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EVERYONE.[I. Welcome and Opening Remarks]
TO THE SCHOOL SAFETY AND CLIMATE COMMITTEE OF THE BOARD OF EDUCATION OF LA UNIFIED.I WANNA THANK YOU ALL FOR JOINING US FOR OUR FOURTH AND FINAL MEETING.
AND THANK YOU FOR YOUR FLEXIBILITY THIS YEAR.
WE DID HAVE SOME ADJUSTMENTS TO OUR CALENDARS.
UM, BUT BEFORE WE JUMP ON INTO TODAY'S SESSION, I WANNA INVITE ALL OF OUR COMMITTEE MEMBERS TO OPEN WHAT I PLACED ON YOUR TABLE.
SORRY, BOARD MEMBERS, NOT YOU, UM, BUT FOR OUR COLLEAGUES FOR PARTICIPATING IN OUR COMMITTEE.
I JUST WANNA RECOGNIZE YOU FOR YOUR CONTRIBUTIONS TO EVERYONE HERE TODAY.
UM, AND ESPECIALLY SHE DOESN'T KNOW THIS, BUT I WANNA INVITE EBONY TO COME ON DOWN FROM THE BOARD SECRETARIAT'S OFFICE.
THERE IS A BIG TEAM BEHIND ALL OF THIS WORK AND EBONY WILSON LEADS THIS FOR THIS COMMITTEE.
JUST BEFORE WE GET TOO DEEP INTO THE CONTENT, LET'S START WITH SOME CELEBRATION.
EBONY, IT HAS BEEN TRULY AMAZING.
YOU ARE SO HELPFUL IN THE ENTIRE EXECUTIVE OFFICE OF THE BOARD'S TEAM IS SO HELPFUL, BUT ESPECIALLY EBONY FOR THIS COMMITTEE.
LET'S GIVE IT UP FOR EBONY WHO ALWAYS ORGANIZES US THANK
AND I WANNA GIVE A BIG SHOUT OUT TO MY SENIOR DIRECTOR OF POLICY, EMMA WATSON, WHO HELPS LEAD THIS ON OUR TEAM.
SHE IS BACK HERE ALL THE TIME, RECOGNIZING ALL OF OUR COMMITTEE MEMBERS, GETTING US PREPARED.
SO JUST STARTING WITH A LITTLE BIT OF JOY.
OKAY, SO TODAY'S COMMITTEE, WE ARE GOING TO DIVE INTO BIG TOPIC OF WHAT WE ARE DOING TO PREVENT AND ADDRESS HARM AND CONFLICT IN THE DISTRICT.
UM, BUT BEFORE WE DO, THIS IS THE COMMITTEE THAT LOOKS AT DATA THAT BRINGS IN SCHOOL PRESENTATIONS THAT REALLY TRIES TO GET A SENSE OF HOW WE'RE KEEPING OUR STUDENTS, FAMILIES AND COMMUNITIES SAFE.
AND WE'VE GOT A VARIETY OF EXPERTS AROUND THE TABLE, INTERNAL TO THE DISTRICT, AND ALSO COMMUNITY PARTNERS.
SO I ALWAYS LIKE TO START WITH JUST A LITTLE BIT OF AN INTRODUCTION.
SO WE'LL START IF THAT'S OKAY WITH, UH, MY BOARD DISTRICT ONE COLLEAGUE, ALL THE WAY TO THE RIGHT.
JUST YOUR NAME, WHERE, WHAT ORGANIZATION OR ROLE YOU PLAY ON.
UM, IF YOU WANNA JUST SHARE HOW YOU'RE FEELING TODAY.
SO IS ANY NEW BILL NAME SHER? HE NEWBELL I, UH, GET THE PRIVILEGE OF SERVING BOARD DISTRICT ONE SOUTH LA DOWN TO THE BORDER OF GARDENA, UP TO WILSHIRE AND OVER TO THE WEST SIDE.
AND EVERYTHING ON THE EAST SIDE OF THE ONE 10 OR THE WEST SIDE OF THE ONE 10.
UM, IT IS JUST AN HONOR TODAY AND I GUESS BECAUSE IT IS THURSDAY AND I DIDN'T KNOW IT WAS THURSDAY, BUT I AM UP
JOEL CISNEROS, EXECUTIVE DIRECTOR FOR MENTAL HEALTH AND WELLNESS SERVICES HERE AT ALLY UNIFIED, AND I'M EXCITED TO HEAR FROM THE SCHOOL SITES AND FROM THE FIELD AND, AND KIND OF LEARN WHAT ARE SOME BEST PRACTICES THAT WE'RE SEEING.
IT'S SALVADOR SANABRIA FROM EL RTE, COMMUNITY REPRESENTATIVE AND VOLUNTEER IN THE COMMITTEE.
AND I'M GLAD TO BE HERE FOR THIS LAST, UH, MEETING OF THE YEAR.
UH, HAPPY TO VOLUNTEER IN THE COMMITTEE.
AND THANK YOU FOR THE RECOGNITION TOO.
YES, GOOD AFTERNOON AND HAPPY FRIDAY EVE.
I LEARNED THAT FROM A MENTOR OF MINE MANY YEARS AGO.
AND, UM, MY NAME IS DR. DEBORAH BRYANT.
I AM THE ACTING CHIEF OF SCHOOL OPERATIONS AND I'M HAPPY THAT IT IS ALMOST FRIDAY AND I'M REALLY HAPPY TO PRESENT TO SHARE WHAT, UH, THE DISTRICT DOES WORKING IN WITH THE REGION AND OUR SCHOOLS TODAY.
AND THANK YOU FOR THE RECOGNITION.
AND DR. BRYAN, WAS THIS YOUR FIRST MEETING, UH, IN YOUR ACTING ROLE? YES.
YES, MY FIRST, BECAUSE WE WERE SUPPOSED TO MEET BACK IN MARCH.
I'M TANYA ORTIZ FRANKLIN, I GET TO CHAIR THIS COMMITTEE AND REPRESENT BOARD DISTRICT SEVEN.
IF YOU CAN'T TELL, I AM FEELING VERY ENERGIZED AND HAPPY TO BE HERE.
CARLA? HI, I AM CARLA GRIEGO AND I AM BOARD MEMBER FOR DISTRICT FIVE, WHICH IS NORTHEAST LA EAST HOLLYWOOD, KOREATOWN, SOUTH LA AND SOUTHEAST CITIES OF LOS ANGELES.
AND I'M REALLY EXCITED TO BE HERE.
I LOVE THIS COMMITTEE BECAUSE WE TALK ABOUT REAL POSITIVE THINGS ABOUT HOW TO SUPPORT OUR STUDENTS EMOTIONALLY, MENTALLY, BEHAVIOR WISE IN A POSITIVE AND SUPPORTIVE MANNER.
HELLO, I'M CARLOS VIA EXECUTIVE DIRECTOR OF CADRE, WHICH IS COMMUNITY ASSET DEVELOPMENT, REDEFINING EDUCATION.
AND I'M JUST HONORED TO BRING THE VOICES OF OUR PARENT LEADERS TO, TO THIS IMPORTANT SPACE.
I AM THE PROJECT, UM, PROJECT COORDINATOR FOR THE SCHOOL SAFETY TRANSFORMATION PROJECT HOUSE WITHIN THE OFFICE OF VIOLENCE PREVENTION AT LOS ANGELES COUNTY DEPARTMENT OF PUBLIC HEALTH.
AND I AM HAPPY TO BE HERE AND EXCITED TO HEAR MORE SCHOOLS IN THE FIELD.
UM, AND YEAH, THANKS FOR HAVING US, LENA.
I THINK YOU HAVE THE LONGEST TITLE OF ANYBODY.
YEAH,
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UM, BRING SUCH GREAT INSIGHT TO THIS COMMITTEE.UM, I'LL INVITE OUR TEAM TO GO AHEAD AND GET SET UP FOR OUR PRESENTATION TODAY.
UM, THIS COMMITTEE, AS I MENTIONED, LOOKS AT DATA.
WE TRY TO SCALE GOOD IDEAS, UH, ACROSS THE DISTRICT.
AND WE WILL HAVE A LITTLE DISCUSSION TODAY FROM THE BOARD AFTER THIS OR FROM THE COMMITTEE AFTER THE PRESENTATION, TO THINK ABOUT RECOMMENDATIONS WE MIGHT OFFER BACK TO THE TEAM AROUND WHERE TO STRENGTHEN AND HOW TO SUPPORT SCHOOL CLIMATE AND CULTURE GOING FORWARD.
[II.1. District’s Approach to Addressing Conflict and Harm]
I'LL TURN IT OVER TO DR. BRYANT AND TEAM, UH, TO HELP US THINK ABOUT HOW, OR HELP US UNDERSTAND HOW WE, UH, PREVENT AND INTERVENE AND HARM AND CONFLICT ACROSS THE DISTRICT, WHICH WE KNOW HAS BEEN A, A GROWING CONCERN IN OUR NEIGHBORHOODS, BUT THERE'S A LOT THE DISTRICT'S DOING, AND THEN THERE'S OBVIOUSLY ALWAYS ROOM FOR IMPROVEMENT.SO WITH THAT, I WILL TURN IT TO THE TEAM AND THEN OUR SCHOOL PRESENTATION, OH, IS THE MIC ON? IT'S COMING UP.
DR. DEBORAH BRYANT, ACTING CHIEF OF SCHOOL OPERATIONS.
NICE TO SEE EVERYONE THIS AFTERNOON.
SO WHAT WE'RE STARTING WITH IS WHAT THE DISTRICT DOES TO ADDRESS, UM, HARM CONFLICT AND BULLYING IN OUR SCHOOLS.
AND SO WE START WITH ALIGNING OUR SYSTEMS AND SETTING CLEAR EXPECTATIONS.
AND WE WANNA MAKE SURE THAT OUR RESPONSE TO ANY OF THESE CONCERNS ARE LED WITH, UH, FAIRNESS, ALSO WITH RESPECT, AND ALSO WITH MAKING SURE THAT IT'S NOT PUNITIVE, BUT WE'RE SHOWING WE'RE DOING WRAPAROUND SERVICES, MAKING SURE THAT THE STUDENT IS RECEIVING ANY SUPPORT THEY NEED, UM, BEFORE, UH, APPLYING ANY, UH, PUNITIVE CONSEQUENCES.
WE WORK WITH THREE KEY LEVEL POLICY BULLETINS.
WE HAVE OUR BULLYING AND HAZING POLICY, WHICH ESTABLISHES CLEAR DEFINITIONS.
YOU HAVE A, YOU HAVE 30 DAYS TO INVESTIGATE, 60 DAYS TO CONCLUDE THE INVESTIGATION AND PROVIDE THE PARENT WITH AN OUTCOME.
THERE'S ALSO OUR POLICY ON DISCIPLINE FOUNDATION POLICY, WHERE WE FOCUS ON MAKING SURE THAT IT'S TRAUMA INFORMED AND WE ALIGN IT WITH OUR MULTI-TIERED SYSTEMS OF SUPPORT FRAMEWORK.
AND IT'S ALSO ALIGNED WITH POSITIVE BEHAVIOR SUPPORT AND RESTORATIVE JUSTICE PRACTICES.
ALSO, WE FOLLOW OUR, UH, HATE MOTIVATED INCIDENTS IN CRIME BULLETIN, WHICH OUTLINES PROCEDURES FOR PREVENTING IDENTIFYING AND DOCUMENTING AND RESPONDING TO HATE MOTIVATED, UH, RELATED INCIDENTS.
AND TO MAKE SURE THAT THE STUDENTS FEEL SAFE.
WE ALIGN ALSO OUR RESTORATIVE PRACTICES WITH MAKING SURE WE PROVIDE, WE'RE STARTING WITH PREVENTION WITH THE MULTI-TIERED SYSTEMS OF SUPPORT, BUILDING POSITIVE AND INCLUSIVE SCHOOL COMMUNITIES.
THAT GOES A LONG WAY WHEN EVERYONE ON THE CAMPUS IF TREATS THE CHILDREN AS IF THEY'RE IMPORTANT AND THEY FEEL INCLUDED.
SO IF YOUR CAMPUS IS WARM AND WELCOMING, IT HELPS TO AVOID A LOT OF ISSUES BECAUSE STUDENTS FEEL SAFE AND THEY FEEL LIKE THERE'S AN ADULT, ANY ADULT FROM THE OFFICE TO THE TEACHER, TO THE PERSON ON THE YARD THAT THEY CAN GO TO AND ASK AND PROVIDE SUPPORT AND FEEL CARED FOR.
OUR RESPONSE, WE WANT TO ALWAYS MAKE SURE THAT WE SHARE WITH OUR DISTRICTS AND OUR SCHOOLS THAT IT IS IMMEDIATE THAT WE GET BACK TO OUR PARENTS WITHIN 24 TO 48 HOURS IF THEY HAVE ANY CONCERNS.
WE ALSO WANNA MAKE SURE THAT IT'S CONSISTENT WITH OUR DISTRICT POLICY.
SOMETIMES I KNOW THAT WE CAN LEAD WITH OUR HEART, WHICH IS, THERE IS NO PROBLEM WITH THAT 'CAUSE I AM A LEADER WITH MY HEART.
BUT WE ALSO KNOW THAT WE HAVE POLICIES IN PLACE TO ENSURE THE SAFETY AND INCLUSIVITY OF OUR STUDENTS.
WE ALSO BELIEVE IN REPAIRING THERE IS HARM THAT IS COMMITTED TO A STUDENT OR A STAFF.
WE WANNA MAKE SURE THAT WE USE OUR RESTORATIVE PRACTICES TO REPAIR THE HARM, REBUILD RELATIONSHIPS AND SUPPORT ANY STUDENT REINTEGRATION AND MAKE SURE OUR PARENTS FEEL SUPPORTED.
SO OUR KEY GOVERNING POLICIES, AGAIN, WE WANNA MAKE SURE OUR POLICIES ARE CONSISTENT AND ALIGNED WITH RESPONSES, AND THAT OUR SCHOOLS AND REGIONS FOLLOW CLEAR, CONSISTENT POLICIES FOR BULLYING, PHYSICAL ALTERCATIONS, AND HATE RELATED INCIDENTS USING THE MULTI-TIERED, UH, SYSTEM IF SUPPORTS TO ENSURE THAT IT'S EQUITABLE.
WE ALSO DIFFERENTIATE, AND SO WE'RE, WE WANNA DISTINGUISH BETWEEN CONFLICT AND ASSAULT, PRIORITIZING STUDENT SAFETY, UM, WHILE APPLYING PROGRESSIVE DISCIPLINE AND RESTORATIVE PRACTICES.
WE ALSO WANNA USE ALTERNATIVES TO SUSPENSION BECAUSE THAT IS NOT OUR FIRST GO-TO.
WE WANNA MAKE SURE THAT ALTERNATIVES OF SUSPENSION COUNSELING, RESTORATIVE JUSTICE PRACTICES, MEETINGS WITH PARENTS, THINGS LIKE THAT ARE IN PLACE AND, AND PROPERLY DOCUMENTED BEFORE WE EVEN HAVE TO LEAD TO, UM, A SUSPENSION OR EXPULSION.
WE USE MISIS REFERRALS, INCIDENT REPORTS, OUR SCHOOL CLIMATE INDICATORS.
THE TFII KNOW THAT MS. GRIEGO SAID SHE JUST WENT OUT TO KENNEDY AND SAW THEIR PBIS PROGRAMS. AND THAT IS REALLY IMPORTANT BECAUSE AGAIN, IT CREATES A
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CLIMATE AND A CULTURE WHERE STUDENTS FEEL SAFE AND WELCOME AND THEY ALL, AND IT LEADS TO LESS INCIDENTS OF FIGHTING AND, AND, AND, UM, CONFLICT.WE USE THE DATA TO IDENTIFY TRENDS OF DISPROPORTIONALITY AND WE INFORM TARGETED SUPPORTS AND RESOURCES, UM, THAT NEED TO BE ALLOCATED.
SO HERE YOU SEE A LITTLE DATA ON, UM, REPORTS OF FIGHTS AND HATE INCIDENTS.
AND SO AS YOU CAN SEE, FIGHTING DID PEAK IN THE 24 25 SCHOOL YEAR, UM, DROPPING IN THE 25, 26 SCHOOL YEAR.
UM, BUT THERE HAS BEEN AN INCREASE IN HATE INCIDENTS, AND THAT COULD BE A FEW IDEAS OF WHAT I'M THINKING IS THAT WE ARE MORE, WE'RE REPORTING MORE, BUT WE KNOW THAT THERE'S MORE WORK TO BE DONE.
WE HAVE PROVIDED LOTS OF SUPPORT AND TRAINING.
WE HAVE OUR UNIFIED AGAINST HATE CAMPAIGN AS I SPEAK RIGHT NOW.
ONE OF OUR TEAM MEMBERS IS OUT, UH, WITH OUR SCHOOL CLIMATE ADVOCATES, AND SHE IS PRESENTING TO A HUNDRED PLUS SCHOOL CLIMATE ADVOCATES AROUND OUR UNIFIED AGAINST HATE CAMPAIGN.
AND SO WE ALSO, IN ISTAR DATA, WE ENCOURAGE OUR SCHOOLS AND OUR DISTRICTS, OUR REGIONS TO REPORT, REPORT, REPORT, REPORT.
SO OUR ISTAR DATA CAN REFLECT IN HIGHER INCIDENTS, MEANING THAT, UM, THERE SHIFTS IN REPORTING.
SO, UM, AND THEN THERE'S ALSO ONGOING TRAINING THAT WE, UM, PROVIDE FOR OUR REGIONS AND OUR SCHOOLS TO ENSURE THAT THEY ARE DOCUMENTING, UM, ANY INCIDENTS.
SO REPORTS OF FIGHTING MONTH BY MONTH, YOU'LL SEE SEASONAL TRENDS.
SO FIGHTING INCIDENTS CONSISTENTLY INCREASE FROM AUGUST AND THEY PEAK AROUND SEPTEMBER AND OCTOBER.
YOU'RE NOT REALLY AROUND ALL YOUR FRIENDS OR SO-CALLED FRIENDS.
AND SO, UM, YOU HAVE TO GO BACK TO SCHOOL AND GET A LITTLE ACCLIMATED.
AND SO YOU SEE A DECLINE IN DECEMBER.
SO YOU, YOU KNOW, AND THEN ALSO THE START OF THE SCHOOL YEAR.
YOU PUT IN ROUTINES AND PRACTICES.
AND SO IT STABILIZES EVENTUALLY WITH INTERVENTIONS AND THE STUDENTS UNDERSTANDING, OKAY, THESE ARE THE RULES, THE ROUTINES, I'M BACK ACCLIMATED.
YOU'LL SEE A MID-YEAR DECLINE AND STABILIZATION, UM, THROUGH NOVEMBER AND DECEMBER.
YOU KNOW, THOSE ARE HAPPY TIMES.
WE'RE CELEBRATING THE HOLIDAYS, WE'RE GETTING READY TO GO ON VACATION.
SO I THINK OUR FILTER'S A LITTLE LOWER AND WE'RE A LITTLE HAPPIER.
AND SCHOOLS ARE IMPLEMENTING OUR PBIS AND SALES SUPPORTS TO ENSURE THAT, UM, BEHAVIOR IS IMPROVING AND FEWER INCIDENTS ARE HAPPENING.
AND THEN AFTER WINTER BREAK, YOU WILL SEE THAT THEY WILL RISE AGAIN BECAUSE OUR STUDENTS, AGAIN, THEY'RE RETURNING FROM THEIR EXTENDED BREAK.
AND THEN THEY, AGAIN, YOU REESTABLISH YOUR ROUTINES AND EXPECTATIONS.
AND THEN REGARDING THE REPORTS OF HATE INCIDENTS BY MONTHS, UM, YOU'LL SEE THAT IN 25, 26, THERE'S A HIGHER, UM, REPORT OF HATE INCIDENTS ACROSS MOST MONTHS, ESPECIALLY IN SEPTEMBER, OCTOBER, JANUARY AND FEBRUARY.
UM, THIS MAY REFLECT, UM, EITHER IMPROVED IDENTIFICATION, MEANING REPORTING PRACTICES, MORE REPORTS ARE BEING MADE TO, UM, MICE, ALSO TO ISTAR R THERE'S ALSO INCREASED AWARENESS, UM, AND THERE'S A NEED TO PRO UH, PROVIDE PREVENTION EFFORTS AROUND BIAS AND INCLUSION.
SO THERE, THERE'S A NEED FOR ONGOING TRAINING, AND WE KNOW THIS AND WE WILL CONTINUE TO PROVIDE THE ONGOING TRAINING.
UM, INCIDENTS, AS YOU CAN SEE, TEND TO RISE IN EARLY FALL AND SEPTEMBER THROUGH OCTOBER, AND AGAIN IN FEBRUARY ACROSS ALL YEARS.
SO THESE PERIODS MAY ALIGN TO SOCIAL ADJUSTMENT PHASES AND REENTRY AFTER BREAKS, INDICATING THE NEED FOR TARGETED REINFORCEMENT AND OF EXPECTATIONS.
AND THEN THERE'S A MID-YEAR DECLINE WITH VARIATION.
SO YOU SEE A DECREASE IN NOVEMBER AND DECEMBER BEFORE RISING AGAIN.
AND THOUGH THE DECLINE IS LESS PRONOUNCED IN THE 25, 26 SCHOOL YEAR.
AND THAT IS BECAUSE INTERVENTIONS AND ROUTINES ARE IN PLACE, WHICH COULD LEAD TO THE INCIDENTS, UM, REDUCING.
AND WE'RE PROVIDING MORE PROACTIVE SUPPORTS, STAFF TRAINING AND STUDENT EDUCATION ON BIAS AND BEHAVIOR.
AND REGARDING BULLYING, AS YOU CAN SEE, THERE IS A PEAK AROUND OCTOBER AND NOVEMBER, DIPPING THROUGH DECEMBER.
AND THERE IS A INCREASED MOVE TOWARD FEBRUARY.
OUR BULLYING INCIDENTS RISE SHARPLY ALSO AT THE START OF THE SCHOOL YEAR AND PEAK IN OCTOBER ACROSS ALL YEARS.
SO AGAIN, STUDENTS ARE ADJUSTING NEW ENVIRONMENTS.
YOU HAVE PEER GROUPS AND EXPECTATIONS, UM, AND THEN YOU SEE A MID-YEAR DECLINE IN NOVEMBER AND DECEMBER.
UM, THAT IS THAT THOUGH, YOU KNOW, THOSE ROUTINES HAVE BEEN ESTABLISHED.
THERE'S INTER INTERVENTIONS, CONSISTENT ENFORCEMENT OF EXPECTATIONS, AND IT HELPS TO STABILIZE OUR STUDENTS' BEHAVIOR AND REDUCE INCIDENTS.
AND OF COURSE, AGAIN, BACK AFTER WINTER BREAK, YOU'LL SEE THAT THEY, UH, THE INCIDENTS RISE AGAIN IN THE SECOND SEMESTER WITH MARCH, SEWING THE HIGHEST LEVELS IN SOME YEARS.
AGAIN, A REENTRY AFTER BREAK REQUIRES,
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OF COURSE, RETEACHING.YOU NEVER CAN STOP RETEACHING EXPECTATIONS AND REINFORCING SUPPORTS, INDICATING NEED FOR ANY TARGETED, EXCUSE ME, TARGETED PREVENTION OR REENGAGEMENT.
WE ALSO OUR STAFF, SO WE MAKE SURE THEY'RE TRAINED IN RESTORATIVE PRACTICE AND DEESCALATION AND IMPLICIT BIAS.
OUR FAMILIES ALSO RECEIVE THE TRAINING, RESTORATIVE PRACTICES REPORTING PROCESS AND SUPPORT.
SO WE AGAIN, WORK CLOSELY WITH OUR REGIONS SO THAT WHEN THEY MEET WITH FAMILIES, THEY ARE ABLE TO TELL THEM WHAT WE HAVE IN PLACE.
AND OUR STUDENTS, AGAIN, WE HAVE RESTORATIVE PRACTICE, SOCIAL EMOTIONAL LEARNING, AND WE ALSO HAVE PEER MEDIATION BECAUSE WE DO AT SOME SCHOOLS HAVE PEERS WHO ARE TRAINED TO ADDRESS CONFLICT ON THE CAMPUS.
UH, SO WE HAVE L THE ROLE OF L-A-S-P-D.
AND I KNOW THERE'S, UM, LOTS OF TALK AROUND THAT, BUT THEY ARE ALSO, THEY ALSO HAVE TEACHING CREDENTIALS AND THEY GO TO SCHOOL AND THEY HAVE BACHELOR'S AND MASTER'S.
AND WE ALSO HAVE SOMEONE WHO HAS THEIR JD.
I JUST FOUND THAT AFTER PLAYING JEOPARDY WITH L-A-S-P-D.
SO JUST WANT YOU TO KNOW THAT THEY ARE SUPPORTIVE.
NOW, CASES THAT INVOLVE, UH, FIGHTS OR PHYSICAL ALTERCATIONS THAT ARE DEEMED SERIOUS ENOUGH TO MAY RISE TO A CRIMINAL LEVEL.
THEN OF COURSE WE BRING IN L-A-S-P-D.
THEY ALSO SUPPORT WITH ANYTHING THAT THE SCHOOL MAY NEED THAT IS GOING AROUND IN THE COMMUNITY, HAPPENING IN THE COMMUNITY.
THEIR ROLE IS TO DEESCALATE AND SECURE THE CAMPUS AND SUPPORT IN INVESTIGATIONS WHEN APPROPRIATE.
UM, FOR BULLYING, ES UH, INCIDENTS, THE VAST MAJORITY, IF NOT ALL, ARE ADDRESSED AT THE SCHOOL LEVEL THROUGH ADMINISTRATION ACTIONS WITH PBIS AND RESTORATIVE PRACTICES.
L-A-S-P-D OWNING BECOMES INVOLVED WHEN IT'S A MORE SERIOUS INCIDENT THAT, UM, MAY ARISE TO A LEVEL WHERE THEY NEED TO BE DIRECTLY INVOLVED.
BUT THEY ALSO HAVE PROGRAMS THAT THEY OFFER.
THEY HAVE THE EXPLORER PROGRAM, THEY ALSO HAVE POLICE MAGNET, UM, SCHOOL PROGRAMS. AND THEY WORK WITH LEADERS IN THE COMMUNITY TO SUPPORT OUR STUDENTS.
SO HOW DO WE USE DATA? SO WE TRACK DATA THROUGH OUR SCHOOL SITES, THROUGH OUR REGIONS, THROUGH OUR BOARD DISTRICTS.
AND AGAIN, HOW IS IT USED? WE USE IT TO IDENTIFY TRENDS AND PATTERNS, TARGET SUPPORTS AND INTERVENTIONS FOR STUDENTS INFORMED DECISION MAKING IN CASE THINGS NEED TO BE CHANGED IN CASE POLICIES NEED TO BE UPDATED.
AND WE ALWAYS WANT TO MAKE SURE WE ENSURE TRANSPARENCY, UH, WITH OUR BOARD AND OUR COMMUNITIES.
AND SO, I DON'T KNOW IF YOU WANNA ASK QUESTIONS NOW OR CONTINUE WITH THE PRESENTATION.
