* 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.
          [Roll Call]
          [00:00:02]
          WELCOME. 
          THE TIME IS NOW 10:02 AM ON APRIL 21ST, 2026. 
          WELCOME TO THE REGULAR MEETING OF THE LOS ANGELES UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION. 
          I'M GOING TO TAKE ROLE MS. NEWVILLE. 
          PRESENT DR. RIVAS. 
          PRESENT MR. MELVIN? HERE. 
          MS. REGO. 
          UH, MS. EZ. 
          UH, MS. ORTIZ FRANKLIN. 
          PRESENT BOARD PRESIDENT SCHON. 
          PRESENT STUDENT BOARD MEMBER YANG HERE. 
          ALL RIGHT. 
          WE HAVE A QUORUM. 
          AND NOW LET'S, UH, PLEASE PULL UP THE PLEDGE OF ALLEGIANCE. 
          TODAY, MS. MARIAN AND MS. HAM CLASS FROM MOUNTAIN VIEW ELEMENTARY SCHOOL WILL BE RECITING THE PLEDGE OF ALLEGIANCE I PLEDGE FLAG OF THE UNITED STATES OF AMERICA AND THE REPUBLIC NATION. 
          OKAY. 
          PLEASE PREPARE FOR THE LAND ACKNOWLEDGEMENT. 
          WE ACKNOWLEDGE THAT THE LOS ANGELES UNIFIED SCHOOL DISTRICT OPERATES ON LAND ORIGINALLY AND STILL INHABITED AND CARED FOR BY THE GINO AND FERANDO AVIUM 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 THE LOS ANGELES BASIN AND THE NEARBY COASTAL LANDS AND THE FERANDO 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, ARO ELDERS, AND AKIN 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. 
          GOOD MORNING 
          [Board President’s Reports]
EVERYONE. 
          AND THAT WAS A BEAUTIFUL PLEDGE OF ALLEGIANCE FROM MOUNTAIN VIEW ELEMENTARY SCHOOL. 
          AND BELIEVE IT OR NOT, MOUNTAIN VIEW IS, UH, IN KELLY'S DISTRICT BOARD, DISTRICT SIX. 
          BUT THAT SCHOOL IS SO FAR AWAY AND SO HARD TO FIND BECAUSE I ONCE GOT A PACKAGE DELIVERED AT MOUNT VERNON MIDDLE SCHOOL, WHERE I WAS PRINCIPAL, AND IT WAS MEANT FOR A MOUNTAIN VIEW. 
          THAT'S WHY I TOLD THE DRIVER, OH, I LIVE IN THE VALLEY. 
          DON'T WORRY. 
          I'LL TAKE IT THERE. 
          IT TOOK ME MORE TIME TO FIND THAT SCHOOL THAN TO RIDE DOWN TO BERI, BUT IT'S A GREAT SCHOOL, SO, YOU KNOW. 
          RIGHT. 
          THANK YOU SO MUCH. 
          WELL, EVERYBODY, UM, I WOULD LIKE YOU TO KNOW, AND IT'S MY HONOR TO LET YOU KNOW THAT, UH, TODAY, OR RATHER THIS MONTH, WAIT A MINUTE, IS LIBRARY NATIONAL LIBRARY WEEK. 
          AND AS YOU HAVE KNOWN, HEARD A MILLION TIMES FROM ME. 
          I'M A BIG SUPPORTER OF LIBRARIES, LIBRARIES, PUBLIC LIBRARIES AND LIBRARIES AT SCHOOLS, MIDDLE SCHOOLS, HIGH SCHOOLS, TEACHER LIBRARIANS, AND LIBRARY TECHS IN THE ELEMENTARY SCHOOL. 
          SO BEFORE WE GET STARTED, I'D LIKE TO SAY HAPPY NATIONAL LIBRARY WEEK TO ALL L-A-U-S-D STUDENTS, STAFF, AND COMMUNITY. 
          NATIONAL LIBRARY WEEK IS BEING CELEBRATED THIS YEAR FROM APRIL 19TH TO APRIL 25TH. 
          GIVEN THE TIMES WE WERE LIVING IN, WE WERE SEEING MORE AND MORE PEOPLE, ESPECIALLY ELECTED OFFICIALS, DIRECT THEIR ANGER AT LIBRARIES FOR CARRYING BOOKS ABOUT DIVERSE LIVES AND DIVERSE EXPERIENCES. 
          THESE INSTITUTIONS PLAY AN IMPORTANT ROLE IN SOCIETY BECAUSE WHEN USED PROPERLY, THEY CAN HELP EXPAND OUR MINDS. 
          IT ALLOWS US TO SEE CERTAIN SITUATIONS THROUGH THE EYES OF ITS CHARACTERS, WHICH HELP US BUILD EMPATHY, UNDERSTANDING, AND A CONNECTION TO THE 
          [00:05:01]
CHARACTERS OF AUTHORS, LIBRARIANS, AND LIBRARY TECHNICIANS ALSO PROVIDE VALUABLE SERVICES, HELPING STUDENTS WITH RESEARCH, HOMEWORK, AND BOOK RECOMMENDATIONS, AND PREPARING ACTIVITIES TO STIMULATE STUDENTS' MINDS. 
          SO I HOPE EVERYONE CAN JOIN ME IN CELEBRATING NATIONAL LIBRARY WEEK, THANKING OUR LIBRARIANS AND LIBRARY TECHNICIANS FOR THEIR HARD WORK AND VALUING THE LIBRARY AS IT SHOULD BE. 
          THANK YOU. 
          OKAY. 
          SO WE'LL GO ON WITH OUR MEETING. 
          OUR NEXT, UH, GROUP IS LABOR PARTNERS, AND I KNOW WE SAW CSCA OUT THERE, RIGHT? MR. MCLEAN, WOULD YOU LIKE TO COME UP? CSCA? THANK YOU. 
          WELCOME GREETING BOARD MEMBERS, SUPERINTENDENT, LABOR PARTNERS, AND ESTEEMED GUESTS. 
          MY NAME IS MARCIA SCOTT, AND I AM A MEMBER OF THE NEGOTIATIONS TEAM WITH CSEA HERE ON BEHALF OF OUR MEMBERS, I HAVE HAD THE HONOR TO SERVE ON THE BOARD OF EDUCATION SPECIAL ED COMMITTEE, SPECIAL EDUCATION COMMITTEE SINCE FALL OF 2024 AS A-C-S-E-A REPRESENTATIVE. 
          THEREFORE, I UNDERSTAND THE SCRUTINY THAT COMES WITH SERVING ON A BODY DESIGN TO MAKE STUDENT-CENTERED DECISIONS BASED ON INFORMATION AND DATA IN THAT REGARD. 
          I'M HERE TO SHARE SOME DATA POINTS WITH YOU AND ADVOCATE FOR CSEA MEMBERS. 
          WHILE CSEA DOES NOT HAVE 30,000 MEMBERS AND A SIGNIFICANT NUMBER OF OUR MEMBERS ARE NOT SCHOOL-BASED EMPLOYEES, WE ARE A UNIT OF 4,000 MEMBERS WITH RESPONSIBILITIES TO CORE BUSINESS FUNCTIONS WITHIN THE DISTRICT. 
          OUR MEMBERS INCLUDE A LONG LIST OF TECHNICAL PROFESSIONALS WHO, WHO SUPPORT ALL SCHOOLS AND OFFICES. 
          I APPRECIATE THE DIFFICULT POSITION MAKING DECISIONS REGARDING STAFFING CREATES, AND WOULD LIKE TO HELP GUIDE THE CONVERSATION WITH DATA AND WITH FACTS FOR YOUR REFERENCE, I WOULD LIKE YOU TO REVIEW THE FULL LIST OF CSEA REPRESENTED POSITIONS THAT ARE ALL CRITICAL TO DISTRICT OPERATIONS AND WHOSE CORE FUNCTIONS ARE TO SUPPORT TEACHERS, SCHOOL SITE STAFF, AND ALL OTHER L-A-U-S-D EMPLOYEES, AS IT IS IMPOSSIBLE TO LIST THEM ALL IN THE TIME ALLOTTED TO SPEAK TODAY FROM THE RIF LIST YOU RECEIVED IN FEBRUARY, APPROXIMATELY 39 MEMBERS WERE CSE, 39% WERE CSEA MEMBERS. 
          NOW WITH THE RESCISSION OF 220 SEIU REPRESENTED IT STAFF, THAT IS INCREASED TO APPROXIMATELY 59%. 
          IN MY DEPARTMENT ALONE. 
          THERE WILL BE 50% LESS ASSIGNMENT TECHNICIANS, 30% LESS CREDENTIALS AND CONTRACT SPECIALISTS, LESS SALARY CREDIT ASSISTANCE TO EVALUATE TRANSCRIPTS AND ENSURE OUR CERTIFICATED STAFF IS PAID CORRECTLY AND LESS CLERICAL STAFF TO GREET OUR TEACHERS WHO COME TO OUR OFFICE TO RECEIVE HELP. 
          TO ADD TO INSULT TO INJURY CSEA LEADERSHIP HAS BEEN MADE AWARE THAT SOME DEPARTMENTS ARE REHIRING RETIRED ADMINISTRATORS TO COMPLETE WORK THAT CSEA EMPLOYEES PERFORM. 
          THESE PROF EXCERPTS ARE DOING SO WORKING FROM HOME AND GETTING PAID FROM 40 TO A HUNDRED DOLLARS AN HOUR, FAR MORE THAN THE MEMBERS WHOSE WORK THEY ARE SUPPLANTING EARN TO DO THE SAME WORK FOR WHICH WE ARE NOT EVEN AFFORDED THE DIGNITY OF A CONVERSATION REGARDING TELEWORK. 
          THERE ARE OFTEN UNINTENDED CONSEQUENCES TO TRYING TO DO THE RIGHT THING. 
          SO LET'S NOT REPEAT THE UNINTENDED CO CONSEQUENCES OF NOT CONSIDERING HOW THESE RIFS IMPACT CSEA MEMBERS WHO SUPPORT THE ENTIRE DISTRICT SCHOOLS WILL HAVE HARD CHOICES TO MAKE REGARDING STAFFING DUE TO INCREASES IN FEDERAL FUND, I'M SORRY, DECREASES IN FEDERAL FUNDING AND INCREASED COSTS OF SALARIES AND BENEFIT CONTRIBUTIONS. 
          AS I CELEBRATE THE VICTORIES OF OUR LABOR PARTNERS, I AM CONCERNED THAT THE $1.2 BILLION INCREASE TO THE BUDGET BASED ON AGREEMENTS WITH THREE LABOR PARTNERS WILL LEAVE C-S-C-A-A EMPLOYEES LEFT OUT OF THE DIGNITY THEIR MEMBERS EARNED TO RECEIVE WAGES THAT WILL ALLOW THEM TO AFFORD TO LIVE IN THE COMMUNITIES THEY SERVE. 
          WE LEARNED FROM THE LAST INCREASE TO THE DISTRICT MINIMUM WAGE THAT ALL CLASS OF CLASSIFIED EMPLOYEES THAT WERE ALREADY ABOVE 2252 RECEIVED RAISES THAT DID NOT KEEP PACE WITH THE 30 TO 36% COST OF LIVING ADJUSTMENT FOR EMPLOYEES ABOVE THE MINIMUM WAGE. 
          I WOULD BE REMISS IN NOT REQUESTING THAT ALL, UH, CLASSIFIED EMPLOYEES RECEIVE COST OF LIVING ADJUSTMENTS TO IMPROVE AFFORDABILITY FOR THEM. 
          SINCE IT IS UNLIKELY THAT ADJUSTING EVERYONE TO KEEP PACE WITH THE COST OF LIVING IS AFFORDABLE NOR SUSTAINABLE FOR THE DISTRICT, REMOVING PROMOTIONAL PATHWAYS IS ONE OF THE UNINTENDED CONSEQUENCES OF THE COMPRESSION ON THE SALARY TABLE THAT CAME WHEN THE MINIMUM WAGE WAS ADJUSTED BEFORE. 
          AND BECAUSE THOSE PROMOTIONAL PATHWAYS WERE REMOVED, IT 
          [00:10:01]
IS GONNA BE DIFFICULT TO RE ATTACH, TO RETAIN AND RECRUIT NEW MEMBERS TO REPLACE MEMBERS SUCH AS OUR SALARY CREDITS ASSISTANCE, WHO NO LONGER ARE A PROMOTION FROM PREVIOUS CAREER PATHWAYS. 
          UH, WE ARE NOT ASKING FOR EQUITY JUST THAT, NOR EQUALITY. 
          WE JUST UNDERSTAND THAT WE, SOME OF US MAKE LESS AND SO WE NEED TO BE LIFTED UP MORE, BUT ALL OF US NEED TO BE ABLE TO AFFORD TO LIVE IN THE COMMUNITIES THAT WE SERVE AS WELL. 
          AND WE ARE ASKING TO HAVE THE BOARD CONSIDER THAT ALL CLASSIFIED EMPLOYEES WHO WERE ABOVE THE PREVIOUS MINIMUM WAGE THAT BECAME COMPRESSED ON THE SALARY TABLE. 
          WE WOULD LIKE TO MAKE SURE THAT THAT DOESN'T HAPPEN AGAIN, AND THAT THE, WE LOOK AT WAYS TO ADJUST THAT TO MAKE THINGS EQUITABLE AND MAINTAIN THE PROMOTIONAL PATHWAYS THAT EXISTED BEFORE. 
          THANK YOU AND THANK YOU. 
          AND IN HONOR OF NATIONAL LIBRARY WEEK, OUR LIBRARY TECHNICIANS ARE REPRESENTED BY CSEA. 
          SO THANK YOU VERY MUCH. 
          THANK YOU. 
          THANK YOU. 
          OKAY. 
          ANY OTHER LABOR PARTNERS IN THE AUDIENCE? NO. 
          OKAY. 
          WE'LL GO ON TO OUR, UM, COMMITTEE CHAIR REPORTS AND CHARTER SCHOOL COMMITTEE IS UP FIRST. 
          THANK YOU. 
          UH, THE CHARTER SCHOOL COMMITTEE CONVENED ON MARCH 12TH TO REVIEW UPDATES ON CHARTER OVERSIGHT FACILITIES PLANNING AND LEGISLATIVE DEVELOPMENTS IMPACTING CHARTER SCHOOLS. 
          THE COMMITTEE FIRST HEARD FROM THE CHARTER SCHOOL'S DIVISION ON THE 26 27 PROPOSITION THREE NINE CO-LOCATION PROCESS, INCLUDING TIMELINES, ALTERNATIVE AGREEMENTS AND CHALLENGES RELATED TO MULTI-SITE PLACEMENTS AND COMMUNICATION BETWEEN HOST SCHOOLS AND CHARTER OPERATORS. 
          DISCUSSION FOCUSED ON ENSURING TRANSPARENCY, CONSISTENCY, AND MINIMIZING OPERATIONAL IMPACTS ON DISTRICT CAMPUSES. 
          THE COMMITTEE ALSO RECEIVED A CHARTER SCHOOL SPOTLIGHT FROM ISANA, UH, ACADEMIES, HIGHLIGHTING STRATEGIES TO SUPPORT HIGH NEED STUDENT POPULATIONS, INCLUDING INTEGRATED SPECIAL EDUCATION SERVICES, CO-TEACHING MODELS FOR ENGLISH LEARNERS, AND BALANCING ACADEMIC GROWTH WITH INCREASED PROFICIENCY. 
          THE FINAL PRESENTATION FROM THE GOVERNMENT RELATIONS, UM, PROVIDED A LEGISLATIVE UPDATE ON PROPOSED CHANGES ON CHARTER OVERSIGHT, INCLUDING AUDIT REQUIREMENTS, EXTENSIONS FOR VERIFIED DATA, AND RENEWED AUTHORIZATION OF NON-CLASSROOM BASED CHARTERS WITH DISCUSSION ON IMPLEMENTATION TIMELINES AND IMPLICATIONS, IMPLICATIONS FOR THE DISTRICT'S AUTHORIZING ROLE. 
          THE NEXT AND FINAL CHARTER SCHOOL COMMITTEE FOR THE 20, UH, 25 26 MEETING WILL BE HELD ON MAY 14TH. 
          THANK YOU, DR. 
          EVAS. 
          AND WHILE YOU'RE ON A ROLL, LET'S DO COMMITTEE OF THE WHOLE. 
          OKAY. 
          I'M GONNA ROLL THE COMMITTEE OF THE WHOLE CONVENED ON MARCH 17TH TO DISCUSS STUDENT CENTERED PROGRAMS FOCUSED ON COLLEGE AND CAREER READINESS, SPECIAL EDUCATION PATHWAYS AND OPERATIONAL INVESTMENTS IMPACTING STUDENT EXPERIENCE. 
          THE COMMITTEE FIRST HEARD A PRESENTATION ON PROJECT RECONNECT AT BETIS CAREER TRANSITION CENTER, UM, AND BOARD DISTRICT TWO HIGHLIGHTING HANDS-ON LEARNING OPPORTUNITIES FOR STUDENTS WITH DISABILITIES AND INCLUDING DEVICE REPAIR, INTERNSHIPS AND WORKFORCE PREPARATION. 
          THE COMMITTEE THEN RECEIVED AN UPDATE ON DREAMIT ACHIEVE IT, HIGHLIGHTING STRONG PROGRESS IN EXPANDING DUAL ENROLLMENT, COLLEGE AND CAREER PATHWAYS AND MULTILINGUAL OUTREACH TO STUDENTS AND FAMILIES. 
          THE PROGRAM REFLECTS A GROWING COORDINATED EFFORT TO CONNECT STUDENTS TO REAL OPPORTUNITIES WITH INCREASING PARTICIPATION AND MOMENTUM ACROSS SCHOOLS AND REGIONS. 
          THE FINAL PRESENTATION FOCUSED ON THE CENTRAL MANUFACTURING KITCHEN PLAN, A MAJOR FACILITIES INVESTMENT AIMED AT MODERNIZING FOOD SERVICES, IMPROVING EFFICIENCY AND REDUCING RELIANCE ON CONTRACTED EXTERNAL VENDORS. 
          BOARD MEMBERS DISCUSSED A PROJECT TIMELINE, BOARD OVERSIGHT INTEGRATION WITH WORK WORKFORCE PATHWAYS AND LONG-TERM COST CONSIDERATIONS, INCLUDING RISING CONSTRUCTION COSTS AND SUSTAINABLE OPPORTUNITIES. 
          THE NEXT MEETING FOR THE COMMITTEE OF THE WHOLE WILL BE ON APRIL 28TH. 
          THANK YOU VERY MUCH. 
          AND OUR NEXT COMMITTEE REPORT IS ON SPECIAL EDUCATION COMMITTEE. 
          ALL RIGHT. 
          THANK YOU. 
          DURING OUR LAST COMMITTEE MEETING ON MARCH 18TH, WE RECOGNIZE THE ESSENTIAL CONTRIBUTIONS OF THE ERICS PS WS, OUR PSYCHIATRIC SOCIAL WORKERS AS PART OF NATIONAL SOCIAL WORKER MONTH. 
          THESE PS WS PROVIDE VITAL SUPPORT TO OUR SPECIAL EDUCATION STUDENTS, HELPING OUR STUDENTS LEARN AND STAY IN THE LEAST RESTRICTIVE ENVIRONMENT, WHILE ALSO EMPOWERING STUDENTS AND THEIR FAMILIES THROUGH THE IEP PROCESS. 
          THE SPECIAL EDUCATION DIVISION PRESENTED ON STUDENT VOICES IN THE IEP PROCESS. 
          AS PART OF THE LISTEN AND LEARN CAMPAIGN, ONE OF THE DIVISION'S MEASURES OF SUCCESS IS TO INCREASE STUDENT 
          [00:15:01]
PARTICIPATION IN THE IEP PROCESS BY 20%. 
          BY 2027, THE COMMITTEE HEARD ABOUT SUCCESSFUL STRATEGIES FOR ENCOURAGING STUDENT INVOLVEMENT IN THE IEP PROCESS. 
          FROM ANATO ELEMENTARY, SOTO MAOR ARTS AND SCIENCES MAGNET, AND CITY TERRACE ELEMENTARY. 
          SPECIAL THANKS TO SOTO MAOR STUDENT ALEXA CARILLO FROM SOTO MAOR FOR PROVIDING US INSIGHT INTO THE STUDENT PERSPECTIVE IN THE IEP PROCESS. 
          PLEASE JOIN US FOR OUR NEXT MEETING TAKING PLACE ON MAY 6TH AT 3:30 PM THANK YOU, MS. GRIEGO. 
          OUR NEXT REPORT IS FROM THE GREENING AND CLIMATE RESILIENCE COMMITTEE. 
          OKAY. 
          SO THE GREENING SCHOOLS AND CLIMATE RESILIENCE COMMITTEE CONVENED ON MARCH 25TH TO REVIEW PROGRESS ON DISTRICT-WIDE SUSTAINABILITY EFFORTS AND BARRIERS TO SCALING GREENING INITIATIVES ACROSS L-A-U-S-D CAMPUSES. 
          THE COMMITTEE FIRST HEARD FROM THE ECO SUSTAINABILITY OFFICE, WHICH PROVIDED UPDATES ON ENERGY, WATER CONSERVATION, TRANSPORTATION, ELECTRIFICATION, CLIMATE LITERACY, AND WILDFIRE RESILIENCE, INCLUDING PARTNERSHIPS WITH L-E-L-A-D-W-P AND EXPANSION OF RECYCLED WATER PROJECTS. 
          IT WAS A GREAT, REALLY GREAT MEETING AND A LOT OF INFORMATION THERE. 
          UM, DISCUSSION HIGHLIGHTED ONGOING CHALLENGES WITH SITE CONDITIONS SUCH AS SOIL CONTAMINATION AND REMEDIATION, AS WELL AS A NEED FOR STRONGER COORDINATION AND INTERNAL SYSTEMS TO MOVE PROJECTS FORWARD. 
          THE SECOND PRESENTATION LED BY GREEN SCHOOLYARDS AMERICA AND CAL FIRE FOCUSED ON BARRIERS ON SCHOOL YARD GREENING, INCLUDING COMPLEX APPROVAL PROCESSES, DESIGN STANDARDS, AND LIMITED AUTHORITY. 
          WITHIN THE E SUSTAINABILITY OFFICE. 
          PRESENTERS EMPHASIZE RISKS OF DELAYS, INCLUDING LOST FUNDING AND REDUCED GRANT COMPETITIVE COMPETITIVENESS, AND RECOMMENDED STREAMLINING PROCESSES, UPDATING STANDARDS, AND CLARIFYING DECISION MAKING AUTHORITY. 
          THE NEXT MEETING OF THE GREETING SCHOOLS AND CLIMATE RESILIENCE COMMITTEE WILL BE HELD ON APRIL 29TH. 
          THANK YOU, DR. RIVAS. 
          YOU'VE BEEN VERY BUSY WITH THREE COMMITTEES SO FAR. 
          THANK YOU SO MUCH. 
          OUR NEXT ONE IS SAFETY AND SCHOOL CLIMATE COMMITTEE. 
          JUST AN UPDATE. 
          WE POSTPONED OUR MEETING TO THIS COMING THURSDAY, SO HOPE TO SEE YOU RIGHT HERE AT ONE O'CLOCK ON THURSDAY FOR THE NEXT MEETING. 
          THANK YOU. 
          THANK YOU VERY MUCH. 
          NEXT IS OUR CURRICULUM AND INSTRUCTION COMMITTEE. 
          THE CURRICULUM AND INSTRUCTION COMMITTEE MET ON APRIL 8TH TO DISCUSS AND UNDERSTAND BETTER HOW PROFESSIONAL DEVELOPMENT AND BANK TIME TUESDAYS CAN BE PART OF BUILDING SCHOOL CULTURES THAT HONOR AND SUPPORT STUDENTS' WHOLE SELVES. 
          WE HEARD FROM LUCILLE ROY BALL ALLARD ELEMENTARY SCHOOL ABOUT THEIR EFFORTS. 
          THEY ARE A COMMUNITY SCHOOL AND A MEANINGFUL TEACHING AND LEARNING SCHOOL. 
          THIS MEANS THAT THEY ARE ABLE TO DOUBLY PERSONALIZE THE PROFESSIONAL DEVELOPMENT TO THE NEEDS OF THEIR STUDENTS AND THEIR SELF-DESIGNED ACADEMIC AND SOCIAL EMOTIONAL PROGRAMS. WE ALSO HEARD FROM THE DIVISION OF INSTRUCTION ABOUT THE NEW PLAN FOR BANK TIME TUESDAYS FOR THE 26 27 SCHOOL YEAR, AS WELL AS SOCIAL EMOTIONAL LEARNING OFFERINGS. 
          THE DIVISION OF INSTRUCTION IS BUILDING A PROPOSAL THAT WILL ALLOW ALL SCHOOLS, INCLUDING PRIORITY SCHOOLS, MORE FLEXIBILITY AND CHOICE ABOUT THEIR PROFESSIONAL DEVELOPMENT, AS WELL AS THE ABILITY TO TAILOR EACH PROFESSIONAL DEVELOPMENT TO THEIR SCHOOL. 
          THE COMMITTEE DISCUSSED THE CHALLENGES WITH PROFESSIONAL DEVELOPMENT AS A ONE SIZE FITS ALL MODEL, ESPECIALLY FOR PRIORITY SCHOOLS AND THE NEED FOR TIME AND MORE DEDICATED PERSONNEL TO ACTUALLY DO THE PERSONALIZATION NEEDED AND THE FOLLOW UP THAT IS REQUIRED. 
          WE HAVE ONE MORE MEETING IN THE SCHOOL YEAR, MAY 20TH, AND WE WILL BE RELEASING A SECOND SET OF RECOMMENDATIONS FROM THE COMMITTEE. 
          THANK YOU. 
          THANK YOU VERY MUCH, MS. GRIEGO. 
          AND NOW WE'LL TURN IT OVER TO OUR SUPERINTENDENT FOR SUPERINTENDENT REPORTS. 
          GOOD MORNING BOARD PRESIDENT SCHUREN. 
          GOOD MORNING BOARD. 
          UH, GOOD MORNING FOLKS THAT ARE WITH US. 
          UM, ACTUALLY, UH, WE DO HAVE A 10 30 TIMES CERTAIN, UH, WE'RE A COUPLE MINUTES AHEAD OF TIME, BUT IF THAT'S OKAY, BOARD MEMBER ORTIZ FRANKLIN, I'LL TURN IT OVER TO YOU AND I'LL COME BACK WITH MY REPORTS IN A BIT. 
          I REALLY APPRECIATE THAT BECAUSE WE ARE SO EXCITED. 
          WE HAVE STUDENTS HERE TODAY TO CELEBRATE COMMITMENT IN COLLEGE SIGNING DAY, WHICH IS COMING UP MAY 1ST. 
          SO WE'RE GONNA GEAR UP A VIDEO AND I'LL INVITE THE STUDENTS TO COME AND GET READY TO PRACTICE, UH, WHAT WE HOPE PEOPLE WILL BE DOING ALL ACROSS THE ENTIRE DISTRICT. 
          THIS VIDEO WILL SHOW YOU JUST A BRIEF HISTORY OF WHAT COMMITMENT COLLEGE SIGNY DAY HAS LOOKED LIKE IN BOARD DISTRICT SEVEN, AND WE INVITE YOU ALL. 
          THIS IS A PART OF TAB 23. 
          I SHOULD BE MOVING IT. 
          UM, WE INVITE YOU TO, TO PARTICIPATE IN THE THESE ACTIVITIES. 
          SO LET ME MOVE TAB 23 AND IF I COULD GET A SECOND. 
          SECOND. 
          AND HERE'S A BIT OF THE HISTORY OF IT. 
          DISTRICT SEVEN FAMILY. 
          HELLO LA UNIFIED FAMILY. 
          WE ARE SO GRATEFUL TO KICK OFF OUR FIRST ANNUAL COLLEGE SIGNING DAY. 
          WE PLAN TO MAKE THIS EVENT BIGGER AND BIGGER EVERY YEAR 
          [00:20:01]
BECAUSE WE CARE ABOUT ALL OF OUR KIDS BEING FULLY PREPARED TO CHOOSE COLLEGE TO THRIVE IN CAREER AND LIFE. 
          ONCE I GIVE BACK, UM, ALL COLLEGE IS FOR EVERYONE AND WE GOTTA START TALKING ABOUT IT BECAUSE WE WANNA MAKE SURE THAT COLLEGE IS SOMETHING THAT EVERYONE KNOWS ABOUT. 
          EVERYONE CAN ACCESS. 
          GOT HUNDREDS OF SENIORS ALL ACROSS BOARD DISTRICT SEVEN TELLING US WHERE THEY'RE GOING TO COLLEGE NEXT YEAR. 
          AND DOZENS OF FAMILIES AND LITTLE KIDS HERE TO GROW THEIR COLLEGE KNOWLEDGE AND CELEBRATE COLLEGE-GOING CULTURE. 
          WE'VE GOT COLLEGES RECRUITING HERE. 
          WE'VE GOT COMMUNITY PARTNERS AND WE'VE GOT A TON OF FUN ACTIVITIES FOR KIDS TO CELEBRATE GOING TO COLLEGE. 
          FIRST LADY MICHELLE OBAMA STARTED THIS A COUPLE YEARS AGO AND NOW WE'RE GONNA CONTINUE THE TRADITION LETTING EVERYONE KNOW WHERE OUR KIDS ARE GOING TO COLLEGE. 
          CAL STATE, LONG BEACH SAN. 
          THERE ARE SO MANY DIFFERENT RESOURCES HERE FOR HIGH SCHOOL STUDENTS. 
          WE HAVE DIFFERENT COLLEGES HERE SHOWING THEM WHAT'S AVAILABLE. 
          WE HAVE ALSO DIFFERENT, UM, EMPLOYMENT OPPORTUNITIES HERE COMING OUT AND SHOWING THE STUDENTS WHAT THEY CAN DO AND WHAT THEY CAN PURSUE IN THEIR FUTURE. 
          HOW'S IT GOING, Y'ALL? HOW CAN I HELP YOU? ANY, ANY QUESTIONS FOR ME? EVENTS LIKE THIS ARE IMPORTANT TO ALL STUDENTS BECAUSE STUDENTS ARE ABLE TO GAIN A SENSE OF COMMUNITY AND ALL OF THE SCHOOLS IN LUSD GET TO COME TOGETHER AND ANNOUNCE THEIR COLLEGE SIGNING DAY. 
          I GO TO CRENSHAW HIGH SCHOOL AND I'M GOING TO UC, SAN DIEGO. 
          MY NAME IS, I GO TO SAN PEDRO HIGH SCHOOL AND I'M GOING, I'M GOING TO CAL STATE DOMINGUEZ. 
          I'M GOING TO CAL STATE LONG BEACH. 
          I'M GOING TO DICKINSON COLLEGE. 
          I'M GONNA UNIVERSITY OF TORONTO. 
          I'M GOING TO CAL STATE NORTHRIDGE. 
          I'M GOING TO KALAMAZOO COLLEGE, AND I'M GOING TO YALE UNIVERSITY IN THE FALL, PUMPED UP FOR MAY 1ST, WE'RE GONNA INVITE OUR SCHOLARS TO PRACTICE WHAT A COMMITMENT DAY LOOKS LIKE HERE. 
          AND SO THEY'RE ALL GONNA COME UP JUST LIKE YOU SAW THE STUDENTS AND SAY, MY NAME IS TANYA ORTIZ FRANKLIN. 
          I GO TO NAUGH HIGH SCHOOL AND I'M GOING TO COLUMBIA. 
          AND THEN WE'RE ALL GONNA CHEER REALLY LOUD FOR THEM. 
          SO ALL OF OUR STUDENTS, HERE WE GO. 
          HI, MY NAME IS MICHAEL TOVAR. 
          I'M A STUDENT AT V-H-T-P-A AND I WILL BE ATTENDING CAL STATE DOMINGUEZ HILLS THIS FALL. 
          ABEL YABU. 
          UM, I WILL, I'M A STUDENT AT HGPA AND I WILL BE ATTENDING KALAMAZOO COLLEGE AS A POSSE SCHOLAR THIS FALL. 
          HI. 
          HI. 
          MY NAME IS LEXI SATINA. 
          I'M A STUDENT AT HT PA AND I'LL BE ATTENDING USC THIS FALL. 
          HI, MY NAME'S NIA HARRIS AND I'M A STUDENT AT HT PA AND I'LL BE ATTENDING FILM AND COLLEGE THIS FALL. 
          HELLO, MY NAME IS CHARLENE RELET. 
          I'M A STUDENT AT V-H-D-P-A AND I'LL BE ATTENDING CAL STATE LONG BEACH THIS FALL. 
          HELLO, MY NAME IS MARIE CRUZ HERNANDEZ. 
          I'M A STUDENT AT ROY BALL LEARNING CENTER AND THIS FALL I WILL BE ATTENDING USC. 
          MY NAME IS CARLOS JOAQUIN AND I'M A STUDENT AT ROBOT LEARNING CENTER. 
          AND IN THE FALL I'M GONNA BE ATTENDING USC. 
          HI, MY NAME IS JORGE LOPEZ. 
          I'M A STUDENT AT MIGUEL CONTRARES LEARNING COMPLEX AND I'M ATTENDING SANTA CLARA UNIVERSITY WITH A FULL RIDE THIS WALL. 
          MY NAME IS JERRY YANG. 
          I GO TO NORTH HOLLYWOOD HIGH SCHOOL AND I'LL BE GOING TO HARVARD OR STANFORD. 
          SO JERRY'S GOT A COUPLE OF WEEKS TO DECIDE BECAUSE MAY 1ST IS COMMITMENT DAY. 
          I'M GONNA ASK THE SCHOLARS TO HANG OUT FOR A FEW MINUTES 'CAUSE WE'LL DO PUBLIC COMMENT BOARD DISCUSSION. 
          BUT AFTER THE VOTE, I'D LOVE TO TAKE A BIG PHOTO WITH OUR SCHOLARS AND THE BOARD. 
          EVERYONE. 
          WE'RE IN COLLEGE HERE TODAY. 
          OH MY GOSH. 
          WE'VE GOT ONE MORE STUDENT. 
          ALL RIGHT. 
          COME ON UP. 
          COME ON UP. 
          WE LOVE CELEBRATING AND AT SCHOOLS WE ALSO INVITE FOLKS TO SAY IF THEY'RE 
          [00:25:01]
GOING STRAIGHT INTO A CAREER, MILITARY SERVICE, WHATEVER YOUR COMMITMENT IS. 
          BUT LET'S HAVE OUR LAST SCHOLAR. 
          OH YEAH. 
          SAY YOUR NAME, WHAT SCHOOL YOU GO TO, AND WHERE YOU'RE GOING TO COLLEGE NEXT YEAR. 
          COME ON UP TO THE MIC UP HERE. 
          COME ON UP. 
          ALL RIGHT. 
          HI EVERYONE. 
          MY NAME IS ASHLEY AND I GO TO CITY OF ANGELS HIGH SCHOOL AND I'M PART OF DR. 
          DIVA'S STUDENT ADVISORY COUNCIL, AND I'M CURRENTLY DECIDING BETWEEN UCLA AND UC BERKELEY. 
          OKAY. 
          GOOD CHOICES. 
          AWESOME. 
          HANG OUT FOR A FEW MINUTES BOARD. 
          I'LL INVITE SOME DISCUSSION RIGHT AFTER PUBLIC COMMENT IF WE HAVE ANY. 
          RIGHT, MR. MCLEAN. 
          UM, BUT HOPING TO CELEBRATE THIS WITH A LOT OF ENTHUSIASM AS WE'RE ALREADY FEELING TODAY FOR OUR SCHOLARS, COMMITMENTS TO CAREER IN COLLEGE. 
          OUTSTANDING. 
          WE HAVE FIVE FOLKS SIGNED UP FOR PUBLIC COMMENT. 
          ALBERTA MOORE, ARE YOU HERE? ALBERTA MOORE. 
          UH, RIGHT. 
          MADELINE, ARE YOU HERE? MADELINE? UH, MAO TREJO. 
          I DO NOT SEE MAO, UH, LATONYA JACKSON. 
          AND LET'S SEE, KARINA. 
          OKAY, THAT CONCLUDES PUBLIC COMMENT. 
          YES, I DON'T ON TAB 23. 
          IT'S ALL GOOD. 
          WE'LL COME BACK TO YOU. 
          WE'LL, WE'LL GET THIS, THIS TAB 23. 
          THANK YOU THOUGH, I APPRECIATE IT. 
          AND MAYBE I'LL INVITE DR. RIVAS. 
          WE DID INVITE YOU TO BRING SOME OF YOUR STUDENTS, SO THANK YOU. 
          I'M NOT SURE IF THAT'S AN OFFICIAL CO-SPONSORSHIP, BUT I WELCOME IF IT, IT IS . 
          YES, PLEASE PUT ME A CO-SPONSOR. 
          THANK YOU. 
          THANK YOU DR. RIVAS. 
          AND ANY COLLEAGUES WHO WANNA ADD ANY COMMENTS OR CO-SPONSORSHIP, I INVITE THEM. 
          CO-SPONSOR PLEASE. 
          CO-SPONSORSHIP. 
          IT'S LIKE UNANIMOUS CO-SPONSORSHIP. 
          WE ALL LOVE A GOOD COMMITMENT DAY CELEBRATION. 
          AWESOME. 
          I DUNNO IF THERE'S ANY FURTHER DISCUSSION. 
          OTHERWISE WE CAN JUST KEEP THE CELEBRATION GOING WITH A, A GUEST VOTE. 
          , I MIGHT JUST USE MY TIME TO TRY TO PUBLICLY CONVINCE JERRY THAT THERE'S ONLY ONE RIGHT ANSWER TO HIS, UH, NO, I'M JUST KIDDING. 
          CONGRATULATIONS TO ALL OF OUR STUDENTS, UM, AND SCHOOLS FOR CELEBRATING THESE EXCITING MILESTONES AND PROUD TO CO-SPONSOR. 
          AND YOU SHOULD GO TO HARVARD. 
          SO IF ANY STUDENTS ARE UNSURE ABOUT THEIR OPTIONS AFTER HIGH SCHOOL, IT'S MOSTLY DUE TO A LACK OF EXPOSURE TO WHAT'S AVAILABLE TO THEM. 
          AND IT'S NOT ENOUGH TO PREPARE OUR STUDENTS TO PASS THE TEST. 
          THEY'RE TAKING THE CLASSROOM TODAY. 
          WE WANT OUR STUDENTS TO PREPARE TO FULFILL THE SPACE THAT THEY WANT TO OCCUPY AFTER HIGH SCHOOL GRADUATION. 
          AND FOR SOME STUDENTS, THIS LOOKS LIKE A TRADITIONAL COLLEGE EXPERIENCE. 
          AND FOR OTHERS IT MEANS ENTERING A TECHNICAL PROGRAM SO THEY CAN CONTRIBUTE TO THE WORKFORCE SOONER. 
          HOWEVER, THE ONE THING WE SHOULD NEVER ALLOW OUR STUDENTS TO DO IS NOT PREPARE FOR THEIR FUTURES AFTER HIGH SCHOOL. 
          ALL OF OUR STUDENTS HAVE TALENTS AND EXPERIENCES THAT THEY CAN HELP THEIR RESPECTIVE COMMUNITIES. 
          BUT AS IMPORTANT, IT IS VERY IMPORTANT FOR L-A-U-S-D TO CONTINUE ESTABLISHING A CULTURE OF EXCELLENCE AND CHOICE. 
          AND WHEN THIS CULTURE IS INGRAINED IN THE MINDS OF STUDENTS AND STAFF, OUR STUDENTS CANNOT FAIL. 
          THEY WON'T BE LOST, OR THEY WON'T BE CONFUSED ABOUT WHAT TO DO AFTER HIGH SCHOOL. 
          THIS RESPONSIBILITY STARTS WITH THE BOARD. 
          AND WE WON THE PRIVILEGE OF REPRESENTING OUR COMMUNITIES. 
          WE TOOK THE RESPONSIBILITY OF SETTING THE DIRECTION OF THE DISTRICT. 
          AND SOMETHING THAT I ASKED MYSELF IS, HOW HAVE I HELPED ADVANCE THE CULTURE OF ACHIEVEMENT IN BOARD DISTRICT THREE? AND ONE OF THE PROUDEST DECISIONS I HAVE MADE AS A BOARD MEMBER WAS INITIATING MY STUDENT ADVISORY COUNCIL. 
          LAST WEDNESDAY, WE HOSTED OUR FINAL STUDENT ADVISORY COUNCIL, AND IT WAS THE LAST MEETING OF THE 25 26 SCHOOL YEAR. 
          WE HAD 12 SENIORS THIS PAST YEAR, ALL 12, YOU'LL BE GOING TO COLLEGE AFTER HIGH SCHOOL GRADUATION. 
          OF THOSE 12, EIGHT OF THEM ARE YOUNG WOMEN. 
          THIS IS A CULTURE OF EXCELLENCE, BUT I WANNA MAKE IT CLEAR THAT THIS WAS NOT ESTABLISHED BY ME. 
          THE STUDENTS ESTABLISHED IT AND ALL THE BOARD DISTRICT THREE TEAM DID WAS SHOW THEM THE OPTIONS. 
          SO WE TALKED ABOUT COLLEGE. 
          WE ALSO INVITED STAFF FROM OUR CTE DIVISION TO SPEAK WITH STUDENTS ABOUT THEIR OPTIONS. 
          SO PLEASE, AGAIN, AS I SAID, ANE IS A CO-SPONSOR TO THIS RESOLUTION. 
          AND THANK YOU BOARD MEMBER ORTIZ FRANKLIN FOR BRINGING THIS TO THE BOARD. 
          THANK YOU. 
          THANK YOU MS. EZ. 
          AND THEN MR. YANG. 
          UM, WELL, I'LL ALSO THANK BOARD MEMBER ORTIZ FRANKLIN FOR BRINGING US THE CELEBRATION OF OUR AMAZING STUDENTS THIS MORNING. 
          BUT ALSO FOR BRINGING THIS RESOLUTION TO THE BOARD. 
          UM, I FEEL LIKE COLLEGE SIGNING DAYS ARE SOME OF THE MOST JOYFUL AND FULFILLING OPPORTUNITIES JUST TO, TO CELEBRATE THE INCREDIBLE WORK OF OUR STUDENTS AND THEIR FAMILIES. 
          I ALSO WANT TO HIGHLIGHT INCREASED COLLEGE GOING RATES IS A RESULT OF HARD, HARD WORK ON AND SUPPORT ON THE PART OF OUR STAFF, OUR TEACHERS, OUR COUNSELORS, OUR 
          [00:30:01]
PRINCIPALS WHO ALSO WANT TO RECOGNIZE THE VILLAGE AROUND EACH AND EVERY ONE OF OUR STUDENTS THAT ENABLES THEM TO OPEN UP THEIR PATHWAYS TO THEIR DREAMS. UM, SO THANK YOU SO MUCH. 
          I'M EXCITED TO CO-SPONSOR AND I LOOK FORWARD TO CELEBRATING THE FUTURE CLASS OF 2026. 
          THANK YOU. 
          YES. 
          FIRST, I WANTED TO CONGRATULATE ALL THE STUDENTS WHO ARE HERE TODAY AND HAVE COMMITTED. 
          YOU KNOW, IT'S A VERY BIG DECISION. 
          UM, AND ALL OF YOU'RE GOING TO REALLY, REALLY AMAZING SCHOOLS. 
          UH, COMMITMENT DAY IS ALSO JUST SUCH AN IMPORTANT DAY BECAUSE IT'S A MANIFESTATION OF ALL THE HARD WORK THAT YOU GUYS HAVE, HAVE BEEN DOING FOR THE PAST, YOU KNOW, 12, 13, 14, I GUESS TECHNICALLY EIGHT, 17 OR 18 YEARS, LIKE YOUR ENTIRE LIFE. 
          AND IT'S A BIG DECISION AND IT'S A VERY PIVOTAL, PIVOTAL MOMENT IN LIFE. 
          AND I KNOW, UM, THAT A LOT OF THE WORK IN THE DISTRICT THAT WE DO IS HELPING YOU MAKE SURE THAT YOU'RE, YOU'RE COLLEGE AND CAREER READY. 
          AND, AND SOMETHING THAT I'VE TRIED TO DO AS STUDENT BOARD MEMBER AS WELL IS, IS PROMOTE DIFFERENT, UM, OPPORTUNITIES, UH, AND DIFFERENT PATHWAYS, I GUESS, UH, LIKE, LIKE BOARD PRESIDENT SEL MENTIONED EARLIER. 
          UM, AND I THINK THERE'S SORT OF A STIGMA, UM, THAT I HEAR FROM STUDENTS SOMETIMES AROUND GOING TO COMMUNITY COLLEGE OR TRADE TECHS. 
          AND IT'S SOMETIMES IT'S LOOKED DOWN UPON. 
          BUT I LOVE TO SEE THAT THAT STIGMA IS BEING BROKEN WITH THIS GROUP OF STUDENTS AND WITH WHAT THE DISTRICT IS DOING IN PARTNERSHIPS WITH L-A-C-C-D AND AND, AND ALL THESE GREAT ORGANIZATIONS THAT REALLY GIVE A TREMENDOUS AMOUNT OF OPPORTUNITIES TO STUDENTS THAT THEY WOULD, YOU KNOW, OTHERWISE NOT CONSIDER BECAUSE, YOU KNOW, THEY, THEY WANT TO GO TO NAME SCHOOLS OR, OR, OR WHATEVER . 
          SO, UM, AND, AND FINALLY, YOU KNOW, I JUST WANT TO THANK BOARD MEMBER ORTIZ FRANKLIN FOR BRINGING THIS RESOLUTION. 
          UM, I WOULD LOVE TO BE ADDED AS A CO-SPONSOR AND I HOPE TO SEE A CELEBRATION JUST LIKE THIS IN BOARD DISTRICT THREE. 
          SO, YEAH, THANK YOU . 
          THANK YOU, UM, FOR MENTIONING THAT JERRY, ABOUT, YOU KNOW, NO MATTER WHAT PATHWAY YOU TAKE, IT'S YOUR PATHWAY AND IT'S YOUR UNIQUE, UM, WAY, YOUR JOURNEY. 
          IT'S YOUR UNIQUE JOURNEY. 
          SO THANK YOU FOR MENTIONING THAT. 
          SO YEAH, I DO WANNA SAY A FEW WORDS. 
          UM, GLAD TO BE ADDED AS A CO-SPONSOR AND THANK YOU BOARD MEMBER ORTIZ FRANKLIN FOR BRINGING THIS FORWARD. 
          I APPRECIATE THE FOCUS ON BUILDING A STRONGER COLLEGE AND CAREER CENTERED CULTURE ACROSS THE DISTRICT, CREATING SPACE TO CELEBRATE STUDENTS' NEXT STEPS, WHETHER IT IS COLLEGE CAREER, OR ANY PATHWAY THAT THEY CHOOSE, HELPS ME, HELPS MAKE THOSE OPPORTUNITIES MORE VISIBLE, MORE TANGIBLE, AND MORE ATTAINABLE. 
          THIS IS SPECIAL BECAUSE FOR STUDENTS WHO MAY BE IN THEIR BE THE FIRST IN THEIR FAMILIES TO PURSUE HIGHER EDUCATION, OR WHO HAVE ALL NOT ALWAYS SEEN THESE PATHWAYS REFLECTED AROUND THEM, UH, MOMENTS LIKE THIS CAN PLAY A POWERFUL ROLE IN SHIFTING EXPECTATIONS AND BUILDING A SENSE OF POSSIBILITY AND BELONGING. 
          I ALSO APPRECIATE THE EMPHASIS ON STARTING EARLIER AND ENGAGING FAMILIES IN THIS PROCESS. 
          WHEN STUDENTS AND FAMILIES HAVE CLEAR INFORMATION AND SUPPORT, THEY'RE BETTER POSITIONED TO MAKE INFORMED DECISIONS ABOUT THEIR FUTURES. 
          AND AS A BOARD MEMBER, EZ MENTIONED, THIS WOULD NOT BE A POSSIBILITY WITHOUT EVERY SINGLE INDIVIDUAL IN THEIR SCHOOL COMMUNITIES WHO MADE THIS, MADE THIS POSSIBLE FOR THEM AND BELIEVING IN THEM, PROVIDING ALL THE EXPERIENCE AND OPPORTUNITIES THAT THEY DESERVE TO PERSEVERE AND MAKE THIS DREAM COME TRUE FOR THEM. 
          AND ALSO, CONGRATULATIONS TO ALL THE STUDENTS IN PARTICULAR BOARD DISTRICT TOO, ASHLEY, EZ, MARI CRUZ, HERNANDEZ, CARLOS, JOAQUIN, NICOLA, AND JORGE LOPEZ. 
          CONGRATULATIONS TO ALL OF YOU AND ALL THE, ALL OF OUR SENIORS WHO ARE MOVING FORWARD IN THEIR OWN UNIQUE PATHWAY. 
          OH, SURE. 
          MINE'S QUICK. 
          I JUST WANNA CONGRATULATE THE STUDENTS. 
          IT'S AN AMAZING AND INCREDIBLE ACHIEVEMENT. 
          I KNOW THAT WE TALK ABOUT IT ALL THE TIME, BUT I WANT YOU TO REMEMBER THAT THIS IS YOURS AND ONLY YOURS. 
          'CAUSE YOU'RE THE ONE WHO DID ALL THAT WORK. 
          GRANTED, THERE WERE LOTS OF PEOPLE BEHIND YOU SUPPORTING YOU, TEACHERS, FAMILY MEMBERS, FRIENDS AND NEIGHBORS. 
          YOUR SUPPORT SYSTEM WAS THERE FOR YOU. 
          BUT I ALSO WANT YOU TO OWN THAT VICTORY, THAT GLORY, BECAUSE YOU ARE THE ONE WHO DID THAT WORK. 
          AND I WANT YOU TO CARRY THAT WITH YOU WHEN YOU GO ON TO COLLEGE. 
          AND THEN ALSO REMEMBER YOUR ROOTS AND WHERE YOU CAME FROM. 
          ALWAYS LEAN ON THAT BECAUSE THERE'S GONNA BE MOMENTS WHEN IT'S GONNA BE TOUGH. 
          IT'S HARD GOING TO COLLEGE, IT'S HARD GOING AWAY. 
          IT'S HARD WHEN YOU'RE FIRST GENERATION AND IT'S HARD WHEN YOU'RE A PERSON OF COLOR. 
          SO LEAN ON ALL OF YOUR ANCESTORS, YOUR ROOTS, ALL THOSE FOLKS WHO HELPED YOU GET HERE BECAUSE THEY DID IT FOR YOU. 
          AND YOU HAVE THAT IN YOU. 
          SO ALWAYS HOLD ONTO THAT. 
          ALL RIGHT? CONGRATULATIONS TO THEM. 
          CONGRATULATIONS TO ALL OF OUR STUDENTS THROUGHOUT L-A-U-S-D WHO ARE EITHER GOING TO COLLEGE OR MAKING A CAREER CHOICE. 
          WE ARE PROUD OF YOU FOR MAKING IT THEIR HIGH SCHOOL. 
          THAT IN ITSELF IS AN INCREDIBLE ACHIEVEMENT. 
          SO CONGRATULATIONS TO ALL OF YOU. 
          ANY OTHER BE LEFT OUT RIGHT, . 
          OKAY. 
          SO OBVIOUSLY 
          [00:35:01]
A GREAT ACHIEVEMENT AND AS YOU KNOW, FIRST GEN GOING TO COLLEGE, AND I KNOW MANY OF YOU GUYS ARE SETTING THE EXAMPLES FOR SIBLINGS IN YOUR FAMILY AS WELL. 
          AND SO I WANT TO SAY CONGRATULATIONS. 
          UH, AS MENTIONED ON THIS BOARD, YOU ARE DOING SOMETHING THAT MANY ONLY DREAM OF. 
          AND SO AS EDUCATION IS THE, THE LIGHT TO MANY FUTURE, YOU ARE DOING JUST THAT. 
          AND SO I WANNA SAY CONGRATULATIONS TO YOU, CONGRATULATIONS. 
          AND TO REMEMBER TO COME BACK AND TELL US YOUR STORIES BECAUSE WE DEFINITELY NEED THAT. 
          AND THOSE THAT ARE COMING BEYOND BEHIND YOU WANT TO HEAR THAT TOO. 
          AND SO THANK YOU SO MUCH FOR SHARING WITH US TODAY. 
          UH, I, I'M REALLY JUST GONNA ECHO WHAT A LOT OF FOLKS HAVE ALREADY SAID, BUT I WANNA FOCUS ON ONE WORD. 
          I THINK BOARD MEMBER GU TOUCHED ON IN HER REMARKS AS WELL. 
          AND THAT WORD IS PERSEVERANCE. 
          THE REASON THAT YOU ARE HERE, THE REASON THAT YOU'VE MADE IT TO THIS POINT IN YOUR ACADEMIC CAREER IS BECAUSE OF YOUR PERSEVERANCE. 
          YOU'RE GOING TO NEED IT FOR THE NEXT FOUR OR FIVE YEARS. 
          AND OBVIOUSLY LONGER. 
          MANY OF YOU ARE GOING FROM SCHOOLS WHERE PROBABLY YOU KNOW, EVERY SINGLE TEACHER BY NAME, EVERY SINGLE STUDENT BY NAME. 
          SOME OF YOU ARE NOW GOING TO GO TO SCHOOLS OR YOU'RE GOING TO HAVE A CLASS WITH 200, 300 CLASSMATES AND YOU'RE GOING TO HAVE FO FOLKS THAT CARE FOLKS THAT CHECK IN ON YOU. 
          BUT A LOT OF IT IS ALSO GONNA BE LEFT TO YOU TO PERSEVERE, TO ENDURE. 
          SO WHATEVER HAS GOTTEN YOU THIS FAR, KEEP IT INSIDE YOU, KEEP IT GOING, YOU'RE GOING TO NEED IT. 
          AND I HAVE NO DOUBT THAT YOU ALL WILL DO AMAZING THINGS. 
          CONGRATULATIONS. 
          WELL, THANKS EVERYONE. 
          MY HOPE IS THAT EVERYBODY CAN EXPERIENCE THIS ON THEIR HIGH SCHOOL CAMPUS, POTENTIALLY EARLY EDS THROUGH MIDDLE SCHOOLS CAN COME TO THE HIGH SCHOOL CAMPUSES AND SEE THEIR OLDER SIBLINGS AND FRIENDS ANNOUNCING WHAT SCHOOLS AND, UH, CAREERS THEY'RE PURSUING. 
          UM, SO JUST REALLY GROWING THIS WHOLE VISION OF COMMITMENT AND COLLEGE SIGNING DAY. 
          SO WITH THAT, I'LL INVITE THE VOTE AND THEN A PHOTO RIGHT AFTERWARDS. 
          WE DO HAVE ONE LATE CALLER. 
          OH, OKAY. 
          SO WE'LL TAKE THAT ONE PIECE OF PUBLIC COMMENT BEFORE WE, BEFORE WE GET TO THE VOTE, UH, ALBERTA MOORE, 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. 
          ALBERTA MOORE, YOU WERE LISTED AS SPEAKING IN PERSON. 
          FIRST OF ALL, I WANT TO CALL THE YOUNG SCHOLARS AND I WANT TO, UH, CONGRATULATE THE BOARD ON THE WORK THAT YOU ARE DOING, UH, AND THE, YOU KNOW, TENTATIVE AGREEMENT BECAUSE, YOU KNOW, KIDS CANNOT LEARN, KIDS CANNOT GET TO THE POINT OF GOING TO COLLEGE, UH, WITHOUT, UH, TEACHERS AND ADMINISTRATORS BEING IN PLACE. 
          SO I WANNA CONGRATULATE YOU ON THAT. 
          I'M A PARENT, I'M A MENTOR, UH, WITH, UH, RECLAIM OUR SCHOOLS COMMUNITY RESPONSE SYSTEM OF SOUTH LOS ANGELES SPECIAL EDUCATION REGIONAL CENTER. 
          AS A PARENT OF A SPED STUDENT THAT LIVED THE DREAM OF BEING ABLE TO GO TO COLLEGE. 
          UH, HE'S THIRD YEAR LA, UH, FROM L-A-U-S-D AT LOYOLA MARYMONT. 
          AND I'M PROUD OF THE WORK THAT WE'VE DONE, BUT WE HAVE TO KEEP DOING IT. 
          WE HAVE TO SUPPORT, UH, BLACK STUDENTS. 
          WE HAVE TO SUPPORT ALL STUDENTS AND KNOW THAT THERE'S A PLACE FOR ALL STUDENTS AT L-A-U-S-D TO NOT ONLY, UH, LEARN, BUT TO THRIVE AND TO MOVE IN THE FUTURE. 
          SO ONCE AGAIN, ALBERTA MOORE, UH, GIVING A SHOUT OUT FOR ALL THE WORK THAT, UH, YOU DO. 
          UH, YOU KNOW, I LOVE YOU. 
          I WAS ON YOUR, UH, SPECIAL EDUCATION COMMITTEE. 
          UM, SO THANK YOU AND CONTINUE TO KEEP STUDENTS, FIRST STUDENTS THE PRIORITY AND KNOW THAT EVERY STUDENT HAS THE OPPORTUNITY TO GO TO COLLEGE AND THRIVE. 
          OKAY, THAT CONCLUDES PUBLIC COMMENT. 
          NOW IT'S TIME FOR THE VOTE, HAVING BEEN MOVED BY MS. ORTIZ FRANKLIN, SECONDED BY MS. EZ. 
          UH, MS. NEWBELL? YES. 
          DR. RIVAS? YES. 
          MR. MEL? YES. 
          MS. REGO? YES. 
          MS. CONEZ. 
          MS. ORTIZ FRANKLIN. 
          YES. 
          BOARD PRESIDENT SEN? YES. 
          STUDENT BOARD YANG? YES. 
          ALRIGHT. 
          IN, THAT'S A YES FROM MISS EZ. 
          ALL RIGHT. 
          UNANIMOUS. 
          AWESOME. 
          WELL, I INVITE EVERYBODY WHO'S WEARING COLLEGE GEAR TO COME ON UP AND TAKE A PHOTO. 
          SOME CAN BE UP HERE, SOME CAN BE DOWN BELOW, BUT WE GOT A LOT OF GOOD FLAGS, SO DON'T BLOCK ALL THE FLAGS. 
          UH, CONGRATULATIONS. 
          THANK YOU EVERYONE FOR COMMITMENT COLLEGE. 
          ALRIGHT, SO THERE'S GONNA BE A QUICK PHOTO OP, AND THEN AFTER THAT WE'LL BE SUPERINTENDENT'S REPORT. 
          SO LET'S GET THIS BEAUTIFUL PHOTO GOING. 
          WAIT, WHERE'S YOUR, 
          [00:42:16]
OKAY. 
          AS FOLKS ARE MAKING THEIR WAY OUT, WE'RE GONNA QUEUE UP THE SUPERINTENDENT'S REPORT. 
          YOU NEED THOSE? OKAY FOLKS, WE'RE GONNA GET BACK TO THE REGULARLY SCHEDULED ORDER OF BUSINESS. 
          WE'LL NOW CONTINUE 
          [Superintendent’s Reports]
WITH, UH, SUPERINTENDENT'S REPORTS. 
          THANK YOU. 
          BOARD PRESIDENT. 
          GOOD MORNING AGAIN EVERYONE, AND THANK YOU AGAIN FOR ALLOWING US TO BE PART OF THAT, THAT AMAZING CELEBRATION. 
          UM, AS FAR AS SUPERINTENDENT REPORTS, I HAVE TWO ITEMS TODAY. 
          WE'RE GOING TO TEE ONE UP NOW, AND THE OTHER ONE IS GOING TO COME A LITTLE BIT LATER, UH, IN OUR DAY. 
          JUST TO BE MINDFUL OF OUR IMPACTED CALENDAR, UH, OUR FIRST ITEM IS A VERY EXCITING ONE, AND IT'S HIGHLIGHTING OUR SUMMER OF LEARNING 2026 AND THE AMAZING OFFERINGS THAT WILL BE AVAILABLE FOR OUR STUDENTS, FAMILIES, AND COMMUNITIES. 
          UH, THIS SUMMER, UH, AS USUAL, WE WILL OFFER PROGRAMMING FOR TK THROUGH 12 STUDENTS, INCLUDING LITERACY AND NUMERACY SUPPORT 
          [00:45:01]
IN THE ELEMENTARY GRADES, CREDIT RECOVERY AND TRANSITION SUPPORT FOR RISING NINTH GRADERS AND SECONDARY SCHOOLS AND SPECIALIZED ENRICHMENT OPPORTUNITIES SUCH AS BEYOND SWIM READY PROGRAMS AT EIGHT OF OUR SCHOOL SITES. 
          UH, WE'RE ALSO WORKING TO MAKE PARTICIPATION IN THESE PROGRAMS, UH, AS OPEN AS POSSIBLE VIA TRANSPORTATION SERVICES. 
          UH, BECAUSE WE KNOW THAT THAT CAN BE A CHALLENGE FOR SOME OF OUR FAMILIES. 
          UH, WE KNOW THAT THESE EFFORTS REFLECT OUR CONTINUED FOCUS ON KEEPING STUDENTS ENGAGED, ACCELERATING LEARNING, AND PREPARING THEM FOR SUCCESS IN THE UPCOMING SCHOOL YEAR. 
          AT THIS TIME, I'D LIKE TO INVITE DR. FRANCIS BAEZ, OUR CHIEF ACADEMIC OFFICER, TO PRESENT ADDITIONAL DETAILS ABOUT THIS YEAR'S PROGRAM. 
          DR. 
          BAEZ, TAKE IT AWAY. 
          IT'S A MICROPHONE ON. 
          THERE YOU GO. 
          GOOD MORNING EVERYONE. 
          GOOD MORNING. 
          UH, ACTING SUPERINTENDENT SHADE. 
          UH, IT'S A PLEASURE TO BE WITH ALL OF YOU BOARD PRESIDENT, BOARD MEMBERS, AND ALSO IT'S GREAT TO FOLLOW THE COMMITMENT SIGNING DAY CELEBRATION. 
          I HOPE YOU'RE ABLE TO SEE THAT I'M WEARING A-U-C-L-A SHIRT THAT IS MY ALMA MATER. 
          SO I WENT TO CAL STATE LA TO GET MY TEACHING CREDENTIAL AND MY BA AT UCLA AND THEN MY PHD AT CLAREMONT GRADUATE UNIVERSITY. 
          SO REALLY HOPING THAT OUR STUDENTS REALLY ENJOY SCHOOL. 
          I ALSO WANNA THANK BRENDA MENTO AND CAROL ALEXANDER, WHO ARE THE ONES LEADING THE LARGE INITIATIVES THAT HELP OUR STUDENTS REACH COLLEGE ACCESS. 
          AND OF COURSE, UM, MANY, MANY TEAM MEMBERS THAT SUPPORT THAT AS WELL. 
          I'M HERE TO SHARE INFORMATION ABOUT, UM, SUMMER SCHOOL. 
          AND SO WE'RE GOING TO KICK IT OUT FIRST WITH A VIDEO, UH, REGARDING SUMMER SCHOOL. 
          SO TAKE A FEW MINUTES TO SEE THIS SUMMER ISN'T JUST A BREAK, IT'S AN OPPORTUNITY. 
          THIS YEAR, LOS ANGELES UNIFIED INVITES STUDENTS TO JOIN OUR SUMMER OF LEARNING WITH A THEME, LEARNING WITH PURPOSE. 
          REACHING YOUR GOALS. 
          PROGRAMS WILL TAKE PLACE AT SELECT SCHOOL SITES FROM JUNE 22ND THROUGH JULY 20TH. 
          OUR TK THROUGH SEVEN PROGRAMS HELP STUDENTS BUILD STRONG READING AND MATH SKILLS WITH ENGAGING LESSONS, SMALL GROUP SUPPORT, AND HANDS-ON STEAM EXPERIENCES. 
          SPECIALIZED PROGRAMS ARE ALSO AVAILABLE TO SUPPORT DIVERSE LEARNERS. 
          HIGH SCHOOL STUDENTS CAN TAKE CREDIT RECOVERY COURSES OR ENGAGE IN ENRICHMENT OPPORTUNITIES TO STAY ON TRACK FOR GRADUATION. 
          THROUGH OUR DUAL ENROLLMENT PROGRAM, STUDENTS CAN EVEN EARN COLLEGE CREDIT IN PARTNERSHIP WITH THE LOS ANGELES COMMUNITY COLLEGE DISTRICT, WITH COURSES IN HEALTH, ETHNIC STUDIES, LANGUAGES, MATH, AND MUCH MORE. 
          INCOMING NINTH GRADERS CAN GET A HEADSTART THROUGH OUR RISING FRESHMAN SUCCESS PROGRAM DESIGNED TO PREPARE THEM FOR HIGH SCHOOL AND FOR THE FIRST TIME, ADVANCED LEARNING OPPORTUNITIES WILL BE AVAILABLE FOR FOURTH, SIXTH, AND SEVENTH GRADE. 
          STUDENTS WHO MEET ONE OF THE L-A-U-S-D GIFTED CRITERIA FEATURING PROJECTS, CAREER EXPLORATION AND PLAY THAT SPARKED CURIOSITY, CREATIVITY, AND TEAMWORK. 
          STUDENTS WILL ALSO ENJOY AFTERSCHOOL PROGRAMS, MEALS AND TRANSPORTATION FOR ELIGIBLE PARTICIPANTS. 
          BUT SUMMER OF LEARNING IS ABOUT MORE THAN ACADEMICS. 
          WHETHER YOU'RE CATCHING UP, GETTING AHEAD OR DISCOVERING SOMETHING NEW, EVERY EXPERIENCE HELPS YOU MOVE CLOSER TO YOUR GOALS. 
          MAKE THIS SUMMER A TIME OF GROWTH, EXPLORATION, AND FUN. 
          SIGN UP TODAY AND LEARN MORE AT LAD.ORG/SUMMER OF LEARNING. 
          RIGHT, SO THAT'S AN OVERVIEW OF OUR SUMMER SCHOOL OFFERING. 
          WE WILL OFFER SUMMER SCHOOL PROGRAMMING FOR ALL STUDENTS, UH, FROM GRADES TK THROUGH 12TH GRADE. 
          AND HERE YOU SEE THE VARIOUS OFFERINGS. 
          AND IN THE NEXT FEW SLIDES, I WILL DESCRIBE EACH PROGRAM IN MUCH MORE DETAIL. 
          THIS IS THE SCHEDULE OF SUMMER PROGRAMMING IN GRADES TK THROUGH EIGHT. 
          THE HOURS ARE EIGHT 30 TO 12:00 PM IN GRADES NINE THROUGH 12 PERIOD, ONE WILL BE EIGHT 30 TO 11:00 AM AND PERIOD TWO WILL BE 1130 TO 2:00 PM AND PERIODS THREE AND FOUR IS FOR VIA VIRTUAL EDGENUITY CLASSES FOR STUDENTS WHO NEED TO COMPLETE ADDITIONAL COURSEWORK. 
          SO TWO PERIODS ARE FACE TO FACE, AND THEN THE REMAINING PERIODS ARE FOR VIRTUAL LEARNING. 
          BEYOND THE BELL SERVICES WILL BE OFFERED FROM 1220 TO 6:00 PM AT TK THROUGH SEVEN SUMMER SCHOOL SITES. 
          I WOULD LIKE TO EXPAND ON THE BEYOND. 
          THE BELL SCHEDULE. 
          BEYOND THE BELL WILL OFFER A PROGRAM FROM JUNE 15TH TO JULY 24TH. 
          AND THE REASON I'M EXPANDING ON THIS ONE, IT'S BECAUSE IT'S OFFERING MORE DAYS AND IT'S FILLING IN SOME GAPS IN BETWEEN VACATION TIME. 
          THEIR HOURS ARE ALSO DIFFERENT THAN WHAT OUR SUMMER PROGRAM LED BY TEACHERS CONSIST OF. 
          SO WANNA REALLY MAKE SURE THAT PEOPLE PAY CLOSE ATTENTION TO THE DATES AND TO THE HOURS. 
          SO WE'RE BROKEN DOWN INTO THREE DIFFERENT PERIODS BEYOND THE B. 
          WE'LL OFFER SERVICES FROM JUNE 15TH THROUGH THE 18TH FROM 8:00 AM TO 6:00 PM EXCEPT ON JUNE 19TH, WHICH IS A HOLIDAY. 
          AND THEN THE SECOND PERIOD IS, UH, OPERATING A FULL DAY AND AFTERSCHOOL SUMMER PROGRAM. 
          [00:50:01]
FOR EXAMPLE, IN A TK SEVEN SITE, WE'LL OFFER SUMMER SCHOOL EIGHT 30 TO 1220. 
          AND THEN BEYOND THE BELL, WE'LL PROVIDE EXTENDED LEARNING FROM 1220 TO 6:00 PM AND AT SITES WHERE SUMMER SCHOOL IS NOT OPERATING, THE PROGRAM HOURS WILL BE 8:00 AM TO 6:00 PM. 
          LASTLY, FROM JULY 21ST THROUGH THE 24TH, WHEN SUMMER SCHOOL ENDS BEYOND THE BELL SITES WILL REMAIN OPEN FROM 8:00 AM TO 6:00 PM I ALSO WANNA NOTE THAT THIS IS, UH, ALSO, UM, BEING STAFFED WITH OUR CONTRACTED SERVICE PROVIDERS. 
          WE HAVE APPROXIMATELY 25 PROVIDERS THAT ARE ALSO HELPING US WITH KEEPING THESE SITES OPEN BEFORE AND AFTER SCHOOL. 
          AND I WILL PRESENT, UH, THE PROGRAM DETAILS. 
          THIS IS ANOTHER IMPORTANT DEADLINE I REALLY WANNA MAKE SURE THAT EVERYONE PAYS CLOSE ATTENTION TO MAY 15TH IS THE DEADLINE FOR PARENTS TO APPLY FOR TRANSPORTATION. 
          UH, SO FOR STUDENTS WHOSE IEP INCLUDES TRANSPORTATION SERVICES, THAT WILL BE, THEY WILL BE PROVIDED TRANSPORTATION BECAUSE IT'S IN THEIR IEP FOR STUDENTS WITHOUT AN IEP IN TK THROUGH FIVE STUDENTS WHO LIVE OUTSIDE A ONE MILE RADIUS FROM THE SUMMER SCHOOL SITE, OR FOR GRADE SIX THROUGH 12 OUTSIDE A TWO MILE RADIUS FROM THE SUMMER SITE ARE ELIGIBLE FOR TRANSPORTATION. 
          AGAIN, I WANNA EMPHASIZE THE MAY 15TH DEADLINE IN ORDER TO ABIDE WITH THE LABOR AGREEMENT AND PROPERLY ROUTE STUDENTS. 
          NOW, IF SOME PARENTS APPLY AFTER MAY 15TH, WE'LL CHECK TO SEE WHICH ROUTES ARE ALREADY SCHEDULED, WHERE WE CAN ADD THOSE FAMILIES WHO ARE APPLYING AFTER MAY 15TH. 
          IN THE PAST YEAR, STUDENTS WHO APPLIED BY THE DEADLINE RECEIVE THE BUS BUS ROUTE. 
          SO I'M HOPEFUL THAT WE'LL BE ABLE TO ACCOMMODATE ALL BREAKFAST AND LUNCH WILL BE PROVIDED AS WELL AS SUPPER FOR THE STUDENTS IN BEYOND THE BELL. 
          TO EXPAND ON THE TK SEVEN SUMMER PROGRAM, STUDENTS WILL RECEIVE LANGUAGE ARTS, MATH, SCIENCE, INSTRUCTION, HANDS-ON EXPLORATION, PROBLEM SOLVING, ENRICHMENT AND COLLABORATION. 
          SO WE REALLY FOCUSED ON THE STANDARDS THAT STUDENTS NEEDED MORE SUPPORT WITH AND, UH, TAILORED A CURRICULUM THAT'S INTERNALLY DEVELOPED AND SUPPORTED TO SUPPORT STUDENTS IN CLOSING THOSE GAPS. 
          AND THIS WILL ALSO HELP WITH ACCELERATION. 
          WE'LL ALSO BE PROVIDING ACCELERATION OPPORTUNITIES FOR OUR STUDENTS. 
          STUDENTS WHO DEVELOP MODELS WILL DEVELOP MODELS TO APPLY THE NEXT GENERATION SCIENCE STANDARDS, UH, DURING THE SCIENCE TIME. 
          AND WE WILL BE FOCUSING ON READING COMPREHENSION VOCABULARY WILL BE ACCELERATING MATH CONCEPTS AND OFFERING STUDENTS AN OPPORTUNITY TO TAKE ALGEBRA. 
          UM, EARLIER WITH THE RIGHT SUPPORTS. 
          IN GRADE EIGHT, WE WERE, WE WILL BE OFFERING A RISING FRESHMAN SUCCESS PROGRAM. 
          UH, ONE IS CALLED THE COMPASS EXPERIENCE. 
          SO THIS IS FOR INCOMING NINTH GRADERS WHO WILL PARTICIPATE IN THESE, ANY ONE OF THESE TWO PROGRAMS. SO IN THE COMPASS EXPERIENCE, STUDENTS PARTICIPATE IN AN ORIENTATION TO SUPPORT A SUCCESSFUL TRANSITION TO HIGH SCHOOL, INCLUDING READING INFORMATIONAL TEXT AND LEARNING ABOUT GRADUATION REQUIREMENTS AND AVAILABLE SCHOOL PROGRAMS. IN THE MATH MINDSET COURSE, THE STUDENTS TAKE FOUNDATIONAL NUMERACY TO SET THEM UP FOR SUCCESS AND STUDENTS RECEIVE A G ELECTIVE CREDIT. 
          THIS COURSE IS OFFERED AT THE NEIGHBORHOOD HIGH SCHOOL AND STUDENTS ARE REGISTERED THROUGH THE MIDDLE SCHOOL COUNSELOR. 
          SO THIS IS ONE OF, UM, WE CONTINUE TO PERFECT THIS PARTICULAR PROGRAM FOR OUR STUDENTS WHO ARE ENTERING HIGH SCHOOL. 
          AND IT'S, UM, SOMETHING, AN OPPORTUNITY THAT WE ENCOURAGE OUR STUDENTS TO TAKE BECAUSE THEY'LL ENTER HIGH SCHOOL WITH WITH CREDITS. 
          NOW, UH, IN GRADES NINE THROUGH 12, WE WILL OFFER CREDIT RECOVERY IN PERIODS ONE AND TWO. 
          UH, AND THIS WILL BE FACE TO FACE, SO THIS IS IN PERSON. 
          SO PERIODS ONE AND TWO IS IN PERSON. 
          AND THEN THREE AND FOUR IS THROUGH EDGENUITY. 
          UH, AND THAT'S VIRTUAL AND IT'S ASYNCHRONOUS. 
          IN TERMS OF THE SPECIALIZED PROGRAMS, IT WILL CONSIST OF MIGRANT EDUCATION FOR STUDENTS, UH, EXTENDED SCHOOL YEAR. 
          THOSE ARE, THAT'S FOR THE STUDENTS WHO HAVE AN IEP. 
          AND THIS IS FOR AGES, GRADES THREE THROUGH 22. 
          AND THEN OUR INTERNATIONAL NEWCOMER PROGRAMS FOR GRADES NINE THROUGH 12 FOR STUDENTS WHO'VE RECENTLY ARRIVED TO OUR COUNTRY. 
          IN THE AREA OF ENRICHMENT. 
          AS WE CONTINUE, UH, FOR THE FIRST TIME, WE WILL OFFER GIFTED AND TALENTED PROGRAMS IN FOURTH, SIXTH AND, AND SEVENTH GRADE. 
