* This transcript was created by voice-to-text technology. The transcript has not been edited for errors or omissions, it is for reference only and is not the official minutes of the meeting. [I. Welcome and Introductions] [00:00:02] GOOD MORNING EVERYONE. WELCOME TO TODAY'S COMMITTEE OF THE WHOLE, IT IS 10 0 1. SO WE'RE GONNA GO AHEAD AND START AS WE WAIT FOR MORE FOLKS TO COME IN. SO, UM, FIRST OF ALL, I WANNA THANK, UM, EVERYONE, OUR STAFF, EDUCATORS, FAMILIES, EVERYONE HERE PRESENT AND WATCHING US REMOTELY TO THE COMMITTEE OF THE WHOLE. THIS IS OUR FINAL COMMITTEE OF THE WHOLE FOR THE 25 26 SCHOOL YEAR. AND I WANT TO THANK EVERYONE WHO'S CONTRIBUTED, AND I'LL BE GIVING MORE THANKS THROUGHOUT THE MEETING BECAUSE, UH, THERE'S A LOT THAT GOES BEHIND PUTTING NOT ONLY THE BOARD MEETINGS, BUT ALSO THE COMMITTEE OF THE WHOLE. SO THERE'S A LOT OF WORK THAT GOES BEHIND PUTTING, UM, THESE MEETINGS TOGETHER. SO, TODAY'S ITEMS REFLECT SOME OF THE MOST IMPORTANT CONVERSATIONS FACING PUBLIC EDUCATION RIGHT NOW. THE LONG TERM FISCAL OUTLOOK FOR OUR SCHOOLS. THE ROLE OF TECHNOLOGY SHOULD PLAY IN STUDENTS' DAILY LEARNING EXPERIENCES, AND HOW WE ALIGN DISTRICT PROCUREMENT PRACTICES WITH OUR VALUES AND COMMITMENTS TO IMMIGRANT FAMILIES AND HUMAN DIGNITY. TODAY'S PRESENTATIONS ARE CONNECTED BY A BROADER QUESTION ABOUT GOVERNANCE RESPONSIBILITY AND HOW WE MAKE THOUGHTFUL DECISIONS THAT PROTECT STUDENTS, STRENGTHEN TRUST, AND ENSURE DISTRICT SYSTEMS REFLECT BOTH EDUCATIONAL PRIORITIES AND COMMUNITY VALUES. SO WE APPRECIATE THE CONTINUED COLLABORATION ACROSS DEPARTMENTS AND LOOK FORWARD TO A VERY PRODUCTIVE DISCUSSION [II. Labor Partners] TODAY. UH, AND NOW BEFORE OUR PRESENTATION, UM, I SEE WE HAVE SOME LABOR PARTNERS PRESENT IF THEY WANNA COME UP. AND, UM, TO THE PODIUM, WE HAVE MR. ALEX OROZCO FROM UTLA AND SOME SPECIAL GUESTS. CARL IS GONNA BE SETTING, SHE'S SICK. GOOD MORNING EVERYONE. UM, MY NAME IS ALEX ROKO. I'M THE UTLA SECONDARY VICE PRESIDENT. I HAVE SOME VERY IMPORTANT GUESTS HERE FROM EDA HIGH SCHOOL. THEY'LL BE SPEAKING IN JUST ONE MOMENT. UM, BUT BEFORE I YIELD MY TIME TO OUR FRIENDS FROM EDA AND STUDENTS AND PARENTS, I WANT TO JUST SPEAK ON THE SCREEN TIME RESOLUTION THAT YOU ALL ARE GONNA BE HEARING MORE ABOUT TODAY. UM, OBVIOUSLY WE SUPPORT IT ABSOLUTELY IN SPIRIT. WE THINK IT'S A GREAT, YOU KNOW, UH, MOVE. BUT I, I DO WANNA RAISE SOME CONCERNS ABOUT THE IMPLEMENTATION AND RECOMMEND THAT YOU ALL ROLL IT OUT, PHASE IT IN THINKING ABOUT POSSIBLE ISSUES. WE DID MEET WITH YOUR TEAM, YOUR ED TEAM, WE IDENTIFIED SOME ISSUES. WE'VE YET TO REALLY HEAR ABOUT POSSIBLE SOLUTIONS. SO THINKING ABOUT THE ROLLOUT, WE WANTED TO BE COLLABORATIVE, STRATEGIC, AND THOUGHTFUL SO THAT IT'S SUCCESSFUL. SO WE ASK THAT YOU GUYS REALLY THINK ABOUT A PHASING, A PILOT, SOME SORT OF WAY TO REALLY ROLL IT OUT SO IT'S NOT, YOU KNOW, SO, SO THAT IT ACTUALLY HAS A CHANCE TO, TO BE SUCCESSFUL. UH, I KNOW THAT MARIA NICHOLS IS NOT HERE, BUT WE STAND IN SOLIDARITY WITH ALLAH MAKING THE SAME REQUEST TO REALLY, AGAIN, THOUGHTFUL, COLLABORATIVE AND STRATEGIC AND THE WAY YOU PHASE THIS IN, OR WE'LL ROLL IT OUT. AND WITH THAT, I'M GONNA PASS IT OVER TO OURA STAFF. GOOD MORNING, I'M PEG PE. OH GOODNESS. I'M PEG KEGEL. AND I'M HERE TO ASK FOR A PRINCIPLE WITH THE CAPABILITY AND INTEREST IN PROVIDING LEADERSHIP TO RECEDA CHARTER, SOMETHING WE'VE LACKED SINCE SPRING OF 2024. THE CURRENT PRINCIPAL WAS UNILATERALLY PLACED AT RECEDA IN VIOLATION OF OUR LOCAL INITIATIVE SCHOOL PLAN. AND ON ARRIVAL, SHE TOLD US THAT SHE'S A FIXER AND ONLY PLACED AT BROKEN SCHOOLS. SHE'S SEQUESTERED HERSELF IN HER OFFICE, AVOIDED INTERACTING WITH FACULTY AND STUDENTS, THEN ENGAGED IN ILLEGAL HIRINGS AND DISMISSALS, INCLUDING A CASE WHICH RESULTED IN A SIGNIFICANT SUCCESSFUL LAWSUIT AGAINST THE DISTRICT. MOST EGREGIOUS HAS BEEN HER DISREGARD FOR THE SPECIAL DEMANDS OF A SPAN SCHOOL, CULMINATING THIS YEAR IN THE DEATH OF A 12-YEAR-OLD CHILD. WHEN PREVIOUS PRINCIPAL MELANIE WELSH LAUNCHED OUR MIDDLE SCHOOL, SHE INTENTIONALLY DESIGNATED A DISTINCT PART OF CAMPUS, SCHEDULED SEPARATE, MIDDLE AND HIGH SCHOOL LUNCHES, AND VIGILANTLY MADE HARD DECISIONS, PERFORMING DUE DILIGENCE TO REMOVE STUDENTS WHO MADE CAMPUS UNSAFE. THE CURRENT PRINCIPAL HAS ACTED WITH WANT AND DISREGARD OF THESE ISSUES AND WORKED INTENTIONALLY TO REVERSE THESE MEASURES. THOUGH LSLC HAS SUCCEEDED IN PRESERVING SEPARATE LUNCHES, SHE'S PLACED MIDDLE SCHOOL CLASSES THROUGHOUT CAMPUS, INCLUDING UPPER FLOORS OF HIGH SCHOOL BUILDINGS, AND READMITTED. A STUDENT REMOVED BY MS. WELSH FOR SAFETY REASONS, THAT VERY SAME PERSON, A LEADER OF THE BULLIES, ALLEGED TO HAVE CAUSED THE DEATH OF OUR STUDENTS JUST WEEKS BEFORE. SAFETY CONCERNS WERE RAISED AT LSLC TO ADDRESS ESCALATING INCIDENTS SPECIFIC TO THE MIXING OF THE SIX, EIGHT, AND NINE 12 POPULATIONS, ESPECIALLY DURING PASSING PERIODS. AND SCHOOL DISMISSALS SOLUTIONS WERE OFFERED, BUT TABLED BY THE PRINCIPAL AS TOPICS TO BE DISCUSSED AT SOME POINT [00:05:01] IN THE FUTURE. INSTEAD, A CHILD HAD HER FUTURE STOLEN, FOLLOWING A FIGHT DURING SCHOOL DISMISSAL, THE EXACT ISSUE RAISED BY TEACHERS AND PARENTS, BUT TREATED AS NEITHER GRAVE NOR URGENT BY THE PRINCIPAL. BUT THE DISTRICT KNOWS ALL OF THIS, AND FROM THE PERSPECTIVE OF PARENTS AND STUDENTS, HAS DONE NOTHING IN RESPONSE. FROM THE PERSPECTIVE OF THE VAST MAJORITY OF OUR FACULTY HAS DONE SOMETHING FAR MORE HARMFUL. IT HAS GIVEN CARTE BLANCHE TO THE PRINCIPAL TO ACCESS. SHE CHOOSES WITHOUT REGARD FOR THE PHYSICAL, EMOTIONAL, OR INTELLECTUAL WELLBEING OF OUR SCHOOL COMMUNITY, OR EVEN THE LEGAL REQUIREMENTS OF OUR CONTRACTS. AND HER MOST RECENT ACTIONS REFLECT THAT SHE NOW FEELS EMPOWERED TO DO AS SHE WISHES, ACTING AS A TYRANT, NOT A LEADER. ON BEHALF OF THE SUPER MAJORITY OF OUR FACULTY WHO JUST RECENTLY VOTED A RESOUNDING NO CONFIDENCE, I IMPLORE YOU TO DO THE RIGHT THING AND REMOVE THE CURRENT PRINCIPAL BEFORE SHE DOES ANY MORE HARM TO OUR SCHOOL, OUR FACULTY, OUR STAFF, OUR COMMUNITY, AND MOST IMPORTANTLY OUR STUDENTS. THANK YOU FOR YOUR ATTENTION. UH, GOOD MORNING EVERYONE. MY NAME IS MEDINA SVA, AND AS A MEMBER OF OUR WONDERFUL SCHOOLS COMMUNITY, I WANT TO SPEAK AGAINST THE REMOVAL OF FRENCH AND THEATER PROGRAM FROM OUR SCHOOL. A LOT OF PEOPLE, UH, IN OUR SCHOOL ARE DIFFERENT. WE HAVE A LOT OF DI DIVERSITY, AND I THINK THAT, UH, EVERYONE, UH, LEARNS DIFFERENTLY AND EVERYONE HAS A RIGHT TO HAVE ACCESS TO A PROGRAM THEY WANT, THEY WANT TO BE IN. EVERYONE HAS A RIGHT TO, FOR A PROGRAM THAT THEY FEEL CONFIDENT IN. AND A LOT OF PEOPLE FROM OUR COMMUNITY HAD SHARED WITH ME THAT OUR PRINCIPAL IS AGAINST, UH, AGAINST LETTING US STUDENTS HAVING SOMETHING THAT WE ACTUALLY WANT AND ACTUALLY NEED. I ENJOY FRENCH PROGRAM, AND I, I WANTED TO STAY WITH ME TILL TILL THE YEAR I GRADUATE. AND A LOT OF PEOPLE SHARE THE SAME OPINION AS ME. IT'S ACTUALLY REALLY NERVOUS TO STAND RIGHT HERE. I'M SORRY. SO, OUR SCHOOL STRENGTHS IS OUR DIVERSITY, OUR WONDERFUL MEMBERS OF OUR COMMUNITIES, SOMEONE WHO WHO'S DIFFERENT, WHO HAS DIFFERENT WAYS OF THINKING. AND WHAT I THINK WE SHOULD DO IS LET THEM THINK DIFFERENTLY. LET THEM EXPRESS THEIR OPINIONS, AND LET THEM GROW IN THE SCHOOL. LET THEM GROW IN THE SAFE COMMUNITY THAT THEIR PRINCIPAL IS RUINING. THANK YOU. THANK YOU. OKAY. UM, IT'S KIND OF NERVOUS BE HERE. UM, SO I, AS WERE, UH, I'M SORRY IF SOMETIMES I DON'T SPEAK REALLY WELL. OKAY. YOU'RE FINE. MY NAME IS LUNA SORA AND I'M A STUDENT AT RA CHARTER HIGH SCHOOL. I WOULD LIKE TO SPEAK FROM EXPERIE FROM MY PERSPECTIVE, PERSPECTIVE AS A STUDENT IN MY HONEST WAY POSSIBLE. I CAME TO THIS COUNTRY LIVING BEHIND MY LIFE, MY FAMILY AND FRIENDS, AND EVERYTHING I KNEW STARTING OVER WAS NOT EASY FOR ME. IT WAS, IT TOOK ME TIME TO ADJUST TO FEEL SAFE AND TO BELIEVE AGAIN THAT I COULD BUILD SOMETHING STABLE. THAT IS WHY I, WHEN I CHOOSE THIS SCHOOL, I DID IT WITH A LOT OF INTENTION. I LEFT OTHER OPTIONS BEHIND, AND ALSO FRIEND FRIENDSHIPS I ALREADY HAVE BEGUN FROM, BECAUSE I FELT THAT HERE I COULD FIND REAL OPPORTUNITIES TO GROW AT THIS SCHOOL. I'M NOT ONLY IN OUR REGULAR CLASSES, I'M ALSO PART OF THE POLICE ACADEMY MAGNET. UH, I'M ALSO PART OF THE POLICE ACADEMY. I'M PART OF NAVY AND I'M PART OF AP CLASSES. AND THIS ACTIVITIES HAVE BEEN SO IMPORTANT TO ME. THEY TELL ME DISCIPLINE AND COMMITMENT, AND THEY HAVE MADE ME FEEL I AM PART OF SOMETHING BIGGER. BUT MO ONE OF THE MOST IMPORTANT THINGS FOR ME HAS BEEN FRENCH PROGRAM. I ALREADY SPEAK SPANISH AND ENGLISH. I, I LEARNED FRENCH AND LEARNING FRENCH WAS NOT JUST A ANOTHER CLASS FOR ME. IT WAS SOMETHING I TRULY EXCITED ABOUT, SOMETHING THAT MADE ME FEEL PROUD OF MYSELF. I ALSO HAVE A TEA, HAVE A TEACHER WHO TRULY INSPIRES ME. SHE, SHE MAKES ME LEARN IS SOMETHING REALLY EXCITING FOR ME. MR. FRANCE IS NOT ONLY A TEACHER, SHE'S [00:10:01] ALSO LIKE MY BEST FRIEND. EVERY TIME THAT I HAVE A PROBLEM, I TRY TO RUN AND LOOK FOR HER HELP. SO IT'S KINDA HARD AND IT HURTS ME A LOT AND DEEPLY TO HER THAT SHE COULD BE GO AWAY FOR OUR PRINCIPAL. SO, AND IT'S DIFFICULT TO ME THAT I ALREADY COMPLETE A YEAR, AND THIS COULD BE A STOP JUST BECAUSE THE PRINCIPAL ALSO, WHAT IS IMPORTANT TO ME IS WHAT IS IMPORTANT TO ME IS THAT SOME MONTHS AGO, UM, A STUDENT SADLY, UM, DIED IN OUR, NOT IN OUR CAMPUS, BUT IT WAS BECAUSE SOME OF THE STUDENTS IN THERE. AND THAT MAKES, THAT MAKES THE PEOPLE IN THE SCHOOL, EVEN IF WE WEREN'T CLOSE TO HER AND WE DIDN'T KNEW HER, IT LEFT US WITH SADNESS AND FEAR AND REALLY MY, AND REALLY A LOT OF QUESTIONS THAT NEVER THOSE QUESTIONS WILL ANSWER. SO WHAT I'M, WHAT I'M ASKING FOR IS THAT MR. FRANCE AND HER CLASS STAYING OR, OR SCHOOL, I'M ALSO ASKING FOR STUDENT'S VOICE. BE HERE FOR OUR PRINCIPAL AND NOT JUST US BE TREATED AS A STUDENT AND JUST KIDS THAT DOESN'T KNOW WHAT WE WANT, BECAUSE WE WANT THAT MISS DIFFERENCE AND HER CLASSES STAY. THANK YOU. GOOD MORNING. MY NAME IS DANIEL ORTIZ. UM, FOR THIS TIME, I'M GONNA SPEAK IN SPANISH BECAUSE MY ENGLISH IS NOT REALLY GOOD. OKAY. SO THE SPEAKER'S GONNA SPEAK IN SPANISH, SO IF YOU'D LIKE TO HEAR WHAT SHE'S SAYING IN ENGLISH, PLEASE PUT YOUR HANDS UP AND WE WILL GET YOU TRANSLATION. HEADSETS. OUR TRANSLATION UNIT IS RUNNING OUT RIGHT NOW TO HAND THEM OUT. THANK YOU SO MUCH. ONE SECOND PLEASE. THANK YOU. OKAY. MY NAME IS DANIEL ORTIZ, AND I AM HERE AS A MOTHER OF LUNA SOPHIA, AND SHE'S AT RECEDA CHARTER HIGH SCHOOL. MY DAUGHTER CAME TO THIS COUNTRY AFTER, AFTER LEAVING HER HOME, HER FRIENDS AND HER LIFE. WHEN WE FI, WHEN SHE FINALLY BEGAN TO, TO FIND STABILITY, SHE CHOSE THIS SCHOOL TO STAY, EH, IN FACT, WHEN OTHER, EVEN WHEN OTHER SCHOOLS HAD, WERE OPEN TO HER OR SHE HAD OTHER OPTIONS, FRIENDS, AND WHAT SHE HAD CONSTRUCTED HERE, BECAUSE THIS SCHOOL, THIS SCHOOL OFFERED OTHER PROGRAMS LIKE ART AND LANGUAGE AND OTHER SCHOOLS HERE WOULDN'T DO. SHE CHOSE FRENCH BECAUSE SHE WROTE, SPOKE, AND UNDERSTOOD SPANISH. SHE WANTED TO KEEP GROWING ACADEMICALLY, BUT BESIDES THE LANGUAGE, SHE FOUND SOMETHING VERY VALUABLE IN THIS CLASS A, A STUDENT THAT INSPIRES HER AND SOMETHING THAT TEACHES HER TO BE DO BETTER FOR MY DAUGHTER. AND FOR MANY STUDENTS THAT BECAUSE OF FEAR ARE NOT HERE. THIS CLASS IS NOT JUST AN ACADEMIC SUCCESS, IT'S A SPACE WHERE WE FEEL MOTIVATED AND WANNA GROW. MY DAUGHTER HAS HAD A, A YEAR, HAS BEEN AT THIS PROGRAM FOR A YEAR. AND SEVERAL WEEKS AGO, I TOOK THE TIME TO SPEAK TO THE PRINCIPAL IN WHICH SHE ASSURED ME THAT THE PROGRAM WOULD CONTINUE SO THAT THE STUDENTS, SO THAT THE STUDENTS THAT WERE ALREADY THERE WOULD CONTINUE. IN FACT, SHE LIED. AND FRENCH IS, WAS NOT INCLUDED. SHE TOLD ME IN A PERSONAL MEETING THAT FRENCH WOULD, WAS GOING TO BE PART OF, PART OF PIERCE COLLEGE. AND THAT IS NOT TRUE BECAUSE PIERCE COLLEGE DOES NOT OFFER THIS. UNFORTUNATELY, THIS IS NOT JUST THE CLASS. MANY FAMILIES WERE, UH, LIVING, UH, WERE LIVING WITH OPPORTUNITIES BEING LEFT OUT. AND I'VE SPOKEN TO OTHER PARENTS THAT ARE BRINGING THEIR CHILDREN AND DON'T WANNA BRING 'EM BECAUSE THEY FEEL LIKE THEY'RE NOT GIVING THE SAME SAFE SPACE AS BEFORE, AFTER THE TRAGIC DEATH OF A STUDENT. MANY FAMILIES ARE HAVE A DEEP WORRY BECAUSE OF SAFETY AND THE DISCIPLINE INSIDE THE SCHOOL. AS PARENTS, WE NEED TO UNDERSTAND THAT AND MAKE [00:15:01] SURE THAT OUR STUDENTS ARE IN A SAFE PLACE, KNOWING THAT THESE DECISIONS ARE BEING TAKEN ACCORDINGLY AND MAKE THE STUDENTS A PRIORITY. BECAUSE STUDENTS DO PERCEIVE THE MESSAGES THAT WE RECEIVE, THAT THEY RECEIVE FROM US, THE ADULTS. AND WHEN PROGRAMS ARE ELIMINATED, THEY'RE IMPORTANT AND THEY HAVE TO GIVE THEM THE OPPORTUNITIES AND THE PROBLEMS CONTINUE. WE DON'T HAVE A CLEAR ANSWER. AND WE ARE SEEING THAT EXCELLENCE IS NOT THE PRIORITY. THIS AFFECTS THEIR PARTICIPATION AND THEIR FUTURE. WE'RE TALKING ABOUT THEIR FUTURE. I AM NOT JUST HERE BECAUSE OF MY DAUGHTER. I AM HERE BECAUSE OF THE STUDENTS THAT NEED THE SCHOOLS TO ALLOW THEM TO GROW, TO PROTECT, TO PROTECT THEM, AND BELIEVE IN THEM. I ASK FOR YOU TO CONSIDER THIS IF IT IS POSSIBLE FOR THESE PROGRAMS NOT TO CLOSE FOR THE EXCELLENCE IS NOT, DOES NOT STAY ON SCENE. THIS IS, WE WANT THE SCHOOLS TO MOVE FORWARD SO THAT WE CAN FIGHT. AND WE BELIEVE THAT THIS PRINCIPAL, BESIDES LYING TO THE PARENTS, SHE'S NOT FIGHTING FOR THE FUTURE OF OUR STUDENTS. THANK YOU. GOOD MORNING. JUST LIKE MY STUDENTS, I'M A LITTLE NERVOUS. OKAY. MY NAME IS STEPHANIE DNCE, AND I'M THE FRENCH AND PSYCHOLOGY TEACHER AT CIDA CHARTER HIGH SCHOOL. I AM ALSO THE UTLA REPRESENTATIVE WHO IS EXPERIENCING RETALIATION. I AM BEING DISPLACED BECAUSE OF MY ADVOCACY NOW. NO ONE EVER SIDA FEELS SAFE. THE PRINCIPAL WHO WAS HIRED IN 2024 HAS DECIDED TO SHUT DOWN THE FRENCH THEATER AND PSYCHOLOGY CLASSES. THIS LIMITS STUDENTS' CHOICES. OVER 700 SIGNATURES ON A PETITION IS EVIDENCE THAT THE COMMUNITY, SORRY, THAT THIS DECISION IS NOT SUPPORTED BY THE COMMUNITY. IT'S, IT REFUTES THE ADMINISTRATION CLAIM, OR LACK OF INTEREST. STUDENTS WHO ARE TAKING THE FIRST YEAR OF FRENCH HAVE NOT BEEN INFORMED HOW THEY WILL, UH, FINISH, FULFILL THEIR TWO YEARS OF WORLD LANGUAGE REQUIREMENT. SO, IF ONE EX EXAMINES THE FIRST TWO YEARS OF THIS ADMINISTRATION, THERE'S A CLEAR PATTERN, EMERGING PROGRAM, DESTRUCTION, REMOVAL OF STAFF, ELIMINATION OF SCHOOL TRADITIONS, AND AN ATTEMPT TO ERASE A LONGSTANDING CULTURE THAT TOOK MANY YEARS TO BUILD. I WANT YOU ALL TO KNOW ABOUT THE CLIMATE OF FEAR AND DREAD THAT NOW EXISTS. AT EDA, MOST TEACHERS AND STAFF MEMBERS HAVE EXPERIENCED LOW MORALE, FEAR OF RETALIATION, LACK OF TRANSPARENCY, FAVORITISM, AND INTIMIDATION. VETERANS EDUCATORS WHO DID, DID, SORRY, DEDICATED YEARS OF THEIR LIFE TO THIS COMMUNITY FEEL SILENCE AND MARGINALIZED. THE RECENT TRAGEDY WITH THE DEATH OF A MIDDLE SCHOOL STUDENT HAVE BEEN HANDLED POORLY. MANY ONLY LEARN WHAT HAPPENED FROM SOCIAL MEDIA. STUDENTS REACTED WITH PROTEST AND WALKOUTS. THE PRINCIPAL RESPONSE WAS TO ACCUSE AND BLAME THEM, THE TEACHERS AND PARENTS FOR SPREADING RUMORS AND CREATING DISRUPTION. PRIOR TO MY DISPLACEMENT, A VOTE OF NO CONFIDENCE WERE REQUESTED BY STAFF. 72% OF FACULTY EXPRESSED THAT THEY HAVE NO CONFIDENCE IN PRINCIPAL DANTE'S LEADERSHIP BOARD MEMBERS. I'M URGING YOU TO INVESTIGATE WHAT IS GOING ON AT RECEDA HIGH SCHOOL. REMOVING A UNION REPRESENTATIVE WHILE STAFF ARE CALLING FOR COLLABORATION, SEND A DIVISIVE MESSAGE AND INTENSIFY CONFLICT WITHIN AN ALREADY TRAUMATIZED COMMUNITY. RASHIDA DESERVES A LEADERSHIP THAT PROTECTS PROGRAM INSTEAD OF DISMANTLING THEM. AND RECITA DESERVES LEADERSHIP THAT HONORS OUR DIVERSE CULTURE OF UNITY AND BELONGING AMONG STAFF AND STUDENT. THANK YOU. THANK YOU, THANK YOU. THANK YOU. SO, UH, THANK YOU RECITA PARENTS, STUDENTS, UH, STAFF. WE HAVE SOME, UH, DOCUMENTS HERE THAT WILL SHOW YOU PETITIONS, DATA, REALLY HIGHLIGHTING EVERYTHING YOU JUST HEARD FROM THESE INCREDIBLE SPEAKERS. AND COUPLE OF WEEKS AGO, WE WERE LISTENING TO WILSHIRE PARK'S STAFF ABOUT THE HORRENDOUS TREATMENT BY THEIR PRINCIPAL, UH, AND HOW THEY'RE HANDLING TRAGEDIES. [00:20:01] THIS IS JUST ANOTHER EXAMPLE OF, YOU KNOW, THAT. SO WE NEED TO FIGURE OUT, YOU KNOW, WHAT WE NEED TO DO ABOUT THOSE ADMINISTRATORS AND HOW THEY HANDLE THINGS LIKE THIS. SO, THANK YOU. I'LL LEAVE THIS HERE. THANK YOU VERY MUCH, GRACIA. YOU HAVE BEEN HEARD. AND, UM, I'M SORRY THAT WHAT YOU'RE EXPERIENCING IS AN ALUMNUS OF RECEDA HIGH SCHOOL. I GRADUATED FROM RECEDA HIGH SCHOOL AND TOOK AP FRENCH FOR FOUR YEARS THAT I WAS THERE. UM, , NO, NOT WITH THIS, IT WAS MS. MENDOZA. I REMEMBER HER. IT WAS MS. MENDOZA, WHO WAS MY TEACHER. UM, SO THANK YOU FOR BEING HERE. AND, UH, DEFINITELY SOMEBODY FROM THE DISTRICT WILL BE REACHING OUT. OKAY, SO NOW WE WILL MOVE ON UNLESS THERE ARE ANY OTHER LABOR PARTNERS DON'T THINK I SEE. WE'LL [III.1. May Revise Overview] MOVE ON TO OUR, UM, FIRST PRESENTATION OF THE COMMITTEE OF THE WHOLE, WHICH IS AN OVERVIEW OF THE GOVERNOR'S MAY REVISION, UH, THE, AND THE POTENTIAL IMPLICATIONS FOR THE DISTRICT'S BUDGET OUTLOOK AND ADVOCACY PRIORITIES. WE HAVE MR. SIMON BRAVO, KAMI, CHIEF FINANCIAL OFFICER, AND MS. MARTHA ALVAREZ, CHIEF OF LEGISLATIVE AFFAIRS AND GOVERNMENT RELATIONS. UH, THIS CONVERSATION COMES IN AN IMPORTANT MOMENT AS A DISTRICT CONTINUES BALANCING FISCAL STABILIZATION EFFORTS WITH THE NEED TO PROTECT CORE SERVICES AND INVESTMENTS THAT DIRECTLY IMPACT STUDENTS AND SCHOOL COMMUNITY. SO THANK YOU FOR BEING HERE, MS. ALVAR, FOR YOURS. GREAT. GOOD MORNING BOARD MEMBERS, UH, DR. RIVAS, UH, A CHAIRWOMAN AND EVERYONE ELSE, AND ACTIVE SUPERINTENDENT, CH UM, I WILL BE GOING THROUGH THE FIRST, UM, MAYBE EIGHT SLIDES, AND THEN SIMON WILL BE, UH, PROCEEDING ME TALKING ABOUT WHAT THE MAY REVISION MEANS FOR L-A-U-S-D. UM, I, WE WELCOME QUESTIONS AND I PROBABLY, I WOULD RECOMMEND THAT WE WOULD FOR Q AND A AT THE END. SO WE GO THROUGH ALL OF THE CONTENT FIRST, UM, AS THE BOARD. SO THERE ARE THE TOPICS FOR TODAY. UM, SO AGAIN, I WILL GO OVER THE, THE FIRST SET OF COMMENTS FROM THE MAYOR. REVISE. UM, I DID WANT TO FIRST PAUSE AND SEE IF ACT SUPERINTENDENT CHE WOULD LIKE TO MAKE ANY COMMENTS. THANK YOU, MARTHA. GREATLY APPRECIATED. I WANNA KIND OF TAKE US BACK TO A COUPLE OF WEEKS AGO WHEN, WHEN SOME OF US WERE IN SACRAMENTO, UH, MARSHALING SOME ADVOCACY TO, YOU KNOW, VARIOUS, UH, ELECTED OFFICIALS, THE GOVERNOR'S OFFICE THEMSELVES. I, I WANNA MARK THAT I DO THINK THAT SOME OF THE MOVEMENT THAT WE SAW IN THE MAY REVISE CAN BE ATTRIBUTED TO THE ADVOCACY THAT FOLKS THAT ARE, THAT ARE SITTING HERE AND THAT WE PARTNERED WITH, UH, VIS-A-VIS LABOR, UM, REALLY DID, UH, MOVE THE NEEDLE AS IT WERE. WERE NOT IN A PLACE, UH, NECESSARILY WHERE WE'D LIKE TO BE. I'M, I CONTINUE TO BE CONCERNED ABOUT THE, THE ALMOST 4 BILLION THAT IS BEING WITHHELD, UH, IN TERMS OF PROP 98. THOSE ARE DOLLARS THAT ARE FOR TODAY'S KIDS, AND THEREFORE SHOULD BE ALLOCATED TODAY SO THAT THEY CAN GO OUT AND, AND SERVE OUR SCHOOLS AS NEEDED. SO THERE IS STILL A, A SIGNIFICANT AMOUNT OF ADVOCACY TO COME OVER THE NEXT FEW WEEKS. I WANTED TO MARK THAT, UH, AT THE SAME TIME, AND, AND I, YOU KNOW, I'LL PIGGYBACK ON, ON WHAT, UH, DR. RIVA SHARED. WE, WE HAVE TO BALANCE THAT ADVOCACY, THAT, UH, ASPIRATION TO GET THE DOLLARS THAT FRANKLY OUR STUDENTS DESERVE, UM, WITH BEING GOOD FISCAL STEWARDS OF OUR DISTRICT, RIGHT? AND, AND ENSURING THAT WE HAVE A PLAN, UH, THAT LAYS OUT A, A STABLE VISION, ALBEIT A PAINFUL VISION IN, IN ALL TRANSPARENCY FOR THE NEXT FEW YEARS. AND THIS IS A STARTING POINT. THE MAY REVISE GIVES US SOME OF THE FUNDAMENTAL DATA POINTS THAT WE NEED FOR THAT CONVERSATION. I KNOW THERE WILL BE MORE TO COME LATER THIS WEEK. UM, BUT AGAIN, IN, IN THE SPIRIT OF TRANSPARENCY, I DID WANNA LAY OUT THAT FOUNDATION. THANK YOU, MARTHA. THANK, THANK YOU SO MUCH. UM, SO AGAIN, UM, THANK YOU, UM, FOR THOSE COMMENTS. UM, I'LL GO THROUGH THE MAY REVISION MAIN PROPOSALS, BOTH POLICY AND FUNDING. UM, THEN MY COLLEAGUES MONT WILL GO THROUGH THE DISTRICT GENERAL FUND, UH, REVENUE AND OUR MULTI-YEAR BUDGET PROJECTIONS. AND THEN HE'LL ALSO DISCUSS THE NEXT STEPS REGARDING THE DISTRICT'S BUDGET TIMELINE OVER THE NEXT, UH, FIVE AND A HALF WEEKS. UM, AS, UH, IT'S BEEN PUBLICLY NOTED AND ALSO SHARED BY OUR STAFF. UH, THE GOVERNOR RELEASED THE MAYOR REVISION HIGHLY ANTICIPATED, UH, LAST THURSDAY, MAY 14. UM, IT IS PART OF THE ANNUAL PROCESS WHERE, AND REQUIRED BY THE CONSTITUTION, WHERE THE GOVERNOR, UM, COMES BACK WITH REVISED REVENUE PROJECTIONS BASED ON THE APRIL 15 TAX COLLECTIONS. AND ANYTHING THAT HAS, UH, ENSUED SINCE THE JANUARY PROPOSAL CAME OUT, UH, UP UNTIL, UH, MIDDLE OF MAY. UM, THEY WERE POSITIVE, VERY POSITIVE NEWS, UH, AS ALREADY, UM, ALLUDED TO BY OUR ACTING SUPERINTENDENT. UM, THIS INCREASE, UH, ACKNOWLEDGING THAT E DEBT HAD A SIGNIFICANT INCREASE TO THE PROP 98 GUARANTEE, UM, AS A REFERENCE. UM, JUST TO GIVE YOU A LITTLE, A BIT MORE COLOR IN THOSE NUMBERS. UH, FOR BULLET NUMBER TWO, UH, PROP 98, AGAIN IS A THREE YEAR, UM, LOOKING AT THREE YEAR BUDGET PICTURE FOR THE STATE, UM, BASED ON THE REVENUES, LOOKING AT THE YEAR BEFORE CURRENT FISCAL YEAR AND LOOKING AT YEAR ONE, YEAR AHEAD, UM, AND IT'S BOTH FOR TK TO 12 AND COMMUNITY COLLEGES, [00:25:01] UM, OVER THAT THREE YEAR PERIOD, LOOKING COMPARED TO LAST, UM, IN JUNE, 2025 WHEN THE STATE ADOPTED THE BUDGET, THERE'S BEEN $28 BILLION MORE, $28 BILLION MORE, UM, IN THE REVISED THREE YEAR, UH, PROP. 98 LEVELS REFERENCED IN THESE THREE CYCLES. UM, OF THAT, UM, SINCE JANUARY, UM, THE, UM, THE PROP 98 3 YEAR LEVEL, UM, INCREASED BY, UM, 6.4 BILLION. UM, THEN WHAT WAS PROJECTED IN JANUARY IN THE JANUARY PROPOSAL. UM, AND AS MENTIONED HERE, UH, JUST TALKING ABOUT THE LAST BULLET, AND I'LL COME BACK TO THE PROPOSED COLA, UM, IS REALLY IMPORTANT TO UNDERSCORE THAT OF THE INCREASED REVENUE FOR PROP 98. UM, MUCH OF THAT HAS TO BE ALLOCATED TO THE STATES. UH, PROP 98 RESERVE KNOWN AS THE PUBLIC SCHOOL STABILIZATION ACCOUNT. UM, SO OF THE 6.4 BILLION INCREASE SINCE JANUARY, UM, 4.6 BILLION OF THAT HAS TO BE, UM, IS MANDATED TO BE DEPOSITED INTO THE, UM, TO THE PROP 98 RESERVE. UM, SO SOME, SOME POSITIVE NEWS, BUT AGAIN, A BUNCH OF, A WHOLE LOT OF THAT MONEY WILL BE GOING INTO THE RESERVE. UM, WITH THE AMOUNT OF MONEY THAT IS AVAILABLE IN, IN ONGOING, UM, PROP 98 REVENUES, THE GOVERNOR IS PROPOSING A HIGHER COST OF LIVING ADJUSTMENT. THE STATUTORY COLA WAS INCREASED TO 2.87%. UM, IN JANUARY IT WAS A 2.41%, SO THERE WAS A, A, A MINOR MODEST INCREASE. UM, HOWEVER, THE GOVERNOR IS FURTHER PROPOSING TO PROVIDE A, WHAT'S WE'VE BEEN KNOWN OVER THE LAST SEVERAL YEARS AS A SUPER COLA THAT WOULD MAKE IT INTO A 4.3 PER 4.31%, UM, COLA, UM, THAT WOULD BE FOR LCFF AND ALSO FOR ALL OTHER CATEGORICALS, WITH THE EXCEPTION OF THE CALIFORNIA STATE PRESCHOOL PROGRAM. UM, THE GOVERNOR'S OFFICE IS, UH, PROPOSING, UH, CSPP, THE STATE PRESCHOOL PROGRAM GETS A 2.01% COLA TO MAKE IT MORE CONSISTENT WITH THE COLA, THE CHILDCARE AND OTHER DEVELOPMENT PROVIDERS, UH, RECEIVE. UM, AND THIS WILL BE A POINT OF ADVOCACY THAT YOU'LL HEAR FROM ME A LITTLE BIT LATER. AND THEN, AS I ALREADY MENTIONED, UM, THERE'S A SIGNIFICANT INCREASE TO THE, UH, PROP 98 RESERVE. UM, IT WAS NEARLY ZEROED OUT LAST YEAR. UM, NOW BECAUSE OF THE CONSTITUTIONAL REQUIREMENTS, UH, FOR THIS RAINY DAY FUND, IT HAS TO BE, UM, INCREASED, UM, BY A SIGNIFICANT AMOUNT. UM, HOWEVER THE GOVERNOR IS PROPOSING TO PROVIDE AN ADDITIONAL DISCRETIONARY DEPOSIT IS NOT A MANDATORY, THE 1.6 BILLION THAT IS REFERENCED HERE. SO IT'S ALSO A POINT OF ADVOCACY FOR US, UM, THAT THOSE REVENUES SHOULD BE, UM, PUT BACK INTO, UH, SCHOOLS NOW AS OPPOSED TO INTO THIS DEPOSIT. WHAT, UM, SOME OF THE MAJOR CHANGES, UM, IN THE PROPOSALS COMPARED TO JANUARY TO WHERE WE ARE NOW, UM, THE WITHHOLDING THAT WE HAD BEEN ADVOCATING FOR, UM, US AND MANY OTHERS ACROSS THE STATE, UM, THERE WAS A SLIGHT IMPROVEMENT IN THE REDUCTION OF THAT WITHHOLDING, UM, FROM 5.6 TO 3.9 BILLION. UM, THERE IS STILL A CONCERN THAT WE HAVE AS ALREADY ALLUDED BY OUR ACTING SUPERINTENDENT, THAT THE MONEY BELONGS TO KIDS NOW AND SHOULD NOT BE, UM, WITHHELD. WHAT THE GOVERNOR IS PROPOSING IS TO, UH, EVEN THOUGH HE WILL NOT BE IN OFFICE PAST, UM, DECEMBER OF THIS YEAR, AS THERE'LL BE A NEW ELECTION, A NEW GOVERNOR, UM, COME, NO, THE NOVEMBER, 2026 ELECTION. UH, HE'S PROPOSING THAT BASED ON, UH, SPRING 2027 REVENUES, THEN AT THE TIME THE NEW GOVERNOR CAN, UM, APPROPRIATE THE FUNDS TO SCHOOLS, UH, NEXT SPRING OF 2027, UH, SHOULD THE MONEY MATERIALIZE, UM, AS PART OF THE TAX COLLECTION A YEAR FROM NOW, UH, DISCRETIONARY BLOCK. AND HE'S ALSO PROPOSING TO INCREASE IT, UM, AS YOU CAN SEE HERE. UM, AND I'LL WAIT TO TALK ABOUT OUR ADVOCACY POINTS, UM, AT A LATER SLIDE. COMMUNITY SCHOOLS, UH, HE'S PROPOSING TO MAINTAIN THE $1 BILLION ONGOING APPROPRIATION FROM JANUARY. UM, AND THERE'S AN ADDITIONAL ONETIME RE-APPROPRIATION OF, UM, MONEY FROM COMMUNITY SCHOOLS THAT, UM, THAT WAS SET ASIDE FOR EXPANSION GRANTS THAT HE WANTS TO RATHER, UM, PUT THEM TOWARDS CURRENT SCHOOLS AND FUTURE COMMUNITY SCHOOLS FOR THEM TO APPLY AND RECEIVE ONE-TIME MONEY AS THEY CONTINUE TO BUILD SUSTAINABILITY WITH THE ONGOING FUNDING ALLOCATION. UM, SPECIAL EDUCATION WAS A BIG, UM, INVESTMENT, UM, THAT WE ARE VERY PLEASED TO SEE, AND IT WAS PART OF OUR ADVOCACY. UM, ALL ALONG, UH, SIGNIFICANTLY, AS YOU CAN SEE, INCREASING FROM THE JANUARY PROPOSAL TO WHERE IT IS NOW AT MAY RIVAS OF 2.4 BILLION. THERE'S ALSO NEW PROPOSALS THAT WERE NOT THERE IN MAY, UH, IN JANUARY. UM, THE THREE MAIN ONES THAT YOU CAN SEE HERE IS LITERACY COACHES, WHICH WE HAVE IN RECIPIENTS OF THE FUNDING IN THE PAST, UM, OF A STATE ONE-TIME GRANT. UH, ALSO FOCUSING ON MATH, UM, UH, MATH, UH, TEACHING AND PROFESSIONAL DEVELOPMENT. AND THEN ALSO, UH, ONE-TIME COMPETITIVE GRANT OF $30 MILLION TO AUGMENT THE MCKINLEY BENTO, UH, FEDERAL FUNDS FOR HOMELESS STUDENTS. UM, AND THEN THERE'S A LOT OF OTHER SMALLER POTS OF FUNDING AVAILABLE FOR THE TEACHER, UM, AND ADMINISTRATOR PIPELINE, UM, BEING ABLE TO CONTINUE TO SUPPORT, UH, TEACHER RESIDENCY PROGRAMS, ADMINISTRATOR TRAINING PROGRAMS, UM, AND, AND A FEW OTHER CATEGORIES, BUT THEY'RE [00:30:01] MUCH SMALLER IN SIZE. AND FOR THOSE, THEY'RE MORE COMPETITIVE, UM, GRANTS AS OPPOSED TO AN APPROPRIATION THAT WE WOULD BE RECEIVING. UM, THERE ARE, UM, SOME POLICY PROPOSALS, SOME THAT ARE NEW, SOME THAT ARE, UH, CONTINUE TO BE HERE FROM JANUARY. SO JUST FOR THE, THE BOARD'S AWARENESS AND THE PUBLIC, UM, AS YOU MAY HAVE SEEN, THE GOVERNOR IS, UM, PROPOSING TO CODIFY LEGISLATION, UH, AB 65 THAT HAS BEEN, UH, AROUND, UH, TRIED FOR A NU NUMBER OF YEARS, UM, IN THE BUDGET PROPOSAL. UH, HE'S PROPOSING, UM, UP TO 14 WEEKS THAT WOULD BE, UM, AVAILABLE FOR ALL DISTRICT EMPLOYEES, UH, FOR BOTH, UM, UH, SCHOOL DISTRICT AND COMMUNITY COLLEGES UP TO 14 WEEKS. AND IT'S FOR PAID PREGNANCY LEAVE, UM, DISABILITY LEAVE. UH, THE DOCTOR WOULD HAVE TO SIGN OFF ON THE, THAT. UM, THE NUMBER OF TIME DOES NOT HAVE TO BE THE FULL 14 WEEKS, UH, BUT IT DOES REQUIRE A DOCTOR'S NOTE. IT HAS TO BE SPECIFICALLY RELATED TO DISABILITY RELATED, UM, IMPACTS FROM A, A PREGNANCY MISCARRIAGE, UM, OR OTHER SITUATIONS. UH, FOR, FOR A PARENT, UM, PROSPECTIVE PARENT. UM, THE PROPOSAL INCLUDES, BESIDES THE POLICY REQUIREMENTS, UM, THE SUPER COLA THAT I TALKED ABOUT IN THE PRIOR SLIDE, THE 4.31%, UM, IT IS THE INTENT THAT, UH, A PORTION OF THOSE INCREASED FUNDS WOULD HELP OFFSET THE COST OF THE, OF THE DIS, UH, PAID, UH, DISABILITY LEAVE. UM, THERE'S A LOT OF QUESTIONS WE HAVE AS WE'RE REVIEWING THE LANGUAGE ABOUT THE IMPLEMENTATION DETAILS AS THIS WOULD BECOME EFFECTIVE ON JULY 1ST, 2026, UH, SHOULD THE LEGISLATURE AGREED, UM, TO KEEP IT IN THE FINAL BUDGET. UM, AND THERE'S A GOOD CHANCE THAT, THAT THE PROPOSAL WILL REMAIN IN THE FINAL BUDGET. THE LEGISLATURE HAS BEEN SUPPORTIVE OF THE, OF THIS POLICY, UH, BUT THE BIGGEST BARRIER HAS BEEN AROUND THE, THE COST OF IT, HOW TO PAY FOR IT, UM, AND ALSO IMPACTS FOR SUBSTITUTE TEACHERS AND OTHER STAFFING, UH, FOR STUDENTS. UM, THE GOVERNOR CONTINUES TO, UH, PROPOSE WHAT WAS IN JANUARY, UM, THIS TIME ADDING SOME FUNDING FOR THE PROPOSAL TO SHIFT THE RESPON. MANY OF THE RESPONSIBILITIES FROM THE STATE SUPPORT ATTEND AND DEPARTMENT OF EDUCATION OVER TO, UH, A NEWLY CREATED EDUCATION COMMISSIONER, UM, THAT WOULD BE OVERSEEING THE DEPARTMENT OF EDUCATION. UM, AND, AND AGAIN, TAKING THOSE RESPONSIBILITIES FROM THE STATE SUPPORT ATTEND, THERE'S A LEGISL PROPOSAL, UH, TRYING TO CODIFY THE GOVERNOR'S PROPOSAL. UM, SO AGAIN, THIS IS CONSISTENT WITH WHAT WE SAW IN JANUARY, BUT THIS IS PROVIDING SOME FUNDING, UM, TO MAKE IT CLEAR THAT THERE WOULD BE TWO DIFFERENT OFFICE ONE FOR THE STATE SUPPORTING ATTEND, AND ONE FOR THE DEPARTMENT OF EDUCATION THAT THEY WILL NO LONGER BE, UM, OVERSEEN BY THE SPI TEACHER PREPARATION. THERE'S QUITE A FEW, AGAIN, FUNDING PROPOSALS, BUT ALSO ON THE POLICY SIDE, UM, THERE'S A PROPOSAL THAT WOULD CREATE A NEW, UM, UH, STATE, UM, TRANSCRIPT REVIEW PROCESS, UH, TO MAKE IT MORE EASIER FOR A TEACHER CANDIDATE TO DEMONSTRATE THEIR SUBJECT MATTER COMPETENCY INSTEAD OF THEM TAKING A A EXAM, UM, WHICH IS COSTLY AND TAKES TIME FOR THEM TO GET, UH, THROUGH THAT PROCESS. UM, THERE'S ALSO A PROPOSAL TO INCREASE THE, UH, FEES FOR, UH, TEACHER CANDIDATES, UH, FOR THEIR, UH, CLEAR CREDENTIAL THAT THEY GO BACK FOR RENEWAL EVERY FIVE YEARS. CURRENTLY, THEY PAY A HUNDRED DOLLARS FOR EVERY FIVE YEARS FOR THE RENEWAL, UH, IN ORDER TO BE ABLE TO, UH, OFFSET THE COST OF, UM, SUPPORTING THE TRANSCRIPT REVIEW. UM, IT WOULD BE A FIVE YEAR DO PER DO FIVE YEAR PER, UM, PER YEAR, UM, INCREASE FOR A TOTAL OF $125 FEE INSTEAD OVER THE NEXT FIVE YEARS. UH, THERE'S A, A CONTINUED PROPOSAL, BUT THIS IS REFINED FROM WHAT WAS IN JANUARY TO CHANGE THE DEFINITION OF LONG-TERM ENGLISH LEARNERS, AS YOU CAN SEE HERE, TO BE A FIVE YEARS, UM, INSTEAD OF THE CURRENT SIX YEARS. AND THE WHOLE, UH, PREMISE ABOUT THIS PROPOSAL IS TRYING TO IDENTIFY ENGLISH LEARNERS MUCH SOONER RATHER THAN CONTINUING TO KEEP THEM, UM, UH, UM, NOT DESIGNATED AS A LONG-TERM EL, UM, AND THEREFORE THEY'RE MISSING OUT ON COURSES, UM, TO HELP AS THEY GET, UM, INTO MIDDLE SCHOOL AND HIGH SCHOOL. UH, AND THEN LASTLY, UH, THE OTHER MAJOR PROS THAT CONTINUE TO BE HERE WITH SOME MODIFICATIONS ARE REGARDING THE CHARTER SCHOOL OVERSIGHT, UM, INCLUDING CHARTER, UH, NON-CLASSROOM BASED CHARTER SCHOOLS, UH, VERIFIED DATA. IT CONTINUES TO BE IN THE, UH, PROPOSED TRAILER BUDGET LANGUAGE. IT WOULD ONLY BE FOR TWO YEARS, UH, ONLY THROUGH JULY 1ST, 2028, NOT IN PERMANENT USE. UM, AND THEN THERE'S ALSO SOME MODIFICATIONS TO THE TIMELINE FOR WHEN SOME OF THOSE POLICY REQUIREMENTS WOULD GO INTO EFFECT, UH, TO JULY 1ST, 2027, TO ALLOW CHARTER AUTHORIZERS AUDITORS AND OTHERS TO, UM, OF COURSE, CHARTER SCHOOLS, UM, TO, UM, GET UP TO SPEED WITH THE REQUIREMENTS AND BE IN COMPLIANCE BY NEXT YEAR. UM, KNOWING THAT THE BOARD IS INTERESTED IN, UH, GIVEN THE RESOLUTION THAT THE BOARD ADOPTED LAST WEEK AROUND CREATING A DISTRICT, UM, OVERSEEING REVENUE GENERATING TASK FORCE TO HELP INFORM OUR ADVOCACY AT THE STATE AND FEDERAL LEVEL. UH, THIS IS A SLIDE TO JUST HIGHLIGHT SOME OF THE GOVERNOR PROPOSALS WE HAVE BEEN ADVOCATING FOR, UM, ALONG WITH OUR LABOR PARTNERS, UH, IN ORDER THIS YEAR, UM, FOR LOOKING AT MORE REVENUES BEYOND WHAT THE STATE CURRENTLY HAS. [00:35:01] THESE ARE SOME PROPOSALS FROM THE GOVERNOR. UM, THE FIRST FOUR, UH, FIVE BULLETS, UH, FOUR BULLETS. UM, AND WE, UM, ARE, UH, SUPPORTING THE, THE FIRST TWO CONSISTENT WITH THE GOAL, UM, OF THE BOARD, AGAIN, ADOPTED LAST WEEK WITH LAST WEEK'S BORDER SOLUTION. UM, WE INCLUDED, UH, MY, MY TEAM AND I, A NOTE ABOUT THE, UH, PROPOSED INCREASE