* 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.
           GOOD MORNING, 
          [00:00:01]
WELCOME. 
          THE TIME IS NOW 10:05 AM ON JUNE 12TH, 2026. 
          WELCOME TO THE REGULAR MEETING OF THE LOS ANGELES UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION. 
          I'LL NOTE THIS MEETING WAS ORIGINALLY SCHEDULED FOR TUESDAY AND MOVED TO TODAY THE 12TH. 
          I'M GOING TO TAKE ROLE. 
          MS. NEWBELL. 
          PRESENT. 
          DR. RIVAS PRESENT, MR. MELVOIN, MS. GALLEGO, MS. EZ. 
          UH, MS. ORTIZ FRANKLIN. 
          PRESENT BOARD PRESIDENT SCHROEN PRESENT AND STUDENT BOARD MEMBER YANG PRESENT. 
          SO WE HAVE FOUR. 
          WE HAVE QUORUM. 
          WE'LL NOW MOVE DIRECTLY TO THE PLEDGE AS PRESENTED BY BOARD DISTRICT THREE. 
          YES, PLEASE RISE FOR THE PLEDGE FROM THE SAC COMMITTEE OF BOARD DISTRICT THREE. 
          THANK YOU. 
          WE ARE BOARD DISTRICT THREE, STUDENT ADVISORY COUNCIL FOR THE 20 25 20 26 SCHOOL YEAR. 
          AT THIS TIME, PLEASE RISE, FACE THE FLAG, PUT YOUR RIGHT HAND OVER YOUR HEART. 
          READY? BEGIN. 
          I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL. 
          ALRIGHT, AND I'LL MOVE TO THE LAND ACKNOWLEDGEMENT. 
          WE'LL PULL THAT UP AND WE WILL LISTEN TO THE LAND. 
          ACKNOWLEDGE. 
          WE ACKNOWLEDGE THAT THE LOS ANGELES UNIFIED SCHOOL DISTRICT OPERATES ON LAND ORIGINALLY AND STILL INHABITED AND CARED FOR BY THE GNO AND FERNANDIO TIAN PEOPLES WHO HAVE STEWARDED THIS LAND FOR GENERATIONS. 
          WE RECOGNIZE THESE INDIGENOUS COMMUNITIES ONGOING PRESENCE AND CONTRIBUTIONS AND HONOR THEIR CONNECTION TO THIS REGION. 
          WE RECOGNIZE GABRIELINO PEOPLE AS THE ORIGINAL STEWARDS OF THE LOS ANGELES BASIN AND THE NEARBY COASTAL LANDS AND THE FERNANDIO AVIUM AS PROTECTORS OF THE NORTHERN VALLEYS. 
          THESE LANDS HAVE AND CONTINUE TO HOLD DEEP, CULTURAL AND SPIRITUAL SIGNIFICANCE TO THEIR PEOPLE AND HAVE SHAPED THE COMMUNITY WE LIVE IN TODAY. 
          WE PAY OUR RESPECTS TO THE HANUK ANCESTORS, A ELDERS AND KIN OUR RELATIVES AND RELATIONS PAST, PRESENT, AND EMERGING AND COMMIT TO SUPPORTING INDIGENOUS COMMUNITIES THROUGH EDUCATION, ENSURING THEIR VOICES ARE HEARD AND THEIR LEGACIES ARE RESPECTED. 
          WE COMMIT TO DEEPENING OUR UNDERSTANDING OF THE HISTORIES AND CULTURES OF THE NATIVE PEOPLES OF THIS LAND. 
          THIS ACKNOWLEDGEMENT DEMONSTRATES OUR ONGOING EFFORTS TO BUILD AND SUSTAIN RELATIONSHIPS WITH INDIGENOUS COMMUNITIES AND CONTRIBUTE TO HEALING AND RECONCILIATION. 
          OKAY. 
          GOOD MORNING 
          [Board President’s Reports (Part 1 of 2)]
EVERYONE. 
          I'D LIKE TO DO THE PRESIDENT'S REPORT AND THEN WE'LL GO INTO LABOR PARTNERS AND THEN COMMITTEE REPORTS. 
          SO, GOOD MORNING TO ALL OF US IN L-A-U-S-D COMMUNITY. 
          BEFORE WE BEGIN, I'D LIKE TO ACKNOWLEDGE THAT THE FOLLOWING CELEBRATIONS AND OBSERVANCES ARE IN JUNE 1ST, IT'S A CELEBRATION OF PRIDE MONTH IN THE UNITED STATES, AND DESPITE CHALLENGES FROM INTOLERANT GROUPS AND FEDERAL OFFICIALS, WE IN L-A-U-S-D WILL CONTINUE TO CELEBRATE OUR L LGBTQ PLUS COMMUNITY. 
          FATHER'S DAY IS JUNE 21ST AND WE CELEBRATE ALL THE DADS OUT THERE WHO DO THEIR PART TO TAKE CARE OF THEIR CHILDREN AND INCLUDE THEMSELVES IN THEIR LIVES. 
          BEING A POSITIVE ROLE MALE MODEL IS A BIG RESPONSIBILITY, AND I WANT THE DADS OUT THERE TO KNOW THEY ARE HEROES TO YOUR CHILDREN. 
          I ALSO WANNA INCLUDE ALL THE WOMEN OUT THERE WHO HAVE TO PLAY DUAL ROLES MANY TIMES IN THEIR CHILDREN'S LIVES. 
          SOMETIMES I HEAR FROM THESE WOMEN THAT THEY HAVE TO BE BOTH A MOM AND A DAD BECAUSE THEY'RE IN A SINGLE FAMILY HOUSEHOLD. 
          SO YOU GET TWO CELEBRATIONS, LADIES, MOTHERS, AND FATHER'S DAY, AND WE ACKNOWLEDGE YOUR EFFORT AND HARD WORK IN SUPPORTING YOUR FAMILIES. 
          WE ALSO HAVE JUNE 19TH, WHICH IS KNOWN AS JUNETEENTH. 
          AND WHILE IT IS A RELATIVELY NEW FEDERALLY RECOGNIZED HOLIDAY, IT HAS BEEN A LONG TIME IN MAKING, IT IS MARKED AS A DAY OF TRIUMPH WHEN NEWS ARRIVED THAT THE UNITED STATES HAD ENSHRINED ABOLITION INTO LAW AND FREEDOM WAS ACHIEVED FOR THE ENSLAVED PEOPLE IN GALVESTON, TEXAS. 
          THE CIVIL WAR ENDED ON APRIL 9TH, 1865, BUT THE NEWS OF THE VICTORY DID NOT REACH GALVESTON UNTIL JUNE 19TH OF THE SAME YEAR, OVER TWO MONTHS LATER. 
          SO THIS YEAR I 
          [00:05:01]
INVITE ALL OF US TO COMMEMORATE AND CELEBRATE THIS HISTORIC LANDMARK. 
          FINALLY, JUNE IS ALSO MEN'S MENTAL HEALTH AWARENESS MONTH. 
          SO I HOPE THAT WE CAN TAKE THE TIME TO REMIND THE IMPORTANT MEN IN OUR LIVES THAT THEY DO MATTER TO US AND THEY'RE NOT ALONE IN THEIR MENTAL HEALTH CHALLENGES. 
          THANK YOU VERY MUCH. 
          APPRECIATE IT. 
          THANK YOU. 
          OKAY, WE'LL PASS ON TO, UH, LABOR PARTNERS IF WE HAVE ANY LABOR PARTNERS IN THE AUDIENCE, AND KEEP YOUR COMMENTS THE BEST YOU CAN TO ABOUT FIVE MINUTES OR MORE. 
          OKAY. 
          UNDERSTOOD. 
          YEAH. 
          GOOD MORNING. 
          SUPERINTENDENT CHI AND MEMBERS OF THE BOARD. 
          MY NAME IS ESTHER WING, GOVERNMENT AND COMMUNITY RELATIONS MANAGER AT SIU LOCAL 99. 
          AND TODAY I'M ACTUALLY YIELDING MY TIME TO COMMUNITY PARTNER GAL DEEZ IS A LONGTIME PARENT ADVOCATE WITH PARTNERSHIPS FOR LOS ANGELES SCHOOLS AND INNER CITY STRUGGLE. 
          SHE HAS STUDENTS AT HOLLENBECK MIDDLE SCHOOL AND ROOSEVELT HIGH SCHOOL IN BD TWO. 
          UM, THANK YOU. 
          GOOD MORNING SUPERINTENDENT AND MEMBERS OF THE BOARD. 
          MY NAME IS GRISELDA PEREZ AND I'M A PROUD L-A-U-S-E PARENT VOLUNTEER AT BOTH LOCAL EAST LA SCHOOL IN THE DISTRICT LEVEL BOARD DISTRICT NUMBER TWO, PAC MEMBER AND MEMBER OF THE POLICY ADVISORY BOARD AT THE PARTNERSHIP FOR LA SCHOOLS. 
          ONE OF, UH, BUT THE MOST IMPORTANTLY THING, I'M A MOTHER OF THREE WONDERFUL BOYS. 
          ONE OF MY SON IS A PROUD GRADUATE AT ROOSEVELT HIGH SCHOOL AND NOW ATTENDING CAL STATE LA. 
          MY MIDDLE SON IS AN A 10TH GRADER AT ROOSEVELT, AND MY YOUNGEST ONE IS A SEVENTH GRADER AT HOLLENBECK MIDDLE SCHOOL. 
          I'M HERE TODAY BECAUSE THE DECISION YOU MAKE IN THIS ROOM DIRECTLY SHAPE THE LIVES OF MY CHILDREN AND THE THOUSANDS OF BLACK AND BROWN STUDENTS, LOW INCOME FAMILIES AND ENGLISH LEARNERS ACROSS OUR COMMUNITY. 
          THESE PAST WEEK, OUR STUDENTS WERE GETTING THE YEARBOOK SIGN. 
          I WAS DEEPLY MOVED WHEN STUDENTS CAME OUT TO SOME OUR CAMPUS, A PERSONAL TO ASK A DEDICATION AND SHARE THINGS THAT BROKE MY HEART, BUT ALSO FULFILLED ME WITH PURPOSE. 
          ONE STUDENT IN TEARS SAID, MESS. 
          THIS CAMPUS LADY BUGGED ME FOR YEARS AND NEVER GIVE UP ON ME. 
          AND SHE SAID TO OUR CAMPUS AID, IF YOU WOULDN'T TALK TO ME, ENCOURAGE AND LISTEN TO ME, I WILL QUIT AND PROBABLY I'LL HURT MYSELF. 
          ANOTHER ONE SAID, THANK YOU FOR THE MEANING OF FAMILY. 
          YOU MAKE ME FEEL THIS IS OUR SCHOOL COMMUNITY DOES. 
          WE CREATE A SAFE PLACE? WE CREATE FAMILY, BUT RIGHT NOW, THE DISTRICT IS, IS CUTTING THE VERY FABRIC THAT HOLDS THIS FAMILY TOGETHER. 
          MY SCHOOL LOST OUR RJ POSITION AMONG OTHERS, AND THIS IS MASSIVE RESPONSIBILITY WAS SIMPLY HANDED OVER THE SCHOOL CLIMATE ADVOCATES WHO HAS ABSOLUTELY NO TRAINING ON RJ PRACTICES TO MAKE A LITTLE BIT MORE, THEY GET A LITTLE BIT MORE OF THE CAMPUS AID. 
          HOW CAN WE PROTECT OUR STUDENTS HEARTS AND MINDS WHEN THE PEOPLE PUT IN CHARGE, THEY HAVE NO TRAINING AND SUPPORT THEM. 
          WE KNOW THE WORKS WHEN WE INVEST IN OUR KIDS. 
          IN LATE APRIL, I ATTEND OUR SCHOOL CHOIR, OUR ROOSEVELT PUT TOGETHER FROM THE IMPD DEPARTMENT. 
          I WAS COMPLETELY AMAZED. 
          A SINGLE TEACHER WITH THE HELP OF ONE TA EIGHT AND ONE SPECIAL ED TEENS PUT TOGETHER AND GATHERED ALL THESE KIDS WITH THESE FOUR BEAUTIFUL SONG PRESENTATIONS. 
          WHAT BROUGHT ME TO TEARS, IT WAS LOOKING AT THE BACK ROW, THE TALLEST KIDS, THE ONES THAT USUALLY STRUGGLE TO FOLLOW RULES AND DON'T BEHAVE. 
          THEY WERE UP THERE SINGING. 
          THEY SHOW EVERYONE THAT THEY CAN DO SOMETHING POSITIVE BECAUSE SOMEONE INVESTED TIME AND BELIEVE IN THEM. 
          ONE 15-YEAR-OLD SON THAT I CAN SAY PROUDLY MY SON, HE EVEN HE THRIVE ON STAGE WHILE PRESENTING HIS VERY FIRST ORIGINAL MUSIC COMPOSITION BY HIMSELF AND ALONG WITH THE TEACHER HELP. 
          YET OUR EDUCATORS AND VOLUNTEERS THAT WORK IN MEDICALS, OUR SCHOOLS ARE STARVING TOO. 
          OUR CAFETERIA MANAGER WORKS STARLY TO MAKE SURE EVERY SINGLE STUDENT HAS A MILK, BUT SHE'S BEING FORCED TO STRONGLY R IN THE FOOD. 
          SOMETIMES I'VE SEEN IT JUST TO STRETCH THE LIMITED SUPPLIES SHE LEFT TO MANAGE AND SHE'S DISAPPOINTED AND HUNGRY STUDENTS BECAUSE OF THE FOOD SHORTAGE. 
          SOMETIMES THIS IS HAPPENING IN L-A-U-S-E AND IT'S PAINFUL TO WATCH. 
          OUR COMMUNITIES ARE FACING BRUTAL ICE ATTACKS AS WELL AS A MASSIVE FEDERAL COSTS. 
          LIFE SAVING SUPPORTS LIKE SNAP DISTRESS AND TRAUMA IN OUR HOMES IS AT AN ALL TIME HIGH. 
          THIS IS EXACTLY WHAT WE NEED SENDING MORE THAN EVER. 
          WE KNOW L-A-U-S-D KEPT SIGNING US $700 MILLION THIS YEAR, BUT THE FISCAL CIVILIZATION PLANS REVEALS A TERRIFYING FUTURE. 
          NEXT YEAR, IT DROPS TO $601 MILLION, THEN DROP TO A HUNDRED MILLION DOLLARS. 
          AND BY THE 28 29 SCHOOL YEAR, YOUR PLAN COMPLETELY DEFUND AND ELIMINATE SAN TO ZERO. 
          REDUCING AND ELIMINATING SAN MEANS FEWER EVERYTHING, COUNSELORS, TUTORS, LESS MENTAL HEALTH AND DESTRUCTION 
          [00:10:01]
OF THE PROGRESS THAT WE FOUGHT TO OVER A DECADE AGO. 
          I'VE BEEN SACRIFICING MY FAMILY AS WELL TO BE THERE AND ADVOCATE FOR THIS. 
          DEFUNDING SENATE IS A ROLLBACK OF A MAYOR COMMUNITY VICTORY. 
          IT ACTIVELY HARMS THE HIGHEST NEED SCHOOL, WHICH IS OUR OVERWHELMING ATTENDANT, BUT THE BLACKS, LATIN, ENGLISH LEARNERS WHO NEED THESE TARGETED RESOURCES THE MOST DURING CHALLENGING BUDGETED TIMES, EQUITY MUST COME FIRST. 
          L-A-U-S-D SHOULD NOT FIX ITS BUDGET CHALLENGES BY CUTTING RESOURCES FROM THE SCHOOL THAT NEED THEM THE MOST. 
          WE URGE THE DISTRICT TO MAINTAIN FULLY FUNDED FOR SAN AND PROTECT THE FULL $700 MILLION EQUITY INVESTMENT MOVING FORWARD. 
          WE MUST KEEP A SCHOOL SITE CONTROL OF SAN ANN ABOUT CAPPING OR NORMING POSITIONS. 
          FURTHERMORE, WE NEED ABSOLUTELY TRANSPARENCY. 
          FAMILIES, STUDENTS AND EDUCATORS NEED CLEAR INFORMATION OF ABOUT THE FISCAL STABILIZATION PLANNING AND HOW WILL AFFECT STAFFING AND RESOURCES. 
          THERE SHOULDN'T BE NO DECISIONS ABOUT US WITHOUT US. 
          COMMUNITY ENGAGEMENT IS A MASSIVE FOCUS OF HAVING GONE GONE AS RESOLUTIONS BUDGET BASED ON EQUITY IN A STUDENT NEEDED, WHICH WAS PASSED LAST YEAR, AND RESPONSIVE TO THESE VERY FISCAL CIVILIZATION PLAN. 
          WE EXPECT THE DISTRICT TO HONOR THE RESOLUTION. 
          EVERY STUDENT SERVES AN EDUCATION TO SEE THEIR FULLY POTENTIAL IN INVESTMENT IN THEIR NEEDS, AND REMIND THEM OF THEIR INFINITE POSSIBILITIES. 
          PLEASE PROTECT SUNNY, PROTECT OUR SCHOOLS, PROTECT OUR CHILDREN'S. 
          ALL OF YOU. 
          SIGN FOR IT. 
          I HAVE HOPE AND I DON'T WANT THIS HOPE END. 
          THANK YOU. 
          THANK YOU VERY MUCH. 
          THANK YOU. 
          I SEE UTLA IN THE HOUSE. 
          COME ON DOWN. 
          GOOD MORNING. 
          BOARD PRESIDENT MEMBERS ACTING SUPERINTENDENT, UH, CH UM, GEORGIA FLOWERS LEE REPRESENTING UNITED TEACHERS LOS ANGELES. 
          UM, I'D LIKE TO ADDRESS A FEW THINGS WITH YOU THIS MORNING. 
          FIRST, THE RESOLUTION BEING BROUGHT BY BOARD MEMBER ORTIZ FRANKLIN. 
          UM, UTLA CANNOT SUPPORT THIS RESOLUTION AS WRITTEN, WE AGREE WITH THE ATTEMPT TO ADDRESS EQUITY, BUT THIS RESOLUTION FAILS TO DO THAT. 
          WE'RE CONCERNED THAT THE RESOLUTION IS IN DIRECT CONFLICT WITH OUR NEGOTIATED CBA AND COULD ACTUALLY CAUSE STAFFING PROBLEMS AT BSAP AND C SCHOOLS. 
          WE WANT THE BOARD AND SUPERINTENDENT TO CONSIDER THESE ISSUES PRIOR TO VOTING. 
          SECOND, THE BIG, THE BIG ONE, THE FISCAL STABILIZATION PLAN PRESENTED TO THIS BOARD. 
          IT IS UNCONSCIONABLE THAT AS WE ARE CELEBRATING THE FIVE YEAR ANNIVERSARY OF BSAP, WHICH IS TRANSFORMING THE LIVES OF BLACK STUDENTS IN THIS DISTRICT, YOU ARE SIMULTANEOUSLY PROPOSING A REDUCTION IN RESOURCES OF $150 MILLION. 
          THAT'S AN 86% REDUCTION IN FUNDING, MEANING MASSIVE LAYOFFS OF TRUSTED ADULTS WHO ARE BRINGING MEANINGFUL CHANGE TO SCHOOL SITES AND STUDENTS WHO HAVE HISTORICALLY BEEN NEGLECTED BY THIS DISTRICT. 
          WHAT YOU ARE DOING IS ASKING THE STUDENTS WHO HAVE SUFFERED THE MOST TO ACCEPT BEING SACRIFICED. 
          FIRST, BALANCING THIS DISTRICT'S BUDGET ON THE BACKS OF BLACK AND BROWN STUDENTS IS UNACCEPTABLE TO OUR COMMUNITY. 
          DECIMATING BSAP AND COMPLETELY ELIMINATING C FUNDING WHILE AT THE SAME TIME MAKING NO MEANINGFUL CUTS TO OUT OF CONTROL. 
          EDTECH SPENDING TELLS ALL COMMUNITIES THAT LAD'S COMMITMENT TO EQUITY IS PURELY PERFORMATIVE. 
          HOW IN GOOD CONSCIENCE CAN ANYONE APPROVE THE SFP AS WRITTEN WHEN IT COMPLETELY IGNORES THE NEEDS OF STUDENTS AND FAILS TO CONSIDER INCOMING REVENUE? IF AN FSP IS A WORKING, LIVING DOCUMENT, THEN WE DEMAND THAT THIS DOCUMENT BE REVIEWED AT LEAST EVERY 90 DAYS TO CONSIDER CHANGING REVENUE STREAMS. WE ARE FIGHTING IN SACRAMENTO TO FULLY FUND OUR SCHOOLS. 
          MEMBERS OF THIS BOARD SHOWED UP ALONGSIDE US TO MAKE THESE DEMANDS. 
          THE FSP DOES NOT CONSIDER THAT WORK. 
          ADDITIONALLY, WE STRONGLY OPPOSE THE PROPOSED CUTS TO THE PEER ASSISTANCE AND REVIEW PROGRAM. 
          PAR IS A FUNDAMENTAL COMPONENT OF EDUCATOR SUPPORT IN THIS DISTRICT. 
          IT IS COMPRISED OF BOTH EDUCATORS IN THE CLASSROOM 
          [00:15:01]
AS WELL AS ALL RETIRED FOLK WHO RETURN TO GIVE UP THEIR TIME AND TALENT. 
          THESE COACHES SUPPORT EDUCATORS ACROSS OUR DISTRICT, AND THAT IS VERY DIFFERENT FROM THE SUPPORT THAT A MENTOR CAN PROVIDE. 
          THE DEMAND FOR PAR IS CONSISTENT. 
          THIS PROGRAM WILL BE DECIMATED IF THIS BOARD DOES NOT INTERVENE. 
          IT IS ONE OF THE LAST RESOURCES WHERE EDUCATORS CAN RECEIVE COACHING WITH A PURPOSE AND THAT PURPOSE IS TO SERVE STUDENTS TO THE BEST OF THEIR ABILITY. 
          WE CANNOT CONTINUE WITH THE CHURN AND BURN OF EDUCATORS. 
          AND FINALLY, UTLA CONTINUES TO STAND IN SUPPORT OF OUR L-G-B-T-Q-I-A STUDENTS, EDUCATORS AND WIDER COMMUNITY, AND WE DO APPRECIATE THE DISTRICT'S COLLABORATION IN THIS EFFORT. 
          AND I'LL TURN IT OVER TO JESSICA TO SPEAK A LITTLE BIT MORE. 
          THANK YOU SO MUCH. 
          UM, HELLO. 
          MY NAME IS JESSICA AND I STAND BEFORE YOU TODAY. 
          AS A PROUD REPRESENTATIVE OF THE LGBTQ PLUS COMMUNITY WITH THE RAINBOW EDUCATION COALITION OF LOS ANGELES REGLA, WE ARE HERE TO SUPPORT THE PRIDE RESOLUTION AND ASK TO ESTABLISH AN LGBTQ PLUS STEERING COMMITTEE AS WE CELEBRATE PRIDE MONTH. 
          I REFLECT ON MY JOURNEY AS A STUDENT IN LASD FROM ELEMENTARY TO HIGH SCHOOL. 
          THE CHALLENGES I FACE THEN AS A QUIET QUEER STUDENT ARE STILL PRESENT TODAY. 
          AND IN SOME CASES, THEY HAVE INTENSIFIED SIMILARLY TO THE YOUTH I WORK WITH TODAY. 
          I ALSO FELT THERE WAS NO SUPPORT SYSTEM IN MY SCHOOLS OR A SAFE SPACE TO FULLY EXPRESS MYSELF OR ASK QUESTIONS. 
          THERE WAS ONE GAY TEACHER WHO CARRIED THE BURDEN OF PROVIDING SUPPORT FOR ALL OF THE QUEER STUDENTS AND RUNNING THE GSA. 
          AND THIS LEFT THEM FEELING OVERWHELM, OVERWORKED. 
          I FELT FURTHER ISOLATED BY NOT HAVING QUEER HISTORY OR REPRESENTATION INCORPORATED INTO CURRICULUM OR SCHOOL PROGRAMMING. 
          AND I KNOW THIS IS TRUE TODAY BECAUSE OF THE STUDENTS', FAMILIES AND TEACHERS WE WORK WITH. 
          WHILE THE LASD LIAISON PROGRAM HELPS SUPPORT TEACHERS, IT DOES NOT ALWAYS GO FAR ENOUGH AND LEAVES SCHOOLS THAT DON'T HAVE QUEER LEADERS WITHOUT SUPPORT. 
          LET US BE INSPIRED TO CREATE CHANGE FOR QUEER AND TRANS STUDENTS WHO SUFFER EVERY DAY. 
          OUR STUDENTS IN LASD SCHOOLS DESERVE EQUITY VISIBILITY. 
          THEY DESERVE TO LEARN ABOUT PEOPLE THAT ARE SIMILAR TO THEM. 
          THEY NEED TO FEEL SEEN, HEARD, AND VALUED. 
          OUR REQUESTS MAY SEEM NUMEROUS, BUT THEY ALL STEM FROM THIS L-A-U-S-D. 
          WE URGE MEANINGFUL COLLABORATIONS, NO PERFORMATIVE COLLABORATIONS. 
          WE URGE YOU TO WORK WITH LABOR PARTNERS, COMMUNITY COALITIONS, AND GO BEYOND THE BARE MINIMUM TO ENSURE ALL OUR LGBTQ PLUS STUDENTS STEAL PRIDE ALL YEAR ROUND. 
          TOGETHER WE CAN BUILD A FUTURE WHERE EVERY STUDENT THRIVES. 
          THE BSAP STEERING COMMITTEE HAS SHOWN US THE POWER OF BRINGING DIVERSE VOICES TOGETHER TO ADVOCATE FOR BLACK STUDENT EQUITY. 
          WE CAN ACHIEVE THE SAME SUCCESS FOR OUR LGBTQ PLUS COMMUNITY BY ESTABLISHING A SIMILAR STEERING COMMITTEE OR TASK FORCE THAT HAS DECISION MAKING POWERS IN THE DISTRICT. 
          WE ARE GRATEFUL TO THE DIS FOR THE DISTRICT'S COMMITMENT AS DEMONSTRATED BY THE $2 MILLION ALLOCATED LAST YEAR TO LGBTQ PLUS PROGRAMS. HOWEVER, OUR JOURNEY DOES NOT END THERE. 
          LETTERS RISE TO THIS CHALLENGE WITH COURAGE AND DETERMINATION. 
          TOGETHER WE CAN CREATE A MORE INCLUSIVE AND SUPPORTIVE ENVIRONMENT FOR ALL STUDENTS. 
          LET US MARCH FORWARD WITH PRIDE KNOWING THAT OUR EFFORTS WILL PAVE THE WAY FOR FUTURE GENERATIONS TO COME. 
          THANK YOU. 
          THANK YOU VERY MUCH. 
          THANK YOU. 
          DO WE HAVE ANY MORE LABOR PARTNERS WHO WISH TO SPEAK? COME ON DOWN, GIL. 
          I TOOK NOTES. 
          GOOD MORNING. 
          MY NAME'S GIL GA ON THE SCHOOL POLICE UNION PRESIDENT. 
          UM, THIS IS GONNA BE THE ONE OF THE LAST TIMES THAT WE'RE GONNA BE ABLE TO SPEAK BEFORE SUMMER. 
          AND I ALWAYS GET A LITTLE BIT NERVOUS WHEN BUDGET COMES UP AND ESPECIALLY WHEN PEOPLE ARE FIGHTING OVER FUNDING. 
          UM, AND I'M NOT SURE THAT SOME OF THE, THE INCIDENTS THAT HAPPEN AT OUR POLICE DEPARTMENT OR ACTUALLY ON AND AROUND OUR SCHOOL CAMPUSES GETS TO THE HORSESHOE OR THE BOARD MEMBERS. 
          UM, I KNOW THAT, UH, WELL THIS IS KIND OF A PUBLIC SERVICE MENT ANNOUNCEMENT. 
          THE MTA IS STARTING A 600 PERSON POLICE DEPARTMENT. 
          THEY SENT OUT HIRING NOTICES. 
          SO IF ANYBODY IS GOING TO BE DISPLACED OR RIFT OR THIS AND THAT, IF YOU WANNA BE A POLICE OFFICER, THEY'RE GONNA START OFF, I THINK AT 87,000 A YEAR. 
          AND THEY'LL TRAIN YOU TO BE A POLICE OFFICER. 
          THEY'LL SEND YOU TO THE ACADEMY. 
          UM, THEY'RE, THEY'RE GETTING READY FOR THE, UM, THE 2028 OLYMPICS. 
          UM, SOME OF MY MEMBERS I'M SURE WILL GO OVER THERE BECAUSE THEY HAVE THE LITTLE POST CERTIFICATE AND THAT'S THEIR CERTIFICATION TO MOVE AROUND THE, THE DIFFERENT, UH, POLICE DEPARTMENTS HERE IN SOUTHERN CALIFORNIA. 
          UM, I I RESPONDED TO A A, UM, A, A STABBING 
          [00:20:01]
EVENT AT, AT SOUTHGATE HIGH SCHOOL THE OTHER DAY. 
          AND I WAS TALKING TO SOUTHGATE PD AND THE OTHER SURROUNDING INDIVIDUALS. 
          AND, UM, IT, IT WAS APPARENTLY AN INDIVIDUAL WAS WALKING TO SCHOOL, UM, AND WAS ON THE CORNER OF ONE STREET AND ANOTHER STREET AT RIGHT BY THE SCHOOL. 
          AND A FAMILY MEMBER CAME AND ATTACKED HIM. 
          AND I'LL, AND I'LL LEAVE IT AT THAT. 
          AND I DON'T WANT TO MAKE UP INCIDENTS OR BLOW UP INCIDENTS ANY MORE THAN THEY NEED TO. 
          IT'S UNFORTUNATE ENOUGH THAT I NEED TO REMIND THE BOARD MEMBERS THAT, UM, LOS ANGELES AND THE AREA AROUND LOS ANGELES IS SOMEWHAT A DANGEROUS PLACE LIKE MANY OTHER SUBURBAN, MANY OTHER CITIES AROUND THE UNITED STATES. 
          UM, THE IDEA THAT WE USED TO HAVE A POLICE OFFICER PATROLLING THE SCHOOLS WITH THE VISIBLE BLACK AND WHITE WHITE POLICE CAR WAS A DETERRENT FOR PEOPLE TO COMMIT CRIMES. 
          UM, AND WHEN WE DON'T HAVE A POLICE OFFICER ON AND AROUND SCHOOL, THERE'S NOBODY FOR THE PRINCIPALS TO CALL. 
          AND I, AND I SPOKEN TO THE, THE, THE ALA UM, PRESIDENT AND SHE, HER MEMBERS TELL HER THIS TOO. 
          IT WAS, IT WAS VERY, A VERY IMPORTANT THING WHEN YOU'RE ON CAMPUS AND YOU'RE THE PRINCIPAL AND YOU HAVE A RADIO IN HAND AND, AND WHEN YOU HAVE A PROBLEM THAT NEEDS TO BE SOLVED, YOU SAY PRINCIPAL TO ONE, ONE BEING A SCHOOL POLICE OFFICER, THE INDIVIDUALS KNOW THAT THE, THE EMPLOYEES KNOW THAT. 
          THE STUDENTS KNOW THAT. 
          AND ALL THAT HELPS DEESCALATE THE SITUATION BY THE MERE FACT THAT THERE'S A BLACK AND WHITE POLICE CAR IN FRONT OF A SCHOOL THAT HELPS DEESCALATE THE SITUATION. 
          BUT IN ABSENCE, WHEN THERE IS NO POLICE OFFICER TO CALL, WHEN THERE IS NO IN REGARDS TO THE LAW AND SAFETY HIGHER LEVEL OF AUTHORITY TO CALL, UM, IT, IT BECOMES VERY CHAOTIC. 
          AND THE STUDENTS AND THE STAFF AND THE PEOPLE IN THE SURROUNDING AREA UNDERSTAND THAT. 
          SO I'M GONNA TALK ABOUT ANOTHER INCIDENT AT A SCHOOL A COUPLE MONTHS AGO. 
          AND THERE WAS AN INCIDENT THAT, UM, THERE WAS A BOY AND A GIRL IN THE CLASSROOM. 
          ONE THREW A PENCIL AT THE OTHER INDIVIDUAL. 
          THE BOY THREW A PENCIL AT HIS FRIEND. 
          HE MISSED A FRIEND AND HE HIT THE GIRLFRIEND. 
          NO DAMAGE, NO, NO, NO, UM, LOSS OF ANYTHING. 
          THE GIRLFRIEND GOT ANGRY AND CALLED HER BOYFRIEND FROM ANOTHER COUNTY. 
          THE BOYFRIEND CAME BACK AFTER SCHOOL. 
          AND ONCE AGAIN, THIS SCHOOL DOES NOT HAVE A SCHOOL POLICE OFFICER IN FRONT. 
          THIS SCHOOL DOES NOT HAVE A POLICE CAR IN FRONT. 
          SO AFTER SCHOOL, UM, THE INDIVIDUAL, THE BOYFRIEND FROM THE OTHER SCHOOL COMES AND FIGHTS WITH THE BOY, WITH THE, THE INDIVIDUAL THAT THREW THE PENCIL AT SCHOOL RIGHT IN FRONT OF THE SCHOOL. 
          THE STUDENT OF THAT SCHOOL GOT STABBED IN THE CHEST. 
          I DON'T KNOW IF YOU HEARD ABOUT THIS, GOT STABBED IN THE CHEST, UM, NO POLICE OFFICER TO BE FOUND. 
          AND THE PARENTS OF THAT INDIVIDUAL CHASED THE, THE SUSPECT THAT STABBED THE INDIVIDUAL, CAUGHT HIM, BEAT HIM, AND PEPPER SPRAYED HIM. 
          NOW, AS A PARENT, I, I GET IT. 
          I UNDERSTAND. 
          AND AS A YOUNG PERSON, I GET IT. 
          I UNDERSTAND, I REMEMBER THE CHAOS. 
          BUT IN ABSENCE OF A POLICE OFFICER ON CAMPUS, YOU HAVE VIGILANTE JUSTICE. 
          NO MATTER HOW WELL PLACED AND HOW WELL INTENTIONED IT IS, IF SOMEBODY DID THAT TO ANY ONE OF OUR CHILDREN, WE WOULD ACT IN A LIGHT FASHION. 
          SO, UM, IT IT VERY DISHEARTENING TO, TO SEE THAT THIS IS SOMETHING WE CREATED WHEN OUR DEPARTMENT WAS DEFUNDED. 
          THE PROMISE WAS WE'RE GONNA HAVE 211 OFFICERS OUT IN THE FIELD PATROLLING AND RESPONDING TO KEEP SCHOOL SAFE. 
          AND THEN IT WHITTLED DOWN TO 121 OFFICERS IN THE FIELD DRIVING AROUND, PATROLLING AND KEEPING SCHOOL SAFE. 
          AND NOW IT'S ABOUT 65 OFFICERS IN THE FIELD PATROLLING THE, THE, THE NEIGHBORHOODS AND KEEPING 'EM SAFE. 
          SO YOU HAVE TWO OPTIONS. 
          YOU CAN CALL THE MUNICIPALITY AND THEY WILL NOT TREAT LITTLE JOHNNY OR SUSIE, OUR STUDENTS, OUR CHILDREN. 
          I DARE NOT CALL 'EM OUR BABIES 'CAUSE THEY'RE NOT MY BABIES. 
          AS ONE OF THE PARENTS ACTUALLY SAID, THEY'RE THE PARENTS' BABIES. 
          THEY'RE NOT OUR BABIES. 
          BUT ONE OF OUR STUDENTS, ONE, ONE SOMEBODY THAT, THAT, THAT, THAT THEY'RE IN, IN OUR, IN OUR PROTECTION, I WOULD NOT CALL SOMEBODY FROM MUNICIPALITY THAT DOES NOT KNOW HOW TO HANDLE THEM. 
          I WOULD NOT CALL ANYBODY ELSE. 
          I WOULD CALL A SCHOOL POLICE OFFICER THAT IS TRAINED. 
          AND OUTSIDE OF THAT, WHEN YOU DON'T HAVE THAT INDIVIDUAL, YOU GET VIGILANT JUSTICE IN WHATEVER FASHION. 
          AND WE DO UNDERSTAND THAT. 
          SO I WISH THIS BOARD GUSHED OVER PUBLIC SAFETY LIKE THE MTA BOARD GUSHES PUBLICLY OVER PUBLIC SAFETY. 
          AND LET ME SAY THAT'S A A WORD MAYBE PEOPLE, MAYBE I'M NOT COMING ACROSS. 
          THEY, THEY VERY MUCH WANT PUBLIC SAFETY. 
          THEY VERY MUCH VALUE PUBLIC SAFETY. 
          THEY, THEY VERY MUCH VALUE THE POLICE OFFICER CLASSIFICATION. 
          MY MEMBERS, A LOT OF THEM DON'T WANT TO GO THERE BECAUSE THEY MAKE A LITTLE BIT MORE MONEY. 
          MY MEMBERS WANT TO GO THERE BECAUSE PUBLICLY THEY VALUE PUBLIC SAFETY. 
          AND THIS IS SOMETHING OUTSIDE OF MYSELF AND, AND A HANDFUL OF PEOPLE. 
          MY MEMBERS DO NOT FEEL EVERYBODY'S WATCHING YOUTUBE LIVE RIGHT NOW. 
          SO, UM, IN REGARDS TO BSAP, PROTECT THE FUNDING. 
          DON'T, DON'T GIVE THE CHILDREN SOMETHING AND TAKE IT AWAY. 
          DON'T, DON'T DO THAT. 
          UM, IN REGARDS TO PUBLIC SAFETY, DO NOT TAKE 
          [00:25:01]
ANY MORE OF OUR FUNDING. 
          DO NOT TAKE ANY MORE OF THE, THE, THE STUDENTS' SAFETY FUNDING AWAY REAL SAFETY FUNDING AWAY FROM THE STUDENTS. 
          AND IF YOU'RE GOING TO HAVE A, A, A GROUP IN REGARDS AND CALLS THEMSELVES SAFE PASTORS TO COME OVER AND, AND, UM, AND HAVE A, A MEETING CALL, CALL, UH, SOMEBODY THAT UNDERSTANDS LAW ENFORCEMENT CALL, CALL THEM TO SHOW UP TO YOUR, TO YOUR MEETING AND, AND ASK THEM QUESTIONS. 
          I'VE SAT ON PANELS MYSELF, IT BECOMES VERY UNCOMFORTABLE TO ANSWER QUESTIONS, BUT FULL TRANSPARENCY, RIGHT? ANSWER THE QUESTIONS WHETHER YOU AGREE WITH THEM OR NOT. 
          THANK YOU VERY MUCH FOR LISTENING. 
          THANK YOU. 
          THANK YOU VERY MUCH. 
          ANY OTHER LABOR PARTNERS? IF NOT, WE'LL BEGIN OUR COMMITTEE REPORTS. 
          AND I'D LIKE TO START WITH THE CHARTER SCHOOL COMMITTEE. 
          THE CHARTER SCHOOL'S COMMITTEE CONVENED ON MAY 14TH FOR ITS FINAL MEETING OF THE 25 26 SCHOOL YEAR TO DISCUSS CHARTER OVERSIGHT FACILITIES PLANNING UPCOMING RENEWALS AND EXAMPLES OF SCHOOL-BASED PRACTICES INTENDED TO SUPPORT STUDENT SUCCESS. 
          DISCUSSION THROUGHOUT THE MEETING, FOCUSED ON ACCOUNTABILITY, OPERATIONAL PLANNING, AND STUDENT OUTCOMES. 
          THE COMMITTEE FIRST RECEIVED AN UPDATE FROM THE CHARTER SCHOOL'S DIVISION REGARDING THE 26 27 PROPOSITION 39 CO-LOCATION CYCLE AND UPCOMING CHARTER RENEWALS DISCUSSION FOCUSED ON PROJECTED ENROLLMENT ADJUSTMENTS THAT EXIST IN CO-LOCATIONS OVER ALLOCATION TRENDS, SCHOOL COMMUNITY IMPACTS UPCOMING RENEWALS, AND HOW EVOLVING STATE PROPOSALS RELATED TO VERIFIED DATA AND ACCOUNTABILITY MAY AFFECT FUTURE OVERSIGHT PRACTICES. 
          THE COMMITTEE THEN HEARD PRESENTATION FROM IS F VIEW PARK PREPARATORY HIGH SCHOOL AND ALLIANCE, JUDY IVY BURTON TECHNOLOGY ACADEMY HIGH SCHOOL HIGHLIGHTING ARTS EDUCATION, CAREER PATHWAYS, COMMUNITY SCHOOL STRATEGIES, STUDENT WELLNESS EFFORTS, FAMILY PARTNERSHIPS AND STUDENT LEADERSHIP INITIATIVES INTENDED TO STRENGTHEN SCHOOL CULTURE AND STUDENT OUTCOMES. 
          THANK YOU VERY MUCH FOR DOING SUCH A GOOD JOB. 
          COMMITTEE OF THE WHOLE IS NEXT. 
          OKAY, COMMITTEE OF THE WHOLE CONVENE ON MAY 19TH, 2026 FOR ITS FINAL MEETING ON THE 25 26 SCHOOL YEAR TO DISCUSS THE STATE BUDGET OUTLOOK, STUDENT TECHNOLOGY USE AND THE IMPLEMENTATION OF BOARD DIRECTED PROCUREMENT REFORMS. DISCUSSION THROUGHOUT THE MEETING FOCUSED ON BALANCING FISCAL REALITIES, STUDENT NEEDS, AND LONG-TERM DISTRICT PRIORITIES. 
          THE COMMITTEE FIRST HEARD A PRESENTATION ON THE GOVERNOR'S MAY REVISION AND IMPLICATIONS FOR THE DISTRICT'S FISCAL OUTLOOK AND IT ADVOCACY PRIORITIES. 
          DISCUSSION FOCUSED ON PROPOSITION 98, FUNDING SPECIAL EDUCATION INVESTMENTS, ENROLLMENT ASSUMPTIONS, LONG-TERM FISCAL PROJECTIONS, AND ONGOING STATE BUDGET NEGOTIATIONS. 
          THE COMMITTEE THEN RECEIVED AN UPDATE ON THE DISTRICT'S DRAFT STUDENT SCREEN TIME GUIDANCE AND INTENTIONAL INTENTIONAL TECHNOLOGY USE IN SCHOOLS DISCUSSION FOCUSED ON BALANCING HEALTHY TECHNOLOGY USE WITH MAINTAINING ACCESS TO DIGITAL LITERACY AND INSTRUCTIONAL TOOLS, WHILE ALSO EXPLORING EQUITY IMPLICATIONS, TESTING REQUIREMENTS, ADAPTIVE LEARNING PROGRAMS, HOMEWORK EXPECTATIONS AND IMPLEMENTATION CHALLENGES. 
          THE COMMITTEE ALSO RECEIVED AN IMPLEMENTATION UPDATE ON RESOLUTION 0 4 4 RELATED TO LEVERAGING DISTRICT PURCHASING POWER TO DEFEND IMMIGRANT FAMILIES AND HUMAN DIGNITY. 
          DISCUSSION FOCUSED ON VENDOR DISCLOSURE REQUIREMENTS, OPERATIONALIZING PROCUREMENT REFORMS, VENDOR LOCK IN RISKS AND THIRD PARTY RISK MANAGEMENT AND BALANCING DISTRICT VALUES WITH OPERATIONAL REALITIES AND LONG TERM GOVERNANCE CONSIDERATIONS. 
          AS A FINAL CU OF THE WHOLE MEETING OF THE SCHOOL YEAR BOARD MEMBERS REFLECTED ON THE IMPORTANCE OF CONTINUING THROUGHOUT LONG-TERM PLANNING, WHILE NAVIGATING FISCAL UNCERTAINTY, OPERATIONAL COMPLEXITY, AND EVOLVING STUDENT NEEDS ACROSS THE DISTRICT. 
          THANK YOU VERY MUCH. 
          NEXT WE HAVE CURRICULUM AND INSTRUCTION. 
          MS. DIEGO. 
          IN OUR FINAL MEETING OF THE CURRICULUM AND INSTRUCTION COMMITTEE, THE COMMITTEE DISCUSSED ASSESSMENTS, STATE ASSESSMENTS, DISTRICT ASSESSMENTS, AND MOST EXCITINGLY RIGOROUS TRANSFORMATIVE ASSESSMENT PROJECTS CALLED YPAR, YOUTH PARTICIPATORY ACTION RESEARCH. 
          WE HEARD ABOUT HOW IT IS BEING IMPLEMENTED IN DIFFERENT SCHOOLS AND HOW IT SUPPORTS STUDENT GROWTH AND BUILDING CHANGE IN COMMUNITIES, STUDENTS DOING YPAR, GETTING THE CALIFORNIA STATE SEAL OF CIVIC ENGAGEMENT WHILE ALSO RAISING THEIR READING LEVELS AND OVERALL SCHOOL ENGAGEMENT. 
          FINALLY, WE HEARD A LITTLE MORE ABOUT FUTURE CHANGES IN L-A-U-S-D ASSESSMENTS. 
          WE ARE LOOKING FORWARD TO WORKING WITH THE DIVISION OF INSTRUCTION ON CKLA THIS SUMMER TO MAKE IT EASIER FOR TEACHERS TO REFLECT STUDENT IDENTITY IN THE CURRICULUM. 
          THANK YOU. 
          THANK YOU VERY MUCH. 
          BACK TO YOU AGAIN. 
          DR. RIVAS . 
          OKAY. 
          GREENING AND CLIMATE RESILIENCE COMMITTEE. 
          THANK YOU. 
          THE GREENING SCHOOLS AND CLIMATE RESILIENCE COMMITTEE CONVENED ON MAY 27TH FOR ITS FINAL MEETING OF THE 25 26 SCHOOL YEAR TO REFLECT ON DISTRICTWIDE SUSTAINABILITY 
          [00:30:01]
PROGRESS, CLIMATE RESILIENCE EFFORTS, AND THE ROLE OF SCHOOL COMMUNITIES IN ADVANCING GREENER AND HEALTHIER LEARNING ENVIRONMENTS. 
          THE COMMITTEE FIRST RECEIVED AN UPDATE FROM THE ECOS SUSTAINABILITY OFFICE LED BY CHIEF ECOS SUSTAINABILITY OFFICER CHRISTO CILLO FOCUSED ON THE 24 25 E SUSTAINABILITY ANNUAL REPORT AND THE DISTRICT'S PROGRESS ACROSS CLIMATE RESI, CLIMATE RESILIENCE, DECARBONIZATION, CAMPUS ECOLOGY, WATER STEWARDSHIP, UH, ENVIRONMENTAL LITERACY, TRANSPORTATION, ELECTRIFICATION, AND STUDENT SUSTAINABILITY INITIATIVES. 
          THE COMMITTEE THEN HEARD A SCHOOL GREENING SPOTLIGHT PRESENTATION FROM ESPERANZA ELEMENTARY SCHOOL, HIGHLIGHTING THE SCHOOL'S APPROXIMATELY DECADE LONG JOURNEY TOWARD BECOMING A GREEN SCHOOL YARD. 
          THROUGH SUSTAINED PARTNERSHIP BETWEEN EDUCATORS, FAMILIES, STUDENTS, COMMUNITY ORGANIZATIONS, AND DISTRICT STAFF. 
          PRESENTERS INCLUDED SCHOOL LEADERSHIP PRESENTERS INCLUDED SCHOOL LEADERSHIP EDUCATORS, STUDENTS, PARENTS AND COMMUNITY PARTNERS WHO DISCUSSED HOW OUTDOOR SPACES EVOLVED FROM AN INITIAL VISION INTO LEARNING ENVIRONMENTS, SUPPORTING ECOLOGY, PLAY INSTRUCTION, AND COMMUNITY CONNECTION. 
          DISCUSSION EMPHASIZED THE IMPORTANCE OF LONG-TERM STEWARDSHIP, COMMUNITY OWNERSHIP AND STUDENT LEADERSHIP. 
          THE MEETING CONCLUDED WITH REFLECTIONS ON PROGRESS MADE THROUGHOUT THE YEAR AND RECOGNITION OF COMMITTEE MEMBERS, DISTRICT STAFF, STUDENT ADVOCATES, LABOR PARTNERS, NONPROFIT ORGANIZATIONS AND SCHOOL COMMUNITIES WHO CONTRIBUTED TO ADVANCING GREENING AND CLIMATE RESILIENCE EFFORTS ACROSS THE DISTRICT COMMITTEE LEADERSHIP EMPHASIZED THAT WHILE THIS MARKED THE FINAL MEETING OF THE YEAR, THE WORK OF EXPANDING GREENER, HEALTHIER AND MORE CLIMATE RESILIENT SCHOOLS REMAINS ONGOING. 
          THANK YOU. 
          THANK YOU DR. RIVAS. 
          YOU'RE THE WINNER OF THE MOST COMMITTEES. 
          THANK YOU SO MUCH. 
          THANK YOU SO MUCH. 
          AND NOW IT'S MY PLEASURE TO INTRODUCE, UM, MS. WANDA MARSHALL, IF YOU WOULD COME UP. 
          I KNOW THIS LADY VERY WELL. 
          SHE'S ONE OF MY TEACHERS AT PORTER RANCH COMMUNITY SCHOOL, A SUPER EXTRAORDINARY MUSIC TEACHER. 
          AND YOU'RE GONNA GIVE US A REPORT, IF YOU WOULD, ON THE ARTS ADVISORY COUNCIL. 
          THANK YOU FOR ALL YOU DO FOR THE KIDS. 
          THIS LITTLE LIGHT OF MINE. 
          I'M GONNA LET IT SHINE, LET IT SHINE, LET IT SHINE. 
          LET IT SHINE. 
          THAT'S WHAT WE'RE GONNA DO FOR ALL OUR KIDS, RIGHT? ARTS FOR EVERYONE. 
          MY NAME, I GUESS YOU'VE ART. 
          THANK YOU. 
          MY NAME IS WANDA MARSHALL. 
          I'M THE ADULT CO-CHAIR OF THE ARTS ADVISORY COUNCIL. 
          I AM A PROUD ELEMENTARY VOCAL MUSIC TEACHER AND AS A NATIONAL BOARD TEACHER AND A 2026 TEACHER OF THE YEAR, I AM HONORED TO HAVE SPENT THIS LAST YEAR COLLABORATING WITH ESTEEMED ARTS ADVISORY COUNCIL COLLEAGUES PER THE ARTS JUSTICE RESOLUTION. 
          OUR COUNCIL SEEKS TO HELP THE LOS ANGELES UNIFIED SCHOOL DISTRICT TO INTENTIONALLY BUILD AND STRENGTHEN THE QUALITY AND QUANTITY OF ARTS EDUCATION THROUGH COLLABORATIVE EFFORTS. 
          AND NOW OUR STUDENT CO-CHAIR FOR THIS NEXT YEAR, MS. ALYSSA KIM. 
          GOOD MORNING. 
          MY NAME IS ALYSSA KIM AND I'M THE INCOMING STUDENT CO-CHAIR OF THE ARTS ADVISORY COUNCIL. 
          I'M AN INCOMING SENIOR AT PALISADES CHARTER HIGH SCHOOL AND I SPECIALIZE IN VISUAL ARTS, SPECIFICALLY PAINTINGS. 
          AND THEN, OH, THIS IS NOT WORKING. 
          IT'S NOT ADVANCING. 
          I'M PRESSING THE, THE WRONG BUTTON? YES. 
          OH, OH, OH, OKAY. 
          OH, I, I'M SORRY. 
          OTHER DIRECTION. 
          GO AHEAD MS. KIM. 
          ANYWAYS, SO THE ARTS ADVISORY COUNCIL IS MADE UP OF CREDENTIAL THE ARTS EDUCATORS, STUDENTS, PARENTS AND ARTS FOCUS PARTNERS. 
          AND WE SPECIALIZE IN FIVE ART DISCIPLINES, DANCE, MEDIA, ARTS, MUSIC, THEATER, ARTS AND VISUAL ARTS. 
          AND THEN NEXT I'M PRESSING ALL THE BUTTONS. 
          . 
          MAKE SURE YOU'RE CLICKING THAT ONE. 
          YEAH, I PRESSED THAT ONE. 
          OKAY. 
          OH, OH, OH, OH. 
          OKAY. 
          HELLO. 
          SO OUR COUNCIL MEMBERS UNDERTOOK, UH, OUR TASK, AS YOU CAN SEE, USING A VARIETY OF ACTIVITIES AND METHODS LEADING US TO THE SUCCESSFUL COMPLETION OF OUR GOALS FOR THIS SCHOOL YEAR. 
          SO WE WERE ESPECIALLY PROUD OF OUR TAKE FIVE SURVEY, WHICH GATHERED DATA FROM 510 STAKEHOLDERS TO FORM THE BASIS PUR PART OF THE EVIDENCE IN OUR PRESENTATION TODAY. 
          SO WHICH ONE DO I PRESS? 
          [00:35:05]
OKAY, THANK YOU. 
          OUR STAFF SPONSOR THE ARTS EDUCATION BRANCH HAS PROVIDED US, OH, SORRY, OUR, I'M GOING BACKWARDS A LITTLE BIT. 
          OUR SURVEY IDENTIFIED FIVE KEY SUCCESS AREAS, AND BECAUSE OF THE INFLUX OF PROP 28 FUNDS, THERE HAS BEEN AN APPRECIABLE INCREASE IN ARTS EDUCATION. 
          STUDENTS REPORT MORE ENGAGEMENT AND POSITIVE PROFESSION, UH, PERSONAL GROWTH THROUGH THE ARTS, INCREASED ACCESS TO ARTS EDUCATION, EXPANSION OF ARTS PROGRAM AND OFFERINGS, AND INCREASED FUNDING AND RESOURCE FOR ARTS, EDUCATION AND THRIVE GROWING RECOGNITION OF THE IMPORTANCE OF ARTS EDUCATION. 
          THESE FINDINGS INDICATE GREAT PROGRESS TOWARDS THE ARTS JUSTICE RESOLUTION. 
          OUR STAFF SPONSOR, THE ARTS EDUCATION BRANCH HAS PROVIDED US WITH ELEMENTARY ARTS TEACHER DATA THAT REFLECTS THE TREMENDOUS GROWTH OF THE ELEMENTARY ARTS ITINERANT PROGRAM. 
          NEXT SLIDE. 
          AND THEN FOR THE TOP FIVE GAPS AND RECOMMENDATIONS, ASSESSING AND REPORTING ON ARTS EDUCATION ACCESS IS A CENTRAL COMPONENT OF THE ARTS JUSTICE RESOLUTION. 
          THESE IDENTIFIED GAPS PROVIDE VALUABLE DIRECTION FOR FUTURE PLANNING AND INVESTMENT. 
          SO FIRSTLY, ARTS POLICY AND STRATEGIC ARTS PLAN, AND THEN ADEQUATE FACILITIES AND SPACE. 
          THREE IS THREE TRANSPARENT THREE IS TRANSPARENT, CONSISTENT COMMUNICATION ABOUT AND EQUITABLE ACCESS TO FUNDING. 
          FOUR IS EXPAND ARTS OPPORTUNITIES AND DESIGN SCHEDULE TO ACCOMMODATE ARTS CLASSES. 
          AND FIVE IS GIVE OUR PARTNERS A SEAT AT THE TABLE. 
          NEXT SLIDE. 
          THE RESOLUTION CALLS FOR A BASELINE OF CORE INSTRUCTIONAL SERVICES OF ARTS EDUCATION FOR ALL STUDENTS. 
          OUR SURVEY IDENTIFIED SIGNIFICANT GAPS AND SYSTEM WIDE INCONSISTENCIES. 
          NUMBER ONE, FOR THE ARTS POLICY AND STRATEGIC ARTS PLAN. 
          OUR STUDENTS NEED COMPREHENSIVE POLICY THAT SUPPORTS SUSTAINS AND ADVOCATES. 
          QUALITY ARTS, EDUCATION AND ACCESS FOR ARTS AND ARTS POLICY WILL PROVIDE GUIDELINES TO ESTABLISH EXPECTATIONS AND ACCOUNTABILITY NEEDED FOR EQUITABLE, CONSISTENT, AND SUSTAINABLE ARTS EDUCATION PROGRAMS KEEP PRE-K THROUGH 12. 
          NEXT SLIDE. 
          A STRATEGIC ARTS PLAN WILL PROVIDE THE VISION AND A ROADMAP FOR ADDRESSING IDENTIFIED GAPS IN ORDER TO EXPAND EQUITABLE ACCESS TO ALL FIVE DISCIPLINES. 
          WHILE A STRATEGIC ARTS PLAN WILL PROVIDE EVERY STUDENT WITH THE OPPORTUNITY TO REALIZE THEIR FULL POTENTIAL THROUGH THE POWER OF THE ARTS. 
          NEXT SLIDE. 
          AND THEN NEXT IS ADEQUATE FACILITIES AND SPACE. 
          OUR STUDENTS NEED SAFE AND WELL MAINTAINED FACILITIES WITH ADEQUATE SPACE THAT SUPPORTS HIGH QUALITY ARTS LEARNING. 
          SO THE ARTS JUSTICE RESOLUTION CALLS FOR BOTH ACCESS TO AS WELL AS HIGH QUALITY ARTS EDUCATION FACILITIES. 
          SPACE AND STORAGE EMERGE AS ONE OF THE SURVEYS STRONGEST CONCERNS WITH 53% OF CERTIFICATED ARTS TEACHERS RATING FACILITIES AS INADEQUATE OR VERY INADEQUATE. 
          SIMILAR CONCERNS WERE IDENTIFIED IN THE 2022 TO 2023 IN MR. HOLAND'S OPUS SURVEY INDICATING A LONGSTANDING ISSUE THAT CONTINUES TO AFFECT ARTS LEARNING. 
          THIS WARRANTS CONTINUED ATTENTION AND ACTION. 
          NEXT, NEXT SLIDE. 
          TRANSPARENT, CONSISTENT COMMUNICATION ABOUT AND EQUITABLE ACCESS TO FUNDING. 
          OUR STAKEHOLDERS NEED CLEAR AND FAIR FUNDING PROCESSES THAT ENSURE ALL STUDENTS AND COMMUNITIES HAVE EQUITABLE ACCESS TO THE ARTS. 
          EXCELLENT RESPONDENTS IN ALL CATEGORIES CITED UNCERTAINTY ABOUT FUNDING SOURCES. 
          PROP 28 ALLOCATIONS, RESOURCE ACCESS. 
          THIS REFLECTS THE NEED FOR GREATER CLARITY, TRANSPARENCY, CONSISTENCY, AND ACCOUNTABILITY. 
          OVER 93% OF CERTIFIED TEACHERS REPORTED THEY HAVE SOME LITTLE OR NO ACCESS TO INFORMATION OR INPUT REGARDING ARTS FUNDING. 
          THE DISTRICT IS MOVING IN THE RIGHT DIRECTION. 
          THIS YEAR, A NEW BUDGET TRANSPARENCY TOOL WAS LAUNCHED AND THERE HAVE BEEN ADMINISTRATOR BUDGET TRAININGS AS WELL AS PROP 28 AND CAP PLAN SUPPORTS. 
          HOWEVER, TRANSPARENT COMMUNICATION HAS NOT YET TRICKLED DOWN TO EDUCATORS, STUDENTS, PARENTS, ART PARTNERS, AND THE BROADER COMMUNITY. 
          NEXT SLIDE. 
          AND THEN FOUR IS EXPAND ARTS OPPORTUNITIES AND DESIGN SCHEDULES TO ACCOMMODATE ARTS CLASSES. 
          SO ENSURE E EQUITABLE ACCESS TO ARTS CLASSES FOR ALL STUDENTS REGARDLESS OF SCHOOL LOCATION, FAMILY INCOME, STATUS, GRADE LEVEL, GENDER, ETHNICITY, LANGUAGE, DISABILITY, OR SPECIALIZED EDUCATIONAL PLACEMENT. 
          WHEN STUDENTS WERE ASKED, HOW DOES PARTICIPATING IN AN ARTS CLASS IMPACT YOU? THE FINDINGS HIGHLIGHT THAT THE ARTS HELP STUDENTS TO FEEL HAPPIER AND MORE CREATIVE. 
          ARTS EDUCATION SUPPORTS CREATIVITY, STUDENT VOICE, EMOTIONAL 
          [00:40:01]
WELLBEING, AND SELF-EXPRESSION. 
          NEXT SLIDE. 
          AND THEN OVER 76% OF ELEMENTARY ARTS TEACHERS RESPONDED THAT QUALITY ARTS INSTRUCTION IS NEVER, RARELY, OR ONLY SOMETIMES PRIORITIZED IN SCHOOL-WIDE SCHEDULING AND PLANNING. 
          UM, IN ADDITION, IN SECONDARY SCHOOLS, IT IS ESPECIALLY IMPORTANT THAT SCHEDULES BE CONSIDERED SO THAT STUDENTS CAN HAVE A PATHWAY IN THEIR ART FORM. 
          MOVING ON SLIDE. 
          GIVE ARTS PARTNERS A SEAT AT THE TABLE. 
          BECAUSE ARTS PARTNERS INVEST SIGNIFICANT RESOURCES IN L-A-U-S-D STUDENTS AND TEACHERS, THEY WANT TO BE TREATED AS PART OF THE FABRIC OF ARTS EDUCATION IN THE SCHOOLS THEY SERVE. 
          IN ADDITION TO SERVING THOUSANDS OF STUDENTS EACH YEAR, 83% OF ARTS PARTNERS PROVIDE PROFESSIONAL DEVELOPMENT FOR TEACHERS. 
          ARTS PARTNERS APPRECIATE THAT THE DISTRICT HAS RECOGNIZED STUDENT BENEFIT IN DETERMINING LEASING RATES FOR DISTRICT FACILITIES. 
          THEY APPRECIATE THE SUPPORT OF THE ARTS EDUCATION BRANCH. 
          NEXT SLIDE. 
          SO THIS APPENDIX CONTAINS INFORMATION AND DOCUMENTS TO SUPPORT THE 2026 ARTS ADVISORY COUNCIL ANNUAL REPORT. 
          AS YOU WILL SEE, WE HAVE OUR BYLAWS, WE HAVE OUR REPORT FROM LAST YEAR, AND WE HAVE SOME PROPOSED ARTS POLICY BULLETIN EXAMPLES, AND THEN WE ALSO HAVE SOME PICTURES AND OUR CONTACT INFORMATION. 
          NEXT SLIDE. 
          NEXT. 
          SO IN CLOSING, ARTS, OUR CORE ACADEMIC INSTRUCTION ARE AND ARE AN ESSENTIAL PART OF HOW STUDENTS DISCOVER THEIR VOICE, EXPRESS THEIR IDENTITY, AND CAN CONNECT TO THEIR COMMUNITIES. 
          SINCE THE ARTS JUSTICE RELU RESOLUTION DEPENDS ON OUR ANALYSIS OF QUANTITATIVE DATA, WE RESPECTFULLY REQUEST ACCESS TO THIS KIND OF DISTRICT WIDE DATA. 
          INFORMATION SUCH AS ARTS COURSE OFFERINGS AND STUDENT PARTICIPATION BY SCHOOL AND STUDENT STUDENT GROUP WILL HELP THE COUNCIL MOVE BEYOND ANECDOTAL EVIDENCE AND MORE EFFECTIVELY FULFILL ITS RESPONSIBILITY TO ANALYZE ACCESS, IDENTIFY GAPS, AND INFORM DECISION MAKING UNDER THE BOARD'S ARTS JUSTICE RESOLUTION. 
          NEXT, OUR GOAL IN THIS REPORT IS TO ENSURE THAT THE BOARD KNOWS HOW THE COUNCIL HAS BEEN FULFILLING OUR RESPONSIBILITIES WITH WHAT WE HAVE BEEN PROVIDED BY THE DISTRICT. 
          WE HAVE BEEN PASSIONATE AND PUT FORTH OUR BEST EFFORTS IN THIS WORK, AND HOPE YOU WILL CONSIDER AND TAKE UP OUR RECOMMENDATIONS. 
          NEXT, THANK YOU TO ALL OF OUR MEMBERS FOR THIS YEAR. 
          NEXT, WE ARE CURRENTLY SEEKING NOMINATIONS FOR STUDENTS AND ADULT POSITIONS FOR NEXT YEAR. 
          NEXT WE HAVE SPECIAL THANKS TO OUR US EDUCATION BRANCH WHO PROVIDED US WITH GREAT ADMINISTRATIVE SUPPORT. 
          NEXT, AND LASTLY, WE WANNA SAY THAT THE ARTS ADVISORY COUNCIL REPRESENTS A RARE AND MEANINGFUL COMMITMENT TO LISTENING, COLLABORATION, AND SHARED LEADERSHIP. 
          AND WE ARE HONORED TO SERVE IN THAT CAPACITY. 
          THANK YOU FOR TRUSTING STUDENTS, EDUCATION EDUCATORS, ARTS PARTNERS, AND PARENTS TO BE ABLE TO CONTRIBUTE IN THIS WAY. 
          AND ON OUR LAST SLIDE, WE'RE SHOWING A BIG STEP ON THE HORIZON, AND THAT IS THE DISTRICT'S COMMITMENT TO DEVELOP A STRATEGIC ARTS PLAN. 
          THE MOU HAS BEEN FINALIZED AND IS AWAITING YOUR APPROVAL. 
          THANK YOU SO MUCH FOR YOUR, THANK YOU SO MUCH. 
          WOULD YOU HAVE THE TWO LADIES INTRODUCE THEMSELVES TOO? YES. 
          HI, I AM WHITNEY WESTON. 
          I'M WITH GREENWAY ARTS ALLIANCE. 
          WE'RE ON THE CAMPUS OF FAIRFAX HIGH SCHOOL. 
          HELLO, MY NAME IS JEAN HOYLE AND I WORK AT THE MUSEUM OF CONTEMPORARY ART. 
          WELL, THANK YOU SO MUCH. 
          THANK YOU SO MUCH EVERYONE. 
          WONDERFUL PRESENTATION. 
          THANK YOU LADIES, COME ON BACK UP. 
          SOME OF OUR BOARD MEMBERS WANT TO ASK YOU SOME QUESTIONS. 
          WELL, FIRST I JUST WANTED TO THANK YOU, MRM. 
          YOU'RE WELCOME. 
          SAY, SAY THANK YOU. 
          THIS WAS A RESOLUTION THAT STUDENTS BROUGHT TO US BACK IN THE SPRING OF 2022. 
          SO I WANNA LIFT UP STUDENT VOICE WHO, UH, WILEY WAS THE INSPIRATION FOR THIS. 
          AND THANK YOU ALL AND CONGRATULATE YOU ON LEADING THE WORK. 
          I KNOW IT'S VERY MUCH VOLUNTEER. 
          UH, SO APPRECIATE YOUR TIME. 
          AND ALSO WANNA SHOUT OUT JOHN TREY, WHO, UH, HAS BEEN HELPING ON THE STAFF SIDE CONNECTING, UH, THE DOTS. 
          UM, AND I APPRECIATE THE PRESENTATION. 
          UH, I WONDER, UM, YOU KNOW, HOW WE CAN KIND OF CONNECT THE DOTS EVEN A LITTLE BIT MORE. 
          I KNOW DOI HAD DONE SOME TRACKING ON STUDENTS BEING ENROLLED IN ARTS COURSES, AND NOW WE HAVE A LITTLE BIT BETTER WAY OF DOING THAT THROUGH THE MISIS PATHWAY. 
          SO I'M NOT SURE IF TODAY'S THE RIGHT TIME OR NEXT YEAR IN THE FUTURE. 
          UM, BUT I APPRECIATE DEEPLY HEARING FROM THE COUNCIL AND I, I JUST WANNA MAKE SURE THAT WE'RE LINING UP ALSO ON THE DOI SIDE, LIKE WHERE THERE ARE, UM, YOU KNOW, COHESIVE OPPORTUNITIES TO, TO EITHER PRESENT OR TO ALIGN ON, ON SOME OF THESE PIECES HERE. 
          UM, I JUST WANTED TO QUICKLY CLARIFY THE SURVEY. 
          YOU ALL CONDUCTED THAT, UH, HOW, HOW, CAN YOU JUST BRIEFLY TALK ABOUT HOW YOU DID THAT SURVEY? 
          [00:45:01]
YES. 
          WE PUT TOGETHER THE SURVEY AND WE SENT IT TO CERTIFIED ARTS TEACHERS, STUDENTS, PARENTS, GUARDIANS, ARTS PARTNERS, AND ADDITIONAL STAKEHOLDERS. 
          BASICALLY, BECAUSE WE ARE MEMBERS OF THE, I'M A MEMBER OF THE ARTS EDUCATION BRANCH, MOST OF OUR RESPONDENTS WERE CERTIFIED ARTS TEACHERS IN ELEMENTARY, 157, SECONDARY 64 STUDENTS WERE 178 PARENTS AND GUARDIANS, 58 ARTS PARTNERS, 18 ADDITIONAL STAKEHOLDERS, 35. 
          SO FOR A TOTAL OF 510. 
          SO MOST OF THE RESPONDENTS DID COME FROM OUR CERTIFIED ARTS TEACHERS. 
          HOWEVER, WE DID HAVE A A GREAT EXPERIENCE IN UNDERSTANDING ON HOW TO GET THESE SURVEYS OUT AND WE WANTED TO HAVE SOME BASIS ON WHICH TO SPEAK. 
          AND USING OUR EXPERIENCE AS WELL AS THIS SURVEY, WE FELT WE GAVE YOU A PRETTY GOOD LOOK. 
          YEAH, ABSOLUTELY. 
          IT'S GREAT TO HEAR, YOU KNOW, THE DESIRE TO HAVE MORE, UH, FACILITIES FOR THE ARTS. 
          I KNEW THAT WAS AN ISSUE WHEN WE BROUGHT THE RESOLUTION. 
          AND SO MAYBE I'LL JUST LIFT THIS UP AS, UM, CAROLYN'S NOT HERE, OR BILL JOHNSTON, SOMEBODY WHO'S IN ODA OR STRATEGIC PLANNING. 
          I KNOW WE'RE REVISING OUR SCHOOL EXPERIENCE SURVEY. 
          UM, I WONDER IF THERE ARE ANY APPROPRIATE QUESTIONS TO INCLUDE THERE ABOUT STUDENTS' EXPERIENCES WITH THE ARTS SO THAT WE'RE GETTING TO HEAR FROM MORE STUDENTS, STAFF, AND FAMILIES TO THE EXTENT IT, YOU KNOW, CONNECTS TO THE RESO OR HELPS US WITH DECISIONS AROUND FACILITIES OR COURSE OFFERINGS, THINGS LIKE THAT. 
          'CAUSE I APPRECIATE YOU ALL STARTING IT AND I THINK MAYBE THE DISTRICT, UM, COULD GIVE A LITTLE BIT MORE TEETH AND SUPPORT TO IT GOING FORWARD. 
          LOOKS LIKE WANTS. 
          THANK YOU VERY MUCH. 
          SO I THINK WE CAN DEFINITELY LOOK AT THE SCHOOL EXPERIENCE SURVEY AS WE'RE REFINING IT AND, AND SEE HOW WE CAN DOVETAIL, YOU KNOW, THESE CRITICAL QUESTIONS INTO THAT. 
          THANK YOU SO MUCH. 
          THANK YOU ALL. 
          OKAY. 
          WAIT, BEFORE YOU SIT DOWN, LET'S SEE. 
          ANYBODY ELSE HAVE ANY COMMENTS OR QUESTIONS? GO AHEAD, CARLA. 
          I JUST WANNA SAY THANK YOU FOR THIS, FOR BRINGING THIS AND UPLIFTING AND GETTING STUDENT INPUT. 
          I DO KNOW AS A TEACHER HOW MUCH ART CAN REALLY IMPACT STUDENTS AND ESPECIALLY WHEN, UM, AT THE ELEMENTARY LEVEL, AND I WAS A SPECIAL ED TEACHER, SO, YOU KNOW, IF I DID NOT INTEGRATE MY KIDS INTO THE MAINSTREAM, INTO THE GENERAL ED, MY KIDS DID NOT HAVE ART. 
          SO IT'S VERY IMPORTANT. 
          I SAW THE CHANGES IN THEM. 
          AND SO THANK YOU AGAIN FOR DOING THIS SPECIAL WORK. 
          THANK YOU VERY MUCH. 
          THANK YOU VERY MUCH LADIES. 
          THANK YOU. 
          THANK YOU. 
          AND NEXT, I'M REALLY VERY PLEASED TO HAVE A REPORT FROM OUR STUDENT BOARD MEMBER WHO SERVED ALL YEAR. 
          YEAH, GO AHEAD JERRY. 
          SO I DON'T ACTUALLY HAVE A COMMITTEE REPORT PER SE, SO I'M BREAKING A LITTLE BIT OUT OF THE NORM. 
          UM, BUT I JUST WANTED TO SAY A FEW WORDS OF THANKS AND APPRECIATION FOR, FOR BEING ABLE TO SERVE AS THIS PAST YEAR'S STUDENT BOARD MEMBER. 
          UM, L-A-U-S-D IS MY FAMILY AND, AND HAS BEEN FOR THE PAST 12 YEARS. 
          UH, FROM THE PORTER RANCH COMMUNITY SCHOOL TO SAN JOSE STREET ELEMENTARY, THEN WALTER REED MIDDLE SCHOOL, AND THEN FINALLY NORTH HOLLYWOOD HIGH SCHOOL. 
          I'M SO GRATEFUL TO HAVE SPENT SOME OF MY MOST FORMATIVE AND FOUNDATIONAL YEARS IN SUCH AN AMAZING SCHOOL DISTRICT SURROUNDED BY TRUSTED ADULTS AND MAGNIFICENT FRIENDS. 
          WITHOUT THIS DISTRICT AND THE OPPORTUNITIES THE STUDENT EMPOWERMENT UNIT HAS PROVIDED ME, WHO KNOWS WHERE I WOULD BE. 
          I ATTRIBUTE MUCH, IF NOT ALL OF MY SUCCESS AND MY SKILLS OF PUBLIC SPEAKING, EMPATHY AND DETERMINATION TO THE SCHOOL DISTRICT AND THE COUNTLESS CHANCES IT GAVE ME TO PROVE AND IMPROVE MYSELF FROM PERFORMING ARTS TO SPEECH AND DEBATE AND ROBOTICS. 
          I'VE BENEFITED SO MUCH FROM THE PROGRAMS OF THE DISTRICT, BUT ESPECIALLY THIS YEAR, I'VE BEEN BLESSED AND SO GRATEFUL FOR EVERYTHING THAT I'VE BEEN ABLE TO EXPERIENCE, DREAM IT, ACHIEVE IT. 
          WORKING WITH DR. ESTRADA IN THE DIVISION OF DIVISION OF INSTRUCTION, UM, TO INCREASE OPPORTUNITIES OUTSIDE OF THE CLASSROOM FOR STUDENTS INCREASING INTERNSHIPS AND DUAL ENROLLMENT AND CAREER TECHNICAL EDUCATION PATHWAYS. 
          UH, THOSE WERE BASED IN MY EXPERIENCES WITH OUT OF CLASSROOM LEARNING OPPORTUNITIES AND THE INFLUENCE THEY HAD ON ME, UH, THE STUDENT BOARD MEMBER TOOLKIT, WORKING WITH THE STUDENT EMPOWERMENT UNIT AND ALL THE AMAZING STUDENTS, UM, AND TALENTED HIGH SCHOOL UNDERCLASSMEN THAT I WAS ABLE TO WORK WITH TO PUT THAT TOGETHER. 
          UM, AND, BUT MORE THAN ANY OF THESE PROGRAM NAMES OR ACHIEVEMENTS, I'VE REALLY GROWN AS A LEADER AND AS A LEARNER, TALKING TO STUDENTS FROM ALL DIFFERENT BACKGROUNDS, BEING ABLE TO APPLY MY SKILLS, IT'S TRULY BEEN AN HONOR TO REPRESENT THE STUDENTS OF LA UNIFIED. 
          AND THOSE STORIES, THE STORIES OF THE STUDENTS AT THE END OF THE DAY, ARE WHAT I WILL TAKE FORWARD WITH ME THROUGHOUT THE REST OF MY LIFE. 
          UM, AND ON TOP OF THAT, UH, YOU KNOW, THIS OPPORTUNITY HAS BEEN A LEARNING CURVE LIKE NO OTHER. 
          UM, AND I COULD NOT HAVE HAD THIS GROWTH WITHOUT THE SUPPORT OF ALL OF THE L-A-U-S-D STAFF HERE AT BEAUDRY. 
          I CAME INTO THIS POSITION, UH, YOU KNOW, SORT OF APPREHENSIVE AND NERVOUS. 
          UM, I NEVER THOUGHT I WOULD HAVE AN OPPORTUNITY LIKE THIS, UH, TO SERVE AS AN ELECTED OFFICIAL WHILE STILL BEING IN HIGH SCHOOL. 
          UH, BUT THROUGHOUT THE ENTIRE EXPERIENCE, I'VE LEARNED SO MUCH AS THE RESULT OF THE MEETINGS I'VE HAD WITH STAFF, THE INSIGHT THEY'VE GIVEN ME ON EVERY SINGLE THING THAT HAS HAPPENED. 
          [00:50:01]
AND AS I SIT HERE IN MY LAST BOARD MEETING, I FEEL THE SAME KIND OF NERVOUSNESS, BUT NOT BECAUSE, NOT BECAUSE OF THE FUTURE OF OUR STUDENTS, BECAUSE I KNOW THAT'S SECURE, UH, IN THE HANDS OF OUR AMAZING STUDENT ADVOCATES AND BOARD. 
          UH, BUT BECAUSE I'VE BUILT SUCH A STRONG CONNECTION AND IT'S SO HARD TO SAY GOODBYE TO SUCH A SUPPORTIVE AND UPLIFTING COMMUNITY, AS I'M EMBARKING ON A NEW JOURNEY IN MY LIFE, I WILL TAKE THE VALUES I'VE LEARNED HERE OF BEING A LIFELONG LEARNER AND HOPEFULLY CONTINUE TO MEET AND REPRESENT NEW COMMUNITIES. 
          SO, TO CLOSE THIS OUT, I WANNA END WITH SOME THANKS. 
          UM, THANK YOU TO MR. PLACENCIA AND DR. FRANCO AND THE ENTIRE STUDENT EMPOWERMENT UNIT. 
          THANK YOU TO THE BOARD OF EDUCATION, UH, FOR ALLOWING ME TO SIT ALONGSIDE YOU AND LEARN FROM ALL OF YOUR EXPERIENCES. 
          UH, THANK YOU TO ALL THE L-A-U-S-D STAFF AND THE NORTH HOLLYWOOD HIGH SCHOOL ADMINISTRATION FOR ALWAYS PUSHING ME TO DO MORE AND DO BETTER. 
          THANK YOU TO MY FAMILY, MY, MY REAL FAMILY, YOU KNOW, OUT OUTSIDE OF L-A-U-S-D FOR DRIVING ME EVERYWHERE AND SUPPORTING ME UNCONDITIONALLY. 
          AND MOST OF ALL, THANK YOU TO ALL THE STUDENTS FOR TRUSTING IN ME AND TR AND TRUST. 
          WOO. 
          THANK YOU TO ALL THE STUDENTS FOR TRUSTING ME WITH YOUR THOUGHTS, OPINIONS, AND STORIES FROM THIS PAST YEAR. 
          SO THANK YOU ALL SO MUCH. 
          THANK YOU, JERRY. 
          THANK YOU. 
          CAN YOU, UH, TELL US WHERE YOUR PATH IS LEADING TO YOU, UH, LEADING NEXT? YES. 
          SO THIS FALL I'LL BE ATTENDING STANFORD UNIVERSITY. 
          ALL RIGHT. 
          UM,  NOT FULLY SET ON A, I WANT EXACT WHAT EXACTLY I'LL BE STUDYING, BUT I'M THINKING SOMETHING PUBLIC POLICY OR GOVERNMENT. 
          UM, AND I KNOW THERE'S ALSO A LOT OF BEARS IN, IN HERE, SO , UH, IT'S GONNA BE, IT'S GONNA BE A LITTLE ROUGH , BUT WELL, WE HAVE EVERY CONFIDENCE IN YOU, JERRY, TO BE SUCCESSFUL AS YOU WERE AS A STUDENT BOARD MEMBER. 
          AND I THANK YOU VERY MUCH AND WISH YOU THE BEST. 
          THANK YOU, JERRY. 
          THANK YOU. 
          OKAY. 
          NEXT WE HAVE, UH, A QUICK PRESENTATION FROM, UH, ONE OF OUR PARENTS AND STUDENTS ABOUT SCOLIOSIS. 
          AND I'D LIKE TO KNOW WHAT IS SCOLIOSIS AND HOW DO WE IDENTIFY IT, AND WHY IS IT SO IMPORTANT THAT WE IDENTIFY SCOLIOSIS? COME ON UP AND INTRODUCE YOURSELF, PLEASE. 
          HELLO, MY NAME IS BROOKE KIM, AND I'M A 14-YEAR-OLD SCOLIOSIS PATIENT. 
          I'M HERE TODAY TO PROPOSE AN IMPACTFUL STEP TO IMPROVE STUDENT HEALTH, THE ANNUAL DIGITAL DISTRIBUTION OF SCOLIOSIS AWARENESS, FLYERS TO FAMILIES. 
          SCOLIOSIS IS A SIDEWAYS CURVE OF THE SPINE THAT DEVELOPS BETWEEN THE AGES OF 10 AND 15. 
          ABOUT 7 MILLION AMERICANS HAVE SCOLIOSIS. 
          EARLY DETECTION IS VERY IMPORTANT BECAUSE SCOLIOSIS SIGNS ARE OFTEN MISSED UNTIL IT'S TOO LATE SOMETIMES. 
