* 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.
          [00:00:03]
          GOOD MORNING. 
          [I. Welcome and Introductions]
WELCOME. 
          THE TIME IS NOW 10:06 AM ON SEPTEMBER 22ND, 2026. 
          I'M GONNA TAKE ROLL MS. NEWBELL. 
          PRESENT. 
          DR. RIVAS. 
          MR. MELVIN? HERE. 
          MS. REGO? HERE. 
          HERE, MS. EZ. 
          UH, LET'S SEE. 
          MS. ORTIZ FRANKLIN, PRESENT BOARD PRESIDENT SCHON PRESENT. 
          OKAY. 
          IT'S ALL YOURS, SIR. 
          OKAY. 
          GOOD MORNING, EVERYONE. 
          I'LL BE FILLING IN FOR DR. RIVAS THIS MORNING FOR THE COMMITTEE OF THE WHOLE. 
          SO, GOOD MORNING TO COLLEAGUES AND DISTRICT STAFF AND LABOR PARTNERS AND MEMBERS OF THE PUBLIC. 
          WELCOME TO OUR FIRST COMMITTEE OF THE WHOLE MEETING OF THE 26 27 SCHOOL YEAR. 
          AND AS WE BEGIN A NEW WEEK, NEW WEEK, A NEW YEAR OF COMMITTEE WORK. 
          I ALSO WANNA RECOGNIZE LATINO HERITAGE MONTH. 
          THE HISTORIES, LANGUAGES, CULTURES, AND CONTRIBUTIONS OF OUR LATINO COMMUNITIES ARE DEEPLY WOVEN INTO LOS ANGELES AND OUR SCHOOLS. 
          OUR RESPONSIBILITY IS TO ENSURE STUDENTS AND FAMILIES SEE THAT HERITAGE IS RESPECTED AND REFLECTED IN THE OPPORTUNITIES WE CREATE. 
          TODAY, WE WILL DISCUSS A LONGER TERM CALIFORNIA EDUCATIONAL POLICY AGENDA AND EXAMINE STRONGER SCHOOLS TOGETHER. 
          EACH OF THEM ASK US TO PAIR THOUGHTFULLY PLANNING WITH TRANSPARENCY AND ACCOUNTABILITY TO OUR SCHOOL COMMUNITIES. 
          WE WILL BEGIN WITH OUR LABOR PARTNERS. 
          WE HAVE ANY LABOR PARTNERS IN THE AUDIENCE, NO LABOR PARTNERS. 
          OKAY. 
          SO WE WILL BE, 
          [III.2. California Education Policy Agenda]
UM, OMITTING TAB ONE, AND WE WILL START WITH TAB TWO, WHICH IS, UM, CALIFORNIA EDUCATIONAL POLICY AGENDA. 
          AND OUR, THIS PRESENTATION IS THE CALIFORNIA EDUCATION POLICY AGENDA THAT WE DO EACH YEAR. 
          THE BOARD CONSIDERS IMMEDIATE LEGISLATIVE AND BUDGET PRIORITIES. 
          THIS PROPOSAL SETS OUT A LONGER TERM FRAMEWORK FOR WHAT L-A-U-S-D WILL ASK THE STATE ON ISSUES THAT SHAPE STUDENTS' DAILY EXPERIENCES, INCLUDING ADEQUATE FUNDING, ACADEMIC OPPORTUNITIES, FACILITIES, HOUSING INSTABILITY EMERGENCIES, AND AI. 
          AND WITH A NEW GOVERNOR AND A LEGISLATOR LEGISLATURE AHEAD, THIS IS THE OPPORTUNITY TO CLARIFY WHERE LA USD'S VOICE CAN HAVE THE GREATEST IMPACT ON HOW WE CAN WORK WITH OTHER DISTRICTS AND PARTNERS. 
          SO, MS. ALVAREZ, WOULD YOU PLEASE COME ON DOWN? DO YOU MIND WHILE SHE ? I SAY A FEW WORDS? OF COURSE. 
          MR. CATE, THANK YOU SO MUCH, BOARD PRESIDENT. 
          AS MS. ALVAREZ JOINS US AT THE PODIUM, UH, THANK YOU TO OUR GOVERNMENT RELATIONS TEAM AND TO THE BOARD OFFICES AND DISTRICT LEADERS WHO HELPED INFORM THIS WORK. 
          UH, ONE POINT THAT I WOULD LIKE TO UNDERSCORE IS THE DISTINCTION BETWEEN THE CALIFORNIA EDUCATION POLICY AGENDA BEFORE US TODAY AND OUR ANNUAL ADVOCACY AGENDA. 
          THE POLICY AGENDA IS INTENDED TO ESTABLISH A LONGER TERM FRAMEWORK. 
          AS BOARD PRESIDENT SAID, FOR THE ISSUES LA UNIFIED BELIEVES CALIFORNIA NEEDS TO GRAPPLE WITH. 
          IF WE ARE GOING TO IMPROVE PUBLIC EDUCATION OVER THE COMING YEARS, THE ANNUAL ADVOCACY AGENDA IS DIFFERENT. 
          THAT IS WHERE WE IDENTIFY MORE IMMEDIATE LEGISLATIVE AND BUDGET PRIORITIES AND WHERE APPROPRIATE SPECIFIC DISTRICT SPONSORED LEGISLATION. 
          SO, I WOULD NOT VIEW EVERYTHING CONTAINED IN THIS DOCUMENT AS SOMETHING THE DISTRICT INTENDS TO PURSUE LEGISLATIVELY NEXT YEAR. 
          RATHER, THIS GIVES US A MULTI-YEAR FRAMEWORK FROM WHICH MORE SPECIFIC ANNUAL PRIORITIES CAN EMERGE. 
          UH, WITH THAT, I'LL TURN IT OVER TO MS. ALVAREZ BOARD, SUPERINTENDENT CHA AND, UH, LEADERSHIP AND COLLEAGUES. 
          UM, I AM PLEASED TO BRING THIS ITEM TO YOU TODAY. 
          UM, IT IS A DOCUMENT, UM, UM, POLICY AGENDA DOCUMENT THAT WAS PREVIOUSLY, UM, UH, ON THE WEBSITE, UM, FROM LAST WEEK'S AGENDA ITEMS THAT, UM, THE BOARD DECIDED TO FURTHER THE DISCUSSION. 
          UM, BUT I DO HAVE A COPY WITH ME TO THE EXTENT THAT YOU WANT TO REFER ANYTHING SPECIFICALLY. 
          UM, I WILL PROVIDE AN OVERVIEW ABOUT THIS DOCUMENT AS SUPERINTENDENT, SHE MENTIONED THE ORIGINS OF IT, WHAT IT IS, WHAT ITS INTENT TO BE, AND THEN, UH, BE HAPPY TO ENTERTAIN ANY QUESTIONS YOU MAY HAVE, ANY FEEDBACK YOU MAY HAVE, SHOULD YOU BELIEVE, UH, WE NEED TO STRENGTHEN ANY SECTIONS OR ADD ANYTHING ELSE THAT MIGHT BE MISSING. 
          UM, THIS IS A DOCUMENT, UM, THAT I'LL FIRST AND FOREMOST ACKNOWLEDGE MY TEAM. 
          UM, OUR, OUR GOVERNMENT, SUPERINTENDENTSHIP MENTIONED THE GOVERNMENT RELATIONS OFFICE. 
          UM, WE WORK, UM, SINCE, UH, MIDDLE OF JULY, JUNE, UH, JULY, AUGUST. 
          IN PUTTING THIS DOCUMENT TOGETHER, WE ASKED FOR FEEDBACK FROM BOARD OFFICES, UM, DIVISION LEADERS, UM, TO BE ABLE TO HELP PROVIDE INPUT. 
          AND, UH, ONCE THE BOARD APPROVED THIS, UH, DOCUMENT WITH OUR REVISED, OR IN ITS CURRENT VERSION, IT IS MY INTENT TO BRING FORWARD, UM, ADDITIONAL CONVERSATIONS WITH OUR LABOR PARTNERS AND OTHER STAKEHOLDERS THROUGHOUT CALIFORNIA, BOTH LOCALLY AND IN SACRAMENTO, TO BE ABLE TO FORGE, UH, PARTNERSHIPS, COALITIONS IN HOW WE CAN MOVE THIS WORK. 
          UM, ALONG. 
          [00:05:01]
UM, SO THE DOCUMENT, WE HAVE AN EXECUTIVE SUMMARY, UM, AND THEN WE ALSO HAVE A TABLE OF CONTENTS THAT MAKES IT EASIER FOR THE READER TO, UM, LOOK AT EACH SECTION. 
          UM, I WILL SAY THAT, UM, WE HAVE IN OUR DOCUMENT A PRE-PHASE SECTION THAT TALKS ABOUT, UM, WHY L-A-U-S-D, UM, HAS BEEN AT THE FOREFRONT, UM, IN, IN NOT JUST OUR ACADEMIC PROGRAMS AND OUR OFFERINGS, UM, OPERATIONAL, UM, INITIATIVES, BUT IN MANY DIFFERENT WAYS. 
          WE HAVE BEEN A LEADER FOR BOTH, UH, LOCAL SCHOOL DISTRICTS AND THOSE THROUGHOUT CALIFORNIA, AT THE STATE LEVEL FOR POLICY MAKERS AND EVEN IN THE COUNTRY. 
          UM, SO OUR TEAM ENDEAVORED TO INCLUDE, UM, UH, INFORMATION IN THE POLICY AGENDA IN THE PRE-PHASE THAT REALLY ARTICULATED WHY L-E-U-S-D SHOULD BE CONSIDERED AS A THOUGHT PARTNER, UM, AS LAWMAKERS WITH AN INCOMING GOVERNOR, STATE SUPPORT ATTEND, AND OTHER, OTHER STATE LEADERSHIP, UH, FOR THE, TO TAKE A LOOK INTO WHAT WE DO AND HOW WE CAN HELP INFORM THE STATE POLICY DISCUSSIONS. 
          UM, SO AGAIN, IT'S VERY COMPREHENSIVE DOCUMENT. 
          UM, WE, UM, IT, IT DOESN'T MAYBE HAVE EVERY SINGLE SPECIFIC, UM, ITEM ON THIS DOCUMENT, BUT WE THOUGHT IT WOULD BE A GOOD, UM, A STARTING PLACE FOR, FOR, AGAIN, THOSE IN SACRAMENTO TO TAKE OUR FEEDBACK INTO CONSIDERATION. 
          UM, AGAIN, SEEING UNDERLYING THE WORD THERE, AS PER MENTIONED, IT'S MEANT TO BE A MULTI-YEAR FRAMEWORK. 
          UM, GOVERNORS AND STATE SUPERINTENDENTS TEND TO BE AROUND BETWEEN FOUR AND EIGHT YEARS. 
          UM, AND IT HAS BEEN PUBLICLY STATED. 
          UM, DIFFERENT ARTICLES HAVE INDICATED, UM, THAT, UH, IT'S POSSIBLE THAT THE INCOMING GOVERNOR, UM, WOULD BE, UM, UH, PERHAPS THE FIRST YEAR IN OFFICE WILL BE, UH, ASSESSING WHAT'S HAPPENING IN ALL PUBLIC POLICY AREAS, INCLUDING EDUCATION. 
          SO WE DON'T FORESEE THAT THERE WOULD BE A WHOLE LOT OF, UH, MAJOR CHANGES THAT WOULD BE, UM, UH, INTRODUCED BY ANY NEW GOVERNOR COME JANUARY. 
          UM, BUT AGAIN, WE'RE SEEING AS A DOCUMENT BEING A FRAMEWORK FOR THE MULTI-YEAR ADVOCACY. 
          UM, AND I'LL TALK ABOR A LITTLE BIT MORE LATER ABOUT WHAT SOME IDEAS THAT WE WOULD BRING FORWARD FROM THIS DOCUMENT INTO WHAT THE BOARD WILL BE ASKED TO APPROV IN DECEMBER AS PART OF THE ADVOCACY AGENDA. 
          UM, SO I'LL WAIT FOR THOSE EXAMPLES A LITTLE BIT LATER. 
          UM, THE DOCUMENT HAS, AGAIN, VARIOUS SECTIONS THAT ARE IN THE TABLE OF CONTENT, UM, INCLUDING THIS ONES THAT YOU SEE HERE. 
          UM, IT, IT, UH, CALLS OUT SPECIFIC AREAS WHERE, AGAIN, THERE'S STILL LEFTOVER WORK FOR THE STATE OF CALIFORNIA TO ENDEAVOR AND ENGAGE IN. 
          UM, AND THERE'S PROBABLY OTHER AREAS THAT, UH, COULD BE FURTHER INCLUDED. 
          UM, THE ONE AREA THAT I WANT TO MENTION IS, UH, WE FOCUS ON ADD FUNDING ADEQUACY, SORT OF AS A CATCH ALL FOR VARIOUS DIFFERENT, UM, REVENUE IDEAS AND OTHER SECTIONS. 
          AND YOU'LL HEAR ME A LITTLE BIT MORE, BUT FOR THE MOST PART, THIS IS MEANT TO BE A POLICY DOCUMENT, UM, BECAUSE POLICY IDEAS IS REALLY WHAT CALIFORNIA DRIVES. 
          UM, AND, AND AGAIN, REVENUE AND POLICY AND FUNDING IS SORT OF ANOTHER PART OF THE EQUATION OF THE STATE'S, UM, UH, UH, RESPONSIBILITY. 
          UM, AND AGAIN, REALLY ARTICULATING WHY L-A-U-S-D, UM, CAN HELP BE A, A LEADER IN THIS EFFORT IN HELPING TO INFORM STATE LAWMAKERS. 
          WE HAVE THE FIRST SECTION ON ACADEMICS. 
          UH, WE HAVE SUBSECTIONS FOR MOST OF THE, OF THE CATEGORIES. 
          UH, FOR THIS SECTION. 
          AS YOU CAN SEE, WE HAD FIVE AREAS FOCUSING AROUND EARLY EDUCATION, KNOWN AS A HIGH PRIORITY FOR OF THE BOARD AND OUR SUPERINTENDENT AND OUR LEADERSHIP. 
          UM, OUR COMMITMENT TO SUPPORTING THE YOUNGEST LEARNERS, UH, IN A MULTI, UM, UH, SYSTEM OF SUPPORT, UM, UM, MULTI DELIVERY SYSTEM WITH, UH, CHILDCARE PROVIDERS AND, AND OUR OWN OFFERING. 
          THE SCHOOL DISTRICT. 
          MANDATORY KINDERGARTEN IS AN AREA THAT WE IN THE PAST HAVE SPONSORED LEGISLATION CO-SPONSORED WITH THE STATE, PTA, THE STATE TEACHERS ASSOCIATION, UM, CTA IN HELPING TO, UM, MAKING KINDERGARTEN A MANDATORY GRADE LEVEL IS AN AREA THAT WE WANT TO CONTINUE TO ADVOCATE FOR. 
          UM, BECAUSE NOW THAT WE HAVE UNIVERSAL TICKET FOR ALL 4-YEAR-OLD KIDS, IT MIGHT MAKE SENSE FOR NOW THAT FOR IT TO BE THE RIGHT TIME, UH, FOR CALIFORNIA TO, UM, ENSURE FAMILIES HAVE KIDS, UM, READY TO BEGIN WHEN THEY ENTER FIRST GRADE. 
          AND AGAIN, RIGHT NOW IT'S, UM, AMBIGUOUS BECAUSE KIDS DON'T COME TO, UH, KINDERGARTEN AS A REQUIRED GRADE LEVEL. 
          UM, AND THERE'S DATA THAT SHOWS THAT KIDS COULD BE, UM, MUCH MORE ACADEMICALLY PREPARED, SOCIAL EMOTIONALLY PREPARED IF THEY HAVE TK AND KINDERGARTEN IN THEIR, UM, IN THEIR EARLIER YEARS. 
          UM, WE HAVE A SECTION ABOUT TEACHER PREPARATION. 
          THAT SECTION HAS, IF ANYTHING, A LOT OF QUESTIONS, UM, SOME OBSERVATIONS WE HAVE REGARDING, UM, HOW CURRENTLY WHAT, UM, TEACHERS ARE EXPECTED OR OR OTHER SUPPORT STAFF, UM, INCLUDING SCHOOL COUNSELORS AND OTHERS, WHAT THEY'RE EXPECTED TO KNOW IN THEIR CREDENTIAL, THAT THERE MIGHT NOT BE CONSISTENCY IN WHAT THEY'RE ACTUALLY DOING, UH, SUPPORTING STUDENTS. 
          UM, SO WE, UM, POSE SOME QUESTIONS FOR THE STATE TO CONSIDER, UM, HOW THERE MIGHT NEED TO BE, UM, STRONGER, UM, UH, REVISIONS TO THE CREDENTIALING PROGRAM, AND ALSO JUST THE ROLE FOR UNIVERSITIES, UM, WHEN THEY ARE, UM, DURING THE INDUCTION TIME WHEN THEY'RE GETTING TEACHERS READY FOR AND OTHER EDUCATORS, UM, READY TO COME TO SCHOOLS. 
          WE HAVE, UM, UH, A SECTION ABOUT CURRICULUM AND GRADATION REQUIREMENTS. 
          UM, THAT SECTION SPECIFICALLY CALLS OUT, UM, THE VARIOUS, UH, CONCERNS. 
          WE HAVE THAT OVER MANY YEARS, EVERY SINGLE YEAR, THE EASIEST BILLS FOR 
          [00:10:01]
LEGISLATORS TO GET SIGNED INTO LAW TEND TO BE THE ONES THAT JUST ADD SOMETHING ELSE TO THE CURRICULUM, UM, OR TO THE INSTRUCTIONAL MINUTES. 
          UH, HOWEVER, AS YOU KNOW, THE SCHOOL DAY, THE SCHOOL HOURS AND THE SCHOOL YEAR IS NOT GETTING ANY LONGER, AND YET THE STATE'S NOT, UH, REMOVING ANYTHING FROM WHAT WE ARE EXPECTED TO TEACH STUDENTS. 
          UM, SO THERE'S A MAJOR CONCERN THAT THEY'RE JUST CROWDING THAT CURRICULUM WITHOUT REALLY TAKING A HOLISTIC, COMPREHENSIVE APPROACH AND ENSURING THAT WHATEVER THEY'RE EXPECTING KIDS TO LEARN AND, AND, AND KNOWING SCHOOLS THAT IT WILL PREPARE THEM, UM, FOR WHAT THEY NEED TO KNOW WHEN THEY GRADUATE FROM HIGH SCHOOL AND GO ON TO PURSUE COLLEGE OR CAREER OPTIONS. 
          UM, SO REALLY ASKING THE STATE TO TAKE A STEP BACK BEFORE JUST KEEP GETTING, UM, THOSE BILLS SIGNED INTO LAW. 
          UM, AND SAME THING WITH GRADUATION REQUIREMENTS. 
          UM, THE, AGAIN, THE, THE YEAR, THE DAYS AND MINUTES ARE NOT GETTING ANY LONGER AND, AND YET THE REQUIREMENTS, UH, FOR GRADUATION HAVE CONTINUED TO INCREASE. 
          UM, AND THEN LASTLY, COLLEGE AND CAREER READINESS. 
          THERE WAS, UM, GOVERNOR NEWSOM COMMISSIONED A REPORT CALLED THE MASTER PLAN FOR CAREER EDUCATION, UM, THAT CAME OUT A YEAR OR TWO AGO, UM, WHERE, WHEREAS L-A-U-S-D, WE HAVE BEEN AT THE FOREFRONT OF CONTINUING TO FIND PATHWAYS FOR OUR STUDENTS. 
          UM, WE BELIEVE THERE'S AN OPPORTUNITY FOR THE STATE, NOT JUST LOOK AT WHAT WE'RE DOING AND, AND HOW WE'RE SUPPORTING STUDENTS WITH EXPANSION TO DUAL ENROLLMENT AND OTHER OFFERINGS, BUT REALLY THINKING AT THE STATE, UM, WHAT ELSE, UH, CAN BE DONE TO BETTER SUPPORT THOSE PATHWAYS AND OTHER OPTIONS FOR STUDENTS. 
          NOW WE'RE, OOPS, WHATEVER. 
          ALRIGHT. 
          UM, ACCOUNTABILITY, THAT'S ANOTHER SECTION. 
          UM, IT'S ONE WHERE THERE'S ONGOING DISCUSSION AT THE STATE LEVEL. 
          AND DESPITE THE STATE BOARD OF EDUCATION MAKING SOME MAJOR CHANGES TO THE DASHBOARD THIS YEAR, UM, THERE'S A SCIENCE INDICATOR THAT WILL BE ADDED ONTO THE DASHBOARD. 
          UM, THERE'S SOME, THERE WERE SOME, UH, TWEAKS MADE TO THE ACCOUNTABILITY SYSTEM. 
          WE FEEL LIKE THE STATE STILL HAS SOME WORK TO DO, UM, ESPECIALLY IN CONSIDERING HOW TO BETTER STREAMLINE AND MAKE COHERENT THE VARIOUS RE REPORTING REQUIREMENTS, UM, AND THE, THE RESPONSIBILITIES THAT THEY, UM, IMPOSE ON SCHOOL DISTRICTS AND, AND SCHOOL DISTRICT, UH, SCHOOL SITES, PRINCIPALS AND OTHER EDUCATORS, UM, TO ENSURE THAT WE'RE NOT JUST AT THE STATE'S, NOT JUST ADDING MORE, UH, REQUIREMENTS, UM, FOR THE SAKE OF, UM, REPORTING INFORMATION THAT MAY NO LONGER BE NECESSARY OR MAYBE DUPLICATIVE. 
          UM, SO THAT'S AN AREA THAT WE WANTED TO CALL OUT BECAUSE AGAIN, THE STATE'S MAKING SOME CHANGES TO THE LOCAL CONTRACT ACCOUNTABILITY PLAN, THE ACCOUNTABILITY SYSTEM, THE DASHBOARD. 
          BUT, UM, WE DON'T THINK THAT IT, IT IS, UH, COMPLETE. 
          UM, AND, AND THAT DISCUSSION MAY CONTINUE THROUGHOUT NEXT YEAR, THE YEARS AHEAD. 
          UM, THIS, THE GOVERNOR, INCOMING GOVERNOR, THEY WILL ALSO HAVE AN OPPORTUNITY TO APPOINT A NEW EDUCATION COMMISSIONER. 
          UM, BY JANUARY, THAT COMMISSIONER WILL BE DEVELOPING A, UM, A PLAN OR RECOMMENDATIONS WITHIN THE NEXT NINE MONTHS, UH, BY NEXT FALL OF 2027. 
          UM, SO THE STATE BOARD OF EDUCATION, UH, THERE MAY BE NEW APPOINTEES, UH, MADE BY THE, BY THE INCOMING GOVERNOR. 
          SO WE JUST WANTED TO REALLY, UH, FRONT AND CENTER THIS DISCUSSION. 
          SO THAT'S NOT GET LOST INTO THE CONVERSATION IN SACRAMENTO. 
          FUNDING ADEQUACY. 
          WE ALSO HAVE QUITE A FEW PAGES. 
          UM, UH, DID OUR BEST TO TRY TO CAPTURE MANY OF THE COMMENTS FROM THE BOARD. 
          UM, EVEN THOUGH THIS DOCUMENT WAS ALREADY COMPLETED EARLIER THIS MONTH, UM, WE DID FOR, FOR THE PURPOSE OF TODAY AS A ILLUSTRATION. 
          UM, WE KNOW MY TEAM AND I, WE DO, UH, MONITOR CLOSELY THE BOARD DISCUSSION, UM, EVERY BOARD MEETING, UH, I KNOW ADV ADVOCACY ON, UH, FUNDING AND OTHER AREAS CONTINUES TO COME UP. 
          UM, THESE SLIDES ARE JUST FROM LAST WEEK'S, UM, UH, UH, UM, BOARD MEETING ON, UH, SEPTEMBER 15. 
          UM, BUT THE DOCUMENT ITSELF, WE DO HAVE, UM, SIX AREAS WHERE WE, UH, TRY TO DO OUR BEST TO CAPTURE THE WAYS THAT WE WANT THE STATE TO LEAD WHEN IT COMES TO SUPPORTING OUR FUNDING NEEDS FOR, FOR OUR STUDENTS. 
          ONE, FIRST AND FOREMOST, MORE IMMEDIATE, UH, WHICH WOULD HELP, UM, ALSO WITH OUR 20 27, 28 IMMEDIATE BUDGET ADVOCACY AS BRIAN CHAIN MENTIONED. 
          UM, THAT WOULD BE PERTAINING PROP 98. 
          UH, WE HAVE A SECTION THAT REALLY UNDERSCORES THE ROLE OF THE STATE TO, UM, FULFILL THE VOTER, THE WILL OF THE VOTERS FROM 1980 EIGHTS PASSING OF THE PROP 98 INITIATIVE. 
          UM, WE REMIND THEM ABOUT THE, THEY SHOULD NOT BE WITHHOLDING FUNDING. 
          UM, THEY SHOULD BE, UM, DEPOSITING THE MINIMUM REQUIREMENT TO THE STATE REIGNING DAY FUND FOR PROP 98. 
          UM, BUT AGAIN, WE, WE NEED THE MONEY FOR SCHOOLS AND STUDENTS RIGHT NOW. 
          UM, SO THAT'S A BIG SECTION ON THAT. 
          UM, THERE WILL BE, WE ANTICIPATE AN ONGOING CONVERSATION IN SACRAMENTO THROUGHOUT NEXT YEAR, UH, ON UPDATING THE LOCAL CONTROL FUNDING FORMULA. 
          IT WAS, AS YOU ALL KNOW, ESTABLISHED IN 2013 UNDER A FORMER GOVERNOR. 
          UH, GOVERNOR NEWSOM, UH, MADE SOME TWEAKS TO THE FORMULA WITH LEGISLATIVE INVOLVEMENT THIS, THIS LAST EIGHT YEARS. 
          UM, HOWEVER, THERE'S BEEN A, A RENEWED INTEREST FROM LEGISLATORS, UH, WITH THE, WITH TERM LIMITS, ALL OF THEM. 
          NOW, THIS WILL BE THE FIRST TIME THAT THERE'LL BE AN ENTIRE NEW, UM, ALL LEGISLATORS COME 2027. 
          NONE OF THEM WERE AROUND IN 2013. 
          THE ONLY TWO THAT WERE LEFT OVER WAS MECHI FROM TORRANCE AND LA UNIFIED SCHOOLS THAT REPRESENTED OUR SCHOOLS. 
          AND THEN CO SILVA FROM ORANGE COUNTY. 
          BOTH OF THOSE LEGISLATORS, UM, ARE TERMED OUT, AND THEREFORE, ALL 120 OF THEM WERE NOT AROUND IN 2013. 
          UM, THERE WAS A BILL BY A NUMBER, DAVID ALVAREZ FROM 
          [00:15:01]
SAN DIEGO, THAT CHAIR OF THE BUDGET SUBCOMMITTEE ON SCHOOL FINANCE, UH, AB 1204, WHICH WE SUPPORTED. 
          UM, THAT BILL DID NOT MOVE FORWARD'S A MULTI-BILLION DOLLAR BILL. 
          UM, SO WE, WE ANTICIPATE THAT THROUGH HIS LEADERSHIP WITH THAT LEGISLATION THAT THE LEGISLATURE WANT TO CONTINUE TO DISCUSS. 
          ITS MOVING INTO THE NEW YEAR WITH THE NEW GOVERNOR. 
          UM, AND WE, AS HAS BEEN DISCUSSING PRIOR SESSIONS, UM, THERE ARE SOME IMPROVEMENTS TO THE FORMULA THAT COULD HELP L-A-U-S-D, UM, WITH OUR, UM, THE WAY THAT WE, UH, SUPPORT OUR STUDENTS. 
          UM, UH, AND THEN LASTLY, WE DO CONTINUE TO, UM, UH, UNLESS THE CHANGE OF DIRECTION FROM THE BOARD, AS OF NOW, OUR PRIORITIES REMAIN. 
          LCFF IS GOOD FOR SCHOOL DISTRICTS AND STUDENTS. 
          IT PROVIDES LOCAL CONTROL, ACCOUNTABILITY, AND, UH, DISCRETION FOR HOW TO LEVERAGE THOSE STATE RESOURCES FOR THE NEEDS OF OUR STUDENTS INSTEAD OF CUTTING CATEGORICALS FROM THE STATE ENROLLMENT BASED FUNDING. 
          I KNOW IT WAS A, A BRIEF, UM, CONVERSATION AT LAST WEEK'S BOARD MEETING DURING THE FISCAL SOLUTION PLAN CONVERSATION AROUND ADVOCACY. 
          UM, SOME OF THE COMMENTS MADE BY THE BOARD MEMBERS THERE. 
          UM, I MENTIONED, UM, WE HAD A BILL THAT GOT SENT INTO LAW, A STUDY BILL SENATE, THE BILL 98, UM, $7 BILLION ROUGHLY FOR THE STATE TO GO INTO ENROLLMENT BASED FUNDING. 
          WE'RE LOOKING AT A FEW MORE INCREMENTAL POLICIES. 
          UM, AND THAT WOULD BE ONE EXAMPLE THAT I ANTICIPATE BRINGING TO THE BOARD FOR ADOPTION AS A SPONSORED BILL FOR 27. 
          UM, UH, THAT WOULD BE, UH, LIKE ONE OF THE, THE MORE SPECIFIC ACTIONS THE BOARD WOULD BE ASKED TO TAKE, UM, AT THE DECEMBER 15 BOARD MEETING FOR THE IMMEDIATE 27, UM, UH, SPONSORED BILL LEGISLATION. 
          AND AGAIN, MORE DETAILS TO COME ON THAT END. 
          SPECIAL EDUCATION, DESPITE THE GOVERNOR'S, UM, BEST EFFORT AND, AND LEGISLATIVE COMMITMENTS THIS YEAR. 
          UH, $2.4 BILLION OF ONGOING FUNDING FOR THE AB 6 0 2 SPECIAL EDUCATION FUNDING FORMULA OF RAISING THE REVENUES, UM, BASE RATE FOR ALL SCHOOL DISTRICTS TO SUPPORT KIDS WITH DISABILITIES. 
          THERE WAS SOME IMPROVEMENT TO THE, UM, UH, HIGH COST INCIDENT POOL, UM, LOW COST INCIDENT POOL, AND, UM, AND HOW WE SUPPORT KIDS WITH MORE, UH, MODERATE TO DEGREE DISABILITIES. 
          THE CONCERN WE HAVE IS THAT THE FUNDING REIMBURSEMENT IS NOT SUFFICIENT TO COVER THE TRUE CAUSE OF SERVING THOSE HIGHER NEED STUDENTS, UH, WITH HIGHER NEED AND DISABILITIES. 
          UM, SO WE WANT TO CONTINUE TO ADVOCATE FOR THAT BECAUSE IT IS A HUGE, UH, CONTRIBUTION THAT THE DISTRICT PROVIDES OUT OF OUR GENERAL FUND, UM, TO CONTINUE TO SUPPORT STUDENTS, UM, AS LEGALLY REQUIRED AND, AND ALSO THE RIGHT THING TO DO, FINDING HEALTHCARE AND PENSION COSTS. 
          UM, I KNOW ALSO A BRIEF REFERENCE LAST WEEK'S MEETING. 
          UM, IT IS AN AREA THAT WE ALREADY, BASED ON FEEDBACK FROM THE BOARD OF MEMBERS AND, AND WHAT WE KNOW ABOUT OUR PRIORITIES, UH, WE HAD ALREADY INCLUDED A SECTION IN THE DOCUMENT THAT TALKS ABOUT, UM, FOR THE STATE TO CONSIDER IF THEY WERE TO EVER GO INTO A SINGLE, UH, HEALTHCARE HEALTH, UM, PAY SINGLE PAYER HEALTH SYSTEM, UM, PERHAPS THEY SHOULD START OFF WITH, UM, EDUCATORS. 
          UM, GIVEN THAT THAT IS A HUGE, UM, THERE'S A LOT OF EMPLOYEES IN THE, UM, THE EDUCATION SPACE, UM, ACROSS THE STATE. 
          AND ALSO IT IS A, A COST THAT WE PAY FOR ALONG WITH PENSION COST. 
          AND SO, UH, IT IS AN AREA THAT, UM, I KNOW SOME OF OUR LABOR PARTNERS, UM, IN SACRAMENTO AND ELSEWHERE ALSO INTERESTED IN. 
          UM, AND LASTLY, STATE REVENUE SOLUTIONS. 
          UM, THIS, UM, SPEAKS TO SOME OF THE WORK OF OUR, UH, REVENUE, PUBLIC EDUCATION REVENUE TASK FORCE. 
          UH, WE'VE HAD TWO MEETINGS, TWO MEETINGS TODAY. 
          WE HAVE OUR NEXT MEETING COMING UP IN MID-OCTOBER. 
          UM, IT IS THE INTENT OF THIS REVENUE TASK FORCE TO COME UP WITH A LETTER FOR THE NEXT ADMINISTRATION, UM, STATE LAWMAKERS PROVIDING A LIST OF IDEAS THAT, UM, THAT THE TASKFORCE WOULD EMBRACE AND ENCOURAGE THE STATE TO, UH, TO LOOK INTO FOR THEIR EXPLORE AND ADOPT. 
          UM, SO THIS REVENUE SOLUTION SECTION PROVIDES SOME EXAMPLES OF THE AREAS THAT OUR TASKFORCE ARE ALREADY, UM, SPOKEN ABOUT. 
          UM, THERE IS, UH, A PRIMER THAT WAS, IS PUBLICLY AVAILABLE, UM, THAT THE TASK FORCE HAS DISCUSSED IN OUR TWO MEETINGS. 
          UM, HAS CLOSE TO ABOUT A DOZEN, IF NOT MORE IDEAS, UM, FOR NEW REVENUE. 
          UM, AND AGAIN, THAT HAS BEEN INFORMED BY OUR LABOR PARTNERS AND OTHER COMMUNITY, UH, LOCAL AND STATEWIDE GROUPS. 
          UM, PART OF THIS, THIS GROUP. 
          UM, SO, UM, MY POINT ON THIS REVENUE SOLUTION ITEM ON THE DOCUMENT, IT'S ONLY A FEW EXAMPLES THAT WE ADD. 
          UM, BUT IT DOESN'T MEAN THAT IT, IT'S ALL OF THE EXAMPLES. 
          THERE'S A LOT OF OTHER AREAS THAT WE WOULD BE WILLING AND ABLE TO SUPPORT, UM, IF'S THROUGH THE LEGISLATIVE ROUTE. 
          UM, GIVEN THAT WE HAVE LIMITATIONS IN BEING ABLE TO ENDORSE AS A DISTRICT, THE BOARD CAN TAKE ACTION FOR BALLOT INITIATIVES, BUT AS A DISTRICT, WE WOULD BE LIMITED IN WHAT WE CAN SAY, UH, PUBLICLY SUPPORTING FOR BALLOT INITIATIVES. 
          SO AGAIN, UM, THIS IS MEANT TO BE JUST, UM, AT THE BEGINNING OPENING THE CONVERSATION, LETTING LAWMAKERS KNOW THAT WE HAVE THIS REVENUE TASK FORCE, AND THEN WE ALSO HAVE INTEREST AS A SCHOOL DISTRICT TO SUPPORT THEIR EFFORTS IN SACRAMENTO. 
          UM, AND, AND ONE THING I, I, UM, FAILED TO MENTION AT THE BEGINNING WHAT WE TRY TO DO THROUGHOUT THE DOCUMENT, YOU MAY HAVE NOTICED THAT WE INCLUDED RESEARCH. 
          WE WANTED TO INCLUDE, UM, OTHER THIRD PARTY ENTITIES, UM, NONPARTISAN ENTITIES THAT WOULD BE ABLE TO BACK OUR, OUR RECOMMENDATIONS OR SUPPORT OUR SUGGESTIONS. 
          SO IT'S NOT JUST 
          [00:20:01]
L-A-U-S-D THINKS THIS, BUT YOU KNOW, WE ARE ABLE TO SAY, WE THINK THIS, AND IT'S BACKED BY RESEARCH AND OTHERS WHO HAVE LOOKED INTO THE ISSUE MORE CAREFULLY. 
          SO WE BUILD OUR CREDIBILITY, UM, IN COMING UP WITH THIS DOCUMENT. 
          UM, WE HAVE A VERY SHORT SECTION REGARDING AI. 
          UM, IT IS, UM, MOSTLY, IF ANYTHING, A A SECTION THAT JUST TOUCHES SLIGHTLY ON THE NEED FOR THE STATE TO CONTINUE TO, UM, EXPLORE, UM, WHAT ARE MORE GUARDRAILS BEYOND WHAT THE GOVERNOR, GOVERNOR NEWSO SIGNED IN IN RECENT WEEKS. 
          UM, THERE'S NO PARTICULAR CALL TO ACTION ABOUT, WE WANT YOU TO DO X, Y, AND Z, BUT JUST MORE OF A CONVERSATION THAT WE AT L-A-U-S-D, OTHER SCHOOL DISTRICTS, UM, EXPECT THE STATE TO LEAN IN AND DO THE RIGHT THING FOR CHILDREN AS WE, UM, YOU KNOW, HAVE OUR OWN AI, UM, AD HOC COMMITTEE. 
          UM, IT IS AN AREA THAT, AGAIN, WE SPECIFICALLY DIDN'T PUT ANYTHING, UH, PARTICULAR IDEAS FOR, FOR STATE ACTION, BECAUSE WE DID NOT WANT TO GET AHEAD OF THE AI AD HOC COMMITTEE THAT THE, THE SCHOOL DISTRICT AND THE SCHOOL BOARD, UM, CREATED. 
          BUT WE WANTED TO AT LEAST BE ABLE TO HAVE A PLACEHOLDER THAT IN FUTURE YEARS, DEPENDING ON THE, OUR OWN POLICY, OUR OWN WORK, UH, WE WOULD BE ABLE TO REMIND THE GOVERNOR, REMIND THE STATE LEGISLATORS AND THE STATE SUPERINTENDENT THAT THERE'S STILL A ROLE FOR, UH, FOR THEM TO PLAY. 
          UH, ESPECIALLY WITH, UM, AGAIN, WITH THE NEW GOVERNOR COMING IN EMERGENCIES. 
          UM, OUR COMMUNITIES HAS, YOU KNOW, UM, YOU KNOW BETTER THAN I DO AS, AS THE REPRESENTATIVES OF YOUR, OF YOUR OWN CONSTITUENTS. 
          OUR COMMUNITIES HAVE BEEN THROUGH A LOT THIS LAST TWO YEARS, ESPECIALLY. 
          UM, WE TAKE IT BACK TO COVID, BUT EVEN MORE SO MORE RECENTLY WITH THE PALATES FIRES AND THE LINEAGE FIRE. 
          UM, IN JUNE AND JULY, AND EVEN TO THIS DAY, WE WANTED TO JUST HAVE A SECTION AGAIN, UM, REMINDING THE STATE THAT THERE NEEDS TO CONTINUE TO BE, UM, REFINEMENTS AND TWEAKING TO, UH, STATE LAWS AND HOW WE ARE SUPPORTED IN A, IN A CRISIS. 
          UH, WE CANNOT WAIT FOR THE STATE BUREAUCRACY AND EDUCATION CODE TO, TO CATCH UP TO WHAT WE NEED AT AN ANY MOMENT, UH, WITH ANY NEW, NEW EMERGENCY. 
          AND SO WE WANTED TO AT LEAST BE ABLE TO HAVE A SHORT SECTION THERE TO REMIND THEM THAT THERE MIGHT NEED TO BE ADDITIONAL, UH, ENGAGEMENT ON THAT END SCHOOL FACILITIES. 
          UM, IT IS AN ONGOING EFFORT, UM, THROUGH THE, THE, UM, LEADERSHIP OF THE BOARD AND, UM, OUR STAFF, UH, JUST MAKING SURE THAT WE ARE LEVERAGING AND MAXIMIZING, UM, UH, OUR, UH, TAX RESOURCES THROUGH THE LOCAL SCHOOL BONDS. 
          UM, NOW IN, IN OUR ENDEAVOR, WE'RE LOOKING AT WHAT CAN THE STATE DO, UM, TO BETTER SUPPORT US IN, IN OUR, OUR COST EFFECTIVE WAYS TO, TO, UM, BUILD AND RETROFIT SCHOOLS. 
          UM, SO WE HAVE A FEW AREAS THAT WE RECOMMEND THE STATE FOR THEM TO STREAMLINE, UM, POLICIES, UM, AND ALSO JUST BEING ABLE TO, UH, HELP US CONSIDER, UM, YOU KNOW, IS THERE A ROLE FOR THE STATE TO PLAY. 
          UM, AND AGAIN, THAT'S A BIG IF, UM, UH, IN ANY DECISION MAKING, UH, PROCESSES OR, UM, SUGGESTIONS FOR DISTRICTS ACROSS CALIFORNIA, UH, WHEN IT COMES TO, UM, EXAMINING SCHOOL FOOTPRINT AND WHAT WE HAVE, AND THERE MAY BE MORE SPECIFICS ON THE SCHOOL FACILITIES. 
          UM, MORE SPECIFICS, UM, REGARDING, UM, ANTIQUATED LAWS THAT WE NEED TO TWEAK. 
          UM, AND EVERY YEAR, OUR OFFICE OF GOVERNMENT RELATIONS, WE BRING BETWEEN ONE AND TWO BILLS THAT WE SPONSOR, UM, JUST GIVEN A LARGE BOND PROGRAM. 
          UM, THE WAYS THAT WE BRING FORWARD THIS YEAR, WE HAD TWO BILLS IN SACRAMENTO THAT ARE MOVING THEIR WAY TO THE GOVERNOR WHEN WE EXPECTED THAT BOTH OF THEM WILL BE SIGNED INTO LAW. 
          UM, SO, SO I ANTICIPATE THAT IN, IN DECEMBER, WE'LL BRING FORWARD POSSIBLY ONE, POSSIBLY TWO, MAYBE UP TO THREE BILLS REGARDING FACILITIES THAT IS MORE IMMEDIATE NEEDS FOR 2027 FOR THE STATE TO ADDRESS STUDENT HOUSING. 
          UM, WE, UM, KNOW THAT THERE'S OBVIOUSLY, THERE'S A LOT OF STUDENT POPULATIONS THAT WE SERVE THAT ARE VERY IMPORTANT AND DEAR TO OUR HEART AND THE WORK THAT WE DO. 
          UM, SO, YOU KNOW, THIS IS THE ONLY STUDENT GROUP THAT WE CALLED OUT, UM, OF, AND, YOU KNOW, THEIR SPECIAL EDUCATION. 
          BUT THAT WAS MORE ON THE, ON THE FUNDING REIMBURSEMENT SIDE. 
          BUT ON THIS ONE, GIVEN THAT, UM, AGAIN, THERE'S BEEN A LOT OF EMPHASIS IN SACRAMENTO AROUND HOME, UM, JUST AFFORDABILITY AND HOW DO WE, UM, THE STATE CREATED MORE HOUSING, UM, OPTIONS FOR FAMILIES. 
          WE JUST WANTED TO UPLIFT, UM, A, A RECENT REPORT THAT CAME OUT FROM UCLA, JUST WITHIN THE NEXT, LAST ONE OR TWO MONTHS THAT REALLY TALKS ABOUT THE, THE WAYS THAT THE STATE CAN CONTRIBUTE TOWARDS ADDRESSING HOMELESSNESS AND SUPPORTING STUDENTS, UM, WHICH IS ONE OF THE RATIONALES WHY WE INCLUDED THIS, THIS, UM, POPULATION AND, AND REALLY ASKING THE STATE TO LOOK ABOUT WHAT'S THEIR ROLE IN HELPING TO ENSURE THE SYSTEMS ARE ALIGNED, THERE'S BETTER DATA SHARING, AND HOW THEY WORK AND EXPECT SUPPORT FROM THE COUNTIES AND WHAT THEY DO LOCALLY. 
          UM, AS I WRAP UP MY PRESENTATION, THEN OPEN UP FOR ANY QUESTIONS, FEEDBACK, OR, OR DISCUSSION WITH YOU ALL. 
          UM, I WILL JUST OUTLINE BRIEFLY THE NEXT STEPS OF THIS DOCUMENT. 
          UM, SO AGAIN, IT IS A MULTI-YEAR EFFORT. 
          SOME OF THESE IDEAS, I'LL SAY, FOR EXAMPLE, UM, UH, ENROLLMENT BASED FUNDING, SPECIAL EDUCATION FUNDING AFTER THE STATE GAVE A $2.4 BILLION INCREASE, YOU KNOW, FOR ALL SCHOOLS THROUGHOUT CALIFORNIA. 
          THIS, IN THIS CURRENT 
          [00:25:01]
FISCAL YEAR, BUDGET YEAR. 
          UM, IT MIGHT TAKE A FEW YEARS TO BUILD A COALITION AND GET SUPPORT FROM A NEW GOVERNOR AND, AND STATE LAWMAKERS, UM, ESPECIALLY BECAUSE THEY FIRST HAVE TO PAY BACK THE $3.9 BILLION THAT THE, THAT WITHHOLDING THAT THEY DID, UM, IN, IN THIS FISCAL YEARS, UM, BUDGET. 
          UM, SO THIS WILL BE A ROADMAP, UM, FOR THE NEXT SEVERAL YEARS. 
          UM, I, I, UM, IMPLORE TO YOU, UM, THAT IF THERE'S AN AREA THAT YOU DON'T SEE HERE AND YOU'RE CONCERNED THAT IS MISSING, I WOULD NOT BE SO CONCERNED BECAUSE OUR COMMITMENT IS TO COME BACK TO YOU IN DECEMBER, DECEMBER 15TH. 
          THAT'S THE NEXT BOARD MEETING IN DECEMBER. 
          UM, SO YOU CAN PUT THAT AS, AS OUR COMMITMENT TO YOU TO COME BACK. 
          AND IF THERE'S SOMETHING MORE IMMEDIATE THAT NEEDS TO BE ADDRESSED FOR 2027, WHETHER IT BE ON POLICY OR FUNDING, THAT WOULD BE THE PLACE WHERE WE'D BE LOOKING TO ADD IT TO THE DOCUMENT. 
          LET'S SAY THE NEXT YEAR, A NEW ISSUE COMES UP THAT WE WERE NOT ANTICIPATING, UM, IN THAT ANNUAL PROCESS THAT THE BOARD HAS BEEN, UM, YOU KNOW, EVERY YEAR IN DECEMBER, TYPICALLY AROUND DECEMBER BEFORE THE BEGINNING OF A NEW, UH, CALENDAR YEAR, UM, THERE'S SOMETHING MORE IMMEDIATE THAT COMES UP THAT WOULD BE THE PLACE FOR THE BOARD TO ONCE AGAIN WEIGH IN AND BE ABLE TO APPROVE THE PRIORITIES FOR THAT IMMEDIATE, UM, UPCOMING, UH, LEGISLATIVE CYCLE. 
          SO THIS DOCUMENT, WE ARE NOT INTENDING AT THIS TIME TO BE UPDATING IT ANYTIME SOON BEYOND ANY FEEDBACK WE GET FROM YOU TODAY. 
          IT IS THE GOAL THAT THIS DOCUMENT WOULD BE, UM, WE CAN CALL IT A LIVING DOCUMENT THAT WITHIN FOUR YEARS, WITHIN EIGHT YEARS, DEPENDING ON THE CHANGE OF, OF STATE ADMINISTRATIONS WITH, IF THERE'S A NEW GOVERNOR IN FOUR YEARS, IN EIGHT YEARS FROM NOW, UM, THERE WOULD BE AN EFFORT AT THE TIME TO MORE HOLISTICALLY THINK ABOUT WHAT ELSE IS LEFT, UH, LEFT TO DO. 
          UM, THAT WOULD BE AN OPPORTUNITY TO, TO, UM, MOVE FORWARD THOSE IDEAS. 
          BUT AGAIN, EVERY YEAR THE BOARD HAS AN OPPORTUNITY TO CONTINUE TO HELP INFORM AND ADVISE ULTIMATELY WHAT WE BRING TO YOU FOR YOUR ADOPTION. 