I APPRECIATE THE PAUSE 'CAUSE I DID, SINCE WE'RE GONNA SHIFT TO REGION AND SCHOOL, MAYBE JUST SEE AT THE COMMITTEE IF THERE ARE ANY COMMENTS OR QUESTIONS FOR DR.
BRIAN AT THE DISTRICT WIDE LEVEL.
UM, AGAIN, PART OF THE, UH, IMPETUS FOR INVITING YOU ALL IS SOMETIMES QUESTIONS COME BEFORE THE BOARD OR AROUND THE COMMUNITY.
LIKE WHAT'S THE DISTRICT DOING AROUND BULLYING OR IS THERE, UH, AN UPTICK IN DATA THIS YEAR? 'CAUSE IT FEELS LIKE THERE'S MORE INCIDENTS, BUT NOW WE GET TO SEE, YOU KNOW, SOME OF WHAT THAT LOOKS LIKE YEAR OVER YEAR.
SO I'LL, I'LL PAUSE THERE JUST TO SEE IF ANY OF MY COMMITTEE MEMBERS HAVE QUESTIONS OR COMMENTS FOR DR. BRYANT BEFORE WE TURN IT OVER.
THANK YOU DR. BRYANT, FOR YOUR PRESENTATION.
SO THE DATA SHOWS THAT THERE'S ALWAYS AN UPTICK ON DURING CERTAIN TIMES OF THE YEAR, RIGHT? SO WHAT ARE SOME THINGS THAT WE'RE DOING? 'CAUSE IT SEEMS LIKE IT'S CONSISTENT FOR THE PAST THREE YEARS, MAYBE NOT AT THE SAME LEVEL, BUT IT ALWAYS GOES UP.
SO WHAT ARE SOME THINGS THAT WE'RE DOING TO TRY TO PREVENT THAT BE MORE PREVENTATIVE THAN REACTIVE? SO WE DO HAVE, SO WE WORK WITH, AND LAURA ZEFF IS IN THE ROOM.
WE WORK WITH LAURA ZEFF AND PAUL WITH THEIR TEAM.
WE ALSO WORK WITH OUR SYSTEMS OF SUPPORT ADVISORS TO GO OUT TO PROVIDE TRAINING.
WE ALSO WORK WITH OUR SCHOOL MENTAL HEALTH TEAM TO PROVIDE ANY SUPPORTS THAT ANY STUDENTS THAT ARE, UM, EXPERIENCING ANY TYPE OF TRAUMA IN THEIR LIFE.
SO WE TRY TO RE RE GO BACK INTO AND TRAIN.
SO, AND ALSO WHEN WE MEET WITH THE, UM, OPERATIONS COORDINATORS IN OUR MONTHLY MEETINGS, WE PROVIDE SCENARIOS.
WE PROVIDE ADDITIONAL TRAINING AND WE ALSO SURVEY THEM TO ASK, WHAT ARE SCHOOLS? WHAT DO SCHOOLS NEED? WHAT DOES YOUR REGION NEED? WHERE DO YOU NEED RETRAINING? WHERE DO YOU SEE AN UPTICK IN LIKE FIGHTING OR BULLYING? AND SO WE REVIEW OUR POLICIES AND IF ANY, UM, UPDATES OR CHANGES NEED TO BE MADE, THAT'S WHAT WE DO.
SO WE JUST CONTINUE TO PROVIDE THAT ONGOING TRAINING AND SUPPORT TO MAKE SURE THAT, AND IT TRICKLES DOWN TO THE SCHOOLS FROM THE REGIONS SO THAT WE WON'T SEE AN UPTICK.
BUT I KNOW THAT, YOU KNOW, WE HAVE AND, AND SO WE'RE WORKING ON JUST CONTINUING THAT TRAINING AND SUPPORT.
JUST TO FOLLOW UP, SO YOU MENTIONED THE SYSTEMS OF SUPPORT ADVISORS.
SO THEY ARE FOLKS THAT ARE AT REGIONS AND ARE, OR AT YEAH, THEY'RE, THEY'RE NOT AT THE REGION PHYSICALLY MM-HMM
BECAUSE THEY HAVE GROUPS OF SCHOOLS.
SO THEY'RE ASSIGNED TO GROUPS OF SCHOOLS WITHIN THE REGION AND THEY GO OUT AND SUPPORT.
SO THEY PROVIDE TRAINING AND SUPPORT TO THEIR SCHOOLS
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THAT THEY'RE ASSIGNED TO.SOME, I KNOW HAVE QUITE A FEW SCHOOLS MAYBE.
HOW MANY DO WE HAVE RIGHT NOW IN THE DISTRICT? I WOULD HAVE TO GET BACK TO YOU UNLESS YOU ALLOW ME TO ASK FOR IS LEFT RIGHT NOW? YEAH.
AND I KNOW WE STARTED AT ABOUT 70, SO OVER TIME WE'VE BEEN REDUCING THEM.
AND I THINK THAT NEXT YEAR IT'S GONNA BE REDUCED TO ABOUT 23, SOMETHING LIKE THAT.
SO IT CONCERNS ME AS A BOARD MEMBER WHEN WE HAVE PRIORITIES LIKE, YOU KNOW, AROUND WELLNESS, AROUND, UH, PBIS, AROUND MENTAL HEALTH.
BUT WE ARE ELIMINATING OR REDUCING DRASTICALLY THE SUPPORT THAT REALLY HELP OUR SCHOOLS.
ESPECIALLY THOSE THAT DON'T HAVE ALL OF THE SYSTEMS IN PLACE OR THAT DON'T HAVE THE PERSONNEL.
BECAUSE SOME OF OUR SCHOOLS JUST DON'T HAVE THAT CAPACITY.
SO I JUST THINK AS, YOU KNOW, TO MY COLLEAGUES HERE AND TO, YOU KNOW, FOLKS, UM, WE NEED TO DO SOMETHING BETTER ABOUT THIS.
LIKE IF WE REALLY PRIORITIZE, UH, MENTAL HEALTH OR WELLNESS AND JOY AND WELLNESS PILLAR, WE NEED TO INVEST, NOT CUT.
SO SOMETHING TO THINK ABOUT AS WE'RE THINKING ABOUT THE BUDGET.
PERHAPS THAT'S AN AREA THAT WE DO NOT CUT
'CAUSE WHEN WE GET TO RECOMMENDATIONS, THAT REMINDS ME, IT WAS IT LAST YEAR OR THE YEAR BEFORE, THIS COMMITTEE SAID, LET'S NOT ONLY USE BSAP DOLLARS FOR COMMUNITY-BASED SAFETY AND, AND SAFE PASSAGES, FOR EXAMPLE.
AND THEN THERE WAS, UH, AN EFFORT FROM THE TEAM TO TAKE THE RECOMMENDATION, LOOK FOR BUDGET ELSEWHERE, YOU KNOW, BEFORE BRINGING IT TO THE BOARD BUDGET DECISION IN JUNE.
SO THOSE ARE EXACTLY THE KIND OF THINGS WE WANT TO COME OUT OF THIS COMMITTEE TO BE ABLE TO INFLUENCE, YOU KNOW, DISTRICTWIDE POLICY AND BUDGET DECISIONS.
UM, I JUST REALIZED THAT GEORGIA LEAP JOINED US ON ZOOM ONE OF OUR COMMITTEE MEMBERS FROM UCLA.
IF SHE'S ABLE TO QUICKLY INTRODUCE HERSELF, I'LL TURN IT TO YOU.
GEORGIA, ARE YOU THERE? DO YOU WANNA SAY HELLO? HELLO,
UM, AND I AM VERY ENTHUSED TO BE PART OF THIS.
I KNOW IT'S OUR, OUR LAST MEETING OF THE SCHOOL YEAR.
BUT AS SOMEONE WHO IS BOTH A PARTIAL PRODUCT OF L-A-U-S-D UNTIL I WAS IN FOURTH GRADE AND MY FAMILY MOVED, SO I'M AN L-A-U-S-D PRODUCT, NUMBER ONE.
NUMBER TWO, I WORK SO DEEPLY WITH SO MANY OF THE SCHOOL L-A-U-S-D CAMPUSES IN THE COMMUNITY.
AND NUMBER THREE, I JUST THINK THIS IS VITAL.
SO THANK YOU FOR HAVING ME AS PART OF THINGS.
AND EVEN THOUGH THIS IS OUR LAST MEETING, I WILL CONTINUE TO SUPPORT AND ADD WHATEVER RESOURCES I CAN AS WE GO ALONG.
AND YOU KNOW, UCLA DOES HAVE SOME RESOURCES, SO, UH, WE MIGHT LEAN ON YOU FOR THAT.
THAT'S, THAT'S WHY I'M VOLUNTEERING AND I'M CERTAINLY NOT THE ONLY ONE, BUT I REALLY BELIEVE DEEPLY IN LA, THE A-L-A-U-S-D MISSION AND CARE PASSIONATELY ABOUT WHAT WILL BE HAPPENING WITH THE DISTRICT IN THE FUTURE.
THANK YOU SO MUCH FOR JOINING US TODAY ONLINE.
I THINK WITH THAT WE WILL WELCOME UP THE REGION AND SOUTHEAST, OH, SORRY, SORRY, SORRY.
I DID, UM, WANNA JUST SOME CLARIFICATION.
YOU MENTIONED, UH, DATA MONITORING AT THE LOCALIZED REPORTING.
DO YOU KNOW THE FREQUENCY OF THAT? SO IT SAID DATA IS TRACKED AND SHARED AT MULTIPLE LEVELS AT SCHOOL SITE, BOARD DISTRICT.
HOW FREQUENT IS THAT REPORTED OUT? SO IT VARIES.
WE HAVE MONTHLY REPORTS DEPENDING ON IF WE'RE DOING MEETINGS.
WE HAVE MEETINGS WITH THE, UM, EXECUTIVE DIRECTORS OF REGION.
SO WE WILL, IF WE MEET WITH THEM EVERY COUPLE OF WEEKS, THEN WE'LL PROVIDE DATA WITH THAT GROUP.
WE ALSO PROVIDE DATA DURING OUR, SO MAINLY THE MO THE TARGET IS MONTHLY.
UM, IF THERE IS A NEED FOR SOMEONE ASK, YOU KNOW, FOR DATA, LIKE CAN WE GET THIS DATA RIGHT NOW, THEN YES, WE, WE ARE ABLE TO HAVE THE DATA ACCESSIBLE.
SO IT'S A, IT'S ACCESSIBLE DATA WHERE WE CAN PROVIDE IT ON HAND.
UM, SO THAT'S, THAT'S WHAT'S USUALLY MONTHLY.
AND SO SCHOOL SITES ARE THE SAME.
IT WHAT, GETTING THEIR DATA FROM THE REGION BECAUSE IT SAID IT'S FOR, YOU KNOW, YEAH.
SO MONTHLY WE, WE TRY TO GET IT TO THE REGION AND ALSO TO THE SCHOOLS.
IF THE SCHOOL FOR THE SCHOOL'S MEETINGS OR PRINCIPAL MEETINGS, UH, WHATEVER, HOWEVER IT'S NEEDED.
SO WE HAVE FAMILIES THAT CALL OUR OFFICE ASKING, WELL, WE DON'T HAVE THIS INFORMATION.
AND WHEN WE WENT TO THE PRINCIPAL COFFEE WITH THE PRINCIPAL, THEY DIDN'T GIVE US INFORMATION.
SO THEY CAN REQUEST IT FROM THE PRINCIPAL.
AND THE PRINCIPAL WOULD REQUEST IT FROM THE REGION? YES.
AND THEN, UM, OUR LA SCHOOL POLICE, UH, IT SUPPORTS AND IT SHOWS, IT SAYS HERE THAT WITH PHYSICAL ALTERCATIONS AND, UH, RESPONSE TO INCIDENTS THAT POSE SERIOUS SAFETY RISK AND PRIMARILY ADDRESSED AT THE SCHOOL LEVEL.
SO, BECAUSE CLARIFICATION, DO WE HAVE SCHOOL POLICE AT THE SCHOOL
[00:25:01]
LEVEL? NO.SO LET ME GIVE YOU AN EXAMPLE IF YOU DON'T MIND.
SO THERE'S SOMETIMES WHEN THERE'S INCIDENTS THAT ARISE THERE TO THE SERIOUS LEVEL WHERE A SCHOOL WILL REQUEST FROM THE REGION FOR AN OFFICER TO EITHER BE ON SITE FOR A LIMITED AMOUNT OF TIME DUE TO THE SERIOUSNESS OF THE INCIDENT OR TO BE LOCATED WITHIN THE AREA OF THE SCHOOL.
BUT THERE ARE NO OFFICERS LOCATED ON, THEY'RE NOT ASSIGNED TO ANY CAMPUS.
SO WE HAVE NO OFFICERS ON ANY CAMPUSES.
JUST WANTED CLARIFICATION WITH THAT.
'CAUSE I KNOW OFTEN FOLKS WILL COME TO US AND SAY, YOU KNOW, WE HAVE OFFICERS AT OUR SCHOOL.
ARE THEY AT THE CAMPUS OR ARE THEY NOT AT THE CAMPUS? NO, IT'S VERY, IT, IT IS BASED ON NEEDS.
SO THERE'S LIKE, IF THERE'S A VERY SERIOUS INCIDENT, THEY CAN REQUEST FROM THE DIVISION OF SCHOOL OPERATIONS AND ALSO THROUGH L-A-S-P-D TO HAVE AN OFFICER THERE.
IF IT'S FOR A DAY, IT COULD BE FOR A WEEK.
IT DEPENDS ON WHAT THE SITUATION IS.
THERE ARE NO OFFICERS LOCATED ON ANY OF OUR CAMPUSES.
AND IF A SCHOOL COMMUNITY, 'CAUSE IT SAID IF IT'S A SCHOOL THAT IS IN REQUEST OF ONE, WHAT WOULD THEY NEED TO DO? TALK TO THE PRINCIPAL.
TALK TO THEIR, HOW WOULD THEY GO ABOUT THAT REQUEST TO HAVE AN OFFICER ON THEIR CAMPUS OH, ON THEIR CAMPUS.
'CAUSE THEY SAID THERE, THERE'S A NEED.
UM, WE GET, I GET CALLS IN MY OFFICE SAYING THAT WHY IS NO ONE THERE? NO ONE WAS THERE.
THIS INCIDENT BROKE OUT AND THERE WASN'T SOMEONE THERE.
SO IF A SCHOOL IS REQUESTING FOR AN OFFICER ON CAMPUS, THEY WOULD REACH OUT TO THEIR REGION EXECUTIVE DIRECTOR, AND THEY WOULD REACH OUT TO US AND MAKE, AND MAKE THE REQUEST.
THE EXECUTIVE DIRECTOR WOULD REACH OUT TO OUR OFFICE AND MAKE A REQUEST.
AND THEN WE REACH OUT TO L-A-S-P-D.
SO I WOULD APPROVE IT AND THEN THE, UH, L-A-S-P-D CHIEF WOULD APPROVE IT.
BUT NOT, YOU'RE TALKING ABOUT FOR LIKE FOREVER? OR YOU'RE MEAN JUST OH, JUST IN INCIDENT? NO, JUST, I MEAN, THESE INCIDENTS, I'M HOPING NOT HAPPENING FOREVER.
IT WILL BE, YOU KNOW, FOR A DURATION OF TIME.
IT COULD, LIKE I SAID, IT COULD BE A DAY, IT COULD BE A REQUEST FOR TWO WEEKS.
IT JUST DEPENDS ON THE SERIOUSNESS OF THE, OF THE, UH, SITUATION.
JUST SPEAKING OF DATA, I DID LOOK AT THE OPEN DATA PORTAL RIGHT NOW.
AND THE LAST UPDATES FOR SUSPENSION, UH, DATA IS FROM NOVEMBER.
UM, SO WE MIGHT WANNA CHECK, HAVE THE TEAM CHECK BACK 'CAUSE IT IS MONTHLY, THE SUSPENSION DATA, THAT WAS AS A RESULT OF SOME COMMUNITY EFFORTS YEARS AGO AROUND PBIS AND HAVING THAT AVAILABLE.
UM, BUT I KNOW THE TEAM HAS BEEN IN TRANSITION AND, AND DOING A LOT.
ANY OTHER QUESTIONS OR COMMENTS FROM MY COLLEAGUES ON THE COMMITTEE? WELL THEN WE'LL TURN IT, UM, JUST TO SAY, THIS TENDS TO BE OUR FAVORITE PART TO HEAR FROM REGIONS
[II.2. Local and Region Approach to Addressing Conflict and Harm]
AND SCHOOLS, UH, EXACTLY WHAT IT LOOKS LIKE.SO WE'LL INVITE A REGION EAST AND THEN SOUTHEAST HIGH SCHOOL.
AND, UH, WE'LL GIVE YOU A FEW MINUTES TO SHARE AND THEN WE'LL ASK QUESTIONS AT THE END OF THE PRESENTATION.
DO WE GIVE HER A ROUND OF APPLAUSE FOR PRESENTING? SURE, WE CAN ABSOLUTELY DO THAT.
I'M AN OPERATIONS COORDINATOR FOR REGION EAST.
THE AREAS THAT I COVER ARE BO HEIGHTS AND THE SECONDARY SCHOOLS FOR HISTORIC CENTRAL AVE.
UM, IN THE CENTRAL AVENUE CORRIDOR, WHICH DO HAVE A LOT OF HIGH INCIDENTS OF THAT WERE, UH, LABELED NOW.
UH, WHAT WE'RE GONNA BRING FOR YOU IS GIVE YOU DATA OF WHAT WE'RE DOING.
WE HAVE A LOT, ALL THESE POLICIES THAT ARE IN PLACE.
BUT ONE THING IS READING A POLICY AND ONE THING IS PUTTING INTO PRACTICE.
SO THOSE ARE THE THINGS THAT, THAT, THAT WE AS A REGION ON BEHALF OF GILBERTO MARTINEZ AND GLORIA RORO, WHO WAS THE INTERIM WHILE GILBERT WAS OUT, WE'VE ALWAYS TRIED TO IMPLEMENT FROM A LENS OF HOW CAN ADMINISTRATORS AND SCHOOL SITES WHO REALLY DON'T HAVE TIME TO LOOK INTO A 25 PAGE DOCUMENT AND REALLY PUT IT INTO PRACTICE.
BECAUSE A LOT OF THIS HAS TO BE DOCUMENTED.
IF YOU WANT THE REAL DATA, YOU NEED TO DOCUMENT IT, AND THEN YOU NEED THE RESULTS TO PREVENT IT FROM FUTURE.
THE ONE THING I GOTTA SAY IS, I, I REALLY, I'M NOT BECAUSE SHE'S MY BOSS NOW AND FRIEND CHA.
UM, MR. CHA IS THE FACT THAT THEY HELD US ACCOUNTABLE FOR HELPING SCHOOLS.
IT WASN'T JUST ABOUT THE DATA.
THE SCHOOLS GET THE DATA DAILY, THEY CAN, THE PRINCIPAL CAN ACCESS PORTALS WHERE THEY ACCESS THAT DATA.
BUT WHEN WE SEE A RISE AFTER A MONTHLY MEETING, WE'LL GO AND SPEAK TO THE SCHOOLS IN TERMS OF WHAT ARE THEY DOING IN TERMS OF SUPPORTS AT THE SCHOOL.
WHAT ARE YOU DOING TO PREVENT THIS? A LOT OF IT HAS TO DO WITH OUR ACTIVE SUPERVISION, WHICH IS WHAT WE'RE GONNA DISCUSS, AND WHAT SOUTHEAST HIGH SCHOOL WAS GOING TO, UH, DISCUSS SOUTHEAST HIGH SCHOOL.
AND, AND I'M GONNA GIVE THEM KUDOS ALREADY.
THEY'VE HAD A LOT OF TRANSITION, INCLUDING TWO OF THEIR FORMER STAFF MEMBERS BECOMING OPERATIONS COORDINATORS.
SO THEY'VE LOST PERSONNEL THAT WASN'T RESPONSIBLE FOR PUTTING THESE ACTIVE SUPERVISION PLANS, PBIS PLANS, POSITIVE BEHAVIOR, WHAT ARE THE COMMON EXPECTATIONS IN THE COMMON AREAS, AND THEY'VE BEEN ABLE TO SUSTAIN IT.
AND THAT'S A TESTAMENT TO THE COMMITTEE.
[00:30:01]
I DON'T WORK WITH THEM DIRECTLY, BUT THE RESULTS SPEAK FOR THEMSELVES AND WHAT THEY'VE BEEN ABLE TO ATTAIN WHEN PEOPLE HAVE LEFT THE CAMPUS AND THEY'RE STILL SUSTAINING THAT CULTURE.CULTURE IS HUGE IN TRYING TO PREVENT ALL THESE INCIDENTS FROM TAKING PLACE.
UM, I HOPE I'M CLICKING ON ON THE RIGHT.
UM, AND DSSO IS VERY RESPONSIVE WHEN WE DO HAVE INCIDENTS SO WE COULD PREVENT FROM A SECOND INCIDENT.
UH, WE'RE TALKING ABOUT SERIOUS INCIDENTS THAT TAKE PLACE AND WE HAVE PRESIDENTS THERE AND PATROL, INCLUDING OCS THERE THAT ARE THERE TRYING TO, UH, STOP SOMETHING FROM HAPPENING.
IF WE HAVE TO GO IN THERE AND, AND WAIT FOR POLICE TO COME AND CALL A LOCKDOWN TO PREVENT SOMETHING FROM OCCURRING, WE WILL DO THAT.
AND THAT'S WHAT WE'RE ABLE TO DO.
SO ON BEHALF OF ESE AND GILBERTO MARTINEZ, UH, UH, WE'RE VERY LUCKY TO HAVE HIM.
HE HAS THAT SAME KIND OF ACCOUNTABILITY MEASURES THAT, UH, ACTING SUPERINTENDENT CH AND ACTING CHIEF OF SCHOOL OPERATIONS, UH, DR. BRYANT HAVE IN PLACE.
WE DON'T WANNA DISAPPOINT EACH OTHER.
SO IF THERE'S SOMETHING THAT NEEDS TO TAKE PLACE, WE WANNA MAKE SURE THAT WE GET GET INTO ACTION.
UH, SO WHAT WE'VE DONE, UM, AS LISTED ON THE POWERPOINT IS THERE'S A HUGE RISE IN HATE CRIMES AND A HUGE RISE IN ANTI-IMMIGRATION, UM, RACIAL, UH, UNDERTONES, RACIAL LANGUAGE THAT IS NOT JUST, UM, HOME CO, UH, HOME LANGUAGE ANYMORE.
IT IS LANGUAGE THAT IS NOW IN OUR SCHOOL SITES, AND THEY NEED, WE NEED TO PUT A STOP TO IT.
SO WE PARTNER UP WITH OUR HUMAN RESOURCES DIVERSE, UH, DIVERSITY INEQUITY DIVISION TO REALLY TALK TO SCHOOLS.
WE, THEY HAVE PWS, UH, THAT ARE PART OF THE BSAP PROGRAM THAT ALSO HELP AND PRESENT AND TRAIN STAFF ON HOW DO WE TARGET, THE BIGGEST RISE WE'RE GETTING IS NOT JUST AGAINST STUDENTS.
IT'S NOT STUDENT ON STUDENT NOW IT'S STUDENT ON ADULT.
AND THAT'S THE ONE THING THAT WE'RE SEEING THAT IS WE NEED TO PUT A STOP TO IT.
SO WE REALLY PARTNER UP WITH, WITH, UH, HRDE TO REALLY GO IN AND PROVIDE TRAINING TO STAFF, TO DISCIPLINE TEAMS, DEPENDING ON, UH, ON THE NEED.
BECAUSE WE DO ONLY HAVE TWO PER REGION.
SO THAT'S SOMETHING THAT, THAT, UH, WE DO HAVE FRANCIS PEREZ, WHO'S ALSO A PART OF OUR MENTAL HEALTH SUPPORT TEAM, WHO DOES AN AWESOME JOB THAT DOES ALSO CONTRIBUTE AND HELP OUT.
BUT SHE'S PART OF THE B EP, UH, PROGRAM, NOT HRDE.
WE CAN'T TALK, WE, WE CAN'T SPEAK ABOUT PUTTING A-P-B-I-S PLAN IN PLACE WITHOUT SPEAKING ABOUT SOSUS.
WHEN WE DO HAVE THAT NEED WHERE WE HAVE PAA SCHOOL THAT REALLY NEEDS SUPPORT BECAUSE MAYBE IT'S NOT OUR ACTIVE SUPERVISION OR SUPERVISION PLAN IS NOT BEING OPTIMALLY, UH, IS NOT EFFICIENT.
SOSS ARE THERE WITH US TO TRY TO SEE HOW DO WE IMPROVE NOT TOMORROW, NOT IN THE NEXT DAY IMMEDIATELY.
AGAIN, THERE'S JUST LIKE OCS, WE HAVE ABOUT 30 SCHOOLS, SO DO SOSA.
AND WE REALLY TARGET BASED ON THE SCHOOLS THAT HAVE THE DATA INCREASES IN PARTICULAR INCIDENTS.
UM, THE BIGGEST THING THAT, THAT DR. BRYANT AND, AND MR. UH, SUPERINTENDENT CHAP IMPLEMENTED WAS THE SAFETY WALKTHROUGHS.
IT'S NOT JUST IMPORTANT TO TALK ABOUT, LET'S HAVE A WALKTHROUGH.
IT'S ABOUT GOING IN AND ASKING STUDENTS ABOUT WHAT ARE THE EXPECTATIONS IN THE COMMON AREAS.
HOW DO YOU GET RECOGNIZED FOR POSITIVE BEHAVIOR SPEAKING TO STAFF TEACHERS, EVERYBODY HAS TO BE INVOLVED IN SETTING THE EXPECTATIONS AT A SCHOOL SITE TO ELIMINATE THE HIGH RISK, UH, UM, INCIDENTS THAT WE'RE SEEING TAKE PLACE IN SCHOOLS.
OCS AND SOSA DO WALK TOGETHER SOMETIMES.
WE'LL, WE'LL DO OUR OWN WALKTHROUGHS 'CAUSE WE GOTTA SEE WHAT'S TAKING PLACE.
IF WE GOTTA REPORT THAT THERE'S A LOT OF SUSPENSIONS, UM, AT A PARTICULAR SCHOOL SITE, WE NEED TO GO SEE WHAT'S GOING ON AT LUNCHTIME.
WE NEED TO GO SEE WHAT'S IN THE HALLWAYS.
WE NEED TO SEE WHAT WE NEED TO SEE THE ATTENDANCE OF THOSE THAT ARE ACTIVELY SUPERVISING AND SEEING WHAT NEEDS TO TAKE PLACE TO CHANGE AND GET YOUR TARGET AREAS.
SO THOSE ARE THREE COMPONENTS THAT WE AS A REGION PARTNER UP WITH, UH, VARIOUS, UH, TEAMMATES TO BE ABLE TO ENSURE WE THAT SCHOOLS ARE SAFE.
THE NEXT THING WE DO IS, AS A REGION, WE, WE'VE TWEAKED THE TRAINING THAT, UM, WE'VE BEEN PROVIDED BY DSO.