          LEADING TO SPINAL FUSION SURGERY FOR TEENS. 
          IN THE 1980S, CALIFORNIA FOUNDED SCOLIOSIS TO BE SUCH A CRITICAL HEALTH CONDITION THAT THE BOARD MANDATED ALL SCHOOLS TO DO SCOLIOSIS SCREENINGS. 
          FOR 30 YEARS, ALL STUDENTS WERE SCREENED FOR SCOLIOSIS. 
          THEN IN 2010, THERE WAS A HUGE BUDGET CUT MANDATED SCOLIOSIS SCREENINGS BECAME SUSPENDED DUE TO BUDGET CUTS. 
          SCREENINGS ARE STILL MANDATED BUT UNFUNDED, AND THEREFORE WE ARE FORGOTTEN. 
          I'M HERE TODAY TO REMIND YOU OF THE IMPORTANCE OF PROTECTING YOUR STUDENTS. 
          FOR THE PAST 16 YEARS, FAMILIES HAVE MISSED EARLY DETECTION BECAUSE SCHOOLS NO LONGER CONDUCT SCREENINGS. 
          THIS HAS CREATED A BIG GAP IN AWARENESS AND EARLY DETECTION, ESPECIALLY FOR STUDENTS WHO MAY NOT HAVE ACCESS TO HEALTHCARE OR ANNUAL CHECKUPS. 
          PLEASE HELP BRIDGE THE CRITICAL GAP IN LOWER INCOME FAMILIES WITH A SIMPLE FLYER DISTRIBUTION. 
          DO NOT FORGET ABOUT US STUDENTS WITH SCOLIOSIS. 
          SCOLIOSIS HAS BEEN FORGOTTEN BY L-A-U-S-D FOR 16 YEARS DUE TO BUDGET CUTS. 
          A SINGLE NO-COST FLYER COULD HELP A TEEN RECEIVE EARLIER TREATMENT AND POSSIBLY AVOID SPINAL SURGERY. 
          TODAY, I REQUEST L-A-U-S-D TO MANDATE THE ANNUAL DISTRIBUTION OF DIGITAL SCOLIOSIS AWARENESS MATERIALS TO ALL FAMILIES. 
          PLEASE DON'T FORGET ABOUT US. 
          AGAIN, THANK YOU FOR YOUR TIME AND THANK YOU FOR THE INFORMATION. 
          THANK YOU SO MUCH. 
          THANK YOU. 
          AND NEXT, 
          [Superintendent’s Reports  ]
MY PLEASURE TO INTRODUCE OUR SUPERINTENDENT AGAIN FOR HIS REPORTS. 
          THANK YOU, BOARD PRESIDENT. 
          TODAY'S SUPERINTENDENT REPORTS ARE FROM OUR PARENT ADVISORY COMMITTEE AND SUPERINTENDENT'S STUDENT ADVISORY COUNCIL. 
          BEFORE WE HEAR TODAY'S PRESENTATIONS, I DO WANT TO TAKE A MOMENT TO RECOGNIZE AND THANK THE MEMBERS AND OFFICERS OF BOTH COMMITTEES. 
          THESE STUDENTS, PARENTS AND FAMILY REPRESENTATIVES VOLUNTEERED COUNTLESS HOURS THROUGHOUT THE YEAR TO LEARN ABOUT OUR WORK, ENGAGE 
          [00:55:01]
DEEPLY WITH THE LCAP PROCESS, AND PROVIDE ADVICE AND RECOMMENDATIONS INTENDED TO IMPROVE OUTCOMES FOR STUDENTS ACROSS LA UNIFIED. 
          THE RECOMMENDATIONS WE WILL HEAR TODAY ALSO REFLECT THOUGHTFUL ATTENTION TO SOME OF THE ISSUES THAT MATTER MOST TO OUR EDUCATIONAL PARTNERS AND OUR STUDENTS, INCLUDING ACADEMIC OPPORTUNITY AND ACHIEVEMENT, STUDENT WELLNESS AND SAFETY, COLLEGE AND CAREER READINESS, FAMILY ENGAGEMENT, SCHOOL CLIMATE FACILITIES, AND EQUITABLE ACCESS TO RESOURCES AND SUPPORT. 
          MANY OF THESE CONVERSATIONS HAVE IN FACT, ALREADY INFORMED DISTRICT WORK. 
          FOR EXAMPLE, STUDENTS HAVE HELPED ELEVATE DISCUSSIONS AROUND EXPANDING ACCESS TO ADVANCED COURSEWORK, DUAL ENROLLMENT, MENTAL HEALTH SUPPORTS, AND SCHOOL SAFETY. 
          PARENTS HAVE HELPED ADVANCE IMPORTANT CONVERSATIONS REGARDING TRANSPARENCY, FAMILY ENGAGEMENT, ACADEMIC SUPPORTS, AND STRENGTHENING COMMUNICATION BETWEEN SCHOOLS, FAMILIES, AND THE DISTRICT. 
          WE GREATLY VALUE THE TIME, EFFORT, THOUGHTFULNESS, AND CARE THAT GO INTO DEVELOPING THESE RECOMMENDATIONS. 
          THE ADVISORY COMMITTEE MEMBERS' WILLINGNESS TO ASK QUESTIONS, CHALLENGE ASSUMPTIONS, AND SHARE THEIR PERSPECTIVES, HELP US BECOME A STRONGER ORGANIZATION AND BETTER SERVE OUR STUDENTS. 
          THANK YOU FOR YOUR PARTNERSHIP, YOUR ADVOCACY, AND YOUR CONTINUED DEDICATION TO THE STUDENTS AND FAMILIES WE SERVE. 
          WE LOOK FORWARD TO HEARING YOUR PRESENTATIONS. 
          WITH THAT, I'D LIKE TO CALL UP OUR REPRESENTATIVES FROM THE SUPERINTENDENT'S STUDENT ADVISORY COUNCIL TO MAKE THEIR PRESENTATION. 
          WELCOME. 
          GOOD MORNING. 
          OH, SORRY. 
          GOOD MORNING. 
          ACTING SUPERINTENDENT CHI, DEPUTY SUPERINTENDENTS AND HONORABLE MEMBERS OF THE BOARD. 
          MY NAME IS SOAK MILON AND I'M A PROUD SENIOR OF CHARLESWORTH CHARTER HIGH SCHOOL AND THE PRESIDENT OF THE SUPERINTENDENT STUDENT ADVISORY COUNCIL. 
          TODAY WE ARE GRATEFUL FOR THE OPPORTUNITY TO SHARE RECOMMENDATIONS SHAPED DIRECTLY BY STUDENT VOICES ACROSS LUSD. 
          THESE COMMENTS REFLECT THE CONVERSATIONS, CONCERNS, AND HOPES OF STUDENTS FROM DIFFERENT SCHOOLS, BACKGROUNDS, AND COMMUNITIES. 
          WE RECOGNIZE THE RESPONSIBILITY OF SPEAKING ON BEHALF OF OUR PEERS, AND WE HOPE TODAY'S PRESENTATION HELPS CENTER STUDENT EXPERIENCE AND THE DECISIONS THAT SHAPE OUR SCHOOLS. 
          OUR STUDENT ADVISORY COUNCIL CONSISTS OF MEMBERS THAT REPRESENTS EVERY REGION AND BOARD DISTRICT REFLECTING THE UNIQUE DIVERSITY OF LA UNIFIED. 
          EACH MEMBER OF OUR COUNCIL IS ENTRUSTED WITH LEADING A STUDENT EMPOWERMENT PROJECT, GIVING STUDENTS THE OPPORTUNITY TO CREATE MEANINGFUL CHANGE WITHIN THEIR SCHOOLS AND COMMUNITIES. 
          ANOTHER RESPONSIBILITY WE SHARE AS A COUNCIL IS PROVIDING OUR STUDENT DRIVEN PERSPECTIVES ON THE LCAP. 
          TO ELABORATE ON OUR COMMENT DEVELOPMENT PROCESS IN THE COUNCIL THIS YEAR, MEMBERS OF THE SAC HEARD FROM REPRESENTATIVES FROM THE STRATEGIC INITIATIVES OFFICE TO LEARN ABOUT DISTRICT OPERATIONS AND PRIORITIES. 
          THESE MEETINGS, WHICH TOOK PLACE BOTH VIRTUALLY AND IN PERSON SATURDAY LEARNING SESSIONS, HELPED ENSURE THAT OUR RECOMMENDATIONS WERE INFORMED BY A STRONG UNDERSTANDING OF DISTRICT GOALS. 
          THROUGH RESEARCH AND OPEN DIALOGUE, WE COLLABORATED TO WRITE RECOMMENDATIONS THAT REFLECT THE NEEDS AND ASPIRATIONS OF MORE THAN OF THE MORE THAN 500,000 STUDENTS WE REPRESENT. 
          TODAY'S PRESENTATION HIGHLIGHTS SOME OF THE KEY COMMENTS THAT EMERGED FROM THAT PROCESS. 
          I NOW HAVE THE HONOR OF INTRODUCING OUR OFFICERS AND MEMBERS OF THE SAC, ASHLEY LARES, SAMUEL HIN, AND IAN, THANK YOU. 
          THANK YOU, SALLY, FOR YOUR INTRODUCTION. 
          MY NAME IS ASHLEY, AND I PROBABLY SERVE AS AN OFFICER ON THE SUPERINTENDENT AND STUDENT ADVISORY COUNCIL. 
          I'LL BE DISCUSSING RECOMMENDATIONS THE COUNCIL HAS DEVELOPED THIS PAST YEAR TO UPLIFT OUR SCHOOL COMMUNITIES AND EXPAND OPPORTUNITIES. 
          AND I'LL BE SPEAKING ON THE RECOMMENDATIONS ON GOAL ONE. 
          ON ACADEMIC EXCELLENCE. 
          OUR COUNCIL MEMBERS WILL PROPOSE INTRODUCING CTE COURSEWORK AT SCHOOLS WHERE IT IS NOT AVAILABLE TO ALLOW STUDENTS TO GAIN HANDS-ON TRAINING IN DIFFERENT FIELDS. 
          WE EXTEND OUR GRATITUDE TO PREEXISTING PROGRAMS THAT HAVE ALLOWED MANY STUDENTS ACROSS THE DISTRICT TO GAIN EXPOSURE TO VARIOUS CAREER PATHWAYS AND GAIN FIRSTHAND INSIGHTS INTO THE WORKFORCE. 
          THIS PREPARATION IS ESSENTIAL FOR ALL STUDENTS TO HAVE ACCESS TO WORKFORCE READINESS TO GET AHEAD A HEAD START IN THEIR POST-SECONDARY EDUCATION AND CAREER. 
          CONSIDERING THESE EFFORTS, IT CAN BE CHALLENGING FOR STUDENTS TO FIGURE OUT WHICH CAREER PATH IS BEST FOR THEM WHEN 
          [01:00:01]
THERE IS A LACK OF AVAILABILITY TO GAIN PROFESSIONAL AND INDUSTRY SPECIFIC TRAINING TO SERVE AS COLLEGE AND CAREER EXPLORATION AND PREPARATION. 
          THIS WOULD ALLOW FOR STUDENTS TO GAIN CERTIFICATIONS OR COLLEGE CREDITS WHILE IN HIGH SCHOOL THAT COULD SERVE AS SPECIFIC JOB QUALIFICATIONS OR TRANSFERABLE TO A FOUR YEAR UNIVERSITY. 
          FOR THESE REASONS, WE EMPHASIZE THE IMPORTANCE OF AMPLIFYING ACCESSIBILITY AND VISIBILITY AT SCHOOLS WHERE CTE COURSES ARE OFFERED TO STUDENTS AND FAMILIES UNDERSTAND THE OPPORTUNITIES THAT ARE AVAILABLE TO THEM AND TO HELP EXPAND THEIR GOALS. 
          WE WOULD ALSO ENCOURAGE INCREASING THE NUMBER OF EDGENUITY LICENSES, WHICH WILL GIVE STUDENTS MORE FLEXIBILITY TO CHOOSE COURSEWORK THAT BEST FITS IN THEIR SCHEDULE AND LEARNING ABILITIES TO ENSURE THEY HAVE THE NECESSARY MATERIALS TO SUCCEED. 
          STUDENTS HAVE GREATLY BENEFITED FROM EDGENUITY CLASSES TO EXPLORE DIFFERENT COURSES AND TO HAVE A FLEXIBLE SCHEDULE. 
          SO EXPANDING THE OFFERING AND AVAILABILITY WILL HELP STUDENTS TO CONTINUE GROWING ACADEMICALLY. 
          ANOTHER IMPORTANT INITIATIVE WE PROPOSE IS OFFERING ONE-ON-ONE WORKSHOPS ON HOW TO TAKE AP COURSES ON PLATFORMS SUCH AS EDGENUITY TO ENSURE STUDENTS UNDERSTAND HOW TO EFFECTIVELY NAVIGATE THROUGH THE COURSES. 
          THIS WOULD BE AN EFFECTIVE WAY TO ALLOW STUDENTS TO UNDERSTAND WHICH LEARNING METHOD IS BEST FOR THEM, UNDERSTANDING THEIR COURSEWORK OPTIONS, HOW TO TURN IN ASSIGNMENTS, HOW TO BALANCE THEIR COURSEWORK, AND TO HAVE MORE FLEXIBILITY TO ACCESS A VARIETY OF COURSES. 
          CONTINUING OUR PROPOSALS FOR GOAL ONE ON ACADEMIC EXCELLENCE. 
          WE WOULD LIKE TO BEGIN WITHIN OUR APPRECIATION FOR THE BOARD'S EFFORTS TO EXPAND EDUCATIONAL OPPORTUNITIES FOR STUDENTS TO SUCCEED INSIDE AND OUTSIDE THE CLASSROOM, BEGINNING WITH DUE ENROLLMENT. 
          IT IS AN EXCEPTIONAL OPPORTUNITY THAT HAS CONTINUOUSLY BEEN EXPANDED, AND WE ARE GRATEFUL FOR ALL THE EFFORTS THE BOARD HAS MADE TO INCREASE THEIR ACCESSIBILITY WITH HIGHER ACCESSIBILITY. 
          FOR DUE ENROLLMENT MEANS HIGHER INTERESTS AND MORE SUPPORT STUDENTS WILL NEED TO ENROLL AND ACCESS COLLEGE CLASSES. 
          FOR THIS REASON, WE WOULD PROPOSE MAKING DUE ENROLLMENT WORKSHOPS MORE AVAILABLE FOR STUDENTS DISTRICT-WIDE, WHICH CAN HELP STUDENTS AND FAMILIES UNDERSTAND THE BENEFITS OF TAKING COLLEGE COURSES WHILE IN MIDDLE OR HIGH SCHOOLS. 
          WITH OUR EMPHASIS ON CREATING MORE ACCESSIBILITY FOR STUDENTS TO TAKE COLLEGE COURSES, WE ENCOURAGE EXPANDING THEIR PROMOTION TO YOUNGER STUDENTS BEFORE BEGINNING HIGH SCHOOL. 
          ENCOURAGING AND PROMOTING DUAL ENROLLMENT COURSEWORK FOR SIXTH, SEVENTH, AND EIGHTH GRADERS WILL HELP THEM GAIN MORE ACADEMIC EXPOSURE TO DIFFERENT FIELDS AND CAREER PATHWAYS. 
          IT WOULD ALSO SERVE AS A COLLEGE AND HIGH SCHOOL READINESS, SO THEY CAN BECOME MORE INFORMED AND PREPARED TO TAKE ON A FIELD OR CAREER OF THEIR INTEREST. 
          WE WOULD ALSO REQUEST INCREASING PROFESSIONAL DEVELOPMENT OPPORTUNITIES FOR MIDDLE AND HIGH SCHOOL TEACHERS AND COUNSELORS TO SUPPORT STUDENTS INTERESTED IN DUAL ENROLLMENT. 
          THIS WILL ENSURE THEY KNOW HOW TO SUPPORT STUDENTS WHO ARE SEEKING OPPORTUNITIES THROUGH COMMUNITY COLLEGE. 
          LASTLY, OFFERING MORE CLASSES AND WORKSHOPS FOR DIRECT TO CAREER EDUCATION SERVES AS A SAFETY NET AND EXPOSURE TO CAREER PATHS STUDENTS WOULD GREATLY BENEFIT FROM. 
          THERE CAN BE STUDENTS WHO LACK EXPOSURE TO VARIOUS CAREER PATHWAYS AFTER HIGH SCHOOL, AND THIS OPPORTUNITY WOULD ALLOW A BROADER UNDERSTANDING FOR POTENTIAL OPTIONS. 
          THIS MEANS STUDENTS WILL HAVE A STRONGER UNDERSTANDING OF THEIR FUTURE, TO PLAN OUT THEIR GOALS EARLY ON FOR SEX FOR SUCCESSFUL FUTURE THAT SUITS THEIR INTERESTS AND NEEDS. 
          THANK YOU FOR YOUR CONSIDERATION FOR OUR PROPOSALS ON ACADEMIC EXCELLENCE, AND I WOULD NOW LIKE TO PASS IT ON TO SAM, WHO WILL SPEAK ON GOAL TWO. 
          CAN YOU TELL ME WHAT SCHOOL YOU REPRESENT? I DON'T KNOW IF I REMEMBER. 
          CITY OF ANGELS. 
          CITY OF ANGELS. 
          OKAY. 
          THANK YOU. 
          THANK YOU, ASHLEY. 
          MY NAME IS SAMUEL AND I'M A RISING SENIOR AT NORTH HOLLYWOOD HIGH SCHOOL, AND ALSO AN OFFICER ON ATAC. 
          I WANNA BEGIN BY RECOGNIZING ALLS D'S COMMITMENT TO STUDENT WELLNESS AND THE IMPORTANT ROLE OF PEOPLE SERVICE WORKERS, UH, PLAY THAT PLAY ACROSS OUR SCHOOLS. 
          WE APPRECIATE THE DISTRICT'S CONTINUED INVESTMENT IN MENTAL HEALTH INFRASTRUCTURE, AND ITS RECOGNITION THAT STUDENT WELLBEING IS FOUNDATIONAL TO ACADEMIC SUCCESS. 
          HOWEVER, STUDENTS ACROSS THE DISTRICT FACE SIGNIFICANT BARRIERS TO ACCESSING MENTAL HEALTH SUPPORT. 
          MANY CAMPUSES LACK A CONSISTENT PSW PRESENCE AND STUDENTS OFTEN DON'T KNOW WHERE TO TURN OR WHO TO ASK FIRST. 
          WE URGE THE DISTRICT TO INCREASE THE AVAILABILITY OF PSW, ENSURING A DEDICATED PRESENCE ON EVERY CAMPUS DISTRICT WIDE. 
          THOSE STUDENTS SHOULD HAVE TO TRAVEL TO ANOTHER SCHOOL OR WAIT WEEKS FOR SUPPORT. 
          SECOND, WE RECOMMEND ELEVATING STUDENT AWARENESS OF AND ACCESS TO PSW RESOURCES. 
          STUDENTS CAN'T USE SUPPORT THEY DON'T KNOW EXISTS. 
          WE'VE PROPOSED THAT PSW INTRODUCTIONS BE INTEGRATED INTO THE SCHOOL YEAR EARLY THROUGH ASSEMBLIES, CLASSROOM VISITS, 
          [01:05:01]
AND DIGITAL SIGNAGE, SO THAT EVERY STUDENT KNOWS THEIR PS W'S NAME AND HOW TO CONTACT THEM. 
          STUDENTS CAN ALSO SUPPORT THIS BY HELPING CO-DESIGN OUTREACH CAMPAIGNS IN THEIR SCHOOLS PEER-TO-PEER MENTAL HEALTH AWARENESS AND SCHOOL-BASED RESOURCE GUIDES THAT SPEAK, THAT SPEAK IN A LANGUAGE STUDENTS CAN ACTUALLY UNDERSTAND. 
          NOW, MOVING ON TO OUR SECOND TOPIC, SAFE PASSAGE. 
          SAFE PASSAGE AND CAMPUS SAFETY. 
          GETTING TO AND FROM SCHOOL IS A BASIC RIGHT AND YET MANY STUDENTS, PARTICULARLY THOSE IN UNDERSERVED COMMUNITIES, FACE REAL DANGERS ON THAT JOURNEY. 
          WE RECOMMEND THAT A USD REASSESS HOW STUDENTS AND PARENTS AT SCHOOL SITES RECEIVE INFORMATION ON SAFE PASSAGE PROVIDERS. 
          CURRENT COMMUNICATION IS OFTEN INCONSISTENT AND DOESN'T REACH FAMILIES IN THEIR HOME LANGUAGE OR THROUGH THE CHANNELS THAT THEY ACTUALLY USE. 
          STUDENTS CAN HELP BY WORKING WITH SCHOOL STAFF STAFF TO MAP ROOTS AND IDENTIFY WHERE THERE ARE GAPS AND SAFETY CONCERNS. 
          ON THE QUESTION OF SCHOOL RESOURCE OFFICERS, STUDENTS, WE CALL FOR ESTABLISHING A COMMUNITY-BASED PROCESS FOR ASSESSING THE NEED FOR SCHOOL, POLICE AND SROS ON SCHOOL BY SCHOOL, ON A SCHOOL BY SCHOOL BASIS. 
          THESE INCLUDE BY USING MEANINGFUL IMPACT INPUT FROM SCHOOLS, STUDENTS, AND PA AND PARENTS TO DETERMINE ANNUALLY WHETHER EACH SCHOOL WANTS AN SRO STATIONED AT THEIR CAMPUS. 
          A SCHOOL CHOOSE. 
          A SCHOOL CAN ALSO CHOOSE TO REQUEST A YEARLY ASSIGNED SRO, AND THE SCHOOL MUST CONDUCT AN INFORMATIONAL SESSION WITH THE FULL SCHOOL COMMUNITY, INCLUDING STUDENTS AND PARENTS BEFORE THAT DECISION IS FINALIZED. 
          WE ALSO URGE THAT THE DISTRICT IMPROVE SCHOOL SITE SAFETY PRACTICES THROUGH A STRENGTHENED AND CONSISTENTLY IMPLEMENTED SCHOOL SAFETY PLAN AT EVERY CAMPUS. 
          WE URGE THAT STUDENTS SHOULD BE AN ACTIVE PARTICIPANT IN REVIEWING AND UPDATING THESE PLANS, NOT JUST A RECIPIENT. 
          OUR THIRD AREA ADDRESSES INCLUSION AND DAY-TO-DAY SAFETY OF STUDENTS IN OUR SCHOOL BUILDINGS. 
          EVERY STUDENT FEELS DESERVES TO FEEL SAFE AND SUPPORTED. 
          WE URGE THAT IUSD EXPAND SOCIAL EMOTIONAL LEARNING SESSIONS FOR TEACHERS, STAFF AND STUDENT LEADERS, SPECIFICALLY FOCUSED ON LGBTQ IA PLUS INCLUSION. 
          OUR, OUR LG, OUR L-G-B-T-Q STUDENTS EXPERIENCE DISPROPORTIONATE RATES OF HARASSMENT AND DISCONTENT. 
          INCREASING TRAINING FOR ADULTS IN OUR BUILDINGS WOULD, WOULD HELP. 
          THAT WOULD HELP THEM BE INFORMED AND COMPASSIONATE ALLIES WOULD HELP. 
          L-G-B-T-Q STUDENTS FEEL HEARD AND SUPPORTED. 
          STUDENTS IN THIS COMMUNITY CAN SUPPORT THIS BY PARTICIPATING IN THE DESIGN OF THESE TRAININGS, ENSURING WHAT KINDS OF SUPPORT AND LANGUAGES MAKE THE MOST DIFFERENCE FOR THEM. 
          REGARDING STUDENT SAFETY AND DRUG PREVENTION, WE RECOMMEND TWO ACTIONS. 
          WE RECOMMEND THAT SCHOOL PERSONNEL BE STATIONED NEAR, MIDDLE, AND HIGH SCHOOL RESTROOMS DURING PASSING PERIODS TO MONITOR SCHOOL STUDENT SAFETY AND DETER DRUG USE BY MAINTAINING A VISIBLE ADULT PRESENCE. 
          WE ALSO RECOMMEND THAT A USD IMPLEMENT MORE VAPING SENSORS AND DETECTION DEVICES IN SCHOOL. 
          RESTROOMS, OUR STUDENTS COME TO SCHOOL EVERY DAY CARRYING A LOT OF ANXIETY, UNCERTAINTY, AND IN MANY CASES, FEAR. 
          WHEN WE INVEST IN THEIR SAFETY AND THEIR SENSE OF BELONGING, WE INVEST IN THEIR ABILITY TO LEARN. 
          AND NOW I WANT TO PASS IT OFF TO ANAM. 
          THANK YOU, SAMUEL. 
          MY NAME IS ANNA MILON AND I AM A RISING SOPHOMORE AT CHATS CHARTER HIGH SCHOOL. 
          OUR NEXT AREA OF FOCUS IS STUDENT ENGAGEMENT. 
          WE WANT TO BEGIN BY THANKING THE BOARD AND THE STUDENT EMPOWERMENT UNIT FOR CONTINUING TO CREATE SPACES WHERE STUDENT VOICES CAN SHAPE DISTRICT POLICY. 
          TO BUILD ON THAT WORK, WE RECOMMEND EXPANDING PEER-TO-PEER SUPPORT DURING SCHOOL TRANSITIONS. 
          THIS IS ESPECIALLY RELEVANT IN MAGNET PROGRAMS WHERE STUDENTS MAY ENTER WITHOUT AN ESTABLISHED, AN ESTABLISHED SOCIAL NETWORK. 
          PAIRING INCOMING STUDENTS WITH TRAINED UPPER GRADE MENTORS WITH HELP NEW STUDENTS FEEL CONNECTED AND ACADEMICALLY PREPARED. 
          THIS WILL ALSO GIVE OLDER STUDENTS A MEANINGFUL LEADERSHIP OPPORTUNITY THAT CAN CONTRIBUTE TO THEIR COLLEGE AND CAREER READINESS. 
          WE ALSO APPRECIATE LUS D'S COMMITMENT TO STUDENT LEADERSHIP THROUGH OPPORTUNITIES LIKE STUDENT ADVISORY COUNCILS. 
          TO MAKE THESE OPPORTUNITIES EVEN MORE ACCESSIBLE, WE RECOMMEND EXPANDING OUTREACH BEYOND EMAIL ANNOUNCEMENTS, THROUGH SCHOOL VISITS, FLYERS, AND ON-CAMPUS EVENTS, ALLOWING A BROADER, MORE REPRESENTATIVE GROUP OF STUDENTS TO PARTICIPATE. 
          [01:10:04]
OUR FINAL AREA OF FOCUS IS OPERATIONAL EFFECTIVENESS. 
          WE APPRECIATE THE BOARD'S CONTINUED COMMITMENT TO CREATING SAFE AND HEALTHY LEARNING ENVIRONMENTS. 
          TO STRENGTHEN THAT WORK, WE RECOMMEND ADDRESSING BASIC FACILITY ISSUES, INCLUDING BATHROOMS WITHOUT SOAP, PAPER TOWEL, AND MENSTRUAL PSYCH AND MENSTRUAL PRODUCTS. 
          THESE CONCERNS DIRECTLY AFFECT STUDENT HEALTH AND READINESS TO LEARN. 
          CREATING A CLEAR STUDENT REPORTING SYSTEM AND CONDUCTING REGULAR SPOT CHECKS WOULD HELP ENSURE EVERY CAMPUS CONSISTENTLY MEETS BASIC HEALTH STANDARDS. 
          THANK YOU EN. 
          AS WE CONCLUDE TODAY'S PRESENTATION, WE WOULD LIKE TO ONCE AGAIN, THANK THE BOARD ACTING SUPERINTENDENT CHI DISTRICT LEADERSHIP, AND EVERYONE WHO TOOK THE TIME TO LISTEN TO THE PERSPECTIVES OF STUDENTS FROM ACROSS LOS ANGELES UNIFIED. 
          WHETHER WE ARE DISCUSSING ACADEMIC OPPORTUNITIES, STUDENT WELLNESS, SCHOOL SAFETY, LEADERSHIP DEVELOPMENT, OR OPERATIONAL EFFECTIVENESS, EACH RECOMMENDATION PRESENTED TODAY STEMS FROM OUR SHARED GOAL TO ENSURE EVERY STUDENT FEELS SUPPORTED, HEARD, AND READY FOR THE WORLD. 
          AT THE SAME TIME, WE RECOGNIZE THAT THE DISTRICT FACES DIFFICULT DECISIONS. 
          WE ACKNOWLEDGE THE TREMENDOUS WORK OF OUR TEACHERS, COUNSELORS, ADMINISTRATORS, CLASSIFIED STAFF, AND LABOR PARTNERS WHO UPLIFT STUDENTS EACH AND EVERY DAY. 
          WE DEEPLY VALUE THEIR CONTRIBUTIONS AND DEDICATION TO SERVICE AS STUDENTS. 
          WE WOULD LIKE TO ENCOURAGE CONTINUED TRANSPARENCY REGARDING THE RECOMMENDATIONS SUBMITTED THROUGH THIS PROCESS. 
          ONE OF THE MOST MEANINGFUL PARTS OF STUDENT ENGAGEMENT IS SEEING HOW OUR FEEDBACK CONTRIBUTES TO FURTHER ACTION. 
          AS RECOMMENDATIONS ARE REVIEWED, WE WOULD GREATLY APPRECIATE OPPORTUNITIES TO BETTER UNDERSTAND WHICH IDEAS ARE BEING CONSIDERED, WHICH MAY MOVE FORWARD, AND WHAT IMPLEMENTATION COULD LOOK LIKE IN PRACTICE. 
          GREATER CLARITY REGARDING NEXT STEPS HELPS US UNDERSTAND HOW OUR VOICES FIT INTO THE DECISION MAKING PROCESS AND ENCOURAGES FUTURE PARTICIPATION IN CIVIC ENGAGEMENT AND DEMOCRATIC PROCESSES. 
          FOR MANY OF US, SERVING ON THIS COUNCIL HAS BEEN ONE OF THE MOST FORMATIVE EXPERIENCES OF OUR EDUCATIONAL JOURNEY. 
          IT HAS GIVEN US THE OPPORTUNITY TO LEARN ABOUT EDUCATIONAL POLICY, ENGAGE WITH RELEVANT ISSUES, AND ADVOCATE FOR THE NEEDS OF OUR PEERS. 
          MOST IMPORTANTLY, IT HAS SHOWN US THAT STUDENTS HAVE AN INDISPUTABLE PLACE IN CIVIC ENGAGEMENT. 
          WE WOULD ALSO LIKE TO EXTEND OUR SINCERE GRATITUDE TO ACTING SUPERINTENDENT CHI AND THE DISTRICT STAFF WHO HAVE SUPPORTED AND ADVISED US THROUGHOUT THIS YEAR. 
          YOUR OPENNESS TO DIALOGUE HAS MADE THIS AN EMPOWERING EXPERIENCE. 
          ON BEHALF OF THE SUPERINTENDENT STUDENT ADVISORY COUNCIL, THANK YOU FOR YOUR TIME, YOUR PARTNERSHIP AND YOUR COMM CONTINUED COMMITMENTS TO THE STUDENTS OF L-E-U-S-D. 
          THANK YOU. 
          WELL DONE. 
          THANK YOU SO MUCH COMMENT. 
          GO AHEAD, CARLA. 
          YOU MAKE ME SO PROUD. 
          , I AM SO HAPPY TO HEAR EVERYTHING THAT YOU HAVE PRESENTED HERE. 
          UM, IT'S ALL THE THINGS THAT YOU HAVE SAID THAT YOU'VE SHARED THAT YOU WANT US TO FOCUS ON. 
          UM, ARE THINGS THAT I'VE BEEN HEARING WHEN I SPEAK TO STUDENTS THROUGHOUT MY PARTICULAR DISTRICT, UH, THE MENTAL WELLNESS SUPPORT, UM, THE, THE BEING SEEN, BEING ACCEPTED, INCLUDING SUPPORTS FOR OUR LGBTQ PLUS STUDENTS IN THE CURRICULUM, UM, SUPPORT JUST IN GENERAL. 
          ALL THOSE THINGS ARE THE THINGS THAT OUR KIDS ARE SAYING. 
          AND SO I'M VERY GRATEFUL THAT YOU TOOK THE TIME TO PARTICIPATE. 
          I KNOW IT TOOK A LOT OF COMMITMENT TO BE ABLE TO BE A REPRESENTATIVE ON THIS COMMITTEE AND THEN ALSO TO ASK YOUR PEERS WHAT THEY WANT. 
          I HAVE A QUICK QUESTION BECAUSE ONE OF THE THINGS THAT I HAVE HEARD FROM PARENTS AS WELL AS FROM STUDENTS IS THE CONCERN ABOUT VAPING. 
          RIGHT? AND, UM, I VISITED A SCHOOL IN THE VALLEY KENNEDY HIGH SCHOOL, WHICH, UM, IS THEY HAVE AN AMAZING TEAM OF WELLNESS SUPPORT, WHICH INCLUDES, UH, CLASSIFIED STAFF AS WELL AS MENTAL HEALTH SUPPORT. 
          BUT ONE OF THE THINGS THAT THEY ALSO HAVE IS A PARTNERSHIP WITH AN ORGANIZATION THAT WHEN A STUDENT, UM, IS, IS USING, UH, IS VAPING OR IS CAUGHT DOING SOMETHING, THEY IMMEDIATELY CONNECT THEM TO THAT ORGANIZATION AND THEN ALSO BRING THE FAMILY IN. 
          SO IT'S, THE WHOLE FAMILY IS GOING THROUGH THIS PROCESS AND IT'S LIKE A PROGRAM WHERE THE STUDENTS LEARN ABOUT WHY NOT VAPE, ET CETERA. 
          I'M WONDERING IF THERE'S ANY BEYOND, UM, WHAT YOU SHARED HERE, DID STUDENTS SHARE WHAT ARE SOME THINGS THAT COULD HELP THEM? I, AND ALSO WE UNDERSTAND THAT PERHAPS THEY'RE USING NOT ONLY BECAUSE THEY'RE EXPOSED TO IT AND IT'S AVAILABLE, BUT ALSO PROBABLY 
          [01:15:01]
DEALING WITH THE THINGS THAT YOU ALL TALKED ABOUT, ANXIETY, DEPRESSION, WHATEVER IT IS. 
          UM, BUT DID STUDENTS TALK TO YOU ABOUT WHAT WE CAN DO AS A DISTRICT TO SUPPORT THEM WHEN THEY ARE HAVING THESE TROUBLES, UM, WITH VAPING OR ANY SUBSTANCE USE? UM, YES, ABSOLUTELY. 
          IN THE NUMBER OF SESSIONS THAT WE HAD THROUGHOUT THE SCHOOL YEAR, THERE WERE DEFINITELY CONCERNS AND VOICES THAT WERE SHARED ON THIS TOPIC OF VAPING AND PREVENTION AS WELL AS WHAT HAPPENS AFTER YOUR STUDENT IS CAUGHT. 
          AND ON THAT TOPIC, I REALLY LIKE THE PROGRAM THAT YOU MENTIONED. 
          AND, UH, ONE CONCERN THAT WAS A COMMON THEME THAT WAS, UH, FREQUENTLY SHARED WAS THAT IT'S OUR GOAL TO AVOID CRIMINALIZING STUDENTS FOR THESE TYPE OF ACTIONS AND INSTEAD FOCUS ON A MORE SUPPORTIVE AND RESTORATIVE APPROACH. 
          UH, AND THEN AS YOU MENTIONED, WORKING WITH THE FAMILY AND MAKING SURE THE STUDENT IS UNDERSTANDING THE ROOT CAUSE FOR WHY THE STUDENT ACTS IN A CERTAIN WAY, AND THEN TAKING SUPPORTIVE STEPS TO GUIDE THEM THROUGH A PROCESS OF OVERCOMING THE CHALLENGES THEY'RE CURRENTLY FACING. 
          AND LIKE YOU DID MENTION, IT'S UH, VERY CLOSELY CONNECTED, UH, SUBSTANCE USE AND MENTAL HEALTH STRUGGLES. 
          AND SO THESE TWO ISSUES, BY EVEN IMPROVING ONE, WE'RE IMPROVING BOTH AT THE SAME TIME. 
          IF, UM, THAT MAKES SENSE. 
          THANK YOU. 
          THANK YOU, CARLA. 
          GO AHEAD, TANYA. 
          UH, DITTO. 
          APPRECIATE YOUR LEADERSHIP, YOUR WORK ON THIS, LIFTING UP THE VOICES OF STUDENTS THAT I THINK IN MANY SPACES WE HEAR SOME OF THE THEMES THAT YOU ALL PRESENTED TODAY. 
          ONE QUICK QUESTION FOR YOU ALL AND FOR STAFF ON THE RESTROOM SUPPLIES, BECAUSE THAT'S AN ISSUE WE HAVE HEARD COME UP SEVERAL TIMES. 
          WHAT HAPPENS ON CAMPUS WHEN YOU LET SOMEONE KNOW THAT THERE'S NOT APPROPRIATE SUPPLIES? AND THEN FOR THE DISTRICT STAFF WOULD ALSO BE CURIOUS, UM, WHAT SHOULD HAPPEN, UH, WHEN A STUDENT LIFTS UP A CONCERN OR HOW DO WE SYSTEMICALLY LOOK AT THAT ON A REGULAR BASIS? UM, YEAH, I CAN TAKE THIS. 
          UM, IN TERMS OF LIKE WHAT I'VE JUST BEEN LIKE SEEING PERSONALLY AS A STUDENT, UM, WE DID LIKE A REALLY QUICK SURVEY, UM, IN SAC OF STUDENTS WHO MAY HAVE BEEN EXPERIENCING ISSUES GETTING EITHER MENSTRUAL PRODUCTS OR JUST HAVING THE AVAILABILITY OF LIKE SOAP AND PAPER TOWELS. 
          AND WE HAD LIKE THE MAJORITY OF OC JUST RAISE THEIR HANDS SAYING THAT THEY'VE HAD LIKE ISSUES WITH GETTING PAPER TOWELS, ISSUES OF GETTING SOAP, UM, FOR MONTHS. 
          AND THEY'VE RAISED, RAISED THIS WITH TEACHERS. 
          AND I'VE ALSO TALKED TO LIKE SOME OF MY TEACHERS WHO HAVE PERSONALLY RACIST AS WELL. 
          UM, AND IT'S BEEN DIFFICULT FOR THEM TO COORDINATE. 
          UM, I THINK FOR A LOT OF SCHOOLS IT'S AN ISSUE OF STAFFING, UM, HAVING ENOUGH LIKE PEOPLE TO STOCK THE RESTROOMS, UM, SUPERVISE THE RESTROOMS. UM, SO'S POINT ABOUT VAPING, I THINK IT'S, FOR A LOT OF SCHOOLS IT'S REALLY HARD TO HAVING TO HAVE ENOUGH STAFF MEMBERS TO GO AROUND AND LIKE WATCH ALL THE RESTROOMS. UM, AND SO WHAT I THINK IS JUST LIKE NECESSARY, UM, WOULD BE TO HAVE A LOT OF THE LIKE RESTROOM SUPPLIES, LIKE CONSISTENTLY RESTOCKED AND ALSO HAVE, UM, MONITORS AROUND RESTROOMS. UM, AT LEAST IN MY SCHOOL, UM, WE DO HAVE ISSUES WITH STUDENTS TAKING SOAP DISPENSERS OR LIKE STEALING ALL THE PAPER TOWELS. 
          UM, SO JUST HAVING LIKE A, EITHER A MONITOR THERE OR JUST LIKE SOMEONE TO BE JUST LIKE PROACTIVE AND PREVENTING LIKE CASES WHERE THERE MIGHT BE MISUSE AND MATERIALS AND FOR STAFF, OH, HERE'S MS. TOS TO MS, RESPOND TO WHAT, TO WHAT STAFF IS SUPPOSED TO, UM, DO . 
          GOOD MORNING. 
          CHRISTINA TOS, CHIEF FACILITIES EXECUTIVE. 
          SO, UH, WE ALLOCATE CUSTODIAL SUPPLIES INCLUDING RESTROOM SUPPLIES LIKE SOAP, UH, TOILET PAPER NAPKINS TO EACH SCHOOL BASED ON A SCHOOL FORMULA THAT LOOKS AT THE NUMBER OF RESTROOMS, THE NUMBER OF STUDENTS IN THAT CAMPUS, AND THAT'S PROVIDED TO EACH SCHOOL AT THE BEGINNING OF EACH SCHOOL YEAR IN THEIR BUDGET. 
          NOW OBVIOUSLY IF A SCHOOL RUNS OUT OF THAT BUDGET BEFORE THE END OF THE SCHOOL YEAR, THEN CENTRAL DOES STEP IN AND PROVIDES ADDITIONAL BUDGET BECAUSE IT WILL NOT BE ACCEPTABLE FOR SCHOOLS NOT TO HAVE ADEQUATE BATHROOM SUPPLIES, UM, JUST BECAUSE THEY USED UP THAT ALLOCATION AT THE BE OR TOO SOON. 
          UM, UH, WAS THERE ANY OTHER QUESTIONS THAT YOU, I THINK THERE'S, THERE'S AN OPPORTUNITY HERE AND IT, IT'S BEEN PART OF PREVIOUS CONVERSATIONS ABOUT WHAT DOES A PARTNERSHIP BETWEEN STUDENTS AND STAFF LOOK LIKE AND HOW DO WE FACILITATE THAT? LIKE I THINK YOU, YOU TALKED ABOUT MONITORING AND REPORTING. 
          SOMETIMES STAFF ARE WORKING ON OTHER AREAS OF A CAMPUS, THEY'RE ON A ROUTINE KIND OF INSPECTION AND CHECKING. 
          AND WHEN THINGS RUN OUT, THERE ARE DELAYS BECAUSE THEY'RE, THEY'RE, YOU KNOW, ATTENDING TO SOMETHING ELSE. 
          BUT THINKING ABOUT WHAT ARE THE MECHANISMS WHERE STUDENTS COULD ACTUALLY REPORT VIA APP THAT, YOU KNOW, THERE'S AN OUTAGE OF TOWELS OR SOAP IN A PARTICULAR RESTROOM, SO THEN STAFF ARE AWARE THAT, HEY, I HAVE TO GO AND POTENTIALLY FILL THOSE, UH, THOSE EMPTY, UH, TOWEL, UM, CONTAINERS. 
          AND SO I THINK IT'S, THERE'S AN AVENUE WHERE WE CAN ACTUALLY FACILITATE JUST THE BETTER COMMUNICATION, UM, SO THAT WE DON'T SEE THOSE GAPS IN SERVICE. 
          I LOVE THAT IDEA OF ADDING IT TO SCHOOLOGY, NOT TO CELL PHONES. 
          UM, BUT ALSO IT WOULD HELP US AS A DISTRICT UNDERSTAND, YOU KNOW, HOW BIG THE PROBLEM IS AND HOW RESPONSIVE WE ARE WHEN IT COMES 
          [01:20:01]
UP. 
          SO THANK YOU SO MUCH. 
          I REALLY APPRECIATE THAT CHARLET. 
          WELL, THANK YOU GUYS SO MUCH. 
          YOU GUYS DID A WONDERFUL JOB JUST IN PRESENTING AND HAD A FEW QUESTIONS, UM, IN WHERE YOU LANDED ON OUR SIXTH AND SEVENTH GRADERS BEING ENCOURAGED AND PROMOTE DUAL ENROLLMENT. 
          WERE THERE QUESTIONS THAT WERE TARGETED IN THE SIXTH AND SEVENTH GRADERS SAID, YES, THIS IS SOMETHING THAT THEY WANTED? WHAT CAME TO THAT CONCLUSION? SO WHEN IT CAME TO THAT, UM, I DO A LOT OF ADVOCACY FOR DUE ENROLLMENT. 
          SO I'VE BEEN ABLE TO SPEAK WITH MIDDLE SCHOOL STUDENTS AND ALSO HIGH SCHOOL STUDENTS. 
          UM, I FEEL LIKE THEY'VE ALWAYS MENTIONED ABOUT HAVING MORE ACCESS TO IT IN MIDDLE SCHOOL. 
          I THINK BECAUSE COUNSELORS USUALLY THEY DON'T LIKE ENCOURAGING DUAL ENROLLMENT IN MIDDLE SCHOOL BECAUSE THEY, THEY THINK THEY'RE NOT CAPABLE OF TAKING IT OR THEY THINK THEY'RE NOT READY. 
          BUT I'VE SEEN FIRSTHAND HOW THEY ARE READY TO TAKE IT AND IT WILL REALLY PREPARE THEM FOR HIGH SCHOOL IF THEY WANNA CONTINUE TAKING DUAL ENROLLMENT. 
          UM, I PERSONALLY HAD THIS ISSUE AS WELL WHEN I WAS IN EIGHTH GRADE, I WANTED TO TAKE DUAL ENROLLMENT AND I FELT LIKE I WAS READY, BUT I WAS KIND OF LIKE PREVENTED. 
          UM, AND ALSO WITH MY BROTHER AS WELL, HE, UM, HE'S IN EIGHTH GRADE RIGHT NOW AND WE WERE LUCKY TO HAVE THE OPPORTUNITY THAT HE WAS ABLE TO TAKE A DUAL ENROLLMENT CLASS. 
          AND JUST SEEING HOW HE BENEFITED FROM IT. 
          I FEEL LIKE OTHER MIDDLE SCHOOLERS SHOULD ALSO HAVE THAT OPPORTUNITY. 
          IT'S REALLY GREAT PREPARATION AND I FEEL LIKE THEY'LL GET A LOT OF HANDS-ON EXPERIENCE AND JUST BEING ABLE TO KIND OF FIGURE OUT WHICH FIELD THAT THEY WANNA GO INTO BECAUSE ONCE THEY GO INTO HIGH SCHOOL, IT'S A LITTLE BIT HARDER TO KIND OF NAVIGATE THROUGH LIKE WHICH CAREER PATH THEY WANNA GO. 
          IT'S A LOT OF PRESSURE, SO JUST DOING THAT EARLY ON WOULD BE REALLY HELPFUL FOR THEM. 
          OKAY, GREAT. 
          DO YOU KNOW IF THESE STUDENTS WERE ON JUST MIDDLE SCHOOLS OR SPAN SCHOOLS WHERE THEY WERE EXPOSED TO HIGH SCHOOL STUDENTS AT THE SAME TIME THAT MAY HAVE CHANGED THEIR MIND OR WANTING TO DO IT? UM, WELL I MOSTLY HEARD JUST, UM, STUDENTS WHO DIDN'T HAVE ACCESS TO IT IN SCHOOL AND JUST THAT THEY WANTED THAT OPPORTUNITY. 
          THANK YOU. 
          UM, YOU MENTIONED EXPOSURE TO, AND I APPRECIATE THIS AND YOU KNOW, BRING, HAVE TO COMMENT, I JUST, THE OPPORTUNITY FOR OUR STUDENTS WHEN THEY GET TO SCHOOLS TO KNOW WHO THE PSW THERE, HOW, IS THERE SOME SOME WAYS THAT YOU THINK WOULD BE BEST TO HAVE OUR SCHOOL SITES DO THAT WORK? I THINK FOR ME, LIKE IN TERMS OF LIKE KNOWING WHO MY PSW WAS, UM, WE'D HAVE EVENTS AT LUNCH, SO WE'D HAVE THE PSW SET UP A TABLE, UM, AND THEY'D BE ABLE TO LIKE GIVE STUDENTS LIKE LITTLE GOODIES OR LIKE, UM, SIGN UP FOR LIKE PSW, UM, SERVICES AND THEN THIS PSW WOULD BE ABLE TO CONTACT THEM DIRECTLY. 
          UM, AND I THINK JUST LIKE LETTING STUDENTS KNOW THAT THERE'S A PSW AVAILABLE ON CAMPUS. 
          'CAUSE I THINK A LOT OF STUDENTS, UM, THEY MAY WANT TO TALK TO PSW, BUT THEY JUST DON'T KNOW IF THEIR SCHOOL HAS ONE OR LIKE WHAT THEIR PSW SCHEDULE IS. 
          SO ANNOUNCING THAT IN ASSEMBLIES AND MAKING SURE THAT THE PSW IS LIKE GETTING OUT THERE AT LUNCH OR NUTRITION OR LIKE DURING PASSING PERIODS TO, TO MAKE SURE THAT THESE RESOURCES ARE AVAILABLE FOR STUDENTS AND THAT STUDENTS KNOW WHERE, WHO TO CONTACT AND WHERE TO CONTACT, UM, REACH THEM. 
          AND I THINK FOR A LOT OF STUDENTS, LIKE REACHING OUT TO A PSW, UM, IS LIKE KIND OF NERVE WRACKING. 
          UM, SO MAYBE ONE THING THAT HAS I'VE SEEN IN MY HIGH SCHOOL REALLY WORK IS HAVING PSW REACH OUT TO THE STUDENT, UM, AS THEY JUST PUT THEIR EMAIL DOWN AND THEN THE PSW WOULD BE ABLE TO CONTACT THEM DIRECTLY. 
          GOT IT. 
          THANK YOU. 
          AND THEN ONE LAST, UM, AND WE HEARD THIS EARLIER TODAY IN THE ROOM, JUST, UM, THE ESTABLISH OF A COMMUNITY-BASED PROCESS FOR ASSESSING SCHOOL NEED FOR SROS BY SCHOOL SITE, WHICH WE KNOW MANY OF OUR FAMILIES HAVE ASKED THAT THEY COULD PARTICIPATE IN THIS OPPORTUNITY TO HAVE THEM ON SCHOOL SITE. 
          AND FOR A SCHOOL TO DECIDE TO REQUEST A YEARLY ASSIGNED SRO TO THE SCHOOL SHOULD CONDUCT AN INFORMATIONAL SESSION WITH THE STUDENT, STAFF AND PARENTS. 
          IS THERE, HOW DID YOU GUYS COME TO THIS AND WAS IT, WHAT WAS THE QUESTIONING TO GET TO THIS ANSWER HERE? YEAH, SO OVER THE COURSE OF MANY MEETINGS WE DID TALK ABOUT KIND OF WHAT POINTS THAT WE WANTED TO INCLUDE AND HOW DO WE REALLY STRUCTURE IT IN A WAY THAT HONORS THE VOICES OF STUDENTS. 
          AND SO THE TOPIC OF SROS IS SOMETHING THAT HAS ARGUMENTS ON BOTH SIDES. 
          AND FOR THAT REASON, WE WANT TO THINK OF A SOLUTION THAT WOULD HONOR EACH SCHOOL ON A CASE BY CASE BASIS. 
          SO BY HAVING A YEAR YEARLY ASSESSMENT OF WHETHER AN SRO IS REQUIRED AND THEN HAVING THAT DECISION BE IN THE HANDS OF THE STUDENTS AND THE COMMUNITY AND THE PARENTS AS WELL. 
          AND THEN THE INFORMATIONAL SESSION, UM, THAT KIND OF CAME FROM THE POINT THAT, UM, SROS SHOULD BE A MORE FAMILIAR FACE FOR STUDENTS AND BY HAVING AN INFORMATIONAL SESSION, STUDENTS ARE AWARE OF WHO THEY ARE, UH, WHAT THEIR RESPONSIBILITIES ARE, UM, WHO'S ACCOUNTABLE FOR WHAT. 
          AND THEN BY GIVING STUDENTS AND PARENTS AND THE GENERAL COMMUNITY THAT INFORMATION, THEY FEEL MORE WELCOME 
          [01:25:01]
AND TO CREATE A MORE INCLUSIVE ENVIRONMENT. 
          AND SO YEAH, THAT WAS JUST THE PRODUCT OF A LOT OF DEBATE, A LOT OF DISCUSSION OVER THE COURSE OF MANY MEETINGS. 
          AWESOME. 
          THANK YOU SO MUCH FOR SHARING THAT. 
          APPRECIATE IT. 
          ANYONE ELSE? ROCIO, PLEASE? YES. 
          EXCELLENT PRESENTATION. 
          THANK YOU VERY MUCH. 
          UM, I, I WANTED TO KNOW A LITTLE BIT MORE INFORMATION ON, UM, THE POINT OFFER MORE CLASSES AND WORKSHOPS FOR DIRECT TO CAREER EDUCATION. 
          WHAT WAS, UM, THE FEEDBACK YOU GOT FROM STUDENTS AND WHY THEY WANTED MORE WORKSHOPS ON DIRECT TO CAREER EDUCATION? YEAH, SO FOR THAT ONE, I THINK IT'S JUST SOME STUDENTS MAY NOT WANT TO GO TO COMMUNITY COLLEGE OR GO TO A FOUR YEAR UNIVERSITY AND THEY FEEL LIKE THEY WOULD BENEFIT MORE FROM JUST GOING TO A CAREER AFTER HIGH SCHOOL. 
          AND JUST BY SPEAKING TO OTHER STUDENTS IN MY COMMUNITY ALSO FROM THE COUNCIL, I THINK THAT WOULD JUST BE LIKE A GREAT OPTION FOR STUDENTS TO HAVE IF THEY FEEL LIKE THEY DON'T WANT TO PERCEIVE LIKE THAT HIGHER EDUCATION AND JUST GO INTO A CAREER. 
          AND I FEEL LIKE IT WOULD JUST BE BENEFICIAL FOR STUDENTS TO HAVE THAT AVAILABILITY FOR THEM IF, YOU KNOW, UM, MAYBE THEY, YOU KNOW, THEY JUST DON'T WANT TO GO TO COMMUNITY COLLEGE OR UNIVERSITY AND IT ALSO JUST EXPOSE THEM TO DIFFERENT CAREER PATHS. 
          MAYBE THAT'S LIKE WHAT THEY WOULD BENEFIT BETTER FROM AND YEAH, THAT'S WHY THAT'S SOMETHING THAT THEY'VE ALSO HIGHLY ADVOCATED FOR. 
          AND UM, IN YOUR DISCUSSIONS OR THE SURVEY WITH, WITH YOUR PEERS, DID THEY MENTION PEER PRE-APPRENTICESHIP PROGRAMS OR PROGRAMS TO GO INTO THE TRADES OR IS THAT SOMETHING THAT THEY'RE AWARE OF OR ASKING FOR MORE OF THAT AS WELL? YEAH, WHEN IT COMES TO TRADES, I THINK A LOT OF THEM JUST SPOKE ABOUT OFFERING MORE OPPORTUNITIES AND THEN ALSO JUST TO MAKE INCREASE THE AVAILABILITY AND ALSO THE AWARENESS ON IT. 
          I MEAN, THERE'S ALSO A LOT OF OPPORTUNITIES THAT ARE AVAILABLE TO STUDENTS, BUT THEY MAY NOT KNOW ABOUT IT, WHICH IS WHY WE EMPHASIZE BEING ABLE TO KIND OF LIKE, UM, SHOW IT TO EVERYBODY, BE ABLE TO INTRODUCE THEM TO THOSE OPPORTUNITIES SO THAT THEY KNOW THAT THEY COULD TAKE THAT ROUTE IF THEY WANT. 
          YEAH, MUCH. 
          AND UM, ON THE POINT ABOUT THE, THE VAPE DETECTORS, I KNOW THAT, AND THIS IS FOR, UM, OUR ACTING SUPERINTENDENT. 
          I KNOW THAT THERE WAS AN, UM, A PILOT PROGRAM, SO I DON'T KNOW IF YOU CAN EMPHASIZE, I MEAN, GIVE US AN UPDATE ON, UM, THE, THE RESULTS OF THE PILOT PROGRAM AND YOU KNOW, ANY WAY OF DISCUSSION OF EXPANDING THAT. 
          SURE. 
          SO WE, WE DID HAVE A VERY SMALL PILOT PROGRAM AT TWO MIDDLE SCHOOLS IN REGION NORTH THAT HAS BEEN RUNNING THIS YEAR. 
          AND TOWARDS THE TAIL END OF LAST YEAR, UH, RESULTS WERE MIXED IN THE SENSE THAT ONE, WITH THE SENSORS THEMSELVES, THERE WERE SOME ISSUES IN TERMS OF RELIABILITY AND ACTUALLY SENDING THE SIGNALS OUT TO STAFF. 
          BECAUSE BASICALLY THE WAY IT WORKS IS IF YOU'RE A STAFF MEMBER, YOU ESSENTIALLY HAVE LIKE AN APPLICATION ON YOUR PHONE AND YOU GET AN ALERT WHEN THE VAPE DETECTOR GOES OFF IN THE RESTROOM. 
          AND SO THERE WERE ALSO SOME CONCERNS AROUND THE ABILITY FOR STAFF TO RE REACT IN REAL TIME. 
          THEY WOULD GET THERE AND BY THE TIME THEY GOT THERE, THE STUDENTS WHO MAY OR MAY NOT HAVE BEEN VAPING WEREN'T NECESSARILY IN THE RESTROOM ANYMORE. 
          SO WE ARE STILL LOOKING AT THAT AS A PILOT, BUT WE'RE ALSO LOOKING AT, AND THIS IS SOMETHING THAT WAS HIT ON IN THE PRESENTATION AND I KNOW IT'S A CHALLENGE WITH STAFFING, BUT IT'S ABOUT BATHROOM MONITORING. 
          AND OBVIOUSLY, YOU KNOW, WE'RE, WE'RE VERY RESPECTFUL OF THAT AS A SPACE FOR STUDENT PRIVACY FOR OBVIOUS REASONS, BUT JUST HAVING FOLKS THAT ARE DIRECTLY IN THAT SPACE CAN ALSO OBVIOUSLY BE A DETERRENT. 
          I WONDER IF THERE ARE OTHER STRATEGIES OR BEST PRACTICES THAT WE CAN LEARN FROM OTHER SCHOOL DISTRICTS, BECAUSE I'M SURE WE'RE NOT THE ONLY SCHOOL DISTRICT WITH THIS, WITH THIS ISSUE, UM, TO BETTER MONITOR OR JUST, YOU KNOW, HAVE, UM, A CAMPAIGN AT THE SCHOOLS. 
          I KNOW WE HAVE TO PAY, RIGHT? IS THAT HOW YOU PRONOUNCE IT? T-T-U-P-E. 
          UM, BUT YEAH, I THINK WE NEED TO REALLY, 'CAUSE I HEAR THIS ALL THE TIME, EVEN IN MY SON'S SCHOOL, UM, THIS IS A HUGE ISSUE AND HAS BEEN A HUGE ISSUE FOR A WHILE. 
          SO I THINK WE DEFINITELY HEARING THE STUDENTS AS WELL, WE DEFINITELY NEED TO BE A BIT MORE PROACTIVE ON ADDRESSING THESE ISSUES. 
          THANK YOU SO MUCH, P JERRY, ANYTHING YOUR, YOUR FINAL RAH. 
          GO AHEAD. 
          , I GUESS I MEAN, JUST LIKE THANK YOU TO THE SAC BOARD MEMBERS FOR PRESENTING SUCH CRITICAL INFORMATION. 
          UM, YOU KNOW, ALTHOUGH I AM THE STUDENT BOARD MEMBER, YOU KNOW, I'LL ACKNOWLEDGE THERE'S ALWAYS MORE TO LEARN. 
          UH, AND I THINK THAT'S WHERE THE VALUE OF THE, THE SUPERINTENDENT STUDENT ADVISORY COUNCIL AND ALL THE, THE STUDENT ADVISORY COUNCILS WE HAVE IS IN, UH, EVERY TIME I ATTEND AN SAC MEETING, I ALWAYS COME AWAY WITH A LIST OF NEW IDEAS, SOLUTIONS AND OPPORTUNITIES THAT I COULD HAVE NEVER THOUGHT OF. 
          AND I THINK THAT'S THE BEAUTY OF SAC IS BRINGING TOGETHER SO MANY DIVERSE PEOPLE. 
          I MEAN, JUST LOOK AT, LOOK AT THE STUDENTS RIGHT IN FRONT OF US. 
          UM, THEY JUST REPRESENT A SMALL PERCENTAGE OF, OF HOW DIVERSE, UH, SAC IS, UM, AND HOW EACH AND EVERY ONE OF THOSE STUDENTS IS ABLE TO BRING IN THEIR OWN LIVED EXPERIENCES AND REPRESENT, UM, YOU KNOW, THEIR OWN STUDENT GROUP. 
          AND BRINGING IN THOSE IDEAS ALLOWS US TO 
          [01:30:01]
REMOVE HURDLES AND ADDRESS ISSUES IN ORDER TO ALLOW ALL STUDENTS TO ACHIEVE MORE, WHICH I THINK IS WHAT WE ALL WANT. 
          SO YEAH, ONCE AGAIN, THANK YOU TO, UM, THESE FOUR STUDENTS. 
          LET'S GIVE 'EM ANOTHER ROUND OF APPLAUSE. 
          YEAH. 
          HEY, THANK YOU. 
          BEFORE I TURN IT OVER TO MR. CHA, JUST A COUPLE OF QUESTIONS. 
          UM, YOU THINK ALL THE STUDENTS KNOW THAT IF YOU GRADUATE FROM L-A-U-S-D, YOU'LL HAVE TWO FREE YEARS OF COMMUNITY COLLEGE. 
          DO ALL STUDENTS KNOW THAT? DO YOU THINK IN YOUR SCHOOLS? WHAT DO YOU THINK? BECAUSE I ASKED SOME KIDS AND THEY DIDN'T KNOW AND I COULDN'T BELIEVE THAT THEY DIDN'T KNOW THAT L-A-U-S-D GRADUATES GET TWO FREE YEARS OF COMMUNITY COLLEGE. 
          UM, I THINK THAT A LOT OF STUDENTS WHEN THEY'RE CONSIDERING WHAT THEIR OPTIONS ARE AFTER HIGH SCHOOL, ESPECIALLY LIKE AS A SENIOR, THAT'S SOMETHING THAT ALMOST WE TALK ABOUT DAILY. 
          I THINK COMMUNITY COLLEGE IS AN OPTION THAT A LOT OF STUDENTS DO THINK ABOUT. 
          UH, THE FACT THAT IT'S FREE THOUGH, THAT IS SOMETHING THAT WE COULD, UH, YOU KNOW, EMPHASIZE MORE HAVING. 
          I THINK ONE GREAT RESOURCE WOULD BE TO, UH, AND THIS IS SOMETHING THAT ALSO STUDENTS IN THE SAC HAVE ALSO EMPHASIZED, IS HAVING, UH, PRESENTATIONS OR RESOURCE FLYERS, TALKING ABOUT WHAT ARE YOUR OPTIONS AFTER HIGH SCHOOL. 
          AND THEN, UM, IN THOSE TYPE OF PRESENTATIONS WE CAN MENTION THAT IF COMMUNITY COLLEGE IS THE TRACK THAT YOU WANT TO EMBARK ON, THEN UH, HOW MUCH WOULD IT COST YOU? OF COURSE, UH, BECAUSE LUSD DOES OFFER TWO YEARS FOR FREE, THAT IS SOMETHING THAT SHOULD DEFINITELY BE MENTIONED AND I THINK WOULD BE ABSOLUTELY BENEFICIAL TO CARRY FORWARD. 
          DON'T FORGET TO TELL THEIR PARENTS TOO. 
          RIGHT. 
          OKAY. 
          UH, CAREERS, A LOT OF PEOPLE GOING RIGHT INTO CAREERS SHOULD TAKE COMMUNITY COLLEGE COURSES. 
          THEY OFFER CAREER COURSES AT COMMUNITY COLLEGE, SO TAKE ADVANTAGE OF ALL THAT STUFF. 
          AND LAST, I JUST WANNA MENTION SOMETHING ABOUT, UM, THE RESTROOMS BECAUSE I GUESS I'M THE ONLY PRINCIPAL ON BOARD HERE AT THE, UH, BOARD. 
          AND, UM, WE HAVE TO PROMOTE RESPECT AT SCHOOLS. 
          OKAY, RESPECT YOUR ADULTS, RESPECT YOURSELF, RESPECT YOUR FELLOW STUDENTS, AND WHENEVER THERE'S A PROBLEM IN SCHOOL AND NOTHING MADE ME ANGRIER THAN GOING INTO THE RESTROOM AND SEEING PAPER TOWELS THROWN AROUND, SILLY STUFF LIKE THAT. 
          AND WHEN I WOULD CATCH THE KIDS, 'CAUSE THEY ALWAYS, SOMEBODY ALWAYS LETS ME KNOW AS THE PRINCIPAL WHO IT WAS, AND I WOULD TELL THEM, I DON'T USE THAT RESTROOM. 
          THAT'S NOT MY RESTROOM, THAT'S YOUR RESTROOM. 
          SO WHY ON EARTH WOULD YOU MESS UP YOUR OWN RESTROOM? SO WE HAVE TO CLOSE IT AND THEN YOU ALL HAVE TO WAIT AND USE ANOTHER RESTROOM. 
          SO IT'S VERY IMPORTANT THAT SELF-RESPECT, RESPECT FOR ADULTS AND RESPECT FOR SCHOOL PROPERTY. 
          AND THAT'S SOMETHING I THINK YOU SHOULD EMPHASIZE TO THE KIDS. 
          IT'S THEIR RESTROOM, SO TAKE CARE OF IT. 
          THANK YOU VERY MUCH GUYS. 
          MR. CHA, THANK YOU. 
          BOARD PRESIDENT AGAIN, JUST WANTED TO EXPRESS MY SINCERE GRATITUDE TO THE COUNCIL. 
          UH, UNSURPRISINGLY, YOU DID AN AMAZING JOB WITH YOUR PRESENTATION. 
          WE VERY MUCH VALUE THE FEEDBACK. 
          UH, I KNOW MR. YANG ALREADY BEAT ME TO THE PUNCH, BUT LET'S GO AHEAD AND GIVE OUR PRESENTERS ONE MORE BIG ROUND OF APPLAUSE. 
          WITH, WITH THAT, IT'S MY PLEASURE TO TRANSITION US OVER TO OUR NEXT PRESENTATION FROM OUR PARENT ADVISORY COMMITTEE WITH THE PAC MEMBERS THAT ARE PRESENTING. 
          PLEASE JOIN US FOR THE FOLKS IN OUR AUDIENCE AND LISTENING OUTSIDE THE ROOM, WE'RE GONNA HAVE AT LEAST ONE SPANISH SPEAKER, UH, MAKING THE PRESENTATION IN SPANISH. 
          SO IF YOU'D LIKE TO HEAR SIMULTANEOUS TRANSLATION OF WHAT THE SPANISH SPEAKER IS SAYING WITH THIS IMPORTANT PRESENTATION FROM THE PARENT ADVISORY COMMITTEE, PLEASE PUT YOUR HANDS UP AND WE'LL GET YOU TRANSLATION HEADSETS. 
          THEY JUST TURN ON AUTOMATICALLY TO THE, UH, ENGLISH CHANNEL WHEN YOU PUT THEM ON AND WHEN THE TIME COMES TO PUT 'EM ON, JUST PUT 'EM OVER YOUR EARS. 
          SO PLEASE PUT YOUR HANDS UP, WE'LL GET THOSE TRANSLATION HEADSETS TO YOU AND WE WILL START SHORTLY. 
          OKAY? YES. 
          OKAY. 
          AS SOON AS THE PRESENTATION GETS PULLED UP AND THERE IT IS, WE'RE READY TO GO. 
          ALL RIGHT. 
          THANK YOU. 
          THANK 
          [01:35:01]
YOU. 
          GOOD MORNING. 
          WE ARE EXCITED TO BE HERE AND SHARE WITH YOU THE SUMMATION OF THE LAST YEAR'S WORK OF THE PARENT ADVISORY COMMITTEE, OUR ACCOMPLISHMENTS, THE IMPEDIMENTS THAT STILL EXIST, AND FINALLY A SAMPLING OF THE 125 LCAP COMMENTS THAT WERE SUBMITTED TO THE ACTING SUPERINTENDENT FOR HIS RESPONSES. 
          BUT FIRST, I'D LIKE TO TAKE A MOMENT TO INTRODUCE THE MY TALENTED, HARDWORKING, AND COMMITTED EXECUTIVE BOARD. 
          MY NAME IS ANDREW CROWN AND I'VE HAD THE PRIVILEGE TO SERVE THIS YEAR AS THE CHAIR OF THE PAC AND THE PARLIAMENTARIAN OF THE CAC. 
          WITH ME TODAY, OUR VICE CHAIR, EVA JACKSON, SECRETARY MARIA SANCHEZ AND PARLIAMENTARIAN MIJO MARAI, ALSO ON OUR TEAM AND BUT UNABLE TO ATTEND TODAY, ASSISTANT SECRETARY AARON CRAIG AND STEVEN TIA PUBLIC RELATIONS. 
          BEFORE DIVING INTO THE MEAT OF OUR PRESENTATION TODAY, I WANT TO REITERATE HOW CRITICALLY IMPORTANT THE CONNECTION IS BETWEEN THE PARENT, THE PARENTS OF THE DISTRICT LEVEL COMMITTEE AND YOU THE BOARD MEMBERS. 
          OUR CONNECTION CAN'T MERELY EXIST EVERY FOUR YEARS DURING ELECTIONS OR DURING A PERFUNCTORY ANNUAL LCAP PRESENTATION. 
          WE ARE, AFTER ALL, PULLING ON THE SAME ROPE TO GREATLY IMPROVE THE EDUCATION RECEIVED BY NOT ONLY OUR OWN CHILDREN, BUT ALL THE CHILDREN IN THE DISTRICT. 
          WE WANT TO ALSO SHARE THAT WE WELCOME AND ENCOURAGE THE BOARD MEMBERS TO ASK ANY AND AS MANY QUESTIONS AS POSSIBLE. 
          WHILE THERE IS OFFICIALLY TIME FOR QUESTIONS AT THE END OF OUR PRESENTATION, PLEASE DON'T HESITATE TO ASK YOUR QUESTIONS IN THE MOMENT WE WELCOME THOUGHTFUL AND ACTIONABLE DIALOGUE. 
          LET'S START BY HIGHLIGHTING SOME OF THE ACCOMPLISHMENTS ACHIEVED THIS YEAR. 
          THE ACCOMPLISHMENT WITH THE MOST SIGNIFICANT TODAY IS THE EXPANSION OF THE TIME GIVEN TO THE PARENT COMMITTEES TO PRESENT TO THE BOARD. 
          I WOULD LIKE TO CALL OUT AND GIVE OUR SPECIAL THANKS TO BOARD PRESIDENT SCOTT MURSON FOR AGREEING TO THE ADDITIONAL PRESENTATION TIME AND IN THE SINCERE HOPE OF ALL THREE PARENT COMMITTEE CHAIRS THAT THIS CHANGE BECOMES PERMANENT. 
          I'D ALSO LIKE TO OFFER THE THANKS OF THE CHAIRS TO MR. MCLEAN, WHO I THINK STEPPED AWAY FOR HIS FLEXIBILITY IN RESOLVING THE SCHEDULING SNAFU THAT HAD OCCURRED. 
          HERE ARE SOME ADDITIONAL ACCOMPLISHMENTS ACHIEVED THIS YEAR. 
          AN AGREEMENT WITH ACTING SUPERINTENDENT CHA ON A REGULAR CADENCE FOR THE PAC EXECUTIVE BOARD TO MEET WITH HIM THE LAUNCHING OF A NEW LCAP STUDY SESSION WEBINAR SERIES, NEW PROCEDURES TO CAPTURE AND ANSWER THE QUESTIONS POSED TO DISTRICT STAFF DURING OUR MEETINGS, BUT THAT AREN'T ABLE TO BE ANSWERED IN REAL TIME. 
          ESTABLISHING CROSS COMMITTEE COMMUNICATION AND COLLABORATION BETWEEN THE PARENT COMMITTEES, ALLOWING FOR A STRENGTHENED AND UNIFIED PARENT VOICE TO BE SHARED IMPLEMENTATION OF NEW AGENDA PLANNING PROCESS PROTOCOLS TO PROVIDE DISTRICT PRESENTERS WITH MORE TIME TO DEVELOP, PREVIEW AND SOLICIT FEEDBACK ON THEIR PRESENTATIONS TO IMPROVE THE QUALITY OF THE INFORMATION PRESENTED TO THE PAC MEMBERS. 
          A STREAMLINED MEETING PROCEDURES TO IMPROVE THE PAC'S OPERATIONAL EFFICIENCY CREATION OF A PAC, EMAIL PAC@LAD.NET. 
          AN AGREEMENT IN PRINCIPLE ON THE EXPANDED ROLE OF THE PUBLIC RELATIONS OFFICER TO ADDRESS LONGSTANDING OUTREACH SHORTCOMINGS BETWEEN THE PAC AND FAMILIES, SCHOOL ADMINISTRATORS AND COMMUNITY REPRESENTATIVES. 
          WHILE INROADS WERE MADE IN SOME AREAS, A NUMBER OF CRUCIAL IMPEDIMENTS STILL EXIST, WHICH ARE HAMPERING THE PACK FROM EFFECTIVELY AND EFFICIENTLY ADVOCATING FOR OUR STUDENTS AND PARENTS. 
          AS A FORMER NEIGHBORHOOD COUNCIL EXECUTIVE OFFICER, I'VE HAD TO ENDURE AN ANGRY PUBLIC EXERCISING THEIR RIGHT TO EXPRESS THEIR VIEWS. 
          IT CAN BE TOUGH WHEN THE ANGER AND FERVOR IS DIRECTED AT YOU. 
          THERE WILL BE NONE OF THAT TODAY. 
          WE FEEL THAT MERELY STANDING UP HERE AND COMPLAINING ISN'T PRODUCTIVE AND RARELY LEADS TO FUNCTIONAL AND MEANINGFUL CHANGE. 
          AND WHAT WE WANT, WHAT WE HUNGER FOR IS CHANGE IN THAT VEIN. 
          THE FOLLOWING SLIDES NOT ONLY HIGHLIGHT IMPEDIMENTS THAT WE HAVE AND CONTINUE TO DEAL WITH, BUT MORE IMPORTANTLY, THEY PROPOSE REMEDIES. 
          [01:40:02]
OH, PAC MEMBERSHIP. 
          THE LAST LAST YEAR, THE PAC UNANIMOUSLY APPROVED TO EXPAND THE ME EACH MEMBERSHIP CATEGORY BY ONE MEMBER. 
          SUBSEQUENTLY, THAT ACTION WAS DENIED BY SOMEONE AT THE DISTRICT THEN UNILATERALLY. 
          THE FREE AND REDUCED MEAL CATEGORY WAS INCREASED BY ONE MEMBER, NO EXPLANATION GIVEN DESPITE OUR REPEATED REQUESTS. 
          THEREFORE, WE REQUEST THAT THE AT LARGE FOSTER YOUTH AND ENGLISH LEARNER CATEGORIES BE EXPANDED AS WAS APPROVED BY THE COMMITTEE LAST YEAR. 
          THE WORK THE PAC COMPLETES EACH YEAR IS SO VOLUMINOUS. 
          WE CONTINUALLY RUN OUT OF MEETING DAYS. 
          THIS IS FOR A MYRIAD OF REASONS. 
          THEREFORE, WE REQUEST THAT PAC ELECTIONS BE MOVED FROM THE BEGINNING OF THE SCHOOL YEAR TO THE END OF THE SCHOOL YEAR AND THE PAC EXECUTIVE BOARD WITH SUPPORT FROM SASE COMPLETELY OVERHAUL THE MEETING CALENDAR. 
          LET'S BE FRANK, THE PARENT COMMITTEES PRESENTING TO THE BOARD AT THE SAME MEETING. 
          THE LCAP IS BEING APPROVED, OR IN THE CASE OF THIS YEAR, PRESENTING JUST A FEW DAYS PRIOR TO THE LCAP VOTE MEANS THERE IS NO CHANCE THAT ANY OF THE WORK WE DO WILL ACTUALLY MAKE IT INTO THE LCAP. 
          SO I ASK YOU, ARE THE THOUSANDS OF HOURS THE PARENTS GIVE OF THEMSELVES ANYTHING MORE THAN A WASTE OF TIME? IT'S EXTREMELY DIFFICULT TO COME TO ANY OTHER CONCLUSION. 
          THEREFORE, UTILIZING BOARD RULE 1 31 B FOUR, WE REQUEST THAT ALL THREE PARENT COMMITTEES PRESENT TO THE BOARD AT LEAST QUARTERLY. 
          THE PRESENTATIONS MADE TO THE PAC BY VARIOUS DISTRICT DEPARTMENTS HAVE BEEN EITHER FAR TOO DENSE OR CONVERSELY SOMETHING YOU WOULD FIND AT A PARENT CENTER THEY NEED TO BE OVERHAULED. 
          I'M HAPPY TO SHARE THAT DR. 
          L EDWARD AND THE STRATEGIC INITIATIVE OFFICE HAS COMMITTED TO WORK WITH US OVER THIS SUMMER BREAK TO GREATLY IMPROVE THE PRESENTATIONS AND WE ARE LOOKING FORWARD TO GETTING STARTED ON THIS WORK AS SOON AS POSSIBLE. 
          EACH YEAR WE HAVE HUNDREDS OF PARENTS WHO PARTICIPATE IN THE REGION PAC ELECTIONS BUT AREN'T ELECTED AS MEMBERS OR ALTERNATES. 
          THOSE PARENTS LEAVE THOSE ELECTION MEETINGS OFTEN NOT HEARD FROM. 
          AGAIN. 
          THEREFORE, WE REQUEST THAT AN OUTREACH PROGRAM BE DEVELOPED BEFORE THE NEXT SET OF ELECTIONS TO CAPTURE THE CONTACT INFORMATION OF ALL OF THE PARENTS WHO ATTEND. 
          SO THOSE PARENTS, PARENTS CAN BE KEPT ENGAGED IN THE PACK, NOT ONLY TO PARTICIPATE THEMSELVES, BUT ALSO TO SPREAD THE WORD TO OTHER FAMILIES AT THEIR SCHOOLS. 
          I OKAY. 
          IN SPITE OF THE PAC OVERVIEW GIVEN TO PROSPECTIVE PARENTS AT THOSE REGION ELECTIONS, IT SIMPLY ISN'T ENOUGH. 
          WE HEAR FAR TOO OFTEN FROM ELECTED PARENTS THAT THEY JUST DIDN'T UNDERSTAND HOW INTENSE THE COMMITMENT IS. 
          THIS FEEDBACK ILLUMINATES A GLARING DEFICIENCY IN THE OVERVIEW PRESENTED. 
          THEREFORE, WE REQUEST THAT A NEW PRE-ELECTION PARENT TRAINING PROGRAM TO BE FACILITATED BY THE REGIONS AND THE SCHOOL SITE PARENT CENTER REPRESENTATIVES BE DEVELOPED. 
          THIS PROGRAM SHOULD INCLUDE THE NEW LCAP STUDY SESSION WEBINARS AS WELL AS A TO BE DEVELOPED COMMITTEE COMMITMENT AND FUNCTION OVERVIEW. 
          SUCH A PROGRAM IN CONJUNCTION WITH THE USE OF OTHER OUTREACH MODALITIES WOULD BE INSTRUMENTAL IN RESOLVING THE COMPLETE LACK OF AWARENESS THAT THE MAJORITY OF PARENTS HAVE REGARDING NOT JUST THE PAC, BUT ALL THREE OF THE PARENT COMMITTEES. 
          A MAJOR, MAJOR ONGOING ISSUE IS THE LACK OF ATTENDANCE OF FOSTER YOUTH PARENTS IN THE PARENT COMMITTEES. 
          CLEARLY VERY SIGNIFICANT ISSUES HAVE FOR A LONG TIME AND CONTINUE TO EXIST IN THE SCREENING PROCESS. 
          I'M HAPPY TO SHARE THAT. 
          THIS YEAR WE BEGAN A DIALOGUE WITH DR. DENISE MIRANDA TO ADDRESS 
          [01:45:01]
THE ISSUE. 
          IT IS OUR SINCERE HOPE THAT THIS WORK WILL CONTINUE OVER THE SUMMER BREAK AND MORE IMPORTANTLY, SIGNIFICANT CHANGE IS IMMEDIATELY IMPLEMENTED. 
          THE NEXT FEW IMPEDIMENTS ARE MORE OPERATIONAL IN NATURE. 
          THE JOB OF THE SECURITY, EXCUSE ME, THE SECRETARY, I THINK I'M OFF THE SLIDE. 
          I APOLOGIZE. 
          THE JOB OF THE SEC, THE SECRETARY AND OR ASSISTANT SECRETARY REQUIRES A TIME COMMITMENT THAT IS MASSIVELY DISPROPORTIONAL TO THE TIME COMMITMENT OF ALL THE OTHER OFFICER POSITIONS EXCEPT FOR MAYBE THE CHAIR. 
          THESE PARENTS OFTEN SPEND 10 HOURS PER MONTH SIMPLY REWATCHING MEETING VIDEOS AND TRANSCRIBING MINUTES. 
          THAT IS SIMPLY INAPPROPRIATE. 
          WE HAVE TOOLS AND SERVICES AT OUR DISPOSAL TO SUPPORT THIS WORK. 
          THEREFORE, AS DONE IN THE NEIGHBORHOOD COUNCIL SYSTEM, WE REQUEST THAT A PROFESSIONAL NOTE TAKER BE USED TO TRANSCRIBE MEETING MINUTES. 
          IT IS OUR BELIEF THAT THE PARENT COMMITTEES SHOULD BE COMPOSED OF AND GOVERNED BY THE PARENTS SHORT OF DOING SOMETHING ILLEGAL OR AGAINST DISTRICT POLICY, THE INPUT FROM S FACE SHOULD BE PURELY SUPPORTIVE, NOT DIRECTIVE OR CONTROLLING. 
          THERE'S A BIG DIFFERENCE. 
          I BELIEVE THERE WAS IMPROVEMENT IN THIS AREA THIS YEAR, BUT FAR MORE IMPROVEMENT IS REQUIRED. 