          AND, UH, WE ALSO HAD, MY OFFICE HAD A SURVEY OPPORTUNITY, UM, TO GET FEEDBACK FROM BOARD OFFICES. 
          MY TEAM AND I ARE CURRENTLY LOOKING AT IDEAS FOR 2027 THAT ARE MORE IMMEDIATE. 
          WE CANNOT WAIT. 
          UM, AGAIN, SOME OF THOSE EXAMPLES THAT YOU MIGHT SEE COMING IN DECEMBER, DEPENDING ON THE URGENCY. 
          UM, GIVEN THAT WE HAVE OTHER THINGS THAT MAY NEED TO, WE CANNOT WAIT ANY LONGER FOR, FOR, YOU KNOW, TWO OR THREE YEARS OF, UM, NOT HAVING STAYED, UH, CHANGING LAW, UM, MANDATORY KINDERGARTEN, FOR EXAMPLE. 
          UM, MAYBE IT IS STARTING AT THE CONVERSATION, YOU KNOW, SHOULD IT BE THERE A RIGHT TIME TO DO IT IN 2027, UM, BECAUSE IT MIGHT BE, AGAIN, TESTING THE WATERS IN THE PAST, GOVERNOR NEWSOM, UH, BETO, THAT LEGISLATION, BECAUSE IT WOULD CAUSE THE STATE OF CALIFORNIA MONEY IF MORE KIDS ARE COMING INTO KINDERGARTEN. 
          UM, 270 MILLION FROM WHAT I RECALL WAS THE, THE BUDGET ESTIMATE TO THE STATE. 
          AND SO WITH NEW, A NEW GOVERNOR, UM, THEY MIGHT BE MORE WILLING TO CONSIDER, UM, UH, YOU KNOW, SOMETHING, A POLICY LIKE THIS. 
          SO PERHAPS, AGAIN, INTRODUCING LEGISLATION AS AN EXAMPLE, MANDATORY KINDERGARTEN, UH, THAT WOULD COME TO EUROPE, UM, ACTION IN DECEMBER. 
          AND THEN WE'LL BE LOOKING TO GET CO-SPONSORS AND AN AUTHOR, UM, IN THE NEW YEAR IN 2027. 
          UM, ENROLLMENT BASED FUNDING IS ONE THAT I COULD ANTICIPATE ALSO BRINGING FORWARD TO THE BOARD, UM, FOR SPONSOR LEGISLATION FOR THIS UPCOMING CYCLE. 
          UM, AND THEN THERE'S THE SPECIAL EDUCATION PIECE WE'RE LOOKING AT, BUT HOW DO WE REASSESS THE FORMULA FOR HOW THE STATE DISTRIBUTES NEW FUNDING MOVING FORWARD, UM, FOR THE MODERATE DISTRIBUTED DISABIL TO REIMBURSE AS APPROPRIATELY FOR WHAT WE DO FOR STUDENTS. 
          SO JUST THE THREE EXAMPLES OF WHAT I MAY ANTICIPATE COMING BACK TO YOU IN DECEMBER. 
          UM, BUT AGAIN, WE NEED TO ALSO MAKE ROOM FOR THE MORE IMMEDIATE CHALLENGES THAT WE NEED TO GET ADDRESSED NEXT YEAR. 
          AND SO MY TEAM AND I ARE LOOKING AT THOSE IDEAS. 
          UM, IF THERE ARE IDEAS THAT YOU HAVE TODAY FOR YOU WANTING US TO TAKE A LOOK DEEPER, UH, WE CAN CONSIDER THEM, LOOK AT THEM AND SEE WHAT THEY FIT INTO THIS POLICY DOCUMENT THAT'S MULTI-YEAR OR IF IT'S MORE, UM, THAT WE CAN PUT THEM TOWARDS CONSIDERATION FOR THE ADVOCACY AGENDA IN DECEMBER. 
          UM, I MENTIONED SECOND BULLET POINT AS I WRAP UP AGAIN IN A VERY BRIEF, BRIEFLY AND OPEN IT UP FOR DISCUSSION AND QUESTIONS. 
          UM, OGR INTENDS TO USE THIS, UM, AGENDA TO STRENGTHEN OUR ENGAGEMENT WITH THE NEW, UM, ADMINISTRATION IN SACRAMENTO, THE NEW GOVERNOR, UM, THE NEWLY STATE, UM, ELECTED OFFICIALS. 
          WE HAVE QUITE A, UM, UH, AT LEAST TWO STATE SENATORS THAT WILL BE, UM, UH, COMING IN DUE TO TERM LIMITS. 
          UM, SO, AND THEN WE HAVE AT LEAST THREE ASSEMBLY MEMBERS THAT ALSO, UM, WILL BE MOVING OUT OF THE LEGISLATURE. 
          SO AT LEAST FIVE NEW ELECTEDS. 
          AND THEN OF COURSE, THE REMAINING 20 LEGISLATORS WHO REPRESENT LA UNIFIED SCHOOLS. 
          UM, AND, UH, WE WILL CONTINUE TO ENGAGE OUR LABOR PARTNERS, UM, OUR URBAN DISTRICT SUPERINTENDENTS. 
          THERE'S ALREADY SOME, UH, URBAN DISTRICTS, I SHOULD SAY. 
          THERE'S ALREADY SOME INTEREST FROM THE URBAN DISTRICT, UM, MY COUNTERPARTS IN DISCUSSING. 
          UH, WE'VE ALREADY MET, UH, RECENTLY TO JUST SORT, UH, IDEATING, BRAINSTORMING WHERE MIGHT BE AREAS OF COMMON GROUND, UM, WOULD BE DO LOOKING TO DO COALITION LETTERS AND, UM, ADVOCACY, JOINT ADVOCACY EFFORTS IN SACRAMENTO, UH, MEETING WITH LEGISLATORS. 
          UM, AND THAT COALITION BUILDING IS REALLY IMPORTANT, BOTH WITH OUR LABOR PARTNERS, OUR COMMUNITY BASED ORGANIZATIONS, OUR PARENTS, OUR URBAN DISTRICT, ANYONE WHO WANTS TO WORK WITH US BECAUSE, UM, THEY ARE LEGISLATORS WHO DO NOT REPRESENT LA UNIFIED SCHOOLS WHO ARE PART OF THE BUDGET, UM, WHO HAVE AN IMPORTANT VOICE IN THIS, UM, YOU KNOW, DECISION MAKING PROCESS. 
          [00:30:01]
UM, AND WITH THAT, I WILL TURN IT FOR QUESTIONS. 
          THANK YOU, MARTHA. 
          THANK YOU VERY MUCH. 
          QUESTIONS. 
          GO AHEAD, TANYA. 
          UH, WELL, FIRST I WANNA SAY THANK YOU FOR POSTPONING AND AGREEING TO POSTPONE THE BOARD. 
          UM, GIVEN THAT IT'S A MULTI-YEAR VISION, I DO THINK IT DESERVES THE PUBLIC DISCOURSE THAT WE'RE HAVING TODAY. 
          SO, APPRECIATION. 
          UM, A COUPLE OF, UH, POINTS OF FEEDBACK FROM ME ON ACADEMICS. 
          SLIDE FIVE. 
          UM, I WOULD HOPE THAT WE COULD INCLUDE SOMETHING ABOUT MATH. 
          THE, UH, REPORT DOES MENTION IN A FEW PLACES REFERENCES TO THE STANFORD, GETTING DOWN TO FACTS THREE. 
          AND A BIG PART OF THAT RESEARCH DID MENTION HOW CALIFORNIA MADE BIG GROWTH WITH EARLY LITERACY BECAUSE OF SOME STATEWIDE EFFORTS AROUND SCREENING, AROUND CURRICULA, THE SCIENCE OF READING. 
          UM, AND MATH HAS BEEN SUCH A BIG NEED FOR NOT ONLY THIS DISTRICT, BUT THIS ENTIRE STATE AND COUNTRY. 
          AND SO, I DON'T KNOW IF WE'RE READY YET. 
          THAT MIGHT BE A BIT OF A DOI CONVERSATION, BUT I THINK IF WE'RE GONNA PROMOTE SOMETHING AS THE MOST IMPORTANT VISION DOCUMENT OVER THE NEXT FOUR TO EIGHT YEARS, MATHEMATICS NEEDS TO BE A PART OF THAT. 
          AND SO, YOU KNOW, I WOULD WELCOME THE TEAM, UH, CONSIDERING THAT. 
          UM, ON SLIDE SEVEN, I GET, WE MIGHT NOT WANNA CALL IT FAIR AND FULL FUNDING. 
          I THINK THAT WAS A PROPOSITION A FEW YEARS AGO, BUT THIS IS REALLY ABOUT FULL FUNDING, AND I WANT, I WOULD LOVE TO SEE MORE ABOUT FAIR FUNDING. 
          UM, AND I KNOW WE TALK A LOT ABOUT EQUITY AND EQUITABLE FUNDING, UM, BUT I FELT LIKE THE, THE EQUITY PART WAS MISSING AS WELL AS THE, UM, YOU KNOW, LOCAL CONTROL. 
          IT'S, IT'S HINTED AT IN THE, UH, DOCUMENT, BUT, YOU KNOW, WE'VE BEEN REALLY NERVOUS THAT CATEGORICALS ARE COMING IN AND TAKING AWAY, UM, THE SPIRIT OF LCFF. 
          AND SO I'D REALLY LIKE TO EMPHASIZE TO THE NEW LEADERSHIP, UM, GIVING THE FLEXIBILITY TO LOCAL ENTITIES. 
          AND SO IF THERE'S A WAY TO DOUBLE DOWN ON THAT, UM, I DID WONDER WHY WE DIDN'T SAY ANYTHING ABOUT VOUCHERS. 
          I KNOW THAT'S BEEN A FEDERAL CONVERSATION, AND I WONDER IF WE WANNA JUST BE CLEAR, BUT LA UNIFIED DOES NOT SUPPORT MOVING, YOU KNOW, PUBLIC DOLLARS TO A VOUCHER SYSTEM. 
          SO I DUNNO IF THAT ONE, UM, REQUIRES A, A RESPONSE OR IF YOU JUST WANT ME TO KEEP GOING MS. ALVAREZ, AND YOU'LL KEEP TAKING NOTES. 
          OKAY. 
          UM, ON SLIDE EIGHT, THE, UH, AI AND I, I MENTIONED THIS, UM, YOU KNOW, IN A, A BRIEFING WITH THE SUPERINTENDENT'S TEAM. 
          I THINK IT'S PREMATURE TO COMMENT ON AI GIVEN THAT WE JUST STARTED AN AD HOC COMMITTEE MEETING, OR AN AD HOC, UH, COMMITTEE ON IT. 
          UM, AND, AND THE REASON WHY, EVEN THOUGH THIS IS PRETTY BROAD AND IT'S VERY SIMPLE, IT'S VERY NEGATIVELY STATED, IN MY OPINION, IT SAYS, YOU KNOW, UH, SOMETHING TO THE EFFECT OF LIKE, PREVENTING THE DANGERS OF AI. 
          AND I'D LOVE TO BALANCE THAT WITH ALSO THE INNOVATION AND THE ACCESS THAT, UM, YOU KNOW, WE'RE GRAPPLING WITH OVER THE NEXT YEAR. 
          NOT TO SAY THAT THE STATE SHOULDN'T HAVE GUARDRAILS, WE ABSOLUTELY SHOULD, ESPECIALLY WITH WHAT'S BEEN IN THE NEWS LATELY ABOUT THE, YOU KNOW, SUPER INTELLIGENCE OF AI. 
          WE WANNA MAKE SURE OUR KIDS ARE SAFE, BUT WE ALSO WANNA BE BALANCED, I THINK, IN, UM, THE POSSIBILITIES THAT, THAT COME WITH ADVANCED TECHNOLOGY. 
          UM, OKAY. 
          AND THEN I GUESS MY LAST POINT, 'CAUSE I'VE BEEN TALKING A LOT, UM, IS, UM, ABOUT WHAT, UH, MIGHT BE MISSING. 
          AND YOU MENTIONED, YOU KNOW, NOT TO WORRY WE'RE GONNA COME BACK DECEMBER, BUT A COUPLE OF THINGS. 
          UM, YOU KNOW, I THINK, UH, THIS, THIS, UH, BOARD HAS BEEN FOCUSED A LOT ON LIKE CLIMATE RESILIENCE, AND THAT SEEMED TO BE A BIG GAP FROM THE MATERIALS AND A BIG OPPORTUNITY FOR THE STATE. 
          MAYBE THERE'S SOMETHING IN THERE ABOUT FACILITIES, UM, BUT MAYBE THERE'S MORE, UM, YOU KNOW, TO THE EFFECT OF, UH, GREEN SPACE AND HVAC AND TRANSPORTATION AND ALL THESE VARIOUS ISSUES THAT ARE OUTSIDE OF THE INSTRUCTIONAL DAY, UM, BUT REALLY MATTER FOR LIKE, THE LONG-TERM SUSTAINABILITY OF THIS PLANET. 
          AND GIVEN THAT WE CONSUME SO MUCH AND WE, YOU KNOW, HAVE SO MUCH, UM, UH, INFLUENCE, I THINK IN, IN, UH, A VARIETY OF INDUSTRIES, UH, I'D LOVE TO DIG IN ON, ON CLIMATE RESILIENCE. 
          UM, AND I'D LOVE TO DIG IN ON BEING A MODEL FOR FAMILIES. 
          UM, YOU KNOW, ABOUT A YEAR AND A HALF AGO THIS BOARD PASSED THE PARENTAL PACKAGE WHERE WE WANTED TO UPLIFT FAMILY PLANNING, PARENTAL LEAVE, AND CHILDCARE. 
          AND WHILE EARLY LEARNING IS IS MENTIONED HERE, UM, I'D LOVE TO THINK ABOUT SCHOOL DISTRICTS REALLY BEING A MODEL FOR SUPPORTING EMPLOYEES AND FAMILIES IN THAT WHOLE PROCESS OF PLANNING, TAKING TIME OFF TO BOND WITH YOUR CHILDREN, UM, AND MAKING SURE THEY'RE IN A GOOD, YOU KNOW, INFANT TODDLER PROGRAM. 
          AND THEN IDEALLY BACK INTO GREAT SYSTEMS LIKE OURS. 
          UM, WE ALSO DID A, A DV RESOLUTION ABOUT A YEAR AGO. 
          THIS OCTOBER WILL BE THE, UH, ONE YEAR ANNIVERSARY OF THAT. 
          UM, AND I THINK JUST, YOU KNOW, WITH A THIRD OF, UH, ADULTS IN THIS COUNTRY EXPERIENCING INTIMATE PARTNER VIOLENCE AND A LOT OF OUR FAMILIES EXPERIENCING THIS, I, I THINK THERE'S SOME WORK WE COULD DO AT THE STATE KIND OF CROSSING OVER SCHOOL DISTRICTS AND ADVOCACY, UM, AROUND AGAIN, SUPPORTING, UH, ALL OF THE NEEDS OF OUR FAMILIES. 
          AND, AND THAT'S ONE GROWING AREA, UNFORTUNATELY, THAT I, I THINK WE COULD, UM, BE A BIT OF A CHAMPION ON. 
          SO I'LL PAUSE THERE. 
          IT'S A LOT OF COMMENTS AND I DON'T KNOW WHAT WE'RE DOING EXACTLY WITH THE FEEDBACK, BUT THANKS FOR LISTENING, , A LOT OF EXCELLENT COMMENTS. 
          THANK YOU. 
          THANK YOU. 
          THIS SIDE, IF I MAY JUST BRIEFLY RESPOND, UH, JUST OF COURSE, OF COURSE. 
          SO, SO SOME OF THESE AREAS DEFINITELY WILL TAKE A LOOK BACK AND, UM, MY INTENT IS BECAUSE WE ARE HOPING TO BRING IT BACK TO THE BOARD ON OCTOBER 6TH, UNLESS YOU WANT TO DISCUSS FURTHER BEYOND OCTOBER 6TH, IT IS OUR GOAL TO REALLY GET THIS APPROVED BY THE BOARD AS SOON AS POSSIBLE SO WE 
          [00:35:01]
CAN BEGIN THE ENGAGEMENT AND WORK, UM, TO HELP GET THIS DOCUMENT UP TO FRUITION. 
          YOU KNOW, AGAIN, MAY NOT BE THE FIRST YEAR IN OFFICE FOR THE NEW ADMINISTRATION, PROBABLY TO BE ABLE TO HAVE SOMETHING OUT THERE. 
          RIGHT NOW. 
          THERE'S NOTHING PUBLICLY ON EDUCATION FROM ANY, ANY GOVERNATORIAL CANDIDATE, UM, OR, UH, EVEN STATEWIDE EDUCATION ASSOCIATIONS. 
          UM, THEY MAY HAVE SOMETHING BEHIND THE SCENES THAT THEY HAVE, THEY'RE WORKING ON, BUT THERE'S NOTHING PUBLIC. 
          SO I THINK IT ALLOWS LA UNIFIED TO BE SEEN AS A LEADER BECAUSE WE ARE A LEADER BY HAVING SOMETHING, UM, PUBLICLY ADOPTED, UM, SOONER THAN LATER. 
          SO, WITH THAT SAID, WE WILL ENDEAVOR TO MAKE, UH, REVISIONS TO THIS DOCUMENT. 
          SOME OF THESE AREAS LIKE DOMESTIC VIOLENCE, FOR EXAMPLE. 
          UM, WE ALREADY HAVE, UM, OUR GUARDIAN PRINCIPAL PRIORITIES THAT THE BOARD APPROVES ALSO IN DECEMBER. 
          THAT IS A FIVE PAGE DOCUMENT, IS A FRAMEWORK THAT ALLOWS US TO, WHAT WE SUPPORT IN LEGISLATION. 
          UM, NOT SO MUCH THAT WE, UH, WILL ALWAYS BE THE ONE SPONSORING LEGISLATION TO PURSUE IN SACRAMENTO. 
          SO UNLESS THE BOARD WANTED US TO REDIRECT, UM, WE HAVE BETWEEN FIVE AND SEVEN BILLS THAT WE, YOU KNOW, COULD INTRODUCE ANY GIVEN YEAR GIVEN CAPACITY LIMITATIONS. 
          UM, IT MIGHT BE THAT WE DON'T, WE'RE NOT THE ONES WE'RE SPONSORING, BUT WE'RE SUPPORTING SOMETHING ELSE. 
          SO WE DO HAVE SOME AREAS LIKE DOMESTIC VIOLENCE, UM, IN THE GUARDIAN  PRIORITIES DOCUMENT THAT IS MUCH MORE COMPREHENSIVE, AND WE CAN PROVIDE THAT TO YOUR OFFICE SO YOU, UH, KNOW WHAT WE CURRENTLY, WHAT THE BOARD APPROVED LAST DECEMBER, AND WE'LL ALSO BE MAKING TO MAKE REVISIONS TO THAT DOCUMENT, UH, IN WHAT WE BRING TO THE BOARD IN DECEMBER. 
          UM, AND THEN FOR THE OTHER ONES, WE'LL DEFINITELY TAKE A LOOK AND SEE HOW WE CAN MAKE REVISIONS TO INCORPORATE, UM, SOME OF THE AREAS, UM, WHAT WE ARE, UM, TRYING TO CHANGE. 
          AND SO, WE'LL, AGAIN, THINKING THAT WHETHER IT'S IN THE PRE-PHASE, UM, THE BRINGING A MODEL FOR FAMILIES AND SCHOOL DISTRICTS BEING ENCOURAGED TO REVISIT THEIR HIRING OR PACKAGE OR PLANNING, YOU KNOW, BENEFITS FOR EMPLOYEES, UM, UNLESS THE STATE'S MANDATING SOMETHING, UM, YOU KNOW, THIS POLICY AGENDA IS FOR TELLING THE STATE WE WANT THEM TO BE ASKING DISTRICTS TO DO. 
          UM, IT MIGHT BE MORE THAT WE PROVIDED AS PART OF A PRE-PHASE OF AN EXAMPLE, WHAT UNIFIED IS DOING WITHOUT ACTUALLY TELLING THE STATE TO CREATE A NEW MANDATE TO TELL DISTRICTS, YOU KNOW, THEY HAVE TO CREATE THEIR OWN CARE PACKAGE FOR FAMILIES OR EMPLOYEES. 
          UM, BUT WE CAN DEFINITELY SEE HOW WE CAN MODIFY INTO WHAT WE CURRENTLY HAVE, AND HOPEFULLY IT'LL, UH, MEET THE, THE, UH, YOUR VISION FOR WHAT WE INCORPORATE. 
          I REALLY APPRECIATE THAT. 
          AND I WOULD JUST SAY, YOU KNOW, I LOVE THAT THE STATE IS MOVING TOWARDS PAID PARENTAL LEAVE, BUT IT WOULD BE NICE IF THEY HAD A SET ASIDE OF MONEY OUTSIDE OF PROP 98 TO, UM, BE ABLE TO SUPPORT US IN DOING THAT. 
          UM, SO THAT, YOU KNOW, WE'RE NOT JUST DIPPING INTO OUR COFFERS TO SUPPORT SOMETHING WE KNOW FAMILIES ACROSS THE ENTIRE STATE ABSOLUTELY DESERVE. 
          SO THANKS FOR THAT. 
          THANK YOU, MARTHA. 
          TO MY RIGHT, SHIRLEY. 
          OKAY. 
          AGAIN, MARTHA, THANK YOU ALWAYS FOR BEING ABLE TO JOG OUR MEMORIES AND HELP US THINK THROUGH SOME THINGS, UM, AS IT COMES TO CALIFORNIA EDUCATION AND ITS POLICIES. 
          UH, YOU MENTIONED, UM, AND I APPRECIATE TANYA JUST, UH, ELEVATING MATH. 
          I WANT TO ELEVATE THAT AS WELL. 
          UM, I THINK IT IS AN AREA AS WE, EVEN IN THIS DISTRICT, AS WE LOOK FORWARD TO ADOPTING NEW CURRICULUM, WHETHER IT'S THE CURRICULUM, BUT WE KNOW GLOBALLY WE ARE SEEING THAT MATH SCORES ARE NOT WHERE THEY NEED TO BE. 
          AND OF COURSE, AS WE WANT TO TRAIL BLAZE, WE WANNA MAKE SURE WE'RE PUTTING THAT AT THE FOREFRONT. 
          UM, YOU MENTIONED ABOUT THE ACCOUNTABILITY PIECE, AND I KNOW, UM, AS WE KNOW THAT WE'RE TRANSITIONING INTO A, A NEW GOVERNOR. 
          UH, BUT YOU ALLUDED TO AND MENTIONED SOMETHING ABOUT THE STATE SUPERINTENDENT AND THE ROLE AND SOME EDUCATION AND COMMISSIONERS. 
          ARE YOU ABLE TO ELABORATE A LITTLE BIT ON JUST THE ROLES AS IT WILL CHANGE COME JANUARY AND HOW THAT WILL REFLECT HERE AT OUR BOARD DISTRICT? YES. 
          SO THE, THE STATE WILL BE, UM, THERE WAS A, A BUDGET BILL THAT WAS SIGNED, UM, AS PART OF THE BUDGET BILL, UM, IN JUNE, AND THEN A SEPARATE LEGISLATION BY DAVID ALVAREZ FROM SAN DIEGO AS A MEMBER, DAVID ALVAREZ. 
          THE, THE NEW DIRECTION UNDER THE NEW GOVERNANCE STRUCTURE INSIDE IN CA, CALIFORNIA, EFFECTIVE JANUARY, WHEN THE NEW GOVERNOR, UM, UM, GETS SWORN IN, THEY'LL HAVE AN OPPORTUNITY TO APPOINT A NEW COMMISSIONER. 
          IT'S CALLED AN EDUCATION COMMISSIONER. 
          UM, THEY WILL HAVE, UM, STRONGER RESPONSIBILITIES TO OVERSEE THE DEPARTMENT OF EDUCATION, THE DAY-TO-DAY OPERATIONS OF THE DEPARTMENT OF EDUCATION. 
          SO THE STATE SUPERINTENDENT'S ROLES GOING TO BE SIGNIFICANTLY DIMINISH BY THIS NEW GOVERNANCE CHANGE. 
          UM, THERE HAD BEEN FOR MANY DECADES, UM, DATING BACK TO, I THINK LIKE 1940S, FIFTIES, MANY, MANY, MANY DECADES AGO. 
          UM, THERE'S BEEN CONCERNS ABOUT THE CONFUSION IT CREATES WHEN YOU HAVE A PUBLICLY ELECTED STATE SUPERINTENDENT. 
          UM, AND YOU HAVE A GOVERNOR'S AS PUBLICLY ELECTED, AND YOU HAVE THE LEGISLATORS, BUT THE STATE SUPERINTENDENT, UM, THEY, UM, THERE, THERE WAS A CONCERN THAT THERE WAS NOT ENOUGH, UM, UH, ACCOUNTABILITY TO THE STATE SUPERINTENDENT'S ROLE BECAUSE THE MONEY COMES FROM THE STATE. 
          THE STATE BOARD OF EDUCATION IS ALL APPOINTED BY THE GOVERNOR. 
          THERE'S 10, UM, STATE BOARD EDUCATION EDUCATION MEMBERS AND ONE STUDENT BOARD MEMBER. 
          SO THAT THERE WAS A CONCERN THAT THERE WAS, UM, LACK OF COHERENCE IN HOW YOU HAVE LEADERSHIP OVERSEEING THE DEPARTMENT OF EDUCATION DAY, UH, PROGRAMMATIC. 
          UM, THERE HAD ALSO BEEN A CONCERN THAT OVER THE LAST 30 PLUS YEARS, THE STATE SUPERINTENDENT HAS BEEN, UM, MOST 
          [00:40:01]
OFTENTIMES A FORMER STATE LEGISLATOR, BUT THEY DON'T HAVE, UH, RELEVANT CLASSROOM EXPERIENCE OR BEING AN EDUCATOR AT TIMES. 
          AND SO THROUGH THIS NEW CHANGE, UM, THERE MIGHT BE A POSSIBILITY THAT THE NEW COMMISSIONER WILL BE SOMEONE, YOU KNOW, TO BE DETERMINED BY THE NEXT GOVERNOR WHO THAT WOULD BE, UM, THAT HAS MORE, UM, UH, MEANINGFUL EXPERIENCE, UH, WORKING WITH SCHOOLS, WITH DISTRICTS, WITH COUNTY OFFICES, WITH PARENTS, UM, THAN SOMEONE WHO WASN'T A LAWMAKER THAT IS FAR REMOVED FROM THE CLASSROOM. 
          UM, SO THERE'LL BE SOME CHANGES COMING COME JANUARY WHEN THE GOVERNOR HAS TO APPOINT A NEW COMMISSIONER, AND THEN THE COMMISSIONER HAS TO RELEASE A REPORT BY FALL OF 2027, I BELIEVE, BY OCTOBER, 2027, THAT HAS A LIST OF RECOMMENDATIONS JUST TO, UM, ANY ADDITIONAL PRIORITIES CHANGES THAT THEY WOULD WANT TO MAKE TO, TO THE NEW GOVERNOR. 
          AND, AND THE COMMISSIONER WILL BE REPORTING TO THE, TO THE GOVERNOR. 
          UM, THERE WAS ALSO CHANGES IN THE, IN THE BUDGET AND BILL THAT, UM, THE SPEAKER OF THE ASSEMBLY, THE PROTE WILL ALSO GET TO A POINT, UM, THE, UM, SOME COM UH, STATE BOARD OF EDUCATION MEMBERS. 
          AGAIN, LIKE I MENTIONED BEFOREHAND, PREVIOUSLY, FOR, FOR AS LONG AS IT IS BEEN IN LAW, IT'S BEEN 10 MEMBERS APPOINTED ALL BY THE GOVERNOR UNDER THE NEW LEGISLATION. 
          MY RECOLLECTION IS, UM, BOTH THE SPEAKER AND THE PROAM WILL GET TO A 0.1 OR TWO EACH. 
          UM, AND THEN THE STATE SUPPORT ATTENDANT WILL ALSO HAVE, UM, MY RECOLLECTION IS THAT THEY WILL ALSO BE PART OF THE UNIVERSITY, UH, UC, BOARD OF TRUSTEES, UM, CSU AND POSITIVE COMMUNITY COLLEGE DISTRICT, UM, UH, BOARD OF GOVERNORS, UM, THAT THEY WILL BE ABLE, SPI WILL ALSO BE ABLE TO, UM, HELP INFORM THE HIGHER EDUCATION SYSTEMS ABOUT WHAT SCHOOLS NEED. 
          SO, SO BETTER COHERENCE ALIGNMENT IS, UH, THE ULTIMATE GOAL HERE. 
          GOT IT. 
          THANK YOU. 
          UM, WHEN WE TALK ABOUT FUNDING, UH, YOU MENTIONED SOMETHING ABOUT HIGHER NEEDS FOR SPECIAL EDUCATION. 
          EXACTLY. 
          WHAT DO YOU MEAN BY THE HIGHER COST FOR SPECIAL EDUCATION IN THE STATE? IS THAT WHAT WE ARE RECEIVING? WHAT THE STATE IS GIVING? YES. 
          SO APPRECIATE THAT QUESTION. 
          SO FOR EX, UH, IT IS MORE SO BY LEGALLY REQUIRED AND THE RIGHT THING TO DO FOR STUDENTS WITH DISABILITIES UNDER FEDERAL LAW IDEAS, YOU KNOW, WE ARE REQUIRED TO, UM, MEET ALL OF THE STUDENTS' NEEDS THOSE WITH, WITH AN IEP OR 5 0 4 PLAN. 
          THE CHALLENGE IS THAT DESPITE US DOING, UM, PROVIDING STUDENTS A SERVICE THAT THEY NEED AS REQUIRED BY LAW, WE ARE MEETING THEIR NEEDS. 
          THE STATE AND THE BOTH STATE AND FEDERAL GOVERNMENT DO NOT APPROPRIATELY REIMBURSE THE DISTRICTS. 
          UM, THE STATE LEVEL, AND LET SEE IF I CAN HAVE THE NUMBERS HERE. 
          UM, THIS LAST YEAR ALONE, UM, UH, FOR LA UNIFIED SPECIAL EDUCATION SERVICES SUPPORTED 25%, UM, ATTRIBUTED TO STATE FUNDING. 
          SO WE GOT 25% REIMBURSED BY THE STATE FOR THE COST OF SERVING KIDS WITH DISABILITIES, 6% BY THE FEDERAL FUNDING, UM, DESPITE THE FEDERAL GOVERNMENT HAVING A 40% COMMITMENT WHEN THEY PASS IDA IN 20 19 75. 
          AND THEN THE REMAINING 69% OF OUR COST TO SUPPORT KIDS WITH DISABILITIES, UM, COMES FROM LA UNIFIED, UM, GENERAL FUND. 
          SO NEARLY 70% IS PAID OUR OUT OF OUR GENERAL CONTRIBUTION. 
          AND SO THAT CONCERN THAT WE HAVE, AGAIN, AND I WANT TO MAKE CLEAR, WE ARE SERVICING STUDENTS. 
          THEY HAVE THE SERVICE THAT THEY ARE REQUIRED AND NEED, UM, BOTH BY LAW AND, YOU KNOW, WHAT'S IN THEIR IEP. 
          THAT CONCERN IS THAT WE'RE NOT APPROPRIATELY REIMBURSED BY THE STATE OR FEDERAL GOVERNMENT. 
          GIVEN THAT THE FEDERAL GOVERNMENT HAS TAKEN, UM, A VERY HANDS OFF APPROACH AND THEY HAVE NOT FULFILLED THEIR COMMITMENT TO IDA FULL FUNDING, UM, WE FEEL LIKE THE STATE MIGHT BE THE BETTER, MORE IMMEDIATE STEP AS LONG AS WE CONTINUE TO WORK WITH THE FEDERAL GOVERNMENT, DESPITE THEIR UNWILLINGNESS TO PUT MORE MONEY TOWARDS IDA, THE STATE MIGHT BE AN OPPORTUNITY, UM, TO LOOK AT THE CURRENT FORMULAS. 
          THERE'S ONE CALLED, UM, UH, THERE'S TWO DIFFERENT ONES, BUT THERE'S THE, UM, THE, UH, THE CALIFORNIA EXTRAORDINARY COST POOL. 
          WE FIRST HAVE TO SPEND $104,000 OUT OF OUR OWN MONEY BEFORE WE CAN SEEK A STATE REIMBURSEMENT ABOVE THAT AMOUNT. 
          SO WE WANT TO REVISIT THAT AS AN EXAMPLE. 
          THE STATE EXTRA EXTRAORDINARY COST POOL, MAYBE THE $104,000 IS WAY ANTIQUATED, AND WE SHOWING OUR DATA, WE CAN DEMO, DEMONSTRATE MAYBE THE FAIR SHARE WOULD BE $50,000. 
          THEN WE START, YOU KNOW, ASKING THE STATE FOR A HIGHER REIMBURSEMENT. 
          BUT WE FIRST HAVE TO SPEND OVER A HUNDRED THOUSAND DOLLARS TO SERVE STUDENTS BEFORE WE CAN GET REIMBURSED FOR THOSE EXTRA COSTS. 
          AND, UM, THERE'S DATA THAT SHOWS LA UNIFIED IS, IS, UM, FAMILIES CHOOSE TO COME TO L-A-U-S-D BECAUSE, YOU KNOW, WE'RE IN AN URBAN CENTER. 
          WE HAVE, UM, HAVE VERY SOPHISTICATED PROGRAMS AND SERVICE TO STUDENTS TO MEET THEIR NEEDS. 
          UM, AND THIS, THE DISTRICT IS DISPROPORTIONATELY SERVICING KIDS, KIDS WITH MODERATE DISABILITIES, DISABILITIES AS A PARENTAL CHOICE. 
          PARENTS WANT TO COME TO OUR SCHOOLS BECAUSE OF THE HIGH DELIVERY SERV SERVICE THAT WE PROVIDE FOR THEIR CHILD. 
          UM, AND SO OTHER DISTRICTS GET, UM, PER STUDENT AMOUNT FOR THE JUST, UH, KIDS WOULD HAVE, UM, MORE MILD DISABILITIES. 
          UM, BUT IT, WE ARE DISPROPORTIONATELY IMPACTED BECAUSE OF THE HIGHER COST OF SERVE, THE MORE MILD TO SEVERE DISABILITIES. 
          AND SO LOOKING TO FIND WAYS IN ORDER TO CHANGE THE LANGUAGE OR BROADEN THE GAP OR WHAT TO 
          [00:45:01]
TWEAK THE FORMULA. 
          UM, SO THERE WAS A BILL THIS YEAR THAT WE WERE SUPPORTING THAT, UM, WILL BE LIKELY SIGNED INTO LOBBY MASUI. 
          THAT LEGISLATION WAS, UM, ADDING STUDENTS WHO CURRENTLY ARE ELIGIBLE FOR, TO TAKE THE CAA, THE CALIFORNIA ALTERNATE ASSESSMENT. 
          UM, IT'S A SEPARATE ASSESSMENT THAT UP TO 1% OF KIDS CAN TAKE THAT ASSESSMENT, UM, INSTEAD OF THE SMARTER BALANCE ASSESSMENT. 
          UM, FOR, SO THIS LEGISLATION BROUGHT IN THE SCOPE OF KIDS WHO COULD USE, UM, TAP INTO THESE RESOURCES. 
          UM, THAT WAS ONE INITIAL GOOD PLACE, A STARTING PLACE, BUT WE WANNA GO BACK AND SEE HOW THE DEFINITION NEEDS TO BE BROADENED SO MORE KIDS CAN BE ELIGIBLE FOR THE STATE REIMBURSEMENT. 
          UM, ANOTHER POSSIBLE, SO ONE WOULD BE THE ELIGIBILITY FOR WHICH KIDS CAN GET, GENERATE THAT ADDITIONAL FUNDING. 
          TWO WOULD BE, AS AN EXAMPLE, THIS $104,000 FOR THIS PARTICULAR FUNDING SOURCE, MAYBE LOWERING THE DOLLAR THAT WE, UM, NEED TO FIRST SPEND BEFORE WE CAN TAP INTO STATE REIMBURSEMENTS. 
          UM, AND SO, SO THEY'RE STILL, WE'RE EXPLORING, WE'RE TALKING TO OUR DIVISION OF SPECIAL EDUCATION, OUR FISCAL TEAM, TO LOOK AT THE SPECIFIC DETAILS. 
          UM, WE'VE ALREADY INITIATED THOSE CONVERSATIONS, UM, BUT LOOKING TO, UH, COME BACK AGAIN TO THE BOARD WITH THE MORE REFINEMENT, THE SPECIFIC PROPOSAL IN DECEMBER, SHOULD WE HAVE SOMETHING READY TO PURSUE IN 2027? YES. 
          YES. 
          OKAY. 
          MM-HMM . 
          WE'LL CONTINUE ROUND ONE. 
          CARLA. 
          UH, THANK YOU. 
          UH, THANK YOU MARTHA, FOR YOUR REPORT. 
          UM, SO I NOTICED THAT THE, THE, UH, POLICY AGENDA IS WRITTEN IN SOME AREAS. 
          THERE'S SOME ASKS OR, OR SOME, UH, PROPOSED PROPOSALS, RIGHT? AND THEN IN SOME AREAS IT'S MORE FOR AWARENESS, RIGHT? UPLIFTING SOME AREAS WHERE, SO, UM, WHEN WE'RE TALKING ABOUT WHAT'S MISSING AND THEN HOW THAT'S ALSO CONNECTED TO THE BOARD'S PRIORITIES AND THE INVESTMENTS WE'VE BEEN MAKING, UM, WHAT I NOTICE IS MISSING IS OUR SUPPORT FOR VULNERABLE POPULATIONS. 
          AND SO I WOULD LIKE TO, UM, HAVE, HAVE THIS REPORT, HAVE A, UM, LIKE A SUBHEADING ON VULNERABLE POPULATIONS. 
          YOU CALL OUT SPECIAL EDUCATION AND UNHOUSED YOUTH, BUT THIS BOARD HAS MADE SIGNIFICANT INVESTMENTS ON LGBTQ PLUS STUDENTS AND, AND EMPLOYEES ON IMMIGRANT STUDENTS, ON, UM, BLACK STUDENTS. 
          WE'VE MADE SIGNIFICANT IN INVESTMENTS IN COMMUNITY-BASED SAFETY. 
          AND I THINK IT'S IMPORTANT TO CALL THESE OUT, EVEN IF WE'RE NOT ASKING FOR, UM, YOU KNOW, WE'RE NOT PROPOSING SOMETHING RIGHT NOW, BUT AT LEAST WE ARE PUTTING IT IN THERE AS A PRIORITY OF OURS. 
          SOMETHING THAT WE'VE MADE INVESTMENTS, SOMETHING THAT NOT ONLY FOR US, BUT I'M SURE THROUGHOUT THE STATE, THESE VULNERABLE POPULATIONS ARE VERY VULNERABLE, RIGHT? THEY ARE, THEY HAVE BEEN UNDER ATTACK. 
          AND I THINK IT'S VERY IMPORTANT THAT THIS DOCUMENT THAT'S GONNA BE LIVING FOR FOUR YEARS INCLUDES THIS. 
          SO, UM, IF YOU COULD MAKE THAT, UM, A, A SUB A HEADING THAT, UH, SPEAKS TO THE NEEDS OF THESE FOLKS, BECAUSE ALSO I KNOW THAT THERE ARE A LOT OF LEGISLATORS WHO HAVE INTERESTS IN, UM, IN FUNDING SUPPORT FOR IMMIGRANTS, FOR DREAM CENTERS, FOR L-G-B-T-Q, UM, SUPPORT. 
          SO IT COULD BE THAT, YOU KNOW, THIS IS SOMETHING THAT THEY MIGHT WANT TO, TO, UH, MOVE AT THE STATE LEVEL. 
          AND MAYBE WE DO SAY THAT IT'S NOT THROUGH PROP 98 AS IN PULLING FUNDS FROM PROP 98, BUT RATHER OUTSIDE OF THAT. 
          UM, SO THAT'S ONE, UH, RECOMMENDATION I HAVE. 
          UH, THE OTHER THING IS I'M WONDERING, 'CAUSE I WAS LOOKING BACK AT THE, UM, THE POLICY AGENDA OR ADVOCACY AGENDA, UH, BACK TO 2022 AND THEN 24, AND I NOTICED THAT THERE ARE SOME THAT, UM, WERE THERE THEN AND CONTINUE TO BE THERE NOW. 
          SO MANDATORY KINDERGARTEN, UM, SOMETHING ON FACILITIES, UH, THE LOCAL CONTROL FUNDING FORMULA, ENROLLMENT BASED FUNDING. 
          AND SO I'M JUST WONDERING, SINCE WE'VE BEEN PUTTING THESE ON OUR AGENDAS, WHAT KIND OF PRO PROGRESS HAVE WE MADE? AND, UM, AND THEN JUST A FOLLOW UP TO THAT IS WHAT IS OUR STRATEGY FOR, FOR WINNING, UH, THESE, THESE, UM, ITEMS AT THE STATE LEVEL? ANYTHING ELSE BEFORE I RESPOND? UM, NO, I, I DO HAVE SOMETHING ELSE, UM, REGARDING THE STRATEGY. 
          UM, WHAT CAN THE BOARD DO? HOW CAN WE SUPPORT TO HELP MOVE THIS WORK? WE'RE ALL ELECTED OFFICIALS. 
          WE CAN DEFINITELY, UH, MEET WITH FOLKS AND, AND YOUR GUIDANCE WOULD BE VERY HELPFUL. 
          ESPECIALLY, FOR EXAMPLE, RIGHT NOW I BELIEVE THE, THE STATE LEGISLATURE IS NOT IN SACRAMENTO. 
          MM-HMM . 
          LIKE WHAT COULD WE BE DOING RIGHT 
          [00:50:01]
NOW TO, UH, BUILD RELATIONSHIPS SO THAT WHEN WE GO TO SACRAMENTO TO LOBBY, THEY'VE ALREADY HEARD ABOUT IT, THEY KNOW US, THEY KNOW OUR STORY, THEY KNOW THE DISTRICT STORY IN MORE DETAIL. 
          UM, SO THAT'S THE OTHER THING. 
          AND THEN, OKAY, , I'LL GO AHEAD AND ASK YOU THE LAST ONE REGARDING TEACHER PREPARATION. 
          UM, I NOTICED THAT YOU TALKED ABOUT, UM, YOU MENTIONED THE RETENTION RATE, RIGHT? WAS, WHICH IS VERY ALARMING. 
          AND I, I HAVE HEARD FROM TEACHERS WHO ARE NEWER, WHO FEEL THAT THEY, UM, THAT THE ONBOARDING OF, UH, FOR THEM IS NOT AS, AS IT SHOULD BE. 
          THEY WANT MORE, UM, THAT THEY NEED MORE SUPPORT AND MENTORSHIP. 
          AND I KNOW THAT BECAUSE OF BUDGET CUTS, WE'VE HAD A CUT ON A LOT OF THOSE SUPPORTS, UM, THE OFFICES THAT SUPPORT OUR NEWER TEACHERS. 
          SO I THINK, UM, I'M WONDERING, JUAN, DID YOU TALK TO TEACHERS WHO ARE IN THE ZERO TO FIVE YEAR OR ZERO TO SEVEN YEAR, UM, UH, TENURESHIP IN, IN THE DISTRICT TO SEE WHAT SORT OF NEEDS THEY HAVE? I THINK IT'S DIRECTLY CONNECTED TO FUNDING SINCE, UM, A LOT OF TIMES WHY WE LOSE FOLKS IS BECAUSE OF THE WORKING CONDITIONS AND THE LACK OF SUPPORT, OR THAT'S WHAT I'VE HEARD, AT LEAST FROM NEWER TEACHERS. 
          SO WONDERING IF YOU HAD THAT KIND, KIND OF, UM, CONVERSATION WITH, UH, TEACHERS. 
          GREAT. 
          THANK YOU. 
          I APPRECIATE THAT QUESTION. 
          SO LET ME START OFF WITH THIS LAST ONE, THEN I'LL MAKE MY WAY BACK TO THE OTHER COMMENTS YOU MADE. 
          UM, SO ON THE TEACHER ENGAGEMENT, UH, NO, I DID NOT MEET WITH TEACHERS. 
          UM, I DO NOT HAVE THAT LEVEL OF ENGAGEMENT WITH DIRECTLY WITH, UM, YOU KNOW, OFFICE GOVERNMENT RELATIONS. 
          SO IT IS OFTENTIMES MY ROLE IN THAT OF MY TEAM TO WORK WITH ELECTED OFFICIALS WITH, UH, ORGANIZATIONS LIKE THE LABOR GROUPS, OUR COMMUNITY-BASED ORGANIZATIONS. 
          SO, UM, UNFORTUNATELY I DON'T HAVE THAT DIRECT ACCESS. 
          UM, BUT I RELY ON OUR DIVISION OF, UM, HR, HUMAN RESOURCES, OUR DIVISION OF LABOR RELATIONS, UM, TO BE ABLE, AS THEIR EXPERTISE, GIVEN THAT THEY WORK CLOSELY WITH, UH, WITH TEACHERS AND OTHER, UM, OTHER EDUCATORS, UH, TO BE ABLE TO GET FEEDBACK FROM THEM SINCE THEY'RE THE ONES BOOT ON, BOOTS ON THE GROUND, SO TO SPEAK, TO, TO, UM, ENGAGE. 
          UM, UH, SO I WILL SEE WHAT KIND OF FEEDBACK I MAY BE ABLE TO GET, UM, YOU KNOW, ADDITIONAL FEEDBACK. 
          UM, AND WHETHER IT'S APPROPRIATE FOR ME TO MEET DIRECTLY WITH TEACHERS, UM, SINCE I KNOW THAT THERE'S, UM, PARTICULAR CHALLENGES, YOU KNOW, THEY'RE WORKING DURING THE DAYTIME, NOT SURE IF THEY, THIS WOULD BE CONSIDERED TO BE OVERTIME FOR THEM OR, OR HOW TO ENGAGE WITH THEM, THAT IT'S NOT GOING TO TAKE AWAY FROM THE DAY-TO-DAY INSTRUCTIONAL MINUTES THAT THEY, THEY SUPPORT OUR STUDENTS. 
          UM, REGARDING THE OTHER ISSUES, POLICY AGENDA, WHAT PROGRESS WE HAVE MADE TO, TO DATE, UH, WHAT STRATEGY FOR WINNING, HOW CAN THE BOARD MEMBERS ENGAGE? UM, SO YOU MENTIONED A COUPLE OF, UM, EXAMPLES. 
          UM, ENROLLMENT BASED FUNDING. 
          WE HAD A BILL THAT WE CO-SPONSORED WITH, UH, CSCA, UM, TWO YEARS AGO, A SENATE BILL 98. 
          IT WAS SIGNED INTO LAW, AND THAT STUDY CAME OUT IN DECEM IN JANUARY OF THIS YEAR. 
          UM, THAT WAS A STUDY AND AS MENTIONED BEFOREHAND, AND I THINK OTHERS APPRECIATE, UM, UH, POLICY MAKING IS INCREMENTAL AT THE STATE LEVEL. 
          THEY DON'T HAVE, THEY HAVE A FINFIN AMOUNT OF RESOURCES. 
          THEY ALSO HAVE, LEGISLATORS HAVE ONLY X AMOUNT OF BILL THEY CAN INTRODUCE ANY GIVEN YEAR. 
          SO THIS BILL WAS ONE THAT WE WOULD'VE DIED, UM, GIVEN THE HIGH COST FOR THE STATE WHEN THEY ARE PUTTING MONEY TOWARDS OTHER PROGRAMS, LCFF, COST OF LIVING ADJUSTMENT, WHICH IS NOT SUFFICIENT. 
          UM, BUT WE, ALL WE COULD GET FOR THAT BILL TWO YEARS AGO WAS A STUDY BILL THAT BILL JUST CAME OUT IN JANUARY OF THIS YEAR. 