UM, WE DO BREAKOUT SESSIONS DURING OUR PRINCIPAL AND ASSISTANT PRINCIPAL MEETINGS.
WE, WE CALL 'EM KEY OPERATIONAL PRACTICES THAT WE'VE BEEN IMPLEMENTING FOR THE LAST THREE YEARS.
IT'S NOT JUST ENOUGH TO TALK ABOUT, UM, IN A WHOLE GROUP.
IT'S SMALL GROUP, UH, SMALL GROUP INSTRUCTION FOR ADMINISTRATORS TO LEARN AND WORK WITH THEIR PEERS TO COLLABORATE ON HOW THEY WOULD RESPOND TO PARTICULAR INCIDENTS.
EVERYTHING FROM CAMPUS SECURITY TO FIGHTS TO POSSIBLE GUN ON CAMPUS TO THE FIRES IS SOMETHING THAT WE NEED TO DISCUSS AND COLLABORATE.
SO WE ALL, WHEN WE'RE, UH, WE, WHEN WE ENCOUNTER THAT AT A CERTAIN POINT IN TIME, WE'RE ABLE TO RESPOND IN A COMMON EFFICIENT MANNER.
AFTER THE BOWEL SESSIONS ARE KEY.
THAT'S WHEN WE TARGET ABOUT, WE NEED TO BREAK DOWN THE BULLYING POLICY.
WE GET PEOPLE THAT, THAT KNOW THE POLICY AND TRAIN OUR ADMINISTRATORS
[00:35:01]
TO BE ABLE TO IMPLEMENT AT THEIR SCHOOL SITE.WE ALSO HAVE DESIGNED DEAN AND DISCIPLINE DESIGNEE MEETINGS WHERE STEVE HAS BEEN A PART, A PARTICIPANT OF ALL THOSE MEETINGS JUST TO SEE HOW THEY CAN TAKE THEIR PBIS PLAN AND TWEAK IT, BE FLEXIBLE, CHANGE IT, GO BACK TO YOUR DISCIPLINE COMMITTEE MEETING, UH, MEMBERS, AND TALK TO THEM ABOUT HOW YOU CAN MAKE YOUR PLAN BETTER.
AND WE PROVIDE 'EM TIME DURING THAT MEETING TO ACTUALLY PLAN IT OUT.
A PLAN IS ONLY AS GOOD AS THAT.
UH, NOT, NOT WHAT IT, IT'S THE PEOPLE THAT ARE ON IT THAT NEED TO TAKE RESPONSIBILITY FOR THAT PLAN.
SO THOSE ARE THINGS THAT WE TRY, TRY TO PROVIDE THEM TIME TO BE ABLE TO JUST BE ABLE TO GO BACK AND FIX WHATEVER THEY THINK IS A PROBLEM AT THEIR SCHOOL BASED ON DATA, BASED ON WHAT THEY'RE SEEING.
LAST BUT NOT LEAST, WE TALKED ABOUT PREVENTION, RESPONSE AND, AND REPAIR.
MORE IMPORTANTLY THAN ANYTHING IS THAT WHEN WE DO SEE SOMETHING THAT NEEDS TO BE REPAIRED, DR.
BRIAN BERTO, MARTINEZ, MR. CHA, I, I, I CAN'T SPEAK ENOUGH ABOUT, HEY, I NEED YOU TO REPORT TO THAT SCHOOL.
CHECK OUT THEIR SUPERVISION PLAN.
WE NEED TO BUILD A COLLABORATIVE PIECE AND, AND PUT IT ON PAPER SO EVERYBODY KNOWS WHAT THE ROLES ARE AT THE SCHOOL.
WE HAVEN'T HAD TO DO IT WITH THEM, BUT THERE ARE CERTAIN SCHOOLS WHERE WE DO SEE A RISE IN INCIDENTS.
WE DO SEE A RISE IN, IN FIGHTING OR BULLYING THAT WE HAVE TO GO AND CHECK THEIR PLANS.
WE, IT'S A COLLABORATIVE, UH, PLACE WHERE WE BRING EVERYBODY TOGETHER.
UM, WE BRING IN THE, THE TEAM, THE DISCIPLINE COMMITTEE TEAM, UH, TO BE ABLE TO DO IT.
AND, AND THE PBIS WHAT ARE YOU DOING TO PROMOTE THE POSITIVE EXP UH, EXPECTATIONS ON YOUR CAMPUS AND NOT JUST ALWAYS FOCUS ON THE NEGATIVITY? SO, UH, THERE'S A LOT THAT NEEDS TO BE TAKEN PLACE, GIVEN THE TIME WHERE WE'RE SEEING L LESS INCIDENTS, BUT WE'RE SEEING A HIGH NUMBER OF SERIOUS INCIDENTS.
THAT'S BEEN SOMETHING THAT HAS BEEN, WE MIGHT SEE THE DATA'S GOING DOWN, BUT THERE'S SOMETHING THAT NEEDS TO BE SAID ABOUT WE'RE CAPTURING OR WE'RE CATCHING THESE, UH, KNIVES, GUNS, OR WHATEVER YOU WANT TO CALL IT, WHEN WE ARE ABLE TO PREVENT AND PUT INTO PLACE AND GO INTO ACTION, AND THEN TALK ABOUT OUR SUPERVISION PLAN.
SO THOSE ARE THE THINGS THAT WE WANNA MAKE, MAKE SURE THAT, THAT, THAT WE'RE ABLE TO PREVENT AT SCHOOLS.
AND SOUTHEAST HIGH SCHOOL, MR. GUZMAN AP IS GONNA COME AND SHARE WHAT THEY'RE DOING AT THEIR SCHOOL SITE TO BE ABLE TO DIMINISH A LOT OF THE THINGS THAT ARE GOING ON, BUT MOST IMPORTANTLY, PROVIDE A POSITIVE BEHAVIOR INTERVENTION SUPPORT PLAN AT THEIR SCHOOL SITES.
THAT'S GONNA BE GREAT FOR ALL STUDENTS.
SORRY TO TAKE UP YOUR TIME, SOUTHEAST.
UM, WE'LL INTRODUCE OURSELVES FIRST.
UM, MY NAME IS ANTONIO UZMAN, ASSISTANT PRINCIPAL.
I'M, UH, STEVE RAMIREZ, UH, INTERVENTION COORDINATOR.
MY NAME IS RAMON MENDEZ, INTERVENTION COUNSELOR AVION HARSON SCHOOL CLIMATE ADVOCATE.
THIS IS THE TEAM THAT, UH, WE WERE ABLE TO BRING TODAY.
UH, ONE OF THE, THE REOCCURRING THEMES OF THESE PRESENTATIONS IS HOW DO WE BRING WHAT THE, THE RESOURCES THAT THE DISTRICT HAS TO THE SCHOOL, TO THE STUDENTS THAT IT'S, UH, DOESN'T GET LOST WITHIN THE TRANSITION OF THE DISTRICT TO THE SCHOOLS.
WHAT WE DO, I THINK WE'RE MISSING A SLIDE.
UM, OKAY, WELL, I'LL GO, UH, I'LL GO WITH, UH, WHAT WE HAVE IN FRONT OF US.
THE ONE THING THAT I, THAT THE SLIDE THAT'S MISSING IS THE DATA.
THE FIRST THING THAT WE DO IS WE COLLECT DATA.
WE'RE A SCHOOL OF 1800 1,849 STUDENTS.
WITH THAT SAID, WE HAVE 65 OF OUR TEACHERS, OF OUR 99 TEACHERS CERTIFIED.
EGI, WE HAVE VERY, VERY LOW SUSPENSION RATES BECAUSE WE DO LOOK AT THE, THE WHOLE CHILD WE ARE IN, IN THE CITY OF SOUTHGATE, BUT WE RECEIVE STUDENTS FROM ALL THE CITIES AROUND US, WHICH ARE ABOUT FOUR OTHER CITIES.
STUDENTS LOVE TO COME TO OUR SCHOOL BECAUSE OF OUR PLANS, BECAUSE WE DO HAVE THAT, UH, ABILITY TO GIVE THEM A VOICE.
WE'VE TRANSITIONED YEARS, AS MR. INE JUST MENTIONED, UH, WITH THE ASSISTANT PRINCIPALS, THE, THE STAFF ITSELF, THAT WE'RE NOT DISCIPLINED.
WE'RE NOT A DISCIPLINE SCHOOL.
WE GIVE THEM, WE WANT THEM TO BE ADVOCATES.
WE WANT THEM TO SPEAK FOR THEMSELVES.
[00:40:01]
TO CONSEQUENCES TO THE OPPORTUNITY FOR THEM TO REPAIR THE DAMAGE THAT HAS BEEN DONE.WHAT DO WE DO FOR THE STUDENTS? HOW DO WE PROVIDE THAT TO OUR SCHOOL? ONE OF THE THINGS THAT WE DO IS WE HAVE A GREAT PBIS TEAM.
THAT TEAM IS ALSO PART OF THE TEAM IS OUR SOSA.
I UNDERSTAND THAT WE DO HAVE, UM, LIMITATIONS TO THREE VISITS A MONTH OR WHATNOT, BUT AS WE'RE MENTIONING, THE SUPPORT THAT WE DO HAVE IN PLACE IS WHAT ALLOWS US TO CONTINUE THE GREAT WORK THAT WE DO.
WELL, I'M GONNA SPEAK A LITTLE BIT ABOUT OUR PBIS TEAM.
UM, AND WE'VE MENTIONED A COUPLE TIMES ABOUT TRANSITIONING, UH, THAT WE'VE, THAT OUR SCHOOL HAS EXPERIENCED OVER THE LAST COUPLE YEARS.
AND ONE OF THE THINGS THAT WE WANTED TO DO WAS HOW DO WE, HOW DO WE KEEP SOMETHING IN PLACE THAT'S SUSTAINABLE? AND EVEN IF IN THE FUTURE WE CONTINUE TO EXPERIENCE TRANSITIONING OF PEOPLE MOVING UP OR PEOPLE GOING, UH, UH, TO DIFFERENT PLACES, IS HOW DO WE PUT SOMETHING THAT WHEN, UH, SOMEONE WHO'S STRONG AT OUR SCHOOL LEAVES DOESN'T TAKE THAT DISCIPLINE OR THOSE CONSEQUENCES OR THAT SYSTEM WITH THEM, RIGHT? HOW DO WE KEEP IT HERE AT OUR SCHOOL SO THAT OUR STUDENTS CAN CONTINUE TO BENEFIT? AND ONE OF THE THINGS THAT WE DID WAS, UH, WE PUT TOGETHER A-P-B-I-S TEAM THAT WOULD TAKE DIFFERENT STAKEHOLDERS AND THEIR OPINIONS AND THEIR IDEAS, UH, TO DEVELOP CONSEQUENCES, BUT NOT, NOT JUST CONSEQUENCES, BUT CONSEQUENCES WITH SUPPORTS, WHICH WAS, I THINK, SUPER, SUPER HUGE FOR US, WHICH IS WE'RE HOLDING OUR STUDENTS ACCOUNTABLE FOR THEIR ACTIONS, BUT AT THE SAME TIME, WE WANNA KNOW WHY THIS IS HAPPENING.
WE WANNA KNOW HOW WE CAN SUPPORT OUR STUDENTS.
AND, AND THAT'S BEEN, I THINK, THE KEY FOR US, UH, OR, OR, OR FIGHTS ARE DOWN, UH, OR A LOT OF OUR STUFF IS, IS DOWN.
BUT WHAT'S REALLY UP ON US, IT'S THE PREVENTION PART.
AND THAT'S HOW MANY TIMES STUDENTS ARE COMING TO US BEFORE A FIGHT BREAKS OUT.
HOW MANY TIMES STUDENTS ARE COMING TO US BEFORE SOMETHING GETS OUTTA HAND, THE BULLYING AND ALL THESE THINGS, BECAUSE THEY TRUST US.
THEY TRUST OUR ADULTS ON CAMPUS.
AND, AND THAT'S WHAT HAS MADE OUR SCHOOL A SAFER PLACE.
UH, WE PUT TOGETHER A COMMITTEE FROM NOT JUST, UH, FROM THE DISCIPLINE OR COORDINATORS, BUT FROM, OR PS, WS OR PSAS.
SO IT PRETTY MUCH EVERYONE ON OUR CAMPUS HAS A SAY IN HOW WE DEVELOP CONSEQUENCES, HOW WE DEVELOP SUPPORTS, AND WHO BETTER THAN OUR PSA TO TELL US HOW THEY CAN SUPPORT ATTENDANCE THAN THE PERSON IN CHARGE OF ATTENDANCE.
WHO BETTER TO SUPPORT OR STUDENT WELLNESS THAN THE PERSON WHO DEALS WITH, UH, OR STUDENT WELLNESS ALL DAY LONG.
AND EVEN OUR TEACHERS, UH, THAT ARE PART OF OUR TEAM, WHO BETTER TO SUPPORT US OR TELL US WHAT'S GOING ON IN THE CLASSROOM THAN THE TEACHERS WHO ARE ACTUALLY IN THE CLASSROOM AND ARE, OR GETTING THE COMPLAINTS FROM OTHER, UH, COWORKERS OR, OR, OR PARTNERS.
AND THEN THE, THE, I THINK THE KEY ONE HERE IS OUR STUDENTS WHO BETTER THAN A STUDENT WHO'S AT OUR CAMPUS, WHO'S EXPERIENCING WHAT SOME OF THE SITUATIONS AND IS SITTING THERE IN FRONT OF US, TELLING US, LOOK, AS STUDENT, THIS IS WHAT WE'RE EXPERIENCING AND THIS IS WHAT WE WANT, AND THIS IS WHAT WE NEED.
AND SO THAT'S BEEN ABLE TO SUPPORT US WITH OUR PBIS TEAM TO HELP US INTO THE NEXT SECTION, WHICH IS OUR PREVENTION.
ALSO FOR PREVENTION AS, AS, UM, MR. UM, MR. RAMIREZ, SORRY, WE ONLY WORK TOGETHER FOR FOUR MINUTES.
MY BLOOD SUGAR MIGHT BE LOW AT THIS POINT, BUT IT'S OKAY.
SO MR. RAMIREZ DOES GREAT WORK AT, AGAIN, BRINGING US TOGETHER ALONG WITH MR. HALSTON, OUR CLIMATE ADVOCATE, AND, UM, AND CREATING A SPACE WHERE WE CAN DIALOGUE, RIGHT? BUT, UM, IT'S, IT'S, WHAT I'M SAYING IS DIALOGUE IS WHAT HAPPENS WITHIN OUR SCHOOL COMMUNITY.
OUR STUDENTS ARE TRU TRUSTING US AS ADULTS TO COME TO US AND TALK TO US ABOUT THEIR PROBLEMS. THAT'S THE FIRST PART OF PREVENTION IS US, UM, PRACTICING IN OUR OWN SELVES, OUR RESTORATIVE ROUNDS WITHIN, WITHIN OURSELVES, RIGHT? SO GIVING A, A RESPECTFUL, UM, PLATFORM AND OPPORTUNITY FOR, UM, UM, RESPECTFUL DIALOGUE.
UM, THIS IS ALL GUIDED BY THE OUR TFI IS OUR RUBRIC THAT WE FOLLOW AND TO HOW TO IMPLEMENT OUR, OUR POLICIES AND STRATEGIES, RIGHT? UM, AND THIS IS ALL DISCUSSED IN, IN OUR PBIS TEAM MEETINGS, UM, WHERE WE'VE ALSO, UM, AMPED UP AND, AND, AND, UM, RE RENEWED OUR, OUR CAMPAIGNS.
AGAIN, THANKS TO OUR CLIMATE ADVOCATE, WHERE WE'RE, UH, POSTING A POSTERS UP OF ALL OUR BEHAVIOR EXPECTATIONS AND OUR, OUR SCHOOL LEARNING OUTCOMES AT OUR SOUTHEAST.
WE WE'RE VERY PROUD TO SAY THAT JAGUAR'S ROAR WITH JAGUAR PRIDE BECAUSE IT ENCOMPASSES OUR SCHOOL LEARNING OUTCOMES AND OUR BEHAVIOR EXPECTATIONS.
UM, UM, ONE OF THE NEWEST, UM, UM, RESOURCES THAT WE'VE IMPLEMENTED AND STRATEGIES IS OUR RESTORATIVE ROUNDS.
UM, AGAIN, STUDENTS HAVE AN OPPORTUNITY TO TALK ABOUT THEIR SITUATIONS BEFORE ANYTHING ELSE ESCALATES.
UM, AND WE PARTNER, UM, HEAVILY WITH OUR WELLBEING CENTER.
SO WE THANK THEM ALSO FOR THEIR SUPPORT AS, UM, THEY'RE INSTRUMENTAL INTO ALTERNATIVE TO SUSPENSION PROGRAMS. WHAT WE FIND STUDENTS' NEEDS, WE LISTEN TO THEM AND INSTEAD OF, YOU KNOW, SENDING 'EM OUT AND HAVING PARENTS TRY TO NAVIGATE SITUATIONS, WE, WE KEEP 'EM IN HOUSE AND WE COACH PARENTS AND WE COACH STUDENTS ON HOW TO BEST LEVERAGE THE RESOURCES AT OUR CAMPUS AND OUR COMMITTEE MEMBERS
[00:45:01]
SO THEY CAN GO AHEAD AND, UM, AND IMPROVE ON WHATEVER IT IS THAT THEY IMPROVEMENT WITH.UM, YOU KNOW, WE ALSO BRANCH OUT TO OUR EDUCATORS, OUR, OUR COLLEAGUES AT OUR CAMPUS THROUGH OUR ADVISORY LESSONS.
UH, AGAIN, WE'RE A BIG TEAM, AS MR. GUZMAN SAID, IS THE WHOLE SCHOOL.
SO WE DO ALSO LEVERAGE OUR, OUR, UM, COLLEGE COUNSELORS, OUR ACADEMIC COUNSELORS, OUR PSAS, PWS, MYSELF, INTERVENTION COUNSELOR, AND THE REST OF THE TEAM TO DEVELOP AND, UM, AND ROLL OUT THESE LESSONS THAT ARE VERY INSTRUMENTAL TO STUDENT GROWTH AND, UM, AND BETTERMENT.
UM, AND AGAIN, IT'S ALL DONE IN AS A TEAM, INCLUDING YOU ALL, ALL AS, AS COMMITTEE MEMBERS HERE AND ASK THAT, YOU KNOW, YOU KEEP ON SUPPORTING OUR, OUR EFFORTS AT SOUTHEAST HIGH SCHOOL THAT WE KEEP ON SUPPORTING THE SOSA, BECAUSE WE COULD NOT DO IT WITH, WITHOUT 'EM.
I WANNA GIVE A SHOUT OUT TO OUR SOSO, MS. EVELYN DIAZ, BECAUSE SHE, UM, WAS INSTRUMENTAL IN GETTING THIS ROLLING FOR US AND IN SUPPORTING OUR, OUR EFFORTS.
I'M THE SCHOOL CLIMATE ADVOCATE AT SOUTHEAST, AND SO, SORRY, UH, WE GOT THAT BACK.
SO, UM, HERE'S JUST A LITTLE BIT ABOUT OF OUR, OUR WHOLE CHILD INTEGRATED DATA, UM, KIND OF SHOWS WHERE OUR REFERRALS, OUR INTERVENTIONS, OUR COUNSELING REFERRALS ARE AT.
UM, AND AGAIN, I THINK A LOT OF OUR DATA, YOU KNOW, IT SHOWS THAT A DOWNWARD TREND, ESPECIALLY FOR OUR SENIORS, BECAUSE WE DO HAVE SO MANY LAYERS IN PLACE WHERE THEY KNOW THAT THEY'RE GOING TO RECEIVE SUPPORT.
UM, WE PUT A LOT OF PREVENTION IN PLACE, UH, STARTING WITH ME, THE SCHOOL CLIMATE ADVOCATE.
UM, I, I JUST RECENTLY STARTED A PODCAST, UM, AND THAT ALLOWS OUR STAFF TO AMPLIFY THEIR VOICES, UH, AND LET OUR STUDENTS GET TO KNOW OUR STAFF ON A DIFFERENT LEVEL.
SO MAYBE THEY CONNECT BECAUSE THEY BOTH LIKE BAD BUNNY AND THEY FOUND OUT THE PSW LIKES BAD BUNNY, UH, WATCHING THE PODCAST.
SO THAT'S THE PERSON NOW THAT THEY TRUST ON CAMPUS, THEORETICALLY, AND GO TO THEM.
UM, AND JUST KIND OF ALLOWING STUDENTS TO ALSO SPEAK ABOUT STUDENT LIFE, RIGHT? SO I DON'T JUST HAVE OUR, OUR LEADERSHIP STUDENTS ON THE PODCAST.
I HAVE STUDENTS WHO AREN'T YOUR A B STUDENTS, RIGHT? WHO MAY HAVE HAD SOME STRUGGLES, BUT ARE ON THE RIGHT PATH.
SO THEY CAN GIVE LESSONS AND MENTORSHIP KIND OF IN A DIFFERENT ASPECT, UM, TO OUR NINTH GRADERS, ESPECIALLY BECAUSE THEY'RE SENIORS.
AND, YOU KNOW, I, MY, I I END THE PODCAST BY ASKING THE SAME QUESTION TO EVERY GUESS IS, IF YOU CAN GO BACK TO NINTH GRADE OR HIGH SCHOOL AND CHANGE ONE THING, WHAT WOULD IT BE? RIGHT? AND THAT'S JUST TO GET A, A, A GRASP FOR THINGS THAT OTHER NINTH GRADERS MAY BE EXPERIENCING RIGHT NOW.
UH, TYPICALLY SENIORS SAY, I DON'T WANNA CHANGE ANYTHING.
UH, SOME SENIORS SAY, HEY, YOU KNOW, I WAS A KNUCKLEHEAD IN NINTH GRADE, UH, DIDN'T HAVE THE BEST GRADES, BUT NOW I'M ON THE RIGHT PATH.
SO, UM, THAT'S PART OF THE RESPONSE PORTION IS, IS KIND OF BEING THAT FIRST LEVEL, THAT LAYER BEFORE THINGS ARISE, BEFORE CONFLICTS ARISE.
AND AS YOU'LL SEE, AS WE GO THROUGH THIS PRESENTATION WITH OUR DATA, UM, THAT THE MEASURES WE PUT IN PLACE AT THE FOUNDATION KIND OF HELP, UH, KEEP THINGS DOWN.
SO ONE, ONE OF THE THINGS THAT, UM, EARLIER WAS MENTIONED WAS THE, THE DATA TRENDS.
AND WE LOOK AT DATA TO HELP US KINDA, UH, GUIDE US THROUGHOUT THE, THE YEAR.
AND AS WE'RE LOOKING AT SOME OF THE, THE DATA FROM THE DISTRICT, UH, IT IS CORRECT, RIGHT AT THE BEGINNING OF THE SCHOOL YEAR, THAT TENDS TO BE THE HEIGHT.
AND THEN AS WE GETTING TOWARDS THE CHRISTMAS SEASON, YOU KNOW, I DON'T KNOW WHETHER IT'S KIDS WHO ARE NOW THINKING ABOUT THEIR CHRISTMAS GIFTS OR WHATEVER'S GONNA HAPPEN THAT THEY START BEHAVING A LITTLE BIT BETTER,
UH, AND SO WHAT WE'VE TAKEN FROM THERE IS WHAT IS GOING ON DURING THOSE MIND, UH, MONTHS, AND HOW CAN WE SUPPORT OUR STUDENTS AND WHAT'S GOING ON IN OUR COMMUNITIES, RIGHT? SO AT THE BEGINNING OF THE YEAR, WE START WITH OUR EXPECTATIONS ASSEMBLY, UH, SO THAT THE STUDENTS UNDERSTAND THAT, HEY, THIS IS THE EXPECTATION WHEN YOU COME TO SOUTHEAST HIGH SCHOOL, THIS IS WHAT WE EXPECT FROM EVERY SINGLE ONE OF OUR STUDENTS.
AND HERE'S THE SUPPORTS THAT YOU CAN GET HERE AT OUR SCHOOL.
YOU DON'T HAVE TO GO FOUR YEARS WITHOUT KNOWING AN ADULT.
WE'RE HERE TO SUPPORT YOU AND WE'RE HERE TO HELP YOU.
UH, THE OTHER ONE IS, ESPECIALLY LIKE IN THE SECOND SEMESTER WHERE WE START TO SEE THE TRENDS GOING BACK UP.
WHAT, WHAT IS STARTING TO HAPPEN? WE HAVE, UH, FEBRUARY, WE HAVE, UH, WHAT IS IT? UH, VALENTINE'S DAY.
THAT'S WHEN WE START SEEING BREAKUPS.
SO WHAT DO WE DO? WE START SETTING UP, OR WELLNESS FAIRS.
WE START SETTING UP THINGS THAT, OR STUDENTS CAN GO IN A POSITIVE WAY, AND NOW ESSENTIALLY TAKES THAT, UM, KINDA THE ATTENTION AWAY FROM THE NEGATIVE AND, AND ESSENTIALLY START LOOKING AT THE POSITIVE.
SO AT SOUTHEAST, ONE OF THE THINGS THAT WE KNOW IS THAT IN THE ROLES THAT WE'RE IN, WE'RE GONNA WORK HARD.
THERE'S NO EASY DAY AT OUR SCHOOL, BUT WHAT DO WE WANT TO DO? DO WE WANT TO WORK ON PREVENTION OR DO WE WANT WORK ON THIS GOT OUTTA HAND, AND NOW WE HAVE TO DEAL WITH A SITUATION WHERE WE'RE HAVING TO CALL, UH, AUGUSTINE AND OR OPERATIONS COORDINATOR? OR DO WE HANDLE IT BEFORE IT GETS OUTTA HAND? AND I THINK WE'VE BEEN ABLE TO DO THAT BECAUSE E EVERYONE SORT OF PLAYS A BIG ROLE AT OUR SCHOOL WHEN WE DO GET TO THE TIER THREES.
AND WE DO NEED TO PROVIDE THAT DIRECT, UH, SUPPORT CONSEQUENTIAL.
WE DO HAVE A SYSTEM IN PLACE FOR EVERY SINGLE TIER.
WE DO HAVE THAT SUPPORT THAT THE STUDENT NEEDS.
[00:50:01]
IN EVERY PIECE ALONG THE WAY, STUDENTS HAVE A VOICE.THEY ARE NOT EXCLUDED FROM MANY MEETINGS WHILE WE SPEAK TO PARENTS, UH, IF IT'S, UH, HOW THE GRADES ARE DOING OR, OR A, THEY KICK THE GOAL AT, UH, THE LAST MINUTE THE STUDENT IS IN THE MEETING, IS PART OF THE MEETING, AND THEY ARE PART OF, UM, WHATEVER CONVERSATIONS ARE ARE HAD WITH, UH, THE PARENTS, WITH THE WHOLE TEAM, THE WHOLE NETWORK THAT THEY HAVE.
THIS IS SO THE STUDENT CAN, CAN FEEL AND HAVE A VOICE.
THE ONE THING THAT WE DO HAVE AT OUR SCHOOL, UH, THE ONE THING THAT WE DO HAVE AT OUR SCHOOL IS WHEN IT COMES TO EVERY SINGLE PIECE, WE WORK TOGETHER.