          THERE IS A PRACTICE INTENTIONAL OR OTHERWISE TO ESSENTIALLY HIT THE RESET BUTTON EACH YEAR INSTEAD OF SUPPORTING THE ONGOING WORK THAT HAPPENS YEAR AFTER YEAR WITH THE ANNUAL TURNOVER OF ROUGHLY 50% OF THE COMMITTEE DUE TO TERM LENGTH MEMBER RESIGNATIONS AND TERMINATIONS DUE TO POOR ATTENDANCE. 
          UTILIZING INSTITUTIONAL MEMORY IS CRITICAL TO THE COMMITTEES BEING ABLE TO MAKE LASTING CHANGE. 
          OUR BELIEF THAT THIS RESET IS INTENTIONAL TO AFFIRMATIVELY STYMIE THE EFFORTS OF THE PARENTS TO BUILD POSITIVE MOMENTUM. 
          IF THAT ISN'T THE INTENTION, THEN LET THIS SERVE AS A WAKE UP CALL. 
          THIS IS HOW PARENTS FEEL TO HELP COMBAT THE LOSS OF INSTITUTIONAL MEMORY. 
          WE REQUEST THAT A PERMANENT REPOSITORY BE CREATED HOUSING EACH COMMITTEE'S HIGHLIGHTS SUGGESTED AND ONGOING PROGRAMS AND OTHER EFFORTS WHICH WILL ALLOW EACH NEW COMMITTEE TO PICK UP RIGHT WHERE THE PREVIOUS COMMITTEE LEFT OFF. 
          AND FINALLY, L-A-U-S-D TENDS TO TREAT THE ED CODE AS THE CEILING, NOT AS THE FLOOR. 
          THIS TENDENCY IS INCREDIBLY FRUSTRATING WHEN OVERLAID WITH THE OPINION THAT MOST AREAS OF OUR EDUCATIONAL SYSTEM COULD USE IMPROVEMENT AND APPLIED TO THE PAC BY ATTEMPTING TO RESTRICT THE PAC FROM ENGAGING IN ACTIVITIES BEYOND SIMPLY CREATING LCAP COMMENTS. 
          I'D LIKE TO POINT OUT THAT A GENERALLY ACCEPTED PHILOSOPHY AND LAW IS THAT IF SOMETHING IS NOT SPECIFICALLY PROHIBITED, IT IS PRESUMED PERMITTED. 
          APPLYING THIS PHILOSOPHY TO THE ED CODE, THE ED CODE BECOMES THE FLOOR, NOT THE CEILING. 
          A RISING TIDE LIFTS ALL BOATS AND DO THE BEST YOU CAN UNTIL YOU KNOW BETTER. 
          THEN WHEN YOU KNOW BETTER, DO BETTER. 
          TWO QUOTES THAT SO ACCURATELY DESCRIBE THE PHILOSOPHY OF THE PARENT COMMITTEES THIS YEAR. 
          YOU HAVE BEFORE YOU A SMALL GROUP OF COMMITTED PARENT LEADERS WITH NOTHING TO GAIN BUT IMPROVING THE LIVES OF THE NEXT GENERATION. 
          THIS YEAR, IN JUST MY OWN PERSONAL SCHOOL EXPERIENCES, I'VE BEEN WITNESS TO MULTIPLE SHOOTINGS OUTSIDE GRANADA HILLS AND NORTH HOLLYWOOD HIGH SCHOOLS. 
          THE DEATH OF A STUDENT AT RECEDA HIGH SCHOOL. 
          COUNTLESS FIGHTS ON CAMPUS THEFTS, FINANCIAL WASTE. 
          AN EXAMPLE AFTER EXAMPLE OF A COMPLETE LACK OF ACCOUNTABILITY UP AND DOWN THE BUREAUCRACY AS A SCHOOL COMMUNITY, WE'VE HAD TO ENDURE ICE RAIDS, LABOR UNREST, AND NOW THE LOOMING MASSIVE BUDGET SHORTFALL THAT THREATENS TO SIGNIFICANTLY RESHAPE THE VERY LANDSCAPE OF THE DISTRICT. 
          WE ARE HERE TRYING TO HELP YOU HAVE COMMITTED 
          [01:50:01]
PARENTS ALL ACROSS THIS DISTRICT WHO ARE WILLING TO GIVE FREELY OF THEMSELVES THEIR TIME, THEIR EXPERTISE, THEIR MONEY. 
          STOP MARGINALIZING US. 
          STOP MAKING US MERELY A CHECKBOX ON YOUR LIST OF REQUIREMENTS. 
          STOP PUSHING US AWAY. 
          FINALLY, ON A PURELY PERSONAL NOTE AND NOT IN ANY WAY IN MY CAPACITY AS PAC CHAIR, I WOULD LIKE TO ACKNOWLEDGE ACTING SUPERINTENDENT SHAPE FOR THE FIRST TIME IN A LONG TIME, I FEEL THAT THE OFFICE OF THE SUPERINTENDENT HAS SHED ITS POLITICAL HANDCUFFS. 
          INSTEAD, IT FEELS LIKE REAL POSITIVE AND SUBSTANTIVE CHANGE IS ON THE HORIZON. 
          I FEEL COMPELLED TO ACKNOWLEDGE THE VASTLY IMPROVED QUALITY OF THE RESPONSES TO OUR COMMENTS THIS YEAR. 
          MR. CHA, I WANT TO PERSONALLY THANK YOU FOR WHAT CAN ONLY BE ASSUMED AS YOUR SIGNIFICANT INFLUENCE IN THESE RESPONSES. 
          AGAIN, SPEAKING PERSONALLY, BOARD MEMBERS, I URGE YOU TO IMMEDIATELY CONSIDER DROPPING THE ACTING TAG AND APPOINT MR. CH AS OUR SUPERINTENDENT OF SCHOOLS. 
          AND NOW WE WILL SHARE WITH YOU A SMALL SAMPLING OF THE 125 LCAP COMMENTS SUBMITTED THIS YEAR. 
          PLEASE REMEMBER THAT WE ARE EAGER TO ANSWER ANY QUESTION THE BOARD MEMBERS MAY HAVE. 
          SO DON'T BE BASHFUL. 
          WE WILL BEGIN WITH GOAL ONE, ACADEMIC EXCELLENCE. 
          AND I'D LIKE TO YIELD TO OUR VICE CHAIR EVA JACKSON. 
          GOOD AFTERNOON. 
          ACADEMIC EX ACADEMIC EXCELLENCE IS A PURSUIT THAT LIES AT THE CORE OF EDUCATION, REFLECTING THE HIGHEST STANDARDS OF ACHIEVEMENT AND PERFORMANCE IN ACADEMICS. 
          ADJUSTING CLASSROOM SIZES AND OR STAFFING LEVELS OF CONFORM TO EVIDENCE OF BASED PERFORMANCE DATA NEED TO BE REVIEWED TO ENSURE THAT THE STUDENT'S LEARNING NEEDS ARE ACTUALLY MET. 
          ALTHOUGH THE SIZE OF THE CLASSES ARE DETERMINED AND BY BARGAIN STUDENT TO TEACHER RATIOS AND DISTRICT POLICIES, EVERY STUDENT'S LEARNING CURVE IS DIFFERENT. 
          ASIDE FROM THE DAILY CLASSROOM INSTRUCTION, INCREASING THE NUMBER OF INTERVENTION SERVICES OFFERED TO STUDENTS, INCLUDING EXPANDING AFTERSCHOOL PROGRAMS AND SATURDAY TUTORING OPPORTUNITIES WILL STRENGTHEN AND EDUCATE THE GAPS. 
          THE DISTRICT SHOULD NOT RELY ONLY ON SBA OR I-READY RESULTS TO ACCESS STUDENTS' ACADEMIC PROCESS, BUT SHOULD ALSO CONSIDER UTILIZING PORTFOLIOS AND CLASSROOM WORK TO GATHER A MORE HOLISTIC REPRESENTATION OF THE STUDENT'S ACADEMIC WORK AND PROGRESS. 
          AS WE TAKE A LOOK AT THE NEW AGE GENERATION OF AI, IT IS IMPORTANT THAT WE AS A DISTRICT AGGRESSIVELY RESEARCH THE PROS AND THE CONS CONCERNING OUR STUDENTS LEARNING, PROVIDING PROFESSIONAL AND DEVELOPMENTS TO TEACHERS ON WAYS TO COMPACT ANY ARISING PROBLEM. 
          WE HOPE THAT WHILE THE DISTRICT IS CONSIDERING ESTABLISHING AN AD HOC COMMITTEE TO TACKLE AI, THAT YOU WOULD HUMBLY INCLUDE THE PACK IN SOME OF YOUR DECISIONS. 
          OPERATIONAL AFFECTION. 
          NO, THAT'S, THAT'S HER JOY AND WELLNESS. 
          OUR STUDENTS ACADEMIC EXCELLENCE TIES DIRECTLY INTO JOY AND WELLNESS. 
          BRINGING BACK AND SUPPORTING INCREASED EARLY CHILDHOOD EDUCATION IS VITAL AS YOU SEE BY OUR YOUNG CHILD HERE. 
          THE CRITICAL PROBLEM NOT ONLY IMPROVES READINESS FOR TRANSITIONAL KINDERGARTEN CLASSES, IT IS A FOUNDATIONAL TOOL THAT IS A MAJOR FAMILY SUPPORT FOR NEW PARENTS. 
          DETERMINE ACCESS EQUITY IN ECED CENTERS WITHIN REGIONS AND LOCATIONS AS WE STRIVE TO INCREASE SOCIAL JUSTICE AND SCHOOL CLIMATE ADVOCATE STAFF AND PROGRAMS WITH A FOCUS ON PARENTS AND STUDENTS RATHER THAN ADMINISTRATION AND DISTRICT. 
          CONSIDER EXPANDING THE RANGE AND THE NUMBER OF EXTRACURRICULAR PROGRAMS THAT ARE ACCESSIBLE TO ALL TYPES OF STUDENTS. 
          UTILIZE OUTDOOR SPACES TO HOLD CLASSES, LESSONS, 
          [01:55:01]
AND OR FOR STUDENTS TO CONDUCT INDEPENDENT WORK TIME, ALSO KNOWN AS IWT, AS WELL AS THE NATURE ENVIRONMENTAL ENVIRONMENTAL CLASSES WHERE STUDENTS CAN PLANT 10 FLOWERS AND CROPS AS RECOMMENDED BY BROADER DISTRICT POLICIES AND SUPPORTED BY RESEARCH. 
          WE'RE ON SLIDE 22. 
          FINALLY, GOAL NUMBER SEVEN, BLACK STUDENT ACHIEVEMENT PLAN IMPLEMENTATION BY EXPANDING RECRUITMENT FOR MORE AFRO-AMERICAN COMMUNITY MEMBERS TO BE INVOLVED. 
          CONSIDER EXTENDING INVITATIONS TO MORE AFRICAN AMERICAN MENTORS, EDUCATORS, MODERATORS, AND ALUMNIS AS ROLE MODELS TO SPEAK TO OUR STUDENTS. 
          THIS WILL HELP WITH SOCIAL AWARENESS, ALLOWING FUTURE LEADERS MINDS TO BE EXPANDED. 
          DUE TO THE COMPLEX NATURE OF THE ROLE OF BSAP DESIGNEE IN WHICH I SERVE ON MY CAMPUS, THERE SHOULD BE MORE EXTENT TRAINING, STRUCTURED. 
          TRAINING THE TRAINERS SHOULD INCLUDE NOT, AND NOT LIMITED TO HOW TO PROPERLY NAVIGATE THE BUDGET. 
          IT SHOULD INCLUDE NOT SOME, BUT ALL EXPECTATIONS, RESPONSIBILITIES, TENTATIVE DATES. 
          ONCE AGAIN, A CLEAR LINE OF COMMUNICATION AND TRANSPARENCY IS WHAT WE NEED. 
          THIS WILL NOT ONLY MOTIVATE ALL WHO ARE CONNECTED, BUT IT WOULD HELP STRENGTHEN WITH THE EDUCATIONAL TOOLS NEEDED TO ACHIEVE THE ACTUAL GOAL. 
          THUS BRINGING US TO A STRONGER UNIT. 
          PROVIDING OUR PARENTS WITH INFORMATIVE WORKSHOPS AND EDUCATIONAL TOOLS WILL STRENGTHEN CONNECTIONS BETWEEN SCHOOLS FAMILIES, WHILE PROMOTING THE CULTURAL AWARENESS THROUGH SHARED LEARNING EXPERIENCE. 
          ALTHOUGH MANY SCHOOLS HOST ONGOING BSAP PARENT MEETINGS AND TRAININGS THROUGHOUT THE YEAR, IT IS IMPORTANT THAT WE SURROUND OUR TOPICS AROUND STUDENT LEARNING IN AND OUT OF THE HOME. 
          UNDERSTANDING THE CONCEPT OF BSAP AND THE STUDENT STRATEGIES AND MENTAL HEALTH AND WELLNESS FOR FAMILIES. 
          PROVIDE OUR TEACHERS AND OUR ADMINISTRATORS WITH ADDITIONAL TRAINING AND SUPPORT TO IMPROVE IN IMPLEMENTATIONS OF THE QUALITY OF CULTURAL CELEBRATIONS FOR ALL PEOPLE IN SCHOOLS, INCLUDING DURING THE DAY, AS WELL AS AFTER SCHOOL FOR FAMILIES. 
          IN CLOSING, I PERSONALLY ENCOURAGE YOU AND REMIND YOU TO KEEP A CLEAR LINE OF COMMUNICATION WITH THE PARENT LEADERS THAT WERE ELECTED TO SERVE AS FRONTLINE SOLDIERS, AS WE AND THE LEADERS THAT FOLLOW US, CONTINUE TO BUILD ON THE SHOULDERS OF THE ONES THAT SERVE BEFORE US. 
          I INVITE YOU TO STAND WITH US TODAY. 
          WE STAND AS A TEAM OF ONE TO LET OUR VOICE BE HEARD BY MANY, HEAR OUR PLEA, HEAR OUR CALL. 
          IF WE KNOW YOU'RE LISTENING TOGETHER, WE WILL GO FAR. 
          I'M LOOKING FORWARD TO SHARING MORE WITH YOU IN THE SESSIONS LEADING TODAY. 
          ONCE AGAIN, MY NAME IS EVA JACKSON. 
          YOU'RE SOON TO BE OUTGOING, VICE CHAIR OF PAC. 
          NOW I'M LEE. 
          YIELD THE FLOOR TO OUR SECRETARY, MARIA SANCHEZ, WHO WILL START WITH GOAL NUMBER THREE, ENGAGEMENT AND COLLABORATION. 
          LADIES AND GENTLEMEN, MARIA SANCHEZ, THE OFFICE OF STRATEGIC INITIATIVES HAS IN REPEATED OCCASIONS, FAILED TO PROVIDE DATA-CENTRIC FINANCIAL AND METRIC-BASED REPORTING AS DIRECTED BY THE PAC, WHICH HAS SEVERELY LIMITED THE PAC'S ABILITY TO ANALYZE, DISCUSS, AND PROVIDE SMART AND COMPREHENSIVE LCAP COMMENTS. 
          YES, LCAP COMMENTS GOING FORWARD, DETAILED INFORMATION INCLUDING DETAILED PROGRAM INFORMATION, L CAP LINE ITEM ASSOCIATIONS, A ACCOUNTABILITY METRICS BUDGETING MUST BE PROVIDED. 
          ESTABLISH COLLABORATIVE 
          [02:00:01]
ACTION TEAMS FROM LCAP TO OUR LOCAL SCHOOL SITES TO CREATE, TO CREATE A BRIDGE OF COMMUNICATION BETWEEN PAC, CAC AND DLAC C THAT OUTLINES AND IDENTIFIES WAYS TO INCREASE PARENT ENGAGEMENT. 
          PAC MEMBERS SHOULD BE ABLE TO PROMOTE PAC MEMBERSHIP AND HAVE, AND HAVE A FORUM TO SHARE INFORMATION AND DATA WITH ALL FAMILIES. 
          PARENT CENTERS NEED TO BE A PLACE OF COLLABORATION WHERE STAFF AREN'T MERELY A MOUTHPIECE OF THE PRINCIPAL. 
          WORKSHOPS AND MEETINGS NEED TO BE OPEN COLLABORATIVE DIALOGUES AND NOT LECTURES FOR ALL OF THE STAFF AND FAMILIES AND FOR PARENTS, BECAUSE IT'S NECESSARY TO BE, TO COLLABORATIVELY WORK WITH YOU AND, AND WITH PARENTS AND WITH THE COMMITTEES BECAUSE IT'S TRULY NECESSARY TO BE PRESENT. 
          THERE ARE PARENTS THAT, THAT ARE IN DISAGREEMENT, BUT THEY WANT TO BE AT THE SCHOOLS, THEY WANT TO BE AT THE COMMITTEES, BUT THEY NEED THE DISTRICT SUPPORT. 
          THEY NEED TO HAVE SUPPORT FOR THEIR STUDENTS. 
          JUST AS OUR YOUNG ONES THAT JUST SPOKE EARLIER, WE WANT TO SEE THAT KIND OF SUPPORT FROM YOU. 
          AND WE WILL CONTINUE WITH GOAL FOUR, WHICH WILL BE PRESENTED BY MIJO GROUP. 
          UM, EARLIER STATED, I THINK APPS WOULD BE A GREAT IDEA TO, UM, SIGNAL FOR REPAIRS, FOR SUPPLIES. 
          UM, THAT'S A BIG ISSUE IN TERMS OF HAVING THE, UM, THE FACILITIES UP TO DATE AND HAVING THEM, UM, FUNCTIONING. 
          UM, ESPECIALLY WHEN YOU LOOK AT CO-LOCATED SCHOOLS. 
          I KNOW THAT WE HAVE, UM, AT MY PRIOR SCHOOL FOR MY DAUGHTER, WE HAD A CO-LOCATED SCHOOL AND THEY WEREN'T ABLE TO, UM, HAVE ENOUGH PEOPLE IN THE AUDITORIUM. 
          AND THEN I GUESS THE COATED SCHOOL WANTED TO HAVE AN EVENT BEFORE SCHOOL STARTED, BUT THERE WAS LIKE A MISCOMMUNICATION AND SO THAT THERE WAS CHAOS THAT DAY. 
          SO I THINK THERE NEEDS TO BE A BETTER LINE OF, UM, CHAIN. 
          AND THEN THE SECOND, UM, ONE THAT WE'RE TALKING IS ABOUT IS THE BUS PUNCTUALITY COMMUNICATION SYSTEM AMONG BUS DRIVERS, THE DISTRICT SCHOOL SITES AND PARENT AND GUARDIANS. 
          UM, THE COMMENTS MENTIONED THAT THERE'S A MODERNIZATION OF TRANSPORTATION PROJECT THAT'S GOING ON, AND I BELIEVE IT'S SUPPOSED TO BE COMPLETED IN AUGUST OF 2026. 
          I THINK THAT'S A GREAT IDEA, BUT THE THING IS THAT THE LETTERS NEED TO BE SH SHARED TO THE PARENTS. 
          THE LETTERS NEED TO BE SHARED TO THE SCHOOLS BECAUSE TOO, TOO OFTEN, UM, STUDENTS ARE MARKED TARDY FOR, UM, IT'S NOT THEIR FAULT THE BUS DOESN'T SHOW UP. 
          AND ESPECIALLY DURING THE ANTICIPATED STRIKE, A LOT OF BUS BUSES WERE NOT IN, UM, WERE NOT EN ROUTE. 
          AND SO SCHOOLS GET, UM, STUDENTS AND THE TEACHERS AND THE SCHOOLS THEMSELVES GET PENALIZED FOR SOMETHING THAT THEY HAVE NO CONTROL OVER. 
          SO AGAIN, A SYSTEM IS IN PLACE, BUT, UM, WHEN THINGS ARE COMPLETED IN AUGUST, SOMETIMES THEY AREN'T COMPLETED IN AUGUST. 
          SO I THINK WHAT WOULD BE HELPFUL IS HAVING A LETTER SENT OUT TO ANY AFFECTED PARTIES AS WELL AS THE TIMELINE. 
          AND ESPECIALLY WITH REGARDS TO CONTACT INFORMATION, BECAUSE, UM, ALTHOUGH WE WERE ABLE TO, UM, READ THE COMMENTS, UM, I'M NOT SURE, UM, YOU KNOW, SOMEBODY FROM MY SCHOOL THAT TAKES A BUS, THEIR PARENT WOULD BE ABLE TO ACCESS THIS MATERIAL. 
          SO, AND THEN IN TERMS OF SCHOOL CAMPUSES, UM, THIS IS SOMETHING THAT, YOU KNOW, I USED TO BE A TEACHER WITH LESD BACK IN THE 1990S. 
          AND, UM, WE WOULD HAVE CAREER DAY, LIKE AT ELEMENTARY SCHOOL. 
          THAT WAS JUST SOMETHING WE ALWAYS DID. 
          AND AT HER PRIOR SCHOOL WAS TK TO EIGHTH GRADE, AND WE COULDN'T HAVE A CAREER DAY. 
          I WAS ACTUALLY AS THE PARENT WAS GONNA ORGANIZE IT, AND WE COULDN'T HAVE PEOPLE ON CAMPUS BECAUSE OF THE LICENSERS AND THE LIABILITIES, ET CETERA. 
          WE HAD 
          [02:05:01]
SOMEBODY CAME FOR A BOOK READING AND IT COST $3,000 THAT SHE HAD TO GET FOR JUST TO COME ON CAMPUS TO READ IT. 
          SO I THINK THAT ALTHOUGH THE SCHOOL DISTRICT'S REAL ESTATE AND BUSINESS DEVELOPMENT DEPARTMENT IS, UM, HAS A PROCESS, I THINK IT NEEDS TO BE MADE MORE VISIBLE. 
          AND I THINK THERE NEEDS TO BE EXCEPTIONS MADE. 
          LIKE HER CUB SCOUTS, WERE TRYING TO DO RECRUITMENT. 
          WE CAN'T DO IT BECAUSE THERE'S SUCH A PROCESS. 
          AND A LOT OF THESE ORGANIZATIONS ARE ALREADY UNDERSTAFFED BY VOLUNTEERS. 
          AND THE PROCESS IS VERY CONFUSING. 
          AND I'M GONNA MOVE OVER TO, UM, GOAL FIVE. 
          I'M GONNA TRY TO DO IT A LITTLE BIT MORE QUICKER. 
          AND THAT ONE TALKS ABOUT INVESTING IN STAFF. 
          UM, AGAIN, THIS IS ONLY THREE OF THE 14 GOALS THAT HAVE BEEN OUTLINED THAT, UM, AND THESE ARE ALL 10 GOALS THAT CREATED BY NOT JUST US, THE EXECUTIVE BOARD, BUT THE PARENTS ON THE, UM, PARENT MEMBERS ON THE PAC. 
          SO, UM, ONE OF THE BIGGEST ISSUES THAT WE'VE SEEN WAS THE, UM, PROFESSIONAL DEVELOPMENT ACCOUNTABILITY. 
          UM, A LOT OF TEACHERS, UM, WHILE I DID SEE IN THE COMMENTS THAT THERE IS A, UM, ACCOUNTABILITY, UM, WEBSITE, I BELIEVE I, I CAN'T REALLY QUITE REMEMBER WHAT IT SAID, BUT THE THING IS THAT, UM, WE NEED TO ENSURE THAT THERE IS ACCOUNTABILITY. 
          SO IF YOU KNOW THAT A STAFF IS MISSING A NUMBER OF THEM OR IF YOU KNOW, UM, THINGS ARE DONE, WHAT IS BEING DONE? I KNOW THAT IT SAYS THERE'S AN INTERNAL PROCESS, BUT I THINK THAT NEEDS TO BE MADE AVAILABLE TO THE PARENTS. 
          ALSO. 
          MORE IMPORTANTLY, I THINK THE P PDS NEED TO BE CURRENTLY RELEVANT TO THE STUDENTS AND THE TEACHERS IN THE SCHOOLS. 
          I KNOW THAT WHEN WE HAD A DISCUSSION ABOUT WHAT PDS ARE BEING OFFERED, SPECIAL EDUCATION IS NOT A PD OFFERED EVERY YEAR TO, UM, SCHOOLS THAT SHOULD BE MANDATORY SPECIAL EDUCATION SECTION 5 0 4, ALL OF THE THINGS, THE MENTAL HEALTH, THOSE THINGS, THE SLE LEARNING, THE, UM, DUAL LANGUAGE, UM, DEGREE PROGRAMS. UM, I KNOW THAT WE WERE DOING A SURVEY BEFORE ABOUT FINDING OUT WHAT WE WANTED AND THEY WERE TALKING ABOUT WHEN, HOW SOON SHOULD WE START ABOUT TALK ABOUT CAREERS IN COLLEGE. 
          IT JUST START AT ELEMENTARY. 
          I TALK TO MY DAUGHTER ALL THE TIME. 
          SHE'S SIX ABOUT WHAT SHE WANTS TO BE. 
          IT MAY CHANGE, BUT IT NEEDS TO START YOUNGER. 
          AND THEN ALSO BILITERACY CERTIFICATE FOR STUDENTS THAT CAN'T GO TO DUAL LANGUAGE. 
          WE MOVED OUTTA DUAL, DUAL LANGUAGE. 
          THERE'S A BILITERACY CERTIFICATE THAT EVEN THE CURRENT PRINCIPAL AT MY NEW SCHOOL DOESN'T KNOW OF, AND I'M STILL AT TO DATE TRYING TO GET A BILITERACY FOR HER FIRST GRADE CLASS. 
          SO THAT NEEDS TO BE, THAT IS SOMETHING THAT'S VERY IMPORTANT TO THE DISTRICT. 
          AND SO IT'S REALLY IMPORTANT THAT ALL SCHOOLS, NO MATTER IF THEY'RE DUALING OR NOT, NEED TO BE KNOWN BECAUSE THEY NEED TO HAVE A BILITERACY DESIGNEE IN ORDER FOR THE PROGRAM TO BE SUCCESSFUL. 
          AND THEN IN TERMS OF THE COLLEGE CO COMMUNITY COLLEGE TEACHER PIPELINE AND SUPPORT COMMUNITY COLLEGE, UM, THE RESPONSES TALKED ABOUT A CAREER LADDER PROGRAM, WHICH AGAIN, SOUNDS LIKE AN EXCELLENT PROGRAM, BUT DO STAFF AT THE SCHOOLS KNOW? DO PARENT VOLUNTEERS AT THE STAFF SCHOOL KNOW? DO THE TEACHERS KNOW, UM, DO THE TEACHERS KNOW ABOUT THE DISTRICT INTERN PROGRAM? WHICH IS WHAT I DID AND I GOT A, UM, I GOT MY TEACHING CREDENTIAL FOR FREE. 
          SO I THINK THOSE PROGRAMS ARE GREAT THAT THE DISTRICT OFFERS, BUT IF PEOPLE DON'T KNOW ABOUT IT, THEY'RE UNDERUTILIZED. 
          AND THEN FINALLY, THE WELLNESS SERVICES AGAIN, UM, I THINK THERE'S GREAT PROGRAMS THAT WERE OFFERED AT THE RESPONSES FROM THE SUPERINTENDENT, BUT, UM, ONE THING THAT WE HAVE TO KEEP IN MIND IS LOOK AT THE SCHOOLS THAT HAVE TEACHERS STAYING, LIKE MY CURRENT SCHOOL AND LIKE MY FORMER SCHOOLS, UM, WHICH I DON'T WANNA SAY FOR PRIVACY ISSUES, BUT, UM, YOU KNOW, LOOK AT THE SCHOOLS WHERE YOU DON'T SEE RETENTION. 
          YOU NEED TO GO AND SEE WHAT IS HAPPENING THERE. 
          AND ONE OF THE THINGS THAT I'VE NOTICED THAT SCHOOLS, THAT, THAT TEACHERS LEAVES ARE THERE'S HOSTILE ENVIRONMENTS AND THOSE ENVIRONMENTS NOT JUST BY BULLYING BY STUDENTS, UM, BUT ALSO BULLYING BY STAFF, TENURED STAFF MEMBERS, BY PRINCIPALS OR WHATNOT. 
          AND SO I THINK THOSE NEED TO BE ADDRESSED. 
          AND THEN ALSO, WHAT'S THE POINT OF HAVING GREAT PROGRAMS IF THE TEACHERS DON'T GET TO UTILIZE THEM? SO MAYBE USE THOSE PDS. 
          AGAIN, I'M NOT AT THE PD, SO I DON'T KNOW, BUT USE THE PDS AS A FORM OF HAVING AN ICEBREAKER TO USE THE WELLNESS BREAKS SO THAT THEY SAY, OKAY, THIS IS THE, YOU KNOW, THEY'RE LOOKING AT THE PDS, THEY SEE US IMPORTANCE AND THEY'RE UTILIZING IT SO THEY DON'T HAVE TO FEEL SHAME IF THEY FEEL THAT THEY NEED MENTAL HEALTH SUPPORT OR JUST NEED A BREAK. 
          SO THANK YOU. 
          I AM HERE ONCE AGAIN, UH, TO PRESENT GOAL SIX. 
          GOAL SIX. 
          BY THE END OF THIS 20 26, 20 27 SCHOOL YEAR SCHOOLS MUST IMPLEMENT INTERVENTION, TUTORING AND RESOURCE PROGRAMS IN THE AREAS OF READING AND COMPREHENSION FROM THE FIRST YEAR OF ELEMENTARY SCHOOL WITH A GOAL THAT 50% OF STUDENTS RECEIVING SUPPORT CAN DEMONSTRATE AN INCREASE OF ONE LEVEL IN READING ASSESSMENTS AND STRENGTHEN THEIR 
          [02:10:01]
ACADEMIC SKILLS AND SUPPORT CAN DEMONSTRATE AN INCREASE IN RECLASSIFICATION. 
          WE'RE ALWAYS STRUGGLING FOR RECLASSIFICATION AS PARENTS. 
          THE SECOND POINT IS TO PROVIDE A DETAILED BUDGET PLAN AND GOAL TO INCREASE, UH, RATES IN THE, IN THE LCAP FOR THOSE THAT GRADUATE FROM HIGH SCHOOL BY 10% BY THE END OF 20 26, 20 27 SCHOOL YEAR. 
          WE WANT YOUR SUPPORT IN THIS BECAUSE WE WANT STUDENTS TO RECLASSIFY BECAUSE THEY ARE, SOME STUDENTS ARE NOT RECLASSIFYING. 
          AND WE ALSO WANT YOU TO SUPPORT PARENTS IN THAT SENSE SO THAT THESE STUDENTS CAN RECLASSIFY, UH, THOSE THAT SPEAK OTHER LANGUAGES. 
          WE NEED TO SUPPORT THOSE PARENTS BECAUSE, UH, AS LIKE MY OWN EXAMPLE, I HAVE A STUDENT IN SPECIAL EDUCATION AND HE NEEDS TO WORK WITH THREE LANGUAGES. 
          SO WE TRULY WANT YOUR SUPPORT AND EVERY SCHOOL SO THAT EVERY PARENT CAN HELP THEIR STUDENT TO RECLASSIFY ON THESE GOALS. 
          AND I JUST WANT TO THANK ALL THE STAFF, MR. ANDRES CHA, CARLA RIVAS, I'M SORRY, RIVAS, CARLA AND KELLY, I'M SORRY I FORGOT YOUR, YOUR LAST NAME FROM DISTRICT ONE, BUT I TRULY THANK YOU FOR EVERYTHING THAT YOU'RE DOING TO SUPPORT SCHOOLS THAT HAVE SPECIAL EDUCATION BECAUSE WE DO NEED AS PARENTS AND AS PAC AND AS ENGLISH LEARNERS YOUR SUPPORT. 
          SO THANK YOU FOR YOUR SUPPORT AND LET'S KEEP MOVING FORWARD IN OUR PRESENTATION. 
          UH, YOU HAVE LINKS TO THE FULL LIST OF THE COMMENTS THAT WERE SUBMITTED, UH, FOR YOUR REFERENCE, I WANT TO THANK YOU FOR THE GRACIOUSNESS. 
          WE ARE A LITTLE BIT OVER OUR TIME AND NOW I'M GOING TO NUDGE A LITTLE FOR ANY QUESTIONS THAT YOU MAY HAVE. 
          BOARD MEMBERS. 
          ANY QUESTIONS? GO AHEAD, CARLA. 
          WELL FIRST THANK YOU FOR YOUR REPORT AND I, I CAN TELL YOU TOOK A LOT OF TIME, UH, TO THINK THIS THROUGH AND TO DEVELOP THIS, UM, THIS VERY COMPREHENSIVE REPORT. 
          UM, SO JUST, UM, ABOUT THE PROFESSIONAL DEVELOPMENT THAT YOU WERE MENTIONING. 
          YOU KNOW, A LOT OF OUR EDUCATORS ALSO FEEL THE SAME WAY, THAT THEY WANT PROFESSIONAL DEVELOPMENT THAT IS RELEVANT TO THE ISSUES, UM, AND THE NEEDS OF THEIR PARTICULAR STUDENTS. 
          SO THERE'S BEEN A LOT OF THE ADVOCACY AROUND THAT FROM EDUCATORS THEMSELVES. 
          I AM ON THE CURRICULUM AND INSTRUCTION COMMITTEE, WHICH HAS, UM, PARENTS IN IT AND UH, TEACHERS AS WELL. 
          AND THAT IS ONE OF THE THINGS THAT WE'VE TALKED ABOUT WAS PROFESSIONAL DEVELOPMENT. 
          AND A RECOMMENDATION THAT CAME OUT WAS THAT, UH, WE INCLUDE MORE PROFESSIONAL DEVELOPMENT THAT ADDRESSES THE NEEDS OF THE, OF THE, THE POPULATION AT THE SCHOOL AND ALSO TO ADDRESS SOME OF THE UNIVERSAL NEEDS IN OUR DISTRICT, WHICH INCLUDE, UM, YOU KNOW, ANTI-RACISM, UM, PD, PROFESSIONAL DEVELOPMENT AT ON TUESDAYS, RIGHT? SO THAT EVERYBODY GETS IT. 
          SPECIAL EDUCATION. 
          I'M ALSO ON THE CHAIR OF THIS, I'M ALSO THE CHAIR OF THE SPECIAL EDUCATION COMMITTEE. 
          PARENTS THERE HAVE BEEN ADVOCATING FOR PROFESSIONAL DEVELOPMENT FOR ALL EDUCATORS, SPECIAL EDUCATION AS WELL AS GENERAL ED, UH, TEACHERS ON INCLUSIVE PRACTICES, UNDERSTANDING THE DIFFERENT, UM, ELIGIBILITIES THAT WE SERVE AND PUTTING THOSE INTO PRACTICE. 
          SO THOSE TWO COMMITTEES HAVE ACTUALLY PUT FORTH RECOMMENDATIONS AROUND PROFESSIONAL DEVELOPMENT. 
          AND I MEET REGULARLY WITH OUR, UM, CHIEF OF INSTRUCTION, AND SHE'S BEEN VERY RECEPTIVE AS THE DO, UH, DIVISION OF INSTRUCTION ALSO IN WORKING ON THIS. 
          AND IN FACT, OVER THE SUMMER, WE HAVE EDUCATORS WHO ARE GONNA BE WORKING ON, UM, DEVELOPING CURRICULUM THAT, UM, THAT CAN, UH, INCLUDE, THAT IS INCLUSIVE AND WHERE OUR STUDENTS CAN BE SEEN AND HEARD, BECAUSE WE'VE HEARD FROM ELEMENTARY SCHOOL TEACHERS HOW DIFFICULT IT IS TO ACCESS INCLUSIVE CURRICULUM. 
          AND, UM, SO THERE, THERE'S GONNA BE A SUBCOMMITTEE THAT CAME OUT OF THAT, WHO'S GONNA BE WORKING ON THAT. 
          SO, UM, AND SO THAT'S HAPPENING. 
          AND I, I WANNA LET YOU KNOW THAT THERE ARE LOTS OF OTHER FOLKS TOO. 
          SO I'M GLAD THAT EVERYBODY IS, IS ADVOCATING FOR THESE THINGS IN DIFFERENT SPACES BECAUSE I THINK THAT THE MORE THAT WE HEAR IT FROM DIFFERENT SPACES IN DIFFERENT SPACES, THEN THE MORE THAT WE SEE THAT THERE TRULY IS A NEED. 
          SO, UM, AND THEN, UH, LET'S SEE. 
          THERE WAS SOMETHING ELSE. 
          UH, WELLNESS PDS. 
          I REALLY APPRECIATE THAT. 
          THAT'S ANOTHER ASK OF OUR EDUCATORS AS WELL AS OUR STUDENTS, RIGHT? THEY WANT MORE, 
          [02:15:01]
UM, PROFESSIONAL DEVELOPMENT, MANDATORY PROFESSIONAL DEVELOPMENT THAT ADDRESSES THOSE, UM, THOSE NEEDS. 
          AND, UH, I JUST, I'M WONDERING, UM, ABOUT, UM, UH, WELL WAIT, I WANNA APPRECIATE YOU BRINGING UP RETENTION OF OUR EDUCATORS. 
          I THINK THAT IS A CRITICAL ISSUE. 
          AND WE NEED, IF WE ARE LOSING EDUCATORS RIGHT AFTER FIVE YEARS, THEN WE NEED TO KNOW WHY. 
          SO THANK YOU FOR UPLIFTING THAT POINT. 
          UM, IN TERMS OF, YOU MENTIONED THAT THERE'S A LOT OF FOLKS WHO WANNA BE ON THIS COMMITTEE, RIGHT? THEY SHOW UP AND THEN THEY DON'T GET ELECTED, AND THEN WE LOSE THEM. 
          AND SO APPRECIATE YOU SUGGESTING THAT WE MAINTAIN ALL, ALL OF THEIR INFORMATION, CONTINUE COMMUNICATING WITH THEM AND BRING THEM BACK. 
          MAYBE THEY MAY NOT BE AN ELECTED, UM, UH, REPRESENTATIVE ON THE PAC, BUT THEY CAN CERTAINLY BE INVOLVED IN VARIOUS WAYS. 
          AND I DO THINK THAT WE NEED TO DO THAT PART OF BRINGING THEM IN, RIGHT? NOT WAITING FOR FOLKS TO COME TO US. 
          UM, I'M WONDERING ARE THERE ANY TERM LIMITS TO THE POSITIONS AND, UM, AND HOW DO PA ARE PARENTS ENCOURAGED TO ALSO RECRUIT OTHER PARENTS TO PARTICIPATE? AND ARE THE MEETINGS ONLINE ONLY OR ARE THEY IN PERSON? ARE THOSE SOME, SOME IMPEDIMENTS FOR PEOPLE PARTICIPATING? JUST CURIOUS ABOUT THAT. 
          I'M GONNA TRY TO REMEMBER EVERYTHING YOU ASKED. 
          LET ME, LET ME GET WITH, I'LL START WITH THE ELECTIONS AND, AND WHATNOT. 
          THE MEETINGS ARE IN PERSON AND ON ZOOM, SO THEY ARE ACCESSIBLE TO THOSE WHO CANNOT COME DOWN. 
          UM, YOU KNOW, DOWNTOWN, IF YOU WILL. 
          UM, THE TYPICALLY, I MEAN, IN MY, IN MY ELECTION, UM, WE HAD 15 PARENTS RUN FOR THE, AT LARGE POSITION ONLY FOR TWO POSITIONS. 
          ONE, UH, ONE ACTIVE MEMBER AND ONE ALTERNATE. 
          THOSE 13 OTHERS WERE LOST. 
          UM, TERM LENGTH, YES, OUR TERMS ARE TWO YEARS. 
          UH, THERE'S NO TERM LIMIT. 
          YOU CAN CONTINUE TO RUN AND IF YOU ARE ELECTED IN YOUR REGION, YOU CAN CONTINUE TO SERVE AD NAUSEUM. 
          UM, BUT EVERY TWO YEARS WE ARE, UH, REQUIRED TO RERUN FOR OUR, OUR SEATS. 
          UM, IF I MAY QUICKLY ADDRESS THE PD, I LOVE EVERYTHING, AND I THINK WE WOULD ALL AGREE. 
          WE LOVE EVERYTHING THAT YOU'RE SHARING IS IN THE WORKS. 
          UM, MY ONLY HESITATION IS SOMETHING THAT I HEARD NOT THAT LONG AGO ABOUT, UM, CONTRACT LIMITATIONS WITH, UH, REQUIRING THAT TEACHERS ATTEND PD. 
          UM, I'VE, IN THE ONLY IN THE LAST FEW YEARS HAVE COME ACROSS, UM, ISSUES RELATED TO EQUITY GRADING. 
          AND THE FACT, AND WHAT I WAS TOLD BY A SCHOOL ADMINISTRATOR WAS ESSENTIALLY THEY CAN'T FORCE THE TEACHER TO ATTEND THE PD AND THEN ADOPT THE WHAT THE PD WAS, UH, WAS SHARING. 
          SO MY ONLY HESITATION IS MAYBE IN THE LAST ROUND OF LABOR NEGOTIATIONS WAS THAT PARTICULAR ISSUE SPECIFIC TO PD ADDRESSED SO THAT WE CAN REALLY ENSURE THAT OUR EDUCATORS, OUR STAFF, OUR TEACHERS, OUR ADMINISTRATORS A, ARE ATTENDING THE PDS THAT THE DISTRICT IS WILLING TO DO AND THAT THE PARENTS AND FAMILIES ARE CLAMORING FOR. 
          BUT THEN OF COURSE, PUT THOSE PRACTICES INTO PRACTICE BECAUSE WITHOUT THAT, IT'S ALL FOR NAUGHT. 
          SO TOTALLY AGREE. 
          SO PROFESSIONAL DEVELOPMENT OUTSIDE OF THE WORKDAY IS OPTIONAL. 
          AND THERE IS, SO AS IN ANY, I THINK AS IN ANY EMPLOYMENT, RIGHT? IF YOU'RE ASKED TO COME AND WORK OUTSIDE OF YOUR WORK HOURS, YOU EITHER HAVE TO PAY THEM OR IT'S VOLUNTARY. 
          AND SO THAT'S HOW IT IS. 
          BUT EVERY TUESDAY, ALL STAFF PARTICIPATES IN A PROFESSIONAL DEVELOPMENT, NOT ALL STAFF, ALL UM, TEACHERS. 
          AND, UH, AND THEN THE ADMINISTRATORS HAVE TO BE A PART OF THAT. 
          COORDINATORS HAVE TO BE A PART OF THAT ON TUESDAYS, RIGHT? AND IT'S EVERY TUESDAY THROUGHOUT THE SCHOOL YEAR, WHICH IS THE REASON WHY OUR COMMITTEES MEN WERE SAYING, WE NEED TO HAVE THESE PROFESSIONAL DEVELOPMENT ON TUESDAYS BECAUSE THEN WE KNOW EVERYBODY WILL GET IT. 
          AND THAT'S ONE WAY THAT WE CAN ENSURE IF THAT EVERYBODY'S GETTING IT. 
          AND THEN WE CAN HAVE SOME ACCOUNTABILITY. 
          THERE SHOULD BE SOME ACCOUNTABILITY THAT IF YOU'RE GETTING A PROFESSIONAL DEVELOPMENT ON TUESDAY AND UM, WHAT YOU ARE LEARNING THERE, YOU SHOULD BE APPLYING IT. 
          AND THAT GOES TO HOW THE SCHOOL OPERATES AND YOU KNOW, THE SORT OF PRACTICES THAT ARE IN SCHOOL WHERE ADMINISTRATORS, UM, SHOULD BE, YOU KNOW, EVALUATING AND, UH, OBSERVING. 
          AND, AND ALL OF THOSE THINGS HAPPEN AT THE SCHOOL SITE. 
          SO, UM, CONTRACTUALLY, AND ALSO I THINK IN GENERAL, I THINK LABOR LAWS, YOU CANNOT WORK FOR FREE AND THE PROFESSIONAL DEVELOPMENT OFF SCHEDULE WOULD BE CONSIDERED EITHER VOLUNTARY OR WE HAVE TO PAY THEM. 
          SOME PROFESSIONAL DEVELOPMENT IS PAID. 
          AND, UM, AND I THINK A LOT OF TEACHERS ACTUALLY DO ATTEND THOSE THAT ARE, THAT ARE PAID BECAUSE IT'S, IT'S, WE NEED TO BE PAID. 
          SO THAT'S THE ISSUE ON THE PROFESSIONAL 
          [02:20:01]
DEVELOPMENT. 
          YEAH. 
          IF I MAY ASK, IS THERE A CENTRALIZED AND STANDARDIZED CALENDAR FOR THE PD THAT IS GOING TO BE OFFERED THROUGHOUT THE YEAR? AND IS THAT PD THEN? IT'S EVERY SCHOOL SITE, YOU KNOW, THE FIRST TUESDAY IN AUGUST, EVERYONE ACROSS THE DISTRICT WHO'S GONNA HAVE THIS PARTICULAR PRESENTATION? IS IT SCHOOL SITE BASED? IS THERE A DISCRETIONARY? THAT WOULD BE MY, MY FOLLOW UP. 
          UH, THOSE ARE SUCH GREAT QUESTIONS. 
          I WANNA INVITE YOU TO WATCH OUR CURRICULUM AND INSTRUCTION COMMITTEE, BUT I ALSO WANNA INVITE OTHERS TO, TO SPEAK TO THAT. 
          UH, I HAVE THE RESPONSE, BUT I'M TALKING TOO MUCH, SO I'LL LET YOU ANSWER TO THAT. 
          SURE. 
          SO I CAN PROVIDE A VERY BRIEF ANSWER ON THE CALENDARING OR THE SCHEDULING OF PROFESSIONAL DEVELOPMENT ON WHAT WE CALL BANK TUESDAYS. 
          UH, SO BASICALLY PER CONTRACT, HALF OF THE MEETING AGENDAS ARE SET AT THE SCHOOL SITE LEVEL BY THE LOCAL SCHOOL LEADERSHIP, WHICH IS SORT OF THE GOVERNING BODY FOR EACH SCHOOL. 
          IT'S COMPOSED OF TEACHERS, PARENTS AT THE HIGH SCHOOL LEVEL. 
          IT EVEN INCLUDES STUDENTS THE OTHER HALF OF THE TUESDAYS. 
          BASICALLY THE, THE CONTENT IS PROVIDED BY THE DISTRICT, BASICALLY BY CENTRAL OFFICE IN TERMS OF PROFESSIONAL DEVELOPMENT. 
          THAT SAID, THERE'S STILL SOME FLEXIBILITY AT THE SCHOOL LEVEL AS TO EXACTLY WHEN EACH TRAINING IS DONE. 
          SO YOU WOULDN'T NECESSARILY HAVE, WHERE, YOU KNOW, ON THE SECOND TUESDAY OF NOVEMBER, EVERY SINGLE SCHOOL IS DOING THE EXACT SAME THING. 
          NOW WITHIN THE MONTH OF NOVEMBER, THERE WILL BE CERTAIN THINGS THAT WILL BE COVERED AT EACH SCHOOL, BUT THERE'S STILL SOME FLUIDITY. 
          IS THERE A CENTRALIZED, ACCESSIBLE LISTING OF THESE PDS THAT PARENTS COULD THAT AGAIN, ONLINE WHERE PARENTS COULD SAY, HEY, I KNOW MY TEACHERS THIS WEEK FOR THIS MONTH ARE GONNA BE DOING THESE PARTICULAR TOPICS. 
          YOU USED, YOU USED THE MAGIC A WORD, ACCOUNTABILITY. 
          ACCOUNTABILITY. 
          THIS IS A WAY FOR, OF COURSE, THE PARENTS TO BE ABLE TO HOLD SOME ACCOUNTABILITY, YOU KNOW, OR HOLD ACCOUNTABLE TO TEACHERS, UM, IF THEY, YOU KNOW, OR APPROACH THEM AND SAY, HEY, I KNOW YOU GUYS JUST DID THIS. 
          I THINK THIS AFFECTS MY PARTICULAR CHILD. 
          CAN WE DISCUSS A, B AND C THAT HOPEFULLY YOU JUST LEARNED. 
          SO TWO PART ANSWER THERE, YES, THERE IS DEFINITELY A BULLETIN THAT GOES OUT MORE SORT OF THE PRACTITIONERS THAT LAYS OUT THE, THE SEQUENCE THAT I JUST TALKED ABOUT. 
          I CAN CHECK WITH THE TEAM TO SEE IF EITHER THAT VERSION IN AND OF ITSELF CAN BE DISTRIBUTED TO PARENTS OR IF WE CAN BASICALLY MAKE A PARENT FACING VERSION OF THAT BULLETIN. 
          IT'S, IT'S NOTHING ANYTHING SORT OF TOP SECRET. 
          SO IT WOULD JUST BE A MATTER OF FORMATTING SPECIFIC TO THE PARENTS. 
          THERE'S ALSO, I JUST WANNA TAKE A MINUTE TO PUT IN A PLUG FOR THE EVERY SCHOOL SAFE BLUEPRINT FOR SAFETY MODULES THAT ARE ALSO DONE ON AN ALMOST MONTHLY BASIS. 
          BECAUSE THOSE ARE TRAININGS THAT ARE DESIGNED TO BE DONE FOR, OBVIOUSLY FOR OUR, UH, WORKFORCE IN MANY CASES FOR OUR STUDENTS, AND OF COURSE FOR PARENTS. 
          SO THOSE ABSOLUTELY. 
          YOU HAVE, I ALSO WANNA INVITE YOU, AND IF YOU CAN SHARE THIS WITH ALL PARENTS, THERE IS A COMMITTEE AT EVERY SCHOOL CALLED LOCAL SCHOOL LEADERSHIP COUNCIL. 
          AND THAT LOCAL SCHOOL, SHE KNOWS THE LOCAL SCHOOL LEADERSHIP COUNCIL INCLUDES PARENTS, AND THAT COUNCIL IS IN CHARGE OF AT LEAST 14, IS IT 14 OR MAYBE IT'S 12 PDS. 
          AND THAT'S WHERE THE PARENTS CAN VOICE THE KINDS OF PROFESSIONAL DEVELOPMENT THAT THEY WOULD LOVE FOR THEIR, THEIR, UM, EDUCATORS TO PARTICIPATE IN. 
          AND YOU CAN SHARE MORE ABOUT, AND THEN THE, THE MEMBERS OF THAT COMMITTEE CAN GO OUT AND TALK TO OTHER PARENTS IN THE SCHOOL SITE TO GET INPUT FROM THEM. 
          IT SHOULD BE A COLLABORATIVE RELATIONSHIP THAT WE HAVE AT A SCHOOL BECAUSE BOTH PARENTS AND TEACHERS AND ADMINISTRATORS, WE ALL HAVE THE SAME INTERESTS. 
          SO THAT, AND I JUST WANTED TO ADDRESS YOUR QUESTION REGARDING RETENTION. 
          UM, I WAS A TEACHER AND THE REASON WHY I LEFT IS WHEN I WAS IN SOUTH LA I HAD NO MATERIALS. 
          I WAS A BILINGUAL TEACHER. 
          I TAUGHT DURING MODEL B, I HAD NO NOTHING , I BOUGHT A LOT OF THINGS. 
          UM, MY PRINCIPAL DIDN'T EVEN SPEAK SPANISH AT THE TIME. 
          UM, AND SO I THINK ONE OF THE REASONS IS THERE IS A LACK OF RESOURCES FOR CERTAIN SCHOOLS. 
          I THINK THAT'S DEFINITELY CHANGED A LOT WITH THE WILLIAMS COMPLAINT. 
          BUT I THINK ANOTHER THING TOO IS THE FACT THAT YOU, THE DISTRICT FREQUENTLY CHANGES THE CURRICULUM. 
          AND I THINK THAT'S ANOTHER REASON WHY THERE'S A RETENTION, UM, LOSS OF STUDENTS, OR I MEAN OF TEACHERS AS WELL AS EVEN STUDENTS. 
          BECAUSE LIKE THE CURRENT CURRICULUM THAT MY SCHOOL USES FOR MATH IS VERY DIFFICULT. 
          I MEAN, AND I, I'M A TEACHER, I'M AN EDUCATIONAL THERAPIST AND A SPECIAL ED ATTORNEY, AND I STILL COULDN'T, CAN'T UNDERSTAND HER FIRST GRADE MATH, RIGHT? SO I THINK THAT THAT'S ANOTHER REASON BECAUSE IF THERE, A LOT OF THE PD, UM, MAY BE COVERING THE CURRICULUM, BUT THEN I DON'T THINK THEY GET COVERED WITH THE CURRICULUM IN THE RIGHT TIME, RIGHT? BECAUSE I MEAN, I WAS PART OF THE LOCAL SCHOOL COUNCIL AND THEY WERE, YOU KNOW, WE WERE DOING THE QUARTERLY PDS AND LIKE MATH WAS COVERED OVER HERE, BUT THEN LIKE WITH I-READY, YOU KNOW, HOW TO USE THE RESULTS AND STUFF. 
          SO I WOULD, I WOULD JUST SUGGEST LIKE FOR THE MANDATORY THINGS FOR THE DISTRICT, DO WHAT? LIKE, I MEAN, THE TEACHERS NEED TO KNOW WHAT THE WILLIAMS COMPLAINT IS. 
          THE TEACHERS NEED TO KNOW WHAT SPECIAL ED IS. 
          THE 
          [02:25:01]
TEACHERS NEED TO KNOW, YOU KNOW, THE BILITERACY CERTIFICATE. 
          THEY NEED TO KNOW, YOU KNOW, WHAT SECTION 5 0 4 IS, THEY NEED TO KNOW THE WARNING SIGNS. 
          THEY NEED TO KNOW, YOU KNOW, HOW TO ENGAGE PARENTS, TRULY ENGAGE PARENTS, HOW TO TRULY ENGAGE STUDENTS. 
          RIGHT? AND NOW THE NEW, UM, POLICY ABOUT NOT BEING ABLE TO USE IPADS AT SCHOOL, WHICH I'M SO GLAD ONE OF OUR MEMBERS HERE WAS REALLY INVOLVED WITH THAT, AARON, ABOUT LIMITING THE USE OF THESE TABLETS AT SUCH AN EARLY AGE. 
          I THINK TEACHERS NEED TO KNOW THOSE THINGS. 
          AND THOSE I DON'T THINK SHOULD BE OPTIONAL FOR THE, UM, THE SCHOOL TO CONSIDER, YOU KNOW, HAVING, LOOKING REALLY AT THE LAW, RIGHT? THE EDUCATIONAL LAW, WHAT ARE YOU GUYS GONNA BE HELD ACCOUNTABLE? AND WHAT, BECAUSE I THINK, AGAIN, AND I ALWAYS SAY THIS AT SCHOOL BOARD MEETINGS WHEN I COME, IS SO MUCH ACCOUNTABILITY COULD BE LIKE IF YOU GUYS JUST DO PREVENTION AND SO THEN SPECIAL ED ATTORNEYS, WE WOULDN'T BE SUING. 
          WE WOULDN'T HAVE THE NEED TO SUE FOR DISCRIMINATION, BULLYING. 
          WE WOULDN'T NEED TO IF YOU GUYS ACTUALLY ADHERE TO THE LAW AND REALLY MADE EFFORTS. 
          AND THE LAST THING THAT I JUST WANNA SAY IS THAT I'M GLAD THAT YOU'RE PART OF THE CURRICULUM AND, BUT YOU KNOW, PARENTS NEED TO KNOW HOW CAN WE GET MORE INVOLVED IF IT'S IN THE MIDDLE OF THE SCHOOL DAYS, HOW CAN WE DO LIKE TOWN HALL MEETINGS THAT WE USED TO DO WHEN THE OFFICE OF THE, UM, INDEPENDENT MONITORS DO SO YOU CAN GET MORE FEEDBACK FROM PEOPLE. 
          AND THEN ALSO HOW CAN, LIKE THE SPECIAL ED COMMITTEES, I'VE SEEN THAT IT'S ALWAYS ON DURING ELECTION YEARS, RIGHT? BUT HOW CAN PARENTS GET ON THOSE COMMITTEES, YOU KNOW, THAT JUST WANT TO BE, YOU KNOW, I THINK THERE NEEDS TO BE MORE LIKE OPENING OF THOSE COMMITTEES TO REALLY GET MORE INPUT FROM PARENTS IF IT'S, IF IT'S A TRULY DESIRABLE THING. 
          THANK YOU. 
          THANK YOU. 
          AND MS. SANCHEZ IS PART OF OUR SPECIAL ED COMMITTEE. 
          ANY OTHER QUESTIONS FROM BOARD MEMBERS? MS. NEWBELL, AGAIN, I WANNA SAY THANK YOU. 
          UM, AS A PARENT, WE KNOW THAT'S THE HARDEST JOB ON THE PLANET AND, UH, THAT YOU ARE SERVING US TO BE ABLE TO GIVE US FEEDBACK AND INSIGHT TO WHAT'S HAPPENING, UM, IN OUR DISTRICT, I THINK IS SO IMPORTANT. 
          AND SO AGAIN, I WANNA SAY THANK YOU FOR THE WORK AND THANK YOU FOR PUTTING THIS TOGETHER. 
          UM, I DID HAVE SOME CLARIFYING QUESTIONS. 
          UM, ONE WAS ON ACCESS MATERIAL. 
          YOU WERE MENTIONING ABOUT THE BUSES AND SOMETHING ABOUT ACCESSING MATERIAL. 
          I DON'T KNOW IF IT WAS TIMELY OR EXACTLY WHAT YOU WERE MENTIONING IN REFERENCE TO THE BUSES AND INFORMATION. 
          SO I DON'T KNOW IF MAYBE MARIA CAN PERSONALLY TALK ABOUT IT BECAUSE I BELIEVE HER CHILD IS TAKING THE BUS. 
          BUT I, I THINK THE CONCERN WAS JUST THAT PARENTS DON'T KNOW WHEN THE, UM, THE BUS IS LATE AND STUFF. 
          AND I THINK WHEN I WAS LOOKING AT THE SUPERINTENDENT'S COMMENTS, HE WROTE DOWN THAT THERE IS A SYSTEM IN PLACE, BUT UM, MAYBE SHE CAN, OOPS, I BROKE THE, SORRY, TRANSPORT. 
          HELLO. 
          HI MARIA. 
          WELL, MY SON TAKES TRANSPORTATION AND EACH YEAR, AS SOON AS THE SCHOOL YEAR BEGINS, IT TAKES ME ABOUT TWO HOURS OF JUST WAITING THERE FOR THE BUS. 
          AND IT'S REALLY TIRING TO JUST SIT, SIT THERE AND WAIT BECAUSE WE HAVE OTHER THINGS TO DO. 
          BUT WHEN THEY ASSIGN DRIVERS, PLEASE DO THAT THOROUGHLY BECAUSE BARELY LAST MONTH THEY HAD TO GO BACK AT FOUR 10 OR DROP 'EM OFF AT FOUR 10 AND HE WAS DROPPED OFF AT SIX 10. 
          HE WAS THE LAST CHILD. 
          AND I WAS NEVER TOLD. 
          SO I AM ASKING THAT YOU AS A DISTRICT KEEP AN ORDER AS FAR AS BUSES GO THERE, BECAUSE IT'S NOT JUST FOR ME AS A PARENT. 
          THERE ARE MORE THAN 20 OF US AT MY SCHOOL THAT HAVE COMPLAINED. 
          AND THESE ARE THINGS THAT WE, WE ARE NOT HAPPY WITH AS PARENTS. 
          SO PLEASE FIND A SOLUTION WHEN THE SCHOOL YEAR BEGINS SO THAT EACH STUDENT THAT NEEDS TO TAKE TRANSPORTATION, GET TO SCHOOL ON TIME. 
          BECAUSE REALLY IT'S FRUSTRATING TO BE WAITING FOR TWO OR THREE HOURS. 
          IT'S REALLY FRUSTRATING. 
          SO PLEASE SEE TO THAT SO THAT, UH, IT'S CORRECTED AND THAT WAY I DON'T HAVE TO WAIT OR SPEND AN HOUR TAKING HIM TO SCHOOL. 
          AND WE'RE NEVER TOLD ABOUT THESE THINGS. 
          AND SO THAT'S MY POINT. 
          AND I ASK THAT YOU PLEASE RESOLVE THAT IN TERMS OF TRANSPORTATION, BECAUSE THIS IS DIFFICULT TO DEAL BRIEFLY TO THAT. 
          WE'RE VERY HOPEFUL THAT WITH OUR BUS MODERNIZATION EFFORTS THAT MANY OF YOU HAVE BEEN BRIEFED ON, UM, THAT WE'LL BE ADDRESSING THAT PARTICULAR ISSUE WHERE THERE'S AUTOMATED NOTIFICATION ABOUT THE LATENESS OF A BUS. 
          UM, AND THERE'S AWARENESS FROM THE PARENT IF THERE IS GOING TO BE ANY TYPE OF DELAY. 
          UH, I WAS GONNA 
          [02:30:01]
ADD THAT WE HAD THE HEAD OF THE DEPARTMENT OF TRANSPORTATION COME SHARE THAT WITH US. 
          THE NEW GPS TRACKING SYSTEM, THE, A NEW AUTO, MORE AUTOMATED ALERT SYSTEM. 
          I ALSO HAVE CHILDREN WHO TAKE THE BUS AND YOU CAN'T CALL IN THE MORNING IF THE BUS IS LATE 'CAUSE EVERYONE'S CALLING. 
          AND SO SITTING THERE WAITING AND WONDERING WHERE IS YOUR BUS? YOU CAN'T GET ANSWERS. 
          UNFORTUNATELY, THERE ARE A NUMBER OF CHILDREN WHO ARE MISSING SCHOOL TIME BECAUSE PARENTS CAN'T DRIVE THAT DISTANCE. 
          SO WE'RE, WE'RE, WE'RE AWARE ALSO, I I THINK ALL OF US PERSONALLY ARE VERY EXCITED ABOUT THIS NEW SYSTEM COMING ONLINE. 
          AND I'M GLAD YOU CHIMED IN ON THAT WITH THE NEW SYSTEM. 
          ONE THING THAT WAS MENTIONED WAS A CHANGE OF DRIVERS. 
          WOULD IT BE ABLE TO INDICATE THAT THERE IS AN ADDITIONAL OR A SUB DRIVER? THAT IS SOMETHING I WOULD HAVE TO LOOK AT. 
          LIKE IF THERE'S A SUBSTITUTE FOR THE DAY. 
          YES. 
          UM, I WOULD HAVE TO VERIFY IF THAT THERE IS A NOTIFICATION SPECIFICALLY FOR THAT. 
          AND THE SYSTEM CURRENTLY RIGHT NOW IS GIVING OUT NOTIFICATION FOR THE PILOT? YES. 
          OKAY. 
          IF I, IF I MAY ADD, UH, ALONG THAT LINE, THE SUB DRIVERS FOR SUB BUS DRIVERS OFTEN PARK IN A DIFFERENT, ON, YOU KNOW, A DIFFERENT PLACE THAN THE ASSIGNED SPOT FOR THE CHILDREN. 
          MOST OF THESE SCHOOLS ON THESE ROUTES HAVE MULTIPLE ROUTES THAT COME IN AND OUT. 
          IT IS AN ISSUE WHERE ON ONE PARTICULAR STREET YOU MIGHT HAVE THREE OR FOUR DIFFERENT BUSES AND DIFFERENT ROUTES. 
          AND THE SUB DRIVERS JUST WHEN IT, WHEN IT, WHEN THE APPLE CAR GETS UPSET, IT'S, YOU KNOW, CHAOS ENSUES. 
          SO APPRECIATE THAT FEEDBACK. 
          UM, I APPRECIATE YOU HIGHLIGHTING THE CAREER LADDER, UM, OPPORTUNITIES THAT THE DISTRICT HAS. 
          I THINK WE DO UNDERSELL OURSELVES BECAUSE WE DO HAVE A LOT OF OPPORTUNITIES THAT WE DON'T SHARE. 
          AND I OFTEN WHEN I GET TO HEAR OF STORIES OF SOMEONE WHO STARTED OFF AS A CAMPUS AID AND NOW AS THE ASSISTANT PRINCIPAL AT A SCHOOL BECAUSE THEY USE THE SYSTEM WITHIN THE DISTRICT TO ELEVATE THEMSELVES. 
          SO APPRECIATE YOU HIGHLIGHTING THAT. 
          AND THEN THE BILITERACY PROGRAM, EVEN IF THERE'S NOT A DUAL LANGUAGE, UM, OKAY. 
          YES, YES. 
          AND, UM, YOU MENTIONED, CAN YOU GIVE US EXAMPLES? YOU MENTIONED ONGOING, THE YEARS LONG EXPRESSION OF MEMBER CONCERN THAT THE DISTRICT STAFF EXERTS AN EXCESSIVE AMOUNT OF CONTROL OVER THE COMMITTEE'S GOVERNANCE AND OVERALL OPERATION. 
          COULD YOU GIVE US AN EXAMPLE? HAVING EXTENSIVE EXPERIENCE IN MORE BROWN ACT MEETINGS AND OUR MEETINGS WITH PACKER GREEN ACT A LITTLE MORE RELAXED, I WOULD SAY I HAVE ENOUGH EXPERIENCE TO KNOW HOW THESE TYPES OF MEETINGS SHOULD BE RUN. 
          AND WHEN A FACILITATOR IS INVOLVED, HOW A FACILITATOR TRULY DOES THAT FACILITATES THEY ALLOW THE GROUP THAT GOVERNS ITSELF, WHETHER IT BE NEIGHBORHOOD COUNCIL, IN THIS CASE, PARENTS, THE LATITUDE TO MAKE MISTAKES, THE LATITUDE TO LEARN AND GROW WITHOUT STEPPING IN AND TRYING TO CONTROL SITUATIONS PREEMPTIVELY. 
          THAT LEVEL OF CONTROL IS SOMETHING THAT'S BEEN A LONGSTANDING OCCURRENCE WITH, AND I'M GONNA SAY NOT JUST OUR BOARD AS I SERVE ALSO ON THE COMMUNITY ADVISORY COMMITTEE THERE AS WELL, WE MAY WANT TO DO SOMETHING A LITTLE DIFFERENT. 
          THIS ITERATION OF OUR GROUP MAY WANT TO YING A LITTLE BIT INSTEAD OF YANG. 
          OKAY. 
          BUT WHAT, WHAT HAPPENS IS WE'RE TOLD TO YANG, WE'VE ALWAYS YANGED YOU NEED TO YANG. 
          THAT'S WHAT'S GIVEN TO US. 
          AND MY PERSONALITY IS TO, AS I LIKE TO UNDERSTAND THE FIELD THAT I'M PLAYING ON, I LIKE TO UNDERSTAND WHERE THE BOUNDARIES ARE AND THEN I WILL GO TO THOSE BOUNDARIES, WON'T OVERSTEP THEM, BUT I'M GONNA PLAY THE GAME AS WELL AS IT CAN BE PLAYED, IF YOU WILL. 
          OKAY. 
          THOSE REFEREES THAT WE HAVE, LIKE TO KEEP US RIGHT IN THE CENTER OF THE FIELD, THEY DON'T LIKE US STRAYING TOO CLOSE TO THE LINES. 
          UM, WE ARE HERE AS WE STATED IN OUR PRESENTATION, BECAUSE WE ARE COMMITTED TO MAKING THE EDUCATIONAL EXPERIENCE OF OUR CHILDREN BETTER. 
          OKAY. 
          THAT'S HARD WORK. 
          IT'S GOTTA BE COLLABORATIVE. 
          IT HAS TO BE IN PARTNERSHIP. 
          AND WHEN THE DEPARTMENT, IN THIS CASE, IT'LL BE S FACE WHO'S ENTRUSTED WITH FACILITATING US, ASSISTING US, TRIES TO EXERT MORE CONTROL OVER WHAT WE DO AND HOW WE DO IT. 
          HOW WOULD ANY OF YOU FEEL IF THAT WAS THE ENVIRONMENT THAT YOU WERE TRYING TO EXIST IN? WHEN ALL WE ARE TRYING TO DO IS MAKE THINGS BETTER, TRYING TO HELP, TRYING TO MAKE A DIFFERENCE. 
          SO I DON'T HAVE A TON OF, I MEAN, I, I COULD GET INTO SPECIFICS. 
          I DON'T KNOW IF THIS IS RESPECTFULLY THE RIGHT FORM FOR THAT. 
          I'M, I'M HAPPY TO DO THAT, YOU KNOW, PRIVATELY, BUT THE GENERAL TENOR OF THE ENVIRONMENT IS WHAT I SHARED. 
          GOT IT. 
          I APPRECIATE YOU, 
          [02:35:04]
APPRECIATE THAT. 
          AND, UM, YOU MENTIONED ABOUT INSTITUTIONAL MEMORY, AND I APPRECIATE, IS THERE, UH, WHEN YOU TALK ABOUT A PERMANENT REPOSITORY, IS THERE SOMETHING THAT YOU ALREADY HAVE IN MIND OR HOW WOULD YOU BE ABLE TO WORK THERE? SO CURRENTLY WE UTILIZE A GOOGLE DRIVE. 
          OKAY. 
          UH, FOR CURRENT YEAR, UM, DOCUMENTATION THAT MAY OR MAY NOT BE ACCESSIBLE REALLY TO ALL PARENTS. 
          UM, YOU KNOW, NOT JUST THAT MAKE UP THE MEMBERSHIP OF THE BUT ACROSS THE DISTRICT WHO SHOULD STILL BE ENTITLED TO SEE AND HAVE ACCESS TO THESE MATERIALS. 
          UM, I DON'T NECESSARILY HAVE A, A NEW SOLUTION TO PRESENT TO YOU, THOUGH. 
          I WOULD SAY AT THE VERY LEAST IT SHOULD BE ON THE WEBSITE. 
          IT SHOULD BE VERY EASILY ACCESSIBLE. 
          WHEN IN DOUBT, GO TO THE COMMITTEE'S WEBSITE AND HOPEFULLY YOU'LL BE ABLE TO FIND WHAT YOU'RE LOOKING FOR. 
          UM, BUT THAT'S NOT THE CASE. 
          NOW. 
          I, WAIT, WAIT, I WAS JUST QUESTION, SO I WAS JUST GONNA SAY, SO WHEN I WAS ON CAC, UM, I CREATED A GOOGLE DRIVE AND I BELIEVE IT CONTINUED. 
          AND SO I THINK THAT'S THE THING. 
          IT'S MORE OF AN IDEA OF LIKE WITH GO, WHEN I WAS DOING CACI INVITED GUEST SPEAKERS OUTSIDE OF LASD. 
          SO THEY HAD GREAT PRESENTATIONS AND SO THEY WERE ON THE GOOGLE DRIVE AND I THINK THAT THAT'S WHAT WE WANNA SEE. 
          SO THINGS THAT, 'CAUSE I KNOW THE BYLAW COMMITTEE FROM LAST YEAR'S, A PAC DID SOMETHING, BUT THEN THERE WAS AN ISSUE AND IT DIDN'T GET, UM, IT DIDN'T GET APPROVED OR IT DIDN'T GET CHANGED. 
          AND SO INSTEAD OF US TRYING TO LOOK FOR WHAT HAPPENED THAT, OR GO TO PAUL WHO'S LIKE, KIND OF OUR HISTORIAN OF PAC, I THINK JUST HAVING IT, YOU KNOW, AND ESPECIALLY LIKE, UM, I DON'T KNOW HOW, WHY IT'S SO DIFFICULT TO HAVE GOOGLE, YOU KNOW, THE AGENDA. 
          NOT JUST THE AGENDA ON THE WEBSITE, BUT THE PRESENTATIONS, RIGHT. 
          BECAUSE I COULDN'T, I WAS TRYING TO PREPARE FOR A REPORT AND I COULDN'T GET A PRESENTATION OF, UM, BECAUSE I HAVE, UH, ACCOMMODATION NEEDS AND I NEEDED TO SEE IT IN HARD PRINT. 
          SO LIKE, HAVING IT AVAILABLE, I DON'T KNOW WHY EVERY YEAR HAS TO BE CHANGED. 
          'CAUSE IN CACI THINK THEY HAVE IT WHERE IT'S LIKE FROM YEAR AFTER YEAR AFTER YEAR, IT'S STILL IN THERE. 
          THE COM SUBCOMMITTEE REPORTS, THE EX EXECUTIVE COMMITTEE, MAYBE THE AGENDAS, BUT EVEN THE, UM, THE WEBINAR, EVEN THE RECORDINGS ARE IN THERE. 
          SO. 
          GOT IT. 
          THANK YOU. 
          AND THEN I JUST APPRECIATE THE QUOTE. 
          UM, DO THE BEST YOU CAN UNTIL YOU KNOW BETTER THAN WHEN YOU KNOW BETTER DO BETTER. 
          SO APPRECIATE THAT REMINDER AND WE'RE GONNA DO BETTER. 
          THANK YOU. 
          OTHER BOARD MEMBERS, ROGO? UM, WELL FIRST OF ALL, THANK YOU FOR YOUR DEDICATION, YOUR COMMITMENT TO NOT ONLY SERVING ON, UH, THE PAC, BUT ALSO SERVING THE STUDENTS, UM, OF L-A-U-S-D. 
          SO I REALLY DO APPRECIATE, YOU KNOW, THE TIME AND ALL THE EFFORT THAT IT, THAT TAKES FROM, YOU KNOW, FROM YOUR PERSONAL, FROM PERSPECTIVE ON, YOU KNOW, PARTICIPATING IN, IN THESE COMMITTEES. 
          SO I REALLY DO APPRECIATE, UM, SO FOR ON THE, UH, LET'S SEE, THE OBSTACLES, UH, WHEN YOU, THE INTEREST OF, UM, INCREASING THE NUMBER OF PAC MEMBERSHIP, I JUST, AND THAT, UM, THE ACTION WAS APPROVED BY THE PAC, BUT THEN REJECTED, UM, I'M ASSUMING BY S FACE. 
          I'M WONDERING IF IT SAYS HERE NO EXPLANATION WAS PROVIDED. 
          SO UNTIL NOW, NO EXPLANATION. 
          I'M WONDERING IF THERE'S ANY, IF WE HAVE A REPRESENTATIVE FROM S FACE WHO CAN PROVIDE OGC. 
          OH, IT WAS OGC? YES. 
          OKAY. 
          FROM OGC, BUT THEY HAVEN'T PROVIDED. 
          OKAY. 
          SO WE'LL TRY TO FIND OUT THAT INFORMATION FOR YOU AS TO WHY THAT WAS, UM, NOT TAKING INTO CONSIDERATION. 
          YEAH, THAT WAS ONE OF, I THINK 12 CHANGES THAT WE UNANIMOUSLY APPROVED THAT WERE ALL MYSTERIOUSLY DENIED. 
          SO IT'S, IT'S WITH NO EXPLANATION. 
          THIS EXAMPLE IS PART OF A BIGGER YEAH. 
          WITH NO EXPLANATION ISSUE. 
          YEAH. 
          UM, YOU KNOW, IT SEEMS LIKE TIME AND TIME AGAIN, UM, WE HEAR THE SAME, UM, SUGGESTIONS, RECOMMENDATIONS FROM YOUR PART, UM, AND ONGOING, UM, REQUESTS FOR MORE INFORMATION ON BUDGET INFORMATION, AND YET THAT'S NOT PROVIDED FOR YOU. 
          SO I'M WONDERING AT WHAT TIME THIS DISTRICT WILL ADDRESS YOUR SUGGESTIONS OR YOUR, UM, YOUR RECOMMENDATIONS TO IMPROVE NOT ONLY THE COMMITTEES, BUT ALSO THE INFORMATION YOU'RE PROVIDED. 
          SO I WOULD LIKE TO KNOW FROM, 
          [02:40:01]
YOU KNOW, EITHER S FACE OR SOMEONE FROM THE DISTRICT TO, UM, HELP US UNDERSTAND WHY THESE ISSUES KEEP COMING FORWARD, THAT YOUR SUGGESTIONS, THE RECOMMENDATIONS NOT ONLY THAT YOU MAKE, BUT OTHER, THE DAC COMMITTEE, THE CAC, ET CETERA. 
          SEEMS LIKE IT. 
          WE'RE NOT COMING TO ANY SOLUTIONS HERE. 
          AND I JUST WISH THAT, THAT WE DID, PARTICULARLY ON THE, WHEN YOU MENTIONED THE RESET BUTTON, YOU KNOW, I'VE SEEN THAT, UM, PRIOR TO ME BEING ON THIS BOARD, I, I WENT TO THOSE MEETINGS AND I TOOK NOTES AND, UM, I DID SEE A LOT OF THAT. 
          SO IT SEEMS UNFORTUNATELY THINGS HAVEN'T CHANGED SINCE I WOULD SAY OVER 10 YEARS AGO. 
          IT SEEMS COMING TO COME UP. 
          SO I REALLY WOULD LOVE FOR THE DISTRICT TO REALLY TAKE THESE RECOMMENDATIONS SERIOUSLY. 
          I DEFINITELY DO TAKE THEM VERY SERIOUSLY AND IT JUST DISHEARTENS ME TO KNOW THAT THE SAME, YOU KNOW, FRUSTRATIONS AND OBSTACLES THAT YOU, THE PARENTS THAT ARE REPRESENTING NOT ONLY, UM, THE COMMUNITIES YOU SERVE, BUT STUDENTS, UM, JUST SEEM TO NOT BE ADDRESSED. 
          SO I, YOU KNOW, FOR ME, I, YOU KNOW, I HOPE THAT THINGS IMPROVE AND I WILL CERTAINLY BE, YOU KNOW, HAVING CONVERSATIONS AND MEETINGS TO MAKE SURE THAT, AND THEN ALSO WITH YOU TO MAKE SURE THAT THESE, THESE ARE ALL ADDRESSED BECAUSE I DON'T SEE ANYTHING HERE THAT'S UNREASONABLE. 
          I'M SURE THERE'S SOME DEFINITELY REASONS THAT, UM, OJC, YOU KNOW, UM, HAD TO WEIGH IN ON SOME OF THE RECOMMENDATIONS. 
          IT COULD BE BECAUSE OF, YOU KNOW, UM, THE WHAT'S STIPULATED ON ED CODE OR, YOU KNOW, FROM THE DEPARTMENT OF EDUCATION. 
          BUT YOU CERTAINLY DO DESERVE AN EXPLANATION AS TO WHY. 
          SO WE'LL TRY TO GET THAT INFORMATION FOR YOU. 
          AND I WILL CONTINUE TO ADVOCATE FOR, UM, FOR BETTER COLLABORATION WITH NOT ONLY THE PAC BUT ALL THE OTHER COMMITTEES AS WELL. 
          SO I THANK YOU AS WELL, AND I'LL BE TAKING THIS DOCUMENT AND, AND, YOU KNOW, FURTHER ADVOCATING AND PUSHING FOR THEM TO BE ADDRESSED. 
          THAT'S WONDERFUL. 
          I, WE, AGAIN, WE THIRST FOR PARTNERSHIP AND ONGOING DIALOGUE AND FOLLOW UP AND ALL OF THOSE THINGS. 
          SO TO EVERYONE, PLEASE DON'T HESITATE. 
          WE WANT TO WORK TO MAKE EVERYTHING BETTER. 
          WE WANT TO WORK WITH YOU. 
          SO DON'T EVER HOLD BACK, REACH OUT. 
          YOU HAVE OUR BRAND NEW EMAIL, YOU CAN GET TO US. 
          YES. 
          NO, I CERTAINLY BELIEVE THAT. 
          SO THANK YOU SO MUCH. 
          THAT'S ALL. 
          THANK YOU. 
          GO AHEAD, KELLY. 
          UM, WELL I ALSO WANT TO APPRECIATE YOU ALL YOUR, YOUR LEADERSHIP AND DEDICATION. 
          WE KNOW YOU DON'T GET PAID FOR YOUR VOLUNTEERISM, SO, UM, JUST MUCH APPRECIATION FOR ALL THAT YOU DO IN REPRESENTING NOT JUST YOUR STUDENTS THAT YOU HAVE IN YOUR OWN HOUSEHOLD, BUT ALSO ALL OF OUR STUDENTS IN OUR COMMUNITIES. 
          AND, UM, I KNOW MAYBE THESE PRESENTATIONS CAN FEEL LIKE THEY'RE PERFUNCTORY, BUT I KNOW FOR ME, I ALWAYS REALLY DIG INTO THE COMMENTS AND I FIND THEM INCREDIBLY HELPFUL AS WE LOOK TO VOTE ON THE LCAP, UM, AT A FUTURE MEETING. 
          UM, SO JUST WANNA APPRECIATE, AND I THINK LIKE MANY OF THE OTHER BOARD MEMBERS SAID, I THOUGHT A LOT OF THE SUGGESTIONS WERE REALLY GREAT. 
          I, I APPRECIATE THE ONE WITH REGARD TO ENGLISH LEARNER RECLASSIFICATION AND SPECIFIC, MAKING SPECIFIC GROWTH AND PROGRESS AND PROVIDING SUPPORTS TO OUR MULTILINGUAL LEARNERS. 
          AND ALSO GROWING THE NUMBER OF THE LPAC PASSAGE RATES FOR OUR STUDENTS WHO ARE GOING TO BE GRADUATING HIGH SCHOOL. 
          SO THANK YOU FOR THOSE. 
          UM, I ALSO WANTED TO DIG IN ON EARLY CHILDHOOD EDUCATION. 
          UM, I, I, I AM THE CHAIR OF OUR CHILDREN AND FAMILIES IN EARLY CHILDHOOD EDUCATION COMMITTEE. 
          UM, IT IS, IT IS ALIVE AND WELL, JUST SO YOU KNOW, OUR PROGRAMS ARE ACTUALLY EXPANDING IN EARLY CHILDHOOD EDUCATION. 
          SO I WAS CURIOUS TO, TO MAYBE UNDERSTAND A LITTLE BIT MORE, UM, IF THERE WERE PARTICULAR AREAS THAT YOU ALL WERE HOPING TO SEE EXPANSION IN. 
