTRATIVE NURSING NORMS. CURRENTLY, ONE ADMINISTRATOR MAY SUPERVISE UP TO 150 NURSES AND LVNS. THE RACIAL IS SIMPLY UNREALISTIC AND RAISES SERIOUS SAFETY CONCERNS. WE ARE ADVOCATING FOR A 50 TO ONE SO THAT OUR HEALTH PROFESSIONALS RECEIVE THE SUPERVISION AND SUPPORT NECESSARY TO MAINTAIN SAFE AND EFFECTIVE SERVICES FOR STUDENTS. WE ARE ALSO PROPOSING API'S AND EVERY SITE TO MEET THE SPECIAL ED COMPLIANCE NEEDS AND TO SUPPORT ADMINISTRATORS WITH OTHER DUTIES AND TASKS. WE NEED TO START THINKING OF APIS AS PATHWAYS TO BECOME PRINCIPALS AS WELL. I KNOW THAT AS A DIRECTOR AND COMMUNITY OF SCHOOLS, I HIRED MANY SUCCESSFUL, A PSS THAT RUN MANY SUCCESSFUL SCHOOLS RIGHT NOW. WE NEED TO AFFORD THEM THOSE OPPORTUNITIES TO GROW IN THAT PROFESSION. WE ARE PROPOSING FAIR SALARY INCREASES OUR DATA AND OUR SURVEY AND OUR TESTIMONIAL FROM OUR MEMBERS SHOW THAT OUR MEMBERS ARE WORKING 50 TO 60 HOURS A WEEK. THE WORKLOAD CONTINUES, THE WORKLOAD CONTINUES. NOTHING IS TAKING OFF THE PLATES. WE ATTEMPTED TO NEGOTIATE IMPROVEMENTS TO WORKING CONDITIONS, INCLUDING DEFINING REASONABLE WORKDAY EXPECTATIONS. BUT UNFORTUNATELY, WE WERE UNABLE TO REACH THIS AGREEMENT. OUR MEMBERS DO THIS WORK BECAUSE THEY BELIEVE DEEPLY IN THE MISSION OF PUBLIC EDUCATION. THEY SHOW UP EARLY, STAY LATE, RESPOND TO CRISIS SUPPORT. STUDENT FAMILIES AND STAFF CARRY ENORMOUS RESPONSIBILITIES, OFTEN QUIET WITHOUT RECOGNITION. THEY DO THIS WORK NOT FOR PRAISE, BUT BECAUSE THEY CARE. AND BECAUSE THIS IS THE WORK OF THE HEART, OUR PROPOSALS ARE FAIR, THEY ARE THOUGHTFUL, AND THEY ARE GROUNDED AND REAL CONDITIONS OUR MEMBERS FACE EVERY DAY. LET ME BE CLEAR, WE WANNA SETTLE THIS CONTRACT. A STRIKE IS ALWAYS THE LAST RESORT. NONE OF US, ALL THE TEAMSTERS, U-T-L-A-S-E-I-U WANT TO GO ON A STRIKE AND BE DISRUPTIVE FOR OUR STUDENTS, OUR FAMILIES, OUR SCHOOL COMMUNITIES, ESPECIALLY AT A TIME WHEN L-A-U-S-D IS ALREADY NAVIGATING UNCERTAINTY. OUR DISTRICT DOES NOT NEED ADDITIONAL INSTABILITY AND NEGATIVE ATTENTION. WHAT OUR MEMBERS DO NEED, ALL OF US STANDING HERE TODAY IS A FAIR AND EQUITABLE CONTRACT THAT SHOWS THAT YOU, THE BOARD AND THE INTERIM SUPERINTENDENT, ACTING SUPERINTENDENT VALUE THE WORK WE DO AND TREAT ALL OF US WORKERS OF L-A-U-S-D WITH DIGNITY, RESPECT, AND FAIRNESS. MY LABOR PARTNERS AND I, WE ARE ALL INTERCONNECTED AND INTERRELATED. WE RELY ON ONE ANOTHER IN ORDER TO PERFORM WORK AT SCHOOLS BECAUSE THAT'S WHERE IT ALL HAPPENS. THE BOARD OF EDUCATION AND ACTING SUPERINTENDENT HAVE AN OPPORTUNITY RIGHT NOW TO DEMONSTRATE THE DISTRICT'S VALUES THROUGH ACTION. BY ENGAGING IN MEANINGFUL COLLECTIVE BARGAINING, WE CAN REACH AN AGREEMENT FOR ALL OF US THAT HONORS THE WORK OF OUR ADMINISTRATORS, OUR TEACHERS, OUR SUPPORT PROVIDERS, AND ALL THE WORKING PEOPLE IN THIS DISTRICT STANDING BEFORE YOU TODAY. LET US WORK TOGETHER TO FINISH THIS WORK, AVOID A STRIKE, KEEP OUR SCHOOLS OPEN, AND FOCUS ON THE PROMISE OF PUBLIC EDUCATION FOR EVERY CHILD IN LOS ANGELES. THANK YOU. THANK YOU, MARIA. [00:20:03] WELL, I SEE COMING UP NEXT IS YOU WANNA GO NEXT? WE'RE GONNA FIGHT . YOU'RE GONNA LOSE FRANNIE. , WHO'S NEXT? ALRIGHT. ARIA. SEIU. PLEASE GO AHEAD. GOOD. UH, GOOD MORNING. BOARD MEMBERS, UH, ACTING SUPERINTENDENT, UH, ANDRESS. UH, FIRST I WANT INTRODUCE EDWIN, WHO'S GOING TO SPEAK. HE'S AN IT WORKER AND MOST OF THE MEMBERS HERE ARE FOLKS YOU'RE TRYING TO LAY OFF. UH, ALRIGHT, ALL THANK YOU. UM, GOOD AFTERNOON. LUSD, UM, BOARD MEMBERS. UM, MY NAME IS EDWIN VEDO. UM, I AM AN IT SUPPORT TECHNICIAN TOO, AND I'VE BEEN WITH L-A-U-S-D FOR EIGHT YEARS. UM, I'M ONE OF THE MANY IT SUPPORT TECHNICIANS ACROSS L-A-U-S-D TASKED WITH PROVIDING ONSITE TECHNICAL SUPPORT AT SCHOOL SITES, DISTRICT OFFICES, AND DEDICATED LUSD TECH SUPPORT CENTERS. AND WE'RE, UH, WE ARE TASKED TO ENSURE THAT OUR DISTRICT COMPUTERS PERIPHERALS AND SOFTWARE ARE OPERATING ORDER SO THAT OUR STUDENTS CAN LEARN, OUR EDUCATORS CAN TEACH, AND OUR PARENTS ARE INFORMED ON BEHALF OF IT SUPPORT TECHNICIANS. I WOULD LIKE TO READ THE FOLLOWING LETTER TO YOU. DEAR LUSD BOARD MEMBERS, WE, THE MEMBERS OF SCIU, LOCAL 99 STRONGLY CONDEMN THE BOARD'S DECISION BY VOTE TO CUT 567 CLASSIFIED POSITIONS. SPECIFICALLY THE 220 PLUS IT SUPPORT TECHNICIANS ESSENTIAL TO DAILY SCHOOL OPERATIONS. OUR SCHOOL STAFF IS STRETCHED THIN, WORKING THROUGH THE MASSIVE BACKLOG OF IT SUPPORT TICKETS, THE LARGE AMOUNT OF TECHNOLOGY PROJECT INITIATIVES, AND THE HIGH DEMAND OF ONSITE ASSISTANCE AT OUR SCHOOL SITES, CUTTING OUR POSITIONS DIRECTLY. HARM SUITING LEARNING OUTCOMES ARE TEACHERS DURING CLASSROOM INSTRUCTION AND ARE ESSENTIAL SCHOOL STAFF WHO RELY ON US TO SUPPORT THE SCHOOL SITES FOR THEIR TECHNICAL NEEDS. WE FEEL THAT THE BOARD'S VOTE TO LAY OFF IT SUPPORT TECHNICIANS AS A RETALIATORY ACT AGAINST US WORKERS WHO HAVE BEEN FIGHTING FOR BETTER WORKPLACES AND ENSURING THAT OUR DIGITAL RESOURCES ARE PROTECTED. MANY OF OUR IT SUPPORT TECHNICIANS ARE L-A-U-S-D, PARENTS AND COMMUNITY MEMBERS. ELIMINATING OUR POSITIONS WILL YIELD TO SUBPAR TECHNOLOGY SUPPORT STANDARDS FOR OUR STUDENTS AND OUR SCHOOL STAFF, AND EXPOSES OUR ORGANIZATION TO DANGEROUS CYBERSECURITY THREATS. LOOK AT 2022 FOLKS. WE DEMAND THAT THE BOARD RESCIND THESE LAYOFFS IMMEDIATELY. OUR STUDENTS CANNOT AFFORD A SCHOOL DISTRICT TO FUNCTION WHEN IT LACKS THE TECHNICAL SUPPORT PERSONNEL TO SUPPORT OUR INCREASINGLY DIGITALLY DEPENDENT LEARNING ENVIRONMENTS. I RESPECTFULLY REQUEST THAT THIS LETTER BE ENTERED INTO THE OFFICIAL RECORD OF THE L-A-U-S-D BOARD OF EDUCATION AND INCLUDED IN THE MINUTES OF THIS MEETING. THAT'S RIGHT. THANK YOU. MAKE THE DISTRICT RIGHT. WHO ARE WE? IT, WHAT DO WE DO? MAKE THE DISTRICT RIGHT. WHO ARE WE? IT, WHAT DO WE DO? MAKE THE DISTRICT RUN. WHAT DO WE WANT? OUR JOBS. WAGES. WAGES. WE'LL TAKE THEIR CONTRACT. FAIR CONTRACTS. CONTRACTS. GOOD AFTERNOON. BOARD MEMBERS. MY NAME IS NORTO MONTOYA. I'M A GARNER FROM MAINTENANCE AND OPERATION. I'M HERE IN FRONT OF YOU GUYS. BEEN WORKING WITH THE DISTRICT FOR 21 YEARS. I BEGAN AS A BUILDINGS AND GROUND WORKER. I WAS, WHEN THEY DID THEIR FIRST LAYOFFS, WE WERE ESSENTIAL WORKERS TO YOU GUYS WITHOUT US. WHAT WOULD YOU GUYS DO? JUST SOMETHING TO THINK ABOUT. UM, ALSO BECAME A PLANT MANAGER FROM THERE PROMOTED. NOW I'M A GARDENER, TAKING PRIDE IN EVERYTHING THAT I DO. I AM ONE OF MANY PEOPLE THAT ARE HERE. WHEN YOU COME TO OUR CAMPUSES, YOU SEE THE FLOWERS, YOU SEE THE BIRDS OF PARADISE. YOU SEE THE PALM TREES. JUST WHEN YOU GO OUT THERE IN NATURE, THAT IS US PUTTING THE WORK INTO IT. WITHOUT US, YOU'RE GONNA SEE OVERGROWN VEGETATION, WILDLIFE JUST GOING WILD. DON'T EVEN GIMME START WITH THE RAT INFESTATION. THAT COULD HAPPEN. BUT AGAIN, YOU GUYS KNOW WHAT YOU GUYS ARE DOING, BUT I AM HERE ASKING FOR YOU GUYS. JUST STOP AND THINK ABOUT IT. SOMEWHERE DOWN THE LINE, WE LOSE FOCUS ON WHAT WE WERE HERE TO DO. I, I'M SPEAKING OFF THE HEART. I'M PUTTING THIS TO THE SIDE. IT MEANS A LOT TO SEE EVERYONE HERE UNITED AS ONE. YEAH. JUST THE FACT THAT WE'RE HERE IN FRONT OF YOU GUYS TAKING THE TIME. SOME OF US ARE HERE LITERALLY ASKING, PLEASE RECONSIDER WHAT YOU GUYS DO. YEAH, I MEAN, IT MEANS A LOT. I HAVE COWORKERS THAT ARE CONSTANTLY ASKING MR. MONTOYA, WHAT IS GOING TO HAPPEN NEXT? WE ARE HERE FIGHTING TO SEE WHAT WE CAN DO. BUT UNITED, WE CAN DO ANYTHING POSSIBLE. SO PLEASE, JUST AS MUCH AS YOU GUYS SIT BEHIND THOSE DESKS AND MAKE DECISIONS, WE HAVE TO DO THE SAME THING, RIGHT? SO PLEASE UNDERSTAND THAT. I'M GONNA GO [00:25:01] BACK ON, ON THE SCRIPT NOW BECAUSE I'M VERY PASSIONATE AT WHAT I DO. I REALLY DO. YOU KNOW, I HAVE KIDS. I HAVE A DAUGHTER THAT'S GONNA BE GRADUATING FROM COLLEGE. I HAVE ANOTHER SON THAT'S GONNA BE GRADUATING FROM HIGH SCHOOL. I HAVE ALREADY TWO OUT WORKING FOR SPACEX. I'M WORKING, WORKING FOR THE POST OFFICE ALL. WE'RE A PRODUCT OF L-A-U-S-D. SHOUT OUT TO MY HIGH SCHOOL, JUST LIKE YOU DID AT SAN FERNANDO HIGH SCHOOL. GO TIGERS. SO I AM ONE OF THOSE PEOPLE. SO PLEASE RECONSIDER. SO I AM GOING TO SAY THIS AT THE END, PLEASE DON'T BALANCE THE BUDGET ON THE BACK OF WORKERS WHO TAKE PRIDE IN CARING OUR FOR OUR SCHOOLS. EMBARRASSING THE PEOPLE WHO KEEP OUR CAMPUSES SAFE, GREEN AND WELCOMING. BECAUSE WHEN YOU TAKE CARE OF OUR WORKERS, YOU TAKE CARE OF OUR STUDENTS. SO THANK YOU SO MUCH. THANK YOU, ROBERTO. UM, MY NAME IS MAX RIOS. I'M THE ELECTED EXECUTIVE DIRECTOR FOR SEA LOCAL NINE NINE. YOU JUST HEARD FROM TWO OF OUR MEMBERS, DEDICATED UNION DEDICATED EDUCATION WORKERS WITH YEARS ON THE JOBS FACING IN A CERTAIN FUTURE. WE CANNOT ALLOW FOR CONTRACTORS TO COME AND DO THIS WORK. IT HAS TO BE DONE BY DISTRICT EMPLOYEES. THEY DO IT WITH LOVE. I MEAN, UH, THEY'RE PART OF THE DISTRICT AND THEY ARE NOT ALONE. THE DECISION BY SOME OF YOU TO VOTE FOR LAYOFFS IS CASTING HUNDREDS OF WORKERS, THEIR FAMILIES AND STUDENTS INTO UNCERTAINTY. AND THE FACT IS, THESE LAYOFFS ARE NECESSARY. YOU'RE SITTING ON OVER $5 BILLION IN RESERVES WHEN YOU SAY, WELL, THEY'RE ACCOUNTED FOR. WELL, YOU COULDN'T DECIDE WHAT THEY'RE ACCOUNTED FOR. THAT'S WHY WE HAVE A BOARD OF EDUCATION, 5,000 MILLION DOLLARS. THEY'RE THERE BECAUSE YOU HAVE BEEN EXPLOITING AND EXPLOITING THE WORKERS IN THE DISTRICT BY NOT PAYING THEM. IT MAKES NO SENSE THAT YOUR REDUCTION IN FORCE TARGETS THE DISTRICT'S LOWEST EMPLOYEES. OUR MEMBERS, THE LOCAL MAKE UP 40% OF YOUR WORKFORCE. BUT WE ONLY MAKE UP 12% OF YOUR BUDGET. THE REALITY IS THAT THESE CUTBACKS ARE IN RETALIATION FOR WORKERS DARING TO SPEAK OUT AGAINST FAIR WAGES FOR MORE HOURS, FOR MORE STAFFING, FOR STUDENT SERVICES, AND FOR AN END TO THE DISTRICT'S WASTEFUL SPENDING ON OUTSIDE CONTRACTORS. THAT'S STOP CONTRACTING. NOW, BEFORE SUPERINTENDENT CARVALLO OR, UM, YOU KNOW, CAIN, YOU WERE SPENDING $250 MILLION A YEAR, WHICH IS OBSCENE. NOW YOU'RE SPENDING $650 MILLION A YEAR ON THE AVERAGE FOR PRIVATE, FOR PROFIT COMPANIES TO DO THE WORK THAT OUR MEMBERS ARE SUPPOSED TO BE DOING. SO WHEN YOU SAY YOU HAVE A STRUCTURAL DEFICIT, WE'RE SPENDING MORE THAN WE RECEIVE. I ASK YOU, WHAT ARE YOU SPENDING ON? BE TRANSPARENT ABOUT IT. BUT YOU KNOW WHAT, THIS IS BUSINESS AS USUAL FOR LAUD. WE HOPE THAT CAN CHANGE. YOU CALL OUR MEMBERS ESSENTIAL. BUT FOR YEARS, YOU WERE UNDERVALUING FRONTLINE WORKERS PAYING WAGES BELOW POVERTY. LET ME SAY THAT AGAIN BELOW POVERTY. SOME OF YOU SAY, WELL, THAT'S JUST THE WAY IT IS IN LA. OR WE SAY, NO, IT IS YOUR RESPONSIBILITY AS BOARD MEMBERS AND ACTING SUPERINTENDENT TO ENSURE THAT PEOPLE THAT DO THE WORK CAN LIVE IN DIGNITY, CAN RAISE THEIR FAMILIES IN DIGNITY, CANNOT, DON'T HAVE TO WORRY ABOUT WHAT ARE THEY GOING TO EAT, NOT HAVE TO WORRY ABOUT WHERE AM I GOING TO SLEEP, NOT HAVE TO WORRY ABOUT GASES GOING UP, AND I LIVE 90 MILES AWAY. THAT'S WHAT THEY HAVE TO WORRY ABOUT. REDUCING HOURS THAT KEEP WORKERS JUST 15 MINUTES AWAY FROM QUALIFYING FOR HEALTHCARE BENEFITS. IT'S OBSCENE. YOU DIDN'T SAVE ENOUGH IN YOUR, IN THE MENTALITY OF SAVING MONEY. YOU DIDN'T SAVE ENOUGH TO MAKE IT WORTHWHILE. ANYTHING FOR YOUR PURPOSES, BUT YOU'RE HURTING, HURTING PEOPLE. A LOT OF PEOPLE CONTRACTING OUT SPECIAL EDUCATION, THOSE NPAS, THOSE BIS MM-HMM . THAT'S RIGHT. ANOTHER THING THAT CREATES CRISIS AND CREATES PROBLEMS IN THE CLASSROOMS FROM THE SCHOOLS. YOU NEED TO MAKE THEM DISTRICT EMPLOYEES. YEP. CONTRACTING OUT TRANSPORTATION. HOW ARE YOU CUTTING TRANSPORTATION? OR YOU HAVE ZOOM CONTRACT. YOU JUST EXTENDED THEIR CONTRACT WITH 70 MILLION MORE DOLLARS. IF I'M NOT MISTAKEN. HOW DO YOU, UH, HOW ARE YOU GONNA LAY TRANSPORTATION WORKERS OFF? UM, YOU KNOW, ALSO, UH, AMAZON. WHY ARE YOU ASKING THE SCHOOLS TO CONTINUE TO CALL FOR AMAZON? WHY YOUR PRIORS? I DON'T KNOW THE STATUS OF SUPERINTENDENT, SUPERINTENDENT CARLA COMMITTED TO PUBLICLY SAY, THE DISTRICT IS NOT GOING TO BE SUBCONTRACTING TO AMAZON. WE WILL MAINTAIN A WAREHOUSE. WE HAVEN'T HEARD ANYTHING YET. AND YOU CONTINUE TO DO THAT. AMAZON RUN BY A BILLIONAIRE, ONE OF THE RICHEST PERSONS IN THE WORLD, ANTI-UNION. AND THE PEOPLE THAT DO THE WORK ARE NOT THE PEOPLE THAT INTERACT WITH STUDENTS. THEY DON'T KNOW HOW TO INTERACT WITH STUDENTS. THEY DON'T GO AND ASSEMBLE THE FURNITURE. THE DESK THAT YOU ORDER, THEY JUST LEAVE THE PACKET THERE. AND THAT'S THAT, YOU KNOW, YOU CLAIM EQUITY [00:30:01] AND IT CANNOT BE LOST. THAT BLACK AND BROWN WORKERS MAKE UP. THE MAJORITY OF WORKERS TARGETED FOR LAYOFFS. AND LET'S, AND LET'S ADD THIS WOMAN'S MONTH, RIGHT? THE MAJORITY OF THE WORKFORCE THAT WE REPRESENT ARE WOMEN. AND THEY'RE LIVING OFF $35,000 A YEAR ON THE AVERAGE. 99% OF THEM LET THE SINK IN. CANNOT AFFORD A ONE BEDROOM APARTMENT IN LOS ANGELES. I CAN'T AFFORD 99% OF THE PEOPLE THAT WORK FOR YOU. IT'S BUSINESS AS USUAL FOR L-A-U-S-D BECAUSE JUST AS YOU VOTED TO CUT WORKERS, YOU ALSO VOTED TO CUTS TO CRITICAL INVESTMENTS LIKE THE STUDENT EQUITY NEEDS INDEX. THAT'S DISPROPORTIONATELY IMPACT BLACK AND BROWN COMMUNITIES. AND THESE ARE THE VERY COMMUNITIES WHERE SAU LOCAL NINE MEMBERS LIVE. THESE ARE THE HIGHEST NEED SCHOOLS THAT OUR CHILDREN ATTEND. THESE SCHOOLS CANNOT AFFORD TO OFFSET CUTS THROUGH BOOSTER CLUBS, NOT WHEN THOSE WHO WORK FOR AND LIVE IN THE DISTRICT ARE MAKING AN AVERAGE OF $35,000 A YEAR. AND WHEN YOU LOOK AT ANY GIVEN ZIP CODE WHERE OUR MEMBERS LIVE, THEY TEND TO BE THE LOWEST PAID IN THAT ZIP CODE. 23,000. HOW IS THAT? THIS SCHOOL DISTRICT CAN DO BETTER. IT CAN LEAD THE COUNTRY IN SHOWING WHAT A FULLY FUNDED SCHOOLS LOOK LIKE. YOU DO HAVE THE RESOURCES, I DON'T KNOW WHERE YOU GOT CUT UP ON ALL THESE ACCOUNTING. YOU MAKE UP THE ACCOUNTS, YOU DECIDE WHAT ACCOUNTS, YOU DECIDE WHAT TO SPEND ON, YOU DECIDE WHAT NOT TO SPEND ON. YOU DECIDE TO BE BRAVE UNTIL LACO. YOU KNOW WHAT? WE CANNOT CONTINUE TO OPERATE BY HAVING PEOPLE LIVING IN POVERTY. YOU CAN DO THAT. YOU NEED TO BECOME LEADERS. SO YOU HAVE THE RESOURCES. THIS BOARD, AN INTERIM SUPERINTENDENT MUST NOW FIND THE WILL TO DO WHAT IS RIGHT. OUR MEMBERS VOTED 97% TO STRIKE. WHY? BECAUSE THEY HAVE BEEN HARASSED FOR TWO YEARS. YOU HAVE BEEN DELAYING THE NEGOTIATIONS AT THE TABLE TWO YEARS, NOT RESPONDING TO OUR, TO OUR THING. SO WE HAD TO FILE CHARGES. YOU'VE BEEN DEMOTING OUR MEMBERS UNLAWFULLY. WE'VE HAD TO FILE CHARGES. YOU'VE BEEN THREATENING MEMBERS WITH DISCIPLINE. IF THEY ACT, WE HAVE TO FILE CHARGES. I CAN CONTINUE AND GO ON THE LIST AS LARGE THEY VOTED BECAUSE THEY'VE HAD ENOUGH OF THIS TREATMENT. SO IF YOU DON'T WANNA STRIKE ON YOUR HANDS, YOU NEED TO STOP HARASSING WORKERS. YOU NEED TO SETTLE THOSE CHARGES. BUT THE BEST THING IS YOU BETTER SETTLE OUR CONTRACT. WE'RE NOT NEGOTIATING ANYMORE. WE KNOW THAT WE HAVE A NEW, WE WILL, OF COURSE, MR. CHA, WE DON'T KNOW. UH, WE HAVEN'T MET YOU BEFORE. UH, WE WILL LISTEN TO WHAT YOU HAVE SAID, BUT I WANT YOU TO KNOW IT'S BEEN TWO YEARS. AND BEFORE THAT, IT WAS TWO YEARS. AND BEFORE THAT WAS COVID. THIS WHOLE TIME OUR MEMBERS HAVE HAD TO BE ON THE STREETS. EVEN DURING COVID, WE WERE ON THE STREETS. OUR MEMBERS WERE FEEDING THE POPULATION OF LOS ANGELES. YOU CAN AFFORD TO DO WHAT'S RIGHT. YOU KNOW WHAT OUR MEMBERS NEED. AND YOU KNOW THAT WHAT OUR MEMBERS NEED IS EXACTLY WHAT STUDENTS NEED AND WHAT TEACHERS NEED TO KEEP TEACHING. BECAUSE WHEN WE FIGHT, WE LIVE. THANK YOU. WONDERFUL. BEAUTIFUL. NEXT, NEXT WE HAVE FRANNY PARISH FROM CSCA. THAT SO LOVELY. THANK YOU FOR THAT INTRODUCTION. WOW. MY NAME IS FRANNIE PARISH. FOR THOSE OF YOU WHO DON'T KNOW ME, THAT WOULD BE, UH, YOU. MR. CHA. IF YOU DON'T KNOW ME, AND I'M SO SORRY YOU DON'T, , WELCOME. UH, WELL, WHAT A FIERY SPEECH. THAT WAS BEAUTIFUL. AND FOR, UH, THE MEMBERS WHO SPOKE ABSOLUTELY THE TRUTH. UH, I HAVE A COUPLE OF OUR IT MEMBERS HERE WHO ARE ALSO BEING LAID OFF. AND I WONDER WHO'S GONNA BE DOING THEIR WORK, UH, AS WELL. I MEAN, REALLY, I DIDN'T REALLY WANNA COME DOWN HERE AND SPEAK IN PERSON. UM, I HAD TO FIGHT FOR PARKING. IT TOOK A WHILE. I GOT UP EARLY THINKING IT WOULD BE SO EASY, BUT IT WASN'T. I WOULD MUCH RATHER BE AT MY LIBRARY WITH THE CHILDREN WHO ARE PROBABLY BANGING ON THE DOOR SINCE 10 O'CLOCK AS I, AS THEY, UH, STAND HERE WANTING TO KNOW WHY. WELL, WHILE THEY'RE PROBABLY WANTING TO KNOW WHY I'M NOT THERE, TO LET THEM IN, TO GET THE LATEST COPY OF UNICORN AND YETI DOG MAN OR OTHER BOOKS. THEY'VE JUST RECENTLY DISCOVERED HOW TO READ. IT'S A WONDERFUL THING WATCHING THAT. BUT NO, NO. INSTEAD I'M DOWN HERE. THEY WOULD NOT UNDERSTAND THAT. I'M DOWN HERE ATTEMPTING TO EXPLAIN TO GROWNUPS THAT WHEN YOU CUT PEOPLE IN JOBS, DEMOTE, REDUCE, ENFORCE RIF. THE EFFECTS OF THESE DECISIONS ARE LONG TERM, NOT SHORT TERM. AND IT IS NOT. OH, THEY'LL JUST GO TO THEIR LAST LOWER PAID POSITION IN THE DISTRICT. THAT'LL BE JUST FINE. THEY'LL STILL HAVE A JOB. YEAH. RIGHT. AT A LOWER PAY, LOWER BASIS WITH THE BILLS TO PAY BASED [00:35:01] ON A DIFFERENT SALARY. THEY ARE AND HAVE BEEN LOYAL TO THIS DISTRICT THAT YOUR OUTSOURCED COMPANIES NEVER WILL BE LOYAL. L-O-Y-A-L LOYAL. NOW, STARTING IN 2009, I BEGAN MY OWN JOURNEY OF BEING LAID OFF FOUR YEARS IN A ROW, THEN RETURNED TO A JOB THAT WAS CUT FROM SIX HOURS TO THREE HOURS, AND HAVING MY BASIS CUT FROM B2C, WHICH MEANT A LOSS OF YET ANOTHER 17 WORKING DAYS FOR MY YEAR. THIS TRANSLATED TO A LOSS OF MEDICAL BUS, UH, BENEFITS FOR MY ENTIRE FAMILY OVER THE NEXT FOUR YEARS. BOY, DID WE PRAY A LOT. AND I DON'T PRAY BILLS STACKING UP. AND AS FAR AS RETIREMENT RULES, EVEN WHEN I WAS FINALLY RETURNED TO A SIX HOUR BASIS, FIVE YEARS LATER, I STILL CANNOT RETIRE UNTIL THE AGE OF 81. BOY, ARE YOU GUYS STUCK WITH ME? NOW? HOW MANY PEOPLE WILL YOU BE DOING THE SAME THING TO IN THIS LAYOFF SCENARIO, WHICH NEED NOT REALLY OCCUR? NOT REALLY. NOW, YOU KEEP STATING THAT PERSONNEL TAKES UP 90% OF THE BUDGET, YET IN YOUR OWN SLIDES. IT TAKES 80% UP. REALLY. I MEAN, GO BACK AND LOOK AT 'EM. MAKE UP YOUR MINDS, WHICH IS IT 80 OR 90 OUTSOURCING NOW SINCE MAY, JUNE OF 2025, MS. RES, YOU'VE BEEN ASKING FOR THE LIST. YOU'VE BEEN ASKING FOR IT, YOU'VE ASKED FOR THE NUMBERS, THE NAMES, AND WHAT DO THESE COMPANIES DO THAT OUR OWN EMPLOYEES CANNOT DO? THEY'RE TOO STUPID. THEY'RE TOO INADEQUATE. WHAT DO THESE COMPANIES DO NOW, MS. GRIEGO HAS ASKED, SHE'S ASKED JUST THE OTHER WEEK AND BEEN PROMISED TO GIVE HER THE INFORMATION. WELL, I'M NOT HOLDING MY BREATH. I HOPE YOU DON'T. I'VE WATCHED AND WATCHED AND WATCHED, I'VE WATCHED THAT THERE'S BEEN AN OBFUSCATION OF INFORMATION, A DANCE NUMBER, A LITTLE TIP OF THE HAT, ANOTHER SHUFFLE OFF TO BUFFALO. YOU KNOW, 10 MONTHS WITH NO ANSWER. IF I WERE YOUNGER, I COULD HAVE HAD A BABY IN THAT TIME. THIS IS COMPLETE DERELICTION OF DUTY BY THOSE WHO SHOULD HAVE PROVIDED THAT INFORMATION. AND ANY OTHER COMPANY, WELL, THEY WOULD'VE BEEN FIRED, WOULDN'T HAVE BEEN TOLERATED. HOW MANY TIMES MR. MOLSEN HAVE YOU ASKED FOR INFORMATION AND IT WAS NEVER PROVIDED? TIME AND TIME AGAIN. WE'LL GET BACK TO YOU. WE'LL GET BACK TO YOU. WE'LL GET BACK TO YOU. AND IT HAS NEVER BEEN PROVIDED. AND THIS IS ANOTHER CASE OF THAT $650 MILLION. WASN'T THAT WHAT YOU SAID? $650 MILLION THAT COULD TAKE CARE OF EVERYBODY, THAT CAN BE TAKEN CARE OF. EVERYBODY DERELICTION OF DUTY AND MANSPLAINING ISN'T GONNA CUT IT ANYMORE. I'VE SAT AT HOME, SAT AT MY COMPUTER, WATCHED THESE MEETINGS, AND IT'S MANSPLAINING TO A T. MEANWHILE, DEPARTMENTS HAVE BEEN ASKED TO UTILIZE SOME OF THE SERVICES OF THESE COMPANIES. SERVICES THAT THEY HAD. PEOPLE SITTING THERE IN THE OFFICES THAT COULD DO THAT SAME WORK. MY GUYS ARE SITTING BACK THERE. THEY'RE STANDING BACK THERE. RAISE YOUR HAND, BOYS. I, LAST TIME I TALKED TO 'EM WAS JUST, JUST OUT THERE IN THE LOBBY. I DIDN'T THINK THEY WERE TOO STUPID OR INADEQUATE. RIGHT? OUTSOURCING. OUTSOURCING. OUR PEOPLE ARE TOTALLY CAPABLE OF PROVIDING THESE SERVICES. THEY DO PROVIDE, 'EM CAN PROVIDE 'EM WITH A GREAT DEAL OF PROFICIENCY. YET WE ARE SEEING THAT THERE IS A PUSH TO OUTSOURCE THESE SERVICES. I'M TIRED OF IT. AREN'T YOU TIRED OF IT? NO. YOU'RE NOT TIRED OF IT BECAUSE THEY'RE TELLING YOU WE'RE SAVING SO MUCH MONEY. YEAH. WELL, LET ME TELL YOU WHAT, THIS IS A TACTIC THAT HAS BEEN USED AND BEEN TOTALLY PUSHED SINCE THE NINETIES ABOUT A WAY TO GET RID OF UNIONS AND SCHOOL DISTRICTS AND TO BRING DOWN THE COST. MAYBE YOU HAVEN'T HEARD OF IT, BUT THAT IS A TACTIC. IF YOU WANNA TALK TO ME ABOUT IT, I'LL GIVE YOU ALL THE LINKS TO HOW THEY DO IT. BUT THIS IS THE WAY THEY CONTROL UNIONS. THE PROBLEM WITH [00:40:01] THESE OUTSIDE SOURCES IS THAT THERE IS NO LOYALTY. NO, THEY DON'T CARE. THEY DON'T GIVE A, THEY DON'T GIVE A RAT'S PATOOTIE ABOUT IT. ANY OF THE KIDS, THEY DON'T CARE ABOUT THIS DISTRICT. FIVE O'CLOCK, BOOM, THEY'RE OUT TWO 30, BOOM, THEY'RE OUT. THERE'S NO WORKING OVER THE WEEKEND. THEY'RE NOT TAKING ANY WORK HOME. THEY DON'T CARE. WE HAVE A VESTED INTEREST. I BET YOU THE MAJORITY OF THESE PEOPLE ALL WENT TO AN L-A-U-S-D SCHOOL. RAISE YOUR HAND IF YOU WENT TO AN L-A-U-S-D SCHOOL. SEE, AND I'M NOT EVEN IN THAT. SEIU AND YET I LOVE THESE PEOPLE. I LOVE MY UNION. I LOVE THESE PEOPLE. I LOVE UTLA BECAUSE WE ARE BROTHERS AND SISTERS. WE ALL LOVE THE KIDS. WE HAVE A VESTED INTEREST. WE HAVE LOYALTY. WE CARE. THESE OUTSIDE SOURCES DO NOT CARE. THEY JUST WANT OUR MONEY. AND BOY, THEY'VE BEEN RIGHT THERE AT THE COW HELPING THEMSELVES. $10,000, 3D PRINTERS. NOBODY KNOWS HOW TO USE. WE'VE ALL GATHERING DUST. YOU'VE MADE A CUT IN THE TRANSLATION DEPARTMENT. YOU HAVEN'T GOT ONE PERSON LEFT IN THE TRANSLATION. PARDON? WHO SPEAKS RUSSIAN, ARMENIAN, KOREAN, CHINESE, OR TAGALOG? WHY? WHY? NO. ONLY 16 PEOPLE LEFT OUT OF 40. AND I STILL HAS NOT ONE LANGUAGE. OH, WHY DO WE NEED ANYBODY THERE WHEN WE CAN JUST OUTSOURCE IT? YEAH. AI, WE'VE TALKED ABOUT IT, HAVEN'T WE? IN THE MEETINGS, RIGHT? OH GOSH, THAT'S JUST TERRIBLE. THAT'S JUST TERRIBLE. THIS IS LA PEOPLE. WE GOT PLENTY OF PEOPLE WHO HAVE LOTS OF QUALIFICATIONS, BUT NO, IT'S ONLY SPANISH TEACHERS. AND YET YOU MADE MORE CUTS THERE. HMM. THESE ARE LANGUAGES WHICH WE ARE IN DIRE NEED OF IN THIS SCHOOL DISTRICT. MM-HMM . AND YET ALL YOU WANNA DO IS DO THE BILINGUAL DIFFERENTIAL THINKING THAT YOU CAN JUST USE THAT INSTEAD. UHUH, YOU CAN PAY 'EM A LITTLE MORE MONEY, BUT IT'S STILL NOT ENOUGH. RIGHT? 650 MILLION. MM-HMM. I THINK THIS IS JUST THE TIP OF THE ICEBERG OF WHERE THE OBFUSCATION LIES AND THE HIDDEN AGENDAS ARE IN THIS DISTRICT BY PEOPLE THAT YOU ARE NOT AWARE OF AND WHAT THEIR AGENDAS ARE. AND IT IS ABSOLUTELY LIMITING THE EFFECTS AND THE CONTROL BY THE UNIONS. MAYBE YOU DON'T FEEL THAT WAY, BUT MAYBE THERE ARE OTHER PEOPLE WHO ARE DOING THINGS AND YOU'RE NOT AWARE OF IT. BECAUSE OTHERWISE, WHY IS THERE $650 MILLION GOING OUT THE DOOR TO OTHER PEOPLE? ALL RIGHT. AND WHAT ARE THE PLANS? WHERE ARE THE PLANS FOR WHO'S GONNA BE PERFORMING THE WORK OF THOSE BEING LAID OFF? WHERE ARE THE PLANS? WHAT ARE THE PLANS? WHO ARE, WHO'S GONNA BE DOING IT? DO YOU HAVE A PLAN? I DID YOU SEE A PLAN? DID YOU SEE ONE? DID ANYBODY SEE A PLAN? I DIDN'T SEE A PLAN. I HAVEN'T SEEN ONE. ALL I KNOW IS THEY JUST EXPECT THOSE LEFT BEHIND TO PICK UP THE SLACK AT THE SCHOOLS WITH NO MORE FAMILY RESOURCE NAVIGATORS. NO MORE IT, NO MORE PARENT AND FAMILY RESOURCE LIAISONS. NO MORE. YOU KNOW, ANYBODY FOR THE SAME NOW AS THE SAME THING. NOBODY LET FIXING THE AUDIO MAIL ROOM. BOY. I'M TELLING YOU. WE'RE TALKING ABOUT SNAIL MAIL COMING. MORE OUTSOURCING, LOYALTY. SOME OF US CAME TO L-A-A-O-S-D FOR A JOB OR STUDENTS AND STAYED BECAUSE WE FELL IN LOVE WITH A JOB, THE CHILDREN, AND FOUND A SENSE OF LOYALTY. THANK YOU. AND A SENSE OF BELONGING. I HAD WHAT SOME PEOPLE THOUGHT OF AS A DREAM JOB IN THE ENTERTAINMENT INDUSTRY. I GAVE IT UP. I GAVE IT UP AND HAD A CHILD. AND AS A RESULT OF HAVING THAT CHILD LATE IN LIFE, I PUT HER IN THE SCHOOL DISTRICT [00:45:01] AND IT BROUGHT ME TO L-A-U-S-D THROUGH A WACKY, WACKY, UH, PATH. AND THOUGH THE ENTERTAINMENT INDUSTRY WAS A WILD RIDE AND LOTS OF FUN, THIS HAS BEEN THE BEST FRICKING RIDE OF MY LIFE. AND THE BEST JOB, THE BEST PEOPLE DO NOT DISMISS THE LOYALTY AND THE BEAUTY OF WHAT YOU HAVE IN YOUR HAND RIGHT HERE. OTHER CORPORATIONS WOULD KILL TO HAVE THE LOYALTY THAT YOU COULD HAVE. DON'T DISMISS IT. WE WIN. WE WIN. WE WIN. WE WIN. WE WIN. WE WIN. WE WIN. WE WIN. WE WIN. NO CONTRACT, NO NO REASON, NO CONTRACT, NO PEACE, NO CONTRACT, NO PEACE, NO CONTRACT, NO PEACE, NO CONTRACT, NO PEACE, NO CONTRACT, NO EAST, NO CONTRACT, NO NO JUSTICE, NO PEACE. NO JUSTICE. NO PEACE. I BELIEVE WE HAVE ONE MORE LABOR PARTNER. GIL, WOULD YOU LIKE TO SPEAK FOR SCHOOL POLICE? NOT AFTER THAT. OKAY. ALRIGHT. THANK YOU. THANK YOU, GIL. I'M GONNA HAVE A [Superintendent’s Reports ] FEW WORDS FROM OUR, UM, ACTING SUPERINTENDENT. THANK YOU. BOARD PRESIDENT. GOOD AFTERNOON, EVERYONE. I'LL, I'LL KEEP MY REMARKS VERY BRIEF BECAUSE I KNOW WE HAVE FOLKS THAT HAVE BEEN WAITING, UH, QUITE A BIT OF TIME TO ENGAGE WITH THE BOARD TODAY. UH, FIRST AND FOREMOST, I I JUST WANNA SAY THANK YOU IN, IN THIS MY FIRST WEEK PLUS IN THIS ROLE. UH, THANK YOU TO ALL OF THE FOLKS THAT I'VE HAD THE OPPORTUNITY TO, UH, ENGAGE WITH. UH, THE BEST PART OF THE WORK IS ALWAYS BEING AT SCHOOLS WITH STUDENTS AND STAFF. AND I'VE HAD THE CHANCE TO GET OUT TO A FEW DIFFERENT VISITS AND MEET WITH TEACHERS, PRINCIPALS, STUDENTS, SUPPORT STAFF. AND, AND AGAIN, THAT IS WHERE THE, THE CRUX OF THE WORK LIES. AND, AND SO THANK YOU TO THOSE COMMUNITIES FOR WELCOMING ME. UH, JUST A COUPLE OF QUICK REMARKS, UH, SPECIFIC TO, UH, TO TODAY. UH, ONE FOR OUR LABOR PARTNERS. I WANT YOU TO KNOW THAT I COME FROM A PLACE OF DEEP RESPECT FOR THE WORK THAT YOU DO. AGAIN, AS SOMEONE WHO'S BEEN A TEACHER, PRINCIPAL HELD A NUMBER OF ROLES OF THE DISTRICT. I UNDERSTAND THAT YOU ARE INDEED THE BACKBONE OF THIS DISTRICT. THE WORK SIMPLY JUST DOES NOT HAPPEN AT SCHOOLS OR AT OFFICES WITHOUT YOU. UH, MY MY COMMITMENT TO YOU IS TO ALWAYS COME FROM A PLACE OF TRANSPARENCY, HONESTY, AND DIALOGUE. UH, AS SOME OF OUR SPEAKERS THIS MORNING REFERENCED, I'VE ALREADY HAD AN OPPORTUNITY TO MEET WITH MOST OF OUR LABOR LEADERS OVER THE LAST WEEK. I HAVE A COUPLE OF MORE, UH, MEETINGS AND IF, UH, I'M NOT SURE IF FRANNIE CAN STILL HEAR ME, BUT IF SHE'S NOT ON MY DANCE CARD YET, I'LL MAKE SURE THAT SHE IS FOR THE NEXT COUPLE OF DAYS. SO I DO VERY MUCH LOOK FORWARD TO THE ENGAGEMENT THERE. UH, ONE OF THE THING THAT I WANT TO EMPHASIZE, BECAUSE I'VE GOTTEN A COUPLE OF QUESTIONS ABOUT IT, AND IT'S ABOUT THE DISTRICT'S POSITION AROUND, UH, IMMIGRATION ENFORCEMENT AND THE IMPACT THAT THAT HAS ON OUR DISTRICT. I'VE, I'VE HAD A CHANCE TO ADDRESS THIS A COUPLE OF TIMES, BUT I WANT TO ADDRESS IT ONE MORE TIME HERE. NOTHING HAS CHANGED OR WILL CHANGE DURING MY TIME AS ACTING SUPERINTENDENT IN TERMS OF OUR SUPPORT OF OUR IMMIGRANT COMMUNITIES. NOTHING HAS CHANGED. NOTHING WILL CHANGE. WE STAND WITH YOU. AND I SAY THAT NOT JUST IN MY PROFESSIONAL CAPACITY, [00:50:01] BUT AS SOMEONE WHO MY FAMILY, UH, IMMIGRATED HERE FROM CHILE ALL THE WAY BACK IN 1983, CHRISTMAS DAY, 1983. AND WE HAD TO NAVIGATE, UH, A SYSTEM THAT WASN'T ALWAYS WELCOMING TO PUT IT DIPLOMATICALLY TO FOLKS FROM OTHER PLACES. SO I KNOW THE EXPERIENCE, I'VE BEEN OUTSIDE. I'M GONNA DATE MYSELF HERE BECAUSE I'M GONNA USE OLD TERMS. I REMEMBER WAITING OUTSIDE OF THE INS AT TWO IN THE MORNING WITH MY DAD SO THAT WE HAD OUR APPOINTMENT THE NEXT MORNING AT 8:00 AM AND WAITING FOR MY MOM AND MY LITTLE BROTHER TO JOIN US AT SEVEN IN THE MORNING. I KNOW WHAT THE PROCESS IS. I'VE BEEN THROUGH THE PROCESS, SO I KNOW THAT NOW IT'S MUCH MORE STARK THAN ANYTHING THAT I WENT THROUGH. SO PLEASE KNOW WE STAND WITH YOU. WE WILL SUPPORT YOU. WE WILL ENSURE THAT OUR CAMPUSES ARE SAFE, SECURE, AND WELCOMING ENVIRONMENTS FOR OUR STUDENTS AND STAFF. THANK YOU. BOARD PRESIDENT. THANK YOU EVERYONE. AND THANK YOU MR. CHA. THANK YOU VERY MUCH. WE'RE NOW GONNA [Board President’s Reports (Part 2 of 2)] BEGIN OUR COMMITTEE CHAIR REPORTS AND OUR FIRST REPORT IS FROM CURRICULUM AND INSTRUCTION COMMITTEE. AND, UM, SPEAKING REAL SLOW. YOU CAN CATCH UP, CARLA. OKAY. YOU ARE OUR FIRST SPEAKER. ALL RIGHT. THANK YOU. UM, UM, IN THE FEBRUARY 19TH MEETING OF THE CURRICULUM AND INSTRUCTION COMMITTEE, WE CONTINUED TO ADDRESS ELEMENTS OF OUR OVERALL THEME, HONORING AND UPLIFTING STUDENT IDENTITIES IN THE CLASSROOM AND SCHOOL. AT THIS MEETING, WE ASKED EDUCATORS, DISTRICT, STAFF, PARENTS, AND STUDENTS. THE QUESTION WAS, IN THIS MOMENT OF HEIGHTENED INSECURITY AND REPRESSION, HOW DO WE UPLIFT BLACK IDENTITY, HISTORY AND JOY IN SCHOOLS AND CLASSROOMS AND MUSLIM IDENTITY, HISTORY AND JOY IN SCHOOLS AND CLASSROOMS? WE HEARD POWERFUL TESTIMONIES FROM MUSLIM STUDENTS ABOUT WHAT IT FELT LIKE TO HAVE THEIR CULTURE AND STORIES REPRESENTED IN THEIR EDUCATION. WE LEARNED ABOUT THE POWERFUL PROFESSIONAL DEVELOPMENT AND CO CONSULTING OFFERINGS OF BSAP MENTAL HEALTH ADVISORS AND HOW THEY SUPPORT TRANSFORMATIVE PRACTICES IN THE CLASSROOM. WE EXPERIENCED THE LESSONS OF EDUCATORS WHO HELPED BRING DEEP JOY AND RIGOR TO STUDENTS AROUND BLACK AND MUSLIM STORIES AND HISTORIES. JOIN US NEXT MONTH ON APRIL 8TH TO DISCUSS PROFESSIONAL DEVELOPMENT AND HOW IT CAN AND SHOULD BE A PART OF HONORING AND UPLIFTING STUDENT IDENTITIES AND SUPPORTING SOCIAL EMOTIONAL WELLNESS AND ACADEMIC SUCCESS. THANK YOU. AND THANK YOU, CARLA. WE HAVE NEXT THE COMMITTEE OF THE WHOLE REPORT FROM DR. ROCIO RIVAS. YES. UM, THE COMMITTEE OF THE WHOLE CONVENE ON FEBRUARY 24TH FOR A DISCUSSION ON THE DISTRICT'S FISCAL OUTLOOK AND FACILITIES INVESTMENTS WITH A FOCUS ON EQUITY AND STEWARDSHIP OF PUBLIC RESOURCES. DURING A PERIOD OF FISCAL CONSTRAINT, CHIEF FINANCIAL OFFICER, MR. SIMON BRAVA, KAMI PRESENTED A FISCAL UPDATE ON DISTRICTWIDE NON-LABOR EXPENDITURES, INCLUDING SPENDING ON PROFESSIONAL SERVICES, BOOKS AND SUPPLIES, ALONG WITH AN EQUITY IMPACT ANALYSIS OF PROJECTED SCHOOL SITE BUDGET CHANGES FOR FISCAL YEAR 26, UH, TO FISCAL YEAR 27, 20 27. DISCUSSION INCLUDED THE IMPACT OF ENROLLMENT DECLINE ON SCHOOL ALLOCATIONS, THE SUSTAINABILITY OF MAJOR TECHNOLOGY INVESTMENTS, SUCH AS A ONE-ON-ONE DEVICE PROGRAM, AND THE IMPORTANCE OF REVIEWING VENDOR CONTRACTS AND CENTRAL SPENDING BEFORE IMPLEMENTING REDUCTIONS AT DISPROPORTIONATELY AFFECT HIGH NEED SCHOOLS. THE COMMITTEE THEN RECEIVED A FACILITIES PRIORITIZATION UPDATE FROM THE FACILITIES TEAM ON MEASURE US INVESTMENTS AND GREENING AND SHADE INFRASTRUCTURE, INCLUDING PLAYGROUND AND CAMPUS EXTERIOR UPGRADES, GREEN SCHOOL YARD PROJECTS, AND SHELTER, SHADE SHELTER IN INSTALLATIONS. STAFF OUTLINED THE PRIORITIZATION FRAMEWORK FOCUSED ON SCHOOLS WITH THE LOWEST EXISTING GREEN SPACE AND THE HIGHEST ENVIRONMENTAL AND SOCIOECONOMIC NEED, AS WELL AS THE NEXT STEPS FOR PROJECT SCOPING TIMELINES AND COMMUNITY ENGAGEMENT. THE NEXT MEETING FOR THE COMMITTEE A WHOLE WILL BE ON MARCH 17TH. THANK YOU, ROCIO. NEXT WE HAVE NICK, ARE YOU READY FOR A REPORT ALSO WITH MR. MELVOIN, THE FACILITIES AND PROCUREMENT COMMITTEE? I AM. THANK YOU. BOARD MEMBERS SEN. UM, THE FACILITIES AND PROCUREMENT COMMITTEE MET ON FEBRUARY 24TH. WE STARTED WITH A PRESENTATION FROM EXPERTS ABOUT HOW SCHOOLS CAN UTILIZE PRE-ENGINEERED STRUCTURES TO DECREASE CONSTRUCTION COSTS AND TIME WITHOUT UNDERMINING QUALITY. THE DISTRICT TEAM IS LOOKING INTO WHETHER THIS IS AN OPTION FOR PROJECTS LIKE OUR UPCOMING CLASSROOM AND PORTABLE REPLACEMENT PROJECTS. WE ALSO HEARD MORE INFORMATION ABOUT THE SCOPE AND COST INVOLVED IN INSTALLING SHADE STRUCTURES OVER PLAYGROUNDS AND NEARLY HALF A MILLION DOLLARS FOR PURCHASE AND [00:55:01] INSTALLATION. WE DISCUSSED THE NEED TO FIND WAYS TO DRIVE DOWN SIGNIFICANTLY EXPENSES THROUGH INNOVATIVE PROCUREMENT PRACTICES AND OR STATE RELIEF ON CONSTRUCTION COSTS. FINALLY, WE HEARD AN UPDATE ON THE WORK TO MEET THE RESOLUTION I BROUGHT FOR IMPROVED THIRD PARTY LEASING AND CIVIC CENTER POLICIES AND INFRASTRUCTURE. UH, THE TEAM IS WORKING ON A POLICY AND FEE UPDATE THAT WILL BE IN DRAFT FORM THIS SPRING AND A DOCUMENT MANAGEMENT SYSTEM UPGRADE, A NEW COMMUNITY USE PLATFORM FOR WHICH RFPS ARE ALSO GOING OUT IN COMING MONTHS. SO THAT'S OUR REPORT FROM THE FACILITIES AND PROCUREMENT COMMITTEE. THANK YOU, NICK. AND AGAIN, WE HAVE DR. RIVAS AGAIN FOR GREENING SCHOOLS AND CLIMATE RESILIENCE COMMITTEE. YES, THANK YOU. THE GREENING SCHOOLS AND CLIMATE RESILIENCE COMMITTEE CONVENED ON FEBRUARY 25TH TO DISCUSS THE ALIGNMENT OF WORKFORCE DEVELOPMENT AND FACILITIES INVESTMENTS TO ADVANCE CLIMATE RESILIENCE ENVIRONMENTAL JUSTICE ACROSS THE DISTRICT. THE COMMITTEE FIRST HEARD FROM THE DIVISION OF ADULT AND CAREER EDUCATION ON EXPANDING CLIMATE LITERACY AND GREEN CAREER PATHWAYS FOR ADULT LEARNERS, INCLUDING PROGRAMS IN SOLAR, ELECTRICAL, HVAC, AND HYBRID AUTOMOTIVE TECHNOLOGY. PRESENTERS HIGHLIGHTED PARTNERSHIPS WITH REGIONAL ORGANIZATIONS TO INCREASE ACCESS TO HIGH ROAD GREEN JOBS FOR HISTORICALLY UN UNDERREPRESENTED COMMUNITIES, AND DISCUSSED OPPORTUNITIES TO EXPAND STACKABLE CREDENTIALS AND RECRUIT ADDITIONAL CTE INSTRUCTORS. THE SECOND PRESENTATION FOCUSED ON GREEN SCHOOL YARDS AS ESSENTIAL EDUCATIONAL INFRASTRUCTURE. MEMBERS OF THE LIVING SCHOOL YARDS COALITION DISCUSSED THE HEALTH LEARNING AND CLIMATE RESILIENCE BENEFITS OF GREENING'S CAMPUSES AND OUTLINE BARRIERS RELATED TO PROJECT SCOPING COST AND ACCESS TO BOND FUNDING. LEGAL EXPERTS FROM THE COALITION CONFIRM THAT MANY GREENING IMPROVEMENTS CAN QUALIFY AS BOND ELIGIBLE EXPENDITURES WHEN CONNECTED TO CAPITAL PROJECTS AND PROPERLY DEFINED DURING PROJECT DEVELOPMENT. THE NEXT MEETING FOR THE GREENING SCHOOLS AND CLIMATE RESILIENCE COMMITTEE WILL BE ON MARCH 25TH. THANK YOU. THANK YOU, ROCIO. AND OUR LAST COMMITTEE REPORT IS FROM TANYA ORTIZ FRANKLIN SCHOOL CLIMATE AND SAFETY COMMITTEE. THANK YOU. THE COMMITTEE MET ON FEBRUARY 26TH IN WHAT WAS PROBABLY THE LAST PRESENTATION FROM CHIEF OF SCHOOLS OPERATIONS, ANDREAS CHA ON, UH, PROFESSIONAL DEVELOPMENT AROUND OUR EVERY SCHOOL SAFE MODULES, OPERATIONAL ROUNDS, MPD FOR TARGETED ROLES LIKE CAMPUS AIDS, RESTORATIVE JUSTICE TEACHERS, AND SCHOOL CLIMATE ADVOCATES. AND THEN WE USED DATA TO INVITE SCHOOLS TO PRESENT ON THEIR BEST PRACTICES. IN LOOKING AT THE SCHOOL EXPERIENCE SURVEY, WE INVITED 122ND STREET ELEMENTARY AND BOARD DISTRICT SEVEN, SALLY WRIGHT ELEMENTARY SCHOOL AND BOARD DISTRICT FIVE TO SHARE SOME OF THEIR PROMISING PRACTICES IN PARTNERING WITH PARENTS. UM, CHECK OUT THE FEED IF YOU WANNA GET SOME GOOD STORIES FROM SCHOOL SITES. THANKS, MR. SCH, NIELSEN. THANK YOU, TANYA. AND NOW I WILL HAND IT OVER [Consent Items (Part 1 of 2)] TO OUR BOARD SECRETARY AT MR. MCLEAN FOR OUR ITEMS FOR CONSENT. OKAY. WE'RE GONNA MOVE TO THE CONSENT CALENDAR. UH, AGAIN, THE CONSENT CALENDAR IS A PROCEDURAL MECHANISM THAT THE BOARD USES TO TAKE MULTIPLE ITEMS AT ONCE AS OPPOSED TO VOTING ON THEM INDIVIDUALLY. UH, WE'LL GO THROUGH AND READ THE ITEMS UP FOR CONSIDERATION AND BOARD MEMBERS WILL SAY OUT LOUD, CONSENT QUESTION, DISCUSSION. IF THEY SAY, UH, QUESTION OR DISCUSSION, IT GOES ONTO TO A SEPARATE LIST AND WE WILL TAKE THAT ITEM INDIVIDUALLY. ALRIGHT. UH, TAB ONE IS A TEAMSTERS 5 7 2 MEMUM, RANDOM OVERSTANDING, JUST A SUN SHINING AGREEMENT. THERE'S NO ACTION TO BE, NO ACTION TO BE TAKEN ON THAT. UM, AND THE SAME FOR TAB TWO, CALIFORNIA SCHOOL EMPLOYEES ASSOCIATION. UH, MEMORANDUM OF UNDERSTANDING, ARE WE VOTING ON THIS? I'M SO SORRY. I STAND CORRECTED. I'M GONNA START ALL OVER AS IF THAT NEVER HAPPENED. OKAY. TAB ONE, TEAMSTERS, LOCAL 5 72 20 24 27. MEMORANDUM OF UNDERSTANDING CONSENT. CONSENT. I, I DO HAVE A COUPLE QUESTIONS. IS IT POSSIBLE TO LEAVE IT ON CONSENT AND ASK MY QUESTIONS MR. CHARLESON? SURE. UH, TAB TWO, CALIFORNIA SCHOOL EMPLOYEES ASSOCIATION. 24 25 AND 25 26 MOU. CONSENT, CONSENT, CONSENT. UH, TAB 3 25, 28, MOU WITH LA SCHOOL POLICE ASSOCIATION, UNIT A AND LOS ANGELES SCHOOL POLICE MANAGEMENT ASSOCIATION, UNIT H. CONSENT. CONSENT. UH, TAB FOUR, APPROVAL OF ROUTINE PERSONNEL ACTIONS. I HAVE A QUESTION ON D. ALL RIGHT, SO THAT WILL BE FOR DISCUSSION. UH, TAB FIVE, PROVISIONAL INTERNSHIP PERMIT CONSENT. CONSENT TAB SIX, APPROVAL OF NON-FORMAL GRANT AGREEMENTS. QUESTION, QUESTION. MULTIPLE QUESTIONS. QUESTIONS. OKAY. UH, REPORT. TAB SEVEN, REPORT OF CASH DISBURSEMENTS REQUEST TO REISSUE EXPIRED WARRANTS. CONSENT, CONSENT, CONSENT. TAB EIGHT, DONATION OF MONIES TO THE DISTRICT. UM, QUESTION. QUESTIONS. CAN I GO BACK TO TAB SIX AND JUST SEE WHO HAS QUESTIONS? AND SO THAT'S, UH, KELLY. [01:00:03] THANK YOU. TAB NINE, DEFINE AND APPROVE TWO PROJECTS TO PROVIDE CRITICAL REPLACEMENTS AND UPGRADES OF SCHOOL BUILDING CONSENT. CONSENT, CONSENT. TAB 10, DEFINE AND APPROVE 65 BOARD DISTRICT PRIORITY AND REGION PRIORITY PROJECTS AND AMEND THE FACILITIES SERVICES DIVISION. STRATEGIC EXECUTION PLAN TO INCORPORATE THEREIN. CONSENT. CONSENT. UH, TAB 11, DEFINE AND APPROVE THREE CHARTER SCHOOL FACILITIES UPGRADE PROJECTS. CONSENT TAB 12, ADOPTION OF THE MITIGATED NEGATIVE DECLARATION AND THE MITIGATION MONITORING AND REPORTING PROGRAM FOR THE VALLEY OAK CENTER FOR ENRICH STUDIES. CONSENT SENT, SENT TAB 13 PROJECT APPROVAL FOR THE VALLEY OAK CENTER FOR ENRICHED STUDIES. MAGNET SENT CONSENT. TAB 14, CONSIDERATION OF STREET LIGHTING MAINTENANCE ASSESSMENT, UH, FOR THE WESTERN HOUR AWAY LIGHTING DISTRICT CONSENT SENT TAB 15, AMENDMENT TO THE INFORMATION TECHNOLOGY SERVICES STRATEGIC EXECUTION PLAN TO APPROVE THE CAMPUS SAFETY SYSTEMS. QUESTION, QUESTIONS. TAB 16, APPROVAL OF THE COMMUNITY ADVISORY COMMITTEE MEMBERS TO FI TO FILL MID-YEAR VACANCIES. CONSENT. CONSENT. TAB 17, HOME TO SCHOOL TRANSPORTATION REIMBURSEMENT. I HAVE QUESTION. QUESTIONS, QUESTION. KELLY. TAB 18, APPROVAL OF FACILITIES, CONTRACTS, ACTIONS. CONSENT. CONSENT. OH WAIT, I HAVE QUESTION, QUESTION FROM CARLA. OKAY. THEN WE HAVE SOME PUBLIC HEARINGS FOR WHICH I'M GOING TO READ THE, UH, PUBLIC HEARING STATEMENT FOR TABS 20 THROUGH 23. BEFORE ACTION IS TAKEN ON THE FOLLOWING BOARD REPORTS, A PUBLIC HEARING MUST BE HELD. THIS CONSTITUTES PUBLIC HEARING ON APPROVAL OF THE RENEWAL PETITION FOR GROVER CLEVELAND CHARTER HIGH APPROVAL OF THE RENEWAL PETITION FOR OCEAN CHARTER. APPROVAL OF THE RENEWAL PETITION FOR ASPIRE JUNIOR COLLEGIATE ACADEMY. APPROVAL OF THE RENEWAL PETITION FOR ASPIRE CENTENNIAL COLLEGE PREP ACADEMY, A MAXIMUM OF 15 INDIVIDUALS WHO WISH TO ADDRESS THE BOARD ON EACH OF THE ITEMS WILL BE HEARD. THOSE WHO WISH TO SPEAK SHOULD SIGN UP ONLINE. UM, THESE, THESE ITEMS CAN GO ON CONSENT, IF SO, DESIRED BY THE BOARD. SO TAB 20 APPROVAL OF THE RENEWAL PETITION FOR GROVER CLEVELAND CHARTER HIGH CONSENT, CONSENT TAB 21, APPROVAL OF THE RENEWAL PETITION FOR OCEAN CHARTER CONSENT. CONSENT TAB 22, APPROVAL OF THE RENEWAL PETITION FOR ASPIRE JUNIOR COLLEGIATE ACADEMY. CONSENT, CONSENT, UH, TAB 23, APPROVAL OF THE RENEWAL PETITION FOR ASPIRE CENTENNIAL COLLEGE PREPARATORY ACADEMY. CONSENT. CONSENT, RIGHT TAB 24. WE HAVE A TIME CERTAIN ON, WHICH WAS IT A COUPLE HOURS AGO. AND MR. MCLEAN AND MY COLLEAGUES, I'LL BE BRINGING A MOTION TO AMEND TO APPROVE FOR LOCKE HIGH SCHOOL. OKAY. SO THAT WILL DEFINITELY GO ON DISCUSSION. ALRIGHT, TAB 25, APPROVAL OF PROCUREMENT ACTIONS. QUESTION. I HAVE QUESTION QUESTIONS. CAN I SEE? SO, UH, I DO OR THE LET MR. MCLEAN, I, I MIGHT HAVE TO RECUSE MYSELF FROM ONE ITEM ON THAT. SO WHEN THE ITEM COMES, LIKE, I'LL BRING THAT UP. OKAY. DO YOU JUST WANNA SAY THAT OUT LOUD FOR US NOW? UM, YEAH, ITEM, UH, TAB 25, ITEM I, UM, WILL BE A RECUSAL. THANK YOU, SIR. OKAY, SO FOR 25, I HAVE, UH, OKAY, I'VE GOT EVERYONE'S HANDS. THANK YOU. TAB, UH, 26. WE HAVE A TIME CERTAIN OF 2:00 PM SO WE'LL PUT THAT ON DISCUSSION AND, AND GET TO IT AS TIMELY AS POSSIBLE. UH, TAB 27, UH, RECOGNIZING WOMEN'S HISTORY MONTH AND INTERNATIONAL WOMEN'S DAY. UH, IT CAN GO ON CONSENT TO ALSO KNOW THAT DR. RIVAS IS A CO-SPONSOR OF THIS BILL. IT JUST DIDN'T MAKE IT INTO OUR PAPERWORK. AND FOR THAT, I APOLOGIZE. LOVE TO BE ADDED AS A CO-SPONSOR AS WELL. THANKS. OKAY, SAME, PLEASE. OKAY. OKAY. THAT'S A UNANIMOUS ON THAT ONE. SO IS THIS GOING TO BE ON CONSENT OR DISCUSSION? OKAY. SO CONSENT WITH WORDS. OKAY. NEW CATEGORY. ALRIGHT. UH, TAB 28 IS A TIME CERTAIN OF 3:00 PM SO I, I RECOMMEND THAT THAT GO ON FOR DISCUSSION AS WELL. UM, WE HAVE A 1:00 PM TIME CERTAIN, WHICH WE'RE, UH, VERY LATE, BUT THAT WILL COME DIRECTLY AFTER TAB 24 IS MY UNDERSTANDING. SO THAT WILL GO ON DISCUSSION. UH, TAB 30, [01:05:01] UH, COMMEMORATING BAYARD RUSTIN AND RECOGNIZING HIS LEGACY AS A CIVIL RIGHTS AND LABOR LEADER WOULD ALSO LOVE TO BE ADDED AS CO-SPONSOR. OKAY. CONSENT. AND THEN, UH, LET'S DO THE, MAY I START WITH OVER? OKAY. CO-SPONSOR. CO-SPONSOR. CO-SPONSOR CO CO CO CO UNANIMOUS CO-SPONSORSHIP. THANK YOU. OH, DID I HEAR YOU NICK? YES. THANK YOU. I RAISED MY HEAD. YEAH, THANKS. ALRIGHT, SO THAT'S TAB 30, UH, TAB 31, 32, 33, AND 34 ARE ITEMS FOR ACTION AT THE NEXT BOARD MEETING. THEY'RE ON THERE NOW SO THAT YOU CAN EVALUATE THE LANGUAGE AND LOOK AT IT AND BE PREPARED FOR WHEN IT COMES BEFORE THE BOARD. UH, NEXT MONTH, TAB 35, REPORT OF CORRESPONDENCE, INCLUDING WILLIAMS AND STATE, UH, PRESCHOOL HEALTH SAFETY, UNIFORM COMPLAINT, QUARTERLY REPORT SUMMARY. THIS IS A PUBLIC HEARING AND I ALSO HAVE A STATEMENT TO READ ON THAT. AND BEFORE ACTION IS TAKEN ON THE REPORT OF CORRESPONDENCE, INCLUDING WILLIAMS AND STATE PRESCHOOL HEALTH SAFETY UNIFORM COMPLAINT QUARTERLY REPORT SUMMARY, A PUBLIC HEARING MUST BE HELD. THIS CONSTITUTES A PUBLIC HEARING ON THE REPORT AND A MAXIMUM OF 15 INDIVIDUALS WHO WISH TO ADDRESS THE BOARD. AND THIS ITEM WILL BE HEARD. THOSE WHO WISH TO SPEAK AND HAVE NOT ALREADY SIGNED UP SHOULD SIGN UP. ONLINE SPEAKERS WILL BE CALLED BY NAME. UH, SO IS THIS CONSENT OR DISCUSSION? THIS IS TAB, UH, 35. I'M HEARING CONSENT. CONSENT, YEAH. CONSENT. MM-HMM . UH, TAB 36, APPROVAL OF MINUTES. CONSENT. CONSENT. UH, TAB 37 IS CHARTER PETITIONS FOR PUBLIC HEARING, WHICH WE HOLD A PUBLIC HEARING AND HEAR A NUMBER OF FOLKS, UH, DURING THE COMMENT PERIOD. UH, TAB 38, 25, 26. SECOND INTERIM FINANCIAL REPORT AND MULTI-YEAR PROJECTIONS. YES. DISCUSSION. DISCUSSION. OKAY. ALL RIGHT. I'M GONNA READ THROUGH THE LIST TO MAKE SURE I DIDN'T MAKE ANY FURTHER ERRORS. PLEASE LET ME KNOW IF I HAVE, UH, TABS. ONE, TWO, AND THREE ARE CONSENT. TAB FOUR IS DISCUSSION. TAB FIVE IS CONSENT. TAB SIX IS DISCUSSION. TAB SEVEN IS CONSENT. TAB EIGHT IS DISCUSSION TAB 9, 10, 11, 12, 13, 14 IS CONSENT. TAB 15 IS A DISCUSSION. TAB 16 IS CONSENT. TAB 17 IS DISCUSSION. TAB 18 IS DISCUSSION. UH, TABS 20 21, 22, AND 23. OUR CONSENT TABS 24, 25 AND 26 ARE ON DISCUSSION. UH, TABS 27. TAB 27 IS CONSENT. UH, TABS 28, 29 ARE DISCUSSION. TAB 30 IS CONSENT. TAB 35, 36 IS CONSENT. AND TAB 38 IS DISCUSSION. DOES THAT SOUND RIGHT TO EVERYBODY? ONE IS DISCUSSION. SO, UM, WE DO HAVE A TIME CERTAIN [24. Board of Education Report No. 336-25/26] FOR TAB 24, UM, BEFORE WE TAKE COMMENT ON ALL THE CONSENT ITEMS. DID WE TAKE TAB 24? I'LL MOVE IT. ALL RIGHT. SECOND PLEASE. LET ME GET MY PAPERS IN ORDER. OKAY. UH, MOVED BY MS. ORTIZ FRANKLIN, SECONDED BY MR. SCHUREN AND MR. MCLEAN, DO I MOVE THE A AMENDED NOW OR I THINK YOU HAVE COPIES OF IT, RIGHT? YES. I'LL PASS OUT COPIES OF THE AMENDMENT. DO YOU WANT TO INTRODUCE IT AND THEN SURE. MOVE IT. YEAH. SO I'D LIKE TO MOVE TO AMEND, UM, AND IT'LL BE COMING AROUND THE DA AND PASSED OUT REDLINED ADOPT THE DENIAL OF, AND INSTEAD APPROVE THE RENEWAL PETITION FOR ELAINE LEROY LOCKE COLLEGE PREPARATORY ACADEMY CHARTER SCHOOL, A CONVERSION INDEPENDENT CHARTER SCHOOL LOCATED IN BOARD DISTRICT SEVEN AND REGION SOUTH REDLINE TO EVERYTHING ELSE OUT AFTER THAT. AND I'LL EXPLAIN MORE AFTER WE HEAR FROM, I BELIEVE THE CHARTER SCHOOL AND PUBLIC COMMENT. AND THEN I'LL SHARE MORE. BUT I NEED A SECOND. I WILL SECOND THANK YOU MR. MELVOIN. AND I BELIEVE THAT YOU'RE GONNA, WE'RE GONNA DO THE CHARTER SCHOOL FIRST AND PUBLIC COMMENT. YES. SO I'M JUST GONNA NOTE THE MOTION MADE BY MS. ORTIZ FRANKLIN AND SECONDED BY MR. MELVOIN. I BELIEVE WE HAVE A PRESENTATION BY THE CHARTER AND THEN A PUBLIC COMMENT. SO, UH, DID YOU GIVE US A POWERPOINT? IF SO, WE'RE GONNA QUEUE IT UP RIGHT NOW. I DID. AND I'D LIKE TO USE MY TWO MINUTES OF PUBLIC COMMENT TO COMBINE WITH THE PRESENTATION. ALL RIGHT. SO TWO FOR THE PRESENTATION PLUS TWO 'CAUSE YOU'RE ALREADY SIGNED UP, CORRECT? FOR A TOTAL [01:10:01] OF FOUR, PLEASE. THANK YOU. OKAY. LET ME JUST MAKE SURE MY FOLKS, UH, NOTE THAT. SO, OKAY. AND THEN DO I, HOW DO I MOVE THIS? THERE SHOULD BE A CURSOR. THE, UH, YOU PUSH IT FORWARD OR BACKWARD AND THANK YOU. OKAY. THANK YOU. GOOD MORNING. I'LL USE LUSD BOARD MEMBERS. MY NAME IS DR. CHRISTINA DE JESUS AND I'M THE CEO OF GREEN DOT PUBLIC SCHOOLS FOR GENERATIONS. ELAINE LEROY LOCKE COLLEGE PREP ACADEMY HAS, HAS STOOD AS A PILLAR IN THE WATTS COMMUNITY, YET THERE WAS A TIME WHEN THIS PROMISE DIMMED GRADUATION RATES FELL TO 43%. WHEN I FIRST VISITED LOCKE IN 2007, BEFORE GREEN DOT TOOK OVER, THERE WERE POSTERS THAT HAD BEEN LIT ON FIRE ON MULTIPLE WALLS. AND IT WAS IMPOSSIBLE TO TELL WHETHER IT WAS PASSING PERIOD OR CLASS TIME BECAUSE HUNDREDS OF STUDENTS WERE OUT OF CLASS THROUGHOUT THE DAY. BUT OVER THE LAST 17 YEARS, THAT STORY HAS CHANGED. TODAY LOCKE IS A 72% GRADUATION RATE IN NEARLY TWICE THE ENROLLMENT OF THE RESIDENT SCHOOL. MEDIAN DEMONSTRATING FAMILIES ARE CHOOSING LOCKE BECAUSE OF THE WORK THAT'S HAPPENING THERE EVERY DAY. LOCKE IS A MIDDLE TRACK SCHOOL AND HAS MET ALL RENEWAL CRITERIA. THE SCHOOL HAS IMPROVED IN EVERY DASHBOARD INDICATOR OVER THE CHARTER TERM. ADDITIONALLY, OVER THE LAST THREE YEARS, PROFICIENCY RATES HAVE INCREASED AND VERIFIED DATA SHOWS THAT STUDENTS ACROSS SUBGROUPS ARE GROWING AT ONE ACADEMIC YEAR EACH YEAR. IN ENGLISH AND MATH, GIVEN WHERE OUR STUDENTS START, THAT GROWTH IS REMARKABLE. OUR STUDENTS FACE CHALLENGES THAT CREATE CONDITIONS FEW SCHOOLS ENCOUNTER. LOCKE IS THE ONLY HIGH SCHOOL IN THE STATE WITH MORE THAN 500 STUDENTS, WHERE OVER 25% ARE ENGLISH LEARNERS. MORE THAN 8% ARE HOMELESS YOUTH. MORE THAN 20% ARE STUDENTS WITH DISABILITIES. STUDENT MOBILITY EXCEEDS 30%, AND OVER 90% OF OUR STUDENTS ARE SOCIOECONOMICALLY DISADVANTAGED. AS A CHARTER SCHOOL LOCK CANNOT SEND STUDENTS TO DISTRICT ALTERNATIVE SCHOOLS. WE MUST SERVE EVERY STUDENT WHO ENTERS OUR DOORS AND WE PROUDLY DO SO. IT'S ALSO WORTH NOTING THAT 57% OF ENGLISH LEARNERS AT LOCKE ARE NEWCOMERS, AND 61% OF STUDENTS WITH DISABILITIES HAVE MODERATE TO SEVERE DISABILITIES. THESE DATA UNDERSCORE LOCKE'S ROLE AS A HUB FOR PROVIDING EQUITABLE ACCESS AND SERVICES FOR STUDENTS WITH HIGH LEVELS OF NEED AND REINFORCES THE IMPORTANCE OF MEASURING GROWTH, NOT JUST MEASURING STATUS. NINTH GRADERS INTERLOCK SCORING IN THE SEVENTH PERCENTILE IN ENGLISH AND THE 10TH PERCENTILE IN MATH WHILE DISTRICT STUDENTS ENTER IN THE 47TH AND 51ST PERCENTILES. WHEN STUDENTS BEGIN THAT FAR BEHIND PROGRESS APPEARS FIRST IN GROWTH MEASUREMENTS. OVER THE PAST SIX YEARS, LOCKE SCHOLARS HAVE IMPROVED IN DISTANCE FROM STANDARD FIVE TIMES FASTER THAN THE DISTRICT IN ELA AND SEVEN TIMES FASTER THAN THE DISTRICT IN MATH. DURING THAT SAME TIME PERIOD, THE STATE DECLINED IN BOTH SUBJECT AS A CONVERSION SCHOOL. LOCKE IS A RESIDENT SCHOOL WITH 74% OF THE STUDENT ZONED TO ATTEND LOCKE. SO THE RESIDENT SCHOOL COMPARISON DOES NOT MAKE SENSE IN THIS CASE. WITH THAT SAID, LOCKE ALSO OUTPERFORMED THE RESIDENT SCHOOL MEDIAN IMPROVING TWICE AS FAST IN ELA AND THREE TIMES AS FAST IN MATH. DESPITE BEING ALLOWABLE BY LAW, NONE OF THESE DATA POINTS WERE INCLUDED IN THE DISTRICT'S ANALYSIS OF SUFFICIENT PROGRESS. LOOKING AT INDIVIDUAL STUDENT GROWTH TELLS AN EVEN MORE POWERFUL STORY. STUDENTS LIKE LEWIS AND ANDREAS GREW MORE THAN A HUNDRED POINTS IN ENGLISH AND MATH DURING THEIR TIME AT LOCKE. EVEN THOUGH THEY DID NOT REACH PROFICIENCY, STUDENTS LIKE LARA AND EDWARD EXPERIENCED SIMILAR PROGRESS. GROWTH LIKE THIS IS IN THE BEST INTEREST OF STUDENTS. THE CORE DATA WHICH WAS SUBMITTED WITH LOCKE'S PETITION WAS ALSO NOT CONSIDERED IN THIS ANALYSIS, CORE DATA SHOWS THAT LOCKE SCHOLARS ARE OUTPACING GROWTH OF THEIR PEERS ACROSS THE STATE IN ENGLISH AND MATH. WITH GROWTH IN THE 70TH PERCENTILE CONSIDERED EXEMPLARY GROWTH, LOCKE IS DEEPLY ROOTED IN THE COMMUNITY. LOCKE'S RENEWAL RECEIVED 29 LETTERS OF SUPPORT FROM ELECTED OFFICIALS AND COMMUNITY PARTNERS, AND I'M JOINED TODAY BY HUNDREDS OF LOCKE SUPPORTERS HERE TODAY. WE HAVE ALSO SECURED MORE THAN $7.3 MILLION TO EXPAND CAREER PATHWAYS AND CREATE NEW OPPORTUNITIES FOR OUR STUDENTS. LOCKE IS MORE THAN A SCHOOL FOR THE WATTS COMMUNITY. IT REPRESENTS PRIDE, LEADERSHIP, POSSIBILITY. OUR DIRECTION IS CLEAR, GRADUATION RATES ARE RISING, ACADEMIC GROWTH IS ACCELERATING, AND OPPORTUNITIES FOR STUDENTS CONTINUE TO EXPAND. TODAY, LOCKE STANDS AS A MIDDLE TIER SCHOOL MOVING FORWARD WITH MOMENTUM. LET'S WORK TOGETHER TO ENSURE THIS PROGRESS CONTINUES FOR FUTURE GENERATIONS. THANK YOU. ALL RIGHT, THANK YOU FOR YOUR TIME. NOW WE'LL GO TO THE REST OF THE SPEAKERS ON TAB TWO FOUR. UH, RIGHT, UH, BELEN RAMIREZ, COME ON UP. I HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. HELLO, BOARD MEMBERS, SEN AND ESTEEM MEMBERS OF THE BOARD. MY NAME IS BELEN RAMIREZ AND I'M HONORED TO SERVE AS SCHOOL PRINCIPAL AT LOCKE. THIS IS MY 19TH YEAR IN EDUCATION, MY 10TH YEAR WITH GREEN DOT AND MY SIXTH YEAR SERVING THE STUDENTS AND COMMUNITY OF LOCKE. I COME TO THIS WORK NOT ONLY AS A SCHOOL LEADER, BUT AS A FIRST GENERATION MEXICAN AMERICAN WHO GREW UP IN COMPTON. I KNOW FIRSTHAND HOW POWERFUL ACCESS TO A STRONG PUBLIC SCHOOL EDUCATION CAN BE. IT CAN CHANGE THE TRAJECTORY OF A LIFE SINCE OPENING ITS [01:15:01] DOOR IN WATTS. IN 1967, GENERATIONS OF FAMILIES HAVE ENTRUSTED THIS SCHOOL WITH THE FUTURES OF THEIR CHILDREN. AND WHEN WE TALK ABOUT LOCK TODAY, IT IS IMPORTANT THAT WE UNDERSTAND BOTH WHERE STUDENTS BEGIN AND HOW FAR THEY TRAVEL ONCE THEY ARRIVE. OUR NINTH GRADERS INTERLOCK PERFORMING ON AVERAGE IN THE SEVENTH PERCENTILE IN ELA AND 10TH PERCENTILE IN MATH COMPARED TO STUDENTS ACROSS THE STATE. BY CONTRAST, THE DISTRICT AVERAGES ARE THE 47TH PERCENTILE IN ELA AND 51ST PERCENT TALENT IN MATH. WHEN STUDENTS BEGIN THAT FAR BEHIND, PROGRESS SHOWS UP IN GROWTH BEFORE PROFICIENCY BETWEEN 2019 AND 2025. LOCKE STUDENTS IMPROVE IN DISTANCE FROM STANDARD AT FIVE TIMES THE RATE OF THE DISTRICT IN ELA AND SEVEN TIMES THE DIS THE RATE OF THE DISTRICT IN MATH. DURING THAT TIME PERIOD, THE STATE ACTUALLY DECLINED IN BOTH SUBJECTS. EVEN THOUGH THE RESIDENT SCHOOL ANALYSIS IS NOT APPLICABLE AS LOCKE IS A RESIDENT SCHOOL FOR 74% OF OUR STUDENTS' BODY, IT IS WORTH SHARING THAT LOCKE STUDENTS IMPROVE TWICE AS FAR FAST AS THE RESIDENT SCHOOL MEDIAN IN ELA AND THREE TIMES AS FAST IN MATH. SO WHEN WE SEE GROWTH AT THAT SCALE, WE SHOULD RECOGNIZE IT FOR WHAT IT IS A SIGNIFICANT ACHIEVEMENT. WHEN GREEN DOT FIRST BEGAN OPERATING LOCK, FEWER THAN HALF OF THE SENIORS WERE GRADUATING EACH YEAR. TODAY OUR GRADUATION RATE IS AT 72%. WE'RE ALSO SEEING MORE OF OUR GRADUATES PERSISTENT COLLEGE WITH A 19 PERCENTAGE POINT INCREASE IN STUDENTS ENROLLED ON THE FIRST DAY OF THEIR SECOND YEAR. TODAY, LOCKE IS RECOGNIZED AS A MIDDLE TIER SCHOOL ELIGIBLE FOR SOME PRESUMPTIVE RENEWAL, AND THE PROGRESS REFLECTS YEARS OF STUDY EFFORTS BY STUDENTS, EDUCATORS, AND FAMILIES WORKING TOGETHER. THANK YOU FOR YOUR TIME, YOUR LEADERSHIP, AND YOUR CONTINUED COMMITMENT TO THE STUDENTS AND FAMILIES OF WA. THANK YOU FOR YOUR TIME. I'M GONNA CALL THE NEXT FOUR FOLKS. ONE COME UP TO THE PODIUM AND THEN THE NEXT THREE BE PREPARED TO GO AFTER THAT. SO TONY, GIN, YOU'RE UP. NEXT. TONY G AND THEN GORDON GIBBONS, AND THEN VALERIA CUEVAS. AND THEN MARIA. RAPHAEL, PLEASE GO AHEAD. THE TWO MINUTES IS YOURS. GREETINGS, MEMBERS OF THE BOARD. MY NAME IS TONY GIN AND I'M HONORED TO SERVE AS CO-PRINCIPAL AT LOCKE. 