May 14, 2026 Charter School Committee

REEVAS, UH, COMMITTEE MEMBERS.

PERFECT.

THANK YOU DANIEL, FOR STEPPING IN.

UNFORTUNATELY, THERE WAS A LAST MINUTE EMERGENCY FOR JEANETTE BORDEN.

WE WISH HER WELL.

BUT, UM, THANK YOU SO MUCH FOR DANIEL, AND I'LL TURN IT OVER TO HIM.

THANK YOU, MARLON.

UH, GOOD AFTERNOON, DR.

MY NAME'S DANIEL HUANG.

I AM ONE OF THE OPERATIONS COORDINATORS IN THE CHARTER SCHOOLS DIVISION, AND, AND I'LL BE PROVIDING A BRIEF UPDATE ON THE PROP 39 CYCLE FOR THE 26 27 SCHOOL YEAR CLICKER.

OH, OKAY.

SO THIS FIRST SLIDE, UH, PROVIDES A, UH, AN OVERVIEW OF THE PROCTOR NINE TIMELINE, WHICH IS SET BY THE STATE REGULATIONS.

SO I'LL, I'LL KIND OF GO THROUGH THEM.

UM, CHARTER SCHOOLS THAT ARE INTERESTED IN BEING CO-LOCATED ON A DISTRICT CAMPUS IN THE UPCOMING SCHOOL YEAR MUST SUBMIT A LEGALLY SUFFICIENT PROP THREE NINE FACILITIES REQUEST TO THE DISTRICT BY NOVEMBER.

FIRST, THAT, UH, THAT REQUEST AMONG OTHER THINGS MUST INCLUDE THE GEOGRAPHIC AREA IN WHICH THE CHARTER SCHOOL WISHES TO LOCATE AND REASONABLE PROJECTIONS OF THE CHARTER SCHOOL'S AVERAGE DAILY ATTENDANCE, OR A DA, UH, WHICH IS THE BASIS FOR THE PROP 39 FACILITIES ALLOCATION.

THEN BY DECEMBER 1ST, THE DISTRICT RESPONDS TO THE CHARTER SCHOOL'S, A DA PROJECTION, EITHER ACCEPTING OR OBJECTING TO THE PROJECTION.

UH, IF THE DISTRICT DISAGREES WITH THE CHARTER SCHOOL'S, UH, A DA PROJECTION, THE THE DECEMBER ONE LETTER WOULD INCLUDE AN A DA PROJECTION THAT THE DISTRICT CONSIDERED REASONABLE.

AND THEN BY JANUARY 2ND, THE CHARTER SCHOOL HAS AN OPPORTUNITY TO RESPOND TO THE DISTRICT COUNTER PROJECTION AND TO ANY OBJECTIONS EXPRESSED BY THE DISTRICT IN ITS DECEMBER ONE RESPONSE.

AND THEN BY MARCH 1ST, THE CHARTER SCHOOL HAS AN OPPORTUNITY TO RESPOND TO THE PRELIMINARY PROPOSAL WITH ANY QUESTIONS OR, UH, FEEDBACK REGARDING REGARDING THE PROCESS.

AND THEN ON APRIL 1ST, L-A-O-S-D ISSUES, FINAL OFFERS OF SPACE TO CHARTER SCHOOLS.

CHARTER SCHOOLS THEN HAVE UNTIL MAY 1ST TO EITHER ACCEPT OR REJECT THE FINAL OFFER.

IF THE CHARTER SCHOOL ACCEPTS THE FINAL OFFER, THE CHARTER SCHOOL IS THEN ABLE TO OCCUPY THE SITE 10 WORKING DAYS PRIOR TO ITS FIRST DAY OF INSTRUCTION.

OKAY, SLIDE.

REVIEW OF DISTRICT SPACE INVENTORY AND RECOMMEND RECOMMENDATIONS FOR SPACE ALLOCATIONS.

SO THE SPACE ALLOCATION PROCESS, UH, THROUGHOUT THE SPACE ALLOCATION PROCESS, UH, CHARTER SCHOOLS DIVISION COLLABORATES WITH OTHER DISTRICT DIVISIONS AND REGION OFFICES TO REVIEW THE STATUS OF EACH FACILITY'S REQUEST.

UH, THIS INVOLVES A

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ADDITIONALLY, PRIOR TO THE ISSUANCE OF FINAL OFFERS, REGIONS SELECT SPEC SPECIFIC SPACES TO BE OFFERED TO CHARTER SCHOOLS, AND ALSO ASSESS ANY CAMPUS REFI RECONFIGURATIONS IF NECESSARY.

UH, REGIONS ALSO WEIGH IN ON THE ASSESSMENT OF POSSIBLE ALTERNATIVE AGREEMENT CONCEPTS, WHICH I'LL EXPLAIN A LITTLE BIT MORE ABOUT LATER.

AND THEN REGIONS ALONG WITH THE CSD, COMMUNICATE WITH PROSPECTIVE BOARD MEMBER OFFICES AND SCHOOL COMMUNITIES AS APPROPRIATE, UH, DIRECTED BY EACH REGION.

OKAY, SO HERE'S THIS, UH, STATUS UPDATE OF THE PROGRAM.

AS OF MAY 1ST, UM, OUT OF THE 37 FACILITIES REQUESTS RECEIVED FOR THE 26 27 SCHOOL YEAR, UH, TWO CHARTER SCHOOLS WITHDREW THEIR FACILITIES REQUEST.

FOUR WERE INELIGIBLE, TWO, DECLINE.

THEIR FINAL OFFER, UH, ONE DID NOT RESPOND TO THE FINAL OFFER, AND NINE, ENDED UP ACCEPTING THE FINAL OFFER.

UH, THERE ARE ALSO 19 CHARTER SCHOOLS THAT ENTERED INTO ALTERNATIVE AGREEMENTS WITH THE DISTRICT.

NOW, UH, FOR YOUR UNDERSTANDING, ALTERNATIVE AGREEMENTS HAPPEN WHEN THE DISTRICT AND CHARTER SCHOOL BOTH AGREE TO STEP OUTSIDE OF THE NORMAL REGULATORY PROCESS AND AGREE TO A SPACE ARRANGEMENT THAT IS MUTUALLY BENEFICIAL TO BOTH THE DISTRICT AND THE CHARTER SCHOOL.

SO, UH, THE TOTAL NUMBER OF CHARTER SCHOOLS THAT WILL BE CO-LOCATED IN THE 26 26 27 SCHOOL YEAR, AS OF TODAY IS 28.

SO HERE'S A BREAKDOWN OF, UH, THE NUMBER OF CHARTER SCHOOLS AND CO-LOCATIONS FOR THE 26 27 SCHOOL YEAR BY BOARD, DISTRICT AND REGION.

UM, NOW YOU'LL SEE, WHEN YOU'RE LOOKING AT THE TABLE, YOU'LL SEE THAT THE, THE NUMBER OF CHARTER SCHOOLS IS DIFFERENT IN THE BOARD DISTRICT TABLE AS COMPARED TO THE, THE REGION TABLE.

AND THAT'S BECAUSE, UM, THERE'S ONE CHARTER SCHOOL THAT COULD NOT BE ACCOMMODATED ON A SINGLE SITE, AND IT'S, SO, IT'S, IT'S ACCOMMODATED ON TWO SITES THAT SPAN ACROSS TWO DIFFERENT REGIONS, UH, TWO DIFFERENT BOARD DISTRICTS, AND THAT'S WHY YOU SEE A 29 THERE AND THEN A 28 IN THE REGION TABLE.

OKAY? UH, FOR THE 26TH, 27TH SCHOOL YEAR, THERE WILL BE NO NEW CO-LOCATIONS AND OF THE EXISTING CO-LOCATIONS, 17 WILL REMAIN IN THE EXISTING SPACE THAT THEY'RE CURRENTLY IN.

SO NO CHANGE, UH, 10 WILL BE GROWING IN SPACE, AND THEN SIX, UH, WILL BE REDUCING IN SPACE.

AND THEN THERE ARE ALSO FIVE CHARTER SCHOOLS THAT COULD NOT BE ACCOMMODATED ON A SINGLE SITE LIKE THE ONE I EXPLAINED EARLIER.

AND AS A RESULT, WE'LL OCCUPY MULTIPLE SCHOOL SITES AND ADDITIONAL ALTERNATIVE AGREEMENT CONCEPTS CONTINUE TO BE ASSESSED.

SO THIS SLIDE, UH, KIND OF JUST SHOWS THE NUMBER OF FACILITIES REQUESTS AND CO-LOCATIONS HAVE SUBSTANTIALLY DECREASED OVER TIME, UM, WITH A PEAK OF 101 IN 20, I THINK IT'S 1718, AND THEN COMING DOWN TO 37 THIS, OR FOR THIS UPCOMING SCHOOL YEAR, UH, WITH 72 CO-LOCATIONS AT ITS PEAK AND WITH 33, UH, EXPECTED FOR THE 26 7 26 27 SCHOOL YEAR.

SO IN MAY AND CONTINUING THROUGH THE SUMMER, UH, CSD STAFF SUPPORTS REGIONS IN COMMUNICATING WITH THE DISTRICT PRINCIPALS.

REGARDING NEXT STEPS IN THE CO-LOCATION PROCESS, UH, STAFF WILL PREPARE THE CAMPUSES FOR CHARTER SCHOOL OCCUPANCY, AND THE DISTRICT WILL HOST AN OPERATIONS MEETING ON 20, UH, MAY 21ST FOR CO-LOCATED DISTRICT AND CHARTER ADMINISTRATORS, UH, WHICH WILL INCLUDE INFORMATION ON DISTRICT POLICIES THAT ARE APPLICABLE TO CHARTER SCHOOLS BEST PRACTICES FOR A SUCCESSFUL CO-LOCATION, SHARED USE AGREEMENT NEGOTIATIONS, OPERATIONAL PLANNING FOR THE NEW SCHOOL YEAR, AND SAFE SCHOOL PLAN INTEGRATION.

UH, AND AS I MENTIONED BEFORE, CHARTER SCHOOLS THAT ACCEPTED A FINAL OFFER OR EXECUTED AN ALTERNATIVE AGREEMENT WILL BE GRANTED ACCESS TO THE SITE, UH, 10 BUSINESS DAYS PRIOR TO THE CHARTER SCHOOL'S FIRST DAY OF INSTRUCTION.

AND THE DISTRICT WILL ISSUE INVOICES NO LATER THAN AUGUST 15TH TO CHARTER SCHOOLS THAT WERE OVER ALLOCATED IN THE 25 26 SCHOOL YEAR.

OVER ALLOCATION.

UH, SO OVER ALLOCATION IS WHEN, UH, A CHARTER SCHOOL IS OVER ALLOCATED MORE SPACE IN A PARTICULAR SCHOOL YEAR THAN IT'S ACTUAL A DA SUPPORTS.

UM, NOW, IF A CHARTER SCHOOL IS OVER ALLOCATED, THE STATE REGULATIONS PROVIDE A MECHANISM, UH, FOR THE DISTRICT TO COLLECT REIMBURSEMENT, UM, FOR THE OVER ALLOCATED SPACE.

UM, TO DATE, OVER $12.6 MILLION OF OVER ALLOCATION REIMBURSEMENTS HAVE BEEN DIRECTED BACK TO 71 DISTRICT HOST SITES.

ALL ACTIVE CHARTER SCHOOLS ARE CURRENT ON PAYMENTS FOR THE 24 25 SCHOOL YEAR.

12 CHARTER SCHOOLS WERE DETERMINED TO BE OVER ALLOCATED,

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UH, SO THAT CONCLUDES MY UPDATE, UM, AND I'LL BE HAPPIER TO ANSWER ANY QUESTIONS YOU MAY HAVE.

WE'LL GO AHEAD AND SEE, UM, LOOK AT THE OTHER, UM, PRESENTATION ON RENEWALS, AND THEN WE WILL ASK THE QUESTIONS IF THAT'S OKAY.

GREAT.

GOOD AFTERNOON, EVERYONE.

UM, AND GOOD AFTERNOON, MEMBERS OF THE CHARTER COMMITTEE.

I'M MARLA WILMONT, I'M THE DIRECTOR OF THE CHARTER SCHOOL'S DIVISION, AND I'M HERE TO TALK ABOUT CHARTER SCHOOL, UH, RENEWALS.

SO THIS, UH, WE'LL FIRST TALK ABOUT THE RECAP OF THIS YEAR.

UH, WE HAD A TOTAL OF 69 CHARTER SCHOOLS, UH, RENEWALS SUBMITTED IN 25 26, WHICH WAS 61 INDEPENDENT AND EIGHT AFFILIATED.

AND THEN, AS YOU CAN SEE BY THE BOARD MEETING DATE WHEN THEY WENT FOR ACTION, THE INDEPENDENT AND AFFILIATED.

AND SO WE WOULD BE WINDING UP, UM, THE LAST JUNE BOARD MEETING WITH FOUR AFFILIATED RENEWALS.

NOW WE'LL LOOK AT, UH, FORECAST OF THE FUTURE.

AND SO WE, FROM 25, 26 TO 20 30, 31, UM, AS YOU CAN SEE, WE ARE, UH, FOR NEXT YEAR, WE'RE LOOKING AT 83 TOTAL RENEWALS.

WE'LL GET MORE IN THE DETAILS OF THOSE AND FURTHER SLIDES.

UM, AND THEN 27, 28, WE HAVE, UH, 57 LOOKING AT, AND THEN 28, 29.

AT THIS TIME, IT'S PROJECTED FOR ZERO, AND THEN 29, 30, 31 30.

I DO WANNA NOTE THIS IS A RESULT OF THE, UM, EXTENSIONS THAT WERE GIVEN DURING THE PANDEMIC.

SO I, THIS NUMBERS ARE SUBJECT TO CHANGE DEPENDING ON POTENTIAL CHARTER SCHOOL CLOSURES, OR, FOR EXAMPLE, IN 28, 29, IF WE HAVE A RENEWAL, UM, IN 26, 27 NEXT YEAR, LET'S SAY FOR A LOW PERFORMING SCHOOL, AND THEY GET TWO YEARS, THEN THEY WOULD BE COMING UP FOR RENEWAL IN 28, 29.

SO RIGHT NOW, THAT'S AS IT STANDS, OUR PROJECTED NUMBERS.

BUT AS I SAID, THIS COULD CHANGE DEPENDING ON DIFFERENT FACTORS.

AND SO WE'LL TALK ABOUT THE TIMELINE.

SO, AS WE KNOW, UM, ONCE A CHARTER SCHOOL PETITION IS SUBMITTED FOR REVIEW, WE NEED TO HAVE A PUBLIC HEARING WITHIN 60 DAYS, UH, THAT CONSIDERS THE LEVEL OF SUPPORT.

THEN 90 DAYS, WE NEED A PUBLIC HEARING THAT WE CALL IT PUBLIC HEARING IN ACTION, WHICH CAN EITHER GRANT OR DENY THE RENEWAL PETITION.

AND ALSO THERE COULD BE A MUTUAL AGREEMENT SIGNED TO EXTEND THESE DATE, TO EXTEND THE 90 DAY DATE BY ADDITIONAL 30 DAYS.

AND SO LET'S GO OVER THE CRITERIA.

OKAY, SO WE HAVE CRITERION ONE, CRITERION TWO, AND CRITERION THREE.

SO WE'LL START WITH CRITERION ONE.

THIS IS ALL ESTABLISHED BY ED CODE.

AND CRITERION ONE, UM, IS LOOKING AT, THERE'S THREE PARTS TO CRITERION ONE, YOU HAVE SOUND EDUCATIONAL PROGRAM, REASONABLY COMPREHENSIVE DESCRIPTION OF 15 ELEMENTS AND AFFIRMATIONS, AND THEN NOT, IT'S CALLED, IT'S A DOUBLE NEGATIVE, BUT NOT DEMONSTRABLY UNLIKELY TO SUCCESSFULLY IMPLEMENT THE PROGRAM, WHICH MEANS IT SHOULD BE DEMONSTRABLY LIKELY TO IMPLEMENT THE PROGRAM IF IT WAS A RECOMMENDATION FOR APPROVAL.

SO SOME EXAMPLES FOR CRITERION ONE.

UM, WE LOOK AT THE CHARTING SCHOOL, GOVERNING BOARD MEMBERS AND STAFF, UH, AND TO MAKE SURE THEY SUCCESSFULLY IMPLEMENT THE PROGRAM ADDRESS DEFICIENCIES, DEMONSTRATED CAPACITY TO DO SO IN THE FUTURE.

AND THIS IS REALLY BASED ON PAST PERFORMANCE.

AND WE LOOK AT THE, UH, THERE'S FOUR KEY AREAS THAT WE LOOK AT, AND THAT'S GOVERNANCE, STUDENT ACHIEVEMENT, EDUCATIONAL PERFORMANCE, ORGAN AND ORGANIZATIONAL MANAGEMENT, OPERATION, PROGRAMS AND OPERATIONS.

SO IT'S GOVERNMENTS, ACADEMICS, UH, ORGANIZATIONAL MAGNETS AND FISCAL.

AND SO I WANNA NOTE THAT THOSE ARE ALSO THE FOUR AREAS THAT WE ASSESS ON AN ANNUAL BASIS AS PART OF OVERSIGHT.

PRACTICES IN ENROLLMENT AND DISMISSAL, MEANING THEY'RE NOT SERVING ALL STUDENTS WHO WISH TO ATTEND, AND SUBSTANTIAL GOVERNANCE AND OR FISCAL FAST FACTORS.

AND THAT'S ESSENTIALLY THE ASSESSMENT OF CRITERION ONE, UM, INCLUDING, BUT NOT LIMITED TO CRITERION TWO.

I'LL GET MORE INTO THIS LATER, BUT THIS IS REALLY BASED ON THE PERFORMANCE CATEGORIES OF HIGH, MIDDLE, AND LOW.

AND I SAID I'LL BREAK THAT DOWN MORE IN LATER SLIDES.

AND THEN WE HAVE CRITERION THREE.

AND THIS LOOKS AT DISCRIMINATORY

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AND THESE CAN INCLUDE SUBSTANTIAL FISCAL FACTORS.

COULD INCLUDE FISCAL SOLVENCY, MISMANAGEMENT OF FUNDS, CASHFLOW CONCERNS.

THOSE ARE JUST SOME EXAMPLES.

AND SOME, WHEN YOU TALK ABOUT SUBSTANTIAL GOVERNANCE CONCERN, UM, IT COULD INCLUDE ISSUES AROUND, UM, RETENTION OF FACT FACULTY, WHICH WOULD, WHICH ENDS UP DISRUPTING THE EDUCATIONAL PROGRAM, CONFLICTS OF INTEREST OR VIOLATIONS OF BROWN ACT.

THAT IS JUST, UH, SOME SMALL, SOME A FEW EXAMPLES OF WHAT SUBSTANTIAL GOVERNANCE COULD LIKE.

I DO WANNA NOTE, WHEN WE'RE MAKING A CRITERION THREE FINDING, WE DO HAVE TO, UM, PRIOR TO MAKING A NON-RENEWAL DETERMINATION USING THIS CRITERION, WE DO NEED TO PROVIDE NOTICE TO THE CHARTER SCHOOL.

SO WE NEED TO PROVIDE AT LEAST 30 DAYS NOTICE OF THE ALLEGED VIOLATION AND THEN PROVIDE AN OPPORTUNITY TO CURE, UM, AND INCLUDING THEIR, THE PROVIDING THE CHARTER SCHOOL TO GIVE US A PROPOSED CORRECTION PLAN.

UM, THEN AFTER PROVIDING THIS NOTICE, WE HAVE TO ASSESS IT, AND WE STILL MAY DENY IF ONE, WE DETERMINE THE CORRECTIVE ACTION PLAN PROPOSED BY THE CHARTER SCHOOL HAS BEEN UNSUCCESSFUL, OR TWO, THE VIOLATIONS WERE SO SEVERE OR PERVASIVE TO PERVASIVE THAT THE, WE RENDER THE CORRECTION ACTION PLAN UNVIABLE.

UM, SO THAT'S AN IMPORTANT PART OF CRITERION THREE THAT NOTICE.

UM, AND WE CALL THOSE NOTICE OF ALLEGED VIOLATIONS WHEN THEY'RE ISSUED.

PRIOR TO, UM, RE UH, ANY TIME WE WERE GONNA POTENTIALLY CONSIDER THIS AS A FINDING.

OTHER, UH, OTHER THINGS I WANNA NOTE AROUND CHARTER RENEWALS.

THEY ARE GOVERNED BY LAW, SPECIFICALLY ED CODE 4 7 6 0 5.

UM, WE MUST CONSIDER THE CHARTER SCHOOL'S PERFORMANCE ON THE CALIFORNIA SCHOOL DASHBOARD, INCLUDING COMPARISON TO THE STATE.

AND THEN WE'LL TALK ABOUT THE, UM, MID HIGH, MIDDLE, AND LOW.

SO ON AN ANNUAL BASIS, CHARTER SCHOOLS ARE GIVEN A PERFORMANCE CATEGORY OF HIGH MIDDLE ALONE, OR LOW ASSIGNED BY THE STATE.

IF A SCHOOL IS NOT IDENTIFIED AS LOW OR HIGH, THEN IT'S PLACED IN THE MIDDLE PERFORMANCE CATEGORY.

AND I'LL GET INTO THIS IN MORE DETAIL IN FURTHER FURTHER SLIDES.

BUT A HIGH PERFORMING SCHOOL IS CONSIDERED A PRESUMPTIVE, PRESUMPTIVE APPROVAL, AND IT BE, CAN BE CONSIDERED FOR AN APPROVAL RECOMMENDATION FOR A 5, 6, 7 YEAR TERM.

AND WE'LL GET MORE IN SPECIFIC THAT LATER.

LOW PERFORMING SCHOOLS ARE CONSIDERED A PRESUMPTIVE DENIAL, AND IF IT IS RECOMMENDED FOR APPROVAL, IT CAN ONLY BE FOR A TWO YEAR TERM MIDDLE PERFORMING SCHOOLS IF RECOMMENDED FOR APPROVAL.

IT'S FOR FIVE YEARS ONLY.

THERE IS NO ALLOWABILITY TO OFFER A DIFFERENT TERM LENGTH FOR A MIDDLE PERFORMING SCHOOL.

SO IT'S EITHER FIVE YEARS OR OF COURSE, A NON POTENTIAL NON-RENEWAL.

SO IN LOOKING AHEAD AT OUR CHARTER SCHOOL RENEWALS FOR THE 26 27 SCHOOL YEAR, AS I SAID, WE HAVE 83 TOTAL WITH 76 INDEPENDENT, AND 70, I'M SORRY, AND SEVEN AFFILIATED.

AND THIS IS THE SUMMARY, UH, BASED ON, WE CALL IT THE 2026 PERFORMANCE CATEGORIES.

SO THAT'S THE MO THE MOST RECENT PERFORMANCE CATEGORIES THAT WERE RELEASED, JANUARY, 2026.

WE HAVE 12 HIGH PERFORMING, ONE LOW PERFORMING, AND 70 MIDDLE PERFORMING IN THE HIGH PERFORMING, EIGHT OR INDEPENDENT, AND FOUR ARE AFFILIATED.

THE ONE LOW PERFORMING IS AN INDEPENDENT CHARTER SCHOOL.

AND IN MIDDLE PERFORMING CATEGORY, WE HAVE 67 INDEPENDENT AND THREE AFFILIATED.

I DO WANNA NOTE, UH, PER STATE LAW, THE 2026 DASHBOARD DATA WILL BE RELEASED OCTOBER 15TH, AND MOVING FORWARD, THAT WILL BE THE RELEASE DATE.

SO MOST LIKELY THE STATE WILL RELEASE PERFORMANCE CATEGORIES BECAUSE THEY'RE BASED ON THE DASHBOARD DATA, WHICH I'LL TALK ABOUT IN A LITTLE BIT.

BUT THEY'LL RELEASE NEW PERFORMANCE CATEGORIES IN AND PROBABLY AROUND DECEMBER OR JANUARY, UH, THIS LAST YEAR, IT WAS RELEASED IN, THEY WERE RELEASED IN JANUARY.

SO LET'S TALK ABOUT HIGH PERFORMING SCHOOLS.

AS I SAID, IT'S A PRESUMPTIVE APPROVAL.

AND HOW DOES A SCHOOL BECOME A HIGH PERFORMING SCHOOL? WELL, THERE'S TWO, TWO WAYS.

BASICALLY, EITHER THE SCHOOL IS BLUE AND GREEN ACROSS ALL THE STATE INDICATORS.

AND WE'RE LOOKING AND THEY LOOK

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AT THE PRIOR TWO YEARS.

AND WHEN I SAY ALL INDICATORS, THIS INCLUDES, UM, NON-ACADEMIC INDICATORS SUCH AS CHRONIC ABSENTEEISM AND SUSPENSION RATES.

SO IF THE SCHOOL'S BLUE GREEN ACROSS THE BOARD FOR TWO YEARS, THEY CAN BE A HIGH PERFORMING, WE CALL THAT HIGH PERFORMING ONE.

UM, AND THEN THE SECOND WAY THAT YOU CAN POTENTIALLY BE CONSIDERED FOR HIGH AS A HIGH PERFORMING SCHOOL IS YOU'RE LOOKING JUST AT THE ACADEMIC INDICATORS AND THEIR SAME OR HIGHER THAN THE STATE AVERAGE FOR THE MAJORITY OF STUDENT GROUPS.

UM, I WILL NOTE THAT ACADEMIC INDICATORS, UH, FOR STUDENT, FOR SCHOOLS THAT SERVE K EIGHT ARE ELA, MATH, SCIENCE, AND ENGLISH LEARNER PROGRESS INDICATOR, WHICH WE ALSO CALL ELPI, UH, FOR HIGH SCHOOL.

IT'S THE SAME ELA MATH SCIENCE ELPI.

AND THEN WE ALSO HAVE COLLEGE AND CAREER INDICATOR, ALSO CALLED CCI.

AND SO THAT'S, AND AS I SAID, WE CAN CONSIDER A RECOMMENDATION FOR A FIVE, SIX, OR SEVEN YEAR TERM.

AND SO THIS IS OUR CURRENT, AND I WANNA EMPHASIZE CURRENT CONSIDERATION SHEET FOR HIGH PERFORMING SCHOOLS.

UH, WE DEVELOP THIS TO, AND IT IS ON OUR WEBSITE FOR TRANSPARENCY.

SO WHEN WE'RE LOOKING AT A HIGH PERFORMING SCHOOL, WHAT KIND OF THINGS DO WE WANNA CONSIDER IF WE WANNA RECOMMEND A SIX OR A SEVEN YEAR TERM? AND SO SOME OF THE THINGS THAT WE LOOK AT IS WE WANNA MAKE SURE WE LOOK AT THE OVERSIGHT SCORES FOR THE PAST TWO YEARS, ANY NOTICES THAT WERE ISSUED, CURRENT BENCHMARKS AND STUDENT GROUP PERFORMANCE, EQUITY AND ACCESS, SCHOOL CULTURE AND CLIMATE.

I DO WANNA NOTE WE ARE, THIS IS UNDER REVIEW.

UM, SO WE, LAST YEAR WE DID TAKE A LOOK AT IT, AND SINCE WE HAD ONLY UTILIZED IT ONE YEAR, WE DECIDED TO MOVE FORWARD AND CONTINUE TO IMPLEMENT IT.

UM, BUT WE ARE, WE ARE LOOKING AT POTENTIAL UPDATES TO THIS CRITERIA SHEET.

AND I'LL GIVE YOU AN EXAMPLE POTENTIALLY INSTEAD OF, WE ARE SEEING THAT A LOT OF SCHOOLS ARE NOT MEETING HIGH PERFORMING CRITERION.

ONE, MEANING THE BLUE AND GREEN ACROSS EVERY INDICATOR.

THERE'S CERTAIN REASONS FOR THAT.

UM, BUT MAJORITY ARE REALLY GETTING IN THROUGH THE, BEING HIGHER IN, IN THE STUDENT GROUPS.

AND SO WE MAY, WE'RE LOOKING AT POTENTIALLY CONSIDERING MAYBE WHAT'S YOUR HISTORY OF HIGH PERFORMANCE? HOW LONG HAVE YOU BEEN HIGH PERFORMING, THAT TYPE OF CONSIDERATION, PLUS OTHER THINGS WE'RE LOOKING AT.

SO IF THERE'S ANY UPDATES TO THIS, UM, WE WILL, OF COURSE WE WILL MANAGE IT UP.

AND IF YOU REMEMBER LAST YEAR, IF EVERY YEAR WE TAKE A LOOK AT OUR PRACTICES, ANYTHING, UM, JUST TO ENSURE THAT WE'RE BEING CONSISTENT AND THAT, UH, WHAT WE'VE DEVELOPED SEEMS TO BE APPROPRIATE AND WORKING.