FUNDING, HOW MUCH EACH, EACH OF THIS PROTECT PROPOSAL WOULD RESULT FOR THE STATE. UM, BUT AGAIN, THIS STILL HAS TO BE NEGOTIATED WITH THE STATE LEGISLATURE. UM, AND THEN THE LAST ONE IS, UH, ONE OF THE, UH, ALSO REVENUE PROPOSALS FROM THE SENATE DEMOCRATIC LEADERSHIP THAT THEY HAD RELEASED IN APRIL. UM, SO THESE WILL ALSO HAVE TO BE NEGOTIATED OVER THE COMING, UH, WEEK FOUR WEEKS WITH THE LEGISLATURE AND THE GOVERNOR. UM, A FEW MORE SLIDES, AND THEN I'LL TURN OVER TO SOMEONE TO TALK ABOUT WHAT THIS ALL MEANS FOR L-A-U-S-D AND OUR, OUR BUDGET. UM, I THOUGHT IT WOULD BE I IMPORTANT TO TALK ABOUT RIGHT NOW WHERE THE ASSEMBLY AND SENATE MIGHT BE ON THE, THE GOVERNOR'S, UH, BUDGET. THE ASSEMBLY BUDGET COMMITTEE STARTED TO MEET THIS MORNING AT 9:00 AM THE SUBCOMMITTEE FOR THE EDUCATION ON THE SENATE SIDE. UM, THEY'LL BE MEETING THIS AFTERNOON. THEY HAVE MEETINGS TOMORROW AND THURSDAY. UM, SO WE'LL HAVE A BETTER SENSE IN THE COMING DAYS. UM, ANY, ANY REJECTION, UH, SUPPORT OR, OR, UM, APPROVAL OF WHAT THE GOVERNOR HAS IN MAY REVISE, BUT BASED ON WHAT THE ASSEMBLY AND SENATE, UH, DEMOCRATIC LEADERSHIP RELEASED, UM, IN APRIL. THIS IS, UM, JUST A QUICK, UM, HIGHLIGHTS OF THE SPECIFIC REFERENCES TO EDUCATION. UH, WE ANTICIPATE BOTH THE ASSEMBLY AND SENATE WILL REJECT, UM, THE, AT LEAST IN, IN, IN APRIL, THEY WERE REJECTING THE GOVERNOR'S PROPOSAL FROM, UH, FROM JANUARY. NOW THAT IT'S ONLY 3.9 BILLION, IT'S QUESTIONABLE WHETHER THEY WILL CONTINUE TO, UM, TO STAND HARD, UM, WITH THE EDUCATION COMMUNITY AND, AND REALLY PUSH BACK ON THE GOVERNOR'S PROPOSAL OR WHETHER THEY'LL COME UP WITH A DIFFERENT ALTERNATIVE. UM, ONE RECOMMENDATION THAT THE LAO WHO ADVISES THE LEGISLATURE, UM, THE LEGISLATIVE ANNAS OFFICE, IS THAT THEY DEPOSIT, UM, ANY, INSTEAD OF WITHHOLDING THE FUNDING THAT THEY DEPOSIT THE MONEY INTO THE STATE RAINY DAY FUND, THAT IT WOULD BE MORE PRUDENT FOR THE RAINY DAY FUND TO BE AT, UM, $10 BILLION OR MORE. SO WE COULD SEE THE LEGISLATURE MAYBE GOING IN THAT DIRECTION, THAT THAT WOULD BE A, A, A MORE PRUDENT WAY TO, THAN, THAN WITHHOLDING FUNDING. UM, THERE'S ALSO A POSSIBILITY THAT WE, THAT THE LEGISLATURE MAY CONTINUE TO UNDERSCORE THE NEED FOR MORE ADDITIONAL ONE-TIME FUNDING AS THE GOVERNOR HAD IN THE MAYOR REVISE. UM, AND THIS WILL BE ALL CONTINGENT ON THE REVENUE PROJECTIONS THAT THEY LAND ON. THE SENATE DOES ESTIMATE THAT THEY, THAT THE STATE COULD HAVE HIGHER REVENUES. HOWEVER, THE LAO IS MORE CONSISTENT WITH THE GOVERNOR'S, UH, REVENUE, UM, PROJECTION FOR NEXT YEAR. SO THIS WILL ULTIMATELY BE THE, UM, THE UNDERLYING, UH, DATA POINT THAT WILL HELP, UM, THE LEGISLATURE AND THE GOVERNOR, UH, COME UP WITH THE ARCHITECTURE FOR THE STATE BUDGET. WHAT IS THE FINAL DOLLAR AMOUNT THAT THEY, THEY BELIEVE WILL MATERIALIZE IN THE NEXT YEAR? AND THEN THAT WILL COME HELP INFORM, UM, WHERE THEY, WHERE THEY LAND ON SOME OF THIS REVENUE, UM, AND, UH, APPROPRIATIONS. AND THERE'S ALSO A POSSIBILITY THAT EITHER THE ASSEMBLY AND OR SENATE AS REFERENCED HERE, UM, THERE'S BEEN ALREADY SOME, UH, REPORTS ABOUT THIS. UM, THERE'S AN INTEREST POSSIBLY MOVING CHILDCARE OR, UH, STATE PRESCHOOL FUNDED SLOTS FOR COMMUNITY-BASED, UH, ORGANIZATIONS INTO PROP 98. UM, FOR OVER 10 YEARS, IT'S BEEN FUNDED OUT OF THE GENERAL FUND, BUT GIVEN THAT THE GENERAL FUND HAS A LOT OF COST PRESSURE BECAUSE OF THE, UH, HR ONE AND MEDICAL, UH, MEDIC, UH, MEDICARE, UM, COSTS ONTO THE STATE FOR HEALTHCARE COSTS, THE LEGISLATURE MIGHT SEE MORE ROOM ON THE PROP 98 SIDE TO, UM, OFFSET THE COST OF PRESCHOOL THAT ARE NONPROFIT PROVIDERS, UM, CURRENTLY OFFER. UM, SO THAT WOULD BE, I BELIEVE IT'S $180 MILLION, UM, THAT COULD BE TAKEN FROM GENERAL FUND AND INSTEAD PUT IT INTO THE PROP 98. SO IT MEANS REDUCING THE GENERAL PROP 98 FUNDS FOR SCHOOLS, UM, KEY FUNDING BILLS, UH, VERY QUICKLY. THESE ARE BILLS ALL THAT WE'RE SUPPORTING. UM, THESE ARE ALL BILLS THAT ARE STILL CONTINGENT ON BUDGET APPROPRIATIONS. THEY'RE STILL ALIVE. UM, THEY'RE MOVING ALONG. UH, IF THERE'S NO MONEY FOR THEM IN THE MAIN REVISE, UH, THE DISCUSSION BETWEEN NOW AND THE BUDGET ADOPTION IN JUNE, THEN IT'S VERY LIKELY THAT THIS BILLS WILL NOT GET SIGNED BY THE GOVERNOR IF THEY GET TO, TO HIS DESK BY SEPTEMBER. UM, BUT LCFF, THIS WOULD BE AN INCREASE TO, TO THE DISTRICT'S FUNDING. IF IT WAS TO BE SIGNED INTO LAW, UH, 25 26 ABOUT SPECIAL EDUCATION. UM, WE WOULD HAVE, UH, OVER 7,000 KIDS WITH, UH, DISABILITIES, UM, THAT WOULD BE ELIGIBLE FOR THIS INCREASED FUNDING UNDER THE, THE PROPOSAL. UM, AND THEN THERE ARE TWO BILLS THAT ARE PART OF THE SCIU STATE CAL, UH, SAU STATE COUNCIL, UM, CO-SPONSORED BILL 1790 AND 1349. THAT IS, UM, THE ANDRE CAMPAIGN THAT WE ARE, UM, SUPPORTING. SO WE'RE SUPPORTING THOSE TWO BILLS AS WELL. AND THIS WOULD BE ALIGNED WITH MY PRIOR SLIDE ABOUT OTHER WAYS TO THINK ABOUT GENERATING MORE REVENUES FOR THE STATE. UM, BEFORE I TURN IT OVER TO SIMONE, UM, UH, AND TALKING ABOUT WHAT YOU ALL WANT TO KNOW, WHICH IS, UH, THE IMPACTS OF THE DISTRICT, I'LL JUST UNDERSCORE THIS WILL BE SOME OF OUR ADVOCATE PRIORITIES LEADING UP TO THE [00:40:01] FINAL BUDGET ADOPTION. UM, WE WILL CONTINUE TO ADVOCATE FOR FULL FUNDING OF PROP 98, WHICH MEANS OPPOSING THE PROPOSED WITHHOLDING OF $3.9 BILLION. UH, WE SUPPORT THE PROPOSED, UH, SUPER COLA, UM, BUT AGAIN, URGING THAT AT A MINIMUM THEY PROVIDE, UM, THE STATUTORY COLA TO THE STATE PRESCHOOL PROGRAMS. UM, WE SUPPORT THE GOVERNOR'S FIVE AND LARGE DISCRETIONARY BLOCK GRANT, BUT AT A REALLY, REALLY KEY IMPORTANT DISTINCTION IN OUR ADVOCACY THAT FOR ANYONE WATCHING THIS AND OUR BOARD AND EVERYONE WHO WANTS TO SUPPORT THIS EFFORT OR LABOR PARTNERS, IS WE ARE URGING THAT THE ALLOCATION FOR THAT ONE-TIME MONEY BE GIVEN ON A MORE EQUITABLE BASIS, UM, INSTEAD ON A PER PUPIL BASIS. UM, GIVEN THAT WE HAVE SIGNIFICANTLY MORE, UM, DIVERSE STUDENT POPULATION THAT WE SERVE, AND ALSO THE FACT THAT WE HAD ARE DISPROPORTIONATELY IMPACTED BY DECLINING ENROLLMENT IN THE STATE COMPARED TO OTHER SCHOOL DISTRICTS. UM, SO THERE'S, THERE'S A, A NEED FOR US TO HAVE ADDITIONAL ONE-TIME FUNDING ALLOCATED ON A MORE EQUITABLE BASIS LIKE LCFF. UM, WE SUPPORT THE GOVERNOR'S, UM, PROPOSAL FOR SPECIAL ED, UM, THE COMMUNITY SCHOOLS FUNDING. UM, THIS IS ONE THAT THE LAO IS STILL RECOMMENDING FOR THE LEGISLATURE TO REJECT THE ONGOING PROPOSAL. UH, SO WE'RE NOT OUT OF THE WOODWORKS. UM, THERE'S THAT ONGOING FUNDING HAS NOT BEEN, UM, CONFIRMED BECAUSE AGAIN, THE, THE LAO IS ADVISING THE LEGISLATURE TO MAKE THAT INTO A ONE TIME GRANT AND PUT THE ONUS ON SCHOOL DISTRICTS TO, TO FIGURE OUT HOW TO PAY IT IN A MORE SUSTAINABLE WAY. UM, SO WE WILL CONTINUE TO ADVOCATE FOR THE ONGOING APPROPRIATION. AND THEN LASTLY, I ALREADY REFERENCED SOME OF THE TAX REVENUE PROPOSALS, UM, FOR WHAT'S NEXT. WE HAVE A COMMUNITY LEGISLATIVE BRIEFING TOMORROW WITH OUR COMMUNITY BASED PARTNERS AND URGING THEM TO HELP WITH THEIR ADVOCACY. WE HAVE OUR, WE'RE UPDATING, UM, HOPEFULLY AGAIN, WE'LL BE AVAILABLE BY TOMORROW, UH, ADVOCACY TOOLKIT FOR OUR FAMILIES AND PARENTS WHO WISH TO ALSO HELP ADVOCATE PRIMARILY ON THE WITHHOLDING PIECE AND ON THE ONE TIME DISCRETIONARY BLOCK RENT. AND THEN LASTLY, WE ARE SENDING THIS AFTERNOON, UH, LETTER WITH OUR LABOR PARTNERS, UM, TO THE LEGISLATURE AND THE GOVERNOR, UM, WITH OUR SHARED PRIORITIES THAT'S LISTED HERE. UM, WITH THAT, I'LL TURN IT OVER TO SIMON AND I'LL BE HAPPY TO ANSWER QUESTIONS LATER. THANK YOU, AND GOOD MORNING. SO HERE ARE UPDATED ESTIMATES, PRELIMINARY ESTIMATES OF THE ADDITIONAL REVENUE FROM THE MAY REVISE THE ADDITIONAL REVENUE SPECIFICALLY FOR LA UNIFIED. AND THEN AT THE, AT THE VERY END, YOU'LL SEE TWO COLUMNS AND THEY INDICATE WHETHER THIS REVENUE WOULD BE REFLECTED IN OUR OFFICIAL MULTI-YEAR PROJECTION, OR INSTEAD WHETHER IT CAN AND WILL BE REFLECTED IN THE DISTRICT'S FISCAL STABILIZATION PLAN, UH, TO BE APPROVED BY THE BOARD IN JUNE. SO THE FIRST ITEM IS THE COLA. UH, AS MARTHA MENTIONED, THERE IS A SUPER COLA, WHICH MEANS THE TOTAL AMOUNT YEAR OVER YEAR INCREASE WOULD BE 4.31%, AND THAT IS THE FISCAL IMPACT OF THE COLA BEING HIGHER IN 26, 27. YOU DO SEE A REVENUE AMOUNT IN EACH FISCAL YEAR BECAUSE A HIGHER COLA IN ONE YEAR HAS AN ONGOING EFFECT. IT RAISES THE BASELINE IN AN ONGOING WAY. AND SO THAT'S WHY THE COLA BEING 4.31% FOR 26 27 HAS AN APPROXIMATELY 125, $112 MILLION BENEFIT TO THE DISTRICT EVERY YEAR THEREAFTER, INCLUDING 26 27, THE DISCRETIONARY BLOCK GRANT. NOW, THE STATEWIDE TOTAL BEING $5 BILLION, YOU'LL SEE THAT LAD'S ESTIMATED SHARE OF THAT $5 BILLION IS $328 MILLION. YOU MIGHT REMEMBER THAT AS OF THE JANUARY PROPOSED BUDGET, THE STATEWIDE TOTAL WAS $2.8 BILLION, AND INSTEAD THE LSDS SHARE WAS ESTIMATED TO BE ABOUT $184 MILLION. SO THIS IS A SUBSTANTIAL INCREASE IN THE DISCRETIONARY BLOCK GRANT. YOU'LL SEE $68 MILLION IS THE ESTIMATED REVENUE FROM LEARNING RECOVERY EMERGENCY BLOCK GRANT. THIS IS A ONE-TIME GRANT. THIS IS UNCHANGED FROM THE JANUARY PROPOSED BUDGET, THIS ALLOCATION. UM, NEXT IS THE SPECIAL EDUCATION BASE RATE, WHICH IS ALSO AN ONGOING INCREASE. THIS IS A VERY SUBSTANTIAL INCREASE IN FUNDING FOR SPECIAL EDUCATION. I SHOULD NOTE THAT, UM, WHAT WE'RE HIGHLIGHTING HERE ARE REVENUES THAT ARE, FOR THE MOST PART, GENERAL FUND UNRESTRICTED. THERE ARE FUNDS THAT CAN BE USED TO ADDRESS THE FISCAL CHALLENGES WE'RE FACING WITHIN OUR UNRESTRICTED GENERAL FUND. HOWEVER, SPECIAL EDUCATION IS A GOOD EXAMPLE OF WHILE THE REVENUES ARE RESTRICTED, BECAUSE THE DISTRICT AND MOST DISTRICTS SPEND SUBSTANTIALLY MORE FOR SPECIAL EDUCATION SERVICES THAN THE WE, THE REVENUE WE RECEIVE. AND THAT THEREFORE NECESSITATES A VERY SUBSTANTIAL CONTRIBUTION FROM THE UNRESTRICTED GENERAL FUND INTO THE RESTRICTED GENERAL FUND. WHEN WE RECEIVE ADDITIONAL SPECIAL EDUCATION [00:45:01] RESTRICTED REVENUES, IT MEANS THAT THAT CONTRIBUTION FROM UNRESTRICTED TO RESTRICTED IS MUCH SMALLER. OF COURSE, WE CONTINUE TO PROVIDE THOSE IMPORTANT AND NECESSARY SERVICES FOR OUR STUDENTS, BUT IT DOES MEAN THAT THE CONTRIBUTION FROM UNRESTRICTED TO RESTRICTED BECOMES SMALLER. SO THIS IS A VERY SUBSTANTIAL INCREASE, ESTIMATED TO BE BETWEEN 187 MILLION TO $190 MILLION PER YEAR, DEPENDING ON THE YEAR. NEXT ARE HOME TO SCHOOL TRANSPORTATION ONGOING, AND ONE TIME YOU'LL SEE THOSE LAST TWO ROWS. UM, THESE ALSO ARE UNCHANGED FROM THE JANUARY PROPOSED BUDGET. THEY'RE STILL PROPOSED TO BE FUNDED BY THE STATE, AND THEY'RE AT THE BOTTOM. YOU'LL SEE THOSE GRAND TOTAL. SO $740 MILLION ESTIMATED FOR 26 27, ABOUT $321 MILLION, 27 28, 320 $2 MILLION, 28 29. THE REASON WHY THE 26 27 NUMBER IS SO MUCH LARGER IS BECAUSE OF THE SIGNIFICANT ONE-TIME FUNDS BEING A PROPOSED TO BE ALLOCATED IN 26 27. SO THE GUIDANCE FROM, FROM LACO IS, IS TO INCLUDE THAT WE CAN INCLUDE THE COLA IN OUR OFFICIAL MULTI-YEAR PROJECTION. UH, THOSE OTHER PROPOSED REVENUES, THEY'RE NOT FINAL YET, BUT, UH, THEY CAN INSTEAD BE INCLUDED IN THE REQUIRED FISCAL STABILIZATION PLAN, WHICH MEANS THAT THEY CAN BE USED TO OFFSET CUTS THAT OTHERWISE WOULD'VE NEEDED TO HAVE BEEN IDENTIFIED IN THE FISCAL STABILIZATION PLAN. SO THE FISCAL STABILIZATION PLAN WILL, OF COURSE, AS I MENTIONED, CONSIDER THESE REVENUES. UM, BUT AS SUPERINTENDENT, AS ACTING SUPERINTENDENT CH MENTIONED, UH, THE DISTRICT WILL STILL NEED TO IDENTIFY VERY SIGNIFICANT REDUCTIONS IN THE BUDGET FOR NEXT YEAR, FOR 27, 28, AND FOR 28, 29. SO THE NEXT COUPLE SLIDES WILL PROVIDE SOME UPDATED PROJECTIONS ON OUR GENERAL FUND UNASSIGNED UNAPPROPRIATED ENDING BALANCE BALANCES. SO FIRST, BEFORE GOING THROUGH THOSE MULTI-YEAR PROJECTIONS, NOTABLE FACTORS, UH, THE PROJECTIONS ARE BASED ON THE CURRENT 25 26 ESTIMATED ACTUALS. WHAT ESTIMATED ACTUALS REFERS TO IS JUST OUR UPDATED ESTIMATES FOR BOTH REVENUES, BUT PRIMARILY EXPENDITURES. SO LAST TIME WE UPDATED THESE PROJECTIONS WAS AT SECOND INTERIM IN MARCH. UH, WE THEN UPDATE THEM AGAIN WITH ADDITIONAL INFORMATION ON EXPENDITURES AND REVENUES TO HAVE A MORE ACCURATE LOOK AT WHAT WE EXPECT THIS YEAR'S ENDING BALANCES TO BE. AND THEN OF COURSE, THOSE ASSUMPTIONS IMPACT THE ADDITIONAL YEARS BEYOND 25 26. ALSO, IMPORTANTLY, WHAT ARE INCLUDED ARE THE ESTIMATED COSTS OF THE COLLECTIVE BARGAINING AGREEMENTS FOR U-T-L-A-S-C-I-U AND ALL A TEAMSTERS, AS WELL AS THE PROJECTED COST OF, UH, UH, CORRESPONDING AGREEMENTS FOR CSCA, TEAMSTERS, L-A-S-P-A, AND L-A-S-P-M-A. SO THOSE COSTS, THOSE ESTIMATED COSTS, NOT JUST IN THE SHORT TERM, BUT ALL THE WAY THROUGH 28 29, ARE REFLECTED IN THE PRELIMINARY MULTI-YEAR PROJECTION AS WE ARE REQUIRED TO. SO FIRST YOU'LL SEE THAT, UM, THERE'S THE SEQUENCE AS WE TYPICALLY TRY TO SHOW, IS HOW THESE PROJECTED NEGATIVE BALANCES OR ENDING BALANCES CHANGE OVER TIME. IN BLUE, YOU'LL SEE WHERE WE WERE PROJECTING AS A FIRST INTERIM IN GREEN, WHERE WE WERE PROJECTING AS OF SECOND INTERIM. AND THEN FINALLY IN ORANGE, WHAT THE PRELIMINARY MULTI-YEAR PROJECTION, UH, FOR THE JUNE ADOPTED BUDGET, WHICH WILL BE COMING BEFORE THE BOARD IN JUNE. SO AGAIN, IN SUMMARY, WHAT IS INCLUDED HERE ARE THE ESTIMATED COST OF ALL OF THOSE LABOR AGREEMENTS. THIS DOES INCLUDE THE OVER $300 MILLION CUMULATIVELY FROM THE HIGHER COST OF LIVING ADJUSTMENT THAT HIGHER COLA, BUT IT DOES NOT INCLUDE THE OTHER PROPOSED REVENUES. I WILL SHOW ON THE NEXT SLIDE WHAT IMPACT THOSE ADDITIONAL REVENUES HAVE. SO THIS IS JUST THE MULTI-YEAR PROJECTION FOR OUR ENDING BALANCES FOR GENERAL FUND UNRESTRICTED, AND WE TALKED ABOUT THIS A LOT IN THE PAST. THE REASON WHY WE FOCUS SO HEAVILY ON GENERAL FUND UNRESTRICTED IS 'CAUSE IT'S THE BEST INDICATOR OF A DISTRICT'S FINANCIAL HEALTH. UH, THEY'RE THE FUNDS THAT CAN BE USED FOR ANY EDUCATIONAL PURPOSE. UH, THEY'RE THE, THE BALANCES THAT, THAT THE COUNTY AND THE STATE LOOK MOST CLOSELY AT. AND SO THAT IS WHY WE DISCUSS, UH, THEM SO OFTEN. I SHOULD NOTE THAT THE LABOR AGREEMENTS ALSO HAVE COST AGAINST OTHER FUNDS. THEY HAVE COST, OF COURSE, AGAINST GENERAL FUND RESTRICTED, AND THERE ARE COST ALSO AGAINST ALL OF OUR OTHER OPERATING FUNDS. THOSE OPERATING FUNDS IMPORTANTLY INCLUDE ADULT EDUCATION, OUR CAFETERIA FUND, AND OUR, OUR EARLY CHILD DEVELOPMENT FUND, OUR CHILD DEVELOPMENT FUND. AND SO IT'S GONNA BE IMPORTANT IN THE COMING WEEKS AND MONTHS THAT WE ALSO PAY VERY CLOSE ATTENTION TO PROJECTED BALANCES IN THOSE OTHER FUNDS AS THEY, UH, ABSORB THE HIGHER COSTS OF, OF THESE LABOR AGREEMENTS. [00:50:02] SO OVER THE LAST SEVERAL MONTHS, WE HAVE SHOWN KIND OF UPDATED VERSIONS OF, OF THIS MULTI-YEAR PROJECTION, SHOWING AT DIFFERENT POINTS IN TIME THE IMPACT OF CERTAIN OFFERS THAT HAD BEEN MADE AT THOSE POINTS IN TIME. NOW THAT WE HAVE TENTATIVE AGREEMENTS FOR, FOR NEARLY ALL OF OUR LABOR PARTNERS, UH, WE CAN SHOW KIND OF THE FULL IMPACT OF THE COSTS THAT ULTIMATELY, UH, RESULTED IN THOSE TENTATIVE AGREEMENTS. SO RIGHT NOW, IN ORANGE, WE ARE PROJECTING IN THOUGH WE ARE INCLUDING THOSE REVENUES FROM COLA, A NEGATIVE PROJECTED ENDING BALANCE BY THE END OF THE 28 29 SCHOOL OF, UH, ALMOST $3.6 BILLION. THE REASON WHY IT'S SUBSTANTIALLY HIGHER THAN WHERE WE WERE AT FIRST AND SECOND INTERIM IS OF COURSE THE, THE, THE TENTATIVE AGREEMENTS AND THE ASSOCIATED COSTS. THE SECOND INTERIM AND FIRST INTERIM PROJECTIONS ALREADY INCLUDE THE SAVINGS FROM THE FIRST FISCAL STABILIZATION PLAN, THE FISCAL STABILIZATION PLAN THAT WAS APPROVED BY THE BOARD LAST JUNE, AND THAT WAS BEGUN TO BE IMPLEMENTED FOR THE 26 27 SCHOOL YEAR. THOSE SAVINGS NOT JUST FOR 26, 27, BUT THE PLANNED SAVINGS IN ADDITIONAL YEARS ARE ALREADY FULLY REFLECTED IN ALL OF THE BALANCES THAT YOU SEE HERE. AND SO WHAT THE DISTRICT IS REQUIRED TO DO IN JUNE IS IDENTIFY ADDITIONAL REDUCTIONS, AND WE'RE GONNA INCLUDE THOSE PROPOSED REVENUES, BUT ADDITIONAL STRATEGIES AND SOLUTIONS THROUGH 28 29 THAT ADDRESSED THAT PROJECTED NEGATIVE $3.6 BILLION ENDING BALANCE. THE, UM, THOSE COST SAVING MEASURES FOR THE DISTRICT, UH, ARE GONNA BE NECESSARY ALSO FOR THE DISTRICT TO BE ABLE TO CERTIFY AS PART OF THE COLLECTIVE BARGAINING AGREEMENTS THAT WE CAN, UM, MEET THOSE COMMITMENTS. WE CAN COVER THE COST OF THE AGREEMENTS, UH, THAT ARE BEING APPROVED LATER IN JUNE. SO AS I MENTIONED BEFORE, THERE WERE SEVERAL PROPOSED REVENUES, EVERYTHING BUT THE COLAS, THOSE HIGHER COLAS, EVERYTHING, BUT THOSE COLAS ARE NOT INCLUDED IN THE MULTI-YEAR PROJECTION, BUT THEY ARE INCLUDED HERE IN THE FINAL LIGHTER BLUE SERIES OF BAR GRAPHS. AND SO YOU'LL SEE THAT THEY DO MAKE A VERY MATERIAL DIFFERENCE IN OUR ENDING BALANCES GOING FROM LEFT TO RIGHT, STARTING IN THE 27 28 SCHOOL YEAR, YOU'LL SEE THAT THE OFFICIAL PRELIMINARY MULTIYEAR PROJECTION HAS A NEGATIVE, UH, PROJECTED TO BE NEGATIVE $1.35 BILLION. WITH THOSE ADDITIONAL PROPOSED REVENUES, WE WOULD INSTEAD BE NEGATIVE BY ABOUT HALF A BILLION DOLLARS. AND THEN LOOKING AT THE 28 29 SCHOOL YEAR, IT TAKES US FROM A PROJECTED NEGATIVE $3.6 BILLION IN THAT PRELIMINARY MULTI-YEAR PROJECTION TO NEGATIVE $2.5 BILLION IN BY THE END OF THE 28 29 SCHOOL YEAR. SO THOSE REVENUES ARE, ARE VERY MATERIAL, THEY'RE VERY WELCOME, UH, AND THEY'RE EXTREMELY HELPFUL IN ADDRESSING THE FISCAL CHALLENGES THAT WE'RE FACING. BUT EVEN WITH THOSE ADDITIONAL PROPOSED REVENUES, WE ARE FACING A VERY SIGNIFICANT NEGATIVE PROJECTED ENDING BALANCE BY THE END OF THE 28 29 SCHOOL YEARS SCHOOL YEAR. THOSE REVENUES ARE NOT SUFFICIENT TO PREVENT THE DISTRICT FROM NEEDING TO MAKE VERY SUBSTANTIAL REDUCTIONS STARTING AS EARLY AS THE 26 27 SCHOOL YEAR AND BEYOND. AND YOU'LL PROBABLY NOTE THAT THE FISCAL STABILIZATION PLAN, WHICH AGAIN IS GONNA BE $3.6 BILLION, BUT INCLUDE THOSE PROPOSED REVENUES, IS VERY SUBSTANTIALLY LARGER THAN THE FISCAL STABILIZATION PLAN THAT WAS APPROVED BY THE BOARD LAST JUNE. THE LAST FISCAL STABILIZATION PLAN WAS APPROVED BY THE BOARD WAS $1.6 BILLION. THE LATEST UPDATE AT SECOND INTERIM HAD THOSE SAVINGS CUMULATIVELY AT A LITTLE BIT OVER $1.3 BILLION. SO JUST IN TERMS OF ORDER OF MAGNITUDE, THIS IS VERY SUBSTANTIALLY LARGER. UH, AND THE CUTS THAT WILL NEED TO BE IDENTIFIED, UH, ARE GONNA NEED TO BE MUCH, MUCH LARGER. SO NEXT STEPS, KIND OF YOU'LL SEE IN THAT BAR, UH, THE, THAT, UH, RECTANGLE, WHAT'S COMING UP IS, UH, WE HAVE THE MAY REISE PRESENTATION TODAY. UH, WE ARE TENTATIVELY SCHEDULED TO COME BACK TO THE BOARD ON THURSDAY. TWO VERY IMPORTANT ITEMS ON THURSDAY'S AGENDA. UH, FIRST IS A, UH, PRESENTATION ON THE DRAFT FISCAL STABILIZATION PLAN THAT WILL OUTLINE THE REDUCTIONS THROUGH 28 29 TO ADDRESS THAT SUBSTANTIAL PROJECTED NEGATIVE ENDING BALANCE, AS WELL AS THE FINAL BOARD ACTION ON THE REDUCTION IN FORCE PROCESS THAT BEGAN BACK IN FEBRUARY. THEN IN JUNE, TWO REALLY IMPORTANT BOARD MEETINGS. FIRST [00:55:01] JUNE 16TH, THERE'S THE BUDGET AND LCAP HEARING, AS WELL AS BOARD ACTION ON THAT FISCAL STABILIZATION PLAN, AS WELL AS THE BARGAINING AGREEMENTS. AND THEN FINALLY ON JUNE 23RD, BOARD ACTION ON THE BUDGET FOR NEXT YEAR AND THE LCAP FOR NEXT YEAR. THANK YOU. THANK YOU VERY MUCH. UM, SO NOW WE'LL OPEN IT UP, OPEN THE FLOOR FOR ANY QUESTIONS FROM MY COLLEAGUES, CARLA AND KELLY ARE, AND THEN WE DO HAVE, UM, BOARD MEMBER GREGO AND BOARD MEMBER EZ ONLINE. SO WHO WOULD LIKE TO START? MS. OKAY, MS. ORTIZ, FRANKLIN. SURE. JUST A COUPLE OF QUICK ONES FOR ME. UM, THANKS FOR SOME GOOD NEWS FROM THIS STATE, BUT ALSO THE SOBERING REALITY THAT WE'RE DEALING WITH HERE. I GUESS MY QUESTIONS ARE MOSTLY ABOUT SLIDE 13. UM, EVEN IF WE GET THE BEST CASE SCENARIO FROM THE GOVERNOR'S, UH, BUDGET, WE STILL HAVE TO MAKE, UM, REALLY HARD CUTS IN THE COMING YEARS. SO I WANTED TO ASK, UM, WHEN IS THE RETRO PAY GOING INTO EFFECT FOR ALL THE COLLECTING AND BARGAINING AGREEMENTS THAT WE JUST LANDED? WHEN WILL THE EXPENDITURES BE RECOGNIZED? MM-HMM . SO RETRO PAY FOR 24, 25 AND 25 26 ARE BOTH GONNA BE REFLECTED AS EXPENDITURES IN THE 25 26 SCHOOL YEAR. OKAY. WHERE WE'RE STILL ABOVE THE LINE, UH, IN THE BLUE, THE, THE BEST CASE SCENARIO ON THE FAR RIGHT. UM, OKAY, GREAT. AND THEN I DON'T, I DON'T KNOW IF THE TEAM IS READY TO TALK ABOUT THIS YET, BUT ON THURSDAY WE EXPECT TO VOTE ON THE FINAL RIFTS THAT WE PRELIMINARY VOTED ON IN FEBRUARY. AT THAT TIME IT WAS 650 OR SO. UM, DO WE HAVE AN UPDATED NUMBER OR WHEN WILL WE, SO THE BOARD ACTION ON THURSDAY IS THE LAST STEP IN THE PROCESS THAT WAS INITIATED IN FEBRUARY, AND SO IS THE FINAL BOARD ACTION IN ORDER TO COMPLETE THE IMPLEMENTATION OF THOSE. AND SO THE TOTAL NUMBERS OF POSITIONS THAT WERE CLOSED, AS WELL AS HAD BA CHANGES IN BASIS AND HOURS IN THE AUTHORIZATION ON THURSDAY WILL BE THE SAME AS FEBRUARY. SO THE NUMBERS IN THE RESOLUTION ARE GOING TO BE THE SAME, EVEN THOUGH, UH, WITH SEIU WE AGREED, UM, TO DROP 200 OR SO OF THOSE LAYOFFS. YEAH. SO THAT TENTATIVE AGREEMENT IS BEING VOTED ON ON JUNE 16TH, AND SO THAT BOARD ACTION WOULD THEN AUTHORIZE THAT THAT CHANGE TO THOSE POSITIONS. OKAY. SO THIS IS ANOTHER GOOD TIMING QUESTION FOR THE BUDGET. IN JUNE, WE'LL BE GETTING ALL OF THE COLLECTIVE BARGAINING AGREEMENTS WITH THE AB 12 HUNDREDS. THAT'S, THAT WILL SAY HOW MUCH THEY WILL COST US. IS THAT REFLECTED IN WHAT WE'RE SEEING TODAY ON SLIDE 13? YES. OKAY. UM, AND SO THAT'S WHY YOU'RE SAYING THE FSP WILL STILL BE THREE POINT SOMETHING BILLION DOLLARS, UM, THAT WILL BE VOTED ON ON THURSDAY AS WELL, OR THAT'S RIGHT. PREVIEWED ON, OR SORRY, VOTED PREVIEW PREVIEWED ON THURSDAY, VOTED ON ON JUNE 16TH. I SHOULD ALSO NOTE, UM, THESE PROJECTIONS ASSUME THAT THE REDUCTION IN FORCE THAT WAS INITIATED IN FEBRUARY IS, DOES RECEIVE THE FINAL AUTHORIZATION ON THURSDAY. TO THE EXTENT THAT THOSE, THAT FINAL AUTHORIZATION IS NOT APPROVED, THEN THE COSTS ASSOCIATED WITH RESTORING THE POSITIONS WOULD NEED TO BE ADDED TO OUR MULTI-YEAR PROJECTION, AS WELL AS ADDITIONAL SAVINGS IDENTIFIED IN THE FISCAL STABILIZATION PLAN. BEYOND WHAT I, WHAT IS BEING SHOWN HERE ON THAT NEGATIVE $3.581 BILLION. OKAY. BECAUSE THE SAVINGS WOULD BE REFLECTED OVER EACH OF THE FOLLOWING YEARS. IF, IF IT GOES THROUGH AND IF IT DOESN'T GO THROUGH, THEN WE HAVE TO MAKE ADJUSTMENTS TO BE ABLE TO REALIZE THOSE SAVINGS IN FUTURE YEARS. WE, WE WOULD. EXACTLY. SO IF THE, IF THE AUTHORIZATION IS NOT APPROVED, THEN THE DISTRICT WOULD HAVE TO CONTINUE TO EMPLOY THE IMPACTED EMPLOYEES. THE COST ASSOCIATED WITH THAT WOULD NEED TO BE ADDED TO OUR PROJECTED COST HERE. THEY WOULD LOWER OUR PROJECTED NEGATIVE ENDING BALANCE BY A CORRESPONDING AMOUNT, AND THEN WE'D HAVE TO IDENTIFY ADDITIONAL REDUCTIONS IN THE FISCAL STABILIZATION PLAN BY THAT SAME CORRESPONDING AMOUNT. THAT MAKES SENSE. UM, ONE LAST QUESTION, AND I'LL TURN IT BACK TO MY COLLEAGUES ON THE TIMING. UM, YOU KNOW, SOMETHING WE HEAR A LOT FROM FAMILIES IS THE ROLE OF THE LCAP ENGAGEMENT OR ADVISORY GROUPS, THE CAC, THE PAC, THE DLAC, UM, AND WE NORMALLY GET A PRESENTATION FROM THEM AT SOME POINT. WHEN IS THAT HAPPENING AND HOW ARE WE LINING UP THE LCAP WITH, UM, YOU KNOW, THE BUDGET APPROVAL OVER THE NEXT FEW WEEKS? I'LL CONFIRM. OKAY. SO THE LCAP WILL COME IN JUNE THAT WE'LL HAVE A INITIAL READING AND THEN A FINAL READING WITH THE STRATEGIC PLAN AND THE BUDGET. UM, [01:00:01] AND THEN IN TERMS OF THE, THE, THIS IS THE FINAL YEAR OF THE THREE YEAR LCAP, SO IT'S USING THE BUDGET THAT WE HAVE PROJECTED IN THE CURRENT BUDGET FOR THE NEXT THREE YEARS IS WHEN WE'LL DO A LOT MORE, UM, REJIGGERING OF THE LCAP, BUT THAT'S GONNA COME IN JUNE TO THE BOARD. OKAY. 'CAUSE, YOU KNOW, SOMETIMES THE, THE, THE VARIOUS COMMITTEES WILL COME AND PRESENT AND SOMETIMES WE'RE ABLE TO TAKE THEIR COMMITTEE'S COMMENTS INTO ACCOUNT AND OTHER TIMES WE'VE HAD SOME DISAGREEMENTS ABOUT THE TIMING OF THINGS. SO JUST WONDERING IF THAT'S MY EXPECTATION, I BELIEVE, IS THAT THE COMMITTEES WILL PRESENT ON JUNE 12TH, UM, AND THEY WILL BE PROVIDING THAT SPACE. I BELIEVE IT'S 30 MINUTES PER COMMITTEE THAT WILL BE PRESENTING ON THEIR COMMENTS AND FEEDBACK ON THE LCAP. OKAY. GREAT. THANK YOU. I SHOULD ALSO NOTE THAT THE FISCAL STABILIZATION PLAN, THE NEW FISCAL STABILIZATION PLAN, WHILE THERE WILL BE SOME IDENTIFIED STRATEGIES, INCLUDING SOME OF THOSE PROPOSED REVENUES FOR 26 27, LARGELY IT'S GONNA IDENTIFY REDUCTIONS IN 27, 28, AND 28, 29, WHEREAS THE LCAP IN BUDGETS THAT ARE BEING PRESENTED AND THEN VOTED ON IN JUNE ARE FOR THE 26 27 SCHOOL YEAR. AND SO, UM, THERE IS A LOT OF WORK TO DO MOVING FORWARD AS WE IMPLEMENT THIS NEW FSP AND THE POTENTIAL IMPACTS THAT WOULD HAVE ON THE LCAP. UH, BUT AGAIN, THE, THE, THIS NEW FSPA IS LARGELY GONNA BE IDENTIFYING REDUCTIONS BEYOND 26, 27. THANK YOU. WHO WOULD LIKE TO YES, MR. SCHON? SO, UH, THIS YEAR I BELIEVE WE'RE MOVING ALMOST $2 BILLION OF, UH, GENERAL FUND TO SPECIAL ED TO MAKE UP THE DIFFERENCE OF, UH, KEEPING OUR SPECIAL ED PROGRAMS WORKING AS THEY ARE. SO NEXT YEAR, UH, THE GOVERNOR'S PROPOSING 2.4 BILLION IN INCREASED SPECIAL ED FUNDING. SO ANY IDEA HOW MUCH WE'RE GONNA HAVE TO SPEND OUT OF POCKET FOR GEN ED TO, UH, MAKE IT WORK? SO THE, THE EXPECTED REVENUES FROM THE HIGHER BASE RATE, AND THIS IS AGAIN, JUST THE INCREASE, NOT THE TOTAL, THE INCREASE THAT LUSD IS ESTIMATED TO RECEIVE IN THOSE SPECIAL EDUCATION FUNDS IS ABOUT 187 TO NINE $190 MILLION PER YEAR OF ADDITIONAL REVENUES FROM THE STATE FOR SPECIAL EDUCATION. SO, PUT ANOTHER WAY THAT IS BY HOW MUCH SMALLER THE CONTRIBUTION FROM UNRESTRICTED TO RESTRICTED WOULD BE, AGAIN, BY ABOUT RIGHT NOW OUR ESTIMATES ARE 187 TO $190 MILLION. NOW THESE ARE, THIS, THIS PROPOSED BUDGET WAS JUST RELEASED LAST THURSDAY. OF COURSE, THERE'S ALWAYS ADDITIONAL INFORMATION PROVIDED BY THE STATE, A LOT MORE DETAIL THAT WILL ALLOW US TO REFINE THESE ESTIMATES. BUT WE DID WANNA PROVIDE SOME EARLY ESTIMATES AS, AS QUICKLY AS POSSIBLE. UH, TODAY, I THINK THE NEXT ONE I HAVE MAYBE FOR MARTHA, AND IT'S ABOUT, UH, HOME TO SCHOOL TRANSPORTATION ONGOING, UH, 19, UH, UH, MILLION. AND THERE'S ALSO ONE TIME HOME TO SCHOOL TRANSPORTATION FOR 26 MILLION. WHY ARE THEY GIVING AT THE SAME TIME? WHAT ARE WE SUPPOSED TO DO WITH THE $26 MILLION? WELL, THEY, THEY ARE JUST, AND SIMON CAN CLARIFY FROM HIS UNDERSTANDING, BUT THEY'RE JUST, UM, THEY'RE JUST HELPING US, UH, WITH A HIGHER REIMBURSEMENT. UH, SO WE GET REIMBURSED BY THE STATE UP TO 60% OF OUR COST FOR, FOR HOME TRANSPORTATION. THEY'RE JUST INCREASING THE REIMBURSEMENT AMOUNT. UM, THE ONE TIME DOLLARS, I DON'T RECALL THE RATIONAL FROM THE STATE AS TO WHY THEY WERE PUTTING MORE MONEY, BUT I THINK IT HAD TO DO, MY RECOLLECTION IS IT HAD TO DO WITH, UM, HIGHER COST, UM, OF, OF OPERATING HOME SHELTER FOR THE HTS PROGRAM THAN, UH, WHAT THEY, THEY ANTICIPATED AT THE STATE LEVEL. UM, BUT ANYTHING ELSE YOU WANNA ADD, SIMONE? YEAH, JUST KIND OF, UH, UH, EXPANDING A LITTLE BIT BECAUSE THEY ARE REIMBURSEMENTS. THE REVENUES ARE UNRESTRICTED, AND SO THEY CAN BE USED FOR ANY EDUCATIONAL PURPOSE. THEY JUST ARE CALLED HOME TO SCHOOL TRANSPORTATION, BECAUSE WHAT TRIGGERS THE REIMBURSEMENT IS THE SPENDING THAT WE DO FOR TRANSPORTATION. OKAY. GOT THAT. MY LAST QUESTION IS, UH, HAS THE LAO RELEASE THEIR PROJECTIONS OR THE STATEMENT REGARDING THE GOVERNOR'S, UH, BUDGET? WHAT DID THEY, WHAT DID THEY SAY? YES. UH, THANK YOU FOR THE QUESTION. THEY ACTUALLY, UH, RELEASED IT YESTERDAY AFTERNOON. UH, THE OVERALL, UM, UH, GOVERNOR'S BUDGET MAY REVISE, UH, ANALYSIS, AND THEN THIS MORNING, THE PROP 98 SPECIFIC, UM, UH, PROPOSALS. UM, BIG PICTURE, UM, AND I APPRECIATE THE QUESTION. I FEEL LIKE I ALMOST WHISPERED IN THE EUROPEAN ASK ME THIS QUESTION. NO, YOU DIDN'T WHISPER. I DID NOT WHISPER. I'M OVER HERE. BUT YOU READ MY MIND, UM, BECAUSE I DIDN'T WANT TO MAKE A COMMENT ABOUT THE LAO. AND SO THEY INDICATE THAT THE REVENUE ESTIMATES ARE CONSISTENT WITH THE, THE CURRENT ECONOMIC, UH, ECONOMIC, UM, PERFORMANCE. HOWEVER, THEY ALSO NOTE THAT THE RISK REMAINS FOR THE VOLATILITY OF THE STOCK MARKET AND THAT IT, BECAUSE IT MIGHT BE OVERVALUED, UH, ESPECIALLY ON THE, UM, AI TECHNOLOGIES. UM, IF, UM, THOSE REVENUES [01:05:01] DID NOT MATERIALIZE BECAUSE THERE WAS A DOWNTURN IN THE, IN THE, UH, STOCK MARKET, THEN IT COULD BE TENS OF BILLIONS OF DOLLARS THAT THE STATE WOULD BE FACING IN A NEW DEFICIT. UM, SO THEY ARE MORE CAUTIOUS. UM, AND THAT'S WHY THEY CONTINUE TO UNDERSCORE THAT INSTEAD OF GIVING SCHOOLS AT 3.9 BILLION THAT THE GOVERNOR WANTS TO WITHHOLD, THEY SHOULD PUT IT BACK INTO THE PROP 98 RESERVE TO, UM, ENHANCE THE, THE STATE RE, UH, RAINY DAY FUND. SO IT WOULD MITIGATE FUTURE CUT TO SCHOOLS IN FUTURE YEARS BECAUSE WE WOULD HAVE A CUSHION FOR ANY REDUCTION IN, IN THE STATE BUDGET. UM, THE OTHER PIECE, THEY ALSO ADVISE THE LEGISLATURE THAT IF THEY, UM, ANOTHER WAYS TO, UH, APPROPRIATE THE $3.9 BILLION, OR IF THERE'S MORE REVENUES FROM THE, AS THE SENATE PROPOSES THAT PERHAPS THEY, UM, THEY, UH, DO A REVERSAL OF A DEFERRAL BY PAYING DISTRICTS A MONTH EARLIER. SO TYPICALLY THE FISCAL YEAR BEGINS, ALWAYS BEGINS JULY 1ST. BUT IN ORDER FOR THE STATE TO SCORE IT AS PART OF THE CURRENT 25 26 BUDGET, THEY WOULD GIVE US AN ADVANCED PAYMENT IN JUNE. FOR US LOCALLY, THE MONEY DOESN'T REALLY, MA DOESN'T MAKE A DIFFERENCE BECAUSE WE'RE STILL GETTING PAID. BUT FOR THE STATE ACCOUNTING PURPOSE, IT HELPS THEM, UM, SCORE IT AS PROP 98 MONEY IN THE CURRENT FISCAL YEAR. SO IT IS MORE OF A, UM, THE STATE ACCOUNTING MECHANISM AND, AND, AND HOW THAT WORKS OUT. UM, AND THEY'VE NEVER DONE THIS ADVANCED PAYMENT. THEY DO DEFERRALS WHERE THEY PAY US LATE, UM, BY A MONTH LATE. BUT, UM, UH, THIS WOULD BE A NEW, NEW, UH, MECHANISM. AND THEY ALSO ADVISE, UM, THE LEGISLATURE, UH, SHOULD THEY BE, UH, INTERESTED IN USING ONE-TIME MONEY, UM, TO HELP DISTRICTS OFFSET THE PENSION CONTRIBUTION COST. UM, THE DISTRICT LA UNIFIED IS PAYING NOW CLOSE TO 28, 20 9%, I THINK, FOR CALPERS. AND THEN FOR, UM, UH, CERTIFICATED THROUGH CALPERS, WE'VE PAID 19.1% OF AN EMPLOYEE'S SALARY INTO THE PENSION SYSTEM, SO THAT, UM, LAOS MAY BE RECOMMENDING THAT THE LEGISLATURE COULD, UM, PUT ONE TIME MONEY TO HELP OFFSET OFFSET OUR COST. UM, SO IT FREES UP MORE OF OUR GENERAL FUND. UM, AND LASTLY, IN THIS, UM, UM, INTEREST ABOUT NOT JUST THE LAO, THE GOVERNOR HAS ALSO UNDERSCORED HIS INTEREST IN NOT LEAVING THE NEXT GOVERNOR, UH, WITH THE DEFICIT. SO HIS COMMITMENT IS TO, UM, HAVE A BALANCED BUDGET. SO THAT WILL ALL BE, UH, CONSIDERED AS PART OF THE NEGOTIATIONS BETWEEN THE GOVERNOR AND LEADERSHIP IN THE ASSEMBLY AND SENATE OVER THE NEXT FOUR WEEKS. THANK YOU. I WILL REMAIN OPTIMISTIC. THANK YOU. THANK YOU. THAT'S IT, ROCIO. THANK YOU. ANYONE ELSE? MR. VO? THANK YOU. THANK YOU BOTH. UM, THANKS TO MY COLLEAGUES FOR THEIR QUESTIONS. UM, WHAT PRO PROPOSALS IN THE MAY REVISE ARE NOT INCORPORATED IN THE PRESENTATION? SO WE DON'T YET KNOW THE FULL IMPACT OF THE COST OF THE 14 WEEK LEAVE. UM, THOSE COSTS WILL OF COURSE, ULTIMATELY NEED TO BE REFLECTED IN OUR MULTI-YEAR PROJECTION, THE FINANCIAL COST OF IT. UM, AND THEN THERE'S A BUNCH, BUT BASED ON OUR NEGOTIATE ON OUR RECENT NEGOTIATION, 'CAUSE THE STATE, I THOUGHT THE STATE 14 WEEK LEAVE IS JUST LIKE WE WE'RE GIVING YOU THE SUPER COLA USE THAT FOR YOUR PAID LEAVE, RIGHT? SO WE'RE REFLECTING THE REVENUE FROM THE SUPER COLA, BUT THERE'S ALSO GONNA BE A COST ASSOCIATED WITH IT. IT'S NOT, NOT GONNA BE THE FULL AMOUNT. I GUESS MY QUESTION IS, WHAT'S, WHAT, SHOULDN'T WE HAVE ALREADY BAKED THE COST BASED ON OUR RECENT RANDOM NEGOTIATIONS AND THE PAID LEAVE? WELL, THERE'S A LOT OF DETAILS THAT WE'RE STILL WAITING FOR CLARIFICATION ON. UM, IT'S MY UNDERSTANDING, UM, JUST A FEW EXAMPLES HOW THE LOCAL CBA DIFFERS FROM THE STATE PROPOSAL. UH, ONE, THE LOCAL PROPOSAL WAS FOUR WEEKS, AND IT WAS ONLY FOR CERTIFICATE EMPLOYEES. UH, WHEREAS THE STATE PROPOSALS FOR ALL EMPLOYEES, UM, THE STATE PROPOSAL IS FOR DISABILITY PREGNANCY LEAVE, WHEREAS IT'S MANAGEMENT, OUR LOCAL CBA FOR CERTIFICATE EMPLOYEE