          SO FOR FOURTH GRADERS, THEY'LL PARTICIPATE IN A PLAY-BASED PROBLEM SOLVING COM, WHICH COMBINES PROJECT-BASED LEARNING AND REAL-WORLD PROBLEMS. IN SIXTH AND SEVENTH GRADE, STUDENTS WILL PARTICIPATE IN CAREER EXPLORATION LAB, WHERE THEY WILL ENGAGE IN COLLABORATIVE HANDS-ON PROJECTS TO EXPLORE REAL WORLD CAREERS. 
          STUDENTS CAN ENROLL THROUGH THE GATE COORDINATOR AT THEIR SCHOOL SITE AND IN A SUMMER SCHOOL WEBSITE AS WELL. 
          TO CONTINUE IN THE AREA OF ENRICHMENT, 
          [00:55:01]
WE'RE OFFERING MATH ACCELERATION FOR STUDENTS IN GRADE 6, 7, 8, AND NINE. 
          AND THE GOAL IS TO HELP STUDENTS REACH ALGEBRA OR ONE OR BEYOND. 
          AND SO THIS SPRING WHAT WE'VE DONE IS PROVIDED THE SCHOOLS WITH INFORMATION ABOUT WHICH STUDENTS MEET THE CRITERIA TO ACCELERATE IN MATH. 
          SO STUDENTS WHO ARE ATTENDING SOME SUMMER SCHOOL CAN ACCELERATE IN THEIR MATH COURSEWORK, UM, AS THEY ENTER THE NEW SCHOOL YEAR. 
          SENIOR HIGH SCHOOL ENRICHMENT OPPORTUNITIES INCLUDE LOCALLY DESIGNED COURSES SUCH AS ART, THEATER, SOCIAL SCIENCE, CTE, ENGLISH AND MATH. 
          THE UC CSU COLLEGE ESSAY COURSE GIVES 11TH GRADE STUDENTS A HEAD START ON THEIR COLLEGE ESSAYS THROUGH SMALL GROUP INSTRUCTION AND PERSONALIZED SUPPORT. 
          AND THEN OUR THIRD HIGH SCHOOL ENRICHMENT PROGRAM IS DUAL ENROLLMENT. 
          AND THIS IS AN OPPORTUNITY FOR STUDENTS TO TAKE COLLEGE LEVEL COURSES BY AN L-A-C-C-D INSTRUCTOR IN LANGUAGE OTHER THAN ENGLISH, MATH, ETHNIC STUDIES AND HEALTH. 
          SO THOSE ARE THE COURSES WHERE WE ENCOURAGE OUR STUDENTS TO PARTICIPATE IN DUAL LANGUAGE. 
          SO THESE THREE OFFERINGS ARE FOR OUR SENIOR HIGH STUDENTS. 
          THIS SUMMER IS ANOTHER OPPORTUNITY TO DEEPEN ENRICHMENT EXPERIENCES FOR STUDENTS THROUGH REGIONAL ENRICHMENT CAMPS. 
          WE WILL OFFER TWO IN ELEMENTARY AND TWO IN MIDDLE SCHOOL. 
          IN ELEMENTARY WE'LL OFFER A VARIOUS ARTS DISCIPLINES AND ALSO STEAM. 
          AND THEN IN MIDDLE SCHOOL, AGAIN, THE ARTS DISCIPLINES AND ESPORTS AND BOARD GAMES. 
          AND WE ALSO ENCOURAGE OUR STUDENTS TO LOOK AT THE SUMMER OF LEARNING.LAD.ORG WEBSITE WHERE THEY CAN SEE ALL OF THE ENRICHMENT PROGRAMS. WE'VE ALSO EMBEDDED A COLLEGE FIELD TRIP, WHICH WE ARE CALLING GOLDQUEST COLLEGE TRIP. 
          UH, AND, AND THIS IS FOR GRADES IN NINTH THROUGH 11TH. 
          UM, AND THIS IS JUNE 16TH, 2026 FROM 7:30 AM TO 7:00 PM WHERE STUDENTS WILL HAVE AN OPPORTUNITY TO VISIT BOTH UC, SANTA BARBARA AND CSU CHANNEL ISLANDS. 
          REGISTRATION IS ON THE WEBSITE ENRICHMENT.LAD.NET. 
          AND WE, UH, WE ANTICIPATE TAKING ABOUT 120 STUDENTS ON THIS TRIP. 
          AND HERE YOU SEE THE NUMBER OF SITES BY BOARD, DISTRICT AND REGION THAT ARE OFFERING SUMMER SCHOOL SITES. 
          AND THEN THE BEYOND THE BAND, BEYOND THE BELL STANDALONES. 
          NOW BEYOND THE, BEYOND THE BELL STANDALONE SITES ARE SITES WHERE THE DAYTIME SUMMER PROGRAM IS NOT TAKING PLACE OR LED BY TEACHERS. 
          AND THEN ALSO OUR SPECIALIZED PROGRAMS. I ENCOURAGE EVERYONE TO VISIT OUR L OUR WEBSITE AT LAD.ORG/SUMMER OF LEARNING FOR ADDITIONAL INFORMATION ON SUMMER SCHOOL. 
          THANK YOU FOR YOUR ATTENTION. 
          AND NOW WE'RE HAPPY TO TAKE QUESTIONS. 
          FOUR, DISTRICT ONE, MS. NEWVILLE . 
          YES. 
          THANK YOU. 
          UH, THANK YOU FOR THE INFORMATION AND UM, JUST GRATEFUL THAT OUR DISTRICT IS PROVIDING THIS THIS SUMMER. 
          UM, QUESTION ON THE, WHEN YOU SAY TK TO SEVEN, IS THAT STUDENTS THAT ARE IN TK TO SEVEN SCHOOL YEAR 24 25. 
          25, 26. 
          HOW DOES THAT WORK? THAT, THAT IS FOR OUR CURRENT STUDENTS THAT ARE, UH, IN THAT GRADE LEVEL. 
          SO IF THEY'RE GOING TO THE EIGHTH GRADE, THEY WOULD GO INTO A DIFFERENT PROGRAM. 
          IF THEY'RE RISING, THE EIGHTH GRADERS WOULD BE THE RISING FRESHMEN. 
          SO THOSE ARE THE STUDENTS WHO ARE GOING TO GO TO THAT NINTH GRADE COURSE WHERE THEY ARE GOING TO BE PARTICIPATING IN, UH, THE HIGH SCHOOL ORIENTATION. 
          RIGHT. 
          BUT IF YOU ARE GOING TO THE EIGHTH GRADE, YOU'RE STILL CONSIDERED TK TO SEVEN? YES. 
          SO YOU WOULD BE IN THAT PROGRAM? THAT'S CORRECT. 
          OKAY. 
          AND THEN IN THE ENRICHMENT PROGRAMS IT SAYS MIDDLE SCHOOL. 
          SO AGAIN, THOSE STUDENTS THAT ARE TK TO SEVEN TODAY YES. 
          IS A PART OF THE MIDDLE SCHOOL PROGRAM THAT'S CORRECT'S CORRECT. 
          ELEMENTARY, THE SAME THING IS STUDENTS THAT ARE TK TO FIFTH GRADE ARE IN THAT'S CORRECT. 
          THE ELEMENTARY PROGRAM? THAT'S CORRECT. 
          OKAY. 
          SO IF THEY'RE GOING TO SIXTH GRADE MIDDLE SCHOOL, THEY ARE NOT GOING TO THE TO THE MIDDLE SCHOOL PROGRAM? THAT'S CORRECT. 
          GOT IT. 
          OKAY. 
          AND WHAT, UH, THE DATES FOR THE ENRICHMENT CAMP, THE DATES FOR THE ENRICHMENT CAMP ARE THEY SHOULD BE ON THE WEBSITE. 
          IF I DON'T HAVE THAT HANDY HERE, UNLESS I HAVE A TEAM MEMBER CLOSE BY THAT CAN PROVIDE THAT RESPONSE ABOUT THE DATES FOR OUR ENRICHMENT. 
          'CAUSE WE DO HAVE ENRICHMENT BEFORE AND AFTER. 
          WE HAVE TWO PERIODS WHERE WE HAVE OUR ENRICHMENT. 
          WHY WAS THAT? BECAUSE ENRICHMENT CAMP IS SEPARATE FROM SUMMER SCHOOL SCHEDULE, IS THAT CORRECT? 15TH. 
          [01:00:09]
SO BOARD MEMBER, IT DEPENDS ON THE TYPE OF ENRICHMENT CAMP, BUT IT LOOKS LIKE JUNE 15TH THROUGH THE 18TH. 
          THANK YOU. 
          ELEMENTARY, MIDDLE SCHOOL, JUNE 15TH THROUGH THE 18TH. 
          UM, OH YES, SORRY. 
          DEPENDING ON THE REGION, BUT IT LOOKS LIKE ACROSS THE BOARD MOSTLY JUNE 18TH, JUNE 15TH THROUGH THE 18TH. 
          AND THEN THERE ARE OTHER LIKE SCIENCE OPPORTUNITIES, UH, AND ESPORTS OPPORTUNITIES THAT START JULY 21ST THROUGH THE 24TH. 
          BUT IF YOU GO TO THE WEBSITE, THOSE DATES AND RANGES ARE THERE. 
          OKAY. 
          SO REGION ENRICHMENT CAMP IS FOUR DAYS, JUNE 15TH TO THE 18TH? YES. 
          SO IT DEPENDS. 
          SO RIGHT NOW WE HAVE ELEMENTARY REGION ART ENRICHMENT CAMP, MIDDLE SCHOOL REGION, ART ENRICHMENT CAMP THAT ARE BOTH JUNE 15TH THROUGH THE 18TH. 
          OKAY. 
          AT CERTAIN SCHOOLS? YES, AT CERTAIN SCHOOLS. 
          AND THEN, SO THAT'S THE ONLY ENRICHMENT CAMP IS THOSE FOUR DAYS? UH, NO. 
          AND THEN WE, WELL, WE HAVE A SCIENCE CENTER, WHICH IS JUNE 15TH THROUGH THE 18TH IN REGION EAST AND REGION NORTH. 
          AND THEN IN THE SOUTH AND WEST, IT'S JULY 21ST THROUGH THE 24TH. 
          BUT IT'S MOSTLY OUR CAMPS ARE HAPPENING JUNE 15TH THROUGH THE 18TH OR JULY 21ST THROUGH THE 24TH. 
          JULY 21ST THROUGH THE 24TH. 
          YOU CAN SEE IT ON THIS SLIDE. 
          SLIDE 19. 
          IT'S, UM, THE RIGHT BELOW WHERE THE STUDENT IS WRITING ON THE, ON THE WHITEBOARD ENRICHMENT CAMP OPTION ONE JUNE 15TH THROUGH THE 18TH. 
          AND OPTION TWO, JULY 21ST THROUGH THE 24TH. 
          GOT IT. 
          OKAY. 
          UM, AND THEN BEYOND THE BELL, SO BEYOND THE BELL IS SEPARATE FROM OUR SUMMER SCHOOL, RIGHT? WE HAVE A COMBINATION. 
          SO THERE'S THREE DIFFERENT PROGRAMS SCHEDULES FOR BTB. 
          OKAY. 
          JUNE 15TH THROUGH THE 18TH IS AT ALL THE SITES. 
          ALL SITES MEANING THE STANDALONES WITHOUT THE K SEVEN, THE TK SEVEN PROGRAM IN ADDITION TO THE TK SEVEN PROGRAM. 
          SO THE STANDALONES ARE WHERE WE DON'T HAVE HAVE THOSE TK SEVEN, SO IT'S ALL SITES. 
          AND THEN JUNE 22ND THROUGH JULY 20TH IS THE FULL DAY PROGRAM IN ADDITION TO THE AFTERSCHOOL SITES. 
          AND THEN JULY 21ST THROUGH THE 24TH, AGAIN, ALL SITES, UH, IS WHERE WE WILL HAVE THE BTB PROGRAMMING. 
          YEAH. 
          NOW THE AFTERSCHOOL SITES, IS THAT ONLY IF YOU'RE PART OF THE FULL DAY PROGRAM OR CAN YOU DO AFTERSCHOOL SITE INDEPENDENT OF ANY OTHER THING YOU CAN DO INDEPENDENT OF THE OTHER DAY AS WELL? THEY WOULD HAVE TO ENROLL IN BEYOND THE BELL THOUGH. 
          THAT'S ONE OF THE, THE IMPORTANT CRITERIA HERE IS THAT EVERYONE WILL NEED TO HAVE AN APPLICATION ON FILE TO ENSURE THAT WE, WE, UM, ARE PREPARED FOR THEM THE FIRST DAY, FIRST DAY. 
          ANYTIME THEY, THEY COME ON CAMPUS, IF THEY DON'T HAVE AN APPLICATION, THEY CAN FILL OUT AN APPLICATION AND BE PART OF OUR BTV PROGRAM. 
          AND THE AFTERSCHOOL SITES ARE SET SITES THAT'S DIFFERENT FROM ALL SITES. 
          THE ALL SITES COMBINE TWO, THE STANDALONE WHERE THERE IS NOT A TK SEVEN AND THE TK SEVEN, THAT MEANS THAT'S WHAT CONSTITUTES ALL SITES STANDALONE PLUS TK SEVEN. 
          AND THEN AFTER SCHOOL SITES IS DIFFERENT FROM ALL SITES WHEN IT'S A STANDALONE. 
          YES. 
          I WONDER IF IT'S BECOMING CONFUSING HERE. 
          LET'S SEE, HOW CAN I BALANCE? SO THE WAY THAT I, I'M READING THIS IS THAT THE, MAY YOU GO BACK PLEASE DR. 
          BIAS TO THAT SAME SLIDE. 
          THIS ONE. 
          OKAY. 
          RIGHT. 
          SO THE AFTERSCHOOL PROGRAM IS MEANT TO ESSENTIALLY SUPPLEMENT AT SCHOOLS WHERE THERE IS AN ACADEMIC SUMMER SCHOOL PROGRAM. 
          RIGHT? SO IN THEORY IT'S KINDA LIKE REGULAR SCHOOL. 
          SO THE, THE STUDENT WOULD GO TO SUMMER SCHOOL IN THE MORNING AND THEN THEY COULD STAY ON CAMPUS FROM 1220 TO SIX AND BEYOND THE BELL. 
          AGAIN, VERY SIMILAR TO THE REGULAR EXPERIENCE. 
          THE FULL DAY SITES ARE CAMPUSES WHERE WE'RE NOT OFFERING ACADEMIC SUMMER SCHOOL, BUT IF STUDENTS STILL NEED CARE, MOM AND DAD, UH, GUARDIAN CAN BRING THE STUDENTS THERE AND HAVE THEM THERE FROM EIGHT TO SIX. 
          IS THAT CORRECT? DR. 
          BAAS, THE FULL DAY PROGRAM INCLUDE THE ACADEMIC PROGRAM. 
          IT, THE FULL DAY PROGRAM IS ACADEMIC PLUS THE AFTERSCHOOL, BUT IT'S NOT THE ONES THAT ARE LED BY TEACHERS. 
          THEY ARE, CAN I HAVE A BEYOND THE BELL OR ADRIANA, MAYBE WE CAN EXPLAIN IT A LITTLE BIT MORE CLEARLY. 
          I, I'M THAT PARENT THAT'S LIKE ON THE PHONE RIGHT NOW CONFUSED AND I'M LIKE, I DON'T KNOW, BUT I KNOW I NEED HELP. 
          THAT'S, THAT'S ME RIGHT NOW. 
          . 
          OH, GOOD AFTERNOON. 
          UH, SUPERINTENDENT IS CORRECT THAT THERE ARE THESE PROGRAMS, LIKE THE LITTLE THING THAT MAKES IT CONFUSING IS JUNE 15TH TO THE 18TH WHEN THEIR SUMMER SCHOOL PROGRAM DOES NOT BEGIN. 
          BUT ONCE THE SUMMER SCHOOL PROGRAM BEGINS, THERE'LL BE PROGRAMS TAUGHT BY TEACHERS FROM EIGHT TO 1220. 
          AND THEN YOU'LL HAVE BEYOND THE BELL PROGRAMS FROM 1220 
          [01:05:01]
TILL SIX INDEPENDENT OF THOSE SITES. 
          THERE'LL BE ALSO SITES THAT RUN FROM EIGHT TO SIX WITHOUT THAT TEACHER LED INTERVENTION PROGRAM FROM JUNE 15TH ALL THE WAY TO JULY 24TH. 
          SO IF YOUR CHILD NEEDS THAT INSTRUCTIONAL PROGRAM, THEY'RE AVAILABLE TO ATTEND FROM EIGHT TO 1220 AND THEN BE INVOLVED WITH THE BEYOND THE BELL PROGRAM. 
          AND LET'S SAY YOUR CHILD DOES NOT NEED THAT INSTRUCTIONAL, UH, INTERVENTION, THEN THEY CAN GO TO OUR OTHER PROGRAMS FROM EIGHT TO SIX. 
          IF YOU HAD SOME NUMBERS THAT MIGHT MAKE IT EASIER FOR YOU. 
          SO WE HAVE 167 SITES THAT WILL BE SUPPORTING THAT TK TO, UH, SEVEN SUMMER SCHOOL PROGRAM. 
          AND THEN WE HAVE 185 THAT WILL RUN FROM EIGHT TO SIX WITHOUT HAVING THAT TK TO SEVEN INSTRUCTIONAL PROGRAM. 
          OKAY. 
          SO THE FULL DAY PROGRAM SITES, THAT NUMBER IS 1 67. 
          UH, THE, I WOULD SAY THE FULL DAY BEYOND THE BELT ONLY IS 180 5. 
          AND THEN THE ONES WHERE WE HAVE THE INSTRUCTIONAL PROGRAM FIRST IS THE 1 67. 
          AND CAN I JUST ASK, THOSE ARE DISTINCT SITES, CORRECT? THEY'RE UNIQUE SITES NOT ON THE SAME CAMPUS? NOT THE SAME. 
          NOT THE SAME? CORRECT. 
          OKAY. 
          SO 'CAUSE I THINK I'M IT IS CONFUSING. 
          YEAH. 
          I'M HAPPY TO CLARIFY. 
          YEAH, I'M VERY CONFUSED. 
          AND THE PARENT THAT IS ON THEIR CELL PHONE RIGHT NOW IS TOTALLY CONFUSED . 
          SO WHEN WE GO, 'CAUSE I WAS TRYING TO DO THAT TOO. 
          I WAS LIKE, LET ME JUST LOOK IT UP. 
          LET ME SEE. 
          I'M, I'M GONNA BE THAT PARENT 'CAUSE I AM THAT PARENT. 
          'CAUSE I AM LOOKING FOR THE SEVENTH GRADER AND I AM LOOKING FOR THE FIFTH GRADER RIGHT NOW. 
          OKAY. 
          SO SUMMER SCHOOL SCHEDULE IS VERY DIFFERENT FROM BEYOND THE BELL SCHEDULE, CORRECT? YES AND NO. 
          WHICH ONE IS, WHICH ONE BLEEDS INTO THE NEXT ONE? SO SUMMER SCHOOL SCHEDULE, LET'S SAY YOUR SEVENTH GRADER GOES FROM EIGHT TO 1220 TO SUMMER SCHOOL PROGRAM UHHUH. 
          AND THEN AFTER THAT 1220 PROGRAM IS OVER, HE OR SHE CAN ATTEND THE BEYOND THE BELL PROGRAM FROM 1220 UNTIL SIX. 
          SO IT KINDA DEPENDS ON WHAT SCHOOL THAT THEY THEY GO TO, BUT THEY'LL HAVE AN OPTION. 
          EVERY STUDENT WILL HAVE AN OPTION FROM EIGHT TO 6:00 PM AT ANY L-A-U-S-D SCHOOL. 
          OKAY. 
          BUT IF I JUST NEEDED THE AFTER SCHOOL SITE, WHICH IS THE 1220 TO 6:00 PM THAT WOULD BE AT A DIFFERENT SITE? NO, IT COULD STILL BE AT, AT THAT SITE THAT THAT CHILD GOES TO. 
          OKAY. 
          OKAY. 
          I'M, I'M GONNA, SO THEY COULD NOT GO TO THE SUMMER SCHOOL FROM EIGHT TO 1220 AND ATTEND THE BEYOND THE BELL PROGRAM FROM 1220 TO SIX, BUT THEY COULD ALSO GO DOWN THE STREET AND ATTEND A BEYOND THE BELL PROGRAM FROM 8:00 AM UNTIL 6:00 PM AS WELL WITHOUT THAT INSTRUCTIONAL COMPONENT INCLUDED. 
          GOT IT. 
          OKAY. 
          AND THEN THE JUNE 15TH TO 18TH, THAT IS ALL SITES, BUT THAT IS TOTALLY SEPARATE FROM SUMMER SCHOOL THAT IS STRICTLY BEYOND THE BELL, CORRECT? CORRECT. 
          GOT IT. 
          AND THE SAME IS THOSE, THOSE SITES ARE THE SAME IN THE JULY 21, 20 FIRST? YES. 
          OKAY. 
          THE SUMMER SCHOOL WILL NOT BEGIN UNTIL THE 22ND, AND IT WILL ALSO END ON THE 20TH. 
          20TH. 
          BUT IN ORDER TO BE OPEN FOR NINE HOURS, THAT'S WHY WE HAVE THOSE PROGRAMS OPEN FROM JUNE 15TH, ALL THE WAY TO JULY, UH, 24TH FOR EIGHT TO SIX. 
          GOT IT. 
          I'M NOT GONNA CONFUSE Y'ALL ANYMORE. 
          I'M GONNA LET KELLY GO AHEAD AND SAY SOMETHING, AND I'M GONNA LOOK UP SOME STUFF. 
          SIMILAR CONFUSION. 
          THANK YOU. 
          UM, NO. 
          WELL, UH, TO START ON A REALLY POSITIVE NOTE, I THINK THAT, UH, YOU KNOW, IT'S, IT'S BEEN AN EVOLVING CONVERSATION AROUND OUR SUMMER OFFERINGS. 
          I THINK ONE, WE WANT TO ENSURE, UH, THE PROVISION OF, OF CHILDCARE AND SUPERVISION, BECAUSE WE KNOW OUR, MANY OF OUR FAMILIES WORK THROUGHOUT THE YEAR, NOT JUST DURING THE STANDARD SCHOOL YEAR. 
          SO, UM, OBVIOUSLY THAT IS BOTH OUR SUMMER SCHOOL AND OUR BEYOND THE BELL OFFERING. 
          SO I APPRECIATE JUST THE EXPANSIVE OPTIONS THAT WE'RE, UM, MAKING AVAILABLE, THAT THERE'S A FOCUS ON ACADEMICS AND RIGOR. 
          BUT AS HAS BEEN MY DRUMBEAT FOR NUMEROUS YEARS IS LIKE, WHERE'S THE JOY? WHERE'S THE FUN? BECAUSE OUR STUDENTS DESERVE TO HAVE JOYFUL EXPERIENCES IN THE SUMMER, JUST LIKE THEIR MORE AFFLUENT PEERS MAY HAVE. 
          UM, SO I, I JUST WANT TO NOTE AND APPRECIATE, I THINK THE, THE COMPASS EXPERIENCE. 
          THE, UH, THE BRIDGE WAS A BRIDGE QUEST COLLEGE TOUR. 
          UM, SO SOME OF THE DIFFERENT AREAS THAT WE ARE, THAT WE ARE ADDING AND GROWING, UM, I WANTED TO ALSO SHARE. 
          SO, UM, I KNOW WE'LL BE TALKING ABOUT EARLY EDUCATION LATER TODAY IN TERMS OF DISTINGUISHING WHICH DIFFERENT PROGRAM SITES ARE WHERE, UM, THEY HAVE A REALLY NICE LIKE COLOR CODED MAP AROUND THE DIFFERENT TYPES OF EARLY EDUCATION CENTERS WE OFFER. 
          I MIGHT JUST OFFER THAT WE MIGHT, FOR OUR VISUAL LEARNERS, UM, WE MIGHT WANT TO INCLUDE A COLOR CODED MAP, YOU KNOW, LIKE BEYOND THE BELL IS ONLY IS ONE COLOR, AND ENRICHMENT CAMPS IS ANOTHER COLOR. 
          AND OUR TK THROUGH SEVEN IS ONE COLOR. 
          SO, UM, THAT'S GOOD. 
          JUST MIGHT BE, MAKE IT A LITTLE BIT MORE USER FRIENDLY, UM, SO THAT OUR FAMILIES CAN EASILY NAVIGATE AND GET TO THE PROGRAMS THAT ARE MOST RELEVANT FOR THEIR CHILD. 
          THANK YOU. 
          THAT'S GOOD FEEDBACK. 
          OKAY. 
          OF COURSE. 
          UM, AND THEN ALSO ON A POSITIVE NOTE, I WANTED TO UPLIFT THE SWIMMING PROGRAM. 
          I WONDER IF ANYONE COULD SHARE ABOUT THE SWIMMING PROGRAM, BECAUSE I THINK THIS IS A HUGE ASSET TO OUR COMMUNITIES, ESPECIALLY AT A TIME WHEN LA CITY'S 
          [01:10:01]
POOLS, THERE ARE FEES ASSOCIATED WITH THEM, THEIR HOURS ARE MORE LIMITED. 
          UM, SO IF EITHER OF YOU COULD COULD SPEAK ABOUT THAT, I THINK THAT'D BE GREAT TO KNOW. 
          WE WILL BE OFFERING A SUMMER PROGRAM AT SCHOOLS THAT HAVE, UM, SWIMMING POOLS THAT ARE, UM, THAT ARE ABLE TO, THAT ARE USABLE. 
          SO, UM, JOHN CAN SPEAK MORE TO THAT. 
          YEAH, SO I'LL SPEAK BRIEFLY ABOUT THAT. 
          SO THERE ARE EIGHT HIGH SCHOOLS THAT WE'LL BE UTILIZING. 
          THE SWIMMING POOLS THERE, UH, STUDENTS FROM LUSD WILL BE ELIGIBLE TO ATTEND THAT PROGRAM, AND I BELIEVE IT'S A SWIM READY PROGRAM. 
          SO IT IS TEACHING STUDENTS THE BASICS OF SWIMMING, AND THIS IS TAUGHT BY CERTIFIED LIFEGUARDS. 
          AND SO THIS WOULD BE OPEN TO ALL STUDENTS IN GRADES TK THROUGH 12. 
          YEAH. 
          WHICH IS, WE KNOW THAT SWIMMING SKILLS IS LIKE A LIFE, A LIFE LIFESAVING SKILL FOR, FOR STUDENTS. 
          UM, BUT THAT THE PROGRAM IS FREE, RIGHT? AND IT'S OPEN TO ALL, UM, ELEMENTARY AND MIDDLE SCHOOL STUDENTS, TK THROUGH EIGHT. 
          SO, UM, I THINK WE SHOULD, WE SHOULD SPREAD THE WORD, UM, NEAR AND FAR ON THAT ONE BECAUSE I THINK IT, IT IS A REALLY IMPORTANT SERVICE TO OUR COMMUNITIES. 
          UM, AND THEN ON THE ENRICHMENT CAMPS, I AM EXCITED TO SEE A GROWTH IN THE ENRICHMENT CAMPS IN THAT WE ARE BRINGING THEM BACK, THAT THERE'S NOW THE GIFTED PROGRAMS. I JUST WANT TO O BBL THAT WE SHOULD BE MINDFUL, THOUGHTFUL, AND, AND STRATEGIC ABOUT WHERE THOSE PROGRAMS ARE LOCATED. 
          SO I'LL JUST, BECAUSE I AM LOCATED IN REGION NORTH, I WILL JUST, UH, FOCUS ON THE REGION NORTH LOCATION. 
          THE REGION NORTH LOCATION IS THAT NOBEL MIDDLE SCHOOL. 
          UM, THERE, THERE ARE NOT ENRICHMENT PROGRAMS IN THE EAST SAN FERNANDO VALLEY. 
          THAT IS WHERE THE NEED IS LOCATED, AND THAT IS WHERE THE NEED IS THE GREATEST. 
          SO I WOULD ADVOCATE IT, IT MAY NOT BE POSSIBLE TO CHANGE FOR THIS YEAR, BUT THAT MAYBE WE WANT TO STRIVE FOR ONE IN EVERY BOARD DISTRICT SO THAT EVERY COMMUNITY HAS ACCESS TO AN ENRICHMENT PROGRAM. 
          AND IDEALLY WE WOULD GO EVEN FARTHER, UM, SO THAT ALL OF OUR COMMUNITIES HAVE, HAVE THE TRUE ABILITY TO BE ABLE TO ENROLL IN THE TYPES OF PROGRAMS THAT KIDS ARE EXCITED ABOUT AND THAT ARE ENGAGING AND FUN. 
          UM, SO JUST WANTED TO OFFER THAT FEEDBACK. 
          THANK YOU. 
          I'LL ALWAYS LOOK TOWARDS, UM, EXPANDING THE PROGRAMS FOR THERE'S WHERE THERE'S GREATER ACCESS. 
          THANK YOU. 
          I'LL DO, GO AHEAD. 
          GREAT. 
          THANK YOU. 
          UM, THANKS TO MS. GOINS FOR MENTIONING THE SWIMMING PROGRAM, WHICH IS GREAT. 
          I'LL NOTE TOO, JUST FOR THOSE FOLKS WHO ARE LISTENING, WE ARE ALWAYS IN NEED OF LIFEGUARDS. 
          UM, DURING THE SCHOOL YEAR, WE HAVE SOME POOLS THAT ARE CLOSED, UM, TO STUDENT USE BECAUSE WE ARE NOT ABLE TO HIRE LIFEGUARDS. 
          AND I APPRECIATE, YOU KNOW, FRANK SERATO AND THE TEAM WHO HAVE BEEN DOING MORE TO PROMOTE THAT. 
          UM, MAYBE WITH RECENT, UM, WAGE INCREASES, WE'LL ALSO SEE SOME SUCCESS THERE. 
          BUT, UH, JUST NOTE, I DON'T KNOW IF IT'S TRUE FOR SUMMER SCHOOL, BUT I KNOW FOR SWIMMING PROGRAMS THROUGHOUT THE YEAR, UM, THAT WE HAVE SOME CONCERNS BECAUSE OF LIFEGUARDS. 
          UM, AND YEAH, AND, AND I'LL JUST KIND OF QUICKLY ECHO MY COLLEAGUES. 
          I THINK SUBSTANTIVELY THIS IS AMAZING, UM, THE EXPANSION OF SUMMER OPPORTUNITIES IN THE LAST FEW YEARS FOR, FOR ALL STUDENTS. 
          UM, THE DIFFERENT TYPES, THE DIFF THE AVAILABILITY, I THINK ON THE COMMUNICATION FRONT, YEAH, WE STILL HAVE A LOT OF WORK TO DO. 
          UM, ONE, AND I'M A BROKEN RECORD ON THIS, I THINK WE NEED TO START GETTING THIS OUT EARLIER. 
          BY THE TIME, I KNOW I HEAR FROM A LOT OF MY CONSTITUENTS, BY THE TIME THAT WE'VE PROMOTED OUR PROGRAMS OR THE WEBSITE IS UP PRIVATE CAMPS, SUMMER SCHOOLS PROGRAMS HAVE ALREADY FILLED UP THEIR ENROLLMENT. 
          AND A LOT OF PARENTS HAVE PUT IN, YOU KNOW, DEPOSITS, SOME OF THEM NON-REFUNDABLE. 
          AND SO I THINK WE'RE LEAVING A LOT OF OPPORTUNITY ON THE TABLE FOR FAMILIES JUST BECAUSE THESE ARE OUT TOO LATE. 
          SO I'D REALLY ENCOURAGE US FOR NEXT SUMMER, UM, TO START THINKING ABOUT DOING THAT AS SOON AS A KIND OF SCHOOL RETURNS IN THE, IN THE NEW YEAR, IN THE CALENDAR YEAR. 
          I'LL ALSO NOTE TOO, JUST WHILE I'M ON IT, THAT I THINK IT'S ALSO, I'M HEARING FROM SOME FAMILIES ON THE DISTRICT'S WEBSITE, THE ACADEMIC CALENDAR FOR THE FALL STILL DOES SAY TENTATIVE. 
          I KNOW THAT'S BECAUSE OF NUANCES AROUND LABOR, AND IT DOES MENTION THAT IT'S BOARD APPROVED, BUT WE'VE HEARD SOME CONSTITUENTS WHO HAVE SAID, IF YOU GO TO THE WEBSITE, THE CALENDAR JUST STILL, STILL SAY THE FALL CALENDAR FOR THE SCHOOL YEAR DOES SAY THAT IT'S TENTATIVE. 
          I JUST, THE MORE THAT WE CAN COMMUNICATE WHY AND, AND HOW WE DO BELIEVE THAT SCHOOL'S STARTING ON A CERTAIN DAY. 
          BUT, UM, SO ON THIS, UH, YEAH, I THINK EVEN JUST THE CONVERSATION THAT MS. HEDY NEWVILLE WAS HAVING, THE, THE CONFLATION OF TERMS A LITTLE BIT OKAY. 
          IN, YOU KNOW, BEYOND THE BELL IS A, IS A DISTRICT PROGRAM. 
          IT ALSO MAKES SENSE DURING THE SCHOOL YEAR WHEN IT IS LITERALLY BEYOND THE BELL. 
          BUT SUMMER WHEN IT'S A NINE TO FIVE PROGRAM, IT'S NOT REALLY BEYOND THE BELL. 
          AND SO WE WANT TO CALL IT ENRICHMENT, BUT ENRICHMENT IS SOMETHING ELSE DISTINCT. 
          WE ALSO HAVE CAMPS, BUT WHAT I, WHAT I'M TALKING TO PARENTS, THOSE BEYOND THE BELL SITES ARE CAMP, BASICALLY THEY'RE NON-ACADEMIC, UH, PROGRAMMING. 
          AND TO KELLY'S POINT ABOUT, UM, YOU KNOW, CREATING JOY AND OPPORTUNITY FOR, UH, UM, FOR ALL STUDENTS, THAT'S REALLY WHAT THOSE ARE. 
          BUT I THINK WHEN YOU SEE ENRICHMENT, NO, THAT'S NOT IT CAMP, THAT'S NOT IT BEYOND THE BELL. 
          GOT IT. 
          YOU'RE UNCLEAR. 
          AND I WILL SAY, YOU KNOW, WHEN YOU GOOGLE JUST L UNIFIED SUMMER SCHOOL, IT DOES TAKE YOU TO OUR SUMMER OF LEARNING. 
          BUT EVEN THE, THE HEADING, IT'S LIKE ELEMENTARY SCHOOL PROGRAMS, MIDDLE SCHOOL PROGRAMS, SENIOR PROGRAMS, ENRICHMENT CAMP BEYOND THE BELL. 
          IT WOULD BE REALLY NICE IF WE, AND THIS IS SOMETHING THAT I THINK WE SHOULD BE ABLE TO TURN AROUND IN A WEEK OR TWO, LIKE, YOU KNOW, EVEN HAVING SOME INTERACTIVE, LIKE WHAT GRADE IS YOUR CHILD IN 
          [01:15:01]
THIRD GRADE? GREAT. 
          WHERE DO YOU LIVE? GREAT. 
          HERE YOU'RE, WHAT ARE YOU LOOKING FOR? NINE TO FIVE OR NINE TO 12. 
          GREAT. 
          UM, 'CAUSE ALSO EVEN SOME OF THE FREQUENTLY ASKED QUESTIONS ARE A BIT CONFUSING. 
          IS THERE AN ELIGIBILITY REQUIREMENT? YES. 
          WILL EVERYONE WHO APPLIES TO BE ACCEPTED, YES. 
          THOSE SEEM TO BE CONTRADICTORY. 
          UM, CAN STUDENTS ATTEND MORE THAN ONE PROGRAM? NO. 
          BUT THEN THEY MAY APPLY TO PARTICIPATE IN ENRICHMENT CAMPS WHERE AVAILABLE. 
          SO I WOULD JUST TO, YOU KNOW, AGAIN, I I THINK YOU'RE HEARING THE SAME THING, BUT WE REALLY WANT TO UTILIZE INCREASE UTILIZATION OF THESE PROGRAMS BECAUSE THERE ARE SO MANY GREAT OPPORTUNITIES, AND I WOULD HATE WHEN WE'RE BACK IN THE FALL TO, TO LOOK AT CAPACITY AND ENROLLMENT AND BE WAY BELOW BECAUSE OF THIS. 
          SO TO THE EXTENT THAT, AND I KNOW BOARD OFFICES WOULD BE HELPFUL OR WOULD BE HAPPY TO, TO FOCUS GROUPS OR KIND OF GET SOME OF OUR PARENTS INVOLVED, BUT THE MORE THAT WE CAN MARKET AND BE REALLY CLEAR, LIKE, THIS IS WHAT'S HAPPENING. 
          IF YOU'RE LOOKING FOR A FULL DAY, IF YOU'RE LOOKING FOR JUST FUN PROGRAMS, IF YOU'RE LOOKING FOR ECONOMIC PROGRAMS, UM, I THINK THAT'S JUST THE KEY, KEY CONTINUED FEEDBACK. 
          BUT SUBSTANTIVELY AGAIN, FRANCIS AND TEAM, IT'S REALLY AMAZING WHAT WE'RE OFFERING. 
          WE JUST WANNA MAKE SURE FAMILIES ARE AWARE. 
          OKAY. 
          THANK YOU FOR YOUR FEEDBACK QUESTIONS, CARLA. 
          YEAH, I DON'T, WELL, MAYBE IT'S A QUESTION, BUT, UM, REGARDING THE PROGRAM FOR THE GIFTED AND TALENTED, UM, THE PLAY-BASED PROBLEM SOLVING AND CAREER EXPLORATION, I THINK WE SHOULD EXPAND THAT TO ALL STUDENTS. 
          LIKE, I, I THINK ALL STUDENTS COULD BENEFIT FROM THAT KIND OF LEARNING. 
          I THINK SOMETIMES WE LOOK AT STUDENTS WHO ARE, UM, WHO ARE BELOW GRADE LEVEL OR NEED TO CATCH UP AND WE DO THE MORE STRICTER ROOT, YOU KNOW, UM, WROTE, YEAH, BORING EDUCATION THAT FEELS LIKE WORK IN THE SUMMER. 
          AND I THINK ALL KIDS CAN LEARN, PLAY BA IN A IN A PLAY-BASED SETTING. 
          SO, UM, I WOULD LIKE THAT TO BE AN OPTION FOR ALL OF OUR STUDENTS, AND PARTICULARLY OUR STUDENTS INTO WHO, YOU KNOW, WHO HAVE DISABILITIES, WHO LEARN IN MANY DIFFERENT WAYS. 
          AND, UM, YEAH. 
          SO THAT'S WHAT I WOULD LIKE TO SEE MORE OF. 
          I, I AGREE WITH THAT. 
          AND I WANNA DRAW YOUR ATTENTION TO WHAT ALL STUDENTS WILL BE RECEIVING. 
          ALTHOUGH YOU SEE LITERACY AND NUMERACY, IT'S NOT AS TEACHER DIRECTED AS YOU'RE DESCRIBING. 
          IT IS STUDENT CENTERED AND ENGAGING. 
          AND STUDENTS WILL BE CREATING HANDS-ON PROJECTS. 
          SO THERE WILL BE THAT COMPONENT IN OUR SUMMER PROGRAMMING. 
          SO, UM, I DO INVITE YOU TO COME OUT, I KNOW YOU'VE BEEN IN OUR TOUR SUMMER PROGRAMS. I DO INVITE YOU TO COME OUT AND TO SUPPORT WITH, UM, TO SEE WHAT WAYS WE CAN IMPROVE, UM, OUR PROGRAMMING. 
          BUT THERE WILL BE A LOT MORE HANDS-ON ACTIVITIES THAT YOU'LL SEE. 
          THEY'LL, STUDENTS SHOULD BE WALKING AWAY FROM SUMMER SCHOOL WITH THE PROJECT THAT THEY CREATED IN SCIENCE. 
          YEAH. 
          BECAUSE THEN IT MAKES IT MORE MEANINGFUL, RIGHT? I MEAN, THAT'S WHY WE DO IT FOR OUR STUDENTS WHO ARE GIFTED AND TALENTED. 
          WE GIVE THEM WORK THAT IS MORE MEANINGFUL, MORE CREATIVE, REALLY EXPANDS THEIR, UM, THEIR, UH, KNOWLEDGE. 
          AND, AND I FEEL LIKE ALL KIDS DESERVE THAT. 
          SO THAT'S, AND I, I APPRECIATE THAT YOU'RE SAYING THAT YOU'RE ADDING SOME OF THOSE INTO THE LITERACY AND NUMERACY AND I WILL GO VISIT IN THE SUMMER. 
          UM, BUT I JUST WANNA NOTE THAT, THAT I, I FEEL SOMETIMES IN EDUCATION, WE TEND TO THINK THAT THE KIDS WHO ARE STRUGGLING NEED THE MORE RIGOROUS, WHAT WE CALL RIGOROUS AND, YOU KNOW, MORE, UM, TEXTBOOK BASED OR MORE, UH, YOU KNOW, TEACHER, UM, DRIVEN KIND OF LEARNING. 
          AND, UM, YEAH. 
          AND I, I THINK THAT MAKES IT HARDER  KIDS TO LEARN. 
          I JUST WANNA PROVIDE AN EXAMPLE OF WHAT WE OFFERED LAST SUMMER. 
          SO FOR OUR STUDENTS WHO WEREN'T PASSING ALGEBRA, WE PROVIDED THEM A PROGRAM WHERE THEY HAD VIRTUAL REALITY GOGGLES. 
          AND THE VIRTUAL REALITY GOGGLES HELP STUDENTS UNDERSTAND HOW TO USE CERTAIN MATH PROBLEMS TO SOLVE A, A REAL WORLD PROBLEM. 
          BECAUSE THEY HAD THE VRS. 
          SO IT WAS, FOR EXAMPLE, HOW TO, UM, LAND A PLANE, HOW TO FLY A PLANE. 
          UM, THEY HAD CERTAIN EXPERIENCES AND, AND PROBLEMS THAT THEY HAD TO SOLVE, BUT SOLVE WITH MATH. 
          AND STUDENTS FELT THAT THAT WAS MUCH MORE ENGAGING THAN THE MATH THEY HAD THROUGHOUT THE YEAR. 
          SO WE WANNA EXPAND THOSE KINDS OF OPPORTUNITIES, BUT WE HEAR YOU LOUD AND CLEAR. 
          WE DON'T WANT THE SAME OF THE, UH, THE SAME THING THAT THEY'VE BEEN GETTING ALL YEAR LONG IN THE SUMMER. 
          SO FOR IN KINDERGARTEN, WE'RE GONNA BE ENGINEERING SUN HATS AND THEN BUBBLE WANDS IN FIRST GRADE AND SECOND GRADE BANDAGES AND THIRD GRADE UN UPCYCLED TOY VEHICLES, UM, RESCUE SHUTTLES, PARACHUTES. 
          SO WE HAVE A GRADE LEVEL SPECIFIC PROJECT THAT STUDENTS WILL BE WORKING ON TO GET AWAY FROM WHAT YOU JUST DESCRIBED. 
          WE'RE ON OUR WAY. 
          DR. RIVAS, UH, THANK YOU DR. FRANCIS FOR, UM, JUST PROVIDING US WITH ALL OF THE INFORMATION THAT IS OUT THERE. 
          THIS IS A LOT OF WORK, A LOT OF PLANNING. 
          UM, SO I DO, YOU KNOW, ECHO THAT, UM, COMMENTS FROM MY COLLEAGUES ABOUT, YOU KNOW, THIS IS AWESOME, THIS IS GREAT. 
          UM, AND ALSO I ECHO THE SAME AS LIKE, YOU KNOW, UM, IT'S A LOT. 
          AND, UM, WE JUST 
          [01:20:01]
WANT IT TO, TO BE MORE PARENT FRIENDLY, YOU KNOW, SO FOR INSTANCE, I'M A MOM OF A HIGH SCHOOLER AND, UM, SO I WAS LOOKING AT THE LOCAL, LOCALLY DESIGNED COURSES, AND I'M LOOKING HERE ON THE WEBSITE, IT'S NOT REALLY, UM, AND I, I DON'T, IT SAYS HERE TO REGISTER FOR THE LOCAL DESIGN ENRICHMENT, POLICE CONTACT YOUR CHILD'S TEACHER OR A COUNSELOR. 
          SO SAY I GO THERE AND THEY SAID, NO, WE DON'T HAVE THIS PROGRAM HERE. 
          SO IT WOULD, IT JUST SEEMS LIKE, YOU KNOW, UM, IT'S NOT VERY HELPFUL IN TERMS OF, YOU KNOW, DOES MY SCHOOL HAVE IT OR NOT? AND THEN, SO I THINK IT SHOULD BE FULLY LISTED HERE, MORE, A BIT MORE INFORMATION. 
          SO I THINK IT, IT WOULD BE GREAT IF THE WEBSITE COULD BE A LITTLE BIT MORE INTERACTIVE. 
          UM, BUT, YOU KNOW, JUST NAVIGATING THROUGH IT, IT'S LIKE, OKAY, WHAT, YOU KNOW, UM, THERE'S A LOT OF OPTIONS. 
          SO WHAT IS THE BEST ONE FOR MY CHILD? RIGHT? SO JUST SOMETHING A LITTLE BIT MORE FRIENDLY, UM, EASIER TO NAVIGATE. 
          AND THEN ALSO FOR BEYOND THE BELL, UM, WHEN I CLICK HERE ON PROGRAMS, UH, BEYOND THE, BEYOND THE BELL SUMMIT RICHMOND PROGRAM SITES, AND THEN I CLICK ON THE SCHOOL, IT'S JUST A LONG LIST OF ALL OF THE SCHOOLS. 
          IT WOULD BE GREAT IF IT COULD BE BROKEN DOWN THROUGH BY EARLY ED, ELEMENTARY, MIDDLE SCHOOL, AND HIGH SCHOOL. 
          'CAUSE I HAVE TO GO THROUGH, YOU KNOW, THIS LONG LIST TO LOOK FOR MY SCHOOL. 
          SO IT'S JUST, YOU KNOW, FOR SOME PARENTS IT'LL BE A LITTLE SORT OF, IT'LL BE OVERWHELMING. 
          SO IT'S LIKE, WHERE'S MY SCHOOL? I DON'T A LOT OF QUESTIONS. 
          AND THEN THEY'LL END UP CALLING THE SCHOOL. 
          SO THE MORE IT'S EASIER TO NAVIGATE HERE ON THE WEBSITE, I THINK IT WOULD BE, UM, JUST HELPFUL IN, IN DETERMINING, UH, BEYOND THE BELL. 
          AND THEN ALSO, UM, YOU KNOW, WHICH PROGRAM IS BEST DO I WANT MY CHILD IN? SO IT'S, IT'S A LOT OF GREAT INFO AND I GOT A LOT OF WONDERFUL PROGRAMS. IT'S JUST, UM, IT'S JUST, YOU HAVE TO READ THROUGH EVERYTHING. 
          AND THEN AFTER END, AFTER THE END OF IT, I CAN SEE MYSELF BEING LIKE, OKAY, WHAT, WHICH ONE'S THE BEST? YOU KNOW, OBVIOUSLY I WANNA TALK TO MY CHILD AND BE LIKE, I DON'T KNOW. 
          I DON'T KNOW. 
          UM, NOT THAT HE WOULD SAY THAT, BUT I MEAN, I'M ASSUMING SOME OTHER KIDS WOULD . 
          UM, SO NO, I, I THINK, YOU KNOW, THIS IS GREAT. 
          BUT YEAH, IF, IF IT COULD BE A LITTLE BIT MORE, UM, USER FRIENDLY WOULD BE WONDERFUL. 
          AND THEN I DID HAVE, UH, JUST A QUESTION APART FROM, YOU KNOW, UM, HOW TO REGISTER, UM, AND LOOKING FOR THE RIGHT PROGRAM. 
          ONE SECOND HERE. 
          SO, SO GIVEN THE RANGE OF ALL THE OFFERINGS FROM EARLY LITERACY AND NUMERACY TO HIGH SCHOOL CREDIT RECOVERY AND DUAL ENROLLMENT, WHICH, WHICH IS GREAT ACROSS BOTH IN-PERSON AND VIRTUAL MODELS, HOW, UM, ARE YOU ENSURING THAT THE COHERENCE BETWEEN THE SUMMER INSTRUCTION AND THE REGULAR SCHOOL YEAR, UH, SO STUDENTS DON'T EXPERIENCE FRAGMENTATION, BUT INSTEAD SEE REAL LASTING ACADEMIC PROGRESS. 
          SO WHEN THEY START THE NEW ACADEMIC YEAR, YOU KNOW, THEY'VE GAINED THOSE, THOSE SKILLS OR THAT KNOWLEDGE OR THAT EXPERIENCE YEAH. 
          UM, TO GET 'EM READY FOR THE NEW ACADEMIC YEAR. 
          ABSOLUTELY. 
          SO THE FIRST PART IS, THANK YOU FOR YOUR FEEDBACK ON THE WEBSITE, AND WE'LL DEFINITELY WORK WITH THE WEBSITE ENGINEERS TO MAKE THAT HAPPEN. 
          UM, ALL THE FEEDBACK THAT'S BEEN PRO, UH, BEEN PROVIDED HERE IN TERMS OF THE COHERENCE AND THE CONTINUITY OF LEARNING FROM WHAT THEY GET IN THE ACADEMIC SCHOOL YEAR TO THE SUMMER. 
          UM, AN EXAMPLE OF THAT WOULD BE, UH, THE ACCELERATED MATH PATHWAY. 
          SO OUR GOAL, OUR ULTIMATE SYSTEMICALLY, OUR GOAL IN L-A-U-S-D IS FOR STUDENTS TO GET ACCESS TO ALGEBRA ONE SOONER BECAUSE WE KNOW THAT ALGEBRA IS THE GATEKEEPER TO COLLEGE AND TO OTHER OPPORTUNITIES IN LIFE. 
          AND SO THE ACCELERATION WE'RE OFFERING STUDENTS IS ACCELERATING SIXTH GRADE MATH, SEVENTH GRADE, MATH, ALGEBRA, AND EVEN GET TO GEOMETRY. 
          BUT WE USE SUMMER TO HELP LEVERAGE THAT FOR STUDENTS, BUT ONLY IF THEY MEET CERTAIN CRITERIA BECAUSE WE DON'T WANNA ACCELERATE WITHOUT THEM, WITHOUT ENSURING THAT THEY'RE GONNA BE SUCCESSFUL IN GIVING THEM THE RIGHT SUPPORTS. 
          ANOTHER WAY IS THE CURRICULUM THAT WE'VE DEVELOPED HAS, IS RELATED TO THE STANDARDS THAT STUDENTS NEED MORE SUPPORT WITH. 
          SO KINDER THROUGH SECOND WILL BE FOUNDATIONAL READING, SO ENSURING THAT STUDENTS ARE FLUENT READERS. 
          AND THEN, UM, CONTINUING ON WITH VOCABULARY AND COMPREHENSION AND ANY OF THE STANDARDS IN MATH THAT LEAD UP TO ALGEBRA PROFICIENCY ARE THE STANDARDS WE FOCUS ON, WHICH ARE THE STANDARDS WE SEE STUDENTS NEED A LITTLE BIT MORE HELP WITH. 
          WE ALSO LOOK AT PROGRESS MONITORING DATA TO SEE WHAT GRADE LEVEL IS NEEDING MORE SUPPORT. 
          WE'VE SEEN HISTORICALLY, SIXTH GRADE HAS BEEN AN AREA WHERE WE NEED TO HELP SUPPORT WITH THAT TRANSITION TO MIDDLE SCHOOL, UH, TO, TO REALLY DEEPEN THEIR LEARNING. 
          SO, UH, WE ARE REALLY TAILORING, UM, THE OPPORTUNITIES AND EXPERIENCES STUDENTS ARE GETTING TO THEIR GRADE LEVEL. 
          SO IT'S GRADE LEVEL SPECIFIC AND ALSO ADDRESSES THE STANDARDS. 
          'CAUSE THERE'S A CONTINUUM OF LEARNING AND LANGUAGE ARTS AND MATH AND STANDARDS THAT BUILD UPON ONE ANOTHER. 
          SO WE'RE BASING OUR LESSONS ON THE MOST HIGH LEVERAGE STANDARD THAT THE STUDENT WILL REALLY, UM, REALLY MAXIMIZE. 
          LIKE, 
          [01:25:01]
THIS IS THE MAIN ONE THAT'S GONNA HELP 'EM THROUGHOUT UNTIL YOU GET TO THE NEXT GRADE. 
          SO THAT'S HOW WE'RE CREATING THAT COHERENCE. 
          WONDERFUL. 
          NOW THAT'S, THAT'S, THAT'S GREAT TO KNOW. 
          UM, LAST TWO QUESTIONS. 
          SO AT THE SCHOOL SITE, WHO IS ABLE TO, IS IT THE TEACHER OR THE COUNSELOR THAT IS GUIDING THE STUDENT OR THE PARENT SAYING, HEY, THEY HAVE THESE GREAT OFFERINGS, YOU SHOULD REALLY TAKE THIS OR THIS, THIS WILL BE, YOU KNOW, LIKE ENCOURAGING THEM AND ALSO GUIDING THEM. 
          SO WHO AT THE SCHOOL SITE WILL BE ABLE TO GUIDE PARENTS AND, AND STUDENTS? SO WE HAVE PROVIDED OUR PRINCIPLES WITH THE COMMUNICATION TOOLKIT AND, AND ALSO PROVIDING THEM WITH INFORMATION FOR, FOR THEM TO HOLD THE COFFEE WITH THE PRINCIPALS. 
          OF COURSE, IT STARTED AT THE REGION LEVEL WITH OUR REGION SUPERINTENDENTS PROVIDING THAT INFORMATION. 
          AND THEN AT THE SCHOOL SITE LEVEL FOR THE PRINCIPALS TO PROVIDE THAT INFORMATION AND MORE, UM, SUPPORT IS PROVIDED THROUGH OUR COUNSELORS. 
          SO IN SOME OF THESE INSTANCES, THE COUNSELORS ARE THE ONES WHO ARE ENROLLING THE STUDENTS OR THE GIFTED CARE COORDINATOR, THE COORDINATORS, THE COACHES, THEY'RE THE ONES SUPPORTING THE STUDENTS WITH ENROLLING IN PARTICULAR PROGRAMS THAT THEY'RE INTERESTED IN. 
          WITH BEYOND THE BELL, THERE'S ALWAYS AN AFTERSCHOOL PROVIDER THERE. 
          SOMEONE WHO CAN ENROLL THE STUDENTS IN THOSE PROGRAMS AS WELL AND GUIDE THEM AS TO WHAT SCHOOL WILL BE OPEN TO, TO LEVERAGE THOSE, UH, THOSE PROGRAMS AT THOSE SCHOOL SITES. 
          SO MAYBE FOR THE LOCAL DESIGN ENRICHMENT, INSTEAD OF SAYING PLEASE CONTACT YOUR, OH, IT DOES SAY YOUR COUNSELOR, UM, YOUR TEACH YOUR CHILD'S TEACHER OR COUNSELOR. 
          SO FOR REGISTRATION INFORMATION, UM, SO I'M ASSUMING NOT AT EVERY SCHOOL, WOULD THE LOCAL DESIGN ENRICHMENT BE OFFERED AT FOR, FOR HIGH SCHOOL STUDENTS? FOR HIGH SCHOOL STUDENTS, IT'S, IT'S MOSTLY ALL, BUT, UM, IN SOME CASES, ACTUALLY IT'S ALL HIGH SCHOOL STU ALL HIGH SCHOOLS WILL HAVE THE OPPORTUNITY TO OFFER THE, UM, VIR, THE PERIODS ONE AND TWO AND THEN THREE AND FOUR. 
          UM, SO THEY SHOULD REACH OUT TO THEIR HIGH SCHOOL COUNSELOR TO ENSURE THAT THEY'RE ENROLLED IN THOSE PROGRAMS SO THEY COULD BE PROGRAMMED FOR THE SUMMER. 
          AND THEN LASTLY, THE UM, THE FOR ENRICHMENT FOR SENIOR HIGH PREPARATION FOR UC, CSU COLLEGE ESSAYS, UH, WHERE COULD I FIND THAT INFORMATION? I WAS LOOKING FOR IT HERE ON THE WEBSITE AND I COULDN'T FIND INFORMATION AS HOW MY CHILD CAN GET, UM, SUPPORT ON THAT. 
          IT, MY LAST ONE OF MY TEAM MEMBERS TO COME AND RESPOND. 
          GOOD MORNING. 
          SO THAT INFORMATION IS AVAILABLE ON THE ENRICHMENT WEBSITE. 
          SO ENRICHMENT LAD NET AND THAT'S WHERE FAMILIES OR STUDENTS WOULD REGISTER. 
          BUT IT'S NOT IN THE SUMMER OF LEARNING WEBSITE? NO, IT IS NOT BECAUSE IT IS NOT PART OF THE CREDIT RECOVERY PROGRAM. 
          OH, OKAY. 
          YEAH, IT'S ON THE SUMMER OF LEARNING. 
          SORRY, THE SUMMER OF LEARNING WEBSITE HAS THAT INFORMATION UNDER ENRICHMENT. 
          OH, ENRICHMENT CAMPS. 
          YES. 
          GOTCHA, GOTCHA, GOTCHA. 
          SO IT'S ONE OF THE PROGRAMS SCIENCE HANDS-ON SCIENCE, ESPORTS, GOLD QUEST. 
          NO, I DON'T SEE IT. 
          OKAY. 
          WE'RE HAPPY TO OKAY. 
          MEET WITH YOU SEPARATELY TOO, TO, TO WALK YOU THROUGH IT. 
          BUT WE, WE GET THE, THE FEEDBACK FROM ALL OF YOU IS WE HAVE TO IMPROVE COMMUNICATION, IMPROVE OUR WEBSITE, AND WE WILL WORK ON THAT. 
          OKAY. 
          THANK YOU SO MUCH. 
          THANK YOU. 
          OTHER QUESTIONS? BOARD MEMBERS. 
          GO AHEAD TANYA. 
          SUPER FAST. 
          I APPRECIATE THE WILLINGNESS TO ADJUST THE WEBSITE. 
          UM, IS THE ACCELERATED MATH THE SAME THING AS THE ESCALANTE PROGRAM OR ARE THOSE SEPARATE? THOSE ARE SEPARATE PROGRAMS. UH, CAN WE ALSO ADD THE ESCALANTE PROGRAM? 'CAUSE I THINK THAT ATTRACTS A LOT OF FAMILIES, EVEN THOUGH WE DON'T NECESSARILY RUN IT. 
          AND I KNOW THAT'S COMPLICATED. 
          AND THEN IF I AM A FIFTH, IF I JUST AM FINISHING FIFTH GRADE THIS JUNE AND I WANNA GO TO MY SIXTH GRADE FOR LIKE A BRIDGE PROGRAM, I KNOW THAT WAS SOMETHING WE WERE EXPLORING FOR A WHILE. 
          IS THAT POSSIBLE THIS YEAR OR CAN WE REVISIT FOR NEXT YEAR? WE CAN REVISIT IT NEXT YEAR. 
          WE ARE OFFERING, WE'VE PROVIDED GUIDANCE TO SCHOOLS AND HOW TO OFFER THAT. 
          IT WILL BE FUNDED THROUGH THE SCHOOL SITE TO CONTINUE THAT PROGRAM. 
          OKAY. 
          THANKS. 
          ANYONE ELSE? I HAVE A QUESTION. 
          TRANS, UH, THANK YOU FOR ALL THIS. 
          I MEAN, UH, WHAT A GIANT PUZZLE TO PUT TOGETHER. 
          APPRECIATE IT VERY MUCH. 
          TRANSPORTATION, THAT'S KIND OF IMPORTANT TO ME BECAUSE IF WE DON'T START OFF SMOOTHLY ON THE VERY FIRST DAY, EVERYBODY GETS VERY UPSET AND I WANNA MAKE SURE THAT EVERYONE DOESN'T GET UPSET. 
          SO FOR EXAMPLE, I SEE THAT YOU MUST REQUEST BY MAY 15TH, 2026. 
          SURE. 
          AND I BELIEVE THAT YOU WILL BE PICKED UP AT SIX O'CLOCK IF YOU ARE, I BELIEVE YOU'LL BE PICKED UP AT SIX O'CLOCK IF YOU'RE PART OF THE PROGRAM, THAT STAYS TO SIX. 
          SO THAT'S SOMETHING I WANNA CHECK AND MAKE SURE THAT HAPPENS. 
          THAT'S REALLY IMPORTANT. 
          AND UH, UH, WE SHOULD HAVE PLENTY OF BUSES, I WOULD HOPE THIS SUMMER. 
          I HOPE WE CAN USE L-A-U-S-D BUSES AND L-A-U-S-D DRIVERS THIS SUMMER BECAUSE THERE SHOULDN'T BE A PROBLEM WITH, UH, TOO MANY PEOPLE BEING PICKED UP AND SHIPPED. 
          SO I HOPE THAT HAPPENS. 
          AND, UH, WE JUST WANNA MAKE SURE THE TRANSPORTATION IS NICE AND SMOOTH. 
          I GUESS THEY'LL RECEIVE SOMETHING IN THE MAIL LIKE WHEN YOU ARE, UH, WITH PERMITS WITH TRANSPORTATION OR SOMETHING THAT TELLS YOU WHAT BUS STOP YOU'LL BE AT. 
          AND OF COURSE YOU'LL HAVE PEOPLE SAY, NO, THAT'S TOO FAR FROM MY HOUSE AND ALL THIS STUFF. 
          SO THE SOONER WE 
          [01:30:01]
GET THIS, UH, SET, THE BETTER IT IS FOR A GOOD FIRST DAY OPENING. 
          IF YOU START OFF FINE, THE WHOLE SUMMER WILL BE FINE. 
          I GUARANTEE THAT'S THAT'S CORRECT. 
          WE'RE OKAY. 
          ALRIGHT. 
          YOU GOT IT. 
          THANK YOU. 
          THANK YOU DR. 
          BA AND TEAM FOR THE PRESENTATION AND DEFINITELY BOARD, WE HEAR YOU ON THE FEEDBACK. 
          THE TEAM WILL WORK ON SOME REFINEMENTS TO THE MESSAGING TO MAKE IT A LITTLE BIT MORE USER FRIENDLY. 
          AND OF COURSE WITH THE WEBSITE AS WELL, THE, THE OFFERINGS THEMSELVES, I THINK ARE INCREDIBLY EXPANSIVE. 
          THERE REALLY IS SOMETHING FOR EVERYONE. 
          IT'S JUST A MATTER OF ACCESSIBILITY AND MAKING SURE THAT OUR FAMILIES KNOW HOW TO GET THE SERVICES THAT THEIR CHILDREN MAY REQUIRE. 
          SO THANK YOU FOR THE FEEDBACK. 
          UH, MY SECOND REPORT, UH, THIS MORNING, UH, IS GOING BACK TO, UH, AND IT'S, EXCUSE ME, IT'S AN INTERIM PROGRESS UPDATE ON IMPLEMENTATION OF THE BOARD'S RESILIENT SCHOOLS, EXTREME HEAT MITIGATION AND DISASTER PREPAREDNESS RESOLUTION, WHICH DIRECTED STAFF TO STRENGTHEN DISASTER PREPAREDNESS PLANNING, ACCELERATE CAMPUS HEAT MITIGATION INVESTMENTS, AND CONDUCT A COMPREHENSIVE STUDY TO INFORM FUTURE POLICY REGARDING SYNTHETIC TURF FIELDS. 
          PROTECTING STUDENTS FROM EXTREME HEAT, FRANKLY, IS NO LONGER A SEASONAL ISSUE. 
          IT'S SOMETHING THAT WE USED TO TALK ABOUT FOR MAYBE AUGUST, SEPTEMBER, EARLY OCTOBER. 
          UH, THE REALITY IS THAT IT'S, IT'S NOW SOMETHING THAT WE HAVE TO BE MINDFUL OF, UH, YEAR ROUND. 
          OUR RESPONSIBILITY IS NOT ONLY TO RESPOND TO HEAT EVENTS AS THEY OCCUR, BUT TO PREPARE OUR SCHOOLS SO STUDENTS CAN CONTINUE LEARNING SAFELY BEFORE, DURING, AND AFTER HEAT EVENTS. 
          HEAT RESILIENCE, FRANKLY, IS NOT ONLY AN OPERATIONAL OR A FACILITIES ISSUE. 
          IT'S ESSENTIAL TO PROTECTING INSTRUCTIONAL TIME, SUPPORTING SUMMER PROGRAMMING, AND MAINTAINING SAFE OUTDOOR ACTIVITY OPPORTUNITIES FOR STUDENTS TO BE REALLY CANDID. 
          IT, IT IMPACTS THE ABILITY OF STUDENTS TO LEARN IF THEY ARE HOT. 
          IT'S AS SIMPLE AS THAT. 
          SO WE HAVE TO MAKE A CONCERTED EFFORT AS A DISTRICT TO PROVIDE A LEARNING ENVIRONMENT THAT IS COMFORTABLE AND COOL SO THAT OUR STUDENTS CAN ENGAGE IN LEARNING. 
          TODAY'S UPDATE REFLECTS EARLY PROGRESS TOWARDS TRANSLATING BOARD DIRECTION INTO PRACTICAL IMPROVEMENTS AT SCHOOL SITES ACROSS THE DISTRICT. 
          SINCE ADOPTION OF THE RESOLUTION, THE DISTRICT HAS ADVANCED WORK TO STRENGTHEN HEAT ILLNESS PREVENTION PROTOCOLS, EXPAND SITE LEVEL PREPAREDNESS GUIDANCE, AND CONTINUE INVESTMENTS IN TREE CANOPY EXPANSION, SHADE STRUCTURES, VENTILATION VERIFICATION AND HVAC MODERNIZATION TO IMPROVE LEARNING CONDITIONS, PARTICULARLY DURING EXTREME HEAT EVENTS. 
          STAFF ARE ALSO CONTINUING STAKEHOLDER ENGAGEMENT AND TECHNICAL ANALYSIS AS PART OF THE SYNTHETIC TURF STUDY DIRECTED BY THE BOARD. 
          AND FINDINGS AND POLICY RECOMMENDATIONS ARE ANTICIPATED TO BE PRESENTED TO THE BOARD LATER THIS SUMMER. 
          WITH THAT, I WOULD LIKE TO INVITE UP DR. DEBORAH BRYANT, ACTING CHIEF OF SCHOOL OPERATIONS AND MS. CHRISTINA TOS CHIEF FACILITIES EXECUTIVE TO PROVIDE ADDITIONAL DETAILS ON OUR PROGRESS AND NEXT STEPS. 
          DR. BRYAN? GOOD MORNING. 
          THANK YOU SO MUCH TO US ACTING SUPERINTENDENT CHA AND BOARD. 
          UM, SO THIS MORNING WE'RE GONNA PROVIDE AN INTERIM UPDATE ON THE IMPLEMENTATION OF THE RESILIENCE SCHOOLS RESOLUTION. 
          AND SO WHAT WE'RE FOCUSED ON, THE RESOLUTION IS GONNA FOCUS ON THREE AREAS, PREPAREDNESS, INFRASTRUCTURE, AND TURF POLICY. 
          WE'RE MAKING PROGRESS ON HEAT RESPONSE AND FACILITIES. 
          AND THE KEY MILESTONE IS TURF POLICY RECOMMENDATIONS THIS SUMMER. 
          SO HERE'S A QUICK AGENDA. 
          SO I WILL BE COVERING THE DISASTER PREPAREDNESS AND FACILITIES WILL BE COVERING INFRASTRUCTURE INVESTMENTS, TURF POLICY WORK, AND NEXT STEPS. 
          SO WE FOLLOW A COMPREHENSIVE FRAMEWORK THAT ESTABLISHES DISTRICT WIDE APPROACH AND TO PREVENT AND TO RESPOND TO CLIMATE DRIVEN HAZARDS. 
          ALIGN WITH L-A-U-S-D EMERGENCY SERVICES AND ALSO OUR OFFICE OF ENVIRONMENTAL HEALTH AND SAFETY. 
          ALONG WITH THAT GUIDANCE, WE ALSO WORKED WITH DR. 
          MORA'S TEAM WHERE WE FOLLOWED THE GUIDELINES FOR PREVENTING, UH, HEAT STRESS, WHICH IS BULLETIN 9 6 3 0.3. 
          AND IN THAT BULLETIN, IT PROVIDES CLEAR GUIDANCE FOR PREVENTION, MONITORING, AND DEFINES ROLES AND RESPONSIBILITIES FOR OUR STAFF AND FOR OUR MEMBERS OF THE DISTRICT. 
          WE ALSO HAVE ONGOING TRAINING, STAFF TRAINING AND COMMUNICATION. 
          AS YOU KNOW, YOU'VE SEEN OEHS, OUR OFFICE OF ENVIRONMENTAL HEALTH AND SAFETY DOES SEND OUT OUR HE ADVISORIES, WIND ADVISORIES, ET CETERA, TO ENSURE READINESS AND TO PROTECT STUDENTS AND STAFF, UH, AND ENSURE THEY'RE SAFE. 
          SO, ADDITIONAL GUIDELINES THAT WE HAVE, AS I STATED, WE HAVE OUR PREVENTING HEAT STRESS BULLETIN, AND RECENTLY WE, WE PREPARED OUR ENHANCED EMERGENCY PREPAREDNESS PROTOCOLS, WHICH FOCUSES ON 
          [01:35:01]
ALL DIFFERENT TYPES OF, UH, DIFFERENT, UM, EMERGENCIES. 
          SO IN THE EVENT OF A FIRE, UH, SCHOOLS ARE KNOW WHAT TO DO BEFORE OR AFTER AND DURING A FIRE. 
          AGAIN. 
          WE CONTINUE TO WORK WITH OUR OFFICE OF ENVIRONMENTAL HEALTH AND SAFETY. 
          WE FOLLOW OUR, UH, EMERGENCY PROTOCOLS AND WE CONTINUE TO WORK WITH OUR COMMUNITIES WITH COMMUNITY ENGAGEMENT. 
          THUS FAR, WE'VE HAD A PARENT MEETING ON MARCH 10TH. 
          ON MARCH 26TH, WE'VE MET WITH PRINCIPALS NEW AND FORMER. 
          AND, UM, WE ALSO MET WITH TEACHERS ON APRIL 8TH. 
          SO I STILL HAVE STUDENTS TO MEET WITH. 
          AND THAT WILL OCCUR BETWEEN, UH, THIS MONTH AND MAY LABOR PARTNERS. 
          AND IN MAY WE'LL, UH, FINISH OUT WITH OUR COMMUNITY ORGANIZATIONS. 
          NOW I WOULD LIKE TO INTRODUCE CHRISTINA TOS AND SHE WILL CONTINUE THE PRESENTATIONS AND PROVIDE AN UPDATE ON WHAT FACILITIES HAS BEEN DOING. 
          THANK YOU. 
          GOOD MORNING BOARD MEMBERS AND STAFF. 
          I'M CHRISTINA TOKS, THE CHIEF FACILITIES EXECUTIVE AS OUTLINED IN THE RESOLUTION FACILITIES, IS RESPONSIBLE FOR ADVANCING THE INFRASTRUCTURE INVESTMENTS NEEDED TO MITIGATE EXTREME HEAT. 
          SO THAT INCLUDES HVAC, SHADE AND CAMPUS GREENING. 
          AND I'LL WALK YOU THROUGH OUR PROGRESS IN THOSE AREAS. 
          SO WE KNOW THAT WE'RE TAKING A MULTI-PRONGED APPROACH TO REDUCE HEAT EXPOSURE ACROSS CAMPUSES. 
          FIRST, WE'RE EXPANDING OUR TREE CANOPY. 
          OVER 2000 TREES HAVE ALREADY BEEN PLANTED SINCE 2023, AND WE'RE ADDING NEARLY 3000 MORE IN PROJECTS CURRENTLY UNDERWAY ON ASPHALT, UM, CONVERSION, WHICH REDUCES HEAT RETENTION AND IMPROVES STORMWATER MANAGEMENT. 
          UH, WE HAVE 18 ACRES THAT HAVE BEEN CONVERTED ANOTHER 28, THAT'S ABOUT 35 FOOTBALL FIELDS WORTH OF ASPHALT THAT IS BEING CONVERTED INTO PERMEABLE SURFACES. 
          WE'RE ALSO INVESTING IN SHADE THROUGH INDIVIDUAL PROJECTS AS WELL AS THE LARGER SHADE OVERPLAY PROGRAM, WHICH IS INVESTING 40 MILLION. 
          AND THEN WE'VE ALSO HAD COOLING STRATEGIES AT SCHOOL SITES, MISTING FANS PROVIDED TO ALL ELEMENTARY SCHOOLS IN 2024. 
          THOSE UNITS ARE AVAILABLE FOR SCHOOLS TO PURCHASE. 
          AND WE HAVE A WATER BOTTLE FILLING STATION THAT WAS INSTALLED AT ALL OF OUR EARLY ED, PRIMARY AND SPECIAL ED AND ELEMENTARY SCHOOL SITES. 
          AND WE ARE CURRENTLY EXPANDING THOSE TO MIDDLE SCHOOLS AND HIGH SCHOOLS. 
          UM, LET ME TALK A LITTLE BIT ABOUT OUR, UM, PROGRESS WITH, UM, HVAC. 
          SO WHEN WE LOOK AT OUR HVAC PROJECTS, WE'RE MAKING STEADY PROGRESS BOTH IN STANDALONE PROJECTS AND PROJECTS THAT ARE PART OF MAJOR MODS OR COMP MODS. 
          AND WE ARE IMPROVING THE SYSTEMS THAT WE'RE INSTALLING. 
          SO ALL OF OUR NEW SYSTEMS ARE FULLY ELECTRIC, WE'RE FEASIBLE. 
          THEY USE HEAT PUMP TECHNOLOGY AND THEY INCLUDE MERV 13 FILTRATION TO SUPPORT AIR QUALITY. 
          AND WE'RE ALSO HAVING A VERIFYING THE VENTILATION PERFORMANCE AT 53 SCHOOLS THROUGH A FUNDED EFFORT. 
          THAT COMPLETION IS TARGETED FOR OCTOBER AND WE'RE REFINING HOW WE PRIORITIZE FUTURE PROJECTS, MAKING SURE THAT THESE INVESTMENTS ARE GUIDED BY SYSTEM CONDITION AND NEED. 
          AND THEN WE CONTINUE TO STAFF POSITIONS. 
          WE HAVE 135 HVAC FITTERS. 
          WE HAVE ABOUT A 12% VACANCY RATE. 
          AND THAT RECRUITMENT IS ALWAYS ONGOING. 
          SO WHEN WE LOOK AT THE USE OF SYNTHETIC TURF, THAT HAS BEEN KIND OF AN EVOLUTION SINCE SYNTHETIC TURF FIRST CAME ABOUT. 
          SO THE FIRST TIME THE DISTRICT STARTED TO USE SYNTHETIC TURF WAS IN THE EARLY TWO THOUSANDS. 
          UM, AND THEN WE RAMPED UP REALLY A PRO ABOUT THE, UM, NEW SCHOOL CONSTRUCTION PROGRAM WHERE WE INCLUDED SYNTHETIC TURFS IN MANY OF THE NEW SCHOOLS THAT WE WERE BUILDING IN 2017. 
          UM, THERE WAS A STAFF BULLETIN GOVERNING THE SELECTION, THE USE AND MAINTENANCE OF SYNTHETIC FIELDS THAT ESSENTIALLY SAID WHERE THERE IS A EXISTING SYNTHETIC TURF THAT REQUIRED TO BE REPLACED IN A HIGH USE FIELD, THAT WE WOULD REPLACE IT IN KIND. 
          AND THEN IN 2025, OBVIOUSLY THE BOARD ADOPTED THIS RESOLUTION, WHICH PROHIBITED THE USE OF SYNTHETIC TURF AT PRIMARY CENTERS, ELEMENTARY SCHOOLS, AND MIDDLE SCHOOLS. 