STUDENTS HAVE ACCESS TO EVERY SINGLE ONE OF US, WHETHER IT'S THE CUSTODIAL STAFF, THE CAMPUS AIDS, THE TEACHERS, THE OUT OF THE CLASSROOM COORDINATORS, ADMINISTRATORS, EVERYBODY.
MY MODEL AT ON CAMPUS, AS I AM THE ADMINISTRATOR OVER COUNSELING AND DISCIPLINE, YOU WILL BE BETTER THAN US.
THERE IS A NECESSITY FOR THEM TO CONTINUE TO GROW, TO CONTINUE TO BE BETTER.
AND HOW DO WE DO THAT FOR THEM? WHATEVER OUR PATHS, OUR ROADS, WERE AS INDIVIDUALS, AS ADULTS, WE'RE LEARNING FROM THAT WE'RE SHARING WITH EACH OTHER, AND THE STUDENTS HEAR US, WE PRESENT TO THEM.
THE DATA THAT WE HAVE IS VERY SPECIFIC TO EVERY SINGLE STRAND PIECE, ESPECIALLY WHEN IT COMES TO JOY AND WELLNESS.
HOW DO WE LISTEN? SEE STUDENTS, WHEN IT COMES TO THEM WALKING ONTO CAMPUS, AS THEY WALK IN OUR CAMPUS AIDS, THEY GREET THEM, THEY SEE THEM.
IF THEY SEE SOMETHING OUT OF PLACE, A STUDENT MIGHT NEED SOMETHING RIGHT AWAY ON THE RADIO TO WHOEVER MIGHT BE ABLE TO SUPPORT THAT CHILD.
AS WE DO THAT UNDER THE GUIDANCE AND THE SUPERVISION OF OUR PRINCIPAL, MR. HYMES AND OUR INTERIM PRINCIPAL, MR. DURAN, WE'VE BEEN ABLE TO ACHIEVE, UH, THE DISTINGUISHED, UH, SCHOOLS CERTIFICATE, UM, FOR THIS YEAR.
AND THIS IS OUR SECOND YEAR THAT WE RECEIVE IT FOR OUR, UM, MAGNET SCHOOL, UH, MAGNET SCHOOL.
SO WE'RE DOING THE WORK, WE'RE LEADING THE PATH, AND YES, WE LEAD WITH THE HEART AND OUR STUDENTS SEE IT.
OUR STUDENTS RESPOND TO THE EXPECTATIONS.
THEY WILL RISE TO THE LEVEL THAT WE BRING TO THEM, THAT WE ASK THEM TO BE.
I OPEN IT UP TO ANY QUESTIONS THAT YOU MIGHT HAVE FOR ANY ONE OF US.
AND YOU DO STILL HAVE A REALLY LARGE SCHOOL WHERE YOU EXPECT MORE STUDENT CONFLICT.
1800 IS NO LONGER THE COMMON NUMBER.
UH, WE HAVE SO MANY SMALL HIGH SCHOOLS OF, YOU KNOW, FIVE TO 700.
SO IT'S GREAT TO SEE HOW MANY THINGS ARE HAPPENING AT YOUR BIG SCHOOL.
UM, I'LL, I'LL PAUSE AND TURN TO MY COLLEAGUES.
QUESTIONS, COMMENTS FOR THE SOUTHEAST TEAM.
CARLOS, FIRST A COMMENT AND THEN A QUESTION PROBABLY FOR OPERATIONS STAFF IN THE ROOM.
UH, ONE, I, I REALLY APPRECIATE YOUR, YOUR, YOUR PRESENTATION.
WHAT REALLY STOOD OUT IS THAT YOU HAD A SPECIFIC SLIDE FOCUSED ON THE MONTHLY SCHOOL SITE TEAM MEETINGS.
UH, AND THEN NOT ONLY THAT, I, I SAW IT ALSO CAPTURED IN YOUR PREVENTION SLIDE.
I FOUND THAT TO BE VERY VALUABLE, AND I'M, I'M, I'M FEELING THAT THAT COMMITMENT TO BRINGING TO LIFE THOSE MONTHLY MEETINGS AT YOUR SCHOOL SITE IS ONE OF THE REASONS WHY WHAT YOU'VE PRESENTED IS, IS A REALLY A ROBUST SCHOOL CLIMATE PRESENTATION.
UM, YOU, FROM MY RECOLLECTION, YOU'RE THE FIRST SCHOOL SITE THIS YEAR AND LAST YEAR BEING ON THIS COMMITTEE, THAT, THAT LED SO MUCH WITH THAT MONTHLY TEAM MEETING.
SO I, I WANT, WANNA APPRECIATE IT, UM, FROM, FROM OUR, MY ORGANIZATION'S WORK WITH THE POLICY FROM S EXCEPT S-W-P-B-S THROUGH SCHOOL CLIMATE BILL OF RIGHTS, THROUGH, UH, LIVING THROUGH THE DISCIPLINE FOUNDATION POLICY, THAT THAT MONTHLY CARVE OUT AT THE SCHOOL SITE WAS SOMETHING THAT WAS UNIQUE TO LUSD.
AND WE PICTURED IT CREATING WHAT YOU CREATED AT SOUTHEAST HIGH SCHOOL.
UH, I DON'T KNOW IF THAT'S REPRESENTED SO ROBUSTLY IN THE OTHER SCHOOLS FROM, FROM MY MEM OUR PARENT MEMBERS OBSERVATIONS REALLY FOCUS ON SOUTH LA REGION.
AND NOW MOVING AWAY FROM THE KUDOS
AND I DON'T KNOW, IS IT, DO YOU SEE THAT ACROSS ALL SCHOOLS IN SOUTHEAST? 'CAUSE I DON'T SEE IT ACROSS ALL SCHOOLS IN THE DISTRICT, ESPECIALLY NOT THE SOUTH, UH, REGION SCHOOLS.
[00:55:01]
HEAR ME OR DO I HAVE TO SPEAK? UM, SO FROM OUR LENS, IT'S WORKING WITH US, THE OPERATIONS COORDINATORS.'CAUSE THERE'S GONNA BE SOME SCHOOL SITES THAT DO NOT HAVE THIS.
WHEN YOU DON'T HAVE THE, AND I HATE TO USE THE WORD BUY-IN 'CAUSE IT'S, IT'S NOT BUY-IN.
SO WHEN YOU HAVE OWNERSHIP AND EXPECTATIONS ARE SET THROUGH, THROUGH SCHOOLS, IT'S EVIDENT WHEN IT'S NOT.
AGAIN, NOT TO BANG ANOTHER, UH, OR BEAT THIS DRUM, BUT SOSA'S MYSELF, WE HAVE TO WORK WITH THEM 'CAUSE THEY'RE DOING THE WORK EVERY DAY.
AND IT HAS TO BE WITH MEMBERS OF THE TEAM THAT ARE WILLING TO PUT IN THE WORK.
'CAUSE YOU'RE GONNA STAY AFTER SCHOOL.
YOU'RE GONNA ANALYZE DATA, YOU'RE GONNA GO SEEK THE DATA.
YOU'RE GONNA GO OUT THERE AND AND SEE WHAT THE REAL DATA, WHAT'S THE, THE DATA WITH YOUR EYES TELLING YOU OUTSIDE.
AND THAT'S WHAT IS NOT HAPPENING AT EVERY SCHOOL.
I HAVE A LOT OF FAITH AND HOPE.
I KNOW FOR MY BOYLE HEIGHT SCHOOLS, WE WORK HAND IN HAND WITH OUR, OUR, OUR SOSA TO TRY TO CAPTURE THAT.
AND IF THEY'RE NOT GETTING THAT COMMUNICATION, INVITE THEM PUT ON INSTAGRAM.
'CAUSE I MIGHT PUT A PODCAST OUT INVITING PARENTS.
ROOSEVELT HIGH SCHOOL, THAT WAS SOMETHING THAT WE HAD TO, TO WORK, UH, CLOSELY WITH.
ONCE WE PUT PARENTS AS CAMPUS YARD SUPPORT VOLUNTEERS, AND WE TRAIN THEM AND WE PUT THEM ON AS PART OF THE SUPERVISION PLAN.
THEIR DATA RIGHT NOW WENT FROM SKYROCKETING IN AUGUST, SEPTEMBER TO HARDLY ANYTHING IN JANUARY, FEBRUARY, MARCH.
THAT'S A TRUE TESTAMENT OF WHAT NEEDS TO TAKE PLACE AT SCHOOLS WHEN WE SEE THERE'S A NEED.
AND IF WE DON'T KNOW WHAT THE NEED IS, WE CAN'T SUPPORT DR.
I DON'T KNOW IF YOU WANT TO ADD TO THAT.
HOPE THAT ANSWER YOUR QUESTION.
AND GOING BACK TO THE SCHOOL SITE, IT'S HAVING THAT INVESTED, INVESTED INTEREST IN OUR STUDENTS.
AS YOU SEE, THERE IS NO, UM, WE MUST DO THIS.
EVERY PIECE OF PAPER, EVERY PRESENTATION, UH, THAT WE ARE GIVING YOU, WE TWEAK, WE ADJUST, WE SEE WHAT CAN WE CHANGE THE NEXT DAY, THE OTHER DAY.
BUT WE ALSO HAVE THE SYSTEMS THAT HAVE CONTINUED.
WHAT IS IT THAT OUR STUDENTS ARE TELLING US WITH THEIR ACTIVITIES WITH, WITH THE WAY THEY ARE THAT THEY NEED? WE HAVE, YES, A LARGE CAMPUS, 1,848 STUDENTS.
AND, UH, WE, WE HOVER SOMETIMES 19 TO 2000, DEPENDING ON WHAT'S HAPPENING IN THE COMMUNITY, WHAT'S GOING ON.
BUT A VOICE, EVERY SINGLE ONE OF US HERE HAS A VOICE.
EVERY SINGLE ONE OF US HERE AND AT OUR SCHOOL SUPPORTS EACH OTHER.
THERE'S NO, I KNOW MORE THAN YOU.
THERE IS A, WE AND THE STUDENTS ARE INCLUDED.
CAN I ADD SOMETHING REAL QUICK? ALSO, IT'S A BIG CON.
A CONTRIBUTION TO OUR SUCCESS.
BIG CONTRIBUTION TO SUCCESS IS OUR ACTIVE, UM, ACTIVE SUPERVISION.
SO SOMETIMES KIDS DON'T SPEAK WITH, DON'T SPEAK WITH THEIR, WITH THEIR WORDS.
I COULD, WE COULD SEE THE, THE BODY LANGUAGE.
WE COULD SEE THE, THE SADNESS OR JUST THE WORRY, THE ANXIETY, YOU KNOW, OR THE INTERACTION BETWEEN OTHER STUDENTS.
SO BY ACTIVELY SUPERVISING AT ALL MOMENTS, ENGAGING WITH THEM, WE GET TO A LOT OF THE PROBLEMS BEFORE THEY BECOME PROBLEMS. IT'S JUST, YOU KNOW, IN, IN THE BREWING STAGE.
SO, UM, THAT'S VERY IMPORTANT.
ALSO AS PART OF OUR PLAN, MR. UM, RAMIREZ, THE REASON WHY I, I PAUSE ON THE NAME IS 'CAUSE WE'RE ON FIRST NAME BASIS, RIGHT? SO I'M LIKE, I DIDN'T WANNA GO LIKE, HEY, STEVE, RIGHT? MM-HMM
BUT MR. RAMIREZ DOES GREAT WORK.
OUR, OUR OUR SUPERVISION PLAN, OUR, OUR OUR IS VERY, VERY STRATEGICALLY, UM, DEVELOPED AND IMPLEMENTED.
SO IT ALLOWS US TO JUST BE ON THE FRONT LINES SUPPORTING KIDS RIGHT AT THE RIGHT IN THE FRONT.
SO THAT'S MR. ALSO, MR. KOMAN SAID AS A WALKING ON CAMPUS, STATES ARE VIGILANT.
SO THAT'S A BIG PART OF WHAT WE DO.
JUST ONE MORE COMMENT TO THAT.
WHEN WE TALK ABOUT PARTICULAR PROBLEM HAVING ON THE CAMPUS, WE LOOK AT THE SUPERVISION PLAN, THAT'S WHAT WE DO.
WE LOOK AT WHAT'S ON PAPER, AND THEN WE ACTUALLY GO OUT AND SEE FOR OURSELVES IF WE'RE SEEING ON PAPER IS ACTUALLY HAPPENING ON THE CAMPUS.
HOPE I ANSWERED YOUR QUESTION.
UH, EXCEPT THE PART OF IT'S NOT HAPPENING IN THE OTHER PARTS OF, OF THE DISTRICT.
AND I THINK, UM, THAT'S ABOUT THE, THE LAST PART OF TODAY'S AGENDA.
I THINK WHAT YOU'VE ALL CLEARLY DEMONSTRATED AND THE WAY YOU'VE NAMED, UH, THE ROLE OF PARENTS, UH, AND, AND, UH, VERY STRUCTURED WAY TO SHAPE CLIMATE, TO, UH, TO HELP YOU IDENTIFY THE DATA, TO, TO LOOK FOR GAPS, UH, IS, UH, IT'S SOME WORDSMITHING THE COMMITTEE HAS TO DO
[01:00:01]
TO FIGURE OUT WHAT THE RECOMMENDATION TO HELP THE REST OF THE DISTRICT.AND, AND MY FOCUS IS THE SOUTH IS HOW TO BRING WHAT YOU'RE DOING AT SOUTHEAST TO LIFE WHEN IT COMES TO THIS MONTHLY SITE MEETINGS AND THE ROLE PARENTS ARE PLAYING IN HELPING SHAPE CLIMATE.
AND, UM, WE'RE HIGHLIGHTING THE THINGS THAT WE DO.
THERE'S A MILLION OTHER THINGS THAT, THAT WE DO, UH, FROM MR. HALSTON, UH, MR. RAMIREZ, WE'RE IN A FIRST NAME BASIS.
UM, THERE'S A LOT OF THINGS THAT WE DO EVERY SINGLE DAY.
PLEASE, I'M ASKING YOU, AT ANY POINT IN TIME, OUR DOORS ARE OPEN AND MY OFFICE IS OPEN.
YOU WANNA BE THERE THE WHOLE DAY? SEE THE INTERACTIONS, BECAUSE THIS IS, AGAIN, A LIVING SITUATION THAT YOU NEED TO SEE.
OUR TEACHERS GIVE US A CALL, TEXT US, LET US KNOW, HEY, YOU KNOW WHAT? LITTLE TOTO OVER THERE IS NOT HAVING A GOOD DAY.
HOW ABOUT WE CHECK IN? HE DIDN'T WANNA SAY ANYTHING TO ME.
HOW ABOUT WE CHECK IN MR. HALSTON, THERE HE GOES, TALKS TO THE STUDENT, GETS TO KNOW HIM.
WHAT DO THEY NEED? WHAT IS IT THAT THEY NEED SO WE CAN PROVIDE FOR THEM? AND OPEN INVITATION.
I MEAN, YOU, YOU'RE SPEAKING MY LANGUAGE AND WHEN YOU SAID 1,848, I'M LIKE, WOW.
UM, I JUST WANNA SAY I REALLY APPRECIATE YOU BREAKING IT DOWN, UM, FOR US, BECAUSE I THINK IT'S SO IMPORTANT.
AS CARLOS MENTIONED THERE, THIS IS NOT HAPPENING AT EVERY SCHOOL, AND I APPRECIATE YOU USING, YOU KNOW, IT'S NOT BUY-IN, BUT OWNERSHIP AND HOW TO GET THERE.
AND SO I DID WANT TO ASK SOME QUESTIONS CLARIFYING TOO, HOW LONG THE STAFF HAS BEEN TOGETHER, BECAUSE I THINK THESE ARE SOME PIECES THAT EVERY CAMPUS DOESN'T HAVE.
SO HOW LONG HAS THE STAFF BEEN TOGETHER? UM, SO I AM NEW.
I'M THE NEWEST MEMBER OF THE TEAM.
UH, I GOT TO SOUTHEAST IN AUGUST OF THIS YEAR, THIS SCHOOL YEAR.
UM, BUT MOST OF THE STAFF HAS BEEN THERE FOR ABOUT FIVE TO SIX YEARS.
UM, THE UTLA REPRESENTATIVE, THE TEACHER THAT'S, UM, ON THE, UH, PBIS TEAM HAS BEEN AT THE SCHOOL SINCE IT OPENED IN 2005.
SO SHE'S HAS TENURE, OBVIOUSLY.
UM, I THINK I CLICKED OVER, I'M SORRY.
SHE'S BEEN AT OUR SCHOOL FOR I BELIEVE, SIX OR SEVEN YEARS.
UM, AND THEN OUR A THROUGH G COUNSELOR HAS BEEN IN PLACE FOR ABOUT, UH, FOUR YEARS.
THE STUDENT REPRESENTATIVE THAT WE HAVE ON IS A SENIOR.
UM, AND SO AS, AS MR. RAMIREZ HIGHLIGHTED EARLIER, WE WANT TO BRING IN FOLKS WHO ARE EXPERIENCED, BUT ALSO NEW TO THE TEAM.
RIGHT? AND AGAIN, ME JUST GETTING THERE TO SOUTHEAST, WANTING TO HELP SHAPE THE CULTURE AND THE CLIMATE, SEEING HOW THINGS ARE AT THE SCHOOL, UM, IT WAS IMPORTANT FOR ME TO GET ON THE COMMITTEE CHAIR, YOU KNOW, KIND OF LEAD, FACILITATE THE MEETINGS, UH, AND THEN PULL DIFFERENT ASPECTS APART.
RIGHT? UM, PUTTING A TEACHER ON THERE, AS MR. RAMIREZ SAID, SHE'S IN THE CLASSROOM, RIGHT? SHE REPRESENTS UTLA, BUT SHE'S IN THE CLASSROOM.
UM, AND SO ONE OF THE THINGS THAT WE HAD WAS A JAGUAR BUCK, UM, WHICH IS BASICALLY A REWARD FOR STUDENTS, RIGHT? SO WE SEE FOR POSITIVE BEHAVIOR, HERE'S A JAGUAR BUCK.
BUT IT WAS A LITTLE COMPLICATED.
AND SO ME AS A PERSON WHO RUNS IT, UH, COLLECTS, WE, WE HAVE A STORE, RIGHT? AND SO FRIDAYS SKIDS COME OUT AND THEY PURCHASE SNACKS WITH THE JAGUAR BOOKS.
UM, BUT THEY WEREN'T USING THEM.
I NOTICED TEACHERS WEREN'T USING THEM.
IT WAS MOSTLY OUR OUTTA CLASSROOM STAFF THAT WAS USING THEM.
SO I WAS LIKE, WHAT CAN WE DO TO MAKE IT LESS COMPLICATED? HAVING THIS E ENGLISH TEACHER, MS. JACOBY ON OUR TEAM, SHE WAS LIKE, IT'S TOO COMPLICATED.
I DON'T FEEL LIKE CHECKING AND SIGNING.
I JUST NEED, I JUST WANNA SIGN AND GIVE IT TO THE STUDENT.
SO US AS A TEAM, WE CAME UP WITH A PLAN, WE IT, WE CHANGED IT, AND IT JUST SIMPLY SAYS, I SEE YOU.
I SEE YOU FOR WHAT YOU'RE DOING.
SO I THINK THAT'S, THAT, YOU KNOW, BRINGING DIFFERENT ELEMENTS AND DIFFERENT FOLKS TOGETHER IS, HAS REALLY HELPED EVERYTHING.
UM, WITH THE, THE MEETINGS, UH, THEIR MONTHLY MEETINGS.
AND THIS TEAM THAT YOU HAVE HERE IS MEETING MONTHLY AT THE SCHOOL SITE? YES, MA'AM.
SO WE MEET ACTUALLY IN B 24, MRS. MR. RAMIREZ'S OFFICE.
UM, AND WE MEET, UH, EVERY FIRST WEDNESDAY OF THE MONTH, OBVIOUSLY THIS MONTH, SPRING BREAK.
AND THEN EVERYTHING THAT HAPPENED THE WEEKS AFTER THAT, WE ARE ACTUALLY SET TO MEET ON MONDAY THIS WEEK.
UM, BUT WE TYPICALLY MEET THE FIRST WEDNESDAY, SO ALL OF THE TEAM MEMBERS KNOW, KIND OF CARVE OUT FIRST WEDNESDAY THIRD PERIOD EVERY MONTH.
AND THEN YOU MENTIONED SOMETHING ABOUT IN-HOUSE WHEN THERE'S COMPLICATIONS OR SOMETHING GOES ON WITHOUT SUSPENSION, YOU'RE DOING SOMETHING IN-HOUSE.
WHAT DOES IN-HOUSE LOOK LIKE? SO WE COLLABORATE WITH, UM, WELLBEING CENTER AND WITH, UH, PBIS.
SO WHAT, DEPENDING ON THE STUDENT'S NEEDS, WE DO IN-HOUSE, UM, INTERVENTIONS, EITHER THROUGH PSW, REFERRALS, UM, ACADEMIC COUNSELING.
[01:05:01]
THE P UM, I RUN THE SSPT PROCESS AT OUR SCHOOL.SO WE DO SSPT FOR BEHAVIOR, FOR ACADEMICS, FOR ATTENDANCE.
WE ALSO COLLABORATE WITH PSAS FOR SARTS.
SO IT'S ALL ENCOMPASSING, UM, YOU KNOW, COLLABORATIVE EFFORT.
UM, AND, AND IT, IT HAPPENS THROUGH DIFFERENT COMMITTEES ALSO AT OUR CAMPUS.
IT'S NOT ONLY JUST PBIS, IT'S THE, ALSO THE COUNSELING TEAM, UM, SSPT, ALL OF THAT TOGETHER.
AND WITH YOUR OUT OF CLASSROOM CLIMATE ADVOCATES, CAMPUS SUPERVISION, WHAT DOES THAT NUMBER LOOK LIKE? FOR 1800? FOR YES.
OR JUST YOUR CAMPUS ISN'T SAY 1800.
YEAH, SO WE HAVE, UH, SIX CAMPUS, EIGHT, UH, TWO CAMPUS A I'M SORRY, THREE CAMPUS, EIGHT OR EIGHT HOUR POSITIONS.
AND THE REST ARE SIX HOUR POSITIONS OR SO, THREE AND THREE.
UH, AND THEN, UH, OR OUT CLASSROOM.
AS FAR AS, UH, WITHIN THE DISCIPLINE REALM, IT'S JUST, UH, MYSELF AS THE INTERVENTION COORDINATOR AND MR. MENDEZ AS THE INTERVENTION COUNSELOR.
SO YOU HAVE TO, UH, AND THAT'S WHY IT, IT'S IMPORTANT TO GET THE BUY-IN FROM EVERYONE, BECAUSE IF IT WAS JUST TWO OF US FOR WHAT, 1800 STUDENTS, IT WOULD BE EXTREMELY DIFFICULT.
BUT WHEN YOU GET A FULL COMMUNITY, I MEAN, I'M TALKING ABOUT THE WHOLE SCHOOL, IT MAKES IT VERY EASY TO DO OUR JOBS.
AND WHEN WE TALK ABOUT IT IN-HOUSE, IT'S JUST, IT'S ALMOST LIKE A TRIAGE IS A STUDENT COMES IN WITH A, WITH AN ISSUE.
HOW DO WE HELP THE STUDENT? LIKE WE GIVE A WHOLE NEW DEFINITION TO THE WHOLE CHILD, LIKE, WHAT'S GOING ON? AND SO IS IT, IS IT JUST IS CONSEQUENCE OR IS THERE THINGS GOING ON AT HOME? DOES THE STUDENT NEED RESOURCES AT HOME? AND NOW WE'RE GETTING IN TOUCH WITH, OR PSW OR, OR, UM, UH, MR. GARCIA, SS OR SSS COUNSELOR, SORRY.
AND SO IT'S JUST GETTING THE CHILD IN THE RIGHT PLACE.
SO AGAIN, THEY FEEL LIKE, LIKE, HEY, I, YOU'RE, YOU'RE HEARING ME AND, AND YOU'RE SUPPORTING ME.
AND, AND THAT'S, AND THAT'S HUGE.
AND SOMETIMES IT'S EVEN JUST A STUDENT WHO'S BEHIND ON CREDITS.
HOW DO WE GET THE STUDENT TO CATCH UP ON CREDITS? IS THIS THE RIGHT PLACE FOR THE STUDENT FINDING A, A RIGHT PLACE FOR THE STUDENT? SO AGAIN, IT'S FINDING AND, AND FIGURING OUT HOW DO WE BEST SUPPORT THE STUDENT.
YOU MENTIONED ADVISORY LESSONS.
UM, HOW DOES THE ADVISORY LESSONS WORK? ARE THEY BEGINNING TO END OF SCHOOL YEAR? HOW DO THE ADVISORY LESSONS WORK? SO, UH, THE ADVISORY LESSONS ARE PUT TOGETHER BY OUR COLLEGE COUNSELOR, DR.
UM, AND SO TYPICALLY WE GO THROUGH THE DISTRICT PROVIDED, UH, STUDENT ONES, UH, YOU KNOW, THE STUDENT LESSONS THAT THEY GET.
BUT THEN ONE OF THE LESSONS A MONTH IS TYPICALLY, UH, THE PODCAST EPISODE.
UM, SO THEY'RE ABLE TO WATCH THE PODCAST, KIND OF GET INFORMATION, WHATEVER THE CASE MAY BE.
UM, BECAUSE EVERY MONTH I EITHER GO, UH, EIGHT, I DO TWO EPISODES A MONTH, SO IT'S, UH, ADULTS AND THEN STUDENTS.
SO DEPENDING ON THE MONTH, HOW THE MONTH LOOKS, UH, HOW MANY LESSONS ARE THERE, UM, THAT'S A PART OF IT.
UH, THIS MONTH, OR SORRY, NEXT MONTH, WE'LL BE FOCUSING ON WELLNESS BECAUSE WE'RE GONNA HAVE A WELLNESS FAIR AT THE CONCLUSION OF THE MONTH.
UM, AND SO ALL THE LESSONS WILL BE TAILORED TO, UH, MENTAL HEALTH AND WELLNESS LEADING UP TO THE WELLNESS FAIR.
SO THERE'LL BE DIFFERENT ACTIVITIES AND THINGS LIKE THAT, UH, PUT TOGETHER BY OUR SMALL SCHOOL LEADS AS WELL AS OUR COLLEGE COUNSELOR WITH THE PODCAST.
HOW DOES A TOPIC COME ABOUT? HOW DO YOU DEVELOP THE TOPIC? UM, YOU KNOW, I STARTED, IF I'M HONEST WITH YOU, JUST KIND OF, WE WERE IN THE PS W'S OFFICE, AND SHE WAS TALKING ABOUT LIKE HOW STUDENTS DON'T REALLY KNOW HER, RIGHT? UM, THEY SEE HER, THEY SEE HER AS A FACE BECAUSE WE ARE SUCH A LA LARGE STAFF.