UM, AND WE ISSUED A MEMO THAT IDENTIFIED CERTAIN AREAS THAT WE LOOKED AT AND CERTAIN WHAT WE WERE, WHAT WE DID, AND THAT WHAT WE WANTED TO CHANGE.

UH, WE HAD MENTIONED THIS, THAT WE LOOKED AT IT AND WE DETERMINED TO LEAVE, KEEP IT THE SAME.

AND SO THAT WOULD BE THE MECHANISM TO COMMUNICATE, UM, ANY UPDATES POTENTIALLY TO THIS PARTICULAR CONSIDERATION SHEET.

NOW WE CAN TALK ABOUT LOW PERFORMING SCHOOLS.

SO YOU'LL SEE THIS IS JUST THE FLIP OF HIGH PERFORMING.

SO IF THE CHARTER SCHOOL, ONCE AGAIN, YOU CAN BE FOUND TO BE LOW PERFORMING EITHER ONE OF TWO WAYS.

EITHER YOU RECEIVE THE TWO LOWEST PERFORMANCE LEVELS, AND THAT'S RED AND ORANGE ON ALL ESTATE INDICATORS OR, UM, OR FOR ACADEMIC INDICATORS, YOU ARE SAME OR LOWER THAN THE STATE AVERAGE AND FOR THE MAJORITY OF STUDENT GROUPS.

UM, AND SO AS OF THIS TIME, ONCE AGAIN, AS OF CURRENT, 'CAUSE THERE'S SOME, UM, THINGS IN PLAY, WHICH I'LL MENTION WHEN YOU'RE LOOKING TO RECOMMEND AN APPROVAL FOR A LOW PERFORMING SCHOOL WITH THE DISTRICT MUST MAKE FINDINGS THAT THE CHARTER SCHOOL IS TAKING MEANINGFUL STREP STEPS AND ADDRESS THOSE STEPS IN A REFLECTED IN A PLAN THAT'S ADOPTED BY THEIR GOVERNING BOARD.

UH, WHAT I DO WANNA NOTE THOUGH, AND WE'VE MENTIONED THIS A FEW TIMES, THERE IS PENDING LEGISLATION IN THE, AS IT'S, IT'S PART OF THE TRAILER BILL THAT WILL, UH, IS PROPOSING TO INCORPORATE, VERIFY DATA BACK INTO THE RENEWAL CRITERIA FOR LOW PERFORMING SCHOOLS AND ALSO FOR MIDDLE.

AND IT WOULD BE APPLIED AS IT WAS APPLIED PRIOR TO THE END DATE OF JUNE 30TH, 2026.

SO THE CURRENT LEGISLATION ENDED AT JUNE 30TH, 2026, I'M SORRY, 2025.

2025, JUNE 30TH, 2025 FOR LOW PERFORMING SCHOOLS.

UM, AND SO WE'LL SEE, WE'RE EXPECTING POTENTIALLY THAT TRAILER BILL TO BE PASSED BY JUNE 30TH, 2026.

SO WE SHOULD HAVE NO THEN IF IT, UH, PASSES THROUGH AND WHAT THE NEXT STEPS WILL BE, UH, AS TO THAT.

NOW WE'LL TALK ABOUT MIDDLE

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PERFORMING SCHOOLS.

THIS IS OUR BIGGEST CHUNK OF SCHOOLS AS WE, AS YOU SAW.

UM, IF THEY DON'T MEET THE CRITERIA FOR HIGH AND THEY DON'T MEET IT FOR LOW, THEY ARE CLASSIFIED AS MIDDLE.

AND AS I SAID, UH, THE CONSIDERATION CAN ONLY BE FOR A FIVE YEAR TERM OR DENIAL.

AND THE CONSIDERATION INCLUDES SCHOOL-WIDE PERFORMANCE AND PERFORMANCE OF STUDENT GROUPS ON BOTH THE STATE AND LOCAL INDICATORS AND DASHBOARD.

AND WE NEED TO PROVIDE GREATER WEIGHT TO THE ACADEMIC INDICATORS OR THE ACADEMIC PERFORMANCE ON THE DASHBOARD.

ONCE AGAIN, I WANNA NOTE THIS IS ALSO POTENTIALLY WHERE VERIFIED DATA MAY COME BACK INTO CONSIDERATION AS PART OF THE TRAILER BILL.

UM, AND AS A REMINDER FOR REMINDER FOR MIDDLE PERFORMING SCHOOLS, IT ACTUALLY ENDED JANUARY 1ST, 2026 PER CURRENT LEGISLATION.

SO THIS WOULD ALSO, IF, UM, SO WE'RE WATCHING THAT TRAILER BILL TO SEE THE IMPACT FOR LOW AND MIDDLE PERFORMING SCHOOLS, AND IT WOULD BE APPLIED IN THE SAME WAY AS IT WAS APPLIED PRIOR.

AND THAT IS THE END OF MY PRESENTATION.

AND SO, UM, WE'LL GO AHEAD AND, UH, YOU CAN ASK ANY QUESTIONS.

THANK YOU, UH, FOR THE PRESENTATION, I'LL OPEN UP TO MY COLLEAGUE, TANYA ORTIZ.

FRANKLIN, IF SHE HAS ANY QUESTIONS.

UM, I DON'T IMMEDIATELY, LET ME, LET ME CONTINUE THINKING IF THAT'S OKAY, .

OKAY, SURE.

NO PROBLEM.

UM, I HAVE ONE FOR MR. UM, DANNY WONG.

UM, YOU SHARE THAT THERE WILL BE NO NEW CO-LOCATIONS FOR 26 27, WHILE SOME EXISTING CO-LOCATIONS ARE PROJECTED FOR GROWTH OR REDUCTION PART OF YOUR PRESENTATION.

UM, AS THESE ADJUSTMENTS MOVE FORWARD, HOW IS THE DISTRICT WORKING TO ENSURE SCHOOL COMMUNITIES, ESPECIALLY, UM, THE STUDENTS AND FAMILIES AT THE HOST CAMPUSES ARE INFORMED, UM, AND SUPPORTED THROUGHOUT THE TRANSITION? UH, THE, THE TEAM PROVIDES RESOURCES TO THE, TO EACH REGION, UH, FOR THE REGION TO PROVIDE, UM, LETTER OR TEMPLATE LETTERS FOR THE, SO THE SCHOOL PRINCIPAL CAN COMMUNICATE THAT TO THE, TO THE COMMUNITIES AND ALSO, UH, WHAT OTHER SUPPORTS FOR THE CHARTER, THE CO THE CHARTER SCHOOLS WHO ARE, WHO ARE LEAVING, WHAT SORT OF SUPPORTS DO YOU PROVIDE? UM, THE CHARTER SCHOOL, CHARTER SCHOOLS THAT ARE LEAVING, THEY, UH, WE DO AN ASSESSMENT OF THE SPACE THAT THEY OCCUPIED, UH, MAKING SURE THAT EVERYTHING'S, UH, CLEAN AND IN ORDER, UH, BEFORE THEY LEAVE, UM, DO AN EXIT INSPECTION.

AND IF THEY NEED ADDITIONAL TIME TO, TO FOR LIKE, MOVE OUT, THEN, UH, THEN AN AMENDMENT TO THE AGREEMENT COULD BE MADE SO THAT THEY CAN KIND OF EXTEND, UM, UNTIL THEY'RE ABLE TO MOVE OUTTA THERE.

HAVE YOU FACED ANY CHALLENGES ON BOTH SIDES ON THE HOST SCHOOL OR THE CHARTER SCHOOL? ANY IN, IN THE TRANSITION? ANY SORT OF CHALLENGES THAT YOU'VE ENCOUNTERED, OR IT'S ALWAYS BEEN PRETTY SMOOTHLY? NOTHING THAT, NOTHING THAT COMES TO THE TOP OF MY HEAD RIGHT NOW.

GREAT.

YOU'RE WELCOME.

UM, MY NEXT QUESTION, UM, THE, THE PRESENTATION NOTES THAT 12 CHARTERS WERE DETERMINED TO BE OVER ALLOCATED, OH, SORRY, IT'S FOR YOU TWO AS WELL.

SORRY.

THE OTHER PART OF YOUR PRESENTATION, , UM, WITH, WITH REIMBURSEMENTS REDIRECTED BACK TO THE DISTRICT'S HOST SITES, BEYOND REIMBURSEMENT, ARE THERE LESSONS THE DISTRICT IS DRAWING FROM THESE OVER ALLOCATION CASES THAT COULD HELP IMPROVE, UM, THE FORECASTING TRANSPARENCY OR COMMUNICATION EARLIER, UM, FOR, YOU KNOW, FOR THE CHARTER SCHOOL, UM, SO TO REDUCE ANY DISRUPTION TO THEIR FISCAL SOLVENCY AND ALSO TOWARDS ANY DISRUPTION TO THE SCHOOL COMMUNITIES? I WOULD SAY A LOT OF THE OVERALL ALLOCATION IS DICTATED BY STATE LAW.

UM, AS FAR AS, UM, THEM, AND YOU, YOU'RE THE EXPERT HERE, SO DON'T YOU, YOU KEEP ME ON TRACK HERE AS FAR AS THEIR, UM, YOU KNOW, THEIR PROJECTED A DA OR EVALUATING THAT, A EA SENDING IT BACK, THAT IS, A LOT OF THAT IS DICTATED BY STATE LAW, PREVIOUS CASES, POLICY AND SUCH.

UM, AND SO I DO THINK THE, IT'S GOING DOWN.

I DO DO KNOW THAT THERE'S LESS OVER ALLOCATION.

BUT AS FAR AS, UM, THE FISCAL PIECE, WHICH, WHICH SIDE OF IT? EXPLAIN THAT QUESTION A LITTLE MORE.

THE FISCAL, LIKE THE, THE CHARTER.

THE CHARTER.

'CAUSE WE KNOW THE CHARTER SCHOOLS HAVE ALL, THEY'RE ALL CURRENT, RIGHT? AND WE JUST ISSUED.

SO, SO IN, UM, FOR INSTANCE, IF THEY'RE, THEY'RE NOTIFIED THAT LAST YEAR THEY WERE ALL OVER ALLOCATED.

NOW THEY OWE THIS, YOU KNOW, CERTAIN AMOUNT.

AND, UM, HOW GREATLY WOULD THAT IMPACT THEIR, UM, BUDGET KNOWING THAT NOW THEY HAVE THIS SORT OF, UM, THEY HAVE TO PAY BACK.

SO HOW DOES THAT IMPACT THEM AND HOW WE, HOW DO WE HELP THEM? GOT IT.

WELL, WE PROVIDE NOTIFICATIONS THROUGHOUT THE YEAR THAT THEY POTENTIALLY COULD BE OVER ALLOCATED, THAT AT LEAST IS IF AT LEAST THREE

[00:30:01]

TIMES.

UM, SO IF WE'RE LOOKING AT THE DATA AND SAYING, LOOK, YOU LOOK LIKE YOU'RE GONNA BE OVER ALLOCATED.

THEY ARE PROVIDED AT LEAST THREE NOTICES THROUGH THE YEAR.

AND SO THAT'S, THAT LETS THE, THAT LETS THEM KNOW THAT THIS IS A POTENTIALITY AND THEY CAN PLAN FOR IT.

OKAY, GREAT.

SO IT'S NOT LIKE A SURPRISE, LIKE ALL OF A SUDDEN YOU OWE THIS MONEY, THEY'VE BEEN NOTIFIED, YOU'VE BEEN HAVING COMMUNICATIONS AS TO THIS, COULD, YOU KNOW, ABSOLUTELY TAKING PLACE.

AND YOU WANNA ADD SOMETHING DANIEL? UH, THE, UH, REGULATIONS ALSO, UH, PERMIT THE CHARTER SCHOOL TO, IF THEY THINK THAT THEY'RE GONNA BE OVER ALLOCATED TO OFFER SPACE BACK TO THE DISTRICT, AND IF THE DISTRICT WOULD TO ACCEPT IT BACK THEN THEY'RE PRO RATA SHARE, UH, CHARGE WILL BE ADJUSTED ACCORDINGLY AS WELL AS THEIR OVER ALLOCATION REIMBURSEMENT, UH, OBLIGATIONS.

THAT'S GOOD TO KNOW.

AND LET'S SEE, UH, ANY OTHER QUESTIONS? MS. ORTIZ? FRANKLIN THAT POPPED UP FOR YOU? YEAH, THANKS.

I WAS TRYING TO ORGANIZE THEM 'CAUSE I PROBABLY HAD A FEW NOTES IN DIFFERENT PLACES.

UM, I GUESS GENERALLY I'M CONCERNED ABOUT WHAT WE'RE LEARNING.

AND SO MAYBE MARLA, THIS IS FOR YOU.

UM, YOU KNOW, ONE OF THE THINGS THAT'S COME UP A LOT IS, UH, ACADEMIC GROWTH RATHER THAN JUST OVERALL PERFORMANCE.

I MEAN, IT'S SOMETHING THAT I'VE MENTIONED.

UM, SO THAT'S A SPECIFIC EXAMPLE.

BUT TO WHAT EXTENT ARE WE, UM, TAKING WHAT WE'RE LEARNING FROM THE YEAR, WHAT YOU'RE HEARING FROM THE BOARD, FROM THE PUBLIC TO, UH, POTENTIALLY REVISE THE POLICY FOR NEXT YEAR? THAT'S A GOOD QUESTION.

WELL, AS I SAID, EVERY YEAR WE, UH, WE REEVALUATE ANY OF OUR, UM, UH, OPERATE ANY WAY THAT WE OPERATIONALIZE A POLICIES A POLICY.

SO FOR EXAMPLE, LIKE WE TALKED ABOUT LAST YEAR, PROVIDING, UM, WE, WE LOOKED AT THE HP PERFORMANCE, UH, SHEET, BUT WE ENDED UP NOT MAKING CHANGES, BUT WE ALSO REEVALUATED THE IDENTIFYING MAGNET SCHOOLS RIGHT.

AS PART OF THE RESIDENT SCHOOL LIST.

THAT WAS PART OF THE CHANGES THAT WE MADE LAST YEAR.

SO WE'LL BE LOOKING AT, UM, ALL OF THE PIECES AND MAKE ANY RECOMMENDATIONS FOR CHANGES AS TO, UM, AND YOUR CONCERN IS AROUND LOOKING AT, UH, MORE PARTICULAR AROUND THE GROWTH PIECE, LIKE IF THEY, IF THE CHANGE FACTOR, LET'S SAY, ON THE DASHBOARD.

I DO WANNA NOTE TOO, THOUGH, UM, YOU KNOW, WITH VERIFIED DATA, YOU KNOW, IT POTENTIALLY COMING BACK INTO, UH, THE RENEWAL CRITERIA THAT IS REALLY LOOKING AT GROWTH, RIGHT? ONE YEAR'S GROWTH.

UM, AND SO, YOU KNOW, HOPE, YOU KNOW, WE'LL, WE'LL SEE WHAT HAPPENS, BUT THAT IS, WE'LL BE THE, IS THE MAIN MECHANISM TO LOOK AT ONE YEAR'S GROWTH.

UH, AND WHEN WILL WE KNOW THAT? I WE'RE THINKING PROBABLY JUNE 30TH, UM, BY JUNE 30TH, WE'LL KNOW THE, WHERE THE TRAILER BILL'S AT AND, AND, AND IF IT GO PASSES.

SO I, THAT, THAT WILL BE AN IMPORTANT FACTOR TO LOOK AT.

GROWTH.

I'LL, YEAH.

AND THEN IF THERE ARE ANY REVISIONS, DOES IT COME BACK TO THE BOARD FOR APPROVAL? WELL, PO ANY POLICY REVISIONS WILL HAVE TO COME BACK TO THE BOARD FOR APPROVAL.

IF IT'S A PO, IF IT'S A POLICY, UM, UPDATE.

UM, LAST TIME WE MADE SOME REVISIONS TO THE WAY WE JUST MORE COMMUNICATIONS.

THAT WAS MORE HOW WE COMMUNICATE THINGS OR MAYBE ADD THINGS TO OUR DATA SET THAT WAS DONE THROUGH THAT MEMO.

I'LL CALL IT THE MEMO.

BUT IT WAS A BOARD INFORMATIVE WITH A MEMO AND A CHART.

UM, BUT THOSE WERE MORE, UM, COMMUNICATION TRANSPARENCY PIECES.

WELL THAT'S ACTUALLY FITTING FOR, YOU KNOW, MR. MCLEAN AND DR.

EVAS HERE.

THE THREE OF US ARE WORKING ON, UH, REVISING THE BOARD RULES AND THE POLICIES UNDER A LARGER UMBRELLA OF WORK.

UM, SO IT SOUNDS LIKE THIS MIGHT FIT INTO THAT AND, AND CAN HELP US DISTINGUISH BETWEEN WHAT'S A POLICY VERSUS A MEMO VERSUS A REFERENCE GUIDE.

UM, AND SORT OF WHO IS THE FINAL, UH, DECISION MAKER OR APPROVAL SIGNER ON, ON EACH OF THOSE LEVELS.

SO I'M JUST MAKING A NOD TO MY, MY COLLEAGUES HERE ON THE DEIS, UM, , BUT I CAN ALSO ADD, UM, GO AHEAD.

UM, BOARD MEMBER FRANKLIN, WE ARE LOOKING AT OUR POLICY.

SO THE BOARD APPROVED POLICY, IT WAS UPDATED, I WANNA SAY IN 2020.

JUNE, 2020, I THINK I HAVE IT HERE SOMEWHERE.

UM, WE ARE TAKING A LOOK AT THAT.

UM, AND, AND WORKING WITH OFFICE OF GENERAL COUNSEL ON THAT.

AND SO, BUT THAT IS SOMETHING, AND ANY CHANGES, AS I SAID TO THE BOARD APPROVED POLICY WOULD COME BACK TO THE BOARD.

UM, SO THAT IS ALSO PART OF OUR REVIEW AS WELL RIGHT NOW.

IT, BUT I DO THINK THE BOARD AND THE PUBLIC NEED TO BE MADE AWARE WHEN WE'RE MAKING DECISIONS THAT DISPROPORTIONATELY HARM ANY GROUP OF STUDENTS.

UM, AND THEN ANOTHER KIND OF LESSON LEARNED IS, YOU KNOW, I THINK WE VOTED TO CLOSE A COUPLE OF SCHOOLS THAT DISPROPORTIONATELY SERVED BLACK STUDENTS.

AND SO I'D LOVE FOR US TO DO AN ANALYSIS OF A, WHERE DO THOSE STUDENTS GO? DID THEY COME BACK TO US? UM, OR DISTRICT SCHOOLS, I SHOULD SAY.

UM, AND THEN ALSO, YOU KNOW, HOW DOES THAT COMPARE, UM, TO MAYBE OTHER AUTHORIZERS, UH, IF, IF THERE IS AN ABILITY TO LOOK AT, UM, WHAT WAS APPROVED BY LACO AFTER WE DENIED IT.

UM, JUST SORT OF LEARNING THOSE LESSONS, RIGHT? BECAUSE AS WE'RE NOT ONLY THINKING ABOUT REVISING THE POLICY, BUT ALSO LIKE OUR EQUITABLE LENS FOR LOOKING AT THESE THINGS.

AND I DON'T KNOW IF WE HAVE, UM, GATHERED THAT DATA, BUT I WOULD BE PARTICULARLY, UM, INTERESTED IN IT.

AND NOT TO SAY THAT, YOU KNOW, WE'RE USING RACE AS THE ONLY REASON TO KEEP A SCHOOL OPEN OR CLOSE

[00:35:01]

AND JUST A, UM, SORT OF QUALITATIVE TREND I'VE NOTICED IS THE, UH, SCHOOLS THAT HAVE SERVED MORE PREDOMINANTLY BLACK STUDENTS HAVE BEEN THE ONES THAT WE HAVE CLOSED.

AND THEN IN SOME CASES, UM, I GUESS I'M NOT ACTUALLY SURE, HAVE THEY BEEN APPROVED BY LACO, HAVE THEY NOT? OR ARE THERE OTHER REASONS FOR WHICH WE DENIED A SCHOOL THAT LACO ULTIMATELY APPROVED? BECAUSE I, I WOULD ALSO LIKE TO LEARN IN THAT REGARD, WHY DID THEY APPROVE IT AND WE DIDN'T.

WHAT WAS THE FACTOR THEY WERE LEANING ON THAT OUR, UM, CURRENT POLICY OR PRACTICE, YOU KNOW, DIDN'T, UH, HAVE THE SAME RESULTS? SO MORE IN THE, THE CATEGORY OF LEARNING.

NO, AND I APPRECIATE THAT FEEDBACK.

AND SO NO, WE HAVEN'T ASSESSED THAT.

LOOKING AT THROUGH THAT LENS.

UM, AS FAR AS OUR RECOMMENDATIONS FOR DENIAL, THAT'S SOMETHING, UH, WE CAN TAKE A LOOK AT.

AND ALSO CONSIDER ALSO OUR RECOMMENDATIONS FOR APPROVAL, RIGHT? IT'S THAT YOU HAVE TO LOOK AT THE WHOLE, THE WHOLE PICTURE, UM, I THINK WOULD BE IMPORTANT.

I ALSO WANNA SAY, AS FOR LACO, UM, WE DO TRACK THAT VERY CLOSELY WHEN A CHARTER SCHOOL APPEALS TO LACO AND WE SEND THOSE COMMUNICATIONS TO THE BOARD.

I WOULD SAY THIS, THIS YEAR, THE, THE MAJORITY OF, UH, THE ONES THAT WERE APPEALED TO LACO, THE LACO STAFF ALSO RECOMMENDED DENIAL.

AND ULTIMATELY THEIR BOARD DECIDED, UM, THE MAJORITY, NOT ALL OF THEM.

I WILL NOTE THERE WAS A RECENT ONE THAT DID GO ON APPEAL TO LACO.

THE STAFF RECOMMENDED APPROVAL.

THE BOARD ALSO AGREED WITH THEIR STAFF RECOMMENDATIONS, AND THEY DID CONSIDER VERIFIED DATA, WHICH WE KNOW, UH, HAD ENDED, UM, JANUARY 1ST, 2026.

BUT THAT'S THEIR, THEIR PREROGATIVE AND THEIR REVIEW.

BUT WE LOOK AT THAT AND, UM, WE, WE MONITOR THAT VERY CLOSELY.

UH, SO WE CAN, WE, WE CAN TAKE A LOOK AT SOME OF THESE PIECES, UM, AS WE, AS WE ARE, UH, REVIEWING OUR PROCESSES AND PROCEDURES.

AND I JUST SAID, GREAT.

YEAH, I THINK IT'S IMPORTANT.

WE'RE IN THE BUSINESS OF TEACHING AND LEARNING, AND SO WE GOTTA BE LEARNERS OURSELVES.

UH, BOARD MEMBER ORTIZ FRANKLIN, JUST TWO NOTES TO ADD TO, UH, MS. WILMA'S RESPONSES.

FIRST ON TRAILER BILL.

WE ARE WORKING VERY CLOSELY ALSO WITH THE OFFICE OF GOVERNMENTAL RELATIONS.

IN TERMS OF ANY UPDATES, UH, AT THIS POINT, OUR UNDERSTANDING IS THAT LANGUAGE WOULD STILL BE INCLUDED.

UM, SO WE'RE TRACKING THAT VERY CLOSELY AND WITH THEIR SUPPORT.

AND, AND IN TERMS OF YOUR, UH, LA LAST POINT IN TERMS OF THE FACTORS FOR APPROVAL OR DENIAL, UH, JUST TO UNDERSCORE AND, AND WE WILL TAKE THAT BACK FOR FURTHER CONVERSATION WITH OUR COUNCIL, UH, CERTAINLY ARE ALIGNED WITH THE ED CODE IN TERMS OF THE DETERMINATIONS.

UM, TAKE VERY SERIOUSLY ANY RECOMMENDATIONS, ESPECIALLY FOR DENIAL.

WE UNDERSTAND THOSE, THOSE, UH, IMPACTS, UH, TO STUDENTS.

UM, BUT CERTAINLY, YOU KNOW, FOLLOW WHAT IS PRESCRIBED IN, UH, ED CODE AND POLICY TO MAKE THOSE DECISIONS AS CONSISTENT, AS FAIR AS POSSIBLE, UM, IN ACCORDANCE TO DISTRICT POLICY AS WELL.

ON TO OUR SECOND PRESENTATION.

WONDERFUL.

SO NO FURTHER QUESTIONS FROM ME.

UM, I DON'T KNOW IF YOU HAVE ANY QUESTIONS.

NO.

SO THANK YOU SO MUCH, UH, FOR YOUR PRESENTATION AND UPDATES IN IT.

UM, SO NOW WE WILL MOVE

[III.2. Charter School Spotlight: ICEF View Park Preparatory High School Arts Education Program ]

WE HAVE, UM, ON SPOT CHARTER SCHOOL SPOTLIGHT, ISEF VIEW PARK PREPARATORY HIGH SCHOOL IS HERE.

AND AS THEY COME UP TO THE PODIUM, UM, THEY WILL SHARE MORE, UM, SOME, UM, INFORMATION OR HIGHLIGHTS ON THEIR ARTS EDUCATION PROGRAM AND THE OPPORTUNITIES STUDENTS ARE RECEIVING THROUGH ARTS INSTRUCTION AND PERFORMANCE-BASED LEARNING.

SO, JOINING US TODAY, WE HAVE SHARON OWENS LINCOLN.

UH, CHIEF OF SCHOOLS AND PRINCIPAL.

AND JAMIE HAD DIRECTOR OF ARTS.

IS HE HERE? WE ACTUALLY HAVE A, A REPLACEMENT FOR JAMIE.

OH, OKAY.

WE HAVE OUR, OUR DIRECTOR OF STUDENT SERVICES, DR.

STAMPS.

OH, WELL, WELCOME.

THESE SKILLS INCLUDE COMMUNICATION, CRITICAL THINKING, SELF-EFFICACY, AND CONFIDENCE, EMOTIONAL REGULATION AND CURIOSITY.

AND ALSO WE HAVE MR. JUD FISH PERFORMING ARTS COORDINATOR AND VPHS DRAMA TEACHER.

CORRECT.

AWESOME.

WONDERFUL.

WELL, THANK, WE APPRECIATE FOR, UH, JOINING US TODAY AND LOOK FORWARD TO LEARNING ALL ABOUT IF GREAT.

UH, GOOD AFTERNOON.

MY NAME IS SHARON OWENS LINCOLN.

I AM THE CHIEF OF SCHOOLS FOR IF PUBLIC SCHOOLS AND ALSO CURRENT PRINCIPAL, UH, AT, UH, IFU PARK HIGH SCHOOL.

UM, OUR, UM, I JUST WANNA WELCOME OUR, OUR INTRODUCE YOU TO OUR NEW PRINT, OUR NEXT PRINCIPAL AT VIEW PARK HIGH SCHOOL.

SHE'S OUR CURRENT PRINCIPAL IN RESIDENCE, MS. UH, SARAH BROWN.

SO SHE'LL BE TAKING THE HELM, UH, IN FALL 26.

UM, SO, UH, I AM TRULY HONORED TO, UH, BE BEFORE YOU TODAY TO SHARE INFORMATION ABOUT ONE, OUR CALIFORNIA EXEMPLARY ARTS EDUCATION AWARD AND OUR OVERALL ARTS PROGRAMMING AT ISO VIEW PARK PREPARATORY HIGH SCHOOL.

UM, WE CAN CHANGE, CHANGE THE SLIDE.

IS THERE A CLICKER RIGHT THERE? OH, THANK YOU.

[00:40:01]

UH, AT IS F WE ARE COMMITTED TO NURTURING GENIUS IN EVERY ONE OF OUR SCHOLARS THROUGH OUR THREE A MODEL, ACADEMICS, ARTS, AND ATHLETICS.

WE BELIEVE THAT ACADEMIC SUCCESS IS ACHIEVED BY PROVIDING STUDENTS WITH EXCELLENT DAILY TEACHING AND LEARNING EXPERIENCES THAT HELP DEVELOP CRITICAL, THE CRITICAL TRANSFERABLE SKILLS, UH, THAT OUR SCHOLARS NEED TO THRIVE IN COLLEGE, CAREER AND LIFE.

WE BELIEVE THAT ARTS AND ATHLETICS ARE POWERFUL VEHICLES FOR HELPING STUDENTS DEVELOP THESE SKILLS IN MEANINGFUL AND AUTHENTIC WAYS.

THROUGH ARTS, OUR STUDENTS LEARN TO EXPRESS THEMSELVES WITH CONFIDENCE AND CREATIVITY.

THEY LEARN TO COLLABORATE, REFLECT, THINK CRITICALLY, AND EXPLORE THE WORLD AROUND THEM WITH CURIOSITY AND PURPOSE.