OR TEACHERS WAS, UM, I DO BELIEVE FOR MORE FAMILY BONDING AND MAYBE OTHER MORE, MORE, UM, UH, BROADER OR GENEROUS PROPOSAL IN THE STATE. THE STATE IS ONLY FOR DISABILITY, PREGNANCY, DISABILITY, AND THAT DISABILITY IS REALLY UNDERSCORING FROM THE DEPARTMENT OF FINANCE. UM, AND THEN THE OTHER MAJOR CHANGE BETWEEN THE STATE PROPOSAL AND THE RCBA IS 14 WEEKS VERSUS FOUR WEEKS. SO, SO THEY'RE QUITE DIFFERENT. OKAY. SO WE HAVE TO WORK THAT ONE OUT. ADDITIONALLY, THERE ARE SEVERAL RESTRICTED, THE RELATIVELY SMALLER RESTRICTED GRANTS FOR, UH, VERY SPECIFIC USES THAT SINCE THEY WON'T BENEFIT THE UNASSIGNED ENDING BALANCES, THEY WON'T HELP ADDRESS THE FINANCIAL CHALLENGES WE'RE FACING SPECIFICALLY IN, IN OUR UNASSIGNED ENDING BALANCES THAT ARE NOT INCLUDED IN THIS, IN THIS GRAPH, IN THIS TABLE. EXCUSE ME. DO WE KNOW MARTHA, ANYTHING MORE ABOUT THESE READING AND LITERACY COACHES? LIKE HOW MUCH WE'D BE GETTING OF THIS FUNDING? AND ALSO, I ASSUME IT'S ONE TIME, BUT LIKE THESE ARE, KNOW UNLESS WE'RE HIRING CONTRACTING SERVICES, THESE WOULD BE ONGOING COSTS, I ASSUME. SO, UM, I'LL DIFFERENTIATE THE, AND [01:10:01] I WANT TE ACKNOWLEDGE MY TEAM IN SACRAMENTO FOR HELPING WITH THIS DETAILS. SO THERE ARE, UM, I'LL MENTION THE ONES HERE. THE LITERACY COACH THAT YOU SEE HERE, THE BIGGEST BULK OF THE ONE TIME MONEY, IT WOULD BE GIVEN ON EVERY SCHOOL DISTRICT. UM, BUT WE DON'T, THERE'S NO WAY FOR US TO BE ABLE TO CALCULATE BECAUSE THERE'S NO PER EMPLOYEE AMOUNT OR PER STUDENT AMOUNT, IT JUST SUBJECT TO THE OVERALL STATE NUMBERS. AND THEN THEY, THEY HAVE TO SEE, YOU KNOW, HOW MANY STUDENTS ARE PER EACH LEA. UM, SO WE DON'T HAVE THAT NUMBER OF DETAILS TO BE ABLE TO DO THE CALCULATION OURSELVES INTERNALLY. UM, SO THAT IS, UH, GOING OUT TO ALL LEAS, UM, THE GOLDEN STATE TEACHER, UH, PROGRAM THAT'S ALSO APPEARS TO BE NON-COMPETITIVE. UM, SO WE MIGHT BE ABLE TO GET A PORTION OF THAT. BUT AGAIN, UM, THERE'S NO WAY FOR US TO CALCULATE THE DOLLAR AMOUNT. THE, THERE'S, UM, ALSO, UM, KITCHEN INFRASTRUCTURE TRAINING GRANTS THAT I DON'T THINK WE INCLUDED HERE, THAT MAY ALSO BE IN THE BUDGET, ABOUT A HUNDRED MILLION DOLLARS THAT'S NON-COMPETITIVE. UM, THE MATH PROFESSIONAL ONE, IT'S ALSO NON-COMPETITIVE, $60 MILLION, BUT A, A PORTION OF THE MONEY IS GOING TO HER CURRENT COUNTY OFFICE OF IT FOR THEM TO HELP ADMINISTER THE PD. UM, SO AGAIN, WE MAY NOT SEE THE MONEY FOR SOMEONE ELSE TO DO THE TRAINING OF THE TRAINING MODEL. UM, AND THEN THERE'S FOR EXAMPLE, EVEN, UH, HOLOCAUST AND GENERAL EDUCATION GRANT PROGRAM THAT IS 10,000,001 TIME THAT IS ALSO NON-COMPETITIVE, BUT THERE'S NO, NOT, MAY NOT MEAN A DOLLAR FOR US, BUT WE JUST GET RESOURCES, UM, FROM THAT PROGRAM. UH, AND THEN THERE'S ABOUT FOUR, UH, COMPETITIVE PROGRAMS THAT I DON'T THINK WE INCLUDED HERE. UM, AND THROUGH THE GRANTS OFFICE THAT AT N HELP OVERSEE, UH, WE WOULD BE, UH, LOOKING TO APPLY FOR THEM IF THEY MEAN THEY STAY IN THE FINAL BUDGET. UM, THERE'S $30 MILLION FOR STATE TEACHER RESIDENCY TECHNICAL ASSISTANCE PROGRAM THERE. UM, THE HOMELESSNESS, $30 MILLION COMPETITIVE GRANT PROGRAM. THERE'S AN ADDITIONAL $11 MILLION FOR LITERACY COACHES AND READING SPECIALIST EDUCATOR TRAINING PROGRAM. UM, AND THEN, UH, THERE'S A SMALL PORTION FOR JUST COUNTY OFFICE OF EDUCATION TO APPLY FOR. AND ALL THE THINGS YOU JUST LISTED, SIMON, THOSE AREN'T PROJECTED IN THE END. THOSE AREN'T INCORPORATED INTO PROJECTIONS BECAUSE WE DON'T KNOW YET. SO LIKE FOR THE 44, 420 9 MILLION, IT COULD BE, WE GET ABOUT 43 MILLION, BUT WE, SO THAT'S, NONE OF THAT IS INCORPORATED? NO, IT, IT IS A RESTRICTED GRANT. AND SO, UH, IT HAS TO BE USED FOR LITERACY COACHES AND READING SPECIALISTS. THERE'S A LITTLE BIT MORE TO IT THAN THAT. BUT, UM, I SHOULD NOTE THAT WHILE ALWAYS FOLLOWING THE ELIGIBILITY RULES FOR RESTRICTED GRANTS, WE ALWAYS SEEK TO USE IT TO FUND AND MAINTAIN PRO IMPORTANT EXISTING PROGRAMS THAT ARE BENEFITING STUDENTS. SO WE'LL ALWAYS EXPLORE THAT OPTION FIRST. UM, BUT GIVEN ITS RESTRICTED NATURE, IT IS NOT SOMETHING THAT, FOR EXAMPLE, WE WOULD INCLUDE IN OUR FISCAL STABILIZATION PLAN BECAUSE IT CANNOT BE USED TO COVER THE COST OF, UH, OUR, OUR LABOR AGREEMENTS. AND IF I MAY, JUST ANOTHER POINT OF CONTEXT, UM, JUST TO UNDERSCORE, UM, THE LEGISLATURE STILL HAS TO NEGOTIATE, AS YOU ALL KNOW WITH THE GOVERNOR, UH, ONE EXAMPLE THAT THE ELIS, UH, THE LATINO LEGISLATIVE CAUCUS OF INDICATED INTEREST OF ONETIME MONEY OR ONGOING FUNDS IS FOR THE ETHNIC STUDIES MANDATE. THAT HAS NOT GONE INTO EFFECT. WE HAVE A LOCAL GRADUATION REQUIREMENT MANDATE, BUT THE STATE'S MANDATE HAS NOT GONE INTO EFFECT BECAUSE IT'S NOT, UH, HAS NOT BEEN FUNDED. AND SO, AS I UNDERSTAND THAT LATINO CAUCUS STILL WANTS TO GET THIS DONE THIS YEAR, SO IT COULD BE THE CASE THAT THERE WILL BE NEGOTIATIONS TO RE-APPROPRIATE SOME OF THIS ONE TIME OR ONGOING FUNDING FOR OTHER LEGISLATIVE PRIORITIES. UM, I MENTIONED BEFOREHAND THE L LEO'S RECOMMENDING THAT THEY USE ONE-TIME MONEY TO OFFSET THE PENSION OBLIGATION FOR SCHOOL DISTRICTS. SO WE MAY NOT GET MONEY FOR LITERACY COACHES BECAUSE THEY WANT TO REAPPROPRIATE IT FOR SOME OTHER PURPOSE. SO THE COLOR OF THE MONEY MIGHT LOOK DIFFERENT FOR THE PURPOSE OF, OF WHAT IT WOULD LOOK AND ALSO THE FINAL DOLLAR AMOUNT ON. THANK YOU. THAT'S HELPFUL. AND OBVIOUSLY MORE TO EXPLORE ON SLIDE. UM, ON SLIDE 11, WHAT IS NOT, SO THAT'S KIND OF ON THE, NOT INCORPORATED IN THE REVENUE SIDE, WHAT'S NOT INCLUDED IN THE LABOR COST? I MEAN, I KNOW WE DON'T HAVE DISTRICT REPRESENTED HERE. ARE THERE ANY OTHER ME TOOS OR LIKE WHAT'S, WHAT'S NOT INCLUDED? TO THE EXTENT THAT WE DON'T HAVE TENTATIVE AGREEMENTS OR FINAL RESOLUTION OF CERTAIN, UM, LABOR COSTS, WE ARE ASSIGNING THOSE FUNDS SO THAT WE ARE SETTING THEM ASIDE KNOWING THAT THOSE FUNDS ARE, THOSE EXPENSES ARE ALMOST CERTAINLY TO HAPPEN. SO THEY ARE INCLUDED IN THE MULTI-YEAR PROJECTION, THE, UM, DISTRICT REPRESENTED AND ALL. YEAH, SO THE, LIKE, THE DETAILS MAY END UP CHANGING SLIGHTLY. THESE ARE ESTIMATES AT THIS POINT IN TIME, BUT WE ARE TRYING TO REFLECT THE FULL COST OF INCREASED LABOR COSTS MOVING FORWARD. AND THEN FOR SLIDES 12 AND 13, IT'S SHOWING GENERAL FUND, UH, UNRESTRICTED UNASSIGNED. CAN YOU JUST SHARE WHAT THE BALANCES LOOK LIKE FOR THE ENTIRE BUDGET? UH, WE DON'T HAVE, UH, UPDATED, UH, ESTIMATES FOR EVERY OPERATING FUND AT THIS TIME, BUT THERE WILL BE AN IMPACT, UH, ON THE COSTS AND EXPENDITURES IN THOSE MULTI-YEAR PROJECTIONS FOR THE OTHER OPERATING FUNDS. BUT WE, [01:15:01] WE, WE ARE. AND WILL WE HAVE THAT IN THE COMING WEEKS AS WE'RE GETTING READY TO ADOPT THE BUDGET? YEAH, THEY'LL BE PART OF THE, UH, THE JUNE ADOPTED BUDGET. AND, AND THEN I KNOW MS. ORTIZ FRANKLIN WAS ASKING SIMILAR QUESTIONS, BUT CAN YOU REMIND US WHAT ACTIONS FROM THIS YEAR'S FSP THAT WERE ALREADY APPROVED, UM, ARE ASSUMED IN THE BALANCES ON THESE TWO SLIDES, 12 AND 13? UH, SURE. SO THE STRATEGIES THAT WERE IMPLEMENTED FOR THE 26 27 SCHOOL YEAR WERE THE SUBSTANTIAL REDUCTIONS TO CENTRAL OFFICE BUDGETS. UH, THAT OF COURSE WAS, UH, WHAT WAS INCLUDED IN THE R AUTHORIZATION. THE BOARD APPROVED BACK IN FEBRUARY WERE THOSE REDUCTIONS TO CENTRAL OFFICE POSITIONS. IT ALSO INCLUDED AN UPDATE TO THE CARRYOVER POLICY FOR C UH, STUDENT EQUITY NEEDS INDEX AND THE GENERAL FUND SCHOOL PROGRAM. UH, THOSE PROGRAMS NO LONGER CARRY OVER THE IMPACT, THE FINANCIAL IMPACT OF THAT WAS IMPLEMENTED AND IS REFLECTED ALREADY HERE. THE REDUCTION OF CE IN THE 26 27 SCHOOL YEAR FROM $700 MILLION TO $601 MILLION IS ALREADY REFLECTED HERE. AND THE PREVIOUS FSP ALSO ASSUMED THAT SENNY WOULD THEN GO DOWN FURTHER TO $500 MILLION IN THE 27 28 SCHOOL YEAR. THAT IS ALREADY REFLECTED HERE. THERE WERE ANOTHER, THERE WERE A NUMBER OF OTHER, UH, STRATEGIES, UH, YOU KNOW, USING RELEASING ASSIGNED BALANCES, UM, SCHOOL CONSOLIDATION AND THE POTENTIAL SAVINGS FROM THOSE STARTING IN THE 27 28 SCHOOL YEAR WERE IN THAT UPDATED FSP IN SECOND INTERIM. UM, BUT THE BIG ONES WERE THE ONES THAT I MENTIONED THAT THAT LARGELY WERE IMPLEMENTED. BUT IT'S IMPORTANT TO NOTE THAT THERE WERE ALSO ASSUMPTIONS ABOUT ADDITIONAL REDUCTIONS THAT WERE HAPPENING IN THE 27 28 SCHOOL YEAR THAT WERE PART OF THAT PREVIOUS FSP, WHICH ARE ALREADY ASSUMED HERE. THAT'S WHY WHAT WE SHOW YOU ON THURSDAY WITH THE NEW FSP, ALL OF THE REDUCTIONS IDENTIFIED IN THAT NEW FSP ARE ABOVE AND BEYOND WHAT WAS IN THE LAST FSP. SO EVERY REDUCTION ON THURSDAY IN THE KIND OF FIRST, UH, PRESENTATION ON THE NEW FISCAL STABILIZATION PLAN ARE ABOVE AND BEYOND WHAT WAS ALREADY ASSUMED IN THE LAST FISCAL STABILIZATION PLAN. AND WHAT CONTRIBUTIONS TO OPE ARE INCLUDED IN THE PROJECTIONS. SO CURRENTLY THE OPEP CONTRIBUTIONS ARE ALL FUNDS KIND OF IN TOTAL ESTIMATED TO BE ABOUT $143 MILLION PER YEAR. I SAY ALL FUNDS BECAUSE NOT ALL OF THE CONTRIBUTION COMES FROM, EVEN THOUGH THE VAST MAJORITY COMES FROM GENERAL FUND UNRESTRICTED, NOT ALL OF IT DOES. AND THEN MY LAST QUESTION IS JUST 'CAUSE WE HEARD A LOT, YOU KNOW, IN, IN PRIOR MONTHS ABOUT THE $5 BILLION RESERVE, $5 BILLION RESERVE. CAN YOU JUST UPDATE US ON WHERE THAT STANDS AS OF NOW OR WHERE IT WILL STAND WHEN WE ADOPT THE BUDGET IN A FEW WEEKS? YEAH, WE'LL HAVE MORE UPDATES AS WE CONTINUE TO REFINE THE, ALL OF THE ESTIMATES BEYOND GENERAL FUND UNRESTRICTED. WE WANTED TO GIVE YOU A FIRST LOOK RIGHT AFTER THE MAY REVISE WAS RELEASED LAST THURSDAY. UM, BUT OF COURSE, THESE HIGHER COSTS ARE GONNA IMPACT ALL OF THE OTHER FUNDS. AND THE $5 BILLION WAS PRINCIPALLY GENERAL FUND UNRESTRICTED RESTRICTED AND FUND 17. I SHOULD NOTE THAT FUND 17 WAS ALREADY RELEASED AS PART OF A BOARD ACTION AT FIRST INTERIM. UM, THOSE FUNDS ARE NO LONGER GONNA BE AVAILABLE. IT WAS ABOUT $500 MILLION. UM, AND SO WHILE I DON'T HAVE THE, THE EXACT FIGURES OF THE CORRESPONDING BALANCES COMPARING THAT $5 BILLION TO TODAY, I THINK YOU CAN SEE HERE JUST IN THE UNASSIGNED ENDING BALANCES ALONE, UH, THAT WE ARE PROJECTED TO BE NEGATIVE ALMOST $3.6 BILLION BY THE END OF THE 28 29 SCHOOL YEAR. SO, PUT ANOTHER WAY. THE RESERVES THAT WE HAD AT THAT TIME, THOSE WERE AT THE END OF LAST YEAR. LAST YEAR, WE HAD AN OPERATING DEFICIT. WE SPENT MORE THAN WE BROUGHT IN THAT $5 BILLION WAS HIGHER THE YEAR BEFORE. WE WERE ALREADY, BEFORE THESE LABOR AGREEMENTS CON PROJECTED TO CONTINUE TO SPEND MORE THAN WE BROUGHT IN. THE FISCAL STABILIZATION PLAN FROM LAST JUNE MADE US A SIGNIFICANT DENT INTO THAT. MEANING IT DIDN'T ELIMINATE OUR OPERATING DEFICIT. IT DIDN'T ELIMINATE THE FACT THAT WE WERE SPENDING MORE THAN WE WERE BRINGING IN, BUT IT MADE THAT DEFICIT SMALLER, WHICH MEANT OUR RESERVES WERE STILL GONNA BE DEPLETED, BUT A LITTLE BIT MORE SLOWLY. NOW, OBVIOUSLY, AS WE'RE TAKING ON SIGNIFICANT ADDITIONAL LABOR COSTS, EVEN WITH THE PROPOSED REVENUES FROM THE MAYOR REVISES, THAT OPERATING DEFICIT IS MOVING IN THE OTHER DIRECTION. WE ARE SPENDING SUBSTANTIALLY MORE PROJECTED TO SPEND, SUBSTANTIALLY MORE THAN WE BRING IN. AND THOSE RESERVES ARE PROJECTED TO NOT ONLY BE DEPLETED BY THE END OF THE 28 29 SCHOOL YEAR, BUT ACTUALLY BY THE END OF THE 27 28 SCHOOL YEAR, OR THE SECOND YEAR OF OUR NEW MULTI-YEAR PROJECTION IN JUNE, WE'RE REQUIRED TO ADD THE 28 29 SCHOOL YEAR. SO THE FISCAL STABILIZATION PLAN HAS TO ADDRESS MORE THAN JUST THE PROJECTED NEGATIVE BALANCE IN 28 29. IT HAS TO ADDRESS THE PROJECTED NEGATIVE ENDING BALANCE IN 27 28, WHICH MEANS THAT WE WILL HAVE TO IDENTIFY CUTS [01:20:01] BEFORE 28 29. WE CANNOT WAIT UNTIL 28 29 TO MAKE THE NECESSARY REDUCTIONS. AND I GUESS I SAID THAT WAS MY LAST QUESTION. MY ACTUAL LAST QUESTION IS, YOU KNOW, I KNOW THAT WE ARE, YOU'RE, YOU'RE FISCALLY PRUDENT WHEN IT COMES TO OUR PREDICTIONS AND STUFF THAT'S NOT IN HAND. BUT GIVEN THE LAST FEW YEARS, WHAT IS OUR SLIGHTLY MORE GENEROUS ASSUMPTION OF A DISCRETIONARY BLOCK GRANT? LIKE, I KNOW IT'S 300 SOMETHING 20 MILLION THIS YEAR AND THEN ZERO ZERO, BUT LIKE, THAT HAS BEEN A, HIS HISTORICAL PRACTICE AT LEAST RECENTLY. SO WHAT DO WE HAVE THE AVERAGE OF THE LAST FEW YEARS? OR IS THERE ANY WAY TO PREDICT? UH, NO, I WOULDN'T, I WOULDN'T PREDICT, NOR WOULD I INCLUDE THOSE REVENUES BEYOND WHAT'S BEEN PROPOSED IN THE MAY REVISE. IT IS TRUE THAT WE HAVE RECEIVED SUBSTANTIAL ONE-TIME GRANTS OVER THE LAST MANY YEARS. THE STATE ECONOMY HAS BEEN IN PERFORMING VERY WELL OVER THE LAST MANY YEARS. EVEN DURING THE PANDEMIC, THE ECONOMY WAS RUNNING REALLY HOT. AND SO THAT RESULTED IN THE PROP 98 GUARANTEE BEING REALLY HIGH. THE PROP 98 GUARANTEE, THEY WERE ABLE, THE STATE WAS ABLE TO FUND THE COLA, THE STATUTORY COLA, WHICH IS DONE BY SOME FORMULA. YOU KNOW, IT TAKES INTO ACCOUNT INFLATION, ALL THESE DIFFERENT MEASURES. AND THERE WERE STILL ADDITIONAL GUARANTEED FUNDS IN PROP 98 TO GO BEYOND FUNDING THE COLA AND EXISTING PROGRAMS. AND SO WHAT THE STATE DID IS THEY PROVIDED A LOT OF ONE-TIME GRANTS. IT IS NOT GUARANTEED THAT THE STATE ECONOMY WILL CONTINUE TO PERFORM AS IT HAS IN THE PAST, THE PROP 98 GUARANTEE IN THE FUTURE. WE DON'T KNOW WHAT IT'LL BE. IT MIGHT BE ONLY SUFFICIENT TO FUND EXISTING FUNDS, EXISTING PROGRAMS, PLUS THE COLA. IT MIGHT NOT, IT MIGHT FUND ZERO ONE-TIME FUNDS. IT MIGHT FUND A MUCH SMALLER AMOUNT OF ONE-TIME FUNDS. I DON'T BELIEVE THAT WE CAN ASSUME OR EXPECT THAT WE'RE GONNA CONTINUE TO GET THE SAME LEVEL OF FUNDING FROM THE STATE BECAUSE THE RISKS TO THE ECONOMY ARE VERY REAL. TARIFFS ARE CONTINUING TO HAVE A, A DRAG ON THE ECONOMY. THE NATIONAL, AND ESPECIALLY THE STATE ECONOMY IS BEING BO BAYOU BY TECHNOLOGY GROWTH GROWTH IN ARTIFICIAL INTELLIGENCE THAT ACCOMPANIES MANY, MANY OF WHICH ARE BASED IN CALIFORNIA, THAT IS NOT GUARANTEED TO CONTINUE THE WARS IN THE MIDDLE EAST. THE SHOCK THAT IS HA IS HAPPENING IN THE OIL MARKETS, WHICH MAY NOT BE FULLY REALIZED IN THE PRICE OF OIL AND OTHER COMMODITIES COULD ALSO HAVE A VERY NEGATIVE, SUBSTANTIAL IMPACT ON OUR, OUR ECONOMY AND OUR STATE REVENUES IN CALIFORNIA RELY VERY HEAVILY ON INCOME TAXES AND SALES TAXES AND CAPITAL GAINS TAXES. OTHER STATES ARE ABLE TO RELY MUCH MORE HEAVILY ON PROPERTY TAXES. A LOT MORE STABLE EDUCATION FUNDING GOES AS THE STATE ECONOMY GOES. AND IT'S VERY VOLATILE BECAUSE OF OUR RELIANCE ON THOSE TYPES OF TAXES. JUST, BUT HOW MANY OF THE PRIOR YEARS HAVE WE HAD DISCUSSION DISCRETIONARY BLOCK GRANTS? SPECIFICALLY DISCRETIONARY BLOCK GRANT? I, I'D HAVE TO CHECK. I THINK IT'S BEEN AT LEAST THE LAST COUPLE YEARS, WE RECEIVED SOME, THIS YEAR, I BELIEVE WE RECEIVED SOME THE PRIOR YEAR IN YEARS BEFORE THAT, WE RECEIVED SIMILAR GRANTS THAT HAD DIFFERENT NAMES. THERE WAS THE ARTS MUSIC INSTRUCTIONAL MATERIAL BLOCK GRANT. I THINK IT WAS ABOUT 200 MILLION PLUS. WE'VE RECEIVED LEARNING RECOVERY EMERGENCY BLOCK GRANTS AND SEVERAL TIMES THOSE ARE RESTRICTED, BUT THERE IS SOME DISCRETION ON USING IT FOR THINGS THAT WE'RE ALREADY INVESTING FUNDS IN. SO I DON'T HAVE THE AVERAGE O OFF THE TOP OF MY HEAD, BUT, UM, BUT WE HAVE, AGAIN, BEEN RECEIVING SUBSTANTIAL ONE-TIME GRANTS, BUT THEY'RE NOT GUARANTEED TO BE ALLOCATED IN THE FUTURE. UNDERSTOOD. THANK YOU. DO YOU MIND IF I GO WITH MS. GONI AND I'LL GO TO YOU AND THEN I, MS. GREGGO? GO AHEAD. MS. GONI, THIS, THANK YOU SO MUCH. UM, APPRECIATE THE PRESENTATION AND, UM, OBVIOUSLY IT'S, IT'S POSITIVE TO HEAR THAT THERE'S MORE REVENUE FOR EDUCATION, UM, IN THE MAY REVISE AND DEFINITELY APPRECIATE THE PROGRESS AND, AND OUR COLLECTIVE EFFORTS WITH LABOR TO PUSH FOR THE FUNDING THAT WE KNOW THAT OUR SCHOOLS, UH, NEED AND DESERVE. UM, A A FEW OF US, I THINK ALREADY TOUCHED ON THE CONTINUED COSTS AND INCREASED COSTS THAT WE'RE FACING, INCLUDING DUE TO RECENTLY APPROVED OR RECENTLY AGREED TO, UM, LABOR AGREEMENTS. I WONDER IF THERE'S ANYTHING MORE YOU CAN SHARE ABOUT WHAT'S DRIVING OUR CONTINUED DEFICITS AND, AND LEADING TO THE EXTREMELY LARGE GAP THAT WE'RE SEEING. SURE. UM, IN 27, 28 AND 28, 29, AND I MENTION IT BECAUSE, YOU KNOW, I WAS A PART OF THE DELEGATION TO SACRAMENTO, AND THIS WAS ACTUALLY A QUESTION THAT WE GOT FROM LEGISLATORS WAS, YOU KNOW, UH, LCFF, UM, PROP 98 FUNDING HAS BEEN GOING UP EVERY YEAR. WHY IS LA UNIFIED FACING A CHALLENGE IN TERMS OF ITS, OF ITS COSTS AND BALANCING ITS BUDGET? WHY IS THERE A NEED FOR INCREASED INVESTMENTS? SO ANYTHING YOU CAN SHARE ON THAT WOULD BE HELPFUL. YES. SO ONE LONG-TERM TREND THAT LA UNIFIED AND MANY DISTRICTS HAVE BEEN FACING IS, OF COURSE, DECLINING ENROLLMENT. SO WE HAVE HAD DECLINING ENROLLMENT FOR OVER TWO [01:25:01] DECADES, AND OUR FUNDING, THE V VIRTUALLY ALL OF OUR FUNDING IS PROVIDED BASED ON THE NUMBER OF STUDENTS THAT WE SERVE. AND SO THAT IMPACTS, OF COURSE, THE LOCAL CONTROL FUNDING FORMULA, LCFF, BUT IT REALLY AFFECTS ALL, VIRTUALLY EVERY SOURCE OF REVENUE THAT WE RECEIVE. SO IT HAS A VERY PROFOUND EFFECT ON THE DISTRICT'S FINANCES, OUR DECLINING ENROLLMENT, UH, ALL OF OUR, OUR COSTS DON'T GO DOWN COMMENSURATE WITH OUR ENROLLMENT DECLINE. THERE ARE CERTAIN FIXED COSTS THAT WE HAVE. AN EXAMPLE WOULD BE, YOU KNOW, BASED ON THE NUMBER OF SCHOOLS WE HAVE, WE HAVE THE SAME NUMBER OF, OF ADMINISTRATORS. WE HAVE THE SAME AMOUNT OF BUILDINGS THAT WE'RE PAYING UTILITIES ON AND PROPERTY INSURANCE ON. AND SO THERE ARE A LOT OF COSTS THAT ARE SOMEWHAT FIXED THAT DON'T GO DOWN AS OUR ENROLLMENT GOES DOWN. SO THAT'S ONE BIG, BIG IMPACT. ANOTHER MORE RECENT IMPACT THAT WE'VE TALKED A LOT ABOUT IN OVER THE LAST COUPLE YEARS IS THE EXPIRATION OF THOSE VERY SIGNIFICANT COVID RELIEF FUNDS. THE BIGGEST BEING, ESSER RECEIVED LIKE $5.6 BILLION OF COVID RELIEF FUNDS. THEY WERE USED TO SAFELY REOPEN OUR SCHOOLS TO INVEST IN STRATEGIES TO MITIGATE THE LEARNING LOSS SUFFERED BY OUR STUDENTS, THE SOCIAL EMOTIONAL WELLBEING OF OUR STUDENTS. AND MANY OF THOSE PROGRAMS AND INVESTMENTS CONTINUE EVEN THOUGH THE FUNDING HAS BEEN FULLY SPENT. SO THAT'S ANOTHER HUGE IMPACT THAT IS AFFECTING NOT JUST LA UNIFIED, BUT OTHERS. BUT ADDITIONALLY, WE'VE HAD SUBSTANTIAL INCREASE IN, IN OTHER COSTS. OUR UTILITY COSTS HAVE GONE UP, EVEN THOUGH WE'VE HAD A LOT OF IMPORTANT STRATEGIES TO, TO MITIGATE THOSE COSTS, LIKE GREENING PROJECTS, UM, THE COST OF INSURANCE, THE COST OF CERTAIN LEGAL SETTLEMENTS HAVE GONE UP VERY SUBSTANTIALLY BECAUSE OF CHANGES IN STATE LAW. SO THERE ARE A LOT OF DIFFERENT COSTS THAT HAVE GONE SUBSTANTIALLY UP. MM-HMM. THAT'S HELPFUL. AND THEN, OH, SORRY, I MEAN TO CUT YOU OFF AND THEN, AND THEN NO, NO. AND THEN, AND THEN OF COURSE OUR, OUR LABOR COSTS. WE, WE HAVE HAD, UM, SUBSTANTIAL INCREASES INVESTMENTS IN OUR VALUED EMPLOYEES INVESTMENTS IN, IN THEIR COMPENSATION, AS WELL AS INVESTMENTS IN, IN RESOURCES FOR OUR STUDENTS AND SCHOOLS. SO THE RECENT AGREEMENTS, UH, INCLUDED VERY IMPORTANT INVESTMENTS IN PSYCHIATRIC SOCIAL WORKERS, IN COMMUNITY REPRESENTATIVES OR REPRESENTATIVES IN SCHOOL, PSYCHIATRISTS, UH, PSYCHOLOGISTS, EXCUSE ME, UH, AND, AND MANY OTHER EXAMPLES. AND SO THESE PROGRAMS AND INVESTMENTS ARE VERY IMPORTANT FOR SERVING OUR STUDENTS, BUT, BUT THEY DO HAVE A VERY SUBSTANTIAL IMPACT ON, ON THE DISTRICT'S FINANCES. THANK YOU FOR WALKING THROUGH ALL OF THAT. UM, I WAS JUST GOING TO FOLLOW UP ON THE ENROLLMENT DECLINE BECAUSE WE KNOW THAT THAT IS A TREND THAT HAS ACCELERATED IN RECENT YEARS, AND THAT THERE IS A, IT'S VERY TOP OF MIND BECAUSE THERE WAS AN, AN ICE ENFORCEMENT ACTIVITY IN RIGHT BY ONE OF MY ELEMENTARY SCHOOLS THIS MORNING. AND WE KNOW THAT THAT IS ACCELERATING THE TREND OF ENROLLMENT DECLINE NECESSITATING BOTH ADDITIONAL SERVICES, BUT ALSO MEANING THAT WE'RE, WE'RE NOT GETTING THE TYPE OF REVENUE THAT WE WOULD HAVE OTHERWISE RECEIVED BECAUSE FAMILIES ARE AFRAID AND THEY'RE STAYING HOME, OR THEY'RE LEAVING OUR COMMUNITIES BECAUSE THEY DON'T FEEL SAFE HERE. COULD YOU SPEAK AT ALL, SOME HONEST TO, OR MR. BRAVO, EXCUSE ME. OKAY. UM, ABOUT THE WAYS IN WHICH ENROLLMENT DECLINE HAS, HAS ACCELERATED WITHIN THE PAST YEAR SINCE THE RATES HAVE BEGUN. SO WE DID SEE A LARGER DECLINE IN ENROLLMENT FROM LAST YEAR INTO THIS YEAR THAN WE WERE PREVIOUSLY ANTICIPATING. AND IT'S LARGELY BECAUSE OF THE, THE IMPACTS THAT YOU DESCRIBED. UM, WE D WE HAVE SEEN AN OVER 3% DECLINE IN ENROLLMENT, WHEREAS IN THE PAST WE MIGHT HAVE BEEN MORE TWO, TWO AND A HALF PERCENT. UM, HISTORICALLY, OBVIOUSLY THERE ARE CERTAIN OUTLIER OUTLIER YEARS DURING THE PANDEMIC WHERE WE HAD VERY SUBSTANTIAL DECLINES, AND THEN A, SOME SOMEWHAT REBOUND. UM, BUT BECAUSE OF THAT RECENT YEAR DECLINE IN ENROLLMENT, WE ARE PROJECTING MOVING FORWARD BASED ON, UH, HOW ENROLLMENT DECLINED FROM LAST YEAR INTO THIS YEAR. SO VERY, AND, AND THAT HAS AN IMPACT NOT JUST ON THIS FISCAL YEAR, BUT THE OUT, THE OUT YEARS AS WELL. IT HAS A CONTINUED EFFECT. THAT'S EXACTLY RIGHT. SO BECAUSE OF THE INCREASE OR ACCELERATED DECLINE IN ENROLLMENT, WE EXPERIENCED THIS YEAR FOR THE REASONS YOU SAID, UM, IT HAS AN IMPACT ON REVENUE FOR THE FUTURE, AND THAT'S KIND OF HOW THE LOCAL CONTROL FUNDING FORMULA, THE BIGGEST SOURCE OF OUR REVENUE WORKS IS WE'RE FUNDED BASED ON THE AVERAGE OF THE PRIOR THREE YEARS, A DA AVERAGE DAILY ATTENDANCE, YOU KNOW, THE, THE ATTENDANCE AND THE ENROLLMENT. AND SO IT'S GONNA HAVE A VERY LASTING IMPACT ON OUR REVENUE. NOW, WHILE IT'S ALREADY REFLECTED IN THE MULTI-YEAR PROJECTION, IT DOES MEAN A LOSS OF REVENUE THAT WE WOULD'VE OTHERWISE RECEIVED. MM-HMM . AND AS I ARTICULATED WITH OUR, OUR LEGISLATORS IN SACRAMENTO WILL CONTINUE TO DO SO. WHAT IT MEANS IS THAT THE COMMUNITIES THAT ARE BEING HARDEST HIT BY ICE RIGHT NOW ARE THE ONES THAT ARE SUFFERING, UH, A PUNISHMENT DUE TO NOT HAVING THE BURDEN STATE OTHERWISE BOARD MEMBER. IF, IF I MAY ADD [01:30:01] TO THAT POINT, AND I APPRECIATE YOUR QUESTION, TYING BACK, I THINK TO MOM'S COMMENTS ABOUT OUR, OUR REALITY AND OUR ADVOCACY, UM, THAT THAT'S ONE OF THE REASONS WHY WE ARE ASKING THE LEGISLATURE TO, AND THE GOVERNOR, UH, TO AGREE TO RELEASE THE ONE TIME DISCRETIONARY BLOCKER ON A MORE EQUITABLE BASIS. UH, SPECIFICALLY FOR, UH, DECLINING ENROLLMENT, THERE'S REALLY THREE IMPORTANT DATA POINTS. UH, L-A-U-S-D SCORE TO 4.5, UH, PERCENT, UM, IN DECLINING ENROLLMENT. WHEN WE TAKE OUT THE, UH, CHARTER SCHOOL DECLINING ENROLLMENT, SO IT DOESN'T, UH, MASK THE, THE TRUE DECLINING ENROLLMENT IN OUR, UH, STUDENTS THAT WE SERVE. UM, UH, COUNTYWIDE LA IS 2.6%, AND STATE OF CALIFORNIA AVERAGE IS 1.4%. SO LA UNIFIED IS MORE THAN THREE TIMES, UM, DECLINING COMPARED TO THE STATE AVERAGE OF 1.4%. SO THIS IS ONE OF OUR RATIONALES FOR URGING THE LEGISLATOR TO NOT GIVE THE ONE-TIME MONEY ON A PER STUDENT BASIS BECAUSE SOME OF OUR DISTRICTS ARE IMPACTED MORE DISPROPORTIONATELY THAN OTHERS, AND THAT WOULD MORE EQUITABLE FOR US TO GET MORE, UM, CHAIR OF THE PIE TO ALLOW US TO HAVE A GRADUAL, UM, HOLD HARMLESS, UH, TO MAKE UP FOR THOSE LAWS OF, OF, UH, STUDENTS THAT WE DON'T HAVE NO LONGER SERVE. UM, AND SPECIFICALLY I THINK THERE'S A 74,000 DECLINING ENROLLMENT TOTAL STATEWIDE LA UNIFIED HAD CLOSE TO 22, 20 3%. UH, THE COUNTY OF LA WAS BORN AROUND, UH, 44% OF THE STATEWIDE DECLINING ENROLLMENT. SO WE ARE OUR COMMUNITIES. THESE NUMBERS SPEAK TO THAT, UH, REALITY THAT YOU'RE REFERRING TO, AND THAT WILL HELP INFORM OUR ADVOCACY IN OUR MESSAGING TO LEGISLATORS. THANK YOU. UM, AND WE KNOW CONTINUED ADVOCACY IS ESSENTIAL. IT'S SOMETHING I'M CONTINUING WITH LEGISLATORS IN MY DISTRICT. UM, YOU KNOW, THIS WEEK WITH LABOR PARTNERS, I WONDER ABOUT OPPORTUNITIES TO INCLUDE OUR PARENTS AND STUDENTS BECAUSE THEY WILL BE DIRECTLY IMPACTED BY REDUCTIONS THAT WE HAVE TO MAKE HERE LOCALLY IN ORDER TO BALANCE OUR BUDGET, IN ORDER TO ACCOUNT FOR THESE STRUCTURAL CHALLENGES, UM, THAT ARE IMPACTING OUR ABILITY TO CONTINUE SERVICES FOR STUDENTS AND FAMILIES. UM, HAVE WE THOUGHT ABOUT, OR ARE WE THINKING ABOUT WAYS TO INCLUDE STUDENT AND FAMILY VOICES AS PART OF THIS ADVOCACY CAMPAIGN? UH, THANK YOU FOR THE QUESTION. UM, SO HAPPY TO LOOK MORE INTO IT. UH, WHAT I'LL SAY TWO PIECES. ONE, I MENTIONED THAT WE DO HAVE ADVOCATE TOOLKITS THAT WE WILL BE UPDATING AND BOTH IN ENGLISH AND SPANISH. UH, THE ENGLISH VERSION IS READY. WE'RE JUST WAITING FOR THE SPANISH TRANSLATION. UH, BUT THOSE SHOULD BE AVAILABLE FOR YOU ALL TO HELP DISSEMINATE TO YOUR FAMILIES, UH, THROUGH NEWSLETTERS OR OTHER MEANS THAT YOU COMMUNICATE WITH FAMILIES. UH, WE'LL ALSO BE DOING IT THROUGH THE DISTRICT'S, UM, UH, S PHASE OFFICE AND OTHER MEANS, UH, THE DISTRICT'S NEWSLETTER, THE FAMILY, THE NEW FAMILY NEWSLETTER, UM, THE MEETINGS THAT WE HAVE, UM, THAT ARE, UH, COMING UP WITH ELECTED OFFICIALS. SOME OF THEM ARE 15, 20, 30 MINUTES LONG. UM, AND THEY WILL BE PRETTY, UM, LIKE JUSTIFYING THE PIECE ABOUT THE METHODOLOGY, THE 3.9 BILLION. UM, THE MEETINGS, UH, WE HAVE ALREADY, UM, BOARD MEMBERS AND LEADERSHIP, DISTRICT LEADERSHIP LABOR PARTNERS THAT HAVE BEEN INVITED. UM, WE'LL EXPLORE THE POSSIBILITY OF INVITING, UM, PARENT OR STUDENTS. THEY ARE MEETINGS DURING THE STUDENT HOURS WHEN STUDENTS ARE IN CLASS, UM, NOT AFTER HOURS. SO WE WOULD WANNA BE MINDFUL ABOUT ANY IMPACTS TO STUDENTS. UM, BUT I'LL LOOK INTO IT FURTHER. UM, JUST KNOWING THAT THERE'S, UM, YOU KNOW, UH, A LOT OF PEOPLE THAT WE PART OF THOSE CONVERSATIONS AND ONLY LIMITED AMOUNT OF TIME WITH, WITH DISCUSSIONS WITH THE LEGISLATORS. ABSOLUTELY. AND MAYBE THERE'S OTHER WAYS, YOU KNOW, OUR STUDENTS ARE ACTIVE, UM, IN, IN OTHER WAYS. YOU KNOW, THEY COULD DO VIDEOS, THEY COULD SEND THEM TO LEGISLATORS, ET CETERA. I THINK THAT THE VOICES OF OUR COMMUNITY REALLY NEED TO BE HEARD IN TERMS OF WHAT WILL THE MATERIAL IMPACTS OF THIS BE, UM, AT OUR SCHOOLS LOCALLY. UM, TWO QUESTIONS. UM, MORE MATHEMATICAL QUESTIONS. UM, I WAS WONDERING IF WE HAVE A SENSE OF THE DOLLAR EQUIVALENT OF IF THE 3.9 BILLION THAT'S CURRENTLY BEING WITHHELD WERE TO BE RELEASED, WHAT, WHAT DOES THAT MEAN IN TERMS OF A GAIN FOR LUSD? JUST VERY, VERY BACK OF THE ENVELOPE. UM, IF THE 3.9 BILLION WERE TO BE RELEASED IN FULL TO K 12 EDUCATION, I NEED TO KIND OF QUALIFY THIS TO K 12 EDUCATION IN THE FORM OF A DISCRETIONARY BLOCK GRANT. AND IT WAS ALLOCATED THE SAME WAY AS THE PROPOSED $5 BILLION WOULD BE OVER $200 MILLION FOR L-A-U-S-D, UM, MAYBE EVEN CLOSE TO 250 MILLION. BUT THAT'S A VERY ROUGH ESTIMATE OF, OF WHAT THE IMPACT WOULD BE UNDER THOSE ASSUMPTIONS. THE FULL RELEASE OF IT, FULLY DISCRETIONARY AND ALLOCATED IN THE SAME WAY AS TO $5 BILLION. JUST TO CLARIFY THAT 3.9 BILLION IS ALSO FOR COMMUNITY COLLEGES. COMMUNITY COLLEGES 'CAUSE ABOUT 11% SHARE OF THE PROP 98. RIGHT. OKAY. DOES THAT AFFECT THE FIGURE THAT YOU PROVIDED? WELL, THAT'S WHY I KIND OF SAID BETWEEN 202 50 AT THE . OKAY. OKAY. THANK YOU. AND THEN WHAT ABOUT IF, UH, THE CALIFORNIA STATE PRESCHOOL PROGRAM HAD THE 2.8%, 2.87% COLA INSTEAD OF THE 2.01%? I'M, I'M NOT SURE. I'D HAVE TO FOLLOW UP. I OKAY. WE CAN CERTAINLY PROVIDE THAT. YEAH, THAT WOULD BE GREAT IF YOU WOULDN'T MIND. UM, [01:35:01] AND THEN, UH, ON THE SPECIAL EDUCATION FUNDING, I, I'M OBVIOUSLY REALLY EXCITED. I THINK THAT THIS IS A HUGE NEED, UM, FOR US IN LUSC, AND IT'S GREAT TO SEE, UM, THE GOVERNOR RESPONDING TO, I THINK SOME OF THE ADVOCACY, UM, THAT WE HAVE LED ON AS WELL AS OTHER SCHOOL DISTRICTS. UM, ARE THERE ANY OTHER WAYS THAT WE MIGHT, UM, MAXIMIZE THE POSITIVE IMPACTS OF THIS ADDITIONAL SPECIAL EDUCATION INVESTMENT, UM, FOR OUR STUDENTS HERE IN LUST? DOES IT ADDRESS IN ANY WAY THE DISPROPORTIONATE NEEDS OF OUR STUDENTS WITH MODERATE TO SEVERE DISABILITIES? UM, WHO WE KNOW WE HAVE A LARGER POPULATION OF HERE IN LUSD THAN OTHER COMPARABLE SCHOOL DISTRICTS? IS YOUR QUESTION ABOUT EXPANDING PROGRAMS OR LIKE, IS THERE MORE THAT WE COULD DO TO GET MAYBE EVEN MORE FUNDING THROUGH THE SPECIAL EDUCATION PROPOSAL? AND THEN DOES IT IN ANY WAY ADDRESS THE, UM, THE UNIQUELY HIGHER NEEDS OF STUDENTS WITH MODERATE TO SEVERE DISABILITIES, WHICH HAS BEEN ONE OF OUR ADVOCACY POINTS IS AROUND WE, WE SERVE A VERY LARGE POPULATION OF STUDENTS WITH MODERATE TO SEVERE DISABILITIES. SO I'LL, I'LL TEE IT UP WITH A TEAM AND SORT OF A TWO PART QUESTION, YOU KNOW, WHAT WE'RE DOING OR WHAT WE COULD POTENTIALLY DO MORE OF, AND THEN SPEAK TO THE ADVOCACY PIECE AND IF THERE'S ADDITIONAL DOLLARS THAT CAN BE BROUGHT INTO THE SYSTEM. THE, THE FACT OF THE MATTER IS THAT WE ARE ALREADY FULLY COMMITTED TO MEETING THE NEEDS OF OUR STUDENTS WITH IEPS. AND SO ON A DAILY BASIS VIA OBVIOUSLY DECISIONS MADE BY IEP TEAMS, WE ALREADY FULLY IMPLEMENT STUDENTS' IEPS. WE ALREADY MEET THE NEEDS OF THE LEARNERS SO THAT THEY CAN ENGAGE IN THE LEAST RESTRICTIVE ENVIRONMENT POSSIBLE. WHAT THESE NEW DOLLARS DO IS CREATE AN OFFSET TO THOSE DOLLARS THAT COME OUTTA GENERAL FUND TO MEET THOSE NEEDS. WE WILL NEVER ABANDON THAT COMMITMENT. THAT IS SOMETHING THAT IS A NORTH STAR, IF I CAN SAY, REALLY FOR ALL OF US HERE IN THE BOARD AND, AND MYSELF OF COURSE. SO IT'S REALLY JUST AGAIN, ABOUT OFFSETTING THAT GENERAL FUND IMPACT SPECIFIC TO ADVOCACY FOR ADDITIONAL DOLLARS BECAUSE BOARD MEMBER GO, OBVIOUSLY YOUR POINT IS VERY WELL TAKEN. THESE DOLLARS ARE FRANKLY NECESSARY AND WE NEED MORE OF THEM. UH, I'LL NOW DEFER TO MARTHA AND SIMON AROUND THAT PIECE. SURE. THANK YOU FOR THAT QUESTION. SO, UM, IN ONE OF THE SLIDES I INCLUDED, UM, THE MECHI BILL, UH, LET'S SEE IF I CAN GO BACK HERE. UH, WHICH WE ARE SUPPORTING AB 25 26. UM, THIS BILL WOULD DO, UM, ADDRESS MORE OF THE MUCH TO SEVERE POPULATION THAT WE'RE TALKING ABOUT. UM, WE HAVE AN ESTIMATE THAT IT WOULD BE ABOUT 7,800 L UNIFIED STUDENTS. AND THAT CURRENTLY TAKE THE CA CAA THAT CA FOR ALTERNATIVE ASSESSMENT FOR KIDS WITH DISABILITIES. UM, IT'S ONLY, CAN ONLY BE UP TO 1% OF KIDS IN CALIFORNIA. SO IT'S SIGNIFICANTLY, UM, KIDS WITH SIGNIFICANT MOD TO SEVERE, UM, DISABILITIES. UM, BECAUSE OF OF THIS PROPOSAL, WE COULD HAVE AROUND 7,800 STUDENTS MORE GETTING ADDITIONAL FUNDING THROUGH THE LOW INCIDENCE FUNDING FORMULA. THAT RIGHT NOW IS VERY LIMITING IN HOW THEY REIMBURSE ON THIS, THIS POPULATION OF HIGHER NEEDS. UM, THIS BILL IS CONTINGENT OF ON A BUDGET APPROPRIATION. SO THAT'S WHY I MENTIONED BEFOREHAND THAT THESE BILLS, IF THEY GET TO THE GOVERNOR, HE WILL NOT SIGN THEM IF THEY'RE NOT PART OF THE BUDGET. UM, SO WE ARE CONTINUING OUR MESSAGING POINT OR OUR ADVOCACY LETTERS, UH, CONTINUE TO UNDERSCORE THAT WE ARE APPRECIATE THE 2.4 BILLION INVESTMENT IN SPECIAL ED. UM, BUT AS, AS ALREADY NOTED BY SIMON PREVIOUSLY AND OUR ACTING SUPERINTENDENT, UM, THE $2.4 BILLION STATEWIDE INVESTMENT FOR SPECIAL ED, UM, THAT IS ONLY FOR THE BASE RATE FOR SPECIAL ED REIMBURSEMENT. IT DOES NOT DIFFERENTIATE THAT ALLOCATION BASED ON DISABILITY OR NEED TYPE. UM, SO, SO, UH, QUITE FRANKLY, UM, I I DON'T FORESEE THAT THERE'LL BE ROOM IN NEGOTIATIONS WITH THE LEGISLATURE AND THE GOVERNOR IN THE NEXT FOUR WEEKS TO REDIRECT MORE MONEY FOR MONTHS TO SEVERE. THIS WOULD BE AT THE TOP OF THE LIST FOR PRIORITIES FOR THE NEW ADMINISTRATION FOR THE NEXT GOVERNOR IN 2027 OF WHAT, WHAT WAS LEFT THAT, UM, DID NOT GET TO GET RESOLVED IN THE, IN THE CURRENT BUDGET SITUATION. OKAY. THANK YOU. AND APOLOGIES IF MY QUESTION WAS CONFUSINGLY WORDED. I DIDN'T MEAN, OF COURSE, WE PROVIDE ALL OF THE REQUIRED SERVICES FOR STUDENTS WITH DISABILITIES AS THEY ARE, AS WE ARE REQUIRED TO DO BY FEDERAL LAW. I MEANT FOR THE PROPOSAL, IF THERE WERE WAYS THAT WE COULD ADVOCATE FOR IT TO MORE DIRECTLY RESPOND TO THE UNIQUE NEEDS THAT WE SEE, UM, WITH OUR STUDENTS AND FAMILIES HERE IN LUSD. UM, I'LL ASK JUST ONE MORE QUESTION AROUND THE, THE IMPACTS OF THE POTENTIAL OF CHILDCARE BEING INCLUDED IN PROP 98. UM, IT, IT LOOKS LIKE FROM THE SLIDE THAT CHILDCARE IS A TOP PRIORITY FOR, UM, THE SENATE AND THE ASSEMBLY. UM, AND, AND OBVIOUSLY THAT'S A BIG NEED FOR OUR FAMILIES AS WELL. SO, YOU KNOW, I RECOGNIZE THE CRITICAL IMPORTANCE OF THAT. UM, IF YOU CAN SPEAK TO ANY UNINTENDED CONSEQUENCES THAT THAT MIGHT