* 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. [00:00:02] WELCOME. [Roll Call ] THE TIME IS NOW 9:08 AM ON JUNE 16TH, 2026. WELCOME TO THE REGULAR MEETING OF THE LOS ANGELES UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION. I AM GOING TO TAKE ROLL. ALRIGHT, MS. NEWBELL. PRESENT. DR. RIVAS. MR. MELVIN? HERE. MS. GRIEGO. I SEE MS. GRIEGO IS RIGHT HERE. HERE. ALL RIGHT. BOARD PRESIDENT SCHON PRESENT. OKAY. WE HAVE A QUORUM. WE'RE MISSING A COUPLE BOARD MEMBERS WHO ASSURE ME THEY ARE ALMOST HERE. ALL RIGHT, LET'S DO THE PLEDGE OF ALLEGIANCE. I BELIEVE WE HAVE A VIDEO THAT WE CAN QUEUE UP FOR THAT FROM BOARD DISTRICT FOUR, THE SAY DOLL. RIGHT. STUDENT COMFORTABLE LEADING YOU IN THE PLEDGE OF ALLEGIANCE. PLEASE 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, INDIVIDUAL, THE LIBERTY AND JUSTICE ALL. OKAY. THANK YOU. NOW WE WILL QUEUE UP THE LAND. ACKNOWLEDGEMENT. 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 FERNAND TAUM 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 AKIN OUR RELATIVES AND RELATIONS PAST, PRESENT, AND EMERGING AND COMMIT TO SUPPORTING INDIGENOUS COMMUNITIES THROUGH EDUCATION, ENSURING THEIR VOICES ARE HEARD AND THEIR LEGACIES ARE RESPECTED. WE COMMIT TO DEEPENING OUR UNDERSTANDING OF THE HISTORIES AND CULTURES OF THE NATIVE PEOPLES OF THIS LAND. THIS ACKNOWLEDGEMENT DEMONSTRATES OUR ONGOING EFFORTS TO BUILD AND SUSTAIN RELATIONSHIPS WITH INDIGENOUS COMMUNITIES AND CONTRIBUTE TO HEALING AND RECONCILIATION. MORNING EVERYONE. WE'RE [Board President’s Reports ] GONNA START OUR MEETING TODAY WITH OUR LABOR PARTNERS WHO WOULD LIKE TO BE FIRST LABOR PARTNERS. OKAY. NEXT, WE'LL GO TO OUR COMMITTEE CHAIR REPORTS, AND THAT WOULD BE MR. MELVOIN. THANK YOU MR. SEN. UM, AND, UH, ON MAY 19TH, WE HELD OUR FINAL FACILITIES AND PROCUREMENT COMMITTEE MEETING OF THE YEAR. WE HEARD AGAIN FROM THE FACILITIES TEAM ABOUT THE NEW SHADE PROJECTS THAT WERE APPROVED LAST WEEK AND ASKED QUESTIONS ABOUT HOW THE TEAM WILL SPEED UP AND REDUCE COSTS TO GET MORE FOR OUR MONEY IN OUR SHADE PROGRAM. SOME OF THOSE STRATEGIES WERE INCORPORATED INTO LAST WEEK'S BOARD ITEM, LIKE THE BUNDLING OF PROJECTS TO SAVE MONEY. WE THEN HEARD FROM JORGE BIARDO ABOUT WAYS THE FACILITIES TEAM IS WORKING TO EXPAND THE NUMBER OF BIDDERS AND BE A BETTER PARTNER IN THE FACILITIES PROCUREMENT PROCESS. WE RECEIVED AN UPDATE SIMILAR TO WHAT THE WHOLE BOARD HEARD A FEW WEEKS AGO REGARDING LEASING, UH, AND QUESTIONS WERE ASKED ABOUT PRIORITIZATION AND HOW WE CHARGE OUR YOUTH SPORTS PARTNERS. AND THEN FINALLY, WE DISCUSSED THE RECOMMENDATIONS THAT I'VE PASSED OUT TO THE BOARD AND ASKED MR. MCLEAN TO INCLUDE IN THE MATERIALS, UM, RIGHT HERE. THANK YOU, MR. MCLEAN. UM, THERE WAS CONSENSUS AMONG THE COMMITTEE, UH, THAT THESE RECOMMENDATIONS WILL HELP GUIDE QUESTIONS THAT THE DISTRICT TEAM CAN ANSWER BEFORE THE COMMITTEE RECONVENES IN THE FALL AND FOR FURTHER EXPLORATION IN THE COMING YEAR. UM, THE OVERARCHING GOAL OF THE RECOMMENDATIONS IS TO EXPLORE HOW THE DISTRICT CAN DO MORE FOR KIDS MORE QUICKLY AND MORE TRANSPARENT TRANSPARENTLY WITH THE TRUST THAT VOTERS HAVE INSTILLED IN US THROUGH THE APPROVAL OF OUR BOND PROGRAM. THEY INCLUDE PILOTING THE USE OF PRE-ENGINEERED STRUCTURES, INCREASING THE PACE OF OUR HOUSING INITIATIVE, CLARIFYING AND STRENGTHENING OUR BENCH PROCESS FOR PARTNER PROVIDERS AND DEEPER DIVES ON THE WAY TO SPEED UP PROJECTS AND MORE. UM, SO I'M HAPPY TO ANSWER ANY QUESTIONS FROM MY COLLEAGUES, UH, ABOUT THESE, UH, EIGHT RECOMMENDATIONS. BUT, UH, WE HAD A, A PRODUCTIVE YEAR FOR THIS COMMITTEE AND LOOK FORWARD TO REVETTING IN THE FALL. THANK YOU, SCOTT. AND THANK YOU MR. MELVOIN. NOW [00:05:01] I'D LIKE TO TURN IT OVER TO OUR SUPERINTENDENT TO INTRODUCE OUR ADVISORY COMMITTEE REPORTS. WE HAVE WILL TAKE LABOR PARTNERS. WHO WOULD LIKE TO BE FIRST? HEY, CAMILLA. THANK YOU. CECILY MEYER, CRUZ, UNITED TEACHERS LOS ANGELES PRESIDENT. I'M STANDING HERE TODAY, UM, WITH OUR COLLEAGUES AND, UM, I'M REALLY TRYING TO PULL IT TOGETHER BECAUSE, UM, THE CONVERSATION AROUND THE FSP, THE CONVERSATION ABOUT, UH, CUTTING BSAP, I'VE SPEAK, SPOKEN TO FOLKS HERE ON THIS DAIS, SUPERINTENDENT BOARD MEMBERS IN REGARDS TO BS A AND I FEEL LIKE, UM, ALL THOSE CONVERSATIONS HAVE BEEN IN VAIN AND THEY HAVE BEEN ABSOLUTELY PERFORMATIVE WHEN WE'VE TALKED ABOUT HOW IMPORTANT, UM, BSAP IS TO OUR STUDENTS, TO THE EDUCATORS THAT WORK IN BSAP SCHOOLS AND SO FORTH. UH, WE'VE SPOKEN ABOUT THE IMPORTANCE THAT THIS DISTRICT ACTUALLY GETS IT RIGHT AFTER DECADES AND DECADES OF DISINVESTMENT IN THE BLACK COMMUNITY FOR BLACK STUDENTS AND TO BLACK EDUCATORS. WHEN WE TALK ABOUT BSAP, I, I'M ALWAYS THINKING ABOUT LIBERATION FOR ALL. BECAUSE IF YOU START WITH THE MOST MARGINALIZED GROUPS AND YOU FIX IT FOR THEM, THEN YOU FIX IT FOR EVERYONE. BUT WE'RE NOT FIXING. WE ARE HERE TO ACTUALLY DISCUSS CUTTING AND CUTTING IT OFF, CUTTING TO THE BONE AND SO FORTH. NOW, THAT IS HAPPENING IN OAKLAND WITH THEIR BLACK THRIVING SCHOOLS PROGRAM AND AT THE HANDS OF THEIR ALAMEDA COUNTY OFFICE OF EDUCATION. THERE IS ALWAYS AN AUSTERITY MINDSET THAT IS BROUGHT ABOUT, OH, THERE'S THIS FISCAL CLIFF. IT ALWAYS COMES IN THE THIRD YEAR, BUT IT'S LIKE NEVER COMES. WE HAVE BOOMING RESERVES THAT ARE OUT OF WHACK. AND YES, YOU GUYS HAVE STARTED TO LOOK AT THOSE RESERVES IN A WAY BECAUSE I THINK THAT UTLA AND SEIU LOCAL 99 HAVE ALWAYS SAID, SPEND THOSE RESERVES DOWN. BUT HERE TODAY, WE ARE TYING CONVERSATIONS AROUND CONTRACTING AND TYING THOSE CONVERSATIONS TO BAP THAT CANNOT STAND. IT JUST REALLY CANNOT. WE OWE OUR BABIES, WE OWE THEM. WE OWE THEM. THIS DISTRICT HAS DONE A LOT OF THINGS UNDER THE FORMER SUPERINTENDENT INTENDED. I CAN LIST A WHOLE BUNCH OF THINGS. ALL OF THE SUBCONTRACTING STUFF. WE HAVE ALL KINDS OF THINGS HAPPENING, LAWSUITS AND WHATNOT, ALL THAT SUBCONTRACTING THINGS, ALL THE AI STUFF. BUT WHEN IT COMES TO THE PEOPLE THAT ARE CLOSEST TO THE PAIN, WE CUT. NOW, LIKE I SAID, OAKLAND IS DOING THAT BECAUSE OF ALAMEDA COUNTY OFFICE OF ED. AND I AM GOING TO TAKE A PERSONAL SHOT TO SAY THE DUDE THAT WAS HERE, DAVID HART THAT'S OVER THERE AT LA COUNTY OFFICE OF ED, HE IS P****D WITH L-A-U-S-D BECAUSE HE DIDN'T GET A CUSHY PROMOTION. [00:10:01] AND SO NOW HE'S BEING PETTY BETTY AND DOING ALL OF THE THINGS AND LAUGHING BECAUSE NOW Y'ALL ARE STUCK WITH IT BECAUSE HIS BEST FRIEND IS AT SUPERINTENDENT JAIL AT HOME. SO I HAVE TO JUST SPEAK THE TRUTH 'CAUSE THIS GONNA BE ONE OF MY LAST ONES AS THE PRESIDENT, BUT YOU'LL CONTINUE TO SEE ME. I AM, UH, FED UP AND I WAS TRYING TO REALLY KEEP IT TOGETHER BECAUSE REALLY WHEN WE TALK ABOUT OUR BABIES AND ALL OF THOSE KIDS WHO GRADUATED WHO HAVE SAID THAT BSAP HAS SAVED THEIR LIVES, THERE ARE FOLKS IN HERE RIGHT NOW THAT ARE WORKING TOOTH AND NAIL WITH THOSE FOLKS, AND YOU'RE, UH, PUSHING THEM OUT TO OTHER PLACES. BUT THAT'S SOMETHING FOR ANOTHER TIME. I AM TIRED OF THIS DISTRICT DOING PERFORMATIVE STUFF BY SAYING THAT BSAP, OH YES, BSAP IS IMPORTANT, BUT THEN WHEN I LOOK AT THE STEERING COMMITTEE AND THEN YOU MOVE ALL OF THE PEOPLE, AND THEN WE GOTTA START FROM FRESH, FROM GROUND ZERO. IT'S RIDICULOUS. I SAID I WAS GONNA TRY TO KEEP IT TOGETHER BECAUSE I'M FILLED WITH ANGER. YOU GOT IT TOGETHER. I'M GONNA GET PEOPLE TOGETHER BECAUSE THIS CANNOT STAND. SO I WILL THEN TELL YOU REMOVING BSAP FROM THE FSP, YOU NEED TO DO THAT. YOU NEED TO REMOVE THAT FROM THE FSP BECAUSE IT SHOULD NOT BE A MARKER THERE. IF THERE'S A WILL, THERE'S A WAY. FOR SOME REASON, THIS DISTRICT CAN FIND A WHOLE BUNCH OF WAYS TO DO THIS, DO THAT, DO THIS. BUT WHEN IT COMES TO THE FOLKS CLOSEST TO THE PAIN, WE CANNOT FIND A WAY THAT'S BS BOLOGNA SANDWICHES. AS THE BOARD KNOWS, THE OPEP TRUST HAS GROWN BY HUNDREDS OF MILLIONS OF DOLLARS IN RECENT YEARS WITHOUT SIGNIFICANT CONTRIBUTIONS BY THE DISTRICT. AND WE KNOW THAT THAT OPEP IS GOING TO CONTINUE THIS GROWTH. AT THE SAME TIME, THE OPAB LIABILITY HAS GONE DOWN OVER 7 MILLION, $700 MILLION. THE BOARD CREATED THE TRUST FOR NO OTHER PURPOSE THAN PAYING OPEP BENEFITS. SO WHEN WE'RE LOOKING AT CREDIT RATING AGENCIES, THEY DON'T CARE ABOUT OUR BLACK STUDENTS. AND THEY DEFINITELY DON'T CARE ABOUT EQUITY. THEY CARE ABOUT A BOTTOM LINE, BUT IT IS YOUR JOB TO CARE. THE DISTRICT'S BUDGET AND FINANCE POLICY STATES THAT THE OPED TRUST WILL BE USED TO MINIMIZE ENCROACHMENT ON THE DISTRICT'S OPERATING BUDGET. THAT MEANS SUPPORT FOR BLACK STUDENTS AND EQUITY IN OUR SCHOOLS SHOULD NOT BE CUT WHILE A BILLION DOLLARS SITS IN THE TRUST CREATED FOR THIS VERY PURPOSE INVESTMENT INCOME FROM THE TRUST COULD BE REDIRECTED TOWARDS PAYING CURRENT OPED BENEFITS WITHOUT SIGNIFICANTLY DRAWING DOWN THE PRINCIPAL FUND BALANCE. IN ADDITION, THE DISTRICT HAS AGREED TO OUR UTLA CONTRACT, BUT IT STILL HASN'T BEEN SIGNED. AND YOU'RE GONNA PUT A HANGING CHAD TO BALANCE THIS THING, CUT THIS STUFF, AND THEN WE'LL SIGN IT. HELL NO. 39,000 MEMBERS ALONG WITH SEIU, LOCAL 99 ALONG WITH A A LA TEAMSTERS WILL BE MARCHING IN THE STREETS. Y'ALL NEED TO DO WHAT IS RIGHT AND DO THAT. NOW, THERE WAS A COMMITMENT TO BRING SUBCONTRACTED WORK IN HOUSE. Y'ALL SAID IT YOURSELVES, SUBCONTRACTS HAVE GONE OUT OF THE ROOF. BRING IT IN. THAT IS A COMMITMENT Y'ALL MADE ACROSS THE TABLE IN THE DARK OF NIGHT AND A COMMITMENT TO ADD SCHOOL PSYCHOLOGISTS, COUNSELORS, PSYCHIATRIC SOCIAL WORKERS. Y'ALL PROMISED THAT TO OUR BABIES. CURRENTLY, THE DISTRICT IS SPENDING HUNDREDS OF MILLION DOLLARS IN RE IN RESTRICTED DOLLARS FOR SUBCONTRACT AGREEMENTS FOR SPED SERVICES. YEAH, THAT'S SHAMEFUL. THAT COULD BE DONE BY UTLA MEMBERS OUTTA SAVINGS. WE KNOW THAT THIS INSOURCING [00:15:01] THIS WORK WILL SAVE SUBSTANTIAL FUNDS AND THAT WILL IMPROVE OUR SCHOOLS BECAUSE THOSE FOLKS ACTUALLY KNOW OUR BABIES, NOT THE SUBCONTRACTED PEOPLE THAT DON'T CARE ABOUT OUR STUDENTS, BUT YET, AND STILL THE DISTRICT HAS A BUDGET THAT COUNTS BOTH THE COST OF OUR CBA AND THE COST OF CONTINUED OUTSOURCING AT A PREMIUM. THAT IS CALLED DOUBLE COUNTING. YOU'RE COUNTING THAT AND THAT, CHECK YOUR MATH, BECAUSE THE MATH IS NOT MOUTHING. WE CAN'T AFFORD, WE CAN AFFORD BSAP. WE'VE SAID IT OVER AND OVER. YOU CAN AFFORD TO DO THAT. YOU TALK A REALLY GOOD GAME PEOPLE ABOUT HOW BSAP IS SO IMPORTANT, HOW EQUITY IS SO IMPORTANT. SO DO THE RIGHT THING. REMOVE BSAP FROM THE FSP AND YOU SHOULD DO IT NOW. ALL OUR FOLKS ARE COUNTING ON YOU. OUR BABIES ARE COUNTING ON YOU TO DO THE RIGHT THING. THE STUDENTS ARE GOING TO BE HERE TODAY AND THEY'RE GOING TO TELL YOU THE SAME THING. WE NEED YOU TO DO THE RIGHT THING. DR. MARTIN LUTHER KING ALWAYS SAYS, IT'S ALWAYS THE TIME TO DO WHAT IS RIGHT. WE ARE WATCHING YOU. IF YOU DECIDE TO CUT THE BSAP TODAY, Y'ALL SHOULD NOT SLEEP AT A WINK. AND THE REASON WHY IS BECAUSE YOU'RE GONNA HAVE STUDENTS. YOU ARE GONNA HAVE EDUCATORS, AND YOU'RE GONNA HAVE FOLKS, COMMUNITY FOLKS TELLING YOU THAT YOU DO NOT CARE ABOUT BLACK STUDENTS. I'D LIKE TO THINK THAT YOU WILL DO THE RIGHT THING AND DO WHAT IS RIGHT FOR THIS DISTRICT. MAKE SURE THAT YOU FUND BSAP. DO NOT CUT BSAP, DO NOT CUT BAP DO NOT CUT BSAP, ANY OTHER LABOR PARTNERS WISH TO SPEAK. OKAY, WE'LL CONTINUE. UH, MR. [Superintendent’s Reports ] CATE WITH OUR REPORTS. THANK YOU. BOARD PRESIDENT. UH, GOOD MORNING EVERYONE. THANK YOU FOR JOINING US, UH, FOR THIS VERY IMPORTANT MEETING. BEFORE WE DO MOVE ON TO THE BUSINESS AT HAND, THOUGH I WOULD NOT, I WOULD BE REMISS IF I DID NOT RECOGNIZE THAT WE JUST CLOSED OUR SCHOOL YEAR LAST WEEK. UH, I WANT TO THANK OUR STUDENTS, OUR, OBVIOUSLY OUR STAFF, OUR FAMILIES, UH, FOR THEIR ONGOING COMMITMENT FOR THE SUPPORT THAT THEY PROVIDE OUR SCHOOL COMMUNITIES. I WANT TO REALLY CELEBRATE OUR STUDENTS FOR THEIR ACHIEVEMENTS. I HAD A CHANCE TO ATTEND A NUMBER OF GRADUATIONS AND CULMINATIONS OVER THE LAST TWO OR THREE WEEKS. AND, AND THAT IS THE ULTIMATE OUTCOME OF ALL THE WORK THAT WE DO, IS MAKING SURE THAT OUR STUDENTS ARE READY FOR THE WORLD, ARE READY FOR CAREERS, ARE READY FOR COLLEGE. SO, AGAIN, KUDOS TO ALL OF OUR STUDENTS. KUDOS TO OUR COMMUNITIES. UH, WE KNOW THAT SUMMER SCHOOL BEGINS NEXT MONDAY, UH, FOR THOSE OF US THAT ARE PARTICIPATING IN THAT PROGRAM. AND OF COURSE, OUR NEXT SCHOOL YEAR BEGINS AUGUST 12TH. SO I JUST WANTED TO MARK THAT, UH, THAT SAID, WE'RE, WE'RE GOING TO BEGIN OUR AGENDA TODAY WITH A COUPLE OF VERY IMPORTANT ADVISORY COMMITTEE PRESENTATIONS. UH, THE COMMUNITY ADVISORY COMMITTEE, THE CAC, AND THE DISTRICT ENGLISH LEARNER ADVISORY COMMITTEE, THE DLAC. AND SO I JUST WANT TO VERY BRIEFLY THANK, UH, BOTH OF THOSE BODIES FOR THEIR IMPORTANT WORK THAT THEY'LL BE SHARING WITH US TODAY. I KNOW IT'S, IT'S A SIGNIFICANT COMMITMENT OF TIME BY FOLKS TO COME IN AND WORK WITH DISTRICT STAFF TO PUT TOGETHER THESE PRESENTATIONS AND, AND EVEN MORE SO, THE RECOMMENDATIONS THAT INFORM OUR LCAP SO SINCERELY, ON BEHALF OF DISTRICT STAFF, AND I'M SURE ON BEHALF OF THE BOARD, WE THANK YOU, UH, FOR YOUR TIME AND SERVICE. UH, WITH THAT, I WOULD LIKE TO INVITE OUR [Advisory Committee Reports ] REPRESENTATIVES FROM CAC FROM THE COMMUNITY ADVISORY COMMITTEE TO JOIN US AT THE PODIUM. SO FOR THOSE OF YOU IN THE AUDIENCE WHO DO NOT SPEAK SPANISH, WE'RE GONNA HAVE SPANISH SPEAKING AT THE PODIUM. AND IF YOU'D LIKE TO EXPERIENCE SIMULTANEOUS TRANSLATION, PLEASE PUT YOUR HANDS UP AND WE'LL GET YOU THE TRANSLATION HEADSETS. SO YOU JUST PUT THEM ON AND THEY'LL AUTOMATICALLY BE ON THE CHANNEL THAT YOU NEED IN ORDER TO HEAR THE ENGLISH TRANSLATION. SO PUT YOUR HANDS UP AND WE'LL GET YOU TRANSLATION HEADSETS IF YOU'D LIKE, PLEASE. OKAY. IS THAT, UH, JUST A COUPLE MORE. THERE'S ONE WAY IN THE BACK, BUR THANK YOU KIT. [00:20:03] EVERYBODY GOOD? WE GOT ONE MORE. OKAY, WE'RE READY. THANK YOU. COMMUNITY ADVISORY COMMITTEE. UM, WE WANNA THANK YOU FOR BEING HERE AND FOR HEARING US. WE WANT TO THANK YOU FOR THIS 30 MINUTES OF YOUR TIME. WE REALIZE THAT THE EXTENDED TIME IS NOT JUST TIME, BUT IT IS A SHOW OF RESPECT FOR THE WORK THAT WE DO. SO WE WANNA THANK YOU FOR THAT AS WELL. I ALSO WANNA SAY THANK YOU TO THE BOARD. UM, I PRESENTED TO YOU LAST YEAR AND IN REVIEWING LAST YEAR'S REPORT IN PREPARATION, I DID SEE THAT. WHILE THERE ARE SOME ASKS THAT WE'RE GONNA BE REPEATING HERE TODAY, THERE ARE SEVERAL ASKS THAT WE HAVE SEEN IMPLEMENTED THROUGHOUT THE DISTRICT THIS YEAR. SO THANK YOU FOR YOUR PARTNERSHIP AND WE HOPE THAT MOVES FORWARD. ON THE SCREEN RIGHT NOW ARE ALL OF THE OFFICERS FOR THE 20 25 20 26 CAC, UH, SCHOOL YEAR, UH, WITH OUR LASD EMAILS. WE APPRECIATE THAT AS WELL. THEY ARE ALL HERE, UH, TODAY. UH, MANY OF THEM ARE HERE TODAY, AND YOU WILL HEAR FROM THEM THROUGHOUT THE REPORT. I'LL ALLOW THEM TO INTRODUCE THEMSELVES AS THEY COME TO THE MICROPHONE. MY NAME IS KRISTY LACEY, AND I AM THIS YEAR'S CHAIRPERSON. WE WANTED TO START BY LISTING OFF SOME OF OUR ACCOMPLISHMENTS FROM THIS YEAR TO SHARE WITH YOU. UM, I WILL HIGHLIGHT A FEW OF THOSE. UH, WHAT I WOULD LIKE TO START WITH IS HIGHLIGHTING THAT A FEW YEARS AGO WE ASKED SASE AND DSE TO HAVE MORE OPPORTUNITIES TO GET OUT INTO THE COMMUNITY AND CONNECT WITH PARENTS. THAT HAS GROWN OVER THE YEARS, AND I'D LIKE TO REPORT THAT THIS YEAR. AT THE TIME OF MAKING THE SLIDE, WE HAD PARTICIPATED IN 32 COMMUNITY OUTREACH OPPORTUNITIES. WE HAD, UM, A LOT OF CHANCES TO SPEAK WITH PARENTS. ONE THING I'LL HIGHLIGHT IS THIS YEAR'S REGIONAL RESOURCE FAIRS WHERE SPECIAL EDUCATION FAMILIES WERE ABLE TO COME AND SEE ALL OF THE RESOURCES THAT WERE THERE. I KNOW MANY BOARD MEMBERS WERE THERE. IT WAS AN AMAZING EVENT. I'D ALSO LIKE TO SAY THAT THIS NUMBER HAS GONE UP BY SEVERAL EVENTS AS WE'VE BEEN INVITED TO, UM, BE AT EVENTS OVER THE SUMMER AS WELL. SO WE'D LIKE TO THANK SASE AND DSE FOR THEIR PARTNERSHIP IN THAT. WE ALSO SENT THREE REPRESENTATIVES TO LEGISLATION DATE IN THE CAPITAL. WE WENT THERE WITH THE DIVISION OF SPECIAL EDUCATION, WHERE WE WERE ABLE TO ADVOCATE FOR THE NEEDS AND RIGHTS OF OUR STUDENTS IN SPECIAL EDUCATION. WE ALSO LAUNCHED A CERTIFICATE OF APPRECIATION INITIATIVE IN PARTNERSHIP WITH DSE. THE PURPOSE OF THIS WAS TO ACKNOWLEDGE ADMINISTRATION AND STAFF WHO GO ABOVE AND BEYOND FOR STUDENTS WITH SPECIAL ED FOR IN SPECIAL EDUCATION. WE HOPE THAT THIS ACTS AS AN INCENTIVE FOR THOSE TO ACKNOWLEDGE THESE STUDENTS AND TO DO THE WORK THAT NEEDS TO BE DONE. WE ALSO ESTABLISHED AND PERMANENTLY ADOPTED THE ENGLISH LEARNER, DULY IDENTIFIED STUDENTS WITH DISABILITY SUBCOMMITTEE TO STRENGTHEN ADVOCACY AND FOCUS ON THE NEEDS OF MULTILINGUAL LEARNERS WITH DISABILITIES. YOU'LL HEAR MORE ABOUT THAT LATER IN OUR PRESENTATION AS WELL. WE ALSO INITIATED EFFORTS TO EXPAND CAC MEMBERSHIP. WE WENT FROM APPOINTMENTS TO REGIONAL BASED ELECTIONS IN THE SECOND HALF OF OUR YEAR. WE WERE NOT ABLE TO FULLY SEAT, UM, AT ANY OF OUR MEETINGS BECAUSE OF THIS SWITCH AND NOT HAVING ENOUGH MEMBERSHIP. SO THAT HAS BEEN, UH, INITIATED AND HOPEFULLY WILL BE DONE BY NEXT YEAR. UH, WE ALSO DEVELOPED AN INFORMATIONAL INCLUSION RESOURCE THROUGH THE IEP AND TRAINING SUBCOMMITTEE FOR DISTRIBUTION TO PRINCIPALS AND SCHOOL ADMINISTRATION TO SUPPORT STRONGER INCLUSIVE PRACTICES ACROSS THEIR SCHOOL SITES. UM, THAT WILL ALSO BE SHARED MORE. IT'S BEING REVIEWED BY THE DIVISION OF SPECIAL EDUCATION FOR POSSIBLE ENDORSEMENT NEXT YEAR. AND ALSO, I'M VERY EXCITED IF YOU'VE BEEN ON THE BOARD FOR A WHILE, YOU HAVE HEARD THE CAC REPEATEDLY ASK FOR A SPECIAL EDUCATION AFFINITY GROUPS AT THE SCHOOL SITE LEVEL. THIS IS SOMETHING PARENTS WANT. THIS IS SOMETHING THE CAC HAS ADVOCATED FOR FOR YEARS. UH, A FEW YEARS AGO, BOARD MEMBER SCH ROLSON SAID, START THE GROUPS AT YOUR SCHOOL SITE, SEE HOW IT GOES. COLLECT SOME DATA. AND THAT IS WHAT WE DID AT MY SON'S SCHOOL SITE. WE STARTED ONE OF THESE GROUPS. WE WERE LUCKY ENOUGH TO HAVE AN A-P-I-S-A PRINCIPAL AND A SPECIAL EDUCATION TEACHER WHO WAS ON BOARD, AND THEY STARTED THIS GROUP. ONE OF THE MAJOR THINGS WE FOCUSED ON WAS OUR FIELD DAY, WHICH WAS NOT INCLUSIVE. EVEN THOUGH OUR SCHOOL HAS 25% IEPS, MANY OF THE STUDENTS HAD TO SIT IN THEIR CLASSROOMS AND NOT PARTICIPATE IN THAT DAY OR STAND ON THE SIDELINES AND NOT PARTICIPATE WITH THEIR PEERS. OVER THE LAST THREE YEARS, WE WORKED THROUGH THIS AFFINITY GROUP AND WORKING IN TANDEM WITH THE PTA ON THIS PARTICULAR, UH, EVENT. AND I'D LIKE TO REPORT THAT THIS YEAR, 100% OF THE STUDENTS WERE ABLE TO PARTICIPATE [00:25:02] AND NOT JUST BE OUTSIDE WITH THEIR PEERS, THANK YOU. AND NOT JUST BE OUTSIDE WITH THEIR PEERS, BUT THEY HAD INCLUSIVE, UH, PRACTICES WITHIN ALL OF THE ACTIVITIES WHERE THEY WERE ACTUALLY ABLE TO BE ON THE FIELD AND COMPLETE EVERY TASK AND BE A PART OF FAMILIES. WERE CRYING, WATCHING THEIR STUDENTS PARTICIPATE IN THIS WAY FOR THE VERY FIRST TIME. FOR SOME OF THEM, THESE AFFINITY GROUPS ARE IMPORTANT. THEY ARE NEEDED FOR OUR FAMILIES. SO WHAT I AM TELLING YOU TODAY IS THAT THE DIVISION OF SPECIAL EDUCATION THIS YEAR HAS AGREED TO PARTNER WITH US TO LAUNCH A WORKING GROUP FOCUSED ON DEVELOPING A DISTRICT-WIDE TOOLKIT FOR CREATING SPECIAL EDUCATION AFFINITY GROUPS ACROSS THE DISTRICT. WE THANK DSE FOR THEIR PARTNERSHIP IN THAT. WE HOPE THIS IS THE FIRST STEP IN ESTABLISHING THESE GROUPS. GON GOOD MORNING TO ALL. MY NAME IS NORM GONZALEZ. I'M THE VICE CHAIR OF THIS COMMITTEE. THANK YOU FOR ALL AND GIVING US THE OPPORTUNITY TO PRESENT EACH MEMBER AND EACH PART OF THIS PRESENTATION. ONE OF THE AREAS OF IDENTIFICATION OF THE FROM THE CAC IS THE NEEDS ACCESS TO CLEAR AND DETAILED SPECIAL EDUCATION BUDGET INFORMATION AT THE BEGINNING OF THE EACH SCHOOL YEAR. NOW, WHEN PARENTS UNDERSTAND HOW RESOURCES ARE UTILIZED, THEY CAN PARTICIPATE IN A VERY INFORMATIVE WAY AND THE CONVERSATIONS WITHIN THE RESOURCES, PRIORITIZING THE NEEDS AND FOR THE STUDENTS. UH, CIC UM, ALSO IDENTIFIES THE, THE WAYS OF STRENGTHENING AND THE NEEDS OF CONSISTENT ACCESSIBLE INFORMATION FOR THE CAC PARENTS' RIGHTS, RESOURCES, PRESENTATIONS AND WHAT LIMITS THE PARTICIPATION. THE FAMILIES ALSO NEED ACCESS OR CONTENT, CONSTANT ACCESS OR RESOURCES, RIGHTS AND OPPORTUNITIES TO GET INVOLVED IN THEIR CHILD'S EDUCATION. NOW, TO BETTER THIS COMMUNICATION, THE CAC HAS STRATEGIES LIKE NEWSLETTERS, ESTABLISHED SCHOOL, SPECIAL EDUCATION GROUPS AT THE SCHOOLS, AND SUPPORT REPRESENTATIVE, SUPPORT INSTRUCTIONAL COACHES AT PARENT CENTERS AND SCHOOL STAFF, AND PRESENT A PIS FOR THE FAMILIES. AND ANOTHER STRONGER COMMUNICATION IS WHERE WE HAVE A STRONGER, UH, COMMUNICATION WITH FAMILIES AND SCHOOLS. THANK YOU. WE DON'T, WE ALL KNOW HOW DAMAGING BOTTLENECKS CAN BE TO THE FLOW OF SUCCESS AND HOW BI BLIND SPOTS ARE BYPRODUCTS TO THE OF THOSE BOTTLENECKS. STRENGTHENING CAC COMMUNICATION AND PARENT OUTREACH IS CRITICAL TO ALLEVIATING ONE OF THOSE BOTTLENECKS. AT FRIDAY'S BOARD MEETING, WE SPOKE ABOUT THE BLIND SPOTS PREVENTING PARENTS FROM EVEN KNOWING OF THE EXISTENCE OF PARENT COMMITTEES. BUT THAT SAME PLANETARY SIZE BLIND SPOT ECLIPSES THE POSITIVE CHANGES BEING MADE AND THE QUALITY PROGRAMS CURRENTLY OFFERED AT SCHOOL SITES AND BY THE DISTRICT BOARD MEMBER. NEW BILL, I BELIEVE YOU COMMENTED ON THIS WHEN WE WERE DISCUSSING TEACHER RETENTION AND DEVELOPMENT LAST WEEK, NARROWING OUR GAZE TO FOCUS SPECIFICALLY ON SPECIAL EDUCATION. SOLVING THE COMMUNICATION BOTTLENECK MEANS THAT MORE PARENTS WILL BE EXPOSED TO THE PROGRAMS AND SERVICES AVAILABLE EQUIPPED TO BETTER ADVOCATE FOR THEIR CHILDREN. BUT THAT SHIFTS THE FLOW OF SUCCESS DOWNSTREAM TO A NEW, AND DARE I SAY, MUCH MORE DANGEROUS BOTTLENECK. THE LACK OF EQUITY, ACCESS, AND CONSISTENCY EAC ACROSS THE DISTRICT. AND THAT LACK OF EAC MEANS A COMPLETE LACK OF ACCOUNTABILITY AS BOARD MEMBER GRECO TOUCHED ON LAST WEEK. THAT A WORD AGAIN. THE CAC REMAINS COMMITTED TO PARTNERING WITH THE DISTRICT, NOT ONLY TO STRENGTHEN SPECIAL EDUCATION OUTCOMES, BUT TO IMPROVE THE CONSISTENCY OF THOSE OUTCOMES. FAMILIES SHOULDN'T HAVE TO RELY ON INDIVIDUAL SCHOOL CULTURE OR WORSE, DUMB LUCK TO RECEIVE HIGH QUALITY SPECIAL EDUCATION EXPERIENCE. EVERY STUDENT AND FAMILY DESERVES EQUITABLE ACCESS TO SERVICES. BUT BECAUSE THESE ISSUES AREN'T MERELY ABSTRACT IN NATURE, I WOULD LIKE TO TAKE A MOMENT TO SHARE WITH YOU JUST ONE STORY, BUT ONE STORY THAT'S ECHOED IN SCHOOL COMMUNITIES ALL ACROSS THE DISTRICT. A KINDERGARTNER IN REGION NORTH [00:30:01] WHO'S AUTISTIC, NONVERBAL AND REQUIRES SIGNIFICANT SUPPORT AND HIS FAMILY HAVING TO GO THROUGH A SITUATION NO ONE SHOULD HAVE TO WITH AN ORIGINAL PLACEMENT IN AN SLD PROGRAM, ONE THAT WAS NOT APPROPRIATE FOR THE CHILD'S LEVEL OF SUPPORT NEEDS THE FAMILY SPENT A YEAR NOT SIMPLY ADVOCATING OR SUPPORTING THEIR CHILD, BUT HAVING TO FIGHT FOR THEIR CHILD. INCONSISTENT COMMUNICATION FROM SCHOOL STAFF. LACK OF COLLABORATIVE PROBLEM SOLVING WITH ADMINISTRATORS AND SUPPORT STAFF. OPINION BASED RATHER THAN DATA-BASED PLACEMENT. LACK OF KNOWING WHO TO REACH OUT TO WHEN ADDITIONAL SUPPORT WAS REQUIRED AND WORSE AND ALL OUT. FAILURE TO PROTECT THE CHILD, A CHILD WHO HAD TO SUFFER REPEATED HEAD INJURIES. ULTIMATELY, THE ONLY OPTION FOR THIS FAMILY WAS TO PULL THEIR CHILD FROM THEIR SCHOOL SITE AND MOVE HIM TO A VIRTUAL ACADEMY. THE FAMILY WAS GRACIOUS ENOUGH TO SHARE THEIR STORY. AND WHAT I'VE SHARED TODAY ONLY SCRATCHES THE SURFACE OF THE ORDEAL THEY ENDURED. BUT I ASK YOU, WHERE IS, WHERE WAS THEIR EQUITY? WHERE WAS THEIR ACCESS? WHERE WAS THEIR CONSISTENCY? AND WHERE IS THE ACCOUNTABILITY? MORE IMPORTANTLY, WHAT IS BEING DONE TO IMMEDIATELY REMOVE THIS DANGEROUS BOTTLENECK AND TO RESTORE OUR FAMILY'S ABILITY TO SUCCESSFULLY OBTAIN THE EDUCATION OUR CHILDREN LEGALLY DESERVE? BECAUSE WHEN THAT BOTTLENECK IS REMOVED, THE OUTCOMES ARE AMAZING, AND THE SKY IS THE LIMIT. GOOD MORNING MEMBERS. UH, MY NAME IS MARIA DURAN AND I COME FROM PUBLIC RELATIONS. ONE OF THE RECOMMENDATIONS FROM CAC IS ADD, UH, TRAINING FOR, FOR THE TEACHERS SPECIAL ED TEACHERS. ABOUT 80 PER 18% OF L-A-G-U-S-D STUDENTS HAVE IEPS. AND THIS IS WHY IS IT IS ESSENTIAL THAT ALL TEACHERS COUNT, UH, FOR THE NE FOR THE CORRECT TRAINING TO BE ABLE TO SUPPORT THE STUDENTS. THIS TRAINING SHOULD INCLUDE INSTR INCLUSIVE INSTRUCTIONAL PRACTICE PRACTICES, BEHAVIOR SUPPORT AND ACCOMMODATIONS, SOCIAL EMOTIONAL LEARNING, COLLABORATION WITH SPECIAL EDUCATION STAFF, AND DIS DISABILITY AWARENESS AND STUDENT DIGNITY. WE, UM, WE ALSO LIKE TO ADD MORE TO THIS TRAINING, AND WE'D LIKE TO RECOGNIZE PARTICIPATION OF THE TEACHERS AND PROFESSIONAL DEVELOPMENT. WHEN TEACHERS ARE PREPARED, THE, THE STUDENTS RECEIVE MORE APPROPRIATE SUPPORT, TEACHERS FEEL MORE PREPARED, AND FAMILIES GAIN CONFIDENT THAT THEIR CHILDREN ARE UNDERSTOOD WITHIN THE DISTRICT. THANK YOU. GOOD MORNING TO ALL. IT IS A PLEASURE TO BE HERE. THANK YOU FOR THE OPPORTUNITY. MY NAME IS JANET RAMIREZ. I AM A SEC. THE SECRETARY AND TRANS. THE TRANSITION FROM HIGH SCHOOL TO ADULT SCHOOL IS ONE OF THE MOST CRITICAL PERIODS FOR STUDENTS WITH DISABILITIES. IT IS NECESSARY TO SUPPORT THE TRANSITION DURING A CONTINUOUS PLAN THAT TAKES THEM MORE THAN THE REQUIREMENTS OF IEP, PREPARING STUDENTS AND THEIR FAMILIES FOR THE INDEPENDENCE, UH, SUPERIOR EDUCATION, AND TO BE ABLE TO SUPPORT THE COMMUNITY. THE OBJECTIVE IS TO GUARANTEE THAT THE STUDENTS CAN GROW WITH TOOLS, WITH KNOWLEDGE AND OPPORTUNITIES SO THAT THEY CAN HAVE A SUCCESSFUL FUTURE. THE CAC RECOMMENDS THE TRAINING FOR THE PERSONNEL AND THE PLANET PLANNING, INCLUDING POST-SECONDARY EDUCATION OPTIONS, WORKFORCE DEVELOPMENT, INDEPENDENT LIVING SUPPORTS, AND ACCESS TO COMMUNITY RESOURCES. AND WE ALSO WANT, FAMILIES SHOULD RECEIVE CLEAR AND ACCESSIBLE, ACCESSIBLE TRANSITION RESOURCES, POCKETS, AND BE ACTIVELY CONNECTED TO LIFE AFTER HIGH SCHOOL RESOURCES, FAIRS, WORKSHOPS, AND COMMUNITY ORGANIZATIONS EARLY IN THE TRANSITION PROCESS. THE CAC ALSO ASKS THE DISTRICT, OR THEY SHOULD STRENGTH PARTNERSHIP AND REFERRAL PATHWAYS TO REGIONAL CENTERS, WHICH ARE, WHICH, SO FAMILIES CAN [00:35:01] RECEIVE SUPPORT AND ORIENTATION WITHOUT TRYING TO LOOK FOR THIS ON THEIR OWN. THE CAC ALSO CALLS FOR EQUITABLE ACCESS TO PROGRAMS SUCH AS DOTS WITH INTENTIONAL FAMILY INCLUSION TRAINING, SO THAT FAMILIES WITH WHETHER THEY'RE CERTAIN REGION OR SCHOOLS, AND IT IS IMPORTANT FOR THEM TO RECEIVE THIS TRAINING DURING TRAINING ON THE INDIVIDUAL TRANSITIONAL PLAN KNOWN AS ITP, SO THEY CAN FULLY PARTICIPATE IN PLANNING AND ADVOCACY FOR THEIR CHILD'S FUTURE. THANK YOU. OUR NEXT SLIDE SPEAKS ABOUT INCLUSION IN THE CLASSROOMS. OF COURSE, WE HEAR A LOT ABOUT 80% INCLUSION, 80% OF THE TIME. UM, I WANT TO ACKNOWLEDGE THE, UH, INCLUSIVE TK CLASSROOMS THAT SHOWED A LOT OF SUCCESS. I THINK A LOT OF THAT SUCCESS GOES TO HAVING SUFFICIENT FUNDING, A MORE EVEN IEP TO GEN ED RATIO AND COLLABORATION BETWEEN THE SPECIAL EDUCATION AND THE GENERAL EDUCATION CLASSROOMS. UH, WHAT WE ARE CONCERNED ABOUT IS THAT WE UNDERSTAND THAT INCLUSION IS A BEST PRACTICE FOR MOST STUDENTS WITH IEPS. WE FEEL THAT THIS NEEDS TO BE I, UH, INDIVIDUALIZED. AND WE ALSO FEEL THAT IT NEEDS TO BE FUNDED, STRUCTURED, AND STAFFED. A PUSH FOR NUMBERS BEFORE THE INFRASTRUCTURE IS THERE. WE FEEL IS IRRESPONSIBLE AND UNFAIR TO OUR STUDENTS. PULLING STUDENTS FROM THEIR CLASSROOM AND STICKING THEM IN A GENERAL EDUCATION CLASSROOM WITH AN AID WHEN THEY ARE UNPREPARED TO BE THERE, DOES NOT DO WHAT THE POINT OF INCLUSION IS. AND WE FEEL THAT, AND WE FEEL THAT THIS IS MORE OF A, UH, COST CUTTING EFFECT THAN ACTUALLY WHAT IS BEST FOR OUR STUDENTS. WHAT WE WOULD LIKE TO SEE IS CLEAR DISTRICT-WIDE POLICY DEFINING WHAT HIGH INCLUSION LOOKS LIKE, CONSISTENT EXPECTATIONS OF THE IMPLEMENTATION, TRANSPARENT STAFFING AND SUPPORT PLANS, BUDGETING FOR THIS, AND ACCOUNTABILITY MEASURES THAT WILL BE PUT IN PLACE. AS WE KNOW, THERE'S NOT A LOT OF FUNDING GOING AROUND. IF THERE IS NO FUNDING FOR INCLUSION IN THE CLASSROOM, THERE SHOULD NOT BE A PUSH FOR THOSE NUMBERS. IF THE INDIVIDUAL NEEDS OF OUR STUDENTS ARE NOT BEING MET, THEN THE INITIATIVE IS UNSUCCESSFUL AND UNLAWFUL. UNDER IDEA, WE WANNA MAKE SURE THAT OUR STUDENTS ARE TAKEN CARE OF. WE WANT OUR STUDENTS TO BE INCLUDED MORE THAN ANYBODY, BUT WE WANT IT TO BE DONE IN A WAY THAT IS RESPONSIBLE, THAT WE CAN TRUST AND FEEL COMFORTABLE HAVING OUR STUDENTS SENT TO SCHOOL. THANK YOU. UH, NEXT I WILL TURN IT OVER TO OUR, UH, UH, UH, EDUCATION. SORRY, I'M GONNA PUT HER ON THE PHONE. UM, OUR EDUCATION OFFICER, DEA ZAPATA TO CODE OUR POLICY AND ACTION ACTION PLANS. OUR FOURTH RECOMMENDATION FOCUSES ON EXPANDING INCLUSIVE PRACTICES ACROSS L-A-U-S-D. THE CAC BELIEVES INCLUSION SHOULD NEVER BE AN AFTERTHOUGHT. IT MUST BE A FOUNDATIONAL DISTRICT-WIDE BEST PRACTICE. TRUE INCLUSION DOESN'T JUST SUPPORT OUR STUDENTS WITH DISABILITIES. IT ELEVATES THE ENTIRE SCHOOL CULTURE BY TEACHING EMPATHY, BELONGING, AND COLLABORATION TO ALL STUDENTS. TO MAKE THIS A, OUR SCHOOLS NEED REAL PRACTICAL SUPPORT. WE ARE ADVOCATING FOR THE DISTRICT TO PROVIDE THE STRATEGIES, TRAINING, AND RESOURCES NECESSARY TO IMPLEMENT INCLUSION INTENTIONALLY. THIS MEANS LOOKING BEYOND JUST A DESK AND ENSURING THAT CLASSROOMS, EXTRACURRICULARS, PLAYGROUNDS, AND ASSEMBLIES ARE FULLY ACCESSIBLE AND WELCOMING TO EVERY SINGLE CHILD. NEXT SLIDE, PLEASE. NOW LET'S LOOK AT WHAT INTENTIONAL INCLUSION ACTUALLY LOOKS LIKE ON THE GROUND. THE CAC RECOMMENDS CONCRETE PROGRAMS LIKE PEER BUDDY INITIATIVES, ADAPTIVE SPORTS ADAPTED ACTIVITIES, AND SENSORY FRIENDLY CALM CORNERS. WHILE ACADEMICS ARE ALWAYS A PRIORITY, WE, WE KNOW THAT SOCIAL INTERACTIONS HEAVILY SHAPE OUR STUDENTS. OFTEN IT'S THE SOCIAL EVENTS, RECESS, RECESS CONVERSATIONS, AND SCHOOL PERFORMANCES THAT BECOME THE BIGGEST TAKEAWAYS OF OUR, UM, CHILD'S SCHOOL YEAR. BUT TO TRULY BRING THAT FINAL BULLET POINT, INCLUSIVE SCHOOL-WIDE EVENT TO LIFE, I AM INCREDIBLY PROUD TO BE A FIRST OF ITS KIND INITIATIVE. WE ARE ACTIVELY DEVELOPING AN INCLUSION RESOURCE GUIDE BUILT DIRECTLY FROM THE PERSPECTIVE OF PARENTS. THIS TOOLKIT WOULD GIVE, UH, SCHOOL'S PRACTICAL GUIDANCE ON HOW TO BEST SUPPORT AND INCLUDE STUDENTS WITH PHYSICAL, VERBAL, OR OTHER LIMITATIONS DURING SOCIAL EVENTS. [00:40:01] WE ARE HOPING TO RECEIVE FORMAL DISTRICT ENDORSEMENT FOR THIS RESOURCE SOON, ENSURING THAT EVERY SCHOOL HAS THE TOOLS TO MAKE SURE NO CHILD IS LEFT SITTING ON THE SIDELINES. NEXT SLIDE, PLEASE. AND LASTLY, WE MUST FOCUS ON EMBEDDING INCLUSION DIRECTLY INTO OUR SCHOOL CULTURE. AND THIS REQUIRES DEEP FAMILY ENGAGEMENT AND STRONG LEADERSHIP. PARENTS ARE NOT JUST BYSTANDERS. WE ARE ACTIVE PARENT, UH, PARTNERS WHO INTIMATELY UNDERSTAND OUR CHILDREN'S UNIQUE NEEDS. HOWEVER, TRUE CULTURE SHIFTS CANNOT HAPPEN FROM THE BOTTOM UP ALONE. THEY MUST START WITH OUR LEADERS. WE NEED OUR DISTRICT AND SCHOOL LEADERS TO SUPPORT THIS CHANGE FROM THE TOP DOWN, INTENTIONALLY CREATING ENVIRONMENTS WHERE EVERY SU SINGLE STUDENT FEELS SEEN, VALUED, AND INCLUDED. WHEN LEADERSHIP ACTIVELY DRIVES THIS CULTURAL SHIFT AND COUPLES WITH THE GENUINE FAMILY ENGAGEMENT, THE ENTIRE ECOSYSTEM WINS. WE GET STRONGER SCHOOL COMMUNITIES, IMPROVE STUDENT OUTCOMES AND SAFER, MORE CONNECTED LEARNING ENVIRONMENTS FOR EVERYONE. LET'S LEAD THIS CHANGE TOGETHER AND ENSURE THAT EVERY CHILD IN L-A-U-S-D TRULY BELONGS BOTH IN THE CLASSROOM AND OUT IN THE YARD. THANK YOU FOR YOUR TIME AND THE OPPORTUNITY TO SPEAK TODAY. C-A-C-C-A-C WANTS TO PUT INTERPRETATION AND TRANSLATION AS A PRIORITY. THE OPPORTUNITY FOR FAMILIES AND ENGLISH LEARNERS, THE INFORMATION, IT ONLY HELPS WHEN THE INFORMATION IS CLEAR, IT'S PRECISE AND IS AVAILABLE IN THEIR HOME LANGUAGE FOR EACH FAMILY. THE ACCESS TO LANGUAGE IS A SOMETHING THAT COMES TO EQUITY. AND WE SEE THAT IT IS SOMETHING THAT STILL IS MISSING IN THE ACTUALITY FOR THE IEPS FOR OUR STUDENTS BECAUSE WE ARE MULTILINGUAL. NOT ONLY THOSE OF US THAT SPEAK SPANISH, BUT THOSE THAT SPEAK ANY OTHER LANGUAGE THAT ARE HERE. SO WE CONTINUE HAVING THESE DIFFICULTIES IN REGARD TO TRANSLATION AND INTERPRETATION. WE ALSO RECOMMEND AMPLIFYING THE ACCESS TO SIMULTANEOUS INTERPRETATION AND BEING ABLE TO HAVE MORE INTERPRETERS THAT ARE CAPABLE IN SPECIAL EDUCATION. SPECIFICALLY IN THE TERMINOLOGY THAT THIS DOCUMENT HAS. DUE TO THE FACT THAT THE IEPS ARE LEGAL DOCUMENTS, THE FAMILIES HAVE TO UNDERSTAND COMPLETELY WHAT ARE THE EVALUATIONS RECOMMENDATIONS THAT AFFECT THE FUTURE OF OUR CHILDREN AND OUR STUDENTS. WE STILL HAVE THESE WORRIES AS PARENTS, WE CONTINUE SEEING THAT THE INTERPRETERS ARE NOT GETTING TO THE IEPS. THEY'RE EITHER ONLY VIRTUAL, AND THAT DOES NOT HELP BECAUSE IT IS NOT SIMULTANEOUS. THAT STILL AFFECTS, THERE AREN'T INTERPRETERS IN VARIOUS LANGUAGES. IT ISN'T SPECIFICALLY SPANISH, BUT WE SHOULD HAVE THE CAPACITY, AND WE KNOW THE DISTRICT HAS THE FUNDS FOR THAT. THANK YOU. THANK YOU. THE NEXT TWO SLIDES TALK ABOUT OUR MOST VULNERABLE STUDENTS WITHIN OUR MOST VULNERABLE STUDENTS. UH, THE FIRST SLIDE IS FOR OUR ENGLISH LEARNER AND BLACK STUDENT ACHIEVEMENT PLAN DESIGNATIONS, WHO ALSO HAVE IEPS. UM, THE NEXT SLIDE WE'LL TALK ABOUT ARE STUDENTS WHO ARE EXPERIENCING HOMELESSNESS IN THE FOSTER CARE SYSTEM OR INCARCERATED. UH, WE KNOW THAT THERE IS AN INTERSECTION THERE THAT NEEDS TO BE SPECIFICALLY ADDRESSED, BUT TRULY WE NEED TO START FROM THE GROUND FLOOR. WHAT WE ARE ACTUALLY ASKING FOR IS FOR BETTER IEP RESOURCES FOR ALL FAMILIES. WE OFTEN COME HERE TO THE BOARD AND ASK FOR MORE IEP TRAINING. BUT THE TRUTH IS, IS THAT THE TRAINING EXISTS. IT EXISTS ONLINE, IT EXISTS IN PERSON, IT EXISTS THROUGH NONPROFITS. BUT WHAT WE SEE IS THAT NO ONE KNOWS IT'S NOT GETTING TO THE PARENTS. AND IT HAS NOT, IT IS NOT MANDATORY IN ANY WAY FOR THE PARENTS TO BE INFORMED OF THESE TYPES OF TRAININGS. ALL OF THE WORK THAT GOES ON HERE IN THE BOARD HERE AT BERY, THE WORK THAT WE DO AT CAC, IF IT'S NOT MAKING IT TO THE PARENTS, IT'S A LOT OF WORK FOR LITTLE PAY FOR LITTLE PAYOFF. UH, WHAT WE WOULD LIKE TO SEE IS A RESOURCE CREATED A RESOURCE LIST TO EITHER BE ADDED TO THE IEP AND YOU OR A MANDATORY DOCUMENT THAT GOES OUT WITH THE IEP AND YOU SO THAT ALL PARENTS CAN TRULY BE TREATED AS PARTNERS, AS IS LEGALLY NECESSARY. THROUGH IDEA. WE KNOW THAT PARENTS KNOW THEIR STUDENTS. MOST OF [00:45:01] ALL, WE KNOW THAT PARENTS WANNA BE A PART OF THIS PROCESS. THEY SHOULD BE TRAINED JUST LIKE THEIR STAFF COUNTERPARTS ARE IF THEY'RE GOING TO HAVE A SEAT AT THE TABLE AND BE ABLE TO BE FULLY INFORMED. IN THE STATE OF CALIFORNIA, THERE ARE FAMILY EMPOWERMENT CENTERS THAT ARE FUNDED THROUGH, UH, EARLY EDUCATION. THERE ARE FAMILY RESOURCE CENTERS THAT ARE FUNDED THROUGH IDEA AND PART OF THEIR GRANTS DEMAND THAT THEY OFFER THESE TYPES OF TRAININGS TO STUDENTS AND FAMILIES. WHY IS THERE NO PARTNERSHIP THERE? WHY DO THESE AMAZING GOLDEN RESOURCES FOR FAMILIES NOT MAKE IT TO THE FAMILIES THAT NEED THEM? SO DESPERATELY, THIS IS A PUSH THAT WE WOULD LIKE TO SEE. WE WOULD LIKE TO SEE SOMETHING CONCRETE WHERE THE PARENTS KNOW THAT THEY'RE GONNA RECEIVE THIS RESOURCE AT THE START OF EVERY SCHOOL YEAR AND WITH EVERY IEP, SO THAT THEY CAN COME TO THE TABLE FULLY INFORMED AND KNOWLEDGEABLE ABOUT THE DECISIONS THAT ARE BEING MADE FOR THEIR CHILDREN. I'D LIKE TO SAY THANK YOU TO THE BOARD FOR THEIR TIME. WE LOOK FORWARD TO YOUR QUESTIONS. BEFORE WE GO, I'D LIKE TO HIGHLIGHT THAT WE HAVE SHARED STORIES FROM ACROSS THE DISTRICT, FROM FAMILIES THEMSELVES, FROM DIFFERENT SCHOOLS. I'D LIKE TO TELL A FINAL STORY, UH, THAT I HEARD WORD OF MOUTH. AS I WAS WORKING AT THE VERY SPECIAL ARTS FESTIVAL, A FAMILY CAME UP, A FAMILY OF FOUR, AND THEY HAD TWO STUDENTS WHO WERE ABOUT TO GRADUATE. THEY HAD SPENT THEIR TIME AT L-A-U-S-D IN SPECIAL EDUCATION. ONE STUDENT WAS GOING OFF TO A CALIFORNIA UNIVERSITY, THE OTHER WAS GOING TO AN IVY UNIVERSITY TO STUDY PHYSICS. AS THE FAMILY WALKED AWAY, VERY EXCITED TO GO SEE WHAT WAS THERE. THE DAD LINGERED BEHIND AND HE COMPOSED HIMSELF SO THAT HE COULD TELL US A STORY. THE STUDENT WHO WAS GOING OFF TO STUDY PHYSICS STARTED AS A, A NONVERBAL STUDENT WITH AN EXTREMELY EXTENSIVE IEP IN L-A-U-S-D. HE SHARED THAT WITH US, THAT BECAUSE OF THE ADMINISTRATION, BECAUSE OF THE TEACHERS, BECAUSE OF THE THERAPISTS THAT THEY HAD COME IN CONTACT, WHO WERE WILLING TO EDUCATE THE FAMILY, WORK WITH THE FAMILY, KEEP THE FAMILY IN THE LOOP, AND ENCOURAGE THE STUDENT THAT THE STUDENT HAD GONE FROM AN EXTENSIVE IEP TO A VERY MINIMAL IEP TO A 5 0 4 TO GRADUATING WITHOUT SUPPORTS. THIS IS THE DREAM AND SPECIAL EDUCATION IS FOR OUR STUDENTS TO FULFILL THEIR POTENTIAL TO GET TO THE HIGHEST LEVEL THAT THEY ARE ABLE TO WITHIN THE SCHOOL SYSTEM. I BELIEVE THAT THE FOUNDATION FOR THAT EXISTS WITHIN L-A-U-S-D. I BELIEVE THAT IF EVERY ADMIN, IF EVERY THERAPIST, IF EVERY TEACHER, PRINCIPAL AND A PIS WAS DOING WHAT WAS SET UP FOR THEM, THE, THE, THE PRINCIPLES, THE INITIATIVES, THE, YOU KNOW, IF, IF EVERYONE WAS CROSSING THEIR I'S AND DOTTING THEIR T'S, I BELIEVE THAT THIS WOULD BE THE MAJORITY OF STUDENTS IN L-A-U-S-D. I BELIEVE THAT IF WE HAVE MORE EQUITY ACCESS, IF THERE'S MORE ACCOUNTABILITY ACROSS THE DISTRICT, THAT THAT IS THE LEVEL THAT WE WILL ALL RISE TO. THAT IS WHY WE DO THE WORK THAT WE DO AT THE CAC. AND I ASSUME THAT IS WHY YOU GUYS DO THE WORK THAT YOU DO AS WELL. SO WE WOULD LOVE TO BE PARTNERSHIPS IN THAT WORK. I'D LOVE TO CELEBRATE MORE FAMILIES LIKE THESE. ONCE AGAIN, THANK YOU SO MUCH FOR YOUR TIME, AND WE DO LOOK FORWARD TO QUESTIONS. THANK YOU VERY MUCH FOR THE BEAUTIFUL PRESENTATION. WE APPRECIATE THAT VERY MUCH. QUESTIONS FROM BOARD MEMBERS WHO WOULD LIKE TO GO FIRST? TANYA, THANK YOU SO MUCH. THAT WAS REALLY HELPFUL AND COMPELLING AND, UM, CLEAR AND, UH, I THINK THE TEAM IS REALLY EXCITED TO ENACT SOME OF THE RECOMMENDATIONS YOU ALL ARE OFFERING. I'M CURIOUS ABOUT A COUPLE THAT I THINK HAVE COME UP PREVIOUSLY, UM, PARTICULARLY AROUND HAVING ACCESS TO BUDGET INFORMATION. HAVE YOU ALL LEARNED ABOUT OUR BUDGET TRANSPARENCY TOOL? WE HAVE, AND WE'VE BEEN ON A LOT OF THE TRAINING FOR THE BUDGET TRANSPARENCY TOOLS. WHEN WE ARE LOOKING AT THAT, WE'RE LOOKING AT BIG BUCKETS. SO IT'S REALLY HELPFUL AS A PARENT TO BE ABLE TO LOOK AT THAT. BUT AS A COMMITTEE, WE WANNA KNOW WHAT'S BEING SPENT ON, UH, OT THERAPIES. WE WANNA KNOW WHAT'S BEING SPENT ON SPEECH. WE WANNA KNOW HOW MANY STUDENTS, YOU KNOW, LIKE TO A DEGREE, HOW MUCH IS BEING SPENT AT EACH SCHOOL SITE. THINGS LIKE MORE SPECIFIC, MORE SPECIFICS IS WHAT WE NEED SO THAT WE CAN MAKE BETTER DECISIONS, UM, AND RECOMMENDATIONS MOVING FORWARD. YEAH, AND I APPRECIATE THAT. I THINK WE'VE, WE'VE HEARD THAT FROM SO MANY COMMUNITY PARTNERS, SO MANY OF THE PARENT GROUPS, OUR LABOR PARTNERS, OUR SCHOOLS, THE PUBLIC, THE BOARD, OUR OWN STAFF. SO, YOU KNOW, I THINK FOR THE BUDGET TEAM, WE'LL CONTINUE REFINING THAT TOOL AND, AND USING SPECIFIC FEEDBACK TO GET TO THAT LEVEL OF GRANULARITY BECAUSE THE, THE PUBLIC DESERVES THAT. UM, MY SECOND QUESTION. WHAT HAVE YOU HEARD ABOUT, UM, YOUR REQUEST TO HAVE CLEAR COMMUNICATION, WHETHER THROUGH THE NEWSLETTERS OR PRESENTING AT UM, S FACE MEETINGS? WHAT HAS BEEN THE RESPONSE FROM STAFF? [00:50:01] UM, WE, IN, WE'VE GOTTEN A LOT OF YESES. THERE'S BEEN A LOT OF SUPPORT FOR SOME OF THE THINGS THAT WE WANT TO DO, BUT WE DON'T HAVE ACCESS TO PARENTS DIRECTLY. THERE'S NO WAY FOR PARENTS TO GET IN CONTACT WITH US, AND THERE'S NO WAY FOR US DIRECTLY TO CONTACT PARENTS. SO WE'RE TRYING TO FIGURE OUT HOW THAT COULD WORK. UH, IF WE GIVE SOMETHING TO S SPACE, IT CAN BE PASSED ON TO THIS PERSON, THIS PERSON, AND IT EVENTUALLY GETS OUT. BUT WE'RE TRYING TO JUST GET SOMETHING CONCRETE WHERE IT'S LIKE WE PASS THIS OFF TO SOMEBODY AND THEN IT, AND THEN WE ARE ABLE TO SEND IT TO ALL SPECIAL EDUCATION PARENTS. SOMETIMES THAT IS HAPPENING. SOMETIMES THERE'S A BREAKDOWN OF IT, AND I KNOW THAT THERE'S A LOT OF LIKE PRIVACY RULES AND THINGS LIKE THAT THAT CAN HINDER SOME OF WHAT IS GOING ON. BUT WE WOULD JUST LIKE TO BE, IF WE'RE GETTING ALL OF THIS AMAZING INFORMATION, WE WOULD LIKE FOR ALL PARENTS TO HAVE THE INFORMATION THAT WE HAVE. UM, AND SO THAT'S WHY WE'RE LOOKING FOR THAT INCREASED COMMUNICATION OUTWARD. I HEAR THAT. YEAH, GO AHEAD. WE ALWAYS, WE ALREADY HAD THE IMPORTANCE IN REGARDS TO IMPORTANCE. WE ALREADY HAD THE COMMUNICATION WITH SOME ABOUT WHAT IS A COMMITMENT TO SPECIAL EDUCATION. THAT'S SO THAT THE INFORMATION GETS TO THE SCHOOLS, THE INFORMATION GETS TO US. WE DON'T HAVE TO LOOK FOR IT. IT'S GOOD TO COMMUNICATE, BUT THERE IS ALSO A LOT OF BAD INFORMATION. PARENTS ARE CONFUSED. THEY DON'T KNOW HOW TO ADVOCATE. AND THE IMPORTANCE OF HAVING A COMMITTEE LIKE ELAC, LIKE BSAP, IN ORDER FOR US AS PARENTS TO HAVE THOSE TRAININGS AT A SCHOOL LEVEL AND NOT GET TO THIS LEVEL, IT IS GOOD TO GROW WITH LEADERSHIP, BUT IT IS IMPORTANT FOR ALL PARENTS WHO DON'T SPEAK THE NATIVE LANGUAGE, ALSO HAVE IT AT THEIR SCHOOL. I APPRECIATE THAT. AND I, I THINK THAT'S ONE OF THE, THE RECOMMENDATIONS THAT HAVE COME UP YEAR OVER YEAR TOO, IS HAVING THE SCHOOL SPECIFIC. SO GLAD YOU ALL HAVE BEEN ABLE TO TRY IT OUT IN SOME SCHOOLS, BUT HOW DO WE MAKE THE STRUCTURE FOR THAT AND HOW THE DISTRICT CAN BE MORE SUPPORTIVE OF YOU ALL'S RECOMMENDATION. SO THANK YOU. I HOPE WE'RE NOT MAKING THE SAME RECOMMENDATIONS NEXT YEAR AND THAT WE'VE MADE EVEN MORE PROGRESS TOWARDS THEM. THANK YOU. THANK YOU TANYA. NICK. UM, THANK YOU, UH, ECHO MY COLLEAGUE STATEMENTS AND GRATITUDE. UM, VERY HELPFUL PRESENTATION. I'M GLAD YOU WERE ALL ABLE TO PARTICIPATE IN THE LEGISLATIVE DAY. UH, ALSO, UM, APPRECIATE, UH, THE SUGGESTION AROUND THE MONTHLY NEWSLETTER AND SIMILAR, ONE OF THE THINGS A LOT OF PARENTS IN MY DISTRICT HAVE BEEN RAISING CONCERNS ABOUT IS COMMUNICATION AMONG PARENTS AND HAVING TO GO THROUGH DIFFERENT CHANNELS OR SOME OF THE DISTRICTS, UH, THE PLATFORMS THAT MAY HAVE BEEN PREVIOUSLY ALLOWED, NOT, YOU KNOW, NOT BEING T ANYMORE. SO THAT'S DEFINITELY, THANK YOU TANYA, FOR ASKING THAT. AND WE WANNA FOLLOW UP THERE AS WELL. I ALSO APOLOGIZE THAT, UM, THE TRANSLATION IS DEFINITELY SOMETHING THAT BY THIS POINT SHOULD BE HANDLED. SO, UH, I WANNA MAKE SURE THAT WE'RE, WE'RE DISCUSSING THAT, UH, AND, AND THAT WE'RE ACCESSIBLE TO ALL. UM, I GUESS ON SLIDE NINE, MY ONE QUESTION IS JUST YOU MENTIONED, UM, KIND THE INCONSISTENCY AMONG SCHOOL SITES WITH CERTAIN POLICIES, WHICH WE DEFINITELY HEAR. AND I'M JUST CURIOUS IF THERE ARE ANY SPECIFICS AS WE THINK ABOUT KIND OF, UH, ELEVATING THOSE CONCERNS AND MAKING SURE THEY'RE ADDRESSED. ARE THERE SPECIFIC EXAMPLES OF INCONSISTENCIES THAT CAME TO LIGHT? YES, AND A LOT OF IT DOES HAVE TO DO WITH ADMINISTRATION AT SCHOOL SITES. SOME ADMINISTRATION HAS A LOT OF BACKGROUND IN SPECIAL EDUCATION, SOME ADMINISTRATION DOESN'T. AND THAT'S REALLY WHERE PEOPLE ARE HITTING A BLOCK IS THEY GET TO THEIR ADMINISTRATION AND SOME ARE VERY HELPFUL AND THEN OTHER ONES ARE, ARE SAYING NOS. AND IT'S JUST CONSTANT NOS AND MIS AND MISUNDERSTANDING AND THEM HAVING TO GO ABOVE AND HAVING TO GO TO A DR AND IDR AND SPEND ALL THIS MONEY AND DO ALL THIS WORK AROUND JUST TO GET THE THING. THAT SHOULD HAVE BEEN AN EASY YES, IN THE BEGINNING THERE SHOULDN'T HAVE BEEN ANY BIG CONVERSATION. THIS CHILD SHOULDN'T HAVE HAD TO BE PULLED OUT OF SCHOOL AFTER MULTIPLE INJURIES, YOU KNOW, AND, AND HAVE TO DO VIRTUAL ACADEMY ONLY TO GO TO A DR AND HAVE A VERY QUICK YES OF LIKE, OF COURSE, THIS IS WHAT YOU SHOULD HAVE GOTTEN AND GIVEN. SO WE WOULD LIKE FOR THE, UH, EDUCATION, UH, OR, UH, ACKNOWLEDGEMENT OF, OF POLICY AND STRUCTURE THAT'S PUT IN PLACE TO BE EQUALIZED ACROSS THE DISTRICT. THE REALLY BIG ISSUE THAT WE HEAR IS LIKE, YOU EITHER GET LUCKY WITH YOUR SCHOOL WITH SPECIAL EDUCATION OR YOU GET VERY UNLUCKY AND YOU CAN JUST BOUNCE TO A DIFFERENT SCHOOL AND GET EVERYTHING YOU NEED. BUT PEOPLE SHOULDN'T HAVE TO GET LUCKY OR NOT. IT'S L-A-U-S-D. IT SHOULD BE STANDARDIZED COMPLETELY. YEAH, THAT'S VERY HELPFUL. AND I THINK ONE, AS WE TRY TO EVOLVE FROM A COMPLIANCE MINDSET TO A MORE STUDENT-CENTERED MINDSET, I MEAN, I ALWAYS TELL THE SAME STORY ABOUT TIMES I GOT CALLED INTO THE ADMIN, THE ADMINS OFFICE WHEN I WAS A GENERAL ED, TEACH MIDDLE SCHOOL TEACHER JUST TO SIT IN IEP FOR A STUDENT I DIDN'T HAVE, JUST SO THEY HAD A GEN ED TO SIGN OFF, WHICH I WOULD NEVER DO. UM, BUT IT WAS THAT COMPLIANCE MINDSET THAT WE'RE MOVING AWAY FROM. AND I ALSO THINK THAT CONSISTENCY OF TRAINING AND JUST IDEA THAT SOME FOLKS HAVE BEEN TOLD, UM, AND I THINK IT'S VESTIGES OF PRIOR ADMINISTRATIONS, BUT AROUND LIKE, OH, THE WAY TO GET WHAT YOU NEED AS A PARENT IS THROUGH I-D-R-I-D-R [00:55:01] OR THROUGH SOME LITIGIOUS POSTURE AS OPPOSED TO, WELL, IF ON THE FRONT END WE JUST WORK WITH THE PARENTS, UH, IT'S BOTH MORE COST EFFECTIVE AND MORE IMPORTANTLY BETTER FOR THE STUDENTS. SO THANK YOU FOR HIGHLIGHTING THAT. JUST AS WE THINK ABOUT THE INCONSISTENCY AND THE ADMIN TRAINING SEEMS TO BE KEY THERE AS WELL. UM, SO THANK YOU SO MUCH AND THANKS FOR ALL THE WORK. WE KNOW HOW MANY HOURS GOES INTO THIS, SO THANK YOU. THANK YOU. HEY, WHO WOULD LIKE TO SPEAK NEXT? CARLA, GO AHEAD. THANK YOU SO MUCH FOR ALL THAT YOU'RE DOING. UM, CLEARLY YOU DEDICATE A LOT OF TIME AND ENERGY, UM, INTO THIS WORK, AND SO I'M VERY GRATEFUL BECAUSE I KNOW IT'S VOLUNTARY AND I KNOW YOU'RE ALSO VERY GREAT ADVOCATES FOR THE FAMILIES WHO HAVE CHILDREN IN THE SPECIAL ED PROGRAM AS WELL AS, UH, THE STUDENTS. SO THANK YOU FOR THAT. UM, I REALLY APPRECIATE YOU BRINGING UP, UM, HAVING COMMITTEES AT SCHOOL SITES. I KNOW THAT COUPLE OF PARENTS HAVE TOLD ME THAT ANOTHER PART THAT THEY WOULD LIKE TO SEE IS, UH, SUPPORT FROM PARENTS ONE ANOTHER, RIGHT? SO LIKE THE AFFINITY, THE IDEA OF AN AFFINITY GROUP IS SO AMAZING AND HOW SUPPORTIVE THAT WAS TO INCLUDE THE KIDS IN THAT PARTICULAR IN FIELD DAY. RIGHT? AND, UM, AND PARENTS HAVE COME UP TO ME TO ASK ME IF THAT'S SOMETHING THAT THEY COULD DO BECAUSE OF WHAT YOU SHARED THE INCONSISTENCIES FROM SITE TO SITE. IN SOME SCHOOLS, PARENTS ARE TOLD THAT THEY CANNOT BE SUPPORTING ONE ANOTHER WITH UNDERSTANDING THE IEP, WHICH IS SOMETHING THAT IS, YOU KNOW, AS A PARENT, YOU, YOU WANNA LEARN FROM ONE ANOTHER, RIGHT? AND ESPECIALLY THE IEP PROCESS, WHICH CAN BE VERY EMOTIONAL, VERY PERSONAL, AND VERY SCARY AT THE SAME TIME. SO, UM, I LIKE THAT IDEA OF THE AFFINITY GROUP AND I'M JUST, UM, UM, I'M THINKING OF WAYS THAT WE CAN MAKE IT HAPPEN CONSISTENTLY ACROSS, UM, THE IDEA OF A STEERING COMMITTEE. UH, SEVERAL YEARS AGO THERE WAS A-U-T-L-A AND UH, L-A-U-S-D SIDE LETTER ON THE INCLUSION PRACTICES. AND THERE WAS A, A, UM, AN MOU ON CREATING A STEERING COMMITTEE MADE UP OF PARENTS IN WHO HAD KIDS IN THE SPECIAL ED PROGRAM, UH, PARENTS IN GEN ED, TEACHERS IN BOTH AND CLASSIFIED STAFF AND, UM, WHO COULD GUIDE THE SCHOOLS, UH, INCLUSION PROGRAM. AND SO, AND PRACTICES. AND SO WHAT YOU WERE SAYING ABOUT YOU CAN'T START SOMETHING THAT IS NOT ALREADY, IT'S READY FOR THE STUDENTS. THAT IS A VERY HIGH NEED AREA WELL, THAT WE NEED TO WORK ON. BUT I DO BELIEVE I TOTALLY SUPPORT THE IDEA OF BRINGING BACK SOME STEERING COMMITTEE AT THE SCHOOL SITE LEVEL THAT COULD GUIDE THAT. SO, UH, EITHER INCLUSIVE PRACTICES OR JUST IN GENERAL, YOU KNOW, THE SPECIAL ED, UH, DEPARTMENT AT, UH, AT THAT PARTICULAR SCHOOL. UM, AND I, I THINK WE COULD INVESTIGATE HOW WE CAN MAKE THAT HAPPEN. I KNOW IT WAS PART OF AN MOU BEFORE, BUT MAYBE IT DOESN'T HAVE TO BE PART OF AN MOU. IT'S SOMETHING THAT WE DO AS A DISTRICT. WE INITIATE THAT. UH, THE OTHER THING I WANTED TO UM, SAY IS I, AT ONE OF THE RESOURCE FAIRS, I MET SOMEBODY FROM THE CAC AND THEY SUGGESTED THAT, UH, NOT ONLY THAT THEY GO TO THE, UH, FACE MEETINGS, WHICH IS THE, THE PARENT AND COMMUNITY REP MEETINGS, BUT ALSO THAT THEY GO TO THE PRINCIPALS MEETINGS SO THAT THE PRINCIPALS UNDERSTAND WHAT THE CAC IS, THE PRINCIPALS UNDERSTAND, SO THAT IF YOU COME TO A SCHOOL SITE AS A REPRESENTATIVE OF THE CAC AND YOU WANNA PASS OUT FLYERS BECAUSE YOU WANT FOLKS TO KNOW ABOUT WHAT YOU'RE DOING, UM, THEY'RE RECEPTIVE, THEY WELCOME YOU. THEY'RE LIKE, OH YEAH, YOU'RE PART OF THIS TEAM AS WELL. AND SO I, I WONDER IF WE CAN MAKE THAT HAPPEN AS WELL. HAVING MEMBERS OF THE CAC COME AND SPEAK AT, UH, THE PRINCIPALS MEETINGS AT, UH, THE PARENT AND COMMUNITY REP TRAINEES THAT THEY HAVE. I BELIEVE THEY HAVE 'EM TWICE OR THREE TIMES A YEAR, JUST IN AS MANY SPACES AS POSSIBLE SO THAT PEOPLE KNOW THE WORK THAT YOU'RE DOING. AND LIKE YOU SAID, THE MORE YOU'RE IN PLACES, THE MORE THAT YOU ARE, THAT PEOPLE UNDERSTAND THE WORK, UNDERSTAND THE NEEDS, AND IT REALLY IS BUILDING ON THAT CULTURE THAT YOU'RE CALLING FOR OF INCLUSIVITY AND MODELING THAT THROUGHOUT OUR DISTRICT. SO, UM, IN THE SPECIAL ED COMMITTEE, I HAVE MS. DURAN WHO SITS ON THAT COMMITTEE. AND SOME OF THE, THE THINGS THAT YOU ALL HAVE BROUGHT UP ARE SAME THINGS THAT ARE COMING UP IN THAT SPECIAL ED COMMITTEE. AND SO WE'RE WORKING ON, ON HOW TO MAKE THAT HAPPEN IN THE DISTRICT. BUT THANK YOU SO MUCH FOR THE GREAT PRESENTATION. THANK YOU. AND I DO WANNA SHARE THAT WE HAVE BEEN INVITED BY THE DIVISION OF SPECIAL EDUCATION. I'VE BEEN INVITED TO SPEAK AT THE PRINCIPAL'S MEETING OVER THE SUMMER IN THE A PIS OVER THE SUMMER. SO WE, UH, ARE VERY GRATEFUL FOR THESE OPPORTUNITIES. SO THANK YOU. AND WE WOULD LOVE TO HAVE MORE OF THOSE. ABSOLUTELY. SO THANK YOU. THANK YOU CARLA ROCIO. YEAH, SO THANK YOU SO MUCH, UM, FOR YOUR, THE TIME THAT YOU TAKE, THE DEDICATION THAT YOU [01:00:01] SPEND INTO, YOU KNOW, EVERY MEETING. SO REALLY WANNA, UH, COMMEND YOU FOR ALL OF THAT. AND I THANK YOU BECAUSE YOU ARE THE, THE HEROES FOR, YOU'RE THE PARENTS THAT YOU'RE HERE FIGHTING FOR. SO I WANNA THANK YOU FOR THAT AND ELEVATING, UM, ALL OF THE TOP ALL OF THE RECOMMENDATIONS HERE. AND FIRST OF ALL, CONGRATULATIONS ON YOUR ACCOMPLISHMENTS. I THINK THAT'S HUGE. I, UM, IT IS HUGE THAT, YOU KNOW, NOT ONLY YOU'RE BEING PROVIDED WITH, UM, OPPORTUNITIES, RIGHT? TO REALLY EXTEND THE CONNECTION AND OUTREACH TO PARENTS AND TO SCHOOLS CREATING THE, YOU KNOW, THE, THE, UM, THE AFFINITY GROUPS OR THE PARENT AMBASSADORS, THE OUTREACH. I THINK THAT IS A GREAT BIG STEP, OBVIOUSLY, AS THERE'S MORE TO BE DONE THAT WE NEED TO DO, BUT I THINK THAT'S, THAT'S, THAT'S BIG. SO THANK YOU AND, UM, FOR ALL OF THAT YOU'VE DONE ON, ON THAT END. UM, AND ALSO IN COMMUNICATION, PARENT OUTREACH, UM, THAT'S TREMENDOUS. AND THEN THE OTHER, UM, THE RECOMMENDATIONS YOU MADE, EVERY SINGLE ONE. I WILL SAY THAT EXACTLY WHAT I HEAR FROM PARENTS IN MY SCHOOL DISTRICT AND MY BOARD DISTRICT. UM, EVERYTHING FROM HAVING INTERPRETERS OR LACK THEREOF, UH, OR NOT, UM, OR THE INTERPRETER NOT EXPLAINING, YOU KNOW, SUCH REALLY, UM, YOU KNOW, COMPLICATED I GUESS, YOU KNOW, VOCABULARY OR, UH, CONCEPTS OR SERVICES THAT ARE COMPLETELY NEW TO THEM AND THEY JUST NEED SOMEONE JUST TO BREAK IT DOWN FOR THEM, RIGHT? AND NOT HAVING THAT ACCESSIBLE OR, OR OTHER PLACES. HERE. I HAD SOMEBODY THAT WAS REALLY GREAT, YOU KNOW, EVERY PARENT SHOULD HAVE THAT. IT'S EXACTLY, EVERY PARENT SHOULD BE ABLE TO HAVE SOMEBODY THERE WHO'S EXPLAINING, UM, EVERY STEP OF THE WAY, RIGHT? PARTICULARLY NEW PARENTS. UM, AND ALSO, UM, THE INCLUSION, UM, WHEN I TALK TO TEACHERS ABOUT THIS AND PARENTS, IT'S ABOUT NOT HAVING THAT PROFESSIONAL DEVELOPMENT, WANTING MORE TRAINING, WANTING TO KNOW MORE HOW CAN THEY SUPPORT, THEY WANNA SUPPORT THE, THE STUDENT IN THE CLASSROOM, BUT YOU KNOW, OR NOT EVEN HAVE SUP, YOU KNOW, UH, ENOUGH ADULTS OR STAFF THERE TO SUPPORT THEM. SO THAT'S SOMETHING THAT I HAVE BROUGHT UP TIME AND TIME AGAIN ABOUT THAT. AND I KNOW THAT THERE IS A MICRO-CREDENTIAL, BUT YES, I THINK THAT PD, PROFESSIONAL DEVELOPMENT SHOULD BE TO EVERYONE, EVERY SINGLE TEACHER, UM, SHOULD, BUT KNOW THAT THAT'S SOMETHING THAT'S BROUGHT UP TIME AND TIME AGAIN, UH, WHEN I, YOU KNOW, VISIT MY SCHOOLS AND TALK TO PARENTS AND TEACHERS AS WELL. SO, UM, SO EVERY SINGLE POINT THAT YOU MADE IS, IS RIGHT ON. IT'S, YOU HIT YOU, YOU NAILED EVERY SINGLE THING THAT YOU RECOMMENDED. AND, UM, AND THAT'S, IT SAYS A LOT. IT SAYS THAT, LIKE YOU MENTIONED, THERE IS THAT FOUNDATION, THERE ARE ALL OF THIS, YOU KNOW, UM, INFORMATION, KNOWLEDGE, UM, RESOURCES, SERVICES, BUT IT'S JUST NOT FLOWING IN THE, IN THE WAY THAT IT SHOULD BE. LIKE YOU SAID, IT'S SORT OF SPORADIC. IT HAPPENS HERE, BUT IT DOESN'T HAPPEN HERE. AND WHY, YOU KNOW, THAT'S SOMETHING WHY DID A, A, A PROGRAM CLOSE HERE WITHOUT ANY INFORMATION BUT OPEN HERE? SO THERE'S IS A LOT OF LIKE, YOU KNOW, I DO AGREE WITH YOU A LOT OF INCONSISTENCIES. UM, BUT WHAT I DO SEE, AND IT'S ALSO, UM, YOU EXEMPLIFIED IT IN YOUR PRESENTATION, IS I'VE SEEN MORE COLLABORATION AND CONNECTION WITH A DIVISION OF SPECIAL EDUCATION IN THE CAC THAT I'VE SEEN IN A LONG TIME. AND THAT IS MAJOR. I THINK THAT'S A BIG, BIG STEP. AND I ALSO COMMEND THE DIVISION OF SPECIAL EDUCATION, DR. SOTO, FOR, UM, REALLY, YOU KNOW, DELVING INTO THE WORK, CONNECTING WITH YOU ALL, YOU KNOW, EVERYTHING FROM HIS, THE SURVEYS AND THE OUTREACH THAT THEY, THAT THEY DID AND CONNECTING WITH YOU, THE RESOURCE FAIRS. I THINK THAT'S A LOT OF SORT OF, UM, EVENTS AND INFORMATION AND COLLABORATION AND COMMUNICATION THAT I WILL SAY HASN'T HAPPENED IN A LONG TIME. UM, STILL A LOT MORE NEEDS TO BE DONE, BUT I THINK IT'S A, IT'S A HUGE STEP TOWARDS THAT, TOWARDS REALLY BRINGING CONSISTENCY, TRANSPARENCY, AND MORE OUTREACH TO PARENTS. SO THERE'S POSITIVES, RIGHT? BUT THERE'S A LOT OF WORK THAT WE NEED TO DO. AND I THINK EVERYTHING THAT YOU'VE MENTIONED HERE IS, LIKE I SAID, SPOT ON. RIGHT ON. SO THANK YOU FOR THAT. IT, IT SHOWS NOT ONLY, THIS ISN'T JUST SOMETHING THAT YOU, YOU'VE, YOU'VE DEFINITELY DEMONSTRATED THAT THIS IS SOMETHING THAT YOU'RE POURING YOUR HEART AND SOUL INTO AND THAT YOU REALLY WANT US AND THE DISTRICT TO REALLY FOLLOW THROUGH. SO I, IT CAME 100% THROUGH IN YOUR PRESENTATION. UM, AND FOR, YOU KNOW, TRANSITION FOR AFTER EXITING SCHOOL, UM, I, I HAVE THE HONOR OF HAVING MY, UM, MY FIELD OFFICE AT BEDES, SPECIAL EDUCATION AND CAREER TRANSITION CENTER. AND I TELL YOU, I'VE SEEN JUST BEAUTIFUL THINGS AT THAT SCHOOL. [01:05:01] UH, PRINCIPAL HERNANDEZ IS JUST PHENOMENAL. EVERYTHING FROM PROVIDING THE EXPERIENCES. THEY HAVE THEIR OWN CAFE WHERE THE STUDENTS ARE LEARNING HOW TO MAKE COFFEE, YOU KNOW, THE COFFEE, MY STAFF AND I GO THERE, YOU KNOW, GET A LITTLE, YOU KNOW, COFFEE. UM, THERE WE'VE SEEN HOW STUDENTS ARE, WE HAD A PRESENTATION HERE WHERE THE STUDENTS WERE LEARNING HOW TO, YOU KNOW, FIX LAPTOPS LIKE THE KEYBOARDS AND, AND THE MONITOR. AND IT, THEY SAID IT WAS SUCH PRIDE. AND I ALSO HAD AN OPPORTUNITY TO SHADOW STUDENTS AT BEDS WHEN THEY WENT OUT TO THEIR WORK, WORK WORKPLACES, RIGHT? UM, YOU KNOW, HELPING IN SCHOOLS AT THE INFANT CENTER AND, YOU KNOW, THEY, THE TRAINING AND THEN JUST HOW THEIR LIFE JUST CHANGES, EVEN TAKING A BUS, RIGHT ON THEIR OWN RIGHT. PARENTS ARE, YOU KNOW, VERY NERVOUS ABOUT THAT, BUT THEY WERE ABLE TO DO IT. AND HOW THAT CHANGES THEIR, NOT ONLY THEIR CONFIDENCE IN THEIR SELF-ESTEEM AND KNOWING THAT AFTER THEY LEAVE PEREZ, THEY HAVE THE SKILLS, THEY HAVE THE EXPERIENCE, AND THEY HAVE, UM, THE OPPORTUNITIES THAT THEY NEED TO SUCCEED. SO I THINK THE DISTRICT DEFINITELY NEEDS TO PROMOTE THOSE CTC CENTERS. THAT'S JUST ONE. THERE'S SO MANY MORE. THERE'S, UM, UM, SALVIN, UM, THERE'S, WHAT IS IT? WHITNEY MILLER. MILLER NOMAN. NOMAN. SO THERE'S SO MANY OF OUR, OF OUR CTC CENTERS THAT ARE DOING SO MUCH, BUT THEY'RE ALSO UNDER-ENROLLED. SO I THINK THERE'S A LOT MORE THAT WE NEED TO DO TO REALLY PROMOTE AND INFORM PARENTS THAT, THAT WE DO HAVE CAREER TRANSITION CENTERS THAT PROVIDE ALL OF THESE LIFE SKILLS, EXPERIENCES AND JOB OPPORTUNITIES FOR OUR STUDENTS. SO YES, DEFINITELY WE NEED TO AMPLIFY AND REALLY LET PARENTS KNOW MORE ABOUT THAT. BUT I HAVE, UH, TWO QUESTIONS. UM, SO, YOU KNOW, THE DISTRICT HAS MADE IMPORTANT COMMITMENTS AROUND INCLUSION, AND YOU HAVE HIGHLIGHTED, UH, SOME OF THOSE PRACTICES THAT MOVE BEYOND COMPLIANCE, UM, AND FOSTER TRUE BELONGING. SO BASED ON THE FAMILY'S, UM, EXPERIENCE, FROM YOUR, FROM YOUR KNOWLEDGE, WHAT ARE THE KEY INGREDIENTS OR KEY FACTORS THAT SEPARATE SCHOOLS WHERE INCLUSION IS A MODEL FROM SCHOOLS, THAT, THAT INCLUSION HAS BEEN PART OF THEIR CULTURE AND DAILY EXPERIENCE FOR STUDENTS? WHAT, WHAT, WHAT HAVE YOU, UM, GATHERED ARE THE KEY FACTORS, INGREDIENTS TO MAKE THAT SCHOOL THAT RICH AND, AND INCLUSION AND, AND, UM, SUPPORT? SO, I, I WORK IN THIS FIELD. I, I WORK FOR A NONPROFIT, HELPING FAMILIES GET SERVICES, UM, FOR THEIR, UH, DISABLED FAMILY MEMBERS. SO I SPEAK TO A LOT OF PARENTS, UM, AS WELL AS THE WORK WE DO ON THE CAC. AND WE HEAR ABOUT THIS A LOT. UM, AND FAMILIES ARE TERRIFIED THAT THEIR INDIVIDUAL STUDENT IS GOING TO BE PUSHED TOO QUICKLY INTO A CLASSROOM, BE THE SINGULAR STUDENT WHO HAS THE NEEDS THAT THEY HAVE, AND JUST KIND OF BE SITTING THERE ALONE IN THE CLASSROOM. TRUE INCLUSION IS WHAT WE TALKED ABOUT BEFORE, AND WHAT WE SAW IN THAT UNIVERSAL TK IN THE INCLUSIVE TK PROGRAM IS THAT THEY'RE NOT THE ONLY ONE THERE. THEY HAVE OTHER PEERS ON IEPS AS WELL. THEY HAVE OTHER PEERS AND DISABILITIES, AND THAT THERE IS A TEACHER WHO UNDERSTANDS THEIR NEEDS AND CAN KEEP THEM SAFE. A TEACHER WHO CAN TELL THE DIFFERENCE BETWEEN NEEDS AND BEHAVIOR, UM, AND A CLASSROOM THAT HAS THE STAFFING TO KEEP THAT CHILD SAFE, ENGAGED AND PARTICIPATING A CHILD. AGAIN, WE, WE, I KEEP BRINGING UP THE SIDELINES, BUT THAT'S OFTEN WHERE WE FIND OUR CHILDREN IS SITTING AT THE SIDELINES WATCHING AND HAVING A CHILD IN A GENERAL EDUCATION CLASSROOM JUST WATCHING OR EVERYTHING THEY DO IS SEPARATE FROM THE REST OF THE CLASS. THAT'S NOT AN INCLUSIVE CLASSROOM. AN INCLUSIVE CLASSROOM MAKES SPACE FOR THAT STUDENT TO LEARN THE WAY THAT THEY LEARN AND INVITE ALL STUDENTS IN. THERE'S A, UH, GREAT PROGRAM BY INCLUSION MATTERS WHERE THEY GO INTO SCHOOLS AND THEY DON'T DO SOCIAL SKILLS TRAINING FOR THE CHILDREN WITH AUTISM. THEY DO SOCIAL SKILLS TRAINING FOR THE GENERAL EDUCATION STUDENTS SO THAT THEY HAVE THE PATIENCE AND UNDERSTANDING AND AWARENESS TO BE KIND TO THEIR PEERS AND TO UNDERSTAND WHAT THEIR PEERS MIGHT BE EXPERIENCING IN A GIVEN MOMENT. AND WHAT THAT DOES IS THAT WHEN THEY BRING THE CLASSROOMS TOGETHER, EVERYONE CAN ACCOMMODATE EACH OTHER. EVERYONE CAN BE PATIENT WITH EACH OTHER, AND IT HAS TO WORK BOTH WAYS. IT CAN'T BE SHOVING ONE KID INTO A CLASSROOM. IT HAS TO BE THE CLASSROOM COMING HALFWAY TO THE STUDENT AS WELL. UM, BUT I, I THINK THE BIG THING, UH, I, I THINK THE BIG THING IS THAT WE'VE TALKED ABOUT A LOT IS SAFETY. WE WANT OUR CHILDREN TO BE SAFE, UH, IN THOSE CLASSROOMS. WE WANT THEM TO FEEL INCLUDED AND WE WANT THEM TO ENJOY SCHOOL. SO I'M HEARING, UM, OBVIOUSLY HAVING, UM, I, I DEFINITELY HEAR THE SAFETY, BUT HAVING, UM, THE TEACHER BRINGING IN THE STUDENT, RIGHT? AND THEN STUDENTS THEMSELVES ALSO BEING PART OF THAT, RIGHT? SO HAVING THE ENTIRE [01:10:01] SCHOOL COMMUNITY REALLY EDUCATED OR INVESTED OR PART OF THE INCLUSION RATHER THAN JUST, THEY'RE HERE AND I SIT NEXT TO THEM, BUT HOW DO WE INTERACT? HOW DO STUDENTS INTERACT? HOW THE TEACHERS INTERACT WITH THE STUDENT, HOW THEY'RE INCLUDING THEM IN DIFFERENT ACTIVITIES. UM, A FEW YEARS BACK, I DID SEE EXACTLY WHAT, WHAT YOU MENTIONED. THERE WAS A SCHOOL PERFORMANCE AND THE STUDENT, UM, THERE WAS ONE STUDENT IN A WHEELCHAIR THAT WAS JUST TO THE SIDE, RIGHT? AND YOU CAN DEFINITELY SEE THAT WHILE THEY WERE JUST PLACED THERE, BUT THEY WEREN'T PART OF THE PRESENTATION, THEY WERE JUST ADDED. SO I WOULD SEE THE CHILD, BUT I WASN'T SEEING THE CHILD BEING PART OF IT. IT WAS JUST THERE. AND IT MADE ME SO SAD. SO I KNOW EXACTLY WHAT YOU MEAN WHEN THEY'RE NOT BEING PART OF A PRESENTATION OR CLASS ASSIGNMENT OR WHATEVER THAT MAY BE. SO YEAH, I KNOW EXACTLY WHAT THAT LOOKS LIKE. AND I'VE ALSO SEEING HOW, UM, THERE WAS ONE STUDENT THAT I, I WON'T FORGET, I, I KNEW HER WHEN SHE WAS, UM, I WAS A COMMUNITY REPRESENTATIVE AT THE TIME, AND SHE, YOU KNOW, SHE WAS IN HER SPECIAL EDUCATION CLASS. AND THEN I LEFT THAT SCHOOL AND THEN I WENT TO ANOTHER SCHOOL AND THERE SHE WAS, AND SHE WAS TRANSFORMED. SHE WAS PLAYING WITH HER CLASSMATES. SHE WAS ACTUALLY VERBAL. AND I WAS LIKE, I TELL THE TEACHER, IS THAT SOANDSO? SHE'S LIKE, THAT, THAT, HOW DO YOU KNOW HER? AND SHE WAS A WHOLE DIFFERENT CHILD. SHE WAS MORE IMMERSED. SHE WAS PLAYING, SHE WAS DIFFERENT THAN WHEN I HAD SEEN HER WHEN SHE WAS AT MY PREVIOUS SCHOOL. UH, AND THAT WAS BECAUSE THAT SCHOOL WAS VERY INCLUSIVE. THE PRINCIPAL WAS, YOU KNOW, SHE'S LIKE, OH, NO, WE, WE, UM, WE HAVE PROFESSIONAL DEVELOPMENT, WE HAVE THESE CONVERSATIONS. HOW DO WE BRING THE CHILD IN? AND SHE, AND THIS STUDENT IS, IS ONE OF THE STUDENTS THAT WE REALLY NEEDED TO PULL IN AND SHE'S BLOSSOMED. SO I'VE SEEN BOTH EXPERIENCES, BOTH SCENARIOS. YES. YOU WANTED TO SAY SOMETHING, SALLY, JUST LIKE YOU INCLUDE MENTIONED INCLUS INCLUSION, JUST LIKE THERE'S INCLUSIVITY FOR L-G-B-T-Q THAT IS SEGREGATED FROM STUDENTS. OUR STUDENTS SOMETIMES ARE SEGREGATED AS WELL, OR EXCLUDED MANY TIMES. AND SO IT IS SAD THAT AS A STAFF OR STUDENTS THAT DO NOT BELONG, I DON'T WANNA SAY THIS COMMUNITY OR OUR COMMUNITY STILL A SIDELINE AND ISOLATE OUR CHILDREN AND SO ON. THE INCLUSIVITY SOMETIMES YOU SEE VERY SPORADICALLY OR THE EMPATHY FACTOR THAT IS SO NEEDED IS NOT THERE GENERALLY FROM THE STUDENTS THEMSELVES. I THINK EDUCATION STILL IS MISSING THERE, STILL FALLING SHORT AND HOW TO REALLY HAVE EMPATHY FOR OUR STUDENTS AND FOR THE PARENTS, BECAUSE WE HAVE STUDENTS THAT ARE VERY SENSE SENSITIVE AND, BUT MAYBE THEIR DISABILITY WILL NOT SHOW, IT WILL NOT SHOW SO EASILY. THERE'S JUST ANOTHER DISABILITY. AND THAT'S WHERE THAT STARTS TO EXCLUDE THEM OR TO SINGLE THEM OUT BECAUSE THEY'D SAY, OH, YOU DON'T HAVE ANYTHING. BUT THEY REALLY DON'T KNOW HOW IT COULD BE AFFECTED TO BE INCLUDED IN GENERAL. AND SOMETIMES INCLUSION IS NOT FOR ALL OF OUR STUDENTS. VERY GOOD THAT THE DISTRICT IS WORKING ON INCLUSION, BUT TO REALLY PAY ATTENTION AND EDUCATE TRULY OUR STAFF AND TEACHERS AND THE STUDENTS. THANK YOU. WE HAVE TO HAVE EMPATHY AND TO UNDERSTAND THAT IS IMPORTANT AND IT'S VERY IMPORTANT. YEAH. THANK YOU. YOU KNOW, THE INCLUSION ALSO HAS TO EXTEND TO FAMILIES AND IN A NUMBER OF DIFFERENT WAYS. AND WHETHER WE'VE, WE'VE ALREADY TALKED AGAIN ABOUT THIS LACK OF INFORMATION. THE, THE FACT THAT PARENTS DON'T KNOW WHAT RESOURCES ARE OUT THERE FOR THEM AT THE SCHOOL SITES OR IN WITH COMMUNITY PARTNERS. UM, I WOULD CHALLENGE THE DISTRICT TO OVER THE SUMMER BREAK AND IN PREPARATION FOR COMING BACK TO SCHOOL IN AUGUST, THINK ABOUT HOW TO REALLY ADDRESS THIS, THIS COMMUNICATION BOTTLENECK. I'LL GO BACK TO THAT. UM, NOT JUST FOR SPECIAL ED AND NOT JUST FOR THE CAC, BUT WE TALKED ABOUT THIS ON FRIDAY WITH THE WORK THAT THE PAC IS DOING AND THE FACT THAT NO ONE KNOWS THAT THAT COMMITTEE EXISTS. I'M SURE WE'LL HEAR FROM WHEN DLAC SHORTLY, THAT DLAC WILL SAY THE SAME THING. UM, THE OTHER PART OF IN INCLUSION FOR PARENTS, UH, IN THE IEP PROCESS AND THEN JUST AT SCHOOL SITES, THERE ARE A LOT OF PARENTS WHO DON'T KNOW THAT THEY CAN CHALLENGE THE RESULTS. THEY DON'T KNOW TO QUESTION THE SYSTEM. THEY MAY JUST NOT KNOW AT ALL. THEY MAY NOT BE INFORMED ABOUT WHAT THEIR CHILD'S NEEDS EVEN REALLY ARE. IT'S A INCREDIBLY CONFUSING, AND THEY'LL [01:15:01] SIT IN THAT ROOM AND BE TRUSTING TO THOSE ADULTS WHO WE BELIEVE KNOW BETTER. THEY MAY KNOW BEST WHAT MY KID, THEY MAY KNOW, EXCUSE ME, WHAT MY KID NEEDS. UM, THERE NEEDS TO BE, I THINK, A SAFER SPACE FOR PARENTS TO BE ABLE TO PUSH BACK A LITTLE BIT. AND THEN LASTLY, I WANT TO TALK VERY BRIEFLY ABOUT THE SCHOOL ENVIRONMENTS. 