SO OUTSIDE OF THE PBIS TEAM AND OUR CAMPUS AIDS, WE HAVE 10 COUNSELORS, TWO PSW, TWO PSAS, UH, TWO A 3G COUNSELORS.
LIKE, WE HAVE A HUGE STAFF OUT OF CLASSROOM.
AND SO IT'S VERY HARD FOR A STUDENT TO KNOW WHO DO THEY GO TO, TO SEEK SUPPORT FROM, RIGHT? UH, YOU CAN COME TO ME, AND I, I'M NOT AN EXPERT IN MENTAL HEALTH, RIGHT? UH, BUT I CAN CONNECT YOU TO THE PSW.
SO MAKING SURE YOU KNOW WHO THESE FOLKS ARE.
AND SO THE TOPICS OF THE PODCAST CAME UP FROM THAT, RIGHT? IS, HEY, LET'S START WITH THE PS WS.
WE ACTUALLY DID THE FIRST EPISODE AND FILMED AND RELEASED IT RIGHT BEFORE WINTER BREAK.
UH, AND IT WAS JUST TALKING ABOUT HOW TO TAKE CARE OF YOURSELF DURING THE WINTER BREAK.
THAT'S LITERALLY THE ENTIRE EPISODE.
IT'S JUST GETTING TO KNOW THE PSW, WHAT SORT RESOURCES ARE AVAILABLE TO THEM, UH, DURING THE RENTAL BREAKS, RIGHT, TO STUDENTS DURING THE WINTER BREAK.
THEN WE COME BACK AND WE START TALKING ABOUT, YOU KNOW, DIFFERENT ACTIVITIES AND EVENTS THAT ARE GOING ON.
I JUST HAD YEARBOOK STUDENTS ON, I JUST HAD SRA STUDENTS ON, UM, NEXT MONTH I'M DOING SENIOR TAKEOVER BECAUSE THERE ARE SO MANY SENIORS THAT WANT TO NOW BE ON THE PODCAST.
AND SO I WANT TO GIVE THEM THE OPPORTUNITY TO TALK STUDENT LIFE, TO TALK ABOUT WHAT THEIR PLANS ARE AFTER HIGH SCHOOL.
UH, AND THEN ALSO BE LIKE THAT LEVEL OF MENTORSHIP TOWARDS, YOU KNOW, OUR NINTH GRADERS WHO MAY HAVE BEEN STRUGGLING AND ARE NOW GOING INTO 10TH GRADE AND, AND KIND OF WANT TO NEED TO REFOCUS AT THIS POINT.
SO TOPICS COME UP KIND OF RANDOMLY, BUT, UM, THERE'S USUALLY A METHOD TO THE MADNESS.
THE REFERRALS, AND I SEE SENIORS IS LIKE WAY DOWN THE, YOU KNOW, THE RESPONSE.
WHAT IS THE INCENTIVE OR THE DRIVE IN HOW YOU, UM, REDUCE THE, OR MINIMIZE INCIDENTS, UH, WITH SENIORS? WHAT IS HAPPENING THERE? SO SENIORS, OF
[01:10:01]
COURSE, PROM IS A BIG THING, RIGHT? UM, AND SO IT'S NOT HOLDING PROM OVER THEIR HEAD, BUT AT THE SAME TIME, THEY KNOW THERE'S CERTAIN EXPECTATIONS THAT US AS A SCHOOL HAVE.YOU CAN'T GO TO PROM IF YOU'VE BEEN INVOLVED IN LIKE SERIOUS INCIDENTS.
UH, YOU CAN'T GO TO PROM IF YOU HAVE INVOLVED IN LIKE SERIOUS INCIDENTS.
YOU, YOU CANNOT GO TO PROM IF YOU'RE INVOLVED IN SERIOUS INCIDENTS, RIGHT? AND IT, IT'S, IT'S JUST HOLDING THEM ACCOUNTABLE, RIGHT? BECAUSE AT THE END OF THE DAY, THEY ARE 17, 18-YEAR-OLD STUDENTS WHO ARE GETTING READY TO GO INTO THE REAL WORLD, RIGHT? UM, AND SO PROVIDING THAT, LIKE AT THE BEGINNING OF THE YEAR, AS MR. RAMIREZ SAID, WE HAVE OUR EXPECTATIONS ASSEMBLY, AND THEN WE GOT BACK FROM WINTER BREAK.
AND THE ONE THAT WE HAD IN JANUARY LOOKED TOTALLY DIFFERENT THAN THE ONE WE HAD SCHOOLWIDE.
IT WAS INDIVIDUAL, LIKE GRADE LEVELS, BUT BY PERIOD.
SO THERE WAS ONLY TWO TO THREE CLASSES IN THERE, MAYBE 75 TO A HUNDRED KIDS MAXIMUM IN EVERY SINGLE ASSEMBLY.
AND WE STARTED WITH THE SENIORS TO LET THEM KNOW, HEY, HERE ARE OUR EXPECTATIONS FOR YOU MOVING FORWARD.
YOU HAVE TO BE CLEARED, YOU HAVE TO HAVE ALL YOUR INTERVENTIONS CLEARED, UM, TARDIES, ABSENCES, ALL THOSE THINGS CLEARED.
YOU CAN'T OWE ANYTHING BY APRIL 30TH.
RIGHT? AND SO,
BECAUSE NOW, UM, WE'RE IN APRIL AND WE TOLD THEM IN JANUARY,
SO, UM, IT'S JUST PUTTING THOSE LAYERS IN PLACE, ACKNOWLEDGING THEM FOR THEIR BEHAVIOR, BUT HELPING THEM, YOU KNOW, AS THEY GET READY TO TRANSITION INTO THE REAL WORLD.
PLUS, I, I DO WANT TO ADD OUR COLLEGE CENTER.
THEY, THEY ARE HARD AT WORK BACK THERE.
UM, THERE'S THREE COLLEGE COUNSELORS AND THEY ARE LIKE PUSHING OUR KIDS NOT ONLY TO DO, YOU KNOW, UNIVERSITIES OR CAL STATES, BUT THEY'RE GOING THE TRADE SCHOOL ROUTE.
WE HAVE A LOT OF STUDENTS THAT WILL BE GOING TO THE MILITARY, A LOT OF STUDENTS GOING INTO TRADES.
UM, AND SO THAT'S ONE OF THE THINGS IS LIKE LETTING THEM KNOW, LIKE, HEY, THERE'S OTHER THINGS OUTSIDE OF GOING TO A FOUR YEAR, RIGHT? BECAUSE IF I'M A SENIOR, I REALLY DON'T WANT TO GO TO COLLEGE.
I'M JUST GONNA ACT UP, RIGHT? BUT HEY, I WANNA GO TO TRADE SCHOOL 'CAUSE I WANNA BE AN ELECTRICIAN.
ALRIGHT, WELL LET ME GO TO THE COLLEGE CENTER AND JUST, WE HAVE THAT RESOURCE.
AND SO THEY KNOW I HAVE TO HAVE GOOD GRADES.
I HAVE TO MEET CERTAIN EXPECTATIONS IN ORDER TO MAKE IT.
YOU, YOU, YOU LOOK LIKE YOU WERE EAGER TO SAY SOMETHING RIGHT THERE.
JUST REAL QUICK, TALKING ABOUT ESTABLISHED CULTURE.
EASY TO TELL 'EM YOU'RE NOT GONNA PROM.
WE TOLD YOU THESE EXPECTATIONS.
IT'S JUST MATTER OF SETTING THOSE EXPECTATIONS.
WE DON'T GET ANY CONCERNS FROM SCHOOLS THAT HAVE UN ESTABLISHED EXPECTATIONS.
IT'S WHERE THEY'RE INCONSISTENT WITH THOSE EXPECTATIONS.
THE SCHOOLS THAT THAT, THAT YOU'RE WORRIED ABOUT WHERE WE HAVE TO ESTABLISH THEM.
SO THEN WHEN WE ARE TALKING ABOUT EXPECTATIONS OF WHAT THE STANDARD THAT WE NEED TO UPHOLD, THERE'S CERTAIN THINGS THAT WERE, I'M SORRY, YOU JUST CAN'T, 'CAUSE YOU DIDN'T GET TO THAT LEVEL OF EXPECTATION WHAT WE EXPECTED.
ARE THEY GONNA BE OKAY? YOU SURE?
SO, UM, AND, AND I NOTICED ONE LAST THING.
SO JUST, UM, I KNOW THAT WE HAVE THAT, BUT ALSO THESE STUDENTS HAVE BEEN WITH US FOR FOUR YEARS.
YOU SET THE EXPECTATIONS AT THE BEGINNING.
YOU HOLD THE STUDENTS ACCOUNTABLE AND YOU TREAT THE STUDENTS WITH RESPECT.
AND I THINK WHAT, WHEN YOU GET TO THE END, IT OR SENIORS OR, OR, OR LITERALLY LIKE THEY, THEY'RE JUST, THEY'RE, THEY'RE GOING ABOUT THEIR BUSINESS AND THEY'RE TAKING CARE OF BUSINESS.
UH, THE STUDENT THAT'S OUR REPRESENTATIVE, WE WERE CHASING HER DOWN THE HALLWAYS NINTH GRADE YEAR.
NOW SHE'S LOOKING AT US LIKE, OH MY GOD, I CAN'T BELIEVE I USED TO DO THAT.
SO THAT, THAT, THAT'S THE THING IS TEACH 'EM, UH, HOLD 'EM ACCOUNTABLE TO, UH, TREAT 'EM WITH RESPECT.
'CAUSE I NOTICED HERE THAT, UM, THE REPRESENTATION THAT Y'ALL BROUGHT HERE TODAY.
YES, THERE ARE LADIES, UM, OKAY.
WELL, SO THIS TEAM, AGAIN, COMPRISED OF MOSTLY FEMALES.
UM, OUR, OUR STAFF MEMBERS, SO OUR PSA, BOTH OF OUR PSAS ACTUALLY ARE FEMALE.
ARE BOTH OF OUR PSW WHO ARE ON THIS TEAM ARE FEMALE COLLEGE COUNSELORS.
I THINK WE HAVE ONE, TWO COUNSELORS, THREE COUNSELORS.
I WAS LIKE, UH, WAIT A MINUTE.
AND, AND KNOW THAT, UH, YES, WE DID SEE THAT AS WE WERE WALKING IN.
UM, BUT THE, WHEN WE WERE SPEAKING ABOUT PBIS TEAM AS WE NEEDED, WE CAME, UH, WE MEAN NO HARM OR NO, UH, MISUNDERSTANDING WITH THAT, THE ONE THING THAT I DID WANNA RETURN TO A POINT THAT THIS IS ONE OF THE SLIDES THAT WAS NOT INCLUDED, THIS SLIDE, AND I'LL SHARE IT WITH WHOEVER I NEED TO.
THIS SLIDE SPEAKS TO OUR DATA.
WE HAVE 56% OF STUDENTS ELIGIBLE FOR YOUTH SEEING ON OUR CAMPUS.
AND I SAY ABOUT EVEN OUR SPED UH, PROGRAMS, THEY WILL CONTINUE THEIR EDUCATION PAST, UH, HIGH SCHOOL.
IT'S EXTREMELY IMPORTANT FOR US
[01:15:01]
TO READ THE ROOM, LISTEN TO OUR STUDENTS.YOU WERE ASKING ABOUT, UM, THE LESSONS.
THE LESSONS IS A BREATHING MOVING DOCUMENT.
IT DEPENDS ON WHAT OUR DATA SAYS AND SPEAKS TO US IS WHAT THE NEXT LESSON WILL BE AS WE'RE MOVING ALONG THROUGHOUT THE YEAR.
AT THE BEGINNING, YES, WE HAVE THE PRE, PRE-DESCRIBED ONES, WHAT THE DISTRICT EXPECTS, BUT THEN WHERE DO WE GO FROM THERE? HOW DO WE MOVE? IT'S NOT JUST, UM, HERE, DO THIS.
WHAT IS IT THAT THEY'RE ASKING US? ATHLETICS, WE HAVE A VAST ARRAY OF ATHLETICS.
OUR STUDENTS, WERE ASKING US FOR WRESTLING.
WE'RE LOOKING FOR THE RESOURCES, THE OPPORTUNITIES TO BRING WRESTLING TO OUR SCHOOL.
SO IT'S WHAT IS IT THAT THEY NEED AND HOW CAN WE PROVIDE THEM AND MOVING WITH THEM.
IT IS AN OPPORTUNITY TO LEARN FROM THEM ALSO.
THAT I THINK THAT'S, THAT'S WHERE IT ALL BEGINS.
EVERY SINGLE ONE OF US HERE AND AT SCHOOL, WE LOVE WHAT WE DO.
WE ARE WHERE WE'RE MEANT TO BE, AND WE MOVE FORWARD WITH THAT.
THERE IS NOTHING PUNITIVE THAT WE DO TO OUR STAFF, TO OUR STUDENTS.
WE LEARN FROM WHAT WE ARE WORKING ON AND, AND, AND THE, THE, THE EXPECTATIONS.
AND THEN HOW DO WE FLOW WITH THAT? RIGHT? AND THE STUDENTS SEE IT BECAUSE WE, AS I MENTIONED IN THE PAST OR BEFORE, WE GET STUDENTS FROM THE FOUR OR FIVE DIFFERENT CITIES AROUND US.
NINTH GRADE, WE HAVE A SET IN 11TH AND 12TH GRADE.
WE SEE THEM COMING FROM OTHER CITIES.
THEY WANT TO COME TO OUR SCHOOL BECAUSE THEY SEE OUR GRADUATION RATE.
THEY SEE HOW WE ARE WITH OUR PARENTS.
THEY SEE HOW WE INCORPORATE EVERYBODY.
SO AGAIN, I INVITE YOU TO COME TO OUR SCHOOL.
CAN I ADD ONE THING ALSO ABOUT THE, THE REPRESENTATION FOR FEMALES? MM-HMM
HIS MOM, MY MOM, HIS MOM, HIS MOM.
THE MOTHERS AND THE, AND THE FEMALE INSTRUCTORS, UM, DIRECTORS, COUNSELORS, MS. RATLIFF FROM MIDDLE MS. RATLIFF, IF YOU'RE WATCHING THIS FROM EDISON JUNIOR HIGH SCHOOL BACK IN THE NINETIES.
AND I LOST MY MOM IN AT AGE OF 13.
THE FEMALES THAT, THAT ARE EDUCATORS IN OUR SCHOOL DISTRICT BOARD MEMBERS, THANK YOU.
YOU, WE ARE A, A PRODUCT OF YOUR RESULT OF YOUR ADVOCACY AND YOUR SUPPORT.
UM, YOU KNOW, WE WERE JUST LOOKING AT YOUR, YOUR DATA TOO.
WE'LL TRY TO FIND THAT SLIDE TO SHARE.
BUT, UM, YOU ALL ARE IN THE GREEN FOR ELA AND YELLOW FOR MATH ON THE STATEWIDE DASHBOARD.
SO YOU'VE GOT A LOT OF STUDENTS GETTING READY FOR COLLEGE AND CAREER.
UM, SO JUST KUDOS FOR YOUR ACADEMIC OUTCOMES THAT THE CULTURE IS LEADING TO THAT.
UM, I KNOW MY COLLEAGUE HAD SOME QUESTIONS, MS. GREGO.
THANK YOU FOR YOUR PRESENTATION.
AND I ALSO WANNA UPLIFT OUR SCHOOL CLIMATE ADVOCATES EVERYWHERE, UM, THAT I'VE BEEN TO THE SCHOOL CLIMATE ADVOCATES ARE REALLY INSTRUMENTAL IN SETTING THAT CULTURE AS WELL.
BUT THE THINGS THAT I'VE HEARD FROM YOU ALL THAT I THINK IS VERY COMMON IN SCHOOLS THAT ARE LIKE YOURS IS COLLABORATION, CONNECTION, AND ENGAGEMENT.
AND YOU IN PARTICULAR HAVE REALLY, UM, UPLIFTED STUDENTS AND CENTER STUDENT NEEDS.
SO LOOKING AT STUDENTS THROUGH THE LENS OF WHAT THEIR NEEDS ARE, RATHER THAN THEY DID THIS AND THEREFORE THIS IS WHAT'S GONNA HAPPEN TO THEM.
BUT RATHER, WHY, WHAT ARE THEY TRYING TO COMMUNICATE WITH THIS BEHAVIOR AND HOW ARE WE GOING TO SUPPORT THEM? RIGHT? I THINK THAT THAT IS TO ME, VERY IMPORTANT AS, AS PEOPLE IN EDUCATION, BECAUSE THAT'S WHAT WE ARE HERE FOR, IS FOR OUR STUDENTS.
AND WHO SAID RESPECT THE STUDENTS? WAS IT YOU? YES.
RESPECTING STUDENTS KNOW WHEN YOU DON'T RESPECT THEM.
RIGHT? THEY KNOW FROM YOUR TONE, THE LOOK, YOU GIVE THEM YOUR POSTURE AND THEY WILL REACT RIGHTFULLY SO.
AND SO FOR, UH, THE ADULTS AT A SCHOOL SITE TO SEE THEM WITH RESPECT.
I THINK THEY ALSO RESPECT YOU BACK.
RIGHT? AND SO I WANNA COMMEND YOU FOR THAT.
I THINK THAT, UM, IT'S REALLY GREAT WHAT YOU'RE DOING.
AND I WANNA ALSO POINT OUT THAT, YOU KNOW, NOT ALL OF OUR SCHOOLS HAVE ALL OF THE DIFFERENT SUPPORTS THAT YOU ALL HAVE.
BUT WHAT I'M SEEING IS THAT WHATEVER SUPPORTS ARE THERE, THEY'RE USING THEM AND MAXIMIZING THAT.
AND AGAIN, BRINGING THEM ALL TOGETHER TO ADDRESS THE CONCERNS AT THE SCHOOL SITE.
UM, AND WHAT I WANNA KNOW IS, I THINK SOMETIMES, LIKE I WAS LOOKING AT YOUR P-B-P-B-I-S TEAM AND I DIDN'T SEE THE, UM, THE, UH, I SEE A LOT OF, YOU KNOW, DIFFERENT TYPES
[01:20:01]
OF PERSONNEL THERE, BUT I DIDN'T SEE LIKE THE PSW AND PSA OR I DON'T KNOW IF YOU HAVE AN RJ TEACHER OR COORDINATOR.SO I'M JUST WONDERING, ARE THEY ALSO PART OF THIS AND HOW DO THEY INTERFACE IN THIS? YES.
SO WE HAVE, UH, TWO PWS AT OUR SCHOOL SITE.
UM, ONE OF THEM IS ON THE PBIS TEAM.
UM, AND THEN SAME THING WITH THE COUNSELOR.
WE HAVE, UH, I THINK EIGHT, 10 COUNSELORS TOTAL.
UH, BUT ONE SERVES ON THE PBIS TEAM.
AND THAT, THAT WAY THEY'RE ABLE TO INFORMATION SHARE.
ONE IS ON THE TEAM, UH, A THROUGH G COUNSELORS.
AND THAT IS JUST SO EVERYBODY HAS A PIECE IN THE PIE, IF YOU WOULD SAY.
UH, AND THEY'RE ABLE TO, TO TAKE THE INFORMATION SHARED WITHIN OUR MEETINGS AND, AND BRING IT BACK TO THEIR RESPECTIVE TEAMS. BUT THAT HAPPENS JUST NATURALLY.
'CAUSE WE ALL ARE JUST A BIG FAMILY
AND I THINK THAT'S ANOTHER THING THAT I'VE NOTICED IN SCHOOLS THAT HAVE A STRONG, UM, SOCIAL EMOTIONAL PROGRAM, PBIS PROGRAM, THEY HAVE A SPACE WHERE EVERYBODY CAN COME TOGETHER YES, MA'AM.
AND TALK ABOUT AND SET THE GOALS AND, YOU KNOW, JUST, AND TO HAVE A TEACHER.
'CAUSE I'VE SEEN IN SOME SCHOOLS WHERE THEY MIGHT HAVE, YOU KNOW, THE OUT OF CLASSROOM PERSONNEL IN ONE COMMITTEE AND THEN THE PBIS, IT'S ONLY CLASSROOM TEACHERS AND SOMEHOW THEY'RE NOT CONNECTING AND THEY HAVE DIFFERENT VIEWS OF HOW TO DISCIPLINE STUDENTS OR HOW TO BE WITH STUDENTS.
AND, AND THAT BECOMES A LITTLE BIT OF A PROBLEM IN THE END BECAUSE THEY'RE NOT COLLABORATING.
SO I THINK THAT WHEN WE TALKED ABOUT EARLIER OWNERSHIP OF THE SCHOOL, YES.
UM, AGAIN, THE TEACHER, SHE REPRESENTS NOT ONLY A TEACHER, BUT SHE'S A-U-T-L-A, THE, SHE'S A CHAPTER CHAIR.
AND SO SHE'S TAKING THE PERSPECTIVE OF ALL THE 100 TEACHERS THAT WE HAVE ON OUR CAMPUS, AND THEN BRINGING THAT BACK TO US AS A TEAM AND, AND HELPING US GUIDE OUR DECISION MAKING.
AND THE OTHER THING IS, I DO WANNA ECHO THAT.
YOU'RE RIGHT, THIS DOES NOT EXIST AT ALL OF OUR SCHOOLS.
AND THAT'S SOMETHING THAT I'M HOPING THAT WE COULD CHANGE, BECAUSE THIS IS WHAT WE WANT, RIGHT? WE WANNA MAKE SURE THAT WE'RE ABLE TO, TO CREATE THE SCHOOLS IN THIS MANNER, UM, THAT IS SUPPORTIVE, CENTERING STUDENTS, UM, AND JUST NOT ONLY THE STUDENTS, BUT ALSO THE, THEIR COMMUNITY, RIGHT? BECAUSE THEY, OUR STUDENTS COME WITH THEIR COMMUNITY TO SCHOOL, WHATEVER COMMUNITY THAT IS.
AND, UM, SO I'M WONDERING, I KNOW YOU'VE BEEN DOING THIS FOR A WHILE AT YOUR SCHOOL.
UM, HOW DID YOU GET THIS STARTED? LIKE WHERE DOES IT, HOW CAN A SCHOOL THAT MAY HAVE SOME OF THOSE SUPPORT PERSONNEL BUT ARE NOT DOING THIS QUITE YET, HOW, HOW, WHAT ADVICE DO YOU GIVE THEM?
SO WE LOOK AT WHAT WE HAVE, UH, WE ARE OF A GROWTH MINDSET.
I COULD TELL YOU THE SCHOOLS IN THE WEST, THE SCHOOLS IN THE NORTH, THEY HAVE DIFFERENT SYSTEMS AND DIFFERENT OPPORTUNITIES BASED ON FUNDING, BASED ON X REASONS.
SO WHAT I FOCUS ON IS WHAT DO WE HAVE, HOW BEST CAN WE USE THOSE RESOURCES? AND NOT TO PUT A A, A SQUARE IN A ROUND PEG, BUT OUR SCHOOL CLIMATE ADVOCATE, WHAT ARE HIS SKILLS? EVEN THOUGH IT'S IDENTIFIED AS HE'S, HE'S GONNA DO THIS, BUT WHAT'S HIS TALENT? AND IT, IT, IT, AT THE BEGINNING, IT'S LIKE, OKAY, YOU NEED TO DO THIS.
BUT AS HE DEVELOPS, AS HE GROWS, AS HE SHOWS ME WHAT HIS TALENTS ARE, LET HIM BLOSSOM.
BECAUSE THE ONLY WAY THAT HE'S GONNA BE BEST AT WHAT HE DOES IS BY GIVING HIM THAT OPPORTUNITY TO DEMONSTRATE HIS SKILLS.
SO WHAT IS THE NEXT STEP FOR A SCHOOL X, Y, Z SCHOOL? WHAT DO THEY HAVE ON CAMPUS? WHAT ARE THEIR RESOURCES? AND HOW CAN WE BEST SUPPORT THE WHOLE CHILD WITH THOSE RESOURCES? RIGHT? IT'S NOT ABOUT THE CUP, CUP HALF EMPTY, IT'S HALF FULL.
AND THEN BASED ON THAT, BRINGING PEOPLE LIKE US TO SEE HOW WE COULD, UH, SHOW THEM WHAT WE'VE DONE AND LOOK AT, AT THEIR RESOURCES AND GIVING THEM AN OPPORTUNITY.
SAY, OH, MAYBE YOU COULD TRY THIS.
CREATING THAT SYSTEM AND HAVING THAT SYSTEM IN PLACE.
AND ALSO LEARNING ABOUT THE STUDENTS.
AND THAT'S THE ADMINISTRATIVE STAFF ON CAMPUS.
WHAT IS THEIR STAFF BEST AT, UH, MR. RAMIREZ, WHAT IS HE BEST AT AND HOW CAN I USE THAT? INSTEAD OF GRINDING HIM TO HIS JOB DESCRIPTION, OBVIOUSLY STAYING WITHIN THE BOUNDARIES, BUT HOW CAN I, MAN, HE'S, HE'S A BASEBALL COACH.
HE COULD GRAB THE KIDS AND TALK ABOUT PLAYS AND BEAUTIFUL MR. MENDEZ, WHAT IS HE GREAT AT? OH, YOU KNOW, LISTENING TO STUDENTS, SPEAKING TO THEM, GIVING HIM A VOICE.
OH, BOUNCING IDEAS LIKE THE THEO THE, THE UNCLE THAT WE HAVE.
[01:25:01]
HOW DO WE USE THOSE RESOURCES INSTEAD OF HAVING A DISGRUNTLED WORKER, I HAVE TO DO THIS.BUT THEN OUR TALENTS, OUR HOW DO WE, HOW DO I AS AN ADMINISTRATOR HELP THEM BLOSSOM WITH THE GREAT WORK THAT THEY KNOW HOW TO DO? BECAUSE WE ALL LEAD BY, UH, WITH A HEART.
IF IT'S SOMETHING IS BLOCKING, HOW CAN WE SUPPORT? I THINK THOSE ARE THE NEXT STEPS FOR ANY SCHOOL.
CAN I, CAN I ADD SOMETHING FROM LEADERSHIP? I'M HEARING, LIKE FROM LEADERSHIP, UH, AT THE SCHOOL SITE.
AND I WAS ALSO GONNA SAY, HAVING A SQUEAKY WHEEL, UM, HELPS.
UM, SO WHEN I GOT TO SOUTHEAST IN AUGUST, I WAS A SQUEAKY WHEEL BECAUSE I COME FROM A SMALLER SCHOOL WHERE WE DIDN'T HAVE SO MANY RESOURCES, AND IT WAS LIKE, LET'S HIT THE GROUND RUNNING GUYS.
LIKE, WE HAVE A GREAT TEAM HERE, RIGHT? AND SO, AS A SCHOOL CLIMATE ADVOCATE, I BECAME THAT SQUEAKY WHEEL WITH MR. RAMIREZ.
LIKE, HEY, WE'RE JUST GONNA SIT DOWN AND IF IT'S JUST US THREE IN THE ROOM AND TALKING, IT'S JUST US THREE IN THE ROOM.
AND THEN WE, WE CAME UP WITH A PLAN WITH OUR SOSA AND SAID, OKAY, THESE ARE THE KEY PLAYERS THAT WE NEED TO HAVE INVOLVED IN THIS TEAM.