          UM, WE HAVE BOTH OUR EARLY EDUCATION CENTERS, WHICH ARE SERVING, UM, OUR BABIES AND TODDLERS, AGES TWO THROUGH FIVE. 
          WE HAVE OUR INFANT CENTERS, UM, WHICH SERVE, UH, SIX WEEKS TO 36 MONTHS. 
          WE ALSO HAVE OUR CALIFORNIA STATE PRESCHOOL, UM, CLASSES ON OUR ELEMENTARY SITES AS WELL AS TK. 
          SO THERE'S A LOT OF DIFFERENT PROGRAMS, BUT DEFINITELY WE HEAR FROM FAMILIES A DEMAND FOR MORE AND ALSO A DESIRE TO UNDERSTAND, UM, WHICH PROGRAMS MIGHT BE BEST FOR THEIR OWN CHILDREN. 
          SO IF THERE'S ANY MORE, UM, CONTEXT YOU ALL WANNA SHARE, WE ACTUALLY RECENTLY PASSED A RESOLUTION AROUND EXPANDING OUR EARLY CHILDHOOD PROGRAM. 
          SO JUST WANTED TO OFFER A CHANCE TO SHARE MORE IF ANY OF YOU HAVE THOUGHTS. 
          YEAH, SO ONE OF THE ISSUES IS, I KNOW FOR EARLY ED IT'S VERY HARD IF A CHILD DOESN'T HAVE AN IEP AND THEY'RE NOT TOILET TRAINED THAT THEY COULD NEITHER OF THO NEITHER OF THOSE ARE REQUIREMENTS FOR OUR PROGRAMS. OKAY. 
          WELL MAYBE IT WAS AT LEAST FOR, I THINK IT WASN'T, IT WAS IN THE PAST. 
          YES. 
          BECAUSE THAT WAS AN ISSUE. 
          UM, BUT I THINK ONE OF THE THINGS THAT I, UM, WOULD LIKE IS LIKE PLAY THERAPY BECAUSE I FEEL LIKE, LIKE I'M SO GLAD MY DAUGHTER DID PRESCHOOL AT, UM, THE CASTOR EEC BECAUSE THE TK AT THE CURRENT SCHOOLS, THEY'RE SO, LIKE, IT'S SO FOCUSED ON ACADEMIC NOW, VERY ACADEMIC IN NATURE AND LIKE THEY DON'T GET A CHANCE TO PLAY. 
          [02:45:01]
AND YOU KNOW, THAT'S WHY I WAS REALLY AGAINST THE WHOLE TABLETS BECAUSE MY DAUGHTER IS, SHE'S TWICE EXCEPTIONAL. 
          SO SHE LEARNED HOW TO USE SIRI. 
          SO WHEN SHE HAD LIKE, UM, FREE TIME ON THE TABLET MM-HMM . 
          SHE WAS DOING POKEMON. 
          AND I WAS WONDERING WHY SHE KNOW, BECAUSE WE DON'T WATCH TV AT HOME. 
          SO I WAS WONDERING WHY SHE DOES THAT. 
          AND SO I THINK JUST MAKING SURE THAT, YOU KNOW, REMOVE THE DEVICES RIGHT AND REALLY KIND OF ENCOURAGE, UM, I, I THINK IT WAS, UM, THE COMMENTS WHERE I SAW THE MOMMY AND ME, I THINK THOSE ARE GREAT BECAUSE, UM, EVEN THE REC CENTERS THAT WE USE, UM, THEIR $10 CLASSES, THEY HAVE LIKE MAYBE FIVE, THEY DON'T HAVE VERY MANY MOMMY AND ME CLASSES, ESPECIALLY DOWN IN HERE, MAYBE UP IN THE VALLEY. 
          AND SO HAVING MORE OF THOSE TYPES, REALLY INVITING FAMILIES TO COME IN, BECAUSE I THINK THAT'S WHERE WE START. 
          LIKE FAMILIES AREN'T FEELING INVITED. 
          LIKE I WANTED TO BE A PARENT VOLUNTEER IN MY DAUGHTER'S CLASSROOM. 
          I WAS AT HER FIRST AT HER PRIOR SCHOOL THREE DAYS A WEEK AT HER NEW SCHOOL. 
          I'M NOT ALLOWED TO. 
          AND SO IF YOU DON'T LET US VOLUNTEER, AND I'M A TEACHER, IT'S NOT LIKE I AM LIKE JUST NOT TRAINED, BUT IT'S, IT'S THIS FEAR OF HAVING, YOU KNOW, BEING WATCHED BY TEACHER OR BY BEING WATCHED BY PARENTS. 
          BUT WHY DON'T YOU SHOW COLLABORATION? MAYBE WE WANNA LEARN WHAT YOU'RE DOING SO WE CAN ENGAGE IN THAT WAY AT HOME. 
          LIKE MY SCHOOL, MY DAUGHTER NOW GOES TO A LEADER IN ME, SO INSTILLING THAT AT THE EARLY EDU YOU KNOW, SO THAT WHILE THE TIME, BY THE TIME THEY'RE, YOU KNOW, IN FIRST GRADE, THEY KNOW THOSE SEVEN HABITS AND LIKE, YOU KNOW, AND IT'S FOLLOWED NOT JUST THROUGH THE KIDS, BUT IT'S THE PARENTS, IT'S THE STAFF, IT'S OVERALL, UM, AND I THINK LIKE THE MEALS, THEY'RE TERRIBLE. 
          LIKE THAT'S MY THING THAT I'M GOING BE FIGHTING ON YOU GUYS, YOU'RE GONNA SEE ME ON THAT BECAUSE THE MEALS ARE SO UNHEALTHY, ESPECIALLY FOR KIDS WITH AUTISM. 
          AND YOU KNOW, IF THEY SEE THAT AT HO SCHOOL, THEY'RE NOT GONNA WANT TO EAT THE MEALS AT HOME BECAUSE WE FEED THE NUTRITIOUS FOOD. 
          AND SO, UM, I THINK REALLY, YOU KNOW, NOT LOOKING AT THE COST OF, MAYBE THEY'RE CHEAP, BUT LIKE PIZZA LIKE THREE OR FOUR TIMES A WEEK. 
          MY DAUGHTER IS LACTOSE INTOLERANT, YOU KNOW, AND YOU GUYS DON'T HAVE LACTOSE INTOLERANT PIZZAS. 
          SO IT ALL STARTS AT THE EARLY AGE, RIGHT. 
          BECAUSE I SEE LIKE, YOU KNOW, MY KIDS SEES PE PARENTS BRINGING CHEETOS INTO, I DON'T LET HER BRING THAT STUFF. 
          SO IT REALLY STARTS ABOUT EDUCATING, YOU KNOW, AT THAT, AT THAT LEVEL, YOU KNOW, LIKE I KNOW SOME TEACHERS GIVE OUT LITTLE CANDY PRESENTS AND STUFF AT THAT AGE, BUT INSTEAD OF THAT USE STICKERS, YOU KNOW, USE REINFORCEMENTS I GUESS. 
          AND THEN ALSO THE NAP TIME, TWO HOURS. 
          MY DAUGHTER WAS NOT NAPPING, SHE WAS SINGING THE WHOLE TIME. 
          SO I DON'T KNOW IF LIKE, THAT MAYBE HAVING AN OPTION LIKE SO THOSE PARENTS THAT WANNA CONTINUE THEIR KIDS TO NAP AND THOSE THAT MAYBE THEIR CAN'T, KIDS CAN'T HANDLE IT. 
          'CAUSE TWO HOURS IS A VERY, VERY LONG TIME TO NAP. 
          YEAH. 
          IF I MAY ADD AMMO GLOBAL, UM, ALL FIVE OF MY CHILDREN WENT THROUGH EARLY EDUCATION, UH, AT THE RINALDI ADULT CENTER IN THE NORTH VALLEY. 
          UM, WE WERE VERY CLOSE WITH THE STAFF, THE FOUR WOMEN WHO RAN THAT, THEY BECAME DEFACTO AUNT IN OUR FAMILY. 
          UM, THE VALUE, AND I'M GONNA TAKE A TINY BIT OF CREDIT FOR THIS PARTICULAR COMMENT, UM, IS THERE ARE A NUMBER OF NEW PARENTS AND YOUNG FAMILIES WHO DON'T KNOW HOW TO BE FAMILIES AND DUNNO HOW TO BE PARENTS. 
          THIS IS A WHOLE NEW WORLD. 
          I I'M THE FATHER OF FIVE. 
          I'VE STARTED THAT, OH MY GOSH, WHAT AM I DOING? JOURNEY A LONG TIME AGO. 
          HOW TO PUT IN A CAR SEAT, HAVE THE CHP COME OUT TO HELP WITH, WITH BASIC SAFETY, HOW TO MANAGE YOUR CHILD, BE IN A PLAYFUL, SAFE ENVIRONMENT. 
          THOSE CHILDREN THAT GO THROUGH THOSE PROGRAMS, WHETHER OR NOT THEY GO TO TK OR THEY GO TO KINDERGARTEN, THEY'RE MORE PREPARED WHEN THEY GO TO SCHOOL. 
          THEY'RE MORE PREPARED EMOTIONALLY FOR SEPARATION FROM MOM AND DAD WHEN THEY GO TO SCHOOL. 
          THEY ARE BETTER PREPARED. 
          THESE PROGRAMS ARE INVALUABLE TO YOUNG PARENTS, NEW PARENTS AND FAMILIES. 
          IT'S WHY THIS, THIS PARTICULAR AREA IS SO CRITICAL. 
          LOVE HEARING THE WORK WE'RE DOING. 
          IT'S, I MEAN, WITH EVERYTHING WE'RE TALKING ABOUT, RIGHT? IT'S JUST MORE, MORE MORE THE PROGRAMS AND, AND BOARD MEMBER NEWELL MENTIONED SOME OF THIS IS PURELY OUTREACH. 
          THE DISTRICT DOES A LOT OF REALLY GREAT THINGS, BUT NOBODY KNOWS. 
          NO ONE KNOWS TO GO ACCESS THESE PROGRAMS. OKAY. 
          EARLY CHILDHOOD, MY WIFE FOUND IT. 
          UH, 'CAUSE SHE, SHE GREW UP LITERALLY ACROSS THE STREET FROM THIS PARTICULAR LEARN, YOU KNOW, ADULT CENTER. 
          SHE KNEW IT WAS THERE. 
          I HAD NO IDEA. 
          SO, YOU KNOW, PLEASE KEEP GOING IN THIS AREA. 
          IT'S FANTASTIC. 
          AND THEN I JUST WANNA MAKE THAT BROADER COMMENT, THESE GREAT PROGRAMS, LET'S PROMOTE THEM. 
          [02:50:02]
ABSOLUTELY. 
          AND WE DO HAVE BIG BANNERS OUTSIDE THE EARLY EDUCATION CENTERS NOW THAT SAY POTTY TRAINING, NOT REQUIRED AGES, AGES TWO THROUGH FIVE SERVED. 
          AND MAKING IT CLEAR THAT THOSE ELIGIBILITY REQUIREMENTS THAT MAY HAVE BEEN BARRIERS IN THE PAST, THEY DON'T, THEY DON'T EXIST ANYMORE. 
          WHILE WE DO HAVE SPECIALIZED OPTIONS FOR STUDENTS WITH IEPS, UM, IT'S NOT REQUIRED ANY STUDENT CAN ATTEND. 
          UM, AND, AND THERE ARE GREAT PROGRAMS, THERE ARE PLAY-BASED PROGRAMS I WANTED TO NOTE, UH, BUT THIS IS REALLY HELPFUL AND WHAT I HEAR FROM YOU AS WELL IS THAT THOSE PARTNERSHIPS ARE REALLY ESSENTIAL AND WE KNOW THAT, UM, SUPPORTING PARENTS IS SUPPORTING KIDS ESPECIALLY AT THOSE EARLIEST AGES. 
          UM, THAT THE OVERALL FAMILY WELLBEING IS SO IMPORTANT FOR THE SUCCESS AND THE WELLNESS OF, OF OUR CHILDREN, OUR FUTURE STUDENTS. 
          SO, UM, GREAT, GREAT FEEDBACK. 
          THANK YOU ALL SO MUCH FOR THAT. 
          UM, ALSO JUST WANTED TO APPRECIATE THE NOTE AROUND OUTDOOR SPACES. 
          I THINK THAT I'M A BIG CHAMPION OF EXPANDING GREEN SPACES ON OUR CAMPUSES AND IT'S IMPORTANT THAT IT'S OBVIOUSLY A CLIMATE INVESTMENT. 
          IT'S MORE SHADE ON OUR CAMPUSES, ESPECIALLY AS, AS THE HEAT INCREASES THROUGHOUT OUR COMMUNITIES. 
          BUT ALSO THAT THESE ARE LEARNING SPACES AND WE WANT TO SEE THEM UTILIZED, UM, FOR EDUCATIONAL OPPORTUNITIES THAT ARE UNIQUE TO OUTDOOR LEARNING. 
          UM, AND THEN I DID ALSO WANT TO FOLLOW UP ON THE AI, UM, COMMENTS. 
          AND, UM, I, I WILL BE SERVING ON THE AI SUBCOMMITTEE AND I THINK IT'S DEFINITELY ESSENTIAL THAT WE HEAR FROM OUR PARENTS AS PART OF THAT COMMITTEE. 
          UM, MANY PARENTS ARE ACTIVELY TRACKING ISSUES WITH TECHNOLOGY AND RAISING THOSE CONCERN FOR US, BUT WE WANNA HEAR FROM MORE. 
          UM, SO DEFINITELY ONCE THOSE DATES ARE SET FOR THAT COMMITTEE TO MEET, UM, WOULD LOVE TO HAVE YOU ALL, UM, PARTICIPATE AND, AND MORE MEMBERS OF THE PACK AS WELL. 
          UM, I THINK THOSE WERE THE MAIN THINGS I WANTED TO RAISE IN ADDITION TO AGREEING WITH MUCH OF WHAT WAS ALREADY SHARED. 
          THANK YOU ALL SO MUCH. 
          THANK YOU VERY, VERY MUCH. 
          WE APPRECIATE YOUR HARD WORK AND WHAT YOU'VE DONE AND YOU'VE DONE A FULL, A FULL PRESENTATION AND WE APPRECIATE THAT VERY MUCH. 
          THANK YOU. 
          SO MR. CHA, THANK YOU ALL. 
          SURE. 
          JUST IN CLOSING GRATITUDE, UH, TO OUR PARENT ADVISORY COMMITTEE FOR THE WORK THAT'S BEEN DONE AND MORE SO THAN GRATITUDE, COMMITMENT, COMMITMENT TO CONTINUE TO WORK WITH YOU, TO MEET WITH YOU ON AT MINIMUM. 
          YOU KNOW, YOU, YOU TALKED ABOUT THE, THE FLOOR VERSUS THE CEILING. 
          THE FLOOR IS QUARTERLY, BUT I THINK WE CAN DO BETTER THAN JUST THE FLOOR, RIGHT? SO CONTINUING TO ENGAGE, LOOKING AT THE COMMENTS SO THAT FOLKS KNOW I WENT THROUGH MYSELF ALL 52 PAGES WORTH OF COMMENTS FROM ALL THE DIFFERENT COMMITTEES. 
          'CAUSE IT'S IMPORTANT TO ME. 
          WHEN I WAS A PRINCIPAL, I ALWAYS BELIEVED IF YOU'RE GONNA INVITE PARENTS TO COME TO A MEETING, YES YOU CAN HAVE AN AGENDA. 
          YES YOU CAN HAVE THINGS THAT YOU WANT TO COVER, BUT IF PARENTS MAKE THE TIME TO COME AND MEET WITH YOU, IF THEY BRING UP AN ISSUE THAT'S NOT ON THE AGENDA, YOU HAVE TO FIND THE TIME AND THE SPACE TO ENGAGE IN THAT CONVERSATION AS WELL. 
          SO THANK YOU SO MUCH FOR THE LEADERSHIP. 
          THANK YOU VERY MUCH. 
          AND WE'RE GETTING READY NOW FOR OUR ONE O'CLOCK TIME CERTAIN. 
          SHALL WE JUMP IN? NO. 
          OKAY. 
          I'D LIKE 
          [28.   PUBLIC HEARING  Board of Education Report No. 450-25/26    Charter Schools Division  (Approval of the Renewal Petition for Taft Charter High) Recommends approval of the renewal  petition for Taft Charter High, a Middle performing, Conversion Affiliated charter school, with a  benchmark in the area of academics (Math for Students with Disabilities), located in Board  District 4 and Region North, for five (5) years, beginning July 1, 2026, until June 30, 2031, to  serve up to 2,223 students in grades 9-12 in each year of the charter term.  PUBLIC HEARING  Board of Education Report No. 451-25/26    Charter Schools Division  (Approval of the Renewal Petition for University High School Charter) Recommends approval  of the renewal petition for University High School Charter, a Middle performing, Conversion  Affiliated charter school, located in Board District 4 and Region West, for five (5) years,  beginning July 1, 2026, until June 30, 2031, to serve up to 1,320 students in grades 9-12 in each  year of the charter term.  Board of Education Report No. 452-25/26  Charter Schools Division  (Approval of the Proposed Material Revision for Aspire Juanita Tate Academy Charter)  Recommends approval of the material revision for Aspire Juanita Tate Academy Charter, a  Middle performing, Start-Up Independent charter school, located in Board District 7 and Region  South, to increase enrollment capacity.  Ms. Ortiz Franklin - Protecting High-Need Schools During Fiscal Instability (Res-063-25/26)  (Noticed May 21, 2026) (Version 3) ]
TO MOVE TO TAB 28. 
          MOVE IT. 
          I DID. 
          ARE YOU SET? A SECOND? A SECOND. 
          ALRIGHT. 
          THANK YOU. 
          MR. SHALL MOVED. 
          MOVED. 
          UH, BUT MR. T FRANKLIN SECONDED BY BOARD PRESIDENT SCHROON TAB 28. 
          I THINK I'D LOVE TO MAKE SOME COMMENTS THEN DO PUBLIC COMMENT AND THEN THE BOARD DISCUSSION. 
          UM, SO I'M ASKING THE BOARD TO WEIGH IN ON A SIMPLE QUESTION TODAY. 
          UM, SHOULD WE CONTINUE TO BE IN THE PRACTICE OF FORCED PLACING EMPLOYEES TO WORK AT SITES WHERE THERE'S NO MUTUAL CONSENT? FORCED PLACEMENTS ARE ABSOLUTELY LEGAL UNDER ED CODE AND COLLECTIVE BARGAINING AGREEMENTS. 
          AND MANY WOULD SAY THAT THEY'RE NECESSARY FOR, UH, TIMES OF BUDGET CONSTRAINTS, WHICH WE ARE DEFINITELY IN. 
          UM, BUT I MIGHT ARGUE THAT FORCED PLACEMENTS HARM SCHOOL CULTURE AND STUDENT ACHIEVEMENT PERHAPS EVEN MORE SO THAN BUDGET CUTS. 
          I WOULD ARGUE THIS IS PARTICULARLY TRUE FOR HIGH NEEDS SCHOOLS WHO MOST NEED STAFF TO CHOOSE TO BE AT THESE SCHOOLS, UM, AT HIGH NEED SCHOOLS. 
          HISTORICALLY, STAFF TURNOVER IS GREATER. 
          STUDENT AND COMMUNITY NEEDS ARE GREATER. 
          UM, AND UH, WE NEED MORE EFFORTS FROM THE STAFF TO TO DO RIGHT BY THE KIDS WHO MOST NEED THE SYSTEM TO WORK FOR THEM. 
          THIS YEAR, SUNNY HIGHEST NEEDS SCHOOLS LOST DOUBLE THE BUDGET, UH, THAN THE AVERAGE SCHOOL LOST ACROSS THE DISTRICT. 
          NOW SOME OF THAT WAS FOR DISPLACEMENT, BUT IT STILL HAS QUITE AN IMPACT. 
          SO NOW NOT ONLY ARE THEY LOSING $500,000 ON AVERAGE, THEY'RE ALSO GETTING ASSIGNED STAFF MEMBERS WHO THEY'RE POTENTIALLY NOT ABLE TO GET AHOLD OF, WHO THEY MIGHT HAVE TO CONFERENCE OR EVALUATE OUT. 
          AND WHO MIGHT HAVE A DETRIMENTAL IMPACT ON THE STUDENTS. 
          UM, AGAIN, WHO MOST NEED THE SYSTEM TO WORK FOR THEM. 
          COUPLE OF EXAMPLES FROM MY DISTRICT BEFORE WE TURN IT OVER TO OTHERS TO TELL THEIR STORIES. 
          ONE OF MY HIGHEST NEED MIDDLE SCHOOLS WHERE ONLY 18% OF STUDENTS ARE PROFICIENT OR ADVANCED. 
          IN ELA, THE SCHOOL SENT 65 INTERVIEW INVITATIONS FOR THE ENGLISH VACANCY. 
          ONE PERSON ACCEPTED THE INTERVIEW, WAS OFFERED THE JOB AND ACCEPTED, BUT THEN VISITED AND CHANGED THEIR MIND. 
          THIS SCHOOL NEEDS MUCH MORE SUPPORT TO FIND THE RIGHT PERSON WHO ACTUALLY WANTS TO BE THERE, RATHER THAN FORCING SOMEONE TO BE IN THAT POSITION. 
          IN CONTRAST, ONE OF MY LOWEST NEEDS SCHOOLS HAS ONE TEACHER VACANCY SENT OUT 30 IN YOUR INTERVIEW INVITATIONS INTERVIEWED 12 AND ARE VERY CONFIDENT THAT THEY'LL FIND THE RIGHT PERSON FOR THE JOB. 
          UH, ONE OF MY HIGHEST NEED ELEMENTARY SCHOOLS IN WATTS 
          [02:55:01]
WHOSE BUDGET IS BEING REDUCED BY A GREATER PERCENTAGE THAN ALL BUT FIVE ELEMENTARY SCHOOLS IN THE ENTIRE DISTRICT WILL HAVE FOUR LONG SERVING CLASSIFIED STAFF MEMBERS REPLACED, NOT ELIMINATED, BUT REPLACED INCLUDING A SUPERVISION AIDE WHO HAS SERVED THE SCHOOL FOR 10 YEARS AND IS THE ONLY BLACK MEMBER OF THE SUPERVISION TEAM. 
          AND I HAVE NOT HEARD SIMILAR CONCERNS ABOUT FOREST PLACEMENTS AT MY LOW NEEDS SCHOOLS. 
          UM, SO I APPRECIATE THAT THE TEAM HAS, UH, THOUGHT ABOUT HOW TO STAFF, UH, BETTER AT HIGH NEEDS SCHOOLS. 
          I APPRECIATE THE TEAM HAS THOUGHT ABOUT, UM, DOING AN ANALYSIS OF THE STAFFING MOBILITY TO SEE HOW BIG OF A PROBLEM THIS IS ACROSS THE DISTRICT. 
          I SERVE A DISPROPORTIONATE NUMBER OF HIGH NEEDS SCHOOLS, BUT TODAY I'M ASKING MY COLLEAGUES TO TAKE A SIMPLE STAND, WHICH IS TO PREVENT FORCE PLACEMENTS OF STAFF AT HIGH NEED SCHOOLS TO THE GREATEST EXTENT PERMISSIBLE BY LAW AND WHERE IT'S NOT YET PERMISSIBLE. 
          LET'S TAKE ON THE WORK IN SACRAMENTO, LET'S WORK WITH OUR LABOR PARTNERS TO MAKE MUTUAL CONSENT, A BASIC PROMISE TO OUR STUDENTS AND STAFF. 
          AND SO WITH THAT, WE HAVE ONE EDUCATOR AND ONE PARENT I THINK IN PERSON. 
          AND THEN WE'LL TURN TO THOSE ONLINE. 
          UM, AND SO IN PERSON YOU DID JUST HEAR FROM HER, I'M NOT SURE IF SHE'S STILL HERE. 
          MS. EVA JACKSON, OUR, OUR PARENT FROM BOARD DISTRICT SEVEN AND THEN AFTERWARDS MELISSA MACK, WHO IS AN EDUCATOR IN BOARD DISTRICT SEVEN. 
          AND THEN WE'LL DO PUBLIC COMMENT. 
          WELCOME UP MS. JACKSON. 
          THANK YOU VERY MUCH. 
          UM, I'M JUST GONNA SPEAK FROM MY HEART TODAY IF THAT'S OKAY. 
          UM, WE ALREADY TALKED ABOUT, UM, THE BSAP BSAP IS VERY, VERY, UM, IMPORTANT. 
          SPEAKING FROM A, A FORMER EDUCATOR THAT ALSO CAME UP IN L-A-U-S-D. 
          BACK WHEN I WAS GOING TO SCHOOL AT WESTCHESTER HIGH SCHOOL, WE HAD SOMETHING CALLED A BSU. 
          WE DIDN'T HAVE A LOT OF WHAT BSAP OFFERS TODAY FROM DOING THAT, THAT DIDN'T EVEN REALLY HAVE THIS KIND OF FOUNDATION. 
          I WAS ABLE TO BE A GREAT LEADER IN MY COMMUNITY TO BE THE FIRST AFRO-AMERICAN STUDENT TRUSTEE EVER ELECTED IN THE HISTORY OF LOS ANGELES COMMUNITY COLLEGE DISTRICT. 
          SO THIS PROGRAM RIGHT HERE, BSAP, IT'S ALMOST LIKE ACCOUNTABILITY FOR WHAT YOU GUYS ALREADY PUT INTO ACTION. 
          IF YOU GUYS BITE THE BULLET IN REVERSE ON THIS, I BELIEVE THAT THE ENROLLMENT WILL DROP EVEN FURTHER BECAUSE YOU'RE GONNA PROVE TO THE STUDENTS THAT YOU DIDN'T MEAN WHAT YOU SAID. 
          THERE ARE A LOT OF OTHER CUTS THAT COULD BE MADE THAT I MAY NOT MENTION RIGHT NOW. 
          UM, BUT BHAP BSAP SHOULD NOT BE ONE OF THEM. 
          WE WERE ALREADY STRUGGLING WITH WHAT WE HAD. 
          WE'VE SEEN IT MULTIPLY, WE'VE SEEN IT BUILD. 
          BEFORE I WAS IN OFFICE HERE, I WAS NOT A PARENT. 
          I WAS JUST A GODMOTHER OF 21. 
          NOW I AM RAISING A SPECIAL NEEDS AFRO-AMERICAN YOUNG MAN THAT IS 6 1 2 12 AND IN THE SEVENTH GRADE THAT I WOULD LOVE TO SEE BSAP STILL IN ACTION FOR OUR CHILDREN. 
          SO I JUST STAND HERE TO REITERATE THAT IF WE GO BACKWARDS ON WHAT WAS ALREADY ESTABLISHED, IT'S GOING TO BE A DOMINO EFFECT BECAUSE AT THE END OF THE DAY, THE STUDENTS, IF THE STUDENTS ARE NOT HERE, WE HAVE NO JOBS, NO JOBS AT ALL. 
          SO I'M JUST HERE TO SPEAK FROM MY HEART TO LET YOU KNOW THAT BSAP IS IMPORTANT. 
          I KNOW IT'S GONNA OUTWEIGH SOME OF THE OTHER THINGS THAT'S IN LITIGATION WITH IT, BUT I WANT YOU TO CONSIDER THE STUDENTS FIRST AS WE CLIMB TO BUILD IT A LITTLE BIT STRONGER THAN WHEN IT STARTED AT THE BEGINNING. 
          AND IF ANYBODY ELSE HERE AGREES, MAYBE YOU COULD SAY YAY OR YOU COULD SAY NAY, BUT I STAND ON BUSINESS. 
          DON'T GET RID OF BSAP, IT WON'T BE WELL. 
          PEACE AND LOVE MS. JACKSON. 
          THANKS MS. JACKSON. 
          AND THAT, AND THAT REMINDED ME I WASN'T EXPLICIT. 
          THE RESOLUTION DOES ASK FOR PROTECTION AT HIGH AND HIGHEST AS WELL AS BSAP GROUP ONE SCHOOL. 
          SO THANK YOU FOR REMINDING ME OF THAT. 
          YES, ALL IN ALL, THANK YOU. 
          AND THEN IS MS. MACK IN THE ROOM WITH US? THANK YOU. 
          WELCOME UP MELISSA. 
          GOOD AFTERNOON EVERYONE. 
          MY NAME IS MELISSA MACK. 
          I AM A THEATER TEACHER WITH THE ARTS EDUCATION BRANCH AND A PROUD MEMBER OF THE BLACK EDUCATOR ADVOCATES NETWORK. 
          I'M HERE TODAY BECAUSE I LOVE MY STUDENTS AND BECAUSE THE BOARD IS CONSIDERING SOMETHING THAT WILL CAUSE THEM REAL HARM. 
          [03:00:02]
I HAVE BEEN A, I HAVE HAVE THE HONOR TO FOR TEACHING AT FOR, SORRY. 
          I HAVE HAD THE HONOR OF TEACHING IN BOTH BSAP SCHOOLS AND SCHOOLS DESIGNATED HIGH NEED UNDER THE CITY FORMULA. 
          AND I STARTED IN L-A-U-S-D AS A PARENT. 
          I HAVE SEEN FIRSTHAND WHAT THESE PROGRAMS DO AND HOW THEY AFFECT OUR SCHOOLS. 
          AT ONE SCHOOL, I WATCHED MY STUDENTS BENEFIT FROM A CLIMATE ADVOCATE NOT AS AN INDIVID INDIVIDUAL SUPPORT, BUT AS A FOUNDATION, UM, FOR THE SCHOOL COMMUNITY AS A WHOLE, FOR ALL OF THE STUDENTS, NOT JUST BLACK STUDENTS. 
          BSAP SUPPORTS ALL OF OUR STUDENTS AND IT MAKES IT POSSIBLE FOR US, THE STUDENTS TO LEARN HOW TO GET ALONG TOGETHER. 
          AND I FEEL LIKE IF YOU TAKE BSAP AWAY, THEN YOU'RE GONNA HAVE TO INCREASE THE POLICE PRESENCE ON OUR CAMPUSES BECAUSE YOU'RE TAKING AWAY THE CLIMATE ADVOCATE. 
          UM, IT CREATES A FOUNDATION OF CARE AND EMPATHY FOR ALL OF THE STUDENTS. 
          SO I URGE YOU TODAY, PLEASE DO NOT CUT BSAP, DO NOT CUT CINDY. 
          WE NEED IT. 
          AND IF YOU DO, I FEEL LIKE A SPEAKER BEFORE WE'RE GONNA GO DOWNHILL. 
          UM, THIS IS MY SECOND YEAR IN THE DISTRICT, AND AGAIN, I STARTED OFF AS A SUBSTITUTE. 
          UM, I'VE SEEN THIS DISTRICT INSIDE AND OUT, INSIDE AND OUT, AND THE STUDENTS IN OUR HIGHEST NEEDS SCHOOLS HAVE ALREADY ABSORBED GENERATION OF DISRUPTION AND DISINVESTMENT IN INSTABILITY. 
          THE RESEARCH IS CLEAR. 
          CONSISTENCY AND STABILITY ARE NOT LUXURIES IN EDUCATION. 
          THEY ARE CONDITIONS UNDER WHICH CHILDREN LEARN AND GROW. 
          WHEN WE REDUCE STAFF, ELIMINATE COUNSELORS AND DISMANTLE THE PROGRAMS BUILT TO CLOSE THESE GAPS, WE ARE NOT MAKING BUDGET DECISIONS. 
          WE ARE MAKING CHOICES ON WHO MATTERS. 
          SO I'M ASKING YOU AGAIN, URGING YOU TO VOTE IN FAVOR OF SAFEGUARDING OUR HIGHEST NEED. 
          SCHOOLS FROM DISPROPORTIONATE HARM. 
          AND I MUST SAY THIS POINTLY BOTH DISAPPOINTMENT AND CONVIC WITH BOTH DISAPPOINTMENT AND CONVICTION. 
          WHEN THIS DISTRICT MOVES TO CUT FROM BLACK AND BROWN STUDENTS BEFORE CONDUCTING SERIOUS AUDITS, ITS OWN RE ITS OWN SERIOUS AUDIT SAYS ON ITS OWN REDUNDANCY AND WASTEFUL CONTRACTS, INCLUDING CONTRACTS WITH ICE RELATED AGENCIES, IT SENDS UNMISTAKABLE MESSAGES. 
          IT SAYS THAT WE ARE MORE COMFORTABLE CREATING CONDITIONS OF HARM FOR OUR STUDENTS. 
          THESE CHILDREN DESERVE BETTER. 
          THIS BOARD CAN DO BETTER. 
          PLEASE VOTE TO PROTECT THEM. 
          THANK YOU MS. MACK. 
          I REALLY APPRECIATE IT AND APPRECIATE THE SPEAKER'S CONNECTIONS TO WHAT WE CAN DO GIVEN THE OTHER CONVERSATION WE'LL HAVE ABOUT THE FSP AND SE AND BSAP REDUCTION AS WELL. 
          SO I THINK WE HAVE A COUPLE OF PUBLIC COMMENT SPEAKERS IN PERSON ONLINE AND THEN I'LL INVITE BOARD COMMENT. 
          THAT'S CORRECT. 
          WE HAVE FIVE, UH, 10 FOLKS LINED UP FOR PUBLIC COMMENT. 
          I'LL CALL ON THOSE WHO ARE LISTED AS SPEAKING IN PERSON FIRST AND THEN TRANSITION TO THOSE WHO LISTED THEMSELVES AS SPEAKING REMOTELY. 
          JOVITA, ANGEL, ARE YOU HERE? JOVITA ANGEL. 
          LET ME SEE IF THAT PERSON IS ONLINE WITH US. 
          OH, ALL RIGHT. 
          LET'S TRY EZEKIEL G ARE YOU HERE? EZEKIEL, LG. 
          OKAY. 
          WALK DON'T RUN. 
          I'LL JUST GO TO THE NEXT PERSON. 
          I'LL COME BACK TO UM, MR. G. 
          LATONYA HO. 
          ALL RIGHT, LET MISS LATONYA HO LET ME GET A MICROPHONE SET UP FOR YOU REAL FAST. 
          UH, COME ON UP. 
          YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          HOLD ON. 
          I'LL BE RIGHT THERE. 
          I  SORRY, MIKE HERE WORK. 
          WE TESTED IT LAST TIME. 
          WE ARE MOMENTS AWAY FROM YOUR COMMENT. 
          YEAH. 
          THE NEXT PERSON IS JOHN PAUL AGA. 
          JOHN PAUL A BUT, UH, I KNOW SHE'S COMING UP NOW. 
          I JUST WANNA ALERT MR. JOHN PAUL. 
          THANK YOU SO MUCH. 
          APPRECIATE IT. 
          OKAY. 
          AND THEN THE TWO MINUTES IS YOURS ONCE YOU BEGIN MS. HALL. 
          THANK YOU. 
          GOOD AFTERNOON BOARD MEMBERS. 
          [03:05:01]
MY NAME IS LATONYA HALL. 
          I'M A SENIOR COURT PARENT FROM CADRE. 
          I'M HERE TODAY TO URGE YOU TO VOTE NO ON FSP CUTS AND VOTE NO ON CUTS TO BLACK STUDENT ACHIEVEMENT PLAN, ALSO KNOWN AS BSAP. 
          AS A PARENT, WE SEE WHAT OUR CHILDREN ARE FACING EVERY DAY WE SEE STUDENTS STRUGGLING WITH ATTENDANCE, MENTAL HEALTH ACADEMY ACHIEVEMENT AND THE CHALLENGES OF SIMPLE MAKING IT THROUGH, UH, SCHOOL DAYS. 
          WE ALSO SEE A DIFFERENCE THAT SUPPORT MAKE SUPPORT MAKES STUDENTS NEED COUNSELORS. 
          THEY NEED PSYCHIATRIC SOCIAL WORKERS. 
          THEY NEED MENTAL HEALTH SERVICES. 
          THEY NEED CARING ADULTS ON CAMPUS AND OWN AND KNOWN THEM TO SUPPORT THEM AND HELP THEM SUCCEED. 
          THEY NEED THE INVESTMENT PROVIDING THROUGH BAP AND RESOURCES THAT SUPPORT SCHOOLS SEMI SCHOOLS. 
          I NEED HELP. 
          THANK YOU. 
          THE NEED OF BLACK STUDENTS HAVE NOT DISAPPEARED. 
          THE NEEDS OF HIGH NEED SCHOOLS HAVE NOT DISAPPEARED. 
          THE NEED OF FAMILIES HAVE NOT DISAPPEARED. 
          AND ON JUNE 16TH, WE NEED TO ACTUALLY TO PROTECT BSAP, PROTECT SEMI SCHOOLS, PROTECT MENTAL HEALTH SERVICES, PROTECT PS WS, PROTECT THE PROGRAMS THAT DIRECTLY SUPPORT STUDENTS AND FAMILIES. 
          IT'S DIFFICULT. 
          BUDGET DECISIONS MUST BE MADE. 
          WE URGE YOU TO LOOK FIRST AT REDUCING THE SCHOOL POLICE BUDGET BEFORE CUTTING RESOURCES THAT STUDENTS RELY ON EVERY DAY. 
          OUR STUDENTS ONLY GET ONE CHANCE AT THEIR EDUCATION. 
          PLEASE VOTE NO ON FSP CUTS. 
          VOTE NO ON BSAP CUTS AND KEEP STUDENTS AT THE CENTER OF DECISIONS. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          YES SIR. 
          EZEKIEL G ARE YOU HERE? THERE YOU ARE. 
          COME ON UP SIR. 
          AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          WE'RE JUST GONNA GET THIS OTHER MIC BROKEN DOWN REAL FAST AND THEN, THEN THE FLOOR WILL BE YOURS, SIR. 
          OKAY, WE'RE ALL SET. 
          ALRIGHT. 
          GOOD AFTERNOON, MEMBERS OF THE BOARD. 
          MY NAME IS EZEKIEL TCHO. 
          I'M A RISING SENIOR AT KING DREW MAGNET HIGH SCHOOL AND A LEADER WITH STUDENTS DESERVE TODAY, I'M HERE BECAUSE LUSD IS PROPOSING DEVASTATING CUTS TO TWO OF ITS MOST IMPORTANT EQUITY INVESTMENTS. 
          THE BLACK STUDENT ACHIEVEMENT PLAN OR BSAP AND THE STUDENT EQUITY NEED INDEX KNOWN AS CENE. 
          IT IS IMPORTANT TO PROTECT THE STAFFS WHO NEED SUPPORT STUDENTS, BUT IT'S EQUALLY IMPORTANT TO PROTECT THE FUNDING OF BSAP IN THESE PROGRAMS. FOR THE PAST FIVE YEARS, BSAP HAS PROVIDED CRITICAL RESOURCES AND SUPPORT FOR BLACK STUDENTS ACROSS THE DISTRICT, FROM COUNSELORS AND PSYCHIATRIC SOCIAL WORKERS TO RESTORATIVE JUSTICE PROGRAMS, SCHOOL CLIMATE ACTIVISTS, AFRICAN STUDIES COURSES, AND MUCH MORE. 
          AT THE SAME TIME, CE HAS HELPED DIRECT FUNDING TO SCHOOLS SERVING STUDENTS MOST IMPACTED BY POVERTY, HOUSING INSECURITY, COMMUNITY VIOLENCE, AND OTHER SYSTEMATIC AND INEQUITIES. 
          YET DESPITE THE PROVEN IMPACT OF THESE PROGRAMS, THE DISTRICT IS PROPOSING TO SLASH BSAP BY FUNDING OVER $150 MILLION OVER THE NEXT TWO YEARS. 
          AN 86% PERCENT REDUCTION THAT WOULD LEAD TO HUNDREDS OF LAYOFFS IN THE ELIMINATION OF VITAL SUPPORTS THAT STUDENTS RELY ON EVERY DAY. 
          THE DISTRICT IS ALSO PROPOSING TO ELIMINATE SEMI, SEMI ENTIRELY. 
          THESE CUTS SEND A CLEAR MESSAGE ABOUT WHOSE NEEDS ARE BEING PRIORITIZED. 
          WHILE THE DISTRICT PROPOSES DEEP, DEEP CUTS TO EQUITY PROGRAMS, IT CONTINUES TO SPEND MORE THAN $70 MILLION ANNUALLY ON SCHOOL POLICE AND MILLIONS MORE ON SURVEILLANCE SYSTEMS, INEFFECTIVE TECHNOLOGY PROGRAMS AND PRIVATE CONTRACTORS. 
          A DISTRICT WITHOUT THESE, WITHOUT THE RELATIONSHIPS BETWEEN BLACK STUDENTS AND THEIR COUNSELORS IS, IS A DISTRICT DESIGNED TO FAIL ITS BLACK AND BROWN STUDENTS. 
          I REFUSE TO ACCEPT A FUTURE WHERE BLACK AND BROWN STUDENTS ARE ASKED TO PAY THE PRICE FOR A DISTRICT'S BUDGET DECISIONS. 
          THAT IS WHY MYSELF AND THE OTHER MEMBERS OF ORGANIZATIONS LIKE STUDENTS DESERVE DEMAND. 
          LUSD VOTE NO ON AN FSP THAT WOULD CUT BSAP AND SEMI FUNDING. 
          PLEASE FULLY FUND AND PROTECT BSAP AND SINAI. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          JOVI TO ANGEL, ARE YOU HERE? UNDERSTAND YOU CAME IN A SECOND LATE. 
          THERE YOU ARE. 
          COME ON UP. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          CAME IN A SECOND LATE. 
          THERE YOU ARE. 
          COME ON UP. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          HELLO EVERYONE. 
          MY NAME IS J HILL. 
          AND OVER THE PAST, HMM, I WOULD SAY PAST 10 DAYS OR SO, SCHOOL DAYS, I HAVE LEARNED A LOT ABOUT PROFIT , PROP 13, UM, LCPP, UM, C AND LEARNING HOW BUDGET CUTS HAPPEN AND A LOT OF STUFF. 
          AND I'VE, ONE OF THE STUFF THAT I'VE COME TO TO THINK OF IS HOW IT'S REALLY LIKE A NEVER ENDING LOOP. 
          SO SCHOOLS THAT AREN'T RESOURCED AS WELL AS WE KNOW, MANY OF THE ONES IN OUR COMMUNITY THEN 
          [03:10:01]
TEND TO CHRONIC HIGH LEVELS OF CHRONIC ABSENTEEISM. 
          AND THEN BECAUSE OF THAT CHRONIC ABSENTEEISM, SCHOOLS ARE, ARE FALLING, THEY'RE, THEY'RE THE MOST LIKELY ONES TO THEN BE CUT. 
          AND SO, YOU KNOW, IT'S JUST NEVER ENDING. 
          LIKE IF OUR KIDS, AND THEN ESPECIALLY IF BS A-P-B-I-S ARE AREN'T ALSO BEING IMPLEMENTED, AREN'T BEING FUNDED, THEY'RE, THERE'S NOT A, WE'RE NOT SEEING POSITIVE IMPACTS AT THE SCHOOLS. 
          AND SO IT JUST SEEMS LIKE, YOU KNOW, WE'RE, WE'RE JUST, YOU PUT UP ON THE CHOPPING PORT ON THE CHOPPING BOARD WHEN IT COMES TO US. 
          AND SO I AS WELL ALSO ASKED FOR, FOR, UM, YOU KNOW, FOR THERE TO BE A CONTINUOUS INVESTMENT IN OUR MOST IMPACTED SCHOOLS. 
          DESPITE US HAVING HIGH LEVELS OF CHRONIC ABSENTEEISM, WE STILL REALLY DO NEED THOSE RESOURCES. 
          WE NEED THE TEACHERS, EVEN IF THEY'RE NEW TEACHERS OR TEACHERS THAT DON'T HAVE, UM, SENIORITY. 
          WE, OUR STUDENTS STILL DESERVE TO HAVE TEACHERS STILL DESERVE TO HAVE RESOURCES AND OUR BLACK STUDENTS CON CONTINUE NEEDING AND WE'LL ALWAYS CONTINUE NEEDING RESOURCES SPECIFICALLY TO ENSURE THAT THEY ACHIEVE IN OUR SCHOOLS. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          JOHN PAUL A JOHN PA R CGA. 
          HELLO ACTING SUPERINTENDENT SHADE AND BOARD MEMBERS. 
          UH, MY NAME IS JOHN LARGA AND I'M A HISTORY TEACHER AT AND CHAPTER CHAIR AT EDWARD RRO BALL LEARNING CENTER. 
          IN ADDITION, I SERVED ON THE BARGAINING TEAM THIS YEAR AND AS I REFLECT ON THE COUNTLESS HOURS THAT WENT INTO REACHING A TENTATIVE AGREEMENT, I CAN'T HELP BUT FEEL A DEEP SENSE OF SHAME THAT YOU WERE DECIDING TO WALK BACK ON WHAT WE FOUGHT SO HARD FOR. 
          NEARLY ELIMINATING BSAP AND C WOULD BE A DISASTROUS MOVE FOR THIS DISTRICT. 
          WE KNOW THAT BSAP HAS LED TO SOME OF THE HIGHEST ACADEMIC, UH, GROWTH WE'VE SEEN IN RECENT YEARS AND HAS HELPED HEAL COMMUNITIES THAT WERE TOO LONG DISENFRANCHISED BY THE SCHOOL SYSTEM AT ROY BALL. 
          I HAD THE PLEASURE OF ATTENDING IN HBCU TOUR WITH STUDENTS AND I SAW THE WONDER ON THEIR FACES AS THEY REALIZED THEY COULD BE DESTINED FOR PLACES LIKE TUSKEGEE UNIVERSITY. 
          I'VE ALSO SEEN THE WORK OUR SCHOOL CLIMATE ADVOCATE HAS PUT INTO OUR COMMUNITY MENTORING STUDENTS WHO WILL NOW BE ATTENDING UC. 
          BERKELEY. 
          MY STUDENT DANIEL SAID IT BEST, WHEN YOU CUT BSAP, YOU ARE CUTTING UC. 
          BERKELEY, THE SCHOOL SITE SHOULD BE THE LAST PLACE WHERE CUTS TAKE PLACE. 
          I DEMAND THAT YOU PROVIDE US WITH A COMPLETE PICTURE OF HOW MUCH MONEY YOU SPEND ON USELESS ASSESSMENT TOOLS LIKE I-READY, AI TOOLS AND SCHOOL POLICE. 
          THERE IS NO CONTROVERSY REGARDING BSAP. 
          THERE IS CONTROVERSY REGARDING I-READY. 
          AS IT HAS BEEN ACCUSED OF MINING PRIVATE STUDENT DATA AND INFORMATION. 
          THERE IS NO CONTROVERSY REGARDING BSAP. 
          THERE IS CONTROVERSY AS THE SUPERINTENDENT HAS BEEN PLACED ON LEAVE DUE TO SHADY DEALS WITH BIG TECH. 
          THE ONLY CONTROVERSY SURROUNDING BSAP IS THAT YOU ARE CAPITULATING TO RIGHT WING HATE GROUPS IN LINE WITH THE MAGA AGENDA. 
          WHO CLAIM THAT BSAP IS ANTI-WHITE DISCRIMINATION. 
          THAT IS NOTHING BUT A FASCIST TALKING POINT MEANT TO FURTHER HARM COMMUNITIES OF COLOR. 
          DO NOT CAVE TO THOSE HATEFUL BIGOTS. 
          PUT YOUR PRIORITIES IN ORDER. 
          TAKE THE SYMBOLIC MONETARY MOVE OF FIRING THE SUPERINTENDENT WHO IS TAKING HOME A HALF MILLION DOLLAR PAYCHECK WHILE SITTING ON HIS COUCH. 
          CUT THE CONTRACTS WITH AI AND BIG TECH THAT ARE DOING SOCIO-EMOTIONAL AND ACADEMIC HARM TO OUR KIDS. 
          AND CUT THE SCHOOL POLICE WHO PERPETUATE THE SCHOOL TO PRISON PIPELINE. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          CHRISTOPHER COVINGTON. 
          CHRISTOPHER C ARE YOU HERE? CHRISTOPHER COVINGTON. 
          DANIEL SIERRA. 
          DANIEL S. DANIEL SIERRA. 
          ARE YOU HERE? I'M GONNA SEE IF THESE FOLKS ARE ONLINE WITH US. 
          ALL RIGHT. 
          UH, JADE SANTINI. 
          R JADE, ARE YOU HERE? AA OLI? THERE YOU ARE. 
          COME ON DOWN. 
          YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          AND THEN THE LAST IN-PERSON SPEAKER IS ANGELICA OR ANGELICA. 
          HELLO EVERYBODY. 
          MY NAME IS A OLI. 
          I'M THE EXECUTIVE DIRECTOR OF RECLAIM OUR SCHOOL'S LOS ANGELES. 
          WE'RE A COALITION OF PARENTS, STUDENTS, AND EDUCATOR ANCHORS BY ACE, UH, LANE STUDENTS DESERVE, AND UNITED TEACHERS LOS ANGELES. 
          UM, I'M GONNA SPEAK TO THE ITEM AND UM, I WANNA APPLAUD THE SENTIMENT BEHIND THE RESOLUTION. 
          UM, BUT SAY THAT THIS IS NOT SOMETHING WE CAN FULLY SUPPORT BECAUSE IT DOES NOT TAKE INTO ACCOUNT FULLY OUR LABOR CONTRACTS. 
          IT HAS NOT BEEN PARTNERED WITH OUR LABOR ALLIES TO SEE HOW THIS INTERACTS WITH THEIR CBA. 
          AND MOSTLY IT DOESN'T MEANINGFULLY ADDRESS AN ACTUAL COMMITMENT TO EQUITY. 
          AND SO I WANNA TAKE THE TIME TO TALK ABOUT THAT. 
          I APPLAUD THE SENTIMENT BECAUSE I AGREE WITH ALL THE PEOPLE WHO SPOKE AHEAD OF ME THAT WE NEED TO PROTECT B SEP ANDEN, 
          [03:15:01]
BUT PUTTING THIS RESOLUTION FORWARD DOES NOT DO THAT. 
          WHAT DOES THAT IS AMENDING THE FISCAL STABILIZATION PLAN THAT YOU ALL PUT FORWARD THAT IS CUTTING FROM THOSE VITAL PROGRAMS. AND I THINK THAT, YOU KNOW, IT IS ALL OF THE PEOPLE AHEAD OF ME SAID IT. 
          YOU GUYS CAN'T HEAR IT. 
          WE, THERE WAS A MASSIVE PRESS CONFERENCE AND RALLY OUTSIDE CALLING ON EACH AND EVERY ONE OF YOU TO DO EVERYTHING IN YOUR POWER TO CUT FROM ANYTHING ELSE ASIDE FROM BSAP AND SUNNY. 
          I THINK IT IS SHAMEFUL TO CONTINUE TO STAND HERE AND HEAR STATED COMMITMENTS TO EQUITY AND THEN HAVE A BUDGET PROPOSAL COME OUT THAT DOES NOT REFLECT THAT A BUDGET IS A REFLECTION OF OUR VALUES. 
          AND RIGHT NOW WE ARE SAYING THAT WHEN PUSH COMES TO SHOVE, WE DO NOT VALUE EQUITY. 
          WE DO NOT VALUE BLACK STUDENTS. 
          THAT IS WHAT YOU'RE SAYING, RIGHT? UNTIL YOU'VE CUT FROM EVERY POSSIBLE THING THAT PARENTS HAVE COME UP HERE AND TOLD YOU, WE DON'T WANT, WE DON'T WANT IREADY, WE DON'T, YOU JUST PASS A RESOLUTION TO MINIMIZE TECH, RIGHT? UNTIL YOU'VE CUT EVERY POTENTIAL CONTRACT, YOU SHOULD NOT EVEN BE LOOKING AT THOSE PROGRAMS. BUT WHEN THINGS GOT HARD, THE FIRST THING YOU ALL POINTED TO WAS LIKE, LET'S CUT 86% OF THESE PROGRAMS. IT IS SHAMEFUL. 
          AND I DO NOT WANNA HEAR ANYBODY FROM THIS BOARD CONTINUE TO STATE THAT YOU ARE COMMITTED TO EQUITY. 
          IF YOU PASS THIS FSP, WE URGE YOU TO CHANGE THE FSP. 
          THANK YOU FOR YOUR TIME AND TO VOTE NO ON THIS RESOLUTION. 
          ALRIGHT, THE NEXT SPEAKER IS ANGELICA. 
          ANGELICA, ARE YOU HERE? COME ON UP. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          THANK YOU. 
          GOOD AFTERNOON. 
          MY NAME IS ANGELICA SALAZAR WITH THE PARTNERSHIP FOR LOS ANGELES SCHOOLS. 
          THE PARTNERSHIP IN L-A-U-S-D CO-MANAGE A NETWORK OF 20 HIGH NEEDS SCHOOLS IN WATTS, SOUTH LA AND BOYLE HEIGHTS. 
          AND 17 OF THOSE 20 ARE SUNNY, HIGH OR HIGHEST NEED SCHOOLS. 
          SO WE STRONGLY SUPPORT THE PROTECTING HIGH NEEDS SCHOOLS DURING FISCAL INSTABILITY RESOLUTION BECAUSE WE KNOW THAT MUTUAL CONSENT IS AN ESSENTIAL PRINCIPLE IN ALL WORKING RELATIONSHIPS IN OUR CONTEXT. 
          IT IS CRITICAL FOR TEACHERS IN SCHOOLS TO CHOOSE ONE ANOTHER, ESPECIALLY WHEN THEY'RE SERVING STUDENT SUBGROUPS WHO NEED MORE SUPPORT TO CLOSE OPPORTUNITY AND LEARNING GAPS. 
          TEACHERS WITH THE MOST PREPARATION AND EXPERIENCE ARE OFTEN CONCENTRATED IN SCHOOLS WITH A HIGHER PROPORTION OF AFFLUENT AND WHITE STUDENTS. 
          SCHOOLS SERVING STUDENTS WITH THE GREATEST NEEDS AND HIGHER CONCENTRATIONS OF STUDENTS OF COLOR HAVE A UNEQUAL OPPORTUNITY TO ATTRACT AND RETAIN TEACHERS. 
          THEREFORE, HIGH NEED SCHOOLS ARE OFTEN HARDER TO STAFF, MAKING IT MORE LIKELY FOR THEM TO HAVE VACANCIES AND MORE LIKELY FOR THEM TO HAVE TEACHERS WHO HAVE HAVE BEEN FORCED PLACED. 
          I WILL ILLUSTRATE THE DIFFICULTY TO FILL ONE CURRENT VACANCY AT A MIDDLE SCHOOL IN OUR NETWORK. 
          WE DID INDIVIDUALIZED OUTREACH TO 65 CANDIDATES AND HEARD BACK FROM FOUR AMONG THEM. 
          TWO WERE HIRED ELSEWHERE BEFORE WE GOT THE CHANCE TO INTERVIEW THEM. 
          ONE DROPPED OUTTA THE PROCESS AND THE REMAINING CANDIDATE ACCEPTED OUR OFFER AND LATER DECLINED. 
          FINDING A MATCH TAKES LONGER AT HIGH NEEDS SCHOOLS. 
          THANKFULLY, THIS RESOLUTION FORMALIZES WHAT LAD'S HR DEPARTMENT HAS ALREADY BEEN PRACTICING IN RECENT YEARS, WHICH IS TO ABSTAIN FROM PERMANENTLY ASSIGNING TEACHERS TO SCHOOLS WITHOUT MUTUAL CONSENT. 
          WE RECOGNIZE THE DEDICATED STAFF AT HR WHO SUPPORT TEACHER HIRING AT PRIORITY SCHOOLS, WHICH INCLUDES PROVIDING ELIGIBILITY LIST TO SCHOOL PRINCIPALS ON AN ONGOING BASIS, AND ALSO SUPPORTING OUTREACH TO CANDIDATES TO LEARN WHICH SCHOOLS THEY'RE MOST INTERESTED IN. 
          IT IS ULTIMATELY THE DISTRICT'S OBLIGATION TO CAREFULLY MATCH SCHOOLS WITH TEACHERS. 
          IN AN ERA WHEN ADEQUATE FUNDING FACES UNCERTAINTY, YOU CAN ESTABLISH AN EQUITABLE HIRING RULE THAT BENEFITS TEACHERS AND CREATES A MORE LEVEL PLAYING FIELD FOR HIGH SCHOOLS. 
          THANK YOU FOR YOUR CONSIDERATION. 
          THANK YOU FOR YOUR TIME. 
          ALL RIGHT. 
          WE HAVE AN ONLINE CALLER, MOHA GIBSON. 
          MURRAY, I SEE YOU'RE ONLINE. 
          PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          MOHA. 
          HELLO? HI. 
          HI. 
          MY NAME IS ME GIBSON MURRAY AND I HAVE TWO STUDENTS IN LASD. 
          MY OLDEST JUST GRADUATED FROM HIGH SCHOOL TWO DAYS AGO, AND MY YOUNGEST WILL BE A SOPHOMORE NEXT YEAR. 
          FIRST, I WANNA THANK LASD FOR BEING COURAGEOUS AND INVESTING IN STUDENTS WITH THE HIGHEST NEEDS AT OUR CITY AND OUR BSAP SCHOOLS. 
          I HAVE ATTENDED MANY END OF THE YEAR PARENT MEETINGS, SPECIFICALLY BSAP, AND I'VE SEEN THE DATA, SO I'M CONFUSED AS TO WHY L-A-U-S-D WOULD EVEN CONSIDER CUTTING FUNDING TO THESE SCHOOLS. 
          WHEN YOUR OWN DATA SHOWS THE GROWTH THESE STUDENTS ARE MAKING, I ASKED HOW DO YOU JUSTIFY THESE CUTS IN ORDER TO MAKE TRUE TRANSFORMATION? YOU CANNOT ABANDON OUR BLACK YOUTH AND OTHERS. 
          IT'S TIME TO BUILD ON THIS MOMENTUM AND CONTINUE THE GROWTH. 
          I UNDERSTAND THAT IN THIS POLITICAL CLIMATE, IT MAY BE EASIER TO SAID THAN DONE, BUT I WANNA GIVE YOU A FEW REASONS TO UNDERSTAND IT'S TIME TO STAND UP FOR WHAT'S RIGHT. 
          TWO YEARS AGO, I WAS IN AN ELEMENTARY CLASS WHERE APPARENTLY THE TEACHER HAD GIVEN THE TABLE ANIMAL NAMES AS THE STUDENTS WERE SITTING UNDER THE RUG. 
          SHE BEGAN TO CALL THE NAMES FOR THE STUDENTS, RETURN TO THEIR SEATS TO CALL NAMES LIKE 
          [03:20:01]
GIRAFFES AND LIONS, ET CETERA. 
          THERE WAS ONE BLACK CHILD LEFT SITTING ON THE RUG. 
          HE ASKED HIS TEACHER A QUESTION AND HER RESPONSE WAS, ARE YOU A MUCK? I IMMEDIATELY ASKED TO SPEAK WITH THIS NEW TEACHER OUTSIDE AND EXPLAINED TO HER THAT REFERRING TO A BLACK CHILD AS A MUCK IS A DEROGATORY RACIAL SLUR, AND SUGGESTED SHE CHANGED THE NAME OF THE TABLE IMMEDIATELY. 
          SHE WAS APOLOGETIC AND STATED SHE DID NOT KNOW, AND I TRULY BELIEVE SHE DID NOT KNOW. 
          YES, THIS WAS JUST TWO YEARS AGO. 
          OVER THE LAST TWO WEEKS, I HAVE ATTENDED FOUR AWARD CEREMONIES, A CULMINATION AND A GRADUATION. 
          AND AT EACH OF THESE EVENTS IN MIDDLE SCHOOL AND HIGH SCHOOL, THERE WAS A BLACK STUDENT SPEAKER WHO THANKED AND ACKNOWLEDGED THE IMPACT THAT BSAP HAD ON THEM. 
          HEARING THEIR STORIES JUST GAVE ME CHILLS. 
          I'M SHARING THESE EXPERIENCES TO SAY THAT WITH A LACK OF BLACK EDUCATORS ON CAMPUS, THERE IS TRULY A NEED FOR BSAP ON EACH CAMPUS. 
          NUMBER ONE, TO SUPPORT THE ACADEMIC AND SOCIAL EMOTIONAL GROWTH OF OUR BLACK STUDENTS. 
          AND TWO, TO EDUCATE TEACHERS ON APPROPRIATE LANGUAGE INTERACTION AND INSTRUCTIONAL PRACTICES WITH BLACK STUDENTS TO HELP FOSTER UNDERSTANDING AND RELATIONSHIPS THAT WILL LEAD TO SUCCESS. 
          OUR BLACK STUDENTS NEED MORE, NOT LESS ADVOCATES ON CAMPUS. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          THAT CONCLUDES PUBLIC COMMENT ON THE ITEM. 
          THANK YOU. 
          UM, JUST TO BRING IT BACK TO THE BOARD, THE RESOLUTION IS CONNECTED TO THE BROADER CONVERSATION AROUND EQUITY AND, UM, ESPECIALLY WHAT WE CAN DO AROUND BSAP AND SUNNY AND THE FSP. 
          BUT AS A REMINDER, THIS RESO IS NOT ABOUT THE FSP, IT JUST HAS TWO SHORT RESOLVES. 
          ONE IS THAT WE COMMIT TO STAFFING EQUITY, UH, IN OUR DISTRICT, AND TWO, THAT WE WOULD ENSURE MUTUAL CONSENT, AKA, AVOID FORCED PLACEMENTS IN SUNNY HIGH AND HIGHEST NEEDS SCHOOLS AND BSAP GROUP ONE SCHOOLS TO THE GREATEST EXTENT PERMISSIBLE BY LAW. 
          AND AGAIN, WHERE WE NEED TO CHALLENGE THAT IN OUR, UH, FUTURE ENDEAVORS WITH SACRAMENTO AND LABOR PARTNERS. 
          I WELCOME THAT ADVOCACY. 
          SO I INVITE MY COLLEAGUES QUESTIONS OR COMMENTS ON THIS RESOLUTION. 
          CARLA, GO AHEAD. 
          YEAH, SOME OF THE, THE COMMENTERS SAID THAT THIS COULD VIOLATE SOME CONTRACTS AND IMPACT SENIORITY, WHICH IS I BELIEVE STATUTES. 
          SO CAN YOU EXPLAIN HOW THIS WILL NOT DO THAT? YEAH, AND I WOULD INVITE STAFF TO BE PREPARED AS WELL. 
          UM, WHOEVER HEARS FROM PC OR UH, HR, UM, SO FROM WHAT I UNDERSTAND AND WHAT WAS SENT TO US IN THE IMPACT STATEMENTS, UM, IS THAT, UH, THE DISTRICT, IF WE COMMITTED TO THIS, MIGHT HAVE TO CREATE POOLS, WHICH WE HAVE HAD IN THE PAST. 
          AND SO, UM, PEOPLE WOULD NOT LOSE THEIR JOBS. 
          THEY WOULD NOT LOSE SENIORITY. 
          WE WOULD NOT LAY PEOPLE OFF THIS CONTEMPLATES NONE OF THAT. 
          IT JUST MEANS THAT THERE WOULD ONLY BE MUTUAL CONSENT AT HIGH NEEDS SCHOOLS. 
          AND SO INSTEAD OF THE DISTRICT ASSIGNING SOMEONE TO A HIGH NEEDS SCHOOL, IF THEY COULD NOT FIND A PLACEMENT, MY UNDERSTANDING IS THAT THERE MIGHT HAVE TO BE CREATED A POOL, WHICH THEN MIGHT HAVE SOME OPERATIONAL OR FINANCIAL CONVERSATIONS, BUT I THINK TO THE CBA ED CODE CONVERSATION AND TELL ME IF I GOT THAT RIGHT OR IF THERE'S ANYTHING YOU ALL WANNA ELABORATE. 
          THAT IS CORRECT. 
          OH, THE MIC. 
          AND THIS IS DR. 
          SERATO, THE CHIEF OF HR  . 
          WOW. 
          YES, THAT IS CORRECT. 
          UM, AND SO YOU ARE CORRECT, I MEAN, THERE ARE SOME IMPLICATIONS. 
          I THINK THAT IN TERMS OF THE CERTIFICATE SIDE, WE HAVE CREATED POOLS OF TEACHERS, UH, AND AS YOU MENTIONED, IT DOES CREATE AN IMPACT FINANCIALLY TO THE DISTRICT. 
          UH, BECAUSE IF WE DON'T HAVE A TEACHER ACTIVATED AN ASSIGNMENT, THEN IT DOES CREATE AN, A FISCAL BURDEN TO THE DISTRICT. 
          DO YOU KNOW ABOUT HOW MUCH? WELL, IT'S ABOUT $140,000 PER TEACHER. 
          SO IT REALLY WOULD DEPEND ULTIMATELY ON HOW MANY TEACHERS END UP NOT BEING PLACED. 
          UH, WE CURRENTLY HAVE ABOUT 800 TEACHERS THAT HAVE BEEN DISPLACED FROM SCHOOLS FOR THIS YEAR, AND WE HAVE ABOUT 380 VACANCIES IN THE DISTRICT. 
          DISTRICTWIDE. 
          THANK YOU. 
          FRANK, TELL ME WHAT YOU MEAN BY POOL. 
          POOL. 
          TELL ME WHAT YOU MEAN BY POOL. 
          SO THERE IS A, JUST A RESERVOIR OR MAY PERHAPS THIS WILL SEAL IN WITH WATER TERMS, BUT THERE IS A, UM, A LIST OF FOLKS WHO HAVE BEEN DISPLACED, FOR LACK OF A BETTER WORD, WHO ARE NOT ASSIGNED, WHO NOT HAVE A PERMANENT ASSIGNMENT, WHO ARE PENDING ASSIGNMENTS. 
          AND SO AS THEY'RE DISPLACED FROM THEIR SCHOOLS, WE SORT OF PUT THEM IN A HOLDING PATTERN. 
          THEY'RE NOT ASSIGNED TO A SCHOOL THEY'VE DISPLACED FROM A SITE. 
          OUR JOB THEN IS TO MAKE SURE THAT WE FIND A, A LONG TERM OR A PERMANENT SITE FOR THEM. 
          WELL, IN THE MEANTIME, WHILE THAT'S, THAT'S PENDING, THEY WOULD GO INTO SORT OF A POOL WHERE THEY SERVE AS A, UM, SUPPORT PROVIDER TO SCHOOLS, BUT THEY'RE NOT A TEACHER OF RECORD, ESSENTIALLY. 
          SO THEY WOULD BE PAID BUT NOT TO BE A TEACHER AT A CERTAIN SCHOOL? THAT IS CORRECT. 
          THEY'RE PAID THEIR FULL SALARY PENDING ASSIGNMENTS. 
          OKAY. 
          THANK YOU. 
          I SHER, SORRY. 
          UM, QUESTION ON WHAT HAPPENS IF A PERSON DOES NOT CONSENT? SO WHAT WOULD HAPPEN IN THAT SITUATION IF WE DOESN'T, IF WE DON'T GET A CONSENT? SO ARE, ARE WE REFERRING, UM, TO THE 
          [03:25:01]
PRINCIPAL OR THE TEACHER? SO THERE'S THE MUTUAL CONSENT WOULDN'T EITHER, EITHER OR SCENARIO? WELL, AT THIS POINT, WHAT WE'VE DONE IS WE'VE CREATED TEMPORARY PLACEMENTS AT SCHOOLS SO THAT, UM, AS BEST WE ALSO HAVE TO CREDENTIAL MATCH EMPLOYEES, RIGHT? SO WE HAVE MAKE SURE THAT WE ARE ASSIGNING SOMEBODY BASED ON A CREDENTIAL SPECIFICATION AS WELL. 
          SO WE'VE CREATED TEMPORARY LONG-TERM TEMPORARY ASSIGNMENTS THAT ARE NOT PERMANENT, HAVE NOT BEEN PERMANENT, BUT THAT ALLOW US TO STAFF SCHOOLS AT THAT POINT IN TIME. 
          THERE IS NO OPPORTUNITY OR THERE IS NO, UM, THERE IS NO FORCED PLACEMENT. 
          SO THERE'S NO CONSENT BECAUSE IT'S A TEMPORARY ASSIGNMENT. 
          SO, BUT IF SOMEBODY WERE TO SAY, I'M NOT GOING THERE, THEN WE WOULD ACTUALLY AT THAT POINT THEN DIRECT THEM TO, UM, THE RESERVOIR  WATER FROM, OR THE POOL TEACHER FROM THE RESERVOIR TO THE ASSIGNMENT. 
          AND NOW BEST CASE SCENARIO FROM THE 800 THAT ARE THERE, THEY WOULD ALL BE PLACED IN THESE VACANCIES AND THERE'LL BE A MATCH, CORRECT? CORRECT. 
          SO THE, THE MOST IMPORTANT THING WOULD BE THE CREDENTIAL MATCH. 
          SO FROM THOSE POTENTIAL 780 OR 800 DISPLACED FOLKS, UH, LOOKING AT ALL OF THE VACANCIES, THIS WORKING CLOSELY WITH PRINCIPALS TO ENSURE THAT THERE IS A CREDENTIAL MATCH THAT WE ARE ALLOWING FOLKS BY FOLKS, I MEAN OUR PRINCIPALS TO INTERVIEW DISPLACED OR INTERNAL HIRES FIRST, UM, AS MUCH AS POSSIBLE, CREATING A SORT OF THAT ASSIGNMENT. 
          ONCE WE HAVE THOSE INTERVIEWS, THEN WE WILL START LOOKING AT WHERE THERE IS STILL A GAP, AND THEN WE'LL WORK WITH OUR REGION SUPERINTENDENTS AND THEIR LEADERSHIP TEAMS TO ASSIGN DISPLACED FOLKS INITIALLY FROM THAT REGION. 
          RIGHT. 
          SO REGION NORTH HAS 200 DISPLACED FEATURES AND THERE'S STILL SOME VACANCIES, THEN WE WOULD WORK WITH THE REGION LEADERSHIPS. 
          UM, AND HOPEFULLY THE PRINCIPLES ARE AVAILABLE. 
          I KNOW THAT THEY'RE EVENTUALLY GOING TO BE OUT, BUT WE WANNA WORK WITH THEM AS MUCH AS WE CAN THROUGHOUT THEIR BASIS TO MAKE SURE THAT WE ASSIGN SOMEBODY THAT IS MUTUALLY AGREEABLE TO THEM AS WELL AS TO THE REGION. 
          , IF I MAY, ARE YOU SAYING THAT THEY'RE GOING, IT'S STILL A, IT'S STILL A MUST PLACE, BUT THEY'RE NOT MUST PLACE AS A, AS A TEACHER OF RECORD, THEY'RE MUST PLACE AS A SUB. 
          THEY'RE PLACED IN A LONG TERM ASSIGNMENT, SO THEY WOULD BECOME THE TEACHER OF RECORD. 
          SO IT'S STILL A MUST PLACE, BUT IN, IN A TEMPORARY ASSIGNMENT, CORRECT. 
          YEAH. 
          BUT IT'S STILL A MUST PLACE. 
          SO THEN THAT POTENTIALLY THERE COULDN'T BE AN OVER OVERTURN 'CAUSE IT'S A LONG-TERM. 
          AND THEN HOW DOES LONG-TERM SUBS WORK? 'CAUSE I KNOW THAT THERE WAS DAYS ASSIGNED TO LONG-TERM SUBSTITUTES. 
          WELL, HOW DOES THAT WORK? SO LONG-TERM SUB IS ANYBODY WHO ASSUMES A CLASSROOM POSITION FOR LONGER THAN 20 DAYS. 
          UM, AND ANYBODY WHO'S ACTUALLY IN AN ASSIGNMENT FOR A TEACHER WHO'S ON LEAVE, WE DO HAVE SPECIFIC SUBSTITUTE TEACHERS THAT WILL FILL, UM, LEAVES. 
          UM, AND WE HAVE BEEN USING SOME OF OUR TEACHERS, OUR DISPLACED TEACHERS TO FILL THOSE ASSIGNMENTS AS MUCH AS POSSIBLE. 
          SO THERE'S NO ADDITIONAL FISCAL IMPACT TO THE DISTRICT. 
          HOW MANY SUBSTITUTES DO WE HAVE? WE HAVE APPROXIMATELY 4,000 SUBSTITUTE TEACHERS. 
          GOT IT. 
          OKAY. 
          AND THEN, UM, IS IT POSSIBLE THAT WE WILL HAVE VACANCIES IN THESE SCHOOLS AND STAFF IF THEY'RE NOT PLACED STILL? IF THERE'S NO CONSENT, WILL WE STILL HAVE VACANCIES? YES, THERE WOULD STILL BE VACANCIES. 
          UM, AND POTENTIALLY THEN THAT WE WOULD HAVE TO THEN MOVE INTO CREATING ASSIGNMENTS FOR FOLKS WHO ARE DISPLACED. 
          OKAY. 
          OKAY. 
          ANYONE ELSE? ROCIO? UM, I, I, I GUESS I JUST DEFINITELY WANNA PREFACE THAT, UM, 100% SUPPORTS AND BSAP, UM, AND I, UM, UNDERSTAND THE INTENT OF THE RESOLUTION. 
          UM, BUT WHAT REALLY IS CONCERNING ME IS THE IMPACT STATEMENT. 
          UM, THAT WAS, UM, YOU KNOW, SHARED WITH US THAT THIS WILL, THE RESOLUTION WILL RESULT IN NOT ONLY FISCAL CONSEQUENCES, BUT OPERATIONAL CHALLENGES AND ALSO LEGAL CHALLENGES. 
          UM, AND ULTIMATELY FOR FISCAL, YOU KNOW, AS IT'S STATED HERE IN THE IMPACT STATEMENT, THE DISTRICT COST COULD BE UP TO 40 MILLION, UM, OF, OF WHICH 20 MILLION WILL IMPACT OUR GENERAL FUND. 
          SO THAT'S A CONCERN. 
          UH, THE OTHER CONCERN IS AS IT'S, YOU KNOW, I, I'M SURE I, THIS IS DISTRIBUTED TO ALL OF US, I'M SURE I CAN SAY THAT, THAT, THAT WHILE THE INTENT OF THE RESOLUTIONS TO SUPPORT EQUITY AND STAFFING FOR C AND BC ONE SCHOOLS PROHIBITING INVOLUNTARILY PLACEMENTS AND MUTUAL CONSENT IN THESE SCHOOLS COULD SIGNIFICANTLY IMPACT THE DISTRICT'S ABILITY TO EFFECTIVELY, EFFECTIVELY STAFF ALL SCHOOLS AND MEET LEGAL, CONTRACTUAL AND OPERATIONAL OBLIGATIONS. 
          AND SO, YOU KNOW, THIS IS A CONCERN. 
          SO I WANTED TO JUST, UM, YOU KNOW, KIND OF PUT IT OUT THERE AND, UM, SINCE, YOU KNOW, SINCE YOU'RE AT THE PODIUM, SO WHAT ARE 
          [03:30:01]
ANY CONCERNS THAT YOU HAVE AND FROM, YOU KNOW, CREATING A, A POOL AND, YOU KNOW, IMPLICATIONS OF THE IMPLICATION THAT THIS RESOLUTION WOULD CAUSE TO YOU, OR, SO, IF YOU DON'T MIND, DR. 
          VIS, I'LL, I'LL KIND OF JUST TAKE US BACK A LITTLE BIT. 
          WE, WE HAVE HAD, UM, SIGNIFICANT POOLS OF PARTICULARLY TEACHERS IN THE PAST. 
          UH, THERE WERE ABOUT THREE SUPERINTENDENTS AGO, UH, THERE WAS A, A SIMILAR INITIATIVE THAT TALKED ABOUT, UH, MUTUAL CONSENT. 
          IT WASN'T JUST FOR, FOR SENI. 
          I'M NOT EVEN SURE SENI EXISTED AT THAT TIME. 
          IT WAS JUST IN GENERAL THAT TEACHERS WOULD NOT BE, AND IT WAS SPECIFIC TO TEACHERS THAT TEACHERS WOULD NOT BE PLACED AT A SCHOOL UNLESS, AGAIN, THERE WAS THAT MUTUAL CONSENT. 
          ULTIMATELY, THAT CREATED, AT THAT TIME A SIGNIFICANT POOL OF EMPLOYEES WHO, AGAIN, WERE BEING FULLY COMPENSATED, WERE SHOWING UP TO WORK EVERY DAY, BUT DID NOT HAVE A SPECIFIC CLASSROOM ASSIGNMENT. 
          SO THAT CREATED SOME SIGNIFICANT FISCAL CHALLENGES, AS YOU CAN IMAGINE. 
          IT ALSO CREATED SOME SIGNIFICANT OPERATIONAL CHALLENGES BECAUSE WE STILL NEEDED TO, ONE, PROVIDE A WORK OPPORTUNITY FOR THOSE FOLKS AND ALSO TO SUPERVISE THEM. 
          AND SO, PARTICULARLY FOR OUR ADMINISTRATORS, AND AS A PRINCIPAL, I HAD A POOL TEACHER. 
          IT'S A REAL CHALLENGE WHEN YOU'RE ALREADY TRYING TO SUPERVISE YOUR CLASSROOM FOLKS TO THEN SAY, WE'RE GOING TO ESSENTIALLY GIVE YOU AN ADDITIONAL PERSON OR PERSONS. 
          THEY DON'T NECESSARILY HAVE A SPECIFIC ASSIGNMENT, BUT THERE IS STILL AN EXPECTATION THAT THEY BE SUPERVISED AND EVALUATED. 
          AND IF I COULD JUST ADD TO THAT, MR. SHADE, MY ARGUMENT IS THAT A LOW NEED SCHOOL WOULD BETTER BE EQUIPPED TO EVALUATE SOMEONE LIKE THAT BECAUSE THEY'RE EXPERIENCING LESS CHALLENGES. 
          A HIGH NEED SCHOOL WOULD HAVE A HARDER TIME ALSO EVALUATING SOMEONE WHO WAS FORCED PLACED. 
          UM, AND FOR ME, IT'S MORE OF A CONCERN IF THEY ARE THE RE THE RECORD CARING TEACHER. 
          I, I WAS A POLL TEACHER FOR ALL OF ONE WEEK. 
          I WAS DISPLACED AFTER MY FIRST, YOU KNOW, FOUR WEEKS OF TEACHING. 
          AND, UM, I WAS MAKING COPIES FOR OTHER TEACHERS AND DOING SMALL GROUPS IN OTHER PEOPLE'S CLASSROOMS UNTIL I FOUND AN ASSIGNMENT. 
          SO IT'S NOT TO SAY THAT EVERYBODY WHO'S IN THE POOL, YOU KNOW, ISN'T OF HIGHEST QUALITY, UH, CANDIDACY. 
          IT'S JUST FINDING THE MUTUAL CONSENT AND, YOU KNOW, I'M OF THE MIND THAT PEOPLE SHOULD WORK WHERE THEY WANNA WORK AND WHERE THERE IS A PROBLEM OPERATIONALLY, FINANCIALLY, THEN WE NEED TO FIGURE OUT HOW TO SOLVE THAT PROBLEM. 
          IT SOUNDS LIKE AN ADULT PROBLEM. 
          KIDS SHOULD BE WITH PEOPLE WHO WANT TO BE WITH THEM. 
          AND TO WHAT EXTENT POSSIBLE, MR. GERARDO, DO YOU MAKE THE BEST MATCH FOR A SCHOOL? DO YOU LOOK AT, OBVIOUSLY LOOK AT THE, UH, THE EMPLOYEES, UM, EXPERIENCE, UM, YOU KNOW, TENURE AT THE DISTRICT, WHAT THEY'VE BEEN, RIGHT, UM, DOING AND YOU KNOW, AND YOU CONFER WITH THE SCHOOL. 
          SO WHAT DO, WHAT DO YOU DO TO MAKE SURE YOU HAVE ? SO THE INITIAL THING WOULD BE THE CREDENTIAL MATCHING, RIGHT? THEN OF COURSE, WE DO WORK WITH THE REGION DIRECTORS AT EACH OF THE REGIONS, UH, WHO WORK WITH THEIR PRINCIPALS TO MAKE SURE THAT WE ARE NUMBER ONE, ASSESSING WHO OUR DISPLACED TEACHERS ARE. 
          WE HAVE AS, UH, BOARD MEMBER T FRANKLIN SAID A LOT OF GREAT TEACHERS WHO HAVE BEEN DISPLACED, WHO JUST NEED TO FIND A PLACE TO LAND, RIGHT? WE'RE HELPING THEM MAKE SURE THAT THEY HAVE THAT CONNECTION SO THAT THEY DO FIND A PLACE WHERE THEY WANT TO BE, WHERE THEY WANT TO TEACH, AND WHERE THE PRINCIPAL IS MORE THAN HAPPY TO HAVE THEM. 
          AND SO THAT'S WHAT WE'VE BEEN DOING, RIGHT CURRENTLY IS WORKING WITH OUR PRINCIPALS TO ENSURE THAT THEY GET ALL OF THE LISTS OF REHIRES, THAT THEY KNOW WHO'S AVAILABLE FOR HIRE AND THAT WE MAKE THAT CONNECTION TO THEM. 
          WE'LL ALSO BE HOSTING VIRTUAL HIRING FAIRS. 
          'CAUSE YOU KNOW, THE PRINCIPALS ARE OUT AND A LOT OF OUR TEACHERS ARE OUT AS WELL. 
          AND THEN WE'LL BE WORKING CLOSELY WITH THE REGION, THE DISTRICT, THE REGION SUPERINTENDENTS AND THEIR DIRECTORS, BECAUSE THEY KNOW THE NEEDS OF THEIR SCHOOLS BEST. 
          THEY ALSO HAVE A GOOD KEY, A KEEN INSIGHT INTO THE TEACHERS WHO HAVE BEEN DISPLACED BECAUSE THEY KNOW THEIR SCHOOLS WELL. 