17 YEARS AGO WHEN GREEN DO BEGAN ITS WORK AT LOCKE, THE GOAL WAS NEVER ABOUT QUICK VICTORIES. THE GOAL WAS SOMETHING HARDER AND FAR MORE MEANINGFUL. THE LONG WORK OF TRANSFORMATION, I COME TO THIS MOMENT AS A 30 YEAR VETERAN. FOR THE PAST 15 YEARS, LOCKE HAS BEEN MY HOME AS A TEACHER, THE DEAN, ASSISTANT PRINCIPAL, AND NOW YOU'RE PROUD CO-PRINCIPAL. WHAT I'VE LEARNED IN THOSE YEARS IS THAT CHANGE DOES NOT ARRIVE ALL AT ONCE. IT IS BUILT OVER TIME AND TODAY THAT WORK IS BEARING FRUIT. LOCKE IS NOW RECOGNIZED AS A MIDDLE TIER SCHOOL. MULTIPLE VERIFIED DATA SOURCES SHOW THAT OUR SCHOLARS ARE ACHIEVING MORE THAN A YEAR OF ACADEMIC GROWTH EACH YEAR ACROSS ELA AND MATH. BETWEEN 2019 AND 2025, LOCKE STUDENTS IMPROVED THEIR DISTANCE FROM STANDARD AT A RATE OF FIVE TIMES THE DISTRICT IN ELA AND SEVEN TIMES THE RATE OF MATH. AT THAT TIME, THE DISTRICT, THE STATE DECLINED IN BOTH AREAS. AT LOCKE, WE ALSO HAVE BUILT SPACES WHERE EVERY STUDENT CAN BELONG AND GROW. OUR BLACK EXCELLENCE TEAM AND AFFINITY SPACES NURTURE LEADERSHIP, IDENTITY AND CONNECTION AMONG OUR BLACK SCHOLARS. OUR ELD ACADEMY SERVES APPROXIMATELY 140 FIRST AND SECOND YEAR SCHOLARS, INCLUDING STUDENTS WITH INTERRUPTED FORMAL EDUCATION, ENSURING THAT LANGUAGE DEVELOPMENT AND ACADEMIC PROGRESS RISE TOGETHER. SEVEN SCHOOL-BASED MENTAL HEALTH PROFESSIONALS AND A DEDICATED MCKINNEY-VENTO AND FOSTER YOUTH SPECIALISTS WORK ALONGSIDE OUR EDUCATORS EVERY DAY TO ENSURE STUDENT WELLBEING. AS A RESULT, OUR SUSPENSION RATES REMAIN BELOW 2% AND NEARLY 90% OF OUR SCHOLARS REPORT HAVING AT LEAST ONE CARING ADULT ON CAMPUS. THE FAMILIES A WATCHED DESERVES STABILITY AND CONSISTENCY AND A DISRUPTION NOW COULD UNDO YEARS OF TRUST, GROWTH, AND OPPORTUNITY. THE MOMENTUM IS REAL AND THE WORK IS WORKING. LET US CONTINUE OUR JOURNEY WITH THEM. THANK YOU. THANK YOU FOR YOUR TIME. GORDON GIBBS, COME ON UP. AND THEN AFTER, UH, MR. GIBBS IS VALERIA CUEVAS. GOOD AFTERNOON, MEMBERS OF THE BOARD. MY NAME IS DR. GORDON GIBBONS, CHIEF SCHOOLS OFFICER FOR GREEN DOT PUBLIC SCHOOLS. AND FOR THE PAST 12 YEARS, I'VE HAD THE PRIVILEGE OF SERVING THE COMMUNITY OF LOCKE. 17 YEARS AGO, A PROMISE WAS MADE TO THE WATTS COMMUNITY THAT LOCKE WOULD BE REBUILT WITH PATIENCE, PERSISTENCE IN AN UNWAVERING BELIEF IN THE POTENTIAL OF EVERY SCHOLAR. TODAY THAT PROMISE IS BEING REALIZED. LOCKE HAS MET EVERY STATUTORY REQUIREMENT FOR RENEWAL. AS A MIDDLE TRACK SCHOOL, WE ARE ELIGIBLE UNDER STATE LAW FOR A PRESUMPTIVE FIVE YEAR RENEWAL. BUT BEYOND ELIGIBILITY, THE REAL STORY IS STUDENT GROWTH. FROM 2019 TO 2025, LOCKE SCHOLARS IMPROVED THEIR DISTANCE FROM STANDARD IN ENGLISH LANGUAGE ARTS [01:20:01] AT FIVE TIMES THE RATE THE DISTRICT AND IN MATHEMATICS AT SEVEN TIMES THE RATE OF THEIR PEERS. WHILE STATEWIDE PERFORMANCE DECLINED, DESPITE SERVING ONE OF THE MOST IMPACTED COMMUNITIES IN LOS ANGELES, LOCKE FULLY RECOVERED FROM THE PANDEMIC P, EXCUSE ME, PANDEMIC LEARNING LOSS. THIS PROGRESS IS NOT ACCIDENTAL. IT IS THE RESULT OF CONSISTENT LEADERSHIP DEDICATED EDUCATORS IN A COMMUNITY THAT REFUSES TO GIVE UP ON ITS CHILDREN. CONTRARY TO THE STAFF RECOMMENDATION, LOCKE HAS MET THE BENCHMARKS ESTABLISHED BY THIS BOARD AT THE LAST RENEWAL. DURING ANNUAL OVERSIGHT VISITS, THE CHARTER DIVISION CONSISTENTLY ACKNOWLEDGES THE STRONG WORK THAT IS HAPPENING ON OUR CAMPUS. LOCKE IS THE RESIDENT SCHOOL FOR 74% OF OUR STUDENTS. CLOSING LOCK NOW WOULD BREAK A PROMISE TO WATTS AND DESTABILIZE A SCHOOL COMMUNITY THAT IS DEMONSTRATING MEASURABLE GROWTH IN REAL MOMENTUM. WHEN A SCHOOL IS IMPROVING, MEETING STANDARDS AND SERVING ITS COMMUNITY WELL THE RESPONSIBLE ACTION IS TO ALLOW PROGRESS TO CONTINUE. OUR STUDENTS HAVE DONE THE WORK THEY DESERVE THE OPPORTUNITY TO KEEP, KEEP BUILDING ON THEIR SUCCESS. THANK YOU. THANK YOU FOR YOUR TIME. RIA. RIA, COME ON UP. YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. GOOD AFTERNOON EVERYONE. MY NAME IS VALERIA CUEVAS AND I AM A SENIOR AT LOCKE HIGH SCHOOL. OVER THE PAST FEW YEARS, THIS SCHOOL HAS SHAPED ME NOT ONLY AS A STUDENT, BUT AS A LEADER AND AS A PERSON. WHAT BEGAN AS INVOLVEMENT IN THE YEARBOOK COMMITTEE GREW INTO SERVING IN STUDENT GOVERNMENT. TODAY I AM PROUD TO SERVE AS SENIOR CLASS PRESIDENT. THROUGH THESE ROLES, I'VE HELPED ORGANIZE INCLUSIVE EVENTS, SUPPORT INITIATIVES LIKE THE BOOK TRUCK, PARTICIPATED IN THE CAP FOCUS GROUP AND SPOKEN AT ASSEMBLIES AND CAMPUS TOURS. BEING PART OF SRLA AND THE DUAL ENROLLMENT PROGRAM HAS ALSO ALLOWED ME TO CHALLENGE MYSELF BOTH PHYSICALLY AND ACADEMICALLY, LIKE RUNNING THE MARATHON ON SUNDAY. THESE EXPERIENCES PUSH ME OUTSIDE OF MY COMFORT ZONE AND HELP ME FIND MY VOICE ACADEMICALLY. MY JOURNEY REFLECTS THAT GROWTH. IN 2021 THROUGH 2022, I NEARLY MET THE STANDARD IN SPAC ELA THROUGH FOCUS AND SUPPORT. I MET THE STANDARD IN 2024 THROUGH 2025. I CURRENTLY HOLD A 3.8 C*M LIFT. GPA MAINTAINED A HUNDRED PERCENT ATTENDANCE AND I AM ENROLLED IN AP ENGLISH LITERATURE, AP GOVERNMENT, AP CALCULUS, AND A COLLEGE COURSE. EACH STEP PRESENTS PERS PERSISTENCE, DISCIPLINE, AND BELIEF IN MY POTENTIAL. AS I'VE GROWN, I'VE ALSO LEARNED THE IMPORTANCE OF STUDENT VOICE. I BELIEVE THAT WHEN STUDENTS ARE INVITED INTO MEANINGFUL DIALOGUE AND COLLABORATION, OUR SCHOOL CULTURE BECOMES EVEN STRONGER. CREATING MORE OPPORTUNITIES FOR STUDENT LED IDEAS, EXPANDING CLUBS AND EVENTS, AND CONTINUING TO CELEBRATE DIVERSE TALENTS WILL ALLOW EVERY STUDENT TO FEEL SEEN AND VALUED. LOCKE HAS HELPED ME BECOME CONFIDENT, DRIVEN, AND SERVICE MINDED. I SHARE MY REFLECTIONS BECAUSE I CARE DEEPLY ABOUT THIS COMMUNITY AND WANT FUTURE STUDENTS TO EXPERIENCE THE SAME AND EVEN GREATER GROWTH. THANK YOU FOR YOUR TIME AND CONSIDERATION. THANK YOU FOR YOUR TIME. ALL RIGHT, HERE'S THE NEXT FOUR FOLKS. MARIA RAPHAEL, PLEASE COME ON UP. AND THEN TOBY BI, MELANIE, MELODY, RAMIREZ, JUAREZ, AND THEN CHRIS TERRY. OKAY. UH, WE NEED TRANSLATION. OKAY, SO, UH, MS. UH, MS. RAFAEL 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 THE, THESE TRANSLATION HEADSETS SO YOU CAN EXPERIENCE SIMULTANEOUS TRANSLATION. MY TRANSLATIONS UNIT IS HANDING THEM OUT, LOOKS LIKE WITH ALSO THE HELP OF ITS. I LOVE THIS TEAMWORK. ANYBODY UP IN THE BALCONY? NO. OKAY. HELLO. GOOD AFTERNOON. MY NAME IS MARIA RAFAEL. I'M THE MOTHER OF A STUDENT, ARMAND ROMANIA. I WOULD LIKE TO BE BRIEF BECAUSE I HAVE VERY LITTLE TIME, BUT I'D LIKE TO SAY THAT MY SON FINISHED HIGH SCHOOL IN LAW. HE DID HIS FOUR YEARS THERE IN THAT SCHOOL. AND TO BE HONEST, IT HAS MET MY EXPECTATIONS. HE'S MR. OR MS. MARIN FOR THE TRANSFER. AND I HAVE LIVED BEAUTIFUL THINGS IN THAT SCHOOL BECAUSE WHEN YOU GO TO THE OFFICE OR THE PERSONNEL GREETS YOU, THEY MAKE YOU FEEL [01:25:01] LIKE YOU'RE PART OF A FAMILY. AND I ASK YOU FROM THE BOTTOM OF MY HEART THAT YOU NOT, UH, STOP THESE DREAMS SHORT OF COMPLETION BECAUSE THERE'S OTHER GENERATIONS BEHIND THEM. AND IT'S BEEN A GOAL TO SEE THESE KIDS GRADUATE AND GO TO COLLEGE OR UNIVERSITIES. AND IT'S SUCH A PRIDEFUL THING FOR US, MEXICANS, THAT OUR LATIN CHILDREN GO OFF TO, UH, UNIVERSITY OR COLLEGE BECAUSE SOMETIMES WE HEAR, OH, THE, UH, SOUTH LA OR OTHER COMMUNITIES AND YOU THINK, OOH. BUT TO KNOW THAT OUR KIDS ARE GRADUATING FROM THIS HIGH SCHOOL AND ARE GOING TO A UNIVERSITY AS A MOTHER, I'M VERY PROUD THAT I HAVE A 23-YEAR-OLD. AND AS A SINGLE MOTHER, MY SON GRADUATING FROM THE UNIVERSITY TO ME IS SO PRIDEFUL. BUT THIS ISN'T SOMETHING DONE FROM ONE NIGHT TO THE NEXT. THIS IS SOMETHING THAT PARENTS, TEACHERS, AND ALL OF US DO TO FIGHT FOR OUR KIDS. AND MY SON IS, IS NON-SPEAKING AND I AM HIS VOICE. SO I HOPE YOU LISTEN TO ME AND THE REST OF US THANK YOU FOR YOUR TIME. THANK YOU. OKAY, TOBY B, COME ON UP. YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN IN GOOD AFTERNOON. BOARD MEMBERS. MY NAME IS TOBY, TOBY BIMBO AND I'M A 10TH GRADE STUDENT AT LOCKE HIGH SCHOOL. I STEM BEFORE YOU TODAY AS SOMEONE WHO'S EARLY IN MY HIGH SCHOOL JOURNEY, BUT ALREADY EXPERIENCING THE TYPE OF GROWTH THAT IS SHAPING MY FUTURE ACADEMICALLY. I CURRENTLY HOLD A THREE POINT 88 CUMULATIVE GPA WITH A A 96.38 ATTENDANCE RATE. I AM ENROLLED IN AP RESEARCH B AND AB WITH HISTORY, UM, WITH HISTORY COURSES THAT CHALLENGED ME TO THINK CRITICALLY RIGHT AT AT A HIGHER LEVEL AND TAKE OWNERSHIP OF MY OF MY OWN LEARNING. THESE CLASSES PUSHED ME BEYOND ME MEMORIZATION. THEY TEACH ME HOW TO ANALYZE QUESTION AND LEADER KNOWLEDGE OUTSIDE OF THE CLASSROOM. I FOUND SPACES THAT HAVE STRENGTHENED BOTH MY IDENTITY AND MY CONFIDENCE. BL THROUGH BLACK EXCELLENCE WITH MS. MCKINNEY AND ELITE SCHOLARS BLACK MENTORSHIP PROGRAM, I'VE GAINED MENTORSHIP, ACCOUNTABILITY AND STRONG, A STRONG SENSE OF PRIDE IN WHO I AM. PARTICIPATING IN STORYTELLING LABS HAS HELPED ME GROW SOCIALLY AND DEVELOP LEADERSHIP SKILLS. WHILE USC TRIO HAS INTRODUCED ME TO COLLEGE PATHWAYS AND PREPARATION STRATEGIES. THIS YEAR I'VE ALSO HAD THE OP OPPORTUNITY TO, UH, ATTEND THE 2026 HBCU TOUR. VISITING THOSE CAMPUSES ALLOWED ME TO SEE MYSELF IN PLACES OF HIGHER EDUCATION AND IMAGINE WHAT IS POSSIBLE FOR MY FUTURE. I'M GROWING ACADEMICALLY PERSONALLY AS A YOUNG MAN WITH PURPOSE. LOCK HIGH SCHOOL PROVIDES PROGRAMS THAT UPLIFT STUDENTS AND BUILD IDENTITY AND CREATE REAL PATHWAYS TO COLLEGE AND LEADERSHIP. I'M PROUD OF WHO I'M BECOMING AND I'M SUCH EXCITED FOR WHAT'S AHEAD. THANK YOU FOR YOUR TIME AND CONSIDERATION. THANK YOU FOR YOUR TIME. UH, MELODY JUAREZ AND THEN AFTER MS. JUAREZ IS CHRIS TERRY, JAN JOHNSON, AND THEN ALLISON TAYLOR. THANK YOU. GOOD AFTERNOON BOARD MEMBERS. MY NAME IS MELANIE RAMIREZ AND I AM 11TH GRADER IN LOCKE HIGH SCHOOL. I AM HERE TODAY, NOT JUST AS A STUDENT, BUT AS SOMEONE WHOSE GROWTH REFLECTS WITH THIS SCHOOL. MAKES POSSIBLE. OVER THE PAST FEW YEARS, I HAVE CHALLENGED MYSELF BOTH INSIDE AND OUTSIDE THE CLASSROOM. I CURRENTLY HOLD A 4.1 CUMULATIVE GPA AND CURRENTLY ENROLLED IN AP US HISTORY, AP ENGLISH, AP COMPUTER SCIENCE, AP P CALCULUS, UH, MEDICAL ASSISTANT COURSE, AND A COLLEGE CLASS. BALANCING RIGOROUS ACADEMICS WITH OPPORTUNITY HAS PUSHED ME TO BECOME DISCIPLINED, FOCUSED AND FUTURE DRIVEN. BEYOND ACADEMICS, I'M A MEMBER OF OUR SOCCER TEAM WHERE I'VE LEARNED RESILIENCE AND TEAMWORK. I'M ALSO PART OF THE MEDICAL APPRENTICESHIP PROGRAM, WHICH HAS GIVEN ME REAL WORLD EXPERIENCE TO HEALTHCARE, HEALTHCARE CAREER PATHWAYS. I'VE COMPLETED MANY INTERNSHIPS, ONE INCLUDING ESAN AND ONE RELATED TO LAW. AND I WAS ABLE TO EXPERIENCE STUFF THAT EXPANDED MY UNDERSTANDING AND ADVOCACY AND PROFESSIONAL RESPONSIBILITY. THIS WAS ALL THANKS TO LOG. THEY PROVIDED ME WITH ALL THESE INTERNSHIPS AND ALL THESE OPPORTUNITIES ON CAMPUS. I SERVE IN STUDENT GOVERNMENT PARTICIPATING IN THE CHRONIC ABSENTEES FOCUS GROUP AND A MEMBER OF THE COMMUNITY SCHOOL ADVISORY PANEL. THESE SPACES HAVE ALLOWED ME TO USE MY VOICE CONSTRUCTIVELY AND COLLABORATE WITH ADULTS TO STRENGTHEN OUR SCHOOL COMMUNITY. WITH THE 94.4 ATTENDANCE RATE, I SHOW UP CONSTANTLY BECAUSE I KNOW THE OPPORTUNITIES AT LOCKE MATTER. THIS SCHOOL HAS PREPARED ME ACADEMICALLY, PROFESSIONALLY AND PERSONALLY. IT HAS CREATED PATHWAYS FOR STUDENTS LIKE ME TO EXPLORE CAREERS, LEAD WITH CONFIDENCE AND PRO PURSUE EXCELLENCE AS STAND HERE TODAY AS PROOF WHAT CONTINUED OPPORTUNITY CAN PRODUCE. AND I'M VERY GRATEFUL FOR THE COMMUNITY THAT I HAVE IN THAT SCHOOL. AND IT WOULD BE THE WORLD TO ME IF YOU GUYS WOULD KEEP THIS SCHOOL GOING BECAUSE I HAVE A FAMILY THERE AND WHO WOULD WANNA TEAR APART A FAMILY. THANK YOU FOR YOUR CONSIDERATION. THANK YOU FOR YOUR TIME. UH, CHRIS TERRY, COME ON UP. CHRIS TERRY. [01:30:01] GOOD AFTERNOON BOARD MEMBERS. MY NAME IS CHRIS TERRY AND I HAVE THE PRIVILEGE OF LEADING THE WORK THAT SUPPORTS BLACK SCHOLARS AT LOCKE. ONE OF THE THINGS THAT MAKES LOCKE UNIQUE IS WE SERVE A SIGNIFICANTLY HIGHER PERCENTAGE OF BLACK STUDENTS THAN MANY OF THE SURROUNDING RESIDENT SCHOOLS. THAT MEANS THE RESPONSIBILITY WE CARRY IS REAL FOR MANY OF OUR YOUNG PEOPLE. LOCKE IS A PLACE WHERE THEY ARE NOT ONLY EDUCATED, BUT AFFIRMED, SUPPORTED AND CHALLENGED TO BECOME THEIR BEST SELVES. AND WHEN YOU SERVE STUDENTS IN THIS WAY, YOU CAN'T RELY ON ONE SIZE FITS ALL APPROACHES. YOU HAVE TO BUILD INTENTIONAL SYSTEMS THAT RECOGNIZE STUDENTS' STRENGTHS, NURTURE THEIR IDENTITY, AND CREATE A SENSE OF BELONGING. THAT'S WHY OUR WORK WITH BLACK SCHOLARS IS SO IMPORTANT. THROUGH THE BLACK STUDENT SUCCESS PROGRAM, WE PROVIDE MENTORSHIP, LEADERSHIP DEVELOPMENT, AND ACADEMIC SUPPORT DESIGNED SPECIFICALLY FOR OUR STUDENTS. AND WHEN YOU LOOK AT THE RESULTS, YOU CAN SEE THAT THIS SUPPORT IS MAKING A DIFFERENCE. IN OUR CURRENT COHORT OF 25 STUDENTS, THE AVERAGE CUMULATIVE GPA IS 3.06 AND THE AVERAGE ATTENDANCE RATE IS NEARLY 96%. 60% OF THESE STUDENTS ARE ALREADY MEETING THE A THROUGH G REQUIREMENTS THAT PREPARE THEM FOR COLLEGE, WHICH IS HIGHER THAN THE STATE'S OVERALL A THROUGH G RATE. EVEN MORE ENCOURAGING IS THE CONSISTENCY WE SEE IN THEIR ACADEMIC PROGRESS. 96% OF STUDENTS WHO FINISHED NINTH GRADE WITH A 2.5 GPA OR HIGHER HAVE MAINTAINED IT THROUGH 10TH AND 11TH GRADE. 93% OF STUDENTS WHO FINISHED NINTH GRADE WITH A 3.0 GPA HAVE MAINTAINED IT. AND 65% OF THOSE WHO BEGAN WITH A 3.5 GPA CONTINUE PERFORMING AT THAT LEVEL ACROSS THE COHORT. MORE THAN HALF HAVE A GPA ABOVE 3.0. THESE NUMBERS REPRESENT SOMETHING POWERFUL. THEY REPRESENT YOUNG PEOPLE WHO ARE BEING SUPPORTED, CHALLENGED, AND BELIEVED IN, BECAUSE WHEN STUDENTS FEEL THAT THEIR SCHOOL SEES THEM, INVESTS IN THEM AND EXPECTS GREATNESS FROM THEM, THEY RISE TO MEET THE EXPECTATIONS AT LOCKE. THAT IS EXACTLY WHAT WE'RE SEEING WITH OUR BLACK SCHOLARS. THANK YOU. THANK YOU FOR YOUR TIME NESS JOHNSON. AND THEN ALLISON TAYLOR. GOOD AFTERNOON, MEMBERS OF THE BOARD. MY NAME IS JEANETTE JOHNSON SMITH AND I PROUDLY SERVE AS THE SENIOR DIRECTOR OF COUNSELING AND COLLEGE PERSISTENCE FOR GREEN DOT PUBLIC SCHOOLS. I'M HERE TODAY BECAUSE I BELIEVE DEEPLY IN WHAT IS HAPPENING AT LOCKE. OUR STUDENTS COME TO LOCKE WITH EXTRAORDINARY POTENTIAL. THEY ALSO ARRIVE CARRYING REAL CHALLENGES. THEY ALSO ARRIVE WITH CHALLENGES, ACADEMIC GAPS AND UNCERTAINTY ABOUT WHAT COMES NEXT. OUR RESPONSIBILITY AND OUR COMMITMENT IS TO MAKE SURE THAT WHEN A STUDENT STARTS NEVER DETERMINES HOW FAR THEY CAN GO. AND OVER TIME, THAT PROMISE HAS TURNED INTO PROGRESS. LOCKE IS RANKED AS A MIDDLE TIER SCHOOL. LOCKE'S IMPROVEMENT IN DISTANCE FROM STANDARD IN ENGLISH AND MATH IS GREATER THAN THE STATES. AND LOCKE HAS MULTIPLE SOURCES OF VERIFIED DATA THAT DEMONSTRATES LOCKE. STUDENTS ARE ACHIEVING MORE THAN ONE YEAR OF GROWTH EACH YEAR. GRADUATION RATES HAVE STEADILY IMPROVED. COLLEGE AND CAREER INDICATOR OUTCOMES HAVE ALSO RISEN. LOCK NOW OFFERS MULTIPLE CAREER PATHWAYS INCLUDING COMPUTER SCIENCE, CONSTRUCTION BUILDING, CHILD DEVELOPMENT, AND MEDICAL APPRENTICESHIP. THE MEDICAL APPRENTICESHIP PATHWAY IN PARTICULAR HAS BECOME A MODEL FOR WHAT IS POSSIBLE. ITS IMPACT HAS BEEN SO STRONG THAT ASSEMBLY MEMBER GIBSON IS SPONSORING LEGISLATION INSPIRED BY THE PROGRAM AT LOCKE LEGISLATION THAT WOULD EXPAND ACCESS TO PROFESSIONAL AND MEDICAL OPPORTUNITIES FOR STUDENTS ACROSS THE STATE. LOCKE ALSO OFFERS DUAL ENROLLMENT OPPORTUNITIES, ALLOWING STUDENTS TO EARN COLLEGE CREDITS BEFORE GRADUATING. HIGH SCHOOL. STUDENTS TAKE ADVANTAGE OF COURSES SUCH AS AMERICAN SIGN LANGUAGE INTRODUCTION, PUBLIC SPEAKING, CHILD DEVELOPMENT, PSYCHOLOGY, ET CETERA. THESE OPPORTUNITIES EXPOSE STUDENTS TO EARLY COLLEGE EXPERIENCES. STUDENTS EARN DEGREES FASTER AND ARE MORE LIKELY TO PERSIST IN COLLEGE. LAST YEAR ALONE, THE PERCENTAGE OF LOT GRADUATES ENROLLED IN THE FIRST DAY OF THEIR SECOND YEAR OF COLLEGE INCREASED BY 19 PERCENTAGE POINTS. AND COLLEGE AND CAREER INDICATOR OUTCOMES INCREASED BY MORE THAN 22 PERCENTAGE POINTS FOR OUR BLACK SCHOLARS AND ENGLISH LEARNERS. AT LOCK COUNSELING AND COLLEGE PERSISTENCE ARE A PROMISE TO SUPPORT AND BELIEVE IN ALL STUDENTS FROM THE DAY THAT THEY ARRIVE THROUGH GRADUATION AND BEYOND. THANK YOU FOR THE OPPORTUNITY TO SHARE THIS WORK AND FOR THE CONTINUED SUPPORT OF OUR STUDENTS AND OUR SCHOOLS. I'M GRATEFUL FOR YOUR TIME, YOUR LEADERSHIP, AND YOUR COMMITMENT TO HELPING OUR STUDENTS. THANK YOU. THANK YOU FOR YOUR TIME. NEXT IS ALLISON TAYLOR. GOOD AFTERNOON. MY NAME IS ALLISON TAYLOR AND I'M SPEAKING ON BEHALF OF THE TAYLOR FAMILY. WE ARE THE CHILDREN AND GRANDCHILDREN OF JAMES B. TAYLOR LOCKE'S, FOUNDING PRINCIPAL IN 1967. MY GRANDPA BEGAN HIS CAREER AS A MATH TEACHER AT L-A-U-S-D 75 YEARS AGO. OVER TIME, HE SERVED AS A VICE PRINCIPAL, PRINCIPAL AND EVENTUALLY DEPUTY SUPERINTENDENT. BUT THROUGHOUT HIS LIFE, LOCKE ALWAYS HELD A SPECIAL PLACE [01:35:01] IN HIS HEART. HE BECAME LOCKE'S FIRST PRINCIPLE AT A PIVOTAL MOMENT IN WATT'S HISTORY, A TIME OF PROFOUND TRANSITION AND UNCERTAINTY. YET HE BELIEVED DEEPLY IN THE POTENTIAL OF EVERY STUDENT. HE BELIEVED THAT STRONG LEADERSHIP, HIGH EXPECTATIONS, AND GENUINE CARE COULD TRANSFORM NOT ONLY A CAMPUS, BUT AN ENTIRE COMMUNITY. LATER IN HIS LIFE. MY GRANDPA SPOKE WITH CONCERN ABOUT WHAT HE CALLED THE REVOLVING DOOR OF LEADERSHIP AT THE SCHOOL. HE BELIEVED DEEPLY THAT STABILITY WAS ESSENTIAL TO BUILDING A THRIVING SCHOOL. MY GRANDPA WAS INITIALLY SKEPTICAL OF THE CHARTER MOVEMENT, BUT AS HE, AS HE WATCHED CHARTER SCHOOLS ACROSS LOS ANGELES, TRANSFORM THE EDUCATIONAL LANDSCAPE AND IMPROVE THE LIVES OF STUDENTS OF COLOR IN THE EARLY TWO THOUSANDS, HIS PERSPECTIVE EVOLVED. HE WASN'T PRO-CHARTER, HE WASN'T ANTI-CHARTER, HE WAS PRO STRONG SCHOOLS. AND THAT'S EXACTLY WHAT LOCKE HAS BECOME. UNDER GREEN DOT'S LEADERSHIP. WHEN GREEN DOT REVITALIZED LOCKE, MY GRANDPA WITNESSED IMPROVEMENTS IN GRADUATION RATES, STRONGER SCHOOL CULTURE AND NEW PATHWAYS FOR STUDENTS. HE SAW LOCKE BECOMING THE KIND OF SCHOOL HE HAD ALWAYS ENVISIONED. A PLACE WHERE TEACHERS LEAD WITH KINDNESS, WHERE FAMILIES ARE RESPECTED PARTNERS AND WHERE STUDENTS ARE ENCOURAGED TO REACH THEIR FULL POTENTIAL. MY GRANDPA WAS A HUMBLE MAN WHO RARELY ACCEPTED RECOGNITION, BUT HE UNDERSTOOD GREEN DOT'S VISION FOR LOCKE AND THEIR COMMITMENT TO THE COMMUNITY. THAT IS WHY HE ALLOWED GREEN.TO NAME A MIDDLE SCHOOL IN HIS HONOR, A SCHOOL THAT NOW PROUDLY FEEDS INTO LOCKE HIGH SCHOOL. WHEN HE PASSED AWAY 10 YEARS AGO, HE DID SO WITH A SENSE OF PRE PEACE AND PRIDE KNOWING THAT THE FOUNDATION HE HELPED LAY WAS STANDING STRONG. ONE OF HIS FAVORITE SAYINGS WAS SIMPLE, DO GOOD THINGS. AND TODAY, ON BEHALF OF MY GRANDPA, HIS FIVE CHILDREN AND NINE GRANDCHILDREN, I ASK YOU NOT ONLY TO DO GOOD THINGS, BUT TO DO THE RIGHT THING AND TO RENEW LOCK TARTER. THANK YOU FOR YOUR TIME. ALL RIGHT, MICHAEL MCKELVIN, AND THEN ALLISON SHERMAN, AND THEN STEVEN MIN. GOOD AFTERNOON BOARD MEMBERS. MY NAME IS MICHAEL MCKELVIN AND I STAND HERE BEFORE YOU AS A LOCK ALUM AT GREEN. DO WE HAVE A SAYING? EVERY CHILD, REGARDLESS OF THEIR ZIP CODE, DESERVES A HIGH QUALITY PUBLIC EDUCATION. THIS IS A SENTIMENT THAT IS NOT ABSTRACT TO ME. IT'S PERSONAL BECAUSE 20 YEARS AGO I WALKED ONTO THE CANVAS AT LOCK. AS A FRESHMAN, I WASN'T AHEAD OF THE CURVE. AND JUST LIKE MANY OF MY PEERS, I HAD ACADEMIC GAPS AND I LACKED EXPOSURE. BUT DURING MY SENIOR YEAR, WHAT I LEARNED AND WHAT I WAS ABLE TO RECEIVE WAS THE SUPPORT OF TEACHERS WHO DIDN'T JUST SEE ME AND MY PEERS AS DATA POINTS. THEY WERE NOW COACHES WHO TAUGHT US LEADERSHIP. THEY WERE TEACHERS WHO MODELED EXCELLENCE. AND THEY WERE MENTORS WHO SHOWED US WHAT WAS POSSIBLE. OUR WILDEST DREAMS WERE NO LONGER JUST ASPIRATIONS, BUT THEY WERE ATTAINABLE. AND THAT'S BECAUSE THE GREEN DOT DIFFERENCE IS ACTUALLY REAL. IT'S SO REAL THAT LOCKE HAS DEMONSTRATED CONSISTENT ACHIEVEMENT. THEY'VE BECOME A STABLE STAPLE IN ITS COMMUNITY. AND THEY'VE ACTUALLY MET EVERY MARK TO RECEIVE A FIVE YEAR RENEWAL TERM. YOU KNOW, AS WE'VE ALL SAID, THAT THE STUDENTS COME IN, IN THE BOTTOM SEVENTH PERCENTILE IN ELA AND THE BOTTOM 10TH PERCENTILE IN MATH. YET BETWEEN 2019 AND 2025, THEY GREW THEIR DISTANCE FROM STANDARD AND PROVED AT A RATE FIVE TIMES FASTER THAN THE DISTRICT IN ELA AND SEVEN TIMES FASTER IN MATH, ALL WHILE THE STATE DECLINED. SO THAT ENOUGH IS PROOF THAT LOCKE HAS CLEAR SUCCESS. GRADUATION RATES ARE UP 30%. COLLEGE PERSISTENCE IS UP 14% SINCE 2021. AND THEY EVEN ARE DEGREE IN SCIENCE AND THEIR SUBGROUPS OUTPERFORMED THE STATE IN ALL INDICATORS OF SUCCESS. SO THAT'S NOT ACCIDENTAL, THAT'S INTENTIONAL. SO WHAT I ASK OF YOU IS TO RENEW LOCK FOR FIVE YEARS BECAUSE WHAT OUR STUDENTS DESERVE IS NOT INDIFFERENCE, BUT THE GREEN DOT DIFFERENCE. THANK YOU. THANK YOU FOR YOUR TIME. ALISON SHERMAN. ALISON SHERMAN. OKAY. UH, STEVEN MINNICK. ARE YOU HERE? STEVEN M COME ON UP. YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. AND THEN NICOLE THOMAS. AND THEN WE WILL GO TO MS. SHERMAN WHO'S REMOTE, UH, AFTER THE IN-PERSON SPEAKERS. I APPRECIATE YOU. SOME OF Y'ALL I KNOW BETTER THAN OTHERS. WE COACH TOGETHER AND AGAINST EACH OTHER. UM, BUT I WANNA SCRAP THIS REAL QUICK. , UH, UM, I GOT A LITTLE TALK, GOT ABOUT TWO MINUTES. I'LL GET IT DONE QUICKLY ON MY DRIVE UP FROM SAN DIEGO THIS MORNING. I WAS EXCITED AT THE OPPORTUNITY TO HAVE THIS CONVERSATION. AND THEN THAT BROTHER JUST GRABBED THE MIC. THAT BROTHER PLAYED POINT GUARD FOR ME. I WAS A PE TEACHER AT LOCKE HIGH SCHOOL. AND WHEN I TELL YOU THE OPPORTUNITY TO ENGAGE GREATNESS, THAT'S IT. DON'T TELL ME WHAT IT IS, WHAT KIDS CAN BE IF YOU DON'T MAKE TIME FOR IT. WHAT MIKE JUST DID UP HERE IN TESTIMONY SHARING, THAT'S ALL I CARED ABOUT AS A COACH AT LOCKE, WAS HOW DO YOU GET THAT YOUNG BROTHER AND YOUNG SISTER READY TO STAND UP FOR THEIR MOMENT? WHAT THAT LOOKS LIKE. THAT'S NOT HIS ONLY MOMENT. HE'S GOT MANY MORE MOMENTS. BUT WHEN YOU THINK ABOUT YOUNG PEOPLE COMING FROM SCHOOLS, YOU WANT YOUNG MEN COMING LIKE THAT OUTTA YOUR SCHOOL THAT ALREADY TO [01:40:01] STAND UP, SHARE, BE CRITICAL, BUT BE DRIVEN. AND WHAT I SAY ABOUT LOCKE AND, AND THE OPPORTUNITY THAT LOCKE AFFORDS ME AS I GET BACK TO MY SCRIPT HERE IN A SECOND, IS THERE'S A LOT OF MICS THERE. THERE'S A LOT OF YOUNG PEOPLE THAT ARE DOING GREAT WORK. AND GREEN DOTS REALLY CREATED A CONTAINER TO KIND OF HELP THAT MANIFEST. AND SO, GIMME A SECOND WITH MY LAST 52 SECONDS. I'LL ADD THE LINE THAT 3 2 5 EAST HUNDRED 11TH IS NOT A GOOGLE MAP PLOT FOR ME. IT'S WHERE I LEARNED TO BE A MAN. IT'S WHERE I LEARNED ABOUT SERVICE. IT'S WHERE I MET MY WIFE. WE WERE TEACHERS TOGETHER THERE. WE STILL TALK ABOUT LOCKE AND THE JOY THAT EXISTS WHEN YOU GO ON THAT CAMPUS, RIGHT? AND THE OPPORTUNITY THAT GREEN.IS AFFORDED FOR IT TO GROW IN YOUNG PEOPLE TO GROW WITHIN IT. THERE'S NO PANACEA FOR ALL ILLS, BUT WE DO HAVE RACES THAT WE'RE TRYING TO RACE. AND SOME PEOPLE COME WITH A LONGER RACE TO RUN. AND WHAT YOU'VE SEEN IN THE DATA POINTS, WHAT DJ WHAT GORDON WHAT CHRIS WHAT JJ I CAN POINT TO ALL OF THEM 'CAUSE I RODE WITH THEM TO DO THIS WORK. THE DATA, SPEAKING TO THE EFFICACY OF THIS PROGRAM. DON'T TRY TO USE THE DATA TO SAY, SEE SOMETHING YOU DON'T SEE, BUT LOOK AT IT IN TOTALITY. ONE THING I'LL SAY VERY CLEARLY, LOCK SERVES EVERY KID THAT COMES THROUGH A DOORS. THAT'S WHY I SIGNED UP FOR THE GREEN DOT MISSION THERE. THEY SERVE EVERYBODY. THEY DON'T SKIM. AND WHEN YOU DO THAT, YOU'RE DOING NOBLE WORK. I JUST ASKED FOR Y'ALL TO GIVE LOCK FIVE MORE YEARS TO CONTINUE THAT WORK. AND I APPRECIATE YOUR TIME. THANK YOU FOR YOUR TIME. NICOLE THOMAS. NICOLE THOMAS, ARE YOU HERE ON THE PHONE? OKAY. SHE'S ALSO ON THE PHONE. LET ME CHECK THE PHONE. ALL RIGHT. ALLISON SHERMAN, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. ALLISON SHERMAN. HELLO, CAN YOU HEAR ME? UH, WE SURE CAN. PLEASE JUST MAKE SURE TO SPEAK UP AND A LITTLE BIT LOUDLY INTO YOUR DEVICE SO THAT WE CAN HEAR YOU CLEARLY. WILL DO. AND THANK YOU ALL. UM, GOOD AFTERNOON. SORRY, I COULD NOT BE THERE IN PERSON. I HAVE TO LEAVE THIS AFTERNOON. MY NAME IS ALLISON SHERMAN. I'M A FORMER COUNSELOR AT LOCKE AND AN ALUMNI OF ANIMO INGLEWOOD, WHICH IS A PART OF THE GREEN.FAMILY OF SCHOOLS. I'M GRATEFUL FOR THE OPPORTUNITY TO SPEAK TO YOU TODAY. IN CONVERSATIONS LIKE THESE, WE OFTEN FOCUS ON DASHBOARDS AND METRICS, AND THOSE THINGS DO MATTER. UH, WHAT CAN SOMETIMES GET LOST ARE REAL PEOPLE BEHIND THOSE NUMBERS. EVERY DATA POINT REP REPRESENTS A STUDENT, SOMEONE WITH THEIR OWN HOPES, THEIR OWN DREAMS, CHALLENGES, AND POTENTIAL. IF YOU WERE WALKING THROUGH THE HALLS OF LOCK WITH ME WHEN I WORKED THERE, I WOULD NOT START WITH A SPREADSHEET. I WOULD INTRODUCE YOU TO A REAL STUDENT, YOUNG PEOPLE WHO ARRIVED WITH INCREDIBLE PROMISE EVERY SINGLE DAY. OFTEN ALONG REAL CHALLENGES THAT I CAN TELL YOU, YOU CANNOT IMAGINE. WITH THE RIGHT SUPPORT, WE SEE THEM BEGIN TO BUILD CONFIDENCE, STRENGTHEN THEIR SKILLS, AND BELIEVE IN WHAT THEY CAN ACHIEVE OVER TIME. I HAVE COME TO SEA LOCK LIKE A GARDEN, OKAY? A PLACE WHERE STUDENTS GROW NOT ALWAYS IN A STRAIGHT LINE AND NOT ALWAYS ON THE SAME TIMELINE, WHICH IS OFTEN THE REALITY OF HISTORICALLY UNDERSERVED COMMUNITIES. BUT THEY GROW WITH CARE, WITH SUPPORT, AND WITH A BELIEF IN THEIR POTENTIAL. THROUGH MY WORK WITH FA, I PARTNER WITH LOCKE TO SUPPORT STUDENTS BEYOND ACADEMICS. TOGETHER, WE PROVIDE SOCIAL EMOTIONAL LEARNING PROGRAMS, MENTORSHIP, ENRICHMENT OPPORTUNITIES, AND WORKSHOPS THAT FOCUS ON THINGS LIKE EXECUTIVE FUNCTIONING SKILLS, COLLEGE AND CAREER READINESS, AND PERSONAL DEVELOPMENT. MANY OF THE COMMUNITIES WE SERVE FACE GENERATIONAL TRAUMA AND LEARNING DISPARITIES. OUR WORK FOCUSES ON PROVIDING COPING STRATEGIES, PROFESSIONAL TRAINING, AND MANY RELAT IN BUILDING MEANINGFUL RELATIONSHIPS WITH ADULTS WHO BELIEVE IN OUR STUDENTS. THROUGH TRAUMA INFORMED STUDENT SUPPORT, MENTORSHIP SKILLS, TRAINING, AND FAMILY ENGAGEMENT, WE HELP STUDENTS STRENGTHEN RELATIONSHIPS, BUILD SELF-AWARENESS, AND CONTINUE MAKING ACADEMIC PROGRESS. AT LOCK, STUDENTS ARRIVE WITH RESILIENCE, CURIOSITY, AND THE CAPACITY TO GROW. AND EVERY DAY THAT GROWTH IS NURTURED AND SHOULD CONTINUE TO BE NURTURED. THANK YOU FOR YOUR TIME CONSIDERATION. THANK YOU FOR YOUR TIME. OKAY, NICOLE THOMAS. NICOLE THOMAS. I SEE YOU'RE ONLINE. PLEASE PRESS STAR SIX TO UNMUTE YOURSELF, AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. NICOLE THOMAS. THANK YOU. GOOD AFTERNOON. MY NAME IS NICOLE THOMAS AND I'M A CONTENT DIRECTOR AT HANOVER RESEARCH. HANOVER IS AN INDEPENDENT THIRD, THIRD PARTY RESEARCH ORGANIZATION. WE WERE CONTRACTED TO CONDUCT AN OUTSIDE QUANTITATIVE ANALYSIS OF STUDENT OUTCOMES AT LOCKE COLLEGE PREPARATORY ACADEMY. WHEN LOOKING ONLY AT SURFACE LEVEL PROFICIENCY RATES, LOCKE'S OUTCOMES APPEAR BELOW AVERAGE. HOWEVER, OUR ANALYSIS SHOWS THAT THIS DOES NOT TELL THE FULL STORY. OUR ANALYSIS REVEALS THAT LOCKE SERVES A STUDENT POPULATION WITH SIGNIFICANTLY HIGHER RATES OF SOCIOECONOMIC DISADVANTAGE ENGLISH LEARNERS, STUDENTS WITH DISABILITIES, [01:45:01] HOMELESSNESS, CHRONIC ABSENTEEISM, AND MID-YEAR ENROLLMENT THAN ITS PEER INSTITUTIONS. MANY STUDENTS ALSO ENTER CREDIT DEFICIENT AGAINST THAT BACKDROP, OUR ANALYSIS FOUND SEV SEVERAL POSITIVE PATTERNS IN ENGLISH LANGUAGE ARTS. STUDENTS AT LOCKE DEMONSTRATED SIZABLE ACADEMIC GROWTH OVER TIME, NEARLY TWICE THE IMPROVEMENT SEEN STATEWIDE MATHEMATICS CHOSE SIMILAR TRENDS, NARROWING THE DISTANCE BETWEEN THEIR AVERAGE SCORE AND PROFICIENCY BY 32 POINTS, A GAIN THAT'S DOUBLE THE 16 POINT IMPROVEMENT SEEN STATEWIDE GRADUATION OUTCOMES ALSO REFLECT SIGNIFICANT GAINS WITH LOCKE STUDENTS INCREASING FOUR YEAR GRADUATION RATES FROM 54% IN 2021 TO 74% IN 2024. TAKEN TOGETHER THE DATA POINT TO A PATTERN OF PROMISING ACADEMIC PROGRESS OCCURRING WITHIN A HIGHLY CHALLENGING CONTEXT. OUR ROLE IS NOT TO ADVOCATE FOR A PARTICULAR OUTCOME, BUT TO EVALUATE THE DATA INDEPENDENTLY. BASED ON OUR ANALYSIS, LOCKE DEMONSTRATES MEANINGFUL STUDENT GROWTH AND IMPROVING TRENDS THAT ARE NOT IMMEDIATELY VISIBLE AND PERFORMANCE METRICS ALONE. THANK YOU FOR THE OPPORTUNITY TO SHARE OUR FINDINGS. THANK YOU FOR YOUR TIME. OKAY. UM, I'M GONNA DO A FEW PRE PROCEDURAL THINGS. I NEED TO READ THE PUBLIC HEARING STATEMENT FOR THIS ITEM. UH, THIS IS TAB 24, UH, STATEMENT TO BE READ BEFORE ACTION IS TAKEN ON BOARD REPORT DENIAL OF THE RENEWAL PETITION FOR, UH, LOCKE COLLEGE PREPARATORY ACADEMY. A PUBLIC HEARING MUST BE HELD. THIS CONSTITUTES THAT PUBLIC HEARING, UM, AND A MAXIMUM OF 15 INDIVIDUALS WHO WISH TO ADDRESS THE BOARD. AND THE ITEM WILL BE HEARD. THOSE SPEAKERS WERE JUST HEARD. UM, PROCEDURALLY WHERE WE STAND NOW, A MAIN MOTION WAS BROUGHT TO THE BOARD AND THEN A, UH, A MOTION WAS MADE TO AMEN, A SUBSTITUTE AMENDMENT OF THE UNDERLYING MAIN MOTION. IT WAS SECONDED. AND NOW IT'S APPROPRIATE FOR THE BOARD TO DISCUSS ACCEPTING THE AMENDMENT. AND IF I COULD JUST ADD A BIT MORE MR. SCHON, WHY, WHY I'M BRINGING IT. THANK YOU TO THE PRESENTERS, UM, AND EVERYONE SHARING YOUR STORIES TODAY. UM, SO I JUST WANNA THANK THE CHARTER SCHOOL DIVISION FOR YOUR RECOMMENDATION TO MY COLLEAGUES. THEY PRESENTED THE RECOMMENDATION IN LINE VERY CONSISTENTLY WITH ALL THE OTHER RECOMMENDATIONS THAT HAVE COME BEFORE US. UM, HOWEVER, IT IS LIMITED AND IT'S NOT OUR FULL DISCRETION. AND I, I WANTED TO SHARE WITH YOU A LITTLE BIT ABOUT MY THINKING HERE. SO, UM, THE GUIDING STATE REGULATION LETS THE BOARD KNOW THAT WE HAVE DISCRETION BEYOND THE CURRENT POLICY. OUR CURRENT DISTRICT POLICY ONLY RELIES ON STATUS PERFORMANCE. SO EVERYTHING YOU'VE SEEN IN THE MATERIALS IS JUST OVERALL PERFORMANCE LEVEL. THAT'S BEEN OUR PRACTICE. BUT FOR LOCKE IN PARTICULAR, AND, YOU KNOW, POTENTIALLY A SECONDARY CONVERSATION FOR THIS BOARD, WE SHOULD BE LOOKING AT ACADEMIC GROWTH, WHICH YOU HEARD OVER AND OVER FROM LOCKE. IT'S FULLY PERMISSIBLE BY LAW. IT HAS BEEN, AND IT'S EQUALLY RELEVANT ON THE DASHBOARD. AND HONESTLY, IT'S ACTUALLY MUCH BETTER IN LINE WITH OUR BOARD GOALS. OUR OWN GOALS ARE ABOUT DISTANCE FROM STANDARD, NOT OVERALL PROFICIENCY. AND SO I WANNA ASK YOU COLLEAGUES TO REALLY HONE IN ON WHAT YOU HEARD AROUND THE GROWTH STORY FOR A LOCK, WHICH AGAIN, IS NOT INCONSISTENT WITH WHAT WE HEARD FROM THE CHARTER SCHOOL DIVISION. IT'S JUST DIFFERENT INFORMATION. SO PLEASE GET ALL YOUR QUESTIONS ANSWERED TO REALLY UNDERSTAND. AND THE REASON IS BECAUSE STATE ED CODE SETS A REALLY HIGH BAR FOR DENIAL FOR PERFORM FOR MIDDLE PERFORMING SCHOOLS. IT SAYS THAT THE CHARTERING AUTHORITY THAT'S US MAY DENY, MAY NOT, MUST NOT SHALL, MAY DENY A CHARTER RENEWAL ONLY UPON MAKING WRITTEN FINDINGS. AND THESE ARE THE TWO PORTIONS THAT I FEEL ARE REALLY RELEVANT. MAKING WRITTEN FINDINGS THAT THE CHARTER SCHOOL HAS FAILED TO MEET OR MAKE SUFFICIENT PROGRESS TOWARD MEETING STANDARDS. THAT'S A REALLY HIGH BAR THAT THEY HAVE FAILED TO MAKE SUFFICIENT PROGRESS. I THINK YOU'VE HEARD FROM PETITIONERS TODAY THAT THEY HAVE MADE SUFFICIENT PROGRESS. AND THIS IS THE, THE MORAL COMPASS FOR US TO FOLLOW HERE. THAT NUMBER TWO, CLOSURE OF THE CHARTER SCHOOL IS IN THE BEST INTEREST OF PUPILS. AND NOW THAT FALLS ON US, THE BOARD, NOT JUST WHAT CHARTER SCHOOL DIVISION HAS RECOMMENDED THROUGH THE SUPERINTENDENT'S OFFICE, BUT ULTIMATELY, WHAT DOES THIS BOARD FEEL IS IN THE BEST INTEREST OF STUDENTS. AND SO, LIKE I SAID, I THINK THE PETITIONER SHARED A LOT ABOUT SUFFICIENT ACADEMIC PROGRESS. IN FACT, THEY HAVE EXCEEDED OUR OWN BOARD GOALS, UM, ACHIEVING AL ALMOST 30 POINTS GROWTH IN ELA IN JUST ONE YEAR, WHEN THAT WAS OUR GOAL FOR FOUR YEARS. UM, AND THEN SIMILARLY IN MATH, MAKING INCREDIBLE GAINS, HONESTLY, IF THIS WERE TO GO TO LACO, THEY WOULD ALSO LOOK AT VERIFIED DATA, WHICH BEFORE JANUARY WE LOOKED AT VERIFIED DATA AND WE MIGHT HAVE HAD A DIFFERENT OUTCOME BEFORE THE JANUARY, UH, LAW CHANGED. SO I, I WANNA JUST ENCOURAGE YOU TO REALLY LOOK AT WHAT THEY ARE SHARING IN TERMS OF ACADEMIC GROWTH. UM, BECAUSE I THINK WE CANNOT SAY THAT THEY HAVE FAILED TO MAKE SUFFICIENT PROGRESS. UM, BUT THE PART I REALLY WANNA UPLIFT FOR THIS BOARD AND WHERE OUR DISCRETION REALLY FALLS IS WHAT IS IN THE BEST INTEREST OF PUPILS. LOCKE IS A [01:50:01] TURNAROUND CONVERSION SCHOOL. AND YOU HEARD A BIT OF THAT STORY FROM THE COMMUNITY HERE. AT BEST CLOSURE WOULD BE DESTABILIZING, DEMORALIZING FOR THE THOUSANDS OF STUDENTS AND FAMILIES AND COMMUNITY MEMBERS THAT YOU HEARD FROM. AND THAT ARE, YOU KNOW, NOT HERE TODAY. LOCKE IS THE FIRST TURNAROUND CONVERSION SCHOOL COMING BEFORE US, AFTER AB 1505. SO THIS IS REALLY A MATTER OF FIRST IMPRESSION FOR US TO DEEPLY CONSIDER WHAT'S IN THE BEST INTEREST OF THE STUDENTS THAT ARE HERE TODAY AND THE STUDENTS THAT ARE TO COME. YOU KNOW, WE HAVE CORE BELIEFS AROUND EQUITY, COLLABORATION, AND EXCELLENCE. AND I THINK THIS BOARD MUST TAKE A REALLY HOLISTIC APPROACH WHEN CONSIDERING WHAT'S IN THE BEST INTEREST. YOU HEARD THEIR RESIDENTIAL SCHOOL FOR ALMOST, UH, OR OVER 1100 STUDENTS IN WATTS, A HIGH NEED COMMUNITY THAT REALLY RELIES ON SCHOOL TO BE SAFE, TO BE STABLE, TO BE A TRUSTING PLACE IN AN ENVIRONMENT THAT OFTEN IS NOT. YOU HEARD GREEN DOT HAS BUILT COMMUNITY TRUST. THEY'VE SECURED IRREPLACEABLE GRANTS AND OPPORTUNITIES FOR STUDENTS. THEY'VE EARNED THE SUPPORT OF LEADERS, INCLUDING ELECTED OFFICIALS AND NONPROFITS WHO'VE ALL ENHANCED ITS IMPACT. AND THOSE COULD BE AT RISK IF THIS BOARD DENIES ITS RENEWAL. YOU KNOW, SHOULD WE DENY AND GREEN DOT GO TO LACO? I THINK THEY WOULD APPROVE IT. I I THINK THEY WOULD USE VERIFIED DATA. THEY WOULD USE THE ACADEMIC GROWTH. THEY WOULD THINK ABOUT THE BEST INTEREST, AND THEY WOULD APPROVE A SCHOOL THAT IS ON DISTRICT'S CAMPUS. WE OPERATE THAT CAMPUS. IT'S A, THIS IS THE, THE UNIQUENESS OF THE TURNAROUND OF THE CONVERSION THAT LOCKE IS. AND I THINK THAT COULD POTENTIALLY IMPACT COORDINATION OF FACILITIES COMMUNICATION, CAUSING CONFUSION FOR FAMILIES WHO SEND KIDS ACROSS THE STREET TO THE EARLY ED CENTER, DOWN THE STREET TO GOMER MIDDLE SCHOOL. THERE'S A WELLNESS CENTER ACROSS THE STREET ALSO NAMED FOR LOCKE. WE WANNA KEEP IT WITHIN LA UNIFIED. WE DON'T WANT ANOTHER OVERSIGHT ENTITY LIKE THE COUNTY OR THE STATE ON A DISTRICT PROPERTY. SO COLLEAGUES, I JUST WANNA ASK YOU TO ASK ALL YOUR QUESTIONS, LOOK CLOSELY AT THE FACTS. NOT ONLY PRESENTED FROM CSD, BUT ALSO FROM GREEN DOT. BECAUSE AGAIN, THE GROWTH STORY IS NOT YET CAPTURED IN OUR POLICY, BUT IT IS PERMISSIBLE BY LAW AND OUR DISCRETION MUST BE EXERCISED TODAY TO DO WHAT'S IN THE BEST INTEREST OF STUDENTS, WHICH I BELIEVE IS APPROVING A RENEWAL FOR LOCKE HIGH SCHOOL. THANKS. COME ON UP MR. COLE GUTIERREZ. WOULD YOU, UH, ALSO CARE TO, UM, TALK ABOUT WHAT MS. TANYA ORTIZ FRANKLIN SPOKE ABOUT TO MAKE SURE THAT WE HAVE A CLEAR UNDERSTANDING, IF YOU WOULD, IF YOU WOULD. SURE. FIRST OF ALL, GOOD AFTERNOON, BOARD PRESIDENT, BOARD MEMBERS, ACTING SUPERINTENDENT, AND TO YOU AND TO EVERYBODY. FIRST AND FOREMOST, WE ACKNOWLEDGE THE VOICES OF EDUCATORS, PARENTS, UH, STAFF MEMBERS OF GREEN DOT THAT HAVE SPOKEN, UH, TODAY. AND AS WE ALWAYS SAY, WITH EVERY RECOMMENDATION, OUR TEAM TAKES IT VERY SERIOUSLY. CERTAINLY WITH ANY RECOMMENDATION OF DENIAL, WE DO NOT TAKE IT LIGHTLY. THANK YOU, UH, BOARD MEMBER ORTIZ FRANKLIN FOR ACKNOWLEDGING THAT THE, THE TEAM PER THE LAW AND THE BOARD'S POLICY HAS APPLIED THAT CONSISTENTLY. AND WE BELIEVE THAT'S IMPORTANT FOR ALL STUDENTS THAT HAVE BEEN INVOLVED IN RENEWALS TO DATE. HAVING SAID THAT, WE ALSO RESPECT THE BOARD'S DISCRETION AND THE BOARD IS A DECIDER, BUT STAFF RESPECTFULLY STANDS BY ITS RECOMMENDATION FIRST, A COUPLE IMPORTANT THINGS TO SET THE, THE BASELINE IN TERMS OF THE RECOMMENDATION. WE'VE HEARD RELU REGARDING DIFFERENT CATEGORIES AND THE SCHOOL WAS LOW PERFORMING IN THE FALL AND THE STATE THEN RECLASSIFIED BASED ON THE LATEST DATA TO MIDDLE PERFORMING. I WENT BACK TO THE CDE, THE CALIFORNIA DEPARTMENT OF EDUCATION GUIDANCE REGARDING PERFORMANCE CLASSIFICATIONS. IT SAYS PRESUMPTIVE RENEWAL FOR HIGH PERFORMING, PRESUMPTIVE NON-RENEWAL FOR LOW PERFORMING. I DID NOT SEE IN THEIR GUIDANCE PRESUMPTIVE RENEWAL FOR MIDDLE PERFORMING. THAT'S THE CATCHALL IF SOMEONE, IF A SCHOOL DOES NOT FALL INTO HIGH OR MIDDLE. SO JUST WANNA SET THAT STRAIGHT. SECONDLY, AND FOR THE RECORD, THE OUR POLICY IS, HAS BEEN REVIEWED BY COUNSEL AND WE HAVE FOLLOWED IT IN ACCORDANCE WITH LAW. I HEARD LANGUAGE, UH, INDICATING THAT WE ARE NOT IN ACCORDANCE WITH THAT. AND I BELIEVE OUR, OUR MATERIALS ARE AND, AND ALL LAID OUT ACCORDINGLY. NOW LET'S BRIEFLY REVIEW THE DISTRICT'S ANALYSIS ON THE ACADEMIC PERFORMANCE. WE HAVE HEARD RELATED TO VERIFY DATA. WE HAVE HEARD OTHER, UM, REPRESENTATIONS FROM THE CHARTER SCHOOL ABOUT GROWTH. SHOULD THE BOARD WISH WE ARE PREPARED TO ADDRESS THOSE AS YOU WISH. BUT FIRST LET STICK WITH OUR STANDARD ANALYSIS. OKAY? AND IN DOING SO, WE START WITH THE DASHBOARD AND IN ENGLISH LANGUAGE ARTS AS TRANSPARENTLY LAID OUT IN THE MATERIALS IN ENGLISH LANGUAGE ARTS, LOOKING AT THE LAST THREE YEARS, WHICH IS CONSISTENT WITH THE PROCESS, THE SCHOOL ZERO OUT OF THREE YEARS WHERE THEY HIGHER THAN THE [01:55:01] STATE SCHOOLWIDE. AND FOR MAJORITY OF ITS STUDENT GROUPS IN MATH, ZERO OUT OF THREE YEARS WHERE THEY HIGHER THAN THE STATE SCHOOLWIDE. AND FOR THE NUM, THE MAJORITY OF NUMERICALLY SIGNIFICANT STUDENT GROUPS IN TERMS OF SCIENCE, WHICH WAS INTRODUCED ONE OUTTA TWO YEARS, THEY WERE HIGHER THAN THE STATE FOR THE MAJORITY OF STUDENT GROUPS. ENGLISH LANGUAGE PERFORMANCE INDICATOR ZERO OF THREE YEARS WERE THEY HIGHER THAN THE STATE CO UH, COLLEGE AND CAREER INDICATOR, ZERO OUT OF THREE YEARS HIGHER THAN THE STATE SCHOOL-WIDE. AND FOR A MAJORITY OF THE NUMERICALLY SIGNIFICANT STUDENT GROUPS, OUR ANALYSIS DOES NOT STOP THERE. THEN PER POLICY, WE GO TO A FURTHER ANALYSIS COMPARING THEM TO RESIDENT SCHOOLS, BOARD MEMBERS. WE HAVE APPLIED THE RESIDENT SCHOOLS, UH, METHODOLOGY CONSISTENTLY. ANOTHER EXAMPLE ARE AFFILIATED CHARTER SCHOOLS THAT ARE CONVERSIONS. THEY ALSO ARE, UH, HAVE A RESIDENT SCHOOLS BOUNDARY. WE ALSO COMPARE THEM WITH STU, WHERE STUDENTS WOULD OTHERWISE ATTEND BASED ON THE DATA. ALSO PER LAW, A STUDENT CANNOT BE COMPELLED TO GO TO A CHARTER SCHOOL. SO IF THEY WISH TO OPT OUT OF THE CHARTER SCHOOL, THEY CAN GO TO A DIFFERENT SCHOOL. IT IS CONSISTENT WITH THE LETTER AND SPIRIT POLICY AND LAW, I WOULD SAY. SO IN THAT COMPARISON, RESIDENT SCHOOLS AND THAT LIST IS IN THE EXHIBIT, THE LARGEST OF WHICH WOULD BE JORDAN, UH, AN ENGLISH LANGUAGE ARTS, ONE OUTTA THREE YEARS WHERE THEY HIRE. SO THEY WERE LOWER THAN MAJORITY OF THE YEARS IN ENGLISH LANGUAGE ARTS IN MATH. THIS ONE, THEY WERE HIRED TWO OUTTA THREE YEARS. WE ACKNOWLEDGE THAT. THEN WE GO TO SCIENCE ONE OUTTA TWO YEARS, UH, HIGHER THAN RESIDENT SCHOOLS. SO MIXED THERE. THEN WE GO TO ENGLISH LANGUAGE PERFORMANCE INDICATOR ZERO OF THREE YEARS WHERE THEY HIRE. SO THEY WERE LOWER IN ALL THREE YEARS COMPARED TO THE RESIDENT SCHOOLS. MEDIAN CAL, UH, COLLEGE AND CAREER INDICATORS, SAME ZERO OF THREE YEARS HIGHER. AND THEN WE GO TO THE NEXT LEVEL OF ANALYSIS A MAY DENY. JOSE, CAN I JUST PAUSE? SO ALL OF THOSE COMPARISONS THOUGH ARE OVERALL ACADEMIC PERFORMANCE. NONE OF THAT IS ABOUT GROWTH, CORRECT? WELL, WE, WELL A COUPLE THINGS. WE CAN ADDRESS THE GROWTH AS THE SCHOOL HAS PRESENTED IN A MOMENT. BUT, BUT WHAT YOU JUST SHARED RIGHT NOW, ALL OF THE 0 3 0 3 STATUS IN THE STATUS AND CHANGE. NOW, I'M NOT SAYING CHANGE IS GROWTH, BUT IT DOES ACKNOWLEDGE CHANGE YEAR TO YEAR PURSUANT TO THE STATE, UH, RULES. UH, BUT WE CAN ADDRESS THE, THE GROWTH PIECE IN A MOMENT SHOULD THE BOARD WISH, UM, AS BEST WE CAN. SCIENCE THEN. SO ELA CAST MADE IT EXCEEDED. THEY WERE LOWER THAN THE RESIDENT SCHOOLS AND ZERO OF IN, IN ALL OF THE THREE YEARS. SCIENCE LOWER IN TWO YEARS, WHICH WAS WITH THE DATA AVAILABLE LTELS. UM, THEY WERE HIGHER THAN THE RESIDENT SCHOOLS ALL THREE YEARS AND THEN FOUR YEAR COHORT GRADUATION RATES WERE LOWER, UM, IN THE PAST THREE YEARS IN COMPARISON TO ALL 12 RESIDENT SCHOOLS WITH THE LATEST FROM LOCK OF 70.4 IN THE MEDIAN FOR RESIDENT SCHOOLS, 87.3, BOTH UH, WITH A THROUGH G WITH THE DEER BETTER. SO I'LL PAUSE THERE. IN TERMS OF THAT CONSISTENT ANALYSIS ON THE ACADEMICS AND PER BOARD POLICY IN THE BEST INTEREST ANALYSIS, UH, IT'S THAT COMPARISON TO RESIDENT SCHOOLS. CERTAINLY THE BOARD MAY WISH TO CONSIDER OTHER FACTORS. I'LL PAUSE HERE. IF THE BOARD WOULD LIKE US TO BRIEFLY ADDRESS, VERIFY DATA, 'CAUSE THE SCHOOL TALKED ABOUT THAT AND THEIR GROWTH, WE CAN CERTAINLY DO THAT, BUT I WANT TO DEMARCATE THAT FROM OUR STANDARD PROCESS, UH, FOR ALL SCHOOLS. GO AHEAD CARLA. UM, THE SPEAKER SAID WE ARE A RESIDENTIAL SCHOOL, SO WHY ARE YOU COMPARING US? CAN YOU EXPLAIN THAT? WHY DON'T, I DON'T UNDERSTAND WHY SURE. IT MEANT BY THAT SURE. BOARD MEMBER GREGO, UH, AS A CONVERSION CHARTER SCHOOL, UH, THAT'S AN INDEPENDENT CHARTER EVEN FOR OUR AFFILIATED CONVERSIONS. THEY, THEY MAINTAIN THEIR, THE FORMER RESIDENT BOUNDARY THAT, THAT THEY HAD PRIOR TO CONVERSION. SO, BUT OUR PRACTICE IS THAT EVEN IN THOSE SITUATIONS, WE COMPARE THEIR SCORES TO OTHER, TO THE SCHOOLS IN THE NEIGHBORHOOD, RIGHT? IT'S BASICALLY WE WOULD TAKE PER POLICY, THE, AND OUR OFFICE OF DATA AND ACCOUNTABILITY HELPS BASED ON ADDRESSES OF THE STUDENTS. THEY WOULD TAKE STUDENTS BASED ON THOSE AND REALLY 10 OR MORE STUDENTS THEN WHERE THEY HAVE CHOSEN, YOU KNOW, THEY WOULD'VE GONE TO, SAY JORDAN, FOR EXAMPLE, THE LARGEST, AND YOU HAVE OTHERS THAT ARE IN THE MATERIALS, THEY WOULD'VE, UH, HAVE GONE TO THAT SCHOOL AND GONE TO LOCKE. SO THOSE ARE USED AS COMPARISONS, THE CONSISTENCY PIECES. WE'VE USED THAT FOR AFFILIATED CONVERSIONS THAT ALSO ARE RESIDENT SCHOOLS, FOR EXAMPLE, AS WELL AS OTHER INDEPENDENT CONVERSIONS. AND, UM, AS APPLICABLE, WE'VE HAD OTHERS THAT HAVE BEEN APPROVED. UH, BUT HA MAYBE THEY DIDN'T NEED THE RESIDENT SCHOOL'S ANALYSIS, UM, DID BE BETWEEN, UM, THE LAST TIME THAT THEY WERE REVIEWED. AND NOW YOU'VE MADE VISITS TO THE SCHOOL? YEAH. YES. AND HAVE YOU INFORMED THEM? DO YOU HAVE MEETINGS WITH THEM REGARDING THEIR, THEIR PROGRESS OR, UH, [02:00:01] TOWARD MEETING THE, THE GOAL OF, YOU KNOW, GETTING TO THE STATE, MATCHING THE STATE LEVEL IN ALL AREAS. AND ALSO I'M, I GUESS I'M A LITTLE CONCERNED ABOUT THE GRADUATION RATE, HOW IT WENT DOWN SIGNIFICANTLY. AND SO I WANTED TO, IS THAT SOMETHING THAT YOU ALL TALK ABOUT? I'LL TURN IT TO, TO MS. WILMAR IN A MOMENT ABOUT THE OVERSIGHT MM-HMM . BUT TWO, TWO IMPORTANT NOTES. ONE, UM, WE WENT BACK AND LOOKED AT THE, THE VIDEO FROM THE LAST RENEWAL IN 2017. AND A TOPIC OF GREAT DISCUSSION WERE THE GRADUATION RATES AMONG OTHER DATA POINTS AT THAT TIME, ACKNOWLEDGING EFFORTS, BUT ACKNOWLEDGING THAT AT THAT TIME, 55.9% WAS NOT ENOUGH. AND EVEN GETTING TO 80% AT A NEXT RENEWAL, UH, IT WAS COMMENTED WOULD NOT BE ENOUGH AS A POINT. SO OUR TEAM, C, SD AND I WAS THE DIRECTOR AT THAT TIME, REVIEWED THOSE BENCHMARKS IN THE CONTEXT OF THE DISCUSSION. MAYBE THEY COULD HAVE BEEN BETTER WRITTEN, BUT IT WASN'T JUST ABOUT A REPORT. IT'S ALSO HOW ARE YOU DOING IN COMPARISON? AND, AND I WENT BACK EVEN THIS MORNING TO LOOK AT THE LAST TWO OVERSIGHT REPORTS. MM-HMM . THE TEAM LAID OUT THE DIFFERENT DATA POINTS, INCLUDING THAT THEY DID NOT MEET THE BENCHMARK. I ALSO ASKED OUR TEAM MEMBER, DID WE RECEIVE SOMETHING IN WRITING OR OTHERWISE COMPARING A CONCERN WITH HOW THE DISTRICT WAS IMPLEMENTING THE BENCHMARK IN THAT AREA, FOR EXAMPLE. 'CAUSE I KNOW IT'S A TOPIC OF, OF, OF IN THEIR, IN THEIR LETTER. SHORT ANSWER, RESPECTFULLY IS NO. SO WE BELIEVE IT WAS IN THE CONTEXT OF THAT FOLSOM BOARD DISCUSSION, HOW THE OVERSIGHT HAS PLAYED OUT. AND MS. WILMA COULD SHARE MORE IF SHE, IF WE'D LIKE IN TERMS OF THE VISITS. BUT THOSE ARE HANDLED EACH YEAR ANNUALLY. YOU WANNA ADD ANYTHING? I, I'D LIKE TO HEAR IT. YEAH. SO YES, AS PART OF OUR ANNUAL OVERSIGHT VISIT, UM, IN THE ACADEMIC SESSION, IT'S THE COMPARISON TO THE STATE. SO EVERY SINGLE YEAR WE LOOK AT THEIR MOST RECENT DASHBOARD DATA AND WE ASK QUESTIONS, UM, IF THEY'VE GONE DOWN OR THEY'RE BELOW THE STATE, OR WE HAVE CONCERNS, WE HAVE QUESTIONS, EVEN IF WE SEE, YOU KNOW, IMPROVEMENT OR WE SAY, WOW, THIS PARTICULAR STUDENT GROUP HAS NOW ABOVE THIS STATE, WE MAY SAY, WHAT ARE YOU DOING? UM, TO, HOW WOULD YOU DO TO IMPROVE? SO THAT'S DONE ON AN ANNUAL BASIS AS PART OF EVERY SINGLE OVERSIGHT VISIT. AND INDEED IS, UH, JOSE SAID THE GRADUATE FOUR YEAR COHORT GRADUATION RATE WAS A BENCHMARK ASSIGNED TO THEM, UM, AT THE TIME OF THEIR LAST RENEWAL. SO THAT'S ALSO DISCUSSED AT EVERY SINGLE ANNUAL OVERSIGHT VISIT. WHENEVER A SCHOOL HAS AN ASSIGNED BENCHMARK, THEN IT'S DISCUSSED AT THE OVERSIGHT VISIT AND REPORTED OUT ON THE OVERSIGHT REPORT. UM, SO THAT IS A PART OF AN ANNUAL DISCUSSION. ARE THEY ASKED TO CREATE A REPORT OR A PLAN IF THEY'RE NOT MEETING THE, THE GOAL AT THE TIME OF THE VISIT? DO THEY HAVE TO CREATE A PLAN FOR HOW THEY'RE GOING TO MEET THAT GOAL? YEAH, WE CALL IT GUIDING QUESTIONS. AND SO WE DEVELOP GUIDING QUESTIONS, WHICH THE SCHOOL RESPONDS TO, AND THEN WE HAVE A MORNING MEETING WHERE WE TALK ABOUT THEIR RESPONSES AND ASK ANY QUESTIONS. AND ALSO WE IDENTIFY, UH, CERTAIN AREAS THAT THEY WANNA FOCUS ON OR THAT WE THINK THEY NEED TO FOCUS ON IN THE CLASSROOM VISITS. AND SO WE, UH, WALK THROUGH THE CLASSROOM VISITS AND THEN WE LOOK AT THEIR DATA. SO IT'S A TRIANGULATION OF CONVERSATIONS DATA, UM, AND WHAT THEY PROVIDED IN THEIR, UH, WRITTEN RESPONSES THAT WE LOOK AT. YEAH, JUST HOPING TO FOLLOW UP ON, UM, ON, UH, BOARD MEMBER REGO'S POINT AROUND GRADUATION RATE. SO JUST TO MAKE SURE I'M CLEAR, SO IN 2017, THE GRADUATION RATE WAS, DID YOU SAY 50 59% BASED ON THAT MATERIAL? ABOUT 50, I BELIEVE IT WAS 55.9. IT'S OH, YOU HAVE IT THERE, BUT, OH, BACK IN 2018. 17, 20 17. UM, I'D HAVE TO DOUBLE CHECK IF I HAVE A 2017 GRADUATION, BUT IT WAS ABOUT THERE, I BELIEVE, AND IF YOU'RE OPEN TO IT, I'D LOVE TO INVITE THE CHARTER SCHOOL TO ALSO SHARE THE NUMBER OF STUDENTS WHO CAN'T EARN DIPLOMAS. WAS IT WAS, THAT WAS ACTUALLY MY NEXT QUESTION. OKAY. OKAY. SO CAN YOU JUST PUT IT, SAY IT IN THE MICROPHONE ONCE YOU KNOW FOR SURE, PLEASE? YEAH, BASED ON MY NOTES AND WHAT I RECALL IS ABOUT, ABOUT THE 55.9 OR SO. OKAY. SO IN, WITHIN THEIR CHARTER TERM, FROM 20 20 17 THROUGH 2020, THE END OF THE 2025 SCHOOL YEAR, THEY WENT FROM A 55% GRADUATION RATE TO A, WAS IT 74? 74, 70 0.4. AND THEN THAT'S JUST BECAUSE THE QUESTION CAME UP ABOUT THE BENCHMARKS IN OUR MATERIALS WE GO BACK TO YEAH, I'M GONNA ASK THE QUE I I WOULD, I WOULD LOVE TO FOLLOW UP ON THAT AS WELL. SO CERTAINLY, I MEAN, I WOULD, I WOULD LOVE TO SEE A GRADUATION RATE FOR ALL OF OUR SCHOOLS. 