HAVE OR THERE OTHER WAYS TO ADDRESS THOSE CHILDCARE NEEDS THAT WE COULD HELP ENCOURAGE THE LEGISLATURE TO TAKE A LOOK AT. WELL, UNFORTUNATELY, UM, THE, THE REAL IMPACT TO THE, ON THE NON CHILDCARE SIDE, ON THE TK THROUGH 12, UM, AND COMMUNITY COLLEGE SIDE, UH, IT WOULD BE LESS MONEY FOR THOSE PRIORITIES. [01:40:01] UM, BECAUSE THE PIA PROP 98 IS ONLY SO BIG. UM, SO WITH THE MONEY THAT WE'RE TALKING ABOUT, MORE MONEY FOR, YOU KNOW, THE 3.9 BILLION BEING RELEASED, OR, UM, MORE MONEY FOR ONE TIME PURPOSES OR WHATEVER ELSE WITH MORE MONEY FOR SPECIAL EDUCATION, IT JUST MEANS THAT THERE'S LESS FUNDING AVAILABLE, UH, FOR THOSE OTHER PRIORITIES BECAUSE NOW YOU'RE PAYING FOR CHILDCARE OR THE COMMUNITY BASED PRESCHOOL PROGRAMS, UM, OUT OF PROP 98 AND PROP 98 IS FINE LINE AMOUNT OF RESOURCES AS WELL. SO IT JUST CREATES MORE PRESSURE ON THE PROP 98 SIDE. FOR ALL THE OTHER PRIORITIES THAT WE'VE ALREADY DISCUSSED, UH, IT WOULD SET UP PRECEDENT AND WHICH HAS HAPPENED IN THE PAST, UM, PRIOR TO THE OH, UH, OH 8 0 9 RECESSION. UM, CHILDCARE USED TO BE WITH THEM PROP 98, UM, BUT THEN DURING THE RECESSION, AS I RECALL, IT GOT MOVED OUT OF PROP 98 GIVEN THE BUDGET REDUCTIONS. UM, IN THE PAST, THE LEGISLATURE HAS WHAT IS REFERRED TO AS REBE PROP 98. SO THEY WOULD, UM, ADD A GENERAL FUND, UM, DOLLAR PER DOLLAR AUGMENTATION TO PROP 98 TO, UM, BE CONSISTENT WITH THE AMOUNT THAT WOULD'VE OTHERWISE BEEN SPENT OUT OF THE GENERAL FUND FOR CHILDCARE. UM, BUT THE CONCERN IS THAT THEN THEY COULD ALWAYS WALK AWAY FROM THAT COMMITMENT IN FUTURE YEARS WHEN THEY HAVE TO KEEP MAKING CUTS TO GENERAL FUND, THEN THEY MIGHT JUST PUT THE ONGOING RESPONSIBILITY FOR PROP 90 98 TO KEEP PAYING FOR IT. THANK YOU, MS. HENDY, NEW BILL. THANK YOU SO MUCH FOR PROVIDING US THIS INFORMATION SO QUICKLY. I KNOW WE'VE BEEN WAITING ON JUST SOME UPDATES AND SOME OF MY QUESTIONS HAVE BEEN ASKED, BUT WANTED TO JUST ASK, I KNOW YOU MENTIONED ABOUT THE SUPER COLA. UM, WHEN IS THE HEARING, WHAT IS THE TIMELINE FOR THE HEARING FOR THE SUPER COLA ACROSS MULTIPLE YEARS TO BE EXPECTED? OH, THE ASSEMBLY BUDGET SUBCOMMITTEE ON SCHOOL FINANCE, UH, COMMITTEE NUMBER THREE, THEY MET THIS MORNING STARTING AT 9:00 AM UH, ONE OF OUR ADVOCATES FROM LA UNIFIED MEMBER OF MY TEAM ON IO COMMITTEES. SHE'S BEEN THE COMMITTEE HERE THIS MORNING TO PROVIDE A PUBLIC COMMENT AND UNDERSCORE PRIORITIES ARE OUTLINED TODAY, THE SENATE BUDGET SUBCOMMITTEE ON SCHOOL FINANCE FOR THE SENATE. UM, THEIR MEETING IS THIS AFTERNOON. THEY'LL KEEP DISCUSSIONS OPEN THROUGH TOMORROW AND THURSDAY. UM, THERE MIGHT BE A CHANCE THAT, UM, THEY COULD, UH, ONE OR TWO THINGS COULD HAPPEN. THOSE SUBCOMMITTEES COULD, UM, APPROVE OR REJECT THE GOVERNOR'S PROPOSALS FROM A REVISE OR THEY COULD LEAVE THE ISSUE OPEN, MEANING THAT THEY DON'T FEEL STRONGLY AT THIS POINT. AND THEN THEY'LL HAVE TO NE NEGOTIATE THAT BEHIND THE SCENES, THE FULL COMMITTEE'S BUDGET COMMITTEES MOST LIKELY WILL BE MEETING NEXT WEEK. UM, SO THEN AS THEY START BEHIND THE SCENES, THE GOVERNOR, THE ASSEMBLY SPEAKER, AND THE SENATE PROTE, AS THEY CONTINUE TO NEGOTIATE BEHIND THE SCENES PUBLICLY, THE COMMITTEES ARE STILL MEETING, UM, AND TAKING AGAIN, A POSITION WHETHER THEY'RE GONNA APPROVE, REJECT, OR KEEP ISSUES OPEN. UM, SOMETHING THAT WE DON'T KNOW YET, UM, IS IN THE PAST, UH, MAYBE TWO OR THREE YEARS, UH, SINCE COVID, THE ASSEMBLY AND SENATE LEADERSHIP CO COME TOGETHER, UM, TO DO A JOINT BUDGET COMPROMISE BETWEEN THE ASSEMBLY AND SENATE DEMOCRATIC LEADERSHIP. UM, SO THEY CAN GO STRONGER IN NEGOTIATIONS WITH THE GOVERNOR. NOW THE ASSEMBLY CENTER ARE ALIGNING THEIR PRIORITIES, UM, THE REVENUE AMOUNT, UM, AND ALSO THE MORE OF THE, UH, OTHER PROPOSALS. UM, PRIOR, PRIOR TO COVID, THE ASSEMBLY AND SENATE USED TO HAVE WHAT THEY CALLED CONFERENCE COMMITTEES WHERE THEY WOULD EACH INDEPENDENTLY ADOPT THEIR OWN BUDGET, UM, UH, PRIORITIES. AND THEN THE THREE OF THEM WOULD NEGOTIATE THAT WILL START HAPPENING THE END OF MAY, BEGINNING OF JUNE, AND THEY HAVE TO GET A BUDGET, UM, OVER TO, UH, OUT OF THE LEGISLATURE BY JUNE 15, BUT THEY CAN STILL MAKE ADDITIONAL TWEAKS BETWEEN JUNE 15 AND JULY 1ST WHEN THE NEW FISCAL YEAR BEGINS. GOT IT. THAT WAS VERY CLEAR. SO I KNOW WE MENTIONED SOME ADVOCACY. UM, WHAT DOES THE FUTURE ADVOCACY CURRENTLY LOOK LIKE, UH, TO FREE UP THE ALMOST $4 BILLION THAT'S WITHHELD AS WE LOOK FOR US TO BECOME FISCALLY STABLE. SO, UM, CURRENT ADVOCACY, I'LL UNDERSCORE A FEW POINTS BEFOREHAND. REALLY APPRECIATE THE QUESTION JUST TO MAKE SURE THAT, THAT I'M CLEARING IN THOSE NEXT STEPS. UM, FIRST I MENTIONED ALREADY I AM IN COMMITTEE HEARINGS IN SACRAMENTO. OUR STAFF FROM OUR OFFICE, GOVERNMENTAL RELATIONS, THEY WILL BE THERE, UH, TODAY, TOMORROW, THURSDAY, PROVIDING PUBLIC COMMENTS. SO LEGISLATORS HEAR ABOUT IT. UM, MY TEAM IS AMAZING, AND I ALREADY HEARD FROM ONE OF THEM THAT ONE OF THE ASSEMBLY COMMITTEE MEMBERS, UH, PATEL FROM SAN DIEGO AREA, UH, SHE BROUGHT UP TO THE AT IN THE DISCUSSION THIS MORNING IN THE ASSEMBLY COMMITTEE. UM, THE QUESTION, WHY IS THE ONE-TIME DOLLARS BEING GIVEN OUT ON A PER STUDENT BASIS INSTEAD OF THE LCA METHODOLOGY? THAT'S ONE OF OUR ADVOCACY POINTS. SO WE'LL BE ABLE TO UNDERSCORE AND SAY, YES, WE ALIGN WITH THE ASSEMBLIES INTEREST IN, IN MORE EQUITABLE DISTRIBUTION. SO THOSE BUDGET DISCUSSIONS, WE WILL HAVE STAFF THERE WHO WILL BE PROVIDED THOSE PUBLIC COMMENTS. UM, THIS AFTERNOON, UH, I WILL BE AIMING TO SEND OUT A LETTER WITH, ALONG WITH OUR LABOR PARTNERS, JUST WAITING TO HEAR FROM A COUPLE THAT WE'VE INVITED TO SIGN ONTO THE LETTER. AND THIS LETTER WILL BE, UM, A FOLLOW UP TO THE PRIOR LABOR [01:45:01] UNIFIED LETTER LETTER THAT WE SENT OUT TWO WEEKS AGO THROUGH WEEKS AGO NOW, BUT IT'LL BE OUT UNDERSCORING, UM, OUR SHARED PRIORITIES, WHICH I DISCUSSED HERE TODAY. UM, TOMORROW ACTING SUPERINTENDENT CH MYSELF, UH, AND LABOR PARTNERS FROM SEU LOCAL 99 AND, UH, UTLA, WE WILL BE IN SACRAMENTO MEETING WITH LEGISLATORS. UM, IT'S A FOLLOW UP TO A JOINT ADVOCACY DAY THAT WE DID ON MAY 7TH AND ALSO ON MAY 5TH WITH OTHER URBAN SUPPORT ATTENDS. UM, SO LABOR PARTNERS LETTER AND MEETINGS. AND THEN WE ALSO HAVE VIRTUAL MEETINGS COMING UP OVER THE NEXT TWO WEEKS WITH KEY MEMBERS OF THE BUDGET AND LEADERSHIP FOR THE ASSEMBLY AND SENATE. UM, IN ADDITION TO THAT, UM, WE'RE MEETING WITH THE URBAN DISTRICT COLLEAGUES. UM, I'M MEETING WITH THEM THIS AFTERNOON. AND JUST TO UNDERSCORE AND UNDERSTAND WHERE MIGHT BE SHARED PRIORITIES, UM, THAT WE CAN CONTINUE TO ADVOCATE TOGETHER AS URBAN, AS AN URBAN COALITION. UM, TOMORROW I MENTIONED WE HAVE A COMMUNITY LEGISLATIVE BRIEFING AT 11:00 AM UM, WHERE OUR COMMUNITY PARTNERS HAVE BEEN INVITED TO, UH, MUCH OF IT WILL BE CONSISTENT WITH WHAT YOU HEAR HEARD THIS TODAY, IN CASE THEY, THEY DON'T KNOW WHAT IT MEANS FOR LA UNIFIED AND HOW THEY CAN SUPPORT OUR ADVOCACY EFFORTS. UM, SO THAT WOULD BE WITH COMMUNITY PARTNERS. WE HAVE AN ADVOCATE TOOLKIT FOR FAMILIES THAT WILL BE AVAILABLE IN ENGLISH AND SPANISH THAT WILL BE RELEASED IN THE COMING DAYS. WE'LL PUBLIC IT THROUGH THE FAMILY NEWSLETTER AND ALSO URGING ANY OF THE BOARD MEMBERS TO ALSO INCLUDE IN YOUR OWN NEWSLETTERS TO FAMILIES. UM, SO THAT WOULD BE INCLUSIVE OF PARENT ENGAGEMENT. UM, AND, UH, AND THE NEXT WEEK WE HAVE, UM, A COMMUNITY, UH, NOT COMMUNITY, A GOVERNMENT STAFF BRIEFING ON TUESDAY THE 26TH, UH, WHERE WE'LL JUST BE UNDERSCORING TO THE STAFF OF GOVERNMENTAL OFFICIALS, OUR PRIORITIES AND WHAT WE NEED THEM. JUST A PREVIEW, I'M PROBABLY FORGETTING OTHER AREAS IN BETWEEN OF WHAT WE'RE WORKING ON. UM, BUT THAT WILL INCLUDE, UH, THE CALLING OUT FOR THE 3.9 BILLION TO BE RELEASED ALONG WITH OTHER PRIORITIES MENTIONED TODAY. AND IF YOU HAVE OTHER IDEAS, BY ALL MEANS WE WELCOME THEM. WELL, THANK YOU. I MEAN, THAT DEFINITELY GIVES US A DIRECTION ON HOW WE CAN WITHIN THE NEXT COUPLE WEEKS. UM, MENTIONED, I KNOW SPECIAL ED HAS INCREASED, UM, AND PD FUNDING. WOULD THIS FUND BE ABLE TO SAVE ANY POSITIONS THAT WERE UNDER SPECIAL ED? THE, IF THERE WERE ANY POSITIONS THAT WERE RIFED UNDER SPECIAL ED, WOULD THIS FUNDING BE ABLE TO SAVE IT? UM, I'M NOT AWARE OF RIFS IN THE SPECIAL EDUCATION PROGRAM. I KNOW THE, ARE YOU REFERRING TO THE REDUCTION IN FORCE? BECAUSE THE REDUCTION IN FORCE WAS ONLY FOR, UM, CENTRAL OFFICE POSITIONS, CENTRAL OFFICE CLASSIFIED POSITIONS. UM, I DON'T BELIEVE THERE WERE IMPACTS, BUT OTHER THAN WITHIN THE SPECIAL EDUCATION DIVISION AND NOT SO MUCH STUDENT SUPPORTS, UM, WHAT WE'RE REFLECTING HERE THOUGH IS THE FINANCIAL IMPACT OF THESE DOLLARS. EVERY SINGLE DOLLAR BEING USED TO LOWER THE CONTRIBUTION FROM UNRESTRICTED TO RESTRICTED TO THE EXTENT IT'S INSTEAD USED IN PART OR IN FULL TO RESTORE POSITIONS OR TO EXPAND PROGRAMS. IT IS POSSIBLE TO ANSWER YOUR QUESTION, BUT IT WOULD MEAN THAT THE MULTI-YEAR PROJECTION THAT I SHOWED, WHICH IS KIND OF ASSUMING THIS IS HELPING US, UH, CHIP AWAY AT THE NEGATIVE BALANCE THAT, THAT THOSE NUMBERS WOULD CHANGE. GOT IT. AND THEN AS WE INCREASE THE SLOTS AS MENTIONED FOR PROFESSIONAL DEVELOPMENT OPPORTUNITIES, INCLUDING LIKE OUR DISTRICT BIS, UM, MAYBE PBIS TRAINING, WOULD THAT BE ABLE TO BE FUNDED FROM THESE DOLLARS AS WELL? YEAH, SO THE, THESE FUNDS CAN BE USED FOR THOSE, FOR THOSE PURPOSES. AND THEN AS WE TALK ABOUT PROFESSIONAL DEVELOPMENT, AND I KNOW IT WASN'T MENTIONED AS FAR AS, YOU KNOW, I KNOW A COLLEAGUE MENTIONED HOW DO WE IMPLEMENT PROGRAMS OR DEVELOPMENT CONSIDER OVER PERIODS OF TIME WITH ONE TIME MONEY, AND NOT NECESSARILY FOR PERSONNEL, BUT FOR PROGRAMS. IS THAT POSSIBLE SO THAT WE CAN GET LONGEVITY FOR THE DOLLARS THAT WE HAVE? BECAUSE PERSONNEL WOULD COME AND GO, BUT PROGRAMMING, LIKE I KNOW I'VE WORKED WITH A LOT OF FOLKS FROM UCLA CENTER X, YOU KNOW, PROGRAMS OF THAT MATTER THAT WOULD BE ABLE TO BE SUSTAINED. YEAH, I THINK YOU'RE RIGHT THAT GENERALLY THE BEST PRACTICE IS FOR ONE-TIME FUNDS TO BE USED FOR ONE-TIME PROGRAMS AND, AND VICE VERSA ONGOING FUNDS TO BE THE SOURCE FOR ONGOING COSTS. THAT THAT IS DEFINITELY THE BEST PRACTICE. UM, IT'S NOT ALWAYS FOLLOWED JUST BECAUSE SOMETIMES LIKE IN THE PANDEMIC WE RECEIVE A, A VERY SUBSTANTIAL INFLUX OF, OF ONE-TIME FUNDS, BUT THAT IS KIND OF LIKE, UH, THE, THE, THE BEST PRACTICE. AND SO, UM, BUT RIGHT NOW I THINK WE'RE ASSUMING THAT ALL OF THESE REVENUES THAT ARE ABLE TO BE EITHER DIRECTLY DEPOSITED, DEPOSITED INTO GENERAL FUND UNRESTRICTED OR USED TO OFFSET COSTS THAT OTHERWISE WOULD IMPACT GENERAL FUND UNRESTRICTED ARE BEING USED TO COVER PARTIALLY THE COST OF, OF OUR LABOR AGREEMENTS AS WELL AS THE, TO ADDRESS THE PROJECTED NEGATIVE ENDING BALANCE. THANK YOU. I BELIEVE WE HAVE MISS, UM, BOARD MEMBER GREGGO. [01:50:03] YES. THANK YOU, UM, FOR THAT. UH, THANK YOU MARTHA AND SIMON FOR THE REPORT. UM, YOU KNOW, IT'S, I RECEIVED THIS WITH MIXED FEELINGS, RIGHT? ON THE ONE HAND, I AM SO GLAD TO SEE THAT THERE HAVE BEEN INCREASES IN VERY IMPORTANT AREAS THAT WE HAVE ADVOCATING FOR. UM, AND ON THE OTHER HAND, WE ALSO SEE THAT A LOT OF THE MONEY IS NOT GONNA BE, UM, SENT TO THE STUDENTS, RIGHT? AND, UM, AND LIKE THE SUPER, THE ACTING SUPERINTENDENT SAID, YOU KNOW, THESE ARE THE FUNDS THAT OUR STUDENTS NEED RIGHT NOW. AND I'VE HEARD A LOT OF FOLKS, UM, ADVOCATE THAT THE RAINY DAY IS NOW, IT'S NOT IN THE FUTURE. AND, UM, SO I, I HAVE A FEW QUESTIONS, BUT UM, I ALSO WANT TO LEAD WITH, YOU KNOW, WE'VE, WE'VE BEEN ASKING QUESTIONS ABOUT WHY IS IT THAT, UM, WE ARE IN A DEFICIT AND DECLINING ENROLLMENT IS THE RESPONSE THAT WE GET, RIGHT? UM, LEGISLATORS ARE ASKING US WHY IS IT THAT, YOU KNOW, WE KEEP GIVING YOU GUYS MONEY L-A-U-S-D, AND YET YOU, YOU'RE STILL IN A DEFICIT AND WE STILL WANT MORE AND MORE. AND I FEEL LIKE SOMETIMES WE AS A DISTRICT REACT WITH LIKE, OH, BUT LOOK, THIS THING IS HAPPENING RIGHT NOW. IMMIGRATION IS HAPPENING AND IT'S IMPACTING ENROLLMENT. ALL TRUE. BUT THE FACT OF THE MATTER IS THAT WE ARE A HIGH NEED DISTRICT THAT HAS NOT BEEN INVESTED IN FOR A LOT OF YEARS. AND WHEN WE FINALLY GOT SOME FUNDING DURING COVID, EVEN THEN WE, WE WERE STRUGGLING BECAUSE IT WAS SO QUICK WE COULDN'T EVEN GET ALL THE PERSONNEL THAT WE NEEDED, RIGHT? EVEN THOUGH THE MONEY WAS THERE, IT HAPPENED SO QUICKLY, WE COULDN'T GET ENOUGH PSW, UH, TO, TO SERVICE ALL OF OUR STUDENTS. AND THEN WE LOST THE MONEY, AND NOW WE'RE EXPECTED TO CONTINUE DOING THINGS, YOU KNOW, GREAT THINGS FOR OUR STUDENTS WITH, YOU KNOW, LESS FUNDING AND, AND OR MORE FUNDING. BUT BECAUSE OF OUR ENROLLMENT, WE GET LESS. AND I FEEL LIKE WE'RE ALWAYS TRYING TO, UM, OR WE'RE BEING ENCOURAGED TO RIGHT SIZE. UM, AND WHEN WE TALK LIKE THAT, WE REALLY MISS OUT ON, ON RESPONDING TO THE NEEDS OF OUR STUDENTS BECAUSE NUMBERS SHOW ONE THING, BUT THE STORIES TELL SOMETHING DIFFERENT. I HAVE BEEN GETTING SO MUCH ADVOCACY FOR, UH, TEACHERS WHO ARE IN TEMPORARY CONTRACTS THAT WHO ARE BEING LOST, AND PARENTS AND COMMUNITY MEMBERS ARE, ARE LIKE, WHAT'S GOING ON HERE? WE NEED THESE PEOPLE. IT'S NOT LIKE OUR NEEDS ARE ARE GONE, RIGHT? UM, WE HEARD AT LAST WEEK'S MEETING BOARD MEETING PSW AND PSAS ADVOCATING FOR THEIR, UM, THEIR POSITIONS, NOT BECAUSE OF THEM AS INDIVIDUALS, BUT BECAUSE THE NEED IS STILL THERE. AND SO I FEEL LIKE AS A DISTRICT, WE NEED TO START CHANGING THE NARRATIVE A UH, AROUND ENROLLMENT. YEAH. WE KNOW THERE'S DECLINING ENROLLMENT AND RIGHT NOW IMMIGRATION IS ONE OF THEM, BUT A FEW YEARS AGO IT WAS COV AND BEFORE THAT IT WAS SOMETHING ELSE. THE FACT IS THAT PE WE ARE NOT INVESTING ENOUGH IN EDUCATION AND THE NEEDS ARE GREAT. AND SO THE, THE WHAT OUR STUDENTS NEED ARE STILL THERE AND EVEN GREATER NOW. SO WE NEED, I, I WANNA ENCOURAGE US AS A BOARD TO START SPEAKING TO THAT, TO THE STORIES AND THE REALITIES OF OUR STUDENTS AND NOT SHY AWAY FROM THAT BECAUSE, UM, YEAH, WE HAVE LESS STUDENTS, BUT THEIR NEEDS ARE GREAT AND WE KNOW THAT BECAUSE WE HEAR IT FROM OUR, OUR, UH, CONSTITUENTS. AND, UM, SO I, UM, WHEN WE'RE TALKING TO LEGISLATORS, LET'S PAINT THAT PICTURE THAT WE HEAR FROM THE SCHOOL SITES THAT WE VISIT. UM, AND I AGREE WITH BOARD MEMBER EZ ON, UM, WORKING TO TRAIN OR TO SUPPORT OUR PARENTS AND OUR STUDENTS TO BE ADVOCATES, UM, AND A ATTEND THESE, UH, LEGISLATIVE TRIPS WITH US BECAUSE THEY ARE THE ONES WHO SHARE THE STORY. I KNOW I'M DEEPLY IMPACTED BY THEIR STORIES. SO I THINK THAT WE SHOULD HAVE THEM, UM, ALSO BE THE VOICE OF THE REALITIES THAT OUR STUDENTS ARE FACING. UM, AND THE OTHER THING I WANNA UH, SPEAK TO IS, YOU KNOW, WE TALK ABOUT THE COLLECTIVE BARGAINING AGREEMENTS AND THAT, YOU KNOW, THERE'S ALL THESE INCREASES. [01:55:01] WELL, ONCE AGAIN, IT'S THE SAME THING. IT'S MANY YEARS OF DISINVESTMENT IN, UM, IN OUR PERSONNEL. AND SO YEAH, NOW WE HAVE TO DO THIS AND WE SHOULD BE PROUD THAT WE'RE DOING THIS, THAT WE ARE, UM, WE ARE RESPECTING AND VALUING THE PEOPLE WHO SERVE OUR STUDENTS SO MUCH THAT WE BELIEVE WE NEED TO MAKE THIS INVESTMENT. UM, ONE THING I WANNA POINT OUT, UM, SIMON, THAT YOU SAID THAT THE REASON WHY WE CANNOT MAKE THE CUTS IN 28 29 IS BECAUSE WE DON'T KNOW WHAT THE OUTLOOK LOOKS LIKE, RIGHT? UM, WE CANNOT INCLUDE ONE-TIME FUNDS IN THE MULTI-YEAR PROJECTION, BUT UM, BUT IF WE LOOK AT IT, I MEAN, WE HAVE HAD ONE TIME FUNDS FOR A LONG TIME, SO WE KNOW THAT'S GONNA COME. IN FACT, EVEN RIGHT NOW WE LOOK AT WHAT WE, THE MAY REVISED SHOWS IS HIGHER THAN WHAT WAS PROJECTED IN JANUARY. AND I'M JUST WONDERING, IS THAT NORMALLY THE TREND OR HAS THERE BEEN A YEAR WHERE THE, UM, INDEED, WE, WE SAID, YOU KNOW WHAT, MAY REISE IS GONNA BE AWFUL, AND INDEED IT CAME BACK AWFUL AND IT WAS LESS THAN THE, UM, THAN THE JANUARY PROJECTION. SO I JUST WANNA KNOW IF THAT HAS HAPPENED, OR WHEN IT HAPPENED BEFORE IN THE PAST. AND, UM, UH, BECAUSE WHAT I'M LOOKING AT THE, UH, TABLE THAT YOU SHOWED US, WHERE IT SHOWS WHAT THE, UM, JANUARY PROJECTIONS WERE AND THEN WHAT WE RECEIVED, IT LOOKS LIKE IT'S HIGHER IN A LOT OF AREAS. AND, UM, AND THERE WERE SOME ONE-TIME GRANTS THAT WE WERE NOT EVEN EXPECTING, IT SEEMS LIKE. AND THEN WE DID GET, SO CAN YOU LET ME KNOW, UM, WHAT, WHEN WAS IT THAT WE, WE PROJECTED, UH, MAY REISE TO BE WORSE THAN THE, UM, THE JANUARY PROJECTION, OR EVEN LIKE THE JANUARY PROJECTION AND THE JANUARY PROJECTION WAS HORRIBLE. CAN YOU YEAH, I'D HAVE TO, I'D HAVE TO DO A LITTLE, A LITTLE RESEARCH TO, TO, TO IDENTIFY THE LAST YEAR WHERE THE MAY REVISE WAS WORSE THAN THE JANUARY PROPOSED BUDGET. UM, IT, IT'S DEFINITELY HAPPENED JUST BECAUSE THE STATE ECONOMY CHANGES, THE REVENUE PROJECTIONS CHANGE. SO I CAN CERTAINLY GET BACK TO YOU ON MAYBE THE, THE SPECIFIC, UH, FISCAL YEAR IN WHICH, WHICH WE LAST SAW IT HAPPEN. BUT YOU'RE RIGHT THAT THE TREND MORE RECENTLY HAS BEEN THAT THE STATE ECONOMY HAS BEEN PERFORMING VERY WELL, AND THAT THIS YEAR'S A GOOD EXAMPLE WHERE THE MAY REVISE DID RESULT IN MORE REVENUES THAN, THAN EVEN THE JANUARY PROPOSED BUDGET. AND THAT THE JANUARY PROPOSED BUDGET WAS HIGHER IN TERMS OF REVENUE THAN THE ESTIMATES BEFORE THAT. UM, THE POINT THOUGH THAT I THINK IS, IS REALLY IMPORTANT FOR US TO MAKE IS THAT WHILE THAT MIGHT HAVE BEEN THE, THE TREND MORE RECENTLY THAT IT'S NOT GUARANTEED TO HAPPEN, UH, IN THE FUTURE. AND THAT RIGHT NOW IN THE OUT YEARS FOR BEYOND 26, 27, SO RIGHT NOW THERE'S THIS SUPER COLA OF COMBINED IMPACT OF 4.31% IN THE YEARS AFTER 26, 27. THE PROJECTIONS FOR COLA ARE, YOU KNOW, THEY'RE, THEY'RE PROJECTIONS. THEY'RE, THEY'RE, THEY'RE WHAT'S ANTICIPATED FOR THE FUTURE. THEY'RE ALL OVER, ABOVE 3%. UM, THERE IS NO GUARANTEE THAT THE COLAS FOR 27, 28, 28, 29 AND EVERY YEAR THEREAFTER WILL BE MORE THAN 3%. THREE THREE PLUS PERCENT IS ACTUALLY HIGHER THAN WE'VE HISTORICALLY GOTTEN IN, IN, IN THE PAST. COVID KIND OF RESET THE BAR. IT WAS A BIT ANOMALOUS WHERE WE GOT IN ONE YEAR, LIKE 8%, UH, SOME YEARS, LIKE 6% REALLY, REALLY HIGH COLAS. BUT THE NORM IS CLOSER TO LIKE THE RATE OF ECONOMIC GROWTH, WHICH IS TWO, 2%, 2.5%. FOR EXAMPLE, 24 25 WAS JUST BARELY ABOVE 1%. THAT WAS JUST LESS SCHOOL YEAR. SO THESE COLAS IN THE FUTURE THAT WE'RE BASING OUR PROJECTIONS ON OF 3% AND MORE ARE NOT GUARANTEED TO HAPPEN WHEN THE ECONOMY SLOWS, WHICH WE HAVE A LOT OF REASONS TO FEAR THAT IT MIGHT, THEN THOSE COLAS COULD BE BACK TO HISTORICAL NORMS OR EVEN LIKE IT WAS LAST YEAR, 1%. SO WE ARE GOOD. OF COURSE, YOU'RE ABSOLUTELY RIGHT. THE ADVOCACY THAT WE'VE DONE, WHICH INCLUDES A LOT OF THE, THE MESSAGING THAT YOU MENTIONED ABOUT THE IMPACT ON OUR STUDENTS, HOW WE ARE SERVING A VERY HIGH NEED POPULATION, UM, THAT ADVOCACY I THINK WAS VERY EFFECTIVE. AND IS IT, IT RESULTED IN, IN SOME OF THE IMPROVEMENT THAT YOU'VE SEEN FROM JANUARY TO MAY, THAT THE ADVOCACY WORKS, IT'S IMPORTANT AND HIGHLIGHTING THE, THE, THE STORIES OF OUR, OF OUR STUDENTS AND FAMILIES IS, IS VERY IMPORTANT, BE BECAUSE IT'S REAL. UM, BUT WE ALREADY RECEIVE MORE REVENUE BECAUSE WE SERVE A HIGH NEED POPULATION. NOW WE'RE GONNA CONTINUE TO ADVOCATE, LIKE MARTHA MENTIONED, THAT THE DISCRETIONARY BLOCK GRANT BE ALSO ALLOCATED [02:00:01] ON AN EQUITY BASED MODEL INSTEAD OF A CERTAIN AMOUNT PER EVERY STUDENT. THAT'S VERY, VERY IMPORTANT. UM, AND WE NEED TO CONTINUE TO ADVOCATE FOR EVEN MORE EQUITABLE FUNDING BECAUSE YOU'RE RIGHT, THE NEEDS OF OUR STUDENTS ARE, ARE, ARE VERY SUBSTANTIAL AND, AND GROWING. THE CHALLENGE IS, AND AND I AGREE. I MEAN, AND I AGREE THAT WE, WE HIGHLIGHTED EARLIER THAT, THAT THE INVESTMENTS THAT WE'RE MAKING IN OUR WORKFORCE ARE VALUED. WORKFORCE ARE IMPORTANT. THE SERVICES FOR STUDENTS LIKE PSYCHIATRIC SOCIAL WORKERS AND COMMUNITY REPS ARE VERY IMPORTANT. BUT WHENEVER WE DO MORE OF ONE THING, WE SPEND MORE MONEY IN ONE AREA. WE HAVE TO SPEND LESS IN ANOTHER AREA WHEN WE'RE FACING THE FORECAST THAT WE ARE, BECAUSE EVEN AFTER ALL OF THAT VERY EFFECTIVE ADVOCACY, WE'RE STILL LEFT WITH A CERTAIN AMOUNT OF REVENUE. EVEN AFTER ALL OF THAT VERY SUCCESSFUL ADVOCACY. THERE'S ONLY SO MUCH THAT WE'RE ALLOCATED IN EACH FISCAL YEAR. AND SO THESE ARE VERY DIFFICULT TRADE OFFS. IT'S GONNA BE A VERY DIFFICULT DISCUSSION LATER THIS WEEK WHERE WE TALK ABOUT HOW WE'RE GONNA NEED TO ADDRESS THESE PROJECTED NEGATIVE ENDING BALANCES. AND AS I MENTIONED EARLIER, IT'S NOT JUST A NEGATIVE PROJECTION FOR THE 28 29 SCHOOL YEAR. IT'S ALSO IN IN 27, 28. SO THESE ARE, THESE ARE GONNA BE VERY DIFFICULT DISCUSSIONS, VERY DIFFICULT DECISIONS. UM, BECAUSE YOU'RE RIGHT THAT THE NEEDS FAR EXCEED THE AMOUNT OF FUNDING THAT THAT WE RECEIVE. THANK YOU. YES. AND UM, AND I THINK IF YOU ASK PARENTS IN ANY COMMUNITY IN L-A-U-S-D, THEY WILL SAY THAT THEY ARE UNDERSTAFFED, THAT THEY ARE LACKING PROGRAMS. WE HEARD IT FROM THE, UH, NONPROFITS PARTNERS THAT CAME LAST WEEK ALSO, UM, THAT THEY'RE RECEIVING LESS FUNDING AND THEREFORE AFTERSCHOOL PROGRAMS ARE GONNA HURT FOR OUR STUDENTS. SO, I MEAN, THAT'S JUST THE REALITY. AND I REALLY DO THINK THAT, UM, MARTHA, THIS GOES TO YOU. I MEAN, I REALLY DO THINK THAT THIS, UM, MEANS THAT WE HAVE TO DO A LOT OF THIS ADVOCACY AND, AND JUST NOT ACCEPT THAT, THAT WE ARE, WE ARE, ARE LIVING BEYOND OUR MEANS OR THAT, UM, THAT ARE, UM, UH, WHAT IS IT THAT WE NEED TO RIGHT SIZE THINGS, YOU KNOW, OUR STUDENTS, THEY, THEY DON'T NEED THAT. THEY NEED MORE. IN FACT, WE NEED MORE. AND SO, UM, I'M GLAD, UH, THAT YOU DID PUT IN THIS, UM, IN THIS SLIDESHOW THAT WE ARE GOING TO ADVOCATE FOR THAT $5.6 BILLION TO BE RELEASED NOW, RIGHT. FOR THE WHOLE THING. NOT JUST PART OF IT, BUT THE WHOLE THING. AND I THINK WE NEED TO CONTINUE WITH THAT. UM, AND THANK YOU. I I, I WANNA ALSO ACKNOWLEDGE AND THANK YOU FOR ALL THE WORK THAT YOU'VE DONE, MARTHA, BECAUSE YOU HAVE REALLY, UH, DONE A LOT TO BRING LABOR AND, AND, UH, COMMUNITY PARTNERS AND OUR BOARD MEMBERS, ALL THESE FOLKS THAT NEEDED TO ADVOCATE FOR THIS FUNDING. SO I WANNA APPRECIATE THE WORK THAT YOU'VE DONE IN THAT AREA, AND I KNOW THAT YOU'RE GONNA CONTINUE DOING IT. UM, AND, UM, SO YEAH, I THINK THAT THOSE THINGS ARE VERY IMPORTANT. AND I WOULD LIKE TO KNOW THOUGH, WHEN ARE WE GOING TO START ALSO ADVOCATING THAT, HEY, GUESS WHAT, COVID FUNDS, WE'RE ACTUALLY PRETTY CLOSE TO WHAT WE REALLY NEED, SO WHY TAKE SOMETHING AWAY? RIGHT? UM, SO WHEN ARE WE GONNA START BRINGING THAT NARRATIVE TO THAT STORY OF HOW THE COVID FUNDS SHOULD NOT HAVE BEEN ONE-TIME FUNDS OR JUST, YOU KNOW, FOR A MOMENT OF VERY DEEP, DEEP CRISIS. I MEAN, IT, IT'S WHAT ARE STUDENTS NEED, ACTUALLY? AND IF WE ONLY HAD MORE TIME, MAYBE WE WOULD'VE BEEN ABLE TO FULLY FUND, I MEAN, TO FULLY STAFF OUR SCHOOLS WITH THAT COVID COVID FUNDS. 'CAUSE I KNOW MY SCHOOL DID NOT GET A PSW BECAUSE WE DIDN'T HAVE ENOUGH PSW TO HIRE. SO, UM, THIS IS ANOTHER QUESTION NOW, JUST MORE, UM, ABOUT THESE BLOCK GRANTS AND HOW THEY CONNECT TO OUR SCHOOL SITES AND WHAT THEY EXPECT TO SEE AND RECEIVE. SO I SAW THE LITERACY BLOCK GRANT, AND I GOT VERY EXCITED BECAUSE THERE'S BEEN A LOT OF ADVOCACY FROM MY SCHOOLS AROUND MAINTAINING THEIR INTERVENTIONISTS. RIGHT? AND PARTLY BECAUSE IT REALLY SUPPORTED THEIR TEST SCORES AND, YOU KNOW, WE WERE CELEBRATING HIGH TEST SCORES, BUT NOW A LOT OF OUR SCHOOLS DON'T HAVE THE FUNDING FOR LITERACY, UM, INTERVENTIONISTS AND MATH INTERVENTIONISTS. SO I'M WONDERING, ARE THESE, UM, GRANTS, UH, GOING TO BE ABLE TO SUPPORT THE CONTINUED FUNDING FOR THOSE INTERVENTIONISTS? UH, POTENTIALLY, I MEAN, MORE IN DETAIL TO COME. THIS IS SOMETHING THAT WAS NEW AS, AS MARTHA NOTED IN THIS SLIDE, THAT WAS NOT IN [02:05:01] THE JANUARY PROPOSED BUDGET, BUT IS NOW IN THE MAY VIS THAT WAS RELEASED ON THURSDAY. SO, UM, WE EXPECT THAT THE FUNDS ARE LARGELY GONNA BE ALLOWED TO BE USED IN THE WAY PREVIOUS SIMILAR GRANTS WERE, WERE PROVIDED. UM, BUT, BUT MORE, MORE TO COME ON THE SPECIFICS OF THE LITERACY COACHES AND READING SPECIALIST GRANT. AND WE STILL HAVE TIME TO ADVOCATE FOR THAT, OF COURSE, THAT WE ARE ABLE TO CONTINUE USING THEM IN THAT MANNER. YES. OKAY. YEAH, AND I WOULD URGE YOU TO PLEASE ADVOCATE BECAUSE THE SCHOOLS, AND THIS MAY BE HAPPENING IN OTHER DISTRICTS AS WELL, THE SCHOOLS WHO ARE LOSING THE FUNDING ARE REALLY DISTRESSED BECAUSE THEY MADE SUCH PROGRESS. WE HAVE SCHOOLS WHO MOVED FROM, UH, PRIORITY TO, UH, THE TIER TWO AND SOME THAT ACTUALLY CAME OUT OF PRIORITY BECAUSE OF THIS SUPPORT THAT THEY GOT. AND SO SCHOOLS ARE VERY ANXIOUS ABOUT HOW THIS, THIS, UH, CUT WILL IMPACT THEIR TEST SCORES NEXT YEAR AND THE SUPPORTS THAT STUDENTS WILL RECEIVE NEXT YEAR. SO I, I WANNA URGE YOU TO PLEASE, PLEASE, UM, UH, YOU KNOW, ADVOCATE SO THAT WE CAN CONTINUE USING IT AND OUR SCHOOLS ARE ABLE TO KEEP THOSE, UM, THOSE INTERVENTIONISTS. THANK YOU MS. GREGO, FOR RAISING THOSE IMPORTANT POINTS AND DISCUSSION. I REALLY DO APPRECIATE, I, I KNOW MR. UH, ACTING SUPERINTENDENT CHI WANTED TO RESPOND TO ONE OF YOUR, UM, PREVIOUS QUESTIONS. GO AHEAD. SURE. ACTUALLY, I JUST WANTED TO SAY A, A COUPLE THINGS AS WE KIND OF CLOSE THIS, THIS ITEM ON THE AGENDA TODAY. UM, ONE SPECIFIC TO THE, THE COMMENT FROM, FROM BOARD MEMBER GU AROUND THE ADVOCACY AROUND, YOU KNOW, COVID DOLLARS, IF YOU WANNA LOOK AT IT THAT WAY, BEING THE REALLY THE, THE TRUE BASELINE OF FUNDING THAT SCHOOLS SHOULD RECEIVE. SO THAT, YOU KNOW, THAT ADVOCACY IN FACT, HAS ALREADY BEGUN. WHEN WE WERE UP THERE ABOUT TWO WEEKS AGO IN SACRAMENTO, THAT WAS ACTUALLY ONE OF THE POINTS THAT I MADE DIRECTLY, YOU KNOW, TO THE LEGISLATORS THAT WE MET WITH. AND THE WAY THAT I FRAMED IT IS, AND I SAY THIS AGAIN, IS THAT SOMEONE WHO'S BEEN WITH THE DISTRICT FOR 30 YEARS BEEN EDUCATOR BASICALLY FOR MORE THAN HALF OF MY LIFE AT THIS POINT. MANY OF US DURING THAT PERIOD TOOK IT ALMOST AS PROOF OF CONCEPT. IF YOU GIVE US THE FUNDING THAT WE'VE ALL ALWAYS ADVOCATED FOR THAT, THOSE OF US THAT HAVE WORKED AT SCHOOLS HAVE ALWAYS SAID, IF WE HAD THIS RESOURCE AND THIS RESOURCE AND THIS POSITION AND THIS POSITION, WE COULD DO AMAZING THINGS, RIGHT? AND FOR THAT VERY BRIEF WINDOW OF TIME, WE CAME CLOSE TO THAT. WE WEREN'T THERE, WE CAME CLOSE. WE ALSO HAD SOME STAFFING CHALLENGES. WE, WE HAVE THE RESULTS, WE HAVE THE PROOF OF CONCEPT. IF YOU LOOK AT ESPA TESTING RESULTS, IF YOU LOOK AT OUR GRADUATION RATES, WE ACTUALLY YIELDED THE OUTCOMES THAT, AGAIN, MANY OF US AS EDUCATORS THOUGHT WE COULD GET TO IF WE HAD THAT LEVEL OF FUNDING. SO WE'RE VERY MUCH IN THAT SAME SPACE. THE, THE LAST THING I'LL SAY IS ALSO IN, IN RESPONSE TO COMMENT THAT YOU MADE, UH, AT THE END OF YOUR QUESTIONS AND REMARKS. AND THAT'S ABOUT ALWAYS MAKING SURE THAT OUR DECISIONS ARE SCHOOL CENTERED, YOU KNOW, AS WE GO FORWARD OVER THE NEXT FEW YEARS. AND WE DO HAVE TO NAVIGATE, UH, THIS PERIOD OF TIME WHERE WE ARE CALLED UPON TO, TO LOOK AT, YOU KNOW, FISCAL STABILIZATION, WHICH IS KIND OF A EUPHEMISM FOR REDUCTIONS IF WE'RE BEING REALLY TRANSPARENT. UM, WE DO HAVE TO MAKE SURE THAT WE'RE PUTTING SCHOOLS AT THE CENTER AND MITIGATING THE IMPACT TO THEM. AND THAT'S SOMETHING THAT YOU CAN COUNT ON FROM US. THANK YOU. UM, SUPERINTENDENT, I REALLY APPRECIATE, UM, ALSO YOUR COMMENTS BECAUSE YOU SAID IT RIGHT, LIKE THE FUNDS ARE NEEDED NOW AND OUR STUDENTS DESERVE THIS RIGHT NOW. UM, JUST ONE LAST THING I WANNA SAY IS THE, AND ASK SIMONON TO CLARIFY. SO THESE CBAS ARE GONNA BE PAID WITH BOTH RESTRICTED AND UNRESTRICTED FUNDS, CORRECT? CORRECT. AND THEN ANOTHER THING, I THOUGHT I WAS THE LAST ONE, BUT I HAVE SOMETHING ELSE. UM, REGARDING THE COMMUNITY SCHOOL'S EXTRA FUND, THE, UM, ONE TIME, UH, MONEY THAT THEY'RE GIVING, HOW IS THAT, ARE WE GONNA BE ABLE TO USE THAT FUND, UM, FOR THE CURRENT SCHOOLS THAT WE HAVE? AND ARE THERE POSSIBILITIES TO USE THAT FUND TO SUPPORT THE MTL COACHES THAT CURRENTLY RIGHT NOW, IT SEEMS THAT WE'RE STRUGGLING TO FIND THE FUNDING FOR, UM, SO THERE'S, UH, THE FOUR THROUGH $485 MILLION OF ONE TIME REAPPROPRIATION THAT THE GOVERNOR IS PROPOSING FOR COMMUNITY SCHOOLS, $401 MILLION OF THAT WOULD BE FOR COMMUNITY SCHOOLS, ONE-TIME GRANTS. UM, IT WOULD BE ELIGIBLE, UM, ELIGIBLE SCHOOLS WOULD BE THE CURRENT COMMUNITY SCHOOLS AND ALSO NEW SCHOOLS THAT ARE NOT CURRENTLY COMMUNITY SCHOOLS. UM, SO IT WOULD BE BOTH, BOTH CURRENT AND NEW ONES. UM, IT SPECIFIES, UH, A LIST OF, UM, WAYS THAT THE MONEY COULD BE SPENT THROUGH THOSE ONE-TIME RESOURCES. UM, AND THEORETICALLY BOTH THE ONE TIME AND THE ONGOING SUSTAINABLE FUNDING MOVES FORWARD IN THE FINAL BUDGET ADOPTION. THEY WOULD BE CONCURRENT APPROPRIATIONS. UM, AND, AND THE CURRENT COMMUNITY SCHOOLS THAT ARE INTERESTED, AGAIN, IF IT BECOMES PART OF THE FINAL NEGOTIATIONS AND IN THE FINAL BUDGET FROM THE STATE [02:10:01] COME JUNE 15, JULY 1ST, UM, AND SCHOOLS THAT ARE INTERESTED IN THOSE ONETIME RESOURCES, UH, MY RECOLLECTION IS, UM, IT WOULD BE BY NOVEMBER, 2026, THAT WE WOULD NEED TO LET THE STATE KNOW THAT WE ARE INTERESTED IN THE ONETIME MONEY AND THAT WHATEVER'S LEFT OVER FROM THE $401 MILLION, THEY WOULD BE ELIGIBLE FOR NEW SCHOOLS TO, UH, PURSUE THOSE RESOURCES. UM, BUT THE, THE LANGUAGE THAT'S PRESCRIBE THE USE OF THE MONEY, UM, I, I CAN LOOK UP AT THE MMTL COACHES QUESTIONS THAT YOU HAVE AND, AND FOLLOW UP TO CLARIFY, THAT WOULD BE AN ELIGIBLE USE OF THE FUNDS. YES. OKAY. THAT'S GOOD. THANK YOU. ALRIGHT, I THINK I'M DONE FOR NOW. NEXT TIME. I THINK I BETTER START EARLIER COMMENTING. THANK YOU SO MUCH FOR THE REPORT. YES, THANK YOU FOR THE DISCUSSION, AND THANK YOU FOR THE QUESTIONS. I HAVE SOME QUESTIONS, BUT THEY WERE MAINLY ALREADY ASKED, SO, UM, I KNOW WE STILL HAVE TWO MORE PRESENTATIONS, SO WE'RE GONNA MOVE ON. SO THANK YOU SO MUCH. AND THIS DISCUSSION IS NOT OVER. THERE WILL BE MORE OPPORTUNITIES TO ASK MORE QUESTIONS ON BUDGET AND PRIORITIES. THANK YOU SO MUCH. SO [III.2. Using Technology with Intention: Establishing Guidelines for Student Screen Time] NOW WE ARE GOING TO MOVE TO OUR NEXT ITEM, UM, AN UPDATE PRESENTATION AND DISTRICT'S, UH, DRAFT ON SCREEN TIME POLICY AND GUIDANCE AROUND TECHNOLOGY USE IN SCHOOLS. UH, WE ARE WELCOMING FORWARD DR. FRANCIS BAEZ, CHIEF ACADEMIC OFFICER, AND MR. DOUGLAS LEE, INTERIM CHIEF INFORMATION OFFICER. THANK YOU TO STAFF, EDUCATORS, STUDENTS, FAMILIES, AND, UM, EVERYONE WHO HELPED INFORM THIS WORK, UM, AND PARTICIPATED IN ENGAGEMENT EFFORTS. THUS FAR, MY UNDERSTANDING IS THIS ENGAGEMENT PROCESS WILL CONTINUE SO THAT WE CAN ENSURE THE FEEDBACK RECEIVED AS REPRESENTATIVE OF THE DIVERSITY OF PERSPECTIVES AND EXPERIENCES ACROSS OUR DISTRICT. AND WE APPRECIATE THIS PRESENTATION TODAY AND LOOK FORWARD TO, UM, LEARNING WHAT HAS BEEN, UM, DISCUSSED IN, IN DISCOVERIES. GREAT, AS OF NOW, THANK YOU. THANK YOU VERY MUCH. GOOD MORNING OR GOOD AFTERNOON BOARD MEMBERS, RIVAS, BOARD OF EDUCATION ACTING SUPERINTENDENT CHASE SUPER DEPUTY SUPERINTENDENT. I'M HA TO BE HERE TO PROVIDE YOU AN UPDATE ON THE BOARD RESOLUTION TITLED, USING TECHNOLOGY WITH INTENTION, ESTABLISHING GUIDELINES FOR STUDENT SCREEN TIME FROM, UM, THAT THE BOARD ADOPTED ON APRIL 21ST, 2026. I WANNA BEGIN BY SHARING A QR CODE FOR STUDENTS, UM, AND FAMILIES AND THE COMMUNITY MEMBERS TO SHARE THEIR FEEDBACK ON THE SCREEN TIME POLICY. THE FEEDBACK IS VERY IMPORTANT TO DEVELOP THE DISTRICT'S POLICY. WHAT WE'RE GOING TO PRESENT TODAY IS VERY PRELIMINARY. UH, WE HAVE ENGAGED WITH A LOT OF STAKEHOLDERS, THOUGH SINCE THE, UM, APPROVAL OF THIS RESOLUTION, AND WE'LL BE SHARING SOME OF THEIR FEEDBACK HERE. UM, BUT WE WOULD LIKE TO OPEN THIS UP FOR THE NEXT TWO WEEKS TO GATHER AS MUCH FEEDBACK FROM AS POSSIBLE, UM, SO THAT IT CAN, UM, HELP US CRAFT THE FINAL, UM, POLICY THAT WILL BE PRESENTED TO THE BOARD IN JUNE. IN THIS UPDATE, I'LL SHARE THE DRAFT SCREEN TIME POLICY WITH INSTRUCTION AND TECHNICAL CONSIDERATIONS, AND THEN WE WILL CONCLUDE WITH FEEDBACK AND QUESTIONS. THE SCREEN TIME POLICY HAS BEEN IN DRAFT FORM SINCE APRIL WHEN THE BOARD PASSED THE RESOLUTION. UH, FIRST I WILL SHARE A TIMELINE OF THE WORK THAT SPANS