THESE, UH, EXPERIENCES HELP OUR SCHOLARS TO DISCOVER NOT ONLY THEIR TALENT, BUT ALSO THEIR IDENTITY AND THEIR VOICE AT ICFU PARK HIGH SCHOOL.

OUR ARTS PROGRAMMING IS INTENTIONALLY DESIGNED AS AN ADVANCING SEQUENCE, UM, OF BEGINNING, INTERMEDIATE, AND ADVANCED COURSEWORK ACROSS THREE CORE DISCIPLINES, UH, FILM, DIGITAL MUSIC, PRODUCTION, AND ALSO THEATER.

OUR SCHOLARS ENGAGE IN AUTHENTIC REAL WORLD EXPERIENCES THAT ALLOW THEM TO BUILD TECHNICAL EXPERTISE WHILE ALSO DEVELOPING CONFIDENCE, COMMUNICATION SKILLS, AND CRITICAL THINKING THAT WILL SERVE THEM IN HIGH SCHOOL AND BEYOND.

THESE ARE OUR COURSE SEQUENCES FOR EACH OF OUR, UM, ARTS DISCIPLINES.

AT BE PARK HIGH SCHOOL.

YOU SEE DIGITAL MUSIC PRODUCTION, FILM PRODUCTION, AND THEATER STUDENTS START WITH A BEGINNING CLASS, INTERMEDIATE CL COURSE, AND THEN AN ADVANCED COURSE.

UM, WE ARE INCREDIBLY PROUD OF OUR STUDENTS, TEACHERS, ARTS PARTNERS AND LEADERSHIP TEAM WHOSE COMMITMENT HAS MADE OUR CALIFORNIA EXEMPLARY ARTS EDUCATION AWARD POSSIBLE AND JUST A WONDERFUL, SUPPORTIVE, UM, AND ENRICHING CULTURE AROUND ARTS, UH, AT VIEW PARK HIGH SCHOOL.

SO NOW I WANNA TURN THINGS OVER TO OUR DIRECTOR OF STUDENTS, OR, UM, I'M SORRY.

OUR VICE PRESIDENT OF STUDENT SERVICES, DR.

NICKLEY STAMPS TO SHARE MORE DETAILS ABOUT OUR ARTS PROGRAMMING.

IT SOUNDED DIFFERENT ON THE HEADPHONES FOR EACH PART.

I'M EXCITED TO SPEAK ABOUT OUR DIGITAL MUSIC AND FILM CO UH, FILM PRODUCTION COURSES, COURSE SEQUENCES.

AS ISEF LEADERS THOUGHT THROUGH CULTURALLY RELEVANT PEDAGOGY, THERE WAS A DESIRE FOR OUR STUDENTS TO UNDERSTAND THE HISTORY THROUGH THE LENS OF HIP HOP AS AN ENDURING MEDIUM THAT TELLS THE STORY OF SOCIETY.

IN THESE COURSES, WE ASK STUDENTS TO ADOPT A CRITICAL LENS AND UTILIZE FRAMEWORKS THAT ANALYZE OUR LIVED EXPERIENCES.

THIS IS THE OVERARCHING GOAL THAT OUR STUDENTS WORK TOWARDS AS THEY STUDY MUSICAL GENRES AND ESTABLISH THEIR IDENTITIES AS ARTISTS THROUGH THEIR LEARNING EXPERIENCES, THEY DEVELOP A SENSE OF MUSICALITY, ENGAGE AS THOUGHT PARTNERS WITH PEERS, AND REFLECT DEEPLY.

WE ARE FORTUNATE THAT THIS WORK IS LED BY PASSIONATE EDUCATORS LIKE MR. SEBASTIAN ELBE, WHO IS A FOUNDING HIP HOP EDUCATOR FOR THE STATE OF CALIFORNIA.

AS A LEADERSHIP TEAM, WE UNDERSTAND THAT OUR WORK IS TO CREATE OPPORTUNITIES TO CULTIVATE THIS PASSION WITHIN OUR EDUCATORS.

WE CONSTANTLY ENGAGE WITH THIS IDEA OF HOW CAN WE SHOWCASE THEIR CONTENT EXPERTISE.

WE WANT OUR TEACHERS TO CREATE MEANINGFUL LESSONS WHERE OUR STUDENTS PUSH THEMSELVES TO THINK THROUGH SONG CONCEPTS AND STRUCTURES STILL, WHILE MAINTAINING THIS GOAL OF TRYING TO EXPRESS THEMSELVES.

OUR STUDENTS GENUINELY BENEFIT FROM MR. ALBEE'S EXPERTISE AS HE PUSHES THEM TO EXER EXERCISE AND STRETCH THE VOICE THAT EXISTS ALREADY EXISTS WITHIN THEM.

WE'D LIKE TO SHARE A MOMENT FROM ONE OF HIS CLASSES THAT WE WERE ABLE TO CAPTURE WHERE TWO STUDENTS ENGAGED IN DISCOURSE REGARDING SONG STRUCTURE AND HAD AN OPPORTUNITY TO PRACTICE OFFERING CONSTRUCTIVE FEEDBACK.

SHOULD I CLICK IT AGAIN? NOW WE'RE GONNA HEAR YOUR FEEDBACK BE NICE.

THIS IS CONSTRUCTIVE CRITICISM, RIGHT? THAT'S WHY THE WORD IS CONSTRUCTIVE.

YOU'RE BUILDING PEOPLE UP, YOU'RE NOT TEARING 'EM DOWN.

ALRIGHT, UH, JA, LET'S HEAR WHAT YOU GOT.

UH, ALRIGHT, I'M, I'M GONNA ANSWER ALL, ALL RIGHT.

FOR THE FIRST ONE, I, I WOULD GIVE YOU A THREE.

UM, I'M NOT A HEAVY PERSON ON STRUCTURE, BUT I FEEL LIKE IT WAS JUST A LOOP.

LIKE ALL YOU HAVE WAS LIKE A LITTLE SILENCE PART AND THEN THERE WAS LIKE A LITTLE OUTRO, BUT THERE WAS NO INTRO.

AND I'M NOT SAYING LIKE EVERY BEAT NEEDS AN INTRO, BUT I DON'T KNOW, IT JUST FELT A LITTLE REPETITIVE.

YEAH, I ONLY, UM, FOR THAT I JUST ONLY LOOPED LIKE CHORDS.

BUT THERE WAS LIKE, WELL FROM MY HEADPHONES THERE WERE DIFFERENT, LIKE,

[00:45:01]

'CAUSE THERE ARE, IF YOU LOOK AT IT STRUCTURALLY, THERE IS LIKE ACTUAL CHANGES.

BUT IT, I JUST, I WAS LOOKING AT IT, YOU KNOW, BUT THAT'S WHY I GAVE YOU A THREE.

IT'S DEVELOPING.

SO WE CHOSE THIS CLIP BECAUSE YOU SEE THE STUDENT USE EVIDENCE TO TALK ABOUT HIS, UM, USE EVIDENCE AND DEFEND HIS OPINION THAT HE SHARED AND THE FEEDBACK THAT HE GAVE TO HIS CLASSMATE.

WE WERE ALSO EXCITED TO SHOWCASE THE FINAL PRODUCTS OF THE THIS COURSEWORK LAST SEMESTER, WHICH WAS 10 REALLY THOUGHTFULLY STRUCTURED EPS THAT OUR STUDENTS HAD TO SHOWCASE AND, UH, LISTENING PARTY FOR.

WE WANTED OUR STUDENTS TO QUESTION, IS THIS THE APPROPRIATE LENS? AND IF NOT, SHOULD WE SHIFT THE WAY THE NARRATIVE DEVELOPS IN ORDER TO ACHIEVE THIS GOAL? WE RECOGNIZE THAT WE NEED TO DEVELOP OUR STUDENTS AS STORYTELLERS TO GIVE THEM THE POWER TO HIGHLIGHT THE GREAT THINGS HAPPENING IN OUR COMMUNITY AND TO FULLY UNDERSTAND THE WORK THAT NEEDS TO BE DONE TO ENSURE WE CAPTURE THAT FOOTAGE.

OUR STUDENTS ARE CONSTANTLY GRAPPLING WITH QUESTIONS THAT ASK THEM TO CONSIDER HOW A NARRATIVE COMES TO LIFE IN A WAY THAT IS AUTHENTIC BUT REFLECTIVE OF WHAT THE AUTHOR INTENDED TO CONVEY.

THESE OPPORTUNITIES REQUIRE OUR STUDENTS TO IMMERSE THEMSELVES IN OTHERS' EXPERIENCES.

AND AS WE'VE DONE THIS WORK, WE'VE NOTICED A POSITIVE SHIFT IN OUR STUDENTS' ABILITY TO TAKE ON OTHERS' PERSPECTIVES, WHICH IS HOW OUR ACTIVELY LIVE INTO OUR IEF CORE VALUE OF EMPATHY.

WE ARE FORTUNATE THAT WE HAVE THIS SEQUENCE OF COURSES THAT ENCOURAGE STUDENTS TO NOT ONLY CONNECT TO THE IEF COMMUNITY, BUT TO ALSO CONNECT TO OUR BROADER COMMUNITY.

NOW WE WILL SHARE A CLIP FROM VIEW PARK HIGH SCHOOLS NIGHTLY NEWS, WHICH HIGHLIGHTS STUDENTS' INTRODUCTION TO THE FUNDAMENTALS OF STORYTELLING AS THEY HELP US TO DEVELOP COMMUNITY BY CAPTURING WHAT'S HAPPENING AT THE HIGH SCHOOL.

THIS IS A BRIEF SNIPPET THAT WE'VE EDITED, UM, WHERE THE STUDENTS ARE FOCUSED ON SHOWCASING ONE OF OUR AWARD-WINNING PROGRAMS. HELLO, I'M DANI AND I'M AN AND THIS IS NIGHTLY NEWS HIGH SCHOOL, MUSICAL STARTING MAHON WOODY, TY DOOLEY, MIRACLE MOORE, EVAN MYRICK, AARON ROBINSON, JA CRUTCHFIELD, MALIA MCLIN AND MOORE WAS AMAZING.

HERE ARE SOME PLACE FROM THE SHOW.

ONCE AGAIN, I'M DANI AND I'M AN NIGHTLY AND THIS IS NIGHTLY NEWS.

SO THAT CLIP SHOWCASES OUR STUDENTS' ABILITY TO GO OUT, GET THE FOOTAGE, BUT ALSO DO THE WORK TO STRING IT TOGETHER, PUT THE MUSIC BEHIND IT, AND REALLY THINK THROUGH HOW WE TELL A STORY.

YOU MAY HAVE ALSO NOTICED IN THAT LAST CLIP, UM, A FEW FAMILIAR FACES STANDING BEFORE YOU.

AND I'M EXCITED TO INTRODUCE ONE OF OUR PAS PASSIONATE EDUCATORS, MR. JUDD FISH, WHO HAS LED OUR THEATER PRODUCTION PROGRAM FOR THE PAST 11 YEARS.

ALRIGHT.

ALL RIGHT, COOL.

HI GUYS.

IT'S HONORED TO BE HERE.

UM, SO I TEACH, UH, UH, DRAMA ALL THE WAY UP TO THE THEATER PRODUCTION AT VIEW PARK PREPARATORY CHARTER HIGH SCHOOL.

IN ADDITION TO CONDUCTING THE ALL IS E PERFORMING ARTS PROGRAM, SOME OF THE CLIPS THAT YOU SAW FROM SHOWS THAT INCLUDES STUDENTS FROM ABOUT, UH, GRADES TWO, UH, SECOND AND UP.

UM, BUT AT THE HIGH SCHOOL, UM, AND THE DRAMA, UH, CTE PATHWAY, WHICH IS ARTS MEANING ENTERTAINMENT, WE, WE HAVE INTRO TO DRAMA WHERE THEY'VE LEARNED BASIC PUBLIC SPEAKING SKILLS, INCLUDING BREATHING TECHNIQUE, PHYSICALITY, UM, AND THEN WE MOVE ON TO ADVANCED DRAMA WHERE THEY START GENERATING ORIGINAL MATERIAL, UM, THROUGH PLAYWRITING, BUT ALSO ALSO, UM, WORKING WITH SCRIPTS.

EVERYTHING FROM SHAKESPEARE TO AUGUST WILSON, WHICH YOU'RE GONNA GET A SNAPSHOT OF FROM MY LIVING ARTIFACTS HERE I'M VERY PROUD OF.

AND THEN IN THEATER PRODUCTION, WHICH IS THE, UH, THE THIRD YEAR COURSE OR CAN BE THE CULMINATING COURSE FOR THE CT PATHWAY, STUDENTS GET REAL HAND-ON HANDS-ON EXPERIENCE DOING PROFESSIONAL SIMULATIONS AT PROFESSIONAL THEATERS.

SO WE PRODUCE A WINTER PLAY, WHICH IS MORE KIND OF CATERED TO A YOUNGER AUDIENCE.

SO WE CALL IT KIND OF A CHILDREN'S THEATER UNIT, WHICH IN THE PAST HAS BEEN SHREK, UM, FROZEN.

AND THEN THE SPRING PLAY, WHICH IS MORE CATERED TO THE, THE HIGH SCHOOL SCHOLARS.

SO LAST YEAR WE DID OF COURSE, HIGH SCHOOL MUSICAL, AND THIS YEAR WE'RE WORKING ON NEWSIES, WHICH WILL BE, UM, FEATURED AT MIRACLE THEATER MAY 29TH AND 30TH.

UM, SO I'D LOVE TO SEE YOU GUYS COME OUT FOR THAT.

UM, AND UH, WE ALSO HAVE A LOT OF PROFESSIONAL PARTNERSHIPS.

THE LA OPERA, THE STUDENTS PARTICIPATE IN A OPERA PROGRAM EVERY YEAR WHERE THEY PERFORM ALONGSIDE PROFESSIONAL OPERA SINGERS AND PRODUCE THAT AT OUR K EIGHT FOR OUR ALL OF OUR FIFTH GRADE AUDIENCES.

UM, THROUGHOUT THE COURSE OF THE YEAR, THE STUDENTS, I TRY TO DEVELOP THEM INTO TRIPLE THREAT,

[00:50:01]

SO THAT'S ACTORS, SINGERS, AND DANCERS.

BUT THERE'S ALSO A, A FOURTH ELEMENT AND THAT'S, UM, PREPARING THEM TO BE PROFESSIONALS IN ANY SORT OF, UM, WORKPLACE OR ACADEMIC INSTITUTION.

SO THAT'S WORKING IN COLLABORATIVE LEARNING GROUPS TO PRODUCE, UM, ORIGINAL MATERIAL AND THEN PRODUCE SCRIPTED SCENES AND MONOLOGUES.

UM, WE, OTHER THAN BEING CELEBRATED ON STAGE, OUR SCHOLARS, UM, DO VERY WELL AT MONOLOGUE COMPETITIONS.

SO WE'VE WON THE PASADENA NOISE WITHIN SHOW MUST GO ON MONOLOGUE COMPETITION EVERY YEAR FOR THE LAST FOUR YEARS.

UM, AND WE HAVE ONE OF OUR WINNERS RIGHT HERE.

AND WE ALSO HAVE WON GOLD IN THE NAACP AXO COMPETITION.

AND WE ARE IN THE MIDST OF THE SUPPORT BLACK THEATERS LEGACY RISING MONOLOGUE COMPETITION, WHICH IS FORMERLY KNOWN AS THE AUGUST WILSON MONOLOGUE COMPETITION.

UM, AND WE'VE ALSO BEEN VERY SUCCESSFUL IN PLACING AND GOING TO THE NA UH, NATIONAL FINALS EVERY YEAR WITH MY, UH, PERFORMING ARTS SCHOLARS.

SO, UM, RATHER THAN JUST SHOWING YOU GUYS CLIPS OF THE KIDS, I THOUGHT I'D BRING THEM IN PERSON BECAUSE UM, THEY'RE REALLY, REALLY IMPRESSIVE AND I COULDN'T BE MORE PROUD OF THEM.

THEY'RE, UH, NEXT ROUND IS ACTUALLY SATURDAY AND THEY'RE GONNA GIVE YOU A SNIPPET FROM SOME OF THE MONOLOGUES WE'VE BEEN WORKING ON AND THEY'RE ACTUALLY COMPETING WITH, UH, CURRENTLY.

SO IT'S STILL LIKE A LIVING, A LIVING WORK OF ART WITH THESE YOUNG PEOPLE.

SO, UM, SHOULD WE DO LADIES FIRST? MISS JADEN HALL? NO.

ALRIGHT.

SHE'LL BE PRESENTING BERNICE FROM PIANO LESSON BY AUGUST WILSON.

I WRITE THE MIC.

OH, I WAS GO ON THE MIC.

YEAH, YEAH.

HE KEPT IT AND I WENT AND GOT IT.

SORRY.

HI, MY NAME IS JADEN HALL.

I'LL BE PORTRAYING BERNICE IN PIANO LESSONS.

, YOU AIN'T TAKING THAT PIANO OUTTA MY HOUSE.

LOOK AT THIS PIANO.

LOOK AT IT.

MAMA OLA POLISHED THIS PIANO WITH HER TEARS FOR 17 YEARS.

17 YEARS.

SHE RUBBED ON IT TILL HER HANDS, BLOOD, THEN SHE RUBBED THE BLOOD IN, MIXED IT WITH THE REST OF THE BLOOD ON IT.

EVERY DAY GOD BRINGS LIFE INTO HER BODY.

SHE RUBBED AND CLEANED AND POLISHED AND PRAYED OVER IT.

PLAY SOMETHING FOR ME.

BERNICE.

PLAY SOMETHING FOR ME, BERNICE.

EVERY DAY I CLEANED IT UP REAL NICE FOR YOU.

PLAY SOMETHING FOR ME.

BERNICE NIECE.

YOU ALWAYS TALKING ABOUT YOUR DADDY, BUT YOU AIN'T NEVER STOPPED TO SEE WHAT HIS FOOLISHNESS COST YOUR MAMA.

17 YEARS WERE FOR COLD NIGHTS AN EMPTY BED.

FOR WHAT? FOR A PIANO, FOR A PIECE OF WOOD TO GET EVEN WITH SOMEBODY.

I LOOK AT YOU AND YOU'RE ALL THE SAME.

YOU CROWLEY, WH AND BOY DARKER.

YOU'RE ALL ALIKE.

OH, THIS THI AND KILLING AND THIEVING AND KILLING AND WHATEVER IT LEADS TO MORE KILLING AND MORE THIEVING.

I AIN'T NEVER SEEN IT COME TO NOTHING.

PEOPLE GETTING BURNED UP, PEOPLE GETTING SHOT, PEOPLE FALLING DOWN THEIR WALLS.

UH, MY NAME IS NIKKEL HIGHTOWER AND I'LL BE DOING LEVY FROM MA'S BLACK BOTTOM LEVY GOT TO BE LEVY AND HE DON'T NEED NOBODY MESSING WITH HIM ABOUT THE WHITE MAN.

'CAUSE YOU DON'T KNOW NOTHING ABOUT ME.

YOU DON'T KNOW LEVY.

YOU DON'T KNOW WHAT KIND OF BLOOD I GOT.

WHAT KIND OF HEART I GOT BEING IN THERE.

I WAS EIGHT YEARS OLD WHEN I SEEN A GANG OF WHITE MENS COMING TO MY DADDY'S HOUSE AND HAVE TO DO WITH MY MAMA ANY KIND OF WAY THEY WANTED.

WE WAS LIVING IN JEFFERSON COUNTY ABOUT 80 MILES OUTSIDE OF NATCHEZ.

MY DADDY'S NAME WAS MEMPHIS.

MEMPHIS LEE GREEN HAD NEARLY 50 ACRES OF GOOD FARMLAND.

I'M TALKING GOOD LAND, GROW ANYTHING YOU WANT.

IT WAS COMING ON PLANET TIMING.

MY DADDY WENT INTO NATCHEZ TO GET US SOME SEED AND FERTILIZER FOR FARMING.

CALL ME, HE SAY, LEVY, YOU THE MAN OF THE HOUSE NOW TAKE CARE OF YOUR MAMA WHILE I'M GONE.

I WASN'T BUT A LITTLE BOY.

EIGHT YEARS OLD MAMA WAS.

FIND SOME CHICKEN WHEN THE MAN'S COME IN THAT HOUSE, SHE'S STANDING THERE, FIND THAT CHICKEN AND THE MAN COME AND TAKE A HOLD OF HER.

MUST HAVE BEEN EIGHT OR NINE OF HER COME AND TAKE A HOLD OF HER JUST LIKE YOU TAKE HOLD OF A MEAL AND MAKE 'EM DO WHAT YOU WANT.

I DIDN'T KNOW WHAT THEY WAS DOING TO HER, BUT I FIGURED WHATEVER IT WAS, THEY MIGHT AS WELL DO IT TO ME TOO.

MY DADDY HAD KEPT A KNIFE AROUND THERE FOR HUNTING AND WORKING AND WHATNOT.

I KNEW WHERE

[00:55:01]

I'LL SHOW YOU HOW SPOOKED UP I WAS BY THE WHITE MAN.

I TAUGHT MY DARNEST TO COME WITH IN A MAN'S THROATS, AND I HIT HIM ON THE SHOULDER WITH IT IN SCENE.

SO TODAY WE WERE PRIVILEGED TO TALK, TO SHARE HOW WE NURTURE OUR STUDENTS' GENIUS THROUGH THE ARTS.

AND WE WOULD LIKE TO END WITH A NOTE THAT WE ARE INCREDIBLY ENTHUSIASTIC NOT ONLY ABOUT THESE PERFORMANCES AND PERFORMERS, BUT ABOUT THE FACT THAT WE ARE IMPLEMENTING A QUALITY ARTS PROGRAM THROUGHOUT OUR TK THROUGH 12 NETWORK.

WE FULLY BELIEVE THAT THE SKILLS DEVELOPED THROUGH THIS PROGRAM ENHANCE STUDENTS' WELLBEING AND LEAD STUDENTS TO ACADEMIC SUCCESS.

WE'D LIKE TO OPEN IT UP FOR ANY QUESTIONS, BUT BEFORE I DO ALSO ONE MORE, UM, INTRODUCTION, MS. JAMIE HADEY, OUR DIRECTOR OF ARTS.

THERE WAS, UM, THERE'S ONE ON EXTERNAL PARTNERSHIPS.

I DON'T KNOW IF YOU TOUCHED ON THAT.

UH, UM OH, YOU DID? FOR, UM, FOR PERFORMING ARTS? ABSOLUTELY.

OH, YOU DID, YOU SAID THE LA OPERA.

OKAY, GOTCHA.

AND THEN WE ALSO, UM, CENTER THEATER GROUP THROUGH THE IN THE HOUSE, UM, PROGRAM.

THEY ALLOW MY SCHOLARS FREE ACCESS TO GO SEE SHOWS, UM, AS AN EVENING AUDIENCE.

AND THEN WE ALSO WORK WITH THE STUDENT MATINEE PROGRAM OVER THERE, A PARTNERSHIP WITH GREENWAY COURT THEATER THAT DOES A, A IN-HOUSE RESIDENCY WITH AS WELL.

AND THEN CREATIVE NETWORK, WHICH PROVIDES OUR DANCE SERVICES.

SO EVERY FRIDAY IS DANCE FRIDAY AND THE KIDS GET TO LEARN, UM, VARIOUS HIP HOP STYLES THAT, UM, AND DANCES THAT THEY PERFORM AT DISNEYLAND, AT EXPO PARK, ET CETERA.

YEAH, THANK YOU SO MUCH.

WELL, I, AGAIN, I WANNA SAY THANK YOU FOR BRINGING LIVE PERFORMANCES HERE.

THIS IS THE FIRST TIME WE'VE HAD, UM, THESE WONDERFUL MONOLOGUES AND THEY WERE BEAUTIFUL.

I REALLY WANNA SAY, LIKE I SAID, THEY BROUGHT, UM, CHILLS TO ME.

THAT WAS, IT WAS EXCELLENT.

SO THANK YOU.

THANK YOU FOR BEING HERE.

APPRECIATE THAT.

SO I'LL OPEN IT UP, UH, FOR ANY QUESTIONS FROM MY COLLEAGUES.

MS. UH, HANDY NUBA.

UH, AGAIN, THANK YOU.

UM, I DO HAVE A PRIVILEGE THAT I GOT TO SEE Y'ALL PERFORM SOME, SOME FOLKS THAT DID THE HIGH SCHOOL MUSICAL.

SO I WAS ABLE TO SEE THAT.

UM, AND I WANTED TO ASK SOME QUESTIONS AS FAR AND MAYBE THE STUDENTS CAN ANSWER.

UM, WHAT IS IT THAT DRAWS YOU TO THIS PROGRAM THAT MADE YOU WANT TO DO THIS? WAS IT PRIOR TO COMING TO THIS SCHOOL OR WHAT WAS IT THAT MADE YOU WANNA PICK THIS AND SAY, I WANNA STICK WITH IT? UH, YEAH.

IT'S, IT'S ON Y'ALL .

UM, BECAUSE, YOU KNOW, AS WE WANT TO CAPTURE YOUNG MINDS, WE WANNA KNOW WHAT IS IT THAT MAKES THIS IMPORTANT TO YOU? AND WAS IT SOMETHING THAT YOU ANTICIPATED PRIOR TO HIGH SCHOOL OR NOW THAT YOU'RE IN HIGH SCHOOL, BECAUSE I KNOW THE PROGRAM STARTS EARLY, SO I DIDN'T KNOW IF YOU STARTED EARLY SO YOU COULD TELL US A LITTLE BIT ABOUT YOUR JOURNEY.

UM, IN FACT, I ENDED UP GETTING TO VIEW PARK AT MY 10TH GRADE YEAR.

AND WHEN I ACTUALLY CAME TO VIEW PARK, I NEVER THOUGHT ABOUT ACTING PRIOR, BUT I WAS PUT INTO MR. FISH'S, UM, EARLY PREP CLASS FOR ADVANCED THEATER.

AND I REALLY LOVED IT BECAUSE ONE OF THE MORE ADVANCED STUDENTS, THE SENIORS CAME INTO OUR CLASS ACTUALLY TO PERFORM THEIR MONOLOGUE.

AND I FELL IN LOVE WITH IT.

I LITERALLY LOVED HOW THEY ACTED AND I LOVED EVERYTHING THAT THE PROGRAM DID AT THE YEAR I JOINED.

THEY WERE ACTUALLY DOING MEAN GIRLS, AND I LOVED THE MOVIE MEAN GIRLS .

SO THE FACT THAT THEY WERE DOING AN ENTIRE MUSICAL BASED OFF A MOVIE THAT I LITERALLY LOVED.

AND I SEEN SOMEONE PERFORM A MONOLOGUE AND I ENJOYED IT SO PROFUSELY.

I ACTUALLY WANTED TO JOIN THE PROGRAM AND AFTERWARDS I TALKED LIKE REALLY HEAVILY ABOUT GETTING SWITCHED TO MR. FISH'S SIXTH PERIOD CLASS FOR THE MORE ADVANCED STUDENTS, EVEN THOUGH I HAD JUST JOINED AND NEVER DID ACTING PRIOR.

AND I ENDED UP BEING ABLE TO GET IN.

UM, I DID MY MONOLOGUE AND AFTER THAT I JUST JOINED THE CLASS AND I FELT SO HAPPY TO BE IN THE CLASS.

IT FELT LIKE THE CLASS WAS ACTUALLY MADE FOR ALL THE STUDENTS IN THERE AND THAT WE GROW EVERY SINGLE DAY.

AND LIKE, NO MATTER WHAT WE'RE DOING, I FEEL LIKE THE CLASS JUST HELPS US SO MUCH.

LIKE, ESPECIALLY WITH REAL WORLD STUFF.

MR. FISH ALWAYS BRINGS IN PEOPLE TO HELP US LIKE LEARN MORE ACTING STYLES OR WHEN HE BRINGS IN PEOPLE TO COME HELP US IN THE CLASS.

I JUST FEEL LIKE THE CLASS IS REALLY MADE FOR THE STUDENTS RATHER THAN ANYTHING ELSE.

OUR REHEARSALS, WE HAVE REHEARSALS EVERY WEDNESDAY AND EVERY SATURDAY I SACRIFICE MY WEEKENDS FROM 12 TO SIX.

BEAUTIFUL.

I JOINED THE THEATER CLASS IN MY FRESHMAN YEAR, ACTUALLY.

UM, BUT WHEN I FIRST JOINED HIGH SCHOOL, I DIDN'T EVEN KNOW IT EXISTED, HONESTLY.

UM, I GOT PULLED IN BY MR. FISH, UH, BECAUSE WE HAD THIS THING CALLED CTE SURVEY FOR FRESHMEN, UM, WHERE WE SPENT FIVE WEEKS IN EACH, UH, EXTRA EXTRACURRICULAR CLASS.