          AND PLACE A PAUSE ON HIGH SCHOOL ATHLETIC FIELDS WHERE THERE IS HIGH USE PENDING THIS STUDY BEING COMPLETED AND THE BOARD PROVIDING DIRECTION. 
          SO WHEN WE LOOK AT THE TURF KIND OF, UH, INVENTORY THAT WE HAVE ACROSS THE DISTRICT OF ALL THE TURF WE HAVE, SO THAT'S LOOKING AT ALL GRASS AND ALL SYNTHETIC TURF, 90 PER 2% OF THE TOTAL TURF IS NATURAL GRASS. 
          BUT ONCE WE START TO GET INTO PLAY FIELDS IS WHERE WE START TO SEE, UM, A DIFFERENCE. 
          SO 
          [01:40:01]
WHEN WE LOOK AT ALL PLAY FIELDS AT HIGH SCHOOLS, UM, WE HAVE ABOUT 80% ARE NATURAL GRASS, 20% ARE SYNTHETIC TURF. 
          BUT WHEN WE LOOK MORE SPECIFICALLY AT FOOTBALL, SOCCER FIELDS IS WHERE WE START TO SEE ABOUT A 60% NATURAL GRASS AND 40% SYNTHETIC TURF. 
          AND THAT IS NOT ON THIS CHART. 
          AND THAT'S REALLY BECAUSE THOSE ARE OUR HEAVILY USED, UM, FIELDS. 
          THE MOST, THEY'RE USED BY MULTIPLE SPORTS. 
          AND ALMOST EVERY HIGH SCHOOL DOES HAVE FOOTBALL, SOCCER. 
          SOME SCHOOLS DO NOT HAVE BASEBALL AND SOFTBALL. 
          AND ALSO THE TYPE OF SHOES YOU USE FOR BASEBALL AND SOFTBALL. 
          SO VERY QUICKLY, WHAT'S THE DIFFERENCE BETWEEN NATURAL TURF AND SYNTHETIC TURF ONE, THOUGH WE ALL JUST THINK IT'S WHAT IS AT THE TOP OF IT. 
          YOUR NATURAL TURF, OBVIOUSLY IT'S A LIVING SURFACE. 
          IT DOES REQUIRE IRRIGATION, ROUTINE MAINTENANCE. 
          IT PROVIDES NATURAL COOLING, PERMEABILITY, SUBJECT TO WEAR AND WEATHER, SYNTHETIC TURF, SYNTHETIC TYPE FIBERS OVER A SUBSTRUCTURE THAT INCLUDES A SHOCK PAD, A LEVELING LAYER, AND A DRAINAGE SYSTEM. 
          IT IS RETAINS HEAT HAS LESS PERMEABILITY, BUT HAS GREATER WEARABILITY. 
          SO WE'VE BROUGHT IN TWO EXPERTS, UM, TO HELP US WITH OUR TURF STUDY. 
          WE HAVE CORE AMERICA, UM, WHO WE'VE AUGMENTED A CONTRACT THAT WE HAD WITH TO LOOK AT THE ASSESSMENT OF OUR GROUNDS THAT MAINTENANCE AND OPERATIONS DOES THERE. 
          SO THEY'RE LOOKING AT WHAT DOES IT REQUIRE, WHAT DO WE CURRENTLY USE TO MAINTAIN OUR TURF AND SYNTHETIC TURF FIELDS. 
          AND THEN LPA IS DOING A COMPARATIVE STUDY OF NATURAL AND SYNTHETIC TURF, LOOKING AT MORE OF THE ENVIRONMENTAL SAFETY, UM, COSTS, AND ALSO HELPING US WITH THE COMMUNITY ENGAGEMENT PROCESS, WHICH I'LL TALK ABOUT IN A LITTLE BIT. 
          ALL OF THIS WILL WRAP UP INTO, UH, HOPEFULLY A POLICY UPDATE FOLLOWED, UM, FOLLOWING THE COMPLETION OF THE STUDY AND STAKEHOLDER INPUT. 
          THE STUDY IS GONNA FOCUS ON FOUR KEY AREAS, PLAYABILITY, HEALTH AND SAFETY, ENVIRONMENTAL IMPACT AND SUSTAINABILITY AND COSTS AND MAINTENANCE. 
          TO EVALUATE THOSE, WE'RE USING MULTIPLE INPUTS. 
          WE HAVE DISTRICT DATA, ACADEMIC RESEARCH, INDUSTRY STANDARDS, AND THEN WE'RE ALSO GOING TO INCORPORATE THE STAKEHOLDER INPUT TO MAKE SURE THAT WE'RE USING ALSO REAL WORLD EXPERIENCE. 
          AND THIS WILL COME TOGETHER TO FORM OUR FINAL STUDY. 
          SO IN TERMS OF A TIMELINE, YOU'LL SEE WHERE WE'RE AT NOW IN THE SECOND BOX, APRIL AND MAY, DOING THE STAKEHOLDER AND PUBLIC ENGAGEMENT. 
          THERE WAS RESEARCH AND DATA COLLECTION. 
          UM, AFTER THIS RESOLUTION PASSED, WE'LL BE COMPILING AND FINALIZING THAT STUDY IN JUNE TO PRESENT IT TO THE BOARD AS WELL AS THE DISTRICT ADOPTING A SYNTHETIC TURF POLICY. 
          OOPS. 
          IN REGARDS TO THE ENGAGEMENT, UM, WE HAVE FOUR REGIONAL COMMUNITY MEETINGS TO ENSURE GEOGRAPHIC COVERAGE ACROSS THE DISTRICT. 
          THOSE ARE HYBRID AND IN PERSON, SO IF YOU'D LIKE TO ATTEND IN ZOOM 'CAUSE IT'S HARD TO GET AROUND, UM, WE'LL BE PARTICIPATING IN CONDUCTING THOSE BOTH IN PERSON AND ON ZOOM. 
          UM, NORTH REGION, SOUTH REGION, WEST REGION AND EAST REGION. 
          THE LAST ONE IS ON MAY 12TH. 
          WE'RE ALSO HOLDING A STAKEHOLDER INDUSTRY WORKSHOP TO GET THE PERSPECTIVES OF THOSE WITH TECHNICAL OR PROFESSIONAL PERSPECTIVES. 
          AGAIN, ALL ARE WELCOME AT ALL OF THESE. 
          THAT'S AS WELL IN PERSON IN HYBRID. 
          AND THEN THERE IS A ONLINE DISTRICT-WIDE SURVEY. 
          HOPEFULLY YOU ALL RECEIVE THAT EMAIL THAT IS ALSO BEING SENT, UM, SO THAT WE CAN GET COMPREHENSIVE INPUT ACROSS THE DISTRICT. 
          SO JUST A LITTLE MORE, UM, ABOUT THE OUTREACH PLAN, THE COMMUNITY MEETINGS WE'RE TARGETING STUDENTS, PARENTS, GUARDIANS, DISTRICT STAFF, COMMUNITY MEMBERS, ALUMNI, UM, THAT'S GOING OUT WITH EMAILS, TEXT NOTIFICATIONS, THE STAKEHOLDER INDUSTRY PARTNER WORKSHOP. 
          WE'RE TARGETING ENVIRONMENTAL ORGANIZATIONS, INDUSTRY GROUPS, SPORTS ORGANIZATIONS, PUBLIC AGENCIES, LABOR ORGANIZATIONS. 
          WE'RE ALSO SENDING THAT OUT VIA EMAIL. 
          UM, ALL OF THESE GROUPS ARE GETTING THE SURVEY. 
          SO WITH THAT, LET ME JUST WRAP UP OUR NEXT STEPS. 
          WE'RE COMPLETING THE STAKEHOLDER ENGAGEMENT AND BY MID-MAY WE'LL BE FINALIZING THE TURF STUDY REPORT. 
          UM, WE ANTICIPATE BY JUNE, END OF JUNE WE WANNA PRESENT THESE FINDINGS, UM, WITH RECOMMENDATIONS TO THE BOARD. 
          SUMMER OF 2026, WE'LL BE READY TO DO THAT SO THAT THE BOARD THEN CAN ADOPT AN UPDATED POLICY FOR THE USE OF A SYNTHETIC TURF FIELDS. 
          WITH THAT, DR. 
          BRIAN AND I ARE AVAILABLE FOR ANY QUESTIONS AND I'M SURE YOU'LL HAVE PLENTY BOARD MEMBERS. 
          GO AHEAD MS. EZ. 
          YES. 
          WELL THANK YOU SO MUCH, UM, DR. 
          BRIAN AND MS. TOES FOR THIS PRESENTATION. 
          UM, AS YOU KNOW, I AUTHORED THIS RESOLUTION AND 
          [01:45:01]
UM, REPRESENT ONE OF THE COMMUNITIES MOST IMPACTED BY EXTREME HEATS. 
          SO I AM REALLY EXCITED TO SEE ABOUT THE WORK THAT HAS HAPPENED SO FAR. 
          I DO HAVE SOME QUESTIONS. 
          UM, SO ONE PIECE IS THE RESOLUTION CALLED FOR AN INTERIM HEAT MITIGATION PLAN FOR VULNERABLE SCHOOLS. 
          UM, BECAUSE WE KNOW THAT FOR THE INFRASTRUCTURE INVESTMENTS, WHETHER IT'S HVAC REPLACEMENT PROJECTS OR EVEN JUST THE PLANTING OF TREES AND GREENING PROJECTS CAN TAKE YEARS. 
          UM, AND WE WANT TO ENSURE THAT OUR SCHOOLS ARE NOT WAITING FOR SUPPORTS AND RESOURCES TO PROTECT STAFF AND STUDENTS DURING THAT TIME. 
          SO CAN YOU SPEAK TO, UM, BOTH LIKE COOLING IN GENERAL, UM, SHADE, WHAT TYPES OF INTERIM MITIGATION MEASURES ARE AVAILABLE AND AND WHAT DOES THAT PLAN LOOK LIKE FOR FOR SCHOOLS AS WE ARE AWAITING THESE INVESTMENTS? SURE. 
          I'LL SPEAK, UM, TO THE ASPECTS THAT, UM, TOUCH ON FACILITIES AND MAINTENANCE AND OPERATIONS. 
          SO WE HAVE A COORDINATED PLAN WHENEVER THERE IS A HEAT EVENT. 
          UM, WE MAKE SURE THAT ALL OF OUR SCHOOLS HAVE PORTABLE AC UNITS. 
          UM, IF WE DO HAVE AC UNITS THAT ARE, UH, BELOW WHAT THE COOLING IS THAT WE'D LIKE TO GET AT SCHOOL SITES, WE CAN KIND OF BOOST UP THE COOLING BY PUTTING THE AC UNITS IN. 
          OUR LAST RESORT IS IF WE NEED TO MOVE OUT CLASSROOMS BECAUSE WE CAN'T GET TO THE TEMPERATURE WE WANT, WE WILL REDIRECT, UH, CLASSROOMS TO OTHER SPACES IN AIR CONDITIONED BUILDINGS WHILE WE WORK TO, UM, MAKE THE REPAIRS NECESSARY. 
          WE DO HAVE A SERIES OF CONTRACTS WITH RENTAL COMPANIES. 
          IF IT'S A ENERGY, SOMETIMES THERE'S ROLLING BLACKOUTS OR BROWNOUTS BECAUSE, SO IT'S NOT AN AIR CONDITIONING ISSUE, IT'S JUST AN ENERGY ISSUE. 
          UM, AND WE DO HAVE CONTRACTS TO BRING IN, UH, BACKUP GENERATORS SO THAT WE CAN QUICKLY GET THOSE HEATED UP TO RESTORE THE AIR CONDITIONING AS WELL. 
          WE ALSO WILL MAKE AVAILABLE FOR SCHOOLS TO PURCHASE THE, UM, MISTERS, WHICH THOUGH ISN'T DIRECTLY IMPACTFUL. 
          CERTAINLY HAS, UM, A BENEFIT ESPECIALLY TO OUR ELEMENTARY SCHOOLS IF THEY'RE LINING UP TO GET FOOD OR THEY'RE AT, AT THE PLAYGROUND. 
          SCHOOLS HAVE REALLY ENJOYED THOSE. 
          AND THEN IN TERMS OF SHADE, UM, THERE HAS BEEN, UM, YOU KNOW, A HUGE DOUBLING DOWN ON PLANTING TREES ON INCREASING SHADE. 
          UM, AND THERE'S ALSO THE OPERATIONAL LET DR. BRYANT TALK ABOUT ON WHAT SCHOOLS CAN DO OPERATIONALLY, UM, WHEN THERE'S NOT A FACILITIES FIX. 
          GOOD MORNING AGAIN. 
          SO, UM, INTERESTING THAT YOU ASKED THAT QUESTION. 
          SO WHEN WE, UH, MET WITH THE TEACHERS, ONE OF THE POINTS THAT THEY MADE WAS THAT THEY WOULD LIKE TRAINING EARLIER JUST TO UNDERSTAND, YOU KNOW, WHAT TO DO. 
          SO AUGUST AND SEPTEMBER THEY WOULD LIKE TRAINING WITH REGARDING HEAT MITIGATION STRATEGIES. 
          AND I WAS, AS I WAS STANDING THERE, I SAID WE WOULD, YOU KNOW, GENERATE AN IOCA REFERENCE GUIDE THAT JUST BREAKS THAT, YOU KNOW, DIGS DEEPER INTO WHAT SCHOOLS CAN DO, WHAT TEACHERS CAN DO, AND HOW THEY CAN ADDRESS. 
          AND ANOTHER POINT THEY POINTED OUT IS THAT THEY CAN IDENTIFY HEAT STRESS, UM, INDICATORS WHEN THEY SEE KIDS WITH HEADACHES AND FATIGUE. 
          SO WE'RE GONNA ADD ALL OF THAT IN IN ADDITION TO WORKING WITH DR. 
          MARA'S TEAM TO MAKE SURE THAT WE HAVE, UM, NOT ONLY THE HEAT STRESS MITIGATION, BUT ALSO STEPS THAT OUR STAFF CAN TAKE TO ADDRESS, UM, ANY ISSUES WHEN IT COMES TO HOT DAYS AND WHAT TO DO AND HOW TO IDENTIFY HEAT STRESS. 
          THAT'S REALLY HELPFUL. 
          UM, AND I APPRECIATE THE COMPREHENSIVE UPDATES. 
          I GUESS I WOULD SAY, UM, IT SOUNDS LIKE THERE'S A LOT OF RESOURCES AND I THINK WHAT THE RESOLUTION IS SEEKING IS KIND OF CLEAR EXPECTATIONS IN TERMS OF PROTOCOLS AND NOT NECESSARILY JUST LIKE, HERE'S WHAT A, WHAT'S AVAILABLE, BUT GIVEN A VARIETY OF FACTORS, IT IS X DEGREES IN X COMMUNITY, THIS IS THE STATUS OF THEIR SHADE IN THEIR HVAC. 
          THEREFORE WE WILL ALWAYS, YOU KNOW, DEPLOY THESE PORTABLE COOLERS. 
          WE WILL PROVIDE, IS IT EASY UPS, COOL ACCESS TO BOTTLED WATER, ET CETERA. 
          SO WE'LL DO YOU ANTICIPATE THAT LIKE THAT LEVEL OF DETAIL WILL BE LAID OUT WHEN, WHEN THIS IS ALL FINALIZED? YES. 
          AND AND THAT IS SOMETHING I DON'T WANNA OVERSTEP WITH CHRISTINA, BUT THAT IS SOMETHING WHEN OUR SCHOOLS REACH OUT AND THEY STATE THAT, YOU KNOW, OUR HVAC SYSTEM HAS GONE DOWN, WE IMMEDIATELY CONTACT THE CPM AND WE ALSO, WE SEND OUT THE PORTABLES TO THE CLASSROOM. 
          WE IDENTIFY COOLING ROOMS, UM, IF WE HAVE TO, UH, SUPPLY ADDITIONAL WATER TO THE SCHOOL. 
          'CAUSE IF THEY DON'T HAVE THE WATER FILLING STATIONS, SO WE DO HAVE A PLAN IN PLACE TO ADDRESS THAT WHEN SCHOOLS CONTACT US OR PRINCIPALS SAY, YOU KNOW, OUR HVAC SYSTEM HAS GONE DOWN AND WE'RE IN NEED OF, UM, ADDITIONAL, UH, PORTABLE ACS, WE'RE IN NEED OF ADDITIONAL WATER. 
          WE DO WORK WITH OUR CPMS AND OUR PLANT MANAGERS TO DISTRIBUTE THAT AND GET IT TO THE SCHOOL IMMEDIATELY. 
          OKAY. 
          SO YEAH, THAT'S GREAT. 
          AND I THINK THAT LEVEL OF DETAIL IS JUST WHAT OUR STAKEHOLDERS SEEK. 
          WHEN, WHEN WE HAVE HEAT EVENTS AS WE HAVE HAD, LIKE 
          [01:50:01]
THOSE ARE THE QUESTIONS I GET FROM PARENTS AROUND, LIKE, WHAT IS BEING PROVIDED AT MY SCHOOL SITE WHEN IT IS, THIS WAS TEMPERATURE OUTSIDE. 
          UM, SO I LOOK FORWARD TO MORE SPECIFIC DETAILS ON THAT MOVING FORWARD. 
          UM, AND THEN ON THE WATER BOTTLE FILLERS, UM, MS TOS, I WANTED TO ASK, JUST IN TERMS OF THE SECONDARY SCHOOLS, UM, DO WE HAVE FUNDS IDENTIFIED TO BE ABLE TO, UH, TO INSTALL THOSE BOTTLE FILLING STATIONS? WHAT'S THE TIMELINE ON THAT? AND IS THERE A PARTICULAR RATIO OF STUDENTS TO BOTTLE FILLERS THAT WE'RE, WE'RE AIMING TO ACHIEVE? WE DO. 
          IT IS A BOND FUNDED PROGRAM. 
          UM, AND IT IS CURRENTLY UNDERWAY. 
          I CAN PROVIDE MORE DETAILS. 
          I THINK WHAT WE'RE DOING IS WE'RE FOCUSING ON THE ELEMENTARY SCHOOLS. 
          WE INSTALLED BOTTLE FILLING STATIONS, BUT WE ALSO REMOVED, UM, UM, DRINKING FOUNTAINS THAT WERE NO LONGER NEEDED, THAT THE BOTTLE FILLING STATIONS REPLACED. 
          UM, YOU MAY SEE AT SOME OF YOUR SCHOOL SITES DRINKING FOUNTAINS THAT HAVE TAPE AROUND THEM. 
          WE WANNA MAKE SURE THAT'S NOT SOMETHING THAT WE'RE LEAVING AT OUR SCHOOL. 
          SO WE NEED TO COMPLETE THAT WORK, REMOVE IT, AND THEN MOVE THE TEAMS OVER TO THE MIDDLE SCHOOLS AND HIGH SCHOOLS. 
          SO I WILL FOLLOW UP WITH YOU, UM, WITH WHAT THAT SCHEDULE IS. 
          OKAY, GREAT. 
          UM, AND ON THE, UM, THE VENTILATION VERIFICATION IS THE INTENTION TO PERFORM VENTILATION VERIFICATION DISTRICT WIDE AS LAID OUT IN THE RESOLUTION? I KNOW THAT THE UPDATE SPEAKS TO A GRANT FUNDED EFFORT FOR A SELECT NUMBER OF SCHOOLS, BUT IF YOU CAN SPEAK TO, YOU KNOW, SCALING THAT WE YES, WE WANTED TO COMPLETE THIS PILOT. 
          RIGHT NOW THERE ISN'T FUNDING IDENTIFIED TO DO IT DISTRICT-WIDE. 
          UM, AND WE KNOW THAT THE FUNDING, UM, WOULD BE A SERIOUS COMMITMENT. 
          SO WE'RE HOPING THAT WE MIGHT BE ABLE TO IDENTIFY FUTURE GRANTS TO CONTINUE TO EXTEND THAT VERIFICATION TO OTHER SCHOOL SITES AS WELL. 
          GREAT. 
          AND THEN, UH, SPEAKING OF FUNDING, THE RESOLUTION ALSO SPOKE, SPOKE ABOUT, UM, STATE BONDS TWO AND FOR PROPOSITIONS TWO AND FOUR AND SEEKING FUNDING TO, TO HELP SUPPORT THESE EFFORTS. 
          HAS THAT BEEN AN EFFORT THAT WE'VE ALREADY STARTED TO PURSUE? UM, OR ARE WE STILL EXPLORING WHAT THOSE OPPORTUNITIES MIGHT BE? LET ME GET BACK TO YOU ON THAT. 
          OKAY. 
          I HAVE MORE, BUT I'LL LET OTHER PEOPLE JUMP IN. 
          WE'D LIKE TO GO NEXT. 
          GO AHEAD, ROCIO. 
          UH, SO THANK YOU FOR THE UPDATE. 
          I APPRECIATE IT. 
          UM, I, I APPRECIATE THE TIMELINE AND, UH, THAT YOU BROUGHT IN, UM, THE TWO EXPERTS TO HELP YOU. 
          UM, IF ANYTHING, GATHER ALL OF THE RESEARCH. 
          'CAUSE IT'S A LOT OF RESEARCH RIGHT ON BOTH SIDES, RIGHT? ON THE ONES THAT SAY THAT, YOU KNOW, YOU CAN HAVE, UM, ARTIFICIAL TURF THAT IS NOT HARMFUL, THAT IT'S ENVIRONMENTALLY SAFE, ET CETERA, ET CETERA. 
          AND THEN WE HAVE THE OTHER SIDE IS LIKE, NO, IT'S BAD AND IT'S CAUSES CANCER. 
          AND SO THERE'S A, A PLETHORA OF RESEARCH MM-HMM . 
          AND, UM, MYSELF AND MY STAFF TRYING TO LIKE, SORT THROUGH ALL OF IT, YOU KNOW, IT IS OVERWHELMING. 
          SO I'M GLAD THAT YOU'RE GETTING SOME SUPPORT THERE AND THAT WE'LL GET ALL OF THE INFORMATION TO HELP US, UM, GUIDE US IN, IN, IN THE POLICY MOVING FORWARD. 
          OR, UM, SO MY QUESTION, I DO HAVE A QUESTION FOR DR. BRYANT. 
          HAVE YOU HEARD DR. BRYANT? SO I GATHER THAT THE COMMUNITY ENGAGEMENT WITH PARENTS, PRINCIPALS, TEACHERS, STUDENTS, THEY WERE PARTNERS AND COMMUNITY ORGANIZATIONS. 
          SO I'M ASSUMING, UH, BASED ON YOUR, UM, WHAT YOU SAID WITH WHAT YOU HEARD FROM TEACHERS IS THAT YOU'RE GATHERING INPUT AND FEEDBACK AND THAT INPUT AND FEEDBACK IS GONNA HELP YOU, UM, UM, REVISE THE, THE BULLETINS THAT YOU MENTIONED EARLIER. 
          'CAUSE RIGHT. 
          'CAUSE THERE'S A LOT OF BULLETINS. 
          SO UNDERSTANDABLY THERE ARE SOME PROTOCOLS, BUT THE PURPOSE IS TO, UM, REVISE THEM AND TO MAKE 'EM, YOU KNOW, PROVIDE MORE INFORMATION AND, AND, AND STEPS THAT NEEDED TO BE TAKEN. 
          IS THAT, AM I CORRECT? YEAH, SO THE BULLETIN 9 6, 3 0.3 OUTLINES, IT WAS JUST UPDATED, UH, REGARDING THE GUIDELINES TO ADDRESS HEAT, UH, STRESS. 
          SO THERE'S ALREADY INFORMATION IN THERE THAT OUTLINES PREVENTION AND MONITORING. 
          BUT I, UH, THE INFORMATION THAT WAS SHARED FROM OUR PARENTS AND OUR PRINCIPALS AND OUR TEACHERS THUS FAR, THEY BROUGHT UP THINGS LIKE SHADE STRUCTURE, UPDATE AND APPROVING A LOT, YOU KNOW, HVAC. 
          SO THEY HAVE SIMILAR CONCERNS LIKE REPLACING HVAC, UH, FREQUENT WATER BREAKS, THINGS LIKE THAT. 
          SO MOST OF THAT IS ALREADY IN THE BULLETIN, BUT OF COURSE WE CAN ALSO, YOU KNOW, ENHANCE AND TAKE THIS INFORMATION TO ENHANCE THE BULLETIN. 
          YES, OF COURSE. 
          YES. 
          I THINK THAT WOULD BE, UM, IMPORTANT AND ESSENTIAL, PARTICULARLY LEARNING FROM THE FIRES, RIGHT? IN JANUARY, WHAT DID WE LEARN FROM THAT? HOW DO WE REVISE THAT SO WE DON'T REPEAT THE SAME SORT OF CHALLENGES THAT, THAT WERE ENCOUNTERED AND THAT THERE WERE, THAT WE'RE MORE RESPONSIVE TO OUR FAMILIES AND OUR SCHOOLS AND THAT THERE'S A PROCESS, YOU KNOW, UH, FOR INSTANCE, WE HAVE TO, YOU KNOW, THE, THERE'S SOMETHING HAPPENING, RIGHT? AND SO WE HAVE TO RELEASE THE STUDENTS TO THE PARENTS. 
          [01:55:01]
SO WHAT IS THE PROCESS THAT MAKES IT, YOU KNOW, UM, SMOOTHER? BUT, YOU KNOW, 'CAUSE YOU KNOW, A LOT OF STUFF IS HAPPENING. 
          THE PARENTS ARE LIKE, ESPECIALLY WHEN THEY'RE ON THEIR PHONE AND LIKE, WHERE ARE YOU COME OVER HERE, BUT THERE'S A PROCESS, RIGHT? UM, SO GUIDING OUR SCHOOLS ON THAT PROCESS AS WELL. 
          UM, SO THOSE ARE SORT OF THE EMERGENCY DISASTERS SORT OF SITUATIONS. 
          SO IT'S GREAT THAT YOU BRING UP THAT POINT BECAUSE IN THE ENHANCED EMERGENCY PREPAREDNESS PROTOCOLS, WE HAVE ALL OF THAT LISTED WHAT TO DO BEFORE, DURING, AFTER, AND LIKE YOU SAID, THE POINTS THAT YOU BROUGHT UP, LIKE, HOW DO I GET AHOLD OF MY CHILD? HOW DO WE EVACUATE, WHAT TO DO, WHO TO CALL. 
          SO THAT'S ALL OUTLINED AND BROKEN DOWN IN THE, UM, ENHANCED EMERGENCY PREPAREDNESS BULLETIN AS FAR AS FIRES, WHAT TO DO BEFORE, DURING, AFTER WHO TO CALL. 
          THERE'S ALSO A CHECKLIST THAT, UM, SCHOOLS CAN GO THROUGH WHEN THEY'RE, UH, BEFORE THEY RETURN BACK TO CAMPUS. 
          SO WE MADE SURE TO, UM, PUT ALL OF THAT IN THAT BULLETIN. 
          BULLETIN 1 0 1, UM, 9 7 7. 
          AND IS THERE, UM, IS, ARE THESE BULLETINS ACCESSIBLE TO THE PUBLIC, TO PARENTS? IS THAT ON YOUR WEBSITE? IT'S ON OUR WEBSITE. 
          IT'S IN, UM, IT'S IN THE PRINCIPAL'S PORTAL, SO YES. 
          YES. 
          THEY'RE, AND IS THERE LIKE A FRIENDLY PARENT GUIDE ON ALL OF THIS? YOU KNOW, HAVING TO DOWNLOAD THE, YOU KNOW, HAVING SOMETHING THAT THIS IS WHAT ME AS A PARENT WANT TO KNOW, BOOM, BOOM, BOOM, BOOM, BOOM. 
          I KNOW IT'S IN THE HANDBOOK THAT IS SENT OUT TO PARENTS MM-HMM . 
          BUT ON THE WEBSITE OR SOMETHING THAT PARENTS CAN EASILY ACCESS. 
          SO YEAH, SO WE BROKE, LIKE I SAID, WE BROKE IT DOWN AND PUT IT IN LIKE TEACHER AND PARENT FRIENDLY SO THAT THEY KNOW WHAT TO DO, UM, IN CASE OF A FIRE, UM, IN THAT BULLETIN IN THE ENHANCED EMERGENCY PROTOCOL BULLETIN. 
          AND WHERE CAN YOU FIND THAT? IT'S ALSO, IT'S ON THE, WE CAN GO TO, YOU CAN GO TO THE PRINCIPAL'S PORTAL, YOU CAN GO ONLINE. 
          WELL, I CAN'T GO ON THE PRINCIPAL'S PORTAL, I THINK. 
          OH YEAH, SORRY. 
          I'M SORRY. 
          YOU CAN GO ONLINE. 
          A PARENT, AS A PARENT, AS A PARENT YOU CAN, BUT AS YOURSELF, YES, YOU GO ONLINE, PEDRO. 
          THAT IS ACTUALLY GOOD FEEDBACK BECAUSE, YEAH. 
          'CAUSE UH, YOU KNOW, AS MUCH AS WE'VE, WE HAVE OUTLINED WHAT TO DO IN THE FIRE, UM, WIND RELATED INCIDENT, ANY TYPE OF EMERGENCY, WE'VE, WE'VE DONE CASE BY CASE SCENARIOS. 
          UM, BUT WE CAN DEFINITELY DEVELOP SOMETHING THAT IS CONSUMABLE BY PARENTS. 
          YOU KNOW, THAT ONE TO FOUR PAGE, YOU KNOW, DOCUMENT THAT KIND OF MAKES IT MORE SIMPLER AND UNDERSTOOD AS TO WHAT ARE THE EXPECTATIONS FROM A DISTRICT PERSPECTIVE. 
          I'LL JUST SAY WITH THE, UM, BROADER JUST HEAT MITIGATION GUIDANCE, UM, I THINK THE TEAM WAS VERY PURPOSEFUL IN ACKNOWLEDGING THAT, YOU KNOW, WE SERVE A LARGE GEOGRAPHY AND I THINK, UH, UH, BOARD MEMBER EZ TALKED ABOUT, YOU KNOW, THE NORTHERN PORTION OF THE DISTRICT WHEN WE'RE TALKING ABOUT, I WOULD SAY HEAT RELATED DAYS AND INCIDENT DAYS TENDS TO HIGHLY IMPACT THE NORTH. 
          UM, AND SO WE, WE'VE ACTUALLY RECLASSIFIED WITHIN THE GUIDANCE, YOU KNOW, RE PARTICULAR REGIONS AS CATEGORY ONE AND REGION NORTH CATEGORY TWO, WHICH REQUIRES A DIFFERENT SET OF STRATEGIES, ACKNOWLEDGING THAT, YOU KNOW, ACTIVITIES HAVE TO BE MODIFIED SIGHTED, ESPECIALLY WITH WET BULB CONDITIONS, UH, WHEN IT COMES TO OUTDOOR ACTIVITIES. 
          AND SO, UM, I, I WOULD SAY WE'RE CONTINUING TO GET FEEDBACK, BUT MUCH OF THE FEEDBACK THAT WE'VE HEARD HAS BEEN INCORPORATED AS PART OF THE BULLETIN. 
          BUT I, I, I THINK THERE, THERE'S DEFINITELY AN OPPORTUNITY TO EDUCATE AND PUT OUT DOCUMENTS THAT ARE CLEAR TO THE COMMUNITY THAT, YOU KNOW, WE'VE THOUGHT THINGS THROUGH, WE'RE CONTINUING TO GET FEEDBACK, BUT THESE ARE THE EXPECTATIONS AND WHAT YOU WOULD EXPECT TO SEE AT WITHIN YOUR SCHOOL COMMUNITY ON, I WANNA SAY HOT DAYS. 
          AND I'M ASSUMING, UM, DURING THE PRINCIPAL'S MEETINGS, YOU'RE, THERE'S A SECTION TO REVIEW ALL OF THIS AND TO PROVIDE, TO PROVIDE, YOU KNOW, INFORMATION TO THEM AND HOW TO CONVEY THIS INFORMATION TO, TO PARENTS, LIKE COPY THE PRINCIPALS. 
          IT WOULD ALSO BE GREAT TO BRING IN OUR PARENT REPS BECAUSE, YOU KNOW, THEY CAN ALSO OFFER OR BE, UM, OF ASSISTANCE AND PROVIDING INFORMATION TO PARENTS AS WELL. 
          SO MAKING SURE THAT THE ENTIRE, AND I'M SURE THAT'S PART OF THE PROTOCOL, YOU KNOW, MAKING SURE EVERYBODY IN THE SCHOOL KNOWS EXACTLY WHAT TO DO, UM, NOT ONLY IN EMERGENCY, BUT ALSO DURING HEAT. 
          YOU KNOW, MAKING, MAKING SURE, LIKE OUR FOOD SERVICE WORKERS, RIGHT, THEY'RE SEEING A STUDENT, THEY, THEY KNOW THE INDICATORS OR THE SYMPTOMS WHEN THEY SEE A CHILD THAT IS SUFFERING THROUGH A HEAT STROKE OR SOMETHING'S GOING ON, RIGHT? SO TRAINING EVERYONE IN THE SCHOOL SITE IS ALSO ESSENTIAL, UM, FOR ANY SORT OF TYPE OF SITUATION, PARTICULARLY WITH, IN THIS CASE WITH HEAT. 
          UM, SORT OF, YES. 
          YEAH, WE HAVE PUT TOGETHER PROTOCOLS FOR OUR PRINCIPALS IN DIFFERENT SCENARIOS TO SHARE WITH THEIR TEAM AND THEIR SCHOOL SITES. 
          AND, UM, YOU KNOW, WHAT YOUR REQUEST HAS BEEN GRANTED, WE HAVE A TWO PAGE, UH, REPORT THAT WE HAVE FOR PARENTS THAT WAS DISTRIBUTED TO PARENTS BEFORE I ARRIVED HERE, UH, AT BOWRY. 
          SO WE DO HAVE SOMETHING, WE'RE GONNA REDISTRIBUTE IT THAT TELLS THEM WHAT TO DO. 
          SO THANK YOU FOR THAT INPUT. 
          AND THEN THE OTHER THING THAT, YOU KNOW HOW, UM, THERE WAS THAT 
          [02:00:01]
SITUATION AT GARFIELD AND WE HAD TO REMOVE ALL THE STUDENTS AND NOW YOU SAID YOU HAVE MOBILES THAT, YOU KNOW, HAVE ALL OF THE, ALL OF THE SUPPLIES, I THINK EQUALLY SO, UH, WOULD HAVE, YOU KNOW, IN CASE, YOU KNOW, IN CASE OF A HIGH HEAT DAY, A DAY THAT'S SUPER, SUPER HOT, LIKE JUST BE READY, RIGHT? AND YOU HAVE A MOBILE AND YOU PUT THE WATER AND YOU PUT LIKE THE MIST, THE FANS WITH THE MIST AND ALL, YOU KNOW, EVERYTHING THAT'S NEEDED. 
          I THINK THAT'S ALSO, YOU KNOW, I'M SURE YOU'VE THOUGHT OF IT, BUT IT, IT BROUGHT TO MY MIND THAT, OH, HAVING MOBILES, WHERE DO YOU HAVE ALL OF THESE SUPPLIES READY, JUST READY TO GO TO, TO ASSIST PARTICULARLY, YOU KNOW, THE SCHOOLS IN THE VALLEY OR ANYWHERE. 
          I THINK IT, IT GET, IT GETS HOT EVERY PART OF THE CITY. 
          UM, MORE SO IN SOME AREAS THAN OTHERS, BUT, UM, I JUST THOUGHT ABOUT THE MOBILES. 
          YEAH, THE READY AND RESILIENT VAN DOES HAVE WATER STOCKED. 
          UM, I'M NOT SURE IF A FAN WILL FIT IN THERE, BUT WE CAN THINK ABOUT IT THOUGH. 
          I ALWAYS, YOU KNOW, I DON'T KNOW THE SIZE OF THE FENCE, BUT I CAN IMAGINE. 
          YES. 
          OKAY, WELL THANK YOU SO MUCH. 
          APPRECIATE IT. 
          THANK YOU. 
          OTHER COMMENTS, MR. MELVIN? THANK YOU. 
          UM, AND A LOT OF APPRECIATION FOR THE WORK THAT'S GONE INTO THIS AND, UM, THANK YOU MS. TOS. 
          AND DR. BRYANT, WHO IN YOUR PREVIOUS LIFE JUST A FEW MONTHS AGO WAS IN CHARGE OF THE PALISADES FIRE RECOVERY. 
          AND SO, YOU KNOW, THE, THE, UM, CONSEQUENCES OF, UH, CLIMATE, UM, THE CLIMATE EMERGENCY MORE THAN MOST IN THE DISTRICT. 
          SO, SO THANK YOU FOR THIS. 
          THIS IS HELPFUL. 
          UM, I GUESS ON THE SHADE AND TREES, I'LL JUST ACKNOWLEDGE THE WORK THAT'S BEEN DONE, BUT ALSO THE WORK THAT WE STILL HAVE TO DO. 
          UM, I KNOW WE'VE HAD OUTREACH FROM CERTAIN PARTNERS WHO HAVE EXPRESSED FRUSTRATION WITH THE DISTRICT ON THE GREENING FRONT, AND I THANK YOU, THE SUPERINTENDENT AND TEAM, UM, FOR, FOR WORKING THROUGH THOSE CONCERNS TO MAKE SURE THAT WHETHER IT'S THE CAL FIRE GRANTS OR OTHERS WERE GETTING, UH, THOSE DEPLOYED AND THEN ALSO, UM, AND KIND OF A DOG WITH A BONE WHEN IT COMES TO THIS ON OUR COMMITTEE. 
          BUT THE SHADE STRUCTURES, THE FACT THAT WE'RE STILL TALKING NORTH OF $200,000 TO COVER AN ELEMENTARY SCHOOL PLAYGROUND IS JUST NOT ACCEPTABLE. 
          BUT WE ARE WORKING, UM, WITH MS. TOES AND THE SUPERINTENDENT AND MS. ALVAREZ ON SOME, A NEXT WAVE OF PACKAGES FOR OUR PARTNERS IN SACRAMENTO. 
          WE HAD A BILL RUN A FEW YEARS AGO THAT REDUCED THE COST TO SOME EXTENT, BUT THERE'S STILL MORE WORK TO DO. 
          AND SO GRATEFUL FOR SOME OF THAT WORK. 
          WE HAVE A BILL BEING CARRIED BY SENATOR HENRY STERN RIGHT NOW THAT WE'RE WORKING ON AND SOME OTHERS TO FIGURE OUT HOW TO STREAMLINE THESE PROJECTS BECAUSE IT SHOULD NOT COST NEARLY THAT MUCH, UM, TO PUT SHADE ON OUR CAMPUSES THAT ARE IN SUCH DESPERATE NEED OF IT. 
          UM, ON THE, THE TURF STUDY. 
          A FEW QUESTIONS AND I'LL, I'LL DISCUSS A BIT LATER. 
          'CAUSE I HAVE, I KNOW AN UNCONVENTIONAL RESOLUTION COMING TODAY TO DISCUSS WITH MY COLLEAGUES ON THE BOARD ABOUT ONE SCHOOL IN PARTICULAR THAT, UM, THAT WENT OUTTA COMMISSION AFTER THE BOARD UNANIMOUSLY PASSED THIS RESOLUTION. 
          UM, AND I THINK THERE ARE NOW FIVE HIGH SCHOOLS THAT HAVE NO ATHLETIC FIELDS, UH, BECAUSE OF THE, UM, THE CURRENT FIELDS BEING OUTTA COMMISSION FOR HEALTH AND SAFETY REASONS AND 'CAUSE OF THE LIMBO IN THIS, UM, IN THIS PROCESS. 
          SO JUST A FEW QUESTIONS ON THAT ONE, I GUESS FOR THE STAKEHOLDER ENGAGEMENT, MS. TOSS OR WE ALSO, I KNOW THAT PARENTS AND COMMUNITY MEMBERS WERE JUST, UM, CONTACTED THIS WEEK 'CAUSE FOLKS ARE GETTING EMAILS ABOUT LIKE, SHARE YOUR OPINIONS. 
          ARE WE ALSO TALKING OR HAVE WE WITH OUR INTERNAL, UM, DEPARTMENT OF ATHLETICS AND THEN ALSO EXTERNALLY PARTNERS I MEAN, I KNOW FOR AT LEAST UNI HIGH, WHICH IS THE SCHOOL I WANNA TALK ABOUT LATER, THEY'RE, UH, THEY GENERATE REVENUE FROM RENTING OUT THAT FIELD. 
          SO AS PART OF THIS, IN ADDITION TO THE EXPERTS, ARE, CAN YOU TALK ABOUT ANY CONVERSATIONS WITH OUR ATHLETIC DEPARTMENT AND THEN ALSO WITH HAY YSO AND OTHER FOLKS WHO USE THESE FIELDS JUST TO MAKE SURE THEY'RE INCLUDED IN THE CONVERSATION? SURE. 
          GREAT QUESTION. 
          UM, YES, WE ARE WORKING VERY CLOSELY WITH OUR ATHLETICS DEPARTMENT. 
          UM, WE ARE SEEKING THEIR INPUT AS PART OF THE ENGAGEMENT, UM, MAKING SURE THAT THE SURVEY IS DISTRIBUTED TO ALL OF THE COACHING STAFF. 
          AND THEN WE'RE ALSO TARGETING ON THE THIRD PARTY CIVIC CENTER LEASING SIDE, OUR BIGGEST USERS OF OUR ATHLETICS. 
          UM, AND ALSO ASKING FOR THEIR RESPONSES AND INCLUDING THEM IN OUR COMMUNITY ENGAGEMENT STRATEGY. 
          GOT IT. 
          GOT IT. 
          AND I KNOW WE'VE HEARD FROM SOME LABOR PARTNERS, THE PAINTERS UNION AND OTHERS WHO DO THE TURF WORK WHO WANTED TO BE INCLUDED. 
          SO I'M GRATEFUL, AND I KNOW THAT THE CITY OF LA IS UNDERTAKING A SIMILAR PROCESS. 
          I GUESS THE, THE FRUSTRATION I HAVE WITH THE TIMELINE, UNSURPRISINGLY, IS THAT THE BOARD PASSED THE RESOLUTION IN NOVEMBER. 
          UM, IF IT'S COMING BACK FOR DISCUSSION IN JUNE, WE TAKE A HIATUS USUALLY IN JULY. 
          SO THE BOARD WOULD NOT ADOPT A NEW POLICY TILL THE FALL. 
          AND SO FOR THESE FIVE SCHOOLS, INCLUDING UNI, WHICH WHICH WENT INTO COMMISSION OR WENT OUT OF COMMISSION AFTER THE RESOLUTION, WHAT'S THE SOONEST LIKE WITH THINGS GOING AS PLANNED THAT THOSE SCHOOLS WOULD HAVE ACCESS TO THEIR FIELDS? AGAIN, IT WOULD DEPEND ON WHAT THE BOARD'S POLICY IS. 
          UM, SO ONCE THE BOARD, UH, DETERMINES HOW THESE FIELDS SHOULD BE, UM, REPLACED WITH, IF IT'S SYNTHETIC OR NATURAL GRASS, UH, DISTRICT STAFF WOULD THEN BRING A 
          [02:05:01]
PROJECT TO THE BOC AND TO THE BOARD TO USE ESSENTIALLY BOND FUNDS TO DO THAT REPLACEMENT. 
          OBVIOUSLY WE NEED TO KNOW WHAT KIND OF TURF WE'RE REPLACING IT WITH. 
          'CAUSE THAT WILL HAVE AN IMPACT TO THE PROJECT SCOPE, SCHEDULE AND BUDGET. 
          SO ONCE THE BOARD POLICY'S IN PLACE, WE WOULD BEGIN TO PULL THOSE BUDGETS FOR, UM, THE SCHOOLS THAT ARE CURRENTLY ON HOLD. 
          UM, AND THEN DEPENDING ON WHAT TYPE OF TURF IT IS, UM, SYNTHETIC TURF TAKES A LITTLE LONGER THAN NATURAL GRASS. 
          THE SCHEDULES WOULD VARY BY ONE YEAR TO TWO YEARS, POTENTIALLY CLOSER, CLOSER, POTENTIALLY SOONER, DEPENDING ON THE EXTENT OF THE PROJECT. 
          AND AM I RIGHT THAT LIKE THE TIMELINE JUST FOR A, LIKE, LIKE REPLACEMENT OF TURF IS TWO AND A HALF YEARS? IT REALLY DEPENDS ON THE EXTENT OF THE REPLACEMENT. 
          SO WE'VE HAD EVERYTHING FROM JUST REPLACING WHAT I CALL THE CARPET ON THE TOP. 
          UM, IF WE'RE JUST REPLACING THAT, WE'VE DONE THOSE IN, I THINK UNDER A YEAR, NINE MONTHS. 
          IF IT'S REPLACING THAT WHOLE SUBSTRUCTURE THAT I SPOKE ABOUT, UM, INCLUDING THE IRRIGATION AND THERE'S A DA UPGRADES THAT CAN TAKE UP TO TWO YEARS. 
          IT REALLY DEPENDS ON ONCE WE DO THE DUE DILIGENCE OF WHAT'S REQUIRED TO BE REPLACED, WHAT IS THE SCOPE OF THAT PROJECT BECAUSE, WELL, THAT'S THE, THE NINE MONTH TIMELINE IS MORE IN LINE WITH, AND THIS IS SOMETHING WE MIGHT CONSIDER THE FACILITIES AND PROCUREMENT COMMITTEE, BUT I KNOW THAT BEVERLY HILLS UNIFIED JUST DID A TURF KIND OF LIKE, LIKE REPLACEMENT THAT TOOK ABOUT SIX MONTHS FROM BOARD APPROVAL TO COMPLETION. 
          UM, WHICH STRUCK ME AS A, A RELATIVELY REASONABLE TIMELINE. 
          AND MAYBE IT WAS JUST 'CAUSE IT WAS THAT TOP LAYER WHEN I HAD HEARD INTERNALLY FROM DISTRICT STAFF HERE, THE TWO AND A HALF YEAR TIMELINE, IT REALLY GAVE ME CONCERN BECAUSE WE HAVE SEVEN FIELDS THAT ARE ON PAUSE, BUT AT LEAST TWO OF THEM, UM, ARE STILL IN USE FIVE NOW ARE COMPLETELY OUT OF USE. 
          SO WHEN WE THINK ABOUT THE BOARD NOT EVEN APPROVING NEW PROJECTS TILL LET'S SAY OCTOBER, NOVEMBER WITH A TWO AND A HALF YEAR TIMELINE, YOU'RE TALKING ABOUT FRESHMEN WHO FOR THREE OR FOUR YEARS OF HIGH SCHOOL WOULD NOT HAVE ACCESS TO THEIR FIELDS. 
          UM, AND I APPRECIATE THE WORK THAT DISTRICT'S DOING TO BUS KIDS AROUND. 
          AND BECAUSE OF THE CHALLENGE WE HAVE WITH COUNTY PARKS AND CITY PARKS RIGHT NOW, I KNOW THAT SOME SCHOOLS ARE TRAVELING AN HOUR TO GO AND PRACTICE. 
          SO WE CAN TALK MORE ABOUT IT IN THE UNIQUE CONTEXT. 
          I'LL, I'LL ACKNOWLEDGE TO MY COLLEAGUES, IT'S A BIT OF AN UNCONVENTIONAL RESOLUTION, BUT THIS WAS ONE WHERE THE FIELD WENT OUTTA COMMISSION AFTER AND NOW THEY'RE IN LIMBO. 
          AND I JUST FEEL LIKE FOR THE COMMUNITY, WE HAVE TO MAKE SOME PROGRESS. 
          SO, UM, MORE ON THAT LATER, BUT, BUT IT'S NICE TO KNOW THAT POTENTIALLY IT COULD BE A NINE MONTH TIMEFRAME, UM, WHICH IS BETTER THAN TWO AND A HALF YEARS. 
          BUT, BUT AGAIN, THE, THAT'S A CHALLENGING, UH, PROSPECT FOR SCHOOLS. 
          THE LAST THING I'LL JUST MENTION HERE, UM, BECAUSE IT HAS COME UP AT SOME OF OUR GRASS FIELDS THAT ARE OUTTA COMMISSION. 
          SO AS WE'RE CONTEMPLATING THIS STUDY, UM, I HOPE WE CAN CONSIDER, UM, AS SILLY AS IT SOUNDS, THE GOPHER MITIGATION, LIKE WESTCHESTER HIGH SCHOOL, THEIR FIELD HAS BEEN OUTTA COMMISSION FOR, YOU KNOW, LIKE WEEKS, SOMETIMES MONTHS ON END BECAUSE OF GOPHER HOLES AND STUDENT INJURIES AS A RESULT. 
          AND BECAUSE OF OUR POLICY NOT TO USE PESTICIDES, IT SEEMS VERY DIFFICULT TO FIGURE OUT WHAT TO DO WITH IT. 
          AND I'M, I'M TELLING YOU, I MEAN, EVERY FEW WEEKS WE'RE HEARING ABOUT THE GOPHERS. 
          AND SO WHEN IT COMES TO, UM, UH, THE GRASS FIELDS, I JUST WANNA MAKE SURE THAT AS PART OF THE PLAN, WE HAVE A SENSE OF WHAT THAT, UM, POLICY IS AND HOW WE'RE GONNA LIKE LOOK AT GOPHER ANOTHER RODENT CHALLENGES BECAUSE OF THE INJURIES TO STUDENTS. 
          SO JUST WANNA MAKE SURE THAT IS PART OF THE, THE STUDY AND PLAN. 
          THANK YOU. 
          YEAH, WE'RE GONNA PAUSE, GIVE YOU A REST, AND WE'RE GONNA GO TO A TIME CERTAIN, AND WE'LL COME BACK TO THIS. 
          ALRIGHT, MS. EZ, UH, THANK YOU SO MUCH. 
          SORRY 
          [22. Ms. Gonez, Mr. Melvoin, Ms. Griego - Learning Begins at Birth: Growing LAUSD Early Learning Programs (Res-049-25/26) (Noticed March 10, 2026)]
TO INTERRUPT THE PRESENTATION, BUT SINCE WE HAVE A, A NOON TIME CERTAIN FOR OUR LEARNING BEGINS AT BIRTH RESOLUTION TAB 22, I WANT TO GO AHEAD AND MOVE, UM, VERSION THREE, WHICH IS, WHICH HAS CIRCULATED AROUND THE DEUS AND HAS BEEN EMAILED. 
          THANK YOU. 
          DOES ANYONE WANT A SECOND POINT TO MOVE? I THINK I HEARD A SILENT SECOND OVER HERE WITHOUT THE MIC. 
          OKAY, SO MS. DUB BILL SECOND AND MS. EZ IS, AND, UM, AND I SEE THERE'S A, I THINK THERE'S SOMEONE WHO WANTS TO SPEAK IN THE AUDIENCE. 
          SO WE CAN, WE CAN TURN TO SPEAKERS FIRST AND THEN I CAN, I CAN INTRODUCE AFTERWARDS. 
          THAT'S FINE. 
          OUTSTANDING. 
          SO JUST SO I'M ON THE RIGHT PAGE. 
          TAB 22, CORRECT. 
          RIGHT. 
          THANK YOU. 
          OKAY, LET ME PULL UP THE SPEAKERS LIST. 
          THANK YOU EVERYONE FOR BEING SO PATIENT. 
          ALL RIGHT, WE HAVE IN-PERSON SPEAKERS. 
          UH, CAROLYN ETTE, ARE YOU HERE FOR TAB 22? CAROLINE CROW, CROWT. 
          OKAY, GREAT. 
          THERE YOU ARE. 
          THANK YOU. 
          YOU PLEASE SCHOOL ME ON THE PRONUNCIATION. 
          YES. 
          CAROLYN CROWT, DIRECTOR OF POLICY WITH EARLY EDGE CALIFORNIA. 
          UM, GOOD AFTERNOON EVERYONE. 
          FIRST OFF, I'D LIKE TO THANK, UM, BOARD MEMBER EZ FOR HER LEADERSHIP IN THIS SPACE, 
          [02:10:01]
AS WELL AS CO-SPONSORS, GRIEGO AND MELVOIN. 
          THANK YOU FOR BRINGING THIS IMPORTANT RESOLUTION TO THE BOARD. 
          FAMILIES WITH INFANTS AND TODDLERS IN LOS ANGELES ARE STRUGGLING WITH ACCESS TO AFFORDABLE, HIGH QUALITY CHILDCARE. 
          ADDITIONALLY, FAMILIES WHO QUALIFY FOR SUBSIDIZED PROGRAMS ARE OFTEN UNABLE TO ACCESS SUCH PROGRAMS DUE TO LONG WAIT LISTS AND LACK OF AVAILABILITY. 
          AND WHEN AFFORDABLE CHILDCARE IS OUT OF REACH, PARENTS, ESPECIALLY MOTHERS, ARE FORCED OUT OF THE WORKFORCE ENTIRELY. 
          SO EXPANDING ACCESS GIVES WORKING FAMILIES THE ABILITY TO ENROLL THEIR CHILD IN A HIGH QUALITY PROGRAM WHERE YOUNG CHILDREN CAN THRIVE AND EXPERIENCE LIFELONG BENEFITS. 
          SIMILARLY, THERE IS A DIRE NEED TO EXPAND GREATER ACCESS TO MULTILINGUAL PROGRAMS STARTING AT BIRTH. 
          WE KNOW THAT IN CALIFORNIA, NEARLY 60% OF CHILDREN ARE MULTILINGUAL LEARNERS. 
          AND THE FIRST THREE YEARS OF LIFE ARE CRITICAL FOR BRAIN AND LANGUAGE DEVELOPMENT. 
          AND WE KNOW THAT YOUNG CHILDREN, UM, THEY BENEFIT TREMENDOUSLY THROUGHOUT THEIR LIVES WHEN THEY HAVE ACCESS TO BILINGUAL PROGRAMS AND THEIR HOME LANGUAGE IS CELEBRATED AND SUPPORTED. 
          WE ALSO SUPPORT THE COMMITMENT TO BUILDING WORKFORCE PATHWAYS FOR BOTH INFANT AND TODDLER CARE AND DUAL LANGUAGE PROGRAMS. AS WITHOUT A STRONG WORKFORCE, THIS EXPANSION CANNOT BE SUCCESSFUL. 
          THANK YOU ONCE AGAIN FOR YOUR LEADERSHIP AND WE URGE YOU TO VOTE IN SUPPORT OF THIS IMPORTANT RESOLUTION. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          HERNANDEZ HERNANDEZ, COME ON UP. 
          YOU'D HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          GOOD AFTERNOON. 
          L-A-U-S-C BOARD MEMBERS. 
          MY NAME IS ASUS HERNANDEZ. 
          I AM THE EXECUTIVE VICE PRESIDENT OF FAMILIES IN SCHOOLS, A 25 YEAR LEGACY ORGANIZATION COMMITTED TO ADVANCING EDUCATIONAL EQUITY THROUGH FAMILY ENGAGEMENT, EARLY LITERACY, AND STRONG PARTNERSHIPS. 
          I'M HERE IN STRONG SUPPORT OF THE RESOLUTION, WHICH STRENGTHENS COORDINATION WITH CROSS-SECTOR PARTNERS AND FAMILY CHILDCARE PROVIDERS. 
          RECOGNIZING THAT EXPANDING ACCESS REQUIRES REAL PARTNERSHIP AND ALIGNMENT WITH THE FAMILIES AND SYSTEMS ALREADY DOING THE WORK. 
          IT ACKNOWLEDGES THAT MANY INFANTS AND TODDLERS ARE ALSO CARED FOR AT HOME OR IN HOME-BASED SETTINGS. 
          AND THAT IMPROVING OUTCOMES MEANS DIRECTLY SUPPORTING THOSE PARENTS AND CAREGIVERS. 
          EXPANDING EARLY LEARNING SITES, INCLUDING INFANT CENTERS AND DUAL LANGUAGE PROGRAMS IN HIGH NEED COMMUNITIES, IS A CRITICAL STEP TO CLOSE LITERACY AND NUMERACY GAPS AND STRENGTHEN LONG-TERM OUTCOMES FOR STUDENTS. 
          AS AN L-A-U-S-E ALUMNA, I EXPERIENCE OUR SYSTEM FIRSTHAND AS A STUDENT AND NOW AS A PARENT OF A 4-YEAR-OLD, I KNOW HOW CRITICAL IT IS THAT FAMILIES HAVE ACCESS TO STRONG EARLY SUPPORTS FROM THE VERY BEGINNING, ESPECIALLY THROUGH A FAMILY-CENTERED APPROACH THAT CONNECTS 'EM TO SCHOOLS, HEALTHCARE, AND TRUSTED COMMUNITY-BASED RESOURCES. 
          THE PROPOSED EARLY CHILDHOOD EDUCATION EXPANSION PLAN WOULD ALLOW US TO INCREASE ACCESS, BETTER ALIGN WITH COMMUNITY NEEDS, AND BUILD A MORE COORDINATED SYSTEM TO SUPPORT OUR FAMILIES. 
          I URGE YOU TO SUPPORT. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          THE NEXT SPEAKER IS HILDA, AVI AVILA. 
          HILDA AVILA. 
          OKAY. 
          MR. AVILA IS GONNA SPEAK IN SPANISH, SO IF YOU'D LIKE TO HEAR WHAT SHE'S SAYING IN ENGLISH, PLEASE PUT UP YOUR HANDS AND WE WILL GET YOU THESE TRANSLATION HEADSETS. 
          I THINK WE NEED JUST ONE MORE UP FRONT, A COUPLE UP FRONT. 
          ANY OTHERS? OKAY. 
          . 
          GOOD MORNING. 
          I AM HILDA AVILA. 
          I AM A MOTHER FROM L-A-U-S-C AS, AS WELL AS A PROMOTER FOR SCHOOLS. 
          TODAY I'M HERE TO SUPPORT EARLY EDUCATION. 
          THIS RESOLUTION RECOGNIZES THAT LEARNING IS ESSENTIAL FOR OUR STUDENTS' WELLBEING, ESPECIALLY FOR OUR FAMILIES THAT ARE LATINOS, AFRICAN AMERICAN AND IMMIGRANTS. 
          THIS PROGRAM REPRESENTS THE FIRST CONNECTION WITH THE SCHOOL SYSTEM AND THE SPACE WHERE STUDENTS START WORKING ON THEIR LANGUAGE AND CONFIDENCE. 
          IT IS FUNDAMENTAL FOR THEM TO ACCESS OPPORTUNITIES AND LEARNING EARLY IN ORDER TO HAVE THE NEED WHERE COMMUNITIES NEED IT. 
          THIS INCLUDES CARE FOR SMALL CHILDREN, BABIES, AND STRATEGIES THAT HELP FORTIFY ACADEMIC AS WELL AS CULTURAL IDENTITY. 
          THIS IS VERY IMPORTANT BECAUSE AS A MOTHER, I ASK YOU TO ADVANCE WITH THIS RESOLUTION WITH URGENCY AND MAKE SURE THAT FAMILIES FORM PART OF THIS IMPLEMENTATION THAT IS IN INTEGRATED IN MAKING SURE THAT EARLY EDUCATION WILL START WITH OUR CHILDREN AND FORTIFY OUR COMMUNITIES. 
          THE OBJECTIVE OF EDUCATION SHOULD BE TO ACTIVATE NATURAL LEARNING BECAUSE THIS IS THE MOST POWERFUL TOOL TO MAKE THE CHANGES TODAY. 
          I INVITE YOU TO LEAVE A LEGACY WITH ROOTS AND GIVING THE WINGS TO THE CHILDREN. 
          THANK YOU FOR YOUR ATTENTION. 
          THANK YOU FOR YOUR TIME. 
          [02:15:02]
UM, LAURA BAZ BAZ. 
          LAURA, GOOD MORNING. 
          IT IS A PLEASURE TO BE HERE AGAIN. 
          UH, DEAR MEMBERS OF THE BOARD OF EDUCATION, MY NAME IS LAURA BA AND FOR 23 YEARS I WAS A VOLUNTEER IN THE LA UNIFIED IN THE DIFFERENT CENTRAL GROUPS. 
          NOW I AM A PROUD MOTHER AND AMBASSADOR FOR LITERACY IN FAMILY SCHOOL. 
          I WANT TO EXPRESS MY SOLID SUPPORT IN MS. KELLY EZ, WHO IS FROM THE ZONE THAT I BELONG TO BY FOR PRESENTING IT. 
          WHAT I VALUE THE MOST IS THAT THIS RECIPE GOES FURTHER THAN EXPAND PROGRAMS AND TO PROPOSE A STRATEGIC FOCUS, EQUITABLE AND QUALITATIVE FOCUSED ON FAMILY FOR THE EDUCATION IN EARLY EDUCATION, RECOGNIZING THAT FAMILIES NEED GREATER ACCESS TO PROBLEMS THAT ARE ACCESSIBLE AND HIGH QUALITY, INCLUDING FAMILIES, UH, UH, DUAL LANGUAGE PROGRAMS, AND THAT THE DISTRICT NEEDS TO WORK TOGETHER WITH PROVIDERS SO THAT IT CAN GET TO THE FAMILIES WHERE IT IS NEEDED, WHERE THEY NEED GREAT SUPPORT IN THE SAME WAY. 
          AND IMPORTANTLY, THIS RESOURCE AFFIRMS THAT THE PARENTS AND CAREGIVERS ARE THEIR FIRST TEACHERS OF THE STUDENTS. 
          AND THIS MEANS THAT THE EXPANSION NOT ONLY NEEDS TO IMPROVE THE PROGRAMS, BUT ALSO, UH, FORTIFY SUPPORT FOR FAMILIES BY, WITH CULTURALS AND LINGUISTIC RESOURCES AND PARTNERSHIPS OF TRUST. 
          AS A PARENT, WE ALSO WANT TO SEE AN IMPLEMENTATION THAT IS SOLID WITH CLEAR TIMELINES, TRANSPARENCY, AND CONTINUOUS PARENT ENGAGEMENT. 
          WE ARE READY TO COLLABORATE WITH YOU AS ADV ADVOCATES AND LEADERS BECAUSE WHEN FAMILIES ARE INCLUDED IN, IN A SIGNIFICANT MANNER, THIS INVESTMENT CAN HAVE A LASTING, UH, EFFECT FOR OUR STUDENTS IN LA UNIFIED. 
          AND ALSO SO THAT THEY CAN BE TAKEN TO ACADEMIC SUCCESS, BUT ALSO ACADEMIC, ALSO LIFELONG SUCCESS. 
          THANK YOU FOR YOUR TIME. 
          UH, MARTHA BERNARD, COME ON UP. 
          MARTHA BERNARD, LAST CALL FOR MARTHA. 
          ALL RIGHT, KIANA, ARE YOU HERE? KIANA, COME ON UP. 
          YOU'D HAVE TWO MINUTES TO SPEAK WHEN SHE BEGIN, THEN AFTER KIANA IS MESSIAH. 
          AND THEN WE'LL COME BACK TO, UH, MARTHA BERNARD IF SHE'S HERE, PLEASE GO AHEAD. 
          THE TWO MINUTES WILL BEGIN ONCE YOU BEGIN. 
          THANK YOU. 
          GOOD AFTERNOON AGAIN. 
          BOARD MEMBERS, MY NAME IS KIANA. 
          I'M THE MOTHER OF THREE HIGH ACHIEVING GIFTED CHILDREN, SEILA, MESSIAH, AND NEME WHO ARE HERE WITH ME TODAY. 
          WE JUST LEFT COURT REGARDING BULLYING AND DISCRIMINATION THAT L-A-U-S-D FAILED TO PREVENT. 
          DESPITE REPEATED NOTICE AT EVERY LEVEL, I SENT MY OUTGOING, EXUBERANT, AND SPUNKY DAUGHTER MESSIAH TO MARTIN LUTHER KING JUNIOR ELEMENTARY SCHOOL. 
          UNDER PRINCIPAL CHANEL THOMAS. 
          SHE WAS PHYSICALLY ASSAULTED AND REPEATEDLY SUBJECTED TO RACIST AND SEXIST SLURS. 
          BEFORE APRIL 19TH, SHE HAD ALREADY BEEN PUNCHED AN INCIDENT WITNESSED BY HER YOUNGER SISTER. 
          ON APRIL 19TH, 2024. 
          I FORMALLY REPORTED THE BULLYING. 
          INSTEAD OF ADDRESSING THE STUDENT RESPONSIBLE, PRINCIPAL THOMAS DEFLECTED VICTIM BLAMED AND REFUSED TO ACT. 
          THAT SAME DAY, THE STUDENT SENT MY DAUGHTER A VIDEO REPEATING RACIST SLURS. 
          HE CONTINUED TO ESCALATE. 
          WHEN I REPORTED AGAIN ON MAY 6TH, I WAS ASKED BY CHANEL THOMAS, SO YOU THINK SHE'S BETTER THAN EVERYONE? AT 10 YEARS OLD, SHE WAS STRIPPED OF HER GRADUATION ACCOLADES, HER ROLE AS MODERATOR AND KEYNOTE SPEAKER. 
          AND THAT ROLE WAS GIVEN TO HER BULLY AS PUNISHMENT FOR REPORTING THE ABUSE. 
          I WAS BANNED FROM CAMPUS. 
          THAT BAN WAS ANNOUNCED TO HER ENTIRE CLASS SIGNALING LOSS OF PARENTAL ADVOCACY. 
          AND THAT'S WHEN EVERYTHING CHANGED. 
          A PACT MENTALITY TOOK OVER. 
          STUDENTS SHE HAD GROWN UP WITH SINCE KINDERGARTEN, CHILDREN WHO HAD BEEN IN OUR HOME CELEBRATING MILESTONES WITH HER, TURNED ON HER. 
          SHE WAS PHYSICALLY ASSAULTED EVEN NEXT TO A TEACHER'S DESK. 
          THE SAME STUDENT ESCALATED BY THROWING FOOD AT HER IN THE CAFETERIA. 
          DESPITE REPEATED NOTICE TO THE DISTRICT, NO PROTECTION CAME. 
          WE TRANSFERRED SCHOOLS MORE THAN ONCE. 
          THE HARASSMENT CONTINUED. 
          FORMER CLASSMATES TARGETED HER ONLINE, INCLUDING THROUGH L-A-U-S-D ACCOUNTS AND EVEN MY OWN SOCIAL MEDIA. 
          TODAY, MY DAUGHTER HAS BEEN REMOVED FROM TRADITIONAL SCHOOL AS A MEDICAL NECESSITY. 
          SHE'S IN THERAPY. 
          SHE'S LOST HER CONNECTION TO EDUCATION. 
          SHE WAS FORCED TO WALK AWAY FROM A SCHOLARSHIP PATHWAY JUST TO FEEL SAFE. 
          I SENT A HIGH ACHIEVING CHILD TO SCHOOL AND SHE WALKED AWAY WITH A LOSS OF INTEREST IN EVERYTHING, ESPECIALLY SCHOOL. 
          SEPARATELY, I NEED TO ADDRESS AN ISSUE OF 
          [02:20:01]
ACCOUNTABILITY. 
          AT 42ND STREET ELEMENTARY, UNDER PRINCIPAL JEREMY MCDAVID, I ATTEND A CLOSED DOOR MEETING REGARDING MY SON. 
          IN HIS POLICE REPORT, PRINCIPAL MCDAVID DESCRIBED THIS AS BRIEF AND SOOTHING CONTACT, BUT IN THAT CLOSED DOOR MEETING WITHOUT WITNESSES IN FRONT OF MY 7-YEAR-OLD SON, THANK YOU SO MUCH. 
          I WAS GRABBED BY BOTH ARMS AND PHYSICALLY RESTRAINED AD'S OWN POLICE DEPARTMENT ADOPTED PRINCIPAL MC DAVID'S NARRATIVE MINI MINIMIZING WHAT OCCURRED TIME. 
          THIS WAS REPORTED TO THIS BOARD ON DECEMBER 17TH, 2025. 
          THANK YOU FOR YOUR TIME. 
          AND THIS INCIDENT HAS BEEN, I'M TRYING TO KEEP MY DAUGHTER ALIVE, SO I DON'T CARE ABOUT, WAS PHYSICALLY ASSAULTED BY OUR PRINCIPAL. 
          MY DAUGHTER WAS CALLED A N****R, PHYSICALLY ASSAULTED IN HER CLASSROOM. 
          LUTHER, I, PLEASE FORGIVE ME HERE. 
          THANK YOU FOR YOUR TIME, FOR YOUR STAKEHOLDERS, MA'AM. 
          I, I DON'T MEAN TO CUT YOU OFF, BUT I'M GONNA COME DOWN AND YOU AND I WILL TALK. 
          I DO. 
          OKAY. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          STAFF WILL MEET WITH YOU IMMEDIATELY. 
          ALL RIGHT. 
          MESSIAH, YOU'RE ON CALL. 
          MESSIAH, THANK YOU FOR THANK YOU. 
          ALL RIGHT, MARTHA BERNARD, ARE YOU BACK IN THE ROOM? MARTHA BERNARD NOT HERE. 
          RA SANDOVAL, I SEE YOU'RE ONLINE. 
          PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN RA SANDOVAL. 
          UH, GOOD MOR. 
          UH, GOOD AFTERNOON. 
          UH, HONORABLE MOR BOARD MEMBERS, MY NAME IS AL. 
          I AM A PROJECT CONSULTANT FOR THE LOW INCOME INVESTMENT FUND. 
          UH, FIRST I WANNA THANK THE BOARD FOR PRIORITIZING FACILITIES IN THE EARLY CHILDHOOD EDUCATION EXPANSION RESOLUTION, AND FOR YOUR LEADERSHIP IN ADVANCING EQUITABLE ACCESS FOR LA FAMILIES. 
          THE BOARD'S COMMITMENT TO REOPENING AND UPGRADING EARLY EDUCATION CENTERS, EXPANDING INFANT AND DUAL LANGUAGE PROGRAMS, AND INTENTIONALLY LEVERAGING UNDERUTILIZED DISTRICT SPACES ALIGNED WITH LIS MISSION TO ADVANCE OPPORTUNITY AND EQUITY. 
          THE LOW INCOME INVESTMENT FUND STANDS TO PARTNER WITH L-A-U-S-D TO IMPLEMENT THIS BOLD VISION. 
          OUR EXPERIENCE IN EARLY CHILDHOOD 
          [02:25:01]
FACILITY DEVELOPMENT CAN SUPPORT THE DISTRICT IN ACHIEVING THE PLAN. 
          THE DISTRICT'S PLANS, UH, INCLUDING EXPANDING ACCESS TO AFFORDABLE HIGH QUALITY EARLY LEARNING OPPORTUNITIES, AND SUPPORTING PARTNERSHIPS WITH COMMUNITY-BASED PROVIDERS. 
          UM, L'S, INVENTORY OF UNDERUTILIZED CLASSROOMS AND SITES, ESPECIALLY IN HIGH NEED COMMUNITIES OFFERED IMMEDIATE OPPORTUNITY TO EXPAND ACCESS WITH COORDINATED PLANNING. 
          THESE SPACES CAN BE TRANSFORMED INTO INFANT CENTERS AND EARLY LEARNING HUBS IN DIRECT ALIGNMENT WITH THE BOARD'S CALL FOR EXPANSION IN THE AREAS OF GREATEST NEED, THE LOW INCOME INVESTMENT FUND IS AVAILABLE TO PARTNER AND BRING DEEP EXPERTISE IN CHILD UH, CARE FACILITIES SUPPORTING IN, UH, DEVELOPMENT, FINANCING AND TECHNICAL ASSISTANCE, UH, INCLUDING NAVIGATING THE COMPLEX LICENSING AND DEVELOPMENT REQUIREMENTS, UH, WITH THE STATE OF CALIFORNIA. 
          UH, THIRD, UM, WE'RE VERY PLEASED THAT, UH, BOND INVESTMENTS, UM, YOU KNOW, WE KNOW REPRESENT THE LARGEST OPPORTUNITY TO SCALE FACILITIES. 
          BOND, AND OTHER FUNDING SOURCES SHOULD CONTINUE TO BE LEVERAGED TO UPGRADE AND MODERNIZE EXISTING CLASSROOMS, ENSURING THEY ARE DEVELOPMENTALLY APPROPRIATE FOR INFANTS, TODDLERS. 
          WE SHOULD ALSO ASSESS THE FULL FACILITIES COST NEEDED TO INCREASE THE DISTRICT'S CAPACITY TO SERVE INFANTS AND TODDLERS, AND INFORM THE TIMELINE FOR FUTURE BOND MEASURES. 
          WITH THIS EXPRESS, UH, THE LOW INCOME INVESTMENT FUND, STRONGLY SUPPORT THIS RESOLUTION AND IS READY TO PARTNER TO SUPPORT THE RAPID EFFECTIVE IMPLEMENTATION AND EXPAND YOUR GOALS. 
          THANK YOU SO MUCH FOR YOUR TIME. 
          THANK YOU FOR YOUR TIME. 
          THE NEXT SPEAKER IS GINA RODRIGUEZ. 
          GINA, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF, AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          GINA RODRIGUEZ. 
          GINA RODRIGUEZ, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF. 
          AND YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          GOOD AFTERNOON. 
          MY NAME IS GINA RODRIGUEZ. 
          I'M A PROGRAM OFFICER AT FIRST FIVE LA, A LEADING CHILDREN'S ADVOCACY ORGANIZATION IN LA COUNTY AND IN CALIFORNIA. 
          THE EXPANSION OF PUBLIC EDUCATION TO INCLUDE UNIVERSAL TRANSITIONAL KINDERGARTEN, ALONG WITH THE STATE'S COMMITMENT TO ADVANCING MULTILINGUAL LEARNING PRESENTS A TIMELY OPPORTUNITY FOR L-D-U-S-D TO CONTINUE PRIORITIZING AND GROWING ITS EARLY LEARNING PROGRAMS. A GOAL IN FIRST FIVE LA STRATEGIC PLAN IS TO ENSURE ALL CHILDREN PRENATAL TO AGE FIVE HAVE A SOLID FOUNDATION FOR WELLBEING FIVE LONG LEARNING AND SUCCESS. 
          AND THIS RESOLUTION DOES THAT. 
           A STANDS READY TO PARTNER WITH L-A-U-S-D TO STRENGTHEN CURRICULUM INSTRUCTIONAL PRACTICES AND FAMILY ENGAGEMENT APPROACHES IN WAYS THAT REFLECT AND AFFIRM THE CULTURAL AND LINGUISTIC IDENTITIES OF YOUNG CHILDREN. 
          WE SUPPORT THE EFFORTS, UH, THAT EXPAND DUAL LANGUAGE EARLY EDUCATION PROGRAMS AT EARLY EDUCATION CENTERS, TRANSITIONAL KINDERGARTEN, CALIFORNIA STATE PRESCHOOL PROGRAMS AT ELEMENTARY SCHOOLS WITH CONSIDERATION TO TEACHER RECRUITMENT TRAINING, CREDENTIALING AND STRATEGIES FOR PROGRAM SUSTAINABILITY AND EXPANSION. 
          FIRST FIVE LA ALSO ENCOURAGES THE DISTRICT TO INCREASE AND COORDINATE PARTNERSHIPS WITH FAMILY HOME PROVIDERS, INCLUDING SHARED PROFESSIONAL DEVELOPMENT OPPORTUNITIES, INCREASED COMMUNICATION, ARTICULATION AGREEMENTS, INTERCESSION, AND BEFORE AND AFTER SCHOOL CARE FOR TK AND CSPP STUDENTS ALIGN WITH L-A-U-S-C, EARLY EDUCATION STRATEGIC PLAN GOALS, AND FIRST FIVE LA'S COMMITMENT TO UPLIFT AND SUPPORT HOMEBASED EARLY EDUCATORS AS THEY ARE A VITAL PART OF THE MIXED DELIVERY SYSTEM FOR THESE REASONS, FIRST FILE, FIRST FIVE A COMMENDS THE BOARD AND SUPPORTS THE LEARNING BEGINS AT BIRTH, GROWING L-A-U-S-D, EARLY LEARNING PROGRAM RESOLUTION. 
          THANK YOU SO MUCH. 