'CAUSE WE TALK ABOUT INCLUSION OF THE, OF THE CHILDREN IN CLASSES. WE TALK ABOUT HOW THEY INTERACT WITH THEIR CLASSMATES, HOW THEY INTERACT WITH OTHER PEERS, THEIR AGE, AND HOW THEY INTERACT WITH THE ADULTS. OKAY. I'VE SPENT TIME ON A CAMPUS OF A, VISUALLY WITH A VISUALLY IMPAIRED PROGRAM. AND WHAT HASN'T BEEN DISCUSSED BUT NEEDS TO BE IS THAT THE PARENTS, THE GENERAL ED PARENTS AND THE SPECIAL ED PARENTS WERE AT WAR. THEY WERE AT WAR OVER HAVING TWO ADDITIONAL CLASSROOMS BECAUSE THE GEN ED PARENTS FELT THAT WE NEEDED A SCIENCE CENTER AND A COMPUTER CENTER. AND THIS, AND THIS VISUALLY IMPAIRED PROGRAM SAID, WELL, THESE ARE OUR TWO CLASSROOMS. WE ARE THE ONLY SCHOOL IN THIS AREA THAT HAS THIS PROGRAM, AND THESE ARE THE ONLY TWO CLASSROOMS AVAILABLE TO US. AND SO YOU HAVE THIS OTHER ISSUE AT A PARENT LEVEL FIGHTING FOR WHAT BOTH SIDES BELIEVE SHOULD BE THEIR EDUCATIONAL EXPERIENCE. I, I DON'T WANT THAT THOUGHT TO BE LOST ON THE BOARD. IT, IT MAY NOT BE THE NUMBER ONE THOUGHT, IT MAY BE THE 10TH THOUGHT, BUT HOW TO MANAGE THE ENVIRONMENT AT THE SCHOOL SITES WHERE WE HAVE SPECIAL EDUCATION PROGRAMS IS JUST AS IMPORTANT. AND TEACHING HOW TEACHING FELLOW STUDENTS HOW TO INTERACT. WE NEED TO TEACH OTHER ADULTS HOW TO INTERACT WITH FAMILIES WHO HAVE CHILDREN OF EXCEPTIONAL NEEDS JUST AS MUCH. THANK YOU. YES. NO, THE THANK YOU. VERY WELL SAID. IT, IT HAS TO BE THE ENTIRE SCHOOL CULTURE, RIGHT? NOT JUST IN THE CLASSROOM. SO THAT WAS WHAT MY, YOU KNOW, WHAT I WAS TRYING TO GET AT IN MY QUESTION, FROM JUST BEING A MODEL TO ACTUALLY HAVING THE ENTIRE SCHOOL CULTURE BE, UM, INCLUSIVE, RIGHT FROM THE STUDENTS TO THE STAFF, TO EVERY SINGLE MEMBER OF THE COMMUNITY BEFORE ANYTHING. WE WANT TO THANK YOU FOR THE OPPORTUNITY FOR US THAT WE DON'T HAVE THE LANGUAGE, BUT THERE'S TWO MISSING INGREDIENTS THAT EVERY IMPORTANT IN THIS ONE IS TO INVITE FAMILIES AND PARENTS IN FOR MANY NATION THAT THE LANGUAGE IS NOT A BARRIER. AND TWO IS TO MAKE THEM FEEL, TO MAKE ALL FAMILIES FEEL, ALL PARENTS FEEL THAT THEY'RE EQUAL PARTNERS IN THE EDUCATION OF OUR CHILDREN. AND IN THAT WAY, ALL OF THE RECOMMENDATIONS, EVERYTHING THAT IS NEEDED FOR THE SCHOOLS WILL LIE. AND THAT THEY'RE RECEIVED IN AN APPROPRIATE MANNER, UH, PARENTS IN SCHOOLS. THANK YOU SO MUCH. AND MY LAST QUESTION, UH, REALLY QUICKLY, UH, GOING BACK TO MAKING SURE THAT YOU KNOW, THAT CERTAIN STUDENTS HAVE OTHER OPPORTUNITIES AFTER THEY LEAVE, UM, LOOKING BEYOND COMPLIANCE REQUIREMENTS, WHAT DO FAMILIES TELL YOU SUCCESS LOOKS LIKE AS STUDENTS TRANSITION INTO ADULTHOOD? I, I THINK ONE OF THE BIG FOCUSES FOR US IS THE SAME. IT GOES BACK TO THE SAME PRINCIPLES AS BEING PREPARED FOR THE IEP, IS THAT PARENTS WANT TO KNOW ALL OF THE OPTIONS THAT EXIST. THEY WANT TO KNOW, UH, WHAT IT'S GONNA LOOK LIKE FOR THEIR CHILD. THEY WANNA BE AN ACTIVE PART IN THE DECISIONS THAT THEY'RE MAKING. UM, MANY PARENTS ARE OFFERED ONE OH OH, WE THINK THIS WOULD BE GOOD, AND THEY GO WITH WHATEVER'S IN FRONT OF 'EM. BUT MAYBE THERE'S ANOTHER PROGRAM THAT WOULD BE, THAT WOULD BE BETTER SUITED FOR THAT CHILD. UM, I BRING THIS BACK TO PARTNERSHIPS. PARTNERSHIPS, UH, AND THAT NEED TO BE EXPANDED SUCH AS PARTNERSHIP WITH THE REGIONAL CENTER WITH DOR, SO THAT ALL OF THIS INFORMATION IS GETTING TO THE STUDENTS SO THAT THE STUDENTS THEMSELVES ARE MORE PREPARED AND UNDERSTANDING, CAN REALLY THINK ABOUT WHAT THEY WANT. SO IT BECOMES A PERSON CENTERED DECISION OF WHAT THE REST OF THEIR LIFE LOOKS LIKE. AND NOT AN IEP DECISION OR AN ITP DECISION. IN THAT CASE, UM, REGIONAL CENTER HAS A MILLION RESOURCES OF THINGS THAT CHILDREN CAN DO UNDER AFTER SCHOOL. UM, DOR HAS A MILLION OPTIONS FOR WHAT CHILDREN CAN, WHAT OUR STUDENTS CAN DO ONCE THEY LEAVE SCHOOL. SO DOES L-A-U-S-D. AND WHILE IT'S NOT COMPLIANCE BASED, THAT L-A-U-S-D SHOW ALL OF THE OPTIONS, I THINK THAT THAT WOULD BE VERY ENRICHING FOR THE FAMILIES TO KNOW ALL OF THE THINGS THAT THEY, THAT, THAT EXIST MAYBE WE'RE OFFERING FROM A MENU WHEN REALLY THEY NEED TO BE AT A DIFFERENT RESTAURANT, IF THAT MAKES SENSE. SO, UM, UH, AS FAR AS WHAT SUCCESSFUL TRANSITION LOOKS LIKE, IN MY OPINION, WHAT I HAVE HEARD IS THAT A, THEY A, A STUDENT GRADUATES. AND I KNOW I'LL, I'LL LET SOME OF THE MOMS ON STAGE WHO [01:20:01] HAVE GRADUATES, UH, SPEAK, UH, AFTER ME, BUT FEELING THAT THEIR STUDENT HAS MET THEIR FULL POTENTIAL, THAT THEY HAVEN'T JUST GOTTEN THROUGH SCHOOL AND GOTTEN A PIECE OF PAPER, BUT THEY'VE ACTUALLY GROWN AND THRIVED AND BECOME THE PERSON THAT THEY WANNA BE. UM, AND A LOT OF TIMES THAT JUST TAKES SUPPORT, ENCOURAGEMENT, AND BEING IN AN ENVIRONMENT WHERE THEY DO FEEL A PART OF. AND WHAT WOULD YOU SAY TO PARENTS WHO ARE APPREHENSIVE ABOUT THEIR CHILD TAKING THAT STEP BECAUSE THEY'RE AFRAID THEY'RE GONNA GET HURT OR THEY'RE NOT READY. LIKE, WHAT ADVICE WOULD YOU TELL PARENTS TO, YOU KNOW, MAYBE THEY HAVE ALL THOSE OPTIONS, BUT THEY'RE SCARED FOR THEIR CHILD BECAUSE WHATEVER, WHATEVER REASON, RIGHT? WHAT, WHAT MESSAGE WOULD YOU GIVE THEM TO BE LIKE, TO ENCOURAGE THEM? UM, AND AGAIN, I'LL OPEN IT FOR OTHERS TO SHARE, BUT, UH, UH, EVERY OPTION IS NOT PERMANENT. PUSH. SEE WHAT YOUR CHILD IS CAPABLE OF. I KNOW MY CHILD DOES THINGS WHEN I'M NOT AROUND THAT. TEACHERS TELL ME ABOUT THAT. I WOULD'VE NEVER CHALLENGED HIM TO DO BECAUSE I DIDN'T KNOW. AND SO THAT REALLY CHANGED MY MIND FRAME OF GIVING HIM THE OPPORTUNITY TO TRY SOMETHING. AND SOMETIMES IT WORKS AND SOMETIMES IT DOESN'T. BUT THERE'S ALWAYS, YOU KNOW, NOT EVERY OPTION IS PERMANENT. YOU CAN CHOOSE SOMETHING AND TRY IT AND SEE HOW IT GOES. AND THERE'S STILL GONNA BE A LIST OF SUPPORTS AND OTHER THINGS THAT YOU CAN, THAT YOU CAN TRY. UM, DO ANY OF THE OTHER GRADUATING MOMS? YEAH, . I THINK THE IMPORTANCE HERE LIES IN THAT PARENTS CONTINUE TO FIGHT FOR THEIR CHILDREN. THAT THEY CONTINUE TO LEARN BECAUSE LEARNING IS POWER. AND SOMETIMES WHEN PARENTS, WHEN YOU HAVE A STUDENT WITH DISABILITY, BE IT MODERATE, SEVERE, THEY'RE ALWAYS FEAR. THIS FEAR WILL ALWAYS BE IT SINCE THEY TELL YOU THE DIAGNOSIS AND THEN YOU WALK WITH THAT FEAR ALL THE TIME. SO IT'S DIFFICULT FOR YOU TO LET GO, BUT YOU NEED TO DO IT. THAT'S A FIRE ALARM. SO WE'RE JUST GONNA OBEY OUR PROCEDURES. HAVE YOUR ATTENTION, LISTEN TO THE DIRECTIONS, PLEASE. MAY I HAVE YOUR ATTENTION PLEASE? A FIRE ALARM. IS EVERYBODY, ARE THE CAC MEMBERS STILL HERE? PAGING. CAC MEMBERS. WERE THERE FOUR OF YOU. THERE YOU ARE. AND YOUR, LOOKS LIKE YOUR WHOLE TEAM IS HERE. CAN WE PLEASE PULL UP THE CAC SLIDE DECK JUST IN CASE THE BOARD MEMBERS NEED TO MAKE REFERENCE TO IT? . OKAY. SO WE'VE GOT, UH, TRANSLATIONS COMING ONLINE SHORTLY. OKAY. WE'RE JUST GONNA, AS SOON AS THE, UH, AS SOON AS THE A SL PERSON POPS UP ON THE SCREEN HERE, THEN, THEN I THINK WE CAN BEGIN. WE HAVE A FORUM OF BOARD MEMBERS. OKAY. SO THE TIME IS NOW 10 53. IF I COULD GET MY FRIENDS IN THE AUDIENCE TO, UH, PUTTING ON OUR LISTENING EARS. ALRIGHT. OKAY. THANK YOU VERY MUCH. I BELIEVE MS. NEWBELL WAS NEXT FOR QUESTIONS. RIGHT. I JUST WANNA END BY SAYING THANK YOU. THANK YOU, THANK YOU. THANK YOU. THANK YOU. GO AHEAD. HEY Y'ALL, WE FELT LIKE WE WERE AT A CAMPUS. WE WAS ON CAMPUS JUST NOW, HAD THE FIRE DRILL AND EVERYTHING. UM, WANTED TO SAY, SO GRATEFUL FOR YOUR SERVITUDE IN THIS ROLE. UM, HONESTLY, I THINK YOU PUT SO MUCH INTO THIS AND JUST YOUR, YOUR PATIENCE WITH THIS WORK. UM, AND I KNOW IT'S NOT JUST FOR YOUR CHILDREN, BUT FOR ALL THE CHILDREN OF THIS DISTRICT. AND IT IS SO NEEDED AND SO APPRECIATED BY ALL OF US HERE. AND OBVIOUSLY ALL THE FAMILIES THAT GET THIS INFORMATION. AND I THINK FOR ME IT'S ALWAYS ABOUT HOW DO WE EDUCATE, YOU KNOW, EDUCATE, EDUCATE, EDUCATE, SO WE [01:25:01] CAN BE BETTER FOR IT. AND I THINK THAT IS THE LENS IN WHICH YOU GUYS ARE HERE SHARING WITH US. HOW DO WE DO IT? AND I WANTED TO APPRECIATE THAT YOU HIGHLIGHTED THE ACCOMPLISHMENTS, THE THINGS THAT YOU GUYS HAVE BEEN ABLE TO DO, UM, UP UNTIL THIS POINT. AND OBVIOUSLY THERE'S A LOT OF WORK FOR US TO DO IN THIS AREA, AND WE'LL CONTINUE TO DO THIS WORK. I WANT TO, UM, AND, AND HOPE THAT YOU, YOU SEE THAT WE ARE PASSIONATE AS WELL TO MAKE SURE THAT THIS HAPPENS. THAT THE PARTNERSHIP IS REAL. I THINK OFTEN WE'VE SAID PARTNERSHIP AND NOT REALLY DEFINED IT WELL IN ACTION. AND I THINK WE WILL CONTINUE TO WORK ON THAT TO BE BETTER PARTNERS WITH OUR PARENTS, BECAUSE THAT'S AN AREA, I BELIEVE, ACROSS THIS DISTRICT. WE ARE CONSTANTLY WORKING TO MAKE SURE OUR PARENTS' VOICES ARE HEARD AND IN THE ROOM AND HAVE THE INFORMATION, ESPECIALLY WHEN IT'S AS COMPLICATED AND COMPLEX AS SOME OF OUR FAMILIES AND IN THIS AREA. SO, UM, WANTED TO SAY THANK YOU FOR THAT. AND THEN YOU MENTIONED ABOUT, AND SHE MENTIONED ON THE CALL, AND MAYBE YOU GUYS CAN TALK TO IT ABOUT THE INCLUSION RESOURCE GUIDE. CAN YOU JUST ELABORATE JUST A LITTLE BIT ON WHAT THAT WOULD LOOK LIKE? HOW WOULD WE ADOPT IT? WHAT IS THAT MECHANISM FOR US AT THIS TIME? UM, WHAT'S BEING PREPARED AND ISS BEING DONE THROUGH OUR IEP UH, UH, TRAINING SUBCOMMITTEE. UM, BUT WHAT IS BEING DONE IS A GUIDE OF WHAT ARE SOME EASY AND ALL-ENCOMPASSING INCLUSIVE PRACTICES THAT CAN BE DONE FOR A SCHOOL SITE. SO IT'S LESS IN THE CLASSROOM AND MORE IN THE SCHOOL SITE IN GENERAL, TO SHIFT COMMUNITY TO BEING MORE WELCOMING AND INVITING. KIND OF LIKE WE WERE, UM, SPEAKING WITH, WITH DR. RIVAS IS, IS HOW DO WE SHIFT THAT WHOLE COMMUNITY? SO IT'S A DOCUMENT THAT'S BEING CREATED. UM, THERE'S A HOPE THAT DSE WILL ENDORSE IT SO THAT WE ARE ABLE TO SEND IT OUT TO ALL ADMIN, ALL SCHOOL SITES HAVE IT IN PARENT CENTERS. UM, JUST SO WHO, THOSE WHO ARE INTERESTED HAVE THIS RESOURCE. UM, WE KNOW THAT EVERYONE'S PLATE IS EXTREMELY FULL. WE FEEL LIKE HAVING A, UH, ONE PAGE OR SO THAT YOU CAN LOOK AT AND SAY LIKE, OH, IN THE LIBRARY, HAVING A SHELF OF BOOKS THAT ARE ABOUT DIFFERENT INDIVIDUALS WHO HAVE DIFFERENT DISABILITIES MIGHT BE A REALLY COOL THING. HAVING CLASSROOMS ADOPT A BOOK THAT ARE MORE INCLUSIVE MIGHT BE A REALLY BEAUTIFUL THING. HOW CAN WE ADJUST OUR FIELD DAYS? HOW CAN WE ADJUST OUR PERFORMANCES SO THAT EVERY STUDENT IS REALLY VALUED AT OUR, AT, AT OUR SCHOOL SITE. UM, SO RIGHT NOW IT IS JUST LOOKING LIKE A DOCUMENT. SOMETHING LIKE A ONE PAGE THAT CAN BE HANDED OUT FOR EASY ACCESS OF THINGS THAT CAN BE IMPLEMENTED. GREAT. AND THEN EVEN IF POSSIBLE, I KNOW RIGHT NOW MANY THINGS ARE CREATED IN, IN WORD FORM IF THERE'S SOME VISUAL COMPONENT. I DON'T KNOW WHAT THAT LOOKS LIKE, BUT I KNOW THAT MANY OF US WOULD TEND TO WATCH A CLIP OR A VIDEO IN CONNECTION WITH A WRITTEN DOCUMENT. SO, UM, THAT, AND THEN JUST ALSO, I MEAN, YOU DON'T KNOW WHAT YOU DON'T KNOW. I THINK WE'LL SAY THAT OVER AND OVER AGAIN. MANY OF OUR FAMILIES DO NOT KNOW WHAT THEY DON'T KNOW. THEY DON'T KNOW WHAT TO ASK FOR. UM, THEY DON'T KNOW HOW TO ASK. THEY DON'T KNOW HOW TO ADVOCATE AND WANTING TO KNOW WHAT IS THE, THE HOPE OR HOW CAN WE ASSIST IN MAKING SURE THAT OUR FAMILIES KNOW. I KNOW COMMUNICATING WITH A DISTRICT THIS SIZE IS VERY HARD TO DO, AND GETTING THEM IN THE SPACE AND IN THE ROOM TO KNOW WHAT YOU'RE SUPPOSED TO ASK HAS ALWAYS BEEN A CONCERN. AND SO DO YOU HAVE IDEAS OF HOW WE MAKE THAT CONNECTION WITH OUR FAMILIES TO BE IN THE ROOM? HOW, HOW DO WE GROW THAT? WE WILL ALL SAY IT SO MANY TIMES. SCHOOL SITE, SCHOOL SITE, SCHOOL SITE, BLASTING OUT FROM THE DISTRICT LEVEL, HITS SOME PEOPLE AND DOESN'T HIT OTHERS, BUT THINGS THAT ARE DONE AT THE SCHOOL SITE, THINGS THAT ARE MANDATORY, SUCH AS A HANDOUT THAT GOES OUT AT EVERY IEP OR, UH, A, A GATHERING WITH THE AP, A COFFEE WITH THE A PIS THAT STARTS AT, THAT HAPPENS AT THE BEGINNING OF EVERY, UH, SCHOOL YEAR. I KNOW THIS YEAR THERE WAS A PUSH FOR APIS TO MEET QUARTERLY WITH THEIR SCHOOLS TO DO THESE KINDS OF TRAININGS AND MEETINGS WITH THE FAMILY, IMPLEMENTING THOSE, MAKING SURE THAT THOSE ARE HAPPENING. AND LOOKING AT WHAT KIND OF CONTENT IS GOING OUT THERE. ANYTHING THAT IS CLOSER TO HOME SO THAT, UM, FAMILIES, WHETHER THEY ARE WORKING REGARDLESS OF WHAT LANGUAGE THEY, THEY, UH, SPEAK AT EVERY SINGLE SCHOOL SITE, ARE ABLE TO HAVE ACCESS TO ACCESS TO IT. I THINK, UM, THAT'S THE BEST WAY TO DO IT, IS TO GET CLOSER AND CLOSER TO HOME. WHICH IS WHY SO MANY OF US ARE CONSTANTLY TALKING ABOUT THINGS THAT NEED TO BE DONE AT THE SCHOOL SITE. ALRIGHT, APPRECIATE YOU SHARING THE STORY. UM, AS YOU KNOW, THOSE STORIES ALWAYS HELP US TO GET A VISUAL AS TO WHAT, WHY WE DO THE WORK THAT WE DO, BECAUSE [01:30:01] WE WANNA SEE THOSE SUCCESS STORIES. WE WANNA BE ABLE TO, TO, TO HAVE THAT BE THE, THE, THE NORM, SO TO SPEAK, ACROSS THE DISTRICT THAT THIS IS, THIS IS WHAT HAPPENS. AND I KNOW THERE'S QUITE A BIT OF RESOURCES AND I DON'T WANNA, UM, YOU KNOW, TOO THAT WE DON'T, I THINK WE HAVE THE RESOURCES THAT'S AGAIN, HOW DO WE UTILIZE IT? HOW DO WE GET THAT WORD OUT? UM, I DO WANT TO THANK, UH, DR. SOTO AND THE THINGS THAT HE HAS DONE WITH THE, WITH THE DEPARTMENT TO MAKE SURE THAT WE'RE MAKING THE CHANGES WHEN WE KNOW ABOUT IT. 'CAUSE IF YOU DON'T KNOW ABOUT IT, YOU DON'T KNOW HOW TO MAKE THE CHANGE. UM, AND SO THE OTHER IS HOPING THAT WE CAN MODEL KINDNESS AND EMPATHY THROUGHOUT OUR DISTRICT. 'CAUSE I THINK THAT IS SOMETHING THAT WE DON'T SEE ENOUGH OF IN THE WORLD, LET ALONE IN OUR DISTRICT AND IN OUR SCHOOLS ALL THE TIME. RIGHT. THIS IS THE DEFAULT IS KINDNESS, EMPATHY ALL THE TIME. UM, AND WHAT ELSE? IT WAS SOMETHING ELSE. YOU MENTIONED THE TRANSLATOR. WE TALKED ABOUT THAT, UM, THE RESOURCE FAIRS. IS THAT SOMETHING THAT WE WANT TO SEE MORE OF? WAS THAT, I KNOW WE TALKED ABOUT IT AS AN ACCOMPLISHMENT, BUT WAS THAT ENOUGH? WAS THAT NEED TO BE MORE, WANTED TO KNOW? HOW DOES THAT WORK OUT? I THINK IT WAS THE FIRST YEAR. I THINK EVERYONE, UM, INCLUDING THE DIVISION OF SPECIAL EDUCATION HAS STATED THAT THEY'RE EXCITED TO SEE IT. IT EXPAND. UM, MY DISTRICT HAD HUGE ATTENDANCE. UH, THERE WERE WORKSHOPS IN THE BACK. UM, MANY OF THE CTCS HAD THEIR BAKED GOODS OUT FOR PEOPLE TO PURCHASE PURCHASING STUFF. YEAH, IT, IT WAS A REALLY AMAZING THING. AND ONE OF THE THINGS THAT PARENTS ARE ASKING FOR, THEY SAY, WE DON'T KNOW WHAT TO ASK FOR. WE DON'T EVEN KNOW WHAT EXISTS. WE WE'RE IN AN IEP MEETING, WE KNOW WHAT THE PROBLEM IS, BUT WE DON'T EVEN KNOW WHAT TO ASK FOR. AND THE RESOURCE FAIR REALLY IS AN ANSWER TO THAT. TO BE ABLE TO WALK AROUND AND GO, OH, WHAT'S OT? WHAT'S RECREATION THERAPY? OH, WHAT'S THIS? WHAT'S THAT? AND TO BE ABLE TO ACTUALLY SPEAK TO PEOPLE EDUCATED ON IT AND BE ABLE TO SHARE THAT WITH THE PARENTS. IT'S ANOTHER STEP IN HAVING PARENTS BE TRUE PARTNERS IN THE IEP PROCESS. IT'S NECESSARY. WELL, GREAT. WELL HOPE WE CONTINUE THAT AND HOPE WE'LL TAKE THIS TO HEART TO MAKE SURE WE MAKE ACTUAL CHANGES AND LOOK FORWARD TO NEXT YEAR THAT THIS ACCOMPLISHED LIST IS EVEN MORE AND THAT OUR STUDENTS ARE GETTING WHAT THEY NEED AND THAT WHAT IS NECESSARY FOR THEM. SO THANK YOU AGAIN FOR YOUR WORK AND YOUR SUPPORT. YOU, AND TO ECHO YOUR THOUGHT, A LOT OF THE THINGS THAT WE ASK FOR FOR SPECIAL EDUCATION STUDENTS ARE BEST PRACTICES FOR ALL STUDENTS. KINDNESS, EMPATHY, PATIENCE, A FEELING OF BELONGING, A FEELING OF INCLUSION THAT SHOULD JUST BE HAPPENING AT EVERY SCHOOL SITE. IT, IT DEFINITELY BENEFITS OUR STUDENTS, BUT WHAT STUDENT DOES IT NOT BENEFIT? AND UNFORTUNATELY IN THE WORK THAT I DO FOR EVERY BEAUTIFUL COMPELLING STORY I HAVE, I ALSO HAVE ANOTHER STORY ON THE OTHER END OF THINGS TOO. SO WE REALLY JUST WANNA PUSH THIS YEAR THAT THAT EQUITY AND ACCOUNTABILITY ACROSS COULD REALLY MAKE A, A HUGE AND LASTING CHANGE FOR ALL OF OUR STUDENTS. SO THANK YOU. ONE LAST THING. AS YOU MENTIONED ABOUT THAT, IS IT POSSIBLE, I APPRECIATE THE SENIOR PARENTS THAT ARE HERE TO BE ABLE TO CULTIVATE THAT VOICE OF THOSE THAT HAVE GONE THROUGH THE PROGRAM, TO BE ABLE TO SHARE WITH THOSE FAMILIES THAT OBVIOUSLY ARE HEADED TO THAT DIRECTION, TO HAVE THAT SUPPORT SYSTEM. I MEAN, WE TALKED ABOUT THE AFFINITY GROUPS, BUT HAVING THEM AS RESOURCES TO, TO BE ABLE TO REACH OUT, 'CAUSE THERE'S A TEAM OF THEM THAT HAVE GONE THROUGH IT CAN KIND OF HELP TO BUILD CAPACITY. IS THAT SOMETHING THAT IS ON THE HORIZON TO BE ABLE TO THINK THROUGH BUILDING CAPACITY FOR THOSE ADVISORS, SO TO SPEAK? WE HAVE A, A PARENT, UH, A PUBLIC RELATIONS OFFICER, WHICH IS MS. MARIA DURRON. WE ALSO HAVE A SUBCOMMITTEE THAT OUR PARENT AMBASSADORS. SO WE DO HAVE, UH, THAT STRUCTURE IN PLACE THAT WOULD BE A GREAT PROGRAM TO HAVE A MENTORSHIP PROGRAM POP OUT OF FOR THOSE WHO ARE INTERESTED. I, I, I LOVE THAT IDEA AND I THINK THAT IT WOULD BE, UH, CERTAINLY HELPFUL. I DON'T KNOW IF OUR COMMITTEE COULD FACILITATE THE ENTIRE, UH, THE ENTIRE ALL OF L-A-O-S-D. IT MIGHT, UH, BE SOMETHING THAT WE NEED TO PARTNER WITH SOMEONE ELSE ON TO HAVE ENOUGH PEOPLE TO DO SO. BUT IT IS THAT I THINK THAT THAT WOULD BE A WONDERFUL IDEA. YEAH, BECAUSE I LOVE HEARING THE STORIES. I KNOW ALBERTA MOORE, SHE TALKS HIGHLY OF HOW SHE'S GONE THROUGH THE PROCESS AND I LOOK AT HER, I'M LIKE, YOU COULD DO IT. ANYBODY CAN DO IT. SO LOVE TO HEAR MORE ABOUT THAT TOO. THANKS. THANK YOU SHERETTE KELLY. UM, WELL, MY COLLEAGUES HAVE COLOR COVERED A LOT OF GROUND. I WANNA, OF COURSE, THANK YOU ALL FOR YOUR DEDICATION TO THIS WORK. AND, UM, I WAS SO IMPRESSED WITH THE PRESENTATION. I THINK THERE ARE SO MANY INCREDIBLE IDEAS THAT YOU'VE PRESENTED FOR US AND I SO DEEPLY APPRECIATE THE VISION THAT YOU ALL LAID OUT OF A DISTRICT THAT IS TRULY ROOTED IN INCLUSION FOR ALL STUDENTS AND UPLIFTING THAT THAT MEANS OUR FAMILIES ARE INCLUDED, OUR STUDENTS ARE INCLUDED. AND WHEN WE MAKE [01:35:01] INVESTMENTS TO SUPPORT THE NEEDS OF OUR KIDDOS WITH DISABILITIES, THAT IS AN INHERENT BENEFIT, NOT JUST TO THEM, BUT TO OUR ENTIRE SCHOOL COMMUNITY. SO JUST THANK YOU SO MUCH. UM, I ALSO LOVE THE RESOURCE GUIDE IDEA. I LOOK FORWARD TO TAKING A LOOK AT THAT. UM, AND I ALSO WANTED TO JUST APPRECIATE, UM, THE FOCUS ON INCLUSION, NOT ABOUT MINUTES. LIKE IT'S NOT ABOUT QUANTITY, IT'S ABOUT QUALITY. AND I THINK THAT YOU ALL REALLY LAID OUT WHAT ARE THE NECESSARY SUPPORTS AND RESOURCES TO MAKE SURE THAT THIS WORKS SUCCESSFULLY. UM, AND I'M HOPEFUL THAT IN IMPLEMENTING OUR LABOR CONTRACTS, ET CETERA, THAT WE CAN MAKE SURE THAT THOSE PIECES ARE REALLY IN PLACE SO THAT INCLUSION WORKS FOR ALL OF OUR STUDENTS. UM, THE WAY THAT, THE WAY THAT IT SHOULD, I ALSO, UM, WANTED TO NOTE THE TRAINING PIECES. UM, AND I THINK WHAT I HEARD FROM YOU ALL IS, IT'S NOT JUST ABOUT TRAINING FOR CLASSROOM TEACHERS, BUT THAT ALSO ALL STAFF MAYBE NEED, NEED MORE TRAINING TO HELP ENSURE THAT OUR CAMPUSES ARE TRULY INCLUSIVE. I WONDER, LIKE ON THE PLAYGROUND FRONT, I APPRECIATE THAT YOU ALL RAISED THAT IT'S NOT JUST ABOUT ACADEMIC INCLUSION IN CLASSROOMS, IT'S ALSO ABOUT INCLUSION IN SCHOOL EVENTS, INCLUSION, UM, WHEN KIDS ARE OUT DURING RECESS, UM, WERE THERE OTHER SORTS OF TRAININGS THAT YOU ALL FEEL LIKE MAYBE WOULD HELP ADDRESS THE NEEDS OF, LIKE OUR SUPERVISION STAFF, FOR EXAMPLE, UM, ADMINISTRATORS CAME UP. UM, SO WOULD JUST LOVE TO HEAR IF THERE'S MORE BEYOND JUST, UH, TEACHER TRAINING THAT WE COULD INVEST IN. SO WHAT STARTED, UH, AT, AT THE MOVEON AT MY SCHOOL, WELL, ONE OF THE THINGS THAT WE IMPLEMENTED IS THAT ALL OF THE VOLUNTEERS GOT A TRAINING BEFORE GOING IN, LETTING THEM KNOW THAT THERE'S A DIVERSE POPULATION OF STUDENTS, WHAT THINGS MIGHT LOOK LIKE, HOW THEY CAN CHANGE THE ACTIVITIES THAT WE'RE DOING SO THAT ALL STUDENTS CAN, CAN, UH, PARTICIPATE. NOT BEING WORRIED SO MUCH ABOUT TIMING, JUST THINGS TO LOOK OUT FOR. SO WE DID DO THAT AT OUR SCHOOL SITE. UM, AND IT WORKED REALLY BEAUTIFULLY AND MADE A, A VERY LARGE DIFFERENCE JUST SO THAT PARENTS, YOU, YOU DON'T KNOW WHAT YOU DON'T KNOW. AND SO THAT PARENTS HAD THAT IN MIND AND KNEW WHAT WAS GOING ON WHEN THEY WERE HELPING OUR STUDENTS. UM, SO I THINK THAT THAT TRAINING WOULD BE OF THE UTMOST IMPORTANCE. UM, I WILL SHARE A PERSONAL STORY THAT, UH, I HAVE A DAUGHTER WHO, UH, HAS VERY BAD ANXIETY AND ONE DAY, JUST BECAUSE SHE WAS IN AN AREA, THEY HAVE LIKE A LITTLE COOL DOWN BENCH AND SHE HAD TO GO SIT ON THE COOL DOWN BENCH, BUT JUST THE ACT OF THAT WAS TOO MUCH FOR HER AND I NEEDED TO PICK HER UP FROM SCHOOL THAT DAY BECAUSE IT WAS SO OVERWHELMING. AND THE PERSON THERE DIDN'T KNOW WHAT TO DO. THEY DIDN'T KNOW WHY SHE WAS CRYING OR WHY SHE WAS SO UPSET BY WHAT WAS GOING ON. SO THAT EDUCATION FOR ALL STAFF IS REALLY IMPORTANT. WHAT WE FOUND OUT THIS YEAR WHEN WE WERE TALKING SO MUCH ABOUT BUDGETS IS THAT WHILE, UH, ENROLLMENT MIGHT BE GOING DOWN, THE NUMBER OF IEPS IS STEADILY RISING, RIGHT? SO MORE AND MORE OF OUR STUDENT POPULATION, UM, ARE ON IEPS AND HAVE SOME SORT OF DESIGNATION FOR AN IEP. SO IT BECOMES MORE AND MORE IMPORTANT THAT EVERYBODY WHO TOUCHES EACH STUDENT IS TRAINED. NOT ALL SPECIAL EDUCATION HAPPENS IN A SPECIAL EDUCATION CLASSROOM, RIGHT? NOT ALL DISABILITIES ARE VISIBLE. SOME OF THEM ARE VERY SUBTLE. UH, AND SO IT'S IMPORTANT THAT EVERYONE IS AWARE OF JUST HOW TO TREAT CHILDREN IN GENERAL MM-HMM . UM, SO THAT ALL STUDENTS ARE TREATED WITH DIGNITY, WHETHER YOU CAN, UM, UH, TELL WHETHER THEY'RE RECEIVING SPECIAL EDUCATION OR NOT. RIGHT? ABSOLUTELY. WELL, AND, AND WE KNOW THAT HAVING CARING ADULTS AROUND WHO REALLY UNDERSTANDS, SEE AND CONNECT WITH YOU IS THE MOST IMPORTANT THING FOR, FOR ALL KIDS. AND SO I THINK WHETHER THAT'S OUR OFFICE STAFF, OUR, UH, SUPERVISION, AGE OR CAMPUS AGE, MAKING SURE THAT THOSE STAFF CAN REALLY SEE AND RECOGNIZE THE UNIQUE NEEDS OF OUR KIDS IS SUPER IMPORTANT. SO THANK YOU FOR UPLIFTING THAT AND FOR SHARING THAT STORY. I ALSO WANTED TO APPRECIATE THE SUGGESTION FOR A COMMITTEE OR A KIND OF CAC SUPPORT AT THE SCHOOL SITE. I FEEL LIKE IN ADDITION TO EVERYTHING THAT WE'VE MENTIONED AND GIVING VOICE TO THE NEEDS OF OUR CHILDREN WITH DISABILITIES AT OUR SCHOOLS, I THINK IT'S ALSO JUST IMPORTANT FOR PARENTS TO HAVE COMMUNITY AT THEIR SCHOOL SITES. UM, AND I WILL JUST NOTE ON A PERSONAL LEVEL THAT I HAVE GONE THROUGH THE IEP PROCESS FOR THE FIRST TIME AS A PARENT THIS YEAR. AND EVEN FOR ME AS A BOARD MEMBER, UM, WHO WAS VERY WELL EDUCATED, WHO WAS A TEACHER, IT WAS STILL INTIMIDATING AND HARD. AND, AND, AND THERE CAN FEEL LIKE THERE'S A POWER DYNAMIC BETWEEN SCHOOL STAFF AND PARENTS WHO ARE ADVOCATING FOR THEIR KIDS. AND, UM, I DON'T WANT ANY PARENT TO DO THAT ALONE. SO I, I THINK THAT THE WORK THAT YOU ALL ARE DOING AROUND GIVING VOICE IS SO IMPORTANT. AND IF WE CAN DO MORE OF THAT BY CREATING SAFE SPACES AT OUR SCHOOL SITES, THAT THAT'S GOING TO BE INCREDIBLY IMPORTANT AND IMPACTFUL, ESPECIALLY FOR OUR MOST VULNERABLE PARENTS. UM, SO I, I, I JUST, I I THINK THAT THAT'S SUCH AN INVALUABLE SUGGESTION AND JUST REALLY WANT TO APPRECIATE IT. UM, AND I THINK THAT'S, THOSE ARE KIND OF MY MAJOR PIECES OF FEEDBACK. THANK YOU ALL SO MUCH. I REALLY DO APPRECIATE ALL OF YOUR WORK. THANK YOU. THANK YOU. THANK YOU, KELLY. THANK YOU. SO I'LL BE THE LAST TO, UH, GIVE COMMENTS. UH, I WANT YOU TO KNOW FIRST OF ALL THAT I AM AN ALLY TO CAC, JUST SO YOU KNOW. AND, UM, THE MOST IMPORTANT PART OF MY JOB [01:40:01] IS NOT SITTING HERE, BELIEVE IT OR NOT, AT THE PODIUM. MY, MY JOB IS TO VISIT MY SCHOOLS AND KNOW WHAT'S HAPPENING AT MY SCHOOLS AND TO HELP SCHOOLS. SO LET ME SAY IN ALL MY VISITS, I FIND THAT ELEMENTARY SCHOOLS DO THE BEST JOB OF A WELCOMING ENVIRONMENT FOR EVERYONE. GEN ED AND SPECIAL ED. I NOTICE THAT ALL THE TIME WITH MY ELEMENTARY SCHOOLS. AND IT'S IMPORTANT THAT PRINCIPALS KNOW THAT, UM, IT'S NOT THE SPECIAL ED AND THE GENERAL ED OR ONE SCHOOL. AND THAT MEANS COMBINING EVERYBODY TOGETHER AND MAKING EVERYBODY FEEL WELCOME AND PARTICIPATING. AND THAT'S WHAT YOU HAD MENTIONED ALSO TOO, ONE THING THAT, UM, YOU KIND OF HINTED AT WAS STAFFING. AND LET ME TELL YOU WHAT I DO WITH STAFFING. I DO NOT BELIEVE THAT ADDING MORE AND MORE SPECIAL ED AIDS TO THE CLASSROOM SOLVES THE PROBLEM WHEN THE CLASS IS TOO BIG, THERE'S ONLY ONE TEACHER IN THE CLASSROOM. THERE'S ONLY ONE TEACHER IN THE CLASSROOM, OKAY? THE SPECIAL ED AIDES ARE THERE TO SUPPORT THE TEACHER AND WORK WITH INDIVIDUAL GROUPS. WHEN A CLASS SIZE IS TOO BIG, YOU NEED TO OPEN ANOTHER CLASS, YOU NEED TO OPEN ANOTHER CLASS. IT'S NOT FAIR TO KEEP PUTTING MORE AND MORE ADULTS IN THIS ROOM. AND THAT DOESN'T SOLVE THE PROBLEM. SO THE PROBLEM IS MAINTAINING A CORRECT CLASS SIZE AND HAVING THE PROPER NUMBER OF SPECIAL ED AIDE IN THE CLASSROOM. I WANTED TO MENTION THAT TOO. UM, IEP TRAININGS AT SCHOOL, UM, YOU CAN GO TO AS MANY MEETINGS AS YOU WANNA GO TO, AS BIG AS THEY ARE, BUT THE BEST TRAINING HAPPENS AT THE SCHOOL SITE WITH THE PEOPLE THAT YOU KNOW. AND THAT'S WHY IT'S SO IMPORTANT FOR ME THAT EACH SCHOOL RECOGNIZES THAT THEY'RE RESPONSIBLE FOR MAKING SURE THAT PARENTS UNDER THEIR PARENTS UNDERSTAND HOW THE IEP WORKS, HOW SPECIAL ED WORKS, AND HELPING IN THAT WAY. BIG MEETINGS AT DIFFERENT LOCATIONS REALLY DOESN'T DO THE TRICK. YOU KNOW, WHEN YOU HAVE TO, YOU, YOU GO ONLINE AND YOU WATCH A VIDEO, IT'S AT SCHOOL WHERE IT MATTERS AND THAT'S WHERE IT SHOULD BE DONE AT THE SCHOOL SITE. AND I JUST WANTED TO SAY THANK YOU VERY MUCH FOR ALL OF YOUR HELP. WE ALL SUPPORT YOU. AS YOU CAN TELL, WE ALL SUPPORT SPECIAL ED AND WE WISH THE BEST FOR ALL OF OUR KIDS. SO THANK YOU VERY MUCH. THANK YOU. THANK YOU. OKAY. THAT'S IT FOR YEAH, GO AHEAD. FINISH UP. YEAH. YEAH. I JUST WANTED TO SAY THANK YOU VERY MUCH FOR YOUR TIME AND I WANNA SAY THANK YOU FOR MY OFFICERS FOR ALL THEIR HARD WORK AS WELL. WE REALLY LOOK FORWARD TO WORKING WITH ALL OF YOU ON THESE IDEAS, UM, FINDING SOLUTIONS TO THE PROBLEMS THAT LIE THERE AND, UH, UH, CONTINUING TO UPLIFT OUR STUDENTS WITH SPECIAL NEEDS. SO THANK YOU VERY MUCH. THANK YOU VERY MUCH. OKAY. WE'RE GOING TO ASK MR. MAX TO COME UP NOW. I'M SORRY THERE WAS SUCH A BIG DELAY, BUT, SORRY. SORRY. AM I HERE? ALL RIGHT. AWESOME. ALRIGHT. ALRIGHT. UM, THANK YOU. UH, GOOD MORNING AND, UH, WE APPRECIATE, UH, GIVING US THE SPOT LATER UNDERSTANDING YOU STARTED EARLY, SO I REALLY WANNA APPRECIATE THAT. UM, SO GOOD MORNING BOARD MEMBERS, SUPERINTENDENT CHE AS YOU VOTE TODAY TO RATIFY OUR TENTATIVE AGREEMENT. UH, WE ARE CELEBRATING WHAT WE ACCOMPLISHED TOGETHER. WE DID IT MORE THAN A VERDICT STRIKE. WE SHOW THAT THIS DISTRICT CAN MOVE FORWARD WHEN FRONTLINE WORKERS ARE HEARD, THAT WE CAN BEGIN TO ADDRESS THE SYSTEMIC POVERTY, UH, IN OUR CITY BY SUPPORTING THE WORKERS IN L-A-U-S-D THAT WE CAN RESPONSIBLY TACKLE STAFFING SHORTAGES IN OUR SCHOOLS. AND THAT TOGETHER WE CAN CORRECT PAST PRACTICES THAT FORCE THOUSANDS OF L-A-U-S-D WORKERS TO SCRAPE BY ON TWO AND THREE HOURS JOBS. LAST MONTH, AN OVERWHELMING 99% OF LOCAL 99 MEMBERS VOTED TO RATIFY THIS HISTORIC AGREEMENT. YEAH. AND TODAY ALL, YEAH, MAN, THAT WAS GREAT ACTUALLY. BUT TODAY, AND TODAY WE LOOK FORWARD FOR THIS BOARD TO APPROVE THIS CONTRACT. DISAGREEMENT SHOWS WHAT IS POSSIBLE WHEN CONTRACTS AND BUDGETS ARE APPROACHED WITH HUMANITY AND RESPECT. WE URGE YOU TO BRING THOSE SAME VALUES [01:45:01] TO THE DISTRICT BUDGETS. DECISIONS CUTS TO CRITICAL PROGRAMS LIKE C AND BSAP ARE NOT ONLY UNNECESSARY, THEY ARE HARMFUL TO STUDENTS, WORKERS, AND OUR COMMUNITIES. L-A-U-S-Z IS CONSIDERING BUDGET CUTS WITH LASTING CONSEQUENCES BASED ON PROJECTIONS. PROJECTIONS IN THE FUTURE THAT REMAIN UNSUBSTANTIATED. IN FACT, FOR DECADES, L-A-U-S-D HAS PROJECTED STRUCTURAL DEFICITS THAT HAVE NOT MATERIALIZED AT THE SCALE THAT YOU FORECASTED OVER THE LAST DECADE. THE DISTRICT HAS ENDED FISCAL YEARS WITH LARGER RESERVES THAT ORIGINALLY PROJECTED AVERAGING APPROXIMATELY $3.2 BILLION IN ENDING BALANCES. SO THAT FUTURE NEVER PROJECTS WHY WE WORK HARD TO NOT LET IT PROJECT. THERE IS NO JUSTIFICATION FOR CUTTING STUDENT PROGRAMS AT STAFFING. THAT IS THE PURPOSE OF ED OF THIS DISTRICT TO PROVIDE EDUCATION. THESE REJECTIONS THAT YOU HAVE ALSO OVERLOOK STATE FUNDING OPPORTUNITIES IDENTIFIED IN THE GOVERNANCE MAYOR REVISE THAT COULD PROVIDE L-A-U-S-D WITH HUNDREDS OF MILLIONS OF DOLLARS IN ADDITIONAL FLEXIBILITY. THERE IS NO NEED TO BALANCE THE BUDGET ON THE BACKS OF BLACK AND BROWN STUDENTS, WORKERS AND FAMILIES. L-A-U-S-D HAS THE RESOURCES, BUT CALIFORNIA HAS MORE RESOURCES. YEAH. IN THAT SPIRIT, IN THE SPIRIT OF PARTNERSHIP, SEU LOCAL NINE NINE AND LUD HAVE TRAVELED TO SACRAMENTO TO ADVOCATE FOR NEW REVENUE. IN FACT, THROUGH S E'S AND RIG CALIFORNIA CAMPAIGN, WE ARE WORKING TO CLOSE CORPORATE TAX LOOPHOLES THAT COULD GENERATE $3 BILLION MORE EACH YEAR. SO THE IDEA THAT CUTS ARE THE ONLY OPTION IS SIMPLY FALSE CUTS JUST CREATE A WORSE SITUATION. AND IT'S A SELF-DEFEATING FUTURE IN THAT WE WILL NEVER ACHIEVE THE DREAM OF EXCELLENT EDUCATION FOR ALL. IT IS DANGEROUS FOR THIS DISTRICT TO CUT THE STAFF AND PROGRAMS THAT SERVE BLACK AND BROWN STUDENTS, ENGLISH LEARNERS AND FOSTER YOUTH. THE VERY STUDENTS AT THE HEART OF A DISTRICT, IN FACT IT IS WORKERS, IT IS STUDENT, IT IS WORKERS, IT IS CLASSIFIED EMPLOYEES, IT IS TEACHERS, IT IS ADMINISTRATORS, IT IS HUMAN BEINGS THAT PROVIDE THESE RE THESE PROGRAMS. SO CUTTING PROGRAMS MEANS CUTTING HUMAN BEINGS AND CUTTING HUMAN BEINGS MEANS CUTTING PROGRAMS. THAT'S WHY IT IS OUTRIGHT SHAMEFUL TO PITCH STUDENTS AND EDUCATION WORKERS AGAINST EACH OTHER, TO PIT PARENTS AND EDUCATION WORKERS AGAINST EACH OTHER. IT'S SHAMEFUL TO EVEN CONSIDER THAT DIGNIFIED AND FAIR WAGES MUST COME AT THE EXPENSE OF PROGRAMS FOR STUDENTS AND THEIR FAMILIES. THERE IS NO DOUBT THAT THERE ARE CHALLENGES AHEAD, BUT AS WE PROVEN IN OUR RECENT CONTRACT NEGOTIATIONS, WE CAN ONLY MOVE FORWARD WHEN WE WORK TOGETHER. WE HAVE THIS TIME TO WORK TOGETHER. THIS IS TODAY. YOU VOTE ON THE BUDGET, IT'S STILL NOT TOO LATE. IT'S STILL NOT TOO LATE TO RESCIND THESE CUTS TO THESE SERVICES. YEAH, IT'S NOT TOO LATE TO RESCIND THE RIFFS. IN FACT, YOU PROVED THAT OUT OF THE APPROXIMATELY 300 WORKERS YOU WERE LAYING OFF FOR LOCAL NINE, NINE, OVER 200 OF THEM ARE STAYING. YOU MADE THAT DECISION SO THAT SCHOOLS COULD HAVE IT SERVICES THAT THEY NEED, STUDENTS COULD HAVE IT SERVICES THAT THEY NEED. DO THAT AGAIN. MAKE THAT DECISION AGAIN. MAKE THE RIGHT DECISION. CLEAN GROUNDS. CLEAN GROUNDS. YES. ALRIGHT. THANK YOU VERY MUCH. I LOOK FORWARD TO CONTINUING TO WORK TOGETHER, BUT IF WE CAN'T FIND WORK TOGETHER, WE'RE GOING TO BE IN CONFLICT AGAIN. NOBODY WANTS THAT. WE WOULD RATHER WORK TOGETHER AND SPEND ENERGIES WORKING TOGETHER. YES, THANK YOU. WHEN WE FIGHT, WE WIN. OH, OKAY. OKAY. I'M GONNA TELL HIM. YOU GOT IT. OKAY. THANK YOU VERY MUCH. WE, UH, NOW HAVE A PRESENTATION FROM THE DLAC COMMITTEE. WOULD YOU COME UP COMMITTEE MEMBERS PLEASE? [01:50:02] AND JUST BEFORE THIS PRESENTATION STARTS, IF ANYONE WOULD LIKE TO HAVE A TRANSLATION HEADSET TO EXPERIENCE SIMULTANEOUS TRANSLATION, PLEASE PUT YOUR HANDS UP AND WE'LL GET YOU ONE AGAIN, IF YOU DO NOT SPEAK SPANISH AND YOU WOULD LIKE TO HEAR TRANSLATION SIMULTANEOUS WITH THE GIVING OF THE PRESENTATION, PLEASE PUT YOUR HANDS UP AND WE'LL GET YOU TRANSLATION HEADSETS. ANYBODY UP TOP LOOKS LIKE? NO, I BELIEVE THE PRESENTATION SHOULD BE QUEUED SHORTLY. OKAY. THANK YOU. WE'RE READY. WELCOME. DELAC, YOU MAY BEGIN. THANK YOU FOR RECEIVING US AND THANK YOU FOR HEARING US OUT. WE ARE WHERE THE DA COMMITTEE. WE ARE PARENTS FOR ENGLISH LEARNERS AND WE'RE VERY GRATEFUL FOR THE TIME THAT YOU'VE GIVEN US ALL TO HEAR US OUT. TO LISTEN TO US, TO LISTEN TO THE, THE THINGS THAT WILL BENEFIT OUR ENGLISH LEARNERS, THAT WILL PRESENT FOR ALL GROUPS FOR ENGLISH LEARNERS. IT'S A VERY IMPORTANT GROUP WITHIN THE COMMUNITY, WITHIN THE STUDENT COMMUNITY FOR LUSD. SO WE'RE HERE TO TRY TO ADVOCATE FOR THEM, TO TRY TO MAKE THEIR VOICE BE HEARD, NOT JUST FOR THE PARENTS, BUT ALSO FOR THE STUDENTS, FOR THE ENGLISH LEARNERS. THANK YOU VERY MUCH. AND THANK YOU FOR RESPECT OF OUR WORK FOR THIS SCHOOL YEAR. THIS WHOLE SCHOOL YEAR WE'VE BEEN WORKING, TRYING TO LINE UP OUR PROPOSITIONS TO BRING WITH YOU SUGGESTIONS SO THAT WAY YOU ALL CAN HEAR US, LISTEN TO US, SUPPORT US, AND FOR THE BENEFIT OF OUR ENGLISH LEARNERS. WE'LL BEGIN WITH OUR PRESENTATION. FIRST, WE'RE GOING TO SHOW YOU OUTLINE SOME OF OUR ACCOMPLISHMENTS BEFORE OUR PROPOSITIONS. THANK YOU. SO MY NAME IS MARTA COSTA. I AM THE PRESIDENT COMMITTEE OF DLAC C AND WE ALL HAVE MS. VERONICA CUO. SHE IS ALSO WITH OUR PUBLIC RELATIONS. GOOD MORNING TO EVERYONE, TO PRESENT OURSELVES AS A GROUP OF SUPPORT WITH DLAC, WITH THE DISTRICT TO BE ABLE TO HELP BETTER, UH, RESULTS AND HELP OUR ENGLISH, OUR SPANISH LEARNERS. UH, OUR LEARN, OUR ROLE AS A DLAC C IS NOT JUST PRESENTING OUR VOICES, IT'S ALSO HELPING THE DISTRICT AND IDENTIFY THE BARRIERS AND THE STRUGGLES FOR EVERY CHILD. AND ALSO TRY TO DESIGN STRATEGIES AND OBTAIN RESULTS AT THE FIRST LEVEL SO THAT WAY OUR STUDENTS ARE ABLE, OUR ENGLISH LEARNERS CAN FINISH THEIR CAREERS, SO TO SPEAK. RIGHT. AND ALSO THE WORK, THE COLLABORATIVE WORK OF DLAC AND THE DISTRICT. IT'S FUNDAMENTAL TO BE ABLE TO HAVE, UH, ACADEMIC, UM, SUCCESS AND ALSO THE EMPOWERMENT OF PARENTS IN TRYING TO BRING THEM INFORMATION AND OPPORTUNITIES TO BE ABLE TO SHARE AND HELP. AT THE SAME TIME, THE SCHOOLS THEMSELVES. THIS YEAR WE WERE ABLE TO ACCOMPLISH FIVE, FIVE OF OUR PROPOSITIONS. AND I'M SORRY, I'M SORRY. WE'VE ACCOMPLISHED FIVE OF OUR GOALS AND, AND A FEW THEIR GENERAL RECLASSIFICATION WHERE WE'VE INFORMED THE PARENTS REGARDING THE RECLASSIFICATION PROCESS SO THAT WAY THEY KNOW THAT EVERY CHILD THAT GOES INTO A SCHOOL, WHAT STEPS THEY NEED TO TAKE, WHAT THEY NEED TO STUDY, WHAT QUALIFICATIONS THEY NEED TO HAVE. AND ALSO WE'VE INFORMED IN REGARDS TO THIS NEW POLICY, THE 78.5. AND ALSO WE HAVE TO BE VIGILANT FOR THE SECOND TOPIC IS FOR RECLASSIFICATION, FOR ENGLISH LEARNERS, BUT WITH DISABILITIES WHERE WE'VE HAD TRAININGS EXCLUSIVELY FOR THESE PARENTS. SO THAT WAY THEY'RE AWARE AND KNOW HOW TO OBTAIN SOME OF THESE RESOURCES AND ALSO HAVE THE ADEQUATE SUPPORT WITH TIME AND FORM. AND POINT NUMBER THREE, WE HAVE MORE ACTIVE PARENT INVOLVEMENT WHERE WE HAVE HAD IN OUR MEETINGS AND OUR MONTHLY MEETINGS, UH, ATTENDANCE NOT COMPLETE, BUT ENOUGH FOR US TO BE ABLE TO ACCOMPLISH VOTES OR DO MOTIONS. AND THE OPTION ALSO AVAILABLE FOR HYBRID MEETINGS. THAT HAS HELPED A LOT TO HAVE THESE, UH, ATTENDANCE, HAVE IMPORTANT ATTENDANCE AT EVERY MEETING. AND ALSO SPACES AND OPPORTUNITIES, SAFE SPACES TO BE ABLE TO GIVE OPINIONS RESPECTFULLY AT EVERY MEETING. WE'VE ALWAYS MENTIONED THAT THEY HAVE THE OPPORTUNITY THAT EVERY PARENT IS ABLE TO GIVE THEIR TESTIMONY OR THEIR RECOMMENDATIONS IN REGARDS OF WHAT THEY LIVE INDIVIDUALLY. ADDITIONALLY, WE'VE ALSO ACCOMPLISHED ACCESS TO CONFERENCES WHERE WE'RE ABLE TO CONNECT WITH OTHER COMMUNITIES WHERE WE'RE ABLE TO ACCESS AND TO KNOW EACH OTHER'S STORIES. FOR EXAMPLE, SOME OF THESE [01:55:01] PEDAGOGICAL WITHIN OUR COMMUNITIES AND FAMILIES. ALSO, NUMBER FOUR POINT NUMBER FOUR, WE HAVE ADVANCED, WE HAVE LEARNED TO LEARN ABOUT THE TITLE ONE, ANOTHER BUDGET, TITLE FOUR, IN WHICH WAY EVERY SCHOOL HAS THESE RESOURCES AND THESE INVESTMENTS. AND FOR THE PARENTS TO KNOW WHAT THEY'RE ABLE TO OBTAIN WITH THESE RESOURCES. NOT JUST TO ASK, BUT WHAT EACH ONE HAS BECAUSE THEY'RE ALL, THEY'RE DIFFERENT CLASSIFICATIONS. IT DEPENDS ON A LOT, A LOT OF FACTORS DEPEND ON THIS. AND ALSO THE LAST POINT, WE'VE ALSO ACCOMPLISHED EFFECTIVE COMMUNICATION BETWEEN THE DISTRICT AND THE FAMILIES BECAUSE WE HAVE, UH, DIRECT COMMUNICATION WITH PART OF LA USD'S TEAM. WE HAVE IN ALL OUR MEETINGS, IN ALL INTERNAL MEETINGS, WE'VE HAD SIMULTANEOUS INTERPRETATION, WHICH HAS HELPED A LOT, UH, ESPECIALLY PARENTS THAT DON'T HAVE GOOD GRASP OF ENGLISH. SO THEY'RE ABLE TO UNDERSTAND, WE KNOW THAT IT'S NOT ENOUGH THAT THERE ARE OTHER LANGUAGES, BUT AT THE FIRST CASE, I THINK WE'VE BEEN ABLE TO ACCOMPLISH IT, AT LEAST WITH THIS. AND ALSO WE'VE ORGANIZED, UH, WORKSHOPS, MONTHLY WORKSHOPS WHERE WE BELIEVE WE'VE, WE'VE ORGANIZED THEM BY PRIORITY SO THAT WAY THE PARENTS WILL BE INFORMED IN REGARDS TO WHAT IS THE SUBJECTS OF WHICH THE CHILD NEEDS TO KNOW. AND AS A PARENT WILL, WILL KNOW THE RESOURCES THAT THE DISTRICT HAS AVAILABLE WHEN IT COMES TO EDUCATION FOR ENGLISH LEARNERS. AND WE ALSO HAVE, WELL, WORKSHOPS FOR PARENTS LIKE I JUST MENTIONED AND, AND WHERE WE'LL ALSO TO BE ABLE TO KNOW ABOUT BILINGUALISM AND RECLASSIFICATION FOR STUDENTS WITH IEPS. AND ALSO THERE'S, THERE'S VERY DIFFICULT CONS, CONSOLIDATED APPLICATION, DIFF DIFFICULT CONCEPTS TO UNDERSTAND. BUT ONCE THEY, THEY KNOW THEM AND THEY'RE AWARE OF THEM, THEY'LL, UH, UNDERSTAND THEM BETTER. AND I THINK THIS HAS HELPED PARENTS TO BE ABLE TO MANAGE THE SAME TERMS AND BE ABLE TO COMMUNICATE WITH THE PARENTS THE NEXT DAY, UH, TO KNOW WHAT TO ASK FOR. BECAUSE SOMETIMES BEING UNAWARE, NOT KNOWING IT GENERATES A LOT OF CONFUSION. ALSO, WE HAVE TRAINED, WE'VE ALSO INVITED, OH YES, INTERNAL COMMITTEES FROM SCHOOL LIKE S-S-C-S-S-C IS THAT ANDY LACK TO ALSO, THEY WOULD ALSO BE AWARE AND NO, WELL, AND ALSO GRATEFUL TO S FACE BECAUSE THEY HAVE LET THIS, THEY HAVE ALLOWED US OUR COMMUNICATION TO ALSO BE CLEAR AND THROUGH THEM THEY HAVE THE TIME AND IN WORKING WITH THE FAMILIES AND THE COMMUNITIES AND IT'S ALLOWED US TO ALSO, FOR US TO HAVE OUR, OUR AREA. I'LL GIVE THE THE FLOOR NOW TO THE PRESIDENT. THANK YOU. YEAH, WE WILL CONTINUE NOW WITH OUR GOALS AND OUR PROPOSITIONS AS PARENTS FOR ENGLISH LEARNERS, WE HAVE, WE'VE DETECTED NECESSITIES AT ALL SCHOOLS, AT ALL LEVELS. AND WE HAVE OUTLINED SOME, SOME PROPOSITIONS THAT WE WOULD LIKE FOR YOU ALL TO HEAR AND IN SOME WAY FOR ALSO TO ANALYZE SO THAT WAY WE CAN SUPPORT OUR ENGLISH LEARNERS BETTER IN THE ACADEMIC GOALS WE NEED FOR YOU ALL TO SUPPORT OUR SCHOOLS WITH INTERVENTIONS. UH, AN INTERVENTION TEACHER AT ALL SCHOOLS DURING THE SCHOOL DAY FROM MONDAY THROUGH FRIDAY WOULD HELP A LOT AN ENGLISH LEARNER IN ADVANCING ACADEMICALLY. AN ENGLISH LEARNER WILL COME HERE AND HAS TO LEARN A DIFFERENT LANGUAGE. AND ALSO THIS CAN BE VERY NOTICEABLE THAT THE STUDENT, IF THEY GIVE THEM AN INTERVENTION IN A WAY, A DAILY INTERVENTION, UH, ON TOP OF THE SUPPORT THAT THE TEACHER GIVES THEM IN THE CLASSROOM WILL BE ABLE TO NOTICE THEIR PERFORMANCE, THEIR ACADEMIC PERFORMANCE WOULD BE NOTICEABLY BETTER IN THE WAY IT IS ABLE TO STRONGLY IMPACT IN WHICH THE WAY THE SCHOOLS ARE ABLE TO OBTAIN THEM AT THE END OF THE YEAR IN THE, THE STATE TEST, AN ENGLISH LEARNER IS NOT USUALLY WELL-TRAINED OR WELL AWARE AND CAN HAVE, CAN IMPACT THE FINAL RESULT OF THE SCHOOL YEAR PERFORMANCE. THAT'S WHY WE'RE ASKING FOR THERE TO BE AN INTERVENTION TEACHER, BUT PAID BY THE DISTRICT. BECAUSE UNFORTUNATELY OUR SCHOOLS ARE, A LOT OF SCHOOLS HAVE TO TRY TO NOT, DON'T HAVE ONE PRECISELY BECAUSE THEY DON'T HAVE SUFFICIENT, UH, FUNDS FOR THE BUDGET THAT THEY'RE RECEIVING. SO THEY HAVE TO CUT THEM. SO US AS PARENTS FROM [02:00:01] ENGLISH LEARNERS, WE NEED FOR OUR CHILDREN TO HAVE THIS INTERVENTION TEACHER SO THEY'RE ABLE TO ADVANCE AND ALSO TUTORING AFTER SCHOOL AND ON SATURDAYS ARE JUST AS IMPORTANT AND NECESSARY TO REINFORCE THEIR GROWTH, THEIR ACADEMIC GROWTH, MORE SO THE ENGLISH LEARNERS THAT ARE SOMETIMES SUBMITTED TO TESTING THAT ARE VERY DIFFICULT FOR THEM. SO IT'S IMPORTANT FOR THEM TO BE ABLE TO, TO BE GIVEN THE TRAIN, THE TUTORING SO THAT WAY THEY'RE ABLE TO ADVANCE IN THE ELPAC EXAM MORE THAN ANYTHING. SO THAT WAY THEY CAN ALSO ADVANCE TO ANOTHER LEVEL IN A WAY THAT IN A CONSTANT WAY AND NOT FALL BACK. ESPECIALLY WITH THESE INTERVENTIONS FOR ENGLISH LEARNERS. ALSO FROM IN THE ACADEMIC FRONT, WE ARE ALSO ASKING THAT FOR THE STUDENTS TO HAVE A DIAGNOSTIC EVALUATION. WE KNOW THAT OUR TEACHERS HAVE A PLAN, A WORK PLAN FOR STUDENTS, ENGLISH LEARNERS IN THEIR CLASSROOM. THEY HAVE A PLAN TO BE ABLE TO WORK WITH THESE STUDENTS WITHIN THEIR CLASSROOM. WE WANT FOR THIS DIAGNOSTIC, THIS PLAN TO BE ABLE TO BE SHARED WITH THE PARENTS AS WELL. SO THE PARENTS KNOW HOW THIS IS WORKING FOR THEM IS MORE THAN ANYTHING HOW AT HOME WE'RE ABLE TO HELP THEM AS WELL. SO THAT WAY WE CAN IMPULSE A BETTER ACADEMIC PERFORMANCE. LIKE MY PARTNER JUST SAID, WE ARE PARTNERS IN OUR CHILDREN'S EDUCATION, NOT JUST WITH THE DISTRICT, BUT ALSO WITH THE TEACHERS AND OUR PRINCIPALS AND OUR SCHOOLS. WE AS PARENTS ALSO CAN HELP AND NOTABLY, SO THAT WAY OUR CHILDREN CAN ALSO HAVE, UH, SUCCESSFUL EDUCATION, ESPECIALLY WITH OUR TEACHERS CAN SHARE WITH US THEIR ACTION PLAN FOR THESE ENGLISH LEARNERS THAT THEY HAVE IN THEIR CLASSROOM. SO THAT WAY WE WILL KNOW HOW WE'LL BE ABLE TO HELP THEM AT HOME AND ALSO WORK TOGETHER. AND ALSO WE'RE ALSO ASKING FOR THEIR TO OPEN SPACES AT SCHOOL WITH PROGRAMS FOR DOUBLE DUAL PROGRAMS. WE KNOW THAT THESE PROGRAMS EXIST, BUT UNFORTUNATELY THEY'RE LIMITED SPACES. AND SO WE WOULD LIKE FOR OUR ENGLISH LEARNERS TO NOT BE LEFT OUTSIDE OF THESE PROGRAMS FROM THESE SCHOOLS. SO WE ARE ASKING FOR MORE SCHOOLS TO BE OPEN WITH THESE PROGRAMS, WITH THESE DUAL LANGUAGE PROGRAMS OR TO SEE IF THERE'S A WAY TO HAVE MORE SPACES SO THAT WAY MORE STUDENTS COULD BENEFIT WITH FROM THESE PROGRAMS. ALSO, WE WOULD LIKE TO REQUIRE FOR TEACHERS, BILINGUAL TEACHERS AND STAFF IN GENERAL AT SCHOOL WITH MORE TRAINING AT THE PROFESSIONAL LEVEL. PSYCHOLOGICAL SOCIOLOGICALLY. IT'S VERY IMPORTANT FOR OUR TEACHERS TO KNOW HOW TO WORK WITH OUR STUDENTS, ENGLISH LEARNERS, OUR STAFF, OUR PRINCIPAL, THE ENTIRE STAFF AT SCHOOL KNOW HOW TO DIRECT THEMSELVES TOWARD THEM AND HOW THEY KNOW HOW TO WORK, HOW TO IMPLEMENT PROGRAMS THAT WOULD BE ADEQUATE FOR OUR ENGLISH LEARNERS. STARTING WITH A GOAL TWO, UH, WHICH IS WELLNESS, JOINT WELLNESS. WE WANT FOR PARENTS TO BE, UH, MORE, UM, ENGAGED ABOUT THE IMPORTANCE, HEALTH, NUTRITION, THE IMPORTANCE OF SOCIAL MEDIA. IT IS IMPORTANT THAT AT THE PARENT CENTER THERE'S A GREATER ACCESS TO PROGRAMS WITH TOPICS THAT ARE SPECIFICALLY FOCUSED ON THESE, UH, TOPICS BECAUSE WE KNOW THAT ENGLISH LEARNERS IN A WAY CAN HAVE SOME DIFFICULTIES IN TERMS OF HOW MENTAL HEALTH, UH, DUE TO THE THINGS THAT I MENTIONED BEFORE, THEY COME TO A DIFFERENT COUNTRY WITH A DIFFERENT LANGUAGE TO LEARN A DIFFERENT LANGUAGE. AND IT'S VERY PROBABLE THAT THEIR MENTAL HEALTH IS A LITTLE BIT EFFECT AND NOT JUST THEM, BUT THE PARENTS AS WELL THAT ALSO COME TO WORK FOR THEM. UH, SO WE ARE ASKING THAT THERE IS WORKSHOPS THAT ARE CENTERED ON THESE SPECIFIC TOPICS BECAUSE WE CONSIDER THAT THEY COULD BE REALLY HELPFUL FOR OUR FAMILIES, FOR OUR STUDENTS, AND FOR OUR COMMUNITY. ALSO, LET'S REMEMBER THAT WHERE THERE'S AN ENGLISH LEARNER, THERE IS A STORY OF A CHILD THAT NEEDS SUPPORT. WE NEED FOR YOU AS A DISTRICT TO SUPPORT US WITH ASSIGNING MORE PSYCHOLOGISTS, UH, HELPERS AND, UH, NURSES TO ALL SCHOOLS, BE IT SMALL OR BIG, THAT THERE'S SCHOOLS THERE. THERE'S STUDENTS IN SCHOOLS THAT NEED PSYCHOLOGICAL SUPPORT. THERE ARE STUDENTS THAT MISS SCHOOL. REMEMBER THAT IF A STUDENT THAT MISSES ONE DAY IS A STUDENT THAT DID NOT LEARN ONE DAY AND THAT FALLS BEHIND. SO IT'S IMPORTANT THAT THERE'S SOMEONE THERE TO SUPPORT THEM AND SEE WHY THAT STUDENT IS MISSING SCHOOL AND TO SUPPORT THEM SO THAT THEY ARE ABLE TO COME BACK TO SCHOOL. THAT'S WHY WE NEED THIS KIND OF PERSONNEL. AND IT DOESN'T MATTER IF THE STUDENT HAS 2000 STUDENTS, A HUNDRED STUDENTS BECAUSE ALL STUDENTS ARE IMPORTANT. WE NEED FOR THOSE PEOPLE TO HELP US TO HELP THE PRINCIPAL SO THAT WE ARE ABLE TO IMPROVE [02:05:01] THE QUALITY OF EDUCATION SO THAT WE HAVE MORE STUDENTS THAT GRADUATE. AND THAT'S WHY IT'S IMPORTANT TO HAVE A PSYCHOLOGIST IN EACH, IN EACH SCHOOL AND ATTEND THIS PERSONNEL AND A NURSE. FOLLOWING WITH OUR GOAL THREE, WHICH IS ENGAGEMENT AND COLLABORATION. IT IS IMPORTANT THAT WE UNIFIED ALL COMMUNICATION CHANNELS SO THAT IT'S EASIER TO OUTREACH TO PARENTS. UNFORTUNATELY SCHOOLS, THEY USE DIFFERENT WAYS TO COMMUNICATE, WHICH IS WE, WHICH ARE NOT WORKING AND THEY'RE NOT OUTREACHING TO PARENTS. AND IT'S IMPORTANT TO VERIFY WHAT IS THE BEST MODE OF COMMUNICATION THAT IS EASIEST FOR PARENTS TO ACCESS OR WHICH ONE IS THE MOST COMMON ONE FOR THEM, THAT THEY ARE ABLE TO HAVE GREATER ACCESS TO. THAT MEANS OF COMMUNICATION SO THAT THEY ARE UP TO DATE WITH EVERYTHING THAT'S GOING ON WITH THEIR CHILDREN. IT'S ALSO IMPORTANT TO PROVIDE SURVEYS AT THE BEGINNING AND AT THE END OF THE SCHOOL YEAR SO THAT WE ARE ABLE TO IDENTIFY THE NEEDS, PREFERENCES, UH, DECISION MAKING AND SO THAT THE PARENT FEELS INCLUDED. MISS, UH, UH, WE NEED FOR, IF WE NEED PARENTS TO GO TO SCHOOL, WE NEED TO LISTEN TO THEM AND HOW CAN WE LISTEN TO THEM? WE NEED FOR THEM TO HAVE SURVEYS TO BE ADMINISTERED IN SCHOOL SO THAT PARENTS IN THEIR OWN VOICE CAN TELL YOU WHAT THEY NEED, HOW THAT PARENT CAN ACCESS TO THAT SCHOOL AND HOW THEY FEEL AT THAT SCHOOL. IT'S IMPORTANT THAT THAT SURVEY IS ADMINISTERED EVERY SINGLE SCHOOL YEAR AT THE BEGINNING AND AT THE END OF THE SCHOOL YEAR, SO THAT YOU ARE ABLE TO BETTER ASSESS IF THAT PARENT FEELS WELCOME AT THAT SCHOOL. IF THAT PARENT, UM, CAN MEET THE STUDENT'S NEED AND CAN MEET THEIR, UM, NEEDS THAT THEY HAVE AS A PARENT. IT'S ALSO IMPORTANT FOR PRINCIPALS AT THE END OF THE YEAR TO HAVE A REPORT WHERE PARENTS ARE TOLD WHAT WAS ACHIEVING THAT YEAR, WHAT THEY WORKED ON, WHAT ACTIVITIES HAPPENED, WHAT WERE THE PROGRESS MADE, WHAT WERE THE EXPENDITURES MADE, WHAT WERE THE INVESTMENTS SO THAT THE PARENTS KNOW HOW THAT SCHOOL IS WORKING AND WHAT THEY'RE INVESTING THE SCHOOL BUDGET. THAT INFORMATION IS JUST FOR PARENTS THAT ARE ON THE SSE COMMITTEE. BUT WHAT ABOUT THE OTHER PARENTS? THEY HAVE THE RIGHT TO KNOW WHAT THEIR SCHOOL IS DOING, WHAT THEY, HOW THEY ARE HELPING THEIR STUDENTS IN THEIR EDUCATION. AND THAT'S WHAT WE'RE ASKING FOR THE PRINCIPALS AT THE END OF THE SCHOOL YEAR TO DO A TRANS, A REPORT FOR TRANSPARENCY WHERE PARENTS ARE EXPLAINING EVERYTHING THAT HAPPENED IN THE YEAR SO THAT PARENTS KNOW WHAT IS GOING ON. ALSO, WE'RE ASKING FOR EVERY SINGLE SCHOOL THROUGH THE PRINCIPAL TO DO A FINAL PRESENTATION SO THAT THE PARENT IS INFORMED. SO WE WILL CONTINUE WITH OUR GOAL FOR WHICH IS OPERATIONAL EFFECTIVENESS. SCHOOLS NEED TO PROVIDE A SAFE AND CLEAN ENVIRONMENT FOR THE ENGLISH LEARNERS. RIGHT NOW THAT YOU TALKED ABOUT THE INCLUSION TOPIC, IT'S IMPORTANT THAT ALL SCHOOLS FOR OUR ENGLISH LEARNERS HAVE A SAFE ENVIRONMENT, BUT NOT JUST PHYSICALLY. THE STUDENT SHOULD ALSO BE SAFE INSIDE OF THE SCHOOL. IN TERMS IN EMOTIONALLY IN MENTAL SENSE, OUR ENGLISH LEARNERS HAVE ALSO BEEN SEGREGATED, HAVE ALSO BEEN EXCLUDED BECAUSE THEY DON'T SPEAK THE LANGUAGE. LET'S REMEMBER THAT THEIR STUDENTS THAT ARE LEARNING A NEW LANGUAGE AND WHILE THE PROCESS OF RECLASSIFICATION GOES ON, THEY CONTINUE TO KEEP THEIR NATIVE LANGUAGE AS A PRIORITY. AND IN THAT WAY, MANY OF THEM HAVE BEEN ISOLATED, HAVE BEEN LIMITED DUE TO THAT SITUATION. MANY STUDENTS DO NOT FEEL SAFE IN SCHOOLS, BUT NOT PHYSICALLY, BUT EMOTIONALLY, MENTALLY DUE TO THIS, UH, EXCLUSION THAT THEY HAVE DUE TO THE LANGUAGE. AND LANGUAGE SHOULD NOT BE A BARRIER. SO IT'S IMPORTANT FOR US TO WORK ON PROGRAMS AND ACTIVITIES THAT HAVE TO DO ABOUT EMPATHY, THAT WE CULTIVATE EMPATHY, THAT OUR TEACHERS, OUR OWN STUDENTS, THAT THE STAFF IS WORKING TO INCLUDE. THESE STUDENTS LANGUAGE SHOULD NOT BE A SOMETHING THAT LIMITS IT SHOULD BE SUPPORT, IT SHOULD BE, UH, IT'S SOMETHING ELSE SO THAT THE STUDENTS CAN HAVE ACADEMIC ACHIEVEMENT. WE CAN'T ISOLATE IT. WE NEED TO, UM, EMBRACE THEM. AND THAT'S WHY SAFETY IS SO, IS SO IMPORTANT. NOT JUST PHYSICAL SAFETY, BUT EMOTIONAL AND MENTAL SAFETY. WE ALSO ASK THAT ALL SCHOOLS SHOULD HAVE SECURITY DEVICES IN PLACE AT THE, AT THE ENTRANCE TO BE ABLE TO [02:10:01] CONTROL THE ACCESS AND AVOID SITUATIONS THAT COULD ENDANGER THE INTEGRITY OF THE STUDENTS, PARENTS, AND SCHOOL STAFF. THE STRATEGIES ALONG WITH L-A-U-S-C, IT'S SO IMPORTANT THAT L-A-U-S-C WORKS WITH PARTNERS SUCH AS THE POLICE, WHAT ACTIVITIES THEY CAN CARRY OUT, OR HOW THEY CAN SUPPORT EACH OTHER SO THAT OUR STUDENTS ARE SAFE WITHIN AND OUTSIDE OF THE SCHOOLS. MANY STUDENTS ARE SAFE INSIDE THE SCHOOLS DURING THE SCHOOL DAY, BUT ONCE EXITING, THAT'S WHERE THE DANGER LIES. THAT'S WHERE WE NEED TO IMPLEMENT ACTIVITIES OR STRATEGIES THAT CAN HELP US THAT, SO THAT OUR STUDENTS CAN MAKE IT HOME SAFE. AND WE, AS PARENTS, WE LEAVE YOU OUR CHILDREN WITH, UH, ALL OF OUR TRUST IN THE SCHOOL SITE BECAUSE WE KNOW THEY'RE GONNA BE SAFE, THAT YOU'RE GONNA PROTECT THEM. BUT THEN OUTSIDE, IT'S ALSO IMPORTANT THAT WE FIND, UH, PARTNERS THAT CAN SUPPORT US SO THAT STUDENTS MAKE IT HOME SAFE. OUR GOAL FIVE, WHICH IS INVESTING IN STAFF. IT'S VERY IMPORTANT AS WELL AS PART OF INCLUSION, UH, E ENGLISH LEARNERS AT THE SCHOOL WITH THEIR FAMILIES. IT IS IMPORTANT TO HAVE THE NECESSARY STAFF IN PLACE. OUR COMMUNITY REP IS IMPORTANT BECAUSE THAT'S THE PERSON THAT CAN HELP US TO BRING TOGETHER PARENTS. IT IS A VERY IMPORTANT PARTNER SO THAT OUR PARENTS FEEL WELCOME IN SCHOOLS SO THAT OUR PARENTS CAN GO TO SCHOOL AND CAN SUPPORT. COMMUNITY REP IS ALSO IMPORTANT BECAUSE THEY PROVIDE SUPPORT TO TEACHERS. THEY PROVIDE SUPPORT TO THE PRINCIPAL, AND WITH THREE HOURS ONLY, THE COMMUNITY REP CANNOT CARRY OUT ALL THESE DUTIES THAT IS SO IMPORTANT. SO WE'RE ASKING FOR A COMMUNITY REP TO WORK MINIMALLY AT LEAST SIX HOURS, WHICH IS THE NEEDED TIME, NECESSARY TIME, SO THAT THIS, THEY CAN CARRY OUT SUPPORT ACTIVITIES FOR EVERYBODY INSIDE OF THE SCHOOL. THIS IS A PERSON THAT IS SO NEEDED BECAUSE THEY ARE THE LINK BETWEEN THE SCHOOL AND THE PARENTS. A COMMUNITY REP IS IMPORTANT SO THAT THE PARENT IS, FEELS WELCOME. IF A COMMUNITY REP DOES NOT WORK ENOUGH TIME IN THE NECESSARY TIME, THE PARENTS WILL NOT GO TO SCHOOL. THEY WON'T SUPPORT THE COMMUNITY REP IS VERY IMPORTANT AS A SUPPORT. WE ALSO NEED A MATH AND ENGLISH COORDINATOR TO STRENGTHEN THE EDUCATIONAL PLAN FOR EACH ENGLISH LEARNER. IT'S IMPORTANT TO IMPLEMENT, UH, STUDY, UH, PLANS THAT HELP TO CULTIVATE A QUALITY AND MORE ACTIVE EDUCATION FOR OUR ENGLISH LEARNERS. AS I MENTIONED BEFORE, THEY LEARN A DIFFERENT LANGUAGE TO THEIR OWN NATIVE LANGUAGE, AND SO THEY NEED FURTHER SUPPORT SO THAT THEY ARE ALWAYS, UH, ADVANCING IN THE LEVELS. GOAL SIX, IT SUPPORTS FOR ENGLISH LEARNERS, IT'S ALWAYS IMPORTANT TO WORK AS A TEAM, BUT WE NEED TO DEVELOP A WORK PLAN FOR ENGLISH LEARNERS BECAUSE THEY NEED TO BE IDENTIFIED AT THE BEGINNING SO THAT WE ARE ABLE TO DEFINE WHAT ARE THE RESOURCES THAT WE WILL USE WITH THAT ENGLISH LEARNERS, WHAT GOALS WE WANT TO REACH, WHAT TYPES OF ACTIVITIES WE CAN IMPLEMENT SO THAT THAT ENGLISH LEARNER IS ABLE TO ACHIEVE AN ACADEMIC PROCESS. WE NEED TO MONITOR THEIR PROGRESS. WE NEED TO DEFINE TIMES TO VALIDATE A ACTION PLAN. IT'S IMPORTANT FOR AN ENGLISH LEARNER TO HAVE STABLE GOALS, TO HAVE RESOURCES THAT ESTABLISH, TO HAVE ACTIVITIES THAT THEY ARE ABLE TO CARRY OUT SO THAT THEY CAN IMPROVE DAY BY DAY. ALSO, WE WANT TO REQUEST TO REINSTATE POLICY 5 8 9 0 0.5, EXCUSE ME, 6 8 9 0 0.5 FOR THE RECLASSIFICATION OF ENGLISH LEARNERS WITH IEPS. IT'S SO IMPORTANT THAT THESE ENGLISH LEARNERS HAVE THIS SUPPORT. ENGLISH LEARNERS WITH A DISABILITY ARE NOT ABLE TO ACHIEVE ON THEIR OWN. THEY HAVE A DISABILITY THAT MAY NOT ENABLE THEM TO GET THE FOUR, UH, THAT THE STATE REQUIRES ON THE ELPAC DUE TO THEIR DISABILITY. IT'S SO IMPORTANT THAT THESE ENGLISH LEARNERS HAVE THE SUPPORT OF REINSTATING THIS POLICY, THAT THEY HAVE THE SUPPORT OF THE PARENTS ENGLISH LEARNER PARENTS, SO THAT THEY GO TO THE STATE REQUEST FOR THIS REINSTATE OF THIS POLICY BECAUSE WE PARENTS ARE ASKING FOR IT. WE WANT IT AGAIN BECAUSE IT'S NECESSARY FOR ENGLISH LEARNERS WITH SPECIAL EDUCATION. ALSO, WE WANT TO SUPPORT TO IMPLEMENT A NEW POLICY. WE WANT, WE NEED FOR OUR ENGLISH LEARNERS THAT HAVE [02:15:02] A VERY SMALL GAP, A VERY SMALL PACK FOR, UH, GAP FOR THE LPAC TO HAVE A REVIEW COMMITTEE. WHAT DO I MEAN BY THAT? ENGLISH LEARNERS THAT ARE ON ARE JUST FIVE OR 10 POINTS FROM THAT LEVEL, BUT THAT MEET THE OTHER REQUIREMENTS. WE NEED TO ASK FOR THERE TO BE AN ASSESSMENT EVALUATION COMMITTEE WITH THE PRINCIPAL COORDINATOR, THE TEACHER, THE TEACHER WHO IS THE ONE THAT SPENDS THE MOST TIME WITH THIS ENGLISH LEARNER. THEY CAN BEST DEFINE IF THAT STUDENT IS PROFICIENT SO THAT THEY ARE ABLE TO RECLASSIFY. LET'S REMEMBER THAT THERE ARE MANY STUDENTS THAT ARE THE TIME WHEN COMPLETING AN EXAM. SO MANY THINGS CAN HAPPEN, STRESS, PRESSURE, AND THAT THEY MAKE THEM FAIL. BUT THAT DOESN'T MEAN THAT THEY'RE NOT PROFICIENT. IT JUST MEANS THAT THEY DIDN'T MEET THE REQUIRE, UH, RESULTS DUE TO AN EXTERNAL SITUATION. BUT IF THE STUDENT DEMONSTRATES PROFICIENCY EVERY SINGLE DAY IN THEIR CLASSES AND MEETS THE OTHER REQUIREMENT, WE WOULD LIKE FOR THERE TO BE A COMMITTEE THAT CAN ASSESS THESE STUDENTS. WHAT WOULD WE AVOID WITH THIS? WE WOULD AVOID STUDENTS, UH, FOR LONG-TERM ENGLISH LEARNER, LONG-TERM LEARNERS, BECAUSE LONG-TERM ENGLISH LEARNERS THAT ARE CLASSIFIED AS SUCH, BECAUSE THEY'RE STUDENTS THAT HAVE BEEN JUST FIVE OR 10 POINTS AWAY AND THEY CONTINUE TO ADVANCE AND ADVANCE, BUT THEY CAN'T MEET THAT, UM, SCORE AND THEY MEET ALL OTHER REQUIREMENTS, BUT NOT THAT SCORE ON THE LPAC AND THEY BECOME LONG-TERM ENGLISH LEARNERS. AND SO WE WILL BE ABLE TO HAVE THAT. THE ENGLISH LEARNERS CAN IMPROVE THEIR MENTAL HEALTH BECAUSE EVERY STUDENT THAT IS JUST A THREE POINTS AWAY FROM RECLASSIFICATION, IT IMPACTS THEIR, UM, SELF-ESTEEM BECAUSE THEY FEEL A SENSE OF FAILURE THAT ISOLATES THEM SO THAT THEY DON'T RECLASSIFY OR EVEN NOT GRADUATE. SO WE NEED STUDENTS THAT CAN GRADUATE AND HOW ARE WE GOING TO MOTIVATE THEM BY HELPING THEM WITH THIS COMMITTEE. IF THAT STUDENT DEMONSTRATES PROFICIENCY EVERY SINGLE DAY IN SCHOOL, IT'S SOMETHING THAT THOSE THREE PEOPLE CAN EVALUATE WITH THEM THAT ARE CONSTANTLY WITH THEM. SO THEY'RE ABLE TO BEST DETERMINE IF THAT STUDENT IS ABLE TO RECLASSIFY. AND GOAL NUMBER SEVEN, WE ARE ASKING FOR US TO CONTINUE PROVIDING B EP SUPPORT SO THAT ALL AFRICAN AMERICAN AND BLACK STUDENTS CONTINUE RECEIVING ASSISTANCE IN THE AREAS OF FOCUS IN THE ACADEMIC, PSYCHOLOGICAL, AND SOCIOLOGICAL AREAS, ACCOMPLISHING IMPROVEMENTS TO BEHAVIOR AND COMPLETION OF THEIR STUDIES. THIS PROGRAM IS IMPORTANT SO THAT THEY CAN KEEP MOVING FORWARD SO THAT THEY CAN COMPLETE THEIR GOALS AND CONTINUE GRADUATING IN THE HIGHEST NUMBER OF STUDENTS POSSIBLE. NOW, TO FINISH, I DO WANNA SAY THAT ENGLISH LEARNERS REPRESENT AN 18% OF THE STUDENT POPULATION FROM L-A-U-S-D. AND THIS IMPACT SIGNIFICANT, THIS HAS A BIG IMPACT IN THE SCHOOLS, AND THEY DESERVE A CLEAR AND JUST AND FAIR PROCESS. UH, AND THIS IS WHY WE NEED A CHANGE L-A-U-S-D AS A PURPOSE. THEY WANT TO SUPPORT ACADEMIC EXCELLENCE FOR THIS GROUP OF STUDENTS. WE RECOGNIZE THE EFFORTS THAT HAVE BEEN HAPPENED OR HAVE DONE IN FACT, UH, BESIDE, UH, BEHIND EVERY DATA AND EVERY GOAL OF RECLASSIFICATION, THERE'S A STUDENT THAT IS TRYING TO FIND THEIR VOICE, THEIR TRUST, AND THEIR FUTURE WITHIN OUR SCHOOLS. LET'S NOT LOSE THESE STUDENTS BECAUSE BESIDES THEM LEARNING A DIFFERENT LANGUAGE, THEY ALSO NEED TO ADAPT INTO A NEW CULTURE AND A NEW FUTURE. THEY ALSO HAVE TO LEARN NEW ACADEMIC EVALUATIONS AND KNOWLEDGE THAT IS SIGNIFICANT FOR THEIR PROFESSIONAL AND PERSONAL DEVELOPMENT. THEY DO WORK IN THE CLASSROOMS. OUR WORK HERE IS TO PUSH THE NECESSITIES THAT THE STUDENTS HAVE AND FIND A REAL WORK FROM YOUR L-A-U-S-D SO THAT ENGLISH LEARNERS CAN CONTINUE MOVING FORWARD. LET'S TAKE, UH, IN CONSIDERATION, PLEASE TAKE IN CONSIDERATION MY RECOMMENDATIONS. THEY DON'T