          UM, ON ENROLLMENT BASED FUNDING. 
          THERE WAS A BILL BYBERG SCHULTZ THAT WE WERE SUPPORTING, UH, ACTIVELY ENGAGED WITH PROVIDING FEEDBACK AND, AND INSIGHT ABOUT THE, THE SHIP OF THE BILL. 
          THAT BILL ALSO DIED. 
          THE ASSEMBLY MEMBER, UH, CHAIR OF THE EDUCATION COMMITTEE IS A FORMER SCHOOL BOARD MEMBER FROM POWAY UNIFIED, SAN SOUTHERN CALIFORNIA, SAN DIEGO AREA. 
          UM, PATEL IS THE NAME OF THE ASSEMBLY MEMBER, CHAIR OF THE EDUCATION COMMITTEE. 
          SHE, AS A FORMER SCHOOL BOARD MEMBER, HAD CONCERNS ABOUT, UM, UH, THAT SCHULTZ BILL THAT WE WERE SUPPORTING ENGAGING, UM, PARTICULARLY WHAT'S GOING TO REDUCE THE LAST FIVE DAYS OF LOWER ATTENDANCE FROM A DISTRICT SPENDING CALCULATION SO THAT THEY WOULD DROP FROM THE CALCULATION, THE FIVE DAYS OF LOWER ATTENDANCE. 
          UM, THERE WAS CONCERNS ABOUT DISTRICTS CONTINUING, NOT CONTINUING TO FOLLOW UP WITH STUDENTS AND FAMILIES WHO ARE CHRONICALLY ABSENT. 
          SO THIS INCENTIVE THAT WE'RE GETTING THE MONEY FROM THE STATE, THE DISTRICTS ARE GONNA PULL AWAY ANY SUPPORT TO REENGAGE STUDENTS. 
          SO, JUST TO GIVE YOU AN EXAMPLE ON ENROLLMENT BASED FUNDING IS A CONVERSATION THAT WE HAVE HAD A BILL THAT WAS ENTERED INTO LAW. 
          UM, THERE WAS ANOTHER BILL THAT WE WERE WILLING AND, UH, SUPPORTING THIS YEAR THAT THE CHAIR OF THE COMMITTEE DID NOT WANT TO MOVE FORWARD. 
          UM, SCHULTZ IS STILL, HE'S ONLY, UH, GOING INTO HIS THIRD YEAR IN OFFICE. 
          UM, SO IT IS MY INTENT TO CONTINUE TO WORK WITH HIS OFFICE KNOWING THAT HE HAS LA UNIFIED SCHOOLS AND HE BELIEVE IN THIS WORK, UM, TO SEE WHAT WE CAN DO NEXT YEAR TOGETHER. 
          MANDATORY KINDERGARTEN'S ANOTHER EXAMPLE THAT FOR OVER A DECADE, UM, THE STATE, UH, PTA, UH, CTA TEACHERS ASSOCIATION, THEY HAD BEEN SPONSORS OF THE BILL IN PRIOR YEARS. 
          IN THE LAST FOUR YEARS, UM, OUR OFFICE, UH, ACTUALLY FIVE, FIVE YEARS OR SO, OUR OFFICE, UM, L-A-U-S-D, WE HAVE SPONSORED, UM, ALONG WITH CT AND PTA LEGISLATION, SIGNIFICANT 
          [00:55:01]
SUPPORT FROM VARIOUS, UH, BUSINESS GROUPS, UM, FROM EARLY EDUCATION GROUPS AND OTHERS. 
          THE BIG COST, UM, THE BIG REASON WHY THE GOVERNOR BETO THE LEGISLATION TWICE ALREADY IS BECAUSE OF THE COST. 
          UM, AND AGAIN, WE HAD A ROBUST COALITION OF STAKEHOLDERS SUPPORTING IT, BUT AGAIN, IT CAUSED THE STATE OF CALIFORNIA $260 MILLION PLUS IF MORE KIDS COME TO SCHOOL. 
          UM, SO THAT WAS THE REASON WHY THE STATE, NOT THAT THE GOVERNOR DIDN'T WANT TO SIGN THE BILL. 
          AND THEN THE SECOND REASON WAS BECAUSE NOT EVERY SCHOOL DISTRICT PROVIDES FULL DAY KINDERGARTEN, OVER 25% OF DISTRICTS IN CALIFORNIA. 
          UM, WHETHER IT BE BECAUSE OF LACK OF FACILITIES OR OTHER CONSIDERATIONS THEY PROVIDE, UH, AM AND PM. 
          AND SO THAT CONCERN FROM THE NEWSOM ADMINISTRATION HAD BEEN HOW CAN THE STATE MANDATE KINDERGARTEN WHEN SOME DISTRICTS ARE ONLY PARTING HALF, HALF DAY KINDER. 
          AND SO WHAT'S GONNA HAPPEN WITH THE FAMILIES FOR THE AFTER HOURS WHEN THEY DON'T HAVE THE FOUR HOURS OF INSTRUCTION? SO, SO THAT'S A, WE HAVE HAD LEGISLATION TIED INTO, I MEAN, VETOED, DESPITE GETTING ALL THE WAY TO THE GOVERNOR. 
          THAT'S WHY I MENTIONED WITH THE NEW GOVERNOR, IT'S AN OPPORTUNITY TO REENGAGE ON ISSUES THAT WE HAVE BEEN PURSUING IN THE PAST. 
          UM, AND JUST, JUST IN THE INTEREST OF TIME, I'LL JUST GIVE YOU THOSE TWO EXAMPLES. 
          UM, UH, THERE ARE OTHER, UM, OTHER, UM, UH, UH, SUCCESSES THAT I WILL SAY OUR TEAM WILL BE PUTTING TOGETHER IN OUR ANNUAL REPORT THAT WE PUT OUT TO THE, TO THE BOARD AND TO THE PUBLIC. 
          THAT REPORT WILL BE COMING OUT IN OCTOBER. 
          UM, IT'S A, UM, RECAP OF ALL THE LEGISLATIVE ITEMS, WHAT THE GOVERNOR BE TOLD, WHAT HE SIGNED OUR SPONSOR LEGISLATION, WHAT WE SUPPORTED, UM, AND THE OUTCOME OF THAT LEGISLATION ALONG WITH OTHER REGULATORY AND FUNDING PRIORITIES THAT WE GOT. 
          UM, UH, THERE'S A LOT OF EXAMPLES THAT I COULD GIVE, BUT I WON'T GIVE THEM RIGHT NOW JUST BECAUSE OF THE INTEREST OF TIME. 
          BUT WE HAVE BEEN ADVOCATING FOR INCREASED SPECIAL EDUCATION FUNDING. 
          WE ADVOCATED FOR A HIGHER COLA. 
          WE GOT BOTH OF THEM. 
          THE DISCRETIONARY BLOCK GRANT THAT THE STATE GAVE THESE 5.1 BILLION STATEWIDE, WE ADVOCATED FOR THAT IN DECEMBER BEFORE THE GOVERNOR INPUT IT OUT IN JANUARY. 
          SO THERE'S VERY TANGIBLE, UM, SUCCESSFUL EFFORTS THAT, YOU KNOW, WILL PROVIDE IN WRITING TO YOU AND THE REST OF THE BOARD FOR YOUR, YOU KNOW, REVIEW AND FEEDBACK REGARDING THE, WHAT THE BOARD CAN DO. 
          UM, MY OFFICE PUTS OUT EVERY YEAR AT THE BEGINNING OF THE YEAR, AND I CAN MAKE SURE TO BUMP IT UP TO THE BOARD OFFICE ONCE AGAIN, SO YOU HAVE IT. 
          WE HAVE A DOCUMENT THAT INCLUDES BY BOARD OFFICE, EVERY ELECTED THAT, UM, OVERLAPS WITH YOUR PARTICULAR BOARD OF, UM, DISTRICTS. 
          SO, FOR EXAMPLE, IT WOULD INCLUDE YOUR LOCAL CITY COUNCIL MEMBERS, UM, FOR CITY OF LA IT WOULD INCLUDE THE BOARD OF SUPERVISORS, INCLUDE STATE, UH, LE LEGISLATORS, ASSEMBLY MEMBERS, CONGRESSIONAL MEMBERS. 
          UM, THAT IS A DOCUMENT THAT WE OUTLINED SPECIFICALLY, WHICH COMMITTEES EACH OF THEM IS A MEMBER OF. 
          UM, SO THAT'S AT YOUR DISPOSAL. 
          YOU KNOW, BY ALL MEANS, WE ALWAYS, ALWAYS, ALWAYS WELCOME YOU TO PARTICIPATE AND ENGAGE. 
          UM, I KNOW I, I MEET WITH YOUR CHIEF OF STAFFS AND AT TIMES BOARD MEMBERS ALSO JOIN THOSE MEETINGS, UM, AT YOUR DISCRETION. 
          UM, I, UH, WELCOME TO KNOW WHEN YOU ARE MEETING WITH ANY OF THOSE ELECTED OFFICIALS, PARTICULARLY THOSE IN THE, UM, BUDGET COMMITTEES, SO I CAN BETTER INFORM YOU, UM, UH, YOU KNOW, WHAT KIND OF ITEMS TO BRING TO THEIR ATTENTION. 
          UM, SOME BOARD OFFICES DO LET ME KNOW, AND I'M ABLE TO PROVIDE, AGAIN, SOME GUIDANCE AS TO THE AREAS THAT WE ARE PARTICULARLY FOCUSING WITH THEM OR WHAT'S BEEN THEIR REACTION IN SACRAMENTO TO THOSE PRIORITIES. 
          UM, AND THEN LASTLY, WE, UM, UH, WE ALSO PUT TOGETHER USUALLY IN THE SPRINGTIME, UM, SOMETIME BETWEEN FEBRUARY AND MAY, UM, TALKING POINTS FOR THE BOARD MEMBERS, SORT OF A TOOLKIT, ADEQUATE TOOLKIT. 
          WE DID THAT EARLIER THIS YEAR. 
          WE'VE DONE IT IN THE PAST YEARS, DEPENDING ON THE ITEMS WE HAVE GOING IN IN OUR ADVOCACY. 
          UM, SO I CAN PROVIDE, UH, SOME OF THE AREAS, UM, YOU KNOW, THAT WE DID EARLIER THIS YEAR. 
          THE REGARDING, UM, FOR THIS FALL VISITS, YOU KNOW, SOME OF THOSE TALKING POINTS MAY BE OUTDATED BECAUSE THE BOARD HAS NOT APPROVED OUR PRIORITIES YET FOR 2027. 
          UM, BUT IT CAN BE A REMINDER TO THEM WHAT WE DID, YOU KNOW, ADVOCATE FOR, AND WHAT WE HOPED FOR THEM TO CONTINUE TO DO. 
          NEXT YEAR, UH, WE ARE INVITING, UM, ELECTED OFFICIALS TO COME TO THE PRINCIPAL FOR A DAY. 
          UM, SO I KNOW THERE WAS A RECENT COMMUNICATION TO THE BOARD, UM, LATE LAST WEEK OUTLINING, UH, WHICH ELECTED OFFICES WILL BE PARTICIPATING. 
          UH, WE HAVE A, SOME MEMBER OSA, WE HAVE A, SOME MEMBER, UM, UH, LEMME THINK HERE. 
          UM, BLANCA PACHECO, WE HAVE ABOUT SEVEN OR EIGHT STATE LAWMAKERS THAT WILL BE JOINING US IN SCHOOL VISITS. 
          UM, WE DO HAVE TO BE SENSITIVE BECAUSE AN ELECTION YEAR IN NOVEMBER, AND IT'S TOO CLOSE TO THE ELECTION, UM, JUST TO MAKE SURE THAT THERE'S, YOU KNOW, STILL A, UM, FOCUS IN THEIR VISITS TO, TO, UM, THEIR OFFICIAL CAPACITIES. 
          UM, SO THERE'S A LOT OF, OF ENGAGEMENT HAPPENING. 
          AND BY ALL MEANS, UM, THOSE ARE JUST A FEW EXAMPLES WE WELCOME FOR ANY OF THE BOARD MEMBERS TO ALWAYS REACH OUT. 
          UM, IT IS MY, UH, INTENT, UH, TO PUT TOGETHER A ROUND TABLE, UM, WITH ELECTED OFFICIALS AND OUR LEADERSHIP SOMETIME THIS FALL AFTER THE NOVEMBER ELECTION, BECAUSE RIGHT NOW EVERYONE IS FOCUSING IN THE NEXT 45 DAYS. 
          UM, 40 DAYS, MAYBE NOW 41 DAYS. 
          UM, BUT IT IS OUR INTENT TO ENGAGE THEM. 
          UM, AND THEN LASTLY, UM, WE DO HAVE A WEBINAR FOR FAMILIES AND PARENTS WHO WISH TO LEARN MORE ABOUT IT, THEIR OWN ENGAGEMENT AND USING THEIR VA UH, THEIR VOICE TO ADVOCATE FOR THEIR CHILD AND ADVOCATE IN, IN, YOU KNOW, WITH LAWMAKERS ON OCTOBER 8TH, UH, FROM EIGHT 30 TO 10:00 AM. 
          UM, WE HAVE SHARED THAT INFORMATION WITH BOARD OFFICES. 
          I CAN 
          [01:00:01]
MAKE SURE THAT YOU HAVE IT. 
          AGAIN, UH, WE'RE PUBLICIZING THIS WEBINAR FOR FAMILIES THROUGH OUR COMMUNICATION CHANNELS, UM, BUT ALWAYS WELCOME THE BOARD TO ALSO FURTHER ENGAGE. 
          UM, SO HOPEFULLY I END, OH, AND THEN THE LAST PIECE ABOUT THE, THE SUPPORT FOR BOARD OF POPULATIONS. 
          UM, I, WE'LL TAKE A LOOK AND THANK YOU FOR THE FEEDBACK, HOW WE CAN BETTER INCORPORATE IT. 
          I KNOW WE ALREADY HAVE ON PAGE TWO OF THE DOCUMENT, WE MENTIONED BSAP, WE MENTIONED COMMUNITY BASED SAFETY BASED ON THE FEEDBACK FROM YOUR OFFICE. 
          WE HAVE IMMIGRATION REFERENCE IN ANOTHER PAGE, BUT PERHAPS WE CAN JUST PUT IT INTO ONE AREA. 
          UM, YOU KNOW, JUST FOR, FOR, UH, CLARITY AS TO WHERE WE HAVE, UM, THOSE STUDENT POPULATIONS MENTIONED. 
          I MEAN, I WOULD LIKE IT TO BE ONE OF THE, UM, THE, THE BIG HEADINGS, RIGHT? UM, I JUST THINK IT'S, IT'S, IT'S A WAY, YOU KNOW, YOU MENTIONED THAT POLICY IS MAKING, IS VERY INCREMENTAL, AND I THINK THIS COULD BE PART OF THAT, RIGHT? IT'S THE FIRST STEP IN TRYING TO HOPEFULLY GET THE STATE TO, TO FOCUS ON, ON THESE POPULATIONS AND SEND FUNDING, MORE FUNDING IF THEY, THEY ADD MORE FUNDING TO PROP 98, OR THEY DO IT IN A DIFFERENT WAY. 
          BUT WE KNOW THAT, UM, THROUGHOUT THE STATE, UM, THESE POPULATIONS ARE UNDER ATTACK AND I THINK IT'S IMPORTANT TO UPLIFT, UM, THEIR NEEDS AND, UM, WHAT THEY'RE DOING. 
          SO THANK YOU VERY MUCH. 
          I APPRECIATE IT. 
          I'M HOPING THAT MAYBE WHEN WE MEET AGAIN IN, UM, WHEN YOU COME BACK IN OCTOBER, NO, DECEMBER YOU SAID, RIGHT? MM-HMM . 
          THAT, UH, WE HEAR MORE ABOUT WHAT THE STRATEGY WILL BE NOW FOR KINDERGARTEN, UH, MANDATORY KINDERGARTEN SINCE WE DID HIT A WALL, IT SOUNDS LIKE WITH SOME DISTRICTS NOT BEING ABLE TO PROVIDE IT, AND THAT WAS THE REASON WHY THE BILL WAS KILLED, BUT WHAT, YOU KNOW, WHAT IS GONNA BE OUR NEW STRATEGY FOR BOTH OF THOSE THINGS THAT HAVE BEEN ON OUR AGENDA FOR A FEW YEARS, UM, KINDERGARTEN AND ENROLLMENT, WHICH, UM, YOU KNOW, YOU DID A, I THINK YOUR OFFICE DID A GREAT JOB IN, IN SPEAKING TO ENROLLMENT. 
          UH, THE REASON FOR THAT AND HOW, UM, IN SPITE OF, OF, UM, YOU KNOW, ABSENTEEISM, OUR, OUR STAFFING, WE STILL STAFF SCHOOLS BASED ON ENROLLMENT AND ALSO THAT OUR STAFF DO THE WORK OF TRYING TO GET STUDENTS IN. 
          AND LIKE WE HAVE INVESTED SO MUCH IN, UH, DIFFERENT WAYS OF TRYING TO, UH, CONTACT PARENTS AND BRING STUDENTS IN. 
          SO, UH, I DON'T REMEMBER IF IT'S MENTIONED THAT WE, WE START OUR PSA START A WEEK OR TWO BEFORE SCHOOLS BEGINS. 
          I DON'T REMEMBER IF IT WAS MENTIONED IN THE REPORT, BUT IT WOULD BE GOOD TO HIGHLIGHT, UH, THE WORK THAT WE'VE BEEN DOING, UH, HOW WE'VE SHIFTED NOW TO REALLY DOING MORE INTENTIONAL OUTREACH TO OUR FAMILIES. 
          OKAY. 
          WE'LL HAVE TO CONTINUE TO. 
          THANK YOU. 
          THANK YOU SO MUCH. 
          AROUND TO AFTERWARDS, MR. MALVO. 
          YES, THANK YOU. 
          AND TO MY COLLEAGUES FOR THEIR QUESTIONS. 
          THANK YOU, MS. ALVAREZ. 
          UM, YOU KNOW, I WAS JUST ON JAVIER SERRA'S WEBSITE. 
          I WAS SHOWING THE SUPERINTENDENT, AND HE HAS 11 ISSUES LISTED IN HIS DROPDOWN, AND NOT ONE OF THEM IS EDUCATION. 
          AND I KNOW WE'VE DISCUSSED THAT, BUT IT SEEMS LIKE, AND YOU ALLUDED TO SOME BEHIND THE SCENES WORK, BUT IT SEEMS LIKE WHAT WE REALLY NEED TO BE DOING IS MAKING SURE THAT WE'RE MEETING WITH HIM AND HIS TEAM, WHETHER THAT'S THE SUPERINTENDENT, THE BOARD PRESIDENT OR OR THE BOARD, TO, UM, INSIST THAT THERE'S AN EDUCATION PLATFORM UP THERE. 
          I MEAN, THE FACT THAT HIS ELECTION IS SOMEWHAT OF A FATE ACCOMPLI WHEN IT COMES TO THE POLITICS OF THE STATE, NOTWITHSTANDING, LIKE THE FACT THAT HE'S GOT 11 ISSUES AND NOT ONE OF 'EM IS EDUCATION. 
          AND SO THERE'S A LOT OBVIOUS OF GOOD IN HERE AND STUFF THAT I SUPPORT, BUT I THINK IT'S IMPORTANT TO, UM, HOLD HIM ACCOUNTABLE AND HIS TEAM ACCOUNTABLE TO MEETING AND, AND COMMITTING TO SOME OF THESE THINGS BETWEEN NOW AND, AND NOVEMBER. 
          SO I WOULD ENCOURAGE US TO DO THAT. 
          AND SIMILARLY, UM, I MEAN, I THINK THERE ARE SIMILAR ELECTORAL PROSPECTS WHEN IT COMES TO RICHARD BARRERA AND HIS RACE, UH, FOR SUPERINTENDENT OF PUBLIC INSTRUCTION. 
          SO I'D ENCOURAGE US, I KNOW MANY OF US KNOW HIM AND HAVE WORKED WITH HIM AS A BOARD MEMBER DOWN IN SAN DIEGO. 
          UM, BUT TO ENGAGE WITH HIM, HAVE WE ENGAGED IN IDEA ADVOCACY AROUND WHAT THIS NEW COMMISSIONER'S OFFICE WILL LOOK LIKE, UM, AS THE BIGGEST DISTRICT IN THE STATE HAVE, WE SAID, HERE'S WHERE WE THINK THERE ARE GAPS IN ACCOUNTABILITY. 
          HERE'S WHERE WE THINK THERE ARE GAPS IN SUPPORT. 
          LIKE, I KNOW WE'VE WATCHED IT UNFOLD, BUT WHERE HAVE WE BEEN? OR WHAT IS OUR OPPORTUNITY TO STILL BE IN THE MIX THERE? YES. 
          SO, SO THERE ARE A FEW LETTERS THAT, UM, WILL BE COMING FORWARD. 
          UM, I CAN, JUST WAITING FOR THE BOARD TO APPROVE THIS DOCUMENT SO I CAN FEEL COMFORTABLE TO GO OUT THERE AND, YOU KNOW, DO OUR ADVOCACY BECAUSE I DON'T WANT TO GET AHEAD, AHEAD OF THE BOARD IN WHAT YOU WANT US TO FOCUS ON. 
          UM, THERE'S A FEW LETTERS THAT ARE, WILL BE IN THE PIPELINE FOR GETTING OUT IN OCTOBER. 
          I MENTIONED THE REVENUE TASK FORCE LETTER THAT WILL BE FOCUSED ON THAT. 
          UM, THERE WAS RECENTLY A SETTLEMENT AROUND THAT $2.1 BILLION THAT META THE METAL SETTLEMENT AROUND SOCIAL MEDIA. 
          UM, YOU KNOW, PROCEEDS GOING TO THE STATE OF CALIFORNIA, $17 BILLION ACROSS ALL THE COUNTRY. 
          UM, SO WE WANNA DO A LETTER TO, TO THE GOVERNOR AND LEGISLATURE ABOUT OUR IDEAS FOR HOW THEY SHOULD BE PUTTING THE MONEY TOWARDS SUPPORTING OUR, OUR STUDENTS AND SCHOOLS. 
          UM, THERE'S A LETTER ON THE COMMISSIONER OF OUTLINING WHAT WE BELIEVE, YOU KNOW, NEEDS TO HAVE THE, THE, UM, THEIR SKILLSET, UM, THE, THE BETTER SUPPORT THAT, THAT WE CAN ANTICIPATE AND HOPE TO HAVE FOR SCHOOL DISTRICTS. 
          UM, SO THOSE WOULD BE ALL INDIVIDUAL LETTERS, UM, THAT I ANTICIPATE 
          [01:05:01]
GETTING AROUND SOMETIME IN OCTOBER. 
          OKAY. 
          I THINK, I MEAN, THIS WOULD'VE BEEN A NICE MEETING TO DISCUSS AT LEAST THAT LETTER, BECAUSE THIS IS THE MOST SUBSTANTIAL STRUCTURAL REFORM IN A LONG TIME IN, IN THE STATE WHEN IT COMES TO THAT OFFICE, UH, OR, OR THE STATE APPARATUS. 
          AND LIKE YOU SAID, IT'S CON IT'S CONVOLUTED WHEN YOU HAVE THE LEGISLATIVE POWER, THE GOVERNOR'S POWER, THE STATE BOARD. 
          BUT I, YOU KNOW, MAYBE THAT'S SOMETHING WHEN THIS COMES TO THE BOARD FOR ADOPTION, WE CAN ALSO PREVIEW THAT LETTER PUBLICLY AND TALK ABOUT WHERE WE THINK AND, UH, IN OUR EXPERIENCE WHERE, YOU KNOW, HOW THAT KIND OF LA UNIFIED WEIGHING IN ON WHERE WE THINK A COMMISSIONER, UM, SHOULD LEAN IN VERSUS THE SUPERINTENDENT. 
          BECAUSE, YOU KNOW, DESPITE MY COMMENTS NOTWITHSTANDING AROUND MEETING WITH RICHARD BARRERA, UM, THAT OFFICE IS GONNA GET SIGNIFICANTLY WEAKER THAN IT ALREADY IS, UM, WITH THIS NEW REFORM. 
          AND THAT'S NOT NECESSARILY A BAD THING GIVEN THE DIFFUSION OF RESPONSIBILITY AT THE STATE LEVEL, BUT WE SHOULD HAVE A PUBLIC CONVERSATION ABOUT WHAT WE THINK THE ROLE OF THE COMMISSIONER SHOULD BE. 
          UM, SO I WOULD, YOU KNOW, HOPE ENCOURAGE US WHEN WE COME BACK AND DISCUSS TO HAVE THAT PUBLIC CONVERSATION. 
          UM, FEW THINGS ABOUT WHAT'S IN HERE ON, ON MANDATORY KINDERGARTEN. 
          DO WE, AND IF WE DON'T, I'D ASK THE TEAM TO LOOK INTO THIS. 
          DO WE HAVE A A AN ANALYSIS OF WHAT IT WILL DO OF WHETHER IT WILL CHANGE OUR ENROLLMENT? AND IF SO, HOW? BECAUSE I KNOW IT'S BEEN A PRIORITY OF OURS FOR A WHILE. 
          THE IDEA BEING THAT THERE ARE FIVE YEAR OLDS, FOUR AND FIVE YEAR OLDS OUT THERE WHO ARE NOT, UM, BEING CAPTURED IN THE SYSTEM, AND THEY WOULD BE REQUIRED TO DO THAT. 
          BUT I'D BE CURIOUS IF SPO OR ODA OR SOMEONE COULD DO AN ANALYSIS OF LIKE, IF THIS PASSES, BECAUSE I THINK THAT WOULD ALSO STRENGTHEN OUR ADVOCACY WITH THE LEGISLATURE AND THE INCOMING GOVERNOR TO SAY OUR, YOU KNOW, WE SAY WE THINK THERE ARE 2000 MORE, UH, KINDERGARTNERS WE HAD CAPTURE OR 500 OR WHATEVER. 
          SO I GUESS I'LL, I'D ASK FOR THAT. 
          I SEE. 
          OKAY. 
          UM, I THINK I APPRECIATE YOU ACKNOWLEDGING THAT THIS WILL BE A LIVING DOCUMENT. 
          I THINK WITH SOME OF THESE THINGS, PARTICULARLY AI, THE EVOLUTION OF TECHNOLOGY AND POLICY IS REALLY WEEKS, MONTHS, NOT YEARS. 
          SO I, I THINK IN THIS, THE AD HOC CAN, YOU KNOW, WILL BE ADDRESSING THIS, BUT I THINK, YOU KNOW, THIS IDEA OF THIS COMING BACK EVERY FEW YEARS FOR SOME, UM, UH, TINKERING, I THINK WHEN IT COMES SPECIFICALLY TO TECHNOLOGY, WE MIGHT HAVE TO DO THAT MORE FREQUENTLY. 
          UM, SO JUST WANTED TO ACKNOWLEDGE THAT. 
          I WOULD ALSO ENCOURAGE US WITH LCFF, NOT JUST TO ADD, YOU KNOW, INCREASING CATEGORIES FOR VULNERABLE STUDENT POPULATIONS, BUT REALLY TO ENCOURAGE THE NEW ADMINISTRATION TO KEEP THE DISCRETION INHERENT IN LCFF. 
          WE'VE SEEN KIND OF AN ENCROACHMENT OR A CREEPING THE LAST FEW YEARS BACK TO CATEGORICAL CATEGORICAL GRANTS. 
          BUT REALLY THE IDEA UNDER GOVERNOR BROWN WAS NOT ONLY AROUND THE EQUITY PIECE, BUT AROUND RESPECTING WHAT HE WOULD ALWAYS CALL SUBSIDIARITY, BUT LIKE LOCAL CONTROL AND DISCRETION. 
          SO I REALLY HOPE THAT THAT'S PART OF OUR ADVOCACY TOO. 
          I KNOW THAT THAT'S, UM, THIS WOULD BE MORE IN THE ADVOCACY AGENDA THAN THE POLICY AGENDA, BUT I'D ALSO ENCOURAGE US TO BE OUT THERE IN THE NEXT FEW WEEKS AROUND PROP THREE, UM, WHICH WOULD, WOULD LOCK IN SOME OF THE FUNDING THAT WE NEED. 
          AND ALSO MORE VOCAL AROUND THE PROP 98 WITHHOLDING. 
          I KNOW CTA AND OTHERS HAVE JOINED OR HAVE FILED A LAWSUIT. 
          AND I THINK THE BOARD, UM, SHOULD, AND THIS DISTRICT SHOULD BE MORE ACTIVE IN, UM, WHETHER THAT'S JOINING THAT LITIGATION, UH, AN AMICUS LETTERS OF SUPPORT OR I DON'T REALLY SEE THE DOWNSIDE FOR US IN, UM, PUTTING PRESSURE ON THE CURRENT ADMINISTRATION. 
          UM, JUST A FEW MORE POINTS FOR ME. 
          ONE, I THINK THE GRAD REQUIREMENTS AND THE CURRICULAR REFORM, UM, IT'S HARD TO KIND OF ACKNOWLEDGE THAT IN HERE WITHOUT UNDERSTANDING THAT WHAT WE'RE TALKING ABOUT. 
          I DO ACKNOWLEDGE THAT THERE ARE A LOT OF REQUIREMENTS AND AS WE'RE TALKING ABOUT THINGS LIKE CRITICAL MEDIA LITERACY AND PERSONAL FINANCE AND ALL THAT, UM, THERE'S ONLY SO MANY SO, SO MUCH ROOM IN A STUDENT'S SCHEDULE. 
          BUT I, I THINK WE SHOULD JUST, YOU KNOW, WHEN WE DISCUSS THIS OR ADOPT IT, YOU KNOW, A A BIT MORE SPECIFIC ABOUT WHAT WE'RE TALKING ABOUT. 
          'CAUSE KIND OF GRADUATION REQUIREMENTS AND CURRICULUM COULD GO A LOT OF DIFFERENT WAYS. 
          MS. ORTIZ FRANKLIN ME IN MATH, THERE'S A NATIONAL DEBATE ABOUT MATH STANDARDS AND WHETHER WE, AND SO I JUST, I WANT US TO BE CLEAR BEFORE WE JUST SAY CHANGE GRADUATION REQUIREMENTS. 
          UM, AND THEN THE POINT ABOUT, YOU KNOW, I, I AND THE, THE COMMITTEE I CHAIR FACILITIES AND PROCUREMENT HAVE BEEN VERY VOCAL AROUND THE DIVISION OF STATE ARCHITECTS REVIEW AND ALL THAT. 
          AND I APPRECIATE THAT THAT'S, THAT THAT IS IN THERE. 
          BUT ONE OF THE THINGS, AND I SAID LAST WEEK THAT THIS WILL BE MY SOAPBOX, SO I'LL CONTINUE ON IT, BUT, YOU KNOW, WE'RE DISCOVERING, I THINK, A LOT OF POLICIES OF THIS DISTRICT THAT GO ABOVE AND BEYOND STATE AND FEDERAL REQUIREMENTS. 
          AND SO I WILL SAY, IN ADDITION TO LOOKING AT THE STATE AND SAYING, MAKE IT EASIER FOR US TO DO THINGS LIKE PUT SHADE STRUCTURES OVER PLAY, UH, PLAYGROUNDS, I REALLY, YOU KNOW, THINK WE NEED TO SPEND A LOT OF TIME ASKING WHERE ARE WE USING THE STATE AS A STRAW MAN, WHERE THEY'RE ACTUALLY NOT TO BLAME AND IT'S THE DISTRICT'S OWN, YOU KNOW, YEARS OF REGULATION AND BUREAUCRATIC REFORM THAT IS STANDING IN THE WAY. 
          SO I THINK THAT'S GREAT THAT WE'RE CALLING OUT, UM, THE STATE WHEN WE NEED TO. 
          BUT JUST A NOTE THAT THERE'S A LOT, UH, I THINK MANY UNFORCED ERRORS ON OUR PART. 
          AND THEN MY FINAL QUESTION IS, ARE WE DO GONNA DO MS. ALVAREZ A FEDERAL COROLLARY FOR THIS? UM, AND WHAT'S THE TIMELINE FOR THAT? YES. 
          SO THANK YOU. 
          THANK YOU. 
          I APPRECIATE THAT QUESTION. 
          [01:10:01]
SO WE, UM, UH, ON EDUCATION, UH, LOCAL, LOCAL EFFORTS, WE, UH, ORIGINALLY PROVIDED A BOARD INFORMATIVE ON THE, THE SET OF EDUCATION COMPACT AND WHAT IT MEANS IN, IN THE CURRENT, UM, CURRENT SHAPE FOR FEDERAL. 
          WE WILL BE, UM, ALSO BRINGING AS MAYBE AS PART OF THE DECEMBER, UM, ADVOCACY AGENDA, UM, SOMETHING MORE COMPLIMENTARY, THAT'S MORE SUBSTANTIVE. 
          UM, WE WILL SEE WHAT HAPPENS WITH THE MIDTERM ELECTIONS AND, UM, UH, ASSUMING, UH, YOU KNOW, ASSUMPTION GIVEN WHAT'S BEING REPORTED ON THE MEDIA, THERE ARE SOME ASSUMPTIONS THAT, UM, THAT IT WILL SWING TO, UH, DIFFERENT, UM, DIFFERENT, UM, LEADERSHIP IN CONGRESS, UM, FOR A DIFFERENT PARTY. 
          UH, PERHAPS AT THE TIME WE WOULD BE ABLE TO, UH, IF THAT HAPPENS, THEN WE WOULD BE ABLE TO, UH, MOVE FORWARD ALONG A MORE, UH, TARGETED, UH, PRIORITIES FOR 2027 AND BEYOND. 
          RIGHT. 
          'CAUSE I WOULD ENCOURAGE US, I MEAN, I KNOW, YOU KNOW, UM, WHEN IT COMES TO, UH, IDA IN PARTICULAR MM-HMM . 
          WHICH YOU HAD ACKNOWLEDGED A FEW MINUTES AGO, THAT IS AN AREA THAT'S BEEN A PRIORITY OF OURS FOR, FOR DECADE, IF NOT LONGER. 
          UH, IF WE DO GET A DEMOCRATIC CONGRESS, THAT IS STILL ONE AREA OF BIPARTISANSHIP. 
          UM, YOU KNOW, THERE ARE STUDENTS WITH DISABILITIES IN 50 STATES, AND I DO SEE REPUBLICANS TALKING ABOUT IT TOO. 
          AND SO I WOULD REALLY ENCOURAGE US TO KIND OF MAKE THAT A, A, A NUMBER ONE PRIORITY AND SEE IF WE CAN'T GET SOME MOVEMENT, UM, UH, EVEN WHILE TRUMP'S STILL IN OFFICE ON, ON IDEA, UM, AND MAKING SURE WE'RE KIND OF TEEING UP, UH, THAT AGENDA. 
          THE OTHER THING THAT I KNOW IT CAME UP WITH MS. ORTIZ FRANKLIN, I KNOW THAT THE DISTRICT HAS SENT A LETTER OPPOSING, UH, OR DISCOURAGING THE STATE OF CALIFORNIA TO OPT IN TO THE SCHOLARSHIP, UM, PROGRAM. 
          UH, BUT I WILL NOTE THAT, UH, IF THE STATE DOES OPT IN, UM, THERE ARE SOME STATES THAT ARE THINKING ABOUT WAYS TO CREATE SCHOLARSHIP GRANTING OPPORTUNITIES FOR PUBLIC SCHOOL STUDENTS, WHETHER THAT'S FOR TUTORING OR AFTER SCHOOL PROVIDERS OR SO, JUST WHEN IT COMES TO THE FEDERAL, UH, THE BIG BEAUTIFUL BILL AND WHAT'S THERE, I THINK IF CALIFORNIA ENDS UP OPTING IN, WE WANNA HAVE A THOUGHTFUL CONVERSATION ABOUT WAYS THAT OUR STUDENTS AND FAMILIES COULD BENEFIT, UM, DESPITE, YOU KNOW, WHAT I THINK WE ALL AGREE IS A MISGUIDED APPROACH TO WHERE FEDERAL DOLLARS SHOULD BE GOING FOR EDUCATION. 
          UM, THANK YOU. 
          THANK YOU. 
          DO YOU WANNA ANSWER ANY OTHER QUESTIONS HE HAS? I THINK ON THAT ONE ABOUT THE VOUCHERS, SINCE BOTH SURE. 
          UH, TWO ERS MENTIONED IT, THIS IS SOMETHING THAT, UM, AS OF NOW IT IS, UH, STILL AGAIN, UH, SOME RUMORS OF THE GOVERNOR COULD BE TAKING ACTION FOR CALIFORNIA TO OPT IN AS LONG WITH THE MAJORITY OF OVER 30 STATES WHO HAVE, UM, OPTED IN FOR THIS, UH, FEDERAL EDUCATION TAX CREDIT. 
          THAT WILL GO INTO EFFECT ON JANUARY 1ST, UM, FOR US TO WEIGH IN ON THE SCHOLARSHIP PIECE THAT WOULD BE MORE, UH, TIMELY FOR US TO DO SO. 
          IF IT WAS, IF THEY WERE TO OPT IN, IT WOULD BE PART OF OUR WEIGHING IN FOR 2027 MORE IMMEDIATE PRIORITIES. 
          BUT OUR IMMEDIATE, UM, ACTION HAS BEEN TO JOIN OTHER EQUITY ORGANIZATIONS, LABOR GROUPS AND OTHERS IN THE STATE, UH, WHO ARE, UM, CONCERNED ABOUT THE STATE MOVING IN THIS DIRECTION. 
          UM, SO WE'VE ALREADY WENT IN FOR THAT PIECE, BUT FOR IT TO BE, SHOULD THE STATE, UH, DECIDE TO WEIGH IN AND, UH, OPT IN, THEN WE WOULD WEIGH IN AT THE TIME. 
          UM, ONE PIECE MORE OF AN OBSERVATION I'LL BRIEFLY MENTION SINCE, UM, I'VE HEARD AT LEAST TWO BOARD MEMBERS, BOARD OF MELBOURNE AND BOARD WAR TWO FRANKLIN MENTIONING THE LOCAL CONTROL AND, UM, REALLY URGING THE, THE NEW ADMINISTRATION, THE LEGISLATURE, UM, TO PRESERVE LOCAL CONTROL AND, UH, YOU KNOW, JUST LOCAL DISCRETION FOR HOW TO DISTRICTS AND BOARD MEMBERS DECIDE HOW TO SPEND MONEY BASED ON LOCAL NEEDS, BUILD FROM COMMUNITY, FROM STAKEHOLDERS AND PARENTS AND OTHERS. 
          UM, I KNOW BOARDER GREGO MENTIONED SOME INTEREST IN WANTING TO CALL OUT SOME OF THE FUNDING NEEDS OF OUR SOME PO POPULATIONS. 
          UM, SOME OF THOSE POPULATIONS ARE BEING SERVED THROUGH PROGRAMS BY, UM, FUNDING THROUGH LCFF AS SIMON BRA MARK, MY COLLEAGUE, OUR CFO MENTIONED LAST WEEK. 
          UM, WE DO GET OVER $1.5 BILLION OF DISCRETIONARY MONEY THAT IS MEANT TO BE FOR SUPPORTING HIGH NEED POPULATIONS, INCLUDING ENGLISH LEARNERS, UH, LOW INCOME AND FOSTER YOUTH. 
          AND AT TIMES IT MIGHT BE THAT SOME OF OUR POPULATIONS, UM, THESE STUDENT POPULATIONS, UM, MAY ALSO FIT OTHER STUDENT CATEGORIES. 
          SO, UM, I, I ENCOURAGE, UM, THE BOARD FOR US, MY OFFICE, TO HAVE CLARITY TO, TO BE ABLE TO HELP US UNDERSTAND, ARE WE FOR LOCAL CONTROL OR DO WE WANT MORE CATEGORICALS? BECAUSE, BECAUSE I FEEL LIKE, UM, AT, AT DIFFERENT CONVERSATIONS, IT KIND OF FLUCTUATES BA BASED ON FEEDBACK FROM THE BOARD. 
          AND, UM, IT NEEDS TO BE A KIND OF A, LIKE YOU SAID, A GRAY LINE OR ARE WE LIKE FOR OR AGAINST, UM, LOCAL CONTROL BECAUSE THAT'S WHAT LCF IS INTENDED TO DO. 
          AND US ASKING FOR EARMARKS FOR PARTICULAR STUDENTS OR PARTICULAR PROGRAMS THAT'S GOING TO ERODE LOCAL CONTROL THAT WE'RE TRYING TO PRESERVE. 
          AND L-A-U-S-D IN 2013, WHEN LCF WAS ADOPTED, WE WERE ONE OF THE FOUR DISTRICTS WHO WERE CHAMPIONING LOCAL CONTROL AND LCFF. 
          AND SO WE'RE IN THIS CROSSROADS OF, UM, WE WOULD DO IT AGAINST OURSELVES IF WE WANT TO HAVE PARTICULAR INITIATIVES FUNDED BY THE STATE VERSUS ASKING, JUST INCREASE THE PIE, GIVE US MORE MONEY. 
          SO THEN LOCALLY, THE BOARD, WITH THE DISCRETION THAT YOU HAVE UNDER THE LCAP PROCESS, BE ABLE TO MAKE THAT LOCAL DETERMINATION FOR HOW TO PUT RESOURCES INTO STUDENTS. 
          UM, 
          [01:15:01]
SO, SO JUST AN OBSERVATION. 
          IT IS MY, MY GOAL BEYOND THIS DOCUMENT, UM, UH, I HAVE, UM, UM, MADE MYSELF AVAILABLE TO COMPRESSOR, PRESENT TO THE BOARD AT THE COMMITTEE AS A WHOLE IN, UM, NOVEMBER, NO, OCTOBER, ACTUALLY OCTOBER, OCTOBER 27TH, UM, TO GIVE YOU A PREVIEW OF THE MORE IMMEDIATE PRIORITIES FOR 2027. 
          SO PERHAPS IF, IF, UM, THAT IT BECOMES A PRESENTATION FOR THE COMMITTEE OF THE WHOLE, UM, THAT COULD BE A FURTHER REFINEMENT AS TO WHERE DOES THE BOARD WANT US TO BE ON THIS, UM, LCFF LOCAL CONTROL CONVERSATION, BECAUSE I KNOW IT COMES, COMES UP EVERY SO OFTEN. 
          YEAH. 
          I APPRECIATE YOU ELEVATING THAT, UM, AS A TENSION THAT WE NEED TO RESOLVE. 
          AND WHETHER THAT COMES WITH A RECOMMENDATION FROM THE SUPERINTENDENT AND THE TEAM, WHETHER THAT'S WHEN WE ADOPT THIS OR WHEN WE ADOPT THE ADVOCACY AGENDA. 
          UM, AND THEN ALLOW THE BOARD TO OPINE AND EDIT AS NEEDED, OR, YOU KNOW, I GUESS THAT'S, THAT'S PROBABLY THE CLEANEST WAY, UM, TO COME WITH THE SOUP'S RECOMMENDATION ON THAT QUESTION AND THEN HAVE THE BOARD WEIGH IN AS OPPOSED TO THE BOARD. 
          BUT, UM, BUT YEAH, I MEAN, I, I, I FALL DOWN ON THE LINE OF, I GUESS, FALL DOWN ON THE LINE AS NOT, I COME ON THE SIDE OF THE LINE OF MORE DISCRETION, ESPECIALLY GIVEN OUR BUDGET CHALLENGES, AND THEN THE ABILITY FOR THIS EIGHT PERSON LEADERSHIP TEAM TO THINK ABOUT, HERE'S WHERE WE WANNA INVEST, UM, BASED ON OUR PR, OUR, OUR GOALS VERSUS THE STATE TELLING US YOU HAVE TO DO X, Y, AND Z, ESPECIALLY GIVEN THE BUDGETARY CHALLENGES WE'RE GONNA HAVE. 
          BUT I KNOW, YOU KNOW, MY COLLEAGUES MIGHT HAVE DIFFERENT OPINIONS, AND SO BE CURIOUS WHAT THE SUPERINTENDENT THINKS. 
          NOT TO PUT HIM ON THE SPOT NOW, BUT AS WE DEVELOP THAT IN THE NEXT FEW WEEKS. 
          BUT I AGREE MS. ALVAREZ, AND THANK YOU FOR HIGHLIGHTING THE FACT THAT AS THE LARGEST DISTRICT IN THE STATE, HAVING US PUT OUR THUMB ON THE SCALE OF THAT QUESTION WITH THE NEW ADMINISTRATION IS GONNA BE REALLY IMPORTANT. 
          OKAY. 
          WE'LL CONTINUE WITH THE ROUND, UH, ONE, UH, I'LL GO AND THEN I'LL ASK KELLY, SHE HAS QUESTIONS FOR THIS. 
          UH, MY QUESTIONS ARE NOW FOR DR. RIVAS FROM DR. RIVAS, AND SHE ASKS, WHICH PRIORITIES ARE MOST URGENT AND MOST ACHIEVABLE WITH THE NEXT GOVERNOR, GOVERNOR AND LEGISLATURE, AND HOW WE WILL DISTINGUISH OUR LONG-TERM AGENDA FROM SPECIFIC BILLS AND BUDGET REQUESTS COMING TO THE BOARD IN DECEMBER. 
          GREAT. 
          SO I MENTIONED THREE EXAMPLES ALREADY THAT I ANTICIPATE, UM, BRINGING FORWARD POSSIBLY, AND I'M SAYING POSSIBLY JUST BECAUSE, UH, WE HAVE OVER 40 IDEAS THAT WE GOT FROM DIVISIONS AND BOARD OFFICES. 
          AND I THINK I JUST, I GOT SOME NEW IDEAS FROM A BOARD OFFICE RECENTLY IN THE LAST WEEK OR SO, UM, FOR, FOR PRIORITIES, SPONSORED BILLS FOR 2027. 
          SO, UM, AS OF NOW, I COULD ANTICIPATE POSSIBLY BRINGING FORWARD ENROLLMENT BASED FUNDING OF SOME SHAPE OR FORM OF THAT, UM, TO APPRECIATE THE QUESTIONS AND THE FEEDBACK FROM THE BOARD AROUND REEXAMINING THE MENTOR KINDERGARTEN, AND REALLY OUR PRIORITY FOR US TO PURSUE EITHER REALLY A BENEFIT TO L-A-U-S-D. 
          SO WE'LL TAKE ANOTHER LOOK AT THAT, UM, WHETHER WE JUST SUPPORTED SOMEONE ELSE PURSUED IT OR WHETHER WE WANNA BE, AGAIN, UM, UH, GETTING THE CONVERSATION STARTED IN SACRAMENTO, UH, AND BUILDING A COALITION AROUND IT. 
          AND THEN I MENTIONED THE SPECIAL EDUCATION PIECE, UH, ESPECIALLY BECAUSE, UM, LEGISLATORS HAVE A SHORT TERM MEMORY WITH WITHOUT RESPECT TO THEM, UM, THEY'LL FORGET, OR IF, IF ANYTHING, THEY'LL GIVE CREDIT, CREDIT TO THEMSELVES THAT THEY GOT A $2.4 BILLION TO SPECIAL ED THIS YEAR, AND THEY'LL SAY, WE GOT IT DONE. 
          LIKE WE, WE, YOU GUYS SHOULD BE HAPPY WITH WHAT WE GAVE YOU. 
          SO BY US PURSUING A LEGISLATION MIGHT ALLOW US TO CONTINUE TO, UM, HAVE THE CONVERSATION FRONT AND CENTER AMONG LAWMAKERS, BUT ALSO BE ABLE TO HEAR, JUST LIKE WE ARE TODAY, PUBLICLY, LEGISLATORS BE ABLE TO ARTICULATE WHAT ARE THEIR CONCERNS, WHAT ARE THEIR QUESTIONS, WHAT ARE THEIR, UM, YOU KNOW, JUST IMPEDIMENTS FOR US TO SEE THEM MOVING IN THAT PARTICULAR DIRECTION. 