PUT US ALL TOGETHER IN THE SAME ROOM.
AND THEN I THINK IT WAS BEING CONSISTENT.
WE MEET THE FIRST WEDNESDAY OF EVERY MONTH DURING THIRD PERIOD.
EVERYONE KNOWS THAT, RIGHT? SO THERE'S NO QUESTION ABOUT, OH, ARE WE MEETING THIS MONTH? ARE WE MEETING, NO, NO, NO, WE'RE GONNA MEET EVERY WEDNESDAY DURING THIRD PERIOD IN ROOM B 24.
SO THE TEAM KNOWS, AND YOU'RE NOT PLANNING OR THERE, THERE'S NOT SCHEDULING CONFLICTS, IF ANYTHING.
AND I HEARD THE YES, THIS GREAT GREG, UM, DIEGO, UM, EARLIER, YOU KNOW, YEAH, THERE WAS SOME POSITIONS THAT ARE NOT HIGHLIGHTED AS FAR AS, YOU KNOW, THE, UM, RG TEACHER.
BUT SOME OF US WEAR, WEAR MULTIPLE HATS.
I I ATTEND THE RJ TRAININGS, UH, ALONG WITH MR. RAMIREZ.
SO LIKE USING THE BASEBALL LOGIC, 'CAUSE HE WAS A BASEBALL COACH.
IF I HAVE TO RUN LEFT, I WILL.
IF I HAVE TO RUN RIGHT, I WILL.
I'M GONNA CATCH THAT KID, RIGHT? BUT AGAIN, I HAVE OTHER, OTHER TEAMMATES ON THE FIELD ALSO LOOK DOING THE SAME THING.
SO, BUT WE ALL WEAR MULTIPLE HATS.
SO WE DO HAVE AN RG TEACHER, WE DO HAVE AN INTERVENTION COUNSELOR.
YOU KNOW, WE DO HAVE A TEAM, A DEAN.
WE DO HAVE AN INTERVENTION COUNSELOR.
SO IT IT, I'M SORRY, COORDINATOR.
I, I, THAT'S WHAT I'VE HEARD FROM OTHER SCHOOLS THAT ARE THE SAME.
IT'S EVERYBODY WEARS MULTIPLE HATS.
THE PRINCIPAL, THE AP IS LOOKING AT THE TALENT THAT EXISTS AT THEIR SCHOOL SITES, ALLOWS THEM, I MEAN, LOOK, YOU'RE DOING A PODCAST, RIGHT? YOUR PRINCIPAL, YOUR AP VALUES THAT SEES THE VALUE IN THAT FOR THE STUDENTS AND IS ENCOURAGING YOU AND GIVING YOU THE SPACE TO DO IT.
SO I, I CAN SEE HOW THIS IS ALL, UM, YOU KNOW, COMING TOGETHER, BUT YOU ALSO DO NEED LEADERSHIP WHO WILL BE OPEN TO THAT AND SEE THE VALUE IN THIS.
SO NOW I'M WONDERING FROM THE DISTRICT PERSPECTIVE, FOR FOLKS WHO WORK AT THE DISTRICT LEVEL, DO WE, IS THIS THE KIND OF TRAINING WE GIVE OUR ADMINISTRATORS AT SCHOOL SITES, UM, ENCOURAGING THEM TO BE, UH, LIKE THIS, TO BE OPEN, TO BE ABLE TO SEE THE VALUE AND THE TALENTS THAT THEIR STAFF BRING IN, HOW EVERYBODY CAN, UH, SUPPORT THE CLIMATE AND THE CULTURE OF THE SCHOOL? THE SIMPLE ANSWER IS YES.
THE MORE DIFFICULT ANSWER IS WHAT ARE WE DOING WITH THAT TRAINING? AND I THINK YOU SAID YOU MENTIONED LEADERSHIP.
THE LEADERS, MR. GUZMAN HAS BEEN THERE FOR A YEAR.
AND, UH, IN CHANGE, OR NOT EVEN A YEAR, YEAR, TWO MONTHS, A YEAR AND TWO MONTHS SINCE JANUARY LAST YEAR, THEY'VE HAD MULTIPLE ASSISTANT PRINCIPALS, THEY'VE HAD MULTIPLE PRINCIPALS, THEY HAVE MULTIPLE TRANSITION.
THE LEADERS ARE HERE, INCLUDING MR. GUZMAN.
SO THIS GOES BACK TO WHAT I'M GOING TO KEEP ON STIPULATING THAT IT, IT NEEDS TO HAVE A CULTURAL SHIFT AND OWNERSHIP TAKING PLACE WITH THE PEOPLE THAT ARE THERE.
IT'S HAVING THOSE MULTIPLE HATS WITHOUT, AND I HATE TO USE THIS WORD, BUT WITHOUT THE EXCUSE.
BECAUSE WHEN WE HAVE EXCUSES, KIDS GET HURT.
WHEN WE DECIDE TO SAY THAT WE CAN'T, THAT'S WHERE IT NEEDS TO STOP.
WE NEED TO SELF-REFLECT AND DECIDE THAT WHATEVER TRAINING WE ARE RECEIVING FROM THE DISTRICT, AND WE HAVE INCREDIBLE TRAINING.
IT'S INCREDIBLE SLIDE DECKS, BEAUTIFUL COLORS, BEAUTIFUL IMAGES, A SCHOOLOGY GROUP, A-P-B-I-S, SCHOOLOGY, UH, THAT IS BY FAR THE BEST.
SCHOOLOGY, UH, PBIS IN, I WOULD SAY IN THE ENTIRE UNITED STATES.
BUT DO WE ACCESS IT? AND IT'S NOT ENOUGH FOR ME.
OR THERE IS A FEMALE, UH, OPERATIONS COORDINATOR.
IT'S NOT ME THAT SUPPORTS SOUTHEAST.
SO GLORIA BU IS A, AN AMAZING, UH, COORDINATOR OC THAT JUST SUPPORTS THEM IN GETTING THOSE RESOURCES.
BUT IT TAKES THEM TO IMPLEMENT AND ACTUALLY BE ACTIVE.
WHEN WE SAY ACTIVE SUPERVISION IS ELIMINATING, WHAT WE SEE OFTEN IN SCHOOLS IS, OH, HE'S OKAY.
[01:30:01]
IT'S MORE ABOUT NOT WITH OUR CELL PHONE VANWELL, I'M TALKING ABOUT THE ADULTS.
SO IT'S ABOUT, HEY DEBRA, I LOVE THAT YOU'RE, YOU'RE HANGING OUT OVER HERE.
OKAY? BECAUSE WHEN EVERY KID ACTS OUT, THERE'S A TRAUMA BEHIND IT.
IT'S SOMETHING THAT OCCURRED THAT WE NEED TO GET TO THE BOTTOM OF IT AND THEN HAVE OUR TEAM DECIDE HOW WE, HOW WILL WE ADDRESS THOSE NEEDS WITH THAT ONE STUDENT.
IT'S ONE STUDENT AT A TIME, AND IT TAKES A TEAM TO DO IT.
'CAUSE TRAINING IS LIKE, FOR, FOR OTHER THINGS.
IT'S MORE ABOUT BUILDING THOSE HABITS AT A SCHOOL TO RECOGNIZE THAT WE CAN ALL DO A PART IN MAKING SURE THAT KIDS FALL TO THE EXPECTATIONS.
BUT MORE IMPORTANTLY, THEY MAY NOT LISTEN TO YOU DURING THE FOUR YEARS, BUT WHEN THEY GO TO COLLEGE AND THEN GET A TRADE, I PROMISE YOU THEY'RE GONNA COME BACK AND THANK STEVE FOR THE EXPECTATIONS FOR HOLDING THEM ACCOUNTABLE.
I KNOW YOU DIDN'T LET ME GO TO PROM, BUT NOW I'M MAKING SEVEN FIGURES OR SIX FIGURES BY OWNING MY, MY COMPANY.
SORRY, I JUST WANTED TO SAY THANK YOU FOR THAT.
I JUST WANTED TO SAY, UH, AVION STARTED WITH ME YES.
WHEN I WAS THE PRINCIPAL AT WESTCHESTER AND RICH SCIENCES MAGNETS.
AND LET ME JUST TELL YOU, HE DIDN'T WEAR A SUIT WHEN HE WAS WITH ME
SO I WANNA SAY, BUT UM, I ALSO WANTED TO ADD THAT SOMETHING WE DO, WE DO OUR KEY OPERATIONAL PRACTICE.
AND SO WE HIGHLIGHT SCHOOLS OR REGIONS THAT ARE DOING GREAT THINGS.
AND SO, UM, JUST A THOUGHT, UH, IS TO HAVE YOU GUYS SUBMIT A VIDEO BECAUSE WE, YOU KNOW, WE HAVE THE PRINCIPAL'S MEETINGS AND WE HAVE FOUR.
SO YOU'D HAVE TO SPLIT UP AND YOU ALSO GOTTA BRING SOME WOMEN WITH YOU.
BECAUSE WHAT WE FOUND WHEN I WAS IN REGION WEST IS THE ADMINISTRATIVE OPERATIONS DURING, UM, ATTENDANCE, WHEN THE PRINCIPALS GOT UP TO SHARE THEIR BEST PRACTICES, THEY LISTENED.
THE PRINCIPALS HONED IN, THEY TOOK NOTES, AND THEY, AND THEY LISTENED.
SO IT'S ALWAYS IMPORTANT TO, TO SEE YOUR PEERS AND LEARN FROM THEM.
SO I DO FEEL LIKE WE CAN REPLICATE, BUT WE JUST NEED YOU IN FOUR PLACES AT ONE TIME.
SO HOPEFULLY WE CAN MAKE THAT HAPPEN.
AND THANK YOU AGAIN FOR YOUR PRESENTATION.
AND THEN WE'LL DO ROUND OF APPLAUSE.
YOU GUYS STILL DESERVE THE ROUND OF APPLAUSE,
UM, I REALLY, REALLY APPRECIATE THE STUDENT FOCUS.
UM, AND IT REALLY FEELS LIKE MORE OF A TOP, I MEAN, A BOTTOM UP APPROACH RATHER THAN A TOP DOWN, WHICH I THINK IS SO IMPORTANT.
AND LIKE A LOT OF THE THINGS THAT YOU'RE SAYING IS LIKE PINGING ALL OF MY PUBLIC HEALTH MINDSET RIGHT NOW.
SO I'M REALLY LOVING THIS CONVERSATION AND REALLY KUDOS TO YOU FOR HONORING THE STUDENTS, RESPECTING THE STUDENTS.
I THINK THAT'S HONESTLY PROBABLY SOME OF THE BIGGEST WAYS THAT YOU CAN HAVE THE CHANGE THAT YOU'RE DOING.
UM, AND ALSO, LIKE YOU'RE SAYING, HONORING AND FOCUSING ON THE SKILL SETS THAT YOU DO HAVE AND ALLOWING THAT FLEXIBILITY AND CREATIVITY OF YOUR STAFF TO BE ABLE TO WORK AND RUN IN THE WAYS THAT WILL SERVE YOUR COMMUNITY AND YOUR STUDENTS IN THE BEST WAY.
ONE IS LIKE, WHAT DOES THE WARM HANDOFF LOOK LIKE WHEN MAYBE A STUDENT'S COMING TO YOU AND EXPRESSING A NEED, BUT YOU'RE NOT THE EXPERT IN THAT.
SO WHAT DOES THAT WARM HANDOFF LOOK LIKE? 'CAUSE MAYBE THEY DON'T NECESSARILY HAVE THE TRUST WITH THAT OTHER INDIVIDUAL.
AND HOW DO YOU BRIDGE THAT TRUST? SO THIS IS SOMETHING THAT HAPPENS QUITE OFTEN.
I GET A STUDENT SENT TO THE DEAN'S OFFICE OR TO THE INTERVENTION COUNSELING OFFICE AND, UH, STUDENT REALLY NEEDS PSW SUPPORT.
AND SO, YOU KNOW, RIGHT AWAY YOU START TO SEE THAT THERE'S SOMETHING GOING ON AT HOME OR THERE'S SOMETHING GOING ON WITH THE STUDENT.
AND SO YOU BRING THAT UP TO THEM, HEY, HAVE YOU SPOKEN TO SOMEBODY? HAVE YOU SPOKEN TO SOMEONE ELSE ABOUT THESE OTHER THINGS? NOT, NOT WHY THE TEACHER SEND YOU OUT, BUT BECAUSE OF THESE AND THESE.
AND SO NOW SUDDENLY THE STUDENT KIND OF ALMOST TAKES A STEP BACK AND IT'S LIKE, WAIT, WAIT, I'M IN TROUBLE, RIGHT? NO, NO, NO, THERE'S SOMETHING GOING ON.
AND SO THEN IT'S EVEN WALKING THE STUDENT OVER TO THE PSW OFFICE AND TELLING THE STUDENT, HEY, DO YOU WANT ME TO STAY HERE WITH YOU? OR ARE YOU COMFORTABLE ME KIND OF LEAVING YOU TO SPEAK WITH THEM MORE PRIVATELY? AND SOMETIMES THEY'LL BE LIKE, OH, CAN YOU STAY? AND SOMETIMES THEY'RE LIKE, NO, WE, I THINK I'M OKAY.
AND SO, YES, THE STUDENT MIGHT HAVE GOTTEN IN TROUBLE THAT DAY, BUT US GETTING THAT HELP FOR THAT STUDENT, THAT'S THE LAST TIME I'LL SEE THAT STUDENT AGAIN.
AND THEN MY SECOND QUESTION IS, WHAT IS STAFF LIKE BUILDING STAFF CAPACITY LOOK LIKE TO BE ABLE TO DO THE AMAZING WORK THAT YOU'RE DOING? 'CAUSE LIKE, IT SOUNDS LIKE A LOT OF SCHOOLS HAVE VARYING, VARYING RESOURCES, RIGHT? AND ACCESS TO THAT.
AND SO I THINK A LOT OF THE CONCERN, EVEN LIKE SOME OF THE SCHOOL SAFETY WORK THAT WE DO OR THAT CBOS DO, LIKE THROUGH OUR OUR OFFICE, I'M WONDERING LIKE, WHAT IS BUILDING STAFF CAPACITY LOOK LIKE TO BE ABLE TO DO THIS STUFF? BECAUSE I, IT'S, IT SOUNDS LIKE AN UNDERLYING CONCERN AS WELL OF ALSO TAKING OWNERSHIP AND HAVING THAT CULTURAL SHIFT HAPPEN, ALLOWING FOR DIFFERENT BELIEFS AND STRUCTURES AND WAYS OF DOING THINGS.
IT, WHEN I FIRST CAME TO THE SCHOOL, IT WASN'T AS IF IT WAS
[01:35:01]
JUST A SMOOTH RIDE OR WHATNOT.WE HAVE HAD OUR DIFFERENCES, EVERY SINGLE ONE OF US HERE ALLOWING AND GIVING EACH ONE OF US THAT OPPORTUNITY TO EXPRESS OURSELVES FROM THE PSW PSAS TO THE SSS, TO THE, TO THE PRINCIPAL, THE PRINCIPAL GIVING US THAT PLATFORM ALSO, THAT NOBODY IS ABOVE ANYBODY GIVING US THAT OPPORTUNITY TO SPEAK OUR MINDS TO, TO HAVE THAT RICH CONVERSATION.
I NEED YOU TO DO THIS, BUT KNOW THIS, BUT KNOW THAT COMING TO AN UNDERSTANDING AND A COMPROMISE AS FAR AS LET'S COME BACK.
WHAT DOES A STUDENT NEED? AND IT'S NOT GONNA BE TRUE FOR EVERY STUDENT, THE SAME.
WE HAVE TO TREAT EVERY STUDENT AS A HUMAN BEING AND WHAT IS IT THAT THEY NEED AND BEING OKAY ME, THAT HE KNOWS MORE ABOUT PODCASTS AND TECHNOLOGY.
I JUST NEED YOU TO MAKE SURE YOU ADD THIS WELL IN DISCIPLINE CONSEQUENCES.
WELL, I NEED YOU TO DO THIS, BUT THIS STUDENT NEEDS THAT.
THAT WE HAVE THOSE OPEN LINES OF COMMUNICATIONS, AND THAT'S HOW YOU BUILD THE CULTURE.
THAT'S HOW YOU BUILD THE SCHOOL.
IT'S NOT SMOOTH GOINGS RIGHT AT THE BEGINNING.
LIKE I'LL BE A HUNDRED PERCENT HONEST WITH YOU, BUT IT'S GETTING THERE, RIGHT? IT'S GETTING TO THAT POINT THAT WE ALL HAVE THE BEST INTEREST IN THE STUDENTS AND THAT WE DO HAVE THOSE COURAGEOUS CONVERSATIONS WITH EACH OTHER TO BUILD THAT CULTURE, RIGHT? AND WE BREAK BREAD AS MUCH AS WE CAN, AND THAT'S WHERE WE SOFTEN UP TOWARDS EACH OTHER.
NOW CAN I ADD ABOUT THAT IS ALSO OUR, OUR PERSONAL, UM, DRIVE TO BETTER OURSELVES AS PROFESSIONALS ATTENDING, UH, YOU KNOW, SALARY CLASSES OR FOR PERSONAL GROWTH, RIGHT? EXPANDING OUR KNOWLEDGE ABOUT HOW TO INTERACT WITH STUDENTS AND HOW TO SUPPORT STUDENTS.
WHAT COMES TO MIND IN THE MORNING? I I, I LEARNED THIS IN ONE OF THE SALARY COURSES I TOOK WAS MARK BRACKET'S WORK ON RULER, RIGHT? HOW TO IDENTIFY A PERSON'S SOCIAL EMOTIONAL STATE.
I IDENTIFYING IT BY A COLOR AND A WORD THAT DESCRIBES THEIR FEELINGS.
AND THEN TEACHING THE KIDS HOW TO ADDRESS IT, HOW TO, HOW TO NAVIGATE IT, RIGHT? AND DOING THAT WITH THROUGH THE CHECK-INS AND LIKE WE ALL ALL MENTIONED ALREADY, IS CONNECTING STUDENTS.
I THINK ABOUT IT LIKE THIS, IT'S LIKE A BIG NET.
WE'RE JUST CATCHING KIDS, BUT I HAVE TO THROW MY LINE TO YOU AND WE HAVE TO THROW IT TO EACH OTHER TO BE ABLE TO MAKE OUR NET EVEN STRONGER.
SO WE KEEP ON CATCHING STUDENTS.
SO, AND, AND, AND I I ASK ALL EDUCATORS KEEP ON LEARNING, KEEP ON GROWING, YOU KNOW, REACH OUR ARTICLES, ATTEND TRAININGS OFFERED BY THE DISTRICT.
JUST, JUST, UM, THAT, THAT WE, WE PREACH IT SO MUCH THE GROWTH MINDSET, BUT HOW MUCH OF US DO, HOW MUCH OF US PRACTICE IT, RIGHT? SO LET'S, LET'S PUT THE IG DOWN AND LET'S GO BACK TO SCHOOL AND, AND DO SOME MORE WITH IT.
I THINK THE, THE OTHER ONE TOO IS MAKE MAKING SURE WE KEEP THE 1849, RIGHT? UH, THAT MAKES IT EASY TO GET FUNDED AND KEEP AND KEEP EVERYONE THERE, RIGHT? IF, IF WE, OR IF, IF OUR STUDENTS WANT TO COME TO OUR SCHOOL, THE FUNDING IS GONNA COME TO OUR SCHOOL.
'CAUSE WE'RE GONNA HAVE THE STUDENTS.
SO HOW DO WE KEEP KIDS HERE AND HOW DO WE KEEP KIDS COMING HERE? AND, AND THAT'S OUR BIGGEST THING IS MAKING SURE THAT OUR SCHOOL DOESN'T DROP BELOW 18 49 18.
I WAS LOOKING AT YOUR BUDGET AND A COUPLE OF MY OTHER COMPREHENSIVE HIGH SCHOOLS, SCHOOLS AROUND 2000 STUDENTS GET ABOUT $30 MILLION.
I MEAN, A LITTLE BIT LESS NEXT YEAR.
AND MOST OF THEM ARE 10 TO 15 COUNSELORS AND THAT INCLUDES PWS, PSAS, ET CETERA.
BUT YOU'RE RIGHT, THESE BIG COMPREHENSIVE SCHOOLS DO HAVE MORE RESOURCES FOR THIS.
ALSO HAVE HIGHER NEEDS, LESS THOUGHT AND BEING ABLE TO USE THOSE RESOURCES IN THE WAYS THAT THE STUDENTS NEED THEM.
RIGHT? HOW DO WE, IN THE LEADERSHIP POSITION THAT WE ARE, HOW DO WE BUDGET FOR THOSE SCHOOLS? FOR THE NEEDS OF THE STUDENTS? FOR ALL STUDENTS, RIGHT? UM, AND WE HAVE GREAT LEADERSHIP FROM THE TOP, FROM OUR DIRECTOR, FROM OUR PRINCIPALS, FROM US, UH, DOING ALL THIS WORK AND WHAT BETTER TESTIMONY THAN THE WORK THAT WE'RE DOING THAT WE'RE HERE.
AND AGAIN, I KNOW YOU SAID LAST COMMENT, WE INVITE YOU TO COME TO OUR SCHOOL AT ANY POINT IN TIME.
UM, FEEL FREE TO HANG OUT AND TAKE A PHOTO WITH YOUR BOARD MEMBER IF YOU WANT.
ACTUALLY, MY COMMS DIRECTOR IS AN ALUM OF SOUTHEAST.
I'LL INVITE HER TO TAKE OUR PHOTO WITH YOU ALL.
UM, BUT THANK YOU ALL SO, SO MUCH.
WE ARE GONNA GO IF YOU WANT TO YEAH.
WE'RE GONNA TRANSITION TO A BIT OF A DIALOGUE AMONG THE COMMITTEE MEMBERS HERE ABOUT RECOMMENDATIONS BASED ON WHAT WE'VE HEARD.
UM, I THINK THIS IS, THIS IS INCREDIBLE WORK.
AND AS OF COURSE AS A RESEARCHER AND EVALUATOR, UM, AT SOME POINT THERE SHOULD BE AN EVALUATION.
UM, NOT TODAY, NOT NOW, BUT I WONDERED IF THERE WAS ANY EFFORT AT EVEN DOCUMENTING BEYOND THE POWERPOINT AND EVERYTHING, WHICH IS GREAT.
[01:40:01]
DOCUMENTED THIS OR LIKE EVEN HAD INFORMAL OR FORMAL DISCUSSIONS WITH PARENTS AND STAFF AND STUDENTS? I DON'T EVEN WANNA SAY FOCUS GROUPS, FOCUS GROUPS.I GUESS WHAT I'M INTERESTED IN IS, I KNOW YOU TALKED ABOUT HOW PEOPLE RESPONDED.
HAS THERE BEEN ANY KIND OF FEEDBACK? AND MAYBE IN THE COMING YEAR, IN THE 26, 27 YEAR NEXT YEAR, WE CAN TALK ABOUT HOW TO OBTAIN FEEDBACK.
SO WE HAVE QUOTES AND REACTIONS OF, OF BOTH STAFF AND PARENTS AND YOUTH THAT HAVE BEEN INVOLVED IN THIS EFFORT.
JUST KIND OF PUTTING IT OUT THERE, WONDERING IF THERE'S ANYTHING WHERE THIS HAS GONE, BECAUSE IT, IT'S, I THINK IT'S REALLY IMPORTANT TO DOCUMENT AND SOMEDAY, NOT TODAY, WE SHOULD TALK ABOUT, UM, EVALUATION.
SO AN ANYTHING THAT'S BEEN PUT DOWN ON, YOU KNOW, REACTION AND FEEDBACK, I'M VERY INTERESTED IN.
ACTUALLY THAT IS PART OF OUR NEXT CONVERSATION IS WHAT, WHERE DO WE GO FROM HERE? AND SO I, I LOVE THIS IDEA.
WE'VE ALREADY WRITTEN IT DOWN AS A, UM, NEXT STEP FOR NEXT YEAR.
UM, WE DO HAVE THE SCHOOL EXPERIENCE SURVEY, WHICH YOU ALL HAVE DONE REALLY WELL WITH.
SO THAT'S ONE PIECE OF FEEDBACK WHERE STUDENTS, STAFF, AND FAMILIES HAVE GIVEN THEIR COMMENTS ABOUT ACADEMICS, BUT ALSO SCHOOL CULTURE AND CLIMATE, WHICH YOU ALL HAVE BEEN REALLY STRONG IN.
UM, BUT I SEE THE TEAM HERE ALSO NODDING AND THINKING.
DO YOU JUST FOR YOURSELVES, IT SOUNDS LIKE HAVE, UM, SOME INFORMAL STUDENT FEEDBACK, BUT DO YOU HAVE ANY KIND OF STRUCTURED WAY TO, TO HEAR FROM FOLKS HOW THEY'RE RECEIVING ALL OF THE PLANNING THAT YOU PUT INTO PLACE? YES.
SO WE DO COFFEE WITH THE PRINCIPAL AND SOMETIMES, UH, WE GO AND PRESENT SOME OF THE STUFF THAT WE'RE DOING WITH THE STUDENTS OR, OR, UH, ON CAMPUS.
UH, AND THEN, UH, WE GET A LOT OF FEEDBACK FROM THE PARENTS AND WE GET FEEDBACK FROM THE COMMUNITY.
UH, WE ALSO DO, UH, THROUGH OUR PDS AND STUFF LIKE THAT.
SO WE GET FEEDBACK FROM THE STAFF AND WE GET FEEDBACK FROM, UH, THE OUT CLASSROOM PERSONNEL AS WELL.
SO WE, WE, WE DO DEFINITELY DO, UH, ANYTHING THAT WE DO, OUR PARENTS NEED TO KNOW ABOUT IT.
WE PRESENT IT TO OUR PARENTS, WE PRESENT IT TO OUR STAFF, AND WE PRESENT IT TO PRETTY MUCH ANY STAKEHOLDERS SO THAT WE DO GET FEEDBACK AND REFLECT ON IT AND IMPROVE ON IT.
I I JUST THINK IT WOULD BE SO IMPORTANT FOR YOU TO BE ABLE TO EITHER ASK PARENTS IF YOU COULD, AND STAFF IF YOU COULD RECORD SOMETHING OR GET THAT WRITTEN DOWN, BECAUSE I THINK THAT WOULD BE A REALLY DRAMATIC AID TO CONTINUING WHAT YOU'RE DOING.
I THINK ALSO INCLU WHAT, WHAT MR. RAMIREZ SAID, BUT ALSO INCLUDING THE FACT THAT, UM, THE CONTINUING ENROLLMENT, OUR NUMBERS AREN'T SET TO BE CHANGED NEXT YEAR, RIGHT.
I THINK OUR MAGNET WAITING LIST LAST TIME I CHECKED WAS ABOUT 125 STUDENTS WAITING TO GET INTO OUR MAGNET PROGRAM.
AND SO I THINK OUR SCHOOL STUDENTS KNOW AND THEY WANT TO COME TO OUR SCHOOL.
OUR GIRLS WON THE CIF DIVISION FIVE CHAMPIONSHIP THIS YEAR.