REPRESENT NECESSITIES, BUT THEY ALSO REPRESENT OPPORTUNITIES SO THAT THEY CAN FLOURISH AN EDUCATIONAL SYSTEM AND HAVE AN EQUITABLE SYSTEM MORE INCLUSIVE AND MORE EFFECTIVE FOR ALL. WHEN AN ENGLISH LEARNER RECEIVES SUPPORT ON TIME, THE WHOLE COMMUNITY MOVES FORWARD. THEY HAVE A BETTER ACADEMIC SUCCESS RATE, AND IT ADDS TO BEING BETTER AND PROFESSIONAL STUDENTS SO THAT THEY CAN CONTRIBUTE TO THE SOCIETY IN A POSITIVE WAY. UH, AS OF NOW, ONLY A FEW ARE ABLE TO REACH THIS CLASSIFICATION GOAL, BUT OTHERS STAY IN THAT PATHWAY. IF WE WANT FOR STATISTICS TO BECOME BETTER, WE NEED TO WORK FOR A BETTER CHANGE. WE NEED TO FIND SOLUTIONS AND ACTIONS. SO [02:20:01] TO SECURE THAT EVERY STUDENT OR ANY STUDENT IS LIMITED BECAUSE OF THEIR ACCESS, BECAUSE OF THEIR LANGUAGE OR THE LACK OF RESOURCES. AS PARENTS, LEADERS AND COMMUNITY LEADERS AND REPRESENTATIVES OF DLAC C, WE REPRESENT THE OPPORTUNITY TO WORK TOGETHER BECAUSE THE, THE SUCCESS OF AN ENGLISH LEARNER SHOULDN'T DEPEND ON THEIR LUCK. IF NOT, IT SHOULD BE DEPENDENT ON THE COLLECTIVE EFFORTS OF THE SCHOOL'S, PARENTS AND THE DISTRICT. THANK YOU FOR LISTENING TO US AND FOR TAKING THESE RECOMMENDATIONS IN CONSIDERATION. WE SHOULD CONTINUE BUILDING ON THESE PATHS AND SUPPORTING ON ENGLISH LEARNERS BECAUSE EVERY STEP AND EVERY WORD AND EVERY EFFORT, THEY WILL ALWAYS BE HERE WITH US. THANK YOU. THANK YOU. THANK YOU VERY MUCH. THAT WAS A VERY HEARTFELT PRESENTATION. I APPRECIATE THAT VERY MUCH. THANK YOU SO MUCH. WE HAVE SOME QUESTIONS FROM BOARD MEMBERS. WHO WOULD LIKE TO GO FIRST? I'LL GO FIRST. OKAY. UM, I WORKED AT VIRGIL MIDDLE SCHOOL FOR 13 YEARS, AND I REMEMBER THAT IN THE 1980S WHEN LOTS AND LOTS OF STUDENTS CAME FROM CENTRAL AMERICA ALL AT ONCE TO OUR SCHOOL, TEACHERS DIDN'T KNOW WHAT TO DO. THEY DIDN'T KNOW WHAT TO DO. THEY WERE GOOD TEACHERS, BUT THEY DIDN'T KNOW WHAT TO DO. AND ONE OF THE WORDS THAT YOU USE THAT I IT'S STILL IN MY EARS, IS EM EMPATHY. AND THAT IS SO IMPORTANT THAT THE TEACHERS UNDERSTAND THE CHILDREN THAT THEY ARE TEACHING. AND SOMETIMES THEY DON'T UNDERSTAND. THEY DON'T UNDERSTAND THE CULTURE, THEY DON'T UNDERSTAND THE EDUCATION SYSTEM WHERE THEY CAME FROM. AND YOU KNOW, THEY THINK THEY'RE ONE BIG GROUP AND THEY'RE NOT ONE BIG GROUP. SOME CHILDREN COME TO US FROM COUNTRIES. THEY ARE UP TO GRADE LEVEL IN THEIR OWN LANGUAGE, UP TO GRADE LEVEL. OTHER CHILDREN HAVE NEVER BEEN TO SCHOOL, HAVE NEVER BEEN TO SCHOOL. SO IT'S VERY, VERY HARD. YOU HAVE TO UNDERSTAND EVERY INDIVIDUAL STUDENT IN YOUR CLASSROOM. AND WHAT I USED TO DO IS GET A COMMUNITY MEMBER WHO UN WHO UNDERSTOOD HOW SCHOOL WAS IN EL SALVADOR OR GUATEMALA, AND THEY WOULD COME AND THEY'D SPEAK TO THE TEACHERS AND EXPLAIN HOW SCHOOL WORKED IN THEIR COUNTRY. AND IT MADE THE TEACHERS A BETTER UNDERSTANDING ON HOW TO TREAT THE CHILDREN, HOW TO TEACH THE CHILDREN. AND THEN AFTER THE BIG, UH, UH, GROUP CAME FROM CENTRAL AMERICA, WE HAD THE VIETNAMESE STUDENTS COMING, THE, THEY CALL THE THE BOAT PEOPLE CAME IN AND I REMEMBER AGAIN, A COMPLETELY DIFFERENT CULTURE. WE WOULD HAVE PEOPLE COME AND TALK TO THE TEACHERS OF THESE SPECIAL KIDS AND THE VIETNAMESE SPEAKERS AND UNDERSTAND THEIR CULTURE AND WHAT TO DO. BUT YOUR WORD IS SO, SO IMPORTANT TO ME BECAUSE SI THANK YOU VERY MUCH. THANK YOU. THANK YOU. THANK YOU. WHO WOULD LIKE TO GO NEXT? GO AHEAD, CARLA. OKAY. SO THANK YOU SO MUCH. I WAS VERY IMPRESSED THAT YOU DID NOT READ YOUR NOTES THIS WHOLE TIME. YOU KNOW, THIS INFORMATION SO WELL THAT YOU COULD SPEAK TO IT. AND SO THANK YOU VERY MUCH FOR, UH, PRESENTING. UM, I, YOU MENTIONED THE WORKSHOPS AND THE TOPICS OF THE WORKSHOPS. I'M WONDERING HOW HAVE YOU ALL SEEN PARENTS USING THE INFORMATION THAT THEY LEARN AT WORKSHOPS TO ADVANCE THE NEEDS AND THE, THE WORK OF OUR ENGLISH LANGUAGE LEARNERS OR OUR STUDENTS IN THE PROGRAM? ALL THE INFORMATION THAT ARE AT THE WORKSHOP, STRATEGIES, RESOURCES, AND THE PARENTS. WE UTILIZE THIS TO SUPPORT OUR ENGLISH LEARNERS, BUT ABOVE ALL, WE REPLICATE THIS INFORMATION SO THAT MORE PARENTS CAN HAVE MORE, A MORE ACCESS TO THIS INFORMATION AND FOR THE STUDENTS TO BE THE BENEFICIARIES. UH, WHAT WE'RE ASKING FOR IS WE ARE CONSIDERING THAT THEY ARE NECESSARY TO BE ABLE TO HELP, UH, TO HELP BE ABLE TO HELP THE ENGLISH LEARNERS PARENTS. AS I MENTIONED, MENTAL HEALTH AND THE ENGLISH LEARNERS IS VERY IMPORTANT. THEY REQUIRE CONSTANT MOTIVATION, UH, THEIR SELF-ESTEEM EVERY TIME THEY, THEY, THEY HAVE A ROAD BUMP AND THEY CAN'T REACH. ELPAC IS VERY HARD ON THEM, AND MANY OF THEM HAVE A SITUATION OF FAILURE THAT'S VERY EMBEDDED INTO THEM. AND THIS IS SOMETHING THAT US PARENTS NEED TO WORK WITH THEM ON. AND THIS IS WHY WE'RE ASKING FOR THIS TYPE OF, UH, WORKSHOP SO THAT WE FROM HOME CAN HELP THEM SO THAT THEY CAN CONTINUE FEELING MOTIVATED SO THAT THEY CAN KEEP MOVING FORWARD AND WORK HARD. AND IT'S, AND FIGHT TO REACH THIS GOAL, THIS STREAM THAT AT THE END OF RECLASSIFYING AND GRADUATING, THEY HAVE BEEN RECLASSIFIED BECAUSE THERE ARE MANY STUDENTS THAT GRADUATE, BUT THEY, UH, THEY, THERE'S A STIGMATISM AS ENGLISH LEARNERS, AND THIS IS SOMETHING THAT MANY OF THEM DON'T WANT. THEY WANNA LEAVE THAT AND THEY WANNA LEAVE RECLASSIFIED. AND AS PARENTS, THESE WORKSHOPS HELP US SO THAT WE AT HOME CAN WORK WITH THEM SO THAT THEY CAN ALSO [02:25:01] GO TO A SCHOOL WHERE THEY CAN LEARN AND FEEL FREE OF THIS MENTALITY, OF THIS SITUATION THAT'S, THAT'S AVOIDING THEM TO LEARN AND THAT THEY CAN REACH A SIGNIFICANT LEARNING AND HELP THEM MOVE FORWARD. UM, UM, THEY, UM, FIRST THANK YOU FOR UPLIFTING THE NEED FOR MENTAL HEALTH SUPPORTS. I THINK SOMETIMES, UM, WE THINK ONLY ABOUT THE ACADEMIC SUPPORT FOR OUR ENGLISH LANGUAGE LEARNERS, BUT YOU POINT A BIG, UM, CONCERN THAT I SAW ALSO AS A TEACHER, RIGHT? UM, IT'S THE MENTAL HEALTH SUPPORT. AND THEN I TAUGHT ELEMENTARY AND I ALSO TAUGHT HIGH SCHOOL. AND THE, THAT, UM, THAT CONFIDENCE WHEN YOU'RE TAKING THE ELPAC AND YOU'RE THE 11TH GRADE AND YOU'VE TAKEN THE SAME TEST BECAUSE IT'S THE SAME TEST OVER AND OVER AGAIN AND YOU DON'T PASS AGAIN, IT REALLY DOES, UH, WEIGH A LOT ON THE STUDENT. AND NOT TO MENTION THAT THEY'RE NOT, UH, UM, ABLE TO TAKE AS MANY ELECTIVES. SO THEY'RE ALSO PREVENTED FROM ACCESSING A FULL EDUCATIONAL EXPERIENCE BECAUSE THEY HAVE TO TAKE A COUPLE OF ENGLISH CLASSES, RIGHT? AND, UM, SO YOU POINT OUT A LOT OF CONCERNS AND, AND I WANT TO THANK YOU FOR UPLIFTING THE FACT THAT WHAT WE NEED IS SUPPORTS AT ALL OF OUR SCHOOLS, NO MATTER THE SIZE OF THE SCHOOL BECAUSE THE, THE NEEDS ARE VERY IMPORTANT EVERYWHERE, RIGHT? AND, UM, THE INTERVENTIONIST SUPPORT, I, I KNOW I'VE HEARD FROM OUR, OUR FAMILIES AND OUR PRINCIPALS HOW MUCH THE INTERVENTIONIST SUPPORT HAS HELPED OUR STUDENTS. UM, BUT THEN ALSO YOU MENTIONED PSYCHOLOGISTS OR PSYCHIATRIC SOCIAL WORKERS THAT CAN, UH, SUPPORT. I WORKED WITH HIGH SCHOOL STUDENTS WHO HAD JUST COME TO THE COUNTRY, SOME WHO HAD ARRIVED ON THEIR OWN AND HAD NO FAMILY HERE AND WERE LIVING WITH, UH, OR WITH FRIENDS OR NEIGHBORS THAT SOMEBODY KNEW. AND IMAGINE THE TRAUMA THAT THAT CAUSES TWO CHILDREN, NO MATTER THE AGE IF THEY'RE 17 OR IF THEY'RE 10. SO, UM, I WANNA APPRECIATE ALL THAT YOU UPLIFTED HERE AND THAT YOU'RE CALLING US TO FOCUS ON, UM, TO SEE CHILDREN HOLISTICALLY, NOT JUST THROUGH THE TESTS TO THE, THROUGH THE GRADES, BUT TO SEE THEM ALL OF THEIR ABILITIES, UH, THROUGH THAT, UH, THE SUGGESTION OF CREATING A COMMITTEE THAT CAN REVIEW EVERYTHING ABOUT A STUDENT, NOT JUST THOSE THINGS. AND I, I REALLY APPRECIATE THAT. AND, UM, I, I'M GLAD THAT THE DLAC IS ALSO MEETING WITH OTHER COMMITTEES. I THINK IT'S IMPORTANT THAT WE COLLABORATE AND THAT WE ENCOURAGE OUR ELAC MEMBERS AT THE SCHOOL SITE TO ALSO PARTICIPATE IN OTHER COMMITTEES AT THE SCHOOL SITE, LIKE SCHOOL SITE COUNCIL OR LIKE LOCAL SCHOOL LEADERSHIP OR HOPEFULLY IF WE HAVE A SPECIAL ED COMMITTEE THAT THEY ALSO PARTICIPATE IN THAT. BECAUSE THE MORE THAT WE ARE EXCHANGING IDEAS AND STORIES, THAT'S HOW WE START TO SEE ALL OF US AS PART OF THIS COMMUNITY, NOT, YOU KNOW, TRY TO, TO ELIMINATE THAT SEGREGATION THAT YOU WERE DESCRIBING, UM, BUT RATHER BE MORE INCLUSIVE. SO THANK YOU AGAIN FOR THE WORK THAT YOU ALL DO FOR UPLIFTING EVERYTHING THAT YOU DID. AND I THINK THAT IS THE JOB OF US NOW, IS TO FIGURE OUT HOW WE CAN MEET THESE ASKS, HOW CAN WE MAKE THESE THINGS HAPPEN THAT YOU ARE REQUESTING, THAT WE KNOW SUPPORT OUR STUDENTS, THAT WE AS MANY EDUCATORS WHO SIT HERE KNOW THAT, THAT THE THINGS THAT YOU ARE SUGGESTING, THE PERSONNEL, THE STAFFING, THAT THOSE ARE THE THINGS THAT MATTER TO OUR STUDENTS BECAUSE THOSE, THAT DIRECT SUPPORT IS WHERE WE WILL SEE THE CHANGES IN OUR STUDENTS. THANK YOU. THANK YOU, CARLA. WHO, WHO WOULD LIKE TO GO NEXT? NICK? SURE. THANK YOU, UH, FOR ANOTHER VERY HELPFUL PRESENTATION AND ALL THAT YOU DO ADVOCATING FOR ALL OF OUR STUDENTS OBVIOUSLY ARE PARTICULARLY OUR, OUR ENGLISH LANGUAGE LEARNERS. THERE'S TWO QUESTIONS FOR ME. ON SLIDE NINE, UM, YOU MENTIONED ENSURE THAT ALL, ALL UNIFIED SCHOOLS WITH ENGLISH LEARNERS HAVE ACCESS TO THE BENEFITS CURRENTLY AVAILABLE TO ONLY A FEW. CAN YOU SHARE MORE WHAT BENEFITS YOU HAVE IN MIND? AND UM, UH, JUST SO WE CAN UNDERSTAND, , FOR EXAMPLE, DUAL, NOT ALL SCHOOLS HAVE ACCESS, UH, SO THAT THE STUDENTS CAN, CAN LEARN OR DO BOTH LANGUAGES AT THE SAME TIME. THE OTHER PROGRAM IS TUTORING OR TUTORING FOR SATURDAYS AND AFTER SCHOOL. I BELIEVE THAT THIS THE TOPIC, UH, SERVICES AFTER SCHOOL, I BELIEVE THAT'S ANOTHER ONE. AND IT IS, WE NEED A SCHOOL BUS FOR THEM BECAUSE SOMETIMES PARENTS DON'T HAVE THE TIME AND THEY'RE SAYING, WELL, I WON'T LEAVE THEM AFTER SCHOOL BECAUSE I CAN'T PICK 'EM UP. AND THESE TYPE OF RESOURCES THAT ARE GIVEN AFTER [02:30:01] THE FACT ARE IMPORTANT. ALSO, THE TOPIC WHERE THERE ARE CERTAIN BUDGETS AND NOT ALL THE PROFESSIONS WITHIN THE SCHOOLS ARE AT ALL SCHOOLS. UH, FOR EXAMPLE, I BELIEVE IN THE PREVIOUS PRESENTATION, I THINK THEY MENTIONED THAT THE STUDENTS WHO HAVE A SUCCESS RATE, IT'S, IT'S JUST, IT'S MAINLY LUCK AND IT SHOULDN'T BE THAT WAY. THEY SHOULD IMPLEMENT THAT IN ALL SCHOOLS. BESIDES KNOWING THAT THERE ARE CERTAIN AMOUNT OF SCHOOLS, FOR EXAMPLE, IF THERE'S 500 STUDENTS AT A SCHOOL OR IF THERE ARE MORE SCHOOLS AT OTHER SCHOOLS, EXCUSE ME, MORE STUDENTS AT OTHER SCHOOLS, THESE ARE THE TYPE OF PROGRAMS THAT THEY SHOULD, THAT ALL SCHOOLS SHOULD HAVE AND THEY SHOULD IMPLEMENT THIS. AND FOR THEM NOT TO BE AT SOME SCHOOLS AND NOT OTHERS, WHAT WE WANT IS EQUITY, NOT EQUALITY. AND THAT EVERYTHING THAT'S GIVEN TO THE STUDENTS SHOULD BE GIVEN TO EVERYONE AS EQUAL PERSON. AGREED. AND THANK, THANK YOU. I KNOW THAT ON THE NEXT SLIDE YOU MENTIONED THE DUAL LANGUAGE PROGRAM SPECIFICALLY, AND THAT IS ONE I WAS GONNA COMMENT, JUST APPRECIATE THE ADVOCACY THAT THAT'S ONE WE'VE DEFINITELY BEEN TRYING TO GROW IN, IN MY BOARD DISTRICT. UM, I THINK DISTRICTWIDE, I KNOW NEXT WEEK I BELIEVE WHEN WE HAVE THE LANDSCAPE ANALYSIS, PUBLIC PRESENTATION, UH, I THINK WE'LL GET A SENSE OF, OF WHERE WE CAN REALLY LEAN IN AND EXPAND THOSE PROGRAMS. SO THANKS FOR CLARIFYING AND THANK YOU AGAIN FOR ALL YOUR ADVOCACY. THANK YOU, NICK. TANYA, UH, ALL DITTO. ALL THE THANK YOU AND GRATITUDE FOR YOUR TIME AND YOUR RECOMMENDATIONS. UM, I WAS JUST CURIOUS BECAUSE THE FOCUS ON RECLASSIFICATION MAKE SENSE, BUT WHAT ABOUT SEALS OF BILITERACY OR THE PATHWAY TO BILITERACY? DOES THE GROUP EVER GET TO TALK ABOUT THAT DATA OR MAKE RECOMMENDATIONS IN THAT AREA? YES, I'VE BEEN SPEAKING ABOUT IT THROUGH PERSONAL EXPERIENCE. THE MOMENT THAT I CAME INTO THIS COUNTRY, MY CHILDREN WERE COMING WITH A VERY LOW BASIC ENGLISH LEVEL. THEY WENT INTO CLASSROOMS THAT WERE COMPLETELY IN ENGLISH. THEY ASKED ME, DO THEY KNOW ENGLISH? YES, THEY KNOW ENGLISH. THEY WENT INTO FULL IMMERSION CLASSROOMS AND THE SAME RECOMMENDATION FROM THE COORDINATOR. AND THE PRINCIPAL SAID, WE NEED, WHAT DO YOU THINK ABOUT OUR SCHOOL BENEFITING FROM THE DUAL LANGUAGE? SO THEY CAN, AND THAT WAY THEY CAN LEARN BOTH LANGUAGES. SO I BELIEVE THERE ARE SCHOOLS THAT DO IMPLEMENT IT. I'VE HEARD SINCE I'VE BEEN IN THIS COMMITTEE, I'VE HEARD THAT NOT EVERYONE RECEIVES THOSE BENEFITS. THERE'S A LOT OF SILENCE IF YOU ASK. MAYBE THERE'S NO ACCESS TO THE INFORMATION, BUT I THINK THAT THE INFORMATION SHOULD COME FROM THE SCHOOLS TO INFORM YOU AND GIVE YOU THE OPTIONS THAT YOU HAVE SO THAT YOU CAN MAKE THE DECISION. THAT IS SOMETHING THAT I DID. AND BASED ON THIS EXPERIENCE, I CAN TELL YOU THAT MY OLDER CHILD RECLASSIFIED IN NINE MONTHS IN HER FIRST YEAR AND MY SECOND CHILD DIDN'T. SO BECAUSE NOT ALL CHILDREN LEARN IN THE SAME WAY. SO THAT'S WHAT WE ARE ON RIGHT NOW IN LOOKING, I DON'T KNOW IF IT'S, THERE'S A MAGIC RECIPE, BUT EVERY CHILD, IT'S AS IF THEY HAVE AN INDIVIDUALIZED LEARNING, BUT IT HAS TO DO WITH THAT, THAT PROFESSIONAL BEING CLOSE BY GUIDING YOU AND LETTING YOU KNOW WHAT WOULD BE GOOD FOR YOUR CHILD. BASED ON THAT. I CAN SAY THAT WE BELIEVE THAT THE DUAL LANGUAGE PROGRAM CAN BE A TOOL IN REGARDS TO LANGUAGE, ENGLISH LANGUAGE BEING EASILY ACCESSED BECAUSE CHILDREN ARE LIKE SPONGES. AND WE FEEL THAT THAT IS ONE WAY FOR OUR CHILDREN TO BE ABLE TO LEARN AND HAVE THE LANGUAGE FASTER . WELL, AND IT MADE ME THINK ABOUT, SO NOT EVERY SCHOOL IS GONNA HAVE THE DUAL LANGUAGE PROGRAM, BUT EVERY STUDENT STILL HAS THE OPPORTUNITY TO EARN A SEAL OF BILITERACY OR THAT PATHWAY. AND SO MAYBE THERE'S AN OPPORTUNITY TO COME BACK, WHETHER IT'S WITH DLAC OR THE BOARD, JUST UM, WHEN YOU DON'T HAVE DUAL LANGUAGE IN PARTICULAR, HOW DO WE STILL CULTIVATE THE PATHWAYS TOWARDS SEAL OF BILITERACY? AND I'M, I'M LOOKING AT THE TEAM AS JUST, YOU KNOW, A POTENTIAL FOLLOW UP. NO NEED TO RESPOND UNLESS YOU WANT TO DR. ESTRADA. UM, BUT MY LAST QUESTION ACTUALLY IS FOR STAFF. ONE OF THE OPERATIONAL EFFECTIVENESS COMMENTS WAS ABOUT THE SAFETY ENTRANCES ON CAMPUS AND I THOUGHT WE WERE MOVING TOWARDS BUZZERS ON EVERY CAMPUS. SO I WAS JUST CURIOUS IF WE HAD AN UPDATE IF WE'RE THERE OR HOW MANY SCHOOLS STILL NEED A BUZZER? SO IN SUMMARY, UPDATE, WE'VE COMPLETED THE ELEMENTARIES, WE'RE NOW WORKING ON THE SECONDARY CAMPUSES AND I CAN GET YOU MORE DETAIL ON THAT. OKAY. AND THEN WE'LL, WE SHOULD SHARE BACK WITH DLAC TOO OF WHAT THAT PROCESS IS LIKE. BUT THANK YOU ALL SO MUCH FOR YOUR PRESENTATION. THANK YOU TANYA. ROCIO, [02:35:03] THANK YOU SO MUCH FOR BEING HERE. THANK YOU FOR YOUR PRESENTATION. ALL OF YOU THAT YOU HAVE RECOMMENDED YOUR, YOU HAVE PRESENTED YOUR RECOMMENDATIONS. I'M A HUNDRED PERCENT IN ACCORDANCE WITH YOU. I A STUDENT IN WHICH MY FIRST LANGUAGE WAS SPANISH COMING FROM MEXICO WITH SPANISH. AND I THINK I WAS UNTIL SIXTH GRADE, WHICH IS WHEN I RECLASSIFIED. AND MY MOTHER DIDN'T KNOW MUCH. SHE WOULD RECEIVE INFORMATION FROM OTHER PARENTS WHEN MY MOTHER WOULD DROP ME OFF AT SCHOOL OR PICK ME UP. UH, THE MOMS WOULD GET TOGETHER AND BETWEEN THEM THEY WOULD SHARE INFORMATION. SO THEY WOULD ASK ONE QUESTION OR ANOTHER. BUT THE DISTRICT HAS CHANGED A LOT, UH, FROM THOSE TIMES. AND I DON'T THINK THERE WAS COMMITTEES THEN, LIKE THERE ARE NOW, LIKE YOU. AND THANK YOU SO MUCH FOR YOUR DEDICATION AND YOUR RECOMMENDATIONS THAT YOU PRESENTED. AND SINCE YOU PUT AN EMPHASIS. WELL, THE IMPORTANCE OF HAVING A COMMUNITY REPRESENTATIVE, I AM A HUNDRED PERCENT IN ACCORDANCE WITH YOU BECAUSE THAT PERSON IS SO IMPORTANT. BECAUSE LIKE YOU MENTIONED, THEY ARE THAT CONNECTION, THAT SUPPORT TO HAVE THE PARENT CENTER WHERE ALL THE PARENTS CAN FEEL WELCOMED AND HAVE ALL OF THE INFORMATION, UH, THAT IS AVAILABLE TO THEM. AND THEY HAVE A COMMUNITY REP THAT IS TRAINED. AND HAVING THAT TRAINING IS VERY, VERY IMPORTANT HERE. I KNOW MY COLLEAGUES WE'RE ALWAYS SEEING HOW IMPORTANT A COMMUNITY REP IS. AND I AGREE WITH YOU. WELL, I HAVE A QUESTION IN THE WHOLE DISTRICT, WHERE HAVE YOU SEEN THE BEST EXAMPLES OF COLLABORATION THAT IS AUTHENTIC BETWEEN SCHOOLS AND FAMILIES? AND WHAT TEACHINGS CAN WE TAKE FROM THOSE THINGS THAT HAVE GONE GREAT. HAS THERE BEEN EXAMPLES OF SCHOOLS WHERE ALL THE SCHOOLS SHOULD FOLLOW THIS EXAMPLE? WELL, PERSONALLY, I HAVE CHILDREN HIGH SCHOOL IN ELEMENTARY AND IN HIGH SCHOOL. AND IT'S SOUTHEAST HIGH SCHOOL, WHICH IS A SCHOOL IN WHICH WE HAVE A COMMUNITY REP WHO ALWAYS MAKES US FEEL WELCOMED. IT IS A SCHOOL IN WHICH WE ARE BEING HELPED. IT EMPOWERS US AS WOMEN, AS MOTHERS. IT HAS HELPED US CREATE THAT BINDING BETWEEN THE MOMS, LIKE A NETWORK OF SUPPORT WHERE WE HELP EACH OTHER, WE HELP ONE ANOTHER WITH INFORMATION IN ORDER TO HELP OUR CHILDREN. IF A NEW MOM COMES IN, WE COVER HER. ESPECIALLY IF SHE HAS ANY SITUATIONS WITH HER CHILD, WE TRY TO HELP HER IN ORDER TO BE ABLE TO SUPPORT HER CHILD AND DO BETTER. THAT SCHOOL HAS A GREAT COMMUNITY REP AND TRULY SHE HAS CREATED A SUPPORT NETWORK BETWEEN THE MOTHERS IN A SITUATION IN WHICH YOU GO IN AND YOU FEEL WAKE WELCOMED, APPRECIATED, CARED FOR. SO IF I HAD TO PUT AN EXAMPLE, THAT WOULD BE THE SCHOOL IN WHICH VARIOUS MOMS GO TO THAT SCHOOL AND THEY CAN GIVE TESTIMONY THAT IT IS THAT WAY. AND WHAT WE CAN DO FOR OTHER SCHOOLS TO BE LIKE THAT, IT WOULD BE TO TRAIN OUR COMMUNITY REPS IN REGARDS TO ATTITUDE. BECAUSE A COMMUNITY REP CAN BE VERY TRAINED IN REGARD TO TECHNOLOGY AND ANY OTHER LOGISTICS. BUT THE ATTITUDE OF A COMMUNITY REP IS TRULY IMPORTANT. THEY ARE LIKE THE PERSONS THAT GIVE CUSTOMER SERVICE. THEY ARE THOSE WHO SHOULD HAVE EMPATHY, WHO SHOULD BE RECEPTIVE, WHO PEOPLE WHO SHOULD GIVE SUPPORT. THEY SHOULD OPEN THE DOORS TO EVERYONE, NOT EXCLUDE ANYONE AND BE PREPARED OF COURSE. BUT UTMOST THAT ATTENTION THAT YOU GIVE TO THE PARENTS FOR THEM TO COME BACK ALSO IN SCHOOLS. HOW CAN THE SCHOOL SUPPORT THE ELAC COMMITTEES MORE AT THEIR SCHOOL? HOW CAN, IN YOUR RECOMMENDATION, WHAT ARE THE FACTORS OR THE METHODOLOGY THAT CAN ELEVATE AND SUPPORT THE ELI COMMITTEES? HOW CAN THE SCHOOL SUPPORT ELAC? WE NEED TO MOTIVATE PARENTS MORE, INFORM THEM, LIKE YOU SAID IT VERY WELL, THERE ARE MANY PARENTS WHO DON'T KNOW THAT THEIR CHILDREN ARE ENGLISH LEARNERS. IT IS IMPORTANT FOR THE PARENTS FIRSTLY TO KNOW WHAT IT IS TO BE A ENGLISH [02:40:01] LEARNER. WHY IS MY CHILD AN ENGLISH LEARNER? WHY HASN'T MY CHILD RECLASSIFIED? IT IS IMPORTANT TO INFORM THEM, MOTIVATE THEM SO THAT THEY CAN ACCESS THIS TYPE OF COMMITTEES. A PARENT WHO IS INFORMED, A PARENT WHO HAS THE KNOWLEDGE THAT THEIR CHILD IS AN ENGLISH LEARNER, WILL WANT TO BECOME INVOLVED TO HELP THEM TO KNOW HOW CAN I HELP MY CHILD IN ORDER TO RECLASSIFY SO THAT WE CAN HAVE MA MORE MEMBERS IN THE ELI COMMITTEE. THAT'S WHAT WE NEED TO DO. INFORM PARENTS IN REGARD TO WHAT IS AN ENGLISH LEARNER, WHY IS YOUR CHILD AN ENGLISH LEARNER? AND HOW CAN YOU HELP YOUR CHILD IN ORDER TO DO BETTER OR TO RECLASSIFY AND STOP BEING AN ENGLISH LEARNER SO THAT THEY MAY KNOW THE IMPORTANCE OF RECLASSIFYING SO THAT YOUR CHILD HASN'T BEEN CATEGORIZED. THEY DON'T WANT TO BE CATEGORIZED AS AN ENGLISH LEARNER, BUT THEY CAN GRADUATE AS BILINGUAL. THANK YOU. AND MY NEXT QUESTION IS, FROM YOUR POINT OF VIEW, WHAT THINGS GENERATE THE BIGGEST, WHAT HELPS THE STUDENTS THAT ARE ENGLISH LEARNERS AND HELPS THEIR FAMILIES AND WHAT DO YOU CONSIDER MAY NEED MORE ATTENTION THAT US, THE BOARD CAN HAVE THE MOST IMPACT. LIKE I MENTIONED, WE NEED TO HAVE AN INTERVENTION TEACHER THAT IS THERE MONDAY THROUGH FRIDAY DURING THE SCHOOL DAY. WE NEED A COUNSELOR THAT IS AT EVERY SCHOOL THAT CAN HELP SPECIFICALLY OUR ENGLISH LEARNERS IN ORDER TO GIVE THEM A PLAN IN ORDER TO GRADUATE A COUNSELOR. OBVIOUSLY THAT IS BILINGUAL, THAT SPEAKS THE LANGUAGE SO THAT THEY CAN GENERATE OR DESIGN A STRATEGIC PLAN THAT WILL HELP THEM ADVANCE. WE ALSO NEED, LIKE I MENTIONED, IN A PSYCHOLOGICAL ASSISTANT OR UH, ATTENDANCE ASSISTANT IN ORDER TO DETERMINE WHY THAT CHILD MAYBE ISN'T LEARNING WHY THAT CHILD ISN'T GOING TO SCHOOL. LIKE I MENTIONED BEFORE, A CHILD THAT DOESN'T GO TO SCHOOL OR MISSES A DAY IS A CHILD THAT ISN'T LEARNING AND THAT DAY ISN'T EASY TO CATCH UP. THAT'S WHY IT IS SO EASY FOR ALL CHILDREN TO BE IN SCHOOL. IT IS IMPORTANT TO HAVE A PERSON THAT IS MONITORING THEM, WHY THEY AREN'T ASSISTING SCHOOL. IT IS IMPORTANT TO ALSO HAVE COORDINATORS FOR ENGLISH LEARNERS THAT CAN FOCUS SPECIFICALLY ON THE CHILDREN AND ON THEIR RECLASSIFICATION TUTORING ON SATURDAYS THAT FOCUS EXCLUSIVELY ON THE ELPAC EXAM IN ORDER TO HAVE PRACTICES. AND THE MOMENT THAT THE EXAM IS HERE, THE CHILDREN HAVE BETTER KNOWLEDGE ON WHAT THEY'RE DOING AND P, THE PS WS AS WELL BEING ABLE TO HELP THEM SO CHILDREN KNOW HOW TO CONTROL THEIR STRESS WHEN IT'S THE TIME TO TAKE THE EXAM. THANK YOU. THANK YOU. IN MY DISTRICT, DISTRICT TWO, THERE ARE VARIOUS PROGRAMS, IF DUAL LANGUAGE. THERE IS ALSO MANY SPACES AND THE SCHOOLS ARE ALWAYS TRYING TO FIND STUDENTS TO REGISTER FOR THOSE PROGRAMS. SO I KNOW THAT THERE ARE MORE THAN 200 PROGRAMS OF DUAL LANGUAGE AND MAYBE IT MAY BE AN OBSTACLE THAT PARENTS DON'T KNOW HOW TO REGISTER THEIR CHILD OR AREN'T AWARE OF THESE PROGRAMS BECAUSE LIKE I MENTIONED IN DISTRICT TWO, MY DISTRICT, THERE ARE VARIOUS OPEN SPACES FOR 20, 30 STUDENTS CAN BE REGISTERED, BUT THERE'S ALWAYS THAT ISSUE OF FINDING THOSE STUDENTS. SO MAYBE IT MAY BE THAT OBSTACLE OR THAT CONNECTION THAT IS LACKING IN WHICH THE PARENTS DON'T KNOW OR MAYBE IT'S DIFFICULT TO KNOW HOW TO REGISTER THEIR CHILD. THEY DON'T KNOW THE PROGRAMS ARE THERE, BUT THERE ARE MANY, AND LIKE MY COLLEAGUE MELVOIN MENTIONED, WE ARE GOING TO FORTIFY THOSE PROGRAMS BECAUSE THEY ARE AMAZING PROGRAMS. THEY'RE LEARNING ENGLISH AND SPANISH. WHEN I WAS AT SCHOOL, THAT PROGRAM WOULD'VE HELPED ME SO MUCH. AND THAT IS WHY THE DISTRICT HAS INVESTED SO MUCH IN THOSE PROGRAMS BECAUSE THEY ARE VERY GOOD. SO WHAT ARE THE FACTORS? IS IT DIFFICULT TO REGISTER YOUR CHILD? DO THEY NOT KNOW HOW CAN WE HELP WITH THAT? THERE ARE PROGRAMS THAT YOU MENTIONED THEM. UH, THERE ARE PROGRAMS IN WHICH THE MAJORITY OF STUDENTS OR PARENTS WANT TO REGISTER. IT MAY BE PRO WITH TECHNOLOGY, MATHEMATICS. THAT'S WHERE YOU SEE THE LIMITED SPACES BECAUSE OF THE AMOUNT OF STUDENTS THAT WANT TO REGISTER IN THOSE PROGRAMS. IT'S VERY SPECIFIC. OR MAYBE THE SCHOOL. THERE ARE MANY SCHOOLS WHO ARE CONSIDERED PROFICIENT FROM THE STATE. SO AS A PARENT, WE WANT TO TAKE OUR CHILD TO THAT SCHOOL, AND THOSE ARE THE SCHOOLS THAT HAVE [02:45:01] THE LEAST AMOUNT OF AVAILABLE F AND SPACES FOR CHILDREN THAT MAYBE DON'T BELONG TO THAT AREA. AND THAT'S WHAT WE REFER TO. WHEN I SAY, FOR EXAMPLE, IF I HAVE A CHILD AND I WANT TO TAKE THEM TO A SCHOOL IN WHICH THEY DON'T BELONG TO AND THEY DON'T GIVE ME THAT SPACE BECAUSE THAT'S NOT MY CHILD'S HOME SCHOOL, THEN THAT'S WHAT WE REFER TO. THERE SHOULD BE MORE SPACE AVAILABLE FOR STUDENTS THAT ARE COMING MAYBE FROM ANOTHER CITY OR FROM ANOTHER SCHOOL THAT IS DIFFERENT, THAT IS NOT THE RESIDENTIAL SCHOOL, IN ORDER FOR THEM TO HAVE ACCESS TO THAT PROGRAM THAT MAYBE ISN'T AVAILABLE AT A SCHOOL IN THEIR DISTRICT OR IN THEIR REGION, BUT THAT THEY CAN ACCESS AT ANOTHER SCHOOL WHERE THE PROGRAM IS AVAILABLE THAT THEY WISH TO STUDY AND OPENING UP A SPACE FOR THAT STUDENT. THANK YOU. AND MY LAST QUESTION, IN ORDER TO YOUR TRAINING IN THE COMMITTEE, HAS YOU BEEN PRESENTED THE MASTER PLAN THAT IS MULTILINGUAL, MULTICULTURAL? HAVE YOU BEEN ABLE TO EXAMINE IT? WHAT ARE YOUR POINT OF VIEW IN REGARD TO THAT PLAN? LAST YEAR, WE HAD THE OPPORTUNITY TO MAKE, UM, ADDITIONS, UH, IN ORDER TO THE MASTER PLAN. THAT HASN'T BEEN DONE DURING MANY YEARS. AND WE WERE ALLOWED TO ADD ENGLISH LEARNERS WITH EDU SPECIAL EDUCATION, WHICH WERE VERY DEFINED IN THE PLAN, WHICH WE CONSIDERED IT TO BE THE UTMOST OF THE UTMOST IMPORTANCE BECAUSE IT IS A GROUP THAT IS REALLY IMPORTANT IN WHICH WE SHOULD BE GIVEN MUCH MORE ATTENTION AND MORE SUPPORT, WHICH IS WHY WE ARE ADVOCATING FOR THE POLICY OF RECLASSIFICATION TO COME BACK FOR ENGLISH LEARNERS WITH SPECIAL EDUCATION BECAUSE IT IS A GROUP THAT WE CONSIDER DESERVES TO BE RECEIVING SUPPORT AND FOCUS FOR OUR STUDENTS. SO WE HAVE STUDIED THE MASTER PLAN AND WE HAVE IDENTIFIED THAT THERE, WHAT WAS MISSING WAS THAT SPACE FOR THAT GROUP IN ORDER FOR THEM TO BE IN THE MASTER PLAN AND BE TAKEN INTO ACCOUNT WITH IMPORTANCE. THANK YOU. THANK YOU SO MUCH FOR YOUR LEADERSHIP, FOR YOUR VOICE, AND FOR ALL THE STUDENTS THAT ARE ENGLISH LEARNERS AND WHEN WE CAN INCLUDE EVERYONE AND THEN ALL STUDENTS ARE HAPPY. SO THANK YOU SO MUCH ROCIO. OTHER COMMENTS? MS. NEW BILL, THANK YOU FOR GIVING US THIS, UH, DETAILED PRESENTATION AND OBVIOUSLY AGAIN FOR YOUR SERVICE AND BEING ABLE TO COMMUNICATE WITH OUR FAMILIES AND STUDENTS AND BACK TO US. UH, YOU MENTIONED AT THE END OF YEAR TO DO A PRINCIPAL, UM, WHAT IS IT CALLED THAT YOU SAID IT WAS A YEAR IN REVIEW FROM THE PRINCIPAL. CAN YOU ELABORATE EXACTLY WHAT THAT WOULD LOOK LIKE IF THAT WOULD BE SOMETHING THAT THE PRINCIPAL WOULD TAKE ON OR SOMETHING THAT WOULD BE DEVELOPED AND GIVEN TO THE PRINCIPAL TO DO? WE'RE ASKING FOR A FINAL REPORT THAT AT THE END OF THE YEAR, THE, THE PRINCIPAL TO HAVE WITH PARENTS INFORM ME SO THAT WAY THEY CAN INFORM THEM ABOUT THE ACTIVITIES THEY WERE ABLE TO ACCOMPLISH, THE ADVANCES THEY HAD, THE STUDENTS HAD TO SEE HOW THEY WERE, FOR EXAMPLE, UH, THEY DO IN THE STATE EXAMS, WHAT WAS THE LEVEL THAT THEY REACHED AND ALSO THE INVESTMENTS THAT THE SCHOOL WAS ABLE TO RECEIVE. HOW WAS THIS, HOW DID THE BUDGET THAT THEY RECEIVED, HOW WOULD IT AFFECT ALL THAT INFORMATION WITH THE END OF THE DAY FOR THE PARENTS TO KNOW SO THAT THERE'D BE MORE TRANSPARENCY? I THINK TRANSPARENCY WILL GIVES MORE SECURITY AND MORE TRUST FOR PARENTS TO GET CLOSER TO THE SCHOOL AND HAVE MORE SECURITY, MORE TO KNOW, TO ASK THE INFORMATION, LIKE YOU SAID BEFOREHAND, TO HAVE THAT INFORMATION IN HAND. AND I THINK THAT WOULD HELP A LOT TO BRING MORE PARENTS TO THE SCHOOLS BECAUSE THEY WILL FEEL INFORMED, THEY WILL FEEL APPRECIATED, UH, IN THE MOMENT THAT THE PRINCIPAL GIVES THEM THIS REPORT, HAVE EVERYTHING THAT WAS ACCOMPLISHED DURING THE YEAR. I THINK A LOT OF SCHOOLS THAT OMIT A LOT OF INFORMATION AND I THINK IF THAT INFORMATION COMES TO LIGHT, PARENTS WILL FEEL VERY GRATEFUL IF THEY GET IT AND MORE MOTIVATED TO BE THERE. GOT IT. MAKES SENSE. IS IT POSSIBLE TO GIVE LIKE A LIST OF WHAT EXACTLY WOULD BE A PART OF THAT SO THAT IT GIVES A, I GUESS I DON'T KNOW IF WE HAVE ALL THE INFORMATION BY THAT TIME YEAR END, WHAT IS ASKED? YOU KNOW, 'CAUSE TEST RESULTS AND THINGS OF THAT NATURE DON'T ALWAYS COME RIGHT AT THE END OF THE SCHOOL YEAR, BUT IF WE COULD GET A LIST OF WHAT THOSE THINGS WOULD BE THAT WOULD MAKE THAT EXPERIENCE BETTER FOR THEM, WHETHER IT'S AT THE BEGINNING OF THE NEXT SCHOOL YEAR OR RIGHT AT THE END OF [02:50:01] THE YEAR, THE THINGS THAT ARE TANGIBLE, UM, YOU MENTIONED, UH, AND I APPRECIATE ALWAYS, WE'RE GOING TO ALWAYS HIGHLIGHT EMPATHY AND JUST THE CULTURAL DIFFERENCES AND THE BARRIERS, BECAUSE I KNOW THAT AS FAMILIES COME, SOME OF THE THINGS FOR EVERY FAMILY, IT'S DIFFERENT FROM EVERY CULTURE. IT'S DIFFERENT EDUCATION IN EVERY, UH, CULTURE IS PERCEIVED DIFFERENTLY. THE EXPECTATIONS ARE DIFFERENT. UM, AND IT'S SO CRITICAL TO BE ABLE TO ESTABLISH WHAT THAT LOOKS LIKE FROM EVERY CULTURE. AND OUR DISTRICT BEING AS LARGE AS IT IS, WONDERING IF MMED GIVES US SOME INSIGHT TO THAT TO BE ABLE TO HELP OUR EDUCATORS ON STAFF KNOW FROM THIS CULTURE, THIS IS HOW WE EMBRACE. AND EVEN HAVING PARENTS BE ABLE TO GIVE VOICE TO THAT BECAUSE IT IS DIFFERENT EVERYWHERE YOU GO. I MEAN, I KNOW BEING A DAUGHTER OF IMMIGRANTS, OUR CULTURE WAS VERY DIFFERENT AND COMING TO AMERICA, UM, WAS VERY DIFFERENT FOR US. AND SO I KNOW IN EVERY CULTURE IT'S DIFFERENT TO BE ABLE TO COMMUNICATE, SO TO SPEAK, IN THAT CULTURAL LANGUAGE. THAT'S WHY IT'S IMPORTANT COMMUNICATION BETWEEN SCHOOL AND THE PARENTS. THE PARENTS, WE CAN HELP, WE CAN SUPPORT SO THAT WAY OUR CHILDREN WILL HAVE BETTER LEARNING. WE, LIKE I MENTIONED BEFORE, WE WANT LIKE TO WORK IN A TEAM, WE'RE ASSOCIATES AND WE'RE ABLE TO HELP YOU ALL. WE'RE ABLE TO HELP THE SCHOOLS SO THAT WAY I CAN MAKE A PRO PROGRESS FOR OUR CHILDREN IS BETTER. YES. AND I THINK THE LAST THING, I MEAN, WE MENTIONED, UM, I GUESS HOW CAN WE BE OF BETTER SUPPORT IN THE AREAS OF THE THINGS THAT HAVE NOT BEEN ACCOMPLISHED ALREADY, BUT YOU WANT TO SEE, AND IN ADDITION TO THE AREAS WHERE THEY'RE SMALLER NUMBERS OF OUR ELS, I THINK THAT'S A BIGGEST CONCERN BECAUSE WHEN YOU'RE IN LARGER NUMBERS, YOU'RE LIKE, YEAH, THIS IS WHAT'S THE NEED IS. BUT IT'S REALLY WHEN THEY'RE SMALLER NUMBERS, HOW DO WE MEET THOSE NEEDS FOR THOSE STUDENTS AND EDUCATORS IN THOSE COMMUNITIES WHERE THERE'S NOT A LARGER NUMBER OF EL STUDENTS? WORKING WITH SMALLER GROUPS SHOULD BE A LOT EASIER. WHERE THE FOCUS SHOULD BE IS THAT THE PROFESSIONALS AT SCHOOLS, THE TEACHERS, PROFESSORS, THE STAFF IS THE PERSON THAT'S BEST PREPARED TO BE ABLE TO ADDRESS THOSE NEEDS. FOR CHILDREN FROM DIFFERENT CULTURES, LANGUAGE IS MOST IMPORTANT. THERE ARE TEACHERS THAT ARE NOT GOOD WITH SPANISH OR UNABLE TO SPEAK THE OTHER LANGUAGE AND WHERE THEY LIVE, THE CHILDREN, THEY HAVE TO BE ABLE TO ACCESS THAT SCHOOL BECAUSE THAT'S THE SCHOOL THAT, THAT, THAT 'CAUSE OF WHERE THEY LIVE. SO WE BELIEVE THAT IF WE TRAIN THE TEACHERS, I'M NOT SAYING WITH EVERY LANGUAGE, YOU KNOW, IT WOULD BE NICE THAT IF WE ALL HAVE, YOU KNOW, SEVEN LANGUAGES AT OUR DISPOSAL TO BE ABLE TO SPEAK. BUT I THINK THAT IF, IF WE HAVE A TEACHER IN A ZONE, IN AN AREA, AND WE COULD HAVE DATA OR WHAT COMMUNITY OR WHAT FAMILIES ARE ESTABLISHING THEMSELVES IN THE FAMILY, THEN KNOW WHAT PROFESSORS OR TEACHERS THAT ARE FAMILIAR WITH THAT LANGUAGE TO HAVE THERE. SO THAT WOULD BE EASIER FOR THE PARENT TO SAY, OH, RIGHT WHERE I SETTLED TO LIVE OR TO BE ABLE TO ACCESS, I'LL BE ABLE TO UNDERSTAND MY LANGUAGE. AND I'M NOT JUST TALKING ABOUT SPANISH, I'M ALSO REFERRING TO OTHER LANGUAGES LIKE YOURS. PERHAPS IT WAS NOT EASY FOR A LOT OF TEACHERS THAT IT CAN ONLY SPEAK ENGLISH. AND AT THAT COMMUNITY, FOR THAT COMMUNITY, THEY HAD TO LEARN ENGLISH AND THEY, IT WAS NOT THAT EASY. SO I THINK THROUGH THAT BY THOSE MEANS WOULD BE ABLE TO AT LEAST SUPPORT SO THAT WAY THE TEACHERS COULD BE BETTER PREPARED TO BE ABLE TO SPEAK IN OTHER LANGUAGES AS WELL. I THINK THAT WOULD BE SOMETHING THAT WOULD HELP. I THINK THE NECE, THE NEEDS OF, OF THE ENGLISH LEARNERS ARE THE SAME, INDEPENDENT IF IT'S A BIG SCHOOL OR A LITTLE SCHOOL. I THINK ALL ENGLISH LEARNERS IN BEING RECENTLY ARRIVED, STUDENTS, LIKE I MENTIONED, LEARNING A DIFFERENT LANGUAGE. THEY NEED INTERVENTION, THEY NEED TUTORING, THEY NEED HELP, THEY NEED EXTRA HELP. SO EVERY ENGLISH LEARNER, INDEPENDENT OF WHERE THEY'RE FROM, THERE'S BIG SCHOOLS OR SMALL SCHOOLS, THEY NEED TO BE ABLE TO FEEL SAFE IN THEIR SCHOOLS PHYSICALLY AS WELL AS ACADEMICALLY. THAT'S WHY WE NEED TO HAVE A PSYCHOLOGIST. THAT'S WHY WE NEED ASSISTANCE. THE NEEDS OF ENGLISH LEARNERS ARE SEVERAL. THEY ARE PRACTICALLY THE SAME NEEDS AT ALMOST EVERY SCHOOL, WHETHER THEY'RE SMALL OR BIG. THAT'S WHY WE ARE ASKING EQUITY THAT FOR ENGLISH LEARNERS TO BE AT, IF THEY'RE A SMALL SCHOOL, TO HAVE THE SAME RESOURCES, ACCESS THE SAME RESOURCE, SAME ACTIVITIES, THE SAME AS AN ENGLISH LEARNER AT A BIG SCHOOL. RIGHT. THANK YOU. AND I, I SAY THAT BECAUSE I, I HAD THE EXPERIENCE [02:55:01] OF HAVING RUSSIAN SPEAKING STUDENTS COME TO OUR POPULATION, WHICH THERE WERE NONE. UM, WE WERE SCOURING OUR CAMPUS TO FIND OUT WHO COULD SPEAK THE LANGUAGE BECAUSE THERE WERE NO RUSSIAN SPEAKING, UM, ON THAT CAMPUS. BUT WE MADE IT THROUGH. THE STUDENT DID LEARN ENGLISH BY THE END, AND, UM, I WAS HIS SWIM COACH, SO THAT WAS A LITTLE CHALLENGING. BUT GOOGLE TRANSLATE HELPED ME OUT. UM, SO WE SURVIVED THAT SWIM SEASON. UH, BUT IT WAS, IT WAS DEFINITELY A LEARNING CURVE FOR BOTH OF US AND THEIR FAMILY. AND THEY STAYED AND HE DEFINITELY, UH, GRADUATED FROM OUR INSTITUTION. BUT, UH, IT IS CHALLENGING WHEN THERE'S A SMALL NUMBER WITH EVEN A LARGER CAMPUS, NOT NECESSARILY A CAMPUS. SMALL AND APPRECIATE YOU BRINGING UP THE EXAMPLE OF SOUTHEAST. I THINK, UH, SOUTHGATE THEN, THEY'VE DEFINITELY BEEN PRESENTED HERE BEFORE JUST ON THEIR COMPASSION AND THEIR, FOR LACK OF BETTER TERM CUSTOMER SERVICE. UH, I THINK WE NEED TO IMITATE ACROSS THE DISTRICT. SO THANK YOU FOR SHARING. THANK YOU SHERETTE, AND THANK YOU FOR WHAT YOU DO FOR THE CHILDREN. BUT, UH, SOUTHEAST HIGH SCHOOL MUST BE VERY LUCKY TO HAVE YOU TO EMBRACE NEW PARENTS COMING IN AND JUST HAVING THEM, HUGGING THEM, MAKING THEM FEEL WELCOME. AND THAT REALLY IS A GREAT, GREAT TRAIT. I WISH ALL MY SCHOOLS HAD SOMEBODY LIKE YOU WHO WOULD MEET PEOPLE, INTRODUCE PARENTS TO THE PROGRAMS AND, AND MAKE THEM FEEL WELCOME. SO THANK YOU SO MUCH. APPRECIATE IT VERY MUCH ALL OF YOU. THANK YOU. OKAY, THANK YOU FOR THE PRESENTATIONS. AND NOW BACK TO THE SUPERINTENDENT FOR MORE REPORTS. THANK YOU MR. MCLEAN. AND THANK YOU AGAIN TO OUR PRESENTERS THIS MORNING. UH, BEFORE THE BOARD CONSIDERS TAKING ACTION ON THE ITEMS ON TODAY'S AGENDA, I'D LIKE TO ASK THE TEAM TO SHARE A PRESENTATION ON THE DISTRICT'S 2026 LOCAL CONTROL ACCOUNTABILITY PLAN, LOCAL INDICATORS, AND THE 26 27 PROPOSED BUDGET. THIS PRESENTATION WILL HELP FRAME THE DISCUSSIONS BEFORE THE BOARD TODAY. AS WE HAVE DISCUSSED, THE DISTRICT HAS A PROJECTED NEGATIVE ENDING BALANCE FOR 27, 28, AND 28 29, AND LACO HAS REQUIRED A PLAN TO ADDRESS THIS CONDITION. THE PROPOSED 26 27 FISCAL STABILIZATION PLAN IS BEFORE YOU AS TAB TWO ON TODAY'S AGENDA. ADDITIONALLY, THERE ARE FIVE MOUS WITH OUR LABOR PARTNERS AND A COMPANION COMPENSATION PROPOSAL FOR DISTRICT REPRESENTED AND UNREPRESENTED STAFF ON THE AGENDA FOR ACTION. THE DISTRICT'S ABILITY TO CERTIFY THAT FUNDING IS A AVAIL THAT FUNDING IS AVAILABLE FOR THESE INVESTMENTS DEPENDS UPON THE BOARDS ADOPTING THE FSP THAT ADDRESSES THE STRUCTURAL DEFICITS IDENTIFIED BY LACO. ADDITIONALLY, THE STATE REQUIRED AB 1200 DISCLOSURE FORMS FOR EACH AGREEMENT ARE PREDICATED ON THE ASSUMPTION THAT THE FISCAL STABILIZATION PLAN IS ADOPTED. THE LABOR AGREEMENTS AND THE FSP SHOULD BE VIEWED TOGETHER. AS SUCH, WE ORIENTED THE ORDER OF BUSINESS SO THAT THE BOARD WILL TAKE ACTION ON THE FSP PRIOR TO VOTING ON THE LABOR AGREEMENTS. THESE ARE DIFFICULT CONVERSATIONS BECAUSE EVERY DECISION AFFECTS PEOPLE. THE REALITY IS THAT WE MUST DO BOTH ADDRESS THE DISTRICT'S FISCAL CHALLENGES AND CONTINUE INVESTING IN THE PEOPLE AND SERVICES THAT DIRECTLY SUPPORT STUDENTS. THE LCAP PLAN, THE LOCAL INDICATORS AND THE DISTRICT'S PROPOSED 26 27 BUDGET REPRESENT MONTHS OF WORK ENGAGEMENT ANALYSIS AND COLLABORATION. THROUGHOUT THIS PROCESS, WE'VE HEARD FROM STUDENTS, FAMILIES, EMPLOYEES, ADVISORY COMMITTEES, LABOR PARTNERS, SCHOOL LEADERS, AND COMMUNITY MEMBERS WHO CARE DEEPLY ABOUT THE FUTURE OF LA UNIFIED. I WANT TO THANK EVERYONE WHO HAS PARTICIPATED IN THAT PROCESS. THE PERSPECTIVES SHARED THROUGHOUT THE YEAR HAVE HELPED INFORM THE RECOMMENDATIONS BEFORE THE BOARD AND HAVE REINFORCED THE IMPORTANCE OF KEEPING STUDENTS AT THE CENTER OF OUR DECISION MAKING. THIS YEAR'S DISCUSSIONS TAKE PLACE WITHIN A CHALLENGING FISCAL ENVIRONMENT. SCHOOL DISTRICTS ACROSS CALIFORNIA CONTINUE TO FACE DECLINING ENROLLMENT, THE EXPIRATION OF ONE-TIME PANDEMIC FUNDS AND RISING COSTS. AND I DO NEED TO CALL OUT IN FULL TRANSPARENCY THAT THESE CHALLENGES ARE EXACERBATED BY ACTIONS IN SACRAMENTO WHERE WE CONTINUE TO SEE A WITHHOLDING OF ALMOST $4 BILLION OF PROP 98 FUNDS. THAT COULD CERTAINLY AMELIORATE SOME OF THE CHALLENGES THAT WE'RE FACING TODAY. THESE REALITIES REQUIRE US TO CAREFULLY BALANCE OUR ASPIRATIONS FOR STUDENTS WITH OUR RESPONSIBILITY TO ENSURE THE FINANCIAL STABILITY OF THE DISTRICT. AT THE SAME TIME, OUR COMMITMENT TO STUDENTS REMAINS UNCHANGED. THE PROPOSED BUDGET IN LCAP CONTINUES TO PRIORITIZE STUDENT ACHIEVEMENT, STUDENT WELLNESS, COLLEGE AND CAREER READINESS, FAMILY [03:00:01] ENGAGEMENT AND SUPPORT FOR OUR HIGHEST NEEDS STUDENTS. THEY ALSO REFLECT OUR ONGOING COMMITMENT TO INVESTING IN THE EDUCATORS SUPPORT STAFF AND SCHOOL COMMUNITIES THAT MAKE STUDENT SUCCESS POSSIBLE. TODAY'S PUBLIC HEARING PROVIDES AN OPPORTUNITY FOR THE BOARD AND THE PUBLIC TO REVIEW THESE PROPOSALS, OFFER FEEDBACK, AND ENGAGE IN DISCUSSION BEFORE FINAL CONSIDERATION LATER THIS MONTH. NOW, I'D LIKE TO INVITE [2.Board of Education Report No. 458-25/26 Finance Division (Adoption of the 2026-2027 Fiscal Stabilization Plan) Recommends adoption of the 2026 2027 Fiscal Stabilization Plan as required by the Los Angeles County Office of Education to address the District’s projected negative Unassigned/Unappropriated ending balance in the 2026 2027 proposed budget multi-year projection.] DR. BILL JOHNSTON, SENIOR EXECUTIVE DIRECTOR OF STRATEGY AND SIMON BRAVO, KAMI, CHIEF FINANCIAL OFFICER, UP TO THE PODIUM TO PROVIDE A PRESENTATION ON THE DISTRICT'S 2026 LOCAL CONTROL ACCOUNTABILITY PLAN, LOCAL INDICATORS, AND 26 27 PROPOSED BUDGET AND ANSWER ANY QUESTIONS YOU MAY HAVE. THANK YOU. THANK YOU. UM, SUPERINTENDENT SHA WHAT GREETINGS BOARD MEMBERS. UM, MY NAME IS BILL JOHNSTON, SENIOR EXECUTIVE DIRECTOR OF STRATEGY. AND WE WILL, UH, BEGIN WITH THE, UH, LOCAL CONTROL AND ACCOUNTABILITY PLAN AND THEN TRANSITION TO THE BUDGET AFTER THAT. SO BEFORE GETTING INTO THE CONTENT OF THE LCAP, UH, WANT TO PAUSE HERE TO DISCUSS HOW THIS FITS IN WITH VARIOUS OTHER, UM, ACTIVITIES AND IMPORTANT, UM, WORK STREAMS THAT HAVE BEEN HAPPENING THIS YEAR, AND THAT WILL BE PRESENTED PUBLICLY INTO THE BOARD, UM, TODAY AND ALSO NEXT WEEK. UM, AS WE, AS WE KNOW, ALL OF THIS IS ROOTED IN A A DEEP YEAR ROUND PROCESS OF, OF COMMUNITY ENGAGEMENT. UM, AND THAT INFORMS OUR PRIORITIES MOVING FORWARD. UM, AND THEN OUR STRATEGIC PLAN AND OUR, AND THE OPERATIONS PLANS THAT OFFICES, UM, ARE, ARE DOING AS WELL HELP SET THE DIRECTION FOR THE WORK THAT THE, THE DISTRICT, THE DISTRICT WILL DO, UM, FOR THE NEXT FOUR YEARS INTO 2030. UM, THE LCAP IS ALSO A PART OF THAT, AND THAT IS SORT OF, THAT IS WHERE THE DISTRICT COMMUNICATES HOW IT TURNS THESE PRIORITIES INTO SPECIFIC ACTIONS AND, AND THE USE OF LOCAL CONTROL, UM, FUNDING FORMULA LCFF, UH, FUNDS THAT WE GET FROM THE STATE. OBVIOUSLY, WE LISTEN. WE LISTEN TO OUR, OUR STUDENTS FAMILIES AND STAFF AND COMMUNITY, UM, AND, AND TO HELP DEFINE WHERE OUR GOALS WILL BE. AND THEN OF COURSE, THE BUDGET DETERMINES HOW THESE RESOURCES WILL BE USED, UH, TO IMPLEMENT THESE PRIORITIES. IN TERMS OF OVERLAPPING TIMELINES, UM, WE HAVE, WE HAVE THIS DIAGRAM THAT SHOWS WHERE WE ARE RIGHT NOW IS THAT VERTICAL BAR HERE AT THE CONCLUSION OF THE 25 26 SCHOOL YEAR WHERE WE ARE TODAY. UM, THE CURRENT LCAP IS THE SECOND OF A THREE YEAR LCAP CYCLE. UM, AND YOU KNOW, AND THAT WILL CONCLUDE WITH THE 26 27 SCHOOL YEAR. NOW, LCAPS REALLY ALWAYS HAVE A THREE YEAR WINDOW, SO THERE ALWAYS IS SOME PROJECTIONS MOVING OUT SIMILAR TO BUDGETS. BUT THERE IS A, THERE IS A THREE YEAR CADENCE TO SOME ASPECTS OF THE, THE TARGET SETTING AND THE GOALS. AND THAT'S IMPORTANT BECAUSE THE LE THE NEXT LCAP THAT WE WILL, UM, THAT WE WILL PRODUCE STARTING NEXT YEAR. UM, WE WILL THEN HAVE ITS FINAL GOALS LINE UP WITH THE, THE FINAL DEADLINE, UH, FOR THE NEXT STRATEGIC PLAN, WHICH IS IN THE 29, UH, 20 29, 20 30 SCHOOL YEAR, UM, THAT WE WILL, UM, HEAR ABOUT NEXT WEEK. UM, AND THEN, UH, THE BUDGET, UM, AS, AS WE KNOW, HAS A THREE YEAR WINDOW AS WELL, THAT GOES THROUGH 2029. AND THAT WILL BE A ROLLING THREE YEAR WINDOW WITH EACH SUBSEQUENT BUDGET THAT WE DO. SO WHAT IS THE LCAP? UM, THE LCAP IS A STATE MANDATED THREE YEAR PLAN, UM, THAT A DISTRICT, UM, PRODUCES, IS REVIEWED BY THE COUNTY AND THEN IS SUBMITTED TO THE STATE. UM, IT IS, UM, AND SO THIS PARTICULAR THREE YEAR PLAN, UM, AGAIN, HAS, THAT HAS A WINDOW GOING FROM 24 25 TO 26, 27, BUT IT IS UPDATED ANNUALLY, UM, AS WE GO. AND IT IS A COMBINATION OF A REFLECTION ON THE YEAR THAT WAS AND GOAL SETTING FOR THE YEAR TO COME. UM, AND, UH, AND THAT WILL ALL THAT IS ALWAYS THE CASE THROUGHOUT THESE ANNUAL LCAPS. AND SO WHAT IS DESCRIBED IN THERE ARE THE GOALS, ACTIONS, SERVICES, AND EXPENDITURES FOR THE DISTRICT'S, UH, USE OF LOCAL CONTROL FUNDING FORMULA FUNDS FROM THE STATE. TITLE ONE FUNDS ARE NOT A PART OF THIS AND OTHER, YOU KNOW, JUST AS AN EXAMPLE AND OTHER SORT OF NON LCFF FUNDS ARE, ARE NOT IN THE DOMAIN OF THE LCAP PER STATE REGULATIONS. UM, THE LCAP IS FOCUSED ON STUDENT SUCCESS AT THE CENTER. UM, THERE IS A PARTICULAR FOCUS, UM, ON LOW INCOME ENGLISH LEARNER AND FOSTER YOUTH STUDENTS PER STATE REGULATIONS AS WELL. UM, AND THE LCAP IS DEEPLY ROOTED IN PARTNERSHIP WITH COMMUNITIES, UM, AND THESE DEVELOPMENTS, UM, THE, THE ANNUAL DEVELOPMENT AND THE UPDATES THAT WE DO EVERY YEAR, UM, ARE, ARE, YOU KNOW, DEEPLY ANCHORED IN IN WORK WITH COMMUNITY MEMBERS. OBVIOUSLY THE, THE ADVISORY COMMITTEES THAT WE'VE BEEN HEARING FROM AND THAT WE WORK WITH THROUGHOUT THE YEAR, UM, BUT ALSO VARIOUS OTHER STAFF, UH, CONSTITUENCIES. AND SPEAKING OF ENGAGEMENT, SO HERE ARE, UM, HERE ARE THE GROUPS THAT WE MEET WITH THROUGHOUT THE YEAR. AND THIS PAST YEAR WE HAD A, A TOTAL OF 57 FORMAL MEETINGS ON THE LCAP, UM, BROKEN DOWN ACROSS OUR PARENT ADVISORY COMMITTEE, OUR DISTRICT ENGLISH LEARNER ADVISORY COMMITTEE, DLAC, THAT WE HEARD FROM TODAY. UM, THE LCAP REGION [03:05:01] AMBASSADORS, UM, THAT ARE, AGAIN, BROKEN OUT ACROSS THE, THE FOUR REGIONS, UH, COMMUNITY AND LABOR PARTNERS, UH, THAT WE MEET WITH THROUGHOUT THE YEAR. UH, MONTHLY ACCOUNTABILITY MEETINGS THAT ARE STAFF MEETINGS ACROSS VARIOUS OFFICES IN A REAL ATTEMPT TO, YOU KNOW, IN AN EFFORT TO DESI, UM, THE WORK OF OUR ACCOUNTABILITY PLAN, UM, ACROSS ALL OF OUR OFFICES AND REGIONS, AND THEN, UH, THE DISTRICT STUDENT ADVISORY COUNCILS THAT WE HAVE. AND IN ADDITION TO THOSE MEETINGS, WE ALSO SUPPORT, UM, SCHOOLS WITH THEIR OUTREACH, UM, WITH COFFEE OF THE PRINCIPAL RESOURCES. UM, AND THEN OF COURSE WE HAVE A DISTRICT-WIDE THOUGHT EXCHANGE, UM, YOU KNOW, UH, OPEN-ENDED SURVEY, IF YOU WILL, OF, OF COMMUNITY MEMBERS. WE HAD OVER 16,000 PARTICIPANTS THIS PAST YEAR ON, UH, IN THAT THOUGHT EXCHANGE. AND, AND THE IMPORTANT THING ON THE THOUGHT EXCHANGE IS NOT JUST, IT'S NOT JUST A, YOU KNOW, UM, A PLACE WHERE THE, THE INFORMATION IS BROUGHT IN, BUT IT IS ACTUALLY ANALYZED, SYNTHESIZED AND, AND IMPORTED INTO, UM, INTO THE RECOMMENDATIONS SIMILAR FOR HOW WE DO THE STRATEGIC PLAN. SO THE, THE, THE CONTENT OF THE LCAP, THE LCAP IS ORGANIZED AT, AT ITS CORE AROUND EIGHT, UM, EIGHT LCAP GOALS. THE FIRST FIVE OF THESE ARE THE EXACT FIVE GOALS OF, UM, I'M SORRY, THE FIR, THE FIRST FIVE, THE FIVE PILLARS OF THE STRATEGIC PLAN. AND THAT'S, THOSE ARE THE PILLARS THAT ARE IN THE CURRENT STRATEGIC PLAN, THE 22 TO 26 STRATEGIC PLAN THAT WILL BE SUNSETTING THIS SUMMER. UM, BUT THEY ARE ALSO, UM, YOU KNOW, THIS IS A FORESHADOWING FOR NEXT WEEK'S PRESENTATION ON THE STRATEGIC PLAN. THE NEXT STRATEGIC PLAN MAINTAINS THESE SAME FIVE PILLARS MOVING FORWARD. UM, AND THEN IN ADDITION, WE HAVE, UH, GOAL AREAS FOR ENGLISH LEARN SUPPORTS, BSAP IMPLEMENTATION, AND THE EQUITY MULTIPLIER FO FOCUS GOAL, WHICH IS ANOTHER REQUIREMENT FROM THE STATE, UH, WHICH IS AN ADDITIONAL, UH, SMALL, SMALL POT OF MONEY THAT WE GET FROM THE STATE, UM, THAT WE, UH, WE TRACK IN THE LCAP, HOW WE SPEND AND, AND USE THAT MONEY. UM, LCAP THEN, UH, THE GOALS ARE, UM, ORGANIZED AROUND, UM, LCAP METRICS, UM, THAT, UM, THE DISTRICT IS WORKING TOWARDS DURING THIS THREE YEAR PLAN. UM, AND WE ALWAYS TRACK BASELINE DATA. AND THEN, YOU KNOW, HERE WE HAVE YEAR TWO AND YEAR THREE, YEAR TWO DATA AND TARGETS FOR YEAR THREE AS WELL. UH, THE LCAP CONSISTS OF 108 METRICS, UM, ACROSS THE EIGHT GOALS. A HUNDRED OF THOSE METRICS ARE, ARE MANDATED BY STATE REGULATIONS, AND EIGHT OF THEM ARE LOCALLY DEFINED. AND THEN WITHIN EACH GOAL, WE HAVE GOAL ACTIONS. UM, THEY'RE LCFF FUNDED PROGRAMS AND SERVICES THAT THE DISTRICT WILL IMPLEMENT AND FUND TO SUPPORT PROGRESS ON L CAP METRICS. SO THE L CAP IS NOT JUST A RECAP OF, OF, OF, OF THE DATA. IT IS ALSO, UM, THERE IS SUBSTANCE IN THE L CAP AROUND WHAT ACTIONS ARE WE TAKING, UM, TO ACCOMPLISH THOSE GOALS IN THE LCAP. SO JUST AS AN EXAMPLE, WE HAVE, UM, IN GOAL ONE, ACADEMIC EXCELLENCE. WE HAVE 32 ACTIONS THAT THE DISTRICT, UH, DISCUSSES IN THE LCAP, BOTH, AND AGAIN, BOTH IN TERMS OF WHAT WORK HAS BEEN DONE, WHAT WORK IS COMING, UH, WHAT ARE SOME IMPORTANT DIFFERENCES AND, AND PIVOTS THAT WE HAVE IN OUR, IN OUR WORK. AND SO, AS AN EXAMPLE, UM, YOU KNOW, UH, IN GOAL ONE FOR ACADEMIC EXCELLENCE, ONE OF THE METRICS THAT WE TRACK, OR, YOU KNOW, SORT OF A SET OF ME, UH, IS THE A TO G COMPLETION RATE. THIS IS ALSO ONE OF OUR DISTRICT GOALS IN THE STRATEGIC PLAN. UM, AND WE, IN THE LCAP WE DESCRIBED THE ACTIONS FOR THAT, UM, VARIOUS ACTIONS TO, UM, AND INTERVENTIONS TO PROVIDE RESEARCH BASED RESOURCES AND SUPPORT, UH, FOR STUDENTS TO MEET THE REQUIREMENTS OF A TO G COURSES WITH A GREATER C OR BETTER. AND SO IN THE LCAP, IT GOES, GOES INTO SIGNIFICANT DETAIL THERE, AND THEN WE OF COURSE, WE MONITOR AND, AND LOOK AT HOW MUCH LCFF FUNDING WAS SPENT ON THAT PARTICULAR ACTION. AND WE WILL DO THIS, YOU DO THIS ANNUALLY, WE HA AS, AS PEOPLE KNOW, THE THE DISTRICT HAS 51 AFFILIATED CHARTERS THAT THE DISTRICT MANAGES. UM, AFFILIATED CHARTERS ARE REQUIRED BY THE CDA TO DEVELOP AND IMPLEMENT THEIR, THEIR L THEIR OWN LCAPS, JUST LIKE ANY CHARTER. AND SO, AND THE, OUR, OUR STAFF SUPPORTS THE AFFILIATED CHARTERS IN THEIR IMPLEMENTATION, UM, AND DRAFTING OF THEIR LCAP. AND JUST A HUGE THANKS TO OUR STRATEGIC INITIATIVES OFFICE, DR. LARD AND, AND, AND, AND, UH, UH, ERIC HANSON AND CHATTY AND TEAM ON, ON THE SUPPORT FOR THE AFFILIATED CHARTERS IN THE WORK THERE. UM, AND THEN ANOTHER PIECE OF THE, UH, UH, OF THE LCAP AND AN IMPORTANT PART OF, UM, TODAY'S MEETING IS THE PRESENTATION OF OUR LOCAL INDICATORS. SO LOCAL INDICATORS ARE, UM, A PART OF THE CALIFORNIA SCHOOL DASHBOARD. UM, AND THESE ARE PRESENTED FOR EVERY SCHOOL DISTRICT, UM, UH, WHERE WE PRESENT, THERE'S A, THERE'S A SET OF, OF METRICS AND PRIORITIES THAT THE STATE TRACKS ON ITS OWN WITHOUT US NECESSARILY HAVING TO PUT INPUT IN, YOU KNOW, ENGLISH LANGUAGE ARTS, UH, ASSESSMENT RESULTS, MATH ASSESSMENT RESULTS, SCIENCE ASSESSMENTS, RESULTS, UH, ATTENDANCE, UM, AND, AND SO ON. UM, THOSE ARE, THOSE [03:10:01] ARE DATA THAT ARE TRACKED VERY EASILY, CENTRALLY, AND ARE REPORTABLE. UM, YOU KNOW, THROUGH THE SYSTEM THERE ARE A SET OF FIVE METRICS THAT ARE, UM, THAT ARE A LITTLE BIT, UH, THAT THE STATE IS NOT ABLE TO TRACK IN THAT MANNER. AND SO THEY RELY ON SCHOOL DISTRICTS TO SORT OF SELF-ASSESS AND REPORT, AND THAT THE STATE PROVIDES EACH SCHOOL DISTRICT WITH A, A REFLECTION GUIDE FOR EACH OF THESE FIVE PRIORITIES. THE, OUR RESPONSES TO THESE PRIORITIES ARE CURRENTLY, ARE, ARE VISIBLE PUBLICLY ON THE CALIFORNIA SCHOOL DASHBOARD FOR THE DISTRICT, AS WELL AS, UM, IT'S, IF YOU COULD LOOK UP ANY OF THE AFFILIATED CHARTERS, IT'S THERE AS WELL. UM, AND SO THOSE FIVE LOCAL INDICATORS ARE PRESENTED ABOVE. AND SO THE FIRST ONE, APPROPRIATELY ASSIGNED TEACHERS ACCESS TO CURRICULUM ALIGNED INSTRUCTIONAL MATERIALS, AND SAFE, CLEAN AND FUNCTIONAL SCHOOL FACILITIES. UM, WE, UH, THIS, THIS IS, UH, SIMILAR TO, UH, ONE PIECE OF THIS IS WILLIAM SUFFICIENCY IN OUR ASSESSMENT ON, ON PIECES THERE, UM, MAKING SURE WE HAVE A LOW, LOW NUMBERS OF, OF TEACHER MISS ASSIGNMENTS FOR BEING CREDENTIALED IN ONE AREA, BUT TEACHING IN ANOTHER AREA. AND THEN OF COURSE, ACCESS TO, UM, SAFE FACILITIES AND WELL KEPT FACILITIES, WHICH IS SOMETHING WE ALSO REPORT IN OUR, OUR SARC OUR SCHOOL ACCOUNT, OUR OUR STATE ACCOUNTABILITY REPORT CARD THAT IS ALSO PUBLICLY AVAILABLE. SECOND IS THE IMPLEMENTATION OF STATE ACADEMIC STANDARDS, WHICH IS, UH, YOU KNOW, ONGOING WORK THAT WE ALWAYS DO STATE ADOPT A CURRICULUM, DISTRICTS APPROVED MATERIALS AND MONITORING OF STUDENT, UM, PROGRESS THROUGH OUR SUMMATIVE AND FORMATIVE ASSESSMENTS THAT WE DO THROUGHOUT THE YEAR. THIRD IS THE, UM, PARENT AND AND FAMILY ENGAGEMENT, WHICH, UM, HAS, UM, A ROBUST, UH, YOU KNOW, AMOUNT OF WORK HERE ON TRAINING AND MICRO-CREDENTIALING THAT THE DISTRICT DOES AND TO SUPPORT SCHOOL STAFF IN THEIR, IN THEIR COMMUNITY ENGAGEMENT, UM, SKILLSET. UM, AND THEN WE, YOU KNOW, OTHER WORK AROUND THE, THE FAMILY HOTLINE AND, AND, UH, REGION AMBASSADOR PROGRAMS OR VARIOUS OTHER EXAMPLES OF OUR WORK HERE AROUND PARENT AND FAMILY ENGAGEMENT AND THEN SCHOOL CLIMATE. UH, THE LAST ONE, UH, THE, THE, THE, THE, THE, THE EXPECTATION FROM THE STATE IS THAT THE DISTRICT ADMINISTERS A, A SCHOOL EXPERIENCE SURVEY, WHICH WE DO EVERY YEAR. THE RESULTS FOR THAT ARE, ARE GOING TO BE RELEASED PUBLICLY VERY SOON. UM, IT'S ONE OF THE LARGEST SURVEYS DONE IN THE WHOLE STATE OF CALIFORNIA, UH, GIVEN HOW LARGE OUR COMMUNITY IS. AND SO WE'RE PROUD TO PRESENT THOSE RESULTS EVERY YEAR. AND THEN FINALLY, ACCESS TO A BROAD COURSE OF STUDY, UM, IS SOMETHING THAT THE DISTRICT, YOU KNOW, IS, IS ALWAYS MONITORING AND REFINING. YOU KNOW, OUR, OUR, OUR COURSE OF STUDY ALIGNS WITH CDE GUIDELINES, L-A-U-S-D, GRADUATION REQUIREMENTS, UNIVERSITY OF CALIFORNIA, AND THE CSU SYSTEM, A TO G REQUIREMENTS. AND OF COURSE, THESE ARE ALL TRACKED USING OUR MIIS FOCUS AND OTHER INTERNAL PROCESSES TO MAKE SURE STUDENTS ARE ACTUALLY ACCESSING THESE BOTH AT THE ELEMENTARY AND SECONDARY LEVELS. AND SO, AS YOU SEE HERE, UM, THROUGH OUR SELF-ASSESSMENTS AND REFLECTIONS, WE ARE, WE ARE, UM, RATING OURSELVES AS, AS MEETING THESE FIVE STANDARDS FOR OUR LOCAL INDICATORS. AND SIMILARLY, WE, UM, ARE REPORTING THIS FOR OUR AFFILIATED CHARTERS. AND SO WITH THAT, I WILL HAND IT OVER TO MR. SOME, UH, MR. . MM-HMM . GOOD AFTERNOON. SO FIRST WE'RE GONNA PROVIDE SOME HIGHLIGHTS AND SUMMARIES OF THE BUDGET FOR 26 27. SO TODAY IS BOTH THE BUDGET AND LCAP HEARING, UM, AND AS WELL AS THE, THE VOTES ON THE FISCAL STABILIZATION PLAN AND OUR LABOR AGREEMENTS. UM, SO FIRST I WANNA START WITH A QUICK OVERVIEW OF THE 26 27 BUDGET. SO, NEXT YEAR'S BUDGET CONTINUES INVESTMENTS IN SCHOOLS, AND IN MANY AREAS INCREASES SUPPORTS FOR STUDENTS AND FAMILIES. HOWEVER, DUE TO DECLINING ENROLLMENT AND RISING COSTS, THE DISTRICT'S MULTI-YEAR PROJECTION SHOWS NEGATIVE ENDING BALANCES ACROSS MULTIPLE OPERATING FUNDS. SO, IN PRESENTATIONS IN THE PAST, WE OFTEN FOCUS ON GENERAL FUND UNRESTRICTED, BUT GIVEN THAT WE HAVE EMPLOYEES AND COSTS ACROSS ALL OF OUR DIFFERENT OPERATING FUNDS TODAY, WE WILL PROVIDE SOME IMPORTANT UPDATES ON THOSE ADDITIONAL OPERATING, UH, FUNDS TO ADDRESS THE CHALLENGE. AS YOU KNOW, THE BUDGET INCLUDES AS BEING REQUIRED BY THE COUNTY, A 26 27 FISCAL STABILIZATION PLAN THAT DOES PROPOSE ADDITIONAL PROGRAM REDUCTIONS OVER THE NEXT THREE YEARS. THIS IS AN ADDITION TO THE PREVIOUS FISCAL STABILIZATION PLAN THAT WAS APPROVED BY THE BOARD LAST JUNE. OVER THE NEXT SEVERAL MONTHS, THE DISTRICT WILL CONTINUE ENGAGEMENT AND ADVOCACY TO ENSURE THAT WE PROTECT THE CRITICAL RESOURCES THAT OUR STUDENTS NEED. SO, THE AGENDA TODAY, WE'RE GONNA HIGHLIGHT THE MAJOR INVESTMENTS FOR NEXT SCHOOL YEAR 26, 27. WE'RE GONNA GO OVER A LOT OF THE DETAILS AND CONTEXT WITHIN THE BUDGET, A LOT OF SLIDES THAT PROVIDE INFORMATION BASED ON QUESTIONS WE'VE BEEN RECEIVING FROM, FROM BOARD MEMBERS AND THE PUBLIC. THEN WE'RE GONNA TALK ABOUT THE FISCAL CHALLENGES, OUR MULTI-YEAR PROJECTION. WE'RE GONNA GO OVER THE PROPOSED FISCAL STABILIZATION PLAN, AND THEN END WITH, WITH NEXT STEPS. WITH RESPECT [03:15:01] TO THE FISCAL STABILIZATION PLAN. IN DEVELOPING THAT FSP, WE GRAPPLED WITH THE QUESTIONS AND FEEDBACK THAT WE'VE RECEIVED OVER THE LAST SEVERAL MONTHS AND WEEKS, SUCH AS, CAN WE USE OUR RESERVES? WHAT ABOUT THE OTHER OPERATING FUNDS? WHAT ABOUT CONTRACTS AND OTHER NON-LABOR EXPENSES? WHAT ABOUT CENTRAL OFFICE SUPPORTS? YOU'LL SEE THROUGHOUT THE PRESENTATION INFORMATION AND CONTEXT ON THESE AND OTHER IMPORTANT TOPICS. SO, FIRST, HIGHLIGHTS FOR NEXT YEAR'S BUDGET, 26, 27. SO THERE ARE SEVERAL EXPANDED SUPPORTS FOR STUDENTS AND FAMILIES. THERE ARE ADDITIONAL PSYCHIATRIC SOCIAL WORKERS, CENTRALLY FUNDED COMMUNITY REPRESENTATIVES, ADDITIONAL PUPIL SERVICES AND ATTENDANCE COUNSELORS, ADDITIONAL SCHOOL PSYCHOLOGISTS, ADDITIONAL SECONDARY COUNSELORS, REDUCED CLASS SIZES IN GRADES 11 AND 12, MORE SUPPORT AND SPECIAL EDUCATION FOR INCLUSIVE PRACTICES AND INCREASED SALARIES AND HEALTH BENEFITS FOR OUR VALUED WORKFORCE. THESE HIGHLIGHTS ARE FROM, THESE ARE HIGHLIGHTS FROM THE MANY INVESTMENTS THAT ARE INCLUDED IN THE LABOR AGREEMENTS BEFORE YOU LATER TODAY. SO NEXT I WANNA START WITH OUR OVERALL REVENUE ACROSS ALL THE DIFFERENT FUNDS. WE'VE SHOWN THIS A VERSION OF THIS SLIDE SEVERAL TIMES OVER THE LAST FEW MONTHS. UH, THEY'RE AT THE VERY TOP OF THE FUNNEL. YOU'LL SEE THE DIFFERENT MAJOR SOURCES OF REVENUE. AND IN TOTAL, THE TOTAL REVENUES FOR NEXT SCHOOL YEAR ACROSS ALL OF THESE FUNDS IS $18.6 BILLION, AND THEN HIGHLIGHTED IN YELLOW. AS ALWAYS, YOU'LL SEE THE FUNDS THAT WE FOCUS MOST OF OUR TIME AND ATTENTION ON DURING THESE PRESENTATIONS ARE THE GENERAL FUND, WHICH IS $9.4 BILLION, AND THE UNRESTRICTED PORTION OF THAT 5.3 BILLION AND THE RESTRICTED 4.1. SO THESE ARE THE REVENUES FOR NEXT SCHOOL YEAR. YOU'LL SEE LISTED, I'M, I'M NOT GONNA GO THROUGH EACH OF THEM, BUT YOU'LL SEE LISTED THE REVENUES FOR EACH OF THE OTHER FUNDS, UH, AND, AND REALLY WANNA FOCUS THE ATTENTION ON THE OPERATING FUNDS IN ADDITION TO THE GENERAL FUND, THE CHILD DEVELOPMENT FUND, THE ADULT EDUCATION FUND, AND THE CAFETERIA FUND. HERE, YOU'LL SEE INFORMATION THAT'S ALSO IN THE BUDGET BOOK. THIS IS THE BUDGET. SO THE PREVIOUS SLIDE WAS THE REVENUE. THIS SLIDE IS THE BUDGET THAT THE BOARD WILL BE VOTING ON NEXT TUESDAY. SO THE TOTAL BUDGET ACROSS ALL OF THOSE SAME FUNDS WE SHOWED ON THE PREVIOUS SLIDE IS $20.6 BILLION. YOU'LL PROBABLY NOTICE RIGHT AWAY THAT THAT BUDGET IS GREATER THAN THE REVENUES. WE DO, AS I MENTIONED, HAVE SOME FINANCIAL CHALLENGES THAT WE NEED TO CONFRONT, NOT JUST IN GENERAL FUND UNRESTRICTED, BUT ACROSS MANY OF OUR OPERATING FUNDS. AND SO YOU'LL SEE A BREAKDOWN HERE OF THE DIFFERENT COMPONENTS OF THAT $20.6 BILLION. BUT AGAIN, THIS IS, UH, SUBSTANTIALLY LARGER THAN THE REVENUES WHERE WE ARE SET TO RECEIVE FOR NEXT SCHOOL YEAR. HERE'S A, A DONUT CHART THAT WE SHOWED PREVIOUSLY IN A PRESENTATION. UH, THE PREVIOUS VERSION WAS FOR THE CURRENT SCHOOL YEAR. HERE, YOU'LL SEE UPDATED FOR THE 26 27 BUDGETED FIGURES. AND SO IT'S THE SAME LEGEND ON THE RIGHT HAND SIDE, THE SAME CATEGORIES OF THE GENERAL FUND UNRESTRICTED BUDGET. SO FIRST, YOU'LL NOTICE THAT THE, THE TOTAL AMOUNT IS, IS QUITE A BIT LARGER THAN IT WAS FOR THE CURRENT YEAR. IT'S 7.35 BILLION, UH, AS OPPOSED TO 6.8 BILLION IN THE CURRENT YEAR. YOU'LL SEE RIGHT IN THE MIDDLE TOP OF THE COLLECTIVE BARGAINING AGREEMENT, DEFINED SCHOOL STAFF. SO THESE ARE, UH, CERTAIN POSITIONS THAT ARE ALLOCATED TO SCHOOLS, WHAT WE CALL NORM POSITIONS. THEY'RE ALLOCATED PRINCIPALLY ON BASED ON THE ENROLLMENT AT OUR SCHOOLS. UM, BUT THEY ALSO ARE, UH, DETERMINED BY PROVISIONS WITHIN OUR UNION CONTRACTS. AND SO FOR 26 27, THE SHARE OF GENERAL FUND UNRESTRICTED THAT GOES TOWARDS THESE POSITIONS IS ABOUT $2.9 BILLION. ALMOST 40% OF THE TOTAL GENERAL FUND UNRESTRICTED BUDGET. IMMEDIATELY BELOW IT ARE ADDITIONAL POSITIONS. THESE ARE NOT DEFINED IN THE COLLECTIVE BARGAINING AGREEMENTS, BUT THEY ARE NORM POSITIONS ALLOCATED. ALSO BASED GENERALLY SPEAKING, ON A SCHOOL'S ENROLLMENT, THAT'S ANOTHER 15.3%. SO JUST THOSE TWO CATEGORIES TOTAL, A LITTLE BIT OVER 55% OF THE TOTAL BUDGET. SO OVER HALF OF THE GENERAL FUND UNRESTRICTED BUDGET IS GOING TOWARDS WHAT WE MIGHT CALL THE BASE ALLOCATIONS THAT OUR, THAT OUR SCHOOLS RECEIVE. UH, YOU'LL ALSO SEE UPDATED FIGURES FOR C AS YOU KNOW, AS PART OF THE LAST FISCAL STABILIZATION. PLAN C WAS ALLOCATED AT $601 MILLION NEXT YEAR. YOU'LL SEE IN PURPLE THERE, THE BLACK STUDENT ACHIEVEMENT PLAN. UH, THE ONGOING ALLOCATION, WHILE THIS YEAR'S WAS $175 MILLION, THERE WAS A ONE TIME $50 MILLION AUGMENTATION. THE ONGOING ALLOCATION, UH, WAS $125 MILLION. SO THAT'S WHAT'S ALLOCATED FOR NEXT YEAR. AND THEN ALL THE OTHER DIFFERENT CATEGORIES THAT, THAT WE SHARED PREVIOUSLY. BUT THE MAIN, THE MAIN TAKEAWAY HERE IS [03:20:01] TO DEMONSTRATE HOW DIFFICULT IT IS TO COME UP WITH A FISCAL STABILIZATION PLAN, GIVEN HOW MUCH OF OUR GENERAL FUND, UNRESTRICTED BUDGET GOES TOWARDS KIND OF THE BASE ALLOCATION THAT SCHOOLS RECEIVE AS REALLY, AS WELL AS REALLY IMPORTANT EXPENSES SUCH AS, UH, LIABILITY INSURANCE, TRANSPORTATION, UH, INSTRUCTIONAL MATERIALS, ET CETERA. AND SO THE, THE, THE FISCAL STABILIZATION PLAN INCLUDES SOME VERY, VERY PAINFUL AND DIFFICULT REDUCTIONS BECAUSE THE OPTIONS ARE SO LIMITED. SOMETHING ELSE I WANNA ADDRESS ABOUT THE FISCAL STABILIZATION PLAN IS THAT THIS IS THE SECOND FISCAL STABILIZATION PLAN TWO YEARS ROW IN, IN A ROW WHERE WE'VE HAD, OR WE'VE BEEN REQUIRED TO, TO COME FORWARD WITH THE FISCAL STABILIZATION PLAN. THE FIRST FISCAL STABILIZATION PLAN FROM 12 MONTHS AGO. WHILE IT DIDN'T, IT DID INCLUDE SOME VERY DIFFICULT REDUCTIONS TO SCHOOL ALLOCATIONS, UH, LIKE CE AND SCHOOL CARRYOVER. UH, AS MUCH AS POSSIBLE, THE REDUCTIONS WERE AWAY FROM THE SCHOOLS. UM, THERE WERE $150 MILLION OF CENTRAL OFFICE REDUCTIONS. THERE WERE USES OF OUR ENDING BALANCES. WHATEVER ASSIGNED ENDING BALANCES WE COULD REPURPOSE. WE, WE DID. SO THERE WAS ALSO, AS YOU REMEMBER BACK IN DECEMBER, THE FULL RELEASE OF THE DISTRICT SPECIAL RESERVE. AND SO WHAT YOU MIGHT THINK OF THE ALL REDUCTIONS ARE PAINFUL, BUT THOSE THAT ARE LESS PAINFUL, WERE ALREADY PART OF THE PREVIOUS FISCAL STABILIZATION PLAN, WHICH IS WHY THE SECOND FISCAL STABILIZATION PLAN HAS SO MANY REDUCTIONS THAT ARE, ARE EVEN MORE PAINFUL THAN, UH, THE LAST. OKAY, SO WE WANNA SHOW A COUPLE EXAMPLES OF OF A SCHOOL BUDGET. SO THIS IS A, UH, AN EXAMPLE OF AN ELEMENTARY SCHOOL. THE ELEMENTARY SCHOOL'S OVERALL BUDGET IS $10.1 MILLION. YOU'LL SEE THEIR ENROLLMENT FORECAST FOR NEXT SCHOOL YEAR IS 504 STUDENTS. THEIR UNDUPLICATED COUNT FROM THIS YEAR, THE PREVIOUS YEAR, 531. THE REASON WHY WE'RE SHOWING BOTH FIGURES IS BECAUSE THE NORMAL ALLOCATIONS ARE BASED ON PROJECTED ENROLLMENT, BUT OTHER ALLOCATIONS ARE BASED ON THE PRIOR YEAR ON DUPLICATED COUNTS. THIS IS A SEMI HIGHEST NEED SCHOOL. AND SO YOU'LL SEE, KIND OF LIKE IN THE OVERALL DONUT CHART THAT WE SHOWED OF, OF THE DISTRICT, ABOUT HALF, ALMOST HALF OF THE SCHOOL'S RESOURCES ARE PART OF THE NORM, EITHER WITHIN A COLLECTIVE BARGAINING AGREEMENT OR PART OF THE OTHER NON COLLECTIVE BARGAINING AGREEMENT. NORM, IT'S ALMOST HALF OF THE TOTAL AMOUNT. YOU'LL SEE ANOTHER ALMOST QUARTER OF THE OVERALL BUDGET, 22% FOR, UH, SPECIAL EDUCATION RESOURCES. THESE ARE PRINCIPALLY THE, THE SERVICES PROVIDED FOR STUDENTS WITH IEPS, WITH OUR OTHER TEACHERS AND, AND AIDES AND OTHER SUPPORTS SERVICES THAT, THAT ARE PROVIDED TO OUR STUDENTS WITH DISABILITIES. AND THEN YOU'LL SEE ALL THE OTHER AMOUNTS. YOU'LL SEE AMOUNTS FOR ARTS ITINERANT, YOU'LL SEE AMOUNTS FOR PROP 28. YOU'LL SEE THE, THE SHARE OF THE BUDGET. THAT'S SE IN THIS CASE, 12% OF THE DISTRICT'S OVERALL BUDGET IS SE. AND THEN YOU'LL SEE, OF COURSE, ALSO AMOUNTS FOR, FOR TITLE ONE AND SCHOOL SAFETY, UH, AND OTHER EXAMPLES. SO THE VAST MAJ, THE, THE, THE BIGGEST SHARE OF THE DISTRICT'S BUDGET, OF THE SCHOOL'S BUDGET OF THIS ELEMENTARY SCHOOL'S BUDGET IS OF COURSE, THE POSITIONS THAT ARE ALLOCATED BASED ON THE NORM, AS WELL AS BASED ON THE SPECIAL EDUCATION PROGRAM. 