          UM, AND IT IS A TWO YEAR LEGISLATIVE CYCLE THAT BEGINS IN JANUARY, MEANING THAT IF WE WERE TO SPONSOR THE BILL AND IF WE COME ACROSS ANY HURDLES WE COULD CONSIDER TO TABLE THE BILL FOR THE FOLLOWING YEAR, UH, AND THEN CONTINUE TO STRATEGIZE AND BUILD THE, THE LARGER COALITION. 
          SO THAT'S, THAT'S WHY I COULD FORESEE POSSIBLY ANY OF THOSE THREE COMING FORWARD IN DECEMBER. 
          UM, THEY ARE MORE IMMEDIATE ONES, LIKE FACILITIES, FOR EXAMPLE, WITHOUT GOING INTO THE DETAILS RIGHT NOW, UM, THERE'S AT LEAST THREE OR FOUR FACILITY RELATED ITEMS, AGAIN, GIVEN THE LARGE BOND PROGRAM THAT WE HAVE AND OUR INTEREST AND COMMITMENT TO MAKE THE BEST WE CAN WITH THOSE, UH, TAXPAYER FUNDS. 
          UM, SO, UM, WE MAY HAVE SOME ON FACILITIES. 
          UM, THERE'S SOME ON PE GRADUATION REQUIREMENTS. 
          UM, SO THERE'S A, UM, UH, NON-PUBLIC SCHOOL PROVIDERS, NPSI KNOW IT'S BEEN AN AREA OF CONCERN TO THE BOARD AND, UM, THAT INCREASED COSTS THAT WE ARE INCURRING FOR NPS SERVICES, UH, THROUGH THIRD PARTY PROVIDERS. 
          SO THERE'S A LOT OF IDEAS. 
          SO MORE TO COME. 
          UM, AND AGAIN, UM, IT IS MY HOPE THAT IF APPROPRIATE AND IF THERE'S TIME, UM, THAT I CAN HAVE AN OPPORTUNITY TO COME TO THE BOARD IN OCTOBER, LATER IN OCTOBER TO PREVIEW THOSE EMERGING TOPICS. 
          THAT WAY YOU CAN ALL PROVIDE FEEDBACK AND THEN WE CAN, UM, COME TO A QUOTE UNQUOTE FINAL DOCUMENT FOR THE BOARD TO APPROVE IN DECEMBER, UM, AS OPPOSED TO WAITING UNTIL DECEMBER FOR YOU TO SEE IT FIRST AND THEN ASKING, YOU KNOW, 'CAUSE OTHERWISE WE'LL HAVE TO DELAY UNTIL JANUARY FOR ACTION. 
          AND MY, IT IS MY HOPE THAT THE MORE PROACTIVE WE CAN BE, THE BETTER WE CAN FIND LEGISLATORS AND WILLING PARTNERS BUILD COALITIONS. 
          UM, AND AGAIN, IT'LL GIVE MY TEAM AND ME COMFORT TO GO START DOING THE ADVOCACY AND ENGAGEMENT KNOWING THAT THE BOARD HAS APPROVED THOSE PRIORITIES. 
          THANK 
          [01:20:01]
YOU. 
          THANK YOU, DR. 
          RIVA. 
          SECOND QUESTION WAS THE FACILITY SECTION CALLS FOR STATE SUPPORT WITH CONSOLIDATION AND RECONFIGURATION. 
          SO WHAT CHANGES WOULD HELP DISTRICTS CARRY OUT A RIGOROUS AB 1912 EQUITY ANALYSIS AND GENUINE LOCAL ENGAGEMENT WITHOUT TURNING STATE SUPPORT INTO PRESSURE FOR PREDETERMINED OUTCOMES? WE, UM, AT THIS POINT, UNLESS, UM, MY COLLEAGUES OR LEADERSHIP HAVE ANY COMMENTS TO MAKE, UM, WE DON'T HAVE ANY PARTICULAR ITEMS THAT I, THAT I CAN THINK OF RIGHT NOW TO PROVIDE, UH, BUT I APPRECIATE THE QUESTION THAT WE CAN LOOK MORE INTO. 
          UM, AGAIN, THIS IS A MULTI-YEAR BIG PICTURE IDEAS THAT IS SOMETHING MORE SPECIFIC. 
          WE NEEDED THE STATE, WE COULD THEN BRING IT FORWARD IN THIS IN DECEMBER. 
          UM, I WILL MENTION THAT WHEN WE HAD OUR LOBBY DAYS, WE HAD THREE ADVOCACY DAYS IN MAY WITH OUR LABOR PARTNERS, SUPERINTENDENT CHASE, SOME OF THE BOARD MEMBERS HERE, UM, AT LEAST ONE OF THE LEGISLATIVE OFFICES INQUIRED ONE OR TWO OFFICES, SHOULD THERE BE A STATE? IT WAS MORE OF A  QUESTION, SHOULD THERE BE A ROLE FOR THE STATE TO PLAY? UM, SO WE'RE KIND OF NOW POSING THE QUESTION BACK TO THEM, SHOULD THERE BE A ROLE? BUT AT THIS POINT, WE DON'T HAVE ANY CONCRETE TO MAKE. 
          AND I THINK, UH, MR.  HAS SOME FEEDBACK, AND I, AND I THINK IT'S NOT SO MUCH TIED TO AB 1912, BUT BROADER CONSIDERATIONS FOR DISTRICTS ASSOCIATED, ESPECIALLY WITH THE REUSE OF FACILITIES, OF THE SURPLUS OF FACILITIES. 
          UM, RIGHT NOW, THERE ARE LIMITATIONS IN THE LAW THAT IF WE SURPLUS PROPERTY FOR REVENUE GENERATION, IT COMES BACK TO US IN A CAPITAL PROGRAM RATHER THAN FOR GENERAL FUND EXPENSE. 
          AND SO IT DOES LIMIT OUR ABILITY TO USE THOSE DOLLARS FOR GENERAL FUND RELIEF. 
          AND SO THERE'S OPPORTUNITIES TO THINK ABOUT THAT FLEXIBILITY AROUND THAT, BECAUSE THEY'VE DONE IT BEFORE FOR A, A LIMITED TIME. 
          THANK YOU. 
          THANK YOU. 
          AND HER LAST QUESTION IS, HOW WILL STUDENTS AND FAMILIES EXPERIENCING HOMELESSNESS INFORM OUR HOUSING PRIORITIES? AND WHAT COORDINATION OF FUNDING AUTHORITY ARE WE SEEKING FROM THE STATE THAT SCHOOLS DO NOT CURRENTLY HAVE? SO THANK YOU FOR THE QUESTION. 
          UM, UH, WE WORK CLOSELY WITH DR. 
          DENDA AND, UM, UH, CHIEF SPICER'S TEAM IN COMING UP WITH WHAT ARE THE PRIORITIES FOR SUPPORTING OUR STUDENTS, UM, HOMELESS STUDENTS AND HEALTH STUDENTS. 
          UM, AT THIS POINT, WE HAVE NOT RECEIVED BEYOND JUST MORE FUNDING FROM THE STATE, THERE'S NOTHING ELSE ON THE POLICY THAT THEY HAVE RECOMMENDED FOR US TO PURSUE. 
          UH, WE DID MENTION IN THIS POLICY AGENDA DOCUMENT A REFERENCE FOR THE STATE TO, BECAUSE IT IS STATE FUNDING COMING TO COUNTIES NOT FOR UNHOUSED STUDENTS. 
          THE MONEY'S MEANT TO BE MORE JUST FOR GENERAL, UM, UH, UNHOUSED POPULATION SUPPORTS. 
          AND SO IN THAT, AS PART OF ANY STATE MONEY GOING TO THE COUNTIES OR COUNTY MONEY AVAILABLE FOR SUPPORTING UNHOUSED POPULATIONS, INCLUDING STUDENTS AND FAMILIES, WE'RE URGING THEM TO BE MORE THOUGHTFUL IN INCLUDING STUDENTS. 
          BECAUSE RIGHT NOW, UM, THERE'S LIMITED REFERENCES TO UNHOUSED FAMILIES AND STUDENTS. 
          UM, SO, SO IN A WAY, UM, JUST SHORT ANSWER IS, UM, WE WILL, UM, WE DON'T HAVE ANYTHING SPECIFIC BEYOND JUST WE NEED MORE MONEY. 
          WE NEED MORE MONEY. 
          AND THIS YEAR THERE WAS A $300 MILLION ALLOCATION FROM THE STATE OF CALIFORNIA FOR UNHOUSED POPULATIONS OF STUDENTS. 
          UM, MY RECOLLECTION IS THAT IT WON'T BE, IT WILL NOT BE A COMPETITIVE GRANT. 
          THERE'LL BE AN ALLOCATION BASED ON THE NUMBER OF UNHOUSED STUDENTS WE HAVE. 
          IT'S A ONE-TIME GRANT THAT WE CAN USE FOR MULTIPLE YEARS OF FUNDING, BUT IT'S NOT SUFFICIENT. 
          UM, AND TO BOARD ON MELBOURNE'S EARLIER COMMENT ABOUT THE FEDERAL PRIORITIES, MCKINLEY BENTO IS VERY LIMIT LIMITED AMOUNT OF MONEY THAT WE RECEIVE. 
          AND THAT IS THE BULK OF THE MONEY THAT WE HAVE SPECIALTY FOR KIDS WITH UNHOUSED, UH, NEEDS. 
          UM, UH, LCFF, THAT IS A CHANGE THAT WE ARE SUPPORTING, UM, URGING THE STATE TO INCLUDE, UM, UNHOUSED STUDENTS TO GET ADDITIONAL MONEY THROUGH LCFF BECAUSE RIGHT NOW, UM, THEY'RE, THEY'RE ONLY COUNTED ONCE. 
          ONE, MS. EZ, HI. 
          THANK YOU. 
          WELL, I, I APPRECIATE THE COMPREHENSIVE NATURE OF THE DOCUMENT AND AGREE WITH A LOT OF THE FEEDBACK THAT'S BEEN GIVEN. 
          I GUESS JUST LIKE TWO HIGH LEVEL, UH, POINTS ABOUT THE DOCUMENT. 
          ONE, I FELT LIKE IN CERTAIN SECTIONS, WELL, IN A NUMBER OF SECTIONS, I FELT LIKE WE COULD BE MORE DECLARATIVE ABOUT WHAT WE REALLY WANNA SEE. 
          LIKE WHAT IS OUR POINT OF VIEW. 
          I THINK THAT THERE WERE, UM, CERTAIN SECTIONS WHERE IT WAS LIKE, WELL, YOU COULD CONSIDER THESE QUESTIONS. 
          AND, UM, I THINK IF WE WANNA SEE SOMETHING, WE SHOULD SAY THAT. 
          UM, I, I THINK THE LIKELIHOOD OF, UM, THE INCOMING ADMINISTRATION READING THE FULL DOCUMENT MAYBE IS MORE, UM, IS LESS LIKELY. 
          SO I THINK WE SHOULD JUST BE AS DIRECT AS POSSIBLE IN MAKING IT CLEAR WHAT POLICIES WE WANT TO SEE IN PLACE, UH, TO BEST SUPPORT OUR STUDENTS. 
          UM, I MEAN, I THINK ON THE, UM, STUDENTS EXPERIENCING HOMELESSNESS EXAMPLE, THAT, THAT'S ONE WHERE I THINK IT WAS SOMETHING AROUND COORDINATE GREATER COORDINATION LIKE THAT SEEMS NICE, BUT ULTIMATELY, IF WHAT WE THINK WE NEED IS MORE FUNDING TO SUPPORT THE, UM, THE UNIQUE NEEDS OF OUR MOST VULNERABLE STUDENTS, THEN WE SHOULD BE EXPLICIT ABOUT THAT. 
          UM, THE OTHER THING, UM, AS A MORE GENERAL COMMENT IS, 
          [01:25:01]
YOU KNOW, EACH OF OUR RECENT GOVERNORS HAVE HAD, YOU KNOW, LANDMARK SIGNATURE EDUCATION INITIATIVES. 
          AND WHILE I THINK IT'S HELPFUL TO PROVIDE THIS MORE UNIVERSAL OVERVIEW, I STRUGGLE IN DECIPHERING WHAT'S KIND OF THE LANDMARK VISION SETTING ACHIEVEMENT THAT A, THAT A GOVERNOR COULD POTENTIALLY PULL FROM THIS DOCUMENT. 
          AND SO I WOULD JUST URGE AND ENCOURAGE US TO TRY TO PUT FORWARD SOMETHING THAT WOULD MEET THAT, THAT DEMAND IN THAT MOMENT. 
          UM, FOR ME, UM, YOU KNOW, I THINK ABOUT SCHOOLS AS THE SOCIAL SAFETY NET PROVIDING MENTAL HEALTH AND PHYSICAL HEALTH SERVICES FOR OUR STUDENTS. 
          IT'S VERY ALIGNED TO OUR COMMUNITY SCHOOLS EFFORTS, AND WE KNOW THAT WE ARE NOT FUNDED FOR THE INTENSE WRAPAROUND SERVICES THAT WE DO PROVIDE FOR STUDENTS AND FAMILIES. 
          I THINK GIVEN THAT, UM, I HOPE FUTURE GOVERNOR BERA HAS A STRONG BACKGROUND IN HEALTH, THAT THAT MIGHT BE SOMETHING APPEALING THAT WE WANNA LEAN INTO. 
          AND I'LL NOTE THAT HEALTH ISN'T, AND LIKE WELLNESS ISN'T REALLY MENTIONED OUTSIDE OF THE SECTION ON HEALTH AND PENSION, UM, AND THE INTRODUCTION. 
          SO I, I THINK THAT THAT'S A BIG MISSING PIECE AND THAT IF WE WANT TO PUT FORWARD A, A BIG VISION, THAT THAT MIGHT BE AN AREA. 
          UM, ONE OTHER SUGGESTION AS A, YOU KNOW, BIASED PARTY IN THE COMMITTEE THAT I, THAT I CHAIR UNIVERSAL CARE FOR TWO AND THREE YEAR OLDS, UM, OBVIOUSLY TRANSITIONAL KINDERGARTEN HAS GOTTEN US TO UNIVERSAL CARE FOR FOUR YEAR OLDS, BUT WE KNOW THAT THE, THE GREATEST DEMAND AND THE GREATEST UNMET NEED EXISTS FOR OUR TWO AND THREE YEAR OLDS. 
          AND ALSO THAT AS A SCHOOL DISTRICT, WHILE WE'RE PROVIDING A CARE FOR OUR, OUR TODDLERS, THERE ARE LOTS OF BARRIERS FROM THE STATE FOR US BEING ABLE TO DO THAT. 
          UM, SOME OF THOSE BARRIERS ARE THE REIMBURSEMENT RATES, THE AMOUNT OF SLOTS THAT WE GET TO BE ABLE TO PROVIDE THESE SERVICES. 
          UM, AND I THINK THAT THERE'S A GREAT, GREAT DEAL OF ATTENTION AROUND CHILDCARE AND THE NEED FOR CHILDCARE, AND WE NEED TO ENSURE THAT OUR PROGRAMS ARE UPLIFTED AS PART OF THOSE CONVERSATIONS. 
          UM, OKAY. 
          SO THOSE ARE MY TWO BIG POINTS. 
          UH, JUST A FEW SMALL THINGS. 
          UM, I WOULD SUGGEST THAT, YOU KNOW, IN, IN TERMS OF OUR ACHIEVEMENTS OR HIGHLIGHTS AT THE BEGINNING SECTION THAT WE MIGHT WANT TO INCLUDE OUR SCHOOL GREENING EFFORTS, IT IS, IT IS LINKED TO ADVOCACY PRIORITIES THAT WE HAVE HAD OR WILL HAVE BOTH AROUND FUNDING AND FACILITIES WORK. 
          SO I THINK THAT THAT WOULD BE WORTH INCLUDING, I ALSO WOULD UPLIFT OUR MULTILINGUAL LEARNERS AND US AS A LEADER IN DUAL LANGUAGE EDUCATION. 
          AGAIN, THAT IS GREATLY IMPACTED BY, UH, STATE DRIVERS, BOTH IN TERMS OF TEACHER PREPARATION, UH, SUPPORT, UH, FOR EDUCATORS IN THAT SPACE. 
          SO, UM, I WOULD ENCOURAGE US TO INCLUDE THAT AS, AS A HIGHLIGHT. 
          UM, I WANTED TO REITERATE WHAT I THINK, UM, BOARD MEMBER GRIEGO UPLIFTED AROUND HIGHLIGHTING OUR STUDENTS AND FAMILIES WHO ARE MOST IMPACTED BY THE TRUMP ADMINISTRATION, WHO ARE MOST UNDER ATTACK AT THIS MOMENT. 
          UH, APPRECIATE THE SECTION ON REVENUE AND ENROLLMENT BASED FUNDING. 
          UM, ON ALSO ON, ON STUDENTS EXPERIENCING HOMELESSNESS. 
          MIGHT THERE BE A LINK TO OUR HOUSING EFFORTS AS A SCHOOL DISTRICT? UM, I HAVE BEEN PUSHING FOR MANY, MANY YEARS FOR US NOT JUST TO INVEST IN WORKFORCE HOUSING, BUT ALSO HOUSING FOR OUR STUDENTS AND FAMILIES WHO ARE EITHER ON THE BRINK OF BEING HOMELESS OR WHO ARE CURRENTLY EXPERIENCING HOMELESSNESS. 
          AND IF THE STATE WERE TO REMOVE BARRIERS TO, FOR US TO DO THAT WORK, TO EXPEDITE IT, TO FUND IT, THEN WE, THE, THE BIGGEST NEED THAT OUR UNHOUSED STUDENTS HAVE IS THE LACK OF HOUSING. 
          SO IF WE CAN BE A LEADER IN THAT SPACE AND MEET THAT NEED, I THINK THAT WOULD BE HUGELY HELPFUL TO THEM. 
          UM, AND THEN THE LAST SMALLER POINT I WANTED TO RAISE JUST IN THE FACILITY SECTION IS UPLIFTING THE CLIMATE CRISIS AND THE NEED FOR SCHOOL DISTRICTS TO HAVE CLIMATE RESILIENT FACILITIES. 
          THAT IS LONG-TERM, EXTREMELY EXPENSIVE WORK. 
          AND THE STATE FUNDING AND INVESTMENT THAT DOES EXIST IS NOWHERE NEAR THE AMOUNT OF NEED. 
          UM, SO I, I HOPE THAT'S SOMETHING WE CAN, WE CAN UPLIFT. 
          I DON'T HAVE ANY QUESTIONS, BUT I I WELCOME YOUR REACTION TO ANY OF THOSE SUGGESTIONS. 
          CERTAINLY. 
          UM, NO, THANK YOU. 
          WE WILL DO OUR BEST TO SEE WHERE WE CAN FIT SOME OF THESE AREAS. 
          AND I APPRECIATE THE ARTICULATING THE, YOU KNOW, THE, THE PRIORITIES THAT YOU HAVE. 
          UM, NOT, NOT JUST, I GUESS MY, MY OVERALL THOUGHT IS A LOT OF IT'S ABOUT MONEY, MONEY, MONEY, MONEY, MORE MONEY. 
          AND, AND YES, BUT IT GOES BACK TO THE QUESTION THAT I MENTIONED TO AS RESPONDING TO BOARD MELBOURNE, IS THE CATEGORICAL QUESTIONS. 
          IF WE PUT OURSELVES, UM, PUTTING IN, WE NEED MORE MONEY FOR GREENING, IF WE PUT, WE NEED MORE MONEY FOR THIS, THAT IS SORT OF IT STANDING LIKE CATEGORICALS. 
          AND IF THE BOARD WANTS TO MOVE IN THAT DIRECTION, WE WILL MOVE IN THAT DIRECTION IN OUR ADVOCACY. 
          UM, BUT AGAIN, THAT'S A BIG, UM, KIND OF CROSS CROSSROADS BETWEEN WHAT WE'VE BEEN SAYING, WHICH IS GIVE US MONEY. 
          UM, AND WE, LIKE GREENING, FOR EXAMPLE, THERE'S A STATE BOND, UM, THAT WAS APPROVED. 
          YEAH, I THINK IT'S, I THINK IT'S MORE THE STATE BOND AND THE, YOU KNOW, THEY IN, IN, UM, PROPOSITION FOUR, RIGHT? YOU KNOW, GREENING WAS EX AN EXTREMELY LIMITED AREA, LIKE POTENTIALLY ELIGIBLE EXPENSE, BUT IT WASN'T A, IT WASN'T A STANDALONE PROGRAM MM-HMM 
          [01:30:01]
. 
          AS PART OF THAT STATE BOND. 
          SO I THINK IT COULD BE MORE ON THE, ON THE CAPITAL SIDE, JUST KNOWING THAT, YOU KNOW, GENERAL FUND IS MORE CONSTRAINED AND, AND WE CAN THAT THANK YOU FOR MENTIONING PROP FORWARD. 
          WE CAN DEFINITELY, THAT'S GONNA BE MY SUGGESTION THAT WE CAN FIND WAYS. 
          UH, YOU MENTIONED FOR EXAMPLE, THAT UNIVERSAL CARE FOR TWO AND THREE YEAR OLDS, WAYS THAT WE CAN ARTICULATE, UM, GENERAL FUND THAT WE MAKE IT CLEAR WE'RE NOT ASKING THEM TO TAKE AWAY FROM PROP 98, BUT RATHER TO EXPAND THE USE OF GENERAL FUND, UM, ON THE HEALTH RELATED WELLNESS, UH, MISSING PIECE, I KNOW WE GOT FEEDBACK FROM AT LEAST ONE OR TWO BOARD OFFICES, UM, MAYBE MORE THAN THAT. 
          UM, THAT WAS, UM, ENCOURAGING US ASKING US TO INCLUDE SOMETHING AROUND HEALTHCARE. 
          WE WILL GO BACK TO DR. 
          MARA'S TEAM AND OTHERS TO CHECK AND GET MORE FEEDBACK. 
          BUT THE BIG, WE DIDN'T END UP INCLUDING SOMETHING AROUND HEALTH SPECIFICALLY CALLED OUT, BECAUSE RIGHT NOW THE BIG ONE IS JUST FOR US TO, UM, IMPLEMENT THE CHILD HEALTH BEHAVIORAL YOUTH HEALTH INITIATIVE FEE SCHEDULE AND CONTINUE TO TAP INTO THOSE REIMBURSEMENTS. 
          OF COURSE, THERE MIGHT BE SOME TINKERING WITH THE PROGRAM, SOME OF THE, UM, MAKING THIS ADMINISTRATIVE BURDEN EASY FOR, FOR, UM, EDUCATORS AND HEALTHCARE PROVIDERS TO, AND US TO BE ABLE TO TAP INTO THOSE REIMBURSEMENTS. 
          BUT THERE WAS NOT A, LIKE A BRAND NEW IDEA OF A NEW PROGRAM. 
          IT'S MORE SO WE JUST NEED TO BE ABLE TO TAP INTO THOSE REIMBURSEMENTS. 
          GOTCHA. 
          YEAH, I MEAN, AND THAT'S, THAT'S OBVIOUSLY A VERY LIVE ISSUE. 
          I GUESS MY QUESTION WOULD BE, IF WE WANTED A FULLY STAFFED SCHOOL WITH A FULL-TIME NURSE AND A-A-P-S-A-P-S-W SCHOOL PSYCHOLOGIST, WHAT WOULD THAT COST? AND WHAT'S THE DELTA BETWEEN THE AMOUNT OF FUNDING THAT WE CURRENT CURRENTLY RECEIVE FROM THE STATE AND BEING ABLE TO PROVIDE THOSE HOLISTIC SERVICES FOR STUDENTS? BECAUSE, UM, C-Y-B-H-I IS ABSOLUTELY A STEP IN THE RIGHT DIRECTION, BUT DOES IT MEET THAT, THAT FULL LEVEL OF, OF FUNDING NEED TO BE ABLE TO PROVIDE THOSE SERVICES? I, I THINK WE'RE NOT THERE YET. 
          AND, AND WHAT I'LL SAY ON THIS ONE, I APPRECIATE YOU MENTIONING THE, THE REFERENCE ABOUT THE FULL COST OF THEM, OF THE OTHER PERSONNEL THAT COULD BE, YOU KNOW, ARE NEEDED FOR OUR STUDENTS TO THRIVE. 
          UM, I, I WORKED FOR THE SAN DIEGO UNIFIED SCHOOL DISTRICT MANY YEARS AGO, SO, UM, AT THE TIME BOARD PRESIDENT, RICHARD BARRERA, UH, NOW STATE SPRINT CANDIDATE, UM, UH, WE WORKED WITH OUR SUPERINTENDENT AT THE TIME TO DEVELOP, UH, AND OUR FINANCE TEAM AND A WHOLE TEAM OF DIFFERENT EXPERTS COME UP WITH, UM, A FUNDING ADEQUACY MODEL, UM, THAT, UH, I WILL ENGAGE WITH SOMEONE AND OUR TEAM AND SEE WE CAN COME UP WITH SOMETHING SIMILAR IN NOW 12 YEARS LATER FOR WHAT THAT WOULD MEAN FOR L-A-U-S-D, SO WE CAN BETTER ARTICULATE MOVING FORWARD, MAYBE NOT FOR THIS DOCUMENT ITSELF, BUT MORE FOR ADVOCACY IN THE FUTURE. 
          UM, WHAT IS THE DELTA ABOUT WHAT OUR STUDENTS NEED? UM, AND, YOU KNOW, IS IT 2000 SO WE CAN QUANTIFY IT ON A STUDENT DOLLAR AMOUNT AS OPPOSED TO WE NEED $300 MILLION MORE FOR, YOU KNOW, $3 BILLION MORE, MORE ON A STUDENT BASIS. 
          AND WHAT ACTUALLY WOULD PAY FOR THAT, USING THAT MONEY, WHAT IT WOULD MEAN FOR STUDENTS. 
          BECAUSE RIGHT NOW, UM, ELECTIVES MAY THINK, YOU KNOW, WE HAVE A LIBRARIAN AVAILABLE, WE HAVE SCHOOL NURSE, BUT IT MAY NOT, MAY NOT BE AT EVERY SINGLE CAMPUS. 
          SO THAT MIGHT BE MORE ON THE MESSAGING SIDE THAT HELP INFORM THE ADVOCACY THAT WE DO. 
          SO I APPRECIATE THAT, UH, REFERENCE. 
          YEAH, ABSOLUTELY. 
          AND IS IT, YOU KNOW, SIMILAR TO THE UNIVERSAL, UH, UNIVERSAL CHILDCARE IDEA IS, IS IT LIKE A GUARANTEE FOR YOUTH MENTAL HEALTH SERVICES AT SCHOOL? I, I MEAN, I THINK GIVEN WHAT WE ARE SEEING, UM, AND THE TRAUMA THAT OUR COMMUNITIES ARE EXPERIENCING, ESPECIALLY RIGHT NOW, THAT THAT WOULD BE A COMPELLING, UM, BIG SWING MESSAGE. 
          OKAY. 
          WE'LL CONTINUE WITH ROUND TWO. 
          YOU STARTED ROUND, UH, ONE, SO LET'S HAVE YOU MS. TANYA ORTIZ, FRANKLY, YOU'RE OKAY. 
          OKAY. 
          CHARLET ROUND TWO. 
          UM, I JUST HAD A FEW JUST ADDITIONS. 
          I KNOW WE MENTIONED, UM, BLACK STUDENTS AND I KNOW YOU'VE HIGHLIGHTED OUR FOSTER YOUTH AND JUST MAKING SURE THAT THAT IS ALSO HIGHLIGHTED IN. 
          AND THAT'S IT THAT I HAVE. 
          AND JUST WITH OUR EMERGENCIES, I KNOW WE TALKED ABOUT REIMBURSEMENTS FOR OUR SCHOOLS. 
          'CAUSE I KNOW AS WE COME INTO OUR SUPER EL NINO, UM, COMING OUR WAY AND OUR SCHOOLS BEING ABLE TO HAVE SOME FUNDING TO BE ABLE TO PROVIDE IN THE EVENT THAT THAT HAPPEN. 
          SO THAT'S IT. 
          OKAY. 
          DID HAVE ONE THING, KEEP GOING, A REQUEST. 
          YOU KNOW, WITH ALL THAT WE'VE MENTIONED OF BILLS THAT HAVE BEEN VETOED OR, YOU KNOW, NOT PASSED, IS IT POSSIBLE WE CAN GET A LIST OF EXHAUSTED, UM, BILLS RECENT ON EDUCATION JUST SO WE CAN KINDA SEE WHERE WE ARE AND WHAT'S THE TEMPERATURE SO WE KIND OF KNOW, UH, WHICH DIRECTION WE'RE GOING? OF COURSE. 
          UM, SO WE WILL, UM, THE GOVERNOR HAS, AND THANK YOU FOR THE, THE QUESTION. 
          I APPRECIATE THAT QUESTION. 
          SO I CAN LET YOU KNOW NEXT STEPS ON THAT FRONT. 
          SO AT THE END OF SEPTEMBER, THE GOVERNOR HAS, HAS UNTIL THE 30TH OF THIS MONTH TO ACT ON LEGISLATION THAT HAD REACHED HIS DESK THIS YEAR, IT'LL BE HIS LAST YEAR IN OFFICE. 
          AS YOU KNOW, UM, MY OFFICE IS, UM, WORKING VERY, VERY HARD RIGHT NOW. 
          UM, OUR GOAL IS TO PUBLISH A REPORT, UM, BY OCTOBER 9TH, SEVENTH OR NINTH, WHATEVER THE FOLLOWING FRIDAY IS AFTER THE GOVERNOR TAKES ACTION. 
          THAT DOCUMENT, UM, WE HAVE DONE IT EVERY YEAR. 
          IT'S ON OUR WEBSITE. 
          IT'S PUBLICLY AVAILABLE, UH, TENDS TO BE BETWEEN 75 AND A HUNDRED HUNDRED PAGES, UM, INCLUDES THE BILL. 
          UM, WE HAVE A KEY THAT SAYS, YOU 
          [01:35:01]
KNOW, IS IT A MANDATE THEN EFFECTIVE DATE? BECAUSE SOMETIMES BILLS GET ENACTED, BUT THEY HAVE A TWO YEAR IMPLEMENTATION DELAY. 
          UM, SOMETIMES THEY CONNECT IT AS PART OF THE BUDGET, SO THEY GO INTO EFFECT IMMEDIATELY. 
          UM, SO WE HAVE A TABLE OF CONTENTS THAT VERY MUCH MAKES IT EASY FOR THE PUBLIC, FOR OUR DIVISIONS AND, AND BOARD OFFICES, OTHERS STAKEHOLDERS, TO KNOW WHAT WE HAVE, UH, COMING UP. 
          UM, AND THEN THAT REPORT HIGHLIGHTS OUR LEGISLATIVE WINS, OUR EFFORTS THROUGHOUT THE YEAR. 
          UM, JUST AS A PREVIEW, UM, AND THE REPORT FROM PRIOR YEARS, THEY'RE AVAILABLE ON THE OGR WEBSITE. 
          UM, SO LSD.ORG/UM, OGR, AND THEY'RE AVAILABLE FOR EVERY PAST YEAR. 
          AND THEN WE'LL UPLOAD THIS ONE AFTER OCTOBER, AND THEN MY OFFICE WILL WORK WITH OUR DIVISIONS, UH, TO ENSURE IMPLEMENTATION, UM, UH, YOU KNOW, WHENEVER THE BILLS BECOME ENACTED. 
          THANK YOU. 
          OKAY. 
          CARLY, BEFORE I GET TO YOU, LET ME JUST SAY, PREVENTION FROM EL NINO BEGINS AT THE SCHOOL, AND THAT MEANS THAT THE PLANT MANAGER MAKES SURE THAT ALL THE DRAINS ARE UNCOVERED, NOT COVERED, ALL OF THE DRAINED DOWNSPOUTS AND ARE CLEAR, NOT FULL OF LEAVES AND PINE NEEDLES. 
          I MEAN, YOU HAVE TO DO THIS AHEAD OF TIME. 
          SO THERE'S THINGS THAT WE CAN DO TO PREVENT, UH, DANGER FROM EL NINO. 
          AND IT'S, I I KNOW WE'VE BEEN CUT, WE'VE BEEN CUT AT THE SCHOOLS WITH OUR CUSTODIAL HELP, BUT THAT'S WHERE IT STARTS. 
          SOME OF OUR FACILITIES ARE SO ANCIENT THAT EVEN WITH THOSE PREVENTION ME METHODS, WE WILL PROBABLY STILL FALL INTO SOMETHING THE WAY THAT THEY TALK OF HOW THIS SUPER EL NINO IS COMING. 
          THAT'S TRUE. 
          BUT CLEARING THE DRAIN SURE HELPS. 
          OKAY, GOT IT. 
          CARLA, ROUND TWO. 
          YEAH, I JUST, UM, WANNA SUPPORT A LOT OF THE COMMENTS THAT, UM, KELLY MADE. 
          AND, UM, UM, MY UNDERSTANDING IS THAT AT THE PEAK OF COVID, WE WERE RECEIVING ABOUT $35,000 PER STUDENT. 
          AND, UM, I I DON'T KNOW IF THAT'S, IF YOU HAVE THAT SAME INFORMATION, UH, MARTHA, BUT IT WOULD BE, I WOULD DEFINITELY WANT YOU TO LOOK INTO HOW MUCH IT WOULD COST TO HAVE A FULLY FUNDED SCHOOL IN L-A-U-S-D. 
          AND I KNOW THAT IN OTHER STATES, LIKE IN ILLINOIS, THEY HAVE ALLOCATED FUNDS THAT GO DIRECTLY ONLY TO CHICAGO PUBLIC SCHOOLS BECAUSE OF THE VERY UNIQUE NEEDS THAT THEY HAVE COMPARED TO THE REST OF THE STATE. 
          AND I'M NOT SAYING THAT YOU NEED TO DO THIS NOW, BUT IF YOU COULD INVESTIGATE WHAT THE POSSIBILITIES ARE FOR US TO BE ABLE TO, UH, TO SEEK FUNDING THAT MEETS THE VERY UNIQUE NEEDS OF OUR, OF OUR DISTRICT. 
          RIGHT. 
          BECAUSE, AND THAT'S THE REASON WHY I WANT TO UPLIFT THE VULNERABLE POPULATIONS AND SOME OF THE WORK THAT WE'VE BEEN DOING. 
          I FORGOT TO MENTION WELLNESS HERE, BUT THAT'S CERTAINLY SOMETHING THAT, UM, THAT WE DO IN L-A-U-S-D. 
          WE TRY TO MEET, UM, THE, ALL THE, ALL FILL ALL THOSE GAPS THAT OUR STUDENTS HAVE. 
          SO, UM, IF I WOULD LOVE MORE INFORMATION ON HOW OTHER STATES ARE DOING THAT KIND OF FUNDING THROUGHOUT. 
          THANK YOU. 
          THANK YOU. 
          ANY COMMENTS, MARTHA? UH, NO THANK YOU. 
          I HAD NOT HEARD ABOUT CHICAGO OR, SO WE'LL LOOK INTO THAT. 
          AND, UM, I'LL ALSO REACH OUT TO THE  CITY SCHOOLS THROUGH THAT NETWORK OF URBAN DISTRICTS FROM ACROSS THE COUNTRY TO KNOW IF THEY HAVE ANY PARTICULAR INITIATIVES IN THEIR OWN STATES. 
          UM, JUST TO LEARN FROM THEM IF THEY DO HAVE ANY, ANY PARTICULAR EARMARKS. 
          UM, THE ONLY IMMEDIATE THOUGHT THAT COMES TO MIND, WE, WE HAVE, UM, UH, OVER THE LAST I WOULD SINCE LCF, PROBABLY SINCE 2013, AT LEAST WHERE OTHERS CAN FACT CHECK  BEFORE THEN. 
          UM, LA UNIFIED, WE HAVE BEEN, UM, UH, WORKING WITH THE URBAN DISTRICTS COUNTERPARTS THROUGHOUT THE STATE, FRESNO, SAN DIEGO, UM, SANTA ANA, SAN BERNARDINO, SAN FRANCISCO, SAC CITY, UM, LONG BEACH UNIFIED, GIVEN THE, THE SHEER SIZE OF THE STUDENTS THAT WE SERVE COLLECTIVELY. 
          UM, AND THE ISSUES THAT WE FACE ARE OFTENTIMES VERY SIMILAR. 
          UM, SO, SO IT'S AN AREA THAT I WOULD WANT TO BE SENSITIVE TO FOR CONSIDERATION, YOU KNOW, SHOULD WE EVER WANT TO ASK FOR A PARTICULAR EARMARK FOR L-A-U-S-D, UH, WHAT DOES THAT MEAN FOR THE OTHER URBAN DISTRICTS? UM, AS PART OF THAT COALITION THAT WE'VE HAD FOR A LONG TIME, WE ASK FOR THEM TOO. 
          WE JOINED FORCES AND WE ASK FOR ALL OF US. 
          THANK YOU, MR. MELVOIN. 
          IN ROUND TWO? NO, MS. EZ, ROUND TWO. 
          YOU'RE OKAY. 
          WELL, I'M GONNA ASK MY QUESTIONS NOW. 
          I ASKED MS. DR. 
          CIOS BEFORE, UH, YOU KNOW, YOU MENTIONED, UH, TALKING ABOUT THE FUNDING FOR SPECIAL ED. 
          GIVE ME THOSE FIGURES AGAIN, STATE AND FEDERAL. 
          SURE. 
          SO, UM, BASED ON THE DATA THAT WE HAVE FROM THIS LAST FISCAL YEAR, UM, WE HAD, UM, 25% WAS PROVIDED BY THE STATE OF CALIFORNIA. 
          THESE WERE LA UNIFIED SPECIFIC NUMBERS. 
          UH, 25% WAS FROM LAU, UH, FROM THE STATE. 
          UH, 6% WAS FROM THE, UH, FEDERAL GOVERNMENT AND 69% WAS FROM, UM, OUR OWN DISTRICT FUNDS. 
          SO CALCULATING, IT'S ABOUT, UH, $2 BILLION COMING FROM GENERAL FUNDS TO HELP SUPPORT SPECIAL ED. 
          2.1 BILLION. 
          YEAH. 
          SOMEONE, SOMEONE HERE, YEAH. 
          [01:40:01]
YES, WE HAVE, I KNOW IN THE NUMBERS THAT I'VE SEEN IN THE PAST, IT'S OVER $1.3 BILLION THAT WE USE FROM OUR, UH, OUR GENERAL FUND. 
          THAT IS, UM, OUR CONTRIBUTION. 
          SOME WOULD CALL IT ENCROACHMENT. 
          YEAH. 
          BUT WE LIKE TO USE THE WORD CONTRIBUTION. 
          I DON'T LIKE TO SAY TION ENCROACHMENT EITHER. 
          UM, UM, YEAH. 
          AND DEFINITELY THERE'S MORE THAN $2 BILLION IN SPECIAL ED. 
          BUT FOR, BECAUSE AGAIN, WE GET SOME FUNDING FROM THE STATE. 
          WE GET SOME FROM THE, FROM THE FEDERAL GOVERNMENT. 
          SOME, SOME, SOME. 
          UM, BUT, UH, YES, LOOKING AT FEDERAL AND C IF HE WANTS TO HAVE ANYTHING ELSE YOU WANTS TO ADD. 
          OKAY. 
          YEAH, THAT'S, YOU, UH, TALK ABOUT THE NEED FOR MONEY FOR L-A-U-S-D. 
          YOU SAID MONEY, MONEY, MONEY. 
          WE'RE ALWAYS TALKING ABOUT WE NEED MORE MONEY. 
          WELL, IF, UH, THE STATE AND THE FEDERAL GOVERNMENT WOULD DO THEIR PART, WE WOULD HAVE A COUPLE OF BILLION DOLLARS MORE TO USE FOR OUR SCHOOLS. 
          IS THAT NOT CORRECT? OKAY. 
          YES. 
          JUST WANTED TO MAKE SURE. 
          UH, LAST QUESTION. 
          UM, I KNOW WE TALKED ABOUT FACILITIES AND YOU EXPLAINED IT TO ME, BUT YOU KNOW, WHEN SCHOOLS ARE BEING CONSOLIDATED OR HAVE TO BE CONSOLIDATED, IS THERE A WAY THAT WE CAN TRANSFORM OUR SCHOOLS INTO OTHER SOURCES OF EDUCATION, LIKE EARLY ED EDUCATION CENTERS OR ADULT LEARNING CENTERS? AND I'M NOT SAYING THAT THIS IS WHAT WILL HAPPEN, BUT I AM JUST INTERESTED IN EXPLORING THESE OPTIONS. 
          SO IF WE TOLD THE STATE THAT L-A-U-S-D IS INTERESTED IN TRANSITIONING OUR NEIGHBORHOOD SCHOOL TO AN EARLY EDUCATION CENTER, HOW WOULD THE STATE HELP US? WOULD THE STATE HELP US ACHIEVE THIS? THAT WOULD BE THE QUESTION. 
          UM, I KNOW THERE'S BEEN SOME QUESTIONS ABOUT, UM, CURRENT REQUIREMENTS, UM, MR. FTO MENTIONED BEFOREHAND. 
          UM, THERE'S DIFFERENT, DEPENDING ON WHAT THE OUTCOME IS, IF WE WERE TRYING TO SELL THE PROPERTY, THEN THERE'S, UH, PARAMETERS FOR HOW WE CAN USE THOSE PROCEEDS. 
          IT HAS TO BE REINVESTED BACK INTO FACILITIES, UM, CONSTRUCTION PROJECTS FOR MAINTENANCE. 
          UM, BUT, UM, I'D HAVE TO GO BACK AND SEE IF THERE'S ANY LIMITATIONS FOR HOW US USING IT. 
          I DON'T THINK THERE'S REALLY A LIMITATION AS MUCH AS JUST FLEXIBILITIES WE MAY WANT TO PURSUE TO MAKE, UH, MAKE IT EASIER. 
          UH, FOR OUTSIDE ENTITIES TO COME INTO OUR SCHOOLS. 
          THERE'S SOMETHING CALLED TITLE 22 REGULATIONS THAT WE ARE ABOUND BY. 
          MM-HMM . 
          THAT WE HAVE TO MAKE SURE THAT THIS FACILITIES ARE FOR HEALTH AND SAFETY REASONS. 
          THEY ARE, UM, CONSISTENT WITH THE NEEDS OF THE EARLY POPULATIONS, LITTLE SMALL TOILETS. 
          UM, THERE'S REQUIREMENTS AROUND, UM, UH, YOU KNOW, STAFFING RATIOS AND OTHER, OTHER CONSIDERATIONS. 
          SO AT THIS POINT, I CANNOT THINK OF ANY PARTICULAR CHANGES BEYOND, LIKE, LOOKING AT TITLE 22 AND MAYBE JUST THE LAW TO SEE WHAT WE WOULD NEED. 
          AND THAT WOULD BE ONE EXAMPLE THAT I KNOW WITH, UM, BOARD VO AND OTHERS, UM, UH, BOARD ES, ORTIZ, FRANKLIN AND OTHERS WHO, UM, HAVE OUR SOLUTIONS AROUND THE, THE EXPANSION OF EARLY ED, UH, WITH P AND OTHERS FROM OUR LEADERSHIP. 
          WE'RE STARTING TO LOOK AT THE CURRENT REGULATIONS TO SEE WHAT MAY NEED TO BE CHANGED OR, UM, IN ORDER FOR US TO GET THOSE PROVIDERS AND OUR OWN PROGRAMS, UM, TO EXPAND. 
          THANK YOU, MARTHA. 
          ANY WORDS? SOME CLOSING AND TRANSITION TO THE NEXT. 
          OKAY. 
          MARTHA, ANYTHING, UH, MORE FROM YOU? NO, IT IS THE GOAL. 
          UH, OH, I'M SO SORRY. 
          I JUST WANTED TO ASK, BECAUSE I THINK A LOT, THERE WAS A LOT THROWN OUT. 
          WHETHER IT YOU NEED GUIDANCE ON PRIORITIZATION AS PART OF THE DOCUMENT. 
          IS THAT SOMETHING THAT WOULD BE HELPFUL? UM, I THINK THAT, UH, WITHOUT, YOU KNOW, I TOOK A LOT OF COPIES, NOTES. 
          I KNOW MY TEAM IS ALSO TUNING IN, UM, FROM THEIR OFFICE OR CUBICLE. 
          UM, I, I THINK WE HAVE WHAT WE NEED FOR TODAY. 
          I REALLY APPRECIATE THAT, THE RICH CONVERSATION AND THE DIALOGUE. 
          UM, IT IS MY WHOLE GOAL, AND THAT IS MY TRANSITION TO MY CLOSING REMARKS HERE AS BRENDA WANT TO SAY ANYTHING ELSE AS WELL? UM, IT IS MY GOAL THAT WE'LL DO OUR BEST TO, UM, CAPTURE THIS FEEDBACK INTO A REVISED DOCUMENT THAT WOULD BE BROUGHT TO THE BOARD FOR ACTION ON OCTOBER 6TH. 
          UM, WE ARE VERY INTERESTED IN GETTING THIS APPROVED, UM, AT THE RIGHT TIME, UH, WITH APPROVAL FROM THE BOARD SO WE CAN BEGIN ENACTING SOME OF THESE, YOU KNOW, UM, NEXT STEPS ON OUR, OUR, UH, GETTING THIS DOCUMENT OUT AND, AND WE CAN SAY IT'S FINAL. 
          UM, WITH THAT SAID, UM, UH, I'LL ASK THE BOARD FOR, UM, FOR, UM, SOME FLEXIBILITY. 
          IF THERE'S SOMETHING HERE THAT YOU DO NOT SEE IT, I WILL ARTICULATE, UM, PERHAPS IN SOME COMPLIMENTARY DOCUMENT, UM, AS TO WHERE YOU ANTICIPATE SEEING IT, WHETHER IT BE IN THE POLICY PRIORITIES FOR DECEMBER, WHETHER WE'LL UPDATE THE GUARDIAN PRINCIP PRIORITIES. 
          UM, BUT, UM, YOU KNOW, I THINK WE HAVE WHAT, WHAT I NEED. 
          UM, BUT JUST AGAIN, SOME FLEXIBILITY THAT IF YOU DON'T SEE SOMETHING CALLED OUT THE WAY THAT YOU ASK US TO CALL IT OUT TODAY, THERE MIGHT BE A RATIONALE AND INSTEAD OF, UM, FURTHER DIALOGUE THAT YOU GIVE US THE OPPORTUNITY TO BRING IT FORWARD TO THE BOARD, UM, IN A SEPARATE DOCUMENT, HOWEVER WE FEEL IT'S DEEMED APPROPRIATE IN DECEMBER FOR ACTION. 
          SO THANK YOU, MARTHA. 
          THAT WAS A, A VERY DIFFICULT PRESENTATION. 
          I APPRECIATE IT VERY MUCH, PROCESSING EVERYTHING WE HAD TO SAY AND PUTTING IT IN, UH, LOGICAL FORM. 
          I, I APPRECIATE IT VERY MUCH. 
          THANK YOU. 
          THANK YOU. 
          SO, UH, 
          [III.3. Stronger Schools Together]
OUR SECOND PRESENTATION IS A STRONGER SCHOOLS TOGETHER, 
          [01:45:01]
AND THE DISTRICT IS FACING, AS YOU KNOW, DECLINING ENROLLMENT. 
          WHILE MANY FAMILIES SEEK BROADER PROGRAMS AND STRONGER SUPPORTS AT THEIR NEIGHBORHOOD SCHOOLS, STAFF IS BEGINNING A CONVERSATION ABOUT HOW TO ALIGN SCHOOLS, FACILITIES, AND RESOURCES WITH THE STUDENTS THEY SERVE TODAY. 
          AND THIS ISSUE TOUCHES MORE THAN BUILDINGS AND MORE THAN BUDGETS. 
          ANY DISCUSSION OF SCHOOL MERGERS OR CAMPUS REUSE MUST ACCOUNT FOR STUDENTS' RELATIONSHIPS, SPECIALIZED SERVICES, SAFE TRANSPORTATION, AND THE ROLE THAT SCHOOLS PLAY IN THEIR COMMUNITIES. 