SO OUR GIRLS VOLLEYBALL TEAM IS, IS DOING GREAT THINGS.
OUR BOYS WON THE DIVISION ONE, OR SORRY, THE OPEN DIVISION CHAMPIONSHIP.
UM, WE'RE A CALIFORNIA DISTINGUISHED SCHOOL, RIGHT? UM, AND SO A LOT OF THOSE THINGS ARE KIND OF DRIVING FOLKS TO US.
NOT ONLY THAT, BUT WE OPEN OUR CAMPUS TWICE A YEAR TO FOLKS.
WE HAVE JAGUAR NIGHT, WHICH INSTEAD OF HAVING A TRADITIONAL OPEN HOUSE, WE HAVE A BIG EVENT WHERE VENDORS ARE THERE AND, UH, DIFFERENT CLUBS AND ACTIVITIES ARE OUT THERE, SETTING UP ACTIVITIES AND THINGS LIKE THAT.
UM, OUR WELLNESS FAIR, RIGHT? STUDENTS KNOW THAT, THAT THAT'S SOMETHING THAT THEY'RE GONNA BE ABLE TO LOOK FORWARD TO AT, AT THE END OF MAY.
OUR COLLEGE FAIR, OUR DECISION DAY, UH, ALL THESE ACTIVITIES THAT WE HAVE THROUGHOUT THE SCHOOL YEAR.
WE JUST HAD A MARCH MADNESS BASKETBALL GAME AND WE HAD TEACHERS VERSUS STUDENTS.
AND LEMME TELL YOU, THE ENERGY WAS REALLY, REALLY HIGH HEADED TO BREAK.
UM, AND SO IT, IT'S A GREAT, IT'S A TESTAMENT TO WHAT WE'RE DOING.
THAT IN 2024, WE WERE 2049 STUDENTS.
UM, WE DROPPED TO 19, ROUGHLY 86 LAST YEAR BECAUSE OF THE RAIDS AND THINGS HAPPENING IN THE COMMUNITY.
WE'RE PROJECTED TO DROP ANOTHER 60 STUDENTS FOR NEXT SCHOOL YEAR PER E CAST.
BUT AGAIN, EVERYTHING THAT HAS HAPPENED AND EVERYTHING THAT WE DO, WE CONTINUE TO HOVER ABOVE THE 1750.
THAT'S THE NUMBER THAT'LL KEEP US WITH THE RESOURCES THAT WE HAVE RIGHT NOW.
UH, WE DO HAVE CLOSE TO 200 STUDENTS, MAGNET AND, UH, GENERAL ED STUDENTS THAT WANT TO COME TO OUR CAMPUS AT THIS POINT IN TIME, I AM HAPPY TO REPORT THAT, UH, THEY'RE MAKING MY JOB A LITTLE BIT HARDER BECAUSE I NEED TO OPEN MORE CLASSES NOT HAVING THE SPACE.
SO I, I, I LOVE BUILDING THAT PUZZLE.
I LOVE WHAT THE YOUNG LADY IS MENTIONING OVER THE SPEAKER.
NOW WE NEED TO CAPTURE IT IN, UH, RECORDING AND VIDEO.
AND THEN WE'LL SHARE IT WITH PRINCIPALS.
AND THANK YOU GEORGIA FOR THE SUGGESTION.
AND THANK YOU FOR CALLING ME A YOUNG LADY.
[01:45:01]
SO, UM, THE PROFESSOR, IT WAS ALSO GEORGIA.
UH, WE STARTED TO LEAN US TOWARDS THE NEXT PART OF THE CONVERSATION.
WE'LL MAYBE TAKE JUST ABOUT, UM, 15 ISH MINUTES OR SO.
WE'LL SEE WHERE THE COMMITTEE GOES ON.
[III. Policy Recommendation Development]
WE HEARD THIS YEAR AND WHERE IT MIGHT GO FOR RECOMMENDATIONS FOR NEXT YEAR.IN OCTOBER, WE HAD PANORAMA HIGH SCHOOL HERE.
JUST TO REFRESH YOUR MEMORY, WE TALKED A LOT ABOUT SAFE PASSAGES AND COMMUNITY-BASED SAFETY PARTNERSHIPS.
WE LOOKED AT THE TFI AND UM, THAT, UH, SCORE FROM LAST YEAR AND TRANSPORTATION FOR ALL.
IN NOVEMBER, WE HAD A DEEPER DIVE IN WELLNESS.
UM, WE LEARNED THAT OVER 60,000 STUDENTS IN THE DISTRICT AT THAT PREVIOUS YEAR HAD RECEIVED SOME SORT OF MENTAL HEALTH TREATMENT.
AND WE HAD 93RD STREET, UH, ELEMENTARY SCHOOL, WHICH IS A COMMUNITY SCHOOL, AND CRENSHAW HIGH SCHOOL SHARE THEIR APPROACH TO HOLISTIC WELLNESS.
AND THEN LAST TIME WE MET IN FEBRUARY, WE DID A DEEP DIVE ON PROFESSIONAL DEVELOPMENT, AND WE HAD SALLY RIOT ELEMENTARY AND 120 SECOND STREET ELEMENTARY.
UM, AND THEN THE DISTRICT STAFF WALKED US THROUGH SCHOOL CLIMATE ADVOCATES, RJ TEACHERS, THE KIND OF TRAINING THAT THEY ALL WENT THROUGH.
AND THEN TODAY, OF COURSE, SOUTHEAST HIGH SCHOOL, UM, AND THE, THE BIG DISTRICT DATA AS WELL.
SO GIVEN WHERE WE'VE BEEN FOR THE YEAR, I, I'M CURIOUS FROM THE COMMITTEE, LIKE WHAT'S BUBBLING UP FOR YOU IN TERMS OF RECOMMENDATIONS FOR MOSTLY SCHOOL OPS, BUT ALSO, YOU KNOW, STUDENT HEALTH AND HUMAN SERVICES, UM, WHAT WE MIGHT STUDY, THINK ABOUT OR DO FOR NEXT YEAR.
I BRIEFLY MENTIONED AT THE TOP OF THE MEETING THAT PREVIOUS RECOMMENDATIONS DID INCLUDE SOME THINGS AROUND BUDGET AND THAT RESULTED IN SOME CHANGES.
UM, BUT I ALSO WANNA ENCOURAGE US TO THINK ABOUT NON-BUDGET ISSUE, UM, RECOMMENDATIONS JUST GIVEN THE CURRENT SITUATION WE ARE IN.
UM, BUT YEAH, I, I WANNA OPEN IT UP.
IN ADDITION TO, YOU KNOW, FOCUS GROUPS OR RESEARCH, WHAT ELSE COULD WE ENCOURAGE THE TEAM TO THINK ABOUT TO STRENGTHEN SCHOOL CULTURE, CLIMATE AND SAFETY.
SO I'LL PAUSE AND SEE IF THE TEAM HAS THOUGHTS.
OH, AM I SUPPOSED TO MOVE? IF YOU WANNA, YEAH.
UM, IS THERE ANY THOUGHT TO HAVING, UM, ANY OF OUR SAFE PASSAGES, UM, ORGANIZATIONS COMING TO PRESENT TO SHARE WHAT THEY DO, HOW THEY SUPPORT, HOW THEY'RE, YOU KNOW, HOW THE SCHOOL UTILIZES THEM OR ANYTHING LIKE THAT? YEAH, WE DID A, A LITTLE BIT IN THE BEGINNING OF THE YEAR BEFORE YOU JOINED US, UM, BUT I THINK WE ALSO DID LAST YEAR.
AND WE HEAR A LOT WHEN WE TALK TO OUR COMMUNITY PARTNERS AS WELL.
UM, AND THAT I COULD SEE THAT HAPPENING AGAIN NEXT YEAR, THAT WE CONTINUE TO EXPAND SAFE PASSAGES.
SO LET'S HEAR FROM MORE HOW THEY'RE WORKING TOGETHER AND WHAT THEY'RE DOING.
UM, WE CAN PUT THAT ON AN AGENDA FOR NEXT YEAR.
UH, IT HAS TO BE FIGURED OUT HOW TO WRITE ABOUT IT.
I RECALL FROM THE FEBRUARY PRESENTATION, UH, AND IT WAS MENTIONED TODAY, THE, THE SAFETY WALKTHROUGHS.
OBVIOUSLY THOSE, THOSE ARE ADMINISTRATIVE.
BUT I, I RECALL ANDES MENTIONED THERE WAS ONE, ONE POTENTIAL SPACE TO BRING COMMUNITY INTO SOME SORT OF EXPLORATION OF THE SCHOOL.
RIGHT? LIKE AN OPERATIONAL ROUND.
NOT, NOT THE SAFETY WALKTHROUGHS, BUT THEY NAMED, I DON'T KNOW, LAURA, MAYBE YOU REMEMBER LIKE, THERE IS A POSSIBILITY TO BRING PARENTS INTO ON GETTING A DEEPER UNDERSTANDING OF, OF THE SCHOOL CLIMATE, OF WHAT'S GOING ON, WHAT THE, THE SCHOOL IS, IS TRYING TO, TO BRING TO LIFE.
'CAUSE THAT'S ALSO WHAT I HEARD HERE.
I, I HAD THE LAST QUESTION, BUT I'M LIKE, YOU KNOW, LIKE, HOW ARE THEY HELPING THEIR PARENTS TO BE BEST PREPARED TO BE FULL PARTICIPANTS IN THOSE MONTHLY, UH, TEAM MEETINGS, YOU KNOW? SO IF YOU COULD DEVELOP A, A RECOMMENDATION FOR, FOR, UH, AN ELEVATED COMMUNITY PARENT INVOLVEMENT IN, IN THE SCHOOL CLIMATE AND IN THE SAFETY SPACE.
WE HAVEN'T HAD ANYBODY IN THE, UM, A SPACE, THE STUDENT FAMILY AND COMMUNITY ENGAGEMENT TEAM COME AND PRESENT OR, OR SHARE THE INTERSECTION.
THAT'S A GREAT IDEA FOR NEXT YEAR TOO.
UM, OTHER THOUGHTS? QUESTIONS FOR NEXT YEAR? RECOMMENDATIONS, PLEASE.
HAVE YOU HAD ANY OF THE SOAS COME AND PRESENT THEIR WORK AND HOW THEY LIKE THAT, DON'T YOU
I DON'T THINK WE HAVE, I THINK WE'VE HAD PEOPLE TALK ABOUT THE SOSA'S, BUT NOT A SOSA THEMSELVES COME AND SHARE WHAT THEY'VE DONE.
THE SYSTEM OF SUPPORT ADVISORS.
I DON'T BELIEVE THEY'VE PRESENTED THEY THEMSELVES, BUT I THINK THEIR WORK HAS.
BUT I THINK THE ASK IS TO HAVE THEM PRESENT, BECAUSE WHENEVER WE HEAR DIRECTLY FROM THE FOLKS WHO ARE DOING THE WORK WITH YOUNG PEOPLE, IT FEELS CLEARER, RICHER, YOU KNOW, MORE CONCRETE.
ONE OTHER THOUGHT I HAD, UM, UH, SOUTHEAST MENTIONED THEY DO JAGUAR BOOKS.
AND ONE OF MY HIGH SCHOOLS, JORDAN ALSO JUST STARTED DOING THIS.
AND I DID NOT THINK THAT HIGH SCHOOL STUDENTS DID THESE, UM, KIND OF TANGIBLE INCENTIVE SYSTEMS,
[01:50:01]
BUT CREATING SOME SORT OF BANK OF RESOURCES.I, I LOVED THEIR FLOW CHART ABOUT HOW YOU INTERACT WITH STUDENTS.
DOES THE TEACHER HANDLE IT? DOES THE INTERVENTION COORDINATOR HANDLE IT? SO, I DON'T KNOW IF WE ALREADY HAVE THIS, BUT SOME SORT OF BANK OF RESOURCES OF THESE ACTUAL, LIKE EXHIBITS, YOU KNOW, LIKE THE TICKET OR THE FLOW CHART OR THE TOOL THAT THE SCHOOL IS USING.
UM, THAT COULD BE A, A HELPFUL, UH, KIND OF SUPPORT RESOURCE PODCAST.
WE COULD THROW THOSE IN THERE.
I, I REALLY LOVE THE, THE IDEA OF THE PODCAST, BUT I THINK DR. BRYANT, YOU MENTIONED THIS WHEN THE ADMINISTRATORS ARE TOGETHER AND WHEN YOU HEAR FROM YOUR PEER, SO TO SPEAK, AS AN ADMINISTRATOR TALKING ABOUT BEST PRACTICES AND I'M, I'M GONNA ALWAYS BE AN ADVOCATE FOR WHAT WORKS, RIGHT? AND BEING ABLE TO SEE WHAT IS THE CHEMISTRY THAT MADE THAT WORK.
I APPRECIATE THEM COMING IN AND WHAT WAS WORKING WAS ACCOUNTABILITY THEM WORKING TOGETHER AND THE FACT THAT THEY DEFIED ODDS OF SAYING, I'VE ONLY BEEN HERE SINCE AUGUST.
SO IT WAS NO EXCUSE TO SAY THIS CAN'T WORK.
UM, BECAUSE I HADN'T BEEN HERE FIVE YEARS.
I HAVEN'T, BUT SOMEONE WAS THERE FIVE YEARS.
SO GETTING THE RIGHT CHEMISTRY TO A TEAM.
UM, AND I GUESS THAT'S MORE HOW DO WE CREATE THAT RECIPE? HOW DO WE, UM, CARLOS WAS SAYING, HOW DOES, HOW DO WE DUPLICATE THIS THROUGHOUT THE DISTRICT? BECAUSE THIS SHOULD BE ALL OF OUR SCHOOLS.
IT SHOULD BE, THIS IS WHEN I GO TO ANY SCHOOL, THIS IS EXACTLY HOW IT'S FUNCTIONING AND HOW WE DISPLAY THAT, HOW WE TALK ABOUT THAT.
THAT'S SOMETHING THAT WE NEED TO FIGURE OUT AND HOW TO CREATE THAT CULTURE OF ACCOUNTABILITY FOR ALL OF OUR SCHOOLS.
I THINK TACKING ONTO THAT, I THINK THE SUSTAINABILITY PIECE, AND I MEANT TO HIGHLIGHT THAT AND GIVE THEM PROPS FOR THAT, BUT THE SUSTAINABILITY PIECE THAT THEY FOCUS ON.
'CAUSE THEY, IT SEEMS LIKE THEY HAD, THEY MENTIONED THEY HAD TWO IMPORTANT STAFF.
I DON'T KNOW IF WHAT THE LEVEL OR WHAT POSITION THEY WERE IN, BUT THEY SAID THEY HAD TWO IMPORTANT STAFF LEAVE AND GO ELSEWHERE, BUT THEY STILL WERE ABLE TO MAINTAIN THE SAME NUMBERS.
SO I THINK THAT'S LIKE A VERY, VERY KEY COMPONENT OF LIKE, FIGURING OUT WHAT IT IS OF, EVEN THOUGH WE HAD THOSE IMPORTANT KEY PLAYERS MOVE, WE STILL, THE DATA AND LIKE THE, THE CLIMATE AND THE CULTURE.
'CAUSE SOMETIMES YOU CAN FEEL WHEN A PERSON MOVES FROM A SPACE, THE CULTURE LEAVES WITH THEM, IF THAT MAKES SENSE.
BUT IT'S DIFFERENT WHEN YOU HAVE IT TRULY EMBEDDED IN THE SYSTEM.
SO I THINK THAT'S AN IMPORTANT PIECE TO TACK ON.
UH, TALKING ABOUT THE DOCUMENTATION OF THE EXPERIENCES, I THINK WE CAN BRING TO THE COMMITTEE, UH, EXPERIENCES ON HOW OTHER SCHOOLS ARE DOCUMENTING THESE, UH, EITHER THROUGH THE PODCAST BULLETINS, UH, TEACHING TECHNIQUES, UH, WORKSHOPS, UH, BECAUSE THAT WAY, YOU KNOW, WE CAN BRING THOSE GOOD EXPERIENCES TO OTHER SCHOOLS TO BE EXPOSED TO WHAT'S GOING ON.
I THINK ALSO IT WOULD BE INTERESTING TO, FOR IN OUR FUTURE PRESENTATIONS, AND I'M ALSO MAKING A NOTE FOR MYSELF AS WELL, IS HOW WE ALSO INCORPORATE THE YOUTH VOICE AS MUCH AS POSSIBLE.
UM, BECAUSE OBVIOUSLY I THINK TALK ABOUT SUSTAINABLE PRACTICES AND CLIMATE AND CULTURE, IF WE CAN HEAR DIRECTLY FROM THEM AS WELL, IF THEY'RE BOUGHT IN, YOU KNOW, THINGS ARE GONNA MOVE IN THE RIGHT DIRECTION AS WELL.
AND I THINK WE HAVE HAD PARENTS IN THE PAST IN SOME PRESENTATIONS, BUT YEAH, ABSOLUTELY.
HAVING PARENTS, YOU KNOW, HEARING FROM THEM THEIR PERSPECTIVE.
BUT CERTAINLY THE YOUTH I THINK WOULD BE GOOD.
YEAH, I THINK IT'S BEEN A COUPLE YEARS.
WE HAD, UM, I WANNA SAY IT WAS CARSON HIGH MAYBE THREE YEARS AGO, WHERE THEY CAME AND SHARED, UH, STUDENT CREATED CAMPAIGNS.
IT'S SO POWERFUL TO HEAR DIRECTLY FROM THEM.
AND IF WE CAN GET THEM HERE AT THIS TIME OR WHATEVER TIME IT IS.
YEAH, WE'LL, WE'LL MAKE IT HAPPEN.
AND, AND EVEN AS YOU'RE TALKING ABOUT STUDENTS CURRENT AND THEN THOSE THAT HAVE LEFT, 'CAUSE I THINK HE TALKED ABOUT AND SPOKE OF HOW STUDENTS CAME THROUGH THE SYSTEM AND WHAT WAS ABOUT THE SYSTEM.
I MEAN, AND THEY HAVE BEEN THERE SINCE OH FIVE.
WHAT WAS IT ABOUT THE SCHOOL AND THE CULTURE THAT MADE THEM WANNA BE HELD ACCOUNTABLE? YOU KNOW, BECAUSE THEN THAT SPEAKS TO OUR OTHER STUDENTS AS WELL.
UM, BECAUSE LIKE THE NINTH GRADER THAT WAS RUNNING THROUGH THE HALL IS CRAZY.
AND NOW SHE'S LIKE, OH, THAT WAS ME.
SO I MEAN, TO BE ABLE TO HEAR THOSE TRANSFORMATIVE STORIES, UM, COMING BACK, AND I'M ALWAYS GONNA TELL STUDENTS, WHEN YOU GO, YOU GOTTA COME BACK.
BECAUSE I THINK WE'RE A DISTRICT OF LEGACY AND WE WANT TO HEAR WHAT, WHAT WAS IT, WHAT WAS IT THAT MADE, YOU KNOW, MADE IT STAY FOR YOU? I MEAN, I'M, I'M THAT, THAT STUDENT AS WELL.
I COME BACK AND I'M HERE BECAUSE OF DECADES OF, OF HISTORY OF, AND I LOVE
[01:55:01]
L-A-U-S-D, SO WANT TO BE ABLE TO HEAR FROM THOSE STORIES TOO.AND I THINK THOSE ALWAYS, YOU KNOW, OPEN UP DOORS FOR US TO CONTINUE TO DO THE WORK WE'RE DOING.
I WILL SAY THAT'S ONE OF MY FAVORITE THINGS WHEN I GO TO SCHOOLS AND STAFF MEMBERS SAY, OH, I WENT HERE AS A STUDENT AND THEN MY KIDS GO HERE, MY SIBLINGS WENT HERE.
LIKE, WE'RE ALL IN THE FAMILY.
UM, AND MAYBE THIS IS FOR OUTSIDE OF THIS COMMITTEE, BUT, UM, FOR COMMUNICATIONS, MAYBE TO TAKE ON SOME SORT OF CAMPAIGN AROUND LIKE, LET'S HIGHLIGHT THE ALUMNI WHO, YOU KNOW, HAVE THESE KIND OF FAMILY STORIES.
UM, BECAUSE I ALSO THINK PART OF THE ENROLLMENT INCREASE AND THE KIDS WANNA BE HERE IS OUR REPUTATION.
AND IN SOME COMMUNITIES, YOU KNOW, THE SCHOOL REPUTATION IS PHENOMENAL AND IN OTHERS IT'S STILL BUILDING OR IT NEEDS TO BE CORRECTED.
UM, AND SO BEING ABLE TO TELL THE CURRENT GOOD STORIES, UM, THAT I THINK A LOT OF OUR, UM, YOU KNOW, ALUMNI WHO COME AND WORK IN OUR SCHOOLS OR WHO HAVE THEIR FAMILY MEMBERS IN OUR SCHOOLS, IT JUST REALLY SPEAKS TO THE TRUST THAT'S THERE.
SO, UM, WE CAN PITCH THAT TOO.
I FEEL BAD THAT MS. GREGO WENT OUT TO TAKE A PHOTO BECAUSE WE'RE GONNA MISS HER RECS, BUT I WILL FOLLOW UP WITH HER.
UM, WE WERE JUST GOING OVER ANY RECOMMENDATIONS WE HAD FROM THIS COMMITTEE, BUT ANY OTHER THOUGHTS BEFORE SHE COMES BACK UP HERE? THINGS WE WANT THE COMMITTEE TO EXPLORE.
ONE THING, I MEAN, WE SAID IT, AND I, I JUST WANT TO REITERATE IT.
IT WAS SAID HERE MANY, MANY, MANY TIMES, AND I THINK WHEN WE THINK OF SAFETY, WE OFTEN DON'T HIGHLIGHT CULTURE.
CULTURE IS CRITICAL TO SAFETY.
AND I THINK OFTEN, YOU KNOW, WE'RE, WE'RE LOOKING AT THE TEST SCORES WE'RE LOOKING AT, BUT THE CULTURE OF A SCHOOL WILL DRIVE THE SCHOOL TO BE SUCCESSFUL.
AND I THINK OFTEN WE GLOSS OVER THAT.
LIKE, AH, BUT CULTURE IS IMPORTANT.
AND I THINK WE HAVE TO DEFINITELY, YOU KNOW, PUT SOME PINS IN WHAT IS CULTURE FOR OUR SCHOOLS AND ALL THE PREVENTION WORK THAT GOES INTO CREATING SAFE CAMPUSES.
I SEE GEORGIA RAISING YOUR HAND ON ZOOM,
SO I, I LOVE, ABSOLUTELY LOVE WHAT YOU JUST SAID ABOUT CULTURE, AND I WANNA ADD IN SOMETHING THAT I, I'VE HEARD SOMETHING ABOUT, BUT I WANNA REINFORCE IT.
UM, I HAVE BEEN VERY HONORED TO CO-LEAD A GRIEF AND LOSS GROUP ON THE JORDAN HIGH SCHOOL CAMPUS.
AND THIS IS A GROUP OF STUDENTS THAT HAVE HAD VERY TRAUMATIC LOSSES IN THEIR FAMILIES, PARENTS, BROTHERS, SISTERS, AND AS PART OF THE CULTURE OF L-A-U-S-D AND PART OF THE CULTURE OF THEIR CAMPUSES, I ALSO THINK WE SHOULD LIFT UP THESE EFFORTS AT HELPING STUDENTS TO HEAL BECAUSE THEY ARE ALSO PART OF VIOLENCE PREVENTION AND REALLY UPLIFTING CAMPUS COMMUNITY AS MUCH AS SAFE PASSAGE AND ALL THESE OTHER WONDERFUL PROGRAMS. UM, I'VE, AS I SAID, I'VE BEEN SO HONORED TO BE PART OF THIS FOR THE PAST TWO YEARS, AND I'VE SEEN WHAT IT MEANS TO THE STUDENTS, INCLUDING THIS IDEA.
THERE WAS A GRADUATING STUDENT THAT CAME BACK TO THE GROUP AND SAID, THIS GROUP REALLY HELPED ME GET THROUGH MY LAST YEAR.
SO YES, FOR THE CAMPUS CULTURE, YES, FOR THE TRANSFORMATION.
AND YES, I'VE ALSO SEEN IT DIRECTLY AT JORDAN HIGH SCHOOL, HOW MUCH CAMPUSES AT L-A-U-S-D ARE CHANGING AND RESPONDING TO COMMUNITY NEEDS.
SO, UM, SHOUT OUT TO JORDAN HIGH IN TERMS OF THE CAMPUS CULTURE AND THE NEED TO HELP STUDENTS WITH HEALING ALONG WITH EVERYTHING ELSE.
THAT'S SOMETHING THAT THIS COMMITTEE HASN'T YET TALKED ABOUT, BUT THE, UM, THE HEALING FROM TRAUMA AND, UM, I APPRECIATE YOU RAISING UP THE ISSUE OF GRIEF.
WE, WE'VE TALKED ABOUT, YOU KNOW, ICE RAIDS IN THE COMMUNITY AND HOW IT'S, YOU KNOW, IMPACTED ATTENDANCE.
UM, BUT THERE ARE SO MANY THINGS OUR STUDENTS ARE DEALING WITH, LIKE MAYBE IT'S ANOTHER OPPORTUNITY FOR, YOU KNOW, MENTAL HEALTH AND WELLNESS TO COME BACK AND SHARE ON, ON THAT SPECTRUM NEXT YEAR.
SO I THINK, YES, I WANNA ECHO, UH, THE CULTURE AND CLIMATE OF THE SCHOOL.
I FEEL THAT AS MUCH AS WE PAY ATTENTION TO THE INDIVIDUAL THINGS THAT SUPPORT STUDENTS, UH, BEHAVIOR, SOCIAL, EMOTIONALLY, MENTALLY, UM, IT ALL REALLY DOES BEGIN WITH CLIMATE AND CULTURE.
BECAUSE IF YOU FEEL LIKE THEY SAID, IF YOU FEEL LIKE YOU BELONG, IF YOU FEEL LIKE YOU ARE PART OF A COMMUNITY, EVEN IF YOU ARE COMING FROM A BACKGROUND WHERE THERE'S A LOT OF IN INSTABILITY IN YOUR HOME OR IN YOUR COMMUNITY, IF THE SCHOOL COULD PROVIDE THAT, IT REALLY SETS THE TONE FOR EVERYTHING.
AND SO WHAT I WOULD LIKE FOR US TO, TO RECOMMEND IS THAT THE DISTRICT FOCUSES ON HOW WE CAN MAKE ALL OF THESE SYSTEMS COHESIVE.
HOW CAN WE HAVE MORE COORDINATION AND STRONGER COORDINATION FROM ALL THESE DIFFERENT AREAS THAT SUPPORT WELLBEING AND MENTAL HEALTH.
SO LIKE MENTAL HEALTH SUPPORTS, UH, SCHOOL CLIMATE AND CULTURE, UM, THE CLASSROOM PRACTICES, BECAUSE SOMETIMES IT'S IN THE CLASSROOM WHERE YOU MIGHT NOT FEEL LIKE YOU
[02:00:01]
BELONG.I THINK THERE'S SOMEBODY WHO'S SAYING ABOUT HOW WHEN YOU ENTER A CLASSROOM, THE WAY, THE WAY THAT WHEN YOU'RE KICKED OUT OF THE CLASS, YOU GO TO THE DEAN AND THEN THEY ASK YOU, WHAT DID YOU DO? LIKE, AND HE SAID, THAT'S NOT WHAT WE ASK.