UM, AND I DID AN ACTING THING AND HE THOUGHT I WAS PRETTY TALENTED, SO HE WANTED ME TO JOIN THE PLAY.

AND, UM, I STARTED OFF AS STAGE CREW AND I JUST KIND OF SLOWLY EVOLVED INTO AN ACTOR.

UM, THIS CLASS HAS DEFINITELY CONTRIBUTED A LOT TO MY DEVELOPMENT, UM, IN TERMS OF PROFESSIONALISM AND, AND JUST AS A PERSON, I FEEL, UM,

[01:00:01]

WE'RE THERE.

UM, AND I THINK IT'S A GREAT BONDING OPPORTUNITY FOR EVERYONE.

YOU KNOW, LIKE I SEE THIS MAN'S FACE SIX TIMES A WEEK, UM, , UM, AND YOU KNOW, LIKE THERE'S, THERE'S MOODS, BUT ALL THE KIDS ARE FEELING IT AND IT'S JUST LIKE, WELL, WE'RE HERE.

WE WANT TO BE HERE.

YOU KNOW, LIKE WE'RE NOT FORCED TO.

UM, AND I THINK THAT'S WHAT'S REALLY THE, WHAT MAKES US ALL BOND IS THAT WE ALL WANT TO BE HERE, YOU KNOW? UM, I APPRECIATE THE EXPOSURE.

LIKE THERE'S SO MANY DIFFERENT SHOWS AND MUSICALS PLAYS THE PEOPLE THAT WE MEET.

UM, THE DIFFERENT PERSPECTIVES ON ACTING DEFINITELY HELP TOO.

BUT I THINK THE MAIN THING IS DEFINITELY THE OPPORTUNITY TO HAVE CREATIVE FREEDOM.

I THINK IF I WASN'T SO FREE, I WOULDN'T BE ABLE TO DEVELOP MY TALENT THE WAY THAT I HAVE.

UM, I THINK THAT'S THE MAIN POINT.

IT IS JUST, IT'S A VERY, I'M GLAD THAT I HAVE THIS CLASS.

APPRECIATE YOU SHARING.

UM, SO DO YOU GUYS FEEL LIKE NOW YOU GO OUT AND RECRUIT OTHER FOLKS, YOU KNOW HOW TO IDENTIFY THE TALENT WHEN YOU SEE IT? YES.

THEY'RE LIKE, YES.

SO ANOTHER QUESTION FOR I GUESS THE ADULTS IN THE ROOM, UM, WITH THE COURSES, DO THE STUDENTS GET OPPORTUNITY TO, I THINK YOU MENTIONED THE PATHWAYS.

DO THEY GET EXPOSURE TO EVERYTHING? 'CAUSE WHEN I SAW THE HIGH SCHOOL MUSICAL, I SAW, YOU KNOW, FOLKS SINGING AND I WAS LIKE, OH WOW, OKAY.

YOU CAN SING.

I DON'T KNOW IF THAT EVER STARTED AT THE BEGINNING OR THEY HAD JUST BEEN ENCOURAGED TO TAKE COURSES TO BE ABLE TO LEARN THAT PART OF IT.

'CAUSE THAT'S OFTEN ONE OF THE AREAS THAT YOU'RE LIKE, UHUH, I'LL ACT.

BUT THAT SINGING PART, UHUH OR THE DANCING PART, UHUH.

BUT WHEN YOU'RE DOING THE MUSICAL, YOU'RE DOING ALL THESE PIECES.

SO IS THERE A PATHWAY FOR EACH ONE? HOW DOES THAT WORK? SO, UM, THE, THE KIDS CAN SELECT WHICH PATH THEY WANNA, UM, FOCUS ON IN THE ARTS.

SO THAT THEATER PRODUCTION, UH, MUSIC PRODUCTION, OR FILM PRODUCTION.

UM, IN TERMS OF, IN MY COURSE, THEY DO GET SINGING TRAINING.

UM, SO SEMESTER ONE, THE, UM, PEOPLE, REPRESENTATIVES FROM THE LA OPERA COME AND DO VOCAL TRAINING WITH THEM.

AND THEN I ALSO HIRE EXTERNAL VOCAL COACHES TO WORK WITH THEM IN CLASS AND THEN ALSO AT REHEARSAL.

IN FACT, THE FUNNY PART IS, IS KEL, WHO YOU SAW AS A TALENTED ACTOR, HE WAS DISCOVERED BY ONE OF THESE VOCAL COACHES, REBECCA GRL, WHO CAME IN AND DID A, UM, A, UH, A VOCAL, UM, RANGE, VOCAL RANGE, UH, CLASS WITH HIM.

AND WE REALIZED HE HAD THIS BEAUTIFUL SINGING VOICE.

AND HE, I DON'T KNOW IF HE KNEW, BUT WE DIDN'T KNOW HE WAS SUCH A WONDERFUL SINGER.

AND THEN, UH, LAST SEMESTER HE WAS HEARTBREAKING AS SHREK WITH HIS, UM, BEAUTIFUL VOCAL TALENT.

SO UHOH, WE GONNA HAVE TO GET, DO WE GET A SAMPLE OF THAT? YES, WE DO.

WE DO.

BUT I WILL SAY ALSO, WE'VE KIND OF BECOME A MAGNET, A COMMUNITY MAGNET FOR YOUNG FOLKS WHO ARE INTERESTED IN, IN PERFORMING ARTS.

UM, SO KIDS THAT SING TOGETHER AT CHURCH, THEY'LL BE LIKE, OH, YOU SHOULD COME OVER TO VIEW PARK BECAUSE YOU'LL GET THIS OPPORTUNITY TO PERFORM FOUR TIMES A YEAR ON PROFESSIONAL STAGES.

SO, UM, IT'S KIND OF A MIXTURE OF KIDS WHO COME IN WITH THE EMBEDDED TALENT, OFTENTIMES FROM CHURCH OR FROM FAMILY EXPERIENCE, BUT THEN ALSO DISCOVERING NEW TALENT, WHICH I WOULD SAY KIND OF THESE TWO FIT INTO THAT CATEGORY.

UM, DO YOU GUYS WANNA HEAR A SAMPLE OF HIS BEAUTIFUL SINGER ? OF COURSE.

OF COURSE.

WITH YOU.

GOOD WITH THAT.

YOU GOOD WITH IT? UM, LIKE WHO I DO, I SAY, YOU AIN'T GOTTA GET READY.

I DO PUT ON THE SPOT.

HE'S ON THE SPOT.

BUT HE'S SO TALENTED AND HE IS SO EASYGOING TOO.

UM, I, HE CAN OPT OUT.

WASN'T EXPECTING TO SING TODAY.

UM, YOU CAN OPT OUT.

YOU DON'T HAVE OH, I'LL, I'LL, I'LL DO IT.

I'LL DO IT.

I, I'LL SHOW OFF MY ACCENT TOO.

MY, MY, MY SHANG.

LEMME SEE IF I CAN FIND IT.

UH, DONKEY WHATCHA DOING IN MY SWAMP? .

I GUESS I'D BE A HERO WITH SWORD AND HUMOR.

CLASHING LOOKING SEMI DASHING SHIELD WITHIN MY RIB.

OR I'D BE A VIKING AND LIVE A LIFE OF DARING SMELLING LIKE A HERRING UPON A VIKING SHIP.

I'D SAIL AWAY.

I'D SEE THE WORLD, I'D REACH THE FARTHEST REACHES, I'D FEEL THE WIND, I'D TASTE THE SALT SEA, AND MAYBE STORM SOME BEACHES.

THAT'S WHO I'D BE.

AWESOME.

AMAZING.

SO I'M GONNA GET THE AUTOGRAPH AT THE END.

IT'S, IT'S RECENT DEVELOPMENT.

, BECAUSE, UH, I'M GONNA FRAME IT 'CAUSE I KNOW IT'D BE GREAT.

[01:05:01]

UH, BEAUTIFUL.

UH, I, I GUESS THE PARTNERSHIPS, HOW DID YOU GUYS COME ABOUT WITH THE PARTNERSHIPS? HOW DOES THAT WORK? UM, SO I, UM, IN, UM, A PAST LIFE WAS A PROFESSIONAL ACTOR ON STAGE AND SCREEN.

SO SOME OF THEM KINDA CAME THROUGH, UM, THAT AVENUE, INCLUDING MIRACLE THEATER, WAS A STAGE THAT I PERFORMED ON.

AND THEN JUST HAVING CONNECTIONS WITH, UM, FRIENDS AND ASSOCIATES AT THE DIFFERENT, UM, THEATERS.

UM, INCLUDING LIKE LA OPERA, UM, WITH THE CENTER THEATER GROUP, WHICH IS JUST, JUST AT THE STREET, WHICH HAS BEEN A GREAT PARTNERSHIP.

UM, JUST KIND OF WORD OF MOUTH, UM, AND, UH, KIND GETTING THE KIDS INVOLVED IN THAT.

UM, YEAH.

AND THEN THE, JUST THE, THE KIND OF OPPORTUNITIES AND THE PARTNERSHIPS TO START COMING BECAUSE, YOU KNOW, WORD SPREADS ABOUT HOW WONDERFUL OUR KIDS ARE AND HOW GREAT THEY ARE TO WORK WITH.

AND, YOU KNOW, I'LL GET EMAILS, YOU KNOW, EVERY COUPLE WEEKS, SAY SOMEBODY THAT WANTS TO WORK WITH OUR, WITH OUR, UM, OUR GROUP.

'CAUSE THEY'VE JUST HEARD GOOD THINGS ABOUT 'EM.

SO, UM, AND WE, I MEAN, WE'RE BUSY, SO, UM, WHEREVER I CAN SQUEEZE THEM IN, I'LL WE'LL BRING 'EM IN.

I'D LIKE TO ADD TO THAT.

I'M JAMIE HOGIE, THE DIRECTOR OF ARTS.

UM, IN ADDITION TO FISH'S THEATER PARTNERSHIPS, WE'RE WORKING WITH THE HANDY FOUNDATION, WHICH IS SUPPORTING OUR FILM PRODUCTION PROGRAM TO PUT, UH, PRODUCE WORKSHOPS FOR OUR STUDENTS.

WE'VE WORKED WITH THEM FOR SEVERAL YEARS NOW.

UH, WE RECENTLY SIGNED A LINKAGE AGREEMENT TO FORMALIZE OUR PRE-APPRENTICESHIP PROGRAM, AND WE'VE BEEN AWARDED, UH, DIVISION OF A PART, UH, APPRENTICESHIP STANDARDS STATUS, UH, THROUGH THE STATE OF CALIFORNIA.

SO WE'RE VERY, VERY, VERY PROUD OF THIS NEW MOVE.

IT HAPPENED LAST MONTH, UM, AND OUR WORKSHOPS ARE HAPPENING AT THE END OF THE MONTH FOR THIS NEW CHAPTER.

PREVIOUSLY WE WOULD DO FULL BLOWN WORKSHOPS THAT WERE DAYS LONG, UM, AND THEY'D BE IMMERSED IN HAIR AND MAKEUP AND DIFFERENT ASPECTS OF WORKING CAMERAS.

WE'VE RECENTLY, UM, FINE TUNED THAT EXPERIENCE SO THAT STUDENTS ARE GOING TO WORK, UM, ON OUR PRE-APPRENTICESHIP OPPORTUNITIES WITH, THROUGH THE HANDY FOUNDATION, WHICH MEANS WE'LL DO A FILM EDITING WORKSHOP, UH, AND A PRODUCTION ASSISTANT WORKSHOP NEXT YEAR.

SO WE'RE VERY, VERY EXCITED ABOUT OUR, OUR NEW EXPANSION INTO FILM INDUSTRY PARTNERSHIPS AS WELL.

AWESOME.

ONE LAST QUESTION.

YOU SAID EDITING, AND AS WE WERE LOOKING AT THE CLIPS, WHO DID THE EDITING ON THOSE? I DID .

I WAS ASKING WAS THE STUDENTS DOING THAT? .

WELL, ACTUALLY THEY DID ORIGINALLY.

SCHOLARS, BUT THAT'S ONCE THEY HIT, UH, COLLEGIATE LEVEL.

UM, BECAUSE OF THE TIME CONSTRAINTS, I TIGHTENED IT UP EVEN MORE, SO.

I, I HAVE ONE QUESTION THAT HAD, AND YOU TOUCHED ON IT, IT WAS ON, UM, THE PARTNERSHIPS.

SO WANTED TO KNOW A LITTLE BIT MORE ON, UM, YOU KNOW, IT'S WONDERFUL CREATIVE OUTLET, BUT YOU MENTIONED CTE AND PRE-APPRENTICESHIP.

SO, UM, CAN YOU LIKE, EXPAND A LITTLE BIT MORE ON HOW YOU'RE, YOU KNOW, ENCOURAGING THE STUDENTS TO THE, FOR THIS TO BE A VIABLE CAREER PATHWAY AND, UM, PARTICULARLY FOR STUDENTS WHO MAY NOT, WHO ARE NOT TRADITIONALLY HAVE ACCESS TO THIS INDUSTRY.

YOU MENTIONED NOW THAT THERE WOULD BE PRE-APPRENTICESHIP WILL HELP 'EM GET INTO THE, UM, BREAK INTO THE INDUSTRY YEAH.

INDUSTRY.

UM, SO THROUGH THE HANDY FOUNDATION, OUR STUDENTS WHO PARTICIPATE IN THE FILM EDITING WORKSHOPS AND THE CLASS IN GENERAL, WILL BE ABLE TO APPLY TO A PRE-APPRENTICESHIP PROGRAM POST HIGH SCHOOL THROUGH THE HANDY FOUNDATION.

AND SO REALLY IT'S A, HOPEFULLY A SYMBIOTIC RELATIONSHIP WHERE WE, UM, ULTIMATELY WILL PROVIDE THEM WITH STUDENTS WHO WILL FULFILL THOSE SKILLS FOR THEIR PRE-APPRENTICESHIP, WHERE THEY'RE PLACING PEOPLE IN INDUSTRY, UM, PARTNERS LIKE NETFLIX AND, UM, DIFFERENT, DIFFERENT PRODUCTION COMPANIES.

IT'S NA IT'S REALLY RECENT.

UM, WE'RE ALSO PARTNERING WITH CCLL, WHICH YOU SEE ON THE FLYER THERE.

UM, IT'S THE CREATIVE CAREER LEADERSHIP LAB.

IT'S THE CTSO FOR THE A ME ARTS, MEDIA AND ENTERTAINMENT PATHWAY.

IT'S ALSO A PILOT PROGRAM THROUGH THE STATE.

I THINK WE'RE, I WANNA SAY WE'RE IN THE THIRD YEAR, TWO OF OUR STUDENTS SERVE ON THE YOUTH ADVISORY COUNCIL.

AND SO THEY'RE KIND OF LEARNING HOW TO BE AN ADVOCATE FOR THEIR COMMUNITY, ADVOCATE FOR THEIR SCHOOL ADVOCATE FOR THE INDUSTRY.

THEY ATTEND, UH, ANNUALLY WHAT'S CALLED THE GRID, WHERE THEY ATTEND WORKSHOPS AND HEAR ABOUT CAREER PANELS.

SO OVER TIME, OUR VISION IS THAT OUR PRE-APPRENTICESHIP CURRICULUM, WHICH WAS APPROVED BY UH, OUR A ME PROGRAM COORDINATOR THROUGH THE STATE, WILL GIVE THEM THE SKILLS THAT THEY CAN USE TO GO THEN APPLY THROUGH APPRENTICESHIP, PRE-APPRENTICESHIP OPPORTUNITIES.

AND, AND HOW ABOUT FOR THEATER OR, YEAH, SO, UM, THE NOISE WITHIN, IN PASADENA, THEY PROVIDE, UH, SUMMER TRAINING AND SET, UM, SOUND AND, UM, TECHNICAL DESIGN.

SO NIKEL GOT THE OPPORTUNITY TO THIS SET DESIGN LAST, UH, SUMMER.

SO THAT COULD LEAD TO, UM, INTERNSHIPS.

UM, ONCE THEY HIT 18, OF COURSE, UM, CENTER THEATER GROUP AND LA OPERA ALSO, UH, OFFER SUMMER INTERNSHIPS FOR, UH,

[01:10:01]

SO, AND THEN THESE YOUNG PEOPLE ARE ALREADY SET OFF TO, WE GOT, UH, CAL STATE, SAN FRANCISCO AND UC, SAN DIEGO BOUND.

WE HAD A GREAT GRADUATING CLASS THIS YEAR, BUT, UM, A LOT OF THE SKILL SETS THAT THEY LEARNED CAN BE IMPLIED, UH, CAN BE APPLIED IN DIFFERENT, UM, CAREER PATHS.

SO LIKE, UM, MS. JADEN HALL, UM, IS USING HER LIKE BEAUTIFUL ORATORY SKILLS AND GREAT STAGE PRESENCE TO GO INTO A A LEGAL PROFESSION.

UM, SHE WANTS TO BE A, I'LL GET THIS RIGHT, A AIRLINE, UH, TELL ME IT'S AVIATION ATTORNEY.

UM, AND THEN KEL, AS MUCH AS I WANT HIM TO STAY ON STAGE, HE'S GOING TO TRY TO TAKE HIS SHOT AT ACTING FOR FILM.

SO, BUT, UM, WE ALSO HAVE STUDENTS, UH, ALUMNI WHO ARE WORKING WITH CREATIVE NETWORK, WHICH BUDS OUR DANCE SERVICES, WHO ARE NOW ACTUALLY TEACHING THROUGH THE CREATIVE NETWORK AT ELEMENTARY SCHOOLS.

SO, UM, THERE'S ALL DIFFERENT PATHWAYS THAT THE KIDS CAN UM, FOLLOW.

AND THEN WITH THE MONOLOGUE COMPETITIONS, UM, NAACP AXO COMPETITION, THEY GIVE THEM AN INDUSTRY MENTOR AT THE, THE END OF THE PROGRAM.

AND THEN ALSO THE SUPPORT BLACK THEATER.

THEY, UM, OFFER, UH, INDUSTRY PROFESSIONALS THAT MENTOR THE, UH, SCHOLARS OVER THE SUMMER, UM, IN GETTING AGENTS AND, UM, DEVELOPING, WELL, THEY ALREADY HAVE A REALLY STRONG RESUME AS YOU CAN SEE, BUT, YOU KNOW, SHAPE MAKING IT LOOK, UH, PROFESSIONAL AND PUTTING TOGETHER THE REAL SO THEY CAN ACTUALLY GO OUT THERE AND BOOK JOBS.

AND I ALWAYS TELL THE KIDS, HOLLYWOOD IS JUST UP THE STREET.

SO THESE ARE GREAT, GREAT JOBS THAT YOU GUYS DESERVE AND, UM, ARE QUALIFIED FOR.

WONDERFUL.

YOU CAN DO FILM AND THEATER, YOU KNOW, YOU CAN, YOU KNOW, BOTH OF 'EM, SO YOU CAN DO BOTH.

UH, THAT'S WONDERFUL.

AND, AND MISS, UH, TANYA T FRANKLIN, DO YOU HAVE ANY QUESTIONS? UM, JUST SUPER GREAT.

MAYBE JUST REALLY QUICKLY, UM, WHAT SKILLS DO YOU THINK INCOMING STUDENTS MOST NEED TO BE SUCCESSFUL? UM, 'CAUSE I'D LOVE TO THINK ABOUT IT FOR ALL OF OUR FEEDER SCHOOLS.

REALLY APPRECIATE THE PRESENTATION.

SO I'M, I TEACH, UM, FOR THE STUDENTS TO GET IN TOUCH WITH OUR, AN ANCIENT INSTINCTS, RIGHT? SO I'M VERY LOW TECH.

UM, MY CLASS, WE DON'T USE TABLETS.

WE DON'T USE LAPTOPS EXCEPT SAY FOR, UM, THE BLACK HISTORY PRODUCTION, UM, WHERE THEY HAVE TO PRODUCE THEIR OWN, UM, UH, SEGMENTS.

BUT I WANNA GET THE D THE DEVICES OUTTA THEIR HAND AND PUT A SCRIPT IN THEIR HAND, OR PUT A BOOK IN THEIR HAND, OR PUT A PROP IN THEIR HAND.

UM, AND THEN GET BACK INTO THAT CHILDHOOD IMAGINATION.

'CAUSE I DON'T KNOW WHAT HAPPENS TO OUR KIDS, BUT WE USED TO PLAY PRETEND TO GROWING UP.

AND I THINK WITH ALL THIS TECHNOLOGY THAT'RE BOMBARDED BY A LITTLE BIT OF THAT, LIKE CHILDLIKE CREATIVITY IS GETTING SAP.

AND I WORK IN MY CLASS THROUGH IMPROV, THROUGH GAMES, THROUGH, YOU KNOW, SINGING, DANCING, ACTING, UM, TO BRING BACK THAT CREATIVITY BECAUSE THEY HAVE THE SPARK IN THERE AND THEY SEE EVERYTHING AROUND THEM CAME OUT OF SOMEONE'S CREATIVE MIND.

AND I KNOW THEY HAVE IT IN THEM.

THEY JUST NEED TO ACTIVATE IT.

SO, LOVE THAT.

THANK YOU ALL SO MUCH.

AND ONE LAST QUESTION THAT POPPED IN.

APART FROM THESE THREE AREAS, YOU KNOW, MUSIC, THEATER, INFRA PROJECTION, PRODUCTION, ARE THERE OTHER, UM, PATHWAYS OR, OR THAT YOU WERE, UM, OR ANOTHER SORT OF, UH, ARM OF THE, OF THE ARTS, LIKE VISUAL ARTS OR GRAPHIC ARTS THAT YOU'RE MAYBE THINKING OF, LIKE, YOU KNOW, PURSUING OR EXPANDING ON THE ARTS EDUCATION? JUST WONDERING IF THERE ARE OTHER AREAS.

I MEAN, YOU'RE DOING WONDERFUL IN THREE, RIGHT? SO WONDERING IF YOU WANTED TO EXPAND.

UM, AS A SMALL, SMALL CHARTER SCHOOL, UM, WE ARE, YOU KNOW, DEFINITELY WANNA HIGHLIGHT, YOU KNOW, AND REALLY FOCUS IN ON OUR, ON THE THREE MAIN, UM, PATHWAYS FOR ARTS.

UM, BUT GRAPHIC DESIGN HAS BEEN, UM, AN AREA AND VISUAL ARTS THAT WE'VE HAD IN THE PAST THAT WE ARE LOOKING TO BRING BACK AND USE TO, TO STRENGTHEN, UH, AND MAKE CONNECTIONS BETWEEN ALL OF THE ARTS.

SO WITH LIKE ADVERTISING, UH, THE POSTERS FOR THE SHOW OR, UM, DESIGNING THE, UM, WITH OUR, UM, DIGITAL MUSIC PRODUCTION COURSE, UH, THOSE EPS UH, THE STUDENTS, THE ARTISTS WORKED WITH, UM, MS. JAMIE WHO DOES GRAPHIC DESIGN.

AND SO THEY WORKED IN COLLABORATION WITH HER TO DESIGN THEIR ALBUM COVERS.

SO, UM, JUST TRYING TO BE CREATIVE WITH HOW WE ARE INFUSING VISUAL ARTS INTO OUR CURRENT ARTS PATHWAYS.

BUT, YOU KNOW, WE ARE LOOKING TO, UH, EXPAND TO MORE VISUAL ARTS, UM, COURSES IN THE FUTURE.

YEAH, I THINK THAT WOULD BE GREAT TO COMP THEY ALL, LIKE YOU MENTIONED, THEY ALL COMPLIMENT ONE ANOTHER.

WE LOOK FORWARD TO YOU NEVER KNOW SEEING YOU AND, AND ON STAGE OR IN FILM OR, OR SEEING YOU, YOU KNOW, DOING YOUR, UM, BEING A LAWYER AND, AND THEN JUST BRINGING, YOU KNOW, ALL OF THAT, YOU, ALL THOSE SKILLS AND ENERGY THAT YOU HAVE, PARTICULARLY FROM WHAT YOU LEARNED HERE IN IS A VIEW PARK PARK.

CAN ALSO WORK ACROSS, UM, DIFFERENT SORT OF GENRES.

SO THAT'S GREAT.

WELL, THANK YOU SO MUCH.

THIS HAS BEEN A WONDERFUL, WONDERFUL EXPERIENCE, UH, PARTICULARLY BEING OUR, OUR LAST CHARTER SCHOOL COMMITTEE OF THIS ACADEMIC YEAR.

AND IT'S, YOU KNOW, I WANNA THANK, I WANNA THANK BOTH OF OUR PERFORMERS HERE FOR JUST BRINGING IN THE CHILLS AND, AND ALL, ALL THE ARTS RIGHT HERE AT, AT OUR, OUR BOARDROOM.

SO THANK YOU.

AND THE BEST OF LUCK.

I DON'T THINK YOU, I DON'T THINK IT'S LUCK, IT'S JUST YOU'RE GONNA DO IT.

IT'S BECAUSE IT'S ALL WITHIN YOU AND

[01:15:01]

SO THANK YOU SO MUCH.

I APPRECIATE YOUR COMING HERE AND JUST, UM, GIVING US A LITTLE GLIMPSE OF THE WONDERFUL THINGS THAT YOU'RE DOING THERE FOR THE STUDENTS.

THANK YOU SO MUCH, SO MUCH.

SO WITH THAT, WE, I'M GONNA BRING FORTH

[III.3. Charter School Spotlight: Alliance Judy Ivie Burton Technology Academy High School]

OUR LAST PRESENTER.

WE WILL HEAR FROM ALLIANCE JUDY IVY BURTON TECHNOLOGY ACADEMY HIGH SCHOOL, REGARDING THEIR COMMUNITY SCHOOLS PROGRAM AND BROADER STUDENT SUPPORT EFFORTS.

THE PRESENTATION MATERIALS HIGHLIGHTS THE SCHOOL'S EMPHASIS ON WELLNESS, BELONGING, INTEGRATED SUPPORTS, FAMILY PARTNERSHIP, STUDENT LEADERSHIP, AND COLLEGE AND CAREER WELLNESS.

SO JOINING US IS ROGELIO SANCHEZ, JR.

THE PRINCIPAL, AND MR. GREG PEREZ, COMMUNITY SCHOOLS COORDINATOR.

SO THANK YOU FOR BEING HERE.

AND THE FLOOR IS YOURS.

UH, THANK YOU FOR GIVING US THE TIME.

UM, SO LIKE I SAID, I'M ROGE SANCHEZ, PRINCIPAL OF, UH, BURTON TECH HIGH SCHOOL, UH, PROUD PRODUCT OF LEOZ SOUTHGATE HIGH SCHOOL IN GO RAMS, .

UM, GREG BE IS A COMMUNITY SCHOOLS COORDINATOR, BUR TECH, AND ALSO A FORMER PRODUCT OF L-A-U-S-D AT SOUTHGATE HIGH.

SO, UM, JUST TO SHARE A LITTLE BIT ABOUT WHERE WE'RE FROM, WHERE PART OF ALLIANCE COLLEGE NETWORK PUBLIC SCHOOLS, UM, AT ALLIANCE, WE PREPARE OUR SCHOLARS TO, WE PREPARE OUR SCHOLARS FOR COLLEGE AND BEYOND BY PROVIDING RIGOROUS AND JOYFUL LEARNING EXPERIENCES, INSTILLING PRIDE AND CONFIDENCE IN OUR HISTORIES, IDENTITIES, AND COMMUNITIES, AND CONTINUOUSLY INNOVATING AS WE LIVE OUT OUR CORE VALUES.

THE ASPIRATION THAT WE HAVE FOR ALL OF OUR STUDENTS AT 75% OF OUR SCHOLARS GRADUATE COLLEGE.

UM, AND THROUGH THE VARIOUS SUPPORTS, THAT'S OUR, OUR, OUR OVERALL GOAL ASPIRATIONS.

WE ARE ONE OF THE 25 ALLIANCE SCOOP.

THERE WE GO.

WE'RE ONE OF THE 25.

UM, WE, WE SERVE ANYWHERE FROM SOUTH LA FROM THE DOWNTOWN AREA, CASSO PARK, LINCOLN HEIGHTS, SOUTH LAKE WATTS, SUN VALLEY.

UM, WE SERVE ABOUT 1200 STUDENTS.

WE HAVE A 25,000 ABOUT ALUMNI, UM, AS PART OF ALLIANCE COLLEGE READY PUBLIC SCHOOLS.

WHAT WE SEE THAT WE HAVE KIDS ARRIVING THREE GRADE LEVELS BEHIND.

96% OF OUR KIDS GET ACCEPTED TO COLLEGE WITH 85% OF THOSE BEING FIRST GEN.

AND WE GRADUATE COLLEGE.