          TODAY'S PRESENTATION IS AN EARLY STEP, AND I LOOK FORWARD TO HEARING HOW THE DISTRICT WILL SHARE, LISTEN TO FAMILIES AND STAFF, AND APPLY EQUITY MEASURES BEFORE ANY RECOMMENDATIONS COME FORWARD. 
          MR. CHAP, THANK YOU SO MUCH, BOARD PRESIDENT. 
          SO, OF COURSE, LAST WEEK, I, I INTRODUCED STRONGER SCHOOLS TOGETHER AND TALKED ABOUT WHY THIS WORK IS NECESSARY AND FRANKLY, WHY IT'S NECESSARY. 
          NOW, I SHARED A REALITY THAT WE CANNOT IGNORE. 
          LA UNIFIED SERVES SIGNIFICANTLY FEWER STUDENTS TODAY THAN WE DID IN THE PAST, WHILE OPERATING BASICALLY THE SAME NUMBER OF SCHOOL CAMPUSES. 
          BUT I ALSO SAID SOMETHING THAT I WANT TO REPEAT TODAY BECAUSE, BECAUSE IT IS FUNDAMENTAL TO THIS WORK. 
          OUR GOAL IS NOT JUST TO HAVE FEWER SCHOOLS. 
          IT IS TO HAVE STRONGER SCHOOLS. 
          TODAY'S PRESENTATION PUTS MORE SUBSTANCE BEHIND WHAT THAT MEANS, PARTICULARLY AROUND THE ROBUST COMMUNITY ENGAGEMENT INVOLVED. 
          STRONGER SCHOOLS ARE SCHOOLS THAT CAN PROVIDE STUDENTS WITH A RICH AND COMPLETE EDUCATIONAL EXPERIENCE. 
          THEY HAVE SUFFICIENT ENROLLMENT AND RESOURCES TO PROVIDE STRONG INSTRUCTIONAL PROGRAMS, ENRICHMENT OPPORTUNITIES, INTERVENTION AND SUPPORT, AND STABLE STAFFING. 
          AND THIS IS ABOUT MORE THAN JUST ENROLLMENT. 
          THROUGH OUR LANDSCAPE ANALYSIS, WE'VE BEEN EXAMINING HOW PROGRAMS, RESOURCES, AND EDUCATIONAL OPPORTUNITIES ARE DISTRIBUTED ACROSS THE DISTRICT. 
          STRONGER SCHOOLS TOGETHER BRINGS THESE CONVERSATIONS TO ONE PLACE. 
          I WANT TO REINFORCE SOMETHING THAT I SAID LAST WEEK. 
          WE ARE AT THE BEGINNING OF THIS PROCESS. 
          WE HAVE NOT PREDETERMINED INDIVIDUAL SCHOOL OUTCOMES. 
          WE HAVE SIGNIFICANT WORK AHEAD TO DEVELOP THE CRITERIA ANALYSIS AND PROCESSES THAT WILL ULTIMATELY INFORM RECOMMENDATIONS. 
          THE FIRST PHASE OF ENGAGEMENT IS ABOUT ESTABLISHING A SHARED UNDERSTANDING, UNDERSTANDING THE REALITIES FACING THE DISTRICT, UNDERSTANDING THE OPPORTUNITIES WE HAVE TO STRENGTHEN SCHOOLS, AND MAKING SURE OUR COMMUNITIES UNDERSTAND HOW AND WHEN THEY WILL BE ABLE TO PARTICIPATE AS THIS WORK DEVELOPS. 
          SO LET ME EMPHASIZE THIS ONE MORE TIME. 
          AS PART OF OUR ENGAGEMENT, AND I ALLUDED TO THIS IN THE REMARKS LAST WEEK, IT'S CRITICAL THAT WE ALL HAVE A COMMON UNDERSTANDING OF THE FACTS. 
          WE CAN HAVE A ROBUST CONVERSATION ABOUT WHAT TO DO ABOUT THEM, HOW TO ADDRESS THE REALITIES THAT WE'RE IN, BUT WE HAVE TO AT LEAST AGREE AND ALIGN FOR THE MOST PART, BECAUSE WE'RE ALL HUMAN BEINGS. 
          WE'RE ALWAYS GONNA HAVE DIFFERENT PERSPECTIVES AND TOUCH POINTS, BUT FOR THE MOST PART, WE HAVE TO AGREE ON THE FACTS THAT WE ARE GRAPPLING WITH. 
          AND I EMPHASIZE THAT BECAUSE AS PART OF OUR INITIAL ENGAGEMENT, A LOT OF THE ENGAGEMENT WILL BE ABOUT THAT, JUST ESTABLISHING THAT BASELINE OF CONVERSATION. 
          I KNOW THAT FOLKS ARE GOING TO COME TO MEETINGS AND BE VERY KEEN TO IMMEDIATELY GIVE FEEDBACK, TO IMMEDIATELY PROVIDE THEIR OPINIONS. 
          AND I PROMISE YOU THERE WILL ABSOLUTELY BE A TIME FOR THAT. 
          BUT WE HAVE TO AT LEAST START FROM A PLACE OF GROUNDING OURSELVES IN WHAT WE'RE WORKING ON, WHAT WE'RE GRAPPLING WITH TOGETHER BEFORE WE LAUNCH RIGHT INTO THE POTENTIAL SOLVE THE POTENTIAL NEXT STEP, I ALSO WANT TO ADDRESS WHAT HAPPENS AT DISTRICT PROPERTY. 
          IF THROUGH THIS PROCESS, A SCHOOL SITE IS NO LONGER NEEDED FOR ITS CURRENT USE, AND SOME OF THIS WE TOUCHED ON DURING MS. ALVAREZ'S PRESENTATION, WE WILL NOT BEGIN THAT WORK EITHER WITH PREDETERMINED ANSWERS ABOUT THE FUTURE OF THOSE PROPERTIES. 
          THERE MAY BE OPPORTUNITIES OVER TIME TO CONSIDER USES SUCH AS EARLY CHILDHOOD EDUCATION, HOUSING, RECREATION, OR GREEN SPACE, COMMUNITY SERVING PROGRAMS, PARTNERSHIPS, OR OTHER EDUCATIONAL AND COMMUNITY USES. 
          BUT THOSE ARE POSSIBILITIES, NOT DECISIONS. 
          OUR COMMITMENT TODAY IS A THOUGHTFUL PROCESS. 
          WE WILL EVALUATE OPPORTUNITIES CAREFULLY ENGAGE COMMUNITIES, UNDERSTAND THE CONSTRAINTS AND POSSIBILITIES ASSOCIATED WITH INDIVIDUAL PROPERTIES, AND SEEK TO ENSURE THAT DISTRICT ASSETS CONTINUE TO SERVE A MEANINGFUL PUBLIC PURPOSE. 
          THIS WILL NOT BE EASY WORK. 
          [01:50:01]
SCHOOLS ARE DEEPLY CONNECTED TO THE IDENTITY AND HISTORY OF THEIR COMMUNITIES, AND WE WILL NOT LOSE SIGHT OF THAT. 
          BUT MAINTAINING THE STATUS QUO HAS DIRECT AND IMPACTFUL CONSEQUENCES. 
          WE HAVE A RESPONSIBILITY TO ASK WHETHER OUR CURRENT CONFIGURATION OF SCHOOLS AND RESOURCES IS PROVIDING EVERY STUDENT WITH THE EDUCATIONAL EXPERIENCE THEY DESERVE. 
          AND WHETHER THAT'S SUSTAINABLE OVER TIME. 
          THAT'S THE WORK AHEAD OF US, AND WE REMAIN COMMITTED TO DOING IT CAREFULLY, TRANSPARENTLY, AND TOGETHER. 
          WITH THAT, UH, IT'S MY PLEASURE TO INTRODUCE DEPUTY SUPERINTENDENT SAN AND CHIEF OF STAFF SPA GONZALEZ TO LEAD US THROUGH THE PRESENTATION. 
          THANK YOU, SUPERINTENDENT AND BOARD MEMBERS. 
          UM, AS THE SUPERINTENDENT NOTED IT, THIS IS ONE OF MANY ENGAGEMENTS THAT WILL TAKE PLACE OVER THE COURSE OF THE NEXT SEVERAL MONTHS AND YEARS. 
          AS I WOULD SAY, WE EMBARK ON ONE OF THE MOST CONSEQUENTIAL INITIATIVES IN THE LAST TWO TO THREE DECADES, DECADES IN THIS DISTRICT. 
          UM, THIS WORK IS NOT EASY. 
          IT'S HARD. 
          IT'S GONNA REQUIRE SIGNIFICANT CONVERSATIONS, COURAGEOUS CONVERSATIONS, AND IT'S AN EMOTIONAL CONVERSATION FOR MANY OF OUR COMMUNITIES. 
          AND SO, AS WE ENTER THIS WORK, I INVITE FOLKS TO BE EMPATHETIC, TO BE INCLUSIVE IN THE CONVERSATIONS, AND BE ADAPTIVE IN THE PROCESS. 
          AND WHEN I THINK ABOUT THE SEVEN NORMS OF ADAPTIVE SCHOOLS IS VERY APPLICABLE TO THIS WORK. 
          AND THINKING ABOUT TAKING MOMENTS TO PAUSE, MOMENTS TO POSE QUESTIONS IN THE PROCESS, USING DATA TO INFORM OUR DISCUSSIONS AND DECISIONS AS WE ENTER THIS WORK. 
          AND THEN PAYING ATTENTION TO HOW WE ARE GUIDING THE WORK AND WHAT OTHERS ARE TELLING US ABOUT THE INITIATIVE. 
          AND AS WE ENGAGE THE COMMUNITIES AROUND HOW WE ACTUALLY OFFER PROGRAMS TO SCHOOLS, IN SCHOOLS, HOW WE, AS THEY GENERATE AND CO-DESIGN NEW SPACES OF LEARNING FOR OUR STUDENTS, AND ACKNOWLEDGE THAT, I THINK WE ALL COME INTO THIS WORK WITH POSITIVE INTENTIONS, THAT WE ALL WANT WHAT'S BEST FOR STUDENTS. 
          WE HAVE A CORE MISSION IN THIS DISTRICT TO SERVE OUR STUDENTS AND PREPARE THEM READY FOR THIS WORLD. 
          AND SO WHEN WE TALK ABOUT OUR COMMITMENT AS A DISTRICT, THAT'S PART OF THE STRONGER SCHOOLS TOGETHER INITIATIVE, IS THAT WE'RE COMMITTED TO PUTTING STUDENTS AT THE CENTER OF OUR DECISION MAKING. 
          THAT AT THE END OF THE DAY, HOW WE STEWARD RESOURCES, HOW WE ENGAGE COMMUNITY, HOW WE THINK ABOUT ACCESS TO PROGRAMS, AND ENSURE RIGOROUS ACADEMIC ACHIEVEMENT FOR OUR STUDENTS. 
          AND ENSURING THAT WE HAVE A BROAD LAYER OF EQUITY WHEN IT COMES TO ACCESS AND SUPPORT FOR STUDENTS. 
          THAT IS ULTIMATELY ALL BEING VIEWED THROUGH THE LENS OF SUPPORTING THE STUDENT IN OUR DISTRICT. 
          AND ULTIMATELY, IT'S ABOUT CREATING BOTH THAT PSYCHO PSYCHOLOGICAL AND PHYSICAL SAFETY FOR OUR STUDENTS. 
          AND SO, AS WE GO INTO THE STRONGER SCHOOLS INITIATIVE, KNOW THAT OUR COMMITMENT IS VERY STRONGLY TIED TO WHAT WE DO AS ADULTS IN SUPPORTING EVERY CHILD IN A K THROUGH 12 OR K THROUGH ADULT SYSTEM, TK THROUGH ADULT SYSTEM, AND ENSURING THAT ALL ARE SUPPORTED IN, IN LA UNIFIED. 
          I THINK AS THE SUPERINTENDENT NOTED EARLIER, WE GOTTA BE CENTERED IN THE FACTS AND ACKNOWLEDGE WHAT OUR CURRENT CONTEXT IS. 
          AND THE CHANGING REALITY OF OUR COMMUNITY IS DRIVEN BY A NUMBER OF FACTORS. 
          IN 2002, WE SERVED OVER 700,000 STUDENTS. 
          WE EMBARKED ON BUILDING NEW SCHOOLS TO ADDRESS, UH, OVERCROWDING AND A VERY DIFFERENT ENVIRONMENT FOR OUR COMMUNITIES AND STUDENTS. 
          AND SO WHEN WE LOOK AT THE CONDITIONS AND FACTORS THAT ARE DRIVING OUR, OUR CURRENT ENROLLMENT TRENDS, WE'RE TALKING ABOUT DECLINING BIRTH RATES, THE ACCESS OR LACK OF ACCESS TO AFFORDABLE HOUSING. 
          AND THE COST OF LIVING IN LOS ANGELES HAS DRIVEN FAMILIES OUT OF THE REGION TO SEEK MORE AFFORDABLE HOUSING, TO SEEK MORE ACCESSIBLE JOB CENTERS. 
          UM, AND THAT ULTIMATELY IS DRIVING A LOT OF THE ENROLLMENT DECLINE THAT WE SEE TODAY. 
          AND WE SEE THAT MIGRATION SHIFTS THAT ARE OCCURRING WITHIN THE STATE AND OUTTA STATE, THAT ULTIMATELY ARE IMPACTING NOT JUST LA UNIFIED, WE'RE SEEING IT ACROSS MULTIPLE DISTRICTS IN THE STATE, BUT ALSO AMONGST URBAN DISTRICTS ACROSS THE US. 
          IT IS NOT UNIQUE TO LA UNIFIED. 
          AND THIS QUESTION ABOUT HOW WE ADDRESS ENROLLMENT 
          [01:55:02]
IS CURRENTLY BEING ANSWERED BY MANY OTHER URBAN DISTRICTS. 
          YOU WILL SEE IT IN CLEVELAND, IN PORTLAND, UM, IN PHILADELPHIA, EL PASO. 
          MANY ARE HAVING TO CONTEND WITH THIS QUESTION OF HOW DO WE ENSURE VIABLE STRONG SCHOOLS IN AN ENVIRONMENT OF DECLINING ENROLLMENT? BECAUSE WE KNOW THAT ENROLLMENT DRIVES SCHOOL QUALITY WHEN OUR ENROLLMENT DRIVES REVENUE AND RESOURCES TO THIS DISTRICT. 
          IT ALSO TRANSLATES TO PARTICULAR TYPES OF STAFFING THROUGH OUR NORMS. SO WHEN WE'RE TALKING ABOUT STAFFING STABILITY, IT IS PRIMARILY DRIVEN THROUGH OUR ENROLLMENTS WHEN WE'RE TALKING ABOUT STEWARDING RESOURCES AND COMBINING OUR EFFORTS TO ACTUALLY MAINTAIN BUILDINGS AND, AND BEING ABLE TO FREE UP DOLLARS. 
          IT POSES THE QUESTION ON HOW ENROLLMENT TODAY IS ACTUALLY SPREADING RESOURCES ACROSS MULTIPLE SITES IN THE DISTRICT. 
          AND ULTIMATELY, IT RAISES THE QUESTION AROUND PROGRAMMATIC INTEGRITY. 
          HOW DO WE ENSURE THAT WE HAVE A VERY RIGOROUS, ACCESSIBLE AND BROAD RANGE OF PROGRAMS ACROSS THE DISTRICT THAT ENSURE ACCESS TO APS, ELECTIVES, ENRICHMENTS, UH, OPPORTUNITIES FOR STUDENTS ACROSS THE DISTRICT. 
          AND THAT IS VERY MUCH DRIVEN BY ENROLLMENT. 
          AND SO THE WORK MOVING FORWARD HAS A FOUNDATIONAL SET OF RESEARCH AND WORK THAT HAS ALREADY TAKEN PLACE. 
          AND THAT WAS ACTUALLY DONE THROUGH OUR LANDSCAPE ANALYSIS. 
          AND I'M GONNA INVITE OUR CHIEF OF STAFF, CAROLYN SPA GONZALEZ, TO SPEAK ABOUT THAT WORK. 
          HI. 
          UH, GOOD AFTERNOON OR MORNING. 
          I'M NOT SURE. 
          I'VE NEVER ACTUALLY BEEN ON THIS SIDE OF THE DESK. 
          I LIKE IT. 
          I CAN SEE YOUR FACES. 
          UM, OKAY. 
          I KNOW THAT EVERYONE KNOWS WHAT LANDSCAPE ANALYSIS IS. 
          YOU'RE PROBABLY TIRED OF HEARING ABOUT IT, BUT I'M GOING TO REMIND YOU ALL THE COMMUNITY, UM, WHAT WE, WHY WE DID IT, WHAT WE DID, WHAT WE FOUND, AND THEN WHAT'S NEXT, AND THEN HOW IT WILL INTEGRATE. 
          AND THEN, YOU KNOW, PEDRO AND I, THROUGHOUT THE PRESENTATION, WE'LL TALK ABOUT HOW IT'S GOING TO INTEGRATE WITH THE CONSOLIDATION WORK. 
          SO OVER A YEAR AGO WHEN I WAS TRYING TO UNDERSTAND THE PROGRAMS THAT WE OFFER OUR STUDENTS, I NOTICED, AND I KNOW THAT YOU ALL ALREADY KNEW THIS, THAT WE HAVE DIFFERENT INFORMATION DEPENDING ON WHAT DEPARTMENT, WHAT GROUP, EVEN WHAT INDIVIDUAL WE ASK ABOUT OUR PROGRAMS. WE DID NOT HAVE THEM IN ONE PLACE, SO NO ONE COULD TELL ANYONE WHAT THE FULL LANDSCAPE WAS. 
          UM, BUT, UH, UH, WE ALSO, I ALSO HEARD, UH, ANECDOTALLY THAT WE WEREN'T SERVING OUR STUDENTS EXACTLY THE WAY WE NEEDED TO. 
          THERE WERE GAPS. 
          THERE WAS EXCESS. 
          THERE WERE PEOPLE, THE DEMAND AND THE SUPPLY WERE NOT MEETING. 
          SO THAT'S WHAT STARTED THE LANDSCAPE ANALYSIS. 
          LET'S GET A SENSE OF WHAT WE HAVE WHERE. 
          SO WE HIRED ERNST AND YOUNG PARTHENON, AS YOU ALL RECALL, AND THEY DID EIGHT MONTHS OF WORK WITH US. 
          AND I KIND OF BREAK THEIR WORK INTO TWO PIECES. 
          ONE IS THE DEEP DATA DIVE TO LOOK AT OUR PROGRAM. 
          SO THEY REALLY HAD TO GO THROUGHOUT, THEY HAD TO GO TO THE PRINCIPALS THROUGH ALL OF THE DIFFERENT UNITS, THROUGH THE DEPARTMENTS, UM, TO REALLY UNDERSTAND WHAT WE HAD WHERE, AND THEN ANALYZE WHAT'S THE ENROLLMENT LIKE OF THAT PROGRAM, WHAT'S THE OPINION OF THAT PROGRAM, SORT OF TRY TO ASSESS THE PROGRAM ITSELF. 
          THAT TOOK A LION'S SHARE OF WORK BECAUSE THERE WAS SO MUCH DATA. 
          THE SECOND PART OF THEIR WORK WAS UNDERSTANDING, AND THAT'S THE SUPPLY PART, WHAT WE'RE SUPPLYING TO OUR STUDENTS. 
          THE SECOND PART IS THE DEMAND. 
          SO WHAT, WHAT DO WE NEED TO GIVE OUR STUDENTS? WHAT DO THEY WANT? WHAT IS BEST FOR THEM, UM, FROM OUR OWN ANALYSIS? SO THEN WHAT THEY DID IS PUT THESE TWO THINGS TOGETHER, AND THAT CAME UP WITH THE 600 PAGE DOCUMENT THAT I'VE SENT TO YOU ALL RECENTLY, UM, THAT HAD THE ANALYSIS AS WELL AS THE, THE SORT OF THE FINDINGS. 
          AND THESE FINDINGS WERE ONLY RECOMMENDATIONS BECAUSE WE DO NEED TO GO DEEPER WITH THE COMMUNITY, COMBINE IT WITH THE CONSOLIDATION ANALYSIS TO TRULY OFFER THIS. 
          BUT THE PURPOSE OF THIS WAS, NUMBER ONE, TO SERVE OUR STUDENTS BETTER. 
          AND I MEAN THAT IT WAS NEVER ABOUT COST SAVINGS. 
          IT WAS NEVER, IT WAS NEVER EVEN ABOUT INCREASING ENROLLMENT, ALTHOUGH THAT WAS THE SECOND OBJECTIVE. 
          THE NUMBER ONE OBJECTIVE WAS TO SERVE OUR STUDENTS THAT WE HAVE NOW BETTER. 
          SECOND OBJECTIVE WAS INCREASE ENROLLMENT. 
          AND THEN THE THIRD OBJECTIVE WAS US REALLY STREAMLINE OUR PROGRAMS. LET'S NOT PUT MONEY INTO PROGRAMS THAT AREN'T IN HIGH DEMAND, FOR EXAMPLE. 
          AND LET'S PUT MORE MONEY INTO THOSE THAT WHERE WE NEED, WHERE WE HAVE DESERTS. 
          SO WHAT WE FOUND WAS THAT, IN FACT, THE HYPOTHESIS THAT WE ALL HAD NOW IS, UM, BACKED BY DATA. 
          THE SUPPLY AND THE DEMAND DON'T MATCH. 
          WE HAVE EXTREME DESERTS IN SOME PLACES. 
          WE HAVE EXCESS PROGRAMS WHERE THEY'RE NOT IN HIGH DEMAND. 
          WE HAVE PROGRAMS THAT ARE NOT PERFORMING WELL. 
          AND THEN WE HAVE PROGRAMS THAT ARE PERFORMING BETTER THAN, YOU KNOW, IN THE TOP 10 IN THE COUNTRY, AS YOU SAW AT THE LAST BOARD MEETING. 
          SO THAT'S WHAT 
          [02:00:01]
WE FOUND. 
          WE FOUND, WE HAVE GREAT PROGRAMS. WE ALSO FOUND THAT WE DON'T HAVE, THE SUPPLY DOES NOT MATCH THE DEMAND. 
          SO WHAT WE'RE DOING NOW IS WE ARE GOING THROUGH ALL OF THOSE REAMS AND REAMS OF DATA FOR THE DEMAND AND THE SUPPLY. 
          AND WHERE, IF YOU ALL REMEMBER THE ECOSYSTEM, THOSE ARE THE, SO YOU HAVE SCHOOLS THAT MAKE UP A CLUSTER, MAKE UP A FEEDER PATTERN, FEEDER PATTERNS, MAKE UP A CLUSTER, AND THEN CLUSTERS MAKE UP AN ECOSYSTEM. 
          THAT'S THE GEOGRAPHIC WE'RE GOING THROUGH THAT LED BY KEITH ABRAMS, WHO'S SITTING HERE TODAY BEHIND ME. 
          YOU ALL KNOW KEITH. 
          UM, HE'S REALLY LEADING THIS AND IT'S BEEN A LOT OF WORK. 
          HE'S BEEN WORKING WITH THE DEPARTMENTS NOW THAT, THAT OWN THESE PROGRAMS. SO THE ADVANCED LEARNING, THE DUAL LANGUAGE, UM, THE AP, ALL OF THAT, WORKING WITH THEM TO IDENTIFY BY ECOSYSTEM AND CLUSTER, WHICH OF THESE RECOMMENDATIONS DO WE WANT TO BRING FORTH TO THE BOARD, TO THE SUPERINTENDENT? THEN WE'RE WORKING VERY CLOSELY WITH THE REGIONS, THE REGIONAL SUPERINTENDENTS. 
          WE HAVE THOSE MEETINGS COMING UP. 
          AND THEN THE NEXT STEP AFTER THAT WILL BE TO MEET WITH ALL OF YOU. 
          AND I'VE SAID IT FROM THE BEGINNING, AND I MEAN IT, NO ONE KNOWS YOUR SCHOOLS LIKE YOU DO, AND I DEEPLY BELIEVE THAT. 
          SO, TO COME TO YOU, BUT WE WANTED TO COME TO YOU WITH A STRAWMAN, SO WE SHOULD BE IN FRONT OF YOU AND THE NEXT SIX WEEKS TO SHOW THIS WORK. 
          UM, AND SO THAT, THAT'S WHERE WE ARE NOW. 
          THE BOTTOM OF THIS SLIDE SHOWS SOME OF THE COMMON THEMES, THE THREE COMMON THEMES THAT WE SAW THROUGHOUT, REGARDLESS OF THE REGION, REGARDLESS OF THE, YOU KNOW, WE, WE SPOKE TO THOUSANDS OF COMMUNITY MEMBERS, LITERALLY THOUSANDS. 
          AND THESE THREE BUBBLED UP ACROSS THE BOARD. 
          NUMBER ONE MORE, I'M GONNA GO FROM RIGHT TO LEFT. 
          MORE ADVANCED LEARNING. 
          WE HAVE EXTREME DESERTS IN ADVANCED LEARNING, UM, IN ALL REGIONS, BUT PARTICULARLY IN SOME NUMBER TWO, CAREER READINESS. 
          THERE'S MORE. 
          WE NEED MORE CAREER READINESS. 
          WE WANT IT MAPPED BETTER TO THE, TO THE, UM, PROFESSIONS THAT THESE STUDENTS CAN GO OUT AND GET AFTERWARDS. 
          MORE OF THAT THROUGHOUT. 
          AND THEN THE OTHER ONES, ARTS AND OTHER ENRICHMENT. 
          UM, AND THOSE WERE THINGS WE HEARD THROUGHOUT. 
          SO A LOT MORE TO COME ON THIS. 
          WE WILL BE GOING BACK OUT TO THE COMMUNITY AFTER WE'VE DONE ALL THESE STEPS I JUST MENTIONED TO YOU OVER THE NEXT SIX WEEKS, AND THEN MERGING THIS WITH THE CONSOLIDATION WORK. 
          UM, WHILE WE WERE MEETING WITH THE, WHAT THE COMPUTERS, SEE, THIS IS WHY THEY DON'T PUT ME UP HERE VERY OFTEN. 
          UM, WHILE, WHILE WE WERE MEETING WITH THE GROUPS AND YOU ALL ATTENDED YOUR OWN GROUP MEETINGS, SO I'M SURE YOU HEARD A LOT OF THIS. 
          WE FOCUSED ON THE FIRST ROW AT THE TOP, THE ACADEMIC PROGRAMS. BUT WE HEARD, AND WE WELCOMED COMMENTS ON A LOT OF OTHER THINGS, ON ANYTHING THAT PARENTS WANTED TO TELL US. 
          AND WE HEARD A LOT. 
          WE HEARD STUDENT SUPPORT, WE HEARD THAT LOUD AND CLEAR NEED MORE OF THAT. 
          WE HEARD ABOUT FACILITIES CLASSROOM COM COMBO CLASSES. 
          UM, AND WE ALSO HEARD ABOUT RESOURCES. 
          WE HEARD A WHOLE LOT ABOUT RESOURCES. 
          SO WHILE WE, SO WE TOOK THAT INFORMATION, WE DID TWO THINGS WITH IT. 
          WE'RE USING IT NOW IN THE CONSOLIDATION WORK AND ANALYSIS. 
          AND WE ALSO PUT IN, YOU'LL KNOW, LOOKING AT THE STRATEGIC PLAN IN DETAIL, WE ALSO PUT IT IN THERE AS WELL SO THAT WE CAN ADDRESS THE, THE ISSUES THAT WE HEARD FROM, FROM THE COMMUNITY. 
          SO A LOT MORE TO COME. 
          YOU'LL SEE KIND OF AS, AS PETER GOES THROUGH THE REST OF THE PRESENTATION, YOU'LL SEE THIS LANDSCAPE THEME. 
          AND KNOWING THAT, AS WE ALL PROMISE THE COMMUNITY, WHEN WE STARTED WITH THE LANDSCAPE, WE ARE LEADING WITH PROGRAM. 
          WE ARE NOT LEADING WITH YANKING ANYTHING OUT OF A COMMUNITY. 
          WE DON'T WANT TO DO THAT. 
          AND THAT'S NOT WHAT'S BEST FOR KIDS. 
          SO LEADING WITH PROGRAM AND THEN GOING FROM THERE SO THAT WE CAN AFFORD TO GIVE THE COMMUNITIES WHAT THEY DESERVE AND WANT. 
          SO WHEN YOU THINK ABOUT THE LANDSCAPE ANALYSIS, IT'S, IT'S ONE OF THE COMPONENTS AS WE STEP INTO THE WORK OF EVALUATION AND THINKING ABOUT WHAT ARE THE DATA SETS THAT ARE GONNA BE IMPORTANT, THAT INFORMS OUR COLLECTIVE DECISION MAKING AROUND, UH, DEEPER CONVERSATIONS ABOUT HOW WE CO-DESIGN SCHOOLS. 
          AND SO WHEN WE LOOK AT THE CRITERIA OF EVALUATION, WE'RE LOOKING AT SPECIAL EDUCATION PROGRAMS, ACCESS, MAINTAINING SPECIALIZED SUPPORTS, UH, TO THE ACADEMIC PROGRAMS, INFORMED IN THE LANDSCAPE ANALYSIS TO THEN LOOKING AT TRANSPORTATION AND SAFETY. 
          WHEN WE TALK ABOUT SAFE ROUTES, WE'RE NOT JUST LOOKING AT BUS TRANSPORTATION, WE'RE WORKING WITH OHS AND LOOKING AT, YOU KNOW, SAFE PASSAGES, BOTH WALKING, BIKING, AND ACCESS TO THAT SCHOOL COMMUNITY. 
          NEIGHBORHOOD IMPACT, KNOWING THAT OUR SCHOOLS ARE HUBS OF COMMUNITY AND UNDERSTANDING THAT THERE ARE IMPLICATIONS. 
          UM, WHEN YOU HAVE CONVERSATIONS ABOUT REPURPOSING THE SITE, UH, ONE OF THE KEY DRIVERS WILL BE FACILITY CONDITION AND THINKING ABOUT WHERE ARE THERE OPPORTUNITIES TO LEVERAGE MORE MODERNIZED SITES AND MOVE STUDENTS INTO SPACES THAT, UM, WILL SERVE THEM BETTER AND STAFF BETTER. 
          AND ULTIMATELY, ALTHOUGH THIS IS PART OF THE WORK, THE FINANCIAL STEWARDSHIP IS HOW DO WE BEST LEVERAGE RESOURCES TO BE ABLE TO BRING RESOURCES TOGETHER AND COMBINE RESOURCES TO SERVE STUDENTS BETTER? 
          [02:05:03]
THE OTHER LAYER OF WORK IS THAT THE LAW AT THE STATE LEVEL, THAT WAS CHAPTERED TWO, THREE YEARS AGO, ASSEMBLY BILL 1912, REQUIRES THAT DISTRICTS THAT ARE IN FISCAL CRISIS, UH, FOLLOW A NUMBER OF STEPS AND PROVISIONS WITH APPROPRIATE NOTICE OF 12 TO 18 MONTHS. 
          A NUMBER OF ANALYSIS AND EVALUATION THAT IS NOTED UP HERE, THAT IS CONSISTENT WITH WHAT WE WOULD LOOK AT FROM AN EVALUATION STANDPOINT. 
          BUT I WANNA MAKE VERY CLEAR THE DEFINITION OF FISCAL CRISIS IN AB 1912 IS A SCHOOL DISTRICT THAT HAS TAKEN AN EMERGENCY LOAN FROM THE STATE. 
          THAT IS NOT THE CASE FOR ALLY UNIFIED. 
          HOWEVER, THE OFFICE OF THE ATTORNEY GENERAL HAS PUT OUT GUIDANCE TO SCHOOL DISTRICTS, AND IT'S PUBLISHED ON A CALIFORNIA DEPARTMENT OF ED WEBSITE ON THEIR KIND OF GUIDEBOOK FOR, FOR CONVERSATIONS AROUND SCHOOL CONSOLIDATIONS, CLOSURES, MERGERS IS THAT WE SHOULD FOLLOW THE SPIRIT AND THE TENETS OF AB 1912. 
          'CAUSE IT ENSURES EQUITY, IT ENSURES THAT WE'RE HAVING THOSE VERY TARGETED CONVERSATIONS ABOUT THE IMPLICATIONS FOR OUR MOST VULNERABLE COMMUNITIES, ESPECIALLY IN A DISTRICT LIKE LA UNIFIED THAT SERVES SUCH A DIVERSE, UH, SET OF NEEDS IN COMMUNITIES. 
          NOW WE KNOW THAT WE WILL COME TO A POINT IN WHICH WE WILL BE PRESENTED WITH A NUMBER OF CHOICES. 
          AND WHEN I THINK ABOUT THOSE CHOICES, THERE ARE THREE PATHS AND POINTS OF CONVERSATION THAT WILL LEND ITSELF TO BROADER ENGAGEMENT. 
          WE WILL MOST LIKELY HAVE CONVERSATIONS ABOUT MERGING SCHOOLS WITHIN ONE CAMPUS, WHERE THERE'S MULTIPLE SCHOOLS ALL ON ONE CAMPUS, UH, LED BY DIFFERENT, UH, PRINCIPALS AND HAVING THEIR OWN, UH, PROGRAMMATIC STRUCTURE. 
          AND WE WOULD BE TALKING ABOUT, UH, A MERGER THERE. 
          IN THE SECOND PATH, WE WOULD BE POTENTIALLY TALKING ABOUT A FULL SCHOOL CLOSURE, WHERE THERE IS AN OPPORTUNITY TO MOVE STUDENTS OFF A CAMPUS, WHICH THEN CREATES THE THIRD PATH, WHICH IS A VACANT SITE FOR CAMPUS REUSE. 
          AND SO WHEN YOU THINK ABOUT THOSE THREE PATHWAYS, THEY WILL ALL REQUIRE INDEPENDENT FORMS OF ENGAGEMENT. 
          AND SO WHEN WE GO INTO THE CONVERSATION OF CAMPUS REUSE, WE KNOW THAT THERE ARE DIFFERENT AVENUES THAT WE CAN ENTERTAIN, AND WE SEE EXAMPLES ACROSS THE NATION AND IN THE STATE FOR HOW CAMPUSES HAVE BEEN REUSED. 
          ONE OF THEM IS FOR DISTRICT, UH, REPURPOSING, MEANING FOR CREATING AN INSTRUCTIONAL HUB, UH, EXPANDING AN ADULT ED PROGRAM OR A CTE, UH, HUB THAT PROVIDES TRAINING AT THE SITE, PROFESSIONAL DEVELOPMENT CENTERS, UM, BEING ABLE TO PROVIDE MORE LOCALIZED DISTRICT OFFICES AND ACCESS, UH, FOR THE COMMUNITY. 
          THESE ARE EXAMPLES THAT WE HAVE USED TO DATE THAT WE'VE SEEN OTHER DISTRICTS UTILIZE. 
          THE OTHER ONE IS AROUND CREATING COMMUNITY SPACES AND REALLY THINKING ABOUT HOW WE LEVERAGE A PUBLIC ASSET FOR CONTINUAL COMMUNITY BENEFIT. 
          AND THERE WE'RE TALKING ABOUT AFFORDABLE HOUSING, WORKFORCE, HOUSING PARKS, AND GREEN SPACE, UH, HEALTH AND WELLNESS HUBS, UH, SERVED BY OTHER AGENCIES. 
          UM, IT IS ONE OF THE THINGS THAT WE OFTEN TALK ABOUT AND HAVE BEEN ABLE TO DO THROUGH EITHER OUR WELLNESS PROGRAMS, BUT BEING ABLE TO HAVE THIS CONVERSATION. 
          AND WHEN WE SAY THAT, WHEN THE SUPERINTENDENT SAYS, NO DECISION HAS BEEN MADE, THEY HAVE NOT, BUT THESE ARE EXAMPLES THAT WE HAVE SEEN, UM, EXECUTED IN OTHER DISTRICTS. 
          AND LASTLY, IT'S THE REVENUE GENERATION AND THINKING ABOUT HOW DO WE ACTUALLY USE THE ASSET TO ADDRESS SOME OF OUR FISCAL CHALLENGES, AND WHETHER THAT'S OUTRIGHT SELLING THE PROPERTY, FOLLOWING STATE LAW ON THE PROVISIONS THAT ARE REQUIRED THERE, OR LEASING AND DOING LONG-TERM LEASE AGREEMENTS, UM, FOR THE USE OF THAT FACILITY SO THAT IT PROVIDES ONGOING REVENUE FOR THE DISTRICT. 
          SO WHEN WE TALK ABOUT SOME OF THOSE COMMUNITY BENEFITS, YOU KNOW, WE'VE ALREADY HEARD, YOU KNOW, SINCE THE SUPERINTENDENT'S VIDEO WENT OUT LAST WEEK, YOU KNOW, WE'VE ALREADY GONE OUTREACH AND IDEAS AND PERSPECTIVES THAT ARE BEING SHARED BY THE COMMUNITY ON, UM, HOW SOME OF THESE AS ASSETS CAN BE UTILIZED, AND WHERE THEY'RE TALKING ABOUT WORKFORCE HOUSING, EARLY CHILDHOOD CENTERS, WHICH ACTUALLY CAME UP IN THE PRIOR PRESENTATION, AND REALLY THINKING ABOUT HOW THESE PARTICULAR, UH, SCHOOL SITES WHEN VACANT CAN BE USED TO ADDRESS MULTI-GENERATIONAL, UM, ACCESS ISSUES IN OUR COMMUNITIES. 
          SO WE OFTEN TALK ABOUT GREEN SPACES, BUT WE ALSO HAVE DESERTS OF FOOD AND FOOD ACCESS AND FRESH FOOD ACCESS IN OUR COMMUNITIES. 
          WE HAVE DESERTS OF HEALTHCARE. 
          IT PROVIDES AN OPPORTUNITY TO HAVE THAT BROADER 
          [02:10:01]
CONVERSATION ABOUT HOW BEST TO SERVE THAT COMMUNITY. 
          SORRY, IT'S, WHEN WE TALK ABOUT THE ENGAGEMENT PROCESS, WE OFTEN GO INTO THIS WORK BY PROVIDING AN OVERVIEW, WHAT WE INTEND TO DO AS A DISTRICT, AND SOMETIMES EVEN BRINGING A, A SET OF SOLUTIONS. 
          I WANT TO BE VERY CLEAR, OUR COMMITMENT IS TO CO-DESIGNING THIS PROCESS. 
          THIS PRESENTATION IN ITSELF IS ABOUT CREATING THAT SHARED UNDERSTANDING, THE WHY, WHY, WHY SHOULD WE HAVE THIS CONVERSATION? WHY DO WE NEED TO HAVE THIS CONVERSATION? AND REALLY KIND OF CREATING THAT, THAT SHARED UNDERSTANDING ACROSS THE DISTRICT. 
          AND SO WE WILL BE LIKE A BROKEN RECORD FOR THE NEXT TWO TO THREE WEEKS, POSSIBLY A MONTH, RESHARING THIS PRESENTATION IN DIFFERENT SPACES, UM, BEING ABLE TO HIGHLIGHT ELEMENTS OF THIS PRESENTATION SO THAT THERE IS COMMUNITY KNOWLEDGE AS TO WHY EVEN THE CONVERSATION IS TAKING PLACE. 
          FROM THERE, WE'RE GOING TO INVITE STAKEHOLDERS TO HELP US DEFINE THE ONGOING SERIES OF ENGAGEMENT IN THE DISTRICT. 
          AND WHEN WE TALK ABOUT CO DEFINING, ABOUT CO DEFINING THE AGENDA, HOW, IF WE'RE GONNA DO AN INPUT SESSION IN THE DISTRICT, HOW DO WE INVITE COMMUNITY, STUDENTS, EMPLOYEES INTO A SPACE FOR ONE TO TWO HOURS TO GET FEEDBACK, SHARE PERSPECTIVES, AND DO IT IN A MEANINGFUL AND AN ENGAGING WAY? AND SO WE WILL INVITE FOLKS TO HELP US SHAPE THAT. 
          WE WILL ALSO BE CREATING TEMPLATES AND DATA AND INFORMATION SO THAT IT'S EASILY DIGESTIBLE AND DIVERSE FOR FOLKS TO ACTUALLY HAVE ACTIONABLE DATA, TO HAVE, I SAY, REAL CONVERSATIONS ABOUT WHAT IT MEANS TO LOOK AT A PARTICULAR ECOSYSTEM THROUGH THE LANDSCAPE ANALYSIS AND UNDERSTAND WHAT PROGRAMMATIC CHALLENGES CURRENTLY EXIST THERE AND WHERE THE OPPORTUNITIES LIE. 
          AND ULTIMATELY, WE'RE TALKING ABOUT CONTINUOUS DIALOGUE. 
          WE KNOW THAT THIS PROCESS IS GOING TO REQUIRE A NUMBER OF CHECKPOINTS, CO-DESIGNING THE INPUT SESSIONS, INPUT SESSIONS AROUND THE ESTABLISHMENT OF METHODOLOGY AND CRITERIA AND EVALUATION BASED OFF OF THAT, GOING BACK OUT TO THE COMMUNITY AND SHARING WHAT WE'VE HEARD AND REALLY INFORMING THEM ON HOW THAT ACTUALLY HAS INFORMED THE DISTRICT'S SET OF CRITERIA. 
          AND THEN BEING ABLE TO GO BACK OUT AGAIN PRIOR TO BRINGING ANYTHING TO THE BOARD TO SAY, THIS IS WHAT WE'VE HEARD, THIS IS THE METHODOLOGY THAT WE'VE ESTABLISHED, AND THIS IS WHAT IT MEANS TO VARIOUS COMMUNITIES. 
          THAT IS PART OF THIS PROCESS FOR THE NEXT SIX TO EIGHT MONTHS. 
          AND WE KNOW THAT IT'LL BE IMPORTANT TO HAVE THAT PAUSE AND BEING ABLE TO ADAPT TO WHAT WE HEAR FROM THE COMMUNITY AS WE HAVE THESE CONVERSATIONS. 
          NOW, WHEN WE TALK ABOUT, DID IT SKIP THROUGH? IT DID. 
          THANK YOU. 
          SORRY. 
          WE'RE HAVING CLICKER ISSUES. 
          UM, WHEN WE THINK ABOUT TODAY'S ENGAGEMENT AND PRESENTATION TODAY, LIKE I SAID, IS ABOUT SETTING THE STAGE OF UNDERSTANDING THE FUTURE ENGAGEMENTS WILL ULTIMATELY INFORM THAT DEEPER LEARNING AND OVERALL PROCESS OF COMMUNITY AND CONTINUOUS DIALOGUE. 
          I WANNA BE VERY CLEAR THAT AS WE ENTER THIS WORK, AND WHEN WE THINK ABOUT THE PRINCIPLE OF EQUITY, UH, A A CLEAR, I WOULD SAY, DEMAND THAT THE SUPERINTENDENT AND OUR BOARD LEADERSHIP HAS OFTEN ASKED OF STAFF, UH, TO EMBARK ON, WHEN WE LOOK AT ANYTHING THAT'S CONSEQUENTIAL IN THIS DISTRICT, IS THAT EQUITY SHOULD NOT BE AN AFTERTHOUGHT. 
          EVEN WHEN YOU LOOK AT THE STATE LAW, IT SAYS DEVELOP A SET OF CRITERIA AND THEN DO AN EQUITY IMPACT ASSESSMENT. 
          HERE, IT'S ABOUT HOW DO YOU ACTUALLY ENSURE THAT EQUITY IS A PART OF EVERY CRITERIA THAT WE ESTABLISH AND THAT WE ACTUALLY EMBED EQUITABLE, UH, DECISION MAKING, DATA COLLECTION AND IMPLICATIONS AS PART OF THE OVERALL PROCESS SO THAT WHEN WE ACTUALLY LOOK AT AN EQUITY IMPACT ASSESSMENT, MUCH OF THAT WORK HAS BEEN DONE AND THAT WE'VE ALREADY LOOKED AT VULNERABLE STUDENT POPULATIONS COMMUNITIES AS PART OF THIS WORK. 
          AND SO WE WILL BE ASKING THOSE QUESTIONS AROUND, YOU KNOW, HOW WILL THIS AFFECT STUDENT RELATIONSHIPS? WHAT'S THE SOCIAL EMOTION, UH, EMOTIONAL CONTINUITY, YOU KNOW, WHAT DOES IT LOOK LIKE TO CREATE AND GAIN ACCESS, UM, OF, TO PROGRAMS FOR SPECIALIZED, UH, STUDENT 
          [02:15:01]
POPULATIONS AND TARGETED STUDENT POPULATIONS? AND THEN ULTIMATELY, YOU KNOW, WE HAVE TO ASK THE QUESTION THROUGH OUR DECISION MAKING PROCESS, DOES THIS EXACERBATE OR PREVENT, YOU KNOW, FUTURE DISPARITIES IN THE WORK? THE NEXT THING IS ALSO HONORING THAT WHEN WE ACTUALLY EXECUTE ON A PLAN, AT THAT POINT IN TIME, WE WILL BE ASKED, WHAT WILL THE SUPPORT SYSTEM LOOK LIKE FOR OUR SCHOOL COMMUNITIES? AND I WANT YOU TO KNOW THAT, YOU KNOW, IN WORKING WITH ANDRE SPICER AND THE TEAM, OUR REGION LEADERSHIP IS THAT WE WILL HAVE A PLAYBOOK FOR HOW WE SUPPORT SCHOOLS THROUGH TRANSITIONS, THROUGH A MERGER, SO THAT IT HONORS PERSPECTIVES, AND THAT THERE IS KIND OF ON THE GROUND CO-DESIGNING WITH OUR SCHOOLS ON HOW WE SUPPORT TRANSITIONS OF STUDENTS AND SCHOOL LEADERSHIP, AND ENSURING THAT, YOU KNOW, WE HONOR IDENTITY AS PART OF THIS PROCESS. 
          THE OTHER OPPORTUNITY THAT LIES IN THIS WORK IS THAT IT ALSO OPENS UP THE DOOR TO HAVING BROADER ENGAGEMENT WITH LOCAL GOVERNMENT, WITH NONPROFITS, UM, DEVELOPERS ABOUT WHERE THERE'S POINTS OF CONVERGENCE AROUND, UH, SHARED RESOURCES, SHARED INVESTMENTS. 
          AND SO WE WILL BE ENGAGING OTHER ENTITIES EARLY IN THIS WORK SO THAT WE ARE CO-PLANNING WHAT POTENTIAL SOLUTIONS WE MIGHT HAVE, UH, FOR SOME OF THE, UH, VACANT INSIGHTS. 
          AND SO THIS WILL BE A CRITICAL POINT IN WHICH, YOU KNOW, WE WILL INVITE, I SAID, OTHER STAKEHOLDERS, ELECTED OFFICIALS, TO BE PART OF THIS PROCESS. 
          AND TO REITERATE THE COMMITMENTS THAT THE SUPERINTENDENT NOTED EARLIER IS THIS WORK IS ABOUT ENSURING THAT WE'RE COMMITTED TO STUDENTS FIRST, THAT WE HAVE AN AUTHENTIC COMMUNITY INPUT ENGAGEMENT DIALOGUE THAT, UH, WILL BE CONTINUOUS AND I WOULD SAY LONG LASTING. 
          AND I, I, I SAY THE NEXT SEVERAL MONTHS, I SAID, THIS IS GONNA BE YEARS OF ENGAGEMENT AND IT'LL REQUIRE US TO BE TRANSPARENT IN HOW WE APPROACH THE WORK. 
          AND AT THE END OF THE DAY, ALSO REQUIRE US TO BE EQUITABLE IN HOW WE APPROACH THE WORK. 
          AND SO THESE COMMITMENTS ARE VERY MUCH GROUNDED IN HOW WE'RE GONNA WORK TOGETHER AND SERVE OUR COMMUNITY. 