          AND SO THEY HELP MAKE CONNECTIONS BETWEEN ONE SCHOOL TO ANOTHER SCHOOL TO CONNECT A GOOD CANDIDATE TO ANOTHER SCHOOL SITE. 
          SO THAT'S THAT FIRST WAVE AND THAT'S KIND OF WHAT WE'RE WORKING ON. 
          SO THAT'S ALL FOR NOW. 
          ANYONE ELSE? KELLY? UM, WELL, I MEAN, I THINK IT, IT'S A REALLY IMPORTANT TOPIC THAT MS OR FRANKLIN HAS BROUGHT UP. 
          AND WE KNOW THAT IT'S TRUE THAT OUR SCHOOLS AND OUR HIGHEST NEEDS COMMUNITIES HAVE GENERALLY STRUGGLED WITH STAFFING IN A WAY THAT SCHOOLS IN MORE AFFLUENT COMMUNITIES DO NOT. 
          AND, UM, I THINK IT CERTAINLY CALLS FOR GREATER SUPPORTS AND RESOURCES AT OUR HIGHEST NEED SCHOOLS. 
          UM, AND I HAVE A NUMBER OF THOSE SCHOOLS. 
          SO, UM, IT IS REALLY IMPORTANT. 
          I THINK ALSO IN THE WAY THAT REDUCTIONS ARE IMPLEMENTED, UH, YOU KNOW, THERE WAS A LACK OF CONCERN ABOUT EQUITY IN LAST YEAR'S IMPLEMENTATION OF THE SETTING REDUCTIONS. 
          IF, IF THE BOARD AND DISTRICT LEADERSHIP HAD, HAD REALLY HAD THE OPPORTUNITY TO DIG INTO THOSE EQUITY IMPACTS FULLY PRIOR TO THOSE DECISIONS BEING MADE, THERE COULD HAVE BEEN A DECISION TO EXEMPT HIGH AND HIGHEST NEEDS SCHOOLS, FOR EXAMPLE, FROM THOSE REDUCTIONS. 
          WE COULD HAVE EXCLUSIVELY FOCUSED THOSE REDUCTIONS AT A GREATER RATE AT MODERATE AND LOW NEEDS SCHOOLS, UM, EVEN THOUGH THOSE SCHOOLS GET FEWER OF THOSE DOLLARS. 
          'CAUSE THE REALITY IS ALL SCHOOLS 
          [03:35:01]
GET ANY RESOURCES. 
          UM, BUT WE KNOW THAT MAYBE NOT ALL OF THEM NEED THEM QUITE AS MUCH GIVEN THE PARTICULAR STUDENT POPULATIONS THAT THEY SERVE. 
          SO I THINK THAT IT'S A REAL ISSUE THAT WE'RE DIGGING INTO HERE. 
          AND I THINK ULTIMATELY, UM, THE SOLUTION THAT I WOULD LIKE TO SEE IS, UM, FOR EQUITY TO BE BAKED INTO HOW WE STAFF SCHOOLS IN GENERAL. 
          THAT'S, THAT'S, THAT IS WHAT IS TRULY NEEDED. 
          UM, WE KNOW THAT WHEN IT COMES TO LIKE A PSYCHIATRIC SOCIAL WORKER, THERE ARE GREATER NEED, WHILE THE NEED IS UNIVERSAL FOR MENTAL HEALTH SUPPORT, I THINK, I BELIEVE THAT A HUNDRED PERCENT. 
          WE KNOW THAT THERE IS GREATER TRAUMA AND GREATER NEED IN SOME OF OUR COMMUNITIES AND THE WAY THOSE NEEDS SHOULD BE REFLECTED IN HOW WE STAFF SCHOOLS IN GENERAL, WHETHER THAT'S CLASSROOM TEACHERS OR OUTSIDE OF CLASSROOM SUPPORT CLASSIFIED STAFF. 
          UM, ALL OF IT MAKES AN IMPACT ON THE SCHOOL REALITIES OF OUR STUDENTS. 
          UM, I THINK ULTIMATELY, YOU KNOW, THERE, THERE ARE SOME OPERATIONAL AND POTENTIALLY LEGAL ISSUES WITH THIS RESOLUTION, BUT I THINK THAT THE CHALLENGES THAT IT LIFTS UP FOR US ARE THINGS THAT WE ABSOLUTELY NEED TO CONFRONT IN, IN THIS BUDGET CYCLE, BUT ALSO, UM, WITH HOW WE STAFF OUR SCHOOLS IN GENERAL AND THAT, AND GIVEN THE, THE CONCERNS RELATED TO OUR LABOR CONTRACTS. 
          AND I, I, I VALUE OUR LABOR PARTNERS, UM, PERSPECTIVES ON THAT VERY HIGHLY. 
          WE HAVE TO WORK TOGETHER ON SOLVING THOSE ISSUES AND ENSURING THAT EQUITY IS BAKED IN AT EVERY SINGLE LEVEL. 
          SO THOSE ARE MY THOUGHTS, ROCIO, AND I ABSOLUTELY AGREE ON THAT. 
          I, I JUST DUNNO IF THIS RESOLUTION ACTUALLY SOLVES FOR THAT. 
          UM, I THINK IF ANYTHING, THE WORK SHOULD HAVE DONE PRIOR TO THE RESOLUTION IF IT HADN'T WORKED OR THERE WASN'T ANY CALIBRATION, BUT THIS IS THE SAME SCENARIO THAT I'M FACING, AND I'M SURE SOME OF YOU'RE FACING WITH OUR COMMUNITY SCHOOLS, UH, RIGHT NOW, I'M, YOU KNOW, OUR COMMUNITY REPS ARE FROM OUR COMMUNITY, SCHOOLS ARE BEING DISPLACED AND, YOU KNOW, AND THEY'RE BRINGING SOMEONE ELSE THAT DOESN'T NECESSARILY UNDERSTAND THE, UM, THE SCHOOL OR HASN'T BEEN PART OF THAT, UH, NEEDS ASSESSMENT ASSET, UH, NEEDS, YOU KNOW, THE WORK THAT GOES BEHIND THE COMMUNITY SCHOOL AND, YOU KNOW, SO I'M, SO THIS IS THE SAME THING. 
          AND ALSO, NOT ONLY COMMUNITY REPS, BUT YOU KNOW, PUTTING IN A PRINCIPAL WHO DOESN'T NECESSARILY, UM, UNDERSTAND OR AGREE WITH COMMUNITY SCHOOLS SO THAT, YOU KNOW, SO THE SAME THING CAN BE SAID FOR COMMUNITY SCHOOLS. 
          SO I, I ALSO WILL LOVE TO HAVE, UM, THE DISTRICT TO ASSESS HOW THOSE PLACEMENTS ARE ALSO BEING MADE. 
          SO, YEAH, SO I WOULD SAY THE SAME THING FOR COMMUNITY SCHOOLS. 
          MR. GRECO, WOULD YOU LIKE TO ADD, I WAS JUST STEPPING UP IN CASE THERE WAS SPECIFIC QUESTIONS SINCE COMMUNITY REPS CAME UP. 
          UH, I THINK THAT THE RESOLUTION AND WHAT FRANK SPOKE ABOUT IS, IS, UH, WITH REGARD TO CERTIFICATED, UH, IT'S WRITTEN IN A WAY THAT I BELIEVE IS MORE FRIENDLY TO CERTIFICATED. 
          CLASSIFIED HAS A LOT MORE RULES AND LEGAL REQUIREMENTS. 
          AND, UH, I DON'T THINK THAT WE'RE NECESSARILY NOT MISMATCHING. 
          WE'RE JUST TRYING TO FOLLOW THE SENIORITY PIECE. 
          SO IF A CUT IS MADE, THAT'S A CUT, BUT IF A CUT IS NOT MADE, THEY WILL GET SOMEBODY. 
          AND THEN WE HOPE THAT THEY ARE PROPERLY TRAINED IN, IN THEIR JOB IN AND OF ITSELF, THAT THEY CAN STEP RIGHT INTO THAT ROLE AND THEN IMMERSE INTO THE COMMUNITY THROUGH THE CULTURE THAT THE PRINCIPAL HAS CREATED. 
          THANK YOU. 
          THANK YOU, CHARLOTTE. 
          UM, I'M, I'M GLAD YOU STEPPED FORWARD BECAUSE TO THE POINT YOU MADE ABOUT KEEPING CONTINUITY ON CAMPUSES. 
          AND AGAIN, I THINK AS ALL MENTIONED, THIS IS DEFINITELY A NEED TO HAVE CONSISTENCY IN A HIGH NEEDS SCHOOL. 
          EVEN ONE OF THE PARENT REPS WAS MENTIONING HOW AS AN EDUCATOR THERE WAS A HIGH TURNOVER. 
          I KNOW IN MY BOARD DISTRICT THERE'S A HIGH TURNOVER, RIGHT? SO I'M VERY FAMILIAR AND THE NEED FOR STABILITY SPEAK TO THE DIFFERENCE BETWEEN CLASSIFIED AND CERTIFICATED, BECAUSE I THINK OFTEN WE'LL JUST SAY, YOU KNOW, THIS IS HAPPENING TO US, VERSUS UNDERSTANDING THE LOGISTICS BEHIND SENIORITY AND BUMPING RIGHTS AND HOW CLASSIFIED IS VERY DIFFERENT THAN CERTIFICATED. 
          SO CERTIFICATED, IF I CAN JUST BRIEFLY MAKE A PRESUMPTION THAT FRANK CAN CLEAR UP IF, IF NEED BE, BUT CERTIFICATED IS YOU ARE A TEACHER AND THEN YOU MATCH CREDENTIALS, UH, AND SUBJECTS. 
          THE CLASSIFIED WORLD, WE HAVE, UH, MULTIPLE CLASSIFICATIONS, AND IN EACH CLASSIFICATION, EVERY EMPLOYEE THAT'S HIRED GETS A SENIORITY DATE BASED ON THAT CLASSIFICATION, AND EVERYTHING IS DONE IN ORDER OF SENIORITY. 
          SO AS SOON AS A POSITION IS CUT AT ONE SCHOOL, IF IT'S A STRAIGHT CUT, THAT PERSON WITH THE HIGHEST SENIORITY IS GONNA END UP BUMPING THE PERSON WITH THE LOWEST SENIORITY, WHEREVER THAT MAY BE, WHICH THEN CAUSES THE CASCADING EFFECT OF MAKING SURE THAT WE FIND A PLACEMENT FOR EVERYBODY WHO HAS NOT BEEN SPECIFICALLY LAID OFF UNDER 
          [03:40:01]
THE AUTHORIZATION OF THE BOARD'S RIF. 
          SO I THINK ALSO IN THE, IN THE CERTIFICATED WORLD, THE LAYOFF PROCESS INCLUDES A SKIPPING CRITERIA THAT IS NOT BAKED INTO THE LEGISLATION FOR, FOR CLASSIFIED, WHICH MAY BE WHAT WOULD ADDRESS SOME OF THE CONCERNS THAT IS BEING RAISED IN THIS RESOLUTION. 
          UH, BUT THAT IS NOT IN THE LEGISLATIVE PROCESS AT THIS POINT. 
          SO THERE IS NO SKIPPING CRITERIA THAT WE CAN SKIP FOR. 
          SO FOR EXAMPLE, I THINK SOME OF YOU WERE AROUND WHEN WE HAD THE REED SCHOOLS, THE REED SCHOOLS WERE SPECIFICALLY FROM THE CERTIFICATED SIDE. 
          THEY WERE SET UP AND THEY GOT SPECIAL TRAINING TO BE SKIPPED ENTIRELY, NOT ON THE CLASSIFIED SIDE BECAUSE WE DIDN'T HAVE THAT ABILITY, BUT IF THERE'S SOMETHING BAKED INTO LEGISLATION WHERE THEY GET PARTICULAR TRAINING, THAT THAT GIVES THEM A SPECIAL SKILLSET TO WORK WITH THE COMMUNITY THAT THEY'RE IN, THEN IF WE CAN GET THAT PASSED IN LEGISLATION, THEN THOSE SCHOOLS WOULD ALSO BE ABLE TO BE SKIPPED POSSIBLY. 
          AND THAT LEGISLATION, THE LANGUAGE WOULD LOOK SIMILAR TO WHAT CERTIFICATED AS FAR AS THE CRITERIA OF WHAT SPECIFICITY FOR THAT COMMUNITY OR THAT PROGRAM TO BE ABLE TO ALIGN WITH THE CERTIFICATED STAFF? YEAH, I TH I THINK IT COULD BE WORKED WITH GOVERNMENT RELATIONS AND OGC TO, TO FIND SOME KIND OF BALANCE TO GET THAT. 
          GOT IT. 
          BECAUSE I MEAN, OBVIOUSLY AS WE SEE OUR FOOTPRINT SHRINKING AND WANTING TO MAKE SURE THAT THERE'S STABILITY ACROSS THE DISTRICT, THAT WOULD BE SOMETHING THAT I THINK WE SHOULD ADVOCATE FOR. 
          UM, AND WITH REGARD TO SPECIFIC COMMUNITY REPS, THERE IS A MILE RADIUS. 
          SO EVEN WHEN WE DO PLACEMENTS, WE'RE NOT TAKING SOMEBODY FROM THE SOUTH AND MOVING THEM ALL THE WAY TO THE EAST. 
          THERE'S A, I I BELIEVE IT'S CURRENTLY A, A SEVEN MILE RADIUS FROM THEIR HOME. 
          SO THE COMMUNITY REP HAS TO LIVE SEVEN MILES WITHIN THE COMMUNITY FROM THE SCHOOL THAT THEY'RE PLACED AT. 
          SO OUR PLACEMENTS ARE ALL DONE WITHIN SENIORITY, BUT THEN ALSO WITH GEOGRAPHIC REGIONS FOR THE COMMUNITY REPOSITION. 
          OH, THAT'S GOOD TO KNOW TOO. 
          UM, UM, I MEAN, AND, AND I THINK WE, WE, WE'VE MENTIONED THIS BEFORE, BUT WOULD THERE BE A TIMELINE FOR CONSENT ACCORDING TO THIS? IS THERE, LIKE, THEY HAVE TO AGREE TO A CONSENT WITHIN A TIMEFRAME? NO, THAT WAS ONE OF THE MOVES THAT STAFF DID, WHICH I APPRECIATE. 
          UM, BECAUSE WE WERE CONTEMPLATING THIS TODAY. 
          I THINK SOME, UH, PLACEMENTS WERE SUPPOSED TO HAPPEN TODAY. 
          AND THEN, UH, AS A RESULT OF US HAVING THE DIALOGUE, HR DECIDED TO WAIT UNTIL NEXT WEEK. 
          BUT I THINK SOME REASSIGNMENTS ALREADY ARE HAPPENING FOR, UH, CLASSIFIED, UM, BECAUSE AS YOU DESCRIBED, WE, UM, HAVE LESS FLEXIBILITY. 
          UM, AND SO I'VE ACTUALLY BEEN GETTING SOME CONCERNS. 
          I THINK SIMILAR TO DR. RIVAS, I GOT A COMMUNITY REP TODAY WHO IS DEVASTATED BECAUSE THAT'S THE SCHOOL WHERE SHE'S SPENT, YOU KNOW, HER ENTIRE CAREER GIVEN HER HEART, AND SHE'S BEING REASSIGNED ELSEWHERE. 
          AND SO, UM, I THINK KIND OF BUILDING ON THIS CONVERSATION HERE ABOUT COMMUNITY REP SUPERVISION, AIDS, LIKE THE, YOU KNOW, CIRCUMFERENCE FOR ASSIGNMENTS. 
          I WONDER IF WE COULD EVEN INSTITUTE LIKE A HUMAN ELEMENT. 
          LIKE LET'S TALK TO PEOPLE BEFORE WE TELL THEM, HERE'S YOUR NEW SCHOOL. 
          LIKE, DO WE DO THAT ON EITHER SIDE? HEY, PRINCIPAL, HEY, COMMUNITY REP, UM, WE MIGHT NEED TO MOVE YOU. 
          DO YOU WANNA STAY WHERE YOU ARE? AND HERE'S WHAT IT WOULD TAKE TO STAY. 
          DOES ANYBODY HAVE THAT CONVERSATION? SO UNFORTUNATELY, MY TEAM'S PROBABLY GONNA BE VERY MAD THAT I'M SAYING THIS PUBLICLY, BUT WE TAKE CALLS AND WE HAVE BEEN TAKING CALLS FOR THE LAST THREE WEEKS WHERE PEOPLE ARE COMPLAINING ABOUT THEIR ASSIGNMENT, AND WE WILL WORK WITH THEM TO FIGURE OUT IF WE HAVE SOMEBODY WHO'S AT ONE SCHOOL WHO DOESN'T WANT TO BE AT THAT SCHOOL FOR, FOR COMMUTE REASONS, THEN WE WILL FIND SOMEBODY ELSE AND THEN SWAP. 
          SO WE MAKE REASSIGNMENTS ALL THE WAY UP UNTIL THE FIRST DAY OF SCHOOL, AND THEN EVEN THROUGHOUT THE SCHOOL YEAR. 
          SO HOW DO WE DO THAT SYSTEMICALLY THOUGH, AND NOT JUST WAIT FOR PEOPLE TO CALL US? UH, WE DO NOT HAVE THE OPERATIONAL POWER TO DO THAT YET. 
          UM, WELL, I, I MEAN, AGAIN, I THINK IF NOTHING ELSE, THE CONVERSATION OF HIGHLIGHTING WHAT GOES ON AT SCHOOL SITES IS, I THINK, MOST BENEFICIAL RIGHT NOW, BECAUSE AT LEAST WE'RE GETTING A BIRD'S EYE VIEW AS TO WHAT'S HAPPENING AND ITS RELATIONSHIP TO OUR CNI AND BSAT PROGRAMS. AND IT'S NOT THAT THOSE PROGRAMS ARE NOT BEING FUNDED AND THIS RESOLUTION TAKES THEM OUT, BUT THIS HIGHLIGHTS THE FACT THAT THESE SCHOOLS NEED THESE SUPPORTS AND EVERYTHING KIND OF CONNECTS TOGETHER, RIGHT? IT'S NOW BEING FULL CIRCLE. 
          WE'RE GETTING TO SEE THAT WHEN WE MAKE AGREEMENTS, THEY TEND TO DOMINO EFFECT TO OTHER THINGS. 
          AND I DON'T THINK THAT WAS CAREFULLY TAKEN INTO A ACCOUNT WHEN WE WERE ALL IN THIS A COUPLE MONTHS AGO. 
          AND SO NOW WE'RE SEEING IT KIND OF FLUSH ITSELF OUT. 
          SO I THINK IF NOTHING ELSE TO CONVERSATION HAS BEEN RICH, JUST TO HAVE, AND I WOULD OFFER THAT ANY BOARD MEMBER WHO WOULD LIKE TO MEET WITH ME TO BETTER UNDERSTAND HOW THE COMMISSION WORKS AND THE CLASSIFIED STAFFING PLANS, I'M MORE THAN HAPPY TO. 
          THANK YOU. 
          I, I JUST WANNA SAY THAT MY COMMENT ABOUT COMMUNITY REPS WAS SPECIFICALLY COMMUNITY REPS IN COMMUNITY SCHOOLS. 
          SO JUST WANTED TO SAY IT. 
          [03:45:01]
YEAH, I'M GONNA TAKE YOU UP ON THAT OFFER ABOUT THE TRAINING. 
          I THINK WE ALL WOULD LIKE THAT TRAINING TOGETHER, SITTING DOWN AND HEARING WHAT YOU HAVE TO SAY. 
          THANK YOU, CARLA, GO AHEAD. 
          YEAH, MY CONCERNS WITH THE RESOLUTION, UM, AFTER READING THE IMPACT REPORT IS THAT COUPLE OF THINGS. 
          ONE, IT SEEKS TO SOLVE AN ISSUE THAT IS DIRECTLY A RESULT OF POTENTIAL DECISIONS THAT WE'RE MAKING NEXT WEEK, RIGHT? AND WE WOULDN'T BE HAVING THIS CONVERSATION. 
          WE NOT FOR THAT, FOR BOTH BSAP AND SEMI TO BE ON A FISCAL STABILIZATION PLAN. 
          ONE THAT SEEKS TO CUT A PROGRAM BSAP BY A LOT, AND THEN THE OTHER ONE COMPLETELY TAKES IT OFF THE TABLE. 
          SO, TO ME, I CAN'T HAVE THIS CONVERSATION BECAUSE IT'S COMING FROM THAT. 
          AND THEN ON TOP OF THAT, THIS RESOLUTION COULD COST $20 MILLION. 
          SO HOW CAN WE PASS SOMETHING THAT IS GONNA COST US MONEY WHILE ALSO POTENTIALLY CUTTING PROGRAMS THAT DIRECTLY IMPACT STUDENTS THAT PARENTS AND STUDENTS HAVE BEEN ADVOCATING FOR, THAT WE HAVE DATA SUPPORTING THE, THE, THESE PROGRAMS. SO I CANNOT, BEYOND THE, THE FACT THAT, YOU KNOW, THERE WAS NO CONVERSATION WITH LABOR AROUND HOW THIS COULD IMPACT CONTRACTS. 
          UM, IT, IT SEEMS TO ME CONTRADICTORY TO BE PUTTING SOMETHING FORTH THAT WILL COST US MONEY WHILE ALSO CUTTING THE VERY PROGRAMS THAT ARE GONNA IMPACT THE VERY SCHOOLS THAT WE'RE TRYING TO SUPPORT WITH THIS, WITH THIS, UM, RESOLUTION. 
          SO, I, I, YOU KNOW, I, I CANNOT SUPPORT SOMETHING THAT IS CONTRADICTORY AND I WANT TO SUPPORT SOMETHING THAT ACTUALLY PUTS MONEY BACK IN. 
          IF WE CAN FIND MONEY FOR SOMETHING LIKE THIS, THEN WE SHOULD BE FINDING MONEY TO SUPPORT THESE PROGRAMS AND TAKE THEM OFF THAT FSP. 
          WHAT ELSE? OKAY, MR. MCLEAN, GO, KELLY, APOLOGIES. 
          UM, I, I GUESS IT'S PROBABLY WORTH NOTING THAT THE REDUCTIONS IN FORCE ARE ALREADY HAPPENING. 
          SO IT'S, I MEAN, I THINK IT'S, IT'S DEFINITELY THE SITUATION, UM, MAKE IT MUCH, MUCH WORSE, UM, WITH THE IMPLEMENTATION OF A NEW FISCAL STABILIZATION PLAN. 
          BUT IT IS, IT IS CURRENTLY TRUE THAT, UM, OUR SCHOOLS ARE EXPERIENCING REDUCTIONS IN FORCE. 
          I HAVE DEFINITELY GOTTEN EMAILS AROUND SOME OF OUR EMPLOYEES WHO ARE LOSING THEIR POSITIONS AT SCHOOL SITES. 
          SO I THINK IT IS, IT IS RELEVANT TO THE HERE AND NOW. 
          UM, BUT I, I SHARE A LOT OF THE CONCERNS, ESPECIALLY WITH REGARD TO, UM, LEGALITIES. 
          UM, AND, AND OBVIOUSLY WHAT, WHAT WE PASS AS A BOARD, UM, HAS TO BE IN A TRANSPARENT WAY, SOMETHING THAT I THINK WE COULD REASONABLY ACHIEVE OR THAT WE WOULD WANT TO ACHIEVE. 
          SO, UM, JUST, JUST AS A SUGGESTION, 'CAUSE I, I LIKE TO TRY TO BE LIKE A PROBLEM SOLVER. 
          UM, I, I, AND IT'S OKAY IF IT DOESN'T GO ANYWHERE, BUT I ALWAYS LIKE TO TRY. 
          UM, I, I WOULD OFFER, UM, MAYBE AN AMENDMENT TO THE SECOND RESOLVED, UM, TO SAY INSTEAD THAT RESOLVED THAT THE LOS ANGELES UNIFIED SCHOOL DISTRICT SHALL SEEK A WIDE RANGE OF SOLUTIONS TO HELP PROMOTE STABILITY AMONG CERTIFICATED AND CLASSIFIED STAFF AT C HIGH AND HIGHEST NEED SCHOOLS AND BSAP GROUP ONE SCHOOLS AND REPORT BACK TO THE BOARD BY SEPTEMBER OF 2026, UM, AND WORK WITH OUR LABOR PARTNERS TO DEVELOP COLLABORATIVE SOLUTIONS TO BETTER ENSURE EQUITABLE STAFFING ACROSS THE DISTRICT. 
          SO I WILL, I WILL MOVE MY AMENDMENT OR SEE IF THAT WOULD BE ACCEPTED AS FRIENDLY. 
          UM, I APPRECIATE THE EFFORT TO COLLABORATE AND FIND SOLUTIONS. 
          I I GOT SOME SIMILAR FEEDBACK FROM STAFF AND, AND WAS PRETTY CLEAR THAT I'D RATHER IT JUST STAY VERY SIMPLE AND, AND SEE WHERE THE BOARD IS ON KIND OF A HIGH LEVEL VISION OF AROUND MUTUAL CONSENT. 
          SO, UM, HAPPY TO SEE IF THERE IS MOVEMENT OR A SECOND FOR IT, BUT, BUT NOT FRIENDLY AT THIS TIME. 
          SO THE, UH, MOVED BY MS. EZ. 
          SURE. 
          NOT THE QUESTION. 
          DOES ANYBODY WANNA SECOND WHAT MS. GOMEZ OFFERED? THAT'S CORRECT. 
          THANK YOU FOR TRYING NO SECOND, BUT I DO THINK TO, UM, I ALMOST, DR. 
          NEWBELL, I ALMOST  I JUST ELEVATED YOU, UM, THAT WE SH WE SHOULD USE THIS CONVERSATION TO BUILD, RIGHT? SO WE'RE CULTIVATING OUR LEARNINGS. 
          MR. SCHELL'S POINT. 
          WE SHOULD DO MORE UNDERSTANDING OF HOW THINGS WORK IN THE CLASSIFIED AREA IN PARTICULAR, BECAUSE FOR THE LAST FEW WEEKS I HAVE BEEN ASKING FOR SOME INFORMATION, AND WE GET IT OFTEN FOR CERTIFICATED, WELL, BEFORE WE GET IT FOR CLASSIFIED, IF WE EVEN GET IT FOR CLASSIFIED. 
          EVEN THE $20 MILLION IS JUST A, A CERTIFICATED NUMBER. 
          IT DOESN'T INCLUDE CLASSIFIED. 
          SO THAT COULD BE A LARGER NUMBER. 
          AND YOU KNOW, I HEAR YOU AND AGREE WITH YOU, MS. GREGO, WE'RE GONNA BE ASKED TO MAKE $3.5 BILLION IN CUTS. 
          SO ADDING $20 MILLION IS SMALL, BUT IT IS AN IMPACT. 
          AND YOU KNOW, THIS, 
          [03:50:01]
THIS WAS NOT MY FIRST ATTEMPT THIS PAST SPRING. 
          UH, I WAS TALKING WITH THE TEAM ABOUT A POTENTIAL SMALL ALLOCATION FOR C UM, FOR HIGH AND HIGHEST NEED SCHOOLS, AND POTENTIALLY MODERATE SCHOOLS THAT WERE IMPACTED BY ICE RAIDS. 
          UM, WE HAD BEEN TALKING ABOUT SOME POTENTIAL IDEAS THAT DIDN'T GO ANYWHERE WHEN WE FIGURED OUT HOW BIG THE HOLE WAS THAT WE HAD TO FILL. 
          SO I ALSO RECOGNIZED THE GREAT BUDGET, UM, SITUATION THAT WERE IN THE GRAVITY OF IT. 
          UM, AND, UH, I'M NOT IN FAVOR OF POOLS. 
          I I DON'T WANNA BE SPENDING ANY MORE MONEY. 
          I DO WANT US TO GET TO A PLACE WHERE WE CAN ENSURE MUTUAL CONSENT AND WHERE WE CAN PROTECT HIGH-NEED SCHOOLS IN MORE FUNDAMENTAL WAYS. 
          AND SO I WELCOME THE OPPORTUNITY TO DO THAT GOING FORWARD. 
          I STILL WOULD LIKE TO SEE WHERE THE VOTES FALL ON THIS RESOLUTION TODAY, BUT I, I WELCOME THE OPPORTUNITY TO, UH, DISCUSS OTHER VERSIONS IN THE FUTURE, UM, THAT WOULD MEET, UM, YOU KNOW, THIS BOARD'S DESIRE AND ALSO SERVE OUR STUDENTS WHO MOST NEED THE SYSTEM TO WORK FOR THEM. 
          OKAY, READY FOR A VOTE? HAVING BEEN MOVED BY MR. ORTIZ FRANKLIN, SECONDED BY BOARD PRESIDENT SCHUREN TAKEN THE VOTE. 
          MS. NEW BILL? NO. 
          DR. RIVAS? NO. 
          MR. MELVIN IS ABSENT. 
          UH, MS. GRIEGO? NO. 
          UH, MS. EZ? NO. 
          UH, MS. ORTIZ FRANKLIN? YES. 
          BOARD PRESIDENT SCHON? NO. 
          UH, MOTION DOES NOT CARRY OH, JAM BOARD. 
          I'M SORRY. 
          SOON. 
          BOARD MEMBER JERRY ABSTAIN. 
          ABSTAINED. 
          OKAY. 
          ABSTAINED. 
          OKAY. 
          MY APOLOGIES. 
          OKAY, WE JUST FINISHED OUR FIRST, LET ME JUST ASK KELLY, WHAT KELLY WOULD YOU LIKE? SO WE'RE GOING TO HAVE A REPORT, 
          [Board President’s Reports (Part 2 of 2)]
UH, FROM MS. EZ ON HER CHILDREN AND FAMILIES IN EARLY EDUCATION COMMITTEE. 
          UM, THANK YOU, MR. CHARLSON. 
          APOLOGIES, UM, THAT I WAS NOT HERE FOR THE, UH, PRESENTATIONS EARLIER, BUT ON JUNE 4TH, WE HELD THE FINAL MEETING OF THE CHILDREN AND FAMILIES IN EARLY EDUCATION COMMITTEE. 
          WE DISCUSSED ENROLLMENT IN EARLY EDUCATION, WHICH CONTINUES TO GROW AND IS NOW AT NEARLY 30,000 STUDENTS ACROSS ALL OF OUR LUSD EARLY EDUCATION PROGRAMS. WE FURTHER DISCUSSED WAYS TO IMPROVE OUR OUTREACH TO FAMILIES AND PROVIDE TIMELY AND EASILY ACCESSIBLE MULTILINGUAL INFORMATION ABOUT OUR PROGRAMS AND AVAILABLE SPOTS AT OUR EARLY EDUCATION CENTERS. 
          ALSO CSPP AND TK CLASSES. 
          WE ALSO HAD A PRESENTATION ON A NEW PARTNERSHIP EFFORT, UM, ACTUALLY, WHICH LINKED VERY NICELY TO THE PAC COMMENTS TO SUPPORT OUR FAMILIES WITH RESOURCES AND CONNECT THEM WITH LUSD FROM BIRTH. 
          UM, BECAUSE WE KNOW THAT, UH, LEARNING STARTS AT BIRTH. 
          WE ALSO DISCUSSED AND FINALIZED OUR COMMITTEE RECOMMENDATIONS FOR THE 20 25 26 SCHOOL YEAR, WHICH ARE DISPLAYED ON THE SCREEN. 
          I'LL JUST QUICKLY SUMMARIZE, CONTINUE EXPANDING ACCESS TO PROGRAMS SERVING TWO YEAR OLDS, SUPPORT EARLY LEARNING THROUGH PLAY BASE AND STEM FOCUSED INITIATIVES. 
          STRENGTHEN CAREER PATHWAYS INTO THE EARLY EDUCATION WORKFORCE, IMPROVE WORKFORCE DATA TRANSPARENCY AND PLANNING. 
          EVALUATE STAFFING STRUCTURES TO STRENGTHEN RECRUITMENT AND RETENTION. 
          STRENGTHEN OUTREACH AND MARKETING TO INCREASE ENROLLMENT IN EARLY LEARNING PROGRAMS. IMPROVE CLARITY AND ACCESSIBILITY OF INFORMATION FOR PROSPECTIVE FAMILIES. 
          EXPLORE COMMUNITY-BASED OUTREACH MODELS. 
          SIMPLIFY ENROLLMENT PROCESSES TO REDUCE BARRIERS FOR FAMILIES, AND HIGHLIGHT AND DEEPEN PARTNERSHIPS AND WRAPAROUND SUPPORTS FOR STUDENTS AND FAMILIES. 
          UM, I THANK VERY MUCH THE, UH, THE BOARD SECRETARIAT'S TEAM, OUR DEDICATED COMMITTEE MEMBERS, AND LOOK FORWARD TO RESUMING OUR COMMITTEE IN THE FALL. 
          THANK YOU SO MUCH. 
          THANK YOU VERY MUCH. 
          I BELIEVE WE'RE READY 
          [Consent Items ]
FOR CONSENT CALENDAR. 
          THAT'S RIGHT. 
          IT'S 2:00 PM I'LL BE READING THROUGH THE CONSENT CALENDAR. 
          THIS IS THE PROCEDURAL MECHANISM THAT THE BOARD USES TO VOTE ON A NUMBER OF ITEMS ALL AT ONCE, RATHER THAN TAKING THEM ALL INDIVIDUALLY. 
          SO AS I READ THROUGH, THE BOARD WILL INDICATE OUT LOUD WHETHER IT SHOULD BE ON CONSENT OR FOR DISCUSSION. 
          IT WILL GO ON DISCUSSION IF THERE ARE QUESTIONS AND STAFF INTERACTION NEEDED. 
          OKAY, UNDER TAB ONE, APPROVAL OF ROUTINE PERSONNEL ACTIONS SOMETIMES. 
          THEN CONSENT TAB TWO, PROVISIONAL INTERNSHIP PERMITS CONSENT TAB THREE, RENAMING OF CHAVES LEARNING ACADEMY. 
          WE HAVE A QUESTION. 
          QUESTION. 
          THERE'S A QUESTION THREE. 
          THE QUICK, QUICK QUESTION IS THIS, WHO HAS A QUICK QUESTION? IT'S, IT'S BOARD MEMBER GREGGO. 
          IS IT A QUICK QUESTION SUFFICIENT TO LEAVE IT ON THE CONSENT CALENDAR? THIS IS WHERE IT GETS VERY MESSY QUESTIONS OR A DISCUSSION. 
          SO IT'S EITHER A QUESTION. 
          OKAY. 
          QUICK QUESTION. 
          SORRY. 
          . 
          NO, NO, NO, NO. 
          WELL, WE'LL SEE HOW QUICK, WE'LL SEE HOW QUICK. 
          OKAY. 
          OKAY. 
          OKAY. 
          SO THAT'LL BE A QUESTION THREE PART. 
          UM, ALRIGHT. 
          ALSO FOR, LET'S SEE, TAB FOUR, RENAMING RENAMING OF SAY STAR CHAVEZ'S ELEMENTARY SCHOOL AND CONSENT. 
          UH, TAB FIVE, DEFINE AND APPROVE SEVEN SHADE STRUCTURES AND CONSENT. 
          TAB SIX. 
          TAB SIX, APPROVE THE DEFINITION OF THREE SEISM SEISMIC MODERNIZATION PROJECTS. 
          QUESTION, QUESTION, QUESTION. 
          NEW BILL. 
          SIX. 
          TAB SIX. 
          OKAY. 
          NEW BILL. 
          . 
          NO, I KNOW I WAS SAYING SHE. 
          OH, UNDERSTOOD. 
          THANK YOU. 
          UH, TAB SEVEN, DEFINE AND IMPROVE SIX PROJECTS TO PROVIDE CRITICAL REPLACEMENTS. 
          [03:55:01]
CONSENT. 
          CONSENT. 
          TAB EIGHT, DEFINE AND APPROVE 21 BOARD DISTRICT PRIORITY AND REGION PRIORITY PROJECTS. 
          CONSENT, THEN CONSENT TAB NINE, RATIFICATION OF REAL ESTATE AGREEMENTS. 
          I HAVE A DISCUSSION. 
          OKAY, DISCUSSION AND QUESTION. 
          UH, WE HAVE NEW BILL AND SCHON TAB 10 DELEGATIONS OF AUTHORITY. 
          QUESTION, QUESTION, QUESTION FOR REBA 10, BUS. 
          YES. 
          10. 
          UH, TAB 11, APPROVAL OF FACILITIES, CONTRACTS, ACTIONS. 
          CONSENT. 
          CONSENT. 
          TAB 12, AUTHORIZED EDUCATION COMPACT. 
          I HAVE QUESTION QUESTIONS, CARLA. 
          AND WE HAVE A BRIEF VIDEO TO PLAY BEFORE THAT. 
          GOOD. 
          SO THAT WAS QUESTIONS FROM WHOM? CARLA AND I. 
          THANK YOU SIR. 
          TAB 13, APPROVAL OF NON-FORMAL GRANT AGREEMENTS. 
          CONSENT. 
          CONSENT. 
          TAB 14, SPECIAL EDUCATION, LOCAL PLAN AREA, LOCAL PLAN, CONSENT. 
          I HAVE A QUESTION. 
          TAB 15, APPROVAL TO SUBMIT MULTI-PART DATA COLLECTION APPLICATION FOR 26 27. 
          CONSENT. 
          CONSENT. 
          TAB 16 DONATION OF MONIES TO THE DISTRICT CONSENT TAB 17, REPORT OF CASH DISBURSEMENTS CONSENT TAB 18, APPROVAL OF THE CERTIFICATION OF SIGNATURES. 
          CONSENT. 
          CONSENT. 
          TAB 19 IS NOT ON CONSENT. 
          TAB 20, UPDATE OF DEBT DEBT MANAGEMENT POLICY. 
          CONSENT. 
          CONSENT. 
          TAB 21. 
          QUESTION. 
          QUESTION. 
          ALL RIGHT. 
          FROM DR. RIVAS, RIGHT MS. GRAY ALSO. 
          YES, ME TOO. 
          OKAY. 
          RIGHT. 
          TAB 23, APPROVAL OF THE RENEWAL PETITION FOR OPEN CHARTER MAGNET. 
          CONSENT. 
          CONSENT TAB 24, APPROVAL OF THE RENEWAL PETITION FOR RECEIPTED CHARTER HIGH CONSENT. 
          CONSENT TAB 25, APPROVAL OF THE RENEWAL PETITION FOR TAFT CHARTER HIGH CONSENT. 
          CONSENT TAB 26, APPROVAL OF THE RENEWAL PETITION FOR UNI UNIVERSITY HIGH SCHOOL CHARTER CONSENT. 
          UH, TAB 27, APPROVAL OF THE PROPOSED MATERIAL REVISION FOR ASPIRE JUANITA TATE ACADEMY. 
          CHARTER CONSENT. 
          CONSENT. 
          CONSENT. 
          UH, I'LL NOTE HERE THAT WE ARE TWO DAYS PAST THE 120 DAY TIMELINE NEEDED TO BRING THIS TO THE BOARD. 
          THE BOARD ORIGINALLY HAD SCHEDULED THIS MEETING FOR, UH, TWO DAYS AGO. 
          SO, UH, IS THERE ANY OBJECTION TO WAIVING THE 120 DAY REQUIREMENT, IS WHAT I'M ASKING? NO, I'M HEARING NO OBJECTION. 
          NO OBJECTION. 
          OKAY. 
          THANK YOU. 
          ALL RIGHT. 
          UM, TAB 28. 
          WE DID, UH, TAB 29. 
          UM, CONSENT. 
          CONSENT WITH A SHORT COMMENT. 
          ALL RIGHT. 
          TAB 30 REAPPOINTMENT OF MEMBER TO THE BOARD CON SCHOOL CONSTRUCTION BOND OVERSIGHT COMMITTEE. 
          CONSENT. 
          CONSENT, UH, LET'S SEE. 
          TAB 31, WILLIAMS AND UH, AND STATE PRESCHOOL HEALTH SAFETY, UNIFORM COMPLAINT 25 26. 
          SUMMARY CONSENT. 
          CONSENT. 
          THERE IS NO ACTION FOR TABS 32 OR 33, BUT THEY'RE ENTERED INTO THE RECORD. 
          TAB 34, APPROVAL OF THE MINUTES. 
          CONSENT. 
          CONSENT. 
          OKAY, I'M GONNA READ THROUGH THIS, MAKE SURE I HAVE ALL MY NOTES CORRECT. 
          UH, TABS ONE AND TWO ARE ON CONSENT. 
          TAB THREE. 
          THERE IS A QUESTION FROM, UH, MS. GRIEGO. 
          YES. 
          TAB FOUR IS CONSENT. 
          TAB FIVE IS CONSENT. 
          TAB SIX IS A QUESTION FROM NEW BILL IN REVA. 
          OH NO, NOT REVA, JUST NEW BILL. 
          TAB SEVEN AND EIGHT ARE CONSENT. 
          TAB NINE IS DISCUSSION. 
          TAB 10 IS A QUESTION. 
          TAB 11 IS CONSENT. 
          TAB 12 IS A QUESTION. 
          TAB 13 IS CONSENT. 
          TAB 14 IS A QUESTION. 
          TABS 15, 16, 17, 18, AND 20 ARE CONSENT. 
          TAB 21 IS A QUESTION. 
          TABS 23, 24, 25, 26, AND 27 ARE ON CONSENT. 
          TAB 28 IS DONE. 
          TAB 29, 30 AND 31 ARE CONSENT. 
          AND TAB 34 IS CONSENT. 
          IS THAT ACCURATE? ACCURATE. 
          OKAY. 
          I WILL READ THE PUBLIC STATEMENTS. 
          ACTUALLY, WE'LL FIRST GO THROUGH THE PUBLIC COMMENT IN ORDER THAT IS LISTED. 
          SO LET'S SEE WHAT WE HAVE FOR PUBLIC COMMENT. 
          WOULD YOU LIKE A MOTION ON THE CONSENT CALENDAR? I WOULD LOVE THAT. 
          I'LL MOVE THE CONSENT CALENDAR. 
          THANK YOU. 
          SECOND, THE CONSENT CALENDAR HAS BEEN MOVED BY MS. EZ, SECONDED BY DR. RIVAS. 
          OKAY. 
          UNDER TAB ONE, 
          [1. Board of Education Report No. 417-25/26  Human Resources  (Approval of Routine Personnel Actions) Recommends approval of 3,298 routine personnel  actions including, but not limited to elections, promotions, transfers, terminations, permits,  contracts, and senior management contracts.]
APPROVAL OF ROUTINE PERSONNEL ACTIONS, WE HAVE FIVE FOLKS SIGNED UP. 
          UH, ONE, TWO OF WHOM ARE IN PERSON. 
          GRACE LEE, ARE YOU HERE FOR, UH, TAB ONE? GRACE LEE? NOT HERE IS GRACE LEE 
          [04:00:01]
COMING? NO, SORRY. 
          UM, I'M SORRY. 
          ELIZABETH MARSHALL, ARE YOU HERE? ELIZABETH MARSHALL? SHE'S HERE. 
          COME ON UP MS. MARSHALL, YOU HAVE TWO MINUTES TO SPEAK. 
          COME ON. 
          DON'T YOU BEGIN. 
          THINK. 
          OKAY. 
          UH, GOOD MORNING. 
          UH, GOOD AFTERNOON, UH, BOARD PRESIDENT AND MEMBERS OF THE BOARD. 
          MY NAME IS ELIZABETH MARSHALL. 
          I'M A SECOND YEAR PROBATIONARY SCHOOL COUNSELOR. 
          I HOLD A MASTER'S DEGREE IN EDUCATION, A PUPIL PERSONNEL SERVICES CREDENTIAL, AND HAVE MORE THAN 20 YEARS OF DEDICATED SERVICE AND ACADEMIC COUNSELING. 
          I LOVE MY JOB AND THE OPPORTUNITY I HAVE TO POSITIVELY IMPACT STUDENTS. 
          I AM HERE TODAY 'CAUSE I BELIEVE THE PROCESS REGARDING MY NON REELECTION RAISES SERIOUS CONCERNS REGARDING FAIRNESS, TRANSPARENCY, AND DUE PROCESS. 
          IN MY FIRST YEAR WITH THE DISTRICT, I RECEIVED A POSITIVE EVALUATION. 
          AT NO POINT AFTER THAT EVALUATION WAS I INFORMED THAT MY PERFORMANCE WAS UNSATISFACTORY OR THAT MY EMPLOYMENT WAS IN JEOPARDY. 
          DURING MY SECOND YEAR, I WAS NOT EVALUATED ON FE. 
          FEBRUARY 2ND, I WAS SUMMONED TO A ZOOM MEETING WITH MARIA SOTOMEYER FROM THE DIVISION OF HUMAN RESOURCES REGARDING MY PROBATIONARY STATUS. 
          IN THE MEETING, I WAS INFORMED THAT I WAS BEING CONSIDERED FOR NON REELECTION AND WAS ENCOURAGED TO RESIGN. 
          BY THE END OF THAT WEEK, I DID NOT RESIGN. 
          WHEN I ASKED FOR FEEDBACK ABOUT MY PERFORMANCE, I WAS TOLD THE DECISION WAS NOT, UH, BASED ON PERFORMANCE AND NOT SUBJECT TO APPEAL. 
          ON FEBRUARY 19TH, I RECEIVED A FORMAL NOTICE OF NON REELECTION. 
          THE NOTICE DID NOT PROVIDE INFORMATION REGARDING MY RIGHT TO HEARING. 
          AND AGAIN, I WAS ENCOURAGED TO RESIGN. 
          I DID NOT RESIGN. 
          WHAT CONCERNS ME MOST IS THAT I WAS NEVER EVALUATED DURING THE YEAR IN WHICH THIS DECISION WAS MADE. 
          I WAS NEVER PROVIDED MEANINGFUL INFORMATION ABOUT THE REASONS FOR THE DECISION. 
          AND I WAS REPEATEDLY ENCOURAGED TO, TO RESIGN RATHER THAN BE AFFORDED A TRANSPARENT PROCESS. 
          THIS IS UNFAIR. 
          IF I HAD BEEN EVALUATED, IT WOULD'VE BEEN POSITIVE AND THE DISTRICT DID NOT EVEN NOTIFY ME OF MY RIGHT TO REQUEST A HEARING. 
          A NON REELECTION CARRIES SIGNIFICANT CONSEQUENCES, INCLUDING PREVENTING ME FROM APPLYING TO WORK FOR THE DISTRICT FOR AT LEAST TWO YEARS. 
          I RESPECTFULLY ASK THE BOARD TO INVESTIGATE WHETHER PROPER PROCEDURES WERE FOLLOWED IN THIS MATTER AND TO ENSURE THAT ALL EMPLOYEES RECEIVE A FAIR, TRANSPARENT AND LAWFUL PROCESS. 
          THANK YOU FOR YOUR TIME. 
          ALRIGHT, THE NEXT IN PERSON, UH, JULIO AND CISO. 
          YEAH, JULIO AND CISO, ARE YOU HERE? NOT HERE. 
          UH, DIANA UMANA, COME ON DOWN. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          THIS IS TO TAB ONE. 
          THANK YOU. 
          HELLO. 
          HI, MY NAME IS DIANA OANA. 
          I'M A COMMUNITY ORGANIZER AT THE LOS ANGELES ALLIANCE FOR A NEW ECONOMY LANE. 
          I'VE HAD THE GREAT PLEASURE OF WORKING WITH A FEW L-A-U-S-D COMMUNITY SCHOOLS, INCLUDING, UM, SHARP ELEMENTARY AND BD SIX, EUCLID ELEMENTARY AND BD TWO, AND HORACE MANN AT BD ONE. 
          THESE SCHOOLS ARE ADVOCATING FOR GREENING AND OTHER INFRASTRUCTURE UPDATES, AND I WAS TORN TO HEAR THAT THE COMMUNITY SCHOOL COMMUNITY REPRESENTATIVES AND SO SOME SUPERVISION AID COACHES AT THESE SCHOOLS HAVE BEEN GIVING PINK, PINK SLIPS AND ARE TOLD THEY WON'T BE ABLE TO RETURN TO THEIR ROLES. 
          THIS, THIS UPCOMING YEAR, THESE STAFF HAVE MADE MEANINGFUL AND LASTING CONTRIBUTIONS TO STUDENTS AND THE SCHOOL COMMUNITY. 
          THE SCHOOL ADMINISTRATION HAS BEEN UTTERLY SURPRISED ABOUT THIS DECISION. 
          AND THESE ARE STAFF THAT ARE ALUMNI OF THESE SAME SCHOOLS. 
          THEY HAVE KIDS AND FAMILY MEMBERS AT THE SCHOOL AND ARE HIGHLY INVESTED COMMUNITY MEMBERS. 
          JUST LIKE THE BSAP CUTS, YOU KNOW, THIS DOESN'T MAKE SENSE. 
          L-A-U-S-D ALUMNI ARE GOING ON TO PRESTIGIOUS UNIVERSITIES SPEAKING OUT ABOUT HOW BSAP GOT GOT THEM TO WHERE THEY ARE AND ARE PASSIONATE ABOUT STUDENTS CONTINUING TO BENEFIT FROM BSAP. 
          SO I URGE YOU TO RECONSIDER THESE LAYOFFS AND CUTS. 
          I ALSO WANNA ENCOURAGE PASSING ITEM EIGHT, WHICH INCLUDES FUNDING FOR A PORTION OF SHARP SCREENING PROJECT. 
          UM, PARENTS HAVE BEEN WAITING YEARS AND YEARS AND THIS, UH, FUNDING CANNOT BE DELAYED ANY FURTHER. 
          PARENTS EXPECT THIS PROJECT TO BE, TO GO UNDERWAY THIS SUMMER. 
          SO THANK YOU SO MUCH. 
          THANK YOU FOR YOUR TIME. 
          ALL RIGHT, GRACE LEE, I SEE YOU'RE ONLINE WITH US. 
          GRACE LEE, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          GRACE LEE. 
          HI, CAN YOU HEAR ME NOW? YES. 
          HI, MY NAME IS GRACE LEE. 
          I JOINED L-A-U-S-D AS A PARENT OF A KINDERGARTNER IN 2018 AT OUR NEIGHBORHOOD SCHOOL GULF STREET ELEMENTARY, IN REGION NORTH IN THE RECITA COMMUNITY OF SCHOOLS. 
          I WAS AN ACTIVE PARENT VOLUNTEER 
          [04:05:01]
BEFORE THE PANDEMIC, AND WHEN SCHOOLS RETURNED IN PERSON, THE FORMER PRINCIPAL ASKED ME TO JOIN THE STAFF. 
          I WAS HIRED AS AN OFFICE TECH IN 2023. 
          I MOVED TODAY TO SPEAK TO THE BOARD BECAUSE YOU ARE TRANSFERRING OUR NEW PRINCIPAL NOBEL LINDA VERDE BACK TO HER PREVIOUS ASSIGNMENT AS A-P-E-I-S. 
          MABEL HAS BEEN WITH US FOR A LITTLE OVER A YEAR, AND IN THAT SHORT AMOUNT OF TIME, I HAVE SEEN MORE PARENT ENGAGEMENT THAN BEFORE. 
          REAL ENGAGEMENT IN CLASSROOMS AND ON CAMPUS, NOT JUST PERCENTAGES OF PARENT PORTAL AND SCHOOL EXPERIENCE SURVEYS. 
          WHEN I FIRST JOINED THE SCHOOL, I OBSERVED A LOT OF DIVISION IN THE STAFF. 
          THIS YEAR, NOBEL BROUGHT THEM TOGETHER WITH A COMMON VISION FOR THE BENEFITS OF THE STUDENTS. 
          MOST IMPORTANTLY, OUR STUDENTS SPEAK, UH, SEEK OUT PRINCIPAL LAND VERDE TO TALK TO SHOW HER THEIR DANCE ROUTINES AND TO DRAFT HER FOR THEIR SOCCER TEAM AT RECESS. 
          NOW THAT I HAVE SHARED WHAT A POSITIVE INFLUENCE SHE HAS BEEN TO GOLF, I WANNA ASK WHY IS SHE BEING REASSIGNED? IN THE THREE YEARS I HAVE WORKED IN THE OFFICE, I HAVE OPENED THE SCHOOL WITH THREE DIFFERENT PRINCIPALS, THREE DIFFERENT IDEAS OF HOW TO COMMUNICATE INFORMATION WITH NEWLY ENROLLING PARENTS ABOUT WHAT TO EXPECT BEFORE SCHOOL STARTS. 
          I'VE GOTTEN USED TO TELLING THEM I DON'T KNOW, AND THAT THAT REALLY WHAT YOU WANT ME TELLING NEW KINDERGARTEN PARENTS WHO ARE ENTRUSTING LESD WITH THEIR CHILDREN. 
          THE NEW DIRECTOR OF OUR COAST, DANIEL STEINER, MET WITH STAFF ON MONDAY AND COULD NOT GIVE US AN ANSWER AS TO WHY YOU'RE TAKING AWAY OUR PRINCIPAL. 
          IN THE ABSENCE OF FURTHER INFORMATION, I SUSPECTED IT HAD TO DO WITH FAMILIES AND STAFF SEEKING TO FOLLOW HER WHEREVER SHE WENT. 
          A TESTAMENT TO HOW LOVED AND RESPECTED SHE IS BY HER COMMUNITY. 
          PARENTS, TEACHERS AND STUDENTS AT GAULT HAVE ALREADY MADE THEIR OPINIONS, HEARD THAT THEY DON'T WANT NOBEL TO LEAVE. 
          I WANT IT ON THE RECORD HERE THAT THE DISTRICT HAS FAILED TO COMMUNICATE AN ADEQUATE REASON FOR HER REASSIGNMENT. 
          I THANK YOU FOR YOUR TIME. 
          THANK YOU FOR YOUR TIME. 
          UH, THE NEXT CALL IN SPEAKER IS MIRINA ALEMAN. 
          MIRNA, I SEE YOU'RE ONLINE. 
          PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          MIRINA ALEMAN MIRNA, I SEE YOU'RE ONLINE WITH US. 
          PLEASE PRESS STAR SIX TO UNMUTE YOURSELF. 
          UH, MIRNA LAST CALL. 
          OKAY, LAST CALL FROM RNA. 
          ALRIGHT, WE WILL GO TO TAB TWO. 
          WE HAVE ONE SPEAKER ON TAB TWO. 
          JOSE CARDOZO. 
          ARE YOU HERE? JOSE C, THE TAB TWO. 
          JOSE CARDOZO NOT HERE. 
          ALL RIGHT, LET'S GO TO TAB FIVE. 
          LET'S SEE ONE SPEAKER. 
          UH, JAVIER. 
          EVA, ARE YOU HERE? JAVIER P NOT HERE. 
          GO TO 10. 
          NEXT IS TAB 10 WITH PUBLIC COMMENT. 
          UH, AMY ZONA. 
          ARE YOU HERE? AMY Z. 
          AMY Z. 
          ARE YOU HERE? NO. 
          AMY Z. 
          OKAY. 
          THE NEXT PUBLIC COMMENT THAT IS ALSO 
          [20. Board of Education Report No. 421-25/26   Finance Division  (Update of Debt Management Policy) Recommends approval of the proposed Debt Management  Policy (attachment A). The Debt Management Policy establishes formal guidelines governing the  issuance and administration of debt instruments and other long-term financial obligations. The  policy provides a framework to ensure debt is issued and managed responsibly, transparently, and  in a manner that protects the District’s fiscal integrity. In addition, the policy supports strategic  planning efforts related to the District’s capital improvement and infrastructure projects. ]
CONSENT IS ALL THE WAY DOWN AT TAB 20. 
          UM, ALBERTA BRINSON MOORE IS A CALLER. 
          I SEE YOU'RE ONLINE WITH US. 
          UH, ALBERTA. 
          PLEASE PRESS STAR SIX TO UNMUTE YOURSELF. 
          AND YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          ALBERTA BRISON MOORE. 
          HELLO, THIS IS ALBERTA BRISON MOORE FROM THE LA PARK DISTRICT OF LOS ANGELES. 
          I AM A THIRD GENERATION L-A-U-S-D. 
          WE'RE UNABLE TO HEAR YOU. 
          CAN YOU, CAN YOU PLEASE, UM, EITHER SPEAK UP OR MS. MOORE, WE HEARD YOU A MOMENT AGO, BUT WE CAN NO LONGER HEAR YOU STILL LINE. 
          I SEE YOU'RE STILL ONLINE WITH US. 
          UH, WE WILL COME BACK TO YOU UNLESS YOU CAN, CAN EVERYONE HEAR IT JUST LIKE A TINY BIT? NO, I DON'T HEAR ANYTHING. 
          NO WANT TO CALL. 
          I HEAR IT A TINY BIT. 
          UM, ALRIGHT, MS. MOORE, WE'RE GONNA HAVE TO COME BACK TO YOU. 
          I, I APOLOGIZE. 
          ALRIGHT. 
          HEY, CAN I, CAN I PUT, 
          [04:10:12]
OKAY. 
          SO LET'S SEE. 
          THE NEXT PUBLIC 
          [23. Board of Education Report No. 376-25/26    Charter Schools Division  PUBLIC HEARING  (Approval of the Renewal Petition for Open Charter Magnet) Recommends approval of the  renewal petition for Open Charter Magnet, a High performing, Conversion Affiliated charter  school, located in Board District 4 and Region West, for seven (7) years, beginning July 1, 2026,  until June 30, 2033, to serve up to 383 students in grades K-5 in each year of the charter term. ]
COMMENTER AFTER TAB 20 THAT IS ALSO ON CONSENT IS TAB 23. 
          ALL RIGHT. 
          IS MR. DAVID TOSKI HERE? OH, THERE YOU ARE, SIR. 
          COME ON UP. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN THIS. 
          ALSO A PUBLIC HEARING. 
          SO WHILE WE'RE HERE BEFORE MR. TOSKI BEGINS, THIS IS FOR TABS 23 THROUGH TABS 26, APPROVAL OF CHARTER RENEWAL PETITIONS BEFORE ACTION IS TAKEN ON THE FOLLOWING BOARD REPORTS, A PUBLIC HEARING MUST BE HELD. 
          THIS CONSTITUTES A PUBLIC HEARING ON THE FOLLOWING APPROVAL OF THE RENEWAL PETITION FOR OPEN CHARTER MAGNET, RECEDED CHARTER HIGH, TAFT CHARTER HIGH AND UNIVERSITY HIGH SCHOOL. 
          A MAXIMUM OF 15 INDIVIDUALS WHO WISH TO ADDRESS THE BOARD ON EACH OF THESE ITEMS WILL BE HEARD. 
          THOSE WHO WISH TO SPEAK SHOULD SIGN UP ONLINE AND THEY ALREADY HAVE SPEAKERS WILL BE CALLED BY NAME. 
          MR. TOSKI, PLEASE GO AHEAD. 
          YOU'LL HAVE TWO MINUTES. 
          IT HAS BEEN LAWFULLY POSTED AS A PUBLIC HEARING. 
          YES, THANK YOU. 
          IT'S NOT, THERE WE GO. 
          I'D LIKE TO SPEAK IN FAVOR OF ONE OF THE MOST, UH, SOUGHT AFTER SCHOOLS IN THE, IN THE DISTRICT, THE OPEN CHARTER MAGNET SCHOOL. 
          UM, AS WE BEGIN TO LOOK AT, UH, RE-ENVISIONING OUR SCHOOLS, RATHER THAN CLOSING THEM AND CONSOLIDATING THEM, YOU SAW THE ABSOLUTE FAILURE THAT'S HAPPENED IN PASADENA UNIFIED. 
          THEY FIRED THEIR CONSULTANT ON WHAT THEY WERE DOING. 
          THEY'RE HAVING PROBLEMS. UH, WE NEED TO RE-ENVISION THINGS. 
          AND THIS IS A MODEL PLACE THAT SHOULD BE REPLICATED. 
          THERE SHOULD BE TWO OR THREE OPEN CHARTER MAGNETS AND THE FAMILIES AND THE FACULTY AND THE ADMINISTRATION OVER THE YEARS COULD HELP YOU ALONG WITH THAT. 
          NEXT, THE IDEA OF PUTTING IN THE FISCAL STABILIZATION PLAN, WHICH IS MORE AND MORE AS YOU LOOK AT IT, FEELS LIKE THE FISCAL SPAGHETTI PLAN, THROWING THINGS UP AGAINST THE WALL AND SEEING WHAT STICKS TO PUT $7 MILLION TO OUT OF THE AFFILIATED CHARTER GRANT IS INVITING PLACES LIKE PAUL REVERE AND OTHER SCHOOLS TO JUST FLIP INTO AN INDEPENDENT CHARTER. 
          OKAY, $7 MILLION, THAT'S PEANUTS. 
          NOW MAYBE THAT'S HELPING YOU WITH THE COUNTY IN SOME PAPERS, TRAILY, BUT IT IS NOT SMART AND IT IS VERY RISKY. 
          SPEAKING OF THINGS THROWN UP AGAINST THE WALL, UH, YOU'VE SEEN BSAP DISCUSSED BY BOTH A MOTION AND BY THE PUBLIC. 
          UH, THIS IS CONFUSING. 
          ON THE DISTRICT WEBSITE, IT SAYS IT'S $175 MILLION ON THE SCHOOL SITES. 
          IT SAYS IT'S 125 MILLION EACH AND EVERY YEAR IT'S THE MONEY IS NOT SPENT. 
          YOU SHOULD HAVE AN ITEMIZED LIST OF EVERYTHING IN THE BLACK STUDENT ACHIEVEMENT PROGRAM ITEM BY ITEM OF WHAT'S IN THERE. 
          OKAY. 
          AND WHAT HAS BEEN SPENT AND WHAT ARE THE CONTRACTS? I AM SURE THE FEDERAL GOVERNMENT AND THOSE SUING THE DISTRICT OVER RACE ISSUES HAVE REQUESTED IT. 
          AND AS BOARD MEMBERS, YOU SHOULD HAVE IT. 
          YOU SHOULDN'T BE GUESSING ON EACH AND EVERY ONE OF THOSE. 
          IT'S VERY SIMPLE. 
          OPEN CHARTER SCHOOL IS A GREAT EXAMPLE. 
          THINGS THROWN ON THE FISCAL STABILIZATION PLAN HAVE NOT BEEN THOUGHT OUT. 
          THANK YOU, MR. TOSKI. 
          YOU'RE WELCOME. 
          UH, IT LOOKS LIKE YOU'RE ALSO UP 
          [24. Board of Education Report No. 409-25/26    Charter Schools Division  (Approval of the Renewal Petition for Reseda Charter High) Recommends approval of the  renewal petition for Reseda Charter High, a Middle performing, Conversion Affiliated charter  school, with a benchmark in the area of academics (ELA for English Learners), located in Board  District 4 and Region North, for five (5) years, beginning July 1, 2026, until June 30, 2031, to  serve up to 1,578 students in grades 6-12 in each year of the charter term. ]
FOR TAB 24, THE PUBLIC HEARING FOR, UH, EDER CHARTER HIGH. 
          WOULD YOU LIKE TO GIVE YOUR TWO MINUTES NOW? THANK YOU. 
          AND THEN RIGHT AFTER MR. TOSKI, IS MARIA LUISA PALMER FOR ITEM 24 RENEWAL PETITION FOR A RECEIPT OF CHARTER HIGH? OR AGAIN, DOES THE STATE LAW ON PUBLIC HEARINGS REDUCE PEOPLE TO TWO MINUTES THAT A BOARD RULE, NOT A STATE PUBLIC HEARING RULE? THE BOARD GOVERNS THE TIME THAT FOLKS GET TO SPEAK EVEN ON PUBLIC HEARINGS. 
          I BELIEVE SO. 
          THANK YOU VERY MUCH. 
          I'M SPEAKING IN FAVOR OF THE AFFILIATED CHARTER OF RECITA HIGH SCHOOL. 
          UH, RECITA HIGH SCHOOL HAS A VARIETY OF GREAT PROGRAMS THERE, SUCCESSFUL PROGRAMS, INCLUDING A POLICE MAGNET, INCLUDING A FIRE EFFORT WITH A FIRE. 
          THEY DON'T HAVE ANY EMT BECAUSE OUR ADULT DIVISION HAS NOT FIGURED OUT A WAY TO OPEN UP IN THE ADULT DIVISION PROGRAMS FOR EMTS, ONE OF THE MOST NEEDED C-T-A-C-T-E, UH, JOB PLACEMENTS. 
          MEANWHILE, WE HEARD JUST OF A SPEAKER A MOMENT AGO THAT THE ASSISTANT PRINCIPAL'S BEEN CUT AND THE ASSISTANT PRINCIPAL AND PRINCIPALS HAVE BEEN MOVED AROUND. 
          I HAVE NO IDEA WHAT THE PERSONNEL REASON IS, BUT I KNOW WHERE CUTTING ASSISTANT PRINCIPALS EVERYWHERE IN THIS DISTRICT, 
          [04:15:01]
AND THAT IS A BIG MISTAKE. 
          MEANWHILE, WE HAVE NATIONAL BOARD CERTIFICATION FOR TEACHERS, WHICH IS A GREAT THING. 
          I WAS THE ONE WHO INTRODUCED THAT, AND JULIE HORNSTEIN, RUBEN ZACHARIAS PUT IT IN PLACE WITH DE HIGUCHI NEGOTIATED. 
          BUT WE HAVE NO PROGRAM TO MAINTAIN ADMINISTRATORS AT THE SAME SITE. 
          THIS IS ONE OF THE MOST DIFFICULT PROBLEMS, EVEN IF YOU'RE THE HEAD OF, OF BSAP, AS SOON AS THE POSITION OPENS, EVEN IF YOU'RE DOING A GREAT JOB, YOU GO SOMEWHERE ELSE. 
          WE DON'T BUILD STABILITY WITH A NATIONAL BOARD CERTIFICATION. 
          THEY GET 15% ADMINISTRATORS. 
          SOME PROGRAMS SHOULD BE DEVELOPED BY THE HR TO MAINTAIN THE NUMBER AND THE QUALITY AND IMPROVE THE SKILLS AS YOU GO ALONG. 
          AGAIN, AFFILIATED CHARTERS, WHICH ARE PREDOMINANTLY IN MR. ML'S AREA, OUR WAY TO GROW ENROLLMENT IN THE LAST SUPERINTENDENT, THERE WAS ALWAYS PROMISES WE WERE GONNA START AN AFFILIATED GROWTH. 
          THERE SEEMS TO BE NO EFFORT IN SAY, THE VIRTUAL SCHOOLS, WHICH ARE VERY LOW PERFORMING, BUT THEY'RE TALKED ABOUT IF YOU OPEN THAT AS A, AN AN AFFILIATED CHARTER, YOU COULD GET KIDS FROM OREGON TO MEXICO. 
          YOU'D INCREASE ENROLLMENT BY 10,000 PEOPLE. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME, MR. KOSKI. 
          UH, MARIA LUIS PALMER, COME ON UP. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          GOOD AFTERNOON. 
          MY NAME IS MAR LUISA ALMA, AND WITH THIS RENEWAL, UH, PROPOSED OF REEDA CHARTER SCHOOL, I HAVE A BIG QUESTION AND A HUGE DOUBT. 
          DO YOU CONSIDER SAFETY AND SAFETY INCIDENTS AT THE SCHOOL AS YOU'RE CONSIDERING THE CHARTER RENEWAL? WE'VE ASKED, WE'VE HAD LOTS OF CONVERSATIONS, INCLUDING DIRECTLY WITH MR. CHA WHEN HE WAS DIRECTOR OF OPERATIONS ABOUT INCIDENT REPORTING, UH, FROM ISTAR R WE DON'T HAVE THAT. 
          DO YOU HAVE THAT AS YOU'RE CONSIDERING THIS RENEWAL? UH, WE'VE HAD ASKED TO HAVE THOSE INCIDENTS REPORTED BY SCHOOL AND IN ADDITION, BY REGION, AS YOU WELL KNOW, AND I DON'T WANNA HAVE TO RESTATE HERE THE HORRIFIC INCIDENT THAT HAPPENED AT RECEDA CHARTER HIGH SCHOOL. 
          UH, I HAVE BEEN CONTACTED DIRECTLY BY RECITA PARENTS, VERY CONCERNED ABOUT WHAT THEY CONSIDER TO BE A HUGE BULLYING PROBLEM AT THE SCHOOL. 
          THEY HAVE CONSIDERED COMING HERE TO SPEAK TO YOU ALL ABOUT IT, BUT THEY FEAR RETALIATION AGAINST THEIR CHILDREN. 
          IF THEY COME HERE, IT'S NOT BECAUSE EVERYTHING IS OKAY. 
          THEY TELL US THAT THERE'S A HUGE BULLYING PROBLEM. 
          HOW, HOW CAN THAT BE THAT THEY FEAR RETALIATION? WHAT IS IT THAT GOES ON AT THESE SCHOOLS THAT THAT WOULD BE THE CASE? SO IN ADDITION TO THAT, WE CONTINUE TO HAVE THE SAFE SCHOOLS TASK FORCE THAT I ATTENDED A NUMBER OF THE MEETINGS ON. 
          WHERE ARE THOSE RECOMMENDATIONS? WHERE WILL THEY COME TO THE BOARD THIS SCHOOL YEAR? ANYBODY? BECAUSE THE SCHOOL YEAR'S ABOUT TO END AND ARE YOU GONNA HAVE THEM COMING UP HERE ON TUESDAY? WILL THEY BE CONSIDERED FOR LCAP PURPOSES? SO WHAT IS IT THAT YOU'RE DOING WITH ANY OF THESE INCIDENTS AND THESE TERRIBLE THINGS THAT ARE HAPPENING AT SOME OF OUR SCHOOLS? AND DO YOU CONSIDER THEM FOR ANY OF THESE CHARTER SCHOOL RENEWALS? AND, UM, OF COURSE YOU'RE NOT GOING TO ANSWER ME, BUT YOU SHOULD CONSIDER THAT. 
          AND PLEASE BE THINKING, WHY WOULD PARENTS BE CONCERNED ABOUT RETALIATION AGAINST THEIR CHILDREN? ISN'T THAT THE MOST SERIOUS THING THAT YOU CAN THINK OF HAPPENING? HOW WOULD YOU FEEL IF YOU FEARED FOR YOUR CHILDREN'S SAFETY? THANK YOU FOR YOUR TIME. 
          TAB 25. 
          [25. Board of Education Report No. 450-25/26    Charter Schools Division  (Approval of the Renewal Petition for Taft Charter High) Recommends approval of the renewal  petition for Taft Charter High, a Middle performing, Conversion Affiliated charter school, with a  benchmark in the area of academics (Math for Students with Disabilities), located in Board  District 4 and Region North, for five (5) years, beginning July 1, 2026, until June 30, 2031, to  serve up to 2,223 students in grades 9-12 in each year of the charter term. ]
WE HAVE MR. DAVID KOSKI FOR RENEWAL PETITION FOR TAFT CHARTER HIGH. 
          ARE YOU IN THE ROOM, MR. KOSKI? THERE YOU ARE. 
          COME ON DOWN. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          AM I IN THE ROOM? ? UM, YOU MUST HAVE HIT YOUR HEAD ON THE SOCCER BALL LAST NIGHT. 
          UH, I'D LIKE TO SAY THAT TAFT HIGH SCHOOL SITS AT STONE'S THROW FROM EL CAMINO AL HIGH SCHOOL. 
          EL CAMINO AL IS AN INDEPENDENT CHARTER TAPPED AS AN AFFILIATED CHARTER. 
          YOU WANT TO TAKE A LOOK AT THE DIFFERENCES. 
          FOR EXAMPLE, SPEAKER BEFORE ME SPOKE, SPOKE ABOUT SAFETY ISSUES. 
          AND OF COURSE, ON RASHIDA HIGH YOU HAVE A POLICE MAGNET, BUT THE OFFICER FROM LAPD AND THE OFFICER FROM THE DISTRICT ARE CONFINED TO THE MAGNET. 
          THEY CAN'T PROVIDE SECURITY ACROSS THE WHOLE CAMPUS. 
          I DON'T KNOW WHAT KIND OF POLICY INTERPRETATION. 
          I DON'T THINK THAT'S THE INTENT OF CREATING POLICE MAGNETS. 
          AND THEN THE LAPD OFFICER ASSIGNED TO A POLICE MAGNET CAN'T GO ACROSS THE REST OF THE SCHOOL. 
          OKAY. 
          OR THAT THE, UH, LA SCHOOL POLICE OFFICER HELPING OUT AT THE MAGNET CAN'T HELP THE WHOLE SCHOOL. 
          THERE'S SOMETHING WRONG WITH THE POLICY THERE. 
          AND I BRING IT UP BECAUSE EL CAMINO REAL CONTRACTS, A DISTRICT CHARTER SCHOOL INDEPENDENT, HAS AN INCONSISTENT POLICY WHERE THEY HAVE POLICE OFFICERS THAT CAN CONTRACT AND DOWN THE STREET A TAF. 
          NOW YOU'RE, YOU'RE SORT OF SAYING TO A PARENT WHO'S LIVING 
          [04:20:01]
IN THE WOODLAND AREA, IF YOUR FUNDAMENTAL CONCERNS ABOUT SAFETY, IT'S SAFER OVER AT EL CAMINO, THEY HAVE OFFICERS THERE AND NOT AT CHAP. 
          AGAIN, YOU'RE NOT GROWING YOUR VIEW OF AFFILIATED CHARTERS. 
          NEXT, UH, A LOT OF TALK ABOUT C BUT LET, LET'S TALK ABOUT THE BIGGER ISSUE, WHICH IS THE STATE LCAP, WHICH YOU'LL BE TALKING ABOUT, WHICH IS THE CONCENTRATION AND THE SUPPLEMENTAL GRANT OF WHICH CEI IS JUST MAYBE 47% OF IT. 
          DO YOU HAVE IN YOUR MIND AS YOU COME FORWARD NEXT WEEK TO TALK ABOUT THE L CAP? DO YOU HAVE AN AWARENESS OF THE $1.45 BILLION THAT IS CONCENTRATION AND SUPPLEMENTAL MONEY FOR THE KIDS MOST IN NEED? THE MOTION BROUGHT BEFORE US? WHERE'S THAT MONEY GOING? NOT JUST THE 700 MILLION. 
          LOOK AT THE WHOLE ENTIRE 1.5 BILLION. 
          THAT'S WHAT THE LCAP IS SUPPOSED TO DO. 
          THAT'S WHAT YOU'RE SUPPOSED TO BE LOOKING AT. 
          AND HOPEFULLY BETWEEN TODAY, FRIDAY AND THAT MEETING, YOU'LL HAVE THAT INFORMATION. 
          THANK YOU FOR YOUR TIME. 
          UH, JULIO NCSO, JULIO AND CISO, ARE YOU HERE? YOU SIGNED UP FOR THIS PUBLIC COMMENT? NO, THAT WAS TAB 25. 
          TAB. 
          WE'LL GO 
          [26. Board of Education Report No. 451-25/26    Charter Schools Division  (Approval of the Renewal Petition for University High School Charter) Recommends approval  of the renewal petition for University High School Charter, a Middle performing, Conversion  Affiliated charter school, located in Board District 4 and Region West, for five (5) years,  beginning July 1, 2026, until June 30, 2031, to serve up to 1,320 students in grades 9-12 in each  year of the charter term. ]
TO TAB 26. 
          UM, MR. KOSKA, ARE YOU BEHIND THAT PILLAR THERE, SIR? COME ON UP. 
          THERE YOU ARE. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          AND THEN CARRIE JORDAN, AND THEN WE HAVE OPHELIA RYAN BOARD. 
          OKAY. 
          UH, AGAIN, LET'S SPEAK HIGHLY OF UCLA HIGH SCHOOL. 
          I MEAN UNIVERSITY HIGH SCHOOL. 
          UH, I SUPPORT THE RENEWAL OF THAT SCHOOL. 
          AGAIN, A LOT MORE COULD BE DONE TO GROW THAT SCHOOL. 
          AND LET ME JUST BRING UP ONE BIG ONE THAT'S COMING NEXT WEEK, WHICH IS CALLED LOCKE HIGH SCHOOL. 
          OKAY? LOCKE HIGH SCHOOL APPEARS BEFORE THE COUNTY BOARD, AND IF THAT BOARD FOLLOWS YOUR RECOMMENDATION, THEY WILL TURN DOWN THE RENEWAL OF LOCKE HIGH SCHOOL AND IT WILL BE AN LA UNIFIED SCHOOL. 
          ARE THERE PLANS IN YOUR HANDS? BECAUSE EACH IN TIME A CHARTER SCHOOL CLOSES UNDER THE BOARD'S AUTHORITY. 
          AUTHORITY. 
          THERE'S SUPPOSED TO BE A STUDENT RECOVERY UNIT TO GET THE STUDENTS AND PUT 'EM IN LA UNIFIED, BUT WE KNOW DISPROPORTIONATELY WHEN A CHARTER SCHOOL CLOSES, THE STUDENTS FIND OTHER CHARTER SCHOOLS TO GO. 
          SO HOPEFULLY, UM, MR. CHASE, UH, OPERATIONAL SKILLS WILL HAVE THAT ALL OVER THE PLACE READY TO GO. 
          UH, SO THAT THAT SCHOOL, IF IT IS NOT, UH, APPROVED WITH FOUR VOTES, LET ME ALSO SAY ON THE, THE, UM, THE FISCAL SPAGHETTI PLAN, UM, THERE'S ALL SORTS OF THINGS MISSING IN THERE. 
          OKAY? THERE IS NO, UH, DE OF, OF THE COOPS, THE CERTIFICATES OF PARTICIPATION, WHICH HAS PAID OUT ABOUT $28 MILLION A YEAR OUT OF THE GENERAL FUND OVER THE THREE YEAR PLAN. 
          THAT'S $90 MILLION. 
          ADDITIONALLY, THERE ARE NO TAX AND REVENUE ANTICIPATION NOTES, AND ALL OF YOU HAVE READ ABOUT THAT IN THE ITEMS YOU HAVE BEFORE YOU IN THE DEBT POLICY AND THE DEBT DOCUMENTS AND THE BOND DOCUMENTS. 
          TAX REVENUE ANTICIPATION NOTES CANNOT BE ISSUED BY CHARTER SCHOOLS, BUT THEY CAN BE ISSUED BY DISTRICTS. 
          AND THIS DISTRICT HAS ISSUED THEM IN THE AMOUNTS OF $1.4 BILLION. 
          SO IF YOU DON'T KNOW WHAT THE MONEY IS IN YEAR TWO AND YEAR THREE, YOU CAN BEGIN TO ISSUE THESE TAX REVENUE ANTICIPATION NOTES TO BE USED TO HELP YOU WITH YOUR, UH, BUDGET, UH, CHALLENGES. 
          AND SO NOT PUTTING 'EM, THERE IS A JUDGMENT PIECE. 
          YOU PUT THE JUDGMENT OBLIGATION BOUNDS ON THE LAWSUITS. 
          DO YOU HAVE A UP TO DATE REPORT ON THOSE LAWSUITS? THAT'S ALL PART OF YOUR APPROVAL OF THE DEBT POLICY. 
          AND, UH, THEY CAN HELP FINANCE A LOT OF THE THINGS YOU'VE TALKED ABOUT TODAY. 
          THANK YOU FOR YOUR TIME. 
          UH, KIRI. 
          JORDAN, ARE YOU HERE? KIRI JORDAN? I'M SORRY, SIR. 
          OKAY. 
          ALL RIGHT. 
          LET'S SEE. 
          WE HAVE OPHELIA RYAN ON THE LINE REMOTELY. 
          OPHELIA RYAN, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF. 
          AND YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          OPHELIA RYAN? YES. 
          THANK YOU. 
          I'M SOPHIE RYAN, PRESIDENT OF ASSOCIATION, ASSOCIATION OF PSA COUNSELORS, AND I'M CALLING TO FORMALLY REPORT THAT PUPIL SERVICES AND ATTENDANCE STUDENTS SUPPORT AND ATTENDANCE SERVICES AS CONTINUE TO VIOLATE EMPLOYEE RIGHTS. 
          TODAY'S AGO, THE SPO PROGRAM REDUCED THE NUMBER OF POSITIONS FROM 12 TO SIX PSAS LEAVING FIVE DISPLACED COUNSELORS IN LIMBO. 
          THIS SITUATION VIOLATED THE CURRENT PROGRAM BECAUSE THEY NEVER RECEIVED AN OPPORTUNITY TO COMPLETE A PREFERENCE FORM. 
          MOREOVER, THEY ARE NOT FOLLOWING THE CONTRACT BY PLACING US BY SENIORITY. 
          WE ARE NOT TEACHERS. 
          WE ARE ITINERANT. 
          AN ARTICLE NINE EIGHT SPECIFIES THAT SENIORITY MUST BE FOLLOWED. 
          SSAS IS PRETENDING WE ARE TEACHERS CREATING THEIR OWN PROGRAMS 
          [04:25:01]
AND LISTS AND PLACING PEOPLE AT THE BOTTOM OF A LIST WHEN THEY CHANGE THEM TO PROGRAMS. THERE HAS NEVER BEEN A CODE CHANGE. 
          ALL OF THOSE ARE CODE 0 5 4 3. 
          SO TO RESOLVE THE ISSUE, I DEMAND AN INVESTIGATION AND TO ENSURE THAT ARTICLE NINE A IS IMPLEMENTED. 
          BECAUSE IF THIS CONTINUES, I WILL BE FORCED TO FILE A FORMAL UNFAIR PRACTICE CHARGE UPC AND REQUEST THAT THE PUBLIC EMPLOYMENT RELATIONS BOARD PER IMPOSE REPRIMAND OR FINES AGAINST LAU SB. 
          WE HAVE A CONTRACT AND SOMEONE WITH 30 YEARS OF SENIORITY CANNOT GO TO THE BOTTOM OF ANY LIST. 