70%. NEXT IS AN EXAMPLE OF A HIGH SCHOOL, ALSO A HIGHEST NEED SCHOOL. IN TERMS OF THE SEMI QUINTILE. OBVIOUSLY, OUR HIGH SCHOOLS ARE SUBSTANTIALLY LARGER. AND SO THIS IS A HIGH SCHOOL WITH PROJECTED ENROLLMENT NEXT YEAR OF JUST OVER 1800 STUDENTS. AND SO THE TOTAL BUDGET IS A LITTLE BIT LESS THAN $30 MILLION, AND VERY SIMILAR TO WHAT WE SAW WITH OUR ELEMENTARY SCHOOLS. YOU'LL SEE, UH, HALF OF THE SCHOOL'S RESOURCES ARE FROM THOSE NORM BASE ALLOCATIONS. UH, 14% FOR SPECIAL EDUCATION SUPPORTS. C IN THIS CASE, THE SCHOOL'S C UH, ALLOCATION IS, UH, 16% OF THEIR TOTAL RESOURCES. AND YOU'LL ALSO SEE BSAP AS 3% OF THE TOTAL SCHOOL'S ALLOCATION, AND THEN SMALLER SHARES OF ARTS AND PROP 28 FUNDING AS WELL. SO HERE IS ALSO FOR 26, 27 ARE REVENUES AND EXPENDITURES IN THE DIFFERENT FUNDS. AND I'M GONNA FOCUS PRIMARILY ON THE OPERATING FUNDS. SO WHAT YOU'LL SEE IS THE REVENUE IN BLUE AND THE EXPENDITURES IN ORANGE. AND WHENEVER THE ORANGE IS HIGHER THAN THE BLUE, THAT MEANS WE'RE SPENDING MORE THAN WE'RE BRINGING IN, IN REVENUE. OR PUT ANOTHER WAY, THERE'S AN OPERATING DEFICIT. SO IN THE GENERAL FUND, UNRESTRICTED, THE FIRST ON THE LEFT, YOU'LL SEE A VERY SIGNIFICANT PROJECTED DEFICIT. AND THAT DEFICIT CAN ONLY EXIST IF WE HAVE RESERVES. AND SO RIGHT NOW WE HAVE RESERVES, THEY ARE BEING SPENT DOWN, AND WE'RE GONNA DEMONSTRATE THE TREND OF THOSE, OF THAT SPENDING DOWN, UH, A LITTLE BIT LATER. GENERAL FUND RESTRICTED. WE ALSO HAVE A DEFICIT, THE ORANGE HIGHER THAN THE BLUE. UH, THE ADULT EDUCATION FUND ALSO HAS, UH, EXPENDITURES IN EXCESS OF REVENUES. THAT'S A DEFICIT. [03:25:01] THE CHILD DEVELOPMENT FUND ALSO HAS A HUNDRED MILLION DOLLARS DEFICIT, AND THE CAFETERIA FUND ALSO HAS A DEFICIT. THESE PROJECTED EXPENDITURES FOR NEXT SCHOOL YEAR DO INCLUDE THE COST ASSOCIATED WITH PREVIOUSLY APPROVED, UH, LABOR AGREEMENTS, AS WELL AS THOSE BEFORE THE BOARD TODAY. SO THEY'RE FULLY INCLUDED IN, IN THE NUMBERS THAT YOU SEE HERE, AS WELL AS SUBSEQUENT SLIDES WHERE WE SHOW, UH, THE MULTI-YEAR IMPACT. AND SO THESE DEFICITS ARE ONLY POSSIBLE TO THE EXTENT WE HAVE RESERVES. THAT'S TRUE FOR GENERAL FUND UNRESTRICTED, THAT'S TRUE FOR GENERAL FUND RESTRICTED. IT'S TRUE FOR ALL OF THESE FUNDS. AND ONCE THOSE RESERVES RUN OUT, THE RESERVES WILL GO NEGATIVE. AND SO WE'RE GONNA SHOW A LITTLE BIT LATER THE PROJECTIONS FOR THOSE RESERVES FOR THESE DIFFERENT OPERATING FUNDS TO DEMONSTRATE THE SUBSTANTIAL ADDITIONAL WE WORK, WE HAVE TO DO BEYOND EVEN THE FISCAL STABILIZATION PLAN, WHICH FOCUSES ON GENERAL FUND UNRESTRICTED, UH, BUT ALSO THE SIGNIFICANT WORK WE HAVE TO DO TO IDENTIFY REDUCTIONS IN, UH, THE CHILD DEVELOPMENT FUND AND THE CAFETERIA FUND. SO AGAIN, AS I MENTIONED, WE'RE FOCUSING LARGELY ON OPERATING FUNDS, WHEREAS IN THE PAST, WE OFTEN KIND OF ZOOMED IN GENERALLY JUST TO OUR GENERAL FUND, UNRESTRICTED, THERE'S A LOT ON THIS SLIDE, SO I'M GONNA WALK YOU THROUGH IT BRIEFLY. IT'S STILL, BLUE IS REVENUE, ORANGE IS EXPENDITURES. IT'S GOING BACK FROM THE 1819 SCHOOL YEAR ALL THE WAY THROUGH THE 28 29 SCHOOL YEAR. SO ALL THE WAY THROUGH THE LAST YEAR OF OUR MULTI-YEAR PROJECTION. AND WHAT YOU'LL SEE IN THE DOTTED LINE IS SOMETHING THAT WE'VE DISCUSSED A LOT IN THE PAST, IS THAT AFTER MANY YEARS OF SURPLUSES, ESPECIALLY DURING THE PANDEMIC YEARS, LAST SCHOOL YEAR, WE HAD AN OPERATING DEFICIT AND WE HAD AN OPERATING DEFICIT. AND THOSE ARE NOT PROJECTIONS THAT HAPPENED. THOSE ARE NUMBERS THAT ARE FINAL. THEY'RE NOT BASED ON ANY PROJECTIONS MADE BY MYSELF OR, OR, OR, OR MY DEPARTMENTS. UH, THERE WAS A DEFICIT WHERE WE SPENT MORE THAN WE BROUGHT IN, AND OUR RESERVES WENT DOWN BY A CORRESPONDING DOLLAR AMOUNT. YOU'LL SEE THE PERCENTAGES IN PINK AT THE VERY TOP. THAT'S THE PERCENTAGE OF IT'S EXPENSES DIVIDED BY REVENUES. AND SO YOU'LL SEE IN LAST SCHOOL YEAR, AGAIN, IT ALREADY HAPPENED. UH, OUR EXPENDITURES WERE 114% OF OUR REVENUES. SO THAT'S JUST A DIFFERENT WAY OF SAYING WE, WE HAD A DEFICIT. AND YOU'LL SEE FROM THE 24, 25 SCHOOL YEAR TO THE RIGHT, THOSE PROJECTED DEFICITS ARE NOT ONLY PROJECTED TO CONTINUE BUT TO GROW. AND SO BY THE 28 29 SCHOOL YEAR, OUR OVERALL OPERATING EXPENSES ARE PROJECTED TO BE 124% OF OUR REVENUES IN THAT YEAR. SO IF YOU LOOK AT JUST THE BLUE, THOSE REVENUES ARE PROJECTED TO GO DOWN OVER TIME, WHICH YOU WOULD EXPECT, GIVEN THAT WE HAVE DECLINING ENROLLMENT AND WE'VE HAD DECLINING ENROLLMENT FOR, FOR OVER TWO DECADES. AND THE ORANGE IS, UM, NOT GOING DOWN BY THE SAME AMOUNT AS THE REVENUE. NEXT, YOU'LL SEE, UH, OPERATING FUNDS. THIS IS THE SAME OPERATING FUNDS, BUT THE ORANGE IS JUST EXPENSES RELATED TO COMPENSATION. SO THIS IS CERTIFICATED SALARIES, CLASSIFIED SALARIES, AND ALL EMPLOYEE BENEFITS. SO THE CONTRIBUTIONS WE MAKE ON BEHALF OF OUR EMPLOYEES FOR, FOR PENSION, THE CONTRIBUTIONS WE MAKE ON BEHALF OF OUR EMPLOYEES FOR, UH, HEALTH INSURANCE, UH, ALL OF THOSE COMPENSATION COSTS ARE INCLUDED. AND SO, AGAIN, THIS IS ALL OPERATING FUNDS. AND SO I'M ALSO GONNA HIGHLIGHT JUST THOSE, THOSE LAST THREE YEARS WHERE, UH, THE 26, 27 SCHOOL YEAR, ALL THE WAY TO THE 28 29 SCHOOL YEAR. AND THE PINK PERCENTAGES ARE THE SAME. NOW, THIS IS THE COMPENSATION COSTS DIVIDED BY REVENUE. YOU'LL SEE THAT BY THE 28 29 SCHOOL YEAR. THE THIRD YEAR OF OUR MULTI-YEAR PROJECTION ARE COMPENSATION COSTS ALONE WILL EXCEED OUR REVENUES. EVEN IF WE HAD NO SPENDING IN 28, 29 FOR ELECTRICITY, TRANSPORTATION, GENERAL LIABILITY INSURANCE, EVEN IF WE HAD ZERO OF THOSE TYPES OF COSTS, WE WOULD STILL HAVE AN OPERATING DEFICIT IN THE 28 29 SCHOOL YEAR IF ALL WE DID WAS PAY COMPENSATION COSTS. AND SO THIS IS NOT SUSTAINABLE. THIS IS WHY OUR RESERVES ARE PROJECTED TO NOT ONLY BE FULLY DEPLETED, BUT TO GO VERY SIGNIFICANTLY NEGATIVE, NOT JUST NEGATIVE IN THE THIRD YEAR, BUT VERY SIGNIFICANTLY NEGATIVE IN THE SECOND YEAR. ANOTHER THING, EXCUSE ME, JUST GOING BACK TO THE LAST SLIDE THAT I SHOULD HIGHLIGHT. YOU'LL SEE KIND OF NOTED AT THE VERY TOP RIGHT HAND CORNER THAT WHAT'S NOT INCLUDED HERE ARE FUNDS THAT HAVE BEEN SET [03:30:01] ASIDE OR COMMITTED TO COVER PENDING AGREEMENTS WITH CERTAIN LABOR PARTNERS. AND SO THAT'S ABOUT $226 MILLION CUMULATIVELY OVER THAT THREE YEAR PERIOD. ONCE THOSE AGREEMENTS ARE NO LONGER PENDING AND THEY'RE SETTLED, THOSE ORANGE BARS WILL GO UP. THEY'LL GO UP CUMULATIVELY BY $226 MILLION. NEXT IS THE SAME INFORMATION, BUT LOOKING AT JUST GENERAL FUND UNRESTRICTED, BEFORE I WAS LOOKING AT JUST THE OPERATING FUND, ALL OPERATING FUNDS, THIS IS GENERAL FUND UNRESTRICTED ONLY, AND YOU'LL SEE THAT IT IN THE CURRENT YEAR, COMPENSATION COSTS ALONE EXCEEDED REVENUE BY THE 28 29 SCHOOL YEAR COMPENSATION COSTS ALONE WILL BE 129% OF OUR REVENUES. SO THIS IS NOT TO SAY THIS IS GOOD OR BAD, IT JUST IS TO SAY THAT ACTIONS ARE NECESSARY ON THE PART OF THE DISTRICT TO AVOID THE NEGATIVE, THE VERY SIGNIFICANT NEGATIVE PROJECTED ENDING BALANCES IN OUR MULTI-YEAR PROJECTION. OKAY, SO THE NEXT FEW SLIDES, AGAIN, I I MENTIONED BEFORE, WE'VE GOTTEN A LOT OF REALLY GOOD QUESTIONS AND FEEDBACK OVER THE LAST SEVERAL MONTHS ABOUT OUR DEFICIT, OUR RESERVES, UH, UH, NON-LABOR SPENDING. AND SO HERE WHAT YOU'LL SEE IS TOTAL GENERAL FUND. THIS IS GENERAL FUND UNRESTRICTED AND RESTRICTED. AND HOW MUCH OF THE TOTAL GENERAL FUND, UNRESTRICTED AND RESTRICTED IS GOING TOWARDS NON-LABOR. NON-LABOR ARE SUPPLIES, CONTRACTED SERVICES, EQUIPMENT, AND HOW MUCH IS GOING TOWARDS LABOR. AND SO WHEN YOU LOOK AT THE TOTAL GENERAL FUND, YOU'LL SEE IN THE ORANGE THERE, UH, IN THE CURRENT YEAR, THE TOTAL BUDGET WAS ABOUT $2.1 BILLION. NEXT YEAR LOWER BY ABOUT $200 MILLION AT $1.9 BILLION. THE NEXT SLIDE IS THE SAME INFORMATION, BUT JUST GENERAL FUND UNRESTRICTED, AND WE'VE INCLUDED SOME PERCENTAGES. SO YOU'LL SEE ON THE FAR LEFT, UH, THE 28 29, THE 20 18 19 SCHOOL YEAR, NON-LABOR WAS ABOUT 15% OF THE BUDGET. UH, LABOR WAS ABOUT 85% OF THE BUDGET. UH, YOU'LL SEE THAT VERY SIGNIFICANTLY CHANGED DURING THE PANDEMIC YEARS, WHERE WE WERE PROVIDING A LOT OF CONTRACTED SERVICES FOR THINGS LIKE COVID TESTING AND, AND OTHER, UH, COVID RELATED, UH, SUPPORTS. AND SO YOU'LL SEE IN, FOR EXAMPLE, THE 2122 SCHOOL YEAR, KIND OF RIGHT IN THE MIDDLE, THE SHARE OF THE GENERAL FUND UNRESTRICTED BUDGET THAT WENT TOWARDS NON-LABOR WAS SUBSTANTIALLY HIGHER, IS ABOUT 22%. BUT AS WE GO TO THE RIGHT HAND SIDE, ALL THE WAY THROUGH THE 26 27 BUDGET, THAT'S THE LAST BAR ON THE RIGHT HAND SIDE, WE ARE BACK TO ACTUALLY EVEN A LITTLE BIT LOWER THAN WE WERE PRE PANDEMIC IN TERMS OF THE NON-LABOR BUDGET. AND THAT'S FOR A NUMBER OF REASONS. TWO REASONS. ONE IS THAT WE'VE MADE REDUCTIONS TO THE NON-LABOR BUDGETS ALREADY. THE OTHER IS THAT OUR LABOR COSTS ARE INCREASING VERY SUBSTANTIALLY. SO YOU'LL SEE IN THE FINAL BAR WE HAVE A 0.9 BILLION, OR ABOUT NINE, A LITTLE BIT OVER $900 MILLION BUDGETED IN NON-LABOR DISTRICT-WIDE FOR NEXT SCHOOL YEAR. THAT'S LOWER THAN LAST YEAR, WHICH, OR SORRY, THE CURRENT SCHOOL YEAR, WHICH IS ABOUT A BILLION DOLLARS. UM, AND SO YOU'LL SEE NOT JUST THE PERCENTAGES CHANGING VERY SIGNIFICANTLY BACK TO PRE PANDEMIC LEVELS, BUT ALSO THE GRANT TOTAL DOLLAR AMOUNTS ARE, ARE VERY SIGNIFICANTLY HIGHER. OKAY, SO I MENTIONED THAT $900 MILLION OF GENERAL FUND UNRESTRICTED NON-LABOR, AND THIS IS JUST A QUICK OVERVIEW OF THE DIFFERENT COMPONENTS OF THAT $900 MILLION. SO YOU'LL SEE THESE ARE DIFFERENT SUBCATEGORIES. THESE ARE THE CATEGORIES THAT ARE DETERMINED BY THE STATE, HOW WE'RE REQUIRED TO REPORT DIFFERENT TYPES OF BUDGETS AND EXPENDITURES. YOU'LL ALSO SEE A COLUMN FOR NON-SCHOOL AND SCHOOL. AND THEN ON THE FAR RIGHT, YOU'LL SEE THE, THE, THE TOTAL THAT A LITTLE BIT OVER 9, 9, 900 $20 MILLION THAT, THAT I MENTIONED ON THE PREVIOUS SLIDE. AND SO THE NON SCHOOL SHARE OF THAT TOTAL IS A LITTLE BIT LESS THAN $780 MILLION. AND THEN THE SCHOOL SHARE IS, THE BALANCE IS ABOUT $141 MILLION. AND SO THE FISCAL STABILIZATION PLAN THAT WE PRESENTED ON MAY 21ST, YOU'LL REMEMBER, HAD, UH, PROPOSED A VERY SIGNIFICANT REDUCTION TO THIS CATEGORY OF THE BUDGET. IT WAS A $200 MILLION ONGOING REDUCTION TO CENTRAL OFFICE, GENERAL FUND, UNRESTRICTED NON-LABOR. THAT $200 MILLION REDUCTION THAT'S PROPOSED IN THE FISCAL STABILIZATION PLAN REPRESENTS AN OVER 25% REDUCTION TO THAT COLUMN THAT SAYS NON-SCHOOL, THE HIGHLIGHTED IN ORANGE ARE JUST SOME OF THE MAJOR COMPONENTS OF THAT NON-LABOR BUDGET. SO YOU'LL SEE MATERIALS AND SUPPLIES ALMOST $120 MILLION. YOU'LL SEE OPERATIONS AND HOUSEKEEPING SERVICES, ALMOST $190 MILLION. AND I'M GONNA SHOW SOME BREAKDOWNS OF, OF THESE CATEGORIES ON THE NEXT COUPLE SLIDES. THEN [03:35:01] YOU'LL SEE PROFESSIONAL SERVICES AND CONSULTING AT ALMOST $151 MILLION. SO THAT LAST CATEGORY THAT I MENTIONED THAT PROFESSIONAL SERVICES AND CONSULTING IS WHAT OFTEN FOLKS KIND OF CONSIDER TO BE OUR, OUR CONSULTING CONTRACTS, THOSE KIND OF CONTRACTED SERVICES THAT ARE BEING PROVIDED TO THE DISTRICT. AND SO THE TOTAL BUDGET FOR CENTRAL OFFICE GENERAL FUND, UNRESTRICTED PROFESSIONAL SERVICES CONSULTING IS $150 MILLION. AND SO EVEN IF WE WERE TO ELIMINATE THAT CATEGORY IN ITS ENTIRETY, WE WOULD STILL BE SHORT THE $200 MILLION TARGET THAT'S SET IN THE FISCAL STABILIZATION PLAN. BUT THAT $150 MILLION INCLUDES SOME IMPORTANT THINGS. ON THE LEFT, YOU'LL SEE A BREAKDOWN OF THAT $150 MILLION. THERE ARE $37 MILLION RELATED TO LEGAL EXPENSES, $58 MILLION FOR HARDWARE SOFTWARE LICENSES. THERE ARE PROFESSIONAL INSTRUCTIONAL SERVICES FOR A THROUGH G COLLEGE READINESS ASSESSMENTS. THERE ARE FEES FOR THE REQUIRED AUDITS, UH, BANK CHARGES. THERE ARE FUNDS SET ASIDE FOR THINGS LIKE SCHOOL BAND UNIFORMS. THERE ARE TUITION REIMBURSEMENTS EXPENSES RELATED TO REASONABLE ACCOMMODATIONS, UH, ELECTION COSTS THAT THE DISTRICT IS REQUIRED TO PAY FOR. SO I THINK HERE YOU'LL SEE THAT NOT ONLY WOULD CUTTING THE ENTIRE $150 MILLION NOT BE ENOUGH JUST TO MEET THE TARGET IN THE FISCAL STABILIZATION PLAN, BUT WE COULDN'T EVEN REDUCE THE ENTIRE $150 MILLION. 'CAUSE THERE'S A LOT OF VERY IMPORTANT AND NECESSARY THINGS INCLUDED. THAT'S EVEN MORE TRUE FOR THE NON-SCHOOL OPERATIONS AND HOUSEKEEPING BUDGET, AS I MENTIONED, IT'S A LITTLE BIT LESS THAN $190 MILLION. ALMOST $170 MILLION OF THAT TOTAL IS FOR UTILITIES. NOW, THERE ARE VERY IMPORTANT INITIATIVES AND STRATEGIES FOR TRYING TO REDUCE OUR ENERGY USE, NOT JUST BECAUSE OF THE IMPORTANT ENVIRONMENTAL REASONS, BUT ALSO FOR THE FINANCIAL REASONS. BUT AS I THINK WE'VE SEEN IN OUR OWN, UH, UTILITY BILLS AT HOME, THE COST OF UTILITIES HAS BEEN GOING UP. ALSO INCLUDED ARE EXPENSES RELATED TO RUBBISH DISPOSAL, WHICH JUST REFERS TO THE, THE COLLECTION OF OUR, UH, GARBAGE. AND THEN FINALLY, THE LAST KIND OF ZOOM IN ON THOSE NON-LABOR EXPENSES ARE MATERIALS AND SUPPLIES. HERE YOU'LL SEE A NUMBER OF DIFFERENT AREAS. A LOT OF THESE SUPPLIES ARE, ARE ALLOCATIONS THAT ARE PROVIDED TO SCHOOLS RELATED TO ATTENDANCE INCENTIVES, BREAKFAST IN THE CLASSROOM, FILMING REVENUE, UM, SUPPLIES FOR THE CENTRAL OFFICE AND REGION OFFICES, UM, AS WELL AS CERTAIN FUNDS THAT ARE WITHIN THE NON-LABOR BUDGET FOR LIKE BSAP THAT ULTIMATELY GET USED FOR COMMUNITY, COMMUNITY, COMMUNITY BASED SAFETY, AS WELL AS, UH, MAINTENANCE RELATED EXPENSES FOR TRANSPORTATION. AND SO THE FISCAL STABILIZATION PLAN TARGET OF $200 MILLION IS SOMETHING THAT WE ARE GOING TO VERY AGGRESSIVELY PURSUE. WE WANT TO CONTINUE TO IDENTIFY REDUCTIONS AS FAR AWAY FROM THE CLASSROOM AS POSSIBLE. BUT I THINK YOU'LL, YOU'LL SEE DEMONSTRATED EVEN ON THE LAST FEW PIE CHARTS THAT EVEN THE REDUCTIONS TO THE NON-LABOR CENTRAL OFFICE BUDGET WILL HAVE AN INDIRECT AND EVEN DIRECT IMPACT ON THE SUPPORT LEVELS THAT OUR STUDENTS AND SCHOOLS RECEIVE. OKAY? SO WE ALWAYS GET A LOT OF QUESTIONS ABOUT OUR RESERVES, AND I THINK A LOT OF ATTENTION HAS BEEN PAID, UH, TO THE, THE LEVEL OF OUR RESERVES FROM THE PAST. AND SO HERE YOU'LL SEE FROM THE 2223 SCHOOL YEAR, ALL THE WAY TO WHAT'S PROJECTED FOR THE 28 29 SCHOOL YEAR. THESE ARE ALL OF OUR GENERAL FUND RESERVES, INCLUDING UNRESTRICTED AND RESTRICTED. THE LEGEND BELOW THE GRAPH JUST SHOWS THE DIFFERENT COMPONENTS, THE COMPONENTS OF THE, THE ENDING BALANCES IN THE GENERAL FUND. AND YOU'LL SEE THAT AS HAS BEEN POINTED OUT, IT IS FACTUALLY CORRECT. OUR RESERVES SUBSTANTIALLY INCREASED IN THE PAST. THEY SUBSTANTIALLY INCREASED, ESPECIALLY DURING THE PANDEMIC YEARS, RIGHT? WE HAD MANY YEARS OF SURPLUSES WHERE OUR REVENUES EXCEEDED OUR EXPENDITURES, AND THAT MONEY DOESN'T GO AWAY. THAT MONEY IS, IS KEPT BY THE DISTRICT. IT'S IN OUR RESERVES. IT ALLOWS US TO USE THOSE FUNDS IN THE FUTURE. SO ONE NUMBER THAT, THAT, THAT'S BEEN A LOT, UH, LARGELY DISCUSSED OVER THE LAST SEVERAL MONTHS AND EVEN YEAR, IS THE $5 BILLION RESERVE FROM THE 24 25 SCHOOL YEAR. SO IF YOU LOOK AT THE 24 25 SCHOOL YEAR, YOU'LL SEE IT'S NOT 5 BILLION, IT'S ABOUT FOUR AND A HALF BILLION DOLLARS. IF WE WERE TO ADD THE SPECIAL RESERVE TO THAT FIGURE, THAT'S HOW YOU, THAT'S HOW YOU GET TO THE $5 BILLION. BUT AS I MENTIONED BEFORE, THAT THAT SPECIAL RESERVE HAS ALREADY BEEN FULLY RELEASED AS OF LAST DECEMBER. AND SO YOU'LL SEE EVERYTHING FROM 24, 25 AND EARLIER. THOSE ARE ACTUALS, THOSE ARE NOT PROJECTIONS. [03:40:01] THOSE ARE, UH, ACTUAL EXPENDITURE AND REVENUE FIGURES. AND YOU'LL SEE THAT FROM THE 2324 SCHOOL YEAR TO THE 24 25 SCHOOL YEAR, THOSE RESERVES WENT DOWN BY $2 BILLION. OKAY? THE GENERAL FUND RESERVES WENT DOWN BY $2 BILLION BECAUSE WE SPENT $2 BILLION MORE THAN WE BROUGHT IN. AND THAT TREND IS EXPECTED TO CONTINUE EVEN AFTER THE LAST FISCAL STABILIZATION PLAN. THE LAST FISCAL STABILIZATION PLAN IS ALREADY BAKED IN AND REFLECTED IN ALL OF THESE FIGURES. SO FROM 25, 26, MOVING FORWARD NOW, 25, 26, THE CURRENT SCHOOL YEAR TECHNICALLY IS STILL A PROJECTION, EVEN THOUGH WE ARE AT JUNE 16TH OF THE SCHOOL YEAR, THE SCHOOL YEAR, THE FISCAL YEAR ENDS IN TWO WEEKS. SO THESE PROJECTIONS UNLIKELY TO CHANGE VERY SUBSTANTIALLY, BUT THEY'RE TECHNICALLY STILL PROJECTIONS. AND SO YOU'LL SEE THAT THESE TOTAL RESERVES AT THE END OF THE CURRENT SCHOOL YEAR PROJECTED TO GO DOWN TO JUST UNDER $3 BILLION. THE TOTAL RESERVES IN THE GENERAL FUND, THIS INCLUDES EVERY COMPONENT OF THE RESERVES, INCLUDING RESTRICTED, WHICH CAN ONLY BE USED FOR THE PURPOSE BY WHICH THEY'RE RESTRICTED BY LAW. BY THE END OF THE 26 27 SCHOOL YEAR, THOSE TOTAL RESERVES ARE EXPECTED TO BE JUST OVER A BILLION DOLLARS. BY THE END OF THE 27 28 SCHOOL YEAR, THEY'RE EXPECTED TO BE NEGATIVE ALMOST $700 MILLION. AND BY THE END OF THE 28 29 SCHOOL YEAR, THEY'RE PROJECTED TO BE NEGATIVE BY ALMOST $3 BILLION. THIS IS EVEN WHEN I ACCOUNT FOR POSITIVE BALANCES IN GENERAL, FUND RESTRICTED THE LEGALLY REQUIRED RESERVE FOR ECONOMIC UNCERTAINTY, OUR NONS SPENDABLE INVENTORIES, OUR RESTRICTED BALANCES, WHICH CAN ONLY BE USED FOR THE PURPOSES BY WHICH THEY'RE RESTRICTED BY LAW. AND SO, EVEN IF I LOOK AT IT IN THE WAY, IT'S BEEN OFTEN DISCUSSED IN THE PUBLIC, THE $5 BILLION THAT WE HAD IN 24 25, YOU'LL SEE THAT THEY'RE NOT ONLY GOING TO BE QUICKLY DEPLETED, BUT THAT THEY'RE ACTUALLY GOING TO BE NEGATIVE AND NOT IN THE THIRD YEAR, IN THE SECOND YEAR, THE 27 28 SCHOOL YEAR. SO THE NEXT FEW SLIDES I I'M GONNA GO THROUGH RATHER QUICKLY, THIS JUST PROVIDES THE DETAIL FOR THE DIFFERENT OPERATING FUNDS. THE BEGINNING BALANCE, THE REVENUE THAT GETS ADDED TO THE BEGINNING BALANCE, THE EXPENDITURES THAT GET DEBITED FROM THAT TOTAL, AND THEN WHAT'S LEFT AT THE END, THE ENDING BALANCE. AND ON THE BOTTOM TABLE, YOU'LL SEE THE DIFFERENT COMPONENTS OF THAT TOTAL ENDING BALANCE. SO THIS IS THE GENERAL FUND, UNRESTRICTED, MULTI-YEAR PROJECTION, ALL OF THE DETAILS BEHIND THOSE BAR GRAPHS THAT I TYPICALLY SHOW SHOWING JUST THE PROJECTED RESERVES. SO YOU'LL SEE AT THE VERY BOTTOM, OUR UNASSIGNED GENERAL FUND UNRESTRICTED ENDING BALANCES, UH, PROJECTED TO BE POSITIVE BY THE END OF NEXT SCHOOL YEAR, UH, $254 MILLION, UH, NEGATIVE BY $1.3 BILLION IN THE SECOND YEAR, AND THEN ALMOST $3.6 BILLION NEGATIVE BY THE THIRD YEAR. OKAY? SO THAT BOTTOM LINE OF THE SECOND TABLE IS THE MULTI-YEAR PROJECTION OF OUR UNASSIGNED ENDING BALANCES THAT ARE, THAT WE ARE SHOWING SO FREQUENTLY. IT ALSO HAPPENS TO BE THE NUMBER THAT WE NEED TO SOLVE FOR IN THE REQUIRED FISCAL STABILIZATION PLAN. NEXT IS THE SAME, UH, DATA FOR GENERAL FUND RESTRICTED. YOU'LL SEE THE ENDING BALANCES ARE ALSO PROJECTED TO GO DOWN, BUT STILL POSITIVE. UH, I SHOULD NOTE THAT IN THE THIRD YEAR, THE 28 29 SCHOOL YEAR, THAT $144 MILLION OF REMAINING RESTRICTED BALANCES, THOSE ARE LARGELY RESTRICTED BALANCES RELATED TO PROP 28, WHICH ARE ALLOCATED DIRECTLY TO SCHOOLS AND BALANCES RELATED TO THE LCFF EQUITY MULTIPLIER, WHICH ARE ALSO ALLOCATED TO SCHOOLS, MEANING THEY ARE REQUIRED TO BE ALLOCATED AND KEPT AT INDIVIDUAL SCHOOLS. SO EVEN THESE RESTRICTED BALANCES, THEY ARE POSITIVE, BUT BY THE THIRD YEAR, THEY ARE ALMOST ALL INDIVIDUAL SCHOOL FUNDS RELATED TO PROP 28 AND THE EQUITY MULTIPLIER, THE CHILD DEVELOPMENT FUND. SO HERE YOU'LL SEE THE SAME TREND, THE, UH, PROJECTED DEFICITS IN EACH OF THE THREE YEARS. UM, YOU'LL SEE THAT ONCE WE INCORPORATE THE, THE, WE UPDATE THE MULTI-YEAR PROJECTION, WE INCORPORATE THE COST OF ALL OF THE UPDATED, THE RECENT LABOR AGREEMENTS. YOU'LL SEE THAT THE CHILD DEVELOPMENT FUND, WHICH FUNDS OUR, OUR PRESCHOOL PROGRAMS, IS PROJECTED TO BE NEGATIVE BY, UH, $68 MILLION, UH, BY THE END OF THE 27 28 SCHOOL YEAR AND NEGATIVE $136 MILLION BY THE END OF THE 28 29 SCHOOL YEAR. I SHOULD NOTE THAT THE FISCAL STABILIZATION PLAN THAT WE PRESENTED DOES NOT ADDRESS THESE NEGATIVE ENDING BALANCES. WHAT THE FISCAL STABILIZATION PLAN ASSUMES IS THAT THE NECESSARY REDUCTIONS WILL BE MADE IN THE CHILD DEVELOPMENT FUND, SO THAT FUNDS FROM GENERAL FUND UNRESTRICTED ARE NOT CONTRIBUTED INTO THE CHILD DEVELOPMENT FUND. SO IF WE WERE TO OTHERWISE ASSUME THAT, THAT THE GENERAL FUND UNRESTRICTED WOULD CONTRIBUTE INTO [03:45:01] THIS FUND TO ADDRESS THOSE BALANCES, THE FISCAL STABILIZATION PLAN WOULD BE, WOULD NEED TO BE BIGGER BY $136 MILLION JUST TO ADDRESS THE PROJECTED NEGATIVE ENDING BALANCES IN THE CHILD DEVELOPMENT FUND. NEXT IS THE ADULT EDUCATION FUND. HERE, WHILE WE DO SEE AN OPERATING DEFICIT IN THE 26TH 27 SCHOOL YEAR, UH, WE DO NOT PROJECT, UH, DEFICITS BEYOND THAT. AND SO YOU'LL SEE HERE THAT OUR ENDING BALANCES ARE PROJECTED TO REMAIN POSITIVE OVER THE THREE YEAR PERIOD. AND THEN FINALLY, OUR, OUR, OUR LAST OPERATING FUND IS THE CAFETERIA FUND. UH, IN THE CAFETERIA FUND. WE ARE PROJECTING, UH, SIGNIFICANT, UH, DEFICITS IN, UH, EACH OF THE THREE YEARS, WHICH WOULD RESULT IN A PROJECTED NEGATIVE ENDING BALANCE OF $26 MILLION BY THE END OF THE 28 29 SCHOOL YEAR. UM, WHEN WE LOOK AT, WHEN YOU TAKE OUT THE INVENTORY, THE NONS SPENDABLE AMOUNTS, IT'S NEGATIVE $38 MILLION BY THE END OF THE THIRD YEAR. AND SO, JUST LIKE WHAT I SAID FOR THE CHILD DEVELOPMENT FUND, WE ARE ASSUMING NO CONTRIBUTION FROM GENERAL FUND UNRESTRICTED TO THE CAFETERIA PROGRAM. WHAT I, WHAT THAT MEANS IS WE ASSUME THAT THE NECESSARY REDUCTIONS WILL BE MADE IN THE CAFETERIA PROGRAM TO ADDRESS THAT PROJECTED NEGATIVE ENDING BALANCE IN THE THIRD YEAR. HERE'S THAT SAME INFORMATION, JUST SHOWING IT IN GRAPHICAL FORM. SO YOU'LL SEE THOSE SAME PROJECTED BALANCES, RESTRICTED GENERAL FUND, UH, PROJECTED TO BE POSITIVE OVER THE THREE YEARS. UH, ADULT EDUCATION PROJECTED TO BE POSITIVE OVER THE THREE YEARS CHILD DEVELOPMENT FUND PROJECTED TO BE NEGATIVE, STARTING IN THE SECOND YEAR, 27, 28, AND THE CAFETERIA FUND PROJECTED TO BE NEGATIVE BY THE THIRD YEAR. HERE'S THE MULTI-YEAR PROJECTION GRAPH THAT WE, THAT WE SHOW, UH, IN IN MOST OF OUR, UH, FINANCIAL PRESENTATIONS. SO THIS IS THE FINAL MULTI-YEAR PROJECTION ON MAY 21ST. WHEN WE PRESENTED THE FISCAL STABILIZATION PLAN, THE NEW FISCAL STABILIZATION PLAN FOR THE FIRST TIME, WE HAD A PRELIMINARY MULTI-YEAR PROJECTION. YOU'LL SEE THAT BY THE THIRD YEAR, THE 28 29 SCHOOL YEAR, THE PROJECTED NEGATIVE ENDING BALANCES A LITTLE BIT UNDER $3.6 BILLION. VERY, VERY CLOSE TO WHAT THAT PRELIMINARY MULTI-YEAR PROJECTION SHOWED ON MAY 21ST. BUT AGAIN, VERY, VERY IMPORTANTLY, UH, WE ARE NEGATIVE IN THE SECOND YEAR. SO WHAT YOU SEE HERE ALREADY INCLUDES THE REDUCTIONS FROM THE PREVIOUS FISCAL STABILIZATION PLAN. ALL THE REDUCTIONS FROM THE PREVIOUS FISCAL STABILIZATION PLAN ARE INCLUDED IN THESE ESTIMATES. UH, AND AS I MENTIONED BEFORE, THE PREVIOUS FISCAL STABILIZATION PLAN MADE SOME SIGNIFICANT REDUCTIONS. UM, AND EVEN THOUGH SCHOOL ALLOCATIONS WERE IMPACTED IN THE PREVIOUS FISCAL STABILIZATION PLAN, SEMI CARRYOVER, UM, WE LARGELY WERE ABLE TO MAKE REDUCTIONS, UH, AWAY FROM THE SCHOOLS. THE NEW FISCAL STABILIZATION PLAN, UM, WE ARE UNABLE TO, UM, TO MAKE AS MANY REDUCTIONS AWAY FROM THE SCHOOLS AS WE WERE IN, IN, IN THE LAST FISCAL STABILIZATION PLAN, UH, GIVEN THE SIGNIFICANT LIMITATION ON THE OPTIONS AVAILABLE, UH, TO THE DISTRICT. CAN YOU SPEAK INTO THE MIC? WE CAN'T HEAR YOU. YES. THANK YOU. ALRIGHT. SOME KEY ASSUMPTIONS FOR THE NEW FISCAL STABILIZATION PLAN. AS I MENTIONED ALREADY A COUPLE TIMES, THE PROPOSED SOLUTIONS TO BE IMPLEMENTED ARE IN ADDITION TO THE PREVIOUS FSP, UM, IT DOES CONSIDER ALL OF THE ADDITIONAL REVENUES THAT IMPACT OUR GENERAL FUND UNRESTRICTED THAT ARE FROM THE MAY REVISION. SO EVERY SINGLE ONE OF THOSE REVENUES THAT IMPACT OUR GENERAL FUND UNRESTRICTED ARE INCLUDED IN THE FISCAL STABILIZATION PLAN. SEVERAL EXPENDITURE REDUCTIONS ARE CONTINGENT ON THE BOARD'S AUTHORIZATION OF A REDUCTION IN FORCE NEXT MARCH, AND THEN FINAL AUTHORIZATION IN MAY OR JUNE. MANY OF THE REDUCTIONS IN THE UPDATED FISCAL STABILIZATION PLAN HAVE A DIRECT IMPACT ON THE NUMBER OF EMPLOYEES AT THE DISTRICT. AND SO WITHOUT THE AUTHORIZATION OF A REDUCTION IN FORCE, UH, THE REDUCTIONS WILL NOT BE REALIZED, AND THE FISCAL STABILIZATION PLAN WILL NOT MEET THE NECESSARY, THE REQUIRED REDUCTIONS WITHOUT REVENUE INCREASES. ANY ACTION THAT REDUCES OR ELIMINATES PROPOSED EXPENDITURE REDUCTIONS SUCH AS POSITION RESTORATIONS, INCREASES IN PROGRAMMATIC FUNDING LEVELS WILL LIKELY NECESSITATE ALTERNATIVE CUTS FOR THE DISTRICT TO MAINTAIN A POSITIVE ENDING BALANCE BY THE END OF THE MULTI-YEAR PROJECTION PERIOD. SO THE NEXT COUPLE SLIDES WE'VE SHARED BEFORE JUST SHOWS A LOT OF THE DIFFERENT STATUTORY, UH, AUTHORITY THAT THE COUNTY OFFICES OF EDUCATION HAVE TO, UM, AS PART OF, UH, THE APPROVAL OF [03:50:01] THE BUDGET EVERY JUNE, AS WELL AS, UH, UH, AS PART OF REVIEWING THE LABOR AGREEMENTS AND THE CORRESPONDING AB 1200 FORM. SO I'M NOT GONNA GO THROUGH THIS IN MUCH DETAIL OTHER THAN TO SAY THAT IF THE FISCAL STABILIZATION PLAN IS NOT APPROVED, OR IF THE FISCAL STABILIZATION PLAN IS APPROVED, BUT IS CHANGED IN SUCH A WAY THAT IT CANNOT BE CONSIDERED TO BE PRACTICAL, REASONABLE, UH, FEASIBLE, UH, THEN IT COULD LEAD TO EITHER THE CONDITIONAL APPROVAL OF OUR BUDGET BUDGET OR THE DISAPPROVAL OF OUR BUDGET. AND IF THE BUDGET IS DISAPPROVED AND CONTINUES TO BE DISAPPROVED IN THE COMING MONTHS, UH, THERE ARE SEVERAL ADDITIONAL INTERVENTIONS THAT THE DISTRICT HAS THE STATUTORY AUTHORITY, UH, TO IMPOSE. AND SO HERE ARE JUST SOME OF THE TWO OF THE WAYS THAT A COUNTY CAN, CAN BEGIN INTERVENING WHEN, WHEN DISTRICTS FIND THEMSELVES IN CHALLENGING FISCAL CIRCUMSTANCES, LIKE, LIKE LA UNIFIED AND, AND OTHER DISTRICTS THROUGHOUT THE STATE. FIRST IS A FISCAL EXPERT, WHICH WE TALKED ABOUT PREVIOUSLY. UM, THE FISCAL EXPERT DOES NOT HAVE VETO AUTHORITY, CANNOT OVERRULE BOARD DECISIONS. A FISCAL IS A HIGHER LEVEL OF INTERVENTION, AND THE ADVISOR DOES HAVE, UH, VETO AUTHORITY OVER BOARD ACTIONS. OKAY, SO BEFORE WE GET INTO THE THE FISCAL STABILIZATION PLAN, UH, THIS IS A SLIDE THAT YOU'LL RECOGNIZE FROM PAST PRESENTATION. IT SHOWS THE REVENUE ESTIMATES FROM THE MAY REVISION. THE MAY REVISION INCLUDED A LOT OF ADDITIONAL REVENUES BEYOND WHAT WAS PREVIOUSLY ANTICIPATED. YOU'LL SEE THERE THAT THE COLA, THE SUPER COLA, THE A COMBINED PERCENTAGE OF 4.31% FOR 26 27 HAS A VERY SIGNIFICANT REVENUE BENEFIT TO THE DISTRICT. UM, YOU'LL SEE THE AMOUNTS LISTED THERE, AND THEN BELOW THE COLA YOU'LL SEE ALL OF THE OTHER PROPOSED REVENUES THAT ARE GONNA BE INCLUDED, THAT WERE INCLUDED ON MAY 21ST IN THE FISCAL STABILIZATION PLAN AND CONTINUE TO BE INCLUDED. SO SIGNIFICANT OVER $300 MILLION. ONE-TIME ALLOCATION FOR LA UNIFIED DISCRETIONARY BLOCK GRANT, UH, ALMOST $70 MILLION OF LEARNING RECOVERY EMERGENCY BLOCK GRANT, AN ONGOING INCREASE TO THE SPECIAL EDUCATION BASE RATES THAT WE RECEIVE, WHICH IS ALMOST $190 MILLION PER YEAR. UH, ONGOING INCREASE TO HOME TO SCHOOL TRANSPORTATION FUNDING OF ALMOST $20 MILLION EVERY YEAR. AND THEN A ONE-TIME INCREASE TO HOME TO SCHOOL TRANSPORTATION REIMBURSEMENTS. RIGHT? SO HERE IS THE FISCAL STABILIZATION PLAN. YOU'LL SEE THAT IT'S LARGELY UNCHANGED FROM THE VERSION THAT WAS SHARED ON MAY 21ST. I'LL JUST QUICKLY HIGHLIGHT BEFORE GETTING INTO THE DETAILS OF THE THINGS THAT HAVE CHANGED, AND I'LL EXPLAIN AS WE GO THROUGH THEM. BUT, UH, ITEM SEVEN, OR EXCUSE ME, ITEM FIVE HAS BEEN UPDATED BASED ON THE LATEST ESTIMATES IN THE MULTI-YEAR PROJECTION. AND ITEM 10 10 HAVE BEEN UPDATED. SO I'M GONNA GO THROUGH THESE AGAIN. SO ITEM NUMBER ONE, FIRST I'M GONNA START WITH THE REVENUE. THOSE REVENUES THAT I MENTIONED FROM THE MAYOR REVISION THAT ARE BEYOND WHAT WE WERE PREVIOUSLY ANTICIPATING ARE INCLUDED HERE IN THE FISCAL STABILIZATION PLAN. YOU'LL SEE OVER THE THREE YEAR PERIOD, SO THIS MULTI-YEAR, THIS FSP IS A THREE YEAR PLAN IS OVER A BILLION DOLLARS. SO WE HAVE A SHORTFALL OF $3.6 BILLION THAT NEEDS TO BE ADDRESSED, AND OVER A BILLION DOLLARS OF THAT SHORTFALL CAN BE ADDRESSED FROM THOSE PROPOSED REVENUES. ITEM NUMBER TWO, ATTENDANCE IS ASSUMED TO BE HIGHER BY ONE PERCENTAGE POINT STARTING NEXT SCHOOL YEAR AND BEYOND THAT HAS IMPORTANT INSTRUCTIONAL BENEFITS TO OUR STUDENTS, BUT DOES ALSO GENERATE ADDITIONAL REVENUES. AND SO TO ORIENT FOLKS, AGAIN, THE COLUMNS ARE GOING FROM FISCAL YEARS 26, 27 TO 27, 28 TO 28, 29. AND THEN FINALLY, IN THE LAST COLUMN, WE'VE INDICATED WHERE THERE WILL BE A, A, A VERY LIKELY IMPACT, UH, IN TERMS OF REDUCTION IN FORCE, AND ULTIMATELY IN TERMS OF POTENTIAL LAYOFF. AND JUST TO QUICKLY DRAW THE DISTINCTION BETWEEN A REDUCTION IN FORCE AND A LAYOFF, A REDUCTION IN FORCE IS A STATUTORY PROCESS THAT SCHOOL DISTRICTS MUST FOLLOW IN TERMS OF NOT JUST DATES, BUT HOW THE PROCESS PLAYS OUT. UM, THE REDUCTION IN FORCE NUMBER, THE NUMBER OF POSITIONS THAT ARE CLOSED AS PART OF A REDUCTION IN FORCE, ARE ALWAYS HIGHER THAN THE NUMBER OF EMPLOYEES THAT ARE ULTIMATELY IMPACTED IN TERMS OF LOSING EMPLOYMENT WITH THE DISTRICT. AND IT'S FOR THE REASONS WE'VE DISCUSSED A LOT OVER THE LAST FEW MONTHS BECAUSE OF RETIREMENTS, BECAUSE OF OTHER REASONS THAT EMPLOYEES MIGHT LEAVE THE DISTRICT AFTER THE REVENUES ARE ALL THE EXPENDITURE REDUCTION. SO YOU'LL, YOU'LL SEE THAT NUMBER THREE, CENTRAL OFFICE REDUCTIONS TO NON-LABOR, UH, A MID-YEAR CUT IN 26, 27 OF $50 MILLION, AND AN ONGOING REDUCTION THEREAFTER OF $200 MILLION ARE SHOWED PREVIOUS IN THE PRESENTATION. THE DIFFERENT COMPONENTS OF THE CENTRAL OFFICE NON-LABOR BUDGET AND THE DIFFERENT, AND THE WAYS, [03:55:01] THE REASONS WHY IT'S GONNA BE, IT'S GONNA REQUIRE A VERY SIGNIFICANT EFFORT TO MAKE THE, THAT LEVEL OF REDUCTION. ITEM NUMBER FOUR, CENTRAL OFFICE REDUCTION TO POSITIONS. SO THIS IS A $50 MILLION REDUCTION STARTING THE 27 28 SCHOOL YEAR ONGOING. AS I MENTIONED BEFORE, THE LAST FISCAL STABILIZATION PLAN ALREADY REDUCED CENTRAL OFFICE BUDGETS BY $150 MILLION. SO THESE WOULD BE IN ADDITION TO THE REDUCTIONS THAT HAVE ALREADY HAPPENED, UH, FROM THIS YEAR INTO NEXT SCHOOL YEAR. NEXT, ITEM NUMBER FIVE IS THE COMPLETE ELIMINATION OF CONTRIBUTIONS INTO THE OPE TRUST. OPEP REFERS TO OTHER POST-EMPLOYMENT BENEFITS. THEY ARE HEALTH BENEFITS FOR OUR ELIGIBLE RETIRED EMPLOYEES, UH, AS WELL AS FOR ONE DEPENDENT, TYPICALLY THE, THE THEIR SPOUSE. AND SO YOU'LL SEE A LITTLE FOOTNOTE AT THE BOTTOM. JUST WANT TO CLARIFY THE TOTAL PLANNED CONTRIBUTION FOR NEXT YEAR AND BEYOND. BEFORE THIS FSP WAS A HUNDRED AND ALMOST $143 MILLION. BUT WHAT YOU SEE IN THE FISCAL STABILIZATION PLAN IS THE SHARE OF THAT $143 MILLION. THAT'S GENERAL FUND UNRESTRICTED ALL THE DIFFERENT FUNDS, WHETHER IT'S GENERAL FUND RESTRICTED, THE CAFETERIA FUND, THE OTHER OPERATING FUNDS, THE BOND FUND, WHEREVER THERE ARE POSITIONS, THEY ALL MAKE A PRO RATA CONTRIBUTION INTO OPE TRUST INTO THE OPE TRUST. UM, BUT THOSE CONTRIBUTIONS MADE BY THOSE OTHER FUNDS HAVE TO GO BACK TO THOSE OTHER FUNDS. AND SO WHAT YOU SEE HERE, THE 117 MILLION 26 27, AND THE 115 MILLION PER YEAR THEREAFTER, IS THE GENERAL FUND UNRESTRICTED SHARE OF THE PREVIOUSLY PLANNED OIP CONTRIBUTION. BUT AGAIN, THIS STRATEGY WOULD COMPLETELY ELIMINATE THE CONTRIBUTION INTO THE OEP TRUST. ITEM NUMBER SIX, THERE WAS A COMMITMENT, UH, FUNDS WERE COMMITTED OR ARE EARMARKED, SPECIFICALLY DUE TO FEDERAL UNCERTAINTIES. THERE WERE $46 MILLION. THESE WERE COMMITTED 12 MONTHS AGO. UH, UNDER THE CURRENT FISCAL CIRCUMSTANCES, WE, WE CAN NO LONGER COMMIT THOSE FUNDS. THEY ARE BEING PROPOSED TO BE RELEASED BACK IN THE UNASSIGNED ENDING BALANCES HERE, UH, WHICH MEANS, AS WE'VE DISCUSSED BEFORE, THAT GOD FORBID WERE THERE TO BE REDUCTIONS IN FEDERAL FUNDING, UM, THAT THERE WOULD BE NO SAFETY NET TO OFFSET THOSE CUTS, AND THAT THE PROGRAMS CURRENTLY FUNDED BY FEDERAL PROGRAMS, FEDERAL FUNDS, EXCUSE ME, WOULD NEED TO BE REDUCED BY A CORRESPONDING AMOUNT OF, OF ANY FEDERAL CUT IN REVENUE. THE NEXT SET OF REDUCTIONS ARE THOSE THAT HAVE A VERY DIRECT IMPACT ON SCHOOL ALLOCATIONS, SCHOOL SUPPORTS, AND SCHOOL POSITIONS. ITEM SEVEN IS A REDUCTION TO THE STUDENT EQUITY NEEDS INDEX OR SEMI ALLOCATION. THIS IS UNCHANGED. THIS IS UNCHANGED FROM THE PRESENTATION ON MAY 21ST. UH, THE BASELINE ALLOCATION ASSUMED ALREADY AFTER THE LAST FISCAL STABILIZATION PLAN WAS IMPLEMENTED IS A STARTING POINT OF $500 MILLION. SO YOU'LL SEE IN 27 28, A $400 MILLION REDUCTION WOULD MEAN A HUNDRED MILLION DOLLARS ALLOCATION IN THE 27 28 SCHOOL YEAR. A $500 MILLION REDUCTION IN 28 29 SCHOOL YEAR DOES REPRESENT, AND A COMPLETE ELIMINATION OF THAT ALLOCATION, YOU'LL SEE INDICATED ON THE FAR RIGHT, YOU'LL SEE, INDICATED ON THE FAR RIGHT THAT THIS WOULD HAVE A, A LAYOFF IMPACT. UH, THE VAST MAJORITY OF THESE DOLLARS ARE USED TO FUND, UH, SUPPLEMENTAL SUPPORT POSITIONS AT, AT OUR SCHOOLS. NUMBER EIGHT IS THE BLACK STUDENT ACHIEVEMENT PLAN. UH, THIS, THE BASELINE ALLOCATION FOR 26, 27 AND BEYOND IS $125 MILLION. SO THE A HUNDRED MILLION DOLLARS ONGOING REDUCTION THAT YOU SEE STARTING IN THE 27 28 SCHOOL YEAR WOULD MEAN A $25 MILLION ALLOCATION ONGOING IN THE BLACK STUDENT ACHIEVING PLAN. THIS, THIS, TOO HAS A VERY SIGNIFICANT, UH, LAYOFF IMPACT. THE MAJOR, THE VAST MAJORITY OF POSITIONS IN, IN THE BLACK STUDENT ACHIEVEMENT PLAN. UH, THE, THE VAST MAJORITY OF THE FUNDS ARE USED TO, TO FUND, UH, SUPPLEMENTAL AND SUPPORT POSITIONS FOR OUR SCHOOLS. ITEM NUMBER NINE IS HEAT. HEAT IS A PRECURSOR TO THE BLACK STUDENT ACHIEVEMENT PLAN OF THE CURRENT ALLOCATION AMOUNT IS $10 MILLION. SO YOU'LL SEE A $10 MILLION REDUCTION DOES REPRESENT A COMPLETE ELIMINATION OF THAT ALLOCATION, AND THAT ALSO WILL HAVE A, A LAYOFF IMPACT GIVEN THAT THOSE FUNDS ALSO ARE PRINCIPALLY USED TO FUND, UH, SUPPORT POSITIONS AT OUR SCHOOLS. NUMBER 10 IS THE AFFILIATED CHARTER BLOCK GRANT. UH, THE PREVIOUS VERSION OF THE FISCAL STABILIZATION PLAN THAT WE PRESENTED ON MAY 21ST HAD THESE FIGURES AT $7 MILLION A YEAR ONGOING. UH, THERE ARE SOME ADDITIONAL FUNDS THAT [04:00:01] ARE ALLOCATED TO, TO THESE AFFILIATED CHARTER SCHOOLS. THESE ARE DISTRICT CHARTER SCHOOLS, NOT INDEPENDENT CHARTER SCHOOLS. UH, THAT CAN, CAN ALSO BE, UH, ADDED TO THE FISCAL STABILIZATION PLAN REDUCED. SO THESE ARE FUNDS THAT ARE NOT USED FOR LIKE THE NORM BASED ALLOCATION SUPPORT POSITIONS. AND SO THAT REDUCTION WOULD BE $10 MILLION ONGOING. IT WOULD REPRESENT A COMPLETE ELIMINATION OF THAT SUPPLEMENTAL ALLOCATION. AND BECAUSE MUCH OF THOSE FUNDS ARE USED FOR, UM, UH, SUPPORT POSITIONS, THEN IT WOULD ALSO HAVE A LAYOFF IMPACT. NUMBER 11 IS THE NORM POSITION REDUCTIONS. SO THESE WOULD BE REDUCTIONS TO NORM POSITIONS OR BASE ALLOCATIONS THAT ARE NOT WITHIN OUR COLLECTIVE BARGAINING AGREEMENTS. SO THE EXAMPLES OF THOSE ARE ASSISTANT PRINCIPALS, FRONT OFFICE, CLERICAL STAFF. THERE ARE OTHER SUPPORT POSITIONS THAT ARE PROVIDED TO SCHOOLS BASED ON THEIR ENROLLMENT AND OTHER FACTORS, BUT ARE NOT IN ANY OF OUR UNION CONTRACTS. AND SO THE REDUCTION HERE WOULD BE A $25 MILLION ONGOING REDUCTION TO THOSE ALLOCATIONS, UH, THAT WOULD HAVE A LAYOFF IMPACT. ITEM NUMBER 12 ARE FURLOUGH DAYS. UH, FURLOUGH DAYS DO REQUIRE NEGOTIATIONS WITH OUR LABOR PARTNERS. IF ALL EMPLOYEES WERE TO TAKE ONE FURLOUGH DAY, THE UNRESTRICTED GENERAL FUND SAVINGS WOULD BE $25 MILLION PER DAY. AND SO IN 27, 28, UH, THE $50 MILLION SAVINGS WOULD BE TWO FURLOUGH DAYS. AND THE $125 MILLION IN 28 29 WOULD BE FIVE FURLOUGH DAYS. BUT I DO NEED TO STRESS AGAIN THAT THIS REQUIRES NEGOTIATIONS WITH OUR LABOR PARTNERS. ITEM NUMBER 13 IS SCHOOL CONSOLIDATION EFFICIENCIES, REPURPOSING OF VACANT CAMPUSES. YOU'LL SEE A $30 MILLION SAVINGS IN THE 28 29 SCHOOL YEAR. THIS IS, THIS WAS IN THE PREVIOUS FISCAL STABILIZATION PLAN. SO WHAT'S SHOWN HERE IS ABOVE AND BEYOND WHAT WAS ALREADY IDENTIFIED IN THE PREVIOUS FISCAL STABILIZATION PLAN. UH, MANY OF THE SAVINGS WOULD COME FROM FEWER POSITIONS BEING ALLOCATED OVERALL. AND SO THIS TOO WOULD HAVE A LAYOFF IMPACT. NUMBER 14 IS ANOTHER STRATEGY THAT ALSO REQUIRES NEGOTIATION WITH OUR LABOR PARTNERS IS HEALTH INSURANCE COST SHARING. CURRENTLY, THE DISTRICT PAYS THE FULL COST OF HEALTH BENEFITS FOR ELIGIBLE EMPLOYEES AS WELL AS FOR THEIR DEPENDENTS, UH, IRRESPECTIVE OF THE PLAN THAT THEY SELECT, UM, TO GENERATE SAVINGS, THE, THE, THE STATUS QUO WOULD NEED TO BE CHANGED. THERE WOULD NEED TO BE SOME CHANGE TO THE AMOUNT CONTRIBUTED INTO THE HEALTH AND WELFARE FUND. BUT I'LL STRESS, AGAIN, THIS REQUIRES NEGOTIATIONS WITH OUR LABOR PARTNERS. NO. SO YOU'LL SEE THAT THE GRAND TOTAL ON THE BOTTOM RIGHT HAND CORNER IS JUST UNDER $3.6 BILLION, $3.6 BILLION, WHICH ALSO MATCHES THE SHORTFALL THAT WE NEED TO SOLVE FOR. AND I'LL SAY AGAIN, THAT TO THE EXTENT WE FALL SHORT ON ANY OF THESE ITEMS, WE'LL NEED TO FIND A CORRESPONDING REDUCTION SOMEWHERE ELSE. IF WE'RE UNSUCCESSFUL IN THE ITEMS THAT REQUIRE NEGOTIATION WITH OUR LABOR PARTNERS, WE'LL HAVE TO FIND A CORRESPONDING REDUCTION SOMEWHERE ELSE TO MAKE UP FOR THAT SHORTFALL. SO THAT'S TRUE FOR ANY OF THESE ITEMS. IF WE DON'T GENERATE THE SAVINGS IN ONE OF THE ITEMS, WE HAVE TO INCREASE THE REDUCTIONS IN ONE OF THE OTHER ITEMS. SO THE FISCAL STABILIZATION PLAN, IF IMPLEMENTED BASED ON THE CURRENT MULTI-YEAR PROJECTION, WOULD FULLY ADDRESS THE PROJECTED SHORTFALL IN OUR UNASSIGNED GENERAL FUND UN ENDING BALANCES. SO YOU'LL SEE ON THE FAR RIGHT THE SET OF GREEN BARS, WE WOULD NOT ONLY BE NO LONGER NEGATIVE IN THE SECOND YEAR, THE 27 28 SCHOOL YEAR, BUT WE WOULD BE JUST POSITIVE IN THE 28 29 SCHOOL YEAR MEETING ALL OF OUR LEGAL REQUIREMENTS. SO UNDER THE BOARD'S LEADERSHIP, THE DISTRICT IS COMMITTED TO UPDATING THE FISCAL STABILIZATION PLAN WHEN SIGNIFICANT CHANGES HAPPEN, WHETHER TO REVENUES WHEN THE STATE FINAL BUDGET IS ADOPTED SOON, OR IF OUR EXPENDITURE PROJECTIONS CHANGE, WE ARE UPDATE COMMITTED TO CONTINUING TO MAKE UPDATES TO THE FISCAL STABILIZATION PLAN. THE MAY REVISION THAT INCLUDED SIGNIFICANT ADDITIONAL REVENUES BEYOND WHAT WE WERE PREVIOUSLY ANTICIPATING, UM, IS JUST A PROPOSED BUDGET. THE FINAL STATE BUDGET IS COMING SOON. THE NEXT MILESTONE IS THAT FINAL STATE BUDGET, AND IT MAY INCLUDE ADDITIONAL REVENUES FOR LA UNIFIED BEYOND THOSE ALREADY IDENTIFIED IN THE MAY REVISION. SO THE COMMITMENT THAT WE'RE MAKING IS IN PRIORITIZING EQUITY. IF THE STATE'S ENACTED BUDGET INCLUDES ADDITIONAL REVENUE FOR LA UNIFIED, THE DISTRICT WILL PRIORITIZE RESTORING ADDITIONAL FUNDING IN THE FSP [04:05:01] FOR EQUITY-BASED PROGRAMS, BSAP AND C IN THE 27 28 SCHOOL YEAR. ADDITIONALLY, THROUGH AN ENGAGEMENT PROCESS, PRIORITY WILL BE GIVEN TO RESTORING BSAP AND SUNNY FUNDING FOR OUR HIGHEST NEEDS STUDENTS AND SCHOOLS WITHIN THOSE PROGRAMS. WE ALSO WANNA HIGHLIGHT FOR THE PUBLIC THE, THE DISTINCTION BETWEEN WHAT'S HAPPENING IN 26 27 AS OPPOSED TO WHAT'S HAPPENING LATER THE YEAR AFTER AS PART OF THE FISCAL STABILIZATION PLAN. SO THE THINGS THAT ARE CONTINUING INCREASING, I HIGHLIGHTED A LOT OF THESE EARLIER IN THE PRESENTATION. SO THOSE BASE ALLOCATIONS FOR THE NEXT SCHOOL YEAR ARE, ARE CONTINUING THE CLASSROOM TEACHERS, THE COUNSELORS, UH, MANY, MANY OF THESE, UH, SUPPORTS ARE ACTUALLY INCREASING AS PART OF OUR COLLECTIVE BARGAINING AGREEMENTS. MENTAL HEALTH SUPPORTS, ATTENDANCE SUPPORTS, UH, THE DIFFERENT PROGRAM CHOICES AVAILABLE TO OUR STUDENTS AND FAMILIES SUCH AS MAGNET PROGRAMS, DUAL LANGUAGE PROGRAMS, THOSE ARE CONTINUING. THE IMPORTANT SUPPORTS AND SERVICES PROVIDED TO OUR STUDENTS WITH DISABILITIES WITHIN THE SPECIAL EDUCATION PROGRAM ARE CONTINUING. THE SUPPORTS FOR OUR PRIORITY SCHOOLS ARE CONTINUING ARTS EDUCATION PROGRAMS ARE CONTINUING, AND THE TITLE ONE DISCRETIONARY ALLOCATIONS PROVIDED TO OUR SCHOOLS ARE CONTINUING. THE THINGS THAT WILL CHANGE STARTING THE 27 28 SCHOOL YEAR ARE WHAT I SHARED AS PART OF THE FISCAL STABILIZATION PLAN. THERE WOULD BE A REDUCTION TO THE STUDENT EQUITY NEEDS INDEX ALLOCATION, WHICH COULD VERY LARGELY IMPACT THE NUMBER OF SUPPLEMENTAL SUPPORT POSITIONS AT OUR SCHOOLS, A REDUCTION TO A REDUCTION TO THE BLACK STUDENT ACHIEVEMENT PLAN, WHICH DOES HAVE A DIRECT IMPACT ON THE SUPPORT LEVELS AT OUR SCHOOLS. AND THEN CENTRAL OFFICE SUPPORTS THAT ALSO PROVIDE SUPPORTS FOR OUR STUDENTS AND SCHOOLS. SO JUST QUICKLY LOOKING AHEAD, THINGS THAT ARE ONGOING ARE, OF COURSE, MAJOR DEVELOPMENTS RELATED TO THE STATE AND FEDERAL BUDGET. WE WILL AS ALWAYS, CONTINUE TO PROVIDE UPDATES TO THE BOARD AS THE DISTRICT'S FINANCIAL STATUS EVOLVES. AND THE K THE KEY MILESTONES OF THE NEXT SEVERAL MONTHS ARE SHOWN THERE. SO RIGHT NOW WE'RE IN JUNE, WE'RE REQUIRED TO PASS A BUDGET BEFORE THE END OF THE MONTH. IN SEPTEMBER, WE HAVE UPDATES TO THE CURRENT YEAR, TWENTY FIVE, TWENTY SIX FINANCIALS, WHAT WE CALL OUR UNAUDITED ACTUALS. THEN IN DECEMBER, LIKE WE DO IN EVERY YEAR, WE HAVE THE REQUIRED FIRST INTERIM FINANCIAL REPORT FOR THE 26 27 SCHOOL YEAR IN JANUARY. WE KIND OF CLOSED THE BOOKS FOR THE PRIOR YEAR, THE 25 26 SCHOOL YEAR THROUGH THE AUDIT REPORT. AND THEN IN MARCH, THE SECOND INTERIM REPORT THAT'S REQUIRED. SO THESE ARE ALL OF THE REQUIRED DATES WHEN THE BOARD IS ACTING ON DIFFERENT COMPONENTS OF THE DISTRICT'S BUDGET. BUT JUST LIKE IN THE LAST SCHOOL YEAR AS WE HAD A FISCAL STABILIZATION PLAN THAT THEY WERE, THAT WE WERE IMPLEMENTED, WE MADE MANY PRESENTATIONS TO THE COMMITTEE, THE WHOLE TO THE BOARD, BEYOND THE DATES THAT YOU SEE SHOWN HERE. AND WE'RE COMMITTED TO DOING THE SAME IN THE UPCOMING SCHOOL YEAR. UH, THAT'S THE PRESENTATION. THANK YOU FOR YOUR PATIENCE, DR. JOHNSTON. THANK YOU, MR. BRAVO. KAMI, UH, BEFORE WE MOVE INTO DISCUSSION AND QUESTIONS, A COUPLE OF POINTS OF EMPHASIS AND, AND THEN A RECOMMENDATION FROM ME JUST IN TERMS OF PROCESS. UM, THE, THE COMMITMENT THAT YOU SAW IN ONE OF THE LAST SLIDES IS, IS, IS A GENUINE COMMITMENT. AND, AND I KNOW IT'S, IT'S FROM THE BOARD AND OF COURSE FROM FROM DISTRICT LEADERSHIP, AND IT'S AS ADDITIONAL REVENUE COMES IN AND THAT THAT CAN TAKE TWO FORMS. UH, ADDITIONAL REVENUE CAN CERTAINLY BE ADDITIONAL DOLLARS, UH, FROM SACRAMENTO. THAT'S A GIVEN. AND AGAIN, I WANNA MARK MR. BRAVO, KAMI, UH, SAID THIS IN HIS REMARKS, BUT FROM THE JANUARY PROPOSED BUDGET TO THE MAY PROPOSED BUDGET, WE SAW AN AN ADDITIONAL BILLION DOLLARS FROM SACRAMENTO. I, I WOULDN'T GIVE ALL OF THAT CREDIT ON THAT TO ADVOCACY, BUT I THINK CERTAINLY THE ADVOCACY THAT WE DID IN CONJUNCTION WITH U-T-L-A-S-E-I-U-A-L-A, WHERE WE WENT IN COALITION TO SACRAMENTO, CERTAINLY HELPED. AND WE WILL CONTINUE THAT WORK AROUND THAT REVENUE. IT, IT CAN ALSO COME IN THE FORM OF, AS WE CLOSE OUT THE 25 26 SCHOOL YEAR AND WE ACTUALLY SEE WHAT WAS SPENT, RIGHT? BECAUSE AS MR. BRAVO KAMI SHARED, UH, EVEN THE NUMBERS FOR 25 26 ARE NOT QUITE FINAL. THE SCHOOL YEAR JUST ENDED LAST YEAR. WE NEED TO SEE WHERE THOSE NUMBERS LAND, THAT AS THOSE ADDITIONAL DOLLARS COME IN OVER AND ABOVE WHAT WE CURRENTLY HAVE, THAT OUR FIRST PRIORITY WILL BE RESTORING BSAP AND C OUR FIRST PRIORITY ABOVE ALL ELSE ABOVE SOLVING FOR FURLOUGHS, WHICH IS A DAUNTING TASK IN THE HISTORY OF THE DISTRICT. AS FAR AS I KNOW, WE'VE ONLY DONE FURLOUGHS TWICE. ONCE IN, I THINK 95, 96. AND THEN ONCE AGAIN AROUND THE GREAT RECESSION [04:10:01] HEALTHCARE BENEFITS, WHICH AGAIN, AS SOMEONE WHO'S BEEN WITH THE DISTRICT FOR 30 YEARS, I KNOW THAT ALSO IS A CHALLENGE TO HAVE THAT DIALOGUE AROUND SOME KIND OF SHARED COST. BEFORE WE EVEN GO THERE WITH ANY ADDITIONAL DOLLARS, WE WILL GO FIRST TO BSAP AND C AND WE WILL DO THAT THROUGH A TRANSPARENT PROCESS. OBVIOUSLY ENGAGING THE BOARD, OBVIOUSLY ENGAGING THE PUBLIC, AND THE PRIORITY, OF COURSE, WILL BE GIVEN TO THE HIGHEST NEED SCHOOLS. SO IN THE RESTORATION OF DOLLARS TO ANY, OF COURSE, THOSE DOLLARS WOULD GO TO THE TOP TWO QUINTILES HIGH AND HIGHEST. SIMILARLY, IN BSAP, THE INITIAL RESTORATION OF DOLLARS WOULD GO TO OUR GROUP ONE SCHOOLS. THAT IS OUR COMMITMENT AS NEW DATA COMES IN. WITH THAT, MY RECOMMENDATION, GIVEN THAT WE HAVE IN FRONT OF US, OR THE BOARD HAS IN FRONT OF IT, OF COURSE, THE, UH, REPORTER ON THE LCAP, UH, OF COURSE THE BUDGET REPORT, BUT ALSO THE FSP, MY RECOMMENDATION MIGHT BE THAT SINCE THE LAST OF THOSE ITEMS, FRANKLY INFORMS THE OTHER TWO TO A LARGE EXTENT THAT WE MIGHT CONSIDER TAKING UP THE DISCUSSION AROUND THE FISCAL STABILIZATION PLAN FIRST. AND THAT WOULD REQUIRE A, A MOTION, I BELIEVE, ACCORDING TO MR. MCLEAN TO KIND OF ADDRESS THAT AND HAVE THAT INFORM OUR FURTHER DISCUSSION AROUND THE BUDGET AND THE LCAP. BUT AGAIN, THE STAFF STANDS READY FOR QUESTIONS THAT YOU MIGHT HAVE ON ANY OR ALL OF THOSE ITEMS. THANK YOU. WOULD THE BOARD LIKE TO HEAR TAB TWO NOW? IF SO, WE CAN HAVE A MOTION A SECOND SO THAT QUESTION AND DISCUSSION CAN BEGIN. YEAH, I'LL MOVE TAB TWO. I'LL SECOND. OH, WELL SHOULD WE, IF, WHAT IF SOME OF US HAVE ANY QUESTIONS FOR THE L CAP? MAYBE SHOULD WE TAKE THOSE FIRST AND THEN THE FS AND THEN GO ON THE DISCUSSION WITH THE FSP? I KNOW IT'S ALREADY BEEN MOTION AND SECONDED, BUT I HAVE ONE QUESTION FOR THE F REGARDING THE LCAP. YEAH, THE REASON I MOVED IT IS 'CAUSE THE SUPERINTENDENT JUST RECOMMENDED TAKING THOSE UP AFTER THE FSP. WOULD IT BE OKAY FOR YOU TO SAVE THE LCAP QUESTIONS FOR AFTER WE THE FSP, I GUESS? SURE. BUT I FIGURED WE'D GET, I'LL GET OUTTA THE WAY AND THEN JUST FOCUS ON FSP, BUT SURE. BYE. SO THE ITEM IS NOW BEFORE THE BOARD FOR, UH, BOARD DISCUSSION. THIS IS TAB TWO ADOPTION OF THE FSP QUESTIONS. CAN I GET SOME CLARIFICATION? ARE WE ONLY TALKING ABOUT THE FSP OR ARE WE ALSO TALKING ABOUT THE FSP IN CONJUNCTION WITH THE BUDGET? LIKE WITH THE BUDGET PRESENTATION SO WE CAN ASK QUESTIONS ABOUT BUDGET? YES. THE THE 26 27 BUDGET IS PART OF THE FSP. OKAY. THE FSP INFORMS WHAT WE'VE PUT IN PLACE FOR 26, 27. OKAY. SO THERE'S AN ALIGNMENT THERE ALREADY BUILT IN. SO, SHALL WE START WITH BOARD QUESTIONS FIRST? YEAH. OKAY. WHO WOULD LIKE TO GO FIRST? YOU WANNA GO SPEAKERS FIRST? WE DO. I'M PULLING UP THE SPEAKERS RIGHT NOW, FOLKS. ONE SECOND, PLEASE. ALL RIGHT. ALL THE SPEAKERS IN PERSON. WE HAVE 12 SPEAKERS. UH, MR. EMMI. YEAH, THEY'LL, THEY'LL, WE'LL DO THE SPEAKERS NOW IF FOLKS WANNA READY THEMSELVES. UM, I'M GONNA CALL ON THE FIRST THREE FOLKS, AND THEN, YOU KNOW, AS ONE PERSON COMPLETES, MAYBE THE NEXT PERSON COULD BE READY. UM, FIRST SPEAKER, CHERYL KONO. AND THEN AFTER MS. KONO IS, UH, MR. CHRISTOPHER COVINGTON, AND THEN GRISELDA PEREZ. MS. PEREZ, WE GOT THIS. OKAY. MIKE IS ON. AND YOU'RE ALL SET. PLEASE GO AHEAD. GOOD AFTERNOON. ON BEHALF OF OUR STUDENTS, FAMILIES AND PSW AND HEALTH AND HUMAN [04:15:01] SERVICES PROFESSIONALS, I HIGHLY RECOMMEND THAT YOU DO NOT CUT ANY OF THE STUDENT NEEDS EQUITY INDEX AND BSAP FUNDS THROUGH YOUR PROPOSED FISCAL STABILIZATION PLAN. AN ALTERNATIVE PLAN MUST BE DEVELOPED THAT DOES NOT DIRECTLY IMPACT STUDENTS IN ORDER TO ENSURE EQUITY AND EDUCATION AND SUPPORT SERVICES FOR OUR STUDENTS. PS W'S WORK WITH THE HIGHEST NEEDS STUDENTS AND L-A-U-S-D STUDENTS RELY ON SEMI FUNDS FOR PSW AND SCHOOLS, ESPECIALLY THOSE WHO HAVE LESS THAN 500 STUDENTS, WHICH INCLUDE EARLY ED CENTERS, ELEMENTARY AND SMALLER SECONDARY SCHOOLS, OPTION SCHOOLS, AND ADULT SCHOOLS WHO RELY ON SEMI FUNDS, WHICH HAVE THE NEARLY 100% OF THE HIGHEST NEED. HIGHEST RISK STUDENTS WITHOUT PSW STUDENTS ARE AT HIGH RISK FOR SERIOUS PROBLEMS THAT WE REMAIN UNADDRESSED, INCLUDING LOW ATTENDANCE, ACADEMIC ACHIEVEMENT, AND GRADUATION RATES, AND HIGHER SUSPENSION RATES, SUBSTANCE MISUSE, DISRUPTIVE BEHAVIORS, MENTAL HEALTH PROBLEMS, WILLING, DISCRIMINATION, FIGHTING, SELF INJURY, AND SUICIDE STUDENT STUDENTS EXPERIENCING HIGH RISK ISSUES, WROTE AND SHARED ABOUT THEIR CHALLENGES AND SUCCESSES AT THE END OF THE SCHOOL YEAR AS FOLLOWS, I EXPERIENCED HARASSMENT JUDGMENT, FEELING ALONE, BEING PRESSURED, AND I CAN OVERCOME THEM AS THE PSW COUNSELING HAS HELPED ME FEEL BETTER ABOUT MYSELF, IGNORE THE JUDGMENT, AND LET A TRUSTED ADULT KNOW TO GET HELP. SOME CHALLENGES I FACED ARE MY PARENTS, OTHER PEERS, SCHOOL IN GENERAL, AND HARMFUL THOUGHTS. I CAN OVERCOME THESE CHALLENGES BY TALKING TO PEOPLE AND REACHING OUT FOR HELP. PSW COUNSELING HAS HELPED ME BY ALLOWING ME TO TALK ABOUT MY ISSUES AND FEELINGS AND SHOWED ME HEALTHY WAYS I CAN FEEL BETTER AND COPE. I WAS EXPERIENCING HOPELESSNESS AND I WAS UNMOTIVATED TO DO ANYTHING AT SCHOOL AND AT HOME. PSW COUNSELING HELPED ME TO REALIZE WHAT I HAD TO DO TO MAKE A CHANGE. I LEARNED TO ACCEPT MYSELF. I'M HAPPY TO SAY THAT THIS STUDENT, ALONG WITH ALL OF THE OTHER SENIOR SENIORS GRADUATED PWS HELP TO SAVE STUDENTS' LIVES BY PROVIDING ACCEPTANCE, VALIDATION, ENCOURAGEMENT, SUPPORT, SAFE SPACES TO PROMOTE JOY AND WELLNESS AND SCHOOL AND LIFE SUCCESS. C AND BS HAVE FUNDING MUST NOT BE CUT. THANK YOU FOR YOUR TIME. UH, AS FOLKS ARE COMING UP, I KNOW THAT I SAID MAYBE THREE LINE UP, BUT IF WE HAVE TOO MANY PEOPLE IN THE AISLES, PEOPLE ARE JUST GONNA KEEP ASKING YOU TO HAVE A SEAT, SO, SO WE CAN MAINTAIN A LITTLE BIT OF ORDER. IF YOU HAVE A SEAT, PLEASE TAKE IT. IF YOU'RE COMING UP TO SPEAK, THE TIME IS CERTAINLY YOURS AND YOU CAN BE UP COMING UP TO SPEAK. UM, SO CHRISTOPHER COVINGTON, COME ON UP, SIR. AND THEN AFTER MR. COVINGTON IS, UH, MS. GRISEL DE PEREZ, UH, THANK, OH, HOLD ON. THE MIC'S NOT ON. HOLD ON. PLEASE GO AHEAD, SIR. THANK YOU SO MUCH. I YIELD MY TIME TO DANIEL. OUTSTANDING. THANK YOU, SIR. PLEASE GO AHEAD. SO, GOOD MORNING SCHOOL BOARD. MY NAME IS DANIEL SIERRA. I AM AN ALUMNI WITH STUDENTS DESERVE ANDRO BALL LEARNING CENTER. I KNOW Y'ALL HAVE SEEN MY FACES AND HEARD MY MY VOICE A LITTLE BIT TOO MANY TIMES. I THINK YOU GUYS ARE A LITTLE BIT ANNOYED AT ME. BUT ANYWAYS, ENOUGH ABOUT ME. UH, THOUGH TODAY WE ARE HERE DISCUSSING THAT YOU GUYS ARE CHOOSING BETWEEN BLACK AND BROWN STUDENTS OR A FISCAL BUDGET. YOU ARE CHOOSING TO CUT PROGRAMS CRITICAL TO STUDENT DEVELOPMENT. I KNOW YOU ALL HAVE HEARD THIS A LOT, BUT IT IS VITAL THAT YOU UNDERSTAND WHAT CUTTING BSAP AND SEMI MEANS. I KNOW YOU ALL HAVE HEARD MY PERSONAL EXPERIENCE AND HOW IT AFFECTED ME, BUT I WANT YOU TO KNOW THAT, AND I KNOW THAT THAT'S CRUCIAL TO YOUR DECISION, BUT I WANT YOU TO KNOW, I WANT TO PUT IT INTO, I WANT TO PUT IT INTO PERSPECTIVE FOR YOU ALL ON HOW THIS WILL AFFECT EVERYONE. YOU ARE CUTTING RESOURCES FOR THE MILLIONS OF BLACK AND BROWN YOUTH IN YOUR COMMUNITIES. WHEN YOU VOTE FOR THIS FISCAL STABILIZATION, STABILIZATION PLAN, KEEP IN MIND THE DEMOGRAPHIC OF THE YOUTH YOU ARE CUTTING FROM SYSTEMIC RACISM IS STILL A PROBLEM. THEREFORE, WE MUST CONTINUE TO INVEST IN STUDENTS OF COLOR RATHER THAN DEFUNDING. I AM NO LONGER JUST DEMANDING. I AM PLEADING THAT YOU ALL VOTE NO, MR. CHA, I MUST REPEAT MYSELF FROM THE LAST PUBLIC COMMENT I WAS AT. IF YOU WANNA GO TO SACRAMENTO, SACRAMENTO, WE WILL GO WITH YOU. IF YOU WANNA GO ALL THE WAY TO WASHINGTON, WE WILL GO WITH YOU, BUT WE WANT YOU TO NOT TOUCH BSAP ANDS. ALSO, KEEP THIS IN MIND TODAY YOU CAN FIGHT BACK AGAINST A WHITE SUPREMACIST AGENDA, ONE THAT LOOKS AT OPPRESSING PEOPLE OF COLOR AND UPLIFTING BIASES THAT SERVE ONE PART, ONE PARTICULAR DEMOGRAPHIC. SO I MUST ASK YOU THIS AS WELL. WILL YOU PROGRESS? WILL YOU ADVANCE PROGRESSION OR WILL YOU REGRESS? I LEAVE YOU ALL WITH MESSAGES TO EACH BOARD MEMBER AND I PR AND I PRACTICALLY BEGGED. WELL, MS. NEVO ISN'T HERE TODAY, BUT [04:20:01] ISN'T HERE RIGHT NOW, BUT I, I ASKED HER TO VOTE NO ON THE FSP DR. RUSSELL RIVAS. I HOPE YOU VOTE NO ON THE FSP MR VO VOTE NO ON FSP. MR. SCHROON VOTE NO ON THE FSP MS G GREGO VOTE NO ON THE FSP MS. GO. THIS IS NOT HERE, BUT VOTE NO ON THE FSP AND MS. FRANKLIN. VOTE NO ON THE FS P. THANK YOU. THANK YOU FOR YOUR TIME. NEXT SPEAKER ISDA PEREZ. WOO WOO. HELLO, SUPERINTENDENT AND MEMBERS OF THE BOARD. MY NAME IS GDA PEREZ. I'M AN ACTIVE VOLUNTEER AND A PROUD A MEMBER OF THE THREE BOYS. ONE OF THEM ALREADY GRADUATED FROM HIGH, FROM ROSA VALLEY HIGH SCHOOL. ONE IS ALREADY A 10 AS A 10TH GRADER, AND MY YOUNGEST ONE IS A HAL MIDDLE SCHOOL. A USA HAS ALREADY CUT 99 MILLION SIMPL SLASH AN ADDITIONAL 2000 MILLION DOLLARS IN EQUITY FUNDING. THESE COSTS ARE HITTING OUR MOST VULNERABLE STUDENTS AND HARDEST AT THE TIME WHEN OUR FAMILIES ARE FACING THEIR DIRECT FER ATTACKS. AND FOR OUR CHILDREN'S EDUCATION. INSTEAD OF INVESTING RESOURCES TO MEET THIS CRISIS, THE FISCAL EXACERBATION PLANS BRINGS DRASTICALLY ITY. ROOSEVELT HIGH SCHOOL IS SENT TO LOSE OVER $600,000 SINCE ANY FUNDING THIS GETS ELIMINATED. SOCIAL ROLES, CAMPUSES, PSYCHOLOGISTS, AND CAMPUSES. FOUR CERTIFIED POSITIONS. ONE RJ TEACHER AND A SPECIAL ED TEACHER PLUS DR. WORK KOREA, WHICH IS SUPPORTED ADVISORY OF PBIS. PLUS OUR, UH, BAND DIRECTOR RAMOS IS PAYING OUT OF HIS OWN POCKET, UH, COLOR GUARD SYSTEM. FURTHERMORE, REDUCING OUR FOUR CTA PATHWAYS FOR A THREE CORE TO TWO CORE SEQUENCES, POR RISES OUR LAUS CERTIFICATION CERTIFIED BECAUSE THE DISTRICT REQUIRES A THREE CORE SEQUENCE ACROSS THE STUDENT OF FOUR YEARS, A CTA PATHWAY IN A MIDDLE SCHOOL IN OUR HIGH SCHOOL. AND PLUS, UH, WE DEMAND LASG FULLY RESTORE. PROTECT THE $700 MILLION INCENTIVE FUNDING FOR THE 26 27 SCHOOL YEAR AND BEYOND. SAFEGUARD HIGH AND HIGHEST NEEDS SCHOOLS. WE ARE HIGHEST NEEDS FROM DISAPPOINTING HARM CENTER EQUITY, SOUL AND STAFFING DECISIONS AND ENSURE TRUE TRANSPARENCY AND C ENGAGEMENT. NO DECISION ABOUT US WITHOUT US. WE STILL NEED FUNNY, FUNNY SUNNY C IS A STUDENT EQUITY NEEDS INDEX. THAT'S WHAT IS SUNNY AND ALL THE WORK THAT WE DO THROUGH OUR SCHOOLS. WE'RE GONNA GO BACKWARDS. I'M GONNA START AGAIN FROM ZERO OR WELL, SHOULD I SAY UNDER ZERO? THIS PLEASE VOTE NO ON C. THANK YOU. THANK YOU FOR YOUR TIME. ALRIGHT, HERE COME THE THREE NEXT SPEAKERS. ARIA BLAKE BLAKELY, COME ON UP. AND THEN AFTER MS. BLAKELY IS CANDACE RODRIGUEZ AND THEN LUNA AUGUSTINE OR LUNA AUGUSTINE. HI, I AM ARAYA. I YIELD TO NILA. OKAY. THANK YOU. GOOD MORNING OR GOOD AFTERNOON. MY NAME IS NILA NVE AND I GO TO GIRLS ACADEMIC LEADERSHIP ACADEMY. B CEP HAS BEEN A FUNDAMENTAL PROGRAM IN MY LIFE. IT HAS GIVEN ME ACCESS TO WORLDS, UH, TO WORLDS UNKNOWN WHEN IT COMES TO COLLEGE EDUCATION. AS A RISING SENIOR, IT HAS ALWAYS BEEN MY WORRY THAT I WILL BE UNINFORMED WHEN CHOOSING COLLEGES. BSAP HAS CALMED THIS WORRY. JUST THIS YEAR, BLACK STUDENTS OF MY HIGH SCHOOL WERE ABLE TO ATTEND HBCU COLLEGE TOURS. AS A RESULT, ONE OF THE HIGH SCHOOLERS THAT ATTEND THE TOURS WAS JUST ACCEPTED INTO XAVIER'S LAW PROGRAM. THIS IS JUST ONE OF THE COUNTLESS EXAMPLES OF THE INCREDIBLE IMPACT B SEP HAS HAD WITH LITTLE TIME AND SMALL IN A SMALL BUDGET, EVEN GOING TO A SCHOOL AS DIVERSE AS MINE, WE STILL HAVE A VERY FINITE NUMBER OF BLACK STUDENTS. WE HAVE EVEN FEWER TEACHERS WHO TRULY UNDERSTAND THE BLACK EXPERIENCE. B SEP HAS ALLOWED FOR THE UNWAVERING SUPPORT OF ITS BLACK STUDENTS BY OUR WAY, BY WAY OF OUR BLACK STUDENT CLIMATE ADVOCATE AND OUR BSAP COUNSELOR. TOGETHER THEY HAVE MADE THE BLACK GIRLS AT MY SCHOOL FEEL UNCONDITIONALLY LOVED AND SUPPORTED. AND IN A WORLD THAT IS DETERMINED TO CONVINCE BLACK GIRLS THAT THEY ARE ABSOLUTELY UNLOVABLE, THAT FEELING IS WORTH ITS WEIGHT IN GOLD BOARD MEMBER MELVOIN AND BOARD MEMBER NOBEL, YOU ARE ACUTELY AWARE OF THE IMPORTANCE OF BSAP AND ITS, AND THE CONFIDENCE IN COMMUNITY. IT GIVES ITS BLACK STUDENTS FOR YOU HAVE THE MOST BSAP SCHOOLS IN YOUR DISTRICT BOARD PRESIDENT SCHMILL. YOU HAVE SPOKEN SEVERAL TIMES ABOUT YOUR PRIDE OF BEING A PUBLIC SERVANT, SAYING THAT BSAP IS YOUR TOP PRIORITY. PLEASE JOIN US IN VOTING TO PROTECT BSAP [04:25:03] FOR THESE REASONS. IN MORE, I DEMAND YOU LASD AS A BLACK GIRL AND AS A BLACK STUDENT TO FULLY FUND BSAP. NO BALANCING THE BUDGET, NO BACK, NO BACKS OF BLACK AND BROWN STUDENTS. THANK YOU FOR TIME MS. RODRIGUEZ. CANDACE, COME ON DOWN. AND AFTER MS. RODRIGUEZ. IS LUNA AUGUSTINE OR LUNA AUGUSTINE? OKAY. OKAY. UM, GOOD AFTERNOON BOARD MEMBERS AND INTERIM SUPERINTENDENT. MY NAME IS CECE RODRIGUEZ, A A RECENT GRADUATE FOR MENDEZ HIGH SCHOOL AND A FUTURE EAST LOS ANGELES COMMUNITY COLLEGE STUDENT. AS A YOUTH ORGAN AND A YOUTH ORGANIZER WITH INNER CITY STRUGGLE, I AM HERE TODAY TO DEFEND THE FUNDING MY SCHOOL NEEDS FOR MY PEERS TO SUCCEED ACADEMICALLY, I AM DEMANDING THAT THE INTERIM SUPERINTENDENT AND THE SCHOOL BOARD FULLY PROTECT THE $700 MILLION FROM CEI FULLY FUND BSAP TO 175 MILLION AND VOTE NO TO THE FISCAL STABILIZATION PLAN. AS A STUDENT WHO GRADUATED THIS PAST TUESDAY, I'M CONCERNED ABOUT THE SUPPORT MY FRIENDS AND PEERS WILL NOT RECEIVE AT THE SCHOOL I CALL HOME. MENDEZ IS CONSIDERED A HIGH NEED SCHOOL, AND WITH A FULL CUT TO ANY 86% CUT TO BSAP, THAT WOULD BE A TOTAL OF 1.7 MILLION. TAKEN AWAY FROM MY SCHOOL, TAKEN AWAY FROM THIS BLACK AND BROWN HIGH NEEDS STUDENTS, THESE PROGRAMS WERE MEANT TO SERVE BECAUSE OF THE CUTS TO SUNNY NEXT YEAR, MY SCHOOL LOST FIVE TEACHERS, AND WITH THESE PROPOSED CUTS, WE'LL LOSE EVEN MORE. STUDENTS WILL BE LOSING VITAL RESOURCES EVERY YEAR THAT COULD SUPPORT THEIR MENTAL HEALTH AND THEIR ACADEMICS. I WANNA THANK THE MENDEZ SCHOOL STAFF WHO TRULY SUPPORTED ME IN GRADUATING. THOSE STAFF SUPPORTED ME IN MY JOURNEY TO HEALING BY SHOWING ME BEST PRACTICES TO SUPPORT MY MENTAL HEALTH, UM, AND THE FRONT OFFICE STAFF FOR KEEPING ME SAFE AT ALL TIMES INSIDE AND OUTSIDE OF SCHOOL. AND THE TEACHERS WHO SHOWN NOTHING BUT LOVE AND CARE FOR ME. I'M FIGHTING FOR YOU ALL TO CONTINUE TO SUPPORT YOUNG PEOPLE LIKE ME. WE NEED THE INTERIM SUPERINTENDENT AND BOARD TO PROTECT US AND FIGHT FOR US. WE NEED, WE NEED THE BOARD TO FULLY PROTECT $700 MILLION FROM C AND FULLY FUND BS A TO ONE 75 MILLION WHEN YOU MAKE HUGE CUTS TO C AND BS. A, YOU'RE RECREATING THE SAME HARM AND ATTACKS THAT THE FEDERAL GOVERNMENT IS DOING RIGHT NOW TO DEFEND OUR EDUCATION, TO TAKE AWAY OUR SAFETY, OUR SOCIAL SAFETY NET, AND TO CREATE, TO CREATE YOUR TIME. FEAR, NOT HOPE. FIGHT FOR YOUR STUDENTS. THANK YOU FOR YOUR TIME. ALL RIGHT, LUNA. LUNA, ARE YOU HERE? ALL RIGHT, COME ON UP. YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. GOOD AFTERNOON BOARD. MY NAME IS L AUGUSTINE AND I'M AN 11TH GRADER AT THEODORE ROOSEVELT HIGH SCHOOL IN BOYLE HEIGHTS. I'M HERE TODAY TO ADVOCATE FOR SENDING TO AND TO URGE THE DISTRICT TO PROTECT THE $700 MILLION IN SENDING FUND FOR THE 26 27 SCHOOL YEAR. AS SOMEONE WHO HAS STRUGGLED WITH DEPRESSION, I HAVE BENEFITED FROM SE AND THE RESOURCES THAT HE HAS PROVIDED TO MY SCHOOL. I MET, I WAS ABLE TO MEET MY COUNSELOR, MS. RODRIGUEZ. SHE'S ONE OF THE MOST CARING PEOPLE I HAVE EVER MET, AND SHE HAS HELPED COUNTLESS STUDENTS JUST LIKE ME. THE CURRENT FISCAL STA STABILIZATION PLAN WOULD CUT $100 MILLION TO SENDING MEANING WE WOULD LOSE STAFF LIKE HER AND MANY STUDENTS WILL SUFFER THE LOSS OF FUNDAMENTAL SUPPORT SYSTEMS. THE ROLES OF STAFF RESOURCES AND SPECIAL AID SHOULD NOT BE NEGOTIABLE WHILE CREATING THE BUDGET. IT IS YOUR DUTY AS A SCHOOL BOARD MEMBERS TO VOTE IN THE BEST INTEREST OF YOUR STUDENTS AND STAFF. I AM TIRED OF SEEING SCHOOLS LOSE STAFF AND TEACHERS. THERE ARE CURRENTLY 19 VACANT SCHOOL POLICE POSITIONS EQUALING ABOUT $13 MILLION IN LAUC FUNDS. THIS IS MONEY THAT IS JUST SITTING THERE, BUT INSTEAD SHOULD BE USED TO PROTECT THE JOBS OF COUNSELORS. LIKE MS. RODRIGUEZ, YOU SHOULD ALL TAKE TIME TO REEVALUATE WHAT IS MOST IMPORTANT TO HIGH-NEED SCHOOLS. MY PERSONAL EXPERIENCE WITH SCHOOL POLICE HAS BEEN TERRIBLE. I'VE HEARD AND SEEN HOW SCHOOL POLICE TALK ABOUT YOUTH TO STAFF AND HOW THEY TALK ABOUT PEOPLE WHO LOOK MOST SUSPICIOUS AND TO CATCH THEM JUST LIKE ME. WHY WOULD YOU WANT SOMEONE CRI, WHY WOULD YOU WANT SOMEONE ON CAMPUS WHO IS TRYING TO PROFILE AND FURTHER CRIMINALIZE YOUTH WHEN YOU COULD BE PRIORITIZING OTHER STAFF AND RESOURCES TO, [04:30:01] TO BE PROTECTED WITH THE FISCAL STABILIZATION PLAN? I AM TIRED OF THE RHETORIC THAT MAKES IT SOUND LIKE SCHOOL POLICE ARE THERE TO MAKE YOUTH FEEL SAFE. I'VE NEVER FELT SAFE AROUND POLICE IN GENERAL, AND NOW I HAVE TO DEAL WITH FEELING CRIMINALIZED AT MY SCHOOL. YOU KNOW, WHO MAKES ME FEEL COMFORTABLE? MY COUNSELOR, MY RESTORATIVE COMMUNITY TEACHERS, ROOSEVELT IS CURRENTLY STANDS SALUTE. 