          WE ANTICIPATE THAT THE BEGINNING OF OCTOBER, THE FIRST FULL WEEK OF OCTOBER, THAT THIS PARTICULAR PRESENTATION WILL BE SHARED AT THE REGION LEVEL, WHERE WE'RE GONNA BE STARTING WITH BOTH IN-PERSON AND ZOOM BASED, ONLINE BASED WEBINARS IN ORDER TO KIND OF SHARE THE, THE WHY, THE COMMON BUILDING THAT COMMON UNDERSTANDING IN THE WORK. 
          AND SO AS, AS WE LEAD INTO THOSE DEEPER CONVERSATIONS WITH STAKEHOLDERS AND BUILDING KIND OF INPUT SESSIONS, WE WILL CONTINUE TO, LIKE I SAID, SHOWCASE WHY WE'RE DOING THIS WORK AND WHY IT'S SO IMPORTANT FOR US TO BUILD STRONGER SCHOOLS TOGETHER. 
          AND WHAT THAT ULTIMATELY WILL REQUIRE US TO COME TOGETHER AS A COMMUNITY TO SHARE IDEAS, ASK TOUGH QUESTIONS, TELL US WHAT WORKS, AND TELL US WHAT NEEDS TO BE CHANGED IN THE WORK. 
          AND SO AS WE ENGAGE THE COMMUNITY AS PART OF THIS PROCESS, VERY EARLY ON, EVEN IN THESE Y SESSIONS, I THINK THE SUPERINTENDENT NOTED THERE WILL BE OPPORTUNITIES WHERE FOLKS WILL ALREADY HAVE PERSPECTIVES. 
          WE WILL BE CAPTURING THAT, BUT ULTIMATELY WE WANNA MAKE SURE THAT THERE IS COMMON UNDERSTANDING OF WHY WE'RE DOING THIS WORK. 
          AND SO WITH THAT, I INVITE YOU TO ANY QUESTIONS THAT YOU MIGHT HAVE INPUT AS WE KIND OF FINE TUNE OUR COMMUNITY ENGAGEMENT STRATEGY, AND IF THERE'S ANY INPUT ON THAT END. 
          THANK YOU. 
          THANK YOU MR. SASI, THOUGH, MAYBE WE CAN START WITH MY RIGHT. 
          ANY QUESTIONS? RIGHT? YET NOW, MS. NEW BILL, AGAIN, THANK YOU. 
          UM, UH, AND TO THE BOARD AS WELL, JUST FOR HAVING THIS DIALOGUE, BECAUSE I THINK IT'S VERY IMPORTANT AS WE DO THIS WORK AND, UM, WE, WE TALK ABOUT TOGETHER STRONGER SCHOOLS TOGETHER, AND WE KNOW WITH THE LANDSCAPE ANALYSIS, A LOT OF THINGS WERE HIGHLIGHTED AND ELEVATED TO OUR COMMUNITIES, UM, AS FAR AS WHAT WAS WITHIN OUR DISTRICT. 
          AND AS WE KNOW, MANY OF OUR BOARD DISTRICTS, UM, WE'RE NOT ALL BUILT THE SAME, YOU KNOW, UH, ALLUDED TO THAT IN THE LAST CONVERSATION JUST ABOUT SOME OF OUR SCHOOLS WITHIN, I CAN SPEAK IN BOARD DISTRICT ONE OR ARE OLD, WE HAVE SOME OLDER SCHOOLS, RIGHT? SO WHEN WE HAVE THIS CONVERSATION, WE'RE TALKING ABOUT THE LANDSCAPE OF EVERYTHING. 
          WE'RE TALKING ABOUT PROGRAMMING, AND WE'RE TALKING ABOUT, UM, BEING ABLE TO REPURPOSE. 
          AND I WANT TO ELEVATE, AND AS WE DO THIS WORK, I KNOW, UM, WE THINK ABOUT MANY HANDS MAKE LIGHT WORK, RIGHT? AND SO WE KNOW THAT IT'S GONNA INVOLVE 
          [02:20:01]
EVERYONE. 
          AND WITH THIS, YOU YOU TALK ABOUT THE, UM, ENGAGEMENT PIECES AT THE END, WHICH OBVIOUSLY IS A STARTING POINT, UM, FOR OUR COMMUNITIES. 
          AND I WANTED TO KNOW, AS WE, UM, ENGAGE WITH THESE INFORMATIONAL SESSIONS IN PERSON, WHAT SHOULD SOMEONE EXPECT AS FAR AS THE ENGAGEMENT? BECAUSE WE HAVE SOME IN PERSON, WE HAVE SOME THAT ARE VIRTUAL. 
          WHAT SHOULD A PARENT OR COMMUNITY MEMBER EXPECT IN THOSE ENGAGEMENTS? YEAH, THIS FIRST ROUND IS GONNA BE VERY KIND OF INFORMATIONAL. 
          UM, YOU KNOW, IT'S NOT A, YOU KNOW, THE, AN ENGAGEMENT AND INPUT SESSION, UM, TYPE SCENARIO WHERE WE'RE DOING A KIND OF GALLERY WALK EVALUATING DATA, THOSE ARE GONNA BE THE FUTURE ENGAGEMENTS. 
          THIS IS MORE ABOUT JUST INFORMATION SHARING. 
          LIKE IT'S, IT'S SHARE THE CAMPAIGN, SHARE WHY THIS IS HAPPENING. 
          AND WHEN FOLKS HEAR STRONGER SCHOOLS TOGETHER, THEY SHOULD KNOW WHAT IT IS, RIGHT? AND SO THIS FIRST SESSION WILL BE OUR SESSION. 
          WE GO OVER THE DECK AND BE ABLE TO SET THE STAGE FOR FUTURE ENGAGEMENTS. 
          GOT IT. 
          AND THEN WITH A TIMEFRAME, YOU HAVE THE MONTH OF OCTOBER HERE, BUT LOOKING FORWARD, CAN WE EXPECT THAT SOMETHING WOULD COME NEXT MONTH OR THE FOLLOWING MONTH IN A BROADER SCOPE OF THINGS? WHAT SHOULD OUR FAMILIES AND COMMUNITY EXPECT? WE ANTICIPATE THAT, UH, AFTER OUR FIRST SERIES OF KIND OF LEVEL SETTING ON THE WHY THAT IN NOVEMBER WE WILL BEGIN THOSE INPUT SESSIONS. 
          UM, AND WE ANTICIPATE THOSE WILL PROBABLY RUN THROUGH, UH, EARLY JANUARY. 
          UM, WE KNOW THAT THE HOLIDAYS MAKE IT SOMETIMES DIFFICULT, UH, TO DO THOSE BROAD ENGAGEMENTS, AND THEY'RE LIMITING BECAUSE THERE'S COMPETING, UH, ACTIVITIES AND EVENTS AND ASSEMBLIES AND CONCERTS. 
          UM, SO WE'RE GONNA BE VERY, UH, STRATEGIC ABOUT WHEN WE HOST THOSE AND ALSO GIVE OURSELVES A SLIGHTLY LONGER RUNWAY OF ENGAGEMENT THERE. 
          AND THOSE TYPES OF SESSIONS, LIKE I SAID, I DON'T WANT TO SPEAK TO WHAT IT WILL LOOK LIKE BECAUSE I TRULY WANT TO HONOR THE PROCESS OF, YOU KNOW, HEARING FROM DIFFERENT VOICES ON WHAT THAT ENGAGEMENT SHOULD LOOK LIKE. 
          YOU KNOW, IS IT A ONE HOUR SESSION? IS IT A TWO HOUR SESSION? IS IT AN AGENDA THAT'S, YOU KNOW, MANAGED BY THE DISTRICT STAFF OR IS IT CO-LED, UM, WITH COMMUNITY PARTNERS THAT HAVE TRUST IN THAT, IN THAT PARTICULAR COMMUNITY? YOU KNOW, THOSE ARE THE THINGS THAT WE'RE GONNA CONSIDER AS WE, WE REALLY KIND OF BUILD THAT OUT. 
          AND WE TALK ABOUT THE LANDSCAPE ANALYSIS, AND I APPRECIATE YOU BRINGING THAT IN, THAT WE ARE SERVING OUR STUDENTS AND THAT IS THE FIRST POINT, RIGHT? AND THAT WE WANT, OBVIOUSLY, AS A ADDITION TO THAT WAS INCREASE ENROLLMENT, AND WE WANTED TO OBVIOUSLY GENERATE SOME REVENUE, UM, WITH SERVING OUR STUDENTS AND INCREASING OUR ENROLLMENT AS TWO OF THE TOP PRONGS FOR THE LANDSCAPE ANALYSIS. 
          HOW WILL WE DELIVER THAT INFORMATION TO THE COMMUNITY? BECAUSE EACH IS VERY DIFFERENT. 
          YEAH. 
          SO, SO ONCE WE GET MORE SPECIFIC IN THE CLUSTER IN THE SCHOOL AND COORDINATING THAT WITH THE, UM, WITH THE, UH, CONSOLIDATION WORK, WE'RE GONNA GO BACK OUT TO THE COMMUNITIES MORE SPECIFICALLY BECAUSE THE, THE COMMUNITY ENGAGEMENT WE DID BEFORE WAS BROAD. 
          IT WAS BY BOARD MEMBER DISTRICT OR BY SURVEY. 
          UM, AND WHICH IS EVEN BROADER. 
          AND SO THIS WOULD BE, ONCE WE NARROW IT DOWN SPECIFICALLY TO WHAT WE HEARD FROM YOU, WE JUST NEED MORE INFORMATION FROM YOU ABOUT IT, THEN WE'D GO BACK OUT TO THEM WITH THAT PARTNERING WITH THE CONSOLIDATION WORK SO THEY'RE NOT BEING PEPPERED WITH A BUNCH OF DIFFERENT, UH, MESSAGES AND, AND MEETINGS. 
          SO THE INFORMATION FROM THE ANALYSIS WILL COME TO THE COMMUNITY AT A LATER DATE? YES. 
          OKAY. 
          YES. 
          AND IT WILL BE MORE PERTAINING TO JUST THAT COMMUNITY. 
          THAT'S RIGHT. 
          SO IT WOULD BE TAILORED TO ONE OF SEVEN. 
          EXACTLY. 
          OKAY. 
          EXACTLY. 
          OKAY. 
          AND EVEN WITHIN THAT ONE OF SEVEN, YOU KNOW, I EVEN SEE THIS EVEN LOWER LEVEL THAN YEAH. 
          MULTIPLE, MULTIPLE CLUSTERS WITHIN YOUR BOARD DISTRICT, FOR EXAMPLE. 
          RIGHT? OKAY. 
          UM, WITH OUR, UM, PARTNERSHIP OR HOLISTIC LOOK AND OPTIONS MOVING FORWARD, DO WE LOOK TO HAVE OUR, YOU MENTIONED ALL STAKEHOLDERS FROM ALL, UM, LEADERSHIP WITHIN OUR CITY. 
          WILL THEY BE A PART OF THESE CONVERSATION? IS THAT PART OF THE ASK? AND OUR INTENTION IS TO INVITE BROADLY AS PART OF THE ENGAGEMENT SERIES. 
          UM, SO WE ANTICIPATE THROUGH OUR VARIOUS OUTREACH CHANNELS, GETTING THAT INFORMATION OUT THROUGH TO OUR MAYORS, OUR CITY COUNCILS, OUR ELECTED OFFICIALS, OUR CBO NETWORK, UM, SO THAT ALL ARE AWARE WHEN THESE ENGAGEMENTS ARE OCCURRING. 
          AND I'M JUST SPENDING SOME TIME ON THIS BECAUSE I KNOW THIS IS AN AREA THAT IS GONNA BE VERY IMPORTANT, UM, BECAUSE 
          [02:25:01]
HOW WE GET THE MESSAGE OUT REGARDLESS IS GOING TO DRIVE THE WORK THAT WE HAVE TO DO, UM, AS FAR AS WE PUTTING IT BACK IN. 
          SO FOR ME THEN, I'M, I'M REALLY ON THAT BECAUSE I DO WANNA SPEAK OF, OBVIOUSLY FOR A COMMUNITY THAT ACCORDING TO OUR ANALYSIS WAS SOME DESERTS. 
          AND SO, YOU KNOW, NOT WANTING TO PULL THE RUG FROM UP UNDER US BECAUSE OUR COMMUNITY DID NOT HAVE THE VAST MAJORITY OF, YOU KNOW, INVESTMENTS. 
          AND SO WANTING TO KNOW FOR A COMMUNITY THAT DOES NOT HAVE INVESTMENTS, AND SOMETIMES YOU DON'T KNOW WHAT YOU DON'T KNOW, RIGHT? AND SO THESE COMMUNITIES, THEY DIDN'T KNOW THAT THEY DIDN'T HAVE, AND SO NOW THEY'RE GETTING AN OPPORTUNITY TO MAKE IT ENRICHED. 
          HOW WILL THEY KNOW WHAT TO ASK FOR IN THOSE COMMUNITIES? AND YOU KNOW, I, I SAY THIS OFTEN, YOU KNOW, WE, WE, WE'VE BEEN IN COMMUNITIES WHERE WE'VE SEEN DESERTS OF THINGS AND PROMISED, UM, OPPORTUNITIES ONLY FOR IT TO HAVE FAILED AGAIN. 
          AND SO I HOPE THAT THIS, AS WE TALK ABOUT IT, THAT WE BE IN ABOUT IT BECAUSE WE CAN'T, YOU KNOW, THE, THE PLANE HAS TO HAVE TWO WINGS. 
          IT HAS TO BE DOING THE WORK AS WELL AS, YOU KNOW, SAYING WHAT WE'RE GOING TO OFFER. 
          BECAUSE UN UNLIKE MANY OTHER PROJECTS WITHIN, I'M ONLY SPEAKING NOW AS BOARD MEMBER FOR DISTRICT ONE THAT THERE'S BEEN PROMISES WITHIN THIS COMMUNITY THAT HAVE FAILED. 
          AND SO I WANT TO VERY HIGHLIGHT THAT BECAUSE I DON'T WANT TO SEE THAT HAPPEN IN AN OPPORTUNITY THAT CAN GO, CAN GO VERY WELL. 
          AND SO, AS I OFTEN SAY, AND I'M A LAND A PLANE ON MINES, IS THAT, YOU KNOW, WE, WE, WE COULD GO FAST, YOU KNOW, YOU YOU JUST GOING ALONE, BUT IF YOU WANNA GO FAR, WE'RE GONNA GO TOGETHER. 
          AND SO I JUST WANNA MAKE SURE THAT THIS WORK IS BEING DONE TOGETHER. 
          SO THAT'S MY ROUND ONE. 
          THANK YOU MS. ORTIZ, FRANKLIN COMMENTS. 
          THANK YOU. 
          UH, VERY HELPFUL AND I'M EXCITED WE'RE GETTING STARTED ON THIS. 
          AS HARD AS IT'S GONNA BE. 
          I KNOW IT'S IMPORTANT. 
          UM, I GUESS I'LL JUST PIGGYBACK ON THE COMMUNITY ENGAGEMENT SESSIONS FIRST. 
          SO EACH OF THE REGIONS HAS THEIR FIRST ONE ON A BOARD MEETING DAY, AND WE ALL DO FEEL REALLY STRONGLY ABOUT BEING A PART OF THESE, SO JUST WONDERING HOW THAT CAME TO BE AND, AND WHAT WE CAN DO ABOUT THAT. 
          YEAH, SO A COUPLE THINGS. 
          YOU KNOW, ONE, AS WE'VE DISCUSSED BEFORE, THERE WILL ALSO BE OPPORTUNITIES FOR DIRECT ENGAGEMENT LED BY BOARD OFFICES AS REQUESTED BY AT LEAST A COUPLE OF THE BOARD MEMBERS. 
          BUT IN LOOKING AT THE CALENDAR AND, AND BALANCING THAT WITH URGENCY, I THINK WE CAN GO BACK AND WE CAN TAKE A LOOK AT THOSE DATES AND MAKE SOME SHIFTS SO THAT THERE, OR WE CAN END OUR MEETING EARLY. 
          I'M JUST SAYING IT . 
          WELL, I MEAN, I WOULD, YOU KNOW, WHATEVER HIGHER AUTHORITY CAN MAKE THAT HAPPEN, GOD BLESS HER OR HIM. 
          UM, BUT WE'LL, WE'LL MAKE SHIFTS TO MAKE SURE THAT FOLKS CAN ATTEND. 
          GREAT. 
          YEAH, I THINK ESPECIALLY THE FIRST ONE, WE'LL PROBABLY BE LEARNING A LOT, RIGHT? AND, AND MANY OF US HAVE SAID WE WANNA HAVE MORE OF THESE IN OUR COM COMMUNITY, UM, AND ON A SMALLER SCALE, AND THAT FIRST ONE WILL BE SO HELPFUL TO, UH, LEARN WHAT'S GOING WELL AND HOW WE CAN ADJUST. 
          SO, UH, APPRECIATE THAT. 
          UM, OKAY, A COUPLE QUESTIONS SPECIFIC TO THE SLIDES. 
          LET'S START ON SLIDE SIX. 
          LET'S SEE. 
          UM, I, I WANNA APPRECIATE HOW WE'RE FRAMING THIS. 
          UM, AND I ALSO WANNA RECOGNIZE THAT THE STATUS QUO IS NOT THE STATUS QUO FOR EVERY SCHOOL OR EVERY CLUSTER, EVERY ECOSYSTEM. 
          UM, SOME SCHOOLS ARE ALREADY IN THAT OPTIMIZED VERSION, AND MY CONCERN IS THAT THE WEALTHIER PARTS OF THE DISTRICT, THE WIDER PARTS OF THE DISTRICT ARE ALREADY IN THAT OPTIMIZED. 
          AND THEN MORE OF THE LOW INCOME BLACK AND BROWN ARE GONNA BE ON THE, UM, THE BLUE SIDE, THE STATUS QUO AS IT'S DESCRIBED UP HERE. 
          AND SO WHILE WE HAVE THIS, UM, YOU KNOW, VISION FOR EQUITY, I THINK IT'LL BE PARTICULARLY IMPORTANT TO LOOK ACROSS THE ENTIRE DISTRICT SUCH THAT WE'RE NOT ONLY TALKING ABOUT CONSOLIDATING WHERE THERE'S THIS BLUE KIND OF APPROACH, RIGHT? BUT ALSO LIKE, WHAT DO WE DO WHERE SCHOOLS ARE ALREADY AT THIS OPTIMIZE? ARE WE JUST NOT GONNA TOUCH THEM OR ARE WE GONNA THINK ABOUT OPTIMIZING TOGETHER WITH THE STATUS QUO? OR, YOU KNOW, HOW IT'S PHRASED HERE. 
          SO I DON'T KNOW IF WE HAVE THOUGHT ABOUT HOW TO DO THAT EXACTLY, BUT IT'S JUST SOMETHING THAT STOOD OUT FOR ME FROM, FROM A BROADER JUST, UH, PLANNING PURPOSE. 
          YOU KNOW, THERE ARE ALWAYS OPPORTUNITIES TO THINK EVEN ABOUT GREAT, GREAT SPAN RECONFIGURATION. 
          YOU CAN HAVE TWO VERY STRONG VIABLE SCHOOLS THAT ARE SERVING A COMMUNITY WHERE IT MAKES SENSE TO ACTUALLY CONVERGE. 
          THOSE ARE CONVERSATIONS THAT MAY HAPPEN. 
          UM, I THINK WHEN YOU'RE THINKING ABOUT THE, OUR ANALYSIS AS A WHOLE ON WHAT WE'VE SEEN, EVEN THROUGH EITHER THE FACILITIES, UH, USE CASES, UH, AS WELL AS WHEN YOU'RE LOOKING AT OVERALL, UH, ACADEMIC PROGRAM OFFERINGS, YOU'RE GONNA HAVE VARIANCE, EVEN IN THE COMMUNITY WHERE YOU HAVE GREATER NEED, MORE VULNERABLE STUDENT POPULATIONS, THEY MAY BE IN A HIGHER QUALITY FACILITY. 
          AND SO IT PRESENTS AN OPPORTUNITY TO THINK ABOUT NOT IMPACTING THAT PARTICULAR ACADEMIC PROGRAM, BUT INVITING OTHERS INTO THAT SPACE, RIGHT? AND SO I THINK EVERY SOLUTION SET IS GONNA HAVE A UNIQUE SET OF, OF, UM, 
          [02:30:01]
CHALLENGES AND CONVERSATIONS. 
          AND I THINK THAT'S WHY WE'RE TALKING ABOUT LIKE, EQUITY HAS TO BE PART OF THE OVERALL ANALYSIS. 
          WHETHER WE'RE LOOKING AT FACILITIES, ACADEMIC OFFERINGS, CURRENT RESOURCING ON A PER PUPIL BASIS, UH, IT INFORMS THAT BROADER CONVERSATION AND THE, THE, YOU KNOW, ALL OF THE DISTRICT, I MEAN, ALL OF THE SCHOOLS WILL HAVE THE VERY LAST ONE UNDER STATUS QUO NEXT YEAR. 
          ALL OF THEM . 
          YEAH. 
          SO, UM, AND WHAT WE WANNA MAKE SURE WE DO IS PROTECT THE PROGRAMS AND THE WORK THAT IS SERVING OUR STUDENTS WELL AND USE THOSE PRINCIPLES, THOSE MODELS TO REPLICATE THE ONES THAT ARE WORKING. 
          LET'S REPLICATE, LET'S REPLICATE IT IN AREAS THAT NEED IT, AND AREAS THAT ALSO COULD POTENTIALLY ATTRACT OTHER STUDENTS. 
          SO THEY WILL HAVE, ALL SCHOOLS WILL HAVE A SPECIFIC ROLE IN THIS. 
          IT WILL JUST BE DIFFERENT GIVEN WHAT, WHAT THEIR DIFFERENT NEEDS ARE. 
          AND SORRY, I, I REALLY APPRECIATE THAT. 
          AND, UM, YOU KNOW, THERE ARE MANY SCHOOLS WHERE THEY MIGHT ZIGZAG ACROSS THESE TWO, BUT I, I THINK THE, THE CONCEPT OF LIKE GRADE SPAN CONFIGURATIONS IS SOMETHING I'M PARTICULARLY INTERESTED IN. 
          I KNOW WE'VE TALKED ABOUT LOSING 6006TH GRADERS EVERY YEAR IN THE DISTRICT. 
          UM, AND I HAVE A FEW SPAN SCHOOLS IN MY DISTRICT WHERE, YOU KNOW, AS A PARENT, I KNOW I'D LOVE ONE DROP OFF FOR A LITTLE BIT LONGER. 
          UM, BUT WHERE WE'RE, YOU KNOW, ABLE TO DO THINGS LIKE THAT, I, I'M PARTICULARLY INTERESTED AND I THINK IT WILL BE A VERY LIKE, LOCAL CONVERSATION. 
          UM, BUT MY LAST THOUGHT ON EQUITY AS IT RELATES TO THIS IS, YOU KNOW, THERE ARE FOUR BOARD DISTRICTS THAT HAVE BETWEEN 40 AND 60 SUNNY HIGH AND HIGHEST NEED SCHOOLS, AND THERE ARE TWO BOARD DISTRICTS THAT HAVE LESS THAN 15. 
          AND SO, YOU KNOW, THAT'S ONE WAY TO CAPTURE NEED. 
          UM, AND IT'S A VERY ROBUST, UM, ANALYSIS OF WHAT GOES INTO A SEMI HIGH AND HIGHEST VERSUS A, A NOT, UM, MODERATE LOW OR LOWEST. 
          UM, BUT AS WE'RE THINKING ABOUT, YOU KNOW, THE FIRST TRANCHE AND THEN OVER THE NEXT SEVERAL YEARS, I DO WANNA MAKE SURE THAT, UM, YOU KNOW, C IS, UH, CONSIDERED AND THAT WE'RE NOT SIMPLY CLOSING IN THE FOUR DISTRICTS THAT HAVE THE DISPROPORTIONATE NUMBER OF, UM, SUNNY HIGH NEEDS SCHOOLS. 
          OKAY, ON SLIDE 13, I JUST REALLY WANNA APPRECIATE THE OPEN DATA ACCESS THAT WAS, UM, THE VISION BEHIND THE BUDGET TRANSPARENCY RESOLUTION THAT WE WROTE A COUPLE OF YEARS AGO AND, YOU KNOW, GRATITUDE TO THE TEAM FOR MOVING IN THAT DIRECTION. 
          UM, BUT I THINK THIS IS, UM, MAYBE EVEN, YOU KNOW, ACCELERATING AND EXPANDING THAT VISION OF THE TOOLS WE WANNA HAVE TO THE INITIAL POINT OF BEING ON THE SAME PAGE ABOUT THE SAME DATA, THE SAME INFORMATION, THE SAME DOLLARS AND CENTS. 
          AND SO, UM, YOU KNOW, LOOK FORWARD TO BEING A PARTNER IN THAT. 
          AND ALSO MAYBE TRYING OUT WHAT THOSE LOOK LIKE. 
          UM, THERE'S BEEN A, A BETA TESTING GROUP GOING THROUGH THIS WITH THE BUDGET TRANSPARENCY TOOL. 
          SO TO THE EXTENT THAT THAT COULD BE USED, I WOULD, YOU KNOW, ENCOURAGE THE TEAM TO DO SO. 
          UM, AND THEN, LET'S SEE. 
          THERE WAS A COMMENT IN HERE ABOUT PREVENTING EXACERBATION OF DISPARITIES. 
          I'M TRYING TO REMEMBER WHERE THAT WAS. 
          IMPACT ASSESSMENT. 
          YES. 
          THANK YOU. 
          OKAY. 
          UM, SOME OF THE, THE SLIDE NUMBERS I THINK CHANGED FROM THE FIRST VERSION THAT WE GOT. 
          UM, I WOULD LOVE TO CHANGE THAT FRAMING TO, UM, PREVENTING THE EXACERBATION TO INTERRUPTING AND EVEN REVERSING THE EXACERBATION OF EXISTING DISPARITIES. 
          'CAUSE I THINK THAT PHRASING IS LIKE BASELINE, RIGHT? HOW DO WE NOT MAKE THINGS WORSE? UM, BUT I THINK THROUGH THIS STRONGER FRAMING, I'M REALLY THINKING HOW DO WE MAKE THINGS BETTER? UM, AND SO THAT WOULD BE SOMETHING I OFFER. 
          UM, AND THEN I GUESS MY LAST THOUGHT JUST FOR NOW IS, YOU KNOW, WHEN CAN WE ANTICIPATE GETTING THE FLYERS SO THAT WE CAN START, UM, INVITING OUR COMMUNITIES TO PARTICIPATE? , THOSE WILL BE COMING VERY SOON. 
          YES, , THANK YOU VERY MUCH MR. MELVOIN. 
          YES, THANK YOU. 
          UM, AND THANK YOU TO THE TEAM AND TO SUPERINTENDENT FOR, UM, FOR LEANING INTO THIS, THIS WORK. 
          UH, IT'S LONG OVERDUE. 
          UM, I THINK, YOU KNOW, THERE ARE FOLKS IN THE SYSTEM, AND I THINK BACK TO WHEN I WAS A TEACHER AND NOW ON THE BOARD, UM, FOR, FOR NINE PLUS YEARS WHO HAVE BEEN TALKING ABOUT THIS. 
          BUT I THINK TO THE PUBLIC, SOME OF THE ARTICLES THAT HAVE COME OUT WHEN I'M JUST WALKING AROUND THE COMMUNITY, PEOPLE STOP ME AND THEY SAY THE DISTRICT'S LOST HALF THEIR ENROLLMENT IN 25 YEARS. 
          AND I SAY YES. 
          UM, AND I THINK THERE'S A STORY HERE THAT INCLUDES THE DEMOGRAPHIC SHIFTS AND THE COST OF LIVING AND THE GROWTH OF OTHER OPTIONS AND TRUMP ADMINISTRATION. 
          BUT, UM, IT REALLY IS A STARK REMINDER THAT THIS WORK SHOULD HAVE STARTED, YOU KNOW, 24 YEARS AGO. 
          UM, AND, AND THE WHIPLASH BECAUSE OF THE NEED, UH, THE REALLY DIRE NEED TO KIND OF RELIEVE OVERCROWDING. 
          AND THEN THE CHALLENGES THAT, YOU KNOW, WHO AM I TO SAY WHEN I WASN'T HERE? KIND OF WHERE, WHERE DEMOGRAPHICS COULD HAVE BEEN BETTER, WHERE WE COULD HAVE DONE SOME DIFFERENT PLANNING, BUT WE DID WHAT WE DID AND, AND NOW WE'RE IN THIS POSITION. 
          UM, AND YES, IT IS ABOUT COST SAVINGS. 
          UH, IT IS IN THE FISCAL STABILIZATION PLAN, WHICH THE BOARD'S ALREADY APPROVED, AND THAT'S BEEN SUBMITTED TO THE COUNTY. 
          SO IT'S SOMETHING THAT HAS TO HAPPEN, BUT IT'S MUCH BE BEYOND THAT. 
          I MEAN, WE ALL HAVE 
          [02:35:01]
SCHOOLS THAT YOU WALK INTO THAT ARE, UM, YOU KNOW, ONE CLASS PER GRADE. 
          UH, AND SO IF YOU HAVE A, YOU KNOW, IF THERE'S A LESS THAN STELLAR THIRD GRADE TEACHER, EVERY KID IS GONNA BE BEHIND IN THIRD GRADE. 
          AND THAT HAS ACTUALLY HAPPENED, UM, AT, AT OUR SCHOOLS. 
          OR IF YOU HAVE A CLASS WHERE YOU'RE, YOU KNOW, 25 KIDS AND YOU JUST DON'T JIVE WITH THE OTHER STUDENTS, THERE'S NO, THERE'S NO RESPITE FOR YOU. 
          SO IT'S SMALL, YOU KNOW, THERE ARE BENEFITS AND THERE HAVE BEEN SMALL SCHOOL MOVEMENTS WITHIN SCHOOLS WHEN IT COMES TO FINDING YOUR PATHWAYS. 
          BUT IN GENERAL, UM, IT'S NOT JUST ABOUT THE COST SAVINGS, IT'S OF COURSE MORE ABOUT THE OPPORTUNITY WE'RE PROVIDING OR NOT PROVIDING FOR STUDENTS. 
          AND I'LL NOTE, UM, THAT WHAT'S NOT CAPTURED TWO IN THE JUST 10, I THINK $10 MILLION SAVINGS A YEAR, IS THAT WHERE, WHAT IS THAT IN THE FSP 30? UM, IS THE OPPORTUNITY COST OF WHAT ELSE WE CAN BE DOING WITH FACILITIES. 
          AND WHEN THIS BOARD COMES BACK IN OCTOBER TO RATIFY, UH, HOPEFULLY THE HOUSING WORK THIS NEXT TRANCHE OF HOUSING, ONE OF THE PROPERTIES, UM, IS THEY'RE BOTH ACTUALLY IN BOARD DISTRICT FOUR, BUT ONE OF THE PROPERTIES IS IN, UM, WAS THE WEST HOLLYWOOD COMMUNITY DAY SCHOOL THAT ONE OF THE PROPERTIES THAT WE WENT OUT TO RFPI SHOULD SAY, WAS THE WEST HOLLYWOOD COMMUNITY DAY SCHOOL. 
          AND THANKS TO THE DISTRICT'S EFFORTS AND NOT KIND OF KICKING KIDS OUT AND INTEGRATING THEM MORE INTO PLACES LIKE FAIRFAX HIGH SCHOOL, WHICH IS A FEW BLOCKS AWAY, THAT SCHOOL WAS SLATE SLATED TO OPEN A FEW YEARS AGO WITH ONE STUDENT, AND INSTEAD WE SAID, NO, UH, WE USED IT AS ADMINISTRATIVE OFFICES AND HOPEFULLY IN THE NEXT FEW YEARS, UM, IT WILL BE HOUSING FOR OUR WORKFORCE. 
          SO I JUST APPRECIATE THAT THIS IS MUCH MORE THAN JUST THE SAVINGS. 
          UM, I'LL ALSO SAY, UH, YOU KNOW, I'VE ALWAYS THOUGHT THAT THIS WORK IS, UM, HARD BUT NOT DIFFICULT IF I CAN KIND OF MAKE THAT DISTINCTION, WHICH IS, IT'S VERY HARD WHEN YOU'RE TALKING ABOUT PROGRAM PATHWAYS AND HISTORIC INSTITUTIONS AND, AND MAKING SURE WE'RE CENTERING EQUITY AND, AND CLOSING SCHOOLS, YOU KNOW, FOR, FOR COMMUNITIES THAT HAVE GONE THERE FOR YEARS OR THE STUDENTS THAT ARE THERE. 
          UM, AND SO THAT'S HARD AND THAT'S HARD WORK THAT REQUIRES THE COMMUNITY, UH, STANDING ARM, ARM IN ARM. 
          IT'S NOT DIFFICULT TO ME IN THE SENSE, AND THAT'S ONE OF THE REASONS I THINK THIS BOARD WAS, WAS SMART TO KIND OF STEP BACK AND THINK WITH THE SUPERINTENDENT SUPPORT ON THE CONTRACT THAT WAS BEFORE US LAST WEEK. 
          UM, THESE ARE THINGS THAT WE CAN TALK ABOUT SCHOOLS UNDER A CERTAIN NUMBER OF STUDENTS, UM, SCHOOLS WHERE THERE ARE, YOU KNOW, ONE CLASS PER GRADE SCHOOLS WHERE THEY'RE ONLY USING A CERTAIN PERCENTAGE OF THE SQUARE FOOT OF THE CAMPUS. 
          THOSE ARE THE ONES THAT WE NEED TO BE DISCUSSING. 
          UM, AND UH, AND THEN FIGURE OUT HOW TO LEAN IN AND WORK WITH THE COMMUNITY AS OPPOSED TO SPENDING TONS OF MONEY AND MORE TIME TRYING TO COME UP WITH AN ALGORITHM THAT MAY, THAT MANY OTHER DISTRICTS HAVE USED AS WELL. 
          TO JUST SAY THAT LIKE AN ELEMENTARY SCHOOL UNDER 130 KIDS NEEDS TO BE TAKEN A HARD LOOK AT. 
          UM, UH, WHICH BRINGS ME TO THE NEXT POINT, WHICH IS I ALSO THINK, YOU KNOW, WELL YES, THERE ARE. 
          I THINK THE ETHOS OF THESE PRESENTATIONS IS AROUND WE'RE WORKING WITH THE COMMUNITY. 
          WE ALSO DON'T WANNA INFANTALIZE THE, THE COMMUNITIES THAT WE WORK WITH BY, BY SAYING SOMETHING THAT THIS IS NOT, I MEAN, IN MANY SITUATIONS WHEN YOU'VE LOST HALF OF YOUR ENROLLMENT IN 25 YEARS AND YOU HAVE BUDGETARY CRISES, IT REQUIRES SCHOOL CLOSURE. 
          UM, SOMETIMES CONSOLIDATION, SOMETIMES PROGRAM CONSOLIDATION. 
          AND I KNOW THAT I'VE SPENT MY TIME IN OFFICE AND MY COMMUNITY BEING, TRYING TO BE AS TRANSPARENT ABOUT THAT AS POSSIBLE. 
          LIKE, YES, THIS WILL LEAD TO A BETTER FUTURE. 
          THAT'S, I THINK, ALL OF OUR CHARGE ON THE BOARD. 
          BUT IF WE'RE TALKING ABOUT CLOSING A SCHOOL, UM, OR, OR MOVING TWO SCHOOLS TOGETHER AND BEING SUBSUMED IN KIND OF ONE IDENTITY, LIKE, LET'S BE HONEST WITH THAT. 
          UM, BECAUSE I THINK WE LOSE CREDIBILITY AND TRUST WHEN WE'RE OUT THERE SAYING, UM, YOU KNOW, SOMETHING THAT WE'RE NOT NOT DOING. 
          I ALSO THINK TO THAT POINT, WE SHOULD REALLY BE THINKING BIG, UM, AROUND THIS. 
          UH, YOU KNOW, IT SAID YOU NEVER WANNA LEAP IN ABYSS IN TWO JUMPS. 
          LIKE I THINK IN A LOT OF THESE THINGS YOU WANT TO JUST, YOU KNOW, GO FOR IT. 
          AND THE THINGS THAT THAT MANY OF US ON THIS BOARD HAVE BEEN TALKING ABOUT IN OUR COMMUNITIES, UM, WHEN IT COMES TO LIKE, WE REALLY WANNA HAVE A PIPELINE FROM PRE-K TO TO 12 AND REALLY WANT ANOTHER CENTER FOR ENRICHED STUDIES, OR WE REALLY WANT ANOTHER SCIENCE ACCOUNT. 
          LIKE, LET'S, THIS IS THE TIME AS WE'RE ENGAGING THE COMMUNITY TO THINK ABOUT THAT AS OPPOSED TO LIKE, WE'RE JUST GONNA DO THIS QUICK CONSOLIDATION AND THEN GET IT DONE AND CELEBRATE PAT OURSELVES ON THE BACK WITHOUT SOLVING THE BROADER ISSUE. 
          SO I KNOW, YOU KNOW, WITH WITHIN MY FIRST SIX MONTHS IN OFFICE, I SPENT TIME IN EACH, WE KIND OF DIVIDED BOARD DISTRICT FOUR IN A FEW DIFFERENT NEIGHBORHOODS. 
          UM, WEST LA WESTCHESTER, THE WEST VALLEY, HOLLYWOOD, AND STARTED HAVING THESE CONVERSATIONS. 
          AND I THINK THOSE SAME THEMES ABOUT THIS IS WHAT WE'RE MISSING, THIS IS WHAT NEEDS TO, UM, CHANGE ARE STILL THERE. 
          UM, AND I THINK SOME OF THE FRUSTRATION HAS BEEN WHEN WE JUST TINKER AS OPPOSED TO KIND OF REALLY, YOU KNOW, RIPPING THE BANDAID OFF AS IT WERE. 
          SO, I GUESS MORE COMMENTS THAN QUESTIONS. 
          'CAUSE I THINK WE'LL HAVE OPPORTUNITIES TO, TO ADDRESS THESE QUESTIONS, UM, AS THEY COME. 
          UM, BUT YOU KNOW, I, I THINK THE CONVERSATIONS WE'RE HAVING AS A BOARD, THE INTERPLAY, THE, THE TRUST AND FAITH THAT WE'RE GONNA HAVE TO PUT IN ONE ANOTHER. 
          YOU KNOW, MS. HENDY, NOBLE NEWVILLE AND I TALK ABOUT THIS A LOT. 
          LIKE THERE ARE A LOT OF HER CONSTITUENTS WHO GO TO SCHOOLS IN BOARD DISTRICT FOUR, UM, SOME OF THOSE ARE THE SCHOOLS THAT ARE UNDER ENROLLED. 
          THERE ARE HISTORIC PATTERNS ABOUT WHY PEOPLE WENT WEST TO FIND BETTER OPPORTUNITIES, LIKE NOT JUST NATIONALLY, BUT WITHIN LA. 
          UM, AND SO THINKING THROUGH, YOU KNOW, THOSE SCHOOLS WHERE IT'S HER CONSTITUENTS AND MY SCHOOLS, UM, AND THEIR LOW ENROLLMENT, BUT YOU KNOW, 
          [02:40:01]
PREDOMINANTLY BLACK SCHOOLS AND, UH, SCHOOLS THAT AREN'T, YOU KNOW, GETTING, THOSE KIDS AREN'T GETTING THE OPPORTUNITIES THAT SO, SO HONESTLY DESERVE. 
          AND SO THOSE ARE GONNA BE TOUGH CONVERSATIONS THAT WE'RE GONNA, THAT KIND OF DON'T FIT NEATLY INTO BOARD DISTRICTS OR COMMUNITIES OF SCHOOLS OR REGIONS. 
          AND I THINK WE, THE MORE THAT WE CAN ACKNOWLEDGE THAT, UM, THE MORE THAT WE'RE GONNA DO THIS, RIGHT? UH, SO, YOU KNOW, I FOR 1:00 AM AM UH, HAVE SPENT TIME IN OFFICE TALKING TO MY COMMUNITIES ABOUT WHAT NEEDS TO BE DONE, UM, AND, AND WITHOUT, I THINK MASKING SOME OF THE HARD WORK, TALKING ABOUT WHAT THAT ULTIMATE OUTCOME WILL LOOK LIKE, WHICH IS, WHICH IS STRONGER SCHOOLS, WHICH IS RICHER PATHWAYS, WHICH IS THE OPPORTUNITY TO, YOU KNOW, REPLICATE HIGH PERFORMING PROGRAMS AND THEN REALLY GET FAMILIES BACK FROM, UM, SURROUNDING SCHOOL DISTRICTS AND OTHER, UH, OPTIONS ONCE WE DO THIS HARD WORK. 
          SO, YOU KNOW, APPRECIATE THE OPPORTUNITY TO KIND OF CONTINUE TO WORKSHOP THIS. 
          UH, AND YOU KNOW, I, I'M READY TO KIND OF DO THE HARD WORK IN MY BOARD DISTRICT AND ALSO WITH MY COLLEAGUES, UH, TO GIVE THE KIDS THE SCHOOLS THEY DESERVE. 
          SO THANKS. 
          THANK YOU, MS. GRIEGO. 
          THANK YOU. 
          UM, THANKS FOR THE PRESENTATION AND FOR ACKNOWLEDGING THE HARD WORK THAT THIS IS, BUT ALSO THE EMOTIONS THAT COME FROM IT. 
          I KNOW FOR MYSELF, UM, THIS CERTAINLY DOES NOT MAKE ME HAPPY. 
          IT ACTUALLY MAKES ME VERY SAD THAT WE'RE HAVING THIS CONVERSATION RIGHT NOW, BECAUSE I KNOW THAT HISTORICALLY THIS HAS NOT BEEN YIELDED BENEFITS FOR THE COMMUNITIES WHERE SCHOOLS HAVE BEEN CLOSED. 
          UM, AND THAT IT'S BEEN MOSTLY VULNERABLE COMMUNITIES THAT HAVE BEEN HISTORICALLY DISADVANTAGED, THAT HAVE SUFFERED FROM SCHOOL CLOSURES. 
          AND IT ALSO HASN'T YIELDED ANY POSITIVE EDUCATIONAL OUTCOMES OR ANY FINANCIAL BENEFITS TO THE DISTRICT. 
          SO THIS DOESN'T MAKE ME HAPPY, AND I'M GONNA BE VERY HONEST. 
          I'VE SHARED IT WITH MY COLLEAGUES, UM, AND IN FACT, I, I SHARED IT WITH SOMEBODY ELSE THAT LOOKING AT, AT SOME OF THE SLIDES WHERE IT SHOWS TWO SCHOOLS COMING TOGETHER TO FORMING A NEW MASCOT, A NEW, UH, MOTTO, A NEW NAME. 
          IT JUST BROUGHT SADNESS TO ME AS A FORMER TEACHER WHO I KNOW THERE ARE SO MANY FOLKS WHO THE, THE SCHOOL IS THEIR COMMUNITY GENERATIONS HAVE ATTENDED THESE SCHOOLS. 
          AND SO IT'S A VERY, IT IS HARD, BUT I WANT TO, TO REALLY UNDERSCORE HOW EMOTIONALLY JUST HARD IT IS. 
          AND SO BECAUSE OF THAT, I, TO ME, IT IS VERY IMPORTANT THAT IF WE ARE EMBARKING ON THIS, THAT WE DO IT WITH FULL TRANSPARENCY. 
          THAT WE HAVE CONVERSATIONS THAT ARE INCLUSIVE OF AS MANY STAKEHOLDERS AS POSSIBLE, AND THAT WE TAKE OUR TIME WITH IT. 
          I DON'T THINK THAT WE NEED TO RUSH THROUGH THIS, ESPECIALLY IF WE WANNA BE DIFFERENT THAN ALL THE OTHER DISTRICTS THAT HAVE BEEN DOING THIS. 
          AND SO, FOR ME, A TIMELINE IS VERY IMPORTANT WHEN IT COMES TO TRANSPARENCY. 
          I THINK THAT IS, AS SOON AS WE MENTION THIS, AND I KNOW PEOPLE HAVE BEEN HEARING, IN FACT, I'VE HEARD FROM EDUCATORS WHOSE PRINCIPALS ARE SAYING, OH YEAH, WE MIGHT BE THE ONE BEING CLOSED. 
          LIKE, IMAGINE THE MORALE AT A SCHOOL WHERE THEY HEAR THAT, RIGHT? UM, SO PEOPLE ARE ALREADY TALKING ABOUT IT. 
          PEOPLE ARE ALREADY AFRAID OF WHAT'S COMING. 
          AND SO I THINK WE NEED TO HAVE A TIMELINE. 
          I THINK WE NEED TO SAY, WHAT DOES THIS LOOK LIKE? I, I APPRECIATE THAT YOU GAVE A REALLY BROAD PICTURE OF IT, BUT IT STILL DOESN'T QUITE FEEL LIKE WE KNOW WHEN THINGS ARE GOING TO HAPPEN. 
          THE OTHER THING IS, MY GREATEST FEAR, FRANKLY, IS THAT WE DON'T HAVE A PLAN FOR WHAT'S GONNA HAPPEN TO THE BU THE BUILDINGS THAT ARE GONNA BE LEFT VACANT. 
          AND TO ME, THAT IS VERY IMPORTANT THAT WE HAVE A TIMELINE AND A PLAN IN PLACE BEFORE WE EVEN CONSIDER CLOSING A SCHOOL. 
          BECAUSE WHAT WE DON'T WANT IS TO SAY, IT'S GONNA COME. 
          DON'T WORRY. 
          WE'RE GONNA, YOU KNOW, ENGAGE PEOPLE, YOU KNOW, STAKEHOLDERS, BLAH, BLAH, BLAH. 
          AND THEN THAT BUILDING IS LEFT EMPTY FOR YEARS BECAUSE WE KNOW IT TAKES TIME TO GET THINGS MOVING. 
          SO THAT CONCERNS ME, AND I FEEL LIKE THIS WORK NEEDS TO BE HAPPENING AT THE SAME TIME, RIGHT? WE NEED TO BE, IF WE'RE HAVING THE CONVERSATION ABOUT CONSOLIDATION, WE NEED TO HAVE A TIMELINE FOR WHEN THESE ENGAGEMENTS ARE HAPPENING, WHEN WE SHOULD SEE A FIRST ROUND, A SECOND ROUND. 
          WE ALSO NEED TO BE HAVING THE CONVERSATION WITH, UM, WITH DIFFERENT STAKEHOLDERS. 
          WE SHOULD HAVE A TABLE OF PEOPLE FROM THE CITY, FROM THROUGHOUT ALL STAKEHOLDERS, FROM OUR CITY AND FROM OUR COMMUNITY WHERE THAT'S GONNA BE IMPACTED TO HAVE A SAY SO AS TO WHAT'S GONNA HAPPEN WITH THAT, THAT, UH, LOCATION. 
          IT HAS TO BE HAPPENING AT THE SAME TIME. 
          UM, WE ALSO NEED TO HAVE A PLAN FOR THE SCHOOL SITES THAT ARE GONNA BE CLOSING. 
          WE NEED TO HAVE COMMITTEES IN PLACE FOR THEM SO THAT THEY CAN GUIDE AND LEAD THAT WORK AT THE SCHOOL SITE. 
          AND IT SHOULDN'T HAPPEN. 
          I MEAN, YOU KNOW, 
          [02:45:01]
WITHIN THE YEAR THAT THEY'RE GETTING CLOSING, THERE SHOULD BE A, A YEAR TO PLAN THIS. 
          AND THEN OF COURSE, WE ALSO NEED TO HAVE A PLAN FOR MAINTAINING ENROLLMENT. 
          WHAT IS OUR PLAN FOR THAT? WHAT IS OUR PLAN FOR INCREASING ENROLLMENT, RIGHT? UH, UH, WHAT IS OUR PLAN TO ATTRACT BEYOND PROGRAMS? BECAUSE YOU ARE, RIGHT. 
          UM, PEOPLE TALKED ABOUT PROGRAMS, BUT PEOPLE ALSO SHARED THAT THEY JUST LOVE THEIR COMMUNITY SCHOOL PERIOD, REGARDLESS OF THE PROGRAMS. THAT'S WHERE EVERYBODY WENT, AND THEY LIKED THAT. 