          PLEASE CONDUCT AN INVESTIGATION TO ENSURE THAT ARTICLE NINE A IS FOLLOWED AS WRITTEN. 
          AND IF LUSD, THE SSAS ADMINISTRATORS HAVE ANY OTHER CRITERIA WE DEMAND, THEY SHOW US WHERE IN THE CONTRACT SAYS THAT THEY HAVE THE RIGHT TO MAKE CHANGES VIOLATING WHAT WE HAVE ALREADY SIGNED AS OUR CONTRACT. 
          PLEASE FOLLOW UP. 
          THANK YOU KINDLY. 
          THANK YOU FOR YOUR TIME. 
          ALL RIGHT. 
          CURIE JORDAN IS ON THE WAY. 
          YOU WANNA DO IT ON THE PHONE? HOLD ON, HOLD ON, HOLD ON. 
          WE'RE GONNA GET THIS DONE. 
          OKAY, LET'S, LET'S TRY IT. 
          ALRIGHT, GO AHEAD. 
          GO AHEAD, CARRIE. 
          GOOD AFTERNOON. 
          BOARD MEMBERS. 
          MY NAME IS CARRIE JORDAN. 
          I'M WITH CA. 
          I'M HERE BECAUSE OUR CHILDREN CANNOT AFFORD MORE CUTS. 
          TOO OFTEN BLACK STUDENTS AND STUDENTS ATTENDING HIGH SCHOOL, HIGH, HIGH NEEDS SCHOOLS ARE ASKED TO DO MORE WITH LESS. 
          WE HEAR ABOUT EQUITY, BUT EQUITY MUST BE REFLECTED IN THE DECISIONS THIS BOARD MAKES. 
          PROGRAMS LIKE BLACK STUDENT ACHIEVEMENT PLAN AND THE SCHOOL FISCAL STABILIZATION PROGRAM WERE CREATED BECAUSE STUDENTS AND FAMILIES IDENTIFIED REAL NEEDS THAT COULD NOT BE IGNORED. 
          THESE INVESTMENTS MATTER. 
          THEY PROVIDE SUPPORT, RESOURCES AND OPPORTUNITIES THAT HELP STUDENTS SUCCEED AND FEEL SEEN IN OUR SCHOOL. 
          AS YOU PREPARE FOR THE JUNE 16TH BUDGET VOTE, I URGE YOU TO SAY NO TO THE CUTS THAT WOULD WEAKEN SUPPORT FOR THE STUDENTS AND FAMILIES. 
          SAY NO TO THE CUTS TO THE SCHOOL'S FISCAL STABILIZATION PROGRAM. 
          SAY NO TO CUTS TO THE BLACK STUDENT ACHIEVEMENT PRO PLAN. 
          PROTECT THE INVESTMENTS THAT OUR COMMUNITY FOUGHT FOR AND THAT OUR CHILDREN DESERVE. 
          OUR CHILDREN SHOULD NOT BE HA, SHOULD NOT HAVE TO PAY THE PRICE FOR BUDGET CHALLENGES. 
          WE NEED YOU TO STAND WITH THE STUDENTS, FAMILIES, AND SCHOOL COMMUNITIES BY PROTECTING THESE CRITICAL RESOURCES. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          ALRIGHT, MOVING ON 
          [27. Board of Education Report No. 452-25/26  Charter Schools Division  (Approval of the Proposed Material Revision for Aspire Juanita Tate Academy Charter)  Recommends approval of the material revision for Aspire Juanita Tate Academy Charter, a  Middle performing, Start-Up Independent charter school, located in Board District 7 and Region  South, to increase enrollment capacity. ]
TO TAB 27. 
          WE HAVE 10 FOLKS SIGNED UP FOR PUBLIC COMMENT. 
          CHRIS CARR, ARE YOU HERE? WAIT. 
          OKAY, I'LL READ 'EM OUT LOUD JUST IN CASE SO THAT I DON'T SKIP ANYBODY WITH A DIFFERENT, UH, POSITION. 
          UH, SO CHRIS CARR WAVING. 
          UM, SYLVIA BEO. 
          SYLVIA BEO. 
          OKAY. 
          WAVING. 
          STEPHANIE R. RODRIGUEZ, WAVING ADA GALINDO WAVING AUSTIN MEYER WAVING, UH, GYPSY VASQUE WAIV, UH, RAMIREZ WAIVING, UH, JENNIFER AMIRO WAIVING, UM, BRENDA MOORE, ALSO WAIVING. 
          ALRIGHT. 
          AND THEN MR. TOSKI IS SIGNED UP ON BOTH ITEM SIX AND 27. 
          YOU CAN CHOOSE ONE OR THE OTHER. 
          SIR, CAN YOU JUST TELL ME SIX OR 27? I TOLD YOU TAB SIX. 
          OUTSTANDING. 
          ALL RIGHT, SO TAB 27 PUBLIC COMMENT IS CONCLUDED. 
          WE'LL GO ON TO, IT'S NOT, I'LL CALL YOU. 
          WHEN'S TIME? WHEN IS YOUR TIME? ALRIGHT, THAT WAS TAB 27. 
          MOVING ON TO, LET'S SEE HERE. 
          UM, MS. GREGGO, YOU, YOU HAD YOUR QUICK COMMENT. 
          I DID A VERY QUICK QUESTION FOR OUR FOLKS. 
          WAIT, IS THIS THE PRINCIPLES? THIS IS THE ONE ON THE RENAMING THE SCHOOLS. 
          YES. 
          THAT'S WHEN YOU'RE CALLING ME ONE. 
          YES, YES, YES. 
          IT'S THE VERY FI I JUST WANTED TO KNOW THE PROCESS BECAUSE WHEN WE WERE RENAMING SCHOOLS THAT GOT A LOT OF CALLS ON LIKE, HEY, THESE ARE SOME SUGGESTIONS, EVEN THOUGH THE SCHOOLS ARE NOT IN MY DISTRICT. 
          SO I WANTED TO KNOW WHAT PROCESS YOU TOOK TO, UH, ARRIVE AT THE NAMING OF THE SCHOOL. 
          DOESN'T 
          [04:30:01]
HAVE TO BE A LONG ANSWER, VERY QUICK SUMMARY. 
          UH, WE PUSHED OUT, UM, A SURVEY TO, UH, EVERYONE IN THE COMMUNITY, TO STAFF, TO FAMILIES AND TO STUDENTS WITH NAME SUGGESTIONS. 
          THAT WAS THE FIRST PART. 
          AND FROM THERE WE GATHERED THE TOP THREE, UM, CHOICES THAT KEPT COMING UP. 
          UM, AND THEN WE PUSHED OUT ANOTHER VOTE SURVEY IN WHICH, UM, EVERYONE IN THE COMMUNITY AGAIN AND STAFF MEMBERS, TEACHERS, UM, FAMILIES AND STUDENTS WERE ABLE TO VOTE. 
          WE GATHERED ABOUT, UH, 1600 VOTES. 
          UM, AND OUT OF THOSE, UH, ROWS, THE TOP, UH, CHOICE, WHICH WAS ROYA HIGH SCHOOL, WAS IT, WHEN YOU SAY COMMUNITY, ARE YOU TALKING ABOUT THE SCHOOL COMMUNITY OR INCLUDING THE OUTSIDE? WE INCLUDED THE COMMUNITY OF SAN FERNANDO. 
          OH, WOW. 
          ALRIGHT. 
          AND WE HELD A FEW, UH, IN-PERSON TOWN HALLS AS WELL. 
          AND ON ZOOM, JUST FOR PEOPLE TO GIVE INPUT OR ASK QUESTIONS ABOUT THE PROCESS AS WELL. 
          WONDERFUL. 
          ARE, ARE YOU ALL THE PRINCIPALS AT THE SCHOOLS? OKAY. 
          AND YOU LED THAT EFFORT? YES. 
          ALRIGHT, WELL THANK YOU SO MUCH. 
          THAT'S ALL . 
          THANK YOU. 
          YEAH, I CAN JUST RECOGNIZE AND APPRECIATE THE EFFORTS OF OUR, OF OUR PRINCIPALS WHO IN ADDITION TO BEING IN A VERY, VERY BUSY SEASON OF HIGH SCHOOL, WHICH IS LIKE WRAPPING UP THE SCHOOL YEAR IN THE SPRING, UM, DID LEAD SUCH A COLLABORATIVE EFFORT. 
          AND I KNOW I HEARD FROM COMMUNITY MEMBERS WHO APPRECIATED THAT THERE WAS IN-PERSON VOTING, THERE WAS ONLINE VOTING. 
          IT WAS A VERY INTENTIONAL PROCESS THOUGH FAST. 
          SO JUST MUCH APPRECIATION FOR ALL OF YOU. 
          I HOPE YOU GET TO ENJOY THE REST OF YOUR DAY. 
          THANK YOU. 
          I'LL NOTE THAT THAT QUESTION WAS UNDER A MINUTE FOR TWO ALL KINDS OF INPUT TOLD YOU. 
          ALL RIGHT. 
          SO MOVING 
          [29. Ms. Griego - Celebrating Pride 2026: A Review of LGBTQ+ Supports, Resources, and  Programming for Students, Educators, and Families (Res-064-25/26) (Waiver of Board Rule 72)]
ON TO TAB 29. 
          ALSO ON CONSENT, WE HAVE 10 SPEAKERS. 
          YOU SAID YOU WANNA SAY A QUICK, A QUICK COMMENT? YEAH. 
          AND THEN MY, MY, MY CO-SPONSORS TOO, IF THEY CAN. 
          UM, DO WE HAVE TO DO ANYTHING? JUST DO I HAVE TO MOVE ANYTHING OR, ALL RIGHT. 
          OKAY. 
          SO I'M VERY EXCITED AND PROUD TO BE INTRODUCING THIS YEAR'S PRIDE RESOLUTION. 
          I ALSO WANNA THANK MY CO-SPONSORS, DR. 
          ROCIA RIVAS AND, UM, MR. MOLSON. 
          AND, UM, JUST QUICKLY, I WANNA SAY, YOU KNOW, PRIDE MONTH IS AN OPPORTUNITY FOR US TO EMBRACE EVERYONE. 
          ALL OF OUR SCHOOLS ARE PLACES WHERE EVERYONE IS WELCOME. 
          AND THIS IS YET ANOTHER MOMENT WHEN WE CAN CELEBRATE THAT, UH, AND CENTER. 
          IN THIS PARTICULAR CASE, WE WANNA CENTER OUR YOUTH, OUR, OUR TRANSGENDER YOUTH, OUR QUEER YOUTH, OUR, UH, GAY, LESBIAN, INTERGENDER, EVERYTHING, ALL OF OUR YOUTH. 
          AND I WANT TO, SO IT BRINGS ME, UH, LOTS OF JOY TO BE ABLE TO DO THIS. 
          UM, I THINK TODAY WE HEARD, I DON'T KNOW IF SOME OF YOU WERE HERE, BUT YOU HEARD FROM OUR SUPERINTENDENT STUDENT ADVISORY COUNCIL AND ONE OF THE RECOMMENDATIONS WAS TO EXPAND SELS, UM, WHICH IS SOCIAL EMOTIONAL LEARNING SESSIONS FOR TEACHERS, FOR STAFF AND STUDENT LEADERS REGARDING LGBTQ PLUS INCLUSION. 
          SO EVEN THEY HAVE HEARD THIS FROM THEIR PEERS. 
          SO IT IS CLEAR THAT OUR STUDENTS ALSO SEE THE VALUE IN HAVING SAFE AND WELCOMING SCHOOLS FOR ALL STUDENTS. 
          AND NOW I'D LIKE TO, UH, PASS IT OVER TO SCOTT, ONE OF OUR, MY CO-SPONSORS WHO'D LIKE TO MAKE A QUICK REMARK. 
          I WILL. 
          THANK YOU. 
          SO EVERYONE, PRIDE MONTH IS MORE THAN JUST A SYMBOLIC GESTURE. 
          IT REPRESENTS A COMMUNITY THAT HAS REPEATEDLY OVERCOME OBSTACLES TO BE ACCEPTED AND TO HAVE THE SAME RIGHTS AS EVERYONE ELSE IN THIS COUNTRY. 
          AT L-A-U-S-D, WE ACKNOWLEDGE ALL OF OUR STUDENTS AND STAFF AND THE DIVERSE WAYS THEY OPEN OUR EYES. 
          THIS IS ESPECIALLY TRUE FROM OUR LGBTQ PLUS COMMUNITY WHO TEACH US LIFE LESSONS BEYOND THE CLASSROOM. 
          THEY TEACH US THAT IN A WORLD LIKE TODAY, WHAT MATTERS IS EMPATHY FOR YOUR FELLOW HUMAN BEING. 
          IT'S A CELEBRATION OF WHO WE ARE AS A SOCIETY AND A REFLECTION OF HOW FAR WE HAVE COME. 
          I AM PROUD OF THE WORK THAT THE DISTRICT HAS DONE, BUT I ALSO UNDERSTAND THAT MORE WORK LIES AHEAD. 
          I'M PROUD TO SUPPORT AND CO-SPONSOR THIS RESOLUTION TO BETTER SERVE OUR LGBTQ PLUS COMMUNITY. 
          WE KNOW WE NEED TO KNOW WHERE WE FALL SHORT, AND I'M LOOKING FORWARD TO REVIEWING THE BOARD INFORMATIVE IN 90 DAYS SO WE CAN HELP SPREAD THE WORD ABOUT RESOURCES AVAILABLE TO STUDENTS, STAFF, AND THEIR FAMILIES. 
          IT WOULD ALSO BE, I MUST ACKNOWLEDGE, I MUST ACKNOWLEDGE THE MENTAL HEALTH CHALLENGES THAT EXIST WITHIN OUR LGBTQ PLUS COMMUNITY WITH A HIGHER RATE OF DEPRESSION AND SELF-HARM THAN OTHER DEMOGRAPHICS. 
          I WANNA MAKE CLEAR THAT THE VOICES THAT CARE ABOUT YOU ARE GREATER AND LOUDER THAN 
          [04:35:01]
THOSE WHO DO NOT. 
          WE ALL CARE ABOUT YOUR SAFETY AND YOUR WELLBEING. 
          IN ADDITION TO PRIDE MONTH, JUNE IS MEN'S MENTAL HEALTH AWARENESS MONTH, WHICH INTERSECTS WITH ISSUES MANY OF THE LGBTQ PLUS MEN FACE. 
          DUE TO SOCIAL STIGMA. 
          THEY SOMETIMES FACE THESE CHALLENGES IN SILENCE AND BEING BOYS AND LGBTQ PLUS THE SOCIETY. 
          THE SOCIAL STIGMA IS SIMPLY TO MAN UP AND FACE THE CHALLENGES HEAD ON, BUT THEY HAVE A RIGHT TO EXPLAIN, TO EXPRESS THEIR FEELINGS AND THEIR EMOTIONS. 
          SO WE ENCOURAGE THEM TO BE OPEN AND VULNERABLE WITH SOMEONE THEY TRUST. 
          AND HOPEFULLY THE MORE WE SPEAK ABOUT THESE CHALLENGES, THE MORE EMPATHETIC WE CAN BE TOWARDS ONE ANOTHER, AND THE BETTER WE CAN TREAT MENTAL HEALTH CHALLENGES. 
          SO I WANNA SAY HAPPY PRIDE MONTH TO OUR L-A-U-S-C COMMUNITY. 
          AND THANK YOU TO MY COLLEAGUE, MS. CARLA GRIEGO FOR BRINGING THIS REALLY IMPORTANT RESOLUTION TO THE MEETING. 
          AND THANK YOU SO MUCH. 
          YOU GOT IT. 
          AND THANK YOU SCOTT. 
          UM, AND I'M GONNA OFFER DR. RIVAS IF SHE HAS ANY COMMENTS THAT SHE'D LIKE TO MAKE. 
          THANK YOU. 
          YES, DEFINITELY. 
          HAPPY PRIDE MONTH EVERYONE. 
          AND THANK YOU. 
          WAS IT YOU MS. ER WHO WAS PASSING THESE OUT FROM YOUR OFFICE? THANK YOU. 
          I LOVE THIS FROM THE HRDE OFFICE. 
          OH, THANK THEY PROVIDED THAT. 
          THANK YOU. 
          RDE, YOU'RE AWESOME. 
          UM, SO YES, I AM PROUD TO CO-SPONSOR THIS RESOLUTION AND WANNA BEGIN BY THANKING MY COLLEAGUE, A BOARD MEMBER GREGO FOR HER LEADERSHIP IN BRINGING THIS FORWARD. 
          THIS RESOLUTION RECOGNIZES LGBTQIA PLUS PRIDE MONTH AND REAFFIRMS THEIR COMMITMENT TO CREATING SCHOOLS WHERE EVERY STUDENT FEELS WELCOME, RESPECTED, AND SUPPORTED AT A SC HAS BEEN ENGAGED IN THIS WORK FOR MANY YEARS THROUGH PARTNERSHIPS WITH STUDENTS, FAMILIES, EDUCATORS, LABOR PARTNERS, COMMUNITY ORGANIZATIONS AND ADVOCACY GROUPS WHO HAVE HELPED STRENGTHEN THE SUPPORTS AND RESOURCES FOR LG LGBTQIA PLUS STUDENTS ACROSS OUR SCHOOLS. 
          THIS RESOLUTION BUILDS ON THAT ONGOING WORK BY PROVIDING AN OPPORTUNITY TO REFLECT ON THE PROGRESS THAT HAS BEEN MADE, CELEBRATE SUCCESSFUL PROGRAMS AND PARTNERSHIPS, AND IDENTIFY OPPORTUNITIES TO CONTINUE STRENGTHENING SUPPORT SYSTEMS FOR STUDENTS AND FAMILIES. 
          THIS RESOLUTION RECOGNIZES THAT AFFIRMING THAT CREATING AFFIRMING SCHOOL ENVIRONMENTS IS NOT THE RESPONSIBILITY OF ANY ONE DEPARTMENT INDIVIDUAL. 
          IT REQUIRES COLLABORATION ACROSS THE DISTRICT AND WITH COMMUNITY BASED ORGANIZATIONS, ADVOCATES, PARTNERS WHO BRING EXPERTISE, LIVED EXPERIENCE, AND SHARED COMMITMENT TO STUDENT WELLBEING. 
          THE BOARD INFORMATIVE, REQUESTED THROUGH THIS RESOLUTION WILL HELP PROVIDE A COMPREHENSIVE OVERVIEW OF CURRENT PROGRAMS, PROFESSIONAL DEVELOPMENT EFFORTS, STUDENT SUPPORTS, PARTNERSHIPS, AND INVESTMENTS, SO THAT WE CAN BETTER UNDERSTAND THE BREADTH OF WORK HAPPENING ACROSS THE DISTRICT AND CONTINUE BUILDING ON THOSE EFFORTS MOVING FORWARD. 
          I WANNA THANK OUR EDUCATOR, STAFF, STUDENTS, FAMILIES AND COMMUNITY PARTNERS WHOSE LEADERSHIP AND ADVOCACY CONTINUE TO HELP MAKE OUR SCHOOLS PLACES WHERE ALL STUDENTS AND EMPLOYEES CAN LEARN, BELONG AND THRIVE. 
          SO THANK YOU. 
          THANK YOU. 
          SO I'LL HAND IT BACK TO YOU, MR. MCLEAN. 
          UH, IS IT POSSIBLE TO BE ADDED AS A CO-SPONSOR? ME TOO, PLEASE. 
          YES, DO YES. 
          AND THANK YOU SO MUCH FOR YOUR LEADERSHIP, MS. G, ON BRINGING THIS FORWARD. 
          I THINK ESPECIALLY AT THE TIME AS WE SEE LEGISLATIVE BODIES ACROSS THE COUNTRY, UH, ATTACKING, UH, OUR LGBTQ PLUS YOUTH, ESPECIALLY OUR TRANSGENDER AND NON-BINARY RUTH, IT'S ESPECIALLY IMPORTANT TO BE LIFTING UP PRIDE MONTH AT THIS TIME. 
          THANK YOU. 
          OKAY. 
          WE HAVE LOTS OF PUBLIC COMMENT, UH, IN PERSON. 
          THANK YOU FOR BEING SO PATIENT WITH US AS WE WORKED THROUGH THE AGENDA TODAY. 
          UH, JESSICA SANTIAGO, ARE YOU HERE? JESSICA SANTIAGO, COME ON UP. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          HELLO AGAIN. 
          MY NAME IS JESSICA AND I STAND BEFORE YOU TODAY. 
          AS A PROUD REPRESENTATIVE OF THE LGBTQ PLUS COMMUNITY WITH THE RAINBOW EDUCATION COALITION OF LOS ANGELES OR RECLA, WE ARE HERE TO SUPPORT THE PRIDE RESOLUTION AND TO ASK TO ESTABLISH AN LGBTQ STEERING COMMITTEE. 
          AS WE CELEBRATE PRIDE MONTH, I ASK, WE REFLECT ON BETTER AND MEANINGFUL WAYS WE CAN SUPPORT LGBTQ PLUS STUDENTS AND TEACHERS. 
          WE ASKED FOR COLLABORATIVE, UM, AND MEANINGFUL CHANGE. 
          I NOW YIELD THE REST OF MY TIME TO LILIANA AN L-A-U-S-D STUDENT. 
          HI, MY NAME IS LILIANA MARTIN. 
          UM, I AM GOING TO BE GOING TO SANTA MONICA COLLEGE NEXT YEAR, BUT I'M A FORMER L-A-U-S-D STUDENT. 
          UM, IMPORTANTLY I'M QUEER AND BEING A QUEER STUDENT HAS BEEN DIFFICULT TO BE FRANK. 
          UM, I'M WRITING TODAY TO URGE THE SCHOOL BOARD TO ESTABLISH A STEERING COMMITTEE BY AND FOR THE LGBT COMMUNITY TO GUIDE THE 
          [04:40:01]
FUNDS ALLOCATED BY THE SCHOOL BOARD. 
          LGBT STUDENTS ARE OFTEN MADE TO FEEL AS IF THEY'RE NOT WELCOME IN THE SAME SPACES AS THEIR CISGENDER AND HETEROSEXUAL PEERS. 
          INCLUSION IS A PROCESS WHICH MUST BE HANDLED TOP DOWN IN THE FACILITATION OF PROGRAMS IN THE CREATION OF RESOURCES FOR THE QUEER STUDENTS OF L-A-U-S-B SHOULD BE GUIDED BY MEMBERS OF THE COMMUNITY. 
          I WAS FORTUNATE ENOUGH TO HAVE A DEVELOPED SAGA, A SEXUAL SEXUALITY AND GENDER ALLIANCE CLUB IN MY SCHOOL, WHERE I MET MANY OF MY CLOSEST FRIENDS AND BUILT THE COURAGE TO COME OUT AS PART OF SAGA. 
          WE HELD COMMUNITY OUTREACH EVENTS FOR THE WHOLE SCHOOL, ENCOURAGING MEMBERS AND ALLIES OF THE COMMUNITY TO BE OPEN AND MAKE THE SCHOOL A WELCOMING PLACE. 
          HOSTING EVENTS, REACHING OUT, AND ALL THE IMPORTANT PIECES THAT ARE REQUIRED TO MAKE STUDENTS FEEL COMFORTABLE AND MAKE THEIR EXPERIENCES WORTHWHILE, UM, REQUIRE MONEY AND FUNDS. 
          IT'S NOT FREE, AND THOSE FUNDS WOULD BE BEST ALLOCATED BY QUEER UM, COMMUNITY MEMBERS. 
          UH, THANK YOU FOR TAKING TIME TO LISTEN TO VOICES LIKE MINE AND FOR YOUR CONTINUED COMMITMENT TO CREATING A SAFE AND INCLUSIVE ENVIRONMENT FOR ALL STUDENTS. 
          THANK YOU FOR YOUR TIME. 
          UH, BRAND ELSA PEREIRA, COME ON DOWN. 
          YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          GOOD AFTERNOON BOARD MEMBERS. 
          MY NAME IS BRAND ELSA PEREIRA AND I'M A MEMBER OF THE RAINBOW EDUCATION COALITION OF LOS ANGELES, ALSO KNOWN AS RECLA. 
          I'M HERE TO ADVOCATE FOR THE, THE BOARD TO PASS THIS PRIDE RESOLUTION AND TO LATER ESTABLISH A COMMUNITY ALIGNED STEERING COMMITTEE TO ADVISE ON THE ALLOCATION OF FUNDING, RESOURCES AND SUPPORT FOR THE LGBTQ PLUS COMMUNITY AND AFFIRMING PROGRAMS. I ALSO STRONGLY OPPOSE PROPOSED CUTS TO BSAP AND URGE THE BOARD NOT TO UNDERCUT THE PROGRESS BLACK AND BIPOC STUDENTS HAVE MADE OVER THE PAST FIVE YEARS. 
          SINCE ITS IMPLEMENTATION, I YIELD THE REST OF MY, THE REMAINDER OF MY TIME TO MARINA AN L-A-U-S-D STUDENT TO SHARE HER EXPERIENCE. 
          ALRIGHT, BRENDA? HELLO. 
          UM, MY NAME IS MARINA COSTA AND I'M A RECENT HIGH SCHOOL GRADUATE. 
          UM, I WAS FORTUNATE ENOUGH TO GO TO A SCHOOL THAT HAD A LOT OF REPRESENTATION AND A LOT OF VISIBILITY THROUGH THEIR STAFF MEMBERS THAT WERE WITHIN THE COMMUNITY, AND THAT HAS IMPACTED MY SELF-CONFIDENCE AND MY MENTAL HEALTH BY A LOT. 
          SO I WOULD LIKE TO CONTINUE THAT. 
          UM, I WOULD ALSO, HOWEVER, I HAVE NOTICED A SIGNIFICANT NUMBER OF STAFF MEMBERS WHO ARE NOT PART OF THE COMMUNITY WERE VERY UNCOMFORTABLE, INCLUDING IN CLASSES SUCH AS SEX ED HISTORY AND DURING PRIDE MONTH EVENTS, WHICH THEY DIDN'T ATTEND. 
          UM, AND DESPITE THEIR BEST INTENTIONS, THE LACK OF SUPPORT AND REPRESENTATION FROM THEM AS WELL AS BEING COMMUNITY MEMBERS FOR THE WHOLE SCHOOL MAKES STUDENTS FEEL JUDGED AND UNWELCOME. 
          A LOT OF MY FRIENDS WHO ARE CURRENTLY PART OF THE L-S-U-S-D SYSTEM AND CONTINUE TO BE, UM, TALK ABOUT HOW THEY FEEL ALIENATED FROM THE REST OF THE SCHOOL. 
          THEY DON'T BELIEVE THEY CAN AND THEY LOSE HOPE SO THEY DON'T EVEN APPLY TO COLLEGE. 
          UM, BEING IN AN ENVIRONMENT WHERE QUEER STUDENTS CAN SEE THEMSELVES REPRESENTED IN CURRICULUM IS IMPORTANT. 
          HAVING THE MENTAL HEALTH AND SOCIAL EMOTIONAL RESOURCES TO THRIVE ACADEMICALLY, STAY IN SCHOOL AND GRADUATE AND LOOK FORWARD THE FUTURE AND IMPORTANT. 
          AND YES, WE ARE PRIVILEGED TO LIVE IN A COMMUNITY CONSIDERED SAFE FOR THE LGBTQ PLUS COMMUNITY. 
          BUT DATA FROM THE LA COUNTY'S ANNUAL REPORT ON CRIMES REVEALED THAT PREVIOUS YEARS SAW THE SECOND HIGHEST TOTAL OF HATE CRIMES IN 44 YEARS. 
          IT IS IMPORTANT TO CONTINUE THIS. 
          IT IS IMPORTANT TO CONTINUE SUPPORTING US IT'S COM IT'S IMPORTANT FOR OUR VOICES TO BE HEARD IN, IN STUFF LIKE THAT. 
          OKAY. 
          THANK YOU FOR YOUR TIME. 
          UH, TREVOR LADNER, TREVOR L TREVOR LADNER, ARE YOU HERE? COME ON UP. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          UH, GOOD AFTERNOON, SUPERINTENDENT MEMBERS OF THE BOARD. 
          UH, MY NAME IS TREVOR LADNER AND I AM THE DIRECTOR OF EDUCATION AND ADVOCACY AT ONE INSTITUTE. 
          THE OLDEST ACTIVE LGBTQ PLUS ORGANIZATION IN THE US FOUNDED 1952 IN LOS ANGELES. 
          UM, THROUGH OUR K 12 EDUCATION PROGRAMS, WE MENTOR AND PROVIDE SCHOLARSHIPS TO LS D STUDENTS AND COLLABORATE WITH TEACHERS, UM, IN THE DISTRICT TO DEVELOP AND IMPLEMENT STANDARD ALIGNED LESSON PLANS ON THE FAIR EDUCATION ACT. 
          UM, IN THIS PAST YEAR, I ALSO HAD THE OPPORTUNITY TO SERVE AS A MEMBER OF THE CURRICULUM INSTRUCTION COMMITTEE ALONGSIDE BOARD MEMBERS, GRIEGO AND NEW BILL. 
          UM, AND I WANT TO TAKE A MOMENT TO EXTEND MY APPRECIATION TO THE STAFF OF HRDE WHO WORK TIRELESSLY EACH DAY TO SUPPORT OUR LGBTQ PLUS STUDENTS. 
          UH, TODAY I JOIN MY COLLEAGUES IN THE RAINBOW EDUCATION COALITION LOS ANGELES IN URGING EACH OF YOU TO SUPPORT, UH, THIS PRIDE MONTH RESOLUTION TO PROTECT BSAP FUNDING AND TO PARTNER WITH US TO ESTABLISH AN LGBTQ PLUS STEERING COMMITTEE. 
          QUEER AND TRANS YOUTH, EDUCATORS AND FAMILIES ARE MORE VISIBLE THAN EVER AND INCREDIBLY VULNERABLE IN THIS MOMENT. 
          THERE'S A NORMALIZATION OF HOMOPHOBIA AND TRANSPHOBIA IN OUR CULTURE THAT IS MORE EXTREME THAN WHEN I GRADUATED HIGH SCHOOL 10 YEARS AGO. 
          UM, AND AS BOARD PRESIDENT SCHON ALLUDED TO AT THE START OF TODAY'S 
          [04:45:01]
MEETING, UM, FEDERAL LAWMAKERS AND JURIS, INCLUDING THROUGH THE MAHMUD AND MIRABELLI DECISIONS ARE DETERMINED, UH, TO STRIP FUNDING RESOURCES AND RIGHTS FROM EDUCATORS AND ORGANIZATIONS THAT SUPPORT OUR YOUTH. 
          UM, OUR BLACK AND BROWN TRANS AND NON-BINARY YOUTH AND TEACHERS HAVE BEEN ESPECIALLY IMPACTED BY THESE POLICIES. 
          SO OUR COMMUNITY NEEDS EACH OF YOU TO STEP UP AS LEADERS AND AS POLICY MAKERS TO RESPOND TO THESE ATTACKS WITH CREATIVITY AND FORCE, AND TO WORK WITH US, UH, TO MEET THIS MOMENT. 
          UM, AND WE ARE INCREDIBLY GRATEFUL TO BOARD MEMBER GRIEGO, WHO HAS BEEN CONSISTENTLY MEETING WITH US AND WORKING WITH US TO DEVELOP INNOVATIVE, UH, SOLUTIONS AND INTERVENTIONS TO THESE CHALLENGES. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          ALL RIGHT. 
          DEANNA GUILLEN, ARE YOU HERE, MS. GUILLEN? MS. GUILLEN'S GONNA SPEAK IN SPANISH, SO IF YOU'D LIKE TO HEAR WHAT SHE'S SAYING IN ENGLISH, PLEASE PUT YOUR HANDS UP SO WE CAN GET YOU TRANSLATION HEADSETS FOR DEANNA GUILLEN. 
          KEEP YOUR HANDS UP AND WE'LL GET YOU A TRANSLATION HEADSET AS QUICKLY AS WE CAN. 
          ONE SECOND, ONE MOMENT PLEASE. 
          WE'RE ALMOST THERE. 
          OKAY. 
          GRACIA, WHEN I START. 
          GOOD AFTERNOON, MEMBERS OF THE BOARD. 
          MY NAME IS YANA GUILLEN, AND I HAD BEEN READING HERE THE RESOLUTION THAT MS. DIEGO DEVELOPED FOR L-G-B-T-Q FOR THEIR SUPPORT. 
          FIRST, I WANT TO SAY THAT I'M IN AGREEMENT WITH HAVING DIFFERENT KINDS OF EXPRESSION BECAUSE OUR CULTURE, OUR LATINO CULTURE, WE ARE 72% IN THE LOS ANGELES UNIFIED DISTRICT, AND MANY OF OUR PEOPLE ARE RELIGIOUS, AND WE ARE NOT CREATING A MOVEMENT SO THAT THE RELIGION IS IN THE SCHOOLS. 
          BUT WE DO RESPECT EVERYBODY AND WE DO THAT OUTSIDE OF THE SCHOOL, OUTSIDE WHERE WE HAVE OUR OWN SPACES. 
          THE WAY IN WHICH THE DISTRICT IS MANAGING THIS, WE ARE NOT IN AGREEMENT. 
          WE ARE IN AGREEMENT HOW THE FEDERAL, UH, LAW IS THE FAIR ACT TO INCLUDE EVERYBODY, INCLUDE GENDER DIVERSITY, INCLUDING RELIGION, INCLUDING CULTURE. 
          BUT WHAT WE'RE NOT IN AGREEMENT WITH IS THAT YOU WANT TO IMPOSE ON OUR STUDENT THAT THEY SEE TO MAKE THEM DOUBT THEMSELVES. 
          BECAUSE HERE, MS. DIEGO SAYS THAT ONE IN EVERY FOUR STUDENTS CONSIDERS THEMSELVES L-G-B-T-Q. 
          AND I WOULD LIKE TO KNOW, HOW DID YOU GET THIS DATA? ARE YOU IN, ARE YOU SELLING THE STUDENT, UM, SURVEYS, SELLING THEIR INFORMATION THAT IS SUPPOSED TO BE PRIVATE INFORMATION? WE AS PARENTS, WE ARE IN AGREEMENT WITH MAHMUD CASE BECAUSE IT RETURNS RIGHTS TO US AS PARENTS OF HOW WE SHOULD EVERYTHING ABOUT, UH, GENDER THAT WE, IT'S US AS PARENTS, WE NEED TO GUIDE, BUT WE'RE AN AGREEMENT THAT YOU TELL OUR, OUR SCHOOLS ARE SAFE, TELLING THEM THAT THEY'RE NOT SAFE WITH US. 
          THEN AS PARENTS, WE KNOW WHAT'S BEST FOR OUR CHILDREN AND WE ARE NOT HERE IN DISAGREEMENT WITH THIS GENDER EXPRESSION. 
          WE ARE IN DISAGREEMENT IN HOW YOU ARE MANAGING THINGS AND THAT YOU ARE CONFUSING OUR CHILDREN AND THAT YOU'RE LEADING THEM TO, UH, PROGRAMS FOR, UH, THANK FOR YOUR TIME MENTAL HEALTH AND IT'S NOT HELPING TOVA HUTCHINSON, COME ON UP. 
          YOU HAVE TWO MINUTES TO SPEAK ONCE, DON'T YOU BEGIN. 
          UH, AND THEN ANGEL ELIZALDE AND THEN JOSEPH WILLIAMS. GOOD AFTERNOON. 
          I'M BU HUTCHINSON. 
          I'M WITH THE WOMEN'S LEADERSHIP PROJECT. 
          WE'RE A BLACK FEMINIST MENTORING, CIVIC ENGAGEMENT AND ADVOCACY PROGRAM. 
          I'M ALSO WITH RECLA AND STUDENTS DESERVE, AND I'M ALSO A MEMBER OF THE BSAP STEERING COMMITTEE. 
          I'M HERE TO EXPRESS MY SUPPORT FOR THE PRIDE RESOLUTION AND MY OPPOSITION TO THE RACIST ANTI-BLACK WHITE SUPREMACIST CUTS THAT ARE BEING PROPOSED FOR BSAP. 
          I JUST CAME FROM AUDUBON MIDDLE SCHOOL, WHERE MY WLP AND HRDE COLLEAGUES LET A FIRST OF ITS KIND STAFF DEVELOPMENT TRAINING ON CENTERING THE NEEDS OF BLACK L-G-B-T-Q STUDENTS WITH BSAP PSAS. 
          ALTHOUGH THIS INITIATIVE HAS BEEN 
          [04:50:01]
WELL RECEIVED, IT WAS THE RESULT OF YEARS OF FIGHTING TO ENSURE THAT BLACK QUEER STUDENTS ARE PRIORITIZED AS THE PARENT OF A QUEER CHILD WHO RECENTLY GRADUATED FROM HAMILTON HIGH WITH HIGH HONORS AND IS GOING TO UC, BERKELEY, AND HAS BEEN PRIVILEGED TO RECEIVE SERVICES FROM BSAP AND FROM THE FRONTLINE BSAP WARRIOR TEACHERS AND STAFF WHO PROTECT OUR STUDENTS. 
          I'VE WITNESSED THE DEVASTATING EFFECT THAT THE LACK OF CULTURALLY RESPONSIVE L-G-B-T-Q PROGRAMMING AND SUPPORT HAS ON BLACK QUEER YOUTH. 
          THE MORE TRUMP MAGA FASCISM DEMONIZES AND ERASES US, THE MORE WE NEED TO DOUBLE DOWN ON AFFIRMING BLACK CULTURALLY RESPONSIVE CARE AND PROTECTIONS FOR OUR STUDENTS. 
          AND WITH THAT, I'M GONNA YIELD MY TIME TO ONE OF MY MENTEES, LONDON ARMSTRONG. 
          HELLO, MY NAME IS LONDON ARMSTRONG AND I'M A UPCOMING SENIOR AT KJ AND A MEMBER OF THE WOMEN'S LEADERSHIP PROJECT. 
          AS QUEER STUDENTS IN EDUCATORS FACING INCREASING ATTACKS THROUGH DISCRIMINATORY POLICIES AND HARMFUL RHETORIC, IT IS CRITICAL THAT THEY FEEL SAFE AND SUPPORTED AT OUR SCHOOLS. 
          ACCORDING TO A REPORT FROM THE NATIONAL BLACK AND UH, JUSTICE COALITION, THE GCN, MORE THAN HALF OF BLACK LGBTQ PLUS STUDENTS FEEL REPORTED FEELING UNSAFE AT SCHOOLS BECAUSE OF THEIR SEXUAL ORIENTATION. 
          WHEN STUDENTS DO NOT FEEL SAFE, THEIR ABILITY TO LEARN AND SUCCEED IS AFFECTED. 
          THIS IS WHY LGBTQ PLUS STUDENTS AND FAMILIES AND EDUCATORS TO HAVE A VOICE IN DECISIONS MADE ABOUT PROGRAM FUNDING AND SUPPORT. 
          WE APPRECIATE THE DISTRICT'S INVESTMENT LGBTQ PROGRAM, BUT FUNDING IS NOT ENOUGH. 
          A STEERING COMMITTEE WOULD HELP ENSURE TRANSPARENCY, ACCOUNTABILITY, AND THAT RESOURCE RESOURCES REACH STUDENTS AND COMMITTEE COMMUNITIES THAT NEED THE MOST. 
          WE URGE THE BOARD TO PASS PRIDE RESOLUTION, CREATE A COMMUNITY INFORMED STEERING COMMITTEE, AND REJECT CUTS TO BSAP AND C, WHICH PROVIDE CRITICAL SUPPORT FOR STUDENTS IN ADVANCED EQUITY ACROSS THE DISTRICT. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          I HOPE OUR TRANSLATION FOLKS ARE DOING OKAY AFTER THAT. 
          RAPID AND FIRE. 
          THANK YOU FOR YOUR TIME. 
          UH, ANGELA ELIZALDE, ARE YOU HERE? ANGEL, COME ON UP. 
          UH, THANK YOU. 
          UH, GOOD AFTERNOON, MEMBERS OF THE BOARD. 
          MY NAME IS ANGEL ALDE. 
          I'M A PROGRAM COORDINATOR WITH LATINO QUALITY ALLIANCE. 
          WE'RE AN L-G-B-T-Q NONPROFIT BASED IN BOYLE HEIGHTS, EAST LA AND, UH, SOUTHEAST LAKE REGION. 
          UM, WE ARE ALSO A MEMBER OF THE RAINBOW EDUCATION COALITION OF LOS ANGELES. 
          I AM HERE TO ADVOCATE FOR THE PASSING OF THE PRIDE RESOLUTION AND TO LATER ESTABLISH A COMMUNITY ALLIANCE STEERING COMMITTEE TO ADVISE ON THE ALLOCATION OF FUNDING RESOURCES AND SUPPORT FOR L-G-B-T-Q AFFIRMING PROGRAMS IN SCHOOLS. 
          UH, WE ALSO STRONGLY OPPOSE PROPOSED CUTS TO SE AND BSAP AND URGE THE THE BOARD NOT TO UNDERCUT THE PROGRESS BLACK AND BIPOC STUDENTS HAVE MADE OVER THE PAST FIVE YEARS SINCE ITS IMPLEMENTATION. 
          AS A YOUTH COORDINATOR, I STILL HEAR STUDENTS' CONCERNS ABOUT THEIR SAFETY ON CAMPUS. 
          STUDENTS FEEL THEIR NEEDS AND CONCERNS ARE BEING IGNORED. 
          UH, SOME SHARE THEY DON'T FEEL COMFORTABLE MAKING REPORTS ANYMORE BECAUSE THEY, THEY KNOW NOTHING WILL BE DONE ABOUT IT. 
          UH, IN A SURVEY WE CONDUCTED IN 2023, WE FOUND THAT 53% OF LGBTQ PLUS STUDENTS FELT UNSAFE ON THEIR L-A-U-S-E SCHOOL CAMPUS. 
          IN APRIL OF THIS YEAR, THE HOUSE OF REPRESENTATIVES PASSED LEGISLATION AIMED AT RE RE RESTRICTING, UM, SUPPORT FOR LGBTQ PLUS STUDENTS IN THREATENING SCHOOLS THAT AFFIRM THEM WHETHER OR NOT THOSE EFFORTS ULTIMATELY BECOME LAW. 
          THEY SEND HARMFUL MESSAGE TO YOUNG PEOPLE. 
          THIS IS WHY LOCAL LEADERSHIP MATTERS. 
          OUR STUDENTS NEED TO KNOW THAT L-A-U-S-D WILL CONTINUE TO PROTECT, AFFIRM, AND INVEST IN THEIR WELLBEING AND FUTURE AHEAD WITHIN THE DISTRICT FOR ALLOCATING 2 MILLION LAST YEAR FOR LGBTQ PLUS PROGRAMS. BUT AT THE SAME TIME, WE WANT TO HIGHLIGHT THE IMPORTANCE OF INSTITUTIONALIZING METHODS OF COMMUNITY PARTICIPATION IN THE DECISIONS BEING MADE ABOUT L-G-B-T-Q POLICIES. 
          QUEER STAKEHOLDERS NEED TO HAVE A SEAT AT THE TABLE TO DIRECTLY SHAPE SUCH POLICIES THAT WILL ENSURE SAFETY OPPORTUNITY AND EQUAL TREATMENT. 
          THE BSAP STEERING COMMITTEE HAS SUCCESSFULLY BROUGHT DIVERSE STAKEHOLDERS TO THE TABLE TO ADVOCATE FOR BLACK STUDENT EQUITY AND AN L-G-B-T-Q STUDENT COMMITTEE COULD BE MODELED IN SIMILAR WAY. 
          PLEASE VOTE YES ON THIS PRIVATE SOLUTION AND COMPLETE THE INFORMATIVE BY THE DEADLINE TO SHOW YOUR COMMITMENT TO, UH, SUPPORTING L-G-B-T-Q STUDENTS. 
          THANK YOU SO MUCH. 
          THANK YOU FOR YOUR TIME. 
          JOSEPH WILLIAMS, COME ON DOWN. 
          JOSEPH WILLIAMS, YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          HOW Y'ALL DOING? SUPERINTENDENT JAY. 
          BOARD MEMBERS GRATEFUL TO BE HERE. 
          UM, AS Y'ALL KNOW, I'M JOSEPH WILLIAMS WITH STUDENTS DESERVE. 
          SIT ON THE BLACK STUDENT ACHIEVEMENT PLAN STEERING COMMITTEE AND WORK CLOSELY WITH THE POLICE FREE L-A-U-S-D COALITION. 
          ALSO WITH OUR FOLKS IN THE RAINBOW EDUCATION COALITION. 
          UM, WANNA LET Y'ALL KNOW THAT WE ARE HERE IN SOLIDARITY IN SUPPORT OF THIS RESOLUTION. 
          WE ABSOLUTELY SUPPORT, UM, INCREASED RESOURCES AND SUPPORTS FOR OUR QUEER AND TRANS STUDENTS, ESPECIALLY BLACK AND BROWN QUEER AND TRANS YOUTH WHO ARE FACING ALL OF THE THINGS YOU JUST HEARD. 
          AND WE ALSO KNOW THAT THE FSP THAT 
          [04:55:01]
IS MOVING FORWARD WILL ABSOLUTELY NEGATIVELY IMPACT OUR QUEER YOUTH, OUR BLACK YOUTH, OUR BROWN YOUTH, OUR LOW INCOME YOUTH AT THE HIGHEST NEEDS SCHOOLS IN THE DISTRICT. 
          WE'VE HEARD THIS DISTRICT TALK REPEATEDLY ABOUT STANDING FOR EQUITY, ABOUT STANDING BEHIND THE BLACK STUDENT ACHIEVEMENT PLAN AND C AND OTHER THINGS. 
          THIS IS AN OPPORTUNITY FOR YOU ALL TO PUT YOUR MONEY WHERE YOUR MOUTH IS, LITERALLY TO PUT YOUR MONEY WHERE YOUR MOUTH IS, LITERALLY. 
          AND INSTEAD, WHAT WE ARE SEEING IS THE DISTRICT CHOOSING TO BALANCE THE BUDGET ON THE BACKS OF BLACK STUDENTS AND HIGHEST NEEDS SCHOOLS IN THE DISTRICT. 
          THAT IS UNCONSCIONABLE, THAT IS UNACCEPTABLE. 
          WE KNOW THAT THAT WILL INCREASE THE HARM THAT STUDENTS ARE SEEING. 
          SOME OF THE FSP CUTS ARE DISPROPORTIONATELY IMPACTING THE HIGHEST NEED SCHOOLS IN THE DISTRICT, THE SCHOOLS THAT SERVE THE HIGHEST NUMBERS OF BLACK AND HOMELESS AND FOSTER YOUTH IN THIS DISTRICT AND IMMIGRANT STUDENTS IN THIS DISTRICT. 
          SO WE ABSOLUTELY SUPPORT THIS RESOLUTION AND WE ABSOLUTELY CANNOT ACCEPT A SYSTEM AND A DECISION THAT WILL SAY ON ONE HAND WE SUPPORT EQUITY, BUT CHOOSE ON THE OTHER HAND TO ADVANCE A MAGA AND WHITE SUPREMACIST VISION IN LOS ANGELES. 
          LET'S BE CLEAR, THAT IS EXACTLY WHAT THIS BOARD WILL BE DOING IF IT VOTES TO APPROVE AN FSP THAT CUTS BSAP AND CUTS SEMI. 
          THE FOLKS WHO ARE ATTACKING THE BLACK STUDENT ACHIEVEMENT PLAN ARE FOLKS LIKE DEFENDING EDUCATION AND PROJECT 1776 WHO WANT TO DRAG THIS COUNTRY BACK INTO A SYSTEM OF OPEN WHITE SUPREMACY INTO A SYSTEM OF OPEN, QUEER AND TRANS HATRED INTO A SYSTEM OF OPEN XENOPHOBIA. 
          AND THE DISTRICT ABSOLUTELY DOES HAVE THE POWER TO MAKE DIFFERENT DECISIONS. 
          A BUDGET IS A MORAL DOCUMENT. 
          THIS IS A SYMBOLIC, IN MANY WAYS, EFFORT THAT WE SUPPORT. 
          BUT A BUDGET IS A MORAL DOCUMENT. 
          PLEASE STAND WITH THE MOST MARGINALIZED STUDENTS AND COMMUNITIES IN THIS DISTRICT. 
          DO NOT CUT C DO NOT CUT THE BLACK STUDENT ACHIEVEMENT PLAN. 
          DO NOT PASS YOUR TIME. 
          AN FSP THAT WOULD CUT THESE PROGRAMS. THANK YOU. 
          THANK YOU FOR YOUR TIME UP. 
          ALL RIGHT. 
          MARSHA DOSS, ARE YOU OUT THERE? MARSHE? MARSHA DOSS MARSHE SCREAMING. 
          GUYS. 
          HI, I AMBI YIN MY TIME TO ELI. 
          HELLO, MY NAME IS ELI ALVA AND I'M HERE WITH STUDENTS DESERVE. 
          I'M A RECENT HIGH SCHOOL GRADUATE AND WILL BE ATTENDING BERKELEY IN THE FALL. 
          HOWEVER, IN MY FOUR YEARS AS A TRANS STUDENT, I HAVE SEEN MANY ISSUES AND CHALLENGES THAT SHOULD NOT STILL BE HAPPENING IN OUR SCHOOLS. 
          MOST OF THE TIMES THESE ISSUES DO NOT COME FROM MALICE OR HATE, BUT THEY COME FROM IGNORANCE. 
          I TRULY BELIEVE THAT MOST STAFF MEMBERS ARE NOT HOMOPHOBIC PER SE, BUT THEY LACK THE KNOWLEDGE AND TRAINING NEEDED TO SUPPORT STUDENTS IN THE L-G-B-T-Q COMMUNITY. 
          THIS LEADS TO HARMFUL COMMENTS, MISUNDERSTANDINGS, AND SITUATIONS WHERE QUEER STUDENTS DO NOT FEEL FULLY SEEN OR SUPPORTED. 
          AND IN MANY WAYS THIS IS UNDERSTANDABLE. 
          MOST STAFF ARE NOT PART OF THE L-G-B-T-Q COMMUNITY, SO THEY WON'T AUTOMATICALLY UNDERSTAND THE EXPERIENCE THAT L-G-B-T-Q STUDENTS FACE. 
          HOWEVER, AS EDUCATORS AND TRUSTED ADULTS WORKING WITH YOUTH EVERY DAY, THEY SHOULD BE TRAINED AND HAVE THE RIGHT RESOURCES TO SUPPORT ALL STUDENTS. 
          IT IS EXHAUSTING TO CONSTANTLY HAVE TO EXPLAIN YOUR IDENTITY, YOUR PRONOUNS, OR YOUR EXPERIENCES TO ADULTS, ESPECIALLY IN A PLACE WHERE WE HEAR ENOUGH RIDICULE FROM OUR PEERS. 
          UM, UH, IN HUMANITIES CLASSES, QUEER HISTORY AND THEMES ARE GLOSSED OVER LEAVING MANY FEELING UNREPRESENTED. 
          STUDENTS SHOULDN'T GO WITH THEIR K THROUGH 12TH JOURNEY WITHOUT SEEING THEMSELVES REFLECTED IN CURRICULUM TEXTBOOKS AND CLASSROOM WALLS. 
          WHY SHOULD I HAVE TO WAIT UNTIL COLLEGE TO READ QUEER AUTHORS? YOU SAY THAT LUSD HAS BEEN WORKING TO MAKE SURE QUEER YOUTH FEEL REPRESENTED, BUT I HAVE NEVER LEARNED ABOUT MY HISTORY. 
          I HAVE NEVER BEEN TAUGHT ABOUT QUEER ICONS, MATHEMATICIANS AND SCIENTISTS, WHICH I KNOW EXIST I HAVE NEVER SEEN MYSELF REFLECTED IN CLASS. 
          THESE EXPERIENCES ARE WHY LGBTQ PLUS PROGRAMS AND RESOURCES MATTERS. 
          STAFF AND SCHOOLS ARE NOT GOING TO KNOW HOW TO SUPPORT THEIR STUDENTS WITHOUT FURTHER INSIGHT FROM THOSE WHO ARE ACTUALLY A PART OF THE COMMUNITY. 
          THIS IS ALSO WHY STUDENT VOICES MUST BE INCLUDED IN DECISIONS ABOUT HOW FUNDING IS USED. 
          STUDENTS EXPERIENCE THESE CHALLENGES EVERY DAY. 
          WE KNOW WHICH RESOURCES WORK BEST, WHERE ISSUES STILL STAND, AND WHAT WE AS YOUTH TRULY NEED TO FEEL SUPPORTED. 
          I URGE THE BOARD TO SUPPORT THE CREATION OF THIS STEERING COMMITTEE AND ENSURE THAT L-G-B-T-Q STUDENTS HAVE A MEANINGFUL, A MEANINGFUL ROLE IN GUIDING THESE RESOURCES. 
          THANK YOU FOR YOUR TIME AND CONSIDERATION. 
          THANK YOU FOR YOUR TIME. 
          MARLON FLORES. 
          MARLON FLORES, DO YOU HAVE BREAK? OKAY, SO, SO IT'S GONNA BE A PHONE ENTRY, SO JUST FOR EVERYONE. 
          UH, OKAY. 
          SO EVERYONE LISTENING, UH, OR WATCHING REMOTELY. 
          THIS IS GONNA BE A FIRST SPANISH TRANSLATION FROM SOMEONE'S PHONE IN THE BOARDROOM. 
          SO GO AND TRY TO FIND THOSE. 
          SO ONE, ONE SECOND. 
          ONE SECOND. 
          SO FOR THOSE OF YOU WHO DO NOT SPEAK SPANISH, THE COMMENT IS GOING TO BE IN SPANISH. 
          SO IF YOU'D LIKE A TRANSLATION HEADSET, PLEASE PUT YOUR HANDS UP AND WE'LL GET YOU ONE RIGHT NOW. 
          ANYONE NEED A TRANSLATION HEADSET? OKAY. 
          S READY? 
          [05:00:04]
I THINK YOU'RE GOING TO HAVE TO TURN OFF YOUR ZOOM SO THAT WE CAN'T HEAR THE ZOOM MEETING IN THE BACKGROUND. 
          YOU HAVE TWO MINUTES. 
          ARE YOU READY? SHE'S CLOSING THE, THE ZOOM. 
          SO, BECAUSE I THAT SMART. 
          SO SHE'S CLOSING THE ZOOM THAT WAY THERE'S NOT FEEDBACK AND I LOVE THAT. 
          OH NO, I STILL HEAR YOU. 
          SO MAYBE NOT . 
          YEAH, YEAH. 
          MARLIN. 
          OKAY. 
          OKAY. 
          YES. 
          I'M, I'M READY. 
          YES. 
          I HAVE YOU HERE ON THE MIC. 
          OKAY. 
          HI. 
          GOOD AFTERNOON EVERYONE. 
          MY MA MY NAME IS MARLENE FLORES AND I AM A PARENT OF TWO L-A-U-S-D STUDENTS. 
          AND I'M A MEMBER OF QRE. 
          L-A-U-S-D SHOULD CONTINUE INVESTING AND IMPLEMENTING PBIS AND BSA THROUGH OUR DISTRICT. 
          WITH THE FOCUS ON SCHOOLS AND LOW INCOME COMMUNITIES, IT'S IMPORTANT THAT YOU AS A, AS THE BOARD ENSURE THAT PARENTS ARE AWARE OF PBIS AND BSA. 
          AND WITH THESE POLICIES, WE BENEFIT OUR STUDENTS AND IT ALSO IMPLEMENTS FOR, IT IMPLEMENTS THAT STUDENTS AND PARENTS ARE WELCOME AT THESE KINDS OF MEETINGS AND TO LEARN AND SHARE OUR CONCERNS AND RECOMMENDATIONS. 
          THROUGHOUT THIS SCHOOL YEAR, EDISON STARTED TO INCLUDE PARENTS IN THEIR MONTHLY MEETINGS FOR THE PBIS GROUP AND WE FELT THAT THE SCHOOL HAD TO TAKE PBIS SERIOUSLY. 
          AND, AND EVEN STUDENTS WERE LEARNING BY ASKING QUESTIONS AND BY GOING TO PRACTICES. 
          AND, AND THEY LEARNED ABOUT THE, UH, POSITIVE SUPPORTS IN THE CLASSROOM THROUGH, UH, THE SCHOOL SITE. 
          AND IT'S IMPORTANT TO ALSO HAVE PSA MEETINGS TO ENSURE THAT THE MOST AFFECTED STUDENTS AND AFRICAN AMERICAN STUDENTS RECEIVE THE NECESSARY SUPPORT TO BE SUCCESSFUL. 
          PARENTS CAN WORK TOGETHER WITH THE SCHOOL TO FIND SOLUTIONS TO PROBLEMS AND TO ENSURE THAT STUDENTS RECEIVE THE BEST POSSIBLE EDUCATION. 
          IT'S IMPORTANT FOR PBIS AND BSA TO RECEIVE, TO CONTINUE RECEIVING FUNDS BECAUSE THIS COULD IMPROVE THE SUCCESS AND EXPERIENCE OF STUDENTS THAT MOST NEEDED. 
          AND IF YOU CAN ALSO PLEASE ASSIGN, UH, AN, A PRINCIPAL AT PARMLEY SCHOOL BECAUSE AT THE BEGINNING OF THIS SCHOOL YEAR, UH, WE HAD ONE FOR ABOUT THE FIRST FOUR WEEKS OF THE SCHOOL YEAR, BUT THEN AFTER THAT WE JUST HAD A LOT OF SUBSTITUTES IN THAT. 
          THANK YOU FOR YOUR TIME. 
          CREATES A HUGE EFFECT. 
          THANK YOU VISA. 
          THANK YOU VISA. 
          IT'S, THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          ALRIGHT. 
          WE HAVE A REMOTE CALLER, MARISOL. 
          MARISOL ALVAREZ. 
          MARISOL ALVAREZ. 
          THERE YOU ARE. 
          PLEASE PRESS STAR SIX TO UNMUTE YOURSELF. 
          AND YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          MARISOL. 
          MARISOL, PLEASE PRESS YES. 
          HEAR ME PLEASE SAY, UH, WE CAN HELLO? HI. 
          HEY, CAN YOU HEAR ME? YES. 
          JUST MAKE SURE TO SPEAK UP A LITTLE BIT AND I'LL TURN UP THE VOLUME A LITTLE BIT SO WE CAN HEAR YOU. 
          OKAY. 
          PERFECT. 
          UM, MY NAME IS MAR ALVAREZ. 
          I'M A SCHOOL BASED PSW AND PROUD LAUD PARENT. 
          FIRST, I WANT TO THANK YOU FOR INTRODUCING THE CELEBRATING PRIDE RESOLUTION. 
          WE HONOR JUNE AND YEAR ROUND SUPPORT FOR THE RIGHTS AND LEGACY OF OUR LGBTQIA PLUS STUDENT, FAMILY, STAFF, AND ALLIES. 
          WE RESPECTFULLY REQUEST THE L AND D BOARD TO INCLUDE RECOMMENDATIONS BROUGHT TO TODAY AND PUBLIC COMMENTS BY OUR STUDENTS AND COMMUNITY MEMBERS TO PROTECT THE EMOTIONAL, PSYCHOLOGICAL, PHYSICAL SAFETY AND SOCIAL EMOTIONAL WELLBEING OF ALL LGBTQIA PLUS STUDENTS. 
          THAT INCLUDES PARTIES, IF NOT ALL OF THE STUDENT BILL OF RIGHTS, A RESOLUTION AS ADOPTED IN 2020. 
          ADDITIONALLY, WE WANT TO BRING UP CONCERNS REGARDING THE LANGUAGE IN THE NEW L-A-U-S-D MANDATORY STAFF TRAINING ON MY PLN TITLE, L-G-B-T-Q. 
          CULTURAL COMPETENCY IS COMPLETELY CON CONTRADICTORY. 
          IT CONFLICTS WITH DATA PREVIOUSLY PRESENTED BY THE HUMAN RELATIONS DIVERSITY AND EQUITY PROGRAM DURING ONE OF THOSE SLIDES. 
          TITLE, SUPPORTING PREFERRED NAMES AND PRACTICES. 
          THE VOICEOVER STATES THAT PARENTS AND GUARDIANS HAVE A FEDERAL CONSTITUTIONAL RIGHT TO BE INFORMED IN THEIR SCHOOL IS THEIR SCHOOL STUDENT OR CHILD EXPRESSES GENDER IN CONGRUENCE. 
          THE FEAR IS THAT OUR COLLEAGUES WHO DO NOT UNDERSTAND WHAT IT NEEDS TO COME OUT AS TRANSGENDER OR NON-BINARY WILL NOT BE AWARE OF THE RISK IF THEY WERE TO OUT STUDENTS WITH THEIR POTENTIALLY HARMFUL 
          [05:05:01]
FAMILIES. 
          OUR STUDENTS SHOULDN'T, SHOULD STILL HAVE THE RIGHT TO PRIVACY AND CONFIDENTIALITY AND OUR DISTRICT SHOULD BE REINFORCING AND PROTECTING THIS RIGHT PROTECT. 
          I ASK THAT YOU CLARIFY THIS LANGUAGE TO PREVENT STAFF FROM AN UNNECESSARILY OUTING STUDENTS ADDING A PHRASE MAYBE LIKE PRIORITIZE STUDENT SAFETY AND DISCUSS POTENTIAL POTENTIAL DISCLOSURE WITH THEM BEFORE INFORMING THEIR CAREGIVERS. 
          WOULD REMIND STAFF THAT OUTING STUDENTS CAN PUT THEIR LIVES AT RISK. 
          STAFF SHOULD NEVER OUT THEM DEATH FOR OUR GENDER DIVERSE STUDENTS. 
          WE MUST STAND TOGETHER WITH OUR GENDER DIVERSE STUDENTS AGAINST THE CURRENT FEDERAL ATTACK THAT AIM TO DEHUMANIZE STUDENTS. 
          THANK YOU FOR YOUR TIME IS ABOUT THERE. 
          THANK YOU FOR YOUR TIME. 
          THAT CONCLUDES TAB 29. 
          UH, WE NOW HAVE TAB UH, 30. 
          THERE'S NO COMMENT ON 30 ON TAB 31. 
          IT'S A 
          [31. Williams and State Preschool Health/Safety Uniform Complaint 2025/2026 Quarterly Report  Summary (086-25/26) ]
PUBLIC HEARING, SO I HAVE A STATEMENT TO READ FOR THAT. 
          TAB 31, WILLIAMS AND STATE PRESCHOOL HEALTH SAFETY UNIFORM COMPLAINT 25 26 QUARTERLY REPORT SUMMARY BEFORE ACTION IS TAKEN ON THE WILLIAMS AND STATE PRESCHOOL HEALTH AND SAFETY UNIFORM COMPLAINT, A QUARTERLY REPORT SUMMARY, A PUBLIC HEARING MUST BE HELD. 
          THIS CONSTITUTES A PUBLIC HEARING ON THE REPORT AND A MAXIMUM OF 15 INDIVIDUALS WHO WISH TO ADDRESS THE BOARD ON THIS ITEM WILL BE HEARD. 
          THOSE WHO WISH TO SPEAK AND HAVE NOT ALREADY SIGNED UP SHOULD DO SO ONLINE. 
          THERE'S STILL SPACE FOR SIX MORE, UH, SPEAKERS WILL BE CALLED BY NAME. 
          THE FIRST SPEAKER IS MR. DAVID TOSKI, AND THEN MARIA LUISA PALMER. 
          AND THEN MONICA OLA. 
          COME ON UP. 
          MR. TOSKI, YOU'LL HAVE A FULL TWO MINUTES. 
          THANK YOU VERY MUCH. 
          UH, THIS, UH, WILLIAMS COMPLIANCE IS LEGISLATION BY FORMER SCHOOL BOARD MEMBER JACKIE GOLDBERG. 
          THIS, SHE AUTHORED THIS, SHE PUT THIS IN PLACE. 
          AND YET HERE AND IN MANY DISTRICTS, WE CONTINUE TO NOT POST OPERATIONALLY IN EVERY CLASSROOM AS THE LAW REQUIRES. 
          AND IN EVERY FRONT OFFICE THE WILLIAMS COMPLIANCE SO THAT PEOPLE KNOW IF THEY HAVE A SUBSTITUTE, UH, OR AN EMPTY CLASS, A VACANCY, OR SOMEBODY IS TEACHING CHEMISTRY WHO'S AN ENGLISH MAJOR AND DOESN'T HAVE A CREDENTIAL THAT PARENTS AND THE PUBLIC GET TO KNOW ABOUT THAT. 
          UH, THIS IS A MATTER OF GOVERNMENT RELATIONS. 
          IT'S A MATTER OF FACILITIES, IT'S A MATTER OF HR AND IT'S A MATTER OF INSTRUCTION. 
          UH, BUT ABOVE ALL, IT'S THE EIGHT OF YOU. 
          NUMBER TWO, UM, THIS IS A GOVERNMENT, UH, WILLIAMS COMPLIANCE TODAY. 
          UH, HOPEFULLY YOU'VE RECEIVED THE NOTIFICATION THAT THE GOVERNOR HAS CHOSEN TODAY IN HIS BUDGET TO CONTINUE TO WITHHOLD THE $3.9 BILLION, UH, FOR THE EDUCATION COMMUNITY. 
          UH, I'M SURE HE'S STILL THINKING OF BEING SANTA CLAUS IN SUMMER IN SEPTEMBER, BUT IT NEEDS PRESSURE AND ABOVE ALL, IT NEEDS LITIGATION. 
          SO IF YOU'RE MAD ABOUT IT, JOIN WITH THE OTHER ASSOCIATIONS THAT ARE FORMING RIGHT NOW TO PUT IN LITIGATION WITH RESPECT TO WHAT IS CONSTITUTIONALLY REQUIRED IN PROPOSITION 98. 
          ADDITIONALLY, UM, FOR THE EARLY ED TEAM, UM, HE'S ALSO MOVED A LOT OF THE EARLY ED INTO PROPOSITION 98. 
          WHEN I VOTED FOR PROPOSITION 98, IT WAS K THROUGH 14. 
          SO HE IS NOW, HE'S TAKING THE THREE-YEAR-OLDS AND THE TWO YEAR OLDS AND PUTTING IT INTO PROP 98. 
          CLEARLY AN UNCONSTITUTIONAL MOVE. 
          AND THERE WILL BE PEOPLE THAT WILL AGAIN, LOOK TO YOU AS THE LARGEST DISTRICT IN THE STATE TO JOIN WHATEVER LITIGATION AND PRESSURE, UH, THAT IS NEEDED. 
          FINALLY, YOU HAVE TODAY BOTH, UH, UH, OVER A BILLION DOLLARS IN YOUR SPECIAL ED, UH, ITEM. 
          YOU HAVE, UH, THE CONSOLIDATED, UH, TITLE 1, 2, 3, 4, AND THE FEDERAL MONEY, WHICH IS ELIGIBLE TO HAVE A WAIVER LIKE MUCH IS. 
          SO YOU COULD TAKE A LOOK AT TITLE TWO, THREE, AND FOUR AND HOW IT'S SPENT IN THIS DISTRICT AND MAKE SURE IT GOES TO THE SCHOOLS AND THE KIDS. 
          THANK YOU VERY MUCH. 
          THANK YOU FOR YOUR TIME. 
          MARIA LOUISA PALMER, COME ON UP. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          AND THEN AFTER MS. PALMER IS MONICA OLA. 
          WELL, WE CONTINUE TO HAVE A HUGE CONCERNS ABOUT WHETHER OR NOT PARENTS KNOW WHAT A WILLIAMS COMPLAINT IS. 
          I DON'T KNOW HOW MANY CLASSROOMS, HOW MANY SCHOOL OFFICES THE FORMS MAY BE LOCATED IN OR NOT, BUT I KNOW THAT I PERSONALLY HAVE BEEN RECEIVING INQUIRIES FROM RANDOM PEOPLE IN THE PUBLIC AND SOME PEOPLE WHO I SUSPECT ACTUALLY ARE STAFF MEMBERS, UH, BECAUSE OF THE WAY THEY ASK THE QUESTIONS, THEY'RE ASKING ME THINGS ABOUT LIKE, WHAT DO I DO ABOUT, UH, A VERMIN INFESTATION THAT I KNOW ABOUT AT A CERTAIN SCHOOL. 
          UH, WE GET QUESTIONS ABOUT AIR CONDITIONING ISSUES WITH BATHROOMS. SO WHAT IS IT THAT'S REALLY BEING DONE HERE TO INFORM PARENTS AND EVEN APPARENTLY YOUR STAFF MEMBERS ABOUT THE EXISTENCE OF THE WILLIAMS COMPLAINT. 
          EVEN NOT JUST FOR FOR FACILITIES ISSUES, BUT FOR THE OTHER ISSUES THAT ARE IN THE WILLIAMS COMPLAINT. 
          I ALSO HAVE HUGE CONCERNS ABOUT THE UCP COMPLAINTS. 
          I HAD AN INQUIRY 
          [05:10:01]
RECENTLY A MOM WHO SAYS HER SPECIAL EDUCATION, UH, MODERATE, UH, NEEDS STUDENT IS BEING BULLIED. 
          SHE HAS NO IDEA THAT POTENTIALLY WHAT TO DO, WHERE TO FILE ANY KIND OF COMPLAINT, WHETHER IT'S A BULLYING COMPLAINT, COULD THAT BE A DISCRIMINATION COMPLAINT BECAUSE OF THE CHILD'S SPECIAL EDUCATION STATUS. 
          YOU GET THESE REPORTS HERE IN THE BOARD PACKAGES ABOUT HOW MANY WILLIAMS COMPLAINTS HAVE BEEN FILED TO ME THAT LOOKS AWFULLY LOW. 
          YOU ALL LIKE TO SAY AND TELL US HOW FACILITIES NEEDS ARE HUGE IN THE DISTRICT. 
          UH, SOMETHING, WHAT WAS IT? $80 BILLION IN UNMET FACILITIES. 
          UH, RENOVATIONS NEEDS SOME FOR EARTHQUAKE RENOVATIONS, BUT MANY OTHERS FOR LOTS OF OTHER ISSUES. 
          AND YET SOMEHOW NO ONE IS COMPLAINING ABOUT EMERGENCY NEEDS FOR FACILITIES. 
          WHAT IS THERE SOMETHING LIKE 20 SOMETHING COMPLAINTS IN THE LAST QUARTER FOR WILLIAMS COMPLAINTS? SO THAT DOESN'T ADD UP FOR ME. 
          MY GUESS IS THAT THE INFORMATION IS NOT GETTING THAT OUT THERE. 
          WHEN WILL THERE BE A DIRECT TRAINING? THAT'S SOMETHING THAT SHOULD BE DONE THROUGH THE PARENT ACADEMY SPECIFICALLY ABOUT IF YOU HAVE THIS PROBLEM, PARENTS, YOU COMPLAIN HERE IF YOU HAVE THIS KIND OF PROBLEM. 
          IT'S A BULLYING COMPLAINT. 
          PARENTS HONESTLY DON'T KNOW WHAT TO DO WITH THESE ISSUES. 
          THEY'RE BEING UNDER-REPORTED. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          MONICA ARLA, ARE YOU HERE? MONICA ARLA. 
          HOW ABOUT DEANNA GUILLEN? I THINK I SAW YOU. 
          THERE YOU ARE. 
          COME ON UP. 
          YOU HAVE TWO MINUTES TO SPEAK. 
          WHEN SHOULD BE BEGIN AS A REMINDER, UH, MS. UM, MS. GUIANA IS GONNA SPEAK IN SPANISH, SO IF YOU'D LIKE TO HEAR WHAT SHE'S SAYING IN ENGLISH, PLEASE PUT YOUR HANDS UP AND WE'LL GET YOU TRANSLATION HEADSETS. 
          OKAY. 
          S THANK YOU. 
          UH, WHEN I STARTED GOOD AFTERNOON, BOARD MEMBERS. 
          SO THE WILLIAMS COMPLAINT IS SOMETHING THAT NOT EVEN HALF OF THE AUDIENCE HERE KNOWS WHAT IT MEANS. 
          THAT IS BECAUSE US AS PARENTS, WE HAVE A LOT OF CONTACT IN THE SCHOOLS. 
          PARENTS TELL US, HEY, WE HAVE THIS ISSUE. 
          THERE IS NO AIR CONDITIONING. 
          OR FOR EXAMPLE, THE LAST PROBLEM WE BROUGHT HERE THAT WE SPENT THREE YEARS AT ALEXANDER THEODORE SCHOOL HAD MOLD. 
          AND THEN WE, WE TOLD AND WHY PARENTS DON'T KNOW THAT THEY CAN COMPLAIN. 
          THERE WAS A LEAD PROBLEM AND THEY HAD TO RESOLVE THESE SITUATIONS. 
          MANY OF THE THINGS THAT ARE HAPPENING RIGHT NOW, THERE'S A LOT OF GROUPS THAT COME AND SAY THAT DON'T TAKE AWAY B SAP DON'T TAKE AWAY SENDING, YES, OF COURSE WE DON'T WANT ANY PROGRAM TO GO, BUT YOU'VE MANAGED THE MONEY INCORRECTLY. 
          SO NOW YOU NEED TO MAKE CUTS IN ORDER TO NOT CUT THE INDISPENSABLE SERVICES FOR OUR STUDENTS. 
          BECAUSE HERE ALL THE CHILDREN DESERVE A QUALITY EDUCATION, NOT JUST SEPARATING THEM. 
          SOME DO AND SOME DON'T. 
          SO THE MOST IMPORTANT THING FOR US PARENTS IS EVALUATE THOSE PROGRAMS. SO IF THOSE PROGRAMS ARE SO GOOD, WHY AREN'T THEY BEING EVALUATED? YOU DON'T SHOW THE NUMBERS. 
          FOR EXAMPLE, I WANT TO SEE HOW WAS BSAP MANAGED? WHAT WAS, WHAT GOT BETTER? WHAT WAS THE DATA? HOW MANY STUDENTS WERE HELPED ACADEMICALLY? BECAUSE YOU CAN'T JUST BE BUYING PROGRAMS THAT DO NOT SUPPORT THE CHILDREN ACADEMICALLY BECAUSE THAT IS THE LAW AND WE HAVE TO RESPECT THAT. 
          BUT HERE YOU USE THE POLICY TO RECEIVE MONEY BECAUSE MANY ORGANIZATIONS COME HERE AND SAY THAT THEY REPRESENT OUR CHILDREN OR THEY REPRESENT PARENTS WHEN YOU DON'T INFORM THEM THE WAY IT SHOULD BE. 
          AND YOU ARE THE FIRST ONES THAT ARE CULPABLE IN THE FAMILY ACADEMY. 
          YOU HAVE NEVER EVER MET A WORKSHOP ABOUT THE PARENT RIGHTS. 
          YOU HAVEN'T DONE WORKSHOPS ABOUT UH, WILLIAM'S COMPLAINT. 
          YOU HAVEN'T DONE ANY WORKSHOPS ABOUT UCP. 
          AND THAT CREATES A BIGGER PROBLEM INSTEAD OF FINDING A SOLUTION ON TIME AND NOT BEING IN THE RED NUMBERS WHERE YOU ARE NOW. 
          THANK THANK YOU. 
          THE NEXT SPEAKERS ARE NEXT CALL IN SPEAKERS. 
          IS KARINA LOPEZ HERE OR ON THE LINE? KARINA NOT HERE. 
          NELLY MENDEZ NOT HERE. 
          NOT ON THE LINE. 
          UH, MARIA DAISY ORTIZ, I THINK I JUST SAW YOU WALK IN. 
          COME ON IN. 
          PERFECT TIMING. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE SHE BEGIN. 
          MS. ORTIZ IS GOING TO SPEAK IN SPANISH, SO IF YOU'D LIKE TO HEAR WHAT SHE'S SAYING IN ENGLISH, PLEASE PUT YOUR HANDS UP AND WE'LL GET YOU TRANSLATION HEADSETS. 
          GOOD AFTERNOON EVERYONE. 
          I AM MARIA DAISY ORTIZ AND ABOUT THE WILLIAMS COMPLAINT. 
          IT IS VERY IMPORTANT TO SPEAK BECAUSE AT SCHOOLS THEY AREN'T EVEN INVISIBLE AREAS. 
          AND HERE YOU COME TO SAY THAT YOU HAVE THE WILLIAMS AND STATE UNIFORM COMPLAINT. 
          PARENTS SHOULD BE RECEIVING A TRAINING ASIDE FROM BEING POSTED, YOU SHOULD BE RECEIVING TRAINING ON HOW TO FILL IT IN AT DIFFERENT COMMITTEES, COFFEE 
          [05:15:01]
WITH THE PRINCIPAL AND AT ALL MEETINGS THAT ARE FOR PARENTS. 
          BUT YOU DO NOT MAKE SURE THAT THIS IS HAPPENING, INCLUDING SECURITY BECAUSE FOR A WILLIAMS COMPLAINT, ALL THESE PARENTS WHOSE CHILDREN HAVING HER AT SCHOOLS SHOULD BE SUBMITTING ONE OF THESE COMPLAINTS BECAUSE THAT IS PART OF THE WILLIAMS UNIFORM COMPLAINT. 
          BUT BECAUSE THE PARENTS DON'T KNOW AND YOU DO NOT REPLY TO THESE COMPLAINTS LIKE OR HOW YOU FIND A SOLUTION, WE DON'T KNOW. 
          SUMMER IS COMING. 
          THERE WILL BE A LOT OF SCHOOLS IN WHICH THEIR ACS WILL NOT BE WORKING. 
          WHY? FOR THE SAME REASON. 
          BECAUSE YOU DO NOT MAKE SURE THAT REPARATIONS ARE DONE CORRECTLY, OR THAT ARE THINGS ARE BEING UPDATED AT EVERY SCHOOL. 
          THERE SHOULD BE A REVISION OF EVERYTHING THAT HAS TO DO WITH INFRASTRUCTURE, WHAT HAPPENED WITH THE REVISION OF ALL THE INFRASTRUCTURE IN THAT SCHOOL. 
          FOR NOW, I DEMAND THAT THIS DISTRICT STARTS BEING MORE TRANSPARENT AND DOING THINGS CORRECTLY, INVOLVING THE PARENTS ON HOW TO MAKE COMPLAINTS LIKE IN TAS, IN THE CLASSROOMS, MAXIMUM IN THE HIGH SCHOOL. 
          STOP PAYING POLITICAL FAVORS BECAUSE YOU ARE CORRUPT. 
          THANK YOU. 
          HAVE A GREAT EVENING. 
          THANK YOU FOR YOUR TIME. 
          ALL RIGHT, THAT CONCLUDES SPEAKERS FOR TAB OH, MARCELLA GARCIA, ARE YOU IN THE ROOM? MARCELLA GARCIA. 
          I ALSO DO NOT HAVE YOU ONLINE. 
          SO THAT CONCLUDES PUBLIC COMMENT FOR TAB 31. 
          UM, LET'S SEE, FOR TAB 34, WE HAVE ONE PERSON FOR COMMENT, ALSO MARCELLA GARCIA, BUT NOT HERE. 
          UM, AND JUST A LITTLE EARLIER, TAB THREE WAS, UM, MS. GRIEGO ASKED IT TO BE PLACED BACK ONTO CONSENT AS A RESULT OF THOSE QUESTIONS. 
          SO I'M GONNA TAKE THE PUBLIC COMMENTERS FROM TAB THREE RIGHT NOW. 
          WHICH, UM, BROOKE LYNN, ARE YOU HERE? NOT HERE. 
          AMY ZONA, ARE YOU HERE? OKAY. 
          SO THAT CONCLUDES THE PUBLIC COMMENT FOR TAB THREE. 
          I'M GONNA LOOK THROUGH MY LIST. 
          I BELIEVE THAT'S ALL THE PUBLIC COMMENT FOR THE CONSENT ITEMS. THAT'S FOR THE CONSENT ITEMS ONLY. 
          AND I NEED TO COME BACK TO ONE PERSON WHO WE COULDN'T GET, AND THAT WAS ALBERTA MOORE. 
          I SEE YOU'RE ON THE LINE FOR TAB 20, STILL, ALBERTA MOORE. 
          CAN YOU PLEASE PRESS STAR SIX TO UNMUTE YOURSELF? AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          WE HAD TECHNICAL DIFFICULTY WITH YOU EARLIER, MS. MOORE, SO PLEASE PRESS STAR SIX TO UNMUTE YOURSELF. 
          THIS IS FOR, UH, TAB 20 UPDATE OF DEBT MANAGEMENT POLICY. 
          MS. MOORE, WE, WE, WE CAN'T HEAR YOU. 
          I'M SO SORRY. 
          ALL RIGHT, LET'S GO BACK TO TAB ONE TO COLLECT, UH, MI MIRNA AMAN, I'M, I JUST WANNA MAKE SURE THAT WE HEARD YOU OR NOT MIIR ALMAN, WE DID NOT HEAR FROM YOU. 
          PLEASE PRESS STAR SIX TO UNMUTE YOURSELF. 
          AND YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          MIRMAN MI ALIMAN, PLEASE. 
          I'M ASKING YOU TO UNMUTE, JUST PRESS SIX. 
          OKAY. 
          NO LUCK. 
          SO, THAT CONCLUDES PUBLIC COMMENT ON THE CONSENT CALENDAR. 
          IT IS NOW TIME FOR A VOTE ON THE CONSENT CALENDAR. 
          I JUST WANT TO NOTE OUT LOUD THAT, UM, TAB 29 WAS A RULE 72 WAIVER. 
          THE WAIVER VOTE ALSO INCLUDED IN THE CONSENT CALENDAR VOTE. 
          SO HERE WE GO. 
          ON THE VOTE FOR THE CONSENT CALENDAR. 
          UH, MS. NEWBELL? YES. 
          DR. RIVAS? YES. 