          THANK YOU FOR YOUR TIME. 
          AND I SEE MARTHA BERNARD IS WITH US ONLINE. 
          UH, MS. BERNARD, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF, AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          MARTHA BERNARD, GOOD AFTERNOON. 
          MY NAME IS MARTHA BERNARD AND I HAVE TWO CHILDREN IN L-A-U-S-D. 
          ONE IS A THREE-YEAR-OLD DAUGHTER AT AN L-A-U-S-D EARLY EDUCATION CENTER. 
          WE ABSOLUTELY LOVE OUR DAUGHTER'S PRESCHOOL. 
          ALL OF THE STAFF AND TEACHERS ARE WONDERFUL AND TAKE SUCH EXCELLENT CARE OF THE CHILDREN WHO ARE HAPPY, BRIGHT, AND LEARNING SO MUCH EVERY DAY. 
          THE DEMOGRAPHICS OF THE SCHOOL REFLECT THE DEMOGRAPHICS OF MY NEIGHBORHOOD, MAKING IT AN INTEGRATED SCHOOL, WHICH IS EXCEEDINGLY RARE IN OUR DISTRICT. 
          RECENTLY, OUR SCHOOL RECEIVED GIGANTIC FLAT SCREEN PROMETHEAN SMART BOARDS FOR EVERY CLASSROOM, WHICH IN A GRADE SCHOOL SETTING CAN BE USED AS A WHITEBOARD OR FOR INTERACTIVE LEARNING. 
          IN A PRESCHOOL SETTING, THESE BOARDS COMPLETELY DWARF THE CLASSROOM RUG 
          [02:30:01]
AREA, WHERE PREVIOUSLY THE CHILDREN WOULD START THE DAY WITH CIRCLE TIME AND SONGS. 
          NOW, WHEN I DROP MY DAUGHTER OFF IN THE MORNING, THEY'RE WATCHING YOUTUBE BRAIN BREAK OR MOVEMENT VIDEOS SUCH AS DANNY GO, OR EVEN SOMETIMES AI GENERATED MOVEMENT VIDEOS COMPLETE WITH ADVERTISEMENTS. 
          THE QUOTE FROM THIS RESOLUTION, THE EARLIEST YEARS OF LIFE REPRESENT A CRITICAL PERIOD OF BRAIN DEVELOPMENT DURING WHICH THE FOUNDATION FOR LANGUAGE LITERACY AND SOCIAL EMOTIONAL DEVELOPMENT IS ESTABLISHED. 
          AND QUOTE, EXPERTS CAUTION, LOW QUALITY, FAST-PACED CONTENT, AND AI GENERATED VIDEOS ON YOUTUBE OFTEN FEATURE CONFLICTING INFORMATION, LACK PLOT STRUCTURE, AND CAN BE COGNITIVELY OVERWHELMING, HAVE BEEN FOUND TO BE ASSOCIATED WITH GREATER HYPERACTIVITY SYMPTOMS AMONG PRESCHOOL BOYS AND LOW-INCOME CHILDREN MAY BE MORE LIKELY TO BE EXPOSED TO LOWER QUALITY CONTENT. 
          I DOUBT THAT THE VAST MAJORITY OF PRIVATE PRESCHOOLS IN LOS ANGELES HAVE PROMETHEAN BOARDS OR SHOW YOUTUBE VIDEOS WITH ADVERTISEMENTS TO THEIR STUDENTS. 
          LATER TODAY, YOU WILL VOTE ON A RESOLUTION THAT IF PASSED WILL PROHIBIT STUDENT-LED USE OF YOUTUBE. 
          AS YOU EXPAND EARLY CHILDHOOD CENTERS, I IMPLORE YOU TO CONSIDER PROHIBITING ANY USE OF YOUTUBE, EVEN IF TEACHER LED FOR OUR YOUNGEST AND MOST VULNERABLE STUDENTS, AND REMOVING THESE GIANT SCREENS FROM PRESCHOOL CLASSROOMS. THANK YOU SO MUCH FOR THANK YOU FOR YOUR TIME. 
          THAT CONCLUDES PUBLIC COMMENT ON TAB 22. 
          WELL, THANK YOU SO MUCH. 
          I APPRECIATE ALL OF OUR PUBLIC COMMENT SPEAKERS AND OUR, UH, PARTNERS IN THIS WORK, UH, FOR LIFTING UP. 
          OUR LEARNING BEGINS AT BIRTH RESOLUTION. 
          THIS RESOLUTION AFFIRMS THAT BIRTH THROUGH AGE THREE IN PARTICULAR, THE EARLIEST YEARS ARE SUCH A CRITICAL TIME FOR OUR YOUNG CHILDREN AND THEIR FAMILIES, AND SUPPORTING PARENTS AND CAREGIVERS AND EXPANDING OUR PROGRAMS WILL HELP TO ENSURE THAT OUR FAMILIES HAVE ACCESS TO THE HIGH QUALITY AFFORDABLE CARE THAT THEY DESERVE FROM THE VERY BEGINNING. 
          TODAY, TOO MANY FAMILIES IS, ESPECIALLY IN WORKING CLASS COMMUNITIES, ACCESS EARLY CARE AND EDUCATION WHEN THEY NEED IT, WHETHER DUE TO ENORMOUS COSTS OR TO LONG WAITING LISTS. 
          THIS IS A CRITICAL QUALITY OF LIFE ISSUE THAT IMPACTS THOUSANDS OF FAMILIES ACROSS LOS ANGELES, PARTICULARLY THOSE IN OUR HIGHEST NEEDS COMMUNITIES. 
          AND TODAY REPRESENTS AN OPPORTUNITY TO TAKE ACTION TO UPLIFT. 
          OUR YOUNGEST CHILDREN ARE BABIES, THEIR FAMILIES, AND OUR COMMUNITIES AS A WHOLE. 
          THE RESOLUTION DIRECTS LUSD TO CREATE A STRATEGIC EQUITY DRIVEN PLAN THAT WOULD REOPEN SHUTTERED CENTERS AND EXPAND PROGRAMS WHERE THE NEED IS HIGHEST AND CURRENTLY UNMET WOULD DOUBLE OUR INFANT AND TODDLER PROGRAMS, BUILD DUAL LANGUAGE PATHWAYS IN THE EARLIEST YEARS, EXPAND WORKFORCE PATHWAYS FOR ADULT STUDENTS AND HIGH SCHOOL STUDENTS THROUGH CTE PROGRAMS. STRENGTHEN PARTNERSHIPS WITH COMMUNITY PROVIDERS AND FAMILY HOME PROVIDERS CENTER AND DIRECTLY SUPPORT FAMILIES IN THE EARLIEST YEARS OF PARENTHOOD AND PROVIDE FOR FEEDBACK FROM COMMUNITY PARTNERS, LABOR PARTNERS AND FAMILIES. 
          AS WE ARE CREATING THIS EXPANSION PLAN, IT ALSO ENSURES THAT WE ARE PLANNING STRATEGICALLY. 
          WE'RE MAPPING DEMAND, IDENTIFYING SITES, FUNDING AND STAFFING AND TIMELINES SO THAT WE HAVE AN APPROPRIATE TIMELINE FOR QUALIFIED EARLY EDUCATORS. 
          AND WE ARE MEETING THE DEMANDS THAT EXIST TODAY AND SLOTS THAT ARE NOT CURRENTLY BEING PROVIDED. 
          THIS IS BOTH ABOUT SUPPORTING FAMILIES EARLIER, BUT ALSO ABOUT STRENGTHENING OUTCOMES IN THE LONG TERM, BOTH FOR CHILDREN AND FOR THEIR FAMILIES. 
          IN THE EAST SAN FERNANDO VALLEY AND OTHER AREAS OF THE SCHOOL DISTRICT. 
          ACCESS TO INFANT AND TODDLER CARE IS STILL OUT OF REACH FOR TOO MANY FAMILIES, AND WE NEED TO ENSURE THAT AS A DISTRICT, WE ARE LOOKING AT EVERY TOOL POSSIBLE TO BROADEN SUPPORT FOR OUR FAMILIES AND FOR OUR YOUNGEST CHILDREN. 
          I WANNA TAKE THIS OPPORTUNITY TO THANK MY CO-SPONSORS, MR. VOY AND BOARD MEMBER GRIEGO, AS WELL AS OUR PARTNERS AT EARLY EDGE FAMILIES AND SCHOOLS, FIRST FIVE LA AND EVERYONE WHO HAS JOINED US IN A THOUGHTFUL CONVERSATION, INCLUDING THE MEMBERS OF THE CHILDREN AND FAMILIES IN EARLY EDUCATION COMMITTEE, WHO I KNOW ARE STRONGLY SUPPORTIVE OF THIS RESOLUTION. 
          UM, I ASK THAT YOU HELP ME, HELP US SUPPORT THE BABIES, TODDLERS, YOUNG CHILDREN AND FAMILIES OF LOS ANGELES BY SUPPORTING THIS RESOLUTION. 
          AND NOW I'LL SEE IF MY CO-SPONSORS WOULD LIKE TO SPEAK AS WELL. 
          UH, THANK YOU BOARD MEMBER EZ FOR BRINGING THIS, UH, TO THE TABLE HERE TODAY. 
          UM, EARLY ED IS A BIG NEED IN OUR MOST VULNERABLE COMMUNITIES AND A TRUE OPPORTUNITY FOR THE DISTRICT TO BOOST ENROLLMENT. 
          THAT MAKES ME ME VERY EXCITED. 
          AS A WORKING MOM OF THREE, I EXPERIENCED THE CHALLENGES WITH FINDING AFFORDABLE EARLY ED CARE FOR MY KIDS, AND I ALSO HEARD THE CHALLENGES FROM MANY OF MY FELLOW TEACHER COLLEAGUES. 
          SO I'M HAPPY THAT THIS RESOLUTION IS PROACTIVE IN ALREADY CALLING FOR A PLAN THAT WILL CONSIDER THE USE OF SOME OF OUR VACANT EARLY ED CENTERS AND ELEMENTARY SCHOOLS, CONVERT THEM INTO EARLY ED INFANT CENTERS AND MAKING THEM AVAILABLE TO, UH, EXTERNAL PROVIDERS. 
          I ALSO APPRECIATE THE CALL FOR COMMUNITY ENGAGEMENT AND COORDINATION WITH LABOR PARTNERS AS THE PLAN IS DEVELOPED. 
          AND I'VE BEEN HEARING FROM MANY EDUCATORS, YOUNGER EDUCATORS THAT ARE READY TO START HAVING BABIES AS THEY HAVE NOW WON PARENTAL 
          [02:35:01]
LEAVE. 
          AND NOW WITH THE POTENTIAL OF INFANT EARLY ED CENTERS. 
          UM, HAVING CHILDREN CERTAINLY MAKES IT MORE SUPPORTIVE. 
          AS A TEACHER AT MCALLISTER HIGH SCHOOL OF PREGNANT AND PARENTING YOUTH, I AS A, I EXPERIENCED THE, THE CHALLENGES OF SUPPORTING MY STUDENTS IN FINDING, UH, CHILDCARE FOR THEIR BABIES. 
          AND IN FACT, IT MADE IT A BARRIER FOR THEIR SCHOOL ATTENDANCE. 
          SO THIS EXPANSION AND THIS OPPORTUNITY THAT, UM, IT BRINGS TOO MANY OF OUR WORKING FAMILIES, BUT ALSO IT SUPPORTS OUR STUDENTS WHO ARE, UH, PARENTS, UM, IN OUR DISTRICT. 
          AND IT'LL MAKE IT EASIER FOR THEM TO BE ABLE TO ATTEND SCHOOL. 
          UM, THAT, UM, I'M HOPING THAT WE CAN HAVE SOME OF THESE EARLY AT CENTERS OR INFANT CENTERS IN, AT LOCATIONS WHERE, UM, WE HAVE THESE SCHOOLS FOR OUR YOUNG, UM, MOTHERS. 
          UM, SO I'M ALSO EXCITED, UH, TO SEE HOW THE DISTRICT CAN BEGIN TO DEVELOP A PATHWAY FOR OUR STUDENTS TO ENTER INTO THESE CREDENTIALED POSITIONS AND WORK IN AD'S EARLY CENTERS. 
          WHEN I WORKED WITH HIGH SCHOOL STUDENTS, PARTICULARLY AT MCALLISTER, UH, WHEN WE ASKED THE STUDENTS WHAT KIND OF CAREERS THEY WANTED, THEY ALWAYS TALKED ABOUT WORKING WITH YOUNG CHILDREN. 
          SO I KNOW THAT THERE IS A DESIRE AND AN INTEREST AMONG OUR, OUR YOUNG PEOPLE TO ENTER THIS CAREER PATHWAY. 
          AND WHAT A GREAT OPPORTUNITY FOR OUR DISTRICT TO BE ABLE TO BRING IN SOME OF OUR OWN STUDENTS INTO THE WORKFORCE. 
          SO THANK YOU AGAIN, UM, MS. EZ, FOR BRINGING THIS, UM, RESOLUTION FORWARD. 
          THANK YOU, MR. MALVO, CO-SPONSOR. 
          MR. MALVO. 
          YES. 
          THANK YOU. 
          UH, THANK YOU MS. EZ FOR BRINGING THIS RESOLUTION, FOR HAVING US AS CO-SPONSORS FOR YOUR LEADERSHIP IN THIS SPACE AND ALSO FOR CHAIRING OUR EARLY ED COMMITTEE. 
          IT'S GREAT TO SEE SOME OF OUR COMMITTEE MEMBERS HERE AND IN THEIR PUBLIC COMMENTS, UM, INCREDIBLY SUPPORTIVE OF THE RESOLUTION. 
          I WAS ASKED BY A REPORTER THIS WEEK WHY I'M CO-SPONSORING, AND I SAID, WELL, I NOW HAVE A NINE MONTH OLD, AND I'M NOT SURE WHAT YOU'RE SUPPOSED TO DO UNTIL THEY TURNED FOUR. 
          UM, WHICH WAS A BIT FACETIOUS, BUT ALSO I HAVE A NEW APPRECIATION FOR THE CHALLENGE OF THIS SPACE. 
          UM, AND, UH, YOU KNOW, I, AS I'VE SAID MANY TIMES, I DO LOOK FORWARD TO A DAY WHEN WE TALK ABOUT PRESCHOOL FREE, HIGH QUALITY FULL DAY PRESCHOOL, THE WAY WE DOW DO ABOUT K 12, WHICH IS LIKE, OF COURSE, IT'S AN, IT'S AN OPPORTUNITY FOR ALL. 
          UM, BUT WE KNOW IT'S SO CRITICAL, NOT ONLY FROM A CHILDCARE PERSPECTIVE, AS MY COLLEAGUES DISCUSSED, BUT ALSO WHEN IT COMES TO EARLY LITERACY, THE FACT THAT KINDERGARTEN IS STILL NOT MANDATORY IN THIS STATE. 
          AND SO WE HAVE KIDS WHO COME IN FIRST GRADE AND THEN WE KNOW THE RESEARCH SHOWS. 
          IF YOU'RE NOT READING BY THIRD GRADE, IT'S INCREDIBLY HARD TO CATCH KIDS UP. 
          UM, BUT ALSO JUST FROM A JOY, UH, PLAY-BASED EARLY CHILDHOOD AND THE MENTAL HEALTH AND PHYSICAL EFFECTS OF THAT. 
          SO, UM, I, UH, APPRECIATE THAT THIS, THIS RESOLUTION BY MS. EZ AND THE PLAN, UM, KIND OF, UH, BRING SOME COHESION AND COHERENCE TO THINGS THAT THE BOARD MEMBERS HAVE BEEN DOING DISCREETLY IN OUR BOARD DISTRICT, WE'VE REOPENED IN MY BOARD DISTRICT TWO SHUTTERED EARLY ED SITES, KENTWOOD, THAT IS NOW COMPLETELY FULL AND WEST VALLEY OCCUPATIONAL CENTER, WHICH IS PARTICULARLY EXCITING BECAUSE IT'S ATTACHED TO A, UH, AN ADULT SCHOOL, AN OCCUPATIONAL CENTER. 
          AND SO IT'S NOT ONLY GREAT CHILDCARE FOR THOSE, UH, STUDENTS WHO ARE THERE, BUT ALSO WE CAN CREATE PATHWAYS FOR EARLY EDUCATORS IN THAT PROGRAM. 
          I WELCOME MY COLLEAGUES TO COME AND CHECK THAT ONE OUT, WHICH JUST REOPENED. 
          WE ALSO HAVE OUR SLIDING SCALE FEE-BASED PROGRAM, AND WE ARE SEEING IN MY DISTRICT, INCREASE ENROLLMENT, UH, IN A LOT OF OUR EARLY ED CENTERS. 
          UM, AND I KNOW THAT IT'S ALSO IMPORTANT TO WORK WITH OUR PARTNERS, GIVEN THAT THIS IS AN ECOSYSTEM WITH SO MANY, UH, DIFFERENT PROVIDERS AND FIGURING OUT HOW WE CAN WORK IN PARTNERSHIP SUPPORT ONE ANOTHER, AND ALSO MAKE IT EASIER FOR FAMILIES TO UNDERSTAND THE, YOU KNOW, NOW IN TK TO 12, WE HAVE OUR UNIFIED ENROLLMENT SYSTEM, UM, FOR LA UNIFIED, BUT IT'S STILL VERY COMPLICATED AT THE, UH, THE YOUNGER SPACE, NOT UNLIKE THE CONVERSATION THE BOARD WAS HAVING A FEW MINUTES AGO AROUND THE SUMMER SCHOOL PROGRAM. 
          SO WORKING TO STREAMLINE, UH, THE OPTIONS AND MAKE IT EASIER FOR FAMILIES. 
          UM, SO THANKS TO THE TEAM. 
          I SEE THE FOLKS FROM LA UNIFIED IN THE BACK HERE FOR ALL THE WORK YOU'RE DOING. 
          AND I WILL, THE LAST THING I'LL SAY, I'M, I'M GONNA ADJOURN. 
          I HAVE AN ADJOURNMENT AT THE END OF THIS MEETING, BUT I DO JUST IN, IN SUPPORTING THIS RESOLUTION, DO WANT TO, UH, HAVE MY CO-SPONSORSHIP AND VOTE IN HONOR OF, UM, THE, THE FORMER PRINCIPAL OF VINE STREET EARLY EDUCATION CENTER IN MY DISTRICT WHO JUST PASSED AWAY A FEW MONTHS AGO. 
          ANITA PROSSER HAD BEEN A TEACHER FOR SO MANY YEARS, AND FINALLY GOT HER DREAM OF BECOMING A PRINCIPAL, UM, AND WAS AN INCREDIBLE LEADER AT VINE STREET AS WE STARTED INCREASING ENROLLMENT AT THAT EARLY ED CENTER IN HOLLYWOOD. 
          AND TRAGICALLY PASSED AWAY JUST A FEW, UH, MONTHS AGO. 
          AND SO IN ADDITION TO THAT, ADJOURNMENT, JUST WANNA MAKE MY VOTE ON THIS RESOLUTION, WHICH WILL COME IN HER HONOR. 
          UH, AND THANKS MS. EZ, UH, FOR YOUR LEADERSHIP ON THIS OTHER BOARD MEMBERS. 
          GO AHEAD, DR. RIVAS. 
          UM, YES, THANK YOU MS. EZ FOR BRINGING THIS RESOLUTION FORWARD. 
          UM, IT IS SOMETHING THAT I HAVE SEEN FIRSTHAND IN MY BOARD DISTRICT WITH THE INFANT CENTERS AND JUST ALL THE, ALL THAT IT BRINGS, NOT ONLY TO THE FAMILIES, BUT ALSO TO OUR EMPLOYEES, AND ALSO TO, UM, SOME OF OUR STUDENTS WHO CONTINUE ON IN, IN THAT CAREER, PARTICULARLY OUR 
          [02:40:01]
CTC, UM, IN OUR SPECIAL EDUCATION PROGRAMS. IT, IT OFFERS, UH, A GREAT OPPORTUNITY FOR THEM TO ALSO, UM, FEEL THAT THEY, YOU KNOW, THEY'RE, THEY'RE DOING SOMETHING PARTICULARLY FOR OUR, UM, OUR BABIES. 
          SO IT'S WONDERFUL TO HAVE THAT. 
          SO JUST WANNA SAY THAT THIS RESOLUTION REFLECTS THE IMPORTANCE OF INVESTING IN EARLY AND IN EARLY AND INTENTIONALLY IN OUR STUDENTS, OUR FAMILIES, AND OUR SCHOOL COMMUNITIES. 
          EXPANDING ACCESS TO EARLY LEARNING, INCLUDING INFANT CENTERS, PRESCHOOL PROGRAMS, AND DUAL LANGUAGE OPPORTUNITIES IS ONE OF THE MOST IMPACTFUL WAYS WE CAN IMPROVE LONG-TERM OUTCOMES. 
          I ALSO APPRECIATE THE FOCUS ON CHILDCARE CENTERS AND THE NEED TO WORK IN PARTNERSHIP WITH COMMUNITY-BASED PROVIDERS. 
          STRENGTHENING COORDINATION WITH EXISTING PROVIDERS WILL BE CRITICAL TO BUILDING A SYSTEM THAT IS ACCESSIBLE, SUSTAINABLE, AND RESPONSIVE TO THE NEEDS OF, OF WORKING FAMILIES AND ALSO OF OUR STUDENTS. 
          I SUPPORT MOVING FORWARD WITH A PLAN THAT PRIORITIZES HIGH NEED COMMUNITIES AND BUILDS THESE PARTNERSHIPS THOUGHTFULLY. 
          SO THANK YOU, AND PLEASE ADD ME AS A CO-SPONSOR. 
          WELL, AGAIN, THANK YOU AGAIN FOR, UH, BRINGING THIS FORTH. 
          AND AS WE KNOW, WE VISIT OUR SCHOOLS. 
          WE KNOW, UM, I JUST LEFT A SCHOOL YESTERDAY WITH A WAITING LIST OF 22 STUDENTS. 
          UM, SO WE KNOW THAT THE NEED IS DEFINITELY THERE. 
          AND, UM, AS EARLY EDUCATION CENTERS AND AS EARLY, UH, SPECIAL EDUCATION PROGRAMS ARE THE INTRODUCTION TO MANY OF OUR LASD UH, FAMILIES. 
          IT IS A CHANCE FOR OUR SCHOOLS, UH, TO WELCOME FAMILIES INTO A COMMUNITY THAT SUPPORTS OUR LOW BABIES THROUGH PLAY HEALTHY, UH, EATING HABITS, UH, AND AN INTRODUCTION TO SUPPORT AS WELL AS ANOTHER LINE TO OUR CLASSROOMS. UH, EARLY EDUCATION PROGRAMS IS FREQUENTLY A FAMILY'S FIRST INTERACTION WITH LA UNIFIED AND INTRODUCING OUR FAMILIES TO THE SCHOOL DISTRICT. 
          AND SO SERVING AS A POWERFUL TOOL FOR BUILDING TRUST AND STRENGTHENING OUR ENROLLMENT, UM, PIPELINES, WHICH PROMOTES OUR SCHOOL READINESS. 
          AND SO I'M EXCITED THAT WE ARE OFFERING THE INCREASE OPTIONS FOR OUR FOUR YEAR OLDS, AND THAT WE NEED, UH, THESE OFFERINGS BECAUSE ALL OF OUR AREAS THROUGH K THROUGH 12 ENROLLMENT IS DECLINING. 
          AND I SEE IT DEFINITELY IN BD ONE. 
          AND I, I HAD CONVERSATIONS WITH SOME OF MY FORMER STUDENTS AND I SAID, WHERE ARE YOUR CHILDREN? ? AND NOW YOU CAN BRING THEM HERE. 
          AND SO, UH, AS WE KNOW, ENROLLMENT IS DECLINING, BUT WE KNOW THAT OUR EARLY EDUCATION PROGRAM IS ONE OF THE AREAS THAT IS ACTUALLY GROWING. 
          AS I MENTIONED, I SAW WAIT LISTS OF MANY OF MY SCHOOLS. 
          SO THANK YOU FOR BRINGING THIS AND LOVE TO BE A CO-SPONSOR. 
          ORTIZ FRANKLIN. 
          YES. 
          THANK YOU FOR BRINGING THIS. 
          AND I JUST WANNA REMIND US, UM, THE BOARD AND ALSO OUR TEAM OF OUR PARENTAL PACKAGE RESOLUTION THAT THIS BOARD UNANIMOUSLY PASSED ALMOST A YEAR AGO, WHICH CALLED FOR A REPORT NOW SIX WEEKS PAST DUE. 
          UM, AND, AND IN IT HAS SOME OF THE HIGHLIGHTS THAT ARE FOCUSED ON HERE, WHICH IS WHY I WANTED TO BRING IT BACK UP. 
          LOVE THE IDEA OF AT LEAST ONE EARLY ED IN EVERY BOARD DISTRICT. 
          I MIGHT ADD ONE ADDITIONAL EARLY ED IN EVERY BOARD DISTRICT BECAUSE THERE ARE WAITING LISTS. 
          AND, AND, UM, SORRY, NOT EARLY ED, UH, INFANT CENTER. 
          THANK YOU. 
          INFANT CENTER. 
          UM, I TOOK MY THREE AND A HALF YEAR OLD TO EARLY ED THIS MORNING AND SHE SAID, YOU KNOW, WHERE'S BABY SISTER? SHE'S 17 MONTHS. 
          WELL, I WOULD LOVE FOR HER TO BE RIGHT NEXT TO HER AT THE EXACT SAME SCHOOL. 
          UM, SO NOT FOR ME, BUT FOR THE FUTURE FAMILIES. 
          UM, WE ALSO, IN THAT REPORT, WERE ASKING FOR SOME OF THAT LEGISLATIVE ADVOCACY AROUND ADDITIONAL INFANT SLOTS. 
          SO WOULD LOVE TO GET AN UPDATE FROM THE TEAM WHEN POSSIBLE. 
          UM, YOU KNOW, WHAT BARRIERS THERE ARE TO DEVELOP TO GROWING THESE ZERO TO 2-YEAR-OLD PROGRAMS. UM, AND THEN ON THE, UH, FAMILY HOME PROVIDERS, ONE OF THE RELATIONSHIPS WE CALLED FOR IN THAT RESOLUTION WAS ALSO FOR EMPLOYEE BACKUP CARE AND STRONGER RELATIONSHIPS BETWEEN OUR FAMILY PROVIDERS. 
          SO YES, FOR OUR FAMILIES AND STUDENTS, BUT ALSO FOR OUR EMPLOYEES. 
          SO, YOU KNOW, NOT TO CHANGE YOUR RESOLUTION, BUT JUST TO, UM, REMIND US THAT WE HAVE, UM, YES, SOME, SOME SYNERGY AND, AND SOME ALIGNMENT, UM, AND TO ENCOURAGE THE TEAM AND OUR, YOU KNOW, ACTING AND DEPUTY SUPERINTENDENTS TO MAKE SURE THAT WE'RE FOLLOWING THROUGH ON THE RESOLUTIONS THAT THIS BOARD PASSES. 
          UM, AND I DID JUST WANNA MAYBE HIGHLIGHT AND ENCOURAGE THE TEAM LOVE THE CTE IDEA FOR OUR HIGH SCHOOL STUDENTS. 
          I HAVE ONE OF THE ADULT, UM, PROGRAMS AT MAXINE WATERS THAT DOES THE CHILDHOOD NEXT DOOR AT BRADLEY EARLY ED CENTER. 
          UM, BUT I KNOW THERE'S MORE INTEREST IN HIGH SCHOOL AS WELL. 
          AND SO I KNOW WE HAVE SOME OF THIS, BUT GROWING IT TO YOUR POINTS OF, YOU KNOW, WHERE THERE IS, IS INTEREST IN HELPING US SOLVE THIS LONG TERM PROBLEM HERE. 
          UM, SO PLEASE, PLEASE ADD ME AS A CO-SPONSOR AND I WOULD LOVE TO WORK TOGETHER TO MAKE SURE WE'RE IMPLEMENTING ALL OF THESE VISIONS TOGETHER. 
          IT LOOKS LIKE DR. 
          REDA WANTS TO SAY SOMETHING. 
          YEAH, IT'S EXACTLY WHAT, UH, PS SAID EQUIPMENT AND RENEE DID UPDATE, UH, MYSELF AND THE ACTING SUPERINTENDENT ON THE ADVOCACY THAT THEY'RE DOING, UH, IN COLLABORATION WITH 
          [02:45:01]
MARTA ALVAREZ FOR MORE OF THOSE INFANT TODDLER SLOTS. 
          AND THEN ALSO THE OPPORTUNITIES, YOU KNOW, WE OPENED UP AN EARLY EDUCATION CENTER, WEST VALLEY OCCUPATIONAL CENTER. 
          SO WE'RE TRYING TO REALLY BE STRATEGIC. 
          AND SO PIA HAS GREAT PLANS OF THINKING ABOUT HOW DO WE CONTINUE TO BUILD THIS WONDERFUL PATHWAY, INCLUDING IF THEY'RE AT OUR HIGH SCHOOLS, HOW OUR STUDENTS COULD THEN PARTICIPATE. 
          , I KNOW I'M READING YOU GUYS' NOTES, SO YES, ALL THOSE THINGS. 
          UH, BUT THAT'S PART OF WHAT THEY'RE DESIGNING. 
          AS YOU KNOW, WE'VE BEEN VERY FOCUSED ON INCREASING ENROLLMENT, BUILDING AWARENESS ABOUT OUR PROGRAMS, AND SO NOW IT'S EXPANDING THOSE OPPORTUNITIES THROUGH THIS RESOLUTION. 
          ABSOLUTELY. 
          AND I'LL JUST GIVE A SHOUT OUT FOR REOPENING SAN PRA EARLY ED, WHICH IS ANO ANOTHER ADDITIONAL 80 SLOTS FOR STUDENTS. 
          WE'VE GOT 20 SPOTS LEFT, SO IF YOU WANNA COME ALL THE WAY DOWN TO SAN PEDRO. 
          UM, BUT YES, THANK YOU TEAM, AND LOOKING FORWARD TO THE WORK GROWING. 
          THANK YOU. 
          UM, I'LL BE BLESSED. 
          JUST WANTED TO LET YOU KNOW THAT, UH, THERE'S NOTHING MORE ENJOYABLE THAN VISITING AN EARLY ED CENTER. 
          WHEN I SEE THAT ON MY CALENDAR, I RUN BECAUSE IT IS THE MOST WONDERFUL SITE YOU CAN EVER SEE THESE LITTLE KIDS, THEY'RE SO BRILLIANT. 
          I DON'T KNOW WHAT THEY'RE, WHAT WHAT'S GONNA HAPPEN IN KINDERGARTEN. 
          THEY'RE SO SMART ALREADY IN EARLY ED. 
          AND I AM LUCKY ENOUGH TO HAVE, UM, AN INFANT CENTER AT CLEVELAND HIGH SCHOOL. 
          I DON'T KNOW ABOUT YOUR INFANT CENTERS, BUT WHEN I GO TO THAT ONE, SHE MAKES ME TAKE OFF MY SHOES. 
          THEY DO THE SAME. 
          YEAH. 
          YEAH. 
          NO SHOES, NO SHOES ALLOWED IN THE INFANT CENTER. 
          I MEAN, THEY, IT'S LIKE A HOSPITAL. 
          IT'S REALLY GREAT. 
          IT'S REALLY GREAT. 
          I TOO WOULD LIKE TO BE A CO-SPONSOR. 
          PLEASE ACCEPT. 
          THANK YOU VERY MUCH. 
          AND THAT'S OUR LAST SPEAKER. 
          I, I THANK YOU EVERYONE FOR YOUR SUPPORT, AND I'M REALLY EXCITED ABOUT THE OPPORTUNITIES THAT THIS WILL LEAD TO FOR CURRENT STUDENTS WHO ARE INTERESTED IN, IN BECOMING, UM, CHILD DEVELOPMENT OR EARLY CHILDHOOD EDUCATORS FOR OUR FAMILIES. 
          AND OBVIOUSLY FOR, FOR, FOR THE LITTLE ONES WHO WE ALL LOVE TO SEE. 
          LET'S VOTE. 
          OKAY. 
          HAVING BEEN MOVED BY MS. EZ AND SECONDED BY MS. NEW BILL, HERE'S THE VOTE ON TAB 22. 
          MS. NEW BILL? YES. 
          DR. RIVAS? YES. 
          MR. MELVIN? YES. 
          MS. GGO? YES. 
          MS. EZ? YES. 
          MS. ORTIZ FRANKLIN? YES. 
          BOARD PRESIDENT SCHON? YES. 
          STUDENT BOARD MEMBER YANG. 
          ALRIGHT, WE'LL COME BACK TO THAT. 
          OKAY. 
          THAT CONCLUDES TAB 22. 
          I BELIEVE THAT WE ARE GOING TO UNPAUSE THE HEAT PRESENTATION. 
          WE TIME IN CASE WE LAST LEFT OFF AT GOPHERS 1, 2, 3. 
          SO, UM, THE BOARD MEMBER WHO MADE THE INQUIRY, MS. TOKS, HAS LEFT THE ROOM BRIEFLY, BUT WE DO HAVE ANOTHER BOARD MEMBER WITH ANOTHER INQUIRY. 
          SO IF MY FRIENDS IN ITS COULD POP THAT PRESENTATION, JUST IN CASE WE NEED TO REFER BACK TO THE SLIDE DECK. 
          I HAVE A QUESTION TOO BY, GO AHEAD, MS. ORTIZ. 
          FRANKLIN, THANKS AND THANKS TO THE TEAM. 
          I JUST HAVE TWO QUICK QUESTIONS ON THE HEAT MITIGATION. 
          UM, ONE IS THAT WE HEARD FROM SOME, UH, LABOR PARTNERS THAT THE CITY OF LA ALSO DID A TASK FORCE ON TURF. 
          AND SO I WAS JUST CURIOUS IF THE TEAM KNEW ABOUT THE CITY OF LA'S WORK AND HAS CONNECTED WITH THEM, OR IS THAT IN THE, IN THE WORKS? THEY'RE STILL HERE. 
          OKAY. 
          HER MIC, UH, SLEEP AT THE WHEEL. 
          PLEASE GO AHEAD. 
          HI, CHRISTINA TOS, CHIEF FACILITIES EXECUTIVE. 
          YES, WE HAVE BEEN WORKING WITH, UM, PARKS AND RECS. 
          THEY HAVE A SIMILAR ASSESSMENT UNDER UNDERWAY AS WELL. 
          THEIRS, UM, I THINK HAS A LONGER TIMEFRAME. 
          SO THEY ARE CURRENTLY UNDER DEVELOPMENT. 
          I THINK THEIR RECOMMENDATION IS SUPPOSED TO COME OUT BY THE FOLLOW OR THE END OF THIS YEAR. 
          OH, OKAY. 
          SO OURS WILL BE FIRST. 
          YES. 
          IT WOULD BE HELPFUL TO HEAR WHAT THEY'RE LEARNING, LEARNING AS WELL, AND WHERE THERE ARE SOME SIMILARITIES OR DIFFERENCES I CAN IMAGINE. 
          UM, BOTH. 
          SO WOULD LOVE TO, YOU KNOW, JUST BE UPDATED ON THAT WHEN OUR TEAM, UH, HAS SOME INFORMATION. 
          AND THEN SECONDLY, UM, MR. MELVIN RAISED THIS EARLIER, BUT THE ADVOCACY AROUND THE TREE PEOPLE, PROJECTS AND OTHER SIMILAR GREENING PARTNERS. 
          THERE'S SIX SCHOOLS IN MY DISTRICT THAT HAVE PROJECTS CURRENTLY ON PAUSE BECAUSE OF ADDITIONAL MITIGATION AND COST QUESTIONS. 
          SO, UH, HE MENTIONED THAT THE TEAM WAS WORKING ON IT, BUT I WAS JUST CURIOUS IF THERE WAS ANYTHING WE COULD SAY PUBLICLY ABOUT WHERE THOSE, UH, PROJECTS ARE. 
          UM, LIKE I SAID, THERE'S SIX IN MY DISTRICT. 
          I KNOW THERE ARE MANY OTHERS. 
          UM, BUT ARE WE, YOU KNOW, MOVING FORWARD, ARE SCHOOLS READY TO RECEIVE THOSE PROJECTS OR ARE WE STILL TRYING TO FIGURE OUT A SOLUTION FOR WHO'S GONNA PAY FOR THE UPCOMING CHALLENGES? I, I'LL SPEAK TO THAT. 
          'CAUSE UH, ACTING SUPERINTENDENTS ASKED ME TO KIND OF STEP IN AND, AND WORK WITH THE TEAM TO COME UP WITH, UH, POTENTIAL SOLUTIONS TO. 
          [02:50:01]
I, I WOULD SAY EVERY PROJECT IS UNIQUE AND I THINK WHAT WE'RE WORKING THROUGH IS ENSURING THAT, YOU KNOW, WE TRY TO REDUCE AS MANY BARRIERS FROM A DISTRICT PERSPECTIVE TO EXECUTE ON THE PROMISE AND COMMITMENT AROUND THE CAL FIRE GRANTS. 
          UM, THE KEY QUESTION WILL BE THERE ARE PARTICULAR PROJECTS THAT HAVE BEEN SCOPED THAT DIDN'T CONTEMPLATE PARTICULAR MITIGATION STRATEGIES THAT WILL INCUR SOME ADDITIONAL COSTS. 
          AND I THINK THAT'S WHERE WE'RE WORKING COLLECTIVELY TO IDENTIFY AN APPROPRIATE FUND SOURCE TO ATTEMPT TO OFFSET THE IMPACT, UM, OF THOSE ADDITIONAL NEEDS AT THE, WITHIN THESE PROJECTS. 
          AND SO WE'LL BE BRINGING THAT FORWARD. 
          UM, YOU KNOW, WE'LL BE BRINGING RECOMMENDATIONS TO THE SUPERINTENDENT FOR HIS CONSIDERATION. 
          UM, BUT ULTIMATELY, YOU KNOW, WE WANNA BE GOOD STEWARDS AND PARTNERS IN, IN MAKING SURE THAT WE, UH, EXECUTE ON A PROMISE TO THESE SCHOOL COMMUNITIES. 
          UM, AND I THINK THE TEAM HAS A NUMBER OF PATHWAYS GETTING THERE THAT THAT'S PROMISING. 
          AND MAYBE I WOULD JUST REQUEST A FOLLOW UP FOR MY SCHOOLS AND, UM, THE TIMELINES THAT, THAT I CAN EXPECT. 
          SO THANK YOU FOR THAT. 
          THAT'S IT, CHARLOTTE. 
          I JUST HAD A FEW QUESTIONS. 
          SOME WERE KIND OF ALREADY ANSWERED, BUT TO THE DISASTER PREPAREDNESS, UM, DISTRICT GUIDANCE, WHAT IS THE ROUTINE AND DRILL? UM, BECAUSE OFTEN WE HAVE THESE BULLETINS, HOW DO WE CHECK AND BALANCE THAT THEY'RE ACTUALLY BEING PRACTICED? BECAUSE THAT'S OFTEN THE CONCERN IS THAT YOU CAN READ THE BULLETIN AND WHEN IT'S TIME TO ACTUALLY GO, IT'S CHAOS. 
          SO EACH SCHOOL HAS TO, EACH MONTH THEY HAVE TO DO FIRE DRILLS, EARTHQUAKE DRILLS, AND UM, SHELTER IN PLACE DRILLS AND LOCKDOWN DRILLS. 
          AND THAT'S IN THE INTEGRATED SAFE SCHOOL PLAN. 
          AND THEY ALSO HAVE TO CERTIFY THAT THEY HAVE CONDUCTED THOSE DRILLS. 
          IN ADDITION, AFTER THE FIRES AND PALISADES, WE IDENTIFIED SEVERAL SCHOOLS THAT ARE LOCATED IN A HIGH FIRE AREA. 
          AND SO WORKING ALONGSIDE OUR OEM, OUR OFFICE OF EMERGENCY MANAGEMENT TEAM, WE WERE ABLE TO GO OUT TO PRACTICE DIFFERENT SCENARIOS WHERE WE BROUGHT IN THE BUSES. 
          WE SAID LIKE, HOW LONG WOULD IT TAKE TO EVACUATE ALL THE STUDENTS? YOU KNOW, HOW FAR, HOW LONG, HOW MANY BUSES DO YOU NEED TO GET THE STUDENTS OUT? SO WE DID A MORE INTENSE DRILL WITH THOSE SCHOOLS THAT ARE LOCATED IN THE HIGH FIRE AREA, BUT THE SCHOOLS HAVE TO, UH, DO THEIR DRILLS, DOCUMENT IT ALSO IN THEIR INTEGRATED SAFE SCHOOL PLAN. 
          AND THEN THERE IS A, UM, CERTIFICATION PAGE ON OUR, UH, PRINCIPAL'S PORTAL. 
          SO THEY HAVE TO, UM, HAVE A CERTAIN AMOUNT OF DRILLS COMPLETED BEFORE THE END OF THE SCHOOL YEAR. 
          HOW MANY DRILLS DID YOU SAY? I CAN'T TELL YOU EXACTLY. 
          I CAN GET BACK TO YOU ON THAT. 
          BUT THERE'S DIFFERENT DRILLS. 
          THERE'S DIFFERENT DRILLS, THERE'S FIRE DRILLS, THERE'S LOCKDOWN DRILLS, THERE IS SHELTER IN PLACE DRILLS, THERE'S EARTHQUAKE DRILLS. 
          SO THOSE ARE THE, SOME OF THE, BUT THROUGHOUT THE SCHOOL YEAR, YES. 
          OKAY. 
          AND THEN ON THE, UM, THE COMMUNITY ENGAGEMENT, HOW MANY HAVE BEEN IN THE, WERE WERE IN THE MARCH 10TH PARENT MEETING, HOW MANY DID WE ENGAGE? UH, YOU KNOW WHAT, I, I CAN GET BACK TO YOU, BUT IT WAS OVER 200 PLUS PARENTS. 
          IT COULD HAVE BEEN MORE, BUT I'LL GET BACK TO YOU ON THAT NUMBER. 
          OKAY. 
          AND I WAS GONNA ASK, YOU KNOW, OBVIOUSLY THE SAME FOR THE TEACHER MEETING. 
          UM, ONLY BECAUSE, YOU KNOW, WANTING TO MAKE SURE WE'RE TARGETING FOLKS FROM ALL OVER. 
          THIS IS A LARGE DISTRICT AND SO, UH, THIS IS ALWAYS A CONCERN. 
          THE FEEDBACK THAT WE GET FROM OUR ENGAGEMENT, YOU KNOW, KIND OF TAKES WHERE WE GO WITH THE WORK. 
          AND SO IF WE ONLY SURVEY OF SMALL PORTION, WE ONLY GET A SMALL GLIMPSE OF WHAT'S REAL. 
          YEAH. 
          SO FOR THE PARENT MEETING, I WORKED WITH S FACE, OUR, UM, PARENT COMMUNITY ENGAGEMENT GROUP, THE PRINCIPALS MEETING, THEY HAVE A NEW PRINCIPALS MEETING ALONG WITH THEIR MENTOR. 
          SO THERE'S APPROXIMATELY 160 PLUS PRINCIPALS DISTRICT WIDE THAT WERE THERE. 
          UH, SO I GOT INPUT FROM NEW PRINCIPALS AS WELL AS VETERAN PRINCIPALS AS WELL AS MENTOR PRINCIPALS. 
          AND, UH, THE TEACHER MEETING, IT WAS, UH, WE HAD A, ABOUT A DOZEN OR MORE, BUT THEY WERE FROM EACH REGION. 
          SO WE MADE SURE THAT WE TAPPED INTO REGION, YOU KNOW, NORTH, SOUTH, EAST AND WEST. 
          AND THE STUDENTS AS, AS WELL, I'LL MAKE SURE THAT, AND THE STUDENTS, UH, WILL BE FROM REGION, ALL THE DIFFERENT REGIONS WILL TAP INTO ALL OF THE DIFFERENT REGIONS AS WELL. 
          GOT IT. 
          AND SO YOU'RE SAYING THE TEACHERS MEETING, THERE WAS ABOUT A DOZEN TEACHERS THAT YES. 
          OKAY. 
          YEAH, IF WE CAN INCREASE THE ENGAGEMENT, AND I DON'T KNOW IF THAT MEANS PUTTING IT OUT, YOU KNOW, DIFFERENT WAYS, BUT DEFINITELY WE WANT MORE INPUT ON THAT. 
          UM, AND THEN I THINK I'M MOVING ON TO THE CAMPUS, UH, INFRASTRUCTURE. 
          UH, SIMILAR QUESTION WITH OUR TARGET GROUP. 
          AND I KNOW, UH, NICK MENTIONED EXPANDING AND MAKING SURE ATHLETICS WAS INVOLVED. 
          IS IT POSSIBLE FOR OUR SURVEY TO GO OUT TO CIF CONSIDERING THIS IS CALIFORNIA AND THOSE FIELDS THAT ARE USED IN CALIFORNIA, IF POSSIBLE THROUGH OUR 
          [02:55:01]
CIF ORGANIZATION? SURE. 
          WE CAN. 
          ARE YOU TALKING ABOUT UM, OUR, OUR STAFF THAT IS, UM, ON ATHLETICS OR EXTENDED TO THE BROADER STATEWIDE EXTENDING IT TO THE BROADER STATEWIDE CIF? RIGHT. 
          UM, YEAH, WE CAN DEFINITELY DO THAT. 
          UM, INCLUDE THEM IN EITHER THE COMMUNITY OR STAKEHOLDER MEETINGS AND IN ALL THE SURVEYS IT DOES IDENTIFY, YOU KNOW, ARE YOU DISTRICT STAFF, A DISTRICT COACH OR ANOTHER STAKEHOLDER, AND THEY COULD PUT THAT IN AS WELL. 
          SO WE CAN REACH OUT, UM, FOR THAT CONTACT INFORMATION, EITHER FROM OUR ATHLETICS OR WE CAN REACH OUT TO YOU TO FIND OUT HOW TO BEST DO THAT. 
          GOT IT. 
          AND THEN YOU MENTIONED THE SHADE OVERPLAY ARE THESE GRANTS, AND I KNOW WE, WE ARE TRYING TO FIGURE OUT HOW TO PARTNER WITH FOLKS, THESE SHADE OVERPLAY. 
          ARE THESE GRANTS THAT ARE ALREADY, UH, DISTRIBUTED OR ARE THERE WAYS TO BE ABLE TO APPLY FOR SHADE OVERPLAY GRANTS? THE SHADE OVERPLAY, UH, FORTUNATELY IS ENTIRELY BOND FUNDED. 
          OKAY. 
          SO WE'RE NOT RELIANT ON GRANTS. 
          OBVIOUSLY, IF THERE ARE ANY GRANTS, UM, THAT WE'RE ABLE TO APPLY FOR, BUT WE'RE THE 40 MILLION THAT'S QUOTED IN THE, UH, PRESENTATION IS LOCAL, UH, DISTRICT BOND FUNDS. 
          GOT IT. 
          AND LEMME SEE SOMETHING. 
          I THINK THAT WAS IT. 
          AND OH, PARKS AND REC, SO TO THE POINT WAS MADE EARLIER ABOUT THE INFORMATION THAT WE RECEIVE FROM THEM, BECAUSE MANY OF OUR SCHOOLS USE PARKS AND RECS AS A JOINT USE SITUATION. 
          SO IF IT'S POSSIBLE TO MAKE SURE THAT THAT REPORT IS, I GUESS, MERGED WITH OURS. 
          SO THAT WAS IT. 
          WE'RE INCLUDING AS PART OF THE REPORT WHAT OTHER, UM, SCHOOL DISTRICTS ARE DOING, NOT ONLY, AND PARKS AND RECREATIONS ARE DOING NOT ONLY, UM, IN THE CITY, BUT IN THE STATE OF CALIFORNIA AND ALSO THROUGHOUT THE COUNTRY. 
          YES. 
          SO WE'LL HAVE THOSE TOUCH POINTS. 
          YES. 
          APPRECIATE IT. 
          THANK YOU. 
          MM-HMM . 
          MS. EZ, THANK YOU. 
          UM, THANK YOU FOR THIS REPORT. 
          I HAVE A COUPLE OF QUESTIONS REGARDING WHAT HAPPENS TO THE SCHOOLS THAT, UM, CAN NO LONGER USE THEIR FIELD. 
          SO WHAT DO WE DO FOR THEM? HOW DO WE SUPPORT THEM? SO IT VARIES BY SCHOOL. 
          UM, WE HAVE RIGHT NOW, CURRENTLY FIVE SCHOOLS WHERE THEIR FOOTBALL, SOCCER FIELDS ARE CLOSED. 
          SO, UM, FOR EXAMPLE, AT UNI HIGH SCHOOL, THEY ARE USING THEIR BASEBALL AND SOFTBALL FIELDS, WHICH ARE NATURAL GRASS FOR ALL OF THEIR SPORTS, FOR FOOTBALL AND SOCCER, AS WELL AS BASEBALL AND SOFTBALL. 
          UM, AND THEN AT, UM, LET'S SEE IF I HAVE THE LIST FOR THE OTHER SCHOOLS, UM, FOR OTHER ONES ARE EITHER, THAT'S A FIRE ALARM, SO WE'LL PAUSE THE MEETING TO OBSERVE ALL OF THE RULES IN PLACE WHEN A FIRE ALARM TAKES. 
          MAY I HAVE YOUR ATTENTION PLEASE? A FIRE ALARM? OKAY. 
          WE HAVE, UH, FOUR BOARD MEMBERS. 
          THE TIME IS NOW 1 0 9. 
          THE MEETING WAS BRIEFLY RECESSED, UH, DUE TO A, DUE TO A FIRE ALARM ABOUT EIGHT MINUTES AGO. 
          SO, UM, MS. GALLEGO HAD THE FLOOR AND MS. TOS IS STILL WITH US. 
          THANK YOU. 
          ALRIGHT. 
          SO, UM, YOU ANSWERED THE QUESTION ABOUT WHAT HAPPENS WHEN THE, UM, THE, THE FIELDS ARE NO LONGER ABLE TO BE USED AT A HIGH SCHOOL. 
          WHAT ARE THEIR OPTIONS? AND UM, YOU MENTIONED THAT AT UNI HIGH SCHOOL, THEY WILL BE USING THEIR OTHER GRASS FIELD FOR ALL OF THEIR SPORTS, SO THEY DO HAVE ACCESS TO? CORRECT. 
          OKAY. 
          AND THAT'S ACTUALLY THE CASE WITH ALL OF THE SCHOOLS WITH CLOSED FIELDS IS THAT THEY USE EXISTING FIELDS, TYPICALLY BASEBALL, SOFTBALL, WHICH ARE NATURAL GRASS. 
          UM, BUT ALL OF THEIR GAMES, HOME GAMES ARE PLAYED AWAY. 
          SO PRACTICE IS DONE AT THE CAMPUS, BUT HOME GAMES ARE PLAYED AWAY. 
          AND WHO COVERS THE COST OF TRANSPORTATION FOR THE, FOR THOSE GAMES? I DON'T KNOW IF IT'S CENTRAL OR THE SCHOOL SITES THAT DO THAT. 
          ONCE THERE'S A BOND PROJECT TO, UM, FIX THE SCHOOL, THEN THE BOND PROJECT CAN PAY. 
          I SEE. 
          BECAUSE THERE'S A PROJECT 
          [03:00:01]
THERE, UM, WHERE WE'RE ACTIVELY UNDER CONSTRUCTION. 
          OKAY. 
          UM, BUT IF IT IS JUST OUT OF USE, UM, YEAH, IT'S GENERALLY COVERED THROUGH OUR ATHLETICS PROGRAM AND WE SEQUENCE, YOU KNOW, THE, THE SCHEDULE AND WE INCORPORATE THAT AS PART OF OUR ATHLETICS PROGRAM. 
          ALRIGHT. 
          AND THEN WHAT IS THE CURRENT POLICY RIGHT NOW FOR REPLACING TURFS TURF FIELDS? SO IF IT IS AT AN ELEMENTARY OR A MIDDLE SCHOOL OR A, A PRIMARY CENTER, AN EEC, THEN WE WOULD REPLACE IT WITH NATURAL GRASS. 
          SO I THINK, UM, JUST AT THE LAST BOARD MEETING, THERE WAS A ARTIFICIAL TURF FIELDS AT VIRGIL MIDDLE SCHOOL, WHICH WAS DONE WHEN WE CONSTRUCTED A NEW SCHOOL ADJACENT AND HAD TO RECONFIGURE THAT CAMPUS. 
          THAT FIELD IS NOW PAST ITS USEFUL LIFE DETERIORATED, AND WE BROUGHT A PROJECT TO REPLACE IT WITH NATURAL GRASS. 
          UM, WHERE THERE ARE PROJECTS ON HOLD UNTIL A POLICY IS FORMALIZED ARE AT HIGH SCHOOLS, AT, AT, UM, HIGH USE FIELDS. 
          SO THIS ISN'T JUST A MULTIPURPOSE GRASS FIELD OR IT IS A HIGH USE FIELD LIKE OUR FOOTBALL, SOCCER FIELDS. 
          OKAY. 
          SO THERE ARE CURRENTLY, UM, I BELIEVE IT'S 1, 2, 3, 4, 5, 6, 7 SCHOOLS, UM, THAT HAVE FIELDS THAT, UM, NEED TO BE REPLACED THAT ARE SYNTHETIC AND ARE DETERIORATED. 
          BUT IN GENERAL, IF IT'S A TURF FIELD, YOU DON'T DO ANY COMMUNITY ENGAGEMENT ON WEATHER, YOU KNOW, THEY WANT TURF OR GRASS. 
          IT'S JUST OUR POLICY IS TO REPLACE IT WITH THE SAME. 
          EXACTLY. 
          OKAY. 
          ALRIGHT. 
          IT'S IN KIND. 
          YES. 
          OKAY. 
          AND THEN, UM, FOR GRASS FIELDS, UM, WHAT IS, HOW DO YOU REPAIR THOSE? SO GRASS FIELDS, ONCE IT IS A, UM, ONCE IT IS A GRASS FIELD, UM, THEN WE ARE RELIANT ON OUR MAINTENANCE AND OPERATIONS BUDGETS FOR ESSENTIALLY GROOMING AND MAINTAINING THAT FIELD. 
          SO THAT COULD BE, YOU KNOW, EVERYTHING INCLUDING JUST MOWING THE FIELDS, RECEDING THE FIELDS, AND THEN, UH, REDOING THE SOD AT THOSE FIELDS. 
          BUT THAT IS ALL FUNDED THROUGH GENERAL FUND RESTRICTED MAINTENANCE AND OPERATIONS DOLLARS. 
          UM, BECAUSE BOND FUNDS CANNOT BE USED WHEN IT COMES TO JUST REPLACING GRASS. 
          THERE NEEDS TO BE WHAT'S A CAPITAL INVESTMENT MADE. 
          ALRIGHT. 
          AND THEN THANK YOU CHRISTINA FOR THIS. 
          AND THEN I HAVE SOME QUESTIONS ABOUT THE AIR CONDITIONING. 
          I'M WONDERING WHAT IS THE USUAL TURNAROUND TIME TO REPAIR OUR CONDITIONERS? SO I CAN, I CAN SPEAK TO THAT ONE. 
          OH, OKAY. 
          UH, IT REALLY DEPENDS ON WHAT NEEDS TO BE REPAIRED. 
          SO IT COULD RUN THE GAMUT FROM, THERE'S A PART THAT NEEDS TO BE REPAIRED, THERE'S A PART THAT NEEDS TO BE REPLACED, THEN THERE'S A UNIT THAT NEEDS TO BE REPAIRED. 
          THERE'S A UNIT THAT NEEDS TO BE REPLACED ALL THE WAY TO THE WHOLE SYSTEM. 
          NOW WHOLE AIR CONDITIONING SYSTEM THROUGHOUT THE BUILDING IS REALLY NEEDS TO BE REPLACED. 
          AND THAT'S WHEN WE BRING A BOND FUNDED PROJECT TO REPLACE THE ENTIRE SYSTEM. 
          WHEN IT'S JUST PARTS AND COMPONENTS THAT'S DONE BY M AND O AND THEIR HVAC TEAM WHEN IT'S A WHOLE BUILDING SYSTEM REPLACEMENT THAT THEN WE DO A BOND PROJECT TO REPLACE THAT WHOLE SYSTEM. 
          AND THAT'S TYPICALLY A MUCH MORE, UM, COSTLY PROJECT AND WE HIRE CONTRACTORS TO DO THAT WORK. 
          SO FOR THE REALLY BIG PROJECTS WE HAVE TO CONTRACT OUT, BUT FOR LIKE THE SMALL REPAIRS PARTS, THINGS LIKE THAT, WE DO IT IN HOUSE. 
          EXACTLY. 
          SO THAT'S, I THINK I HAD A SLIDE THAT SHOWED OUR CURRENT STAFFING IS WE HAVE 135 HVAC PITTER FITTER POSITIONS. 
          WE ARE AT ABOUT A 12% VACANCY RATE, WHICH IS JUST, YOU KNOW, AN ONGOING RECRUITMENT AS PEOPLE, UM, LEAVE THE DISTRICT. 
          WE'RE ALWAYS RECRUITING. 
          WE'RE A LITTLE BELOW WHAT THE KIND OF STANDARD INDUSTRY STANDARD WOULD BE FOR THE NUMBER OF HVAC UNITS THAT WE HAVE. 
          DISTRICTWIDE WE WANNA BE CLOSER UP TO ABOUT 180, BUT WE ARE FUNDED FOR ABOUT 135. 
          JUST TO PUT IT INTO CONTEXT, WHEN YOU THINK OF DISTRICT WIDE, THE LARGE NUMBER OF INVENTORY 135 PEOPLE ARE TAKING CARE OF. 
          AND, UM, SO IF WE, WE WOULD LIKE TO HAVE 185, DOES THAT MEAN THAT WE CAN BUDGET UP TO THAT MUCH OR DO WE HAVE BUDGETED THAT MUCH? WE DON'T. 
          OH, YEAH. 
          OKAY. 
          UM, I KNOW THAT THAT IS A VERY HIGH NEED AREA. 
          YEAH. 
          RIGHT. 
          UM, BECAUSE THAT'S PART OF THE REASON WHY I, I UNDERSTOOD THERE WERE DELAYS IS THAT WE DON'T HAVE ENOUGH FOLKS MM-HMM . 
          WORKING ON THAT. 
          WE DO. 
          I SHOULD ADD, UM, WHEN THERE ARE HEAT EVENTS, WE DO HAVE THE ABILITY TO, UM, GO TO CONTRACTORS IN THOSE SPECIFIC EVENTS WHEN WE HAVE AN ALL HANDS ON DECK. 
          WE'VE HAD THAT, YOU KNOW, OVER THE PAST SEVERAL HEAT EVENTS WHERE THEY JUST LAST 3, 5, 7 DAYS. 
          OUR EQUIPMENT STARTS TO GO INTO FAILURE MODE. 
          WE HAVE ALL RESOURCES DISTRICT DEPLOYED, AND THEN WE CAN USE, 
          [03:05:01]
UH, BACKUP CONTRACTORS TO COME IN JUST FOR THOSE DAYS TO HELP OUR CREWS. 
          UM, SO WE'RE NOT TRIAGING. 
          UM, ARE THE CHALLENGES IN STAFFING, UM, IN HIRING FOR THESE POSITIONS, IS IT THAT WE ARE NOT, OR WHAT ARE SOME OF THE CHALLENGES THAT WE HAVE IN, IN RECRUITING FOLKS FOR THESE POSITIONS OR? WE DON'T HAVE ANY CHALLENGES. 
          WE JUST DON'T HAVE THE BUDGET FOR IT. 
          UH, WE JUST DON'T CURRENTLY HAVE THE, WE DON'T HAVE THE BUDGET TO BE STAFFED AT THE LEVELS WE NEED. 
          I THINK THAT'S SOMETHING, YOU KNOW, PROBABLY ACROSS THE DISTRICT WHERE WE'RE JUST CONSTRAINED BY, UM, THE REALITIES OF OUR BUDGET. 
          UM, IN TERMS OF OUR VACANCIES, UH, WE, THIS IS REALLY DEALING WITH, UM, WE HAVE A HIGH NUMBER OF RETIREES. 
          SOMETIMES WE GET TURNOVER BY PEOPLE WHO ARE LOOKING TO DO WORK IN OTHER PUBLIC AGENCIES OR FIND WORK CLOSER TO HOME. 
          UM, WE KNOW IT'S HARDER TO FIND POSITIONS IN CERTAIN PARTS OF THE DISTRICT THAN OTHERS. 
          SO WE SEE A HIGHER TURNOVER IN THOSE AREAS. 
          UM, BUT THOSE ARE, YOU KNOW, KIND OF STANDARD RECRUITMENT ISSUES. 
          ALRIGHT, THANK YOU. 
          SURE. 
          KELLY, WERE YOU WAITING? YES. 
          UM, TRYING TO REORIENT WHAT MY QUESTIONS WERE. 
          UM, ONE ON, I'M EXCITED ABOUT THE TREE CANOPY EXTENSION. 
          I THINK THAT THAT'S ONE LOWER COST WAY TO HELP ENSURE COOLER CAMPUSES, UM, BEYOND THE AMOUNT THAT WE HAVE PLANNED. 
          I, I WOULD BE HOPEFUL THAT THAT, LIKE FILLING ALL OF OUR EMPTY TREE WELLS, FOR EXAMPLE, MIGHT BE SOMETHING THAT WE CAN SET A GOAL AROUND FOR THE NEXT SEVERAL YEARS. 
          UM, JUST RECOGNIZING THAT THE TREES TAKE TIME TO MATURE. 
          UM, BUT THAT MIGHT BE ONE QUICK WAY TO HELP ADDRESS, UM, THE NEED FOR INTERIM SHADE WHILE WE WAIT ON VERY EXPENSIVE AND TOO EXPENSIVE SHADE SHELTERS ON MANY OF OUR CAMPUSES. 
          UM, I ALSO WANTED TO CONFIRM ON THE COOLING STRATEGIES THAT THE MISTERS WERE ALSO PROVIDED TO EARLY EDUCATION CENTERS. 
          IT SAYS ALL ELEMENTARY SCHOOLS. 
          SO I, I BELIEVE THAT EARLY EDUCATION CENTERS ALSO RECEIVED, BUT WANTED TO CONFIRM. 
          DID, YES, THEY RECEIVED IT. 
          OKAY. 
          OKAY. 
          GREAT. 
          UM, AND THEN ON THE TOPIC OF THE HVAC PROJECTS, UM, JUST SO IT SAYS, I BELIEVE THAT WE HAVE 21 PROJECTS CURRENTLY, UM, INCLUDING ALL LIKE KIND OF THE MORE EXPANSIVE PROJECTS AS WELL AS THE STANDALONES. 
          WHAT WILL IT TAKE? AND MAYBE IT'S RELATED TO THE STAFFING CONVERSATION TO GET TO THE 25 ACTIVE PROJECTS AT A TIME AS LAID OUT IN THE RESOLUTION. 
          SO WE DO HAVE, UH, 21 THAT ARE NOT STANDALONE HVAC. 
          THEY'RE THROUGH CLASSROOM REPLACEMENTS OR MAJOR MODERNIZATIONS. 
          WE HAVE ANOTHER 17 THAT ARE STANDALONE, SO WE HAVE A TOTAL OF 38. 
          OKAY. 
          GREAT. 
          OKAY. 
          MET, MET THE GOAL. 
          THAT'S FANTASTIC. 
          UM, AND THEN I CERTAINLY, I HAVE MORE TO SAY ON THE ARTIFICIAL TURF PIECE, BUT I, I APPRECIATE YOU KIND OF LAYING OUT THE ISSUES FOR US AND, UM, I LOOK FORWARD TO THE STUDY AND ONGOING CONVERSATIONS WITH STAKEHOLDERS. 
          CERTAINLY WILL, WE COULD TALK MORE ABOUT THE, THE EXISTING ISSUES, UM, WHEN WE TALK ABOUT THE RESOLUTION. 
          UM, AND THEN JUST ONE LAST PIECE FOR DR. BRYANT. 
          UM, I BELIEVE, UH, BOARD MEMBER HENNY NEWBELL ADDRESSED THIS SOMEWHAT, BUT I'M INTERESTED IN OUR ENGAGEMENT SPECIFICALLY WITH COMMUNITIES IN THE HIGHEST RISK AREAS, UM, FOR CLIMATE RELATED ISSUES, ESPECIALLY WILDFIRES. 
          UM, I KNOW SOME OF MY STAKEHOLDERS IN THE SUNLAND TOJUNGA AREA, WHICH IS OFTEN IMPACTED BY WILDFIRES, ARE INTERESTED IN SPECIFIC ENGAGEMENT AROUND PROTOCOLS FOR THEIR SCHOOLS, EVACUATION ROUTES, ET CETERA. 
          SO I JUST WONDER WHAT'S THE CAPACITY TO ENGAGE WITH THOSE, YOU KNOW, EXTREMELY IMPACTED COMMUNITIES IN A MORE FOCUSED WAY? SO, UM, DURING THE PARENT MEETING, S FACE HAD, IT WAS THEIR REGULAR MEETING, SO THEY HAD PARENTS FROM ALL OVER. 
          UM, IT WAS HELD ON MARCH 10TH, BUT THAT IS SOMETHING THAT WE CAN DO. 
          I COULD WORK WITH YOUR TEAM TO IDENTIFY THE TARGETED POPULATIONS THAT YOU WISH FOR US TO MEET WITH, AND WE'LL BE HAPPY TO MEET WITH THEM. 
          OKAY, GREAT. 
          YES, THEY, THEY WOULD LOVE TO BE INVOLVED AND WE'RE HAPPY TO FOLLOW UP ON THAT. 
          YES, THANK YOU SO MUCH. 
          YOU'RE WELCOME. 
          OKAY. 
          FOR MS. TOES, I NOTICED ON SLIDE 17, WHICH IS THIS, UH, COMMUNITY ENGAGEMENT, UM, PAGE AND I WAS CURIOUS IF, UM, ARE WE USING OUR OWN PEOPLE TO, UH, TO DO THIS COMMUNITY ENGAGEMENT? I'LL TELL YOU WHY I'M ASKING. 
          SURE. 
          BECAUSE WE'RE HAVING AN EVENT AT NORTH HOLLYWOOD COMING UP. 
          YEP. 
          AND I NOTICED A COMPANY THAT I NEVER HEARD OF BEFORE WHO WAS DOING COMMUNITY ENGAGEMENT. 
          AND I'M, BEFORE YOU EVEN ANSWER, I'M KIND OF HOPING THAT WE ARE NOT OUTSOURCING ANY WORK, BECAUSE THAT'S A BAD WORD IN L-A-U-S-D OUTSOURCING. 
          I HOPE WE'RE NOT OUTSOURCING ANY WORK THAT WE HAVE PEOPLE HERE WHO HAVE BEEN DOING IT AND DOING A GREAT JOB FOR YEARS AND YEARS AND YEARS AND YEARS. 
          NOW, YOU MAY ANSWER . 
          SURE. 
          SO I'M NOT AWARE OF ANY COMPANY THAT WE'RE USING ON NORTH HOLLYWOOD HIGH SCHOOL. 
          IT COULD BE FOR LIKE RENTAL OF THINGS OR AUDIO EQUIPMENT OR ANYTHING LIKE THAT, THAT, BUT OUR COMMUNITY ENGAGEMENT TEAM IS RUNNING THE RIBBON CUTTING EVENT, RUNNING THE SHOW. 
          IF THAT'S THE EVENT THAT YOU'RE TALKING ABOUT. 
          GOOD TO HEAR. 
          JUST LIKE 
          [03:10:01]
THEY DO ALL OF OUR OTHER EXCELLENT EVENTS. 
          AND YES, THEY ARE LEADING THE COMMUNITY ENGAGEMENT, BUT WE DO HAVE LPA, WHICH IS PROVIDING KIND OF STRATEGIC SUPPORT BECAUSE THIS IS A PRETTY BIG LIFT. 
          AND THEY HAVE A ONE TIME PRETTY BIG LIFT FOR JUST FOUR MEETINGS. 
          UM, AND THEY HAVE PRETTY MUCH THEIR DOCKET FULL. 
          SO THEY ARE DOING, UM, SOME OF THE HELP WITH THE LIKE, UH, SURVEY WORK, AGGREGATING THE SURVEY DATA. 
          THERE'S SOME SURVEY WORK THAT'S GONNA GO ON IN THE WORKSHOPS AGGREGATING THAT DATA. 
          UM, BUT ALL OF THE EMAILS, THE REMINDERS, ALL OF THAT IS BEING DONE BY OUR ENGAGEMENT TEAM AND THEY'RE OVERSEEING THAT WORK. 
          THAT'S GOOD. 
          'CAUSE THEY'VE DONE THE PREPS AND THE YEP. 
          IT'S JUST WONDERFUL. 
          OKAY. 
          THANK YOU. 
          GLAD TO HEAR. 
          THANK YOU. 
          ANYONE ELSE? AND I, I DID HAVE THE INFORMATION. 
          GO AHEAD. 
          UM, MS. EZ THAT YOU HAD REQUESTED ABOUT PROP TWO AND PROP FOUR. 
          SO PROPOSITION TWO, UM, WE HAVE MADE APPLICATIONS, WE HAVE RECEIVED 135.4 MILLION FROM EIGHT APPLICATIONS. 
          WE HAVE 625 MILLION, UM, IN PROCESS. 
          SO 163 APPLICATIONS THAT ARE UNDERWAY. 
          SO THAT TOTAL ANTICIPATED REVENUE THAT WE WOULD RECEIVE FROM PROP TWO IS 760 MILLION. 
          UM, WE'VE ALSO APPLIED, BUT THAT PROPOSITION TWO IS ESSENTIALLY OVERSUBSCRIBED. 
          WE'VE APPLIED FOR ANOTHER 96 MILLION. 
          UM, BUT WE THINK THAT THE STATE OVERALL IS OVERSUBSCRIBED IN THE AMOUNT OF APPLICATIONS THEY'VE RECEIVED. 
          UM, AND THEN, UH, PROP FOUR, AT THIS POINT IN TIME, WE HAVE NOT BEEN ELIGIBLE. 
          UM, OUR UNDERSTANDING IS THEY'VE STARTED WITH DIFFERENT AREAS THAT L-A-U-S-D IS NOT ELIGIBLE FOR, BUT WE'RE WAITING FOR OUR WINDOW TO OPEN AND THEN WE DO THINK THAT THERE'LL BE A HIGH LIKELIHOOD WE'LL BE ABLE TO, UM, MAKE APPLICATIONS AND BE ELIGIBLE. 
          THANK YOU SO MUCH. 
          I HATE TO ASK FOLLOW UP QUESTIONS ON SOMETHING I ASKED THAT'S EARLIER. 
          BUT IN TERMS OF THE PROP TWO MONEY, DO WE KNOW IF ANY OF THOSE PROJECTS ARE RELATED TO, YOU KNOW, THE ISSUES OF CLIMATE RESILIENCE OR EXTREME HEAT? UM, I THINK THEY ARE IN THAT WE'VE APPLIED FOR MAJOR MODERNIZATIONS. 
          WE'VE APPLIED, ALL OF THOSE HAVE STATE-OF-THE-ART KIND OF SUSTAINABILITY MEASURES. 
          RIGHT. 
          SO THAT WOULD INCLUDE NEW AIR CONDITIONING. 
          THAT'S ALL ELECTRIC. 
          TYPICALLY THOSE INVOLVE SOME TYPE OF, UM, SHADING OR GREENING COMPONENT. 
          MM-HMM . 
          IT'S JUST NOT A SPECIFIC PROJECT BECAUSE A CLASSROOM ADDITION OR REMOVING PORTABLE OR SEISMIC IS WHAT'S ELIGIBLE. 
          BUT THERE ARE A LOT OF COMPONENTS WITHIN THOSE PROJECTS THAT WE DEEM AS SUSTAINABLE. 
          GOTCHA. 
          THAT'S HELPFUL. 
          AND THEN ON THE PROP FOUR, UH, IS THERE ANYTHING WE CAN DO IN TERMS OF ADVOCACY TO HELP ENSURE THAT THOSE WINDOWS GET OPENED SOONER? I DON'T KNOW WHAT THE ENTITY, IF IT'S THE LEGISLATURE OR THE, YOU KNOW, WE'LL CHECK AND LOOK INTO THAT. 
          OKAY. 
          'CAUSE WE WANNA, CALIFORNIA CAN'T REACH ITS CLIMATE GOALS WITHOUT SCHOOLS. 
          SO WOULD LOVE TO BE HELPFUL ON THAT FRONT. 
          NO FURTHER QUESTIONS. 
          [Consent Items]
UM, THERE'S A SIGNIFICANT AMOUNT OF BUSINESS TO, TO GET THROUGH. 
          SO, UM, LET'S RUN THROUGH THE CONSENT CALENDAR THERE. 
          ANY BOARD MEMBERS HAVING LUNCH AND WANT TO COME IN AND CHIME IN ON THE CONSENT CALENDAR NOW WOULD BE A GOOD MOMENT TO COME BACK IN. 
          THE CONSENT CALENDAR IS A PROCEDURAL DEVICE THAT THE BOARD USES TO GET TO MULTIPLE ITEMS IN A SINGLE VOTE. 
          I READ THROUGH THE ITEMS THAT ARE SUSCEPTIBLE TO CONSENT AND THEN THE BOARD SAYS OUT LOUD WHETHER OR NOT IT SHOULD BE ON CONSENT OR IF THEY HAVE A QUESTION, COMMENT OR WOULD LIKE TO DISCUSS IT. 
          AND THEN IT COMES OFF THE CONSENT CALENDAR AND IS VOTED UPON INDIVIDUALLY. 
          ALRIGHT. 
          TAB ONE HAS BEEN WITHDRAWN. 
          UH, TAB TWO, DONATIONS OF MONEY TO THE DISTRICT. 
          CONSENT. 
          CONSENT. 
          TAB THREE, REPORT OF CASH DISBURSEMENTS. 
          CONSENT. 
          CONSENT, CONSENT. 
          TAB FOUR, APPROVAL OF ROUTINE PERSONNEL ACTIONS. 
          CONSENT. 
          CONSENT, CONSENT. 
          TAB FIVE, APPROVAL OF NON-ROUTINE PERSONNEL ACTIONS. 
          CONSENT. 
          CONSENT, CONSENT. 
          TAB SIX, PROVISIONAL INTERNSHIP PERMITS CONSENT. 
          UH, TAB SEVEN CANNOT BE ON CONSENT. 
          TAB EIGHT, RATIFICATION OF INCENTIVE GRANT AWARDS TO L-A-U-S-D. 
          CONSENT. 
          CONSENT TAB NINE, UH, HAS BEEN AMENDED ADOPTION OF TEXTBOOKS FOR MANDARIN DUAL LANGUAGE EDUCATION. 
          I HAVE A QUESTION. 
          I HAD A QUESTION AS WELL THROW THAT ON. 
          QUESTION. 
          IS THAT CONSENT WITH A QUESTION? I DON'T THINK WE DO THAT. 
          THAT'S NICK. 
          WE DON'T DO. 
          AND MS. NEWBELL, WE GET THAT. 
          OKAY. 
          DO WE KNOW THE AMENDED VERSION? DO WE KNOW WHERE THE AMENDED VERSION IS? YES. 
          THE PACKET TODAY. 
          IT WAS DISTRIBUTED TAB NINE. 
          GOT IT. 
          EITHER YESTERDAY OR 
          [03:15:01]
THE DAY BEFORE AND HAS BEEN UPDATED ONLINE. 
          NO. 
          ALRIGHT. 
          SO TAB NINE IS QUESTIONS FROM A COUPLE OF BOARD MEMBERS. 
          TAB 10, APPROVAL OF PROCUREMENT ACTIONS, CONSENT. 
          CONSENT. 
          TAB 11, APPROVAL OF FACILITY CONTRACTS ACTIONS. 