80, 80% OR ABOVE. JUST AS FAR AS THE BENCHMARK GOES, I'M LOOKING AT THE BENCHMARK READING THE BENCHMARK. ALAN LEROY LAW COLLEGE PREPARATORY ACADEMY SHALL SUBMIT AN ANNUAL REPORT ABOUT THE CHARTER SCHOOL'S PROGRESS AND PLANS FOLLOWING THE POSTING OF THE FOUR YEAR GRADUATION COHORT RATE, INCLUDING AN ANALYSIS OF THE SCHOOL'S PERFORMANCE IN COMPARISON TO THE APPLICABLE RESIDENT SCHOOLS. DID YOU SAY THAT THE BENCHMARK WAS ABOUT AN 80, WAS ABOUT GETTING TO AN 80% GRADUATION RATE? NO. IT SOUNDS LIKE IT'S ABOUT A REPORT. [02:05:01] NO, CORRECT. WHAT I, WHAT I MENTIONED, BECAUSE, UH, THERE'S STATEMENTS REGARDING THE, THE DISTRICT NOT ASSESSING THE BENCHMARK CORRECTLY. AND WE PUT IN THE CONTEXT OF THE, THE BOARD DISCUSSION AND HOW IT WAS PRESENTED TO THE BOARD IN TERMS OF YOUR WRITING AS YOU SEE IN THESE MATERIALS RELATED TO SEEING IMPROVEMENTS IN COMPARISON TO RESIDENT SCHOOLS. UM, AND I JUST REFERENCED IN TERMS OF THE DISCUSSION AT THAT TIME FOR THE CONTEXT THAT THERE WERE COMMENTARIES RELATED TO, UH, GROWTH, EVEN WHAT MAY BE OR NOT MAY BE ACCEPTABLE. SO IN TERMS OF ASSESSING THOUGH WHETHER OR NOT THE BENCHMARK WAS MET, WERE WE LOOKING AT WHAT WAS THEIR GRADUATION RATE NUMBER? OR WERE WE LOOKING AT, DID THEY COMPLETE THE, THE REPORT AND ANALYSIS THAT'S, THAT'S LISTED IN, IN THE MATERIAL? YES, BOTH. AND AS NOTED IN THE MATERIALS, THE STAFF STAFF HAS NOTED THAT THEY HAVE SUBMITTED THE PLANS. STAFF HAS ALSO NOTED THAT WERE THE, UH, ASSESSMENT THAT THEY DID NOT MEET THE BENCHMARK IN REVIEWING IT IN COMPARISON TO THE RESIDENT SCHOOLS. OKAY. OKAY. YEAH, I MEAN, I THINK THE BOARD DISCUSSES A LOT OF THINGS WHEN IT COMES TO THE, THE CHARTER SCHOOL RENEWALS. I MEAN, THERE'S A LOT OF DIFFERENT ISSUES THAT COME UP. I THINK THERE'S A BIT OF A, LIKE I HAVE A BIT OF A PROCEDURAL CONCERN AROUND ASSESSING A SCHOOL ON SOMETHING OTHER THAN WHAT THE BOARD SPECIFICALLY VOTED ON. AND THERE ARE, THERE ARE CERTAINLY TIMES IN MY TIME ON THE BOARD WHERE WE AMEND THE BENCHMARKS BECAUSE IT'S NOT SPECIFIC. THE, THE COMPARISON GROUP DOESN'T MAKE SENSE. WE WANT IT TO BE SOMETHING MORE AMBITIOUS THAN WHAT'S WRITTEN DOWN, BUT TO, BECAUSE IN THIS CASE, NOT IN ALL CASES, UM, 'CAUSE LIKE I, I LOOKED AT THE CLEVELAND MATERIALS AND THERE WERE TWO BENCHMARKS IN THE CLEVELAND MATERIALS THAT WEREN'T MET. IT, IT DIDN'T IMPACT WHETHER OR NOT THE SCHOOL IS TO BE RENEWED. IN THIS CASE, IT FEELS LIKE THIS IS A SIGNIFICANT PART OF THE DECISION MAKING. SO THE FACT THAT WE'RE ASSESSING THE SCHOOL ON SOMETHING OTHER THAN THE BOARD SPECIFICALLY VOTED ON THAT, THAT'S PROBLEMATIC FIRST. UH, IN TERMS OF ANY PROCEDURAL PIECES, I WOULD REFER THOSE TO COUNSEL. UH, SECONDLY, IN TERMS OF THE DISCUSSION, IN TERMS IN TERMS OF A, THE DISCUSSION FOR THAT RENEWAL AND THE SETTING OF THE BENCHMARKS AS WELL AS B, THE, THE, THE CHARTER SCHOOL'S DIVISION'S, APPLICATIONS OVER THE YEARS IN COMMUNICATION WITH THE CHARTER SCHOOL WAS VERY TRANSPARENT AS TO HOW IT WAS ASSESSING THAT THIS IS NOT THE DETERMINING FACTOR OF THE SINGLE DETERMINING FACTOR OF THE DENIAL, THE FINDINGS OF FACT LAYOUT, ALL OF THE DIFFERENT RATIONALE FOR THE DENIAL RECOMMENDATION CONSISTENT WITH OUR PRACTICE, APPLICABLE LAW AND POLICY. UH, IT'S, IT'S IN THE FINDINGS. THE FACT THOUGH, SO IT IS, IT IS A PART OF THE, A PART OF THE RATIONALE, RIGHT. AND YES, WHAT I'M SAYING IS NOT A, A, THE SO FACTOR FOR THAT. OKAY. THAT'S HELPFUL. UM, ALSO ON GRADUATION RATES, I'M CURIOUS IF WE HAVE ANY DATA ON THE ADJUSTED COHORT GRADUATION RATES. I KNOW THAT THE SCHOOL IN ITS PRESENTATION HIGHLIGHTED HIGH NUMBERS OF EMERGENT BILINGUAL STUDENTS WHO, YOU KNOW, STATUTORILY HAVE ADDITIONAL TIME TO COMPLETE THE GRADUATION REQUIREMENTS. HIGH NUMBERS OF STUDENTS WITH DISABILITIES, UM, WHO HAVE LOW INCIDENCE DISABILITIES, WHO MAY, WHO MAY BE ELIGIBLE TO COMPLETE A CERTIFICATE OF COMPLETION RATHER THAN A REGULAR HIGH SCHOOL DIPLOMA. SO WHAT, WHAT ADDITIONAL INFORMATION CAN YOU SHARE? UM, IF WE WERE TO INCLUDE THE ADJUSTED COHORT GRADUATION RATE RATHER THAN A FOUR YEAR? WE DON'T AT THIS POINT, WE'RE, WE DON'T, THAT IS NOT PART OF THE MATERIALS. RIGHT? UM, CERTAINLY IF THE BOARD WISHES, AS I NOTED, TO HAVE SOME BRIEF DISCUSSION AROUND, UH, VERIFIED DATA THAT THE SCHOOL REFERENCED AS WELL AS OTHER GROWTH ELEMENTS THAT THE SCHOOL REFERENCED. ONLY IF THE BOARD WISHES TO ENGAGE IN THAT CONVERSATION, UM, THEN STAFF COULD ADDRESS THAT BRIEFLY. BUT WE'VE, WE'VE LAID OUT, UM, THE ANALYSIS IN ACCORDANCE WITH OUR, UH, POLICY AND APPLICABLE LAW. IS THERE, IS THERE ANYTHING THAT THE SCHOOL CAN SHARE AROUND AN ADJUSTED COHORT GRADUATION RATE? THAT'S, THAT WOULD BE THE BOARD'S, UH, DISCRETION PER POLICY. THE BOARD MAY ASK QUESTIONS OF PETITION. I'M ASKING, I'M ASKING THE QUESTION, PLEASE. THANK YOU. FOR THE CLASS OF 2025, APPROXIMATELY 14% OF STUDENTS WERE EITHER A, A NEWCOMER ELIGIBLE FOR A CERTIFICATE OF COMPLETION OR ARRIVED AT LOCKE IN THE 11TH GRADE CREDIT DEFICIENT ALREADY. SO IF YOU ADJUST THE, IF YOU ADJUST THE RATE BASED ON THAT, UM, SHOULD BE 80, 86%. OKAY. SO IT, IT WOULD GO FROM 70 72. IT ACTUALLY, THE, UM, I THINK WHAT THE, THE CHARTER SCHOOL DIVISION WAS QUOTING IN TERMS OF THE GRADUATION RATE IS NOT FROM THE CALIFORNIA DASHBOARD. [02:10:01] IF YOU LOOK ON THE CALIFORNIA SCHOOL DASHBOARD, THE GRADUATION RATE FOR THE CLASS OF 2025 WAS 71.6. WE ROUNDED UP TO 72%. OKAY. THANK YOU FOR THAT CLARIFICATION. UM, AND THEN I HAVE A FEW MORE QUESTIONS ABOUT THE RESIDENT SCHOOL MEDIAN. UM, APPRECIATE THE LIST BEING PROVIDED. AND I, THIS ISN'T THE FIRST TIME I'VE RAISED THE RESIDENT SCHOOL MEDIAN AS JUST LIKE THIS, THIS DOES NOT NECESSARILY FIT INTO THIS CONTEXT. I WOULD RAISE THE SAME QUESTION AND MAY MAYBE WE WILL WITH FUTURE AFFILIATED CHARTERS, BUT THEY ARE THE SCHOOL OF RESIDENTS, SO IT, IT DOESN'T MAKE SENSE TO COMPARE TO OTHER SCHOOL. I UNDERSTAND THIS IS A ZONE OF CHOICE, BUT STILL THEY ARE THE, THEY ARE THE HOMESCHOOL IN THAT ATTENDANCE ZONE. SO, UM, I WOULD JUST, I THINK THAT AS A MATTER OF POLICY, IT'S WORTH US CONSIDERING WHETHER OR NOT THIS MAKES SENSE IN TERMS OF A DATA POINT THAT WE CONSIDER. MAYBE, MAYBE IT'S ONE OF MANY. UM, I JUST, I THINK IT'S A REALLY CONSTRAINED METRIC WHEN IT COMES TO THIS CONVERSATION. OKAY. WE'LL TAKE THAT, TAKE THAT DOWN. THANK YOU. GREAT. UM, AND THEN WHEN IT COMES TO THE ACTUAL RESIDENT SCHOOLS, AND I, FORGIVE ME, THIS IS NOT MY, MY AREA THAT I REPRESENT, SO I'M NOT FAMILIAR. I'M JUST CURIOUS IF YOU CAN SHARE ANY DEMOGRAPHIC DATA WE HAVE IN TERMS OF HOW, HOW DO THEY, I DIDN'T, I DIDN'T SEE TOO MUCH IN THE MATERIALS. HOW DO THOSE SCHOOLS COMPARE TO THE, TO THE DEMOGRAPHICS AT LOCKE, SPECIFICALLY ON THE STABILITY RATE, THE, UM, AMOUNTS OF ENGLISH LEARNER, PERCENT OF ENGLISH LEARNERS, INCLUDING NEWCOMER STUDENTS, STUDENTS WITH DISABILITIES, UM, INCLUDING STUDENTS WITH LOW INCIDENTS DISABILITIES. ANYTHING YOU CAN SHARE ON THAT, PLEASE? YES. UH, FIRST RELATED TO DEMOGRAPHICS, OBVIOUSLY THERE'S, THERE'S INFORMATION IN THE MATERIAL, BUT IN TERMS OF IT, IT'S ALSO IN, IN THE PETITIONER'S PETITION. UH, THEY HAVE A LIST IN A CHART OF THE RESIDENT SCHOOL, RESIDENT SCHOOLS AND THEIR DEMOGRAPHICS. AND SO, UH, BRIEFLY, I WOULD SAY TOP LINE, IT'S PRETTY MUCH ON PAR. SO FOR EXAMPLE, UH, UH, I'LL, I'LL HIGHLIGHT A FEW, UH, FOR FREE AND REDUCED, UH, PRICE MEALS, UH, USING THE LATEST DATA. THE CHARTER SCHOOL IS AT ABOUT 91%, 90.9, UH, AND THE DISTRICT, AND IT'S LOWER THAN THE BALANCE OF THE DISTRICT. THE 12, SOME RANGING FROM, UM, 93.4 TO 98.9, SOME 99. THE LARGEST WOULD BE JORDAN AT 97, AS AN EXAMPLE, ENGLISH LEARNER, 27%. UM, AND THE, THEY ARE, THERE ARE OTHERS LIKE JORDAN'S, 19.6, JEFFERSON 30.5, UM, OTHERS PUBLIC SERVICE AT DIEGO RIO, 14.7. UM, ON, ON THE, ON THE ENGLISH LEARNERS? YES. SINCE WE'RE ON THAT ONE. SO, UH, WAS IT JEFFERSON THAT WAS AT 30 PER, ARE THERE ANY OTHERS THAT ARE AT OR HIGHER THAN LOCKE IN TERMS OF HOW MANY ENGLISH LEARNERS THEY'RE SERVING? THE OTHER TWO YOU MENTIONED WERE IN THE TEENS, SO NO, ON THIS ONE THEY ARE HIGHER THAN 11 OF, OF, OF THE 12. OKAY. IN TERMS OF ENGLISH LEARNERS, DO WE HAVE DATA ON, ON NEWCOMER STUDENTS SPECIFICALLY? UH, I DON'T BELIEVE WE HAVE THAT HERE AT THE MOMENT. I'M NOT SURE IF MY COLLEAGUES, UH, HAVE THAT. UM, BUT LET ME SHARE A FEW OTHERS. UM, SOCIOECONOMICALLY DISADVANTAGED 93.1, UM, FOR LOCKE, AND ON THAT ONE, THEY'RE HIGHER THAN ZERO OF 12, SO THEY'RE LOWER THAN THE, THE BALANCE THERE. UM, STUDENTS WITH DISABILITIES, 21.1%, AND MS. WILMA CAN SPEAK IN A MOMENT ABOUT, UH, HIGH AND LOW INCIDENTS. THEY'RE HIGHER THAN 11 OF 12 THERE. UM, SOME OTHERS, YOU KNOW, 19% TO, UH, 11.8%, UH, BLACK OR AFRICAN AMERICAN, 21% FOR LOCKE. UM, THEY'RE HIGHER THAN 11 OF 12 OF THE RESIDENT SCHOOLS. OTHERS ARE, UM, 34 AND ONE, SOME ARE ONE 3%, 2.2% AS AN EXAM, 19% LATINO. UM, LOCKE IS AT 75.8. THEY ARE, UM, LOWER THAN, UH, 11 OF THE 12, UM, THAT WE HAVE SOME SCHOOLS THAT ARE 96%, UM, 78%, 89%, 95%, ET CETERA. UH, SO JUST TO GIVE YOU SOME, SOME DATA POINTS IN TERMS OF STUDENTS WITH DISABILITIES, JUST, WELL, THIS IS MORE OF OUR DISTRICT COMPARISONS, RIGHT? THAT'S YES, THAT'S CORRECT. UH, THEY LOOK LIKE IN 24, 25, AND THIS IS PART OF OUR REGULAR ANALYSIS IN THE DEMOGRAPHICS IN SPECIAL ED, UM, THEY HAD 57.4% HIGH INCIDENTS IN 42.8, UH, LOW INCIDENTS. AND WE DO THE COMPARISON TO THE DISTRICT IN, IN OUR MATERIALS. AND SO THEY ARE SLIGHTLY LOWER THAN THE DISTRICT IN THEIR HIGH INSTANCE AND AT 65.1, AND THE DISTRICT WAS 34.9 IN THEIR, UH, LOW INSTANCE. THAT'S 24, 25. [02:15:02] AND THEN IN TERMS OF THE STABILITY RATE, LET ME, LET ME CALL UP DR. BILL JOHNSTON TO COVER THAT. AND THEN ALSO IF THE BOARD WISHES TO COVER ANYTHING REGARDING THE GROWTH, HE CAN ADDRESS THAT. AND IF WE WANT VERIFIED DATA, THEN WE CAN COME BACK AND ADDRESS THAT. BUT THAT'LL BE AT THE BOARD'S DIRECTION, BILL. GOOD AFTERNOON. UM, WHEN, UH, LOOKING AT THE COMPARISON OF THE, OF LOCK'S STABILITY RATE, UH, ACTUALLY WE'LL FOCUS ON THE NON STABILITY RATE, UM, UH, FIRST, UM, AND THEN, UH, WE CAN GET INTO THE STABILITY RATE. AND IF, IF WE WANTED TO CLARIFY WHAT THOSE TERMS MEAN, WE CAN CERTAINLY SHARE THOSE DEFINITIONS. YEAH, WHY DON'T YOU DO THAT FROM THE OUTSET, JUST SO EVERYONE'S CLEAR. YES. UM, AND I, I HAD A FEELING YOU WERE GONNA ASK ME THAT, AND I KNOW WE HAVE THAT. HERE YOU GO. YOU HAVE THAT SUGGESTED WELL, OH, THANK YOU, . SO THE STABILITY RATE, WE'LL, WE'LL, WE'LL START WITH STABILITY RATE BACK TO THE ORIGINAL PLAN. THE, WHICH IS THE TOTAL NUMBER OF STUDENTS, UH, DIVIDED BY THE TOTAL ADJUSTED CUMULATIVE ENROLLMENT AT A, UM, AT A SELECTED ENTITY. AND THE NON STABILITY IS THE TOTAL NUMBER OF STUDENTS IN THE NON STABILITY COUNT DIVIDED BY THE TOTAL ADJUSTED CUMULATIVE ENROLLMENT. UM, AND SO THIS, UH, THAT PROBABLY IS A LOT OF JARGON FOR EVERYBODY. UM, CAN YOU, CAN YOU SIMPLIFY IT FURTHER? I'M DOING, UM, YES. SO, AND, AND, UH, I'M, I'M LOOKING OVER HERE AS WELL, SO THIS IS, IF YOU, I WANT TO GIVE YOU, I'M GONNA TAKE A MOMENT TO GET IT RIGHT, IF, IF THAT'S OKAY. THAT'S FINE. SO LET ME GET BACK TO YOU ON THAT. UM, AND THEN WE CAN, UH, SHARE THE NUMBERS ONCE I HAVE THE, THE CLEAR, UH, NON JARGON TERMS, IF THAT'S OKAY. THANK YOU. CAN I ASK, IS IT FAIR TO SAY IT'S HOW MANY STUDENTS ARE MOVING AROUND AND IN THE YEAR? YES. THERE'S AN INTU INTUITION THERE. YES, THAT'S RIGHT. UM, YEAH. SO IT'S AN INDICATION OF HIGH MOBILITY, MAYBE? YES. OKAY. UM, AND SO, YOU KNOW, AT LOCK, THE STABILITY RATE IS, IS LOWER THAN, THAN THE RESIDENT SCHOOLS, THAN LOS ANGELES UNIFIED OVERALL, THEN STATEWIDE. AND THEN, UM, AND IN PARTICULAR, WE, WE WERE LOOKING AT JORDAN HIGH SCHOOL, UM, AMONG THE, THE RESIDENT COMPARISON SCHOOLS, SINCE THAT IS THE SCHOOL THAT HAS THE MOST, UH, POTENTIAL STUDENTS THAT WOULD GO TO JORDAN. AND THE STABILITY RATE IS LOWER AT LOCKE THAN ALL OF THOSE POINTS OF COMPARISON. AND THE NON STABILITY RATE IS HIGHER AT LOCKE THAN ALL THE, YOU KNOW, THE INVERSE IS TRUE AS WELL. SO IT'S, IT'S HIGHER, THE NON STABILITY IS HIGHER AT LOCKE THAN ALL THE OTHERS. AND SO LET ME GET THE, A CLEARER DEFINITION FOR EVERYBODY IN JUST A MOMENT. THANK YOU. OKAY. UM, AND MR. JOHNSON, MAYBE YOU COULD SPEAK TO, SINCE YOU DO RESEARCH AND DATA, AND I'M, I'M FAMILIAR WITH SOME OF THE RESEARCH AND DATA AROUND HOW MOBILITY AFFECTS ACADEMIC ACHIEVEMENT. IS THERE ANYTHING THAT YOU, YOU CAN SAY FROM YOUR PERSPECTIVE ABOUT HOW SERVING, UH, ROUGHLY A THIRD OF, OF YOUR STUDENT BODY THAT, UM, LACKS THAT STABILITY THAT MAY BE HIGHLY MOBILE, HOW THAT MIGHT BE A, HOW WE MIGHT EXPECT FROM THE BODY OF RESEARCH THAT THAT WOULD AFFECT ACADEMIC ACHIEVEMENT? OH, CERTAINLY. SO, I, I MEAN, I THINK THERE'S, THERE IS A GENERAL, YOU KNOW, UNDERSTANDING THAT THAT INSTABILITY IN TERMS OF HOUSING INSTABILITY OR, OR, OR, OR MOVES AND, YOU KNOW, CUMULATIVE MOVES FOR STUDENTS OVER TIME. I DON'T HAVE A LITERATURE REVIEW IN FRONT OF ME TO, TO, TO LOOK AT THIS, BUT I HAVE, UM, YOU KNOW, I HAVE, I HAVE STUDIED IT MYSELF AND, YOU KNOW, MOVES AND MOBILITY AMONG STUDENTS, UM, CERTAINLY HAS A NEGATIVE IMPACT ON ACADEMIC OUTCOMES FOR STUDENTS. UM, AND THEN THERE'S ALSO, UH, POTENTIAL PEER EFFECTS OF THAT TOO. SO IF, IF, UH, STUDENTS ARE OUTTA SCHOOL WHERE THERE'S OTHER STUDENTS WHO ARE HIGHLY MOBILE, THAT HAS A SPILLOVER EFFECT TO ALL STUDENTS AT THE SCHOOL, THAT'S HELPFUL. YEP. ALL RIGHT. I LOOK FORWARD TO THE DEFINITION WHENEVER YOU CAN, YOU CAN GET BACK TO US ON THAT. UM, I HAVE A COUPLE, OH, MR. MOLSON'S NOT HERE. UM, I HAVE A CO DR. REBA, I GUESS I HAVE A COUPLE MORE QUESTIONS ON THE BENCHMARKS, BUT I'M HAPPY TO WAIT IF OTHERS WANT TO WANT TO SPEAK. OKAY. I JUST HAD A QUESTION IN REGARDS TO, UM, STANDARD, DOES THE SCHOOL GO THROUGH A, WAS ACCREDITATION AT ALL? YES, THEY DO. YES. AND THAT'S ONGOING SINCE ITS INCEPTION? YES. THEY HAVE TO GO THROUGH, WAS ACCREDITATION AS A HIGH SCHOOL. GOT IT. ARE THERE ANY OTHER QUESTIONS, CARLA, BEFORE WE GO? EZ I, I DON'T KNOW IF IT'S RIGHT NOW, BUT AT ONE POINT I WANT YOU TO TALK ABOUT THE GROWTH, WHICH THEY WERE SPEAKING ABOUT, AND, BUT IF YOU HAVE MORE QUESTIONS ABOUT BENCHMARKS BEFORE HE GOES INTO THE GROWTH. OKAY. SO, SO AGAIN, I'LL JUST UNDERSCORE AT THE BOARD'S REQUEST, SEPARATE FROM THE STANDARD ANALYSIS, WE WILL ADDRESS SOME OF THOSE, SOME OF THOSE AREAS, AND DR. BILL JOHNSON WILL DO SO. THANK YOU. SO WE'RE STILL WORKING ON THE, ON THE STABILITY PIECE, BUT I CAN SPEAK TO THE GROWTH QUESTIONS, UM, RIGHT NOW. SO, SO, UH, UM, AS WE SAW IN, IN THE, THE CHARTER SCHOOL'S PRESENTATION AND, AND MENTIONED BY SEVERAL OF THE SPEAKERS, UM, LOCKE HAS, THERE'S, THERE'S A COUPLE, UH, POINTS THAT, THAT WANTED TO DO, PROVIDE A LITTLE CLARIFICATION ON. SO ONE IS, UM, LOOKING AT GROWTH, THE IDEA THAT, YOU KNOW, AND THAT'S TRACKING STUDENTS OVER TIME, RIGHT? TO NOT JUST LOOK AT THIS YEAR COMPARED TO LAST YEAR FOR, FOR THE AVERAGES, UM, WHICH IS, WE'D CALL CROSS-SECTIONAL DATA SORT OF SLICING, BUT, BUT TRACKING STUDENTS OVER TIME. AND THAT'S CERTAINLY A, YOU KNOW, A VALUABLE THING TO DO. THE CALIFORNIA DEPARTMENT OF EDUCATION [02:20:01] NOW HAS A GROWTH MODEL THAT IS POSTED PUBLICLY. UM, UNFORTUNATELY THAT IS NOT FOR HIGH SCHOOLS. UM, THAT IS ONLY FOR, UH, IT'S BASED ON GRADES FOUR THROUGH EIGHT. 'CAUSE IT'S BASED ON SMARTER BALANCE ASSESSMENTS. SO TRACKING ONE YEAR TO THE OTHER. SO, SO THERE IS NO HIGH SCHOOL GROWTH AVAILABLE, UM, AT THE STATE LEVEL. SO THEN, UM, THERE ARE, YOU KNOW, WE'VE BEEN DOING SOME GROWTH ANALYSIS INTERNALLY FOR VARIOUS PURPOSES AT THE DISTRICT WHERE WE ARE TRACKING STUDENTS OVER TIME. UM, AND THEN FOR HIGH SCHOOLS, WE TO DO THAT, WE HAVE TO LOOK AT 11TH GRADERS ASSESSMENT RESULTS AND THEN TRACE BACK TO THEIR EIGHTH GRADE ASSESSMENT THREE YEARS PRIOR. UM, AND SO TO DO THAT, WE HAVE TO BE ABLE TO TRACK THOSE STUDENTS OVER THAT THREE YEAR SPAN OF TIME AND, AND DOING SO FOR OUR STUDENTS. UM, WHICH WE, WE, WE DID THIS, UM, UM, RECENTLY FOR THE DISTRICT AVERAGE. UM, AND THEN ALSO FOR THE COMPARISON SCHOOLS. WE ARE UNABLE TO DO THIS FOR LOCKE BECAUSE WE DO NOT, WE DO NOT, YOU KNOW, WE DON'T HAVE ACCESS TO LOCKE'S STUDENT LEVEL DATA IN THE SENSE WHERE WE CAN THEN TRACK THEIR 11TH GRADERS LAST YEAR, AND THEN WHERE WERE THEY AND WHAT WERE THEIR, THEIR SCORES IN EIGHTH GRADE, THREE YEARS PRIOR. SO, SO BOTTOM LINE, WE ARE UNABLE TO COMPLETELY REPLICATE THE GROWTH MODELING THAT LOCKE WAS PRESENTING. AND, UM, NONETHELESS, WE, WE DID OUR BEST APPROXIMATION OF, OF THE GROWTH FOR THE DISTRICT AND FOR THE COMPARISON SCHOOLS USING THE DATA WE HAD AVAILABLE TO US FOR OUR OWN STUDENTS. AND SO THESE ARE STUDENTS WHO WERE BOTH, WERE WHO FOR WHOM WE HAVE ASSESSMENTS FOR EIGHTH GRADE AND 11TH GRADE OVER THE PAST YEAR. AND WHAT WE FOUND IS THAT, UM, IN ELA, THE, THE, THE VALUE THAT, UM, THE DISTRICT AVERAGE, AND THIS IS, UM, WE'RE LOOKING AT IMPROVEMENT IN THE SCALE SCORE. SO THIS IS A LITTLE TECHNICAL, UH, SO BEAR WITH ME. SO SMARTER BALANCE ASSESSMENT HAS A VERTICALLY ALIGNED, IT'S A VERTICALLY ALIGNED ASSESSMENT. IT'S OVER HUNDREDS OF POINTS, YOU KNOW, AND SO THE IDEA IS THAT NO MA, YOU KNOW, STUDENTS WILL HAVE A HIGHER SCORE FROM ONE YEAR TO THE NEXT, AND IT'S JUST THE MATTER THAT THE CUT POINTS GET A LITTLE HARDER, RIGHT? EACH SUCCESSIVE YEAR. BUT STUDENTS IN GENERAL ARE EXPECTED TO IMPROVE THEIR SCALE SCORE FROM ONE YEAR TO THE NEXT. AND SO ON AVERAGE, WHAT WE SAW IN THE DISTRICT IS THAT, UM, OUR STUDENTS IMPROVE THEIR SCALE SCORE IN ELA BY 52 POINTS BETWEEN EIGHTH GRADE AND 11TH GRADE. ACROSS THE ENTIRE DISTRICT, YES, ACROSS THE ENTIRE DISTRICT. AND THEN FOR THE COMPARISON SCHOOLS, UM, IN, IN THE RESIDENT COMPARISON SCHOOLS HERE, UM, THAT ACTUALLY THEY OUTPACED THE DISTRICT AND THEIR LEVEL OF COMPARISON. SO THEY IMPROVED BY 63 SCALE SCORE POINTS, UM, BETWEEN EIGHTH GRADE AND 11TH AND 11TH GRADE. AND THE NUMBER THAT WAS PRESENTED BY LOCKE WAS 58. AND AGAIN, THAT'S REPORTED BY THEM. WE DO NOT KNOW THE METHODOLOGY OR WHICH YEARS WERE NECESSARILY USED IN THAT METHOD, BUT WE WERE, WE WANTED TO SEE, WELL, HOW DO OUR COMPARISON SCHOOLS LOOK COMPARED TO THE DISTRICT AVERAGE TO SEE ARE THE, ARE THE COMPARISON SCHOOLS? YOU KNOW, CAN WE, CAN WE, CAN WE MAKE A, A, A CONCLUSION THAT OUR COMPARISON SCHOOLS ARE MOVING STUDENTS FURTHER BETWEEN EIGHTH GRADE AND 11TH GRADE THAN THE DISTRICT IS ON AVERAGE? AND THAT THE ANSWER TO THAT IS YES, THAT IS TRUE NOW. AND THAT, AND PART OF THAT IS DRIVEN BY THE, THE, THE RESIDENT COMPARISON SCHOOLS. UM, THEY HAD THEIR, THEIR STUDENTS ON AVERAGE PERFORMED LOWER IN EIGHTH GRADE THAN THE DISTRICT AVERAGE, YOU KNOW, WHICH IS AGAIN, I THINK A CLAIM THAT'S BEING MADE, UM, BY THE SCHOOL HERE. AND SO WHILE WE CAN'T CONFIRM OR DENY THAT FACT FOR LOCKE, WE CAN CONFIRM THAT THAT IS ALSO THE CASE IN ALL OF THE RESIDENT COMPARISON SCHOOLS THAT WE HAVE IN PARTICULAR, UM, JORDAN HIGH SCHOOL, UM, WHICH IS, HAS THAT, AND THEN THE SAME GOES FOR MATH, UH, BUT TO A LESSER DEGREE. SO FOR MATH, THE, UM, THE AVERAGE RATE OF, OF IMPROVEMENT FOR, UH, IN THE SCALE SCORE BETWEEN EIGHTH GRADE AND 11TH GRADE WAS 52.3. AND THEN FOR THE RESIDENT SCHOOLS, IT'S 63.2. SO AGAIN, WHAT WE ARE FINDING HERE IS THAT THE COMPARISON SCHOOLS ARE MOVING THEIR STUDENTS FURTHER BETWEEN EIGHTH GRADE AND 11TH GRADE FOR, UM, YOU KNOW, UM, IN MATH COMPARED TO THE DISTRICT AS, AS A WHOLE. AND PART OF THAT IS DRIVEN BY THE FACT THAT THE COMPARISON SCHOOLS HAVE STUDENTS WHO WERE ON AVERAGE LOWER PERFORMING IN EIGHTH GRADE. SO, YOU KNOW, ECHOING THE, THE CLAIM MADE BY, BY LOCKE, BUT AGAIN, WE ARE NOT QUITE ABLE TO CONFIRM THE LOCK NUMBERS THEMSELVES. UM, AND ANOTHER PIECE, UM, JUST WANNA UNDERSCORE THE, THE COMMENTS AROUND, YOU KNOW, FIVE TIMES THE, THE RATE OF IMPROVEMENT, UM, AND SEVEN TIMES THE RATE OF IMPROVEMENT. PART OF THAT IS DRIVEN BY, UM, THAT WAS THE, THAT WAS THE, THAT'S THE RATE OF IMPROVEMENT BETWEEN THE 2324 RESULTS AND THE 24 25 RESULTS. THAT IS, THAT IS PARTIAL. THAT IS A, YOU KNOW, WHAT THAT, WHAT THAT HAS BEEN IS IT'S A PARTIAL REBOUND FROM, THERE WAS A, THERE WAS A, A, UM, A DOWNTURN IN, IN PERFORMANCE AT LOCKE IN 23, 24, AND THEN, YOU KNOW, UH, AND THEN LOCKE, YOU KNOW, BOUNCED BACK IN 24, 25. AND SO THAT'S WHY, THAT'S WHY WE SEE SUCH A, SUCH A, A STEEP IMPROVEMENT THIS PAST YEAR. AND REMEMBER, THE 11TH GRADE ASSESSMENTS ARE, ARE ALWAYS, YOU KNOW, TAKE, TAKE, TAKE THEM FOR ANYONE WITH A GRAIN OF SALT. 'CAUSE IT'S, IT'S, IT'S A COMPLETELY NEW GROUP OF STUDENTS EACH YEAR THAT TAKES THE 11TH GRADE ASSESSMENT. YOU KNOW, IT'S, UM, AND SO, UM, BUT JUST WANTED TO MAKE THAT POINT. AND, AND, AND AGAIN, I SAY IT WAS A REBOUND FROM THE PRAYERS, BUT IT WAS A PARTIAL REBOUND BECAUSE IF YOU LOOK AT THE 24 25 RESULTS AT LOCKE COMPARED TO THE 2223 RESULTS FROM TWO YEARS PRIOR, PRIOR TO THE, PRIOR TO THAT DIP, THEY, THEY, [02:25:01] THEY DID NOT RECOVER ALL THE WAY BACK TO 2223. THANK YOU. CAN I ADD, I THINK MR. MELVIN HAS HIS, IF YOU WANNA SEE THAT, THAT'S IN EXHIBIT TWO, OR WE HAVE THE DASHBOARD FOR THE LAST THREE YEARS. SO WHAT BILL WAS JUST TALKING ABOUT, ABOUT THE ELA, THE DROPS AND THEN THE INCREASES, UM, AND I THINK WHAT HE'S REFERRING TO IS EMAIL, ELA. THEY WERE IN 23 AND NEGATIVE 43.4 WENT DOWN IN 24. I'M LOOKING AT SCHOOLWIDE ALL SCHOOL STUDENTS, 80, NEGATIVE 80.9, AND THEN BACK UP TO A NEGATIVE 51.5 ULTIMATELY LANDING LOWER THAN THEY WERE IN 2023. SO INDEED THERE WERE INCREASES, BUT YOU CAN SEE FOR ELA AND MATH ESPECIALLY, THEY WERE ALL HAD HAD READ BECAUSE OF THE OVERALL DECLINES THEY HAD IN, IN THAT YEAR 2024 MELVOIN. UM, THANK YOU MR. PEL. A FEW QUESTIONS AND THEN SOME COMMENTS. ONE, JUST BECAUSE MS. HENNEY KNEW BILL BROUGHT IT UP, CAN YOU, I ASSUME THEY ARE, WAS ACCREDITED. I MEAN, I KNOW THEY HAVE TO GO THROUGH IT, BUT WHEN WAS THEIR, WHERE ARE THEY IN THE CYCLE OF WAS ACCREDITATION? I'D LIKE THEM TO ANSWER WHERE THEY'RE IN THE CYCLE. THEY CAN DO THAT IF YOU'D LIKE, JUST RECEIVED A SIX YEAR ACCREDITATION. OKAY. AND I ACTUALLY HAVE ANOTHER QUESTION FOR THE SCHOOL IF, IF THEY WANT TO ANSWER, BUT, UM, SO THAT'S JUST HELPFUL I GUESS AS AN INDEPENDENT ACCREDITING BODY. UM, CAN I, IS IT APPROPRIATE TO HAVE THE SCHOOL COME UP TO ANSWER SOME OF THE QUESTIONS WE HAVE ABOUT GROWTH? BECAUSE I BELIEVE THAT THEY ARE USING THE CORE GROWTH MODEL, WHICH IS SOMETHING THAT THE BOARD ADOPTED FOR LA UNIFIED AND THEN HAS BEEN PUT ON HOLD A BIT, UM, AND IS A LITTLE MORE SENSITIVE TO DEMOGRAPHICS AMONG SOME OTHER DIFFERENCES. AND SO I'D, I'D LOVE TO HEAR FROM THE SCHOOL ABOUT HOW THEY'RE THINKING ABOUT GROWTH GIVEN THE BOARD'S CONVERSATION, IF THAT'S APPROPRIATE. THANK YOU. BOARD MEMBER MELVOIN. UM, JUST A COUPLE OF CLARIFICATIONS. THE, THE DATA POINTS THAT WE SHARED AROUND FIVE TIMES THE DISTRICT IN ELA AND SEVEN TIMES THE DISTRICT AND MATH, THOSE, THAT WAS SIX YEARS WORTH OF DATA BETWEEN 2019 AND 2025. AND IT WAS LOOKING AT YEAR OVER YEAR CHANGE ON DFS. WE ALSO HAVE THE COHORT ANALYSIS, WHICH WAS REFERENCED, UM, AND I BELIEVE THOSE NUMBERS WERE IN OUR REPORT. I'M HAPPY TO SHARE THOSE AS WELL. UM, WE, WE INCLUDED IN OUR PETITION WITH OUR PETITION STUDENT GROWTH PERCENTILES THAT ARE CALCULATED BY THE CORE, WHICH IS A THIRD PARTY ORGANIZATION. IT INCLUDES THE DISTRICT'S, UH, DISTRICT'S, UM, ACHIEVEMENT RATES AS WELL AS CLOSE TO 2 MILLION STUDENTS ACROSS THE STATE. AND THEY USE SPAC SCORES IN ENGLISH AND MATH TO CALCULATE A VALUE ADDED MEASURE. HOW MUCH VALUE IS THE A SCHOOL ADDING TO ITS STUDENTS? IN THE MOST RECENT YEAR IN ENGLISH, LOCKE SCORED IN THE 73RD PERCENTILE, MEANING STUDENTS AT LOCKE ARE GOING FASTER THAN 73% OF SIMILAR STUDENTS IN THE STATE IN ENGLISH AND IN MATH, 58% AS A REMINDER IN ANYWHERE BETWEEN 31 AND 70% IS CONSIDERED AVERAGE GROWTH. ANYTHING OVER SEVEN, THE 70TH PERCENTILE IS CONSIDERED EXEMPLARY GROWTH. AND THAT'S STRAIGHT FROM A THIRD PARTY, UM, THAT HAS, IS CALCULATING THOSE ACROSS MULTIPLE DISTRICTS IN THE STATE. THANK YOU, UM, FOR THAT. AND I GUESS JOSE AND, AND MARLA, SO, UH, YOU KNOW, ONE, OBVIOUSLY THIS IS NOT MY SCHOOL AND I APPRECIATE MS. RC FRANKLIN'S RECOMMENDATION AND, AND DEEP INVESTMENT AND, UM, HELPING US THINK THROUGH THESE QUESTIONS. I, DESPITE NOT BEING MY SCHOOL, I DID TEACH JUST A FEW MINUTES AWAY AT MARKUM AND, AND KNOW THE COMMUNITY PRETTY WELL. UM, IT'S CHALLENGES IN ITS OPPORTUNITIES, AND THERE'S A REASON THAT IN 2007, THE DISTRICT, UM, AND THE BOARD AT THE TIME DECIDED TO ENLIST GREEN DOT'S PARTNERSHIP. UM, AND AS I, I HAVE VISITED THE SCHOOL OVER THE YEARS AND SEEN HOW THE THEY AND THEIR PARTNERS WRAP THEIR ARMS AROUND THE SCHOOL AND THE COMMUNITY SUPPORT THAT WE'VE, WE'VE SEEN IN THE LAST FEW DAYS AND WEEKS FROM NONPROFITS, FROM ELECTED LEADERSHIP, UM, AT THE CITY STATE, UM, AT CITY AND STATE LEVEL IS REALLY COMPELLING. AND I THINK WHEN WE LOOK AT THAT 43% GRADUATION RATE IN 20, UH, 2007 TO NOW ABOVE 70, IT'S, UM, UH, IT'S A TESTAMENT TO KIND OF THEIR INVESTMENT IN TAKING ON. I MEAN, THAT'S ONE OF THE THINGS THAT I THINK IS SALIENT TOO. THEY KIND OF SIGNED UP TO TAKE ON A TOUGH CHALLENGE THAT THE DISTRICT AFTER 40 YEARS AL I THINK ALMOST TO THE DAY, UM, WASN'T ABLE TO SOLVE. AND SO, YOU KNOW, IN ADDITION TO HONORING THEIR GROWTH AND THE PROGRESS, I, MY QUESTION IS ALSO JUST AROUND, YOU KNOW, WHEN WE, WHEN WE HELICOPTER UP AND THINK ABOUT IS CLOSURE IN THE BEST INTEREST OF STUDENTS AND THE COMMUNITY AS A WHOLE? THERE ARE A FEW REASONS WHY I ANSWER NO. ONE IS THE GROWTH AND, AND, AND THE ACADEMICS, BUT THE SECOND IS JUST THE LOGISTICS OF CLOSURE THIS LATE IN THE YEAR. AND SO, YOU KNOW, I KNOW THAT THE BOARD HAS HAD CONVERSATIONS AFTER CLOSURE, UM, CLOSING CRETE, AND THEN A LOT OF THOSE STUDENTS ENDING UP AT LEARNING BY DESIGN AND THEN US CLOSING THAT SCHOOL. AND SO THOSE STUDENTS BEING, YOU KNOW, A, A, A HIGH NEED POPULATION, UM, [02:30:01] BEING DISRUPTED YET AGAIN, I'LL SAY, YOU KNOW, MY, SOME OF MY COLLEAGUES MADE THE POINT AROUND HAVING LACO OVERSEE ONE OF OUR SCHOOLS. WE ALREADY ARE GONNA SEE THAT WITH GABRIELA AND OTHERS. AND I THINK, YOU KNOW, TO THE EXTENT THAT WE CAN MANAGE THE SCHOOLS ON OUR CAMPUSES, THAT'S IN OUR BEST INTEREST. BUT I'M ALSO JUST CURIOUS, LIKE IF LACO DOESN'T APPROVE, RIGHT? WE HAVE A THOUSAND KIDS IN LOCKE, UM, A HIGH NEED POPULATION. SO LIKE, WHAT IS OUR PLAN? IT'S MARCH RIGHT BETWEEN NOW AND AUGUST TO GET THOSE A THOUSAND STUDENTS A HIGH QUALITY EDUCATION IF THIS SCHOOL WERE TO CLOSE AND DOESN'T SUCCEED ON APPEAL. THANK YOU FOR THAT QUESTION. I'LL ADDRESS IT AFTER, UH, THE FIRST PART, UH, SINCE BOARD MEMBER, UH, YOU, UM, INTERJECTED THE VERIFIED DATA PIECE. AGAIN, I'LL THEN BRIEFLY ADDRESSED THAT, NOTWITHSTANDING OUR PRACTICE AT THE TIME, UH, AT THIS TIME, UM, GIVEN THAT IT'S, IT'S NO LONGER IN THE LAW, AND CERTAINLY THAT COULD BE A FUTURE DISCUSSION. SO THE CHARTER SCHOOL SUBMITTED, UH, DIFFERENT INSTRUMENTS FROM READING INVENTORY, NWEA, CASP ANALYSIS, POST-SECONDARY DATA, AND YES, CORE, AND I WILL NOTE, UH, WITH CORE DATA, UH, IF I RECALL CORRECTLY FROM THE STATE BOARD, IT CANNOT BE USED TO UNDERMINE CASP. UM, NOW IN SHORT, IN LOOKING AT ALL OF THOSE, IF WE WERE TO APPLY THE PRIOR, UH, WHAT WAS IN THE LAW IN TERMS OF GUIDANCE FOR VERIFIED DATA, READING INVENTORY, UH, DID NOT MEET A, THERE WERE A PARTICIPATION RATE ISSUES IN TWO OF THE THREE YEARS. 80% WAS ONE CH IT WAS SUPPOSED TO BE 95%, AND ANOTHER ONE, UH, 91.4% ONE YEAR HAD 95.2%. SO THAT DID NOT, WOULD NOT HAVE MET THAT CRITERIA. INCONSISTENT AS ASSESSMENT OF ALL SCHOOLS THAT WE'VE, HOW WE'VE LOOKED AT IT, UM, NWEA FOR 24, 25, 63 0.5 PARTICIPATION RATE DID, WOULDN'T PASS. THEN CSP, WE'VE ALREADY GONE THROUGH THAT LOWER IN 22, 23. CAN I ASK YOU A SAY, SORRY TO INTERRUPT, BUT WHEN YOU SAY EARLIER THAT CORE OR YOU CAN'T UNDERMINE CSP, IT DOESN'T CORE LOOK AT CSP AS ONE OF THE METRICS? WELL, IT'S NOT A, UH, FIRST IT'S NOT AN IDENTIFIED ON THE OFFICIAL LIST OF VERIFIED DATA. FIRST OF ALL, THE STATE MADE A PARENTHETICAL STATEMENT BASICALLY IF, IF AN AUTHORIZER IN THE CHARTER SCHOOL, BASICALLY, IF THEY CAN COME TO SOME AGREEMENT, THEN YOU COULD UTILIZE CORE IN THE FALL WHEN IT WAS APPLICABLE FOR MIDDLE PERFORMING SCHOOLS. FOR EXAMPLE, THERE WAS AN AGREEMENT, UM, THAT WAS PLACED BEFORE A CHARTER SCHOOL THAT WANTED TO USE CORE. I THINK GREEN DOT WAS AMONG THEM. YES. AND, AND THEY SIGNED THAT AND THEY, THEY MET THOSE CRITERIA TO PROVIDE ALL OF THE DATA THAT WAS NECESSARY, INCLUDING ALL OF THE OTHER VERIFIED DATA FOR THE SCHOOL. IT WASN'T JUST PICKING AND CHOOSING ONE, IT WAS EVERYTHING. SINCE THAT'S NO LONGER IN PLAY, WE DO NOT HAVE THAT INSTRUMENT. BUT I'M GIVING YOU A SENSE OF, OF HOW WE LOOKED AT THAT DATA GIVEN WHAT THEY SUBMITTED. UM, SO THAT'S, I'M JUST PULLING FROM, FROM WHAT THE STATE HAS SAID VIS-A-VIS CORE, UH, FROM MY RECOLLECTION. OKAY. UM, AND SO POST-SECONDARY, UM, BECAUSE YOU NEED TO HAVE ENROLLMENT, PERSISTENCE AND COMPLETION RATES, AND THOSE DID NOT MEET, UM, EITHER IN 22, 23, 23, 24, 24, 25, AND THEN, UM, COURT, BECAUSE IT CANNOT UNDERMINE CASP. THERE IS THAT, THAT'S A KEY REASON THERE. SO IN SHORT BOARD MEMBERS, BECAUSE THE QUESTION HAS COME UP REGARDING THE VERIFIED DATA, UH, YOU KNOW, HYPOTHETICALLY THAT THAT WOULD NOT HAVE CHANGED OUR RECOMMENDATION GIVEN WHAT I JUST MENTIONED, WITH ALL DUE RESPECT FOR SOME OF THE, THE IMP THE IMPROVEMENTS THAT WE'VE DISCUSSED. UM, I UNDERSTAND THAT, UM, JOSE, AND I'LL JUST SAY THAT THAT'S HELPFUL TO SOME EXTENT. THE OTHER THING IS JUST BECAUSE THIS BOARD HAD DEBATED CORE, UM, AS A GROWTH METRIC FOR LA UNIFIED BEFORE SOME OF MY COLLEAGUES WERE HERE, I THOUGHT, YOU KNOW, EVEN IF IT'S NOT, YOU'RE TALKING ABOUT THE RELEVANCE IN YOUR ANALYSIS AS OUR STANDARD IS BEST INTEREST OF STUDENTS. SURE. I'M TRYING TO SAY THAT THERE ARE, IN MY ANALYSIS, THERE'S THE KIND OF THE THE CHALLENGE WITH CLOSING, WHICH I KNOW YOU'RE GONNA RIGHT, I'M GONNA GONNA GET TO THAT RIGHT THEN. BUT THEN THERE'S ALSO JUST THE HONORING THE ACADEMIC SUCCESS, AND IT JUST, EVEN IF IT'S NOT IN CSDS ANALYSIS, KIND OF IN MY BROADER SURE. ANALYSIS AS A BOARD MEMBER LOOKING AT THAT CORE DATA, THE WAY THAT WE WERE GOING TO FOR OUR OWN SCHOOLS UNTIL THE STATE WAS GONNA COME UP WITH THEIR METRIC, RIGHT? IS, IS RELEVANT HONORABLE BOARD MEMBERS. I WANT TO REITERATE, WE UNDERSTAND YOUR, YOUR DISCRETION AS A BOARD TO LOOK AT THE BEST INTEREST ANALYSIS AS COUNCIL HAS SHARED. UM, SO I, I WANT TO UNDERSCORE THAT. SECONDLY, MR. MOWAY, THANK YOU FOR ASKING THE PRACTICAL QUESTION. CERTAINLY THAT WEIGHS, UH, ON OUR MINDS AND WE'VE HAD DISCUSSIONS INTERNALLY, INCLUDING WITH OUR ACTING SUPERINTENDENT RESPECTFULLY. UH, AND, AND I WANNA BE TRANSPARENT TO OUR GREEN DOT COLLEAGUES, UH, SHOULD THE BOARD TAKE ACTION TODAY TO APPROVE STAFF'S [02:35:01] RECOMMENDATION, WE WILL NECESSARILY HAVE TO DO A PARALLEL TRACK PLANNING WITH GREEN DOT'S COOPERATION RESPECTFULLY TO PREPARE FOR STUDENTS IN THE EVENTUALITY THAT THE DISTRICT NOT CLOSING THE SCHOOL WOULD OPERATE THE SCHOOL. THIS IS DIFFERENT THAN ANOTHER, UH, SITUATION WITH A CHARTER SCHOOL, MAYBE ON AN INDEPENDENT SITE OR, UH, UH, NOT A CONVERSION, THAT WE WILL HELP PLACE THEM AND HELP FAMILIES FIND, UH, PUBLIC SCHOOL OPTIONS IN THE, IN THE DISTRICT SHOULD THEY WISH, UH, UNDER THE, THE DIRECTION OF ACNE SUPERINTENDENT CH SHOULD THAT OCCUR. UM, THEN THE DISTRICT WILL BEGIN THAT PARALLEL PROCESS, UH, TRACK, UH, TO PREPARE TO SERVE ALL STUDENTS UNDER, UH, HIS DIRECTION, BUT ALSO ETO LEADERSHIP, UH, WHO IS AWARE REGION SOUTH, ET CETERA. WE DISCUSS THIS RESPECTFULLY BECAUSE WE MUST PLAN, UH, IN THE EVENTUALITY, UH, CERTAINLY IN THE BOARD'S DECISION MAKING, BECAUSE LACO, IF, IF THE BOARD WERE TO ACT TODAY TO DENY THE CHARTER, THE CHARTER SCHOOL WILL HAVE, ITS WITHIN THE FIRST 30 DAYS TO SUBMIT ITS APPEAL, SHOULD IT CHOOSE. AND WE UNDERSTAND THAT, YOU KNOW, FROM THEIR COMMUNICATIONS THAT, THAT THEY WOULD, UM, AND THEN THEY HAVE THE 60, 90 DAYS, UH, PURSUANT TO LAW. AND, AND THEN THAT WOULD TAKE US TO JUNE. THERE'S NO WAY WE CAN RESPONSIBLY BEGIN A PLANNING PROCESS AT THAT TIME. AND SO WE WILL NECESSARILY HAVE TO ENGAGE IN THOSE CONVERSATIONS WITH APPROPRIATE RESPECT, BUT ALSO, UH, STEWARDSHIP IN SERVICE OF STUDENTS AND FAMILIES. AND SO, UH, THAT'S FROM DIRECT CONVERSATIONS WITH OUR ACTING SUPERINTENDENT. SO, SO JUST TO CLARIFY, SO MY, I MEAN, IF THE, IF THE BOARD ACCEPTS THAT RECOMMENDATION TO DENY, AND THEN WE THINK LACO WOULD APPEAL, OR LACO WOULD APPROVE, THEN WE HAVE A LACO APPROVED CHARTER SCHOOL ON OUR, ON OUR PROPERTY OR ON ONE OF OUR, YOU KNOW, AS ONE OF OUR RESIDENT SCHOOLS, WHICH I DON'T THINK IS IN THE DISTRICT'S BEST INTEREST. BUT IF LACO DENIES, THEN YOU'RE SAYING THAT GIVEN THE TIMELINE AND THE WAY WE WOULD NEED TO SERVE THESE THOUSAND STUDENTS THAT WE WOULD WORK WITH GREEN.TO KIND OF KEEP, THEY WOULD KEEP RUNNING THE SCHOOL. ONE, ONE, UH, NOTE ON, ON THE THE LATTER POINT, RESPECTFULLY, WE'RE SAYING IF THE BOARD WOULD ACT TODAY TO NOT RENEW THE CHARTER OR APPROVE STAFF'S RECOMMENDATION AND RESPECTING GREEN DOTS, UM, DUE PROCESS TO, TO APPEAL TO LACO, BUT IN, IN BEING PREPARATORY IN, IN THE EVENTUALITY THAT WE NEEDED TO SERVE THOSE STUDENTS, THE STUDENTS THAT WE WOULDN'T, WE WOULD NEED TO START A PARALLEL PLANNING PROCESS THAT WON'T NECESSARILY HAVE TO ENGAGE APPROPRIATE LEVELS OF COMMUNICATION WITH GREEN DOLL LEADERSHIP AND LOCKE SCHOOL, UH, PERSONNEL AS APPROPRIATE TO HAVE A PLANNING PROCESS. I'VE ALSO BEEN, WE'VE ALSO BEEN ADVISED BY COUNCIL THAT THERE'S A CDS CODE PROCESS WITH THE STATE. SO WE'D HAVE TO, WE'VE ALREADY DISCUSSED SOME OF THOSE INTERNALLY, BUT WE'D HAVE TO THEN HAVE THOSE IN IN MORE EARNEST CONVERSATIONS DEPENDING ON THE BOARD'S DECISION TODAY. AGAIN, RESPECTFULLY. BUT WE HAVE TO THINK ABOUT THOSE GIVEN THE, THE TIMING OF THE SUBMISSION OF THE RENEWAL AND THE DECISIONS. WELL, AND, AND I JUST BRING IT UP AND THEN I'LL, I'LL TURN IT BACK TO MR. SCH MESON. I JUST THINK, YOU KNOW, WE HAVE THE RESPONSIBILITY FOR THE WELL INTEREST OF STUDENTS AT, UM, YOU KNOW, AT ALL THE SCHOOLS IN OUR, OUR JURISDICTION. AND IN THE LAST FEW MONTHS WE'VE, WE'VE CLOSED THE SCHOOL AND THEN HAD THOSE KIDS GO TO ANOTHER SCHOOL THAT WE CLOSED. AND SO HAD THOSE KIDS NOW WITHOUT A SCHOOL, WE THEN VOTED TO CLOSE THE SCHOOL THAT THEN GOT APPROVED BY LACO THAT WILL THEN BE ON OUR PROPERTY, AND NOW WE'RE THINKING OF POTENTIALLY CLOSING A SCHOOL THAT THEN WOULD, UM, WOULD THEN COME AUGUST A THOUSAND KIDS WOULD HAVE NO PLACE TO GO, AND WE WOULD BE ON PARALLEL TRACKS, WHATEVER THAT MEANS, YOU KNOW, TO FIGURE OUT HOW TO, HOW TO SERVE THOSE KIDS. SO THAT'S WHY WHEN THE BOARD HAS DISCRETION AS WE DO TO ACT IN THE BEST, YOU KNOW, TO SEE HIS CLOSURES IN THE BEST INTEREST OF THOSE STUDENTS. YOU KNOW, I THINK GIVEN THE EXPERIENCE OF THE LAST FEW MONTHS, AND ALSO JUST THINKING THROUGH THE FALL, THAT I CAN'T SAY WITH GOOD CONSCIENCE THAT CLOSURES IN THE BEST INTEREST OF THOSE STUDENTS WHEN I HAVE NO CLARITY ABOUT WHERE THEY WOULD GO IN AUGUST. I'M WORKING ON SOME OF THANK YOU, THE COURT MR. CHA QUESTIONS. I JUST WANTED TO MAYBE OFFER A BIT OF CLARIFICATION AROUND WHAT MR. COLE GUTIERREZ, UH, REFERENCED. SO AGAIN, IF THE BOARD WERE TO ACCEPT STAFF'S RECOMMENDATION AND THEREFORE, UH, A DENIAL WERE IN PLACE, WHAT WOULD HAPPEN ESSENTIALLY IS THAT OUR TEAM, PRIMARILY OUR EDUCATION TRANSFORMATION OFFICE, ETO LED BY DR. WHITMAN, WOULD IMMEDIATELY BEGIN WORKING WITH GREEN DOT, WITH LOCKE LEADERSHIP, ACKNOWLEDGING THAT, OF COURSE, AT THE SAME TIME THEY'RE GONNA GO THROUGH THEIR APPEAL PROCESS, THEIR TO C, D, E AND SO ON. BUT WE DON'T WANT TO PUT THE SCHOOL IN A POSITION WHERE SHOULD CDE, OR EXCUSE ME, LACO, SHOULD LACO ALSO DENY THAT ALL OF A SUDDEN WE'RE HERE IN JUNE AND WE DON'T HAVE A GOVERNANCE FOR THE NEXT SCHOOL YEAR. SO AGAIN, THAT'S THE PARALLEL TRACK THAT HE'S REFERRING TO. LOCKE AND GREEN [02:40:01] DOT OF COURSE, WOULD HAVE EVERY RIGHT IN THE WORLD TO PURSUE EVERY AVENUE AVAILABLE TO THEM, BUT JUST IN BEING GOOD STEWARDS, WE WOULD WANNA MAKE SURE WE HAVE A PROCESS IN PLACE SHOULD THE SCHOOL COME BACK UNDER L-A-U-S-D, MS. EZ? YES. I JUST WANTED TO ASK A FOLLOW UP QUESTION ON THAT, UM, BECAUSE I KNOW THAT THE FACILITY IS A DISTRICT FACILITY, BUT THE EMPLOYEES ARE NOT LUSD EMPLOYEES. SO JUST, I, I THINK FOR MOST STUDENTS, LIKE WHEN YOU THINK OF YOUR SCHOOL, YOU'RE THINKING OF YOUR TEACHER, YOUR COUNSELOR, YOUR PRINCIPAL, WHAT WOULD HAPPEN TO THE STAFF AT THE SCHOOL? YEAH, I THINK THAT'LL, THOSE WILL, UH, THAT'S A, A VERY IMPORTANT TOPIC, CERTAINLY IN THE CONSIDERATION. I WOULDN'T WANT TO GET AHEAD OF THAT IN TERMS OF ANY ASSUMPTIONS. THOSE WOULD BE, HAVE TO BE PART OF THE DISCUSSIONS IN TERMS OF PLANNING. UM, IT, IT'S, IT'S A VERY DELICATE ISSUE, AND SO I WANT TO BE MINDFUL OF THAT. HOWEVER, IN THAT PREPARATION PROCESS, THOSE WOULD HAVE TO BE CONVERSATIONS AND, AND RESPECTFULLY, I WOULD LIKE TO LEAVE IT AT THAT GIVEN, UM, THE, THE, THE EMPLOYEE EMPLOYER, UM, NATURE OF THAT QUESTION, UH, UNDERSTOOD, I THINK TO WHATEVER I THINK THESE ARE, LIKE, THAT'S THE REAL IMPACT OF WHATEVER DECISION WE MAKE TODAY. SO I THINK IT'S REALLY IMPORTANT THAT WE PROVIDE AS MUCH TRANSPARENCY AS POSSIBLE ON WHAT, WHAT THE REAL CONSIDERATIONS ARE THAT THE BOARD IS WEIGHING AT THIS TIME. SO IF AT ANY POINT DURING THIS DISCUSSION THERE IS SOMETHING WE CAN SHARE, I THINK THAT WOULD BE HELPFUL. CARLA, UM, CAN YOU SPEAK TO THEIR FINANCIAL, UM, STATE RIGHT NOW? I SAW THAT THERE WAS, UM, I DON'T KNOW IF IT WAS A LOAN. OH, GRANT, I BELIEVE FROM GREEN DOT, CAN YOU SPEAK TO? SURE, LET'S, WE'LL GO TO THE PAGE HERE AS PART OF OUR MATERIALS. THERE'S THE FINANCIAL SECTION. UH, SO, SO FIRST IT'S, IT'S IMPORTANT TO NOTE IN THE MATERIALS, THE, THE SCHOOL DID HAVE A BENCHMARK IN THE PRIOR TERM, AND AS NOTED, UH, THEY HAVE MET, UH, THE FISCAL BENCHMARKS. SO THAT'S IMPORTANT TO NOTE. OKAY. UH, SECONDLY, AS NOTED IN THE TABLE, THEY HAD SOME NET, NET, UH, LOSSES AS NOTED. A LOT OF THAT BASED ON THE INFORMATION OUR TEAM HAS GATHERED FROM THEIR MATERIALS IS DUE TO SOME, YOU KNOW, LOWER ENROLLMENT OR A DA LOSS. THEY ALSO INDICATE, UM, FIRES, PROTESTS, ICE RELATED ACTIVITIES. UM, IT'S AS WELL AS SOME PLANNED DEFICITS BECAUSE OF THE ESSER FUNDS SUN SETTING. UM, HAVING SAID ALL OF THAT, A BOARD MEMBER GRIEGO AND, AND THEIR DECLINING IN ENROLLMENT, THE ORGANIZATION, INCLUDING ALL OF ITS RELATED PARTIES, THIS IS GRAIN DOT, HAS OVER $107 MILLION IN NET ASSETS BASED ON THE YEAR ENDING JUNE 30TH, 2025. AND THEN EXCLUDING, UH, THE RELATED PARTIES IN CHARTER SCHOOLS, 21 MILLION. UH, SO AT THIS TIME, UM, YOU KNOW, OUR TEAM SHARES THAT FOR TRANSPARENCY, BUT THERE'S NOT A FISCAL CONCERN IN TERMS OF THE OVERALL ABILITY TO OPERATE. ALRIGHT, THANK YOU. THANK YOU. ANYONE ELSE? GO AHEAD TANYA. I, I JUST REALLY APPRECIATE THE QUESTION OF LIKE, WHAT WOULD HAPPEN IN THE WORST CASE SCENARIO AS I WOULD SEE IT. UM, I DON'T THINK, YOU KNOW, LACO IS GONNA, UM, DENY IF IT ENDS UP GOING TO THAT LEVEL. AND SO I DO THINK THAT LOCKE WOULD CONTINUE TO OPERATE WITH THE TRUSTING ADULTS WHO HAVE BEEN THERE, BUT I'D ACTUALLY LOVE TO INVITE UP THE SCHOOL BECAUSE THIS IS A REALLY HIGH NEED COMMUNITY AND WE CAN'T JUST SHOW UP IN AUGUST AND SAY, HELLO, HERE'S YOUR WHOLE NEW TEAM. SO I'D LOVE TO HEAR, YOU KNOW, HOW YOU ALL APPROACHED IT IN THE BEGINNING, HOW YOU'VE LIKE BUILT TRUST OVER THE YEARS, AND IF YOU'D LIKE TO REMARK, YOU KNOW, WHAT YOU WOULD ANTICIPATE BEING DIFFERENT FOR THE COMMUNITY, SHOULD GREEN DOT LOSE OPERATIONS OF LOCK? SURE. THANK YOU. UM, I'LL START BY SAYING IN 2007 WHEN THE BOARD VOTED, I BELIEVE IS SEPTEMBER TO HAND THE SCHOOL OVER TO LOCKE, THERE WAS AN ENTIRE YEAR THAT PASSED BEFORE WE TOOK OVER OPERATION. WE IMMEDIATELY SET UP OFFICES ON CAMPUS TO MEET WITH STUDENTS, TO MEET WITH FAMILIES, TO MEET WITH COMMUNITY MEMBERS, AND SPENT A YEAR TRYING TO UNDERSTAND THE DEEP NEEDS AND DESIRES OF THAT POPULATION AND HOW DO YOU HONOR THE RICH HISTORY AT LOCKE, WHILE AT THE SAME TIME BRINGING IN IMPROVEMENTS THAT EVERYBODY WAS LOOKING FOR. ANYBODY WHO'S AN EDUCATOR KNOWS EDUCATION IS VERY RELATIONSHIP DRIVEN. IT'S VERY MUCH BUILT ON TRUST AND TIME TOGETHER. YOU CANNOT ACCOMPLISH THAT JUST BY TURNING THE LIGHTS OFF AND PUTTING NEW ADULTS ON CAMPUS. ALL THE ADULTS ON LOCKE'S CAMPUS ARE GREEN DOT EMPLOYEES. THEY WOULD NO LONGER WORK THERE AT THIS POINT, SURE. IF THE DISTRICT DECIDE TO HIRE SOME FOLKS THAT WOULD BE THE DISTRICT'S PRO PREROGATIVE. BUT THE LEADER LEADERSHIP STABILITY AND THE SYSTEMS WE HAVE PUT IN PLACE ARE 17 YEARS IN THE MAKING. UM, AND I WANT TO BRING BACK TO, TO REALLY WHAT'S BEFORE THE BOARD, WHICH IS HAVE WE MADE SUFFICIENT PROGRESS AND IS IT IN THE BEST INTEREST OF STUDENTS TO KEEP THE SCHOOL OPEN UNDER GREEN DOT LEADERSHIP? AND WITH THAT, I JUST WANTED TO SAY I MADE A, AN ERROR ON THE CORE DATA. THE CORE ELA DATA WAS IN FACT IN THE 73RD PERCENTILE IN GROWTH AND MATH WAS IN THE 86TH PERCENTILE IN GROWTH. I MISSPOKE. THANK YOU. THANKS. AND [02:45:01] PERHAPS MY LAST QUESTION IS FOR, UM, DEVORA, IF YOU WOULD BE WILLING, OUR, OUR GENERAL COUNSEL, YOU KNOW, YOU KNOW CHRISTINA, JESUS JUST OFFERED WHAT I SEE AS THE QUESTIONS BEFORE US, BUT I JUST WANNA CONFIRM FOR THIS BOARD, I SEE THE QUESTIONS BEFORE US TO BE TWO FACTORS. HAS THE SCHOOL FAILED TO MEET SUFFICIENT PROGRESS AND IS IT IN THE BEST INTEREST TO CLOSE THE SCHOOL? AND IF WE CAN SAY YES TO BOTH OF THOSE, THEN WE MAY DENY. THAT'S HOW I UNDERSTAND IT. IF WE SAY NO TO ONE OR THE OTHER, THEN WE MAY NOT DENY AND VORA YOU CAN SHARE FROM THE LEGAL PERSPECTIVE WHAT IS THE, THE STANDARD FROM THE ED CODE, NOT JUST FROM OUR DISTRICT POLICY. THOSE THREE FACTORS WOULD NEED TO BE MADE. SO THE BOARD WOULD NEED TO MAKE A DETERMINATION BASED ON THREE FACTORS. SO IF THE BOARD DETERMINES THAT IT IS NOT IN THE BEST INTEREST OF THE PUPILS TO DENY, THEN THAT'S A FINDING THAT THE BOARD CAN MAKE. AND, UM, THE CHARTER SCHOOL WOULD THEN THERE NEEDS TO BE A MOTION TO APPROVE. AND WHAT'S BEEN SAID ON THIS CONCEPT OF BEST INTEREST, EITHER HERE OR AT OTHER DISTRICTS, IS IT REALLY CLEAR ON WHAT BEST INTEREST IS? THERE'S NO STATUTORY DEFINITION OF BEST INTEREST IN THE CONTEXT OF CHARTER RENEWAL OR EVEN IN THE CHARTER SCHOOLS ACT. WHAT WE HAVE IS THE POLICY, WHICH STATES WHAT IT STATES REGARDING, UM, RESIDENT COMPARISON DATA. IT ALSO DOES NOT LIMIT IT TO THAT. SO THE BOARD CAN TAKE CONSIDER THE FULL OVERSIGHT RECORD OF THE CHARTER SCHOOL AND MAKING A BEST INTEREST DETERMINATION. I APPRECIATE THAT. AND AGAIN, I WOULD JUST, YOU KNOW, TURN IT BACK TO MY COLLEAGUES TO CONSIDER, UM, THAT THAT REALLY IS WHAT'S WEIGHING ON US TODAY IS WHAT'S IN THE BEST INTEREST OF PUPILS. AND AGAIN, I WOULD OFFER THE MOTION, I DON'T KNOW WHERE WE ARE IN TERMS OF BEING READY TO VOTE, BUT I THINK IT'S IN THE BEST INTEREST TO KEEP LOCKE OPERATED BY GREEN DOT. AND I WOULD ASK MY COLLEAGUES TO JOIN WITH ME TO PRESERVE THE STABILITY THAT THE SCHOOL SO DESPERATELY DESERVES. GO AHEAD, KELLY. THANK YOU. UM, I, I, I APPRECIATE MS. ORTIZ'S, UH, FRANKLIN STATEMENT AND, AND ALSO I, I THINK THE SCHOOL HAS PRESENTED A LOT OF COMPELLING INFORMATION AS WELL AS THE TESTIMONIALS. I I, I WILL JUST NOTE I DO HAVE A, A LITTLE BIT OF A CONTINUED CONCERN ON THE GRADUATION RATE AND THE CCI FRONT. FOR ME, THE MOST IMPORTANT THING IS WHEN WE ARE THAT WE GRADUATE OUR HIGH SCHOOL STUDENTS, THAT'S WHAT WE WANT FOR ALL OF OUR KIDS AND THAT THEY ARE GRADUATING COLLEGE AND CAREER READY. AND, UM, I NOTE THAT THERE'S BEEN PROGRESS ON THE CCI INDICATOR, BUT THAT THEY'RE STILL, UH, SIGNIFICANTLY LOWER THAN THE STATE WHEN IT COMES TO STUDENTS THAT ARE PREPARED WHO, WHO ARE MARKED PREPARED WHEN IT COMES TO THE CCI INDICATOR UPON GRADUATION. UM, SO, UH, MS OR FRANKLIN, I WONDER IF, IF YOU'D CONSIDER A, A BENCHMARK OR OR TWO PERHAPS. UM, BECAUSE WHILE I, I AGREE ON THE STABILITY, UM, AND THE NEED TO MAINTAIN THAT FOR A REALLY HIGH NEEDS SCHOOL COMMUNITY, I ALSO WANT TO ENSURE THAT WE'RE SEEING THOSE PROGRESS IMPROVEMENTS, UM, ESPECIALLY ON THOSE REALLY IMPORTANT METRICS FOR, FOR THE FUTURE OF KIDS AT LOCKE. UM, SO I WONDER WHETHER YOU WOULD ENTERTAIN, UH, A BENCH, WELL, A, A BENCHMARK EACH ONE ON THE COLLEGE AND CAREER INDICATOR, UM, REQUE AND THEN ALSO ON THE GRADUATION RATE REQUESTING AN, AN IMPROVEMENT IN TERMS OF THE GRADUATION RATE OVER THE CHARTER TERM. AND THEN, UM, ANNUAL INCREASES IN THE, IN THE CCI INDICATOR ON THE STATE DASHBOARD. I MEAN, I THINK THE SCHOOL WOULD BE WORKING TOWARDS THOSE THINGS ANYWAYS. UM, AND SO TO THE EXTENT, YOU KNOW, WE COULD BE UPDATED ON THOSE THROUGHOUT THE COURSE OF THE CHARTER TERM, THAT, THAT MAKES SENSE TO ME. AND I AGREE, YOU KNOW, WE WANNA SEE THE CONTINUED GROWTH, UM, AND TO THE EXTENT WE, WE CAN BE SUPPORTIVE OF THAT, UM, I THINK IT WOULD BE FINE FOR ME FOR EITHER OR BOTH. UM, AND I DON'T KNOW HOW CSD DETERMINES, I THINK THERE'S MAYBE A SET OF PRINCIPLES THAT YOU ALL USE TRADITIONALLY. AND SO HOW, YOU KNOW, IF THE BOARD BRINGS A BENCHMARK, WE JUST TELL YOU AND THEN YOU ADD IT IN OR HOW IT WORKS. , I THINK THAT GOING BACK FROM HISTORY, I THINK A, THERE'S, THERE WERE TWO THINGS. I WOULD SAY. IT'S EITHER A, WE MONITOR AND OVERSIGHT AND PROVIDE THE BOARD UPDATES, WHICH IS WHAT I JUST HEARD FROM YOU, BOARD MEMBER ORTIZ FRANKLIN, UH, WHICH IS IN SOME WAYS A BENCHMARK, BUT IT'S MORE OF AN OVERSIGHT REPORTING WE'VE HAD THAT IF THERE IS GONNA BE A BENCHMARK, I THINK WE'LL NEED THE LANGUAGE THAT THE BOARD WOULD WANT SO THAT THE TEAM, UH, IF, IF THE BOARD AGREES, THEN THE TEAM WOULD MONITOR IT, UH, AS CLOSELY AS POSSIBLE. UM, SO I HEARD MS. GOMEZ'S LANGUAGE JUST BRIEFLY AROUND, UH, INCREASES YEAR TO YEAR OF FOUR YEAR CORE GRADUATION RATE, AND CCI, UH, BUT AGAIN, I'M JUST RESPONDING IN THE MOMENT. SO IT DEPENDS ON WHICH WAY THE BOARD WISHES TO GO. UH, IF IT WANTS TO CONSIDER, UH, BENCHMARKS OR JUST MONITORING A REPORT BACK REPORTS BACK. OKAY. YEAH, I MEAN, I THINK, UM, OB YES, OBVIOUSLY, YOU KNOW, THE STATE DASHBOARD IS PUBLIC [02:50:01] AND I THINK EVERY SCHOOL IS WANTING TO GET AS MANY GREENS AND BLUES ACROSS THE BOARD AS, AS THEY CAN. UM, SO I, I THINK THE, THE MONITORING AND, AND OVERSIGHT, AS LONG AS THE BOARD CAN GET REGULAR REPORT BACKS, 'CAUSE I REALLY DO, YOU KNOW, WE DON'T WANNA WAIT FIVE YEARS AND, AND TO NOT SEE PROGRESS IN THAT AREA. SO IF, IF THERE COULD BE ANNUAL REPORTS THAT CSD PROVIDES TO THE BOARD, THAT WOULD BE HELPFUL. THAT'S THE WHEEL OF THE BOARD. YEAH, SURE. GO AHEAD CARLA. A FOLLOW UP ABOUT THAT THOUGH, IF THEY DO GET A FIVE YEAR APPROVAL AND WE'RE DOING THIS MONITORING AND WE CONTINUE TO SEE THAT THERE'S NO PROGRESS TOWARD THE GOALS, WE STILL HAVE TO WAIT FOR FIVE YEARS. TWO THINGS FIRST, FOR MIDDLE PERFORMING CHARTER SCHOOL PER THE LAW, IT'S EITHER NON-RENEWAL ZERO YEARS OR FIVE YEARS. SO THERE'S NO IN BETWEEN THERE. SECONDLY, UM, THE BOARD CERTAINLY COULD CONSIDER THERE ARE REVOCATION PROVISIONS, UH, IN THE LAW, BUT THEY'RE PRETTY HIGHER STANDARDS. THEY'RE PRETTY HIGH STANDARDS. SO, YOU KNOW, MEETING, NOT MEETING THAT COULD POTENTIALLY MEET, UH, ONE OF THOSE STANDARDS. I WON'T GET INTO THE DETAILS AT THE MOMENT, BUT THAT WOULD BE THE OPTION. SHOULD IT GET TO A POINT AFTER A DUE PROCESS OF NOTICES, ET CETERA. SO IT COULD HAPPEN, BUT IT MIGHT BE THE NEXT RENEWAL. WHAT ELSE? OH, BILL, I JUST WANTED TO PROVIDE, UH, THE PHONED A FRIEND AND, UM, YEAH, SO THE, SO THE, THIS IS REGARDING THE QUESTION AROUND STABILITY AND NON STABILITY RATES. SORRY FOR NOT HAVING THAT HANDY RIGHT AWAY. UM, IT'S, IT'S PRETTY, IT'S PRETTY STRAIGHTFORWARD. THE STABILITY RATE IS THE PERCENTAGE OF STUDENTS AT THE SCHOOL WHO ARE THERE FOR AN ENTIRE SCHOOL YEAR. SO IN A GIVEN, IN A GIVEN SCHOOL YEAR, WHAT PERCENTAGE OF ITS OVERALL STUDENT BODY WERE THERE AT THE BEGINNING, YOU KNOW, THROUGHOUT, THROUGH AND THROUGH, AND NOT ACCOUNTING, NOT COUNTING FOR PEOPLE COMING AND GOING. AND SO AGAIN, AT LOCK WE DO SEE A LOWER STABILITY RATE IN A HIGHER NON STABILITY RATE THAN THE, THAN THE DISTRICT AND THE COMPARISON SCHOOLS. THANKS. ANYONE ELSE? . OKAY. SO JUST FOR CLARITY ON THE MONITORING ASPECT THAT YOU, IS THAT A FRIENDLY AMENDMENT YOU'RE MAKING OR IS THERE JUST AN UNDERSTANDING WITH, I MEAN, IF WE, IF I, I'M HAPPY TO MAKE A FRIENDLY AMENDMENT FOR ENHANCED MONITORING AND OVERSIGHT RELATED TO, UH, HIGH SCHOOL GRADUATION RATE AND THE COLLEGE AND CAREER INDICATOR WITH ANNUAL REPORTS TO BE PROVIDED TO THE BOARD ONCE THOSE DATA ARE FINALIZED AND RELEASED BY THE STATE. IS THAT CLEAR? THAT'S CLEAR. DO YOU ACCEPT THAT? OH, YEAH. ACCEPTED. THAT'S MY, THAT'S WHAT MY QUERYING LOOK IS ALL ABOUT. UH, OKAY. SO RIGHT NOW, SO EVERYONE'S ON THE SAME PAGE, UH, THE BOARD IS GONNA TAKE A VOTE ON AMENDING THE MOTION AS JUST FULLY AND ROBUSTLY DISCUSSED. EVERYBODY CLEAR ON THAT? OKAY. UM, I'M GONNA CALL THE ROLE MS. NEW BILL. UH, MS. REVA? NO. UH, MR. MELVOIN? YES. UH, MS. GRIEGO? NO. UH, MS. ORTIZ FRANKLIN? YES. UH, MS. EZ? YES. UH, BOARD PRESIDENT SCHON? NO. SO WE HAVE, UH, SIX VOTES. THAT'S 1, 2, 3 NOS. 1, 2, 3 YESES. UM, WE JUST NEED, UH, MS. NEWBELL, SHE'S FINE. CAN YOU HEAR ME, MS. NEWBELL, IF I COULD JUST BEG YOUR INDULGENCE. I'M GOING TO SEE IF SHE'S EATING LUNCH. AND IF SO, AS YOU'RE WALKING UP, MS. NEWBELL, WE ARE TAKING A VOTE ON THE AMENDMENT TO TAB 24 TO APPROVE. NO, I'M SORRY. YOUR VOTE IS NO. OKAY. SO THAT'S 1, 2, 3, 4 VOTES. UH, TWO, UH, THREE VOTES, YESES. SO THE AMENDMENT DOES NOT PASS. NOW THE BOARD VOTES ON THE UNDERLYING MOTION FOR DENIAL. EVERYBODY UNDERSTAND? OKAY. UH, DOES THE BOARD WISH TO DISCUSS THE DENIAL FURTHER? OKAY. UH, MS. NEWBELL? YES. DR. RIVAS? YES. MR. MELVIN? [02:55:01] NO. MS. GRIEGO? YES. MS. EZ? NO. MS. ORTIZ FRANKLIN? NO. UH, BOARD PRESIDENT MOLSON? YES. AND ADVISORY VOTE OF STUDENT BOARD MEMBER YANG ABSTAIN. ALL RIGHT, SO THAT'S 1, 2, 3, 4. YES. VOTES TO APPROVE THE DENIAL. AND THREE NO VOTES. SO THE DENIAL PASSES. OKAY. THE NEXT ITEM, WE'LL MOVE TO THE TIMES CERTAIN, UH, MY DEEP APOLOGIES FOR HOW LATE WE'VE GOTTEN TO IT. I CANNOT GIVE YOU YOUR TIME BACK. UH, BUT WE WILL, WE WILL GET NOW TO TAB 29. UH, MS. CONES? YES. I'D LOVE TO MOVE THE RESOLUTION, PLEASE. CAN I, MAY I HAVE A SECOND TO TAB 29 WHILE FOLKS ARE SHUFFLING OUT? SECOND. THANK YOU VERY MUCH. MR. MCLEAN. ARE THERE, UH, PUBLIC COMMENT SPEAKERS ONLINE? THERE, THERE ARE. UH, CAN I ALSO GET THE, IS EVERYONE OKAY IF WE DO THE RULE 72 MOTION CONCURRENTLY? I AM OKAY WITH IT. I MOVE IT WITH THE BOARD RULE 72 WAIVER. OKAY, PERFECT. ALL RIGHT. AND ALSO A SECOND FROM DR. RIVAS. THANK YOU. UM, WELL, BEFORE, UH, WE HEAR, UH, PUBLIC COMMENT SPEAKERS, I, WE HAVE A SPECIAL SPEAKER AND I, UH, JUST WANTED TO, YOU KNOW, SAY THAT I'M PROUD TO INTRODUCE THIS RESOLUTION YET AGAIN. HONORING THE LIFE AND LEGACY OF C CHAVEZ WHOSE FIGHT FOR DIGNITY, LABOR RIGHTS, AND JUSTICE FOR OUR COMMUNITIES CONTINUES TO INSPIRE SO MANY OF OUR STUDENTS AND FAMILIES. HIS WORK REMINDS US OF THE POWER OF COMMUNITY SERVICE AND STANDING UP FOR WHAT'S RIGHT. UM, THESE ARE MESSAGES THAT ARE CON ESPECIALLY IMPORTANT. UM, GIVEN WHAT WE ARE SEEING TODAY, THE ATTACKS ON OUR IMMIGRANT FAMILIES AND OUR YOUTH, UM, AND COMMUNITY MEMBERS SPEAKING UP, STANDING UP AND SUPPORTING AND KEEPING THEIR COMMUNITY MEMBERS SAFE. THIS IS ALSO AN OPPORTUNITY TO INVITE OUR LUSD COMMUNITY TO JOIN OUR LOCAL EVENTS, CELEBRATING HIS LEGACY, INCLUDING THIS CHAVEZ MARCH FOR JUSTICE AND PACOIMA ON SUNDAY, MARCH 22ND, AND THE CHAVEZ FAMILY DAY AT LA ES. UM, IN THIS POLITICAL MOMENT, THE NEED FOR COLLECTIVE ACTION IN THE FIGHT FOR CIVIL RIGHTS, I JUSTICE, IS FUNDAMENTALLY IMPORTANT. UM, AND WITH THAT, I'D LOVE TO TAKE A MOMENT TO INTRODUCE MR. ALEX RESA, UM, A PIONEERING TEACHER AND COMMUNITY LEADER IN, IN THE NORTHEAST SAN FERNANDO VALLEY, UM, WHO HAS INSPIRED, UM, MANY MOVEMENTS FOR JUSTICE IN OUR COMMUNITY, UM, AND HAS BEEN WAITING HERE FOR A WHILE. SO I HOPE WE CAN, WE CAN HEAR FROM MR. RESA NOW. OKAY. WELL, THANK YOU VERY MUCH, BOARD MEMBER EZ, AND THANK YOU TO THE BOARD. UH, BEING A PUBLIC OFFICIAL, IT REQUIRES A LOT OF, UM, DEDICATION AND PUTTING IN EXTRA TIME. I, I WOULD TELL MY STUDENTS THAT WE SHOULD APPRECIATE ANYONE WHO DECIDES TO GO INTO PUBLIC SERVICE. YOU GIVE UP A LOT AND YOU DON'T GET RICH. SO, UH, THANK YOU, ALL OF YOU . UM, YES, I TAUGHT AT SAN FERNANDO HIGH SCHOOL FOR 34 YEARS, AND, UM, IN 1987, ESSAR CAME AND SPOKE, UM, TO OUR STUDENTS. AND, UM, IT WAS A HELP OF ONE OF MY COLLEAGUES WHO WAS RIGHT HERE. . THIS IS JULIE PADILLA. AND, UH, SHE WAS ON STAFF WHEN, UH, C CHAVEZ CAME TO OUR SCHOOL AND WITH HER HELP, AND SHE DID A LOT OF THE WORK. BUT , YOU DID A LOT OF THE WORK. DID WE? WE, UM, HAD A VERY NICE EVENT WITH COMMUNITY PEOPLE, STUDENTS, AND THEN WE, UM, NA NAMED THE AUDITORIUM AND HONOR US AS OUR CHAVEZ. SO I'D LIKE TO ACKNOWLEDGE THE GOOD WORK OF MY PARTNER JULIE, BY THE, UH, WHO HAPPENS TO BE SENATOR ALEX BEA'S SISTER. UH, I, I'D LIKE TO THANK, UM, UH, BOARD MEMBER EZ FOR BRINGING UP THE RESOLUTION AND ALSO MARIA, 'CAUSE I THINK SHE DID A LOT OF THE WORK PUTTING THE, PLEASE EXPRESS MY APPRECIATION TO HER. BUT, UH, I'D LIKE TO SAY THANK YOU TO, UH, BOARD MEMBER EZ BECAUSE SHE WENT ABOVE BEYOND JUST THE BOARD RESOLUTION FOR SEVERAL YEARS. SHE HAS COME TO OUR MARCH, AND THIS LAST YEAR SHE CAME WITH HER DAUGHTER AND YOU MARCHED. THANK YOU, . AND, UM, UH, THE RESOLUTION HONORS, UH, CESAR'S LEGACY. TO ME, THAT'S A VERY IMPORTANT WORD. SO I'D LIKE TO SAY A FEW THINGS ABOUT THE WAY I SEE THAT WORD IN RELATION [03:00:01] TO CESAR. AND ONE OF THE THINGS THAT COMES IMMEDIATELY TO MY MIND IS THAT IN MANY WAYS HE WAS A GENIUS. NOW HE ONLY WENT TO EIGHTH GRADE. AND FOR ELEMENTARY, BECAUSE HIS FAMILY WAS A MIGRANT, HE WENT TO LIKE 30 ELEMENTARY SCHOOLS. BUT HE WAS A SELF LEARNER. IF YOU EVER GO TO WHERE HE IS BURIED AND YOU GO TO HIS OFFICE, YOU'LL SEE BOOKS ON GANDHI, ON MANAGEMENT PRINCIPLES, ON HISTORY OF WOMEN'S RIGHTS. AND SO THE EDUCATION SYSTEM DIDN'T DO JUSTICE TO HIM, BUT HE LEARNED A LOT, A SELF LEARNER. AND ONE OF HIS LEGACIES IS THAT EVERY HUMAN BEING, REGARDLESS OF THEIR STATION IN LIFE, DESERVES TO BE TREATED WITH DIGNITY AND JUSTICE. AND OVER THE YEARS, WE HAVE DONE BETTER, BUT WE'RE NOT WHERE WE SHOULD BE OR COULD BE. AND IF CESAR WERE ALIVE TODAY, HE'D BE CONCERNED, UH, ABOUT A LOT OF WHAT'S GOING ON IN OUR COMMUNITIES. YOU MENTIONED THAT A LOT OF OUR FAMILIES ARE AFRAID TO COME OUT OF THEIR HOMES BECAUSE THEY THINK THAT THEY MIGHT RUN INTO A CONFRONTATION WITH ICE. AND THESE ARE GOOD, HARDWORKING PEOPLE. THEY PAY TAXES. THEY'RE A VALUABLE PART OF OUR COMMUNITY, AND I THINK IT'S AN INJUSTICE TO THOSE FAMILIES. AND GETTING BACK TO CESAR'S LEGACY, EVER HUMAN BEING ON THE FACE OF THIS EARTH DESERVES TO BE TREATED WITH DIGNITY AND JUSTICE. THAT MEANS A LIVING WAGE, THAT MEANS HEALTH BENEFITS, THAT MEANS RETIREMENT WITH A DECENT LIFE, NOT SCRAPING BY WHAT SOME PEOPLE DO, BY LOOKING IN A, UH, WHAT ARE THEY TRASH CONTAINER FOR FOOD. TO ME, THAT IS A SCANDAL FOR OUR COUNTRY. NOW, BEYOND THAT, PART OF HIS LEGACY IS THAT, UM, WELL IT IS A SIMPLE PHRASE. ORDINARY PEOPLE CAN DO EXTRAORDINARY THINGS. I THINK HE WAS A LIVING EXAMPLE OF THAT. HE, IN MANY WAYS, HE WAS A GENIUS, AND YET HE HAD VERY FORMAL EDUCATION, AND THEN HE MANAGED. I THINK ONE OF THE QUALITIES OF A, OF A LEADER IS TO BRING OUT THE BEST IN THE PEOPLE HE OR SHE WORKS WITH. AND THAT IS SOMETHING THAT I THINK CESAR DID BEAUTIFULLY. UH, I MENTIONED SENATOR PADILLA. HE CREDITS CESAR AS BEING AN INSPIRATION FOR HIM TO GET INTO PUBLIC SERVICE. BARACK OBAMA MADE A COMMENT THAT ONE OF THE REASONS HE CAME A A AND USED THE WORD A COMMUNITY ORGANIZER IS BECAUSE HE KNEW THAT DOING WAS THE THINGS THAT CESAR CHAVEZ AS A COMMUNITY ORGANIZER, HE COULD DO THOSE THINGS. AND HE CREDITED HIS CESAR FOR BEING, UH, A ROLE MODEL. AND OF COURSE, WE KNOW THAT WHEN THEY WERE INTO, UH, THE PRESIDENCY, DO YOU REMEMBER WHAT HIS, UH, MOTTO WAS? BARACK OBAMA? YES, WE CAN. AND DO YOU KNOW WHERE THAT CAME FROM? C IT THROUGH, UH, ACTUALLY A COMBINATION OF CESAR AND DOLORES. ACTUALLY DOLORES IS THE ONE WHO ORIGINALLY COINED THAT PHRASE. AND SO ALL OF THOSE LOTS COME TO MY MIND, UH, ABOUT CESAR'S LEGACY AND, UH, ON A WIDER SCALE. UM, I THINK THAT, UM, WE NEED TO PAY MORE ATTENTION. AS I SAID, UH, WHEN I STARTED TEACHING, UM, THAT WAS A LONG TIME AGO, 1968. SEVERAL OF YOU WEREN'T BORN THEN. AND, UH, BUT RELATED TO THAT, YOU KNOW, ONE OF HIS, UH, MOST VISIBLE ACHIEVEMENTS WAS A GREAT BOYCOTT. NOW MAYBE WAS THE EXCEPTION OF THE MR. SMLN . WELL, WAS THERE, WAS THERE A TIME WHERE YOU WOULD NOT EAT GRAPES? OF COURSE, BUT I'M NOT SURE ABOUT YOUR YOUNGER COLLEAGUES BECAUSE, YOU KNOW, THAT WAS IN THE SEVENTIES. WELL, THANK YOU FOR THAT. THERE YOU GO. AND THANK YOU DOLORES HUERTA. UM, BUT SOME OF THE ISSUES THAT MAY TOUCHED TANGENTIALLY [03:05:02] TO CESAR'S LEGACY, ONE OF THEM THAT'S BOTHERED ME A LOT LATELY, AND THAT IS CHILD POVERTY. UH, RATE TO ME THAT IS ATROCIOUS. UH, COUNTRIES AROUND THE, WELL, THE DEVELOPED COUNTRIES AROUND THE WORLD, THEY HAVE CONSIDERABLY LOWER CHILD POVERTY RATE THAN WE DO. CANADA, GERMANY, DENMARK IS WAY DOWN THE SCALE OF CHILDREN IN POVERTY RATE. AND HERE WE ARE, THE RICHEST COUNTRY IN THE HISTORY OF THE WORLD. AND THEN CALIFORNIA IS THE FOURTH RANKING ECONOMIC POWER IN THE WORLD. THAT IS ASTOUNDING. AND PART OF THAT WEALTH HAS BEEN CREATED BY FARM WORKERS AND OTHER LABORING PEOPLE. AND WHAT HAS HAPPENED IN RECENT DECADES IS THAT THE WEALTH AS THESE HARDWORKING PEOPLE HAVE GENERATED HAS GONE TO A SMALL SLIVER AT THE VERY TOP OF THE ECONOMIC SCALES. THESE, THE WORKING CLASS OF THIS COUNTRY HAS BEEN KEY TO THE PROSPERITY, AND THEY DESERVE A FAIR SHARE OF THE WEALTH THAT THEY HELPED CREATE. AND TO ME TO HAVE OUR COUNTRY WITH ALL THE WEALTH THAT WE HAVE AND HAVE MILLIONS OF CHILDREN LIVING IN POVERTY, THAT TO ME IS UNACCEPTABLE. AND I'M GONNA MAKE THAT POINT TO MY FORMER STUDENT, SENATOR PADILLA. AND I THINK THAT THE DEMOCRATIC PARTY SHOULD COMMIT THAT WITHIN THE NEXT 10 YEARS, THE POVERTY RATE IN THE UNITED STATES WILL BE CUT IN HALF. AND I THINK IT'S DOABLE. AND SOME PEOPLE TELL ME, OH, THAT'LL COST A LOT OF MONEY. YES IT WILL. WELL, HOW ABOUT ALL THE BILLIONS THAT ARE GOING TO ICE? HOW ABOUT ALL THE BILLIONS WE'RE SPENDING OVER THERE OVERSEAS IN A WAR? WE CAN AFFORD IT. DO YOU AGREE? YES. THANK YOU VERY MUCH. YOU'VE HAD A LONG DAY , BUT THANK YOU FOR THE OPPORTUNITY. AND ONCE AGAIN, THANK YOU, KIM. THANK YOU. THANK YOU SO MUCH, MR. RESA. ALEX RESA, UH, 2028 MAYBE . UM, I NOW YOU CAN SEE WHY HE INSPIRED GENERATIONS OF COMMUNITY LEADERS, UM, AND, AND FOLKS WHO'VE GONE ON TO AMAZING CAREERS IN GIVING BACK TO OUR COMMUNITY IN THE NORTHEAST SAN FERNANDO VALLEY. I KNOW WE HAVE A COUPLE SPEAKERS ONLINE, BUT