15% OF ITS SEMI FUNDING IN ADDITION TO CARRY OVER DOLLARS EQUALING MORE THAN $600,000 LOSS. I AM TOLD THAT STUDENTS COME FIRST. THANK YOU FOR YOUR TIME CLOSE UP. THANK YOU FOR YOUR TIME. ALL RIGHT, THE NEXT THREE SPEAKERS ARE PRESTON PEREZ, PRESTON PEREZ, AND THEN AMIR, AND THEN MARIA PALMA. OH, HOLD ON ONE SECOND. I DIDN'T, I DON'T HAVE, OH YEAH. YO, PLEASE GO AHEAD. I'LL BE YIELDING MY TIME OVER TO KELLY. THANK YOU, SIR. COME ON UP. KELLY. YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. OKAY. HELLO, I'M KELLY YOUNG WU, A RISING JUNIOR FROM WOODROW WILSON HIGH SCHOOL. AND I'M SPEAKING AS A COMMUNITY MEMBER OF EL SERINO AND I'M A MEMBER OF, UM, INNER CITY STRUGGLE, SPECIFICALLY UNITED STUDENTS. I WANNA PIVOT YOUR ATTENTION TOWARDS THE FUNDING FOR SENDING AND BSAP. LUSE HAS SECRETLY INVESTED MONEY MEANT FOR STAFF WAGES TO PRIVATE COMPANIES, FORCING 'EM TO WORK HARDER FOR LESS PAY, WHICH ALSO HAS DIFFICULTY WITH STUDENTS WHO NEED EXTRA HELP IN LEARNING. THEREFORE, LLUS NEEDS TO BE TRANSPARENT ABOUT THEIR SPENDING AS WELL AS INCLUDING STUDENTS AND STAFF IN A FINAL DECISION REGARDING REGARDING BUDGET CUTS, TEACHERS PROGRAMS AND MENTAL HEALTH SUPPORT ARE ESSENTIAL FOR A STUDENT'S FUTURE, EACH CONTRIBUTING TO A FOUNDATION CRITICAL FOR STUDENTS TO REACH THEIR FULL POTENTIAL. FOR EXAMPLE, MS. LA AT WOODROW WILSON, WHO SINGLE HANDEDLY PREPARES THE SOPHOMORES FOR PRE-CALCULUS, WHILE ALSO READYING THE JUNIORS FOR AP STATS IN ONE CLASS. OR TAKE MR. WHO WHO TEACHES EVERY SINGLE MANNER IN CLASS AT WOODROW WILSON HIGH SCHOOL, INCLUDING THE IB PROGRAM. IT'S A 700 MILLION IS CUT. YOU'LL TAKE AWAY FROM THE COUNSELORS WHO GIVE STUDENTS A REASSURANCE THEY NEEDS TO MAKE THE RIGHT DECISIONS. AND THE MENTAL HEALTH STAFF WHO OFFER A LISTENING EAR WHEN THINGS HEAD UP, YOU PUT STUDENT X, AH, YOU'LL PUT STUDENTS ACCESS TO PERSONAL ASSISTANCE FROM TUTORS AT RISK. AND BY LIMITING SETTING, YOU LIMIT THE GROWTH OF STUDENTS. WHEN YOU SLASH FUNDING, YOU TAKE AWAY THE OBLIGATORY ASSETS. WE STUDENTS NEED TO SUCCEED. IT HAS ALREADY REMOVED MR. MO, OUR GEOMETRY TEACHER AND MS. WINSTON, ENGLISH TEACHER AND MANY MORE I'M PROBABLY NOT AWARE OF. IT'S GIVEN US LESS FOOD TO CHOOSE FROM. EVEN IF YOU KEEP SLASHING FUNDING AND YOU SHOW US THAT YOU DON'T BELIEVE IN US STUDENTS, THEREFORE YOU DON'T CARE ABOUT OUR EDUCATION. IF L-A-U-S-C HAS $13 MILLION TO FUND 19 VACANT POSITIONS IN L-A-S-P-D, THEN THEY'RE CAPABLE OF GIVING OUR TEACHERS FAIR WAGES WHILE CONTINUING TO FUND EQUITY BASED RESOURCES LIKE SENDING AND BSAP. WE WANT THE $700 MILLION DIRECTED BACK TO C EQUITY TO BE THE FOCUS ON DECISIONS AND CRYSTAL CLEAR TRANSPARENCY ABOUT THE FUNDING, PRIORITIZE PEOPLE OVER PROFIT. THANK YOU. THANK YOU FOR YOUR TIME. UM, LET'S SEE. AMIR, I THINK I SAW YOU. COME ON UP, SIR, YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. I'LL BE USING MY TIME TO JONAH. WHAT'S UP? THANK YOU, SIR. WHAT'S GOOD? WHAT'S GOOD? WHAT'S GOOD? MY NAME IS JOAN DANIELS. I'M AN UP AND COMING 10TH GRADER AT LACES. BEING AT LACES, I'VE ONLY HEARD, I'VE HEARD RACISM AND DISCRIMINATION AS CASUAL JOKES AMONG, AMONG CLASSMATES, YET IT FEELS LIKE AN ATTACK WITH U DEFUNDING AND TAKE AWAY BSAP STAFF. IT FEELS LIKE THE SAME TYPE OF HARMLESS ATTACK, TAKING AWAY SAFE PLACES AND PLACES TO LEARN ABOUT CULTURE. AS A BLACK STUDENT WITH ACCESS TO BSAP, I'VE ONLY EXPERIENCED LOVE AND SUPPORT FROM THOSE IN MY RACE AND THOSE EXPERIENCING MY OWN PROBLEMS WITH BSAP. I HAVE A PLACE TO GO TO WHEN I'M STRUGGLING WITH CLASSES OR EXPERIENCING RACISM OR ANY PROBLEM DUE TO BSAP. IF YOU CAN SIT HERE, IF YOU CAN SIT THERE AND DEFUND BSAP, THEN WHAT'S STOPPING YOU FROM IN THE FUTURE? DEFUNDING OTHER PROGRAMS ARE TOO EXCLUSIVE FOR YOU OR HURT YOUR BOTTOM LINE. OTHER GROUPS OF STUDENTS WHO NEED RESOURCES ARE BEING FULLY DEFUNDED BY THE CUTTING OF SETTING. THIS DEFUNDING IS A STEP BACK FROM EQUAL OPPORTUNITY FOR EVERYONE. A STEP BACK FROM ME BEING IN THE SAME CLASSROOM OR USING THE SAME WATER FOUNTAIN AS MY WHITE CLASSMATES. THESE DOLLARS REPRESENT MY ACCESS TO RESOURCES AND FACULTIES THAT ARE WEALTHY AND MORE PRIVILEGED STUDENTS THAN ALREADY HAVE. IF YOU CAN SIT HERE AND LISTEN TO EVERYONE SPEAKING STILL VOTE NO, THEN YOU'RE PUTTING DOWN BLACK PEOPLE AND ALL STUDENTS WHO DESERVE A PLACE IN OUR COMMUNITY AND SCHOOL. THANK YOU. [04:35:03] THANK YOU FOR YOUR TIME. OKAY, THE NEXT COUPLE OF SPEAKERS ARE MARIA PALMER. COME ON UP. AND AFTER MS. PALMA IS DEANNA GUILLEN AND THEN SAN JUANITA NELLUM, COME ON UP. YOU'LL HAVE TWO MINUTES TO SPEAK WHEN SHE BEGIN. GOOD AFTERNOON. UH, MS. CARGO. MS. RIVAS, I'VE NOTICED THAT YOU HAVE A HISTORY OF VOTING NO ON ACTIONS, UH, THAT HAVE POTENTIAL LAYOFFS ATTACHED TO THEM. BUT TODAY YOU'VE BEEN NOTIFIED THAT LACO IS REQUIRING THE DISTRICT TO ADOPT A NEW FISCAL STABILIZATION PLAN TO ADDRESS THE PROJECTED NEV NEGATIVE ENDING BALANCES OF 3.6 BILLION. IF YOU VOTE, VOTE NO TODAY, YOU WILL BE EFFECTIVELY TELLING US THAT WHEN YOU STOOD UP WITH KAREN BASS FOR OPTICS AND ALLOWED YOUR ACHIEVEMENT TO AVERT THE STRIKE, EITHER AT THAT TIME THEN, OR YOU DON'T NOW EITHER UNDERSTAND FINANCIAL STATEMENTS OR THE IMPLICATIONS OF LAKOS ACTIONS. YOU DON'T BELIEVE THAT THE ADDITIONAL STATE MONEY WILL SHOW UP FOR THE UPCOMING YEAR OR IF YOU VOTE NO, YOU NOTICE US THAT YOU'RE UNWILLING TO TAKE RESPONSIBILITY FOR YOUR ACTIONS IN THE, UH, CONTINUING WITH THE COLLECTIVE BARGAINING AGREEMENT THAT YOU APPROVED ALREADY. YOU WILL ALSO BE TELLING US THAT YOU'RE NOT QUALIFIED FOR THE JOB AS TRUSTEES OF THIS SCHOOL DISTRICT. MR. MCLEAN, PLEASE EN INFORM THAT THEY NEED TO BE QUIET AND PAUSE MY TIME PLEASE UNTIL ORDER IS RE IS RESTORED IN THE AUDITORIUM. OKAY? SO PLEASE, WE GET EQUAL WEIGHT TO EVERYONE THAT'S SPEAKING IF YOU CAN, YOU CAN FOR SURE DISAGREE WITH FOLKS AND THEY WERE UP THERE SAYING THE SAME THING. YOU CUT OUR MIC OFF BY TWO MINUTES, BUT YOU SAID YOU WANNA LET HER CONTINUE AND YOU, SO WE GOTTA ADD ANOTHER ABOUT 15 SECONDS TO MS. PALM'S TIME. WE'LL, WE'LL WAIT, WE'LL WAIT. STOP RECORD. HOLD ON ONE SECOND. TELLING YOU TO STOP RECORDING STUDENTS. I DON'T HAVE A PROBLEM WITH THAT. STOP RECORDING STUDENTS. OKAY, I'M JUST SETTING A TIMER, SO, OKAY. IT'S GONNA SAY TWO MINUTES, BUT ONCE IT GETS TO ONE, I GOTTA DING THE BELL. I SAID, WHEN IT GETS TO ONE, I WILL DING THE BELL GIVING HER 10 SECONDS BACK. SO, THANK YOU. GO AHEAD. SO IF YOU VOTE NO TODAY, YOU WILL BE EFFECTIVELY VOTE GIVING A VOTE OF NO CONFIDENCE IN YOURSELVES. BECAUSE IF YOU VOTE NO ON THE FSP, YOU VOTE NO ON THE COLLECTIVE BARGAINING AGREEMENTS BECAUSE YOU CANNOT APPROVE THE BARGAINING AGREEMENTS WITHOUT THE FSP, WITHOUT THE LAYOFFS. IF YOU DON'T LIKE THIS PLAN, THEN WHICH PLAN DO YOU VOTE FOR? WHICH PLAN HAS BEEN PROPOSED? I HAVEN'T SEEN ANY. SO BEFORE YOU ATTEMPT TO LOOK GOOD BEFORE YOUR UNION FRIENDS AND YOUR SUPPORTERS, PLEASE CONSIDER THIS TO ME. YOU APPEAR TO BE LIKE A DEADBEAT DISNEYLAND DAD WHEN YOU'VE PROMISED TWO OF YOUR KIDS THAT YOU'RE GONNA TAKE THEM TO DISNEYLAND. BUT THEN YOU GET THERE AND YOU FIND OUT YOU ONLY HAVE THE FUNDS FOR ONE, WHICH KID ARE YOU GONNA LEAVE CRYING OUTSIDE OF DISNEYLAND. SO BEFORE YOU ABDICATE YOUR RESPONSIBILITIES TO THE MORE RESPONSIBLE BOARD MEMBERS THAT ARE HERE, THAT WILL PROBABLY VOTE YES ON THE PLAN, PLEASE CONSIDER MY NAME IS MARDEL LUISA PADMA AND I AM HERE ADVOCATING FOR THE TAXPAYERS AND THE EMPLOYEES THAT YOU'VE ATTEMPTED TO DO. PROCEED WITH YOUR VOTE. WE ARE WATCHING AND REMEMBER THAT YOU WORK FOR US, THE TAXPAYERS. THANK YOU. THANK YOU YOURSELF. OKAY, THE NEXT SPEAKER IS MS. DEANA YEN. I WANT TO REMIND FOLKS ON THE AUDIENCE THAT SHE'S GONNA BE SPEAKING IN SPANISH, SO IF YOU'D LIKE TO HEAR WHAT SHE'S SAYING IN ENGLISH, PLEASE PUT YOUR HANDS UP AND WE'LL GET TO THESE TRANSLATION HEADSETS. OKAY, READY, THE PARENT NETWORK. WE WERE THE ONLY ONES THAT WE WERE OPPOSED TO THE INCREMENT [04:40:01] TO THE SALARIES BECAUSE WE KNEW THIS WAS GOING TO HAPPEN AND AFFECT OUR CHILDREN. CUTTING $400 MILLION ON SEMI IS 3000 POSITIONS, BUT HOW MUCH IS IT COSTING US FOR THE INCREMENTS AND SALARIES? 5.5 BILLION. AND THAT'S WHAT THESE KIDS DON'T KNOW, THAT THAT MONEY THAT THEY CAME TO SUPPORT ALL THESE ORGANIZATIONS, ALL THESE UNIONS, WE WANT A HIGHER SALARY WITHOUT KNOWING THE CONSEQUENCES. AND THE CONSEQUENCES NOW ARE THAT YOU NEED TO CUT ALL THESE FUNDS. YOU HAVE TWO OPTIONS. ONE, TO APPROVE THE FISCAL PLAN OR TWO TO TAKE ONE STEP BACK IN ORDER TO GIVE THE SALARY INCREASE. AND THEN BEING ABLE TO BUY ALL OF THE SERVICES FOR OUR CHILDREN BECAUSE NO ONE IS THINKING ABOUT OUR CHILDREN. EVERYBODY'S THINKING ABOUT THE EMPLOYEES BECAUSE THAT'S WHAT THEY CAME TO PROTEST. SO MANY ORGANIZATIONS WITHOUT CARING ABOUT OUR CHILDREN. BUT NOW THEY DO COME AND LIE TO THESE YOUNGSTERS SO THAT THEY CAN COME AND PROTEST AGAINST THE FISCAL PLAN THAT THEY THEMSELVES SUPPORTED BY HAVING 1.5 BILLION OF WHAT'S THE SALARY INCREASE IS GOING TO COST FOR THE TEACHERS. AND NOW A TEACHER'S GOING TO COST $77,000 CHILDREN. THINK ABOUT WHAT IS BEING TOLD TO YOU DON'T JUST COME SAY, OH, WE WANT BSAP THANKS TO THE SALARY INCREMENT. YOU WON'T HAVE BSAP. AND IT'S SOMETHING LEGAL THAT THIS DISTRICT HAS TO DO. NONE OF THAT STUFF. THEY COME WITH THEIR PROTEST. OH, WHITE SUPREMACY. NO ONE HERE IS WHITE, EVERYONE IS A LATINO EXCEPT MR. MELVOIN, AND HE IS NOT EXERCISING. THAT TYPE OF THING. SO FACE THE CONSEQUENCES OF YOUR ACTIONS. DON'T CHANGE. DON'T TAKE A STEP, TAKE A STEP BACK TO THE TEACHER'S SALARIES AND THEY WILL BE HAPPY BECAUSE THEY WILL BE RECEIVING THE SERVICES THEY GET. BUT I DON'T THINK THE UNION WILL ALLOW THAT, RIGHT? THE UNION IS LYING TO THE PUBLIC, LYING TO THE TEACHERS. AND WE WANT THE EMPLOYEES TO COME OUT OF THOSE UNIONS BECAUSE THE EMPLOYEES NEED A LITTLE BIT OF RESPECT. THANK YOU. YOU THANK YOU FOR YOUR TIME. THANK YOU FOR THAT'S NOT HOW YOU DON'T RESPECT YOUR PARENTS. THAT'S WHY YOU ARE THE WAY YOU ARE. SO, I'M, I'M, I'M JUST ASKING POLITELY FOR DECORUM. MY, I'M JUST ASKING POLITELY FOR DECORUM. NO VIEWPOINTS SO FAR HAVE BEEN BOOED. IF WE COULD HAVE SOME JUST DECORUM IN HERE, I'D APPRECIATE IT. YOU ALL KNOW THAT THERE'S NOT MUCH WE CAN DO. SO IF WE CAN'T HAVE A DISCUSSION HERE, THEN THE DEMOCRATIC IDEALS ACTUALLY FALTER. SO IF WE COULD PLEASE JUST HEAR THE PEOPLE SPEAK, YOU CAN CERTAINLY VOICE YOUR OPINION, BUT PLEASE DO IT IN A WAY THAT LETS THEM FINISH WHAT THEY'RE SAYING IN THE MANNER THAT EVERYONE SO FAR HAS RECEIVED. I REALLY, REALLY APPRECIATE IT. Y'ALL KNOW, I'M JUST ASKING OUT OF RESPECT NO OTHER REASON THAN TO HEAR WHAT FOLKS ARE SAYING. UH, THE NEXT SPEAKER IS NELLUM. ARE YOU HERE? COLIN CALL. OKAY. UH, OR IS KJA SHAFI HERE IN PERSON? KJA, COME ON UP, MISS. YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN AND MISS NELLUM. WE'LL COME TO YOU IF YOU'RE REMOTE IN JUST A MOMENT. I DON'T SEE YOU THERE, BUT I'LL CHECK THE TWO MINUTES. IS YOURS. THANK YOU. HI EVERYONE, MY NAME IS KADEJA. I'M A DORSEY HIGH SCHOOL ALUM. GRADUATED FROM WILLIAMS COLLEGE LAST WEEK, AND A LEADER WHO DIDN'T DESERVE. I'VE BEEN AWAY AT COLLEGE FOR FOUR YEARS, AND EVERY TIME I COME HOME, I ASK TWO QUESTIONS. HOW IS MY FAMILY DOING? AND WHAT'S THE STATUS OF BSAP? I SAY THAT BECAUSE BSAP MEANS A LOT TO ME. BSAP WAS FOUGHT FOR AND WON BY STUDENTS INCLUDING MYSELF IN 2020. FOR ME, IT REPRESENTED HOPE BSAP GAVE ME PEOPLE, PEOPLE LIKE MR. MORGAN. MY DORSEY BSAP COUNSELOR WHO BELIEVED IN ME, CELEBRATED MY ACCOMPLISHMENTS AND CONTINUED TO SUPPORT ME EVEN AFTER GRADUATING HIGH SCHOOL. BSAP IS SO SPECIAL BECAUSE IT CREATES RELATIONSHIPS BY PUTTING CARING ADULTS IN STUDENTS' LIFE THAT ADVOCATE FOR THEM AND REMIND THEM THAT THEY MATTER. LIKE MR. MORGAN, AT A MOMENT WHEN PROGRAMS SUPPORTING BLACK STUDENTS ARE UNDER ATTACK ACROSS THE COUNTRY, WE ARE BEING ASKED TO ACCEPT CUTS TO ONE OF THE FEW PROGRAMS THAT EXPLICITLY RECOGNIZES THE BRILLIANCE NEEDS AND POTENTIAL OF BLACK STUDENTS. MARY UDE UNE, BORN TO FORMERLY ENSLAVED PARENTS AND ONE OF THE MOST INFLUENTIAL FIGURES OF BLACK EDUCATION. AND THIS COUNTRY SAID, INVEST IN THE HUMAN SOUL. WHO KNOWS IT MIGHT BE A DIAMOND IN THE ROUGH. THAT'S WHAT BSAP IS. IT'S AN INVESTMENT IN BLACK STUDENTS BECAUSE DORSEY STUDENTS, BLACK STUDENTS DESERVE TO BECOME ARTISTS, EDUCATORS, SCIENTISTS, ORGANIZERS, AND [04:45:01] FUTURE LEADERS. THEY DESERVE THE CHANCE TO TAKE UP SPACES WHEREVER THEIR DREAMS LEAD THEM. BOARD MEMBER MELVOIN AND NEW BILL. YOU HAVE MORE BSAP SCHOOLS THAN ANY BOARD, ANY OTHER BOARD MEMBER. SO I BEG A FEW TO VOTE TO FULLY PROTECT BSAP BOARD PRESIDENT ROLSON, THIS IS YOUR LEGACY STAND WITH BLACK STUDENTS. SO TODAY I AM ASKING YOU TO DECIDE WHAT MESSAGE YOU WANT TO SEND TO BLACK STUDENTS THAT THEY'RE WORTH, WORTH INVESTING IN. OR THAT WHEN BUDGETS GET TIED, THEY'RE THE FIRST TO BE SACRIFICED. LEMME BE CLEAR, DO EVERY SINGLE THING YOU CAN TO YOU CAN DO TO PIECE TOGETHER CUTS ELSEWHERE. THANK YOU FOR YOUR TIME NOT TO BE SAP. NONE OF YOU SHOULD VOTE ON. THANK YOU FOR YOUR TIME. AND NOW WE HAVE THE LAST SPEAKER, UH, REMOTELY IS SAN JUANITA NELLUM. I SEE YOU'RE ON THE LINE. PLEASE PRESS STAR SIX TO UNMUTE YOURSELF. AND YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. ALL RIGHT. HI, MY NAME IS SAM JUANITA NELLUM, A SPECIAL EDUCATOR AND RESOURCE TEACHER AT CARVER MIDDLE SCHOOL IN HISTORIC SOUTH CENTRAL AS PART OF REGION EAST, I WORK AT A HIGH NEED SCHOOL AND WE JUST LOST 20 AMAZING AND DEDICATED STAFF MEMBERS DUE MOSTLY TO BUDGET CUTS. THIS INCLUDES ADMINISTRATORS, TEACHERS, CUSTODIAL STAFF, COUNSELORS, S AIDE, UH, CLERICAL SUPPORT STAFF, AND OTHER OUT CLASSROOM SUPPORT PERSONNEL. MY SCHOOL IS JUST ONE EXAMPLE OF WHAT MANY HIGH NEEDS SCHOOLS ARE EXPERIENCING TODAY. YOU GUYS ARE VOTING ON A FISCAL STABILIZATION PLAN THAT REDUCES AND THEN ELIMINATES ANY, UH, MEANING EVEN FEWER FUNDS FOR COUNSELORS, TUTORS, MENTAL HEALTH STAFF, AND ACADEMIC SUPPORT LIMITING, UM, STUDENT SUCCESS INSIDE AND OUTSIDE THE CLASSROOM. IT ALSO REDUCES SUPPORT FOR TEACHER TRAINING, COMMUNITY ENGAGEMENT, AND OTHER CRITICAL PROGRAMS. I AM URGING AND ADVOCATING FOR LUSC TO PRIORITIZE HIGH NEED SCHOOLS AND YOUTH CITY AS AN EQUITY TOOL FOR BUDGETING, EQUITY AND DECISION MAKING, ESPECIALLY AS THE DISTRICT FACES TOUGH BUDGET DECISIONS AHEAD. I ALSO WANT TO EMPHASIZE THAT COMMUNITY ENGAGEMENT IS A BIG FOCUS OF MS. GO'S RESOLUTION, BUDGETING BASED ON EQUITY AND STUDENT NEED, WHICH WAS PASSED LAST YEAR IN RESPONSE TO THE FISCAL STABILIZATION PLAN. UH, THANK YOU FOR YOUR TIME. THANK YOU FOR YOUR TIME. THAT CONCLUDES PUBLIC COMMENT ON TAB TWO. NOW IT'S TIME FOR BOARD DISCUSSION FOR TAB TWO. WHO WOULD LIKE TO GO FIRST? NOT ALL AT ONCE. WHO WOULD LIKE TO GO FIRST? GO AHEAD, CARLA. UM, I, I, I WANNA START WITH SOME QUESTIONS, UM, ON THE BUDGET. CAN YOU, UM, COUPLE OF THINGS IN YOUR PRESENTATION ON, IN YOUR PRESENTATION ON, LET'S SEE, SLIDE, UH, SLIDE 17. UM, CAN YOU EXPLAIN WHAT IS DEBT SERVICE FUNDS AND INTERNAL SERVICE FUNDS AND FIDUCIARY FUNDS? ALL THOSE THREE BOXES. WAS THIS A SLIDE? YES. 17. YES. OKAY. SO INTERNAL SERVICE FUNDS INCLUDE, THE BIGGEST IS OUR HEALTH AND WELFARE FUND. UH, SO THE HEALTH AND WELFARE FUND IS WHERE ALL OF OUR EMPLOYEE BENEFITS ARE PAID OUT OF, UM, EACH OF THE DIFFERENT OPERATING FUNDS. THE USER FUNDS MAKE CONTRIBUTIONS DEPENDING ON WHICH EMPLOYEES WITHIN THOSE FUNDS ARE ELIGIBLE FOR BENEFITS. AND THEN IT GOES INTO THE HEALTH AND WELFARE FUND. THAT'S THE BIGGEST INTERNAL SERVICE FUND. THE HEALTH AND WELFARE FUND IN TURN THEN PAYS FOR THE COST OF PREMIUMS TO THE HEALTH INSURANCE COMPANIES LIKE KAISER, UH, AETNA, ET CETERA. IS THAT FOR CURRENT EMPLOYEES WHO ARE EMPLOYED RIGHT NOW FOR CURRENT AND RETIRED EMPLOYEES? THEY ALL, ALL OF THE CONTRIBUTIONS ON BEHALF OF THOSE EMPLOYEES GOES INTO THE HEALTH AND WELFARE FUND. THE HEALTH BENEFIT AGREEMENT WITH OUR LABOR PARTNERS OUTLINES HOW MUCH GETS CONTRIBUTED PER ELIGIBLE EMPLOYEE, AS WELL AS HOW MUCH GETS CONTRIBUTED PER ELIGIBLE, RETIRED, UH, AND PARTICIPANT. UM, AND IT ALL GOES INTO THE HEALTH AND WELFARE FUND. SO THE, THE COST FOR ALL OF THOSE PLANS, THE PREMIUMS IS PAID OUT OF THE HEALTH AND WELFARE FUND. ANOTHER INTERNAL SERVICE FUND IS OUR, UM, LIABILITY SELF-INSURANCE FUND. SO WE HAVE A FUND FOR MAKING PAYMENTS TOWARDS INSURANCE PREMIUMS, NOT LIKE HEALTH INSURANCE, MORE LIKE, UH, LIABILITY [04:50:01] COVERAGE. SO THOSE ARE THE INTERNAL SERVICE FUNDS. FIDUCIARY FUNDS INCLUDE, UM, SORRY, THE DEBT SERVICE FUND IS THE FUND THAT'S USED TO ACCOUNT FOR ALL THE DEBT SERVICE PAYMENTS THAT GET, THAT GET MADE. SO AS YOU KNOW, WE HAVE VOTER APPROVED, UH, BONDS AND, UH, WHILE THE TAXPAYERS ARE PAYING PROPERTY TAXES THAT ARE GOING TO PAY FOR THE DEBT SERVICE, THEY'RE STILL ACCOUNTED FOR, UH, IN THE DEBT SERVICE FUND. AND WE CAN FOLLOW UP WITH MORE INFORMATION ON, ON THE FIDUCIARY FUND, THE SMALLER ONES, THE FIDUCIARY FUND AND, AND STUDENT BODY FUND. WAIT, DID YOU, OKAY. YOU SAID INTERNAL SERVICE FUNDS INCLUDES THE HEALTH AND WELL AND WELFARE. THE HEALTH AND WELFARE FUND IS THE BIGGEST. YEAH. IS THE BIGGEST. AND THEN, UM, AND THEN LIABILITY INSURANCE IS ALSO THERE. WHAT ABOUT DEBT SERVICE FUNDS? DID YOU EXPLAIN THAT ONE? SO THAT'S JUST TO ACCOUNT FOR THE DEBT PAYMENTS THAT ARE MADE FOR OUR VOTER APPROVED BONDS. UM, THEY'RE NOT USED TO PAY FOR ANYTHING. THE ACTUAL PROCEEDS FROM BONDS, WHEN WE ISSUE GENERAL OBLIGATION BONDS AND USE THOSE TO PAY FOR LIKE FACILITIES PROJECTS, THOSE WOULD BE IN THE CAPITAL PROJECTS FUNDS. THE BUDGET BOOK ITSELF, THESE ARE KIND OF LIKE A ROLL UP OF A BUNCH OF INDIVIDUAL FUNDS WITH THEIR OWN NUMBERS. THE BUDGET BOOK, AS I KNOW IT'S A BIG DOCUMENT, BUT LIKE THE, THE FINANCIAL PAGES INCLUDE LIKE A LOT MORE DETAIL ON, LIKE, FOR EXAMPLE, WITHIN THE CAPITAL PROJECT FUNDS, WE HAVE TO REPORT SEPARATELY ON THE DIFFERENT VOTER APPROVED BOND MEASURES. AND SO THEY'LL SHOW UP, UH, SEPARATELY. SO THE EP TRUST WOULD BE IN WHICH OF THESE, OR DO YOU INCLUDE THE EP TRUST IN ANY OF THESE? THE TRUST IS NOT ONE OF THE, IT'S IN THE FIDUCIARY. SO IT'S IN THE FIDUCIARY FUND, BUT I, UH, WE'LL, WE'LL, WE'LL GET SOME CLARIFICATION JUST ON THE OPE TRUST, UH, AND THE FIDUCIARY FUND. WE WILL, UH, I'LL FOLLOW UP WITH YOU IN A MOMENT. OKAY. UM, AND THEN FOR P, NO, SORRY, EXCUSE ME. LET ME, THAT IS NOT, THAT IS THE REVENUE AMOUNT, NOT THE TOTAL VALUE. SO I JUST WANNA CLARIFY. THE OPE TRUST IS A FIDUCIARY FUND, BUT THE BALANCE IS NOT $143 MILLION. THAT'S THE ANTICIPATED REVENUE IN THE FIDUCIARY FUND FOR NEXT SCHOOL YEAR. FOR NEXT SCHOOL YEAR. OKAY. UM, AND THEN, UM, ON PAGE ON SLIDE 16, IT SAYS HERE, YOU KNOW, MAJOR INVESTMENTS AND IT SAYS ADDITIONAL PSYCHIATRIC SOCIAL WORKERS, UM, ADDITIONAL PUPIL SERVICES AND ATTENDANCE, ADDITIONAL SCHOOL PSYCHOLOGISTS, UM, ADDITIONAL SECONDARY COUNSELORS. ARE WE GOING TO BE HIRING NEW P PSW SCHOOL PSYCHOLOGISTS, PSA COUNSELORS? IT'S GONNA DEPEND ON WHICH OF THOSE POSITIONS ARE ARE VACANT. AND UM, SO I, YOU KNOW, SOME OF THOSE MAY END UP GETTING HIRED FROM EXTERNAL CANDIDATES, BUT THERE ALSO WERE, UH, EMPLOYEES WHOSE POSITIONS WERE NOT FUNDED FOR NEXT SCHOOL YEAR THAT WERE NOT PART OF THE REDUCTION IN FORCE. AND SO THEY HAVE RIGHTS TO POSITIONS FIRST. UH, THOSE EMPLOYEES, EXISTING EMPLOYEES, UH, BEFORE ANY OUTSIDE, UH, EMPLOYEES ARE HIRED. ADDITIONALLY, ANYBODY ON ANY KIND OF REHIRE LIST WOULD HAVE KIND OF THE NEXT PRIORITY BEFORE EXTERNAL CANDIDATES ARE HIRED. SO IT DOESN'T NECESSARILY MEAN THAT WE'RE ADDING TO A POOL OF FOLKS THAT WE ALREADY HAVE RIGHT NOW. IT DOESN'T MEAN THAT WE'RE GONNA BE, YOU KNOW, FLYING THE POSITION AND GETTING NEW PEOPLE COMING IN. WE'RE USING THE SAME FOLKS THAT WE ALREADY HAVE HERE BECAUSE THERE'S SOME WHO WERE UNFUNDED BY THE SCHOOL SITE. YEAH. THEY WOULD BE PLACED INTO THE VACANCIES FIRST. UM, TO THE EXTENT THAT THERE ARE STILL VACANT POSITIONS REMAINING AFTER THOSE PLACEMENTS HAVE BEEN MADE, THEN, THEN WE WOULD RECRUIT AND HIRE. YEAH. AND IT'S GONNA DEPEND ON THE INDIVIDUAL POSITIONS THAT WE'RE TALKING ABOUT. OKAY. UM, AND THEN ON SLIDE 22, WHERE IS IT? HERE IT IS. SO IT SAYS TOTAL REVENUE. DOES THIS ALSO INCLUDE THE OPEP REVENUES FOR THIS YEAR? THE, DO ANY OF THESE INCLUDE, IS THIS 22? SORRY, I DIDN'T SEE THE SLIDE NUMBER ON THIS. LIKE 22? YES, THAT'S IT. OKAY. SO THE FIDUCIARY FUND HERE, WE'VE CAPTURED AS PART OF THE OTHER FUNDS. SO TO THE EXTENT THAT THERE ARE REVENUES OR EARNINGS WITHIN THE OP E IRREVOCABLE TRUST, THEY WOULD SHOW UP IN THE OTHER FUNDS BLUE REVENUE THAT YOU SEE THERE. SO WE SHOULD SEE IT IN THIS OTHER FUNDS. AND THIS SAYS 1.48 BILLION, RIGHT? YEAH, IT'S JUST A ROLL UP BECAUSE WE, YOU KNOW, HERE WE WERE REALLY FOCUSING ON THE OPERATING FUNDS, WHICH ARE, YOU KNOW, FROM GENERAL FUND TO ADULT ED, TO CHILD DEVELOPMENT TO CAFETERIA FUND. UM, THE OTHER FUNDS ARE REQUIRED. WE REPORT ON THEM AND WE INCLUDE THEM IN OUR FINANCIAL REPORTING, BUT THEY ARE NOT OPERATING FUNDS. THEY ARE NOT USED FOR THE INSTRUCTIONAL PROGRAMS OR THE OPERATIONS OF, OF THE DISTRICT. [04:55:02] OKAY. AND THEN WHAT ABOUT ON SLIDE 25? WE SEE THAT, UH, FOR FY 26, THE REVENUE IS 5.5 BILLION, RIGHT? MM-HMM . AND THEN, BUT THEN I LOOKED AT THE REPORT IN, UH, THE, THE BUDGET BOOK. UM, THE SACS PAGE FIVE HAS REVENUES OF 6.9 BILLION. SO WHY IS THERE A DIFFERENCE? WHY IS, WHY IS IT DIFFERENT HERE THAN IN THE SACS? UH, TYPICALLY THIS IS GONNA BE NET OF CONTRIBUTIONS INTO OUR GENERAL FUND RESTRICTED PROGRAM. SO THE BIGGEST EXAMPLE OF THAT IS THE CONTRIBUTION THAT IS MADE INTO THE SPECIAL EDUCATION PROGRAM. UM, SO THOSE CONTRIBUTIONS ARE NETTED OUT OF REVENUE. UM, BECAUSE THEY'RE NOT AVAILABLE ANY LONGER FOR GENERAL FUND UNRESTRICTED PURPOSES, THEY'RE IN A WAY TRANSFERRED INTO GENERAL FUND RESTRICTED. UH, BECAUSE AS WE'VE DISCUSSED PREVIOUSLY, THE COSTS OF THE SPECIAL EDUCATION PROGRAM FAR EXCEED THE REVENUES THAT WE RECEIVE FOR SPECIAL EDUCATION. SO DOES THE SAC PAGE INCLUDE THE, THE SPECIAL ED PROGRAMS? IS THAT WHY IT'S HIGHER? OR WHY IS IT HIGHER? YEAH, SO YOU'LL SEE THE CONTRIBUTIONS CALLED OUT IN THE SAX FORMS AS WELL. UM, AND SO IT'LL SHOW THE TOTAL CONTRIBUTIONS FROM THE GENERAL FUND UNRESTRICTED. UM, AND THEN THAT WOULD THEN SHOW IN THE RESTRICTED PROGRAM AS, AS A, A CON A REVENUE CONTRIBUTION. I'LL TRY TO PULL UP THAT, THAT PAGE OF THE SAX REPORT. YEAH. ON PAGE 40, IT'S PAGE FIVE, SHOW FIVE OF THE SAX REPORT OF THE SAC REPORT. YEAH. AND IT'S FIVE, LEMME SEE. LEMME HAVE IT. I HAVE IT HERE. OKAY. YEAH, IT SAYS REVENUES AND THEN AT THE BOTTOM IT SAYS, TOTAL REVENUES FOR UNRESTRICTED 6.9, ESTIMATED ACTUALS FOR 25 26, AND THEN 26 27. BUDGET 6.928. SO, YEAH, I MEAN, WE CAN FOLLOW UP WITH THE EXACT BREAKDOWN. UM, OF THE SAX FORMS ARE, ARE ALWAYS A LITTLE BIT HARDER TO PARSE JUST BECAUSE THEY'RE NOT, UH, FORMATTED BY US. THEY'RE PRE-POPULATED. THEY BASICALLY, BUT WOULDN'T WE SEE A MATCH THOUGH, IN WHEN WE'RE LOOKING AT TOTAL REVENUES? SHOULDN'T THAT MATCH WHAT IS IN YOUR CHARTS? I MEAN, THEY'RE DIFFERENT NUMBERS AND SO THEY'RE NOT, IT'S NOT THE CASE THAT THE TRUE REVENUE FIGURE IS SOME HIGHER NUMBER AND WE'VE MADE IT SMALLER. UM, THERE ARE THESE CONTRIBUTIONS THAT GET MADE FROM UNRESTRICTED TO RESTRICTED. WE CAN CERTAINLY PROVIDE IF, IF IT'S BENEFICIAL TO THE PUBLIC IN FUTURE PRESENTATIONS AN EVEN MORE DETAILED, UH, BREAKDOWN THAN WHAT WE'VE PROVIDED IN THIS PRESENTATION. YEAH. 'CAUSE THERE'S A HUGE DIFFERENCE BETWEEN 6.9 AND 5.5 BILLION. THAT'S WHY. YEAH. SO THE TOTAL CONTRIBUTION IS $1.75 BILLION. UH, TO WHAT? TOTAL CONTRIBUTION TO, SO IT'S PRIMARILY TO SPECIAL EDUCATION, BUT ALSO TO THE ROUTINE MAINTENANCE ACCOUNT. BUT THE VERY LARGEST IS TO SPECIAL EDUCATION. OKAY. SO I THINK THAT IF, IF YOU'RE GOING TO EXCLUDE SPECIAL ED, WOULDN'T YOU PUT THAT IN HERE AS AN ASTERISK OR A LITTLE STAR? I JUST, TO ME IT'S, I LOOK AT BOTH, RIGHT? I LOOK AT YOURS AND I LOOK AT AT WHAT'S IN THE BUDGET BOOK AS WELL. AND WHEN THERE'S A DISCREPANCY, IT'S A RED FLAG FOR ME. LIKE, WHY ARE WE LOOKING AT TWO DIFFERENT, UM, SETS OF NUMBERS? YEAH, JUST TO, JUST TO RESPOND. IT'S NOT, IT'S NOT A, IT SHOULD NOT BE THOUGHT OF AS A RED FLAG. UM, THE REVENUE, IF WE WERE TO INCLUDE IT, THE REVENUE WOULD BE HIGHER BY THAT $1.7 BILLION. THE EXPENDITURES WOULD BE HIGHER BY THE, THAT EXACT SAME AMOUNT. AND SO THE DIFFERENCE, THE DEFICIT WOULD STILL BE EXACTLY THE SAME EITHER WAY. I'LL POINT OUT A, I'LL FIND THE PAGE THAT DOES A BETTER JOB, I THINK, THAN THE SACS FORMS OF SHOWING THAT INFORMATION, SHOWING THE REVENUES, THE CONTRIBUTION, ET CETERA. OH. OR EVEN WITHIN THE, THE, THE SAC DOCUMENT. I WOULD WOULD LIKE TO SEE THAT. UM, BUT I, I'D LIKE TO SEE ALL THAT JUST BECAUSE IT IS, IT IS, I THINK THAT AS WE ARE TRYING TO FIND FUNDS EVERYWHERE IN OUR BUDGET, I THINK THAT'S THE REASON WHY I SAID IT RAISES THE RED FLAG. 'CAUSE I'M LIKE, OH, WAIT, THERE COULD BE SOME MORE MONEY HERE. WHY AREN'T WE SEEING THIS MONEY? SO, UM, I WOULD LIKE TO SEE SOME CORRELATION BETWEEN THE [05:00:01] TWO, OR IF NOT, THEN I'D LIKE TO SEE THE EXPLANATION AS TO WHY IT'S DIFFERENT SINCE I AM ACTUALLY DIGGING THROUGH THESE, UH, DOCUMENTS. UM, THE OTHER QUESTION I HAVE IS ON, UM, AND I'VE ASKED YOU THIS, UM, ON SLIDE 30, IT SPEAKS TO THE JEWEL SETTLEMENT MM-HMM . AND CAN YOU SHARE WITH ME, UM, HOW, WHAT IT IS, WHAT DOES THAT SETTLEMENT COVER AND HOW DO SCHOOLS EXPERIENCE THIS BUDGETARY ALLOCATION? SO THERE WERE SETTLEMENT FUNDS THAT ARE USED TO FUND ANTI VAPING PREVENTION AND INTERVENTION PROGRAMMING. UM, AND SO THAT'S WHAT THE FUNDS ARE, ARE USED FOR. WE REPORT ON THE USE OF THOSE FUNDS TO THE COURT PERIODICALLY. UH, WE CAN CERTAINLY PROVIDE ADDITIONAL INFORMATION ABOUT THOSE UPDATES THAT ARE PROVIDED TO THE COURT AS, AS PART OF THAT SETTLEMENT. BUT THEY WERE PART OF A LEGAL SETTLEMENT. WE RECEIVED THE FUNDS AND THEY'RE USED FOR, UH, ANTI VAPING EDUCATION. DAMON, I CAN ADD A LITTLE BIT MORE DETAIL TO THAT. OF COURSE, WE CAN HAVE ADDITIONAL FOLKS COME. UH, SO WE, AS PART OF THAT SETTLEMENT, WE CREATED A PLAN OF SUPPORT THAT INCLUDES PROFESSIONAL DEVELOPMENT AND RESOURCES THAT WE PROVIDE TO SCHOOLS. TEAM MEMBERS CAN COME UP AND SHARE MORE DETAILS OF HOW WE'VE DISTRIBUTED TO SCHOOLS, BUT THE SUPPORT IS TO ENSURE THAT STAFF IS THERE TO, UH, ADDRESS, UH, ANY STUDENT WHO IS STRUGGLING WITH VAPING. UH, SO THAT KIND OF EDUCATION AND SUPPORT, AS WELL AS MAKING SURE SCHOOL STAFF AT SCHOOL SITES ALSO RECEIVE THAT TRAINING AND THOSE RESOURCES TO PROVIDE ONGOING GUIDANCE AND TRAINING FOR KIDS TO PREVENT THE USE OF VAPING. UH, IF, AGAIN, IF YOU'D LIKE MORE DETAILS FROM THE PLAN ITSELF, UH, THE BOARD APPROVE THE PLAN, I WOULD, YEAH, I WOULD LIKE TO SEE THE PLAN. BECAUSE ONE OF THE BIGGEST COMPLAINTS THAT WE GET FROM PARENTS IS THE USE OF VAPING, OF COURSE, THE USE OF, OF VAPING AT SCHOOLS, AND THEN THE LACK OF SUPPORT FOR STUDENTS ONCE THEY'RE CAUGHT. THERE ISN'T, SOME SCHOOLS HAVE IT, BUT NOT ALL SCHOOLS HAVE THIS. SO IF THERE IS $18.6 MILLION OUT OF THIS SETTLEMENT THAT IS SUPPOSED TO BE SUPPORTING THAT, I WANNA KNOW HOW WE'RE USING THAT AT THE SCHOOL SITES AND HOW STUDENTS SHOULD BE EXPERIENCING THAT. WE WILL RESEND THE PLAN. SO YOU CAN TAKE, BECAUSE IT'S MULTI-PRONGED, IT HAS MULTIPLE ASPECTS OF IT, BUT MOSTLY IT'S JUST TO PREVENT AS WELL AS RESPOND TO STUDENTS, UH, ON THE PREVENTION OF VAPING OR IF THEY'RE CAUGHT USING VAPING. UH, THAT, THAT WE'D BE ABLE TO SUPPORT THEM IN THAT. YEAH. AND MAYBE WE CAN DO, UH, A PRESENTATION ON HOW THIS FUND IS BEING USED. IT'S A LOT OF MONEY THAT, UH, WE RECEIVED FOR IT. AND SO, AND IT'S AN ASK FROM FAMILIES, UM, AND PARENTS. SO I WOULD LIKE TO SEE THAT. UM, THE OTHER THING IS ON, SO PAGE 43, AGAIN, THE SACS SHOWS THE ENDING BALANCE OF HIGH, ABOUT 590 MILLION PLUS, UM, THAT IS BUDGETED. AND I WANNA KNOW, AND IT SAYS RESERVES. SO I WANT, CAN YOU TELL ME EXACTLY WHICH RESERVES THAT IS? IS IT FUND 17? IS IT JUST THE ENDING BALANCE? WHAT EXACTLY IS, UM, ON PAGE 43, CUT LINE, LINE F 2 43 OF THE SACS REPORT? OH, SORRY, IT'S ON, IT'S ON THE SACS FORM. SORRY, IT'S NOT ON, IT'S NOT ON THAT PRESENTATION. OKAY. BECAUSE IT SAYS HERE ENDING BALANCE IN THE BUDGET BOOK. YES. 590 MILLION FOR 25 26 ESTIMATED ACTUALS. YEAH. SO THAT MEANS THAT'S HOW MUCH WE EXPECT TO HAVE AT THE END OF THIS YEAR. RIGHT? THAT WAS THE SPECIAL RESERVE THAT THE BOARD IN DECEMBER, UH, APPROVED TO BE TRANSFERRED INTO THE GENERAL FUND UNRESTRICTED TO ADDRESS THE FISCAL CHALLENGES THAT WE HAD, UH, PREVIOUS TO THE CURRENT FISCAL STABILIZATION PLAN. SO THAT IS A PAGE SHOWING THAT THE BALANCE, UH, IN THAT SPECIAL RESERVE. BUT THE BOARD RDA APPROVED THE TRANSFER OF THOSE FUNDS INTO THE GENERAL FUND UNRESTRICTED, AND THE MULTI-YEAR PROJECTION THAT WE SHOWED IN THIS PRESENTATION ALREADY REFLECTS THAT, THAT TRANSFER OF THAT ALMOST $600 MILLION. WHY ISN'T IT IN THIS STOCK FORM THOUGH? SHOULDN'T IT BE ZEROED OUT BY NOW IF WE'RE, IS THIS, SHOULDN'T IT, IF WE ALREADY MADE THE TRANSFER TO THE GENERAL FUND, IT SHOULDN'T BE UNDER RESERVE ANYMORE. WELL, IT'S TRANSFERRED IN THE FISCAL YEAR, IN THE FUTURE IN 20, FOR 26 FOR WHAT YEAR IS IT TRANSFERRED? I DON'T REMEMBER OFF THE TOP OF MY HEAD. I THINK IT MIGHT HAVE BEEN THE 27 28 SCHOOL YEAR, WHICH IS AT THAT TIME WAS THE FIRST YEAR THAT WE EXPECTED TO BE NEGATIVE AS PART OF THE PREVIOUS FISCAL STABILIZATION PLAN. SO IT SHOULD BE IN THE FISCAL STABILIZATION PLAN AS, AS REVENUE COMING IN 27, 28 IN THE OLD ONE, IT WOULD SHOW UP IN OUR MULTI-YEAR PROJECTION. IT'S ALREADY REFLECTED IN THE MULTI-YEAR PROJECTION THAT WE SHOWED TODAY, AS WELL AS AT SECOND INTERIM PREVIOUSLY THE, THE FULL BALANCE WAS TRANSFERRED. AND SO IT'S NOT TRANSFERRED [05:05:01] IN 25, 26, OR 26, 27, WHICH IS WHY WE WOULD STILL CONTINUE TO REPORT THOSE FUNDS IN THE SPECIAL RESERVE UNTIL IT'S TRANSFERRED. WHEN ARE WE GONNA DO THAT? WHEN ARE WE GONNA TRANSFER? I THINK IT THE 27 28 SCHOOL YEAR. HMM. SO IT'S JUST IN THE PLAN AS A, AS A NUMBER. IT'S WRITTEN IN THE PLAN. YEAH. WE'LL STILL CONTINUE TO REFLECT IT IN THE SPECIAL RESERVE UNTIL IT'S TRANSFERRED INTO THE GENERAL FUND UNRESTRICTED, BUT THE MULTI-YEAR PROJECTION FOR GENERAL FUND UNRESTRICTED ALREADY ACCOUNTS FOR THAT PO THAT TRANSFER INTO IT. THAT MAKES IT VERY CONFUSING. RIGHT. BECAUSE IT STILL LOOKS LIKE WE HAVE FUND 17 IF WE ON THESE PAPERS, ON THESE DOCUMENTS. SURE. WHICH IS, ISN'T THIS WHAT'S GOING TO LACO AS WELL? THIS IS GOING TO LACO, YES. THE FAX FORMS ARE WHAT'S SUBMITTED TO LACO. SO LACO IS GONNA SEE THAT, THAT WE HAVE A RESERVE OF 590 MILLION. YEAH, I MEAN, WE CERTAINLY DON'T WANT ANYBODY TO BE CONFUSED THAT THOSE SPECIAL RESERVE FUNDS ARE STILL AVAILABLE TO ADDRESS OUR SHORTFALL. THEY'RE, THEY'RE NOT, THEY WERE TRANSFERRED BACK IN, YOU KNOW, IT WAS APPROVED TO BE TRANSFERRED BACK IN DECEMBER. BUT YOU'RE RIGHT, WHENEVER WE SHOW MULTI-YEAR PROJECTIONS, THERE ARE, THERE ARE THINGS THAT ARE HAPPENING IN EACH OF THE THREE FISCAL YEARS. NOT EVERY CHANGE HAPPENS IN THE CURRENT FISCAL YEAR. AN EXAMPLE IS THE COMMITTED BALANCES THAT, THAT ARE PART OF THE BOARD REPORT FOR THE BUDGET APPROVAL NEXT WEEK. UM, THOSE COMMITTED BALANCES ARE HAPPENING OVER A THREE YEAR PERIOD. UM, AND YOU'RE RIGHT, THAT IT, IT DOES CREATE A LOT OF CONFUSION. WE CAN CERTAINLY, UM, FIND WAYS TO PRESENT IT IN A MORE CLEAR WAY TO, TO THE PUBLIC, UM, BUT JUST WANT TO BE EXTRA, EXTRA CLEAR. THOSE SPECIAL RESERVE FUNDS WERE ALREADY APPROVED TO BE RELEASED PREVIOUSLY AND ARE NOT AVAILABLE ANYMORE TO ADDRESS THE SHORTFALL THAT WE'RE PROJECTING. OKAY. AND THEN, I MEAN, IT'LL, BECAUSE IT'S GONNA ALSO SHOW UP AT THE END OF THIS YEAR, WHEN WE LOOK AT, UH, OR WHEN WE LOOK AT THE FIRST INTERIM AND WE LOOK AT OUR ENDING BALANCE FOR THIS YEAR, IT'S STILL GONNA BE THERE, RIGHT? SO IT'LL REMAIN SHOWING IN THE SPECIAL RESERVE FOR 25, 26, 26, 27. BY THE END OF THE 27, 28 SCHOOL YEAR, IT'LL BE ZERO, AND THE UNRESTRICTED BALANCES WILL BE HIGHER BY A CORRESPONDING AMOUNT. BUT THAT'S ALL ALREADY ALREADY REFLECTED IN THE MULTI-YEAR PROJECTION, BECAUSE THE MULTI-YEAR PROJECTION DOES INCLUDE THOSE, THOSE FISCAL YEARS. OKAY. I'LL PAUSE HERE TO GIVE MY COLLEAGUES UP AN OPPORTUNITY TO ASK. THANK YOU, KELLY. GO AHEAD. THANK YOU. YES, I, I HAVEN'T GOTTEN A CHANCE TO FULLY DIG INTO THE BUDGET BOOK. THERE WAS A LOT TO PREPARE FOR, FOR TODAY. I MEAN, I WILL SAY, I THINK THAT THERE ARE PLACES WHERE IT MIGHT BE A LITTLE CONFUSING, PARTICULARLY AS WE'RE CONSIDERING, UM, OUR NEW LABOR CONTRACTS TODAY. THOSE ARE PRETTY SIGNIFICANT ITEMS THAT ARE PART OF OUR BUDGET AND YET AREN'T LIKE A HUNDRED PERCENT REFLECTED IN THAT BUDGET BOOK THAT WE'RE CONSIDERING FOR NEXT WEEK. SO HOWEVER WE CAN HELP, UM, CLARIFY AND PROVIDE TRANSPARENCY FOR THE PUBLIC, I THINK WOULD BE REALLY HELPFUL. UM, AND THEN JUST AS FAR AS TODAY GOES, I WANT TO OF COURSE, JUST THANK, UH, COMMUNITY WHO'S COME OUT AND ESPECIALLY OUR STUDENTS FOR, FOR VOICING, UM, WHAT THEY WANT TO SEE AND YOU KNOW, WHAT THEY DESERVE IN TERMS OF FUNDING. AND I, AND WE KNOW THAT, YOU KNOW, THIS IS, THIS IS A REALLY PAINFUL MOMENT. I THINK FOR ME. MY HEART IS INCREDIBLY HEAVY JUST AT BEING ASKED TO, TO CONSIDER THIS FSP. UM, I, YOU KNOW, I'VE BEEN ON THE BOARD FOR ALMOST NINE YEARS. SO I WAS HERE, UM, FOR, YOU KNOW, SE 2.0 AND THEN FOR THE INCREASE OF SE TO $700 MILLION, UM, DURING THE PANDEMIC. AND IT WAS A HUGE INVESTMENT IN EQUITY. AND WE KNOW THAT IT'S REALLY PAID DIVIDENDS. I, YOU KNOW, WHEN WE WENT OUR, DID OUR RECENT TRIP TO SACRAMENTO, ONE OF THE THINGS THAT I, AND I KNOW SUPERINTENDENT CHAIN POINTED OUT IS THE PROGRESS THAT WE'RE, WE'VE BEEN SEEING IN ACADEMICS. IT DOESN'T JUST HAPPEN IN A VACUUM. IT'S BECAUSE WE'VE HAD THOSE RESOURCES AND WE, AND IF WE WANNA SEE THAT CONTINUE, WE REALLY NEED THOSE RESOURCES TO CONTINUE. UM, THOUGH, AS YOU PRESENTED MR. BRAVO, KAMI, AND, YOU KNOW, I JUST WANNA NOTE YOU ARE, YOU ARE JUST THE MESSENGER. YOU KNOW, THESE ARE CONSIDERATIONS THAT THE BOARD IS, IS DECIDING ON, NOT YOU. UM, BUT AS WE SEE, MANY OF OUR DOLLARS ARE BASED ON POSITIONS THEY, THEY DO FUND PEOPLE AT, AT OUR SCHOOL SITES. AND BECAUSE WE'VE BEEN MAKING REDUCTIONS OVER THE LAST FEW YEARS AND THE COVID RELIEF DOLLARS HAVE EXPIRED, UM, IT DOES MEAN THAT WE JUST HAVE A VERY SMALL LIST OF OPTIONS FOR HOW WE CAN MAKE THE REDUCTIONS THAT ARE NECESSARY. UM, AND IT'S A TOUGH DAY BECAUSE I WOULD LOVE TO BE CELEBRATING, YOU KNOW, OUR NEW LABOR AGREEMENTS, WHICH ARE GOING TO BE BRINGING, UM, MORE INVESTMENT IN OUR CLASSIFIED AND CERTIFICATED STAFF. I APPRECIATE THAT AT LEAST WE'RE HIGHLIGHTING THAT, YOU KNOW, MORE COUNSELORS, UM, MORE PSYCHIATRIC SOCIAL WORKERS, MORE SCHOOL PSYCHOLOGISTS, CENTRALLY FUNDED COMMUNITY REPS. THESE ARE, THESE ARE BIG AND IMPORTANT WINS. AND AT THE SAME TIME, WE KNOW THAT THE BIGGER FINANCIAL, UM, PRESSURES ON OUR DISTRICT MEAN THAT WE DON'T HAVE THE FUNDING THAT WE NEED TO PAY FOR THOSE AGREEMENTS IN THE LONG TERM. AND WE NEED TO BE ABLE TO MEET THAT COMMITMENT TO OUR EMPLOYEES. UM, OTHERWISE THAT IS, THAT IS THE BETRAYAL TO THEM, IN MY OPINION. UM, SO AS FAR AS THE FISCAL STABILIZATION GOES FOR TODAY, I KNOW THAT THE ASK, UM, FROM COMMUNITY AND THE DEMAND FROM COMMUNITY WILL, WILL, IS AND WILL CONTINUE TO BE FULL [05:10:01] RESTORATION OF BSAP AND C UM, I, AS A BOARD MEMBER WANT TO WORK TOWARDS MAKING THIS BETTER. HOWEVER, I CAN, PROTECTING AS MUCH OF THOSE RESOURCES AS I CAN, UM, WHILE ALSO BASING IT IN, IN WHAT'S POSSIBLE, WHAT AND WHAT WILL PASS MUSTER FOR THE LEGAL PROCESS THAT WE'LL HAVE TO GO THROUGH WITH LACO. UM, SO JUST TO START THE KIND OF CONVERSATION ABOUT HOW WE TRY TO GET OURSELVES THERE, I DID WANT TO OFFER AN AMENDMENT THAT WOULD RESTORE $50 MILLION TO BSAP IN, IN THE 27 28 SCHOOL YEAR. SO, WE'LL, WE'LL GO AHEAD AND PASS OUT, UM, PASS OUT THE AMENDMENT AND I'LL JUST GO AHEAD AND, AND READ OUT LOUD. UM, I ALSO WANT TO APPRECIATE THE TEAM BECAUSE I'VE BEEN, I'VE BEEN DIGGING JUST AS BOARD MEMBER GRIEGO WAS ASKING SOME SPECIFIC QUESTIONS. I'VE BEEN DIGGING UNDER EVERY POTENTIAL ROCK IN THE DISTRICT TO SEE WHAT FUNDS COULD WE USE TO, TO PRESERVE THESE ABSOLUTELY ESSENTIAL PROGRAMS FOR OUR STUDENTS. UM, AND THE TEAM HAS BEEN HELPFUL IN, IN PROVIDING SOME FEEDBACK. I THROWN OUT A LOT OF OPTIONS AND IDEAS. THEY WEREN'T ALL GOOD ONES, BUT WE, WE WERE ABLE TO GET TO, TO SOME. SO THE AMENDMENT BASICALLY SAYS IT WOULD ADD, UM, A STATEMENT IN THE BOARD REPORT TO SAY, DURING 20, DURING FISCAL YEAR, 26, 27, STAFF WILL OUTLINE SPECIFIC ACTION STEPS TO IMPLEMENT THE FSP AND UPDATE THE BOARD OF ITS PROGRESS. AT EACH INTERIM PROJECTION. AT THE SEPTEMBER, 2026 BOARD MEETING, A REVISION TO THE FSP WILL BE ADDED TO THE AGENDA, AND THE STAFF WILL PROVIDE AN UPDATE ON ANY ADDITIONAL STATE REVENUE AND ITS IMPACT ON THE FSP AT THAT SEPTEMBER BOARD MEETING, AT A MINIMUM, STAFF WILL BRING A PLAN TO RESTORE 25 MILLION TO BSAP BASED ON ADDITIONAL STATE REVENUE AND FINAL SPEND DATA FOR 25 26, BRINGING THE TOTAL BSAP BUDGET FOR 27 28 TO $100 MILLION. STAFF WILL PRIORITIZE RESTORATION OF BSAP AND SUNNY PROGRAMS WITH ADDITIONAL REVENUE WITH FUNDING GOING TO HIGHEST NEEDS SCHOOLS. FIRST. STAFF WILL FURTHER PROVIDE AN ANALYSIS OF THE DISTRICT SPENDING OF LCFF SUPPLEMENTAL AND CONCENTRATION FUNDING AT THE SEPTEMBER MEETING. AND THEN, SO THAT'S IN THE BOARD REPORT. AND THEN MY AMENDMENT WOULD ALSO AMEND THE FISCAL STABILIZATION PLAN TO RESTORE $50 MILLION TO BSAP AND INSTEAD MAKE AN ADDITIONAL REDUCTION OF $20 MILLION IN CENTRAL OFFICE POSITIONS IN 27 28, REDUCE THE L-A-S-P-D CENTRAL BUDGET BY $3.5 MILLION IN 26 27, AND $7 MILLION IN 27 28. AND THIS ONE'S NOT LIKELY TO GET CLAPPING, BUT I HOPE WE CAN, I HOPE WE CAN GET THIS PAID FOR BY METRO SUNSET. THE METRO GO PAST PARTNERSHIP FOR A SAVINGS OF $2 MILLION PER YEAR. SO THAT WOULD PARTIALLY RESTORE BSAP IN 27, 28, SO THAT THE CUTS ARE AT 50 MILLION RATHER THAN A HUNDRED MILLION. AND THEN WITH THIS ADDITIONAL PROMISE FROM STAFF THAT WE GET ANOTHER 25 MILLION IN, AT LEAST IN, IN SEPTEMBER. SO, UM, I PASSED THIS OUT TO BOARD MEMBERS. I LOOK FORWARD TO THE CONVERSATION. I GUESS I'LL, FOR PROCEDURAL REASONS, I'LL GO AHEAD AND MOVE MY AMENDMENT AND HOPE THERE IS A SECOND AMENDMENT ON THE TABLE. MOVED BY MS. GOMEZ. SECOND, SECONDED. I FIRST HEARD MS. GRIEGO, I ALSO HEARD YOU OVER HERE TOO, SO RESPECT. UM, NOW IT'S OPEN FOR DISCUSSION. WE'RE POSTING THIS ONLINE TOO, FOLKS, SO IF YOU GO TO THE BOARD OF EDUCATION WEBSITE FOR THE EVENT PAGE FOR TODAY, YOU CAN GO LOOK AT THIS DOCUMENT ONLINE RIGHT NOW. THANK YOU. YOU ARE WELCOME. AND THERE, THERE'S SOME COPIES IN THE BACK TOO. GO AHEAD, TANYA. UH, WELL, I AGREE WITH A LOT OF YOUR SENTIMENTS AND I APPRECIATE THE, UM, OPPORTUNITY TO DIG INTO, YOU KNOW, SOME SOLUTIONS HERE. I, I GUESS I'LL JUST START BY ASKING THE TEAM IF SOMETHING LIKE THIS IS POSSIBLE. YOU KNOW, A COUPLE MONTHS AGO I WAS WORKING WITH YOU ALL ON A SECOND ALLOCATION FOR C SCHOOLS BETWEEN 25 AND 50 MILLION. AND WE HAD A REALLY ROBUST PLAN. WE'D BEEN TALKING ABOUT IT FOR MONTHS, AND THEN WE ULTIMATELY WEREN'T ABLE TO DO THAT. AND THEN JUST LAST WEEK, I ASKED MY COLLEAGUES TO CONSIDER, YOU KNOW, NOTHING THAT WE WANTED TO DO AROUND A POOL TO PROTECT ANY HIGH AND HIGHEST NEEDS SCHOOLS IN B SEP GROUP. ONE THAT WOULD'VE COST, YOU KNOW, SOMEWHERE BETWEEN 20 AND $30 MILLION. AND AGAIN, DIDN'T GET THE SUPPORT FOR THAT. SO IF WE DIDN'T HAVE 20 OR $30 MILLION A COUPLE MONTHS AGO, OR EVEN TWO WEEKS AGO, YOU KNOW, CAN STAFF SHED LIGHT? IT SOUNDS LIKE YOU'VE LOOKED AT THIS A LITTLE BIT, LIKE, WHERE DID WE FIND THAT? DID WE ADD A FURLOUGH? LIKE DID WE LOOK UNDER ANOTHER COUCH CUSHION? LIKE, WHERE IS THIS COMING FROM? IT'S, I'LL KICK IT OFF, SIMON, AND YOU CAN GIVE A LITTLE BIT MORE COLOR. IT DOESN'T REPRESENT ANY ADDITIONAL DOLLARS. IT'S A, IT'S A SHIFT. SO BASICALLY WHAT YOU'RE LOOKING AT IS, AGAIN, WE ALREADY HAD IN CENTRAL OFFICE REDUCTIONS, WE ALREADY HAD A $50 MILLION REDUCTION AS PART OF THE FSP THAT WE'VE SHOWN, UH, FOR ABOUT THE LAST MONTH. WE'RE ADDING ANOTHER 20 MILLION TO THAT. NOW, I, I WANNA BE CLEAR WITH EVERYONE, THE BOARD AND THE PUBLIC THAT IS CHALLENGING. MAKING THAT LEVEL OF A REDUCTION IN CENTRAL OFFICE IS CHALLENGING. I ALSO WANNA MARK THAT THE OVERWHELMING MAJORITY OF FOLKS THAT WORK IN CENTRAL OFFICE ARE FORMER TEACHERS, FORMER ADMINISTRATORS. THEY ARE FOLKS THAT WORKED AT [05:15:01] SCHOOL SITES. AND SO WHEN YOU DO A CENTRAL OFFICE REDUCTION, WHICH YOU CAN, THOSE ARE FOLKS THAT EVENTUALLY GO BACK TO POSITIONS AT SCHOOLS. SO THE IMPACT THAT THAT HAS IS THAT THE FOLKS THAT YOU MAY HAVE RELATIONSHIPS WITH THAT HAVE MAYBE HELPED YOU BUILD COMMUNITY AT A SCHOOL WILL BE IMPACTED. I WANNA BE VERY CLEAR IED ABOUT THAT. SO, SORRY, DOES THAT MEAN ADDITIONAL LAYOFFS THAT WITH THIS MEANS? YES. HOW MANY MORE LAYOFFS WITH THIS $50 MILLION I WOULD ESTIMATE IS WHAT? 450 LAYOFFS? YES. OKAY. SO I WANNA BE CLEAR ABOUT THAT. RIGHT. SO, AND I DON'T KNOW IF MY COLLEAGUES WHO ARE MOVING THIS, JUST TO BE CLEAR, THIS, THIS WOULD MEAN AN ADDITIONAL 450 LAYOFFS ON TOP OF THE 5,000 WE'RE CONTEMPLATING FOR THE 27 28 YEAR, THE ORIGINAL $50 MILLION REDUC, THE $50 MILLION REDUCTION THAT'S IN THE FSP FOR CENTRAL OFFICE POSITIONS IS 450 FTE BY REDUCING, BY CUTTING, BY ADDITIONAL $20 MILLION. IT IS AN ADDITIONAL ABOUT 180 FT ON TOP OF THE 450 FTE THAT ARE IN THE FSP THAT, THAT WE SHOWED EARLIER. OKAY. AND ONE THING THAT'S MISSING FROM THE PRESENTATION TODAY IS THE FTE NUMBERS. YOU SAID IT ONCE BEFORE, BUT ON THE, UM, FSP WE'RE LOOKING AT NEXT YEAR VOTING ON 5,000 YES. RIFF NOTICES. AND THE FOLLOWING YEAR, AN ADDITIONAL 1000. THAT'S RIGHT. AND SO THESE ALL DO REPRESENT EXACTLY WHAT YOU'RE SAYING PEOPLE, SO I JUST WANNA MAKE SURE OUR COLLEAGUES UNDERSTAND THIS IS NOT NEW MONEY IN THE AIR. THIS IS MOVING FROM ONE POT TO ANOTHER. AND THAT WILL MEAN REDUCTION OF PERSONNEL. CORRECT. IT'S A REDUCTION IN PERSONNEL. WE'RE JUST SHIFTING THE REDUCTION IN PERSONNEL FROM THE PROGRAMS THAT ARE FUNDED BY BSAP TO A CENTRAL OFFICE REDUCTION. BUT THE, THE NET RESULT IS THE SAME. WELL, I JUST, YEAH, I MEAN IT'S, UM, IT'S ALL BAD CHOICES, RIGHT? LIKE THAT'S, I THINK THAT THAT IS, WE'RE SAYING I DON'T, I, I WANNA CLARIFY. IT'S NOT ADDITIONAL BECAUSE THE CUTS TO BSAP ARE LAYOFFS ALSO, THEY ARE ALSO RIF. SO IT'S, IT'S A, IT'S A CHOICE AROUND WHERE YOU WANNA, WHERE YOU WANNA SAVE THE PEOPLE. AND I THINK THAT THE BIGGEST PRIORITY IS, IS PRESERVING BSAP. AND SO, YEAH, THAT, THAT IS PAINFUL. PEOPLE WHO WORK IN CENTRAL OFFICE DO REALLY, REALLY IMPORTANT WORK. THERE ARE CLASSIFIED WORKERS WITHIN CENTRAL OFFICE AS WELL. UM, AND, BUT THAT'S, THAT'S THE CHOICE THAT THIS CONTEMPLATES. NO, I, I REALLY APPRECIATE THAT. AND I WOULD JUST SAY, YOU KNOW, SOME OF THESE BUMPING, AND THIS IS WHAT I TRIED TO BRING UP, UH, LAST WEEK, WILL IMPACT THE HIGHEST NEEDS SCHOOLS BECAUSE THAT'S WHERE WE HAVE THE MORE JUNIOR STAFF. AND SO, YOU KNOW, IT WOULD BE HELPFUL, AND I DON'T KNOW IF THIS IS MAYBE A PART OF THE, UM, AMENDMENT HERE, BUT, UM, THAT ANALYSIS OF THE BUMPING IS SOMETHING I DON'T KNOW THAT WE'VE HAD A REALLY GOOD HANDLE ON BECAUSE I CAN ANTICIPATE MORE OF MY SCHOOLS. THEY SERVE DISPROPORTIONATELY HIGH AND HIGHEST NEEDS SCHOOLS. I HAVE MORE THAN ANYBODY ELSE IN THE DISTRICT THAT THEY WOULD BE MOVED, PEOPLE THERE WOULD BE MOVING AT A GREATER RATE THAN THEY WOULD AT LOW AND LOWEST NEEDS SCHOOLS. AND LIKE THAT SORT OF STAFFING STABILITY, EQUITY ANALYSIS I THINK IS REALLY IMPORTANT FOR US FOR THE NEXT SEVERAL YEARS. AND I KNOW YOU ALL ARE WORKING ON THAT, BUT WOULD LOVE AN UPDATE ON THAT WHEN YOU CAN GET THERE. SO GO AHEAD MR. SCHUL. OKAY. GO AHEAD. SHERETTE. AND I JUST WANTED TO ADD TOO, AS WE'RE TALKING ABOUT CENTRAL CUTS, 'CAUSE I THINK WE OFTEN THINK THAT WHEN WE CUT CENTRAL, THAT WE'RE NOT CUTTING PEOPLE THAT ACTUALLY PROVIDE SERVICES TO OUR SCHOOLS. THEY'RE PAID FROM CENTRAL, BUT THEY'RE AT OUR SCHOOL SITES. AND I THINK THAT NEEDS TO BE KNOWN TO THE PUBLIC THAT JUST 'CAUSE WE'RE SAYING CENTRAL, IT'S NOT BECAUSE THEY'RE NOT PROVIDING SERVICE AT A SCHOOL SITE. AND, AND THE AMOUNT OF NUMBERS THAT WOULD BE CUT. AND TO TANYA'S POINT, I THINK WHEN WE TALK ABOUT THE SHIFTING AND MOVING, THERE'S SO MANY BUMPS THAT GO ON, AND I DON'T THINK WE UNDERSTAND THAT. AND I THINK WE PROBABLY NEED TO HAVE A COW OR SOMETHING ON. I THINK WE HAD A SHORT LITTLE BIT LAST WEEK ON WHAT BUMPING HAPPENS, ESPECIALLY IN OUR CLASSIFIED WORLD. IT'S A LITTLE DIFFERENT IN OUR CERTIFICATED WORLD THAT WHEN FOLKS GET BUMPED FROM HOURS TO POSITIONS TO TO WHERE THEY HAVE RIGHTS TO RETURN, THAT'S NOT UNDERSTOOD IN THE PUBLIC VERY WELL BECAUSE WHEN THEY MOVE, THEY THINK IT'S SOMETHING THAT IS INTENTIONAL WHEN IT'S AN UNINTENTIONAL CONSEQUENCE OF WHAT IS HAPPENING. AND I MEAN, ALL OF THIS THAT WE'RE SHARING HERE NOW IS UNINTENTIONAL CONSEQUENCES OF WHAT IS HAPPENING. AND UNFORTUNATELY, THIS IS THE DIRECTION IN WHICH IT GOES. AND I THINK IT'S, IT'S OUR, IT BEHOOVES US TO BE ABLE TO EDUCATE WHAT IS HAPPENING AS IT'S HAPPENING. BECAUSE OFTENTIMES I DON'T THINK WE HAVE A CLEAR UNDERSTANDING. I THINK WE THINK YOU COULD JUST TAKE ONE PLUG OUT AND PLUG IT BACK IN AND IT FIXES IT. BUT THAT DOESN'T, THAT'S NOT HOW IT WORKS. THAT'S RIGHT. OKAY. WE HAVE CARLA FOLLOWED BY NICK, BUT YOU KNOW WHAT, WHY DON'T WE ALLOW OTHER FOLKS TO, I HAVE, I WOULD LIKE TO OFFER A FRIENDLY AMENDMENT, BUT IF OTHER FOLKS WOULD LIKE TO CONTINUE DISCUSSING THIS YEAH, LET'S HAVE NICK SPEAK. I'LL GIVE HIM A CHANCE. OKAY, THANK YOU. YEAH, JU JUST SOME CLARIFYING QUESTIONS. SO THE, THE, I SEE BETWEEN THE 50, THERE'S 32.5 MILLION IN THE ADDITIONAL CENTRAL OFFICE, 20 L-A-S-P-D CENTRAL CUTS, 10 AND A HALF SUNSET OF THE METRO, UM, UH, METRO GO PASS. SO THEN IS THE OTHER 50 FOR BSAP IDENTIFIED, IS [05:20:01] IT 82.5 MILLION RESTORATION OR IS IT JUST 32.5? I GUESS THAT'S, IT'S, IT'S A, IT'S A RESTORATION OF 50 FROM WHERE? FROM THE B FROM THE FSP, UM, BSAP REDUCTION LINE THAT WE'VE BEEN PRESENTED. AND THE OTHER CHANGE THAT WE'VE MADE IS THE, UH, THE FSP GETS US RIGHT NOW TO, I THINK IT'S 12 MILLION ABOVE OUR STATE REQUIRED RESERVE, 1% RESERVE FOR FISCAL UNCERTAINTIES. SO THIS WOULD BRING US CLOSER TO THAT, TO THAT LINE. SO THAT'S WHAT THE, THAT'S WHAT THE ADDITIONAL $10 MILLION IS. IT JUST REDUCES THE OVERALL FSP AMOUNT FROM SEON CAN PROBABLY CORRECT ME IN INSTEAD OF 3.595 BILLION, IT BRINGS YOU DOWN TO 3.585 BILLION APPROXIMATELY . YEAH, I'M JUST TRYING TO FIGURE OUT THE TWO ELEMENTS OF THIS, THE RESTORATION AND THE CUTS. LIKE WHERE'S, 'CAUSE THERE'S NOT PARODY THERE. SO SIMONE, CAN YOU HELP US UNDERSTAND THE, LIKE, 'CAUSE TRYING TO FIND WITHIN THE FSP OR WITHIN OTHER CUTS TRYING TO FIND TO RESTORE, SO THIS RESTORES 50 MILLION FOR 27, 28 AND IT FINDS 32.5 AND THEN KELLY SAYING THE OTHER 12 AND A HALF IS THAT BUFFER AND THEN WE'RE JUST SORT A FEW MILLION. YEAH. UM, SO I MEAN, I, I'LL, I'LL EXPLAIN THEM. I'M NOT, YOU KNOW, IT'S NOT MY PLACE TO ENDORSE THIS AMENDMENT. WE RECOMMENDED THE EXISTING FISCAL STABILIZATION PLAN, UM, AND I CAN EXPLAIN THE, THE CENTRAL, THE IMPACT OF CENTRAL OFFICE REDUCTIONS AND NOT TO, NOT SPECIAL PLEADING, JUST TO EXPLAIN THE INTERACTION BETWEEN CUTTING POSITIONS MORE AS WELL AS THE SERVICES THAT ARE BEING PROVIDED BY THAT NON-LABOR SPEND AT CENTRAL OFFICE. THAT SUPPORT AND SERVICE FROM THE NON-LABOR NEEDS TO BE DONE INSTEAD BY, BY PEOPLE, BY FEWER PEOPLE, BY A LOT FEWER PEOPLE. UH, BUT YES, SO THIS WHAT'S BEING PROPOSED, EXCUSE ME, IS IN TOTAL REDUCING THE CUT TO BAP AND CUTTING OTHER THINGS INSTEAD. BUT ALSO IN TOTAL CUTTING LESS THAN THE CURRENT FISCAL STABILIZATION PLAN BY $12 MILLION. AS BOARD MEMBER GONO HAS MENTIONED THE FISCAL STABILIZATION PLAN RIGHT NOW, IT WOULD RESULT IN A POSITIVE UNASSIGNED BALANCE OF $12 MILLION BY THE 28 29 SCHOOL YEAR. AND SO WHAT THIS IS PROPOSING IS INSTEAD HAVING THAT UNASSIGNED BALANCE BE BASICALLY ZERO. WELL, THAT, YEAH. AND YES, IT WAS OUR OFFICE, I THINK POINTED OUT THAT 12. THAT'S RIGHT. UH, AND A HALF MILLION DOLLARS JUST TO BE CLEAR. BUT, UM, THAT'S STILL, I'M STILL TRYING TO FIGURE OUT. SO THERE'S LIKE STILL A FIVE AND A HALF MILLION DOLLAR I I I'M JUST TRYING TO DO, DO THE TWO SIDES OF THE LEDGER. SO YOU'VE GOT 32.5 IN THE RED, IF WE'RE LOOKING AT THE AMENDMENT IN THE RED PLUS 12 IS 44 POINT A HALF, AND THEN WE'RE RESTORING 50. SO THAT FIVE AND A HALF MILLION IS JUST KIND OF IN THE, WELL NOT SEEING THE 28, 29 COLUMN, BUT, UH, I PRESUME THAT THE PROPOSED REDUCTIONS IN RED WOULD EXTEND ONGOING. AND SO BECAUSE THE MULTI-YEAR PROJECTION IS A THREE YEAR PLAN, I, WELL, I DON'T, MAYBE MY PRINTOUT DOESN'T HAVE THE 28 29 SQUARE, BUT I, BUT I PRESUME THAT THERE WOULD BE YEAH, THAT'S HOW IT BALANCES OUT WITH THE ADDITIONAL FISCAL YEAR. AND, AND ON THE LA SPD LINE, FOR EXAMPLE, IT'S 3.5 AND THEN 3.5 PLUS 4.5, SORRY, MATH. AND THEN THE 7 MILLION BECOMES ONGOING THEN. SO THAT'S KIND OF WHERE YOU, WHERE YOU MAKE UP THE DIFFERENCE. AND JUST SO I'M UNDERSTANDING, 'CAUSE THERE'S NO SEMI RESTORATION IN THIS AMENDMENT. SO DOES THAT FOR 27, 28, THAT WOULD MEAN THAT BSAP WOULD BE RESTORED, WOULD BE A TOTAL OF 75 MILLION AS A PROGRAM AND SENDING WOULD BE A HUNDRED. CORRECT. BUT THEN WHAT DOES IT CONTEMPLATE FOR 28 29? IT, IT DOESN'T CONTEMPLATE 20 28, 29. I, LIKE I SAID, I LOOKED AT EVERY POTENTIAL OPTION AND, UM, THE, I I WANTED TO PRIORITIZE THE 50 MILLION FOR BSAP. IT, IT DOES HAVE THAT NOTE ABOUT THE 25 MILLION IN SEPTEMBER. UM, THAT STAFF WILL BE COMING BACK WITH, UM, BECAUSE SOME ADDITIONAL WORK NEEDED TO BE IN. SO THAT WOULD GET YOU TO A HUNDRED MILLION FOR, FOR BSAP FOR 27, 28. AND, UM, NOTHING ADDITIONAL FOR SUNNY IN IN THIS DOCUMENT THOUGH. I'LL CONTINUE WORKING TOWARDS THAT GOAL. OKAY. THOSE ARE MY QUESTIONS FOR NOW. BEFORE, BEFORE THE FRIENDLY AMENDMENT, CAN YOU TELL ME WHAT THE, UM, METRO GOAL PASS PARTNERSHIP ENTAILS? OR CAN ANYBODY TELL ME WHAT THE OKAY, I CAN SPEAK TO THAT. SO TELL ME. YES. SO THE METRO GOAL PASS, UH, PROGRAM THAT WE HAVE IS, UH, LA UNIFIED, UM, PAYS ON AN ANNUAL BASIS $7 PER STUDENT, UM, IN ORDER TO PROVIDE A METRO PASS, UM, ACROSS THE DISTRICT. THIS INCLUDES ADULT ED STUDENTS, K 12 STUDENTS, UM, OF WHICH, LIKE I SAID IS, IS PROVIDED ANNUALLY. UM, WE HAVE CURRENTLY ABOUT 35,000 TO 45,000 REGISTRANTS, UM, THAT UTILIZE THE SERVICE. [05:25:01] UM, SO IT IS AN AREA WHERE WE WILL BENEFIT FROM A REEVALUATION ON HOW WE MIGHT UTILIZE OR RENEGOTIATE THE USE OF THE PROGRAM. BUT FOR NOW, FOR THE 26 27 YEAR, WE ARE ENTERING INTO THE ANNUAL CONTRIBUTION, WHICH IS THE $2.7 MILLION FOR THAT PROGRAM. AND SO THE 35,000 STUDENTS WILL HAVE TO BUY THEIR OWN PASS WITH THEIR OWN MONEY, IS THAT WHAT YOU'RE SAYING? WELL, NOT FOR THE MEETING, MR. MOLSON, I COULD JUST JUMP IN AS MY VISION IS THAT METRO SHOULD PAY FOR THIS. LIKE WHY, WHY DO, WHY CAN'T THEY COVER THE COST OF TRANSPORTATION FOR CHILDREN? WELL, I AGREE WITH YOU, BUT THEY'RE NOT DOING THAT. SO I DON'T WANT 35,000 STUDENTS HAVE TO BUY THEIR OWN PASS. I WILL NOTE THAT FOR THOSE THAT ARE REGISTERED, UH, THE DISTRICT SUBMITS A REIMBURSEMENT TO THE STATE AND WE'RE REIMBURSED AT A 60%, UH, REIMBURSEMENT RATE. SO ONE OF THE CHALLENGES HAS BEEN IS JUST SUBSCRIPTION STUDENTS ACTUALLY UTILIZING THE PROGRAM. AND, AND IT GOES BACK TO REEVALUATING THE, THE STRUCTURE ON A PER YOUTH BASIS, UH, RATHER THAN PAYING FOR 400 TO 500,000 STUDENTS ON AN ANNUAL BASIS BECAUSE WE AREN'T GETTING THAT LEVEL OF SUBSCRIPTION ACROSS THE DISTRICT. WELL, I, YOU SHOULD FIX THAT, BUT I DO NOT WANT THE KIDS HAVING TO BYPASSES. I DON'T THINK THAT'S A, A GOOD IDEA AT ALL. I THINK THEY SHOULD BE ABLE TO BE SUPPLIED PASSES THAT WE'VE BEEN DOING. ANYBODY ELSE ROIL, UH, WITH THESE, UH, PROPOSED CHANGES TO THE FSP, HOW WOULD THIS IMPACT THE FURLOUGHS AND ALSO THE ASKING OUR EMPLOYEES TO PAY FOR THEIR HEALTHCARE BENEFITS, BECAUSE I'M CONCERNED ABOUT ABOUT THAT. SO HOW WOULD THIS IMPACT? BUT WE HAVE TO ADD MORE. UM, I MEAN, IF, IF I'M UNDERSTANDING CORRECTLY, THE ASSUMPTION ON FURLOUGHS AND HEALTH COST, HEALTH INSURANCE COST SHARING WOULD NOT CHANGE. THE ONLY THING I I I DON'T WANNA, I IF I'M UNDERSTANDING INCORRECTLY, THE ONLY THINGS THAT ARE CHANGING ARE THE THINGS THAT ARE IN RED, WHICH IS ADDITIONAL CUTS. AND THEN THE GREEN, WHICH IS THE REST, THE RESTORATION FOR BSAP AND THE 28 29 IS UNCHANGED. OKAY. SO WE WOULDN'T HAVE TO ADD ANYMORE. THAT DOESN'T CHANGE. IT STAYS THE SAME. Y YES. UH, IT, YES. ETTE YOU HAVE A QUESTION? YEAH. JUST SO I'M CLEAR. SO IT WOULD BE 70 MILLION IN THE 27 28 FOR THE CENTRAL OFFICE POSITION REDUCTION? YEAH, IT ADDS AN ADDITIONAL 20 MILLION ON TOP OF THE EX, THE EXISTING 50 MILLION THAT'S FOR CENTRAL OFFICE. OKAY. THAT'S WHAT I WANTED TO BE CLEAR. ANYONE ELSE BE BEFORE WE TALK ABOUT A MINUTE? OKAY, GO AHEAD CARLA. OKAY. SO, UM, THANK YOU KELLY FIRST FOR DOING YOUR BEST TO SEEK THE FUNDS SOMEWHERE. UM, APPRECIATE THAT. AND I ALSO HAVE BEEN DOING THE SAME THING. I'VE BEEN SEEKING EVERYWHERE FOR FUND FOR FUNDING. I TOLD YOU I WAS GONNA DO THAT. I WAS GONNA LOOK EVERYWHERE. AND ONE OF THE PLACES THAT I LOOKED TO WAS IN THE OPEP TRUST, RIGHT? THE OPEP IS THE TRUST THAT WE HAVE ESTABLISHED TO, IT'S LIKE A SAVINGS ACCOUNT TO PAY FOR FUTURE RETIREES. UM, I LOOKED IN THE SACS FORUM AND IT'S CURRENTLY AT $1.2 BILLION, RIGHT? SO I KNOW THAT OTHER DISTRICTS HAVE USED THEIR EP TRUST DRAW SOME MONEY OUT IN ORDER TO STABILIZE THEIR BUDGET FOR A TEMPORARY MOMENT WHILE THEY ARE STILL, UM, YOU KNOW, AWAITING FOR MONEY FROM THE STATE AND ALL OF THESE OTHER THINGS THAT, YOU KNOW, FUTURE ADVOCACY RESULTS, ET CETERA. SO MY FRIENDLY AMENDMENT IS ADDRESSING 28 29, AND I WOULD LIKE TO, UM, MOVE THAT WE DRAW $175 MILLION FROM OPEP TRUST FOR THE 28 29 TO RESTORE BSAP AND ANY EXTRA FUNDS THAT COME OUT OF THAT AFTER THE ONGOING REDUCTIONS THAT WE USE THAT TOWARDS SENDING, MY UNDERSTANDING IS THAT WE CAN DRAW FUNDS FROM OPEP TRUST. AND SO, SO I WOULD LIKE TO MOVE THAT AS A FRIENDLY AMENDMENT. SO I, I DON'T KNOW IF YOU WANTED ME TO RESPOND OR, UM, IF YOU WANT DISCUSS IT WITH THE, JUST SHARE THE, THE CONSEQUENCES, SORRY, AUDIENCE, IT WOULD BE HELPFUL FOR THE BOARD TO UNDERSTAND IF YOU COULD JUST SHARE THE CONSEQUENCES OF WHAT, UH, THAT MEANS. SO DURING OTHER MUNICIPALITIES, AND, AND I DON'T KNOW IF SCHOOL DIS IT'S LESS COMMON FOR SCHOOL DISTRICTS HAVE, UH, IRREVOCABLE TRUST TO FUND FUTURE COSTS RELATED TO HEALTH BENEFITS. WHILE WE'RE A BIT OF AN OUTLIER IN TERMS OF THE GENEROSITY OF OUR RETIREE HEALTH BENEFITS, WHICH IS WHY OUR LIABILITY IS SO MUCH BIGGER THAN THAN OTHER ORGANIZATIONS. UM, OTHER ORGANIZATIONS ALSO PROVIDE RETIRED HEALTH BENEFITS. AND GENERALLY SPEAKING, UH, THOSE MUNICIPALITIES [05:30:01] BEGIN TO DRAW DOWN FUNDS ONCE THE TRUST IS IN SOME CASES A HUNDRED PERCENT OF THE LIABILITY, OR AT LEAST 70 TO 80% OF THE LIABILITY. UM, WE'RE THE, AS OF MAY, THE CURRENT FUND BALANCE IS 1.3 BILLION ALMOST, UM, WHICH IS ABOUT, I DON'T KNOW, 14% OF OUR LIABILITY. AND SO, UM, TRYING TO FIND AN ANALOGY, UM, IT IT'S, IT'S MIGHT BE AKIN TO LIKE DRAWING ON YOUR 401K TO PAY YOUR MONTHLY EXPENSES. UM, IT'S NOT JUST SPEAKING FOR MYSELF, IT'S NOT ADVISABLE. UM, I, I, WE, WE ARE, WE ARE NOT CLOSE TO THE LEVEL OF FUNDING IN THAT TRUST TO BEGIN DRAWING IT DOWN, UM, IN ANY AMOUNT. WE ARE ALREADY CONTRIBUTING INTO IT ZERO MOVING FORWARD. THAT'S ALSO FRANKLY NOT ADVISABLE. UH, THE CURRENT CIRCUMSTANCES ALMOST MAKE US CONTRIBUTE ZERO, BUT THE COLA FOR NEXT SCHOOL YEAR IS 4.31%. THAT'S NOT A FISCAL CRISIS. A COLA OF 4.31% FROM THE STATE IS SUBSTANTIALLY HIGHER THAN THE HISTORICAL NORM. THE REASON WHY WE ARE FACING SUCH CHALLENGING FINANCIAL OUTLOOK IS BECAUSE OUR COSTS ARE RISING EXTREMELY SUBSTANTIALLY. UM, AND SO IN ORDER FOR US TO START DRAWING DOWN EXTREMELY PREMATURELY, UH, TRUST BALANCES WHEN THE STATE COLA IS 4.31%, I THINK IS, IS NOT ADVISABLE. I'M JUST GONNA DO A PROCEDURAL CLEAR UP. SO, UM, UH, MS. GREGGO, BOARD MEMBER GRIEGO FOR EVERYONE WATCHING AND EVERYONE AT THEUS IS ASKING FOR A FRIENDLY AMENDMENT TO THE AMENDMENT THAT'S CURRENTLY IN FRONT OF THE BOARD. SO A FRIENDLY AMENDMENT IS ONE WHERE A BOARD MEMBER SAYS, HEY, BOARD MEMBER WHO'S MAKING THE AMENDMENT, CAN WE ADD THIS PLEASE? AND THEY CAN EITHER AGREE OR NOT AGREE, AND THEN THE BOARD CAN MOVE IN SECOND AND PUT IT BEFORE THE BOARD FOR DISCUSSION AS NORMAL. SO THAT'S JUST WHAT'S HAPPENING NOW. IT IS VERY IN THIS VERY SECOND. UM, I'D, I'D RATHER DO TWO VOTES. SO I'M GONNA SECOND, UM, BOARD MEMBER G'S AMENDMENT. UM, BUT, BUT ASK THAT WE CONSIDER EACH OF THEM SEPARATELY . UM, SO THANK YOU SIMON FOR SAYING THAT. AND I THINK THAT WHAT WE'VE BEEN HEARING FROM OUR, OUR STUDENTS, FROM PARENTS, FROM COMMUNITY MEMBERS IS THAT BSAP IS A VERY CRITICAL HIGH NEED FOR THEIR WELLBEING, FOR THEIR ACADEMIC PROGRESS, FOR THEIR MENTAL WELLBEING, THEIR MENTAL HEALTH WELLBEING. AND I THINK THAT, YOU KNOW, AS A SCHOOL DISTRICT, AS FOLKS WHOSE JOB IS TO NOT ONLY LOOK AT THE FIDUCIARY, UM, SOLVENCY OF OUR, OF OUR DISTRICT, BUT ALSO THE ACADEMIC AND WELLBEING, WE CANNOT LOOK AT OUR JOB AS SIMPLY NUMBERS AND BUDGETS AS MUCH AS SOME PEOPLE WANT US TO JUST DO THAT. AND WE ALSO CANNOT JUST LOOK AT ACADEMICS. WE HEAR IT OVER AND OVER FROM OUR STUDENTS. AND EVEN IF PEOPLE WANNA DENY THAT, THAT IS NOT THE CASE, EVEN TODAY FROM OUR MEMBERS FROM CAC, OUR MEMBERS FROM DLAC C THEY ALL MENTIONED MENTAL HEALTH WELLBEING. AND EVERY SINGLE ONE OF THEM MENTIONED SUPPORT FOR BSAP AND FOR C AND FOR THINGS THAT, THAT SUPPORT EQUITY IN OUR DISTRICT. AND SO THAT IS, TO ME IS A HIGH PRIORITY. AND I UNDERSTAND THAT YOU WOULD NOT RECOMMEND TAPPING INTO A TRUST THAT IS NOW $1.3 BILLION TO DRAW 175 MILLION, WHICH COMPARATIVELY IT'S NOT THAT MUCH. AND I THINK THAT OUR STUDENTS ARE, ARE WORTH THAT. AND I THINK THAT IT ALSO, I'M PUTTING IT, I'M SUGGESTING THAT IT HAPPENS IN 28, 29, SO IT'S NOT NEXT YEAR. IT GIVES US TIME TO CONTINUE ADVOCATING. IT GIVES US TIME TO CONTINUE GOING TO THE STATE AND ASKING FOR MORE FUNDING TO BRING OUR STUDENTS WITH THEIR STORIES SO THAT EVERYBODY CAN SEE WHY WE ARE MAKING THIS DECISION THAT THIS IS VALUABLE TO US, THAT OUR STUDENTS ARE VALUABLE TO US. AND SO FOR THAT REASON, JUST LIKE WE MADE THE CHOICE TO NOT PUT MONEY INTO A TRUST, WHICH IS THE SAME AS A, AS A SAVINGS ACCOUNT, THAT'S HOW I UNDERSTAND IT. UM, BECAUSE WE WERE NOT IN THE POSITION TO DO THAT. IT'S THE SAME THING THAT I AM SAYING NOW. LET'S GO INTO THAT $1.3 BILLION POT AND PULL SOME MONEY FOR 28, 29 WHILE WE DO ALL THE WORK THAT WE'VE BEEN DOING, THAT LABOR HAS TOLD US THAT THEY'RE GONNA CONTINUE [05:35:01] DOING WITH US GOING TO SACRAMENTO. AND HOPEFULLY WE DON'T HAVE TO DO THAT IN 28, 29. BUT I THINK THAT OUR, OUR STUDENTS ARE WORTH THAT. WE TAKE THIS RISK AND THAT WE MAKE THIS CHOICE IN A TIME WHEN LIKE ONE OF OUR STUDENTS SAID OUR BLACK AND BROWN STUDENTS ARE UNDER ATTACK. AND HOW COULD WE STAND WITH THAT IN THIS TIME? I THINK THIS, THIS IS WORTH DOING. AND SO THAT'S WHY I AM, I WOULD LIKE TO MOVE THIS AND I HOPE THAT I CAN GET THE SUPPORT OF MY COLLEAGUES. ALRIGHT, SO IT'S BEEN MOVED, IT'S BEEN MOVED IN SECONDARY. WE HAVE TWO MOTIONS ON THE TABLE, WHICH IS PROCEDURALLY IMPROPER, IF NOT ANOM ANOMALOUS. SO, UM, FIRST, UH, MS. GOMEZ IS, WHICH ACTUALLY WOULD SUBSUME IN SOME WAY YOURS BECAUSE YOURS IS SEEKING TO AMEND WHAT YOU'VE PUT ON THE TABLE FOR THE 28 29 SCHOOL YEAR. SO THE PROPER THING TO DO NOW IS TO CONTINUE DISCUSSING, UH, MS. GOMEZ'S MOTION, VOTE ON IT, RETURN TO DISCUSSION OF MS. REGO'S MOTION, WHICH WOULD AMEND WHAT, WHAT MS. GOMEZ HAS DONE. 