          TAB 12 HAS BEEN WITHDRAWN. 
          TAB 13, UPDATE TO DELEGATION OF AUTHORITY TO NEGOTIATE AND EXECUTE. 
          OKAY. 
          QUESTIONS, QUESTIONS. 
          BOARD NUMBER. 
          THAT WAS 13 QUESTIONS. 
          OKAY. 
          UH, 14. 
          ADOPTION OF THE NEGATIVE DECLARATION FOR THE 32ND STREET, USC MAGNETS. 
          MAJOR MOD PROJECT CONSENT TAB 15, APPROVAL FOR THE 32ND STREET SCHOOL, USC MAGNET, MAJOR MOD PROJECT CONSENT TAB 16, CONSIDERATION OF BUSINESS IMPROVEMENT, DISTRICT RENEWAL AND FORM FORMATION PETITIONS. 
          CONSENT. 
          CONSENT TAB 17 RENAMING OF SAN FERNANDO MIDDLE SCHOOL. 
          CONSENT, CONSENT RENAMING OF CHARLES MCCLAY MIDDLE SCHOOL CONSENT TAB 19, UM, IS A PUBLIC HEARING APPROVAL OF THE RENEWAL PETITION FOR CHATSWORTH CHARTER HIGH CONSENT. 
          UH, TAB 20 COMMEMORATING MAY AS JEWISH AMERICAN HERITAGE MONTH. 
          OH, RIGHT. 
          SO YOU'RE REQUESTING TO, OH, SORRY. 
          I WAS JUST SAYING IT'S CONSENT, BUT I, IF I COULD JUST SAY IT. 
          THAT SOUNDS GREAT. 
          OKAY, GREAT. 
          WE'LL DO IT. 
          ALL RIGHT. 
          TAB 21 IS A TIME CERTAIN, UM, IT'S MY PREFERENCE TO NOT PUT THAT STUFF ON CONSENT SO IT'S CLEAR FOR EVERYONE. 
          MM-HMM . 
          ALL RIGHT. 
          GOING DOWN TO TAB 24, UH, WHICH ALSO INCLUDES A WAIVER OF BOARD RULE 72 CONSENT. 
          I'LL NOTE THAT IT IS A VERSION THREE, UH, TAB 25, UH, CALIFORNIA ADULT EDUCATION WEEK RESOLUTION. 
          I'LL NOTE THAT THEY'RE RESOLUTIONS, I'M SORRY. 
          IT'S A RESOLUTION ALSO REQUIRING, UH, WAIVER OF BOARD RULE 72, TAB 26, IMMEDIATE REPAIR AND RESTORATION OF THE UNI HIGH SCHOOL CHARTER FIELD. 
          DISCUSSION, DISCUSSION, DISCUSSION. 
          ALL RIGHT. 
          TAB 27, RESOLUTION, RECOGNIZING MISSING AND MURDERED INDIGENOUS WOMEN AND RELATIVES AWARENESS DAY. 
          CONSENT. 
          CONSENT TAB 28, CELEBRATING EARTH DAY AND RECOGNIZING APRIL AS EARTH AWARENESS MONTH. 
          CONSENT TABS 29, 30, AND 31 ARE FOR INITIAL ANNOUNCEMENT AND ARE PUBLISHED FOR THE PUBLIC TO REVIEW IN ANTICIPATION OF THE RESOLUTION NEXT MONTH. 
          AND, UH, BOARD MEMBER GRIEGO SAID SHE HAS A QUESTION ON TAB EIGHT. 
          SO FOR YOUR NOTES, I'M GOING TO REMOVE THAT FROM THE CONSENT CALENDAR AND TURN THAT C INTO A QUEUE. 
          TAB 30. 
          OKAY. 
          NOTED NUMBER EIGHT. 
          ALL RIGHT. 
          TAB 32, UM, CONSENT TAB 33, REPORT OF CORRESPONDENCE. 
          TAB 34. 
          NOTE, THERE'S NO ACTION ON IT. 
          IT'S A PUBLIC HEARING. 
          AND, UM, WHEN WE TAKE THE COMMENTS FOR THAT, UM, I WILL READ THE PUBLIC HEARING STATEMENT. 
          SO LET ME REVIEW. 
          OKAY. 
          PLEASE NOTE ANY CORRECT, UH, MISTAKES I HAVE MADE. 
          NICE TO, UH, LET'S SEE. 
          TABS 2, 3, 4, 5, 6, UH, CONSENT. 
          TAB SEVEN IS NOT ON CONSENT. 
          TAB EIGHT IS A QUESTION. 
          TAB NINE IS A QUESTION. 
          TABS 10 AND 11 ARE CONSENT. 
          TAB 12 IS WITHDRAWN. 
          TAB 13 IS A QUESTION. 
          TABS 14, 15, 16, 17, 18, 19 ARE AND 20 ARE CONSENT. 
          21 IS THE TIME CERTAIN, UH, 24 AND 25 ARE CONSENT. 
          26 IS DISCUSSION. 
          27 AND 28 ARE CONSENT TABS. 
          29, 30, AND 31 ARE NOT FOR ACTION. 
          TAB 32 IS CONSENT. 
          TAB 33 IS CONSENT. 
          AND TAB 34 IS A PUBLIC HEARING ONLY. 
          DO I HAVE THAT RIGHT? YEAH. 
          YES. 
          OKAY. 
          SO NOW WE WILL TAKE PUBLIC COMMENT ON ALL THOSE ITEMS MARKED AS CONSENT. 
          DO YOU WANT SOMEONE TO MOVE THE CONSENT CALENDAR? THAT'D BE GREAT. 
          I'LL MOVE THE CONSENT CALENDAR. 
          THANK YOU. 
          DO I HAVE A SECOND ON THE OUTSTANDING? SO THE, UM, MOVER IS MS. CONES. 
          THE SECOND WAS BOARD PRESIDENT 
          [03:20:01]
SCHUREN. 
          ALL RIGHT. 
          WE'RE GOING TO PUBLIC COMMENT ON CONSENT ITEMS. OKAY. 
          SO FOR TAB TWO, WE HAVE THREE SPEAKERS ALL IN PERSON. 
          THIS IS TO DONATIONS OF MONEY TO THE DISTRICT. 
          UH, MR. DAVID TOSKI, ARE YOU HERE? I DO NOT SEE MR. TOSKI. 
          I DO NOT SEE HIM ONLINE. 
          MR. JUAN MAG GANDHI, ARE YOU HERE? DO NOT SEE EITHER OF YOU HERE. 
          [General Public Comment (Approximately 3:30 P.M.)]
RIGHT. 
          WE WILL GO TO TAB 18. 
          HAS PUBLIC COMMENT ON IT? ONE INDIVIDUAL. 
          ALEX REZA, ARE YOU HERE, ALEX? YES. 
          REZA. 
          I THOUGHT I PLEASE COME ON UP, SIR. 
          TAKE YOUR TIME. 
          THERE IS NO RUSH. 
          THIS IS FOR TAB 18. 
          I WILL ACTIVATE THE MICROPHONE ON YOUR WAY. 
          THANK YOU VERY MUCH. 
          CONGRATULATIONS ON AVOIDING A STRIKE. 
          I THINK THAT WAS A DEFINITE STEP FORWARD. 
          AND I'M GLAD THAT THE BEGINNING SALARY FOR TEACHERS WILL APPROACH 80,000. 
          ALTHOUGH IF YOU GO INTO POLICE, UH, LAPD BEGINNING SALARY'S LIKE 110,000. 
          AND I ALSO LIKE TO, UH, EXPRESS MY APPRECIATION FOR BOARD MEMBER BONUSES FOR INTRODUCING THAT RESOLUTION. 
          AND WHAT I CONSIDERED A VERY, VERY KEY TO MAKING OUR EDUCATION SYSTEM STRONGER AND MORE EFFECTIVE. 
          AND THAT IS EARLY CHILDHOOD. 
          THANK YOU. 
          REMEMBER EZ. 
          I'M ALEX, ALEX WEST. 
          I TAUGHT AT SAN FERNANDO HIGH SCHOOL FOR 34 YEARS. 
          UH, I LEFT THE SCHOOL, I DON'T LIKE THE WORD RETIRED, BUT I LEFT THE SCHOOL. 
          AND IN 2002, BUT I'M 86 YEARS OLD, WHEN I TOLD PEOPLE I WAS GONNA DO THIS, A FEW PEOPLE TELL ME AT YOUR AGE, THERE'S NO POINT IN YOU DOING THIS. 
          AND I SAY, I BELIEVE THAT I HAVE SOMETHING TO CONTRIBUTE. 
          I HAVE NO MAGIC BULLET. 
          I KNOW THE PROBLEMS ARE OVERWHELMING, AND A LOT OF IT IS BEYOND THE CONTROL OF THE SEVEN BOARD MEMBERS HERE. 
          ON THE OTHER HAND, I DO BELIEVE THAT IN MANY WAYS, WE CAN DO BETTER AND THAT YOU CAN DO BETTER. 
          AND I'M GONNA CHALLENGE YOU TODAY TO THINK AS, AS A LEADER WHO'S ONE OF YOUR MAIN RESPONSIBILITIES, IS TO CALL OUT WHEN A MISTAKE WAS MADE. 
          AND THAT IS WHAT IS DRIVING ME ABOUT THE CHANGE OF NAME AT MCCLAY. 
          I VIEW MYSELF AS A WHISTLEBLOWER. 
          YOU MIGHT KNOW WHISTLEBLOWER IS SOMEONE WHO DELVES INTO AN ISSUE AND THEN FIND SOMETHING THAT, UH, GENERAL PUBLIC AND, AND DECISION MAKERS DID NOT BECOME AWARE OF. 
          AND THAT'S WHAT I, THAT'S THE WAY I, I VIEW, UH, WHAT I'M GOING TO GET INTO. 
          ORIGINALLY, DOLORES WHERETO WAS ONE OF THE PERSONS THAT WAS BEING CONSIDERED. 
          THANK YOU, SIR. 
          MAYBE, UH, WRAP UP THE THOUGHT. 
          PRETTY PLEASE. 
          VERY MUCH RESPECT YOUR THING THAT BOTHERS ME TODAY. 
          THIS BOARD SPENT ABOUT 20 MINUTES TALKING ABOUT SYNTHETIC. 
          UH, THAT'S AN IMPORTANT ISSUE. 
          THE OTHER ISSUES THAT DESERVE MORE RETENTION, INCLUDING WHAT I AM BRINGING UP INSTEAD OF THE SYNTHETIC SURFACES AT OUR SCHOOLS. 
          IF YOU'RE TELLING ME I HAVE TO STOP, I'LL STOP. 
          BUT I DON'T THINK THAT THE PRIORITY WHEN YOU GIVE EVERY TOPIC TWO MINUTES, REGARDLESS OF WHAT THE IMPACT IS ON YOUR STUDENTS AND PARENTS OF THIS DISTRICT. 
          I RESENT THAT. 
          DO I HAVE ANY 30 SECONDS MORE, 30 SECONDS? YES, PLEASE. 
          THANK YOU, SIR. 
          OKAY. 
          WELL, I HAVE DISCOVERED WITH CONVERSATIONS AT THE SCHOOL, AND I KNOW THE PRINCIPAL IS HERE, AND I KNOW REPRESENTATIVES OF, UH, NORTH REGION. 
          AND I AM VERY DISAPPOINTED IN THAT LEADERSHIP 
          [03:25:01]
AT THE SCHOOL. 
          AND I KNOW THE PROBLEMS ARE OVERWHELMING. 
          AND I HAD ABOUT A TWO HOUR MEETING WITH DR. 
          BACCA AND HIS STAFF. 
          AND IF THAT IS THE TYPE OF LEADERSHIP THAT WE PROVIDE FOR 250 SCHOOLS IN THE SAN FERNANDO VALLEY, I AM VERY, VERY DISAPPOINTED. 
          AND PART OF THE PROBLEM IS THAT ALL LARGE ORGANIZATIONS DEPEND ON THE BUREAUCRACY. 
          AND IN THIS CASE, THE BUREAUCRACY GOT IT WRONG. 
          THANK YOU, SIR. 
          THANK YOU SO MUCH FOR YOUR TIME. 
          AND I, I HAVE ONE MORE COMMENT. 
          10 SECONDS. 
          A LOT OF THINGS HAVE, WHEN, WHEN, WHEN WE HAD THE DOCTOR IBAKA MEETING, THE COMMON RESPONSE IS WE, WELL, WE FOLLOWED THE PROCESS, WE FOLLOWED THE PROCESS, WE FOLLOWED THE PROCESS. 
          I DON'T KNOW, MOST OF YOU'RE YOUNGER. 
          SOME OF YOU MIGHT REMEMBER 180 7, SOME OF YOU MIGHT REMEMBER, UH, PROPOSITION EIGHT, THE PROCESS WAS FOLLOWED. 
          FORTUNATELY, WE HAVE A SYSTEM WHERE PEOPLE BEYOND THE IMMEDIATE ISSUE REVIEW AND FIND THAT SOMETHING WAS WRONG. 
          THANK YOU SO MUCH, MR. RESIDENT. 
          ONE SEVEN WAS A RACIST PROPOSITION 180. 
          UH, THE TWO, UH, PROPOSITION EIGHT STATED THAT THE, UH, STATE OF CALIFORNIA WOULD NOT RECOGNIZE SAME GENDER, UH, MARRIAGES. 
          THEY BOTH PASSED THE, THE ELECTORATE, FORTUNATELY, A HIGHER BODY REVIEWED AND SAID, NO, THIS IS YOUR RESPONSIBILITY TO SAY NO TO SOMETHING THAT WAS DONE IMPROPERLY. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          THAT CONCLUDES PUBLIC COMMENT FOR 18. 
          WE'LL GO ON TO 19. 
          MR. DAVID TOSKI. 
          ALSO, ALSO NOT HERE. 
          ALL RIGHT. 
          WE HAVE PUBLIC COMMENT ALSO ON TAB 20. 
          LOOKS LIKE IT'S ALL COLIN. 
          FOLKS ON TAB 20. 
          LET'S SEE, I HAVE DANIELLE AMES ON TAB 20, OR, UM, MR. MELVIN, YOU WANTED TO, THIS IS THE INTRODUCE. 
          YOU WANTED TO INTRODUCE IT AND THEN WE'LL TAKE THE PUBLIC COMMENT. 
          YES. 
          THANK YOU. 
          I'LL JUST BE BRIEF AND THANKS FOR THE FLEXIBILITY TO JUST SAY A FEW WORDS, BUT I JUST WANTED TO, UM, ONE THANK MY CO-SPONSORS, UH, BOARD PRESIDENT SCHON AND BOARD MEMBER, UH, PENDING NEWBELL, AND SAY THAT I'M PROUD TO BRING FORWARD THIS RESOLUTION, RECOGNIZING MAY AS JEWISH AMERICAN HERITAGE MONTH. 
          THIS IS AN TO CELEBRATE THE RICH HISTORY AND LASTING CONTRIBUTIONS OF JEWISH AMERICANS ACROSS OUR COUNTRY FROM THE ARTS AND SCIENCES TO CIVIL RIGHTS AND PUBLIC SERVICE. 
          IT'S ALSO AN IMPORTANT MOMENT FOR EDUCATION BY ENCOURAGING OUR SCHOOLS TO ENGAGE IN MEANINGFUL CULTURAL AND HISTORICAL LEARNING. 
          WE HELP ENSURE THAT STUDENTS BETTER UNDERSTAND THE DIVERSITY THAT SHAPES OUR COMMUNITIES AND OUR NATION. 
          WE'RE FORTUNATE THAT THERE ARE SO MANY GREAT RESOURCES, LIKE 18 EDUCATION, AVAILABLE TO OUR SCHOOL COMMUNITIES AND OTHER GREAT FREE CURRICULAR RESOURCES TO MAKE SURE THAT WE'RE NOT JUST CHECKING A BOX, BUT WE'RE EDUCATING THE NEXT GENERATION, WHICH IS WHY THIS RESOLUTION CALLS FOR MORE OF THESE RESOURCES TO BE MADE AVAILABLE, NOT JUST IN THE MONTH OF MAY, BUT YEAR ROUND. 
          AND AT THE SAME TIME, THIS RESOLUTION REAFFIRMS OUR COMMITMENT TO FOSTERING SAFE, INCLUSIVE, AND WELCOMING ENVIRONMENTS FOR ALL OF OUR STUDENTS. 
          AS WE CONTINUE TO SEE CONCERNING INSTANCES OF ANTISEMITISM, WE MUST BE CLEAR THERE IS NO PLACE FOR HATE IN OUR SCHOOLS. 
          WE HAVE A RESPONSIBILITY TO ENSURE THAT JEWISH STUDENTS, STAFF, AND FAMILIES FEEL SAFE, RESPECTED, SEEN, AND SUPPORTED. 
          HONORING JEWISH AMERICAN HERITAGE MONTH IS NOT JUST ABOUT RECOGNITION, IT'S ABOUT EDUCATION INCLUSION, AND STANDING FIRMLY AGAINST ANTISEMITISM IN ALL ITS FORMS. I HOPE MY COLLEAGUES WILL JOIN ME IN MARKING JEWISH AMERICAN HERITAGE MONTH, MONTH, THIS COMING MAY. 
          THANK YOU. 
          ALL RIGHT. 
          WE'VE GOT DANIELLE AMES ON THE LINE. 
          DANIELLE AMES, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          DANIELLE AMES. 
          UH, DANIELLE AMES. 
          I SEE YOU'RE ON THE LINE. 
          PLEASE PRESS STAR SIX TO UNMUTE YOURSELF. 
          THANK YOU, SUPERINTENDENT CH PRESIDENT SCH, MESON AND BOARD MEMBERS. 
          MY NAME IS DANIELLE AMES AND ON BEHALF OF 18 EDUCATION, I WANNA THANK BOARD MEMBER NICK MELVOIN FOR HIS SUPPORT IN MAKING THIS HISTORIC JEWISH AMERICAN HERITAGE MONTH RESOLUTION POSSIBLE. 
          AND OF COURSE, THE CO-SPONSORS, MR. SCHON AND MS. NEWBELL. 
          OUR ORGANIZATION'S MISSION IS TO FIGHT ANTI-SEMITISM AND INSPIRE JEWISH PRIDE. 
          [03:30:01]
AND THERE'S NO BETTER WAY TO DO THAT THAN THROUGH EDUCATION DURING JEWISH AMERICAN HERITAGE MONTH RIGHT HERE IN L-A-U-S-D, WHERE 15% OF THE STUDENT POPULATION ARE JEWISH OR HAS JEWISH FAMILY. 
          JEWISH HATRED GLOBALLY, NATIONALLY, AND LOCALLY HAS RISEN TO UNPRECEDENTED LEVELS. 
          AND WE MUST NOT ALLOW THIS TO BE NORMALIZED OR ACCEPTED AS A REALITY. 
          AND THAT BEGINS IN K TO 12 EDUCATION. 
          18 EDUCATION IS CREATED FREE VIDEOS AND CURRICULUM THAT MEETS STATE STANDARDS THAT CAN BE USED BY ALL TEACHERS IN EVERY GRADE AND CLASSROOM. 
          AGAIN, IT'S FREE AND WILL BE AVAILABLE BEGINNING, MAY 1ST FOR TEACHERS TO USE TO EDUCATE THEIR STUDENTS ABOUT WHO THE JEWISH PEOPLE ARE WRITTEN BY JEWISH AMERICANS ABOUT JEWISH AMERICANS. 
          THANK YOU AGAIN, MR. MALVO, FOR SPEARHEADING THIS. 
          AND I HOPE THAT JEWISH AMERICAN HERITAGE MONTH BECOMES A REGULARLY CELEBRATED AND RECOGNIZED MONTH IN L-A-U-S-D. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          I HAVE A NUMBER OF OTHER PEOPLE WHO ARE LISTED AS SPEAKING ONLINE, BUT I DON'T HAVE THEM SIGNED IN, BUT I WILL READ THEIR NAMES. 
          NEVERTHELESS. 
          UH, ROXANNA GARCIA, ARE YOU IN THE ROOM? YOU ARE NOT ONLINE. 
          UH, LILY YAGAR. 
          LILY Y. 
          ALSO NOT ON THE LINE. 
          LUCAS. 
          SHANE, ARE YOU IN THE ROOM? LUCAS? SHANE? NO. 
          RIGHT. 
          LEAH? FARZAM. 
          FARZAM NOT IN THE ROOM? SHAYA. 
          SOLEIMANI. 
          SHAYA NOT IN THE ROOM? NOT ON LINE. 
          ELIA HURA. 
          HURABI. 
          ELIA ROOM. 
          KATIE RISIN. 
          KATIE RISIN. 
          ALSO NOT ONLINE. 
          LINDSAY HANNON, ARE YOU IN THE ROOM? YOU SIGNED UP TO SPEAK REMOTELY, BUT I DO NOT HAVE YOU SIGNED IN. 
          AND LASTLY, TAMARA. 
          TAMARA, ARE YOU HERE? OKAY, THAT'S PUBLIC COMMENT ON TAB 20. 
          GOING TO TAB 24. 
          THERE ARE 10 FOLKS IN PERSON TO SPEAK ON TAB 24. 
          THAT IS PROTECTING PROPOSITION 98 FUNDING AND THE CONSTITUTIONAL MINIMUM GUARANTEE FOR PUBLIC EDUCATION. 
          UM, PLEASE NOTE THIS REQUIRES, UH, WAIVER OF RULE 72, WHICH WILL ALSO BE TAKEN SINCE IT'S ON CONSENT. 
          UM, WITH THE UNDERLYING RESOLUTION. 
          THERE ARE 10 PUBLIC COMMENTERS AND IT'S A VERSION THREE FROM DR. 
          REBA. 
          DR. RIVAS, DID YOU WANNA MENTION QUICKLY WHAT THE CHANGE IN VERSION IS? THERE WERE JUST SOME MINOR UPDATES AND, AND, UM, UH, LET'S SEE HERE. 
          UM, IT WAS JUST SOME, SOME EDITS. 
          NOTHING REALLY SUBSTANTIAL THAT CHANGED. 
          UM, JUST ADDED AT THE LAST RESOLVE, UM, SPECIFIED FUNDING FOR 26 27 AND IN THE MAY REVISION AND IN THE FINAL 26, 27 STATE BUDGET ADOPTION. 
          SO IT WAS JUST SOME CLARIFICATION AND SOME EDITS, BUT NOTHING REALLY SUBSTANTIAL THAT CHANGED THE, THE, THE RESOLUTION. 
          BUT I DO HAVE SOME COMMENTS TO MAKE OR DO YOU WANNA DO PUBLIC COMMENT FIRST? PUBLIC COMMENT? OKAY. 
          ALRIGHT, LET'S GO TO THE PUBLIC COMMENT. 
          UH, DANYA WARD, ARE YOU HERE? DANIA WARD? I MAY HAVE MISPRONOUNCED THAT. 
          ARE YOU IN THE ROOM? NOPE. 
          UH, LEO ERON NOT HERE. 
          CLEO CLAXTON. 
          AALIYAH RETO. 
          ARE YOU HERE? NO. 
          JOYCE JENNINGS NOT HERE. 
          MARIANA C NOT HERE. 
          NOLA, ARE YOU HERE? NOT HERE. 
          ELENA. 
          PRICE, KENZIE, CANDACE SMITH. 
          NONE OF THOSE FOLKS ARE HERE. 
          LET ME CHECK ONLINE TO SEE IF THEY'RE HERE TO SPEAK ON THIS TAB. 
          AND WE HAVE NO ONE ONLINE TO SPEAK TO THE TAB. 
          SO I GUESS THAT OPENS UP SOME TIME FOR YOU, BOARD MEMBER TO MAKE YOUR COMMENTS. 
          THANK YOU. 
          HERE WE GO. 
          UM, SO I WANNA START BY THANKING MY COLLEAGUES, UM, MS. GREGGO AND MS. EZ FOR CO-SPONSORING THIS RESOLUTION AND FOR THE PARTNERSHIP ON THIS ISSUE. 
          I ALSO WANNA THANK, UM, MS. MARTHA ALVAREZ AND OUR GOVERNMENT RELATIONS TEAM FOR THEIR STRONG ADVOCACY IN SACRAMENTO AND FOR CONTINUING TO PUSH ON BEHALF OF OUR STUDENTS AND WORKFORCE. 
          I'M ALSO PROUD TO BRING THIS FORWARD BECAUSE THIS IS ABOUT DRAWING A CLEAR LINE. 
          PROPOSITION 98 IS NOT OPTIONAL. 
          IT IS A CONSTITUTIONAL COMMITMENT TO OUR STUDENTS. 
          AND WHEN THOSE FUNDS ARE DELAYED OR WITHHELD, IT CREATES 
          [03:35:01]
REAL CONSEQUENCES FOR SCHOOL DISTRICTS. 
          FOR ALL SCHOOL DISTRICTS, PARTICULARLY LIKE OURS. 
          FOR LUSD, THIS MEANS DIFFICULT DECISIONS THAT DIRECTLY IMPACT OUR RESPONSIBILITY TO STUDENTS AND TO THE WORKERS WHO MAKE OUR SCHOOLS RUN EVERY DAY. 
          IT AFFECTS WHETHER WE CAN MAINTAIN STABLE, WILL SUPPORTED STAFFING, PROTECT JOBS, AND ENSURE THAT EDUCATORS CLASSIFIED STAFF AND SCHOOL EMPLOYEES HAVE THE RESOURCES THEY NEED TO DO THEIR WORK AND TO PROVIDE FOR OUR STUDENTS. 
          OUR WORKFORCE SHOULD NOT BE ASKED TO CARRY THE BURDEN OF UNCERTAINTY CREATED BY STATE LEVEL BUDGET FUNDING DELAYS, UM, AND ESPECIALLY NOT OUR STUDENTS. 
          WHEN FUNDING IS UNSTABLE, IT DISRUPTS CLASSROOMS, STRAINS, WORK STRAINS, WORKING CONDITIONS, AND UNDERMINES THE ABILITY OF OUR SCHOOL COMMUNITIES TO PROVIDE CONSISTENT HIGH QUALITY EDUCATION AND SUPPORT TO STUDENTS. 
          THESE IMPACTS ARE NOT FAILED EQUALLY AND FALL HARDEST ON SCHOOLS SERVING THE HIGHEST NEED COMMUNITIES. 
          THIS RESOLUTION MAKES CLEAR THAT PUBLIC EDUCATION MUST BE FULLY FUNDED, AND I'M CALLING ON THE GOVERNOR THROUGH THE MAY REVISE AND THE LEGISLATURE TO DO THE RIGHT THING AND TO FULLY DELIVER FOR OUR STUDENTS, OUR WORKERS, AND OUR COMMUNITIES. 
          THANK YOU. 
          AND I'LL OPEN IT FOR MS. EZ OR MS. UM, CARLY GREGGO, WHICH IT GOES BACK . 
          YEAH. 
          WELL, I APPRECIATE DR. 
          REVA'S LEADERSHIP IN BRINGING THIS, UH, MOTION FORWARD. 
          IT'S ESSENTIAL THAT WE PROTECT AND ENSURE THAT WE RECEIVE THE PROP 98 FUNDS THAT ARE CONSTITUTIONALLY REQUIRED FOR OUR, OUR PUBLIC SCHOOLS. 
          UM, AS WELL AS FOR COMMUNITY COLLEGES. 
          WE KNOW THAT THESE FUNDS AT THIS PARTICULAR TIME ARE ESPECIALLY IMPORTANT AND THAT ANY EFFORT TO TO DELAY THOSE FUNDS OR TO WITHHOLD THOSE FUNDS IS TAKING AWAY FROM OUR STUDENTS DIRECTLY. 
          AND WE CANNOT LET THAT STAND. 
          AND SO I THINK IT'S AN IMPORTANT MOMENT TO STAND UP FOR THE PROTECTION OF THESE PUBLIC SCHOOL RESOURCES AND FOR US ALL TO FIGHT COLLECTIVELY AND TO ADVOCATE IN SACRAMENTO TO ENSURE THAT OUR STUDENTS GET THE RESOURCES THAT THEY DESERVE. 
          SO I WOULD LIKE TO CO-SPONSOR IF I MAY, AND MY ONLY COMMENT IS, WHERE ARE OUR $5.6 BILLION? THAT'S MY ONLY COMMENT. 
          THANK YOU. 
          YES. 
          AND I ALSO WANNA SPECIFY YEAH. 
          THANK YOU FOR INCLUDING COMMUNITY COLLEGES. 
          WE CHANGED THE TITLE TO INCLUDE TK TO 14 'CAUSE THAT INCLUDES COMMUNITY COLLEGE, MISS MISS OF, OR D FRANKLIN. 
          I TOO WOULD LOVE TO BE ADDED AS A CO-SPONSOR. 
          I THINK IT'S POWERFUL WHEN THIS BOARD IS UNIFIED AND CALLING ON OUR STATE LEADERS TO MAKE DECISIONS ON BEHALF OF STUDENTS. 
          AND SO THANK YOU FOR BRINGING THIS, AND I'LL INVITE THE TEAM TO LOOK AT A RESOLUTION COMING NEXT MONTH TO ALSO GROW, UH, ADDITIONAL REVENUE FOR OUR PUBLIC EDUCATION SYSTEM. 
          SO THANK YOU. 
          I'LL ADD MYSELF AS A CO-SPONSOR AS WELL. 
          ALL RIGHT. 
          MOVING ON TO TAB 27. 
          WE HAVE TWO SPEAKERS, ONE CALL IN AND ONE IN PERSON. 
          ALEX HILL, ARE YOU HERE? SPEED TO TAB 27. 
          ALEX HILL. 
          ALRIGHT, THAT IS, THAT IS ALEX HILL COMING DOWN. 
          COME ON UP. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          HI, GOOD AFTERNOON. 
          UH, MY NAME IS ALEX HILL AND I STAND BEFORE YOU TODAY IS A PROUD MEMBER OF THE UNDERDOG NATION. 
          DEAR CLAN OF THE HOOD HOOD IN SNEE CONFEDERACY, I AM HERE TO URGE THIS BOARD TO FORMALLY RECOGNIZE MAY 5TH AS MISSING AND MURDERED INDIGENOUS WOMEN AND RELATIVES. 
          M-M-I-W-R AWARENESS DAY WITHIN L-A-U-S-D. 
          FOR MANY, THIS IS A HEADLINE, BUT FOR ME IT IS PERSONAL AND OUR CULTURE, THE WOMAN, ARE THE LIFE GIVERS IN THE CENTER OF OUR NATIONS. 
          YET ACROSS THIS COUNTRY, INDIGENOUS WOMEN FACE A MURDER RATE 10 TIMES MORE THAN NATIONAL AVERAGE. 
          THIS IS A CRISIS FUEL BY SILENCE AND A LACK OF SYSTEMIC PROTECTION AS THE SECOND LARGEST SCHOOL DISTRICT IN THE NATION SITTING ON THE ANCESTRAL LANDS OF THE TONGA AND TO VILLA PEOPLE, L-A-U-S-D HAS A MORAL OBLIGATION TO ENSURE ITS INDIGENOUS STUDENTS ARE SEEN AND PROTECTED. 
          UM, ADVOCACY STARTS IN A CLASSROOM WHEN OUR HISTORY IS ERASED FROM THE CURRICULUM. 
          OUR LIVES ARE DEVALUED IN SOCIETY. 
          BY RECOGNIZING M-M-I-W-R DAY, YOU AREN'T JUST PASSING A RESOLUTION, YOU ARE TAKING A STEP FORWARD TOWARD JUSTICE AND SAFETY. 
          THANK YOU AND YWA FOR YOUR TIME. 
          THANK YOU FOR YOUR TIME. 
          AND WE ALSO HAVE, UH, MONA, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF. 
          AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          MONA, I SEE YOU'RE WITH US. 
          GOOD AFTERNOON. 
          GOOD AFTERNOON. 
          ARE YOU ABLE TO HEAR ME? WE SURE CAN. 
          PLEASE GO AHEAD. 
          OKAY, GREAT. 
          THANK YOU MIHA. 
          MY NAME IS MONA MORALES RECALL DAY, AND I'M SPEAKING ON BEHALF OF THE GABRIELINO SAN GABRIEL BAND OF MISSION INDIANS. 
          WE ARE THE FIRST PEOPLE OF THE GREATER LOS ANGELES BASIN. 
          AND I WOULD LIKE TO SAY THANK YOU TO THE BOARD AND SUPERINTENDENT 
          [03:40:01]
FOR ALLOWING US TO HAVE THIS TIME AND SPACE AND HAVE THIS CONVERSATION. 
          WE'RE REALLY HERE TO EXPRESS OUR DEEP APPRECIATION FOR OUR TRIBE'S GROWING RELATIONSHIP WITH L-A-U-S-D THROUGH THE LAND ACKNOWLEDGEMENT THAT WAS ADOPTED TO WORKING AT . 
          THE DISTRICT HAS SHOWN A TRUE COMMITMENT TO THE FIRST PEOPLE OF THIS LAND AND TO MAKING THINGS VISIBLE, MAKING US VISIBLE. 
          AND SO BY INTRODUCING THIS RESOLUTION, YOU'RE TAKING A STEP FURTHER IN ADDRESSING A CRISIS THAT HAS LONG BEEN IGNORED AND FELT BY OUR COMMUNITY FOR CENTURIES ACROSS TURTLE ISLAND. 
          THE FIRST PEOPLE, WOMEN AND RELATIVES, ARE DEEP DISPROPORTIONATELY AFFECTED BY VIOLENCE AND DISAPPEARANCE. 
          AND IT HAS A LACK OF ACCOUNTABILITY. 
          THE STATISTICS ARE DEVASTATING AND THEY DEMAND IMMEDIATE ACTION. 
          THESE ARE NOT JUST NUMBERS. 
          THEY ARE OUR DAUGHTERS, SISTERS, AND MOTHERS. 
          AND FOR TOO LONG THESE CASES HAVE BEEN MISHANDLED, NOT DOCUMENTED WELL, AND REALLY IMPACTED BY JURISDICTIONAL GAPS. 
          THIS RESOLUTION IS A VITAL STEP TO ENSURE THAT STUDENTS AND FAMILIES OF NATIVE AMERICAN WOMEN ARE SEEN, PROTECTED AND VALUED. 
          I WANT TO THANK YOU GUYS SO MUCH FOR HAVING US, FOR PROPOSING THIS RESOLUTION. 
          THANK YOU TO DR. 
          REVIS AND THE ENTIRE BOARD. 
          IT IS THE FIRST TIME SUCH A STATEMENT HAS BEEN MADE IN A SPACE THAT REINFORCES WHAT WE OFTEN SAY, WHICH IS EQU. 
          WE ARE HERE. 
          SO WITH THAT, I WOULD LIKE TO SAY THANK YOU AND, UM, THAT WE APPRECIATE THE OPPORTUNITY TO CONTINUE TO WORK AND EDUCATE ALL STUDENTS, FACULTY, UH, PROFESSIONAL DEVELOPMENT TEACHERS ABOUT THE TRUE HISTORY OF THIS LAND AND THE INJUSTICES THAT HAPPENED TO OUR PEOPLE. 
          OES, THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          UH, THAT CONCLUDES TAB 27. 
          SO NOW WE HAVE THREE SPEAK. 
          OH, SORRY. 
          PLEASE GO AHEAD. 
          UM, YEAH, I JUST WANNA TAKE AN OPPORTUNITY JUST TO, UM, AFFIRM EXACTLY WHAT WE HEARD RIGHT NOW FROM OUR TWO, UM, PUBLIC SPEAKERS. 
          SO I'M PROUD TO BRING THIS RESOLUTION FORWARD. 
          RECOGNIZING, MISSING AND MURDERED INDIGENOUS WOMEN AND RELATIVES IS ABOUT CONFRONTING A CRISIS THAT HAS BEEN IGNORED. 
          FOR FAR TOO LONG, INDIGENOUS WOMEN AND RELATIVES EXPERIENCE DISPROPORTIONATE LEVELS OF VIOLENCE. 
          AND FOR TOO MANY FAMILIES, THERE HAS BEEN A LACK OF URGENCY, VISIBILITY, AND ACCOUNTABILITY. 
          AND THAT CANNOT CONTINUE AS A PUBLIC SCHOOL SYSTEM. 
          WE HAVE A RESPONSIBILITY TO TELL THE TRUTH AND TO EDUCATE OUR STUDENTS ABOUT THE REALITIES FACING INDIGENOUS COMMUNITIES. 
          THIS IS ABOUT MAKING SURE OUR CURRICULUM REFLECTS THOSE HISTORIES AND PRESENT DAY CONDITIONS WITH ACCURACY AND RESPECT, AND THAT INDIGENOUS STUDENTS SEE THEMSELVES RECOGNIZED, VALUED, AND PROTECTED IN OUR SCHOOLS. 
          THIS IS ABOUT SAFETY AND TRUST. 
          WHEN HARM GOES UNACKNOWLEDGED, IT ERODES TRUST IN INSTITUTIONS, INCLUDING SCHOOLS. 
          WE CANNOT ASK STUDENTS TO FULLY ENGAGE IF THEY DO NOT FEEL SEEN OR SAFE. 
          NAMING THIS ISSUE AND CREATING SPACE FOR AWARENESS IS A NECESSARY STEP FORWARD TOWARD BUILDING AND THAT TRUST AND ENSURING OUR SCHOOL COMMUNITIES ARE GROUNDED IN CARE AND ACCOUNTABILITY. 
          THROUGH THIS RESOLUTION, WE ARE COMMITTING TO MORE THAN AWARENESS. 
          WE ARE COMMITTING TO ACTION, TO UPLIFTING NATIVE VOICES, STRENGTHENING PARTNERSHIPS WITH NATIVE LED ORGANIZATIONS, AND ADVOCATING FOR STRONG SYSTEMS OF DATA COLLECTION, PREVENTION, AND ACCOUNTABILITY AT THE STATE LEVEL, I'M GRATEFUL TO THE COMMUNITY MEMBERS AND ADVOCATES WHO HAVE PUSHED THIS CONVERSATION FORWARD. 
          THIS RESOLUTION IS ONE STEP, BUT IT IS AN IMPORTANT ONE. 
          AND I LOOK FORWARD TO CONTINUING THIS WORK WITH URGENT THE, WITH THE URGENCY IT DESERVES. 
          AT THIS TIME, I WOULD LIKE TO THANK OUR PUBLIC SPEAKER, MONA MORALE, ALDI, WHO JUST HEARD, AND ALSO, UH, OTHERS LIKE SAM LOPEZ FROM THE SAN GABRIEL BAND OF MISSION, INDIANS, GABRIELINO AND TONGA, UH, LED BY THE TON GABRIELINO TONGA TRIBAL COUNCIL, UM, FOR THEIR WORK. 
          AND THEY'RE ALSO THEIR INSPIRATION IN MOVING THIS RESOLUTION FORWARD. 
          THANK YOU. 
          ROCIO. 
          I'D LIKE TO BE ADDED AS A CO-SPONSOR IF I MAY. 
          PLEASE. 
          THANK YOU. 
          ME TOO. 
          ME THREE, FOUR. 
          ALRIGHT, SO THAT'S UNANIMOUS AND ON THE, OKAY. 
          SEVEN. 
          OKAY. 
          ALRIGHT. 
          MOVING TO TAB 28. 
          WE HAVE THREE SPEAKERS SIGNED UP TO SPEAK. 
          UM, GOMEZ CRUZ, ARE YOU HERE? AL? COME ON DOWN. 
          UH, AFTER IS, AFTER AL IS GIOVANNA FLORES. 
          AND THEN WE HAVE ONE REMOTE CALLER. 
          SO COME ON DOWN. 
          [03:45:03]
YOU'LL HAVE, UH, TWO MINUTES TO SPEAK ONCE YOU BEGIN TO TAB 28, CELEBRATING EARTH DAY AND RECOGNIZING APRIL AS EARTH AWARENESS MONTH. 
          GOOD AFTERNOON. 
          BOARD MEMBERS. 
          UM, I APPRECIATE THE RECOGNITION OF EARTH DAY AND WOULD LIKE TO FOCUS ON THE INEQUITIES OF GREEN SPACE, UM, THROUGHOUT THE VARIOUS SCHOOLS. 
          UM, NOT ALL CAMPUSES HAVE THE SAME ACCESS TO GREEN SPACES. 
          SOME STUDENTS SPENT THEIR DAYS ON ASPHALT WITH EXTREME HEAT AND VERY LITTLE TREE COVER, WHICH DIRECTLY AFFECTS HEALTH FOCUS AND LEARNING OUTCOMES. 
          UM, SO FOR EARTH AWARENESS MONTH, I WANT TO HIGHLIGHT THE NEED TO PRIORITIZE THE SCHOOLS IN UNDERSERVED COMMUNITIES FIRST. 
          UM, ESPECIALLY THOSE FACING HIGHER HEAT AND POP AND POLLUTION. 
          UM, AS A FORMER L-A-U-S-D STUDENT AND CURRENT USC SOCIAL WORK GRADUATE STUDENT, I UNDERSTAND THE TIES BETWEEN OUR ENVIRONMENTAL STRESSORS AND OUR PHYSICAL AND MENTAL HEALTH. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          UH, GIOVANNA FLORES, ARE YOU HERE? GIOVANNA? ALL RIGHT. 
          OH, THERE YOU ARE. 
          OKAY. 
          YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          THANK YOU. 
          GOOD AFTERNOON. 
          MY NAME IS GIOVANNA FLORES AND I'M A GRADUATE STUDENT AT USE STUDYING SOCIAL WORK. 
          I'M ALSO SOMEONE WHO SPENDS A LOT OF TIME IN THIS COMMUNITY WALKING THROUGH EXPOSITION PARK, COMMUTING THROUGH NEIGHBORHOODS AND WA WORKING WITH PEOPLE WHO ARE DIRECTLY IMPACTED BY THE ENVIRONMENTS THAT THEY GREW UP IN. 
          WHEN WE TALK ABOUT EARTH DAY AND EARTH AWARENESS MONTH, I WANT TO EMPHASIZE THAT THIS ISN'T JUST ABOUT RECYCLING OR PLANTING TREES, IT'S ABOUT EQUITY, ACCESS, AND HEALTH. 
          AS A SOCIAL WORK STUDENT, I'VE LEARNED THAT ENVIRONMENTAL CONDITIONS ARE DEEPLY TIED TO MENTAL HEALTH, PHYSICAL HEALTH, AND EDUCATIONAL OUTCOMES. 
          THE STUDENTS IN THE L-A-U-U-S-D SCHOOLS, ESPECIALLY IN SOUTH LA, ARE MORE LIKELY TO BE EXPOSED TO POLLUTION, LACK OF GREEN SPACE, AND ENVIRONMENTAL STRESSORS. 
          THESE ARE DAILY REALITIES THAT IMPACT CONCENTRATION IN CLASSROOMS, STRESS LEVELS, AND OVERALL WELLBEING. 
          AT USC HAVE HAD THE PRIVILEGE OF LEARNING IN SPACES THAT ARE WELL-RESOURCED AND SUPPORTED, BUT JUST A FEW BLOCKS AWAY, THERE ARE SCHOOLS WHERE STUDENTS DON'T HAVE THE SAME ACCESS TO CLEAN, SAFE, AND CALMING ENVIRONMENTS. 
          THE GAP MATTERS. 
          EARTH AWARENESS MONTH IS AN OPPORTUNITY FOR L-A-U-S-D TO NOT JUST CELEBRATE, BUT TO EDUCATE AND EMPOWER STUDENTS. 
          WHEN STUDENTS UNDERSTAND HOW THEIR ENVIRONMENTS IMPACT THEM, THEY CAN ALSO BEGIN TO UNDERSTAND THEIR VOICE AND AGENCY AND CREATING CHANGE. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          AND WE HAVE A REMOTE CALLER. 
          SANDRA ROWE, ARE YOU ON THE LINE? I DO NOT. 
          HAVE YOU SIGNED IN? ARE YOU IN THE ROOM? SANDRA ROWE. 
          OKAY. 
          NO, THAT CONCLUDES. 
          IT LOOKS LIKE ALL THE PUBLIC COMMENT WE HAVE ON THE CONSENT CALENDAR. 
          YEAH. 
          , THANKS. 
          UM, AS, UM, WE FOCUS ON EARTH DAY, AND I APPRECIATE THOSE THAT HAVE COME OUT TO SPEAK ON BEHALF OF THE RESOLUTION AND ITS AWARENESS FOR APRIL, WE WANNA RECOGNIZE THAT OUR STUDENTS ARE THE LEADERS OF THE GREEN MOVEMENT. 
          WE ARE TAKING ACTION BY INVESTING IN GREEN JOB EDUCATION AND TURNING OUR CAMPUSES INTO GREEN SHADED HUBS FOR LEARNING. 
          WE'RE TURNING THE GREEN NEW DEAL INTO A REALITY BY ENSURING THAT EVERY STUDENT HAS A CLEAN, COOL, AND SUSTAINABLE PLACE TO THRIVE. 
          CAMPERS, GREENING, AND SHADE AS WE CONTINUE EFFORTS TO REPLACE OUR ASPHALT WITH TREES AND GREEN SPACE TO MITIGATE EXTREME HEAT AND PROVIDE SAFE AND COMFORTABLE SPACES FOR OUR LEARNING. 
          AS WE CONTINUE TO FOCUS ON STUDENT LED ACTION, SUPPORTING OUR STUDENT INITIATIVES SUCH AS EARTH DAY FAIRS, PROJECTS, FOCUSING ON RECYCLING, WASTE REDUCTION, AND ENVIRONMENTAL STEWARDSHIP. 
          AND AS WE CONTINUE TO MAKE PATHWAYS FOR GREEN JOBS, WE ARE PROMOTING CAREER TECHNICAL EDUCATION AND PARTNERSHIP SUCH AS THOSE WITH LA CLEAN TECH INCUBATOR TO PREPARE OUR STUDENTS FOR THE GREEN ECONOMY, AS WELL AS INVESTING IN HEALTHY LEARNING ENVIRONMENTS, AS MENTIONED, INCLUDING OUR WATER BOTTLE FILLING STATION, CLEANER AIR INITIATIVES, AND SUSTAINABLE ENERGY EFFICIENT BUILDINGS, WHICH COMBATS OUR CLIMATE RISK AND PARTICULARLY FOR THOSE VULNERABLE COMMUNITIES THAT WE SERVE. 
          AND FINALLY, I WANT TO JUST REAFFIRM WHAT THE COMMITMENT THAT THIS BOARD HAD IN ITS RESOLUTION OF 22 TO GREEN, 30% OF EVERY CAMPUS BY 2035 AND ENSURING THAT EQUITY IN OUR SCHOOL CLIMATE IS RESILIENT. 
          THANK YOU. 
          I'D LIKE TO BE ADDED AS A CO-SPONSOR, PLEASE. 
          OKAY. 
          GIMME ONE MOMENT TO WRITE THIS DOWN PLEASE. 
          ALRIGHT. 
          SO, DR. RIVAS. 
          MR. SCHON? YES. 
          ALL RIGHT. 
          I CAN, THAT'S A LOT SHORTER IF I JUST WRITE THE WORD UNANIMOUS. 
          OF COURSE. 
          OKAY. 
          SO 
          [03:50:01]
WITH THAT PUBLIC COMMENT ON THE CONSENT CALENDAR IS COMPLETE, IT IS NOW APPROPRIATE TO TAKE A VOTE AFTER IT WAS MOVED BY MS. EZ AND SECONDED BY BOARD PRESIDENT SCHON. 
          MS. NEWBELL? YES. 
          DR. RIVAS? YES. 
          MR. MELVOIN? YES. 
          MS. GRIEGO? YES. 
          MS. EZ? YES. 
          MS. ORTIZ FRANKLIN? YES. 
          UH, BOARD PRESIDENT SCHROEN? YES. 
          STUDENT MEMBER YANG? YES. 
          AND I BELIEVE I NEED TO COLLECT YOUR ADVISORY VOTE ON THE ONE OF THE RESOLUTIONS. 
          MR. YANG. 
          UM, TAB 22 LEARNING BEGINS AT BIRTH. 
          YES. 
          OUTSTANDING. 
          OKAY. 
          IT IS 2 0 1. 
          WE HAVE A FULL HOUR TO GET TWO ITEMS THAT ARE ON THE DISCUSSION LIST. 
          UM, THE FIRST ONE OF THOSE BEING TAB EIGHT, RATIFICATION OF INCENTIVE GRANT AWARDS TO L-A-U-S-D. 
          I BELIEVE DR. RIVAS, WE HAVE SEVEN. 
          OH MY APOLOGIES. 
          YEAH, THERE IS ALSO PUBLIC COMMENT ON SEVEN. 
          ALL RIGHT. 
          LET ME SEE IF TAB SEVEN IS ONLINE WITH US. 
          THEY'RE NOT THERE. 
          FRANKIE DARLING, ARE YOU ON THE LINE, FRANKIE? OH, THERE YOU ARE. 
          BUT YOU'RE FOR TAB 34 ALSO. 
          SO GIVE ME A MOMENT TO SEE IF SO IT IS A, SO FOR TAB 34 IS A PUBLIC HEARING. 
          SO MR. DARLING, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF. 
          AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          MR. DARLING LEFT TAB 34. 
          MR. DARLING, ARE YOU THERE? OKAY. 
          [7. Board of Education Report No. 361-25/26 Human Resources (Declaration of Need for Fully Qualified Educators) Recommends adoption of a declaration of need for the use of an estimated 743 emergency permits as supplemental authorizations for credentialed teachers in 2026-27. Such authorization is intended to expand instructional opportunities for students, minimize instances of misassignment, and increase the range of subject areas in which certificated staff are legally authorized to provide instruction.]
AND I HAVE A MOVE AND A SECOND FOR TAB SEVEN. 
          MOVE MOVED BY SECOND FOR PRESIDENT MOLSON, SECONDED BY MS. NEWBELL. 
          IT CANNOT BE ON CONSENT, BUT DOES NOT REQUIRE DISCUSSION. 
          IS THERE ANY DISCUSSION TO THIS ITEM? NO. 
          UH, SEEING NONE. 
          UM, SHALL I TAKE THE VOTE? YES. 
          ALRIGHT, LET'S TAKE THE VOTE. 
          MS. NEWBELL? YES, DR. RIVAS. 
          MR. MELVIN? YES. 
          MS. GRIEGO? YES. 
          MS. EZ. 
          MS. ORTIZ FRANKLIN? YES. 
          BOARD PRESIDENT SCHON? YES. 
          STUDENT BOARD MEMBER YANG? YES. 
          OKAY. 
          WE WILL RETURN TO TAB SEVEN FOR VOTES. 
          AND 
          [8. Board of Education Report No. 320-25/26 Human Resources (Ratification of Incentive Grant Awards to LAUSD) Recommends ratification of $2,564,472 in annual grants to the Los Angeles Unified School District awarded by the Commission on Teacher Credentialing and authorization to execute professional services contracts with partners, colleges, and universities.]
IF I'VE GOT THE NUMERICAL ORDER THAT BRINGS US TO TAB EIGHT, WE HAVE A MOVE IN A SECOND FOR TAB EIGHT, MOVE IT, MOVE BY BOARD PRESIDENT SCHON. 
          I'LL SECOND. 
          SECONDED BY MS. GRIEGO. 
          SO THERE ARE QUESTIONS TO THIS TAB. 
          I BELIEVE MS. GRIEGO, YOU HAD SOME, AND, UM, DR. RIVAS I'M SURE WILL JOIN US SHORTLY. 
          YEAH. 
          I HAVE A, JUST A QUESTION ABOUT THE TYPES OF SHORTAGE AREAS THAT THIS GRANT WILL SUPPORT. 
          GOOD AFTERNOON BOARD MEMBERS, MR. SUPERINTENDENT. 
          I KNOW. 
          YES, SIR. 
          UM, MS. GRIEGO ARE, ARE, ARE YOU REFERRING TO THE CLASSIFIED GRANT? THEY, UM, SORRY, THE INCENTIVE GRANT AWARDS. 
          UM, EIGHT DI THINK IT'S THE, I DON'T THINK IT'S CLASSIFIED. 
          I THINK IT'S CERTIFICATED, ISN'T IT? YEAH. 
          FOR CLASSIFIED. 
          OKAY. 
          WELL GOOD AFTERNOON. 
          JACOB GUTHRIE, DIRECTOR OF HR BSAP. 
          AND I'M HERE WITH ME, MIGUEL GARZA. 
          CERTIFICATED, UM, EMPLOYMENT REGION NORTH DIRECTOR. 
          AND SO THE SHORTAGE AREAS THAT WE ARE CURRENTLY TARGETING FOR THIS GRANT TO SUPPORT CLASSIFIED EMPLOYEES WHO ARE SEEKING TO BECOME TEACHERS ARE WITHIN SCIENCE, MATH, AND THE ARTS, ALONG WITH SPECIAL EDUCATION IN ALIGNMENT WITH OUR CURRENT HIRING NEEDS. 
          UM, IS THIS ALSO THE ONE THAT, UM, IS SEEKING TO FILL PE POSITIONS AS WELL, OR? NO, WE HAVE, UH, A FEW MEMBERS WHO ARE PURSUING A PHYSICAL EDUCATION CERTIFICATION AS IN PREVIOUS YEARS WHEN WE CAME FOR PREVIOUS ROUNDS OF THE GRANT, THAT WAS AN AREA OF DEMONSTRATED NEED AS WELL. 
          AND SO WE CONTINUE, CONTINUE TO SUPPORT THOSE MEMBERS, ALTHOUGH IT'S NOT A CURRENT TARGET, UH, IN TERMS OF NEW MEMBERS THAT WE ARE ADMITTING. 
          OH, OKAY. 
          ALL RIGHT. 
          UM, OKAY. 
          THAT'S IT. 
          THAT'S ALL I REALLY HAD. 
          AND THEN, UM, DR. RIVAS, I HAD A QUESTION. 
          TAB EIGHT. 
          OH, TAB EIGHT. 
          I'M SORRY. 
          I MISSED TAB SEVEN. 
          OKAY. 
          TAB EIGHT. 
          HERE WE GO. 
          UM, SO HELLO, REALLY QUICK QUESTION. 
          SO LOOKING AT THE, UH, 24 25 DATA FOR THE CLASSIFIED SCHOOL EMPLOYEE TEACHER CREDENTIALING PRO GRANT, UM, L-A-U-S-D WAS AWARDED FOR 
          [03:55:01]
180, BUT FROM WHAT WE SAW, IT ONLY EXTENDED ABOUT 57. 
          IT WAS ONLY EXPANDED ABOUT 57,000. 
          UM, DESPITE ENROLLING 89 OUT OF A HUNDRED PARTICIPANT SLOTS, UM, WHEN WE LOOK ACROSS OTHER LEAS IN 24 25, MANY SPEND A MUCH HIGHER SHARE OF THEIR ALLOCATIONS, EVEN WITH SIMILAR OR LOWER ENROLLMENT LEVELS. 
          SO THE QUESTION IS, CAN YOU EXPLAIN WHY EXPENDITURES ARE SO LOW RELATIVE TO BOTH THE AWARD AND THE ENROLLMENT? AND ARE WE ON TRACK TO SPEND THE FUNDING, UH, FOR THIS YEAR? THANK YOU FOR THE QUESTION, DR. RIVAS. 
          WE DID MAKE A CHANGE AS A RESULT OF OUR LOW EXPENDITURES, WHERE WE TRANSITIONED FROM A REIMBURSEMENT MODEL WHERE MEMBERS WOULD SUBMIT AN ITEMIZED LIST OF ITEMS THAT THEY COULD BE REIMBURSED FOR, THAT THEY HAD TO PAY FOR FIRST TO A LIVING STIPEND MODEL WHERE WE ARE DISPERSING A LIVING STIPEND IN REFLECTION OF THE FACT THAT WE UNDERSTAND THAT FOLKS ARE WORKING AND GOING TO SCHOOL AT THE SAME TIME. 
          AND THIS WOULD GIVE THEM ACCESS TO MORE FINANCIAL SUPPORT AND THAT WILL ALSO ALLOW US TO SPEND DOWN THE DOLLARS ASSOCIATED WITH THIS GRANT SO THAT WE'RE NOT LEAVING ANY MONEY ON THE TABLE. 
          OKAY. 
          GREAT. 
          GOOD TO KNOW THAT WE'RE USING ALL OF THE EVERY SINGLE CENT. 
          AND WHAT HAPPENS TO ANY CLASSIFIED GRANT DOLLARS THAT L-A-U-S-D DOES NOT SPEND? ALTHOUGH YOU DID MENTION YOU'RE SPENDING IT. 
          AND HOW MUCH IS CURRENTLY AT RISK OF BEING REALLOCATED OR NONE BASED BECAUSE YOU MADE THOSE ADJUSTMENTS? BASICALLY, WE ARE NOT AT RISK OF, UM, HAVING TO SEND ANY OF THE MONEY BACK. 
          THE LIQUIDATION PERIOD FOR THE GRANT GOES THROUGH JUNE 30TH, 2028. 
          OKAY. 
          AND SO WE HAVE UP UNTIL THAT TIME TO EXPEND ALL OF THE FUNDS THAT WE HAVE. 
          GREAT. 
          THANK YOU. 
          AND THE LAST QUESTION, WE CURRENTLY HAVE 250 CLASSIFIED EMPLOYEES ON THE BOOST BOOST PROGRAM. 
          I THINK IT WAS MENTIONED IN THE BOARD REPORT, BUT SINCE 2018, ONLY 136 HAVE SECURED FULL-TIME TEACHING POSITIONS. 
          UM, ARE THERE, WHAT ARE THE PRIMARY BARRIERS OR CHALLENGES PREVENTING MORE PARTICIPANTS FROM TRANSITIONING INTO FULL-TIME ROLES? YEAH. 
          EVERY MEMBER HAS A LITTLE BIT OF A DIFFERENT JOURNEY. 
          THIS GRANT DOES REQUIRE US TO ADMIT FOLKS WITH A MINIMUM OF 60 SEMESTER UNITS OF COLLEGE CREDIT. 
          SO WE TAKE, UH, FOLKS FOR ANYWHERE FROM BEING CURRENT SUBSTITUTE TEACHERS WHO MAY ALREADY BE IN A PREPARATION PROGRAM, AND THEY TEND TO MATRICULATE INTO CERTIFICATED SERVICE VERY QUICKLY, WHILE SOME OTHER FOLKS TAKE A BIT LONGER. 
          AND THEY HAVE TO MEET THE PREREQUISITES TO GET INTO THEIR TEACHER CREDENTIALING PROGRAM. 
          SO WE SEEK TO MEET THEM WHERE THEY'RE AT, PROVIDE THEM WITH THE SUPPORTS NECESSARY TO MEET THE PROGRAM REQUIREMENTS, AND THEN SEE THEM THROUGH TO GETTING ON AN ELIGIBILITY LIST SO THEY CAN BE REFERRED TO PRINCIPALS. 
          THESE ARE FOR ALL, EVEN THOSE THAT ARE TAKING A LITTLE, YOU KNOW, THEIR JOURNEY'S TAKING A LITTLE LONGER. 
          YOU'RE CONTINUE TO WORK WITH THEM SO THAT THEY'RE ABLE TO GET TO THAT FINISH LINE. 
          RIGHT? YES, MA'AM. 
          ANNUALLY, EVERY MEMBER HAS AN INDIVIDUALIZED MENTORING PLAN WITH A CAREER LADDER SPECIALIST, AND THEY'RE ALSO INVITED TO OUR ANNUAL CAREER LADDER FORUM, UH, TO GET ADDITIONAL SUPPORT. 
          GREAT. 
          WONDERFUL. 
          THANK YOU. 
          THANK YOU SO MUCH FOR THE WORK THAT YOU DO. 
          SOUNDS LIKE THAT'S ALL THE QUESTIONS FOR TAB EIGHT, BUT WHILE WE ARE HERE, UM, DR. RIVAS, MAY I COLLECT YOUR VOTE ON TAB SEVEN? I MEAN, BUT YOU CAN ASK THE QUESTION . 
          UM, IT'S OKAY. 
          I'LL, I'LL, I'LL JUST SEND IT OVER TO STAFF TO ANSWER THE QUESTION AND I'LL VOTE YES. 
          OKAY. 
          THANK YOU. 
          ALRIGHT. 
          THAT BRINGS US TO TAB NINE ADOPTION OF TEXTBOOKS FOR MANDARIN. 
          OKAY. 
          ALRIGHT. 
          SO THE VOTE ON TAB EIGHT MOVED BY BOARD PRESIDENT MOLSON, SECONDED BY MS. GRIEGO. 
          MS. NEWBELL. 
          DR. RIVAS? YES. 
          MR. MEL BOYTON. 
          YES. 
          MS. GRIEGO? YES. 
          MS. EZ? UH, MS. ORTIZ FRANKLIN? YES. 
          BOARD PRESIDENT SCHON? YES. 
          STUDENT BOARD MEMBER YANG? YES. 
          THANK YOU. 
          [9. Board of Education Report No. 296-25/26 Division of Instruction Library and Textbook Support Multilingual Multicultural Education Department (Adoption of Textbooks for Mandarin Dual Language Education (DLE)) Recommends the adoption of Textbooks and Instructional Materials for use in the Mandarin Dual Language Education program, covering grades K-12 and authorization for the Chief Procurement Officer to negotiate and execute a textbook purchase agreement.]
OKAY. 
          MOVING ON TO TAB NINE. 
          MAY HAVE A MOVE AND A SECOND MOVE IT. 
          MOVE BY BOARD PRESIDENT SCHON SECOND. 
          SECONDED BY DR. RIVAS. 
          ALRIGHT, THERE WERE QUESTIONS ON TAB NINE FROM, UM, MR. MELVOIN AND MS. NEWBELL. 
          I BELIEVE I'LL START. 
          YES. 
          THANK YOU. 
          UM, IT WAS VERY EXCITING. 
          I KNOW THAT WE'VE BEEN WORKING WITH THE SCHOOLS. 
          I HAVE TWO, UH, BROADWAY AND BRADDOCK AND BOARD DISTRICT FOUR THAT HAVE DUAL LANGUAGE MANDARIN PROGRAMS. UM, AND WE'VE BEEN WORKING WITH THE 
          [04:00:01]
SCHOOL COMMUNITIES AND PARENTS FOR A WHILE TO GET THIS APPROVED, UH, CURRICULUM. 
          SO EXCITED TO SUPPORT. 
          THE ONE QUESTION I HAVE IS AROUND TK. 
          I APPRECIATE THE AMEND AMENDED ITEM, UM, ADDRESSES THAT AND DISCUSSES THAT TK WILL USE THE CREATIVE CURRICULUM. 
          BUT MY UNDERSTANDING IS THAT THAT IS ONLY IN ENGLISH AND SPANISH. 
          AND SO I AM CURIOUS WHAT INSTRUCTIONALLY WE HAVE PLANNED FOR MANDARIN TK PROGRAM AT SCHOOLS THROUGHOUT THE DISTRICT. 
          GOOD AFTERNOON. 
          MY NAME IS KIMBERLY BALA, ADMINISTRATIVE COORDINATOR FOR LIBRARY AND TEXTBOOK SUPPORT. 
          AND WHILE, YES, UM, CREATIVE CURRICULUM IS IN ENGLISH AND SPANISH CREATIVE CURRICULUM IS A TEACHER FACING PROGRAM. 
          SO, AND, UM, IT'S ALIGNED TO THE CALIFORNIA LEARNING, UH, PRESCHOOL AND TRANSITIONAL KINDER LEARNING FOUNDATIONS. 
          AND THE MATERIALS ARE DESIGNED FOR CLASSROOM INSTRUCTION AND INCORPORATE VERY MUCH HANDS-ON LEARNING EXPERIENCES ACROSS TOPICS AS BUILDINGS AND EXERCISE AND TREES AND WATER AND RECYCLING. 
          UM, CREATIVE CURRICULUM BRIDGES THAT GAP BETWEEN THE PRESCHOOL AND KINDER THROUGH PLAY-BASED DEVELOPMENTALLY APPROPRIATE APPROACH THAT NURTURES THEIR CHILDREN'S CURIOSITY AND SUPPORTS GROWTH ACROSS ALL AREAS. 
          AS SUCH, CREATIVE CURRICULUM, STUDENT FACING MATERIALS ARE NOT LANGUAGE SPECIFIC. 
          ALL CLASSROOMS ARE EQUIPPED WITH THE SAME HANDS-ON MATERIALS REGARDLESS OF THE LANGUAGE OF INSTRUCTION. 
          UM, HOWEVER, TO FURTHER SUPPORT TK, UM, TEACHERS, MED AND DUAL LANGUAGE EDUCATION OFFERS PD AND COLLABORATION OPPORTUNITIES FOCUSED ON LESSON PLANNING AND SUPPLEMENTAL CLASSROOM LIBRARY BOOKS, INCLUDING WORDLESS PICTURE BOOKS AND READ ALOUDS TO BRIDGE THAT GAP. 
          THAT'S HELPFUL FOR THE CONTEXT, I GUESS, ARE TEACHERS, IS THE EXPECTATION THAT FOR TK TEACHERS WILL HAVE TO TRANSLATE MATERIAL THEMSELVES OR, I MEAN, I KNOW THERE ARE WORDLESS PICTURE BOOKS YOU MENTIONED, BUT ARE THERE MANDARIN, ARE THERE APPROVED RESOURCES IN MANDARIN FOR OUR TK STUDENTS AS THEY'RE GETTING EXPOSED TO THE LANGUAGE AT THIS TIME? WE KNOW THAT CREATIVE CURRICULUM IS THE ADOPTED PROGRAM FOR OUR TK PROGRAMS, AND WE ARE WORKING COLLABORATIVELY WITH ALL OUR TK TEACHERS TO ENSURE THAT THEY HAVE THE APPROPRIATE BOOKS, MATERIALS RELAY OUT TO SUPPORT THAT CURRICULUM THAT HAS BEEN ADOPTED. 
          RIGHT. 
          BUT GIVEN THAT THAT'S IN ENGLISH AND SPANISH, AND I KNOW THAT THIS IS THE FIRST YEAR OF THE TK ROLLOUT FOR MANDARIN, BUT I'M JUST CURIOUS FROM THE INSTRUCTIONAL MATERIALS PERSPECTIVE FOR STUDENTS IN MANDARIN, WHAT ARE TEACHERS? SO, AND IF YOU COULD EXPLAIN MORE ABOUT HOW YOU WORK WITH TEACHERS TO HELP THEM CREATE BASED ON THE TARGET LANGUAGE, HOW DO YOU HELP THEM CREATE MATERIALS SO THAT WAY THEY CAN BE ABLE TO SUPPLEMENT THE CURRICULUM BASED ON THAT TARGET LANGUAGE? 'CAUSE WE'RE DEVELOPING SO MANY WONDERFUL EARLY CHILDHOOD PROGRAMS ABSOLUTELY. 
          WITH DIFFERENT LANGUAGES. 
          SO I THINK THAT'S WHAT THEY'RE TRYING TO HEAR. 
          HOW DO WE DO SUPPORT THAT? SO WE GIVE THE, WE, UH, OFFER OPPORTUNITIES FOR TEACHERS TO COME TOGETHER TO COLLABORATE AND DO SOME LESSON PLANNING AROUND THEIR MODELS AND THEIR LANGUAGES TO DEVELOP THOSE LESSONS THAT CORRELATE TO THEIR PROGRAMS. SO FOR EXAMPLE, YOU MENTIONED THAT RIGHT NOW CREATE A CURRICULUM IS ONLY IN ENGLISH AND SPANISH. 
          SO WE BRING OUR MANDARIN TEACHERS TO SUPPORT THAT DEVELOPMENT OF THOSE LESSONS, UH, IN COLLABORATION WITH OUR MED STAFF TO ENSURE THAT THEY HAVE A COMPARABLE LESSON TO GO BACK AND DELIVER WITH OUR MANDARIN TK STUDENTS. 
          THAT'S HELPFUL. 
          AND I WILL SAY I DO APPRECIATE THAT THE, THE PUSH TOWARDS, UM, OR THE ACKNOWLEDGEMENT AROUND PLAY-BASED TK TWO. 
          AND SO I'M NOT SUGGESTING THAT WE'RE GIVING ALL THESE KIDS, UH, MORE BOOKS AND, AND, UH, READING MATERIAL, BUT JUST MAKING IT AS EASIER FOR TEACHERS AS POSSIBLE GIVEN THE CHALLENGE THAT'S ALREADY INHERENT AND BEING A DUAL LANGUAGE TEACHER. 
          SO, AND YOU'RE SURFACING A NEED AS YOU SEE IN CERTAIN LANGUAGES, LOOK AT WHAT HAS TAKEN JUST FOR US TO BE ABLE TO IDENTIFY A GOOD CURRICULUM THAT WASN'T AN OPTION YEARS AGO. 
          AND SO THIS CONTINUES TO BE AN IMPORTANT SPACE FOR US TO CONTINUE TO IDENTIFY INSTRUCTIONAL MATERIALS AND DIFFERENT LANGUAGES, UH, THAT ARE ALIGNED TO STANDARDS, SO ON AND SO FORTH. 
          SO THIS IS WHY THE DUAL LANGUAGE DEPARTMENT WORKS WITH THE TEACHERS SO CLOSELY SO THEY CAN SHARE THOSE WONDERFUL RESOURCES BASED ON THE CURRICULUM AND NOT HAVE TO CREATE EVERYTHING FROM SCRATCH, AS YOU CAN IMAGINE. 
          GREAT. 
          THANK YOU. 
          YOUR NAME PLEASE? OH, SORRY. 
          ANNA GUZMAN. 
          UH, ADMINISTRATIVE ELEMENTARY WITH THE MULTILINGUAL MULTICULTURAL EDUCATION DEPARTMENT. 
          THANK YOU. 
          HAVE A QUESTION. 
          OKAY. 
          I'M ASKING IT . 
          UM, SO THIS IS, UM, JUST, UM, FIRST OF ALL, THANK YOU FOR BRINGING THIS FORWARD. 
          I HAVE SEVERAL OF MY SCHOOLS, CASTOR, UH, NIGHTINGALE WILSON,  CITY TERRACE. 
          CITY TERRACE, LINCOLN, SORRY. 
          UM, I'M SORRY, LINCOLN AND LINCOLN, YES, LINCOLN. 
          OF COURSE. 
          I HAVE SO MANY, UH, THAT HAVE MANDARIN AND IT'S, IT'S A VERY SOUGHT AFTER, UM, YOU KNOW, UM, COURSE OF STUDY AND IT'S, IT'S WONDERFUL. 
          I LOVE HEARING OUR STUDENTS, YOU KNOW, BE ABLE TO JUST ARTI, YOU KNOW, SPEAK IN IN MANDARIN AND, AND CARRY ON. 
          I'M, I'M REALLY, UM, AMAZED BY, 
          [04:05:01]
BY THIS WONDERFUL, UM, OPPORTUNITY FOR OUR STUDENTS. 
          SO MY QUESTION IS, UM, AS WE MOVE FORWARD ADOPTING STANDARDIZED INSTRUCTION MATERIALS IN MANDARIN, HOW IS THE DISTRICT ASSESSING AND SUPPORTING DEMAND FOR OTHER WORLD LANGUAGES, UH, SUCH AS ARABIC OR POSSIBLY KOREAN? NOT SURE, YOU KNOW, WHAT THE AVAILABILITY FOR TEXTBOOKS ARE THERE, PARTICULARLY IN COMMUNITIES WHERE THEY, UH, MAY HAVE UNMET NEEDS. 
          SO WHAT OTHER, YOU KNOW, PLANS DO WE HAVE FOR THE OTHER LANGUAGES? UH, YES, IT'S REALLY EXCITING, UM, THIS MANDARIN PROGRAM FOR OUR STUDENTS. 
          AND, UM, AS I, WE WORK, I WORK CLOSELY WITH MED AND TO SEE IF THOSE PROGRAMS ARE AVAILABLE. 
          AND IF THEY'RE AVAILABLE, THEN WE, WE START THE PROCESS. 
          BUT NOW THAT I THINK, UM, OTHER COMPANIES WILL SEE IN OTHER EDUCATION PLACES WILL SEE THAT THERE IS A NEED FOR IT HERE IN LA UNIFIED. 
          I CAN SEE THAT HAPPENING WITH OTHER LANGUAGES FOR SURE. 
          YES, PLEASE LET THEM KNOW THAT WE HAVE, PARTICULARLY IN ARABIC AND YOU KNOW, OTHER LANGUAGES THAT REALLY DO NEED THAT, UM, THOSE TEXTBOOKS AND, AND GUIDANCE FOR, FOR OUR TEACHERS. 
          SO THEY DON'T HAVE TO, I, WHICH I'M, THEY'RE VERY PROFESSIONALLY ABLE TO DO THAT AND WE WANT THEM TO DO THAT, BUT IT SHOULDN'T LAND ON THEM TO HAVE TO. 
          RIGHT. 
          NO. 
          AND, AND CREATE THE CURRICULUM. 
          IT DOESN'T. 
          UM, WE DO WITH THE WORK OF MED, THERE ARE, UM, MATERIALS THAT ARE WILLIAMS SUFFICIENT THAT COVER THAT LANGUAGE ARTS PIECE FOR OUR STUDENTS. 
          SO THEY ARE DEFINITELY, UM, GIVEN THE MATERIALS THEY NEED. 
          YES. 
          NO, WE LOVE ALL THE WORK IN MED AND EVERY, WHAT EVERYONE'S DOING TO SUPPORT OUR DUAL LANGUAGE PROGRAMS. AND THERE'S, BUT THERE'S ALWAYS SO MUCH MORE THAT WE NEED TO DO. 
          SO, SO THANK YOU FOR YOUR, ALL OF YOUR WORK AND YOUR EFFORTS. 
          APPRECIATE IT. 
          THANK YOU. 
          THANK YOU. 
          AND ANNA, WOULD YOU LIKE TO SHARE HOW THE DUAL LANGUAGE TEACHERS, THE BY TEACHER FOR TEACHER PROCESS, THAT YOU, UH, PAY TEACHERS TO BE ABLE TO COME TOGETHER AND WORK ON THINGS TOGETHER AS WELL, IF YOU WOULDN'T MIND? 'CAUSE I THINK IT'S, THIS IS HOW WE'VE BEEN ADDRESSING THAT GAP, UH, BECAUSE WE HAVE HIGHLY EXPERIENCED TEACHERS, WE'RE LEVERAGING THEIR TALENTS. 
          YEAH, FOR SURE. 
          ABSOLUTELY. 
          AND WE ALWAYS GIVE OUR TEACHERS THE OPPORTUNITY TO PARTICIPATE IN TEACHERS HELPING TEACHERS, WHICH IS A MENTORING MENTOR MENTEE PROGRAM THAT ALLOWS OUR TEACHERS TO BUILD THE CAPACITY OF OUR NEW TEACHERS, ZERO FROM THREE, THREE YEARS, UH, UH, IN THE PROFESSION. 
          AND THEY GET TO WORK TOGETHER TO BUILD LESSONS, TO, UM, BE ABLE TO GO OUT AND TRY OUT THE LESSONS, ADJUST THE LESSONS SO THEY'RE BUILDING THE CAPACITY OF EACH OTHER AND THEY'RE LEARNING FROM EACH OTHER. 
          SO THAT IS A YEAR LONG, UH, PROCESS THAT WE ALLOW OUR TEACHERS TO MENTOR EACH OTHER. 
          THIS, UH, THIS YEAR IN MARCH ENDED OUR FOURTH YEAR OF TEACHERS HELPING TEACHERS AND BUILDING CAPACITIES. 
          WE HAVE OUR MENTORS THAT HAVE PARTICIPATED FOR FOUR YEARS, BUT WE ALSO HAVE NEW MENTORS COMING IN AND ALLOWING TO BUILD THAT CAPACITY WITH OUR NEW TEACHERS AT ALL SEVEN LANGUAGES. 
          SO THAT'S BEAUTIFUL. 