I DID WANNA SEE IF DR. RIVAS, WHO, UM, SO GENEROUSLY CO-SPONSOR THIS RESOLUTION IF YOU'D LIKE TO SPEAK AS WELL. YES. THANK YOU MS. EZ. UH, I'M HONORED TO BE JOINING, UH, BOARD MEMBER EZ AND BRINGING FORTH, UH, ONCE AGAIN OF CO-SPONSORING AND BRINGING FORTH THIS RESOLUTION. THIS IS VERY IMPORTANT RESOLUTION, AS YOU HEARD JUST NOW FROM OUR SPEAKER AS TO THE LEGACY AND THE INSPIRATION THAT, UH, CESAR I CHAVEZ HAS, UM, GIVEN HIS LEGACY TO OUR COUNTRY AND THE WORLD, HE STOOD FOR DIGNITY, JUSTICE, AND THE FUNDAMENTAL BELIEF THAT WORKERS WHO FEED THIS COUNTRY DESERVE RESPECT, FAIR TREATMENT, AND A VOICE. THROUGHOUT THE LEADERSHIP OF THE UNITED FARM WORKERS AND THE POWER OF NONVIOLENT ORGANIZING, HE HELPED TRANSFORM THE LABOR MOVEMENT AND AWAKEN THE CONSCIENCE OF A NATION. HIS MESSAGE, UM, ALONG WITH THE ERTA OF PUER, REMINDS US THAT REAL CHANGE HAPPENS WHEN ORDINARY PEOPLE COME TOGETHER TO DEMAND FAIRNESS AND OPPORTUNITY FOR THEIR COMMUNITIES. FOR MANY OF OUR STUDENTS AND THEIR FAMILIES IN LOS ANGELES, HIS STORY IS NOT JUST HISTORY. IT IS PART OF THEIR LIVED EXPERIENCE AND THEIR HERITAGE. HONORING CESA DE CHAVEZ IN OUR SCHOOLS IS ABOUT MORE THAN REMEMBRANCE ABOUT TEACHING THE VALUES OF SERVICE COLLECTIVE ACTION, AND STANDING UP FOR JUSTICE FOR WHAT IS RIGHT. I'M PROUD TO BE CO-SPONSORING THIS RESOLUTION AND TO RECOGNIZE A LEADER WHOSE LEGACY CONTINUES TO INSPIRE GENERATIONS AND GENERATIONS TO COME. THANK YOU. THANK YOU SO MUCH. WELL SAID. UM, AND NOW I'D LOVE TO HEAR FROM PUBLIC COMMON SPEAKERS, IF YOU, ALL RIGHT. LET'S SEE. I WILL READ THE NAMES OUT LOUD OF THE FOLKS WHO SIGNED UP TO SPEAKING, UH, REMOTELY. UH, IF YOU'RE NOT ONLINE NOW, UM, AND YOU'RE IN THE ROOM, PLEASE LET US KNOW. UH, THE FIRST CALLER IS JORGE BOCE, JORGE B, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF, AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. JORGE B HELLO? CAN YOU GUYS HEAR ME? YEAH, WE SURE CAN. PLEASE GO AHEAD. HI, UH, MY NAME IS, UH, JORGE BOCHE, AND, UM, I AM A TEACHER, UH, AT MCLE MIDDLE SCHOOL. I'M UTLA CHAPTER CHAIR. I AM ALSO A MEMBER OF THE CESA CHAVEZ COMMEMORATIVE COMMITTEE, AS WELL AS AN AZTEC DANCER FOR DEL. AS WE KNOW, THE ESAP CHAVEZ MARCH FOR JUSTICE ALIGNS WITH THE SPIRIT OF CALIFORNIA SENATE BILL 9 8 4, WHICH [03:10:01] ESTABLISHES THE ESAP CHAVEZ DAY AS A STATE HOLIDAY AND EMPHASIZES THE IMPORTANCE OF EDUCATING OUR YOUTH ABOUT HIS LEGACY. WE ALSO KNOW THAT THIS EVENT CONTINUES TO PROVIDE AN EXCELLENT OPPORTUNITY FOR OUR STUDENTS TO LEARN ABOUT CESA TRAVIS'S LEGACY THETA, AND TO HAVE OUR STUDENTS ENGAGE IN CIVIC PARTICIPATION BY CELEBRATING OUR COMMUNITY'S CULTURAL AND SOCIAL DIVERSITY. I AM ASKING AS PART OF THE RESOLUTION THAT OUR SCHOOL BOARD AND ACTING SUPERINTENDENT TO ACTIVELY ENCOURAGE OUR PRINCIPALS ADMINISTRATION TO PROMOTE THE SAF CHAVEZ MARCH, UH, WITHIN THEIR SCHOOLS LAST YEAR. THOUGH THE BOARD, UH, THE BOARD PASSED THE SAME RESOLUTION, THERE WERE SOME CONCERNS ABOUT PRINCIPALS OR ADMINISTRATION DISCOURAGING THE MARCH OR RESTRICTING THE DISPLAY OF RELATED POSTERS AND FLYERS AT A TIME WHEN OUR LOCAL CHICANO LATINO COMMUNITIES ARE FACING INCREASED HARASSMENT AND UNCERTAINTY. OUR SCHOOLS SHOULD SERVE AS A SANCTUARY OF SUPPORT AND CULTURAL PRIDE, NOT A PLACE WHERE CIVIC ENGAGEMENT IS SILENCED. CHAVEZ'S LEGACY IS A VITAL PART OF OUR HISTORY AND A POWERFUL EXAMPLE OF NONVIOLENT ADVOCACY FOR HUMAN DIGNITY. BY SUPPORTING THIS MARCH, THE DISTRICT SENDS A CLEAR MESSAGE THAT IT STANDS WITH THE CHICANO LATINO STUDENTS AND FAMILIES. I ASK THAT YOU DIRECT LEADERSHIP TO, TO EMBRACE THIS EVENT AS AN EDUCATIONAL AND COMMUNITY BUILDING OPPORTUNITY. RATHER THAN TREATING IT AS SOMETHING TO BE SIDELINED, LET'S SHOW OUR STUDENTS THAT THEIR VOICES AND THEIR HERITAGE MATTER. I TRULY APPRECIATE YOU FOR YOUR TIME. THANK YOU SO MUCH. THANK YOU FOR YOUR TIME. ALL RIGHT. UH, RUBEN RODRIGUEZ, I SEE YOU'RE SIGNED UP TO SPEAK REMOTELY. UH, I DO NOT HAVE YOU ONLINE IN FRONT OF ME. UH, ARE YOU IN THE ROOM? RUBEN R AND SANDY LOGAN, ARE YOU IN THE ROOM? YOU'RE SIGNED UP TO SPEAK REMOTELY, BUT I DO NOT HAVE YOU ONLINE IN FRONT OF ME. SANDY LOGAN? NO. OKAY. THAT CONCLUDES THE PUBLIC COMMENT ON TAB 29. NO, SCOTT WAS NOT HERE. . OKAY. . SO, UM, ANY OTHER COMMENTS FROM OUR BOARD MEMBERS THAT WOULD LIKE TO MAKE ANY COMMENTS ON THIS BEFORE WE MOVE ON TO A VOTE FAVOR? SO, MR. MCLEAN, IF YOU WANNA CALL THE ROLL CALL. ALL RIGHT. CALLING ROLL ON TAB 29, CONCURRENT WITH THE RULE 72 WAIVER. MS. NEWBELL? YES. DR. EVAS? YES. MR. MELVIN? YES. MS. GRIEGO? YES. UH, MS. EZ? YES. UH, MS. ORTIZ FRANKLIN AND BOARD PRESIDENT SCHON? YES. THAT'S A YES FROM, UH, BOARD PRESIDENT SCHON AND STUDENT BOARD MEMBER YANG? YES. OKAY. PASSES. OKAY. UH, MOVING RIGHT ON TO THE NEXT TIME CERTAIN, UM, TAB 26. [26. Dr. Rivas, Mr. Schmerelson, Ms. Gonez - Leveraging District Purchasing Power to Defend Immigrant Families and Human Dignity (Res-044-25/26) (Noticed February 17, 2026) (Version 2)] SO CAN WE HAVE SOMEBODY MOVE IN SECOND BEFORE WE CONTINUE KELLY? SECOND. OKAY. VERY WELL. UM, OKAY. SO I'LL MAKE SOME COMMENTS, UM, BEFORE WE MOVE ON TO OUR SPEAKERS WHO HAVE BEEN VERY PATIENTLY WAITING. SO I THANK YOU FOR, FOR WAITING, UM, AS WE PROGRESS THROUGH OUR BOARD MEETING. UM, SO COLLEAGUES AND, UH, THE PUBLIC S UNIFIED SERVES AS ONE OF THE MOST DIVERSE STUDENT POPULATIONS IN THE COUNTRY. THAT GOES WITHOUT QUESTION. OUR SCHOOLS WELCOME IMMIGRANT FAMILIES, NEWCOMERS, STUDENTS, AND MANY MIXED STATUS HOUSEHOLDS WHO RELY ON OUR CAMPUSES NOT ONLY FOR EDUCATION, BUT FOR STABILITY AND TRUST. WHEN FEAR SPREADS IN OUR COMMUNITY, IN A COMMUNITY, SCHOOLS FEEL THE EFFECTS RIGHT AWAY. WE SEE IT IN ATTENDANCE AND FAMILY ENGAGEMENT AND THE EMOTIONAL WELLBEING OF OUR STUDENTS. FAMILIES WATCH THE NEWS. THEY SEE IMMIGRATION RATES UNFOLDING ACROSS CITIES AND THEY WONDER WHETHER THE INSTITUTIONS AROUND THEM ARE STANDING WITH THEM OR LOOKING THE OTHER WAY. AS A BOARD, WE HAVE ALREADY TAKEN STEPS TO AFFIRM THAT OUR SCHOOLS SHOULD BE SAFE AND WELCOMING SPACES. THIS RESOLUTION BRINGS ON THOSE COMMITMENTS BY ENSURING THAT THE DISTRICT'S ECONOMIC RELATIONSHIPS REFLECT THE SAME VALUES. AT A TIME WHEN COMMUNITIES ARE ASKING DIFFICULT QUESTIONS ABOUT WHICH CORPORATIONS ARE SUPPORTING IMMIGRATION ENFORCEMENT INFRASTRUCTURE, IT IS IMPORTANT THAT PUBLIC INSTITUTIONS LIKE OURS ARE THOUGHTFUL ABOUT HOW PUBLIC DOLLARS ARE BEING USED, WHERE OUR PUBLIC DOLLARS DOLLARS ARE GOING. THE PROPOSAL RESTS. THIS PROPOSAL RESTS ON THREE SIMPLE PILLARS, TRANSPARENCY, [03:15:01] RESPONSIBLE STEWARDSHIP, AND PUBLIC ACCOUNTABILITY. FIRST ON TRANSPARENCY, THE RESOLUTION EMPOWERS THE DISTRICT TO ASK VENDORS TO DISCLOSE CERTAIN EXTERNAL ACTIVITIES RELATED TO IMMIGRATION ENFORCEMENT SO THAT THE DISTRICT CAN REVIEW THAT INFORMATION AS PART OF RESPONSIBLE CONTRACT OVERSIGHT. SIMILAR TO OTHER DISCLOSURES ALREADY REQUIRED IN PUBLIC PROCUREMENT. IN GOVERNMENT CONTRACTING, VENDORS ARE OFTEN ASKED TO DISCLOSE INFORMATION ABOUT THINGS LIKE CONFLICT OF INTEREST, LOBBYING ACTIVITIES, CAMPAIGN CONTRIBUTIONS, LABOR PRACTICES, OR PRIOR CONTRACT VIOLATIONS. THIS RESOLUTION FOLLOWS THAT SAME PRINCIPLE. IT SIMPLY ENSURES THAT THE DISTRICT HAS THE INFORMATION IT NEEDS TO UNDERSTAND WHETHER VENDOR ACTIVITIES MAY RAISE CONCERNS ABOUT STUDENT TRUST AND CIVIL RIGHTS. FOR EXAMPLE, RECENT REPORTS HAVE HIGHLIGHTED MOMENTS THAT RAISE SERIOUS CONCERN IN IMMIGRANT COMMUNITIES. FROM IMMIGRATION OPERATION STAGING VEHICLES IN THE PARKING LOTS OF DODGER STADIUM TO COMPANIES LIKE SPOTIFY, RUNNING RECRUITMENT ADVERTISEMENTS CONNECTED TO FEDERAL ENFORCEMENT AGENCIES TO TECHNOLOGY VENDORS SUCH AS DELL PROVIDING SYSTEMS AND SUPPORT USED IN IMMIGRATION ENFORCEMENT INFRASTRUCTURE. THIS RESOLUTION ENSURES THAT THE DISTRICT HAS THE INFORMATION NEEDED TO UNDERSTAND THOSE KINDS OF RELATIONSHIPS WHEN EVALUATING VENDORS SECOND, RESPONSIBLE STEWARDSHIP OF PUBLIC RESOURCES, THIS RESOLUTION DOES NOT BAN VENDORS OR DISRUPT ESSENTIAL SERVICES. INSTEAD, IT DIRECTS THE SUPERINTENDENT, THE ACTING SUPERINTENDENT TO ESTABLISH A REVIEW FRAMEWORK SO THE DISTRICT CAN EVALUATE VENDOR DISCLOSURES IN A CAREFUL AND PRACTICAL WAY. THAT FRAMEWORK PRIORITIZES TRANSPARENCY, MITIGATION, AND REASONABLE ALTERNATIVES WHERE THEY ARE FEASIBLE AND COST EFFECTIVE. AND ANY ACTION THE DISTRICT MAY CONSIDER WOULD RELY ON TOOLS THAT ALREADY EXIST IN PUBLIC CONTRACTING, SUCH AS CONTRACT AMENDMENTS, MITIGATION MEASURES, OR DECISIONS ABOUT FUTURE RENEWALS. IN OTHER WORDS, THIS RESOLUTION STRENGTHENS OVERSIGHT WITHOUT CHANGING THE FUNDAMENTAL VALUE RULES OF PROCUREMENT. IT SIMPLY REINFORCES THE PRINCIPLE THAT PUBLIC DOLLARS SHOULD BE USED IN WAYS THAT BUILD TRUST WITH THE COMMUNITIES OUR SCHOOLS SERVE. THIRD, ACCOUNTABILITY TO THE PUBLIC. THIS RESOLUTION ALSO INCREASES TRANSPARENCY BY DIRECTING THE DISTRICT TO PROVIDE A REPORT ON THE VENDOR REVIEW FRAMEWORK AND TO BEGIN DEVELOPING A PUBLIC FACING DATABASE. IN DISTRICT CONTRACTS, FAMILIES, EDUCATORS, AND TAXPAYERS DESERVE TO UNDERSTAND HOW PUBLIC FUNDS ARE SPENT AND HOW THOSE DECISIONS ALIGN WITH THE DISTRICT'S MISSION. TRANSPARENCY STRENGTHENS PUBLIC CONFIDENCE THAT THE DISTRICT'S PURCHASING DECISIONS ALIGNED WITH OUR COMMITMENT TO STUDENT SAFETY AND DIGNITY. IN THE END OF THE DAY, OUR RESPONSIBILITY AS A BOARD IS TO ENSURE THAT OUR POLICY SUPPORTS STUDENT SAFETY, FAMILY TRUST, AND THE INTEGRITY OF PUBLIC INSTITUTIONS. THIS RESOLUTION THAT BY BRINGING GREATER TRANSPARENCY AND ACCOUNTABILITY TO OUR PURCHASING PRACTICES, WHILE REMAINING CONSISTENT WITH EXISTING PROCUREMENT LAW AND THE DISTRICT'S OPERATIONAL NEEDS, I RESPECTFULLY ASK FOR YOUR SUPPORT. I WANT TO, UH, THANK MY FELLOW BOARD MEMBERS WHO HAVE JOINED AS CO-SPONSORS OF THIS RESOLUTION. THEIR SUPPORT REFLECTS A SHARED UNDERSTANDING THAT OUR RESPONSIBILITY EXTENDS BEYOND THE CLASSROOMS TO THE BROADER SYSTEMS THAT SHAPE TRUST IN OUR PUBLIC INSTITUTIONS. AT THIS TIME, BEFORE I TRANSITION TO SPEAKERS, I WOULD LIKE TO INVITE MY FELLOW BOARD MEMBER CO-SPONSORS WHO WISH TO OFFER ANY REMARKS. GO AHEAD, SCOTT. SO WHEN L-A-U-S-D SELECTS VENDORS AND THIRD PARTY CONTRACTORS, IT IS WITH THE INTENTION THAT THEY SERVE OUR ENTIRE L-A-U-S-D COMMUNITY. HOWEVER, THERE ARE GROWING CONCERNS THAT MAY IMPACT THE SAFETY OF OUR STUDENTS, OUR STAFF, AND OUR FAMILIES. WHEN THESE CONTRACTS WERE SIGNED, IT WAS NOT THE INTENTION THAT THEY DISCLOSE INFORMATION TO THE FEDERAL GOVERNMENT FOR THE PURPOSES OF HARASSMENT OR SURVEILLANCE. BUT NOW MANY PRIVATE COMPANIES ARE WILLING TO DISCLOSE INFORMATION ABOUT THEIR USERS AND THEIR CUSTOMERS, AND THAT MEANS THE GOVERNMENT WITHOUT A WARRANT OR LAWSUIT SIMPLY ASK COMPANIES TO DISCLOSE INFORMATION TO THE FEDERAL GOVERNMENT AND THEY OBEY. THIS IS A VIOLATION OF THE TRUST THAT WE HAVE PUT IN THESE VENDORS. ALTHOUGH MANY VENDORS CLAIM ON THEIR WEBSITES THAT THEY DO NOT SHARE CUSTOMER INFORMATION UNLESS LEGALLY OBLIGATED TO DO SO. [03:20:01] MANY NEWS ORGANIZATIONS HAVE UNCOVERED THAT THIS IS NOT TRUE. WHEN A CONTRACT IS AGREED UPON BETWEEN BOTH PARTIES, WE EXPECT EACH PARTY TO UPHOLD IT, NOT ALTER THE TERMS OF THE SERVICE. EVERY TIME WE HAVE AN ELECTION WITH THE PASSING OF THIS RESOLUTION, WE WOULD LIKE TO EXPLORE OPTIONS MORE RIGOROUSLY. BEST VALUE CONTRACTS CANNOT SIMPLY APPLY TO COST AND EFFICIENCY, BUT ALSO TO SAFETY AND TO PRIVACY. THE OTHER PORTION OF THIS RESOLUTION ALSO ENHANCES THE DISTRICT'S COMMITMENT TO TRANSPARENCY. WHEN I FIRST BECAME BOARD PRESIDENT, I INITIALLY CALLED FOR A DETAILED ANALYSIS OF L-A-U-S-D CONTRACTS FOR THE BENEFIT OF THIS BOARD, BUT IT NEVER MATERIALIZED. OTHER MEMBERS OF THE BOARD HAVE ALSO REQUESTED THAT THIS DISTRICT BE MORE TRANSPARENT ABOUT CURRENT CONTRACTS, BUT WE HAVE YET TO SEE CONCRETE RESULTS. AND THAT IS WHY I'M SUPPORTING THIS RESOLUTION. SO THE DISTRICT STAFF CAN PROVIDE A MASTER LIST OF L-A-U-S-D CONTRACTS WITH THIRD PARTY VENDORS, MOUS, AND ANY OTHER INFORMATION TO THE BOARD WITHIN 180 DAYS. BY THE FALL 2026 SEMESTER, ALL CONTRACTS MUST BE ACCESSIBLE THROUGH A PUBLIC FACING DATABASE AVAILABLE ONLINE TO THE GREATEST EXTENT POSSIBLE. MANY OF OUR CONSTITUENTS HAVE CALLED ON US TO RELEASE THIS INFORMATION AND THIS RESOLUTION SEEKS TO CHANGE THAT. AND I HOPE THIS CAN HELP THIS DISTRICT SHOW THAT WE WANT TO BE TRANSPARENT WITH THE PUBLIC AND FURTHER ESTABLISH TRUST. AND THANK YOU TO DR. ROCIO RIVAS FOR DEVELOPING THIS RESOLUTION. THANK YOU, ROCIO. THANK YOU SO MUCH, DR. RIVAS. UM, I'M REALLY GRATEFUL THAT YOU'VE PRESENTED THIS RESOLUTION AND IT'S THE KIND OF, UH, BOLD AND BRAVE ACTION I THINK THAT PUBLIC ENTITIES SHOULD BE TAKING TO ENSURE THAT WHEN WE SAY WE STAND WITH OUR IMMIGRANT FAMILIES AND THAT WE ARE A SANCTUARY DISTRICT, IT IS NOT JUST WORDS BUT TRULY ACTIONS. UM, I'M PROUD TO CO-SPONSOR THIS RESOLUTION TO ENSURE THAT THE WAY OUR DISTRICT SPENDS PUBLIC DOLLARS ALIGNS WITH OUR VALUES OF STUDENT SAFETY, DIGNITY, AND INCLUSION. OUR DISTRICT IS PROUD TO SERVE STUDENTS FROM IMMIGRANT COMMUNITIES ACROSS LOS ANGELES, INCLUDING IN MY DISTRICT IN THE NORTHEAST SAN FERNANDO VALLEY. AND OUR RESPONSIBILITY IS NOT ONLY TO EDUCATE OUR STUDENTS, BUT TO ENSURE THAT OUR POLICIES, PARTNERSHIPS, AND PROCUREMENT PRACTICES BUILD TRUST WITH THE COMMUNITIES THAT WE SERVE AND UPHOLD HUMAN RIGHTS. THIS RESOLUTION STRENGTHENS TRANSPARENCY AND ACCOUNTABILITY AROUND DISTRICT VENDOR RELATIONSHIPS AND ENSURES OUR PURCHASING POWER IS ALIGNED WITH OUR MISSION TO SUPPORT STUDENTS AND FAMILIES. I'M SO PROUD OF THE WORK THAT SO MANY OF OUR EDUCATORS ARE ALREADY DOING TO SUPPORT OUR IMMIGRANT FAMILIES AND THAT OUR COMMUNITIES ARE LIFTING UP THEIR VOICES AGAINST THE ATROCITIES BEING COMMITTED BY ICE AND CPB. UM, BUT THE REALITY IS THAT LARGE CORPORATIONS ARE MAKING MONEY OFF OF THE TERROR THAT ICE AND FEDERAL AGENTS ARE INFLICTING UPON OUR COMMUNITIES. AND IT IS INCUMBENT ON US AS A PUBLIC INSTITUTION TO LEVERAGE OUR PURCHASING POWER TO THE EXTENT POSSIBLE AND ALLOWABLE TO ENSURE THAT WE ARE NOT FURTHER CONTRIBUTING TO THESE HORRIFIC PRACTICES THAT ARE TERRORIZING OUR STUDENTS AND FAMILIES. SO I HOPE THE WHOLE BOARD WILL SUPPORT THIS RESOLUTION AND THANKS FOR THE OPPORTUNITY TO CO-SPONSOR. THANK YOU. UM, SO THIS RESOLUTION ALSO REFLECTS THE WORK OF MANY PARTNERS WHO SHARE COMMITMENT TO TRANSPARENCY, ACCOUNTABILITY, AND ENSURING THAT PUBLIC INSTITUTIONS LIVE UP TO THE TRUST PLACED ON THEM BY THE COMMUNITIES WE SERVE. WE ARE GRATEFUL TO BE JOINED BY CALIFORNIA STATE SENATOR SASHA RENEE PARIS, WHO REPRESENTS THE 25TH SENATE DISTRICT AND CURRENTLY SERVES AS THE CHAIR OF THE SENATE EDUCATION COMMITTEE. SENATOR PEREZ IS A SAN GABRIEL VALLEY NATIVE AND FORMER MAYOR OF VAL HAMBRA, WHERE SHE MADE HISTORY AS ONE OF THE YOUNGEST LATINA MAYORS IN THE REGION. SHE HAS BUILT A CAREER FOCUSED ON EXPANDING EDUCATIONAL OPPORTUNITY, STRENGTHENING CIVIC ENGAGEMENT, AND PROTECTING VULNERABLE COMMUNITIES. SINCE JOINING THE STATE SENATE, SENATOR PEREZ HAS ADVANCED LEGISLATION TO SUPPORT STUDENTS PROTECT IMMIGRANT COMMUNITIES, AND STRENGTHEN ACCOUNTABILITY FOR CORPORATIONS THAT EXPLOIT WORKERS AND CONSUMERS. SENATOR PEREZ, THANK YOU FOR JOINING US TODAY AND FOR YOUR CONTINUED PARTNERSHIP IN SUPPORTING STUDENTS AND FAMILIES ACROSS THE REGION. THE FLOOR IS YOURS. THANK YOU. THANK YOU SO MUCH, DR. RIVAS. IT IS AN HONOR TO BE HERE WITH YOU ALL TODAY, UM, AND TO BE ABLE TO SPEAK TO YOU ALL AS A LOS ANGELES UNIFIED SCHOOL DISTRICT, YOU ARE ONE OF THE LARGEST, YOU ARE THE LARGEST DISTRICT IN THE STATE OF CALIFORNIA. AND DR. RIVAS, I JUST WANNA RECOGNIZE YOUR TREMENDOUS LEADERSHIP IN INTRODUCING THIS CRITICAL RESOLUTION AND HOW MUCH LEADERSHIP YOU'RE SHOWING FOR SO MANY OTHER SCHOOL DISTRICTS ALL ACROSS THE STATE, BECAUSE THIS IS ABSOLUTELY THE KIND OF WORK, THE KIND OF LEGISLATION THAT WE NEED TO BE IMPLEMENTING LOCALLY WITHIN OUR SCHOOL DISTRICTS. NOW, I WANNA RECOGNIZE THAT WE ARE [03:25:01] IN A RARE MOMENT IN HISTORY. WE HAVE WATCHED THE FEDERAL GOVERNMENT WEAPONIZE SYSTEMS WEAPONIZE DATA THAT ALL OF US DEPEND AND UTILIZE TO HARM INDIVIDUALS ACROSS CALIFORNIA, WHETHER UNDOCUMENTED CITIZENS OR AMERICAN CITIZENS. THEY'VE USED THIS DATA TO TARGET FAMILIES, TO TARGET CHILDREN, AND WE MUST RECOGNIZE THAT. NOW, MY OFFICE HAS BEEN VERY UNAPOLOGETIC IN CALLING OUT WHAT THE FEDERAL ADMINISTRATION HAS BEEN DOING. WE INTRODUCED LEGISLATION JUST LAST YEAR, SB 8 0 5, THE NO VIGILANTES ACT THAT WOULD REQUIRE THAT ICE AGENTS WEAR NAME IDENTIFICATION. SO WE ARE IDENTIFYING WHO THESE PEOPLE ARE WHEN THEY ARE VIOLATING CONSTITUTIONAL RIGHTS. WE RECENTLY INTRODUCED LEGISLATION THIS YEAR THAT WOULD REQUIRE THAT UNIVERSITY ADMINISTRATORS, COLLEGE ADMINISTRATORS AND SCHOOL ADMINISTRATORS ARE WARNING PROFESSORS, TEACHERS, FACULTY, STAFF, STUDENTS, IF THE FEDERAL GOVERNMENT IS REQUESTING INFORMATION, PERSONAL INFORMATION ABOUT THESE INDIVIDUALS, BECAUSE WE KNOW THAT THIS IS WHAT WE'RE SEEING HAPPEN AT SCHOOL CAMPUSES ALL ACROSS THE COUNTRY. AND WE HAVE SEEN RECENTLY IN THE NEWS THAT THE FEDERAL ADMINISTRATION HAS SUBPOENAED SOCIAL MEDIA COMPANIES SUCH AS REDDIT, TWITTER, INSTAGRAM, REQUESTING INFORMATION OF THOSE THAT THEY CONSIDER TO BE ANTI-ICE. AND SO WE MUST BE VERY HONEST ABOUT WHAT IS HAPPENING HERE. DATA IS BEING WEAPONIZED TO TARGET INDIVIDUALS, AND WE'VE SEEN THAT THIS FEDERAL ADMINISTRATION IS WILLING TO GO AFTER AND TARGET OUR STUDENTS AS WELL. JUST THIS PAST WEEK, A YOUNG CHILD WHO IS DEATH WAS DETAINED AND PLACED INTO A DETENTION CENTER AND THEN DEPORTED. THIS IS UTTERLY HORRIFIC AND UNACCEPTABLE, AND WE MUST BE VOCAL AT EVERY MOMENT IN CALLING THIS OUT. AND SO WHAT YOU ARE DOING HERE AND CREATING A PROCESS SO THAT YOU ALL CAN UTILIZE WHAT YOU ALREADY HAVE, THE BEST VALUE, PROCUREMENT METHODS, SOME THE THING THAT HAS BEEN CELEBRATED UP HERE IN THE LEGISLATURE AS A GOLD STANDARD, UTILIZING THAT TO JUDGE WHETHER OR NOT THESE VENDORS ARE DISCLOSING, WHETHER THEY HAVE EXTERNAL CONTRACTS, CONTRIBUTIONS, OR PARTNERSHIPS WITH DHS ICE DETENTION CENTERS OR OTHER RELEVANT ENTITIES TO DETERMINE WHETHER OR NOT YOU SHOULD BE HIRING THESE VENDORS. AND THAT IS FAIR. YOU AS A LOCAL AGENCY HAVE THE ABILITY TO DO THIS. AND I WANNA MAKE VERY CLEAR, AS THE CHAIR OF THE SENATE EDUCATION COMMITTEE AND AS THE CHAIR OF THE BUDGET SUBCOMMITTEE ON EDUCATION, IT IS MY PRIORITY TO MAKE SURE THAT I AM DEFENDING OUR SCHOOL DISTRICTS SO THAT YOU ALL HAVE THE RIGHT TO DEFEND STUDENTS ON YOUR CAMPUS, TO DEFEND FAMILIES ON YOUR CAMPUS, BECAUSE THAT IS WHAT WE MUST DO IN THIS MOMENT AS THE STATE OF CALIFORNIA. AND SO, AGAIN, DR. RIVAS, I JUST WANNA SAY THANK YOU SO MUCH FOR ALL OF YOUR TREMENDOUS LEADERSHIP IN INTRODUCING THIS CRITICAL POLICY. I'M HOPING THAT OTHER SCHOOL DISTRICTS ACROSS THE STATE WILL FOLLOW BECAUSE THIS IS THE KIND OF PRESSURE THAT WE NEED TO CREATE, AND WE NEED TO SEND A VERY CLEAR MESSAGE TO VENDORS AS WELL THAT IF YOU WANT TO PARTNER WITH THE FEDERAL GOVERNMENT, THAT OUR INSTITUTIONS THAT ARE PUBLIC AGENCIES WILL NOT BE SELECTING YOU AND WILL NOT BE HIRING YOU BECAUSE WE HAVE TO TAKE INTO CONSIDERATION, BUT IS BEST FOR THE SAFETY OF FAMILIES AND STUDENTS AT OUR LOCAL SCHOOL DISTRICTS. THANK YOU ALL SO MUCH. THANK YOU. THANK YOU VERY MUCH, SENATOR PEREZ FOR TAKING THE TIME. I KNOW YOU WERE ALSO VERY BUSY AND WE ALSO LOOK UP TO YOUR LEADERSHIP AS WELL IN SACRAMENTO. SO THANK YOU FOR TAKING THE TIME. APPRECIATE IT. SO NOW WE ARE HONORED FOR OUR NEXT SPEAKER. WE ARE HONORED TO HEAR FROM SHAZAD HABIBI RESEARCH AND POLICY DIRECTOR AT IN THE PUBLIC. INTEREST IN THE PUBLIC INTEREST IS A NATIONAL RESEARCH AND POLICY ORGANIZATION THAT WORKS TO ENSURE THAT PUBLIC RESOURCES ARE USED TO ADVANCE THE PUBLIC GOOD THROUGH TRANSPARENCY, ACCOUNTABILITY, AND RESPONSIBLE PUBLIC CONTRACTING. SHAR BRINGS DEEP EXPERTISE IN PUBLIC POLICY AND ECONOMICS TO THIS WORK. SHE HOLDS BOTH A MASTER'S OF PUBLIC AFFAIRS AND AN MBA FROM THE UNIVERSITY OF TEXAS AT AUSTIN. AND HER RESEARCH HAS HELPED FROM INFORM NATIONAL CONVERSATIONS ABOUT HOW GOVERNMENTS CAN STRENGTHEN OVERSIGHT AND ENSURE THAT PUBLIC DOLLARS ARE ALIGNED WITH COMMUNITY VALUES. SHAR, THANK YOU FOR SO MUCH FOR JOINING US TODAY. THANK YOU SO MUCH DR. RIVAS, FOR THE OPPORTUNITY TO SHARE MY THOUGHTS ON THIS, YOU KNOW, RESOLUTION. AND I ALSO WANNA THANK BOARD MEMBERS, SHAMON AND EZ FOR THEIR SUPPORT OF THIS RESOLUTION. UM, [03:30:01] UH, MY NAME IS SHE HABIBI AND I'M THE RESEARCH AND POLICY DIRECTOR OF IN THE PUBLIC INTEREST, AND WE STUDY RESPONSIBLE CONTRACTING. AND IN 2024, MY ORGANIZATION PUBLISHED A STUDY CALLED HARNESSING THE POWER OF PROCUREMENT, WHICH EXPLORED HOW PROCUREMENT CAN AND SHOULD BE USED AS A TOOL TO ADVANCE THE PUBLIC GOOD AND ADDRESS COMMUNITY NEEDS. THIS RESO, THIS RESOLUTION SEEKS TO DO JUST THAT FOR L-A-U-S-D. GOVERNMENTS AROUND THE COUNTRY SPEND TRILLIONS OF DOLLARS ON CONTRACTS WITH PRIVATE VENDORS. PUBLIC MONEY SHOULD WORK FOR THE PUBLIC. THE ABILITY OF L-A-U-S-D TO EDUCATE ITS DIVERSE POPULATION OF STUDENTS IN A SAFE AND TRUSTED ENVIRONMENT IS KEY TO STUDENT ATTENDANCE, LEARNING, AND SUCCESS. HOW THE DISTRICT SPENDS PUBLIC DOLLARS SHOULD FURTHER THESE VALUES NOT UNDERMINE THEM BY REQUIRING VENDORS TO DISCLOSE THEIR TIES TO IMMIGRATION, DETENTION ENFORCEMENT, OR RELATED SURVEILLANCE PRACTICES. THE DISTRICT WOULD BE BETTER ABLE TO ALIGN ITS PUBLIC SPENDING WITH THE IMPORTANT VALUE OF ENSURING A SAFE AND TRUSTED LEARNING ENVIRONMENT. UM, THESE TYPES OF VENDOR DISCLOSURES ARE NOT NEW. UH, A NUMBER OF STATES AND LOCAL GOVERNMENTS ALREADY REQUIRE VENDOR DISCLOSURE OF INFORMATION RELATED TO THINGS LIKE LABOR, ENVIRONMENTAL TAX, AND CIVIL RIGHTS LAWS. THESE TYPES OF DISCLOSURE LAWS GIVE PUBLIC ENTITIES THE INFORMATION THEY NEED TO UNDERSTAND THE TRACK RECORD OF VENDORS AND MAKE PROCUREMENT DECISIONS THAT SUPPORT NOT THREATEN A COMMUNITY'S INTERESTS AND WELLBEING. PUBLIC EDUCATION DOLLARS SHOULD BE SPENT WISELY, AND THE INFORMATION GATHERED THROUGH THE DISCLOSURE REQUIREMENT WOULD HELP THE DISTRICT DO THAT. PROCUREMENT IS NOT JUST ABOUT GETTING THE BEST PRICE FOR GOODS AND SERVICES, AND AS ONE OF THE LARGEST SCHOOL DISTRICTS IN THE COUNTRY, L-A-U-S-D HAS AN OPPORTUNITY TO REFRAME HOW PROCUREMENT CAN BE USED TO ALIGN PUBLIC SPENDING WITH ADVANCING AND PROTECTING THE PUBLIC INTEREST. THANK YOU SO MUCH FOR HAVING ME HERE TODAY. THANK YOU. THANK YOU FOR JOINING US, SHAR. THANK YOU. APPRECIATE YOUR WORDS AND ALL THE WORK THAT YOU DO IN THE PUBLIC INTEREST. WE HAVE TWO MORE SPEAKERS. UM, NEXT WE WILL HEAR FROM DANIELLA HERNANDEZ, ASSOCIATE DIRECTOR OF INNER CITY STRUGGLE. INNER CITY STRUGGLE HAS BEEN DECADES ORGANIZING ALONGSIDE PEOPLE AND FAMILIES IN EAST LOS ANGELES TO ADVANCE EDUCATIONAL EQUITY, CIVIC PARTICIPATION, AND STRONGER PUBLIC INSTITUTIONS. INNER CITY'S WORK HAS HELPED ELEVATE THE VOICES OF STUDENTS AND IMMIGRANT FAMILIES WHO ARE TOO OFTEN EXCLUDED FROM POLICY DECISIONS THAT AFFECT THEIR LIVES. THANK YOU MS. HERNANDEZ, FOR BEING HERE TODAY. UH, AND FOR YOUR LEADERSHIP AND INNER CITY STRUGGLE. THE FLOOR IS YOURS. THANK YOU, DR. DIVAS. GOOD AFTERNOON. MY NAME IS DANIELA HERNANDEZ STOK. I AM THE ASSOCIATE DIRECTOR WITH INNER CITY STRUGGLE. HERE TO SHARE OUR SUPPORT FOR THIS RESOLUTION. INNER CITY STRUGGLE IS A COMMUNITY ORGANIZATION DEDICATED TO ACHIEVING FULLY FUNDED AND EQUITABLE EDUCATIONAL AND YOUTH DEVELOPMENT SYSTEMS. OUR VISION IS TO END THE CRIMINALIZATION OF YOUTH OF COLOR AND SUPPORT HOLISTIC RESTORATIVE CRADLE TO COLLEGE AND CAREER PATHWAYS IN BD TWO. UNDER THIS FEDERAL ADMINISTRATION, OUR NEIGHBORS ARE CONSTANTLY UNDER STRESS OF PERSECUTION. OUR MEMBERS REPORT BEING SCARED TO GO TO WORK OR EVEN TO THE GROCERY STORE FEARING ICE RATES. OUR YOUTH LEADERS WORRY EVERY DAY ABOUT RETURNING HOME FROM SCHOOL TO MISSING PARENTS. THIS MENTAL TOLL IS COMPOUNDED BY A REAL ECONOMIC CRISIS. SINCE THE RAID BEGAN, OUR TEAM HAS SEEN A SURGE IN FAMILY SEEKING ASSISTANCE WITH GROCERIES, RENT, AND EVICTION PROTECTIONS. FROM NOVEMBER TO JANUARY, OUR CIVIC ENGAGEMENT TEAM CONNECTED WITH 871 EAST SIDE RESIDENTS WHO COMMITTED TO BOYCOTTING CORPORATIONS THAT COLLUDE WITH ICE, CAME TO ATTACKS ON DEI AND EVADE THEIR FAIR SHARE OF TAXES SIGNIFICANTLY. 677 OF THOSE RESIDENTS BELIEVE THAT WE MUST TAKE ACTION AGAINST THE SPREAD OF FASCISM. WE THANK DR. RIVAS AND THE CO-SPONSORS FOR INTRODUCING THIS CRITICAL RESOLUTION. IT'LL BRING MUCH NEEDED TRANSPARENCY AND ACCOUNTABILITY TO HOW OUR PUBLIC DOLLARS ARE SPENT. L-A-U-S-D MUST RESIST SPENDING PUBLIC FUNDS ON CONTRACTS WITH CORPORATIONS THAT FUEL THE VIOLENCE INFLICTED UPON IN IMMIGRANT COMMUNITIES. AT A TIME WHEN WE ARE WITNESSING A RISE IN AUTHORITARIANISM, IT IS VITAL THAT LOCAL LEADERS STAND UP AND DEFEND OUR WORKING CLASS BLACK AND BROWN COMMUNITIES. OUR NEIGHBORS ARE CALLING FOR ELECTED OFFICIALS LIKE YOU TO STAND IN SOLIDARITY. SO WE URGE YOU TO VOTE YES FOR THIS RESOLUTION. THIS RESOLUTION IS JUST THE START OF L-A-U-S-D, HONORING [03:35:01] ITS DUTY TO PROTECT STUDENTS AND FAMILIES. AS THE BOARD MAKES FURTHER FUTURE BUDGETARY DECISIONS, WE ALSO URGE YOU TO PRIORITIZE EQUITY, TRANSPARENCY, AND ACCOUNTABILITY TO THE STUDENTS AND FAMILIES YOU SERVE. THANK YOU. THANK YOU VERY MUCH, MS. HERNANDEZ. AND LAST BUT NOT LEAST, WE HAVE OUR FINAL SPEAKERS. LUPITA MARTINEZ FROM CHILA, THE COALITION FOR HUMANE IMMIGRANT RIGHTS. SHE HERE? YES, SHE'S HERE. UH, FOR NEARLY FOUR DECADES, CHILA HAS BEEN A LEADING ADVOCATE FOR IMMIGRANT COMMUNITIES ADVANCING CIVIL RIGHTS LEADERSHIP DEVELOPMENT, AND POLICY REFORMS THAT PROTECT IMMIGRANT FAMILIES ACROSS CALIFORNIA. MS. MARTINEZ, THANK YOU FOR JOINING US TODAY AND FOR THE IMPORTANT WORK THAT CHILA CONTINUES TO LEAD IN SUPPORTING OUR IMMIGRANT COMMUNITIES. THE FLOOR IS YOURS. THANK YOU SO MUCH. GOOD AFTERNOON BOARD MEMBERS. MY NAME IS LUTA MARTINEZ, THE REGIONAL POLICY ADVOCATE WITH THE COALITION FOR HUMANE IMMIGRANT RIGHTS CHILA. I WANT TO BEGIN BY THANKING BOARD MEMBER DR. RIVAS AND CO-SPONSORS BOARD, BOARD PRESIDENT SCOTT SCHON AND BOARD MEMBER KELLY ES FOR THEIR LEADERSHIP AND THE BOARD MEMBERS THAT CONTINUE TO STAND WITH IMMIGRANT FAMILIES, UM, BY SUPPORTING THIS RESOLUTION. SO A LITTLE BIT OF WHAT CHEERLA DOES EVERY DAY. CHEERLA WORKS DIRECTLY WITH IMMIGRANTS AND IMMIGRANTS AND MIXED STATUS FAMILIES TO THE CROSS LOS ANGELES THROUGH ONE OF OUR PROGRAMS CALLED WISE UP, UM, WHICH SERVES STUDENTS IN OVER 15 L-A-U-S-D HIGH SCHOOLS AND EMPOWERS IMMIGRANT, UNDOCUMENTED AND MIXED STATUS YOUTH. WE ALSO SERVE, UM, PROVIDE SERVICES IN OVER FOUR DIFFERENT HIGH SCHOOLS WITH DREAM RESOURCE CENTERS, WHERE WE ARE ALSO ABLE TO PROVIDE THOSE SERVICES, UM, AND EDUCATION AROUND PROTECTIONS AROUND KNOW YOUR RIGHTS. WHAT WE ARE CONSTANTLY HEARING FROM YOUNG STUDENTS IS HEARTBREAKING ACROSS THE DISTRICT. STUDENTS ARE LIVING WITH THE FEAR AND DISRUPTION CAUSED BY ONGOING IMMIGRATION ENFORCEMENT IN THEIR NEIGHBORHOODS. OVER THE LAST SEVERAL MONTHS, WE'VE SEEN CHILDREN COME TO SCHOOL TERRIFIED THAT THEIR PARENTS MIGHT NOT BE HOME WHEN THEY RETURN. WE'VE SEEN STUDENTS STRUGGLE TO FOCUS BECAUSE A RAID TOOK PLACE ON THEIR BLOCK THE NIGHT BEFORE. THIS TRAUMA DOES NOT JUST STAY AT HOME, IT WALKS INTO THE CLASSROOM WITH THEM. THAT IS WHY THIS RESOLUTION ON TRANSPARENCY AND ACCOUNTABILITY MATTERS SO DEEPLY. OUR FAMILIES AND STUDENTS DESERVE TO KNOW THAT L-A-U-S-D IS NOT CONNECTED EVEN INDIRECTLY TO SYSTEMS COMPANIES OR VENDORS WHOSE ACTIVITIES CREATE FEAR, INSTABILITY, OR THE PERCEPTION OF OF HARM. THE TRANSPARENCY REQUIREMENTS OUTLINED IN THIS RESOLUTION, INCLUDING VENDOR DISCLOSURES AND A CLEAR PUBLIC REVIEW PROCESS, ARE ESSENTIAL TO ENSURING THAT THE DISTRICT'S CONTRACTS ALIGN WITH THE VALUES WE UPHOLD SAFETY, DIGNITY, AND TRUST. ALL USD SERVES THOUSAND OF IMMIGRANT AND MIXED STATUS FAMILIES. AND WHEN INSTITUTIONS ARE NOT TRANSPARENT, IT ERODES THAT TRUST. BUT WHEN ALL USD LEADS WITH CLARITY AND ACCOUNTABILITY, IT SENDS A POWERFUL MESSAGE. OUR SCHOOLS WILL REMAIN A SAFE PLACE FOR EVERY, FOR EVERY STUDENT, EVERY FAMILY, EVERY CHILD, NO MATTER THEIR IMMIGRATION STATUS OR WHAT IS HAPPENING IN THEIR COMMUNITY. AS ONE OF THE LARGEST SCHOOL DISTRICTS IN THE NATION, ALLY USD'S DECISION WILL SET A STANDARD FOR WHAT RESPONSIBLE VALUES, WHAT RESPONSIBLE VALUES DRIVEN PUBLIC INSTITUTIONS COULD LOOK LIKE. THANK YOU. THANK YOU VERY MUCH, MS. MARTINEZ. NOW I'LL SEAT BACK TO OUR BOARD PRESIDENT OR MR. MCLEAN FOR ANY PUBLIC COMMENT ON THIS ITEM, MR. MCLEAN. OKAY. WE HAVE 10 FOLKS WHO HAVE SIGNED UP FOR PUBLIC COMMENT. I'LL CALL ON THE FOLKS WHO HAVE LISTED THEMSELVES AS SPEAKING IN PERSON, AND THEN WE WILL CALL THOSE WHO ARE LISTED AS SPEAKING REMOTELY. UH, THE FIRST SPEAKER IS ELISA GALINDO. ARE YOU HERE? ELOISA? LEMME CHECK ONLINE TO SEE IF SHE'S WITH US ONLINE. ALL RIGHT. UM, SANDRA MARTINEZ. RO, ARE YOU HERE? THERE YOU ARE. COME ON UP. YOU HAVE TWO MINUTES TO SPEAK. WHY DON'T YOU BEGIN? AND THEN AFTER MS. ROWE IS ASHLEY LARES. THANK YOU. GOOD AFTERNOON BOARD. MY NAME IS SANDRA MARTINEZ ROW AND I'M HERE ON BEHALF OF SCHOOLS BEYOND SCREENS TO SUPPORT DR. ROCIO REVA'S RESOLUTION, WHICH, WHICH STRENGTHENS TRANSPARENCY AND OVERSIGHT IN HOW L-A-U-S-D ENTERS AND REVIEWS GOVERNMENT CONTRACTS TO ENSURE DISTRICT DOLLARS ALIGNED WITH THE STUDENT SAFETY AND COMMUNITY TRUST. SBS NOW HAS ALMOST A THOUSAND SIGNATURES ON OUR MOST RECENT PETITION TO AUDIT ALL TECH CONTRACTS, WHICH HAVE COLLECTED OVER ALMOST A THOUSAND SIGNATURES AND STILL COLLECTING IT IS A NEW AGE. BUT THE CORPORATIONS CONTINUE TO POLLUTE OUR SYSTEM, NOT BECAUSE OF THE OVERWHELMING SUCCESS STORIES THESE CORPORATIONS PROVIDE, BUT BECAUSE THEY SEE L-A-U-S-D AS A GATEWAY CONTRACT [03:40:01] AND OUR STUDENTS AS LIFETIME CONSUMERS, ADDICTS OR TARGETS, THEY SET OUR COMMUNITIES UP FOR TO VULNERABILITY WITH DATA, WHETHER IT'S IMMIGRATION STATUS OR PREDATORS. I RECENTLY PARTICIPATED IN AN L-A-U-S-D LISTENING SESSION BY OUR BOARD DISTRICT MEMBER CARLA GREGGO. AND IN SPEAKING TO WHAT WAS GOOD VERSUS WHAT COULD BE IMPROVED, NOT ONCE DID ANYONE SAY WE NEED MORE TECHNOLOGY, MORE PROCESSED FOODS, AND MORE WHATEVER THEY'RE SELLING. ON THE CONTRARY, IT WAS ALL ABOUT US NEEDING MORE HUMANS. WE NEED PSAS, WE NEED LIBRARIANS, WE NEED TAS, WE NEED COMMUNITY. OH YES. AND WE NEED BOOKS AS COSTS GO UP AND BUDGETS DWINDLE. THESE ARE THE TYPE OF POLICIES WE NEED AND WANNA SEE TRANSPARENCY AND THE POWER FOR YOU TO PUSH BACK. THANK YOU DR. RIVAS. IT CO-SPONSORS FOR HIGHLIGHTING THIS URGENT MATTER MATTER IN POLICY TRANSPARENCY TO INSIST THE BOARD FOCUSES ON PROVEN METRICS FOR PROVIDING QUALITY EDUCATION. NOW MORE THAN EVER, WE NEED TO KNOW WHO'S MAKING THESE DEALS AND WHY. AND IF THEY AREN'T PROVIDING A SAFER LEARNING ENVIRONMENT, SMALLER CLASS SIZES, GREENER SCHOOLS, COMPENSATION FOR STUDENTS AND OR FOR TEACHERS AND STAFF, AND MOST IMPORTANTLY SUCCESSFUL STUDENTS, THEN THE LEAST WE COULD DO IS BE TRANSPARENT ABOUT IT SO THE PUBLIC CAN UNDERSTAND WHY THESE CHOICES ARE BEING MADE. AND SO THERE IS ACCOUNTABILITY WHEN THEY ARE IN FACT AGREED UPON. YOU HAVE OUR SUPPORT. THANK YOU. THANK YOU FOR YOUR TIME. ALL RIGHT. ASHLEY LARE. ASHLEY, ARE YOU HERE? COME ON DOWN. YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. HI, UH, MY NAME IS ASHLEY. I SERVE AS PRESIDENT OF DR. LI'S STUDENT ADVISORY COUNCIL. AND I'M HERE TO SPEAK UPON THE RESOLUTION IN A TIME WHERE RACIAL PROFILING, PROFILING HAS BEEN A FACTOR TO ABUSE AUTHORITY AND INCREASE FEARS IN MANY MARGINALIZED AND TARGETED COMMUNITIES, IT IS CRUCIAL FOR US TO PROTECT THE MOST VULNERABLE. THE SAFETY AND WELLBEING OF THE STUDENTS IS A PRIORITY. FAMILIES SHOULD KNOW THAT THEY ARE BEING SUPPORTED AND THAT THEIR HUMAN DIGNITY IS BEING PROTECTED. THIS RESOLUTION CAN HELP DECREASE FEAR SO STUDENTS AND FAMILIES CAN FEEL ASSURED THAT THE DISTRICT WOULD DO EVERYTHING IN THEIR POWER TO MAKE THEM FEEL SAFE. IT IS IMPORTANT FOR US STUDENTS TO GO TO SCHOOL AND BECOME EDUCATED. WE SHOULDN'T HAVE TO BE IN FEAR THAT WE MAY NOT COME HOME TO OUR FAMILIES BECAUSE OUR FOCUS SHIFTS ON FEAR RATHER THAN EDUCATION. AND IT SHOULDN'T BE THAT WAY. CREATING EXTRA PRECAUTIONS TO DECREASE FEARS CAN HELP STUDENTS FEEL MORE REASSURED AND NOT ONLY SERVE AS A SENSE OF RELIEF TO THE STUDENTS, BUT ALSO TO THEIR FAMILIES. STUDENTS SHOULD HAVE THE REASSURANCE TO ATTEND SCHOOL FEAR FREE FROM BEING TARGETS DURING THIS TIME. HAVING TRANSPARENCY, CREATING TRUST IN OUR COMMUNITIES AND DEFENDING AND PROTECTING THE HUMAN DIGNITY OF STUDENTS IS GREATLY NEEDED TO ENSURE THAT THEY RECEIVE AN EDUCATION IN A SAFE ENVIRONMENT AND FREE FROM FEARS. THANK YOU. THANK YOU FOR YOUR TIME. OKAY, THE NEXT PERSON, UH, CALLING REMOTELY IS ANDREA SELF TAB 26. ARE YOU IN THE ROOM, MS. SELF? ALL RIGHT. AARON. CRAIG, ARE YOU ON THE LINE FOR TAB 26? AARON CRAIG, ARE YOU IN THE ROOM? MR. CRAIG? AARON CRAIG IS NOT ON THE LINE AT THE TIME. THERESA GAINES, I SEE YOU ARE ONLINE. THERESA GAINES, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF. AND YOU HAVE TWO MINUTES TO SPEAK WHEN SHE BEGIN. THERESA GAINES. HELLO. UM, I'VE BEEN WAITING A WHILE TO SPEAK ON THIS TOPIC. GOOD AFTERNOON, BOARD PRESIDENT ELLERSON BOARD MEMBERS AND SUPERINTENDENT TATE. MY NAME IS THERESA GAINES. I'M A PARENT AT IN THE VENICE COMMUNITY OF SCHOOLS HERE IN THE DISTRICT, AND I'M A MEMBER OF RECLAIMER SCHOOLS, LOS ANGELES. I'M HERE TODAY IN SUPPORT OF DR. REVA'S RESOLUTION, LEVERAGING DISTRICT PURCHASING POWER TO DEFEND IMMIGRANT FAMILIES AND HUMAN DIGNITY. AS A PARENT, I'VE SEEN THE DEVASTATING IMPACT THAT ICE ENFORCEMENT HAS HAD ON OUR SCHOOL COMMUNITIES. WHEN FAMILIES ARE LIVING WITH FEAR AND UNCERTAINTY, IT AFFECTS OUR STUDENTS. IT AFFECTS THEIR ACADEMICS, HOW SAFE THEY FEEL, HOW OFTEN THEY COME TO SCHOOL, AND HOW FAMILIES ENGAGE WITH THEIR TEACHERS IN SCHOOLS SOLUTIONS. LAUC HAS ALREADY RECOGNIZED ITS RESPONSIBILITY TO PROTECT STUDENTS. THE DISTRICT HAS ADOPTED POLICIES TO SUPPORT IMMIGRANT STUDENTS AND FAMILIES AND TO MAKE SURE SCHOOLS REMAIN SAFE AND WELCOMING SPACES THE RESOLUTION BUILDS ON THAT COMMITMENT. IT ASKS THE DISTRICT TO TAKE THE NEXT STEP AND THINK ABOUT HOW IT USES ITS PURCHASING. POWER. SCHOOL DISTRICTS SPEND LARGE [03:45:01] AMOUNTS OF PUBLIC MONEY ON CONTRACTS WITH PRIVATE COMPANIES. THIS RESOLUTION FOCUSES ON TRANSPARENCY AND ACCOUNTABILITY BY ASKING VENDORS TO DISCLOSE CERTAIN INFORMATION, AND BY CREATING A PROCESS FOR THE DISTRICT TO REVIEW, WHETHER IT'S CONTRACTING RELATIONSHIPS ALIGN WITH ITS VALUES AND RESPONSIBILITIES TO ITS STUDENTS. L-A-U-S-D, UM, IS ONE OF THE LARGEST PUBLIC SCHOOL SYSTEMS IN THE COUNTRY. AND THAT COMES THE OPPORTUNITY. DEMONSTRATE LEADERSHIP, DEFINITELY DEMONSTRATE LEADERSHIP IN THIS MOMENT BY ADOPTING, LEVERAGING DISTRICT PURCHASING POWER TO DEFEND IMMIGRANT FAMILIES AND HUMAN DIGNITY. THE BOARD CAN SHOW HOW PUBLIC INSTITUTIONS CAN USE THEIR ECONOMIC POWER RESPONSIBLY AND AN ALIGNMENT WITH THE COMMUNITIES THEY SERVE. I URGE YOU TO PASS THIS RESOLUTION. THANK YOU FOR YOUR TIME AND CON CONSIDERATION IN THIS MATTER. THANK YOU FOR YOUR TIME. OKAY. ANTON GARCIA, ARE YOU ON THE LINE? I SEE ANTONIA TE GARCIA IS ON THE LINE. PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. ANTON GARCIA. HI. YES, CAN YOU HEAR ME? WE CAN. PLEASE GO AHEAD. YES. HI, MY NAME IS ANTON GARCIA AND I'M A PARENT FROM GARFIELD HIGH SCHOOL. UM, AND I'M ALSO A MEMBER OF RECLAIM OUR SCHOOLS LOS ANGELES. ALONG WITH, UM, CSOI AM HERE TODAY IN SUPPORT OF DR. REBA'S WITH SOLUTION. AS A PARENT, I'VE SEEN ALL THE DEVASTATING IMPACT THAT I ENFORCEMENT HAS HAD IN OUR SCHOOL COMMUNITY, WHICH IS, HAS BEEN VERY ENFORCED IN IN EAST LOS ANGELES TOO, AS WELL. WHEN FAMILIES ARE LIVING WITH FEAR OR UNCERTAINTY, IT AFFECTS STUDENTS AND IT HAS AFFECT MY STUDENTS AS WELL, HOW SAFE THEY FEEL, HOW OFTEN THEY COME TO SCHOOL, AND HOW FAMILIES ENGAGE WITH THEIR TEACHERS AND SCHOOL. SORRY, I'M JUST VERY EMOTIONAL RIGHT NOW WITH THIS. UM, L-A-U-S-D HAS ALREADY RECOGNIZED ITS RESPONSIBILITIES TO PROTECT OUR STUDENTS. THE DISTRICT HAS ADOPT POLICIES TO SUPPORT IMMIGRANT STUDENTS AND FAMILIES AND TO MAKE SURE SCHOOLS REMAIN SAFE AND WELCOME SPACE. THIS RESOLUTION BUILDS ON THE COMMITMENT. IT ASKS THE DISTRICT TO TAKE THE NEXT STEPS AND THINK ABOUT HOW IT USES ITS PURCHASE. EMPOWERED SCHOOL DISTRICTS SPEND LARGE AMOUNT OF PUBLIC MONEY ON CONTRACTS WITH PRIVATE COMPANIES. THIS RESOLUTION FOCUSES ON TRANSPARENCY AND ACCOUNTABILITY BY ASKING VENDORS TO DISCLOSE CERTAIN INFORMATION. AND BY CREATING A PROCESS FOR THE DISTRICT TO RECEIVE, WHETHER IT CONTRACTING RELATIONSHIPS ALIGNED WITH ITS VALUES AND RESPONSIBILITIES. I AM HERE TO SUPPORT DR. EVA'S RESOLUTION AND PLEASE HELP OUR FAMILIES. PLEASE HELP OUR IMMIGRANT FAMILIES. WE WANNA STOP THE, UM, FOR THEM TO STEREOTYPE OUR, OUR CHILDREN TO STOP, UM, STOPPING OUR, OUR CHICANO FAMILIES. THANK YOU. THANK YOU FOR YOUR TIME. AND THE NEXT SPEAKER IS IAN COOPER SMITH. I SEE YOU'RE NOT ONLINE WITH US. ARE YOU IN THE ROOM? IAN COOPER SMITH. ALRIGHT, HANDS JOHNSON. I DO SEE YOU ARE ON THE LINE. PLEASE PRESS STAR SIX. HANS, PLEASE PRESS STAR SIX. UNMUTE YOURSELF. AND YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. HANS JOHNSON. GOOD AFTERNOON, BOARD PRESIDENT SCH MESON, BOARD VICE CHAIR, DR. RIVAS AND BOARD MEMBER EZ, WHOM I WANT TO COMMEND ALL OF YOU FOR YOUR REMARKS IN SUPPORT OF THIS RESOLUTION. I'M HANS JOHNSON. I'M PRESIDENT OF THE EAST AREA, PROGRESSIVE DEMOCRATS, THE LARGEST DEMOCRATIC CLUB IN LOS ANGELES AND IN CALIFORNIA. WITH MORE THAN 1200 MEMBERS ACTIVELY ENGAGED IN PROMOTING PUBLIC EDUCATION AND ACCOUNTABILITY AT ALL LEVELS OF SCHOOL GOVERNANCE. THANK YOU FOR THIS IMPORTANT RESOLUTION TODAY. TO PUT TRANSPARENCY AND ACCOUNTABILITY ONE STEP CLOSER TO REALITY IN L-A-U-S-D AND TO PUT OUR SPENDING AS TAXPAYERS IN L-A-U-S-D ONE STEP CLOSER TO REAL ACCOUNTABILITY WITH OUR VALUES. OUR CLUB IS PROUD TO HAVE GARNERED MORE THAN 5,000 SIGNATURES ON A PETITION RECENTLY AGAINST THE PLACEMENT OF A NEW HOME DEPOT LOCATION IN OUR COMMUNITIES. WHY DO I RAISE HOME DEPOT? HOME DEPOT IS ON THE FRONT LINES OF ENABLING THE UNACCOUNTABLE USE OF WARRANTLESS RAIDS, SEARCHES, AMBUSHES AND KIDNAPPINGS OF ANGELINOS. WE HAVE SEEN IT EVEN IN OUR OWN SCHOOL [03:50:01] DISTRICT, UH, SCHOOL BOARD DISTRICT TWO AND FIVE COMMUNITIES HERE IN THE EAST SIDE AND SAW A RESIDENT CHASE TO HIS DEATH IN NEARBY MONROVIA IN AUGUST. HOME DEPOT IS NOT JUST DISREPUTABLE FOR ITS ACTIONS OF ENABLING ICE AND ITS, UH, INTIMIDATING AND BRUTAL RAIDS ON ITS PREMISES, BUT FOR ALLOWING THE VIOLATIONS OF PRIVACY, INCLUDING CALIFORNIA PRIVACY LAWS BY BIOMETRIC GATHERING AT ITS CHECKOUT LOCATIONS. THOSE ARE TWO OF THE WATCH SIGNALS FOR DISREPUTABLE ACTIONS, GARNERING DATA AND UNACCOUNTABLE ACTIVITIES BY CORPORATIONS. WE NEED MORE CHECKS AGAINST THEM. WE DON'T HAVE PEOPLE CLAMORING FOR MORE UNACCOUNTABLE RAIDS, SONIC WEAPONS AT PARKING LOTS, OR GARNERING A BIOMETRIC DATA WITHOUT PERMISSION. THIS RESOLUTION IS AN IMPORTANT STEP IN THE RIGHT DIRECTION. THANK YOU. THANK YOU FOR YOUR TIME. UH, THE NEXT SPEAKER CALLING IN REMOTELY IS TIFF SAN. I DON'T HAVE YOU ONLINE IN FRONT OF ME, BUT ARE YOU IN THE ROOM, TIFF? NO. ALL RIGHT. I'LL CALL AGAIN FOR ELOISA. GALINDO. ARE YOU HERE? ANDREA SELF OR AARON CRAIG. OKAY. THAT CONCLUDES PUBLIC COMMENT ON THIS ITEM. SO I INVITE ANY OTHER, UH, BOARD MEMBERS WHO WANNA MAKE ANY COMMENTS OR YOU CAN GO TO A VOTE. I CARLA. HI. THANK YOU. I DON'T KNOW IF I TOLD YOU I WAS CO-SPONSORING. I'D LIKE TO BE A CO-SPONSOR, IF THAT'S OKAY. THANK YOU. GOT IT. UM, SO THANK YOU, UM, ROCIO SCOTT AND AND KELLY. UM, AT A TIME WHEN ACTIONS BY ICE AND DHS AND THE FEDERAL GOVERNMENT, UM, HAS BEEN HARASSING, KIDNAPPING OUR FAMILIES, OUR DISTRICT MUST BE CLEAR ABOUT WHERE WE STAND. UM, AS BOARD MEMBERS, WE HAVE A RESPONSIBILITY TO ENSURE THAT OUR FINANCIAL DECISIONS ALIGN WITH OUR VALUES AND COMMITMENTS TO PROTECT AND SUPPORT OUR STUDENTS AND FAMILIES. AND ACCOUNTABILITY AND TRANSPARENCY ARE ESSENTIAL, UH, IN PUBLIC INSTITUTIONS. OUR COMMUNITY ALSO HAS A RIGHT TO KNOW WHO AND WHAT THEIR TAX DOLLARS ARE SUPPORTING. I WANNA ACKNOWLEDGE THE THOUSANDS OF PEOPLE ACROSS THE COUNTRY WHO HAVE TAKEN IT UPON THEMSELVES TO PROTECT OUR COMMUNITIES BY PROTESTING IN THE STREETS, INCLUDING OUR STUDENTS PARTICIPATING IN RAPID RESPONSE NETWORKS. KNOW YOUR RIGHTS WORKSHOPS AND MUTUAL AID RESOURCES ORGANIZED ACROSS OUR DISTRICT. I ALSO WANNA COMMEND US, OUR DISTRICT WHO IS MODELED HOW PUBLIC INSTITUTIONS LIKE OURS REFUSES TO CONDUCT BUSINESS AS USUAL AND IGNORE THE PAIN AND SUFFERING OF OUR STUDENTS AND COMMUNITIES AND OUR EDUCATORS. BY LOOKING TO DIVEST FROM COMPANIES THAT DO BUSINESS WITH IDHS AND OTHER INSTITUTIONS THAT ARE HURTING OUR STUDENTS, WE ARE PROCLAIMING THAT WE WILL NOT CONTINUE TO SUPPORT CORPORATIONS THAT CONTRIBUTE TO HARM OUR STUDENTS AND FAMILIES. SO THANK YOU AGAIN FOR PUTTING THIS FORTH AND OUR WHOLEHEARTEDLY SUPPORTIVE. THANK YOU, JERRY. YEAH, SO THERE'S A SAYING THAT GOES, YOU KNOW, PUT YOUR MONEY WHERE YOUR MOUTH IS. AND I THINK IT MIGHT BE A LITTLE INFORMAL FOR THE SETTING, BUT I THINK IT'S VERY FITTING. LOOKING BACK ON THE PAST COUPLE OF MONTHS, THERE'S BEEN A LOT OF TURMOIL THAT STUDENTS HAVE FACED, AND MANY TIMES THEY HAVE TURNED TO THE BOARD FOR GUIDANCE AND SUPPORT. AND WE RESPONDED WITH PROGRAMS LIKE WE ARE LIKE THE WE ARE ONE CAMPAIGN AND KNOW YOUR RIGHTS WORKSHOPS. AND I'M PROUD TO BE HERE IN A MOMENT WHERE WE'RE ONCE AGAIN, TAKING IT A STEP FURTHER TO CEMENT OUR COMMITMENT TO STUDENTS AND TO OUR FAMILIES. MAKING SURE THAT OUR MONEY IS GOING TO ORGANIZATIONS AND CORPORATIONS THAT HAVE SIMILAR IDEALS AND VALUES TO US AS MORE GOVERNMENTAL ORGANIZATIONS BECOME OBSCURE AND SECRETIVE. IT'S CRITICAL THAT WE GO AGAINST THE GRAIN AND WE BECOME MORE TRANSPARENT. LIKE DR. RIVAS SAID, IT WAS A TOPIC MENTIONED EARLIER IN THE DAY, BUT LABOR BY LABOR PARTNERS ABOUT SUBCONTRACTING AND THE AMOUNT OF MONEY WE SPEND WITH THIRD PARTY VENDORS. AND I THINK IT'S IN, AND FOR THE SAKE OF ACCOUNTABILITY, I THINK IT'S A GREAT IDEA TO HAVE A PUBLIC FACING DATABASE FOR DISTRICT CONTRACTS. UM, YEAH, FOR THESE REASONS, I WOULD REALLY LIKE TO THANK DR. RIVAS FOR BRINGING THIS RESOLUTION TO THE BOARD AND ALSO TO THE OTHER CO-SPONSORS, UM, YOU KNOW, BOARD PRESIDENT SCHON AND, AND, UM, BOARD MEMBER GO EZ. UM, MYSELF AND THE STUDENTS OF LA UNIFIED STRONGLY SUPPORT THIS RESOLUTION, UH, AND I WOULD LOVE TO BE ADDED AS A CO-SPONSOR. THANK YOU. NOTED. AND WE DO HAVE IAN COOPER SMITH IS NOW ONLINE WITH US TO SHARE A PUBLIC COMMENT. MR. SMITH, PLEASE GO AHEAD. YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. HELLO? UH, MY NAME IS IAN COOPER SMITH. I'M A MEMBER OF SCIU, LOCAL 99. UH, ALSO A MEMBER OF SOCIALIST ALTERNATIVE. UM, I JUST WANNA SAY, FIRST AND FOREMOST, EDUCATORS STAND IN SOLIDARITY WITH STUDENTS, UM, AND THEY'RE ANTI-ICE ACTION. [03:55:01] UH, WE FELT THE EFFECTS OF ISIS PRESIDENTS FIRSTHAND, EVEN IF OUR SCHOOL TYPES HAVEN'T EXPERIENCED RAIDS ON OUR WORK SITES YET. UH, THE ENROLLMENT CRISIS RESPONSIBLE FOR THOUSANDS OF LAYOFF NOTICES AND THE HIRING FREEZE, UM, APPROVED BY THE SUPERIOR SCHOOL BOARD, IS DIRECTLY CONNECTED TO ISIS PRESIDENTS IN HAWAII. UM, THE DISTRICT SITES FAILING, UH, ENROLLMENT AS JUSTIFICATION FOR THESE LAYOFFS, BUT DOESN'T REALLY CARE TO EXPLAIN WHAT'S ACTUALLY CAUSING FAMILIES TO LEAVE THE DISTRICT OR PULL THEIR KIDS FROM SCHOOL. UM, LUSD ENROLLMENT HAS DROPPED BY 4% BECAUSE PARENTS ARE AFRAID TO SEND THEIR KIDS TO SCHOOL OUT OF FEAR OF ICE. UH, THE INVISIBLE PERIMETER THE DISTRICT ESTABLISHES ISN'T PROTECTING STUDENTS WHEN ICE WAITS TILL STUDENTS ARE OFF CAMPUS. UH, ESTABLISHING AN ARBITRARY PERIMETER TO TELL STUDENTS THEY'RE ONLY WORTH PROTECTING SO FAR AS THEY DON'T INCONVENIENCE THE DISTRICT. UH, RICARDO LOPEZ, UH, A TEACHER, UH, WITHIN A CHARTER SCHOOL, UH, WAS FIRED TRYING TO ENSURE THE SAFETY OF STUDENTS. HIS FIRING IS BASED OFF LAOC POLICY. UM, I THINK LAYING OFF SEIU WORKERS SUSPENDING STUDENTS AND PUNISHING EDUCATORS FOR SPEAKING OUT AGAINST ICE ISN'T GOING TO PROTECT STUDENTS. FORCING ICE OUT OF A LA IS. UM, I WORK AT A MIDDLE SCHOOL WHERE STUDENTS HAVE WALKED OUT OF SCHOOL PROTEST AGAINST ICE, AND EVERY, EVERY RIGHT TO DO SO. UM, THOSE STUDENTS ARE WITHOUT EDUCATOR SUPPORT, ARE BEING EXPOSED TO, UH, FURTHER KIDNAPS BY ICE. SO AS LONG AS ICE REMAINS IN LA, THE STUDENT ANTI-ICE UPRISING WILL CONTINUE. DEFINITELY, UH, TEACHERS AND EDUCATORS SHOULD HAVE THE RIGHT TO ENSURE THE SAFETY OF STUDENTS, AND THAT'S WHY IN THAT SENTIMENT, UM, WE DEMAND THAT RICARDO LOPEZ BE REINSTATED. THANK YOU. THANK YOU FOR YOUR TIME. NOW, PUBLIC COMMENT IS CONCLUDED. WELL, UM, I THINK WE'RE READY TO VOTE. OKAY. UH, THE VOTE, UH, MS. NEWVILLE ON TAB 26. YES. DR. RIVAS? YES. MR. MELVOIN? YES. REGO? YES. MS. CONES? YES. MS. ORTIZ FRANKLIN, BOARD PRESIDENT SCHON YES. AND STUDENT BOARD MEMBER? YAY. YES. ALL RIGHT. THANK YOU. OKAY. UM, I WILL SIGNAL FOR OUR AUDIENCE, WE ARE GOING TO MOVE TO THE TAB 28 TIMES CERTAIN OF THREE O'CLOCK. AND THEN FOLLOWING THAT, I SEE MOST OF OUR FRIENDS ARE HERE FOR GENERAL PUBLIC COMMENT ALREADY, AND WE'LL GO TO THAT RIGHT AFTER THAT. SO THANK YOU FOR YOUR PATIENCE WITH US. WE'RE SLOWLY CATCHING UP AFTER STARTING TWO HOURS LATE. UM, I'LL MOVE TAB 28 [28. Ms. Gonez, Mr. Yang, Mr. Melvoin, Ms. Ortiz Franklin - Power to the Youth: Supporting Youth Voting in Los Angeles (Res-045-25/26) (Waiver of Board Rule 72) ] SECOND. OKAY. MOVED BY MS. EZ, SECONDED BY DR. RIVAS. SO THIS RESOLUTION, WHICH SEEKS TO ENSURE THAT WE CONTINUE TO BE ON THE RECORD SUPPORTING, UM, GIVING THE RIGHT TO VOTE IN OUR LOCAL ELECTIONS TO 16 AND 17 YEAR OLDS IS AN IMPORTANT RECOMMITMENT OF OUR ADVOCACY. ENSURING THAT THE PRIMARY STAKEHOLDERS OF OUR DI OF OUR DISTRICT ARE STUDENTS HAVE A DIRECT SAY IN THE LEADERSHIP THAT SHAPES THEIR DAILY EDUCATION. STUDENTS ARE UNIQUELY POSITIONED TO IDENTIFY WHAT IS AND ISN'T WORKING IN OUR SCHOOLS. THEY'RE NOT JUST OBSERVERS OF OUR POLICIES, BUT THEY'RE THE VERY PEOPLE WHO LIVE AND EXPERIENCE THEM EVERY SINGLE DAY. WE'VE SEEN THE SUCCESS AND VIABILITY OF THIS MODEL IN CITIES LIKE OAKLAND AND BERKELEY, PROVING THAT 16 AND 17 YEAR OLDS ARE MORE THAN READY TO PARTICIPATE IN OUR DEMOCRATIC PROCESS BY SUPPORTING A LOWER VOTING AGE FOR BOARD OF EDUCATION ELECTIONS, AS WELL AS CITY COUNCIL AND MAYORAL ELECTIONS. WE ARE HONORING THE CIVIC ACTIVISM AND VOTES INITIATIVES OUR STUDENTS HAVE ALREADY CHAMPIONED ACROSS THE DISTRICT IN THIS CURRENT POLITICAL MOMENT WHERE OUR YOUTH ARE STANDING UP AND MAKING IT CLEAR THAT THEY ARE FIGHTING BACK AGAINST THE FEDERAL ADMINISTRATION. IT IS MORE IMPORTANT THAN EVER THAT WE CONTINUE TO FORMALLY EMPOWER OUR YOUNG LEADERS TO USE THEIR VOICES AT THE BALLOT BOX TO DEFEND THEIR COMMUNITIES, THEIR FAMILIES, AND OUR SHARED VALUES. I LOOK FORWARD TO THE CHARTER COMMISSION'S RECOMMENDATIONS AND HOPE TO SEE THIS REFORM BEFORE VOTERS IN NOVEMBER, 2026 TO ENSURE THAT OUR BOARD AND OUR CITY LEADERSHIP IS TRULY RESPONSIVE TO THE STUDENT EXPERIENCE. I ALSO, IN ADDITION TO THANKING MY CO-SPONSORS ON THIS RESOLUTION, I DO WANNA GIVE A SPECIAL THANK YOU TO STUDENT BOARD MEMBER JERRY YANG FOR HIS LEADERSHIP AND CONTINUED ADVOCACY THAT'S BEEN A PRIORITY FOR OUR STUDENT LEADERS OVER THE YEARS, FOR MANY, MANY YEARS. SOMEONE'S CLAPPING FOR JERRY. YEAH. LET'S, LET'S GIVE JERRY ROUND APPLAUSE. AND NOW I WANT TO PASS IT OVER TO HIM TO SHARE HIS REMARKS. YEAH. I'M VERY PROUD TO BE SUPPORTING THIS RESOLUTION TODAY ALONGSIDE MY COLLEAGUES HERE ON THE DEIS. IT'S IMPORTANT TO RECOGNIZE THAT EVERY ELECTION IS AN IMPORTANT CIVICS LESSON THAT STUDENTS SHOULD BE ACTIVELY PARTICIPATING IN. THERE IS NO BETTER TEACHER THAN EXPERIENCE. SO GETTING STUDENTS INTO THE POLLS AS SOON AS POSSIBLE WILL ENCOURAGE AND BUILD POSITIVE HABITS FOR YEARS INTO THE FUTURE. ON TOP OF THAT, A BIG VALUE THAT I ALWAYS PUSH FOR IS TRANSPARENCY AND ACCOUNTABILITY. AND LOWERING THE VOTING AGE FOR THE SCHOOL BOARD WILL HOLD THE ENTIRE BOARD ACCOUNTABLE FOR THE STUDENT EXPERIENCE IN THE DISTRICT. I MEAN, TO BE HONEST, IT JUST MAKES SENSE. STUDENTS ARE THE ONES WHO ARE ACTUALLY ON THE GROUND EVERY DAY EXPERIENCING THE POLICIES THAT HAVE BEEN PASSED. SO WHY SHOULDN'T THEY BE ALLOWED TO VOTE? THERE ARE SO MANY BENEFITS TO EARLY CIVIC ENGAGEMENT. IT IMPROVES, [04:00:01] UH, IT IMPROVES SOCIAL EMOTIONAL WELLBEING, ACADEMIC PERFORMANCE, COMMUNITY INVOLVEMENT, AND MANY MORE EFFECTS, ALL FROM THE SIMPLE ACT OF VOTING. AND THAT STARTS A CHAIN REACTION TOWARDS CREATING A MORE INFORMED POPULACE. SOME PEOPLE WILL ARGUE THAT STUDENTS AREN'T READY OR WILL JUST VOTE THE WAY THEIR PARENTS DO, BUT FROM WHAT I'VE SEEN, STUDENTS ARE ITCHING TO GET INVOLVED WITH POLITICS AND USE THEIR OWN VOICE. IN DOING SO, ESPECIALLY WITH WHAT'S GOING ON RIGHT NOW, IT'S CRITICAL THAT WE PROVIDE THESE OPPORTUNITIES WHERE STUDENTS FEEL SEEN, HEARD, AND EMPOWERED AS A YOUTH ADVOCATE AND A STUDENT ORGANIZER, I SEE IT ALL THE TIME. STUDENTS ARE PROTESTING, STUDENTS ARE COMING TO PUBLIC COMMENTS. STUDENTS WANT TO MAKE A CHANGE, AND THEY'RE LOOKING FOR AN OUTLET. I REMEMBER DURING THE 2024 PRESIDENTIAL ELECTION, MYSELF, ALONGSIDE SOME OF MY FRIENDS, WE WENT TO VOLUNTEER AT THE POLLS. WHY? BECAUSE WE WANTED TO BE ENGAGED WITH THE CIVIC PROCESS ANY WAY WE COULD. OUR STUDENTS ARE READY TO BE POLITICALLY ENGAGED AND ARE LOOKING FOR EVERY OPPORTUNITY FOR THEIR VOICES TO REALLY BE HEARD AND RECOGNIZED. AND WHAT BETTER WAY TO DO THAT THAN ALLOW THEM TO VOTE FOR THE BOARD OF EDUCATION ELECTIONS? THIS RIGHT HERE IS THE FIRST STEP TOWARDS UNLEASHING THAT ADVOCACY AND ORGANIZING POWER, FOSTERING COLLABORATION AND CONFIDENCE IN EVERY ONE OF OUR STUDENTS. SO FOR THAT REASON, I SUPPORT THIS RESOLUTION. WELL SAID. NO BETTER PROOF THAN THAT RIGHT THERE. UM, I ALSO WANTED TO OFFER THE OPPORTUNITY FOR BOARD MEMBER MELVIN OR THESE FRANKLIN, WHO ARE ALSO CO-SPONSORING TO SPEAK. MR. MELVOIN, WOULD YOU LIKE TO START? SURE. THANK YOU MS. EZ, FOR BRINGING THIS. UH, AND YES, YOU, YOU JUST SAID IT, BUT I THINK IF YOU SPEND TIME WITH OUR STUDENT BOARD MEMBERS AS WE HAVE, UM, IN PARTICULAR MR. YANG, I THINK YOU THINK THAT, OR YOU'LL COME TO THE CONCLUSION THAT VOTING SHOULD START AT 16 AND MAYBE END AT LIKE 40 OR SOMETHING . BUT, UM, AS AN NATE SMITH. BUT, UH, JERRY, THANKS FOR YOUR CO-SPONSORSHIP AND YOUR LEADERSHIP AS WELL, BOTH WITH THE STUDENT EMPOWERMENT UNIT AND GETTING YOUR PEERS TO VOTE IN ELECTIONS AND IN HELPING US WITH THIS RESOLUTION. UM, THANKS AGAIN TO MS. EZ AND MS. OR FRANKLIN AS WELL. YOU KNOW, STUDENTS ARE OUR MOST IMPORTANT CONSTITUENTS DIRECTLY IMPACTED BY BOARD DECISIONS EVERY DAY, AND DESERVE A VOICE IN SELECTING THE LEADERS WHO SHAPE THEIR EDUCATION. UM, WE'VE SEEN THAT OTHER JURISDICTIONS HAVE BEEN SUCCESSFUL IN IMPLEMENTING, UH, THIS POLICY. UM, AND IT, YOU KNOW, DEMONSTRATES ITS FEASIBILITY AND PUBLIC SUPPORT. AND SO, AS WE CAN SEE THROUGH, UM, NOT JUST MR. YANG, BUT MANY OF THE STUDENTS WHO I THINK ARE IN THE AUDIENCE TODAY, STUDENT, UM, YOU KNOW, ARE, ARE YOUNG PEOPLE, ARE, ARE CIVICALLY ENGAGED THROUGH ORGANIZING AND PUBLIC TESTIMONY AND COMMUNITY ADVOCACY IN MANY WAYS MORE ENGAGED THAN THE THEIR VOTING AGED, YOU KNOW, UH, NEIGHBORS AND PARENTS AND GUARDIANS. UM, AND, UH, I THINK LOWERING OUR VOTING AGE WOULD INCREASE ACCOUNTABILITY AND ENSURE BOARD LEADERSHIP IS MORE RESPONSIVE TO THE STUDENT EXPERIENCE. SO, I'M, I'M, UH, PROUD TO CO-SPONSOR THIS, UH, YOU KNOW, YET AGAIN AS WE'VE DISCUSSED THIS OVER THE YEARS, UM, AND URGE MY COLLEAGUES TO JOIN US IN SUPPORTING. SO THANKS MS. EZ. THANK YOU. BOARD MEMBER MELVOIN. UM, WOULD LOVE TO HEAR FROM PUBLIC COMMENT SPEAKERS, MR. MCLEAN. OKAY, WE HAVE TWO FOLKS SIGNED UP. THE FIRST PERSON IS MITSU. ARE YOU HERE? NOT HERE. AND THE SECOND PERSON IS JULIAN OZ. ONLINE. PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. JULIAN, I SEE YOU'RE WITH US. HI. ARE YOU WAITING FOR ME, JILLIAN? YEAH, PLEASE GO AHEAD. OKAY. HI. HELLO EVERYONE. UH, MY NAME IS JILLIAN BURGOS. UM, I'M PRESIDENT OF THE NOHO NEIGHBORHOOD COUNCIL, BUT I'M SPEAKING ON MY OWN BEHALF. UM, I REALLY SUPPORT THIS AND WOULD LIKE TO, UM, UPLIFT BOARD MEMBER GO FOR, FOR BRINGING THIS FORWARD. UM, OUR CITY'S PLAGUED LOW VOTER TURNOUT AS IT IS ALREADY FOR MOST ELECTIONS. AND ONE WAY TO CHANGE THAT IS TO REALLY INVEST IN OUR YOUTH. WE ALWAYS SAY THE CHILDREN ARE OUR FUTURE, SO WE MUST SHOW IT, UM, BY EMPOWERING THEM WITH THE RIGHT TO VOTE. AND WE KNOW THIS YOUNG GENERATION IS INVIGORATED AND ENERGIZED. WE SEE IT, WE SEE THEM OUT THERE WITH THEIR ACTIVISM. UH, WE SEE THEM OUT AT PROTESTS AND WITH THE RECENT ORGANIZED SCHOOL WALKOUTS. SO THIS GENERATION DEFINITELY WANTS TO MAKE AN IMPACT AND THEY WANNA MAKE THEIR VOICES HEARD. SO IF WE GET THEM CIVICALLY ENGAGED EARLY, THEY WILL BE LIFETIME VOTERS AND PASS THIS ALONG TO THEIR FAMILIES. THANK YOU SO MUCH. THANK YOU FOR YOUR TIME. THAT CONCLUDES PUBLIC COMMENT ON THIS TAB. UM, WELL FIRST I WANNA, UM, THANK ALL MS. EZ AND, UH, BOARD MEMBER MELVOIN AND ALSO, UH, ORTIZ FRANKLIN AND OUR STUDENT BOARD MEMBER YANG FOR JERRY YANG FOR BRINGING THIS FORWARD. UM, I WOULD LIKE TO BE ADDED AS A CO-SPONSOR. UM, AND THEN JUST, YOU KNOW, THIS IS JUST, UM, WANTED TO JUST MAKE IT, UH, A SUGGESTION FOR THE, UH, FIRST RESOLVE, JUST TO BE MORE SPECIFIC WHERE IT SAYS ELECTIONS IN CITIES THROUGHOUT L-A-U-S-D BOUNDARIES. JUST WONDERING IF WE COULD ADD, UM, FOR EXAMPLE, OR INCLUDE, [04:05:01] YOU KNOW, INCLUDING EAST LA UM, WHICH IS UNIN, OREGON. YOU CAN SAY UNINCORPORATED CITIES BECAUSE I KNOW WE HAVE WALNUT PARK IN, UH, BD FIVE AND IN MY DISTRICT THERE'S EAST LA AND CITY TERRACE. JUST, YOU KNOW, TO BE INCLUSIVE AND MAKE IT MORE SPECIFIC OF UNINCORPORATED. YEAH. YES. I WONDER, UM, WOULD, WOULD IT, DO YOU WANT A SPECIFIC, BECAUSE I KNOW IN MY DISTRICT WE HAVE THE CITY OF SAN FERNANDO, I THINK IN MR. MELVIN THERE'S THE CITY OF WEST HOLLYWOOD. SO I THINK WE WERE TRYING TO BE INCLUSIVE JUST BY BEING BROAD, BUT, UM, MAYBE CITIES AND UNINCORPORATED AREAS. YES. WOULD THAT, WOULD THAT HELP? OKAY. THAT'D BE GREAT. THANK YOU. 