WE HAVE GRADUATE COLLEGES, UH, 3.5 TIMES ABOVE THE NATIONAL AVERAGE.

AND JUST TO TALK, YOU KNOW, TALK ABOUT THE COMMUNITY SCHOOLS, UH, PROGRAM, ALL OF THE SCHOOLS, ALL OF OUR SCHOOLS NOW, UH, HAVE THE COMMUNITY SCHOOLS.

UH, GRANT BURON TECH WAS, UH, THE FIRST SCHOOL AS PART OF THE CONSORTIUM TO LEAD.

I HAD THE OPPORTUNITY TO COME ONTO THE TEAM.

UM, AND I WAS, I WAS FA A LITTLE BIT FAMILIAR WITH COMMUNITY SCHOOLS, BUT ALSO MYSELF.

I WAS LIKE, WHAT IS IT? RIGHT, WHAT IS, WHAT IS THIS MODEL THAT'S COMING OUT? AND I THINK, YOU KNOW, JUST EVIDENT OF THE SLIDE WE'RE TALKING ABOUT, IT'S NOT A PROGRAM.

I THINK A LOT OF TIMES JUST WHEN I'VE ATTENDED CONFERENCES, EVERYBODY JUST SEES IT AS A GRANT OR JUST A, JUST A ONE TIME, FIVE YEAR GRANT PROGRAM.

BUT I REALLY, IT IS A WAY FOR US TO SEE AND REDEFINE.

SO I, THE, I HAVE THE, THE, THE FORTUNE I, I LIVE IN THE COMMUNITY TOO, SO ROBERTA TECH IS.

SO, IT'S BEEN ALSO GREAT TO SEE THAT NOT ONLY ARE WE STRENGTHENING THE SCHOOL ITSELF ACADEMICALLY, BUT WE'RE ALSO HELPING STRENGTHEN THE COMMUNITY AND WHAT WE SERVE.

SO IT TAKES US OUT OF JUST THE SILO OF A SCHOOL BECAUSE IT GETS BUSY AT A SCHOOL SITE.

UM, AND WE'LL SPEAK A LITTLE BIT MORE ON, ON WHAT THAT LOOKS LIKE.

SO JUST A COUPLE OF THE, THE HIGHLIGHTS THAT WE'VE DONE AS A NETWORK, ALSO AS A SCHOOL, YOU KNOW, OBVIOUSLY AS A COORDINATOR, WE'RE ALWAYS ON THE, THE, THE, THE LOOKOUT FOR POTENTIAL PARTNERS.

BUT I THINK MORE IMPORTANTLY, IT'S MORE ABOUT LIKE, WHO'S ALREADY DOING THAT WORK, WHO'S DOING THAT WORK IN THE COMMUNITY, ESPECIALLY IN SOUTH LA AND WE'RE IN COUNCIL DISTRICT EIGHT, WHERE THAT DISTRICT HAS, HAS STRUGGLED COMPARED TO OTHER DISTRICTS WITH HAVING, UM, ASSETS IN OUR COMMUNITY.

OUR ASSETS ARE OUR PARKS, OUR SCHOOLS, OUR LIBRARIES, OUR LOCAL YMCAS, OUR BOYS AND GIRLS CLUBS, UM, AND ALSO THE NONPROFITS DOING SOME OF THE WORK.

SO SOME OF THE WORK, SOME OF THE PARTNERSHIPS THAT WE SAW WAS, IT'S BIGGER THAN US.

SO WE HAVE A PARTNER WITH THEM BECAUSE THEY DO A LOT OF RESOURCE ALLOCATION

[01:20:01]

FOR FAMILIES.

WE SAW THAT IN THE WILDFIRES.

WE SAW THAT WITH FAMILIES BEING IMPACTED BY, UH, IMMIGRATION RATES, UM, BABY TO BABY.

WE HAVE A, A NETWORK NOW PARTNERSHIP TO GIVE OUT FREE DIAPERS TO FAMILIES QUARTERLY.

UM, AND THOSE, AND THOSE ARE FREE PARTNERSHIPS, RIGHT? THOSE ARE PARTNERSHIPS THAT WE SEE THE NEED, WE SEE THE VALUE, AND WE WANT TO ENSURE THAT WE GET AHEAD OF IT, RIGHT? SO, UM, WE'RE ALSO WORKING ON A NO PLACE FOR HATE INITIATIVE, WHICH IS A NETWORK, UH, INITIATIVE.

BUT WE ALSO ARE PARTNERING WITH LA COUNTY'S, UH, LA VERSUS HATE AND THE CALIF STOP THE HATE.

AND WE'RE ACTUALLY IN THE PROCESS OF DOING A MURAL AT THE, AT THE OUTSIDE OF THE SCHOOL, UM, WHICH IS FUNDED BY A NONPROFIT.

I DISCOVER WHO DOES ART PROGRAMMING.

AND IT, THAT'S A GOOD EXAMPLE OF LIKE ALLY VERSUS HEY, THE SCHOOL, THE COMMUNITY, UM, ALL COMING TOGETHER TO, AND THIS MURAL'S GONNA BE CENTERED ON SOLIDARITY AND UNITY, BUT IT'S JUST THE ALIGNMENT.

SO I THINK THAT THAT'S KIND OF THAT ADVOCACY FOR OUR KIDS BECAUSE THE MURAL'S GONNA STAY THERE, RIGHT? THAT'S THE GOAL.

SO IT'S, I THINK IT'S REALLY TAKING IT AND ALSO BEAUTIFYING, UM, OUR COMMUNITY.

SO A LITTLE BIT ABOUT BURTON TECH.

BURTON TECH IS REIMAGINING WHAT A HIGH SCHOOL CAN BE IN SOUTH LA.

SO WITH OUR, WITH OUR CORE VALUES OF WORK, UH, EQUITY AND ACCESS, STUDENT VOICING LEADERSHIP, FAMILY PARTNERSHIPS, INTEGRATED SUPPORTS, COMMUNITY COLLABORATION, CALIBRATION AND SUSTAINABILITY, WHAT WE'VE HAD DONE IN, IN THE YEARS THAT WE'VE HAD, UH, IS GIVING ACCESS TO THE KIDS.

UM, FOR US, IT, IT'S A VERY PROUD MOMENT AS WE START SEEING THE KIDS THAT ARE COMING IN AND WHAT THEY HAVE AND THE RESOURCES THAT WE HAVE IN THEIR COMMUNITY.

UM, WHAT WE WANT TO KNOW IS WHAT IS IT THAT OUR, OUR, OUR STUDENTS NEED.

WE HEAR THEIR VOICES OUT AND WE KIND OF GO OUT AND REACH OUT TO WHAT WE NEED.

UM, ENSURING THAT WE REMOVE THE BARRIERS FOR THE OPPORTUNITIES THAT THEY HAVE, THAT WE HAVE ACCESS FOR THEM TO GO OUT AND, AND PARTNER UP WITH MARQUE JOHNSON'S OFFICE.

GOING IN WITH SADE'S OFFICE, SADE'S.

UM, BEING ABLE TO GO IN AND HAVE ACCESS TO COMMUNITY LEADERS FOR THEM TO VOICE THEIR OPINIONS OUT, UM, HAS BEEN GREAT.

BEING ABLE TO HAVE FAMILIES AS PARTNERS.

UM, AS A PARENT MYSELF, I KNOW HOW IMPORTANT IT IS TO ENSURE THAT THEY'RE INVOLVED.

THEY'RE CHOOSING TO COME TO BURTON TECH AND FOR US IT'S WHAT IS IT THAT THEY WANT AND WHAT DO THEY WANT IN A SCHOOL TO ENSURE THAT THEIR KIDS ARE BEING TAKEN CARE OF.

EVERY TIME A KID COMES IN AND CHECKS IN, FOR ME, IT'S HOW WOULD I WANT MY OWN KIDS BEING TREATED IN THE SCHOOL? AND I DO THAT SAME FOR THEM, UM, BECAUSE THEY'RE TRUSTING US WITH THE GREATEST TREASURE THAT WE HAVE.

AND FOR ME, THAT'S VERY, VERY, VERY IMPORTANT BECAUSE WE DO THE SAME OUT THERE.

AND EVERYTHING THAT WE DO IS IN PARTNERSHIP AND ENSURING THAT THE KIDS ARE ALSO, UM, THEY HAVE, HAVE ACADEMIC SUPPORTS, CHALLENGING SUPPORT, HEALTH AND WELLNESS COMPONENTS TO IT.

THAT'S THERE.

UM, EVERYTHING THAT WE START SEEING IN AND THAT WE DON'T HAVE, WE GO OUT AND LOOK FOR THE COMMITTEE, UH, COLLABORATION.

WE GO LOOK FOR PARTNERSHIPS, NON-PROFIT COMPONENTS TO IT.

WITH THE BEAUTY OF THE ACTUAL GRANT, BRINGING IN MR. PEREZ OUT HERE, WE ACTUALLY EXPANDED WHAT WE ACTUALLY, ACTUALLY STARTED BEFORE.

UM, WE'RE SEEING HOW GREAT IT, IT, IT CAN BE.

UM, I'VE HAD AN OPPORTUNITY TO GO TO SACRAMENTO TO KIND OF ADVOCATE FOR WHAT WE'RE DOING FOR COMMUNITY SCHOOLS GRANT, NOT JUST FOR BURTON TECH, BUT ALL THE SCHOOLS IN GENERAL.

AND THAT'S WHERE WE WANNA MAKE SURE IT'S SUSTAINABLE.

THE SYSTEMS THAT WE'VE BUILT, IT'S NOT SOMETHING THAT WE WANNA MAKE SURE THAT IT GOES AWAY, BUT WE'RE ABLE TO KIND OF IMPLEMENT IT AND HAVE IT LIVE IN SUSTAIN WITHIN THE SCHOOL SITE.

SO WITH SOME OF THOSE, WE'VE ACTUALLY HAD SOME OF THE WARDS THAT CAME OUT.

AND IT'S NOT BY ACCIDENT THAT, HEY, THEY JUST, THEY'RE NOT, WE, WE, WE SAY IT'S EARNED NOT GIVEN, BUT IT'S BECAUSE WE'VE BEEN CONSISTENT.

WE ALSO HAVE A HIGH RETENTION OF OUR STAFF MEMBERS.

SO WE ENSURE THAT THEY HAVE THE QUALITY EDUCATION SUPPORTS THAT THEY NEED FOR THE CLASSES.

THEY ALSO HAVE EXTENDED TIME TO PREP THOSE MATERIALS THAT THEY NEED AND GOING OUT AND LOOKING FOR PDS THAT THEY FEEL NECESSARY THAT THEY'RE GOING IN.

'CAUSE THEY'RE THE ONES THAT ARE WORKING WITH THE STUDENTS IN THE CLASSROOMS BASED ON DATA TO SAY, HEY, THIS IS WHAT WE WANT.

MAKE ADJUSTMENTS TO WHAT WE WANT TO DO.

SO AS WE START SEEING SOME OF OUR INDICATORS OF STUDENT SUCCESS, THE DEMOGRAPHICS THAT WE SERVE IS ABOUT 610.

IT KIND OF FLUCTUATES FROM HERE AND THERE.

UM, ABOUT 12 POINT, UH, 0.5% ARE ELS.

UH, WE HAVE 12, ALMOST 13% STUDENT WITH DISABILITIES.

UM, ALMOST 2% OF OUR KIDS ARE EXPERIENCING HOMELESSNESS.

UM, WE'RE PRIMARILY, UH, HISPANIC, BUT WE DO, UH, GO IN AND SUPPORT ALL OF OUR STUDENTS.

UM, AS YOU START SEEING, UM, THE SUPPORT OF THE CO COLLEGE CAREER INDICATOR, WITH THE SUPPORT OF MR. PEREZ, WE ACTUALLY, WE WERE ABLE TO GET A COUPLE OF GRANTS TO GO IN WITH OUR DUAL ENROLLMENT,

[01:25:01]

UH, AND PATHWAYS.

WAS ON COMMUNITY SCHOOLING.

SO, UM, WE CAN MOVE TO THE NEXT SLIDE.

AND THEN THERE'S A LITTLE BIT MORE OF THE DATA.

UM, I, YOU KNOW, AND I HAVE THE PRIVILEGE OF LOOKING, HELPING, LOOKING AT THE DATA AND DOING THE NEEDS ASSESSMENT AND ASKING, UH, STAFF AND STUDENTS LIKE REALLY WHAT IT IS.

'CAUSE WE OBVIOUSLY, WE GO TO A NEEDS ASSESSMENT, GO THROUGH THE SURVEYS, BUT I THINK IT'S MORE POWERFUL WHEN I ACTUALLY GET TO TALK WITH STUDENTS.

SO BEING IN THIS ROLE REALLY GIVES ME THE OPPORTUNITY TO SIT DOWN AND TALK AND NOT JUST ONLY LOOK AT DATA SO WE CAN ACTUALLY MOVE THE NEEDLE.

AND I THINK WHAT'S POWERFUL, I THINK A GOOD EXAMPLE IS, UH, ABOUT TWO YEARS AGO OUR, WE WERE LOOKING AT HOW ARE WE GONNA SUPPORT ENGLISH LEARNERS, RIGHT? OUR, SO WE PARTNERED WITH ELEVATE ED TO DO PROFESSIONAL DEVELOPMENT SERIES.

WE'VE BEEN DOING THAT AND WE SEE THE GROWTH.

SO BEING ABLE TO GO INTO THE CLASSROOMS AND SEEING THE PROFESSIONAL DEVELOPMENT THAT WE INVEST IN, REFLECTED IN THE CLASSROOM AND SEEING THE, THE DATA.

UM, BUT, SO THERE'S A LITTLE BIT OF THAT.

AND THEN, YEAH, STRONGER TOGETHER.

I THINK WITH THIS MODEL, WHAT I REALLY APPRECIATE THE MOST WITH THIS MODEL THAT WE'RE DOING, UM, BEFORE WHEN I WORKED IN SCHOOLS AS A SCHOOL ADMINISTRATOR, I FELT LIKE YOU GET SO BUSY, RIGHT? YOU'RE, YOU'RE REALLY BUSY, YOU'RE AT CAPACITY.

YOU MIGHT HAVE TO DO SUPERVISION, YOU MIGHT HAVE TO COVER THIS ROLE.

NOW I STILL DO THOSE THINGS, BUT I THINK THIS ROLE REALLY HAS THE OPPORTUNITY FOR ME TO NETWORK WITH OTHER SCHOOLS.

LIKE A GOOD EXAMPLE, JUST RECENTLY, UH, WE ARE ONLY ABOUT A MILE AWAY FROM BRE HART CAMPUS.

SO WE, I COLLABORATE A LOT WITH THE COMMUNITY SCHOOL COORDINATOR THERE.

AND THERE WAS A BEAUTIFUL 5K AT THE ALGIN SU ANDRE HART.

I GOT TO, YOU KNOW, I GOT TO BE ON THE PLANNING COMMITTEE, BUT I THINK IT'S MORE BECAUSE HIM AND I MET AT THE SAFETY COMMITTEE AT ALGIN SEVEN PARK.

ONE OF OUR ROLES IS TO EN ENSURE THAT WE'RE AT THOSE MEETINGS ONCE A MONTH TO ENSURE THAT THAT PARK IS SAFE.

'CAUSE OUR KIDS, ALL OF OUR KIDS GO THERE.

WE HAVE DIFFERENT SCHOOLS, MIDDLE SCHOOLS.

SO WE SIT ON THOSE MEETINGS AND SOMETIMES THOSE MEETINGS ARE NOT HIGHLY ATTENDED.

I ALSO SIT ON THE ST.

ANDREW'S ADVISORY BOARD.

UM, THAT ONE'S CLOSE TO HOME, SO THAT'S EASIER.

BUT AT THE SAME TIME, OUR KIDS MIGHT GO THERE.

SO THIS ROLE IS REALLY ABOUT HOW DO WE BRING MORE KIDS? WE'RE ALSO SEEING IN LA CITY AQUATICS THAT THERE'S A SHORTAGE OF LIFEGUARDS.

THERE'S LIKE A 200 LIFEGUARD SHORTAGE.

JUST RECENTLY WE PARTNERED WITH LA CITY AQUATICS, UH, COUNCIL DISTRICT DATE.

AND WE SAID, AND YOU KNOW, I'M A SWIMMER, BUT I WAS LIKE, I REALLY WANT STUDENTS TO SWIM.

THERE'S A, THERE'S A JOB PATHWAY.

SO WE'RE IN THE PROCESS.

WE ENDED UP TAKING ABOUT 22 STUDENTS.

WE WERE GOING TO, BETWEEN VAN NESS AND ELGIN SU.

WE, THERE'S A NEED.

WE'RE GETTING STUDENTS THAT HAD NEVER SWAM BEFORE.

WE'RE PUTTING THEM IN THE WATER, THEY'RE LEARNING IN THE SWIM.

AND JUST RECENTLY WE HAVE TWO, TWO YOUNG LADIES THAT ARE NOW ELIGIBLE AND ARE WAITING TO BE CLEARED TO BECOME LIFEGUARD ASSISTANTS.

AND I JUST THINK THAT THOSE OPPORTUNITIES, THAT CHANGES THE TRAJECTORY OF, UH, A CHILD'S LIFE WHEN YOU ACTUALLY, AND I THINK THAT WE CAN DO BETTER THAN EXPOSURE, RIGHT? WE GOTTA GO DEEP AND LET'S GET INTO WATER AND LET'S SEE WHAT THIS PATHWAY LOOKS LIKE.

SO I THINK THAT'S A GREAT EXAMPLE.

AND IF YOU, IF YOU SAW, I, I BELIEVE YOU WERE AT THE 5K, SO I THINK YOU SAW THE POWER OF COMMUNITY AND ALL OF THE PARTNERS THERE FROM THE BLOCK CLUBS TO THE LOCAL CHURCHES AND ALL THE PLANNING THAT CAME IN.

AND WE SAW THAT NOT AS A SCHOOL, BUT IT WAS A COMMUNITY EFFORT.

AND THE COMMUNITY SHOWED UP.

AND ESPECIALLY IN SOUTH LA.

'CAUSE YOU DON'T SEE FIVE KS IN SOUTH LA ESPECIALLY GOING DOWN HOOVER.

YOU DON'T SEE THAT.

SO I THINK THAT'S THE KIND OF IMPACT WE WANT TO HAVE.

UM, BUT LIKE ANYTHING TO CONTINUE TO MOVE ON, ONE OF OUR GOALS IS COLLEGE AND CAREER READINESS.

UM, COMMUNITY SCHOOLS IS ABOUT HOW DO YOU SUSTAIN FUNDING.

SO YEAH, WE WE'RE EXPANDING.

WE HAVE THE CA MIDDLE COLLEGE GRANT JUST RECENTLY WE'RE AWARDED WITH THE K 12 WORKFORCE GRANT THAT WILL BEGIN THIS COMING SCHOOL YEAR.

WE'RE PARTNERING WITH THE LOS ANGELES RE REGIONAL CONSORTIUM.

STUDENTS HAVE ASKED US, WE WANT TO GET MORE INTO MEDICAL NURSING.

UM, SO I, WE'VE BEEN WORK WORKING WITH CHARLES JEW, UM, WHICH WAS THE FORMERLY PIPE PIPELINES PROGRAMS. JUST RECENTLY, THEY REACHED OUT AND SAID ONE THIRD OF THEIR APPLICANTS ARE COMING FROM ALLIANCE.

SO THAT'S POWERFUL BECAUSE WE'RE PUTTING OUR STUDENTS IN THESE OPPORTUNITIES WHERE THEY CAN GET INTERNSHIPS OR JUST MORE AWARENESS.

WE'RE PARTNERING, WELL, WE HAVE STUDENTS AT GOOGLE CODE NEXT, WHICH IS RIGHT THERE IN INGLEWOOD.

UM, THAT'S A BEAUTIFUL FACILITY.

BEFORE STUDENTS WOULD SAY, OH, I WANNA BE AN ENG ENGINEER.

I THINK NOW WHEN I ASK THEM, THEY'RE SAYING, I WANNA BE A UX DESIGNER.

SO, UH, OR SOMETHING TO THAT NATURE.

AND I THINK WHAT IT DOES IS JUST SHOWS THE SPECIFICITY OF LIKE, THE CAREER TRA TRAJECT TRAJECTORIES OF STUDENTS.

UM, AT THE SAME TIME, WE WORK A LOT WITH THE BOYS AND GIRLS CLUB METRO.

UM, A LOT OF THESE PARTNERSHIPS START OFF CONVERSATIONAL OR WE MEET 'EM THROUGH ANOTHER PARTNER, THE BOYS AND GIRLS CLUB.

NOW.

IT WAS JUST LIKE, HEY, LET'S TALK.

WHAT KIND OF PROGRAMS DO YOU OFFER TODAY? WE HAVE A PARTNERSHIP WHERE THEY'RE ON OUR CAMPUS AND THEY HAVE A COLLEGE AND CAREER SPECIALIST THAT HELPS SUPPORT AND GET STUDENTS ACCESS TO SCHOLARSHIPS THAT ARE OFTEN OVERLOOKED IN, IN THE SOUTH LA WATTS AREA.

WE ALSO HAVE STUDENTS THAT ARE GONNA BE PARTICIPATING AS FLAG BEARERS IN THE FIFA WORLD CUP COMING

[01:30:01]

SOON.

AND THIS IS ALL THROUGH A FREE PROGRAM THROUGH BOYS AND GIRLS CLUB.

UM, AT THE SAME TIME, WE DO A LOT OF WORK WITH THE WINE WEINGART, YMCA THERE FOR THE COURT UNVEILING, BUT MORE IMPORTANTLY, IN THE STUDENTS THERE.

WE HAVE KIDS THAT WORK THERE.

WE HAVE STUDENTS THAT ARE PARTICIPATING IN THEIR STEM PROGRAM AND THE YOUTH AND GOVERNMENT, AND ESPECIALLY AT THE WINE GUARD.

THAT'S SOMETHING WE WANT TO INCREASE, UM, OUR STUDENTS' ATTENDANCE, THEIR INVOLVEMENT IN PROGRAM.

UM, WE'RE ALSO PLANNING A YOUTH SUMMIT FOR THE STUDENTS, BUT WE'RE GETTING FEEDBACK FOR THE STUDENTS THIS COMING FALL TO JUST REALLY SEE WHAT ARE THE NEEDS THAT THEY'RE SEEING AND HOW CAN THEY IMPACT, UM, YOU, THAT'S A GOOD PHOTO OF THERE'RE AT ALGIN SU UM, WE HAVE A PARTNERSHIP WITH CENTER OF COLLABORATIVE EDUCATION, AND THEY'RE HELPING SUPPORT, UM, SOME OF THE FIELD TRIPS AND THE STEM INITIATIVES, UH, UCLA.

SO I THINK FOR US, IT'S REALLY ABOUT FINDING WHO'S ALREADY DOING THAT WORK AND INVESTING INTO THAT RELATIONSHIP.

WELLNESS AND SAFETY.

UM, THE, THE, I, I LOOKED FOR RESOURCES AND I HAD SEEN THAT ALL USC HAD A STRONG PARTNERSHIP WITH THE FAMILY SOURCE CENTERS, AND I WANTED TO LEARN MORE ABOUT THAT.

SO I HAD REACHED OUT TO CIFD AND TALKED TO OUR LOCAL FAMILY SOURCE CENTERS.

AND THOSE, THE RESOURCES THAT THEY OFFER FROM LIKE TAX EVENTS FOR FAMILIES AND BRINGING THEM ON, THOSE ARE EXTREMELY IMPORTANT.

AND THEN I THINK, AND THEN, AND SOMETIMES SCHOOL ADMINISTRATORS CAN GET REALLY BUSY AND NOT FOLLOW UP ON THOSE THINGS, BUT WHEN YOU DO, IT IMPACTS, WE WERE ABLE TO SERVE ABOUT 20, ABOUT 25 OF OUR FAMILIES THAT WERE, UH, STRUGGLING WITH SOME FINANCIAL DIFFICULTIES AND ABLE TO HAVE SOME OF THE, THE SENIOR DUES COSTS OR INTERNSHIPS DUE THEIR, THEIR FAMILY SOURCE CENTERS.

THEY'RE, UH, THEY VISIT OUR CAMPUS REGULARLY JUST TO DO INTAKES.

'CAUSE SOMETIMES FAMILIES MAY NOT, THEY'RE A LITTLE HESITANT MAYBE TO GO OFFSITE, BUT WHEN WE'RE THERE, THERE'S A, THERE'S A LITTLE BIT MORE COMFORT.

SO DEFINITELY, UH, WORK WITH THE, THE CHILDREN'S COLLECTIVE AND W-L-C-A-C SPECIFICALLY.

WE ALSO HAVE THE LA COUNTY, UM, PEER HEALTH ADVOCATES, WHICH IS A STUDENT GROUP WHERE THEY GET TO EARN A STIPEND FOR ADVOCATING.

RIGHT NOW THEY'RE WORKING ON SUBSTANCE ABUSE PREVENTION.

THEY'RE THAT IT'S THEIR JOB.

THEY HAVE TO SHOW SOME CAMPAIGNS.

AND I KNOW THEY HAD AN EVENT TODAY.

UM, EVERY THURSDAY WE HAVE LA COUNTY, UM, DMH, THE SCHOOL-BASED COMMUNITY ACCESS POINT.

THEY PROVIDE, UH, PRES, SEI PRESENTATIONS TO OUR STUDENTS FROM RIGHT NOW, OUR SENIORS ARE GOING TO LIKE POST HIGH SCHOOL.

WHAT DOES THAT LOOK LIKE? HOW DO I MANAGE THE STRESS THAT'S COMING? WE ALSO DO ANXIETY, UH, WORKSHOPS.

SO, AND THESE ARE ALL NO COST SUSTAINABLE, UH, PARTNERSHIPS, ESPECIALLY WHEN WE SAW WITH THE IMPACTS OF, UM, THE ICE RAIDS, YOU KNOW, NEAR OUR CAMPUS, WE WERE, WE WERE SEEING THAT.

SO, UH, WE ARE WORKING WITH LA COUNTY OFFICE OF IMMIGRATION TO DO MORE OF A NETWORK WIDE, BUT LIKE THEIR PUBLIC COUNCIL TO, TO CONTINUE TO DO KNOW YOUR RIGHTS, BUT ALSO FAMILY PREPAREDNESS PLANS.

AND LASTLY, STUDENT VOICE AND LEADERSHIP.

UM, I THINK PART OF THIS ROLE WITH COMMUNITY SCHOOLS COORDINATOR, I, I ENJOY IT.

I ALSO REALIZE, LIKE I'M IN A LOT OF PLACES.

I'M AT NEIGHBORHOOD COUNCIL MEETINGS FOR BOTH, BOTH SOUTHEAST AND SOUTHWEST.

I'M AT PARK ADVISORY BOARDS.

I THINK TOMORROW THERE'S LIKE THREE EVENTS THAT I'M GONNA TRY TO ATTEND AND JUST TO SEE WHERE STUDENTS ARE PARTICIPATING.

BUT I THINK WHAT HELPS IS THAT THESE ARE OPPORTUNITIES.

AND WHEN WE PUT OUR STUDENTS, ONE OF OUR STUDENTS THERE, UM, IS RUNNING FOR A NEIGHBORHOOD COUNCIL SEAT.

AND JUST TO KNOW THAT, AND BECAUSE THAT BOARD SPECIFICALLY DOESN'T HAVE A YOUTH SEAT, UM, HE WAS ALSO A STUDENT THAT APPLIED WITH HIS CLUB FOR A NEIGHBORHOOD PURPOSE GRANT.

AND WE, AND HE CAME TO US AND WAS LIKE, I WANT TO DO THIS.

AND HE HAD FOUND ONE OF THE, UM, RIGHT THERE ON FIGUEROA, HE'S IN, HE'S, UH, WORKING WITH, UH, FAITHFUL ST.

MARK, AND THEY'RE DOING, UH, UH, FIGUEROA GIVES BACK TO THE TAKE ACTION, UH, EVENT TOMORROW.

AND HE WAS LIKE, I, HE'S ALREADY DONE A CLOTHING DISTRIBUTION, BUT HE WAS LIKE, I NEED FOOD.

I NEED TO PURCHASE FOOD.

I, I HEAR THE NEIGHBORHOOD COUNCIL.

SO HE ATTENDS THOSE ME MEETINGS TO SEE THAT AND TO SEE STUDENTS LIKE LEADING IN THEIR COMMUNITY, THAT IS, I FEEL LIKE WHERE IT'S AT NOW.

WHEN I ASK HIM, I ASKED HIM, WHAT ARE YOU GUYS TO DO AFTER HIGH SCHOOL? YOU GONNA GO INTO POLICY? YOU, WHAT ARE YOU GONNA DO? A LOT OF 'EM ARE LIKE, I'M WANNA BE A VETERINARIAN.