          MR. MELVOIN IS ABSENT. 
          MS. REGO? YES. 
          MS. CONEZ? YES. 
          MS. ORTIZ FRANKLIN. 
          WE'LL COME BACK TO MS. ORTIZ FRANKLIN AND BOARD PRESIDENT SCHON. 
          OKAY. 
          UM, WE'LL COME BACK TO THEM FOR THE VOTE. 
          THAT'S FOUR AYES, THE CONSENT PASSES, BUT WE'LL COME BACK TO FINISH THE VOTES ON THAT. 
          WE NOW HAVE 
          [6. Board of Education Report No. 437-25/26  Facilities Services Division  (Approve the Definition of Three Seismic Modernization Projects and Amend the Facilities  Services Division Strategic Execution Plan to Incorporate Therein) Recommends definition and  approval of three seismic modernization projects as detailed in Exhibit A; amendment of the  Facilities Services Division (Facilities) Strategic Execution Plan (SEP) to incorporate therein;  and authorization for the Chief Procurement Officer, Chief Facilities Executive, and/or  designee(s) to take all legally permissible actions to implement the projects including executing  instruments, budget modifications, and procurement of equipment and materials.]
QUESTIONS AND COMMENTS. 
          UH, LET'S SEE ON TAB, WE CAN GET TO TAB SIX. 
          SO MS. NEW BILL HAD A QUESTION ON TAB SIX. 
          MOVE THE ITEM. 
          I'LL MOVE THE ITEM. 
          OH, THANK YOU. 
          THANK YOU. 
          MM-HMM . 
          I'LL MOVE. 
          TAB SIX. 
          MOVED BY MS. CONES, SECONDED BY MS. NEWVILLE NEWVILLE. 
          UM, I THINK WE HAVE MS. TOS COMING. 
          [05:20:03]
AND MR. SCHUREN, HOW DO YOU RECORD YOUR VOTE? ON THE CONSENT CALENDAR? YES, THAT'S A YES. 
          THANK YOU. 
          SO I HAD A QUESTION 'CAUSE UM, WE HAVE A, A SEISMIC MODERNIZATION PROJECT THAT'S COMING TO NORMANDY, UH, ELEMENTARY. 
          AND ONE WE WANTED TO KNOW ABOUT THE PARKING, WHICH IS ALREADY TIGHT. 
          AND WOULD IT BE IMPACTED DURING THE MULTI-YEAR PROJECT? SO THE PROJECT WON'T REMOVE ANY PARKING, THE PHASING OF THE PARKING DURING CONSTRUCTION. 
          WE WOULD NEED TO WORK THAT OUT ONCE WE UNDERSTAND HOW THE PROJECT WILL BE PHASED AND WHAT THE IMPACTS ARE. 
          BUT WE ALWAYS TRY TO MAKE SURE THAT THERE'S ADEQUATE STAFF PARKING AND WE'RE NOT REMOVING PARKING TO LESS THAN WHAT THERE WAS BEFORE. 
          SO WE WILL WORK THAT OUT WITH THE SCHOOL SITE. 
          OKAY. 
          AND THEN THERE'S AN HVAC PROJECT, WHICH IS ITEM SEVEN, BUT, UM, AT THE SAME SCHOOL, AND I KNOW WE'RE DEMOLISHING SOME BUILDINGS IN THE MODERNIZATION PROJECT, WHICH THE HVAC PROJECT IS Q 27, THAT'S BEING CONDUCTED ON THE BUILDINGS, WANTING TO KNOW IF THOSE BUILDINGS ARE THE BUILDINGS THAT WE'RE GONNA DEMOLISH. 
          THEY'RE NOT. 
          OKAY. 
          , UM, THE, IT'S A CHILLER REPLACEMENT PROJECT. 
          IT'S IN THE ASSEMBLY BUILDING. 
          IT'S A MUCH SMALLER PROJECT. 
          IT'S ABOUT 1.3 MILLION WHERE WE'RE JUST GOING TO BE REPLACING THE CHILLER IN THE ASSEMBLY BUILDING, WHICH IS NOT ONE OF THE BUILDINGS THAT IS GOING TO BE REMOVED AS PART OF THE SEISMIC PROJECT. 
          AND WE WANTED TO BRING THAT FORWARD BECAUSE IT DOESN'T REQUIRE DESIGN OR DSA. 
          SO WE COULD GET THAT DONE IN 2027 RATHER THAN WRAPPING IT UP IN THE LARGER PROJECT AND HAVING IT DELAYED. 
          GOT IT. 
          SO THAT WAS MY QUESTION. 
          'CAUSE I DIDN'T KNOW WHAT BUILDINGS AND BECAUSE THERE WAS SUCH A LARGE AMOUNT OF, THERE ARE FOUR BUILDINGS THAT WERE GONNA BE DEMOLISHED, MAKING SURE THAT WE WEREN'T GONNA DEMOLISH A BUILDING THAT WE JUST DID A PROJECT ON. 
          AND I THINK THAT WAS THE ONLY QUESTIONS THAT I HAD. 
          AND THEN WITH THE PARKING, JUST MAKING SURE, BECAUSE IT IS ON A MAIN STREET AND PARKING IS ALREADY AT A, SO HOWEVER WE CAN WORK OUT THE PARKING ONCE THE PROJECT STARTS WILL DO. 
          OKAY. 
          IF THERE'S NO OTHER QUESTIONS, WE DO HAVE PUBLIC COMMENT ON THIS ITEM. 
          MR. DAVID KOSKI, COME ON DOWN. 
          A UNIQUE FEATURE OF THE WAY THE PUBLIC COMMENT WORKS, THE STATE LEVEL, IF THERE IS A PUBLIC HEARING, MEMBERS OF THE PUBLIC CAN SPEAK TO EACH PUBLIC HEARING AND THEN A SINGLE ITEM THAT'S ON THE BOARD FOR ACTION. 
          SO MR. KOSKI HAS AVAILED HIMSELF OF THAT. 
          THIS IS THE SINGLE ITEM FOR BOARD ACTION OUTSIDE OF THE PUBLIC HEARINGS ON WHICH HE'S MAKING COMMENT. 
          YOU HAVE TWO MINUTES, PLEASE GO AHEAD. 
          THANK YOU VERY MUCH. 
          THE ITEM BEFORE THE PUBLIC AND THIS BOARD ARE 27 SCHOOLS THAT ARE HIGHLY DANGEROUS FOR THE LAST 50 YEARS. 
          THEY ARE SLABS THAT CAN FALL. 
          OKAY? THEY CAN FALL IN A BIG EARTHQUAKE. 
          AND SO WE MIGHT HAVE PUT IT IN THE BOND THAT THE VOTERS APPROVED ON, BUT WE'RE NOT DISCLOSING RIGHT NOW, EXCEPT FOR THREE TO THE PUBLIC AND TO THE SCHOOLS THAT THERE IS A RISK. 
          AND THEN THE QUESTION BECOMES, WHY ARE WE TAKING IT OUT OF OUR BOND RATHER THAN WITH A HUNDRED SCHOOL DISTRICTS IN THE STATE THAT HAVE A SIMILAR PROBLEM USING GOVERNMENT RELATIONS IN THE POWER OF THE BIG DISTRICT TO GET THE NEXT GOVERNOR BERA TO PUT IT IN THE STATE BUDGET AND TAKE CARE OF IT. 
          WHY ARE YOU TAKING TWO AND A HALF BILLION DOLLARS OUT OF SCHOOLS AND PLUS WHOEVER THE NEXT PRESIDENT, HE COULD DO SOMETHING OR SHE WITH FEMA? 'CAUSE THESE ARE EARTHQUAKE ITEMS AND IT TAKES A POWERFUL GOVERNMENT RELATIONS AND A PUBLIC DISCLOSURE TO THE PARENTS, TO THE COMMUNITIES THAT WE HAVE THEIR BACK, THAT WE'RE TAKING CARE OF THIS. 
          WE'RE NOT HIDING IT LIKE THE OTHER 99 SCHOOL DISTRICTS. 
          WE'RE HOPING SOMETHING'S GONNA HAPPEN. 
          WE'RE DOING IT. 
          WE DIDN'T EVEN TELL THE BOND OVERSIGHT COMMITTEE IF WE WERE GONNA GET MATCHING FUNDS FOR THIS. 
          OKAY. 
          SO YOUR QUESTIONS ABOUT THIS ONE IS, WILL WE GET 60% FROM THE STATE AS MODERNIZATION AND 40% FROM US? WE DID NOT HAVE THE BOND OVERSIGHT COMMITTEE UNDERSTAND THIS FULLY. 
          SO THEY APPROVED IT, BUT THEY APPROVED IT ON A VERY NARROW SENSE. 
          THE WAY YOU'RE GOING TO APPROVE IT, THIS ITEM PROBABLY SHOULD PROCEED, BUT IT SHOULD HAVE A STRATEGIC PLAN ON HOW YOU'RE GONNA FUND IT RATHER THAN THE BOND. 
          THIS IS CLEARLY A STATE THAT APPROVED THESE SCHOOLS. 
          ALL OF THESE SCHOOLS WERE APPROVED AND PAID FOR IN PART BY THE STATE. 
          THEY APPROVED THE SLABS THAT CAN FALL ON KIDS AND FAMILIES AT THESE SCHOOLS. 
          SCHOOLS THAT WE DON'T KNOW EXCEPT FOR THE THREE TODAY. 
          I'M NOT TRYING TO BE ALARMIST, I'M TRYING TO BE DISCLOSING THAT'S WHAT THIS ITEM IS ALL ABOUT. 
          YOU HAVE THE PUBLIC TRUST IN YOU. 
          THE PUBLIC GAVE YOU $9 BILLION. 
          IT SHOULDN'T BE USED UP ON SOMETHING THAT THE STATE IS 
          [05:25:01]
RESPONSIBLE FOR. 
          THANK YOU FOR YOUR TIME. 
          ALL RIGHT. 
          ARE THERE FURTHER QUESTIONS ON THIS ITEM? ALRIGHT, THE VOTE. 
          MS. NEWBELL? YES. 
          DR. 
          REBA? YES. 
          MR. MELVOIN IS ABSENT. 
          MS. GRIEGO? YES. 
          MS. CONEZ? YES. 
          MS. ORTIZ FRANKLIN? YES. 
          BOARD PRESIDENT SCH? YES. 
          OKAY. 
          THAT'S SEVEN AYES. 
          AND MS. ORTIZ, FRANKLIN, MAY I, WHAT IS YOUR VOTE ON THE CONSENT CALENDAR? YES. 
          ALRIGHT. 
          YES. 
          THANK YOU. 
          OKAY, WE WILL MOVE TO THE 
          [9. Board of Education Report No. 454-25/26  Facilities Service Division  (Ratification of Real Estate Agreements and Instruments for the Use of Real Property)  Recommends ratification of the contract actions taken by the Facilities Services Division  (Facilities) within delegated authority as listed in Attachment A. ]
NEXT ITEM IS ITEM NINE. 
          THERE ARE TWO QUESTIONS. 
          LEMME SEE IF THERE'S PUBLIC COMMENT. 
          THERE'S NO PUBLIC COMMENT ON ITEM NINE. 
          UH, THE QUESTION, THIS IS THE RATIFICATION OF REAL ESTATE AGREEMENTS AND WE HAVE QUESTIONS FROM MS. NEW BILL AND BOARD PRESIDENT SCHON. 
          HELLO. 
          HELLO. 
          UM, WANTED TO UNDERSTAND WITH THE, UM, THE ITEMS THAT ARE THERE. 
          THERE'S A, A LARGE AMOUNT, RIGHT, THAT COMES IN AS A RECEIPT FOR THE DISTRICT. 
          NOW, HOW IS IT BROKEN DOWN FOR THE SCHOOL AND THE DISTRICT? GREAT QUESTION. 
          ASAM DU UH, DIRECTOR FOR PLANNING AND DEVELOPMENT, UM, WITHIN FACILITIES. 
          UM, SO FOR EACH DIFFERENT TYPE OF AGREEMENT, SO FOR FILMING, IT'S DIFFERENT THAN OTHERS. 
          SO FOR FILMING IT'S 75% THAT GOES TO THE HOST SCHOOL AND 25% COMES TO THE DISTRICT, WHICH GOES INTO THE GENERAL FUND ON LICENSING REVENUE. 
          SO LIKE IF WE'RE CHARGING MARKET FOR, UH, THE USE OF OUR FACILITIES, 62% GOES TO THE HOST SCHOOL AND 38% COMES TO THE DISTRICT FOR THE GENERAL FUND TO COVER THE COSTS. 
          AND THEN ON CIVIC CENTER PERMITS, UM, WHICH THE RATE IS TYPICALLY LOWER, IT'S USUALLY TO, IT'S TO GO DIRECTLY TO COVER THE COST IN THE GENERAL FUND FOR THE USE OF THAT FACILITY. 
          SO THERE'S NO DIFFERENTIATING, THERE'S JUST ALL GOES TO THE DISTRICT, NOTHING GOES TO THE SCHOOL ON CIVIC CENTER BECAUSE IT'S CHARGING FOR JUST THE COST. 
          SO THE BEYOND THE BELL PERSON THAT HAS TO GO OPEN UP, UM, THE, YOU KNOW, WEAR, WEAR AND TEAR, ET CETERA, THAT GOES DIRECTLY TO THE DISTRICT TO COVER THE SPECIFIC COSTS. 
          GOT IT. 
          OKAY. 
          THANK YOU. 
          AND ALONG YOUR LINES, MINES GREAT. 
          MINES THINK ALIKE, I'M SURE. 
          UM, SO I'D LIKE TO KNOW, I, WITH COMPUTERS TODAY, YOU CAN GET IT TO SPIT OUT ANY KINDA LIST YOU WANT. 
          AND I KNOW IT'S, I DON'T WANNA GIVE YOU TOO MUCH WORK TO DO, BUT I'D LIKE TO KNOW HOW MUCH REVENUE EACH SITE HAS EARNED AND HOW MUCH IS GOING BACK TO THAT SITE AS FAR AS, UH, EARNING MONEY. 
          I LIKE TO KNOW THAT. 
          AND, UH, DO WE ALSO KEEP TRACK, I NEVER THOUGHT OF THIS UNTIL RECENTLY, HOW MUCH MONEY NEEDS TO BE PUT BACK INTO THE SCHOOL? FOR EXAMPLE, AT MY SCHOOL, IN ORDER TO CHANGE THE AUDITORIUM LIGHTS, YOU HAD TO HAVE A CHERRY PICKER. 
          I, I DON'T KNOW WHAT YOU CALL, I CALL A CHERRY PICKER. 
          YOU HAD TO GO ALL THE WAY UP AND DO THAT. 
          SO THAT, THAT'S AN EXPENSE FOR MY SCHOOL THAT, UH, I HAVE TO PAY FOR. 
          SO I'D JUST LIKE TO KNOW, UM, HOW WE ARE REIMBURSED AT THE SCHOOL FOR THE USAGE OF THE SCHOOL. 
          OKAY. 
          OKAY. 
          YEAH, GREAT QUESTION. 
          SO ON THE FIRST ONE, YES, WE CAN PULL TOGETHER DATA TO PROVIDE THAT INFORMATION. 
          ABSOLUTELY. 
          UM, AND WE HAVE SOME METRICS THAT WE CAN EASILY OKAY. 
          THAT'S COVER THAT SO WE CAN GET THAT TO YOU. 
          THAT'S FINE. 
          UM, ON THE SECOND, SO ULTIMATELY IF IT'S A MARKET USE RATE, THE, AGAIN, THE 60, UH, UM, SO WE HAVE 62% GOES TO THE HOST SCHOOL THAT GOES INTO, THEY'RE ALLOWED TO SPEND THAT MONEY AS THEY SEE FITS THE SCHOOL ITSELF. 
          SO IF YOU'RE OR ON IN TERMS OF FILMING REVENUE AND 75% OF THAT MONEY GOES TO THE SCHOOL, THEY CAN ALSO SPEND IT THEMSELVES. 
          THE MONEY THAT COMES TO THE DISTRICT IS TO COVER THE DISTRICT COSTS OF THOSE FACILITIES. 
          ULTIMATELY, AS PROJECTS COME ABOUT IN TERMS OF MAINTENANCE AND OPERATIONS, THAT IS USED BY THE GENERAL FUND FOR ROUTINE REPAIRS AND MAINTENANCE. 
          SO THE SCHOOLS THEMSELVES ARE NOT PAYING THOSE SPECIFIC COSTS IF IT'S A M AND O ITEM. 
          OKAY. 
          OKAY. 
          THOSE BULBS ARE VERY EXPENSIVE. 
          OKAY. 
          ALL RIGHT. 
          THANK YOU. 
          OKAY. 
          THANK YOU. 
          THANK YOU. 
          AND MAY I HAVE A MOTION TO MOVE IT? THANK YOU. 
          SECOND. 
          THANK YOU. 
          MOVE BY MS. SORRY, CAN I ASK YOU ONE MORE QUESTION? SO SORRY. 
          YEAH, I'M JUST GONNA READ IT UNDER THE RECORD. 
          MS. EZ MOVED BOARD PRESIDENT SCHON SECONDED. 
          AND MORE QUESTIONS CATCH UP BEFORE YOU RAN AWAY. 
          I DIDN'T HAVE QUESTIONS BEFORE, BUT NOW THAT WE'RE TALKING ABOUT THE PERCENTAGES, I WONDER IF STAFF COULD DO A BIT OF AN EQUITY ANALYSIS ON THE SCHOOLS THAT ARE RECEIVING THESE ADDITIONAL DOLLARS. 
          UM, GIVEN THAT I IMAGINE SOME SCHOOLS ARE RECEIVING A LOT MORE FROM FILMING, FOR EXAMPLE, AND THEN OTHERS WILL NEVER HAVE THAT OPPORTUNITY BECAUSE FOLKS ARE NOT INTERESTED IN FILMING ON THEIR CAMPUSES. 
          I CAN ANTICIPATE SOME OF THEM MIGHT BE IN MY DISTRICT, SO I DUNNO EXACTLY WHAT THAT LOOKS LIKE YET. 
          BUT I WOULD ASK THE TEAM TO THINK ABOUT WHAT WOULD AN EQUITY ANALYSIS LOOK LIKE, UM, AND HOW MIGHT WE RESPOND, IF AT ALL. 
          BUT LET'S START WITH THE DATA. 
          YES, WE CAN DO THAT. 
          AND ON THE FILMING SPECIFICALLY, IT'S A LITTLE DIFFERENT THAN, UM, ON LIKE A MARKET RATE LICENSING, IS THAT THE FILMING REVENUE IS 
          [05:30:01]
DISTRIBUTED AMONGST MULTIPLE SCHOOLS. 
          SO IT IS DISTRIBUTED ACROSS BECAUSE THERE IS, UH, SITUATIONS WHERE MO A LOT OF SCHOOLS, THERE'S A SMALL PORTION OF SCHOOLS AND SO, BUT WE CAN GET YOU THAT INFORMATION. 
          OKAY. 
          THANK YOU. 
          THANK YOU. 
          SORRY. 
          ALRIGHT, GOOD TO VOTE. 
          UH, MS. NEW BILL? YES. 
          AGAIN, THIS IS ON TAB NINE. 
          SO MS. NEW BILL IS A YES. 
          DR. 
          REVA? YES. 
          MR. MELVIN? ABSENT. 
          MS. REGO? YES. 
          MS. EZ? YES. 
          MS. ORTIZ FRANKLIN? YES. 
          BOARD PRESIDENT SCHON? YES. 
          OKAY. 
          THAT'S PASSES. 
          ALL RIGHT. 
          SO THAT WAS TAB NINE. 
          MAY I HAVE A MOVE AND A 
          [10. Board of Education Report No. 333-25/26  Procurement Services Department - Facilities Contracts  (Delegations of Authority for Procurement and Facilities Contracts) Recommends approval of an  amendment to the Procurement and Facilities Contracts Delegations of Authority to update the  type and value of construction contract actions that may be exercised under delegated authority,  with an effective date of June 12, 2026.]
SECOND FOR TAB 10? MOVE IT MOVEMENT SCONES SECONDED BY BOARD PRESIDENT SCHON. 
          ALL RIGHT. 
          LET'S SEE IF THERE'S PUBLIC COMMENT. 
          THERE'S ONE PUBLIC COMMENTER, UH, NOT HERE FOR THAT. 
          UM, OKAY, WE HAVE A QUESTION FROM DR. RIVAS ON TAB 10. 
          YES. 
          SO I DON'T KNOW IF, UH, MS. TOS YEAH, HERE SHE COMES. 
          THE TWO QUESTIONS, MS. TOS, UM, THE PROPOSAL IS EXPECTED TO SAVE APPROXIMATELY TWO MONTHS IN PROJECT DELIVERY. 
          CAN, CAN YOU HELP US UNDERSTAND WHETHER THESE TWO MONTHS TRANSLATE INTO MEANINGFUL BENEFITS FOR SCHOOL COMMUNITIES AND HOW WE SHOULD WEIGH THOSE BENEFITS AGAINST A REDUCTION OF A DIRECT BOARD OVERSIGHT? SO THIS IS PART OF THE FACILITIES OVERALL INITIATIVE HAVE, HOW DO WE DELIVER PROJECTS QUICKER TO OUR SCHOOL SITES SO THAT OUR COMMUNITIES SEE THE BENEFIT OF OUR PROJECTS FASTER. 
          THIS IS ONE OF THE TOOLS THAT WE CAN DO INTERNALLY RATHER THAN, UM, OTHER THINGS THAT WE DON'T HAVE CONTROL OF, LIKE THE DEPARTMENT OF STATE ARCHITECT OR, UM, ONE THE CONTRACTORS ONCE THEY ARE DOING THE WORK AND MAY ENCOUNTER UNFORESEEN CONDITIONS. 
          UM, SO THE BENEFIT TO THE COMMUNITIES IS THAT PROJECTS WILL BE DELIVERED QUICKER, OFTEN TWO TO THREE MONTHS QUICKER JUST BY THIS SIMPLE ACTION. 
          BUT ON AVERAGE, HOW, HOW LONG DO PROJECTS TAKE ABOUT YEARS? TWO TO THREE YEARS? RIGHT. 
          SO IT WOULD DEPEND ON THIS IS, UM, EVERY PROJECT UP TO $145 MILLION. 
          SO THAT CONSTRUCTION OF THOSE PROJECTS COULD TAKE 24 MONTHS. 
          SO WE WOULD BE REMOVING TWO TO THREE MONTHS. 
          YEAH. 
          AND WILL THERE BE ANY ADDITIONAL TRANSPARENT TRANSPARENCY MEASURES THAT WILL HELP ENSURE THE BOARD REMAINS INFORMED ABOUT MAJOR PROJECTS AND ANY SIGNIFICANT SCOPE, SCHEDULE, OR COST CHANGES WHILE STILL REALIZING THOSE DE EFFICIENCY GAINS? SO THIS DOESN'T REMOVE ANY TRANSPARENCIES THAT THE BOARD CURRENTLY SEES. 
          PROJECTS WILL STILL BE BROUGHT TO THE BOARD LIKE THEY ARE NOW. 
          UM, IF THERE ARE CHANGES OR PROJECTS, APPROVALS THAT ARE NEEDED, THAT WILL STILL BE BROUGHT TO THE BOARD. 
          NOW ALL THIS SIMPLY DOES IS IDENTIFY, UM, THAT OVER THE LAST 10 YEARS, CONSTRUCTION PRICES HAVE ESCALATED BY APPROXIMATELY 68% AND WE'RE JUST MIRRORING WHAT THE MARKET HAS DONE. 
          OKAY. 
          THANK YOU. 
          APPRECIATE IT. 
          THANK YOU. 
          ANY FURTHER QUESTIONS ON 10? OKAY. 
          UH, TAKING THE VOTE ON TAB 10. 
          UH, MS. NEWVILLE? YES. 
          DR. 
          REVA? YES. 
          MR. NOVO IS ABSENT. 
          MS. GRIEGO? YES. 
          MS. EZ? YES. 
          MS. ORTIZ FRANKLIN? YES. 
          BOARD PRESIDENT MOLSEN? YES. 
          OKAY. 
          FINISHES TAB 10. 
          ALL RIGHT. 
          WE HAVE TAB 12. 
          [12. Board of Education Report No. 433-25/26  Office of Governmental Relations  (Authorize Education Compact with Los Angeles County Supervisorial District 2) Recommends  authorization of the Education Compact between the District and Los Angeles County  Supervisorial District 2. These partnerships are intended to support students and families within  each community and may be reviewed annually to update shared goals and commitments. The  Compacts are non-binding and do not require specific funding commitments, but reflect a shared  commitment to expanding educational opportunities and supporting student and family  well-being.]
MOVE IT. 
          THANK YOU. 
          MOVED BY MS. EZ, SECONDED BY BOARD PRESIDENT SCHUREN. 
          UH, WE HAVE, LET'S SEE, MINNIE, ARE YOU HERE? MINNIE, ARE YOU IN THE AUDIENCE? NO. 
          OKAY. 
          UH, WE HAVE A VIDEO FOR THIS TAB 12 VIDEO. 
          OKAY. 
          HERE IT COMES. 
          HELLO, I'M LA COUNTY SUPERVISOR HOLLY MITCHELL. 
          AND, UH, I WANNA THANK L-A-U-S-D AND THANK YOU FOR WORKING WITH MY OFFICE TO ESTABLISH THIS DOCUMENT I'M ABOUT TO SIGN RIGHT NOW. 
          OUR EDUCATION COMPACT AGREEMENT, IT BUILDS ON THE WORK OUR TEAMS HAVE BEEN WORKING ON FOR A NUMBER OF YEARS NOW. 
          AND, UH, AS THE SUPERVISOR FOR, UH, THE SECOND DISTRICT, I'M PROUD THAT THIS IS THE FIRST COMPACT AGREEMENT FOCUSED ON UNINCORPORATED COMMUNITIES AND WILL REACH FIVE COMMUNITIES IN MY DISTRICT THAT ARE SERVED BY L-A-U-S-D, ATHENS, FLORENCE, FIRESTONE, VIEW PARK, WINDSOR HILLS, WEST CARSON, AND WILLOWBROOK. 
          TOGETHER THESE NEIGHBORHOODS ARE HOME TO MORE THAN 22,000 STUDENTS ATTENDING 52 L-A-U-S-D SCHOOLS. 
          AT THE CORE OF THIS AGREEMENT IS A FOCUS ON ENSURING THAT EVERY STUDENT HAS ACCESS TO RESOURCES, SAFETY, AND OPPORTUNITIES 
          [05:35:01]
THEY NEED TO NOT ONLY THRIVE, BUT TO SOAR. 
          A FEW KEY ELEMENTS OF THE COLLABORATION INCLUDE WORKING CLOSELY TO EXPAND ONGOING SUPPORT FOR STUDENTS AND FAMILIES EXPERIENCING HOMELESSNESS. 
          BUILDING ON OUR CURRENT SAFE PASSAGE PROGRAMS, CONTINUED PARTNERSHIP WITH COUNTY DEPARTMENTS FOCUSED ON STUDENT WELLBEING AND ACCESSING PEDESTRIAN IMPROVEMENTS SUCH AS CROSSWALKS, LIGHTING, AND SIGNAGE AROUND SCHOOLS. 
          SO I'M GONNA DO MY PART IN SIGN THIS AGREEMENT, AND I LOOK FORWARD TO ELLA UNIFIED JOINING ME IN MAKING THIS AGREEMENT FOR OUR COMMUNITIES OFFICIAL. 
          SO AGAIN, THANK YOU FOR YOUR PARTNERSHIP IN THIS WORK AND FOR HELPING US BUILD STRONGER, SAFER, AND MORE SUPPORTIVE ENVIRONMENTS FOR EVERY STUDENT IN THEIR FAMILY, PARTICULARLY THOSE IN UNINCORPORATED LA COUNTY. 
          HERE WE GO. 
          THANKS. 
          THANK YOU FOR YOUR TIME, . 
          UH, WE HAVE TWO QUESTIONS. 
          ONE FROM BOARD PRESIDENT MOLSEN AND ONE FROM A BOARD MEMBER DIEGO ON TAB 12. 
          GOOD AFTERNOON. 
          HI. 
          THANK YOU. 
          WELL, THIS IS VERY EXCITING. 
          I'M GLAD THAT THIS WAS DONE. 
          THANK YOU. 
          I'M WONDERING WHAT ARE THE NEXT STEPS FOR THE COMPACT? UM, IN PARTICULARLY, ARE THERE GONNA BE MEETINGS BETWEEN US AND, UH, THE SUPERVISORIAL DISTRICT TWO? YES. 
          THANK, THANK YOU. 
          GOOD AFTERNOON. 
          BOARD MEMBERS AND ACTIVE SUPERINTENDENT. 
          UM, YES. 
          UM, WE, UH, I BELIEVE HE'LL BE JOINING US SHORTLY AND I'LL SAY HELLO IF HE JOINS HERE. 
          BUT, UH, WE HAVE, UM, SOMEONE A POINT OF CONTACT DIRECTLY IN, IN INSPIRE MITCHELL'S OFFICE. 
          ALFONSO RIZ DELGADO, HE'S THE LIAISON FOR UNINCORPORATED COUNTY, UM, PORT SD TWO. 
          UH, HE'S BEEN A PART OF CONTACT UP UNTIL NOW. 
          AND THEN MOVING FORWARD, UH, WE INTEND TO HAVE LIKELY, UM, EITHER MONTHLY MEETINGS EVERY OTHER MONTH, QUARTERLY, DEPENDING ON THE, THE NATURE OF THE WORK. 
          UH, MOST LIKELY OUR FIRST MEETING WILL BE SOMETIME IN JULY, UM, AS WE GET READY FOR THE BEGINNING OF THE SCHOOL YEAR IN AUGUST. 
          AND THEN I'M WONDERING, WHAT ARE SOME AREAS THAT ARE NOT PART OF THE COMPACT THAT WE STILL NEED TO WORK ON? SO, ONE EXAMPLE, AND I APPRECIATE THE QUESTION. 
          ONE EXAMPLE IS REGARDING, UM, ACCESS TO COUNTY FACILITIES, SPECIFICALLY TO COUNTY PARKS. 
          UH, IT'S BEEN AN ISSUE THAT WE'VE BEEN WORKING ON FOR THE GOOD PART OF THE LAST THREE PLUS YEARS. 
          UM, AND I KNOW IT'S BEEN AN EFFORT OF, UH, AN INTEREST TO OUR, OUR BOARD LEADERSHIP TO ENSURE THAT WE GET THIS ENACTED. 
          UM, I KNOW ACTON SUPERINTENDENT AND I HAVE JUST ACTUALLY TALKED ABOUT IT YESTERDAY. 
          AND, UH, THIS WILL BE AN AREA THAT THE COUNTY, UH, LEADERSHIP, UH, IS AWARE WE WANT TO HOPEFULLY, UM, RESOLVE WORKING WITH OUR OFFICE OF GENERAL COUNSEL AND RISK MANAGEMENT. 
          UH, MR. CHAIR, ANYTHING ELSE YOU'D LIKE TO ADD? UH, SPECIFIC TO THAT, HAD A GOOD CONVERSATION YESTERDAY WITH THE LA COUNTY CEO. 
          UM, WE'RE GONNA TRY TO MEET OVER THE SUMMER AND SEE IF WE CAN COME TO AN, MAYBE AN ALTERNATIVE, SOMEWHAT LIMITED PATHWAY TO MAKING THAT AVAILABLE TO OUR KIDS AGAIN. 
          YEAH. 
          'CAUSE OUR KIDS ARE THEIR CONSTITUENTS AS WELL. 
          SO IT JUST SEEMS THAT IT MAKES SENSE THAT WE WOULD HAVE THAT PARTNERSHIP. 
          AND THEN, UM, LASTLY, IT'S MY UNDERSTANDING THAT THE COUNTY BOARD OF SUPERVISORS OFFICE PASSED A MOTION THAT DIRECTED THE OFFICE OF VIOLENCE PREVENTION TO EXPAND THEIR WORK WITH SCHOOLS. 
          AND I WOULD LIKE TO SEE THE OGR WORK DIRECTLY WITH SD TWO ON THIS. 
          UM, IT WOULD BE GREAT TO SEE THE PROGRAM THAT IS CURRENTLY AT RIVERA AT DIEGO RIVERA REPLICATED AT OTHER SCHOOLS. 
          I KNOW THAT, UM, ONE OF THE, I THINK IT'S THE MAYOR OF CU, HAS WAS A PRINCIPAL AT VERA AND STARTED THAT WORK THERE. 
          UM, AND IT SOUNDS LIKE IT'S AMAZING. 
          I'VE MET WITH THE FOLKS WHO DO THE WORK AND BE GREAT. 
          IF WE CAN BRING IT TO OTHER PARTS OF THE DISTRICT, LIKE IN THE SOUTHEAST CITIES, UM, THAT WOULD BE GREAT. 
          YES. 
          UH, THANK YOU SO, SO SPECIFICALLY TO THAT ISSUE. 
          UM, THE, AS THE SUPERVISOR MENTIONED IN HER, UH, VIDEO, THIS COMPACT, UM, COVERS THE UNINCORPORATED PART OF LA COUNTY WITH AN SD TWO. 
          SHE MENTIONED IN HER COMMENTS, 52 SCHOOLS, UH, ROUGHLY 52% OF KIDS IN, UH, UNINCORPORATED PART OF COUNTY, OTHER COUNTY WHO ARE LA UNIFIED STUDENTS. 
          UH, 22,000 STUDENTS. 
          UM, IN ADDITION TO THAT WORK, LOOKING AT SCHOOLS IN THAT PARTICULAR AREA, BECAUSE THEY DON'T HAVE LOCAL GOVERNMENTS LIKE CUDA OR SAN FERNANDO OR CITY OF LA, UNINCORPORATED FLORIDA COUNTY IS, UM, OVERSEEN BY, BY, UH, SUPER MITCHELL AND HER STAFF. 
          UH, WE WILL ALSO BE, UH, WORKING WITH DIVISION OF SCHOOL OPERATIONS TO, ON YOUR PARTICULAR ISSUE AND OF AREA OF INTEREST, UM, I'VE ALREADY REACHED OUT TO DR. WEBB AND DR. BRYANT, UM, TO INITIATE THOSE CONVERSATIONS SINCE THE PARTNERSHIP WITH OBP IS LED BY THE DIVISION OF SCHOOL OPERATIONS. 
          ALRIGHT, WONDERFUL. 
          THANK YOU. 
          MM-HMM . 
          HEY, MARTHA, I HAVE A QUESTION FOR YOU ALSO. 
          SO I'M GOING, WE HAVE LOTS OF COMPACTS, LOTS OF COMPACTS, AND I WANNA REALLY UNDERSTAND THEM BETTER. 
          SO I'M REQUESTING THAT YOU PROVIDE US WITH AN INFORMATIVE THAT HAS DATA AND EXPLAINS THE BENEFITS THAT HAS BEEN OBSERVED IN OUR SCHOOLS IN THIS COMPACT AND IN THE COMMUNITIES IN OUR COMPACT. 
          [05:40:01]
UM, CAN YOU GIVE US SOME EXAMPLES, FOR EXAMPLE, UM, WHEN THESE COMPACTS HAVE BEEN SUCCESSFULLY IMPLEMENTED AND WHAT THE RESULTS WERE OFFHAND YES. 
          OFFHAND, CAN YOU THINK OF SOME, WELL, I APPRECIATE THAT YOUR TEAM, UH, WAS ABLE TO GIVE ME A HEADS UP ABOUT YOUR QUESTION. 
          SO I HAVE A, A LOT OF GREAT EXAMPLES IN THE INTERESTS OF TIME MODULES, HIGHLIGHTED A FEW. 
          UM, WE DID DO A BOARD INFORMATIVE. 
          WE'VE DONE TWO TO DATE. 
          WE DID ONE EARLIER THIS YEAR IN FEBRUARY. 
          AND MY TEAM AND I PLAN TO FOLLOW UP WITH ANOTHER ONE IN AUGUST, UH, JUST AS WE DISCUSSED WITH THE CITIES OVER THE COMING MONTHS, UH, LEADING UP TO THE BEGINNING OF THE NEW SCHOOL YEAR. 
          SO YOU'LL DEFINITELY GET A MORE, MORE DETAILS IN WRITING. 
          UM, BUT SEVERAL UPDATES THAT I'M REALLY THRILLED TO BE ABLE TO SHARE WITH YOU. 
          UM, THROUGH THE EDUCATION COMPACTS, WE HAVE 10 OF THEM. 
          AND WITH TODAY'S PASSAGE WILL BE THE 11TH ONE, UH, AT L-A-U-S-D. 
          UH, THIS YEAR IN 25, 26, WE INITIATED OUR FIRST, FIRST EVER, UH, FAMILY ACADEMY SEGMENTS WITH OUR CITY PARTNERS. 
          WE HIRED THEM WITH ALL CITIES, INCLUDING CITY OF LA AND COUNTY OF LA DESPITE NOT HAVING A COMPACT WITH THEM THROUGH THOSE, UH, PARTNERSHIP WITH THE SASE OFFICE, STUDENT FAMILY, UM, UH, UH, COMMUNITY ENGAGEMENT OFFICE, UM, WE HAD OVER 800 FAMILY PARTICIPATED IN THIS, UM, IN THIS, UH, WEBINARS. 
          AND WE DID INDIVIDUAL ONE OF THEM. 
          WE ANTICIPATE DOING A ROUND TWO OF THAT ENGAGEMENT AS PART OF A NEW SCHOOL YEAR IN 26 27. 
          UM, THE OTHER, UH, AREA, AGAIN, THERE'S A FEW DIFFERENT EXAMPLES. 
          I'LL, I'LL BRIEFLY HIGHLIGHT TRAFFIC IMPROVEMENTS. 
          UM, SO IN PARTICULAR, TWO EXAMPLES THAT COME TO MIND ARE BOTH IN VERNON AND SAN FERNANDO. 
          UM, WE HAD RECEIVED, UH, CONCERNS FROM THE PRINCIPALS, UM, AND SCHOOL COMMUNITY AROUND JUST SPEEDING OR, OR DIFFERENT, UM, TRAFFIC SAFETY ISSUES. 
          UM, THROUGH OUR ADVOCACY, THROUGH OGR ENGAGEMENT WITH THE CITIES DIRECTLY, THEY WERE ABLE TO, UM, IMPROVE, UM, AND INSTALL ADDITIONAL SIGNAGE OUTSIDE OF SCHOOLS. 
          UM, AND ALSO INCLUDED REPLACEMENT OF TRAFFIC BARRICADES AND DE DELINEATORS, UH, REPLACEMENT OF FLASHING SPEEDLIGHT, UM, UH, LIMIT SIGNS. 
          UM, AND THEN ALSO WE'VE BEEN ABLE TO SEND, JUST THIS WEEK ALONE, WE SENT TWO LETTERS OF SUPPORT. 
          ONE FOR CITY OF EDTA AND ONE FOR CITY OF LA AS THEY PURSUE GRANT FUNDING TO IMPROVE TRAFFIC SAFETY. 
          SO THIS HAS, AND I'VE BEEN HERE WITH THE DISTRICT FOR ALMOST SEVEN YEARS, AND I CAN TELL YOU THERE'S BEEN EFFORTS OVER THE LAST FOUR YEARS OF THIS COMPACT TO TRY TO DO MORE OF THAT WORK. 
          COMMUNITY SCHOOL PARKS, WE KNOW WE HAVE THAT WITH CITY OF LA. 
          UM, TO DATE, WE HAVE, UM, 10 OF THEM. 
          AND JUST THIS PAST WEEKEND, WE WERE ABLE TO ADD AN 11TH SITE. 
          UH, THERE'S DISCUSSIONS WITH CITY OF LA ABOUT EXPANDING IT TO A SCHOOL IN BD TWO, UM, AND TWO ADDITIONAL SITES IN BD, UM, BD ONE. 
          UM, AND THAT'S AGAIN, JUST WITHIN THIS LAST YEAR OF, OF CONTINUED PROGRESS WITH, WITH THE CITY, WITH CAHE IN BD FIVE. 
          UM, WE'VE ALSO BEEN DISCUSSING WITH CAHE, TRYING TO REPLICATE THE CSP COMMUNITY SCHOOL PARKS MODEL FROM CITY OF LA. 
          UH, CAHE IS INTERESTED IN TRYING TO DO PROGRAMMING ON OUR SCHOOL SITES TO EXPAND ACCESS FOR COMMUNITY. 
          UM, THERE'S ALSO AROUND SAFETY AND PASSAGE, UH, CITY OF LA AND, UM, AND OTHER JURISDICTIONS SPECIFIC CITY OF LA TO GIVE THEM SOME CREDIT. 
          UM, THIS YEAR THROUGH THE COMPACT, UH, OUR ENGAGEMENT, UM, WE HAD A TARGETED PILOT PROGRAM AT FOUR OF OUR HIGH SCHOOL, UH, FOUR SCHOOLS, BURSTEIN HIGH SCHOOL, SOTO MAOR, UH, CANOGA PARK, AND, UH, VIRTUAL MIDDLE SCHOOL, UH, A SAFE PASSAGE PROGRAM THAT EXPANDED ACCESS FOR THOSE KIDS. 
          AND I KNOW BURG WAS THERE FOR THE LAUNCHING AT SOTO MAOR A COUPLE OF MONTHS AGO. 
          UM, AND THIS IS PART OF THE GRID, MOU, THE GANG REDUCTION IN, UM, IN, IN, UM, IN YOUTH DEVELOPMENT. 
          UM, MOU THAT WE HAVE WITH THE CITY OF LA THAT WAS SIGNED INTO, UH, IN PLACE TWO YEARS AGO. 
          UM, THERE'S ALSO CITY OF LA, UM, UH, CONTINUED TO FUND CROSSING GUARD PROGRAMS. AND THE BOARD MAY RECALL THAT THERE'S BEEN AN EFFORT OF THE CITY TRYING TO PUSH ON THE COST TO A USD MAYOR, BE, UH, REMAIN COMMITTED TO FUNDING IT. 
          THE CITY COUNCIL DID AS WELL. 
          UM, , I AM PLEASED TO SHARE AS AN EXAMPLE, UM, ABOUT SOME OF THE DELIVERABLES. 
          UM, JUST YESTERDAY, UH, JUNE 11TH, WE HAD, UM, A VERY SUCCESSFUL MEETING THAT CUDA AND LA UNIFIED CONVENE CONVENED, UH, WITH SCHOOL PRINCIPALS FROM THE CUDA AREAS FIVE SCHOOLS. 
          UM, IT HAD ABOUT 30 PARTICIPANTS INCLUDING COMMUNITY ORGANIZATIONS. 
          THEY'RE CALLING THEMSELVES A KA COLLABORATIVE, ESSENTIALLY IS TRYING TO, UM, IDENTIFY, UM, INSTEAD OF HAVING THIS MASSIVE COMPACT, KA IS INTERESTED OF, UH, HONING IN ON FOUR, THREE OR FOUR PRIORITIES FOR THE UPCOMING SCHOOL YEAR. 
          SO YESTERDAY'S MEETING WAS A FOLLOW UP. 
          WE'VE HAD TWO MEETINGS TO DATE WITH PRINCIPALS TRYING TO UNDERSTAND WHAT ARE THE PRIORITIES THAT THEY HAVE AT THE SCHOOL LEVEL AND THE CITY OF CUDA. 
          UM, THE NEXT MEETING'S ALREADY CONTENTLY SCHEDULED FOR SEPTEMBER 10TH. 
          UM, THAT'S AGAIN, AN, UH, A DIRECT IMPACT OF THE EDUCATION COMPACT. 
          UM, AND THAT JUST TWO OTHER LAST, UM, EXAMPLES I'LL PROVIDE TO YOU JUST TO GIVE YOU A, A FLAVOR OF THE VARIETY OF ENGAGEMENT WE'VE BEEN DOING ON THIS WORK. 
          UM, EARLIER THIS YEAR, WE HAD TWO, UH, ROUND TABLE DISCUSSIONS WITH THE SUPPORT ATTEND, UM, BOR AND MORTIZ FRANKLIN AND BOR AND RIGO ATTENDED. 
          ONE WAS WAS WITH THE FIVE CITIES IN SOUTHEAST LA. 
          UH, ONE OF THEM WAS WITH THREE CITIES IN SOUTH BAY. 
          UM, FOR THOSE MEETINGS, TWO OF THE IMMEDIATE EXAMPLES THAT COME TO MIND THAT CAME OUT OF THOSE CONVERSATIONS, ONE WAS, UM, COMMUNITY ORGANIZATIONS THAT WERE CONCERNED ABOUT, UM, NONPROFITS NOT HAVING ACCESS TO KNOWING THE RULES FOR HOW TO PROMOTE EVENTS TO FAMILIES, FLYERS, ET CETERA. 
          UM, OUR 
          [05:45:01]
OFFICE OF GOVERNMENT RELATIONS, WE CO-LED WITH, UM, RISK MANAGEMENT WITH COMMUNICATIONS AND ENGAGEMENT, UM, AND ANOTHER OFFICE, UH, DR. 
          MARA'S TEAM MEDICAL SERVICES. 
          UM, WE DID A WEBINAR IN APRIL THAT HAD OVER 75 PARTICIPANTS, UM, TRYING TO SHOW CBO GROUPS, UM, HOW THEY CAN APPLY AND PURSUE, UM, PARTNERSHIPS WITH LUSD. 
          AND THAT WAS A REQUEST FROM THE GOVERNMENTAL OFFICIALS IN THAT ROUND TABLE IN JANUARY. 
          UM, WE ALSO HAD A CONCERN AT THE TIME IN THAT MEETING ABOUT STUDENTS IN SOUTHEAST LA IN BOARD DISTRICT FIVE. 
          THEY HAD NO ACCESS TO THE SCHOLARSHIP PROGRAM CALLED SCHOLAR MATCH. 
          LAST YEAR THEY ONLY HAD SEVEN STUDENTS APPLY, AND MOSTLY KIDS FROM CHARTER SCHOOLS THIS YEAR WITH DR. ORTIZ, UM, RAMIREZ IN BD, UM, IN, IN REGION EAST, WE HAD OVER 250 STUDENTS APPLY FOR THE, UM, SCHOLARSHIP MENTORSHIP PROGRAM. 
          THAT WAS OUR, A FOLLOW UP FROM THAT ROUND TABLE. 
          AND LASTLY, UM, PROUD TO SAY THAT WITH THE ROUND TABLE WITH BOARD AND B FRANKLIN IN SOUTH BAY, WE HAD, UM, WE HAD AN IDEA ABOUT BRINGING ELECTED OFFICIALS, COMMUNITY PARTNERS, CIVIC LEADERS, BUSINESS LEADERS TO OUR SCHOOLS TO SHOW THEM WHERE THE MAGIC WORKS AND SEE THE GREAT PROGRAMS WE HAVE. 
          UM, WE HAVE SCHEDULED THAT, UH, BUS TOUR FOR SEPTEMBER 14. 
          UM, SO THAT WAS A COMMITMENT WE MADE AT THAT ROUND TABLE WITH THE ELECTORAL OFFICIALS. 
          SO THE, THE COMPACTS ARE TRULY, I BELIEVE HAVING SOME LEVEL OF, UH, IMPACT AND WE LOOK FORWARD TO CONTINUE TO WORK, UM, ON THAT MOVING FORWARD. 
          SO BOARD MEMBERS, MARTHA HAS CERTAINLY DONE HER HOMEWORK,  AND I APPRECIATE THAT VERY MUCH. 
          AND WHAT RESONATES WITH ME IS THE SAFETY, THE SAFETY ASPECT THAT'S SO IMPORTANT WITH TRAFFIC SAFETY AND KIDS GOING TO SCHOOL. 
          SO THANK YOU VERY MUCH. 
          I APPRECIATE IT. 
          THANK YOU MARTHA. 
          ALRIGHT. 
          ONE PERSON SIGNED UP FOR PUBLIC COMMENT. 
          IN THE MEANTIME. 
          NIDA MENDEZ, ARE YOU HERE IN PERSON? NIDA MENDEZ? NOT HERE. 
          OKAY. 
          ANY MORE QUESTIONS? ALL RIGHT. 
          VOTING ON TAB 12. 
          MS. NEW BILL? YES. 
          DR. RIVAS? YES. 
          MR. MELVIN. 
          UH, MS. REGO? YES. 
          MS. EZ? YES. 
          MS. ORTIZ FRANKLIN? YES. 
          BOARD PRESIDENT SCHROEN? YES. 
          OKAY. 
          THAT CONCLUDES TAB 12 AND THEN WE'RE GOING 
          [14. Board of Education Report No. 449-25/26  Division of Special Education  (2026-2027 Special Education Local Plan Area (SELPA) Local Plan) Recommends approval of  the 2026-2027 Local plan components Section A: Contracts and Certifications, Section D:  Annual Budget Plan, Section E: Annual Service Plan, and Attachments I-VII. ]
TO DO TAB 14 AND THEN GO TO GENERAL PUBLIC COMMENTS. 
          SO TAB 14 IS THE 26 27 SPECIAL EDUCATION LOCAL PLAN AREA. 
          UH, WE HAVE, LET'S SEE. 
          THIS IS A PUBLIC HEARING I BELIEVE. 
          OH, IT IS NOT. 
          ALRIGHT, SO WE HAVE SEVEN SPEAKERS, SO WE'LL TAKE THE, THANK YOU SO MUCH. 
          WE'LL, WE'LL TAKE THE PUBLIC COMMENT FIRST AND THEN WE'LL, WE'LL GO TO BOARD MEMBER QUESTIONS. 
          MARIA LUISA PALAMA. 
          I SEE YOU'RE HERE. 
          COME ON DOWN. 
          YOU'LL HAVE TWO MINUTES TO SPEAK WHEN YOU BEGIN. 
          GOOD AFTERNOON. 
          MY NAME IS MARDEL LUISA ALMA, AND I AM NOT REPRESENTING THE COMMUNITY ADVISORY COMMITTEE. 
          THIS REPORT THAT YOU HAVE SEEN WAS PREPARED BY ME AND I'M PRESENTING IT TO YOU, UM, ON THAT BASIS. 
          NOW, I HOPE THAT YOU WILL ALL ADMIT THAT AT TIMES YOU FIND YOURSELVES, UH, WITHOUT SUFFICIENT INFORMATION TO MAKE POLICY OR BUDGETARY DECISIONS. 
          THAT'S WHY YOU GET TO ASK QUESTIONS. 
          THE PARENT COMMITTEES ALSO LACK LOTS OF INFORMATION AND AS ADVISORY COMMITTEES AND THE PUBLIC AS WELL DESERVES TO HAVE AND MUST HAVE LOTS MORE INFORMATION THAN THEY HAVE. 
          NOW, I'VE PREPARED FOR YOU THIS SUMMARY REPORT AND YOU HAVE NOW BEEN FORMALLY NOTIFIED ON MY BEHALF OF, AND YOU HAVE DIRECT KNOWLEDGE IN THE PUBLIC RECORD THAT MY CONCLUSION IS THAT THE CAC, THE COMMUNITY ADVISORY COMMITTEE, WHICH ADVISES ON THE SELPA, HAS NOT BEEN PROVIDED THE NECESSARY INFORMATION TO FULFILL THEIR ADVISORY RESPONSIBILITIES UNDER THE EDUCATION CODE. 
          THE MAIN PROBLEM HERE IS THE QUOTE YOU SEE THERE IN ED CODE, THAT THE COMMITTEE SHALL HAVE REGULAR CONSULTATIONS REGARDING POLICY AND BUDGET DEVELOPMENT. 
          THIS DID NOT HAPPEN IN THIS PAST SCHOOL YEAR 25, 26. 
          I HEAR FROM PRIOR COMMITTEE MEMBERS THAT THIS HAS NOT HAPPENED IN PRIOR YEARS EITHER. 
          ALL OF THIS PAST SCHOOL YEAR, NOT A SINGLE DOLLAR AMOUNT WAS INCLUDED IN ANY PRESENTATIONS. 
          WE'VE BEEN REQUESTING THE FINANCIAL INFORMATION SINCE THE BEGINNING OF THE YEAR. 
          WE FINALLY RECEIVED ON MAY 4TH A VERY GENERAL HIGH LEVEL BUDGET PRESENTATION. 
          IT WAS NOT TO THE FULL COMMITTEE. 
          IT WAS A SEPARATE MEETING. 
          AND IT WAS VERY SIMILAR TO THE INFORMATION YOU RECEIVED HERE AT 
          [05:50:01]
THE COMMITTEE OF THE WHOLE ON APRIL 28. 
          POLICIES WITH POLICY NUMBERS AND CODES WERE NOT PROVIDED TO THE COMMITTEE. 
          THAT WAS MUCH TOO LATE TO BRING BUDGETARY INFORMATION TO US. 
          SO WHAT WILL YOU DO TO FIX THIS? I AM BRINGING THIS TO YOU DIRECTLY. 
          I DID NOT GO THROUGH THE COMMITTEE BECAUSE I AM AFRAID THAT THE CRITICISM I AM PROVIDING HERE OF THE PROCESSES WILL NOT, WOULD HAVE BEEN DILUTED OR ERASED. 
          SO I HOPE THAT YOU'LL TAKE THIS INTO ACCOUNT AND MAKE SOMETHING DIFFERENT HAPPEN AS NEXT COMING UP YEAR. 
          THAT WILL BE THE YEAR FOR THE FULL SELPA REVIEW. 
          PLEASE TAKE THIS MATTER SERIOUSLY. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          UH, MAY I HAVE A MOTION AND A SECOND TO BRING THE ITEM? MOVE IT, MOVE IT. 
          SECOND MOVE BY BOARD PRESIDENT SCHON, SECONDED BY MS. EZ. 
          UH, THE SECOND SPEAKER IS KERRY JORDAN, YOU SPOKE ON A PUBLIC HEARING EARLIER VIA TELEPHONE. 
          NOT HERE. 
          ALONSO WARREN. 
          ALONZO WARREN. 
          ARE YOU HERE? ALONSO WARREN? UH, MARTY, ARE YOU HERE? MARTY R NOT HERE. 
          UH, LET'S SEE WHO'S HERE REMOTELY? UH, KARINA LOPEZ. 
          I SEE YOU'RE CALLING IN REMOTELY. 
          UM, I DO NOT HAVE YOU ON THE LINE. 
          ARE YOU IN THE ROOM? KARINA LOPEZ. 
          UH, MARCELLA GARCIA, YOU'RE ALSO SIGNED UP TO SPEAK REMOTELY. 
          ARE YOU IN THE ROOM? NOT HERE. 
          AND THEN WE HAVE CONCERNED PARENT IS ON THE LINE FOR TAB 14. 
          PLEASE GO AHEAD. 
          CONCERNED PARENT. 
          UH, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK TO TAB 14 CONCERNED PARENT. 
          GOOD AFTERNOON. 
          BOARD MEMBERS. 
          THE L-A-U-S-D IS CHARGED WITH PROVIDING A FAPE, OTHERWISE KNOWN AS FREE AND APPROPRIATE PUBLIC EDUCATION TO ELIGIBLE STUDENTS WITHIN ITS JURISDICTIONAL BOUNDARIES THAT INCLUDES CHARTER AND PRIVATE SCHOOL STUDENTS, BOARD MEMBERS. 
          THE EXPECTED OUTCOMES OF THIS PLAN IS TO ENSURE COMPLIANCE WITH ED CODE, BUT MORE IMPORTANTLY WITH FEDERAL LAW OR THE, UH, THE IDEA. 
          THE PURPOSE OF THE IDA IS TO ENSURE THAT ALL CHILDREN WITH DISABILITIES HAVE AVAILABLE TO THEM A FREE AND APPROPRIATE PUBLIC EDUCATION THAT EMPHASIZES SPECIAL EDUCATION AND RELATED SERVICES DESIGNED TO MEET THEIR UNIQUE NEEDS AND PREPARE THEM FOR FURTHER EDUCATION, EMPLOYMENT, AND INDEPENDENT LIVING BOARD MEMBERS. 
          WHAT DATA DO YOU HAVE TO SHOW THAT WE ARE FULFILLING THE RESPONSIBILITIES ALIGNED WITH IDA AND ED CODE? DO YOU HAVE THIS INFORMATION? IS THIS INFORMATION MY PUBLIC? HOW DO WE ENSURE THAT THE L-A-U-S-D IS FOLLOWING SPECIAL EDUCATION LAW, BUT NOT MORE IMPORTANTLY, ENSURING THAT STUDENTS ARE PREPARED FOR THE WORLD? THIS IS NOT ONLY A WISH FOR STUDENTS IN GENERAL EDUCATION, IT SHOULD BE THE WISH AND THE FULFILLMENT FOR ALL STUDENTS. 
          SO A COUPLE OF RECOMMENDATIONS. 
          THE HEARING THAT WAS SUPPOSED TO BE ANNOUNCED, UM, WASN'T ANNOUNCED PUBLICLY. 
          SO IT IT'S NOT ENOUGH TO JUST POST IT ON THE WEBSITE. 
          YOU HAVE BLACKBOARD, UM, BLACKBOARD ABILITIES TO SHARE THIS INFORMATION WITH ALL SPECIAL EDUCATION PARENTS. 
          I'M A SPECIAL EDUCATION PARENT. 
          I DID NOT RECEIVE THE NOTICE OF THIS HEARING. 
          SO WHAT ARE WE DOING TO INCLUDE STAKEHOLDER INPUT, NOT JUST YOUR INPUT AS THE L-A-U-S-D. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          THAT CONCLUDES PUBLIC COMMENT ON TAB 14. 
          UM, MR. SCHON? YES. 
          I JUST HAVE ONE QUESTION. 
          OKAY. 
          SO, YOU KNOW, WE'VE HAD, UM, AN INCREASE IN SPECIAL ED COSTS OF COURSE, AND WE'VE HAD AN INCREASE IN ENROLLING MORE STUDENTS IN SPECIAL ED. 
          SO I'M JUST CURIOUS ABOUT HOW DOES THIS PROPOSED, UH, SELPA PLAN COMPARE TO THE PREVIOUS ONES THAT WE'VE DONE? IN GENERAL? IN GENERAL. 
          SO THE FUNDING THAT'S OUTLINED IN THE SELPA PLAN IS TO SUPPORT ALL STUDENTS WITH DISABILITIES AND TO PROVIDE THEIR SPECIAL EDUCATION SERVICES AS OUTLINED IN THE IEP. 
          SO IN THIS SALPA PLAN, WE BASICALLY OUTLINE THE BUDGET THAT INCLUDES THE STATE, THE FEDERAL, AND THE LOCAL CONTRIBUTION, WHICH OUTLINES WHAT THOSE SERVICES ARE PROVIDED. 
          SO IT'S IT'S TEACHER CREDENTIAL, TEACHERS, CLASSIFIED STAFF, THE SALARIES, AND THEN THE, THE SERVICES THAT WE PROVIDE OUR STUDENTS. 
          UM, IF YOU'RE ASKING HOW ARE WE ADJUSTING TO SUPPORT THE INCREASE OF STUDENT DISABILITIES AND THE COSTS YEAH. 
          AND THE COSTS, YEAH. 
          AGAIN, THERE'S THINGS THAT WE'RE DOING TO TRY TO REALIGN SUPPORT AND SERVICES. 
          WE'RE VERY, UH, PROACTIVE WHEN IT COMES TO ENSURING THAT WE'RE TRYING TO OPEN PROGRAMS CLOSER TO, TO THE SCHOOLS OF RESIDENTS SO THAT WE CAN CUT DOWN ON TRANSPORTATION COSTS AND THINGS OF THAT NATURE. 
          SO WE ARE WORKING VERY PROACTIVELY IN TRYING TO LIMIT, UH, 
          [05:55:01]
HOW BEING FISCALLY RESPONSIBLE AS FAR AS HOW WE'RE OPENING PROGRAMS AND PROVIDING SUPPORT FOR OUR STUDENTS. 
          OKAY. 
          THANK YOU. 
          THANK YOU VERY MUCH. 
          ANY OTHER QUESTIONS FOR TAB 14? THIS BE OKAY? THE VOTE? MS. NEWBELL? YES. 
          DR. RIVAS? YES. 
          MR. MELVIN? ABSENT. 
          MS. GRIEGO? YES. 
          MS. EZ? YES. 
          MS. ORTIZ FRANKLIN? YES. 
          BOARD PRESIDENT SM YES. 
          ALRIGHT. 
          THAT CONCLUDES TAB 14 PUBLIC COMMENT. 
          AND NOW WE'LL MOVE ON TO 
          [General Public Comment]
GENERAL PUBLIC COMMENT. 
          WE HAVE A FULL VOTE OF PUBLIC COMMENT, SO I'LL CALL ON THE FOLKS WHO LIST THEMSELVES AS BEING IN PERSON AND THEN I'LL CALL ON THE FOLKS WHO ARE REMOTE. 
          I'LL NOTE THAT PEOPLE SELF-IDENTIFY WHETHER OR NOT THEY'RE IN PERSON OR REMOTE. 
          SO IF I MAKE AN ERROR, I'M JUST READING WHAT'S ON THE SCREEN. 
          UM, LOOKS LIKE, UH, MR. MARVIA MORE IS READY TO COME ON DOWN AND MAYBE GIVE TWO MINUTES OR, UM, PERHAPS SEAT HIS TIME. 
          AND THEN AFTER MR. MOORE IS ISAIAH STOKES AND THEN TREJO. 
          I'LL BE YIELDING MY TIME TO MICAH. 
          WHAT'S UP THERE IS A, UH, IS THERE A STOOL? IS THERE A STOOL DOWN THERE UNDERNEATH THE THING? I THINK IF YOU OPEN IT, THERE MIGHT BE A STOOL JUST WAITING RIGHT THERE FOR THE YOUNG MAN. 
          OH, YOU WANNA STAND ON ONE? YOU CAN ADJUST THIS FURTHER. 
          OUTSTANDING. 
          THANK YOU. 
          APPRECIATE IT. 
          YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN AND WHEN THERE'LL BE A DING AND THAT'S THE END. 
          BUT YOU GOT THIS. 
          THANK YOU. 
          OKAY. 
          HELLO, MY NAME IS MICAH AND I'M A FOURTH GRADER AT MARTHA LUTHER. 
          LUTHER KING GALLMAN TREE. 
          MS. COHEN HELPS STUDENTS COME TO SCHOOL AND HELPS ME WHEN I NEED SUPPORT. 
          SHE AL SHE HELPS WITH ATTENDANCE ALSO, I ALSO LIKE BSAP BECAUSE IT TEACHES ME ABOUT OUR HISTORY AND HELPS ME BE PROUD OF WHO I AM. 
          PLEASE KEEP MS. COEN AT OUR SCHOOL AND CONTINUE SUPPORTING BSAP. 
          THANK YOU. 
          THERE'S A MINUTE 35 LEFT. 
          OKAY, HELP. 
          I'M SORRY. 
          OKAY. 
          MR. WHITE IS GONNA TAKE THE ABOUT ONE MINUTE 35. 
          GO FOR IT PLEASE. 
          THANK YOU. 
          YEAH. 
          ALRIGHT. 
          GOOD AFTERNOON. 
          UM, UH, YEAH, SO I'VE BEEN THINKING ABOUT THIS AND I THINK THE ONLY, THE BEST WAY I CAN SUMMARIZE IT IN MY OWN WORDS IS I FEEL LIKE BEFORE WE MAKE THESE TYPE OF DECISIONS WHERE WE GOING TO LIKE GUT THESE TYPE OF PROGRAMS, I THINK THAT WE SHOULD REALLY, LIKE WITH A FINE TOOTH CONE, REALLY KNOW WHAT ALL THE OTHER COMMITMENTS AND WHERE ALL THE OTHER MONEY IS COMMITTED. 
          WE SHOULDN'T IF WE HAVE A, IF WE HAVE A CONVERSATION, WE ASK WHERE THE MONEY IS OR PEOPLE SHOULD HAVE KNOW WHERE EVERYTHING WHAT EVERY COMMITMENT, WHERE EVERY DOLLAR IS, EVERY PENNY. 
          BEFORE WE START LOOKING AT THESE TYPE OF CUTS, WHERE ARE WE GONNA BE MAKING TO, YOU KNOW, BSAP AND SYN? BECAUSE RIGHT NOW IT SEEMS LIKE THERE ARE SOME UNCERTAINTIES. 
          SO I FEEL LIKE THERE SHOULDN'T BE ANY UNCERTAINTIES AT ALL BEFORE WE VOTE THIS THROUGH WITH A CLEAR CONSCIENCE THAT WE DID EVERYTHING IN OUR, WITHIN OUR POWER, RIGHT? BECAUSE WE TRUST YOU ALL. 
          THAT'S WHY WE PUT YOU HERE BECAUSE WE BELIEVE IN Y'ALL AND FELT LIKE YOU WERE CAPABLE. 
          SO I JUST WANTED TO JUST URGE PUT THAT ON YOUR HEART AND JUST LET ME PUT THAT ON YOUR MIND OR SOMETHING TO SIT WITH. 
          UH, ISAIAH STOKES. 
          ISAIAH ARE YOU HERE? MA TREJO? I SEE YOU'RE OUT THERE, SIR. 
          YOU BY TIME KARINA. 
          MR. TREJO IS YIELDING IS TIME TO KARINA WHO'S MAKING HER WAY DOWN RIGHT NOW. 
          AND THEN AFTER KARINA IT WILL BE LAURA O'SULLIVAN, IAN KIRKSEY AND CHERYL KONO. 
          IF YOU PLAN ON SEATING YOUR TIME AND YOU'RE HERE, LET'S, UH, YOU COULD, YOU COULD PLAN THAT SEATING IN ADVANCE THAT WE'D APPRECIATE IT. 
          THANK YOU. 
          GOOD AFTERNOON SCHOOL BOARD. 
          MY NAME IS CARINA RENO AND I AM A GRADUATE OF VOLLEYBALL LEARNING CENTER. 
          I WILL BE ATTENDING CAL STATE FULLERTON IN THE FALL CALLED TITANS. 
          I AM HERE TO ENCOURAGE THE BOARD TO VOTE NO ON THE FUTURE FUTURE FSP THAT YOU WILL, THAT YOU WILL VOTE ON TUESDAY. 
          THIS FSP LOOKS TO CUT BAPS BY ALMOST 90% AND 70 BY A HUNDRED. 
          [06:00:02]
THIS IS NOT SUSTAINABLE BY THE MARGINALIZED STUDENTS. 
          WE SHOULD NOT HAVE TO FIGHT FOR THE SAME THING THAT WE JUST WON. 
          IMAGINE IF MARTIN LUTHER KING HAD TO FIGHT THE MONTGOMERY, THE MONTGOMERY BUS SYSTEM ONE YEAR AFTER HIM AND THE MO AND THE MOVEMENT DIS DESEGREGATED IT. 
          WE AS STUDENT MUST FIGHT BACK EVEN AS ALUMNI. 
          I WILL FIGHT BACK BECAUSE THE FUTURE GRADUATES FOR ROBOT DESERVES THESE FUNDS. 
          IF IT WASN'T FOR THE SUPPORT AND RESOURCES THAT THESE PROGRAMS GIVE, WHERE WOULD A LOT OF US BE? BESIDES, BESIDES EVEN WITH THESE PROGRAMS? OUR SCHOOL ARE UNDERFUNDED. 
          THIS MEANS THAT WE ARE ACTUALLY NEED ANY, WE ACTUALLY NEED AN INCREASE IN FUNDS, PERCEI AND BSAP. 
          SO I CALL ON ALL OF YOU TO VOTE NO FOR THE BSAP. 
          MRS. NEWBELL VOTE NO ON FSP DR. RIVAS VOTE NO ON AN FSP UM, MR. SORRY IF I MISPRONOUNCE IT. 
          MR. SHEER MERLO VOTE NO ON FSP  MS. G GREGGO VOTE NO ON FSP MS. EZ VOTE NO ON FSP AND MRS. FRANKLIN VOTE. 
          NOAH AND SSP THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          UH, LAURA O'SULLIVAN. 
          LAURA O ARE YOU HERE? COME ON UP. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN YIELDING MY TIME TO ROCHELLE RIOS. 
          ALRIGHT, THANK YOU. 
          PLEASE GO AHEAD. 
          GOOD AFTERNOON, BOARD PRESIDENT, BOARD MEMBERS AND SUPERINTENDENT. 
          MY NAME IS ROCHELLE RIOS AND I'M THE MANAGING DIRECTOR OF EXPAND LA REPRESENTING NEARLY 500 YOUTH SERVING ORGANIZATIONS ACROSS LA COUNTY. 
          L-A-U-S-D RECEIVES NEARLY 490 MILLION ANNUALLY IN ELOP PLUS ACES. 
          IN 21ST CENTURY FUNDING. 
          STATE LAW REQUIRES THESE STREAMS TO BE BLENDED AND BRAIDED TO GUARANTEE UNIVERSAL ACCESS. 
          THE DISTRICT IS INVESTING IN OTHER ALLOWABLE USES, BUT ALLOWABLE CANNOT MEAN THE MANDATED SERVICES GO UNFUNDED. 
          CBOS WERE TOLD THAT CUTS WOULD COME IF ELOP WERE NO LONGER AVAILABLE. 
          WE UNDERSTOOD THAT TO MEAN THAT A RISK FROM THE STATE, NOT THAT THE DISTRICT WOULD REDIRECT FUNDS AWAY FROM REQUIRED PROGRAMS. WHILE ELOP REMAINS FULLY INTACT, THAT DISTINCTION MATTERS. 
          UNDERFUNDING CBO CONTRACTS IS, IS NOT A VIABLE PATH. 
          ORGANIZATIONS ARE LEGALLY REQUIRED TO MEET MINIMUM WAGE AND MARKET RATE STAFFING STANDARDS. 
          THERE IS NO REDUCED RATE THAT KEEPS PROGRAMS OPEN. 
          THERE'S ONLY CLOSURE THAT CLOSURE FALLS HARDEST ON STUDENTS IN THE DISTRICT'S HIGHEST NEED COMMUNITIES. 
          FAMILIES WITH NO PRIVATE ALTERNATIVES AND NO ABILITY TO ABSORB THE GAP. 
          EVERY CUT IS AN EQUITY CUT. 
          PHILAN PHILANTHROPY WILL NOT FILL THIS GAP NOR SHOULD IT ROBUST PUBLIC FUNDING EXISTS FOR EXACTLY THIS PURPOSE. 
          EXPAND LA HAS VISIBILITY INTO CBO CONTRACTS ACROSS LA COUNTY AND EVERY OTHER LEA IS FULLY FUNDING THEIR PROGRAMS. WE UNDERSTAND THE FISCAL CRISIS, BUT WALKING AWAY FROM CBO PARTNERSHIPS WOULD MAKE IT WORSE. 
          NOT BETTER. 
          IF LUSD OPERATED THESE SITES DIRECTLY COSTS WOULD BE TWO TO THREE TIMES WHAT PROVIDERS ARE REQUESTING. 
          TENS OF MILLIONS THE DISTRICT CANNOT AFFORD. 
          DESTABILIZING THESE PROGRAMS WOULD ALSO DAMAGE ATTENDANCE AND ENROLLMENT FURTHER ERODING THE DISTRICT'S FISCAL FOUNDATION. 
          THE BEFORE SCHOOL AND SUMMER RATES IN THE CBO AGREEMENT ARE ALREADY STRUCTURED CORRECTLY. 
          PROVIDERS ARE SIMPLY ASKING THAT AFTER SCHOOL RATES REFLECT THAT SAME LOGIC, MODERNIZE THE MASTER CONTRACT, ESTABLISH RATES THAT REFLECT ACTUAL COSTS. 
          KEEP THE PROMISE CALIFORNIA MADE TO OUR STUDENTS. 
          AND I JUST WANNA CLOSE BY SAYING THAT WE ALSO STAND IN SOLIDARITY WITH OUR BLACK AND OUR L-G-B-T-Q STUDENTS. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          IAN KIRKSEY. 
          IAN KI THINK YOU'RE OUT THERE. 
          COME ON UP. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          IAN KIRKSEY AND THEN AFTER IAN IS MS. CHERYL KONO AND THEN NORMA GUTIERREZ. 
          THANK YOU. 
          I'M GONNA BE YIELDING MY TIME TO PAULA HERE. 
          BUT DO VOTE NO ON THE FSB WOO. 
          OKAY. 
          GOOD AFTERNOON. 
          MY NAME IS PAULA BARKER AND I AM A PARENT OF A STUDENT WHO JUST GRADUATED FROM OTTAWA MIDDLE SCHOOL WHO IS GOING, GETTING READY TO GO TO DORSEY MAGNET. 
          UM, I REPRESENT RECLAIM OUR SCHOOLS LA AS WELL. 
          AND THE REASON I'M HERE IS TO ASK THAT YOU VOTE NO ON FSP. 
          AND THE REASON I'M ASKING THAT IS BECAUSE WHEN MY DAUGHTER CAME TO AUDUBON IN THE MIDDLE OF THE SCHOOL YEAR, SHE KIND OF GOT INTO IT WITH A FEW OF THE STUDENTS THERE AND UM, IF IT WASN'T FOR BSAP AND THE RESTORATIVE JUSTICE PROGRAM, WE WOULDN'T HAVE SEEN HER AND THE OTHER STUDENTS IMPROVE ON THEIR LEADERSHIP SKILLS, THE VALUE OF COMMUNITY AND, UM, STOPPED THE BULLYING. 
          MATTER OF FACT, THE YOUNG LADY WHO WAS BULLYING HER ENDED UP 
          [06:05:01]
APOLOGIZING BECAUSE OF THE RESTORATIVE JUSTICE TEACHER WHO WAS INSTRUMENTAL IN RESOLVING THAT ISSUE. 
          SO I'M ASKING YOU, MATTER OF FACT, I'M PLEADING WITH YOU NOT TO UM, TO VOTE NO ON FSP BECAUSE WE NEED ALL OF OUR FUNDS FOR V BSAP ANTHONY PROGRAMS AND FUNDS. 
          THANK YOU FOR YOUR TIME AND I APPRECIATE ALRIGHT, THANK YOU FOR YOUR TIME. 
          CAROL KONO. 
          CHERYL KONO, PLEASE COME ON DOWN. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE SHE BEGIN. 
          AND AFTER MS. KONO IS NORMA GUTIERREZ. 
          UH, AND THEN MONICA OLA. 
          THANK YOU VERY MUCH. 
          UM, PLEASE MAKE SURE NOT TO CUT SE OR BSAP OR PSW FUNDS, BUT THANK YOU FOR CELEBRATING PRIDE RESOLUTION IN LIGHT OF THE CHALLENGING POLITICAL AND SOCIAL CLIMATE, PROMOTING THE CELEBRATION OF LGBTQIA PLUS DIVERSITY, RIGHTS AND FREEDOM VERSUS FEDERAL AND STATE POLICIES. 
          TAKING AWAY THESE STUDENTS' RIGHTS AND REINFORCING HOMOPHOBIA AND TRANSPHOBIA, L-A-U-S-D CANNOT SUPPORT ANYTHING THAT TARGETS AND HARMS THE MOST VULNERABLE AND DISEMPOWERED COMMUNITIES. 
          TRANSGENDER, NON-BINARY, GENDER AND NON-CONFORMING YOUTH OF COLOR. 
          FROM THE WORDS OF ONE OF MY STUDENTS, THE LACK OF EDUCATION ABOUT LGBTQIA PLUS DID NOT HELP ME NOR OTHER STUDENTS. 
          AS MANY ARE EXPOSED TO STRAIGHT RELATIONSHIPS AND OR TOLD THAT MEN LIKE A MEN OR WOMEN, LIKE A MEN, WOMEN ARE A SIN. 
          THOSE WHO DID NOT ACTUALLY LEARN ABOUT THE HISTORY THEN END UP, YOU KNOW, OVERLOOKING AND THINKING THAT IT'S NOT IMPORTANT TO LEARN ABOUT FACTUAL INFORMATION ABOUT THE LGBTQIA PLUS COMMUNITY LAWS THAT REVEAL A MINOR'S ORIENTATION OR PREFERRED GENDER TOWARDS THEIR GUARDIANS OR PARENTS THAT COULD LEAVE THESE CHILDREN AT RISK FOR CHILD ABANDONMENT, NEGLECT, OR ABUSE HAVE RECENTLY BEEN PASSED, WHICH IS IN THE PROCESS OF THE US SUPREME COURT OF APPEALS AND IS NOW TAKING INTO EFFECT. 
          THIS LAW GOES AGAINST THE 14TH AMENDMENT, WHICH PROTECTS CITIZENS AND STUDENTS EQUALLY, NO MATTER THE INDIVIDUAL'S DIFFERENCES, INCLUDING SEXUAL ORIENTATION AND GENDER IDENTITY, WHILE ALSO GOING AGAINST THE FIRST AMENDMENT OF FREEDOM OF SPEECH AND EXPRESSION. 
          BY HAVING THIS LAW, THOSE WHO IDENTIFY AND ARE LOVED DIFFERENTLY ARE NOT AN EQUAL IN SOCIETY, NOR THEY DO THEY HAVE THE FREEDOM OF WHO KNOWS THEIR ORIENTATION, WHO DOES NOT. 
          EDUCATORS WHO DO NOT WISH TO PARTAKE IN THIS MATTER ARE FORCED TO DESPITE BELIEVING AGAINST IT. 
          AS A PERSON WHO IS IN THE LGBTQS, QIA PLUS COMMUNITY, LASD NEEDS TO UNIFY AGAINST THESE CURRENT FEDERAL LAWS AND FIGHT BACK FOR EQUALITY. 
          THESE STUDENTS HAVE RIGHTS AND THE RIGHT TO PRIVACY AND THE RIGHT TO COME OUT WHEN THEY'RE READY TO COME OUT. 
          AND MOST PEOPLE DON'T COME OUT UNTIL THEY'RE AN ADULT. 
          SO PLEASE MAKE SURE TO SUPPORT LGBTQ PLUS PROTECTION OF STUDENTS' RIGHTS AND AS WELL EDUCATORS' RIGHTS TO PRIVACY AND CONFIDENTIALITY. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          NORMA GUTIERREZ, NORMA G COME ON DOWN. 
          GOOD AFTERNOON. 
          MY NAME IS NORMA GUTIERREZ. 
          I'M A PARENT OF STUDENT IN GARDEN ELEMENTARY SCHOOL. 
          I'M HERE TO ADVOCATE FOR THE LCR SET PROGRAM AND MY STUDENT, THIS PROGRAM HELP HER REACH HER LEVEL GRADE. 
          IT'S A RICH PROGRAM TO HELP OUR CHILDREN, OUR CHILDREN, UM, ACADEMIC NEEDS. 
          THE EILA COMMITTEE RECOMMEND LCR SET TO SSC, BUT OUR PRINCIPAL FAILED HER DIRTY TO BRING IT TO SSC. 
          SHE EVEN DENIED OR REQUEST FOR A MINUTE VIOLATING THE GREEN AND BROWN ACT. 
          WE EMAIL BUT NOTHING HAS BEEN DONE. 
          I'M HERE TO, FIRST I'M HERE TO ASK THE BOARD TO RESTORE OUR INTERVENTIONIST POSITION. 
          AND SECOND, OUR PRINCIPAL TRANSFERRED OUR PARENT REP MS. RA IN REATION FOR HER ADVOCACY IN ELAC. 
          TO KEEP THE LCR SET PROGRAM POSITION, I REQUEST MS. RA BE IMMEDIATELY RETURNED TO OUR SCHOOL. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          UH, MONICA ROSALA. 
          I SEE YOU'RE OUT THERE. 
          MS. AR ROSALA IS GONNA SPEAK IN SPANISH, SO IF YOU'D LIKE TO HEAR WHAT SHE'S SAYING IN ENGLISH, PLEASE PUT YOUR HANDS UP AND WE'LL GET YOU TRANSLATION HEADSET. 
          ANYONE NEED TRANSLATION? OKAY. 
          S MONICA. 
          MONICA. 
          I HAVE A DAUGHTER IN, UH, ONE OF THE BEST UNIVERSITIES AND I AM HERE AS A PARENT TO 
          [06:10:01]
TELL YOU, UH, FIRST OF ALL, I WANT TO SAY THAT LGBTQ PLUS, I NEED TO WRITE IT DOWN BECAUSE I'M NOT FAMILIAR WITH IT AND I DON'T HAVE ANYTHING TO DO WITH THIS. 
          YOU KNOW, IT'S THEIR LIFE AND THEY DO WHAT THEY WANT WITH THEIR LIVES. 
          IT DOESN'T, UH, INTEREST ME. 
          WHAT DOES INTEREST ME IS MY CHILDREN, AND I HAVE SAID THIS BEFORE, AND AS A MOTHER AND AS MANY OF US THAT ARE IN FAVOR OF HAVING MORE EDU ACADEMIC EDUCATION IN SCHOOLS BECAUSE THAT'S WHAT STUDENTS ARE THERE FOR. 
          THEY'RE THERE FOR ACADEMICS. 
          WE WANT MORE MATH, SCIENCE, HISTORY. 
          PERHAPS IT COULD BE BORING FOR OUR YOUNG ONES AND THEY CAN BE MORE IN THE LIKE, YOU KNOW, THINGS THAT OFFER A GOOD TIME. 
          LIKE MS. ROCIO LIKES TO BE, UH, AT SCHOOLS WHERE, YOU KNOW, THEY HAVE PARTIES AT THE END, UH, UH, OF, OF THE YEAR. 
          YOU KNOW, WE DON'T WANT THAT AS PARENTS. 
          WE WANT THINGS THAT ARE ACADEMIC BECAUSE IF MY DAUGHTER WAS ABLE TO GO TO ONE OF THE BEST UNIVERSITIES, THEN OUR OTHER STUDENTS CAN ALSO REACH THAT GOAL. 
          AND WHAT WE WANT IS MORE ACADEMIC EDUCATION. 
          PLEASE. 