          AND THEY DEVELOP THESE LESSONS THAT IS A BANK OF LESSONS THAT OTHER TEACHERS CAN ALSO TAKE ADVANTAGE OF AND TO BE ABLE TO UTILIZE AND SEE THOSE, UH, EXEMPLAR LESSONS. 
          AND THAT'S SO IMPORTANT, PARTICULARLY AS WE WANNA GROW OUR DUAL LANGUAGE PROGRAMS TO HAVE THOSE SYSTEMS IN PLACE, UH, WHEN THEY'RE NECESSARY, AS, YOU KNOW, AS, UH, WE'RE TRYING TO GET, YOU KNOW, BOOKS AND SUPPLIES IN THE CURRICULUM TO THEM. 
          BUT THAT'S A REALLY WONDERFUL SUPPORT. 
          AND ALSO THE MENTORING IS SO, SO IMPORTANT. 
          SO I'M GLAD WE'RE DEVELOPING THAT. 
          THANKS. 
          THANK YOU. 
          ANY FURTHER QUESTIONS? ALRIGHT, , FIRST OF ALL, I WANNA SAY I'M GLAD TO SEE MORE LANGUAGE PROGRAMS POPPING UP. 
          I'M FLUENT IN MANDARIN, UM, AND I KNOW HOW DIFFICULT THE LANGUAGE IS, UH, AND ALSO HOW REWARDING IT CAN BE TO KNOW IT. 
          SO IT'S SUPER EXCITING, UM, FOR ME TO HAVE MORE PEOPLE LEARN A LANGUAGE THAT I KNOW, ESPECIALLY A LANGUAGE THAT, YOU KNOW, SOMETHING BILLION, UH, PEOPLE KNOW ACROSS THE WORLD. 
          SO I WAS WONDERING HOW THESE SCHOOLS ARE CHOSEN FOR THESE MANDARIN DUAL ENROLLMENT, UH, DUAL LANGUAGE PROGRAMS. SORRY. 
          THERE'S DIFFERENT, UH, WAYS OF APPROACHING AND, UH, OPENING UP A DUAL LANGUAGE PROGRAM. 
          UH, FIRST AND FOREMOST, UH, SCHOOL INTEREST, COMMUNITY INTEREST WHERE THE SCHOOLS COME TOGETHER WITH THE COMMUNITY TO SAY, HEY, WE WANNA START A PARTICULAR DUAL LANGUAGE PROGRAM. 
          WE MENTIONED ARABIC, KOREAN, JAPANESE, THAT'S HOW THEY GOT STARTED. 
          THAT'S THE, THE FIRST PART. 
          THE SECOND WAY IS ALSO PROPOSITION 58, WHERE PARENTS COME TOGETHER AND THEY, UM, START SIGNING UP WHERE THE COMMUNITY AND THE PARENTS ARE INTERESTED AND THEN THE SCHOOL COLLABORATES TO ENSURE THAT WE GET STARTED WITH THIS PARTICULAR LANGUAGE THAT IS OF INTEREST WITHIN THE COMMUNITY. 
          SO THOSE ARE OUR TWO WAYS OF STARTING A DUAL LANGUAGE PROGRAM, SCHOOL-BASED INTEREST, BUT ALSO PROPOSITION 58, WHICH IS PARENT COMMUNITY BASED INTEREST. 
          OKAY. 
          UH, YEAH, 
          [04:10:01]
'CAUSE I NOTICED THERE WERE ONLY TWO HIGH SCHOOLS THAT HAVE THE, THE MANDARIN, UM, DUAL LANGUAGE PROGRAM. 
          AND I GUESS THAT THAT WAS WHAT THAT QUESTION WAS FOR IS JUST MAKING SURE THAT STUDENTS HAVE THAT OPTION, YOU KNOW, ELEMENTARY, MIDDLE, AND THEN HIGH SCHOOL. 
          I GUESS THROUGHOUT THOSE THREE LEVELS, DO YOU SEE STUDENTS GOING TO, I, I GUESS I DON'T KNOW HOW LONG, HOW LONG THE PROGRAM HAS BEEN AROUND, SO I DON'T KNOW HOW MUCH DATA THERE IS AROUND IT, BUT DO YOU SEE STUDENTS, UH, LIKE GO TOWARDS LIKE THE, THE MIDDLE SCHOOLS OR HIGH SCHOOLS WITH THESE PROGRAMS SO THAT THEY CAN CONTINUE THE, THE LANGUAGE INSTRUCTION? YES. 
          SO WE DO HAVE SPECIFIC PATHWAYS THAT IT STARTS FROM ELEMENTARY, MIDDLE SCHOOL TO HIGH SCHOOL. 
          SO WE HAVE THOSE PATHWAYS. 
          BUT MANDARIN PROGRAMS IS ALSO OFFERED AT MANY HIGH SCHOOLS, UH, STARTING WITH LEVEL ONE ALL THE WAY TO LEVEL FOUR. 
          IN SOME INSTANCES IN SOME HIGH SCHOOLS. 
          WE DO HAVE AP COURSES IN MANDARIN. 
          SO, UH, OFFICIALLY THE DUAL LANGUAGE YOU WILL SEE A COUPLE OF HIGH HIGH SCHOOLS AND SOME MIDDLE SCHOOLS. 
          BUT IN MANDARIN IT IS PRETTY MUCH ACROSS ALL HIGH SCHOOL LEVELS GIVEN THE DIFFERENT LEVELS. 
          AND THEN, SORRY, FINAL QUESTION. 
          UH, ARE, ARE THERE IMMERSIVE LEARNING EXPERIENCES PROVIDED TO THESE STUDENTS OUTSIDE OF THE, THE TEXTBOOK AND THE CLASSROOM LEARNING? OR IS THAT MORE ALIGNED TOWARDS LIKE THE, THE CULTURAL ARTS PASSPORT? SORT OF, IT'S, IT'S ALIGNED TO THE CULTURE LANGUAGE PROFICIENCY WITH YOUR ELA READING AND WRITING IN ENGLISH, BUT ALSO THE TARGET LANGUAGE IS A COMPREHENSIVE APPROACH. 
          THANK YOU. 
          AND I HAD ONE BRIEF QUESTION, AND IF IT'S IN THIS REPORT AND I MISSED IT, PLEASE FORGIVE ME. 
          UM, OUR A NOTE, IT'S TALKING ABOUT CURRICULUM AND TEXTBOOKS. 
          WANTED TO KNOW IF ANY OF THE INSTRUCTIONAL MATERIAL THAT'S IN MANDARIN ARE IN OTHER SUBJECT AREAS LIKE MATH OR SOCIAL STUDIES OR HISTORY. 
          SO RIGHT NOW WE DO HAVE EUREKA IN MANDARIN. 
          MM-HMM . 
          SO THE MATH? YES. 
          FOR THE MATH. 
          OKAY. 
          GOT IT. 
          OKAY. 
          AND THAT WAS THE ONLY QUESTION THAT I HAD. 
          THANK YOU. 
          ANYONE ELSE? ALL RIGHT. 
          VOTING ON TAB NINE. 
          HAVING BEEN MOVED BY BOARD PRESIDENT MOLSON AND SECONDED BY DR. 
          REVA TAKING THE VOTE. 
          MS. NEW BILL? YES. 
          DR. 
          REVA? YES. 
          MR. MELVIN? YES. 
          MS. CGO? YES. 
          MS. EZ? YES. 
          MS. ORTIZ FRANKLIN? YES. 
          BOARD PRESIDENT SCHON? YES. 
          STUDENT BOARD MEMBER YANG? YES. 
          AND IF I COULD COLLECT SOME VOTES WHILE WE ARE HERE. 
          TAB SEVEN. 
          UM, WHO DO I NEED? MS. EZ? YES. 
          THANK YOU. 
          ON TAB EIGHT, MS. GO? YES. 
          AND MS. NEW BILL ON TAB EIGHT? YES. 
          THANK YOU. 
          THAT IS EVERYTHING I HAVE TO COLLECT. 
          I NEGLECTED 
          [19. Board of Education Report No. 375-25/26 Charter Schools Division (Approval of the Renewal Petition for Chatsworth Charter High) Recommends approval of the renewal petition for Chatsworth Charter High, a Middle performing, Conversion Affiliated charter school, with a benchmark in the area of academics (ELA for English Learners), located in Board District 3 and Region North, for five (5) years, beginning July 1, 2026, until June 30, 2031, to serve up to 2,029 students in grades 9-12 in each year of the charter term. ]
TO READ THE PUBLIC HEARING STATEMENT UNDER TAB 19, WHICH WAS ON THE CONSENT CALENDAR. 
          UM, BEFORE ACTION IS TAKEN ON THE FOLLOWING BOARD REPORT, A PUBLIC HEARING MUST BE HELD. 
          UH, THIS CONSTITUTES A PUBLIC HEARING ON CHATSWORTH CHARTER HIGH, A MAXIMUM OF 15 INDIVIDUALS WHO WISH TO ADDRESS THE BOARD, AND THE ITEM WILL BE HEARD. 
          THOSE WHO WISH TO SPEAK SHOULD SIGN UP ONLINE. 
          UM, THE INDIVIDUAL WHO HAD CALLED ON TO SPEAK WAS NOT HERE. 
          UM, IS DEBORAH MCINTYRE SHERINO, DID SHE TAKE OFF? YES. 
          OKAY. 
          THANK YOU. 
          I JUST WANNA MAKE SURE I DID NOT MISS HER OPPORTUNITY TO PRESENT, BUT SHE DEPARTED. 
          YES. 
          THANK YOU. 
          OKAY. 
          PUBLIC STATEMENT, READ FOR THAT TAB. 
          NOW. 
          COMING TO TAB, HAVING COMPLETED TAB NINE, UH, 
          [13. Board of Education Report No. 303-25/26 Division of Special Education Medical Services Division (Update to Delegation of Authority to Negotiate and Execute Nonpublic Agency Master Contracts for Special Education Health and Nursing Services to Increase Aggregate Amount) Recommends approval to update the delegation of authority to negotiate and execute NPA master contracts for Health and Nursing Services with California Department of Education (CDE)- certified Nonpublic Agencies to increase the aggregate amount for the 2025-26 and 2026-27 school years to $12 million. This aggregate amount will be utilized for health and nursing services as well as for health and special education services.]
TAB 13. 
          WE HAD ONE QUESTION. 
          UH, MAY I HAVE A MOVE AND A SECOND FOR TAB 13, MOVE IT, MOVE BY BOARD PRESIDENT SCHUREN SECOND TO BRING IT TO THE TABLE. 
          SECONDED BY MS. GOMEZ, OPEN FOR DISCUSSION. 
          OKAY. 
          I'LL GO AHEAD AND START. 
          UM, I, I WAS CURIOUS IF YOU ALL COULD EXPLAIN A LITTLE BIT MORE ABOUT WHY THIS CONTRACT IS REQUIRED, UM, WHY THESE AMOUNTS WEREN'T PREVIOUSLY ANTICIPATED WHEN THESE ITEMS WERE BROUGHT TO THE BOARD IN THE PAST. 
          YEAH, THANK YOU FOR ASKING THAT. 
          UM, I'M DR. SMITH AMRA, CHIEF MEDICAL DIRECTOR. 
          UM, SO ON OCTOBER 1ST, 2025, A REGULATION WAS INTRODUCED AND IMPLEMENTED BY THE CALIFORNIA RESPIRATORY CARE BOARD WITHOUT PRIOR NOTIFICATION TO SCHOOL DISTRICTS OR EVEN HEALTHCARE ORGANIZATIONS. 
          SO CONSEQUENTLY, THE DISTRICT WAS UNABLE TO PLAN FOR OR ANTICIPATE THE RESULTING INCREASE 
          [04:15:01]
IN COSTS. 
          THIS REGULATION REQUIRES ONLY REGISTERED NURSES OR RNS TO PERFORM RESPIRATORY CARE SERVICES. 
          AND IN OUR DISTRICT, WE HAVE ABOUT A HUNDRED STUDENTS WHO, UM, AND THIS VARIES WITH ENROLLMENT, WHO HAVE MEDICAL CONDITIONS THAT REQUIRE SPECIALIZED RESPIRATORY CARE SERVICES. 
          SO IT'S A VERY MEDICALLY VULNERABLE POPULATION. 
          AND THESE STUDENTS REQUIRE THIS PERSON TO BE WITH THEM ONE-TO-ONE THE WHOLE DAY AND RIDE THE BUS WITH THEM TO AND FROM SCHOOL. 
          PREVIOUSLY, OUR HCAS OR HEALTHCARE ASSISTANTS, UM, OR OUR L VNS, SOMETIMES WERE PERFORMING THESE PROCEDURES. 
          AND THESE PROCEDURES INCLUDE AIRWAY, SUCTIONING, OXYGEN THERAPY, AND, UH, TRACHEOSTOMY CARE. 
          AND THEY DID ALL OF THIS UNDER THE SUPERVISION OF A LICENSED AND CREDENTIALED SCHOOL NURSE. 
          SO, AS A RESULT OF THIS NEW REGULATION, THE DISTRICT DID CONSIDER OUR OWN L-A-U-S-D RNS TO DO THIS WORK. 
          THE ISSUE IS THAT OUR SCHOOL NURSES, OUR SCHOOL NURSES, SO AS YOU CAN IMAGINE, THEY'RE TAKING CARE OF ALL THE NEEDS OF THE SCHOOL. 
          IT WOULD BE INCREDIBLY DIFFICULT FOR THEM TO BE ABLE TO BE PRESENT ONE-TO-ONE ALL DAY WITH ONE STUDENT. 
          UM, AND SO AFTER CONSULTING WITH OUR DIRECTOR OF SCHOOL NURSING, IT WAS AGREED THAT THIS WORK WOULD NOT BE ABLE TO BE DONE BY OUR OWN SCHOOL NURSES. 
          SO IT WAS OUT OF NECESSITY THAT THE DISTRICT HAS HAD TO CONTRACT TO OUR NON-PUBLIC AGENCY RNS, UM, SO THAT WE CAN CONTINUE TO TAKE CARE OF SOME OF OUR MOST VULNERABLE STUDENTS WITH MEDICAL NEEDS. 
          NOW, IN JANUARY OF THIS YEAR, SB 3 89 WAS INTRODUCED, WHICH ALLOWED LVNS TO DO SOME BASIC RESPIRATORY TASKS. 
          THE ISSUE IS THAT IT DID NOT GIVE THEM AUTHORITY TO INTERVENE IN EMERGENCY CARE SITUATIONS AS I, AND AS YOU KNOW, THAT CAN RESULT FROM TAKING CARE OF THESE ISSUES. 
          SO THE SAFEST ROUTE HAS BEEN FOR US TO CONTINUE USING ONLY REGISTERED NURSES OR RNS TO DO THIS WORK SO THAT WE CAN FULLY FOLLOW THE LAW AND CONTINUE TO TAKE CARE OF OUR STUDENTS. 
          UM, BUT GOING FORWARD, WE ARE WORKING WITH MARTHA ALVAREZ AND OUR GOVERNMENT RELATIONS TEAM TO, UM, GET LEGISLATIVE OPTIONS WHERE WE CAN MAYBE BE EXEMPT FROM THIS REGULATION SO THAT WE CAN GO BACK TO USING OUR OWN DISTRICT STAFF. 
          SO I, THAT'S THE SUMMARY. 
          YES, THAT'S, THAT'S VERY HELPFUL. 
          I APPRECIATE THE THOROUGHNESS OF YOUR RESPONSE. 
          UM, AND THEN JUST WITH REGARD TO THE LEGISLATIVE FIX, I THINK OBVIOUSLY THERE'S A GREAT DEAL OF DESIRE TO ENSURE THAT OUR WORK IS PERFORMED BY DISTRICT EMPLOYEES WHEREVER AND WHENEVER POSSIBLE, ESPECIALLY AT THIS MOMENT. 
          UM, SO IT IS IT OUR COMMITMENT AS A DISTRICT THAT ONCE A LEGISLATIVE FIX IS ACHIEVED, THAT WE WILL UTILIZE DISTRICT EMPLOYEES RATHER THAN CONTRACTING OUT FOR THIS SERVICE. 
          OUR GOAL IS TO, ASSUMING THAT THAT'S WHAT THE LEGISLATION WOULD ALLOW, ASSUMING THAT WE YES, THAT, THAT WE CAN WORK THAT OUT. 
          OKAY. 
          AND IS THERE ANYTHING THAT THE BOARD OR PARTNERS CAN DO TO BE HELPFUL IN SUPPORTING THIS TYPE OF LEGISLATION? WE'RE HAPPY TO HAVE YOUR ADVOCACY. 
          YEAH. 
          YOU LET US KNOW WHO TO REACH OUT TO. 
          THANK YOU. 
          AND, UH, I APOLOGIZE BEFORE WE GET TO TOO MANY MORE QUESTIONS, WE HAVE A PUBLIC COMMENT. 
          DO WE WANNA TAKE A ONE PERSON AFTER OR BEFORE? LET'S DO IT. 
          OKAY. 
          UH, ESTHER WYNN, ARE YOU HERE? I YIELD MY TIME. 
          OKAY. 
          YIELDED HER TIME. 
          SO PLEASE CONTINUE AS IF I HAD NOT INTERRUPTED, PLEASE. 
          HI. 
          UM, HAD A FEW QUESTIONS. 
          UM, YOU DID MENTION A HUNDRED STUDENTS. 
          IS THAT THE TOTAL NUMBER OF STUDENTS THAT NEED THE SERVICES? YES. 
          IT VARIES DEPENDING ON ENROLLMENT. 
          SO IT CAN BE A LITTLE ABOVE A HUNDRED, LITTLE BELOW A HUNDRED EVERY DAY. 
          AND THEN WE KNOW 'CAUSE OF THE REPORT DIDN'T HAVE AN AGGREGATED NUMBER OF EXPENDITURES. 
          SO HOW MANY OF THE STUDENTS ARE WHERE, AND THEN HOW OFTEN IS THE SERVICE NEEDED? UM, LET ME CALL OUR DIRECTOR OF NURSING. 
          GOOD AFTERNOON. 
          SO DIRECTOR OF NURSING, CAN YOU PLEASE REPEAT THE QUESTION? SO THE QUESTION IS HOW, OH, THE NUMBER VARIES. 
          UH, THE NUMBER THAT WAS GIVEN WAS A HUNDRED AND JUST ASKING WHERE AND HOW OFTEN IS THE SERVICES NEEDED. 
          AND THEN I GUESS THE, THE NEXT PART OF THAT IS, IS WHAT THE COST PER, UH, I GUESS, INCIDENT OR SCHOOL OR HOW DOES THAT WORK? WELL, FOR, IN TERMS OF WHERE THEY'RE SPREAD OUT THROUGHOUT THE DISTRICT, THEY COULD BE AT ANY ELEMENTARY, MIDDLE, OR HIGH SCHOOL. 
          SOME ARE IN SPECIAL EDUCATION CENTERS. 
          UM, AND THEN IN TERMS OF, UM, THE COST, UH, FOR EACH RN, THAT'S AN NPA AGENCY RN, IT'S ABOUT 90,000 A YEAR. 
          UM, AND IT DE IT VARIES BECAUSE IF THE STUDENTS, SOMETIMES THESE STUDENTS ARE VERY MEDICALLY FRAGILE, SO THEY MAY 
          [04:20:01]
BE OUT FOR A PRO PROLONGED PERIOD OF TIME FOR ILLNESS OR HOSPITALIZATION. 
          SO IN THOSE CASES, IF THE NPA PROVIDER SERVICES ARE NOT NEEDED AND THE CHILD IS NOT IN SCHOOL, THEN WE DON'T HAVE THE NURSE REPORT. 
          SO WHEN THEY'RE NOT REPORTING, ARE WE STILL COMPENSATING THEM FOR NOT REPORTING? HOW DOES THAT WORK? DO THEY AT, AT NEED BASIS? HOW, HOW DOES THAT WORK? IT'S AN AT NEED BASIS. 
          SO WHEN THEY'RE NOT WORKING, WE ARE NOT COMPENSATING THEM. 
          THEY'RE ONLY PAID WHEN THEIR, UH, STUDENT IS AT SCHOOL. 
          IS IT POSSIBLE TO HAVE A REPORT OF THAT, OF WHAT WE'VE BEEN DOING THUS FAR SO THAT WE CAN COMPARE TO MOVING FORWARD? OBVIOUSLY WITH THE INCREASE BASED ON THE, YOU KNOW, HOPEFULLY THAT WE CHANGE IN LEGISLATION, WE DON'T NEED IT. 
          BUT CAN WE GET A REPORT OF, YOU KNOW, WHAT SCHOOLS, WHERE THEY'RE AT AND HOW OFTEN THEY'RE BEING SEEN? ABSOLUTELY. 
          OKAY. 
          THANK YOU. 
          I HAD A QUESTION, BUT MS. EZ, UM, ASKED IT. 
          SO I APPRECIATE IT AND IT'S GOOD TO KNOW THAT, YOU KNOW, UM, I KNOW OUR GOVERNMENT RELATIONS IS REALLY WORKING ON THIS. 
          I WAS, WHEN WE WENT TO, UM, TO VISIT, UM, SACRAMENTO, I KNOW THAT, I FORGET HER NAME. 
          IS THAT SASHA? MARTHA, ONE OF MARTHA'S, UM, OH, THAT WAS WITH US STAFF. 
          SHE WAS ANNA, EDUCATING, I'M SORRY, ANNA. 
          ANNA. 
          ANNA, YES. 
          ANNA. 
          I KNOW SHE WAS EDUCATING THE LEGISLATORS. 
          SO THAT'S WHAT WE NEED TO DO. 
          THERE WAS AN UNINTENDED CONSEQUENCE TO THE LEGISLATION THAT DRASTIC, YOU KNOW, GREATLY IMPACTED OUR SCHOOLS AND THE WORK THAT OUR, OUR NURSES AND OUR HEALTHCARE ASSISTANTS WERE DOING. 
          AND SO IT'S ABOUT EDUCATING THE LEGISLATURE TO GET THIS, UM, THIS NEW, YOU KNOW, BILL TO PASS TO ADDRESS THIS CONSEQUENCE. 
          UH, BECAUSE WE CERTAINLY DON'T WANNA TAKE AWAY FROM THE WORK THAT OUR, THAT OUR EMPLOYEES ARE DOING. 
          AND, UM, AND THAT WE'RE WORKING TO REMEDY THAT. 
          SO THANK YOU FOR THANK YOU FOR THAT. 
          THAT'S ALL. 
          SO I, I, I'VE SEEN THE, UH, HEALTHCARE ASSISTANTS AT WORK AND I'VE SEEN THE LVNS AT WORK IN MY SCHOOLS, INCLUDING CHANDLER, WHICH HAS A COUPLE. 
          AND, UH, THEY DO AN EXCELLENT JOB. 
          AND I CAN UNDERSTAND WHY OUR RNS DO NOT WANT TO TAKE THIS JOB. 
          THEY DON'T WANNA RIDE THE BUS. 
          I MEAN, THEY'RE AT SCHOOL ALL DAY, THEN THEY HAVE TO RIDE THE BUS. 
          THAT'S A LOT OF EXTRA WORK FOR OUR RNS. 
          BUT LET ME JUST ASK YOU, WHAT WAS THE CAUSE THAT, THAT MADE THIS CHANGE HAPPEN? DID SOMEBODY PASS AWAY? WHAT I KNOW IS THAT IT HAD NOTHING TO DO WITH ANYTHING THAT HAPPENED AT SCHOOLS. 
          UM, THE RESPIRATORY CARE BOARD WAS KIND OF DIRECTING THIS TO ACUTE CARE, UM, HEALTHCARE FACILITIES. 
          RIGHT. 
          BUT, UM, THE CONSEQUENCE I DON'T THINK THEY ANTICIPATED WAS THAT IT AFFECTED ALL OF US. 
          UH, AS KELLY MENTIONED, THE CONSEQUENCES WERE OUTSOURCING A HUNDRED NURSES, WHICH UNFORTUNATELY IS COSTING $90,000 A PIECE, WHICH IS A LOT OF MONEY. 
          RIGHT. 
          IT REALLY IS A LOT OF MONEY. 
          I KNOW STUDENT SAFETY IS NUMBER ONE. 
          I DO NOT ARGUE THAT, BUT I'M JUST TELLING YOU, AND YOU KNOW, ALREADY THAT THE R THE, UH, LVNS AND THE HEALTHCARE ASSISTANCE, WERE DOING AN EXCELLENT JOB. 
          I NEVER HEARD A PROBLEM IN ANY ONE OF MY SCHOOLS. 
          'CAUSE I GET THE, I STARS ABOUT, YOU KNOW, MEDICATION PROBLEM. 
          NEVER, NEVER A PROBLEM WITH THEM. 
          SO, VERY SAD. 
          YES, CARLA. 
          YEAH. 
          I WONDER THOUGH, COULD WE CREATE A POSITION FOR NURSES THAT DO THIS WORK THAT ARE NOT NECESSARILY SCHOOL NURSES THE SAME WAY THAT WE HAVE 'EM, BUT OUR NURSES SPECIFICALLY FOR THIS GROUP OF FOLKS, AND THAT WAY WE HAVE A POSITION IN HOUSE AND NOT HAVE TO CONTRACT OUT. 
          THAT HAS DEFINITELY BEEN SOMETHING THAT WE HAVE TALKED ABOUT AND THAT WE ARE ACTIVELY EXPLORING. 
          YES. 
          ALRIGHT. 
          THANK YOU. 
          LET ME JUST ADD, WE, WE USED TO, I THINK WE USED TO HAVE SOMETHING CALLED PROTOCOL NURSES WHERE THEY WOULD COME TO A SCHOOL WHEN SOMEONE NEEDED A CATHETERIZATION OR SOMETHING. 
          WE HAD PROTOCOL NURSES AND I DON'T KNOW IF THEY STILL EXIST THAT, NOT TO MY KNOWLEDGE. 
          CORRECT. 
          THAT'S THE SAME POSITION THAT YOU'RE TALKING ABOUT. 
          OH, BUT OH, THE YES. 
          SPECIAL. 
          THEY GO FROM SCHOOL TO SCHOOL EDUCATION PROTOCOL. 
          YES. 
          YES. 
          WHEN, WHEN NECESSARY. 
          RIGHT. 
          PROTOCOL. 
          YES. 
          OKAY. 
          ALRIGHT. 
          THANK YOU. 
          ALL RIGHT. 
          HAVING BEEN MOVED BY BOARD PRESIDENT SCHUREN, SECONDED BY MS. EZ, THE VOTE ON TAB 13, MS. NEW BILL? YES. 
          DR. RIVAS? YES. 
          YES. 
          MR. MELVOIN? YES. 
          MS. CGO? YES. 
          MS. GO? YES. 
          MS. ORTIZ FRANKLIN? YES. 
          BOARD PRESIDENT SCHON? YES. 
          STUDENT BOARD MEMBER YANG? YES. 
          ALRIGHT. 
          THAT BRINGS US TO TAB 26. 
          WE HAVE A TIME CERTAIN ON TAB 21. 
          SO THAT GIVES TAB 
          [04:25:01]
26, 24 MINUTES. 
          IT REQUIRES A RULE 72 WAIVER. 
          UM, SO CAN I HAVE A MOVE IN A SECOND FOR THIS RULE 72 WAIVER. 
          MOVE IN. 
          MOVE BY MS. GONA. 
          I'LL SECOND. 
          OKAY. 
          SECONDED BY BOARD PRESIDENT SCHUREN? NO, I THINK NICK. 
          OKAY. 
          ALRIGHT. 
          DECLINING THE SECOND. 
          MOVING THE SECOND TO MR. MELVOIN. 
          UM, YEAH, SO FEW COMMENTS AND THEN MAYBE A, A NEW PATH FORWARD FOR THE BOARD, BECAUSE I APPRECIATE THE OPPORTUNITY TO DISCUSS THIS WITH THE TURF RESO. 
          BUT, UM, I'LL NOTE, UM, UH, I'LL NOTE THAT THIS IS AN UNCONVENTIONAL RESOLUTION AND THAT MY INTENT IS NOT TO BE FRUSTRATING OR TO FRUSTRATE THE GOALS OF A, OF A, A STUDY THAT THE BOARD IS UNDERTAKING. 
          UM, I, UH, AND AS WE DISCUSSED DURING MS. TOKS AND DR. 
          BRIAN'S PRESENTATION EARLIER, UM, AN EFFORT THAT I SUPPORTED, UM, AND, AND EAGER TO SEE THE RESULTS OF, UH, WHAT HAS HAPPENED SINCE THE PASSAGE OF THAT RESOLUTION IN NOVEMBER IS THAT ONE OF MY HIGH SCHOOLS' UNIVERSITY HIGH, UM, LOST THE USE OF THEIR, UH, FOOTBALL AND SOCCER FIELD. 
          UM, IT'S UN INOPERABLE FOR HEALTH AND SAFETY REASONS. 
          AND, AND SPACE FIELD SPACE ON THE WEST SIDE HAS BEEN IN A PREMIUM BECAUSE OF THE FIRES. 
          AND THE PALI, UM, POLY HIGH BASEBALL FIELD HAS BEEN OUTTA COMMISSION FOR A FEW YEARS BECAUSE IT'S HOUSING BUNGALOWS. 
          HAMILTON HIGH SCHOOLS FIELDS HAVE BEEN UNDER, UH, CONSTRUCTION AND SO HAVE BEEN LIMITED. 
          WESTCHESTER HIGH SCHOOL, UM, BOTH HAS GOPHER PROBLEMS, WHICH WE DISCUSSED ON THEIR FIELDS. 
          AND THEN ALSO, UH, THEIR BASEBALL AND SOFTBALL FIELDS ARE OUTTA COMMISSION AT DIFFERENT TIMES. 
          UM, UNI HIGH ACTUALLY DOESN'T HAVE A BASEBALL FIELD. 
          THEY HAVE A SOFTBALL FIELD, BUT THAT'S BEEN OUT OF COMMISSION BECAUSE OF SOME, UH, FLOODING AREAS. 
          AND SO THE IDEA WAS JUST TRY TO TRY TO EXPEDITE THESE PROCESSES SO THAT WE DIDN'T HAVE STUDENTS WAITING, YOU KNOW, AS WE HEARD EARLIER, POTENTIALLY THREE YEARS FROM NOW, TO HAVE A FIELD, ESPECIALLY WHEN WE THINK OF THE REVENUE GENERATING OPPORTUNITIES FOR, UM, FOR SCHOOLS WHO LEASE OUT THE FIELDS. 
          UM, SO THAT WAS A, THE, YOU KNOW, THIS WAS A, A DIFFERENTLY SITUATED SCHOOL BECAUSE IT WAS NOT CONTEMPLATED WHEN WE PASSED THE RESOLUTION. 
          BUT I UNDERSTAND THE CONCERNS OF WHICH I SHARE MANY WHEN IT COMES TO THIS STUDY. 
          SO I, I GUESS MY QUESTION FOR THE BOARD WAS MAYBE IF I, EITHER IF I AMEND THIS RESOLUTION OR MAYBE WORK WITH THE SUPERINTENDENT, BUT MY GOAL IS JUST THAT THE MINUTE THIS STUDY IS COMPLETED AND THE BOARD ADOPTS A NEW POLICY THAT THESE FIELDS, NOT JUST UNI, BUT CHAVEZ AND SCONES DISTRICT, WHICH IS ALSO ONE THAT HAS COME OUT OF COMMISSION IN THE LAST FEW MONTHS, AND THEN THESE OTHER, UM, UH, SIX SCHOOLS, FIVE OR SIX SCHOOLS WOULD BE KIND OF ON THE AGENDA AND ON THE DOCKET RIGHT AWAY SO THAT WE CAN START THIS PROCESS SEPARATELY. 
          I'D LIKE TO IZE AT MY COMMITTEE, THE FACILITIES AND COMMITTEE PRO, UH, FACILITIES AND PROCUREMENT COMMITTEE, KIND OF UNDERSTANDING THE TIMELINE. 
          WE HEARD FROM MS. TOS NINE MONTHS, TWO AND A HALF YEARS, I MENTIONED BEVERLY HILLS UNIFIED, WHICH BASED ON THEIR BOARD AGENDAS HAS A SIX MONTHS TIMELINE. 
          SO I'D REALLY LIKE US TO SEE HOW WE CAN DO THIS MORE QUICKLY, GIVEN THAT IF YOU'RE TALKING THREE YEARS, YOU'RE TALKING THREE QUARTERS OF A STUDENT'S HIGH SCHOOL CAREER. 
          SO I GUESS I'M WORKING ON A LITTLE LANGUAGE. 
          UM, BUT MAYBE I'LL OPEN UP TO MY COLLEAGUES TO SEE IF THEY'RE AMENABLE. 
          THAT WOULD JUST SAY, WE WAIT FOR THIS STUDY TO BE COMPLETE. 
          THE BOARD ADOPTS A NEW POLICY. 
          AND THEN IN THE BOARD MEETING IMMEDIATELY FOLLOWING THAT, WHICH LIKELY WOULD BE SOMETIME THIS COMING FALL, WE WOULD, UH, HAVE THESE SEVEN PROJECTS, UM, FACILITATED SO THAT WE COULD START THAT PROJECT. 
          AND THE DETERMINATION ON GRASS OR TURF WOULD BE BASED ON THE NEW POLICY. 
          YEAH, I THINK THAT MAKES A LOT OF SENSE. 
          UH, THOSE OF US ON THIS SIDE HAVE THE SCHOOLS THAT WERE IMPACTED AND, YOU KNOW, TWO OF MY HIGH SCHOOLS HAVE NOT HAD THEIR FIELDS FOR SEVERAL SEASONS NOW. 
          AND SO WE WERE ALREADY IN THE SITUATION THAT YOU'VE DESCRIBED ABOUT STUDENTS WHO HAVE, YOU KNOW, GONE TWO OR THREE YEARS OF BEING AN ATHLETE, MOSTLY AT SOMEBODY ELSE'S CAMPUS. 
          UM, AND SO I WOULD WELCOME THE SUPERINTENDENT'S TEAM BEING AMENABLE TO, UM, PRIORITIZING THESE SCHOOLS THAT HAVE BEEN, UH, YOU KNOW, SORT OF WAITING FOR THE RESULTS OF THIS STUDY TO COME OUT. 
          I DON'T KNOW THAT A RESOLUTION IS NECESSARY. 
          AND SO MAYBE THAT'S WHAT I'LL JUST, YOU KNOW, TURN TO THE SUPERINTENDENT'S TEAM TO SEE, UM, BECAUSE THOSE OF US WHO HAVE THE SCHOOLS IMPACTED WOULD LOVE TO SEE IT COME QUICKLY IN THE FALL. 
          I MEAN, SUCCINCTLY. 
          YES. 
          SO AS SOON AS WE HAVE THE, THE POLICY IN PLACE, WE'LL PRIORITIZE GETTING THESE PROJECTS UP AND GOING AS QUICKLY AS POSSIBLE. 
          YEAH. 
          AND I SHOULD SAY, AND I APPRECIATE WORKING, YOU KNOW, WITH, WITH OUR ACTING SUPERINTENDENT A MONTH OR SO AGO WHEN WE DISCUSSED UNI AND I LEARNED THAT IT HAD COME OUTTA COMMISSION AND THAT WE HAD THIS SPACE PROBLEM, WE, WE WORKED ON, WE HAD INITIALLY SAID, LET'S JUST WAIT. 
          THE STUDY WILL BE DONE AND THEN LET'S, LET'S GET THIS ON THE AGENDA. 
          AND THEN IT WAS THE DELAY IN, IN THE STUDY, UM, NOT COMING TILL JUNE BOARD NOT MEETING IN JULY. 
          THAT, THAT MADE ME BRING THIS RESOLUTION JUST AS A WAY TO, TO SUPPORT THE UNI COMMUNITY. 
          BUT IF WE HAVE THAT ASSURANCE FROM YOUR TEAM THAT IMMEDIATELY AFTER THE STUDY, THE BOARD WILL ADOPT A NEW POLICY AND WE'LL PUT, YOU KNOW, NOT JUST MY SCHOOL, BUT ALL THE SCHOOLS THAT ARE AFFECTED KIND OF ON THE QUEUE. 
          UM, YOU KNOW, I, I'D HAPPILY WITHDRAW THE RESO IF WE HAVE THAT COMMITMENT FROM THE SUPS TEAM. 
          YOU MOST CERTAINLY DO. 
          AND I SOME GOOD EYE CONTACT WITH MS. TOS JUST TO AFFIRM THAT WE DO HAVE THE COMMITMENT. 
          GREAT. 
          LET THE RECORD SHOW I AFFIRMATIVE EYE CONTACT. 
          UM, OKAY. 
          GREAT. 
          [04:30:01]
WELL, WELL THEN I, THERE ARE OTHERS WHO MAY, UH, WHO WANNA CHIME IN, BUT I DO APPRECIATE KIND OF THE, THE COLLEGIAL SPIRIT IN WHICH THE BOARD DISCUSSED THIS EARLIER AND THE SUPPORT FOR ALL OF OUR SCHOOL COMMUNITIES. 
          SO, WELL, OH, GO AHEAD. 
          I THINK THE IDEA OF USING A RESOLUTION TO MOVE SOMETHING FORWARD IS ABSOLUTELY OUTRAGEOUS. 
          ABSOLUTELY OUTRAGEOUS. 
          BECAUSE I HAVE SCHOOLS, I CAN MAKE RESOLUTIONS FOR ADDING BUILDINGS TO SCHOOLS THAT I'VE BEEN ASKING FOR FIVE YEARS. 
          AND, UH, IT'S ABSOLUTELY OUTRAGEOUS. 
          AND I HAVE A LITTLE STATEMENT I WANT TO READ TOO. 
          OKAY. 
          THIS BOARD CAN ONLY OPERATE IF WE DO SO BY ESTABLISHED RULES, PARAMETERS, AND LIMITATIONS. 
          LAST NOVEMBER, THIS BOARD UNANIMOUSLY APPROVED MEMBER KELLY GOMEZ'S RESOLUTION, EXTREME HEAT MITIGATION AND DISASTER PREPAREDNESS AT L-A-U-S-D. 
          I VOTED FOR IT AND I STILL SUPPORT THIS RESOLUTION TODAY. 
          HOWEVER, I DO UNDERSTAND THAT IT HAS CAUSED SOME CONFUSION AMONGST LAUC STUDENTS, STAFF, AND COMMUNITY. 
          I HAVE RECEIVED QUESTIONS FROM SOME OF MY SCHOOLS AND MY STAFF HAS AS WELL ABOUT WHAT THIS RESOLUTION MEANS FOR THEIR ATHLETIC FIELDS. 
          I HAVE A SCHOOL VAN NUYS HIGH SCHOOL WHOSE TRACK IS UNDERWATER EVERY TIME IT RAINS. 
          JUST SO YOU KNOW, THIS RESOLUTION INCLUDES A SECTION CALLING FOR A STUDY TO ASSESS THE HEALTH EFFECTS OF ARTIFICIAL TURF ON OUR SCHOOL COMMUNITIES. 
          AND I RECOMMEND THAT MY BOARD COLLEAGUES FROM DISTRICT FOUR WAIT UNTIL THE STUDY RESULTS ARE PUBLIC BEFORE PROCEEDING WITH ANY ASPECT OF THE RESOLUTION HE HAS BROUGHT BEFORE US. 
          AND OUR CONVERSATION REGARDING FACILITIES PROJECTS WILL CONTINUE IN THE SUMMER. 
          AND I INVITE ALL MEMBERS OF THE BOARD TO SPEAK THEIR MINDS ON THAT DAY, ESPECIALLY NOW THAT OUR RESPECTIVE COMMUNITIES HAVE BEEN ABLE TO SPEAK TO US ABOUT IT, WHETHER THEY'RE FOR OR AGAINST IT. 
          AND I STRONGLY URGE ALL OF MY BOARD MEMBERS TO PLEASE ADHERE TO THE RULES, LIMITATIONS IN DECORUM THAT WE HAVE ESTABLISHED FOR OURSELVES. 
          WE CANNOT VOTE FOR A RESOLUTION AND MONTHS LATER BRING ANOTHER RESOLUTION THAT CONTRADICTS THE RESOLUTION WE PREVIOUSLY VOTED ON. 
          AND WHETHER WE LIKE IT OR NOT, WHETHER WE VOTED ON IT OR NOT, IF THE RESOLUTION IS ADOPTED, IT IS NOW DISTRICT POLICY AND WE MUST RESPECT IT. 
          FURTHERMORE, IT IS ABOUT RESPECTING THE VOICE OF THE BOARD MEMBERS WHO BRING THESE RESOLUTIONS TO A VOTE. 
          IT TAKES TIME, IT TAKES RESEARCH, IT TAKES COMMUNITY INPUT AND MANY OTHER FACTORS TO BRING RESOLUTIONS TOGETHER. 
          IN SOME CASES, DEVELOPING A RESOLUTION CAN TAKE MONTHS AND BRINGING ANOTHER REVOLUTION, REVOLUTION, SORRY, RESOLUTION THAT CONTRADICTS ONE PREVIOUSLY APPROVED, MAY ESTABLISH A BAD PRECEDENT AND CULTURE. 
          WE VALUE RESOLUTIONS AND SHOW L-A-U-S-D STAFF, STUDENTS AND COMMUNITY MEMBERS THAT THEY MATTER. 
          AND THE BOARD MUST BE THE FIRST TO ABIDE BY THEM FOR THESE REASONS AND MORE, I HAVE TO VOTE NO ON THIS RESOLUTION AND URGE PATIENTS UNTIL THE STUDY RESULTS ARE RELEASED. 
          EVEN THOUGH THERE WAS AN AMENDMENT. 
          I STILL WILL VOTE. 
          NO. 
          THANK YOU. 
          WAIT, ARE YOU WITHDRAWING IT, NICK? YES. 
          TO CLARIFY, WITHDRAW THE, THE RESOLUTION. 
          YES. 
          YES. 
          BUT HE JUST WANTED TO MAKE SURE Y'ALL KNOW HOW YOU FELT. 
          UH, I THINK IT'S, I THINK IT'S RIDICULOUS. 
          YES. 
          A SMALL POINT OF PROCEDURE. 
          I'D JUST LIKE TO NOTE WE'RE ON THE RULE 72 DISCUSSION PORTION. 
          THE MOTION HASN'T ACTUALLY COME BEFORE THE BOARD, ALTHOUGH I'LL NOTE THE DISCUSSION IS ALL USEFUL BECAUSE THE RULE 72 WOULD REQUIRE, UM, THE BOARD DISCUSSING WHETHER OR NOT IT CAN, UH, SUBSTANTIALLY CONFLICTS AND THEN VOTE ON WHETHER OR NOT THEY WOULD LIKE TO ALLOW IT DESPITE OR NOTWITHSTANDING THIS SUBSTANTIAL CON CONFLICT. 
          SO JUST FOR OUR MR. MR. MCLEAN, THOSE ARE THE SAME RULES THAT REQUIRE EVERY RESOLUTION TO GO TO COMMITTEE. 
          AM I RIGHT? THAT'S EXACTLY CORRECT. 
          THANK YOU. 
          THANK YOU. 
          JUST TO CLARIFY, I'M WITHDRAWING GIVEN THE COMMITMENTS FROM THE SUPERINTENDENT AND THE HELPFUL BOARD DISCUSSION, WITHDRAWING THE RESOLUTION, BUT, BUT STILL PEOPLE CAN DIS DISCUSS ALL THEY WANT. 
          YEAH, NO, I JUST WANTED TO CLARIFY THAT WE'RE PRIORITIZING ALL OF THOSE SCHOOLS. 
          'CAUSE I HAVE ONE THERE. 
          TWO ROY BALL WHO HASN'T BEEN ABLE TO USE THEIR SOCCER FIELD. 
          OKAY. 
          THE ENTIRE GROUP. 
          OKAY. 
          JUST WANTED TO, YEAH, I MEAN, I THINK, I THINK RESOLUTIONS OR POLICY ITEMS, WE DON'T ALWAYS, UH, FULLY ANTICIPATE THE IMPLEMENTATION CHALLENGES THEY MIGHT RUN INTO WHEN THEY GET OUT INTO THE REAL WORLD. 
          SO, UM, APPRECIATE THE SUPERINTENDENT'S COMMITMENT. 
          UM, OBVIOUSLY THERE'S A BOARD DISTRICT SIX SCHOOL ON THAT LIST, SO WE WANNA ENSURE THAT ALL OF OUR STUDENTS HAVE ACCESS TO THE NECESSARY PLAY FIELD WHILE ALSO RESPECTING THAT THIS IS AN IMPORTANT CLIMATE RELATED POLICY FOR THE HEALTH AND SAFETY OF OUR STUDENTS. 
          AND WE WANT TO ENSURE WE SEE THAT WORK FORWARD. 
          SO THANK YOU MR. MELVIN FOR WITHDRAWING AND THANK YOU SUPERINTENDENT CHA FOR HELPING US HERE. 
          I AM NOW LEFT WITH THE DUTY OF CALLING THE VOTE ON THE RULE 72 BECAUSE IT WAS MO MOVED AND SECONDED TO BE BEFORE, BEFORE THE, IT'S ALL SORT OF MOOT AT THIS POINT. 
          CAN I WITHDRAW MY MOTION TO ON 
          [04:35:01]
FOR THE BOARD RULE 72 WAIVER? SURE. 
          THERE WE GO. 
          ALRIGHT. 
          IT'S ALL, ALL GONE JUST LIKE THAT. 
          , SKIP IT. 
          OKAY. 
          SO, UH, TAB 26 HAS BEEN WITHDRAWN. 
          WELL, IF IT'S NOT BEFORE THE BOARD TAKING PUBLIC COMMENT, UNFORTUNATELY THAT DOESN'T MAKE SENSE UNLESS THERE'S A REQUEST TO THE, UM, THE BOARD TO DO IT, WHICH I, WHICH I AM NOT, I'M NOT HEARING AND I DON'T HAVE THE AUTHORITY TO MAKE THAT THAT CALL. 
          SHOULD WE INFORM ANY FOLKS THAT ARE WAITING TO SPEAK ABOUT IT SO THEY'RE NOT HOLDING ON. 
          SO MY FRIENDS, IF YOU'RE ONLINE TO SPEAK FOR TAB 26, THAT TAB HAS BEEN WITHDRAWN, UH, FROM CONSIDERATION. 
          SO THERE WILL BE NO ACTION TAKEN ON IT AND THEREFORE NO, UH, PUBLIC COMMENT NECESSARY. 
          ALL RIGHT. 
          MOVING FROM TAB 26, WE HAVE A TIME CERTAIN OF THREE EIGHT O'CLOCK FOR TAB 21. 
          UM, ONE MOMENT HERE ALSO, DO WE HAVE TAB 34? DON'T WE HAVE A BUNCH OF SPEAKERS? WE DO. 
          SO. 
          OH, OKAY. 
          I THINK MY PREFERENCE WOULD BE TO DO THAT AS OPPOSED TO GOING TO THE THREE O'CLOCK EARLY. 
          JUST 'CAUSE FOLKS I KNOW ARE COMING FROM SCHOOL UPSTANDING. 
          SO THREE O'CLOCK WILL COME A LITTLE BIT LATER. 
          IS THAT OKAY? IT'S YOUR RESOLUTION TAB 21 VOTE. 
          HOW LATER? HOW MUCH LATER? UH, LET ME SEE HOW MANY SPEAKERS WE HAVE ON IT. 
          WE HAVE 13 PEOPLE SIGNED UP TO SPEAK FOR TAB, UH, 34. 
          SO THAT'S 26 MINUTES. 
          UM, NOT INCLUDING TRANSITION. 
          SO I WOULD, I WOULD ASSUME 30 MINUTES. 
          SO FOR CLARITY, WHAT THE BOARD IS CONSIDERING IS, HEY, DO WE TAKE THE TIME CERTAIN OF THREE O'CLOCK EARLY OR DO WE TAKE THE FOLKS WHO HAVE BEEN WAITING TO SPEAK FOR TAB 34 RIGHT NOW, AND THEN START THE TIME CERTAIN ABOUT 15 MINUTES LATE. 
          OKAY. 
          [34. Charter Petitions for Public Hearing (058-25/26)]
TAB 34. 
          YEAH. 
          YEAH. 
          THANK YOU. 
          IT'S NOT FOR ACTION AND THIS IS A PUBLIC HEARING. 
          THIS CONSTITUTES A PUBLIC HEARING ON TODAY'S FRESH START. 
          CHARTER HIGH SCHOOL OR CHARTER SCHOOL. 
          RECEDA CHARTER HIGH TAF CHARTER HIGH, UH, UNIVERSITY HIGH SCHOOL CHARTER, OPEN CHARTER MAGNET. 
          AND I'LL NOTE THAT MONTAGUE MIDDLE ACADEMY FOR THE ARTS AND SCIENCES HAS BEEN WITHDRAWN. 
          THAT WILL BE REFLECTED IN THE MINUTES. 
          A MAXIMUM OF 15 INDIVIDUALS WHO WISH TO ADDRESS THE BOARD AND THE ITEM WILL BE HEARD. 
          THOSE WHO WISH TO SPEAK SHOULD SIGN UP ONLINE. 
          I'LL NOW BEGIN ON THOSE FOLKS WHO ARE SIGNED UP TO SPEAK IN PERSON TO TAB 34. 
          UH, MARTHA BERNARD, WE WERE ON THE LINE EARLIER. 
          UH, BUT YOU'RE NOT HERE NOW. 
          UH, YASSEN DEO, COME ON UP HERE. 
          LIZ NEWMAN. 
          ARE YOU HERE? LIZ NEWMAN. 
          UH, ALL RIGHT. 
          JAVIER ESQUIVEL. 
          JAVIER ESQUIVEL. 
          DAVID TOSKI, ALSO NOT IN THE ROOM. 
          LET'S SEE. 
          FATTEN. 
          FAMI, ARE YOU HERE? COME ON DOWN. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          AND AFTER MS. FAMI IS SARITA DANLEY. 
          AND THEN AFTER MS. DANLEY IS MS. FINA. 
          OK, PAULA, SO COME ON DOWN. 
          MS. FATTEN. 
          FAMI. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN, AND THEN IT'LL BE SARITA AND THEN MS. OK. 
          PAULA, IF YOU ARE HERE, PLEASE ADJUST THE MICROPHONE TO THE RIGHT HEIGHT. 
          AND THEN, UM, TWO MINUTES IS YOURS. 
          THANK YOU. 
          GOOD AFTERNOON. 
          MY NAME IS FATTEN FAMI AND I HAVE BEEN TEACHING, UH, MIDDLE SCHOOL AT TODAY'S FRESH START CHARTER SCHOOL FOR 12 AND A HALF YEARS. 
          AND BEFORE THAT 10 YEARS WITH THE LOS ANGELES UNIFIED SCHOOL DISTRICT AT A LITTLE SCHOOL IN HOLLYWOOD, SHERA MOYA ELEMENTARY SCHOOL. 
          SO THERE IS NO QUESTION IN MY MIND, THESE SMALL SCHOOLS ARE NOT JUST SMALL, THEY'RE DYNAMITE. 
          I'M GONNA SPEAK ABOUT TODAY'S FRESH START. 
          TODAY, THE SCHOOL HAS ESTABLISHED A HIGH QUALITY AND RESEARCH-BASED PRACTICES TO TAILOR AND INDIVIDUALIZE INSTRUCTION BASED ON ALL STUDENTS' NEEDS. 
          THE SCHOOL'S VISION AND PURPOSE ARE SUPPORTED BY THE IMPLEMENTATION OF THE SCHOOL-WIDE LEARNING OUTCOMES, THE SLOWS AND ACHIEVING ACADEMIC GOALS, STANDARDS, AND OBJECTIVES TO SUPPORT ALL OF OUR STUDENTS. 
          THE SUPERINTENDENT, DR. 
          JEANETTE PARKER, HAS MADE SIGNIFICANT INVESTMENTS IN THE CLASSROOM, 
          [04:40:01]
UH, CLASSROOM RESOURCES, PROGRAMS, AND MATERIALS IN ORDER TO FURTHER BOOST STUDENT PERFORMANCES. 
          FOR EXAMPLE, THE SCHOOL HAS INVESTED IN A SUPERIOR SUMMER BRIDGE PROGRAM, WHICH HAS OFFERED ENGAGING AND HIGH QUALITY LEARNING OPPORTUNITIES. 
          UH, SOME OF THE RESOURCES ARE, FOR EXAMPLE, UH, INVESTMENT IN STANDARDS PLUS INTERVENTION, UH, NOTEBOOKS, UH, TO HELP SUPPLEMENT AND THE SUPPORT STUDENTS WHO ARE EITHER HAVE SCORED LOWER THAN THEIR GRADE LEVEL OR WHO NEED EXTRA HELP. 
          THE SUMMER BRIDGE PROGRAM HAD, HAS ALSO OFFERED A CHESS CLASS DANCE CLASS, MUSIC CLASS, RENTING A WATER SLIDE, FIELD TRIPS, REDONDO BEACH, CALIFORNIA, OR, UH, THE SCIENCE CENTER. 
          MOREOVER, TODAY'S FRESH START CHARTER SCHOOL HAS INVESTED IN TECHNOLOGY, RESOURCES AND PROFESSIONAL DEVELOPMENT IN ORDER TO PROVE, TO IMPROVE STUDENT PERFORMANCES. 
          FOR EXAMPLE, UH, CHROMEBOOKS WERE PURCHASED FOR EVERY STUDENT TO TAKE HOME AND ACCESS. 
          THANK YOU FOR YOUR TIME, THEIR DIGITAL BOOKS. 
          THANK YOU SO MUCH FOR YOUR TIME. 
          THANK YOU. 
          ALL RIGHT. 
          SARITA, ARE YOU HERE? PLEASE COME ON DOWN. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN SARITA HERE. 
          UH, LET'S SEE. 
          MS. FINA KOALA, ARE YOU HERE? FINA? YES, PLEASE. 
          COME ON DOWN. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          GOOD AFTERNOON EVERYONE. 
          UH, MY NAME IS FINA O I'M A TEACHER, A SPECIAL, UH, EDUCATION RESOURCE TEACHER TODAY,  CHARTER SCHOOL. 
          THIS IS MY 48 SCHOOL. 
          I JUST WANNA LET YOU KNOW THAT WE HAVE AN OUTSTANDING SCHOOL, UM, STARTED BY TWO OUTSTANDING EDUCATORS, DR. 
          JEANINE PARKER AND DR. CLARK PARKER. 
          OUR SCHOOL IS ONE OF THE MOST DEDICATED, HAS MO UH, MOST DEDICATED STAFF TEACHERS, EDUCATORS THAT REALLY, UH, LOVE THE KIDS. 
          AND WHEN DOC DR. PARKER TALKS ABOUT HER SCHOOL, SHE LETS US KNOW THAT THIS SCHOOL TO THIS RESEARCH CHARTER, CHARTER SCHOOL MUST CARE ABOUT THE KIDS, THEIR FUTURE. 
          AND THAT TEACHING EACH CHILD INDIVIDUALLY TO PERFECT SCHOLARLY ACHIEVEMENT, ACADEMIC, SOCIAL, AND EMOTIONAL DEVELOPMENT, ARE THE KEY. 
          AND WE MUST RAISE THE BAR, CLOSING THE ACHIEVEMENT GAP AND STRIVING TO BE THE BEST SCHOOL IN UNITED STATES. 
          IN OUR VISION STATEMENT, SHE MADE IT CLEAR THAT AS A TEAM WE HAVE, WE MUST EDUCATE THE SCHOLARS, US, AND WE ALSO MUST INCLUDE OUR PARENTS. 
          SO SHE SAID THE CRITICAL PART OF THE TODAY'S REST CHARTER SCHOOL VISION IS TO ACHIEVE OPTIMUM PARENT INVOLVEMENT. 
          THAT IS PARENTS. 
          THAT IS PARENTS WILL HAVE THEIR MINOR CHILD IN SCHOOL ON TIME EVERY DAY, PARTICIPATING, PARENT CONFERENCES, SCHOOL-SPONSORED ACTIVITIES, AND BECOME A PART OF TODAY'S FRESH STAR CHARTER SCHOOL COMMUNITY. 
          TRUE COMMITMENT, PARTNERSHIP AND PARTICIPATION. 
          IS THAT TIME ALREADY? YES. 
          THAT'S TIME. 
          THANK YOU SO MUCH. 
          I, I APPRECIATE IT. 
          YOU'RE WELCOME. 
          THANK YOU. 
          ALRIGHT, THE NEXT SPEAKER IS EUGENE ACHE. 
          EUGENE L ARE YOU HERE? CAN'T HAVE YOU ONLINE. 
          UH, TIFFANY PEARSON. 
          ARE YOU HERE? TIFFANY PEARSON. 
          NOT SEE ANY MOVEMENT FOR TIFFANY PEARSON. 
          UH, AND THEN I'LL CALL ON THE FOLKS WHO LISTED THEMSELVES OF SPEAKING REMOTELY. 
          WE'VE GOT, UH, YI RIVERA YI. 
          ARE YOU IN THE ROOM? NO. 
          AND YOU ARE NOT ONLINE. 
          AND FREY PALACIOS ALSO NOT ON THE LINE, SIGNED UP TO SPEAK REMOTELY. 
          UM, THAT CONCLUDES THE PUBLIC HEARING. 
          UM, THE BOARD WILL BE TAKING ACTION ON THESE CHARTER PETITIONS AT A SUBSEQUENT MEETING. 
          SO THAT CONCLUDES TAB 34. 
          AND WE HAVE NEVERTHELESS 
          [21. Mr. Melvoin, Ms. Griego, Ms. Ortiz Franklin, Mr. Yang – Using Technology with Intention: Establishing Guidelines for Student Screen Time (Res-048-25/26) (Noticed March 10, 2026)]
ARRIVED AT TAB 21. 
          A FEW MOMENTS EARLY. 
          ALL RIGHT. 
          CAN I HAVE A MOVE AND A SECOND PLEASE? 
          [04:45:01]
FOR TAB 21? I'LL MOVE IT. 
          SECOND. 
          MOVE BY MR. MELVOIN, SECONDED BY DR. RIVAS. 
          I BELIEVE WE HAVE SOME RECUSAL LANGUAGE. 
          ALL RIGHT, SO THIS IS NOT IN THE CONSENT CALENDAR. 
          UM, I BELIEVE YOU, YOU READ THIS PART OUT OF ABUNDANCE OF CAUTION AND FOLLOWING THE PROCEDURES OF SECTION 18 7 0 7 OF THE CALIFORNIA CODE OF REGULATIONS BOARD, PRESIDENT SCHUREN IS PUBLICLY RECUSING HIMSELF FROM DISCUSSING OR TAKING ACTION ON TAP 21 RESOLUTION, USING TECHNOLOGY WITH INTENTION ESTE ESTABLISHING GUIDELINES FOR STUDENT SCREEN TIME DUE TO HIS OWNERSHIP IN STOCK IN BOTH GOOGLE AND APPLE INCORPORATED. 
          ALL RIGHT, SO THE CHAIR IS NOW GOING TO SHIFT TO DR. RIVAS. 
          YES. 
          SO, MR. WA MELVIN, WOULD YOU LIKE TO, UM, INTRODUCE YOUR RESO? YES. 
          THANK YOU, DR. RIVAS. 
          UM, AND TO MY COLLEAGUES AND TO ALL THE PARENTS AND ADVOCATES WHO ARE HERE, I THOUGHT WHAT I WOULD DO IS SPEND A, A, A COUPLE MINUTES JUST INTRODUCING THIS RESOLUTION, TURNING IT OVER TO MY CO-SPONSORS, MS. ORTIZ FRANKLIN, MS. GRIEGO, AND OUR STUDENT BOARD MEMBER YANG. 
          THEN TURN IT OVER TO OUR PUBLIC SPEAKERS WHO ARE IN THE ROOM AND SOME VIRTUAL, THEN TO MY OTHER BOARD COLLEAGUES FOR COMMENTS AND DISCUSSIONS, AND THEN THE VOTE. 
          UM, BUT I'M REALLY EXCITED TO BRING THIS HERE TODAY. 
          UH, AND GRATEFUL FOR THE PARENT, UH, ADVOCATES, INCLUDING SCHOOLS BEYOND SCREENS, UM, AND EXPERTS LIKE JONATHAN HET FOR THEIR PARTNERSHIP. 
          YES. 
          A ROUND OF APPLAUSE FOR ALL OF OUR PARENT ADVOCATES, UM, FOR YOUR PARTNERSHIP AND SUPPORT OF THIS RESOLUTION. 
          TWO YEARS AGO, I BROUGHT FORWARD THE RESOLUTION THAT BANNED CELL PHONES DURING THE SCHOOL DAY. 
          AND NOW I'M ASKING FOR MY COLLEAGUE SUPPORT FOR THIS NEW RESOLUTION, WHICH EXAMINES OUR USE OF SCREENS, UH, IN OUR CLASSROOMS, AND DEVELOPS AN OVERARCHING POLICY TO GUIDE OUR INSTRUCTIONAL PRACTICES. 
          UNLIKE SMARTPHONES AND SOCIAL MEDIA, UH, THE RESEARCH ON EDUCATION SCREEN TIME IS NOT AS CLEAR CUT. 
          UM, IT DEPENDS ON AGE AND CONTEXT AND, UH, HOW TECHNOLOGY IS USED IN THE CLASSROOM. 
          UM, BUT WHILE THERE ARE CERTAINLY BENEFITS TO THE ACCESS TO TECHNOLOGY, DEVICES SHOULD BE USED STRATEGICALLY TO GUIDE INSTRUCTION AND MEET STUDENT NEEDS. 
          TECH CAN AT TIMES ENHANCE LEARNING WHEN IT'S USED THOUGHTFULLY, BUT EXCESSIVE OR PASSIVE USE DOES NOT CONSISTENTLY LEAD TO STRONGER ACADEMIC OUTCOMES. 
          AND INCONSISTENCIES MAY EXIST ACROSS CLASSES, SCHOOLS, AND GRADES. 
          UM, WE DON'T EVEN KNOW HOW MUCH TIME IS BEING SPENT ON SCREENS THROUGHOUT THE COURSE OF AN INDIVIDUAL STUDENT'S DAY. 
          AND THERE'S REAL CONCERN ABOUT EXCESSIVE SCREEN USE FOR CHILDREN. 
          STUDIES HAVE LINKED EXCESSIVE SCREEN EXPOSURE TO SLEEP DISRUPTION, TENSION CHALLENGES, INCREASED SYMPTOMS OF ANXIETY AND DEPRESSION. 
          RESEARCH SUGGESTS THAT STUDENTS OFTEN RETAIN LESS WHEN READING LONGER TEXTS ON A SCREEN INSTEAD OF PAPER. 
          UM, AND WHILE THE DISTRICT HAS WORKED TO ENSURE ACCESS TO TECHNOLOGY OFF CAMPUS, NOT EVERY STUDENT HAS RELIABLE INTERNET AT HOME. 
          AND SCHOOLS PLAY AN IMPORTANT ROLE IN PROVIDING DIGITAL TOOLS. 
          BUT REAL EQUITY IS NOT SIMPLY ABOUT PUTTING A DEVICE IN EVERY CHILD'S HAND. 
          IT MEANS ENSURING STUDENTS HAVE ACCESS TO BOOKS AND DISCUSSIONS AND STRONG TEACHERS AND MEANINGFUL HUMAN INTERACTION DURING LUNCH AND RECESS. 
          A CHILD SITTING IN FRONT OF A SCREEN FOR HOURS IS NOT GETTING A BETTER EDUCATION SIMPLY BECAUSE THE CONTENT IS ONLINE. 
          AND WHILE THE DISTRICT CURRENTLY HAS POLICIES ON RESPONSIVE USE AND DIGITAL CITIZENSHIP, AI AND ONLINE SAFETY, WE DON'T YET HAVE A CLEAR, UM, DEVELOPMENTALLY GROUNDED POLICY ON SCREEN TIME AND INSTRUCTIONAL TECHNOLOGY. 
          IT'S TIME TO RESET AND RECALIBRATE AND ENSURE WE HAVE A GUIDING VISION IN POLICY WITH THOUGHTFUL GUARDRAILS BY AGE AND GRADE LEVEL. 
          UH, THIS IS WHY I'M BRINGING FORWARD THIS RESOLUTION TODAY TO DEVELOP A SCREEN TIME POLICY THAT IS INFORMED BY RESEARCH BEST PRACTICES AND INPUT FROM THE FIELDS AND OUR FAMILIES. 
          THE POLICY SHOULD PROVIDE MAXIMUM DAILY AND WEEKLY SCREEN TIME LIMITS FOR STUDENTS BASED ON THEIR GRADE LEVEL, ELIMINATING THE USE OF DIGITAL DEVICES FOR EARLY ED THROUGH FIRST GRADE, EXCEPT FOR FORM OF ASSESSMENTS AND FOR STUDENTS ENROLLED IN OUR VIRTUAL ACADEMY OR WITH DISABILITIES. 
          IT ALSO BLOCKS STUDENTS USE OF YOUTUBE AND OTHER VIDEO STREAMING PLATFORMS, WHILE STILL ALLOWING FAMILIES TO OPT INTO THE USE OF DISTRICT ISSUED DEVICES AT HOME. 
          THE POLICY WILL ALSO PROVIDE GREATER TRANSPARENCY FOR FAMILIES ON OUR OPT-OUT PROCESS. 
          AND OUR RESPONSIBLE USE POLICY AND GUIDELINES OF USE OF AI WILL ALSO BE UPDATED. 
          THE RESOLUTION STRESSES, THE IMPORTANCE OF DATA COLLECTION, SO WE CAN BETTER UNDERSTAND HOW MUCH TIME STUDENTS ARE USING ON THEIR DEVICES. 
          I LOOK FORWARD TO REVIEWING THIS DATA TO BETTER UNDERSTAND WITH MY COLLEAGUES HOW MUCH USE TECHNOLOGY, UM, HOW WE CAN USE TECHNOLOGY MORE INTENTIONALLY, UH, IN OUR CLASSROOMS. THE BOARD WILL REVIEW AND APPROVE THE POLICY, ALONG WITH A COMPREHENSIVE ITEMIZED REPORT OF TECH RELATED CONTRACTS POST CENTRALLY PUR PURCHASED, AND SCHOOL PURCHASED IN COMING MONTHS. 
          I BELIEVE THAT 
          [04:50:01]
WE HAVE THE OPPORTUNITY TO LEAD THE NATION TO ESTABLISH COMPREHENSIVE DEVELOPMENTALLY GROUNDED SCREEN TIME LIMITS THAT PUT STUDENTS BEFORE SCREENS AND SET RESPONSIBLE USE OF TECHNOLOGY IN THE CLASS TO REPAIR OUR STUDENTS FOR THE WORLD BEYOND OUR WALLS. 
          WE KNOW THAT TECH IS NOT GOING AWAY AND CAN BE A POWERFUL TOOL IN THE CLASSROOM. 
          THIS IS NOT ABOUT GOING BACKWARDS. 
          THIS IS ABOUT RETHINKING SCHOOL TIME AND SCREEN SCREEN TIME IN SCHOOLS TO ENSURE WE ARE DOING WHAT ACTUALLY HELPS STUDENTS LEARN BEST. 
          I THINK THIS IS REALLY ABOUT RECALIBRATING, RESETTING, AND REASSESSING OUR RELATIONSHIP WITH SCREENS OVER THE LAST FIVE OR SIX YEARS. 
          I KNOW THAT ON MARCH OF 20, ON MARCH 13TH, 2020, WE SENT EVERY KID HOME WITH A DEVICE, WHICH WAS THE NEEDED LIFETIME, A LIFELINE, IT WAS THE WAY TO EDUCATE KIDS DURING THE PANDEMIC. 
          BUT YEARS LATER, IT'S TIME THAT WE RESET. 
          I AM GRATEFUL TO OUR ACTING SUPERINTENDENT CHA TO, UM, OUR DEPUTY SUPERINTENDENT, UH, DR. ESTRADA AND THE TEAM WHO HAS ALREADY BEEN WORKING ON THIS COLLABORATIVELY WITH PARENTS, WITH TEACHERS, WITH THE BOARD. 
          UM, AND I'M GRATEFUL FOR, UH, THE BOARD'S, UM, UNDERTAKING OF THIS IMPORTANT POLICY TODAY. 
          SO I'LL NOW TURN IT OVER TO MY CO-SPONSORS, MS. ORTIZ FRANKLIN, MS. GRIEGO, AND THEN, UM, MR. YANG, BEFORE HEARING FROM OUR PARENTS AND ADVOCATES, AND THEN HAVING BOARD DISCUSSION AND A VOTE ON THIS, UH, CRITICAL POLICY. 
          SO, UH, MAYBE MS. ORTIZ FRANKLIN, THANK YOU. 
          THANKS FOR BRINGING THIS AND INVITING A CO MY CO-SPONSORSHIP. 
          YOU KNOW, IT'S FUNNY, MY SECOND RESOLUTION ON THE BOARD BACK IN 2021 WAS WITH YOU ON CLOSING THE DIGITAL DIVIDE. 
          AND AS YOU SAID, DURING THE PANDEMIC, WE REALLY LEARNED THAT KIDS NEEDED ACCESS TO DEVICES TO BE ABLE TO LEARN. 
          AND I AGREE THAT THIS ISN'T A PENDULUM SWING BACKWARD. 
          IT IS EXPANDING OUR KNOWLEDGE BECAUSE WHEN YOU KNOW BETTER, YOU DO BETTER. 
          UM, THEN I ALSO WAS NOT A PARENT MYSELF. 
          NOW I AM, I HAVE TWO SMALL CHILDREN, THREE AND UNDER. 
          AND I HAVE SEEN PERSONALLY HOW DISTRACTING SCREENS CAN BE IN OUR HOMES, OUR COMMUNITIES, AND OF COURSE OUR SCHOOLS. 
          WE WANNA BE PLACES OF LEARNING, NOT PLACES OF DISTRACTION. 
          AND SO I APPRECIATE THE ADVOCATES WHO'VE BEEN COMING TO US. 
          YOU'VE REALLY BEEN SPEAKING TO OUR HEARTS. 
          THOSE OF US WHO HAVE YOUNG CHILDREN HAVE BEEN THINKING ABOUT WHAT ARE MY DECISIONS AT HOME GOING TO DO TO IMPACT THEIR LEARNING LIFELONG? AND THEN SIMULTANEOUSLY WITH OUR EDUCATOR HAT, WE'RE THINKING, HOW DO WE MIRROR THAT IN THE SCHOOLS, UM, WITH THE VALUES THAT WE REALLY WANNA INSTILL IN OUR YOUNG PEOPLE? AND SO I AM REALLY APPRECIATIVE OF THIS RESOLUTION TO TASK THE EXPERTS WITH BRINGING TO US AND EXPERTS, I MEAN, EDUCATORS, FAMILIES, AND FOLKS WHO'VE BEEN LOOKING IN THE, UH, TECHNOLOGICAL WORLD FOR A WHILE NOW, ON WHAT'S BEST PRACTICE FOR LIMITING TIME. 
          BECAUSE WE DO WANNA MAKE SURE THAT WE'RE USING THE LIMITED TIME WE HAVE AVAILABLE THE BEST WAY THAT WE POSSIBLY CAN. 
          WHEN I WAS A MIDDLE SCHOOL TEACHER, WE TALKED A LOT ABOUT BELL TO BELL INSTRUCTION USING EVERY MINUTE WISELY. 
          AND WE WANNA MAKE SURE THAT WE'RE DOING SO WITH THE MATERIALS THAT SUPPORT THE BEST LEARNING, UM, THAT OUR KIDS TRULY DO NEED. 
          SO, UH, GRATEFUL TO BE A CO-SPONSOR HERE. 
          REALLY EXCITED TO SEE WHAT THE STAFF COMES UP WITH IN TERMS OF PARAMETERS. 
          AND JUST PERSONALLY, I'M REALLY EXCITED ABOUT THE PIECE FOR OUR YOUNGEST LEARNERS ABOUT THE ELIMINATION OF SCREEN TIME FOR OUR EARLY ED THROUGH OUR FIRST GRADERS. 
          UM, I KNOW THAT SPEAKS TO A LOT OF FAMILIES OUT THERE AS WELL. 
          SO, UH, THANK YOU FOR BRINGING THIS. 
          LOOKING FORWARD TO HEARING THE DISCUSSION TODAY AS WELL. 
          MS. HAM? YES. 
          THANK YOU. 
          I WANNA FIRST THANK THE PARENTS AND THE COMMUNITY MEMBERS FOR REALLY UPLIFTING THIS AND SHEDDING THE LIGHT ON THIS ISSUE. 
          IT WAS YOU WHO BROUGHT IT FORTH. 
          YOU ARE THE REASON WHY WE ARE HERE TODAY. 
          SO I WANNA THANK YOU. 
          I THINK THIS IS AN EXAMPLE OF DEMOCRATIC PROCESSES. 
          WHEN COMMUNITIES WHO ARE EXPERIENCING THE POLICIES THAT ARE IN PLACE, PUSH BACK, CALL US OUT AND STOP US AND TELL US YOU NEED TO DO SOMETHING ELSE. 
          AND THAT'S EXACTLY WHAT YOU DID. 
          AND I WANNA APPRECIATE THAT. 
          I WANNA APPRECIATE, UM, OUR COLLEAGUES FOR BEING GOOD LISTENERS, UH, FOR TAKING THE TIME TO REALLY LEARN ABOUT THESE CONSEQUENCES. 
          PERSONALLY, I SAID IT FROM THE VERY BEGINNING WHEN I HEARD YOU, YOU ALL SPEAK. 
          I HAVE THREE KIDS, AND I PUSHED BACK ON ANY CELL PHONE USE AS A TEACHER. 
          I PUSHED BACK ON HAVING OUR STUDENTS USE TECHNOLOGY IN THE CLASSROOM WITHOUT ANY PARTICULAR PURPOSE. 
          AND SO THAT IS MY OWN PERSONAL PHILOSOPHY, BUT I UNDERSTAND THAT OUR POLICIES ARE, WERE NOT MATCHING THAT. 
          AND SO I WANNA THANK AGAIN, ALL THE PARENTS, UH, AND COMMUNITY MEMBERS WHO BROUGHT THIS TO US. 
          UH, THANK YOU, UH, BOARD MEMBER MELVIN FOR OF COURSE, UM, YOU KNOW, TAKING THE, THE, THE FIRST, UM, UM, INITIATIVE IN, IN PUTTING THIS INTO A POLICY. 
          AND, AND OF COURSE, UH, MY COLLEAGUE, UH, TANYA AND, UH, FOR SUPPORTING IT AS WELL. 
          AND, UM, I JUST WANNA POINT THAT IT, IT DOES ADDRESS A LOT OF THE THINGS THAT PARENTS WERE CONCERNED ABOUT, UH, IN TERMS OF SCREEN TIME, PRIVACY CONCERNS, CONTRACTS WITH TECH COMPANIES, AND ALSO THE USE OF AI. 
          AND SO I'M GLAD ALSO THAT WE'VE INCLUDED SOME LANGUAGE AROUND EQUITY. 
          THAT WAS ONE OF THE THINGS THAT I KEPT BRINGING UP TO PARENTS. 
          I WANTED TO HEAR A VARIETY OF VOICES. 
          AND I KNOW THAT SOME OF YOU HAVE TRIED. 
          I HELD A MEETING, UH, A COMMUNITY MEETING ONLINE TO BRING FOLKS FROM MY DISTRICT INTO THIS CONVERSATION. 
          AND I SAID AT THAT MEETING THAT THIS WAS ONLY THE BEGINNING. 
          WE ARE ONLY 
          [04:55:01]
BEGINNING THIS MOMENT RIGHT NOW. 
          AND I WANNA CONTINUE, UH, TO OPEN UP THE CONVERSATION TO MORE COMMUNITIES AND AS WELL AS BRING IN THE VOICES OF EDUCATORS, PEOPLES, UH, TEACHERS, PRINCIPALS WHO ARE, UM, EXPERIENCING THIS AS WELL AS STUDENTS. 
          I THINK SECONDARY STUDENT VOICES ARE VERY IMPORTANT. 