I'M LIKE, OH, BUT YOU GUYS ARE DOING SO GOOD.

SO I KNOW I HAVE TO BE, UH, NONPARTISAN WITH THEM.

BUT I JUST THINK THAT EVEN WHEN THE IMPACTS WE WERE SEEING, LIKE, WHAT CAN SCHOOLS DO FOR AN ALTERNATIVE TO PROTESTING, RIGHT? WHILE WE WORKED WITH OUR KIDS AND WE BROUGHT IN THE, UH, THE SECRETARY OF STATE'S OFFICE THAT SHOW 'EM THE DEMOGRAPHICS OF KIDS THEIR AGE VOTING.

UM, AND THEY WERE REALLY SURPRISED, YOU KNOW, TO SEE LIKE, OH, YEAH, EIGHT TO EIGHT, 18 TO 25, THAT'S NOT ALWAYS A DEMOGRAPHIC, ESPECIALLY IN COUNCIL DISTRICT EIGHT, WE'RE NOT SEEING KIDS VOTE.

SO AFTER THAT EVENT, UM, A HUNDRED AND A FIVE OF OUR STUDENTS BECAME, UH, EITHER PRE-REGISTERED TO VOTE OR BECAME REGISTERED VOTERS.

UM, SO I THINK NOW THOSE ARE THE OPPORTUNITIES WE WANNA SHAPE BECAUSE WE WANT THEM TO MAKE AN IMPACT AND DIFFERENCE FROM, WE'VE HAD A STUDENT SIT ON, UH, STATE SUPERINTENDENTS, UH, ONE OF THE AD HOC BOARDS, UM, AND HER FOCUS

[01:35:01]

UM, AND YEAH, I JUST WANT TO, I THINK FOR US, THIS COM, THIS MODEL, WHEN WE THINK ABOUT WHOLE CHILD, IT'S REALLY ABOUT CHANGING YOUR COMMUNITY.

WHEN I'M DRIVING HOME, WHICH I LIVE LIKE SIX MINUTES AWAY, AND I SEE A STUDENT, I'M NOT SEEING LIKE, OH, I ONLY WORK WITH BIRD TECH.

THAT'S A STUDENT THAT LIVES IN OUR COMMUNITY.

THERE NEEDS TO BE OPPORTUNITIES FOR THEM.

SO IF IT'S CONNECTING THEM WITH URBAN SCHOLAR, IT'S CONNECTING THEM WITH THE WHITEHALL ACADEMY ON, ON, ON SLAUSON, WHATEVER IT BE, WE NEED TO MAKE SURE THAT THOSE OPPORTUNITIES ARE VISIBLE FOR OUR KIDS, ESPECIALLY IN SOUTH LA.

SO I THINK THIS WORK IS REALLY ABOUT PASSION.

IT'S REALLY ABOUT MAKING SURE THAT WE GIVE OPPORTUNITIES, BECAUSE I KNOW WE'RE BELIEVERS OF OPPORTUNITIES THAT CHANGED OUR TRAJECTORY OF LIFE.

I THINK I WAS NOT GONNA GO INTO EDUCATION, BUT I HAD STRONG ADMINISTRATORS AT, AT HIGH SCHOOL THAT SAID, YOU NEED TO GO BECOME A TEACHER ASSISTANT AT GAGE MIDDLE SCHOOL WHEN YOU, WHEN YOU GRADUATE HIGH SCHOOL.

AND I DID.

AND THAT, THAT CHANGED MY TRAJECTORY.

SO I THINK IT'S LIKE REALLY UNDERSTANDING AND SEEING THAT.

YEAH, I, I THINK WHEN WE STARTED LOOKING AT THE SUPPORTS THAT WE PROVIDE, NOT JUST FOR THE STUDENTS, FOR THE COMMUNITY, WE ALSO HOST THE NEIGHBORHOOD COUNCIL MEETINGS AT OUR SCHOOL SITE.

WE, UH, WE HOST, UH, THE ANNUAL TREE LINE CEREMONY ON BROADWAY THROUGH, UH, MARK DAWSON'S OFFICE OUT THERE.

AND IT'S ONE OF THOSE, HOW CAN WE HELP SUPPORT EVERYTHING ELSE.

UM, LIKE, LIKE GREG SAID, I LIVE NOT TOO FAR.

I LIVE IN SOUTHGATE.

AND ANOTHER WAY, UH, UH, AS I GO HOME, IT'S THE SAME THING.

HOW DO WE SUPPORT, UM, BECAUSE I LIVE IN SOUTHGATE, UH, WE'RE ABLE TO HELP SUPPORT.

SO I'M ON THE SCHOOL SITE COUNCIL FOR MY DAUGHTER'S SCHOOL AT, UH, INTERNATIONAL LEARNING CENTER MIDDLE SCHOOL.

UM, AND THEN I ALSO HELP SUPPORT, UH, SOUTHEAST HIGH SCHOOL.

SO WE'VE HAD PIECES WHERE WE'VE INTRODUCED THEM TO THE MAYOR'S OFFICE.

WE'VE CONNECTED THEM TO GET THEIR SCHOOL RECOGNITIONS, UH, GLADLY TO SAY BOTH OF THOSE SCHOOL CENTERS ARE GETTING DISTINGUISHED SCHOOL AS WELL.

SO WE'RE ABLE TO KIND OF CELEBRATE THE COMMUNITY, BECAUSE IT'S NOT JUST ABOUT US AS A CHARTER SCHOOL, BUT US AS A COMMUNITY.

AND I LIKE TO SAY THAT WE'RE HERE TO SUPPORT ALL WHEN, I MEAN, I MEAN ALL, I MEAN ALL I'VE ALSO HELPED SUPPORT, UH, ON THE BOARD OF DIRECTORS FOR, UH, THE CIF, UH, LACD SECTION.

SO FOR ME, IT'S, IT'S WHAT CAN WE DO AS A COMMUNITY TO SUPPORT ALL OF US? BECAUSE IF IT'S, IF, IF IT'S NOT US, THEN WHO, IF NOT NOW, THEN WHEN.

AND, AND FOR ME, IT'S VERY IMPORTANT JUST TO LISTEN, GET WHAT WE NEED TO DO AND MAKE AN IMPACT.

BECAUSE THESE STUDENTS THAT ARE COMING IN ARE OUR NEXT LEADERS.

UM, JUST LIKE GREG, I STARTED OFF AS A CAMPUS AIDE IN SOUTHEAST HIGH SCHOOL.

UH, I, I, YOU KNOW, I I, I DIDN'T KNOW WHAT I WANTED TO DO.

UH, I STARTED COACHING FOOTBALL.

I'VE BEEN COACHING FOOTBALL ON LUZ FOR LIKE 15 YEARS NOW.

AND THEN HERE I AM, 12 YEARS AS PRINCIPAL OF BURTON TECH HIGH SCHOOL COULDN'T BE PROUDER.

UM, BUT IT COULDN'T HAVE BEEN DONE ALONE BECAUSE I HAD GREAT MENTORS THAT HELPED ME SUPPORT.

AND FOR ME, IT'S PAYING IT FORWARD.

SO WHAT THEY DID FOR ME IS FOR ME TO PAY IT, UH, OVER TO THE KIDS.

AND THAT'S THEIR JOB.

NEXT IS HOW CAN THEY HELP SUPPORT THE NEXT GENERATION COMING UP? YEAH, THAT, THAT'S A CONCLUDING IF YOU'RE EVER ON CENTURY AND BROADWAY, WE HAVE A BEAUTIFUL MURAL THAT WAS, UM, LOCAL ARTISTS, MIKE NORRIS.

UM, AND WE'RE GONNA ADD ANOTHER ONE.

IT'S ON THE, IT'S A SMALLER WALL, BUT IF YOU'RE IN, THERE'S GOOD THING, GREAT THINGS HAPPENING ON CENTURY AND BROADWAY.

AND I THINK THAT THE GOAL IS TO CONTINUE TO EXPAND THAT.

SO YEAH, WE'RE OPEN FOR IT.

ANY QUESTIONS? ANY QUESTIONS OR? WELL, THANK YOU.

LIKE, AND LIKE AN ASSET MAPPING, RIGHT? I REALLY WANTED TO SEE WHO WAS DOING WHAT, AND ME GO AND VISIT NOT, AND EMAILING IS, IS GOOD, BUT I, WHEN I WENT TO, A GOOD EXAMPLE IS I WENT, WE WENT TO VISIT THE BOYS AND GIRLS CLUB OVER THERE, CLOSE TO MAGIC JOHNSON PARK MM-HMM .

UM, THE PRESENTATION IS DEFINITELY THOROUGH AND I JUST APPRECIATE THE, THE COMMUNITY SCHOOL MODEL AND BRINGING IT FULL CIRCLE AND JUST THE FACT THAT, YOU KNOW, I'LL OFTEN SAY HOW, YOU KNOW, CHARTERS BEGAN IN OPERATION TO BRING BACK FEEDBACK TO OUR SCHOOLS AND HOW THE AUTONOMY ALLOWED OPPORTUNITY AND FOR IT TO DISPLAY ITSELF AND THEN COME BACK AND SHARE.

AND THIS IS AN OPPORTUNITY HERE, JUST SHARING WHAT'S HAPPENING.

AND I HAVE TO SAY, MISS JAY SAYS, HELLO.

SO , UM, SO I, I KNEW BURTON TECH LONG, LONG TIME AGO, SO MS. JAY AND I GO WAY BACK.

UM, BUT I WANTED TO SAY THANK YOU FOR JUST YOUR EXAMPLE AND WANT TO TAP INTO, I MEAN, I DON'T EVEN WANNA KNOW YOUR MS. PEREZ, YOUR, UM, YOUR SCHEDULE.

'CAUSE WANTING TO KNOW HOW DO YOU MAKE THE COMMUNITY MODEL, LIKE, WHAT'S LIKE THE FIRST STEP FOR SOMEONE THAT WANTING TO ADOPT THIS MINDSET? WHAT DO YOU NEED TO DO FIRST? LIKE, WHAT IS THE FIRST STEP TO MAKING, BECAUSE I MEAN, NOW YOU'RE INVESTED, RIGHT? YOU'RE IN THE NEIGHBORHOOD COUNCILS, YOU'RE, YOU KNOW, YOU'RE HAVING MEETINGS.

WHAT IS BE THE FIRST STEP FOR SOMEONE WHO WAS TAKING ON THE ROLE THAT YOU'RE TAKING? WHAT WOULD BE THE FIRST STEP FOR THEM TO DO? I THINK THE FIR ONE, ONE OF THE FIRST STEPS THAT I TOOK WAS REALLY

[01:40:01]

AND WE WALKED IN THERE, THE FACILITIES WERE AMAZING.

WE'RE JUST THINKING OUR KIDS SHOULD BE PARTICIPATING.

AND THEY TALKED ABOUT THEY WERE STRUGGLING MORE WITH THE, THE HIGHER, THE OLDER YOUTH.

AND WE THOUGHT, WOW, THAT, WOW, THIS IS AMAZING.

IF OUR KIDS SAW THIS, I'M SURE THEY'RE GONNA WANT TO ENGAGE.

SO WHEN YOU MAKE THAT FIRST CONNECTION AND YOU SEE KIDS THEN GO THERE AND PARTICIPATE, AND I WOULD SAY, AND SEE THEIR REACTIONS TO THAT.

AND THEN MORE IMPORTANTLY, YOU SEE THAT THEY'RE ACTUALLY NOW A PART OF LIKE, MAYBE AN A PAID INTERNSHIP.

THAT'S THE FIRST STEP.

I FEEL LIKE THAT DRAWS YOUR INSPIRATION.

THAT DRAWS TO SAY LIKE, WHAT ELSE CAN I GO AND PURSUE? SO I DEFINITELY WOULD SAY, MAKING SURE THAT YOU'RE INTENTIONAL AND REALLY LOOKING AT YOUR COMMUNITY FROM IT, WHAT ASSETS WE HAVE.

BECAUSE I THINK, ESPECIALLY IN SOUTH LA, WE CAN ALWAYS TALK ABOUT WHAT WE DON'T HAVE.

BUT I THINK IT'S IMPORTANT TO SAY, WHAT DO WE HAVE? HOW CAN I, AS A COORDINATOR, HELP THEM UPLIFT BECAUSE THEY WORK WITH KIDS, WE WORK WITH KIDS, SO WE SHOULD NATURALLY BE WORKING TOGETHER.

SO I THINK THAT'S POWERFUL.

I THINK ANOTHER POWERFUL IMAGE WAS, UH, WE HAD TWO STUDENTS IN AT, AT ELGIN SU PARK, AND THEY WERE KAYAKING MM-HMM .

AND PEOPLE WERE SAYING, YOU'RE KAYAKING AT THE PARK RIGHT THERE ON HOOVER STREET.

AND WE'RE LIKE, YEAH, THEY'RE, THEY'RE KAYAKING.

AND I THINK THAT THE, THE JOY THAT YOU SEE IT AND ACTUALLY GOING AND VISITING THIS MODEL ALLOWS YOU TO GET OUT OF THE SCHOOL A LITTLE BIT, GO INTO THE COMMUNITY AND ACTUALLY SEE THE REACTIONS TO KIDS.

AND I THINK BEING IN EDUCATION FOR SO MANY YEARS, SOMETIMES YOU LOSE THAT.

I THINK SOMETIMES WE CAN GET EASILY INTO THE JUST CAUGHT UP IN THE DESK AND JUST, BUT WHEN YOU GO AND VISIT A SCHOOL OR EVEN A COMMUNITY PARTNER OR LIKE, LIKE MENTIONING, GOING TO SEE, I THINK THE MUSICAL, YOU SEE WHAT'S POSSIBLE AND YOU'RE LIKE, HOW DO WE STRENGTHEN THAT? AND I FEEL LIKE THAT'S WHERE THE MO UH, MOTIVATION GOES.

THAT'S WHERE THE INSPIRATION GOES.

SO STARTING THERE, WHAT ARE OUR ASSETS? AND I THINK THE ALIGNMENT, I THINK WHEN WE TALK WITH STAFF, I THINK WHEN I FIRST STARTED, IT WAS ALWAYS LIKE, OH, WHAT IS THIS NEW INITIATIVE? WHAT DO WE HAVE TO DO? AND IT WAS MORE OF LIKE, IT'S NOT, IF WE CARE ABOUT COMMUNITY AND WE CARE ABOUT CHILDREN, THIS MODEL IS ENHANCING WHAT WE ALREADY DO.

IT'S NOT, WE'RE GONNA DO THINGS DIFFERENT.

IF ANYTHING, WE WANT TO HEAR YOUR AUTHENTIC VOICE.

SO I KNOW I SOMETIMES HAVE TO SEND SURVEYS AND I'M LIKE, HEY, LOOK, JUST FILL OUT THE SURVEY.

PLEASE, PLEASE.

IT'S FOR PROFESSIONAL DEVELOPMENT.

LIKE IT'S, IT'S A GOOD THING.

YOU'RE GONNA GIVE SOME INPUT ON THAT.

LIKE, WE WANT TO HELP YOU.

SO I THINK THERE'S A LITTLE BIT OF THAT TOO.

BUT IT'S ALSO, I THINK WHEN PEOPLE SEE IT CAN BE ELEVATED.

UM, IT JUST, IT, I, I DON'T WANNA SAY BUYIN BECAUSE I FEEL LIKE PEOPLE ARE BOUGHT IN AS JUST A LIMITED CAPACITY.

SO I THINK ONCE THEY SEE THAT IT'S ACTUALLY HAPPENING, THAT'S WHERE THE RESULTS ARE.

SO I GET TO WORK WITH ALL THE SCHOOL TEAMS. SO ELA IS DOING, WE'RE DOING THE STUDENT SUCCESS CARDS FOR ELA FOR, UH, MUSIC.

WE JUST SIGNED A, UH, AN AGREEMENT WITH THE USC DRAMATIC ARTS PARTNERSHIP TO START DOING SOCIAL, UH, JUSTICE INITIATIVES AND TEACHING.

SO THAT'S A TWO YEAR AGREEMENT, UH, NO COST AGREEMENT.

SO WE'RE DOING THINGS WITH DIFFERENT DEPARTMENTS.

SO I GET TO KIND OF WORK WITH EVERY DEPARTMENT AND HAVE A DIFFERENT PROJECT.

BUT IT'S A LOT, IT'S A LOT OF TIME, BUT IT'S, IT'S, IT'S FUN.

IT'S LIKE, IT, IT'S VERY FUN, BUT ALSO PASSIONATE WORD.

WELL, I APPRECIATE IT.

I THINK WE HAD, TANYA HAD SOMETHING.

AND, AND, AND BE THAT HELPING HAND FIRST BEFORE WE ASK FOR ANY KIND OF FAVORS OR COLLABORATION.

I WANT TO LET HER GO.

I'LL COME BACK.

FRANKLIN, DID YOU WANNA, UM, ASK YOUR QUESTION OR COMMENT? YEAH, THANKS.

I SUPER APPRECIATE IT.

UM, I HAVE GOTTEN TO VISIT YOUR SCHOOL A BUNCH OF TIMES AND ALWAYS GET TO SEE SUCH GREAT INSTRUCTION, SUCH CLEAR CARE FROM THE ADULTS TO THE KIDS.

UM, AND YOUR NEW FACILITIES ARE REALLY EXCITING.

SO I WAS REALLY HAPPY TO, UM, HAVE YOU HERE TODAY TO SHARE WITH MY COLLEAGUES IN THE WORLD SOME OF THE GREAT THINGS THAT, THAT ARE HAPPENING THAT HAVE EARNED YOU SUCH ACCOLADES.

UM, YOU KNOW, ONE THING I WONDER ABOUT THE, UM, CHARTER MANAGEMENT ORGANIZATION AND THE RELATIONSHIP WITH THE SCHOOL IS LIKE, WHAT DO THEY DO THAT SUPPORTS YOUR LEADERSHIP OR WHAT DO THEY NOT DO THAT LIKE, DOESN'T GET IN YOUR WAY? UM, BECAUSE AS MUCH AS WE WANNA LEARN FROM THE SCHOOL SITE, I THINK WE ALSO WANNA LEARN FROM LIKE THE MANAGEMENT LEVEL, UM, ON HOW TO CREATE MORE OPPORTUNITIES, LIKE WHAT YOU ALL ARE DOING.

SO I DUNNO IF YOU CAN SPEAK TO THAT AS TO LIKE WHAT THE ALLIANCE HOME OFFICE DOES OR DOESN'T DO TO SUPPORT WHAT EVERYTHING IS HAPPENING HERE.

YEAH, YEAH.

SO I COULD GO ON, ON THE SCHOOL END AND THEN, UM, GREG COULD KIND OF GO ON.

'CAUSE WE DO HAVE A, A NEW SUPPORT STAFF AT THE HOME OFFICE NOW THAT SUPPORTS ALL SCHOOLS.

UH, WELL, THE GOOD THING IS AT, AT UH, AT BURTON TECH, WE'VE KIND OF, WE STARTED IT BEFORE THE INITIATIVES CAME OUT, BUT WHEN GREG CAME IN, WELL, HE DIDN'T TELL YOU.

GREG'S ALSO A FORMER PRINCIPAL .

UH, SO HE KIND OF HAS AN IDEA HOW, HOW HEAVY THE WORK IS.

SO HE'S ABLE TO KIND OF SUPPORT WHERE WE'RE AT.

SO A LOT OF THE STUFF THAT WE MAKE SURE WE DO AT BURTON TECH IS WE, WE COLLABORATE, WE PARTNER UP.

AND THE WAY I APPROACH THINGS IS WHEN WE GO OUT TO VISIT OR SEE DIFFERENT PLACES, IT'S, IT'S, FOR ME, IT'S HOW CAN WE HELP SUPPORT YOU

[01:45:01]

BECAUSE WHAT I START NOTICING TOO, IS IT GETS A LITTLE BIT DIFFICULT WHEN EVERYBODY'S GOING IN, GIVE ME, GIVE ME, GIVE ME, GIVE ME.

BUT NOW PEOPLE ARE GOING OUT TO SAY, HEY, WE HAVE THIS COME AND, AND, AND TAKE WHAT WE HAVE AND WE COULD SHARE OUT, UM, WE'VE OPENED OUR DOORS TO SAY, HEY, WHAT THAT, THAT WAS ONE OF THE COMPONENTS WHERE WE START SAYING, WHAT IS IT A CHARTER? SO WHY WAS IT BUILT? AND, AND FOR ME IS, UM, BEING BLESSED THAT JUDY BURTON, UH, WAS ONE OF HER LAST HIRES.

AND IN THE VISION THAT SHE HAD, I CONTINUE TO KIND OF PUSH.

AND IT'S ONE OF THOSE WHERE WE'RE HERE, WE'RE BUILT FOR A REASON AND FOR ME IS WE'RE HERE TO HELP SUPPORT EVERYBODY ELSE.

UM, AND THEN BRINGING IN GREG TO SAY, HEY, I'M GONNA PROTECT YOUR TIME.

I'M GONNA MAKE SURE THESE THINGS YOU DON'T HAVE TO DO, I'LL TAKE CARE OF THESE COMPONENTS TO IT.

AND THE TRUST IN IT, IT'S A BIG, BIG PIECE BECAUSE, UM, THERE IS NO TIME TO WASTE.

AND IF I COULD, IF I COULD TAKE SOME OF THE BARRIERS OUT, THEN I COULD KINDA HELP YOU WITH.

AND WE HAVE A GREAT STAFF AT THE SCHOOL SITE THAT'S ABLE TO KIND OF MAKE SOME ADJUSTMENTS TO IT.

UM, WITH THE GRANT, WHEN WE STARTED COMING IN, UM, WE ALSO STARTED WORKING WITH, UH, LACO, UH, PARTNERED WITH LACO AND, AND IN OTHER SCHOOLS OUTSIDE OF, OF ALLIANCE.

BUT THIS YEAR, UM, IT'S THE FIRST YEAR, RIGHT? THE DEAL CAME IN.

YEAH, YEAH, YEAH.

SO LIKE AS, AS FAR AS FOR ME, IN TERMS OF THE COMMUNITY SCHOOLS WORK, WE HAVE A, A TEAM.

SO WE HAVE A COMMUNITY SCHOOLS DIRECTOR AND MANAGERS.

AND THEY REALLY SUPPORT US IN REALLY MAKING SURE THAT WHEN WE LOOK AT A PARTNER, UM, IS IT NETWORK WIDE OR IS IT REGION-WIDE? SO JUST CREATING THOSE PROCESSES AND SYSTEMS AND, YOU KNOW, I GET REALLY EXCITED ABOUT PARTNERSHIPS, BUT WE GOTTA GO THROUGH THE MOU PROCESS.

WE GOTTA GO THROUGH THOSE PROCESS.

SO THEY ALSO HELP CODIFY THOSE PROCESSES, UM, WITH US AND WORK WITH US AND GIVE US TIME TO ACTUALLY WORK WITH REGIONS.

SO I FEEL LIKE THROUGH THIS MODEL, UM, I REALLY GET TO SEE OTHER CAMPUSES AND OTHER SCHOOLS IN THE, IN THE, IN THE NETWORK.

AND I THINK WHEN YOU'RE JUST WITHOUT THIS MODEL, I DON'T KNOW IF WE WOULD LIKE, I DON'T KNOW IF I WOULD GET TO VISIT SCHOOLS AND SHARE BEST PRACTICES OR, UM, EVEN VISIT OR PARTNER ON A GOOD, LIKE, JUST LIKE WITH THE BOYS AND GIRLS CLUB OVER ON METRO, ONE OF THE SCHOOLS, SIMON TECH NOW HAS THAT PROGRAM.

SO IT'S LIKE WE, THERE'S A, THERE'S A LOT OF, UM, I DON'T WANT, NOT NETWORKING, BUT JUST CO-PLANNING THAT WE DO TOGETHER AND THAT THE NETWORK OFFICE HELPS FACILITATE THAT.

I LOVE THAT.

THANK YOU SO MUCH.

SO THANK YOU FOR SHARING THAT.

AND I WANTED TO ASK, I MEAN, 'CAUSE SOME OF THE THINGS THAT YOU MENTIONED, UM, IN THE COMMUNITY, UM, LIKE THE 5K, AND I WAS LIKE, YEAH, WE HAVEN'T SEEN A 5K IN THE INNER COMMUNITY LIKE THAT.

AND I WAS LIKE, I DON'T KNOW WHAT IT IS ABOUT FIVE KS, BUT PEOPLE SHOW UP AND IT'S EARLY IN THE MORNING AND THEY'RE READY TO RUN.

UM, BUT THEY WERE THERE, THE COMMUNITY WAS THERE.

UM, AND SO FOR SOMETHING YOU SAID YOU WERE MEETING, SO DID, WAS THAT A COLLECTIVE PROCESS AND HOW LONG DID THAT TAKE TO PLAN FOR THAT EVENT FOR THOSE SCHOOLS? YEAH, SO OVER AT ELGIN, SUTTON PARK THROUGH, UM, THAT ACTUALLY HAS A COMMUNITY SAFETY PARTNERSHIP PROGRAM THAT'S A FIVE-YEAR GRANT THAT IS FUNDED WITH THE COMMUNITY SAFETY, LAPD BUREAU AND THE PARK.

AND I WANNA SAY THEY HAD ONE, IT MIGHT FINISH AT HARVARD PARK, AND THAT'S AN EXAMPLE, LIKE MORE CD EIGHT.

BUT FOR THOSE THAT ACTUALLY FUNCTION, YOU HAVE, UH, 10 OFFICERS THAT ARE ASSIGNED TO THE PARK, RIGHT? AND WE HAVE A GRID PROGRAM.

AND BECAUSE I KNOW ALGIN SAID IN THE PAST, YOU KNOW, THEY, THERE'S, THERE'S DATA TO SUPPORT WHY THERE'S A CSP, THERE'S, THERE'S MONTHLY MEETINGS FOR THAT.

UM, AND THERE'S A CALL FOR A COMMUNITY AND COMMITTEE.

SO, UM, AS PART OF THE WORK, I STARTED SITTING ON THE COMMITTEE THAT MEETS EVERY SECOND TUESDAY OF THE MONTH AT SIX O'CLOCK.

AND YOU HAVE THE CDA THAT GIVES UPDATES.

YOU HAVE THE COMMUNITY SAFETY PARTNERSHIP, AND WE HAVE THE GRID PROGRAM, AND WE HAVE ANYBODY, STAKEHOLDERS, PARENTS, FAMILIES, STUDENTS THAT WANT TO COME AND JUST PARTICIPATE.

AND SOMETIMES IT'S HARD TO GET TURNOUT FOR THAT, BUT WE'VE BEEN WORKING TO GET MOMENTUM THAT, SHARING THAT WITH OUR LOCAL SCHOOLS, PUTTING FLYERS OUT, AND THAT'S WHERE IT STARTED.

AND I THINK FOR, LIKE, FOR MYSELF, WHEN I GET A RESOURCE, I JUST BLAST IT OUT TO EVERYBODY THAT I PARTNER WITH BECAUSE THE MORE I KNOW WE EVEN, WE'RE EVEN SEEING LIKE, UM, OPPORTUNITIES WITH LIKE HOLLY MITCHELL'S OFFICE TO HAVE KIDS GO TO THE OPERA OR, UM, THE, THE, ANYTHING THAT COMES LIKE RESOURCE, WE JUST SHARE IT OUT AND WE PROMOTE IT.

SO THAT REALLY STARTED THERE.

THERE WAS A PLANNING COMMITTEE THERE, AND WE WERE JUST MEETING, AND IT ORGANICALLY JUST TALKED BECAUSE THE COMMUNITY SCHOOLS COORDINATOR AT THAT SCHOOL WAS LIKE, OH, WE SHOULD DO IT HERE, BECAUSE THEY ALWAYS DO.

THEY HAVEN'T DONE ONE HERE.

SO EVERYBODY, THERE WAS A LOT OF ALREADY INVESTED PEOPLE THERE.

AND THAT'S HOW THAT CAME TOGETHER BECAUSE YOU HAD THE, THE, UH, POLICE DEPARTMENT, YOU HAD THE, UH, DISTRICT COUNCIL, DISTRICT OFFICE, YOU HAVE THE SCHOOLS THERE, YOU HAVE LOCAL CHURCHES, YOUR NEIGHBORHOOD COUNCIL.

AND SO IT WAS A PERFECT PLACE TO START.

SOMETHING LIKE THAT.

SO I ALWAYS SAY LIKE, UM, WHEN WE GO TO

[01:50:01]

OUR PARKS, PARKS GENERALLY HAVE A COMMITTEE.

THEY HAVE AN ADVISORY BOARD.

LIKE WE HAVE TO SIT ON, WE HAVE TO PARTICIPATE.