WHAT'S GOING ON, RIGHT? SO IT DEPENDS ON THAT CLASSROOM PRACTICE IS VERY IMPORTANT.
AND THEN COMMUNITY CONNECTIONS CONNECTING TO THE, THE COMMUNITY.
AND THEN FOR US, IT'S INVESTING IN THESE POSITIONS THAT REALLY DO UPLIFT THESE, YOU KNOW, UH, THESE PRACTICES.
AND THAT ALSO CREATE THAT SPACE FOR STUDENTS TO GO TO A TRUSTED ADULT BECAUSE WE KNOW THAT THAT'S HOW WE FIND OUT ABOUT STUFF HAPPENING IS WHEN A STUDENT GOES TO A TRUSTED ADULT, A TRAINED ADULT.
AND SO I WANT US TO, YOU KNOW, TO SAY, LET'S MAKE MORE INVESTMENTS IN PBIS AS MUCH AS WE INVEST IN READING, WRITING, AND MATH AND SCIENCE.
LET'S INVEST IN GETTING PARENTS TO THE TABLE, NOT AFTER THE PLAN IS CREATED, BUT TO BE CO-CREATORS OF A PLAN.
HAVE THEM AT THE TABLE SO THAT THEY CAN BE PART OF THE CREATION OF A SCHOOL PLAN, OF A DISTRICT PLAN, WHATEVER WE DO.
AND LET'S, YOU KNOW, REALLY SUPPORT OUR, OUR, UM, OUR PBIS PROGRAM.
WE CAN'T, IF WE KEEP CUTTING, THEN WHAT ARE WE GONNA BE LEFT WITH AND HOW ARE WE GOING TO BE ABLE TO DO THIS WORK THAT WE SO VALUE? SO THANK YOU.
UM, AND YOU'LL ALL BE HEARING FROM EMMA FROM MY TEAM TO REJOIN THE COMMITTEE NEXT YEAR.
I HOPE THAT YOU WILL BE ABLE TO STICK WITH US.
UM, WE WILL CIRCULATE SOME OF THESE RECOMMENDATIONS TO GET YOUR ALL'S FEEDBACK BEFORE WE SHARE THEM DIRECTLY WITH DISTRICT STAFF.
I MEAN, YOU'RE, YOU'RE HERE DISTRICT STAFF WHO'S MOSTLY IMPLEMENTING THEM, WHICH IS WHY IT'S GREAT TO, UM, HAVE THE DOERS ALSO A PART OF THE SOLUTION CREATION.
UM, BUT REALLY, REALLY JUST WANNA APPRECIATE ALL OF YOU FOR CONTRIBUTING THIS YEAR AND FOR SOME OF YOU MANY YEARS ON THIS COMMITTEE.
UM, WE ARE GONNA HEAR FROM PUBLIC COMMENT AND THEN WOULD LOVE TO JUST TAKE A PICTURE WITH THIS GROUP AT THE END.
UM, AND IF YOU'RE INTERESTED, I THINK TUESDAY'S COMMITTEE OF THE WHOLE, WE'RE GONNA BE LOOKING AT THE DISTRICT'S SOCIAL EMOTIONAL GOAL COMING UP IN OUR NEXT STRATEGIC PLAN.
SO THAT WILL BE HERE AT 10:00 AM UM, AND THEN YOU'LL HEAR FROM THIS COMMITTEE NEXT FALL.
[V. Public Comment]
I THINK WE'RE READY FOR PUBLIC COMMENT AND THANK YOU ALL SO MUCH FOR JOINING US.ALRIGHT, WE HAVE FIVE, I MEAN 10 FOLKS SIGNED UP.
THE FIRST PERSON IS GENESIS SAMUEL.
YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN.
AND THEN AFTER GENESIS IS MARIA LUISA PALMER, AND THEN DEANNA GUILLEN.
HELLO, MY NAME IS GENESIS SAMUEL.
I'M A PARENT AND A SOCIAL WORK STUDENT.
I'M HERE TODAY TO ADVOCATE FOR THE EXPANSION OF MENTAL HEALTH SUPPORTS AND PREVENTION EFFORTS WITHIN OUR SCHOOLS.
AS WE KNOW MAIN, MANY OF THE BEHAVIORAL AND EMOTIONAL CHALLENGES WE SEE IN SCHOOLS ARE OFTEN MISINTERPRETED AS DISCIPLINE ISSUES.
WHEN IN REALITY THEY ARE RESPONSES TO DEEPER UNMET NEEDS, SUCH AS CHRONIC STRESS, TRAUMA, AND HOUSING INSECURITY.
AS A RESULT, THESE CHALLENGES DIRECTLY IMPACT HOW STUDENTS COPE, REGULATING EMOTIONS FEEL SAFE, AND WHETHER THEY ARE EVEN ABLE TO FULLY ENGAGE AND SUCCEED IN THE CLASSROOM.
THIS IS ESPECIALLY TRUE FOR ADOLESCENTS WHO ARE NAVIGATING A TUMULTUOUS STAGE OF DEVELOPMENT CHARACTERIZED BY IDENTITY FORMATION, PEER PRESSURE, AND MODERN DAY STRESSORS THAT CAN OFTEN FEEL OVERWHELMING.
WE'RE ALSO SEEING THIS REFLECTED IN THE DATA ACCORDING TO THE CDC, ABOUT FOUR IN 10 STUDENTS FEEL PERSISTENTLY SAD OR HOPELESS, AND ONE IN FIVE HAVE SERIOUSLY CONSIDERED SUICIDE.
NOW, IF WE ONLY FOCUS ON DISCIPLINE AND SHORT-TERM SOLUTIONS, WE MISS WHAT'S HAPPENING UNDERNEATH AND STUDENTS FALL THROUGH THE CRACKS.
HOWEVER, WHEN WE INVEST IN MENTAL HEALTH PREVENTION, WE EQUIP STUDENTS WITH THE TOOLS TO MANAGE STRESS, ADVOCATE FOR THEMSELVES, NAVIGATE CHALLENGES, AND MAKE HEALTHY CHOICES.
SO JUST AS PA SUPPORTS PHYSICAL HEALTH, MENTAL HEALTH IS ESSENTIAL TO STUDENTS' OVERALL, OVERALL WELLBEING.
BECAUSE THESE ARE TWO SIDES OF THE SAME COIN.
WITH MENTAL HEALTH AWARENESS MONTH APPROACHING, I RESPECTFULLY ASK FOR THE DISTRICT TO STRENGTHEN PREVENTION AND MENTAL HEALTH SUPPORT IN SCHOOLS BY PRIORITIZING TRAUMA-INFORMED TRAINING TO STAFF, AND CONTINUING TO INTENTIONALLY INTEGRATE MENTAL HEALTH CURRICULUM ACROSS K THROUGH 12.
ALRIGHT, MARIA LUISA PALMER, COME ON UP.
YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN.
YOU KNOW, HOW MUCH I LIKE TO TALK ABOUT THE DATA, THESE LINE GRAPHS, LESS INFORMATION.
'CAUSE WE DON'T ACTUALLY HAVE NUMBERS ATTACHED TO ANY OF THESE THINGS.
UM, NOT THE SAME KIND OF CATEGORIES WE WERE GETTING REPORTED ON
[02:05:01]
BEFORE.I DON'T UNDERSTAND HOW THE DATA REPORTING GETS WORSE.
WE NEED TO HAVE ACTUAL NUMBERS.
IS THIS AN INTENT TO OBFUSCATE WHERE WE ACTUALLY ARE? I HOPE THAT WE GET A FULL, UH, DISCLOSURE OF THE FULL YEAR, UH, WORTH OF DATA IN ALL THE SAME CATEGORIES THAT HAVE BEEN REPORTED BEFORE FROM ISTAR.
WE SHOULD BE ABLE TO SEE THIS HISTORICALLY.
WE SHOULD BE ABLE TO COMPARE THESE YEARS ALSO BACK TO THE YEARS BEFORE THE PANDEMIC.
FOR MANY, MANY REASONS, WE KNOW THINGS FUNDAMENTALLY CHANGED SCHOOL CLIMATE CHANGE SINCE THE PANDEMIC.
I THINK EVERYONE CAN AGREE ON THAT.
WE MAY NOT AGREE ON THAT, BUT THE CHANGES HAVE HAPPENED.
UH, HOWEVER, SO WHEN WE DON'T HAVE GOOD INFORMATION ON DATA, UH, WE DO KNOW JUST BY WHAT HAPPENS TO GET INTO THE MEDIA, WHAT PARENTS REPORT AND SEE ON CITIZEN APP, THE NUMBER OF SCHOOL SHOOTINGS AND INCIDENTS WITH WEAPONS THAT WE'VE HAD RECENTLY.
NOBEL MIDDLE SCHOOL, APRIL 17TH, A CONCEALED RIFLE IN A BACKPACK WAS REPORTED.
SEPULVEDA MIDDLE SCHOOL, APRIL 15TH, A 16-YEAR-OLD SHOT OUTSIDE OF SCHOOL.
WE BELIEVE THAT A MIDDLE SCHOOL STUDENT MUST HAVE HAD A GUN ON CAMPUS ALL DAY LONG.
OF COURSE, WE HAD THE SHOOTINGS AT DISMISSAL AT NORTH HOLLYWOOD HIGH SCHOOL, THEN AT WILSON HIGH SCHOOL BACK IN NOVEMBER.
SO WE ONLY SEE VERY SMALL AMOUNTS OF THIS.
WHERE IS THAT IN THE DATA? DOES THAT EVEN GET IN THERE IF IT HAPPENED OFF CAMPUS, ARE WE GONNA SEE THAT ANYWHERE HERE? UM, MS. NEWVILLE, I HAVE IT ON GOOD AUTHORITY THAT A DORSEY HIGH SCHOOL, UH, A GROUP OF PARENTS SOURCED PRIVATE FUNDING FOR ARMED GUARDS.
IS THAT TRUE? AND WHY? I DON'T KNOW.
I HEARD THAT THAT HAPPENED AND IT'S BEING SUPPRESSED BY THE MEDIA THAT PARENTS WANT MORE SECURITY ARMED GUARDS AT THAT SCHOOL.
SOMEONE PLEASE TELL ME IF THAT'S TRUE.
UH, THEY SHOULD COME HERE AND SPEAK ON WHAT THEIR CONCERNS ARE.
I HOPE YOU WILL FOLLOW UP ON ALL OF THESE REALITY INCIDENTS HAPPENING.
THANK YOU FOR YOUR TIME AND GET US BETTER DATA.
ALL RIGHT, DEANNA, AGAIN, COME ON UP.
YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN DION AGAIN, MS. GUILLEN 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.
FOR THOSE OF YOU AT THE DAY ON THE COMMITTEE, THEY SHOULD BE SITTING IN FRONT OF YOU IF YOU'D LIKE TO PUT THEM ON.
THEY'RE ALREADY ON THE CORRECT CHANNEL.
AND YOU READY? OKAY, GOOD AFTERNOON, MEMBERS OF THIS SUBCOMMITTEE.
I REPRESENT THE PE PARENT PARENTS, UH, FROM SCHOOLS.
AND I BELIEVE IT'S TIME THAT THE SOCIAL EXPERIMENT ENDS.
IT'S ENOUGH TO BE PLAYING WITH THE LIFE OF OUR CHILDREN.
AND YOU TALK ABOUT P-B-I-S-A LOT, AND THIS IS SOMETHING VERY POSITIVE, BUT IN REALITY, THE REALITY OF OUR CHILDREN IS THAT THIS IS NOT WORKING.
I'VE NEVER SEEN PEOPLE WHO WERE HERE PRESENTING.
I'VE NEVER SEEN THEM TELL THE STUDENTS, YOU NEED TO LISTEN TO YOUR PARENTS.
YOUR PARENTS ARE THE FIRST PEOPLE THAT WORRY ABOUT YOU.
YOU NEED TO LISTEN TO THEM AND ABIDE BY WHAT THEY SAY.
NO, THEY TELL THEM YOU TAKE, YOU MAKE YOUR OWN DECISIONS.
THAT'S WHAT THEY'RE BEING SAID.
YOU ARE THE ONE WHO'S GONNA DO WHAT YOU WANT WHEN YOU GROW UP.
WHAT, WHAT TYPE OF MESSAGE ARE THESE ADULTS GIVING OUR CHILDREN? IS THIS THE MESSAGE THAT THE COUNSELORS ARE GIVING ALL OF OUR CHILDREN? OH, BUT WHEN THERE'S A BIG PROBLEM, OH YES, COME OVER HERE.
BUT MEANWHILE, YOU WANNA MANIPULATE THE CHILDREN TILL YOU CAN.
AND UM, ALSO WITH EVERYTHING THAT'S HAPPENING, EVEN STUDENTS HAVE GOTTEN, HAVE, HAVE, UH, CONTACT US.
AND THEY SAID THAT ON TUESDAY THEY HAD A MEETING AND THEY PRESENTED P-B-I-S-P-B-I-S AND THEY SPOKE ABOUT THE IMPORTANCE OF SCHOOL POLICE.
AND EVERYONE SAID THAT THEY WERE ALL AGREED AND THIS IS WAS SOMETHING VERY IMPORTANT FOR 'EM TO HAVE AT THE SCHOOLS.
AND THAT THEY SHOULD ALSO FIND WHERE THE FIREARMS ARE, THE METAL DETECTORS, BUT THE STUDENTS ARE BEING HEARD, THE INTEREST GROUPS ARE BEING HEARD BECAUSE MANY OF YOU RECEIVE FUNDS FROM THE CITY.
SO THAT APPARENTLY TO MOVE FORWARD WITH THESE PREVENTION PROGRAMS SO THAT MORE STUDENTS, UH, INSTEAD OF BETTERING THIS BECAUSE THEY'RE NOT BECOMING, THEY'RE NOT BETTERING, YOU, RECEIVE MORE FUNDS BECAUSE YOU'RE NOT MAKING A DIFFERENCE IN BETWEEN THE STUDENTS.
MORE CHILDREN ARE BEING PART OF GANGS.
THEY'RE BEING RECRUITED 12, 13 YEARS OLD AND YOU ARE NOT DOING YOUR JOB.
CHANGE THAT PER THAT PERSPECTIVE BECAUSE JUST RECEIVING FUNDS FROM OUR BUDGET IS NOT GONNA CHANGE SAFETY.
UH, DAVID TOSKI, ARE YOU HERE? DAVID TOSKI
[02:10:01]
TOSKI.HOW ABOUT ANDREA RESNICK? ARE YOU HERE? ANDREA RESNICK, COME ON DOWN.
YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN.
I'M A MASTER OF SOCIAL WORK STUDENT, BUT I'M ALSO A PSW INTERN AT L-A-U-S-D, UM, IN THE EAST COHORT.
I AM AT AN ELEMENTARY SCHOOL ON MONDAYS AND I'M AT A HIGH SCHOOL ON WEDNESDAYS.
AND NEXT YEAR I WILL BE INTERNING THROUGH L-A-U-S-D AS WELL.
UM, AS PEOPLE HAVE TALKED ABOUT IN THIS MEETING ALREADY, UM, THERE ARE A LOT OF CHILDREN THAT HAVE FACED A LOT OF ADVERSE EXPERIENCES THROUGHOUT CHILDHOOD, UM, INCLUDING TRAUMAS.
UM, THIS CAN BE THINGS LIKE DEATH IN THE FAMILY, HIGH POVERTY, LOW INCOME SITUATIONS, GENERATIONAL GANG VIOLENCE, EXPOSURE TO SUBSTANCE USE, DEPORTATIONS AND NEGLECT.
UM, AS WE KNOW, THESE ADVERSE EXPERIENCES OFTEN LEAD TO DISRUPTIVE BEHAVIOR.
UM, IT LEADS TO AN INCREASED STRESS RESPONSE AND A DISRUPTION OF EARLY BRAIN DEVELOPMENT.
SO WHAT THAT CAN LOOK LIKE IS FEAR OF OTHER PEOPLE, INCLUDING TEACHERS, DIFFICULTY SLEEPING, DIS DIFFICULTY LEARNING AND CONCENTRATING, AVOIDANT BEHAVIOR AND SO ON.
WHAT I'VE SEEN FROM ATTENDING SSPT MEETINGS IS WE REALLY PUT A BANDAID ON THESE SITUATIONS.
WE TELL THESE KIDS THEIR BEHAVIOR IS UNSAVORY, AND THEN WE MAKE A BEHAVIORAL PLAN SAYING, OKAY, GET OUT OF YOUR SEAT.
LESS INTERRUPT YOUR TEACHER, LESS HIT STUDENTS.
YOU'RE HITTING THEM A LOT RIGHT NOW.
WHY DON'T YOU TRY AND HIT THEM LESS? THESE STUDENTS KNOW THE RULES ALREADY.
THEY CAN'T RECALL THESE RULES WHEN THEY'RE ACTIVATED.
IT'S LIKE IF YOU'RE WATCHING AN EPISODE OF JEOPARDY AND THERE'S A QUESTION THAT GETS ASKED AND YOU KNOW THE ANSWER, YOU JUST CAN'T RECALL IT RIGHT THEN, AND THEN THE PERSON SAYS THE ANSWER AND YOU'RE LIKE, OH, I KNEW THAT IT WAS IN YOUR BRAIN.
SO THESE STUDENTS KNOW, YES, THEY SHOULD STAY IN THEIR SEAT.
NO, THEY SHOULDN'T HIT SOMEONE BACK WHEN SOMEONE'S HITTING THEM OR TEASING THEM.
THEY CAN'T RECALL THAT INFORMATION IN THE MOMENT AND THAT'S WHY THEY'RE ACTING OUT.
AND WE NEED BETTER PSYCHOEDUCATION FOR TEACHERS, MANDATORY PSYCHOEDUCATION FOR TEACHERS TO BE ABLE TO IDENTIFY THESE BEHAVIORS AND LOOK FOR SIGNS OF ACES RATHER THAN GIVING THEM A BEHAVIORAL PLAN WHERE THEY'RE SET UP TO FAIL.
A LOT OF THESE TIMES THESE KIDS ARE LABELED AS BAD KIDS SOMETIMES BY THEIR OWN TEACHERS AND THEY INTERNALIZE THAT.
AND HOW CAN WE EXPECT THEIR BEHAVIOR TO GET BETTER IF THAT'S HOW THEY'RE BEING TREATED? PERSONALLY AT THE ELEMENTARY SCHOOL THAT I INTERN AT, OF THE FIRST FOUR STUDENTS I WAS GIVEN FOR A CASELOAD, THREE OF THEM HAVE BEEN REMOVED FROM THE SCHOOL ALREADY FOR BEHAVIOR.
THIS DOES NOTHING FOR THEM BECAUSE IT IS A KEY DEVELOPMENTAL PERIOD, UM, FOR THEIR SOCIAL, UM, DEVELOPMENT.
AND BY REMOVING THEM FROM THE SCHOOL, WE ARE FAILING THESE CHILDREN.
THE NEXT CALLERS LISTED THEMSELVES AS BEING REMOTE.
SO THE FIRST INDIVIDUAL IS CONCERNED PARENT CONCERNED PARENT.
PLEASE PRESS STAR SIX TO UNMUTE YOURSELF.
AND YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN CONCERNED PARENT.
GOOD AFTERNOON COMMITTEE MEMBERS.
THANK YOU FOR THE PRESENTATION.
I WANNA POINT OUT A COUPLE OF THINGS THAT I NOTICED, UM, TODAY IS THAT WE ARE ADVOCATING FOR PARENT PARTICIPATION AND SOMETHING THAT IS, UM, HIGHLIGHTED IN THE STRATEGIC PLAN.
HOWEVER, I SEE NO ACTUAL PARENT REPRESENTATION AT THE BOARD AT THIS COMMITTEE AND, AND A LOT OF COMMITTEES AT THE SCHOOL.
SO TO ANSWER SOME OF THE QUESTIONS, AND I'M A LITTLE BIT CONFUSED AND MAYBE, UM, THE ACTING CHIEF CAN CORROBORATE MY UNDERSTANDING BECAUSE I GOT THIS INFORMATION FROM MR. CHASE, IS THAT THE PBIS COMMITTEE SHOULD BE IMPLEMENTED ACROSS ALL SCHOOLS.
HOWEVER, A LOT OF SCHOOLS ARE NOT FOLLOWING THIS GUIDANCE.
ADDITIONALLY, THERE'S ALSO THE LOCAL SHARED DECISION SCHOOL SITE COUNCIL, WHICH IS ANOTHER REQUIREMENT, AND IT'S ACTUALLY IN THE UTLA CONTRACT.
HOWEVER, A LOT OF PARENTS ARE NOT INFORMED AND THEY ARE NOT PART OF THE COMMITTEE.
SO IT'S IMPORTANT FOR THE DISTRICT TO ENSURE IMPLEMENTATION OF THOSE, THESE PROGRAMS TO ENCOURAGE PARENT PARTICIPATION.
NOW, MY CONCERN ABOUT THIS, UM, PARENTS NOT HAVING A VOICE IS BECAUSE THERE'S A LOT OF ORGANIZATIONS THAT CLAIM TO BE PARENT LED BUT ARE NOT.
ACTUALLY, THERE WILL BE A MEETING FOR TWO BOARD MEMBERS WILL BE LEADING IT WITH UTLA AND RECLAIMED SCHOOLS.
AND IT'S CONCERNING BECAUSE SOME OF THESE PEOPLE ARE REPORTING FALSE INFORMATION.
I WAS AT ONE OF THE LISTENING CAMPAIGNS WHERE ONE PERSON FROM RECLAIM OUR SCHOOL SAID THAT THERE THE, UH, CRIME HAS DECREASED, SO THERE'S NO NEED FOR SCHOOL POLICE.
THAT IS INCORRECT, DANGEROUS, AND IT SHOULD NOT BE SOMETHING THAT THEY SHOULD BE SAYING BECAUSE I DON'T KNOW WHERE THESE PEOPLE LIVE THAT THEY CANNOT SEE WHERE THAT CRIMES ARE ACTUALLY ON THE RIGHT.
SO I ENCOURAGE THE DISTRICT TO LISTEN TO ACTUAL PARENTS AND TO ENCOURAGE PARENTS TO, UM, PARTICIPATE BY ACTUALLY PLACING THEM IN THOSE POSITIONS.
[02:15:01]
THANK YOU FOR YOUR TIME.THE NEXT SPEAKER IS ANA BENNETT.
PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN.
I AM A GRAD STUDENT AT UFC STUDYING SOCIAL WORK.
I WANT TO SUGGEST IF WE WANT SAFETY SCHOOLS, WE HAVE TO ADDRESS STUDENT MENTAL HEALTH.
MANY STUDENTS ARE DEALING WITH ANXIETY, TRAUMA, AND STRESS.
AND WITHOUT ENOUGH SUPPORT, THOSE STRUGGLES CAN SHOW UP AS CONFLICT, DISENGAGEMENT, OR BEHAVIORAL ISSUES ON CAMPUS.
RIGHT NOW, MENTAL HEALTH STAFF ARE STRETCHED TOO THIN WITH ONE COUNSELOR OR SOCIAL WORKER THAT IS RESPONSIBLE FOR HUNDREDS OF STUDENTS.
IT, IT'S NEARLY IMPOSSIBLE TO PRO PROVIDE TIMELY AND MEANINGFUL SUPPORT.
IF WE'RE SERIOUS ABOUT IMPROVING SCHOOL CLIMATE AND PREVENTING HARM, WE SHOULD, WE NEED TO INVEST IN MORE MENTAL HEALTH PROFESSIONALS SUCH AS COUNSELORS, SOCIAL WORKERS, OR SOCIOLOGISTS ACROSS ALL SCHOOLS.
THE NEXT CALLER IS ROSA GOMEZ.
ROSA GOMEZ, ARE YOU IN THE ROOM? I DON'T HAVE YOU ON THE LINE, BUT YOU'RE SIGNED UP TO SPEAK REMOTELY.
PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN.
NIDIA GUZMAN, I'LL, GOOD AFTERNOON TO ALL.
I'M A MOTHER OF, UH, STUDENTS THAT ATTEND THE SCHOOL THAT WAS JUST PRESENTED AND THIS SCHOOL IS NOT DOING, IT'S NOT HAPPENING.
WHAT THEY'RE SAYING THAT'S HAPPENING.
KNOWING THAT THIS SCHOOL HAS A LOT OF ISSUES WITHIN THE TEACHERS, THERE IS NOT A GOOD CLIMATE FOR STUDENTS.
KNOWING THAT THERE ARE TEACHERS THAT CHARGE THE STUDENTS FOR DOING THEIR WORK.
IT IS VERY DIFFICULT TO BE THERE, ESPECIALLY BECAUSE WE DON'T HAVE A PRINCIPAL THAT'S OVERSEEING THEM.
TEACHERS, THERE ARE MANY FIGHTS THAT ARE HAPPENING AT THE SCHOOL.
IT IS SO DIFFICULT FOR THE STUDENTS TO CONTINUE THERE, TO CONTINUE AT THIS SCHOOL.
AND THERE'S A LOT OF DIVISION BETWEEN ALL TEACHERS.
IT IS VERY COMPLICATED TO SAY TO SAY THAT THERE'S A GOOD CLIMATE SCHOOL CLIMATE BECAUSE THERE ISN'T.
IT IS DIVIDED AND IT IS MORE COMPLEX.
THE ISSUE HAS ALWAYS HAPPENED BECAUSE OF THE PREVIOUS, UH, PRINCIPAL AND WE'VE GONE THROUGH DIFFERENT PRINCIPLES THROUGHOUT THE YEARS.
IT IS A CONSTANT BATTLE WITH THE PARENTS BECAUSE THERE'S NO SCHOOL SAFETY FOR THE STUDENTS AND THE TEACHERS ARE DIVIDED BET AMONG THEMSELVES WITH ADMINISTRATION.
THERE IS NO GOOD WAY OF, UH, SAFETY FOR THE STUDENTS.
IT IS VERY COMPLICATED FOR THEM TO, IN, THEY'RE PRESENTING AS IF NOTHING IS HAPPENING.
IN THE CONTRARY, THIS IS HAPPENING EVEN MORE.
SO THERE IS SO MUCH INSECURITY.
THERE ARE MORE PROBLEMS FOR THE STUDENTS.
THERE ARE MORE DRUGS AND THERE ARE A LOT OF FIGHTS.
UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN GOING.
ALL YOU NEED TO DO IS PRESS STAR SIX.
GONZALEZ IS NOT PRESSING STAR SIX.
THAT CONCLUDES PUBLIC COMMENT.
THANK YOU ALL SO MUCH FOR JOINING US THIS YEAR.
OH, WE SEEM TO BE HAVING TECHNICAL DIFFICULTIES.
I THINK THAT'S, WE SHOULD WRAP IT UP.
ENJOY THE REST OF YOUR AFTERNOON.
I'D LOVE TO HAVE ONE GROUP PHOTO BEFORE WE CLOSE OUT.