BEFORE THIS RESOLUTION WAS ADOPTED. UP TO THIS POINT IN 2018, THE BOARD PASSED A RESOLUTION FOCUSING ON THE FOLLOWING. THE DISTRICT WILL CONSIDER OPTIONS SUCH AS FUTURE BONDS TO ENSURE DIGITAL TOOLS, ELIMINATING THE DIGITAL DIVIDE, COMPUTER EDUCATION SCIENCE FOR ALL, AND INCREASING TECHNOLOGY AND ACCESS TO HIGH QUALITY INSTRUCTION THAT LEVERAGES TECHNOLOGY. AND OF COURSE, WE'VE MADE A LOT OF PROGRESS IN THAT AND IMPLEMENTED MANY PO MANY INITIATIVES BASED ON THAT 2018 RESOLUTION. IN 2024, THE BOARD PASSED RESOLUTIONS THAT FOCUSED ON ACKNOWLEDGEMENT OF DIGITAL CITIZENSHIP. WEEK, OCTOBER 14TH THROUGH THE 18TH, ALL STUDENTS WOULD COMPLETE DIGITAL CITIZENSHIP WEEK. STUDENTS WOULD DISCERN ONLINE SCAMS, AI MANIPULATION, AND FORMS OF DIGITAL MISINFORMATION AND CYBER BULLYING. THERE WAS A FAMILY PARTICIPATION IN DIGITAL CITIZENSHIP WEEK AND A PRESENTATION IN MAY ABOUT ITS PROGRESS. AND WE FOLLOWED ALL OF THOSE STEPS. UH, AND THEN WE'VE REVISED THE RESPONSIBLE USE POLICY AND ISSUED ARTIFICIAL INTELLIGENCE GUIDANCE BEFORE THE PEAK OF ITS USE IN THIS COUNTRY. THE DISTRICT HAS PROVIDED DIGITAL CITIZENSHIP LESSONS IN GRADES K THROUGH 12. WE'VE ALSO PRESENTED CONTENT FOR THE MEDIA MEDIA LITERACY LESSONS, UH, WHERE STUDENTS HAD TO IDENTIFY AUTHENTIC SOURCES OF INFORMATION AND DISCERN BETWEEN AI AND NON-AI GENERATED CONTENT. THE DISTRICT'S PROCUREMENT OF DIGITAL SOLUTIONS INCLUDES A VETTING THAT REVIEWS PROTOCOLS FOR SAFETY OF STUDENT INFORMATION. IN AUGUST OF 2025, WE PROVIDED THE BOARD, UH, AN INFORMATIVE ABOUT SCREEN VALUE AND DIGITAL BALANCE TO SHOW THE EFFORTS MADE TO PROVIDE PURPOSEFUL AND HEALTHY TECHNOLOGY USE IN OUR SCHOOLS. IN FEBRUARY, 2026, [02:15:01] WE UPDATED OUR GUIDANCE SO THAT EDUCATORS AVOIDED OVER-PRESCRIBING DIGITAL TOOLS AND LIMIT THE USE OF THE RECOMMENDED TIMES. WE ALSO, UH, SHARED GUIDANCE FOR ADDRESSING REQUESTS TO OPT OUT OF THE USE OF DIGITAL TOOLS. THE NEW OFFICE OF EDUCATIONAL TECHNOLOGY AND INNOVATION LED BY DOMINIC KAWA CONDUCTED LISTENING SESSIONS AT REGIONS TO HEAR THE GLOWS AND GROWS ON THE USE OF TECHNOLOGY. PROFESSIONAL DEVELOPMENT WAS CONDUCTED ON SCREEN VALUE, DIGITAL CITIZENSHIP, AND DIGITAL LITERACY. WE ALSO ENGAGED PARENTS AND ESTABLISHED A SYSTEM FOR APPROVAL OF SCHOOL IDENTIFIED DIGITAL APPLICATION TOOLS BEFORE THEY WERE USED SCHOOLWIDE. A MONTH AGO, THE BOARD APPROVED THE RESOLUTION ON USING TECHNOLOGY WITH THE INTENTION ESTABLISHING, UH, GUIDELINES FOR STUDENTS SCREEN TIME. AND SO THIS TIMELINE DEMONSTRATES THE WORK THAT THIS DISTRICT HAS BEEN DOING REGARDING TECHNOLOGY DEVICES, DIGITAL TOOLS, ARTIFICIAL INTELLIGENCE FOR A NUMBER OF YEARS. AND AT THIS POINT, UM, AFTER A MONTH OF HAVING THIS RESOLUTION PASSED, I'M GONNA BE SHARING HOW THE DISTRICT PLANS TO MOVE FORWARD. THE DISTRICT SCREEN TIME POLICY IS BASED ON RESEARCH, UH, EXTERNAL COLLABORATION AND ONGOING STAKEHOLDER ENGAGEMENT. WE COLLABORATED WITH THE OFFICE OF RESEARCH AND PROGRAM EVALUATION WHO CONDUCTED THOROUGH RESEARCH ON THE TOPIC OF STUDENT SCREEN TIME ENGAGEMENT. THE RECOMMENDATIONS WILL BE SHARED IN THE NEXT SLIDE. EXTERNAL COLLABORATION INCLUDED INDUSTRY PROFESSIONALS, HIGHER EDUCATION, NONPROFIT ORGANIZATIONS, CALIFORNIA DEPARTMENT OF EDUCATION, AND THE AMERICAN PEDIATRIC SOCIETY. THE FIRST ROUND OF STAKEHOLDER ENGAGEMENT BEGAN IN NOVEMBER WHEN THE DIRECTOR OF EDUCATIONAL TECHNOLOGY INNOVATION CONVENE MEETINGS WITH THE REGIONS. SINCE THE PASSING OF THE RESOLUTION, WE ADDED MORE STAKEHOLDERS SUCH AS PRINCIPALS AT ELEMENTARY PRINCIPAL ORGANIZATION MEETINGS, ASSISTANT PRINCIPALS, UTLA, ALL A, UH, ELECTED PARENT ADVISORY GROUPS. AND WE ALSO ENGAGE WITH THE SUPERINTENDENT STUDENT ADVISORY COMMITTEE TO RECEIVE INPUT ON THE RESOLUTION GOALS. UH, THUS THE REASON FOR PROVIDING THE THOUGHT EXCHANGE QR CODE, BECAUSE WE RECOGNIZE THAT THERE ARE, UM, MORE VOICES THAT NEED TO BE HEARD, SO THAT WE GET A, A REPRESENTATIVE SAMPLE OF L-A-U-S-D, WHO CAN GIVE US INPUT ON HOW TO BEST CRAFT THE POLICY THAT MEETS THE NEEDS OF THE SCHOOLS WITH THE SPIRIT AND INTENTION OF THE POLICY TO PROVIDE THAT BALANCE BETWEEN USE OF DIGITAL TOOLS DEVICES, BUT ALLOWING STUDENTS TO HAVE A, A WHOLE CHILD APPROACH TO LEARNING. THE RESEARCH OFFICE CONDUCTED A LITERATURE REVIEW WHICH YIELDED THESE TOP FIVE RECOMMENDATIONS, LIMITING THE TAKE HOME DEVICE PRIOR TO HIGH SCHOOL AND PRESERVE MEANINGFUL PARENT CHOICE DESIGNING POLICIES AND CONFIGURED DEVICES TO MAXIMIZE INTENTIONAL EDUCATION ONLY USE. THINK THAT THE SCREEN THERE GO, UH, ENSURING TECHNOLOGY SUPPLEMENTS AND RATHER THAN REPLACES ANY TEACHER LED INSTRUCTION. AND THEN MANAGING CUMULATIVE SCREEN EXPOSURE ACROSS THE SCHOOL DAY, UH, INCLUDING HOMEWORK AND APPLYING AGE APPROPRIATE GUARDRAILS AND CONTINUOUSLY EVALUATING TECHNOLOGY IMPACTS. AND THESE RECOMMENDATIONS SUPPORT THE POLICY DEVELOPMENT. NOW, WE KNOW THERE'S A LOT OF RESEARCH THAT IS, UM, NEW AND CONTINUES TO, UM, BE INTRODUCED INTO THE SYSTEM. UH, AND WE KNOW THAT RECOMMENDATIONS WILL BE COMING OUT, UH, FROM THE STATE SOMETIME IN 2027. WE ALSO KNOW THERE'LL BE RECOMMENDATIONS COMING OUT IN OCTOBER. SO AS THIS POLICY EVOLVES AND AS WE'RE GETTING NEW INFORMATION, WE WANNA BE ABLE TO, UM, UPDATE, UH, OUR, OUR GUIDANCE TO THE SCHOOLS AS NECESSARY. THE RESOLUTION CALLS FOR THESE PRINCIPLES TO SHAPE THE POLICY. FIRST IS INCLUDING FIRST GOOD INSTRUCTION AND THEN SCREEN VALUE OVER SCREEN TIME. SO ENSURING THAT WHAT THE STUDENTS ARE SEEING AND CONSUMING, UH, IN THEIR DIGITAL DEVICES ARE RELATED TO STUDENTS CREATING, UH, LEARNING, COLLABORATING VERSUS PASSIVE CONSUMPTION OF VIDEOS. UH, AND THEN ALSO DEVELOPMENTALLY APPROPRIATE USE AND THE TOOLS THAT FOCUS ON EDUCATION AND A BALANCED TECHNOLOGY WITH THE NEEDS OF THE WHOLE CHILD CONSISTING OF SOCIAL INTERACTION, INQUIRY, PLAY, AND MORE. AND AGAIN, THIS IS A DRAFT OF WHAT WE'VE, UM, UH, COME UP WITH, UH, RESPECT TO THE POLICY. AND THIS WILL BE SOMETHING THAT WE'LL CONTINUE TO GET FEEDBACK ON. AS WE MET WITH DIFFERENT STAKEHOLDERS, THEY DID GIVE US FEEDBACK ON THIS, AND THERE WERE SOME CONCERNS THAT WE WANNA BE ABLE TO HEAR, UH, REGARDING THE MINUTES THAT ARE BEING RECOMMENDED. UM, THE RESOLUTION CALLS FOR THE DISTRICT TO ESTABLISH MINUTES FOR SCREEN TIME, AND THESE ARE THE PROPOSED MINUTES STARTING IN AUGUST, 2026. GRADES EARLY ED THROUGH FIRST GRADE WILL HAVE ZERO MINUTES PER DAY ON SCREEN TIME. [02:20:01] THE CLASSROOM WILL HAVE ACCESS TO DEVICE CARDS AS NEEDED FOR ASSESSMENTS AND TO MEET STUDENT IEP GOALS. UM, BECAUSE THE RESOLUTION SAID NO DEVICES, THAT MEANS, UM, THAT THERE WOULD BE NO SCREEN TIME AND OF COURSE, NO USE OF DIGITAL TOOLS BEGINNING IN NOVEMBER OF 2026. IN GRADES TWO THROUGH THREE 20 MINUTES WILL BE ALLOCATED FOR THIS GRADE LEVEL. AND FOR GRADES FOUR THROUGH FIVE, WE'LL HAVE 30 MINUTES ALLOCATED PER DAY. UH, IN THESE GRADE LEVEL CLASSROOMS, WE'LL OPERATE USING EITHER A ONE-TO-ONE DEVICE MODEL, UH, WITH PARENT OPT-OUT OPTIONS AND SHARED DEVICE MODEL OR A COMPUTER LAB MODEL, BEGINNING IN JANUARY 20, 27, GRADE SIX THROUGH EIGHT WILL HAVE 120 MINUTES PER DAY MAXIMUM, WHILE NINTH THROUGH 12TH GRADE WILL HAVE AN 180 MINUTE MAXIMUM PER DAY ON THE SCREEN. AND THESE GRADE LEVELS HAVE WILL HAVE A ONE-TO-ONE DEVICE MODEL FOR ALL GRADES. THE DEFAULT IS NO TO ONE TO ONE TAKE HOME DEVICES. PARENTS WILL NEED TO OPT INTO STUDENTS TAKING HOME A DEVICE BASED ON THE AVAILABILITY OF TAKE HOME DEVICES AT THE SCHOOL SITE. I WANNA NOTE THE EXEMPTION SUPPLY. SO THE EXEMPTION IS FOR, UM, STATE AND DISTRICT MANDATED ASSESSMENTS, STUDENTS WITH AN IEP AND STUDENTS IN VIRTUAL ACADEMY. AND THE REASON WHY WE'RE PHASING IN, UH, THE MINUTES, UH, BEGINNING IN THIRD GRADE AND ABOVE, IS BECAUSE WE WILL NEED TO PROCURE, UH, A TOOL THAT, UH, WILL ALLOW US TO MONITOR, UM, THE MINUTES AND, AND TO ADDRESS THE, UM, ITEMS IN THE RESOLUTION THAT WE DO NOT HAVE AN EFFECT RIGHT NOW TO BE ABLE TO ALLOW FOR THOSE GRADE LEVELS TO ENGAGE WITH THE TECHNOLOGY. NOW, YOU MAY BE ASKING, HOW CAN WE ENSURE THAT WE LEAD WITH INSTRUCTION FIRST, USING TECHNOLOGY INTENTIONALLY WHEN IT MEANINGFULLY STRENGTHENS AND SUPPORTS HIGH QUALITY TEACHING AND LEARNING TECHNOLOGY IS INTENDED FOR STANDARDS ALIGNED LESSONS DESIGNED BY THE TEACHER, BALANCED WITH PAPER AND PENCIL TASK, HANDS-ON LEARNING AND DISCUSSION AND SOCIAL INTERACTION AND REAL WORLD APPLICATION TEACHER. WHAT TEACHER WILL PRIORITIZE STUDENT NEEDS, INSTRUCTIONAL PURPOSE, AND MEANINGFUL USE OF TECHNOLOGY. NOW THESE ARE THINGS THAT TEACHERS ARE ALREADY DOING IN THE CLASSROOM. THEY BALANCE, UH, INSTRUCTION WITH THESE ACTIVITIES, UH, AND INCLUDE THE DIGITAL TOOLS AS AS NEEDED. UM, BUT WE WANNA BE ABLE TO PROVIDE THOSE, THOSE GUARDRAILS THAT THE POLICY PROVIDES. SO WHILE THERE'S THINGS THAT HAVE BEEN IN PLACE, THIS RESOLUTION CALLS FOR ADDITIONAL ELEMENTS THAT WILL BE FORTHCOMING AS WE IMPLEMENT THE RESOLUTION. IT'S IMPORTANT THAT WE ARE AWARE THAT STUDENTS WITH AN IEP STUDENTS WHO ARE DEAF AND HARD OF HEARING OR MULTILINGUAL LEARNERS AND EMERGENT BILINGUALS WILL NEED CERTAIN EXEMPTIONS TO THE POLICY TO MEET PROGRAMMATIC NEEDS. FOR EXAMPLE, STUDENTS WITH DISABILITIES MAY NEED COMMUNICATION DEVICES, READING AND WRITING ACCESS AND ACCOMMODATIONS BA BASED ON THEIR IEP OR THEIR 5 0 4 PLANS, WHILE STUDENTS WHO ARE DEAF AND HARD OF HEARING MAY NEED CAPTIONS AND LIVE TRANSCRIPTION, SIMULTANEOUS INTERPRETERS AND VISUAL ACCESS ACCESSIBILITY IS NOT OPTIONAL. IT'S FOUNDATIONAL. STUDENTS WHO ARE EMERGENT BILINGUAL LEARNERS OR MULTILINGUAL LEARNERS WILL NEED TRANSLATION ACCESS TO GRADE LEVEL CONTENT AND OTHER TOOLS REQUIRED FOR LANGUAGE DEVELOPMENT. AND THIS IS THE TRIPLE TRACK AGENDA THAT WE ARE FOLLOWING. IN TERMS OF THE, UH, THE IMPLEMENTATION OF THESE, UH, OF THIS POLICY. SCHOOLS WILL ALIGN INSTRUCTION TO POLICY EXPECTATIONS. UH, THERE WILL BE SCHOOL-WIDE COORDINATION AND CUMULATIVE SCREEN TIME WILL BE MONITORED. THE DISTRICT WILL PROVIDE GUIDANCE AND BEST PRACTICES. UM, THEY WILL TRACK THE, UH, DATA USAGE AND SUPPORT CONTINUOUS IMPROVEMENT. THEN ANNUALLY, ANNUALLY, WE WILL REVIEW AND UPDATE ON POLICY IMPLEMENTATION TO THE BOARD. AND WE'LL ALSO UPDATE THE POLICY WHEN NEW RESEARCH IS INTRODUCED, OR IF THE CALIFORNIA DEPARTMENT OF EDUCATION PROVIDES GUIDANCE. AND HERE IS THE TIMELINE FOR CONTINUED ENGAGEMENT AND POLICY IMPLEMENTATION. SO BEGINNING IN THE YEAR OF 20 26, 27, UH, WE WILL COMMUNICATE THE NEW POLICY DISTRICTWIDE. WE WILL ALSO PROVIDE PROFESSIONAL DEVELOPMENT AND TRAINING. WE'LL DISTRIBUTE TOOLKITS, REFERENCE GUIDES, BULLETINS, AND RESOURCES TO GUIDE THE SCHOOLS. THERE WILL BE A TIERED ACCESS TO PLATFORMS WHICH TEACHERS CAN PROVIDE IN THE FALL OF 2026. SCREEN TIME LIMITS FOR SECOND THROUGH EIGHTH GRADE WILL BE SECOND THROUGH FIFTH GRADE, PARDON ME, WILL BE IMPLEMENTED. NEW DEVICE ACCESS MODELS WILL APPEAR, AND SCREEN TIME DATA ACCESS WILL BE MADE AVAILABLE TO SCHOOLS. AND IN THE SPRING OF 26 27, SCREEN TIME GUIDANCE FOR MIDDLE AND HIGH SCHOOLS WILL BE IMPLEMENTED. THROUGHOUT THIS TIME, THERE WILL BE ONGOING PROFESSIONAL DEVELOPMENT FOR SCHOOL ADMINISTRATORS AND [02:25:01] TEACHERS. AND ALONG THE WAY, STAKEHOLDER FEEDBACK AND ENGAGEMENT WILL TAKE PLACE. SO WHILE WE ARE, WE WILL BE, WE HAVE BEEN ENGAGING STAKEHOLDERS. WE'RE GOING TO START ONCE AGAIN FROM THIS TODAY UP UNTIL JUNE. AS THIS POLICY CONTINUES TO EVOLVE, WE'LL CONTINUE TO GET FEEDBACK AS WELL. NOW, I'LL HAND IT OVER TO DOUGLAS LEE TO SHARE MORE ON THE, UM, TECHNICAL CONSIDERATIONS. THANK YOU, DR. BIAS. GOOD AFTERNOON, BOARD MEMBERS, SUPERINTENDENT CHA. MY NAME IS DOUGLAS LEE. INTERIM, CIO. I'M HERE TO TALK ABOUT THE TECHNICAL CONSIDERATIONS OR IMPACT OF THIS, UH, BOARD RESOLUTION. THERE ARE BASICALLY FOUR AREAS THAT, UM, IMPACTS THE TECHNOLOGY FOR THIS RESOLUTION. ONE IS INFRASTRUCTURE. THIS IS OUR NETWORK FILTERING AND CONFIGURATION, THE DEVICE MANAGEMENT AT THE STUDENT LEVEL, THEIR CHROMEBOOKS, IPADS, UH, DEVICE LEVEL FILTERING, SCREEN DATA CAPTURING. THIRD IS THE INSTRUCTIONAL APPS, WHAT LAB APPS OR WEBSITES THAT WE'RE GONNA ALLOW AND WHAT WE'RE GONNA BLOCK. AND THE THIRD ONE WOULD BE THE ANALYTICS, RIGHT? THE DATA THAT'S GONNA BE PRESENTED AT THE PARENT LEVEL, AT THE STUDENT LEVEL, GRADE LEVEL, AND EVEN AT THE DISTRICT LEVEL. THE STUDENT DEVICE POLICY IS GONNA ALIGN TO THE SCREEN TIME POLICY THAT'S, UH, BEING FINALIZED AND ULTIMATELY ADOPTED, UH, FOR EARLY ED TO ONE NO DEVICE OTHER THAN FOR ASSESSMENTS, GRADES TWO TO FIVE, THEY IS ENCOURAGED TO USE A LAPTOP, UH, MODEL. I'M SORRY, A LAP, A CART MODEL. UM, SO IN APRIL WHEN THIS RESOLUTION, RESOLUTION WAS PASSED, WE MADE AN ASSESSMENT TO GRADES, YOU KNOW, K TO FIVE TO SEE, UM, HOW MANY LAPTOP CARTS WE NEED. UM, ASSUMING THAT ALL THE CLASSROOM OPTING INTO THE LAPTOP CARD MODEL, UH, WE KNOW, WE KNOW THAT THE TEACHERS REQUIRED IN THE CLASSROOMS ABOUT 4,500. OKAY? BUT THE, THE OTHER NUMBER IS TEACHER NEEDING A CARD IN THE CLASSROOM IS ABOUT 3,100, RIGHT? WE'RE DOING A SOLICITATION ON THIS. UM, I'M GUESSING THE, UM, AVERAGE COST ABOUT 1300, RIGHT? SO HOPEFULLY THE SOLICITATION WOULD DRIVE THE, THE PRICE DOWN. SO IF YOU DO THE MATH, 3,100 LAPTOP CART NEEDED TIMES, THE, UH, UNIT PRICE IS ABOUT $4 MILLION. OKAY? FOR GRADE SIX TO 12, WE CAN, WE'RE GONNA STAY WITH THE ONE-TO-ONE, UH, DEVICE MODEL. OKAY? THE SECOND NOTE I WANNA POINT OUT IS THE, UM, RESTRICTION OF USE OF DEVICES DURING PASSING PERIODS. LUNCH, RECESS, RIGHT? THIS WOULD HAVE TO BE, UM, GOVERNED OR CONTROLLED AT THE SCHOOL LEVEL. I CANNOT SHUT DOWN THE WIFI AT THE SCHOOL, RIGHT? IT'S THE SAME WIFI THAT'S BEING USED FOR STUDENTS AND TEACHERS AND EVEN THE FRONT OFFICE. AND TALKING TO, UM, STUDENT BOARD MEMBER YANG, UH, LAST WEEK HE NOTED A USE CASE WHERE OFTENTIMES TEACHER PROVIDE THE MAKEUP TEST DURING LUNCH PERIODS. SO WE NEED THE WIFI UP. AND, YOU KNOW, OFTENTIMES THAT THE TEACHER ALSO ALLOWED THE LUNCH PERIOD TO DO A LATE ASSIGNMENT AS WELL. SO THERE ARE USE CASES WHERE ISN'T REALLY IMPOSSIBLE TO SHUT DOWN THE WIFI. OKAY? NEXT IS THE HOW WE'RE CONTROLLING IT. UM, I WANNA TALK ABOUT THE CURRENT PROCESS. RIGHT NOW, THE CURRENT PROCESS WOULD, WOULD BLOCK A LOT OF THESE SITES BY CATEGORY. THESE ARE GAMING, ADULT ONLINE STREAMING, SO WE BLOCK 'EM. BUT THERE ARE A BIG LIST THAT'S, UH, THAT IT'S WHAT THEY WOULD CALL IT, UNLISTED. IT'S NOT CATEGORIZED, WHETHER IT'S INTENTIONAL, INTENTIONAL BY THE VENDOR. AND OFTENTIMES THEY'RE OPEN AND WE WOULD GET REPORT OF SOMETHING, UH, INAPPROPRIATE, A TIE, AND WE GO BLOCK IT AS, UH, MY COLLEAGUE WOULD PUT IT, UH, THIS IS PLAIN WHACK-A-MOLE, RIGHT? A SITE POPS UP, WE BLOCK IT, AND A SITE POPS UP AND WE BLOCK THAT. UM, IT'S NOT EFFICIENT. SO WITH THIS, UH, WE'RE GONNA DO THE OTHER WAY AROUND. IN ADDITION TO BLOCKING BY CATEGORY, WE'RE GONNA BLOCK PRETTY MUCH, UM, ALL THE NON-EDUCATIONAL SITES BE MORE RESTRICTIVE, RIGHT? SO THIS IS GONNA BE A BIG CHANGE. NOW, THE QUESTION IS, WHAT IF A TEACHER OR ADMINISTRATOR WANT TO ALLOW A SITE TO BE WHITELISTED SITE? SO WE HAVE A PROCESS, CURRENTLY WE CALL IT THE UIP. THAT IS, UH, SOMETHING NEEDS TO BE, BE ALLOWED. IT GOES THROUGH A PROCESS. SO WE HAVE THAT, WE'RE GONNA LEVERAGE THAT PROCESS. IT'S VETTED BY OUR IT SECURITY, BY DOI AS WELL AS, UH, UH, ODA. SO, SO WE [02:30:01] DO HAVE A PROCESS GOING FORWARD. UM, YOUTUBE, RIGHT NOW, YOUTUBE IS, UM, IS, IS BY, IS CONTROLLED BY THE STUDENTS GMAIL ACCOUNT, RIGHT? BY DEFAULT IT'S BLOCKED, BUT THROUGH THE PARENT PORTAL, UH, PARENTS CAN OPT INTO THAT. WE FOUND OUT STUDENTS HAVE FOUND A WAYS AROUND THIS, RIGHT? IT'S EASY USING, I'M NOT GONNA SAY IT HERE BECAUSE THEY'LL, THEY'LL HEAR IT , BUT THEY FOUND A WAY , BUT THEY FOUND A WAY AROUND IT. SO WHAT WE'RE GONNA DO ONCE THIS POLICY'S IMPLEMENTED IS BLOCK IT AT THE DEVICE LEVEL, AT THE STUDENT DEVICE LEVEL WITH THIS NEW PROCUREMENT TOOL THAT WE'RE GONNA, WITH THIS NEW PROCUREMENT WE'RE GONNA DO. AND SO THAT'S ONE. AND THE SECOND ONE, WE ALSO RECOGNIZE, UM, WE NEED TO BE RESTRICTIVE, BUT ALSO BE FLEXIBLE, RIGHT? WHAT IF THE TEACHER NEEDS TO, UM, WHITELIST SOMETHING, UNBLOCK SOMETHING FOR THAT PERIOD, FOR THAT TIME. SO THIS TOOL WILL ALSO HAVE A FEATURE, WHAT WE CALL CLASSROOM MANAGEMENT THAT ALLOWS THE TEACHER TO UNBLOCK A SITE FOR INSTRUCTION USED FOR THAT PERIOD, RIGHT? AND ALSO NEED TO BE FLEXIBLE AT THE STUDENT LEVEL FOR REASONS THAT DR. BIAS STATED EARLIER IN HER PRESENTATION. SO THIS TWO WILL ALLOW ONE, TWO, AND THREE ACCESS BY ROLE, OKAY? SCREEN TIME MONITORING, RIGHT? GIVEN THE, UH, TALKING TO BOARD MEMBERS AND PARENT ENGAGEMENT AND STUDENT BOARD MEMBER YANG, WE HAVE YET, WE HAVE TO DETERMINE WHAT DATA TO PRESENT AT THE RIGHT, AT THE PARENT COMMUNITY. WHICH STUDENT TO WHAT DATA DO YOU WANNA SEE, RIGHT? I'M PROPOSING PROBABLY ON A WEEKLY CADENCE. A DAILY, DAILY CADENCE WOULD BE PROBABLY TOO MUCH, BECAUSE I KNOW SOME DAYS THERE'LL BE A SPIKE IN, IN SCREEN TIME AND SOME DATA WILL BE LOWER. BUT OVER A WEEK AVERAGE, IT MAY BE WITHIN OUR LIMIT OR RECOMMENDATION, RIGHT? SO THAT'S ONE. THE PARENT, THE STUDENT DATA WILL BE PUSHED OUT TO THE PARENTS VIA THE PARENT PORTAL. AND THE EXECUTIVE WILL HAVE EXECUTIVE DASHBOARD. WE CAN CERTAINLY BUILD A DASHBOARD ON THAT, THAT WE CAN SLICE AND DATA BY CLASSROOM LEVEL, SCHOOL LEVEL BY GRADE, UH, BY REGION, BY BOARD DISTRICT, UH, ONCE WE HAVE THE DATA, WE COULD, UH, DEVELOP THE REQUIREMENT AND PRESENT THE DASHBOARD. OKAY? UM, ONE QUESTION I, I GOT ASKED, UH, DURING THE, UH, BRIEFING IS LIKE, WHAT HAPPENS WHEN THE STUDENT REACH THAT LIMIT OR REACH THAT RECOMMENDATION, RIGHT? THE QUESTION IS FOR THE DEVICE, NOTHING. I'M NOT GONNA SHUT DOWN THE DEVICE ONCE THEY HIT IT, BECAUSE THEY MIGHT BE IN THE MIDDLE OF SOMETHING IMPORTANT, LIKE TAKING A TEST OR SOMETHING. THERE'S NO RED SIRENS GONNA, YOU KNOW, GO OFF ON THE MACHINE OR ANYTHING LIKE THAT. IT'LL JUST BE REPORTED AFTER THE FACT. WE MIGHT HAVE A TRAFFIC LIGHT TO INDICATE RED, YELLOW, OR GREEN, RIGHT? BUT THOSE REQUIREMENTS WILL BE DETERMINED AT A LATER DATE. OKAY? UPDATES TO THE RUP, THE RESPONSIBLE USE POLICY COUPLE, THE KEY ITEMS OBVIOUSLY IS THE GUIDELINE ON THE STUDENT SCREEN TIME, THE DEVICE ACCESS MODEL BY GRADE LEVEL, THAT WILL BE UPDATED THERE. WE'RE GONNA HAVE LANGUAGE TO FORMALIZE THE PARENTAL OPT-IN AND OPT OUT PROCESS ON THE, UH, NON GOOGLE APPS. AND I'LL TALK MORE ABOUT THAT. THE NEXT SLIDE. UM, WE ADDED LANGUAGE AROUND ENSURE TECHNOLOGY IS USED FOR EDUCATIONAL PURPOSE RESTRICTION ON NON-INSTRUCTIONAL PLATFORMS. UH, THIS INCLUDES, UH, SOCIAL MEDIA, GAMING AND, UH, VIDEO STREAMING. AND, UH, WE ADDED LANGUAGE AND PRIVATE USE OF, UM, ELECTRONIC DEVICE DURING NON-INSTRUCTIONAL TIMES, SUCH AS LUNCH AND RECESS. OKAY? SO THOSE WILL UPDATES WILL BE MADE TO THE RUP. GOING BACK TO THE, WHAT I MENTIONED ABOUT THE, UH, FORMALIZING THE PARENT OPT-IN OUR PROCESS. CURRENTLY GOOGLE HAS 13 NON-CORE APPLICATIONS, RIGHT? IN THE FUTURE, THERE WILL BE MORE AS THEY EVOLVE THEIR PRODUCT. SO IT'LL BE TO SIMPLIFY THE PROCESS OF PARENT. I DON'T WANT TO CHECK AND UNCHECK 13 APPS OR MAYBE MORE WE'RE GONNA HAVE IT IN GROUPINGS, RIGHT? THIS IS A PROPOSED GROUPING. IT COULD BE ENHANCED, IT COULD ADD MORE. PERHAPS. RIGHT NOW WE JUST, UH, COME UP WITH THREE. THE FIRST ONE WOULD BE UNDER CURRICULUM AND CULTURAL LEARNING. THE SECOND WOULD BE RESEARCH AND REFERENCE. THESE ARE YOUR GOOGLE MAPS, GOOGLE EARTH, GOOGLE TRANSLATES. AND THE THIRD ONE, WE DON'T FEEL LIKE STUDENT HAVE ANY BUSINESS USING, RIGHT? THESE ARE OBVIOUSLY YOUTUBE, WEB STORE AND GOOGLE PHOTOS. SO THOSE ARE THE CATEGORIES THAT, TO MAKE IT SIMPLIFY FOR PARENTS TO OPT IN OR OPT OUT. OKAY. THE TIMELINE, UH, DR. BAAS PRESENTED A TIMELINE EARLIER. THIS IS KIND OF LIKE THE, FOR THE FIVE [02:35:01] MAJOR WORK STREAMS WE HAVE GOING. ONE OF, UH, DR. BAAS MENTIONED THE PROFESSIONAL DE DEVELOPMENT AND TRAINING GOING ON. UH, PROCUREMENT, UH, SHE ALLUDED TO THERE'S TWO PROCUREMENT WE, UH, WE'RE HAVING IN PLACE. ONE OF 'EM IS THE LAPTOP CART. THE OTHER ONE IS THIS TOOL THAT WILL ENHANCE THE, UH, FILTERING ON THE STUDENT DEVICE, AS WELL AS, UH, CAPTURE THE SCREEN DATA AND ANALYTICS. OKAY. UPDATING THE RUP, WE'RE GONNA, UH, START THE AD HOC COMMITTEE AS STIPULATED IN THE BOARD RESOLUTION. AND NEXT THERE'LL BE A TIMELINE TO GATHER THE REQUIREMENTS FOR THE DASHBOARDS AND PUSHING OUT TO THE DASHBOARDS. AGAIN, THEY REITERATE THE QR CODE, UM, FOR THE COMMUNITY TO PROVIDE THEIR FEEDBACK ON THE RESOLUTION AS WELL AS THIS PRESENTATION. THANK YOU. THANK YOU FOR THE PRESENTATION. UH, SO NOW I WILL OPEN THE FLOOR, UH, TO QUESTIONS, MR. MELVIN. SURE. UM, THANKS YOU. UH, AND THANKS TO ALL THE TEAMS. WE'VE BEEN WORKING ON THIS EVEN BEFORE THE RESOLUTION WAS PASSED, JUST KIND OF LEADING UP TO ITS EXPECTED PASSAGE AND THE WORK THE DISTRICT WAS THINKING ABOUT, UM, PRIOR. IT'S BEEN A MASSIVE UNDERTAKING AND I REALLY DO APPRECIATE THE UPDATES AND THE ITERATIVE PROCESS. THANKS. I KNOW WE'RE GONNA HEAR FROM OUR PARENT ADVOCATES. WE HEARD FROM OUR LABOR PARTNERS. I MET WITH MY TEACHER ADVISORY GROUP YESTERDAY WHO HAD FEEDBACK, I THINK IN GENERAL, VERY EXCITED, BUT JUST KIND OF SOME OF THE QUESTIONS THAT WE'RE, WE'RE, I'M SURE GONNA HEAR FROM THE BOARD AS WELL ABOUT, UH, WHAT THIS LOOKS LIKE IN PRACTICE. SO, YOU KNOW, I HAVE TONS OF QUESTIONS, BUT I'LL, I'LL LIMIT IT KNOWING I WANNA HEAR FROM MY COLLEAGUES TOO. I GUESS THE TWO BIG ONES THAT I HAVE ARE AROUND, UM, SECONDARY, UM, LIMITS OR RECOMMENDATIONS AS WE'RE CALLING THEM, AND ALSO THE AI PIECE, WHICH IS KIND OF MISSING SO FAR IN TERMS OF THE GUIDANCE, I GUESS, CAN YOU EXPLAIN DR. BI A LITTLE BIT ON? SO ONE, I MEAN, THERE'S A LOT HERE THAT WE'RE EXCITED ABOUT. OBVIOUSLY THE ZERO MINUTES PER DAY PRIOR TO SECOND GRADE, THE KIND OF DEFAULT AWAY FROM TAKE HOME DEVICES, THE LAPTOP CARTS. AND AGAIN, THIS HAS BEEN REINFORCED BY A LOT OF THE TEACHERS I'VE BEEN TALKING TO WHO ARE APPRECIATIVE AS WELL. SECONDARY GETS A LITTLE MORE COMPLICATED. ONE, BECAUSE WE'RE PREPARING STUDENTS FOR A WORLD THAT IS QUITE DIGITAL. TWO, YOU HAVE DIFFERENT SUBJECTS. UM, SO IT'S HARDER FOR TEACHERS TO COORDINATE. THREE. THERE ARE SOME COURSES LIKE A COMPUTER SCIENCE OR A GRAPHIC DESIGN WHERE YOU MIGHT HAVE TO BE ON YOUR, YOU KNOW, EVEN BACK WHEN I WAS IN MIDDLE SCHOOL, I REMEMBER DOING LAYOUT FOR THE NEWSPAPER, AND YOU'RE ON A COMPUTER MOST OF THE TIME. SO CAN YOU JUST EXPLAIN KIND OF WHY WE RIGHT NOW IN THE DRAFT POLICY, IT'S RECOMMENDATIONS VERSUS LIMITS, WHY IT'S DAILY, NOT WEEKLY, WHY IT'S NOT SUBJECT BASED? LIKE THOSE ARE SOME OF THE THINGS I'LL FOLLOW UP ON, BUT COULD SEE US KIND OF HONING IN A LITTLE MORE. THAT'S A PRELIMINARY RECOMMENDATION. IT'S VERY MUCH A DRAFT FORM. AND WHAT WE USE TO GUIDE US IN THAT SPACE IS WE LOOKED AT A, A CURRENT, UM, SCREENER, OR NOT SCREENER, UH, CURRENT TOOL THAT WE USE TO, UM, TRACK MINUTES. AND WE NOTICED THAT IN GRADES NINE THROUGH 12, STUDENTS ARE ON THE, UH, SCREEN TIME ABOUT 91.2 MINUTES A DAY. AND SO, UM, WE DO, WE DO KNOW THAT A PROBLEM WE'LL NEED TO SOLVE FOR IS HOW WE, UH, WE SUPPORT EACH TEACHER, SIXTH PERIOD TEACHER UNDERSTANDING HOW MANY MINUTES THE STUDENT HAS ALREADY BEEN ON THE DEVICE SINCE FIRST PERIOD. THAT'S A PROBLEM WE'LL NEED TO SOLVE FOR, SO THAT WE'RE NOT THERE YET. UM, BUT WE'VE BASED IT ON WHAT WE'VE ALREADY, WE'RE CAPTURING DATA BASED ON THE SCREEN TIME. UM, IT'S CALLED LIGHTSPEED. IT'S WHAT WE'VE BEEN USING JUST TO SEE WHAT, UM, HOW MUCH, HOW MANY MINUTES THEY HAVE BEEN ON THE SCREEN. UH, WITH REGARDS TO ARTIFICIAL INTELLIGENCE, WE DEFINITELY HAVE POLICY AROUND IT, REFERENCE GUIDES, DIGITAL CITIZENSHIP, LOTS OF PROFESSIONAL DEVELOPMENT IN THE SUMMER THROUGHOUT THE YEAR. UM, AND IT'S SOMETHING THAT WE CAN DEFINITELY ADD TO THIS POLICY AND HOW WE WILL CONTINUE TO DO THAT. UH, AND SO, UM, THAT'S DEFINITELY SOMETHING WE CAN ADD, BUT THAT'S HOW WE DETERMINE THE MINUTES. GOT IT. AND THAT'S HELPFUL. I, I THINK THAT'S ONE WHERE, YOU KNOW, I'M CURIOUS, I KNOW WE'RE GONNA HEAR FEEDBACK FROM OTHERS, BUT THINKING THROUGH SUBJECT BASED LIMITS OR WEEKLY LIMITS, EVEN THINKING ABOUT AS A FIRST STEP KIND OF RECOMMENDED LIMITS AS OPPOSED TO RECOMMENDATIONS. I COULD ALSO SEE A WORLD WHERE, YOU KNOW, A RECOMMENDATION WOULD BE ZERO , AND THEN, YOU KNOW, YOU, YOU UNDERSTAND THAT THERE'S GONNA, UH, BE A NEED, BUT CERTAIN IN CERTAIN SUBJECTS, NOT IN OTHERS. SO THAT WILL BE HELPFUL. AND I KNOW ONE OF THE QUESTIONS WAS HOW WE'RE GONNA TRACK THIS. UM, MR. LEE WAS, UM, UH, INDICATING SOME OF THAT. BUT, BUT THAT'S ONE AREA WHERE I KIND, I THINK FURTHER HONING AND, AND FEEDBACK IS GONNA BE IMPORTANT. AND THEN, YEAH, THANK YOU FOR ACKNOWLEDGING KINDA THE GUIDANCE WE HAVE OUT. I KNOW THAT THERE'S KINDA, THE BOARD HAS NOW RECEIVED A PREVIEW OF, OF THE VARIOUS AI FRAMEWORKS THAT THE DISTRICT'S BEEN WORKING ON. UM, I'M CURIOUS, AND I DON'T KNOW IF THAT'S SOMETHING THAT YOU CAN, UH, SPEAK TO OR SOMEONE ELSE ABOUT WHEN THAT ONE WILL BE PUBLICIZING THOSE FRAMEWORKS THAT WE'VE BEEN WORKING ON, THE VARIOUS TASK FORCES ON, ON AI, I BELIEVE [02:40:01] THAT WAS RELEASED, UH, LAST FRIDAY. THE OH, IT IS PUBLIC. YES. UH, AT LEAST TWO BOARD MEMBERS. YES. I'M NOT SURE IT'S PUBLIC, BUT, RIGHT. SO I GUESS THAT'S MY QUESTION. DO WE KNOW WHEN THAT, 'CAUSE I DON'T, THESE AREN'T, THESE ARE PUBLIC FACING DOCUMENTS. I KNOW THEY WERE RELEASED TO THE BOARD FOR FEEDBACK. THERE'S THE PATH FORWARD FOR EDUCATION AND THEN FOR KIND OF OPERATIONS, JUST CURIOUS ON THE TIMEFRAME TEAM STILL FINALIZING THE TIMELINE. YOU KNOW, WE WANTED TO, OF COURSE, MAKE SURE THAT THE BOARD HAD EYES ON IT BEFORE ANYTHING WENT OUT PUBLICLY. AND OBVIOUSLY WE WANNA MAKE SURE THAT THERE'S CLEAR ALIGNMENT BETWEEN THOSE POLICIES AND WHAT WE'RE BRINGING FORTH TODAY. I WOULD ANTICIPATE THAT IT WOULD BE RELEASED BEFORE THE END OF THE SCHOOL YEAR. GREAT. AND I WILL SAY AT LEAST MY, I HAD A CURSORY GLANCE WHEN IT CAME OUT. I MEAN, IT'S, I THINK IT'S, UM, THEY'RE A STRONG STARTING POINT AND LIKE HEADING IN THE RIGHT DIRECTION, VERY RESPONSIVE TO THE RESOLUTION, TO THE FEEDBACK WE'RE HEARING. SO, UM, EXCITED FOR IT TO KIND OF, FOR US TO GET PUBLIC FEEDBACK ON IT AS WELL. UM, AND I WILL SAY TOO, UH, IT, UH, THIS IS ONE WHERE, UM, YOU KNOW, SINCE THE RESOLUTION WAS PASSED, WE'VE BEEN HEARING FROM DISTRICTS OF ALL SIZES, URBAN, RURAL, RED STATES, BLUE STATES, LIKE EVERYONE, YOU KNOW, SO JUST LIKE THE CELL PHONE POLICY, I KNOW WE'RE FIRST ADOPTERS AND THAT MEANS THERE'S MORE ON YOUR SHOULDERS, BUT THERE'S SO MUCH INTEREST. AND I THINK IT'S AN IDEA WHOSE TIME HAS COME. SO I UNDERSTAND TOO THAT AS WE PUT THIS OUT, LIKE WE'LL BE WE GETTING A LOT OF FEEDBACK. UM, BUT I DO THINK KIND OF PUTTING THIS ALL IN ONE PLACE, LIKE THE KIND OF WHAT YOU'RE PROPOSING HERE AND THE POLICY, BUT ALSO THE AI FRAMEWORK. ONE OF THE QUESTIONS WAS AROUND PARENT OPTIN INTO APPS. I THINK SIMPLIFYING IT TO THOSE THREE BUCKETS THAT YOU TALKED ABOUT, DOUGLAS IS HELPFUL. UM, IT ALSO, THE DRAFT POLICY ALSO MENTIONS DISTRICT APPROVED DEVICES AND DIGITAL TOOLS. THIS IS ALSO A QUESTION I GOT FROM TEACHERS YESTERDAY. LIKE, WHEN WILL THAT LIST BECOME PUBLIC IN TERMS OF THE DISTRICT APPROVED? UM, UH, I, I GUESS I'M THINKING MORE OF THE SOFTWARE THAN THE HARDWARE, BUT THE DIGITAL TOOLS. SO WE'RE ANTICIPATING THAT WE'LL INFORM THE SCHOOLS IN JUNE, UM, SO THAT THEY'RE AWARE OF WHAT THAT IS. UM, SINCE, UM, IN THE PAST FEW YEARS, WE'VE NARROWED DOWN THAT LIST. UM, AND AT THIS POINT WE'RE, WE'LL BE READY TO PROVIDE THEM THAT LIST, UM, BY THE END OF JUNE. GOT IT. AND AGAIN, I KNOW THIS WILL ALL, I MEAN, MAYBE IT'S KIND OF THE ONE TAB ON THE WEBSITE OR PUTTING THIS ALL IN ONE PLACE. 