          WHAT OUR STUDENTS OR WHAT OUR CHILDREN WANT TO DO IN THE FUTURE, THAT'LL BE THEIR ISSUE WHEN THEY'RE OLDER. 
          BUT WHEN THEY ARE MINORS, THEY WILL DO WHAT MOM AND DAD SAY AT HOME. 
          WHY? BECAUSE IT COSTS US MONEY. 
          WE WORK TO PAY RENT BILLS, FOOD. 
          WE WORK TO SUPPORT OUR STUDENTS. 
          YOU DON'T GIVE US MONEY TO TO TO PAY OUR RENT. 
          YOU DON'T GIVE US MONEY TO TAKE CARE OF OUR CHILDREN. 
          IT'S OUR RESPONSIBILITY. 
          IT'S OUR OBLIGATION. 
          AND AS A MOTHER, I DO NOT ASK MY PRIEST OR MY SCHOOL TO TELL ME WHAT TO DO WITH MY MY CHILDREN. 
          UH, IT'S MY DECISION. 
          IT'S MY DECISION TO PREPARE MY CHILDREN FOR THE FUTURE. 
          IT'S MY, UH, RESPONSIBILITY TO PREPARE THEM ACADEMICALLY AND SO THAT THEY CAN BE SOMEBODY IN LIFE. 
          SO PLEASE LET CHILDREN USE THEIR IMAGINATION TO BE WHO THEY WANT TO BE. 
          TEACHERS, ENGINEERS, WHATEVER THEY WANNA BE, ENCOURAGE THEM. 
          DON'T THANK YOU FOR YOUR TIME. 
          UH, MAKE THEM BE AMIR PARASITES. 
          THANK YOU. 
          AMIR. 
          COME ON UP. 
          YOU HAVE OF COURSE. 
          COME ON UP. 
          A THANK YOU FOR YOUR PATIENCE OF OF COURSE. 
          I THINK WE'LL GET A STOOL RIGHT AWAY. 
          I'M LIKE SAFE PASSAGE. 
          WE THE PEOPLE DEMAND THAT L-A-U-S-D FULLY DEFUND LA SCHOOL POLICE. 
          THE DISTRICT SHOULD NOT BE CUTTING VITAL STUDENT SUPPORT WHILE CONTINUING TO FUND POLICING THAT CRIMINALIZE YOUNG PEOPLE. 
          THIS IS WHY I AM DEMANDING EVERY BOARD MEMBER VOTE NO ON THE FSP, UH, BY GETTING, OH, OUR YOUNG PEOPLE IS TRYING TO BETTER THEIR LIVES BY GETTING A PROPER EDUCATION. 
          THEY DON'T WANT TO LIVE IN FEAR ANYMORE. 
          NONE OF US DO. 
          WHY THIS IS IMPORTANT TO ME, IT IS BECAUSE I MYSELF HAVE BEEN TARGETED AND BEATEN BEFORE BY THE POLICE JUST BY HAVING TO PANHANDLE TO FEED MY BABY. 
          SOMETIMES WHEN WE RUN OUTTA FOOD, BECAUSE I RAN OUTTA MY WELFARE OR ME TRYING TO GET ON THE TRAIN TO GET ME AND MY DAUGHTER HOME, BUT DIDN'T HAVE A BUS PASS, THESE KIDS IS THE NEXT GENERATION, INCLUDING MY OWN CHILDREN. 
          I CARE ENOUGH TO SAY STOP THE BS. 
          THEY KEEP COMING HERE BECAUSE THEY WANT CHANGE. 
          THEY WANT PEACE. 
          THEY DON'T WANT TO BE TREATED LIKE AN ANIMAL OR A CRIMINAL WHEN THEY JUST WANT TO SURVIVE, JUST LIKE ALL OF US AND MAKE IT IN THIS WORLD. 
          NO MORE POLICE KILLING. 
          I'M GONNA SAY IT AGAIN. 
          NO MORE POLICE KILLING. 
          NO MORE POLICE KILLING. 
          NO MORE CUTS. 
          I'M TIRED OF SEEING OUR PEOPLE AND OUR CHILDREN AND MYSELF IN PAIN. 
          STOP SAYING YOU DON'T HAVE THE POWER TO DO ANYTHING BECAUSE IF THAT'S THE CASE, THEN FIND ANOTHER JOB. 
          BUT STILL, YOU'RE IN YOUR POSITION FOR A REASON. 
          GOD PUTS YOU WHERE YOU ARE TO MAKE A DIFFERENCE FOR THESE KIDS. 
          STARVE BY MAKING THEM FEEL SAFE, BY DEFUNDING THE POLICE. 
          NO MORE BS. 
          YOU HAVE THE POWER. 
          THANK YOU. 
          DO SOMETHING ABOUT IT NOW. 
          DON'T JUST TALK ABOUT IT NOR PONDER ABOUT IT. 
          BE ABOUT IT. 
          NOW CUT THE SCHOOL POLICE. 
          [06:15:01]
VOTE NO IN THE SFSP ALSO, I HAVE ONE LAST THING BECAUSE I KNOW MY TIME IS BETTER YOUR TIME. 
          I GOTTA CUT IT. 
          TODAY IS A LONG TIME STAFF SUPPORT AT HAMILTON. 
          THESE BSAP CUTS THREATEN. 
          THANK YOU FOR YOUR TIME. 
          BLESS. 
          THANK YOU. 
          ALL RIGHT, MARIA DAISY ORTIZ, COME ON UP. 
          YOU'LL HAVE TWO MINUTES TO SPINK ONCE YOU BEGIN. 
          MARIA DAISY ORTIZ. 
          OKAY, READY? HELLO. 
          GOOD AFTERNOON EVERYONE. 
          I AM MARIA DE ORTIZ AND I SAW THAT TODAY THE PAC COMMITTEE PRESENTED THE PRIVILEGED PARENT COMMITTEE AND NOT EVEN, THEY ARE PRIVILEGED BECAUSE IF YOU GO OVER THEIR SCHOOL AGENDA AND NO PART OF THEIR SCHOOL AGENDA, IT HAS A PRESENTATION OF WHAT THEY RECEIVE AT PAC. 
          WHAT IS THIS ABOUT? WHEN ARE YOU GOING TO MAKE THOSE CHANGES? WHEN YOU CALL YOU, DO YOU KNOW HOW MANY PARENTS GET THERE AND YOU STILL MAKE AN ELECTION? AND IF YOU COME TELL ME THAT THIS IS PARENT INCLUSION. 
          15 PARENTS GET THERE. 
          AND FROM THOSE 15 PARENTS YOU TAKE OUT THE ELAC, THE LOW INCOME PARENTS. 
          THAT HAS TO STOP BECAUSE WE ARE PAYING PEOPLE TO, TO GET PARENTS INVOLVED, BUT IT IS NOT BEING PROMOTED FOR THEM TO COME. 
          SO IN REALITY, YOU HAVE A COMMUNITY ONLY TO MAKE YOU LOOK CUTE BECAUSE ALL OF YOU HAVE DIFFERENT CADAVERS. 
          YOU HAVE SKELETONS IN YOUR CLOSET AND YOU ARE WALKING IN BECAUSE THE GOV FEDERAL GOVERNMENT IS INVESTIGATING YOU BECAUSE YOU HAVE STATUTES, YOU HAVE BULLETINS THAT GO AGAINST THE STATE AND FEDERAL LAWS THAT SAY THAT THE MEMBERS OF THE COMMUNITY CAN BE PART OF THE COMMITTEE. 
          THESE ARE THE THINGS, MR. PRESIDENT THAT YOU SAID THERE WAS GOING TO BE EQUITY AND TRANSPARENCY. 
          WELL WORK WITH THE CHANGES BECAUSE ALL OF YOU HERE, I SENT THIS BULLETIN OVER AND NONE OF YOU HAD WERE NICE ENOUGH TO REPLY BECAUSE YOU DON'T UNDERSTAND OR BECAUSE YOU DON'T CARE. 
          THE TITLE ONE PARENT INVOLVEMENT LAW SAYS THAT YOU SHOULD BE TRAINING PARENTS AND HOW TO WORK WITH THE SCHOOLS, BUT ALL YOU'RE DOING IS SENDING THEM CORRUPT, DESTRUCTIVE LETTERS. 
          IS THAT WHAT YOU'RE TRAINING THEM IN? SO ALL THE PARENTS THAT RECEIVE THESE CARDS, TAKE THEM OUT, TAKE THEIR CHILDREN OUT OF THEIR SCHOOL BECAUSE THEY ARE THE LAWYERS OF THESE CHILDREN HERE. 
          ALL THE PARENTS KNOW THAT THEY HAVE RIGHTS. 
          YOU SENT THEM A LETTER, TAKE THEIR CHILDREN OUT. 
          THANK YOU FOR YOUR TIME, RESPECT. 
          THE NEXT SPEAKER IS, UH, MARIAH WILLIAMS. ARE YOU HERE? MARIAH WILLIAMS. GOOD AFTERNOON. 
          MY NAME IS MARIAH WILLIAMS AND I'M A RECENT GRADUATE OF SAN PEDRO HIGH SCHOOL AND A LEADER WITH STUDENTS DESERVE ACTING SUPERINTENDENT AND MEMBERS OF THE SCHOOL BOARD. 
          I ASK THAT YOU LISTEN CLOSELY TO WHAT I AM ABOUT TO SAY. 
          JUST DAYS AGO I GRADUATED FROM LUSD AND THIS FALL I WILL BE ATTENDING UCLA. 
          AND AS I STAND HERE, THANK YOU. 
          AS I STAND HERE IN MY GOWN, I WANT YOU TO SEE THAT THIS IS WHAT INVESTMENT LOOKS LIKE. 
          I'M HERE TODAY BECAUSE PEOPLE BELIEVED IN ME. 
          THEY SUPPORTED ME AND THEY INVESTED IN MY FUTURE. 
          AND THAT IS EXACTLY WHY I'M DEMANDING THAT LESD FULLY PROTECT AND FUND THE BLACK STUDENT ACHIEVEMENT PLAN. 
          AS A BLACK STUDENT, I KNOW WHAT IT FEELS LIKE TO ATTEND A SCHOOL WHERE BLACK STUDENTS ARE OVERLOOKED, IGNORED, OR MADE TO FEEL INVISIBLE. 
          AND PROGRAMS LIKE BS A P EXIST BECAUSE BLACK STUDENTS HAVE BEEN HISTORICALLY BEEN UNDER UNDERSERVED BY OUR EDUCATION SYSTEM. 
          THEY PROVIDE MENTORSHIP, ADVOCACY, COLLEGE READINESS SUPPORT, MENTAL HEALTH RESOURCES AND OPPORTUNITIES THAT HELP STUDENTS SUCCEED. 
          AND YET TODAY, LUSD IS CONSIDERING CUTTING BSAP BY 86% AND ELIMINATING SUNNY ENTIRELY. 
          AND WE CANNOT IGNORE THE LARGER CONTEXT OF WHAT IS HAPPENING ACROSS THIS COUNTRY. 
          WE ARE WITNESSING COORDINATED ATTACKS ON DIVERSITY, EQUITY, AND PROGRAMS THAT SUPPORT BLACK STUDENTS IN OTHER HISTORICALLY MARGINALIZED COMMUNITIES. 
          WHEN SCHOOLS DISMANTLE PROGRAMS SPECIFICALLY DESIGNED TO ADDRESS RACIAL INEQUITIES WHILE LEAVING OTHER PRIORITIES UNTOUCHED, IT ADVANCES THE SAME AGENDA THAT CEASES TO ERASE CONVERSATIONS ABOUT RACE UNDERMINE EQUITY, AND WE CAN SUPPORT FOR OUR BLACK STUDENTS. 
          AND THAT IS WHY SO MANY 
          [06:20:01]
OF US SEE THESE CUTS AS PART OF A BROADER ATTACK ON RACIAL JUSTICE AND EDUCATIONAL EQUITY. 
          THESE CUTS SOW COMPLICITY AND IGNORANCE TO THE ACTIVELY GROWING WHITE SUPREMACIST AGENDA IN AMERICA. 
          AND I UNDERSTAND THAT YOU'RE IN A DIFFICULT PLACE FINANCIALLY AND NEED TO CUT PROGRAMS, BUT BLACK STUDENTS ARE NOT A BUDGET PROBLEM. 
          WE ARE IN INVESTMENT AND I REFUSE TO ACCEPT A FUTURE WHERE LUSD BALANCES ITS BUDGET ON THE BACKS OF BLACK AND BROWN STUDENTS. 
          WHEN THE STUDENTS ARE OWED EQUITY, I URGE THIS BOARD TO REJECT THESE CUTS, PROTECT BSAP, PROTECT ANY, AND STAND ON THE SIDE OF EQUITY RATHER THAN RETREAT FROM IT. 
          VOTE NO ON CUTS TO BSAP, VOTE NO ON ELIMINATING ANY FULLY FUND BLACK STUDENTS. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          ALL RIGHT, THE NEXT IN-PERSON SPEAKER SADE LOPEZ OR S GOOD AFTERNOON SUPERINTENDENT AND BOARD MEMBERS. 
          MY NAME IS SADE LOPEZ. 
          I AM STANDING HERE TODAY BECAUSE OUR SCHOOLS ARE FACING A SILENT CRISIS AND IT IS CARVING A HOLLOW SPACE INTO THE HEARTS OF OUR STUDENTS. 
          WE TALK ABOUT A LOT ABOUT ACADEMIC RECOVERY, BUT WE CANNOT EDUCATE A MIND THAT IS DROWNING IN PSYCHOLOGICAL DISTRESS. 
          AND IF WE ARE SERIOUS ABOUT STUDENT MENTAL HEALTH, WE MUST LOOK DIRECTLY AT THE STUDENTS WHO ARE BEARING. 
          THE HEAVIEST BRUNT OF THIS BURDEN ARE TRANSGENDER AND GENDER NON-CONFORMING YOUTH. 
          FOR A TRANS STUDENT SCHOOL IS OFTEN THE ONLY PLACE WHERE THEY CAN BREATHE. 
          THE ONLY PLACE WHERE THEY HEAR THEIR TRUE NAME, WHERE THEIR PRONOUNS ARE RESPECTED, AND WHERE THEY ARE SEEN FOR WHO THEY ACTUALLY ARE. 
          WHEN WE FORCE EDUCATORS TO ACT AS SURVEILLANCE OFFICERS, WHEN WE DEMAND THE FORCE OUTING OF VULNERABLE KIDS, WE DO NOT CREATE PARENTAL PARTNERSHIPS. 
          WE DESTROY THE FRAGILE LIFELINE OF TRUST THAT KEEPS THESE STUDENTS SAFE. 
          THAT'S WHY CALIFORNIA HAD PASSED ASSEMBLY BILL 1955. 
          THE SAFETY ACT, THIS LAW WAS A SHIELD. 
          IT ENSURED THAT OUR SCHOOLS REMAINED A REFUGE, PROTECTED STUDENTS FROM FORCIBLY BEING OUTED BEFORE THEY WERE READY AND PROTECTED OUR DEDICATED TEACHERS FROM BEING FORCED TO CAUSE HARM. 
          L-A-U-S-D MUST FIGHT TO BRING BACK AB 1955. 
          WE MUST CHAMPION IT. 
          WE NEED EXPLICIT UNSHAKEABLE SUPPORT FOR OUR TRANS YOUTH, ROBUST MENTAL HEALTH RESOURCES, AND A REFUSAL TO LET POLITICAL CULTURE WARS DICTATE THE SAFETY OF OUR CHILDREN. 
          PLEASE PROTECT OUR STUDENTS. 
          GIVE THEM THE GRACE TO HEAL, THE RIGHT TO PRIVACY AND THE SAFETY TO SIMPLY SURVIVE. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          MARIA GONZALEZ. 
          MARIA G HI. 
          GOOD AFTERNOON, SUPERINTENDENT AND BOARD MEMBERS. 
          I AM MARIA GONZALEZ, A PARENT AT GARDENA ELEMENTARY. 
          I'M ASKING YOU TO PLEASE CONTINUE THE L-C-R-S-E-T PROGRAM AT GARDEN ELEMENTARY, WHICH HAS IMPROVED THE ACADEMIC DEVELOPMENT AND RECLASSIFICATION OF ENGLISH LEARNER STUDENTS. 
          MY DAUGHTER HAS EXTREMELY BENEFITED FROM THE PROGRAM AND STILL NEEDS MORE SUPPORT, BUT UNFORTUNATELY, OUR PRINCIPAL HAS MISUSED THE FUNDS FROM DOI AND WE WANT THE PROGRAM TO CONTINUE. 
          WE ALSO DEMAND THAT OUR PARENT REP, TAMARA ORA, BE REINSTATED AS SHE IS TRANS. 
          SHE HAS BEEN TRANSFERRED BY PRINCIPAL DIAZ IN RETALIATION FOR HER PARTICIPATION IN THE ELAC CS INQUIRY OF THE FUNDING. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          MAKEDA WALKER. 
          DEAN, ARE YOU HERE? MAKEDA? UH, JESSICA CASTILLO, ARE YOU HERE? JESSICA CASTILLO. 
          YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          OKAY. 
          GOOD EVENING. 
          MY NAME IS JESSICA JESSICA CASTILLO. 
          I'M A PARENT AT, UH, VENICE HIGH SCHOOL. 
          I'M HERE BECAUSE I'VE SENT TWO FORMAL GRIEVANCES TO BOARD MEMBER MALVO AND THE SUPERINTENDENTS REGARDING THE ADMINISTRATIVE ADMINISTRATION AT VENICE HIGH SCHOOL HAVE NOT RECEIVED THE COURTESY OF A SINGLE REPLY. 
          SINCE THE DISTRICT REFUSES TO RESPOND TO PRIVATE COMMUNICATION, I'M NOW BRINGING THIS RECORD OF ADMINISTRATIVE OBSTRUCTION AND SABOTAGE INTO THE PUBLIC LIGHT. 
          FOR THE PAST YEAR, I'VE ATTEMPTED TO WORK WITH ADMINISTRATION AT VENICE HIGH TO ESTABLISH A WRESTLING PROGRAM. 
          I'VE BEEN WORKING TO SECURE OUTSIDE FUNDING FOR ALL EQUIPMENT. 
          UH, IDENTIFIED A QUALIFIED COACH AND COLLECTED A PETITION OF 39 STUDENTS. 
          WE FINALLY SECURED ONE AND ONLY ONE IN-PERSON MEETING TO DISCUSS LOGISTICS. 
          THAT MEETING WAS HELD WITH THE HEADS OF THE VOLLEYBALL AND CHEER PROGRAM, TWO INDIVIDUALS WHO HAVE A DIRECT CONFLICT OF INTEREST AS THEY ARE THE PRIMARY GATEKEEPERS OF THE GYM SPACE. 
          DESPITE THE CLEAR BIAS, A FOLLOW-UP MEETING 
          [06:25:01]
WAS EXPLICITLY PLANNED TO MOVE FORWARD AND FINALIZE SPACE USAGE. 
          INSTEAD OF THAT FOLLOW-UP, I WAS BLINDSIDED BY A SUMMARY DENIAL. 
          THE ADMINISTRATION CLAIMED THE DENIAL WAS DUE TO FACILITY CONSTRAINTS IN THE GYM. 
          THIS IS NOT A VALID EQUITY-BASED DENIAL. 
          IT IS A TACTICAL MOVE TO PROTECT THE STATUS QUO OF EXISTING PROGRAMS AT THE EXPENSE OF 39 STUDENTS. 
          FURTHERMORE, THE ADMINISTRATION EXPLICITLY PINNED THE TASK OF FINDING A QUALIFIED COACH ON ME. 
          I SUCCESSFULLY MET THAT CHALLENGE AND IDENTIFIED A CANDIDATE. 
          HOWEVER, AFTER I INFORMED THEM, THEY CLAIMED THE POSITION HAD ALREADY BEEN POSTED AND HAD RECEIVED ZERO APPLICANTS. 
          WHEN I IMMEDIATELY ASKED FOR THE LINK SO MY COACH COULD APPLY THROUGH THE PROPER DISTRICT, UH, CHANNELS, THE ADMINISTRATION REFUSED TO PROVIDE IT. 
          BY WITHHOLDING THAT LINK, THEY EFFECTIVELY SABOTAGED ANY CHANCE FOR A QUALIFIED CANDIDATE TO APPLY. 
          I REACHED OUT TO THE SCHOOL ADMINISTRATION TO ASK FOR A JUSTIFICATION THAT ALIGNS WITH DISTRICT EQUITY POLICY AND THEY DECLINE TO RESPOND. 
          I'M NOT ASKING FOR A FAVOR. 
          I'M ASKING THIS BOARD TO INVESTIGATE WHY VENICE HIGH'S ADMINISTRATION IS ALLOWING A BLOCK TO BLOCK A STUDENT LED INITIATIVE, BYPASS PROMISE, FOLLOW UP MEETINGS, AND HIGH JOB POSTINGS TO MANUFACTURE A REASON FOR DENIAL. 
          I'M CALLING ON THIS BOARD TO HOLD VENICE HIGH ACCOUNTABLE TO THE DISTRICT'S EQUITY POLICY AND PROVIDE OUR STUDENTS WITH THE ATHLETIC OPPORTUNITY THEY DESERVE. 
          I HAVE, I'M LEAVING, UM, UH, EVIDENCE TO SUPPORT MY CLAIMS HERE ON THE PODIUM FOR YOU GUYS. 
          THANK YOU. 
          I'LL COME COLLECT THOSE IN A MOMENT. 
          THANK YOU FOR YOUR TIME. 
          ALL RIGHT. 
          THE NEXT SPEAKER IS REMOTE. 
          UH, DEANNA EKEN, ARE YOU ON THE LINE? DEANNA EKEN. 
          PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          DEANNA EKEN. 
          DEANNA STEIN, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          HI, CAN YOU HEAR ME? YES, PLEASE MAKE SURE TO SPEAK UP. 
          YOU'RE COMING IN A LITTLE FAINTLY. 
          OKAY. 
          DOES IT, IS THIS OKAY? THAT'S GREAT. 
          DOES YOU? OKAY, GREAT. 
          HI, MY NAME IS DR. 
          DINI STEIN. 
          I'M A CLINICAL PSYCHOLOGIST AND DIRECTOR OF EDUCATOR OUTREACH AT SCHOOLS BEYOND SCREENS. 
          SINCE TEACHER FEEDBACK REGARDING THE SCREEN TIME POLICY AS PART OF YOUR CONSIDERATION, WE WANTED TO JUST SHARE THE FEEDBACK WE'VE COLLECTED OVER THE LAST YEAR. 
          SO WE ASSEMBLED A TASK FORCE OF L-A-U-S-D TEACHERS AND DISSEMINATED A SURVEY ACROSS THE DISTRICT THAT PULLED TK THROUGH HIGH SCHOOL TEACHERS. 
          AND I WANTED TO GIVE YOU A LITTLE SUMMARY OF THEIR RESPONSES. 
          SO OVERALL TEACHERS EXPRESSED STRONG SUPPORT FOR THE SCREEN TIME POLICY. 
          THEY SHARED THAT MONITORING STUDENT DEVICES HAS TAKEN TIME AWAY FROM ACTUAL TEACHING. 
          SO WHEN SCREEN USE IS ACTUALLY NECESSARY, RATHER THAN HAVING A BLACK LIST OF BANNED WEBSITES USING A WHITE LIST OF ALLOWED EDUCATIONAL WEBSITES WOULD BE MUCH EASIER FOR THEM TO MANAGE. 
          UM, TEACHERS ALSO INSISTENCE THAT STUDENTS NOT HAVE ACCESS TO AI ON THEIR SCHOOL ISSUED DEVICES, CITING CONCERNS ABOUT CHEATING AND A REDUCTION IN CRITICAL THINKING COMBINED WITH A BIG DROP IN STUDENT CONFIDENCE TO ACCOMPLISH TASKS ON THEIR OWN. 
          TEACHERS ALSO CALLED FOR THE ELIMINATION OF DISTRICT MANDATES FOR ANY TYPE OF SOFTWARE PROGRAM, INCLUDING BUT NOT LIMITED TO I-READY TEACHERS ASKED FOR MORE PHYSICAL SUPPLIES, SO BOOKS, PAPER, ACCESS TO PRINTERS, AND OTHER ANALOG LEARNING TOOLS TO SUPPORT THE TRANSITION BACK TO MORE HANDS-ON LEARNING. 
          UM, AND TEACHERS REQUESTED THAT THE L-A-U-S-D TECH POLICY BE GROUNDED IN INDEPENDENT EMPIRICAL RESEARCH, MEANING THERE SHOULDN'T BE ANY CONFLICT OF INTEREST WITH REGARD TO TECH COMPANIES. 
          WE REALLY APPRECIATE ALL YOUR WORK ON THIS AND WE'RE HAPPY TO CONTINUE TO HELP FACILITATE THE INCLUSION OF TEACHER PERSPECTIVES AS A POLICY BECOMES FINALIZED IN THE MONTHS AHEAD. 
          THANK YOU SO MUCH. 
          THANK YOU FOR YOUR TIME. 
          NEXT SPEAKER IS LEILA BAK. 
          LEILA BAK. 
          PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          LEILA BAK. 
          HI, IT'S LEILA BOCK FROM SCHOOLS BEYOND SCREENS. 
          UM, I JUST WANTED TO SAY THAT I'M REALLY GRATEFUL FOR THESE BRAVE SPEAKERS FROM STUDENTS DESERVE. 
          UM, WE CANNOT WITHHOLD RESOURCES FROM OUR BLACK, BROWN, AND QUEER STUDENTS WHILE WE CONTINUE TO ENRICH THE VERY TECH COMPANIES THAT SURVEIL AND EXPLOIT THEM. 
          UM, I WANNA READ BRIEFLY FROM A RECENT BROOKINGS INSTITUTION REPORT. 
          SINCE THE DEBUT OF CHAT BT AND WITH THE PUBLIC'S GROWING FAMILIARITY WITH GENERATIVE ARTIFICIAL INTELLIGENCE, THE EDUCATION COMMUNITY HAS BEEN DEBATING ITS PROMISES AND PERILS, RATHER THAN WAIT FOR A DECADE TO CONDUCT A POST-MORTEM ON THE FAILURES AND OPPORTUNITIES OF AI. 
          THE BROOKINGS INSTITUTION'S CENTER FOR UNIVERSAL EDUCATION EMBARKED ON A YEAR LONG GLOBAL STUDY TO UNDERSTAND THE POTENTIAL NEGATIVE RISKS THAT GENERATIVE AI POSES TO STUDENTS AND WHAT WE CAN DO NOW TO PREVENT THESE RISKS WHILE MAXIMIZING THE POTENTIAL BENEFITS OF AI. 
          AFTER INTERVIEWS, FOCUS GROUPS  WITH OVER 500 STUDENTS TEACH POST 
          [06:30:01]
PURVIEW OF OVER 400 STUDIES AND A DELPHI PANEL. 
          WE FIND THAT AT THIS POINT IN ITS TRAJECTORY, THE RISKS OF UTILIZING GENERATIVE AI IN CHILDREN'S EDUCATION OVERSHADOW ITS BENEFITS. 
          THIS IS LARGELY BECAUSE THE RISKS OF AI DIFFER IN NATURE FROM ITS BENEFITS. 
          THAT IS THESE RISKS UNDERMINE CHILDREN'S FOUNDATIONAL DEVELOPMENT AND MAY PREVENT THE BENEFITS FROM BEING REALIZED. 
          A RECENT OPEN LETTER FROM FAIR PLACE SIGNED BY OVER 200 ORGANIZATIONS AND EXPERTS, INCLUDING MEDICAL PROFESSIONALS STATED AS GENERATIVE AI PRODUCTS PROLIFERATE IN EDUCATIONAL SPACES, THEY'RE OPPOSING SIGNIFICANT HARM TO CHILDREN. 
          WE, THE UNDERSIGNED, CALL FOR A FIVE-YEAR PAUSE ON ALL STUDENT FACING GENERATIVE AI PRODUCTS IN PRE-K THROUGH 12 SCHOOLS. 
          HAS THIS DISTRICT CONDUCTED A MORE THOROUGH REVIEW OF THE RESEARCH SURROUNDING THE HARMS OF AI AND EDUCATION THAN THESE HUNDREDS OF EXPERTS? IF NOT, YOU HAVE A MORAL AND ETHICAL RESPONSIBILITY TO DEFER TO THE CONSENSUS AND IMPOSE AN A MEETING OF AI IN OUR SCHOOLS, AT LEAST UNTIL THE  NEW YORK CITY COUNCIL MEMBERS FROM ACROSS THE POLITICAL SPECTRUM SIGNED THE LETTER TO MAYOR MOMANI CALLING FOR JUST SUCH A MORATORIUM. 
          IS L-A-U-S-D GOING TO SIT ON ITS HANDS WHILE NEW YORK BEATS US TO THE PUNCH? THIS BOARD HAS AN OPPORTUNITY TO ONCE AGAIN BE AT THE FOREFRONT OF EDUCATIONAL REFORM. 
          THANK YOU FOR YOUR TIME. 
          AI IN OUR SCHOOLS IS A SERIOUS PUBLIC HEALTH EMERGENCY. 
          THANK YOU FOR YOUR TIME. 
          THE NEXT SPEAKER IS ANYA MEEN. 
          ANYA MEEN. 
          I SEE YOU'RE WITH US. 
          PLEASE PRESS STAR SIX TO UNMUTE YOURSELF. 
          AND YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          ANYA MAXON. 
          MY NAME IS ANYA MAXON AND I'M THE DEPUTY DIRECTOR OF SCHOOLS BEYOND SCREENS. 
          TODAY I WANNA READ THE COMMENT OF AN L-A-U-S-D PARENT WHO CAN'T BE HERE, WHOSE CHILDREN ARE STARTING EIGHTH GRADE AND 12TH GRADE. 
          THE VERY POPULATIONS THAT ARE LARGELY IGNORED IN THE CURRENT DRAFT OF THE TECH POLICY. 
          THIS PARENT REPORTS THAT THE OVER RELIANCE ON DIGITAL DEVICES IN MIDDLE AND HIGH SCHOOL IS ACTIVELY ERODING STUDENT ATTENDANCE AND ENROLLMENT AT L-A-U-S-D. 
          WHEN ALL COURSEWORK IS AVAILABLE ONLINE AND THE SCHOOL DAY IS SPENT SITTING ON A COMPUTER, MANY STUDENTS NATURALLY BEGIN TO QUESTION WHY BEING PHYSICALLY PRESENT AT SCHOOL MATTERS AT ALL. 
          DIGITAL DEVICES ARE UNDERMINING CLASSROOM ENGAGEMENT BECAUSE STUDENTS ARE PLAYING VIDEO GAMES WATCHING TIKTOK AND YOUTUBE TEXTING FRIENDS OR OTHERWISE DISENGAGING DURING INSTRUCTIONAL TIME INSTEAD OF LISTENING TO THEIR TEACHERS OR PARTICIPATING IN CLASS. 
          SO EVEN STUDENTS WHO WANT TO FOCUS HAVE A HARD TIME DOING SO IN SUCH AN ENVIRONMENT AND MAY JUSTLY CONCLUDE THAT THEY WOULD LEARN MORE AT HOME WITHOUT THE DISTRACTION OF THEIR DIGITALLY DISTRACTED PEERS. 
          STUDENTS ARE ALSO RECEIVING THE MESSAGE THAT ATTENDANCE IS OPTIONAL. 
          IF STUDENTS CAN AL CAN ACCESS ALMOST ALL COURSEWORK ONLINE AND STILL EARN SATISFACTORY GRADES WITHOUT ATTENDING SCHOOL, WHAT INCENTIVE IS THERE FOR THEM TO SHOW UP? DIGI DIGITAL OVERUSE ALSO LEADS TO MORE TARDIES IN THE MORNING AS THE REQUIREMENT THAT STUDENTS SPEND HOMEROOM WORKING ON I-READY OFTEN CREATES RESISTANCE TO ARRIVING ON TIME FOR STUDENTS WHO ALREADY STRUGGLE WITH MORNINGS GETTING OUT OF BED TO DO I-READY CAN BECOME A SOURCE OF DAILY CONFLICT WITH MANY PARENTS ASKING THEMSELVES, WHAT IS THE EDUCATIONAL VALUE OF THIS TIME? WHY IS THIS WORTH FIGHTING ABOUT EVERY MORNING? AND TEACHERS ARE ALSO BEING UNDERMINED BECAUSE THEY'RE BEING ASKED TO INSPIRE ENGAGEMENT, ACCOUNTABILITY, AND GOOD WORK HABITS WHILE BEING FORCED TO COMPETE WITH HIGHLY ADDICTIVE DIGITAL DISTRACTIONS AND MANAGE CLASSROOMS WHERE STUDENTS MAY NOT FEEL ANY URGENCY TO KEEP UP WITH DAILY IN-PERSON INSTRUCTIONS. 
          NO WONDER THERE IS A GROWING TEACHER SHORTAGE. 
          THIS PARENT IS ASKING L-A-U-S-D TO RESTORE THE VALUE OF BEING PHYSICALLY PRESENT AT SCHOOL BY MAKING SCHOOL AN ESSENTIAL HUMAN EXPERIENCE. 
          AGAIN, ONE THAT STUDENTS CANNOT SIMPLY REPLICATE AT HOME ON A LAPTOP. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          THE NEXT SPEAKER IS KAMI LAIA. 
          KAMI LAIA. 
          I SEE YOU'RE ON THE LINE. 
          PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          KAMI. 
          HELLO, MY NAME IS KAMI LURIA. 
          THE DISTRICT HAS ALREADY COMMITTED TO MAINTAIN FUNDING FOR ALL CURRENT PWS FOR 2020 6 27, AND THERE WERE NO LAYOFFS AS PER THE MARCH, 2026 L-A-U-S-D BOARD MEETING. 
          ANY NEW FUNDING AND NEW POSITIONS THAT WERE GAINED DURING THE L-A-U-S-D-U-T-L-A CONTRACT NEGOTIATIONS PROCESS IN THE TENTATIVE AGREEMENT WOULD BE FOR NEW HIRE PS WS FOR 2026 TO 27. 
          WE RECOMMEND THAT THE L-A-U-S-D BOARD MEMBERS APPROVE THE L-A-U-S-D-U-T-L-A TENTATIVE AGREEMENT WITH THE FOLLOWING REVISION TO THE STUDENT SUPPORT STAFFING MOU. 
          THAT WOULD BE DUE TO THE ADDITIONAL CENTRAL FUNDING BEGINNING JULY 1ST, 26 92 NEW PSW POSITIONS WILL BE BUDGETED, RECRUITED, HIRED AND WORKING IN 2020 6 27. 
          AGAIN, NEW POSITIONS, NOT FUNDING BEING USED FOR ALREADY POSITIONS THAT ARE ALREADY 
          [06:35:01]
UM, EMPLOYED. 
          UM, SO I'D LIKE TO ALSO MENTION WHAT CAN HAPPEN AT SCHOOLS THAT DON'T HAVE A PSW. 
          UM, THIS, THIS CAN LEAD TO SCHOOLS TYPICALLY FACING MANY GAPS. 
          FOR EXAMPLE, MENTAL HEALTH, HEALTH ISSUES IN STUDENTS GO UNIDENTIFIED OR UNADDRESSED TEACHERS AND ADMINISTRATORS INTO HANDLING SITUATIONS THEY AREN'T TRAINED FOR. 
          THEY THIS ALSO TAKES TIME AWAY FROM INSTRUCTION, ALSO CAUSING ACADEMICS TO SUFFER. 
          STUDENTS MIGHT NOT GET CONNECTED TO OUTSIDE RESOURCES AND VERY IMPORTANT FAMILIES IN CRISIS LACK A GOOD POINT PERSON TO HELP COORDINATE SUPPORT. 
          THIS ALL LEADS TO INCREASE IN ABSENTEEISM AND SCHOOLS RELY MORE HEAVILY ON DISCIPLINARY, UM, PROCESSES SUCH AS THE SUSPENSION ARE IN EXPULSION AND RESPONSES TO BEHAVIORS. 
          ALSO, THE IEP AND 5 0 4 PLAN PROCESSES ARE ALSO IMPACTED AS EMOTIONAL DISTURBANCE MIGHT BE LESS INFORMED. 
          AND WHEN PS WS ARE PRESENT, MANY GOOD THINGS ARE SEEN. 
          WE'RE ABLE TO PROVIDE INDIVIDUAL AND GROUP COUNSELING FOR STUDENTS WITH TRAUMA, GRIEF, ANXIETY, AND DEPRESSION. 
          WE CAN CONDUCT ASSESSMENTS FOR SPECIAL EDUCATION ELIGIBILITY WE CAN SERVE. 
          THANK SO MUCH FOR YOUR TIME FOR CRISIS INTERVENTION. 
          THANK YOU. 
          ALL RIGHT. 
          THE NEXT SPEAKER IS CALL IN TAMARA OKRA. 
          TAMARA O ARE YOU IN THE ROOM? IS THAT TAMARA? ALL RIGHT, COME ON UP. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          GOOD AFTERNOON EVERYONE. 
          UH, MY NAME IS TAMARA OKRA. 
          HELLO. 
          UM, I PREFER EXPLAINING SPANISH IS MY FAVORITE LANGUAGE. 
          . 
          I AM HERE. 
          LCR PROGRAM, LCR LANGUAGE AT OUR SCHOOL IS THAT IT BROUGHT GREAT ACADEMIC DEVELOPMENT. 
          IT WAS ALSO A PROGRAM THAT REALLY HELPED WITH RECLASSIFYING OUR STUDENTS. 
          IT'S THE REASON WHY WE SUPPORTED. 
          I WOULD ALSO LIKE TO TAKE INTO ACCOUNT SERIOUSNESS IN THE COMMITTEE OF ELAC, THE ELAC COMMITTEE AND THE RECOMMENDATIONS SO THAT THEIR DECISIONS, UH, GO IN EFFECT AT THE ECC YESTERDAY. 
          I'VE BARELY HEARD THAT IT, THIS WOULD BE MY LAST YEAR AT GARDENA ELEMENTARY. 
          FROM THE VERY GET GO, I HAD DIFFICULTIES WITH THE, THE PRINCIPALS DIAZ. 
          I WAS NEVER REALLY PART OF HER TEAM. 
          I HAD TO WORK BY MYSELF, BUT WITH A LOT OF SUPPORT AND SUCCESS FROM OTHER VOLUNTEERS, I ALWAYS TRIED TO APPROACH HER, BUT IT WAS DIFFICULT. 
          YESTERDAY I RECEIVED A CALL FROM TO TO AVENUE SCHOOL AT TWO 40. 
          FROM, FROM THAT SCHOOL, THE PRINCIPAL TOLD ME THAT I WAS TO START WORKING THERE NEXT YEAR. 
          IT WAS A GREAT SURPRISE. 
          I WAS VERY DISHEARTENED ALSO TO HAVE TO GO WITHOUT BEING ABLE TO SAY GOODBYE TO MY COMMUNITY. 
          AFTER 14 YEARS OF SERVICE, WORKING IN AND OUT OF THE SCHOOL, SUPPORTING THOSE FAMILIES AS MUCH AS I COULD THROUGH FOUNDATIONS, CHURCHES, BUSINESSES. 
          AND I ALSO HELPED THESE FAMILIES THAT HAD SUCH NEED AND HONORING MY POSITION, REPRESENTING MY COMMUNITY. 
          AND NOW THEY TAKE AWAY TWO MORE HOURS FROM MY JOB. 
          SO THIS EFFORT TO MAKE THE SCHOOLS MORE SUCCESSFUL IS NOT BEING SUPPORTED. 
          HAVING ACTIVE VOLUNTEERS AS A DISTRICT WISHES IS SOMETHING THAT IS NOT BEING ABLE TO BE DONE. 
          AND, AND I'M NOT BEING ABLE TO REALLY COMPLY WITH MY JOB. 
          THANK YOU SO MUCH. 
          THANK YOU FOR YOUR TIME. 
          IT'S BEEN REALLY DIFFICULT FOR ME THESE LAST YEARS IN THE GUARDIAN COMMUNITY. 
          EVERY PLACE FOR YOUR TIME. 
          I PROVIDED MY LOVE FOR FRIENDS, FAMILIES, STUDENTS. 
          THANK YOU FOR YOUR TIME. 
          TO MY FRIENDS IN THE AUDIENCE. 
          WE GOT A PRETTY GOOD TIMEKEEPER UP HERE. 
          I APPRECIATE IT. 
          UH, BUT WE GOT THE TIME COVERED. 
          UH, LET'S SEE. 
          DANIEL RA? YEAH, DANIEL. 
          THANK YOU MS. GR. 
          'CAUSE I KNOW YOU WERE FIGHTING FOR ME, SO THANK YOU. 
          UM, GOOD AFTERNOON SCHOOL BOARD. 
          MY NAME IS DANIEL CIERA. 
          I AM AN ALUMNI OF ROY BALL LEARNING CENTER AND A STUDENTS DESERVE, AND I WILL, I 
          [06:40:01]
WILL BE ATTENDING UC, BERKELEY, THE NUMBER ONE PUBLIC UNIVERSITY IN THE FALL. 
          I'M DEEPLY DISAPPOINTED, DISGUSTED AND ANGRY AT THE FACT THAT THE PROPOSED BUDGETS AND THE FISCAL STABILIZATION PLAN, THE BUDGET CUTS, WILL DISMEMBER EVERYTHING I AND STUDENTS DESERVE WORK TOGETHER FOR. 
          I'M SO FRUSTRATED AT THE FACT THAT THEY WILL CUT SUNNY FROM ALMOST $500 MILLION DOWN TO ZERO. 
          THAT IS A DIRECT ATTACK AGAINST STUDENTS OF LOW INCOME. 
          THE WORKING CLASS HAS BEEN SYSTEMICALLY OPPRESSED FOR CENTURIES. 
          AND WITH THESE CUTS, THE OPPRESSION AGAINST WORKING CLASS FAMILIES AND COMMUNITIES WILL ONLY AMPLIFY. 
          BSAP IS ALSO UNDER ATTACK. 
          HOW IS IT POSSIBLE THAT JUST LAST YEAR I WAS SITTING HERE FIGHTING FOR MORE AN INCREASE OF BSAP FUNDS AND NOW I'M FIGHTING HERE FOR THEM NOT TO TOUCH BSAP. 
          I AM DEMANDING THAT LA UZ SHOULD NOT CUT BSAP. 
          BSAP WAS, HAS BEEN FOUGHT FOR AND EARN BY THE STUDENTS. 
          FOR THE STUDENTS. 
          IT FEELS ALMOST RETALIATORY THAT AFTER UTL ALA AND LOCAL 99 WINS, YOU ALL ARE LOOKING AT PALABLE CUTS TO PROGRAMS THAT ARE CRUCIAL TO THE DEVELOPMENT OF STUDENTS. 
          I AM PROOF THAT IT IS. 
          LOOK AT THE CORDS. 
          I GRADUATED WITH A 4.0 GPA AND CONTRARY TO POPULAR BELIEF, LIKE SOME IN THE CROWD, ACADEMICS IS NOT ENOUGH. 
          WHEN YOU CUT BE SAP AND SUNNY, YOU CUT ADMISSIONS TO UC. 
          U-S-C-U-C-L-A, UC, BERKELEY, MR. CH I KNOW YOU KNOW THAT BECAUSE I SAID THAT TO YOU, MR. CH, YOU SAID THAT YOU ARE READY TO GO TO THE FEDERAL LEVEL. 
          WE ARE READY TO GO TO, BUT IF YOU, BUT IF YOU WANT OUR SUPPORT, YOU MUST COMMIT TO NOT TOUCHING BSAP OR SE THAT'S RIGHT. 
          LET IT BE KNOWN THAT STUDENTS ARE READY TO FIGHT BACK. 
          WE ARE A CAT THAT HAS BEEN ANGERED YOU FOR YOUR TIME AND WE ARE READY TO STRIKE BACK WHENEVER IT'S NECESSARY. 
          THANK YOU. 
          OH MY GOD. 
          THANK YOU FOR YOUR TIME. 
          ALRIGHT, THAT CONCLUDES PUBLIC COMMENT ON TAB 
          [19. Board of Education Report No. 442-25/26    Finance Division (Authorization of a Resolution of the Board of Education Approving the Sale and Issuance of  Not-to- Exceed $1,400,000,000 of General Obligation Bonds and the Forms of the Documents  Necessary for the Issuance of such Bonds) Recommends approval for the issuance of up to  $1,400,000,000 in General Obligation Bonds under the Measure Q, Measure RR, Measure US,  or any combination of the foregoing to fund projects authorized under the respective measure.  The bonds are expected to be sold in Fall 2026 and repaid through ad valorem property taxes,  not district funds. The sale of the GO bonds will be either by negotiated sale with an Underwriter  to be selected by the District or by competitive sale, whichever method is projected to result in  the lowest borrowing cost for the District at the time of sale. This issuance aims to enhance  facilities, IT infrastructure, and equity in project funding. (Part 1 of 2)]
19. 
          MAY HAVE A MOTION AND A SECOND FOR TAB 19. 
          OH, I'LL MOVE TAB 19. 
          ALRIGHT, TAB 19. 
          MOVED BY, UH, MS. CONEZ. 
          MAY I HAVE A SECOND? SECOND? WHO CALLED IT SECOND TO MS. ORTIZ? FRANKLIN. 
          OKAY. 
          ARE THERE ANY QUESTIONS ON TAB 19? YEAH. 
          ALRIGHT, ANY QUESTIONS ON TAB 19? NONE. 
          UH, MS. NEWBELL. 
          DR. 
          REVA? YES. 
          ALRIGHT. 
          THANK YOU. 
          MR. MILL. 
          ABSENT. 
          ABSENT. 
          MS. REGO? YES. 
          YES. 
          THAT'S A YES. 
          MS. EZ? YES. 
          MS. ORTIZ FRANKLIN? YES. 
          BOARD PRESIDENT MOLSEN? YES. 
          AND I WILL COME BACK TO MS. NEW BILL. 
          SO THAT CONCLUDES TAB 19. 
          WE'LL GO NOW TO 
          [21. Board of Education Report No. 459-25/26 Finance Division (Statutory School Fees (Level 1 Impact Fees)) Recommends approval of the Impact Fee Justification Study to levy the new authorized Level 1 fees (Attachment A). ]
TAB 21. 
          STATUTORY SCHOOL FEES LEVEL ONE IMPACT. 
          IT'S A PUBLIC HEARING. 
          SO LET ME READ MY PUBLIC HEARING STATEMENT AND THEN I SEE THAT MS. GEZ IS READY TO MOVE IT. 
          ALL RIGHT. 
          TAB 21, STATUTORY SCHOOL FEES LEVEL ONE IMPACT FEES, UH, BEFORE ACTION IS TAKEN ON BOARD REPORT NUMBER 4 5 9 25 SLASH 26 STATUTORY SCHOOL FEES. 
          LEVEL ONE IMPACT FEES THE PUBLIC HEARING MUST BE HELD. 
          THIS CONSTITUTES A PUBLIC HEARING ON THE REPORT AND A MAXIMUM OF 15 INDIVIDUALS WHO WISH TO ADDRESS THE BOARD ON THIS ITEM SHALL BE HEARD. 
          THOSE WHO WISH TO SPEAK SHOULD SIGN ONLINE. 
          SIGN UP ONLINE. 
          I'LL NOTE THERE ARE SIX, FIVE SPOTS LEFT AND MR. KAMI WILL TAKE PUBLIC COMMENT. 
          FIRST, SIR. 
          THANK YOU. 
          UM, UH, LET'S SEE. 
          WE HAVE MR. DAVID KOSKY HERE. 
          UH, THIS IS FOR TAB 21, AND WHILE HE'S COMING UP, MAY HAVE A MOVE IN A SECOND. 
          MOVE IT SECOND. 
          OH, DR. 
          EVAS USED THE MICROPHONE PROPERLY SO SHE WON'T OH, YOU'RE RIGHT. 
          I'M SORRY. 
          SHE GET IT. 
          PLEASE GO AHEAD, SIR. 
          YOU'LL HAVE TWO MINUTES. 
          [06:45:06]
THE PEOPLE OF LA UNIFIED AND THEREFORE I, I HONESTLY REQUEST, I PROBABLY WON'T USE THE FIVE MINUTES, BUT I WOULD LIKE TO, UH, THAT'S GOVERNMENT CODE 6 5 9. 
          UH, THIS, THIS SHOULD HAVE BEEN PUBLICLY NOTICED 30 DAYS PRIOR TO THE FEE. 
          I'LL JUST NOTE FOR THE RECORD THAT THAT IS THE LAW, BUT ALSO REASONABLE MEANS PUTS IT WITHIN THE REALM OF THE BOARD TO DECIDE. 
          SO THE BOARD IS UNDER NO OBLIGATION TO GIVE FIVE MINUTES. 
          IT COULD STICK WITH THE REASONABLE NUMBER, WHICH TWO MINUTES IS BY LAW REASONABLE THE CASES WILL SUPPORT IT. 
          BUT IF THE, UH, LEAVE IT UP TO THE DISTRICT. 
          CAN YOU DO IT IN THREE? YES, SIR. 
          OKAY. 
          ALL RIGHT. 
          GAVE THE BARGAIN. 
          I HEAR YOU DO IT IN THREE. 
          THANK YOU. 
          THIS IS A TAX CALLED IMPACT FEES, YOU KNOW, FROM PORTER RANCH, FOR EXAMPLE, THAT THE DEVELOPER DID NOT PAY THE RIGHT AMOUNT NOR GIVE THE RIGHT AMOUNT OF MONIES TO THIS DISTRICT. 
          WHEN THE NEW INSPECTOR GENERAL ARRIVES NEXT WEEK, I WILL DEMONSTRATE BY THEIR OWN REPORTS THAT CITIES LIKE HUNTINGTON PARK AND OTHERS ARE NOT PAYING THEIR DEVELOPER FEES, IMPACT FEES TO THIS DISTRICT. 
          THERE ARE A NUMBER OF INSTANCES WHERE THIS MONEY IS BEING TRANSFERRED FROM WHERE THE IMPACT IS TO OTHER PLACES IN THE DISTRICT. 
          AND YOU'LL SEE IN YOUR BOARD MATERIALS TODAY THAT THAT MONEY IS TRANSFERRED FROM, SAY, DOWNTOWN, WHERE THE CONSTRUCTION IS HAPPENING. 
          AND THE SCHOOLS, WHETHER THEY'RE DISTRICT SCHOOLS OR CHARTER SCHOOLS, ARE NOT RECEIVING THE RESOURCES. 
          WHILE THE IMPACT STUDY COUNTS ALL STUDENTS DISTRICT AND CHARTER SCHOOL STUDENTS TO SHOW THE IMPACT AND THE NUMBERS. 
          INSTEAD, THE MONEY IS ALMOST BEING USED AS A SLUSH FUND, A SLUSH FUND TO MOVE THINGS FOR ACCOUNTS THAT DON'T NECESSARILY BUDGET OUT. 
          WHEN FACILITIES PROJECTS GO TOO HIGH, INSTEAD OF COMING BACK TO YOU TO LET YOU KNOW THE PROJECT IS EX UH, UH, GROWING, UH, THEY, UM, WILL NOT, UH, LET YOU KNOW. 
          ADDITIONALLY, MAYOR BASS AND THE CITY OF LOS ANGELES COLLECT MUCH OF THIS MONEY. 
          AND THERE IS EVIDENCE THAT IN MANY PROJECTS, AS YOU DRIVE BY THEM IN YOUR DISTRICT, THAT THEY'RE NOT BEING REASONABLY ACCOUNTED FOR IN THE COLLECTION OF FEES. 
          THERE'S NO FAULT OF THE DISTRICT BECAUSE WE PAY THE OTHER ENTITIES TO BRING THE MONEY IN. 
          THIS IS A SIGNIFICANT TAX. 
          THERE'S ALSO A NUMBER OF EXEMPTIONS THAT WHEN I WAS A BOARD MEMBER, WE MADE SURE SENIOR CITIZENS HAD THE ABILITY TO OPT OUT OF THIS, THAT PUBLIC HOUSING OF CERTAIN TYPES, LOW INCOME HOUSING HAD THOSE OPPORTUNITIES. 
          YOU'RE NOT GETTING ANY PRESENTATION ON THE EXEMPTIONS THAT ARE HAPPENING AND WHY THOSE EXEMPTIONS ARE HAPPENING. 
          AND PERHAPS SOME OF THESE QUESTIONS WILL STIMULATE IN, IN THE TWO AND A HALF MINUTES THAT I HAVE HERE TO THE PRESENTATION BY THE STAFF BECAUSE YOU ARE ALSO NOT WORKING TO TALK ABOUT THE BOND OVERSIGHT COMMITTEE'S LETTER OF CONCERN. 
          AND THE AUDITOR, THE AUDITOR WHO AUDITS THE BOND MONIES AND THE FACILITIES MONIES IS ALSO QUITE POSSIBLY A CONSTRUCTION MANAGER UNDERNEATH THE BOND THAT WAS BROUGHT UP AT THE BOND OVERSIGHT COMMITTEE. 
          IT'S NOT DOCUMENTED YET, BUT IT WILL BE. 
          AND SO I THANK YOU FOR THE EXTRA FEW SECONDS AS THIS AFFECTS SO MANY PEOPLE IN THIS TOWN. 
          IT WAS NOT BROADLY PRESENTED 30 DAYS IN ADVANCE ACROSS EVERY SINGLE PERSON THAT HAS PREVIOUSLY BEEN TAXED. 
          AND THIS IS AN OPPORTUNITY TO BUILD CREDIBILITY TO THE SCHOOL DISTRICT. 
          THANK YOU VERY MUCH. 
          THANK YOU FOR YOUR TIME. 
          ALL RIGHT, THE NEXT SPEAKER IS MARIA LUISA PALMA, COME ON UP. 
          IT'S ALL RIGHT. 
          I'LL JUST USE TWO. 
          GOOD AFTERNOON. 
          MY NAME IS MADEA PALMA. 
          AND HERE WE ARE AGAIN WITH ANOTHER WHOLE SET OF QUESTIONS. 
          WHERE'S THE MONEY COMING FROM? WHERE IS IT SUPPOSED TO GO AND WHERE IS IT DISCLOSED? WE HAVE THIS DEVELOPER 
          [06:50:01]
IMPACT FEES. 
          UH, HOW MANY TIMES HAVE I STOOD RIGHT HERE AND SAID, FOR PARENTS TO PROVIDE VALUABLE, SIGNIFICANT, MEANINGFUL ADVISORY ON ANY QUESTION THAT YOU EVER ASK PARENTS IN ANY OF THE PARENT COMMITTEES, THE PARENTS FIRST NEED TO KNOW THE WHOLE, THE WHOLE DISTRICT BUDGET. 
          I DON'T MEAN IN DETAIL EXPLAINING EVERY LAST ISSUE ON HOW THE FUNDING COMES IN, BUT JUST A VERY BIG BROAD CONCEPT. 
          HOW IS THIS FUND DIFFERENT THAN GENERAL OBLIGATION BONDS? FOR EXAMPLE, IF THIS ALSO GOES TO FACILITIES, HOW MUCH DO YOU COLLECT? TODAY'S REPORT DOESN'T ACTUALLY SAY HOW MUCH YOU HAVE, HOW MUCH YOU'VE COLLECTED IN PRIOR YEARS. 
          IT JUST GOES INTO THE NEW TAX. 
          THAT'S FINE. 
          THAT MAY BE ENOUGH FOR THIS PURPOSE. 
          I DON'T KNOW. 
          BUT PARENTS NEED TO BE INFORMED ON HOW ALL OF THESE FUNDING STREAMS COME IN AND WHAT THEY ARE SUPPOSED TO BE USED FOR. 
          SO AGAIN, JUST LIKE MR. KOSKI MENTIONED, THE GENERAL OBLIGATION BONDS, HOW DOES THIS WORK WITH THAT FOR FACILITIES? WE, I DID WATCH ALL OF THOSE BOND OVERSIGHT COMMITTEE MEETINGS, AND I HOPE YOU HAVE ALL READ THE LETTER THAT'S COMING FROM THEM. 
          UH, IT'S VERY, UH, CONCERNING THE, THE DIFFICULTIES THAT THEY'RE HAVING IN GETTING ALL OF YOU HERE TO GIVE THEM A MEMORANDUM OF UNDERSTANDING THAT WORKS. 
          UH, FOR THE INDEPENDENCE OF THE COMMITTEE FOR THE TAXPAYERS, WE ALL VOTED WELL, I PERSONALLY VOTED NO ON THE LAST GENERAL OBLIGATION BOND. 
          I'LL DISCLOSE THAT. 
          I'M SURE THAT'S NO SHOCK TO ANY OF YOU HERE, BUT A LOT OF IT IS BECAUSE I DON'T NECESSARILY AGREE WITH WHAT YOU'RE DOING WITH IT. 
          I DON'T AGREE THAT WITH THAT, YOU DON'T DISCLOSE WHERE IT GOES. 
          PARENTS DON'T KNOW. 
          THEY THINK THAT IT'S THE SAME LCAP MONEY, FOR EXAMPLE, THAT GOES TOWARD CONSTRUCTIONS. 
          THEY THINK THAT PRINCIPLES HAVE, UH, A JURISDICTION OVER THE CONSTRUCTION FUNDS. 
          SO YOU HAVE A LOT OF WORK TO DO TO EDUCATE PARENTS ON WHERE THE FUNDING COMES FROM AND WHERE DOES IT GO SO THAT THEY CAN PROVIDE YOU WITH MEANINGFUL ADVISORY. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          UH, DEANNA GUILLEN, COME ON UP. 
          MS. GUILLEN. 
          THERE YOU ARE. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          READY . 
          I KNOW YOU'RE TIRED. 
          TIRED. 
          AND WE ARE TIRED TOO. 
          BUT THE REASON WHY I SIGNED UP FOR THIS ITEM 21, WHICH IS THE DIVISION, IT RECOMMENDS THE, UH, FOR IMPACT FEES FOR NEW LEVEL ONE IMPACT FEES. 
          I, AS A PARENT, I'VE BEEN HERE FOR A LONG TIME. 
          I'VE NEVER HEARD ABOUT THIS. 
          AND I WOULD LOVE FOR YOU TO BE TRANSPARENT BECAUSE IF IT'S A PUBLIC HEARING, IT'S NOT JUST FOR PARENTS FOR THAT, IT'S EVERYBODY FOR THE PUBLIC IN GENERAL. 
          AND IT'S AN INFORMATION THAT IT'S VERY IMPORTANT. 
          RIGHT. 
          AND I ALSO HAVE JUST LIKE THE BOND COMMITTEE THAT IS MADE UP OF INDEPENDENT PEOPLE. 
          AND IT SEEMS LIKE YOU'RE NOT VERY HAPPY WITH THEM BECAUSE THE TIME THAT THEY GIVE ANY KIND OF FEEDBACK, YOU IGNORE IT COMPLETELY. 
          AND THEY'RE INDEPENDENT PEOPLE AND THEY'VE TRIED WAYS, A DIRTY WAY TO PUT IN YOUR OWN PEOPLE AND EVERYWHERE. 
          JUST LIKE RIGHT NOW, I WAS LOOKING, WHEN I GOT TO THE BOARD THAT YOU WERE THE UTLA PEOPLE AND STUDENTS TO SERVE. 
          THEY WERE HAVING A PROTEST THAT OUT WITH THE WHITE SUPREMACY. 
          I DON'T SEE ANY WHITE SUPREMACY. 
          I JUST SEE MS. RO LATINO. 
          AND YOU, I DON'T SEE ANY WHITE SUPREMACY HERE. 
          WHAT I SEE HERE IS THAT IT'S A BUNCH OF PEOPLE THAT LOVE MONEY THAT DO NOT CARE FOR EDUCATION, THAT IS NOT INTERESTED IN PEOPLE. 
          AND THAT PE PEOPLE PUT THEM HERE TO BRING THEIR PERSONAL AND POLITICAL AGENDAS HERE BECAUSE YOU TALK ABOUT BLACK AND BROWN TOGETHER. 
          WELL, COME ON. 
          LATINOS WOULD LIKE, UH, FUNDS FOR ENGLISH LEARNERS AND NOT BECAUSE THEY HAVE A PRIVILEGE, BECAUSE THEY HAVE A NEED. 
          THEY'RE THE ONES THAT ARE PERFORMING THE LOWEST ACADEMICALLY. 
          BUT HERE ASKING FOR BSAP WHEN THEY HAVE NOT SHOWN THAT IT HAS IMPROVED. 
          WE HAVEN'T SEEN THE RESULT. 
          WE WANT FUNDS FOR OUR ENGLISH LEARNERS WHO ARE THOSE MOST BEHIND ACADEMICALLY. 
          AND THAT IS YOUR JOB NOT TO COME AND BRING YOUR POLITICAL AGENDAS. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          KARINA LOPEZ. 
          KARINA LOPEZ, YOU'RE, ARE YOU ONLINE? YES. 
          KARINA LOPEZ. 
          PLEASE PRESS STAR SIX TO UNMUTE YOURSELF. 
          AND YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN KARINA LOPEZ. 
          HELLO. 
          HI. 
          HELLO, VANESSA. 
          GOOD AFTERNOON. 
          HI. 
          I CAN HEAR YOU. 
          PERFECT. 
          WELL, MY NAME IS CARINA LOPEZ 
          [06:55:01]
AND I AM CALLING IN BECAUSE THERE IS A LOT OF INCONSISTENCIES WITH WHAT YOU'RE PRESENTING RIGHT NOW AMONGST YOURSELVES. 
          THERE IS NO INCLUSION OR EFFECTIVE PARENT PARTICIPATION AND ALSO INCLUSION OF MEMBERS OF THE COMMUNITY AND ORGANIZATION. 
          NO MEMBERS OF THE COMMUNITY THAT ALSO PAY FOR EDUCATION AND THAT THEY CONTRIBUTE WHEN THEY ARE HOMEOWNERS. 
          AND YOU DON'T SEE THE EFFECT. 
          THE PEOPLE WANT TO BE IN A NEIGHBORHOOD THAT IS PRODUCTIVE, THAT THE COMMUNITY IS PRODUCTIVE, BUT WITH CHILDREN THAT AT THIS MOMENT WE ARE SEEING AND WE ARE CONSCIOUS AND WE'RE AWARE THAT WE ARE FAILING THEM. 
          AS ALL PEOPLE HAVE EXPRESSED HERE BEFORE ABOUT THE NEEDS IN SPECIAL EDUCATION ENGLISH LEARNERS. 
          HOW WILL THEY HAVE IMPROVEMENT? ACADEMIC IMPROVEMENT IF WE ARE WORKING FOR ENGLISH PROFICIENCY. 
          SO HOW ARE WE GOING TO GIVE FEEDBACK AND IMPLEMENT WHAT THE DEPARTMENT OF EDUCATION IS DEMANDING? SO HERE, WE ALL KNOW THIS. 
          THE RE THE ONLY THING IS WHO IS THE PERSON IN THE DISTRICT WHO IS IN CHARGE THAT WE DON'T HAVE ACCESS TO THAT MOST OF ALL STUDENTS. 
          AND SO IT IS A VIOLATION, OPEN VIOLATION ON THE BEHALF OF THE SYSTEM OF THE LA UNIFIED. 
          I'M NOT SAYING EVERYBODY, BUT WE NEED TO FIND WHO IS THE ONE THAT'S LEADING THIS, UH, BLOCK FOR THIS PARENTS, FOR THE STUDENTS AND THE PEOPLE THAT PAY, UH, TAXES. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          NELLY MENDEZ. 
          MEN, COME ON UP. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          GOOD AFTERNOON. 
          YOU, I DON'T KNOW WHAT THIS ISSUE'S ABOUT, BUT I'M GONNA TALK ABOUT MY ISSUE. 
          EVERY SINGLE ONE WITH THEIR OWN ISSUE. 
          AND I SENT AN EMAIL TO THE SUPERINTENDENT AND HE ANSWERED, AND HE SAID, GILBERTO MARTINEZ. 
          HE SAID THAT THE LADY, MS. ORTIZ, THAT SAID HE DOESN'T WANNA WORK WITH ME. 
          WHY DID SHE MENTION HIM? HER IF SHE DOESN'T WANNA WORK? MR. CHA, WHEN YOU WANTED TO, UH, GET MORE, UM, BUY-IN, THEN YOU SAID TUTORING. 
          TUTORING. 
          BUT DID YOU BUY, DID YOU GET TUTORING FOR SPECIAL EDUCATION? ASK THEM IF THEY HAVE TUTORING. 
          AND SO I SEE HERE IN THE SCHOOL HOW MUCH THERE'S SO MUCH RISK FOR POLICE. 
          BUT THEN IF I COME HERE, YOU HAVE POLICE ALL OVER HERE. 
          WHO ARE YOU AFRAID OF? WHO ARE YOU AFRAID OF, MR. SUPERINTENDENT, IF THE, DO YOU, ARE YOU AFRAID OF ALL OF THOSE HERE BECAUSE WE DON'T DO ANYTHING. 
          GO TO THE SCHOOL AND THERE'S NO POLICE AND YOU SAY, OH YES, THERE'S TWO POLICE OVER HERE AND OVER THERE IN MY SCHOOL, EVERY SINGLE DAY I GO THERE AND THERE'S NO POLICE THAT COME HERE AND THERE'S A HUNDRED POLICE HERE TO TAKE CARE OF YOU. 
          MR. TATE, WE WANT BETTER PERFORMANCE AND IN MATH, WE WANT FOR THEM IN SPECIAL EDUCATION TUTORING. 
          ASK ME IF, UM, IT'S FOR SPECIAL EDUCATION. 
          NO, WHERE ARE YOU? SHE SAID, WERE YOU OVER THERE TRYING TO GET BUY-IN? AND THEN NOW YOU HAVE IT AND THAT'S IT, RIGHT? NO, YOU NEED TO BE WITH EVERYBODY. 
          DON'T DISCRIMINATE. 
          WHY? BECAUSE YOU ARE LATINO. 
          YOU DISCRIMINATED AGAINST US AND THAT SHOULDN'T BE SO, WELL, LET ME SEE. 
          SHE WAS GOING TO GO TO A FIELD TRIP. 
          SHE GOT DISCRIMINATED AND THEY SAID NO, WE INVITED EVERYBODY. 
          WHEN THEY ASKED THE MOTHER, THEY SAID WE INVITED THEM BECAUSE MEN MENES IS TOO REBELLIOUS. 
          THAT'S WHAT THEY SAID IN SCHOOL. 
          MR. MISA CALLED ME AND SAID THAT THEY EVEN PUT MOVIES FOR HER. 
          AND IT'S JUST A LIE. 
          ALL OF YOU ARE A BUNCH OF LIARS. 
          AND MORE THAN ANYTHING, MS. EZ, THAT DOESN'T WANT OUR, UH, POLICE THAT SHE JUST LEFT, BUT TRANSPARENCY SUPERINTENDENT, THE SPECIAL EDUCATION STUDENTS, OUR STUDENTS ALSO IN NEED TUTORING. 
          THANK YOU FOR YOUR TIME. 
          WHAT ? UH, MARCELLA GARCIA. 
          I SEE YOU WERE SIGN UP TO SPEAK REMOTELY, BUT ARE YOU IN THE ROOM? NOPE. 
          UH, Y MENDEZ, DID SHE SIGN UP? OH, SHE DID SIGN. 
          OKAY. 
          WE CAN, OKAY, COME ON UP. 
          YOU'LL HAVE TWO MINUTES TO SPEAK WHEN SHE BEGIN. 
          HURRY. 
          [07:00:03]
MM-HMM . 
          HER TEACHER. 
          WHAT ELSE? HOW DID THAT MAKE YOU FEEL? I FEEL NOW BE OKAY. 
          YOU WEREN'T FEELING OKAY? YEAH. 
          OKAY. 
          AND WHAT DO YOU WANT THEM TO DO? YOU WANT THEM TO BE FAIR, RIGHT? YEAH. 
          SO YOU, YOU WANT THEM TO BE FAIR WITH KIDS LIKE YOU AND THAT YOU WANT TRANSPARENCY, RIGHT? , DO YOU GET TUTORING? UH, YEAH. 
          I DO. 
          YES. 
          MM-HMM. 
          IN THAT, WE WE ARE IMPORTANT IN SAY THANK YOU EVERYBODY. 
          THANK YOU FOR YOUR TIME. 
          GOOD JOB. 
          GOOD JOB. 
          ALL RIGHT. 
          THAT CONCLUDES. 
          OH MY GOODNESS. 
          I, I HAD YOU, I HAD YOU MARKED. 
          I WAS ALREADY GOING. 
          MARIA DAISY ORTIZ, PLEASE COME ON UP. 
          I'M SORRY. 
          PLEASE COME ON UP. 
          YOU'LL HAVE A FULL TWO MINUTES TO SPEAK ONCE YOU BEGIN . 
          GOOD AFTERNOON EVERYBODY. 
          AND I ALSO SIGNED UP FOR THIS ISSUE OR THIS ITEM BECAUSE REALLY THE DISTRICT, MR. SCOTT AND I ADDRESS YOU BECAUSE WE'VE KNOWN EACH OTHER FOR YEARS. 
          AND YOU ARE A PERSON THAT WHEN THE LAWS VIOLATED, YOU SAID, BUT MAYBE YOU ARE HAND TIED RIGHT NOW BECAUSE YOU DON'T ACT. 
          AND SO FIRST OF ALL, WITH THE FINANCES, THERE'S NO TRANSPARENCY FOR THIS. 
          WE NEED TO KNOW WHAT TAXES ARE WE TALKING ABOUT? HOW YOU USE THEM, HOW IT HAS IMPACTED, HAS IT HAD AN IMPACT? WHAT ARE THE SCHOOLS THAT RECEIVE THOSE FUNDS OR IS IT FOR THE ENTIRE DISTRICT OR HOW IS IT DISTRIBUTED OR HOW THE CAKE IS SLICED. 
          BECAUSE EVEN THOUGH THE MONEY COMES FOR THE ENTIRE DISTRICT, IF THE PRINCIPALS DO NOT APPLY FOR IT, OR IF SOMEONE DOESN'T DO SOME KIND OF ESSAY, IT'S NOT THE SAME OR, UH, NOT EVERYONE RECEIVES THE SAME THING. 
          SO IF THERE'S NO TRANSPARENCY AND THE UTILIZATION AND THINGS, HOW ARE YOU ASKING FOR, FOR MORE MONEY AND MORE, UH, TAXES. 
          AS WE AS TAXPAYERS, WE ARE TIRED THAT WE ARE CHARGING US OR GETTING SO MUCH MONEY. 
          WHEN YOU ARE NOT TRANSPARENT, FOR EXAMPLE, YOU DO NOT WELCOME THE COMMUNITY. 
          I AM A PERSON THAT I AM A HOMEOWNER. 
          I'M A BUSINESS OWNER AND I ALSO HAVE GRANDCHILDREN IN THE DISTRICT. 
          SO I PAY, I'M A TAXPAYER. 
          BUT MR. PLACENCIA, IN ONE OF THE MEETINGS, HE DID NOT LET ME PARTICIPATE WHEN I WAS ELECTED TO DO SO FOR BY THE PARENTS AND ALSO THE BUDGETS FOR THE PARENTS. 
          NOT EVEN THE SCHOOL ONE WILL GIVE IT TO THEM BROKEN DOWN. 
          THEY DON'T EVEN UNDERSTAND IT. 
          WHEN BEFORE YOU MR. SCOTT, KNOW THAT WE ASK PARENTS ARE THE ONES THAT WOULD GIVE THE PARENTS INVOLVEMENT IN BUDGET. 
          WE WERE THE ONES TO DECIDE HOW WE WERE GOING TO USE THE BUDGET. 
          NOW, NO. 
          NOW YOU TELL US, OH, WELL SCHOOL SITE IS THE ONE THAT TAKES THE THANK YOU FOR YOUR TIME, THE DECISION. 
          BUT IF WE TELL THEM, IF YOU GIVE ME MORE TIME BECAUSE ANOTHER PEOPLE, YOU GIVE THEM MORE TIME AND YOU HAVE TO BE FAIR. 
          SO MR. SCOTTS AND EVERYBODY HERE, PLEASE ACT, BE ACTIONABLE. 
          THAT ARE MEASURE WITH YOUR WORDS. 
          THAT IS CONGRUENT MORE THAN ANYTHING WITH THE BUDGET BECAUSE THE MONEY NEEDS TO BE USED FOR STUDENTS NOT TO KEEP A BUDGET OF ADMINISTRATORS THAT ARE AT, UH, INEFFECTIVE JUST LIKE YOU. 
          THANK YOU FOR YOUR TIME. 
          THANK YOU. 
          AND HAVE A GOOD AFTERNOON. 
          THANK. 
          OKAY. 
          THAT CONCLUDES PUBLIC COMMENT FOR TAB 21. 
          UH, HAVING BEEN MOVED AND SECONDED, WE'LL TAKE THE VOTE UNLESS THERE'S DISCUSSION. 
          I HAD A QUESTION, THAT'S 
          [07:05:01]
WHY WE PULLED IT. 
          UM, QUICK QUESTION. 
          SO I WAS JUST CURIOUS IF HOPEFULLY IF YOU DON'T KNOW THE ANSWER, MAYBE YOU CAN HELP, YOU KNOW, GET UM, A RESPONSE TO THIS. 
          SURE. 
          BUT AS WE CONSIDER INCREASING IMPACT FEES TO THE MAXIMUM AMOUNT ALLOWED UNDER THE STATE LAW, HAVE YOU, UM, EVALUATED WHETHER, UH, THESE FEES HAVE ANY UNINTENDED IMPACTS ON THE DEVELOPMENT OF AFFORDABLE HOUSING AND WHAT FLEXIBILITY EXISTS FOR PROJECT SERVING OUR LOWEST IN LOWEST INCOME, UM, RESIDENTS? UH, SO YES, WE CAN, WE CAN CERTAINLY FOLLOW UP WITH, UH, THE WAIVER PROCESS THAT EXISTS THAT'S IN IN PLACE ALREADY. 
          UM, AND WHEN PROJECTS ARE, ARE EXEMPTED FROM, FROM IMPACT FEES, UM, WE CAN CERTAINLY FOLLOW UP WITH A LITTLE BIT MORE DETAIL ON THAT. 
          OKAY. 
          THAT WAS ALL. 
          THANK YOU. 
          OH, MS. QUESTION, ONE MORE QUESTION. 
          GO AHEAD. 
          HI. 
          YEAH. 
          OH YES. 
          UM, SO CAN YOU SHARE IF ANY OF THESE FEES COLLECTED GO BACK TO SCHOOL SITES? SO THEY'RE ALL USED FOR PROJECTS WITHIN THE DISTRICT, UM, BECAUSE THEY ARE HIGHLY RESTRICTED IN HOW THEY CAN BE USED, THEY'RE RESTRICTED EVEN MORE THAN LIKE A BOND FUNDS. 
          THEY HAVE TO BE USED NOT ONLY FOR A CAPITAL IMPROVEMENT FOR A VERY SPECIFIC TYPE. 
          UM, AS A RESULT IT DOES AS STRETCH OUR CAPITAL DOLLARS BY, BY SUPPLEMENTING THEM. 
          UM, BUT THEY ARE, UH, RESTRICTED IN IN HOW THEY CAN BE USED. 
          SO WE POST ON THE WEBSITE, UM, ON OUR WEBSITE, THE SEPARATE FROM WHAT IS BEING APPROVED TODAY. 
          THERE'S ALSO AN ANNUAL REPORT THAT SHOWS BASICALLY HOW THE MONEY WAS SPENT ON WHICH PROJECTS WITH QUITE A BIT OF SPECIFICITY. 
          ALSO IN MARCH OF 2025, UH, THE BOARD APPROVED LIKE A POLICY THAT KIND OF DETERMINES HOW THE FUNDS ARE USED. 
          AND SO, UM, WHEN THE, WHEN THEY'RE BEING USED FOR PROJECTS, IT'S CONSISTENT WITH, WITH THAT POLICY THAT WAS APPROVED A LITTLE BIT OVER A, A YEAR AGO, IS THERE, UM, ANY WAY THAT WE CAN ENSURE THAT THE SCHOOLS THAT ARE IMPACTED BY THE DEVELOPMENT GET, UH, BENEFIT FROM THOSE FEES IN ANY WAY? EITHER, YOU KNOW, THROUGH THE CAPITALS THAT ARE, UH, ELIGIBLE, COUPLE IMPROVEMENTS THAT ARE ELIGIBLE. 
          THE WAY THAT THE, JUST TO MAKE SURE I EXPLAIN WHY THEY'RE CALLED IMPACT FEES, THE IMPACT IS BASICALLY THAT BECAUSE OF THE CONSTRUCTION OF THE PROJECT THAT'S PAYING THE IMPACT FEE, LIKE A, LET'S SAY AN APARTMENT, APARTMENT BUILDING. 
          YEAH. 
          AND MAYBE YOU ALREADY KNOW THAT, KNOW THIS, BUT IT'S, THE IMPACT IS ON THE NUMBER OF SEATS. 
          BASICALLY THE NUMBER OF CLASSROOMS, THE NUMBER OF TEACHING STATIONS THAT NEED TO BE PROVIDED AT THE DISTRICT. 
          BUT WHAT'S IDENTIFIED WHEN THE IMPACT FEE IS PAID IS NOT THAT THE IMPACT IS ON SCHOOL A OR SCHOOL B, IF THAT MAKES SENSE. 
          SO IT'S NOT LIKE IT'S IDENTIFIED WHICH INDIVIDUAL SCHOOL IS IS IMPACTED. 
          AND SO, BUT ALSO BECAUSE THEY'RE RESTRICTED, WHICH IS WHY THERE WAS THAT POLICY THAT WAS, THAT WAS APPROVED BY THE BOARD THAT, THAT THAT GOVERNS OUR, OUR USE AS A DISTRICT OF THOSE FEES IN ADDITION TO THE LAWS THAT THAT GOVERN THE USE OF THOSE FEES. 
          ALRIGHT. 
          AND THEN, AND FOR ACCESS TO THE REPORTS, IT'S IMPACT FEES DOT ALL USD.ORG AND WE HAVE OUR ANNUAL REPORTS THAT ARE PUBLISHED THERE. 
          THE IMPACT FEE POLICY, AND WE, WE OFTEN GET THIS QUESTION, IS IT, WHY ISN'T THAT APARTMENT THAT WE'RE COLLECTING FEES DOWN THE STREET, NOT GOING DIRECTLY TO THE NEIGHBORHOOD SCHOOL? MM-HMM . 
          OUR STUDENTS GO TO SCHOOL THROUGHOUT THE DISTRICT. 
          SO YOU MAY GENERATE A SEAT AS A RESULT OF A NEW UNIT AND FAMILY MOVING IN THERE. 
          BUT THAT DOESN'T MEAN THAT CHILD IS ACTUALLY GOING TO THEIR RESIDENT SCHOOL BECAUSE OF OUR, YOU KNOW, CHOICE PROGRAMS AND STUDENTS ACTUALLY TAKING ADVANTAGE OF SEATS ACROSS THE DISTRICT. 
          I SEE. 
          I MEAN, I I I, I UNDERSTAND WHAT YOU'RE SAYING AND THERE ARE SOME COM COMMUNITIES THAT ARE PROBABLY MORE IMPACTED RIGHT. 
          THAN OTHER COMMUNITIES. 
          UM, LIKE HERE IN, IN OUR AREA, PICO-UNION AREA, K-TOWN AREA, AND UM, SO, AND YET THEY ARE ALSO VERY HIGH NEED COMMUNITIES. 
          SURE. 
          SO I'LL LOOK AT THAT REPORT. 
          THANK YOU. 
          GREAT. 
          THANKS. 
          ANY OTHER QUESTIONS ON TAB 21? ALRIGHT, UH, THE VOTE ON TAB 21. 
          UH, MS. NEWBELL? YES. 
          DR. RIVAS? YES. 
          EVERYONE IS ABSENT. 
          MS. GRIEGO? YES. 
          MS. EZ? YES. 
          MS. ORTIZ FRANKLIN? YES. 
          BOARD PRESIDENT SHAMON? YES. 
          ALL RIGHT. 
          THAT PASSES ON TAB 19. 
          [19. Board of Education Report No. 442-25/26    Finance Division (Authorization of a Resolution of the Board of Education Approving the Sale and Issuance of  Not-to- Exceed $1,400,000,000 of General Obligation Bonds and the Forms of the Documents  Necessary for the Issuance of such Bonds) Recommends approval for the issuance of up to  $1,400,000,000 in General Obligation Bonds under the Measure Q, Measure RR, Measure US,  or any combination of the foregoing to fund projects authorized under the respective measure.  The bonds are expected to be sold in Fall 2026 and repaid through ad valorem property taxes,  not district funds. The sale of the GO bonds will be either by negotiated sale with an Underwriter  to be selected by the District or by competitive sale, whichever method is projected to result in  the lowest borrowing cost for the District at the time of sale. This issuance aims to enhance  facilities, IT infrastructure, and equity in project funding. (Part 2 of 2)]
MS. NEW BILL, HOW DO YOU RECORD YOUR VOTE RIGHT NOW? I HAVE 1, 2, 3, 4, 5 A'S ONE ABSENT? YES. 
          UM, I DARE SAY THAT'S THE CONCLUSION OF BUSINESS, BUT IF YOU COULD JUST GIVE ME A MOMENT TO LOOK OVER BEFORE YOU ALL GO TOO EARLY. 
          OKAY. 
          THAT, THAT CONCLUDES, THAT CONCLUDES THE BOARD'S BUSINESS. 
          ARE THERE ANY OBJECTIONS TO AN ADJOURNMENT? NEVER. 
          [07:10:01]
ALL RIGHT. 
          THE TIME IS NOW 5:15 PM ON JUNE 12TH, 2026. 
          GOODBYE EVERYONE.
* 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.