'CAUSE WE COVER THANK YOU FOR YOUR SUGGESTION. I APPRECIATE YOUR CO-SPONSORSHIP. SO FOR MY OWN NOTES, WE'RE GOING TO ADD CITIES AND UNINCORPORATED, UM, AREAS. AND THAT'S A FRIENDLY AMENDMENT. IT ALREADY SAYS CITIES, SO WE WOULD JUST ADD AND UNINCORPORATED AREAS AFTER CITIES. UM, AND YES, IT IS A FRIENDLY AMENDMENT AND I KEPT IT. THANK YOU. UM, THANK YOU, UM, TO THE, TO KELLY, NICK AND TANYA FOR BRINGING THIS FORTH. AND JERRY, THANK YOU SO MUCH. NOT ONLY FOR CO-SPONSORING, BUT FOR YOUR WORDS. YOU KNOW, AS A, AS A, WHEN I WAS YOUR AGE, I WAS VERY ACTIVE IN THE STREETS. I DID NOT, COULDN'T VOTE AT THAT TIME. BUT, UM, AND MY DAUGHTER IS A, A, A BIG ACTIVIST IN L-A-U-S-D AS WELL AND SHE CAN NOW VOTE, BUT I REMEMBER TAKING MY STUDENTS TO GO TO THE POLLING AT OUR, IN OUR OWN SCHOOL THAT WAS, AND IT WAS THEIR FIRST TIME VOTING AND IT WAS SUCH, IT FELT SO GOOD TO THEM TO HAVE THAT KIND OF POWER THAT THEY WERE, UH, DOING SOMETHING AND UM, THAT HOPEFULLY COULD LEAD TO SOMETHING POSITIVE. SO, UM, YOU KNOW, WHEN PEOPLE VOTE, THEY BRING NEW PERSPECTIVE, ESPECIALLY YOUNG PEOPLE AND SOLUTIONS TO THE CHALLENGES WE FACE. WE'VE SEEN HOW THE YOUTH COMING OUT TO VOTE HAS REALLY SHIFTED A LOT OF OUR LOCAL ELECTIONS, RIGHT? AND OUR STUDENTS DESERVE TO BE PART OF THAT EDUCATIONAL SYSTEM THAT SHAPES THEM. SO VOTING AT A YOUNG AGE INSTILLS THAT IMPORTANCE OF BEING INVOLVED IN DEMOCRATIC, UM, SYSTEMS. BUT I WANNA NOTE THAT VOTING IS ONLY ONE VEHICLE TO CIVIC ENVI ENGAGEMENT, RIGHT? WE SEE A LOT OF OUR STUDENTS HERE WHO COME AND THEY SPEAK UP AND THEY ALSO DO OTHER, OTHER CIVIC, UH, AND ACTIVIST, UM, ACTIVITIES. UM, SO WE WANNA ALSO ENCOURAGE OUR STUDENTS TO CONTINUE TO ORGANIZE AND ADVOCATE FOR THEMSELVES IN OTHER SPACES. AND IT'S ALSO IMPORTANT TO SEE HOW WE CAN EMBED THIS INTO THE CURRICULUM WITH OUR SCHOOLS. UM, SERVING AS VOTE CENTERS. MANY OF OUR YOUTH MAY HAVE THE OPPORTUNITY TO VOTE AT THEIR OWN HIGH SCHOOL DURING SCHOOL HOURS. UM, AND THIS RESOLUTION ALSO HIGHLIGHTS THE IMPORTANCE OF SUPPORTING THE YOUTH TO VOTE IN LOCAL MUNICIPAL ELECTIONS IN LA AND THROUGHOUT THE COUNTY. SO I WANNA THANK THE AUTHORS ALSO FOR UPLIFTING THE VOICES OF YOUNG PEOPLE IN SMALLER CITIES LIKE THOSE IN THE SOUTHEAST LA THAT I REPRESENT. SO THANK YOU AGAIN AND I'D LOVE TO BE ADDED AS A CO-SPONSOR. THANK YOU. WE ACCEPT, WELL, IT MAY APPEAR THAT WE DON'T HAVE QUORUM. WE HAVE THREE AT THE DAUS PLUS ONE ONLINE. SO JUST TO CLARIFY, SO WE DO HAVE FOUR WE CAN PROCEED WITH, WITH THE VOTE. YES. AND SORRY, I MEANT TO MOVE IT WITH A BOARD RULE 72 WAIVER, BUT I DIDN'T AND SO NOW I AM, YOU READ MY MIND, JUST WANTED TO ADD A QUESTION IN AGAIN, UH, ADD AS A CO-SPONSOR AS WE MOVE. 'CAUSE I THINK THERE'S CITIES THAT ALREADY DO THIS. UM, AND WANTING TO KNOW IF OUR OFFICE OF GOVERNMENT RELATIONS CAN GATHER SOME INFORMATION FOR US, UM, ON ALAMEDA COUNTY REGISTER OF VOTERS. 'CAUSE I THINK THEY ALREADY DO IT IN BERKELEY AND IN OAKLAND FOR OUR SCHOOL BOARD. SO JUST IF WE CAN MAKE NOTE OF THAT JUST TO GET THAT INFORMATION. AND THEN JUST ASKING IF THERE IS A COST BY ANY, FOR THE DISTRICT TO BE ABLE TO DO THIS. WOULD THERE BE A COST? THERE'S NO, I'M JUST ASKING THERE A STAFF FOR SOMETHING. CAN, WE CAN FOLLOW UP ON THAT AND UH, WORK WITH, UH, MS. ALVAREZ TO SEE WHAT THE POTENTIAL IMPACT WOULD BE. OKAY, THANK YOU. THAT'S ALL. AND UM, I KNOW 'CAUSE THE CITY CHARTER'S ALREADY THINKING OF THIS ALREADY, I THINK SO WE JUST ARE IN ALIGNMENT AND JUST AGAIN, WANTED TO APPRECIATE KELLY AND I APPRECIATE EVERY TIME, JERRY, WHEN YOU SPEAK AT THIS DAY, ESPECIALLY WHEN YOU BRING THE, HIGHLIGHT THE VOICES OF OUR STUDENTS. SO AGAIN, THANK YOU FOR THAT. AND TANYA AS WELL AS NICK. THANK YOU. [04:10:01] ALL RIGHT, LET'S MOVE ON TO THE VOTE MS. NEW BILL ON TAB 28. YES. UH, DR. RIVAS. MR. MELVOIN? YES. MS. REGO? YES. MS. DONEZ? YES. SORRY. MS. ORTIZ. MS. ORTIZ FRANKLIN. THAT WAS NOT, UH, BOARD PRESIDENT SCHUREN? YES. AND STUDENT BOARD MEMBER YANG? YES. OKAY. IT PASSES. I'LL COME COLLECT THE VOTES IN A LITTLE BIT LATER. OH, HERE COMES DR. RIVAS, PLEASE DON'T RUN NO RUNNING IN THE HALLWAYS. THAT'S RIGHT. AND, UH, SHE'S REGISTERED A YES. UH, FROM BACK HERE FOR TAB 28. UM, ALL RIGHT, NOW THIS BRINGS US [General Public Comment] TO GENERAL PUBLIC COMMENT. UM, THANK YOU SO MUCH FOR YOUR PATIENCE. I'LL CALL ON THE FOLKS AS USUAL, UH, WHO ARE HERE IN PERSON, AND THEN WE WILL TRANSITION TO THOSE WHO ARE SPEAKING REMOTELY. IF WE HAVE SOMEONE WHO'S GONNA SPEAK ENTIRELY IN SPANISH, WE'LL TAKE A FEW MOMENTS TO PASS OUT THE HEADSETS, BUT OTHERWISE, UM, WE'LL MOVE FORWARD. SO I'M GONNA READ THE FIRST FOUR FOLKS. THE FIRST PERSON PLEASE COME TO THE PODIUM. AND THEN THE OTHER THREE, JUST PLEASE BE READY AND PREPARED TO SPEAK. UH, BRIDEY LEE, YOU'RE THE FIRST SPEAKER. COME ON DOWN. YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. AND THEN IT'S DAVID RICHARDSON, THEN KENDALL LEWIS, THEN CHRISTOPHER COVINGTON, AND THEN, UH, MARIA RAPHAEL. SO PLEASE GO AHEAD. TWO MINUTES IS YOURS. I MISLED YOU. LET ME TURN ON YOUR MICROPHONE. THANK YOU. PLEASE GO AHEAD. THANK YOU. BOARD MEMBER MELVOIN, BOARD MEMBER GREGGO AND BOARD MEMBER ORTIZ FRANKLIN FOR THE INITIAL ANNOUNCEMENT OF THE USING TECHNOLOGY WITH INTENTION RESOLUTION. IT IS BOTH A MILESTONE TO CELEBRATE AND A CALLING TO BE CLEAR-EYED ABOUT OUR VISION FOR THE FUTURE OF EDUCATION. A FUTURE WHERE WE RECOGNIZE THAT THE SCIENCE ON THIS ISSUE IS SETTLED. EVERY SINGLE EXPERT, EVERY SINGLE RESEARCH PAPER, AND EVERY SINGLE DATA POINT ON THE PLANET CONCLUDES THAT THE OVER-RELIANCE ON CHROMEBOOKS, IPADS AND ED TECH IN SCHOOLS HAS MEASURABLY HARMED CHILDREN. A FUTURE WHERE WE'VE RETURNED TO A COMPUTER LAB MODEL THAT FOSTERS TECH SKILLS, NOT ENABLES DEVICE ADDICTION. A FUTURE WHERE ELIMINATING DEVICE USE FOR EARLY ED THROUGH SECOND GRADE PROHIBITING DEVICE USE DURING LUNCH AND RECESS AND BLOCKING ACCESS TO YOUTUBE ARE THE NEW NORMAL. A FUTURE WHERE WE REPLACE THE GOOGLE CONSENT FORM AND RESPONSIBLE USE POLICY WITH THE STUDENT TECH BILL OF RIGHTS. A FUTURE WHERE WE DON'T MOVE FAST AND BREAK THINGS WHERE WE PAUSE. WHEN LEADING AI EDUCATION EXPERT REBECCA WINTHROP ADVISES THAT THE RISKS OF UTILIZING GENERATIVE AI IN CHILDREN'S EDUCATION OVERSHADOW ITS BENEFITS, A FUTURE WHERE SCHOOL LIBRARIES ARE FULLY FUNDED AND STOCKED FOR A FRACTION OF THE COST OF IPADS. AT A MOMENT WHEN OUR DISTRICT IS IN THE NATIONAL SPOTLIGHT, LET'S DO WHAT'S RIGHT. LET'S LEAD, LET'S INSPIRE EVERY PARENT AND TEACHER AROUND THE COUNTRY TO SAY, I WANT MY SCHOOL DISTRICT TO DO WHAT L-A-U-S-D DID. LET'S EARN THE RESPECT OF EVERY LEADING EXPERT AND CREATE AN INTENTIONAL TECH POLICY THEY MAY CONFIDENTLY SUPPORT AS THE GOLD STANDARD FOR DISTRICTS TO EMULATE WORLDWIDE. LAST MONTH, JONATHAN HET DECLARED THIS IS THE TIPPING POINT. IT'S A DIFFERENT WORLD NOW THAN IT WAS TWO MONTHS AGO. THIS IS YOUR OPPORTUNITY TO NOT JUST MAKE HEADLINES TO MAKE HISTORY. THANK YOU. THANK YOU FOR YOUR TIME. ALL RIGHT. DAVID RICHARDSON, ARE YOU HERE? I SAW MR. OKAY. EXCUSE ME. THE SIGNAL. THERE'S NO KENDALL LEWIS, ARE YOU HERE? KENDALL LEWIS, IF YOU'RE HERE, COME ON DOWN. ALRIGHT. YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. UH, MY NAME IS KENDALL LEWIS. I WILL BE GILDING MY TIME TO RYAN HEALEY. MY NAME IS RYAN HUEY JR. AND I GO TO EMANUEL ARTS HIGH SCHOOL. I'M IN 12TH GRADE AND I'M ALSO A YOUTH LEADER WITH COMMUNITY COLLATION. I'M HERE TODAY TO DEMAND THAT L-A-U-S-D FULLY DEFUND SCHOOL POLICE. SCHOOL POLICE DO NOTHING MORE THAN INTIMIDATE RACIALLY PROFILE AND HARASS STUDENTS ON CAMPUS. Y'ALL ARE PROPOSING BUDGET CUTS AND LAYOFFS FOR STAFF, BUT STILL SPENDING MILLIONS ON SCHOOL POLICE PROGRAMS AND, AND RESOURCES BEING THREATENED WHILE CONTINUING TO INVEST IN SCHOOL. POLICE DOOMS US AND AS TO WHAT STUDENTS ALREADY WORRY ABOUT WHILE BEING AT SCHOOL EVERY DAY OUTSIDE OF SCHOOL IN MY COMMUNITY, MANY STUDENTS DEAL WITH POLICE ON A REGULAR BASIS, HAVE NEGATIVE INTERACTIONS WITH THEM AND WATCH THEM TERRORIZE OUR COMMUNITY TO HAVE TO WORRY ABOUT THAT. WHEN YOU ARE AT AN EDUCATIONAL ESTABLISHMENT [04:15:01] WHERE YOU'RE SUPPOSED TO FEEL SAFE AND COMFORTABLE IS CRAZY. EVERY TIME I SEE THEM IN FRONT OF MY SCHOOL, I'M REMINDED OF EVERY NEGATIVE INTERACTION I'VE HAD WITH THEM AND HOW MUCH THEY DO THE OPPOSITE, BUT KEEP US SAFE. BEFORE TRANSFERRING TO MANUAL ARTS, I WAS ATTENDING SOUTH LA COLLEGE PREP. I WAS CONSTANTLY MET WITH RANDOM BACKPACK SEARCHES AND POLICE HARASSMENT. I WAS STOPPED AND SEARCHED OFTEN BEFORE GOING INTO THE RESTROOM AND SOMETIMES COME INTO SCHOOL. MY LAST STRAW WAS WHEN I WAS RANDOMLY SEARCHED JUST FOR ME COMING TO SCHOOL LATE. THE OFFICER WAS LOOKING TO SEE IF I HAD ANY MARIJUANA ON ME. I WAS EVEN HANDCUFFED WHILE HE SEARCHED MY BAG. ONLY FOR HIM TO HAVE TO LET ME GO, LEAVING ME TO GO WITH THAT THOUGHT IN MY HEAD AT CLASS THE WHOLE TIME. THE MILLIONS OF DOLLARS THAT YOU'RE SPENDING ON SCHOOL POLICE CAN GO TOWARDS INVESTING ADULTS WHO ARE TRAINED TO SUPPORT STUDENTS FROM MY NEIGHBORHOOD. UH, QUALITY SCHOOL SUPPLIES AND TEXTBOOKS, FIELD TRIPS THAT ALSO EXPOSE STUDENTS TO NEW ENVIRONMENTS AND OPPORTUNITIES. WE DEMAND THAT L-A-U-S-D FULLY DEFUND SCHOOL POLICE CUT THEM BEFORE CUTTING ANY MORE OF OUR SUPPORT SYSTEMS. THANK YOU. THANK YOU FOR YOUR TIME. CHRISTOPHER COVINGTON. CHRISTOPHER COVINGTON, ARE YOU HERE? YES. HELLO. UM, I'M GONNA YIELD MY TIME TO DANIEL AND AINSLEY. THANK YOU. GOOD AFTERNOON. THIS MEETING COMES AT A VERY CRITICAL POINT FOR OUR DISTRICT BOARD. ELECTIONS ARE COMING UP. WE HAVE OURSELVES A NEW ACTING SUPERINTENDENT AND CRUCIALLY OUR UNIONS, UH, UTLA AND LOCAL 99 ARE CURRENTLY IN CONTRACT NEGOTIATIONS WITH Y'ALL. SIMULTANEOUSLY, YOU'VE BEEN FACING HUGE WALKOUTS BY STUDENTS DEMANDING DREAM CENTERS, SOCIAL PSYCHIATRIC WORKERS, UH, BSAP. SO, UH, WHAT EXACTLY IS TO BE DONE HERE? WHEN THE DISTRICT IS ALSO SCRAMBLING TO SOLVE PROBLEMS LIKE CHRONIC ABSENTEEISM AND, UH, DECLINING ENROLLMENT, Y'ALL HAVE TO PAY MORE ATTENTION TO STUDENTS. 'CAUSE NO MATTER HOW MUCH LANGUAGE YOU COUCH, SOME OF THESE TERRIBLE BUDGET CUTS IN, STUDENTS WILL NOT COOPERATE WITHOUT KNOWING THAT YOU ARE ON THEIR SIDE. THAT MEANS KEEPING INVESTED IN PROGRAMS LIKE BSAP DREAM CENTERS AND SUPPORT PROGRAMS LIKE SCHOOL, PSYCHIATRIC SOCIAL WORKERS, AND DIVESTING IN USELESS PROGRAMS LIKE SCHOOL POLICE. I TRUST A SCHOOL SO, UH, SOCIAL WORKER A HELL OF A LOT MORE THAN I TRUST A SCHOOL POLICEMAN AND I'M A WHITE KID. , ESPECIALLY NOW THAT THE DISTRICT HAS TO REARRANGE, ESPECIALLY NOW, THE DISTRICT HAS TO REARRANGE ITS PRIORITIES TO VALUE ITS STUDENTS AND TEACHERS. PLEASE GIVE THEM SOME BREATHING ROOM TOO. UTLA AND SEIU ARE IN CONTRACT NEGOTIATIONS. WE, THE STUDENTS DEMAND THAT YOU RESPECT THEIR DEMANDS BECAUSE WHEN YOU UPLIFT THEM, YOU UPLIFT US AS WELL. UM, SO PLEASE SUPPORT YOUR STUDENTS. GOOD AFTERNOON SCHOOL, UH, SCHOOL BOARD MEMBERS. MY NAME IS ANNA HERE. I'M A LEADER WITH STUDENTS SERVE AND I'M A STUDENT AT ROY BALL. A MONTH AGO, I SAID THAT THE, THE BOARD TO NOT LAY OFF CLASSIFIED WORKERS FOR THE NEXT, FOR THE NEXT FISCAL YEAR DIRECTLY. A WEEK OR TWO LATER, SUPERINTENDENT CARVALLO WAS RATED BY THE FBI FOR CORRUPTION ALLEGATIONS. THIS SHOWS US WHERE THE MONEY IS GOING, NOT TO STUDENT RESOURCES OR EDUCATORS, BUT TO NEOLIBERAL TECH COMPANIES THAT FAIL. I HAVE, I HAVE ALSO LEARNED THAT SOME L-A-S-P-D OFFICERS CAN MAKE UP TO 200,000 A YEAR. AGAIN, A MONTH AGO I SAID CLASSIFIED WORKERS MAKE 35,000 A YEAR. SO I SAY TO Y'ALL, STOP PRETENDING THERE IS NO MONEY. THIS IS A GREAT OPPORTUNITY TO REDEEM YOURSELVES AND FUND THINGS THAT ACTUALLY HELP STUDENTS SUCH AS EDUCATORS, BSAP, DREAM CENTERS AND SUPPORT FOR L-G-B-T-Q YOUTH. THANK YOU FOR YOUR TIME. OTHER STEPS TOWARDS SUPPORTING STUDENTS INCLUDE FUNDING UTLA AND FUNDING LOCAL 99. THESE. THANK YOU FOR YOUR TIME, SIR. THESE PEOPLE DESERVE RAISES AND DESERVE IT MORE THAN THE L-A-S-P-D. ALRIGHT, MARIA, RAPHAEL. MARIA, RAPHAEL, MARIA, RAPHAEL, RAFAEL, ANYA, MEEN, COME ON DOWN. AND THEN AFTER MS. MEEN IS ANGEL CARILLO, THEN NAOMI SMITH, THEN ALLISON TAYLOR. MY NAME IS ANYA MEEN AND I'M ONE OF THE LEADERS OF SCHOOLS BEYOND SCREENS. A QUICKLY GROWING MOVEMENT OF ALMOST 2000 PARENTS AND TEACHERS ADVOCATING FOR A [04:20:01] MORE INTENTIONAL AND SCIENCE BACKED APPROACH TO EDUCATIONAL TECHNOLOGY AT L-A-U-S-D OVER THE LAST YEAR, YOU HAVE HEARD OVER 50 TESTIMONIALS FROM MEMBERS OF OUR GROUP AT THESE BOARD MEETINGS, YOU'VE HEARD OUR ANGER, FEAR, AND FRUSTRATION AS WE PLEADED WITH YOU TO LIMIT EXCESSIVE SCREEN TIME FOR OUR CHILDREN AND PROTECT THEM FROM INAPPROPRIATE, ADDICTIVE, AND COGNITIVELY DAMAGING DIGITAL CONTENT. AT SCHOOL TODAY WITH THE INTRODUCTION OF BOARD RESOLUTION TITLED USING TECHNOLOGY WITH INTENTION, ESTABLISHING GUIDELINES FOR STUDENT SCREEN TIME, WE FINALLY FEEL THAT WE HAVE BEEN HEARD ON BEHALF OF OUR ENTIRE MEMBERSHIP. I WANNA OFFER OUR SINCERE GRATITUDE AND SUPPORT TO BOARD MEMBERS, MELVOIN GRIEGO AND ORTIZ FRANKLIN FOR SPEARHEADING THIS CRITICALLY IMPORTANT REFORM. BUT INTRODUCING THIS RESOLUTION IS JUST THE FIRST STEP. WE NEED GREATER SPECIFICS AND STRONGER COMMITMENTS IN THE LANGUAGE OF THE RESOLUTION ITSELF. OR THIS IMPORTANT GESTURE COULD END UP BEING ALL TALK AND NO ACTION. WE NEED FIRM SUPPORT FROM THE REST OF THE BOARD WHEN IT'S TIME TO VOTE ON THIS RESOLUTION OR THE REFORMS PROMISED HERE BECOME MEANINGLESS AND WE NEED THE COLLABORATION OF THE SUPERINTENDENT AND HIS STAFF IMPLEMENTING THESE COMPREHENSIVE GUIDELINES OR THEY ULTIMATELY MEAN NOTHING. SUPERINTENDENT CHA, WE AT SCHOOLS BEYOND SCREENS WANNA WELCOME YOU TO YOUR NEW ROLE AND EXPRESS OUR SINCERE DESIRE TO WORK WITH YOU AND THIS BOARD TO MAKE L-A-U-S-D, THE NATIONAL LEADER IN RESEARCH BACKED EDUCATIONAL TECHNOLOGY. THE ENTIRE COUNTRY IS LOOKING TO LOS ANGELES RIGHT NOW WAITING TO SEE HOW THIS RESOLUTION PLAYS OUT. IF WE CAN PASS THESE REFORMS, WE IMPROVE THE LIVES OF NOT ONLY LA'S CHILDREN, BUT POTENTIALLY ALL OF AMERICA'S CHILDREN AS WELL. WE ARE COUNTING ON YOU ALL TO WORK TOGETHER AND DO WHAT'S RIGHT IN THE COMING MONTHS TO MAKE THE INTENTION AND PURPOSE OF THIS RESOLUTION A REALITY FOR OUR STUDENTS. THANK YOU SO MUCH. WE'RE VERY GRATEFUL. THANK YOU FOR YOUR TIME. ANGEL CARILLO AND CARILLO, COME ON DOWN. YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. MY NAME IS ANGEL CARILLO AND I'M WITH MY SIBLINGS. I'M A 10TH GRADER AT JOHN C FREMONT HIGH SCHOOL. I'M A YOUTH LEADER COMMUNITY COALITION. I'M DEMANDING THAT LED PROTECT THE 700 MILLION IN SEMI FUNDING FOR THE 20 26 20 27 SCHOOL YEAR. WHEN SENDING WAS FIRST INTRODUCED, MY SCHOOL WAS THE HIGHEST NEED SCHOOL IN ENTIRE DISTRICT BECAUSE OF THE ADDITIONAL RESOURCES THAT SENDING PROVIDED. FREMONT WENT FROM BEING NUMBER ONE IN SENATE RANKING TO BE LISTED AT 16. I HAVE ACCESS TO GREAT RESOURCES AT MY SCHOOL, LIKE THE MAGNET PROGRAM, LAW AND SOCIAL JUSTICE CLASSES, ACADEMIC SUPPORT SERVICES, THE HEALTH CLINIC AT MY SCHOOL, SUPPORT FOR STUDENTS FACING HOUSING CHALLENGES AND A GREAT SENSE OF COMMUNITY. WHILE WE HAVE SEEN THIS GREAT PROGRESS, WE KNOW STUDENTS FROM MY NEIGHBORHOOD AND STUDENTS AT MY SCHOOL ARE STILL FACED WITH CHALLENGING REALITIES WITH S TO ESSENTIAL RESOURCES AND RESOURCES BEING LIMITED OR STRIPPED FROM MY SCHOOL. STUDENTS' NEEDS ARE GOING UP WHILE INVESTMENTS AND SUPPORT ARE GOING DOWN. MY SCHOOL IS NOT THE 10TH HIGHEST NEED IN THE DISTRICT AND IT'S GONNA BE EIGHTH IN THE NEXT SCHOOL YEAR. WE ARE MOVING BACKWARDS INSTEAD OF PUSHING FORWARD. THIS MAKES ME FEEL LIKE MY SCHOOL AND STUDENTS' NEEDS ARE IMPORTANT OR ACKNOWLEDGED. IF WE KEEP CUTTING FROM SCHOOLS LIKE FREMONT, WE WILL START TO SEE WIDER GAPS IN OUR EDUCATION. WE WILL SEE MENTAL HEALTH STRUGGLES INCREASE AND STUDENTS WILL START TO FEEL LIKE THEY ARE FALLING BEHIND. WE DON'T WANT TO JUST BE PUSHED TO THE NEXT GRADE OR OUT OF HIGH SCHOOL. WE WANT LEARN GRADUATE AND GO OFF TO COLLEGE FEELING PREPARED. I MYSELF WOULD LIKE TO GO TO COLLEGE TO PURSUE MY DREAM OF MAKING IT TO THE NFL. WE DEMAND THAT YOU ALL DO RIGHT BY YOUR STUDENTS AND PROTECT THE 700 MILLION INCENTIVE FUNDING FOR THE 20 26 20 27 SCHOOL YEAR. SO STUDENTS LIKE ME HAVE THE RESOURCES AND CONFIDENCE WE NEED TO SUCCEED. THANK YOU. THANK YOU FOR YOUR TIME. AMI SMITH, HOW MANY SMITH ARE YOU HERE? AND THEN AFTER AND THEN AFTER. MS. SMITH IS ALLISON TAYLOR AND THEN AFTER ALLISON TAYLOR. IT'S SHAYA SHAYA. HI, MY NAME IS NAOMI SMITH. I'M A 10TH GRADER AT EMMANUEL ARTS AND I'M A YOUTH LEADER WITH COMMUNITY COALITION. WE DEMAND THAT LUSD PROTECT AND EXPAND BSAP DREAM CENTERS AND COMMUNITY-BASED SAFETY AND MENTAL HEALTH SUPPORTS. AT EMMANUEL ARTS WE HAVE COMMUNITY-BASED SAFETY, BSAP STAFF AND COUNSELORS WHO ACTUALLY SUPPORT STUDENTS. THE BSAP STAFF AT MY SCHOOL HAS CREATE, HAVE CREATED SAFE SPACES FOR STUDENTS TO HANG OUT AND TALK TO ONE ANOTHER. WE HAVE A MOVIE ROOM DURING LUNCH THAT STUDENTS CAN GO INTO, BUILD STRONG RELATIONSHIPS WITH EACH OTHER AND GET TO KNOW EACH OTHER BETTER. THIS HAS BEEN A SAFE SPACE FOR STUDENTS AT MY SCHOOL AND IT ENCOURAGES STUDENTS TO BUILD CONNECTIONS AND HAVE FUN INSTEAD OF FIGHTING OR BEING AT ODDS WITH EACH OTHER. THEY DO THEIR BEST TO MAKE SURE [04:25:01] STUDENTS FEEL MORE COMFORTABLE WALKING AROUND CAMPUS, THAT WE AREN'T FALLING BEHIND AND THAT WE ARE ON TRACK TO GRADUATE AND GO TO COLLEGE. WITHOUT MY B SEP COUNSELOR, I WOULDN'T EVEN HAVE THE OPPORTUNITY TO TAKE MY COLLEGE CLASS. THEY DO A LOT WITH VERY LITTLE. IF L-A-O-S-D NEEDS TO CUT FROM ANYWHERE, IT SHOULD BE THE MILLIONS THAT ARE GIVEN TO SCHOOL POLICE. THAT MONEY CAN BE THE GREAT RESOURCES B BSAP BRINGS TO OUR SCHOOLS AND FIX THINGS. AT MY SCHOOL, MY SPANISH TEACHER HAS MADE, HAS HAD TO MOVE THREE CLASSROOMS THREE TIMES ONCE WE'RE A LEAK. THE SECOND CLASSROOM WAS TOO SMALL AND THERE WEREN'T ENOUGH CHAIRS IN. THE CLASSROOM WE ARE IN NOW HAS NO AC. IT'S FRUSTRATING AND ANNOYING. SHE HAS MOVED TO A DIFFERENT BUILDING ENTIRELY, WHICH IS CONFUSING FOR STUDENTS AND HAS MADE MANY OF US LAY FOR CLASS. WE DEMAND THAT LUSD FULLY DEFUND SCHOOL POLICE AND PROTECT AND EXPAND BSAP DREAM CENTERS, COMMUNITY-BASED SAFETY AND MENTAL HEALTH SUPPORT. THANK YOU FOR YOUR TIME. THANK YOU FOR YOUR TIME. ALISON TAYLOR. ALISON TAYLOR, ARE YOU HERE? SHAYA OR SHAYA? ARE YOU HERE? MY NAME IS SHAI SLE AND I'M A 12TH GRADE STUDENT AT PALISADES CHARTER HIGH SCHOOL. AS A JEWISH STUDENT IN L-A-U-S-D, ANTI-SEMITISM IS NOT SOMETHING I READ ABOUT. IT'S SOMETHING I EXPERIENCE AT MY SCHOOL. I HAVE BEEN, I HAVE SEEN SWASTIKAS DRAWN ON BATHROOM STALLS. THE MOMENT I SEE THEM, I FEEL UNSAFE. NOT JUST UNCOMFORTABLE, BUT GENUINELY AFRAID. WHAT IS EVEN MORE DISTURBING IS THAT SOMETIMES I RETURN A WEEK LATER AND NOTHING HAS BEEN DONE. THE MESSAGE IS STILL THERE AND THE SILENCE MAKES IT FEEL TOLERATED. WHAT HAS SICKENED ME THE MOST IS HEARING STUDENTS DENY THAT THE HOLOCAUST EVER HAPPENED, OR CLAIM THAT ONLY 500,000 JEWS DIED WHEN THE TRUTH IS THAT 6 MILLION JEWS WERE SYSTEMATICALLY MURDERED. HEARING MY PEERS DENY GENOCIDE IS HORRIFYING AND IT IS DEEPLY PAINFUL TO SIT IN A CLASSROOM WHERE THAT KIND OF HATRED GOES UNCHALLENGED. I HAVE BEEN TO AUSCHWITZ. I HAVE WALKED THROUGH JEWISH GHETTOS ACROSS EASTERN EUROPE. I STOOD IN THE PLACES WHERE MY PEOPLE WERE TORTURED, STARVED, AND MURDERED. I SAW THE BARRACKS, I SAW THE REMAINS OF THE GAS CHAMBERS. I SAW PROOF THAT CANNOT BE DEBATED. AND I HAVE TO ASK, WHY IS MY ONLY WAY TO RECEIVE REAL HOLOCAUST EDUCATION BY VISITING THESE PLACES MYSELF? OTHER L-A-U-S-C STUDENTS MAY NOT HAVE THE OPPORTUNITY TO TRAVEL ACROSS THE WORLD AND LEARN THIS HISTORY. DOES THAT MEAN THEY DON'T DESERVE THE TRUTH? MANY STUDENTS FEEL PRESSURED TO HIDE THEIR JEWISH IDENTITY, BUT BECAUSE OF MY FAMILY'S HISTORY, I FEEL A RESPONSIBILITY TO BE OPENLY JEWISH. I'M A PERSIAN JEW AND MY FATHER HAD TO FLEE IRAN BECAUSE JEWS WERE THERE FACED PERSECUTION BECAUSE OF THIS. SOME EXPERIENCES AT SCHOOL HAVE BEEN UNCOMFORTABLE. ONE TEACHER TOLD ME AND OTHER JEWISH STUDENTS, WE SHOULD READ BOOKS THAT DEHUMANIZE ISRAEL AND ISRAELIS. AND I BELIEVE IT WAS BECAUSE WE ARE JEWISH. I HAVE, I'VE ALSO HAD TEACHERS ASK ME IN FRONT OF THE CLASS WHAT I THINK ABOUT THE CONFLICTS IN THE MIDDLE EAST. SIMPLY BECAUSE I'M JEWISH BEING SINGLED OUT LIKE THAT IS NOT FAIR. OUR TEACHER'S UNION HAS MADE THIS WORSE. UTLA RECENTLY CO-SPONSORED AN EVENT AT MIDNIGHT BOOKS, A BOOKSTORE THAT OPENLY SELLS MATERIALS, GLORIFYING I AYA KHOMEINI AND HAMAS, AND CELEBRATING OCTOBER 7TH, THE DEADLIEST JEWS MASSACRE SINCE THE HOLOCAUST, PLEASE ENSURE THAT LUSC STUDENTS ARE SAFE, INCLUSIVE, AND WELL, AND WELCOMING FOR JEWISH STUDENTS AND FOR ALL STUDENTS. THANK YOU. THANK YOU FOR YOUR TIME. ALL RIGHT, ELIA, RAVI, ELIA, OR AALIYAH, COME ON DOWN. YOU HAVE TWO MINUTES TO SPEAK ONCE SHE BEGIN. WOO. AND THEN IT IS ALLISON SHERMAN. OH, NO. UH, LET'S SEE. LUNA AUGUSTINE, COME ON DOWN. AYA, YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. UH, I'M AALIYAH AND I'LL BE SPLITTING MY TIME WITH LEIA FARZAM. HELLO EVERYONE. MY NAME IS LEIA FARZAM AND I'M A SENIOR AT PALADE CHARTER HIGH SCHOOL. IT IS A PRIVILEGE TO BE HERE. I AM HERE BECAUSE ANTISEMITISM IS RISING, ESPECIALLY IN SCHOOLS. ACCORDING TO THE ANTI-DEFAMATION LEAGUE, ANTI-SEMITIC INCIDENTS IN K THROUGH 12 SCHOOLS HAVE RISEN FROM 43, 430 4% BETWEEN 2020 AND 2024. AND 71% OF JEWISH PARENTS SAY THEIR CHILDREN HAVE ENCOUNTERED ANTISEMITISM IN SCHOOLS IN THE CLASSROOM, ESPECIALLY UTLA RECENTLY CO-SPONSORED AN EVENT AT MIDNIGHT BOOKS, A BOOKSTORE THAT OPENLY SELLS MATERIALS, GLORIFYING TERRORIST ENTITIES LIKE AYATOLLAH AND HAMAS, AND CELEBRATING OCTOBER 7TH, THE DEADLIEST MASSACRE OF JEWS SINCE THE HOLOCAUST. BUT L-A-U-S-D, WHERE ARE YOU? I'M SADDENED TO ACKNOWLEDGE THAT OUR TEACHER'S UNION HAS EXACERBATED THE PROBLEM. LAST YEAR, UTLA CALLED FOR [04:30:01] THE DISTRICT TO CUT TIES WITH ECHOES AND REFLECTIONS. ONE OF THE LEADING HOLOCAUST EDUCATION PROGRAMS IN THE UNITED STATES. REMOVING RESOURCES LIKE THIS SENDS A TROUBLING MESSAGE THAT HOLOCAUST EDUCATION IS OPTIONAL AND THAT JEWISH HISTORY CAN BE PUSHED ASIDE. HISTORY REVEALS WHAT HAPPENS WHEN ANTISEMITISM IS IGNORED. THAT'S WHY EDUCATION IS CRUCIAL. THERE ARE JEWISH ORGANIZATIONS READY TO PARTNER WITH L-A-U-S-D TO EDUCATE LEADERS, ADMINISTRATORS, AND STUDENTS. NEVER AGAIN. MUST BE MORE THAN WORDS. IT MUST BE ACTION. THANK YOU. GOOD AFTERNOON. MY NAME IS ALIYAH HU MARICK AND I'M A STUDENT AT PALISADES CHARTER HIGH SCHOOL AND A MEMBER OF NICK MEL'S YOUTH ADVISORY COUNCIL. THERE ARE NEARLY 400,000 STUDENTS IN LUSD AND ABOUT 86,000 OF THEM ARE JEWISH. AND I'M ONE OF THOSE STUDENTS. YET MANY JEWISH STUDENTS DO NOT FEEL SAFE OPENLY EXPRESSING THAT IDENTITY. EVEN IN LA, ANTI-JEWISH HATE CRIMES MAKE UP THE MAJORITY OF RELIGIOUS RELIGION BASED HATE CRIMES REPORTED IN THE COUNTY. AND MANY JEWISH STUDENTS EXPERIENCE ANTISEMITISM IN THE CLASSROOMS. I'VE PERSONALLY HESITATED TO MENTION MY JEWISH HERITAGE IN ESSAYS OR DISCUSSIONS BECAUSE I WORRIED HOW IT MIGHT AFFECT MY WORK, HOW MY WORK IS PERCEIVED. FRIENDS ACROSS LUSD HAVE SHARED THE SAME EXPERIENCE. MANY STUDENTS HIDE THEIR IDENTITY NOT OUT OF SHAME, BUT BECAUSE THEY DON'T FEEL SAFE BEING OPEN ABOUT IT. THANK YOU FOR YOUR TIME. THANK YOU. ALL RIGHT, THE NEXT SPEAKER IS LUNA AUGUSTINE. LUNA AUGUSTINE, COME ON DOWN. AND THEN AFTER LUNA IS IAN KIRKSEY. OKAY. OKAY. UM, HELLO, MY NAME IS LUNA STEIN AND I AM A JUNIOR AT ROOSEVELT HIGH SCHOOL. AND I'M HERE TODAY TO DEMAND THAT THE DISTRICT PROTECT THE $7 MILLION ALLOCATED TOCE FOR THE 2026 AND 2027 SCHOOL YEAR AND BEYOND. ROOSEVELT IS ALREADY A HIGH NEED SCHOOL, AND THE FACT THAT THERE'S AN ATTEMPT TO REMOVE MORE THAN 600,000 IN C FUNDING WILL ONLY FURTHER IMPACT LOW INCOME STUDENTS LIKE MY PEERS AND ME. UNDER THE CURRENT FEDERAL ADMINISTRATION, OUR FACULTY, PARENTS AND STUDENTS ARE ALREADY UNDER ATTACK. AND TO CUT FUNDING LOCALLY FOR OUR EDUCATION WOULD BE DETRIMENTAL TO OUR COMMUNITY. THE RESTORATIVE JUSTICE COORDINATOR AND ETHNIC STUDIES COURSES THAT WE HAVE FOUGHT FOR ARE ALREADY AT RISK OF BEING REMOVED. DUE TO OUR CIRCUMSTANCES, WE ARE ALREADY, WE ALREADY LACK THE RESOURCES WE NEED TO BE SUCCESSFUL. I I DREAM OF NOT HAVING TO WORRY ABOUT ANY CUTS INCREASING IN DIVERSITY OF JOBS AND CAREER PATHS FOR US, THE STUDENTS AND HELP AND HELPING THE FUTURE GENERATIONS GROW AND HAVE THE OPPORTUNITY TO BE SUCCESSFUL THROUGH EDUCATION. IF THE SCHOOL BOARD, IF THE SCHOOL BOARD PUTS THE NEEDS OF STUDENTS AT, AT THE FOREFRONT AND INVESTS IN OUR FUTURE, WE'D HAVE MORE WAYS TO KEEP OUR SCHOOL SAFE THAT ARE NOT ROOTED IN POLICING, PROTECTING OUR STUDENTS FROM POLICE BRUTALITY AND ATTACKS FROM ICE INSTEAD OF CRIMINALIZING THEM. WE DESERVE MORE THAN THE BARE MINIMUM. WE SHOULD SEE MONEY ALLOCATED IN A WAY THAT ACTUALLY BENEFITS US. WHEN I WAS STRUGGLING WITH DEPRESSION AND PANIC ATTACKS, I LOOK TO SUPPORT FROM MY PS WS. THEY CREATED A SAFE SPACE FOR ME AND HELPED ME UNDERSTAND MYSELF MORE AS A PERSON AND AS WELL TO NAVIGATE MENTAL HEALTH STRUGGLES, IF ANY IS CUT, STUDENTS WITH EXISTING MENTAL HEALTH ISSUES ARE GOING TO BE AFFECTED AND ALREADY AFFECTED BY TRUMP'S ADMINISTRATION. IF SORRY, IF C IS CUT, WE WILL HAVE FEWER PEOPLE WHO WE TRUST AND WHO HELP US FEEL SAFE. S TO EDUCATION ARE NEVER A GOOD THING. STUDENTS DESERVE A QUALITY EDUCATION. YOU SHOULD CARE AS STUDENTS FACE STRUGGLES, AS SORRY AS STUDENTS FACE. AS STUDENTS FACE STRUGGLES IN AND OUT OF SCHOOL DUE TO POVERTY, LACK OF SUPPORT, AND LACK OF OPPORTUNITIES. THIS WORK FOR YOUR TIME. I AM NOT FINISHED. THANK YOU FOR YOUR TIME THIS. THANK YOU FOR YOUR TIME. IAN KIRKSEY, COME ON DOWN. IAN KIRKSEY, COME ON DOWN. HEY THERE. I'M GONNA YIELD MY TIME TO CRYSTAL. ALL RIGHT, THANK YOU. PLEASE GO AHEAD. [04:35:01] HELLO EVERYBODY. MY NAME IS KRISTA CORONA AND I AM A STUDENT AT DE RIVERA LEARNING COMPLEX. I AM A PROUD MEMBER OF STUDENTS DESERVE. AND DURING WOMEN'S HISTORY MONTH, I AM ESPECIALLY PROUD HERE TO STAND AS A YOUNG WOMAN AND A STUDENT LEADER, CONTINUING THE LEGACY OF WOMEN WHO HAVE SPOKEN UP, ORGANIZED AND FOUGHT FOR JUSTICE IN THEIR COMMUNITIES. ON FRIDAY, FEBRUARY 13TH, MY PEERS AND I WALKED OUT OF OUR CLASSROOMS TO PROTEST. NOT BECAUSE WE DON'T CARE ABOUT OUR EDUCATION, BUT BECAUSE WE CARE DEEPLY ABOUT OUR COMMUNITY. WE WALKED TO ADVOCATE FOR THE RIGHTS OF JUSTICE AND SAFETY FOR OUR CLASSMATES, OUR FRIENDS, AND OUR FAMILIES. WE WALKED OUT BECAUSE MANY STUDENTS COME TO SCHOOL CARRYING THE FEAR, UNCERTAINTY, AND THE WEIGHT OF NOT FEELING PROTECTED OR SUPPORTED. TODAY I'M ASKING THE SCHOOL BOARD TO TAKE MEANINGFUL ACTION BY INCREASING DREAM FUNDINGS FOR DREAM CENTERS, BSAP AND LGBTQ PLUS SUPPORT. THESE PROGRAMS ARE NOT EXTRAS, THEY'RE NECESSITIES. THEY CREATE SPACES WHERE STUDENTS FEEL SEEN, VALUED, AND SAFE ENOUGH TO LEARN. WHEN STUDENTS FEEL SAFE, WE SUCCEED. AND WHEN WE SUCCEED, WE THRIVE. SO PLEASE INVEST IN US AND INVEST IN A BETTER FUTURE FOR OUR STUDENTS, NOT JUST IN WORDS, BUT IN RESOURCES, ACTIONS, AND PROTECTIONS. BEFORE I END, I WOULD LIKE TO UPLIFT A SHORT SPEECH FROM A BAN STUDENT ISABELLA, WHO COULDN'T MAKE IT. PSW SERVICES HAVE HELPED ME A LOT IN THE PAST THREE YEARS. I HAVE RECEIVED PSW SERVICES FOR THE LAST THREE YEARS, AND FROM MY EXPERIENCE, THEY HAVE HELPED ME GROW AND TAUGHT ME CRI CRUCIAL SKILLS TO MANAGE MY EMOTIONS. THEY PROVIDE ME A SAFE SPACE TO TALK TO SOMEONE AND I CAN, I CAN CONFIDE IN. I HAVE LEARNED A LOT OF DIFFERENT TECHNIQUES THAT VARY FROM BREATHING TECHNIQUES AND MY COPING SKILLS. I TRULY BELIEVE EVERY SCHOOL SHOULD HAVE A PSW BECAUSE IF THEY DON'T, STUDENTS WON'T HAVE ANYONE THEY CAN TALK TO AND ANYONE TO TEACH THEM SKILLS THAT WOULD HELP THEM EVEN OUTSIDE OF SCHOOL. THANK YOU VERY MUCH. THANK YOU FOR YOUR TIME. ALRIGHT, THE NEXT IN PERSON SPEAKERS ON CO PATEL LISTED AS SPEAKING IN PERSON. OKAY. YOU ARE NOT HERE. THE NEXT SPEAKER IS AMIR KASIR. ARE YOU HERE? AMIR KAME. I THINK I SAW YOU. I AM YIELDING MY TIME TO KATE. THANK YOU. PLEASE GO AHEAD. UM, HELLO. I'M A JUNIOR STUDENT AT EAGLE ROCK HIGH SCHOOL AND I COME TO SPEAK ABOUT THE ISSUES OF THE INSTITUTION OF LUSD STUDENTS ARE NOW LOOKING AT OUR HISTORY AND REFERRED TO OUT WALKOUTS ACTION TOWARDS EDUCATIONAL JUSTICE. OUR DEMAND THAT SCHOOLS MUST BECOME INSTRUMENTS OF DEMOCRATIC SOCIAL CHANGE RATHER THAN INSTITUTIONS OF DOMINATION THAT DEMAND IS NOW DESIRED. IN TODAY'S TIME, ICE OFFICERS ARE KILLING CHILDREN AND ADULTS, AND THE STUDENTS ARE WATCHING EVERYTHING. MANY ARE TERRIFIED OF THEIR STATUS IN THIS COUNTRY AND LOSING THEIR LOVED ONES. STUDENTS CAN'T SIT AND WATCH IT HAPPEN WHILE SITTING IN, IN OUR, IN THEIR CLASSROOMS. OUR REALITY IS THAT THERE'S NOT ENOUGH SAFETY AND PLANNING FOR US WHEN POLICE AND ICE COME INTO OUR SAFE SPACES AND TAKES AWAY OUR RIGHTS AND WE OVER AND OVER HAVE TO FEND FOR OURSELVES INSTEAD OF RELYING ON THE INSTITUTION THAT PROMISED US SAFETY AND EDUCATION. BECAUSE THE DIS THE DISTRICT DECIDES TO CUTTING CRUCIAL PROGRAMS LIKE BLACK STUDENT ACHIEVEMENT PLAN FUNDING AND TURNING A BLIND EYE TO FEED THE LA SCHOOL POLICE WHO WE KNOW WILL NOT BE THE FIRST ONES TO SHOW UP WHEN A FIGHT STIRS UP OR WHEN A CHILD IS KIDNAPPED OR WHEN A STUDENT NEEDS MENTAL AND PHYSICAL HEALTH OR WHEN UNDOCUMENTED KIDS CAN'T EVEN EXERCISE THEIR RIGHTS. STUDENTS ARE THE ONES WHO FOUGHT FOR COMMUNITY ORGANIZATIONS LIKE VAP. REPEALING IT WOULD ONLY BE AN ATTACK ON THE POWER THAT STUDENTS HAVE. IT HAS ALWAYS BEEN THE ORGANIZING IN SCHOOLS WITH STUDENTS AND ADULTS THAT HAVE SAVED OUR COMMUNITIES BY SHOWING UP IN THE LACK OF SECURITY AND STABILITY. BECAUSE EVERY TIME OUR LEADERS FAIL, STUDENTS AND YOUTH TAKE ON THE DUTY TO ENSURE WE ARE PROTECTED, EVEN IF IT MEANS THAT WE HAVE TO BE AT THE FRONT LINES. L-A-U-S-D IS OF 500 PLUS SCHOOLS THAT ARE SUPPOSED TO RAISE CHILDREN TO UTILIZE HAVING THE POWER TO HAVE A CHOICE. BUT L-A-U-S-D ALSO HAS A HISTORY OF DISCRIMINATION TOWARDS BLACK AND BROWN STUDENTS. AND THIS BOARD OF EDUCATION IS LACKED IN AND REJECTED JUSTICE AND EQUALITY BEFORE BLACK AND BROWN STUDENTS HAVE CONSTANTLY BEEN SUBJECTED TO CRIMINALIZATION BECAUSE WE ARE NOT PRI PRIORITIZED, BUT WE ALL KNOW THAT THIS COUNTRY WOULD NOT BE STANDING WITHOUT US. WE MUST REMEMBER THAT STUDENTS ARE THE ONES WHO FOUGHT FOR IMPORTANT COMMUNITY ORGANIZATIONS LIKE BSAP. AND WERE ABLE TO DIVEST $25 MILLION FROM POLICE AND REROUTED IT TOWARDS THINGS THAT ARE ACTUALLY NEEDED. SO WE DEMAND THAT YOU MUST TAKE ACTION IMMEDIATELY. WE DEMAND TO NOT REPEAT THE MISTAKES OF OUR HISTORY. DOING NOTHING IS ALLOWING ICE AND POLICE TO TAKE THE CHILDREN THAT IS BUILT, THAT BUILT THIS VERY FOUNDATION. IF YOU WANT US TO BE STRONG LEADERS, YOU HAVE TO BE STRONG AT DEF OF DEFENDING [04:40:01] US. AND I'M SPEAKING ON, ON BEHALF OF EVERY STUDENT WHO HAS AN UNCOMFORTABLE LIFE IN THE THANK YOU FOR YOUR TIME. I NOW CALL FOLKS WHO'S LISTED THEMSELVES AS SPEAKING REMOTELY. UH OH. ACTUALLY WE HAVE ONE MORE IN PERSON. ABIGAIL, IAN, COME ON DOWN. YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. I YIELD MY TIME TO LILY. THANK YOU. I'M LILY YAGAR, A SOPHOMORE AT PALISADES CHARTER HIGH SCHOOL AND A MEMBER OF THE L-A-U-S-D, JEWISH STUDENT CO JEWISH STUDENT ACTION COMMITTEE. A COALITION OF JEWISH STUDENTS FROM SCHOOLS ACROSS THE DISTRICT. ANTISEMITISM IS A SERIOUS AND GROWING ISSUE THAT MANY PEOPLE, INCLUDING MYSELF, EXPERIENCE FIRSTHAND. IN EIGHTH GRADE AT PAUL REVERE CHARTER MIDDLE SCHOOL, I WAS SINGLED OUT IN MY HONOR SCIENCE CLASS FOR BEING JEWISH, AND THE SCHOOL DID NOTHING ABOUT IT. AFTER OCTOBER 7TH, THE MASSACRE OF ISRAELI PEOPLE AT A MUSIC FESTIVAL, I INVITED A RABBI TO SPEAK AT AN OPTIONAL LUNCHTIME ASSEMBLY ABOUT WHAT HAPPENED AT THE NOVO FESTIVAL. I TOLD MY CLASSES THE ASSEMBLY WOULD SIMPLY BE FACTS. AS I RETURNED TO MY SEAT IN SCIENCE, MY TEACHER STOMPED ME AND SAID, IT DEPENDED WHERE THE SPEAKER GOT THEIR FACTS. BECAUSE ISRAEL WAS SPREADING LIES AND WHAT THEY CLAIMED HAPPENED WASN'T TRUE. I WAS A 13-YEAR-OLD GIRL BEING ATTACKED BY MY TEACHER IN FRONT OF MY ENTIRE SCIENCE CLASS. AFTER THAT, SHE TREATED ME DIFFERENTLY FOR THE REST OF THE SEMESTER, THROWING MY DESK, THROWING MY TESTS ON MY DESK INSTEAD OF HANDING THEM TO ME, NOT CALLING ON ME IN CLASS AND IGNORING MY EMAILS. OTHER STUDENTS FELT THE SAME WAY ABOUT HER. WE REPORTED IT, BUT THE ADMINISTRATION FAILED TO DO ANYTHING. WHEN I TRIED TO SWITCH CLASSES, I WAS TOLD I COULD ONLY DO SO. IF I LEFT HONORS, I HAD TO COMPROMISE MY EDUCATION BECAUSE MY TEACHER COULD NOT LEAVE HER PERSONAL IDEOLOGIES OUTSIDE OF THE CLASSROOM. THIS IS JUST ONE EXAMPLE OF ANTISEMITISM. EVERY ONE OF MY JEWISH FRIENDS HAS THEIR OWN STORY ACROSS LOS ANGELES. STUDENTS ENCOUNTER ANTISEMITISM DAILY. THAT'S WHY WE ARE CALLING ON L-A-U-S-D AND UTLA TO MEET WITH US TO DISCUSS EDUCATIONAL INITIATIVES, ANTISEMITISM AWARENESS, HOLOCAUST EDUCATION, AND CLEAR PROTOCOLS FOR HOSTILE SCHOOL ENVIRONMENTS, THE MOST EFFECTIVE WAY TO CREATE CHANGE IS THROUGH EDUCATION. AND THAT'S WHAT SCHOOLS DO BEST. MUCH ANTISEMITISM STEMS FROM A LACK OF KNOWLEDGE, AND NO ONE IS BETTER POSITIONED TO ADDRESS IT THAN OUR TEACHERS AND ADMINISTRATORS. I WANT TO TAKE A MOMENT TO THANK THE BOARD FOR ANNOUNCING A RESOLUTION TO ACKNOWLEDGE MAY AS JEWISH AMERICAN HERITAGE MONTH. THIS IS A GREAT PLACE TO START AND WE ARE LOOKING FORWARD TO THIS BEING FOLLOWED UP BY A CONCRETE ACTION AND TAKING A STEP TOWARDS MAKING JEWISH STUDENTS FEEL SAFE AND WANTED. THANK YOU FOR YOUR TIME. THANK YOU FOR YOUR TIME. OKAY, WE HAVE A CALLER LISTED SIMPLY AS CONCERNED PARENT CONCERNED PARENT. PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND WE'LL HAVE, YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. CONCERNED PARENT CONCERNED PARENT. I SEE YOU'RE ONLINE. YOU'VE, YOU'VE PRESSED STAR SIX. UH, YOU CAN SPEAK NOW AND WE'LL BE ABLE TO HEAR YOU. OH, HELLO? CAN YOU HEAR ME? YOU SURE CAN. PLEASE GO AHEAD. OKAY. COURT MEMBERS, WHAT ARE THE ROLES AND RESPONSIBILITIES? WHAT ARE YOUR ROLES AND RESPONSIBILITY? ACCORDING TO THE CALIFORNIA SCHOOL BOARDS ASSOCIATION, THE ROLES AND RESPONSIBILITIES OF A, UH, THE BOARD MEMBERS ARE CITIZEN OVERSIGHT OF LOCAL GOVERNMENTS IS THE CORNERSTONE OF DEMOCRACY. IN THE UNITED STATES SCHOOL BOARD MEMBERS ARE LOCALLY ELECTED, OFFIC PUBLIC OFFICIALS, AND TRUSTED WITH GOVERNING AND COMMUNITIES, PUBLIC SCHOOLS. THE ROLE OF THE SCHOOL BOARD IS TO ENSURE THAT SCHOOL DISTRICTS ARE RESPONSIVE TO THE VALUES, BELIEFS, AND PRIORITIES OF THEIR COMMUNITIES. BOARDS FULFILL THIS ROLE BY PERFORMING FIVE MAJOR RESPONSIBILITIES, SETTING DIRECTION, ESTABLISHING AN EFFECTIVE AND EFFICIENT STRUCTURE, PROVIDING SUPPORT, ENSURING ACCOUNTABILITY, AND PROVIDING COMMUNITY LEADERSHIP AS ADVOCATES FOR [04:45:01] CHILDREN, THE SCHOOL DISTRICT AND PUBLIC SCHOOLS BOARD MEMBERS. LATELY, A LOT OF YOUR RESOLUTIONS CALL FOR TRANSPARENCY AND ACCOUNTABILITY, BUT IT SEEMS THAT YOUR GOAL OF ENSURING ACCOUNTABILITY IS FOR OTHERS, NOT FOR YOURSELF. MANY PARENTS HAVE COME TO YOU WITH MANY CONCERNS, BUT IT SEEMS THAT PARENTS ARE LOSING VOICE TO COMMUNITY ORGANIZATIONS AND YOUR LABOR PARTNERS. SO WHEN IT COMES TO ACCOUNTABILITY, IT'S NOT SO THAT WE CAN CALL YOU OUT. IT'S SO WE CAN ENSURE THAT ALL PARTIES, ALL STAKEHOLDERS, ARE BEING REPRESENTED IN YOUR DECISIONS AND IN YOUR RESOLUTIONS. SO I URGE YOU TO LOOK AT YOUR ACCOUNTABILITY AND TO SEE IF YOU ARE FULFILLING EACH AND EVERY ONE OF THESE ROLES. THANK YOU. THANK YOU FOR YOUR TIME. CHERYL KONO, I SEE YOU'RE IN THE AUDIENCE. CHERYL KONO, COME ON UP. YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. GOOD AFTERNOON. GOOD TO SEE EVERYBODY. UM, I WILL YIELD MY TIME TO MAROL ALVAREZ. THANK YOU. SORRY, CHERYL. HELLO, MY NAME IS MAROL ALVAREZ. I'M A PROUD L-A-U-S-E PARENT AND PROUD L-A-U-L-A-U-S-Z PSYCHIATRIC SOCIAL WORKER OR PSW. I'M HERE TO MAKE A STATEMENT IN SUPPORT OF OUR STUDENTS PS, WS, AND MENTAL HEALTH SERVICES. PS, WS WOULD LIKE L-A-U-S-E TO HONOR NATIONAL SCHOOL, SOCIAL WORK WEEK, AND NATIONAL SOCIAL WORK MONTH IN MARCH, PSW ARE HERE TO ADVOCATE FOR PSW POSITIONS AND SERVICES, FULLY FUNDED SERVICES FOR ALL STUDENTS AT ALL SCHOOLS AND ALL PROGRAMS. WE WOULD ALSO LIKE THE BOARD MEMBERS TO FOLLOW UP ON THE L-A-U-S-D BOARD'S FINAL SUICIDE AWARENESS MONTH BOARD RESOLUTION THAT HAPPENED IN SEPTEMBER OF LAST YEAR, 2025. AND THAT THE REPORT THAT'S STILL PENDING BY THE SUPERINTENDENT OR DESIGNEE TO BE RESOLVED AND PUBLISHED FULLY BY THE SPRING OF 2026. AND LET ME JUST SAY THAT FULLY FUNDING SCHOOLS IS SUICIDE PREVENTION. AS YOUTH MENTAL HEALTH, UM, NEEDS SEARCH SCHOOL SOCIAL WORKERS ARE ESSENTIAL LIFELINES NOT LUXURIES. PWS REMOVE PSYCHOLOGICAL AND ENVIRONMENTAL BARRIERS TO LEARNING BY PROVIDING SCHOOL-WIDE GROUP AND INDIVIDUAL SUPPORT TO PROMOTE STUDENT WELLBEING AMONG THE OTHER MANY HATS THAT WE WEAR EVERY DAY. CURRENTLY, SOME OF OUR PWS ARE CARRYING A RIDICULOUS CASELOAD OF WELL OVER 500 STUDENTS EACH IF WE GET LUCKY. AS A MOTHER, I CAN UNDOUBTEDLY TELL YOU THAT MY DAUGHTER AND HER FRIENDS DO NOT NEED A POLICE OFFICER AT HER SCHOOL SITE. OUR YOUTH DESERVE RESPECT AND DIGNITY, ESPECIALLY DURING A TIME WHEN OUR COMMUNITIES ARE EXPERIENCING EXPERIENCING SO MUCH TRAUMA. SORRY. IT'S OKAY. OUR CHILDREN DESERVE CARE. THANK YOU. LOVE AND SERVICES NOT POLICING AND NOT DEFINITELY INCARCERATION. AND LAST BUT NOT LEAST, L-A-U-S-D ACTING SUPERINTENDENT. PLEASE APPROVE THE UTLA DEMANDS FOR FULLY FUNDED SCHOOLS. YES, THE STUDENTS ALREADY SPOKE TO YOU OVER AND OVER AND OVER. EYES OUT OF LA EYES OUT OF OUR SCHOOLS. AND VERY IMPORTANTLY, POLICE OUT OF OUR SCHOOLS INSTEAD FUND PS WS IN OUR SCHOOLS. THANK YOU. THANK YOU FOR YOUR TIME. THE NEXT SPEAKER IS REMOTE. TANYA MCINTYRE. PLEASE PRESS STAR SIX TO UNMUTE YOURSELF. AND YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. TANYA MCINTYRE. GOOD AFTERNOON. MY NAME IS TONYA MCINTYRE. I AM AN EDUCATOR AND MEMBER OF THE LOCAL SCHOOL LEADERSHIP COUNCIL AT HAWKINS. AT HAWKINS AT COMMUNITY HIGH SCHOOL. I'M HERE WITH OTHER MEMBERS OF HAWKINS, URGING THE BOARD TO RESTORE OUR FUNDING, WHICH EQUALS NEARLY 1 MILLION. THE NEARLY $1 MILLION FUNDING CUT BEING TAKEN FROM OUR 2026. 2027 BUDGET DISRUPTS INSTRUCTION, MONITORING OF LEGALLY MANDATED SERVICES, CAMPUS SAFETY AND STUDENT SOCIAL EMOTIONAL WELLBEING. WHY IS IT DISRUPTIVE? BECAUSE WE STAND TO LOSE THE FUNDING FOR INSTRUCTIONAL COACHES, ONE BRIDGE COORDINATOR AND ONE TEACHER. THIS IS HAPPENING AT A TIME WHEN OUR SCORES FOR SBA AND ELD ARE TRENDING UPWARDS. WHY IS IT DISRUPTIVE? BECAUSE OUR CAMPUS SAFETY SYSTEM IS IMPROVING STUDENT BEHAVIOR AND ATTENDANCE. HOWEVER, WITH THESE CUTS, HAWKINS STANDS TO LOSE ONE CAMPUS AID, ONE SUPERVISION AID, TWO SCHOOL CLIMATE ADVOCATES AND AN RJ TEACHER. WHY IS IT DIS UH, WHY IS THIS DISRUPTIVE? BECAUSE HAWKINS IS A SCHOOL WITH A HIGH NUMBER OF STUDENTS WITH LEGALLY MANDATED IEP COUNSELING SERVICES WHO HAVE AND ARE EXPERIENCE IN TRAUMA. OUR SCHOOL PSYCHOLOGIST IS PAID FOR 2.5 DAYS PER WEEK FROM THE GENERAL FUND. WE NEED THE SCHOOL PSYCHOLOGIST FOR FIVE DAYS A WEEK. SO WE PULL FROM OUR LOCAL SCHOOL PSYCH FUND. THE CARRYOVER FUND WOULD TAKE CARE OF FIVE DAYS. IT WAS SUPERINTENDENT CARLO'S OFFICE [04:50:01] WHO MADE THE DECISION TO TAKE AWAY NEARLY 1 MILLION AND CARRY OVER FUNDING FROM HAWKINS HIGH SCHOOL. AND THE BOARD APPROVED IT. OF COURSE, THAT MEANS IT WILL BE THE SUPERINTENDENT'S OFFICE AND THE BOARD WHO HAVE THE POWER TO RESTORE OUR FUNDING FOR 20 26, 20 27. AS A MEMBER OF THE LOCAL SCHOOL LEADERSHIP COUNCIL AT HAWKINS HIGH SCHOOL, I URGENTLY REQUEST THAT YOU REACH OUT TO OUR LSLC AND ATTEND OUR NEXT MEETING ON TUESDAY, APRIL 7TH, SO WE CAN DISCUSS A PLAN FOR RESTORING THE FUNDING TO HAWKINS HIGH SCHOOL. THANK YOU. THANK YOU FOR YOUR TIME. ALLISON SHERMAN, I SEE YOU'RE LISTED AS SPEAKING REMOTELY, BUT I DO NOT HAVE YOU ONLINE. ARE YOU IN THE ROOM? ALLISON SHERMAN? NO. ALL RIGHT. THAT CONCLUDES GENERAL PUBLIC COMMENT. THE BOARD HAS A SIGNIFICANT AMOUNT OF BUSINESS STILL AHEAD OF IT. UM, THAT IS THE MAJORITY OR THE ENTIRETY OF THE CONSENT CALENDAR. UM, AND THEN SEVERAL TABS FOR, UH, DISCUSSION. SO, UM, LET'S HIT THE CONSENT CALENDAR, SHALL WE, LET'S HIT IT ONE MOMENT. WOULD YOU MIND IF WE GO TO, UM, ONE OF MY RELU MY LAST RESOLUTION, JUST BECAUSE WE HAVE A SPEAKER HERE AND SHE'S BEEN WAITING FOR QUITE SOME TIME. I JUST HAVE ONE SPEAKER FOR OF COURSE. ITEM 30. ALL RIGHT. HERE WE GO TO TAB 30. [30. Dr. Rivas – Commemorating Bayard Rustin and Recognizing His Legacy as a Civil Rights and Labor Leader (Res-051-25/26) (Waiver of Board Rule 72) ] AND I HAVE A MOVE AND A SECOND FOR IT. MOVE IT. ALL RIGHT, MOVE WITH, THIS IS WITH THE RULE 72 WAIVER. DOES ANYONE OBJECT TO DOING, DOING THEM CONCURRENTLY? NO OBJECTION. NO OBJECTION. ALL RIGHT. MOVED BY BOARD PRESIDENT SCHUREN SECONDED BY MS. NEW BILL. ALRIGHT. ALL RIGHT. AND SO THIS IS TAB 30. UM, THERE ARE 10 SPEAKERS, UM, THAT MANY OF THEM MAY HAVE HAD TO LEAVE, BUT THERE'S 10 LISTED. UH, DID YOU WANT TO NAME? YEAH, CAN I JUST START AND THEN, AND THEN WE'LL MOVE TO PUBLIC COMMENT. UM, SO HELLO EVERYONE, COLLEAGUES AND, UM, THOSE HERE, PRESIDENT WATCHING US REMOTELY. I'M PROUD TO BRING FORWARD THIS RESOLUTION, RECOGNIZING THE LIFE AND LEGACY OF BAY BAY, BAYARD RUSTIN, UH, BAYARD RUSTIN WAS ONE OF THE MOST INFLUENTIAL ARCHITECTS OF THE CIVIL RIGHTS MOVEMENT IN THE UNITED STATES. HE WAS, HE WAS A CHIEF ORGANIZER OF THE 1963 MARCH ON WASHINGTON FOR JOBS AND FREEDOM, AND A LIFELONG ADVOCATE FOR RACIAL JUSTICE, LABOR RIGHTS, AND NONVIOLENT DEMOCRATIC ACTION. YET FOR DECADES, RUSTIN'S CONTRIBUTIONS WERE OFTEN PUSHED TO THE MARGINS BECAUSE HE WAS OPENLY GAY. RECOGNIZING HIS LEGACY TODAY IS ABOUT CORRECTING THE HISTORICAL RECORD AND ENSURING THAT OUR STUDENTS LEARN THE FULL STORY OF THE MOVEMENTS THAT SHAPED OUR DEMOCRACY. RUSTIN BELIEVED DEEPLY THAT DEMOCRACY REQUIRES PARTICIPATION, COURAGE, AND COLLECTIVE ACTION. THOSE LESSONS REMAIN JUST AS RELEVANT FOR OUR STUDENTS TODAY AS THEY WERE DURING THE CIVIL RIGHTS MOVEMENT. BY LIFT, BY UP LIFTING UP THE LEADERS LIKE BAYARD RUSTIN. IN OUR CLASSROOMS AND CURRICULUM, WE HELP STUDENTS UNDERSTAND THE SOCIAL PROGRESS IS BUILT THROUGH ORGANIZING SOLIDARITY AND THE BELIEF THAT EVERY PERSON DESERVES DIGNITY AND EQUAL RIGHTS. TODAY WE ARE JOINED BY SOMEONE WHO HAS WORKED TIRELESSLY TO ENSURE BAYARD RUSTIN RECEIVES A RECOGNITION HE DESERVES. AND IT IS MY HONOR TO, TO INTRODUCE LAUREN BISON. UH, SHE, THEY IS THE COMMUNICATION STRATEGIST AND ORGANIZER OF THE NATIONAL CAMPAIGN TO HONOR BAYARD RUSTIN DURING THE CREATION OF THE FIRST L-G-B-T-Q US POSTAL SERVICE STAMP. THROUGH THIS CAMPAIGN, LAUREN HAS HELPED SECURE SUPPORTIVE RESOLUTIONS FROM THE CITY OF LOS ANGELES MUNICIPALITIES ACROSS THE COUNTRY AND CALIFORNIA LEGISLATURE AND THE MEMBERS OF THE CONGRESSIONAL EQUALITY CAUCUS. LAUREN'S WORK IS ROOTED IN DEEP COMMITMENT TO PRESERVING CIVIL RIGHTS HISTORY, AND ENSURING THAT LEADERS LIKE BAYARD RUSTIN ARE RECOGNIZED FOR THE ROLE AND ADVANCING JUSTICE AND DEMOCRACY. LAUREN, THANK YOU FOR JOINING US TODAY AND FOR YOUR WORK TO RESTORE BAYARD RUST INTO HIS RIGHTFUL PLACE IN AMERICAN HISTORY. AT THIS TIME, I WOULD LIKE YOU TO INVITE YOU TO PLEASE COME FORWARD AND SHARE SHORT SOME REMARKS IN SUPPORT OF THE RESOLUTION. THANK YOU FOR THAT INTRODUCTION, DR. RIVAS. AND I AM THRILLED BEYOND BELIEFS TO BE HERE. I'M GONNA BE MINDFUL OF YOUR T LIKE THAT. CAN YOU HEAR ME BETTER NOW? UM, I'LL BE, TRY AND BE MINDFUL OF YOUR TIME AND JUST HIT THE MAIN POINTS, BUT I REALLY WANNA STRESS TODAY HOW IMPORTANT TALKING ABOUT BAYARD IS AND WHAT YOU ALL HAVE HEARD TODAY. BYARD RUSTIN WAS INTERSECTIONAL BEFORE WE EVEN HAD A WORD FOR IT. HE, AND I'M REALLY SORRY, THERE AREN'T ENOUGH HIGH SCHOOL STUDENTS LEFT BYARD HAD HIS FIRST SIT DOWN STRIKE AS A TEENAGER, RAISED THE QUAKER. HE PUT HIS FAITH AS THE FOUNDATION OF ALL THINGS [04:55:01] AND VIRTUALLY ANY MILESTONE YOU CAN NAME IN CIVIL RIGHTS HISTORY BY RUSTIN DIDDY FIRST AND ENDURED MUCH MORE SEVERE CONSEQUENCES. I'LL HIT THE THREE MAIN ONES RIGHT NOW. BYARD RUSTIN WAS ON HIS WAY TO LOS ANGELES, BY THE WAY, THE FIRST TIME HE WAS SNATCHED OFF A BUS FOR NOT GIVING UP HIS SEAT. THAT WAS IN 1942, THE SECOND TIME BYARD RUSTIN. UM, HE WAS ON HIS WAY TO LA ACTUALLY TO HELP OUT, UM, PROPERTIES THAT HAD JAPANESE-AMERICANS HAD BEEN SNATCHED AND PUT IN CONCENTRATION CAMPS. SO THAT WAS THE FIRST TIME, THE SECOND TIME HE WAS ARRESTED FOR NOT GIVING UP HIS SEAT, WHICH BY THEN WAS AGAINST THE LAW, FEDERAL LAW. HE WAS PUT ON A CHAIN GANG. AND I DON'T WANNA MAKE LIGHT OF MUHAMMAD ALI WENT THROUGH, BUT HARD LABOR FOR A CHAIN GANG. THAT'S AN IMPORTANT SACRIFICE. UH, THE FIRST TIME HE WAS ABLE TO, UM, RESIST THE DRAFT. ACTUALLY IT WAS WHAT I WAS TALKING ABOUT, UH, WHEN I MENTIONED ALI AND RATHER THAN, UH, ROSA PARKS, HE WAS SENTENCED TO THREE YEARS IN LEAVENWORTH AND HE'D ALWAYS BEEN A QUAKER. AND LASTLY, WE RIGHTFULLY HONOR MARTIN LUTHER KING. BUT SHOW OF HANDS, WHO KNEW THAT IT WAS MARTIN LUTHER KING'S, UM, SUCCESS IN MONTGOMERY BUS BOYCOTTS WAS OWED TO INTERVENTION AND TUTELAGE FROM BAY RUSTIN. THERE'S ONE. HI. UM, AND THAT, MOREOVER, ANOTHER SHOW OF HANDS, WHO KNEW THAT MARTIN LUTHER KING JR. CARRIED A SIDEARM UNTIL HE MET BYD RUSTIN? THAT'S WHAT I THOUGHT. BYD RUSTIN WAS KNOWN INTERNATIONALLY. THE MAN WAS BORN IN 1912. AND WHY THIS IS IMPORTANT, I URGE YOU TO CONSIDER BEING HIS FULL SELF IN JIM CROW AMERICA IN HOMOPHOBIC AMERICA, BORN IN 1912 WITH THE DETERMINATION OF A QUAKER TO GO FORWARD IN JUSTICE AND WHAT HIS MESSAGE TO US ENDURES TODAY. AND I WISH THOSE KIDS COULD HAVE HEARD IT. WE ARE ALL ONE BY RUSTIN WROTE A BOOK. DID YOU KNOW THAT WITH CESAR CHAVEZ BILINGUAL TALKING ABOUT LABOR RIGHTS BY RUSTIN KNEW GO MAIER. HE IS AT THE INTERSECTION OF ALL OF THESE THINGS BECAUSE AS HE SAID IT, WE ARE ALL ONE. AND IF WE DON'T KNOW IT, WE WILL LEARN IT THE HARD WAY. AND I KNOW ABOUT YOU, BUT I'M TIRED OF THE HARD WAY. AND AS MUCH AS HE BELIEVED IN THE FEDERAL GOVERNMENT, HE WOULD HAVE BEEN THRILLED TO UNDERSTAND, TO SEE HOW WE HAVE RISEN UP TO SUPPORT OUR IMMIGRANT NEIGHBORS. THAT IS 100% BYED BECAUSE TO BE SUCCESSFUL, AND THIS IS WHY THIS IS IMPORTANT FOR OUR KIDS TO KNOW EVERYBODY CAN BE THE STICK IN THE WHEEL OF INJUSTICE. I THANK YOU FOR YOUR TIME AND CONSIDERATION. APPRECIATE YOU ALL. THANK YOU SO MUCH. APPRECIATE YOU. SO THANK YOU COLLEAGUES, AND I HOPE YOU JOIN ME IN SUPPORT OF THIS RESOLUTION TO CELEBRATE BAYARD RUSTIN'S LIFE AND LEGACY. SO WE CAN GO TO PUBLIC COMMENT. OH, YEAH, YEAH. SO NOW WE GET TO THE PUBLIC COMMENT AND THEN, AND THEN, UH, THE BOARD WILL YOU TYPICALLY SHARE THEIR, THEIR THOUGHTS AFTER THAT? UH, MAYRA WILLIAMS. UH, MARSHA DAS. UH, LEO, JULIAN M MARKUS MOORE, UH, LAKEL WHITE, GILBERT LOPEZ, UH, DYLAN WELLS, KATE AND EZEKIEL I'LL GETCHU. I THINK A LOT OF THOSE FOLKS WERE HERE AND LEFT. ALRIGHT, THAT CONCLUDES COMMENT ON THE ITEM. AND NOW IT'S TIME FOR BOARD DISCUSSION. LET ME JUST SAY I, I LEARNED A LOT AND I APPRECIATE THAT VERY MUCH. THANK YOU SO MUCH. YEAH, I JUST, I HAVE SOME STUFF WRITTEN, BUT I JUST WANNA SAY THAT WHEN I TAUGHT MY THIRD THROUGH FIFTH GRADE SPECIAL DAY PROGRAM CLASS AT BUCHANAN STREET ELEMENTARY, I WAS, UM, I CAME ACROSS THE BULLETIN THAT, UH, SPOKE TO LGBTQ PLUS CURRICULUM AND IT WAS VARIED RUSTIN THAT I INTRODUCED MY STUDENTS TO. SO IT'S VERY SPECIAL. THANK YOU. AGAIN, I WANNA SAY THANK YOU FOR COMING AND EDUCATING US AS A, A TIME WHERE WE'RE [05:00:01] BEING ERASED. UM, IT'S SO IMPORTANT TO HIGHLIGHT AND ELEVATE THE NAMES OF THOSE THAT HAVE PAVED THE WAY FOR US. AND SO APPRECIATE YOU COMING AND SHARING THAT WITH US AS WE CONTINUE TO DO THAT WITH THE SCHOOL DISTRICT AS WELL. THANK YOU. SHALL WE VOTE? LET'S VOTE. OKAY. AND I LIKE TO CO-SPONSOR. OH, SHE WANTS TO COS CO-SPONSOR. LEMME WRITE THAT DOWN. I TOO. OKAY. UH, MS. NEWBELL? YES. DR. RIVAS? YES. MR. MELVOIN, ARE YOU FROZEN? YES. WE'RE MR. OR DEEP THOUGHT? OKAY. HE UNFROZE WE SEE. CAN, CAN YOU GIMME ONE MORE? YES. OH BOY. I HEARD A YES, I HEARD A YES. UH, MS. CGO? YES. MS. EZ. MS. ORTIZ FRANKLIN, BOARD PRESIDENT SCHUREN? YES. AND STU, BOARD MEMBER YANG IS ALSO TAKING A BREAK. THAT'S 1, 2, 3, 4, 5 YESES. SO IT DOES IN FACT PASS NO MATTER WHO SHOWS UP. OKAY. ALL RIGHT, FOLKS. UM, CAN [Consent Items (Part 2 of 2)] I HAVE A MOVE AND A SECOND TO TAKE THE CONSENT CALENDAR? MOVE, MOVE BY MR. SCHUREN. SECOND. SECONDED BY DR. RIVAS. ALL RIGHT, LET'S TAKE THE PUBLIC COMMENT ON CONSENT ITEMS. SO ITEM NUMBER TWO, UH, RONAN BEONE ARE YOU HERE? RONAN. B, THANK YOU FOR YOUR PATIENCE. I'VE SEEN YOU IN THE AUDIENCE ALL DAY LONG, SO PLEASE COME ON UP. YOU'LL HAVE TWO MINUTES TO SPEAK TO TAB TWO. KEEP IT SHORT. I RECOMMEND TAKING ALL TWO MINUTES THAT YOU'VE BEEN HERE FOR . OKAY. UM, IT'S BEEN RICK, GOOD AFTERNOON BOARD. UH, MY NAME IS RONAN BEON AND I'M A-L-A-U-S-D, UH, EMPLOYEE, UH, MAINTENANCE WORKER. AND IT WAS RECOMMENDED TO THE BOARD TO SUSPEND ME FOR TWO DAYS FOR, UH, I GUESS, UH, POOR, UH, WORK HABITS, I GUESS. AND I COME TO REBUTTAL THAT BECAUSE THE, UM, THE JOB GIVEN TO ME, OR INSTRUCTED TO ME WAS NEVER GIVEN A TIME LIMIT. SO WHEN THEY GAVE ME SOMETHING TO DO, I WENT TO DO IT. LIKE, FOR INSTANCE, STACKING PALLETS AND SEPARATING THEM PALLETS OF THOSE WOODEN PALLETS. UM, WE HAVE A TRUCK THAT COMES IN, PICKS UP A CERTAIN SIZE, AND THE REST I GET RID OF. UM, SO I DID MY JOB. NO ONE TOLD ME HOW LONG IT SHOULD TAKE ME, SO I DID WHAT I HAD TO DO TO GET IT DONE. UM, MY BOSS SAYS, I, I TOOK TOO LONG. THEY ASKED ME TO, UH, SWEEP THE, THE PARKING LOT FOR METAL DEBRIS. SO I USE A METAL, UH, UH, MAGNET SWEEPER TO SWEEP. AND THEY SAID, THAT TOOK SO LONG TOO. I SAID, WELL, HOW LONG SHOULD IT TAKE? AND THEY HAD NOTHING TO SHOW ME. THEY DIDN'T HAVE, UH, TO CALL THE, UH, A TIME IN MOTION. YOU'VE HEARD OF THAT. NOTHING TO SHOW ME. AND I ASKED THEM, SO IF I CAN IMPROVE MY WORK, MY JOB, AND THEY HAD NOTHING TO GO BY, UM, I JUST WANTED TO REBUTTAL THESE CHARGES BECAUSE IT'S GOING TO STAIN MY RECORD AND I DON'T THINK I SHOULD HAVE TO GO THROUGH THAT. I, I DID NOTHING WRONG. I DID EXACTLY WHAT THEY ASKED ME. SO WITH THAT, MY, MY OBJECTIVE REALLY HERE IS TO JUST NOT STAIN MY EMPLOYEE RECORD WITH SOMETHING SILLY AS I TOOK TOO LONG TO DO A JOB THAT THEY COULDN'T TELL ME HOW LONG IT'S SUPPOSED TO TAKE. THAT'S A SIMPLE SET. I APPRECIATE YOUR TIME. OKAY, THANK YOU FOR YOUR TIME. THAT CONCLUDES KIM COMMENT ON TAB TWO. LET'S SEE, TAB FOUR IS DISCUSSION TAB FIVE, UH, PROVISIONAL INTERNSHIP PROGRAMS. UH, MR. DAVID TOSKI. I KNOW HE WAS IN THE ROOM EARLIER. LET ME SEE IF HE IS ONLINE WITH US, NOT SEE MR. TOSKI IN THE ROOM. SO THAT'S TAB FIVE. UH, NOW WE GO TO TAB 11. WE HAVE THREE FOLKS ON TAB 11, AARON STUDER OR AARON STUTTER. ARE YOU HERE? AND WE HAVE TWO FOLKS SIGNED UP TO CALL IN ON THAT TAB. THEY ARE NOT, THEY'RE NOT SIGNED IN, BUT I'LL CALL THEIR NAMES ANYWAY. DAVID RIDDICK. UH, MARGARET FUENTES. OKAY, SO THAT'S TAB 11, TAB 16, WE HAVE ONE SPEAKER, UH, JP JOHN PERONE TO TAB 16, APPROVAL OF COMMUNITY ADVISORY TAB 16. I DO NOT HAVE YOU ONLINE IN [05:05:01] FRONT OF ME, SO NOT HERE. ALRIGHT, BEAR WITH ME FOLKS. ALRIGHT, SO TAB 20, WE HAVE ONE SPEAKER, DAVID KOSKI. I UNDERSTAND HE'S RIGHT OUTSIDE, SO I'LL KEEP MOVING ALONG UNTIL HE MAKES HIS WAY IN. SO WE'RE WAITING ON TAB 20 FOR MR. KOWSKI HERE. ALL RIGHT, SO TAB AND THEN TAB 21. WE HAVE, I HEAR MR. TOSKI, THERE HE IS. UH, LET'S SEE. SO THAT WAS AT ITEM 20, BUT I BELIEVE WE HAD YOU ALSO ON TAB FIVE. SO YOU'LL HAVE TWO MINUTES TO SPEAK ON TAB FIVE. SIR, PLEASE GO AHEAD. ON THE GROVER CLEVELAND, DID YOU, YOU CALL THAT OR, SO THIS IS FOR TAB FIVE. FIVE, OKAY. PROVISIONAL INTERNSHIP PERMITS. SO GOING IN NUMERICAL ORDER USING ARABIC NUMERALS. OKAY. I APPRECIATE IT. LIKE NUMBERS, PLEASE GO AHEAD. THANK YOU. BE CAREFUL. WE'VE BEEN USING ARABIC NUMERALS FOR A LONG TIME, BUT SOME PEOPLE GET CONCERNED THAT THAT'S, UH, SOMETHING ELSE. OKAY, SO NUMBER FIVE. UM, LET ME JUST SAY, UH, OBVIOUSLY WE SUPPORT, UH, EMERGENCY PROVISIONAL INTERNS. OF COURSE, ALL PROVISIONAL AND PROBATIONARY TEACHERS ARE AT RISK IN THE LAYOFFS. UM, AND SO YOU OUGHT TO BE THOUGHTFUL ABOUT RESCINDING AS THE BUDGET CONTINUES TO GET BETTER IN DECEMBER AND JANUARY AND HOPEFULLY BACK AGAIN IN MARCH AND APRIL AS PEOPLE BEGIN THEIR TAX RETURNS. AND YOU CAN BEGIN TO RESCIND A NUMBER OF THESE, UH, THINGS AND TAKE THE RISK OFF. UH, I, I DON'T EVEN KNOW THE NUMBER, 2000 PROVISIONAL TEACHERS, 2000 PROBATIONARY AND PROVISIONAL. I DON'T KNOW. IT HASN'T BEEN PUBLICLY STATED. UH, BUT OBVIOUSLY WE HAVE A NEED TO INCENTIVIZE PEOPLE TO GO INTO SPECIAL ED. UM, YOU ALSO HAVE TODAY IN THE WILLIAMS PRESENTATION, A DECLARATION THAT IS TOTALLY DIFFERENT FROM THE COUNTY THAT SAYS THERE ARE REALLY CLOSE TO, UM, A THOUSAND TEACHER VACANCIES. THERE ARE CLOSE TO, UH, EXTRAPOLATING NEARLY, UH, 2000 MISAS ASSIGNMENTS. IT'S ALL ON PAGE 641 OF YOUR BOARD MATERIALS. AND LET ME ALSO SAY YOU'VE DONE A GOOD JOB ON SOME NEGOTIATIONS. SO TODAY YOU WILL APPROVE 20% RAISES PAGE 42 AND 43 FOR SOME EMPLOYEES IN CLASSIFIED. UH, YOUR SECOND INTERIM IS SHOWING THAT THERE IS MONEY FOR INCENTIVES. UH, YOU CAN NOT ONLY RESCIND THE IT, WHICH YOU HEARD VERY ELOQUENTLY TODAY, HOW IT DAMAGES KIDS. AND YOU HEARD FROM YOUR BOARD PRESIDENT TALKING ABOUT THE INCENTIVES TO GET MORE, UH, PSW IN THE DISTRICT, WHICH YOU COULD USE, UH, C-Y-B-H-I MONEY, WHICH HAS NOT BEEN, UH, DRAMATICALLY PURSUED. AND FINALLY, UH, USE YOUR INSPECTOR GENERAL OFFICE MORE. AND SO IF YOU'RE GONNA DO SOMETHING ON CONTRACTS AND ICE, IF YOU DON'T HAVE AN ENFORCEMENT MECHANISM LIKE WE HAVE FOR CHILD LABOR AND SOCCER BALLS, YOU WON'T HAVE ENFORCEMENT OF YOUR MOTION. THANK YOU FOR YOUR TIME. UH, MR. KOSKI, YOU'RE ALSO ON TAB 20. YOU WANNA SAVE YOURSELF THE WALK. ALL RIGHT, IT'S YOUR TURN FOR TAB 20. , UM, BOARD MEMBERS, UM, THIS SCHOOL IS A HIGH SCHOOL WITH NEARLY 3000 KIDS, OKAY? ONE HAS TO ASK WHAT'S GOING ON THAT YOU HAVE A SCHOOL STILL PUSHING 3000 KIDS, WHEREAS MANY HIGH SCHOOLS ARE NOW DIPPING DOWN TO 1200, 1100. AND SO INSTEAD OF, UH, SENDING SCHOOLS OFF INTO THE WILDERNESS, YOU NEED TO START REPLICATING CERTAIN THINGS. AND MR. MR. MOLSEN SHOULD KNOW, 'CAUSE HE'S, HE'S WORKED AT THE SCHOOL A NUMBER OF TIMES. AND SO LET ME JUST SAY, WHILE THEY HAVE 500 EMPTY SEATS THERE, UM, THERE IS AN EFFORT AT CLEVELAND THAT YOU CAN BEGIN TO BRING KIDS IN AND BRING, GROW THE ENROLLMENT. THIS IS A, AN AFFILIATED, UH, CHARTER. UH, THERE ARE DESIRES OF KIDS IN GLENDALE AND BURBANK AND EVEN AS FAR ON THE TRAIN LINES FROM PALMDALE AND OTHER PLACES, THAT IF YOU WORK HARD TO MARKET AND PRESENT, NOT JUST PUT SIGNS ON BEN SPONSORS AND ON THE BACK OF LA UNIFIED TRUCKS, BUT REALLY GO OUT AND SELL THE QUALITY OF YOUR PROGRAMS LIKE CLEVELAND HIGH SCHOOL AND WHAT HAPPENS IN THESE SCHOOLS TO OTHER PLACES. AND BE PROUD OF THE DISTRICT IN A WAY THAT YOU SAY, MY GOD, WE ARE DOING GOOD THINGS. THIS SCHOOL IS PUSHING 3000 KIDS. THERE ARE HIGH SCHOOLS ALL ACROSS THIS DISTRICT THAT BORDER OTHER DISTRICTS THAT YOU COULD BRING STUDENTS INTO YOUR DISTRICT. AND FOR THE LOVE OF ME, I DON'T UNDERSTAND WHEN YOU HAVE THESE SUCCESSES THAT [05:10:01] YOU'RE NOT DOING SOMETHING THAT MR. SHM HAS TO LARGEST NUMBER OF AFFILIATED SCHOOLS IN THE ENTIRE COUNTRY. AND FOR EIGHT YEARS, 10 YEARS, NOTHING. WE'RE NOT GROWING ONE, NOT ONE. AND YOU COMPLAIN ABOUT BUDGET AND ENROLLMENT AND YOU HAVE GEMS. WHY NOT OPEN UP OTHER PLACES? EVEN EVEN THIS IDEA OF GREEN.TODAY, NOT ONE MENTION FROM THE CHARTER OFFICE OF HOW IT COULD HAVE BEEN AN AFFILIATED CHARTER FOR A PERIOD OF ATONEMENT AND REPAIR, AND THEN THE OPTION TO CHANGE AGAIN INSTEAD, OH, THE STUDENT RECOVERY TEAM WILL FIND THOSE STUDENTS. THANK YOU VERY MUCH. THANK YOU VERY MUCH. UM, YOU'RE ALSO ON TAB 21. MR. KOSKY, WOULD YOU LIKE TO USE YOUR TWO MINUTES ON TAB 21? SURE. JUST TO UNDER ELUCIDATE FOR FOLKS THE PROCEDURAL ASPECT OF THIS. ON A PUBLIC HEARING, SOMEONE CAN SIGN UP FOR EACH PUBLIC HEARING THAT APPEARS ON A BOARD AGENDA. TYPICALLY, OUR BOARD RULE STATE THAT YOU GET TO SPEAK ON ONE ITEM, EITHER AN ACTION ITEM OR GENERAL PUBLIC COMMENT. BUT THE STATE OF CALIFORNIA UNDER STATUTE, UH, REQUIRES THAT FOR A PUBLIC HEARING, PEOPLE BE ABLE TO SIGN UP EVEN IF THEY'VE SPOKEN BEFORE FOR REASONS THAT ARE GENERALLY PRETTY GOOD. SO PLEASE GO AHEAD, MR. TOKI. THANK YOU. YOU'LL HAVE TWO MINUTES. AND I, I REALLY ENCOURAGE YOU TO PUBLICIZE YOUR PUBLIC HEARINGS. THERE ARE 10 MILLION PEOPLE IN THE COUNTY AND, UH, PEOPLE SHOULD HAVE THE OPPORTUNITY, JUST LIKE THE WILLIAMS SHOULD BE PROCLAIMED AT EVERY SCHOOL, YOU HAVE THE OPPORTUNITY TO SPEAK. NOW, THIS CHARTER SCHOOL, UH, INDEPENDENT CHARTER SCHOOL HAS OVER THE ALLOCATION, HAS 553 KIDS. THE DISTRICT APPROVED THEM FOR 532. THEY'RE ASKING FOR A GROWTH. NOW, IF YOU TAKE A LOOK AT THIS SCHOOL AND ITS LOCATION, IT'S IN THE VERY LOCATION. LA UNIFIED USED TO HAVE ALTERNATIVE SCHOOLS, OKAY? WE HAD FOUR OR FIVE PRETTY SIGNIFICANT ALTERNATIVE SCHOOLS. ONE IN THE WEST VALLEY, ONE IN THE SORT OF VENICE AREA, ONE IN THE HIGHLAND PARK AREA. AND AS WE CENTRALIZED CURRICULUM INTO ONE SIZE FITS ALL, WE MADE THE MISTAKE OF CLOSING THESE ALTERNATIVES. THIS SCHOOL IS A, UM, A CAESAR, NO, A WALDORF SCHOOL. SORRY ABOUT THAT. WRONG SALAD. UM, IT'S AN ALTERNATIVE ED APPROACH THAT HAS OBVIOUSLY A MARKETING SUCCESS. 