'CAUSE THERE'S A LOT TO S UH, SIFT THROUGH. I GUESS MY LAST QUESTION, AT LEAST FOR NOW, OR FOR RUN ONE IS AROUND THE, UM, THE KIND OF AUDITING OF TECH CONTRACTS THAT WAS ALSO PART OF THIS, JUST LOOKING AT THE RETURN ON INVESTMENT. I DIDN'T SEE THAT IN THE PRESENTATION. CAN SOMEONE SPEAK TO THE TIMEFRAME FOR THAT? YEAH. UM, SO THAT IS BEING WORKED ON WITH ITS AND PROCUREMENT AS WELL. UH, WE NEED TO, UH, VALIDATE THE DATA BEFORE SHARING TO THE BOARD, MAKE SURE EVERYTHING'S ACCURATE. YEAH. AND THE TIMEFRAME FOR THAT IS, ARE WE JUST TALKING WEEKS OR, UH, MAYBE TWO WEEKS, TWO, THREE WEEKS. YEAH. AND THEN IT'LL BE PRESENTED TO THE BOARD AND THE PUBLIC IN TERMS OF THE SPEND ON VARIOUS TECH VENDORS AND CONTRACTS. YEAH. BOARD REPORT, UM, IT MAY BE PART OF A BOARD REPORT TOO. SO YOU'LL BE GETTING THAT IN IN JUNE. GREAT. UH, I'LL, UH, I THINK THAT'S IT FOR NOW. THANK, AND AGAIN, THANK, THANK YOU TO ALL OF YOU FOR THE WORK. HARD WORK. THANK YOU. UM, I'LL ASK SOME OF MY QUESTIONS SINCE THE LAST PART I, I WASN'T ABLE TO. SO, UM, ON, UM, SLIDE SIX, UM, EXTERNAL COLLABORATION. CAN YOU EXPAND MORE ON THE INTER INDUSTRY PROFESSIONALS WHO, UM, IDENTIFY SOME OF THOSE HIGHER EDUCATION AND ALSO SOME OF THE NON-PROFIT ORGANIZATIONS THAT YOU'VE BEEN WORKING WITH? SURE. I'D LIKE TO INVITE DOMINIC TO COME ON UP AS HE'S BEEN, UM, THE MAIN DRIVER IN MEETING. I'VE BEEN COLLABORATING WITH HIM, BUT HE HAS A LIST OF EVERY SINGLE ONE. HE HAS PERFECT ATTENDANCE IN ALL OF THEM. GREAT. JUST CURIOUS OF WHICH ONES GOOD AFTERNOON BOARD MEMBER, RIVAS MEMBERS OF THE BOARD. UH, IN TERMS OF SLIDE SIX, AROUND STAKE, UH, EXPERT AND EX EXTERNAL COLLABORATIONS. FIRST AND FOREMOST, UH, UH, SIMILAR TO THE BOARD, INFORMATIVE, WE PROVIDED TO THE BOARD IN AUGUST. UH, WE'VE BEEN IN COLLABORATION WITH THE AMERICAN ACADEMY OF PEDIATRICS, UH, FROM THE VERY GET GO, UH, BACK IN MARCH, UH, WHEN THE INITIAL INTRODUCTION OF THE RESOLUTION WAS, UH, DONE HERE AT THE BOARD. WE ALREADY ALSO RECONNECTED WITH AMERICAN ACADEMY OF PEDIATRICS, SOUTHERN CALIFORNIA CHAPTER, AND WE'VE STARTED TO LOOK AT SOME OF THE GUIDANCE, UH, THEY WERE PROVIDING. ONE OF THEIR UPDATES, WHICH CAME OUT IN OCTOBER, 2025, JUST A FEW MONTHS AGO, WAS REALLY TO, UH, LOOK AT THEIR INITIAL GUIDANCE FROM 2016. AND FROM THERE THEY REALLY REITERATED LESS THAN AN HOUR FOR PRIMARY GRADE STUDENTS. AND THEN ALSO LOOKING AT, UH, ELEMENTARY AND SECONDARY STUDENTS TALKING MORE ABOUT, AGAIN, THE QUALITY AND PURPOSE OF THEIR INSTRUC, OF WHAT THEY'RE DOING ONLINE THAN THE ACTUAL MINUTES. BUT EVEN WITH THAT, WE CONTINUED WORKING WITH, UH, A A P, AMERICAN ACADEMY OF PEDIATRICS AS WELL AS THE CALIFORNIA DEPARTMENT OF EDUCATION. IN FACT, UH, RIGHT BEFORE, UH, APRIL, RIGHT AFTER APRIL 21ST, THE UNANIMOUSLY UH, APPROVAL OF [02:45:01] THIS BOARD RESOLUTION, UH, SENATE, UH, HAS CONVENED AND THEY STARTED TALKING ABOUT THIS. PRIOR TO THAT, THERE WAS NO MOVEMENT NOR ANY CONVERSATION AROUND SCREEN TIME. SO, UH, TO THE POINT OF THE PHASE IMPLEMENTATION, THAT'S ALSO WHY WE'RE LOOKING TO MAKE SURE THAT WE'RE WAITING FOR STATE GUIDANCE AND WHAT THAT COULD LOOK LIKE IN OCTOBER AND, UH, AND BEYOND. UH, IN TERMS OF HIGHER EDUCATION INSTITUTIONS, UCLA, CHILDREN'S DIGITAL MEDIA CENTER IS ONE OF OUR COLLABORATORS IN THIS WORK. WE'VE MET WITH DR. PATRICIA GREENFIELD AND ADVISED, SHE ADVISED ON THE SCREEN TIME LIMITS AS WELL AS THE QUALITY OF WHAT WE'RE PROPOSING, WHICH AGAIN, TO THE PRIMARY GRADES IS THE ZERO MINUTES AND WHAT THAT COULD LOOK LIKE PROGRESSIVELY TOWARDS, UH, THE, THE GRADE BANDS, UH, CONSISTENT WITH OUR PREVIOUS WORK AROUND DIGITAL CITIZENSHIP. THERE'S ALSO, UM, ONGOING WORK WITH COMMON SENSE EDUCATION, NONPROFIT AROUND, UH, DIGITAL CITIZENSHIP, FAMILY ENGAGEMENT, DIGITAL WELLBEING AND BALANCE, AS WELL AS CURRICULAR SUPPORT AND INSTRUCTION. AND SO MANY OF THOSE WORK ARE, UH, CONTINUING TO BE, UH, INFORMING THE EXTERNAL COLLABORATION WE'RE DOING WITH THEM. THANK YOU SO MUCH. WELCOME. UM, MY NEXT QUESTION IS, HOW IS THE DISTRICT THINKING ABOUT EQUITY IMPLICATIONS FOR STUDENTS AND FAMILIES, PARTICULARLY COMMUNITIES OF COLOR, WHO HAVE HISTORICALLY FACED BARRIERS TO TECHNOLOGY ACCESS AND WORKED HARD TO CLOSE THAT DIGITAL DIVIDE? AND HOW DO WE ENSURE THE POLICY BALANCES HEALTHY SCREEN USE, WHILE ALSO MAINTAINING STUDENT ACCESS TO DIGITAL LITERACY AND TECHNOLOGY SKILLS, UH, NEEDED TO REMAIN COMPETITIVE ACADEMICALLY AND ALSO PROFESSIONALLY? ABSOLUTELY. SO I JUST WANNA, UM, JUST CONFIRM THAT TECHNOLOGY WILL CONTINUE TO BE A TOOL THAT IS USED BY ALL OF OUR STUDENTS SO THAT THEY'RE PREPARED TO COMPETE WITH THE WORLD. UM, I'M SO PROUD THAT WE'RE ABLE TO SEE OUR STUDENTS COMPETE INTERNATIONALLY. THEY WERE JUST IN SWITZERLAND, UM, JUST COMPETING INTERNATIONALLY BECAUSE THEY HAD THOSE, THOSE FOUNDATIONAL SKILLS AND CAN COMPETE WITH, UH, WITH REGARDS TO ROBOTICS, COMPUTER SCIENCE, AND OTHER WAYS. AND WE WANNA CONTINUE TO OFFER STUDENTS THAT TECHNOLOGY. SO ALL OF OUR STUDENTS WILL HAVE ACCESS TO TECHNOLOGY. UM, OUR STUDENTS WILL CONTINUE TO HAVE ACCESS TO, UM, DIGITAL TOOLS AND PROGRAMS THAT HELP THEM TO ADVANCE IN THEIR LEARNING. UH, AND WITH RESPECT TO STUDENTS, UM, WITH DISABILITIES, UM, ENGLISH LEARNERS, MULTILINGUAL LEARNERS, UM, STUDENTS WHO ARE DEAF AND HARD OF HEARING, THEY WILL ALSO HAVE EXEMPTIONS TO THE POLICY. NOT TO THE POLICY, BUT TO THE MINUTES BECAUSE THEY WILL REQUIRE, UM, MORE USE OF SCREEN TIME AND DEVICES. UM, SO, UM, WE WANNA CONTINUE THE SPIRIT OF THIS RESOLUTION, WHICH IS BALANCE, NOT OVERUSING, NOT REPLACING OUR TEACHERS. AND THAT'S THE PREMISE BEHIND ALL OF THIS. BUT WE UNDERSTAND THERE'S GONNA BE VARIABILITY BECAUSE SOME CLASSES WILL REQUIRE MORE USE OF TECHNOLOGY THAN OTHERS BECAUSE THAT'S THE NATURE OF THEIR COURSE. UM, SO WITH RESPECT TO THE STUDENTS OF COLOR, THERE'S A FIRM COMMITMENT TO ENSURING THAT THEY HAVE THE TECHNOLOGY THAT THEY NEED TO CONTINUE TO BE TECH COMPETITIVE. AND THEN, OH, DID YOU WANNA SAY SOMETHING? GO. YES. UM, ONE, ONE THING I'D LIKE TO ADD, WHAT'S NOT CHANGING IN THEIR RUP IS PARENTS HAVE THE OPTION FOR A TAKE HOME DEVICE ACROSS ALL GRADES, RIGHT? YES. THANK YOU FOR THAT. UM, AND IN TERMS OF I-READY HIGH, HOW IS I-READY GONNA BE IMPACTED? UM, PARTICULARLY WITH THE, UM, THE LIMITED USE ON SCREEN TIME, BECAUSE I KNOW THERE'S 45 MINUTES, CERTAIN MINUTES THAT HAVE TO BE, UH, COMPLETED IN I-READY. SO WHAT IS THE IMPACT ON I-READY AND ALL OF THIS? SURE. SO, UM, THE I-READY PERSONALIZED LEARNING IS INTENDED FOR STUDENTS WHO ARE BELOW GRADE LEVEL. UH, IT'S NOT FOR ALL OF OUR STUDENTS, IT'S FOR STUDENTS WHO ARE AT BELOW GRADE LEVEL. AND THROUGH OVER TIME, WE'VE BEEN ABLE TO SEE THAT IT HAS SUPPORTED, UM, THE IMPROVEMENT OF STUDENTS BECAUSE TEACHERS USE IT IN THE CLASSROOM AND SMALL GROUP INSTRUCTION. THE TEACHER LEADS A SMALL GROUP OF THE MOST INTENSIVE STUDENTS, AND THEN LATER THE ONES THAT ARE, UH, MAYBE, UM, A TIER TWO OR MAYBE ONE GRADE LEVEL BELOW, THEY WORK WITH THE STUDENTS WHO ARE ON GRADE LEVEL. SO WHILE THE TEACHER'S WORKING WITH THOSE STUDENTS IN SMALL GROUPS, OTHER STUDENTS ARE MAYBE WORKING, UH, USING THE PERSONALIZED LEARNING. SO AGAIN, NOT REPLACING OUR TEACHER, BUT PROVIDING THAT ADDITIONAL SUPPORT TO CLOSE THE GAPS MORE QUICKLY, UM, SO THAT THEY CAN GET TWO DOSES. THE PERSONALIZED LEARNING THROUGH I-READY AND INSTRUCTION WITH THE TEACHER. WHAT WE KNOW IS THAT THE STUDENTS, UH, ARE CURRENTLY GETTING, THINK KINDER THROUGH FIRST GRADE ARE SPENDING APPROXIMATELY 32 MINUTES, UM, IN THE MATH PERSONALIZED LEARNING, AND APPROXIMATELY 32 MINUTES IN READING IN SECOND THROUGH THIRD GRADE. THEY'RE SPENDING APPROXIMATELY 35 MINUTES IN MATH, 35 MINUTES IN READING, IN GRADES FOURTH THROUGH FIFTH. WE HAVE ABOUT 37 MINUTES IN, UM, MATH AND ABOUT 34 MINUTES IN, UM, IN READING. SO THE MINUTES THAT WE ARE PER, THAT WE ARE RECOMMENDING FOR THIS POLICY ON SCREEN TIME WOULDN'T AFFECT THAT USE, UM, BECAUSE IT'S, THIS IS, AGAIN, THIS IS SOMETHING THAT WE'RE DOING ONCE A WEEK, [02:50:01] ONCE IN READING, ONCE IN MATH, NOT EVERY SINGLE DAY. SO THAT PROVIDES THE TEACHER FLEXIBILITY TO BRING IN OTHER TOOLS, OR MAYBE THEY'RE ALL GONNA WORK ON A PROJECT TOGETHER AND, AND THEY'RE LOOKING AT USING THEIR DEVICES. IT ALLOWS THEM THAT ABILITY TO DO SO. AGAIN, THESE MINUTES ARE RECOMMENDED BASED ON WHAT WE'VE BEEN SEEING IN THE USE OF, OF, UM, LOOKING AT SCREEN TIME, UH, THIS YEAR. AND THEN ALSO LOOKING AT THE MINUTES ON THE PERSONALIZED LEARNING. THAT'S PERSONALIZED LEARNING. AND I-READY NOW WHEN IT COMES TO THE ASSESSMENT, THE DIAGNOSTIC ASSESSMENT HAPPENS AT THE BEGINNING OF THE YEAR, IN THE MIDDLE OF THE YEAR. AND FOR GRADES, UH, THROUGH, THROUGH EIGHTH AND 11TH GRADE, WHICH ARE THE TESTING GRADES, UH, THOSE GRADES ARE EXEMPT FROM TAKING THE END OF YEAR ON THE I-READY? GO AHEAD. SORRY. JUST TO CLARIFYING ON WHAT WE JUST HEARD, FRANCIS, ON THE 32 TO 35 MINUTES, WAS THAT DAILY OR WEEKLY THAT YOU WERE JUST DESCRIBING ON THE I-READY, MY, UH, PERSONALIZED LEARNING THAT IS, UH, EACH TIME THEY'VE BEEN ON PERSONALIZED LEARNING FOR READING AND MATH. SO BECAUSE THEY DON'T, THEY'RE NOT ON I-READY EVERY SINGLE DAY. SO A STUDENT IN FIRST GRADE? YEAH. SO WEEKLY. THANK YOU. IT WEEKLY. WEEKLY, THANK YOU. OH, OKAY. OKAY. EVEN THOUGH THE RECOMMENDATION WAS 45, WE'RE FINDING THAT STUDENTS ARE GENERALLY ON IT CLOSER TO 30 MINUTES. OKAY. I JUST WANTED TO MAKE SURE I UNDERSTOOD THAT CORRECTLY. THANK YOU. ON AVERAGE. AND FOR NOW, RIGHT AT THIS MOMENT, WE'RE AT THE END OF THE YEAR, UM, AND THE DI AND THE, AND THE ASSESSMENTS. SO ARE THOSE MINUTES ALSO BEING FACTORED IN? YOU MENTIONED THE BEGINNING OF THE YEAR, MIDDLE OF THE YEAR, AND END OF YEAR, THE MINUTES I JUST PROVIDED YOU ARE FOR PERSONALIZED LEARNING. THEY DON'T INCLUDE THE MINUTES. UH, FOR THE DIAGNOSTIC ASSESSMENT, HOW MANY DO, APPROXIMATELY HOW MANY MINUTES ARE IN THE, UM, THE, THE ASSESSMENTS THAT STUDENTS, I, I DON'T HAVE THAT, BUT THERE, THE STUDENTS ARE, WE ARE RECOMMENDING THAT STUDENTS TAKE BREAKS, THAT THEY DON'T DO THIS ALL AT ONCE. 20 MINUTE CHUNKS ARE RECOMMENDED. WE HAVE A VERY LONG RUNWAY IN TERMS OF AN ASSESSMENT ADMINISTRATION WINDOW FOR STUDENTS TO TAKE THE ASSESSMENT IN READING AND MATH. UM, SO IT'S REALLY GOING TO VARY, BUT WE PROVIDED THEM A LOT OF TIMES. SO STUDENTS DON'T SIT ON THE, IN FRONT OF THE SCREEN UNTIL THEY'RE DONE? NO, IT'S GONNA BE WITH BREAKS AND EXPANDED OVER A NUMBER OF DAYS. WOULD YOU MIND, UM, COULD, COULD YOU DO, UM, ANALYSIS, A CHECK-IN IF THAT'S TAKING PLACE? UM, IN A PARTICULAR, IN OUR HIGH SCHOOLS, BECAUSE I KNOW SOME HIGH SCHOOLS ARE, IT'S CONTINUOUS UNTIL THEY FINISH. I DON'T KNOW IF THEY'RE DOING 20 MINUTE CHECKS. AND IF YOU CAN CHECK THAT BOARD MEMBER, IF, IF I MAY, THIS IS CARLA. I, I WOULD ALSO SAY THAT, UM, WE HAVE GOTTEN FROM THE, THE CURRICULUM ASSOCIATES, FOLKS BY GRADE LEVEL HOW MUCH TIME, HOW MANY QUESTIONS, AND HOW MUCH TIME IT SHOULD TAKE TO COMPLETE THE DIAGNOSTIC. WE WILL ADD THAT TO THE ACTUAL ASSESSMENT MEMO THAT WE SEND EVERY YEAR. THAT WAY IF THERE'S ANY STUDENT OR ANY TEACHER OR PRINCIPAL WHO'S SEEING THAT SOMEONE'S STRUGGLING WITH SEEING WITHIN THAT TIMEFRAME THAT THEY KNOW TO REACH OUT AND GET SOME EXTRA SUPPORT. 'CAUSE MAYBE FOLKS AREN'T USING IT CORRECTLY. 'CAUSE IT'S NOT MEANT TO, IT'S MEANT TO BE A RESPONSE TO THE QUESTION. AND IF THE STUDENT'S STRUGGLING, THAT GIVES US AN ANSWER, MOVE ON. AND SO WE, WE ARE TIGHTENING OUR GUIDANCE AS WELL AROUND THAT. THANK YOU. AND MY LAST QUESTION, UM, BEFORE I HAND IT OVER TO ANOTHER COLLEAGUE, HOW WILL HOMEWORK PLATFORMS LIKE ICEL OR OTHER ADAPTIVE LEARNING PROGRAMS BE FACTORED INTO THE GUIDANCE, PARTICULARLY WHEN ASSIGNMENTS MAY REQUIRE STUDENTS TO REMAIN ONLINE LONGER IN ORDER TO GET THAT TARGETED SCORE? UM, COMPLETE REPE, UH, COMPLETE REPETITIONS OR FINISH, UH, PROGRESS BENCHMARKS BECAUSE I KNOW, YOU KNOW, SOME STUDENTS, OR, YOU KNOW, AT LEAST IN IXL, YOU KNOW, IF A STUDENT GETS ONE WRONG, IT TAKES 'EM BACK AND THEN, YOU KNOW, THEY, THEY'RE TRYING TO GET THAT, THAT SCORE. YEAH. SO WE DEFINITELY ALSO ENCOURAGE OUR STUDENTS TO NOT STAY TOO LONG ON THE DEVICE. EVEN THOUGH IXL IS REQUIRE IS THERE'S A PARTICULAR GOAL OR TARGET, IT'S THE SAME IDEA. WE DON'T WANT THEM TO STAY ON THE, ON THE DEVICE FOR TOO LONG OR IN THAT PARTICULAR PROGRAM. UM, THE POLICY DOES ALSO CALL FOR A BALANCED APPROACH DURING THE DAY AFTER SCHOOL AND AT HOME. IT ALSO CALLS FOR PARENT ENGAGEMENT, PARENT WORKSHOPS, PARENT TRAINING, JUST, UM, SOCIALIZING ABOUT WHAT IS RECOMMENDED AT THE HOME, UM, IN THE POLICY. WE'RE NOT THERE YET. WE KNOW IT'S COMING. THAT'S AN AREA THAT WE STILL NEED TO LOOK AT. SO IT'S BALANCED ACROSS THE INSTRUCTIONAL DAY DURING ENRICHMENT, AFTER SCHOOL PROGRAMS AT HOME. ALL OF THESE ALL NEED TO BE TAKEN INTO CONSIDERATION, UM, BECAUSE IT'S, IT'S REALLY THE WHOLE DAY THAT THE STUDENT NEEDS TO BE, NEEDS TO BE MONITORED AND WITH GUARDRAILS IN PLACE. OKAY. THANK YOU FOR THAT. WHO WOULD LIKE TO GO? YES, MS. ORTIZ FRANKLIN, UH, THANK YOU FOR THIS AND UM, FOR THE PREVIEW WITH BOARD MEMBERS, IT ALWAYS HELPS. SO THAT WE CAN, YOU KNOW, ZERO IN ON OUR QUESTIONS. UM, I LOVE SLIDE 20 BEING VERY CLEAR ABOUT WHAT'S PERMITTED AND, AND NOT ON THE GOOGLE APPS. 'CAUSE THAT WAS A BIG REQUEST FROM OUR FAMILIES. WILL WE GET SOMETHING SIMILAR FOR DIFFERENT PRODUCTS? LIKE GAMING HAS COME UP AND THERE'S LIKE A MINECRAFT EDUCATION, BUT MINECRAFT NOT, EDUCATION IS NOT APPROVED. WILL WE GET SOMETHING LIKE [02:55:01] THIS FOR LIKE GAMING OR THE AI, UM, SPECIFIC PLATFORMS THAT THEY MAY USE ON CAMPUS OR MAY NOT USE ON CAMPUS? WE WANNA MAKE THINGS AS EXPLICIT AS POSSIBLE SO PEOPLE UNDERSTAND WHAT IS ALLOWED AND NOT ALLOWED AND THE PURPOSE FOR THE USE. SO WE HAVE ESPORTS COURSES IN OUR HIGH SCHOOLS THAT MAY USE A PARTICULAR PROGRAM THAT IF IT WASN'T JUST FOR THAT PROGRAM, THEN WE WOULD SAY, NO, IT'S NOT USABLE. IT'S NOT SOMETHING THAT YOU SHOULD ENGAGE IN DURING INSTRUCTIONAL DAYS. SO WE'LL DEFINITELY ADD ADDITIONAL LANGUAGE TO THE POLICY. AND OF COURSE, THAT'S ALWAYS EVOLVING. IT'S, IT'S, IT'S, UH, CHANGING RAPIDLY. SO WE'LL DEFINITELY UPDATE THAT IN A, IN A WEBSITE OR SO, SO THAT PEOPLE HAVE THAT INFORMATION. IT IS CHANGING AND, AND I APPRECIATE YOU. UH, WE HAD A CHAT RECENTLY ABOUT, UM, HOW THINGS SHIFTED FROM WHAT WAS PERMITTED AUTOMATICALLY TO NOW NEEDING REQUESTS. AND WE'RE GETTING A LOT OF REQUESTS FROM YOUNG PEOPLE AND FROM TEACHERS SAYING, WE USED TO USE THESE WEBSITES FOR RESEARCH, BUT NOW THEY'RE BLOCKED AND THEY'RE HAVING A DIFFICULT TIME GETTING THEM APPROVED. SO MY HOPE IS THAT WHEN THIS GETS ALL CLARIFIED, THAT'LL BE A LITTLE QUICKER DEPENDING ON IF THE, THE TEACHER WILL BE ABLE TO APPROVE A WEBSITE VERSUS HAVING TO WAIT FOR CENTRAL OFFICE TO APPROVE IT. SO MY HOPE IS THAT THAT'S WHAT WILL BE INCLUDED. AND I JUST WANNA FLAG THAT FOR YOU ALL. THAT'S THE GOAL. SO THE APP, UM, THAT THE TEACHERS WILL HAVE ACCESS TO IS SOMETHING THAT WHERE THEY CAN UNBLOCK, UM, GREAT. AND SO, BUT WE WILL ALSO BE WORK LOOKING AT THAT FROM THE CENTRAL LEVEL AS WELL. GREAT. UM, AND THEN HOW WILL TEACHERS KNOW WHO HAS OPTED OUT OF PARTICULAR PLATFORMS OR ONE-ON-ONE DEVICES FOR THEIR OWN ROSTER OF STUDENTS? WE WOULD PRESENT THAT, UM, INFORMATION, UM, IN THE, IN THE CLASSROOM ROSTER. IN THE, SO THEY'LL BE, THEY'LL BE ABLE TO SEE IN SES, FOR EXAMPLE. LIKE WHO? SO IT'S EASY FOR, FOR TEACHERS. OH YEAH. GREAT. UM, AND THEN I, I HAVE A RECOMMENDATION THAT I'M NOT SURE THE, THE RESOLUTION FULLY CONTEMPLATED. IT'S VERY SMALL, BUT COULD WE ASK THAT, UM, WHEN MUSIC IS BEING PLAYED, FOR EXAMPLE, FROM AN INTERACTIVE DISPLAY, IF SCREENS COULD BE TURNED OFF? 'CAUSE I'M IN A LOT OF CLASSROOMS WHERE IT JUST SEEMS LIKE THE SCREEN IS ON FOR NO REASON. KIND OF LIKE, YOU KNOW, WHEN PEOPLE LEAVE TV ON FOR THE BACKGROUND NOISE. UM, BUT WE DON'T WANT THAT IN CLASSROOMS, RIGHT? SO I DON'T KNOW IF THAT COULD BE EXPLICIT IN, IN THE, UH, RECOMMENDATIONS. THANK YOU. THAT'S IT FOR ME NOW. THANKS MR. ROSEN. SOME OF MY QUESTIONS HAVE BEEN PARTIALLY ANSWERED, I GUESS. SO THIS ONE IS FOR, UM, ASSISTING TEACHERS. SO IT SAYS, IT STATES THAT CERTAIN WEBSITES, INCLUDING SOCIAL MEDIA AND VIDEO STREAMING SERVICES, WILL NOT BE ACCESSIBLE ON DISTRICT DEVICES UNLESS TEACHER DIRECTED. AND YOU KIND OF HINTED WITH THE APP, RIGHT? SO I WAS GONNA SAY, CAN YOU TELL US THE PROCESS FOR GIVING, UM, OUR TEACHERS SEAMLESS ACCESS SO WE DON'T WASTE TIME, YOU KNOW, TRYING TO GET ACCESS ONTO A, TO A PROGRAM. HOW WILL THAT HAPPEN? SO WE'RE NOT THERE YET. UM, THAT'S THE GOAL. SO THAT'S THE TWO WE NEED TO PROCURE. AND THEN WE NEED TO PROVIDE PROFESSIONAL DEVELOPMENT ORIENTATION TO TEACHERS SO THEY'RE AWARE OF WHAT TO DO. THAT'S SOMETHING THAT, UM, IS THE GOAL OF OURS. AND THAT'S, BUT THAT'S NOT CURRENTLY IN PLACE. AND THE GOAL IS FOR IT TO BE SEAMLESS. OKAY. AND, YOU KNOW, IN ELEMENTARY SCHOOL, IN A SELF-CONTAINED CLASSROOM, YOU KNOW HOW MANY MINUTES YOU'LL BE DONE. BUT WHEN YOU'RE IN A SECONDARY SCHOOL AND YOU'RE GOING FROM TEACHER TO TEACHER TO TEACHER TO TEACHER, I CAN SEE PEOPLE SAYING, YOU'RE USING TOO MANY MINUTES AND YOU'RE TAKING THE MINUTES AWAY FROM MY CLASS BECAUSE YOU'RE BREAKING THE POLICY OF HOW MANY MINUTES PER DAY. SO I DON'T WANNA HAVE TEACHERS FIGHTING OVER MINUTES, YOU KNOW, SO SOMEHOW THEY'RE GONNA HAVE TO COORDINATE THAT. THEY WILL STICK TO THE, UH, PRESCRIBED NUMBER OF MINUTES. SO THE WAY WE PLAN TO ADDRESS THAT, OF COURSE WE, WE USE BASELINE DATA TO MAKE A RECOMMENDATION. AND THE RECOMMENDATION IS ACTUALLY MUCH HIGHER THAN THE BASELINE THAT WE SEE STUDENTS ON THE DEVICE. UM, BUT BECAUSE WE'LL BE ENGAGING SECONDARY LEVEL TEACHERS, WE'RE REALLY GONNA FOLLOW THEIR LEAD IN TERMS OF WHAT IS, UH, MOST APPROPRIATE. AND IF THERE'S A TOOL THAT ACTUALLY TRACKS PERIOD BY PERIOD, WE'LL GO THAT ROUTE. BUT IF NOT, WE'LL JUST NEED TO PROVIDE, UM, JUST A RANGE SO THAT, UH, THERE'S NOT A, WE DON'T GO, WE DON'T OVER, WE DON'T GO OVER THE MINUTES THAT I REQUIRE. YEAH, I COULD SEE A LITTLE MORE COMPLICATED AND SECONDARY THAN IN ELEMENTARY. 'CAUSE YOU REALLY HAVE CONTROL OVER THE MINUTES IN YOUR CLASSROOM. UM, THIS IS PARTIALLY TANYA'S, UH, QUESTION TOO. IS THERE, OR WILL THERE BE A LIST AVAILABLE FOR THE BOARD AND THE PUBLIC TO VIEW SO THAT EVERYONE IS AWARE OF WHICH SOFTWARE IS ACCESSIBLE ON DISTRICT DEVICES? WILL PARENTS BE ABLE TO KNOW THAT OR EVENTUALLY WE, WE WILL LOOK INTO PROVIDING THAT. YEAH. 'CAUSE I THINK THEY WOULD LIKE TO KNOW, UM, AI, IS IT GONNA BE BANNED ON THE, UH, SO ART LAPTOPS, COMPUTERS, ARTIFICIAL INTELLIGENCE IS, UM, A TECHNOLOGY THAT IS AVAILABLE TO STUDENTS IN AGES 13 AND ABOVE AFTER THEY COMPLETE THE DIGITAL CITIZENSHIP COURSE. AND THEN WE ENTER THAT INFORMATION ON MYIS, SO STUDENTS GET ACCESS TO IT. UM, THE TEACHERS ARE THE ONES WHO DECIDE WHICH ONES. WE HAVE A WEBSITE IN THE EDUCATION TECHNOLOGY [03:00:01] INNOVATION WEBSITE WHERE WE HAVE A LIST OF THOSE, UM, TOOLS. AND THEY'RE REALLY FOR EFFICIENCY. THEY'RE FOR LESSON PLANNING. UM, THEY CAN HELP THE TEACHER WITH PROVIDING FEEDBACK. AND THERE'S ALSO TOOLS THAT ARE, UH, FOR STUDENTS TO USE WHERE STUDENTS ARE ALSO UNDERSTANDING WHAT IS, UH, ORIGINAL SOURCE AND WHAT IS CREATED THROUGH AI. SO STUDENTS CAN DISCERN, UM, IT'S ABOUT MEDIA LITERACY, UH, AND THEY USE IT FOR MANY OTHER TYPES OF ACTIVITIES, BUT IT'S REALLY DRIVEN BY TEACHER DECISION ON WHICH TOOL TO USE. OKAY. THANK YOU. AND, YOU KNOW, ON YOUR PHONE, WHEN IT TELLS YOU YOUR BATTERY IS RUNNING LOW ON YOUR, ON YOUR CELL PHONE, I JUST WONDERING IF THE TEACHERS ARE GONNA GET A MESSAGE. YOU'RE, YOU'RE OVERDOING YOUR MINUTES IN YOUR CLASSROOM. WHO KNOWS? WHO KNOWS? A LITTLE REMINDER. THANK YOU. THANK YOU MS. HANDY. NEBEL. UH, THANK YOU. UM, YEAH, I HAD A FEW QUESTIONS AND SOME HAVE BEEN TOUCHED ON AND I KNOW, UH, APPRECIATE JUST NOW THAT THE EFFORTS, AND I KNOW AS YOU OPENED UP, THAT WE ARE CONTINUING TO TAKE IN DATA AND WANTING TO MAKE SURE THAT PEOPLE'S VOICES ARE HEARD. 'CAUSE AS YOU KNOW, THIS DISTRICT IS VERY LARGE AND I APPRECIATE THE QUESTION, DR. RIVAS. UM, MAKING SURE THAT WE CLOSE THAT GAP BECAUSE OUR FAMILIES ARE NOT THE SAME. OUR FAMILIES ENCOUNTER VERY DIFFERENT CIRCUMSTANCES. UM, AND AS WE KNOW WITH DELETE THE DIVIDE THAT MANY OF OUR FAMILIES DID NOT HAVE INTERNET. UM, AND WANTED TO ASK, DO WE HAVE THE DATA THAT'S RELATED TO THAT? DO WE KNOW HOW MANY OF OUR FAMILIES DO HAVE DEVICES AT HOME? I'LL HAND IT OVER TO DOUG TO ANSWER THAT QUESTION. I DO NOT HAVE THE DATA WITH ME TODAY. HOW MANY PARENTS HAVE OPT IN TO TAKE HOME A DEVICE. BUT I CAN PROVIDE THAT. AND WHEN I SAY, YOU KNOW, BECAUSE SCHOOLS AND THEN I APPRECIATE YOU SAYING OPT OUT, OPT IN, CAN YOU EXPLAIN TO US EXACTLY HOW THAT WOULD FUNCTION FOR OUR PARENTS? BECAUSE AS A PARENT, RIGHT NOW, WHEN YOU GO TO THE PORTAL, IT'S CERTAIN THINGS YOU CAN DO ON A DEVICE AND THERE'S CERTAIN THINGS YOU CAN DO ON YOUR PHONE. HOW DOES OPT OUT OPT IN WORK FOR OUR FAMILIES? UM, FOR, FOR DEVICE OR FOR, UH, FOR DEVICE. FOR, I MEAN, IS IT GONNA BE DIFFERENT FOR A DEVICE THAN IT IS FOR ANOTHER AREA WITHIN THE DISTRICT? OR IS IT GONNA BE SYNONYMOUS? HOW DO WE KNOW WHEN WE SAY, DID YOU OPT IN? DID YOU OPT OUT? HOW WOULD A FAMILY KNOW WHAT, WHAT THAT MEANS? WELL, THE DEVICE RIGHT NOW IS PART OF THE RESPONSIBLE USE POLICY WHERE THE DEFAULT IS NO UNTIL THEY SAY, YES, I WANT A TAKE HOME DEVICE. SO THAT'S THERE. UM, WE HAVE TO PUT THAT IN THE PARENT PORTAL. THE OTHER APP IN OPT OUT IS FOR APPS, THE GOOGLE APPS RIGHT NOW THAT IT'S GONNA PARENT PORTAL, THEY SELECT YES OR NO TO GOOGLE APPS AND SPECIFICALLY YOUTUBE. AND SO WOULD WE HAVE, I MEAN, OUR F FACE, THEY'LL BE ABLE TO GO AROUND TO OUR PARENTS TO HELP EDUCATE THEM ON THIS. BECAUSE THIS WOULD BE A NEW WAY OF HOW TO GET TO CERTAIN APPS WITHIN THESE DEVICES. CORRECT? CORRECT. THAT WOULD BE THE, THE PARENT ENGAGEMENT. ONCE WE FINALIZE THE GROUPING, WE CAN EDUCATE THEM, UM, WHAT GROUPING CONTAINS WHAT APPS SO THEY CAN, UH, MAKE THEIR CHOICE. YEAH. GOT IT. AND THEN, UM, WHEN WE DO, AND CAN YOU REPEAT FOR ME HOW MANY DEVICES WE'RE PLANNING TO PURCHASE AND WHAT THAT COST IS? THIS IS, UM, WHAT I MENTIONED IS THE LAPTOP CART, RIGHT? UH, ASSUMING THAT GRADE K, EXCUSE ME, K TO FIVE HAVE OPT IN TO, UM, USE A LAPTOP CART MODEL VERSUS, UH, UM, ONE-ON-ONE. UH, I'M SHORT OF 3,100 LAPTOP CARTS. 'CAUSE WE DID A INITIAL SURVEY FOR ALL THE TEACHERS IN CLASSROOMS. I KNOW FROM, UM, K TO ONE, WE, IT'S NO DEVICES OTHER THAN ASSESSMENTS, BUT K UM, GRADE TWO TO FIVE, IT'S ENCOURAGED TO USE LAPTOP CARD. SO IT'S A CHOICE IN THE CLASSROOM WHETHER THEY CONTINUE WITH ONE-ON-ONE OR LAPTOP CARD. RIGHT. AND THEN WITH THAT, UM, 'CAUSE OUR FIRST GRADERS, SOME OF 'EM, THEY'RE LEARNING HOW TO USE THE DEVICE, RIGHT? THEY WON'T BE EXPOSED SOME OF THEM UNTIL THEY TAKE AN ASSESSMENT. IS THAT HOW THIS WOULD HAPPEN? NO, I, I THINK, UM, WE, THEY NEED TO BE EXPOSED, UH, JUST TO HAVE SOME LAPTOP LITERACY, HOW TO KEYBOARD SCREEN, UH, BEFORE THE ASSESSMENT. OR THEY'LL BE, YOU KNOW, NOT ABLE TO, IT'LL BE A HARD TIME NAVIGATING. I THINK THAT THOSE, THERE'S SOME, UH, PRE-WORK THAT NEEDS TO BE DONE BEFORE THE ASSESSMENT. YEAH. SO WILL THERE BE CURRICULUM, AND I KNOW WE'RE TALKING A LOT ABOUT THE DEVICE, RIGHT? SO WHAT IS THE CURRICULUM THAT WE'RE USING AND PROFESSIONAL DEVELOPMENT FOR OUR TEACHERS AND EDUCATORS? 'CAUSE IT'S, YOU KNOW, IT'S LIKE, YOU KNOW, [03:05:01] WE'RE TALKING ALL ABOUT THE BALL AND THAT'S THE REASON WHY I CAN'T SCORE. BUT IS IT REALLY THAT REASON? SO WHAT IS THE CURRICULUM THAT OUR EDUCATORS CAN USE? BECAUSE IF THEY'RE, YOU KNOW, FANTASTIC WITH SHARING OUR, WITH OUR STUDENTS AND EXPOSING THEM TO PLACES THAT SOME OF THEM MAY NEVER GET TO TRAVEL TO AND BE ABLE TO LEARN THESE THINGS. WHAT IS THE CURRICULUM THAT ENHANCES THE USE OF THE DEVICE? SO ARE YOU RES UH, SO WITH RESPECT TO K THROUGH 12, UH, IN TERMS OF THE TECHNOLOGY THAT'S AVAILABLE, IT WILL VARY SCHOOLS BECAUSE IT VARIES FROM THE USE OF ROBOTICS, CODING, UM, COMPUTER SCIENCE, ESPORTS, UM, YOUR REGULAR, UM, SOFTWARE THAT YOU WILL USE. MICROSOFT, UM, EMAIL, UM, TYPING IT REALLY, THERE'S QUITE A RANGE. EVERY CURRICULUM THAT WE HAVE ADOPTED INCLUDES A DIGITAL COMPONENT TO IT. AND THE STUDENTS OFTEN WILL ACCESS THEIR TEXTBOOK, UH, ON SCHOOLOGY OR LEARNING MANAGEMENT SYSTEM. UM, STUDENTS, UH, CAN DO A VARIETY OF THINGS WITH TECHNOLOGY AND IT'S IN THE CURRICULUM. AND IT'S ALSO, IF THEY'VE ATTENDED TRAININGS OR WE PROVIDED TRAININGS, UH, REGARDING ED TECH. ED TECH TRAINING HAS BEEN GOING ON FOR A NUMBER OF YEARS. AND SO THEY WOULD BE INCORPORATING THOSE PIECES IF THEY HAVE AN ESPORTS FOR GOOD CLUB, IF THEY HAVE A, IF THEY'RE A PRACTITIONER SCHOOL. UM, IT JUST, THERE'S JUST A LOT OF WAYS THAT SCHOOLS CAN, UH, USE, UH, CUR THE CURRICULA TO HELP STUDENTS ENGAGE AND LEARN THE TECHNOLOGY. SO WILL WE BE ABLE TO HELP OUR PRACTITIONERS WITH THAT? BECAUSE WE ALL KNOW WHEN 2020 CAME, WE ALL LEARNED ZOOM. WE ALL HAD TO FIGURE IT OUT. I REMEMBER TEACHERS WERE GETTING LOCKED OUT THE CLASS, THE STUDENTS WERE CONTROLLING THE CLASS. THEY WERE LIKE, I DON'T KNOW HOW TO DO THIS. UM, AND THEN THERE WAS A LEARNING CURVE THAT, YOU KNOW, MANY GOT AND SOME STILL DID NOT. SOME OF OUR EDUCATORS WERE LIKE, I DON'T KNOW HOW TO USE A COMPUTER. I DON'T UNDERSTAND THIS. SO WHAT ARE WE PUTTING IN PLACE TO HELP THEM SO THAT ALL OF OUR STUDENTS, IT'S EQUITABLE THAT THEY'RE ALL GETTING THE TRAINING SO THAT THEY CAN HAVE THE, THE, THE TECH LITERACY AND TECH EDUCATIONAL COMPONENTS TO BE ABLE TO COMPETE LATER. HOW DO WE KNOW AND GUARANTEE THAT? SO THERE ARE SOME SPECIFIC THINGS WE WANT OUR STUDENTS TO KNOW AND BE ABLE TO DO GRADE BY GRADE WHEN IT COMES TO TECHNOLOGY. WHILE THE COMPUTER SCIENCE AND TECHNOLOGY STANDARDS ARE PRETTY OLD FROM THE STATE OF CALIFORNIA, THERE ARE CERTAIN THINGS WE WANT OUR STUDENTS TO KNOW AND BE ABLE TO DO. AND WE PROVIDE THEM WITH THOSE SKILLS. AND I'M GONNA BRING DOMINIC UP TO PROVIDE US A LITTLE BIT MORE ABOUT HOW WE PROVIDE THE PROFESSIONAL DEVELOPMENT TO ENSURE THAT EVERY STUDENT IN OUR SYSTEM HAS A LEVEL OF, UM, SKILLS, UH, RELATED TO TECHNOLOGY USE. THANK YOU, DR. BAEZ. UH, THE WORK THAT MY DEPARTMENT IS ALREADY DOING IS EXACTLY THAT, WHICH IS TO PREPARE THE SYSTEM IN THE CHANGE MANAGEMENT ASPECT OF THIS. FIRST AND FOREMOST IS THE STANDARDS. UH, THERE'S CURRENTLY, UH, IN OUR WORK AROUND EDUCATIONAL TECHNOLOGY AND INNOVATION, THERE'S THE, IS THESE STANDARDS, THERE'S THE COMPUTER SCIENCE STANDARDS, BUT THERE'S REALLY NOT ONE PLACE FOR L-A-U-S-D TO HAVE A SEQUENCE OR A SCOPE AND SEQUENCE, A PROGRESSION OF DIGITAL LEARNING COMPETENCIES AND SKILLS. AND THAT'S WHAT MY DEPARTMENT IS DOING NOW. SO THAT WE LAUNCH IN THE SUMMER DURING THE PD AND, UH, UH, ONGOING PROFESSIONAL DEVELOPMENT, NOT ONLY DURING, UH, SUMMER PD, BUT ALSO TITLE FOUR PD THAT WE GO BACK TO THE BASIC WHAT DO WE PRESCRIBE ARE THE ACTUAL LEARNING SKILLS STANDARDS FROM EARLY ED ALL THE WAY THROUGH 12TH GRADE THAT IS, UH, CROSSWALKING ALL THESE DIFFERENT TECHNOLOGY STANDARDS FROM DIFFERENT ORGANIZATIONS AND CONSORTIA. AND WE'RE GOING TO PROVIDE THAT TO L-A-U-S-D EDUCATORS AS PART OF OUR WORK. ALONG WITH THAT IS ALSO TO WORK ON THE, UH, TEACHING AND LEARNING FRAMEWORK. CURRENTLY, THE TEACHING AND LEARNING FRAMEWORK ONLY SPEAKS ABOUT TECHNOLOGY IN A VERY BROAD WAY, WHICH IS APPROPRIATE USE OF TECHNOLOGY. OUR WORK WILL BE TO UNPACK THAT AND PROVIDE DIFFERENT WAYS FOR ANY TEACHER. REGARDLESS OF WHAT CONTENT OR GRADE LEVEL YOU'RE TEACHING, YOU ARE ABLE TO SEE YOURSELF INTENTION USING TECHNOLOGY FOR A PURPOSE THAT IS INSTRUCTIONAL. AND THAT IS GONNA COME IN THE WAY OF, UH, INSTRUCTIONAL LOOK FOR IN A CLASSROOM AS WELL AS REFERENCE GUIDES AND TOOLKITS THAT IS GOING TO BASICALLY, UH, FRAME THE WORK THAT IS GOING TO BE OUR PD FOR TITLE IV AND ONGOING, MY P-L-M-P-D. THANK YOU. UM, HAVE WE IDENTIFIED SOME SCHOOLS THAT ARE EXHIBITING BALANCE WITH USE OF TECHNOLOGY WITH ACTIVE TEACHER LED INSTRUCTION TO INCREASE STUDENT THINKING AND LEARNING? HAVE WE IDENTIFIED THOSE ALREADY? WE DO, UH, DURING OUR WORK, UH, IN THIS STAKEHOLDER ENGAGEMENT, I VISITED SOME SCHOOLS. UH, MANY SCHOOLS HAVE BEEN DOING TECHNOLOGY INTEGRATIONS SUCH AS MELROSE TECHNOLOGY MAGNET. UH, SO I HAVE GONE AND SPOKE TO PRINCIPAL [03:10:01] JACKSON AND LOOK AT THE WAY SHE'S ALREADY DOING THIS. FOR EXAMPLE, LIKE, UH, IN THOSE PASSING PERIODS THAT WE SPOKE ABOUT, SHE ALREADY HAS HER OWN, UH, DEVICE FREE NON INSTRUCTIONAL TIMES WHERE THEY GET TO, UH, ENCOURAGE STUDENTS TO NOT BRING A DEVICE DURING RECESS AND LUNCH AND HOW, UH, THOSE KINDS OF WORKS ARE ALREADY IN PLACE. UH, WE'VE ALSO MET WITH, UH, DR. STRATAS, PRINCIPAL ADVISORY COUNCIL AND, UH, THE PRINCIPAL FIRM ROAL ALSO SPOKE ABOUT HOW THEY ALREADY WORK WITH CONTENT AREA TEACHERS, LIKE HISTORY TEACHERS, WHEN YOU ARE ASKING YOUR STUDENTS TO READ BOOKS OR LITERACY TEACHERS IS GO READ AN ACTUAL BOOK INSTEAD OF READING IT DIGITALLY. AND SO THERE ARE ALREADY SCHOOLS, TECH MAGNET SCHOOLS, UH, COMPUTER SCIENCE, ELEMENTARY SCHOOLS, MAGNETS SUCH AS MAYWOOD ACADEMY, WHO ARE DOING SOME OF THIS WORK AS EARLY AS KINDER AND FIRST GRADE. AND THE IDEA MAY BE NOW THAT WE ARE ZERO MINUTES IN PRIMARY GRADES, WE CAN STILL ALSO BE ABLE TO TEACH COMPUTER SCIENCE IN AN UNPLUGGED OR ANALOG WAYS. AND THERE ARE SOME OF THESE MODELS THAT WE CAN ALSO, UH, INCORPORATE A SCALE. GOT IT. AND DO WE HAVE DATA ON HOW MANY OF OUR FAMILIES, UH, HAVE INTERNET ACCESS? I KNOW THAT WAS SOMETHING EARLY ON. DO WE HAVE THAT DATA AS WELL? UM, I DON'T HAVE IT WITH ME TODAY, BUT I HAVE DATA ON, UM, FAMILY WHO REQUIRED, UH, HOTSPOT FOR INTERNET OR, UH, BUT WE CAN PROVIDE THAT DATA. I THINK YOU RAISED AN IMPORTANT POINT, UH, UNDER THE ECF PROGRAM THAT IS NO LONGER FUNDED BY THE FEDERAL GOVERNMENT. UM, FCC, UM, WE USED TO DO A NEEDS ASSESSMENT, UM, WHERE FOLKS WOULD DEMONSTRATE A NEED FOR CONNECTIVITY OR A DEVICE, AND WE HAD A PROCESS IN PLACE. UNFORTUNATELY, WE DON'T HAVE THAT TODAY. UM, BUT WE ARE AT, AT THE SCHOOL LEVEL, MAKING THAT DETERMINATION THROUGH THE REP WHERE FAMILIES DEMONSTRATE THE NEED AND WE PROVIDE A DEVICE FOR TAKE HOME PURPOSES. GOT IT. THANK YOU. UM, AND THEN I, I KNOW WE'VE MENTIONED SECONDARY, AND I'M A SECONDARY PERSON. SO WOULD DEVICES JUST AUTOMATICALLY SHUT OFF IF THEY'VE GONE OVER THE TIME LIMIT OR IF THEY'RE USING DEVICE AT SCHOOL AND THEN THEY HAVE TO DO WORK AT HOME? I WAS THE COACH, SO I KNOW I DIDN'T MAKE THAT CLASS. SO NOW I HAVE TO MAKE IT UP AT HOME OR WHENEVER I COULD. I MEAN, THOSE WERE PROBABLY MY BEST STUDENTS WERE THE ONES THAT HAD TO, THEY HAD TO DO EXTRA WORK AND THEY KNEW IT, AND THAT WAS THEIR JOB. THEY WAS LIKE, I'M GONNA GET IT DONE BECAUSE I'VE PLAYED AND NOW I GOTTA GET MY WORK DONE. SO WHAT'S GONNA HAPPEN FOR THOSE STUDENTS? THE ANSWER IS NO. THE DEVICE WILL NOT BE SHUT OFF. THERE'S NO ALARM GOING OFF ON THE DEVICE ITSELF. UM, IT WILL BE ALL REPORTED AFTER THE FACT TO THE PARENTS AND TO THE, UH, SCHOOL LEVEL. THAT'S HOW WE'RE APPROACHING IT. YEAH. THANKS. I HAVE A QUICK THOUGHT. WILL THERE BE, I KNOW YOU MENTIONED THAT THE, UM, THE, THE MINUTES WILL BE AVAILABLE FOR PARENTS ON PARENT PORTAL. WILL, THEY'LL, COULD YOU DEVELOP OR IS THERE A THINKING OF DEVELOPING A DASHBOARD SO THAT PRINCIPALS COULD ALSO, I MEAN, I DON'T WANNA ADD MORE WORK TO PRINCIPALS, BUT SOMEWHERE WHERE, YOU KNOW, ANYONE WANTED TO CHECK TO SEE WHERE THE, THE, YOU KNOW, UM, THE MINUTES WERE OR THERE'S A TREND OR SOME KIND OF REPORT MAYBE THAT WOULD COME IN YES. AT THE END THAT CAN, YOU KNOW, SO, YOU KNOW, SO THAT IS IN SCHOOLS SCOPE, IN THE REGIONS CAN CHECK IN. YES. THAT IS IN THE SCOPE, UH, TO HAVE DASHBOARDS, UH, IN EXECUTIVE DASHBOARD, UH, THAT YOU BOARD MEMBERS HAVE ACCESS TO. OH, THAT IS THAT, THAT WE SURE. YOU MENTIONED? YES. OKAY. OKAY. GOTCHA. OKAY. AND, AND I HAVE MS. GAR, MS. GRIEGO, WHO'S WAITING, IS THAT OKAY? YOU WANNA COME BACK TO YOU? OKAY, MS. GRIEGO, I KNOW YOU'VE BEEN WAITING PATIENTLY. THANK YOU. THANK YOU. THANK YOU SO MUCH. UM, THANKS FOR THIS, UM, PRESENTATION. UM, IT'S, IT REALLY HAS SPARKED A LOT OF CONVERSATION AMONG EDUCATORS, UM, AS WELL AS PARENTS AND STUDENTS, RIGHT? SO, UM, I WANNA ACKNOWLEDGE THAT THIS IS PRETTY BIG AND IT'S REALLY SHIFTING THE CULTURE THAT WE'RE IN RIGHT NOW. UM, YOU KNOW, WE WERE, WE'VE BEEN MOVING AS, UM, I WOULD EVEN SAY JUST NATIONWIDE, BUT WORLDWIDE, WE'RE MOVING TOWARD MORE TECHNOLOGY. AND HERE WE ARE TRYING TO PUT BRAKES ON IT, AT LEAST FOR OUR YOUNGEST ONES. AND SO I WANNA ACKNOWLEDGE THAT WHENEVER THERE'S A CULTURAL SHIFT, IT TAKES A LOT OF TIME AND IT ALSO TAKES A LOT OF ENGAGEMENT. AND SO MY QUESTION IS, WE STARTED SOME OF THIS SHIFT WITH THE CELL PHONE BAN BAN AND, UH, THE IMPLEMENTATION OF THE USE OF THE POUCHES. I'VE BEEN HEARING A LOT FROM MY, UH, DISTRICT, UH, PARENTS AND, UM, AND EVEN STUDENTS ABOUT, UM, THE FACT THAT IT'S VERY [03:15:01] DIFFICULT TO ENFORCE. AND SO AS YOU'VE BEEN DOING THE RESEARCH ON, UM, TO DEVELOP THIS, UH, NEW, UM, POLICY, WHAT HAVE YOU, UH, INCORPORATED THAT YOU HAVE LEARNED FROM OUR IMPLEMENTATION OF A CELL PHONE BAN, UM, FOR THE CELL PHONE LAB. UM, BUT IT IS PRETTY MUCH PROCEDURALLY DONE AT SCHOOL, RIGHT? SOME SCHOOL USE THE YONDER POWER, SOME SCHOOL JUST, YOU KNOW, LIKE, UH, POLICE, LIKE PROCEDURALLY NO CELL PHONE, UH, IN CLASS AND PASSING PERIOD AND WHAT HAVE YOU, UH, WITH THE LAPTOP, UH, DURING THE PASSING PERIOD, IT HAS TO BE DONE THE SAME WAY. UM, BUT WE, WITH WITH, WITH THIS DIFFERENT, IN THIS POLICIES, WE HAVE THE ANALYTICS ON SCREEN TIME USAGE, RIGHT? AND ALL THIS ACROSS ALL STUDENT DEVICES, WE'RE GONNA HAVE ENHANCED FILTERING ON ALL STUDENT DEVICES, UH, BECAUSE THEY'RE ALL LOGGED INTO OUR NETWORK. SO WE CAN SEE HOW MANY MINUTES ON THE SCREEN, WHAT APP THEY USE MOST OFTEN, UH, ACROSS ALL STUDENTS. SO THAT'S, THAT'S THE MAIN DIFFERENCE. WHEREAS A CELL PHONE IS A PERSONAL DEVICE, UH, WE'RE JUST NOT PREVENTING IT IN SCHOOL. THEY DON'T GET INTO THE NETWORK 'CAUSE THEY USE THE MOBILE DATA AND THEY COULD PRETTY MUCH GO ANYWHERE THEY WANT. SO THAT'S A HUGE DIFFERENCE. UM, BUT HAVE WE HAD ANY LEARNINGS FROM THE IMPLEMENTATION OF A CELL PHONE BAN? AND HAVE WE APPLIED ANY OF THOSE LEARNINGS TO THIS NEW ONE? UM, I THINK THE CELL PHONE BAN FOR P UH, SCHOOL THAT USE THE YONDER POUCHES, IT'S QUITE EFFECTIVE BECAUSE THEY DON'T GET IT UNTIL THE END. WHEREAS OTHER SCHOOL, UM, IT'S BEING DONE PROCEDURE. LIKE, JUST KEEP IT IN YOUR BACKPACK, DON'T TAKE IT OUT. UM, YOU KNOW, I, I HAVE, I DON'T, HAVEN'T HAVE ANY INDICATION THAT IT'S, UH, I, I CAN INTERJECT HERE BECAUSE I THINK AS, AS YOU KNOW, SUPERINTENDENT AND I EXECUTED ON IMPLEMENTING THIS OVER THE LAST YEAR AND A HALF. UM, IT, IT HAS BEEN AN ONGOING LEARNING AND THERE'S CONTINUES TO BE, UH, A DEEPER ANALYSIS ON JUST THE IMPACT AND WHAT WE'RE LEARNING FROM, I WOULD SAY STUDENTS IN TERMS OF THE IMPLEMENTATION. BUT IN GENERAL, WHAT WE HAVE SEEN IS A CULTURE SHIFT IN TERMS OF ADOPTION OF THE PRACTICE OF PUTTING DOWN THEIR CELL PHONES, ESPECIALLY DURING, I WOULD SAY COMMUNAL TIME, WHETHER IT'S AT LUNCH HOUR OR PASSING PERIOD. UM, WHICH I WOULD SAY WAS THE BIGGEST SHIFT FROM THE DISTRICT'S, UH, 2011 POLICY. UM, BUT WE HAVE SEEN GENERAL ADOPTION. IS THERE ONGOING CHALLENGES IN TERMS OF BEING ON TOP OF EVERY STUDENT? UM, YES, THAT HAPPENS FROM TIME TO TIME, BUT THERE IS A CERTAIN LEVEL OF COMMUNITY ADOPTION, MEANING THAT THERE'S ALMOST LIKE SELF-POLICING AMONGST PEERS, UM, THAT HAS, HAS OCCURRED. UM, WE KNOW THAT IT AS PART OF SCHOOL-BASED ADOPTION, ESPECIALLY AT MIDDLE SCHOOL AND HIGH SCHOOL, THAT STUDENTS ARE THE ONES THAT ACTUALLY KIND OF REGULATE THEMSELVES. MEANING THAT ONCE YOU ACTUALLY DEVELOP THE BEHAVIOR AND ADOPT IT IN A WAY WHERE IT'S ALMOST JUST AN ACCEPTED PRACTICE AND POLICY, UM, THEY HOLD EACH OTHER ACCOUNTABLE AND IT'S NOT AS DEPENDENT ON A TEACHER OR ADMINISTRATOR, UM, ENFORCING THE RULES. UM, AND