          AND WITH THAT, I WANNA THANK, UM, BOARD MEMBER EZ BECAUSE SHE HAS SUBMITTED SOME, UM, LANGUAGE THAT ADDRESSES THESE THINGS AS WELL. 
          AND, UH, IN PARTICULAR, I WANNA UPLIFT, UH, SOMETHING THAT SHE BROUGHT UP. 
          I KNOW THAT WE STILL HAVE TO ACCEPT HER , HER RECOMMENDATIONS, BUT I WANNA UPLIFT THAT SHE, UM, HAS, UM, ASKED THAT WE ALSO ASSESS THE USE OF I-READY ASSESSMENTS, INCLUDING THE BENEFIT TO LEARNING THE IMPACT ON INSTRUCTIONAL TIME, FINANCIAL COSTS, AND THE VALIDITY AND RELIABILITY OF THAT ASSESSMENT TOOL. 
          AGAIN, THIS IS SOMETHING THAT YOU ALL HAVE BROUGHT UP AS WELL AS, UM, TEACHERS HAVE BROUGHT UP AND STUDENTS. 
          UM, SO THANK YOU AGAIN. 
          I'M LOOKING FORWARD TO CONTINUING TO DO THIS WORK, NOT ONLY IN COLLABORATION WITH MY COLLEAGUES, BUT ALSO IN, UH, COMMUNITY WITH YOU ALL. 
          THANK YOU. 
          YEAH. 
          FIRST AND FOREMOST, I WANNA THANK BOARD MEMBER MELVOIN FOR BEING THIS RESOLUTION, UH, IN FRONT OF US. 
          I REMEMBER IN MY FIRST OR SECOND BOARD MEETING, THAT WAS WHEN I FIRST HEARD FROM THE PARENTS ABOUT THEIR CONCERNS OF A SCREEN TIME WITHIN THE CLASSROOMS. AND AS SOMEONE WHO WENT THROUGH SCHOOL IN THE PANDEMIC AND NOW SEES HOW TECHNOLOGY HAS INCREASING USAGE IN SCHOOLS, I RESONATED AND UNDERSTOOD WHAT THE PARENTS MEANT. 
          AND LIKE BOARD MEMBER GREGGO SAID, THIS RESOLUTION JUST GOES TO SHOW THAT ADVOCACY AND, AND SPEAKING UP AND SHARING CONCERNS REALLY DOES PAY OFF AND REALLY DOES LEND ITSELF TO CREATING POSITIVE CHANGE. 
          I THINK THIS, THIS RESOLUTION BUILDS UPON OUR PHONE BAN THAT'S ALREADY IN EFFECT. 
          TAKING IT A STEP FURTHER, ENSURING THAT OUR STUDENTS ARE NOT ONLY, YOU KNOW, PREPARED FOR THE REAL WORLD, UH, BUT ALSO DON'T BECOME OVER-RELIANT ON TECHNOLOGY. 
          AS A WORLD IS EVER EVOLVING AND MORE TECHNOLOGIES ARE CREATED, IT'S IMPORTANT THAT WE TAKE PROACTIVE STEPS LIKE THIS TO REDUCE THE INFLUENCE OF TECHNOLOGIES LIKE AI AND TAKING AWAY THE CRITICAL THINKING SKILLS OF MY PEERS AND OUR STUDENTS. 
          I ALSO WANT TO NOTE THAT, YOU KNOW, ALTHOUGH WE'VE ALWAYS BEEN TOUTED AS A A, AS A DATA-DRIVEN DISTRICT, I THINK WE ALSO NEED TO BE A STUDENT AND COMMUNITY DRIVEN DISTRICT, UH, AND HAVE THEIR BEST INTERESTS AT HEART. 
          UH, AND THAT'S WHY I APPRECIATE THE TRANSPARENCY THAT THIS RESOLUTION CREATES AS WELL, BY ALLOWING OUR DISTRICT FAMILIES TO SEE EXACTLY WHERE OUR MONEY IS GOING AND, YOU KNOW, THE EFFECTIVENESS OF I-READY AND OTHER STANDARDIZED TESTS, WE BUILD TRUST WITH THEM, SOMETHING THAT IS SO LACKING IN MANY OF OUR OTHER CURRENT GOVERNMENTAL SYSTEMS. UM, ALSO JUST A QUICK NOTE. 
          YOU KNOW, SOME STUDENTS HAVE BEEN COMPLAINING TO ME LATELY ABOUT HOW THE L-A-U-S-D FILTERS ON CHROMEBOOKS AND ON WIFI IS GETTING INCREASINGLY STRINGENT. 
          UH, BUT THE REALITY IS, AND AND THIS IS DIRECTED TOWARDS ALL THE STUDENTS, UH, THIS RESOLUTION WILL ALLOW YOU TO BECOME MORE AWARE AND ACTUALLY IMPROVE QUALITY OF LIFE. 
          YOU KNOW, YOU MIGHT NOT BE ABLE TO PLAY THOSE, THOSE GAMES ON YOUR COMPUTER, BUT YOU'LL, YOU'LL LEARN MORE IN CLASS AND YOU'LL BE MORE ENGAGED AND IT WILL BE BENEFICIAL IN THE END. 
          UH, SO ONCE AGAIN, I WANNA SAY, YOU KNOW, THANK YOU SO MUCH TO BOARD MEMBER MELVOIN FOR INTRODUCING THIS, AND I'M VERY, VERY HAPPY TO BE A CO-SPONSOR. 
          JUST WANTED TO ADD A FEW WORDS HERE, UH, UH, FIRST AND FOREMOST, AND I, AND I'LL ECHO WHAT, WHAT BOARD MEMBER GRIEGO SAID, THANK YOU TO THE PARENTS FOR BRINGING THIS FORWARD. 
          UM, I, I, I THINK IT'S A GOOD RECURSIVE PROCESS TO, YOU KNOW, WE PUT SYSTEMS OUT THERE, WE PUT INITIATIVES OUT THERE, AND THEN FOR PARENTS TO COME BACK TO US STUDENTS STAFF AND SAY, YOU KNOW WHAT? THIS IS MAYBE WHAT YOU INTENDED TO ACCOMPLISH, BUT THIS IS WHAT'S ACTUALLY HAPPENING. 
          SO I APPRECIATE THAT. 
          AND I HAD SOME DIRECT ENGAGEMENT WITH FOLKS ABOUT THREE WEEKS AGO NOW, WHICH I THOUGHT WAS A VERY PRODUCTIVE CONVERSATION. 
          UH, AS PART OF THAT CONVERSATION, I SHARED, THIS IS A LIVED EXPERIENCE FOR ME AS A DISTRICT PARENT. 
          UM, I HAVE  GOTTEN FEEDBACK AT HOME FROM, UH, MY KIDDOS ABOUT THEIR FEELINGS ABOUT, YOU KNOW, WHAT WE'RE DOING AS A DISTRICT. 
          AND SO I THINK WHAT I GO LOOK BACK TO IS THE WORD THAT, UH, MR. MELVIN USED, WHICH IS CALIBRATION, RIGHT? IT, IT'S, IT'S NEVER ABOUT, WE'RE WE'RE NOT GONNA DO ANY OF THIS, OR WE'RE NOT GONNA DO ANY OF THAT. 
          IT'S JUST WHERE IS THAT IN BETWEEN THAT MEETS THE NEEDS OF THE MOMENT THAT ARMS OUR STUDENTS WITH WHAT THEY DO NEED TO KNOW ABOUT TECHNOLOGY, RIGHT? BECAUSE WE'RE NEVER GONNA GOING TO GO INTO A WORLD WHERE THEY'RE NOT GOING TO HAVE TO INTERFACE WITH TECH AT SOME LEVEL OR ANOTHER. 
          BUT HOW, AGAIN, WHERE IS THAT CALIBRATION THAT IS AGE APPROPRIATE, RIGHT? I THINK IT, IT'S VERY SOUND THAT WE'RE PUTTING A LOT OF FOCUS ON OUR EARLIEST LEARNERS. 
          AND I SAY THAT AS A FORMER KINDERGARTEN TEACHER, RIGHT? I DON'T KNOW THAT IT'S NECESSARILY APPROPRIATE WITH SOME POSSIBLE EXCEPTIONS FOR A FOUR, FIVE, 6-YEAR-OLD TO BE INTERFACING WITH TECH ON A REGULAR BASIS. 
          SO I APPRECIATE EVERYONE'S ADVOCACY AND I LOOK FORWARD TO THE WORK THAT WE'RE GONNA DO AROUND THIS. 
          I WANNA REMIND FOLKS THERE IS AN AMENDMENT ON THE TABLE. 
          YEAH. 
          SO THEY, I 
          [05:00:01]
APPRECIATE THE SUPERINTENDENT'S WORDS AS WELL. 
          I KNOW WE HAVE BOARD MEMBER EZ, WHO HAS SOME HELPFUL AMENDMENTS FOR THE RESOLUTION AND BOARD MEMBER HE NEBEL. 
          WE DID ALSO WANT TO, OF COURSE, HEAR PUBLIC SPEAKERS. 
          SO MY SUGGESTION, WELL, I'LL ASK MS. EZ AND, AND MS. HE NEBEL, WOULD YOU LIKE TO SPEAK NOW AND SUBMIT AMENDMENTS OR HEAR FROM PUBLIC SPEAKERS AND THEN, UH, WE CAN TAKE THEM UNDER ADVISOR. 
          IT MIGHT BE HELPFUL FOR THE PUBLIC CONVERSATION FOR, FOR THE COMMUNITY TO BE AWARE OF THE AMENDMENTS THAT WE'RE CONSIDERING, JUST AS FAR AS THEIR, THEIR GREAT COMMENTS GO. 
          IF THAT WORKS FOR CHAIR REVIS. 
          IS THAT OKAY? YEAH, THAT WORKS. 
          OKAY. 
          UM, I'LL HOP IN HERE THEN. 
          UM, THANK YOU SO MUCH TO THE AUTHORS FOR BRINGING THIS FORWARD, AND OF COURSE TO THE ADVOCATES FOR LIFTING THEIR VOICES AND FOR DEMANDING BETTER FOR OUR STUDENTS. 
          THIS IS AN IMPORTANT AND TIMELY RESOLUTION ABOUT HOW WE SUPPORT STUDENT LEARNING AND WELLBEING IN A DIGITAL AGE. 
          HOW WE ENSURE WE PREPARE OUR STUDENTS FOR THE RAPIDLY EVOLVING WORLD THEY WILL GRADUATE INTO. 
          AND HOW WE BALANCE THAT WITH PRESERVING THEIR CHILDHOODS AND THE LEARNING EXPERIENCES THAT ARE UNIQUELY HUMAN AND CONNECTED WITH THEIR PEERS, EDUCATORS, AND THE WORLD AROUND THEM. 
          AS A PARENT OF THREE YOUNG CHILDREN, MYSELF, AGES THREE, FIVE AND SEVEN, ALL LUSD STUDENTS, THIS IS SOMETHING I INTERACT DEEPLY WITH ON A REGULAR BASIS AND THAT I CARE A LOT ABOUT. 
          I KNOW OUR FAMILIES AND EDUCATORS ARE ACTIVELY TRYING TO NAVIGATE THAT BALANCE BETWEEN TECHNOLOGY AS A LEARNING TOOL WHILE AVOIDING EXCESSIVE POORLY STRUCTURED SCREEN TIME THAT HAS REAL CONSEQUENCES FOR OUR CHILDREN. 
          I HOPE THAT WITH THIS NEW POLICY, WE'RE ABLE TO PRIORITIZE THE USES OF TECHNOLOGY THAT HAVE ACTUAL REAL EDUCATIONAL VALUE, LIKE CODING, ROBOTICS, VIDEO PRODUCTION, EDITING, AND INTERVENTION FOR TARGETED STUDENTS WHILE DE-EMPHASIZING WROTE TASKS LIKE READING TEXT ON SCREENS, UNLIMITED VIDEO STREAMING AND OTHER PASSIVE ACTIVITIES. 
          OH, THANK YOU. 
          UM, I SUPPORT THE INTENT OF THIS RESOLUTION, BUT I DO HAVE SOME AMENDMENTS THAT I BELIEVE WILL FURTHER STRENGTHEN THEM. 
          UM, THESE AMENDMENTS, UH, HAVE BEEN CIRCULATED TO THE BOARD MEMBERS. 
          MY AMENDMENTS ARE INTENDED TO, ONE, CLARIFY THAT NOT ALL SCREEN TIME IS THE SAME, AND WE SHOULD PRIORITIZE TECHNOLOGY USE THAT HAS A UNIQUE EDUCATIONAL BENEFIT AND CANNOT BE REPLICATED OFFLINE. 
          MAKE SURE THAT THIS WORK IS GUIDED BY RESEARCH BEST PRACTICES AND INPUT FROM EDUCATORS, STUDENTS, FAMILIES, LABOR PARTNERS AND INDEPENDENT EXPERTS. 
          ENCOURAGE OFFSCREEN HOMEWORK ASSIGNMENTS, REAFFIRM STUDENT DATA, REAFFIRM STUDENT DATA PROTECTIONS, PRIVACY REQUIREMENTS, AND REAL ACCOUNTABILITY TO ENSURE THAT THOSE REQUIREMENTS ARE FOLLOWED. 
          CONTINUE TO DEVELOP, CONTINUE TO DEVELOP GUARDRAILS AROUND ARTIFICIAL INTELLIGENCE BY ESTABLISHING A BOARD COMMITTEE SPECIFICALLY FOCUSED ON AI, WHICH WOULD BRING TOGETHER FAMILIES, EDUCATORS, AND INDEPENDENT EXPERTS TO FOCUS DEEPLY ON THIS SPECIFIC ISSUE. 
          AND FINALLY, HAVE US TAKE A CLOSER LOOK AT IREADY, INCLUDING ITS INSTRUCTIONAL VALUE, ITS IMPACT ON LIMITED INSTRUCTIONAL TIME, COST, VALIDITY, AND RELIABILITY AS AN ASSESSMENT TOOL. 
          AND INCLUDING THE VOICES OF OUR PRACTITIONERS, OUR PARENTS, AND OUR STUDENTS. 
          UM, AS A PARENT MYSELF, I, AS I MENTIONED, I THINK ABOUT THIS BALANCE EVERY SINGLE DAY AND I REALLY APPRECIATE THE BOARD'S, UH, THE BOARD STEPPING INTO THIS SPACE TO ENSURE THAT WE STRIKE THAT BALANCE FOR OUR STUDENTS, UM, AND THAT WE HEAR THE VOICES OF OUR COMMUNITY. 
          SO I BRING FORTH THESE AMENDMENTS, UH, FOR THE BOARD'S CONSIDERATION. 
          YES, THANK YOU, MS. GOMEZ. 
          AND THIS, IF IT'S OKAY WITH MY CO-SPONSORS, WE'LL ACCEPT THEM AS FRIENDLY, MEANING WE DON'T HAVE TO VOTE ON THEM SEPARATELY, WE'LL INCORPORATE THEM INTO THE RESOLUTION. 
          THE ONE, UM, AMENDMENT TO THE AMENDMENT THAT I HAVE AND I CAN PASS THAT IS JUST, THERE WERE TWO RESOLVES. 
          ONE ABOUT UPDATING AND ANNUALLY REVIEWING THE GUIDELINES FOR THE AUTHORIZED USE OF AI. 
          UH, MS. GOMEZ IS RES, UM, AMENDMENTS AROUND A BOARD COMMITTEE WORKING WITH PARENTS AND TEACHERS AND STAKEHOLDERS. 
          SO WE'VE COMBINED THOSE TWO. 
          UM, UH, WE'VE COMBINED THOSE TWO CLAUSES SO THAT, UM, WE HAVE A RESOLVED AROUND CREATING THIS COMMITTEE, WORKING WITH PARENTS TO, UH, PROVIDE INPUT AND THEN REVIEW ANNUALLY OUR USE OF AI. 
          SO WE CAN HAND THOSE OUT AND, AND READ THOSE IF THERE IS, UH, INTEREST, BUT WE'LL ACCEPT THOSE AS FRIENDLY. 
          UM, AND THANK YOU MS. EZ. 
          YES. 
          WELL, THANK YOU. 
          UM, AND OUR AMENDMENTS IS MORE SO ON TIMEFRAME AND UM, WANTED TO JUST OBVIOUSLY START AS A PARENT AS WELL, UM, KNOWING THAT, UH, I ASKED MY CHILDREN ABOUT DEVICES AND THEY DON'T HAVE PHONES, AND I SAID, YOU'RE STILL ALIVE AND YOU'VE SURVIVED. 
          UM, BECAUSE, UH, YOU KNOW, IT'S OFTEN A CONVERSATION THAT COMES UP, YOU KNOW, OFTEN AND THEY'LL ASK EVEN WHEN THE RESOLUTION CAME ABOUT WITH THE PHONE BAN. 
          AND THEY WERE LIKE, SO WHAT ARE YOUR CHILDREN DOING? WELL, THEY DIDN'T HAVE A PHONE, SO, UM, THEY WEREN'T BANNING A PHONE BECAUSE THEY DIDN'T HAVE ONE. 
          BUT I THINK, YOU KNOW, AS MUCH AS WE TALK ABOUT THE DEBATE ABOUT TECHNOLOGY, I MEAN, THE QUESTION OBVIOUSLY IS ALIGNING OUR EDUCATIONAL TOOLS WITH HOW HUMAN LEARNING ACTUALLY WORKS. 
          AND EVIDENCE IN INDICATES THAT IN DISCRIMINATION, DIGITAL EXPANSION HAS WEAKENED THE LEARNING ENVIRONMENTS NEGATIVELY AFFECTING OUR 
          [05:05:01]
STUDENTS' SOCIAL AND EMOTIONAL WELLBEING, AND EXPOSING OUR STUDENTS TO INAPPROPRIATE AND FREQUENTLY FICTITIOUS INFORMATION. 
          AND SO THIS DISTRICT'S POLICY CAN RESTORE THE BALANCE IN CREATING EVIDENCE-BASED GUIDELINES THAT PROTECT CHILDREN'S DEVELOPMENTAL NEEDS AND ENSURING THAT INNOVATIVE SERVES LEARNING RATHER THAN ATTENTION CAPTURE. 
          THANK YOU. 
          UM, SO THIS POLICY WILL CONSIDER THESE STRATEGIES THAT ESTABLISHING CLEAR GUIDELINES FOR DEVICE USAGE DURING CLASS, ENCOURAGE THE USE OF EDUCATIONAL APPS AND, UH, RE RESOURCES TO ENHANCE OUR LEARNING AND PROVIDE TRAINING FOR OUR TEACHERS AND INTEGRATING TECHNOLOGY INTO THEIR LESSONS. 
          UH, ENSURING THAT RELIABLE WIFI ACCESS THROUGHOUT THE SCHOOL FOR ALL OF OUR DEVICES AND PROMOTE DIGITAL CITIZENSHIP AND RESPONSIBLE ONLINE BEHAVIOR AMONG OUR STUDENTS REGULARLY ASSESSED IN THE IMPACT OF DEVICES, OF STUDENTS ENGAGEMENT AND LEARNING OUTCOMES. 
          AND AS YOU KNOW, OUR RESPONSIBILITY TO OUR STUDENTS IS TO MAXIMIZE THE CON COGNITIVE CAPACITY AND THE LONG-TERM FLOURISHING OF THE NEXT GENERATION. 
          AND SO FOR ME, I WANNA MAKE SURE AS WE GO INTO CREATING THIS POLICY THAT WE DEVELOP TIME. 
          AND I KNOW I WANTED TO, TO PUBLICLY ASK, I KNOW SOME WORK, AS YOU MENTIONED EARLIER, HAS ALREADY BEEN PUT INTO THIS. 
          AND I DON'T WANT US TO, TO RUSH THIS BECAUSE THIS MEANS COMING BACK IN JUNE, IT'S A COUPLE OF WEEKS TO BE ABLE TO DO THIS. 
          AND I DON'T WANT US TO RUSH AND DO ANYTHING IN A COUPLE OF WEEKS WHERE WE TURN AROUND AND SAY, UH, OH, WE DID SOMETHING TOO FAST AND WE'RE HAVING TO IMPLEMENT IT. 
          AND SO WANTING TO MAKE SURE THAT, BECAUSE THIS WILL COME BEFORE THE BOARD IN JUNE, THAT OUR REPORTS ARE ALREADY IN DEVELOPMENT AND APPROVED FOR THIS TO BE ADOPTED IN JUNE AND WOULD HAVE TO BE WRITTEN, LIKE I SAID IN A COUPLE OF WEEKS AND WANTING TO KNOW IS THAT FEASIBLE AND TO MAKING SURE THAT THAT IS GOOD POLICY MAKING. 
          AND SO THAT WOULD BE MY CONCERN, WHETHER IT COULD COME BACK FOR THE POLICY TO BE MADE IN AUGUST. 
          SO NOT KNOWING IF THAT IS POSSIBLE, YOU CAN ANSWER THAT. 
          YEAH. 
          THANK YOU MS. HENRY NUBA. 
          AND I'LL SAY TOO, 'CAUSE I KNOW PARENT ADVOCATES HAVE BEEN WORKING WITH BOARD OFFICES, JUST SO FOLKS ARE AWARE, PER THE BROWN ACT, ONE BOARD MEMBER IS ONLY ABLE TO ENGAGE WITH TWO OF OUR COLLEAGUES IN PUTTING POLICIES TOGETHER BEFORE A PUBLIC BOARD MEETING. 
          SO THAT'S WHY WE HAVE HELPFUL AMENDMENTS FROM MS. EZ. 
          AND QUESTIONS FROM MS. HE NEW BILL THAT WE'RE DISCUSSING NOW IN PUBLIC IN THIS MEETING AS OPPOSED TO AHEAD OF TIME, UM, JUST FOR FOLKS WHO ARE CONFUSED ABOUT THE PROCESS, UM, YES TO MS. HEDY NEW BILL'S QUESTION. 
          WE WERE WORKING AND LIKE I MENTIONED, COLLABORATIVELY WITH THE ADMINISTRATION, UM, ON THIS ITERATIVE PROCESS. 
          AND IN MANY CASES WE WERE PUSHING AGAINST AN OPEN DOOR WHEN IT CAME TO ACTING SUPERINTENDENT CH AND, UH, DEPUTY SUPERINTENDENT ESTRADA. 
          SO I'LL LET MAYBE DR. ESTRADA TALK ABOUT THE TIMELINE OF THE WORK THAT'S ALREADY, UH, UH, HAS BEEN UNDERTAKEN. 
          YES. 
          RIGHT. 
          SO THIS HAS BEEN AN ONGOING PROCESS. 
          IT'S BEEN ONE IN WHICH AS WE'VE LOOKED AT DATA USAGE, LOOKED AT NEW RESEARCH, A LOT MORE HAS BEEN COMING OUT ABOUT GUIDANCE AND DIRECTION. 
          OUR TEAM HAS BEEN TALKING TO RESEARCHERS, UH, YOU KNOW, DIFFERENT ASSOCIATIONS, FOCUS ON THIS, BEEN ENGAGED WITH, UM, MANY OF OUR STAKEHOLDERS AND HAVE BEGUN TO DRAFT THE POLICY BASED ON THE INFORMATION PROVIDED. 
          UM, I DO THINK IT'S, UH, IF WE CAME TO THE COW TO DO THE INITIAL SHARING OF WHAT WE'RE FINDING, GET SOME MORE GUIDANCE, AND THEN BEING ABLE TO POLISH UP A POLICY THAT THEN WE COULD ENGAGE FURTHER THROUGH THE SUMMER. 
          I THINK THERE'S A REAL OPPORTUNITY THERE. 
          SO IF FOLKS ARE OPEN TO SAYING LIKE, WE'LL HAVE A DRAFT READY BY JUNE, BUT KNOWING THAT WE'RE STILL GONNA NEED TO ENGAGE MORE FOLKS TO UNDERSTAND, ESPECIALLY THE, UM, BY GRADE LEVEL MINUTES. 
          AND THEN OF COURSE ANY ADDITIONAL TOOLS AND GUIDANCE THAT WE'RE FINDING. 
          ALSO, IF WE'RE GOING TO BE ASSESSING SOME OF OUR DIGITAL TOOLS, WE WANNA MAKE SURE THAT WE SEE SOME OF THE RESULTS, THE END OF YEAR RESULTS. 
          SO THEN SEE YEAR OVER YEAR WHAT WE'VE SEEN AS FAR AS HAS IT IMPACTED WHAT WE THOUGHT IT WOULD IMPACT OR NOT. 
          UH, AND THAT OBVIOUSLY WOULD NOT BE PRETTY MUCH READY UNTIL AFTER JUNE. 
          SO I WOULD APPRECIATE A LITTLE MORE FLEXIBILITY ON THE FINALIZATION OF IT VERSUS COMING TO YOU WITH SOME GOOD DRAFTS BECAUSE I DO THINK WE HAVE GOOD INFORMATION ALREADY, BUT WE, WE WOULD OBVIOUSLY WANNA SMOOTH THAT OUT MORE, ESPECIALLY WITH THE NEW AMENDMENTS THAT HAVE COME FORWARD. 
          I'M JUST GONNA POP IN AS, UH, DR. ESTRADA, YOU MAY HAVE HEARD HER SAY THE WORD COW. 
          THAT MEANS COMMITTEE OF THE WHOLE, THE BOARD HOLDS COMMITTEES OF THE WHOLE, WHICH CONSTITUTE THE ENTIRE BOARD, BUT AT WHICH NO ACTION TAKES PLACE, IT'S AN OPPORTUNITY FOR THEM TO FREELY DISCUSS THINGS THAT END UP ON THAT AGENDA. 
          SO SHE WOULD, WHAT DR. ESTRADA IS SUGGESTING IS THAT THE TOPIC CONTINUES TO BE BROUGHT UP IN THE, IN THE COW OR THE COMMITTEE OF THE WHOLE. 
          YEAH, I'LL, I'LL TURN IT BACK OVER TO MS. . 
          MY, MY SUGGESTION OR PREFERENCE WOULD BE TO KEEP THE TIMELINE AS IT IS, UM, UNDERSTANDING IF THERE'S AN AMENDMENT TO MOVE IT, WE CAN DISCUSS KNOWING THAT, UM, IT WILL BE  PROCESS. 
          SOME OF THE AMENDMENTS LIKE MS. GOMEZ'S SUGGESTION, AND WE'LL MAKE SURE THESE ARE PASSED OUT TOO AROUND THE AD HOC BOARD COMMITTEE WHO'LL BE MEETING THROUGHOUT THE SUMMER. 
          BUT I THINK SOME OF THESE, THE THINGS THAT WE'VE BEEN MORE PRESCRIPTIVE ABOUT, LIKE NO DEVICES UNDER SECOND GRADE, UH, REALLY DO NEED TO BE IMPLEMENTED BY THE FALL AND THE SCHOOL YEAR, WHICH STARTS 
          [05:10:01]
IN AUGUST. 
          SO I'VE APPRECIATED, LIKE I SAID, KIND OF THIS ITERATIVE PROCESS AND THE COLLABORATION WITH THE SUPS TEAM. 
          SO MY, MY SUGGESTION WOULD BE TO KEEP IT AS IS KNOWING THAT THERE'LL BE SOME OF THESE PIECES LIKE AROUND AI THAT WILL TAKE LONGER TO MAKE, WE'RE SURE WE'RE REALLY ENGAGING PARENTS, UH, ON THEIR FEEDBACK. 
          UM, SO THAT WOULD BE MY SUGGESTION, KNOWING THAT THE BOARD MAY HAVE, UM, OTHER IDEAS AND, AND DEFINITELY APPRECIATE THAT I JUST, OH, I, LIKE I SAID, I JUST WANT US TO BE CAUTIOUS IN HOW WE HANDLE THIS, ONLY BECAUSE WE'VE DONE THINGS BEFORE WHERE I THINK WE'VE GONE A LITTLE TOO FAST AND THEN WE ONLY TO REGRET IT. 
          SO MAKING SURE THAT IF THE TEAM IS PREPARED TO BE ABLE TO PRODUCE WHAT WE'RE ASKING FOR IN THIS RESOLUTION, THAT WE'RE ABLE TO DO THAT PRODUCTION. 
          AND SO THEN ALSO MAKING SURE THAT, THAT THE GROUP IN WHICH WE'RE SURVEYING AND MAKING SURE THAT OUR PARENTS, AND I APPRECIATE ALL THE PARENTS THAT ARE HERE TODAY. 
          UM, I WOULD LOVE TO HAVE A GROUP WITHIN MY BOARD DISTRICT ALSO HAVE OPPORTUNITY TO CHIME IN ON THIS BECAUSE IT IS VERY IMPORTANT INFORMATION. 
          EVERYBODY'S HOME IS NOT THE SAME. 
          AND I KNOW THAT EDUCATION AS WE SIT HERE AS A BOARD OF EDUCATION IS CRITICAL WHEN IT COMES TO THIS INFORMATION. 
          AND WHEN WE TALK ABOUT OPT OUT, OPT IN, BEING ABLE TO EDUCATE OUR FAMILIES SO THEY ACTUALLY KNOW WHAT WE'RE TALKING ABOUT BECAUSE THAT IS CRITICAL TO WHEN WE IMPLEMENT THAT ALL OF OUR FAMILIES ARE CLEAR AND THEY UNDERSTAND BECAUSE OFTEN, AND I WORKED IN, IN THE INNER CITY, IN THE URBAN SCHOOLS WHERE STUDENTS AND FAMILIES DID NOT UNDERSTAND THAT. 
          AND I DON'T WANT TO JUST SLIDE IT AND GLOSS OVER IT, THAT WE DON'T TAKE INTO CONSIDERATION ALL OF OUR FAMILIES TO BE ABLE TO HAVE A GOOD GRASP OF WHAT WE ARE PRESENTING AND PROVIDING FOR OUR STUDENTS. 
          AND I UNDERSTAND TRUST AND BELIEVE, WHEN I SPOKE WITH MY CHILDREN, THEY UNDERSTAND, AND WE'VE TALKED ABOUT THE TWO HOUR LIMIT, WE'VE TALKED ABOUT THAT. 
          'CAUSE THAT'S WHAT I DO AS A PARENT, BUT HOW MANY OF OUR PARENTS UNDERSTAND THAT AND HOW, HOW ARE WE GOING TO MAKE SURE THAT OUR PARENTS GET THAT INFORMATION AS WELL AS OUR EDUCATORS TO BE ABLE TO GIVE THAT TO THEM AND HAVE THAT DEVELOPMENT, THAT PROFESSIONAL DEVELOPMENT THEY NEED TO BE ABLE TO MAKE THIS TRANSITION. 
          YEAH, I, I DEFINITELY APPRECIATE THAT AND I THINK THE, THE STAKEHOLDER ENGAGEMENT, LIKE WE'VE SEEN WITH THE CELL PHONE POLICY IS GONNA BE ITERATIVE AND ONGOING. 
          I THINK SOME OF IT, AND AGAIN, I KNOW NOT EVERYONE HAS A COPY OF MS. GO'S AMENDMENTS, BUT THE, THE COMMITTEE THAT WILL BE CONVENED, THE AD HOC BOARD COMMITTEE THAT'S LOOKING AT AI SPECIFICALLY, THOSE RECOMMENDATIONS WOULD BE DUE BY THE END OF THE, THE FOLLOWING SCHOOL YEAR, KNOWING THAT THAT'S GONNA BE A PROCESS WHERE WE NEED A LOT OF ENGAGEMENT. 
          I, I DO STAND BY THE TIMELINE IN TERMS OF WHAT WE NEED FOR THIS FALL, KNOWING THAT IF IT'S PRESENTED AND APPROVED IN THE SUMMER, HE GIVES SCHOOLS THE OPPORTUNITY TO IMPLEMENT. 
          UM, I I, I WELCOME A MOTION IF THERE IS ONE, BUT I, I DO BELIEVE, AGAIN, WITH THE GOOD FAITH THAT WE'VE BEEN WORKING WITH THE DISTRICT ADMINISTRATION ON THIS, THAT WE CAN GET STUFF DONE IN A WAY THAT MEANINGFULLY CHANGES ENGAGEMENT, UH, PARTICULARLY FOR OUR YOUNGER STUDENTS BY, BY THE FALL. 
          UM, SO THAT, THAT, SO I, I WILL KEEP THIS AS IS, BUT WE'LL SEE WHERE THE BOARD IS. 
          OKAY, THANK YOU. 
          UM, I WILL GO AHEAD AND MAKE MY COMMENTS IF THAT'S OKAY. 
          I DON'T KNOW. 
          OH, SCOTT'S NOT HERE, SO THAT'S RIGHT. 
          HE ACCUSED HIMSELF. 
          OKAY, SO I'M THE LAST ONE, I GUESS. 
          UM, SO, WELL, FIRST OF ALL, I WANNA PREFACE BY SAYING THAT, UM, AS A MOM AS WELL OF A HIGH SCHOOL STUDENT AND HEARING ALL THE PARENTS THAT CAME FORTH FROM SCHOOLS BEYOND SCREENS, UM, I DID FIND MYSELF VERY MUCH, UM, RECOGNIZING YOUR FRUSTRATION AND WHAT YOU WANTED TO ADDRESS BECAUSE I MYSELF, I ALSO DID NOT ALLOW MY SON WHEN HE WAS VERY YOUNG TO EVEN HAVE AN IPAD OR A PHONE OR NOW HE DIDN'T EVEN PLAY VIDEO GAMES 'CAUSE I JUST WAS JUST, YOU KNOW, NOT THAT I WAS A BAD MOM, I JUST WAS VERY COGNIZANT OF THE IMPACT OF ALL OF THAT TECHNOLOGY AT SUCH A YOUNG AGE. 
          UM, AND, UM, I THINK NOW HE, THE OTHER DAY HE SAID, THANK YOU MOM, I APPRECIATE THAT. 
          AND BECAUSE WE HAVE THESE CONVERSATIONS AND, UM, AND HE, YOU KNOW, HE, INSTEAD OF BEING ON HIS PHONE, HE'D RATHER PICK A BOOK. 
          AND FOR ME THAT IS, UM, SO I RECOGNIZE MYSELF A LOT IN ALL OF YOU AND I THANK YOU FOR, FOR JUST, YOU KNOW, SPEAKING UP BECAUSE YOU BROUGHT UP A LOT OF CONVERSATIONS THAT NOT ONLY OUR DISTRICT LEADERSHIP WAS HAVING, BUT OUR OWN STAFF AS WELL AND MY OWN STAFF. 
          YOU KNOW, WHEN WE HAD THESE CONVERSATIONS AND LISTENING TO YOU ALL, WE ALL KNEW THAT THERE WAS AN URGENCY THAT NEEDED TO, TO BE TAKEN AND I THANK, UH, BOARD MEMBER VO AND HIS STAFF TO PUTTING, TO BEING, YOU KNOW, PUTTING THIS FORWARD, UM, BECAUSE IT'S SOMETHING THAT WAS DEF DEFINITELY WAS, UM, CONCERNING ME AND IMPACTING ME, PARTICULARLY AROUND I-READY. 
          AND I WANNA THANK BOARD MEMBER EZ FOR BRINGING THOSE AMENDMENTS BECAUSE IN TERMS OF I-READY, I HAVE YET TO HEAR A POSITIVE COMMENT FROM, UH, THE IMPACT OF I-READY WHEN I GO TO MY SCHOOLS, I ASK QUESTIONS, UM, SO PARENTS, 
          [05:15:01]
TEACHERS, STUDENTS, MY OWN SON, IT'S, IT'S JUST NOT, UM, THEY DON'T UNDERSTAND WHY THEY NEED TO DO I-READY AND THEY ROLL THEIR EYES EVERY TIME THEY HAVE TO DO IT, AND IT JUST SEEMS LIKE IT'S JUST, UM, I-READY HAS JUST TAKEN OVER OUR CLASSROOM AND IT'S TAKEN OVER OUR TEACHING AND LEARNING. 
          SO THAT WAS DEFINITELY A, A, A BIG CONCERN OF MINE. 
          SO I'M, I'M GRATEFUL FOR THOSE AMENDMENTS AND, AND THE WORK THAT IS GONNA COME AFTER AND THE RECOMMENDATIONS TO SET THIS RIGHT. 
          SO WITH THAT SAID, UM, I ALSO WANNA BE CLEAR ABOUT THIS RESOLUTION, WHAT IT IS AND WHAT IT IS NOT. 
          UM, THIS IS NOT AN ANTI-TECHNOLOGY PROPOSAL RESOLUTION. 
          IT'S A PRO LEARNING, PRO CHILD DEVELOPMENT AND PRO RESPONSIBLE USE OF TECHNOLOGY POLICY GROUNDED IN WHAT REACH RESEARCH IS NOW TELLING US WITH INCREASING URGENCY. 
          UM, WE KNOW THAT TECHNOLOGY WHEN USED WELL CAN ENHANCE LEARNING THROUGH FEEDBACK, CREATIVITY, AND ACCESS. 
          BUT WE ALSO KNOW THAT MORE SCREEN TIME DOES NOT EQUAL BETTER OUTCOMES. 
          WHEN SCREEN USE IS EXCESSIVE, UNSTRUCTURED, OR PASSIVE, IT CAN UNDERMINE ATTENTION, WEAKEN COGNITION, AND NEGATIVELY IMPACT ACADEMIC PERFORMANCE. 
          AND THIS IS JUST NOT ABOUT ACADEMICS, IT'S ABOUT BRAIN DEVELOPMENT STANDPOINT. 
          OUR STUDENTS, ESPECIALLY THE YOUNGEST LEARNERS, ARE STILL DEVELOPING THE SYSTEMS RESPONSIBLE FOR FOCUS, EMOTIONAL REGULATION AND DECISION MAKING. 
          CONSTANT DIGITAL STIMULATION FRAGMENTS ATTENTION AND COMPETES WITH DEEP SUSTAINED THINKING THAT REAL LEARNING REQUIRES FROM A, FROM A MENTAL HEALTH PERSPECTIVE, HIGHER LEVELS OF SCREEN EXPOSURE ARE ASSOCIATED WITH INCREASED ANXIETY, DEPRESSIVE SYMPTOMS AND LOWER SELF-ESTEEM, PARTICULARLY AMONG ADOLESCENTS NAVIGATING IDENTITY AND SOCIAL PRESSURES. 
          SO THE QUESTION BEFORE US IS NOT WHETHER TECHNOLOGY BELONGS IN OUR CLASSROOMS. IT DOES. 
          THE QUESTION IS ARE WE USING IT WITH INTENTION OR ARE WE ALLOWING IT TO USE OUR STUDENTS? AS, AS A DISTRICT, WE'VE MADE SIGNIFICANT INVESTMENTS IN TECHNOLOGY, BUT WE HAVE NOT ALWAYS HAD FULLY VISIBILITY INTO HOW THESE TOOLS ARE BEING USED AND HOW MUCH THEY'RE COSTING AND HOW THEY'RE IMPACTING STUDENTS DAY TO DAY. 
          THIS IS, THAT IS WHY ONE OF THE MOST IMPORTANT COMPONENTS OF THIS RESOLUTION IS A REQUIREMENT TO PROVIDE A COMPREHENSIVE ITEMIZED REPORT OF CONTRACTS RELATED TO CLASSROOM TECHNOLOGY, INCLUDING DEVICES, SOFTWARE, AND DIGITAL TOOLS. 
          THIS, THIS ALIGNS DIRECTLY WITH THE BOARDS RECENT ACTION TO STRENGTHEN TRANSPARENCY AND ACCOUNTABILITY AND PROCUREMENT THROUGH A RESOLUTION THAT I INTRODUCED ON LEVERAGING DISTRICT PURCHASING POWER APPROVED UNANIMOUSLY LAST MONTH BY THIS BOARD. 
          AND WE SAID BEFORE, PUBLIC DOLLARS SHOULD REFLECT PUBLIC VALUES AND THAT INCLUDES ENSURING THAT THE TOOLS WE INVEST IN ARE EFFECTIVE, SAFE, APPROPRIATE, AND ALIGNED WITH STUDENT WELLBEING. 
          I ALSO APPRECIATE THE FOCUS ON REVIEWING STATED DATA PROTECTIONS, TRACKING SCREEN TIME USAGE, AND GIVING FAMILIES MORE MEANINGFUL CONSENT OPTIONS. 
          THESE ARE CRITICAL STEPS IN MAKING SURE WE ARE NOT JUST EXPANDING ACCESS, BUT ALSO EXERCISING RESPONSIBLE OVERSIGHT. 
          ULTIMATELY, THIS RESOLUTION PRIORITIZES QUALITY OVER QUANTITY. 
          IT ALIGNS TO TECHNOL TECHNOLOGY WITH CHILD DEVELOPMENT AND EMPOWERS EDUCATORS WITH CLEAR GUIDANCE AND PROTECTS STUDENTS WHILE STILL PREPARING THEM FOR A DIGITAL FUTURE. 
          WE LED ON ACCESS AND NOW WE MUST LEAD ON BALANCE. 
          THANK YOU. 
          SO SORRY. 
          SO THANK YOU. 
          UH, SO BECAUSE OUR RE SORRY I WASN'T THAT BECAUSE OUR RESPONSIBILITY IS NOT JUST TO PREPARE STUDENTS FOR THE FUTURE, BUT TO ENSURE THAT IN DOING SO, WE DO NOT COMPROMISE OUR ABILITY TO THINK DEEPLY, FEEL CONFIDENTLY AND THRIVE FULLY. 
          I WANNA LEAVE WITH THIS AND WE BELIEVE TECHNOLOGY SHOULD IMPROVE LEARNING, THEN WE ALSO HAVE A RESPONSIBILITY TO ENSURE IT DOES NOT DO ANY HARM. 
          THIS RESOLUTION DOES EXACTLY THAT. 
          IT ALIGNS OUR CLASSROOMS WITH WHAT RESEARCH, NEUROSCIENCE, AND OUR OWN LIVED EXPERIENCE ARE TELLING US. 
          INTENTION MATTERS, BALANCE MATTERS, AND OUR STUDENTS' MINDS AND WELLBEING MUST COME FIRST. 
          SO PLEASE ADD ME AS A CO-SPONSOR AGAIN AND I'M GLAD TO SUPPORT. 
          YES, WE'LL GLADLY ACCEPT YOUR CO-SPONSORSHIP. 
          UM, AND MAYBE WITH THAT DR. 
          VIS OR MR. MCLEAN, WE CAN HEAR FROM THE PUBLIC AND THEN HAVE BOARD DISCUSSION AND TAKE THE VOTE. 
          DID WE WANNA SORT OUT THE AMENDMENTS VERY QUICKLY SO WE HAVE YOUR, YOUR FOURTH VERSION? UM, YES. 
          SO, UH, MS. EZ AMENDMENTS, I, UM, MY AMENDMENT TO THAT AMENDMENT IS ONLY CONSOLIDATING THE, I GUESS IS IT'S 
          [05:20:02]
THIRD AND FOURTH FROM THE BOTTOM RESOLVED TO JUST KIND OF BRING COHESION TO THE AI PIECE. 
          OTHER, AND IF, IF MS. EZ ACCEPTS THAT AS FRIENDLY BACK, I GUESS WE'LL JUST, THIS WILL BE THE FINAL VERSION. 
          YES, THAT'S FINE. 
          GREAT. 
          YOU CAN ADD ME AS A CO-SPONSOR AS WELL. 
          THANK YOU. 
          GLADLY. 
          OUTSTANDING. 
          ALL RIGHT, SO WE'LL TAKE PUBLIC COMMENT. 
          ALL RIGHT, ANYA MEEN, ARE YOU HERE? ANYA MEEN, COME ON UP. 
          YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN AFTER MS. MEEN IS KATIE PACE AND THEN MICHAEL BOGGIO. 
          YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          THE DEPUTY DIRECTOR OF SCHOOLS BEYOND SCREENS A COALITION OF OVER 2000 PARENTS AND EDUCATORS ACROSS MORE THAN A HUNDRED L-A-U-S-D SCHOOLS. 
          WE ARE SO HEARTENED TO HEAR ALL OF YOUR COMMENTS TODAY AND WE ARE SO EXCITED TO HOPEFULLY SEE A UNANIMOUS VOTE IN FAVOR OF THE USING TECHNOLOGY WITH INTENTION RESOLUTION FOR OVER A YEAR. 
          OUR MEMBERS HAVE BEEN ADVOCATING FOR A SAFE AND SCIENCE BACKED APPROACH TO CLASSROOM TECHNOLOGY AND L-A-U-S-D, AN APPROACH THAT DOESN'T MAKE KIDS SPEND NEEDLESS HOURS OF SCHOOL TIME ON DEVICES THAT HARM THEIR PHYSICAL, COGNITIVE AND EMOTIONAL HEALTH. 
          AN APPROACH THAT SAYS ENOUGH TO BIG TECH ENCROACHING INTO OUR PUBLIC SCHOOLS USING OUR DISTRICT MONEY FOR PROFIT AND USING OUR CHILDREN AS GUINEA PIGS WHILE SELLING THEIR DATA TO THIRD PARTIES. 
          IF THIS RESOLUTION PASSES, IT WILL SIGNAL A NEW ERA OF RESPONSIBLE TECH USE IN SCHOOLS THAT WILL RESONATE NATIONALLY. 
          IT WILL MARK THE BEGINNING OF A RECALIBRATION, NOT ONLY AT L-A-U-S-D BUT AT SCHOOL DISTRICTS AROUND THE COUNTRY. 
          INTERNATIONAL EXPERTS ON EDUCATION AND CHILD DEVELOPMENT ARE CALLING FOR THE PASSAGE OF THIS HISTORIC RESOLUTION, INCLUDING JONATHAN HAIGHT, AUTHOR OF THE ANXIOUS GENERATION, WHO SAID, IF A PRODUCT CANNOT DEMONSTRATE THAT IT IMPROVES LEARNING WITHOUT HARMING ATTENTION, PRIVACY, OR WELLBEING, IT DOES NOT BELONG IN CLASSROOMS AND LAD'S, NEW RESOLUTION ON TECHNOLOGY IN SCHOOLS WOULD SET A LONG OVERDUE EXPECTATION THAT CHILDREN'S BRAINS ARE NOT TESTING GROUNDS FOR UNPROVEN TECHNOLOGIES. 
          SCHOOLS BEYOND SCREENS WOULD LIKE TO THANK BOARD MEMBERS, MELVOIN, GRIEGO, ORTIZ, FRANKLIN AND YANG AND RIVAS FOR CO-SPONSORING THIS RESOLUTION AND WORKING WITH US TO STRENGTHEN ITS LANGUAGE. 
          WE ALSO WANNA THANK BOARD MEMBER EZ FOR HER IMPORTANT AMENDMENTS AND BOARD MEMBER HE NEW BILL FOR HER IMPORTANT COMMENTS. 
          AND FINALLY, WE WANNA THANK SUPERINTENDENT SHA FOR ENGAGING WITH US SO PRODUCTIVELY AS WE ALL LOOK AHEAD TO THE DRAFTING AND IMPLEMENTATION OF A COMPREHENSIVE NEW TECH POLICY FOR L-A-U-S-D TODAY. 
          WE ARE HOPEFUL THAT OUR KIDS MAY YET HAVE THE KIND OF PUBLIC EDUCATION THEY DESERVE. 
          THANK YOU SO, SO MUCH. 
          THANK YOU FOR YOUR TIME. 
          KATIE PACE, KATIE PACE? ARE YOU HERE? ALL RIGHT, HERE COMES MS. PACE AND THEN MICHAEL B AND THEN FOLLOWING MICHAEL B IS UH, GENEVIEVE CHOW. 
          GOOD AFTERNOON. 
          MY NAME IS KATIE PACE AND I'M THE PARENT OF THREE L-A-U-S-D STUDENTS. 
          I'M NOT HERE TODAY TO TALK ABOUT THE STATS ASSOCIATED WITH EXCESSIVE SCREEN USE AND THE NEGATIVE IMPACT IT HAS ON CHILDREN'S BRAINS AT THIS POINT, YOU ALREADY KNOW THAT TODAY I JUST WANT TO REMIND YOU OF WHAT OUR STUDENTS ARE MISSING. 
          LAST YEAR I NOTICED THAT MY 6-YEAR-OLD WAS MISSING A TEACHER READING A BOOK TO HER BECAUSE EVERY DAY HER TEACHER PUT ON A YOUTUBE VIDEO TO READ TO THEM. 
          INSTEAD, I NOTICED THAT MY YOUNGER TWO STUDENTS WERE MISSING THE CHANCE TO CHEER ON THEIR CLASSMATES AT A TALENT SHOW REHEARSAL BECAUSE WHEN I PICKED THEM UP, EVERY KID IN THE AUDITORIUM WAS STARING AT A CHROMEBOOK. 
          I NOTICED THAT THEY DON'T KNOW WHAT HEADS UP SEVEN UP IS BECAUSE ON RAINY DAYS THEY JUST WATCH CARTOONS DURING PE AND EVERY MORNING MY TEENAGER MISSES THE CHANCE TO MEET FRIENDS AND HORSE AROUND ON A SCHOOL BUS LIKE I USED TO BECAUSE EVERYONE IS WATCHING YOUTUBE ON THEIR SCHOOL ISSUED DEVICES. 
          WHEN WE GIVE THEM THESE DEVICES, WE ARE ROBBING THEM OF LIFE EXPERIENCES. 
          WE ARE TAKING AWAY NOT JUST POTENTIAL MEMORIES BUT ACADEMIC AND SOCIAL LEARNING OPPORTUNITIES THAT CAN BENEFIT THEM FOR THEIR ENTIRE LIVES. 
          AND WHEN WE GIVE TEENS A SCREEN, ONE THAT PROVIDES THEM WITH A NEVER ENDING LOOP OF QUICK DOPAMINE HITS, THEY QUIT GOING AFTER THE REAL LIFE ONES. 
          I WANT OUR TEENAGERS TO GET THAT NATURAL HIGH FROM SUCCESSFULLY PASSING NOTES IN CLASS FROM FINISHING A GROUP PROJECT THAT WAS MADE WITH THEIR HANDS FROM PLAYING IN A BAND OR FROM EATING LUNCH IN THE SUN WITH FRIENDS. 
          I WANT THEIR SCHOOL BUS RIDES TO BE LOUD AGAIN AND THEIR CLASSROOMS TO HAVE HANDWRITTEN ESSAYS AND POETRY STAPLED TO THE WALLS. 
          I WANT THEIR TIME WITH THE COMPUTER TO INCLUDE LEARNING WHERE HOME ROW IS AND THEIR ALGEBRA TO HAVE HALF ERASE PENCIL MARKS ALL OVER A A PAPER INSTEAD OF A SCREEN THAT THEY DRAW ON. 
          I WANT THEM TO LEARN FROM LOSING THEIR HOMEWORK BECAUSE THERE IS ACTUALLY A PIECE OF PAPER TO LOSE TODAY. 
          AS YOU CONSIDER PASSING THIS GROUNDBREAKING RESOLUTION, I'M BEGGING YOU NOT TO LET THESE SECONDARY STUDENTS SLIP THROUGH THESE CRACKS. 
          THEY TOO NEED QUANTIFIABLE SCREEN TIME, MINUTE RESTRICTIONS, REGULATIONS THAT KEEP THEM WORKING ON PAPER AND REALISTIC TECH OPT-OUT PLANS FOR THEIR AGE GROUP. 
          I SINCERELY THANK YOU FOR HEARING OUR VOICES. 
          I IMPLORE YOU TO VOTE YESTERDAY AND I ASK YOU TO KEEP PUSHING TO GIVE EVERY STUDENT THE EXPERIENCES THEY DESERVE. 
          I HOPE TODAY L-A-U-S-D BECOMES THE DISTRICT THAT LETS GO OF GIVING KIDS SCREENS AND INSTEAD GIVES 
          [05:25:01]
THEM BACK EVERYTHING THAT THEY'VE BEEN MISSING. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          MICHAEL B, COME ON UP. 
          MICHAEL B AND THEN AFTER MICHAEL IS GENEVEVE CHOW AND THEN ELIZABETH WASSERMAN. 
          SO PLEASE BE READY. 
          THE TIME IS YOURS SIR. 
          THANK YOU. 
          MY NAME IS MIKE BOGGIO. 
          DEAR BOARD, YOU'VE GOT A LOT ON YOUR PLATE, CAMPUS SAFETY, IMMIGRATION AND BUDGET DISPUTES, BUT PLEASE THANK YOU FOR NOT LOSING SIGHT OF THE MOST INSIDIOUS THREAT TO THE MENTAL SAFETY AND SECURITY OF OUR CHILDREN. 
          SENSORY ISOLATION, WHICH IS SCREEN TIME CREATING HUMAN DISCONNECT, SHUTS ITS SHUTS DOWN. 
          OUR CHILD'S SOCIAL LEARNING, CUTS OFF PHYSICAL AWARENESS AND DEPRIVES THEM OF THE BEST LEARNING TOOL OF ALL CREATIVE PLAY. 
          SUPERINTENDENT CARVALLO WAS QUOTED SAYING SCHOOLS ARE NOT THE REASON FOR DIGITAL SCHOOL TOOL ADDICTION IN AMERICA, NOT EVEN CLOSE. 
          PARENTAL RESPONSIBILITY IS VERY MUCH A PART OF THIS EQUATION, PERIOD. 
          HE SAID, AS A PARENT OF A KINDERGARTNER WITH NO SCREEN TIME AT HOME, I'M OUTRAGED THAT OUR CHILD GETS ALL THEIR SCREEN TIME AT SCHOOL. 
          HOW CAN PARENTS PROTECT CHILDREN FROM UNDER-REGULATED INTERNET ACCESSIBLE SCREENS WHEN IT'S FORCED ON THEM 180 DAYS PER YEAR? NOT TO MENTION HAVING THEIR DATA COLLECTED AND VULNERABLE TO NEW AI HACKING TOOLS. 
          I-READY IS CURRENTLY BEING SUED FOR THIS. 
          ALSO, PARENTS REFUSE TO SIGN THE GOOGLE PARENTAL CONSENT FORM YET GOOGLE PRODUCTS ARE SHOWN TO OUR CHILDREN EVERY DAY WITHOUT CONSENT, BUT THE WORST OF WHICH IS YOUTUBE WITH ADS AND SELF-PROMOTING MATERIAL, PLEASE BAN YOUTUBE FROM SCHOOLS. 
          THIS IS SAD, IT IS SINISTER AND IF YOU DON'T VOTE YES ON THIS USING TECHNOLOGY WITH INTENT RESOLUTION, THEN GOD HELP YOU BECAUSE STATE-SPONSORED SENSORY ISOLATION IN THE CLASSROOM MUST END A SINCERE THANK YOU TO MS. RIE, MS. ORTIZ FRANKLIN, MR. MELVOIN, MR. YANG AND CO-SPONSORS FOR LISTENING TO PARENTS AND SPONSORING THIS BABY. 
          STEP RESOLUTION IS BETTER THAN NOTHING, BUT IT HAS NO TEETH. 
          ONE ELIMINATE SCREENS ENTIRELY THROUGH AT LEAST SECOND GRADE, NOT FIRST GRADE. 
          ELIMINATE I-READY ASSESSMENT MANDATES I-READY IS DESIGNED FOR UNDERPERFORMING KIDS AND A WASTE OF TIME FOR THOSE AT OR ABOVE GRADE LEVEL. 
          I KNOW YOUNG CHILDREN WHO PRESS THE WRONG ANSWER ON PURPOSE BECAUSE THEY LIKE THE ANIMATION THAT IT MAKES. 
          PAPER TESTS ALLOW STUDENTS TO SKIP DIFFICULT QUESTIONS AND RETURN TO THEM LATER. 
          SOMETHING THAT I-READY DOES NOT ALLOW. 
          LASTLY, PLEASE ELIMINATE ANY ONE-TO-ONE DEVICE REQUIREMENTS. 
          WE AS PARENTS WILL NEVER ALLOW OUR CHILD TO BRING HOME A DISTRICT DEVICE AT ANY AGE. 
          IT IS OUR LINE IN THE SAND. 
          MORE PARENTS ARE WAKING UP AND DON'T WANT THEIR LITTLE KIDS TURNING INTO SCROLLING. 
          SCREEN HEADS LIKE THE REST OF US. 
          THANK YOU FOR LISTENING AND PLEASE VOTE YES, THANK YOU FOR YOUR TIME. 
          JANINE, ARE YOU HERE? JANINE, COME ON UP. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN AND THEN IT'S ELIZABETH WASSERMAN AND THEN CHRISTINA BROWN. 
          THE TWO MINUTES IS YOURS. 
          THANK YOU. 
          THANK YOU MEMBERS OF THE BOARD, UM, FOR THIS RESOLUTION AND FOR THE OPPORTUNITY TO SPEAK. 
          I AM A PARENT OF TWO RECENT LUSD GRADS AND ONE CURRENT FIRST GRADER. 
          UM, I AM A REGULAR CLASSROOM VOLUNTEER. 
          UM, I'M A COMMUNITY COLLEGE PROFESSOR. 
          I RUN A DEI TRAINING PROGRAM ABOUT EQUITABLE TEACHING STRATEGIES AT MY COLLEGE AND I AM A DOCTORAL CANDIDATE, UH, IN EDUCATIONAL LEADERSHIP AND INNOVATION AT A SU. 
          AND ALL OF THESE ARE REASONS WHY I AM A MEMBER OF SCHOOLS BEYOND SCREENS. 
          UM, I'M HERE TODAY TO THANK YOU FOR THIS RESOLUTION AND SPECIFICALLY TO ADDRESS TECHNOLOGY USE AND EQUITY BECAUSE OF THE COMMON MISCONCEPTION A LOT OF MY COLLEAGUES IN OUR SCHOOLS HAVE THAT MORE EDUCATION WITH TECH EQUALS MORE EQUITY AND THAT MORE ACCESS TO TECH EQUALS MORE EQUITY. 
          AND THE QUESTION TO HAVE THE ACCESS TO TECH IS NO LONGER THE MOST IMPORTANT ONE WHEN IT COMES TO STUDENT LEARNING OUTCOMES. 
          WE HAVE ACCESS ACROSS STUDENT POPULATIONS. 
          WHAT WE DON'T HAVE IS EQUITY OF RESOURCE TO PROTECT STUDENTS FROM THE HARMS OF EXCESSIVE OR PASSIVE SCREEN TIME. 
          UM, IN OUR SCHOOLS TODAY, SCREEN CAN BE A BARRIER TO INSTRUCTION. 
          YOU'RE ALL FAMILIAR WITH THE DATA AND WHAT THE LEARNING LOSS THAT STUDENTS EXPERIENCE DURING THE PANDEMIC YEAR AT HOME ON DEVICES. 
          UM, THE RESEARCH MAKES IT CLEAR THAT THE PROBLEM IS NOT ONLY ISOLATION OR THE LOSS OF CLASSROOM COMMUNITIES, BUT ALSO THE FACT THAT DEVICES WERE AND ARE AN IMPERFECT AND UNTRIED MEANS OF LEARNING. 
          UM, WHICH WE CAN SEE MOST CLEARLY WITH OUR YOUNGEST STUDENTS, BUT WHICH IS KEY AT ALL AGES. 
          AS YOU HAVE NOTED, THE PANDEMIC IS A FRAME FOR THIS CONVERSATION BECAUSE OF THAT PIVOT TO SCREENS WHILE ENTIRELY REASONABLE IN THE CONTEXT OF THE PANDEMIC IS ENTIRELY UNWARRANTED IN OUR CURRENT CONTEXT WHERE WE HAVE AN OPPORTUNITY TO GIVE STUDENTS ROBUST IMMERSIVE LEARNING IN COMMUNITY WITH THEIR TEACHERS AND PEERS. 
          I WANNA HIGHLIGHT THAT THE STUDENTS WHO LOSE THE MOST FROM SPENDING CLASSROOM TIME ON SCREENS ARE EXACTLY THOSE STUDENTS WHO ARE ALREADY EXPERIENCING EQUITY GAPS DUE TO OTHER SYSTEMIC FACTORS. 
          STUDENTS WITH WORKING PARENTS WHO DO NOT HAVE THE ABILITY TO MONITOR THEIR HOMEWORK. 
          STUDENTS EXPERIENCING ECONOMIC OR HOUSING INSECURITY WHO DID NOT HAVE THE OPPORTUNITY TO, UH, TAKE ADVANTAGE OF IN-PERSON TUTORING OR AFTERSCHOOL RESOURCES. 
          STUDENTS FROM IMMIGRANT COMMUNITIES, STUDENTS WHO TURN TO CHAT GBT. 
          THANK YOU VERY MUCH FOR YOUR TIME. 
          THANK YOU. 
          THANK YOU. 
          ALRIGHT, ELIZABETH WASSERMAN. 
          ELIZABETH W COME ON UP. 
          YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          [05:30:01]
THANK YOU. 
          HI, I'M LIZ. 
          WA CAN I JUST ASK YOU TO ADJUST THE MIC SO WE CAN? YEAH. 
          THANK YOU. 
          UM, I'M LIZ WASSERMAN AND IN MY LAST ROLE I LED OVER 80 GLOBAL CREATIVES. 
          IN THAT ROLE, I ALSO ASSESSED EMERGING AI TECHNOLOGY AND I WAS A CHAMPION OF MY TEAM INTEGRATING AI INTO THEIR CREATIVE PRACTICE. 
          I'M AN OPTIMIST. 
          THE FUTURE I LIKE TO IMAGINE WITH AI IS ONE WHERE HUMAN POTENTIAL IS EQUITABLY FREED FROM ROTE WORK TO MAKE A BETTER, MORE SUSTAINABLE FUTURE FOR EVERYONE, BUT THAT MIGHT NOT BE THE FUTURE THAT WE GET. 
          MY FIFTH GRADER, ELI IS A GREAT KID, SMART COOKIE, AND HE WANTS TO BE A MOVIE DIRECTOR WHEN HE GROWS UP IN HIS CLASSROOM, HE USES GOOGLE GEMINI TO RESEARCH VERSUS EXPLORING ON HIS OWN. 
          HE HAS TO DO HIS PRESENTATIONS ON CANVA, WHICH DESIGNS FOR YOU. 
          HE GENERATES POLISHED PICTURES INSTEAD OF DRAWING. 
          AN OPTIMIST MIGHT SAY, WITH AI, KIDS ARE ONLY LIMITED BY THEIR IMAGINATION, BUT AS AN OPTIMIST, I BELIEVE IMAGINATIONS ARE BROADENED WITH HUMAN EXPERIENCE. 
          I STRONGLY DISAGREE WITH KIDS HAVING UNEXAMINED AND UNLIMITED AI IN CLASSROOMS. I FELT CONFIDENT ENCOURAGING MY CREATIVE TEAM TO USE AI BECAUSE THEY'D USE IT AS A TOOL GUIDED BY THEIR YEARS, IF NOT DECADES OF EXPERIENCE. 
          THOSE YEARS WERE SHAPED BY RESEARCH MISTAKES, SOAKING UP CULTURE, BEING CURIOUS, GOING DOWN RABBIT HOLES AND LEARNING THE RULES SO THEY COULD BREAK THEM. 
          ADULTS AT LEAST MOST OF THEM KNOW HOW TO USE AI AS A TOOL. 
          WE DON'T KNOW WHAT THE FUTURE HOLDS FOR THESE KIDS, BUT IT WOULD BE FOOLISH TO THINK THAT GIVING ELI AND HIS FRIENDS ACCESS TO GEMINI OR CANVA OR THEIR SIMPLE AI TOOLS WILL SET THEM UP FOR FUTURE SUCCESS WITHOUT GIVING THE OPPORTUNITY FOR KIDS TO LEARN FROM POORLY WRITTEN PAPERS, MESSY PRESENTATIONS AND AWKWARD DRAWINGS, WE CAN SCRIPT THEM TO A LIFE OF LESS POTENTIAL. 
          WE MAKE THEM A COG IN THE AI TOOL VERSUS THE DIRECTOR OF THEIR OWN FUTURES. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          CHRISTINA BROWN, COME ON DOWN. 
          CHRISTINA BROWN. 
          HI. 
          UM, CHRISTINA BROWN GRACIOUSLY GAVE ME HER TIME. 
          IS THAT CHRISTINA OVER THERE? OUTSTANDING. 
          THANK YOU. 
          THANK YOU. 
          OKAY, . 
          UM, HI, MY NAME IS INDIA. 
          UM, I'M NOT AN LUSD PARENT. 
          MY DAUGHTER IS FOUR YEARS OLD AND SHE'S CURRENTLY IN PRESCHOOL. 
          AND I AM SO RELIEVED THAT THIS RESOLUTION IS BEING INTRODUCED TODAY BECAUSE FOR THE PAST SIX MONTHS I'VE BEEN TRYING TO FIND A SCHOOL, PUBLIC SCHOOL FOR MY CHILD THAT DOES NOT HAVE TOO MUCH SCREEN USE. 
          AND I HAVE FOUND IT IMPOSSIBLE. 
          AND I'VE BEEN TOLD BY NUMEROUS PEOPLE THAT MY ONLY OPTIONS ARE PRIVATE SCHOOL OR HOMESCHOOL. 
          THESE ARE NOT OPTIONS FOR ME. 
          UM, AND SO BEFORE THIS RESOLUTION, I REALLY FELT FORCED TO NOT CONSIDER LUSD AND LOOK AT INDEPENDENT CHARTERS THAT ARE SCREEN FREE OR MOSTLY SCREEN FREE. 
          UM, I SAW ON MY SCHOOL TOUR, UM, OF MY NEIGHBORHOOD SCHOOL, EVERY SINGLE CLASSROOM HAD FOUR OR FIVE YEAR OLDS HOVERED OVER IPADS, UM, ENORMOUS, UH, PROMETHEAN BOARDS, UH, PLAYING YOUTUBE VIDEOS. 
          AND THAT WAS ON THE TOUR. 
          THERE WAS JUST UNASHAMEDLY A SCREEN FOCUSED CLASSROOM. 
          UM, I THINK I HAD A LOT OF POINTS TO MAKE ABOUT, YOU KNOW, ALL THE RESEARCH AND THE SCIENCE. 
          I AM SO HAPPY TO HEAR THAT YOU GUYS SEEM TO BE AWARE OF IT. 
          SO I'M JUST GONNA ADD A FEW THINGS. 
          UM, I'M SO GRATEFUL FOR THIS RELU RESOLUTION, BUT THE, I WOULD REALLY LOVE TO SEE YOU, UH, TAKE IT PAST FIRST GRADE, SECOND GRADE AND ABOVE. 
          UM, UM, RECONSIDER SMART BOARDS IN THE CLASSROOM, ESPECIALLY FOR BRAIN BREAKS. 
          UM, SCREEN TIME SHOULD NOT BE USED AS A REWARD FOR GOOD BEHAVIOR. 
          AND I, I STILL TO THIS DAY, EVEN IN THE RESOLUTION IT SAYS CONSIDER BANNING FORTNITE AND ROBLOX. 
          I DON'T UNDERSTAND WHY KIDS ARE PLAYING VIDEO GAMES AT SCHOOL. 
          THANK YOU. 
          BUT THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          ALICIA MENICK, ARE YOU HERE? ALICIA, COME ON DOWN. 
          YOU'LL HAVE TWO MINUTES TO SPEAK AND THEN ELI GOLD. 
          OH MY GOSH. 
          ALL RIGHT. 
          HI, MY NAME IS ALICIA MENICK. 
          I'VE BEEN AN EDUCATOR FOR ABOUT 15 YEARS AND I CURRENTLY TEACH EDUCATION THEORY, UM, AT A COUPLE DIFFERENT COLLEGES. 
          I DON'T WANNA NAME  IN CASE I GET IN TROUBLE. 
          UM, MY DAUGHTER IS ALSO A FIRST GRADER IN L-A-U-S-D AND FOUR MONTHS AGO I STOOD BEFORE YOU TO RAISE CONCERNS ABOUT THE LACK OF QUALITY INDEPENDENT RESEARCH FOR I-READY AND TO SHARE THE 143 OPT-OUT REQUESTS FROM FAMILIES AT OUR ELEMENTARY SCHOOL. 
          WE HAVE SINCE THEN SUCCESSFULLY OPTED OUT AND I AM THRILLED TO SHARE THAT I'M RECLAIMING THIS TIME FOR HANDS-ON 
          [05:35:01]
LEARNING. 
          MY DAUGHTER JUST FINISHED HER FIRST CHAPTER BOOK, DRAGON GIRLS. 
          SHE IS LIKE ECSTATIC. 
          UM, AND YEAH, LIKE, UM, SO WHILE ALL OF HER PEERS ARE STUCK ON SCREEN, SHE GETS TO READ THE SILENT SUSTAINED READING THAT AS EDUCATORS WE ALL KNOW THE BENEFITS OF TODAY. 
          I AM HERE TO CELEBRATE THIS RESOLUTION, WHICH TRULY REPRESENTS SOMETHING WAY BIGGER THAN SCREEN TIME. 
          FOR YEARS, TECH POLICY AND PUBLIC SCHOOLS HAS OFTEN BEEN SHAPED BY LARGE CORPORATIONS, VENDORS, AND OUTSIDE INTERESTS, MOVING FASTER THAN INDEPENDENT RESEARCH, FASTER THAN CLASSROOM REALITIES AND OFTEN WITHOUT MEANINGFUL COMMUNITY INPUT. 
          DEVICES ARE OFTEN PURCHASED AT SCALE, PLATFORMS ARE ADOPTED DISTRICT WIDE WITHOUT PILOT PROGRAMS AND COMMUNITIES ARE JUST EXPECTED TO ADAPT. 
          BUT SOMETHING DIFFERENT HAPPENED THIS YEAR. 
          FAMILIES ACROSS LA BEGAN ASKING QUESTIONS. 
          WE ASKED ABOUT MANDATES, RESEARCH, DEVELOPMENTAL APPROPRIATENESS, AND WHEN THE ANSWERS WE GOT WERE UNCLEAR, WE ORGANIZED, WE SHOWED UP TO LISTENING SESSIONS AND SCHOOL BOARD MEETINGS, WROTE LETTERS, TALKED TO OUR NEIGHBORS, WE BUILT COALITIONS, WE CITED OUR SOURCES, STAYED RESPECTFUL, AND WE STAYED SOLUTION ORIENTED. 
          THIS RESOLUTION IS PROOF THAT PUBLIC INSTITUTIONS CAN STILL RESPOND TO THE PEOPLE THEY SERVE AND THAT CORPORATE INFLUENCE WILL NEVER OVERRIDE COMMUNITY VOICE BECAUSE PUBLIC SCHOOLS SHOULDN'T FUNCTION AS PIPELINES FOR FUTURE CONSUMERS. 
          THEY SHOULD FUNCTION AS PLACES OF HUMAN DEVELOPMENT, DIALOGUE AND COMMUNITY. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          ALRIGHT. 
          ELI GOLD, ARE YOU HERE? ELI GOLD. 
          ELI, G ELI? NO, ELI. 
          ALL RIGHT. 
          MITSU CHAA, YOU SIGNED UP TO SPEAK REMOTELY, BUT I DON'T HAVE YOU SIGNED IN. 
          ARE YOU WITH US MITSU IN THE ROOM? MAYBE THAT'S A NOTE. 
          AND ENCORE PATEL, ARE YOU IN THE ROOM? YOU SIGNED UP TO SPEAK REMOTELY, BUT I DON'T HAVE YOU SIGNED IN. 
          ALL RIGHT, THAT CONCLUDES PUBLIC COMMENT ON THE ITEM. 
          YOU'RE FREE TO DISCUSS OR VOTE OR WHATEVER YOU WANT. 
          UM, I JUST AGAIN, WANT TO THANK, UH, THE SCHOOLS BEYOND SCREENS COALITION AND ALL THE PARENTS FOR YOUR SUPPORT. 
          UM, AND AS WAS SO ARTICULATELY STATED, SO I WANNA LET YOU HAVE THE LAST WORD. 
          UM, BUT YOU'RE, UH, YOUR, UM, THE INTENT WITH WHICH YOU BROUGHT THIS IN, THE CONVERSATIONS AND THE COLLABORATIVE SPIRIT, UM, AND, UH, AND EXPECTING BETTER FROM YOUR ELECTED OFFICIALS AND ALSO EXPECTING THAT IT'S GONNA BE COLLABORATIVE, ITERATIVE CONVERSATION. 
          UM, AND THIS IS THE FIRST I, I WOULD, I LIKE TO THINK OF MYSELF, AMEN. 
          AS THE FIRST STEP. 
          THIS IS THE SECOND STEP, BUT WE KNOW THERE ARE MORE STEPS TO GO AND WE LOOK FORWARD TO YOUR CONTINUED FEEDBACK. 
          I WOULD SUGGEST THAT WE VOTE. 
          I ALSO JUST WANT TO THANK MY TEAM, UM, AVERY IN PARTICULAR WHO DID SO MUCH WORK IN LANDING THIS POLICY AND WORKED WITH, I KNOW A LOT OF FOLKS IN THIS ROOM, UM, UH, TAKING FEEDBACK AND, AND WORKING WITH EXPERTS AROUND THE COUNTRY AND REALLY AROUND THE WORLD TO FIGURE OUT HOW WE CAN LEAD, UH, WITH THIS RESOLUTION. 
          SO THANK YOU TO AVERY AND MY ENTIRE TEAM. 
          UM, AND UNLESS THERE ARE FURTHER COMMENTS I'D, I'D CALL THE VOTE. 
          ALL RIGHT. 
          HAVING BEEN MOVED BY MR. MELVOIN AND SECONDED BY DR. RIVAS TAKING THE ROLE. 
          MS. NEWBELL? YES. 
          DR. RIVAS? YES. 
          MR. MALVO? YES. 
          MS. GRIEGO? YES. 
          MS. CONEZ? YES. 
          MS. ORTIZ FRANKLIN? YES. 
          THAT'S A YES. 
          ALL RIGHT. 
          AND BOARD PRESIDENT SCHUREN HAS BEEN RECUSED AND THEN, UH, STUDENT BOARD MEMBER YANG ALREADY REGISTERED HIS ADVISORY VOTE OF YES WITH ME. 
          SO THAT'S, UH, UNANIMOUS. 
          ALL RIGHT. 
          UM, THAT CONCLUDES THE MAIN BUSINESS AND 
          [General Public Comment]
NOW WE GO TO GENERAL PUBLIC COMMENT. 
          THE TIME IS NOW THREE 50. 
          THANK YOU FOR YOUR PATIENCE IN GETTING HERE. 
          WE SAY THE TIME WE'LL HEAR IT IS APPROXIMATELY THREE 30. 
          I THINK 20 MINUTES QUALIFIES AS APPROXIMATE AND I APPRECIATE YOUR PATIENCE. 
          UM, ALL RIGHT, I'LL CALL ON THE FIRST THREE FOLKS WHO ARE LISTED AS BEING HERE IN PERSON AND THEN I'LL CALL ON THE FOLKS WHO LISTED THEMSELVES AS BEING REMOTE. 
          UH, EMILY RAMOS. 
          EMILY RAMOS, ARE YOU HERE? DID I HEAR EMILY'S NOT HERE OR SHE'S COMING? EMILY'S HERE. 
          SHE RIGHT HERE. 
          SHE COMING. 
          LOVELY. 
          THANK YOU SO MUCH. 
          AND THEN AFTER EMILY IS, UH, BRIDEY LEE AND AFTER BRIDEY LEE IS, UH, VALE. 
          VALERIE MANZO, COME ON UP. 
          EMILY. 
          THE TWO MINUTES IS YOURS. 
          ONCE, DON'T YOU BEGIN. 
          [05:40:04]
HI, MY NAME IS EMILY RAMOS. 
          I'M A 10TH GRADER AT MANU ARTS HIGH SCHOOL. 
          I AM A YOUTH LEADER WITH COMMUNITY COALITION POLICE AND EYES VIOLENCE IS AN ONGOING ISSUE IN OUR COMMUNITIES AND WE DEMAND THAT LESD BUILD REAL PROTECTION FOR LUSD STUDENTS ON A DAILY BASIS. 