'CAUSE WE CAN'T HAVE BOTH AT THE SAME TIME. SO CAN I ASK A QUESTION OR DISCUSSION ON MS. GO'S AMENDMENT THAT IS THE PROCEDURALLY CORRECT THING TO DO? WELL, I WOULD, WOULD LOVE TO BE PROCEDURALLY CORRECT. UM, I GUESS FOR MS. GO AND, OR MAYBE MR. CH, I, I APPRECIATE THE ATTEMPTS HERE. I GUESS ONE OF MY CONCERNS IS I HEARD MR. CH SAY KIND OF A COMPARABLE COMMITMENT AND EQUITY TO C WHICH, AND MS. ES AND I HAVE BEEN ON THE BOARD FOR THE SAME AMOUNT OF TIME WHEN THIS STARTED AS A $10 MILLION PROGRAM GREW TO 700 MILLION AND HAS DISCRETIONARY DOLLARS AS WELL, A KIND OF A COMMITMENT TO THAT. AND BSAP, THIS AMENDMENT ONLY ADDRESSES ONE WITHOUT THE OTHER. AND SO I'M CURIOUS, I GUESS FROM THE, FROM THE MOVER, JUST A LITTLE MORE ABOUT THAT. BUT ALSO, I MEAN, IS THERE A WORLD WHERE WE COULD INSTEAD OF 50 TO BSAP IT'S 30 AND 20 TO ANY OR, I MEAN, AND I KNOW MS. UH, ORTIZ FRAN WANTS TO SPEAK TOO, BUT I JUST THINK IN ONE, THERE'S A LOT OF, AND THANK YOU MS. GEZ TOO, FOR THE PRECURSOR IN YOUR QUESTIONS TO SIMONE AROUND LIKE, THERE IS TIME BETWEEN NOW WE GOT NEW ALLOCATIONS FROM THE STATE FRIDAY, THERE'S A, OR A PROPOSAL, A NEW PROPOSAL FRIDAY. THERE'LL BE CONVERSATIONS IN THE FALL ABOUT HOW TO DO THIS. AND WHAT I HEARD FROM THE TEAM WAS THIS COMMITMENT AS NEW MONEY COMES IN TO KIND OF LOOK AT BSAP AND SUNNY, UM, AND THIS, THIS KIND OF TAKES THAT DECISION OUTTA THE HANDS OF THE ADMINISTRATION BECAUSE OF THE RESTORATION OF BSAP. NOT AT THE EXPENSE OFS, BUT WITHOUT SUPPORTINGS AS WELL. AND SO I'M JUST KIND OF UNDERSTANDING THAT AND WANNA RAISE FOR MY COLLEAGUES, MAYBE THERE'S A WAY TO BE MORE EQUITABLE WITHIN THE EQUITY AROUND SUPPORTING C AND NOT JUST THE, YOU KNOW, AS PART OF THIS AMENDMENT, MS. GOMEZ'S RESOLUTION. CORRECT? YES. YOU'RE GONNA, I MEAN, YOU'RE GONNA SPEAK OH YES, ABOUT MS. GOMEZ'S RESOLUTION. OKAY. I APPRECIATE THAT. 'CAUSE THAT, THAT IS WHERE MY CONCERN IS AS WELL. UM, SO DEFINITELY HERE THE ADVOCACY AND LIKE THIS IS A PROGRAM AND, AND REALLY AN APPROACH AND AN INVESTMENT IN A COMMITMENT IN A TIME WHERE THIS COUNTRY DEFINITELY NEEDS A COMMITMENT TO BLACK STUDENTS. AND SO I'M PROUD THAT LA UNIFIED HAS DONE THAT AND I WOULD WANT US TO CONTINUE TO DO THAT. AND I ALSO AGREE WITH MR. MELVOIN THAT SENNY WAS A, A PIVOTAL, UM, APPROACH TO FUNDING EQUITY IN OUR DISTRICT AS WELL. SO I, I MENTIONED THAT I HAVE THE MOST, I ACTUALLY AM TIED WITH, UM, MS. GRIEGO. WE BOTH HAVE 59 HIGH AND HIGHEST NEEDS SCHOOLS. OH YEAH, YEAH. MY TEAM IS MESSING WITH SOMETHING HERE, SORRY. UM, AND THEN BOARD DISTRICT ONE. SO I THINK, YOU KNOW, SHERETTE, YOU GOT WEIGH IN ON THIS TOO, BECAUSE THEN YOU HAVE 54 HIGH AND HIGHEST NEEDS SCHOOLS AND YOU HAVE 31 BSAP GROUP ONE SCHOOLS. I HAVE 22 BSAP GROUP ONE SCHOOLS. SO LET'S THINK ABOUT LIKE WHO WE'RE, WE'RE IMPACTING HERE. I THINK IF WE, IF YOU WOULD BE OPEN AT ALL TO DOING A BIT OF AN AMENDMENT LIKE MR. MELVOIN ISS TALKING ABOUT, I WOULD LOVE TO SEE SOME OF THE EQUITY DOLLARS GOING INTO C UM, AND PARTICULARLY GOING INTO HIGH AND HIGHEST NEEDS SCHOOLS ONLY. UM, ONE OF THE THINGS I WANTED TO LIFT UP FROM THE PRESENTATION, THANK YOU FOR SHARING THE SCHOOL BUDGETS. UM, THE ELEMENTARY EXAMPLE THAT YOU SHARED SHOWED ONE POINT, UH, TWO $5 MILLION INCENT FOR A HIGHEST NEEDS SCHOOL AND, YOU KNOW, NO SHADE TO THE, THE SCHOOLS WITH A BIT MORE RESOURCES. UM, BUT LOW NEEDS SCHOOLS CAN RAISE $400,000. SO A THIRD OF WHAT A SCHOOL WOULD GET IN SE THEY'RE RAISING THAT WHEN THEY'RE ONLY RECEIVING, YOU KNOW, 70 TO $90,000. SO SE LIKE FUNDAMENTALLY CHANGES WHAT HIGH NEEDS SCHOOLS CAN ACCESS, YOU KNOW, DOZENS OF PEOPLE THEY CAN PUT ON THEIR CAMPUS, MANY MORE HOURS OF PROFESSIONAL LEARNING, ALL OF THAT. AND, YOU KNOW, I THINK BSAP IS REALLY IMPORTANT AND, UM, IF WE THERE WAS ANY APPETITE TO PUTTING MONEY TOWARDS CI THINK WE WOULD HIT SOME OF THE SCHOOLS THAT HAVE BEEN HISTORICALLY HARD HIT BY SOME OF THE FUNDING STRUCTURES THAT WE HAVE HAD IN THIS, THIS DISTRICT. UM, SO I DON'T KNOW IF, I GUESS WE HAVE TOO MANY AMENDMENTS. I DON'T WANNA MOVE AN AMENDMENT YET, BUT I JUST WANNA LET FOLKS KNOW THAT WE HAVE MORE HIGH NEED SCHOOLS AND, UM, YOU KNOW, DEFINITELY INVITE, ESPECIALLY THOSE WHO ARE SERVING GROUP ONE AND GROUP TWO SCHOOLS, UM, HOW WE MIGHT, IF AT ALL, REALLOCATE THIS $50 MILLION IN A WAY THAT ALSO ADDRESSES EQUITY, UM, KIND OF FUNDAMENTALLY THROUGH [05:40:01] SENDING ANY MORE COMMENT ON MS. GOMEZ'S RESOLUTION. ETTE. SO YOU WANTED SOME CLARIFICATION ON, I MEAN, OBVIOUSLY AS MENTIONED, SOME OF THE SCHOOLS OBVIOUSLY IN BD ONE ARE HIGHEST NEEDS WITH THE REDUCTION HERE. HOW DO WE KNOW? I MEAN, 'CAUSE MY CONCERN IS WHEN WE SAY CENTRAL, BECAUSE I'VE ALREADY HAD PHONE CALLS ABOUT US CUTTING CENTRAL, WHICH CUT PEOPLE THAT ACTUALLY WORK WITH OUR STUDENTS AND KNOWING THAT THEY'LL, THEY'LL BUMP FOLKS AND THAT WILL STILL IMPACT THOSE SCHOOLS, WHICH WE TRIED TO FIX LAST WEEK WITH A RESOLUTION THAT WE DIDN'T, WASN'T GONNA BE ABLE TO BE BENEFICIAL FOR OUR HIGHEST NEEDS SCHOOLS, RIGHT? SO IT WASN'T GONNA GUARANTEE THAT THEY WERE GOING TO STAY WHERE THEY WERE, THEY WERE GONNA GET MOVED. AND I THINK THAT'S THE PIECE THAT REALLY CONCERNS ME. WE WANT STABILITY AT ALL COSTS, BUT IF WE'RE MOVING FOLKS FROM, I MEAN CENTRAL AND THEY'RE JUST GONNA GET BUMPED BACK INTO OUR SCHOOLS, THEY'LL HAVE PEOPLE THERE, BUT THEY WON'T HAVE THE PEOPLE THAT THEY'VE BUILT THESE RELATIONSHIPS WITH ALREADY. SO DOES THAT REALLY SOLVE WHAT WE'RE TRYING TO SOLVE FOR NECESSARILY? SO THAT'S MY CONCERN IS THAT IT'S JUST GONNA BE MORE PEOPLE THAT GET MOVED THAT BUMP INTO OUR SCHOOLS THAT WE ARE TRYING TO MAKE STABLE. SO THAT'S WHERE MY CONCERN LIES. UH, OKAY, I'LL JUMP, I'LL RESPOND. UM, I, I MEAN I ONE IT'S UM, IT'S, IT'S CRIMINAL IN THE WORLD THAT LIKE WE ARE DECIDING BETWEEN HOW MUCH WE CAN WE CAN DO TO SAVE BSAP VERSUS SENDING, LOOKING AT THIS IS JUST THE ONLY UNIVERSE OF FUNDS, ULTIMATELY TO YOUR POINT BOARD MEMBER HEN NEW BILL, THE ONLY THING THAT TRULY SOLVES THE PROBLEM IS MORE REVENUE. LIKE THAT IS WHAT WE NEED AND WE NEED MORE REVENUE IN AN ONGOING WAY BECAUSE ANYTHING THAT WE CUT WILL CAUSE BUMPING. SO WHETHER IT'S BSAP OR IT'S SUNNY OR IT'S CENTRAL OFFICE, ALL OF THAT RESULTS IN LACK OF STABILITY AT AT SCHOOLS. LIKE THAT, THAT IS THE, THAT IS THE REALITY OF THE WAY THAT STAFFING WORKS FOR OUR DISTRICT. I THINK IT'S JUST A QUESTION OF WHERE WHERE ARE WE PUTTING THE HIGHEST PRIORITIES, RECOGNIZING THAT THERE ARE GONNA BE UNINTENDED CONSEQUENCES OF ANY DECISION THAT WE MAKE SHORT OF JUST RECEIVING ADDITIONAL FUNDS THAT HELP TAKE AWAY THESE, UM, THESE REDUCTIONS IN THE FIRST PLACE. SO THAT'S MY THOUGHT ON THE, ON THE C PIECE. UM, YEAH, IT'S INCREDIBLY HARD. AND I WILL JUST NOTE, I DON'T HAVE ANY B SEP GROUP ONE OR GROUP TWO SCHOOLS IN MY DISTRICT. YOU KNOW, I I, I DON'T REPRESENT ANY SCHOOLS WITH THAT, WITH THAT PARTICULAR POPULATION, BUT I THINK THAT THE COMMITMENT TO BLACK STUDENTS AT THIS PARTICULAR MOMENT, UM, IS THE HIGHEST PRIORITY FOR ME. I THINK THAT GETTING TO A HUNDRED MILLION FOR BSAP AND 27, 28 SE IS AT A HUNDRED MILLION FOR 27, 28. SO THIS ROUGHLY, ONCE WE GET THAT ADDITIONAL SEPTEMBER ALLOCATION THAT WILL MAKE THEM EQUAL, UM, SO IS THAT ENOUGH? ABSOLUTELY NOT. LIKE IT'S NOWHERE NEAR ENOUGH. UM, AND THAT'S WHY THE ADVOCACY WORK NEEDS TO CONTINUE, UH, AT AN EVEN, EVEN GREATER PACE. AND I, AND AS THE AMENDMENT SAYS, THE BSAP AND C SHOULD BE THE FIRST ONES PRIORITIZED FOR RESTORATION ONCE WE GET THE MONEY THAT WE ARE OWED, YOU KNOW, CONSTITUTIONALLY IN SACRAMENTO, THAT WE ARE WAITING FOR THE GOVERNOR AND THE LEGISLATURE TO GIVE TO US. SO, UM, I MAINTAIN THAT COMMITMENT. I, I'M GONNA, FROM MY PERSPECTIVE, KEEP IT AS IS. UM, BUT YOU KNOW, WE'LL, WE'LL SEE WHERE THE VOTES GO. CARLA. YEAH, I, I WANNA ADDRESS THAT BSAP PIECE ABOUT WHY, TO ME, IT'S VERY IMPORTANT THAT WE RESTORE THAT FUNDING, UM, AS WE HEARD IT'S A PROGRAM, RIGHT? AND IT COMES WITH VERY SPECIFIC, UM, AREAS. IT HAS COUNSELORS THAT WORK WITH STUDENTS. UM, IT, IT, THE STUDENT SAID, ONE OF THE STUDENTS SAID THAT SHE WAS FINALLY SEEN, YOU KNOW, AS A BLACK STUDENT, THAT WAS LIKE GOLD, SHE SAID, AND IT'S TRUE BECAUSE THAT'S WHAT I KEEP HEARING OVER AND OVER AGAIN FROM STUDENTS, IS THE FACT THAT THEY HAVE COUNSELORS WHO KNOW THEM, WHO KNOW THEIR NEEDS, WHO CAN DIRECT THEM AND GUIDE THEM. LIKE FOR THE FIRST TIME, FOR A LOT OF THEM, THEY FINALLY HAVE THIS. SO THEY HAVE, UM, WHAT ELSE DOES B SEP DO? THE PWS HAVE THESE DIFFERENT GROUPS, UM, CALLED MY CREW ONE OF 'EM. AND I'VE HEARD OVER, OVER AND OVER AGAIN FROM STUDENTS ABOUT HOW THAT IS, UM, AN ACTIVITY AND AN ENGAGEMENT THAT'S HELPS 'EM BE VISIBLE, BE HEARD, BE SEEN, AND HOW MUCH THAT'S IMPACTED THEM. UM, YET AT JEFFERSON HIGH SCHOOL, ONE OF MY SCHOOLS, THEY HAVE THE BREAKFAST CLUB WHERE THE KIDS COME AND THEY, AND IT WAS MOSTLY BOYS, UH, PARTICIPATING IN THIS, UM, STARTED BY THE BSAP, UH, SCHOOL CLIMATE ADVOCATE. AND IN [05:45:01] ALL OF THESE PROGRAMS, IT, EVEN THOUGH IT IS SPONSORED BY BSAP OR PAID FOR BY BSAP, IT'S INCLUSIVE OF ALL STUDENTS WHO WANNA PARTICIPATE. SO IT, IT REALLY DOES PULL, BUT AGAIN, THERE'S BEEN RESOURCE SENT, RESOURCE, UM, EVENTS, UH, SPONSORED BY THE BSAP, UH, OFFICE, UH, THE BSAP PS WHO TALK, WHO GO AND DO PDS SPECIFICALLY ON ANTI-BLACKNESS, ON ANTI-RACISM, ON, YOU KNOW, JUST USE OF DEROGATORY LANGUAGE. THEY ARE EXPERTS IN THIS AND THEY BRING THIS. SO BSAP IS A VERY SPECIFIC PROGRAM THAT AS WE HEARD, HAS MADE INCREDIBLE, UM, AND WAYS FOR STUDENTS. AND SO FOR ME, THAT'S WHY I WANNA KEEP IT AS BSAP BECAUSE IT IS A VERY, UM, FOCUSED, AND IT, AND THIS IS THE FIRST TIME WE'VE EVER HAD SOMETHING LIKE THIS, EVER. AND TO REMOVE A PROGRAM THAT STUDENTS FOUGHT FOR IN 2020, AND THEY WON THAT, THE COMMUNITY ENTERED INTO A CONTRACT WITH US, UM, TO BREAK THAT, IT'S NOT OKAY. SO THAT'S WHY I SUPPORT STICKING WITH THE BSAP FUNDING. ANYONE ELSE? OKAY, ONE MORE. GO AHEAD. GO AHEAD, KELLY. UM, AND IF IT, AND IF IT HELPS, YOU KNOW, AS I MENTIONED WHEN WE TALKED ABOUT C UM, I THINK IT WAS ON FRIDAY, I DON'T EVEN REMEMBER, UM, AT THE LAST BOARD MEETING, UH, C FUNDS GO TO ALL SCHOOLS RIGHT NOW. SO IF THE BOARD WANTED TO, IN, IN A WORLD OF GREATLY REDUCED RESOURCES, WE COULD PROACTIVELY DECIDE THAT THE A HUNDRED MILLION THAT'S IN THE, THAT THAT'S IN FOR FOREN IN 20, SORRY, I'M LOSING MY WORDS. WE COULD PROACTIVELY DECIDE THAT THE A HUNDRED MILLION THAT IS CURRENTLY BUDGETED FOREN IN THE 27 28 SCHOOL YEAR ONLY GOES TO HIGH AND HIGHEST NEED SCHOOLS. SO MOVED. WE CAN SAY THAT . LET'S DO IT. ALRIGHT, WELL THEN LET'S, I'M OKAY. CAN YEAH. THAT AS A FRIENDLY AMENDMENT. YEAH, THAT, WELL, I DON'T, I'M GONNA AMEND MY OWN MOTION. . YES. POOR, POOR MR. MCLEAN. OKAY, I'M GONNA GO AHEAD AND ADD A, A SENTENCE THAT, WHERE AM I GONNA PUT THAT? UM, YOU CAN JUST SAY NUMBER, NUMBER, LIKE A NUMBER THREE THAT SAYS IN THE 27 28 SCHOOL YEAR, THE REMAINING $100 MILLION IN SEMI WILL ONLY GO TO SEMI HIGH AND HIGHEST NEED SCHOOLS. I LOVE THAT. YOU KNOW? YES. SO, UM, SO I WOULD ADD A NUMBER THREE, THAT THE REMAINING $100 MILLION FOR SE IN 27 28 IS ALLOCATED EXCLUSIVELY FOR HIGH AND HIGHEST NEEDS SCHOOLS. LOVE IT. SECOND. SO, BUT YOU'RE JUST AMENDING YOUR OWN. I AM. SO, I, I DON'T KNOW THAT I NEED A SECOND TO C HIGH AND HIGHEST. THAT'S CORRECT. CORRECT. YES. SO I'M JUST GONNA REPEAT IT FOR EVERYONE IN, IN THE ROOM. REPEAT. SO, UH, ADDING BULLET POINT NUMBER THREE ABOVE THE CHART, UH, THAT THE REMAINING 100 MILLION IN C FOR YEARS 27 28 IS ALLOCATED EXCLUSIVELY TO HIGH AND HIGHEST NEEDS SCHOOLS. IS THAT ACCURATE? CAN YOU SPEAK A LITTLE LOUDER? UM, MAYBE YOU WANNA REPEAT IT ONE MORE TIME AND LOUDER. YES. UH, POINT NUMBER THREE. UH, THE REMAINING 100 MILLION IN C FOR YEARS, UH, 27 28 IS ALLOCATED EXCLUSIVELY TO HIGH AND HIGHEST NEEDS SCHOOLS SE HIGH, HIGHEST, HIGH AND HIGHEST NEEDS. HIGHEST NEEDS SCHOOLS. YEP. BUT THAT'S RIGHT. WHICH IS STILL 286 SCHOOLS. YES. YES. OKAY. SO NOTHING ELSE NEEDS TO HAPPEN EXCEPT THAT YOU ARE STILL DISCUSSING HER AMENDMENT. ARE YOU CALLING THE QUESTION? SURE. I'LL CALL THE QUESTION ON THE AMENDMENT. ON MY AMENDMENT. OKAY. SO THE CALL OF THE QUESTION HAS BEEN MADE ON MY CALL OF THE QUESTION IS WHAT A BOARD MEMBER WISHES FOR DISCUSSION TO CEASE IN THAT MOMENT ON WHAT IS BEING DISCUSSED AND MOVE IT STRAIGHT AWAY TO A VOTE. SO I NEED TWO THIRDS ON THE CALL OF THE QUESTION IN A SECOND. I NEED A SECOND FOR THE SECOND. ALL RIGHT. SECONDED BY MR. T FRANKLIN. SO CALLING THE QUESTION, UH, MS. NEWBELL? YES? YES. THIS IS THE QUESTION. NO, NO. CALL THE QUESTION. TO CALL THE QUESTION. THIS IS DECEASED, DECEASED DEBATE ON KELLY'S AMENDMENT. MS. GOMEZ'S AMENDMENT. UH, DR. RIVAS? YES. UH, MR. MEL? YES. UH, MS. GALLEGO? YES. MS. EZ? YES. MS. ORTIZ FRANKLIN? YES. BOARD PRESIDENT SHAMON? YES. OKAY. NOW IT'S TIME TO VOTE ON THE AMENDMENT THAT MS. EZ HAS OFFERED. EVERYBODY CLEAR? YES. YES. OKAY. UH, AMENDMENT TO TAB TWO AS A HAS BEEN DISCUSSED. MS. NEW BILL? YES. DR. RIVAS? YES. MR. MELVIN? YES. MS. GRIEGO? YES. MS. EZ? YES. MS. ORTIZ FRANKLIN? YES. BOARD PRESIDENT SCHON? YES. OKAY. [05:50:11] ALL RIGHT. SO NOW WE HAVE ANOTHER AMENDMENT TO ADDRESS THAT HAS ALREADY BEEN MOVED AND SECONDED, WHICH I SAID IS PROCEDURALLY INCORRECT, BUT WE'RE BACK ON TRACK NOW. SO REMEMBER WE'RE DISCUSSING MS. DRAGO'S AMENDMENT. I MEAN, YES. MS. REGO'S AMENDMENT. WOULD YOU LIKE TO, COULD YOU RESTATE IT FOR US? YES. SO MY AMENDMENT IS THAT WE, UM, LET'S SEE, REMOVE BSAP FROM THE FSP FOR 28 29 AND DRAW $175 MILLION FROM THE OEP TRUST AND DISTRIBUTE THAT TO FULLY RESTORE BSAP. AND IF THERE'S ANY LEFTOVER, THEN IT'LL GO TO SUNNY. AND THAT'S WHERE I, SO NOW IT'S, UH, IN FRONT OF THE BOARD FOR DISCUSSION AND, AND QUESTIONING OF STAFF SO YOU CAN UNDERSTAND STUFF. QUESTION WITH THE OPE, WITH A REDUCTION OF THAT, UM, WOULD THERE BE FEES OR PENALTIES TO THE DISTRICT IF YOU DRAW OFF OF THAT FUND? UH, NO. THERE, THERE WOULDN'T. I DON'T BELIEVE THERE WOULD, SHOULD BE ANY FEES OR PENALTIES FROM TAKING A DISTRIBUTION. UM, A DISTRIBUTION IS LIMITED BY, BY THE TRUST ITSELF TO ONLY PAY FOR RETIREE HEALTH BENEFIT COSTS. UM, SO THAT'S, IT'S AN IRREVOCABLE TRUST AND THAT IT CAN ONLY BE SPENT FOR RETIREE HEALTH BENEFIT COSTS. GOT IT. SO IT WOULD HAVE TO REPLACE WHATEVER WE'RE USING CURRENTLY NOW TO PAY FOR OUR RETIREMENT COSTS? THAT'S RIGHT. WHICH WOULD BE WHAT NUMBER NOW? UH, IN THE CURRENT YEAR, THE ESTIMATED COST OF BENEFITS FOR THOSE THAT ARE ALREADY RETIRED IS APPROXIMATELY $330 MILLION. UM, THAT'S FROM ALL, ALL FUNDS. IT'S PAID FOR, NOT JUST FROM GENERAL FUND AND RESTRICTED, BUT KIND OF A PRO RATA SHARE FROM ALL FUNDS. UH, BUT IT'S ABOUT 300, THREE 30 MILLION. AND IT'S, UH, ESTIMATED TO, TO INCREASE OVER TIME JUST BECAUSE THE COST OF THE BENEFITS GETS MORE EXPENSIVE EACH YEAR, WHICH IS, WHICH IS WHY THE TRUST WAS ESTABLISHED TO ADDRESS THE FACT THAT THE COST OF THOSE RETIREE HEALTH BENEFITS OFTEN INCREASES BY 8% A YEAR. WHEREAS OUR COLAS CAN BE 1%, 2%, 4% IF WE'RE LUCKY. AND SO THAT TRUST, IF YOU BORROW OFF OF THAT TRUST, THE AMOUNT THAT YOU TAKE OFF OF THERE, WE WOULD REPLACE IT FROM THE GENERAL FUND OR REPLACING IT INTO THE GENERAL FUND? YEAH. A PORTION OF IT, NOT, NOT ALL OF IT. THE PORTION OF IT ATTRIBUTABLE TO THE GENERAL FUND UNRESTRICTED, UH, WOULD, YES, THE COST WOULD BE PAID BY THE TRUST INSTEAD OF BY THE GENERAL FUND. GENERAL FUND. GOT IT. OKAY. BUT IT'D BE PAYING A VERY SIGNIFICANT ONGOING EXPENSE WITH A ONE TIME FUND THAT IS MEANT FOR THE FUTURE, THAT IS ALSO GENERATING SIGNIFICANT INVESTMENT RETURNS, UNLIKE THE CASH WE HAVE IN OUR OTHER NON FIDUCIARY FUNDS. UM, AND SO EVEN JUST BY HAVING THE FUNDS IN THE ACCOUNT AND GETTING INVESTMENT RETURNS, THE THOSE RETURNS ARE OUTPACING SIGNIFICANTLY. THE COLA. NOW, IN A PERFECT WORLD, WE WOULD NOT ONLY BE NOT TAKING DISTRIBUTIONS FROM IT, WE'D BE ADDING TO THE BALANCES. UM, WE'VE ALREADY ZEROED THOSE OUT. UM, BUT IT IS AVAILABLE TO USE ONCE THOSE FUNDS. THEY ARE ONE-TIME FUNDS. SO WHEN YOU SAY ONE-TIME FUNDS EX, EXPLAIN WHAT IS THE BENEFIT AND OBVIOUSLY THE, THE CONCERN USING A ONE-TIME FUND TRUST FOR THE REST OF THE, THE, THE TIME SPENT, BECAUSE WE DO HAVE RETIREES THAT ARE BANKING ON THEIR BENEFITS BEING PAID FOR, AND OBVIOUSLY THAT'S DOWN THE ROAD. THAT'S NOT TOMORROW, THAT'S NOT, YOU KNOW, IN SEPTEMBER. THESE ARE FOLKS WHO HAVE MADE THE INVESTMENT TO THIS DISTRICT. YEAH. AND WE'VE MADE THAT, UH, INVESTMENT TO THEM. THAT'S RIGHT. SAYING THAT WE WERE GOING TO SUPPORT THEM ONCE THEY RETIRED. NOW, HOW DOES THAT AFFECT THOSE INDIVIDUALS? IT WOULDN'T AFFECT THOSE INDIVIDUALS THAT THEY'VE EARNED THOSE LIFETIME MEDICAL BENEFITS. UM, THE IMPACT IS FIRE CARVALLO, THE RETIREE HEALTH BENEFITS BECOME MORE EXPENSIVE OVER TIME. THEY TAKE UP A LARGER AND LARGER SHARE OF OUR OPERATING BUDGET FOR A FEW REASONS. ONE IS THAT THE RETIREE POPULATION HAS GROWN OVER TIME, RIGHT? JUST GIVEN THE AGE OF OUR WORKFORCE, THERE ARE MORE PEOPLE THAT ARE RETIRING. SO THAT'S ONE. PEOPLE ARE LIVING LONGER. THAT'S WONDERFUL. RIGHT? THE MODERN MEDICINE IS ALLOWING PEOPLE TO LIVE LONGER. SO THEY'RE DRAWING THE BENEFITS WE'RE PAYING FOR THEM, THEY'RE DRAWING THE BENEFITS FOR MORE TIME. AND THE ANNUAL INFLATION OF HEALTH BENEFITS IS VERY HIGH AS, AS WE WE'VE SEEN JUST IN, [05:55:01] IN, AND THE IMPACT THAT THAT HAS ON OUR BUDGET. SO FOR THOSE THREE FAT REASONS, WE HAVE THE PAY AS YOU GO, THE PORTION JUST TO PAY FOR THOSE THAT ARE RETIRED RIGHT NOW AND GETTING THOSE BENEFITS FOR THEMSELVES AND A SPOUSE FULLY PAID BY THE DISTRICT, IT'S GONNA TAKE UP A BIGGER AND BIGGER PERCENTAGE OF THE OVERALL BUDGET. AND SO WHAT, AND, AND THE UNFUNDED LIABILITY IS OVER $8 BILLION. UM, AND SO THE 1.3 BILLION SET IS A BIG NUMBER, RIGHT? EVEN FOR A DISTRICT OF OUR SIZE. BUT THE UNFUNDED LIABILITY IS OVER $8 BILLION. SO WHEN YOU'RE COMPARED TO THE UNFUNDED LIABILITY, IT'S, IT'S REALLY JUST A, A SMALL DOWN PAYMENT FOR, FOR THOSE FUTURE COSTS. AND THAT UNFUNDED LIABILITY REPRESENTS THE CURRENT VALUE OF ALL OF THOSE BENEFITS THAT EMPLOYEES HAVE ALREADY EARNED. EVEN THOSE THAT ARE NOT YET RETIRED. THERE'S A VALUE TO WHAT THOSE FUTURE COSTS ARE GONNA BE. AND SO THE, THE RATIONALE FOR WHY MUNICIPALITIES AND SCHOOL DISTRICTS START SETTING ASIDE FUNDS FOR THE FUTURE IS SO THAT EVENTUALLY THE RETI, THE RETIREE HEALTH BENEFIT COSTS, WHEN IT GOES FROM 5% OF THE BUDGET TO 15% OF THE BUDGET, THAT YOU HAVE SOME MONEY TO PAY FOR SOME OF THAT 15. 'CAUSE WHAT WE DON'T WANT IS, AS IMPORTANT AS THOSE BENEFITS ARE, I THINK MOST PEOPLE WOULD SAY, HEY, SHOULD 15 CENTS OF EVERY DOLLAR OF A SCHOOL DISTRICT GO TO PAY FOR BENEFITS FOR PEOPLE WHO ARE NO LONGER SUPPORTING STUDENTS? AND THEN THEY DID SUPPORT STUDENTS AND THEY'VE EARNED THOSE BENEFITS, BUT THAT'S WHAT WE'RE TRYING TO PUT MONEY ASIDE FOR, IS BECAUSE THOSE TRENDS OF PEOPLE LIVING LONGER, MORE PEOPLE RETIRING, HEALTHCARE INFLATION IS, IS ONLY PROJECTED TO CONTINUE AS IT HAS. THAT MAKES SENSE. THANK YOU. THANK YOU, MR. MELVOIN. UM, YEAH, MY QUESTION WAS ONE ACT ACTUALLY JUST OF TIMING, BECAUSE I THINK THE BOARD SHARES THE GOAL OF, OF TRYING TO FIND FULL RESTORATION FOR THESE EQUITY PROGRAMS BY 28, 29. AND WE HAVE INCREASED REVENUE FROM THE STATE. WE HAVE UNDERSTANDING AS WE CLOSE OUT THE BOOKS THIS YEAR, WHAT THE UNDERSPEND WAS, ET CETERA. AND SO I GUESS MS. GREGO, YOUR PROPOSAL IS, LET'S, LET'S TAKE THIS RELATIVELY DRASTIC ACTION NOW, KNOWING WE MIGHT PUT IT BACK BECAUSE WE, AND I GUESS MY PERSPECTIVE WOULD BE THE OPPOSITE, WHICH IS LIKE, LET'S, THIS, WE'RE, WE'RE TALKING THREE YEARS OUT. WE KNOW WE'RE GONNA BE HAVING CONVERSATIONS PROCESS WISE AS SOON AS AUGUST AROUND ADDITIONAL REVENUE AND HOW TO, AND LIKE IT SEEMED, WE'VE ALREADY HAD A COMMITMENT THAT THE PRIORITIZATION IS GONNA BE BSAP AND SEMI. SO TO ME, IT SEEMS THAT, YOU KNOW, IF WE COME A YEAR FROM NOW, AND THEN WE'RE NOW LOOKING AT THREE, YOU KNOW, THE 28, 29 SCHOOL YEAR WILL BE TWO YEARS OUT, AND WE'RE STILL SEEING DRASTIC CUTS, THEN THESE MORE, UM, YOU KNOW, RA UH, RADICAL MEASURES MIGHT BE MORE APPROPRIATE. BUT I THINK FOR FOR RIGHT, LIKE, I, I HOPE TO GET TO THAT SAME POINT. IT JUST SEEMS LIKE IF YOUR POINT IS LET'S DO THAT AND THEN WE CAN RESTORE IT WHEN WE GET BETTER NEWS, MY ARGUMENT WOULD BE THE OPPOSITE, WHICH IS LIKE, LET'S HOLD KNOWING THAT THE FIRST PRIORITY WE'RE GONNA HAVE WHEN WE COME BACK AFTER THE SUMMER IS TO FIGURE OUT THAT 28, 29 SCHOOL YEAR, CARLA. YEAH, I UNDERSTAND THAT YOU HAVE THAT, UM, PERSPECTIVE, BUT FOR ME, IT'S THE OPPOSITE. RIGHT? FOR ME, AS LONG AS WE KEEP BSAP ON AN FSP PLAN, THERE IS ALWAYS THE POTENTIAL THAT BSAP IS GONNA GET CUT. SO TO ME, I WOULD RATHER BE, YOU KNOW, WORKING TOWARD, YOU KNOW, GETTING THE SAVINGS ACCOUNT OUT OF THE FSP THAN TO BE WORKING ON, YOU KNOW, TRYING TO RESTORE STUDENT SUPPORTS AND STUDENT SERVICES, BECAUSE THAT'S MY PRIORITY. SO I THINK THAT I WOULD RATHER DO THAT. AND IN TERMS OF THE UN UNFUNDED LIABILITY, UM, SO THE LI THE UNFUNDED LI LIABILITY IS BASICALLY IF TODAY ALL OF OUR EMPLOYEES WERE TO RETIRE, RIGHT? WHICH IS RIGHT. UM, NO. LIKE, ISN'T THAT THE TOTAL, YOU SAID IT'S THE CURRENT EMPLOYEES AND THE FUTURE AND THE FUTURE RETIREES AND THE CURRENT RETIREES, IT'S THE VALUE IN TODAY'S DOLLARS. MM-HMM. YOUR ANSWERS ARE ANTI-BLACK , SORRY. IT'S THE VALUE IN TODAY'S DOLLARS OF ALL FUTURE COSTS FOR PEOPLE WHO ARE RETIRED AND THOSE EVEN THAT ARE CURRENT EMPLOYEES, BUT WILL RETIRE EVENTUALLY. YEAH. SO IT'S NOT, IT'S NOT THAT PEOPLE, THE COST OF EVERYBODY WERE TO RETIRE LIKE TOMORROW. IT'S, IT'S NOT THAT. IT'S THE PRESENT VALUE OF ALL OF THOSE FUTURE COSTS. SO THOSE PEOPLE WHO ARE, LIKE, FOR, FOR EXAMPLE, AND, AND THE CALCULATION IS DONE BY AN A ACTUARY, IT'S A THIRD PARTY. I'M JUST SIMPLIFYING IT, HONESTLY. I KNOW, I KNOW. I'M TRYING IT SO CONVOLUTED. YEAH, I UNDERSTAND WHAT YOU'RE SAYING. I GET IT. BUT TO ME IT JUST SEEMS LIKE, OKAY, THAT'S WHAT WE REALLY MEAN IS LIKE ALL THE, THE VALUE OF TODAY, TODAY'S VALUE OF THE FOLKS WHO RETIRE IN THIS MOMENT, AND THE ONES WHO ARE CURRENTLY RETIRED, IT'S EVERYBODY WHO COULD BE RETIRED. YEAH. AND THE VALUE IN THIS MOMENT IN TIME. YEAH. OKAY. IT, IT IS EXTREMELY CONVOLUTED AND I THINK [06:00:01] IT'S WORTHY OF EVEN LIKE A DEEPER DIVE AT LIKE A COMMITTEE OF THE WHOLE, WE, WE'VE DONE IT, MAYBE IT'S BEEN A WHILE SINCE WE'VE LAST DONE IT, BECAUSE YOU'RE RIGHT, IT'S EXTREMELY COMPLICATED. AND THE MOST IMPORTANT THING IS NOT SO MUCH THIS VERY COMPLICATED CALCULATION THAT'S DONE BY AN ACTUARY. IT'S MORE LIKE WHAT THESE COSTS ARE GONNA BE THIS YEAR, NEXT YEAR, THE YEAR AFTER THAT, 10 YEARS IN THE FUTURE, 20 YEARS IN THE FUTURE, 30 YEARS IN THE FUTURE. THAT I THINK IT MAKES MORE SENSE TO ME AND TO THE PUBLIC THAN THIS PRESENT VALUE CALCULATION. YEAH. SO I THINK THAT THAT'S DEFINITELY WORTH A, A, A DEEPER DIVE. AND, UM, SO THEN THE OTHER THING I WANTED TO, UM, ASK IS, SO IF THIS TRUST THAT IS THERE RIGHT NOW, WE'VE BEEN PUTTING MONEY INTO IT, AND A LOT OF DISTRICTS, AND A LOT OF, YOU KNOW, GOVERNMENTAL AGENCIES DO THIS RIGHT? TO, UM, AND THEY VERY ONLY, AS FAR AS I KNOW, ONLY VERY FEW TINY LITTLE DISTRICTS HAVE BEEN ABLE TO FULLY FUND OPEP. YEAH. BECAUSE IT IS A, A BIG AMOUNT OF MONEY, RIGHT. THAT YOU HAVE TO TRY TO FUND. SO GENERALLY MOST AGENCIES LIKE OURS, AS BIG AS OURS WILL BE SOMEWHERE AT, YOU KNOW, A SMALL PERCENTAGE THAT THEY'VE BEEN FUNDING, RIGHT? SO IT'S NOT LIKE, OH MY GOD, WE'RE SO FAR BEHIND BECAUSE WE'RE AT 15%, WE'RE KIND OF ON TRACK LIKE EVERYBODY ELSE WHO IS AS BIG AS US, IT SEEMS LIKE TO ME. SO JUST, I DON'T KNOW THE PERCENTAGE OF LIABILITIES FROM OTHER MUNICIPALITIES. WHAT I WAS SPEAKING TO EARLIER IS JUST WHEN WOULD, WHEN IS IT APPROPRIATE TO BEGIN DRAWING THE BALANCES DOWN? AND WE ARE NOT AT THAT POINT IN TERMS OF OUR FUNDING LEVELS THAT I, I CAN'T SPEAK TO LIKE WHAT OTHER, I THINK IN TERMS OF THE FUNDING LEVELS THAT WE HAVE IN THE TRUST, I SEE THAT THAT'S RIGHT. BUT TO ME, I WOULD SAY THAT IT IS AN APPROPRIATE TIME WHEN WE ARE THINKING ABOUT DECIMATING A PROGRAM THAT SUPPORTS ALL STUDENTS. AND AGAIN, I'M PROPOSING THAT WE DO IT IN 28, 29 BECAUSE IT GIVES US TIME TO, TO SEEK MORE FUNDING, TO RESTORE MORE FUNDING TO ADVOCATE. AND I HAVE FAITH AND BELIEF THAT WE CAN DO THAT, AND THAT WE WILL BE ABLE TO DO THAT. AND THAT'S THE REASON WHY I'M PUTTING IT IN THERE. I DON'T, I ACTUALLY DON'T THINK IT'S A VERY AGGRESSIVE MEASURE BECAUSE I DIDN'T PROPOSE IT FOR THIS COMING YEAR. I'M LIKE, OKAY, LET'S GIVE IT ANOTHER TWO YEARS BEFORE WE START DRAWING INTO THIS. AND AGAIN, I KEEP HEARING FROM FOLKS, AND I KNOW THIS FROM FOLKS, THAT YOUR BUDGET REFLECTS YOUR VALUES AND YOUR PRIORITIES. AND FOR ME, THAT IS A VERY IMPORTANT PART. AND THAT'S WHY I, I'M MAKING THIS PROPOSAL THAT WE DRAW INTO OUR OPPA TRUST FOR 28 29. AND I SEE HOW YOU'RE SAYING WE CAN ONLY USE IT FOR, UM, FOR RETIREMENT LIABILITY. SO IT WOULD, IT WOULD TAKE UP SOME OF THE GENERAL FUND, UM, THAT WE HAVE. SO THAT'S, WE COULD USE THAT GENERAL FUND FOR BSAP. YEAH. IT'S THAT, IT'S THAT SEQUENCE. THE TRUST WOULD PAY FOR THE COST OF THE RETIREE HEALTH BENEFITS AND INSTEAD OF THE, THE OPERATING FUNDS, AND IT'S AN ACTUALLY SMALLER, BECAUSE YOU'RE SAYING THAT FOR THIS YEAR, WE'RE EXPECTING TO PAY $333 MILLION FOR PAY AS YOU GO, WHICH I ALSO HAVE QUESTIONS ABOUT, BECAUSE IT SEEMS LIKE A VERY HIGH AMOUNT FROM THE PREVIOUS YEAR. THE PERCENTAGE AMOUNT SEEMS TO HAVE INCREASED A LOT, BUT, UM, YOU KNOW, 125 MILLION OR 175 MILLION OUT OF THAT 333 IS NOT THAT MUCH. YEAH, I, AND AND I HEAR YOU, AND I JUST WANT TO, UH, ADD THAT A FISCAL STABILIZATION PLAN THAT INCLUDES A STRATEGY THAT WORSENS THE DISTRICT'S FINANCIAL PICTURE IS, IS, IS NOT ADVISABLE. UM, WE HAVE A VERY SIGNIFICANT UNFUNDED LIABILITY THAT WHEN YOU LOOK AT OUR AUDIT REPORTS OR OTHER INDEPENDENT OBJECTIVE REPORTS, THEY OFTEN ALWAYS HIGHLIGHT THE SIZE OF OUR UNFUNDED LIABILITY. AND SO I THINK A FISCAL STABILIZATION PLAN THAT INCLUDES A STRATEGY THAT, UM, WORSENS OUR FISCAL FINANCIAL PICTURE IN TERMS OF OUR, UM, HOW WE'RE PREPARING FOR THE, TO PAY FOR THAT UNFUNDED LIABILITY. IT'S, IT'S NOT ADVISABLE. AND, AND, UM, THE, THE FISCAL STABILIZATION PLAN, AS WE'VE SHARED A FEW TIMES, IS THE BASIS UPON WHICH WE WOULD BE ABLE TO CERTIFY THE, THE, UM, AB 12 HUNDREDS THAT ARE CONNECTED TO THE LABOR AGREEMENTS BEFORE THE BOARD LATER TODAY. GO AHEAD, ROCIO. YOU KNOW, GIVEN THAT IN YOUR PRESENTATION YOU MENTIONED, UM, LECO AND, YOU KNOW, THE STEPS THAT LECO WOULD TAKE, HOW WOULD, UM, LACO INTERPRET THESE, THESE, UH, CHANGES AND ADDITIONS TO THE FSP? WHICH AMENDMENT [06:05:01] ARE WE TALKING ABOUT? I GUESS WE CAN GO FIRST WITH, UM, MS. DRAGOS AND THEN, AND THEN MS. KELLY. I'VE NOT ASKED SPECIFICALLY. THIS IS NOT A CHANGE THAT WE HAD CONTEMPLATED, GIVEN WHAT I SHARED, THE, THE CONCERNS THAT, THAT I, THAT I HAVE, THAT WE WOULD HAVE WITH IT. UM, MY GUESS IS THAT THEY WOULD, WOULD BE VERY CONCERNED WITH, WITH DRAWING DOWN THE OPEP TRUST, UH, IN ORDER TO, AS PART OF THE FISCAL STABILIZATION PLAN. I DON'T KNOW SPECIFICALLY WHAT ACTIONS THEY MIGHT TAKE, BUT, BUT MY, MY, MY BEST GUESS, MY EDUCATED GUESS IS THAT THEY WOULD HAVE, UH, VERY SERIOUS CONCERNS WITH IT. SERIOUS CONCERNS, MEANING THAT THEY WOULD TAKE ACTION. IT'S POSSIBLE THE FISCAL, THEY, THEY'VE MADE CLEAR TO US THAT THE, THEY ALREADY HAVE, THEY HAVE SOME CONCERNS WITH THE FISCAL STABILIZATION PLAN EVEN BEFORE ANY OF THESE AMENDMENTS. UM, THEY HAVE CONCERNS BECAUSE NOT EVERYTHING IN THE FISCAL STABILIZATION PLAN CAN BE IMPLEMENTED UNILATERALLY BY THE DISTRICT. UM, THERE ARE TWO MAJOR ITEMS THAT REQUIRE NEGOTIATIONS WITH OUR LABOR PARTNERS. UM, THERE ARE OTHER ITEMS THAT WHILE WE HAVE SELF-CONTROL OVER INCREASED TO ATTENDANCE, UM, THAT IS NOT 100% WITHIN OUR CONTROL. AND SO THEY, THEY HAVE SIGNIFICANT CONCERNS PRIMARILY ABOUT THOSE THAT, THAT WE CAN'T CONTROL, THAT REQUIRE NEGOTIATION. AND SO, UM, CHANGING THE PLAN IN A WAY THAT MAKES IT LESS FEASIBLE WILL ONLY INCREASE THEIR LEVEL OF CONCERN, UM, AND THE POTENTIAL FOR THEIR, UM, UH, INTERVENTION. BUT BASED ON THE CONVERSATION, THIS IS FEASIBLE, RIGHT? WE'RE TAKING AWAY FROM THE OE TRUST, THE OE TRUST. IT'S LEGALLY ALLOWED. IT IS LEGALLY ALLOWED. SO ON THAT, ON THAT END, IT'S FEASIBLE. BUT THE FURLOUGHS AND THE COST SHARING FOR HEALTH BENEFITS ISN'T, WELL, NO, I, IT, IT COULD BE LEGALLY ALLOWED AND STILL BE FINANCIALLY IMP PRUDENT. AND THAT'S WHAT LACO ISS GONNA THINK ABOUT IS NOT IS IT LEGALLY ALLOWED. UH, OF COURSE WE WOULD NEVER DO ANYTHING THAT'S ILLEGAL IN ANY CASE, BUT, BUT THEY WOULD CONSIDER IT TO BE FINANCIALLY IMP PRUDENT. AND I THINK THAT THAT WILL AFFECT HOW THEY INTERPRET IT. AND I'LL JUST SPEAK FOR MYSELF. I WOULD CONSIDER IT TO BE FINANCIALLY IMP PRUDENT. AND AS I MENTIONED, WE'RE, THE FSP IS THE BASIS UPON WHICH WE WOULD CERTIFY THE APRIL 12 HUNDREDS. SO, YOU KNOW, I'M, I'M CONFUSED BECAUSE I MEAN, FROM LACO PERSPECTIVE OR FROM THEIR ANGLE, THAT IT WOULD BE IMP PRUDENT FOR THIS. BUT IT'S NOT, I MEAN, THIS IS NOT, IT'S IMP PRUDENT TO ADD ADDITIONAL FUNDING THAT'S GONNA COME IN THE NEXT YEARS, BUT IT'S NOT, BUT IT'S OKAY TO BE ADDING IT TO THE FSP. SO, 'CAUSE WE ARE, THERE IS A DISCRETIONARY GRANT THAT EVERY YEAR THE STATE PROVIDES THE SCHOOL DISTRICTS. RIGHT. SO EVERY YEAR. SO WE ON THAT, ON THE REVENUES, THAT'S BLANK. SO YOU HAVE MENTIONED BEFORE THAT WE'RE NOT ALLOW, LAKEWOOD DOES NOT ALLOW US TO ADD THAT IN THERE, BUT YET IT IS ALLOWABLE TO ADD ALL OF SORT OF THESE MEASURES THAT, YOU KNOW, MAY RESULT IN SOMETHING OR NOT. WELL, NO, I DON'T, I DON'T, I I, I, I DON'T THINK THEY ARE THRILLED WITH ALL OF THE ITEMS WITHIN THE FISCAL STABILIZATION PLAN AS IS. UM, I HIGHLIGHTED A FEW OF THEIR MAJOR CONCERNS. UM, WE HAVE, HAVE HAD A HISTORY OF GETTING ONE-TIME FUNDS. IT'S NOT EVERY YEAR, UM, 23, 24, 24 25, WE DID NOT RECEIVE ANY DISCRETIONARY BLOCK GRANT OR ANY GRANT OTHER THAN THINGS THAT WERE VERY RESTRICTED. AND SO IT'S NOT THE CASE THAT EVERY YEAR WE GET THEM, WE'VE GOTTEN THEM SEVERAL TIMES, UM, DURING THE PANDEMIC. A LOT OF THOSE WERE ONE TIME PANDEMIC RELATED ALLOCATIONS ONLY. UM, AND SO I COULD UNDERSTAND WHY LACO IS SAYING, YOU CAN'T ASSUME THAT YOU'RE GONNA GET HUNDREDS OF MILLIONS OF DOLLARS OF ONE-TIME FUNDS EVERY YEAR IN THE FUTURE. 'CAUSE I DON'T ASSUME THAT WE WILL. UH, WE MIGHT NOT. THERE HAVE BEEN RECENT YEARS WHERE WE GOT ZERO. AND SO THE DISTINCTION, I KNOW IT SEEMS SOMEWHAT SUBJECTIVE, BUT WHY IS ONE THING, OKAY, AND THE OTHER THING ISN'T YEAH, THAT WE HAVE TO DRAW A LINE, THE, THE, THE LACO AND EVEN US AS, AS A DISTRICT, AS A BOARD, WE HAVE TO MAKE JUDGEMENTS ABOUT WHAT WE THINK IS PRACTICAL AND, AND, AND FEASIBLE. UM, AND WE MIGHT DRAW THOSE LINES IN DIFFERENT PLACES. UM, BUT IF CONTRIBUTING INTO THE TRUST $0 IS OKAY, WHY ISN'T DRAWING THE TRUST? OKAY. BECAUSE TO ME, THEY'RE DIFFERENT THINGS. FRANKLY, WE SHOULD BE CONTRIBUTING MORE INTO THE TRUST. UH, FRANKLY, WE SHOULD BE CONTRIBUTING MORE TO THE TRUST. THE, THE O THE FSP INCLUDES A 0% CONTRIBUTION BECAUSE OF THE CONSIDERABLE INTEREST OF BOARD MEMBERS AND INCLUDING IT IN THE FSP. THE NEEDS ARE NOW. OKAY. THANK YOU. THAT'S ALL FOR NOW. THANK YOU. UH, SO MAN, LEMME JUST ASK A QUESTION. UM, I KNOW THAT SUPERINTENDENT CHASE SAID THAT AS MORE MONEY CAME IN, YOU WOULD PUT [06:10:01] IT TOWARDS BSAP. BEFORE WE HAD THIS WHOLE CONVERSATION ABOUT THE, SO IS IT OKAY TO PUT THE MONEY THAT'S COMING IN NOW INTO THE EP TRUST, AS WE WOULD HAVE PUT IT INTO THE BSAP PROGRAM? WE CAN ALWAYS ADD FUNDS, YES. TO THE, TO THE OPEP TRUST. OKAY. THE WAY THAT I MIGHT REFRAME IT IS THAT, AGAIN, THE, THE COMMITMENT THAT'S CAPTURED IN THE LANGUAGE THAT BOARD MEMBER EZ, UH, PROPOSED AND WAS APPROVED TO ME IS AN ONGOING COMMITMENT. IT'S NOT A 26, 27 OR A 27 28 COMMITMENT. IT DOES NOT HAVE AN EXPIRATION DATE. WHEN I LOOK AT 28 29, THAT GIVES US TWO YEARS TO SOLVE FOR 28, 29, THE SAME ADVOCACY THAT I DID WITH CECILY, WITH MAX, WITH MARIA, WITH OUR, OUR STRONG UNION FOLKS CAN HAPPEN OVER THE NEXT COUPLE OF YEARS TO SOLVE FOR 28 29. WE HA WE HAVE TO BE COGNIZANT OF THE IMPACT THAT OUR DECISIONS HAVE ON LACOSS PERSPECTIVE, ON OUR FISCAL STEWARDSHIP. THEIR STANDARD IS NOT CAN WE DO THIS OR IS THIS LEGAL? IT IS NOT AS SIMPLE AS THAT BECAUSE AS SIMON SAID, WE'RE NOT GONNA PROPOSE SOMETHING THAT IS OUTRIGHT UNDOABLE OR ILLEGAL. HOWEVER, THEY ARE GAUGING THE FISCAL STEWARDSHIP THAT WE DEMONSTRATE IN THIS VERY, VERY DIFFICULT SPACE. WE HAVE ALREADY, TO A LARGE EXTENT, SOLVED FOR BSAP FOR THE NEXT TWO SCHOOL YEARS FOR CNI. WE CERTAINLY HAVE SOME WORK TO DO FOR 27, 28, BUT WE HAVE A HUNDRED MILLION DOLLARS ALREADY THERE. WHAT I WOULD RESPECTFULLY ASK IS THAT YOU HOLD ME AND HOLD ME ACCOUNTABLE TO THIS, NOT JUST THE SEVEN FOLKS HERE, BUT EVERY SINGLE FOLK HERE AND WATCHING IT ON TV OR ON THE STREAM. HOLD ME TO ACCOUNT THAT WE WILL DO EVERYTHING POSSIBLE TO SOLVE FOR 28 29. BUT I, AND I SAY THIS WITH ALL RESPECT, THIS IS NOT, I DON'T THINK THIS IS THE APPROACH TO DO THAT. COMMENTS, CARLA? SURE, GO AHEAD. GO AHEAD, CHARETTE. SO SIMONE, CAN YOU GIVE US A LITTLE CLARITY, I KNOW THAT WE RECEIVED A LETTER IN JUNE INDICATING ABOUT OUR FSP AND STATUTES, OBVIOUSLY, AND SO IT'S CLEAR THAT I DON'T THINK ANYONE ON THIS BOARD WANTS TO DESTROY THE WORK THAT HAS BEEN PUT INTO BSAP AT ALL. AND I THINK WE ARE DEFINITELY TRYING TO FIGURE WAYS FOR THIS ENTIRE DISTRICT TO BE SOLVENT. AND SO IT IS VERY IMPORTANT, I BELIEVE, AS WE CONTINUE TO DO THE WORK FOR THE ENTIRE DISTRICT AND MY CHILDREN INCLUDED. 'CAUSE I HAVE CHILDREN THAT GO TO SCHOOLS IN THIS DISTRICT, AND IT'S VERY PERSONAL AS WELL. HOWEVER, WE WANNA MAKE SURE THAT WE HAVE A DISTRICT THAT WE CAN GOVERN AFTER TODAY. AND I WANT YOU TO BE ABLE TO, TO EXPRESS TO US, I WANT YOU TO BE ABLE TO EXPRESS TO US THE STATUTES OF WHICH, AND THE STEPS IN WHICH LACO WOULD TAKE. AND WE'RE NOT AN ANOMALY, WE'RE WE ARE VERY MUCH A BIG DISTRICT. HOWEVER, THERE'S SOME CIRCUMSTANCES THAT WILL COME AGAINST US IF WE DON'T ACT IN A WAY WHICH DOES PRESERVE THIS ENTIRE DISTRICT. SO CAN YOU SHARE WITH US EXACTLY WHAT A AB 1200 IS AND WHY IT WAS EVEN CREATED? SURE. WHY DID WE HAVE TO HAVE THAT? SO THIS, THE STATE PASSED A LAW ASSEMBLY BILL 1200 THAT THAT RESULTED IN DISTRICTS NEEDING TO VOTE IN A PUBLIC MEETING FOR LABOR AGREEMENTS AS WELL AS TO SUBMIT TO THEIR RESPECTIVE COUNTY OFFICE OF EDUCATION DOCUMENTS SHOWING THE COST OF, AND THE FISCAL IMPACT OF LABOR AGREEMENTS. AND, AND THE REASON WHY THE LAW WAS PASSED WAS BECAUSE OF SIGNIFICANT SCHOOL DISTRICT FAILURES OR, OR PUT IT ANOTHER WAY, BA BANKRUPTCIES. UM, AND SO IN ORDER TO AVOID ADDITIONAL SCHOOL FAILURES, UM, THE STATE PASSED THIS LAW THAT MADE CERTAIN REQUIREMENTS WHEN, UH, NEW LABOR AGREEMENTS WERE BEING, UH, APPROVED BY, BY, UH, SCHOOL DISTRICT BOARDS. AND SO AS PART OF THAT, WE, AND THIS HAS BEEN TRUE FOR, FOR, FOR, FOR A LONG TIME, WE, THAT'S WHY BOARD MEMBERS VOTE ON LABOR AGREEMENTS. UM, AND THEN WHEN THOSE, AND AS PART OF THE BOARD REPORTS, IF YOU, YOU KNOW, PEOPLE ARE [06:15:01] LOOKING AT THE BOARD REPORT, THEY'LL SEE, UH, AS PART OF ONE OF THE ATTACHMENTS OF THE BOARD REPORT APPROVING THE, THE LABOR AGREEMENTS, THIS FORM SEVERAL PAGES CALLED THE AB 1200. AND THE AB 1200, AGAIN, IS A LOT OF FINANCIAL TABLES THAT SHOW THE COST BY FISCAL YEAR AGAINST THE GENERAL FUND AGAINST THE OTHER OPERATING FUNDS. AND IT'S NECESSARY REQUIRED BECAUSE THE COUNTY OFFICES, WE, WE SUBMIT THOSE TO THE COUNTY OFFICE AND THEN THEY REVIEW THEM. WE ACTUALLY SUBMIT THEM TO THE COUNTY OFFICE BEFORE THE BOARD EVEN TAKES ACTION FOR THE REVIEW, UM, SO THAT THEY CAN SEE THE FISCAL IMPACT, UM, AND THEN TAKE ANY NECESSARY ACTIONS AS A RESULT OF, OF THOSE FISCAL IMPACTS. SO WE'VE SENT THOSE AB 12 HUNDREDS, THE ONES THAT ARE BEFORE THE BOARD TODAY, THE, THE FORMS THAT GO ALONG WITH THE LABOR AGREEMENTS, UH, TO THE COUNTY. WE HAD TO DO IT AT LEAST 10 BUSINESS DAYS BEFORE THE BOARD VOTES. AND CERTAINLY THEY SHOWED A SIGNIFICANT INCREASE TO THE DISTRICT'S COSTS. AND, AND THAT'S WHY THE COUNTY HAS SIGNIFICANT CONCERNS ABOUT, ABOUT THE DISTRICT'S FINANCIAL OUTLOOK. UM, THEY'VE NOTED THAT THE SALARY INCREASES IN THE AGREEMENTS ARE SUBSTANTIALLY HIGHER THAN THE COST OF LIVING ADJUSTMENT WE'RE RECEIVING FROM THE STATE. THAT'S ONE WARNING SIGNAL. UH, 24 25 COLA WAS 1%, A LITTLE BIT OVER 1% LAST, THIS YEAR'S COLA WAS 2.3. NEXT YEAR WAS 4.31. OVER THE THREE YEAR PERIOD, THE COMBINED COLA WAS LESS THAN 8%. UH, THE SCIU LABOR AGREEMENT BEFORE THE BOARD TODAY INCREASES SALARIES BY 24% OVER THAT SAME THREE YEAR PERIOD. AND SO THAT'S OVER THREE TIMES THE COLA. THAT'S SOMETHING THAT COUNTY OFFICES OF EDUCATION PAY ATTENTION TO. AND THEY SEE, WOW, HOW IS THE DISTRICT GOING TO PAY FOR THAT? AND SO THAT'S WHY THE FISCAL STABILIZATION PLAN IS HAPPENING NOW. THAT'S WHY THEY'RE PUSHING SO HARD ON MAKING SURE THAT THE FISCAL STABILIZATION PLAN IS FEASIBLE. UM, ALSO PART OF THE AB 12 HUNDREDS, OUR CERTIFICATION THAT THE SUPERINTENDENT AND THE CFO OR CHIEF BUSINESS OFFICIAL OF EACH DISTRICT MUST MAKE, WHICH IS THAT THE DISTRICT CAN MAKE, MEET THOSE FINANCIAL OBLIGATIONS THAT, THAT ARE BEING APPROVED. UM, THE BOARD CAN STILL APPROVE AGREEMENTS WITHOUT THAT CERTIFICATION. UM, IT'S NEVER HAPPENED AS FAR AS I KNOW AT LA UNIFIED. UM, BUT, BUT WE, WE ARE BASING THAT CERTIFICATION THAT WE CAN MEET THE OBLIGATIONS BEING COMMITTED TO IN THOSE LABOR AGREEMENTS AFTER A FISCAL STABILIZATION PLAN IS APPROVED. BUT THE DETAILS OF THE PLAN MATTER A LOT, UH, NOT JUST ANY PLAN. THANK YOU FOR THAT. UM, I THINK IT GIVES US UNDERSTANDING AS TO WHY WE HAVE TO HAVE A, A BUDGET THAT MAKES A SOLVENT WITHIN THIS DISTRICT SO THAT WHAT HAPPENS IF IT'S NOT, AND THE COUNTY SAYS THIS IS NOT APPROVABLE, SO TO SPEAK. WHAT, WHAT IS THE NEXT STEP? SO THE FIRST LEVEL OF INTERVENTION WOULD BE A FISCAL EXPERT. AND, UH, THEY DO, A FISCAL EXPERT DOES NOT HAVE, UH, VETO AUTHORITY OVER THE BOARD. BUT IF THE DISTRICT IS DEEMED TO BE UNABLE TO MEET ITS FINANCIAL OBLIGATIONS, THEN THAT WOULD BE THE BASIS UPON WHICH THEY COULD APPOINT AN ADVISOR, A FISCAL ADVISOR, UM, AND THEN THAT FISCAL ADVISOR WOULD HAVE THE ABILITY TO WHAT'S CALLED STAY AND RESCIND ACTIONS BY THE BOARD. BUT, UH, IN OTHER WORDS, TO, TO VETO CERTAIN ACTIONS TAKEN, TAKEN BY THE BOARD. THEY CAN'T UNDO THE LABOR AGREEMENTS, NOTHING LIKE THAT. UM, BUT THEY CAN PREVENT THE BOARD FROM TAKING CERTAIN ACTIONS THAT WOULD HAVE A NEGATIVE FISCAL IMPACT ON THE DISTRICT FROM THAT POINT FORWARD. AND SO THAT IS THE KIND OF THE STEPS OF THE LADDER OF ESCALATION, IF YOU WILL. UM, IF THINGS GET EVEN WORSE, THEN THAT'S WHEN STATE INTERVENTIONS, UH, CAN POTENTIALLY HAPPEN. UH, BUT THAT TYPICALLY HAPPENS WHEN DISTRICTS RUN OUT OF CASH TO PAY THEIR BILLS AND NEED TO TAKE A LOAN FROM THE STATE. UM, AND THEN THAT TRIGGERS THE RECEIVERSHIP PROCESS AT THE STATE LEVEL. I'M OVERSIMPLIFYING A LITTLE BIT, I'M KIND OF EXPLAINING IT AT THE HIGHEST LEVEL, BUT HAS THAT EVER HAPPENED IN THE COUNTY OF LOS ANGELES? UH, YES. UH, THERE HAVE BEEN DISTRICTS THAT HAVE HAD NOT JUST COUNTY OVERSIGHT, BUT HAVE BEEN IN RECEIVERSHIP AT THE STATE LEVEL. IT, IT, IT, THERE IS, UH, IT, IT, IT, IT DOES HAPPEN. IT HAS HAPPENED, UM, UH, TO TO DISTRICTS WITHIN LA COUNTY. GOT IT. YEAH. WELL, APPRECIATE YOU BEING ABLE TO ENLIGHTEN US. SO WE ARE ALL ON THE SAME PAGE OF UNDERSTANDING. AND AGAIN, AS I OPENED, NO ONE WANTS BSAP TO BE TAKEN OFF. I THINK HISTORICALLY WE UNDERSTAND THE IMPACT. WE'VE SEEN IT, WE'VE SEEN THE STUDENTS GROW. I'VE SEEN, I'VE WORKED AT A SCHOOL HISTORICALLY, ONE OF THE BLACKEST SCHOOLS WITHIN THIS DISTRICT. I AM FROM THAT SCHOOL. I KNOW THAT IMPACTS [06:20:01] THAT THOSE STUDENTS RECEIVE FROM A PROGRAM LIKE THIS. SO I DON'T THINK WE'RE HERE TO GIVE CREDIT TO WHAT THE PROGRAM DOES. HOWEVER, WE HAVE TO BE RESPONSIBLE AS TO HOW WE CONTINUE TO KEEP THE PROGRAM GOING IN FIDELITY WITHIN OUR SCHOOLS. AND I THINK FOR ME, THAT'S WHAT'S MOST IMPORTANT IS THAT WE ARE IMPLEMENTING THIS PROGRAM BECAUSE WE WANT TO CONTINUE TO SEE THE GROWTH AND THE PROGRESS FOR OUR STUDENTS WITHIN THE SCHOOLS AND THE COMMUNITIES OF THESE SCHOOLS. SO IT'S VERY IMPORTANT THAT WE MAKE SURE THAT THOSE THAT ARE WITH, IN THIS PLAN WITHIN THE SCHOOL SITES UNDERSTAND WHAT'S HAPPENING AND THE REASON WHY IT'S HAPPENING, BECAUSE AN ALARM KIND OF HAS BEEN SHIFTED BECAUSE OF OUR TENTATIVE AGREEMENTS WAS WHICH KIND OF OPENED UP THE DOOR, SO TO SPEAK, FOR US TO KIND OF SEE LIKE, HOW CAN YOU DO THIS? AND I WANT TO SHARE THAT L-A-U-S-D HAS DONE A GREAT JOB OVER THE LAST COUPLE YEARS. AND I KNOW THE THIRD YEAR NEVER COMES BECAUSE WE TEND TO HAVE LARGE RESERVES, BUT NOW WE'RE USING OUR RESERVES. AND SO I DON'T KNOW IN WHOSE HOME WHERE YOU SPEND MORE THAN YOU BRING IN THAT IT CONTINUES TO MAINTAIN. AND I THINK IN THE STATE OF CALIFORNIA TO UNDERSTAND WHAT A COLA IS, THE COST OF LIVING ADJUSTMENT THAT THE STATE GIVES US DOESN'T EQUATE TO WHAT IT IS TO LIVE AND WORK IN THE COMMUNITIES THAT WE SERVE. AND IT'S VERY CHALLENGING FOR OUR WORKERS, OUR LABOR PARTNERS, TO WORK IN THOSE COMMUNITIES WHEN THE COST OF THE MATERIALS, THE THINGS AROUND THE HOMES AROUND ARE CONSTANTLY INCREASING. AND LA UNIFIED HAS DONE ITS BEST TO KIND OF BALANCE THAT OUT. BUT WE DON'T HAVE THE REVENUE TO CONTINUE TO DO THAT BECAUSE WE DON'T GENERATE REVENUE. CORRECT. THAT'S RIGHT. AND SO THE FACT THAT WE DON'T GENERATE REVENUE AND THE STATE DOES, AND WE NEED A DIFFERENT POLICY FOR LA COUNTY SPECIFICALLY BECAUSE LA COUNTY IS PROBABLY ONE OF THE MOST EXPENSIVE PLACES TO LIVE. AND YET THE COLA IS THE SAME THROUGHOUT THE ENTIRE STATE, CORRECT? THAT'S RIGHT. THAT'S RIGHT. SO THEY DON'T GIVE YOU A SPECIAL COLA FOR LA COUNTY VERSUS HEMID VERSUS FRESNO VERSUS ALL THESE OTHER PLACES WHERE IF I TOOK A DOLLAR FROM LA COUNTY AND TOOK IT THERE, IT COULD BE TWO OR $3, BUT IN LA IT'S PROBABLY 50 CENTS. SO I THINK WE NEED TO UNDERSTAND THAT WE HAVE HAVE TO CONTINUE TO ADVOCATE FROM THE STATE IN HOPES THAT WE GET THE MONEY THAT'S ALREADY THERE FOR OUR STUDENTS HERE, BUT NOT TO DECIMATE WHAT WE ALREADY HAVE GOING ON HERE BECAUSE WE DO HAVE GOOD THINGS HERE. I KNOW I HAVE HEALTH BENEFITS, I'VE BEEN WITH THE DISTRICT FOR A LONG TIME AND I DON'T WANT THOSE JEOPARDIZED. AND SO I DON'T WANT ANY OF OUR LABOR PARTNERS TO HAVE THEIR HEALTH BENEFITS JEOPARDIZED EITHER. SO I THINK WE HAVE TO CONSIDER AND THINK ABOUT IT IN THE LONG TERM. SO APPRECIATE YOU BEING ABLE TO GIVE US A LITTLE EDUCATION AS TO WHY OR HOW WE GOT HERE SO WE ALL CAN HAVE AN UNDERSTANDING SO THAT WE CAN ALL BE IN THIS TOGETHER. THANK YOU FOR SHARING THAT. THANK YOU. THANK YOU SHERETTE. ANYONE ELSE? CARLA? UM, SO I JUST WANNA CLARIFY THAT THE MM-HMM . WE ALREADY BUDGET FOR BENEFITS FOR OUR RETIREES. THAT'S RIGHT. THAT'S ALWAYS BAKED INTO THE BUDGET. YES. THAT'S, THAT'S NOT AT RISK AT ALL. THAT'S RIGHT. AND UM, THE TRUST IS A SEPARATE ACCOUNT. YES. AGAIN, LIKE A SAVINGS ACCOUNT THAT WE WILL DIP INTO AND HOPEFULLY EVENTUALLY BE ABLE TO FUND ALL OF OUR RETIREES. BUT IT IS A, A POCKET OF MONEY. IT'S A POT OF MONEY THAT WE COULD TAP INTO RIGHT NOW IN ORDER TO PRESERVE PROGRAMS THAT SUPPORT DIRECTLY IMPACT OUR STUDENTS. IF WE DO NOT DO THAT IN 28, 29, THERE WILL BE, ACCORDING TO WHERE WE ARE RIGHT NOW, 77, 70 $7 MILLION CUT TO BSAP. SO BSAP REMAINS ON THE FSP. THERE ARE STILL GONNA BE VERY DRASTIC CUTS TO IT SO THAT WE WILL BE SEEING VERY WE'LL BE IN THE SAME POSITION, IF NOT WORSE. RIGHT. IF WE LEAVE BSAP ON THE FSP. AND THAT'S WHY I AM PROPOSING TO TAP INTO A POT OF MONEY, 13%. THAT'S ALL I'M ASKING FOR INTO THIS RESERVE TRUST, SAVINGS, WHATEVER YOU WANNA CALL IT. THAT WE PUT THAT IN A PLAN FOR TWO YEARS FROM NOW. BUT THAT WE MAKE [06:25:01] THAT COMMITMENT RIGHT NOW TO OUR STUDENTS, THAT THEY ARE NOT GONNA BE THE FIRST THING THAT WE PUT ON A PLAN IN ORDER TO BALANCE A BUDGET. AND THAT'S WHY TO ME, IT'S IMPORTANT THAT WE DO THIS. I DON'T THINK IT'S GONNA HURT RETIREES. I DON'T THINK IT'S GOING TO. IF LACO SEES THAT AS NOT BEING PRUDENT, YOU KNOW, THEY'RE NOT PRIORITIZING STUDENTS. THAT'S HOW I SEE IT. I PRIORITIZE STUDENTS, I PRIORITIZE THEIR NEEDS. AND TO ME THAT IS THE THING THAT WE NEED TO PROTECT BEFORE ANY SAVINGS ACCOUNT. SO I'M GONNA CALL THE QUESTION AND I ASK MY COLLEAGUES TO STAND WITH ME TO APPROVE THIS, UH, TO MOVE THIS, TO VOTE ON THIS MOTION. UM, IT IS SOMETHING THAT WE WILL BE WORKING TOWARD ELIMINATING, BUT I'D RATHER WORK TOWARD MOVING THAT OUT OF THE FSP OPE THEN TO START WORKING HARD TO MOVE BSAP OUT BECAUSE I KNOW THAT'S GONNA BE REALLY HARD. SO I ASK FOR YOUR SUPPORT AND I CALLED THE QUESTION, MOVE TO THE CALL. MOVE MOVING TO CALL THE QUESTION BY MS. GREGO. DO HAVE A A SECOND. SECOND. MR. BLACK STUDENTS GREGGO SECONDED BY BOARD PRESIDENT SCHON NEED FIVE, UH, TWO THIRDS. I THINK THAT'S FIVE. THAT'S FIVE VOTES. SO TO END DEBATE. JUST TO END DEBATE. THAT'S CORRECT. MS. NEWBELL, THIS IS JUST TO END DEBATE ON THIS, ON THIS ITEM. YES. YES. UH, DR. REVA. YES. MR. MELVIN. YES. MS. GRIEGO? YES. MS. CONEZ? YES. MS. ORTIZ FRANKLIN, SHE STEPPED OUT. UH, BOARD PRESIDENT? YES. OKAY. SO THE QUESTION HAS BEEN CALLED, NOW IT'S TIME TO VOTE. UM, BOARD MEMBER REGO'S AMENDMENT. DOES EVERYONE RECALL THE AMENDMENT? WE GOOD? WE DO. OKAY. ALRIGHT. SO THE PROPOSED REALLY QUICK. SO THE 1 75, IT'S TO ELIMINATE BSAP, RIGHT? BECAUSE WE ARE ALREADY AT 50 FOR 2020. SO THIS IS TO ELIMINATE IT ALL TOGETHER AND ADD THAT TO REMOVE BSAP FROM THE FSP IN 28 29. THIS WILL REPLACE THAT AND THE FUNDS WOULD REPLACE, WILL BE USED FOR GENERAL FUND TO PAY FOR THE, UM, PAY AS YOU GO, AND THEN RELEASE SOME OF THAT FUND TO PAY FOR BSAP. SO THIS RE UH, RELEASES BS A FROM 27, 28 AND 28, 29. NO, THIS ONLY, THIS IS ONLY FOR 28. 29 FOR 28, 29. THIS IS A LITTLE, THIS IS A LITTLE AWKWARD FOR ME 'CAUSE YOU ALL ARE MY BOSSES. BUT A CALL, A CALL TO THE QUESTION IS SUPPOSED TO MEAN THAT DEBATE, DEBATE, DEBATE IS CONCLUDED. ONE CLARIFICATION. OKAY. ALL RIGHT. SO NOW WE'RE GONNA VOTE ON EVERYONE, EVERYONE GOOD? ALL RIGHT. I'M GONNA READ IT, I'M GONNA READ IT IN THE RECORD JUST SO EVERYONE CAN FOLLOW ALONG THE PROPOSED AMENDMENTS TO TAB TWO IN ADDITION TO BOARD MEMBER EZ AMENDMENT. AND THIS IS FROM BOARD MEMBER GRIEGO. AMEND, AMEND THE FISCAL STABILIZATION PLAN TO, I MAKE SURE YOU ALL CAN HEAR ME. REMOVE BSAP FROM THE FISCAL STABILIZATION PLAN FOR THE 20 28, 20 29 YEAR BY A DRAWDOWN OF 175 MILLION FROM THE OPE TRUST. WE CLEAR? YES. OKAY. UH, NOW FOR THE VOTE, MS. NEW BILL PASSES. ALRIGHT, I'LL COME BACK TO YOU. DR. RIVAS? YES. MR. MELVOIN? NO. MS. REGO? YES. MS. EZ? YES. UH, MS. ORTIZ FRANKLIN IS NOT HERE. BOARD PRESIDENT SCHUREN? YES. THAT'S MS. NEWBELL COMING BACK TO YOU. PLEASE. COME ON. I NEED TO HAVE A CONVERSATION WITH LEGAL. JUST A MOMENT, PLEASE. THANK YOU. [06:31:45] UH, THIS IS, THIS IS PROBABLY MORE EMOTIONAL THAN IT SHOULD BE. UM, IT'S NOT EVEN JUST SAY YES, WE TAKE A POINT OF PRIVILEGE. WE COME IN HERE AND WE DISRESPECT THIS ROOM OFTEN WE NEED, WE NEED COLLECTIVELY WORKING TOGETHER TO MAKE THE CHANGE FOR THIS DISTRICT ONGOING, EVERY ONE OF US. SO IT'S NOT JUST SAY YES, BUT WE ARE WORKING TOGETHER. AND OFTENTIMES IT DOESN'T FEEL THAT WAY. IT, AS WE CONTINUE TO FIGHT FOR OUR BLACK STUDENTS YES. OUR BLACK STUDENTS. YES. AS THE ONLY BLACK BOARD MEMBER UP HERE. AND IT'S NOT THAT AN ACT, IT'S NOT AN ACT AT ALL. IT'S NEVER BEEN AN ACT. YES. WE HAVE, UM, ONE VOTE TO COLLECT. UH, THE BOARD CAN CONTINUE TO DISCUSS THE FSP UNDER TAB TWO WITH THE AMENDMENTS INCLUDED. YES. I HAVE A QUESTION. SINCE YOU'VE BEEN DIGGING FOR MONEY, I'VE BEEN DIGGING TWO AND I HAVE A QUESTION THAT I'VE HAD FOR 30 YEARS. YES. 30 YEARS TEXTBOOKS AND MATERIALS. TO ME, THAT IS THE BIGGEST MYSTERY OF THE CENTURY. SO WHAT I'D LIKE TO KNOW IS, I KNOW THERE'S A LOT OF MONEY IN THERE, RIGHT? BUT I REALLY DON'T KNOW WHAT IT'S FOR. SO WHAT I'D LIKE TO EVENTUALLY FIND OUT FROM YOU, I DON'T EXPECT YOU TO HAVE IT IN THE TOP OF YOUR HEAD, IS, UH, HOW MUCH IS GOING INTO BUYING PHYSICAL TEXTBOOKS? HOW MUCH IS GOING INTO LAPTOPS? HOW MUCH IS GOING INTO IPADS? AND, YOU KNOW, GIVEN THE, THE PLAN TO REDUCE THE USE OF, UH, TECHNO, NOT TECHNOLOGY, UM, IPADS AND, AND, UH, AND LAPTOPS, UH, COULD WE ALLOCATE SOME OF THAT MONEY TOWARDS, WELL, WE ALREADY HAVE THE MONEY FOR BSAP, AND I APPRECIATE THAT, CARLA, BUT I WAS GOING TO, UH, ASK FOR MONEY FROM THAT SAVINGS TO GO TO BSAP, BUT I STILL LIKE, LIKE TO KNOW THE SAVINGS THAT WE COULD HAVE OUT OF TEXTBOOKS AND MATERIALS THAT, THAT THAT SPECIAL ACCOUNT THAT SURE CONFUSES ME. YES. THE FISCAL STABILIZATION PLAN ALREADY INCLUDES $200 MILLION OF REDUCTIONS [06:35:01] TO THE NON-SCHOOL NON-LABOR BUDGET. THAT'S AN OVER 25% REDUCTION. SO I SHARED SOME PIE CHARTS THAT GAVE A LITTLE BIT OF A BREAKDOWN OF THOSE FUNDS, INCLUDING TEXTBOOKS. WELL, WE CAN CERTAINLY FOLLOW UP WITH ADDITIONAL, ADDITIONAL INFORMATION. UM, BUT YEAH, THAT, THAT, YEAH, I'D LIKE TO KNOW REDUCING, YEAH, REDUCING THOSE THINGS. ALL OF THE THINGS THAT YOU JUST MENTIONED IS ALREADY IN THE FISCAL STABILIZATION PLAN AT THE AMOUNT OF OKAY. $200 MILLION AND I APPRECIATE THAT. BUT I STILL LIKE TO KNOW THE BREAKDOWN IF I COULD EVENTUALLY. WHAT, WHAT, WHAT DOES THAT MONEY SPEND FOR? THANK YOU. THAT'S IT FOR ME. ROIL? YEAH, JUST ON, YOU KNOW, I GUESS WE WERE, WE WERE ALL SEARCHING RIGHT? FOR FUNDS, UM, TO COVER, YOU KNOW, WHAT MEANS A LOT TO US, WHICH IS BSAP AND, AND SE UM, SO LOOKING AND ALSO GOING ON THE SAME LINE OF QUESTIONING AS OUR BOARD PRESIDENT ON BOOKS AND SUPPLIES. SO IN THE BUDGET BOOK, THE ACTUALS FOR 2324 FOR BOOKS AND SUPPLIES WAS 597.2 AND 24 25, IT WAS FOUR 60.5 AND ESTIMATED AMOUNTS FOR 25 26 IS 4 94 0.8. BUT THEN FOR 26 27, WE HAVE 757, WHICH IS, DOESN'T MATCH WHAT HAS BEEN SPENT IN THE, YOU KNOW, PRIOR THREE YEARS. SO WHY IS THAT DISCREPANCY IN TERMS OF WHY IS IT INFLATED GIVEN THAT IN PREVIOUS THREE YEARS THE DISTRICT HAS PAID FOR AT LEAST 200, HAS SPENT 250 MILLION LESS THAN WHAT IT WAS ALLOCATED. SO NOT TO REPEAT THE ANSWER I JUST PROVIDED TO MR. CHARLESON, BUT OBVIOUSLY WE'RE, WE'RE GONNA CUT BY EVEN MORE THAN HAS ALREADY BEEN CUT TO NON-LABOR. UM, IS THERE MORE JUICE TO SQUEEZE? I WOULD SAY NO, NOTHING OTHERS CAN DISAGREE. I WOULD SAY NO. $200 MILLION IS A LOT. IN THE PAST WHEN SCHOOLS HAD CARRYOVER, THOSE CARRYOVERS WERE BUDGETED IN BOOKS AND SUPPLIES. AND SO THAT CONTRIBUTED TO A SIGNIFICANT AMOUNT OF THE UNDERSPEND YOU JUST HIGHLIGHTED. GIVEN THAT THERE WON'T BE CARRYOVER STARTING NEXT SCHOOL YEAR FOR THE FIRST TIME, AS WAS PART OF THE PREVIOUS FISCAL STABILIZATION PLAN, WE EXPECT THE DIFFERENCE BETWEEN WHAT WAS SPENT AND WHAT WAS BUDGETED. THAT VARIANCE TO BE MUCH, MUCH SMALLER, UM, COULD TURN OUT DIFFERENTLY. WE, WE WILL SEE, RIGHT, THE PROOF WILL BE IN THE PUDDING WHEN WE GET TO FIRST INTERIM AND SECOND INTERIM, BUT BECAUSE THE CARRYOVER IS ZERO, WE DON'T EXPECT TO SEE THAT LARGE AMOUNT OF VARIANCE, UH, IN. SO DO YOU EXPECT TO SPEND CLOSE TO 757? SO THERE'S ANOTHER DISTINCTION I WANNA DRAW. THERE'S THE APPROVED BUDGET AND THEN THE ESTIMATED BUDGET. AND I KNOW THESE TERMS ARE A LITTLE BIT, UH, CONFUSING. THE AUTHORIZED BUDGET IS WHAT THE BOARD IS APPROVING. UH, WHAT ULTIMATELY GETS SPENT. UH, WE KNOW THAT WE ARE NOT GONNA SPEND EVERYTHING THAT'S BUDGETED. AND SO THE MULTI-YEAR PROJECTION THAT I SHOWED YOU DOES NOT ASSUME THAT EVERY BUDGET THAT'S APPROVED IS SPENT. WE KNOW THAT THERE'S GONNA BE UNDERSPENT AND ESPECIALLY IN THE NON-LABOR AREAS. AND SO THE MULTI-YEAR PROJECTION IS BASED OFF OF THAT LOWER NUMBER, NOT THE FULL AUTHORIZED AMOUNT. AND SO I DON'T KNOW EXACTLY WHAT, UH, WILL BE SPENT NEXT YEAR FOR BOOKS AND SUPPLIES, UH, TO THE EXTENT THAT THERE'S LESS SPENDING THAN WE EXPECT. THAT'S PART OF HOW WE'LL GET TO THE $200 MILLION, WHICH I HAD SHARED EARLIER, IS GONNA BE VERY, VERY CHALLENGING. SO BY THE FIRST INTERIM, YOU'LL HAVE A CLEAR PICTURE AS TO THAT'S RIGHT. HOW AND THEN WE'LL KNOW IF THERE'S SOME SAVINGS, RIGHT? THAT'S RIGHT. AND THEN WE CAN ALLOCATE THOSE SAVINGS TO SOME, SOME MEASURE IN THE FSP. IT IS POSSIBLE. AT THE SAME TIME, WE MAY REALIZE WE'VE FALLEN SHORT ON SOME OF THE OTHER ALTERNATIVE. THE ITEMS OF THE FISCAL STABILIZATION PLAN HAVE TO MOVE A MOVE MONEY. YEAH. SO LET'S SAY THAT OUR AT FIRST INTERIM, OUR SPENDING ON BOOKS AND SUPPLIES IS LOWER THAN EVEN WHAT WE'RE PROJECTING. IT'S NOT NECESSARILY THE CASE THAT WE'LL BE ABLE TO USE THAT TO RESTORE PROGRAMS BECAUSE WE MAY NEED IT JUST TO OFFSET THE FACT THAT WE MIGHT BE UNSUCCESSFUL IN NEGOTIATING FURLOUGHS OR UNSUCCESSFUL IN NEGOTIATING BENEFIT AGREEMENTS, UH, OR HEALTH BENEFIT COST SHARING. SO THERE'S GONNA BE A LOT OF THINGS THAT ARE GONNA BE UPDATED. YOU'RE GONNA BE MOVED AT THAT TIME. THAT'S RIGHT. I THINK MR. BRAVO KINI HIGHLIGHTS A KEY PIECE. YOU KNOW, BOOKS AND SUPPLIES IS ONE LINE ITEM. YOU KNOW, OUR JOB IS GOING TO BE TO REVIEW EVERY LINE ITEM TO SEE WHERE THERE'S POTENTIAL UNDERSPEND OPPORTUNITY. UM, THAT IS THE WORK, YOU KNOW, BETWEEN NOW AND THE NEXT, UH, UPDATE THAT WE'LL GIVE AROUND THE FSP WHEN HE TELL ME UNDER ATTACK, WHAT DO WE DO STAND UP LIKE THAT WHEN BSAP AND ARE UNDER ATTACK, WHAT DO WE DO STAND? [06:40:10] SO I DON'T HAVE ANY OTHER QUESTIONS. I JUST WANNA APPRECIATE MY COLLEAGUES IN EXPLORING WAYS TO PROTECT BSAP AND SENDING WITH AS EQUITY IS CLEARLY A PRIORITY FOR EVERY SINGLE PERSON, EVERY BOARD MEMBER HERE. SO I WANNA APPRECIATE THAT. UM, AND I ALSO HAD, UH, A MOTION, BUT IT'S AT THIS POINT IT'S UM, IT'S PRETTY MUTE. MUTE. UM, BUT IT REFLECTS WHAT MS. KELLY EZ HAS PRESENTED, WHICH WAS COMING BACK TO MAKE SURE THERE'S ACCOUNTABILITY, ASKING THE DISTRICT TO COME BACK IN SEPTEMBER TO PROVIDE SOME RECOMMENDATIONS, UM, AS TO HOW TO ADDRESS THE, THE FSP GIVEN THAT, YOU KNOW, REVENUES WILL HOPEFULLY, UM, WILL INCREASE COMING FROM THE STATE. SO I LOOK FORWARD TO CONTINUING TO WORK AND ADDRESSING THE FSP SO WE CAN PUT MORE MONEY INTO C. THAT'S ALL. THANKS. THANK YOU. THANK YOU ROCIO. MR. MCLEAN? UH, STILL HAVE TO VOTE ON TAB TWO. IS THERE FURTHER DISCUSSION? OKAY. NO FURTHER DISCUSSION. SO NOW WE'RE VOTING ON TAB TWO WITH THE TWO AMENDMENTS THAT HAVE BEEN MADE. UH, THE TAB TWO WAS FIRST MOVED BY MR. T FRANKLIN AND SECONDED BY MR. MELVOIN, THE VOTE ON TAB TWO, UH, THE FISCAL STABILIZATION PLAN. MS. NEW BILL? YES. DR. REVA? YES. MR. MALVO? NO. MS. REGO? YES. UH, MS. CONEZ? YES. MS. ORTIZ FRANKLIN IS NOT HERE RIGHT NOW. AND BOARD PRESIDENT SHAMON? YES. THAT'S 1, 2, 3, 4, 5 AYES? ONE. UH, NO. AND ONE NOT HERE YET. SO, UH, FSP PASSES. OKAY. WE HAVE OTHER BUSINESS TO CONDUCT TODAY. UM, WE COULD TAKE THE CONSENT [Consent Items ] CALENDAR AND SEE WHAT ITEMS ARE GOING TO BE PLACED ON CONSENT. GIMME ONE MOMENT PLEASE. SURE. OKAY. SO AS MOST OF YOU KNOW, THE CONSENT CALENDAR IS A PROCEDURAL MECHANISM THE BOARD USES TO TAKE, UH, A SINGLE VOTE ON MULTIPLE ITEMS AT ONCE. AS I READ THROUGH THE ITEMS, UH, SET FOR ACTION TODAY, THE BOARD WILL INDICATE OUT LOUD WHETHER OR NOT THEY HAVE QUESTIONS OR WISH TO DISCUSS IT OR IF IT SHOULD GO ON CONSENT. AND I'LL SAY IT OUT LOUD WHAT THEY, WHAT THEY CHOOSE. SO, UH, TAB ONE, THERE IS NO ACTION ON IT, BUT IT IS SUNSHINE AGREEMENT. TAB TWO HAS BEEN ACTED UPON ALREADY. UH, TAB THREE, CONSENT. CONSENT. OH, TAB FOUR, CONSENT. CONSENT. TAB FIVE, CONSENT. CONSENT. UH, TAB SIX, CONSENT. CONSENT. UH, TAB SEVEN, CONSENT. CONSENT, CONSENT. TAB EIGHT. CONSENT. CONSENT. TAB NINE QUESTION. ALL RIGHT, WE'LL PUT THAT IN DISCUSSION FOR BOARD PRESIDENT SCHON. UH, TAB 10 SENT WITH COMMENT TAB 11, CONSENT. AND AS YOU KNOW, TABS 12, 13, AND 14 ARE HEARINGS. SO WE'RE GONNA TAKE A LOT OF SPEAKERS ON TABS 12, 13, AND 14. THE TIME IS NOW 4:14 PM UM, AND WE'LL BEGIN TAKING, OH, HOLD ON. LET ME CONSULT HERE. I DON'T USUALLY DO AN ITERATIVE PROCESS. HOW MANY FOLKS ARE HERE TO SPEAK TO THE LCAP? CAN YOU PUT YOUR HANDS UP AND HOW MANY ARE HERE TO SPEAK TO GENERAL PUBLIC COMMENT? OKAY. SO, UM, WE'RE GONNA GO TO THE GENERAL PUBLIC COMMENT. IT WAS SUPPOSED TO START AROUND THREE, SO WE'RE AN HOUR, HOUR BEHIND. UM, I'LL CALL ON THE FOLKS WHO ARE LISTED THEMSELVES AS BEING IN PERSON FIRST, AND THEN WE WILL CALL ON THOSE. TAKE A RECESS. I'M SORRY. NO, WE DON'T. WE'RE NOT GONNA RECESS. UM, RECESS. ALL RIGHT. LAURA O'SULLIVAN, ARE YOU HERE? LAURA OS O'SULLIVAN. [06:45:04] ALRIGHT, COME ON DOWN. AND THEN AFTER MS. O'SULLIVAN IS MICHELLE RECHER AND DELANA WALKER. ALRIGHT, LEMME MAKE SURE THE MICROPHONE IS ON PLEASE. ALRIGHT, PLEASE GO AHEAD. THE TWO MINUTES IS YOURS. GIL DE CHE START. GOOD AFTERNOON. BOARD PRESIDENT WHO'S NOT HERE, UM, AND MEMBERS OF THE BOARD. MY NAME IS LOU CHE. I'M THE EXECUTIVE DIRECTOR OF EXPAND LA A REPRESENT NEARLY 500 YOUTH SERVING ORGANIZATIONS ACROSS LA COUNTY. WE ARE A SECTOR. I'M HERE TODAY BECAUSE THE FUNDING STRUCTURE GOVERNING CBO AFTER SCHOOL PROGRAMS IS BROKEN AND THIS BOARD HAS THE AUTHORITY AND THE OPPORTUNITY TODAY TO FIX IT. THIS IS FUNDAMENTALLY A QUESTION OF EQUITY. EQUITY AND ACCESS EQUITY AND FUNDING AND EQUITY IN QUALITY ON ACCESS. STATE LAW REQUIRES ELOP FUNDS BE BLENDED AND BRAIDED TO GUARANTEE UNIVERSAL ACCESS TO EXPANDED LEARNING PROGRAMS. L-A-U-S-D RECEIVES 469 MILLION IN ELOP FOR FISCAL YEAR 26 27. THAT'S ALMOST 500 MILLION ANNUALLY, JUST FOR AFTER SCHOOL. CANNOT BE USED FOR IN-SCHOOL ONLY AFTER SCHOOL, BUT IT HAS YET 278 MILLION HAS BEEN BEEN ALLOCATED TO NON AFTERSCHOOL PROGRAMS BEFORE THEY'RE REQUIRED. AFTERSCHOOL PROGRAMS ARE FULLY FUNDED. THAT'S A SEQUENCING PROBLEM WITH REAL CONSEQUENCES FOR STUDENTS INVESTING IN OUR AFTERSCHOOL CBOS GUARANTEES QUALITY PROGRAMMING, QUALITY STAFFING, A WIDE RANGE OF ENRICHMENT THAT CAN BE ACHIEVED ON $8 REIMBURSEMENT FEES ON FUNDING EQUITY CBOS OPERATE 154 SITES IN THE DISTRICT. THAT'S 31% OF ALL L-A-U-S-D AFTERSCHOOL PROGRAMMING, YET RECEIVE 10% OF THE TOTAL AFTERSCHOOL POOL. OUR ASK IS MODEST TO GET 24.7 MILLION. THAT'S LESS THAN 7% OF THE 20 OF THE POOL THAT'S BEING USED FOR, UM, AFTERSCHOOL PROGRAMS, MOST LEAS. SO WE'RE ONLY ASKING FOR LESS THAN 7%. MOST LEAS IN CALIFORNIA ALREADY FULLY FUND THEIR CBO PARTNERS. WE'RE ONE OF THE ONLY DISTRICTS THAT DOESN'T, AND YOU GET THE MOST MONEY ACROSS THE STATE AND THE MATH FAVORS. THAT WAS THAT IT, YOU HAVE THE ABILITY TO MAKE A DIFFERENCE TODAY. THANK YOU SO MUCH FOR YOUR TIME. ALL RIGHT. MICHELLE FRUCHTER. MICHELLE F MICHELLE, ARE YOU HERE? MICHELLE FRUCHTER. LET ME SEE IF THIS PERSON IS ONLINE WITH THIS. NO, UH, DELANA WALKER. COME ON UP. AND, UH, A AFTER MS. WALKER IS KELLY. WOO. GOOD AFTERNOON. BOARD MEMBERS. MY NAME IS DELANO WALKER. I WORK AT THE LOS ANGELES CONSERVATION CORPS. THE CORPS HAS PROUDLY PARTNERED WITH L-A-U-S-D FOR MORE THAN 40 YEARS. TODAY WE SERVE 6,000 STUDENTS ACROSS 22 L-A-U-S-D SCHOOLS AND BOARD DISTRICTS. 