SO THAT, THAT'S BEEN THE SUCCESS OF THE CELL PHONE, UM, LIMITATIONS AT SCHOOL SITES, IS THAT IT HAS BEEN EMBRACED BY STUDENTS THEMSELVES AND THEY HAVE SEEN THE VALUE AND BENEFIT AND THAT BENEFIT PROPOSITION IS ONE THAT WE WOULD EXPECT AS PART OF THE SCREEN TIME ADOPTION IS THAT THERE BE ONGOING EDUCATION ON THE NEED FOR LIMIT LIMITING SCREEN TIME AND THAT STUDENTS ACTUALLY ADOPTED FROM THEIR OWN LENS. OKAY. THANK YOU FOR THAT, PEDRO. UM, YEAH, BECAUSE ONE OF THE THINGS THAT I'VE BEEN HEARING IS THAT A LOT OF THE ENFORCEMENT FALLS ON THE SCHOOL SITE ADMINISTRATOR. AND SO I THINK THAT IT WOULD BE GREAT IF WE COULD HAVE ADMINISTRATORS BE ABLE TO HAVE CONVERSATIONS ABOUT THEIR BEST PRACTICES FOR ENFORCING ANY POLICY, RIGHT? SO NOT JUST ANY, BUT LIKE THE CELL PHONE POLICY. AND THEN OF COURSE NOW AS WE'RE GOING INTO THE SCREEN USE POLICY, MAYBE HAVING ADMINISTRATORS AT THEIR ADMINISTRATIVE MEETINGS BE ABLE TO SHARE THEIR BEST PRACTICES SO THAT THEY CAN LEARN. AND ALSO GIVING, ESPECIALLY AT THE SECONDARY LEVEL WHERE THE NUMBER OF MINUTES MIGHT BE, UH, DIFFICULT TO TRACK, UM, FROM TEACHER TO TEACHER, GIVING TEACHERS THE TIME TO BE ABLE TO TALK ABOUT THESE THINGS, TO COLLABORATE ABOUT THESE, UM, HOW THEY'RE GONNA BE USING TECHNOLOGY IN THE CLASS. SO EVERYBODY IS IN THE LOOP, UM, ABOUT [03:20:01] WHAT'S GOING ON AND HOW WE'RE IMPLEMENTING AND, AND, UH, ENFORCING. I, I MEAN, I, I UNDERSTAND THAT WE HOLD EACH OTHER ACCOUNTABLE AND WE WANNA MAKE SURE WE DO THAT. WE DEFINITELY DON'T WANNA BE POLICING ONE ANOTHER, RIGHT. ACCOUNTABILITY AND, UH, IS GOOD. UH, BUT POLICING KIND OF, UH, WORRIES ME A LITTLE BIT IF STUDENTS ARE GONNA BE DOING THAT WITH EACH OTHER. BUT, UM, THE OTHER THING I WANNA SAY IS HOW ARE WE COMMUNICATING THIS TO PARENTS AND HOW ARE WE COMMUNICATING THIS TO STUDENTS AND THEN TO THE EDUCATORS, INCLUDING, AND I DON'T MEAN JUST CLASSROOM TEACHERS, BUT JUST ABOUT EVERYBODY, YOU KNOW, SUPERVISION, AIDES, CAMPUS AIDES, IF WE'RE EXPECTING PEOPLE NOT TO USE IT DURING NUTRITION AND LUNCH, WELL, YOU KNOW, THEY USUALLY IT'S THE CLASSIFIED STAFF AS WELL AS AT A CLASSROOM STAFF WHO, UH, SUPERVISE. SO I KNOW YOU SAID YOU'RE DOING ENGAGEMENT, YOU'RE DOING THOUGHT EXCHANGE, BUT WHAT ARE THE OTHER WAYS THAT WE'RE GOING TO ENGAGE FOLKS IN THESE CONVERSATIONS? SURE. SO THE QUESTION IS HOW ARE WE GOING TO, UH, ENGAGE, UM, THE STAKEHOLDERS AT THE SCHOOL SITE SO THAT THEY'RE FAMILIAR ABOUT THIS POLICY AND HOW WE'RE GOING TO IMPLEMENT IT. AND SO THAT IS PART OF THE WORK AHEAD. UH, AND THE BENEFIT OF PHASING IN THE GRADE LEVELS IS BEING ABLE TO REACH ALL OF THE TEACHERS AND PARENTS AND COMMUNITY. UM, WHILE, UH, OUR GOAL WILL BE TO REACH 100%, I'M SURE THAT THERE WILL BE SOME PLACES IN WHAT WE'LL NEED TO DO EVEN MORE. UM, PROFESSIONAL DEVELOPMENT WORKSHOPS, ORIENTATION, SOCIALIZATION, UM, PUTTING THINGS ON SOCIAL MEDIA, PUTTING 'EM ON OUR WEBSITES, USING ALL COMMUNICATION METHODS, UH, TO ENSURE THAT ALL OF OUR, UM, OUR COMMUNITY MEMBERS, OUR SCHOOL COMMUNITY MEMBERS, UH, ARE FAMILIAR WITH THIS POLICY AND UNDERSTAND THE, THE SPIRIT OF IT AND ALSO WHAT, UM, THEY WILL NEED TO BE PARTNERS. THE, THE POLICY CALLS FOR US TO HAVE THIS BALANCE THROUGHOUT THE DAY AFTER SCHOOL AND AT HOME. SO WE'LL NEED TO ENGAGE PARENTS AS WELL, BECAUSE IF A STUDENT HAD, UH, HAD A CERTAIN, A NUMBER OF MINUTES DURING THE DAY, UH, AND THEY ARE GOING TO ENGAGE IN MORE MINUTES AFTER SCHOOL OR THROUGH ENRICHMENT, THEN THERE'S SOME CONSIDERATIONS FOR WHAT THAT'S GONNA LOOK LIKE IN THE HOME. SO THAT WILL ALSO BE, WILL BE REQUIRED THAT WE, WE, UH, INCLUDE EVERY SINGLE MEMBER OF THE SCHOOL COMMUNITY IN UNDERSTANDING THE POLICY AND THE ROLE EVERYONE WILL PLAY AND WHAT IT MEANS AND HOW TO OPERATIONALIZE IT. ALRIGHT, THANK YOU FOR THAT, DR. BAAS. THE OTHER, UM, ONE LAST THING ABOUT IREADY FOR THE LITTLE ONES. SO JUST TO CLARIFY, IREADY PERSONALIZED LEARNING SYSTEM WILL STILL BE USED BY TK AND K, AND THEREFORE THEY WOULD STILL HAVE ACCESS TO, TO TECHNOLOGY TO DO THAT AS WELL AS FOR TESTING, WHEN, WHEN IT COMES TO I-READY AND THE PERSONALIZED LEARNING, IT'S BEEN USED IN KINDER IN FIRST GRADE WITH THIS NEW POLICY AND WHERE WE WON'T HAVE SCREEN TIME, THAT PERSONALIZED LEARNING IS NOT GOING TO BE ON THE DEVICE, IT'S GONNA LOOK DIFFERENTLY. UM, SO THE PERSONALIZED LEARNING IS GOING TO COME FROM THE TEACHER. THE TEACHER'S GOING TO HAVE TO DO ALL THE INTERVENTION AND CATCH UP, THE STUDENTS CATCH UP THE STUDENTS WHEN THEY'RE, WHEN THEY DON'T HAVE THE GRADE LEVEL SKILLS THAT WILL. AND SO, UM, WE HAD PROVIDED TEACHERS THOSE TOOLS MONTHS AGO WHEN, UM, TE WHEN, UH, TEACHERS OR SCHOOLS, UH, WERE ENCOUNTERED WITH PARENTS WANTING TO OPT OUT OF USING THESE TOOLS. THEY WERE TO ENGAGE IN A SOLUTION ORIENTED APPROACH. AND THEN WE PROVIDED THEM THE MULTI-TIERED SYSTEM OF SUPPORT, RESOURCES, TOOLS, WHAT'S IN THE CURRICULA, WHAT TO USE IN SMALL GROUP INSTRUCTION, UH, INSTEAD OF USING, UM, THE DEVICE, UM, WITH RESPECT TO THE DIAGNOSTIC, OUR KINDER AND FIRST GRADE STUDENTS WOULD USE THE DEVICE FOR THE DIAGNOSTIC ASSESSMENT VIA I-READY. SO THAT'S THE DISTINCTION THERE BETWEEN THE PERSONALIZED LEARNING AND THE I-READY. ALL RIGHT. THANK YOU. I LOOK FORWARD TO, UM, YOU KNOW, HEARING MORE ABOUT HOW THIS, UH, HOW THE ROLLOUT HAPPENS AND HOW PEOPLE ARE RESPONDING WHEN YOU ENGAGE THEM IN THESE CONVERSATIONS. THANK YOU. THANK YOU. YES, THANK YOU. THIS IS JUST PRELIMINARY. THERE'S MORE TO COME. UM, MS. GOMEZ, UM, THANK YOU CHAIR. JUST A FEW ADDITIONAL QUESTIONS. APPRECIATE, UM, THE TIME THAT WE'VE SPENT ON THIS, IT'S OBVIOUSLY VERY IMPORTANT. THANK YOU FOR CIRCLING BACK ON THE IREADY QUESTION BECAUSE I WAS UNCLEAR, AND I APPRECIATE YOU CLARIFYING. I ALSO LOOK FORWARD TO, YOU KNOW, AN INTENTIONAL EFFORT TO HEAR FROM OUR TEACHERS, OUR STUDENTS AND FAMILIES ABOUT IREADY SPECIFICALLY, AND TO WHAT EXTENT ARE WE SEEING BENEFITS AND TO WHAT EXTENT ARE WE SEEING IMPACTS THAT MAY NOT BE THE MOST POSITIVE FOR STUDENTS. UM, I WANTED TO ALSO ASK ABOUT, YOU KNOW, IN SOME CASES THE CURRICULUM THAT WE HAVE IS MOSTLY DIGITAL IN NATURE. UM, I WAS JUST CURIOUS ABOUT WHEN THE DEFAULT CURRICULUM OR PROGRAM FOR A CERTAIN CLASS [03:25:01] IS EXCLUSIVELY OR MOSTLY DIGITAL, HOW ARE WE TAKING THAT INTO ACCOUNT? WHAT ARE OUR EFFORTS TO WORK WITH PUBLISHERS TO ENSURE THAT WE'RE GETTING, UH, PHYSICAL CURRICULA SO THAT WE HAVE, UM, ANALOG ALTERNATIVES TO TURN TO? YEP. SO, UM, AS YOU KNOW, WE HAVE THE WILLIAMS, UM, POLICY THAT CALLS FOR EVERY STUDENT TO HAVE A TEXTBOOK IN THE CORE, UM, CONTENT. AND SO THEY DO. AND SO EVERY YEAR OUR SCHOOLS WILL, UH, PLACE AN ORDER IF THEY NEED ADDITIONAL BOOKS OR, UH, THEY'RE, THEY DON'T HAVE ENOUGH FOR THE FOLLOWING YEAR. UM, BUT THE SCHOOL SHOULD HAVE A TEXTBOOK FOR THE CORE, CORE CONTENT. UM, STUDENTS WILL OFTEN CHOOSE TO USE THE DIGITAL VERSION, FOR EXAMPLE, FOR HOMEWORK INSTEAD OF HAVING TO CARRY ALL OF THEIR TEXTBOOKS FROM SCHOOL TO HOME, UM, BECAUSE IT MAKES THEIR BACKPACKS PRETTY HEAVY. SO INSTEAD THEY DECIDE TO USE IT ON THE LEARNING MANAGEMENT SYSTEM. SO WITH EVERY, UM, PUBLISHER THAT HAS PROVIDED US A TEXTBOOK, THERE'S A DIGITAL COMPONENT AND, UM, TEACHERS WILL ALSO, ALSO OFTEN WILL SAY, OPEN, UH, YOUR LEARNING MANAGEMENT SYSTEM, LET'S TAKE A LOOK AT THIS PARTICULAR TEXT. AND THEN THEY'LL ENGAGE IN THE LEARNING THAT WAY. BUT WE HAVE TEXTBOOKS. EVERY STUDENT HAS A TEXTBOOK IN THE CONTENT AREAS, AND THE PUBLISHERS OFTEN OFFER A DIGITAL COMPONENT, UM, TO THAT, TO THAT TEXTBOOK. GOTCHA. JUST MAYBE IT WOULD BE HELPFUL AT SOME POINT TO GET SOME MORE INFORMATION ABOUT TO WHAT EXTENT, UM, OUR, IS OUR USE OF SCREEN TIME IN, IN SOME CASES, BECAUSE THAT'S THE MAIN MODE OF ACCESSING THE CURRICULAR TEXTS. ONE EXAMPLE I'D GIVE IS JUST FOR OUR STUDENTS IN OUR OPTION SCHOOLS, I KNOW A LOT OF THEM UTILIZE EDGENUITY FOR THEIR COURSEWORK. I AM CURIOUS ABOUT IF THAT IS THE MAIN WAY THAT THEY'RE CATCHING UP ON CREDITS, IF THEY'LL BE ABLE TO ADHERE TO THE, YOU KNOW, RECOMMENDED LIMIT WITHIN GRADES NINE THROUGH 12. SO ONE OF THE THINGS THAT WE'LL BE USING IS, UM, WHEN WE GET THAT APP AND, UM, ONE OF THE AREA OF, UM, ONE ITEM IN THE SCOPE, UH, THAT WE'RE REQUESTING IS TO BE ABLE TO SEE WHEN THE STUDENTS ARE ON THE SCREEN, WHAT IS IT THAT THEY'RE ENGAGING IN? IS IT THE LEARNING MANAGEMENT SYSTEM, IS IT THEIR TEXTBOOK? IS IT, AND THEN WE'LL BE ABLE TO DIS TO DISCERN WHAT THAT IS. WE DEFINITELY DON'T WANNA PREVENT OUR STUDENTS FROM ACCESSING EDGENUITY OR ACCESSING THE WAY THAT IT HELPS THEM RECOVER, UM, UH, RECOVER CREDITS BECAUSE THAT HAS BEEN ONE OF, UM, THE WAYS, BUT IT DOES NOT REPLACE THE TEACHER. THE TEACHER COMES FIRST AND, UH, ALL THE INTERVENTION SUPPORTS AND CREDIT RECOVERY EFFORTS COME FROM THE TEACHER FIRST. YES. I THINK MY POINT, AND I, I APPRECIATE, YOU KNOW, KNOWING THAT I DO HAVE QUESTIONS ABOUT THE, THE TECH MONITORING TOOL, UM, THAT I WILL GET TO. BUT I THINK MY POINT IS THAT IT'S A PROCUREMENT ISSUE IN SOME CASES RATHER THAN A MONITORING ISSUE EXCLUSIVELY. AND TO WHATEVER EXTENT THAT LIKE WE NEED TO UTILIZE OUR PROCUREMENT POWERS DIFFERENTLY TO ENSURE THAT WE HAVE ACCESS TO SUFFICIENT DIGITAL TEXTS OR, UM, THAT TEACHERS, YOU KNOW, KNOW THAT THEY CAN MAKE COPIES OF THE RELEVANT SECTIONS OF A TEXTBOOK. SO A STUDENT MAY NOT NEED TO TAKE THE ENTIRE TEXT HOME BOOK COULD USE THOSE SECTIONS INSTEAD. UM, I THINK THERE MIGHT BE MORE TO GET TO LIKE THE ROOT CAUSE OF THAT PARTICULAR ISSUE. BUT, UM, THANK YOU. UM, I ALSO WAS WONDERING, UM, I KNOW WE'VE BEEN TALKING A LITTLE BIT ABOUT THE AI FRAMEWORK. I DIDN'T GET A CHANCE TO LOOK AT IT IN GREAT DETAIL. WHAT I WILL SAY IS THAT MY AMENDMENTS TO THE RESOLUTION CALL FOR A BOARD AD HOC COMMITTEE. SO I THINK FOR THAT TO HAPPEN, WE NEED OUR BOARD PRESIDENT TO CREATE A COMMITTEE. AND I THINK THAT THAT SHOULD HAPPEN VERY SOON. I THINK THE FRAMEWORK THAT, UM, AS FAR AS I'VE TAKEN A LOOK AT IT, IT'S NOT OBJECTIONABLE, BUT AI IS A VERY SIGNIFICANT, UH, FORCE IN THE WORLD IN GENERAL. IT, UH, THERE ARE A LOT OF QUESTIONS, ETHICAL, MORAL, ENVIRONMENTAL, UH, HEALTH WISE FOR STUDENTS. AND THIS IS A POLICY ISSUE. SO I REALLY BELIEVE THAT THE BOARD NEEDS TO BE WEIGHING IN EXPLICITLY ON THIS POLICY ISSUE AND WOULD JUST ASK THAT, THAT AD HOC COMMITTEE BE NAMED INFORMED AS SOON AS POSSIBLE SO THAT WE CAN START DIGGING IN, UM, TO THIS IMPORTANT ISSUE. BECAUSE THERE'S GOING TO BE AN ABSENCE OF CLEAR DIRECTION UNTIL THE BOARD TAKES THAT STEP. SO, UH, I DON'T THINK THAT'S NECESSARILY FOR THE STAFF, BUT I'M JUST, UH, UPLIFTING THAT AS SOMETHING THAT'S IMPORTANT. UM, ALSO IN TERMS OF AI ACCESS, I KNOW THAT THERE WAS A MENTION OF, YOU KNOW, SECONDARY STUDENTS, OR I GUESS IT'S AGES 13 AND UP, I BELIEVE, IN TERMS OF ACCESS TO AI TOOLS. UM, FROM WHAT I'VE OBSERVED, STUDENTS WITH ACCESS TO A CHROMEBOOK BELOW THAT AGE CAN ACCESS GOOGLE GEMINI BECAUSE IT'S EMBEDDED IN, UM, LIKE IN THE SEARCH ENGINE. IS THAT SOMETHING THAT WE'RE LOOKING AT CONSIDERING COULD DO SOMETHING ABOUT, UM, FOR THE FUTURE, [03:30:01] DOMINIC? IS IT THE USE OF GEMINI? UH, YES. UH, BOARD MEMBER GEZ, IN FACT, THAT IS ONE OF THE RESULTS OF THE RESOLUTION IS TO ALSO BE, UH, CLEAR ABOUT THE AI, UH, PARENT CONSENT FORM. UH, THAT'S GOING TO ALSO REQUIRE, UH, THE DECISION FROM THAT AD HOC COMMITTEE THAT THE BOARD IS GOING TO, UH, PUT TOGETHER. I DO WANNA, UH, ALSO GO BACK TO THOSE, UH, EMERGING TECHNOLOGIES FRAMEWORK AND AI, UH, DOCUMENTS, UH, KNOW THAT THOSE, UM, DOCUMENTS ALIGN TO THE SCREEN TIME POLICY, WHICH IS REALLY TO CENTER THE WORK AROUND AI ON THAT HUMAN CENTERED APPROACH, PUTTING PEOPLE FIRST. AND WHAT IS THE LEARNING TARGET AROUND THIS? UH, SO TO YOUR POINT, UH, IN ADDITION TO THE CURRENT GUARDRAILS WE HAVE, WHICH IS THE MANDATORY DIGITAL CITIZENSHIP AND THE RESPONSIBLE USE POLICY COMPLETION, THERE'S ALSO SOME WORK THAT NEEDS TO BE DONE AROUND THAT CONSENT FORM FOR AI USE. UH, GOOGLE BEING, UH, ONE OF OUR, UH, ENTERPRISE ACCOUNTS, UH, THAT'S ALREADY BEEN VETTED. IT IS, UH, IMPORTANT TO NOTE THAT THE GOOGLE THAT WE DO HAVE ACCESS IN OUR SCHOOLS IS NOT THE SAME GOOGLE THAT IS CONSUMER TECHNOLOGY AVAILABLE TO THE PUBLIC. SO THIS HAS GONE THROUGH RIGOROUS VETTING PROCESS AND WHILE THAT, UH, GOOGLE GEMINI HAS ALSO BEEN, UH, BLOCKED FOR MA MANY OF OUR STUDENTS. OKAY, THAT'S HELPFUL. I, I, I MEAN, I AGREE THAT MORE WORK NEEDS TO BE DONE ON THOSE, ON THE CONSENT TO, TO THE AI TOOLS. UM, I, I WILL JUST SAY LIKE IF OUR POLICY IS NO, STUDENTS SHOULD NOT BE ACCESSING AI COMPONENTS UNTIL THEY'RE 13 OR OLDER. IF THEY'RE IT, IF, BECAUSE IT'S A PART OF DEFAULT TOOLS, STUDENTS ARE DOING THAT IN, IN CONTRADICTION TO OUR EXISTING POLICY, WE NEED TO REMEDY THAT BECAUSE WE, WE HAVE TO STICK TO THE POLICY THAT WE HAVE. SURE. UM, THE LAST QUESTION I HAD WAS JUST AROUND, UM, THE MONITORING TOOL. UM, SO DID WE CONSIDER WHETHER THERE WERE OTHER WAYS TO MONITOR MINUTES THAT DID NOT RELY ON LIKE A TECHNOLOGY OR A DIGITAL APPLICATION? I, UM, I CAN SEE THE BENEFITS, BUT I WASN'T FOR ONE, LIKE, I DIDN'T READ THE RESOLUTION'S PASSAGE AS REQUIRING THE PROCUREMENT OF SOMETHING. SO, UM, JUST TRYING TO WEIGH THE COSTS OF HAVING TO PROCURE SOMETHING OVER WHAT IT, WHATEVER ITS BENEFITS MIGHT BE. THE PROCUREMENT WILL SERVE TWO THINGS. ONE OF 'EM IS THE SCREEN TIME CAPTURE, UM, TOTAL USAGE AND THE APP LEVEL AND BUT ALSO OFFERS THE ENHANCED, UH, CONTENT FILTERING ON THE STUDENT DEVICE ITSELF. UM, 'CAUSE AT THE NETWORK ITSELF, UM, I DON'T BELIEVE IT'S SUFFICIENT BECAUSE THERE'S SOME STUFF THAT IS, UM, ALLOWED FOR TEACHERS BUT NOT ALLOWED FOR STUDENTS. SO WE WANT THAT EXTRA FILTERING AT THE STUDENT DEVICE LEVEL. SO THIS TOOL WILL PROVIDE BOTH, IT REALLY HAVE LIKE THREE COMPONENT, THE ANALYTICS, THE CLASSROOM, AND THEN THE, UH, FILTERING. AND, AND WAS ANY OTHER APPROACH CONSIDERED TO BE ABLE TO ACHIEVE THOSE ENDS, OR DID WE FEEL THAT THIS WAS THE ONLY WAY TO BE ABLE TO ACHIEVE THOSE THINGS? UM, PROBABLY THE TECHNOLOGY WISE IS, IS THE ONLY WAY, UM, TO GET, UM, TO PROVIDE THE, THE FILTERING THAT WE NEED, BUT GIVE ALSO THE FLEXIBILITY AT THE CLASSROOM LEVEL AS WELL AT THE STUDENT LEVEL. RIGHT. STUDENT WITH IEPS AND SUCH. UM, OKAY. THANK YOU. WE HAVE ONE MORE QUESTION FROM MS, UM, HANDY NEW BILL, AND BEFORE I MOVE ON TO OUR LAST PRESENTATION. YES. UH, JUST FOR CLARIFICATION, I KNOW YOU TOLD ME THAT YOU NEEDED 3,100 DEVICES. IS THAT CARTS, LAPTOP CARTS? CARTS, YES. WHAT IS THE COST FOR THAT? I DIDN'T GET THAT PIECE. WE'RE DOING A PROCUREMENT, UH, I'M ESTIMATING ABOUT 1300 EACH. EACH CART? YEAH. OKAY. AND THEN, AND EACH CART HOLDS ABOUT, I THINK DIFFERENT MODELS ABOUT, UH, 30 TO 36 DEVICES CHARGING AT THE SAME TIME. OKAY. AND THEN WITH DISTRIBUTING EACH OF THOSE DEVICES, WILL OUR C MODEL BE USED TO CONSIDER PRIORITIZATION? THAT'S SOMETHING TO CONSIDER. GO AHEAD. YEAH, SO YOU'RE ASKING IF WE WOULD USE THE C MODEL TO PRIORITIZE WHICH SCHOOLS WOULD RECEIVE THAT, AND THAT'S DEFINITELY SOMETHING WE'LL LOOK INTO. OKAY. AND THEN JUST AS WE'VE BEEN TALKING ABOUT, YOU KNOW, DATA COLLECTION AND MAKING SURE THAT'S DRIVING THE WORK, WILL WE BE ABLE TO GET THE DATA AS MENTIONED ON, YOU KNOW, THE CURRICULUM WE'RE USING AND WHAT, YOU KNOW, HOW WE CAME TO THIS CURRICULUM AS WELL AS WHAT WE'RE ALREADY DOING WITHIN THE DISTRICT? I APPRECIATE, UM, GRIEGO TALKING ABOUT [03:35:01] THE CELL PHONE. WE HAVEN'T SEEN AN UPDATE ON THAT BECAUSE THAT IS TECHNOLOGY. HOW WE, HOW IS IT WORKING IN OUR SCHOOLS? HOW ARE WE ABLE TO MONITOR THAT? DO WE HAVE THE DATA FROM OUR OWN DISTRICT TO BE ABLE TO COMPARE AS WE GO INTO THIS MODEL WITH THE LARGER DEVICE, BUT SAME PARAMETERS, ARE WE ABLE TO BE ABLE TO SEE THAT, TO BE ABLE TO SEE WHAT'S WORKING, WHAT'S NOT WORKING, AND AS WELL AS ACHIEVEMENT WITH THE DATA THAT DEVICES THAT WE'RE USING NOW, THE STUDENTS THAT ARE AT, YOU KNOW, OPTING IN, OPTING OUT, THEY'RE USING I-READY, DO WE, WILL WE BE ABLE TO USE THAT TO BE ABLE TO SEE A START POINT AND MOVE FORWARD TO SEE WHERE WE'VE PROGRESSED OR NOT PROGRESSED? WHAT'S WORKING, WHAT'S NOT WORKING, WHAT COMMUNITIES, YOU KNOW, ACTUALLY, YOU KNOW, NEED THIS? AND SOME COMMUNITIES MAY NOT, BUT ARE WE ABLE TO TRACK THAT INFORMATION AS WE DO THIS? I THINK GIVEN, UM, THE, THE APP THAT WE HOPE TO PROCURE, UH, THAT WILL BE ABLE TO HELP US WITH FILTERING DESEGREGATION OF DATA, WITHOUT IT, WE WOULDN'T BE ABLE TO DO THAT. AND OF COURSE, WE HAVE ENOUGH DATA AT THIS POINT FOR THIS YEAR IN TERMS OF USAGE, IN TERMS OF ACHIEVEMENT, HOW MANY STUDENTS HAVE BEEN ABLE TO IMPROVE AS A RESULT OF OUR, OUR, UM, ENTIRE MULTI-TIERED SYSTEM OF SUPPORT THAT INCLUDES THE DIGITAL TOOLS. UH, AND THEN IN THE UPCOMING YEAR WITH THIS IMPLEMENTED, WE'LL BE ABLE TO NOW GATHER DATA ON THE USE OF THE DIFFERENT, UM, DIFFERENT APPLICATIONS OR, UM, HOW THE STUDENTS HAVE BEEN ENGAGING IN SCREEN TIME, WHETHER IT'S BEEN IN A TEXTBOOK, WHETHER IT'S BEEN IN AN ONLINE, UM, LESSON, WHETHER IT'S BEEN ON, UM, AN APPLICATION. AND SO BASED ON ALL OF THAT, WE'LL BE ABLE TO PROVIDE MORE DESEGREGATION, BUT AT THIS TIME, IT'S NOT POSSIBLE. SO, UM, WE'RE HOPING TO GIVE YOU THAT TYPE OF INFORMATION. GOT IT. THANK YOU. WELL, THANK YOU SO MUCH FOR ANSWERING ALL OF OUR QUESTIONS AND ALSO IN FOLLOW UPS AND SOME OF, UM, WHAT WAS REQUESTED FROM BOARD MEMBERS. THANK YOU SO MUCH, APPRECIATE VERY WELL. SO NOW WE [III.3. Implementation Update: Leveraging Purchasing Power to Defend Immigrant Families and Human Dignity Resolution 044-25/26] ARE MOVING ON TO OUR FINAL PRESENTATION, AND AFTER THAT WE HAVE A PUBLIC COMMENT. SO IF, UM, MR. YES, MR. FREEMAN COMES FORWARD. THIS IS IN REGARDS AS AN UPDATE ON, UM, LEVERAGING DISTRICT PURCHASING POWER TO DEFEND IMMIGRANT FAMILIES AND HUMAN DIGNITY. UM, SO WE HAVE HERE CHIEF PROCUREMENT OFFICER, MR. MATTHEW FRIEDMAN. SO THANK YOU. SO THE FLOOR IS YOURS, MR. FRIEDMAN. GOOD AFTERNOON. THANK YOU. UM, TODAY WE ARE PRESENTING ON AN UPDATE, UH, IN RELATION TO THE MARCH RESOLUTION OF LEVERAGING PURCHASING POWER TO DEFEND IMMIGRANT FAMILIES AND HUMAN DIGNITY. SO WE WANT TO DISCUSS INITIALLY JUST, UH, REINTRODUCING SOME OF THE RESOLUTION LANGUAGE ALONG WITH SOME ASSUMPTIONS AS FAR AS HOW WE IMPLEMENT THE RESOLUTION, THEN GOING INTO HOW WE'RE GOING TO ADDRESS DISCLOSURES, THE ASSESSMENT FRAMEWORK, AND THEN FOLLOWING UP WITH NEXT STEPS. SO I WON'T READ THIS VERBATIM, BUT WE CAPTURED THIS FROM THE RESOLUTION AND IT REALLY CAPTURES THE SPIRIT OF THE RESOLUTION AS FAR AS USING THE DISTRICT'S PURCHASING POWER CONSISTENT WITH ITS EDUCATIONAL MISSION, AND THEN VERY SPECIFICALLY AROUND THE DISCLOSURES AND NARROWLY FOCUSED ON DIRECT ENGAGEMENT OR THE PROVISION OF MATERIAL SERVICES. SO THE TWO ITEMS THAT WE'RE GONNA DISCUSS TODAY ARE HOW WE'RE GOING TO ADDRESS VENDOR DISCLOSURES, AND THEN THE ASSESSMENT FRAMEWORK THAT COMES AFTERWARDS. AND BEFORE WE START, THERE'S GOING TO BE SOME FOUNDATIONAL ASSUMPTIONS THAT WE WANNA HIGHLIGHT. UM, TWO VERY SPECIFIC ONES IS THAT WE'RE GOING TO FOLLOW ALL APPLICABLE LAWS AS WELL AS PUBLIC CONTRACTING REQUIREMENTS. AND THEN AS PART OF THE ASSESSMENT FRAMEWORK, WE'RE GOING TO CONSIDER ALL OPERATIONAL IMPACTS AS IT'S, AS A RESULT OF THE, THE FRAMEWORK. SO THIS IS ESSENTIALLY THE, THE BEGINNING AS FAR AS VENDOR DISCLOSURES. SO WE'LL DISCUSS HOW WE'RE GOING ABOUT VENDOR DISCLOSURES, AND THEN WHAT WE'LL DO WITH THAT INFORMATION. SO SPECIFIC TO THE, THE QUESTION, IT'S IN RELATION TO WORK BEING PERFORMED BY DHS ICE OR CVP. AGAIN, I WON'T READ THIS VERBATIM, BUT THESE ARE THE EXACT DISCLOSURE STATEMENTS THAT'LL BE INTRODUCED VIA SURVEY. SO THIS WILL BE RELEASED TO ALL CURRENT VENDORS OF THE DISTRICT, AS WELL AS INCLUDED IN ALL FUTURE SOLICITATIONS TO UNDERSTAND, UH, IN RESPONSES TO, TO WHO IS AND WHO ISN'T, UH, PERFORMING WORK FOR, UM, THOSE GOVERNMENT ENTITIES. AND ONCE WE RECEIVE THOSE RESPONSES, ANY VENDOR THAT RESPONDS WITH A YES, WE'LL THEN BE PROMPTED TO FOLLOW UP WITH ADDITIONAL RESPONSES AS FAR AS WHERE THEIR ENGAGEMENT INVOLVES, AS WELL AS THE ABILITY TO UPLOAD DOCUMENTS TO THEIR, UH, CHOOSING. [03:40:02] AS, AS SOON AS WE RECEIVE ALL THAT INFORMATION, THE INTENT IS TO, UH, GAUGE THE SCOPE OF THEIR ENGAGEMENT. SO THAT'S VIA PUBLICLY AVAILABLE INFORMATION, ANY DOCUMENTS THAT THEY PROVIDE, AS WELL AS POTENTIAL DISCUSSIONS WITH THOSE VENDORS. AND THEN TAKING IT AND LOOKING AT IT FROM TWO DIFFERENT ASPECTS. ONE, AS FAR AS THEIR ENGAGEMENT, UM, OUTSIDE OF THE DISTRICT, AND THEN, UH, PUTTING THEM INTO TIERS. SO TIER ONE WOULD BE A, A CRITICAL OR DIRECT ENGAGEMENT. A TIER TWO WOULD BE AN INDIRECT OR INCIDENTAL OR TANGENT TANGENTIAL ENGAGEMENT. UM, AN EXAMPLE OF THAT MAY BE, UM, THE TYPE OF CAR THAT THEY PURCHASE IS SIMILAR TO A, A DISTRICT CAR THAT WE PURCHASE, UH, OR TIER THREE BEING NO CREDIBLE INVOLVEMENT. AND THEN VERY SIMILARLY, INTERNALLY WITHIN THE DISTRICT, WE'RE, WE'RE GOING TO PUT HIM IN, UH, DIFFERENT TIERS. TIER ONE BEING A CRITICAL OR STATUTORILY REQUIRED SERVICE OR GOOD. UM, TIER TWO BEING A SERVICE OF GOOD THAT HAS STUDENT IMPACT BUT ISN'T STATUTORILY REQUIRED OR TIER THREE, IT'S A DISTRICT CHOICE. SO WE HAVE THE CHOICE TO USE SOMETHING A OR B AS A TIER THREE, AND THEN FOLLOWED UP WITH A MITIGATION OR REASONABLE ALTERNATIVES RECOMMENDATION. SO WE PROVIDED A COUPLE OF EXAMPLES. UM, EXAMPLE ONE BEING, UM, A SOFTWARE PLATFORM WHERE DATA IS BEING STORED. UH, WE WOULD CONSIDER THAT A, A TIER ONE, UM, AS FAR AS THE, THE VENDOR AND THEIR ENGAGEMENT OUTSIDE OF THE DISTRICT. UM, AND, AND A TIER TWO AS FAR AS THE, THE WORK THAT'S BEING PERFORMED IN THE DISTRICT. SO IT MAY NOT BE STATUTORILY REQUIRED, BUT IT IS STORING DATA THAT THAT DIRECTLY IMPACTS STUDENTS. AND OUR RECOMMENDATION WOULD BE THAT, UM, THERE'S NO REASONABLE COST OR COST EFFECTIVE ALTERNATIVE, AND THAT RELATES TO THE TIME THAT IT WOULD TAKE TO IMPLEMENT ALONG WITH THE COST ASSOCIATED WITH THAT, ESPECIALLY GIVEN THE DISTRICT'S FINANCIAL POSITION. ALL THOSE CONSIDERATIONS AND NUANCE NEEDS TO, TO BE CON CONTEMPLATED. ANOTHER EXAMPLE WOULD BE, UH, A COMPANY THAT OFFERS ALMOST AS A RETAILER, A NUMBER OF PRODUCTS THAT THE DHS ALSO, UH, PROVIDES. WE WOULD CONSIDER THAT A TIER TWO, SO INDIRECT OR TANGENTIAL. AND IN THE DISTRICT IT'S A TIER THREE, IN ESSENCE, THE DISTRICT'S CHOOSING TO BUY PRODUCTS FROM THAT, THAT PROVIDER AS OPPOSED TO SOMEBODY ELSE. AND OUR RECOMMENDATION WOULD BE THAT THERE'S A POSSIBLE OR REASONABLE COST-EFFECTIVE ALTERNATIVE WHERE WE MAY BE ABLE TO FIND THOSE PRODUCTS ELSEWHERE, UH, BY USING, UM, PROCUREMENT METHODS THAT ARE, UH, REASONABLY AVAILABLE. NEXT STEPS. UH, SO WE WANT TO INCORPORATE THE DISCLOSURE SURVEY TO START, UH, NO LATER THAN JUNE 15TH. WE WANT TO INCLUDE, UH, THE SURVEY BOTH WITHIN OUR SOLICITATIONS AS WELL AS GOING OUT TO ALL, UH, DISTRICT VENDORS, REGISTERED VENDORS. UH, WE ALSO WANNA TAKE ANY FEEDBACK FROM TODAY AND TRY TO INCORPORATE THAT INTO THE DISCLOSURES, FOLLOWED UP WITH AN ASSESSMENT, UM, FRAMEWORK AND THE FEEDBACK, UH, COMING IN THE, BY THE END OF THE THIRD QUARTER, AS WELL AS, UH, PART OF THAT RESOLUTION WAS ALSO TO ALSO TO INCLUDE ALL CONTRACTS, MOUS, AND AGREEMENTS. UH, WE INTENDED TO PROVIDE THAT NO LATER THAN THE END OF THE THIRD QUARTER AS WELL. ON THE LAST ONE ON THE LIST, IS THAT THE DASHBOARD? IS THAT IN REFERENCE TO THE DASHBOARD THAT WE, UH, NOT INCLUDED IN THERE, BUT YES, THE, THE DASHBOARD AS WELL. SO JUST TO CLARIFY THAT THE, THE RESOLUTION ASKED FOR A, A LIST OF ALL CONTRACTS, MOUS, AND AGREEMENTS THAT WOULD BE PROVIDED TO THE BOARD THAT WILL BE DONE AS WELL AS A PUBLIC FACING DASHBOARD. YEP. AND THEN WE'LL HAVE A PRESENTATION ONCE THAT IS FINALIZED. CORRECT. OKAY. THANK YOU. UM, I HAVE A FEW QUESTIONS. SO THANK YOU FOR, UM, PROVIDING THIS, UH, UH, THE IMPLEMENTATION UPDATE. SO, YOU KNOW, THE RESOLUTION EMPHASIZES MITIGATION AND REASONABLE ALTERNATIVES WERE FEASIBLE AND COST EFFECTIVE. HOW WILL THE STAFF EVALUATE WHAT CONSTITUTES A REASONABLE ALTERNATIVE AND WHAT CRITERIA WILL BE USED TO DETERMINE WHEN A VENDOR OR SYSTEM MAY BE CONSIDERED, UH, TO OPERATIONALLY DISRUPTIVE, COSTLY, OR COMPLEX TO REPLACE? FOR EXAMPLE, WOULD FACTORS SUCH AS IMPLEMENTATION, TIMELINES, PAYROLL AND HR CONTINUITY, UM, STUDENT DATA MIGRATION OR INTEGRATION WITH OTHER DISTRICT SYSTEMS OR TRANSITION COST, BE PART OF THAT ANALYSIS? UM, I THINK ALL OF THOSE, UH, IN, IN ESSENCE, THERE'S SO MUCH NUANCE TO EACH INDIVIDUAL CONTRACT OR VENDOR THAT WE'RE USING THAT EACH ONE NEEDS TO BE ALMOST LOOKED AT INDEPENDENTLY FROM ONE ANOTHER TO TAKE INTO ACCOUNT COST OF, OF IMPLEMENTATION, UM, YOU KNOW, HOW IT IMPACTS STUDENTS, HOW IT [03:45:01] IMPACTS THE DISTRICT. UM, I THINK IT'S REALLY IMPORTANT, UM, TO HIGHLIGHT THAT THERE ARE A NUMBER OF CONTRACTS IN THE DISTRICT THAT ARE SO OPERATIONALLY SENSITIVE OR IMPORTANT TO THE DISTRICT THAT ANY RECOMMENDATION OUTSIDE OF, OF MAINTAINING THE STATUS QUO COULD HAVE SIGNIFICANT IMPACT TO THE DISTRICT. UM, AND, AND I THINK WE, WE WANT TO BE OBJECTIVE IN THAT, BUT ALSO SHARE WHY, UM, WHY THOSE IMPACTS ARE SO SIGNIFICANT. AND, UM, IN, IN A SITUATION WHERE THAT MAY, UH, OCCUR IN THE BOARD BOOK, WOULD YOU BE ABLE TO SPECIFY WHY THIS CONTRACT IS, UM, IS NEEDED AND YOU KNOW, HOW IT WOULD IMPACT THE DISTRICT UP TO, TO THE, TO THE EXTENT THAT LEGALLY ALLOWABLE? YES, WE'LL SHARE AS MUCH INFORMATION AS WE CAN. UM, AND FOR MY NEXT QUESTION, MORE BROADLY, HOW IS THE DISTRICT THINKING ABOUT THE ISSUE OF VENDOR LOCK-IN OR LONG-TERM DEPENDENCY ON CERTAIN ENTERPRISE SYSTEMS OR VENDORS? ARE THERE STRATEGIES BEING CONSIDERED HOW ON HOW TO IMPROVE FUTURE FLEXIBILITY, LEVERAGE, OR ALTERNATIVES OVER TIME? UM, TYPICALLY VENDOR LOCK-IN OCCURS WHEN THE DISTRICT ENTERS INTO AGREEMENTS FOR SOFTWARE OR SERVICES THAT, UM, ARE SO INGRAINED INTO THE OPERATION, EITHER BY CUSTOMIZATION OR OTHERWISE, THAT IT REQUIRES ENOUGH PLANNING FOR US TO GET OURSELVES OUTTA THAT. UM, AN EXAMPLE MAY BE THE DISTRICT'S OPERATING SYSTEM. UM, WE'VE USED THE SAME OPERATING SYSTEM SINCE 2005. UM, AND TO, UM, TO NAVIGATE AWAY FROM THAT IS GONNA TAKE TIME, UM, AND RESOURCES. AND I THINK AS, AS A WHOLE, THE DISTRICT'S DISCIPLINE AROUND THAT COULD BE BETTER. UM, AND I THINK WE'RE FOCUSED ON TRYING TO, TO, UM, IMPLEMENT STRUCTURE AROUND THAT AS FAR AS, UM, NOTIFYING DIVISIONS AND SPONSORS WITHIN THE DISTRICT THAT CONTRACTS THAT HAVE THAT SIGNIFICANT IMPACT, UM, YOU KNOW, MULTIPLE YEARS IN ADVANCE TO BE ABLE TO PLAN FOR IT. UM, BECAUSE IF YOU THINK OF SOMETHING LIKE THE DISTRICT'S OPERATING SYSTEM, IT MAY TAKE TWO OR THREE YEARS FOR US TO, TO GO OUT AND SOLICIT, THEN ACTUALLY IMPLEMENT NEW SOFTWARE, INCLUDING THE CUSTOMIZATION. AND SO I THINK FROM A PROCUREMENT PERSPECTIVE, OUR JOB IS TO KEEP EVERYBODY ABREAST OF WHERE THEY ARE WITHIN THEIR CONTRACTUAL TERMS, BUT ALSO ALLOW THEM TO THINK STRATEGICALLY AROUND HOW THEY MAY IMPLEMENT SOMETHING NEW WITH ENOUGH TIME TO BE ABLE TO MAKE THAT EFFECTIVE, UM, AND, UM, AND, UH, ACHIEVE THE RESULTS THAT THEY'RE LOOKING FOR. AND FOR MY NEXT QUESTION, WHAT ACCOUNTABILITY OR ENFORCEMENT MECHANISMS WILL EXIST IF A VENDOR DOES NOT FULLY OR TRUTHFULLY DISCLOSE INFORMATION RELATED TO DISCLOSURE REQUIREMENTS? FOR EXAMPLE, WERE THERE, COULD THERE BE CONSEQUENCES TIED TO FUTURE CONTRACT ELIGIBILITY OR RENEWABLES OR AMENDMENTS OR ADDITIONAL REVIEW PROCESSES? UH, I, I THINK OUR ANTICIPATION IS THAT THERE MAY BE SCENARIOS WHERE VENDORS DO NOT RESPOND TO OUR SURVEY OR REQUEST. AND THE DISTRICTS ARE, OUR APPROACH TO IT IS THAT OUR ASSUMPTION IS THAT A, A NON-RESPONSE IS A YES, AND THEREFORE THE, THE BACKGROUND RESEARCH THAT WE, WE DO IS UNDER THE, THE PRETENSE THAT THERE IS POTENTIAL, UM, ENGAGEMENT. UM, WE HAVE TO FOLLOW ALL APPLICABLE LAWS AS IT RELATES TO, TO PROCUREMENT AND, AND THE DISTRICT'S KIND OF PURCHASING. AND THERE'S NO SCENARIO WHERE WE COULD PRECLUDE A VENDOR FROM BIDDING, UM, AND POTENTIALLY WINNING AN AWARD SOLELY BASED ON THEIR WORK BEING DONE WITH, WITH A FEDERAL GOVERNMENT. AND SO I THINK THERE'S A, YOU KNOW, WE HAVE TO BE ABLE TO NAVIGATE THAT, UM, WITH INTENT, UM, INTENTION AND, UH, YOU KNOW, IT'S SOMETHING THAT WE HAVE TO LOOK AT IN COLLABORATION WITH OGC. YEAH. AND MY LAST QUESTION IS IT, UM, AS A DISTRICT DEVELOPS THIS FRAMEWORK, IS STAFF ALSO CONSIDERING A BROADER THIRD PARTY RISK MANAGEMENT APPROACH THAT EXAMINES OPERATIONAL, CYBERSECURITY, PRIVACY GOVERNANCE, UH, REPUTATIONAL AND, UM, VENDOR DEPENDENCY RISKS TOGETHER RATHER THAN IN ISOLATION? AND HOW MIGHT THAT HELP STRENGTHEN CONSISTENCY IN LONG-TERM OVERSIGHT ACROSS DISTRICT CONTRACTING PRACTICES? UM, SO IN THE BACKGROUND, THERE'S A NUMBER OF, UH, FIRMS THAT WE'VE SPOKEN TO AROUND KIND OF RISK ASSESSMENT SCORES AND LOOKING AT IT FROM A HOLISTIC PERSPECTIVE, UH, AGAIN, GOING BACK TO THE, THE IDEA OF FOLLOWING APPLICABLE LAWS AND PROCUREMENT, UM, CODES, UH, WE CERTAINLY COULD, UH, LOOK AT OR, OR TAKE THAT BACK AND FIND OUT IF IT'S SOMETHING THAT COULD BE IMPLEMENTED WITHIN THE DISTRICT, [03:50:01] BUT STILL MAINTAINING THE, OR OR ADHERING TO THE CODES AND LAWS THAT WE HAVE TO FOLLOW. WELL, THERE'S STILL MORE TO COME, SO I'LL LEAVE MY QUESTIONS THERE AND ANY OTHER OF MY COLLEAGUES THAT HAVE ANY QUESTIONS? YES, NO QUESTIONS. OKAY. WELL, THANK YOU. AND, UH, WE LOOK FORWARD TO MORE UPDATES MOVING FORWARD. YES. I GUESS I ASKED ALL MY QUESTIONS, , ALL THE QUESTIONS YOU HAD. UM, [IV. Public Comment] NO. SO NOW WE WILL MOVE ON TO PUBLIC COMMENT. SO MR. MCLEAN, THAT IS YOUR AREA. ALRIGHT. I'LL CALL ON THE FOLKS WHO LISTED THEMSELVES AS SPEAKING IN PERSON FIRST, AND THEN WE'LL CALL ON THOSE WHO ARE LISTED AS SPEAKING REMOTELY. SO THE FIRST SPEAKER IS THAKUR. I SEE YOU'RE IN THE ROOM. PLEASE PRESS, UH, COME ON UP. YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. AND AFTER THAKUR IS LEE. AND THEN, UH, CHELSEA C GOOD AFTERNOON, MEMBERS OF THE BOARD. UM, I'M THE COURSE SAYING I'M A HIGH SCHOOL STUDENT AND I'M AGAIN, HERE TODAY SPEAKING WITH MY PEERS ABOUT A MATTER THAT HAS CONCERNED STUDENTS AND PARENTS IN OUR COMMUNITY. AND THAT IS THE MATTER OF JESUS ANGULO AND MARIA SOTOMAYOR IN THE RECENT COMMON BY LATASHA BUCK, JESUS ANGULO IS DIRECTOR OF OPERATIONS FOR VIRTUAL ACADEMY. AND IN 2007, HE PLED NO CONTEST TO COVERING UP THE RAPE OF A MINOR. MARIA SOTOMAYOR, WHO DID THE SAME, HAS SINCE BEEN PROMOTED TO HUMAN RESOURCES AND, AND GULA HAS BEEN PROMOTED TO, UH, VIRTUAL ACADEMY. THEY EARN OVER $200,000 OF YOUR TAX DOLLARS AND MY TAX DOLLARS TOO. IS THAT RIGHT FOR THESE CHILD PREDATORS TO EARN THIS MONEY? I, I MEAN, I THINK WE ALL WOULD AGREE THAT IT'S IMPROPER. AND THEN LATASHA BUCK, DIRECTOR OF INSTRUCTION FOR THE VIRTUAL ACADEMY WAS RECENTLY QUESTIONED ABOUT THE SAME. AND AGAIN, HER RESPONSE WAS THAT IT WAS 20 YEARS AGO. DOES IT MAKE IT OKAY THAT A STUDENT WAS RAPED JUST BECAUSE IT WAS 20 YEARS AGO? I WOULD BE CURIOUS TO HEAR WHAT, THANK YOU, MR. MELVOIN. THANK YOU. I WOULD BE CURIOUS TO HEAR WHAT LATASHA BUCK SAYS ABOUT EPSTEIN OR CESAR CHAVEZ. IS IT OKAY THAT CESAR CHAVEZ DID HIS ACTS ALLEGEDLY 40 YEARS AGO, AND EPSTEIN, WHEN WAS HE, UH, CONVICTED? 