553 KIDS AND YOU ONLY APPROVED IT FOR 5 32. WHERE ARE THE ALTERNATIVE OPPORTUNITIES FOR KIDS? OKAY, IS IT LEAVE THE DISTRICT? IS IT GO TO A PRIVATE SCHOOL? WHY NOT CREATE SOME R AND D? I KNOW MS. SPAT IS VERY GOOD ON R AND D AS A RESEARCHER. LET'S GET SOME R AND D IN TERMS OF WHAT WORKS AND REPLICATE THEM. YOU'RE PAYING ERNST AND YOUNG, A SIGNIFICANT AMOUNT OF MONEY TO COME UP WITH WHAT IS SUCCESSFUL, WHERE ARE THERE CHANCES FOR DUPLICATING THINGS? AND HERE'S A SCHOOL I GET. I THINK YOU HAVE TWO CHARTERS. ONE IN DR. REVA'S AREA THAT'S ALSO A WALDORF SCHOOL, WHICH IS AGAIN, THE HIGHLAND PARK AND THE VENICE AREA. HELLO. ANYBODY WHO'S FROM THIS TOWN KNOWS WHERE THESE COMMUNITIES EXIST. JUST LIKE RENAISSANCE ARTS PICKS UP AS A CHARTER SCHOOL, KIDS IN THE NORTHEAST WHO ARE INTERESTED IN THE ARTS. SO LOOK AT YOUR THINGS CAREFULLY. AND THIS ITEM IS ONE THAT REVEALS AN OPPORTUNITY, A HIGH PERFORMING CHARTER. THANK YOU FOR YOUR TIME. ALL RIGHT. ARE THERE OTHER SPEAKERS TO TAB 21? KEITH DELA. I SEE YOU'RE OUT THERE. HE'S GOING TO WAIVE HIS TIME. KAREN COSTELLO, THIS IS ON CONSENT. UH, ESTE ESTE, BEN GARCIA. UH, CHRISTY MACK. F UH, AISHA MOSS. KRISTEN KORAN. YES. DAVID RICHARDSON. UH, MARCIN BELL, UH, VICENZA GERARD. MARIA CRUZ. UH, CADEN SESI. JOSH STOKES. MEGAN HELMS AND JUSTINE GONZALEZ. OKAY, THAT, THAT CONCLUDES, UH, TAB 21. LET'S MOVE ON TO TAB 22. I'M GONNA READ THROUGH, UH, ANOTHER LIST OF NAMES. UH, DAVID RICHARDSON. UH, KEITH QUILA, UH, SE CELINDA GUERRERO, CELINDA G HEATHER MALLET, EDITH SANTANA, A SANTANA IANI, LARI ELANI, DAISY RIVERA. UH, KAYLA OCHOA, IU BARRAGAN, UH, NICHOLAS ZAVALA. UH, JUSTINE [05:15:01] CERVANTES. UH, DIAN ORTEGA, UH, TAKETA AGUILAR. CARMEN LORA. CHECK ONLINE. THERE IS NOBODY ONLINE FOR THESE TABS. UH, THAT CONCLUDES PUBLIC COMMENT FOR ITEM 22. MOVING ON TO ITEM 23. ANOTHER LIST OF NAMES. I READ THEM OUT LOUD, FOLKS, JUST SO THAT I KNOW THAT NO ONE'S BEING DENIED THE OPPORTUNITY TO SPEAK. AND I ALSO CHECK ONLINE TO MAKE SURE THEY HAVEN'T SWITCHED FROM, UH, IN PERSON TO ONLINE. SO WHILE I KNOW IT SEEMS A LITTLE BIT TEDIOUS, WE GOTTA DO IT. UH, KEITH DELA, UH, MIKE MCCOY, DAVID RICHARDSON, YASMINE GARCIA, UH, CECILIA SANDOVAL. UH, JOHANNA ZUNIGA OR JOHANNA ZUNIGA. UH, YO HERNANDEZ, SANDRA ROCHA, VICTORIA HERRERA. JULIAN AUER OR JULIAN AUER. UH, JESSICA GALVAN, JESSICA GALVAN, KELLY ARNOLD, UH, RONNIE HERNANDEZ, SOPHIA DE LUNA, EVAN ORA, I DO NOT HAVE ANY OF THESE FOLKS ONLINE FOR THIS TAB, EITHER. SO THAT CONCLUDES, UH, THE PUBLIC COMMENT FOR TAB 23. MOVING ON TO TAB 24, WE DID TAB 24, AND MY APOLOGIES. ALL RIGHT, LET ME SEE WHAT OTHER REMAINING PUBLIC COMMENT WE HAVE. LET'S SEE. TAB, UH, TAB 27. [27. Ms. Newbill, Mr. Schmerelson - Recognizing Women’s History Month and International Women’s Day 2026 (Res-042-25/26) (Noticed February 17, 2026) ] MS. NEWBELL, MAY I HAVE A MOVE AND A SECOND FOR TAB 27? MOVE IT. SECOND. IT IS ON CONSENT, BUT I, I WANNA COVER ALL MY BASES. , JUST, I WANTED TO HIGHLIGHT, UM, AND ALSO MAKE SURE WE ADD DR. RIVAS AN OVERSIGHT, UM, TO THIS RESOLUTION. AND WHY DOES IT MATTER IN SCHOOLS? AS MENTIONED, WOMEN'S HISTORY MONTH IS NOT ONLY ABOUT HONORING THE PAST, IT'S ABOUT HELPING OUR STUDENTS UNDERSTAND WHOSE STORIES ARE TOLD, WHOSE CONTRIBUTIONS ARE OFTEN OVERLOOKED, AND WHY REPRESENTATION IN CURRICULUM MATTERS. AS INTERNATIONAL WOMEN'S DAY ON MARCH 8TH CONNECTS OUR CLASSROOMS TO A GLOBAL MOVEMENT FOR EQUITY, OPPORTUNITY AND DIGNITY. DIGNITY EDUCATION HAS ALWAYS BEEN SHAPED BY WOMEN. WOMEN, ESPECIALLY WOMEN OF COLOR, HAVE LED THE TRANSFORMATIVE CHANGE IN EDUCATION AS TEACHERS, ADMINISTRATORS, ADVOCATES, PARENTS, AND COMMUNITY ORGANIZERS. MANY OF THE RIGHTS AND PROTECTIONS THAT STUDENTS BENEFIT TODAY EXIST BECAUSE WOMEN CHALLENGED EXCLUSION AND INEQUITY, AND SUPPORTING OUR STUDENTS' IDENTITY AND BELONGING. WHEN STUDENTS SEE WOMEN WHO LOOK LIKE THEM REFLECTED IN THEIR LESSONS, LEADERSHIP AND SCHOOL CULTURE, IT STRENGTHENS BELONGING, CONFIDENCE, AND ACADEMIC ENGAGEMENT. THIS IS ESPECIALLY IMPACTFUL FOR GIRLS, YOUNG WOMEN AND GENDER DIVERSE STUDENTS EXPLORING THEIR VOICES AND LEADERSHIP HONORING OUR EDUCATORS AND SCHOOL COMMUNITIES. WOMEN MAKE UP MOST OF THE EDUCATIONAL WORKFORCE AND ARE ESSENTIAL TO STUDENT SUCCESS, FAMILY ENGAGEMENT, SCHOOLS STABILITY. AND SO THIS MONTH IS AN OPPORTUNITY TO PUBLICLY ACKNOWLEDGE THEIR LEADERSHIP AND SERVICE FROM RECOGNITION TO ACTION. OBSERVING WOMEN'S HISTORY MONTH AND INTERNATIONAL WOMEN'S DAY REINFORCES OUR COMMITMENT TO INCLUSIVE CURRICULUM, STUDENT VOICE, AND EQUITABLE OPPORTUNITY. OUR GOAL IS NOT JUST TO CELEBRATE, BUT FOR EDUCATION AND REFLECTION AND CONTINUED PROGRESS. THANK YOU. AND I'D LIKE DR. , THANK YOU, UM, BOARD MEMBER TO HAND HANDING YOU BILL FOR BRINGING THIS RESOLUTION, THIS VERY IMPORTANT RESOLUTION FORWARD. AND I'M GLAD I'M FINALLY ADDED AS A CO-SPONSOR. UM, AS SOON AS I SAW THIS RESOLUTION, I WAS LIKE, ADD MY NAME TO IT, PLEASE. SO, WOMEN'S HISTORY MONTH IS AN OPPORTUNITY NOT ONLY TO CELEBRATE ACHIEVEMENTS, BUT TO RECOGNIZE THE WOMEN WHO HAVE CARRIED FORWARD MOVEMENTS FOR JUSTICE IN OUR COMMUNITIES. OFTEN, VERY OFTEN, WITHOUT [05:20:01] RECOGNITION ACROSS LOS ANGELES WOMEN, PARTICULARLY IMMIGRANT WOMEN AND ALL WOMEN OF COLOR, HAVE BEEN AT THE FOREFRONT OF MOVEMENTS OF CIVIL RIGHTS, LABOR PROTECTIONS, AND EDUCATIONAL OPPORTUNITY. MANY OF OUR STUDENTS COME FROM FAMILIES WHERE MOTHERS AND GRANDMOTHERS HAVE ORGANIZED, ADVOCATED, AND SACRIFICED SO THAT THEIR CHILDREN COULD HAVE THE ACCESS TO EDUCATION, SAFETY, AND OPPORTUNITY. AND LOS ANGELES UNIFIED WOMEN ARE ALSO THE BACKBONE OF OUR SCHOOLS, OF OUR CLASSROOMS. THEY SERVE AS EDUCATORS, COUNSELORS, CLASSIFIED STAFF, ADMINISTRATORS, AND COMMUNITY LEADERS WHO SUPPORT STUDENTS EVERY SINGLE DAY. RECOGNIZING WOMEN'S HISTORY MONTH IS ALSO ABOUT ENSURING OUR STUDENTS SEE THEMSELVES REFLECTED IN THE HISTORY THEY LEARN. WHEN YOUNG WOMEN SEE WOMEN OF COLOR WHO LOOK LIKE THEM LEADING MOVEMENTS AND SHAPING THE FUTURE, HOLDING OFF, UH, OFFICES OF ELECTED OFFICIALS AS ELECTED OFFICIALS, IT REMINDS THEM THAT THEIR VOICES AND THEIR LEADERSHIP MATTER TOO, AND THAT THEY TOO CAN ACHIEVE GREAT THINGS. THANK YOU AGAIN TO MY COLLEAGUES, UH, TO MY COLLEAGUE, UM, MS. SHERETTE HAND NEWBELL FOR BRINGING THIS FORWARD, AND I'M PROUD TO SUPPORT IT AND GIVE CARLA, THEN I'LL GO AFTER YOU. THANK YOU. I'D ALSO LIKE TO BE ADDED AS A CO-SPONSOR. UM, SO THANK YOU SHERETTE SCOTT AND ROCIO FOR BRINGING THIS FORWARD. UM, I'M VERY PROUD TO BE PART OF A BOARD THAT IS MAJORITY WOMEN. UM, AND, AND I JUST WANNA UPLIFT, UH, WOMEN WHO, UH, IN HISTORY THROUGHOUT HISTORY HAVE, UM, INFLUENCED MANY TO TAKE ACTION. AND, UH, SOME OF THESE ARE BERTA CAES, WHO'S AN ENVIRONMENTAL ACTIVIST IN HONDURAS. CHU, WHO'S AN INDIGENOUS RIGHTS ACTIVIST IN LEADER IN GUATEMALA, FANNIE LOU HAMER, WHO'S A, WHO WAS A CIVIL RIGHTS ACTIVIST. UH, MARSHA P JOHNSON, AMERICAN GAY ACTIVIST, SYLVIA RIVERA, GAY LIBERATION ACTIVIST AND TRANSGENDER RIGHTS ACTIVIST. AND ANTE RAMON, WHO IS A LEADER IN, UH, THE SISTA MOVEMENT. THANK YOU. YES. AND I TOO WANNA THANK YOU FOR ETTE AND FOR LETTING ME BE YOUR CO-SPONSOR. SO, UH, A LITTLE MORE THAN A HUNDRED YEARS AGO, WOMEN DID NOT HAVE EQUAL VOTING RIGHTS. BUT LOOK AT THIS BOARD AND LOOK WHO SITS ON THIS BOARD. I COULD NOT BE PROUDER OF THE PROGRESS WE HAVE MADE. WOMEN'S RIGHTS DID NOT JUST HAPPEN. THEY EVOLVED THROUGH MOVEMENTS LED BY WOMEN. BUT AS WE REACH A COMPLEX TIME IN SOCIETY WHERE TRENDS SHOW US THAT MISOGYNISTIC AND SEXIST VIEWS OF WOMEN ARE BECOMING PUBLICLY ACCEPTED, IT IS UPON ALL OF US WOMEN AND MEN TO FIGHT BACK AGAINST THESE CLAIMS. IN 2022, THE NATIONAL INSTITUTE OF HEALTH RELEASED A STUDY THAT OBSERVED SEXISM IN A SHIFTING GLOBAL CONTEXT. THE STUDY DISCUSSED HOW WOMEN HAVE MADE ADVANCEMENTS IN SOCIETY AND CURRENTLY HOLD HIGH RANKING POSITIONS. NOW MORE THAN EVER IN HUMAN HISTORY, TRADITIONAL GENDER ROLES HAVE BEEN OVERCOME BY THE DREAMS AND ACTIONS OF MILLIONS OF WOMEN EVERYWHERE. HOWEVER, TODAY WE STILL THREE, WE STILL SEE THREATS ON THE HORIZON, AND IT'S JUST NOT ENOUGH TO POINT OUT ONE EXAMPLE OF SOCIAL PROGRESS OR SUCCESS, AND SAY THAT ALL ISSUES HAVE BEEN OVERCOME. SO WOMEN WILL KEEP FIGHTING, AND THE MEN, THE GOOD MEN, WILL SUPPORT THEIR COSTS. THANK YOU, BOARD MEMBER NEWVILLE, FOR THIS IMPORTANT RESOLUTION, AND I'M PROUD TO BE A CO-SPONSOR. I THANK YOU. TURN IT BACK OVER TO YOU. ALL RIGHT. TIME FOR A VOTE ON TAB 27. UM, IT'LL BE PART OF CONSENT, BUT IT'S KIND OF NICE TO, TO HEAR THE VOTES. NO PUBLIC COMMENT. OH, THERE IS PUBLIC COMMENT. THAT'S RIGHT. I'M RUSHING. I'M SORRY. NO, THAT'S OKAY. I ALSO MISSED ONE PERSON WHO WAS ON TAB 11. WE'LL COME BACK, UH, TO THAT INDIVIDUAL. IF YOU'RE LISTENING, I APOLOGIZE FOR THAT. UM, YES, THERE IS PUBLIC COMMENT. UM, ABEL, ARE YOU HERE IN PERSON? ARIA BLAKEY. BLAKELY, ARE YOU HERE? NO. UH, DANIEL SIERRA? NO. MOUNT TREJO. ALSO NOT HERE. KATE? NOT HERE. MILEY, ARE YOU HERE? NO. AINSLEY. D ARE YOU HERE? UH, MARIANA. C ARE YOU HERE? NO. UH, KHALILA WILLIAMS, ARE YOU HERE IN PERSON? NO. AND JC [05:25:01] ALSO NOT HERE IN PERSON. AND THERE'S NO ONE ON TAB 27 ALSO FOR, UH, PUBLIC COMMENT. SO THAT CONCLUDES PUBLIC COMMENT. WE VOTE. OKAY. LET'S VOTE. UH, MS. NEWBELL? YES. DR. RIVAS? YES. MR. MELVIN? YES. MS. GRIEGO? YES. UH, MS. EZ, MS. ORTIZ FRANKLIN, UH, BOARD PRESIDENT SCHON? YES. AND MR. YANG ALSO NOT HERE, BUT THAT'S 1, 2, 3, 4, 5 YESES. SO TAB 27, ASSUREDLY PASSES. UM, LET'S MOVE ON. 35. OH, LET'S GO TO TAB [11. Board of Education Report No. 323-25/26 Facilities Services Division (Define and Approve Three Charter School Facilities Upgrade Projects and Amend the Facilities Services Division Strategic Execution Plan to Incorporate Therein) Recommends definition and approval of three projects to provide upgrades for Los Angeles Unified School District (Los Angeles Unified, District or LAUSD) facilities currently occupied by charter schools, as detailed in Exhibit A. Also recommends amendment of the Facilities Services Division (Facilities) Strategic Execution Plan (SEP) to include these projects, with a combined budget of $55,560,270, and authorizes the Chief Procurement Officer, Chief Facilities Executive or designee(s) to take all legally permissible actions to implement the projects, including executing instruments, budget modifications, and procurement of equipment and materials. ] 11. ACTUALLY, THERE'S A, A PUBLIC COMMENT ON TAB 11, UH, THAT IS ON THE LINE. MARGARET, MARGARET FUENTES. I SEE YOU'RE ON THE LINE. PLEASE PRESS STAR SIX. MARGARET FUENTES. AND I APOLOGIZE FOR MISSING YOU THE FIRST TIME, BUT THE TWO MINUTES IS YOURS. THANK YOU SO MUCH. YEAH. THE TIME IT TOOK AND THE FRUSTRATION IN ENG ENGAGE TRYING TO ENGAGE IN THIS PROCESS TODAY IS, IS OUT THE ROOF FOR ME. I'M SORRY. SO, HELLO, MEMBERS OF THE BOARD AND THE ACTING SUPERINTENDENT. I KNOW THAT THIS IS ON THE CONSENT CALENDAR, BUT I FELT IT IMPORTANT ENOUGH TO PHONE IN THESE PROJECTS ON AGENDA ITEM NUMBER 11 ARE FUNDED BY THE TAXPAYERS, AND THE DISTRICT SHOULD PROVIDE A BETTER UNDERSTANDING TO THE FINANCIAL IMPACTS MADE BY INDEPENDENT CHARTERS. HERE ARE THREE CAMPUSES THAT ARE OCCUPIED BY INDEPENDENT CHARTERS. TWO, WERE L-A-U-S-D CAMPUSES, WHICH OPENED IN 1980 AND CLOSED IN 19 89, 9 YEARS LATER, ONLY TO REOPEN A COUPLE YEARS LATER BY TWO INDEPENDENT SCHOOLS WHO HAVE BEEN LEASING FROM THE DISTRICT FOR 40 YEARS. IF CAMPUSES WERE NEEDED, WHY DID THIS HAPPEN NOW IN NEED OF FACILITIES UPGRADE AT THE COST OF OVER 55 AND A HALF MILLION DOLLARS? AND BEING THAT CHARTERS HAVE ONE OF THE LARGEST CATEGORIES OF FUNDING WITH 300 MILLION ALLOCATED FROM MEASURE US, THIS BODY SHOULD CONSIDER WHAT IS FINANCIAL RESPONSIBILITY IN PRIORITIZING PROJECTS? IS THIS BUCKET USED FOR AFFILIATED AS OPPOSED TO INDEPENDENT? OR COULD IT BE MOVED TO PROVIDE MORE TO THE MAJORITY OF L-A-U-S-D RUN CAMPUSES, WHICH ARE IN NEED WITH LOWER ENROLLMENT? WHAT ELSE COULD L-A-U-S-D PROPERTIES PROVIDE? HAVE THE CONVERSATION STOPPED ON HOUSING FOR STUDENTS OR EMPLOYEES? WHAT FUTURE PLAN DOES THE DISTRICT HAVE IN RETAINING PROPERTIES WITH ONGOING YEARS OF FINANCIAL CRISIS AND CONCERN OF SUSTAINABILITY AND AFFORDABILITY TO INFRASTRUCTURE? AND ITS PROPERTIES? THIS BODY IS RESPONSIBLE TO MAKE SENSE OF ITS SPENDING AND DECISIONS ARE THE BEST INVESTMENTS BEING MADE THE PUBLIC, UM, WOULD LIKE TO BE ASSURED. I APPRECIATE YOUR TIME. THANK YOU. THANK YOU FOR YOUR TIME. IT WAS TAB 11. NOW MOVING ON TO TAB [35. Report of Correspondence including Williams and State Preschool Health/Safety Uniform Complaint Quarterly Report Summary (ROC-009-25/26) ] 35, REPORT OF CORRESPONDENCE, INCLUDING WILLIAMS AND STATE PRESCHOOL HEALTH SAFETY UNIFORM COMPLAINT QUARTERLY REPORT SUMMARY. UH, DAVID TOSKI, YOU ARE SIGNED UP. I DON'T KNOW IF HE'S STILL HERE. AND THEN WE HAVE A CALL IN MARIA DAISY ORTIZ, ARE YOU IN THE ROOM, MS. ORTIZ? NO, I DO NOT SEE YOU IN THE ROOM. I SEE MR. TOSKI, COME ON DOWN. MR. TOSKI, YOU'LL HAVE TWO MINUTES TO SPEAK TO TAB 35. UM, THREE ITEMS. ONE, UM, IS WHAT I PREVIOUSLY MENTIONED. UM, AND PERHAPS YOU CAN GET A MEMO FROM MS. MURPHY. IT APPEARS THAT THE DISTRICT HAS BEEN UNDER, UH, PRESENTING TO YOU THE NUMBER OF, UM, TEACHER VACANCIES. AND THE COUNTY HAS GIVEN YOU REVISED NUMBERS BASED UPON A LIMITED SAMPLE OF 108, UH, SCHOOLS, AND ALSO MISS ASSIGNMENTS. UH, THIS IS WHAT YOU MAY HEAR FROM YOUR CONSTITUENTS. SO I WANT TO RAISE THAT. NUMBER TWO, UM, YOU, IN YOUR REPORT OF CORRESPONDENCE, YOU, YOU MUST SEE THE MASSIVE GROWTH IN THE NUMBER OF DOWNTOWN LAW GROUP LAWSUITS, AND HOPEFULLY YOU'LL DO DUE DILIGENCE WITH THE INSPECTOR GENERAL AS OTHER GOVERNMENT AGENCIES ARE DOING WITH RESPECT, UM, TO THOSE ALLEGATIONS. AND THEN LASTLY, I KNOW YOU HAVE A MOTION ON, UH, JEWISH HERITAGE MONTH, AND YOU HEARD FROM SOME STUDENTS TELLING YOU THAT A PALISADES HIGH CHARTER, THERE WERE [05:30:01] SWA STICKERS ON THE SCHOOL, DIDN'T HEAR. I KNOW YOU CAN'T COMMENT TO THE PUBLIC SPEAKERS, BUT THOSE ARE SERIOUS ALLEGATIONS AS WELL AS IN THE LAWSUIT, UH, THAT THE LOUIS BRANDEIS CENTER HAS, UM, DONE AGAINST THE STATE OF CALIFORNIA IN THAT LAWSUIT. THREE LA UNIFIED SCHOOLS ARE PART OF THE NARRATIVE. UM, DANIEL PEARL HIGH SCHOOL IS PART OF THE ALLEGATIONS. UH, LOUIS LOUIS ARMSTRONG, UH, SCHOOL IS ALSO, UH, CLEARLY STATED. YOU'RE NOT THE SUBJECT OF THAT LAWSUIT, BUT YOU'RE THE CONTENT OF THAT LAWSUIT. AND SO IF YOU HAVE A PROCLAMATION FOR NEXT MONTH WITH RESPECT TO JEWISH HERITAGE MONTH, YOU OUGHT TO BE LISTENING TO THESE STUDENTS WHO SPOKE, AND YOU OUGHT TO BE READING THAT LAWSUIT TO SEE IF ALL OF THOSE INCIDENTS UNDER OPERATIONS AND HUMAN RELATIONS HAVE BEEN ADDRESSED PROPERLY. THANK YOU VERY MUCH. THANK YOU FOR YOUR TIME. ALRIGHT. AND THEN WE HAVE, UH, MARIA DAISY ORTIZ. I'LL CALL ON YOU AGAIN. I DON'T, ARE YOU IN THE ROOM, MS. ORTIZ? NO. ALRIGHT. THAT CONCLUDES I BELIEVE ALL THE PUBLIC COMMENT FOR CONSENT ITEMS. JUST GIMME ONE MOMENT TO CHECK A NAME. LINDO, ARE YOU HERE? YES. UH, THE TIME PASSED FOR 26, BUT YOU ARE HERE NOW. SO WOULD YOU LIKE TO MAKE YOUR TWO MINUTES OF PUBLIC COMMENT? OH, OKAY. OH, SHE IS? ALRIGHT. OH, OKAY. OKAY. MS. GALINDA 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 THESE TRANSLATION HEADSETS. THIS, THIS IS TO TAB 26. GOOD EVENING TO ALL THE MEMBERS OF THE BOARD. MY NAME IS EL LUISA GALINDO. I'M A MOTHER OF, UH, STUDENT THAT ATTENDS GARFIELD HIGH SCHOOL. I AM HERE TODAY BECAUSE I'VE SEEN THE WORK, THE, THE VERY IMPORTANT WORK THAT'S REQUIRED BY YOU, THE MEMBERS OF, UH, OF THE BOARD OF L-A-U-S-D. AND YOU NEED TO PUT ALL YOUR EFFORTS TO CREATE FORMS OF HOW YOU CAN HELP TEACHERS AND STUDENTS. I'M SUPPORTING DR. VE AND, BUT I'M ALSO HERE IN A VERY SPECIAL WAY. A TEACHER PASSED LAST, UH, THE OTHER, THE OTHER WEEK. IT WAS A LEADER. SHE WAS A, SHE WAS A TEACHER WHO FOUGHT FOR THE CO-LOCATION OF HER SCHOOL BECAUSE SHE KNEW WHAT, WHAT THE PLAN OF THE PRIVATIZATION OF THE MILLIONS BESIDES OF EVERYTHING THAT SHE WENT THROUGH. SHE HAD HARD WORK AMONGST HER. AND UNFORTUNATELY, I HAVE TO SAY THAT MONICA GARCIA'S CORRUPTION WAS INVOLVED. MONICA GARCIA WAS THE ONE WHO CENSORED THAT TEACHER. AND I BELIEVE THAT IT'S TIME FOR THIS TO BE CUT. AND, AND THE MAFIA, THE CORRUPTION, THE FRIENDSHIPS SIDE, BECAUSE YOU'RE MY FRIEND, I WILL GIVE YOU A POSITION OF A PRINCIPAL OR OF AN EXECUTIVE. UH, I CAN HEAR MR. CO GUTIERREZ AND I AM, HE'S SAYING I'M HERE AS A DIRECTOR OF INSTRUCTION WHEN HONESTLY, THE TEACHER AND I, WE WOULD ASK HIM FOR HIM TO HELP WITH PROPOSITION 30 AND WE ASK FOR MORE SUPERVISION. HE GIVE US OUR BACK, AND NOW HE'S AT A HIGH LEVEL. AND I'M HERE BECAUSE OF MISS LUCIA. CHANGES NEED TO HAPPEN JUST LIKE MANY OTHER TEACHERS THAT HAVE LIFE NOW AND MANY STUDENTS THAT NEED YOU TO DO GOOD FOR THE STUDENTS. THANK YOU. THANK YOU FOR YOUR TIME. ALL RIGHT. LET US TAKE THE CONSENT VOTE, WHICH WAS MOVED BY BOARD PRESIDENT SCHUREN AND SECONDED BY DR. RIVAS. UH, ON CONSENT. MS. NEWBELL NOT HERE RIGHT NOW. UH, DR. RIVAS, UM, JUST WANNA MAKE SURE THIS IS NOT INCLUDING ITEM 25, THE PROCUREMENT, RIGHT. THAT WAS PULLED FOR DISCUSSION. JUST WANTED TO MAKE SURE. 100%. THAT'S ACCURATE. OKAY. OKAY. SO, YES. [05:35:03] MR. MELVOIN? YES. MS. GRIEGO? YES. MS. CONEZ. MS. ORTIZ FRANKLIN? YES. UH, BOARD PRESIDENT SCHON? YES. INSTITUTE BOARD MEMBER YANG IS NOT HERE. SO WE'LL COME BACK TO COLLECT THE VOTE OF MS. NEW BILL AND MS. EZ. BUT THE CONSENT CALENDAR PASSES NONETHELESS. AND WHILE I HAVE YOU, MS, UH, UH, ORTIZ FRANKLIN, MAY I COLLECT YOUR VOTE ON TAB, UH, 26? YES. THAT'S A YES. ON TAB 26, UH, TAB 28. UH, YES. AND MAYBE IT'S, YEAH. YES, OF COURSE. AND I BELIEVE TAB 29. UM, YES. AND IF I COULD BE ADDED AS A CO-SPONSOR TOO. ALL RIGHT. THANKS. OKAY. WITH THE EXCEPTION OF THE STUFF WE'RE COMING BACK TO FOR BOARD MEMBERS WHO DIDN'T LODGE A VOTE, IT'S NOW TIME TO GO ON TO, UH, DISCUSSION ITEMS. HOLD ON ONE SECOND. LET ME CONFER WITH MY COLLEAGUES. OKAY, MS. NEW BILL. I'M ALWAYS RUSHING YOU RIGHT? WHEN YOU SIT DOWN, HOW DO YOU VOTE ON CONSENT? YES. THANK YOU VERY MUCH. OKAY. WE'RE GONNA SKIP DOWN [25. Board of Education Report No. 255-25/26] THE LIST TO TAB 25 APPROVAL OF PROCUREMENT ACTIONS. MAY I HAVE A MOVE AND A SECOND? MOVE IT, MOVE BY BOARD PRESIDENT SCHUREN SECOND. SECONDED BY MS. NEW BILL. ALL RIGHT. WE HAVE, UM, ONE LOTS OF QUESTIONS ON THIS, SO PLEASE. I HAVE, UH, I HAVE ITEM I AND IT IS REGARDING, UM, IT, AND, UH, IT SAYS, INFORMATION TECHNOLOGY SERVICES CONTRACTS EXCEEDING $250,000. AND THE REASON IS TO PROVIDE SKILLED IT RESOURCES TO SUPPORT THE DISTRICT'S ENTERPRISE SOFTWARE APPLICATION PROJECTS. IT INCLUDES A BATCH OF 46 VENDORS TO SUPPORT EXISTING PROJECTS. ADDITIONAL CAPACITY TO SUPPORT FUTURE PROJECTS AND INITIATIVES WILL BE MADE IF REQUIRED. AND OF THE 46 VENDORS SELECTED, 29 HAVE DONE BUSINESS WITH THE DISTRICT. AND 17 ARE NEW VENDORS. AND THE VENDORS ARE BASED OUTTA FLORIDA KFORCE INCORPORATED FROM TAMPA, MAINLINE INFORMATION SYSTEM IN TALLAHASSEE AND SYSTEM SOFT TECHNOLOGIES IN TAMPA. SO, HERE'S MY, UH, QUESTION. I GUESS THAT WOULD BE MR. LEE? YES, SIR. OKAY. OKAY. HERE'S MY QUESTION. SO I AM HOPING THAT THIS CONTRACT WILL NOT BE REPLACING ANY CURRENT L-A-U-S-D EMPLOYEES. COULD I GET AN ANSWER FOR THAT PART? GOOD AFTERNOON. UH, ACTING SUPERINTENDENT JAY FOR PRESIDENT S NORTON, A MEMBER OF THE BOARD. UH, I'M DOUGLAS LEE, INTERIM, CIO, DAY NUMBER SIX, . UM, THE CONTRACT, TO ANSWER YOUR QUESTION, THE CONTRACT IS TO PROVIDE, UH, TWO THINGS. ONE IS THE VERY SPECIALIZED, UH, IT SPECIALTY AND TWO, AND A CONTRACT ALSO PROVIDES CLOUD SERVICES, UH, WHICH INCLUDES, UM, MANY OF THE APPS THAT ARE BEING HOSTED ON INCLUDING OUR ENTERPRISE RESOURCE PLANNING APPLICATIONS, WHICH SUPPORTS OUR HR, PAYROLL, ACCOUNTING BUDGET, UH, AND PROCUREMENT. SO, TO, TO ANSWER YOUR QUESTION, NO, IT'S NOT INTENDED TO, TO REPLACE, UM, ANY OF OUR EXISTING STAFF. UM, THIS IS A BROADER SET OF RESOURCES THAT THE DISTRICT LEVERAGES AS PROJECTS COME FORWARD. UM, AND SO IT'S REALLY ON A NEED BASIS AND IT GIVES US AUTHORITY, SHOULD IT, SHOULD IT BE NEEDED, UM, FOR FUTURE USE. SO MY SECOND PART OF THE QUESTION, I GUESS WOULD BE, WHAT IS THIS CONTRACT DOING? THAT EXISTING PERSONNEL THAT WE [05:40:01] HAVE CANNOT DO? DO WE HAVE PERSONNEL RIGHT NOW THAT CAN DO THIS WORK? UM, I'LL GIVE YOU SOME EXAMPLES. SURE. FOR EXAMPLE, THERE'S A BOARD RESOLUTION. THE, UM, BUDGET TRANSPARENCY, UH, DEVELOPED. WE HAVE DEVELOPED, THAT IS ACTUALLY IN TESTING RIGHT NOW. UM, THERE IS RESOURCES THAT CALLS FOR PI, PYTHON DEVELOPER AND A POWER BI DEVELOPER. WE DID NOT HAVE IN-HOUSE EXPERTISE FOR THOSE SKILL SETS. SO WE'LL LEVERAGE THE CONTRACT TO PROCURE THOSE ASSET. UNDERSTOOD. THANK YOU. APPRECIATE IT. WELCOME, CARLA, GO AHEAD. IS, IS THERE A WAY THAT WE COULD HAVE, UH, PEOPLE SKILLED THESE AREAS IN HOUSE? WHY WOULDN'T WE DO THAT? UM, THANK YOU FOR THE QUESTION. YES. UH, THERE IS A WAY, UM, YOU KNOW, FOR ITS, OUR COMMITMENT'S ALWAYS TO BUILD INTERNAL CAPACITY, RIGHT? UH, ESPECIALLY WITH EMERGING TECHNOLOGY, AS WE MODERNIZE APPLICATION, WE NEED TO, UH, UPSKILL AND RESKILL OUR EMPLOYEES. UH, CURRENTLY RIGHT NOW, UH, I AM WORKING WITH DAYS TO BUILD A, UM, A COURSE FOR A LOT OF OUR, FOR CLOUD TECHNOLOGY, FOR CLOUD DEVELOPMENT, CLOUD INFRASTRUCTURE, AND CLOUD, UM, SECURITY IN OUR, IN THIS BUILDING AND BOGIE, THIS WILL GIVE, UH, EMPLOYEES A NEW SKILL SET AND PERHAPS LEAD TO A CERTIFICATION. SO THIS IS, OUR CURRENT EMPLOYEES COULD GO AND TAKE THIS COURSE AND BECOME SKILLED IN THIS YES. AND BE ABLE TO, IS THERE A TIMELINE FOR THIS? LIKE WHEN DO YOU THINK LIKE, I'M WORKING WITH DAYS ON THAT. WE HAVE THE LOGISTIC, GETTING THE ROOMS IN THIS BUILDING. 'CAUSE WE DON'T WANT THE MORE EMPLOYEES IN THIS BUILDING, SO WE DON'T WANT TO, THEY, WE DON'T WANT THEM TO TRAVEL, SO THEY JUST BE AFTER THEIR WORK HOURS. IT'LL BE HERE EITHER THREE DAYS A WEEK OR TWO DAYS A WEEK. IT DEPENDS ON THE INSTRUCTOR. UH, HOPEFULLY WE CAN LAUNCH BY JULY. THAT'S OUR TARGET. YEAH. BUT WE HAVE TO WORK OUT SOME LOGISTICS. THEY NEED TO BE CERTIFIED BY BASE. WE NEED TO PUT ADVERTISEMENT OUT THERE AND STUFF LIKE THAT. OKAY. THANK YOU. AND THEN, BECAUSE I KNOW THE, THE FOLKS WHO WORKED ON OUR BUDGET TRANSPARENCY TOOL, THEY WERE RIGHT? YES. SOME OF OUR BUDGET FOLKS, MAJORITY IS IN HOUSE WITH DID TO A CONTRACTOR FOR THOSE, UH, SKILLSET, THE PYTHON AND THE POWER BI DEVELOPER. ALRIGHT, THANK YOU. CHARLET. YES. UM, IS THERE A LIST OF THE VENDORS, I KNOW IT'S KIND OF GROUPED HERE TOGETHER AS TO WHICH PROJECTS THEY'LL BE SUPPORTING AND THE CONTRACT AMOUNT? 'CAUSE I KNOW YOU JUST GAVE US THAT EXAMPLE. IS THERE A LIST OF THAT, THIS BEING BROKEN DOWN? WE HAVE A LIST OF VENDORS ON THE, ON THE CONTRACT. DO YOU WANT IT TO ASSIGN TO THE PROJECT? IS THAT WHAT YOU'RE ASKING? RIGHT. SO WE'RE JUST TRYING TO SEE WHO IS ASSIGNED. AND THEN I GUESS THE NEXT QUESTION WOULD BE LIKE, WHAT IS THE CRITERIA FOR THE SYSTEMS THAT WE BUILT? YOU, YOU MENTIONED SOME OF THAT INTERNAL TALENT, AND I THINK WE GOT THE ANSWER THAT WE WOULD BE ABLE TO SUPPORT THESE PROJECTS IF WE TRAIN THEM. THAT WOULD BE THE NEXT STEP. BUT I GUESS FOR US MOVING FORWARD, JUST KIND OF KNOWING WHAT ARE THE VENDORS AND HOW THE PROJECTS CONNECT. YEAH, AND I CAN ASK MATT TO SPEAK A LITTLE, BUT THIS, THIS IS A GENERALLY A BENCH OF QUALIFIED VENDORS. THEY AREN'T ASSIGNED TO SPECIFIC PROJECTS. AS PROJECTS BECOME AVAILABLE, ITS WORKING WITH PROCUREMENT WILL GENERALLY SCOPE OUT A PROJECT AND THEN INVITE THE ELIGIBLE VENDORS TO BID OR PARTICIPATE IN A PROCUREMENT, UM, RFP. AND SO IDEALLY IT'S, IT'S ACTUALLY STRUCTURED IN A WAY WHERE WE ACTUALLY CONTROL HOW MUCH WE ACTUALLY SPENT AND, AND WHAT SITUATIONS WE ACTUALLY INVITE THESE FOLKS TO PARTICIPATE IN, IN A CONTRACT WITH THE DISTRICT. AND WE CAN ALSO DEFINITELY SHARE, UM, HOW THE VENDORS ARE ALLOCATED FOR SPECIALIZATIONS. SO THERE'S A NUMBER OF SPECIALIZATIONS, SPECIALIZATIONS AS PART OF THE AWARD, AND WE CAN SHARE THAT INFORMATION. BUT AS, AS MR. SALCITO SAID, UM, ALL THESE CONTRACTS ARE ZERO BASED. SO THEY'RE, THEY'RE AWARDED AS THE PROJECTS COME UP. GOT IT. AND I GUESS, HOW DO WE FIGURE OUT WHAT SERVICES WE ACTUALLY NEED? UM, IF WE DON'T KNOW OR HAVE A SENSE OF WHAT VENDORS, I GUESS, IN THEIR CAPACITY? UM, SO, SO THE AWARDS ARE BASED ON, IN, IN GENERAL THE NEEDS OF THE DISTRICT. UM, AND SO HAVING THIS AVAILABLE TO US ALLOWS US TO QUICKLY UTILIZE THE CONTRACT VEHICLES FOR THE SERVICES PROVIDED. SO IT DOESN'T NECESSARILY MEAN THAT WE'RE GOING TO USE ALL OF THE VENDORS FOR THIS GOT IT. AT ANY POINT IN TIME. BUT BEING, HAVING THIS AVAILABLE TO US ALLOWS US TO ACT QUICKLY WHEN WE NEED TO. GOT IT. YEP. OKAY. THANK YOU. ROCIO, DID YOU HAVE, UH, QUESTIONS? NO, I DIDN'T HAVE A QUESTION. I JUST WANNA MENTION THAT I HAVE ASKED VARIOUS TIMES, NOT TO YOU, MR. LEE, BECAUSE I KNOW YOU'RE NEW, BUT YOUR PREDECESSOR. [05:45:01] UM, JUST AN OVERVIEW OF ALL OF THE CONTRACTS AND ALL THE INITIATIVES AND ALL OF THE PROJECTS WITHIN ITS, JUST TO GET A, A BROADER UNDERSTANDING OF WHERE THE MONEY IS GOING, WHO WE'RE CONTRACTING WITH. BUT I HAVE YET TO RECEIVE THAT INFORMATION. SO I JUST WANNA SAY THAT ALL OF THESE QUESTIONS ARE STEMMING FROM THAT. WE SPEND MILLIONS AND MILLIONS OF DOLLARS AND UNDERSTANDABLY SO. YOU KNOW, WE WANNA, UH, STRENGTHEN THE BANDWIDTH OF OUR SCHOOLS AND, AND, AND CYBERSECURITY AND ALL OF THAT. BUT I REALLY NEED TO HAVE THE INFORMATION TO UNDERSTAND WHERE ALL OF THIS MONEY'S BEING SPENT TO IN ALL OF THESE CONTRACTS AND VENDORS AND HAVE YOU TO RECEIVE IT. SO I JUST WANTED TO MAKE THAT COMMENT. WELL, WE'LL WORK ON THAT. OKAY. I HAVE ANOTHER QUESTION FOR TAB FOUR, AND I'M VERY GLAD TO SEE, MY GOODNESS, I LOST MY MIND FOR A MINUTE. SORRY. GO AHEAD. SO WE'RE CURRENTLY ON 25. ARE THERE ANY ADDITIONAL QUESTIONS FOR TAB 25 APPROVAL OF PROCUREMENT ACTIONS? UM, ITEM MM AS IN MARY. HI. GOOD AFTERNOON. EL ROSADO, ADMINISTRATOR OF THE STUDENT SUPPORT AND ATTENDANCE SERVICES BRANCH. YES. JUST OUTTA QUESTION, WITH THE SERVICES THAT ARE PROVIDED HERE, HOW ARE OUR STUDENTS NOTIFIED OR REFERRED FOR THE SERVICES FOR THE FAMILY SOURCE PROGRAM? CONTRACT? MM-HMM . YES. SO OUR PSA COUNSELORS DO OUTREACH TO OUR SCHOOLS AND THEY DO A COMBINATION, WELL, THEY'LL GO TO A COFFEE WITH THE PRINCIPALS, OR THEY WORK CLOSELY WITH SCHOOL STAFF TO HELP IDENTIFY FAMILIES THAT MAY, THAT MAY BENEFIT FROM THE RESOURCES. AND SO WHAT, LIKE YOU SAID, THE OUTREACH. SO THEY WOULD GO TO COFFEE WITH THE PRINCIPAL. ARE THEY GOING TO ALL THE COFFEES WITH THE PRINCIPAL SO THAT FAMILIES KNOW THAT THESE RESOURCES ARE AVAILABLE? HOW, HOW DOES THAT WORK? 'CAUSE THERE'S, SO IT VARIES FROM DISTRICT TO DISTRICT. SO THEY ARE ASSIGNED TO A DIFFERENT REGION AND THEY'RE WORKING CLOSELY WITH SCHOOL STAFF. AND THEY, WHAT THEY DO IS THEY CONNECT WITH THE SCHOOL STAFF, WHETHER IT BE OUR PSA COUNSELORS OR NAVIGATORS OR SCHOOL PRINCIPAL. AND THEY LET THEM KNOW, UM, WHAT SERVICES THEY OFFER. AND THEN THEY'RE INVITED. I KNOW MOST RECENTLY THEY WERE WORKING VERY CLOSELY EVEN WITH THE FACE ADMINISTRATORS. SO THE FACE ADMINISTRATORS ARE AWARE OF THE SERVICES THAT ARE AVAILABLE AT THE SCHOOL SITE. AND SIMILAR TO THAT, THEN THEY'RE CONNECTING THEM TO THE SCHOOLS. AND THEN THEY ARE ABLE TO GO AND ASK AND PROVIDE THE RESOURCES. SO EACH DISH, EACH REGION MAY BE DIFFERENT? YES. AND EACH SCHOOL SITE MAY USE IT DIFFERENTLY? CORRECT. IT DEPENDS ON WHAT EACH CENTER OFFERS. SO FOR THE MOST PART, THEY HAVE LIKE THEIR CORE SERVICES, WHICH WOULD BE LIKE FINANCIAL LITERACY AND TUTORING. BUT SOME CENTERS WILL HAVE LIKE IMMIGRATION SUPPORT. AND SO THEN SCHOOLS WILL BECOME AWARE OF THE SERVICES THEY OFFER. AND IF THEY HAVE IDENTIFIED THAT AS A NEED THAT THEIR SCHOOL HAS, THEY'LL, THEY'LL REACH OUT TO THE COUNSELORS AND HAVE THEM COME CONNECT AND PROVIDE THOSE RESOURCES TO FAMILIES SO THEY'RE AWARE OF THOSE RESOURCES. SO THAT'S ONE WAY. BUT THEN ALSO, UM, AT LEAST FOR PUPIL SERVICES, THE PUPIL SERVICES TEAM IS AWARE OF WHAT THE COUNSELORS PROVIDE AND THEY THEMSELVES, AS THEY'RE WORKING WITH FAMILIES AND THEY'RE IDENTIFIED THAT THE FAMILY IS A NEED, AND THIS WOULD BE A GOOD FAMILY TO REFER TO THE FAMILY SOURCE, THEY'RE ALSO CONNECTING THEM THAT WAY. SO THERE'S DIFFERENT ENTRY POINTS. AND THEN FOR THE ADMINISTRATORS AT SCHOOL SITES, IS IT THEY'RE GETTING THIS INFORMATION ALL AT ONCE IN A REGION? THEY'RE NOTIFYING THEM THAT THIS IS AVAILABLE. I'M SPEAKING MORE SO TO OUR NEWER ADMINISTRATORS THAT ARE COMING IN AND EVERYTHING IS COMING AT THEM. BUT THIS IS A GREAT RESOURCE. HOW DO THEY MAKE SURE THAT THEY GET IT? IS IT THE SUPERINTENDENT OF THAT REGION THAT'S MAKING SURE IT'S DISSEMINATED DOWN AND THAT'S HOW THEY GET THAT INFORMATION? DO YOU WANNA ANSWER IT? YEAH. GOOD AFTERNOON EVERYONE. UH, SUPERINTENDENT JADE, BOARD MEMBERS, BOARD PRESIDENT, SCH VICE PRESIDENT, UM, DR. RIVAS, RUDY GOMEZ, UH, DIRECTOR FOR PEOPLE SERVICE AND ATTENDANCE. SO ONE OF THE, UH, WAYS IN WHICH WE ARE ENSURING THAT ALL OF OUR SCHOOL SITE ADMINISTRATORS ARE AWARE, ARE AWARE OF THE FAMILY SOURCE CENTERS IS JUST THROUGH THE ACTUAL FACE SUMMITS THAT THE, EACH REGION HAS BEEN HOLDING TO BE ABLE TO BRING FORTH SOME OF THE, WELL, THE REFERRAL PROCESS, THE RESOURCES THAT EACH SPECIFIC FAMILY SOURCE, UM, UH, HAS THAT IS DIFFERENT FROM ONE ANOTHER. SO THAT'S ONE STRATEGIC WAY THAT WE'VE BEEN ENSURING THAT ALL OF OUR SCHOOL SITE ADMINISTRATORS ARE WELL AWARE OF THE RESOURCES AND THEN OUR FAMILY SOURCE PARTNERSHIPS. AND LAST QUESTION, DO THEY HAVE A CAPACITY? [05:50:01] SO SAY HENCE THERE'S 10 FAMILIES THAT NEED THESE XY. DO EACH OF THE SOURCE CENTERS HAVE A CAPACITY? NO, THEY DON'T. THEY DON'T AT THIS ONE. OKAY. THANK YOU. GO AHEAD CARLA. JUST A COMMENT IN RELATION TO WHAT YOU WERE ASKING. UM, I KNOW THAT THE PSA COUNSELORS THAT I WORKED WITH FROM THE YOUTH CENTERS, THE WAY I FOUND OUT ABOUT 'EM IS BECAUSE THEY WOULD COME TO THE SCHOOLS AND, YOU KNOW, PROMOTE THEMSELVES AND TRY TO RECRUIT PEOPLE. SO THAT'S BEEN MY EXPERIENCE WITH THEM, THAT THEY ACTUALLY GO AND DO THE OUTREACH, WHICH IS GREAT. 'CAUSE OTHERWISE I WOULDN'T HAVE KNOWN. THAT'S ONE OF THE THINGS THAT WE ASK THEM TO DO, ESPECIALLY AT THE BEGINNING OF THE YEAR, IS THAT THEY OUTREACH TWO SCHOOLS AND LET THEM KNOW ABOUT THE SERVICES. ANYONE ELSE? THAT'S IT. THANK YOU. ALRIGHT. SHALL WE VOTE ON TAB 25? LET'S VOTE ON TAB 25. OKAY. MS. NEW BILL? YES. DR. RIVAS? YES, EXCEPT NO. AND ITEM I NOTING THIS ONE MOMENT, PLEASE. YES. ON ALL EXCEPT ITEM I, UH, MR. MELVOIN? YEAH. YEAH. HE'S PRIOR RE RECUSED AS TO ITEM I, UH, MR. MELVOIN, ARE YOU WITH US OR COMING BACK? PROBABLY I WILL, I WILL COME BACK TO YOU. MR. MELVOIN? UH, MS. GRIEGO? YES, EXCEPT ON ITEM I. OKAY. ALL RIGHT, MS. EZ? UM, THERE SHE IS. HI. UH, ALSO, YES ON THE BALANCE, BUT A NO ON ITEM I, BUT MS. ORTIZ. FRANKLIN, I SEE YOU'RE WITH US AGAIN, MR. MELVOIN. SO AGAIN, I'M YES, EXCEPT RECUSED FROM ITEM I UNDERSTOOD. THANK YOU, SIR. UH, AGAIN, MS. ORTIZ FRANKLIN AND BOARD PRESIDENT SCHROEN? YES. ON ALL. OKAY. SO WE HAVE 1, 2, 3, 4, 5, 6 YESES WITH, UH, ONE RECUSAL ON I AND 1, 2, 3 PLUS THREE NOS ON I. SO ITEM I IS NOT APPROVED AS PART OF TAB 25. UM, EVEN WITH THE ADDITIONAL VOTE COMING BACK TO, UH, MISS, UM, EZ. AM I, AM I RIGHT HERE? 3 31? YEAH. YEAH. SO THAT CONCLUDES TAB 25. I'LL COME BACK FOR MS. GO'S VOTE. OH, WAIT, SHE ALREADY GOT, I'M SORRY. I MEAN, TANYA TANYA'S VOTE. UM, OKAY. SO LET'S SEE. TAB [4. Board of Education Report No. 318-25/26 Human Resources Division (Approval of Routine Personnel Actions) Recommends approval of 3,784 routine personnel actions including, but not limited to elections, promotions, transfers, leaves, terminations, separations, permits and contracts. ] FOUR MAY HAVE A MOVE AND A SECOND FOR TAB FOUR. MOVE BY MR. SCHON. SECOND. THANK YOU SO MUCH. A SECOND ON TAB FOUR FROM MS. EZ. I HAVE, UH, BOARD PRESIDENT MOLSON WITH QUESTIONS. LET'S, UH, CHECK ON OUR, UH, PUBLIC COMMENT STATUS FOR TAB FOUR. SURE. UM, ON TAB FOUR, I AM HAPPY TO SEE MORE PSAS AND MORE PSW BEING HIRED. AND I WAS CURIOUS ABOUT WHAT IS OUR CAPACITY FOR THE TOTAL NUMBER OF PS WS COMPARED TO OUR CAPACITY? WHAT IS OUR CURRENT NUMBER OF PSW COMPARED TO OUR CAPACITY? FRANK? GOOD AFTERNOON, EVENING, I SUPPOSE. UH, WE CURRENTLY HAVE SEVEN, UH, OF, ON THE PSAS WE HAVE 930 POSITIONS AND A HUNDRED PERCENT FILL RATE. GOOD. ON THE PSW, WE HAVE 775 POSITIONS WITH A HUNDRED PERCENT FILL RATE. UM, SO WE ARE AT CAPACITY AND WE HAVE EXCELLENT FILL RATES, AND WE HAVE SERVICES AS NEEDED. AND WHEN POSITIONS COME UP, THAT MAY BE, I THINK ANOTHER QUESTION THAT COMES UP. CAN ASK FOR ANY MORE , WE FILL THEM AS THANK YOU AS SOON AS WE CAN. THANK YOU, FRANK. OKAY, THANK YOU. ANYONE ELSE FOR FOUR? NO FURTHER QUESTIONS ON TAB FOUR. UH, MS. NEWBELL? YES. DR. RIVAS? YES. MR. MELVOIN, COME BACK TO MR. MELVOIN. UH, MS. GRIEGO, [05:55:01] WE'LL COME BACK TO MS. GRIEGO. UH, MS. EZ? YES. MS. ORTIZ FRANKLIN. UH, BOARD PRESIDENT SCHON? YES. THAT'S 1, 2, 3, 4, 4 YESES. OH, THERE YOU ARE, NICK. YES, THAT'S A YES. OKAY, THAT'S 1, 2, 3, 4, 5 YESES. ALRIGHT. ALL RIGHT. MOVING ON TO TAB [6. Board of Education Report No. 342-25/26 Office of Grants Administration (Approval of Non-Formula Grant Agreements: Ratification of Delegated Authority) Recommends the ratification of those actions related to the application for, and receipt of non formula grants, including the execution of related agreements and documents, taken by the Office of Grants Administration and Office of the Superintendent within delegated authority as listed in Attachment “A.” ] SIX. MAY HAVE A MOVE AND A SECOND FOR TAB SIX. MOVE BY BOARD PRESIDENT MOLSON SECOND. SECONDED BY DR. REVA. LET'S SEE IF WE HAVE PUBLIC COMMENT. AND FOR TAB FOUR, I'M SORRY, KIANA. SELENA, ARE YOU IN HERE? I DID NOT SEE. OKAY. NOT HERE. ALRIGHT. SO FOR TAB SIX, WE HAVE NO PUBLIC COMMENT, SO PLEASE GO AHEAD, DISCUSS, QUERY. GO AHEAD. ETTE JUST HAD A QUESTION ON THE BEST WAY FOR OUR SCHOOLS OR DEPARTMENT TO ROUTE FUNDING OPPORTUNITIES TO BE CONSIDERED IN THIS AREA. UH, GOOD AFTERNOON, UH, ACT. SORRY. GOOD AFTERNOON, CHA. UH, BOARD PRESIDENT AND BOARD MEMBERS. UH, MARTHA ALVAREZ, CHIEF OF GOVERNMENTAL RELATIONS AND GRANT ADMINISTRATION. UM, IF THERE'S ANY, IF THERE ARE ANY SCHOOLS OR DEPARTMENTS, DIVISIONS, BOARD OFFICES, ANYONE WHO KNOWS OF GRANT OPPORTUNITIES, THEY CAN ROUTE THEM TO MYSELF, MARTHA ALVAREZ. WE HAVE, UH, UH, EMAIL GRANTS AT LAD NET WHERE INDIVIDUALS CAN ALSO, UH, EMAIL US AND LET US KNOW OPPORTUNITY. THEY, THEY COME ACROSS. UM, WE ARE PROACTIVELY LOOKING FOR OPPORTUNITIES, BUT WE'RE ALSO HEARING FROM DIFFERENT ENTITIES. UM, SCHOOL STAFF, DISTRICT STAFF, UM, UH, PHILANTHROPIC ENTITIES, GOVERNMENT ENTITIES, UH, WHO MAY HAVE OPPORTUNITIES FOR US TO APPLY TO. BUT, UH, THEY CAN EMAIL MARTHA, DO ALVAREZ ONE, ATD DO NET, UM, ADV, UM, UH, GRANTS AT NET. AND THEN WE ALSO HAVE A PROGRAM MANAGER, UH, MICHAEL K, WHO WILL BE SUPPORTING WITH, UH, PURSUING THE GRANTS. GOT IT. AND THEN THESE PARTICULAR GRANTS, HOW ARE THESE GRANTS IDENTIFIED IN, WHERE SHOULD PEOPLE GO TO LOOK FOR THESE PARTICULAR ONES? SO THE GRANTS THAT ARE BEFORE THE BOARD TODAY, THEY'RE HERE FOR YOU FOR RATIFICATION? IT IS, IT IS A SECOND QUARTERLY REPORT THAT WE BRING TO THE BOARD. UM, OUR GRANTS OFFICE WAS ESTABLISHED LAST SUMMER OF 2020, UH, FIVE. UH, AND WE INTEND TO COME TO THE BOARD EVERY QUARTER. SO THE NEXT TIME YOU'LL HEAR FROM US WILL BE IN JUNE. WITH THAT BACKGROUND AND CONTEXT, UM, MANY OF THESE GRANTS WERE PURSUED WITH EXCEPTION OF TWO. UH, THEY WERE PURSUED PRIOR TO THE GRANTS OFFICE BEING, UM, ESTABLISHED BEFORE WE HAD ANY GUIDELINES OR PROTOCOLS FOR SCHOOLS OR DIVISIONS PURSUING GRANTS. UH, WE ISSUED IN NOVEMBER OF 2025, NEW GUIDELINES, UM, FOR SCHOOLS AND DIVISIONS FOR THEM TO KNOW WHAT THE PROCESS WILL BE MOVING FORWARD, UH, BEFORE THEY APPLY FOR A GRANT. AND SO, UH, I EXPECT THAT AT THE JUNE MEETING, ANY NEW GRANT RATIFICATIONS THAT WILL BRING TO THE BOARD, THEY WOULD BE UNDER THE NEW, UH, PROVISIONS OF OUR NEW GUIDELINES. BUT THE MAJORITY OF THESE GRANTS, WITH THE EXCEPTION OF TWO, AND I CAN FLAG THEM IF THEY HAVE INTEREST TO YOU, UM, THEY WERE PURSUED PRIOR TO US BEING, UM, UH, A NEW OFFICE, A NEW GRANTS OFFICE PURSUING GRANTS PROACTIVELY. AND SO WITH THAT RESPONSE, UM, AND IN RESPONSE TO YOUR QUESTION SPECIFICALLY, UM, I CANNOT SAY HOW THE DIVISIONS OR DEPARTMENTS SPECIFICALLY FOUND THOSE GRANTS BECAUSE THEY WERE APPLIED TO, PRIOR TO US BEING IN EXISTENCE. NOW WE HAVE PROTOCOLS IN PLACE THAT THERE'S, UM, ADDITIONAL REVIEW BY THE GRANTS OFFICE, WORKING WITH THE DIVISIONS, WORKING WITH THE REGIONS, WORKING WITH THEIR GENERAL OFFICE COUNCIL, UH, UH, PROCUREMENT, IF WE NEED TO ENGAGE THEM OR BUDGET TEAM, UH, TO ENSURE THAT THE, THAT THERE'S NO NEW GRANTS THAT WE'RE PURSUING THAT HAVE A MATCHING GRANT REQUIREMENT. AND IF THERE'S A MATCHING GRANT REQUIREMENT, UH, WE ENSURE THAT THERE'S ALREADY BUDGET AUTHORITY FOR THAT MATCHING GRANT REQUIREMENT. UM, THAT THE FUNDING, BECAUSE MUCH OF THE FUNDING IS ONE TIME IN NATURE, THAT WE'RE NOT CREATING A NEW, UH, BUDGET LIABILITY FOR THE DISTRICT, THAT THE MONEY ONE TIME GRANTS EXPIRE. UM, SO WE HAVE MANY MORE PROTOCOLS IN PLACE NOW. UM, SO FOR THIS GRANTS, UM, I DON'T KNOW HOW THEY FOUND THEM, BUT I KNOW THAT MOVING FORWARD OUR OFFICE IS IDENTIFYING OPPORTUNITIES THROUGH VARIOUS MEANS. GOT IT. THANK YOU. OH, KELLY, SORRY, GO AHEAD, KELLY. THAT'S OKAY. UM, YES, JUST A COUPLE OF FOLLOW UP QUESTIONS. UM, DEFINITELY SOME, UM, IT'S, IT'S HELPFUL TO SEE THIS INVESTMENT IN OUR SCHOOLS ON THE C-T-E-I-G, UM, ROUND 11 GRANT. I WAS CURIOUS IF, UM, WILL THE NAMES OF SCHOOLS THAT ARE TO RECEIVE, UH, FUNDING FROM THIS GRANT BE PUBLICLY LISTED SOMEWHERE? UH, YES. IT'S ACTUALLY IN THE BOARD ITEM. UM, SO THIS IS ITEM PAGE FOUR OF, UM, OF ITEM NUMBER SIX, [06:00:01] UM, IN UNDER THE DIVISION SLASH SCHOOL, UM, UH, TABLE. IT HAS SCHOOLS WITH CT PROGRAMS, AND IT'S A HYPERLINK TO THE LIST OF 1 29 SCHOOLS. OKAY. I WILL, READING THE PHYSICAL PAPER. SO THAT'S PROBABLY WHY I DIDN'T SEE THE LIST. UM, BUT I, I WILL TAKE A LOOK AT THAT. THANK YOU FOR SHARING. UM, AND THEN I WANTED TO ASK ABOUT THE GATES FOUNDATION GRANT, THE PROJECT GAME LA UM, UH, IT'S, IT SOUNDS INTERESTING. UM, SO PROVIDING STUDENTS THAT PARTICIPATING IN SCHOOLS WITH AI POWERED, CULTURALLY RESPONSIVE GAME-BASED LEARNING EXPERIENCES. UM, SO I WAS, I WAS CURIOUS ABOUT KIND OF THE ORIGINATION OF THIS GRANT AND IF THERE'S ANY MORE THAT CAN BE SHARED AROUND WHAT THE SPECIFIC PROGRAMMING IS LIKE, UM, HOW ANY CONCERNS ABOUT SCREEN TIME OR THE, THE USE OF AI ARE BEING CONSIDERED AND WHAT OUTCOMES WE'RE EVALUATING WHEN IT COMES TO THIS SPECIFIC INITIATIVE. THANK YOU. BOARD MEMBER GON UM, I'M INVITING MY COLLEAGUE, DR. JOHN BLAIK FOR DIVISION OF INSTRUCTION TO, UH, ANSWER SOME OF THOSE QUESTIONS. HELLO. BOARD MEMBER. UM, UH, THE STIMULI GRANT WAS, UH, ONE OF THE GRANTS THAT WAS ORIGINALLY TRANSFERRED TO THE DIVISION OF INST OR GIVEN TO THE DIVISION OF INSTRUCTION. UM, SO IN, WHEN WE DID RECEIVE IT, ONE OF THE THINGS THAT WE WERE INTERESTED IN IS THAT IT PROVIDES STUDENTS IN AN INTERVENTION CLASS THE ABILITY TO, UM, STRENGTHEN THEIR SKILLS, UH, BY EXPLORING A SPECIFIC BUSINESS. SO WHAT THEY DO WITHIN THAT GRANT IS THEY EXPLORE A CAREER THAT'S GONNA MIRROR A REAL WORLD APPLICATION IN MATHEMATICS. AND AGAIN, IT'S FOR SPECIFICALLY A, UM, AN INTERVENTION CLASS. SO IT'S NOT FOR THE CORE, IT'S GONNA BE THE INTERVENTION. IT'S APPROXIMATELY 20 MINUTES, UH, PER DAY, BUT A MAXIMUM OF, WELL, I SHOULD SAY IT GOES UP TO 40 MINUTES PER, UM, WEEK, UM, THAT THEY WOULD WORK ON THE SPECIFIC, UM, AI, UM, TOOL, WHICH IS GONNA, AGAIN, SUPPORT THE CORE COURSE. UM, IT IS SUPPLEMENTAL IN THE SENSE THAT IF YOU WERE WORKING IN A MATH COURSE WITH YOU, UH, SOLVING A, LET'S SAY A LINEAR EQUATION IN GRAPHING, YOU COULD ACTUALLY FEED THAT INTO THE SYSTEM WHILE YOU'RE DOING, WHILE YOU'RE BUILDING YOUR BUSINESS. UM, AND THEN THAT WILL ACTUALLY INCORPORATE THAT LINEAR EQUATION INTO YOUR TRADE OFF, WHICH IS ONE OF THE PROGRAMS THAT IT'S DESIGNED. IN TERMS OF PROGRAM EVALUATION. WE DON'T BEGIN UNTIL NEXT SCHOOL YEAR. UM, ONCE WE DO BEGIN, UH, LMU WILL BE EVALUATING IT BASED UPON IREADY AS WELL AS SBS SCORES. AND THEN CAN YOU SHARE ANYTHING AROUND, UM, KIND OF, UH, THAT THE POTENTIAL TECHNOLOGY CONCERNS AND HOW THOSE CONSIDERATIONS WERE WEIGHED IN, IN PURSUING THIS PROJECT? WELL, YES. UM, SO ONE OF THE THINGS THAT, THAT WE LOOKED AT SPECIFICALLY WAS THAT THIS IS AN INTERVENTION PROGRAM, AND WE ALSO LOOKED AT THE NUMBER OF MINUTES, AND WE'RE STILL CONSIDERING IN TERMS OF THE NUMBER OF MINUTES STUDENTS WILL BE ON, BUT IT'S A, IT'S THAT REAL WORLD CONNECTION THAT ALLOWS STUDENTS TO SEE THE MATH, TO MAKE THAT, WHEN WE THINK OF THE MATH PRACTICES, MAKING CONNECTIONS, BUILDING THE MODELS, SO THEY'RE DOING SOMETHING OF INTEREST TO THEM. SO THAT'S GONNA ALIGN TO WHAT THEY'RE GONNA SEE IN THE CORE REGULAR PROGRAM. SO IT'S ONLY OPEN TO INTERVENTION SCHOOLS THAT HAVE AN INTERVENTION PROGRAM, UM, BUT ALSO BEING MINDFUL OF, YES, THE SCREEN TIME WITH 40 MINUTES, UM, A WEEK, WHICH WOULD BE APPROXIMATELY IF, YOU KNOW, IF THEY WENT TWO TIMES A WEEK AND UH, 20 MINUTES. NOW, AGAIN, THE STUDENTS CERTAINLY HAD THE ABILITY TO GO ON BEYOND THAT AS THEY'RE BUILDING THEIR OWN BUSINESS, BUT THAT'S THE INTENT BEHIND THE, UM, THE 40 MINUTES. UNDERSTOOD. UM, AND OBVIOUSLY THERE'S A RESOLUTION WITH REGARD TO SCREEN TIME AND TECHNOLOGY COMING NEXT MONTH. SO I THINK JUST MOVING FORWARD, YOU KNOW, WE WANNA ENSURE ALIGNMENT BETWEEN, UM, BOARD POLICY AND, AND, AND OUR GRANT FUNDED INITIATIVES. SO, BUT I APPRECIATE THE INFORMATION THAT YOU SHARED. UM, AND THEN THE OTHER KIND OF BROADER SCALE QUESTION, UM, IT'S, IT'S OKAY IF THIS INFORMATION'S NOT AVAILABLE FOR TODAY. UM, WELL, I THINK IT'S WONDERFUL TO HAVE FOUNDATION SUPPORT FOR OUR SCHOOLS. I DO THINK SIMILAR TO THE WAY IN WHICH THE BOARD RECEIVES GRANTS FROM, OR DONATIONS FROM SPECIFIC SOURCES, AND WE APPROVE THEM IN THE, IN THE MATERIALS EV YOU KNOW, AS A ROUTINE ITEM. UM, IT'S CLEAR IN THOSE CASES WHERE THE DONATIONS ARE COMING FROM. AND I DO THINK FOR TRANSPARENCY PURPOSES, IT WOULD BE BENEFICIAL FOR THE SOURCES OF DONATIONS THAT ARE GOING TO THE LESD EDUCATION FOUNDATION TO BE MADE PUBLIC WHEN THE BOARD IS APPROVING THESE ITEMS. UH, THANK YOU BOARD MEMBER FOR THE COMMENT. UM, I MENTIONED WE'LL BE PROVIDING, UH, THE NEXT ROUND OF RATIFICATION FOR THE BOARD IN JUNE. UH, SO WE'LL ENDEAVOR, UH, TO THE EXTENT THAT THE, UM, THAT THE, UH, FUNDER IS WILLING, UM, SOMETIMES AS WE UNDERSTAND, AND LET ME BE BE CLEAR BEFORE I ANSWER THE QUESTION. THE LA EDUCATION FOUNDATION IS A 5 0 1 C3 INDEPENDENT NONPROFIT, UM, INDEPENDENT OF LA UNIFIED. UM, THEY HAVE THEIR OWN EXECUTIVE DIRECTOR, THEIR OWN BOARD OF DIRECTORS, SO IT'S INDEPENDENT OF THE DISTRICT. UM, WITH THAT SAID, UM, IT'S MY UNDERSTANDING, UM, IN, IN, UH, UH, CHECKING WITH THE AL DIRECTOR OF THE NONPROFIT OF THE FOUNDATION, UH, THERE'S A TIMES WHEN SOME FUNDERS REQUEST, UM, TO BE NOT PUBLICLY, UM, THANKED FOR THE GRANT OR THAT THEY PROVIDE INTO THE FOUNDATION. YOU KNOW, THERE'S, UH, [06:05:01] WHEN INDIVIDUALS ALSO DONATE MONEY, THEY SOMETIMES SAY, YOU KNOW, DO YOU WISH TO BE ACKNOWLEDGED OR DO YOU WANNA BE ANONYMOUS? SO THERE'S TIMES WHEN THERE'S, UM, SOME RE SOME FOUNDATIONS RE REQUEST. UM, THEY DON'T WANT TO PUBLICLY ACKNOWLEDGE. UM, I CAN SAY FOR THE MAJORITY OF THESE FUNDS FOR THE, FROM THE HAVING PROVIDED FROM THE LA EDUCATION FOUNDATION, UH, FOR DISTRICT INITIATIVES IN SUPPORT OF DISTRICT INITIATIVES, THE MAJORITY OF THOSE FUNDS, UM, ARE FROM, UH, FOUNDATIONS, UM, UH, PHILANTHROPIC SOURCES, UH, NOT PRIVATE ENTITIES, UH, BUT MOVING FORWARD STARTED WITH THE JUNE, UH, BOARD IFICATION AND WE CAN ALWAYS, UH, GO BACK TO LET THE BOARD OFFICES KNOW FROM THIS PARTICULAR, UM, SOURCES WE CAN IDENTIFY TO THE EXTENT POSSIBLE WHICH FOUNDATIONS ARE PROVIDING OR WHICH SOURCES ARE PROVIDING THOSE, UM, UH, GRANTS. UH, AND THEN WE ALSO PLAN TO HAVE AN ANNUAL REPORT TO THE BOARD IN JULY. UM, OF ALL OF THE GRANTS THAT HAVE BEEN, UM, UH, RECEIVED BY THE DISTRICT, WHICH HAVE BEEN RATIFIED BY THE BOARD AT A QUARTERLY MEETINGS, UH, WE CAN, WE CAN PROVIDE THAT ADDITIONAL INFORMATION AT THE JULY, UH, REPORT. THANK YOU. I APPRECIATE THAT. SORRY, CARLA. OKAY. THANK YOU. UM, UM, MR. VAVI, YOU SAID THAT THIS, UH, GRANT, THE GAME LA WAS GIVEN TO US. IS THAT WHAT YOU SAID? DID WE PURSUE IT? NO. OR NO? IT, IT WAS APPROACHED, UH, WE, THE DIVISION OF INSTRUC INSTRUCTION, IT WAS TRANSFERRED FROM ANOTHER DIVISION WHEN WE, WHEN I CAME ABOARD, AND THAT'S WHEN WE MET WITH IT. SO IT WAS ANOTHER DIVISION WITHIN THE DISTRICT THAT, UH, LOOKED AND CONNECTED STIMULI WITH LMU AS WELL AS WITH OUR DISTRICT, ANOTHER ONE OF OUR, OUR DIVISIONS HERE. YES. IN, IN, UM, DO WHICH ONE, WHICH DIVISION? , YOU KNOW, I WANNA FIND OUT 'CAUSE I THINK IT CHANGED. I, I IT WAS WHEN, UH, DEREK, UH, CHOW WAS HERE AND I CANNOT RECALL THE DIVISION, BUT I CAN FIND OUT FOR YOU. ALRIGHT. UM, AND THEN IT SAYS HERE THAT, UM, IT INCLUDES SUBJECT MATTER EXPERTS WHO, DO YOU KNOW ANYTHING ABOUT WHO THOSE FOLKS ARE? WELL, PART OF IT, THAT'S THE INTERNAL PART THAT WE'RE PROVIDING THE TRAINING FOR WITH REGARD TO OUR TEACHERS WHO ARE GONNA BE TEACHING THE PROGRAM. SO THE EXTERNAL, UM, PROVIDER, UH, STIMULI WAS GONNA PROVIDE THAT TRAINING TO THE TEACHERS WHO