          WHEREVER I GO, I HEAR THE ACRONYM ICE AND FEAR IN THE SAME SENTENCE. 
          I SPECIFICALLY HEAR THIS AT SCHOOL. 
          AS STUDENTS, WE SHOULD NOT BE SCARED OF AN ENVIRONMENT THAT'S SUPPOSED TO BE OUR SAFE SPACE. 
          STUDENTS SHOULD BE JUST SCHOOLS SHOULD BE JUST THAT A WELCOMING, SAFE SPACE WHERE THERE ARE TOOLS AND RESOURCES FOR OUR NEEDS. 
          OUR STAFF NEED MORE RESOURCES FOR KEEPING STUDENTS SAFE ON CAMPUS, AND ADMINISTRATORS NEED SUPPORT TO HELP KEEP ICE OUT. 
          POLICE CONTINUE TO BE FUNDED, BUT DO NOT KEEP STUDENTS SAFE. 
          UNDOCUMENTED FAMILIES ARE STILL SCARED OF ENCOUNTERING ICE AT SCHOOLS. 
          SO I ASK, WHAT IS LLUC DOING TO KEEP STUDENTS SAFE? THAT DOES NOT INCLUDE HAVING POLICE ON CAMPUS. 
          IN THE PAST, WE'VE SEEN TIME AND TIME AGAIN HOW SCHOOL POLICE HAVE FAILED AT PROVIDING SAFETY FOR STUDENTS. 
          I'VE SEEN HOW MY PEERS HAVE BEEN IMPACTED BY THIS AND WE MUST DO SOMETHING ABOUT IT. 
          SO I URGE YOU INTERIM SUPERINTENDENT AND SCHOOL BOARD TO PROVIDE THESE RESOURCES BECAUSE WITHOUT YOUR SUPPORT, OUR EDUCATION SYSTEM SUFFERS. 
          INSTEAD OF FUNDING SCHOOL POLICE, THAT MONEY CAN GO, GO TOWARD LEGAL SUPPORT AND MENTAL HEALTH SERVICES TO SUPPORT UNDOCUMENTED STUDENTS AND FAMILIES. 
          WE, WE COULD USE THAT MONEY TO PROTECT SUPPORTIVE PROGRAMS LIKE BSAP. 
          THAT SHOULD BE THE MAIN FOCUS. 
          PUT A STOP TO UNDOCUMENTED FAMILIES HAVING TO WORRY ABOUT THEIR SAFETY TO RECEIVE AN EDUCATION. 
          WE URGE YOU TO FULLY DEFUND SCHOOL POLICE AND TO PROTECT PROGRAMS LIKE BSAP AND RESOURCES THAT SUPPORT UNDOCUMENTED STUDENTS AND FAMILIES. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          BRIDEY LEE, BRIDEY LEE, COME ON UP. 
          AND AFTER MS. LEE, IT IS VALERIE MONZO. 
          NINE MONTHS AGO, FOUR MEMBERS OF A SMALL RECENTLY FORMED GROUP SCHOOLS BEYOND SCREENS DECIDED TO TRY SPEAKING AT AN UPCOMING BOARD MEETING AT THE SUGGESTION OF FOUNDER LILA BAK. 
          I WAS THE ONLY SPEAKER HERE IN PERSON AND IT WAS A PARTICULARLY QUIET DAY. 
          THIS ROOM WAS MOSTLY EMPTY AND I WONDERED IF MY MESSAGE ABOUT BLOCKING YOUTUBE ON STUDENT DEVICES WOULD BE HEARD. 
          THIS FEELING OF BEING ALONE AND UNSURE, YET ALSO DRIVEN BY OUR INSTINCTS AS PARENTS AND THE GROWING EVIDENCE OF BIG TEXT HARMS TO CHILDREN IS FAMILIAR TO MANY OF US LEADING ED TECH EXPERT. 
          EMILY CHIKIN WRITES, WHEN A SCHOOL OF FISH IS SWIMMING AND WANTS TO CHANGE DIRECTION, WHAT SPARKS THAT SHIFT? IT TAKES A FIRST FISH TO PULL AWAY FROM THE GROUP TO INITIATE THE CHANGE. 
          BEING A FIRST FISH CAN FEEL SCARY AND LONELY. 
          WE REALLY NEED OUR SECOND AND THIRD FISH TO JOIN US. 
          THERE ARE MANY FIRST FISHES HERE TODAY, BUT WHAT I FIND ENDLESSLY INSPIRING IS THAT THERE ARE THOUSANDS OF BRILLIANT AND COURAGEOUS PARENTS AND EDUCATORS THAT STAND WITH US NOW. 
          IT IS ESPECIALLY ENCOURAGING TO HAVE THE SUPPORT OF OUR BOARD MEMBERS IN ADDRESSING SO MANY OF THE ISSUES THAT WE HAVE BEEN ADVOCATING FOR IN TODAY'S RESOLUTION. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          THIS IS OH, OH, THAT WAS MY THANK YOU TO THE BOARD MEMBERS. 
          . 
          UH, THIS IS A FULL CIRCLE MOMENT. 
          AS SUCH, I'M JOINED TODAY BY MY BIGGEST INSPIRATION BY FAR MY SON WHO HAS WRITTEN HIS FIRST PUBLIC COMMENT IN A MOVEMENT. 
          I THINK IT'S GOOD FOR KIDS TO NOT USE APPS LIKE YOUTUBE TO LEARN INAPPROPRIATE THINGS IN DISTRACT THEM FROM READING AND ARITHMETIC. 
          NOT TO MENTION THAT TEACHERS ARE BETTER AT TEACHING THAN IREADY. 
          ALSO, THERE'S GOING TO BE SCREEN TIME LIMITS SO STUDENTS CAN LEARN MORE. 
          THANK YOU FOR LISTENING. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          VALERIE MANZO. 
          VALERIE. 
          VALERIE, ARE YOU HERE? THAT'S A YES. 
          THAT'S VALERIE. 
          IS VALERIE MONZO COMING UP? YEAH. 
          YEAH. 
          PLEASE COME ON UP. 
          AND THEN AFTER MS. MONZO IS MICHELLE RIVAS AND THEN KHALILA WILLIAMS. COME ON UP. 
          YOU'D HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          HI, MY NAME IS VALERIE MONZO AND I'M A JUNIOR AT MEN UCLA COMMUNITY SCHOOL. 
          HI, MY NAME IS ILEANA FERRIS AND I'M A JUNIOR AT WASHINGTON PREP. 
          HI, MY NAME IS E NIH AND I'M A SOPHOMORE AT MANU ARTS. 
          WE'RE ALL YOUTH LEADERS WITH COMMUNITY 
          [05:45:01]
COALITION. 
          SOUTH CENTRAL SCHOOLS ARE THE HIGHEST NEED SCHOOLS ON THE SYDNEY INDEX, YET OUR BUDGETS ARE STILL BEING CUT. 
          I FEEL LIKE THIS IS VERY DISRESPECTFUL BECAUSE OUR PRINCIPALS ARE STRETCHING EVERY DOLLAR AND STILL CAN'T MEET OUR NEEDS. 
          WHEN YOU LOOK AT THESE PICTURES FROM 1997 AND NOW YOU CAN SEE THAT NOT MUCH HAS CHANGED AND THAT'S FRUSTRATING. 
          MANUEL CITY BUDGET IS GETTING CUT BY OVER $862,000 AND WE'RE LOSING IMPORTANT STAFF THAT MAKE US FEEL SAFE AND VALUED. 
          OUR SCHOOL STILL LOOKS LIKE THIS AND OUR BUDGET IS STILL BEING CUT, WHICH IS WHY WE'RE GIVING L-A-U-S-D AND F AND SUPPORTING US. 
          OKAY. 
          WASHINGTON SANDY BUDGET IS GETTING CUT BY 1.4 MILLION AND OUR SCHOOL'S BATHROOMS ARE CONTAMINATED WITH ASBESTOS, A CANCER CAUSING MINERAL. 
          AND BECAUSE OF THIS, THERE ARE ONLY EIGHT BATHROOM STALLS FOR OVER 700 STUDENTS. 
          THERE'S $70 MILLION IN THE LUSD SCHOOL POLICE BUDGET, AND YET OUR SCHOOLS LOOK LIKE THIS AND OUR BUDGET IS STILL GETTING CUT, WHICH IS WHY WE'RE GIVING LUSD AND F IN SUPPORTING US. 
          MANEN BUDGET IS GETTING CUT. 
          MANEN BUDGET IS GETTING CUT BY 250,000. 
          MY SCHOOL'S GONNA BE HEAVILY IMPACTED BY THIS CUT AND MY SCHOOL'S FACILITIES ARE ALREADY IN TERRIBLE CONDITION. 
          OUR RESTROOMS HAVE HOLES IN THE WALLS. 
          WE HAVE NO MENSTRUAL PRODUCTS IN THEM. 
          SINKS AREN'T WORKING. 
          UM, OUR SCHOOL LOOKS LIKE THIS AND OUR BUDGET IS STILL GETTING CUT, WHICH IS WHY WE'RE GIVING L-A-U-S-D AND F AND SUPPORTING US. 
          OUR DEMANDS AS SOUTH CENTRAL STUDENTS ARE BETTER FACILITIES, MORE STAFF DEDICATED TO CONNECTION, MORE SPORTS AND CAREER FOCUS PROGRAMS AND OPPORTUNITIES FOR STUDENTS PROTECT C AND BSAP AND NO SCHOOL POLICE. 
          WE USED TO HAVE RESOURCES WHEN THE COMMUNITY WAS PREDOMINANTLY WHITE, BUT NOW OUR SCHOOLS LOOK THE WAY THEY DO BECAUSE WE LOOK THE WAY WE DO. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          ALL RIGHT. 
          MICHELLE RIVAS, MICHELLE R MICHELLE RIVAS. 
          CAN I HAND YOU GUYS SOME DOCUMENTS THAT I HAVE? YEAH, IF YOU, IF YOU HAVE DOCUMENTS, JUST SET 'EM ON THE THING RIGHT? WELL, ON THE BANISTER I'D CALL IT AND THEN I'LL COME COLLECT THEM. 
          MY NAME'S MICHELLE RIVAS. 
          I STAND HERE ON BEHALF OF ALL THE PARENTS, STAFF AND STUDENTS OF THEODORE ALEXANDER SCIENCE CENTER. 
          OUR SCHOOL IS CURRENTLY PLAGUED BY SEVERE HEALTH AND SAFETY HAZARDS. 
          WE HAVE REACHED A BREAKING POINT WHERE OUR PRINCIPAL, MR. SANCHEZ, HAD TO FORM A GRASSROOTS SAFETY TEAM BECAUSE HIS FORMAL CONCERNS HAVE BEEN IGNORED FAR TOO LONG. 
          BY L-A-U-S-D AND THE CALIFORNIA SCIENCE CENTER, WE HAVE CONSTANTLY TOLD THAT BECAUSE OUR SCHOOL OPERATES UNDER A LEASE AGREEMENT WITH THE CALIFORNIA SCIENCE CENTER, REPAIRS AND SAFETY STANDARDS ARE COMPLICATED. 
          LET ME BE CLEAR. 
          AISE AGREEMENT IS NOT A LICENSE TO ENDANGER CHILDREN. 
          RECENTLY WE FOUGHT FOR A WALKTHROUGH. 
          THE RESULTS WERE DEVASTATING. 
          IN THE FIRST MONTH, ANTONIO RUIZ WITH L-A-U-S-D, HIS TEAM SHUT DOWN OUR CAFETERIA AREA, WHICH IS OUTDOORS, AND THE SECOND MONTH, THEY SHUT DOWN THE KINDERGARTEN AREA TO DO TESTING DUE TO SEVERE CHIPPED PAINT. 
          MOST ALARMING OF ALL OUR SCHOOL HAS TESTED POSITIVE FOR LEAD WHILE ABIGAIL CECA FROM THE CALIFORNIA SCIENCE CENTER REFUSES TO COOPERATE WITH OUR SAFETY TEAM BECAUSE IT CONSISTS OF PARENTS, THE SAME PARENTS THAT FOUND THESE SEVERE SAFETY CONCERNS IN L-A-U-S-D, OUR CHILDREN ARE THE ONES BREATHING THE AIR, EATING THESE PAINT CHIPS THAT FELL INTO THEIR LUNCHES WHILE THEY ATE AND DRINKING THE WATER AND, AND A BUSINESS DEAL GONE WRONG. 
          I HAVE TO ASK, DO YOU WANT WHAT'S HAPPENING AT YOUR CHATSWORTH SCHOOL TO HAPPEN HERE? A CHATSWORTH PARK ELEMENTARY FAMILIES ARE SUFFERING BECAUSE ISSUES WERE IGNORED UNTIL CHILDREN GOT SICK. 
          WE ARE SEEING THE SAME PATTERN OF PRELIMINARY REPORTS INSTALLED ACTION. 
          WE WILL NOT WAIT FOR OUR CHILDREN TO DEVELOP PERMANENT HEALTH ISSUES BEFORE YOU DECIDE THAT A LEASE AGREEMENT ISN'T AS IMPORTANT AS A HUMAN LIFE, WE ARE SEEING THE SAME PATTERN OVER AND OVER. 
          YOUR SAFE SCHOOL SLOGAN IS A HOLLOW PROMISE TO THE FAMILIES. 
          AT THEODORE ALEXANDER SCIENCE CENTER, WE DEMAND FULL LED TESTING ACCESSIBILITY FOR EVERY STUDENT STAFF MEMBER AND VOLUNTEER WHO HAS STEPPED FOOT ON THAT CAMPUS. 
          IMMEDIATE AND UNHINDERED ACCESS TO EVERY SAFETY REPORT AND ENVIRONMENTAL STUDY CONDUCTED ON THE PROPERTY. 
          WE NEED L-A-U-S-E TO STOP HIDING BEHIND THE LEASE AND START HOLDING CALIFORNIA SCIENCE CENTER ACCOUNTABLE. 
          WE NEED YOU GUYS TO HELP US. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          ALL RIGHT. 
          KHALILA WILLIAMS, ARE YOU HERE? I GET IT. 
          KALILA AND THEN MALALIA VAR. 
          COME ON UP. 
          YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          HI, I'M CLE WILLIAMS. I YIELD MY TIME TO EZEKIEL. 
          ALRIGHT, 
          [05:50:01]
COME ON UP. 
          YOU'LL HAVE TWO MINUTES TO SPEAK. 
          GOOD EVENING. 
          MY NAME IS EZEKIEL GACHO. 
          I'M A JUNIOR AT KING DREW MAGNET HIGH SCHOOL AND A LEADER THROUGH STUDENTS DESERVE. 
          I WANNA BEGIN TODAY BY ACKNOWLEDGING THE RECENT AGREEMENT MADE BY THE UNIONS AND THE SCHOOL BOARD. 
          THIS AGREEMENT IS AN IMPORTANT STEP FORWARD AND IT REFLECTS THE POWER OF COLLECTIVE ACTION, RESILIENCE AND THE VOICES OF OUR WORKERS AND STUDENTS COMING TOGETHER. 
          THIS IS IMPORTANT PROGRESS, BUT WE ALSO KNOW THE TRUTH THAT OUR FIGHT IS NEVER OVER. 
          AND AS LONG AS THERE IS INJUSTICE IN OUR SCHOOL SYSTEM AND AS LONG AS OUR STUDENTS AND OUR WORKERS ARE NOT FULLY PROTECTED AND SUPPORTED, THE PEOPLE LIKE MYSELF AND THE OTHERS HERE TODAY WILL CONTINUE TO SPEAK OUT AND ORGANIZE TODAY AND THIS YEAR, MARCH THE FIVE YEAR ANNIVERSARY OF A HISTORIC MOVEMENT, THE DIVESTMENT FROM SCHOOL, POLICE, AND THE CREATION OF THE BLACK STUDENT ACHIEVEMENT PLAN OR BSAP, A VICTORY THAT SHOWED WHAT'S POSSIBLE WHEN STUDENTS, EDUCATORS, AND COMMUNITIES DEMAND CHANGE. 
          BUT NOW IT'S OUR RESPONSIBILITY TO PROTECT AND STRENGTHEN THAT CHANGE. 
          WE'VE SAID IT SO MANY TIMES AND YET WE WILL CONTINUE TO SPEAK OUT TO ENSURE OUR VOICES AND DEMANDS ARE HEARD. 
          LET IT BE HEARD THAT THE DISTRICT MUST PROTECT THE BLACK STUDENT ACHIEVEMENT PLAN. 
          LET IT BE HEARD THAT THE DISTRICT MUST FULLY DIVEST FROM FUNDING FOR POLICING STUDENTS AND INSTEAD INVEST THAT MONEY TOWARDS THEIR GROWTH. 
          LET IT BE HEARD THAT THE DISTRICT MUST CONTINUE TO UPLIFT AND MEET THE NEEDS OF ITS BLACK AND BROWN STUDENTS. 
          THESE PROGRAMS AND SYSTEMS THAT WE MENTION ARE NOT TO GIVE BLACK AND BROWN STUDENTS AN UNFAIR LEG UP ON THE OTHER STUDENTS. 
          INSTEAD, THEY'RE REPARATION ADDITIONS WHICH ADDRESS LONGSTANDING INEQUITIES OR MINORITIES TO MINORITY STUDENTS IN THEIR EDUCATION. 
          THE DISTRICT MUST ALSO ENSURE THAT THERE ARE NO CUTS TO STAFF POSITIONS IN THESE PROGRAMS, INCLUDING POSITIONS LIKE THOSE AT THE B EP STAFF OF WESTERN AVENUE. 
          CUTTING THESE ROLES WOULD BE A NEGLIGENT CARELESS STEP BACKWARDS. 
          MYSELF AND THE PEOPLE OF LOS ANGELES CALL ON THE SUPERINTENDENT AND THE SCHOOL BOARD TO TAKE ACTION BY PASSING A BSAP IMPLEMENTATION RESOLUTION THIS SPRING. 
          ONE THAT ENSURES THE PROGRAM IS FULLY REALIZED AND TRULY MEETS THE NEEDS OF BLACK STUDENTS ACROSS THE DISTRICT. 
          I WANT TO REMIND YOU, STUDENTS ARE PAYING ATTENTION. 
          WE ARE HERE, WE ARE ORGANIZED, AND WE ARE NOT GOING ANYWHERE. 
          WITH THAT. 
          I ASKED YOU TO WORK WITH US TO IMPLEMENT THESE DEMANDS FOR OUR PROGRAM. 
          THANK YOU VERY MUCH. 
          THANK YOU. 
          MAL RE COME ON UP. 
          ME TAVARES. 
          OKAY. 
          MAL FOLLOWED BY ELISA GALINDO. 
          MALALIA. 
          OKAY WHEN I START, GO AHEAD. 
          YES. 
          HI, MY NAME IS MELAYA TAVARES. 
          I'M 11TH GRADER AT GEORGE WASHINGTON PREPARATORY HIGH SCHOOL AND A YOUTH LEADER WITH COMMUNITY COALITION. 
          AS WE CELEBRATE THE FIVE YEAR ANNIVERSARY OF BSAP, I DEMAND THAT L-A-U-S-D PROTECT BSAP FUNDING AND CONTINUES TO ENSURE ITS FULL IMPLEMENTATION. 
          IT IS IMPORTANT THAT THE DISTRICT PROTECTS BSAP AND THE RESOURCES IT BRINGS TO OUR SCHOOLS AND MAKES SURE THAT THERE IS NO BSAP STAFF POSITIONS ARE CUT. 
          I JUST TRANSFERRED TO WASHINGTON THIS SEMESTER AND I DIDN'T HAVE BSAP AT MY OLD SCHOOL. 
          I BELIEVE THAT IT WITH MORE FUNDING, MORE STUDENTS LIKE ME WILL BE AWARE OF BSAP AND BE ABLE TO BENEFIT FROM THE SUPPORT IS A PRIDE. 
          BSAP IS SUPPOSED TO OFFER VALUABLE OPPORTUNITIES BOTH ACADEMICALLY AND PERSONALLY, PROVIDE SUPPORT AS WE NAVIGATE CHALLENGES AND SOMETIMES STUDENTS JUST NEED SOMEONE WHO UNDERSTANDS THEM AND THERE IS MORE TO LISTEN. 
          PROGRAMS LIKE BSAP CREATE SAFE SPACES FOR STUDENTS LIKE ME. 
          FOR ME, I HAVE A IEP AND HAVING A STRONG RELATIONSHIP WITH STAFF IS REALLY IMPORTANT. 
          IT HELPS ME FEEL SUPPORTED AND UNDERSTOOD, ESPECIALLY WHEN I NEED EXTRA HELP AND SUPPORT WITH MY LEARNING. 
          PROGRAMS LIKE BSAP MADE A MAKE A DIFFERENCE BECAUSE THEY CREATE A SPACE WHERE STUDENTS LIKE ME CAN BUILD RELATIONSHIPS AND TRUST WITH STAFF WHO ACTUALLY CARE. 
          THAT IS WHY IT IS IMPORTANT THAT THE DISTRICT CONTINUES TO INVEST IN BSAP AND PROTECT THE RESOURCES WE RELY ON. 
          INVESTING IN BSAP IS AN INVESTMENT IN OUR FUTURE, OUR SUCCESS AND OUR WELLBEING. 
          THANK YOU. 
          WOO. 
          YEAH. 
          THANK YOU FOR YOUR TIME. 
          ALRIGHT. 
          ELOA. 
          GALINDO, COME ON UP. 
          SHE SPEAKS. 
          YES. 
          MS. GALINDO IS GONNA SPEAK IN SPANISH, SO IF YOU'D LIKE TO HEAR WHAT SHE'S SAYING IN ENGLISH, PLEASE PUT YOUR HANDS UP AND WE'LL GET YOU TRANSLATION HEADSETS SO THAT YOU CAN EXPERIENCE SIMULTANEOUS TRANSLATION. 
          OKAY. 
          , GOOD AFTERNOON TO ALL THE MEMBERS OF THE BOARD OF VACATION. 
          MY NAME IS LUISA GAAA. 
          I'M MEMBER OF ACE RECLAIMING OUR SCHOOL AND PARENTS AGAINST PRIVATIZATION. 
          TODAY I AM HERE BECAUSE IT'S BEEN YEARS THAT I'VE BEEN WORKING TOGETHER WITH DIFFERENT LEADERS, 
          [05:55:01]
STUDENTS AND LEADERS AND TEACHERS WHO HAVE FOUGHT FOR PUBLIC EDUCATION AND IT CANNOT BE THAT I AI REPLACES A TEACHER THAT CANNOT BE. 
          I THINK THAT IT'S THE GREATEST PROBLEM FOR EDUCATION IS THE PRIVATIZATION OF PUBLIC EDUCATION. 
          THE MILLIONAIRES THAT ARE COMING TO OUR SCHOOLS TO INVEST IN THINGS THAT THEY DON'T NEED TO REPLACE TEACHERS, THEY'RE LISTENING. 
          YOU'RE LISTENING TO TE TO STUDENTS. 
          THEY NEED THEIR NECESSARY RESOURCES WITH THEIR TEACHERS AND TO HAVE TRAINING. 
          NOW THAT WE ARE LIVING THE UH, ICE RATES, NOW THAT WE'RE LIVING COVID, THAT WE LEFT COVID, MANY STUDENTS HAVE CONSEQUENCES FROM COVID. 
          I THINK THAT IT'S TIME FOR YOU TO LISTEN TO PARENTS, STUDENTS, THE TEACHERS WE'RE UP, WE'RE GOING TO GO ON STRIKE AND THEY CAME TO AN AGREEMENT. 
          GIVE THE RESOURCES TO ALL OF THE TEACHERS. 
          I BELIEVE FIRMLY IN THE WORK OF ALL TEACHERS, BUT I ALSO HAVE SEEN THE CHARTER ASSOCIATION, HOW THEY HAVE MEDDLED IN THE SECOND LARGEST DISTRICT THAT IS L-A-U-S-D. 
          I HAVE SEEN PARENTS WHO ARE UH, TOGETHER, UH, THAT THEY'RE SAYING THAT THERE'S DRUGS IN SCHOOLS THAT THIS AND THAT ABOUT SCHOOLS, THEIR PARENTS THAT HAVE SEEN THEM DO THAT WITH THE ORGANIZATION FOR CHARTER ASSOCIATIONS, IT IS NOT FAIR THAT WE ARE DIVIDING OURSELVES AS PARENTS. 
          ON THE CONTRARY, WE SHOULD COME TOGETHER AND TO BE WITH THE UNIONS, TO PRESSURE THE UNIONS AND THE, UH, POL POLITICIANS TO WORK FOR OUR STUDENTS BECAUSE THERE'S STILL A LOT OF RESOURCES MISSING. 
          LISTEN TO THE TEACHERS AND THE STUDENTS YOUR TIME. 
          THANK YOU. 
          CAN I ASK QUESTION? OKAY. 
          IAN KIRKSEY, ARE YOU HERE? IAN KAY. 
          I THINK I SAW MR. KIRKSEY EARLIER. 
          COME ON DOWN AND IT LOOKS LIKE HE'S GOING TO SEAT HIS TIME. 
          ALRIGHT. 
          HELLO. 
          LASD BOARD MEMBERS. 
          MY NAME IS KARINA RENO AND I AM A STUDENT AT ROBOT LEARNING CENTER. 
          ALSO A PROUD LEADER WITH STUDENTS DESERVE. 
          LUSD SAID THERE IS NO MONEY, BUT WE HAVE SEEN ALLEGATIONS OF FRAUD LEFT AND RIGHT. 
          SO WHEN L-U-U-S-D SAID THERE IS NO MONEY, THAT IS A LIE. 
          I COME HERE TO GIVE SIMPLE DEMANDS FOR THE DISTRICT. 
          THEY ARE MORE FUNDS FOR BSAP DREAM CENTERS, L-G-B-T-Q SUPPORT AND MORE FOR THE NEXT YEAR, USE SCHOOL POLICE MONEY FOR THESE STUDENT RESOURCES IMPROVEMENTS AND ABOLISH SCHOOL POLICE. 
          SCHOOL POLICE DOESN'T WORK. 
          IT IS SYSTEMATICALLY RACIST, RACIST AND ABUSIVE. 
          IT IS USED TO PUT US DOWN INSTEAD OF UPLIFTING US. 
          THIS IS PROVEN BY THE PHYSICAL AND UNNECESSARY ACT OF POLICE OFFICER LEONARDO BOY. 
          DURING A STUDENT LED SIT IN HERE AT LS D HEADQUARTERS, HE PHYSICALLY ASSAULTED ANOTHER STUDENT, BU ANOTHER, HE ASSAULTED ANOTHER VOLLEYBALL STUDENT. 
          BOYEN GRABBED MCKAYLA AND THREW HER AWAY FROM THE DOORS. 
          MCKAYLA IS A HIGH SCHOOL FRESHMAN TO NO OFFENSE TO HER, SHE IS SMALL AND SKINNY. 
          SHE WOULDN'T BE ABLE TO FIGHT BACK AGAINST A POLICE OFFICER. 
          HE KNEW THIS AND DECIDED SHE WAS THE RIGHT TARGET. 
          WE ANYWAYS CONTINUE TO BE PEACEFUL. 
          LET ME REPEAT MYSELF. 
          WE DEMAND THAT LUSD ABOLISHES SCHOOL POLICE LESD SCHOOL POLICE MIX AROUND 83 TO 129,000 PER YEAR. 
          THIS SALARY OF 83,000 IS HIGHER THAN ANY LAS DO. 
          ANY LESD TEACHER STARTING SALARY. 
          I WONDER HOW MANY OF THESE SCHOOL POLICE OFFICERS HAVE A BACHELOR'S OR MASTER'S DEGREES TO GET PAID AS MUCH AS AN EDUCATOR. 
          INSTEAD, INVEST IN SCHOOL, RE IN INSTEAD INVEST IN STUDENT RESOURCES. 
          BSAP IS ONE OF MANY RESOURCES STUDENTS CONSTANTLY PUSH FOR AND IF IT WASN'T FOR UTLA, WE PROBABLY WOULD NOT HAVE ONE IMPROVEMENTS FOR IT, BUT THE STRUGGLE IS NEVER OVER. 
          FREDERICK DOUGLAS ONCE SAID, IF THERE IS NO STRUGGLE, THERE IS NO PROGRESS. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          TIFFANY THOMPSON. 
          TIFFANY T TIFFANY THOMPSON. 
          ARE YOU COMING? OKAY, COME ON DOWN MS. THOMPSON. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN AND AFTER TIM. 
          TIM, I'M SORRY. 
          TIFFANY, IT'S EMILY VASQUEZ. 
          OKAY, . 
          GOOD AFTERNOON. 
          MY NAME IS TIFFANY THOMPSON AND I'M A PARENT AT DR. 
          THEO DOTI ALEXANDER JUNIOR SCIENCE CENTER SCHOOL. 
          I'M HERE TO ADDRESS THE GAP BETWEEN WHAT THIS SCHOOL 
          [06:00:01]
IS PRESENTED TO BE AND WHAT FAMILIES ARE ACTUALLY EXPERIENCING. 
          THIS SCHOOL IS NAMED AFTER DR. 
          THEODORE T ALEXANDER JR. 
          A LEADER WHO PLAYED A CRITICAL ROLE IN DESEGREGATING L-A-U-S-D. 
          YET TODAY, STUDENTS AND FAMILIES ARE NOT BEING MEANINGFULLY TAUGHT WHO HE WAS AND HIS LEGACY IS NOT ACTIVELY REFLECTED ON A CAMP ON OUR CAMPUS. 
          A SCHOOL CARRYING HIS NAME SHOULD REPRESENT THAT HISTORY, BUT NOT RIGHT NOW. 
          SECONDLY, THIS SCHOOL IS PRESENTED AS A FLAGSHIP PARTNERSHIP BETWEEN THE LOS ANGELES UNIFIED SCHOOL DISTRICT AND THE CALIFORNIA SCIENCE CENTER. 
          DESI DESIGNED TO PROVIDE ENRICHED REAL WORLD LEARNING THROUGH STRONG COMMUNITY PARTNERSHIPS. 
          HOWEVER, WHAT IS PRESENTED PUBLICLY DOES NOT MATCH WHAT IS HAPPENING IN PRACTICE. 
          NUMEROUS PARTNERSHIPS ARE LISTED BUT THEY ARE NOT BEING MEANINGFULLY ACTIVATED OR CONSISTENTLY VISIBLE IN THE STUDENT EXPERIENCE, FAMILIES HAVE NOT RECEIVED CLEAR COMMUNICATION EXPLAINING WHY THESE OPPORTUNITIES ARE NOT BEING DELIVERED. 
          MANY FAMILIES CHOSE THIS SCHOOL BASED ON THESE PROMISES. 
          OVER TIME, THOSE PROMISES ARE BECOMING LESS VISIBLE AND LESS RELEVANT. 
          THIS RAISES SERIOUS CONCERNS ABOUT TRANSPARENCY AND ACCOUNTABILITY. 
          AT WHAT POINT DOES THIS GAP BETWEEN REPRESENTATION AND REALITY? THE PARENTS ARE ASKING FOR CLEAR COMMUNICATION ON THE STATUS OF THESE PARTNERSHIPS. 
          ACCOUNTABILITY FROM THE SCIENCE CENTER REGARDING ITS ROLE AND COMMITMENTS, A CONCRETE PLAN WITH TIMELINES TO ENSURE STUDENTS RECEIVE THE OPPORTUNITIES THAT WERE PROMISED OUR STUDENTS DESERVE THE FULL EXPERIENCE THIS SCHOOL WAS BUILT ON, NOT A REDUCED VERSION OF IT. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          EMILY VASQUEZ, EMILY V AND THEN AFTER EMILY IS QUAIA MOORE. 
          BASQUE. 
          HELLO, MY NAME IS EMILY VASQUEZ. 
          I'M A SENIOR AT GEORGE WASHINGTON PREP HIGH SCHOOL AND I'M A YOUTH WITH COMMUNITY COLLISION. 
          I WOULD LIKE TO TALK ABOUT SOMETHING ESSENTIAL THAT PLAGUES EVERYONE'S DAILY LIVES, ESPECIALLY STUDENTS' DAILY LIVES AND IT SHOWS HOW MUCH LEUC TREATS THEIR STUDENTS. 
          THE BATHROOMS AT MY SCHOOL, THEY ARE LITERALLY DISGUSTING, NOT DIRTY, DISGUSTING. 
          OUR CLASSROOMS HAVE BEEN INFESTED WITH RATS IN COCKROACHES. 
          ONE OF OUR TEACHERS HAS TWO RATS LIVING IN HIS ROOM. 
          HOW ARE WE SUPPOSED TO FOCUS ON OUR STUDIES AND ENGAGE FULLY WHEN OUR ENVIRONMENT IS FALLING APART AND NO ONE'S THERE TO FIX IT? MY SCHOOL IS BARELY GETTING BY THROUGH WITH THE RESOURCES WE HAVE AND THAT WILL ONLY GET SO MUCH WORSE. 
          WITH THE NEW BUDGET CUTS TO SUNNY WASHINGTON PREP, SUNNY BUDGET IS BEING CUT BY OVER 1.4 MILLION. 
          MEANWHILE, WE ONLY HAVE EIGHT BATHROOMS. UH, EIGHT BATHROOM STALLS FOR OVER 700 STUDENTS DO THE MATH. 
          THAT'S ALMOST 90 STUDENTS PER STALL. 
          WHAT REALLY GETS ME IS THAT ACCORDING TO A 2023 STUDY FROM USC STOLE PRICE FOR SOCIAL INNOVATION AND USC ROSTER SCHOOL FOR EDUCATION ONLY TWO OUT OF 10 LOW INCOME BLACK AND LATINO STUDENTS IN LA COUNTY THAT ARE ENROLLED IN LAUD ARE ENROLLED IN A FULLY FUNDED HIGH QUALITY SCHOOL. 
          OVER 80% OF THE LAUC POPULATION ONLY, ONLY 88% OF THE LAUC POPULATION IS IDENTIFY AS STUDENTS OF COLOR, WHICH MEANS FOR EVERY 10 STUDENTS ARE ATTENDING UNDERFUNDED AND UNDER-RESOURCED SCHOOLS. 
          AND A OF THOSE STUDENTS ARE MAJORITY BLACK AND LATINO STUDENTS. 
          L-E-U-S-D IS NOT JUST FAILING US. 
          YOU ARE UPHOLDING BROKEN PROMISES AND SYSTEMATIC RACISM. 
          YOU CUT OUR BUDGETS, LEAVE OUR BATHROOMS DISCUSSING LIT RATS. 
          WERE ON WILD IN OUR CLASSROOMS LIKE NOTHING IS WRONG AND EXPECT US TO PERFORM WELL ON TEST SCORES. 
          LIKE NOTHING IS WRONG. 
          I'M NOT HERE TO COMPLAIN. 
          I'M HERE TO DEMAND THAT OUR SCHOOLS GET CLEANED DAILY. 
          RESTORE THE SUNNY BUDGET FOR OUR UNDERFUNDED AND UNDER-RESOURCED SCHOOLS AND STOP PRETENDING THAT UNDERFUNDING BLACK AND LATINO STUDENTS IS ANYTHING BUT A CHOICE. 
          THANK YOU FOR YOUR TIME TODAY. 
          THANK YOU FOR YOUR TIME. 
          QUA MOORE AND AFTER MR. MOORE IS DEANNA STEIN AND THEN AMIR KASIR. 
          I'LL BE YOING MY TIME TO ALLIYAH I HELLO. 
          MY NAME IS ALERE ALTO AND I AM A FRESHMAN AT LACES HERE AS A YOUTH LEADER WITH STUDENTS DESERVE AND THE YOUTH JUSTICE COL UH, YOUTH JUSTICE, SOCIAL SOCIAL JUSTICE LEARNING, UH, INSTITUTE. 
          UM, I'VE COME HERE TODAY BECAUSE AS UM, ONE OF MANY MINORITY STUDENTS IN LUSD, WE ARE UNDER ATTACK. 
          AND EVERY DAY I SEE A NEW EXAMPLE OF HOW BECAUSE WHAT DO YOU MEAN THE FBI IS SEARCHING THE DISTRICT? WHAT DO YOU MEAN LUD IS FIRING MORE AND MORE MENTAL HEALTH STAFF. 
          [06:05:01]
WHAT DO YOU MEAN? WE, LUD IS SPENDING MILLIONS OF DOLLARS ON SO-CALLED PRIVATE CONTRACTORS AND LEAVING US IN SEVERE DEBT INSTEAD OF PAYING OUR TEACHERS FAIR WAGES. 
          THIS DOES NOT MAKE ANY SENSE. 
          IT SEEMS THAT THE SCHOOL DISTRICT IS TOO FOCUSED ON MAKING MONEY RATHER THAN THE STUDENTS, WHICH ISN'T A GOOD LOOK CONSIDERING THAT SCHOOLS ARE NOTHING WITHOUT THE STUDENTS AND SHOULD BE THE FIRST PRIORITY. 
          AND WITH ICE RAIDS HAPPENING OUTSIDE OF OUR CAMPUSES AND STUDENTS DROPPING OUT BECAUSE OF FEAR, LUSD NEEDS TO PRIORITIZE THIS. 
          RIGHT NOW. 
          WE FOUGHT TO IMPLEMENT AND FUND PROGRAMS LIKE BSAP AND DREAM CENTERS AND PSW AND THEY HAVE PROVEN TO WORK WITH THESE RESOURCES. 
          STUDENT ACHIEVEMENT WITH THESE RESOURCES, STUDENT ACHIEVEMENT HAS SPIKED WITH THESE RESOURCES. 
          SCHOOL COMMUNITIES ARE SO MUCH STRONGER AND TAKING AWAY THESE HARD EARNED FUNDS FOR THOSE RESOURCES THREATENS TO DESTROY THAT SCHOOL COMMUNITY. 
          STUDENTS DON'T NEED OVER TESTING OR AI INVESTMENTS AND THEY CERTAINLY DON'T NEED $70 MILLION FOR SCHOOL POLICE. 
          THAT MONEY SHOULD BE GOING INTO BSAP DREAM CENTERS AND MENTAL HEALTH RESOURCES. 
          LESC SHOULD BE USING THOSE MILLIONS OF DOLLARS TO PROTECT STUDENTS, NOT POLICE THEM. 
          AND I SPEAK FOR HUNDREDS OF STUDENTS WHEN I SAY I DON'T FEEL SAFE AT SCHOOL. 
          AND SO WE IMPLEMENT PROPER SAFE PASSAGE AGAINST ICE AND MORE COMMUNITY-BASED SAFETY SO WE STUDENTS CAN LEARN IN PEACE. 
          SO PUT THE STUDENTS FIRST WHEN CONSIDERING WHERE THAT FUNDING GOES. 
          THANK YOU FOR YOUR TIME. 
          THANK YOU FOR YOUR TIME. 
          KIANA STEIN, WHY NOT? YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          HI, MY NAME IS DR. 
          DINI ECHSTEIN AND I'M A MEMBER OF SCHOOLS BEYOND SCREENS. 
          I'D LIKE TO ECHO DR. 
          REVA'S COMMENTS THAT WE ARE NOT ANTI-TECHNOLOGY, WE ARE PRO LEARNING. 
          SO TO THOSE WHO SAY TECHNOLOGY IS HERE TO STAY, WE SAY IF THE STATUS QUO IS HARMING CHILDREN, WE CHALLENGE THE STATUS QUO. 
          I WANNA BRIEFLY TALK ABOUT WHAT IT MEANS TO USE TECHNOLOGY WITH INTENTION. 
          BANNING YOUTUBE ON CHILDREN'S DEVICES IS A NECESSARY FIRST STEP AS YOUTUBE WAS FOUND LIABLE FOR BEING AN ADDICTIVE PLATFORM AND CAUSING HARM TO CHILDREN. 
          NOW, SINCE L-A-U-S-D HAS JOINED A LAWSUIT AGAINST YOUTUBE, WHY ARE TEACHERS ALL OVER THE DISTRICT SHOWING KIDS AS YOUNG AS FOUR YOUTUBE VIDEOS AND CALLING THEM BRAIN BREAKS? AS A CHILD PSYCHOLOGIST, I CAN TELL YOU THAT A BRAIN BREAK IS A MISNOMER FOR THE OVERSTIMULATING DOPAMINE BLAST. 
          THAT IS DANNY GO. 
          WHEN I PERSONALLY MET WITH ADMIN AT MY CHILD'S SCHOOL, THEIR RESPONSE WAS THAT YOUTUBE VIDEOS ARE SUCH A SMALL PART OF THE DAY TO WHICH I SAY THAT TIME SPENT IS NOT THE DEFINING FEATURE OF ITS IMPACT. 
          FOR EXAMPLE, IT PROBABLY TAKES MY KIDS THE SAME AMOUNT OF TIME TO EAT A PLATE OF BROCCOLI AS IT DOES TO EAT AN ICE CREAM CONE. 
          WOULD WE MEASURE THE OUTCOME OF EATING BROCCOLI VERSUS ICE CREAM ON HOW LONG IT TOOK THEM TO EAT IT? OR WOULD WE ASSESS BASED ON NUTRIENTS CONSUMED USING TECHNOLOGY WITH INTENTION SHOULD BE BASED ON QUALITY IN ADDITION TO TIME. 
          WHY IS A SCREEN BEING USED FOR A MOVEMENT BREAK? WHY ARE KIDS WATCHING VIDEOS OF PEOPLE READING BOOKS? L-A-U-S-D NEEDS TO CLARIFY ITS USE OF TEACHER LED TECHNOLOGY TO BE EDUCATIONAL AT A MINIMUM AND CERTAINLY NOT EXPOSING THEM TO A PLATFORM THAT YOU ARE SUING FOR ITS HARMS TO CHILDREN. 
          THANK YOU SO MUCH. 
          THANK YOU FOR YOUR TIME. 
          AMIR KASIR. 
          AMIR. 
          AMIR KASIR. 
          AMIR KMIR IS NOT HERE. 
          ALL RIGHT. 
          ANNABEL ALVARADO AFTER MS. ALVARADO IS NICOLE MORENO, THEN MARCHE DOSS AND ARIA BLAKELY. 
          HI, MY NAME IS ANNABELLE ADO. 
          I ATTEND JOHN MUIR MIDDLE SCHOOL. 
          I AM A YOUTH LEADER WITH COMMUNITY COLLISION AT JOHN MUIR. 
          I FEEL LIKE STAFF DOES NOT DO ENOUGH TO SUPPORT STUDENTS. 
          I FEEL LIKE THERE IS MORE FOCUS ON BEING STRICT AND BEING JUDGING STUDENTS BASED ON THEIR PAST. 
          I BELIEVE SCHOOLS SHOULD BE A SAFE SPACE WHERE STUDENTS FEEL SUPPORTED AND WHERE STAFF ACTUALLY BUILD RELATIONSHIP WITH STUDENTS, NOT MAKING US FEAR THEM. 
          ONE TIME A TEACHER GOT IN MY FACE AGGRESSIVELY POINTED HER FINGERS AT ME, TOLD ME TO MOVE SEATS. 
          I WAS ALREADY GETTING READY TO MOVE, BUT THEN SHE HAD TOLD ME TO GET OUT THE CLASS. 
          WHEN I HAD TRIED TO EXPLAIN WHAT HAPPENED TO ANOTHER STAFF, THEY WENT TO THE TEACHER, TO ANOTHER STAFF THEY WENT TO THE TEACHER CAME BACK SAYING THAT THEY DIDN'T WANNA HEAR MY SIDE BECAUSE I HAVE A HISTORY OF CRASHING OUT. 
          IT'S MOMENTS LIKE THAT THAT MAKE ME FEEL UNHEARD AND JUDGED INSTEAD OF SUPPORTED. 
          I CAN ALSO SEE THAT TEACHERS THEMSELVES SUFFER DEALING WITH A LOT. 
          THEY DO. 
          THEY SHOULDN'T HAVE TO WORRY ABOUT BUYING SUPPLIES LIKE EXPO MARKERS. 
          THEY SHOULDN'T HAVE TO WORRY ABOUT CEILINGS FALLING APART, LEAKING CLASSROOMS, THE AC NOT WORKING. 
          STUDENTS, STUDENTS SHOULDN'T HAVE TO WORRY ABOUT HAVING A CHAIR AND DESK TO SIT ON IN CLASS. 
          THE BATHROOM STALLS SHOULD BE ABLE TO LOCK AND NOT FALLING APART. 
          [06:10:01]
OUR SCHOOLS ARE NOT GETTING WHAT THEY NEED. 
          THAT'S WHY C FUNDING IS IMPORTANT. 
          SENDING CAN HELP US FIX OUR SCHOOL SUPPORT TEACHERS AND MAKE STUDENTS FEEL SAFE, RESPECTED, AND ABLE TO LEARN. 
          IF YOU WANT STUDENTS TO SUCCEED, WE NEED TO INVEST IN THEM. 
          RESTORE C TO TO $7 MILLION AND DO NOT CUT FROM HIGH AND HIGH NEED SCHOOLS. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          ALRIGHT. 
          NICOLE MORENO, THEN MARCHE DOSS, AND THEN URIAH BLAKELY. 
          SO I'LL START WITH ANOTHER. 
          THANK YOU FOR YOUR IMPORTANT DECISION TODAY ON SCREEN USE IN TECH. 
          THIS IS A BIG STEP, BUT MANY MORE ARE CLEARLY NEEDED. 
          UM, BECAUSE IT'S NOT JUST A K TWO QUESTION AND IT'S NOT JUST ABOUT BANNING THIS SITE OR THAT SITE. 
          IT'S ABOUT PUTTING OUR KIDS LEARNING AND DEVELOPMENT FIRST, WHICH I'M GRATEFUL. 
          IT'S CLEAR YOU ALL ARE COMMITTED TO. 
          UM, I'M A BORN AND RAISED ANGELINO FROM THE EAST SIDE, AS IS MY HUSBAND, BOTH WITH PARENTS WHO IMMIGRATED FROM LATIN AMERICAN COUNTRIES. 
          THE COMMUNITY AND CULTURE THAT WE SURROUND OUR CHILDREN WITH IS EXTREMELY IMPORTANT TO US AND IT'S LARGELY WHY WE'VE CHOSEN A DUAL LANGUAGE SCHOOL IN OUR NEIGHBORHOOD FOR OUR OLDEST CHILD WHO'S IN KINDERGARTEN AT ALAMA ELEMENTARY, THIS IS OUR FIRST EXPERIENCE IN L-A-U-S-D. 
          THIS YEAR. 
          ALAMA IS A TITLE ONE SCHOOL WITH ONE OF THE FIRST DUAL LANGUAGE PROGRAMS IN LA. 
          THAT TITLE ONE DESIGNATION, AS YOU KNOW, MEANS OUR STUDENTS ARE ALREADY AT GREATER RISK OF FALLING BELOW, FALLING BELOW GRADE STANDARDS, ALREADY COMING IN WITH SYSTEMIC BARRIERS AND NOW THE OUTSOURCING OF THEIR EDUCATION TO BIG TECH IS ONLY WIDENING THAT ACHIEVEMENT GAP AND PRESENTING FURTHER BARRIERS AS TEST SCORES AND LEARNING EXPERIENCES ARE PLUMMETING ACROSS THE COUNTRY FOR EVERYONE. 
          THE NUMBERS FOR OUR TITLE ONE STUDENTS ARE EVEN LOWER. 
          THEREFORE, IT'S ONLY MORE URGENT FOR OUR SCHOOL TO CHANGE COURSE IMMEDIATELY, NOT WAIT. 
          THUS, WE ARE MOBILIZING AT AL DAMA ALONGSIDE OTHER SCHOOLS BEYOND SCREENS CHAPTERS. 
          I TAUGHT FIRST AND SECOND GRADE FOR SEVERAL YEARS. 
          MY HUSBAND IS CURRENTLY AN ELEMENTARY TEACHER. 
          WE KNOW HOW CHALLENGING IT IS TO KEEP KIDS ENGAGED AND MOTIVATED IN CLASS WITHOUT ALL THE TECH DISTRACTIONS, BUT WE ALSO KNOW IT'S DOABLE WITH THE RIGHT SUPPORTS AND TOOLS. 
          WE ALSO KNOW HOW MAGICAL IT IS WHEN STUDENTS, HOW MAGICAL IT IS TO EXPERIENCE THEIR LEARNING WITH THEM ALONGSIDE THEM. 
          THE AHA MOMENT WHEN A STUDENT HITS SUCCESS WITH A NEW CONCEPT OR SKILL THAT SPARK KEEPS TEACHERS MOTIVATED AND ENGAGED WITH THEIR WORK AND IT KEEPS STUDENTS EXCITED ABOUT THEIR LEARNING. 
          IT'S BEING REPLACED WITH INEFFECTIVE, COSTLY, UNPROVEN TECH SCHOOLS, TECH TOOLS. 
          TEACHERS LOSE THEIR SPARK AND KIDS DO TOO. 
          I HOPE WE GO COMPLETELY BACK TO THE DRAWING BOARD FOR ALL GRADES AND FOCUS ON EVERYTHING TEACHERS NEED FOR YOUR TIME, FUNDING, TRAINING, THE RIGHT TOOLS TO TRULY SUPPORT OUR KIDS. 
          THANK YOU FOR YOUR TIME. 
          THANK YOU. 
          CHEY. 
          DOSS. 
          I YIELD MY TIME TO CANDACE . 
          ALL RIGHT. 
          TWO MINUTES IS YOURS. 
          HI. 
          GOOD AFTERNOON BOARD MEMBERS AND SUPERINTENDENT CHEY. 
          MY NAME IS CANDACE SMITH. 
          I'M A PARENT WITH STUDENTS TWINS AT MARINA MIDDLE SCHOOL. 
          CAN I, I'M SORRY TO INTERRUPT. 
          YOU COULD IF YOU BRING THE MIC A LITTLE CLOSER AND THEN I'LL TURN IT UP. 
          LET ME JUST RESTART THE TIME AND WE'LL THANK YOU. 
          WE'LL GO ONE MORE. 
          GOOD AFTERNOON. 
          BOARD MEMBERS AND SUPERINTENDENT CHA. 
          I'M A PARENT WITH STUDENTS AT TWINS AT MARINA MIDDLE SCHOOL AND I HAVE A STUDENT AT CRENSHAW MAGNA HIGH SCHOOL. 
          WHILE I, WHILE WE JUST HAD A LOT OF GREAT WINS, UH, WE DO STILL NEED TO IMPLEMENT BSAP PERMANENTLY AND FULLY STAFF OUR SCHOOL SITES. 
          B HAS, BSAP HAS PLAYED AN IMPORTANT ROLE IN SCHOOLS. 
          MY STUDENTS PERSONALLY HAVE BENEFITED FROM BSAP PROGRAMS AND SUPPORT STAFF FOR, FOR INSTANCE, THE MENTAL HEALTH ON SCHOOL SITES REALLY DID CHANGE THE GAME FROM MY DAUGHTER SPECIFICALLY. 
          UM, AND THEN SHE CHANGED SCHOOLS AND THEY DIDN'T EVEN HAVE IT FULLY FUND BSAP AND IMPLEMENT MORE MENTAL HEALTH SERVICES IN OUR SCHOOLS. 
          I CARE ABOUT THIS BECAUSE IT'S IMPORTANT THE, IT'S A LOT OF IMPORTANCE IN THESE PROGRAMS. I'VE SEEN THE RESEARCH AND I'VE ALSO SEEN THESE PROGRAMS WORK IN REAL TIME. 
          ONE OF THE, ONE OF THE THINGS THAT I WITNESSED WAS A RESTORATIVE JUSTICE CIRCLE AT MY DAUGHTER'S SCHOOL. 
          SOME GIRLS WERE BULLYING HER AND THEY BROUGHT THE GIRLS TOGETHER AND IT IMPACTED THEM IN A GREAT WAY. 
          IT IMPACTED MY STUDENT PERSONALLY, HER ATTITUDE, IT BUILT HER CONFIDENCE AND IT ALSO TAUGHT HER CONFLICT RESOLUTION IN A HEALTHY WAY. 
          WE NEED THE SCHOOL'S NEEDED. 
          STUDENTS NEED FULLY FUND BSAP. 
          IF YOU'RE TRYING TO FIND CUTS, CUT THE POP OFF. 
          ALRIGHT, YOU GOT A BALANCE OF 30 SECONDS IF YOU WANNA GO FOR IT. 
          UM, 
          [06:15:01]
MY NAME IS ELENA AND I HAVE TWO KIDS AT MLK AND I'M ALSO A MEMBER OF RECLAIM MY SCHOOLS LA AND I'M HERE IN SUPPORT OF YOU GUYS KEEPING BSAP FUNDED AND IT'S LIKE REALLY SUPPORTIVE AND BENEFICIAL FOR LIKE OUR STUDENTS. 
          SO YEAH. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          ALLIAH BLAKELY. 
          HI, MY NAME IS ARIA BLAKELY. 
          UM, I DEFER MY TIME TO DONYA WARD CALLING IN. 
          I CAN'T NECESSARILY, I DON'T HAVE ANY WAY OF IDENTIFYING MS. WARD. 
          CAN I GIVE YOU THE LAST FOUR OF THE NUMBER? SURE. 
          4, 5, 8 7. 
          PLEASE GO AHEAD, MS. WARD, YOU'LL HAVE TWO MINUTES TO SPEAK ONCE SHE BEGIN THIS WAKEY. 
          YES. 
          YOU MADE IT THAT MS. WARD? YES. 
          OH MY GOSH. 
          I RAN. 
          COME ON. 
          AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU, ONCE YOU BEGIN. 
          TAKE YOUR TIME. 
          TAKE YOUR TIME. 
          AND I LEFT MY WATER JUST SO THAT I COULD LITERALLY MAKE IT UP HERE. 
          . 
          OKAY. 
          SORRY. 
          CAN I HAND THESE TO YOU? MM-HMM . 
          THAT'S ALL THE SIGNS. 
          THANK YOU. 
          OKAY. 
          UM, I HAVE SOME DOCUMENTATION FOR YOU GUYS. 
          UM, GOOD AFTERNOON. 
          MY NAME IS DONYA WARD. 
          I'M THE BSAP COUNSELOR AT WESTERN AVENUE TECH MAGNET. 
          I'VE BEEN AT THE SCHOOL SINCE INCEPTION OF BSAP. 
          I CAME IN JANUARY, 2022 AND I'VE REALLY GROWN TO LOVE THE STUDENTS AT THE SCHOOL. 
          UM, I REALLY DECIDED TO COME TO L-A-U-S-D BECAUSE I HAD WORKED IN PREVIOUS DISTRICTS THAT DID NOT SERVICE AS VERY MANY BLACK STUDENTS. 
          IT WAS NOTICEABLE, NOTICEABLE TO ME AND I REALLY WANTED TO SERVE BLACK STUDENTS. 
          SO WHEN I SAW THIS JOB DESCRIPTION, I WAS REALLY EXCITED AND THOUGHT, OH MY GOSH, THIS IS GREAT. 
          I'LL BE ABLE TO SERVICE BLACK STUDENTS AND ADVOCATE FOR THEM, YOU KNOW, EXACTLY AS I'VE BEEN WANTING TO DO. 
          SO I'VE BEEN THE ONE THAT CREATED THE BSAP ROOM SAFE SPACE FOR OUR STUDENTS. 
          ALL STUDENTS ARE WELCOME BUT I REALLY WANTED OUR BLACK STUDENTS TO BE IDENTIFIED. 
          IF YOU SAW PICTURES OF MY ROOM, YOU WOULD SEE A LOT OF BLACK CULTURE HBCU COLLEGE INFORMATION, YOU KNOW, JUST ALL THE RESOURCES WE WANT TO SEE OUR STUDENTS HAVE. 
          UM, I FACILITATE OUR BSU, SO THOSE STUDENTS ARE THE ONES THAT ACTUALLY ARRANGE AND COORDINATE ALL THE ACTIVITIES THAT WE DO AT SCHOOLS, LIKE DANCES AND FUN, UM, GAMES THAT WE DO LIKE RIGHT AFTER SCHOOL. 
          UM, AND I'VE NOTICED OVER THE LAST COUPLE YEARS THAT THERE WAS A LOT OF, UM, MISS, LIKE NOT REALLY IMPLEMENTING BUB THE WAY THAT WE WOULD IDEALIZE IT TO BE, UM, IMPLEMENTED. 
          AND I WERE REPORTED A LOT OF CONCERNS TOO. 
          UM, OUR DIRECTOR TO DR. 
          BRANDY, DR. 
          WHITMAN, JUST HOPING TO GET THEIR SUPPORT IN GETTING MY PRINCIPAL TO REALLY IMPLEMENT BSAP THE WAY THAT IT WAS DESIGNED. 
          YOU KNOW, REALLY ENCOURAGING US AS A TEAM TO WORK TOGETHER INSTEAD OF KEEPING US DIVIDED AND TELLING US TO STAY ON OUR OWN LANE AND NOT SUPPORT EACH OTHER. 
          LIKE I COULDN'T GO WITH OUR PSA ON HOME VISITS 'CAUSE HE JUST DIDN'T WANT ME WORKING TOGETHER. 
          I TRIED TO PUT TOGETHER A STUDENT SER A PARENT SURVEY AND GAVE IT TO OUR PARENT REP AND THEY LITERALLY TOOK THE SURVEY FROM THE PARENT REP AND WAS LIKE, DO NOT ASSIST, DO NOT LET MS. WARD ASSIST YOU WITH IT. 
          SO I'M REALLY CALLING ON YOU GUYS NOW. 
          THEY'RE CUTTING MY POSITION AND I'M CALLING ON YOU GUYS TO NOT ALLOW THEM TO CUT MY POSITION BECAUSE I BELIEVE THAT THEY'RE ONLY CUTTING IT BECAUSE I'VE BEEN MAKING ALL THESE COMPLAINTS AND TRYING TO GET THEIR ASSISTANCE TO REALLY SUPPORT AND IMPLEMENT B SEP EFFECTIVELY. 
          THANK YOU FOR YOUR TIME. 
          SO MAINTAINING B MEANS MAINTAINING ME. 
          OKAY. 
          WE HAVE A COUPLE OF REMOTE CALLERS. 
          CHERYL KONO, I SEE YOU'RE ON THE LINE. 
          CHERYL KONO, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF, MS. KONO, AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          OKAY. 
          YES. 
          THIS IS CHERYL KONO, CAN YOU HEAR ME? WE CAN PLEASE SPEAK UP A BIT AND I'LL ALSO TURN UP THE VOLUME. 
          EXCELLENT. 
          OKAY, GREAT. 
          OKAY. 
          GOOD AFTERNOON. 
          MY NAME IS CHERYL KONO AND I'M A CURRENT PSYCHIATRIC SOCIAL WORKER, A FORMER PARENT AND A FORMER STUDENT. 
          I'M LOOKING FORWARD TO THE L-A-U-S-C BOARD PRESENTING A RESOLUTION ON BEHALF OF PWS FOR THE UPCOMING MENTAL HEALTH AWARENESS MONTH FROM MAY, 2026. 
          PS PSW SHOULD BE ABLE TO PROVIDE MENTAL HEALTH AND PSYCHIATRIC SOCIAL WORK SERVICES FOR ALL L-A-U-S-D STUDENTS AND THEIR FAMILIES AT SCHOOLS AND PROGRAMS. HERE ARE SOME OF THIS, UM, COMMENTS THAT MY STUDENTS SHARED WHEN I ASKED THEM WHY THEIR PSW WAS SO IMPORTANT TO THEM. 
          PWS, LISTEN TO WHAT YOU HAVE TO SAY. 
          THEY ALSO GIVE SUGGESTIONS ON HOW TO BETTER YOUR SITUATION. 
          MY PSW IS IMPORTANT TO ME BECAUSE SHE HAS A POSITIVE MINDSET, WHICH GIVES ME A POSITIVE MINDSET AS WELL. 
          SHE ALSO LISTENS AND DOESN'T JUDGE. 
          THEY 
          [06:20:01]
HELP PEOPLE GET THROUGH VERY HARD TIMES. 
          THEY'RE IMPORTANT BECAUSE THEY PROVIDE A SAFE SPACE FOR STUDENTS. 
          THEY HELP WHEN THEY ARE, YOU ARE STRUGGLING AT HOME OR IF YOU HAVE ANY PROBLEMS THEY CAN HELP STUDENTS OUT WITH ANYTHING THAT THEY MIGHT NEED HELP WITH. 
          AND THEY'RE ALWAYS HERE FOR US. 
          THEY GIVE US SUPPORT AND HELP WITH WHETHER IT'S ABOUT MENTAL HEALTH, ACADEMICS, OR ANY OTHER ISSUES. 
          MY PSW COLLEAGUE CHEYENNE SHARED. 
          WHILE MANY STUDENTS AND STAFF ARE PREPARING FOR GRADUATION AND SUMMER BREAK, MENTAL HEALTH STRUGGLES CONTINUE. 
          DEPRESSION, DOESN'T KNOW THAT WE'RE GETTING CLOSER TO SUMMER AND ANXIETY DOESN'T CARE THAT YOU'RE FOCUSED ON PREPARING FOR FINALS AND STATE TESTING. 
          ACCORDING TO CDC, NEARLY ONE IN FIVE CHILDREN, AGES THREE TO 1720 1% HAVE BEEN DIAGNOSED WITH A MENTAL, EMOTIONAL, OR BEHAVIORAL HEALTH CONDITION. 
          WE WOULD LIKE THE L-A-U-S-D BOARD TO PUBLICLY ACKNOWLEDGE A GROWING MENTAL HEALTH CRISIS AND SUPPORT ADVOCACY AND FUNDING FOR PSW, FOR ALL STUDENTS AT ALL SCHOOLS AND ALL PROGRAMS BY CELEBRATING MENTAL HEALTH AWARENESS MONTH. 
          THIS MAY IS CRUCIAL THAT ALL STUDENTS HAVE ACCESS TO MENTAL HEALTH AND PSW SERVICES. 
          THANK YOU AND LOOK FORWARD TO SEEING YOU IN THE MONTH OF MAY. 
          THANK YOU FOR YOUR TIME. 
          ALL RIGHT, ELLA GREEN, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          ELLA GREEN. 
          ELLA GREEN, I SEE YOU'RE ONLINE WITH US. 
          PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          ELLA GREEN. 
          HELLO. 
          HI, PLEASE GO AHEAD. 
          HELLO. 
          HELLO, MY NAME IS BELLA GREEN. 
          I'M A 10TH GRADER AT NORMAL HIGH SCHOOL AND I'M CURRENTLY A NEW MEMBER OF STUDENT DESERVE AND RESILIENCE AND INTERGROUP TO OR DARE EDUCATION CLUB. 
          THIS CLUB HELPS ME SPEAK UP AND WORK WITH OTHERS AND PREPARE MYSELF TO BE A BETTER PERSON FOR MY FUTURE AND MAKE A DIFFERENCE. 
          I'M TRULY GRATEFUL TO BE AROUND OTHER STUDENTS AND STAFF THAT SHARE THE SAME INTERESTS WITH ME AND OPPORTUNITIES MY SCHOOL PROVIDES THROUGH HIGH THROUGH MY HIGH SCHOOL EDUCATION REASONS. 
          I FEEL LIKE, UM, PSYCHIATRIC SOCIAL WORKERS ARE IMPORTANT PEOPLE TO HAVE IN SCHOOL BECAUSE THEY BRING SUPPORT FOR STUDENTS FACING ACADEMIC AND EMOTIONAL CHALLENGES, HANDLING STRESS THROUGH STUDENTS' HIGH SCHOOL EXPERIENCE WITH ESSAYS, EXAMS, FAMILY ISSUES AND MENTAL STRUGGLES AND LIFE CHALLENGES. 
          SOCIAL WORKERS PROVIDE RESOURCES AND COMMUNITY PROGRAMS THAT HELP STABLE AND MOVE STUDENTS' LIFE FORWARD. 
          IT IS COMMON THAT MOST STUDENTS STAY SILENT AND SILENCE CAN AFFECT MOTIVATION, GRADES AND FUTURE OPPORTUNITIES. 
          SOCIAL WORKERS HELP REMOVE THOSE BARRIERS. 
          NOT ALL SCHOOLS HAVE PROGRAMS LIKE THIS WHERE SOCIAL WORKERS CONNECT AND SUPPORT STUDENTS. 
          I KNOW THAT I WANNA BE A PART OF SOMETHING BIGGER THAN JUST IN MY SCHOOL, BUT HELP MAKE MY COMMUNITY MORE FAIR AND SUPPORTIVE FOR EVERYONE. 
          THANK YOU SO MUCH. 
          THANK YOU FOR YOUR TIME. 
          AMIR KMIR, I SEE YOU ARE HERE. 
          AMIR KMIR, ARE YOU GOING TO USE YOUR TIME? OKAY. 
          UH, MARIA DAISY ORTIZ. 
          I SEE YOU'RE ON THE LINE. 
          PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          MS. ORTIZ IS GONNA SPEAK IN SPANISH, SO IF YOU'D LIKE TO HEAR WHAT SHE'S SAYING IN ENGLISH, PLEASE PUT UP AND WE'LL GET YOU THESE TRANSLATION HEADSETS. 
          OKAY. 
          MARIA DAISY ORTIZ, PLEASE GO AHEAD. 
          CAN YOU HEAR ME? GOOD AFTERNOON EVERYONE. 
          I AM MARIA DAISY ORTIZ AND I AM A PARENT THAT IS FOR QUALITY PUBLIC EDUCATION THROUGH EXPERIENCE. 
          THEN WE KNOW THAT CHARTER IS A BUSINESS FOR BIG CORPORATIONS, BUT PARENTS DUE TO NEGLIGENCE AND IGNORANCE BECAUSE OF THE DISTRICT, MANY TIMES THEY GO TO CHARTER SCHOOLS AND, AND IT VERY OBSESSIVE WITH THE THREE MEMBERS THAT ARE SITTING THERE. 
          MR. MELVOIN, MS. TANYA ORTIZ, AND MS. KELLY EZ BECAUSE THEY ARE HYPOCRITES, THEIR AGENDAS ARE FOR CHARTER SCHOOLS. 
          BUT SAME MS. CARLA GRIEGO, MS. RIVAS AND NEWBELL BY DOING NOTHING TO BETTER EDUCATION. 
          THEY ARE ACCOMPLICES BECAUSE WHAT DID THEY JUST NEGOTIATE WITH THE DIFFERENT SYNDICATES, RIGHT? IS IT MORE RESULTS OR JUST AN INCREASE BECAUSE THE EDUCATION THAT YOU ARE GIVING, YOU ARE ABUSING FROM OUR CHILDREN USING EDUCATION FOR YOUR PERSONAL INTEREST AND THEIR POSITIONS. 
          AND IT IS A DISGRACE HONESTLY. 
          SO IN REALITY, THE PARENTS, WHAT WE WANT IS BETTER EDUCATION, QUALITY EDUCATION EQUITY AND MAKING SURE EVERYTHING IS FAIR BECAUSE WITH THOSE SUMMER PROGRAMS FOR OUR ENGLISH LEARNERS, ENGLISH LANGUAGE ARTS DOES NOT FUNCTION. 
          YOU SHOULD BE GIVING SUMMER SCHOOL FOR THOSE ENGLISH LEARNERS. 
          YOU SHOULD BE STOP RECORDING OR STOP GIVING RE REMEDIATED 
          [06:25:02]
THINGS FOR OUR CHILDREN. 
          ANYTHING THAT IS ABOVE EIGHTH GRADE THAT TAKES THE DREAMS AWAY FROM OUR CHILDREN. 
          SO PLEASE STOP USING EDUCATION FOR YOUR PERSONAL BENEFIT. 
          THANK YOU AND HAVE A GREAT EVENING. 
          OKAY, LET ME ACTIVATE THAT MIC. 
          PLEASE GO AHEAD. 
          GOOD EVENING EVERYONE. 
          MY NAME IS MARIANA CALDERONE AND I AM A STUDENT AT SAN PETER HIGH SCHOOL. 
          I STAND HERE BEFORE YOU TODAY BECAUSE I CARE DEEPLY ABOUT OUR FUTURE, THE FUTURE OF OUR SCHOOLS OR CITY AND OUR PLANET. 
          LA IS A, A PLACE OF INNOVATION AND OPPORTUNITY, BUT WHEN IT COMES TO SUSTAINABILITY, WE'RE FALLING BEHIND. 
          LAST TIME I SPOKE HERE, I ADDRESSED THE SINGLE, THE ISSUE OF SINGLE USE PLASTIC IN OUR SCHOOLS. 
          L-A-U-S-D DISTRIBUTES MILLIONS OF PLASTIC ITEMS EVERY YEAR. 
          AND I WILL KEEP COMING HERE UNTIL OUR SCHOOLS MINIMIZE THE DISTRIBUTION AND USE OF THESE DEADLY POLLUTANTS. 
          PLASTIC DOESN'T THESE DECOMPOSE IT FRAGMENTS, FRAGMENTS, UM, SOME KINDS TAKING OVER A THOUSAND YEARS TO BREAK DOWN INTO MICROPLASTICS, WHICH THEN MAKE IT BACK INTO OUR BODIES. 
          NOT TO MENTION THE INSANE AMOUNT OF WATER AND ENERGY IT TAKES TO ACTUALLY MAKE IT AND IT'S NOT EVEN RECYCLABLE. 
          FULLY RECYCLABLE MATERIALS INCLUDE CARDBOARD, PAPER, METAL, GLASS, AND ALUMINUM. 
          AND I UNDERSTAND THE HAZARDS OF PROVIDING SOME OF THESE MATERIALS, BUT SOME CAN BE GIVEN IN PLACE OF PLASTIC, FOR EXAMPLE. 
          WHY ARE WE, WHY ARE THE VENDING MACHINES STOCKED WITH PLASTIC BOTTLES INSTEAD OF CANNED DRINKS? IT'S A SIMPLE SWITCH WITH A BIG IMPACT. 
          I AM AND I AM WILLING TO BET MOST PEOPLE DON'T KNOW THIS BECAUSE NOT ENOUGH AWARENESS IS BEING SPREAD. 
          WHY NOT MAKE WEBINARS TO COMMUNICATE THE MESSAGE AND URGENCY OF PROPERLY DISPOSING OF PLASTIC WASTE IN OTHER MATERIALS? YOU KNOW, LIKE THE ONES THAT WEREN'T AS ABOUT DRUGS AND BULLYING. 
          NONE OF THIS WILL MATTER. 
          HOWEVER, UM, IF OUR RECYCLED MATERIALS CONTINUE TO BE MIXED WITH THE ACTUAL TRASH, THE SOLUTION I PROPOSE TO THIS PROBLEM IS SET UP A PROPER SANITATION SYSTEM. 
          ALLOW CUSTODIAL WORKERS TO PROPERLY DISPOSE OF THE GARBAGE WE TOSS. 
          IT IS UNFAIR AND IRRESPONSIBLE TO HAND TRASH THE WAY WE DO WHEN OUR STREETS ARE SCHOOLS LOOK LIKE THE CITY RIGHT OUTSIDE THESE DOORS. 
          NOW LET'S TALK ABOUT AI FOR-PROFIT. 
          AI PLATFORMS ARE EVERYWHERE USED BY STUDENTS, TEACHERS, AND EVEN ADMINISTRATORS. 
          YOU PAY FOR THESE SERVICES WITHOUT REALIZING THE HIDDEN COSTS, THE MASSIVE AMOUNT OF WATER AND ENERGY THEY CONSUME. 
          A SINGLE AI GENERATED IMAGE USES THE SAME AMOUNT OF WATER AS A 16 OUNCE BOTTLE OF WATER. 
          IMAGINE GOING OUTSIDE AND POURING THAT WATER INTO HOT PAVEMENT. 
          YOU WOULDN'T DO IT. 
          SO WHY ARE YOU LETTING AI PLATFORMS DO THE EQUIVALENT OF IT EVERY DAY? HELP ME RAISE AWARENESS IN OUR SCHOOLS. 
          PLEASE. 
          I DON'T THINK I'M ASKING FOR MUCH. 
          IT'S BASIC HUMAN DECENCY. 
          WE DESERVE TO GO TO SCHOOLS IN A CLEAN AND SUSTAINABLE ENVIRONMENT. 
          IF YOU DON'T THINK THIS DOESN'T AFFECT YOU, JUST THINK ABOUT YOUR KIDS' FUTURE GENERATIONS. 
          THEY DESERVE TO EXPERIENCE THE SAME BEAUTY OF NATURE. 
          YOU GREW UP IN THE THE WORLD, THE SAME WORLD OUR PARENTS GREW UP IN. 
          THIS IS OUR HOME. 
          IT DOESN'T HAVE THE NAME OF ONLY ONE PERSON STAMPED ON IT. 
          THERE IS NO PLANET B. 
          AND ONCE YOU, ONCE IT IS DESTROYED, IT'S THE END FOR US TOO. 
          PLEASE BE A PART OF THE CHANGE. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          THIS CONCLUDES PUBLIC COMMENT PORTION. 
          I BELIEVE THERE ARE TWO ADJOURNING MOTIONS. 
          YES. 
          THANK YOU. 
          UM, I DO HAVE TWO ADJOURNING MOTIONS. 
          I'D LIKE TO ADJOURN TODAY'S MEETING IN MEMORY OF ANITA PROSSER TO LAY PRINCIPAL OF VINE STREET EARLY EDUCATION CENTER. 
          MS. PROSSER GAN HER TENURE WITH THE DISTRICT IN 1984, SERVING AS A PLAYGROUND SUPERVISOR, TEACHER ASSISTANT, EARLY EDUCATION AIDE, EARLY EDUCATION, SUBSTITUTE TEACHER, EARLY EDUCATION TEACHER, UH, BEFORE FULFILLING HER DREAM OF BECOMING AN EARLY EDUCATION PRINCIPAL AT VINE STREET IN OCTOBER, 2025. 
          SHE HAD BIG PLANS FOR THE SCHOOL AND I HAVE NO DOUBT THAT SHE WOULD'VE BROUGHT THEM TO FRUITION. 
          IN FACT, I JUST SAW HER ON A RECENT VISIT WITH SOME PROSPECTIVE PARENTS, MYSELF INCLUDED. 
          AND SHE WAS SUCH A PASSIONATE AND ENTHUSIASTIC LEADER THAT ONE OF THE PARENTS ENROLLED HER CHILD RIGHT THERE ON THE SPOT. 
          WE SEND OUR DEEPEST CONDOLENCES TO HER FAMILY, FRIENDS IN THE WHOLE VINE, EEC COMMUNITY. 
          I'D LIKE TO ADJOURN TODAY'S MEETING ALSO IN MEMORY OF ANGELO GACA, A PROUD VENICE HIGH GRADUATE AND BELOVED VARSITY FOOTBALL COACH WHO DEDICATED OVER FIVE DECADES TO BOTH THE GAME AND TO SUPPORTING GENERATIONS OF STUDENTS. 
          HAS A SPECIAL EDUCATION TEACHER AND 26 YEAR HEAD COACH. 
          HE COMBINED TOUGHNESS WITH DEEP COMPASSION LEADING VENICE TO 12 STRAIGHT STRAIGHT LEAGUE TITLES AND A CITY CHAMPIONSHIP WHILE SHAPING COUNTLESS LIVES ON AND OFF THE FIELD. 
          HIS LEGACY LIVES ON AND HIS PLAYERS, HIS COLLEAGUES AND COMMUNITY. 
          HE WAS A TRUE GODO AND WE SEND OUR DEEPEST CONDOLENCES TO HIS FAMILY, FRIENDS, AND THE WHOLE VENICE HIGH COMMUNITY MAY BOTH THEIR MEMORIES BE FOR A BLESSING. 
          THANK YOU. 
          IS THERE ANY OBJECTION TO ADJOURNMENT? NO OBJECTION. 
          OKAY. 
          THE TIME IS NOW 4:40 PM ON APRIL 21ST, 2026. 
          THE MEETING IS ADJOURNED. 
          THANK YOU.
* This transcript was created by voice-to-text technology. The transcript has not been edited for errors or omissions, it is for reference only and is not the official minutes of the meeting.