          THEY KNOW THE TEACHERS, THEY'VE BEEN PART OF THAT COMMUNITY. 
          SO WHAT IS GONNA BE OUR PLAN TO MAINTAIN ENROLLMENT AND TO SUPPORT THOSE SCHOOLS THAT ARE ON THE CUSP, RIGHT? WHO MIGHT BE FEELING A LITTLE UNSTABLE RIGHT NOW THAT, OH MY GOSH, YOU KNOW, WE MAY LOSE KIDS, WE MAY NOT LOSE KIDS. 
          WHAT, HOW ARE WE THE DISTRICT SUPPORTING THOSE SCHOOLS TO, UM, TO MAINTAIN OR INCREASE THEIR ENROLLMENT? SO, UM, LENGTHENING, WHEN YOU SHARE THAT TIMELINE, I WOULD LIKE TO SEE A LONGER TIMELINE. 
          HONESTLY, I, IT CAN'T BE RUSHED FOR ALL THE REASONS THAT YOU STATED IN THIS, IN THIS PRESENTATION AND THE REASONS THAT I JUST SHARED RIGHT NOW. 
          UM, AND I AGREE WITH NICK THAT WE DO NEED TO BE TRANSPARENT THAT WE ARE DOING THIS AND, UH, WE NEED TO, TO BRING PEOPLE IN AND, UM, HAVE THESE, UM, THESE, UH, CONVERSATIONS. 
          SO MY QUESTIONS THOUGH, ARE, I, I STATED THAT I DIDN'T SEE A TIMELINE. 
          I'M ASSU, BUT I WANNA ASK YOU, DO WE HAVE A TIMELINE AND IF SO, WHEN ARE WE, UM, GOING TO, TO SHARE THAT? AND THEN, UM, WHEN SHOULD, YOU KNOW, PEOPLE ARE GONNA ASK, WHEN ARE WE GONNA SEE THE LIST OF SCHOOLS? I MEAN, THE LA TIMES ALREADY LISTED SOME SCHOOLS, I DON'T KNOW WHY. 
          I DON'T KNOW WHERE THEY GOT THAT FROM, BUT, YOU KNOW, BUT PEOPLE ARE WONDERING, AND WHEN ARE WE, IF WE ARE GOING TO SEE ANY, AND, UM, AND WHAT ARE THE METRICS AND THE STRUCTURES THAT WE'RE GOING TO PUT IN PLACE TO ENSURE THAT THERE'S TRANSPARENCY AND COMMUNITY VOICE IS AT THE TABLE? UM, I SUGGESTED A COUPLE OF THINGS, BUT I'M WONDERING WHAT YOU ALL ARE THINKING ABOUT. 
          SO LET ME, LET ME UNPACK A A FEW THINGS IN THERE. 
          I'LL, I'LL TALK ABOUT TIMELINE, AND I'LL ALSO TALK ABOUT THE ENROLLMENT PIECE THAT YOU BROUGHT UP, WHICH IS VERY CRITICAL BOARD MEMBER DIEGO, SPECIFIC TO TIMELINE. 
          PART OF THE REASON WHY WE'RE NOT BRINGING THAT RIGHT NOW IS BECAUSE, AGAIN, IF, IF WE GO INTO THIS WITH ALREADY A PRECONCEIVED NOTION WHERE THINGS ARE A FA PLEA, WHERE THERE'S ALREADY A LIST OF SCHOOLS, AND WE'RE ESSENTIALLY GOING THROUGH THE EXERCISE OF GOING OUT TO THE COMMUNITY AND SAYING, THESE ARE THE SCHOOLS, THIS IS THE TIMELINE, AND WE'RE EFFECTIVELY INFORMING YOU, TO ME, THAT'S VERY DIFFERENT THAN A DIALOGUE. 
          TO ME, A DIALOGUE IS, THIS IS WHAT WE'RE GRAPPLING WITH. 
          THIS IS, FOR EXAMPLE, WHY I ASKED THE TEAM IN THIS VERY FIRST ENGAGEMENT. 
          IT'S JUST ABOUT ESTABLISHING THE FACTS. 
          BECAUSE THE REALITY IS NOT EVERYONE HAS THE SAME UNDERSTANDING. 
          NOT EVERYONE HAS THE SAME LIVED EXPERIENCE. 
          SO WE HAVE TO START FROM THAT BROADLY. 
          I WILL SAY ON THE TIMELINE THAT WE ARE GOING TO BE VERY, VERY DELIBERATE HERE. 
          AND WHAT I MEAN BY THAT IS THAT WE'RE NOT IN THE BUSINESS OF CLOSING SCHOOLS WITHIN, FOR EXAMPLE, UH, LESS THAN A YEAR OF THEM RECEIVING NOTICE OF A POSSIBLE CLOSURE, RIGHT? WE WANT TO PROVIDE THE SPACE OF, FOR EXAMPLE, IF A SCHOOL IS NOTIFIED THAT THEY'RE POTENTIALLY BEING CLOSED, THERE WOULD BE AN ENTIRE ACADEMIC YEAR BEFORE THE CLOSURE HAPPENS. 
          NOW, I WILL ADD ONE SPECIFIC CAVEAT. 
          THERE ARE SOME, OR, OR EXCEPTION, POSSIBLE EXCEPTION, THERE ARE SOME SCHOOLS, AND THIS KIND OF GOES TO WHAT BOARD MEMBER MELVOIN WAS SAYING, WHERE THE, THE CASE FOR A POSSIBLE CONSOLIDATION OR CLOSURE IS FRANKLY COMING IN MANY CASES, GRASSROOTS UP, MEANING FOLKS HAVE ALREADY REACHED OUT TO LEADERSHIP, IN FACT HAVE REACHED OUT TO LABOR LEADERSHIP IN SOME CASES AND SAID, HEY, HAS THE DISTRICT CONSIDERED CONSOLIDATING US? HAS THE DISTRICT CONSIDERED LOOKING AT OUR CAMPUS AS AN EARLY TEST CASE? SO WE'RE ALSO NOT GONNA MAKE FOLKS WAIT JUST TO WAIT IF THAT'S COMING FROM THEM, UH, NUMBER ONE. 
          SO AGAIN, A VERY DELIBERATE, VERY THOUGHT OUT TIMELINE HERE, SPECIFIC TO ENROLLMENT. 
          ONE OF THE THINGS THAT I'VE SAID A LOT IN, IN PARTICULARLY AS WE WERE GETTING READY TO OPEN UP SCHOOLS IS THAT ONE IN EVERY FIVE SCHOOL AGE KIDS WITHIN THE BOUNDARIES OF LUSD DOES NOT ATTEND LUSD. 
          SO THAT'S NOT LOST ON ME, AND IT'S NOT LOST ON THE TEAM. 
          WE'RE NOT, WE'RE NOT GOING INTO THIS WITH ONE MINDSET OF, YOU KNOW, SORT OF THAT PROVERBIAL DEFICIT MINDSET OF, WELL, WE HAVE TO CLOSE SCHOOLS. 
          WE DON'T HAVE THAT MANY STUDENTS. 
          IT'S A COMBINATION OF ALL OF THE ABOVE. 
          IT'S HOW DO WE MAKE OUR SYSTEM MORE ATTRACTIVE FOR STUDENTS AND FAMILIES THAT DON'T CURRENTLY CHOOSE US? YOU KNOW, YOU MENTIONED THE NUMBER OF STUDENTS THAT WE LOSE EVERY YEAR FROM ELEMENTARY TO MIDDLE, FROM MIDDLE TO HIGH THIS LAST YEAR, AND WE'RE STILL DRILLING DOWN ON THE WHY HERE BECAUSE IT'S A GOOD WHY. 
          WE ACTUALLY RETAINED STUDENTS AT A MUCH HIGHER LEVEL THAN WE HAVE HISTORICALLY. 
          WE RETAINED ABOUT 86% OF OUR FIFTH GRADERS WHO 
          [02:50:01]
THEN WENT ON TO MIDDLE SCHOOL. 
          WE RETAINED ABOUT 83% OF OUR EIGHTH GRADERS THAT BECAME NINTH GRADERS. 
          SO WE'RE DOING SOMETHING THERE WHERE WE'RE MAINTAINING OUR ENROLLMENT, AT LEAST BETWEEN THOSE TRANSITIONS. 
          AND WE'RE ALSO LOOKING AT THE OPPORTUNITIES OUTSIDE OF OUR DISTRICT. 
          THANK YOU AND ANDREAS FOR THAT. 
          I GUESS MY QUESTION FOR MY QUESTIONS ALSO DERIVED FROM THAT RFP THAT WE HAD OUT THERE, RIGHT? WHERE IT WAS VERY CLEAR THAT THERE WAS LIKE SOME WORK THAT THEY WERE GONNA BE DOING WITHIN A FEW MONTHS. 
          SO IS THAT OFF THE TABLE NOW THEN? YEAH, SO WHEN YOU LOOK AT THE, THE CURRENT TIMELINE AND EFFORT, YOU KNOW, WE'RE STARTING THE ENGAGEMENT PROCESS NOW, AS I NOTED THAT WE WOULD BE DOING INPUT SESSIONS, YOU KNOW, OVER THE COURSE OF NOVEMBER, DECEMBER, AND JANUARY, THE INTENTION OF, YOU KNOW, COALESCING AROUND A SET OF CRITERIA THAT WAS THE WORK THAT WAS GOING TO BE PART OF THAT RFP PROCESS. 
          SO THAT TIMES THE SAME. 
          I THINK WHAT THE SUPERINTENDENT IS SAYING IS WE HAVE TO BE A LOT MORE DELIBERATE, DELIBERATE IN TERMS OF LISTENING TO THE COMMUNITY ABOUT READINESS. 
          AND THERE ARE GOING TO BE PARTICULAR COMMUNITIES THAT MAY NOT BE READY, YOU KNOW, IN THE NEXT YEAR OR TWO, BUT WE HAVE TO HAVE A COHESIVE PLAN ABOUT HOW WE ACTUALLY MAKE THESE DECISIONS. 
          THE DISTRICT HAS NOT HAD ON THE BOOKS A STRATEGY FOR HOW THEY ACTUALLY MANAGE, YOU KNOW, DECLINING ENROLLMENT AND SMALL SCHOOLS. 
          AND I THINK THIS IS THE OPPORTUNITY THAT THIS PRESENTS. 
          AND I THINK THAT WE'RE GONNA EMBARK ON THAT, GET THE COMMUNITY FEEDBACK AND THE TIMELINE WILL LINDA IT, UH, ITSELF, OR A CONVERSATION IN THE SPRINGTIME? OBJECTION, NON OKAY. 
          RESTART THE CLOCK. 
          UH, LET ME, UH, ASK SOME QUESTIONS, UH, ON BEHALF OF, UH, DR. RIVAS, YOU ALREADY ANSWERED THE FIRST ONE BECAUSE SHE WANTED TO KNOW THE STAGES AND DATES FROM THE OCTOBER INFORMATION SESSION TO THE SCHOOL SPECIFIC RECOMMENDATIONS AND THE BOARD VOTE. 
          SO WE KNOW THAT'S GONNA BE A LONG TIME, SO WE UNDERSTAND THAT. 
          UH, SECOND QUESTION SHE HAS IS, UH, WHEN WILL SCHOOL LEVEL ENROLLMENT, CAPACITY FACILITY PROGRAMS AND FINANCIAL DATA BECOME PUBLIC? AND HOW WILL AB 1912 EQUITY ANALYSIS ACCESS SPECIAL EDUCATION, ENGLISH LEARNERS DEMOGRAPHICS, TRANSPORTATION, ENVIRONMENTAL CONDITIONS, FEEDER PATTERNS, AND THE LOSS OF NEIGHBORHOOD RESOURCES? YEAH, SO THAT, THOSE DATA SETS WILL BE PART OF OUR INPUT SESSION ENGAGEMENT SESSIONS. 
          AND SO OUR GOAL WILL BE TO ACTUALLY CREATE TEMPLATES OF DATA AND INFORMATION SO THAT WHEN STAKEHOLDERS COME IN TO HAVE CONVERSATIONS, THEY HAVE A CLEAR SENSE OF WHAT IS THE, LIKE AVERAGE FACILITY CONDITION OF SCHOOLS WITHIN A PARTICULAR REGION, WHAT IS THE AVERAGE ACROSS THE DISTRICT? UM, WHEN WE START LOOKING AT OVERALL METRICS, THE INTENT IS TO HAVE A BODY OF WORK FOR EACH OF THOSE AREAS OF EVALUATION. 
          UM, WE KNOW THAT, YOU KNOW, THAT DATA AND INFORMATION IS POWER IN TERMS OF HAVING KNOWLEDGEABLE CONVERSATIONS AMONGST OUR STAKEHOLDERS. 
          SO WE WANNA MAKE SURE COMMUNITY HAS ACCESS TO THAT, THAT THEY CAN HAVE THOUGHTFUL CONVERSATIONS AND AT THE SAME TIME USE THAT TO INFORM THE METHODOLOGY THAT ULTIMATELY WILL ALLOW US TO IDENTIFY AREAS OF OPPORTUNITY AND CONVERSATION AT THE SCHOOL LEVEL. 
          GOT IT. 
          THANK YOU. 
          AND HER LAST QUESTION IS, WHAT MINIMUM STANDARDS WILL GOVERN ANY MERGER OR ANY TRANSITION? THE CONTINUATION, SORRY, THE CONTINUITY OF SPECIALIZED SERVICES, SAFE AND REASONABLE TRANSPORTATION, STAFFING, ACADEMIC AND ENRICHMENT PROGRAMS, AND SUPPORT FOR STUDENTS RELATIONSHIPS AND SCHOOL CULTURE, WHO WILL PAY FOR THOSE COMMITMENTS? YEAH, SO THE, THAT'S, THAT'S PART OF THIS WORK. 
          YOU KNOW, THE, THE MIN ESTABLISHING THE MINIMUM STANDARD IS PART OF THE INPUT SESSIONS, THE METHOD, THE ESTABLISHMENT OF THE METHODOLOGY, UNDERSTANDING WHAT, WHAT DOES OUR EVALUATION TELL US ABOUT THE CONDITION OF OUR SCHOOLS WHEN LOOKING AT EACH OF THESE EVALUATIVE AREAS, WHETHER IT'S AB 1912 OR THE OTHER ONES THAT WERE NOTED IN THE PRESENTATION. 
          GOT IT. 
          THANK YOU. 
          OKAY, MS. ROUND ONE, WE START. 
          THANK YOU. 
          UM, WELL, I, I APPRECIATE THE PRESENTATION AND THANK YOU TO MY COLLEAGUES. 
          I WOULD REALLY STRONGLY SIGN ON TO WHAT A NUMBER OF THEM SHARED. 
          UM, I THINK WHAT WE KNOW TO BE TRUE IN LOS ANGELES, BUT ALSO ACROSS THE COUNTRY, IS THAT THE, THERE IS A PATTERN OF FAMILIES FROM POOR COMMUNITIES LEAVING THOSE COMMUNITIES TO ACCESS BETTER EDUCATIONAL OPPORTUNITIES. 
          UM, I KNOW THAT IS THE CASE IN MY DISTRICT, AND THAT IS FOR VERY LEGITIMATE REASONS. 
          HISTORICALLY, THAT IS WHERE THE RESOURCES WERE LOCATED, WHERE THE BEST PROGRAMS WERE LOCATED. 
          YOU MAP OUR GIFTED AND TALENTED PROGRAMS, FOR EXAMPLE, AND THEY MAP PRETTY NICELY ALONG WHERE ARE THE HIGHEST INCOME AREAS IN LOS ANGELES. 
          UM, SO I THINK THAT TO THE EXTENT THAT SO MUCH OF THIS IS DRIVEN BY ENROLLMENT PATTERNS, WE 
          [02:55:01]
REALLY NEED TO GRAPPLE WITH, UH, WHAT ARE LIKE RACIST AND CLASSIST ELEMENTS THAT ARE LEADING TO THOSE ENROLLMENT PATTERNS, AND WHAT ARE WE DOING PROACTIVELY TO ENSURE THAT WE'RE REVERSING THOSE THINGS. 
          UM, AND TO WHATEVER EXTENT THAT WE'RE SEEING ENROLLMENT FROM CERTAIN ATTENDANCE ZONES, GOING TO OTHER ATTENDANCE ZONES, AND I'LL, I'LL USE MY DISTRICT AS AN EXAMPLE. 
          IN THE SAN FERNANDO VALLEY, WE CERTAINLY HAVE, ESPECIALLY LIKE WHEN YOU GET TO MIDDLE SCHOOL FAMILIES MOVE WEST BECAUSE THAT IS WHERE THEY PERCEIVE BETTER QUALITY. 
          IS DOES THAT MEAN THAT LOW INCOME NEIGHBORHOODS IN MY BOARD DISTRICT SHOULD EXPERIENCE CLOSURES AT A HIGHER RATE THAN IN BOARD DISTRICT THREE? I CERTAINLY DON'T THINK THEY SHOULD. 
          I THINK IF THAT'S THE CONCLUSION THAT THIS PROCESS ENDS UP WITH, WE'VE DONE A DISSERVICE TO OUR COMMUNITIES. 
          UM, SO I, I APPRECIATE THE, THE WEAVING IN OF THE LANDSCAPE ANALYSIS BECAUSE I THINK THAT'S REALLY IMPERATIVE WORK AND TO MISS HE NEW BILL'S, UH, POINT, WE HAVE TO ENSURE THAT THOSE PROMISES ARE ACTUALLY FULLY REALIZED, UM, BEFORE, BEFORE THE END OF THIS SCHOOL YEAR. 
          UM, AND, UH, YOU KNOW, SO I THINK THE EQUITY QUESTIONS ARE, ARE REALLY BIG CONCERNS. 
          I THINK WHAT YOU ALL HAVE LAID OUT IN TERMS OF, OH, NO, WAIT, I HAD ONE OTHER BROADER POINT I WANTED TO MAKE, AND IT'S JUST THAT TO THE EXTENT THAT WE'RE ENGAGING WITH OTHER ENTITIES AS PART OF THIS EFFORTS, AND I'M TALKING ABOUT CITY, CITY OF LA AND OTHER CITIES AND COUNTY, UM, I HOPE WE CAN ALSO TALK TO THEM ABOUT THE FACT THAT THEY HAVE FAILED US IN MAKING LOS ANGELES AN AFFORDABLE PLACE FOR FAMILIES. 
          LIKE THAT IS THE, LIKE, POINT BLANK. 
          THAT IS A, AN EXISTENTIAL ISSUE FOR SCHOOLS OF ALL KINDS, FOR DOCTOR'S OFFICES, LIKE FOR ALL IMPORTANT COMMUNITY INSTITUTIONS. 
          IF LOS ANGELES IS NOT LIVABLE FOR, FOR WORKING FAMILIES WITH YOUNG CHILDREN, WE DON'T HAVE A CITY. 
          AND THAT IS ALREADY WHAT'S HAPPENING. 
          FAMILIES ARE BEING PUSHED OUT BECAUSE THEY CANNOT AFFORD TO LIVE HERE. 
          UM, AND OF COURSE, BECAUSE THE FEDERAL GOVERNMENT IS SPECIFICALLY ATTACKING AND ABDUCTING OUR IMMIGRANT FAMILIES, UM, BUT I HOPE AS LONG WE SHOULD PARTNER WITH THEM, OF COURSE, ON OUR BUILDINGS, WHAT HAPPENS TO THEM, COMMUNITY INSTITUTIONS, WHAT ASSETS WE CAN BRING, BUT WHAT ARE THEY GONNA DO TO STEM THE TIDE OF WORKING FAMILIES LEAVING LOS ANGELES BECAUSE THEY CANNOT AFFORD TO LIVE HERE? WE HAVE NOT SEEN THAT URGENCY. 
          WE HAVE NOT SEEN THAT PARTNERSHIP. 
          AND I'M FRUSTRATED THAT ONCE AGAIN, PUBLIC SCHOOLS ARE LEFT TO DEALT WITH THE FAILURES OF OTHER SOCIAL INSTITUTIONS, UM, AND MAKE DECISIONS AS BOARD MEMBER GRIEGO SAID, THAT, UM, ARE REALLY, REALLY CHALLENGING AND HARMFUL FOR, FOR KIDS AND FAMILIES. 
          SO THAT'S NOT WITHIN OUR CONTROL, BUT I HOPE THAT WE CAN BE VOICES TO ADVOCATE FOR THAT BECAUSE WE'RE GONNA CONTINUE TO DEAL WITH THESE SAME DEMOGRAPHIC TRENDS UNLESS SOMETHING CHANGES. 
          OKAY. 
          NOW BACK TO BACK TO THIS PARTICULAR SOAPBOX DONE. 
          UM, BACK TO THIS PARTICULAR POINT, I APPRECIATE WHAT YOU'VE LAID OUT IN TERMS OF THE KIND OF DELIBERATE, MEANINGFUL EFFORTS TO GET COMMUNITY FEEDBACK. 
          I THINK A LOT OF THE CRITICISM THAT WE HEAR FROM COMMUNITY, AND I AM A DISTRICT PARENT MYSELF, SO I CAN ECHO THIS, IS THAT IT FEELS AS THOUGH DECISIONS ARE MADE AND THEN WE HEAR FROM COMMUNITY AND IT'S KIND OF JUST A COMPLIANCE. 
          WE CHECK THE BOX, WE DID IT. 
          UM, SO IF THIS IS TRULY WHAT'S GOING TO HAPPEN, I THINK THAT THAT'S GREAT AND VERY DIFFERENT FROM WHAT ELLIE UNIFIED NORMALLY DOES. 
          UM, BUT I THINK WE NEED TO BE SUPER TRANSPARENT ABOUT A COUPLE OF THINGS. 
          YOU KNOW, TO THE EXTENT THAT WE SAY CO-DEFINED THE PROCESS WITH COMMUNITY, WHAT SPECIFICALLY IS STILL OPEN FOR COMMUNITIES TO SHAPE? HOW WILL FEEDBACK FROM THOSE SESSIONS ACTUALLY INFLUENCE THE CRITERIA, THE RECOMMENDATIONS, ALL OF THE ALTERNATIVES THAT ULTIMATELY COME BEFORE THE BOARD? HOW ARE MA WE MAKING SURE THAT THIS ENGAGEMENT IS NOT BEGINNING WITH PREDETERMINED CONCLUSIONS, BUT RATHER THAT WE ARE GENUINELY EVALUATING WHETHER CONSOLIDATION OR CLOSURE IS THE RIGHT ANSWER FOR EACH COMMUNITY, RATHER THAN ASSUMING THAT THAT IS THE CASE. 
          SO I, I APPRECIATE IT SOUNDS LIKE ITERATIVE, ONGOING SESSIONS HAVE BEEN THOUGHT THROUGH. 
          IT SEEMS LIKE THE BREADTH OF STAKEHOLDERS THAT WE'RE WORKING WITH HAS BEEN THOUGHT THROUGH, BUT TO WHAT EXTENT DOES THAT VOICE ACTUALLY MAKE A DIFFERENCE IN THE PROCESS? IS WHAT I AM NOT CLEAR ON YET. 
          I'LL SAY THE PROOF IS IN THE PUDDING, RIGHT? AT THE END OF THE DAY, IT'S, WE'RE GONNA HAVE TO DEMONSTRATE THAT AT EACH POINT, YOU KNOW, FEEDBACK AND WHAT DOES A, WHAT DOES A MEANINGFUL ENGAGEMENT SESSION LOOK LIKE? DEMONSTRATE THAT SHOW, SHOW THAT IN THE WORK, UH, FEEDBACK FROM THOSE INPUT SESSIONS THAT INFORMS HOW WE ARE LOOKING AT CRITERIA, SHOW THE WORK ON HOW THAT FEEDBACK ACTUALLY INFORMED OUR ASSESSMENT OF PARTICULAR AREAS OF CONCERN, CONSIDERATION WHEN IT COMES TO THE CRITERIA. 
          AND HAVING THAT BACK AND FORTH SO THAT FOLKS CAN MAP THEIR VOICE TO WHAT THE OUTCOME IS. 
          AND I THINK WE HAVE TO DO THAT FOR EVERY MILESTONE OF ENGAGEMENT IN THE, IN, IN THIS PROCESS UP UNTIL THE DECISIONS THAT ARE MADE AT A VERY LOCAL LEVEL, EVEN AT THAT LOCAL LEVEL. 
          THAT'S THE EXPECTATION THAT WE HAVE FOR OUR SCHOOL LEADERS WHEN THEY HAVE CONVERSATIONS WITH, UH, THEIR, 
          [03:00:01]
UH, STAFF AND, AND FAMILIES AS THEY'RE CO-DESIGNING AT A VERY LOCAL LEVEL. 
          AND I'LL ADD, I AGREE WITH THAT. 
          I'LL ADD TO THAT THE VERY FIRST OF THOSE MILESTONES IS WHAT WE'RE DOING WITH THE LANDSCAPE, WHAT WE'RE BRINGING TO THEM. 
          WE'VE HEARD FROM THEM, WE HAVE THE DATA, WHAT WE'RE GONNA BRING TO THEM AND OFFER THEM. 
          SO THAT'S OUR KIND OF OUR FIRST TEST. 
          OKAY. 
          THAT'S WHY WE WANNA DO THIS, RIGHT? I, AND, AND I MEAN, I THINK, UH, COMMUNITY WILL DEMAND, LIKE ACTUALLY SEEING PROOF BEFORE THAT EXPECTATION IS TRUSTED, TO BE HONEST. 
          UM, SO I THINK, I THINK THAT THAT MAKES SENSE. 
          UM, I ALSO WANTED TO DIVE A LITTLE BIT INTO AB 1912. 
          SO THERE, THERE ARE REQUIRED EQUITY FACTORS THAT ARE LAID OUT. 
          UM, IT ALSO SAYS THAT THE PRESENTATION SAYS THAT THE BOARD CAN CONSIDER ADDITIONAL FACTORS. 
          ARE THERE ADDITIONAL EQUITY MEASURES THAT WE ARE CONSIDERING? LIKE, YOU KNOW, STUDENT NEED, CONCENTRATION OF HIGH NEEDS STUDENTS, HISTORICAL UNDERINVESTMENT, REDLINING, NEIGHBORHOOD POVERTY, ACCESS TO PROGRAMS, ET CETERA, LIST,  LIST, MANY OF THEM. 
          UM, I, I THINK THAT THAT IS PART OF THE KIND OF BUILDING OF THAT METHODOLOGY AND THE CRITERIA, RIGHT? AND I THINK THAT'LL BE, UH, ELEMENTS OF ENGAGEMENT THAT WE'LL HAVE BEEN WITH THE BOARD AS WE FINALIZE THAT. 
          UM, I THINK WE WANTED TO NOTE THAT UP THERE BECAUSE WANTED TO SIGNAL TO ALL OF YOU THAT THIS IS A CONVERSATION THAT WILL COME BEFORE THE BOARD. 
          AND I THINK THAT WILL LEND ITSELF TO ADDITIONAL INPUT ON HOW WE FINALIZE, UH, THE ELEMENTS OF THE CRITERIA. 
          OKAY. 
          OKAY. 
          UM, AND THEN IN TERMS OF, I, I THINK IT WAS SOMEWHAT TOUCHED ON, YOU KNOW, LIKE SMALL SCHOOLS. 
          THERE, THERE HAS BEEN A SPECIFIC MOVEMENT OF, OF FAMILIES TO CHOOSE THOSE SMALL SCHOOLS, BUT ALSO MORE BROADLY, HOW ARE WE THINKING ABOUT UNINTENDED CONSEQUENCES WHEN IT COMES TO ENROLLMENT? UM, YOU KNOW, WE HAVE A, A SUCCESSFUL EXAMPLE OF A CONSOLIDATION AT SAN FERNANDO MIDDLE AND SFIM. 
          IT WAS, I THINK IT, IT HIGHLIGHTS A LOT OF THE BEST PRACTICES TO THE EXTENT THAT THAT EXISTS IN THIS SPACE, WHICH, YOU KNOW, IT WAS A LONGER DELIBERATIVE TIMEFRAME. 
          STAFF AND COMMUNITY HAD THE OPPORTUNITY TO WEIGH IN. 
          WE HAVE GREAT LEADER, A GREAT LEADER THERE. 
          UM, AND, UH, AND WE TOOK THE NECESSARY TIMELINE TO BE ABLE TO GET THERE. 
          THAT BEING SAID, I, I THINK THEIR ENROLLMENT IS, I, I DON'T HAVE THE NORM DATE NUMBERS YET, BUT I DON'T KNOW THAT IT NECESSARILY DEMONSTRATES THAT THE PATTERN OF DECLINING ENROLLMENT WAS INTERRUPTED AT THAT SCHOOL SITE. 
          AND SO, UH, LIKE TO WHAT EXTENT ARE WE THINKING ABOUT THAT? UM, I HAVE PARTICULAR CONCERNS. 
          YOU KNOW, I, I THINK ABOUT, UH, MY FOOTHILL COMMUNITIES, 'CAUSE I HAVE THE UNIQUE, UH, ADVANTAGE OF SERVING SUPER DENSE URBAN COMMUNITIES AND ALSO, UH, EQUESTRIAN NEIGHBORHOODS, UM, IN THE FOOTHILLS OF THE VERDUGO MOUNTAINS. 
          AND THOSE ARE COMMUNITIES THAT ARE DIFFICULT TO ACCESS GEOGRAPHICALLY. 
          THEY HAVE LOWER BIRTH RATES, FEWER PEOPLE IN GENERAL, UM, SO THEREFORE FEWER CHILDREN. 
          AND I THINK ABOUT, YOU KNOW, IF WE, IF ONE OF THOSE TYPES OF SCHOOLS IS ON THE LIST FOR POTENTIAL CLOSURE, WHERE ARE THOSE FAMILIES GONNA GO? AND IT MAY NOT NECESSARILY BE AN LA UNIFIED SCHOOL. 
          SO HOW, HOW ARE WE THINKING ABOUT, UM, THOSE UNINTENDED CONSEQUENCES POTENTIALLY? I, I DON'T THINK IT'S A, AN UNINTENDED CON. 
          I THINK IT NEEDS TO BE AT THE FOREFRONT OF OUR ANALYSIS, RIGHT? THERE ARE PARTICULAR COMMUNITIES THAT ARE SERVED BY YES, SMALL SCHOOLS, BUT THEIR ACCESS POINTS, AND I HAVE A NUMBER OF EXAMPLES OF THAT, AND YOU PROVIDED ONE OF THOSE. 
          I THINK AS WE EVALUATE WHAT OUR OPTIONS ARE, THAT IS SOMETHING THAT WILL BE HEAVILY WEIGHTED, RIGHT, IN TERMS OF OUR COMMITMENT TO SERVICING A PARTICULAR COMMUNITY. 
          YOU KNOW, YOU REMOVE A PARTICULAR SCHOOL ACCESS POINT, YOU'VE NOW POTENTIALLY INCREASED TRAVEL TIME TO THE NEAREST, UH, ELEMENTARY SCHOOL, MIDDLE SCHOOL. 
          UM, SO THINKING ABOUT HOW DOES THAT INTERSECT EVEN WITH THE MIDDLE SCHOOL FEEDER PATTERN MM-HMM . 
          UM, WHERE ARE THOSE STUDENTS CURRENTLY GOING? IS THERE OPPORTUNITY TO KIND OF RECONFIGURE IN A DIFFERENT WAY? UM, I THINK THAT'LL, LIKE I SAID, THAT THAT IS WHY THIS WORK, ALTHOUGH, YOU KNOW, SIMPLE AND ACKNOWLEDGING THAT , THAT THERE'S, THERE'S A, A CHALLENGE HERE. 
          EVERY COMMUNITY SOLUTION WILL BE UNIQUE AND IT WILL WARRANT A DEEPER CONVERSATION OF WHAT IT MEANS TO SERVE THAT COMMUNITY. 
          UM, ONE MORE QUESTION FOR RIGHT NOW. 
          JUST, UH, THE INTERACTION WITH QUALITY. 
          SO I, I THINK, I THINK OF SOME OF MY SMALLER SECONDARY SCHOOLS, AND THEY'RE SOME OF THE MOST SUCCESSFUL IN TERMS OF A THROUGH G PASSAGE RATE WITH A SEER BETTER HIGH SCHOOL GRADUATION, LIKE NEARING OR AT A HUNDRED PERCENT. 
          AND, UM, ENROLLMENT INTO POST-SECONDARY EDUCATION. 
          SO HOW, HOW DO WE ENSURE THAT THE, THAT WE ARE CONSIDERING SCHOOL QUALITY AND, AND, AND STUDENT OUTCOMES AS PART OF THE SCHOOLS THAT WE'RE EVALUATING? I, I THINK THIS IS LAYER LAYERING BOTH WITH THE LANDSCAPE ANALYSIS AND LOOKING AT OVERALL ACADEMIC ACHIEVEMENT AT SCHOOL SITES. 
          LIKE I SAID, WHEN YOU LOOK AT THE BROADER SET OF CRITERIA, THIS WILL BE AN AREA THAT WE WILL CONTINUE TO EVALUATE. 
          AND WHEN A GOOD THING'S HAPPENING THERE, IT'S A QUESTION OF HOW DO WE REPLICATE THAT, RIGHT? HOW DO WE POTENTIALLY BUILD UPON THAT? 
          [03:05:01]
AND SO YOU MAY HAVE A SMALL COMMUNITY, A SMALL LEARNING COMMUNITY THAT IS ACTUALLY SHOWING SIGNIFICANT PROGRESS. 
          IT'S LIKE, HOW DO YOU POTENTIALLY GROW THAT? AND SO THE ECOSYSTEM EVALUATION THROUGH THE LANDSCAPE ANALYSIS, IT'S GONNA MATTER A LOT. 
          AND THEN THINKING ABOUT THE BROADER SET OF INVESTMENTS THAT CURRENTLY SIT IN THOSE PARTICULAR COMMUNITIES THAT CAN BE CONVERGED AROUND THAT TYPE OF PROGRAM THAT IS SHOWING GREAT SUCCESS FOR STUDENTS. 
          WELL, AND I THINK JUST TO ADD TO THAT, IT'S IMPORTANT TO, WHEN WE THINK ABOUT ALL THESE CRI ALL THIS CRITERIA, WE'RE NOT GOING, THE TEAM WON'T TREAT THIS LIKE A MACHINE, THAT IF YOU MEET, THESE ARE THE CRITERIA, AND IF YOU MEET THEM, THEN YOU'RE SPIT OUT. 
          THAT'S WHY IT'S GOT TO BE INTENTIONAL AND BRING MORE THAN JUST WHAT THE, THE LAW SAYS WE NEED TO BRING IN FOR THE EQUITY PIECES. 
          'CAUSE THERE ARE A LOT, THERE'S A LOT MORE TO IT. 
          AND SO ONCE WE, YOU KNOW, THE WAY I'M ENVISIONING IT HAPPENING AT THE CONSOLIDATION LEVEL IS YOU'LL HAVE THE CRITERIA, IT WILL, YOU KNOW, GIVEN BY A LOT OF THE COMMUNITY ENGAGEMENT GIVEN BY WHAT MAKES SENSE GIVEN BY THE LANDSCAPE. 
          AND THEN IT WILL SPIT OUT A CERTAIN SET SCHOOLS. 
          BUT THAT DOESN'T MEAN THEY'RE A, THE CHOPPING BLOCK. 
          I THINK WE HAVE TO LOOK AT IT IN TOTO FOR THE ENTIRE DISTRICT. 
          THINK ABOUT ALL OF THOSE THINGS. 
          THINK ABOUT WHERE THE KIDS WILL GO, THINK ABOUT IF WE'RE GONNA LOSE THEM. 
          THINK ABOUT IF WE'RE GONNA LOSE A GOOD PROGRAM OR A GOOD SCHOOL, EVEN THOUGH IT'S SMALL. 
          SO THAT'S A VERY IMPORTANT, THERE'LL BE A HUMANE PART OF THIS THAT'S HARD TO KIND OF PUT IN A SLIDE, BUT WE'LL BE, IT'S VERY, VERY IMPORTANT I THINK TO ALL OF US THAT THAT'S ALL IMPLEMENTED WITH THE LAND LENS OF HUMANITY. 
          MM-HMM . 
          YEAH. 
          AND I KNOW I SAID I WAS COMPLETELY JUST TO, I THINK THAT'S A REALLY IMPORTANT POINT BECAUSE JUST FOR ALL THE TALK OF REPLICATION UP HERE AND DOWN THERE, SCHOOLS ARE BUILT BY PEOPLE. 
          IT'S NOT OBVIOUSLY THE, HOW WE USE THE BUILDINGS MATTER, BUT THE SUCCESS OF OF STUDENTS AT SCHOOLS IS BECAUSE OF THE PEOPLE THERE. 
          SO I, I THINK WE, WE NEED TO BE REALLY CAREFUL ABOUT HOW WE THINK ABOUT THAT. 
          OKAY. 
          WE WILL HAVE A ROUND TWO STARTING WITH MS. UH, SHERETTE. 
          WELL, THANK YOU FOR ROUND TWO. 
          AND KELLY, I APPRECIATE YOU SHARING. 
          UM, AND I HOPE THE PROOF IS IN THE PUDDING AND THAT WE'LL ACTUALLY SEE SOME STUFF BECAUSE THAT'S GONNA BE IMPORTANT FOR OUR COMMUNITY. 
          I MEAN, AS A DISTRICT, WE KNOW THAT WE ARE BUILDING TRUST AND I THINK THAT IS VERY IMPORTANT FOR US TO, AS I THINK EVERYONE SAID, THE WORD TRANSPARENCY AND WHAT THAT LOOKS LIKE TO OUR COMMUNITIES. 
          BECAUSE IF WE'RE NOT DOING THIS, WE, WE HAVE FAILED FROM THE JUMP. 
          AND THAT'S WHY I DO APPRECIATE THE FACT THAT WE DID TAKE A STEP BACK. 
          WE'RE HAVING THIS CONVERSATION TODAY TO REALLY UNDERSTAND MOVING FORWARD. 
          UM, AND SO ONE OF THE THINGS ON SLIDE FOUR TALK ABOUT HOW ENROLLMENT DRIVES THE QUALITY, THE SCHOOL QUALITY. 
          UM, AND I WANTED TO KNOW, IS THERE, AND, AND MAYBE IT'S ON, IS GONNA BE TALKED ABOUT IN ONE OF THESE BUCKETS ABOUT HOW SCHOOLS ARE MADE UP AND WITHIN OUR SCHOOL SETTINGS, HOW WE END UP HAVING COMBO CLASSES, WHAT DRIVES THAT? UM, SO THAT OUR COMMUNITY UNDERSTANDS THAT PART OF THE WORK. 
          UM, 'CAUSE AS MUCH AS WE, YOU KNOW, IN THE DISTRICT WE LIKE TO USE ACRONYMS, WE LIKE, YOU KNOW, EVERYONE KNOWS THE LINGO. 
          AND UNFORTUNATELY THEY DO NOT. 
          AND SO WE SAY SAS AND YOU KNOW, WE'RE LIKE, WHAT, WHAT IS THAT? AND SO I HOPE THAT WHEN WE GIVE THE Y WE'RE ALSO GIVING SOME MORE CONTEXT AND SOME GROUND LEVELING SO THAT EVERYONE IS COMING ALONG THE WAY WITH THAT INFORMATION AS TO WHAT MAKES A PROGRAM. 
          WHAT, LIKE I SAID, IF PEOPLE DON'T KNOW WHAT THEY DON'T KNOW, AND OFTENTIMES THERE'S SOME COMMUNITIES THAT DON'T KNOW THAT. 
          UM, AND, AND I SPEAK THAT BECAUSE I REMEMBER BEING PARENT, YOU KNOW, MY PARENTS, THEY DIDN'T UNDERSTAND THE EDUCATIONAL SYSTEM. 
          THEY JUST KNOW YOU'RE GOING TO SCHOOL, YOU GOING TO SCHOOL, YOU AIN'T STAYING HOME, YOU'RE GOING TO SCHOOL. 
          AND THAT PART THEY UNDERSTOOD. 
          BUT AS FAR AS HOW SCHOOLS WORK AND YOU KNOW, WHAT MAKES UP THE SCHOOL, AND KELLY MADE A GREAT POINT, YOU KNOW, SCHOOLS ARE THE PEOPLE WITHIN THE SCHOOLS AND THAT'S WHAT DRIVES MANY OF OUR PROGRAMS IS THOSE PEOPLE. 
          AND FROM THE LANDSCAPE, DID YOU GUYS, UH, PUT TOGETHER SOME ANALYSIS AS TO WHAT MADE SOME OF THE QUOTE UNQUOTE GOOD SCHOOLS, GOOD SCHOOLS, AND SOME OF THE SCHOOLS THAT WERE DESERTS? WHAT WERE SOME OF THE KEY FACTORS IN THAT? IS THAT HIGHLIGHTED IN THE WHY CONVERSATION? WE, WE DID THE, THE TEAM DID SOME OF THAT, BUT IT'S ANECDOTAL. 
          UM, ONE OF THE BIGGEST PIECES OF ANECDOTAL EVIDENCE THAT I FOUND TO BE HELPFUL, I GUESS IT'S A LITTLE BIT MORE THAN ANECDOTAL TECHNICALLY, IS THE SURVEYS WE SENT TO PARENTS WHO LEFT US OR WHO GOT IN AND CHOSE TO LEAVE. 
          AND WE FOUND, AND THAT IS BY THE WAY, I KNOW IT'S BEEN MENTIONED A FEW TIMES. 
          AT THE SAME TIME, SORT OF PARALLEL WITH THIS, WE HAVE AN ENROLLMENT PLAN THAT WE'RE RETENTION AND RECRUITMENT PLAN, BUT FOR STUDENTS, NOT FOR, FOR STAFF THAT WE'RE WORKING ON NOW. 
          UM, AND ONE OF THE BIGGEST THINGS WE HEARD IS YOU'RE TOO DIFFICULT. 
          I I 
          [03:10:01]
I, I WALK INTO SCHOOL, NOBODY SAYS ANYTHING TO ME. 
          I CAN'T, I CAN'T SEE. 
          I CALL THE CENTRAL OFFICE. 
          I'M, I MEAN, I'M THROWING ALL OF US UNDER BUS NOW, BUT I CALL CENTRAL OFFICE AND I'M ON HOLD AND SOMEBODY HANGS UP WITH ME. 
          SO I JUST WENT TO A CHARTER OR A PRIVATE WHO WHEN I WALK IN, THEY HOLD MY HAND AND THEY SHOW ME THE SCHOOL. 
          SO WE'RE HEARING A LOT OF THAT, A LOT OF THOSE PIECES. 
          BUT WHAT THE ENROLLMENT OFFICE IS DOING AS WELL IS LOOKING AT GOING DEEPER INTO THAT INTERVIEWING. 
          WE'RE TRYING TO, I DON'T WANNA GET TOO DEEP AND YOU KNOW, RAM WORD THIS TO BE ABOUT ENROLLMENT, BUT REALLY PUTTING A PROCESS TOGETHER OF PARENTS WHO LEAVE US. 
          LET'S TRULY HAVE A CONVERSATION WITH THEM. 
          NOT JUST, YOU KNOW, CHECK A BOX IN MISIS OR WHATEVER THE SYSTEM IS FOR THAT, BUT WHAT, YOU KNOW, MAKE THE ENROLLMENT EASIER. 
          UNDERSTAND HOW WE CAN RECRUIT WHAT THEY WANT, BEEF UP OUR CUSTOMER SERVICE AND TRULY UNDERSTAND WHY PEOPLE ARE LEAVING, RIGHT? TRULY UNDERSTAND WHY THEY ARE. 
          SO WE'RE GETTING DEEPER INTO THAT, BUT WE HAVE SOME ANECDOTAL THINGS THAT WE CAN START ACTING ON NOW. 
          AND, AND I APPRECIATE YOU BEING HONEST ABOUT THAT BECAUSE IT'S THE TRUTH. 
          AND I THINK AS A DISTRICT WE HAVE TO OWN WHERE WE'VE MADE OUR MISTAKES, WHERE WE'VE, YOU KNOW, LOST OUR FOOTING. 
          AND THIS IS AN OPPORTUNITY, YOU KNOW, I KNOW CARLA'S LIKE, THIS IS SCARY, BUT FOR ME, IT'S AN OPPORTUNITY FOR US TO, TO DO RIGHT BY OUR COMMUNITIES, TO DO RIGHT BY ALL OF OUR STUDENTS AND FAMILIES THAT WE ARE GONNA ACTUALLY MAKE OUR SCHOOL STRONGER. 
          AND WE'RE NOT JUST SAYING IT, Y'ALL, WE ARE ACTUALLY GONNA DO IT AND WE'RE GONNA MAKE THE WORK AND YOU'RE GONNA BE PART OF THAT WORK. 
          YOU KNOW, IT'S NOT JUST US DOING THE WORK, BUT THE COMMUNITY. 
          YOU GOTTA, YOU GOTTA SHOW UP, YOU GOTTA BE A PART OF THESE CONVERSATIONS, YOU GOTTA HAVE YOUR INPUT. 
          BUT TWO, I THINK IT'S PART OF OUR, OUR WORK TO EDUCATE WHAT THAT LOOKS LIKE. 
          YOU KNOW, YOU SAY COMBO CLASS, WHAT? COMBO CLASS. 
          AND OFTENTIMES AS PARENTS, YOU KNOW, PARENT IS A HARD JOB. 
          I DON'T KNOW HOW MANY TIMES I'M GONNA SAY THAT, BUT PARENT IS A HARD JOB. 
          SOME OF US GOT 2, 3, 4, BLESS THEIR HEART. 
          IT'S A HARD JOB. 
          AND THEN YOU GOTTA GO TO TWO DIFFERENT SITES, THEN YOU GOTTA GO TO TWO DIFFERENT BOARD DISTRICTS. 
          I LIVE HERE, I GO TO SCHOOL OVER THERE, YOU KNOW, IT'S DIFFERENT IN MY COMMUNITY. 
          IT'S DIFFERENT IN THAT COMMUNITY. 
          SO IT'S A LOT TO NAVIGATE. 
          AND WHEN WE DON'T DO ENOUGH HANDHOLDING, THIS IS WHERE WE END UP. 
          AND SO I THINK IT IS, YOU KNOW, IT'S UPON US TO DO THIS WORK AND TO DO IT TOGETHER TO BUILD A GREATER L-A-U-S-D. 
          SO WANTING TO KNOW WHAT TALKING POINTS WE WILL HAVE WHEN IT COMES TO WHAT SCHOOLS ARE AND WHAT YOU FOUND FROM THE LANDSCAPE ANALYSIS THAT WOULD HELP US TO KNOW WHERE THEY ARE. 
          ANECDOTAL OR COMMUNITIES THAT ARE SUCCESSFUL. 
          I MEAN, WE COULD SAY, I KNOW KELLY AND YOU KNOW, PEOPLE GO WEST. 
          I MEAN PEOPLE GO WEST. 
          SO WHAT'S HAPPENING IN THE WEST? WHY PEOPLE WANT TO GO WEST? IS IT STABILITY IN LEADERSHIP? WHICH THAT'S SOMETHING THAT I THINK, I KNOW FOR THE SOUTH AND MANY OF OUR SCHOOLS, IT WAS A 2.5 TURNOVER IN THE LEADERSHIP AND WAS THAT CONTRIBUTORY TO SOME OF THIS? AND SO ARE WE ABLE TO ELEVATE THOSE CONVERSATIONS SO IT'S ROBUST AND WE'RE WORKING WITH THE SAME TOOL SET AND EVERYONE KIND OF UNDERSTANDS MOVING FORWARD, THIS IS WHAT HAS TO HAPPEN. 
          AND THEN ALSO OUR DISTRICT, I KNOW WE DID WORK AROUND, UM, GREEN SPACES ALREADY, RIGHT? WHERE THERE'S DESERTS, WE TALK ABOUT OUR CSPS, OUR, YOU KNOW, COMMUNITY, UH, SCHOOL PARKS, WHERE THE, WILL WE BRING IN THAT DATA TO HELP DO THE WORK THAT WE NEED TO DO BECAUSE WE HAVE ALREADY DONE IT. 