I FEEL LIKE THAT'S THE EXPECTATION AS A CONSTITUENT, THAT'S THE EXPECTATION I FEEL LIKE WE HAVE AS RESIDENTS.

SO I THINK THIS MODEL GIVES US THAT AVENUE BECAUSE NOW I GET TO REPRESENT THE SCHOOL, BUT AT THE SAME TIME, I'M REPRESENTING THE COMMUNITY.

I'M REPRESENTING FAMILY, REPRESENTING HOME.

SO THAT'S REALLY WHERE IT STARTED.

AND UM, I KNOW WE'RE TRYING TO REALLY, UH, PUMP THE PULL UP.

SO MAYBE A SPLASH AND DASH MIGHT EVENTUALLY COME OUT OF THAT.

SO WE'LL KEEP YOU POSTED ON THAT.

I'VE BEEN, WE'RE REALLY PUSHING FOR THAT, BUT I THINK THAT'S WHERE A LOT OF THAT'S, THAT HAPPENS.

UM, THAT'S WHERE IT STARTS.

AND THEN JUST MAKING SURE THAT NEIGHBORHOOD COUNCILS, I FEEL LIKE THERE'S SO MUCH INFORMATION THERE.

AND JUST BECAUSE I'M IN THAT SPACE, THERE'S BEEN LIKE FIVE OR SIX OTHER OPPORTUNITIES THAT COME THROUGHOUT THAT WE DIDN'T EVEN KNOW.

LIKE AN AWARENESS ON, LET'S SAY FIGUEROA WAS DOING A LOT OF WORK ON HUMAN TRAFFICKING, BUT THERE'S SUMMITS.

SO SOMETIMES EVEN SOMETHING LIKE THAT WHERE I'M ABLE TO ATTEND OR SHARE, YOU GET MORE RESOURCES.

SO I FEEL LIKE THAT'S HOW YOU CONTINUE TO EVOLVE THIS WORK IF YOU JUST FEEL LIKE WE JUST STAY AT THE SCHOOL INSTEAD OF THOSE RESOURCES IS JUST NOT GONNA FALL INTO OUR LAP.

GOT IT.

LIKE, WE HAVE TO BE ACTIVE PARTICIPATES, UH, PARTICIPANTS IN THE COMMUNITY.

I THINK NOW IT'S JUST BALANCE OF TIME.

THAT'S, THAT'S THE HARDEST PART.

AND I WAS LIKE, HOW DOES HE DO ALL THIS? BUT I, I KNOW IT'S IMPORTANT WORK, UM, THAT YOU'RE DOING.

AND AS YOU WERE TALKING ABOUT STUDENTS ON THOSE BOARDS IS A STUDENT AT BURTON TECH THAT'S A PART OF THAT BOARD THAT'S YEAH.

RIGHT NOW THEY HAD TO CHANGE.

THEY HAVE TO UP, UP, HE'S BEEN SUCH A AVID PARTICIPANT, HE'S BEEN ON AD HOC COMMITTEES, BUT THEY HAVE TO REVISE THEIR BYLAWS AND IT'S SOMETHING THAT THEY'VE STATED THEY'RE WORKING ON BECAUSE THEY WERE LIKE, WE NEED A YOUTH SEAT.

THAT'S THE, IT'S THE, UH, SOUTHEAST, SO THEY DON'T HAVE A YOUTH SEAT, BUT THEY WERE LIKE, WE NEED TO GET A UTE SEAT.

SOME BOARDS DO, SOME DON'T.

SO, YEAH.

SO, BUT I THINK BECAUSE OF HIS INVOLVEMENT, I THINK, AND, AND THEIR, THEY SAW THE NEED OF LIKE, WE SHOULD HAVE A YOUTH SEAT.

SO I THINK THAT IS PART OF THE INSPIRATION.

AND YEAH, TOMORROW HE'LL BE, OR SATURDAY HE'S AT, UH, FAITHFUL SAINT MARK'S SUPPORTING WITH A, A FOOD GIVEAWAY.

AND, UH, AND THEY'RE, THEY'RE HAVING AN EVENT, SO HE'S, THEY'RE GONNA BE THERE, I'LL BE THERE FOR A BIT TOO.

SO IT SHOULD BE A NICE, SO I THINK THAT'S THE IMPORTANT PIECE BECAUSE STUDENTS GET TO SEE HOW DECISIONS ARE MADE AND THEY GET TO SEE IF, LIKE THERE'S STREET LIGHT CONCERNS.

THEY CAN ADVOCATE FOR THAT.

UM, SO WE'RE PRETTY INVOLVED IN EVEN THE 3 0 1 CAMPAIGNS.

UM, SO WE'RE ALWAYS UP THERE.

I THINK OUR, YOU KNOW, DISTRICT, UH, OUR, OUR NEIGHBORHOOD WAS, UH, THIRD PLACE, SO WE, I THINK, UH, PARK MESA BEAT US.

UM, BUT YEAH, WE'RE, WE'RE .

YEAH, SO PARK MESA BEAT US, BUT I'M, YOU KNOW, I'M STRATEGIZING WE'RE GONNA GET 600 KIDS TO BE PUTTING IN THREE ONE ONES NEXT YEAR.

SO WE'RE GONNA TAKE THAT BACK.

YES, YES, YES.

WELL, APPRECIATE THAT.

AND, UM, JUST, I MEAN, THE WORK THAT IS SHARED HERE, OBVIOUSLY THE SUBSTANCE ABUSE, THE SEO THURSDAYS, I THINK THOSE ARE SO MANY AVENUES FOR OUR FAMILIES TO BE ABLE TO CONNECT WITH STUDENTS AND COMMUNITIES.

SO THANK YOU.

AND WE'RE GONNA BE LOOKING FOR LIFEGUARDS.

'CAUSE LIKE I SAY, SWIMMING, IT IS A LIFE SKILL.

IT IS NOT, YOU KNOW, A LUXURY TO LEARN HOW TO SWIM.

IT IS A LIFE SKILL AND WE NEED TO CONTINUE TO PUSH THAT EFFORT.

AND AS A FORMER ATHLETIC DIRECTOR WHO ENDED UP BEING THE SWIM COACH, BECAUSE THERE WAS NO COACH.

UM, I PUSHED THE EFFORTS TO TRY TO GET MORE OF OUR STUDENTS IN THE WATER BECAUSE IT IS A LIFE SKILL.

SO THANK YOU FOR THE WORK THAT YOU'RE DOING.

WELL, THANK YOU SO MUCH FOR HIGHLIGHTING, UM, SOME OF THE, YOU KNOW, UH, JUST A VIEW OF YOUR CHARTER SCHOOL, UH, YOUR COMMUNITY SCHOOLS PROGRAM.

SO IT'S A LOT OF WORK THAT YOU'VE INVESTED IN THE COMMUNITY, AS MY COLLEAGUE HAS MENTIONED.

AND THANK YOU DEFINITELY LEARNED FROM YOUR PROCESS AND HOW, UM, YOU'VE CONDUCTED, UH, THE COMMUNITY SCHOOL'S GRANT AND ALSO THE ENTIRE, UM, SORT OF THE PILLARS AND HOW THEY'RE, THEY'RE INTEGRATED INTO YOUR SCHOOL.

SO I APPRECIATE YOU VERY MUCH FOR COMING.

THANK, THANK YOU.

THANK YOU SO MUCH.

NOW ONE SECOND TO PUBLIC COMMENT.

SO WITH THAT, UM, OH, SO THANK YOU TO ALL THE REPRESE PRESENTERS, AND WE WILL MOVE

[IV. Public Comment ]

AND AS A REMINDER, EACH SPEAKER WILL HAVE UP TO TWO MINUTES TO ADDRESS THE COMMITTEE.

AND WE APPRECIATE THE MEMBERS OF THE PUBLIC TAKING TIME TO SHARE THEIR PERSPECTIVES AND EXPERIENCES WITH US TODAY.

AND AS WE WAIT FOR OUR BOARD SECRETARIAT TO COME, UM, JUST WANNA REITERATE THAT ALL VOICES ARE IMPORTANT, SO THANK YOU FOR, UM, SHARING SOME THOUGHTS.

ALL RIGHT.

WE HAVE A FULL LIST OF SPEAKERS TODAY.

I'LL CALL ON THOSE LISTED AS, UH, BEING HERE IN PERSON, AND THEN I'LL CALL ON THOSE WHO LISTED THEMSELVES AS SPEAKING REMOTELY.

THE FIRST SPEAKER IS, UH, JOSEPH OLA.

COME ON DOWN, JOSEPH.

AND THEN AFTER JOS, AFTER JOSEPH IS EDGAR ED, GAR MENEZ, AND THEN YOLANDA FUENTES.

[01:55:01]

COME ON DOWN TO THE PODIUM AND YOU'LL HAVE TWO MINUTES.

IS THAT TIMER WORKING THERE? LET'S SAY TWO MINUTES ON THERE.

I SEE A TWO MINUTE MARK.

PERFECT.

GO AHEAD.

SORRY I'M NOT VERY LOUD, SO I'LL DO MY BEST.

UM, GOOD AFTERNOON.

UM, HOPE YOU GUYS ARE DOING WELL.

MY NAME IS JOSE ALA.

I'M CURRENTLY AN ADMINISTRATOR AT, UM, BROOKLYN CHARTER SCHOOL, AND I ALSO HAVE A SEVENTH GRADER AT THE SCHOOL.

UM, I HAVE BEEN WORKING AT, UH, BROOKLYN CHARTER SCHOOL FOR 15 YEARS.

UH, WHEN I STARTED WORKING THERE, UM, I KNEW I DIDN'T WANNA BE A TEACHER, UM, BUT I QUICKLY CHANGED MY MIND WHILE I, WHEN I STARTED THERE.

UM, I WENT FROM BEING A TUTOR TO A BII TO WORKING FOR THE AUTISM PROGRAM AS AN AIDE, UH, THEN TO A TEACHER AND NOW A SCHOOL ADMINISTRATOR.

I AM THE COORDINATOR OF SCHOOL CULTURE AND CLIMATE.

UM, I HAVE GROWN ON A PERSONAL AND PROFESSIONAL LEVEL BECAUSE OF THE ENVIRONMENT THE SCHOOL CREATES.

IN MY TIME AT BCCS, I HAVE BEEN A PART OF AND SEEN THE INVESTMENT IN THE COMMUNITY, THE POSITIVE CULTURE, AND THE ENDLESS WORK FROM EVERYONE ON THE TEAM TO HAVE, UH, TO HAVE STRONG ACADEMIC OUTCOMES.

OUR STUDENTS WITH THE HIGHEST NEEDS ARE ALSO BEING SERVED.

LAST YEAR I DECIDED TO ENROLL MY SON AT BUR CORONA CHARTER SCHOOL, UH, FOR SIXTH GRADE.

HE'S CURRENTLY A SEVENTH GRADER.

I ENROLLED HIM, UH, BECAUSE I TRUST THE BROOK CORONA TEAM.

I KNOW OUR SCHOOL PROVIDES OUR STUDENTS WITH BETTER OPPORTUNITIES FOR SOCIAL GROWTH AND LEADERSHIP, A SAFE AND POSITIVE SCHOOL ENVIRONMENT, AND STRONG ACADEMIC AND ATHLETICS PROGRAMS. UH, FOR MANY YEARS, HE WAS BEHIND IN MATH AND, UH, THIS YEAR HE HAS REACHED GRADE LEVEL, UH, LATE SEVENTH.

AS A PARENT AND AS A SCHOOL LEADER, I AM PROUD OF THE WORK OUR SCHOOL DOES WITHIN THE COMMUNITY.

UH, WE HAVE BUILT A WELCOMING AND INCLUSIVE CULTURE THAT STRIVES TO MEET THE NEEDS OF ALL OF OUR STUDENTS AND FAMILIES.

OUR STAFF IS COLLABORATIVE AND WORKS HARD TO PROVIDE STRONG ACADEMICS AND GREAT EXPERIENCES AND OPPORTUNITIES FOR OUR STUDENTS.

WE RECENTLY REVIEWED OUR, UH, FINAL I-READY DIAGNOSTIC DATA, AND WE ARE PROUD OF THE RESULTS WE ACHIEVED.

OUR STUDENTS HIT 100% TYPICAL GROWTH IN MATH.

WITH ALL SUBGROUPS ACHIEVING THE SAME OR BETTER TYPICAL GROWTH MEDIAN SCORES IN READING OUR STUDENTS ACHIEVE, UH, 147% TYPICAL GROWTH.

AND AGAIN, STUDENTS WITH SPECIAL NEEDS, ENGLISH LEARNERS AND OTHER STUDENT POPULATIONS ACHIEVED EQUAL OR HIGHER GROWTH RESULTS.

I'M PROUD OF MY SCHOOL, MY TEAM, AND MY COMMUNITY.

THE ENVIRONMENT WE HAVE BUILT ALLOWS STUDENTS TO LEARN AND GROW WHILE FEELING SAFE AND SUPPORTED.

AND I'M PROUD TO CONTINUE MY WORK WITH MY TEAM.

NEXT SPEAKER IS EDGAR MENEZ.

EDGAR MENEZ.

MY NAME IS KIMBERLY OLIVA.

I AM A CURRENT EMPLOYEE AND FORMER STUDENT AT BROOK CORONA CHARTER SCHOOL.

TODAY I'LL BE READING A LETTER ON BEHALF OF ONE OF OUR PARENTS, ED GAR MENEZ, WHO IS, CAN YOU JUST LOWER THE MIC A LITTLE BIT CLOSER TO YOU? THERE YOU GO.

PLEASE GO AHEAD.

WHO ISN'T ABLE TO ATTEND TODAY'S MEETING DUE TO A WORK CONFLICT TO THE L-A-U-S-D SCHOOL BOARD MEMBERS? MY NAME IS EDGAR MENEZ.

I AM A FORMER BROOK CORONA CHARTER SCHOOL STUDENT AND A CURRENT PARENT.

ALTHOUGH I CANNOT BE THERE IN PERSON TODAY, I APPRECIATE THE OPPORTUNITY TO SHARE MY EXPERIENCE WITH YOU TODAY.

MY TIME AT BROOK CORONA WAS AN IMPORTANT TIME IN MY LIFE, AND THOSE EXPERIENCES HELPED ME FOR YEARS AFTER I GRADUATED, I WAS IN CHARTER SCHOOLS ALL THE WAY FROM ELEMENTARY TO HIGH SCHOOL.

CHARTER SCHOOLS HELPED ME GUIDE, HELPED GUIDE ME AND SUPPORT ME IN OUR COMMUNITY.

NOT MUCH WAS EXPECTED OF US, BUT CHARTER SCHOOLS HELPED US SUCCEED.

THE PEOPLE WHO WORKED AT MY SCHOOLS FENTON, BUT CORONA AND DISCOVERY WERE THE RIGHT PEOPLE AT THE RIGHT TIME IN OUR LIVES.

THEY WERE ALWAYS AVAILABLE FOR US.

THE SCHOOL GUIDED US AND GAVE US DIRECTION.

THE TEACHERS ALWAYS LOOKED OUT FOR US AS WE GOT OLDER.

WE WOULD TALK ABOUT OUR TEACHERS AND THE STAFF AT BCCS FREQUENTLY.

WE KNEW WHAT WAS EXPECTED OF US.

THE TEACHERS AND STAFF TAUGHT US GOOD BEHAVIOR AND HIGH EXPECTATIONS FROM WHEN WE WERE LITTLE.

AS WE WENT THROUGH SCHOOL, WE REMEMBER THE LESSONS THEY TAUGHT US.

I PUT MY DAUGHTER AT BUR CORONA EVEN THOUGH THE DRIVE IS FAR, BECAUSE I WANT HER TO BE AT A PLACE WHERE I KNOW SHE IS KNOWN AND CARED FOR.

I DON'T WANT HER TO BE JUST ANOTHER NUMBER.

AT A LARGER SCHOOLS, THE STAFF OFTEN DOESN'T KNOW WHO YOU ARE, BUT BUR CORONA DOESN'T TURN ANYONE AWAY.

THEY WORK WITH EVERYONE TO TURN IN NEW LEAVE.

AND I SAW KIDS WHO DIDN'T DO WELL IN ELEMENTARY, DOING BETTER AT BUR CORONA.

AT BUR CORONA, WE HAD A LOT OF ONE-ON-ONE SUPPORT.

THE TEACHERS WERE ALWAYS WILLING TO SUPPORT, AND THEY MADE LEARNING INTERESTING FOR US.

THE TEACHERS ADDED SOMETHING TO MY LIFE THAT IS STILL MEANINGFUL TO ME.

EVEN AS AN ADULT, A LOT OF STU, A LOT OF US WHEN WE CAME TO BUR CORONA WERE FIRST GENERATION IMMIGRANTS.

OUR FAMILIES COULDN'T TEACH US MUCH OR HELP US, BUT THE SCHOOL DID EVERYTHING TO BE A SUPPORT SYSTEM AND TO MAKE SURE OUR WORK GOT DONE.

THEY MADE SURE WE KNEW ABOUT COLLEGE AND HAD THE CHOICE TO GO.

I ALSO FELT LIKE I HAD A HAND IN BUILDING THE RK CORONA COMMUNITY.

I HELPED BEAUTIFY THE SCHOOL THROUGH SERVICE DAYS AND PROJECTS WE WOULD DO AFTER SCHOOL AND ON THE WEEKENDS.

[02:00:02]

YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN.

BOARD MEMBERS AND STAFF.

MY NAME IS YOLANDA FUENTES.

I AM, UH, ADMINISTRATOR AT BURKE CORONA CHARTER HIGH SCHOOL.

BUT A PROUD PARENT OF THREE ALUMNIS OF BURKE CORONA CHARTER SCHOOL.

UM, AS A SINGLE MOM BACK OVER 15 YEARS AGO, MY DAUGHTER NEEDED A PLACE WHERE IT WAS GONNA BE A, NOT ONLY A SCHOOL, BUT MORE OF A FAMILY WHILE HER FATHER WAS DEPLOYED.

AND HAVING WORKED IN THE COMMUNITY, I KNEW OF BURKE CORONA.

AND I SAID, YOU KNOW WHAT? I NEED A SCHOOL THAT'S GONNA REALLY BE A PILLAR FOR OUR FAMILY.

AND BUR CORONA CHARTER SCHOOL WAS THAT SHE IS NOW CURRENTLY WRAPPING UP HER THIRD YEAR AT CAL STATE FULLERTON.

SO THEY PREPARED HER.

WELL, MOVING 10 YEARS FORWARD, NOW I HAVE TWO STUDENTS THAT HAD SPECIAL NEEDS AND I NEED THEY, WHILE THEY ATTENDED A-L-A-U-S-D UM, SCHOOL, I NEEDED A SCHOOL THAT WAS GOING TO SUPPORT MY CHILDREN.

AND BUR CORONA WAS THAT THEY ARE NOW CURRENTLY HERE AT THE HIGH SCHOOL WITH ME.

BUT BUR CORONA'S NOT JUST A SCHOOL, REALLY, IT IS A PILLAR.

IT HELPS THE FAMILIES, IT SUPPORTS THE FAMILIES.

AND IF OUR MOTTO IS, IF THE SCHOOL'S NOT GOOD ENOUGH FOR OUR KIDS, IT'S NOT GOOD ENOUGH FOR COMMUNITIES.

AND HAVING BEEN A PRO, I'M A PROUD MEMBER OF A STAFF, BUT MORE SO IS SEEING WHAT THEY DO.

THE MIDDLE SCHOOL PREPARED OUR KIDS.

THEY'RE EXPOSING 'EM TO THINGS THAT THEY'VE PROBABLY COULDN'T DO.

THEY ARE, THEY TOOK THE KIDS TO A FIELD TRIP UP NORTH.

NOW MY SON HAS HIS SET ON UC, SANTA CRUZ, BECAUSE BERT WAS ABLE TO ALLOW HIM THAT OPPORTUNITY TO VISIT SCHOOLS THAT, YOU KNOW, OTHER KIDS WOULD PROBABLY JUST THINK A LOCAL NORTH VALLEY COLLEGE WOULD BE.

BUT BERT IS REALLY PILLARS.

THEY'RE GREAT.

I AM PROUD TO WORK FOR THE ORGANIZATION, BUT MORE SO PROUD TO SUPPORT AND CONTINUE WORKING WITH MY COLLEAGUES AT BURT CORONA CHARTER SCHOOL.

'CAUSE I SEE THE BENEFIT THAT THEY DID TO MY TWO KIDS WHO ARE SPECIAL NEEDS.

ONE OF THEM HAS DOWN SYNDROME AND OUR SPED DEPARTMENT WENT TO THE MIDDLE, TO THE ELEMENTARY SCHOOL TO TALK TO THAT KINDERGARTNER TEACHER, WHO WAS MY DAUGHTER'S TEACHER TILL FIFTH GRADE.

AND WERE ABLE TO TAILOR THE EDUCATION FOR HER.

I, I WAS CONCERNED SENDING HER TO A SDC CLASS.

I NEEDED HER TO BE AN INDIVIDUAL AND BOY, HELP ME SHAPE HER.

'CAUSE SHE'S A FORCED TO DEAL WITH NOW.

SO THANK YOU SO MUCH BOARD MEMBERS FOR LISTENING TO US THIS AFTERNOON.

JOHN OVIEDO.

JOHN OVIEDO, COME ON UP.

YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN.

BOARD MEMBERS.

MY NAME IS JOHN VELO AND I'M A SENIOR AT BUR CHARTER HIGH SCHOOL.

I WANT TAKE A MOMENT TO TELL YOU ABOUT MY SCHOOL AND BURT MIDDLE SCHOOL AND WHAT IT HAS MEANT TO ME.

WHEN I FIRST WALKED INTO BURT MIDDLE, I WAS SEARCHING FOR SOMEWHERE I BELONGED.

I FOUND THAT PLACE.

I FOUND MY COMMUNITY, PEOPLE WHO BELIEVED IN ME BEFORE I EVEN BELIEVED IN MYSELF.

UM, WHAT MADE THAT DIFFERENCE WAS ACCESS, ACCESS TO TEACHERS AND STAFF WHO ACTUALLY KNEW MY NAME, WHO MADE TIME FOR ME ONE-ON-ONE, AND WHO PUSHED ME WHEN I NEEDED IT MOST.

THAT KIND OF ATTENTION CHANGED ME AS A STUDENT.

FOR EXAMPLE, MY PRINCIPAL, UH, MR. GARCIA HAS ALWAYS SHOWN HE'S AVAILABLE TO ME AND OTHERS TO ASK ABOUT COLLEGE AND THE WORKFORCE AND LIFE AFTER HIGH SCHOOL.

MR. ROTHI, MY AP BIOLOGY TEACHER, WHO ALWAYS MAKES HIS LESSON SUPER ENGAGING AND ALWAYS ASKS ME IF I EVER NEEDED HELP WITH THE WORK.

AND THE PERSON WHO INSPIRED ME TO PURSUE SCIENCE AT UNIVERSITY RUNNER CHARTER AT HIGH SCHOOL HAS ALSO GAVE ME MY VOICE.

I LEARNED TO SPEAK UP AND ADVOCATE FOR MYSELF AND ACTIVELY ENGAGE WITH THE WORLD AROUND ME AND LEARNED SKILLS I'VE NEVER EXPECTED TO GAIN IN THE CLASSROOM BECAUSE OF THIS COMMUNITY.

I'M PROUD TO SAY I'LL BE ATTENDING UC DAVIS THIS FALL, WHERE I'LL BE MAJORING IN ENVIRONMENTAL TOXOLOGY.

BUT CORONA DIDN'T JUST PREPARE ME ACADEMICALLY.

IT SHAPED WHO I AM.

I HOPE THIS BOARD CONTINUES TO INVEST IN SCHOOLS THAT DO THE SAME FOR STUDENTS LIKE ME.

THANK YOU FOR YOUR TIME AND CONSIDERATION.

ALL RIGHT, AKUR SINGH, I SEE YOU'RE OUT THERE.

COME ON UP.

AND THAT'S CLEARLY INAPPROPRIATE.

GOOD AFTERNOON, MEMBERS OF THE BOARD, BOARD, VICE PRESIDENT, DR. RIVAS, BOARD MEMBER, NEW BILL, BOARD MEMBER FRANKLIN, I THINK YOU'RE ON THE ZOOM, MR. MCLEAN, EVERYONE ELSE.

UM, GREAT TO SEE YOU.

ALTHOUGH UNFORTUNATE CIRCUMSTANCES, UH, WE'RE HERE AGAIN SPEAKING, UM, ON THE ISSUE THAT WE RAISED YESTERDAY AND THE DAY PRIOR, UM, LOOKING TO SPEAK UP FOR THE VICTIM, UM, IN THE CASE OF JESUS ULLO AND MARIA SOTOMAYOR, AGAIN, ADMINISTRATORS WHO COVERED UP THE RAPE OF THIS STUDENT WHO CAME TO THEM SEEKING HELP.

AND THEN THEY LOCKED HER IN A ROOM FOR HOURS AND NOW THEY'RE STILL RETAINED ON BY LUSD AND WERE PROMOTED.

AND NOW JESUS AND GLO WORKS AS THE DIRECTOR OF OPERATIONS

[02:05:01]

FOR VIRTUAL ACADEMY.

AND MARIA SODA MEOR IS IN HR.

AND LATASHA BUCK, DIRECTOR OF INSTRUCTION FOR THE VIRTUAL ACADEMY WAS QUESTIONED LIKE I HAD MENTIONED YESTERDAY, IN THE DAY PRIOR.

AND HER RESPONSE WAS JUSTIFICATION BECAUSE IT WAS 20 YEARS AGO.

THAT WAS HER RESPONSE.

AND FOR YOU, I'VE PROVIDED, UH, SOME FLYERS, UM, THAT I'LL LEAVE HERE.

UM, AND THERE'S A QR CODE THAT WILL TAKE YOU TO THE, UM, ARTICLE BY THE LOS ANGELES TIMES DETAILING THEIR CASE.

UM, AND, UH, WE REALLY OBJECT TO THE FACT THAT THESE, THAT THESE INDIVIDUALS ARE STILL BEING PAID THROUGH OUR TAX DOLLARS AND ALSO YOUR TAX DOLLARS AS WELL, SINCE OF COURSE YOU PAID TAXES TOO.

UM, AND OF COURSE THE DISTRICT WAS VERY PROACTIVE WITH THE ALLEGATIONS AGAINST CESAR CHAVEZ, WHICH IS PERFECTLY, YOU KNOW, GREAT.

BUT HERE, THERE IS NO JUSTICE YET.

SO WE ASK THE BOARD, PLEASE, PLEASE PROVIDE JUSTICE FOR THE VICTIM.

AND, UH, WE CALL FRANKLY FOR THE RESIGNATION OF JESUS AND GLO AND MARIA, SO MAY AND LATASHA BUCK FOR THEIR INAPPROPRIATE COMMENTS AND THEIR CONDUCT AND COVERING UP THE RAPE OF A STUDENT.

UM, AND IF THEY DO NOT RESIGN, WE ASK THAT YOU PLEASE TERMINATE THEM.

NO GOLDEN HANDSHAKE PLEASE.

UM, IDEALLY, UM, BECAUSE IT IS VERY IMPROPER AND L-A-U-S-D CAN SHOW THAT IT STANDS WITH THE VICTIMS IN CAN LIKE THESE.

THANK YOU SO MUCH.

I'LL COME UP AND GET THOSE DOCUMENTS IN JUST A MOMENT.

THE NEXT SPEAKER IS, UH, JASON WATTS, ARE YOU HERE? COME ON DOWN, MR. WATTS.

MY NAME IS JASON WATTS, EXECUTIVE DIRECTOR FOR SCHOLARSHIP PREP SOUTH BAY, UH, TK THROUGH EIGHTH GRADE CHARTER SCHOOL IN WILMINGTON, DISTRICT SEVEN.

I'M ALSO JOINED HERE BY OUR AWESOME PRINCIPAL, ALLISON VAN.

AND WE JUST WANT TO INTRODUCE OURSELVES BECAUSE WE ANTICIPATE, UH, SUBMITTING OUR RENEWAL PETITION IN THE COMING MONTHS AND THOUGHT IT WOULD BE NICE IF YOU MET US IN PERSON BEFORE RAINED ABOUT US ON A PIECE OF PAPER.

SO, UM, OUR SCHOOL FOCUSES ON PROVIDING HIGH QUALITY INSTRUCTIONAL PRO, A HIGH QUALITY INSTRUCTIONAL PROGRAM WITH COMPREHENSIVE WRAPAROUND SUPPORTS FROM FOOD INCLUDING 365 DAYS A YEAR TO FREE EYEGLASSES THAT ARE MOST VULNERABLE STUDENT POPULATIONS, INCLUDING HOMELESS YOUTH.