ARE GONNA BE UTILIZING THE PROGRAM. SO THE SUBJECT MATTER EXPERTS ARE FROM STIMULI, THE SUBJECT MATTER, AND THEY'RE TEACHING OUR, AND THEY'RE TRAINING OUR EDUCATORS. THEY'RE PROVIDING THE PROFESSIONAL DEVELOPMENT. I SEE. OKAY. UM, AND THIS IS ONLY FOR HIGH SCHOOL? NO, THERE ARE SOME MIDDLE SCHOOLS. THERE'S, UH, THE INITIAL PILOT IS STARTING VERY SMALL. THERE'S ONE, UM, GIMME A MOMENT. OH, PERRY AND MAN. YES. OKAY. ALL RIGHT. AND YOU'RE SAYING THAT, AND, AND THIS IS BRAND NEW, SO WE DON'T, NOBODY'S EVER USED THIS BEFORE? NO, IT HASN'T STARTED PILOTING IT. WE WOULD BE PILOTING, YES. OKAY. AND HOW LONG, IN TERMS OF, IT'S NEW FOR THE DISTRICT, I SHOULD SAY. OH, BUT IT'S BEEN USED IN OTHER AREAS. DO WE HAVE ANY, ANY DATA ON HOW THAT, I'M NOT SURE I CAN FOLLOW UP WITH YOU THAT WOULD BE HELPFUL TO, TO KNOW. SURE. UM, I, I JUST, YOU KNOW, MY CONCERN IS INTERVENTION WITH A COMPUTER DOESN'T MAKE SENSE TO ME. WELL, YOU KNOW, YEAH. SO IT'S A COME UP. SO STUDENTS WHO ARE TAKING AN INTERVENTION COURSE, SO IF YOU'RE TAKING LIKE, UM, LET'S SAY ALGEBRA ONE AS A CORE, AND THEN SOME OF OUR SCHOOLS HAVE TWO PERIODS OF IT. SO THEY HAVE AN ALGEBRA ONE, UM, TUTORIAL LAB OR FOUNDATIONS CLASS. SO THIS WOULD BE A SUPPLEMENT WITHIN THAT, UH, FOUNDATIONS CLASS. SO THE FOUNDATIONS CLASS IS GONNA SUPPORT WHAT'S HAPPENING IN THE CORE INSTRUCTION, AND THIS IS ANOTHER SUPPLEMENT TO GO ALONG WITH BUILDING THE PROFICIENCY ALONG WITH THAT SPECIFIC SKILL. AND THE WAY THEY'RE DOING THAT IS THEY'RE BUILDING IT THROUGH MAKING A BUSINESS, REALLY TRYING TO HONE IN ON THOSE REAL WORLD APPLICATIONS SO STUDENTS CAN SEE THE MATHEMATICS, UM, AND UNDERSTAND HOW IT'S CONNECTING. NOT SAYING, WHY AM I DOING A LINEAR EQUATION, BUT REALLY UNDERSTANDING, OH, THIS IS WHAT A LINEAR EQUATION IS AND THIS IS HOW IT MEANS, OR IT IMPACTS, UM, NOT ONLY A, A FUTURE CAREER, BUT ALSO, UM, THEIR OWN UNDERSTANDING OF THE CONTENT. OKAY. THANK YOU. MM-HMM . ELSE, MR. MCLEAN. ALL RIGHT. VOTING ON TAB SIX. UH, MS. NEWBELL? YES. DR. EVAS? YES. MR. MELVOIN? YES. MS. GALLEGO? YES. MS. EZ? YES. MS. ORTIZ FRANKLIN? YES. BOARD PRESIDENT SCHON? YES. ALL RIGHT. AND, UM, MAY I COLLECT SOME VOTES? UM, UH, MS, UH, EZ CAN I COLLECT YOUR VOTE ON THE CONSENT ITEM? AND I THINK, I THINK YOU HAD A COMMENT ALSO TO MAKE ON ONE OF THE ITEMS. YES. UM, AND, UH, TO CLARIFY, I AM PARTICIPATING REMOTELY AT MY LOCATION IN PACOIMA THAT'S LISTED ON THE AGENDA. THANK YOU. YOU'RE WELCOME. YES. I'M SO SORRY I MISSED MY OPPORTUNITY TO ASK A QUESTION EARLIER. UM, OBVIOUSLY THRILLED ABOUT THE APPROVED LABOR CONTRACTS THAT ARE PART OF THE CONSENT AGENDA. I DID WANT TO ASK A, A QUESTION SPECIFICALLY AROUND THE RETROACTIVE PAY, UM, BECAUSE OBVIOUSLY A COUPLE OF THE AGREEMENTS, BUT ESPECIALLY THE TEAMSTERS AGREEMENT GOES BACK TO THE START OF LAST SCHOOL YEAR. [06:10:01] SO THIS IS INCREASED WAGES THAT, UM, EMPLOYEES HAVE BEEN WAITING FOR, FOR A VERY, VERY LONG TIME. SO I JUST WANTED TO GET A SENSE OF WHEN THEY MIGHT EXPECT TO SEE, UM, THE, THAT RETROACTIVE PAY AND IF, IF THERE'S ANYTHING WE CAN DO TO EXPEDITE THAT. ARE, ARE WE DOING SO, HI, THANK YOU. YES. UM, WE HAVE BEEN WORKING WITH ITS AND WITH PAYROLL, UH, IN ANTICIPATION OF THE BOARD APPROVING THE CALENDAR. SO THEY'RE ALREADY WORKING ON, UH, GETTING THOSE INCREASES AND THE RETROACTIVE PAY TO EMPLOYEES. WE ARE HOPING TO BE ABLE TO PROVIDE THAT, UM, IN MAY . OKAY. THAT'S HELPFUL. AND, UM, PLEASE KEEP US POSTED ON OUR ABILITY TO, TO MEET THAT DEADLINE. UM, AND THEN THE ONLY OTHER QUESTION I WANTED TO ASK IS NOT SPECIFIC TO, TO TEAMSTERS, BUT I THINK JUST IN GENERAL THERE, IN ADDITION TO OUR AGREEMENTS ON, ON WAGES, THERE'S ALSO A NUMBER OF KIND OF WORKING GROUPS OR COMMITTEES THAT ARE FORMED WITH OUR LABOR PARTNERS AS, AS PART OF SOME OF THESE AGREEMENTS. AND I, AS A BOARD MEMBER, WOULD LOVE IF LIKE A SUMMARY COULD BE PROVIDED OF WHAT ALL OF THOSE DIFFERENT WORKING GROUPS ARE, HOW REGULARLY OUR MEETING, WHAT ARE THE OUTCOMES WE'RE WORKING ON AS PART OF THAT WORKING GROUP, AND WHAT'S THE, WHAT'S THE CONTENT, YOU KNOW, HOW, HOW ARE THOSE CONVERSATIONS GOING, UM, ON A REGULAR BASIS. ABSOLUTELY. WE'LL GET THAT TO YOU. OKAY. THANK YOU. AND NOW, MR. LEY, I'LL VOTE YES ON THE CONSENT CALENDAR. THANK YOU. UH, MS. GRIEGO, CAN I COLLECT YOUR VOTE ON TAB FOUR APPROVAL OF ROUTINE PERSONNEL ACTIONS? YES. RIGHT. AND, UH, MS. ORTIZ FRANKLIN, UH, TAB FOUR, MAY I COLLECT YOUR VOTE? YES, THAT IS A YES ON TAB FOUR. AND I BELIEVE ALSO WHAT IS YOUR VOTE ON TAB 25? THANK YOU. ALSO. YES. GOT IT. THANK YOU. MOVING ON [8. Board of Education Report No. 295-25/26 Finance Division (Donations of Money to the District) Recommends approval of the donation of money to the District totaling $1,553,057.04. ] TO, UH, LOOKS LIKE TAB EIGHT DONATIONS OF MONEY TO THE DISTRICT. MOVE IT MOVE BY BOARD PRESIDENT SCHUREN. YES. WE HAVE A TIE FOR THE SECOND. WAS THAT YOU, DR. RIVAS? YES. OKAY. I'LL CHECK FOR PUBLIC COMMENT. UH, THERE IS NONE. AND I BELIEVE, UH, MS. GRL, YOU HAD A QUESTION? YES, I HAD A QUESTION. FOR OUR DIVISION OF SPECIAL ED, YOU, UM, EAGLE ROCK PTA RAISED 133,237 OR, AND THEY'RE DONATING IT, AND IT'S, AND IT SAYS HERE THAT IT'S FOR A COMMUNITY REP AND A SCHOOL PSYCHOLOGIST. SO CAN YOU EXPLAIN WHAT, I KNOW THAT EAGLE ROCK HAS A HIGH NUMBER OF, OF STUDENTS IN THE PROGRAM. SO WHAT IS, HOW DO WE ALLOCATE, UM, SCHOOL PSYCHOLOGISTS? SO GOOD EVENING, UH, BOARD MEMBER SUPERINTENDENT, THE ALLOCATION, THE BASE ALLOCATION IS DETERMINED BY OVERALL STUDENT ENROLLMENT, THE SPECIAL EDUCATION, UH, ASSESSMENT WORKLOAD, AS WELL AS OUR DIS COUNSELING CASELOAD. OTHER THINGS THAT ARE CONSIDERED, BUT PROBABLY NOT SO MUCH FOR EAGLE ROCK WOULD BE IF IT'S A PRIORITY SCHOOL, AND ALSO TAKING A LOOK AT HIGHER CONCENTRATION OF PRESCHOOL TRANSITION ASSESSMENTS. AND HOW DO WE, OKAY, SO WE LOOK AT ALL THAT. CORRECT. IS THERE A, A NUMBER THAT WE DETERMINE IF, IF IT'S X NUMBER OF STUDENTS IN THE PROGRAM, X NUMBER OF ASSESSMENTS, THEN YOU GET X AMOUNT OF TIME, CORRECT? CORRECT. AND THAT'S, THAT'S BEING DONE RIGHT NOW FOR, UH, NEXT YEAR. BUT THEN IT'S ALSO RE-LOOKED AT BY OUR DIRECTOR OF PSYCH SERVICES THAT WE NEED TO ADJUST ACCORDINGLY. RIGHT. SO MAKING SURE THAT WE'RE ADDRESSING THOSE NEEDS. NOW, THE FUNDING THOUGH THAT YOU'RE TALKING ABOUT, THAT MIGHT BE GIVEN TO EAGLE ROCK, THAT'S BEING, FOR THE SCHOOL PSYCHOLOGISTS, IT'S WHETHER IF IT IS DONATIONS, IT MIGHT ALLOW SOME OF THE SPED WORK, BUT WHEN IT COMES TO OTHER FUNDS THAT ARE FUNDED, LIKE TSP OR TITLE ONE, THAT'S USUALLY TO PROVIDE COUNSELING OR PROVIDE SSPT SUPPORT, NOT NECESSARILY SPECIAL EDUCATION DIRECT SERVICES. UM, AND YOU'RE SAYING THAT, LIKE, WHAT DO YOU MEAN THAT THAT IS, IS THAT BECAUSE THE SCHOOL HAS DETERMINED THAT OR BECAUSE, UM, BECAUSE SPECIAL ED IS PRIMARILY DESIGNED TO SUPPORT OUR SPECIAL ED NEED, UH, STUDENTS AND THE SERVICES THAT THEY'RE PROVIDED. RIGHT. SO, BUT OFTENTIMES, I CAN TELL YOU EVEN AS A PRINCIPAL MYSELF, WHEN WE ADDED A DAY OF PSYCH SERVICES, BECAUSE WE WANTED OUR PSYCHOLOGISTS TO BE THERE TO SUPPORT FOR COUNSELING, CRISIS COUNSELING WHEN WE HAD THOSE SITUATIONS AND OR TO, UH, PRESENT TO OUR PARENTS AND PARENT WORKSHOPS. UM, AND IS THERE A TABLE SOMEWHERE THAT PEOPLE CAN GO TO? BECAUSE I, YOU KNOW, PRINCIPALS WILL ASK ME LIKE, HOW DO I GET THIS ALLOCATION WHEN I HAVE SO MANY STUDENTS? SO THERE IS NO UNDERSTANDING AS TO HOW THAT WORKS. IS THERE A PLACE WHERE PEOPLE CAN GO TO AND LOOK AT THERE? THERE IS, THERE ISN'T A TABLE, BUT WHAT THERE IS IS THAT WE HAVE ADMIN COORDINATORS AT EVERY REGION THAT OUR SCHOOL SITE ADMINISTRATORS SHOULD BE CONNECTING WITH, ESPECIALLY IF THEY FEEL THAT THEY ARE NOT GETTING ADEQUATE SUPPORT FROM SCHOOL PSYCHOLOGISTS TO BE ABLE TO ADJUST ACCORDINGLY. BUT WE DON'T HAVE ANY, UH, PUBLISHED TABLE, [06:15:01] IF YOU WILL. OKAY. AND WHY NOT? BECAUSE I THINK THAT'S, I THINK IT'S A, ADDS TO THE CONFUSION. I THINK IT'S A MOVING TARGET. SO FOR EXAMPLE, AS YOU KNOW, WE OPEN AND CLOSE PROGRAMS OR WE GET ENROLLMENT, SO WE HAVE TO CONSTANTLY TAKE A LOOK AT THOSE MOVING ADJUSTMENTS. SO WHAT WE TRY TO DO IS ACCOMMODATE AS IT'S GOING, AS IT'S MOVING TO REALLY GET ON THAT EQUITY LENS, UM, AND SUPPORTING THE SCHOOLS. I THINK IF WE HAD A PUBLISHED FORMULA THAT WE HAD AS STATIC, IF YOU WILL, THAT WASN'T DYNAMIC, IT WOULD BE CHALLENGING TO MOVE RESOURCES AROUND WHERE ALLOCATIONS NEED TO TAKE PLACE. OKAY. SO I'M, I'M BRINGING THIS UP BECAUSE THE SENSE IS THAT THERE ARE A LOT OF, UM, FOLKS AT SCHOOLS FEEL LIKE THEIR CASELOADS ARE VERY HIGH, AND THE SCHOOL PSYCHOLOGIST TIME IS VERY, VERY MINIMAL. MOST, I KNOW OF SCHOOLS WHO'VE ONLY RECEIVED ONE DAY AND THEY HAVE, YOU KNOW, I DON'T KNOW A LOT OF KIDS, I DON'T, I DON'T REMEMBER THE EXACT NUMBER. AND SO IT SEEMS THAT IF WE, IF WE DON'T HAVE IT SOMEWHERE PUBLISHED, IF THERE'S NOTHING IN WRITING THAT SAYS WHAT IT'S SUPPOSED TO BE, IT FEELS NOT TRANSPARENT AND IT FEELS LIKE WE DON'T KNOW WHAT TO EXPECT. AND SO, UM, I DON'T KNOW, UM, IF IT'S A CONTRACTUAL THING, UM, I DON'T KNOW IF IT'S A, A DISTRICT, UH, DECISION. I DON'T EVEN KNOW HOW IT'S ALLOCATED. SO I, I WOULD LIKE SOMETHING TO BE CREATED. SO I THINK WHAT WE CAN DO, I THINK I, I HEAR YOU. I, I RECOGNIZE THE KIND OF TRANSPARENCY NEED. I THINK WHAT WE COULD WORK ON IS SUPPORTING OUR PRINCIPALS THROUGH THE PRINCIPALS MEETINGS THAT ARE ALREADY SET UP AT THE REGION OFFICES. HAVE OUR ADMIN COORDINATORS AT LEAST EXPLAIN TO THEM HOW UM, AN ALLOCATION ACTUALLY IS PROVIDED SO THAT THEY CAN ALREADY AT LEAST UNDERSTAND WHY THEY'RE GETTING OR WHAT THEY'RE NOT GETTING. I JUST DON'T UNDERSTAND WHY WE DON'T HAVE IT PUBLISHED BECAUSE WE HAVE IT FOR PWS, RIGHT. IT IS PART OF THE, THE CONTRACT CONTRACT. AND SO I THINK THAT HAVING TO RELY ON A SPECIALIST TO EXPLAIN THAT TO ME JUST DOES NOT FEEL TRANSPARENT. AND I THINK THAT'S WHAT'S CREATING THE CONFUSION AND FOR ME TO, TO RESPOND TO SOMEBODY'S NEED AROUND THAT. UM, OR TO PARENTS EVEN LIKE, YOU KNOW, WHEN SCHOOLS ARE BACKED UP WITH ASSESSMENTS AND THEN THEY DON'T KNOW, YOU KNOW, WHY SO IT, I THINK BECAUSE THERE'S NOT ENOUGH. YEAH. I THINK I, WE CAN COMMIT TO AT LEAST GIVING YOU, GIVING THEM A SENSE OF UNDERSTANDING OF WHAT ACTUALLY THE DETERMINATION FACTORS. I THINK THE CAUTION IN THE WIN I PUT OUT THERE BOARD MEMBERS, AGAIN, IT'S LIKE ONCE WE PUT THIS OUT THERE, IF IT SAYS SCHOOL X RECEIVES X AMOUNT OF DAYS AND THERE'S A SUDDEN ENCLOSURE IN THAT CLASS, AND THEN WE HAVE ANOTHER NEED THAT'S DEVELOPING AT THAT NEIGHBORING SCHOOL, IT MAKES IT DIFFICULT TO MOVE THOSE RESOURCES AROUND. I'M NOT SAYING BY SCHOOL, I THINK IT'S JUST RACE. I GOT IT. YEAH. WELL, YOU JUST GAVE ME THE THREE CATEGORIES, RIGHT? CORRECT. BUT WHAT ARE THE, THE BARE MINIMUM, AND THEN HOW, HOW MUCH DO YOU GET BASED ON THE MINIMUM? OKAY. SORT OF LIKE RATIOS, I GUESS. UM, OR, UM, CASELOADS, WHATEVER IT IS. I'M NOT SAYING BY SCHOOL IN GENERAL. HOW DO YOU MAKE THOSE DECISIONS ABOUT THAT MAKES SENSE. I THINK WE COULD DEFINITELY COMMIT TO WORKING ON THAT. YEAH, ABSOLUTELY. THANK YOU. YOU GOT IT? MM-HMM . THAT'S IT. ANYONE ELSE? MR. ALL RIGHT. THE VOTE ON TAB EIGHT. MS. NEWBELL? YES. DR. RIVAS? YES. MR. MELVOIN? YES. MS. REGO? YES. MS. EZ? YES. MS. ORTIZ FRANKLIN. BOARD PRESIDENT SCHON? YES. ALRIGHT. THAT'S TAB EIGHT. ALL RIGHT. TAB 15. WE [15. Board of Education Report No. 194-25/26 Information Technology Services (Amendment to the Information Technology Services Strategic Execution Plan to Approve the Campus Safety Systems (Camera Systems), Phase 2 project). Recommends approval of an amendment to the Information Technology Services (ITS) Strategic Execution Plan (SEP) to authorize the definition, funding allocation, and execution of the Campus Safety Systems (Camera Systems), Phase 2 project, as detailed in Attachments A, B, C, and D. The project budget is $87,414,958 and is funded by bond funds (100%). It has an anticipated completion date of December 2028.] HAVE A MOVE IN A SECOND FOR TAB 15, MOVE IT, MOVE BY BOARD PRESIDENT SCHON SECOND. SECOND BY MS. NEW BILL. WE DO NOT HAVE ANY PUBLIC COMMENT ON THIS ITEM. AND I HAVE A QUESTION LISTED IT LOOKS LIKE FROM MS. EZ. YES. THANK YOU. UM, I THINK THAT THIS IS JUST AN IMPORTANT OPPORTUNITY FOR THE BOARD AND THE PUBLIC TO BE REMINDED OF OUR DATA, MAINTENANCE, RETENTION, AND SHARING POLICY. I WAS WONDERING IF STAFF COULD SHARE AS A REMINDER, WHAT DO WE DO TO PROTECT OUR SCHOOL COMMUNITIES, UM, WHEN IT COMES TO, YOU KNOW, THE IMAGES THAT ARE CAPTURED ON THESE CAMERAS, FOR EXAMPLE, AND HOW CAN WE KEEP INFORMATION WE COLLECT SAFE FROM MISUSE? GOOD AFTERNOON. DOUGLAS LEE. UH, INTERIM, CIO. UM, THE VIDEOS ARE STORED LOCALLY ON SITE AT THE SCHOOL SITE, AND THEY'RE RETAINED FOR 30 DAYS, UH, AFTER WHICH THEY WILL BE, UH, OVERWRITTEN. AND WE DO HAVE THE ABILITY TO DOWNLOAD THE VIDEO SHOULD THERE BE AN INVEST INVESTIGATION ON A CRIME OR AN INCIDENT. AND ONCE IT'S DOWNLOADED, IT'S UP TO THE, THE DEPARTMENT TO HOW LONG THEY WOULD KEEP IT FOR. SO THE VIDEO STREAM IS SECURE FROM EXTERNAL ENTITIES HAVING ACCESS. IT IS JUST HOUSED WITHIN THE SCHOOL SITE, CORRECT? WE PURPOSELY BY DESIGN DID NOT PUT IT OVER THE INTERNET. IT'S [06:20:01] STORED LOCALLY. OKAY. THANK YOU. I APPRECIATE IT. MR. LEE. OTHER QUESTIONS? NONE. ALRIGHT. THE VOTE ON TAB 15. MS. NEWBELL? YES. DR. RIVAS? YES. MR. MELVIN? YES. MS. GRIEGO? YES. MS. EZ? YES. MS. ORTIZ FRANKLIN, UH, BOARD PRESIDENT SCHON? YES. OKAY. GO TO TAB, UH, 18. MAY I HAVE A MOVE AND A SECOND FOR TAB 18? MOVE IT. SORRY, DID I MISS LIST THAT? OH, YES, YOU'RE [17. Board of Education Report No. 288-25/26 Transportation Services Branch (Home-to-School Transportation Reimbursement - Transportation Services Plan) Recommends approval of the Transportation Services Plan 2026-27 as a condition to receive approximately $68.3 million reimbursement from California Department of Education. ] CORRECT. 17. HOME TO SCHOOL TRANSPORTATION REIMBURSEMENT. MOVE IT MOVED BY BOARD PRESIDENT SCHON. SECONDED BY DR. RIVAS. ALRIGHT, LOOKING FOR PUBLIC COMMENT. THERE IS NONE. FOLKS HAD QUESTIONS. MAY I, MAY I, MAY I JUMP IN? I THINK I, I HAD SOME QUESTIONS. OKAY. NO ONE'S SAYING NO. SO I'M GONNA GO AHEAD . UM, SO MY, MY QUESTIONS ARE THE PLAN REQUIREMENTS. I THINK NUMBER FOUR SPEAKS TO ENGAGEMENT AND DEVELOPING THE PLAN AND COORDINATION WITH A NUMBER OF STAKEHOLDERS, INCLUDING OUR CLASSIFIED STAFF. OUR RESPONSE THOUGH, DOESN'T SPEAK TO ANY ENGAGEMENT WITH OUR CLASSIFIED STAFF, LIKE OUR BUS DRIVERS AND SUPERVISORS. SO I WAS CURIOUS IF YOU CAN SHARE HOW HAVE WE ENGAGED WITH OUR WORKFORCE ON THIS PLAN? UM, AND IF WE HAVEN'T, HOW WILL THEIR VOICES BE CONSIDERED IN THE FUTURE OF OUR TRANSPORTATION EFFORTS AND FUTURE ITERATIONS OF THIS PLAN? SO, GOOD EVENING, BOARD PRESIDENT, THE BOARD AND ACTING SUPERINTENDENT. MY NAME IS DANIEL KING, DIRECTOR OF TRANSPORTATION. UH, THANK YOU BOARD MEMBER EZ FOR THAT QUESTION. UH, MYSELF AND THE TRANSPORTATION LEADERSHIP MEET, UH, MONTHLY WITH DRIVER REPRESENTATIVES AS WELL AS REPRESENTATIVES FROM OUR SUPERVISORS, DISPATCH, ROUTING AND TRAINING GROUPS ON A WEEKLY BASIS. WE ALSO MEET WITH OUR REGION TRANSPORTATION MANAGERS. AND IT, UH, THE TOPICS ARE RANGING FROM NOT ONLY DAILY OPERATIONS, BUT ALSO MACRO OPERATIONS SUCH AS TRANSPORTATION, OVERALL STRATEGY S SO, UM, THROUGH THOSE REGULAR ENGAGEMENTS, YOU WOULD SAY THAT YOU DISCUSS THE CONTENTS OF THE PLAN WITH THE WORKFORCE. CORRECT. IS THAT RIGHT? OKAY. UM, THAT'S HELPFUL TO KNOW AND I'M GLAD TO HEAR THAT YOU'RE, THAT YOU'RE MEETING WITH FOLKS REGULARLY. I THINK THAT'S GREAT. UM, I WAS WAS ALSO WONDERING JUST ON THE TOPIC OF THE, OF THE ACTUAL REIMBURSEMENT, THE AMOUNT THAT WE, THAT WE GET FROM THE STATE FOR HOME TO SCHOOL, TRANSPORTATION, JUST, UM, IF THERE'S ANYTHING YOU CAN SHARE MORE AROUND HOW THAT AMOUNT IS CALCULATED AND WHETHER THERE ARE ANY OPPORTUNITIES TO GROW THE AMOUNT OF FUNDING THAT WE RECEIVE FROM THE STATE, UM, FOR THESE SERVICES. YES, IT IS THE ENTIRE BUDGET FOR THE HOME TO SCHOOL OPERATION SPECIFICALLY. UM, OUR TRIPS FROM START OF THE DAY HOME OR THE SCHOOL PICKUP SITE TO THE SCHOOL AND BACK IN THE AFTERNOON. UH, WE'VE BEEN, UM, GIVEN INSIGHT FROM CDE THAT WE CANNOT ADD FIELD TRIPS, THERAPIES, ATHLETICS, ET CETERA. AND IT IS STRICTLY FOR THE HOME TO SCHOOL CATEGORY. AND THEN THIS, THIS TRANSPORTATION STRATEGY ALSO, IT'S STRICTLY SERVICING THOSE TK THROUGH SIX GRADE STUDENTS AS WELL AS STUDENTS OF LOW INCOME. AND AS A NOTE, THE, THE QUESTION OFTEN COMES OUT, HOW DO WE, UM, UH, GET MORE APPROPRIATION, UH, FOR THIS FUNDING FROM THIS FUNDING. AND IT IS AN INCREASE FROM LAST SCHOOL YEAR, WHICH WAS APPROXIMATELY 44 MILLION. AND TO INCREASE THIS UPCOMING SCHOOL YEAR IS PRIMARILY FROM OUR OVERALL INCREASE OF RATES, ESPECIALLY WITH OUR CONTRACTORS. CAN YOU SAY MORE ABOUT THAT LAST PIECE? OUR, WE INCREASED OUR REIMBURSEMENT FROM LAST SCHOOL YEAR TO THIS YEAR BY ABOUT 24 MILLION. 44 MILLION LAST YEAR TO 68 MILLION THIS YEAR. AND THE MAJOR, THE MAIN ROOT CAUSE OF THAT INCREASE IS DUE TO OUR RATE INCREASES WITH OUR CONTRACT SERVICES. OKAY. I APPRECIATE THE INFORMATION. THANK YOU. ANYONE ELSE LIE? I KNOW, CAN YOU, I'M JUST WANNA UNDERSTAND, YOU SAID IT, IT INCREASED FROM 24, YOU SAID 24 MILLION TO 68, CORRECT. MILLION. AND YOU SAID IT'S BECAUSE OF THE CON THE REIMBURSEMENTS CAME BECAUSE OF THE CONTRACTORS. CORRECT. CAN YOU EXPLAIN THAT? LIKE IT, LAST YEAR'S REIMBURSEMENT WAS 44 MILLION. [06:25:01] 44 MILLION. AND THIS YEAR'S IS 68.3 MILLION AND AN INCREASE OF 24 MILLION. OH, OKAY. OKAY. AND YOU WERE SAYING IT'S BECAUSE, UM, WE GOT THAT REIMBURSEMENT BECAUSE WE HAVE MORE, WE'VE BEEN CONTRACTING MORE, OR WHAT IS IT? OR WE'VE BEEN USING MORE, OR OUR CONTRACTING RATES HAVE INCREASED YEAR OVER YEAR. OVER THE PAST SEVERAL YEARS. I, YES, I, OKAY, THANK YOU. THE TOTAL AMOUNT THAT IS REIMBURSABLE BASED OFF OF THAT INCREASED COST JUST INCREASES OVERALL AND REIMBURSEMENT THAT WE GET FROM THE STATE. AND THERE'S BEEN ALSO JUST A EVOLUTION OF THE REIMBURSEMENT RATE AT THE STATE LEVEL FOR THE HOME TO SCHOOL TRANSPORTATION PROGRAM, WHICH IS FORMULAIC. IT, IT PLAYS INTO OUR LCFF ADD-ON AND WHAT OUR HOME TO SCHOOL TRANSPORTATION PROGRAM REIMBURSEMENT IS. AND SO AS COSTS HAVE INCREASED, IT JUST MAKES MORE THINGS ELIGIBLE FOR REIMBURSEMENT. WHAT ELSE? MR. MCLEAN? OKAY. TAB 17. MS. NEWBELL? YES. DR. EVAS? YES. MR. MELVOIN? YES. MS. REGO? YES. MS. EZ? YES. MS. ORTIZ FRANKLIN, UH, BOARD PRESIDENT MOLSEN? YES. OKAY. ON TO TAB [18. Board of Education Report No. 246-25/26 Procurement Services Department - Facilities Contracts (Approval of Facilities Contracts Actions) Recommends the ratification of Procurement Services Division contract actions taken by Facilities Contracts under delegated authority as listed in Attachment “A” including: award of advertised construction contracts; approval of change orders; completion of contracts; award of informal contracts; award of architectural and engineering contracts; extra services / amendments for architectural and engineering contracts; award of professional services contracts; and approved proposed contracts in Attachment B including playground equipment repair and installation task order contracts, electrical engineering contracts, design-build projects at Limerick Elementary School and Carson High School, and a contract amendment for an Alternative Design Build project at 32nd Street School/USC Magnet High School.] 18. MOVE IT. WHO WAS THE SECOND? I DIDN'T SECOND BY MS. EZ. MOVED BY BOARD PRESIDENT SCHON TAB 18. THERE IS NO PUBLIC COMMENT ON THIS. UM, BUT WE DO HAVE QUESTIONS. I HAVE AT LEAST FROM MS. REGO. YEAH. JUST QUICK, JUST A QUICK QUESTION THERE. SOMETHING IN THERE SAID SUSTAINABLE ENHANCEMENT PROJECT FOR SCHOOLS. IF YOU COULD JUST SHARE WHAT THAT IS, MOVE IT. GOOD AFTERNOON. MEMBERS OF THE BOARD ACTING SUPERINTENDENT CHRISTINA TOS, CHIEF FACILITIES EXECUTIVE. SO THE ITEMS THAT YOU'RE REFERRING TO IN ITEM A ARE CALLED SUSTAINABLE ENVIRONMENT ENHANCEMENT DEVELOPMENT FOR SCHOOLS PROJECTS, WHICH IS A VERY LONG WORD OR TERM FOR, ESSENTIALLY WHAT YOU'VE HEARD IS CALLED A SEEDS PROJECT. SO THAT'S THE ACKERMAN FOR SEEDS. AND THE SUSTAINABILITY COMPONENT IS THAT THESE PROJECTS, UM, TYPICALLY INVOLVE THE REMOVAL OF ASPHALT, REPLACING IT WITH PERMEABLE SURFACES, UH, NATIVE PLANTS, AS WELL AS TREES FOR SHADE. GREAT. THANK YOU. QUESTIONS MR. MCLEAN? ALL RIGHT. FOR TAB 18, UH, MS. NEWVILLE? YES. DR. RIVAS? YES. MR. MELVOIN? YES. MS. GRIEGO? YES. MS. EZ? YES. MS. ORTIZ FRANKLIN. BOARD PRESIDENT SCHUREN? YES. OKAY. THAT'S SIX EYES. THAT BRINGS US [38. Board of Education Report No. 301-25/26] TO TAB 38, I BELIEVE, IF I'M NOT MISTAKEN. YEP. TAB 38, MOVED BY BOARD PRESIDENT SCHUREN. YES. SECOND. THANK YOU MS. NEWBELL. APPROVAL OF SECOND. WE DO HAVE SOME PUBLIC COMMENT. SO IN PERSON, LEAH, ARE YOU HERE? MISHA, ARE YOU HERE? CHECK ONLINE FOR TAB 38. UM, DAAN. ARE YOU HERE? LEAH DRISCAL OR DRISCOLL? ZARIO. MAYA, ARE YOU HERE? NOIR QUEZ? NO. AND WE DO HAVE ARI SEIDMAN. I SEE YOU'RE ON THE LINE. PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. ARI SEIDMAN. ARI SEIDMAN. I SEE YOU'RE WITH US. HI. CAN YOU HOLD ON A SECOND? CAN I HAVE TO PULL OVER? YES, PLEASE PULL OVER. HELLO. UM, AND WE'LL GIVE YOU A FEW MOMENTS TO COLLECT YOURSELF. UM, DID YOU SAY YOU NEED TO PULL OVER? YES. UH, I WAS DRIVING. OKAY. UM, YOU, YOU'RE COMING THROUGH A LITTLE BIT UNCLEAR. SO, UH, WHATEVER DEVICE YOU'RE USING, PLEASE SPEAK SUCCINCTLY AND, UH, AS CLEARLY AS YOU POSSIBLY CAN. AND, UH, UH, WE'LL RESET THE TIMER ONCE YOU BEGIN. UH, YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. [06:30:07] OKAY, MR. SEIDMAN, I THINK WE'RE READY FOR YOU. . GUYS HEAR ME NOW? YES. CLEAR. I THINK IT'S AS CLEAR AS WE'RE GONNA GET, SO PLEASE GO AHEAD. OKAY. UM, UH, MR. SEIDMAN, ARE YOU WITH US? WE COULD COME BACK TO YOU IN A FEW MINUTES IF YOU LIKE. OKAY. CAN YOU COME BACK TO ME? YEAH, WE'LL COME BACK TO YOU. WE'LL COME BACK TO MR. SEIDMAN AT THE, AFTER THE END OF THE PRESENTATION, I BELIEVE THERE'S A POWERPOINT TO PULL UP. UM, AND AS FOR TAB 37, I KNOW THAT THERE'S SOME FOLKS EAGERLY WAITING IN THE WINGS. WE'LL TAKE THAT AFTER WE TAKE THIS ITEM. POWERPOINT'S COMING RIGHT UP. YEAH, GOOD EVENING. UH, WE ARE, UH, PRESENTING THE SECOND INTERIM FINANCIAL REPORT FOR THE CURRENT FISCAL YEAR. SO WE'RE GONNA, AS ALWAYS COVER OUR, OUR TIMELINE AND SHOW YOU WHERE WE ARE NOW AND WHAT'S COMING IN THE NEXT SEVERAL MONTHS. WE'RE GONNA SUMMARIZE TODAY'S REPORT, THE SECOND INTERIM REPORT WITH HIGHLIGHTS ON THE GENERAL FUND PRIMARILY, BUT ALSO A BRIEF OVERVIEW OF THE OTHER OPERATING FUNDS, ADULT, CAFETERIA, AND CHILD DEVELOPMENT. UM, AND WHAT WE'RE RECOMMENDING IS FOR THE BOARD TO APPROVE THE DISTRICT'S POSITIVE CERTIFICATION FOR THE CURRENT YEAR SECOND INTERIM REPORT AND THE SUBMISSION OF THAT REPORT TO, UH, THE COUNTY. SO WE ARE HERE IN MARCH FOR SECOND INTERIM. UH, IT'S A REQUIRED, UH, REPORT, UH, FOR SCHOOL DISTRICTS THROUGHOUT THE STATE. UH, AND THEN COMING UP AFTER THIS, A BIG MILESTONE IS GONNA BE THE GOVERNOR'S MAY REVISION FOR NEXT SCHOOL YEAR. AND THEN IN JUNE, OF COURSE, THERE'S BOTH THE LCAP AND BUDGET HEARINGS AND THEN THE LCAP AND BUDGET ADOPTION. UH, WE'VE ALSO NOTED THERE, UH, AN UPDATE TO A FISCAL STABILIZATION PLAN BASED ON THE DISTRICT'S PROJECTED, UH, ENDING BALANCES. SO, AS YOU KNOW, UH, SECOND INTERIM, JUST LIKE FIRST INTERIM IS A, IS A REPORT THAT'S REQUIRED BY LAW. IT'S AN UPDATE ON THIS YEAR'S FINANCIALS AS WELL AS FOR TWO ADDITIONAL SCHOOL YEARS. SO THAT INCLUDES THIS YEAR AND THEN NEXT YEAR, 25 OR 26, 27, AND THEN THE 27 28 SCHOOL YEAR. IT'S DUE IN MID-MARCH AS IT IS EVERY YEAR. AND THERE ARE THREE POSSIBLE CERTIFICATIONS THAT DISTRICTS CAN SUBMIT, EITHER POSITIVE, QUALIFIED, OR NEGATIVE. AND WHAT WE ARE ASKING THE BOARD TODAY TO APPROVE IS THE CERTIFICATION OF POSITIVE, WHICH MEANS THAT AT THIS TIME, BASED ON CURRENT PROJECTIONS OF REVENUES AND EXPENDITURES, THAT WE ARE ABLE TO MEET OUR FINANCIAL OBLIGATIONS FOR THIS YEAR AS WELL AS TWO ADDITIONAL YEARS. AND WHAT WE MEAN BY THAT IS THAT MORE SPECIFICALLY, WE'RE ABLE TO MEET OUR MINIMUM RESERVE REQUIREMENTS. SO THE UPDATED GENERAL FUND PROJECTIONS INCLUDE, OF COURSE, ANY UPDATES THAT WERE IN THE COMPLETED AUDIT FOR LAST SCHOOL YEAR, THE 24 25 SCHOOL YEAR, CHANGES IN INVESTMENT VALUATIONS, UH, THE FULL IMPACT OF ENROLLMENT BEING LOWER THAN PREVIOUSLY PROJECTED FOR NOT ONLY THIS SCHOOL YEAR, WHICH WAS PREVIOUSLY AFFECTED TO FIRST INTERIM, BUT ALSO LOWER THAN PREVIOUSLY PROJECTED ENROLLMENT FOR NEXT YEAR AND THE YEAR AFTER. AS WELL AS, AS ALWAYS, UPDATED EXPENDITURE ESTIMATES FOR THE CURRENT SCHOOL YEAR, AND THEN THE IMPACT THAT THOSE MIGHT HAVE ON THE TWO SUBSEQUENT FISCAL YEARS. WHAT IS INCORPORATED ARE THE LABOR COSTS FOR THE TENTATIVE AGREEMENTS THAT WERE BEFORE THE BOARD TODAY, AS WELL AS A CURRENT PRELIMINARY ESTIMATE OF THE COST OF RESTORING UNFUNDED POSITIONS, UM, FOR NEXT SCHOOL YEAR. SO THE DISTRICT IS USING AS IT HAD BEGINNING LAST SCHOOL YEAR, UH, IT'S USING OUR ENDING FUND BALANCES OR OUR RESERVES TO OFFSET THE DEFICIT SPENDING THAT IT HAPPENED BEGINNING LAST YEAR AND IS PROJECTED TO CONTINUE IN EACH YEAR THEREAFTER. UM, AND WE'VE BEGUN, AS WE DID AT FIRST INTERIM, TO INCORPORATE THE FINANCIAL IMPACT [06:35:01] OF SOLUTIONS IDENTIFIED IN THE BOARD ADOPTED FISCAL STABILIZATION PLAN. SO, SOME MAJOR HIGHLIGHTS. THERE'S A LOT OF NUMBERS ON THIS SLIDE. I'M GONNA DO MY BEST TO WALK YOU THROUGH IT. SO FIRST COLUMN IS, OF COURSE, THE CURRENT YEAR. AND SO GOING FROM LEFT TO RIGHT, SO FIRST I'M GONNA START WITH THE 25 26 SCHOOL YEAR. WE BEGAN THIS YEAR WITH A GENERAL FUND BEGINNING BALANCE. THIS IS ALL GENERAL FUND UNRESTRICTED AND RESTRICTED OF ABOUT $4.5 BILLION. AS OF SECOND INTERIM, WE'RE PROJECTING REVENUES OF JUST UNDER $10 BILLION AND EXPENDITURES OF $11.3 BILLION. AND SO THAT DEFICIT THAT YOU SEE BOLDED THERE IS THE DIFFERENCE BETWEEN THE REVENUES AND THEN THOSE EXPENDITURES. SO THAT IS HOW MUCH WE ARE SPENDING IN EXCESS OF THE REVENUES WE HAVE FOR THE CURRENT YEAR. AND SO YOU'LL SEE THAT THE GENERAL FUND ENDING BALANCE IN THIS SAME COLUMN IS PROJECTED TO BE $3.2 BILLION. AND THAT'S SIMPLY THE BEGINNING BALANCE, PLUS THE REVENUE MINUS THE EXPENDITURES RESULTS IN THAT GENERAL FUND ENDING BALANCE OF $3.2 BILLION. AND YOU'LL SEE IT'S, IT'S LOWER FROM THE BEGINNING TO THE ENDING BY EXACTLY THAT DEFICIT OF $1.3 BILLION. WHAT YOU SEE BELOW IS THE LINE FOR FUND 17 TO SHOW WHAT THE BALANCES ARE FOR GENERAL FUND, UNRESTRICTED AND RESTRICTED, PLUS THE FUND 17 RESULTING IN THAT COMBINED BALANCE OF $3.8 BILLION. THEN BELOW THE GRAY LINE, YOU'LL SEE HOW THAT $3.8 BILLION IS, UM, WITHIN THE DIFFERENT COMPONENTS OF OUR ENDING BALANCE. SO WE HAVE OUR WORKFORCE STABILIZATION, IT'S ONE OF THE ASSIGNED BALANCES. WE HAVE AN ASSIGNED BALANCE THAT'S FOR BARGAINING AGREEMENTS. THAT IS THE AMOUNT THAT'S BEING SET ASIDE TO COVER THE COST OF THE FOUR LABOR AGREEMENTS THAT WERE BEFORE THE BOARD TODAY. THEN WE HAVE A CATEGORY OF OTHER, WHICH INCLUDES A NUMBER OF DIFFERENT COMPONENTS, NONS, SPENDABLE, COMMITTED BALANCES, ALL THE OTHER ASSIGNED BALANCES THAT AREN'T WORKFORCE STABILIZATION AND BARGAINING AGREEMENTS, AS WELL AS RESTRICTED BALANCES. AND THE RESERVE FOR ECONOMIC UNCERTAINTY THAT REU, THE REU IS THAT REQUIRED RESERVE. THEN WE HAVE UNASSIGNED AND UNRESTRICTED ENDING BALANCES, THAT 1.65 BILLION, AND THEN THE FUND 17 OF $600 MILLION. SO THE IDEA HERE IS HOW WE GET FROM A BEGINNING BALANCE TO AN ENDING BALANCE. AND THEN HOW DO WE, HOW IS THAT ENDING BALANCE DIVIDED INTO THESE DIFFERENT, UH, COMPONENTS OR CATEGORIES? THE NEXT COLUMN IS 26 27. YOU'LL SEE THE BEGINNING BALANCE IS THREE FOR GENERAL FUND IS 3.2 BILLION. THAT IS EXACTLY THE PROJECTED ENDING BALANCE FROM THE PRIOR YEAR. SO THAT'S THE EXACT AMOUNT THAT WE ARE PROJECTED TO END THIS YEAR WITH, IS WHAT WE ARE BEGINNING NEXT YEAR WITH. AND THEN THE SAME SEQUENCE HAPPENS. WE HAVE THE REVENUES OF ABOUT 9.3 PROJECTED EXPENDITURES OF 10.8, A PROJECTED DEFICIT OF FOR NEXT YEAR OF 1.5. UH, THAT DEFICIT SPENDING, AGAIN, AS WE'VE DISCUSSED BEFORE, IS ONLY POSSIBLE BECAUSE OF THOSE RESERVES. AND SO THAT PROJECTED DEFICIT OF 1.5 WOULD RESULT IN GENERAL FUND ENDING BALANCES OF 1.7. THEN AGAIN, WE'RE ADDING HERE THE FUND 17 BALANCE OF ALMOST $500 MILLION, LEAVING A COMBINED BALANCE OF ABOUT $2.2 BILLION. AND THEN BELOW THAT, AGAIN, YOU'LL SEE HOW THAT GENERAL FUNDING BALANCE IS BROKEN UP INTO THE WORKFORCE STABILIZATION, THE BARGAINING AGREEMENTS ASSIGNED BALANCES, AND THEN THE OTHER, AND THEN UNASSIGNED ENDING BALANCES OF $827 MILLION. AND THEN AGAIN, THAT FUND 17 OF ALMOST 500 MILLION. SO AGAIN, TO COLUMN FOR THE 27 28 SCHOOL YEAR, THAT BEGINNING BALANCE IS THAT $1.7 BILLION THAT WERE PROJECTED TO END THE 26 27 SCHOOL YEAR WITH PROJECTED REVENUES OF 9.7 BILLION IN EXPENDITURES OF 10.3. NOW, I WANNA PAUSE HERE FOR A SECOND BECAUSE YOU MIGHT HAVE NOTICED THAT THE REVENUES IN 27 28 ARE HIGHER THAN THE REVENUES IN 26 27. AND THAT'S BECAUSE INCLUDED IN THAT FIGURE ARE THE 500 ALMOST MILLION DOLLARS OF THE FUND. 17. SO WHEN THE FUND 17 BALANCE, BECAUSE IT'S A SEPARATE FUND FROM THE GENERAL FUND WHEN IT'S TRANSFERRED INTO THE GENERAL FUND, AS THE BOARD APPROVED BACK AT FIRST INTERIM, IT'S INCLUDED IN THAT REVENUE FIGURE. SO ONE WAY TO THINK OF THE, THE REVENUES SEPARATE FUND FUND 17 WOULD BE TO REDUCE THAT 9.7 ALMOST BY THAT $500 MILLION. SO INSTEAD, THE REVENUE THEN WOULD BE MORE LIKE $9.2 BILLION, WHICH IS COURSE IS, IS LESS THAN WE'RE PROJECTING IN THE PRIOR YEAR. AND, AND, AND THAT IS PRIMARILY BECAUSE OF DECLINING ENROLLMENT. SO WOULD WE HAVE DECLINING ENROLLMENT THAT IS DECLINING AT A RATE GREATER THAN THE COLA WE'RE [06:40:01] PROJECTED TO RECEIVE? WHAT WE'LL SEE IS A REDUCTION IN TOTAL REVENUE, AND THAT'S ESPECIALLY THE CASE FOR LCFF. SO AGAIN, WHEN OUR PROJECTED ENROLLMENT DECLINE IS GREATER THAN THE PROJECTED COLA, THEN WE WILL SEE, UH, A REDUCTION IN TOTAL REVENUE. AND SO THAT DEFICIT FOR 27, 28 OF $628 MILLION, AGAIN, IS, IS UH, KIND OF SMALLER BECAUSE OF THAT TRANSFER OF, OF THE FUND 17. SO INSTEAD OF A $600 MILLION DEFICIT, THE KIND OF THE TRUE DEFICIT IS MORE LIKE $1.1 BILLION. SO WHAT YOU'LL ALSO NOTICE IS IN THIS FORECAST PERIOD, WE ARE PROJECTING EXPENDITURES TO GO DOWN, RIGHT? SO WE'RE ALREADY PROJECTING IN EACH OF THESE YEARS THAT EXPENDITURES WILL BE LESS IN EACH SUBSEQUENT YEAR. AND THAT'S IN PART BECAUSE OF THE FISCAL STABILIZATION PLAN THAT WE DID BEGIN TO REFLECT FOR THE FIRST TIME IN OUR OFFICIAL NUMBERS AT FIRST INTERIM. SO YOU'LL SEE THERE AGAIN, WE'RE PROJECTED TO END THE 27 28 SCHOOL YEAR WITH ABOUT $1 BILLION IN TOTAL GENERAL FUND ENDING BALANCES RESTRICTED AND UNRESTRICTED FUND 17 OF COURSE, WOULD THEN BE ZERO BECAUSE IT HAD BEEN FULLY TRANSFERRED INTO THE GENERAL FUND. UM, AND SO THE COMBINED BALANCES ARE OF COURSE, JUST THOSE IN THE GENERAL FUND OF $1 BILLION. SO THE BREAKDOWN THERE IS OF WORKFORCE STABILIZATION FUNDS, $465 MILLION. UH, THE BARGAINING AGREEMENTS IS $233 MILLION AND THEN OTHER 365 AND THEN UNASSIGNED AT JUST THAT $10 MILLION. SO I'LL TALK A LITTLE BIT MORE ABOUT THE $465 MILLION, BUT YOU'LL LIKELY REMEMBER THAT AT FIRST INTERIM, THE BALANCE IN WORKFORCE STABILIZATION FUND BY THAT THIRD YEAR WAS JUST UNDER $800 MILLION. IT WAS $796 MILLION. AND THE REASON WHY IT'S LOWER BY $300 MILLION IS PRINCIPALLY BECAUSE WE'RE PUTTING MONEY ASIDE FOR THE AGREEMENTS THAT WERE APPROVED, UH, TODAY. ALRIGHT, SO THIS IS THE MULTI-YEAR PROJECTION. THIS IS COMPARING THE ADOPTED BUDGET BACK IN JUNE IN BLUE TO FIRST INTERIM IN GREEN AND SECOND INTERIM IN ORANGE. YOU'LL SEE THAT WHEN YOU GO ALL THE WAY TO THE FAR RIGHT THAT WE ARE JUST LIKE AT FIRST INTERIM STILL PROJECTING A POSITIVE $10 MILLION IN UNASSIGNED ENDING BALANCES. AND IT'S BECAUSE WE STILL HAVE THE WORKFORCE STABILIZATION FUNDS THAT WERE COVERING THE COSTS OF THESE AGREEMENTS THAT WERE BEFORE YOU TODAY. SO WE WERE ABLE TO USE ABOUT, UH, YOU KNOW, $220 MILLION OF THAT TO COVER THE COST OF THESE AGREEMENTS. AND WE DID HAVE TO TAKE A LITTLE BIT MORE OUT OF THAT WORKFORCE STABILIZATION FUND IN ORDER TO REMAIN POSITIVE HERE BY $10 MILLION. SO IMPORTANT TO NOTE THE THINGS THAT ARE NOT INCLUDED IN THE SECOND INTERIM MULTI-YEAR PROJECTION. SO FIRST ARE ANY NON COLA RELATED ITEMS IN THE GOVERNOR'S PROPOSED BUDGET. SO THE COLA FROM THE DEPARTMENT OF FINANCE, THE IMPACT OF THAT ON OUR REVENUES IS REFLECTED. THE THINGS THAT ARE NOT INCLUDED ARE THE DISCRETIONARY BLOCK GRANT. IT HAS THAT LONGER NAME THERE IN THE FIRST SUB BULLET STUDENT SUPPORT AND PROFESSIONAL DISCRETIONARY BLOCK GRANT. THE LEARNING RECOVERY EMERGENCY BLOCK GRANT, SPECIAL ED RATE INCREASES, UH, REVENUES FROM AN INCREASE TO HOME TO SCHOOL TRANSPORTATION, COMMUNITY SCHOOL GRANTS, AND THEN OF COURSE LESD SHARE, IF ANY OF THE $5.6 BILLION THAT THE GOVERNOR HELD BACK, UH, FROM THE PROP 98 FUNDS, UH, IN HIS GOVERN IN THE PROPOSED BUDGET IN JANUARY. SO WHILE THEY'RE NOT INCLUDED IN THOSE NUMBERS IN THE MULTI-YEAR PROJECTION, THOSE OFFICIAL NUMBERS, I DO SHOW IN A FEW SLIDES WHAT THE IMPACT OF THOSE REVENUES WOULD ARE ON OUR MULTI-YEAR PROJECTION. AND THAT'S REALLY JUST FOR ILLUSTRATIVE PURPOSES SO THAT THE BOARD AND THE PUBLIC KNOWS WHAT THE IMPACT OF, OF THOSE REVENUES WOULD BE. BUT ADDITIONALLY, SOMETHING THAT'S NOT INCLUDED IN THESE OFFICIAL MULTI-YEAR PROJECTION NUMBERS ARE THAT ANY FUTURE CHANGES IN COMPENSATION FOR LABOR PARTNERS WITHOUT AT TENTATIVE AGREEMENTS. SO FOR ALL THE LABOR PARTNERS THAT ARE STILL YET TO BE SETTLED, THOSE THAT WEREN'T, UH, BEFORE YOU TODAY ARE NOT INCLUDED IN THE OFFICIAL NUMBERS. BUT WE DO SHOW IN THAT LATER HYPOTHETICAL MYP, WHAT, WHAT THE IMPACT OF THOSE AGREEMENTS, AT LEAST WHAT WE'VE OFFERED SO FAR, THE IMPACT THAT THAT WOULD HAVE ON OUR MULTI-YEAR PROJECTION. SO, QUICK UPDATE ON THE FISCAL STABILIZATION PLAN. UH, AS WE JUST SHOWED AT FIRST INTERIM, WE WERE AT THAT TIME, UH, ABOUT $1.4 BILLION. THAT'S THE FINAL TWO SETS OF COLUMNS. UH, WHAT WE'VE ADDED THERE IS JUST THE ESTIMATED COST OF RESTORED POSITIONS. AND SO RIGHT NOW OUR ESTIMATE IS THAT THE COST OF THOSE RESTORED POSITIONS, ONCE, UH, WE ARE ABLE TO ASSIGN FOLKS INTO VACANT POSITIONS AS THERE'S ATTRITION, AS THERE'S RETIREMENTS AND OTHER SEPARATIONS FROM THE DISTRICT, UM, I SHOULD CAUTION THAT THE FINAL NUMBER COULD CERTAINLY BE HIGHER THAN $70 MILLION. WE HAVE MADE CERTAIN ASSUMPTIONS ABOUT ATTRITION THAT HAVE LED TO THIS ESTIMATE OF, OF $70 MILLION. SO WHEN WE ACCOUNT FOR THE, [06:45:01] THAT COST OF SEVEN, UH, OF THE ESTIMATED COST OF $70 MILLION, IT RESULTS IN AN UPDATED, UM, FISCAL STABILIZATION PLAN TOTAL OVER THESE TWO YEARS OF $1.36 BILLION. SO WE JUST WANNA QUICKLY SHOW WHAT SECOND INTERIM WOULD LOOK LIKE, WOULD HAVE LOOKED LIKE WITHOUT THE FISCAL STABILIZATION PLAN. AND SO YOU'LL SEE BECAUSE THE SAVINGS IN THE FSP ARE IN 26, 27 AND 27 28, THAT'S WHERE THE IMPACT WOULD BE. SO OUR MULTI-YEAR PROJECTION WOULD BE JUST POSITIVE BY ABOUT $124 MILLION PROJECTED AT THE END OF NEXT SCHOOL YEAR, AND THEN NEGATIVE BY $1.35 BILLION AT THE END OF THE 27 28 SCHOOL YEAR. SO THIS IS REALLY JUST TO DEMONSTRATE HOW IMPORTANT THE FISCAL STABILIZATION PLAN WAS TO A CERTIFYING POSITIVE, UH, TODAY. AND, BUT FOR THE FISCAL STABILIZATION PLAN, WE WOULD NOT BE IN A POSITION TO CERTIFY POSITIVE TODAY AT SECOND INTERIM. OKAY, SO NEXT I'M GONNA SHOW THIS THE, THE HYPOTHETICAL ILLUSTRATIVE MULTI-YEAR PROJECTION, UH, INCLUDING BOTH REVENUES THAT WE'RE PROJECTING FROM THE GOVERNOR'S PROPOSED BUDGET ON THE LEFT ON THE RIGHT, THE COST OF OFFERS MADE TO LABOR PARTNERS. SO FIRST ON THE LEFT, THERE ARE ADDITIONAL REVENUE ESTIMATES BASED ON VARIOUS METHODS. SO FIRST, THE LAO RECENTLY RELEASED AN ESTIMATED COLA FOR NEXT YEAR OF 2.86%. THAT'S HIGHER THAN THE DEPARTMENT OF FINANCE RELEASED AS PART OF THE JANUARY PROPOSED BUDGET. AT THE JANUARY PROPOSED BUDGET, IT WAS 2.41%. SO THROUGH 27 28, THAT HIGHER COLA ESTIMATED FROM THE LEO, AGAIN, IT'S NOT FINAL, THE COLA COULD CERTAINLY END UP BEING LOWER THAN THAT 2.86% HIGHER THAN THAT 2.86%, BUT 3 27 28, THAT WOULD PRODUCE AN ADDITIONAL $52 MILLION. THEN THERE'S ALSO THOSE OTHER NON COLA ITEMS FROM THE GOVERNOR'S PROPOSED BUDGET. THE DISCRETIONARY BLOCK GRANT, HIGHER SCHEDULE EDUCATION BASE RATES, THE LEARNING RECOVERY EMERGENCY BLOCK GRANT THROUGH 27 28, THE COMBINED REVENUE ESTIMATE FOR THOSE IS $376 MILLION. SO AGAIN, THAT'S THROUGH 27 28. UH, LARGE PORTIONS OF THAT ARE IN THE FORM OF ONE TIME MONEY. SO THE BIGGEST IS THE DISCRETIONARY BLOCK GRANT, ABOUT $185 MILLION. UH, THAT IS ONE TIME AND THAT IS PROPOSED BY THE GOVERNOR AS REVENUE FOR NEXT YEAR. ADDITIONALLY, AS I MENTIONED BEFORE, WE HAVE $465 MILLION IN REMAINING WORKFORCE STABILIZATION FUNDS ON THE, UH, HYPOTHETICAL MYP. WE'RE GONNA INCLUDE THE FULL USE OF THAT $465 MILLION. AS I MENTIONED BEFORE, IT'S LOWER THAN THE $796 MILLION, WHICH WAS THE BALANCE AT, AT FIRST INTERIM IN DECEMBER. SO WE REDUCED IT BY $70 MILLION TO COVER THE COST OF THE RESTORED POSITIONS. ANOTHER $28 MILLION WAS NEEDED TO DRAW, TO BE DRAWN DOWN TO REMAIN POSITIVE BY 27 28. AND THEN THERE WAS THAT $233 MILLION TO COVER THE COST OF SETTLED BARGAINING AGREEMENTS. AGAIN, THOSE FOUR AGREEMENTS THAT WERE BEFORE THE BOARD TODAY. SO IN TOTAL, THAT'S ABOUT $903 MILLION OF THOSE ADDITIONAL REVENUES, AS WELL AS THOSE OTHER RESOURCES FROM THE $465 MILLION WORKFORCE STABILIZATION FUND. ON THE RIGHT HAND SIDE, THE COST OF COMPENSATION THAT'S BEEN OFFERED TO THOSE OTHER LABOR PARTNERS THAT ARE, ARE, WE'RE STILL NEGOTIATING WITH THE COMBINED COST OF THOSE, UH, THE OFFERS MADE ARE ABOUT $1.14 BILLION. THE COMBINED IMPACT OF THOSE, THE LEFT HAND SIDE, THOSE REVENUES AND OTHER RESOURCES ON THE RIGHT HAND SIDE, THE COST WOULD RESULT IN A PROJECTED NEGATIVE ENDING BALANCE BY THE END OF THE 27 28 SCHOOL YEAR OF $235 MILLION. AND SO THAT'S WHAT'S SHOWING HERE. AGAIN, THIS IS A HYPOTHETICAL MULTI-YEAR PROJECTION. UH, SECOND INTERIM WITH THE COST OF COMPENSATION OFFERED, BUT ALSO WITH THE FULL USE OF THE REMAINING BALANCE OF WORKFORCE STABILIZATION FUNDS, PLUS THOSE ESTIMATED REVENUES THAT I MENTIONED ON THE LAST SLIDE. WE WOULD BE PROJECTING TO END THE YEAR, THE 27 28 SCHOOL YEAR WITH A NEGATIVE $235 MILLION UNASSIGNED ENDING BALANCE. NOW, THE CURRENT MULTI-YEAR PROJECTION PERIOD ENDS IN 27 28, BUT COME JUNE, WE WILL BE INCLUDING, WE'RE REQUIRED TO INCLUDE THE 28 29 SCHOOL YEAR FOR THE FIRST TIME IN OUR OFFICIAL MULTI-YEAR PROJECTION. SO IN JUNE, WHEN THE BOARD WILL BE ASKED TO APPROVE THE BUDGET FOR NEXT YEAR, WE WILL NEED TO INCLUDE TWO FISCAL YEARS AFTER THE BUDGET, YEAR 26, 27. AND SO RIGHT NOW, OUR PRELIMINARY PROJECTIONS FOR WHAT WE WOULD BE, UH, WHAT OUR UNASSIGNED ENDING BALANCES WOULD BE AT THE END OF THE 28 29 SCHOOL YEAR, AGAIN, BUILDING OFF OF SECOND INTERIM, INCLUDING THE COST OF COMPENSATION THAT'S BEEN OFFERED, INCLUDING THOSE REVENUE PROJECTIONS [06:50:01] FROM THE PREVIOUS SLIDE, AND OBVIOUSLY THE FULL USE OF THE WORKFORCE STABILIZATION FUND, WE ARE PROJECTING THAT WE WOULD END THE 28 29 SCHOOL YEAR BY ABOUT $1.9 BILLION IN NEGATIVE UNASSIGNED ENDING BALANCES. AND SO THIS IS WHY EARLIER IN OUR TIMELINE, I MENTIONED THAT COME JUNE, WE WILL ALMOST CERTAINLY BE REQUIRED TO SUBMIT A NEW FISCAL STABILIZATION PLAN. SO THE FISCAL STABILIZATION PLAN THAT I PREVIOUSLY PROVIDED AN UPDATE ON THE SAVINGS FROM THAT FISCAL STABILIZATION PLAN ARE ALREADY FULLY REFLECTED AT SECOND INTERIM. AND SO TO CLOSE THE SHORTFALL OR THAT NEGATIVE BALANCE FOR NOT ONLY THE 27 28 SCHOOL YEAR, BUT THE MUCH LARGER PROJECTED NEGATIVE ENDING BALANCE IN THE 28 29 SCHOOL YEAR WILL HAVE TO IDENTIFY ADDITIONAL REDUCTIONS. SO THE FISCAL STABILIZATION PLAN ALREADY IDENTIFIED REDUCTIONS NOT JUST FOR 26 27, BUT FOR 27 28, IN SOME CASES, THERE WERE REDUCTIONS THAT WERE LARGER THAN THOSE IDENTIFIED FOR 26 27. ONE EXAMPLE WOULD BE THE STUDENT EQUITY NEEDS INDEX OR SEMI, THE FISCAL STABILIZATION PLAN WAS REDUCED THE TOTAL SEMI ALLOCATION FOR NEXT YEAR BY $99 MILLION. AND THAT PLAN ALREADY ASSUMED AN ADDITIONAL $101 MILLION REDUCTION IN 27 28. SO THAT WOULD LEAVE THE SEMI ALLOCATION IN 27, 28 AT $500 MILLION. THAT'S ALREADY BAKED IN TO THOSE NUMBERS. AND SO WE WOULD BE IDENTIFYING COME JUNE ADDITIONAL REDUCTIONS, WE'D HAVE TO DETAIL THE REDUCTIONS THAT WOULD BE IDENTIFIED TO ADDRESS THAT NEGATIVE 2 35 AND 27 28, AND THE ESTIMATED NEGATIVE 1.9 IN THE END OF 28 29. SO IF WE ARE, SO THERE'S BEEN A LOT OF OF UPDATES ON STATE REVENUES AND OBVIOUSLY THE ANY GOOD NEWS IS MOST WELCOME, RIGHT? EVERY DISTRICT IN THE STATE OF CALIFORNIA IS RELYING ON IMPROVED REVENUES FROM THE STATE. UM, THERE'S BEEN A LOT OF ADVOCACY BY US, BY OTHER DISTRICTS ACROSS THE STATE TO, FOR ONE, ENSURE THAT THE STATE RELEASES THE $5.6 BILLION THAT THEY, THAT THEY HELD BACK. AND IF THOSE $5.6 BILLION ARE FULLY ALLOCATED TO DISTRICTS ACROSS THE STATE, AND THEY ARE ALLOCATED IN THE FORM OF DISCRETIONARY RESOURCES, WHICH IS WHAT WOULD BENEFIT US THE MOST, THEN THAT'LL CERTAINLY GO A LONG WAY TO ADDRESSING THE NEGATIVE ENDING BALANCE. IT MAY EVEN FULLY ADDRESS THE NEGATIVE ENDING BALANCE IN 27 28, BUT WHAT IT WON'T DO IS FULLY ADDRESS THE, THE FINANCIAL, UH, THE, THE PROJECTED NEGATIVE ENDING BALANCE IN 28 29. SO JUST FOR, FOR ILLUSTRATIVE PURPOSES, UM, UH, UH, AN ESTIMATE OF WHAT L-A-U-S-D MIGHT RECEIVE IN THE EVENT THAT THE $5.6 BILLION IS FULLY ALLOCATED TO DISTRICTS AND THAT IT'S ALL ALLOCATED IN THE FORM OF A DISCRETIONARY BLOCK GRANT, MEANING THE DISTRICT CAN USE IT TO COVER, UH, AT OUR DISCRETION, ANY, ANY GENERAL FUND COSTS, THE LESD SHARE OF THAT IS ESTIMATED TO BE ABOUT $370 MILLION. AND SO WHILE THAT WOULD GO A LONG WAY TO COVER THE COST OF, OR IT WOULD, IT WOULD ADDRESS THE NEGATIVE $235 MILLION. UM, IT WOULD NOT BRING US TO A POSITIVE BY THE END OF THE 28 29 SCHOOL YEAR. AND INSTEAD, WE WOULD STILL BE NEGATIVE $1.5 BILLION AT THE END OF THE 28 29 SCHOOL YEAR, AND WE WOULD STILL BE REQUIRED TO IDENTIFY ADDITIONAL REDUCTIONS, UH, IN IN JUNE. THE OTHER THING THAT'S REALLY IMPORTANT TO NOTE HERE, THIS IS ONLY REFLECTING THE COST OF OFFERS THAT WE'VE MADE TO OUR LABOR PARTNERS. AND THOSE NEGOTIATIONS ARE ONGOING. SO TO THE EXTENT THAT THOSE AGREEMENTS SETTLE AT FIGURES THAT COST MORE THAN WHAT'S BEEN OFFERED, THEN THESE NEGATIVE PROJECTED ENDING BALANCES WILL BE LOWER. THEY'LL BE SUBSTANTIALLY MORE NEGATIVE THAN, THAN WHAT'S BEING PROJECTED HERE. SO NEXT, JUST A QUICK SUMMARY OF THE OTHER OPERATING FUNDS. HERE'S THE ADULT ED FUND. YOU'LL SEE THE, AGAIN, BEGINNING BALANCES FOR EACH OF THE THREE FISCAL YEARS, THE REVENUES PROJECTED AND EXPENDITURES PROJECTED THE OPERATING DEFICITS IN THE NEXT TWO IN THIS YEAR AND NEXT YEAR, BUT THEN A PROJECTED SURPLUS IN 27 28, AND THEN THE IMPACT THAT THAT HAS ON OUR PROJECTED ENDING BALANCES. GOOD HERE. NEXT IS THE CAFETERIA FUND. AGAIN, THE SAME INFORMATION WHERE WE'RE PROJECTING TO WHERE WE BEGAN THE CURRENT SCHOOL YEAR WITH THE PROJECTED REVENUES AND EXPENDITURES, THE EITHER OPERATING SURPLUS OR DEFICIT AND WHAT THAT LEAVES IN TERMS OF ENDING BALANCES. AND THEN FINALLY, THE SAME FOR THE CHILD DEVELOPMENT FUND. UH, SAME CONCEPT WHERE WE'RE BEGINNING THE YEAR AND THEN BASED ON REVENUES AND EXPENDITURES, WHETHER WE HAVE A SURPLUS OR DEFICIT AND, AND WHAT IMPACT THAT HAS ON OUR ENDING BALANCE. SO AS [06:55:01] WE'VE DISCUSSED BEFORE, WHEN WE HAVE SALARY INCREASES OR COST INCREASES FOR, UH, EMPLOYEES WITHIN THESE OTHER FUNDS, THOSE COSTS ARE BORN BY THOSE FUNDS. AND SO FOR EMPLOYEES THAT ARE IN THE ADULT EDUCATION FUND, THE CAFETERIA FUND CHILD DEVELOPMENT FUND, THE COSTS OF THOSE, UH, INCREASES WOULD BE REFLECTED ONCE THE AGREEMENTS ARE SETTLED, UM, IN THE PROJECTED, UH, EXPENDITURES THAT, THAT YOU SEE HERE. AND SO IN THE PREVIOUS HYPOTHETICAL MULTI-YEAR PROJECTION THAT I SHOWED FOR GENERAL FUND, THE COST THAT ARE INCLUDED ARE ONLY THOSE THAT IMPACT, UH, GENERAL FUND UNRESTRICTED BALANCES. ALRIGHT, SO HERE ARE OUR PROJECTED ASSIGNED BALANCES. AGAIN, THIS IS SOMETHING THAT WE DID FOR THE FIRST TIME AT FIRST INTERIM, THE ACTUAL ASSIGNED BALANCES, THERE'S A, UH, IT'S IN YOUR BOARD MATERIALS. UH, THERE ARE MANY DIFFERENT ASSIGNED BALANCES. WHAT WE'VE DONE IS TRIED TO GROUP THEM INTO CATEGORIES THAT WERE A LITTLE BIT, UH, EASIER FOR, FOR THE PUBLIC TO UNDERSTAND. AND I JUST WANNA HIGHLIGHT HERE AGAIN, THAT THAT WORKFORCE STABILIZATION FUND IS PROJECTED TO BE AT $465 MILLION DOWN FROM THE 796 AT THE END OF 27 28. BUT EVERY DOLLAR OF THAT AND MORE IS NEEDED TO COVER THE COST OF OFFERS THAT WE'VE ALREADY MADE OUR LABOR PARTNERS. SO COME JUNE, ONCE, UH, ASSUMING THAT ALL OF OUR LABOR AGREEMENTS HAVE BEEN SETTLED, WHAT YOU'LL SEE IS THE COST OF THOSE LABOR AGREEMENTS REFLECTED IN OUR PROJECTED EXPENDITURES MOVING FORWARD. AND WHAT YOU'LL SEE AS THE BALANCE FOR THE WORKFORCE STABILIZATION FUND WILL BE ZERO. THE LINE BELOW THAT, THE MONIES THAT ARE SET ASIDE FOR THE BARGAINING AGREEMENTS THAT WERE BEFORE THE BOARD TODAY, THOSE AGRE THOSE AMOUNTS WILL ALSO BE ZERO. AND SO THAT TOTAL OF EIGHT 60 THAT YOU SEE ON THE BOTTOM RIGHT HAND CORNER WILL BE LOWER BY VIRTUE OF WORKFORCE STABILIZATION FUND AND BARGAINING AGREEMENT BALANCES BEING FULLY USED. UH, AND THOSE BALANCES BEING ZERO. SO NEXT WE WANNA SHOW WHAT OUR TOTAL ENDING BALANCES ARE. SO THIS IS GENERAL FUND UNRESTRICTED AND RESTRICTED, AND WHAT YOU'LL ALSO SEE INCLUDED IS IN THAT LIGHTER GREEN COLOR FUND 17. SO WE'RE PROJECTED FOR ALL OF THESE BALANCES, ALL OF UNRESTRICTED RESTRICTED PLUS FUND 17 TO END THE CURRENT YEAR AT $3.8 BILLION. THIS COMPARES TO WHERE WE ENDED LAST YEAR WITH ALL OF THESE SAME FUNDS AT ABOUT $5 BILLION, SO LOWER BY 1.2 PROJECTED TO END NEXT FISCAL YEAR AT 2.2 BILLION, AND THEN THE FOLLOWING 27 28 SCHOOL YEAR 1 BILLION. BUT AS I MENTIONED, THAT 1 BILLION INCLUDES SUBSTANTIAL ASSIGNED BALANCES THAT COME JUNE WILL BE ZERO BECAUSE THEY'LL BE USED TO COVER THE COST IN PART OF LABOR AGREEMENTS. THE NEXT SLIDE IS JUST SHOWING UNRESTRICTED IN FUND 17 ONLY. AS WE'VE DISCUSSED MANY TIMES, RESTRICTED GENERAL FUND BALANCES ARE RESTRICTED BY LAW, CAN ONLY BE USED FOR THE PURPOSES BY WHICH THEY'VE BEEN RESTRICTED BY LAW. AND SO THIS IS LOOKING AT GENERAL FUND UNRESTRICTED PLUS FUND 17 BALANCES. YOU'LL SEE THE 3.4 BILLION AT THE END OF THE CURRENT YEAR, PROJECTED 2.15 AT THE END OF NEXT YEAR, AND THEN 1 BILLION AT THE END OF THE 27 28 SCHOOL YEAR. SO AGAIN, THE, THE, THE MONTHS TO COME ARE, ARE VERY IMPORTANT. WE'RE GONNA GET SOME REALLY IMPORTANT INFORMATION IN MAY FROM THE PROPOSED THE MAY REVISE THIS, THE MAY REVISION. THIS GIVES US A LOT OF REALLY GOOD UPDATED INFORMATION ABOUT WHAT THE GOVERNOR IS PROPOSING FOR NEXT YEAR. AND WE EXPECT AND HOPE THAT THAT ALL OF OUR, OUR ADVOCACY IS SUCCESSFUL IN GETTING THOSE FUNDS RELEASED, WHICH AGAIN, ARE NOT GONNA BE SUFFICIENT TO PREVENT THE NEED FOR US TO IDENTIFY ADDITIONAL REDUCTIONS. BUT, BUT WE CERTAINLY WILL, WILL BENEFIT GREATLY FROM ADDITIONAL REVENUES FROM THE STATE. AND THEN IN JUNE, WE'LL BE COMING FORWARD AS I MENTIONED, WITH, UH, OUR, OUR FINAL BUDGET FOR NEXT YEAR. AND THAT'S THE CONCLUSION OF THE PRESENTATION. ALRIGHT, UH, SINCE WE HAD SOME CALLERS, UH, CALL IN JUST AFTER YOU BEGIN, UH, WE'LL TAKE THE PUBLIC COMMENT SO THAT THEY CAN COMMENT BEFORE THE BOARD, UH, JUMPS IN. UH, SO LET'S SEE, UH, TAB 38, UH, DAAN. I SEE YOU'RE ONLINE. PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. DAAN. HI, CAN YOU HI. CAN YOU HEAR ME? WE SURE CAN. PLEASE GO AHEAD. PERFECT. HI, GOOD EVENING. MY NAME IS DAAN WITH CATALYST, CALIFORNIA. I'M THE EQUITY ALLIANCE FOR ELLIE'S KIDS ALLIANCE. WE URGE L-A-U-S-D TO PROTECT HIGH NEEDS SCHOOLS FROM THE [07:00:01] DISPROPORTIONATE IMPACTS OF THE CURRENT BUDGET AND FISCAL STABILIZATION PLAN WIDGETS ON STUDENTS, FAMILIES AND STAFF. L-A-U-S-D HAS EXPERIENCED SIGNIFICANT PRO PROGRESS IN RECENT YEARS. AND EQUITY INVESTMENTS LIKE SUNNY HAVE BEEN KEY DRIVERS OF THIS PROGRESS. YET THE DISTRICT'S PROPOSAL TO CUT TWO 99 MILLION ACROSS THE NEXT TWO YEARS THREATENS TO ROLL BACK THESE GAINS FURTHER. THESE REDUCTIONS DISPROPORTIONATELY HARM HIGH AND HIGHEST NEEDS SCHOOLS AT A TIME WHEN THEIR VERY COMMUNITIES HAVE ALREADY BEEN FACING THE TAX ON THE SAFETY AND BASIC ESSENTIAL NEEDS. IF THE DISTRICT TRULY BELIEVES IN EQUITY AS IT TOUTS, IT MUST FOLLOW THROUGH WITH ACTION BY PROTECTING STUDY'S 700 MILLION INVESTMENT AND ENSURING THAT ANY RESTORATION OF FUNDS FOR THE NEXT YEAR PRIORITIZE SUNNY, HIGH AND HIGHEST NEEDS SCHOOLS, AS WELL AS SCHOOLS IMPACTED BY ICE. WE ALSO STAND IN SOLIDARITY WITH OUR LABOR PARTNERS LIKE SEIU, LOCAL 99 FOR FAIR AND JUST WORKING CONDITIONS AS THEY NOT ONLY PROVIDE CRITICAL SERVICES TO OUR STUDENTS, BUT ALSO REPRESENT SOME OF THE DISTRICT'S HIGHEST NEEDS STUDENTS AND FAMILIES. FURTHER, IN THIS MOMENT OF UNCERTAINTY AND INSTABILITY, IT IS MORE IMPORTANT THAN EVER THAT THE DISTRICT LEADS WITH TRANSPARENCY AND AUTHENTIC COMMUNITY ENGAGEMENT CENTERED ON EQUITY. WE NEED MORE THAN A SINGLE SLIDE WITH SCARCE AGGREGATED DATA AS WAS SHOWN IN THE LAST COMMUNITY OF THE WHOLE TO ADEQUATELY ANALYZE THE EQUITY IMPACT OF BUDGET PROPOSALS ON OUR COMMUNITIES. THIS IS ALSO WHY WE SUPPORT BOARD MEMBER DVAS RESOLUTION THAT WAS PASSED EARLIER, WHICH ENSURES THAT THERE'S TRANSPARENCY AND VALUE-BASED DECISION MAKING WHEN IT COMES TO THE VENDORS WE WORK WITH AND ENSURING THEY HAVE NO CONNECTIONS TO ICE OR OTHER RELATED ENFORCEMENT PRACTICES. NO DECISIONS SHOULD BE MADE WITH ABOUT US, WITHOUT US. OUR COMMUNITIES ARE EQUITY AND EQUITY AND LADS BUDGET DECISIONS. THANK YOU. THANK YOU FOR YOUR TIME. UH, LET'S SEE. ARI SEIDMAN, YOU'RE STILL ON THE LINE, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. ARI SEIDMAN THIS BETTER? THAT'S OUTSTANDING. YOU HAVE TWO MINUTES TO SPEAK. TO BEGIN. DEAR MEMBERS OF BOARD I, MY NAME IS ARI SEIDMAN. I AM IT SUPPORT TECH WITH LASD. TODAY, I'M SPEAKING TO YOU AS A CONCERNED PARENT AND AS A REPRESENTATIVE OF LOCAL NINE NINE OR L-A-U-S-D. I WANTED TO EXPRESS MY DEEP KNEES WITHOUT THE RISKS REDUCTION FORCES THAT YOU VOTED TO PASS DURING LAST BOARD MEETING. WHILE THE DISTRICT IS TRYING TO BE MANAGED LIKE A PRIVATE COMPANY, I WOULD LIKE TO REMIND EVERYONE THAT IS NOT, I SEE SO MUCH WASTEFUL SPENDING ON UNFULFILLED CONTRACT AND OTHER PROJECTS. THIS MONEY COULD HAVE BEEN USED TO PAY FOR STAFFING AND RELIABLE STUDENTS. I KNOW IT'S EASY TO CUT IT STAFF, ESPECIALLY WHEN THE SCHOOL ADMINISTRATION UNDERVALUES US. THE DISTRICT WILL SEND SOMEONE, EVEN IF THE SCHOOL DID NOT PURCHASE DAYS OF SERVICE, IT'LL NOT BE LIKE THAT WITH A PRO PROPOSED CUTS NEXT YEAR. IN CLOSING, I WOULD LIKE TO LEAVE YOU WITH A FOOD FOR THOUGHT. THERE ARE 500,000 CHILDREN EXPECTED TO BE WITH LESD NEXT SCHOOL YEAR. THIS DOES NOT INCLUDE THE 80,000 PLUS STAFF. HOW DOES THIS BOARD EXPECT TO BE IN COMPLIANCE WITH 200 OR SO TEXTS ACROSS THE ENTIRE A THOUSAND PLUS SCHOOLS AND GIVE ACCESS TO THE CURRICULUM AS MANDATED BY LAW IN THE UPCOMING YEAR? THESE ARE CHILDREN OF YOUR CONSTITUENTS WITH THE EDUCATION YOU ARE PLANNING TO DISTURB WITH THE PROPOSED TEXT. THANK YOU. THAT'S ALL. THANK YOU FOR YOUR TIME. AND THE LAST CALLER IS ZARE MAYA, I SEE YOU'RE ON THE LINE. PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. ZA REAL, MAYA AZA REAL MAYA, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF. YES. HELLO. GOOD AFTERNOON. MY NAME IS ASAR MAYA AND I AM A MOTHER OF AN L-A-U-S-D GRADUATE AND A PARENT VOLUNTEER FOR MY DAUGHTERS AT 20 STREET ELEMENTARY AND DR. JULIAN NAVA LEARNING ACADEMY IN BOARD DISTRICT FIVE. I AM HERE TODAY BECAUSE I CARE ABOUT THE FUTURE OF THE STUDENTS IN LOS ANGELES AND ANY FUNDING FOR MANY SCHOOLS, ESPECIALLY THOSE SERVING BLACK AND BROWN STUDENTS. C IS MORE THAN A BUDGET LINE. IT DETERMINES WHETHER STUDENTS GET THE SUPPORT THEY NEED OR ARE LEFT BEHIND. OUR COMMUNITIES ARE FACING HOUSING INSECURITIES, RAISING, LIVING COSTS, UNEMPLOYMENT, AND THE LASTING EFFECTS OF COVID LEARNING LOSS CUTTING. 