2006? DOES THAT MAKE IT OKAY? IT DOES NOT. SO PLEASE, MEMBERS OF THE BOARD, WE ASK THAT YOU PLEASE ADDRESS THIS, THESE PEOPLE SHOULD BE TERMINATED. IN AN IDEAL WORLD, THEY WOULD NOT BE WORKING FOR L-E-U-S-D. THEY WOULD BE FIRED TODAY, JUST LIKE THE BOARD WAS PROACTIVE ABOUT CESAR CHAVEZ. BUT IF THEY DON'T, IF THEY AREN'T TERMINATED, AT LEAST THEY SHOULD RESIGN. YOU KNOW, MAKE THEM RESIGN. AND NO GOLDEN HANDSHAKE, PLEASE. AND I APPRECIATE, UH, BOARD PRESIDENT SCHUREN, YOUR RECENT UPDATES. THANK YOU. I, I KNOW I EMAILED AND YOU PROVIDED SOME UPDATES I, AND ASK, YOU KNOW, THAT WE ALL CAN RECEIVE MORE DETAILED UPDATES ABOUT WHAT IS BEING DONE TO ADDRESS AGAIN, THESE CHILD PREDATORS WHO ARE WORKING ON THE TAXPAYER'S DIME. JESUS AND GLO MARIA SOTOMAYOR, LATASHA BUCK, IF YOU'RE LISTENING, I ASK THAT YOU RESIGN TODAY. THANK YOU. THANK YOU FOR YOUR TIME. UH, BRI LEE, COME ON UP. WE'D HAVE TWO MINUTES TO SPEAK, DON'T YOU? OKAY. SO COME ON UP. UH, MS. LEE HAS GIVEN HER TIME TO THE GENTLEMAN COMING UP, SO YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. ALRIGHT. HELLO BOARD MEMBERS, I'M WILL MAUER. I'M THE EXECUTIVE DIRECTOR OF THE CHILDREN'S MEDIA RESEARCH AND REFORM LAB. FOR TWO DECADES, I WORKED AS AN EXECUTIVE INSIDE THE MEDIA INDUSTRY. I SPENT THE PAST FIVE YEARS STUDYING HOW TECH AND MEDIA PRODUCTS SHAPE CHILDREN'S DEVELOPMENT AND HOW THEY MAKE THEIR WAY INTO OUR CLASSROOMS. AFTER REVIEWING THIS POLICY DRAFT, I'VE IDENTIFIED MORE THAN TWO DOZEN LOOPHOLES, VAGUE TERMS AND UNIDENTIFIED CONCEPTS THAT HAND TECH AND MEDIA COMPANIES A DIRECT LINE TO OUR CHILDREN. I WANNA TAKE A SECOND TO JUST NAME A FEW. CAN ANYONE ON THIS BOARD PROVIDE AN EVIDENCE-BASED DEFINITION FOR THE TERM SCREEN VALUE? HOW ABOUT AN EVIDENCE-BASED DEFINITION OF WHAT COUNTS AS EDUCATIONAL CONTENT? SPECIFIC ENOUGH THAT A TEACHER COULD USE IT TO DEFINE WHETHER A ROBLOX GAME, A BRAIN BREAK VIDEO, OR AN AI TUTORING TOOL BELONGS IN A, IN A CLASSROOM? WHAT ABOUT THE TERM INDEPENDENT EXPERTS? WHERE'S THE DEFINITION AND WHERE'S THE LIST SO WE CAN CHECK FOR CONFLICTS OF INTEREST? WHEN WE LET INDUSTRY LANGUAGE DEFINE OUR STANDARDS, IT MAKES US QUESTION WHO IS ACTUALLY DRAFTING THESE POLICIES. I DON'T HAVE TIME TODAY TO WALK, WALK THROUGH ALL TWO DOZEN OF THESE, UM, ISSUES, BUT THEY'LL BE INCLUDED IN A COPY THAT WILL BE SUBMITTED TO THE BOARD. MY HOPE IS THAT YOU'LL CLOSE THESE EGREGIOUS LOOPHOLES QUICKLY AND EFFECTIVELY BEFORE PASSING ANY [03:55:01] POLICIES THAT AFFECT THE HEALTH AND WELLBEING OF THE CHILDREN THAT YOU'RE MEANT TO PROTECT. I HAVE FOUR SIMPLE REQUESTS. DEFINE EVERY TERM IN THIS POLICY USING INDEPENDENT RESEARCH AND PEER REVIEWED EVIDENCE AND REMOVE THE INDUSTRY TALKING POINTS. PUBLISH THE NAMES AND AFFILIATIONS OF EVERY EXPERT WHO CONSULTED ON THIS AND REQUIRE INDEPENDENT CONFLICT OF INTEREST. DISCLOSURES REQUIRE INDEPENDENT EFFICACY AND SAFETY VETTING FOR EVERY PRODUCT BEFORE IT ENTERS CLASSROOM. AND LASTLY, REQUIRE DIGITAL LITERACY TRAINING. FOR ANY STAFF THAT HAS THE AUTHORITY TO MAKE SCREEN AND TECH-BASED DECISIONS IN THE CLASSROOM. CHILDREN DESERVE A POLICY THAT'S IS WRITTEN FOR THEM. THANK YOU. THANK YOU FOR YOUR TIME. CHELSEA. C WHY NOT? YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. HI, THANK YOU. UM, I'M DR. CHELSEA CONONE. I AM A TEACHER. I'M ALSO A PARENT AT LUSD AND A MEMBER OF SCHOOLS BEYOND SCREENS. UM, I WANTED TO NOTE THAT DR. UH, RIVAS HAD ASKED ABOUT, UH, WHO THE INDUSTRY PROFESSIONALS WERE, AND I DON'T THINK THAT WE GOT A SATISFACTORY ANSWER. NO ONE ON THE LIST THAT THE, UH, LUSD PROVIDED, UH, WAS AN INDUSTRY PROFESSIONAL. AND I THINK IT'S CRITICAL TO KNOW WHO THE INDUSTRY PROFESSIONALS SHAPING THIS POLICY ACTUALLY ARE. I ALSO WANTED TO THANK, UM, MELVOIN FOR RAISING THE TECH AUDIT. I THINK GIVEN THE BUDGET CONSTRAINTS THAT HAVE BEEN BROUGHT UP TODAY, UH, I HOPE THAT YOU'LL KEEP PUSHING FOR THAT. UH, THE RESOLUTION YOU PASSED SPECIFICALLY CALLED FOR COLLABORATION WITH INDEPENDENT EXPERTS. AS WE SAW IN THE PRESENTATION, THIS PROPOSAL QUIETLY SWAPPED THAT FOR INDEPE, UH, FOR INPUT FROM INDUSTRY PROFESSIONALS WHO BY DEFINITION REPRESENT COMPANIES WHOSE PRIMARY OBLIGATION IS TO PROFITS AND MARKET GROWTH, NOT STUDENTS. THIS IS AN INHERENT CONFLICT OF INTEREST AND IT HAS NO BUSINESS NEAR DECISIONS ABOUT CURRICULUM, CLASSROOM TECHNOLOGY AND PROCUREMENT. THE RECENT SCANDALS OVER TECH COMPANY CONTRACTS SHOULD MAKE IT CLEAR THAT WE NEED TO DO THINGS DIFFERENTLY. INDEPENDENT, AS CALLED FOR IN THE RESOLUTION THAT WAS UNANIMOUSLY PASSED MEANS RESEARCHERS, EDUCATORS, NONPROFITS, L-A-U-S-D TEACHERS, CHILD DEVELOPMENT SPECIALISTS, AND PUBLIC HEALTH EXPERTS, NOT PEOPLE WITH FINANCIAL STAKE IN SELLING MORE TECH TO OUR SCHOOLS. CONSIDER THE EXAMPLE THAT WAS RAISED BY BOARD MEMBER EZ, THAT THE NEED TO PROCURE TECH TO TRACK SCREEN MINUTES. AS WE ALL KNOW, THERE'S TEACHERS ARE HAPPY TO HAVE GUIDELINES PUT ON THEM. THEY DON'T NEED TO BE TRACKED BY SOME NEW EXPENSIVE PROCUREMENT. AND THIS IS EXACTLY THE KIND OF THING THAT'S GOING TO BE SUGGESTED WHEN THE ONLY PEOPLE IN THE ROOM ARE INDUSTRY PROFESSIONALS WHO WANNA SELL OUR SCHOOL'S PRODUCTS. SO TODAY I AM ASKING THE BOARD REQUIRE L-A-U-S-D DISCLOSE WHICH INDUSTRY PROFESSIONALS HAVE ALREADY WEIGHED IN STRIKE INDUSTRY PROFESSIONALS FROM ALL FUTURE DECISIONS RELATED TO THIS PROPOSAL, AND REPLACE THEM WITH THE INDEPENDENT EXPERTS OF THE RESOLUTION CALLED FOR. WE'VE, UH, OKAY, THAT'S ENOUGH. THANK YOU. THANK YOU FOR YOUR TIME. THE NEXT SPEAKER IS RACHEL ZEREK, AND THEN AFTER MS. ZEREK IS ANYA MEEN. HI, GOOD AFTERNOON. UH, MY NAME IS RACHEL ZERK. MY SON IS STARTING TK AT MITCHELL TRINA THIS FALL. FIRST, I WANNA SINCERELY THANK YOU FOR YOUR COMMITMENT TO RESTRICTING DEVICE USE IN ELEMENTARY SCHOOL. LAST FALL, MY HUSBAND AND I TOURED MULTIPLE L-A-U-S-D ELEMENTARY SCHOOLS WHERE WE SAW KINDERGARTNERS WEARING HEADPHONES ALL SITTING AROUND THEIR INDIVIDUAL TABLETS. UH, ADMINISTRATORS TOLD US THE DISTRICT MANDATED WEEKLY I-READY MINUTES, AND THAT'S WHY WE WERE SEEING ALL THIS TABLET USE. UH, WE WERE NOT TOLD ABOUT OUR OUR RIGHT TO OPT OUT AND IT MADE US HESITANT ABOUT ENROLLING HIM. AND, YOU KNOW, BANNING DEVICES THROUGH FIRST IS A PROMISING START, BUT IT'S NOT ENOUGH. I WOULD ASK THE BOARD TO CONSIDER EXTENDING THE DEVICE SPAN THROUGH FIFTH GRADE AND AT THE VERY LEAST THROUGH SECOND GRADE, HAS THE DISTRICT BEEN PRESENTED ANY INDEPENDENT RESEARCH INDICATING THAT IT'S EITHER EFFECTIVE OR DEVELOPMENTALLY APPROPRIATE FOR SEVEN YEAR OLDS TO BE SPENDING TIME ON GAMIFIED APPS? SECOND, I WANNA STRESS THE IMPORTANCE OF A CLEAR, MEANINGFUL OPT-OUT PROCESS AND SIGNIFICANT CHANGES TO THE DISTRICT'S RESPONSIBLE USE POLICY DESPITE THE EXPECTED DEVICE SPAN. I WAS GIVEN THE RUP AS PART OF MY SON'S ENROLLMENT PACKET. I WAS DISTURBED TO SEE THAT IT REQUIRES ME AS THE PARENT TO WAIVE ALL MY LEGAL CLAIMS, UM, FOR MY SON'S USE OF TECHNOLOGY, WHILE EXPLICITLY ACKNOWLEDGING THE MANY POTENTIAL HARMS THAT COULD RESULT FROM THAT USE. IT ALSO MAKES MY SON WHO WILL TURN FOUR NEXT MONTH PERSONALLY RESPONSIBLE FOR THINGS LIKE NOT SHARING PERSONAL INFORMATION OVER THE INTERNET, BEING AWARE OF THE PRIVACY SETTINGS OF THE WEBSITES HE USES, AND DIRECT QUOTE FOR NOT MEETING ANYONE IN PERSON WHOM HE HAS ONLY MET ON THE INTERNET. AS FAR AS I CAN TELL, EVEN WITH THE PROPOSED UPDATES, THE RUP WOULD CONTINUE TO BOTH REQUIRE PARENTS [04:00:01] TO WAIVE THEIR RIGHTS AND MAKE EVEN VERY YOUNG CHILDREN RESPONSIBLE FOR THEIR OWN ONLINE SAFETY. I SINCERELY QUESTION THE EQUITY OF FORCING THE RUP ON PARENTS, UM, AND ASK THE BOARD TO CONSIDER DRASTICALLY CHANGED LANGUAGE, INCLUDING CLEARLY COMMUNICATED AND COMPREHENSIVE OPT-OUT RIGHTS. THANK YOU VERY MUCH. THANK YOU FOR YOUR TIME. ANYA MAXON, MY TIME TO ANDREA . COME ON DOWN. UH, ANDREA, WE HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN ANYA. THANK YOU BOARD MEMBERS. MY NAME IS ANDREA UIA AND I'M A CREDENTIALED SUBSTITUTE TEACHER FOR KINDERGARTEN THROUGH 12TH GRADE AND A MOTHER OF TWO AS A SUB. THE PERMANENT TEACHERS OFTEN LEAVE ME LESSON PLANS FOR THE KIDS TO WORK ON ASSIGNMENTS ON THEIR COMPUTERS. WHAT I CONSISTENTLY FIND, ESPECIALLY IN GRADES SIX THROUGH 12, IS THAT KIDS FIGURE OUT WAYS TO NAVIGATE TO OTHER SITES TO PLAY GAMES, WATCH MUSIC VIDEOS, AND THEY NEED TO BE REDIRECTED. OFTEN THIS RESULTS IN FRAGMENTED ATTENTION, DISJOINTED LEARNING. SO THE PROPOSED DAILY LIMITS FOR GRADE SIX THROUGH 12 ARE EXCESSIVE AND JEOPARDIZED LEARNING AND SHOULD BE AT ZERO MINUTES UP TO GRADE TWO. SECOND IN HIS BOOK GLOW KIDS, DR. NICHOLAS CARDIS DESCRIBES HOW VIDEO GAMES DELIVER DOPAMINE TO CHILDREN AS THEY PLAY DUE TO ITS GAME-LIKE FORMAT I-READY DOES THE SAME THING, POINT, CLICK, INSTANT CELEBRATION. SO THIS WIRE IS A CHILD'S BRAIN FOR LOW EFFORT AND HIGH REWARD, BUT THIS DOESN'T SERVE THEM WHEN IT COMES TIME FOR HIGH EFFORT, LOW REWARD LIKE HOMEWORK, WRITING A PARAGRAPH, WRITING AN ESSAY SO KIDS GET EXTREMELY FRUSTRATED AND IT TAKES AN EXCESSIVE AMOUNT OF TIME TO COMPLETE HOMEWORK AND EVEN MORE SO WITH A NEURODIVERGENT CHILD. THIRD, DR. JARED COONEY HORVATH WAS RECENTLY INTERVIEWED ON THE SCROLLING TO DEATH PODCAST AND DISCUSSED HIS FINDINGS ON I-READY. HE FOUND THAT A IN THE 15 YEARS I-READY HAS BEEN AROUND. THERE HAVE BEEN ONLY TWO LOWER TIER STUDIES PUBLISHED IN ACADEMIC PAPERS. ONE FOUND ITS QUALITY AS A DIAGNOSTIC TOOL TO BE LESS THAN THAT OF STANDARDIZED STATE TESTS. THE SECOND IN-HOUSE STUDY ON IT BEING A LEARNING TOOL COMPARED KIDS WHO USE I-READY TO KIDS WHO DO NOTHING, WHICH IS NOT REALLY A VALID COMPARATOR. YOU NEED TO COMPARE 30 MINUTES OF MATH DONE ON I-READY VERSUS 30 MINUTES OF MATH DONE IN PERSON WITH A TEACHER TO SEE IF THE DIGITAL TOOL IS BETTER. THAT WAS NOT DONE. WHEN STUDENTS WORK ON MATH PROBLEMS ON PAPER, I CAN SEE WHERE THEY'RE GETTING STUCK AND THEN I CAN HELP ADDRESS THE DISCONNECT IN THEIR PROCESS. I ALREADY CAN'T DO THAT. IT'S JUST MULTIPLE CHOICE AND IT JUST SHOWS THEM IF THEY GOT RIGHT OR WRONG. SO THE CONTRACT SHOULD JUST BE CANCELED. THANK YOU FOR BEING A TRAILBLAZER. THANK YOU FOR YOUR TIME. UH, MARIA LUISA PALMA AND THEN KATIE PACE. COME ON DOWN MS. PALMA, YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. WELL, GOOD AFTERNOON. MY NAME IS MARYA PALMA SPEAKING ON BEHALF OF ADA, AND TODAY I'M HERE. I'M SURE YOU KNOW TO TALK ABOUT THE FINANCIAL REALITIES AND THE ONLY ONE I'M GONNA BET WHO IS HERE TODAY TO SPEAK ABOUT THE FIVE ALARM FIRE THAT YOU HAVE ON YOUR HANDS WITH YOUR FINANCIAL STATEMENTS, WITH YOUR PROJECTIONS. BUT I'M LOOKING HERE AT EVERYTHING THAT WAS DISCUSSED TODAY, AND I NEVER HEARD THE WORD WHETHER OR NOT ANY QUESTIONS ABOUT WHETHER PROGRAMS THAT YOU'RE SPENDING MONEY ON ARE EFFECTIVE, ARE INEFFECTIVE. ALL THE DISCUSSION WAS THAT I HEARD WAS ABOUT MAGICAL THINKING THAT THIS IS THE MONEY THAT YOU NEED, BUT ARE THE FUNDS BEING USED EFFECTIVE OR NOT? AND IN THE MEANTIME, YOU ALSO HAVE THIS LITTLE WITCH HUNT HERE FOR POLITICAL APPEARANCES. SO INSTEAD OF SPENDING, UH, MORE TAXPAYER MONEY ON THIS FU FUTILE EXERCISE IN THIS PROCUREMENT, UM, SCHEME THAT YOU CHOOSE TO WASTE, UH, STAFF TIME ON TO PARAPHRASE WHAT PROCUREMENT JUST TOLD YOU, I THINK WHAT THEY'RE TELLING YOU IS WHAT YOU ARE ASKING FOR IS ILLEGAL. I DON'T KNOW, LEGAL COUNSEL, WHAT DO THEY THINK ABOUT THIS? SO YOU'RE TRYING TO CREATE A LIST OF VENDORS TO OUT PEOPLE THAT ARE WORKING WITH ICE, BUT COME ON, MAN, INSTEAD OF TALKING ABOUT WHAT YOU ARE SPENDING MONEY ON AND WHETHER OR NOT IT'S EFFECTIVE. AND SO WE DON'T HAVE ANY AB 1200 DOCUMENTS TODAY AND IT BEGS THE QUESTION, WELL, WHY NOT? MY GUESS IS THAT BECAUSE WITH THE FIN, WITHOUT THE FINANCIAL STABILITY PLAN, YOU CAN'T APPROVE THOSE, UH, COLLECTIVE BARGAINING AGREEMENTS. BUT NO ONE HERE ASKED IF BASED ON THE PROJECTIONS YOU HAVE HERE TODAY, WILL YOUR BUDGETS BE CLASSIFIED AS QUALIFIED OR NEGATIVE? AND I THINK IT'S NEGATIVE, BUT WHY DIDN'T ANYBODY ASK? SO I SEE THIS AS A DERELICTION OF YOUR DUTY [04:05:01] AS TRUSTEES OF THE FINANCIAL STATUS OF THE SCHOOL DISTRICT. YOU'RE NOT CONSIDERING INEFFICIENCIES, YOU'RE NOT CONSIDERING OVERHEAD, YOU'RE NOT CONSIDERING CONSOLIDATIONS OR CLOSURES. I CAN'T WAIT TO SEE WHAT THE FINANCIAL STABILITY PLAN DRAFT LOOKS LIKE. BUT MAN, YOU GOT SOME SERIOUS PROBLEMS ON YOUR HANDS AND NO ONE IS REALLY TALKING ABOUT THEM. THAT'S ABSURD. THANK YOU FOR YOUR TIME. KATIE. PACE, COME ON UP. UH, AFTER MS. PACE IS, UH, UH, KATE BRODY. SO COME ON UP. YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. YESTERDAY AT 11:00 AM MY TEENAGER EMAILED ME A SERIES OF THREE EMAILS IN 30 MINUTES EACH FILLED WITH LINKS TO DIFFERENT OUTFITS ACROSS VARIOUS WEBSITES THAT SHE WANTED ME TO LOOK AT FOR AN UPCOMING SCHOOL EVENT. SHE SENT ME THESE FROM HER SCHOOL ISSUED DEVICE DURING HER ALGEBRA ONE CLASS. SCHOOLS BEYOND SCREENS HAS BEEN COMING TO YOU IN HOPES THAT YOU WOULD ADDRESS TECH ISSUES FOR ALL AGES. BUT LOOKING AT THE DRAFT OF THE NEW POLICY, IT SEEMS AS THOUGH SIX THROUGH 12 STUDENTS ARE JUST AN AFTERTHOUGHT. WHILE I APPRECIATE THE CHANGES THAT HAVE BEEN WRITTEN INTO POLICY, WE NEED YOU TO GO FURTHER. AS ELEMENTARY SCHOOLERS HAVE DEVICES REMOVED, HIGH SCHOOLERS ARE BEING GIVEN A VERY LOOSE THREE HOUR A DAY LIMIT WITHOUT ANY PLAN ON HOW TO ENFORCE IT. THERE IS NO CURRENT GUIDANCE FOR TEACHERS ON HOW TO DIVIDE THESE MINUTES. AMONG FOUR TO EIGHT PERIODS A DAY, TEACHERS CANNOT BE ASKED TO COORDINATE THEIR MINUTES TOGETHER. THESE ARE HUGE GAPS IN THE POLICY THAT WILL TAKE AWAY SOME TEACHER AUTONOMY AND LEAVE THEM STRUGGLING TO ENFORCE THE LIMITS. WE NEED MIDDLE AND HIGH SCHOOLERS TO HAVE MINUTE RESTRICTIONS BASED ON ACADEMIC SUBJECT AND FOR THE MINUTES TO INCLUDE I-READY. AND FOR TIME FOR HOMEWORK, THE ENDLESS AFTERSCHOOL WEB SURFING WHILE PRETENDING TO DO HOMEWORK WITH PARENTS LEFT TO POLICE, IT HAS TO STOP. AND MOST SIGNIFICANTLY, THREE HOURS A DAY OF CLASS TIME SPENT ON A SCREEN IS SIMPLY TOO MUCH. THAT'S ALLOWING FOR 75 TO 80% OF THEIR STATE MANDATED INSTRUCTIONAL TIME TO BE SPENT ON A SCREEN. A DRASTIC REDUCTION IN THESE MINUTES IS IMPERATIVE. LASTLY, WE NEED A STRATEGIC TECH OPT-OUT PROCEDURE FOR ALL GRADES CLARIFIED IN THE POLICY. THE TOP PRIVATE SCHOOLS IN LA AS WELL AS PRESTIGIOUS UNIVERSITIES ACROSS THE COUNTRY HAVE OR ARE MOVING TO COMPLETELY SCREEN FREE CLASSROOMS. BUT LAST WEEK AT A TOP L-A-U-S-D HIGH SCHOOL, THERE WAS A COFFEE WITH THE PRINCIPAL MEETING TO DISCUSS LOW ATTENDANCE. THE ADMINISTRATION SAID THEY REALIZED IT WAS EASY TO NOT COME TO SCHOOL BECAUSE EVERYTHING WAS DIGITAL. I DO NOT DOUBT THAT LOW ATTENDANCE IN HIGH SCHOOL MAY BE DUE TO THE ABILITY TO STILL PASS WITHOUT ACTUALLY BEING THERE, BUT THAT IS GETTING A GRADE. THIS IS NOT GETTING AN EDUCATION. WE NEED YOU TO MAKE IT ESSENTIAL AND WORTHWHILE FOR SIX THROUGH 12 STUDENTS TO BE SITTING IN THEIR SEATS WITH SCREENS CLOSED AND LEARNING FROM A HUMAN TEACHER DOING ALGEBRA ON PAPER INSTEAD OF ON AMAZON. THANK YOU FOR YOUR TIME. KATE BRODY, COME ON UP. I'M GONNA DONATE NINE MINUTES TO BRIGHT LEE. OKAY, DONATION TO BRIDY LEE. IT'S BEEN AMAZING TO WITNESS THE TIDAL WAVE OF POSITIVE RESPONSES TO THE BOARD'S HISTORIC RESOLUTION FROM COUNTLESS MEDIA OUTLETS PRAISING LAD'S DECISION TO A HUGE SPIKE IN PARENT AND TEACHER ORGANIZING WITH SCHOOLS BEYOND SCREENS NOW REPRESENTED IN OVER 100 DISTRICTS NATIONWIDE. THE FOLLOWING POLICY AREAS NEED TO BE ADDRESSED TO ACCURATELY ALIGN WITH RESOLUTION, LANGUAGE LIMIT HARMS OF EXCESSIVE DEVICE USE AND REFLECT THE CURRENT RESEARCH AND LEGAL LANDSCAPE. THE RESOLUTION STATES THE DISTRICT SHALL DEVELOP A SCREEN TIME POLICY TO BE IMPLEMENTED BY SCHOOL YEAR 20 26, 27, BUT ONLY EARLY AT THEIR FIRST GRADE ARE SCHEDULED. AS STATED, THE TIMELINE FOR ALL OTHER STUDENTS SECOND THROUGH 12TH IS NOT IN ALIGNMENT WITH THE RESOLUTION. THE RESOLUTION STATES THE POLICY SHALL QUOTE, PROVIDE SCREEN TIME LIMITS FOR STUDENTS, BUT SCREEN TIME LIMITS ARE ONLY ESTABLISHED FOR EARLY ED THROUGH FIFTH GRADE. THEN THE WORD LIMITS IS INEXPLICABLY REPLACED WITH THE WORD RECOMMENDATIONS FOR SIXTH THROUGH 12TH. LUSD STATED THAT THE UPPER RANGE OF SCREEN USE BASED ON DISTRICT TRACKING WAS UP TO TWO HOURS FOR HIGH SCHOOL AGED KIDS. AND AS WE HEARD TODAY, 91 MINUTES, BUT THE POLICY DRAFT ACTUALLY INCREASES THIS TO THREE HOURS. IT SHOULD ALSO BE NOTED THAT A RAPIDLY EXPANDING AI PRIVATE SCHOOL WITH NO TEACHERS IS NOW EXPLICITLY MARKETING. ITS TWO HOURS OF SCREEN TIME AS THE ANTIDOTE TO THE OVERUSE OF SCREENS IN PUBLIC SCHOOL. THE GOOGLE CONSENT FORM IS FOR APPS THAT ARE DESIGNED FOR USERS ABOVE 18 YEARS OLD. GOOGLE ALSO DEFINES THESE ADDITIONAL SERVICES AS CONS, UH, AS DESIGNED FOR CONSUMER USERS. THIS IS FUNDAMENTALLY AT ODDS WITH THE POLICIES GUIDING PRINCIPLES OF DEVELOPMENTALLY APPROPRIATE USE AND EDUCATION ONLY USED BY DESIGN. HALF OF THE RESOLUTION IS NOT INCLUDED IN THE POLICY DRAFT, INCLUDING I-READY, WHICH IS ALSO EXCLUDED FROM THE PRESENTATION AND DOES NOT OFFER VALUABLE LEARNING EXPERIENCES THAT CANNOT BE REPLICATED OFFLINE. OTHER MISSING LANGUAGE REGARDING PROFESSIONAL DEVELOPMENT, GENERATIVE AI, STUDENT PRIVACY, THE RESPONSIBLE USE POLICY, SCREEN TIME USAGE, REPORTING TO PARENTS AND TEACHERS, PARENT RESOURCES REGARDING SERENA ADDICTION AND MORE ARE CRITICAL TO THE SUCCESSFUL IMPLEMENTATION AND NEED TO BE OUTLINED IN THE SCREEN TIME POLICY. I HAVE MORE TO SAY, BUT I WILL FOLLOW UP BY EMAIL. THANK YOU. THANK YOU FOR YOUR TIME. UH, LINDSEY BOYD. [04:10:02] LINDSEY BOYD, ARE YOU HERE? AND AFTER? UH, LINDSEY BOYD IS AMBER MILES. GOOD AFTERNOON. MY NAME IS LINDSAY BOYD AND I'M A PARENT WITH SCHOOLS BEYOND SCREENS. I WANNA TALK TODAY ABOUT THE CREEP OF AI IN OUR SCHOOLS AND WHY IT'S AN EMERGING THREAT TO OUR LEARNERS. THIS IS NOT SOMETHING THAT'S COMING DOWN THE PIPELINE, IT'S HAPPENING NOW. OUR STUDENTS ARE REPORTING THAT GOOGLE GEMINI INTERRUPTS THEIR RESEARCH AND WRITING AND EVEN THEIR ART PROJECTS PROMPTING THEM. DO YOU NEED HELP WITH THE CHALLENGING HOMEWORK OR ASK GEMINI? AND I WOULD KNOW THAT THIS IS NOT BECAUSE THERE'S A DEMONSTRATED PEDAGOG PEDAGOGICAL BENEFIT TO GEMINI. IT'S BECAUSE GOOGLE WANTS OUR STUDENTS TO USE GEMINI AND NOT CLAW OR ANY OF THE COMPETITORS. I WOULD ALSO NOTE THAT COMMON SENSE MEDIA HAS RATED EVEN THE EDUCATIONAL VERSION OF GOOGLE GEMINI AS HIGH RISK. WE ALREADY KNOW THAT AI IS DETRIMENTAL TO HUMAN BRAINS. MIT RESEARCHERS FOUND THAT USERS OF LLMS CONSISTENTLY UNDERPERFORMED AT NEUROLINGUISTIC AND BEHAVIORAL LEVELS WHEN THEY PUBLISHED THEIR FINDINGS. THESE RESEARCHERS SOUNDED ALARM BELLS ABOUT K THROUGH 12, SPECIFICALLY NOTING THAT DEVELOPING BRAINS ARE AT THE HIGHEST RISK. RESEARCH SHOWS THAT MIDDLE SCHOOLERS WITH ACCESS TO LLMS REPORT USING AI EVEN WHEN THEY DON'T NEED IT. OVER TIME, THEY LOSE CONFIDENCE IN THEIR ABILITY TO START AND THEIR FEAR, THEY FEAR THEIR OWN ANSWERS ARE SIMPLY NOT GOOD ENOUGH. THEY DEVELOP SYMPTOMS LIKE DEPENDENCY APATHY, ANXIETY, AND COGNITIVE DECLINE. WE HEARD A LOT IN THE BUDGET, UH, PRESENTATION ABOUT THE THE PROBLEM OF DE DECLINING ENROLLMENT. IF WE REDUCE EDUCATION TO TWO COMPUTERS TALKING TO EACH OTHER, WHAT IS THE POINT OF ME BRINGING MY CHILD TO SCHOOL ANYWAY? TOOLS THAT ARE DESIGNED FOR COGNITIVE OFFLOADING HAVE NO PLACE IN L-A-U-S-D AND THEY WERE INTRODUCED WITHOUT PARENT, TEACHER OR STUDENT CONSENT. WE NEED A MORATORIUM. WE NEED, AS I THINK, UH, BOARD MEMBER GON HAS COMMENTS TOUCHED UPON, WHY DON'T WE HAVE THE POLICY AND HAVE THE ACTUAL WORKING GROUP TO DECIDE WHAT'S THE APPROPRIATE USE OF THESE TOOLS BEFORE WE ENABLE THEM ON OUR STUDENTS' LAPTOPS? WE NEED AN A I MORATORIUM, AT LEAST UNTIL LAD'S AD HOC AI COMMITTEE CAN DEVELOP GUIDELINES AND RECOMMENDATIONS. FIRST, DO NO HARM. PLEASE DO NO HARM. THANK YOU FOR YOUR TIME. THE NEXT SPEAKER IS AMBER MILES. AMBER, ARE YOU HERE? AMBER MILES DAAN, ARE YOU HERE? SOME OF THESE FOLKS MAY BE ONLINE AND THAT WILL COME BACK TO THEM. ALL RIGHT, DAAN IS ONLINE. PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. DAAN DAAN, YOU'RE, UH, YOU'RE UP. PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. HEY, GOOD AFTERNOON. MY NAME IS DA SUN. WITH CATALYST, CALIFORNIA AND THE EQUITY ALLIANCE FOR LA'S KIDS. WE CALL ON A USC TO NOT COMPROMISE ON ITS EQUITY COMMITMENT AT A TIME WHEN OUR COMMUNITIES ARE FACING VIOLENCE AND INHUMANE CUTS TO BASIC NEEDS. RECENTLY DURING THE MAY REVISION ANNOUNCEMENT, GOVERNOR NEWSOM LAUDED L-A-U-S-D FOR ITS PROGRESS IN STUDENT OUTCOME GAINS, PARTICULARLY FOR BLACK AND BROWN STUDENTS. WE KNOW THAT THIS PROGRESS IS PARTLY DRIVEN FROM EQUITY INVESTMENTS LIKE SUNNY AND VISA A AND YET THE DISTRICT'S PROPOSAL TO CUT 299 MILLION FROM SUNNY ACROSS THE NEXT TWO YEARS DIRECTLY CONTRADICTS WHAT WE KNOW IS MOST NEEDED AND WORKING FOR OUR MOST VULNERABLE STUDENTS. WHAT'S MORE, THESE REDUCTIONS DISPROPORTIONATELY HARM HIGH AND HIGHEST NEEDS SCHOOLS THE VERY OPPOSITE OF THE DISTRICT'S EQUITY VALUES. WE RECOGNIZE THAT YOUR ROLE AS THE BOARD AND SUPERINTENDENT IS TO BE RESPONSIBLE FISCAL STEWARDS. BUT WHAT COMES BEFORE THAT IS YOUR DUTY TO BE STEWARDS OF OUR STUDENTS AND THEIR ABILITY TO THRIVE AND SUCCEED WITH THE MAIN REVISE WITH ADDITIONAL FUNDS. WE URGE THE DISTRICT TO PROTECT FE'S 700 MILLION INVESTMENT BSAP AND OTHER EQUITY PROGRAMS AND RESIST ANY MEASURE THAT LEAVES OUR HIGHEST NEEDS STUDENTS AND FAMILIES EVEN MORE VULNERABLE. FURTHER, WE CALL ON THE DISTRICT TO REALIZE ITS COMMITMENT TO TRANSPARENCY AND AUTHENTIC COMMUNITY ENGAGEMENT. WHEN THE DISTRICT PRESENTS ITS UPDATED FSP, IT MUST PROVIDE COMPREHENSIVE DISAGGREGATED DATA OF THE EQUITY IMPACT ON OUR DIFFERENT STUDENT POPULATIONS, SOMETHING THAT WE IN FACT HAVE YET TO SEE. THE DISTRICT SHOULD MAKE THIS INFORMATION AND DATA AVAILABLE WELL IN ADVANCE OF BUDGET VOTES WITH OPPORTUNITIES FOR COMMUNITIES TO MEANINGFULLY ENGAGE WITH THE DISTRICT. TRUE EQUITY MEANS EQUITY IN THE PROCESS AND EQUITY IN THE OUTCOME. PROTECT SUNNY, PROTECT OUR EQUITY INVESTMENTS AND PARTNER WITH COMMUNITY IN THE DECISION MAKING PROCESS. THANK YOU. THANK YOU FOR YOUR TIME. UH, JAMILA, I SEE YOU'RE ON THE LINE. PLEASE PRESS STAR SIX TO UN UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. JAMILA. [04:15:09] HELLO? CAN YOU HEAR ME? WE SURE CAN. PLEASE GO AHEAD. OKAY. GOOD AFTERNOON SCHOOL BOARD MEMBERS. MY NAME IS JAM SANTO AND I AND I'M HERE TODAY SPEAK ON AN APPROACHING ISSUE THAT HAS CONCERN STUDENTS, PARENTS AND FACULTY VIRTUAL ACADEMY IN 2 7 7 AND JESUS, A ADMINISTRATORS AT SOUTHEAST HIGH SCHOOL, A 17-YEAR-OLD, A 17-YEAR-OLD GIRL CAME UP TO THEM TRUSTING THEM AS THE ADULTS REPORT THAT SHE WAS RAPED BY A TEACHER AND SET A FOLLOWING PROTOCOL ON OR INFORMING AUTHORITIES OF THE ACCUSATIONS. HUSBAND AND MARIA RESPONDED BY LOCKING HER ROOM FOR OWLS UNTIL SHE WAS CED A STORY. THEY THEN PUT NO CONTEST TO COVERING UP THIS RATES AFTER THEY RETALIATED AGAINST THE STUDENT. SHE WASN'T EVEN ALLOWED TO GO TO HER OWN GRADUATION. IN 2023, LESD HAD TO PAY A SETTLEMENT OF 6.5 MILLION TO THE FORMER STUDENT WHO WAS ABUSED AND THEN FURTHER VICTIMIZED BY MARIA. AND JESUS LED TRIED TO WRITE ITS WRONG BACK 2008 BY LETTING THEM GO. BUT THEY WERE THEN TAY. HER SENSE FROM REPORTED HAS, HAS SINCE BEEN PROMOTED BOARD MEMBERS. I REALIZED YOU'RE ALSO PAYING THESE PEOPLE THROUGH YOUR TAXES. LITERACY STATES THAT IT WANTS A STUDENT TO FEEL SAFE AND RESPECTED IN SCHOOL. I THINK YOU ALL AGREE WITH THAT MISSION HAVE POSITIVE INTENTIONS. HOWEVER, IT IS VERY QUESTIONABLE FEES TO ADMINISTRATOR, NO CONTEST AND WOULD BEEN PROMOTED. VIRTUAL ACADEMY DIRECT YOU WITH BOOK WAS RECENTLY QUESTIONED ABOUT THIS AND SAID THAT IT WASN'T HER CONCERN SINCE IT WAS 20 YEARS AGO. IS THAT APPROPRIATE? IS THAT APPROPRIATE FOR HER TO SAY? IS THAT RIGHT? AS SOMEBODY WHO HAS A FRIEND WHO, WHO WAS A VICTIM GROOMING, HOW IS SHE OTHER STUDENTS SUPPOSED TO REFLECT ENOUGH TO TALK ABOUT HER EXPERIENCE? HOW ARE OTHER STUDENTS WHO MIGHT BE SURVIVOR SPORTS TO FEEL SAFE? YOU CANNOT OPENLY CLINIC CARE ABOUT HER OR ANY OTHER STUDENT. YOU ALLOW PEOPLE WHO OPENLY COVER UP, WHO OPENLY COVER UP, TRY TO BE SICK, CONTINUE TO WORK ON YOUR DISTRICT. MANY STUDENTS ARE SCARED TO SPEAK UP ABOUT THEIR EXPERIENCE ALREADY AND FALL. AND ALLOWING THESE TWO TO CONTINUE WORKING ON YOUR STARS MORE FREE TO THOSE STUDENTS FEEL, FEEL LIKE THEY SHOULDN'T HAVE, OR THAT YOU TAKE ACTION AGAINST ALL THREE OF THE, OF THESE INDIVIDUALS AND PROVIDES WITH QUICK UPDATES. THANK YOU FOR YOUR TIME. THANK YOU FOR YOUR TIME. THE NEXT SPEAKER IS CHRISTOPHER E CHRISTOPHER. AS YOU'RE ON THE LINE, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF. AND YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. CHRISTOPHER? UH, HELLO. CAN YOU HEAR ME? HI. YES, WE CAN. PLEASE GO AHEAD. OKAY. DEAR MEMBERS OF THE SCHOOL BOARD, MY NAME IS CHRISTOPHER STELLA TORE IN THE PAST. I HAVE COME TO SPEAK HERE ABOUT OTHER LESS SERIOUS SUBJECTS, BUT THIS IS A VERY TRAUMATIZING SUBJECT TODAY. UM, AS MY MY OTHER PEERS HAVE NOTED, IT HAS BEEN RECENTLY EXPOSED THAT JESUS ULU AND NATASHA BUCK, WHO ARE IN CHARGE OF VIRTUAL ACADEMY WERE QUESTIONED IN PUBLIC ABOUT THE CASE OF ULU WHO HAD NO CONTEST TO FAILING TO REPORT THE RAPE OF A STUDENT. ULU ALLEGEDLY RESPONDED WHILE BEING VISIBLY UPSET AND DISTRAUGHT. HE SAID IT WAS A PERSONAL MATTER AND WALKED AWAY. IS STUDENT SAFETY NOW A PERSONAL MATTER? LA NATASHA BUCK WAS ASKED NEXT. HER RESPONSE WAS THAT IT DOES NOT CONCERN HER SINCE IT WAS 20 YEARS AGO. HOW IS THIS AT ALL AN APPROPRIATE RESPONSE FROM THE STUDENT AND FA OR THE STUDENT AND FAMILY CONCERNS WITH SEXUAL ABUSE? WHEN MS. BUCK WAS ASKED ABOUT CESAR CHAVEZ'S ALLEGATIONS COMING FROM 40 YEARS AGO, SHE HAD NO ANSWER AND ANGRILY HUNG UP. OF COURSE, ANGLO WAS PROMOTED AFTER HE PLED NO CONCEPT ALONG WITH MARIA SOTOMEYER. BOTH WERE ADMINISTRATORS AT SOUTHEAST HIGH SCHOOL AT THE TIME. NOW THEY MAKE OVER $200,000 A YEAR. THEY ONLY GOT A SLAP ON THE WRIST FOR THE TRAUMA THEY INFLICTED ON A POWERLESS AND SCARED STUDENT. WE ARE ASKING THAT YOU PLEASE TAKE ACTION, DO SOMETHING ABOUT HIS MARIA. SO TO MY PATIENT, HAVE EVER EVEN BEEN ALLOWED TO BE IN L-A-U-S-C AND TAKE, LOOK, TAKE ACTION AGAINST NATASHA BUCK AS WELL FOR IRRESPONSIBLE ANSWER ONCE AGAIN, WE ARE HOPING TO HEAR FROM YOU AS QUICKLY AS WE DID ABOUT C CHAVEZ IN WHICH L-A-U-S-C WAS PROPERLY PROACTIVE. THANK YOU. THANK YOU FOR YOUR TIME. CCA, ARE YOU ON THE LINE? I DON'T HAVE YOU ON THE LINE. ARE YOU IN THE ROOM? CCA OKAY. YOU ARE IN PERSON. COME ON DOWN. YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. HI. GOOD AFTERNOON. THANK YOU FOR OPPORTUNITY TO BE HERE AND TO TALK WITH YOU. I WANT TO SUPPORT, UH, L-A-U-S-D STUDENTS AS A PARENTS OF AKUR AND . AND UH, AS YOU'RE AWARE PREVIOUSLY, MY SON AKUR WAS TALKING ABOUT THIS INCIDENT, UH, INVOLVING, UH, IS AND UH, MARIA SOTOMEYER. I FEEL THAT, UM, IT'S NEED TO BE ADDRESSED BECAUSE, UM, I RECENTLY GOT MY MPA FROM CAL STATE DOMINGUEZ HILLS AND I HAVE PREVIOUSLY A LAW DEGREE FROM RUSSIA. I WAS ACCEPTED TO LOYOLA LAW SCHOOL. I WILL START MY EDUCATION IN THIS COMING FALSE. [04:20:01] AND I FEEL SOMETHING NOT RIGHT HERE, HOW IT'S POSSIBLE THAT TWO PEOPLE WHO WERE CONVICTED IN SUCH A HORRIBLE CRIME AS A STUDENT RAPE, WHO WAS ASSISTANCE IN THIS TYPE OF INCIDENT, THEY STILL WORKING WITH L-A-U-S-D BOARD SYSTEM. AND AS A PARENT, I HAVE A SAFETY CONCERN AND MANY OTHER CONCERNS. I FEEL THAT IN 21ST CENTURY IN UNITED STATES OF AMERICA, JUSTICE SHOULD BE DOMINATE IN ALL ASPECTS OF OUR LIFE. AND THOSE TWO INDIVIDUALS MUST RESIGN. THANK YOU. THANK YOU FOR YOUR TIME. THANK YOU FOR YOUR TIME. ISABELLA TEEZ, ARE YOU IN THE ROOM? ISABELLA TEEZ. YOU SIGNED UP TO SPEAK REMOTELY, BUT I DO NOT HAVE YOU ONLINE. NOT HERE. AND AMBER MILES, YOU ARE ONLINE. AMBER MILES, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. AMBER MILES. HI. GOOD AFTERNOON. CAN YOU HEAR ME? YES, WE CAN. PLEASE GO AHEAD. OKAY. GOOD AFTERNOON, MEMBERS OF THE BOARD. MY NAME IS AMBER MILES AND I'M A TEACHER IN LOCAL DISTRICT SOUTH. I'M HERE TODAY TO URGE THE BOARD TO RELEASE THE FISCAL STABILIZATION PLAN IMMEDIATELY AND TO ENSURE THAT OUR HIGHEST NEED SCHOOLS ARE FULLY PROTECTED FROM CUTS. I URGE THE BOARD TO PRIORITIZE THE RELEASE OF THE FISCAL STABILIZATION PLAN AS SOON AS POSSIBLE AND ENSURE THAT OUR HIGHEST NEED SCHOOLS ARE FULLY PROTECTED FROM IMPENDING BUDGET BUDGET CUTS. EDUCATORS AND COMMUNITY MEMBERS WANT TO MEANINGFULLY ENGAGE IN THE PROCESS. AND THE SOONER WE HAVE CLARITY ON THE FISCAL LANDSCAPE FOR THE NEXT COUPLE OF YEARS, THE SOONER WE CAN PROVIDE FEEDBACK THAT CAN BE REFLECTED IN THE FINAL SSP IN JUNE. EVERY DAY THAT THE STABILIZATION PLAN REMAINS UNRELEASED, OUR SCHOOLS ARE LEFT IN A STATE OF CRIPPLING UNCERTAINTY. WE NEED THE DETAILS OF THIS PLAN OUT IN THE OPEN AS SOON AS POSSIBLE. DELAYS IN THIS PLAN PROLONG THE UNCERTAINTY OF FOR OUR MOST VULNERABLE STUDENTS, MAKING IMMEDIATE TRANSPARENCY AND EQUITY FOCUSED BUDGETING ESSENTIAL. MORE IMPORTANTLY, AS THE BOARD MAKES THESE DIFFICULT FINANCIAL DECISIONS, WE MUST DRAW A HARD LINE IN THE SAND TO PROTECT OUR HIGHEST NEEDS SCHOOLS. THESE CAMPUSES RELY ON ESSENTIAL FUNDING TO PROVIDE CRITICAL SERVICES LIKE SMALLER CLASS SIZES, SPECIALIZED READING PROGRAM, AND WRAPAROUND MENTAL HEALTH SUPPORT. IF WE BALANCE OUR BUDGET ON THE BACKS OF THESE STUDENTS, WE ARE NOT SOLVING OUR FISCAL PROBLEMS. WE ARE SIMPLY PASSING THE COST ON TO THE CHILDREN WHO CAN LEAST AFFORD IT. I ASK THAT YOU PRIORITIZE TRANSPARENCY AND USE AN EQUITY FIRST APPROACH WHEN EXECUTING THE STABILIZATION PLAN. THANK YOU FOR YOUR TIME AND YOUR CONTINUED DEDICATION TO ALL OF OUR STUDENTS. THANK YOU FOR YOUR TIME. THAT CONCLUDES PUBLIC COMMENT FOR THE COMMITTEE OF THE WHOLE. THANK YOU SO MUCH, UH, TO ALL OUR PUBLIC COMMENTERS. UM, I WANT TO END BY SAYING THAT, YOU KNOW, TODAY'S PRESENTATIONS REFLECTED THE COMPLEXITY OF THE WORK AHEAD FROM NAVIGATING FISCAL UNCERTAINTY AND SUPPORTING STUDENT WELLBEING IN THE, IN A DIGITAL AGE, TO ENSURING THAT DISTRICT SYSTEMS AND PROCUREMENT PRACTICES REMAIN ALIGNED WITH OUR VALUES AND RESPONSIBILITIES TO STUDENTS AND FAMILIES. UM, ALSO THANK YOU TO EVERYONE WHO PARTICIPATED IN TODAY'S DISCUSSION THROUGHOUT THE AND ALL ALSO THROUGHOUT THE YEARS COMMITTEE OF THE WHOLE MEETINGS. I WANT TO END BY AGAIN, SHOWING APPRECIATION AS THIS IS THE FINAL COMMITTEE OF THE WHOLE FOR THIS ACADEMIC YEAR APPRECIATION TO ALL WHO WORK TO MAKE SURE THAT THIS, UM, COMMITTEE RUNS SMOOTHLY. PARTICULARLY I WANNA START WITH MY STAFF. UH, MY POLICY DIRECTOR, ALEJANDRA RAMIREZ, ATE, WHO WORKS DILIGENTLY WITH DISTRICT LEADERSHIP, ESPECIALLY MS. AMANDA ETT AND WANNA THANK ALL THE STAFF THAT, UH, SUPPORTS HER WORK AS WELL. AND ALSO BOARD SECRETARIAT, STAFF, EVERYONE. UM, I WOULD LOVE TO NAME ALL OF THE FOLKS WHO, UH, FROM THE BOARD SECRETARIAT'S OFFICE WHO MAKE SURE THE AGENDAS AND THE PRESENTATIONS ARE DISTRIBUTED FROM MYRA, MAIRA, LISA, EBONY, JAMES RENA, AND ALEX. THANK YOU ALL SO MUCH. AND ALSO FOR ALL THE STAFF IN KLCS WHO ARE IN THE BACK. UM, YOU KNOW, MAKING SURE THAT, UM, ALL WHOEVER'S SPEAKING IS FOCUSED AND THAT THE CAMERAS ARE WORKING. UM, AND ALSO FOR OUR TECH SUPPORT AND ALSO OUR TRANSLATION STAFF. SO THANK YOU TO ALL OF THEM AND ALSO TO ALL OF OUR SCHOOL OPERATIONS WHO ARE HERE ALSO MAKING SURE THAT THANK YOU. AND IN THE BACK AS WELL. THANK YOU FOR ALL THE SUPPORT YOU PROVIDE HERE AND IN THE BOARD ROOM AND EVERYONE WHO HAS PRESENTED EVERY SINGLE DIVISION OR [04:25:01] OR DEPARTMENT THAT HAS BEEN HERE IN THE PODIUM ANSWERING VERY TOUGH QUESTIONS AND PRESENTING VERY IMPORTANT INFORMATION. THANK YOU ALL AND YOU ALL KNOW WHO YOU ARE. THANK YOU FOR BEING HERE PRESENT AND ALSO TO OUR LABOR PARTNERS WHO COME HERE ARE PUBLIC COMMENT, UH, THOSE WHO PROVIDE PUBLIC COMMENT AND TO MY COLLEAGUES FOR VERY THOUGHTFUL, UH, QUESTIONS, CONVERSATIONS, COLLABORATION, AND ON ALSO TO CONTINUING IN, UH, FOCUSING ON SUPPORTING OUR STUDENTS, OUR SCHOOL COMMUNITIES THROUGH VERY CHALLENGING AND IMPORTANT TIME IN PUBLIC EDUCATION. SO WE APPRECIATE ALL OF YOU AND FOR ME, GRACIAS FOR MAKING MY WORK, UM, EASY, NOT EASY, BUT AT LEAST, UM, LOOKS EASY, BUT IT'S NOT . AND UH, SO THANK YOU. AND THEN WITH THAT, I ADJOURN THIS FINAL COMMITTEE OF THE WHOLE MEETING. THANK YOU ALL SO MUCH. * This transcript was created by voice-to-text technology. The transcript has not been edited for errors or omissions, it is for reference only and is not the official minutes of the meeting.