NOW, WE STARTED OUR JOURNEY IN 2020 AND HARING A SCHOOL THAT HAD BEEN SHUT DOWN AND THEN COVID HIT THAT SAME YEAR.

SO YAY.

UH, BUT DESPITE THAT, OUR STUDENTS HAVE EXCELLED AND GROWN, UH, ACADEMICALLY EVERY SINGLE YEAR, EVERY SINGLE SUBGROUP.

THIS YEAR OUR SCHOOLWIDE ELA GROWTH EARNED AN EXCEPTIONAL RATING ON THE CALIFORNIA DASHBOARD, THE HIGHEST DESIGNATION AND OUR CHRONIC ABSENTEEISM RATE IS 1.4%, THE STATE OF 17.

AND WE HAVE ALSO MAINTAINED A 0% SUSPICION SUSPENSION RATE FOR EVERY SUBGROUP FOUR YEARS IN A ROW.

HELLO, MY NAME IS ALISON VAN AND I'M THE PRINCIPAL AT SCHOLARSHIP PREP SOUTH BAY.

AT THE BAY.

WE TRULY BELIEVE IN EDUCATING AND SUPPORTING THE WHOLE CHILD.

WHILE STRONG ED ACADEMICS ARE IMPORTANT, WE ALSO FOCUS ON STUDENTS SOCIAL, EMOTIONAL WELLBEING, CONFIDENCE, LEADERSHIP, AND OVERALL GROWTH.

WE WANT EVERY STUDENT TO FEEL SEEN, SUPPORTED AND SUCCESSFUL, BOTH INSIDE AND OUTSIDE THE CLASSROOM.

WE'RE ALSO INCREDIBLY PROUD, PROUD TO HOLD WHAT WE BELIEVE IS THE ONLY FORMAL PARTNERSHIP BETWEEN A PUBLIC SCHOOL AND THE LOS ANGELES SPARKS.

THIS PARTNERSHIP PROVIDES OUR STUDENTS AND FAMILIES WITH UNIQUE OPPORTUNITIES CENTERED AROUND WELLNESS, TEAMWORK, AND COMMUNITY ENGAGEMENT.

NEXT THURSDAY, MAY 22ND, WE WILL BE HOSTING OUR WELLNESS CARNIVAL ALONGSIDE THE PARKS AT OUR CAMPUS IN WILMINGTON.

INVITATIONS HAVE ALREADY BEEN SENT TO EACH OF YOU, AND I SINCERELY HOPE YOU CAN JOIN US.

I WOULD LOVE FOR YOU TO EXPERIENCE WHAT WE, WHO WE ARE IN PERSON BEFORE SIMPLY READING ABOUT US ON PAPER.

OUR DOORS ARE ALWAYS OPEN, AND YOU ARE WELCOME TO OUR CAMPUS ANYTIME.

THANK YOU FOR YOUR TIME TODAY.

AND I'LL LEAVE THESE RIGHT HERE.

I'LL COME COLLECT THEM SHORTLY.

UH, KEITH DE LAQUILA, ARE YOU HERE? I SEE YOU'RE THERE.

COME ON DOWN.

YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN.

THEY HAVE PRODUCED INEQUITABLE OUTCOMES.

MY NAME IS KEITH DE LAQUILA.

I'M THE, UH, VICE PRESIDENT OF LOCAL ADVOCACY WITH THE CALIFORNIA CHARTER SCHOOLS ASSOCIATION.

UM, THANK YOU.

OUR COMMUNITY IS HUNGRY FOR THIS TYPE OF FOCUS ON THE THINGS WE DO WELL.

UM, SO THANK YOU FOR CREATING THAT SPACE TODAY.

UM, THE REASON OUR SCHOOLS EXIST IS NOT TO DO BETTER THAN BUT TO LIFT ALL BOATS.

UM, AND SO TOO OFTEN THE CONVERSATION IN THIS ROOM IS ABOUT ABOVE AND BELOW.

UM, SOME OF THAT'S DUE TO STATE LAW AND THE, YOU KNOW, PARAMETERS WE HAVE TO OPERATE WITHIN.

BUT A LOT OF IT IS DUE TO OUR OWN LIMITATIONS.

SO I'M GONNA ASK YOU TO HELP US CHANGE THAT.

UM, RENEWAL DECISIONS OVER THE PAST TWO YEARS, UH, IT'S BEEN ABOUT A HUNDRED OF THEM.

UM, TO PUT IT BLUNTLY, THE BOARD HAS VOTED TO DENY SCHOOLS THAT SERVE A

[02:10:01]

HIGHER THAN, UH, EXPECTED POPULATION OF BLACK STUDENTS, ENGLISH LEARNERS, AND STUDENTS WITH DISABILITIES AND DISPROPORTIONATELY REPRESENT SCHOOLS THAT ARE FOUNDED BY AND LED BY BLACK EDUCATORS.

UM, I DON'T THINK THAT'S AN INTENTIONAL DECISION, BUT THAT IS HOW SYSTEMIC RACISM WORKS.

WE DON'T, WE MAKE THE INDIVIDUAL DECISIONS ONE BY ONE, AND THEN WE LOOK AT THE COLLECTIVE DECISIONS AND SEE THAT THERE IS A DISPARITY.

THERE ARE THINGS THAT WE CAN DO ABOUT THIS.

AND I'M GONNA SUGGEST, UM, A A FEW OF THOSE SOLUTIONS THAT WE SHOULD LOOK AT THAT I THINK WILL PRODUCE MORE EQUITABLE OUTCOMES WITHOUT LOWERING STANDARDS, WITHOUT LOWERING EXPECTATIONS, AND THEN OPERATE WITHIN THE CONFINES OF THE LAW.

UH, THE FIRST IS WE SHOULD BE CONSIDERING GROWTH METRICS.

THERE'S A GROWTH METRIC ON THE DASHBOARD THAT WE CAN USE, AND THAT SHOULD BE A FACTOR IN YOUR ANALYSIS OF WHETHER SCHOOLS ARE ACTUALLY MAKING ADEQUATE PROGRESS.

WE SHOULD BE USING VERIFIED DATA, NOT JUST AS A STATE POLICY, BUT AS A MATTER OF LOCAL POLICY.

UM, EARLIER THIS WEEK, AS YOU HEARD FROM, UM, MS. WILMONT TEACH ELEMENTARY SCHOOL WAS APPROVED BY THE COUNTY AT LACO ON THE STRENGTH OF THEIR VERIFIED DATA.

WHAT SHE TOLD YOU WAS IT WAS THEIR PREROGATIVE TO USE IT, WHICH MEANS IT'S ALSO YOUR PREROGATIVE TO USE IT.

UM, I DO THINK THAT WE SHOULD DO THAT.

THE COUNTY HAS HEARD, UM, NINE HAS VOTED ON NINE CHARTER SCHOOLS THAT THIS DISTRICT HAS DENIED.

THEY'VE APPROVED FOUR OF THEM SO FAR.

UM, SO, UH, AND THEN LASTLY, I WOULD SAY WE CAN LOOK AT, UH, THE RESIDENT SCHOOL ANALYSIS AND WAIT THOSE, UH, UH, UH, SCHOOLS APPROPRIATELY.

SO THANK YOU FOR YOUR TIME.

THANK YOU FOR CREATING THE SPACE.

ALL RIGHT, NOW WE'LL GO TO PEOPLE WHO LISTED THEMSELVES AS CALLING IN AMY BURFIELD.

I SEE YOU'RE ON THE LINE.

AMY BURFIELD.

PLEASE PRESS STAR SIX TO UNMUTE YOURSELF.

AND YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN.

AMY BURFIELD.

HI, I AM AMY BURFIELD FROM NEW HEIGHTS CHARTER SCHOOL.

CAN YOU HEAR ME? YES, PLEASE GO AHEAD.

OH, GREAT.

THANK YOU FOR YOUR TIME TODAY.

I'M EXCITED TO SHARE WITH YOU SOME OF THE THINGS HAPPENING AT NEW HEIGHTS.

WE'RE ENTERING OUR 20TH YEAR IN SOUTH LOS ANGELES, AND WE'LL BE RENEWING OUR CHARTER AT THE BEGINNING OF NEXT YEAR.

THIS YEAR, LIKE LAST YEAR, WE WERE IDENTIFIED AS ONE OF AMERICA'S HEALTHIEST SCHOOLS, ALL STARS BY THE ALLIANCE FOR A HEALTHIER GENERATION.

OUR FOCUS IS ON STUDENTS AND FAMILIES OVERALL HEALTHY DEVELOPMENT.

ONE WAY ACHIEVE THIS.

ONE WAY WE ACHIEVE THIS IS THROUGH HOSTING JOYFUL FAMILY EVENTS THAT GET OUR STUDENTS AND THEIR FAMILIES INTO NATURE.

LIKE OUR DAY AT THE WATER WHERE 40 FAMILIES KAYAKED AT REDONDO BEACH.

THROUGH OUR PARTNERSHIP WITH WATERFRONT EDUCATION, ALSO FOR THE PAST TWO YEARS, WE'VE BEEN WORKING REALLY HARD TO IMPROVE OUR STUDENTS' LITERACY SCORES.

WE'RE HAPPY TO SHARE.

WE SAW AN INCREASE OF ALMOST 7% IN THE AMOUNT OF STUDENTS WHO SCORED PROFICIENT OR ABOVE IN THE 2025 SPAC TEST.

THIS YEAR, WE'RE LAUNCHING A NEW APPROACH TO WRITING THAT INTEGRATES WRITING AND SELF-REGULATION.

WE SHARED THE RESEARCH BEHIND THIS APPROACH AT THE LESC CHARTER SCHOOL COLLABORATIVE MEETING LAST SPRING.

AND WE'LL PROVIDE AN UPDATE WHEN WE MEET AT THE END OF THIS MONTH.

DURING THE FIRST WEEK OF JUNE, OUR STUDENTS WILL ENGAGE IN OUR YEARLY TRADITION OF THE NEW HEIGHTS LEARNING MUSEUM CELEBRATION.

EACH CLASS VISIBLY DEMONSTRATES HIGHLIGHTS OF THEIR LEARNING EXPERIENCE FROM THE PAST YEAR AND OTHER CLASSES COME THROUGH THE HOST ROOM TO SEE WHAT THEY'VE LEARNED AND ENGAGE WITH THE HOST CLASS.

MS. NEWBELL, WE'D LOVE TO INVITE YOU TO JOIN US ON THE MORNING OF FEBRUARY, JUNE 5TH TO PARTICIPATE IN OUR LEARNING CELEBRATION.

A SOON INVITATION WILL BE COMING YOUR WAY SOON.

THANK YOU SO MUCH FOR YOUR TIME TODAY.

THE NEXT CALLER IS NINA.

I SEE YOU'RE ON THE LINE.

NINA, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN.

NINA.

NINA, I SEE YOU'RE ON THE LINE.

THE SUPPORT STAFF TO REACH OUT TO.

UM, YES, CAN YOU HEAR ME? YES, PLEASE GO AHEAD.

OKAY, GREAT.

GOOD AFTERNOON, BOARD MEMBERS AND GREETINGS, EVERYONE.

MY NAME IS NINA NEW OAK, AND I'M A PARENT AT GRANADA HILLS CHARTER.

I WOULD LIKE TO RELAY MY EXPERIENCE WITH OUR SCHOOL OUR FAMILY HAS HAD BUT POSITIVE EXPERIENCES WITH GRAN HILLS CHARTER.

OUR OLDEST DAUGHTER GRADUATED FROM GRENADA IN 2021, AND WE WERE TO HAVE AN IN-PERSON GRADUATION THAT YEAR AT GRANADA.

SHE TOOK A FULL LOAD OF AP HONORS CLASSES.

SHE MANAGED HER TIME ON BOTH HER STUDIO AND SCHOOL DANCE TEAMS, SERVING AS AN OFFICER FOR TWO YEARS.

GRANADA PREPARED HER FOR THE RIGOROUS OF THE LEGAL STUDIES UNDERGRADUATE PROGRAM AT UC, BERKELEY.

AND SHE GRADUATED LAST YEAR AND IS NOW WORKING FULL-TIME AT A LARGE LAW FIRM IN SAN FRANCISCO.

WATCHING HER BLOSSOM INTO THE WOMAN SHE'S TODAY IS ONE OF THE GREATEST JOYS OF A PARENT.

EQUALLY REWARDING, IS TO SHARE GROWTH OF OUR YOUNGEST DAUGHTER, A CURRENT JUNIOR SUPPORTED BY GH C'S COLLEGE AND CAREER COUNSELORS AS SHE DISCOVERS WHAT SHE WANTS TO PURSUE AFTER HIGH SCHOOL.

IN FACT, BOTH OF MY CHILDREN WERE COMPETITIVE DANCERS SINCE THEY WERE YOUNG.

THEY CONTINUED TO PURSUE THEIR PASSION AT GRANADA AND JOINED THE VARSITY DANCE TEAM WHERE THEY MET FRIENDS AND FOUND A PLACE TO CONNECT.

IN THE CASE OF MY YOUNGER ONE, SHE'S CURRENTLY ON THE DANCE TEAM AS WELL, ONE OF THE CAPTAINS AND WANTS TO KEEP DANCING HER FUTURE PLANS.

UM, JC HAS A STRONG PARENT ENGAGEMENT INFRASTRUCTURE WITH A WIDE RANGE OF RESOURCES THAT PARALLEL THE OFFERINGS TO STUDENTS, A VARIETY OF WELLNESS WORKSHOPS, COLLEGE PREP RESOURCES, AND JC SPECIFIC PROGRAMMING INFORMATION.

I FEEL INFORMED AS A PARENT AND WHEN I HAVE QUESTIONS, I KNOW THE NAMES AND FACES OF

[02:15:01]

IN ADDITION TO THE WEEKLY HOME NEWSLETTERS AND REGULAR PARENT POST CHECK SURVEYS, THE SCHOOL HAS A STRONG PARTNERSHIP WITH ITS PTSA, OF WHICH I'M AN ACTIVE MEMBER.

WE WORK TOGETHER ENABLE PATHWAYS OF PARENT FUNDRAISING FOR THE CANINE SECURITY PROGRAM, UH, ALL THE WAY TO PROVIDING SCHOLARSHIPS AND SENIOR EXPERIENCES LIKE RAD KNIGHT.

THERE'S SO MUCH MORE I COULD SAY ABOUT THE SCHOOL, BUT THE BOTTOM LINE IS THAT GRANADA HILLS CHARTER IS AN EXCELLENT SCHOOL TO HELP PREPARE OUR DAUGHTERS FOR LIFE AS THEY ENTER ADULTHOOD BETWEEN THE STRONG ACADEMIC CULTURE AND THE RESOURCES OF OUR, THAT OUR FAMILY HAS HAD ACCESS TO.

I DON'T THINK OUR FAMILY COULD HAVE SEEN US BEING ANYWHERE ELSE.

WE'RE RIGHT WHERE WE'RE SUPPOSED TO BE.

THANK YOU FOR YOUR TIME AND ATTENTION TO LISTENING TO MY STORY.

THE NEXT SPEAKER IS ANDREA FLORES.

ANDREA, I SEE YOU'RE ON THE LINE.

PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN.

CAN YOU HEAR ME? SURE CAN.

PLEASE GO AHEAD.

THANK YOU FOR THE OPPORTUNITY TO SHARE MY EXPERIENCE AT GRANADA HILLS CHARTER.

MY NAME IS ANDREA FLORES.

I AM CURRENTLY A SUBSTITUTE TEACHER FOR THE PAST TWO YEARS AND A PARENT OF TWO CHILDREN IN GH D'S HIGH SCHOOL AND A TK THROUGH EIGHT PROGRAM.

I ACTUALLY HAVE ONE GRADUATE AND SENIOR AND A MIDDLE SCHOOL STUDENT ENTERING HIGH SCHOOL IN THE FALL AS A PROFESSIONAL REALTOR.

NOW TRANSITIONING INTO A SECOND CAREER.

AS AN EDUCATOR, I INTERACT WITH THE STUDENTS AND THE STAFF FROM ALL WALKS OF LIFE THAT REINFORCE MY PASSION FOR EDUCATION.

I HOLD EDUCATION VERY DEAR TO MY HEART AS I AM A MINORITY AND THE FIRST IN MY FAMILY.

TO GRADUATE FROM COLLEGE AND PURSUE A MASTER'S DEGREE IN EDUCATION WITH AN EMPHASIS IN COUNSELING, MY INVOLVEMENT AS A PARENT AND THE TIME I SPEND IN THE CLASSROOM MAKE GHCA SECOND HOME ADVOCATE FOR MY CHILDREN.

AND OVER THE LAST FOUR YEARS THAT THEY HAVE ATTENDED GRANADA, I HAVE SEEN EXPONENTIAL GROWTH IN THEIR ABILITY TO OVERCOME ACADEMIC CHALLENGES.

MY SON ENTERED GHC FROM A MIDDLE SCHOOL WHERE HE GOT MEDIOCRE GRADES FOR YEARS.

THE SUPPORT HE'S RECEIVED AT GRANADA IS A DIFFERENCE BETWEEN NIGHT AND DAY.

HE'S NOW ON THE DEAN'S LIST FOR EXEMPLARY GRADES AND RECEIVED AN INVITATION TO THE SENIOR WARDS NEXT THURSDAY TO WATCH HIM GRADUATE WITH HONORS.

AFTER THE ACADEMIC STRUGGLES HE'S OVERCOME.

MY HEART JUST BURSTS WITH PRIDE.

HE WILL CONTINUE HIS EDUCATION AT A TWO YEAR COMMUNITY COLLEGE AND THEN TRANSFER TO MED SCHOOL TO PURSUE HIS DREAM OF BECOMING A PHYSICIAN'S ASSISTANT.

OUR DAUGHTER ATTENDS THE MIDDLE SCHOOL THROUGH THE GHC TK THROUGH EIGHT PROGRAM, AND I CAN CONFIDENTLY SAY SHE HAS BEEN CHALLENGED AND TAUGHT RIGOROUS SPORTS WORK THAT ALIGNS WITH UNIVERSITY PREPARATION.

AT THE SAME TIME, THE SUPPORT FROM THE TEACHERS HAS AGAIN PROVED TO BE FAR AND ABOVE ANYTHING WE EXPERIENCE ANYWHERE ELSE.

THE TK THREE EIGHT PROGRAM ALSO OFFERS, UH, CONTINUATION TO EXPAND STUDENT COUNCIL CLUBS AND AFTER HOURS ACTIVITIES, SPORTS CLINICS, AND MORE.

MY SON'S ACADEMIC VICTORIES AND MY DAUGHTER'S PROGRESSION TOWARD COLLEGE READINESS.

EVEN MY OWN CAREER TRANSITION AND EVOLUTION AS AN EDUCATOR WOULD NOT HAVE BEEN POSSIBLE WITHOUT THE POWER OF A PARENT'S RIGHT TO CHOOSE THE BEST SCHOOL FOR THEIR CHILDREN OR TO PURSUE A CAREER SUPPORTED AND UNITED BY SCHOOL SITE MENTORSHIP AND INVESTMENTS IN ITS WORK.

I AM PROUD TO BE A PARENT AND AN EMPLOYEE.

THANK YOU FOR YOUR TIME SCHOOL COMMUNITY THAT STRIVES TO EDUCATE.

SINCE IT WAS 20 YEARS AGO.

ALRIGHT, THE NEXT SPEAKER IS ABIGAIL DE LA TORRE.

I DON'T, I DON'T HAVE YOU ONLINE.

ARE YOU IN THE ROOM? ABIGAIL? OKAY.

NO, ABIGAIL.

UH, JAMILA, I SEE YOU ARE ON THE LINE.

JAMILA, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN.

JAMILA.

HELLO? CAN YOU HEAR ME? YES, PLEASE GO AHEAD.

ALL RIGHT.

GOOD AFTERNOON, SCHOOL BUD.

MEMBERS, MY NAME IS JAMILA SANTO.

I AND I AND I'M HERE TODAY TO SPEAK ON REPORTS HAS CONCERN STUDENTS, PARENTS IN FACULTY START ACADEMY IN THOUSAND SEVEN HAS IN A WERE ADMINISTRATORS AT SOUTHEAST HIGH SCHOOL.

A 17-YEAR-OLD GIRL CAME TO THEM TRUSTING AS ADULTS AND REPORT THAT SHE REFERS BY A TEACHER INSTEAD OF FOLLOWING PROTOCOL OR INFORMING AUTHORITIES OF THE ACCUSATIONS, JESUS EMIRA RESPONDED BY WALKING HER IN HER ROOM FOR HOURS UNTIL SHE RECOUNTED A STORY.

THEY THEN PUT NO CONTEST TO COVERING UP THIS RAPE AFTER THE, AFTER THE AGAINST THE STUDENTS.

SHE WASN'T EVEN ALLOWED TO GO TO HER OWN GRADUATION IN 20 TO PAY A SETTLEMENT OF 6.5 FOR A FORMER STUDENT WHO WAS ABUSED AND FURTHER VICTIM, FURTHER VICTIMIZED BY MARIA.

AND JESUS LC TRIED TO WRITE BACK IN THOUSAND EIGHT BY LETTING THEM GO, BUT THEY WERE, BUT THEY WERE THEN REINSTATED AND HAVE SINCE BEEN PROMOTED, MEMBERS ARE REALIZED YOU WERE ALSO PAYING THESE PEOPLE THROUGH YOUR TAXES.

LEC STATES THAT WANTS STUDENTS TO FEEL SAFE AND RESPECTED IN SCHOOL.

I THINK YOU ALL AGREE WITH THAT MISSION HAVE POSITIVE INTENTIONS.

HOWEVER, IT'S VERY QUESTIONABLE THAT THESE TWO ADMINISTRATORS PUT NO CONTEST EVER WERE BEEN PROMOTED.

VIRTUAL AC VIRTUAL ACADEMY DIRECTOR LATASHA BOOK RECENTLY WAS QUESTIONED ABOUT THIS AND SAID THAT IT WASN'T HER CONCERN

[02:20:01]

IS THAT APPROPRIATE FOR, TO SAY? IS THAT RIGHT? AS SOMEBODY WHO HAS A FRIEND WHO IS A VICTIM OF BREWING, HOW IS SHE AS A STUDENT SUPPOSED TO FEEL SAFE ENOUGH TO TALK ABOUT HER EXPERIENCE? HOW ARE OTHER STUDENTS WHO MAY BE SURVIVOR SUPPOSED TO FEEL SAFE? YOU CANNOT OPENLY CLAIM TO CARE ABOUT HER OR ANY OTHER STUDENT WHEN YOU ALLOW PEOPLE WHO OPENLY COVER UP CHILD ABUSE TO CONTINUE TO WORK ON YOUR DISTRICT.

MANY STUDENTS ARE SCARED TO SPEAK UP ABOUT THEIR EXPERIENCE AT RED.

AMBA NEEDS STUDENTS TO CONTINUE WORKING ON INSTALLS.

MORE STUDENTS PRESENT THEY SHOULDN'T HAVE.

I HOPE THAT YOU TAKE RAPID ACTION AGAINST ALL THREE OF THESE IN INDIVIDUALS AND FOR THOSE QUICK UPDATES, THANK YOU FOR YOUR TIME.

BRIANNA, I SEE YOU'RE ON THE LINE.

BRIANNA, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF.

AND YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN.

BRIANNA, I SEE YOU'RE WITH US.

BRIANNA, PLEASE PRESS STAR SIX.

OH, ACTUALLY LET GO UP AGAIN.

PLEASE GO AHEAD, BRIANNA.

WE CAN HEAR YOU.

YOU, UH, YOU MUTED YOURSELF, BRIANNA, THAT MAY HAVE BEEN INTENTIONAL.

CAN CAN YOU UNMUTE YOURSELF PLEASE? UH, LAST CALL FOR BRIANNA.

I'M STILL SORRY.

I DON'T HAVE NO CLUE WHAT WAS HAPPENING.

HELLO, MY NAME IS BRANDON HERNANDEZ AND I AM A HIGH SCHOOL STUDENT.

USUALLY I SPEAK WITH MY PEERS ON LIGHTER TOPICS, BUT TODAY IS REGARDING A HEAVY AND UNFORTUNATE CASE.

THIS IS A CASE THAT HAS BEEN ON THE MINDS OF STUDENTS, PARENTS, AND FACULTY FOR YEARS NOW, IS CURRENTLY ADMINISTRATIVE OPERATIONS AT THE VIRTUAL ACADEMY EARNING OVER $200,000 A YEAR.

WELL, ARE YOU AWARE OF HIS HISTORY? AN PREVIOUSLY HAD NO CONTEST TO COVERING UP THE RAPE OF A HIGH SCHOOL STUDENT WHO WAS THEN PROMOTED BY D EVEN AFTER ALI UD PAID OUT A $6 MILLION SETTLEMENT.

NOW HE'S IN CHARGE OF US.

NATASHA BUS IS DIRECTOR OF VIRTUAL ACADEMY.

WHEN MS. BUS WAS ASKED ABOUT MS. LULU'S CASE, WHICH I WAS A WITNESS TO, MS. BUS JUSTIFIED IT BY SAYING IT WAS NOT HER CONCERN AND HAD OCCURRED 20 YEARS AGO.

I'M CURIOUS TO HEAR WHAT MS. BUCK HAS TO SAY ABOUT SU CHAVEZ OR THE KILLER IS THE KILLER NOW NOT HER CONCERN BECAUSE IT WAS DECADES AGO.

MS. BUS ALSO TRIES TO DODGE ACCOUNTABILITY BY SAYING, IT IS NOT OUR BUSINESS AS STUDENTS, BUT WHO PAYS THE SALARY OF HER ALONG SUSAN GULA, WHO TRIED AND COVER UP A LITERAL RIG.

MY FAMILY DOES.

SO YES, IT ACTUALLY IS MY BUSINESS, MS. BUCK, I'M ASKING THAT THE BOARD, PLEASE PURSUE REAL PUNISHMENT AGAINST AULA BUCK AND MARIA , WHO ALSO RECEIVED THE PROMOTION DESPITE THIS INCIDENT.

WHAT IF THIS WAS YOUR CHILD? HOW WOULD YOU REACT? WOULD IT ALSO NOT BE YOUR CONCERN? WHAT ABOUT WHAT BOTH ULA AND BUCK SAID WAS HIGHLY INAPPROPRIATE AND GROUNDS REMOVAL? WE'RE HOPING TO HEAR UPDATES SOON, JUST LIKE WE DID ABOUT CESAR CHAVEZ.

UH, LET'S SEE.

ISABELLA TI SEE YOU'RE SIGNED UP TO SPEAK REMOTELY, BUT I DON'T HAVE YOU SIGNED IN.

ARE YOU IN THE ROOM? ISABELLA? T NO.

ISABELLA T IN THE ROOM? NO.

ISABELLA.

T THAT CONCLUDES PUBLIC COMMENT.

WELL, THANK YOU TO ALL OF OUR PUBLIC SPEAKERS.

UM, THANK YOU TO ALSO ALL OF OUR PRESENTERS.

THANK YOU TO THE CHARTER SCHOOL DIVISION, EVERYONE WHO HAS PRESENTED THROUGHOUT THIS ACADEMIC YEAR.

I THANK YOU SO MUCH.

THANK YOU TO MR. JOSE COL GUTIERREZ FOR BEING HERE AS PART OF OUR COMMITTEE MEMBERS.

AND THANK YOU TO MY COLLEAGUES, MS. UH, SHE NEW BILL AND ALSO TANYA TI FRANKLIN FOR BEING PART OF, OF THIS COMMITTEE.

AND SO AS WE WRAP UP, UM, OUR LAST COMMITTEE FOR, FOR THIS YEAR, UM, JUST WANNA SAY I WANNA, UM, IT'S BEEN, UM, VERY INFORMATIONAL.

UM, THIS IS WHAT THE GOAL OF THIS CHARTER IS, JUST TO PROVIDE THE INFORMATION ON TRANSPARENCY, ACCOUNTABILITY, ALL THE CRITERIA THAT GOES INTO THE OVERSIGHT OF, OF CHARTER SCHOOLS.

AND ALSO A POINT TO HIGHLIGHT ALL THE WORK THAT IS BEING, UM, CONDUCTED THROUGHOUT OUR DISTRICT, UM, THROUGHOUT OUR COUNTY, UM, BY CHARTER SCHOOLS.

AND WANNA BE ABLE TO ALSO THANK THE CHARTER SCHOOLS WHO HAVE COME BEFORE THIS PODIUM AND, AND THIS BOARDROOM AND HIGHLIGHTING ALL THE WONDERFUL WORK THAT THEY'RE DOING.

AND SO WITH THAT SAID, I WOULD LOVE LIKE TO ADJOURN THIS, UH, COMMITTEE MEETING FOR THE 25 26 SCHOOL YEAR.

AND WE'LL SEE YOU IN 26, 27 SCHOOL YEAR.

SO BE WELL.