99 MILLION FROM C WOULD REMOVE CRITICAL RESOURCES [07:05:01] FROM THE SCHOOLS THAT NEED THEM. THE MOST PAST CRISIS, LIKE THE FINANCIAL CRASH OF 2008 AND C HIT HIGH NEEDS SCHOOLS HARDEST HEARTED. WE CANNOT REPEAT THE CYCLE WHERE OUR SCHOOLS FACE THE HEAVIEST BURDEN. EQUITY CANNOT BE AN OPTIONAL. WHEN BUDGETS ARE TIGHT, IT MUST COME FIRST. FUNDING FE AT THE FULL 700 MILLION IS A COMMITMENT TO EDUCATIONAL JUSTICE. IT MAKES SURE STUDENTS IN HIGH NEEDS SCHOOLS HAVE COUNSELORS, SUPPORT STAFF AND OTHER PROGRAMS TO HELP THEM SUCCEED. IT'S ALSO IMPORTANT FOR SCHOOL LEADERS TO KEEP CONTROL OF ANY FUNDS THEY KNOW THEIR STUDENTS NEEDS BEST. ADDING RESTRICTIONS, CAPS AND ATTENDANCE REQUIREMENTS WOULD WEAKEN THE ABILITY OF SCHOOLS TO SUPPORT STUDENTS. STUDENTS DESERVE OPPORTUNITY AND SCHOOL DESERVE RESOURCES. AS A MOTHER AND A PARENT VOLUNTEER, I RESPECTFULLY ASK YOU TO STAND WITH OUR STUDENTS BY FULLY FUNDING AND PROTECTING SE AT 700 MILLION. THANK YOU SO MUCH FOR YOUR TIME. THANK YOU FOR YOUR TIME. WE HAD ONE MORE CALLER, BUT THEY HAVE DROPPED OFF. SO THAT CONCLUDES PUBLIC COMMENT AND NOW IT'S APPROPRIATE FOR BOARD DISCUSSION. CARLA, UM, LOOKING AT THE, UM, LET'S SEE HERE. LET ME START WITH THIS. UM, THE DIFFERENCE BETWEEN WORKFORCE STABILIZATION ASSIGNED BALANCE AND BARGAINING AGREEMENTS IS THAT BARGAINING AGREEMENTS IS WHAT HAS ALREADY BEEN AGREED UPON. AND WORKFORCE STABILIZATION IS SET ASIDE FOR FUTURE EXACTLY. AGREEMENTS. AND WHY ARE WE NOT IF WE'VE ALREADY AGREED, OR IS IT BECAUSE IT WAS RATIFIED TODAY THAT THIS IS NOT IN THE EXPENSES? EXACTLY. OKAY. BUT THEN WHY DO WE HAVE IT FOR THE FOLLOWING YEAR STILL AS, AS, UH, PART OF THE ENDING BALANCE FOR LIKE 26, 27, 27, 28. WHY DO WE CONTINUE PUTTING THEM IN THOSE? SO IT'S, IT'S WHAT YOU MENTIONED THAT BECAUSE THEY'RE, UH, THEY WERE ON THE SAME, UH, BOARD MEETING AGENDA AS THE SECOND INTERIM REPORT. THEY'RE NOT, UH, REFLECTED AS BUDGETED EXPENDITURES YET, BUT THE COSTS, SO THAT'S KIND OF THE CU THE ONE WAY TO THINK OF IT IS THE 233 IS THE CUMULATIVE COST OVER THE THREE YEARS OF THOSE FOUR LABOR AGREEMENTS THAT THOSE THAT ARE ATTRIBUTABLE TO GENERAL FUND UNRESTRICTED. UM, AND SO THERE ARE COSTS, THERE'S AN AMOUNT SET ASIDE FOR KIND OF THIS YEAR'S COST, AN ADDITIONAL AMOUNT ADDED TO IT FOR NEXT YEAR'S COST, AND THEN AGAIN FOR THAT THIRD YEAR. UM, BUT AGAIN, BUT ONCE JUNE COMES AROUND AND WE, UH, YOU KNOW, OBVIOUSLY THE, THE, THOSE AGREEMENTS WERE APPROVED TODAY, UH, THEY WILL BE IN OUR EXPENDITURES, PROJECTED EXPENDITURES, AND THEN NO LONGER YOU WILL, YOU SEE THESE ASSIGNED BALANCES. BUT THESE BALANCES WILL GO TO ZERO BECAUSE OUR SPENDING WILL GO UP BY A DOLLAR FOR DOLLAR AMOUNT. OKAY. AND THEN IN THE REVENUES MM-HMM . UM, THAT DOES NOT INCLUDE, LET'S SEE WHAT WE HAVE ON P EIGHT. RIGHT. WHICH IS, UM, FACTORS NOT REFLECTED IN THE MULTI-YEAR PROJECTION. THAT'S RIGHT. SO NONE OF THESE CATEGORIES, HOWEVER, WE KNOW THAT WE, I MEAN WE HAVE RECEIVED THESE GRANTS BEFORE, RIGHT? THEY'RE ALL ONE TIME. SOME OF THEM ARE ONE-TIME FUNDS. I MEAN, WE GET SPECIAL ED RATE INCREASE, RIGHT? YEP. UM, THERE'S, WE'VE BEEN RECEIVING COM, WELL, COMMUNITY SCHOOL GRANTS AND HOPEFULLY THERE IT'LL BE ONGOING MM-HMM . UM, THE 5.6 BILLION WITHHOLDING, I MEAN, WE'RE GONNA GET IT. EVEN IF THEY WITHHELD IT, WE'RE STILL GONNA GET IT. THAT'S THE PLAN. RIGHT? THEY WILL, WE WILL GET IT AT THE FOLLOWING YEAR. SO RIGHT. SO THE GOVERNOR'S, WELL, IT'S, IT'S TO BE DETERMINED. WE'LL, WE'LL SEE. UM, WE WANT IT NEXT FISCAL YEAR. YEAH. AND THAT'S WHAT WE HOPE TO SEE IN THE MAY REVISE. BUT, UM, BUT NO, WE'RE NOT REFLECTING IT. SO THE ANSWER TO YOUR QUESTION IS YES, MANY OF THESE ARE ONE-TIME GRANTS AND SOME CASES ONGOING GRANTS THAT WE HAVE RECEIVED IN THE PAST. BUT BECAUSE THEY'RE PART OF A PROPOSED BUDGET, THEY'RE NOT PART OF THE OFFICIAL FIGURES THAT WE SH THAT WE SH THAT WE DISCUSSED ON THE PREVIOUS SLIDES. THEY ARE, HOWEVER, ESTIMATES FOR MOST OF THESE ARE INCLUDED IN THAT HYPOTHETICAL MULTI-YEAR PROJECTION THAT IS ON SLIDE 12. UM, YEAH. UM, ON SLIDE 12. YEAH. SO THOSE ESTIMATED REVENUES THAT ARE NOT IN THE OFFICIAL FIRST INTERIM FI OR SECOND INTERIM, EXCUSE ME, FIGURES, THEY ARE REFLECTED IN THE BALANCE, THE PROJECTED BALANCES THAT YOU SEE HERE ON 12. ALL OF 'EM, INCLUDING COMMUNITY SCHOOLS, NOT COMMUNITY SCHOOLS, SPECIALED NOT COMMUNITY SCHOOLS, BUT IT DOES INCLUDE THE DISCRETIONARY BLOCK GRANT, THE HIGHER SPECIAL EDUCATION BASED GRANTS RATES, EXCUSE ME, THE LEARNING RECOVERY EMERGENCY BLOCK GRANT. AND ALSO NOT LISTED HERE, BUT ALSO INCLUDED OUR ESTIMATES FOR HOME TO SCHOOL TRANSPORTATION REVENUES, BOTH ONE TIME AND ONGOING. SO THE GOVERNOR'S PROPOSED [07:10:01] BUDGET INCLUDED SOME ONGOING HOME TO SCHOOL TRANSPORTATION MONEY AND SOME ONE TIME HOME TO SCHOOL TRANSPORTATION MONEY. THOSE ARE ALL INCLUDED IN THAT, UH, SLIDE 12 HYPOTHETICAL MULTI-YEAR PROJECTION. AND THE 5.6 BILLION, UM, IS NOT INCLUDED IN THIS EITHER, RIGHT? NO. SO THE, WHATEVER OUR ALLOCATION IS FOR FIVE OUT OF THE 5.6 BILLION. CORRECT. 'CAUSE THAT'S NOT EVEN PART OF THE PROPOSAL. IN THE GOVERNOR'S JANUARY PROPOSED BUDGET, WHAT I PROVIDED EARLIER WAS A, EVEN A MORE HYPOTHETICAL, WHICH WAS IF THE 5.6 ENDS UP BEING ALLOCATED AND IF IT'S ALLOCATED IN THE SAME WAY THE CURRENT PROPOSED DISCRETIONARY BLOCK GRANT WAS, IT'S PROPOSED TO BE ALLOCATED, THEN LUSD SHARES ESTIMATED TO BE ABOUT $370 MILLION. BUT THAT WAS NOT PART OF THE GOVERNOR'S JANUARY PROPOSED BUDGET. IN FACT, HE EXPRESSLY HELD IT BACK, WHICH IS WHY WE'VE BEEN ADVOCATING SO, SO HARD FOR ITS RELEASE. UM, OKAY. UM, IF, SO, UH, LET ME SEE HERE. THERE'S IN THE PROJECTED YEAR, SO YOU WERE TALKING ABOUT NEXT YEAR, LIKE SAY, OH, IN JUNE MM-HMM . RIGHT? OR LIKE IN 27, 28, YOU SAID, THEN WE'RE GONNA START HAVING THE CONVERSATION AGAIN FOR THE NEXT FEW YEARS. BUT AREN'T WE GONNA BE IN THE SAME PLACE AS WE ARE RIGHT NOW WHERE THERE WILL BE A NEW BUDGET, THERE WILL, THERE'S POTENTIAL NEW GRANTS COMING IN. THERE COULD BE A HIGHER COLA OR, YOU KNOW, ABOUT THE SAME. AND THERE COULD BE, HOPEFULLY THERE'S NO WITHHOLDING, SO WON'T WE BE IN THE SAME POSITION WHERE THERE WILL BE, UM, IT WON'T ALWAYS BE JUST THE NINE, IS IT $9 BILLION THAT THEY, OR THE, IN THE, IN THE VERY FIRST SLIDE WHERE IT'S UM, IS IT 9 BILLION OR 9 MILLION THAT WE GET EVERY YEAR? THE BASE ON PAGE SIX, UHHUH MM-HMM . SO YOU SEE HOW YOU HAVE IN THE SECOND REVENUES. YES. SO THAT REVENUE, WE'RE ALWAYS GOING TO BE, THAT'S LIKE A BASE, THAT'S HOW I'M READING IT. BUT THEN THERE'S ALL THESE OTHER GRANTS THAT ARE NOT INCLUDED HERE. CORRECT. SO THIS INCLUDES EVERYTHING THAT WE KNOW FROM THE DEPARTMENT OF FINANCE, BUT DOES NOT INCLUDE THE THINGS THAT YOU HIGHLIGHTED THAT ARE IN THE PROPOSED BUDGET FOR 26 27. YEAH. WHAT IT DOES INCLUDE IS THE EXPECTED COLA FOR EACH OF THESE YEARS. YEAH. SO IT DOES ASSUME THE COLA FOR EACH OF THESE YEARS, THAT WAS RELEASED BY THE DEPARTMENT OF FINANCE IN JANUARY. SO THEY ASSUMED A POSITIVE COLA FOR EACH OF 26, 27, AND 27 28 THAT IS ALREADY INCORPORATED INTO THESE REVENUES. SO WHAT WOULD CHANGE, LET'S SAY COME JUNE, IF THE DEPARTMENT OF FINANCE RELEASES NEW COLAS FOR NEXT YEAR, THAT'LL BE BASICALLY THE FINAL COLA, RIGHT? COME JUNE. THAT'LL BE THE ACTUAL COLA THAT, THAT WE'LL BE RECEIVING FOR NEXT YEAR, MOST LIKELY. BUT THEY'LL ALSO RECEIVE UPDATED ESTIMATES FOR THE COLAS IN THE YEARS AFTER NEXT SCHOOL YEAR. IF THE COLAS THAT ARE RELEASED IN JUNE ARE HIGHER FOR THOSE YEARS THAN WHAT WE ARE CURRENTLY ASSUMING, THEN THAT'LL PRODUCE ADDITIONAL REVENUE. BUT THE OPPOSITE'S ALSO TRUE. IF THOSE COLAS THAT ARE PROJECTED ARE LOWER THAN WHAT'S CURRENTLY ASSUMED HERE, THEN IT'LL HAVE RESULT IN LESS REVENUE. BUT ULTIMATELY THE COLA FOR 27 28, FOR EXAMPLE, WE WON'T KNOW THE FINAL COLA TILL ABOUT, YOU KNOW, 15 MONTHS FROM TODAY. RIGHT? NOT JUST THIS JUNE, BUT THE JUNE AFTER. WHAT WE DO IN THE INTERIM IS WE RELY ON THE PROJECTIONS FROM THE DEPARTMENT OF FINANCE. SO WE'RE NOT ASSUMING ZERO COLA FOR THOSE YEARS. WE'RE ASSUMING WHATEVER THE COLA IS THAT THE DEPARTMENT OF FINANCE IS ESTIMATING. BUT THOSE ESTIMATES COULD CHANGE A LOT ONCE WE'RE IN JUNE, 2027. I GUESS, I GUESS MY UNDERSTANDING, THE WAY I UNDERSTAND THIS IS THAT THIS COULD BE LIKE A BASE BASED ON THE COLA, BUT THERE'S ALSO THESE OTHER ONE TIME FUNDS THAT ARE PROJECTED, RIGHT? WE DON'T KNOW FOR SURE. UM, SOME OF THESE MONIES UNTIL PROBABLY AFTER THE MAY REVISE, THAT'S WHEN EVERYTHING WILL BECOME FI SOMEWHAT FINAL, RIGHT? SO THE NINE, THE 9 BILLION IS GOING TO BE MORE IN REALITY, RIGHT? BECAUSE WE'RE GONNA HAVE THESE GRANTS THAT ARE NOT, ARE NOT IN THESE REPORTS, RIGHT? IT'S NOT GONNA BE THAT IT'S, THERE'S GONNA BE MORE PLUS HOPEFULLY IF WE GET THE 400 MILLION OR 350 PLUS MILLION FROM THE 5.6 BILLION PROP 98 WITHHOLDING, THAT WILL ALSO BE ADDED. AND ISN'T THAT THE WAY IT NORMALLY IS THAT WE HAVE THIS PROJECTION THAT IS A BASELINE, AND THEN AS WE MOVE TOWARD, YOU KNOW, VOTING IN JUNE, THE NUMBERS [07:15:01] MIGHT INCREASE BECAUSE THERE'S ALL THESE OTHER YEAH. GRANTS THAT WE'VE RECEIVED THAT WE'RE NOT ACCOUNTED FOR. AND I FEEL LIKE WE'RE GONNA BE IN THAT SITUATION EVERY YEAR AROUND THE SAME TIME. SO GIVEN THAT THE, THE NUMBERS IN THE, THE, THE PROJECTION, THE ONE THAT WE'RE GONNA BE LOOKING AT IN JUNE MM-HMM . ON PAGE 12. SO BY THAT POINT, WE SHOULD KNOW ABOUT THESE GRANTS, RIGHT? YES. SOME OF THE GRANTS BY JUNE, BY THE TIME WE ADOPT OUR JUNE BUDGET, WE'LL HAVE, THE STATES MAY REVISE, BUT EVEN THEN IT'S STILL A PROPOSAL. AND SO THE STATE, ONCE THE STATE ENACTS THEIR BUDGET AND THEN THE GOVERNOR SIGNS IT, THEN WE WILL HAVE THE FINAL FIGURES FOR REVENUES FOR NEXT YEAR. BUT THIS S THIS PROJECTED ENDING BALANCE ALREADY ACCOUNTS FOR THOSE REVENUES THAT WERE ALMOST ALL THE REVENUES THAT WERE IN THE JANUARY PROPOSED BUDGET. SO THOSE ARE ALREADY ACCOUNTED FOR HERE, BUT WE'RE STILL GONNA BE PROJECTED TO BE NEGATIVE. NOW IF THE REVENUES ARE EVEN HIGHER, THEN THAT'LL HELP US A LOT. BUT DO I EXPECT THAT COME TO MAY REVISE AND THEN ONCE THE STATE ENACTS ITS BUDGET THAT WE'RE GONNA HAVE ALMOST $2 BILLION OF ADDITIONAL REVENUE BEYOND WHAT WAS IN THE JANUARY PROPOSED BUDGET. I THINK THE LIKELIHOOD OF THAT IS VERY LOW. UM, VERY, VERY LOW. JUST BECAUSE THAT MEANS THE STATE BUDGET WOULD HAVE TO BE SUBSTANTIALLY BETTER THAN IT'S CURRENTLY BEING PROJECTED TO BE BASED OFF OF THE JANUARY PROPOSED BUDGET, AS WELL AS BASED OFF OF EVEN THE REVENUE ESTIMATES THAT HAVE BEEN RELEASED SUBSEQUENTLY. SO I, I WOULD GIVE THE CHANCES OF THAT AS BASICALLY ZERO THAT WE'RE GONNA GET COME MAY L-A-U-S-D WILL RECEIVE THROUGH 28 29, AN ADDITIONAL $2 BILLION THROUGH THE 28 29 SCHOOL YEAR TO COVER THIS IN 29, PROJECT 29, THE PROJECTED NEGATIVE ENDING BALANCE. NOW, YOU'RE RIGHT TO POINT OUT THAT OVER THE LAST SEVERAL YEARS, WE HAVE HAD A LOT OF ONE TIME GRANTS FROM THE STATE, UM, DISCRETIONARY BLOCK GRANTS, LEARNING RECOVERY, EMERGENCY BLOCK GRANTS, UH, PREVIOUS GRANTS FROM A FEW YEARS AGO THAT WERE ALSO ONE TIME IN, IN IN NATURE. AND IS THAT GUARANTEED TO HAPPEN EVERY YEAR IN THE FUTURE? THE ANSWER IS NO. THE ANSWER IS NO. AND EVEN RIGHT NOW THE LEGISLATURE HAS A SAY, RIGHT? THE GOVERNOR'S PROPOSED BUDGET IS JUST THAT, IT'S THE GOVERNOR'S PROPOSAL. THE LEGISLATURE ALWAYS HAS THEIR OWN PRIORITIES. THEY MAY HAVE A, UH, A PREFERENCE FOR ONE-TIME FUNDS TO BE PROVIDED AS RESTRICTED GRANTS BE FOR, FOR SPECIFIC PROGRAMS THAT ARE PRIORITIES FOR THE LEGISLATURE. AND SO EVEN THE DISCRETIONARY BLOCK GRANT THAT WAS IN THE GOVERNOR'S PROPOSED BUDGET, THE THE AMOUNT THAT STATEWIDE IS $2.8 BILLION, OUR SHARE OF THAT IS ABOUT $185 MILLION. THAT'S A ESTIMATE. AND THAT'S NOT GUARANTEED TO END UP IN THE FINAL BUDGET. UH, WE'RE ADVOCATING FOR IT TO NOT ONLY BE IN THE FINAL BUDGET FOR, FOR IT TO BE MUCH LARGER, BUT THERE'S STILL NO GUARANTEE THAT THAT'S WHERE THE FINAL STATE ENACTED BUDGET WILL LAND. BECAUSE AGAIN, IT'S, IT'S, THAT HAS TO BE DONE BETWEEN NOT JUST THE, THE GOVERNOR, BUT ALSO THE, THE STATE LEGISLATURE. SO BY JUNE, WE, WE WILL HAVE, WE WILL HAVE THE MAY REVISE. AND ARE YOU SAYING THAT WE STILL CANNOT INCLUDE WHATEVER COMES OUTTA THE MAY REVISE IN OUR PROJECTIONS? SO, WE'LL, WE GET GUIDELINES FROM, FROM THE COUNTY OFFICE OF EDUCATION TO TELL US WHICH REVENUES FROM THE MAY REVISE CAN BE INCLUDED. AND THIS IS NOT JUST FOR LOD, THIS IS FOR ALL, ALL DISTRICTS, AND WHICH OF THOSE WILL NOT, SHOULD NOT BE INCLUDED UNTIL THEY'RE IN THE ENACTED BUDGET. BUT WHAT WE'LL CONTINUE TO DO IS WHAT WE'VE DONE HERE TODAY, AS WELL AS WHAT WE DID BACK IN JANUARY WHEN THE GOVERNOR'S JANUARY PROPOSED BUDGET WAS RELEASED, WHICH IS PROVIDE ESTIMATES FOR WHAT THE REVENUES MIGHT BE AND DEMONSTRATE WHAT THOSE ESTIMATES WILL, THE IMPACT THAT THEY'LL HAVE ON OUR FINANCIALS. AGAIN, I'M NOT SAYING THAT THIS REVENUE WILL DEFINITELY HAPPEN, I'VE JUST MENTIONED THAT IT'S HAS TO BE AN ENACTED BUDGET FOR IT TO BE FINAL. UM, BUT WE'LL STILL CONTINUE TO PROVIDE THOSE ESTIMATES TO NOT JUST TO THE BOARD, BUT TO THE PUBLIC SO THAT THEY'RE AWARE OF, OF WHAT WE, WHAT THOSE REVENUES COULD BE IF THEY'RE IN THE FINAL STATE BUDGET. RIGHT. AND I WISH, I MEAN, I WOULD LIKE TO SEE ALL OF THE POTENTIAL FUNDS, NOT JUST, YOU KNOW, I KNOW YOU SAID SOME OF THEM ARE INCLUDED, SOME OF THEM ARE NOT. BUT I WOULD, I WOULD LIKE TO SEE ALL OF THE POTENTIAL FUNDS INCLUDED, BECAUSE THE LAST PAGE DOES NOT INCLUDE THE, UH, THE, UM, 5.6 BILLION THAT IS OWED. RIGHT. THAT'S NOT INCLUDED IN THERE. UM, AND, UH, THE COMMUNITY SCHOOLS IS NOT INCLUDED IN THERE. SO I WOULD LIKE TO SEE ALL OF THE POTENTIAL FUNDS, UM, NOT JUST SOME OF THEM. SO I CAN HAVE A, A, YOU KNOW, A GOOD IDEA OF, OF WHAT THE POTENTIAL IS. UM, [07:20:01] SO, SO IF IT'S, IF IT'S, IF IT'S, I JUST WANNA BE HONEST WITH YOU, UM, IF IT'S NOT IN THE PROPOSED BUDGET FROM THE GOVERNOR, WE, WE, WE WILL NOT, WE WILL NOT INCLUDE IT EVEN IN A HYPOTHETICAL MULTI-YEAR PROJECTION, WE WOULD HAVE NO BASIS FOR DOING SO. I'M PROVIDING A, A, A ESTIMATED AMOUNT VERBALLY OF IF TO, SO I CAN QUALIFY IF IT'S RELEASED TO THE DISTRICTS, IF IT'S RELEASED IN FULL AS DISCRETIONARY BLOCK GRANT AS AS DISCRETIONARY FUNDS. BUT IF IT'S NOT AS PART OF A ACTUAL PROPOSAL FROM THE STATE, THEN THEN WE WOULD, WE WOULD NOT BE ABLE TO PROVIDE EVEN IN A HYPOTHETICAL MULTI-YEAR PROJECTION, THE, THE, THE REVENUE IMPACT, UM, UNTIL IT'S IN AT LEAST SOME KIND OF A, A PROPOSAL FROM, FROM THE STATE. BUT IN MAY WE SHOULD HAVE A RIGHT. YEAH, WE SHOULD HAVE, YES. WE'LL KNOW. SO BY MAY, YES, WE'LL KNOW A LOT MORE THAN MAY, WE SHOULD HAVE ALL OF THAT. AND THEN, UM, YEAH. AND COMMUNITY SCHOOLS IS IN THE ASSIGNED BALANCES, BUT, UM, IT, THE, IS IT, IS THIS INCLUSIVE OF THE NEW COMMUNITY SCHOOLS MONEY? NO. SO THIS IS THE, THE ASSIGNED BALANCES ARE UNSPENT FUNDS THAT HAD BEEN ALLOCATED TO EXISTING FUNDS THAT HAD BEEN ALLOCATED TO SCHOOLS THAT ARE PROJECTED TO BE REMAINING IN EACH OF THOSE YEARS. SO IT'S COMPLETELY SEPARATE FROM ANY POTENTIAL NEW REVENUES FOR COMMUNITY SCHOOLS. AND IS THIS COMMUNITY SCHOOLS FUNDING? UH, CURRENTLY FUNDING ALL OF OUR COMMUNITY, OUR, OUR EXISTING COMMUNITY SCHOOLS, LIKE THE 5.7 IS THAT CURRENTLY FUNDING OUR COMMUNITY SCHOOLS. THOSE ARE SPECIFICALLY THE AMOUNTS WE'RE PROJECTING TO BE UNSPENT FROM COMMUNITY SCHOOL FUNDS THAT WERE ALREADY ALLOCATED. SO WE'RE PROJECTING BASED ON HOW MUCH WAS ALLOCATED, HOW MUCH THE SCHOOLS ARE PROJECTED TO SPEND, THE AMOUNT THAT'S PROJECTED TO BE UNSPENT IS IN AN ASSIGNED BALANCE. AND THE REASON WHY IT'S AN ASSIGNED BALANCE IS BECAUSE IT IS, IT'S GONNA CONTINUE TO BE USED FOR THOSE PURPOSES ONLY. WE'RE NOT GONNA IS IT CARRIED OVER? EXACTLY. OKAY. ALRIGHT. UM, AND, UM, I, I'LL LET OTHER FOLKS A ASK, I CAN ASK ELSE ANYONE ELSE WHAT CHARETTE YES. SO ON PAGE 11, UM, THE ESTIMATED ENDING BALANCE AVAILABLE TO SPEND, WE HAVE, UM, 28 MILLION THAT WAS DRAWN TO CERTIFY POSITIVE. WHERE DOES THAT 28 MILLION COME FROM? SO WE, WE HAD TO REDUCE THE WORKFORCE STABILIZATION FUND ASSIGNED BALANCE BY $28 MILLION IN ORDER TO REMAIN POSITIVE. SO ANOTHER WAY TO THINK OF IT IS IT WENT FROM ASSIGNED TO UNASSIGNED IN ORDER TO MAINTAIN A POSITIVE $10 MILLION ASSIGNED UNASSIGNED BALANCE SO THAT WE COULD CERTIFY POSITIVE, UH, TODAY. AND THEN AS WE PROJECT THE REVENUE, AND I KNOW CARLA WAS MENTIONING THAT THE COST OF THE NUMBER THAT WE SEE AS FAR AS LIKE A, UH, UH, SUSTAINABLE BUDGET THAT'S BASED ON THE NUMBER OF STUDENTS WE HAVE TOO AS WELL. EXACTLY, YES. IF OUR STUDENTS DECREASE, WE WON'T KEEP THAT SAME STATUS. YES, VERY MUCH SO. AND I THANK YOU FOR MENTIONING THAT. SO THOSE REVENUE ESTIMATES THAT WE SHOWED PREVIOUSLY, NOT ONLY DO THEY INCLUDE THE COLA ESTIMATES FROM THE DEPARTMENT OF FINANCE, BUT THEY ALSO INCLUDE EXACTLY WHAT YOU'RE MENTIONING, WHICH IS PROJECTED A DA FOR EACH OF THOSE YEARS, OR ENROLLMENT AND ATTENDANCE FOR EACH OF THOSE YEARS. AND SO THAT DOES REFLECT THE DECLINE IN ENROLLMENT THAT WE'RE PROJECTING FOR NEXT YEAR AND EACH YEAR AFTER THAT ROIL. YES. UM, GOING BACK TO, UM, MS. GREGOR'S LINE OF QUESTIONING IN REGARDS TO, UM, NOT REFLECTING OR THE LACK OF REFLECTION OF THE GOVERNOR'S BUDGET, UM, IF YOU WERE TO INCLUDE IT, WHAT WOULD HAPPEN, LIKE WHY YOU'RE NOT INCLUDING IT? AND I UNDERSTAND BECAUSE IT'S NOT FOR SURE, IT'S NOT CONFIRMED THAT THIS, BUT IF YOU WERE TO DO IT, WHAT, WHAT COULD BE THE CONSEQUENCES OR WHY NOT ADD IT HERE? WHY NOT? WHY DID, WHY WERE THEY NOT INCLUDED IN THE OFFICIAL SECOND INTERIM FIGURES? NOT THOSE HYPOTHETICAL FIGURES? BY REFLECT? BECAUSE WE, WE, WE DO FOLLOW THE, THE GUIDANCE THAT WE GET FROM THE COUNTY OFFICE OF EDUCATION, UM, AND WE WERE ABLE TO JUST BECAUSE OF THE TIMING OF CERTAIN THINGS THAT ARE REFLECTED, BUT ALSO NOT REFLECTED, WE WERE STILL ABLE TO CERTIFY POSITIVE TODAY, UH, WITHOUT THEM. AND SO I, I, I'D HAVE TO, YOU KNOW, WE, WE'D HAVE TO DISCUSS WITH THE COUNTY OFFICE WHAT WOULD THE CONSEQUENCES BE OF, OF INCLUDING REVENUES THAT THEY'VE ASKED US NOT TO. AND WE CAN CERTAINLY FOLLOW UP AND, AND FIND OUT. IT'S JUST GUIDANCE. [07:25:01] IT'S NOT THAT THEY'RE, IF YOU DO INCLUDE IT, THEY'LL GONNA VETO OR THEY'RE GONNA SAY REJECT THE, UH, THE INTERIM, THE BUDGET. I DON'T WANNA SPECULATE ON, ON WHAT THEY MIGHT DO. IT'S NOT SOMETHING THAT WE'VE DONE BEFORE. I, I, I'M NOT AWARE OF, I, I, IT REQUIRES MORE RESEARCH. I DON'T WANNA SPECULATE ON, ON WHAT THE COUNTY OFFICE OF EDUCATION WOULD'VE DONE HAD WE INCLUDED THEM AGAINST THEIR GUIDANCE. IT WAS JUST A PRACTICE BASED ON THE GUIDANCE, BUT NOT ACTUAL SORT OF UNDERSTANDING AS TO WHAT THE CONSEQUENCES WOULD BE. YEAH. I, I, I DON'T, I DON'T KNOW. I DON'T KNOW WHAT, HOW THEY WOULD WOULD'VE REACTED IN, IN, IN THE EVENT WE HAD INCLUDED THEM. BUT AGAIN, WE WERE, WE ARE CERTIFYING POSITIVE ANYWAYS. AND WE STILL THINK, UH, IT'S IMPORTANT TO SHOW THE PUBLIC WHAT THE IMPACT WOULD BE HAD THE REVENUES BEEN INCLUDED. UM, WHICH IS WHY WE SHOWED THAT THAT HYPOTHETICAL MULTI-YEAR PROJECTION, RIGHT, IT'S SHOWING THAT IT'S POSITIVE, BUT BARELY. RIGHT? BUT IT'S NOT GIVING THE US THE COMPLETE PICTURE AS TO WHAT IT WOULD ACTUALLY LOOK LIKE ONCE WE, ONCE THE GOVERNOR, YOU KNOW, OR THE STATE, UM, VOTES OR PROVIDES A, A FULL BUDGET. SO YES, IF, IF WE HAD INCLUDED, LET'S SAY IN THIS HYPOTHETICAL SLIDE, THE ESTIMATED REVENUES FROM THE JANUARY PROPOSED BUDGET, BUT NOT INCLUDED, FOR EXAMPLE, THE, THE COST OF THE LABOR OFFERS WE'VE ALREADY MADE, CERTAINLY OUR ENDING BALANCES WOULD, WOULD LOOK BETTER, THEY WOULD BE HIGHER. UM, BUT, BUT THE COST OF THE LABOR OFFERS WE'VE ALREADY MADE, FOR ALL INTENTS AND PURPOSES THAT THAT MONEY HAS BEEN SPENT. WE'VE, WE'VE ALREADY MADE THOSE FORMAL OFFERS TO OUR LABOR PARTNERS. AND SO, UM, THAT IS WHY WE HERE ARE INCLUDING NOT JUST THOSE ESTIMATED REVENUES, THOSE PROPOSED REVENUES, BUT ALSO THE COST, BECAUSE WE THINK, INCLUDING THAT TOTAL PICTURE, I THINK GIVES THE PUBLIC THE BEST INDICATION OF WHAT OUR ENDING BALANCES WOULD BE, INCLUDING BOTH THE GOOD OF THE, EXCUSE ME, THE REVENUE AND THE EXPENDITURES. UM, AND TO GIVE A PREVIEW OF, OF WHAT THE JUNE MULTI-YEAR PROJECTION WILL LIKELY, UH, LOOK LIKE. AS I'M READING THROUGH THE, IN THE, YOU KNOW, THE SECOND INTERIM, I SEE A LOT OF ENDING BALANCES, UH, CASH BALANCE DUE TO, UH, YOU KNOW, A CASH FLOW OF 3.4 BILLION. SO WHAT I'M SEEING IN THE REPORT IS LIKE THERE ARE SOME ENDING BALANCES THROUGHOUT, RIGHT. RESTRICTED AND UNRESTRICTED MM-HMM . UM, WHICH IS WHAT I FEEL YOUR, YOUR PRESENTATION SHOULD HAVE INCLUDED. I MEAN, YOUR PRESENTATION DOESN'T NECESSARILY REFLECT THE SECOND INTERIM REPORT. I MEAN, IT, IT SHOWS THE APPENDIX, BUT OVERALL IN, YOU KNOW, 'CAUSE WE'RE TALKING ABOUT THE SECOND INTERIM REPORT, NOT, YOU KNOW, THEIR PROJECTIONS MOVING FORWARD. SO, SO I'LL JUST, MY QUESTIONS MOVE NOW ARE LOOKING AT THE ENDING BALANCES AND RESERVE PROJECTIONS IN THE FINANCIAL SUMMARY. WHAT PERCENT OF YOUR TOTAL SPENDING ARE UNRESTRICTED RESERVES IN 25, 26 AND THE NEXT TWO YEARS? AND HOW DO THESE LEVELS COMPARE TO THE STATE RESERVE CAP? SO THE STATE RESERVE CAP, WHICH WILL BE IN EFFECT STARTING IN, IN JUNE, THE STATE RESERVE CAP WILL BE 10%. I KNOW YOU KNOW THE ANSWER, BUT JUST FOR, I'M JUST FOR, FOR THE BENEFIT OF, OF THE PUBLIC 10%. SO RIGHT NOW, AS OF SECOND INTERIM, WE'RE PROJECTING TO END THIS YEAR AT ABOUT 21% NEXT YEAR AT ABOUT 13.2%. AND THEN THE FOLLOWING 27, 28 SCHOOL YEAR AT 1.1%. THAT'S LOOKING AT ALL UNRESTRICTED ENDING BALANCES, PROJECTED AS A PERCENTAGE OF TOTAL SPENDING. AS, AS YOU MENTIONED, THIS OF COURSE IS BEFORE THE REVENUES AND EXPENDITURES ON THIS SLIDE. SO THEY'LL VERY MATERIALLY CHANGE ONCE THOSE FACTORS ARE ACCOUNTED FOR. UM, AND SO, BUT, BUT THOSE ARE THE, THE PERCENTAGES PROJECTED BASED ON THE OFFICIAL SECOND INTERIM, UH, NUMBERS. AND AS WE, AS YOU KNOW, WE REVIEW THOSE RESERVE LEVELS AND A THREE LEVEL PROJECTION, WHAT FLEXIBILITY DOES THE BOARD HAVE TO USE OR REPROGRAM SOME OF THOSE RESERVES BEFORE THE CAP IS TRIGGERED? SO THE, YOU KNOW, THE, THE BOARD AT ITS, YOU KNOW, THE BOARD CAN DECIDE THE SPENDING LEVELS. THAT'S WHAT THE BOARD IS APPROVING, BOTH WHEN THEY'RE APPROVING LABOR AGREEMENTS AS WELL AS NEXT YEAR'S BUDGET. AND SO THE RESERVES ARE REALLY JUST WHERE WE'RE PROJECTING TO END EACH YEAR IN TERMS OF ENDING BALANCES, RESERVES ARE OUR BANK ACCOUNT. UM, THEY ARE NOT IN AND OF THEMSELVES APPROVED EXPENDITURES. THEY'RE JUST WHERE WE PROJECT TO END EACH YEAR AFTER THE PROJECTED EXPENDITURES HAPPEN. AND SO IF WE WERE TO [07:30:01] SPEND MORE IN, IN NEXT SCHOOL YEAR, FOR EXAMPLE, LET'S SAY THAT WE WERE TO INCREASE OUR SPENDING LEVELS, ALL THE THINGS BEING EQUAL, THEN THAT WOULD RESULT IN LOWER PROJECTED RESERVES. UM, WHAT THAT WOULD MEAN IN TERMS OF WHAT WE'RE LOOKING AT HERE ON SLIDE 12 IS IF WE WERE TO SPEND MORE OF THE RESERVES EARLIER TO THEN, LET'S SAY, GET BELOW 10%, UH, BY SPENDING MORE, THEN IT WOULD MEAN THOSE NEGATIVE PROJECTED ENDING BALANCES IN THE SUBSEQUENT YEARS WOULD BE LARGER. THEY WOULD BE MORE NEGATIVE. AND SO WHAT WE'D HAVE TO DO THEN IS IDENTIFY ADDITIONAL REDUCTIONS IN THE FUTURE TO OFFSET THOSE HIGHER LEVELS OF SPENDING. UM, BUT I, I WAS THAT, I'M NOT SURE IF THAT WAS THE ANSWER TO YOUR QUESTION. MORE SO. OKAY. MORE SO , THANKS THE BEST THAT YOU, UM, TO YOUR BEST OF ABILITY. I GUESS I, I UNDERSTAND WHERE YOU'RE COMING FROM. UM, SO GOING BACK TO THE GOVERNOR, UM, GIVEN THE STRONGER STATE REVENUE PROJECTIONS, WE ARE HEARING, UM, FROM THE STATE, AND I JUST CAME BACK FROM SACRAMENTO AND THOSE RESERVE THE, THE EXTRA REVENUES ARE PRETTY MUCH CONFIRMED THAT THEY'RE THERE. UM, HOW CAN OUR DISTRICT PROJECTIONS BETTER REFLECT THAT OUTLOOK AS WE MOVE FORWARD, UH, AND MAY REVISE WHILE STILL PLANNING RESPONSIBLY? SO, I, AS I, AS I, IN RESPONSE TO BOARD MEMBER REGO'S QUESTIONS, YOU KNOW, WE'RE GONNA CONTINUE TO PROVIDE ESTIMATES FOR THE PROPOSED REVENUES WHERE WE HAVE THE LEVEL OF DETAIL FROM THE GOVERNOR'S PROPOSALS TO PROVIDE ESTIMATES. UM, BUT WE WILL CONTINUE TO FOLLOW THE GUIDANCE OF WHICH REVENUES TO INCLUDE IN OUR, IN OUR FINAL NUMBERS. NOW, THIS IS JUST A MATTER OF TIMING. SO IN THE JUNE ADOPTED BUDGET, WE WILL NOT INCLUDE THE FINAL REVENUES FROM THE STATE UNTIL THEY'RE FINAL, BUT THEY WILL BE FINAL EVENTUALLY. I MEAN, IT HAPPENS USUALLY JUST A COUPLE WEEKS AFTER THE DISTRICT ITSELF APPROVES ITS BUDGET. AND SO WE WILL PROVIDE ESTIMATES SO THAT THE PUBLIC AND THE BOARD IS AWARE OF WHAT THE IMPACT WILL BE IF THOSE THINGS END UP IN THE STATE ENACTED BUDGET. BUT ULTIMATELY, WE WILL GET THOSE ACTUAL REVENUES. ONCE THE STATE ENACTS ITS BUDGET, WE'LL GET THOSE ACTUAL REVENUES, THEY'LL BE INCORPORATED IN SUBSEQUENT FINANCIAL DOCUMENTS. AND SO THE POINT OF PROVIDING THE INFORMATION IS JUST TO PROVIDE, TO INFORM THE BOARD AND THE PUBLIC ABOUT WHAT THE IMPACT OF THOSE ADDITIONAL REVENUES WOULD BE. AND SO, UM, THAT, THAT, THAT IS THE APPROACH WE'VE TAKEN AND, AND, AND THAT IS THE APPROACH THAT WE WOULD, WE WOULD CONTINUE TO, TO TAKE MOVING FORWARD. AND MY LAST QUESTION AT THE COMMITTEE OF THE WHOLE MEETING, UH, WE DISCUSSED THE RECURRING DIFFERENCE BETWEEN THE ADOPTED BUDGET AND THE PROJECTED SPENDING AND BOOKS AND SUPPLIES YEAH. CATEGORY, AND HOW SOMETIMES FUNDS TIED TO MULTI-YEAR GRANTS OR PENDING SPENDING PLANS MAY TEMPORARILY APPEAR IN THAT ITEM AND THAT LINE ITEM AND THE SECOND INTERIM REPORT IN RIGHT HERE, WE ARE AGAIN SEEING A SIGNIFICANT VARIANCE BETWEEN THE ADOPTED BUDGET AND THE PROJECTED SPENDING. YEAH. SO HOW CAN WE BETTER ENSURE THAT OUR BUDGET PLAN PLAN MORE ACCURATELY REFLECTS REALISTIC SPENDING PROJECTIONS? SO IT DOES NOT APPEAR THAT FUNDS ARE INADVERTENTLY BEING PARKED AND BOOKS AND SUPPLIES, AND WHAT, WHAT WOULD THAT LOOK LIKE IN PRACTICE AND WHAT SPECIFIC STEPS, UH, CAN BE TAKEN MOVING FORWARD TO IMPROVE HOW THESE AMOUNTS ARE PROGRAMMED AND REFLECTED IN THE BUDGET? SO YES, WE, WE, WE DO CONTINUE TO SEE, UH, VARIANCES IN BOOKS AND SUPPLIES IN PARTICULAR BETWEEN WHAT WAS BUDGETED AND EXPENDED. AND SO AT FIRST GENERAL, OF COURSE, WE LOOK AT ACTUAL EXPENDITURES UP UNTIL THAT POINT IN TIME TO ESTIMATE WHAT WE'RE ACTUALLY GONNA SPEND, AND THEN WE REFINE THOSE. AT SECOND INTERIM, WE HAVE MORE MONTHS OF EXPENDITURE DATA. AND SO THAT'S ONE WAY THAT WE CONTINUE TO UPDATE OUR FINANCIALS IS BY LOOKING AT ACTUAL EXPENDITURE LEVELS. UM, THE ONE WAY TO REDUCE THE VARIANCE BETWEEN THE BUDGET AND THE EXPENDITURES IS THAT WE CONTINUE TO WORK WITH BUDGET HOLDERS, PRIMARILY SCHOOLS, DURING BUDGET DEVELOPMENT TO IDENTIFY WHERE THEY THINK THE MONEY IS LIKELY IS TO BE SPENT. BUT, BUT I HAVE TO BE CLEAR THAT IF INSTEAD THERE WAS MONEY THAT WAS PARKED IN SOMEWHERE OTHER THAN BOOKS AND SUPPLIES, WE WOULD JUST, AND, AND IT STILL WASN'T SPENT, WE WOULD JUST SEE THAT VARIANCE SOMEWHERE ELSE IN A DIFFERENT CATEGORY OF SPENDING. SO TO, TO MAKE UP AN EXAMPLE, IF THE MONEY WAS PARKED INSTEAD OF IN BOOKS AND SUPPLIES AND BOOKS AND SUPPLIES IS A BROAD CATEGORY. IT INCLUDES LIKE CUSTODIAL SUPPLIES, INSTRUCTIONAL MATERIALS, UM, GENERAL SUPPLIES. BUT IF IT WAS INSTEAD BUDGETED IN X TIME, RIGHT? SUPPLEMENTAL TIME FOR STAFF AND THEN NOT SPENT, WE [07:35:01] WOULD JUST SEE THE VARIANCE IN THAT CATEGORY. AND SO OTHER STRATEGIES, SO, SO ANOTHER THING THAT WE MENTIONED AT, AT THAT SAME COW MEETING THAT, THAT YOU'RE REFERRING TO IS THAT WE'VE ALREADY SEEN SUBSTANTIAL REDUCTIONS IN BUDGETS FOR SOME OF THOSE NON-LABOR AREAS. SO BECAUSE THOSE BUDGETS ARE SUBSTANTIALLY LOWER, WE'D ALREADY EXPECT THE VARIANCE TO BE SMALLER BECAUSE THE BUDGETS ARE LOWER, THE SPENDING IS LIKELY TO ALSO BE LOWER, BUT NOT, UM, PROPORTIONATELY TO THE AMOUNT THE BUDGET WAS REDUCED. SO MORE OF THAT BUDGET WILL BE SPENT, THAT'S ANOTHER WAY THAT THE VARIANCE WILL BE SMALLER. AND THEN THIRD IS, AS PART OF THE FISCAL STABILIZATION PLAN, THE SCHOOL CARRYOVER IN SEMI IN THE GENERAL FUND SCHOOL PROGRAM WAS, WAS ZERO FROM THIS YEAR INTO NEXT SCHOOL YEAR. AND SO THE PROJECTED UNDERSPEND, NOT, NOT JUST IN BOOKS AND SUPPLIES, BUT IN, IN THOSE PROGRAMS IN TOTAL. BUT WE, AS WE'VE, AS YOU KNOW, LIKE A LOT OF THE UNDERSPEND WAS IN FACT IN, IN BOOKS AND SUPPLIES, THE FISCAL STABILIZATION PLAN ALREADY MADE ASSUMPTIONS ABOUT HOW MUCH THAT UNDERSPEND WOULD BE AND HOW IT BENEFITS OUR ENDING BALANCES HERE, THE ONE THAT, THAT YOU SEE HERE. AND SO THOSE ARE SOME OF THE DIFFERENT WAYS THAT, THAT WE ARE GONNA MORE ACCURATELY REFLECT THE WAY THAT THAT UNDERSPEND INCREASES THESE ENDING BALANCES. UM, THE NEXT IS JUST A STATEMENT, SO NOT NECESSARILY A QUESTION. SO THE SECOND INTERIM CONFIRMS THAT L-A-U-S-D CAN MEET, MEET ITS FINANCIAL OBLIGATIONS OVER THE NEXT THREE YEARS. UM, AND GIVEN, AND THE RECENT STATE REVENUE TRENDS SUGGESTS THAT OUTLOOK MAY BE MORE POSITIVE, UH, THAN IT'S PROJECTED HERE, THAN, UH, THAN EARLIER PROJECTIONS. FOR THAT REASON, YOU KNOW, I'LL SUPPORT THE POSITIVE CERTIFICATION REQUIRED BY LAW, BUT AT THE SAME TIME, THE REPORT REFLECTS A FISCAL APPROACH THAT RELIES HEAVILY ON CUTS THAT IMPACT OUR SCHOOL COMMUNITIES. AS WE MOVE FORWARD, OUR PRIORITIES MUST REMAIN CLEAR, PROTECTING CLASSROOMS, SUPPORTING EDUCATORS AND STAFF, AND ENSURING RESOURCES REACH THE STUDENTS AND COMMUNITIES THAT NEED THEM THE MOST. AND ALSO THIS INTERIM REPORT DOES REFLECT THE, UM, THE WAGE INCREASES FOR, UM, OUR LABOR PARTNERS THAT WERE, THAT WE VOTED FOR EARLIER. SO, YOU KNOW, IT'S GOOD TO SEE THAT WITH THAT. UM, IT IS POSITIVE, BUT THERE'S STILL MORE TO BE DONE FOR SOME OTHER LABOR PARTNERS THAT WERE HERE EARLIER. SO THAT IS ONE AREA THAT, YOU KNOW, WE'LL CONTINUE TO DISCUSS AND, UM, AS WE LOOK AT OUR BUDGET MOVING FORWARD. SO THANK YOU. ANYONE ELSE? GO AHEAD, CARLA. JUST SOME CLARIFICATION ON PAGE, UM, 16. SO IF YOU CAN TELL ME WHAT, UM, ACCESS AND EQUITY PROGRAMS, WHAT ARE THOSE? SO IN THE, UH, BOARD MATERIALS, YOU'LL SEE A MAPPING OF ALL OF THE ASSIGNED BALANCES, UH, AND WHICH OF THESE CATEGORIES THEY'RE IN. SO LET ME, LEMME JUST PULL THAT UP. I DID SEE IT, BUT , I DIDN'T, I DIDN'T SEE IT BY CI DON'T, I JUST SAW NAMES OF, OF PROGRAMS, I GUESS, BUT NOT NECESSARILY. UM, YEAH, SO IF ON PAGE, EXCUSE ME, PAGE 16 OF THE BOARD MATERIALS, YOU'LL SEE PAGE 16, 16, YEAH, ONE SIX. UM, IN THE DARK BOLD PAGE NUMBERS AT THE BOTTOM, UM, YOU'LL SEE THE FULL LIST OF ASSIGNED BALANCES, AND THEN YOU'LL ALSO SEE A COLUMN THAT'S CALLED CODE CATEGORY. AND THERE YOU'LL SEE THE CATEGORY THAT, UM, THE GROUPINGS IF YOU WILL, THAT YOU SEE ON, ON THIS SLIDE. AND SO LOOKING AT ACCESS AND EQUITY PROGRAMS, THAT INCLUDES, FOR EXAMPLE, UM, THE VERIZON HOMELESSNESS AND FOSTER CARE PROGRAM ASSIGNED BALANCE AND THEN SEVERAL OTHERS. BUT THAT, THAT'S WHERE YOU'LL SEE IT IS. WELL, THAT'S WHAT THAT IS. YEAH. SO THAT'S THE, THE GROUPING HERE IS REALLY JUST KIND OF ORGANIZING ALL THOSE INDIVIDUAL ASSIGNMENTS IN, IN CATEGORIES. OKAY. AND THEN FOR THE COMMUNITY SCHOOLS, IS THAT THE GRANT, UM, THAT IS HERE. AND THEN WHY DOES IT GO UP? LIKE IT GOES FROM 5.7, WHY AREN'T WE ESTIMATING THAT IT'S GONNA GO UP TO 11.7 IN 26, 27, AND 17.6 IN 27, 28 ON PAGE 16. SO IT'S BASED ON ASSUMPTION THAT THOSE CARRYOVER FUNDS WILL, WILL GROW OVER TIME. UM, IT DOESN'T MEAN THAT THAT WILL DEFINITELY HAPPEN IF SPENDING IN THOSE PROGRAMS BY THOSE SCHOOLS IS HIGHER THAN WE'RE PROJECTING, THEN YOU WON'T SEE THAT TREND. UM, SO IS THIS GRANT THE GRANT OR IS THIS THIS CENTRAL? IT'S THE COMMUNITY SCHOOL ALLOCATIONS THAT ARE PROVIDED TO, TO SCHOOLS OUT OF THE CENTRAL, OUT OF THE GENERAL FUND GRANT? YES. OR THE GRANT GRANTS. OKAY. SO, UM, AND WE SHOULD SEE AN INCREASE WITH THE, WHATEVER COMES FROM THE, THE, THE NEW ALLOCATION, THE $1 BILLION, WE SHOULD SEE AN INCREASE IN, UM, [07:40:01] YEAH, IT, IT, IT MAY RESULT IN AN INCREASE IN PROJECTED ENDING BALANCES OR CARRYOVERS. IF THOSE ADDITIONAL FUNDS THAT ARE ALLOCATED ARE ALSO NOT FULLY EXPENDED. AND IF THAT HAPPENS, THEN YEAH, YOU WOULD SEE THE, THESE ENDING BALANCES FOR COMMUNITY SCHOOLS. COULD THIS MONEY BE USED FOR SALARIES, BENEFITS? UH, WELL, RIGHT NOW THE PRACTICE IS FOR THEM TO REMAIN AT THE SCHOOLS AND SO, BUT YEAH, SO SCHOOLS COULD USE THAT. SCHOOLS CAN, CORRECT. OKAY. ALRIGHT. I SEE. OKAY, NICK, THANK YOU. UM, AND GIVEN THE HOUR, I'LL ONLY ASK A FEW QUESTIONS, BUT WANTED TO THANK THE TEAM. I APPRECIATE THE ONGOING IMPROVEMENT IN THE CONVERSATION AROUND OUR BUDGET, EVEN IN SMALL THINGS LIKE INCLUDING FUND 17 ON SLIDE 17 AND 18 AND HAVING THE CAFETERIA AND EARLY ED FUNDS, BECAUSE I JUST THINK WE NEED TO CONTINUE TO BUILD TRUST THAT THE DISTRICT ISN'T INTENTIONALLY CHERRY PICKING WHICH NUMBERS TO USE IN THE PRESENTATION. SO JUST WANT TO ACKNOWLEDGE. I APPRECIATE THAT. UM, FEW, I DON'T THINK THESE HAVE COME UP IN TERMS OF KIND OF SOME, UM, UH, I GUESS POTS THAT I'M CURIOUS ABOUT. ONE, SIMON, IS THAT THE BOARD'S STILL HOLDING THE 46 MILLION TO ADDRESS FEDERAL CUTS THAT WE EXPECT IT MIGHT OCCUR. THAT'S RIGHT. AND MOST OF THOSE CUTS HAVEN'T LUCKILY KINDA MATERIALIZED. AND SO WHAT ARE WE DOING WITH THAT 46 MILLION? SO THEY'RE COMMITTED BY BOARD ACTION. AND SO IF THE BOARD WOULD DECIDED TO USE THEM FOR A PURPOSE OTHER THAN WHAT THEY HAD BEEN COMMITTED FOR, UH, THE BOARD COULD SO ACT, UH, IT WOULD REQUIRE AN ACTION OF THE BOARD TO UN UNCOMMIT THOSE FUNDS, IF YOU WILL. AND IF THEY WERE TO BE UNCOMMITTED, THEN THEY COULD THEN BE USED TO INCREASE OUR UNASSIGNED ENDING BALANCES, DOLLAR FOR DOLLAR. UM, BUT, BUT EVEN THOUGH YOU'RE RIGHT THAT FOR AT LEAST ONE YEAR, WE, WE HAVEN'T SEEN THE CUTS THAT, THAT WE FEARED. UH, IT, IT, IT DOESN'T MEAN THAT THAT'LL BE THE CASE, UH, FOR THE DURATION OF THE CURRENT ADMINISTRATION'S TERM. GOT IT. UM, AND THEN THE, UM, WE HAVE OVER, I THINK IT LOOKS LIKE OVER 50 MILLION IN THE ASSIGNMENTS OF REVENUES FROM COPS FOR OUR GREENING AND TECH SECURITY PROJECTS. AND I WAS CURIOUS WHAT'S GOING ON WITH THAT MONEY? SO YEAH, ONCE THOSE FUNDS, UH, TO ARE EXPENDED FOR THE PURPOSE FOR WHICH THEY'RE ASSIGNED, THEN THAT'LL GO DOWN. UM, BUT RIGHT NOW THEY'RE, THEY'RE STILL PROJECTED TO REMAIN IN OUR ENDING BALANCES, BUT IT DOESN'T MEAN THAT THEY WILL BE IN OUR ENDING BALANCES AT THE END OF EACH OF THESE YEARS. ONCE THEY'RE SPENT, THEN THEY WILL, THE BALANCES WILL GO DOWN. BUT WE'RE NOT MAKING ANY PROJECTIONS ABOUT THOSE EXPENDITURES IN THESE THREE FISCAL YEARS. I'LL JUST NOTE THAT, THAT IT'S A PRODUCT OF THESE ARE TIED TO PROJECTS AND AS SOON AS THE PROJECTS ARE EXECUTED, MEANING WHETHER IT'S A CONSTRUCTION PROJECT OR CYBERSECURITY PROJECT, THEY'LL BE EXPENDED. AND SO WE CAN ANTICIPATE THAT THOSE BALANCES WILL, WILL DROP OVER THE NEXT SEVERAL YEARS. YES. OKAY. UM, AND I GUESS JUST ON THE, UM, YOU KNOW, ONE OF THE THINGS JUST IN THE, IN TERMS OF TRANSPARENCY, IT'S LIKE WITH THE BOARD ACTION, USUALLY, LIKE ALL OF THIS IS BOARD ACTION. LIKE YOU BRING US THE BUDGET, WE APPROVE IT. YES, WE EDIT. SO WHEN IT COMES TO THE FEDERAL CUTS, I MEAN, IF THERE'S AN OPPOR, IF THERE'S AN OPPORTUNITY FOR THE BOARD TO DISCUSS SOME OF THESE COMMITMENTS, UM, OBVIOUSLY WE SHOULD, BUT I, BUT UM, I'LL JUST NOTE THAT THAT USUALLY, YOU KNOW, THOSE, THOSE SUGGESTIONS USUALLY COME FROM THE SUPERINTENDENT AND THE TEAM, RIGHT? FOR THE BOARD APPROVAL AS OPPOSED TO THE BOARD LIKE SUE PONTE SAID. YEAH, NO, YOU, YOU'RE RIGHT. I JUST, WHAT, WHAT I'M TRYING TO POINT OUT IS THAT BE BECAUSE IT, IT REQUIRES KIND OF A, A, A SEPARATE, A SPECIFIC ACTION TO UN UNCOMMIT THE FUNDS. YEAH. UM, NOW IT COULD BE PART OF THE BUDGET ADOPTION, FOR EXAMPLE. IT COULD BE LIKE AN ATTACHMENT AS PART OF THAT OVERALL BOARD REPORT. BUT COMMITTED BA I'M JUST BY RULE, UNLESS THEY'RE USED FOR THE PURPOSE IN WHICH THEY WERE COMMITTED, THEY DO REQUIRE THE BOARD TO SPECIFICALLY ACT TO UNCOMMIT THEM. UM, SO YEAH, THAT WAS THE POINT. AND, AND THEN EITHER FOR YOU OR OR DEPUTY SUPERINTENDENT SALCIDO WITH THE, SO THE GREENING AND THE TECH PROJECTS, THOSE ARE STILL, WE'RE PLANNING TO SPEND IT AND WE JUST HAVEN'T YET. OR LIKE WHEN OF THE, WHEN WILL THE BOARD BE SEEING WHERE, WHERE THAT REVENUE OR, OR NOT? I MEAN YEAH. WHERE THAT ASSIGNMENT WILL BE GOING. AND SO WHEN YOU LOOK AT THE GREENING PROJECTS, I THINK THOSE HAVE BEEN BROUGHT FORWARD IN DIFFERENT ITERATIONS OF WHETHER IT'S GREEN SCHOOLS FOR ALL OUR ELECTRIFICATION WORK, WHICH, UH, UM, YOU'LL BE RECEIVING AN UPDATE NEXT MONTH AS PART OF THE COMMUNITY AS A WHOLE. AND OUR TRANSPORTATION MODERNIZATION WORK ON THE CYBERSECURITY. AND IT'S ALSO PART OF OUR QUARTERLY REPORTS, AND I KNOW THAT THE NEXT ONE IS INTENDED TO BE ISSUED IN THE NEXT SEVERAL WEEKS. UM, AND THAT'S JUST PROGRESS TOWARDS EXECUTING ON THE BROADER, UM, UH, SET OF ACTIONS AND ACTIVITIES THAT ARE ASSOCIATED WITH KIND OF HARDENING THE DISTRICT'S PROTECTIONS, UM, AGAINST CYBER ACTORS. [07:45:02] AND ARE WE GONNA GET AN UPDATED COPS PLAN WHEN WE'RE TALKING ABOUT THE COPS PLAN? THEY'VE GENERALLY COME IN IN WAVES OF PROJECTS. AND SO WE CAN PROVIDE AN, AN UPDATE ON AN, WE HAVE EXPENDED THE, THE BROADER SET OF COPS DOLLARS. UH, THE MOST RECENT ELEMENT WAS, UM, WHEN WE UPDATED THE BOARD ON, UH, DEFEATING COMPONENTS OF THE COPS AND WE OUTLINED WHICH PROJECTS, UM, WOULD BE PART OF THE BOND PROGRAM. UM, SO WE CAN PRO PROVIDE AN UPDATE ON THAT ONE AS WELL. OKAY. THAT WOULD BE HELPFUL. AND THEN I KNOW, UM, A COUPLE WEEKS AGO AT OUR COW WHEN WE DISCUSSED THE, THE CONTRACTS, I HAD MENTIONED A GRAPHIC OUT THERE, UM, FROM UTLA AROUND 6.7 BILLION IN OUTSIDE CONTRACTS AND 1.6 IN OUTSIDE TECH COMPANIES. UM, AND I THINK I'M STILL WAITING FOR THE DISTRICT'S EXPLANATION OF WHERE THEY GOT THOSE NUMBERS. I WAS ABLE TO CONNECT WITH OUR LABOR PARTNERS TO UNDERSTAND THEM. AND IT SEEMS LIKE, YOU KNOW, THEY WENT THROUGH ALL THE DISTRICT'S CONTRACTS AS REPORTED AT BOARD MEETINGS FROM, YOU KNOW, AND THAT INCLUDES AFTER SCHOOL PROVIDERS AND TUTORING AND, UM, ELECTRIC BUS CONTRACTS AND PENCIL PURCHASES, LIKE ALL OF IT, AND ADDED UP ALL THE CAPACITY, WHICH IS DISTINCT FROM OUR ACTUAL EXPENDITURES. UM, AND SOME OF THOSE HAVE TIME HORIZONS THAT GO BACK FIVE YEARS. UM, AND THEN FOR TECH SPECIFICALLY, THEY LOOKED AT THINGS LIKE, YOU KNOW, DEVICES, BUT ALSO SOFTWARE AND CLOUD SERVICES, DIGITAL INSTRUCTIONAL TOOLS, ET CETERA. AND THEN KIND OF THAT'S HOW THEY GOT THERE. AND SO WE KNOW CAPACITY VERSUS SPEND IS DIFFERENT AND, UM, AND, UH, YOU KNOW, UH, CONTRACT FOR A, UM, YOU KNOW, TUTORING BENCH IS DIFFERENT THAN, UH, THE ELECTRIC BUS CONTRACT OR, YOU KNOW, OUR ZOOM CONTRACT. BUT, UM, I THINK THAT, THAT, THAT NUMBER IS STILL OUT THERE. AND SO I'D JUST BE CURIOUS, UM, IF THE, THE TEAM IS, CAN GIVE US AN UPDATE ON KIND OF GETTING BACK TO US WITH KIND OF THAT NEXT LEVEL OF GRANULARITY WITH THE CONTRACTS AND, UM, HOW TO, HOW TO CONFIRM, YOU KNOW, THAT THOSE NUMBERS, LIKE JUST CHECK THEIR UNDERSTANDING IN TERMS OF WHERE THOSE NUMBERS ARE, UM, ARE COMING FROM. SO THE PRESENTATION THAT WAS MADE AT THE COW, UH, WHERE WE DISCUSSED, UH, YOU KNOW, IT WAS KIND OF A FIRST, UH, PHASE OF OUR, UH, PRESENTATIONS ON THOSE NON-LABOR SPENDING. AND SO WE CAN CERTAINLY, UH, PROVIDE ADDITIONAL UPDATES AND DETAIL, UM, AT FUTURE COMMITTEES OF THE WHOLE, AND THAT'S KIND OF THE PLAN. UM, BUT, BUT YEAH, WE APPRECIATE THE INFORMATION THAT YOU WERE BEING ABLE TO GATHER FOR, FOR HOW THOSE THOSE FIGURES WERE, WERE DETERMINED. UM, AND IT MAKES SENSE. YEAH. AND I THINK, AND THEN, THEN I'LL TURN IT BACK OVER TO SCOTT, BUT I THINK THAT JUST, YOU KNOW, GI GIVEN THE, THE, THE, UM, UH, THE CONVERSATION WE'RE NOW THE VERY IMPORTANT ONES ABOUT BOTH LABOR PARTNERS AND THE RIFTS, AND WE'VE HEARD FROM A LOT OF THESE FOLKS TODAY. I MEAN, THAT'S WHY, YOU KNOW, IN ASKING THESE QUESTIONS, JUST MAKING SURE THAT WE ARE BEING, UH, ACCOUNTABLE. AND I THINK, LIKE I'VE SAID THIS, THIS ITERATIVE PROCESS AND SIMON, LIKE THESE PRESENTATIONS AND YOUR RESPONSE HAVE BEEN, I THINK, THE MOST COMPREHENSIVE IN MY TENURE. BUT JUST MAKING SURE WE'RE AWARE THAT LIKE WE DO HAVE THAT 46 MILLION AND WE MIGHT NOT WANT TO UNCOMMITTED IT BECAUSE THIS ADMINISTRATION IS SO, UH, CAPRICIOUS AND VOLATILE THAT LIKE THEY COULD CUT SOMETHING TOMORROW, BUT THAT IS AN OPTION. YES. AND SIMILAR WITH WHEN THEY'RE TALKING ABOUT CONTRACTS, YOU KNOW, I THINK THAT'S JUST, IT'S, I THINK A LOT OF FOLKS OUT THERE DON'T REALIZE THAT WHEN WE APPROVE A HUNDRED MILLION DOLLARS CAPACITY CONTRACT, THAT MIGHT, WE MIGHT SPEND 10 MILLION, LIKE OUR LEGAL MATCH, FOR EXAMPLE. WE MIGHT SPEND 10 MILLION, WE MIGHT SPEND A HUNDRED. UM, AND JUST UNDERSTANDING THE NUANCE. SO I APPRECIATE THE KIND OF WHEN WE'RE SEEING THEIR NUMBERS OR THEIR, UM, THEIR ADVOCACY POINT KIND OF CHECKING THEIR UNDERSTANDING AND TRYING TO GET A PLACE. BECAUSE LIKE I'VE SAID OVER AND OVER AGAIN AT THIS, THESE MEETINGS, WE CAN DISAGREE ON OPINIONS, BUT THE FACTS ARE WHERE WE REALLY HAVE TO COALESCE. I KNOW WE'RE OBVIOUSLY IN FACT FINDING WITH YOU TODAY ON THAT, BUT, UM, SO JUST WANTED TO GIVE SOME CONTEXT TO MY QUESTIONS. UM, THANK YOU. THANK YOU NICK. KELLY? YES. UM, APPRECIATE THE, UH, PRESENTATION AND THE UPDATE. AND I WILL ALSO SAY THAT I THINK, UH, IN TERMS OF TRYING TO GET A HANDLE ON WHAT ESTIMATED STATE REVENUE WILL BE THIS YEAR, I DO THINK THAT THERE'S BEEN AN EVOLUTION. I JUST WANNA APPRECIATE PROGRESS. UM, WE'RE NOT LIKE A HUNDRED PERCENT THERE AND HAVING A FIRM GRASP ON, AND IT'S, IT'S HARD TO HAVE THAT BECAUSE IT'S A DYNAMIC SITUATION. BUT I JUST WANTED TO APPRECIATE, UM, MR. BRAVO, KAMI THAT YOU'VE PROVIDED US UPDATED INFORMATION ON, UM, WHAT ADDITIONAL REVENUE WE MIGHT, WE MIGHT GET. AND I JUST, I THINK IT'S HELPFUL TO HAVE THE FULLEST PICTURE POSSIBLE. UM, A LOT OF MY QUESTIONS HAVE BEEN ASKED JUST REALLY QUICKLY ON THE, ON THE TOPIC OF, OF CONTRACTS AND, AND UM, CONTRACTED SERVICES. UM, ONE THING THAT I NOTED, UM, ON PAGE 706 OF THE SACS REPORT IS THE EXPENDITURES FOR SERVICES AND OTHER OPERATING EXPENSES, UM, OBJECT CODES 5,000 THROUGH 505,999, [07:50:03] UM, WHICH I THINK WAS THE TOPIC OF, UH, THE PRESENTATION LAST TIME AROUND. SO I UNDERSTAND THIS ISN'T ALL, UH, CONTRACTED SERVICES, LIKE IT INCLUDES A LOT, BUT ONE THING THAT I NOTED WAS JUST A, A VARIANCE IN TERMS OF, UH, SPENDING MORE. SO THE BUDGETED AMOUNT IS 1.15 BILLION, UM, BUT THE PRO PROJECTED YEAR TOTALS BASED ON THE ACTUAL TO DATE IS CLOSER TO 1.56 BILLION. SO LIKE 500 MILLION MORE, UM, THAN THAN ANTICIPATED. UM, AND THEN I WAS ALSO DIGGING INTO THE, UH, ON PAGE 710 OF THE SEX REPORT, KIND OF A LITTLE BIT MORE DETAIL UNDER THAT ON THE SERVICES AND OTHER OPERATING EXPENDITURES. LIKE WHERE ARE WE SEEING, UM, GREATER VARIANCES IN THOSE ITEMS. SO JUST ON THAT FRONT, LIKE, COULD YOU SHARE MORE ABOUT WHY WE'RE SEEING AN, UH, A VARIANCE IN THIS AREA AND WHAT ARE THE BIGGEST DRIVERS OF THAT? AND I GUESS PART THREE WOULD BE LIKE WHAT, IF ANYTHING WE CAN WE DO ABOUT THAT? SO I, I'D HAVE TO FOLLOW UP ON THE SPECIFIC DETAILS OF WHAT AREAS WHERE WE ARE SEEING THAT, UH, HIGHER THAN BUDGETED SPENDING. BUT GENERALLY SPEAKING, UM, THE BUDGET WHEN IT'S ADOPTED IS, UH, THE PLAN, IF YOU WILL. AND THERE'S A LOT OF DISCRETION, ESPECIALLY AT THE SCHOOLS FOR, FOR, FOR BUDGET HOLDERS AND, AND SCHOOL LEADERS TO CHANGE THOSE BUDGETS AND TO SPEND IT IN A DIFFERENT PLACE THAN WHERE THEY MIGHT HAVE, UH, EXPECTED DURING BUDGET DEVELOPMENT. 'CAUSE AS, YOU KNOW, BUDGET DEVELOPMENT, IT'S EVEN EARLIER NOW THAN THAN EVER. A LOT OF THOSE DECISIONS ARE BEING MADE FOR THE UPCOMING SCHOOL YEAR IN, IN, YOU KNOW, DECEMBER. AND SO ONCE THE SCHOOL YEAR STARTS, THE SCHOOL HAS THE ABILITY, AND THERE'S NOTHING WRONG WITH THIS, THERE'S NOTHING BAD ABOUT THIS. UM, THEY MAY HAVE BUDGETED A SUBSTANTIAL AMOUNT OF FUNDING IN BOOKS AND SUPPLIES AND DECIDED INSTEAD TO SPEND IT FOR, ON SOME CONTRACTED SERVICES FOR THE BENEFIT OF THEIR SCHOOL AND THEIR STUDENTS. AND SO THAT WOULD RESULT IN AN UNDERSPEND IN BOOKS AND SUPPLIES AND A CORRESPONDING OVERSPEND IN CONTRACTED SERVICES. AND SO WE COULD CERTAINLY FOLLOW UP A LOT MORE OF THE SPECIFICS ABOUT WHERE, WHERE WE'RE SEEING SPENDING HIGHER THAN BUDGET, BUT THAT'S WHAT WE DO SEE. AND SO, BUT THAT'S ANOTHER REASON WHY IT'S IMPORTANT FOR THE PUBLIC TO UNDERSTAND THAT IF WE ONLY LOOK AT THE UNDERSPEND IN ONE PART OF THE BUDGET WITHOUT LOOKING AT THE OTHER PARTS OF THE BUDGET WHERE THERE'S AN OVERSPEND, IT, WE'RE NOT GETTING A COMPLETE PICTURE. UH, WHAT'S REALLY IMPORTANT IS LOOKING AT THE OVERALL SPENDING LEVELS, UM, AND HOW THAT COMPARES TO OUR REVENUE. AND SO I KNOW THAT'S KIND OF TOTALLY UNRELATED POINT TO THE QUESTION YOU WERE ASKING, BUT, UM, YES, WE, WE DO SEE UNDERSPEND IN AREAS AND, AND OVERSPEND, SO TO SPEAK IN OTHERS. AND THEN THOSE WORDS, UNDERSPEND AND OVERSPEND SOMETIMES MAKE IT SOUND LIKE THAT SOMETHING BAD'S HAPPENING OR THERE'S SOMETHING WRONG. BUT, UM, IT'S REALLY JUST EXACTLY AS YOU POINTED OUT, WE'RE SPENDING HOW SPENDING COMPARES TO WHAT WAS ORIGINALLY BUDGETED, UH, UNDERSTOOD. AND I WOULD SAY YOUR POINT IS PARTIALLY RELATED. SO I, I WILL GIVE YOU CREDIT FOR THAT. UM, AND I'LL, I'LL SEND MORE, UH, DETAILED QUESTIONS IN WRITING BECAUSE I DO THINK IT WOULD BE HELPFUL TO UNDERSTAND LIKE, IS THIS HAPPENING AT SCHOOL SITES? IS IT, YOU KNOW, SCHOOLS MAYBE CAN'T AFFORD SOMETHING AND INSTEAD THEY'RE PURCHASING, UH, A SERVICE OF SOME SORT, OR I THINK THE, THE BROADER CONCERN IS, IS IT CENTRALIZED CONTRACTING OUT OF, OF VARIOUS THINGS, AND IS THAT AN AREA WHERE, UM, YOU KNOW, IT, IT WOULD MAKE SENSE TO PULL SOME OF THOSE FUNDS BACK AND INVEST IN OUR EMPLOYEES. UM, SO I APPRECIATE YOUR RESPONSE. THANK YOU. ANYONE ELSE? OKAY, MR. MCLEAN, UH, RIGHT VOTING ON TAB 38? UM, MS. NEWBELL? YES. DR. RIVAS? YES. MR. MELVIN? YES. MS. CGO? YES. MS. CONEZ? YES. MS. ORTIZ FRANKLIN? YES. BOARD PRESIDENT SCHUREN? YES. STUDENT BOARD MEMBER YANG? YES. OKAY. AND MS. ORTIZ, FRANKLIN, WHILE I HAVE YOU, MAY I COLLECT VOTES ON TABS 8 15, 17, AND 18? YES. YES. YES. AND YES. THAT'S FOUR YESES AND, UH, STUDENT BOARD MEMBER YANG, SINCE YOU, SO VALIANTLY RETURNED TO US AFTER, UM, PROBABLY AN IMPORTANT MEETING. I'D LIKE TO GO AHEAD AND COLLECT EVERY VOTE THAT I MISSED WHILE, WHILE YOU WERE OUT. IS THAT OKAY? YES. . RIGHT. SO ON CONSENT, HOW DO YOU VOTE? YES. TAB FOUR? YES. TAB SIX? YES. TAB EIGHT? YES. TAB 15? YES. TAB 17? YES. TAB 18. YES. I HAVE QUESTIONS ON THOSE THREE, BUT SHOULD I JUST, I I DON'T WANT TO KEEP ANYONE THE WAITING. I CAN EMAIL THEM TO SOMEBODY AND JUST GET A RESPONSE [07:55:01] ON SOME OF THOSE. I BELIEVE THAT SHIP HAS SAILED BECAUSE THE, OKAY. THE, UM, UH, STAFF MEMBERS MAY, MAY HAVE LEFT. OKAY. THAT'S FINE. YEAH. DO YOU WANNA MAKE SURE TO WRITE 'EM DOWN AND I CAN GET TO THE FOLKS WHO, WHO SHOULD GET THEM? YEAH, I CAN SEND, I CAN SEND 'EM OVER, YEAH. OKAY, GREAT. AND SO TAB 25? UH, YES. UH, AND THE REST WERE ON CONSENT. DO YOU HAVE ANY THAT I MISSED? I DON'T THINK SO. OKAY, GREAT. , I'M KIND OF NERVOUS. I FEEL LIKE YOU'RE PAYING GOOD ATTENTION. OKAY. UM, NOW WE BRIEFLY HAVE, UM, I'M, I'M GONNA DO SOMETHING THAT'S GONNA ANNOY EVERYBODY. BOARD RULE 55 A STATES THAT REGULAR BOARD MEETINGS SHALL ADJOURN BY 8:00 PM UNLESS TWO THIRDS OF THE BOARD MEMBERS PRESENT VOTE IN FAVOR OF EXTENDING THE MEETING. THE TIME IS NOW 8:00 PM WE ARE NOT GOING TO CONCLUDE BY 8:00 PM SO I NEED A VOTE OF AT LEAST FIVE BOARD MEMBERS. WE CAN DO THIS THE FAST WAY. ARE THERE ANY OBJECTIONS? THERE ARE NO OBJECTIONS. OKAY. THE MEETING MAY CONTINUE UNDER, UH, BOARD RULE 55 A RULES AND REGULATIONS FOR EFFICIENCY OF RUNNING THE BOARD MEETING NOW, TAB 37 AS [37. Charter Petitions for Public Hearing (052-25/26)] A CHARTER, UH, PETITIONS FOR PUBLIC HEARING, WHICH WILL COME BEFORE THE BOARD NEXT MONTH. THIS CONSTITUTES A PUBLIC HEARING ON COLFAX CHARTER ELEMENTARY IN WESTWOOD CHARTER ELEMENTARY. A MAXIMUM OF 15 INDIVIDUALS WHO WISH TO ADDRESS THE BOARD ON THE ITEM WILL BE HEARD. THOSE WHO WISH TO SPEAK SHOULD SIGN UP ONLINE SPEAKERS WILL BE CALLED BY NAME. UM, LET ME CHECK THE PUBLIC COMMENT HERE REAL FAST. UH, MR. DAVID KOSKI, COME ON UP. YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. THANK YOU AGAIN. COLFAX, 778 KIDS. IN AN ELEMENTARY SCHOOL, YOU HAVE ABOUT 150 ELEMENTARY SCHOOLS THAT ARE LESS THAN 150 KIDS. YOU HAVE A SCHOOL THAT'S DOING REALLY WELL AND NOT BEING DUPLICATED. YOU'VE GOT ANOTHER ELEMENTARY SCHOOL AFFILIATED CHARTER, 669 KIDS. NORMALLY WE THINK OF AN ELEMENTARY SCHOOL AS LIKE 300 TO 400 KIDS ON A FOUR ACRE CAMPUS. THESE ARE WILD SUCCESSES. AND INSTEAD OF ONLY TALKING ABOUT CLOSING OR CONSOLIDATING, WE SHOULD BE REDESIGNING AND REPLICATING SCHOOLS. WE SHOULD BE TALKING TO THE PARENTS AT THAT SCHOOL AND SAY, DO YOU HAVE TO HAVE THIS BEAUTIFUL EDUCATION ONLY AT COLFAX? OR IS THERE SOMETHING ELSE THAT COULD HAPPEN? SO AGAIN, YOU HAVE SUCCESSES AND AFFILIATED THE BUDGET PRESENTATION. I DON'T KNOW IF THEY'RE WORKING FOR A GOVERNOR FOR ILLINOIS OR A GOVERNOR FROM KENTUCKY FOR PRESIDENT, BUT I'M WORKING WITH THE GOVERNOR OF CALIFORNIA. AND TO NOT PUT HIS NUMBERS DOWN IS A DISRESPECT AT THE HIGHEST LEVEL. YOUR QUESTIONS WERE RIGHT ON. ALL HE HAS TO DO IS SAY, AT A LOW END AND AT A MEDIUM END, GIVE YOU TWO BUDGETS, BUT TO PUT NO NUMBERS AND TO SAY 5.6 BILLION, IF ANY. HOW OUTRAGEOUS IS THAT? HOW OUTRAGEOUS IS TO SAY WHEN THE ENTIRE EDUCATION COALITION IS WORKING ON THAT 5.6, IF ANY. OKAY. AND THEN TO SAY, WELL, IT'S NOT GONNA BE $2 BILLION. WELL, WHAT IS IT GONNA BE LIKELY BETWEEN 450,000,800 50 MILLION? GIVE US A NUMBER THAT'S, I UNDERSTAND RISK, BUT DON'T LIE TO THE BOARD OF EDUCATION AND TREAT THEM LIKE MUSHROOMS. KEEPING THEM IN THE DARK AND FEEDING THEM COW MANURE. COMMUNITY SCHOOL GRANTS IS $1 BILLION. THAT'S GOTTA BE 50 TO A HUNDRED MILLION. SPECIAL ED IS 500 MILLION. THAT'S GOTTA BE 40 TO 70 MILLION. PUT NUMBERS HERE AND THEN ADD HIM UP. THIS IS OUTRAGEOUS AND IT'S BEING MANIPULATED. IT'S NOT THE SWEET SOMAN. THANK YOU FOR YOUR TIME. HE WOULD PUT MY CHILDREN TO SLEEP AT NIGHT WITH HIS LOVELY BOYS. SOMEBODY ELSE IS MANIPULATING HIM. ALL RIGHT, THAT IS TAB 37. UM, THESE CHARTER PETITIONS WILL BE ACTED UPON IN A SUBSEQUENT MEETING. AND THEN AS FOR, UH, TAB 24 AND 20 THROUGH 23, THE BOARD WILL BE TAKING ACTION ON THESE REPORTS. PETITIONS DENIED MAY BE SUBMITTED DIRECTLY TO THE LOS ANGELES COUNTY OFFICE OF EDUCATION OR DIRECTLY TO THE STATE FOR ACTION. AND NOW I BELIEVE WE HAVE SOME ADJOURNING MOTIONS. YES, I HAVE AN ADJOURNING MOTION, UM, WITH GRATITUDE FOR, NO, SORRY. TODAY I WOULD LIKE TO ADJOURN THIS MEETING IN HONOR OF MS. LUCIA HERNANDEZ. AND SHE WAS ALSO KNOWN AS LUCIA GARCIA BY MANY OF HER FRIENDS AND COLLEAGUES. BUT IN HER SCHOOL, SHE WAS KNOWN AS MS. HERNANDEZ. MS. HERNANDEZ DEDICATED 30 YEARS OF HER LIFE AS A TEACHER AT MBAR ELEMENTARY SCHOOL, TIRELESSLY ADVOCATING FOR THE STUDENTS, STAFF, AND FAMILIES OF THE MLAB BAR COMMUNITY. AND AN ACTIVIST WITH IS PADRES [08:00:03] IS SIDE PARENTS AGAINST PRIVATIZATION. SHE BELIEVED DEEPLY IN THE POWER OF EDUCATION AND COMMUNITY, ALWAYS PLACING THE NEEDS OF OTHERS BEFORE HER OWN, AND CHECKING IN ON COLLEAGUES AND STUDENTS TO ENSURE THEY FELT SUPPORTED AND CARED FOR. MS. HERNANDEZ WAS ALSO A DEVOTED DAUGHTER, SISTER, AND FAMILY MEMBER WHO LOVED HER PARENTS, SISTERS, AND RELATIVES, DEEPLY, ALWAYS CARING FOR AND SUPPORTING HER FAMILY WITH UNWAVERING DEDICATION. SHE WAS A PASSIONATE ADVOCATE FOR THE WELLBEING OF MALABAR STUDENTS AND WORKED DILIGENTLY TO SECURE GREEN SPACE SO THAT STUDENTS COULD EXPERIENCE NATURE AND ENJOY THE ENVIRONMENT THEY DESERVED. MS. HERNANDEZ WAS A MODEL OF PROFESSIONALISM AND A GENEROUS MENTOR TO PEERS AND NEW TEACHERS. SHE STOOD AS A STRONG VOICE FOR JUSTICE AND FAIRNESS, REPRESENTING AND ADVOCATING FOR TEACHERS, NOT ONLY AT MALI BAR, BUT ACROSS L-A-U-S-D COMMUNITY, KNOWN FOR HER COURAGE, COMPASSION, COMMITMENT TO OTHERS, AND A BEAUTIFUL, BEAUTIFUL SMILE THAT BROUGHT ANY PLACES SHE WAS PRESENT. MS. HERNANDEZ LEFT A LASTING IMPACT ON GENERATIONS OF STUDENTS, EDUCATORS, AND FAMILIES. AND SHE DEFINITELY HAS LEFT AN IMPACT IN MY LIFE AS I WAS ABLE TO BE RIGHT THERE FIGHTING ALONGSIDE WITH HER FOR MANY OF OUR SCHOOLS AGAINST CO-LOCATIONS. HER LOVE FOR MBAR WAS EVIDENT IN EVERYTHING SHE DID. AND IN RETURN, THE MBAR COMMUNITY LOVED HER DEEPLY AND WILL FOREVER HONOR HER LEGACY. SHE WOULD BE VERY, VERY MISSED BY EVERYONE WHO KNEW HER AND WITH GRATITUDE OF HER LIFE AND SERVICE. I RESPECT. RESPECTFULLY ASK THAT WE ADJOURN TODAY'S MEETING IN HONOR OF LUCIA HERNANDEZ, ALSO KNOWN AS LUCIA GARCIA, WHOSE LEGACY WILL CONTINUE TO LIVE ON THROUGH THE COUNTLESS LIVES SHE TOUCHED, AND THE COMMUNITY SHE HELP STRENGTHEN. REST IN PEACE, LUCIA. THANK YOU. UNLESS THERE'S ANY OBJECTIONS, THE MUTE TIME IS NOW 8 0 7 AND THE MEETING IS ADJOURNED. * 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.