1, 2, 3, 5, 6, AND SEVEN. MANY OF THE DISTRICT'S HIGHEST NEED COMMUNITIES. THIS IS NOT JUST WORK FOR ME. I WAS BORN AND RAISED IN LA, ATTENDED L-A-U-S-D SCHOOLS. I GREW UP IN THIS COMMUNITY AND HAVE A DEEP CONNECTION TO THE CITY. MANY CORE STAFF ARE ALSO L-A-U-S-D GRADUATES HAVE RETURNED TO SERVE THE SAME NEIGHBORHOODS THAT RAISED THEM, EMPLOYED, TEACHING, MENTORING YOUNG PEOPLE AND POURING BACK INTO THE NEXT GENERATION. THAT IS WHAT LONG-TERM COMMUNITY INVESTMENT LOOKS LIKE. CBOS ARE NOT VENDORS. WE'VE BEEN PARTNERS BEFORE THE INCEPTION OF BEYOND THE BELL. MANY PARTNERS NOW ENTRUST US WITH THEIR CHILDREN ONCE PARTICIPATED IN OUR PROGRAMS, THESE RELATIONSHIPS HAVE BEEN BUILT OVER GENERATIONS. PROGRAMMING PROGRAMMING FOR HUNDREDS OF THOUSANDS OF STUDENTS ARE ON THE LINE. FAMILY DEPEND ON THESE PROGRAMS SO THAT THEY CAN WORK AND SUPPORT HOUSEHOLDS. YET WE HAVE BEEN ASKED TO DO MORE WITH CONTRACTS THAT HAVE NOT BEEN KEPT PACE WITH ACTUAL PROGRAM COSTS FOR YEARS, CBOS HAVE FUNDRAISED LEVERAGE OUTSIDE RESOURCES AND ABSORBED RISING EXPENSES TO KEEP SERVICES AVAILABLE. THIS SIMPLY CANNOT CONTINUE. WE SIMPLY CANNOT CONTINUE TO OPERATE THIS WAY ANYMORE. BOARD MEMBERS PLEASE ACT NOW BEFORE PROGRAMS CLOSE AND STUDENTS LOSE ACCESS TO SERVICES. THIS STATE HAS ALREADY PAID FOR ESTABLISH RATES THAT REFLECT ACTUAL PROGRAM COSTS. BRI MASTER CONTRACTS CURRENT PROTECT THE CBO PROVIDERS WHO HAVE [06:50:01] DELIVERED DISTRICT HIGH NEEDED. STU HIGH NEED STUDENTS FOR DECADES. WE ARE NOT THE PROBLEM. WE ARE THE SOLUTION, AND WE CARE DEEPLY AND WHOLEHEARTEDLY ABOUT STUDENT, FAMILIES AND COMMUNITIES. THANK YOU FOR YOUR TIME. THANK YOU FOR YOUR TIME. KELLY W. KELLY W ARE YOU HERE? KELLY WU. ALL RIGHT. INDIVIDUAL IDENTIFIED SOLELY AS DANIEL. DANIEL. ALL RIGHT. ANNETTE TOSCANO. ANNETTE T ALRIGHT, COME ON DOWN. YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. UH, GOOD AFTERNOON. BOARD MEMBERS. I WILL YIELD MY TIME TO VALENTINA SCA, ONE OF OUR YOUTH. OH, YOU GOT THIS. THANK YOU. CAN I GET MY LITTLE HI, MY NAME IS VALENTINA AND I AM IN THIRD GRADE. I'M HERE TODAY BECAUSE THE AFTER SCHOOL PROGRAM. UH, MY SCHOOL HAS MADE A REAL DIFFERENCE IN MY LIFE. AND I WANT YOU TO KNOW, AND I WANT YOU TO UNDERSTAND WHAT IT'LL MEAN TO LOSE IT. EVERY DAY WHEN SCHOOL ENDS, I WALK THROUGH THE DOORS OF MY AFTERSCHOOL PROGRAM INSIDE. THERE ARE PEOPLE WHO ARE HAPPY TO SEE ME. WE DO, WE DO HOMEWORK TOGETHER. WE PLAY, WE DO ART PROJECTS. IT FEELS SAFE, IT'S FUN. AND IT FEELS LIKE A PLACE WHERE I BELONG. WHEN I'M STRESSED, THE COACHES ARE THERE FOR ME. THEY ARE PATIENT AND THEY HELP ME WITH MY COPING SKILLS. WHEN I STRUGGLE WITH MATH, MY COACHES HELP ME. I IMPROVED AND I FELT PROUD OF MYSELF. THIS PROGRAM JUST DOES, DOESN'T JUST HELP ME, IT HELPS MY MOM. MY MOM COULD GO TO WORK 'CAUSE SHE KNOWS I AM. SHE KNOWS I'M SAFE. I'M HERE TODAY TO MAKE SURE THAT YOU'RE PRO THAT, THAT YOU KNOW HOW IMPORTANT THE MY AFTERSCHOOL PROGRAM IS FOR ME AND ALL THE KIDS, KIDS AT MY SCHOOL. THESE PROGRAMS NEED TO BE IMPORTANT TO YOU TOO BECAUSE WE, BECAUSE WE NEED THEM. YOU HAVE THE POWER TO MAKE SURE THAT OUR PROGRAMS GET FUNDS, GET THE FUNDS THEY NEED TO PROVIDE WITH ALL THE KIDS WITH GREAT AFTER SCHOOL PROGRAMS. PLEASE, PLEASE SUPPORT OUR PROGRAMS. THANK YOU FOR LISTENING TO ME. OKAY, LET'S SEE. CAMILLE DAL. CAMILLE DIAL. YOU HERE. CAM. HERE SHE COMES. ALL RIGHT, THANK YOU. AND THEN AFTER CAMILLE IS CHASTITY OR CHASTITY FRANKLIN, COME ON DOWN. YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. GOOD AFTERNOON. BOARD MEMBERS. MY NAME IS CAMILLE DIAL AND I HAVE PROUDLY SERVED L-A-U-S-D FOR THE PAST FIVE YEARS. FIRST AS A NAVIGATOR, AND CURRENTLY AS A PSA WI BSAP. I'M SPEAKING TODAY BECAUSE I RECENTLY RECEIVED A LETTER STATING THAT I WAS NOT ENDORSED FOR A CONTINUED EMPLOYMENT AND THAT MY CONTRACT WILL END ON JUNE 30TH, 2026. WHAT HAS BEEN MOST DIFFICULT IS NOT SIMPLY RECEIVING THE LETTER, BUT THE FACT THAT I STILL DO NOT KNOW WHY I WAS NOT ENDORSED. THROUGHOUT MY TIME WITH L-A-U-S-D, MY EVALUATIONS HAVE MET OR EXCEEDED EXPECTATIONS. I HAVE NEVER RECEIVED DISCIPLINE, A NEGATIVE EVALUATION OR ANY INDICATION THAT THERE WERE CONCERNS ABOUT MY PERFORMANCE. IN A RECENT WRITTEN RESPONSE, HUMAN RESOURCE CONFIRMED THAT MY EVALUATIONS ARE SATISFACTORY AND ADVISED ME THAT BSAP ADMIN OVERSEE THE ENDORSEMENT PROCESS. DESPITE MULTIPLE REQUESTS FOR CLARIFICATION, I STILL HAVE NOT BEEN PROVIDED WITH THE REASON FOR ANY NON ENDORSEMENT. THE FACT, UM, NON ENDORSEMENT, THE FACTORS CONSIDERED ARE INFORMATION ABOUT ANY REVIEW, REVIEW PROCESS. I'M ALSO AWARE THAT ONLY A SMALL NUMBER OF BSAP EMPLOYEES RECEIVE NON ENDORSEMENT LETTERS. TO DATE, NO EXPLANATION HAS BEEN PROVIDED AS TO WHY ONLY A FEW OF US RECEIVED THESE LETTERS. AND I HAVE RECEIVED CONFLICTING INFORMATION REGARDING MY FUTURE AND THE PROGRAM'S FUTURE IN THE DISTRICT. AT MY SCHOOL, WE HAVE IMPROVED ATTENDANCE, STRAIGHTENED STRENGTHENED FAMILY ENGAGEMENT, SUPPORTED STUDENTS, AND BUILT A POSITIVE SCHOOL CULTURE. OUR PRINCIPAL HAS EXPRESSED SUPPORT FOR MY RETURN BECAUSE SHE WANTS TO CONTINUE THE [06:55:01] PROGRESS WE HAVE MADE TOGETHER. THIS IS NOT JUST ABOUT ME. EMPLOYEES DESERVE TRANSPARENCY WHEN DECISIONS ARE MADE THAT AFFECT THEIR CAREERS, THEIR REPUTATION, AND THEIR ABILITY TO CONTINUE SERVING STUDENTS. SCHOOLS ALSO BENEFIT FROM CONTINUITY WHEN STAFF MEMBERS HAVE ESTABLISHED TRUSTED RELATIONSHIPS WITH STUDENTS, FAMILIES, AND SCHOOL COMMUNITIES. I'M NOT ASKING THE DISTRICT TO GUARANTEE GRANT GUARANTEE EMPLOYMENT, I'M SIMPLY ASKING FOR FAIRNESS, TRANSPARENCY, AND CONSISTENCY. I RESPECTFULLY HAD ASKED THE BOARD TO PROTECT V SAP AND REVIEW THE V SAP NON ENDORSEMENT PROCESS, THE COMMUNICATION PROVIDED TO EFFECTIVE EMPLOYEES AND WHERE THEIR ADEQUATE SAFEGUARDS EXIST TO ENSURE FAIRNESS, TRANSPARENCY, AND CONSISTENCY. THANK YOU FOR YOUR TIME. THANK YOU FOR YOUR TIME AND CONSIDERATION. THANK YOU FOR YOUR TIME. CASSIDY FRANKLIN. CASSIDY, I THINK YOU'RE HERE IN PERSON. ALL RIGHT, COME ON DOWN. YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. OH, OKAY. OH, UM, GOOD AFTERNOON, BOY. MY NAME IS CHASITY FRANKLIN AND I'M GOING INTO MY SENIOR YEAR AT GEORGE WASHINGTON PREPARATORY HIGH SCHOOL. BEFORE COMING TO WASHINGTON PREP, I ATTENDED AUGH HIGH SCHOOL, WHICH GAVE ME A DIFFERENT LOOK ON HOW SUPPORT SYSTEMS IMPACT AND STUDENTS ACROSS DIFFERENT COMMUNITIES. WHEN I TRANSFERRED TO WASHINGTON, I WASN'T SURE WHAT TO EXPECT, ESPECIALLY BECAUSE THAT'S ONE OF THE SCHOOLS, YOU KNOW, YOU HEAR RUMORS WITH. ONE OF THE REASONS I FOUND MY PLACE AT WASHINGTON PREP WAS BECAUSE OF BSAP. I SEEN BSAP AS A PLACE WHERE STUDENTS FELT COMFORTABLE SHARING THEIR EXPERIENCES, SUPPORTING EACH OTHER, AND BUILDING COMMUNITY. FOR MANY OF US, BS A P BECAME ONE OF THE FEW SPACES ON CAMPUSES CAMPUS WHERE WE FELT TRULY AND FELT UNDERSTOOD. SINCE THEN, BSAP HAS BECAME A PLACE WHERE I EAT LUNCH, CONNECT WITH OTHER STUDENTS, AND HEAR STORIES FROM YOUNG PEOPLE WHO ARE OFTEN MISUNDERSTOOD, OVERLOOKED, OR STRUGGLING TO FIND SUPPORT. THAT'S WHEN, OOH, THAT'S WHY I'VE CHOSE CONCERN ABOUT THE CUSS OF BSAP AND CINDY. AS A BLACK STUDENT, I KNOW WHAT IT FEELS LIKE TO BE JUDGED BEFORE SOMEONE KNOWS WHO YOU ARE. I HAVE BEEN IGNORED. I HAVE BEEN TARGETED AND TREATED DIFFERENTLY BASED ON ASSUMPTIONS. ASSUMPTIONS PEOPLE HAVE MADE SIMPLY 'CAUSE OF HOW I LOOKED. OR EVEN BECAUSE OF THE MIC'S REPORT THEY WILL READ. MY STORY IS NOT THOSE OF THE REPORTS OR BEHAVIORS IN THOSE MOMENTS. PROGRAMS LIKE BSA PROVIDE SOMETHING SCHOOL POLICE NEVER COULD TRUST, UNDERSTANDING, MENTORSHIP AND A SENSE OF COMMUNITY. L-E-U-S-D SPEND $70 MILLION ON SCHOOL POLICING. YES, STUDENTS LIKE ME CONTINUE TO EXPERIENCE PROFILING AND BIAS. MEANWHILE, THE PROGRAMS THAT ACTUALLY BUILD RELATIONSHIPS, IMPROVE SCHOOL CLIMATE AND SUPPORT. BLACK AND BROWN STUDENT SUCCESS ARE BEING ASKED TO DO MORE WITH LESS. AT WASHINGTON PREP STUDENTS ARE ALREADY FACING A LOSS OF CRITICAL RESOURCES. CUTTING BSAP AND C FUNDING BY OVER OH 80% IS NON-INVESTMENT IN STUDENT SUCCESS. IT'S A DECISION THAT WILL HURT THE VERY STUDENTS. THESE PROGRAMS WERE CREATED TO SUPPORT. I AM ASKING YOU TODAY TO LISTEN TO THE STUDENTS PROTECT BSAP, PROTECT SENIOR, INVEST IN SUPPORT, NOT CUTS, INVEST IN STUDENTS AND NOT THE SYSTEMS THAT MAKE US TO A LESS SAFE AND LESS UNDERSTOOD. THANK YOU. GIVE YOUR TIME. UH, KHALILA WILLIAMS. KHALILA, ARE YOU HERE? LET SEE IF KHALILA IS ONLINE WITH US. NO. ALL RIGHT. UH, JACKIE COHEN. ARE YOU HERE? JACKIE COHEN. SHE ALL RIGHT. COME ON DOWN MS. COHEN. AND THEN, UH, AFTER JACKIE COHEN IS IAN KYLER AND UA KAHN KA. THANK YOU. AND I YIELD MY TIME TO CHRIS JEFFERSON. THANK YOU. MY NAME IS CHRIS JEFFERSON AND THE YMCA SERVES THOUSANDS OF STUDENTS ACROSS DOZENS OF L-A-U-S-D SITES THROUGHOUT THE DISTRICT. THE YMC A'S REGISTER WITH L-A-U-S-D GOES FAR BEYOND OR AFTER SCHOOL CONTRACTS. WHEN SCHOOL IS CLOSED UNEXPECTEDLY, WE GET THE CALL. WHEN THERE'S A CRISIS IN THE NEIGHBORHOOD, WE SHOW UP. WE ARE PROUD TO BE LONGSTANDING PARTNERS WITH L-A-U-S-D AND THE COMMUNITIES WE SERVE TOGETHER. THAT IS WHY WE BELIEVE IT IS IMPORTANT THAT THE FUNDING DECISIONS BEING MADE FOR THE FISCAL YEAR BE BASED ON A COMPLETE AND ACCURATE UNDERSTANDING OF WHAT IT ACTUALLY COSTS COMMUNITY BASED ORGANIZATIONS TO DELIVER THESE PROGRAMS. THE DISTRICT HAS PRESENTED COST COMPARISONS BETWEEN CBOS AND DISTRICT OPERATED PROGRAMS. THE CHALLENGE IS THAT THOSE COMPARISONS DO NOT MEASURE THE SAME THING. FOR ORGANIZATIONS LIKE THE YMCA, OUR CONTRACT RATE MUST COVER EVERYTHING IT TAKES TO SAFELY AND EFFECTIVELY SERVE STUDENTS THAT STAFFING SUPPORT, HUMAN RESOURCES, INSURANCE TECHNOLOGY, COMPLIANCE TRAINING, AND ORGANIZATIONAL LEADERSHIP. THOSE ARE REAL COSTS OF DELIVERING HIGH QUALITY PROGRAMS. DISTRICT OPERATED PROGRAMS ARE FUNDED DIFFERENTLY. BEFORE FUNDING DEC DECISIONS ARE MADE. WE BELIEVE IT IS IMPORTANT TO HAVE A FULLY TRANSPARENT APPLES TO APPLES COMPARISON THAT REFLECTS THE TRUE COST OF OPERATING BOTH MODELS. WE SHOULD MAKE DECISIONS BASED ON COMPLETE INFORMATION AND A SHARED UNDERSTANDING OF WHAT IT ACTUALLY COSTS TO SERVE STUDENTS. CBOS ARE CURRENTLY RECEIVING WHAT [07:00:01] IS EQUIVALENT TO 27 CENTS ON THE DOLLAR COMPARED TO WHAT THE DISTRICT SPENDS TO RUN ITS OWN PROGRAMS. THE BASE RATES CBOS ARE ASKING FOR IS $15 AND 63 CENTS PER STUDENT PER DAY FOR GENERAL AFTERSCHOOL PROGRAMMING. AND WE ARE ASKING THAT PROPORTIONATE HIGHER RATES FOR TK STUDENTS BE MAINTAINED ALONGSIDE, ALONGSIDE IT REFLECTING THE GENUINE COST DIFFERENCE OF SERVING OUR YOUNGEST LEARNERS. 1563 IS NOT AN ASPIRATIONAL NUMBER. IT'S THE FLOOR. IT'S THE MINIMUM NEEDED TO DELIVER THE BASE PROGRAM AND KEEP THE DOORS OPEN. WE CAN AND WANT TO DO MORE FOR THESE STUDENTS. THE YMCA WELCOMES REAL ACCOUNTABILITY, TRANSPARENT STANDARDS, HONEST EVALUATIONS. WE RESPECTFULLY ACCESS BOARD TO INVEST IN THE FUNDING MODEL THAT REFLECTS THE REALITIES OF DELIVERING QUALITY PROGRAMS FOR STUDENTS AND FAMILIES. AND ESTABLISH RATES THAT REFLECT ACTUAL COSTS, MODERNIZE THE MASTER CONTRACT, AND CONTINUE SUPPORTING COMMUNITY ORGANIZATIONS THAT HAVE PARTNERED WITH L-A-U-S-D FOR DECADES. THANK YOU SO MUCH. THANK YOU FOR YOUR TIME. ALRIGHT. IAN KYLER, ARE YOU HERE? IAN KAY. AND THEN AFTER MR. K IS NA KAHAN. HELLO BOARD. MY NAME IS IAN KEELER. I'M WITH A WORLD FIT FOR KIDS AND FOR 32 YEARS, WE HAVE SERVED THOUSANDS OF STUDENTS ACROSS L-A-U-S-D. MY MESSAGE TODAY IS ABOUT ACCOUNTABILITY. UM, AND WE WELCOME IT BECAUSE IT OFFERS STRUCTURE FOR US TO DEMONSTRATE THE VALUE AND IMPACT THAT WE HAVE IN OUR COMMUNITIES. UNFORTUNATELY, WHAT WE'VE SEEN IN RECENT HISTORY HAS NOT BEEN ACCOUNTABILITY. FOR EXAMPLE, LUSD RE, L-A-U-S-D REIMBURSES CBOS ON A DAA PRECISE DAILY AUDITABLE ATTENDANCE METRIC CBOS ARE PENALIZED FOR ABSENT STUDENTS. HOWEVER, DISTRICT RUN PROGRAMS DO NOT AND HAVE NO PERFORMANCE METRIC, NO ATTENDANCE CONSEQUENCE, AND NO REQUIREMENT TO JUSTIFY THEIR COSTS THE WAY CBOS MUST. THIS STRUCTURE, THIS IS A STRUCTURAL DOUBLE STANDARD. WE BELIEVE THE BOARD HAS AN OBLIGATION TO CORRECT. CBOS HAVE RECEIVED CEASE AND DESIST LETTERS FOR PRACTICES IN PLACE WITH FULL DISTRICT KNOWLEDGE FOR DECADES. REVIEW SCORES THAT REFLECTED OUR QUALITY FOR YEARS HAVE DROPPED SHARPLY WITHOUT EXPLANATION. WE HAVE EVEN BEEN RESTRICTED FROM SURVEYING OUR OWN FAMILIES, REMOVING THE VERY EVIDENCE WE WOULD USE TO DEMONSTRATE OUR IMPACT AND GENERATE MATCHING FUNDS. REAL ACCOUNTABILITY REQUIRES CLEAR EXPLANATIONS, HONEST PROCESS, AND TOOLS TO SHOW WHAT WE DELIVER. CBOS ADDITIONALLY ARE ASKED TO JUSTIFY EVERY DOLLAR OF PU PER PUPIL COST. WHILE DISTRICT PROGRAMS EXCLUDE EVERY DOLLAR SPENT BY HR, IT FACILITIES, RISK MANAGEMENT, AND CENTRAL ADMINISTRATION FROM THEIR REPORTED PROGRAM COSTS. THIS DOES NOT SOUND STEWARDSHIP OF PUBLIC FUNDS, AND IT IS NOT A FAIR BASIS FOR ANY COMPARISON. WE'RE NOT ASKING TO OPERATE WITHOUT OVERSIGHT. WE'RE ASKING FOR OVERSIGHT THAT APPLIES EQUALLY, AND THAT IS DESIGNED TO STRENGTHEN PROGRAMS NOT DESTABILIZE THEM. SO PLEASE DIRECT STAFF TO APPLY THE SAME A DA BASED FULLY LOADED COST ACCOUNTING TO DISTRICT RUN PROGRAMS THAT CBOS ARE REQUIRED TO MEET AND TO COMMIT TO GENUINE TRANSPARENT ACCOUNTABILITY PROCESS BUILT IN PARTNERSHIP WITH THE PROVIDERS. IN SUMMARY, PLEASE ESTABLISH RATES THAT REFLECT THE ACTUAL PROGRAM COSTS, MODERNIZE THE MASTER CONTRACT AND PROTECT CBOS THAT HAVE BEEN DOING THIS WORK FOR DECADES. THANK YOU FOR YOUR TIME. THANK YOU. KHAN. NA, ARE YOU HERE? NA KHAN. I MIGHT BE MISPRONOUNCING YOUR NAME. NA KHAN. I'M GONNA CHECK ONLINE. ALL RIGHT. MAKEDA WALKER. D MAKEDA, ARE YOU HERE? IS THAT THAT LADY IN THE WHEELCHAIR? NO. ALL RIGHT. MARISSA CAMACHO. OKAY, COME ON DOWN. MS. CAMACHO, YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. GOOD AFTERNOON. YIELDING MY TIME TO DE SALAS. OKAY. THANK YOU. PLEASE GO AHEAD. GOOD AFTERNOON, BOARD MEMBERS AND SUPERINTENDENT. MY NAME IS DANNY SALAS. I'M REPRESENTING WOODCRAFT RANGERS WHO HAS SERVED 10,000 STUDENTS ACROSS MORE THAN 55 L-A-U-S-D SITES IN EVERY BOARD, UH, DISTRICT, WE HAVE SERVED THIS COMMUNITY FOR SIX GENERATIONS. 40% OF OUR STAFF ARE ALUMNI OF OUR OWN PROGRAMS. WE ARE NOT VISITORS OF, UH, WE'RE NOT VISITORS TO THIS COMMUNITY. WE ARE THE COMMUNITY. AND I NEED TO SPEAK HONESTLY ABOUT WHAT IS ACTUALLY TAKING APART HERE. WE HAVE BUILT TOGETHER, WHAT WE HAVE BUILT TOGETHER IS NOT WHAT AFTERSCHOOL USED TO LOOK LIKE. WE ARE NOT A BABYSITTING PROGRAM. WE ARE NOT A RECREATION HOUR. WE HAVE EVOLVED INTO SOMETHING FAR MORE INTENTIONAL, ACTIVE, AND COLLABORATIVE. WE ARE MEANINGFUL LEARNING ENVIRONMENT WHERE STUDENTS DON'T JUST PASS TIME, THEY DISCOVER WHO THEY ARE CAPABLE OF BECOMING. TO DISMANTLE THIS WORK NOW WOULD BE, WOULD BE TO ERASE AND TRANSFORM, UM, ERASE A TRANSFORMATION THAT TOOK GENERATIONS TO [07:05:01] BUILD. THE OUTCOMES ARE REAL STUDENTS IN OUR, IN OUR QUALITY AFTERSCHOOL PROGRAMS ATTEND MORE REGULARLY, PERFORM BETTER ACADEMICALLY, AND DEVELOP THE RESILIENCE TO STAY ON TRACK. THESE ARE NOT SOFT OUTCOMES, THEY ARE METRICS. THIS BOARD MONITORS AND WE DELIVER THEM AT SCALE WHERE THE NEED IS GREATEST AND THE ALTERNATIVES ARE FEWEST. THE BOARD HAS NAMED GRADUATION ABSENTEEISM AND ENROLLMENT AS A PRIORITY. WE MOVE ALL THREE. THE BOARD HAS NAMED REDUCING SCREEN TIME AND EXPANDING ARTS AND SPORTS PRIORITIES. THIS IS EXACTLY WHAT WE PROVIDE. DEFUNDING THESE PROGRAMS DOES NOT ADVANCE THOSE PRIORITY. IT REVERSES THEM. AN ELOP OPENED THE DOOR THAT HAD NEVER BEEN BE THAT HAD NEVER BEEN BEFORE FOR STUDENTS WITH DISABILITIES. IF CBO PROGRAMS CLOSE, THOSE STUDENTS DON'T LOSE AN ENRICHMENT ACTIVITY. THEY LOSE A LEGAL REQUIRED SERVICE. THE DISTRICT HAS ALREADY BEEN FUNDED TO PROVIDE. WE ARE ASKING THE BOARD TO PROTECT THE PROGRAMS THAT DELIVER ON YOUR STATED PRIORITIES. GRADUATION, ATTENDANCE, ENROLLMENT AND EQUITY. DIRECT STAFF TO FULLY FUND COMMUNITY-BASED PROVIDERS BEFORE ORGANIZATIONS ARE FORCED TO MAKE PERMANENT DECISIONS ABOUT NEXT YEAR. WE ARE ASKING FOR THE BOARD TO ACT NOW BEFORE PROGRAMS CLOSE AND STUDENTS LOSE ACCESS TO SERVICES. THIS STATE HAS ALREADY PAID FOR ESTABLISHED RATES THAT REFLECT ACTUAL PROGRAM COSTS AND MODERNIZE THE MASTER CONTRACT. PROTECT THE PROVIDERS WHO HAVE DELIVERED FOR THE DISTRICT'S HIGHEST NEED, STUDENTS FOR GENERATION. THANK YOU. THANK YOU FOR YOUR TIME. DAMANI TURNER. DAMANI TURNER, DEMONT, DAMANI, UH, DEJA. CHEATHAM. OH, DEJA. OKAY. UH, MARIA DAISY ORTIZ. OH, I DIDN'T SEE OH WELL. OH, DEJAS COMING UP MOMENT. ORTIZ DE OKAY. PLEASE GO AHEAD. THAT YOU'LL HAVE TWO MINUTES TO SPEAK WHEN SHE BEGIN. OH BOY. OH, NO. RUNNING IN THE BOARDROOM. AN EASY JOKE. I MAKE IT EVERY TIME I YIELD MY SCIENCE TO KIM RICHARDS. OKAY, PLEASE GO AHEAD. SORRY ABOUT THAT. HI. UM, MY NAME IS KIM RICHARDS AND I REPRESENT BOYS AND GIRLS CLUBS. WE SERVE 44 LOCATIONS, UH, 13,000 STUDENTS AND LIKE THE Y WHEN SCHOOL IS OUT, CLUBS ARE IN. THANK YOU FOR LISTENING TO THE CONCERNS RAISED TODAY BY THE ORGANIZATIONS THAT DELIVER EXPANDED LEARNING PROGRAMS ACROSS LOS ANGELES. YOU HAVE HEARD ABOUT FUNDING FORMULAS, REIMBURSEMENT RATES, STAFFING COSTS, AND PROGRAM REQUIREMENTS. THOSE DETAILS MATTER BECAUSE IT'S CORE AND IT, THE CONVERSATION IS ABOUT SOMETHING MUCH SIMPLER. IT'S ABOUT WHETHER THE ORGANIZATIONS THAT HELP MAKE AFTERSCHOOL PROGRAMS POSSIBLE CAN CONTINUE TO DO SO UNDER THE EXISTING FUNDING STRUCTURE. COMMUNITY-BASED ORGANIZATIONS ARE NOT ASKING FOR SPECIAL TREATMENT. WE ARE ASKING FOR A FUNDING MODEL THAT REFLECTS THE ACTUAL COST OF DELIVERING SERVICES. L-A-U-S-D EXPECTS US TO PROVIDE FOR YEARS. THE DISTRICT, UH, RECOGNIZED THIS REALITY BY UTILIZING ELOP FUNDING TO HELP BRIDGE THE GAP BETWEEN THE REIMBURSEMENT RATES AND THE PROGRAM COSTS. THE CHALLENGE BEFORE US TODAY IS NOT THE NEED, THAT THE NEED HAS DISAPPEARED. THE CHALLENGE IS THAT THE GAP STILL EXISTS. THIS IS NOT ABOUT WINNING A NEGOTIATION. IT'S ABOUT ENSURING THAT STUDENTS CONTINUE TO HAVE ACCESS TO SAFE, HIGH QUALITY PROGRAMS. FAMILIES CAN RELY ON AFTERSCHOOL CARE AND ENRICHMENT, AND SCHOOLS CAN CONTINUE TO PARTNER WITH EXPERIENCED ORGANIZATIONS THAT KNOW THEIR COMMUNITIES. WE REMAIN COMMITTED TO THIS PARTNERSHIP. WE REMAIN COMMITTED TO SERVING L-A-U-S-D STUDENTS. WE RESPECTFULLY ASK THAT THE BOARD DIRECT STAFF TO CONTINUE WORKING WITH PROVIDERS TO IDENTIFY A SUSTAINABLE SOLUTION THAT PRESERVES ACCESS, QUALITY, AND STABILITY FOR THE STUDENTS AND FAMILIES THAT WE COLLECTIVELY SERVE. WE ARE ASKING THIS BOARD TO ACT NOW BEFORE PROGRAMS CLOSE AND STUDENTS LOSE ACCESS TO SERVICES. THE STATE HAS ALREADY PAID FOR ESTABLISH RATES THAT REFLECT ACTUAL PROGRAM COSTS, MODERNIZE THE MASTER CONTRACT, PROTECT THE COMMUNITY BASED PROVIDERS WHO HAVE DELIVERED FOR THIS DISTRICT'S HIGHEST NEEDS STUDENTS FOR DECADES. THANK YOU. THANK YOU FOR YOUR TIME. OKAY. MARIA DEIZ, PLEASE COME ON UP. UH, FOR THOSE OF YOU IN THE AUDIENCE WHO DO NOT SPEAK SPANISH, MS. ORTIZ IS GONNA SPEAK IN SPANISH. AND IF YOU'D LIKE TO HEAR WHAT SHE'S SAYING IN ENGLISH AS SHE'S SPEAKING IN SPANISH, PLEASE PUT YOUR HANDS UP AND WE'LL GET YOU THESE TRANSLATION HEADSETS. A COUPLE MORE. ANYBODY UP TOP NEED A TRANSLATION HEADSET? OKAY, . GOOD AFTERNOON EVERYBODY. MY NAME IS MARIA DEI ORTIZ, AND I WANT TO [07:10:01] RECOGNIZE THAT HERE THERE WAS A COMMITTEE, THE CAC, WHO RECOGNIZED THE FAULTS THAT THE DISTRICT HAS SHOWN THAT THERE'S NO PARENT ENGAGE PARENT ENGAGEMENT ESTABLISHING COMMITTEES BECAUSE THE FEDERAL LAW HAS TITLE IIV PARENT ENGAGEMENT. AND IT'S SO THAT PARENTS CAN PARTICIPATE AND ARE INFORMED. AND SO MY QUESTION TO YOU IS SEEING THOSE FAULTS, SHORTCOMINGS THAT PARENTS DON'T RECEIVE THE INFORMATION THAT PARENTS DO NOT HAVE. INTERPRETATION HERE, I SEE INTERPRETATION HERE, I SEE SAFETY HERE. I SEE THAT THE AIR CONDITIONING IS NOT IN, UH, IT'S WORKS. SO ARE YOU MORE IMPORTANT THAN STUDENTS? NO. YOU HAVE WORK BECAUSE OF OUR STUDENTS AND THOSE THAT YOU HAVE TO SERVE IS OUR STUDENTS. BUT THOSE STUDENTS ARE NOT ORPHANS. THEY HAVE PARENTS. AND SO YOU NEED TO CHANGE YOUR ANTI PARENT BULLETINS BECAUSE THE LAW FOR PARENT ENGAGEMENT STATES THAT THE DISTRICT NEEDS TO TRAIN THEIR STAFF SO THAT THEY CAN WORK WITH PARENTS. BUT NO. BUT NOW WHAT YOU USE IS THAT HOW TO SEND A PARENT, UM, DISRUPTIVE PARENT LETTER HOW THEY SHOULDN'T COME TO SCHOOL. SO NOW PARENTS HAVE TO MAKE THEIR VOICE HEARD AND EXERCISE THEIR RIGHT BECAUSE THE PARENT IS THE STUDENT'S ADVOCATE. WHEN YOU TAKE AWAY THE PARENT, YOU HAVE TO LIVE ACCORDING TO THE THEORIES OF EDDIE SSON, THAT IN THE ENVIRONMENTS FOR OUR STUDENTS, SCHOOL ENVIRONMENTS AND FAMILIES, AND THEY NEED TO WORK TOGETHER. AND YOU ARE NOT DOING THAT. AND SO BECAUSE OF THAT AND THE MONEY YOU ARE RECEIVING IT, YOU'RE JUST SPENDING IT IN OTHER THINGS. AND SO YOU BULLETINS NEED TO BE CHANGED SO THAT PARENTS ARE ABLE TO PARTICIPATE. YOU NEED, WHEN DID YOU LAST TRAIN YOUR STAFF SO THAT THEY STOP SENDING THE PARENT DISRUPTIVE LETTER. ALL THE FAMILIES ARE IMPORTANT. THEY MATTER, AND YOU NEED TO MAKE CHANGES BECAUSE THEY ARE THE ONES THAT GENERATE THE FUNDS SO THAT YOU CAN WORK. DO NOT USE YOUR POSITIONS FOR INTIMIDATION TO THAT. THANK YOU FOR YOUR TIME. ALL RIGHT. THERE'S SOME FOLKS WHO I THINK WERE NOT HERE WHEN WE FIRST CALLED MALALIA, ARE YOU HERE? MALALIA RE MALALIA? IS THAT YOU? MALAYA? ALRIGHT, THANK YOU SIR. ALRIGHT, AND THEN AFTER, UH, MALALIA IS KELLY WU IN THE ROOM? KELLY WU. DANIEL, WE'RE HERE. ALRIGHT. UH, DANIEL, YOU'RE, YOU'RE GONNA GO RIGHT AFTER MALALIA. COME ON UP. YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. HEY, I'M A SENIOR AT WASHINGTON PREPARATORY HIGH SCHOOL. AS I'VE SAID TIME AND TIME AGAIN, I COME HERE TO SPEAK UP BECAUSE I CARE, BUT I HAVEN'T ALWAYS FELT LISTENED TO. THAT'S WHY I KEEP SHOWING UP AND USING MY VOICE. OUR STUDENTS NEED SUPPORT OPPORTUNITIES AND RESOURCES, WHICH IS WHY WE NEED TO CONTINUE FUNDING BSAP. BSAP HAS MADE A POSITIVE IMPACT ON STUDENTS LIKE ME. WHENEVER I NEED A BREAK, I GO TO BSAP. AND EVEN WHEN I JUST NEED TO O TO WARM UP MY FOOD, I GO THERE BECAUSE IT'S A SAFE PLACE AND A WELCOMING PLACE. TAKING AWAY THAT SUPPORT WOULD HURT OUR SCHOOL COMMUNITY. AS MY LAST YEAR OF HIGH SCHOOL APPROACHES, I'M ASKING YOU TO CONTINUE FUNDING BSAP. AS AN AFRICAN AMERICAN STUDENT, THIS PROGRAM IS IMPORTANT NOT ONLY TO ME, BUT ALSO TO MY FAMILY, FRIENDS AND PEERS. I WANT YOU TO UNDERSTAND JUST HOW MUCH BSAP MEANS TO US. BEING BLACK. I ALREADY FACE BARRIERS AND I DO NOT ALWAYS FEEL SAFE OR SEEN AT MY SCHOOL. THE BSAP COUNSELORS AND STAFF MAKE ME FEEL IMPORTANT, VALUED, OR, AND HURT. THEY CHECK ON ME EVERY DAY. THEY GENERALLY CARE ABOUT MY WELLBEING AND I CAN'T SAY THAT ABOUT A LOT OF PEOPLE. THEY HAVE CREATED A SPACE WHERE I FEEL SUPPORTED, WHERE I KNOW MY VOICE MATTERS. I'M ASKING YOU TO LISTEN TO OUR VOICES AND TO CONTINUE INVESTED IN PROGRAMS THAT HELP BLACK STUDENTS SUCCEED. PLEASE CONTINUE FUNDING BSAP SO OTHER FUTURE, SO OTHER STUDENTS CAN HAVE THE SAME SUPPORT OPPORTUNITIES AND SENSE OF BELONGING THAT I HAVE BEEN LUCKY, LUCKY ENOUGH TO EXPERIENCE. THANK YOU. THANK YOU FOR YOUR TIME. UH, DANIEL. GOOD AFTERNOON SCHOOL BOARD. IT'S BEEN, UH, IT'S BEEN A MINUTE, HUH? . Y'ALL MADE ME LOSE MY WORLD CUP GAME, SO . BUT I WANNA THANK, FIRSTLY I WANNA START OFF I THANK YOU CARLA GREGO AND CARLY EZ FOR BRINGING THAT RESOLUTION AND MOTION AND INTO, INTO THE, UH, FISCAL STABILIZATION PLAN. AND I WANNA THANK MS. NEWVILLE HERE FOR VOTING. YES. I KNOW THAT SOMETIMES IT FEELS LIKE DISRESPECT, BUT I PROMISE YOU [07:15:01] IT'S JUST ADVOCATING. IT'S JUST ORGANIZING. AND THAT'S HOW WE GET THINGS DONE AS ORGANIZERS AND AS ADVOCATORS. AND LET IT BE KNOWN TOO THAT IT IS, WE ARE NOT FINISHED. WE ARE NOT FINISHED HERE. WE'LL CONTINUE TO PUSH AND WE'LL CONTINUE TO FIGHT FOR WHAT IS RIGHTFULLY OURS, WHICH IS BSAP SE AND CON AND MORE FUNDING TOWARDS SCHOOLS THAT REALLY NEED IT. SO I'M REALLY, I'M STILL REALLY GRATEFUL FOR MS. EZ AND MS. GRAY FOR PROPOSING THESE TWO AMENDMENTS TO THE, TO THE FISCAL STABILIZATION CLASSES. AND I'M GONNA GIVE MY TIME TO, UM, AND I WANTED TO SAY ONCE AGAIN, LIKE HE SAID, I WANTED TO SAY THANK YOU TO ALL Y'ALL FOR VOTING YES. FOR THOSE WHO DID VOTE YES. ESPECIALLY TO MS. CARLA AND MS. KELLY. THANK YOU SO MUCH LIKE FOR SUPPORTING US FOR BSAP AND SUNNY. AND I ALSO WANNA SAY WE DO WANNA WORK TOGETHER WITH Y'ALL AND WE WILL ALWAYS TRY TO MAKE THIS TOGETHER AS US AS THE STAFF AND THE STUDENTS WHO ARE PART OF LSD WITH Y'ALL TO LIKE, MAKE ACCOMMODATIONS. BUT WE WILL ALWAYS BE HERE TO FIGHT FOR WHAT'S RIGHT. LIKE ESPECIALLY FOR WHAT WE NEED FOR OUR SCHOOLS, FOR US AS STUDENTS. AND THANK YOU SO MUCH. THANK YOU FOR YOUR TIME. STILL LOOKING FOR FOLKS. MARIA. MIRANDA, ARE YOU HERE? COME ON UP. YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. I'M YIELDING MY TIME TO TREVOR LANDER. HI EVERYONE. UH, MY NAME IS TREVOR, DIRECTOR OF EDUCATION ADVOCACY AT ONE INSTITUTE. UM, WE EMPOWER YOUTH AND TEACHERS AND FAMILIES ACROSS L-A-U-S-D TO BRING QUEER AND TRANS HISTORIES INTO CLASSROOMS AND COMMUNITIES. AND I'M HERE TODAY, UM, IN SOLIDARITY WITH MY COLLEAGUES FROM THE RAINBOW EDUCATION COALITION FROM STUDENTS DESERVE AND UTLA, UM, TO CALL FOR THE PROTECTION OF BSAP FUNDS AND THE ESTABLISHMENT OF AN LGBTQ PLUS STEERING COMMITTEE. I WANNA ECHO, UH, THE APPRECIATION FOR BOARD MEMBERS GO AND GRIEGO FOR BRINGING THOSE AMENDMENTS, UM, EARLIER AND FOR EVERYONE WHO SUPPORTED THOSE. UM, IN 1963, THE LEGENDARY BLACK GAY WRITER AND CIVIL RIGHTS ACTIVIST JAMES BALDWIN GAVE A TALK TO TEACHERS IN NEW YORK AND HE SHARED THESE WORDS THAT I, THAT I WANT TO QUOTE. WE ARE LIVING THROUGH A VERY DANGEROUS TIME. EVERYONE IN THIS ROOM IS IN ONE WAY OR ANOTHER, AWARE OF THAT WE ARE IN A REVOLUTIONARY SITUATION. NO MATTER HOW UNPOPULAR THAT WORD HAS BECOME IN THIS COUNTRY. THE SOCIETY IN WHICH WE LIVE IS DESPERATELY MINISTERED, NOT BY KHRUSHCHEV, BUT FROM WITHIN TO ANY CITIZEN OF THIS COUNTRY WHO FIGURES HIMSELF AS RESPONSIBLE. AND PARTICULARLY THOSE OF YOU WHO DEAL WITH THE MINDS AND HEARTS OF YOUNG PEOPLE MUST BE PREPARED TO GO FOR BROKE. UM, ACCORDING TO GLISTEN 2025 NATIONAL SCHOOL CLIMATE SURVEY OF LGBTQ PLUS STUDENTS, 48% OF BLACK AND BROWN LGBTQ PLUS STUDENTS REPORTED FACING HARASSMENT DUE TO RACE OR ETHNICITY IN THE 20 23 20 24 SCHOOL YEAR. AND BLACK L-G-B-T-Q FOCUS GROUP PARTICIPANTS REPORTED FEELING DISCONNECTED FROM THEIR SCHOOL GSAS. SO I WANNA UPLIFT AGAIN THE IMPORTANCE OF BSAP PROGRAMS, UM, FOR ALL OF OUR, UH, BLACK STUDENTS AND L-A-U-S-D. UM, AGAIN, THANK YOU FOR THESE AMENDMENTS EARLIER TO THE FSP. UM, AND WE'LL CONTINUE TO BE HERE TO ADVOCATE FOR BSAP AND FOR AN LGBTQ PLUS STEERING COMMITTEE. THANK YOU. THANK YOU FOR YOUR TIME. ALRIGHT. AND WE HAVE ONE REMOTE CALLER, ADAM GOTTLIEB. I SEE YOU'RE ON THE LINE. ADAM GOTTLIEB. PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. ADAM GOTTLIEB. I CAN SEE YOU ONLINE WITH US. UH, MR. GOTTLIEB, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK WHEN SHE BEGIN. LAST CHANCE, MR. GOTTLIEB. I SEE YOU'RE WITH US. GOOD AFTERNOON. SORRY ABOUT THAT. SORRY, WASN'T HEARING THE WORD. CAN YOU PLEASE SPEAK UP MR. MR. GOTTLIEB? SLOW DOWN FOR ONE SEC. CAN YOU PLEASE SPEAK UP AND CLEARLY 'CAUSE YOU'RE A LITTLE BIT MUFFLED. AND THEN THE TWO MINUTES IS YOURS, SIR. UH, GOOD AFTERNOON, BOARD SUPERINTENDENT. MY NAME IS ADAM GOTTLIEB ON BEHALF OF LA'S BEST, UH, WHICH HAS OPERATE EXPANDED LEARNING PROGRAMS IN PARTNERSHIP WITH USD FROM WORKING THREE DECADES. UH, I'M GLAD TO JOIN A, UH, COMMUNITY EXPANDED LEARNING PARTNERS ROOM TODAY, UH, TO TALK ABOUT THE VITALITY, UH, UH, ENRICHMENT PROGRAMS AT LASD STUDENTS AND FAMILIES. UH, CERTAINLY NEED AT THIS TIME, ESPECIALLY AS CUTS TO ENRICHMENT SUCCESS PROGRAMS ARE BEING DISCUSSED TODAY. UH, AS YOU'VE HEARD MILLION MR. GOTTLIEB, IT SOUNDS LIKE YOU'RE [07:20:01] UNDERWATER A LITTLE BIT. CAN IF YOU, WE PAUSED. IS THAT ANY BETTER? THAT'S SO MUCH BETTER. PLEASE GO AHEAD. I APPRECIATE YOU PAUSING. SORRY ABOUT THAT. UM, HEADPHONES, YOU NEVER KNOW WHAT THEY'RE GONNA DO. UH, IF WE CAN, UH, JUMP BACK INTO IT. REALLY JUST WANNA TALK TO YOU ABOUT THE IMPORTANCE OF, UH, WORKING WITH CBO PARTNERS TO, UH, BETTER FUND AND, UH, UH, BETTER SERVE STUDENTS AND EXPANDED LEARNING PROGRAMS. LA'S BEST, AS MANY OF YOU MAY KNOW, UH, OPERATES IN MORE THAN 200 SCHOOLS, UH, ACROSS L-A-U-S-D IN BEFORE SCHOOL, AFTER SCHOOL AND SUMMER PROGRAMMING. UH, WE'RE JUST ONE OF MANY PROVIDERS THAT REPRESENT A SIGNIFICANT PORTION OF THE DISTRICT'S EXPANDED LEARNING FOOTPRINT. UH, THAT SAID, COLLECTIVELY THE COMMUNITY IS OPERATING ON ROUGHLY 10% OF THE AFTER SCHOOL FUNDING POOL, UH, FOR AFTER SCHOOL PROGRAMS. THE CURRENT FIRST STUDENT RATE FOR CBOS IS ABOUT $9, WHICH IS SIGNIFICANTLY LESS, UH, THAN WHAT LESD PAYS FOR, UH, IN THEIR OWN PER STUDENT, UH, FUNDING. IN THE NEW BUDGET YEAR, CBOS ARE ASKING FOR $15 AND 63 CENTS PER STUDENT. UH, STILL LESS THAN HALF OF WHAT THE DISTRICT SPENDS ON ITSELF, BUT NECESSARY TO CLOSE THE GAP FOR STUDENTS, FOR US COMMUNITY TO OPERATE THESE PROGRAMS FOR STUDENTS AND FAMILY FAMILIES. UH, THE FUNDING CLIFF IS, IS CAUSING LA'S BEST OWN RELATIONSHIP WITH THE DISTRICT TO SHIFT OUT NECESSITY, FORCING IT TO ACT MORE LIKE A CBO THAN A JOINTLY OPERATIONAL ENTITY THAT WE'VE ALWAYS BEEN. UH, THIS FUNDING CONCERN IS VERY MUCH OUR CONCERN AND WE STAND WITH OUR FELLOW PROVIDERS AND INFORMING YOU ALL ABOUT THE CURRENT STRUCTURE AND HOW IT'S NOT SUSTAINABLE. UH, THE BOARD HAS THE AUTHORITY TO ACT TODAY AS THE FUNDING FOR ELOP IS ALREADY THERE. UH, THE DOCUMENT IN NEED AND ASK 24.7 MILLION IS MODEST, UH, RELATIVE TO THE COST OF INACTION, WHICH IS DISTRICT ESTIMATES AS OVER $50 MILLION. UH, SO I'M ASKING THE BOARD RESPECTFULLY AND URGENTLY TO DIRECT STAFF. THANK YOU SO MUCH FOR YOUR TO CLOSE THAT GAP AND MODERNIZE THE MASTER CONTRACT. THANK YOU FOR YOUR TIME. ALRIGHT, THAT CONCLUDES ALL THE SPEAKERS FOR GENERAL PUBLIC COMMENT AND WE NOW HAVE SPEAKERS TO ITEMS SPECIFIC COMMENT FOR ITEMS THAT ARE ON THE CONSENT CALENDAR. SO, OH, WHO WAS HE? WHO? UH, I HAVE, UH, OH, KHALILA. I'M SORRY. COME ON UP. YOU HAVE TWO MINUTES TO SPEAK WHEN KALILA, PLEASE COME ON UP. YEAH. HELLO SCHOOL BOARD. UM, MY NAME'S KALILA. I'M YIELDING MY TIME TO EZEKIEL. GOOD EVENING. MEMBERS OF THE BOARD. MY NAME IS EZEKIEL GACHO. I'M A RISING SENIOR AT KING DREW MAGNET HIGH SCHOOL AND A LEADER THROUGH STUDENTS DESERVE. TO BEGIN, I WOULD FIRST LIKE TO ACKNOWLEDGE THE IMPROVEMENTS TO STUDENT WELLNESS BROUGHT UNDER THE BLACK STUDENT ACHIEVEMENT PLAN TO NAME A FEW. UNDER BSAP, BLACK STUDENTS HAVE RECEIVED ACADEMIC SUPPORT AND COUNSELING, MENTAL HEALTH SERVICES, COLLEGE AND CAREER READINESS, CULTURAL EDUCATION, MENTORSHIP AND COMMUNITY CONNECTION, AND ADDITIONAL STAFF AND SCHOOL RESOURCES. I WANT TO THANK CARLA AND KELLY FOR THE AMENDMENTS THEY MADE TO CONTINUE TO FURTHER PROTECT BSAP AND SENDING IN THEIR BUDGET. THIS IS A STRONG STEP FORWARD AND IS GREATLY APPRECIATED. AND WITH THE CHANGES OF THE FSP, I WANNA TAKE THIS MOMENT TO STRONGLY ADVISE AGAINST ANY FURTHER CUTS TO BSAP STAFF POSITIONS. IF WE DO NOT CONTINUE TO PROTECT BSAP STAFF POSITIONS, THE IMPACT WILL NOT JUST APPEAR ON A BUDGET SPREADSHEET. IT WILL APPEAR ON OUR CLASSROOMS, IN OUR COUNSELING OFFICES, IN OUR STUDENTS' LIVES. STUDENTS WILL LOSE ACCESS TO TRUSTED COUNSELORS, TO MENTAL HEALTH PROFESSIONALS, MENTORS, AND SUPPORT SYSTEMS THAT WOULD HELP 'EM STAY ENGAGED AND SUCCEED IN SCHOOL. I WOULD LIKE TO MIND US, REMIND US ALL OF THE MISSION STATEMENT OF THIS VERY DISTRICT REALIZING EXCELLENCE FOR ALL STUDENTS BY PROVIDING THE UNIQUE, RIGOROUS, AND CULTURALLY RELEVANT EDUCATION THAT EACH AND EVERY STUDENT DESERVES THIS ACTION OF AND PLAN TO REMOVE STAMP STAFF POSITIONS CONTRADICTS THE PROMISES OF THIS VERY DISTRICT. THE DISTRICT MUST CONTINUE TO UPLIFT AND MEET THE NEEDS OF ITS BLACK AND BROWN STUDENTS. THE DISTRICT MUST ENSURE THE BLACK STUDENT ACHIEVEMENT PLAN RECEIVES NO CUTS TO STAFF POSITIONS AND THAT THE STUDENTS WHO LOOK LIKE ME ARE RECEIVING THE GREATEST, MOST EQUITABLE EDUCATION TO AVAILABLE TO THEM. THANK YOU. THANK YOU FOR YOUR TIME. ALRIGHT, LET'S SEE IF I MISSED ANYBODY ELSE. NA. KAHN, ARE YOU HERE? NA WHAT? MAKEDA WALKER. D ALL RIGHT. COME ON UP, ADA, IT'S YOUR TIME TO SHINE ADA. ALL RIGHT. DAMANI TURNER. IS SOMEONE GOING TO GET ADA? IS THAT THE FEELING OF AND THEN SHE WAS NOT. OKAY. UM, ALRIGHT. IF SHE COMES BACK, WE CAN PROBABLY GIVE HER HER TIME. SO ON TAB THREE, [10. Ms. Newbill - Recognizing Juneteenth and Advancing Historical Education During the 250th Anniversary of the United States (Res-065-25/26) (Waiver of Board Rule 72) Whereas, This year 2026 marks the 250th anniversary of the founding of the United States of America, providing an historic opportunity for reflection on the nation’s progress, ideals, struggles, and continued pursuit of liberty and justice for all; Whereas, The anniversary of the United States presents an important occasion to examine the full history of the nation, including the contributions, sacrifices, resilience, and leadership of African Americans whose labor, advocacy, military service, innovation, and civic participation have helped shape the country since its founding; Whereas, Juneteenth, observed annually on June 19, commemorates the day in 1865 when enslaved African Americans in Galveston, Texas learned of their freedom, more than two years after President Abraham Lincoln issued the Emancipation Proclamation, marking a pivotal moment in the nation’s journey toward freedom and equality; Whereas, Juneteenth stands as both a celebration of emancipation and a constant reminder of the continuing struggle to fulfill the founding principles of democracy, civil rights, voting rights, equal opportunity, and justice under law; Whereas, The Governing Board of the Los Angeles Unified School District recognizes that an accurate, inclusive, and comprehensive teaching of United States history strengthens civic engagement, cultural understanding, student achievement, and appreciation for the diversity of the American experience; Whereas, The teaching of African American history, including the history of slavery, Reconstruction, the Civil Rights Movement, voting rights, military service, arts and culture, science, education, labor movements, and public leadership, is essential to ensuring students understand the nation’s past and their role in shaping its future; Whereas, Los Angeles Unified School District serves one of the most diverse student populations in the nation and remains committed to educational equity, culturally responsive instruction, academic excellence, and preparing students to become informed and engaged citizens; Whereas, The observance of Juneteenth during the nation’s 250th anniversary creates an opportunity for schools, students, educators, and families to engage in meaningful dialogue about freedom, democracy, civic responsibility, and the ongoing pursuit of a more perfect union; and Whereas, The Board further recognizes the importance of student-centered educational opportunities including classroom instruction, assemblies, cultural programming, student essays and art projects, historical exhibitions, partnerships with museums and community organizations, and service-learning activities related to Juneteenth and the American story; now, therefore, be it Resolved, That the Governing Board of the Los Angeles Unified School District hereby recognizes Juneteenth as a significant American observance commemorating emancipation, freedom, resilience, and the continuing pursuit of equality and justice; Resolved, That the Governing Board of the Los Angeles Unified School District hereby recognizes Juneteenth as a significant American observance commemorating emancipation, freedom, resilience, and the continuing pursuit of equality and justice; Resolved further, That the Board acknowledges the 250th anniversary of the United States as an opportunity to deepen student understanding of American history through inclusive, factual, and culturally responsive educational programming; Resolved further, That the Superintendent is encouraged to support instructional resources, curriculum enrichment, student activities, and partnerships that elevate the teaching of African American history and the significance of Juneteenth throughout the school year; Resolved further, That schools are encouraged to engage students in age-appropriate educational activities that promote civic learning, historical understanding, respect for diversity, and appreciation for the democratic ideals upon which the nation was founded; Resolved further, That Los Angeles Unified schools and offices are encouraged to commemorate Juneteenth and America’s 250th anniversary through programs that inspire reflection, unity, service, leadership, and student engagement; and, be it finally Resolved, That the Board reaffirms its commitment to ensuring every student in Los Angeles Unified School District receives an education that reflects the richness of American history, honors diverse voices and experiences, and prepares students to participate fully in civic and democratic life.] WE HAVE PUBLIC SPEAKERS. THIS IS FOR THE LOS ANGELES, ORANGE COUNTY. OKAY. I WAS READING THAT. REAL SLOW. COME ON UP. ADA, ARE YOU HERE? ADA? OUTSTANDING. COME [07:25:01] ON UP. YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. HI. UM, I'M ACTUALLY GONNA YIELD MY TIME. YOU, YOU, YOU'RE GIVING YOUR TIME TO ANOTHER PERSON. OH, VINCE, UH, VICENTE, COME ON UP. VICENTE, YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. SIR, I WANNA START BY SAYING THANK YOU FOR PASSING THE AMENDMENTS. I KNOW THAT THIS IS A BIG DECISION AND I KNOW IT'S MORE THAN JUST A YES, BUT IT IS MORE THAN EVERYTHING FOR THE STUDENTS THAT THIS IS GONNA BENEFIT. SO THANK YOU FOR EVERYBODY WHO SUPPORTED OUR STUDENTS. MY NAME IS VICENTE RUBIO. I'M AN INCOMING JUNIOR AT SAN PEDRO HIGH SCHOOL AND I'M A YOUTH LEADER WITH STUDENTS DESERVE. AND I WANT TO OFFER SOME PERSPECTIVE ON HOW A LOT OF PEOPLE ARE LIKE, WHAT WE'RE AFRAID OF, AND WE'RE THINKING THERE'S BEEN AN UNDENIABLE SPREAD OF WHITE SUPREMACY ACROSS ALL OF AMERICA, ESPECIALLY WHEN WE LOOK AT DC AND THAT'S JUST THE TRUTH. AND IT'S ALSO UNDENIABLE THAT BLACK AND BROWN STUDENTS HAVE BEEN GIVEN A DISSERVICE WHEN IT COMES TO PUBLIC EDUCATION. AND ESPECIALLY WHEN WE LOOK AT THE HISTORY OF L-A-U-S-D. THESE TWO ISSUES GO HAND IN HAND AND THEY RUN SIDE BY SIDE. SO YOU CAN'T TALK ABOUT ONE WITHOUT TALKING ABOUT THE OTHER. WE ARE HOPING TO SEE CONTINUED SUPPORT THAT FOR L-A-U-S-D TO PROTECT OUR BLACK AND BROWN STUDENTS AGAINST THIS PUSH. AND WE ARE APPRECIATE ALL THE HELP THAT WE HAVE RECEIVED. I ALSO WANT TO TALK ABOUT CONTINUING THE SUPPORT FOR CI APPRECIATE THE SUPPORT THAT WE GOT WITH MS. EZ AMENDMENT AND THAT'S VERY IMPORTANT BECAUSE MY SCHOOL WILL BE LOSING AROUND 1.5 MILLION AND OTHER SCHOOLS WILL BE LOSING MUCH MORE BECAUSE OUR, THESE ARE, THIS MONEY IS NECESSARY FOR OUR SCHOOLS, FOR OUR COUNSELORS, AND ALL OUR NECESSARY STAFF FOR OUR STUDENTS THAT HELP THEM SEE A BETTER FUTURE. I ALSO WANNA TALK ABOUT CONTINUING TO FUND BSAP AND CONTINUING TO KEEP THE STAFF FOR BSAP FUNDED AS THAT IS ALSO COMPLETELY NECESSARY FOR OUR STUDENTS. THAT'S ALL. THANK YOU. HAVE A GOOD DAY. THANK YOU FOR YOUR TIME. ALRIGHT. DAMANI TURNER. LAST CALL. ALL RIGHT, THAT CONCLUDES GENERAL PUBLIC COMMENT. WE HAVE COMMENT ON ACTION SPECIFIC ITEMS COMING UP. THIS IS TAB THREE, LOS ANGELES, ORANGE COUNTY. CONSTRUCT COUNTY IS BUILDING A CONSTRUCTION TRADES COUNCIL. MOU, UH, LET'S SEE, TAB THREE. FIRST INDIVIDUAL IS ALONZO BOEN. ARE YOU HERE? ALONZO W UH, MR. DAVID TOSKI. COME ON UP. YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. I, I'M UNSURE. AM I UNDER OATH WHEN I SPEAK TO TELL THE TRUTH? OR IS IT WE JUST ASSUME THAT EVERYONE WHO GOES TO THE MICROPHONE IS TELLING YOU THE TRUTH? YOU HAVE TWO MINUTES TO SPEAK, SIR. THANK YOU. OKAY. I WANNA SPEAK IN FAVOR OF THIS CONTRACT. OF COURSE, IT'S ASKED BACKWARDS IN THE SENSE THAT YOU SHOULD BE DOING THE FISCAL STABILIZATION PLAN AFTER YOU DUE THE CONTRACTS. THAT'S A NO BRAINER. OKAY? YOU'RE INCREASING THE NUMBER OF EMPLOYEES, GOOD STUFF. BUT THAT ADDS TO THE, THE THREE YEAR ISSUES. BUT THE FACILITIES GUYS AND THE GALS WHO HELP PASS ALL OF OUR BILLIONS OF DOLLARS OF BOND, THEIR CONTRACT IS ESSENTIAL. I'M HERE FOR THAT. I'M HERE BECAUSE YOU ARE SPENDING GENERAL FUND ON A REGULAR BASIS. GENERAL FUND MONEY TO PAY FOR FACILITIES THINGS. LEMME GIVE YOU AN EXAMPLE. IN THE NEXT THREE YEARS, YOU WILL BE D PAYING $28 MILLION A YEAR. THAT'S 90, CLOSE TO $90 MILLION CLOSE TO THE BSAP NUMBER YOU'RE PAYING OUT OF GENERAL FUND TO PAY FOR FACILITIES, CLPS AND IT. NUMBER TWO, YOU'RE PAYING ELOP MONEY, THE MOST FLEXIBLE MONEY IN THE WORLD. YOU'RE USING IT TO PAY FOR FACILITIES FOR RUBBER MATS ON THE PLAYGROUND. WHEN YOU HAVE 9 BILLION OR 14 BILLIONS OF DOLLARS, WHY ARE YOU NOT VIGILANT ON YOUR GENERAL FUND CONSOLIDATION IN, IN YOUR, IN YOUR FISCAL SPAGHETTI PLAN? CONSOLIDATION HAS BEEN POKED BACK TWO YEARS. WHAT DOES IT TAKE DO? MAYBE WE SHOULD HIRE DELOITTE AND ERNST AND YOUNG TO DO SOME WORK. DO YOU KNOW THAT THIS DISTRICT IS UNDER A FEDERAL DISPROPORTIONALITY COMPLAINT ON AFRICAN AMERICANS BEING DISPROPORTIONATELY PUT INTO SPECIAL ED? IT REQUIRES THAT YOU TAKE 15% OF YOUR FEDERAL MONEY AND APPLY IT TO AFRICAN AMERICAN STUDENTS. WELL, DUH, THAT SHOULD BE PART OF THE BSAP. YOU, YOU SHOULD FIND OUT WHERE THAT $22 MILLION IS YOUR L CAP TODAY. [07:30:01] LET ME JUST SAY THAT, THAT WHOLE DISCUSSION THAT YOU WAS PRESENTED ABOUT YOUR, UH, UM, MONIES IN THE OP FROM GSB AND ALL THAT, SO $1.5 BILLION IS GROWING INTO THE EP. IT IS OVER A BILLION DOLLARS. IT IS RAISING MAJOR MONEY AND INTEREST. THANK YOU FOR YOUR TIME. YOU'RE WELCOME. UH, RIGHT, THE NEXT SPEAKER IS LAUREN BOOK. LAUREN B ARE YOU HERE, LAUREN BOOK NOT HERE. OKAY. SO MOVING ON TO TAB FOUR, THE UTLA 25 THROUGH 27 MOU. THIS IS TAB FOUR. WE HAVE FOUR SPEAKERS. OPHELIA, RYAN. OPHELIA, I THINK I SAW YOU. THERE YOU ARE. COME ON UP. YOU'D HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. THANK YOU. GATING BOARD MEMBERS. I'M HERE. SOPHIE RYAN TO I AM HERE ALONG MY FELLOW ITINERANT TO URGE, TO URGE THE BOARD TO RATIFY OUR LABOR CONTRACT. PSAS ARE THE FRONT DEFENSE AGAINST CHRONIC ABSENTEEISM. WE ARE THE BRIDGE BETWEEN SCHOOL SITES AND VULNERABLE POPULATIONS. WE CANNOT SUPPORT OUR FAMILIES WHEN OUR OWN RIGHTS ARE LEFT AND LIMB. SO I'M ASKING YOU TO VERIFY THE CONTRACT TO RATIFY THE CONTRACT BECAUSE IT'S A PREREQUISITE FOR EQUITY. I'M ALSO ASKING YOU TO CONTINUE SUPPORTING VS A AND TO ENSURE THAT OUR VS A SCHOOLS GROUP ONE AND GROUP TWO ARE FULLY STAFFED. WE NEED, OUR STUDENTS NEED THE CONSISTENCY. OUR FAMILIES NEED TO SUPPORT, AND OUR COWORKERS NEED TO KNOW THE RIGHTS ARE SECURE. PLEASE CONTINUE TO HELP US. WE NEED TO FULLY STAFF VISA SCHOOLS TO CLOSE HISTORIC ACHIEVEMENT AND OPPORTUNITY GAPS. WE CANNOT UNDO YEARS OF PROGRESS TOWARDS RACIAL AND EDUCATION AND EXCELLENCE. SO LET'S STRATIFY THE CONTRACT. WE HAVE BEEN BARGAINING FOR OVER A YEAR. THANK YOU FOR YOUR TIME. THANK YOU FOR YOUR TIME. ADRIANA DE LA TORRE, ADRIANA. ALRIGHT. MARTHA, COX. ARE YOU HERE? MARTHA C UH, THEY ACTUALLY MIGHT BE ONLINE. I, I'M SORRY ABOUT THAT. HOLD ON ONE MOMENT THERE. ALL RIGHT. UH, CARMEN. ALBERTO, ARE YOU HERE IN PERSON? CARMEN? NOT HERE. ALRIGHT. MOVING ON TO TAB FIVE OF THE CONSENT CALENDAR. SEIU LOCAL 99 MOU FOR UNITS B, C, F, AND G. THIS IS TAB FIVE. UH, LET'S SEE. LILA, PARES, LILA P, LILIA, P UH, MARISOL, GRAJALES, MARISOL, G, ARE YOU HERE? COME ON UP. YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. HELLO, MY NAME'S MARISOL GRAJALES AND I'M THE COMMUNITY SCHOOL COORDINATOR AT UCL ELEMENTARY. AND I'M HERE TO SUPPORT AND TO HELP RATIFY THE SEIU CONTRACT. HOWEVER, I'M ALSO HERE TO ASK FOR YOU TO RESEND THE RIF NOTICES FOR OUR CLASSIFIED STAFF. UH, WE AT EUCLID ARE FEELING IT AND WE, I'M GOING TO SHARE ONE OF OUR PARENTS. I'M ALSO HERE REPRESENTING OUR PARENTS, WHO I HAVE RECEIVED MANY LETTERS THAT I HAVE SHARED WITH OUR DISTRICT TWO. UM, AND SHE WILL SHARE ONE OF THE LETTERS FROM OUR PARENTS. HI. I AM HERE TO RESPECTFULLY REQUEST THAT MS. ERICA SANCHEZ REMAINED IN HER CURRENT POSITION SERVING OUR SCHOOL COMMUNITY. MS. SANCHEZ IS AN INVALUABLE MEMBER OF CLE AVENUE MAGNET ELEMENTARY SCHOOL FAMILY. THROUGH HER DEDICATION, PROFESSIONALISM, KINDNESS, AND COMMITMENT TO STUDENT AND FAMILIES, SHE HAS CREATED A WELCOMING AND PRO SUPPORTIVE ENVIRONMENT FOR EVERYONE WHO ENTERS THE PARENT CENTER. MS. SANCHEZ CONSISTENTLY GOES ABOVE AND BEYOND HER JOB RESPONSIBILITIES. SHE PROVIDES PARENTS WITH VALUABLE INFORMATION ABOUT COMMUNITY RESOURCES, VARIOUS SAFETY PROGRAMS, EDUCATION OPPORTUNITIES AND SERVICE THAT BENEFITS OUR FAMILIES. SHE ENCOURAGES PARENTS INVOLVEMENT AND HELPS CREATE MEANINGFUL CONNECTIONS BETWEEN THE SCHOOL AND THE COMMUNITY. MANY PARENTS HAVE BECOME ACTIVE VOLUNTEERS BECAUSE MS. SANCHEZ ENCOURAGEMENT, GUIDANCE, AND WELCOMING SPIRIT. SHE HAS SUCCESSFULLY ORGANIZED FUNDRAISERS, COORDINATED FAMILY ENGAGEMENT ACTIVITIES, AND PROVIDED PARENTS WITH OPPORTUNITIES TO LEARN NEW SKILLS. HER POS, HER POSITIVE IMPACT, CAN BE SEEN THROUGH OUR SCHOOL COMMUNITY. MOST IMPORTANT, MS. SANCHEZ GENUINELY CARES ABOUT OUR CHILDREN. SHE TREATS EVERY STUDENT WITH KINDNESS, RESPECT, AND COMPASSIONS. [07:35:02] STUDENTS KNOW, KNOW HER, TRUST HER, AND LOOK FORWARD TO SEEING HER. HER PRESENCE CONTRIBUTES TO THE SCHOOL AND SUPPORTIVE CULTURE THAT MAKES EUCLID AVENUE MAGNET SCHOOL SPECIAL. WE BELIEVE MS. SANCHEZ IS, IS AN ESSENTIAL PART OF OUR SCHOOL COMMUNITY AND THAT HER LOSS WOULD HAVE SIGNIFICANT IMPACT ON STUDENTS, PARENTS, VOLUNTEERS, AND STAFF. RESPECTFULLY. ASK THAT YOU, THE DISTRICT, RECONSIDER ANY DISTRICT FOR YOUR TIME. MOVE HER PLACE. THANK YOU. YOUR TIME. THANK YOU. ALL RIGHT. THE REMAINING ON TAB REMAINING FOLKS ON TAB FIVE ARE CALL IN. SO WE'LL SEE WHO'S HERE WITH US. UH, ISABEL AGUIRE. SO YOU'RE ON THE LINE WITH US. PLEASE PRESS STAR SIX TO UNMUTE YOURSELF. YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. ISABEL AGUIRE. HELLO. GOOD AFTERNOON. MS. AGUIRE 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 THESE TRANSLATION HEADSETS. OKAY, RE READY MS. AGUIRE. OKAY. GOOD AFTERNOON. MY NAME IS ISABEL AGUIRE. IN REGARD TO TAB NUMBER FIVE, UNIT B, MY MAIN WORRY, IT WORRIES ME BECAUSE WHAT THE DISTRICT SAYS THAT THE TRAINING FOR DII ISN'T OPTIONAL. ALSO NOW WITH THE ACCORDANCE WITH DISTRICT SEIU, WITH NOT PRIVATIZING WORK WITH SPECIAL EDUCATION. I KNOW YOU ALWAYS GIVE PRIORITY TO LABOR PARTNERS, ALTHOUGH IT SHOULDN'T BE LIKE THAT BECAUSE YOU ARE HERE TO CARE FOR THE STUDENT RIGHTS. BUT PARDON MY IGNORANCE, I AM NOT SURE IF I AM RIGHT AND I WOULD LIKE CLARIFICATION THERE IN REGARD TO THAT NOT PRIVATIZING WORK WITH SPECIAL EDUCATION. THIS DOESN'T VIOLATE THE RIGHTS OF STUDENTS DUE THROUGH THE IDEA LAW IDA LAW, WHICH IS A FEDERAL LAW. I WOULD LIKE FOR US TO PUT MORE EMPHASIS ON THAT AND GIVE MORE INFORMATION IN REGARD TO THAT BECAUSE IT SEEMS AS IF THE STUDENTS HAVE THE RIGHT TO RECEIVE AND THE PARENTS HAVE THE OPTION AS RIGHT AND THEY HAVE THE RIGHT TO RECEIVE SERVICES FROM PROVIDERS THAT ARE QUALIFIED. I WOULD LIKE THEN FOR YOU TO TAKE INFORMED DECISIONS TO PREVENT CONFLICTS IN THE FUTURE SINCE WE ARE NOW AT A HUGE DEFICIT. THANK YOU FOR YOUR ATTENTION. HAVE A GREAT DAY. ALL RIGHT. UH, I HAVE CONCERNED PARENT LISTED AS SPEAKING REMOTELY. UM, OH, YOU'RE ALSO SPEAKING ON THE LCAP. SO HERE YOU ARE CONCERNED PARENT, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF. AND YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN CONCERNED PARENT. GOOD AFTERNOON. BOARD MEMBERS, NO PRIVATIZATION OF SPECIAL EDUCATION WORK. WE LET THE DISTRICT KNOW THAT ALL STUDENT SERVICES, INCLUDING BII SERVICES AND SPECIAL EDUCATION MUST BE PERFORMED BY L-A-U-S-D. DO LAU EMPLOYEES U NEED Z SUBCONTRACTING 1.0. THERE SHALL BE NO FURTHER SUBCONTRACTING OF WORK HISTORICALLY AND EXCLUSIVELY PERFORMED BY SEIU EMPLOYEES WITHOUT THE EXPRESS AGREEMENT OF SEIU BOARD MEMBERS. SPECIAL EDUCATION SERVICES ARE THE DECISIONS OF THE REQUIRED IEP TEAM MEMBERS. SEIU AND OTHER UNIONS ARE NOT REQUIRED, IEP TEAM MEMBERS. FURTHERMORE, SPECIAL EDUCATION IS A FEDERALLY AND STATE MANDATED, UH, WHICH PROVIDES PARENTS PROCEDURAL SAFEGUARDS AND RIGHTS. THIS IS NOT ABOUT PRIVATIZATION AND THIS IS NOT ABOUT POLITICAL THEATER. THE REASON NPA AND NON-PUBLIC AGENCIES ARE CONTRACTED IS SO THAT STUDENTS RECEIVE TIMELY SERVICES IN ACCORDANCE WITH THEIR IEP. THIS HAS NOTHING TO DO WITH PRIVATIZATION AND ALL OF THE LITTLE, UH, QUOTES AND, AND LITTLE PHRASES THAT MOST UNIONS GO BY AND THEN THEY JUST RUN WITH IT. WHAT THIS ARTICLE HAS THE POTENTIAL TO DO IS FORCE A ONE SIZE FITS ALL MODEL THAT WILL STEER AWAY FROM THE INDIVIDUALIZED AND IEP. THIS WILL FURTHER CREATE ADVERSARIAL IEP MEETINGS, BUT MORE IMPORTANT, LIMIT STUDENT SERVICES. THIS ALSO HAS THE POTENTIAL TO INCREASE THE COST OF DUE PROCESS THE BOARD MEMBERS. IS THIS APPROPRIATE AND IS AND IS THIS LEGALLY COMPLIANT WITH THE ID IDEA AND CALIFORNIA EDUCATION CODE? I DON'T THINK SO. SO PLEASE LOOK INTO YOUR CONTRACTS AND SEE WHAT YOU APPROVED BECAUSE WE'VE ALREADY PROVED TO BE FISCALLY IRRESPONSIBLE AND WE DON'T WANNA CONTINUE THAT IRRESPONSIBILITY WITH OUR MOST VULNERABLE STUDENTS. THANK YOU. THANK YOU FOR YOUR TIME. ALRIGHT, LAUREN HANCOCK, [07:40:01] YOU'RE ARE LISTED AS SPEAKING REMOTELY, BUT I DO NOT HAVE YOU ONLINE. ARE YOU IN THE ROOM? LAUREN HANCOCK. UH, JANINE STRAC. YOU'RE ALSO LISTED AS SPEAKING REMOTELY, BUT I DO NOT HAVE YOU ONLINE. ARE YOU WITH US JANINE STRAC? THAT IS A NO. OKAY. MOVING ON TO TAB SIX. ASSOCIATED ADMINISTRATORS OF LOS ANGELES TEAMSTERS, LOCAL 2010 UNIT J 25, 28 MOU. WE HAVE ONE PUBLIX, ONE COMMENTER. UM, ALAN PAUL. ALAN PAUL, ARE YOU IN THE ROOM? ALAN PAUL, YOU'RE LISTED AS SPEAKING REMOTELY, BUT YOU ARE NOT ONLINE. OKAY, SO THAT FINISHES TAB SIX. GOING TO TAB SEVEN. HERE'S THE TAB SEVEN. GOING TO TAB EIGHT. THERE IS ONE SPEAKER ADOPTION OF THE CO COMPENSATION PROPOSAL FOR DISTRICT REPRESENTED AND NON-REPRESENTED CLASSIFICATIONS FOR 25 27 SALE. ARE YOU HERE SALE? NOT HERE. SALE. R ARE YOU HERE? NOPE. OKAY. GOING ON TO TAB EIGHT, I MEAN, I'M SORRY. TAB NINE. THAT'S ON DISCUSSION. UH, TAB 10 WITH A COMMENT. WE HAVE PUBLIC COMMENT FOR TAB 10. UM, MS. NEW BILL, DID YOU WANNA OPEN WITH COMMENTS? OH, YOU WANNA DO THE PUBLIC COMMENTS FIRST? YOU SAY, OKAY. UH, DESTINY RAY. ALL RIGHT, MS. RAY, COME ON DOWN. UM, JOSEPH AFTER DESTINY AND QUAIA MORE IS AFTER JOSEPH. SO COME ON DOWN. YOU HAVE TWO MINUTES TO SPEAK TO TAB 10. GOOD. I TO SPEAK. IT'S ALL YOURS. YEAH, PLEASE. TWO MINUTES IS YOURS. UM, I WAS GONNA TALK ABOUT THE BSAP CUTS, BUT THAT WAS, UM, I SUPPOSE FIXED. UM, I JUST WANTED TO THANK YOU GUYS. 'CAUSE BSAP IS A PROGRAM THAT I DIDN'T, I DON'T PERSONALLY ATTEND, BUT I KNOW PEOPLE THAT ATTENDED. AND I, I HONESTLY DIDN'T THINK IT WAS GONNA GET PASSED. I THOUGHT I THOUGHT IT WAS GONNA GET CUT, BUT YOU GUYS PLEASANTLY SURPRISED ME, ESPECIALLY YOU, YOU, YOU HAD YOUR MOMENT, BUT I APPRECIATE THAT. INSTEAD OF SAYING NO, YOU DID SAY YES. UM, THAT'S REALLY IT. I JUST WANTED TO SAY THANK YOU. THANK YOU FOR YOUR TIME. UH, JOSEPH, UH, THERE YOU ARE. COME ON DOWN. YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. WHAT'S UP? BOARD MEMBERS, UM, AND SUPERINTENDENT CH UH, I WANT TO THANK, UM, FIRST BOARD MEMBER EZ, BOARD MEMBER DIEGO, WHO ARE NOT HERE, UM, FOR TAKING THE INITIATIVE TO HAVE SOME HARD CONVERSATIONS. WE KNOW THE DISTRICT IS HAVING TO MAKE HARD CONVER, UH, HARD DECISIONS THAT WERE NOT EASY. AND WE DEEPLY APPRECIATE THAT FOLKS ON THIS BOARD TOOK SERIOUSLY THE IMPACT THAT THO THOSE CUTS WOULD HAVE ON STUDENTS WHO ARE IN THE DISTRICT RIGHT NOW. UM, AND MADE DECISIONS TO HELP PROTECT PROGRAMS THAT HAVE BEEN LIFELINES, LITERAL LIFELINES, ESPECIALLY FOR BLACK STUDENTS IN THIS DISTRICT. WE REALLY APPRECIATE THAT. WE APPRECIATE ALL OF YOU BOARD MEMBERS WHO VOTED YES ON THAT. AND WE UNDERSTAND THAT THESE ARE DIFFICULT DECISIONS AND WE UNDERSTAND THAT FOLKS ALSO HAVE VERY STRONG FEELINGS ABOUT THIS. AND AS DESTINY SAID, UM, DID NOT FEEL, DID NOT HAVE CONFIDENCE THAT THEIR DISTRICT WOULD VOTE IN A WAY THAT MADE THEM FEEL SEEN, THAT MADE THEM FEEL HEARD, THAT MADE THEM FEEL CARED ABOUT. AND SO WE APPRECIATE IT. AND AS MANY STUDENTS HAVE SAID, WE ARE ALSO IN THIS FIGHT WITH YOU TO PROTECT THE DISTRICT AND TO PROTECT THE TRANSFORMATIONS THAT THIS DISTRICT HAS ENGAGED IN THAT HAVE MASSIVELY, MASSIVELY, MASSIVELY SHIFTED CONDITIONS FOR SOME OF THE HIGH AND HIGHEST NEEDS STUDENTS, SOME OF THE MOST MARGINALIZED STUDENTS IN OUR DISTRICT OVER THE PAST FIVE PLUS YEARS. WE ARE WITH YOU IN THE LONG HAUL TO PROTECT THOSE TRANSFORMATIONS AND TO CONTINUE TO MAKE EVEN MORE TRANSFORMATIONS IN THE DISTRICT. WE WILL GO WITH YOU TO SACRAMENTO. WE WILL GO WITH YOU WHEREVER WE NEED TO GO TO HELP FIGHT FOR THE FUNDING THAT THIS DISTRICT NEEDS. WE KNOW, WE KNOW THAT PUBLIC EDUCATION MUST BE FUNDED MORE. WE KNOW THAT. WE KNOW THAT BILLIONAIRES AND CORPORATIONS IN CALIFORNIA MUST PAY THEIR FAIR SHARE FOR PUBLIC EDUCATION. SO WE APPRECIATE THAT THIS BOARD SAID WE WILL NOT BALANCE THE BUDGET ON THE BACKS OF BLACK STUDENTS. WE WILL NOT BALANCE THE BUDGET ON THE BACKS OF HIGH AND HIGHEST NEEDS SCHOOLS. ALTHOUGH WE STILL KNOW THAT THERE'S MORE WORK TO DO THERE. WE APPRECIATE THE COMMITMENT TO REFUNDING THOSE PROGRAMS AND WE'RE RECOMMITTING TO WORKING WITH YOU ALL. SO WE APPRECIATE YOU ALL LISTENING TO STUDENTS TODAY AND WE LOOK FORWARD TO CONTINUING TO DO THIS VITAL WORK, UM, MOVING FORWARD. THANK Y'ALL. [07:45:01] MARUS MOORE, COME ON DOWN. MARUS MOORE. OH, YOU'RE BACK. OKAY. YOU UNDERST MARUS, ARE YOU HERE? I'M NOT BACK ON FLOORS. OKAY. CHRISTIAN FLAG, ARE YOU HERE? I SAW BOTH THESE GENTLEMEN EARLIER CALLING IN. ALRIGHT, CHRISTIAN FLAG, I'M HEARING YOU'RE CALLING IN REMOTELY, BUT I DO NOT HAVE YOU ONLINE IN FRONT OF ME. JORDAN. NOT HERE. CHANNING MARTINEZ. I'M CERTAIN I SAW MR. MARTINEZ EARLIER. ALL RIGHT, NOW FOLKS CALLING IN REMOTELY. JASON MELENDEZ HERE. DERAY AMED. ALSO NOT ONLINE IN CRYSTAL GOFF OR CRYSTAL GOFF. THAT CONCLUDES THE PUBLIC COMMENTS FOR TAB 10. ALRIGHT, WELL, THANK YOU, UM, THIS RESOLUTION, AND WE'RE BRINGING IT OBVIOUSLY WITH A ASK OF A 72 HOUR WAIVER. UM, IRONICALLY AS WE SPEAK OF BLACK STUDENT ACHIEVEMENT AND JUNETEENTH BEING A HOLIDAY THAT OBVIOUSLY, UH, WE RECOGNIZE ONLY FIVE YEARS AGO KIND OF SYNONYMOUS WITH BSAP AND, UM, TO EVEN SPEAK TO JUNETEENTH. UM, I I I'LL READ MY NOTES AND THEN I'LL SHARE AFTER. BUT, UM, UNITED STATES, OBVIOUSLY IT'S MARKING 250TH ANNIVERSARY THIS YEAR. WE HAVE A UNIQUE AND PROFOUND OBLIGATION TO REFLECT ON THE COMPLETE STORY OF OUR NATION. ITS TRIUMPH, ITS STRUGGLES, AND ITS ONGOING JOURNEY TOWARD LIBERTY AND JUSTICE JUNETEENTH, WHICH WE COMMEMORATE ON JUNE 19TH. AND AS MENTIONED, THIS IS THE FIRST, THAT WAS IN JUNE OF 2021. THIS MARKED A NEW DAWN OF EMANCIPATION OF ENSLAVED AFRICAN AMERICANS IN GALVESTON, TEXAS TWO YEARS AFTER EMANCIPATION PROCLAMATION. IT REPRESENT A PIVOTAL MOMENT WHEN THE REALITY OF FREEDOM BEGAN TO CATCH UP WITH THE PROMISE OF OUR FOUNDING DOCUMENTS. THIS RESOLUTION HONORS THE IMMENSE CONTRIBUTION, RESILIENCE AND LEADERSHIP OF AFRICAN AMERICANS WHO HAVE SHAPED OUR DEMOCRACY, ECONOMY, AND CULTURE DESPITE THE SYSTEMIC BARRIERS. AS WE MENTIONED HERE TONIGHT. TODAY, L-A-U-S-D SERVES AS ONE OF THE MOST DIVERSE STUDENT POPULATIONS IN THE NATION, PROVIDING INCLUSIVE, FACTUAL AND CULTURALLY RESPONSIVE HISTORY, EDUCATION, DIRECTLY STRENGTHENING OUR STUDENTS ENGAGEMENT AND CULTURALLY EMPATHY. AS WE MENTIONED RIGHT NOW WITH OUR BSAP PROGRAM. AND IN HONORING THE DAY OF FREEDOM, CULTURE EXCELLENCE AND COMMUNITY ACROSS LOS ANGELES UNIFIED SCHOOL DISTRICT, I ENCOURAGE EVERYONE TO LEAD WITH RESPONSIBILITY, RESPECT, AND CARE FOR ONE ANOTHER. EVERY CHOICE THAT WE MAKE HELPS CREATE A POSITIVE ENVIRONMENT WHERE FAMILIES, STUDENTS, EDUCATORS, AND NEIGHBORS CAN ENJOY THIS IMPORTANT CELEBRATION TOGETHER. THIS RESOLUTION ISN'T JUST SYMBOLIC. IT ENCOURAGES OUR SUPERINTENDENT AND INDIVIDUAL SCHOOLS TO ACTIVELY BACK OUR CLASSROOM INSTRUCTION CULTURALLY, PROGRAMMING, HISTORIC EXHIBITION AND COMMUNITY PARTNERSHIPS THAT ELEVATE THE AFRICAN AMERICAN, THE BLACK HISTORY. AND THIS IS TO BE DONE ALL YEAR LONG. AND SO IT IS FITTING TODAY AS WE COMMEMORATE THIS, UH, JUNETEENTH ON THIS DAY AND, UH, TO BE KNOWN FOR SO MUCH MORE. BUT IT IS IMPORTANT, I THINK. AND, AND THIS IS VERSION TWO YOU HAVE COMING AROUND AND THERE'S A, A PIECE THAT WAS ADDED TO THE END OF THIS, UM, RESOLVE THAT L-A-U-S-D WILL CONTINUE TO SUPPORT [07:50:01] RESPECTFUL CONDUCT OF ALL OF OUR STUDENTS PARTICIPATING IN EVERY COMMUNITY CELEBRATION. AND THAT WAS ADDED BECAUSE WE WANNA MAKE SURE THAT AS WE CELEBRATE BLACKS IN LOS ANGELES ACROSS THIS COUNTRY, ACROSS, UH, THIS STATE, THAT WE DO IT RESPECTFULLY. AND I THINK IT'S IMPORTANT TO ELEVATE THAT AND THAT OUR STUDENTS PARTICIPATE WITH RESPECT AS WELL AS WE MODEL THAT FOR OUR STUDENTS IN THIS COMMUNITY. SO AS WE BRING THIS RESOLUTION, I HOPE MY COLLEAGUES WILL JOIN IN ME IN THIS OPPORTUNITY TO CELEBRATE WHAT WE CAN CELEBRATE ANNUALLY AND OBVIOUSLY PARTICIPATE IN OUR SCHOOLS ACROSS THE DISTRICT, EVEN THOUGH OUR SCHOOLS WILL NOT BE IN SESSION. BUT WE KNOW AS WE CONTINUE THIS WORK ALL YEAR LONG. THANK YOU. GO AHEAD. OKAY, VERY GOOD. SO I WANNA MENTION A FEW THINGS THAT CHARLET HAS SAID ALREADY, BUT I THINK THEY'RE WORTH REPEATING. UM, JUNETEENTH AND THE SPIRIT OF THE LEGAL DOCUMENTS THAT MADE IT POSSIBLE. THE EMANCIPATION PROCLAMATION AND THE EVENTUAL PASSING OF THE 14TH AMENDMENT ARE ALL CONNECTED TO THE IMPORTANT HOLIDAY THAT WE ARE GOING TO CELEBRATE ON JUNE 19TH. BUT AS THE RESO, AS THE RESOLUTION CALLS IT IS IMPORTANT TO REFLECT ON WHERE WE ARE NOW. THE EMANCIPATION, THE EMANCIPATION PROCLAMATION, THE 14TH AMENDMENT AND JUNETEENTH ARE ALL INTERCONNECTED AND THEY'RE ALL UNDER THREAT IN A FEW DAYS. THE SUPREME COURT OF THE UNITED STATES IS SET TO RULE ON TRUMP VERSUS BARBARA REGARDING WHAT THE 14TH AMENDMENT MEANS. ALTHOUGH THE LANGUAGE IS CLEAR, AS IT SAYS IN THE FIRST SENTENCE OF THE AMENDMENT, IT SAYS, ALL PERSONS BORN OR NATURALIZED IN THE UNITED STATES AND SUBJECT TO THE JURISDICTION THEREOF ARE CITIZENS OF THE UNITED STATES AND AT THE STATE WHEREIN THEY RESIDE. SO IN MY OPINION, THERE SHOULD BE NO CONSIDERATION FOR A LAWSUIT BECAUSE THE AMENDMENT MAKES IT CLEAR. IF YOU WERE BORN HERE, YOU'RE A CITIZEN OF THE UNITED STATES OF AMERICA. AND THAT'S WHY JUNETEENTH IS AN IMPORTANT HOLIDAY, NOT JUST FOR AFRICAN AMERICAN HISTORY, BUT ALL AMERICAN HISTORY. AND BY THE WAY, YES, THANK YOU. BY THE WAY, AFRICAN AMERICAN HISTORY IS AMERICAN HISTORY. RIGHT? OKAY. IT IS TO REBUKE TO THE I IT IS A REBUKE TO THE IDEOLOGY THAT SOME PEOPLE ARE LESS THAN OTHERS DUE TO THEIR LINEAGE, DUE TO THEIR SPOKEN LANGUAGE, DUE TO THEIR RACE, DUE TO THEIR ETHNICITY OR CULTURE. AND IT IS A REJECTION OF THE SUPREMACIST THEORY THAT ENTIRE COMMUNITY CAN BE REJECTED BECAUSE OF THEIR FAMILY HISTORY. FINALLY, JUNETEENTH IS A TESTAMENT TO THE POWER AND RESILIENCE DEMONSTRATING THAT THIS NATION'S STRENGTH LIES IN THE DIVERSE EXPERIENCES OF EVERY MAN, EVERY WOMAN, EVERY CHILD, REGARDLESS OF THEIR RACE OR THEIR ETHNICITY. SO PLEASE ADD ME AS A CO-SPONSOR. THANK YOU, SCOTT. YOU'RE WELCOME. SCOTT, GO AHEAD. YES. SO, UM, YES, I WANNA THANK, UM, MY COLLEAGUE, UM, MS. BOARD MEMBER, HANDY NEW BILL FOR YOUR LEADERSHIP AND BRINGING THIS IMPORTANT RESOLUTION FORWARD. I ALSO RESPECTFULLY ASKED TO BE ADDED AS A CO-SPONSOR. AND JUST, YOU KNOW, AT A TIME WHEN, UM, THERE ARE GROWING EFFORTS ACROSS THE COUNTRY TO NARROW HOW HISTORY IS TAUGHT AND TO DIMINISH THE EXPERIENCES AND CONTRIBUTIONS HISTORICALLY OF HISTORICALLY MARGINALIZED COMMUNITIES, IT IS MORE IMPORTANT THAN EVER THAT OUR STUDENTS HAVE ACCESS TO AN HONEST, COMPLETE AND INCLUSIVE UNDERSTANDING OF OUR NATION'S HISTORY. JUNETEENTH COMMEMORATES A DELAYED ARRIVAL OF FREEDOM TO THE LAST ENSLAVED AFRICAN AMERICANS IN TEXAS AND SERVES AS A POWERFUL REMINDER THAT PROGRESS HAS NEVER BEEN AUTOMATIC. IT HAS ALWAYS REQUIRED COURAGE, ADVOCACY, AND A STEADFAST BELIEF IN THE DIGNITY AND HUMANITY OF EVERY INDIVIDUAL. AS WE APPROACH THE 205TH 250TH ANNIVERSARY OF THIS COUNTRY, WE HAVE AN OPPORTUNITY AND A RESPONSIBILITY TO ENSURE THAT STUDENTS LEARN NOT ONLY ABOUT OUR COUNTRY'S TRIUMPHS, BUT ALSO ABOUT THE STRUGGLES AND MOVEMENTS THAT HAVE EXPANDED FREEDOM, STRENGTHENED DEMOCRACY, AND MOVED US CLOSER TO REALIZING OUR HIGHEST IDEALS. TEACHING THIS HISTORY DOES NOT DIVIDE US. IT HELPS US BETTER UNDERSTAND ONE ANOTHER AND EQUIPS YOUNG PEOPLE TO BECOME THOUGHTFUL, ENGAGED CITIZENS. IN THIS MOMENT WHEN QUESTIONS OF EQUITY, BELONGING, AND [07:55:01] REPRESENTATION ARE BEING DEBATED IN COMMUNITIES ACROSS THIS COUNTRY, LOS ANGELES UNIFIED HAS AN OPPORTUNITY TO REAFFIRM THAT DIVERSITY IS A STRENGTH AND THAT TRUTH MATTERS, AND THAT EVERY CHILD DESERVES TO FEEL SEEN, VALUED, AND CONNECTED TO THE RICH HISTORY THAT HAS SHAPED OUR NATION. SO THANK YOU SO MUCH FOR BRINGING THIS FORWARD. THANK YOU, CARLA. GO AHEAD. THANK YOU SHERETTE, FOR BRINGING THIS FORTH. I JUST WANNA UPLIFT THE AREAS THAT SPEAK TO SUPPORTING INSTRUCTIONAL RESOURCES, CURRICULUM ENRICHMENT, STUDENT ACTIVITIES, UM, AND THEN, UM, JUST LET'S SEE HERE, APPRECIATION FOR, UM, HISTORICAL UNDERSTANDING, RESPECT FOR DIVERSITY. UM, YOU AND I SIT ON THE, UH, CURRICULUM AND INSTRUCTION COMMITTEE AND WE'VE HEARD IT FROM EDUCATORS AND PARENTS ABOUT THE IMPORTANCE OF CURRICULUM AND THE IMPORTANCE OF OUR STUDENTS BEING SEEN. AND SO I APPRECIATE THAT YOU'VE BROUGHT THIS INTO THIS RESOLUTION AS WELL. UM, AND I WOULD LIKE TO BE ADDED AS A CO-SPONSOR IF THAT'S POSSIBLE. AND THANK YOU AGAIN. YES, KELLY. I'LL JUST ADD MY, MY VOICE TO THE CHORUS OF GRATITUDE TO BOARD MEMBER NEW BILL FOR BRINGING THIS RESOLUTION. AS WE REFLECT ON THE LAST 250 YEARS OF OUR NATION'S HISTORY, IT'S IMPORTANT THAT WE UPLIFT THE FULL TRUE NARRATIVE OF THE AMERICAN STORY BECAUSE WE CAN'T CELEBRATE THE IDEALS OF LIBERTY AND DEMOCRACY WITHOUT EXAMINING ALL THE STRUGGLES AND RESILIENCE. UM, AND THE CONTINUED WAYS IN WHICH WE, WE FAIL TO GET THERE AS A NATION. AND WE KNOW THAT JUNETEENTH IS A CRITICAL PART OF THAT NARRATIVE AND OUR SHARED HISTORY. AND, UM, DOING TRUE JUSTICE TO OUR STUDENTS IS GIVING THEM THAT COMPLETE EDUCATION THAT RECKONS WITH THE WRONGS OF OUR PAST, THE CONTINUED WRONGS AND UPLIFTS, THE STORIES OF THOSE WHO'VE BEEN MARGINALIZED TO HELP SHAPE A BETTER AND MORE JUST COUNTRY IN THE FUTURE. SO I WOULD LOVE TO BE ADDED AS WELL IF YOU'LL HAVE ME. OKAY. MR. NICK, PLEASE JUST ADD ME AS A CO-SPONSOR AS WELL. THANKS SHEILA. A HUNDRED PERCENT. WELL THANK YOU FOR ALL THE CO-SPONSORSHIP. AS WE KNOW, THIS WORK IS NOT DONE ALONE AND WOULD HOPE THAT WE CONTINUE TO ELEVATE THE THOUGHTS AND THE EDUCATION OF OUR HISTORY. AND AS MENTIONED, THIS IS OUR AMERICAN HISTORY, SO THANK YOU. ALRIGHT, THAT WAS A CONSENT ITEM THAT HAD A, UH, AN AMENDMENT TO IT, WHICH WAS DISCUSSED. AND ALSO THE RULE 72 WILL BE FOLDED INTO THE CONSENT ASPECT HERE. THERE'S ALSO TAB 11, WHICH UM, HAS NO PUBLIC COMMENT ON IT. AND I FAILED TO HAVE THE CONSENT CALENDAR MOVED. SO CAN I HAVE MOVE MOTION? MOVE IT. SECOND. MOVE ON. MS. EZ. SECONDED BY. ALL RIGHT, MS. NEW BILL, WE'LL VOTE ON THE CONSENT CALENDAR. MS. NEW BILL? YES. DR. RIVAS? YES. MR. MELVIN? YES. MS. GALLEGO? YES. MS. EZ? YES. MS. ORTIZ FRANKLIN I THINK IS JOINING REMOTELY SHORTLY. AND BOARD PRESIDENT MIR? YES. ALRIGHT. THAT'S SIX EYES AND ONE RETURN VOTE. UM, WE [9.Board of Education Report No. 460-25/26 Finance Division (Application for Exemption from the Required Expenditures for Classroom Teachers’ Salaries) Recommends the Board of Education authorize staff to submit an application for exemption from the required expenditures for classroom teachers’ salaries for Fiscal Year 2024-25] HAVE ONE MATTER OF BUSINESS LEFT BEFORE THE HEARING ON THE LCAP. UH, LET'S SEE. WE'VE GOT TAB NINE FOR PRESIDENT. SHAMON, YOU HAD A QUESTION? I DO. I DO. UM, THIS IS ABOUT THE 55% EXPENDITURE, UM, FOR, UH, HIRING CLASSROOM TEACHERS. AND I, AND I KNOW THAT, UM, IT SEEMS LIKE WE'RE NOT TRYING HARD ENOUGH, BUT WE ARE. BUT WE ARE, UM, THE DISTRICT HAS BEEN MAKING INVESTMENTS IN STUDENTS THAT ARE NOT DIRECTLY IN THE CLASSROOM, BUT THEY DO HELP WITH SAFETY AND ACADEMICS. SO MR. KARIMI, CAN YOU TELL ME WHETHER POSITIONS THAT SUPPORT STUDENTS' MENTAL HEALTH SUCH AS PSYCHIATRIC, SOCIAL WORKERS, THERAPISTS, PSYCHOLOGISTS, ARE INCLUDED IN THE 55%? THEY'RE NOT. THEY'RE NOT. AND THAT'S WHY WE'RE NOT MAKING THE 55%. SO HERE WE ARE TRYING TO HELP THE KIDS THE BEST WE CAN, BUT THEY DON'T COUNT TOWARDS THE 55% 'CAUSE THEY'RE NOT CLASSROOM UH, TEACHERS. IS THAT CORRECT? THAT'S RIGHT. OKAY. SO EVERYBODY KNOWS THAT WE'RE DOING OUR BEST. THANK YOU. THANK YOU KELLY. CARLA? YEAH. I JUST WANNA ASK A QUICK QUESTION. SIMONON, WHEN THIS IS I THINK THE THIRD YEAR THAT WE HAVE NOT MET THAT, WHAT IS, DO WE HAVE A PLAN IN PLACE FOR NEXT YEAR? WHAT IS OUR EXPECTATION NEXT YEAR? FOR NEXT YEAR? MOST LIKELY WE WILL HAVE A LOWER AND LOWER PERCENTAGE AS A RESULT OF THE LABOR AGREEMENTS THAT ARE BEING APPROVED TODAY. UM, THOSE LABOR AGREEMENTS FOR ONE INCREASE THE POSITIONS THAT BOARD PRESIDENT SHIMON MENTIONED. UM, VERY IMPORTANT SUPPORTS FOR STUDENTS THAT HAVE NOT JUST A SOCIAL EMOTIONAL [08:00:01] BUT ACADEMIC BENEFIT, BUT THEY DO NOT COUNT TOWARDS THE 55%. ALSO, THE SALARY INCREASES FOR OUR CLASSIFIED EMPLOYEES IS LARGER THAN THOSE, UH, WITHIN THE CLASSROOM THAT COUNT TOWARDS 55%. SO THE COMBINATION OF THOSE FACTORS WILL RESULT ALL THINGS BEING EQUAL WITH A LOWER AND LOWER PERCENTAGE. UM, NOW THERE ARE PARTS OF THE FISCAL STABILIZATION PLAN THAT INCLUDE SOME VERY SUBSTANTIAL REDUCTIONS TO THOSE SAME TYPES OF POSITIONS. SO THAT'LL MOVE IN THE OTHER DIRECTION. UM, SO IT'S HARD TO KNOW EXACTLY HOW IT'LL PLAY BALANCE OUT IN, IN TOTAL. BUT ABOUT A THIRD OF UNIFIED SCHOOL DISTRICTS ARE SUBMITTING WAIVER REQUESTS. IT'S NOT A, UH, L-A-U-S-D SPECIFIC CHALLENGE. IT'S A STATEWIDE CHALLENGE. UM, AND BECAUSE SCHOOL DISTRICTS MORE AND MORE ARE PROVIDING SUPPORTS FOR THE WHOLE CHILD, UM, THEN THAT'S WHY SO MANY SCHOOL DISTRICTS ARE NOW BELOW THE 55%. SO, UM, BUT I JUST WANTED TO MAKE CLEAR THAT THE LABOR AGREEMENTS TODAY, UM, IS NOT GOOD OR BAD. BUT WITH RESPECT TO THE 55%, THEY'LL CERTAINLY MOVE US, UH, TO A LOWER PERCENTAGE. BUT IF WE MAINTAIN THE SAME STAFFING LEVELS IN THIS NEXT YEAR THAT WE HAVE RIGHT NOW, WOULD WE END UP IN THE SAME, ABOUT THE SAME THEN? YEAH. OKAY. THANK YOU. OR, OR LOWER. OKAY. THANK YOU. I'M GONNA MOVE THE ITEM. ALRIGHT. MOVE BY MS. GOMEZ. SECOND. SECOND BY BOARD PRESIDENT SCHON. ARE THERE ANY FURTHER QUESTIONS AS TO TAB NINE? SEEING NONE, UH, MS. NEWBELL? YES. DR. EVAS? YES. MR. YES. MS. CGO? YES. MS. EZ? YES. FOR PRESIDENT SCHON? YES. AND WE WILL RETURN FOR MS. ORTIZ FRANKLIN'S. I'M HERE. OH, THERE YOU ARE. OUTSTANDING. UM, AH, THERE YOU ARE. THERE YOU WERE. CAN UH, YOU'RE ON ZOOM. CAN YOU ANNOUNCE THAT? UH, DO THE USUAL ANNOUNCE FOR CHILDCARE PURPOSES? YES. THANK YOU SO MUCH. HOW DO YOU VOTE ON TAB NINE? YES. OKAY. UM, HOW DO YOU VOTE ON THE CONSENT CALENDAR? YES. HOW DO YOU VOTE ON TAB UH TWO? THAT'S THE FSP, UH, THE UNDERLYING OR THE AMENDMENT OR BOTH? OKAY. LET'S START WITH THE AMENDMENTS. WELL, I GUESS I'M A NO ON BOTH, SO MAYBE THAT MAKES IT EASY. OKAY. THAT'S EASY ENOUGH. SO, NO, NO ON THE AMENDMENT, UH, FOR THE GRIEGO AMENDMENT. AND AS TO THE KELLY AMENDMENT, YOU HAVE A YES. AND THEN AS TO THE ACTUAL, UM, RESOLUTION, I MEAN ACTUAL, UH, FSP? YEAH. ALSO NO, ALSO, NO. OKAY. THANK YOU. ALRIGHT, SORRY. AND ON THE JUNETEENTH RESOLUTION, CAN I BE ADDED AS A CO-SPONSOR PLEASE? YES. ALRIGHT, THANK YOU. THAT IS A YES. OKAY, NOW WE HAVE THE LCAP PUBLIC HEARINGS. I HAVE STATEMENTS TO READ AND THEN WE, UH, TAKE PUBLIC COMMENT. THANK YOU EVERYONE FOR YOUR PATIENCE. I KNOW IT'S BEEN A LONG DAY. OKAY, [Items 12,13 &14] THIS IS FOR TABS 12, 13 AND 14. SO TAB 12 ADOPTION OF THE PROPOSED 26 27 BUDGET. TAB 13 ADOPTION OF THE 2026 L-A-U-S-D, UH, LOCAL CONTROL AND ACCOUNTABILITY PLAN AND PRESENTATION OF THE 2026 STATE ACCOUNTABILITY DASHBOARD. LOCAL INDICATORS, THE PRESENTATIONS OCCURRED EARLIER TODAY. TAB 14, ADOPTION OF THE L-A-U-S-D AFFILIATED CHARTER SCHOOLS. 2026. LOCAL LOCAL CONTROL AND ACCOUNTABILITY PLANS. UH, THIS CONSTITUTES A PUBLIC HEARING FOR THOSE THREE ITEMS. A MAXIMUM OF 45 INDIVIDUALS WHO WISH TO ADDRESS THE BOARD ON THESE ITEMS WILL BE HEARD. EACH SPEAKER WILL BE ABLE TO MAKE A TWO MINUTE PRESENTATION. THOSE WHO WISH TO SPEAK SHOULD SIGN UP IN PERSON OR ONLINE. SO LET'S PULL UP THE SPEAKERS. ALRIGHT, SO FOR TAB 12, UH, RAINA LA EVA RAINA, IF YOU'RE ONLINE, YOU ARE NOT ONLINE WITH US. MARIA LUISA PALMA. I SEE YOU ARE HERE. PLEASE COME ON UP AND YOU'LL HAVE TWO MINUTES TO SPEAK AFTER YOU BEGIN. WELL, I WAS SURPRISED TODAY. I HAD HOPES THAT THERE WAS MORE SENSE IN THIS ROOM THAN I HEARD TODAY. UH, BUT THANK YOU MR. MELVOIN. [08:05:01] THANK YOU MS. ORTIZ FRANKLIN FOR VOTING NO ON THE INSANITY THAT WAS PROPOSED. THANK YOU MR. SHADE, FOR ATTEMPTING TO INSERT, UH, YOUR THOUGHTS. AND THANK YOU TO MR. SIMON BRAVO KAMI FOR BEING SO GRACIOUS IN THE FACE OF SO MUCH MADNESS THAT WAS DISCUSSED HERE TODAY. UH, I REALLY HAD HIGH HOPES THAT YOU WOULD PASS THE FSP AND THAT YOU WOULD HAVE A REALLY GOOD CHANCE OF NOT BEING TAKEN OVER BY LAKO. BUT HEARING AFTER WHAT I HEARD TODAY, WOW, I THINK LAKOS COMING OUT HERE. HUH? I DIDN'T THINK I WAS GONNA BE GLAD ABOUT THAT. BUT HEARING WHAT WAS DISCUSSED, I'M ABOUT TO DO A LITTLE DANCE HERE. 'CAUSE IF THAT'S WHAT YOU ALL THINK IS PRUDENT FISCAL MANAGEMENT, YOU DON'T BELONG IN THOSE SEATS. I THINK LEGO COULD, SHOULD COME AND TAKE YOU OVER. YOU SIT HERE AND YOU ONLY TALK ABOUT THE MONEY, REVENUE, REVENUE AND TRYING TO TAKE MONEY FROM HERE OR THERE, FROM THIS FUND OR THE OTHER. BUT YOU NEVER TALK ABOUT WHETHER THE MONEY BEING SPENT IS EFFECTIVE OR INEFFECTIVE. YOU KNOW, MY OTHER FAVORITE TOPIC IS LCAP. IT'S NOT JUST HERE FOR YOU TO RUBBER STAMP IT, BUT THE PROCESS IS THERE. THE LAW IS THERE. THAT REQUIRES IN LCAP THAT THE MONEY IS CONNECTED TO THE ACTIONS AND IS THE MONEY IS CONNECTED TO THE OUTCOMES, THE ACADEMIC OUTCOMES FOR THE CHILDREN. THESE ARE THE STATE PRIORITIES. AND I DON'T EVER HEAR ANY OF YOU DISCUSS THESE OUTCOMES. AND YET THE MONEY, THE MONEY NEEDS TO KEEP FALLING FROM THE SKY. AND THAT'S THE ONLY FOCUS HERE. YOU ALL ARGUE ABOUT THAT. AND NOW YOU'VE TAKEN MONEY FROM A FUND THAT YOU SHOULD NOT TAKE MONEY OUT OF. AND I DON'T THINK LACO ISS GONNA BE VERY HAPPY WITH YOU. BUT HEY, THE STAGE IS SET. WE'LL SEE WHAT HAPPENS. AND I'M ROOTING FOR LACO AT THIS POINT. YOU'VE SURPRISED ME. I THOUGHT YOU ALL WERE BETTER. THANK YOU FOR YOUR TIME. UH, LET'S SEE. SADE LOPEZ, ARE YOU HERE? ADE, COME ON DOWN. YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. AND THEN AFTER SADE IS CHEYENNE PHOENIX. GOOD AFTERNOON, SUPERINTENDENT AND MEMBERS OF THE BOARD. MY NAME IS SHADAY LOPEZ. I'M HERE TODAY TO URGE THIS BOARD IN THE STRONGEST POSSIBLE TERMS TO FULLY PROTECT AND PRESERVE FUNDING FOR C AND OUR DEDICATED PSYCHIATRIC SOCIAL WORKERS. CNI IS NOT JUST A FORMULA ON A SPREADSHEET, IT IS OUR DISTRICT'S PROMISE OF EQUITY IN ACTION. IT ENSURES THAT RESOURCES GO DIRECTLY TO SCHOOLS AND COMMUNITIES THAT HAVE HISTORICALLY FACED THE STEEPEST SYSTEMIC BARRIERS. CUTTING SEMI FUNDING WOULD DISMANTLE THE PRECISE TOOL WE USE TO CLOSE THE ACHIEVEMENT GAP AND PROVIDE OUR MOST VULNERABLE STUDENTS WITH A FIGHTING CHANCE. BUT EQUITY ISN'T JUST ABOUT TEXTBOOKS AND TECHNOLOGY, IT'S ABOUT THE HUMAN BEINGS WHO KEEP OUR STUDENTS SAFE AND WHOLE. THAT IS WHY WE CANNOT TALK ABOUT C WITHOUT TALKING ABOUT OUR PSYCHIATRIC SOCIAL WORKERS. PS WS ARE THE FRONTLINE ANCHORS OF OUR SCHOOL'S MENTAL HEALTH. EVERY SINGLE DAY THEY SHOW UP TO HANDLE CRISES THAT REGULAR STAFF ARE SIMPLY NOT EQUIPPED TO MANAGE. THEY ADDRESS TOXIC STRESS, UNPACK TRAUMA, AND PROVIDE A SAFE HARBOR FOR STUDENTS WHO ARE DROWNING IN ANXIETY, DEPRESSION, OR INSTABILITY. WE KNOW THE DATA WHEN SCHOOLS HAVE ACTIVE PS, WS ATTENDANCE GOES UP, SUSPENSIONS RATE DROPS, AND GRADUATION RATES RISE. YOU CANNOT TEACH A CHILD WHOSE MIND IS IN CRISIS. ACADEMIC EXCELLENCE IS ENTIRELY IMPOSSIBLE WITHOUT EMOTIONAL STABILITY. AND PWS PROVIDE THAT FOUNDATION IF YOU CUT. IF YOU CUT FUNDING FOREN E AND ELIMINATE PSW POSITIONS, YOU ARE NOT JUST BALANCING A BUDGET. YOU ARE REMOVING THE SAFETY NET FROM CHILDREN WHO HAVE NOWHERE ELSE TO TURN. YOU ARE ASKING TEACHERS TO BE THERAPISTS AND YOU ARE LEAVING OUR HIGHEST NEEDS SCHOOLS ISOLATED. PLEASE PRIORITIZE OUR CHILDREN'S MENTAL HEALTH AND EQUITABLE FUNDING. KEEP SUNNY STRONG AND KEEP OUR PS WS IN SCHOOL AND SHOW OUR YOUTH THAT THEIR WELLBEING IS WORTH INVESTING IN. THANK YOU. THANK YOU FOR YOUR TIME. CHEYENNE PHOENIX, ARE YOU HERE? CHEYENNE, COME ON DOWN. YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. UH, , I GREETED YOU ON BOTH MY TRADITIONAL LANGUAGES. I AM INE FROM MY MOTHER'S SIDE. I'M NORTHERN PA FROM MY FATHER'S SIDE. I COME HERE AS AN AUNTIE, AN ORGANIZER AND ACTIVIST, A COMMUNITY MEMBER, BUT ALSO, UM, AN ALUMNI OF LA UNIFIED SCHOOL DISTRICT. UM, AND I'VE BEEN HERE A FEW TIMES BEFORE. I'M HERE TO REPRESENT AMERICAN INDIAN AND INDIGENOUS STUDENTS STANDING WITH NATIVE PARENTS, NATIVE COMMUNITY, INDIGENOUS COMMUNITY, UM, AND CALIFORNIA NATIVE VOTE PROJECT. MY EXPERIENCE AS A STUDENT WAS VERY ISOLATED, MARGINALIZED. I JUST SPOKE TO FOLKS OUTSIDE. UM, AND WE'VE SHARED A SIMILAR EXPERIENCE OF BEING THE ONLY NATIVE KID AT SCHOOL, BEING THE ONLY NATIVE KID, UM, AT SCHOOL, IT [08:10:01] FELT JUST, UH, IN A WAY WHERE, YOU KNOW, YOU FEEL LIKE YOU CAN'T GET THROUGH THE SYSTEM. I DIDN'T FEEL ENCOURAGED. I DIDN'T FEEL LIKE I COULD DO MY HOMEWORK. I DIDN'T, UH, I WASN'T REPRESENTED IN THE BOOKS AND THE MATERIALS. THE, THE CLASSROOM, UM, THE NATIVE TEACHERS WRITE, UM, THE STAFF IN SCHOOL. SO I'M HERE TO ASK YOU NOT TO DEFUND THE INDIGENOUS STUDENT, AMERICAN INDIAN, INDIGENOUS STUDENT COMPREHENSIVE PLAN, BUT RATHER INVEST MORE AND KEEP IT THE WAY IT IS, UM, AND INVEST MORE BECAUSE THE FUTURE WILL CHANGE. THE INDIGENOUS STUDENTS AND NATIVE STUDENTS ARE ALWAYS THE LAST ONES. THEY'RE ALWAYS THE ONES PUT TO THE BOTTOM. I HEAR Y'ALL TALKING ABOUT JUNETEENTH. I HEAR FOLKS AND I SEE FOLKS WITH THE FLAGS FOR LGBTQIA A PLUS, UH, PRIDE MONTH. BUT IN REALITY, YOU CAN'T HAVE NONE OF THAT WITHOUT FIRST ACKNOWLEDGING THE FIRST WRONG OF THIS SO-CALLED THE UNITED STATES BEING FOUNDED 250 YEARS AGO. BUT ALSO THE, THE WRONGS THAT COME WITH THAT AND THE WRONGS THAT COME WITH THAT COMES WITH HEALING, COMES WITH, YOU KNOW, MAKING CORRECTIONS AND MAKING THINGS RIGHT. SO WE ASK YOU TO CONTINUE A MULTI-YEAR PLAN, UH, FOR THIS, UM, TO PLEASE GIVE US A TIMELINE, UM, AND TO CONTINUE FUNDING THE INDIGENOUS STUDENT COMPREHENSIVE PLAN. UM, AND INCLUDING NATIVE COMMUNITIES, NATIVE LANGUAGES, AND FOR THE FUTURE, RIGHT? FOR THE NEXT SEVEN GENERATIONS TO COME. SO THANK YOU. THANK YOU FOR YOUR TIME. JOSEPH WILLIAMS. JOSEPH WILLIAMS. ALL RIGHT. DEANNA GUILLEN. COME ON. NOT MS. GUILLEN. UH, JOSEPH, I SEE YOU, BUT I I THINK YOU WERE GONNA, YOU GOOD? OKAY. , COME ON. NOT MS. GUILLEN, YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU, AGAIN, MS. GUILLEN'S GONNA SPEAK IN SPANISH. SO IF YOU'D LIKE TO HEAR WHAT SHE'S SAYING IN ENGLISH AS SHE'S SPEAKING IN SPANISH, PLEASE PUT YOUR HANDS UP AND WE'LL GET YOU THESE TRANSLATION HEADSETS. WOULD YOU LET A DOCTOR THAT IS CRYING WHEN YOU SEE YOU HAVE AN ACCIDENT, WOULD YOU LET THEM, UH, OPERATE ON YOU OR, UH, TEND TO YOU IF THAT PERSON IS HURT? A DOCTOR NEEDS TO THINK WITH A STEADY MIND, NOT WITH EMPATHY, WITH THE EXPERIENCE THAT THEY HAVE AND THE DECISIONS THAT THEY MUST MAKE. THE FINANCIAL DECISIONS ARE IN THE SAME WAY. YOU CAN'T BE TAKING ME MAKING FINANCIAL DUE TO EMOTIONAL INCOMPETENCE BECAUSE YOU DUE TO THE EMOTION, YOU VOTED IN THAT WAY. AND YOU TALK ABOUT EQUITY, EQUITY, EQUITY, EQUITY, BLACK AND BROWN, ALL THOSE THINGS. WHEN 23% OF STUDENTS IS AN ENGLISH LEARNER AND THEY'VE ONLY GIVEN THEM FROM LCAP $24 MILLION. BUT FOR AFRICAN AMERICAN, YOU GIVE THEM $175 MILLION IS THAT EQUITY? THE ENGLISH LEARNERS ARE THE ONES THAT ARE PERFORMING THE LOWEST. I AM HERE TO ADVOCATE FOR LATINOS BECAUSE WE ARE THE ONES THAT ARE MOST LEFT BEHIND AND THE ONES WITH THE MOST NEED. BUT YOU'RE NOT HERE FOR US AND YOU'RE NOT HERE FOR AFRICAN AMERICANS. YOU'RE HERE TO PAY FOR POLITICAL FAVORS THAT YOU HAVE FOR OTHER PEOPLE. AND ALSO I WAS SEEING HOW, I WOULD LIKE TO KNOW HOW IS IT THAT BSAP IS MANAGED? BECAUSE WHAT THE PARENTS HAVE TOLD ME IS THAT IT'S PIZZA PARTIES OR THEY TAKE HIM TO THE UNIVERSITY LIKE LOUISIANA, GEORGIA, BUT IN MATH, THE STUDENTS IN 11TH GRADE ARE AT 74% BELOW AND 51% IS THREE LEVELS BEHIND A GRADE LEVEL. THAT'S WHAT YOU NEED TO SEE. SO HAS B SEP WORKED TO IMPROVE THESE NUMBERS? IS IT ALL THESE DECISIONS THAT YOU, EMOTIONAL DECISIONS THAT YOU WILL HELP SO THAT STUDENTS CAN IMPROVE ACADEMICALLY AND HAVE A BETTER FUTURE? THE FUTURE'S NOT ABOUT EMOTIONS, IT'S ABOUT DECISION MAKING. THAT EVEN IF IT'S TOUGH, EVEN IF THEY BOO YOU HERE, JUST LIKE THEY DID FOR ME, THAT YOU ARE ABLE TO WITHSTAND IT AND MAKE THE RIGHT DECISIONS. MR. MELTE, THANK YOU TO MAKE BETTER DECISIONS AND IT'S, THANK YOU FOR YOUR TIMEM. SORRY THAT NOT EVERYBODY HAS THE SAME MENTALITY. ALRIGHT, CARINA, ARE YOU HERE? CARINA? NO, I DON'T SEE HER. UH, VINCENTE. VINCENTE, UH, JOHN PAUL. AGA, ARE YOU HERE? NO, THANK YOU. [08:15:01] JAE TAYLOR. JANA, JANA. BELIEVE I SAW JANAE EARLIER. WE'LL BE HERE FOR A MINUTE IF SHE COMES BACK. UH, MY SON THOMAS. LET'S SEE. MICAH. MICAH, ARE YOU HERE? ALBERTA MOORE. ALBERTA MOORE. UH, MARSHA. UH, NYLA. ALL RIGHT, LET'S SEE IF THE REMOTE CALLERS ARE HERE. WE HAVE, UH, LET'S SEE, ADRIANA BEES, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. ADRIANA PEREZ. HI. UM, YEP. OKAY, WELL GOOD AFTERNOON. FIRST OF ALL, MY NAME IS ADRIANA PEREZ AND I REPRESENT MI MONTE SCHOOL. TODAY I ADDRESS YOU TO MAKE A FORMAL COMPLAINT ABOUT THE UH, UH, SCHOOL SITE. TWO YEARS AGO, I NOTICED THAT A FEW CLASSROOMS IN THE CAFETERIA DO NOT HAVE AIR CONDITIONING. AND I THINK THAT IT'S NOT THE ONLY SCHOOL DUE TO THIS. SOME OF THOSE CHILDREN HAVE SUFFERED FROM NOSE BLEEDS AND HEADACHES. WE HAVE INFORMED THE PRINCIPAL OR REPORTED TO THE PRINCIPAL AND SHE GIVES US DIFFERENT VERSIONS AND DOES NOT RESOLVE THE PROBLEM. ALSO, WE HAVE TAKEN IT TO THE, UH, COUNCIL, THE SAME PROBLEM, AND IT'S NOT RESOLVED. AND ALSO I CALLED THE OPERATION CENTER FOR REGION SOUTH TO MAKE THAT REPORT. AND IT'S BEEN A FEW MONTHS AND THEY TOLD ME THAT THEY WOULD CALL ME TO SEE WHAT THEY COULD DO ABOUT IT. AND UP TO TODAY, THEY HAVEN'T CALLED ME. AND LASTLY, WHAT I'M ASKING IS THAT NOT A LUXURY? IT IS A NAS BASIC NECESSITY BECAUSE I AM SURE THAT THE CHILDREN, IT IS DIFFICULT FOR THEM TO LEARN IN A ENVIRONMENT LIKE THAT, JUST LIKE THE TEACHERS AS WELL. AND THEY CANNOT, UH, PROVIDE QUALITY EDUCATION. THE STUDENTS CANNOT LEARN IN THAT KIND OF SITUATION. AND WELL, THANK YOU FOR YOUR ATTENTION AND YOU HAVE A GOOD AFTERNOON. THANK YOU FOR YOUR TIME. LET'S SEE. CONCERNED PARENT, YOU WERE HERE, UH, JUST MOMENTS AGO ONLINE, BUT I SEE THAT YOU'RE NOT ONLINE ANYMORE. UM, LET'S SEE. NELLY MENDEZ, YOU'RE SIGNED UP TO SPEAK REMOTELY. NELLY MENDEZ HERE. UH, CARINA LOPEZ, YOU SIGNED UP TO SPEAK REMOTELY. CARINA LOPEZ, ARE YOU IN THE ROOM? NO. A CABRERA ARA CABRERA, ARE YOU HERE IN THE ROOM? NO. UH, MARCELLA GARCIA ALSO NOT ONLINE. ARE YOU IN THE ROOM? MARCELLA? OKAY, WE WILL GO ON DOWN THE LIST. KATE C KATE. CAGER. ARE YOU HERE? KATE C? NOT HERE. KATE. I CAN'T PRONOUNCE THIS RIGHT, I BELIEVE. KATE. CALLIE. B-U-G-A-R. ALL RIGHT. UH, MARIA DAISY ORTIZ. HERE YOU ARE. COME ON UP. YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. MS. ORTIZ IS GONNA SPEAK IN SPANISH, SO IF YOU'D LIKE TO HEAR WHAT SHE'S SAYING IN ENGLISH, PLEASE PUT YOUR HANDS UP AND WE'LL GET YOU A TRANSLATION HEADSET. OKAY, CIA, WHEN I START, GOOD AFTERNOON. ONCE AGAIN, MY NAME IS MARIA DECI ORTIZ. AND WELL, YOU'RE HERE, UH, JUST PAINTING A PICTURE TO SAY THAT YOU CONSULTED AND YOU KNOW WHAT YOU'RE GONNA DO AND HOW YOU WILL BE APPROVING CERTAIN THINGS, BUT WELL, IN REALITY IS AN EMBARRASSMENT FOR THOSE WHO VOTED YES. AND IF YOU VOTE IN FAVOR TO APPROVE LCAP, BECAUSE YOU KNOW VERY WELL THAT PARENTS DON'T EVEN, UH, AREN'T EVEN EXPLAINED ABOUT LCAP. THEY DON'T EVEN KNOW HOW LCAP WORKS. [08:20:01] THEREFORE YOU THINK THAT THIS IS TRANSPARENCY, JUST LIKE THE BOARD PRESIDENT SAID, OR IS IT EQUITY KNOWING THAT TODAY'S EDUCATION IS, IT'S LIKE LUCK TO SEE WHO HAS A BETTER TEACHER, A BETTER PROGRAM, BECAUSE YOU MAKE DECISIONS BASED ON YOUR POLITICAL INTEREST AND YOU REACT THAT WAY. THEY'RE NOT PROACTIVE. YOU'RE NOT PROACTIVE AND YOU DON'T DO THE RIGHT THING. YOU DON'T EVEN LISTEN TO YOUR, TO, TO THE PEOPLE WHO ADVISE YOU. YOU LISTEN TO THE PEOPLE THAT CLEAN YOUR MESS. THOSE ARE THE ONES YOU SUPPORT. IN REALITY. I WOULD LIKE FOR EACH AND ONE OF YOU TO EXPLAIN IN WHICH SIDE, BECAUSE YOU HAVE MANY RECOMMENDATIONS AND MANY ACTIONS THAT ARE RECYCLABLE EVERY YEAR ARE THE SAME THINGS, BUT THE ACTIONS ARE OUTSIDE OF WHAT YOU PUT ON YOUR COMMENTS. BUT CAN ANY OF YOU TELL ME WHAT ARE THE ACTIONS, THE EFFECTIVE ONES THAT WILL HELP CLOSE THE ACADEMIC LAWS FOR AC AND THE, FOR THE STUDENTS LOW INCOME AND E AND THE ENGLISH LEARNERS? WHAT SIDE OF ELCAP IS THAT ON? I DON'T THINK YOU EVEN READ IT OR UNDERSTAND IT. YOU ONLY HAVE PEOPLE THAT INFORM MEDIOCRE INFORMATION. THIS IS WHY YOU GIVE MEDIOCRE INFORMATION, YOU LEAVE, YOU LIVE IN A MEDIOCRE WAY. AND IN REALITY, YOU ARE THE MOST CORRUPT PEOPLE WHEN IT HAS TO DO WITH EDUCATION. AND, AND I SUPPORT LACO AND I HOPE THE GOVERNMENT, THE FEDERAL GOVERNMENT, BECAUSE I'M STILL WRITING TO OTHER INSTITUTIONS SO THAT THEY CAN INVESTIGATE YOU BECAUSE THIS CORRUPTION NEEDS TO STOP. WHAT WILL YOU DO WITH ALL THIS LAWS? WILL YOU CONTINUE THE NEW YEAR? THANK YOU FOR YOUR TIME. WHEN WILL WE HAVE CHANGE? ALL RIGHT, ALONZO WARREN, ARE YOU HERE? ALONZO WARREN, COME ON DOWN, MR. WARREN, YOU'LL HAVE TWO MINUTES TO SPEAK AFTER YOU BEGIN, AND THEN LATANYA HALL WILL BE NEXT. HELLO EVERYONE. MY NAME IS ALONZO WARREN FROM CADRE. FIRST OF ALL, I WANTED TO SAY THANK YOU TO, UH, GEZ AND GRIEGO FOR, UH, THOSE AMENDMENTS, BUT ALSO FOR THE REST OF THE BOARD FOR GRACEFULLY, UH, PASSING THOSE AMENDMENTS AS WELL. UM, I THINK WE DID HAD A GOOD DAY TODAY, RIGHT? , I MEAN, A LOT OF THINGS HAPPENED TOO. SO, UM, YOU KNOW, BUT Y'ALL WERE ABLE TO HEAR, UH, WHAT PARENTS HAD TO SAY. YOU HEAR WHAT THE YOUTH HAD TO SAY AS WELL AND JUST KIND OF LET IT HIT IN YOUR HEARTS AROUND HOW MUCH THESE RESOURCES MEAN TO THIS COMMUNITY, RIGHT? HOW MUCH THE RESOURCES ACTUALLY MEAN, BUT ALSO WHAT IS THE IMPACT? WHAT IS THE IMPACT ON THE GROUND? WHAT IS THE IMPACT IN THE SCHOOLS AND WHAT IS THE IMPACT IN HOMES, RIGHT? SO WHEN FOLKS GO HOME TODAY, THEY'RE GONNA KNOW LIKE, YOU KNOW WHAT, WE ARE BEING SUPPORTED. WE HAVE WORKED REALLY, REALLY, REALLY HARD AND TIRELESSLY TO BE ABLE TO ORGANIZE AND COME OUT AND SHOW OUT. SO IT'S NOT AS FOR AS FAR AS LIKE, UM, YOU KNOW, CATCHING ATTITUDES AND ALL THAT, BUT THE OTHER PERSON SAID, THIS IS HOW WE ADVOCATE AS WELL. BUT ALSO, THIS IS WHAT IT LOOKS LIKE WHEN FOLKS FEEL LIKE THEIR LIVES ARE ON THE CHOPPING BLOCK. THIS IS LIKE, IT'S WHAT SURVIVAL LOOKS LIKE, RIGHT? SO YEAH, JUST WANNA SAY THANK YOU WITH THAT TOO AS WELL. AND, UM, YEAH, SO, UH, CUT SCHOOL POLICE CONTINUOUSLY FUND BSAP. WE WANTED TO CONTINUOUSLY FUND IT TODAY AS WELL. UM, BUT LIKE ALSO OTHER FOLKS HAVE MENTIONED, WELL, AND I'M GONNA CONTINUE WITH THIS TOO. WE WILL GO TO THIS, UH, TO THE CAPITAL WITH Y'ALL. WE WILL MAKE SURE THAT THIS, UH, YOU KNOW, THAT WE, UH, CONTINUE TO ADVOCATE TOGETHER AND MAKE SURE THAT WE ARE WINNING. AND THAT'S IT. THANK YOU. THANK YOU FOR YOUR TIME. UH, LATONYA HO. YES, THANKS BUR TRANSLATION. MIKE. THANK YOU SIR. CHECK, CHECK. YES, TEST. THANK YOU. JESUS. GOOD. A OH NO. GOOD AFTERNOON, BOARD MEMBERS. MY NAME IS LATONYA HULL AND I'M A SENIOR COURT PARENT FROM CADRE. TODAY'S AL TODAY, AS YOU PREPARE TO VOTE, WE PARENTS DEMAND YOU REJECT CUTS OF BSAP INCENTIVE. AS PARENTS, WE KNOW WHAT OUR CHILDREN ARE CARRYING INTO SCHOOLS. EVERY DAY WE SEE THE EFFECTS OF TRAUMA, POVERTY, HOUSING INSTABILITY, COMMUNITY VIOLENCE, FOSTER CARE [08:25:01] INVOLVEMENT, AND OVER-POLICING. WE SEE STUDENTS STRUGGLING WITH ATTENDANCE, MENTAL HEALTH AND ACADEMY AND ACHIEVEMENT. THESE CHALLENGES DO NOT DISAPPEAR BECAUSE A BUDGET IS REDUCED. OUR CHILDREN NEED ACCESS TO MENTAL HEALTH SERVICES. THEY NEED COUNSELORS, THEY NEED PSAS, PSW AND TRUSTED ADULTS WHO CAN HELP THEM NAVIGATE CRISIS, BUILD HEALTHY RELATIONSHIPS, AND STAY CONNECTED TO SCHOOLS. THE STUDENTS IMPACTED BY THESE DECISIONS ARE NOT NUMBERED ON A SWEEP, ON A SWEEP SHEET. THEY ARE CHILDREN WHO DESERVE EVERY OPPORTUNITY TO SUCCEED. BLACK STUDENTS AND ATTENDING HIGH NEED SCHOOLS CONTINUE TO FACE BARRIERS THAT REQUIRE TARGETED SUPPORT AND INVESTMENTS. PARENTS HAVE TO SPEND YEARS ADVOCATING FOR RESOURCES THAT ADDRESSES THESE, THESE CHALLENGES. WE HAVE TO SHARE OUR STORIES. WE HAVE TO RIDE FORWARD SOLUTIONS. WE HAVE TO SHOW UP BECAUSE WE KNOW WHAT IS WHAT'S AT STAKE. TODAY I'M ASKING YOU TO LISTEN. BALANCING THESE BUDGETS THROUGH REDUCING THE FALL HARDEST ON BLACK STUDENTS IN HIGH NEEDS SCHOOLS. SEND A MESSAGE ABOUT WHO NEEDS OR CONSIDER ESSENTIAL, WHO NEEDS OR CONSIDERED NEGOTIABLE. PROTECT BSAP, PROTECT RESOURCES, PROTECT MENTAL HEALTH, SUPPORT THE STAFF WHO HELP STUDENTS AND FAMILIES EVERY DAY. THE DECISIONS YOU MAKE TODAY WOULD AFFECT STUDENTS LONG AFTER THESE. THANK YOU FOR YOUR TIME. THANK YOU. THANK YOU FOR YOUR TIME. OKAY, THE NEXT SPEAKER IS PAIGE. PAIGE, ARE YOU HERE? COME ON UP. YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. THANK YOU. I DON'T WANT YOU TO TRIP ON ME. LEMME JUST GET THIS UP. THANK YOU. THERE WE GO. GOOD AFTERNOON. BOARD MEMBERS. MY NAME IS PAIGE AND I'M A PARENT LEADER AT WITH CADRE. I'M HERE TODAY SPEAKING NOT ONLY FOR MY OWN FAMILY, BUT FOR PARENTS ACROSS THE DISTRICT WHO WANT OUR CHILDREN TO HAVE THE RESOURCES THEY NEED TO SUCCEED. I HAVE SEEN FIRSTHAND WHAT HAPPENS WHEN SCHOOLS RECEIVE TARGETED SUPPORT THROUGH THE BLACK STUDENTS ACHIEVEMENT PLAN. I HAVE SEEN STUDENTS RECEIVE THE ATTENTION INTERVENTIONS AND OPPORTUNITIES THEY DESERVE. I HAVE SEEN STUDENTS BECOME MORE ENGAGED, MORE CONNECTED, AND MORE HOPEFUL ABOUT THEIR FUTURE. THAT'S WHY IT IS DEEPLY CONCERNING TO HEAR DISCUSSIONS ABOUT CUTS TO BSAP AND REDUCTIONS THAT COULD IMPACT CENA SCHOOLS. THE NEEDS OF BLACK STUDENTS HAVE NOT DISAPPEARED. THE ACHIEVEMENT GAPS HAVE NOT DISAPPEARED. THE BARRIERS FACING OUR HIGHEST NEED SCHOOLS HAVE NOT DISAPPEARED. WHEN BUDGETS GET TIGHT, THE SOLUTION CANNOT BE THE BALANCE TO BUDGET ON THE BLACKS OF THE BLACK STUDENTS AND THE SCHOOLS THAT NEED THE MOST SUPPORT. EQUITY CANNOT BE SOMETHING WE SUPPORT WHEN LIFE IS GOOD AND ABANDONED WHEN TIMES ARE DIFFICULT. AS PARENTS, WE EXPECT THE BOARD TO PROTECT THE INVESTMENTS THAT ARE MAKING THE DIFFERENCE. PROTECT BSAP, PROTECT CENA SCHOOLS, PROTECT THE RESOURCES, SERVICES AND STAFF THAT SUPPORT STUDENTS EVERY DAY. OUR CHILDREN SHOULD NOT BE ASKED TO PAY FOR THE, TO, TO PAY THE PRICE FOR OUR BIGGEST CRISIS. THEY DID NOT. THEY DID NOT CREATE. WE URGE YOU TO STAND BY YOUR COMMITMENTS. EQUITY TO VOTE TO PROTECT THE STUDENTS AND FAMILIES WHO NEED THESE INVESTMENTS MOST TIMES. THANK YOU. THANK YOU FOR YOUR TIME. OKAY, THE NEXT SPEAKER IS THALIA CARMONA. THALIA, ARE YOU HERE? NOT HERE. ROSALYN. BROAD MAX, ARE YOU HERE? ROSALYN? ALL RIGHT, COME DOWN. COME ON DOWN. TAKE YOUR TIME. YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN RIGHT HERE. YEAH. UH, GOT IN. HELLO. COULD YOU GUYS HEAR ME? YES. YES MA'AM. PLEASE GO AHEAD. GOOD EVENING. GOOD EVENING. GOOD EVENING. I AM ROSALYN BRANICK WITH CADRE COMMUNITY ACCESS DEVELOPMENT, REDEFINING EDUCATION FOR THE LAST 25 YEARS. I'VE BEEN AT THIS BOARD ALTOGETHER AT LEAST 15 TIMES. BUT I CAN SAY TODAY WE ARE VERY GRATEFUL AS PARENTS IN THIS COMMUNITY. AND I ALSO CAN SAY [08:30:01] ALSO I'M A MESSENGER. SO I'M NOT GONNA GO INTO DETAIL WITH THAT. AND I CAN SAY, YOU MADE THE RIGHT DECISION TODAY, DESPITE WHAT OTHER FOLKS GONNA THINK TODAY. IT'S NOT GONNA ALWAYS BE POPULAR WHEN WE MAKE THE RIGHT DECISION. 'CAUSE A LOT OF TIMES WE DO THE WRONG THING FOR THE RIGHT REASON AND THE RIGHT THING FOR THE WRONG REASON. BUT AT THE END OF THE DAY, IT'S STILL WRONG. BUT WHEN YOU DO THE RIGHT THING FOR THE RIGHT REASON, IT'S NOT POPULAR ALL THE TIME WITH MEN. BUT IT'S POPULAR WITH A HIGHER POWER. SO WITH THE RIGHT THING IS THE RIGHT THING. AND SO I WANT TO SHARE TOO, WITH TEENTH, I'M SO HAPPY I'M NOT LEAVING THIS PLACE TODAY. WE ARE NOT KNOWING, WE ARE CELEBRATING OUR INDEPENDENCE DAY AS BLACK PEOPLE. BUT I DID AS A PARENT, TAKE IN MY HEART OF WHAT THE TWO, UH, YOUNG LADIES SAID CONCERNING THE, THE, THE, UH, OUR DIGITAL PEOPLE, OUR INDIAN FAMILY SISTERS AND OUR SPANISH SISTERS. BECAUSE FOR ONE, THIS FOUNDATION THAT WE FIGHT FOR AS BLACK FOLKS IN UNITED STATES HAVE BUILT A FOUNDATION. BLOOD FOR OTHERS OF COLOR CAN STAND ON AND FIGHT FOR THEIR HUMAN RIGHT AND THEIR CIVIL RIGHTS. THESE THINGS ARE GETTING TORE APART RIGHT NOW AS WE SPEAK. OUR SCHOOLS ARE GETTING GUTTERED GUTTED FROM THE INSIDE OUT. OUR EDUCATION DEPARTMENT IS GONE. AND SO FOR OUR SPANISH PARENT THAT FEEL THAT SHE'S JUST HERE FOR HER FOR SPANISH CHILDREN, I BEG THE DIFFERENCE BECAUSE CADRE IS HERE FOR ALL CHILDREN. ALL CHILDREN. IF ONE WIN, IF ONE SUCCEED, WE ALL SUCCEED. AND UNTIL WE START LEARNING HOW TO STOP SAYING ME AND START SAYING WE LIKE YOU GUYS DID TODAY, THEN WE ALL GONNA CONTINUE TO STAND FOR THE OPPOSITE SIDES AND FALL FOR ANYTHING. SO I SAY WE ARE SO HAPPY TODAY BECAUSE I'M AS PARENTS, WE ARE SO TIRED OF SITTING BACK WATCHING OUR CHILDREN FALL THROUGH THE CRACKS, STANDING ASIDE, WATCHING 'EM DIE MENTALLY AND SPIRITUALLY. SO WITH THAT SAID, PARENT POWER, THANK YOU. AND WE WILL WILL BE HERE AND WE WILL BE MONITORING ANYTHING AND EVERYTHING. SOME OF YOU GUYS KNOW AS WELL, THOSE WHO DON'T, JUST PARENT POWER. THANK YOU FOR YOUR TIME. UH, JOVI TO ANGEL, ARE YOU HERE? JOVI TO ANGEL? AND THEN AFTER MS. ANGEL IS, UH, JASON MELENDEZ. ARE YOU HERE? NO. COME ON DOWN. YOU HAVE TWO MINUTES TO SPEAK. ONCE YOU BEGIN, SHE'LL BE SPEAKING IN SPANISH. I'LL BE YIELDING YOUR TIME. YEAH. CAN YOU JUST SAY IT INTO THE MIC FOR ME SO I CAN, UH, I'LL BE YIELDING MY TIME TO MARIA MIRANDA. OKAY. MS. MIRANDA IS GONNA SPEAK IN SPANISH. SO IF YOU'D LIKE TO HEAR WHAT SHE'S SAYING IN ENGLISH. EITHER USE YOUR TRANSLATION HEADSETS OR PUT YOUR HANDS UP SO YOU CAN HAVE ONE. OKAY, MIRANDA. GOOD AFTERNOON EVERYONE. I AM MARIA MIRANDA AND I HAVE A DAUGHTER IN 75TH STREET ELEMENTARY. I AM A MOTHER WITH CADRE AND I'M A PROMOTER WITH LOS ANGELES WOMEN'S CENTER. I AM HERE TO ASK FOR YOU NOT TO CUT, MAKE ANY CUTS AT THE SCHOOLS, ESPECIALLY THOSE THAT HAVE THE MOST NEEDS TO INVEST IN THE FUTURE OF OUR CHILDREN. IT IS IMPORTANT FOR SCHOOLS TO HAVE QUALITY EDUCATION AND FOR OUR STUDENTS TO BE AT A COMPETITIVE LEVEL WITH OTHER STATES. IT IS NECESSARY FOR THE DISTRICT TO CHOOSE HOW TO USE THE MONEY IN OUR SCHOOLS TO BE USED IN AN ADEQUATE MANNER. SINCE IN PAST WEEKS WAS THE FINAL, MY DAUGHTER CAME TO SCHOOL WITH NEW BOOKS FROM ALL THE U AT SCHOOL WITHOUT USING. I ASKED HER IF THEY HAD SOME SAME ONES TO USE AT SCHOOL AND SOME AT HOME, AND SHE SAID, NO, IT IS THE SAME BOOKS. AND THEY DIDN'T USE THEM IN THE WHOLE SCHOOL YEAR. MY DAUGHTER IS IN FOURTH GRADE. SHE GOT TO AND FOURTH, AND THEN SHE CAME HOME WITH TWO TROPHIES, A CERTIFICATE FOR HONOR ROLL, SILVER HONOR ROLL, SIGNED BY THE PRINCIPAL WHEN SHE BARELY REACHED HER LEVEL. I DON'T UNDERSTAND WHERE HER HONOR ROLL IS. IF MY DAUGHTER IS NOT AT GRADE LEVEL, THAT IS ADEQUATE. SAME FOR ALL STUDENTS WITH AN IEP. IT'S IMPORTANT FOR THE PRINCIPAL TO BE ABLE TO COMMIT WITH ALL HER STUDENTS. WE WANT TO SEE RESULTS WITH OUR CHILDREN AND WITH THEIR KNOWLEDGE, NOT ON A PAPER. IT DOESN'T HELP ME AS A MOTHER TO SEE MY DAUGHTER HAVE A THREE OR A FOUR WHEN I KNOW THAT HER KNOWLEDGE IS NOT IN HER MIND. THANK YOU FOR YOUR TIME. THANK YOU FOR YOUR TIME. UH, LET'S SEE. UH, JESSICA SANTIAGO RIGHT HERE. JESSICA, YOU ARE, COME ON DOWN. YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. AND THEN AFTER [08:35:01] JESSICA IS CAL CALLAGHAN. TWO MINUTES TO SPEAK ONCE YOU BEGIN. HELLO, MY NAME IS JESSICA. I'M WITH LATINO EQUALITY ALLIANCE AND LGBTQ PLUS NONPROFIT BASED IN BOYLE HEIGHTS AND IN THE CITY OF BELL. I'M ALSO HERE WITH THE RAINBOW EDUCATION COALITION OF LOS ANGELES. I WANNA START BY THANK YOU. THANKING YOU ALL FOR PASSING THE PRIDE RESOLUTION LAST FRIDAY. AND TO REMIND US OF THE BOARD INFORMATIVE DUE IN LESS THAN 90 DAYS, WE URGE MEANINGFUL COLLABORATION IN ESTABLISHING A COMMUNITY ALIGNED STEERING COMMITTEE TO ADVISE ON THE ALLOCATING ALLOCATION OF FUNDING, RESOURCES AND SUPPORT FOR LGBTQ PLUS AFFIRMING PROGRAMS. I'M ALSO HERE TO STRONGLY OPPOSE CUTS TO BSAP AND C AND URGE THE BOARD NOT TO DERAIL THE PROGRESS BLACK AND BIPOC STUDENTS HAVE MADE. I WROTE THIS BEFORE THE AMENDMENTS PASSED, BUT STILL THE WORK AND STRUGGLES ARE NOT OVER. THE BSAP STEERING COMMITTEE HAS SHOWN US THE POWER OF, OF BRINGING DIVERSE VOICES TOGETHER TO ADVOCATE FOR BLACK STUDENT EQUITY. ACCORDING TO A 2020 NATIONAL BLACK JUSTICE COALITION AND GLSEN REPORT, OVER HALF A BLACK LGBTQ PLUS STUDENTS FELT UNSAFE AT SCHOOLS BECAUSE OF THEIR SEXUAL ORIENTATION AND NEARLY A THIRD REPORTED MISSING AT LEAST ONE DAY OF SCHOOL IN THE LAST MONTH BECAUSE THEY FELT UNSAFE. OUR YOUTH NEED SUPPORT AND NOW IS NOT THE TIME TO DENY THAT SUPPORT TO THEM. ACCORDING TO A 2020 HISPANIC FEDERATION, UNIDOS, US AND GLISTEN REPORT OVER A THIRD OF LATINA LGBTQ PLUS STUDENTS REPORTED MISSING AT LEAST ONE DAY OF SCHOOL IN THE LAST MONTH AS WELL BECAUSE THEY FELT UNSAFE OR UNCOMFORTABLE. NOW IS THE TIME TO REFLECT ON THE HARSH EXPERIENCES OUR STUDENTS FACE ON A DAILY AS WE CELEBRATE PRIDE MONTH, I REFLECT ON MY JOURNEY AS A STUDENT IN LASD FROM ELEMENTARY TO HIGH SCHOOL. THE CHALLENGES I FACE AS A QUEER STUDENT BACK THEN ARE STILL AROUND TODAY, AND IN SOME WAYS THEY'VE GOTTEN WORSE. I KNOW THIS BECAUSE OF THE STUDENTS, FAMILIES AND TEACHERS WE WORK WITH WHO ARE SO OPEN ABOUT THEIR STRUGGLES ON THEIR SCHOOL CAMPUSES. OUR MOST VULNERABLE YOUTH AND TEACHERS, OUR QUEER AND TRANS COMMUNITY ARE BLACK AND BROWN FAMILIES ALL NEED YOU TO STEP UP TO FULLY SUPPORT THEIR ACADEMIC SUCCESS AND MENTAL WELLBEING. THANK YOU FOR YOUR TIME. THANK YOU. UH, CAL, COME ON DOWN. YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN AND AFTER CAL CALLAN IS, UH, MR. DAVID TOSKI. HELLO, MY NAME IS CAL CALLAHAN AND I'M A HIGH SCHOOL EDU ENGLISH EDUCATOR FOR SOPHOMORE, SOPHOMORES AND SENIORS AT SOUTHGATE HIGH SCHOOL AND A MEMBER OF EDUCATORS FOR EXCELLENCE AND A MEMBER OF THE RAINBOW EDUCATION COALITION. I'M HERE TO ADVOCATE FOR THE ESTABLISHMENT OF A COMMUNITY ALLIANCE STEERING COMMITTEE TO ADVISE ON THE ALLOCATION OF FUNDING, RESOURCES AND SUPPORT FOR LGBTQ PLUS AFFIRMING PROGRAMS. I ALSO STRONGLY OPPOSE PROPOSED CUTS TO BAP AND COMMEND THE BOARD MEMBERS WHO VOTED YESTERDAY ON THE AMENDMENTS TO SUPPORT BAP AND C. AS A QUEER EDUCATOR, I CREATE AND ADVOCATE FOR SAFE SPACES ON CAMPUS FOR QUEER STUDENTS. NOT ONLY DO THEY OFTEN COME TO ME ASKING FOR HELP WITH ADVOCATING FOR THINGS LIKE GENDER NEUTRAL LOCKER ROOM SPACES FOR PE COMING OUT, TRANSITIONING, ET CETERA, BUT ALSO FOR SOME, I AM THE FIRST QUEER ADULT THAT THEY KNOW BEING A SUCCESSFUL QUEER ADULT IN THEIR LIVES IS A SIGN THAT THEY CAN HAVE A FUTURE WHERE FOR SO MANY, FOR SO MANY YEARS, THERE IS NOT A WAY TO SEE A HAPPY FUTURE FOR THEMSELVES. I ALSO AM A RESOURCE FOR QUESTIONING AND ALLY STUDENTS. SINCE I'M A MORE RELIABLE RESOURCE THAN THE INTERNET, THEY COME TO ME WITH QUESTIONS ABOUT THEMSELVES AND THEIR OWN IDENTITY THAT THEY'RE LOOKING FOR THE WORDS TO DESCRIBE OR WITH QUESTIONS ON HOW TO BE RESPECTFUL AND SUPPORTIVE OF THEIR QUEER FRIENDS. AS A LITERATURE TEACHER, I DO INCORPORATE INFORMATION ABOUT QUEER AUTHORS AND CHARACTERS INTO MY CURRICULUM. THIS IS NATURAL FOR ME BECAUSE I HAVE ALWAYS GOTTEN EXCITED WHEN I SEE PEOPLE LIKE ME REPRESENTED IN THE PAST. IT'S IMPORTANT FOR STUDENTS OF ALL IDENTITIES TO LEARN THAT QUEER FOLKS HAVE ALWAYS EXISTED. HOWEVER, I KNOW FOR A FACT NOT ALL OF THE ENGLISH TEACHERS AT MY SCHOOL ARE DOING THIS. NOT TO MENTION THESE DETAILS COULD BE INCORPORATED IN ALL SUBJECT AREAS ACROSS CUR THE CURRICULUM. I THINK MANY FOLKS THINK THEY NEED TO MAKE A WHOLE LGBTQ PLUS LESSON AND ARE AFRAID THAT THEY WOULD NOT DO IT JUSTICE. I JUST INCLUDE THINGS INTO MY REGULAR CURRICULUM AND ADDRESS QUESTIONS WHEN THEY ARISE. HOWEVER, IT IS NOT MY JOB TO EDUCATE MY ENTIRE DEPARTMENT OR ALL OF MY COLLEAGUES ON THESE ISSUES, NOR IT IS ALWAYS IS IT ALWAYS SAFE FOR ME TO DO SO. AS ONE OF THE ONLY TRANS TEACHERS AT MY SCHOOL, WE WOULD LIKE TO THANK THE DISTRICT FOR ALLOCATING 2 MILLION LAST YEAR FOR LGBTQ PLUS PROGRAMS AND FOR THE PASSING OF THE PRIDE RESOLUTION LAST WEEK. AT THE SAME TIME, WE MAINTAIN THE IMPORTANCE OF INSTITUTIONALIZING METHODS OF THE COMMUNITY PARTICIPATION IN THIS DECISIONS BEING MADE ABOUT LGBTQ PLUS POLICIES. WE NEED TRANSPARENCY AND ENGAGEMENT WITH STAKEHOLDERS ON THE ROLLOUT OF FUNDS. THANK YOU. THANK YOU FOR YOUR TIME. UM, MR. TOSKI, COME ON UP. YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. THANK YOU VERY MUCH. BOARD MEMBERS PUBLIC. WHEN YOU HEAR THAT THE COUNTY HAS SENT A LETTER, THAT LETTER IS PUBLIC. YOU CAN GET IT BY CALLING ANYBODY AT THE COUNTY AND GET THE LETTER AND THE LETTER EACH AND EVERY TIME. IT IS NOT ATTORNEY CLOWN, UH, ATTORNEY-CLIENT PRIVILEGE. IT IS A PUBLIC RECORD AND IT WAS REPRESENTED HERE AS SOMETHING THAT THEY HAVE SOME CONCERNS ABOUT. LET'S GET THE CONCERNS ON PAPER, FIND OUT WHAT THEY [08:40:01] ARE, IF THEY'RE CONCERNED ABOUT THE HEALTH BENEFITS AND THE FURLOUGHS, WHICH HAVE TO BE NEGOTIATED. AND THEREFORE IN TWO, THREE WEEKS YOU'LL GET A LETTER FOR THEM THAT SAYS YOU HAVE TO FIND ANOTHER 300 AND SOMETHING MILLION. GET THE LETTER, SPEAK TO PEOPLE. NEXT, CONTINUE TO FIGHT FOR THE REVENUES. THE 3.9 BILLION, WHICH IS ABOUT 280 MILLION FOR THIS DISTRICT, WILL PROBABLY BE RELEASED IN IN SEPTEMBER OR OCTOBER SOMETIME, UH, WHAT WE CALL THAT CHRISTMAS AND SUMMER. UH, IN ADDITION, YOU HAVE A NEW CONGRESS THAT IS COMING IN ABOUT FIVE MONTHS, A NEW CONGRESS. THAT NEW CONGRESS CAN DO A LOT ON SPECIAL ED. WE KNOW THAT THE PRESIDENT WILL SIGN SPECIAL ED BILLS BECAUSE MANY REPUBLICAN STATES HAVE SIGNIFICANT POPULATIONS THERE. ADDITIONALLY, YOU'LL HAVE A CHANCE TO FIGHT FOR THE RAINY DAY FUND TO MAKE SURE THEY DON'T PUT ANY MORE MONEY. 'CAUSE THE ECONOMY'S BOOMING. I DUNNO IF YOU SAW THE STOCK MARKET TODAY, EXCEPT FOR AMAZON. EVERYTHING ELSE SEEMS TO BE BOOMING. YOU'RE GONNA GET SO MUCH MONEY IN DECEMBER FROM CORPORATIONS AND FROM APRIL THAT IT'LL MAKE THIS YEAR'S BOOM LOOK EVEN MORE WONDERFUL. FINALLY, UH, THERE ARE ISSUES LIKE AB 1200 CTA IS MOVING TO GET RID OF THE THIRD YEAR OF THE PLAN, OF THE AB 1200, WHICH I SAW BE CREATED. YOU SHOULD WEIGH IN AS AN AMICUS AND HELP WITH THAT AND MAKE IT NOT CONTROLLING, BUT MAKE IT THERE. ADDITIONALLY, SANTA MONICA IS DOING A CITIZEN'S PARTIAL TAX, JUST LIKE, UH, THAT'S A 50%, NOT A TWO THIRDS. FINALLY, THE BROWN ACT, IF YOU MEET WITH THE SUPERINTENDENT STAFF AND THEY ARE ENCOURAGING IN SOME WAY TO GET AN AWARENESS OF A SEVEN TO NO VOTE, THAT IS A VIOLATION OF THE BROWN ACT, AND YOU COULD BE DEPOSED AND GUILTY OF A MISDEMEANOR. SO BE VERY CAREFUL ABOUT THAT. AND FINALLY, IN THE END, IT'S EITHER FEAR OR HOPE. PRESIDENT OBAMA TAUGHT US THAT IF YOU WANT TO LIVE BY FEAR, I THINK YOU HAVE THE TODAY, THE FISCAL STABILIZATION PLAN, WHICH IS MORE LIKE THE FEAR AND THE SCARCITY PLAN. DON'T WORRY ABOUT TAKE OVER. JIM MORRIS IS DOING QUITE WELL IN INGLEWOOD. THANK YOU. THANK YOU FOR YOUR TIME. ALL RIGHT. UH, DEMAR, HER HERNANDEZ, DEMARS HERNANDEZ. ASHER TITAN. ARE YOU HERE, ASHER? I'M NOT SURE. UM, I HAVE SOMEONE LISTED, UH, JUST AS CADRE PARENT. ANYONE HAVE TO ALRIGHT, BUT HOVITA, YOU ALREADY GET, YOU ALREADY YOU ALREADY HAD A SLOT ON, ON THIS, ON THIS ONE. I'M, I'M SO SORRY. I DO NOT LIKE TURNING SPEAKERS AWAY, BUT WE HAVE RULES. ANOTHER CADRE PERSON WHO HASN'T SPOKE ON THIS ITEM. NO. UH, LET'S SEE. GINA, VIOLA. GINA, ARE YOU HERE? UH, JUNIPER PONCE. COME ON DOWN. YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. HELLO, MY NAME IS I'M ALUMNA, AND TODAY I REPRESENT AMERICAN INDIAN AND INDIGENOUS STUDENTS AND THEIR FAMILIES. AS AN AMERICAN INDIAN L-A-U-S-D STUDENT, I OFTEN FELT SINGLED OUT AND TOKENIZED AT THE HANDS OF MY PEERS, TEACHERS AND ADMINISTRATORS. WHEN IT CAME TO SHOWING DIVERSITY IN LUSD SCHOOLS, I WAS MADE A PRIORITY. BUT WHEN I EXPERIENCED CHRONIC BULLYING DUE TO MY NATIVE AND ECONOMIC BACKGROUND, WHEN MY TEACHER REFERRED TO NATIVE PEOPLE AS RED SKINS, ONE OF MY TEACHERS SHARED INACCURATE AMERICAN INDIAN HISTORY. YOUR STAFF TURNED A BLIND EYE LEAVING ME WITHOUT SUPPORT. I URGE MEMBERS OF THE LESD BOARD TO CONTINUE FUNDING THE AMERICAN INDIAN AND INDIGENOUS STUDENT COMPREHENSIVE PLAN AS IT CAN HELP AMERICAN INDIAN AND INDIGENOUS STUDENTS RECEIVE THE CULTURALLY ACCURATE CURRICULUM THAT THEY DESERVE. INCREASED AWARENESS ON LACK OF AMERICAN INDIAN AND INDIGENOUS STUDENT ACHIEVEMENT BY SHARING BEST PRACTICES AND RESEARCH ON NATIVE STUDENTS. PROVIDE INTENTIONAL SPACE FOR AMERICAN INDIAN AND INDIGENOUS STUDENTS TO BE VISUALLY REPRESENTED AND OVERALL ADDRESS THE INEQUITY AND SUPPORT THAT NATIVE STUDENTS EXPERIENCE. THIS IS ALL AT THE HANDS OF LUSD IN YOUR INSTITUTIONS AND THE IMPLEMENTA. THE IMPLEMENTATION OF ALL LISTED WILL ULTIMATELY HELP AMERICAN INDIAN AND INDIGENOUS STUDENTS FEEL REPRESENTED, SUPPORTED AND SET UP FOR SUCCESS, WHICH IS, IS EXACTLY WHAT ALL STUDENTS DESERVE. AHA. THANK YOU. WOO. THANK YOU FOR YOUR TIME. SHANNON RIVERS ON UP. YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. SHANNON RIVERS. MY NAME IS SHANNON RIVERS. I'M REPRESENTING THE CALIFORNIA NATIVE VOTE PROJECT. THERE ARE 640,000 NATIVE AMERICAN STUDENTS IN THE UNITED STATES. DO WE KNOW HOW MANY ARE IN L-A-U-S-D? NO. L-A-U-S-D IS THE SECOND LARGEST UNIFIED SCHOOL DISTRICT IN THE COUNTRY. WE HAVE OVER 300,000 NATIVE AMERICANS THAT LIVE HERE IN, IN LOS ANGELES, BUT L-A-U-S-D STILL STRUGGLES [08:45:01] TO COUNT OUR NATIVE STUDENTS. THE AMERICAN INDIAN INDIGENOUS STUDENT COMPREHENSIVE PLAN FUNDING IS NECESSARY. IT IS NECESSARY FOR NOT ONLY OUR CURRICULUM, NOT ONLY OUR OUR OUR EDUCATION, BUT IT'S IMPORTANT FOR US AS NATIVE PEOPLE TO NEVER BE ERASED AGAIN. WE ARE CELEBRATING. YOU ARE CELEBRATING 250 YEARS OF THIS COUNTRY. WE'VE BEEN HERE A LOT LONGER THAN THAT. WE ARE OLDER THAN THE CONCEPT OF AMERICA, AND WE HAVE TO UNDERSTAND THAT INDIGENOUS PEOPLES LACK REPRESENTATION HERE AND IN THIS SCHOOL, IN THIS MOST DIVERSE CITY, WE STILL STRUGGLE TO HAVE OUR VOICES HEARD. WE HAVE RALLIES. WE WE SEND LETTERS TO L-A-U-S-D AND WE STILL NEED ACCOUNTABILITY FROM L-A-U-S-D REGARDING THE COMPREHENSIVE PLAN. $10 MILLION IS NOTHING. WE NEED MORE. WE NEED MORE TO FUND NOT ONLY OUR PROGRAMS, BUT CURRICULUM CHANGE AND LESSON PLAN DEVELOPMENT, DEVELOPMENT, DEVELOPMENT OF A TEACHER CADRE AND CULTURALLY RELEVANT PROGRAMS IN L-A-U-S-D. AND WHY EDUCATION MATTERS IS EDUCATION IS MORE THAN A PATH TO ACADEMIC ACHIEVEMENT FOR NATIVE PEOPLE. FOR NATIVE COMMUNITIES, IT IS POWERFUL. IT IS A POWERFUL TOOL FOR CULTURAL SURVIVAL, SOVEREIGNTY, AND HEALING. WHEN EDUCATION CENTERS NATIVE VALUES, LANGUAGE AND HISTORIES, IT BECOMES A SPACE OF PRESERVING TRIBAL IDENTITY. TEACHER TEACHING NATIVE LANGUAGES, FOR EXAMPLE, IS NOT ONLY THE STRENGTH OF CULTURAL KNOWLEDGE, BUT ALSO CONNECTS YOUNG PEOPLE TO THEIR ELDERS AND TO OUR SYSTEMS OF WAYS OF LIVING. THANK YOU VERY MUCH. THANK YOU FOR YOUR TIME. ERIC WHITE, I SEE YOU'RE OUT THERE. COME ON UP. ERIC WHITE. COME ON UP. YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. ERIC, HOLD ON ONE SECOND. OKAY. UH, GOOD AFTERNOON, GOOD EVENING. UM, YEAH, MY NAME IS ERIC WHITE. I'M A PARENT FIRST. UM, AND MY SON GO TO BALDWIN HILLS ELEMENTARY IN DISTRICT ONE. AND, UM, I'M A ORGANIZER WITH RECLAIM OUR SCHOOLS LA A MEMBER OF BLACK LIVES MATTER, LOS ANGELES. AND, UM, I'M A PARENT LEADER WITH STUDENTS DESERVE. AND, UM, I DO MANY, MANY OTHER THINGS. UM, BUT I'M HERE TODAY TO TALK ABOUT NUMBER ONE, I WANT TO ACKNOWLEDGE RIGHT, THE VOTE AND EVERYTHING THAT HAPPENED WITH THAT. SO THAT WAS VERY IMPORTANT. AND UM, IT MEANT A LOT TO ME AS A BLACK FATHER WITH A BLACK SON. UM, ALTHOUGH I AM A LITTLE DISAPPOINTED AND, UH, SOME FOLKS HAD A VOTE WIN. UM, MR. MELVOIN AND ESPECIALLY MY SON ATTENDING, UM, DISTRICT SEVEN SCHOOL, I'M DEFINITELY DISAPPOINTED IN HOW THAT VOTE WENT. UM, AND I WANTED TO ACKNOWLEDGE THAT. UH, A COUPLE THINGS I WANTED TO NAME REAL QUICK TODAY. UM, IT WAS A LOT OF DISTRICT PERSONNEL. I COUNTED MYSELF UPSTAIRS AT LEAST LIKE 10 TO 15 OF 'EM. I DON'T KNOW WHAT THEY HERE FOR, WHAT THEY DOING, BUT THEY WAS TAKING UP A LOT OF SEATS FROM PEOPLE THAT WE HAD OUTSIDE WAITING IN THE SUN. YOU KNOW WHAT I MEAN? THAT WAS OUT THERE HOT. SOME PEOPLE ACTUALLY WENT HOME. SO I DON'T KNOW WHAT THEY ALL DOING IF THEY ALL NEED TO BE HERE, ESPECIALLY WHEN THERE'S A BIG VOTE TAKING PLACE LIKE THIS. YOU KNOW WHAT I MEAN? I DON'T KNOW HOW NECESSARY THAT IS. SO I JUST WANTED TO MAKE, UH, MENTION THAT. AND ALSO I WANTED TO MENTION THAT THE STREET SWEEPING IS ON TUESDAYS. SO THE PARKING WAS HORRENDOUS TODAY. UH, I WAS IN AND OUT ALL DAY TRYING TO HELP PEOPLE NAVIGATE, FIND WHERE TO PARK PEOPLE THAT NEVER BEEN HERE BEFORE. IT'S AN ACCESSIBILITY ISSUE. SO I DON'T KNOW IF L-A-U-S-D CAN CONNECT WITH THE CITY IF WE NEED TO MOVE THE MEETING DAY OR WHAT, WHAT WE NEED TO DO, BUT I JUST FEEL LIKE IT'S REALLY LIKE, UH, UH, WE ACTUALLY HAD A PARENT WHO GOT A TICKET TODAY BECAUSE OF THAT. UM, SO I JUST WANTED TO MENTION THAT, LET YOU ALL KNOW THAT. UM, YEAH, I'M VERY, VERY PROUD, UH, THAT B SAB IS GONNA BE AROUND, UH, AT LEAST FOR THE NEXT COUPLE YEARS. APPRECIATE IT. COME ON. THANK YOU FOR YOUR TIME. ALRIGHT. RIGHT NOW I'M GONNA CALL ON THE FOLKS WHO ARE LISTED AS SPEAKING REMOTELY. CHRISTIAN FLAG, I SEE YOU'RE ON THE LINE. CHRISTIAN FLAG, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. CHRISTIAN FLAG. CHRISTIAN FLAG PLEASE GO AHEAD. HELLO, CAN FOLKS HEAR ME? YES, WE CAN. PLEASE GO AHEAD, SIR. YEAH. UH, GOOD EVENING. UM, FIRST I WANT TO JUST APOLOGIZE TO SISTER SETTE. I MISSED MY PUBLIC COMMENT ON YOUR RESOLUTION. THE JUNETEENTH, UH, ACKNOWLEDGEMENT. [08:50:01] I THINK THAT'S REALLY POWERFUL. APPRECIATE YOU AND OTHERS THAT HELPED TO MAKE SURE BSAP WAS SAVED TODAY. BECAUSE WHAT BETTER VEHICLE TO ENSURE THE HISTORY OF JUNETEENTH, THE HISTORY OF BLACK PEOPLE IN THIS COUNTRY IS ELEVATED AND ACKNOWLEDGED THAN SOMETHING LIKE BSAP, RIGHT? UM, BUT YEAH, GOING BEYOND THAT, TALKING ABOUT THE BUDGET AND THE LCAP, RIGHT? I THINK WHAT REALLY, I'M GONNA JUST GO BACK TO THE FUNDAMENTALS BECAUSE WE, WE'VE TALKED ABOUT THIS THING, WE KNOW WHAT'S GOING ON, BUT THE LCAP TELLS US ON THE VERY FIRST PAGE, RIGHT WHEN IT SHOWS THIS, UH, WHAT IS IT, NINE 7 BILLION, NO, YEAH. $6.6 BILLION, RIGHT? 1.6 BILLION OF THAT IS EXTRA FUNDING THAT IS BASED ON THE ENROLLMENT OF HIGH NEEDS STUDENTS. AND YOU HAVE A MECHANISM THAT THE COMMUNITY HEALTH DESIGN FOR YOU TO IDENTIFY WHERE ARE THESE HIGH NEEDS STUDENTS, BECAUSE WE KNOW THAT THEY'RE CONCENTRATED IN PARTICULAR COMMUNITIES. C THE STUDENT EQUITY NEEDS INDEX HELPS YOU TO ACTUALLY FIGURE OUT HOW TO REDIRECT THE RESOURCES TO ENSURE THAT THIS EXTRA FUNDING THAT WE GOT ACTUALLY GOES TO THOSE STUDENTS. THAT'S, THAT'S NOT HAPPENING. WE JUST GUT IT, CINDY, RIGHT? WE, WE DID A LITTLE BIT OF A, A STOP GAP. WE, YOU KNOW, I APPLAUD. WE WERE, UH, ABLE TO GET SOME CONCENTRATED FUNDING TO THE HIGH AND HIGHEST NEEDS SCHOOLS, BUT WE HAVE TO FIGURE OUT HOW DO WE DO THIS THING BETTER? WE'RE TALKING ABOUT BILLIONS OF DOLLARS THAT ARE GENERATED BY HIGH NEED STUDENTS THAT ARE NOT GETTING THOSE RESOURCES. AND I'LL JUST GO ON THE, THE LCAP LAYS OUT HOW MUCH C HAS BEEN HELPFUL IN ACTUALLY MOVING THE NUMBERS, HOW MUCH THE THINGS LIKE B CEP HAS ACTUALLY BEEN HELPFUL IN MOVING THE NUMBERS OVER THE LAST THREE YEARS. WE SEE KIND OF POSITIVE TRENDS IN ALL OF THE METRICS. THANK YOU FOR YOUR TIME THAT YOU GUYS. UM, THANK YOU FOR YOUR TIME, SIR. OKAY. THE NEXT SPEAKER IS JASON MELENDEZ CALLING IN. JASON MELENDEZ, ARE YOU ON THE LINE? MR. MELENDEZ? OKAY. UH, DIAH AHMED DORIA. AHMED SELENA. SO YOU'RE ON THE LINE. PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. SELENA. HELLO? CAN YOU HEAR ME? YES, PLEASE GO AHEAD. HELLO, MY NAME IS SELENA LARKIN FROM CATALYST, CALIFORNIA SPEAKING ON BEHALF OF THE EQUITY ALLIANCE FOR LA'S KIDS. UM, I'M HERE TO URGE YOU TO MAKE GOOD ON YOUR COMMITMENT THAT ANY AND ALL ADDITIONAL DISTRICT REVENUE BE USED FIRST TO RESTORE THE CUTS TO THE STUDENT EQUITY NEEDS INDEX AND THE BLACK STUDENT ACHIEVEMENT PLAN BY PRIORITIZING THE HIGH AND HIGHEST NEEDS SCHOOLS AND B SEPS GROUP ONE SCHOOLS AND THAT COMMUNITY BE MEANINGFULLY INVOLVED IN THIS PROCESS. UM, AT THE BEGINNING OF THIS SCHOOL YEAR, SUPERINTENDENT CARVALLO STOOD BEFORE THE LUSD COMMUNITY AND CELEBRATED OUR PROGRESS, ESPECIALLY THE GAINS OF THE BLACK AND BROWN STUDENTS. AND AFTER LOOKING AT THE LCAP THAT WAS RELEASED AHEAD OF THIS MEETING, I HOPE YOU GUYS NOTICE THESE GAINS HAVE CONTINUED TO RISE, ESPECIALLY FOR OUR SUNNY, HIGH AND HIGHEST NEEDS STUDENTS. BUT WE MUST ALSO BE HONEST ABOUT WHAT MADE THEM POSSIBLE. THOSE GAINS HAPPEN BECAUSE L-A-U-S-D MADE INTENTIONAL INVESTMENTS IN EQUITY THROUGH PROGRAMS LIKE SE AND BSAP, THESE PROGRAMS BOTH REPRESENT HARD FOUGHT COMMUNITY WIND SEEKING TO REPAIR THE GENERATIONAL HARM THAT BLACK AND BROWN STUDENTS HAVE EXPERIENCED THROUGHOUT THE DISTRICT'S HISTORY. GIVEN THAT BLACK, BROWN AND ENGLISH LEARNER STUDENT ENROLLMENT ARE ALL POSITIVELY CORRELATED WITH THESE SCHOOL NEED TIERS, CUTS TO BUDGETS WILL FALL UNEVENLY ON THESE STUDENT GROUPS. THE $700 MILLION CUT TO AND THE FISCAL STABILIZATION PLAN WILL UNDOUBTEDLY MOVE THE DISTRICT BACKWARDS AT A TIME WHEN THESE SAME STUDENTS ARE UNDER ATTACK FROM THE MANIAC AND THE WHITE HOUSE. THESE CUTS EXACERBATE THE LOSS OF FUNDS, SUPPORTS AND SAFETY THAT THESE STUDENTS FEEL. AS THEY ALL EXPLAIN TO YOU TODAY. WE WILL CONTINUE TO ORGANIZE, ADVOCATE, AND WORK ALONGSIDE THE DISTRICT TO ENSURE THAT THESE RESOURCES ARE RESTORED TO THE STUDENTS AND SCHOOLS WHO NEED THE MOST. BLACK AND BROWN STUDENTS SHOULD NOT BE ASKED TO PAY THE PRICE FOR THE FISCAL INSTABILITY FACING THE STATE AND THIS DISTRICT. THANK YOU. THANK YOU FOR YOUR TIME. ALL RIGHT. WE'VE GOT SOME MORE CALLERS. UH, OLGA GONZALEZ I SEE YOU ON, OR NO, LEAH DRISCOLL. LEAH DRISCAL, I SEE YOU ON THE LINE. PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. LEAH DRISCOLL, GOOD EVENING. MY NAME IS LEAH DRISCOLL GARCIA. I'M CALLING FROM THE PARTNERSHIP FOR LOS ANGELES SCHOOLS AND THE EQUITY ALLIANCE FOR ELLIE'S KIDS. I WANNA START BY SAYING THANK YOU TO BOARD MEMBER EZ AND GRIEGO FOR THEIR BUDGET AMENDMENTS TODAY THAT CENTERED THE NEEDS OF BLACK AND BROWN STUDENTS BY REFUNDING BSAP. [08:55:01] I ALSO WANNA THANK ACTING SUPERINTENDENT CHASE FOR THE CONVERSATION HE HAD WITH THE EQUITY ALLIANCE ABOUT OUR CONCERNS REGARDING THE PROPOSED FISCAL STABILIZATION PLAN. YOUR TEAM ACKNOWLEDGED THAT OUR HIGH AND HIGHEST NEEDS SCHOOLS ARE BEING DISPROPORTIONATELY IMPACTED IN THE FSP AND YOU COMMITTED TO ALLOCATING ADDITIONAL STATE FUNDS TO SUNNY AND TO BSAP. AND WHILE THE COMMITMENT AND THE BUDGET AMENDMENTS ADDRESS SOME CONCERNS, THE FISCAL STABILIZATION PLAN STILL PROPOSES FULLY DEFUNDING SUNNY BY SCHOOL YEAR 28 AND 29, WHICH WILL ROLL BACK A COMMUNITY VICTORY ESTABLISHED OVER A DECADE AGO SINCE WAS PASSED VIA RESOLUTION, ANY CHANGES SHOULD GO THROUGH A RESOLUTION NOT THROUGH THE FISCAL STABILIZATION PLAN. YOU'VE MADE DECISIONS PROPOSED IN THIS PLAN AND THIS BUDGET WITHOUT REAL COMMUNITY ENGAGEMENT OR CONSIDERATION OF OUR FEEDBACK. AND I UNDERSTAND THAT THE BOARD WANTS US TO FIND SOLUTIONS TO THE DISTRICT'S BUDGET PROBLEMS AND WE ARE COMMITTED TO ADVOCATING FOR MORE REVENUE WITH YOU. BUT THE RESPONSIBILITY TO PROTECT OUR HIGH AND HIGHEST NEEDS STUDENTS THROUGH SE AND BSAP IS YOURS AND YOURS ALONE AS OUR ELECTED LEADERS. BY MAINTAINING THE PROPOSED CUTS TO SE, YOU ARE NOT PRIORITIZING OUR HIGH AND HIGHEST NEEDS STUDENTS. YOU ARE NOT PRIORITIZING BLACK AND BROWN STUDENTS. YOU ARE NOT PRIORITIZING MULTILINGUAL LEARNERS ON HOW STUDENTS OR STUDENTS WHO YOUR OWN INDICATORS, THEY NEED ADDITIONAL FUNDS TO SUCCEED. OUR SCHOOLS HAVE ALREADY BEEN DEVASTATED BY THE DISPROPORTIONATE IMPACTS OF SUNNY BUDGET CUTS FOR THE NEXT SCHOOL YEAR. AND THE INCREASED CUTS AND ELIMINATION OF EQUITABLE FUNDING STREAMS LIKE SUNNY ARE GOING TO LIMIT OUR STUDENT SUCCESS INSIDE AND OUTSIDE OF THE CLASSROOM. WE WILL LOSE COUNSELORS, MENTAL HEALTH STAFF, ACADEMIC SUPPORT, COMMUNITY REPS, AND CRITICAL PROGRAMS AND SERVICES THAT ARE HIGH AND HIGHEST NEED SCHOOLS NEED TO MAKE SURE STUDENTS ARE SAFE, HEALTHY AND THRIVING. WE URGE YOU TO INVEST THE FULL 700 MILLION INCENT AND CODIFY THE FULL INVESTMENTS IN BSAP TO AFFIRM U'S COMMITMENT TO EDUCATIONAL JUSTICE FOR OUR BLACK AND BROWN STUDENTS AND HIGH SCHOOLS. THERE IS NO EQUITY IN LSD WITHOUT A FULLY FUNDED VISA. THANK YOU. THANK YOU FOR YOUR TIME. THE NEXT SPEAKER IS OLGA GONZALEZ. OLGA, I SEE YOU'RE ON THE LINE. PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND TWO MINUTES TO SPEAK ONCE YOU BEGIN. OLGA GONZALEZ. HI, CAN YOU HEAR ME? YES, WE CAN PLEASE SPEAK UP A LITTLE BIT, PLEASE. OKAY. UH, GOOD AFTERNOON, SUPERINTENDENT SHADE BOARD MEMBERS AND DEPARTMENT LEADERS. MY NAME IS OLGA GONZALEZ AND I'M A COMMUNITY ORGANIZER AND FORMER L-A-U-S-D STUDENT SPEAKING ON BEHALF OF INNOVATE PUBLIC SCHOOLS. INNOVATE BUILDS THE CAPACITY OF PARENTS, OF PARENTS AND FAMILIES TO ORGANIZE AND ADVOCATE FOR HIGH QUALITY K THROUGH 12 PUBLIC EDUCATION FOR LOW INCOME STUDENTS, STUDENTS OF COLOR, ENGLISH LEARNERS, AND STUDENTS WITH LEARNING DIFFERENCES. WE KNOW L-A-U-S-D IS FACING PHYSICAL, PHYSICAL REALITIES, DECLINING ENROLLMENT AND RISING COST REQUIRES HARD DECISIONS. AND WE APPRECIATE THE DISTRICT'S EFFORT TO ENGAGE FAMILIES AND ORGANIZATION IN THROUGHOUT THE LCAP BUDGET AND SP SP PROCESS. THE DISTRICT HAS IDENTIFIED EQUITY, ACADEMIC EXCELLENCE, ENGLISH, LEARN SUPPORT, FAMILY ENGAGEMENT, STUDENT WELLNESS, AND BSAP IMPLEMENTATION AS PRIORITIES. THOSE PRIORITIES MUST REMAIN AT THE CENTER OF THIS CONVERSATION AND EVERY BUDGETARY DECISION MOVING FORWARD. FAMILIES UNDERSTAND THAT BUDGETS ARE MORE THAN NUMBERS, BUDGETS ARE STATEMENTS OF VALUES. WHEN RESOURCES BECOME LIMITED, THE STUDENTS MUST ALREADY, THE THE STUDENTS WHO ALREADY FACE THE GREATEST BARRIERS SHOULD NOT BEAR THE GREATEST BURDEN. AND THANK YOU. SO THANK YOU TO THE BOARD MEMBERS FOR YOUR WORK TO PROTECT BSAP WITH THE DECISIONS THAT WERE MADE EARLIER. AS THE DISTRICT MOVES FORWARD WITH THE FISCAL STABILIZATION PLAN, WE URGE YOU TO CONTINUE INVESTING ASCE AND THE PROGRAM'S, SERVICES AND SUPPORTS THAT HELP STUDENTS SUCCEED, ESPECIALLY IN OUR HIGHEST NEEDS COMMUNITIES. THIS INCLUDES MAINTAINING MEANINGFUL INVESTMENTS TO SUPPORT STUDENT WELLNESS, SPECIAL EDUCATION, ENGLISH LEARNERS, FAMILY ENGAGEMENT AND EQUITY FOCUSED PROGRAMS THAT WERE CREATED TO ADDRESS LONGSTANDING OPPORTUNITY GAPS. PLEASE PARTNER WITH COMMUNITIES, FAMILIES, AND COMMUNITY-BASED ORGANIZATIONS TO ENSURE FISCAL DECISIONS STRENGTHEN, NOT WEAKEN THE SUPPORT THAT OUR STUDENTS RELY ON EVERY DAY. WE ARE READY TO PARTNER WITH THE DISTRICT TO CONTINUE ADVOCATING AT THE STATE LEVEL TO ENSURE OUR MOST UNDESERVED STUDENTS IN DISTRICTS LIKE UC CONTINUE TO RECEIVE THE FUNDS THEY NEED TO HELP STUDENTS THRIVE. PLEASE PROTECT THESE CRITICAL PROGRAMS WITH OUR DISTRICT. THANK YOU FOR YOUR TIME. THANK YOU FOR YOUR TIME. THE NEXT SPEAKER IS LAURA V LAURA VI SEE YOU'RE ONLINE WITH US. PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. LAURA V LAURA VI SEE YOU'RE WITH US. PLEASE PRESS STAR SIX TO UNMUTE YOURSELF. AND YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. LAURA V LAST CALL FOR LAURA. [09:00:02] ALL RIGHT. UH, KARINA LOPEZ, I SEE YOU'RE ON THE LINE WITH US. KARINA LOPEZ, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. MS. LOPEZ IS GONNA SPEAK IN SPANISH, SO IF YOU'D LIKE TO HEAR WHAT SHE'S SAYING IN ENGLISH, PLEASE PUT ON YOUR TRANSLATION HEADSETS. OKAY? YES. MY NAME IS CARINA LOPEZ AND I'M CALLING WELL, YES. JUST TO GIVE THIS COMMENT THAT, WELL, THE DIFFICULTIES THAT WE FACE DAILY WHEN IT COMES TO, UH, THE QUESTION OF EDUCATION AND THE LACK OF INCLUSION WITHIN THE COMMITTEES TO GIVE RECOMMENDATIONS FOR EXPERIENCES, LIVED EXPERIENCES AND THE DAMAGE THAT IT'S CAUSING, THAT WE ARE CAUSING, RIGHT. THAT WE'RE CAUSING TO ALL THE STUDENTS NOW THAT WE HAVE THE CELEBRATION FOR JUNETEENTH, OR IS THAT WHAT IT'S CALLED? I'M NOT SURE IF I'M PRONOUNCING IT CORRECTLY. I'M, SINCE I'M MEXICAN. UH, MY MAIN LANGUAGE IS SPANISH, HOWEVER, IT SPEAKS OF THE ABOUT OF THE SLAVERY. BUT WE REMAIN THE SAME IN SOME WAY. AND WELL, SEGREGATION DOESN'T HAVE, DOESN'T HAVE A LIMIT ON THE PART OF THE ONES WHO ARE IN CONTROL AND CAN DIRECT THINGS. THE SITUATION OF WHICH WE'RE LIVING CHAOTICALLY WITH OUR STUDENTS, ESPECIALLY WHEN IT COMES TO SPECIAL EDUCATION. THE SCHOOLS, THE NON-PUBLIC SCHOOLS AS WELL. THEY NEED TO BE INVESTIGATED DEEPLY AND WELL. THEY, THEY NEED TO IMPROVE AND TO NOT BE HYPOCRITES THAT THEY LIKE, LOVE THEIR CHILDREN AND THE FAMILY. THAT'S FALSE. THAT'S ALL FALSE. 20 YEARS OF ADVOCACY. AND I DON'T SEE ANY, ANYTHING CONGRUENT WITH ANYTHING THAT THEY SAY. AND SO, UH, WE'RE JUST CAUSING A LOT OF DAMAGE AND WE WANNA RESOLVE IT. US PARENTS, YES, WE WANT TO PARTICIPATE. WE WOULD LIKE TO THANK YOU OFFER LAURA V LAURA V ARE YOU ON THE LINE? PLEASE PRESS STAR SIX TO UNMUTE YOURSELF, LAURA, AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN IN. OKAY. THAT'S THE LAST CALL FOR LAURA. THAT CONCLUDES, UH, THE LCAP HEARING. I HAVE A STATEMENT TO READ. THE BOARD WILL BE TAKING ACTION ON THE PROPOSED LOS ANGELES UNIFIED SCHOOL DISTRICT 26 27 BUDGET, THE 2026 L-A-U-S-D LCAP AND THE AFFILIATED CHARTER SCHOOLS 2026 LCAP AT THE 23RD, 2026 BOARD MEETING. UH, SO THAT'S WHEN THE BOARD WILL ACT. SORRY, THAT STATEMENT IS JUST TO SAY THE HEARING WAS TODAY FOR THE PUBLIC TO GIVE PUBLIC INPUT. THERE'S NO ACTION TAKEN TODAY. ACTION IS TAKEN AT A SUBSEQUENT MEETING, WHICH IS NEXT WEEK. HOPE TO SEE YOU ALL THERE. UM, ARE THERE ANY, UH, ADJOURNING MOTIONS? DOES ANYONE OBJECT TO ADJOURNING THE MEETING? THERE ARE NO OBJECTIONS. THANK YOU. THE TIME IS NOW 6:33 PM THANK YOU. I. * 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.