          I MEAN, I TALK ABOUT THE AGE OF SCHOOLS. 
          I'M GONNA KEEP TALKING ABOUT THE AGE OF SCHOOLS. 
          'CAUSE IN MY DISTRICT, WE ARE CELEBRATING, I CELEBRATE A HUNDRED YEAR EVERY YEAR. 
          IT'S LIKE FOUR OR FIVE. 
          YOU GOT A HUNDRED, YOU GOT A HUNDRED, YOU GOT A HUNDRED. 
          I HAVE ONE THIS WEEK GOT A HUNDRED. 
          SO WE, THESE CENTENNIAL SCHOOLS, WHAT, WHAT FOR THOSE SCHOOLS? WHAT FOR THAT COMMUNITY OF SCHOOLS? SO THIS INFORMATION, I THINK WE ALREADY HAVE, ARE WE GOING TO USE THAT AS A PART OF THE DIALOGUE, A PART OF THE CONVERSATION MOVING FORWARD? SO IT'S NOT, YOU KNOW, WE'RE NOT REINVENTING THE WHEEL HERE. 
          THESE ARE THINGS THAT WE ALREADY KNOW. 
          UM, ALSO WITH THE, WITH THE SESSIONS, WILL THE ZOOM SESSIONS BE RECORDED? YES, THEY'LL BE RECORDED. 
          AND THEN WILL THERE BE A LINK FOR FEEDBACK? I KNOW WE TALKED ABOUT FEEDBACK, SO DIRECT FEEDBACK AFTER THE INFORMATION SESSION. 
          KIND OF LIKE WHAT WE'RE DOING NOW. 
          WE'RE DIALOGUING HERE, IT'S JUST SEVEN OF US. 
          BUT JUST IMAGINE, YOU KNOW, TIMES TWO OF THE 300,000 PLUS STUDENTS THAT WE HAVE. 
          YEAH. 
          WE ANTICIPATE ACTUALLY HAVING A DEDICATED WEBSITE FOR ONGOING FEEDBACK UPDATES, THE, YOU KNOW, BEING ABLE TO POST THOSE RECORDED, UH, WEBINARS, THE POWERPOINT. 
          I THINK THAT THE FEEDBACK THAT YOU'VE PROVIDED ABOUT KIND OF DEFINING, YOU KNOW, THOSE, HOW A SCHOOL FUNCTIONS AND WORKS, UH, I THINK IS GREAT FEEDBACK THAT CAN BE, UH, USED FOR THIS SLIDE DECK AND ENHANCING IT. 
          UM, I DON'T KNOW IF YOU WANT TO TALK A LITTLE BIT ABOUT TALKING POINTS RELATED TO THE LANDSCAPE ANALYSIS AND ANTICIPATION ON THAT END. 
          JUST WHAT WOULD BE HELPFUL. 
          UM, YEAH, IT WILL BE MERGED AS I MENTIONED 
          [03:15:01]
EARLIER, BUT, BUT, UM, BOARD MEMBER, YOU'VE BROUGHT THIS UP A COUPLE OF TIMES AND I THINK IT'S IMPORTANT TO PAUSE ON, WHICH IS PARENTAL DEMAND. 
          THAT THAT IS ONE OF THE DRIVERS NATIONWIDE OF A STRONG SCHOOL. 
          NOW THAT TENDS TO CORRELATE WITH SOCIOECONOMIC FACTORS, BUT IT DOESN'T HAVE TO. 
          AND THERE ARE PLENTY OF EXAMPLES WHERE IT DOESN'T. 
          SO IN ORDER TO GET THIS DEMAND, THAT PART OF THAT BIG PART, PART OF THAT DOING THAT IS EDUCATION. 
          EDUCATING THEM ON TO KNOW MORE AB LIKE YOU SAID, HOW SCHOOLS WORK, WHAT, WHAT, THEY MAY NOT KNOW WHAT THEY SPECIFICALLY NEED, BUT WE CAN CERTAINLY SHOW THEM WHAT THE DATA SHOWS. 
          AND I CAN TELL YOU AGAIN, ANECDOTALLY, SITTING IN EACH OF YOUR BOARD MEMBER DISTRICTS, THAT HAPPENED ACROSS THE BOARD THAT WE WOULD BE IN A GROUP, I'D BE IN THE ROOM AND, UH, ONE OF THE PARENTS WOULD BE TALKING ABOUT PROGRAMS THAT THEY LIKE. 
          'CAUSE THAT'S HOW WE ALWAYS, YOU KNOW, WE ALWAYS START POSITIVE AND THEN MULTIPLE PARENTS WOULD GO, WAIT A MINUTE, I DIDN'T EVEN KNOW THAT EXISTED. 
          WHY DID MY CHILD HAVE THAT? SO WE'VE STARTED THAT, CREATING THAT EDUCATION THAT, UH, DEMAND. 
          BUT ONE OF THE INTENDED CONSEQUENCES OUT OF ALL OF THIS IN THE END IS TO INCREASE THAT PARENTAL DEMAND. 
          SO YES, WE WILL HAVE ALL THAT READY FOR THE BOARD AND FOR US AS WE GO OUT TO THE COMMUNITIES, EDUCATE THEM AND TALK TO THEM ABOUT WHAT, WHAT THE DATA'S SHOWING. 
          THAT'S A VERY GOOD POINT. 
          UM, OKAY. 
          FOR ROUND THREE FOR YOU. 
          THAT'S GOOD. 
          OKAY, GO AHEAD, TANYA. 
          ROUND TWO. 
          THANKS. 
          UH, I REALLY APPRECIATE THIS. 
          UM, I'LL KEEP MINE QUICK. 
          UM, ONE OF THE THINGS I REALLY APPRECIATED FROM THE SUPERINTENDENT'S VIDEO WAS HOW PERSONAL HE MADE IT. 
          HE SAID, YOU KNOW, 20 SOMETHING YEARS AGO WHEN I WAS A PRINCIPAL, WE WERE 700,000 STUDENTS IN THE DISTRICT. 
          I THINK THE SAME THING, EXCEPT I WAS A HIGH SCHOOL STUDENT 25,000 YEARS AGO. 
          NO, NO SHADE. 
          UM, BUT I WAS GONNA SAY, I, I THINK IT IS REALLY POWERFUL WHEN WE'RE IN SPACES WITH COMMUNITY TO SAY, THIS IS PERSONAL FOR US. 
          WE'VE BEEN HERE, WE'RE NOT DROP DROPPING IN AND LEAVING. 
          WE'RE NOT, YOU KNOW, THESE VENTURE CAPITALISTS THAT PEOPLE ARE CONCERNED ABOUT SOME OUTSIDE CORPORATION. 
          LIKE THIS IS WHERE WE GREW UP. 
          THIS IS WHERE WE BECAME TEACHERS, THIS IS WHERE WE'RE RAISING OUR FAMILIES. 
          AND I THINK WHEN DISTRICT LEADERS CAN DO THAT, FAMILY LEADER FAMILIES ARE ALONGSIDE US WITH THAT. 
          AND SO I JUST WANNA ENCOURAGE EVERYONE IN THE REGIONS, IF YOU HAVE THAT PERSONAL CONNECTION, SAY IT AT THE OUTSET. 
          UM, I ALSO WANTED TO MAKE A COUPLE OF ASKS. 
          ONE IS, AS WE'RE GIVING INFORMATION, AND I'VE MENTIONED THIS TO OUR CFO MULTIPLE TIMES, I WOULD LOVE TO USE SOME PER PUPIL NUMBERS IF WE CAN HELP PEOPLE UNDERSTAND NOT JUST THE 700,000 TO LESS THAN 400,000, BUT THE POINT ABOUT, YOU KNOW, WE'RE SPENDING AT SOME SCHOOLS, $50,000 PER STUDENT AT ANOTHER SCHOOL, WE'RE SPENDING $20,000 PER STUDENT. 
          THAT DOESN'T FEEL FAIR ACROSS A THOUSAND CAMPUSES. 
          WE'RE TRYING TO RIGHT SIZE SO THAT WE'RE SPENDING WHAT EACH KID DESERVES. 
          UM, I, I THINK THAT COULD GO A LONG WAY. 
          AND THEN MY LAST REQUEST FOR THE TEAM IS, AS YOU'RE DEVELOPING THESE ENGAGEMENT SESSIONS, WOULD YOU PLEASE SHARE WITH THE BOARD THE QUESTIONS WE'RE GONNA ASK THE COMMUNITY? BECAUSE TO THE POINT ABOUT ENGAGEMENT, IT'S LESS ABOUT WHAT WE SAY, JUST LIKE THE EDUCATOR IN THE CLASSROOM, RIGHT? IT'S LESS ABOUT WHAT YOU TELL PEOPLE AND MORE ABOUT WHAT YOU ASK THEM. 
          THAT HELPS US REALLY UNDERSTAND IF WE'RE GETTING AT THE LEVEL OF SHARED UNDERSTANDING THAT WE NEED TO GET. 
          UM, I THINK THE CRAFTING OF THE QUESTIONS IS GONNA BE ONE OF THE MOST IMPORTANT PARTS OF THESE ENGAGEMENT SESSION. 
          YEAH, JUST, JUST A COUPLE THINGS ON THAT, AND PIGGYBACKING ON THE COMMENTS YOU MADE AND ALSO THE COMMENTS MADE BY BOARD MEMBER HENDEE NEW, ONE OF THE THINGS THAT WE REALLY NEED TO PRIORITIZE IN SORT OF THE, THE REGION VERSION OF THIS DECK THAT WE'LL USE IN MAYBE A COUPLE WEEKS IS AGAIN, THAT, THAT HUMANITY, RIGHT? I, I THINK I, I NEVER WANT TO UNDERESTIMATE OUR COMMUNITY. 
          SO IT'S NOT ABOUT SIMPLIFYING OR DUMBING DOWN BECAUSE WE ARE DEALING WITH VERY, VERY INTELLIGENT AND WELL-INFORMED FOLKS. 
          BUT WE CAN SHOW, FOR EXAMPLE, THE SLIDE THAT'S UP THERE RIGHT NOW, AND THEN GIVE SOME BASIC EXAMPLES OF WHAT THAT LOOKS LIKE. 
          SO AGAIN, AT THE ELEMENTARY SCHOOL, YOU END UP WITH A BUNCH, BUNCH OF COMBOS OR SPLITS AT A HIGH SCHOOL, YOU END UP WITH A TEENY TYING MASTER SCHEDULE WHERE YOU'RE LUCKY IF YOU HAVE TWO AP CLASSES THAT KIDS CAN TAKE. 
          WHEREAS YOU MIGHT HAVE A HIGH SCHOOL A FEW MILES AWAY WHERE THERE'S LIKE 14 AP CLASSES AVAILABLE. 
          JUST REALLY THOSE, THOSE HUMAN EXAMPLES OF, OF WHAT THIS ACTUALLY MEANS IN PRACTICE. 
          OKAY. 
          ROUND TWO, NICK. 
          YEAH, JUST A FEW, UH, NOTES. 
          UM, ONE, AND I KNOW I'VE ASKED FOR THIS IN DIFFERENT ITERATIONS, BUT I DO THINK HEARING THIS CONVERSATION WILL BE VERY HELPFUL TO, TO, TO KIND OF VISUALLY HAVE A MAP OF THE DISTRICT WITH ENROLLMENT NUMBERS AND WAIT LIST NUMBERS. 
          BECAUSE I THINK IN, IF IT WAS IN THE 600 PAGES YOU GAVE ME, I, BUT WE HAVE IT. 
          WE HAVE IT, YEAH. 
          BUT I, I JUST DO THINK, I MEAN TO, TO THIS POINT THAT WE'RE TALKING ABOUT, BUT TO HAVE EMPIRICAL DATA TO SAY LIKE WITHIN A COMMUNITY OF THREE MILES, YOU HAVE SCHOOLS THAT HAVE, UM, A WAIT LIST OF A FEW HUNDRED KIDS AND, AND SCHOOLS THAT ARE UNDER-ENROLLED. 
          AND THAT NEEDS TO BE PART OF THIS CONVERSATION AND REALLY ENGAGING THE COMMUNITY ABOUT WHY AND WHY. 
          IS IT A PERCEPTION? IS IT A PER PUPIL FUNDING? IS IT A PROGRAM OFFERINGS? BECAUSE I ALSO, THAT LEADS TO MY SECOND POINT, WHICH IS I THINK IT'S IMPORTANT FOR US TO NOTE, WELL, WE ALL HAVE CONCERNS ABOUT, YOU 
          [03:20:01]
KNOW, THE ONE, THE, THE THIS SCHOOL AND THAT SCHOOL THAT WE'RE TALKING FOR, THIS FIRST TRANCHE ABOUT, YOU KNOW, MAYBE SEVEN TENTHS OF A PERCENT OF OUR SCHOOL, MAYBE 1%, MAYBE WE'RE GETTING INTO 2%. 
          AND SO WHEN IT, I THINK THE, THE TOUGH ONES THAT WE'RE ALL THINKING ABOUT THAT ONE SCHOOL THAT IS SMALL BUT SERVES AN IMPORTANT COMMUNITY, WHICH I HAVE TOO, ARE THE, YOU KNOW, I DON'T, MY, MY RECOMMENDATION WOULD NOT BE TO GO THERE THIS ROUND. 
          I MEAN, WE'RE TALKING ABOUT, I ALSO HAVE, UM, NEIGHBORHOODS WHERE WITHIN TWO OR THREE SQUARE MILES YOU HAVE 13. 
          I MEAN, AND IF YOU INCLUDE INDEPENDENT CHARTERS, MAYBE 15, 16 ELEMENTARY SCHOOLS. 
          SO THAT'S WHERE YOU HAVE THIS, THESE CONVERSATIONS WHERE YOU HAVE THE WAIT LIST AND THE UNDER ENROLLMENT. 
          AND THAT'S, AND AGAIN, I THINK IT'S, UM, YOU KNOW, THIS IS SOMETHING WE'VE COMMITTED TO IN, IN THE FSP, BUT WE ALSO I THINK SHOULD JUST CENTER OURSELVES IN THE FACT THAT, YOU KNOW, THERE, THERE ARE THE, I DON'T EVEN WANNA SAY LOW HANGING FRUIT, BECAUSE I THINK EVEN FOR THOSE FOLKS, LIKE THESE ARE TOUGH, LIKE AGAIN, HARD AND REALLY TOUGH HEART WRENCHING DECISIONS, BUT YOU KNOW, WE SHOULD FOCUS ON THOSE AREAS AS OPPOSED TO KIND OF THOSE PROGRAM DESIGNS OR WHAT HAVE YOU. 
          AND THEN THE THIRD THING TOO, WHICH I THINK HAS BEEN ALLUDED TO IN THESE COMMENTS, BUT YOU KNOW, ENGAGEMENT IS NOT GOING TO LEAD TO, IN MOST CASES, LIKE UNANIMITY OR EVEN REALLY GENERAL CONSENSUS. 
          UM, IT'S GONNA GET FEEDBACK, IT'S GONNA MAKE SURE THAT WE ARE DOING OUR PART AS A PUBLIC INSTITUTION. 
          UM, BUT IT, I DON'T THINK, YOU KNOW, EXCEPT FOR THOSE CASES THE SUPERINTENDENT WAS TALKING ABOUT WHERE WE HAVE HEARD FROM COMMUNITY PARTNERS AND STUDENTS THEMSELVES AND TEACHERS IN LABOR TO SAY, HEY, THIS IS A GREAT OPPORTUNITY TO MERGE US OR TO CHANGE OUR GRADE CONFIGURATION IN THE BEST INTEREST. 
          OTHER THAN THAT, YOU'RE STILL GONNA HAVE UNHAPPY PEOPLE. 
          I THINK ONE OF THE THINGS THAT WILL BE REALLY INTERESTING IS TO ENGAGE THE COMMUNITIES BOTH IN AND OUTSIDE THE SCHOOL, BECAUSE I ALSO, YOU KNOW, WE ALL HAVE AREAS WHERE THE MAJORITY OF THE RESIDENTS, WHICH WE ARE, YOU KNOW, ELECTED TO REPRESENT, DON'T GO TO OUR SCHOOLS AND HOW, HOW DO WE GET THEM TO OUR SCHOOLS? BUT ALSO KIND OF ASKING THESE QUESTIONS ABOUT IF THIS HAPPENS, WHAT DO YOU PREFER? DO YOU WANT PRE, DO YOU WANT YOUR GRANDFATHER IN? OR KIND OF, YOU KNOW, IN SOME INSTANCES WHEN YOU, YOU'VE CLOSED THE SCHOOL, YOU DO IT A GRADE AT A TIME SO THAT ALL THE STUDENTS WHO ARE THERE CAN STAY THERE. 
          DO YOU WANT PREFERENCE FOR ANOTHER, YOU KNOW, SCHOOL? IS THERE A WAY TO WORK WITH THE MAGNET SYSTEM TO GIVE THEM MAGNET POINTS? DO YOU WANNA CONSOLIDATE, UM, TWO SCHOOLS THAT ARE PROGRAMS? DO YOU WANT TO BE LIKE, THAT'S WHERE I THINK WE REALLY GET COMMUNITY INPUT. 
          AND I WOULD GENUINELY, AND I THINK THAT'S INPUT THAT GENUINELY WE, WE WANT AND WILL INFORM OUR DECISION. 
          LIKE WE DON'T HAVE OUR THUMB ON SCALE. 
          WE, YOU KNOW, I'D BE CURIOUS WHEN WE TALK TO THOSE SCHOOLS, LIKE KNOWING THE, THE LANDSCAPE ANALYSIS, KNOWING WHAT WE HEAR FROM YOUR COMMUNITY AND WHAT WE NEED AND, AND THE, THE CHALLENGE WITH THESE SMALL SCHOOLS, LET'S SAY, YOU KNOW, OUT OF THREE OR FOUR OPTIONS, WHICH DO YOU PREFER? IS IT THAT THE, YOU KNOW, THESE TWO ELEMENTARY SCHOOLS WOULD MERGE? AND IF SO, WHAT WOULD THE NAME BE? IF SO, WHICH OF THE TWO CAMPUSES DO YOU, YOU KNOW? 'CAUSE I THINK THERE YOU WILL GET SOME FOLKS WHO SAY, HEY, ACTUALLY THEIR CAMPUS IS NICER, SO WE WOULD LIKE TO GO THERE. 
          UM, BUT WE REALLY LIKE THIS TRADITION OF OUR SCHOOL, AND THAT'S WHERE YOU CAN GET INTO AN AUTHENTIC CONVERSATION AND GET FEEDBACK. 
          BUT I JUST, YOU KNOW, I THINK ENGAGEMENT IS NOT GONNA MEAN IF WE'RE WAITING FOR, YOU KNOW, THE PERFECT CONSENSUS. 
          I THINK THERE MIGHT, THERE MIGHT BE A FEW INSTANCES WHERE WE GET IT. 
          UM, BUT IT IN GENERAL, YOU KNOW, IT'S, IT'S TOUGH WORK. 
          SO ROUND TWO, CARLA. 
          ALRIGHT, THANK YOU. 
          UM, ACTUALLY I LIKE THAT IDEA OF GIVING CONSOLIDATED SCHOOLS A CHOICE, RIGHT? OF WHAT THEY WANNA BE. 
          I WOULD ADD, DO YOU WANNA BE A COMMUNITY SCHOOL? RIGHT? SHOULD THE NEW SCHOOL BECOME A COMMUNITY SCHOOL? UM, OR YOU MENTIONED A MAGNET OR, UM, ANY OTHER TYPE. 
          BUT I THINK THAT, UM, I LIKE THE IDEA OF THAT. 
          UM, IN TERMS OF MIDDLE SCHOOL ENROLLMENT INCREASE, I'M GLAD THAT WE HAVE MAINTAINED OR EVEN INCREASED. 
          YOU'RE SAYING THE MIDDLE SCHOOL ENROLLMENT FOR THIS YEAR? RETENTION. 
          OH, RETENTION. 
          OKAY. 
          RETENTION RATE. 
          GOOD. 
          I'M GLAD. 
          UM, BECAUSE I DO THINK THAT, UM, WE SAW IT IN THE LANDSCAPE ANALYSIS THAT THAT CERTAINLY IS AN AREA OF NEED FOR US. 
          I'VE BEEN VISITING SOME OF MY, UH, MIDDLE SCHOOLS AND WHAT I NOTICE THAT, UH, SOME OF THE ONES THAT ARE DOING WELL ARE THE ONES THAT HAVE, UM, MORE ELECTIVES FOR THE KIDS THAT INCLUDE SPORTS FOR THEM, THAT HAVE A CULTURE OF WELLNESS AND RJ AND, UM, ALSO UPLIFTING THE STUDENTS THAT GENERALLY GET IN TROUBLE, LIKE REALLY FOCUSING ON, ON, ON TRYING TO MEET THE NEEDS OF STUDENTS WHO ARE SHOWING SOME, SOME NEEDS, RIGHT? UM, AND, UM, AND THEN JUST HAVING AN OVERALL WELCOMING ENVIRONMENT, WHICH SPEAKS TO WHAT, UH, CAROLYN WAS SHARING ABOUT, YOU KNOW, HOW PEOPLE FEEL WHEN THEY COME TO OUR SCHOOLS, RIGHT? UM, SO I, I LIKE THE IDEA OF USING THE LANDSCAPE ANALYSIS AND THIS DATA TO FOCUS ON HOW WE CAN MAKE OUR MIDDLE SCHOOLS THOSE PLACES, UM, WHERE OUR STUDENTS FEEL, UH, LIKE THEY BELONG. 
          LIKE THAT IS THEIR PLACE. 
          BECAUSE IF WE LOSE THEM IN MIDDLE SCHOOL, WE KNOW THAT THAT IS NOT, THEY'RE NOT GONNA PROBABLY GRADUATE, RIGHT? SO THAT IS A 
          [03:25:01]
VERY CRITICAL AGE FOR OUR KIDS AND ALSO FOR PARENTS, RIGHT? IT'S KIDS ARE BECOMING, YOU KNOW, THEY'RE PRETEENS TEENS. 
          THAT'S A TOUGH AGE FOR A PARENT ALSO TO, TO PARENT A CHILD. 
          UM, SO JUST FIGURING OUT HOW WE CAN SUPPORT THEM. 
          UM, THE OTHER THING I WAS THINKING ABOUT, UH, WHAT KELLY MENTIONED, UM, ABOUT, UH, SUCCESSFUL, UM, UH, CONSOLIDATION IN HER DISTRICT. 
          AND I'M WONDERING COULD WE GATHER SOME INPUT FROM THE PARENTS, THE STUDENTS AND THE STAFF OF THOSE SCHOOLS, HOW THINGS WENT? WELL, DO A LITTLE ANALYSIS OF DID IT IMPROVE STUDENT OUTCOMES? DID IT IMPROVE ENROLLMENT? DID WE SAVE ANY MONEY? HOW MUCH, RIGHT? THESE ARE SOME OF THE THINGS THAT WE WANNA BE LOOKING OUT FOR AS WE'RE CONSIDERING THIS. 
          UM, THE OTHER THING IS I AM GLAD THAT YOU WILL BE LOOKING AT THE CONSEQUENCES OF A CONSOLIDATION BEFORE DOING IT, BECAUSE MY CONCERN IS THAT WE MIGHT CLOSE A SCHOOL AND THEN THAT IT WILL REQUIRE STUDENTS TO BE BUSED, WHICH MEANS THAT THEY HAVE TO GET UP EARLIER. 
          AND THAT CREATES A HUGE INEQUITY. 
          UM, I'VE BEEN HEARING IT ALREADY IN MY DISTRICT FOR PEOPLE WHO ACTUALLY CHOOSE TO BE BUSED AND HOW CHALLENGING IT IS. 
          AND I'VE SHARED MYSELF, YOU KNOW, THAT HOW CHALLENGING IT WAS FOR ME BEING BUSED. 
          UM, SO I THINK THAT'S SOMETHING THAT WE HAVE TO KEEP IN MIND IS CLOSING THIS SCHOOL, YOU KNOW, WHAT DOES IT MEAN FOR THE CHILD'S, UM, OVERALL EXPERIENCE OF GOING TO SCHOOL AND THAT IS IT INEQUITABLE FOR A CHILD TO HAVE TO WAKE UP AT, YOU KNOW, 5 36 IN THE MORNING TO PICK UP A BUS AND THEN SITTING IN THE AUDITORIUM AT THEIR SCHOOL FOR 35, 40 MINUTES BEFORE SCHOOL STARTS. 
          SO REALLY LOOKING INTO THOSE THINGS. 
          UM, THE OTHER THING IS I ALSO WANT US TO, TO, TO NOTE THAT SMALL CAN BE GOOD, RIGHT? I KNOW THAT IT'S NOT NECESSARILY GOOD EVERYWHERE, BUT WE DO KNOW THAT SOMETIMES PEOPLE CHOOSE CERTAIN SCHOOLS LIKE A CHARTER SCHOOL OR A PRIVATE SCHOOL BECAUSE THEY'RE SMALL BECAUSE OF THAT PERSONALIZATION OF SUPPORTS, RIGHT? AND SO I ALSO, AS WE ARE THINKING ABOUT IT, I THINK WE DO NEED TO THINK ABOUT WHAT OFFERINGS, UM, A SMALL SCHOOL CAN HAVE FOR A PARTICULAR COMMUNITY. 
          UM, AND THEN, UM, THE OTHER THING IS IN TERMS OF FUNDING, I MEAN, YOU KNOW, I THINK IN, IN THE PRESENTATION, I, WE DO NEED TO CALL OUT THAT OUR SCHOOLS ARE UNDERFUNDED. 
          YES, WE DO HAVE LOW ENROLLMENT, BUT FOR THE UNDER 400,000 STUDENTS THAT ARE HERE, WE STILL ARE UNDERFUNDED. 
          AND WE NEED TO NAME THAT, WE NEED TO SAY THAT, UM, THESE 400,000 STUDENTS NEED MORE FUNDING AND CONSOLIDATING SCHOOLS IS NOT GONNA NECESSARILY SOLVE THAT. 
          AND SO WE STILL NEED TO, UH, CONTINUE TO, TO NAME HOW WE NEED TO FUND OUR SCHOOLS. 
          THANK YOU. 
          OKAY. 
          MY TURN FOR A SECOND ROUND. 
          UM, THIS MAY INVOLVE, UH, SOMEONE WHO WILL GIVE US A LITTLE INFORMATION ABOUT A STANFORD STANFORD STUDY. 
          OKAY. 
          SO WHEN IT COMES TO SCHOOL CONSOLIDATIONS, STANFORD UNIVERSITY DID A STUDY SHOWING IT DOES NOT SAVE MONEY IN THE LONG RUN. 
          AND ONE FACTOR NOT CONSIDERED IS THAT WHEN A SCHOOL CLOSES, DISTRICTS LOSE MANY STUDENTS IN THE AREA WHERE THE SCHOOL CLOSES, THE ENROLLMENT WILL NOT STAY THE SAME. 
          AND IF WE CLOSE SCHOOLS, WHAT MODELS CAN WE USE TO ESTIMATE HOW MANY STUDENTS WILL BE LOST AS A RESULT? AND BEFORE YOU ANSWER THAT QUESTION, UH, I SEE DR. THOMAS IS IN THE AUDIENCE, IF YOU WOULDN'T MIND, IF YOU WOULD ALLOW HIM TO COME UP. 
          OKAY. 
          SO DR. THOMAS, WOULD YOU COME UP AND TALK ABOUT THE, THE STANFORD STUDY, PLEASE? ? THANKS, UH, FOR PRESIDENT, YOU'RE REFERRING TO, UM, AND THIS HAS BEEN REFERENCED A LITTLE BIT BEFORE, ONE OF THE, GETTING DOWN TO FACTS, PAPERS THAT STANFORD PUT OUT RECENTLY. 
          AND, UM, WE, UH, WE MET WITH A NUMBER OF BOARD MEMBERS TO TALK ABOUT THIS STUDY BECAUSE IT'S BEEN GETTING A LOT OF NEWS COVERAGE. 
          BUT THEY, THEY DID A STUDY ON, ON CALIFORNIA DISTRICTS THAT HAD CLOSED SCHOOLS, AND THEY FOUND THAT, UH, HISTORICALLY ENROLLMENT HAD DECREASED, WHICH MEANT THAT LCFF REVENUE WENT DOWN. 
          AND SO IN TERMS OF, OF, UH, FISCAL STABILIZATION FOR THE DISTRICT, IT WASHED OUT BECAUSE WHEN ENROLLMENT GOES DOWN, REVENUE GOES DOWN. 
          AND THAT CAN BE AN UNINTENDED CONSEQUENCE OF, OF SCHOOL CLOSING. 
          AND THIS WAS, THIS WAS AN EMPIRICAL STUDY THAT WAS PUBLISHED THIS YEAR, UM, AT STANFORD. 
          AND THEY ALSO FOUND THAT SAVINGS WERE NOT NECESS DID NOT NECESSARILY FOLLOW FROM SCHOOL CLOSINGS IF STAFF REDUCTIONS DIDN'T COME ALONG WITH THEM. 
          SO THOSE WERE THE TWO BIG FINDINGS FROM THAT STUDY. 
          THANK YOU. 
          THANK YOU FOR THE INFO. 
          THANK YOU SO MUCH. 
          ROUND TWO, IT'S YOU, KELLY. 
          [03:30:01]
IT IS ME. 
          UM, I, I WILL BE QUICK JUST ON THE, UH, REUSE OF, OF SPACE. 
          WELL, I THINK THAT'S MAYBE A WHOLE SEPARATE CONVERSATION, BUT JUST HIGH LEVEL, TWO QUICK POINTS. 
          ONE, I APPRECIATE THAT HOUSING. 
          TO MY EARLIER POINT AROUND LIKE LACK OF AFFORDABLE HOUSING FOR FAMILIES IN LOS ANGELES, I APPRECIATE THAT HOUSING IS UPLIFTED AS A UNIQUE COMMUNITY BENEFIT THAT, UM, OUR SCHOOL SPACES MIGHT BE HELPFUL FOR. 
          UH, IT, IT IS SPECIFICALLY FOCUSED ON WORKFORCE HOUSING. 
          AGAIN, I WOULD JUST URGE US TO BROADEN IT TO, UH, FAMILY HOUSING. 
          WE HAVE MANY FAMILIES WHO ARE EXPERIENCING HOMELESSNESS. 
          THERE ARE NOT ENOUGH AFFORDABLE SPACES FOR THEM RIGHT NOW IN LA IN THE COMMUNITIES THEY, THEY ARE IN AND WANT TO LIVE IN. 
          SO I JUST PLEASE, LET'S TAKE A BROADER LOOK AT THAT AND THAT WOULD ALSO BE BENEFICIAL FOR US AS A SCHOOL DISTRICT IN TERMS OF KEEPING THOSE FAMILIES HERE. 
          UM, THE SECOND POINT WAS, IS JUST WHETHER, WHETHER WE'VE THOUGHT ABOUT OR MIGHT WE CONSIDER REPURPOSING A CERTAIN PORTION OF SCHOOL CAMPUSES, LIKE RATHER THAN CLOSING THE ENTIRE, YOU KNOW, WE DO HAVE A, A FAIR AMOUNT OF ACREAGE, MAYBE IT'S NOT, I'M NOT AN EXPERT ELSEWHERE, BUT IN THE VALLEY OUR CAMPUSES TEND TO BE LARGE. 
          UH, AND YOU DO HAVE CASES IN WHICH THE FULL FOOTPRINT IS NOT BEING UTILIZED. 
          MIGHT WE THINK ABOUT, HAVE WE THOUGHT ABOUT A HYBRID APPROACH WHERE WE MIGHT REPURPOSE A CERTAIN PART OF THAT FOOTPRINT FOR HOUSING, UM, COMMUNITY BASED PROGRAMS, PARK SPACE, ET CETERA, TO, TO BE ABLE TO PROVIDE SOME REVENUE GENERATION AND MUCH NEEDED COMMUNITY ASSETS WITHOUT NECESSARILY CLOSING THE, THE CAMPUS ENTIRELY? I THINK WE WILL FIND OURSELVES HAVING TO EVALUATE THAT TYPE OF CONDITION BASED OFF OF UNIQUE CIR CIRCUMSTANCE. 
          'CAUSE I THINK THERE ARE EXAMPLES. 
          WHEN WE DID A REVIEW IN 2021 WITH HRNA, WE FOUND THAT, YOU KNOW, YOU HAVE CERTAIN SITES WITH EXCESS ACREAGE THAT PRESENT AN OPPORTUNITY TO, UM, RECONFIGURE THE SITE FOR PURPOSES OF COMMUNITY BENEFIT WHILE MAINTAINING THE SCHOOL THERE. 
          AND SO I I, I THINK IT'S PART OF THAT BROADER CONVERSATION AND, AND MAYBE IT'S PART OF THE, A MENU OF OPTIONS YES. 
          THAT, THAT THE COMMUNITY IS PRESENTED WITH. 
          JUST FOR TRANSPARENCY'S SAKE. 
          ROUND THREE SHERETTE, UM, UH, I JUST HAD A FEW FOLLOW UP TO THE ACCESS. 
          YOU SAID YOU MAY BE DOING A WEBSITE FOR ACCESS AND UM, I GUESS THIS IS ALSO AN OPPORTUNITY TO KIND OF REBRAND. 
          I THINK WE KIND OF TOUCHED ON, UH, THE DISTRICT KIND OF DOING, DOING ITS BEST WORK. 
          WE'RE GONNA BE STRONGER, WE'RE GONNA DO OUR BEST WORK. 
          AND SO IS THERE MARKETING ALREADY CONNECTED TO THIS WORK AS WE DO THIS? IS THAT A PART OF THE PLAN? YEAH, SO, YOU KNOW, WE INTEND TO ROLL OUT A BROAD COMMUNICATIONS PLAN. 
          THIS IS, I SAID PART ONE IN THE VERY BEGINNING, UH, STAGES OF THAT WORK. 
          UM, WORKING WITH THE COMMUNICATIONS DIVISION, OUR S PHASE TEAM TO REALLY KIND OF BUILD OUT THOSE TOOLS AT THE REGION LEVEL, SCHOOL LEVEL SO THAT EVERYONE CAN EFFECTIVELY COMMUNICATE WHAT THE WORK IS. 
          AND THEN AS WE MOVE FORWARD, YOU KNOW, WE KNOW THAT WITH THE INPUT SESSIONS WE NEED TO DEVELOP A VERY CLEAR, EASY TO READ, EASY TO UNDERSTAND, UH, INFORMATION. 
          AND SO ALL THAT WILL REQUIRE ENERGY AND TIME AND A VERY STRATEGIC COMMUNICATIONS PLAN FOR HOW WE ARTICULATE THAT. 
          UM, SO YES, AND I'M, I'M SAYING THAT LIKE VISUALLY AS WE KNOW, I MEAN, ARE WE DOING MARKETING OUTSIDE? I KNOW WE HAVE, ARE SOME OF OUR VEHICLES ALREADY WRAPPED? ARE WE DOING SOME OF THAT WORK SO THAT THIS WORK IS GOING THROUGHOUT THE COMMUNITY? I'M JUST, I'M TRYING TO TOUCH ALL BASES HERE. 
          I'M LIKE, ARE WE THINKING ABOUT THAT? WHEN I THINK ABOUT THE BROADER MARKETING WORK, UM, HERE, YOU KNOW, WE, WE LEVERAGE OUR WHITELEE OUR BILLBOARDS FOR THE PURPOSES OF INVITING FOLKS INTO OUR PROGRAMS, ADULT EDUCATION, EARLY EDUCATION. 
          WHAT IS AVAILABLE TO SCHOOLS? NOT SO MUCH AROUND, YOU KNOW, I WOULD SAY THE, THE STRONGER SCHOOLS INITIATIVE. 
          YOU KNOW, WE USE OUR BRANDING FOR PURPOSES OF INVITING FOLKS TO THE ASSETS THAT WE CURRENTLY HAVE. 
          AND THAT'S, I THINK WHERE WE'LL PROBABLY PUT MOST OF OUR ENERGY AND TIME IS, YOU KNOW, LETTING FOLKS KNOW THAT THERE'S OPEN ENROLLMENT, UM, THE CHOICES PROGRAM, THAT THERE'S A OPEN ENROLLMENT FOR EARLY EDUCATION, UM, THAT IS GENERALLY THE FOCUS FROM A MARKETING PERSPECTIVE. 
          AND, UM, TO ADD TO THAT, I THINK MARKETING HAS BEEN THE MOST EFFECTIVE, WHETHER YOU'RE A GOVERNMENT PRIVATE SECTOR WHEN IT'S TARGETED. 
          SO AGAIN, THIS BRINGS UP THE LANDSCAPE. 
          SO AS WE DO ROLL UP, ROLL OUT THESE PROGRAMS THAT ARE IN HIGH DEMAND OR THAT WILL BE IN HIGH DEMAND, ONCE WE GET THE EDUCATION OUT THERE, THEN WE CAN BE MUCH MORE TARGETED TO THE SCHOOLS AROUND THAT SCHOOL WHERE THIS PROGRAM IS COMING TO RECRUIT. 
          SO THAT'S KIND 
          [03:35:01]
OF THE THINKING AS WELL AS HOW IT WILL INTEGRATE WITH MARKETING. 
          GOT IT. 
          YOU MENTIONED ABRAMS IS DOING SOME WORK ALREADY. 
          KEN, YOU GUYS TOUCH ON WHAT THAT WORK IS, SO WE'RE KIND OF MORE ABREAST OF WHAT THAT LOOKS LIKE AS YOU ROLL IT OUT. 
          YEP. 
          SO WHAT HE'S DOING IS HE'S TAKING, HAS TAKEN ALL OF THE DATA THAT WE HAVE FROM THE LANDSCAPE. 
          SO FROM EIGHT MONTHS OF WORK, THAT'S THE DEMAND AND THE SUPPLY HAULING IT DOWN TO DO A FIRST DRAFT OF RECOMMENDATIONS BY ECOSYSTEM. 
          HE'S WORKING WITH THE DEPARTMENTS, HE'S ALSO WORKING WITH THE REGIONS WHO WILL OBVIOUSLY LEAD THIS ROLLOUT TO THEN NARROW THAT DOWN TO THIS IS THE DATA, THIS IS THE DEMAND, YOU KNOW, WORKING WITH THE CONSOLIDATION DATA AS WELL. 
          AND THEN WE WILL BRING THAT TO YOU AND WE SHOULD BE MEETING WITH YOU IN THE NEXT SIX WEEKS TO SAY, THIS IS WHAT WE'RE SEEING. 
          SO KEITH IS LEADING ALL OF THAT WORK WITH THE DEPARTMENTS, WITH THE REGIONS, AND THEN HE AND I ARE GONNA KIND OF CALL IT DOWN FOR OUR MEETINGS WITH YOU TO, TO MAKE SURE WE HAVE YOUR THINKING IN THERE, BECAUSE AGAIN, I THINK YOU ALL KNOW YOUR SCHOOLS BETTER THAN ANYBODY. 
          GOT IT. 
          UM, AND I JUST WANNA REITERATE KELLY'S POINT OF ADVOCACY, COST OF LIVING IN LOS ANGELES COUNTY CAN'T CHANGE IT. 
          I THINK LA UNIFIED, WE DID A FANTASTIC JOB. 
          WHAT THE FEDERAL GOVERNMENT SHOULD BE DOING, WHAT THE STATE GOVERNMENT SHOULD BE DOING BY, YOU KNOW, INCREASING WAGES, BUT THAT'S NOT SUSTAINABLE. 
          UH, AT THE END OF DAY, WE CANNOT CONTINUE TO KEEP UP WITH THE MARKET THAT IN-HOUSE MANY OF OUR SCHOOLS, BECAUSE MANY OF OUR WORKERS AND STAFF CANNOT LIVE IN THE COMMUNITIES IN WHICH THEY WORK. 
          AND SO IF WE DON'T CONTINUE TO DRIVE THAT AND FIGURE OUT A WAY IN WHICH PEOPLE CAN WALK TO WORK , UM, WE'RE LOSING BECAUSE OUR, OUR, OUR WORK SOURCE LIVES SO MANY MILES AWAY FROM WHERE THEY SERVE. 
          AND SO WE HAVE TO FIGURE THAT OUT. 
          AND AS WE WORK WITH OUR PARTNERS IN DOING THIS WORK, I HOPE THAT WE CONTINUE TO ADVOCATE FOR THAT, BECAUSE THAT HAS TO BE SOMETHING THAT'S AT THE TOP AND FOREFRONT. 
          SO I THINK THAT'S IT. 
          ROUND THREE FOR TANYA? FOR NICK? NO. 
          CARLA? ME? NO. 
          KELLY? NO. 
          OKAY. 
          WELL, MR. SALCIDO AND MS. SPADE GONZALEZ, YOU HAVE YOUR WORK CUT OUT FOR YOU. 
          YOU HAVE YOUR WORK CUT OUT FOR YOU. 
          AND, UH, I, WE HAD SUCH WONDERFUL, WONDERFUL SUGGESTIONS FOR YOU. 
          I DON'T KNOW IF YOU'VE THOUGHT OF THEM BEFORE. 
          REALLY. 
          IT'S, IT'S, IT'S, IT'S FANTASTIC. 
          IT TRULY WAS HELPFUL. 
          I MEAN THAT YES, IT REALLY WAS. 
          NO, NO JOKING. 
          IT REALLY, REALLY WAS. 
          SO THANK YOU VERY MUCH. 
          THANK YOU. 
          THANK YOU. 
          THANK YOU. 
          [IV. Public Comment]
OKAY EVERYONE. 
          AND IT IS NOW TIME FOR PUBLIC COMMENT, AND PLEASE FOLLOW THE SPEAKER ORDER AND TIME LIMITS ANNOUNCED BY OUR BOARD SECRETARIAT. 
          AND THANK YOU TO EVERYONE WHO JOINS US AND SHARES YOUR PERSPECTIVE. 
          ALRIGHT, THANK YOU. 
          UH, PUBLIC COMMENT WILL GO AS FOLLOWS. 
          FIRST, I'LL CALL ON THOSE FOLKS WHO LISTED THEMSELVES AS SPEAKING IN PERSON, AND THEN I'LL CALL ON THOSE WHO SIGNED UP AND LISTED THEMSELVES AS SPEAKING REMOTELY. 
          SO THE FIRST SPEAKER IS MARIA LUISA PALMA, COME ON UP. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          THERE YOU ARE. 
          AND THEN AFTER, UH, MS. PALMA IS EDUARDO GILL, AND THEN MR. DAVID TOSKI. 
          WOW, WHAT A SLOGAN. 
          STRONGER SCHOOLS TOGETHER CO-DESIGNING THE FUTURE OF L-A-U-S-D. 
          BUT ARE WE REALLY, UM, ALL TOGETHER, YOU KNOW, WHY DID YOU FAST FORWARD TO THIS ONE PARTICULAR ISSUE, THIS ONE ISSUE ABOUT SCHOOL CONSOLIDATIONS? WHY NOT START WITH THE FISCAL STABILIZATION PLAN? THE GIANT ELEPHANT SITTING IN THE ROOM, PICK ANY CORNER. 
          IT'S SITTING ON ALL OF OUR HEADS. 
          WHY DON'T WE START THERE? HOW DID WE GET HERE TO NEED SCHOOL CONSOLIDATIONS? LET'S TALK ABOUT THE NUMBER OF POSITIONS THAT NEED TO BE CUT. 
          LET'S TALK ABOUT THE ANNUAL STRUCTURAL DEFICIT. 
          THAT'S WHAT PARENTS FIRST NEED TO KNOW HOW WE GOT HERE. 
          TELL PARENTS THE TRADE-OFFS. 
          TELL THEM HOW THE SEMI DISCRETIONARY FUNDS ARE GOING TO GO AWAY COMPLETELY AFTER THE, THE SECOND YEAR, RIGHT? FOR THOSE TSP POPULATIONS, ENGLISH LEARNERS, LOW INCOME FOSTER YOUTH, WHILE BSAP, THE PLAQUE STUDENT ACHIEVEMENT PLAN IS BEING PRESERVED FOR THE MOST PART. 
          SO WHAT IS IT THAT YOU'RE AFRAID OF BY NOT BRINGING FORTH FIRST THE FSP ISSUES. 
          SO WHAT ARE YOU AFRAID OF? AND HOW IS THIS TOGETHER? THERE'S NOT A SINGLE DOLLAR AMOUNT IN TODAY'S PRESENTATION, THE ONE THAT YOU SAID YOU'RE GONNA BRING OUT TO THE REGIONS. 
          SO WE NEED TO HAVE PARENTS UNDERSTAND THE CONTEXT OF THE DOLLARS, 
          [03:40:01]
PERCENTAGES AND DOLLARS, THE RELATIVE SIGNIFICANCE OF THE IMPACT OF EACH ITEM. 
          THIS ITEM FOR CONSOLIDATION, YOU ONLY HAVE AT 30 MILLION FROM THE 2.4, 2.5 BILLION. 
          HOW IS THIS THE CENTERPIECE OF THIS? MR. TATE? YOU MADE THREE COMMITMENTS IN YOUR VIDEO. 
          NUMBER TWO WAS AUTHENTIC COMMUNITY INPUT, NOT JUST ASKING FOR FEEDBACK AFTER DECISIONS HAVE BEEN MADE, BUT HERE WE ARE WITH THE FSP. 
          YOU DIDN'T START WITH THE FACTS. 
          WE NEED TO MAKE SURE THAT YOU START WITH THE BIG PICTURE. 
          NOT JUST ELICITING EMOTION, BUT WE NEED FACTS, CLEAR FACTS BROUGHT OUT TO THE FAMILIES. 
          OTHER THAN THAT, ALL I CAN SAY IS THIS SHAM SLOGAN TO ME IS NOT TELLING THE PARENTS WHAT THEY NEED TO KNOW. 
          START AT THE BEGINNING. 
          PARENTS WILL UNDERSTAND. 
          OR ARE YOU AFRAID THAT THEY'RE ACTUALLY GOING TO UNDERSTAND? THAT'S WHAT PARENTS NEED TO KNOW WHERE THE MONEY TRADE OFFS ARE. 
          THANK YOU FOR YOUR TIME. 
          ALL RIGHT, THE NEXT SPEAKER IS EDUARDO GILL. 
          ARE YOU HERE? COME ON UP. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          GOOD AFTERNOON. 
          MEMBERS OF THE LOS ANGELES UNIFIED SCHOOL BOARD, SUPERINTENDENT CHI. 
          UM, MY NAME IS EDUARDO HILL AND I'M A SENIOR AT CANOGA PARK HIGH SCHOOL. 
          UH, WHICH YOU, WHICH YOU MR. SCHON, UH, REPRESENT. 
          NOW LET'S, UH, RUMBLE WITH VULNERABILITY FOR A MOMENT. 
          OUR INFRASTRUCTURE ISN'T QUITE AS ENVIRONMENTALLY CONSCIOUS AS IT COULD BE. 
          ASPHALT PAVEMENTS AND CONCRETE ROOFING WORK TO EXACERBATE THE URBAN HEAT ISLAND EFFECT WITHIN OUR COMMUNITIES, MAKING ALREADY SEARING SUMMERS DOWNRIGHT INTOLERABLE. 
          ALTHOUGH GREEN SOLUTIONS THAT HAVE THE POTENTIAL TO SIGNIFICANTLY COOL DOWN OUR SCHOOLS, NAMELY, UH, PERMEABLE SURFACES AND EXPANDED TREE CANOPIES HAVE BEEN PROPOSED IN THE PAST. 
          THEIR IMPLEMENTATION HAS LARGELY REMAINED STAGNANT. 
          ACCORDING TOD'S ECOS SUSTAINABILITY OFFICE, ONLY ABOUT 27% OF SCHOOLS MET THE CURRENT 30% GREEN SPACE MINIMUM, UH, LAST YEAR. 
          MOST IMPORTANTLY, ALL THESE CONCERNS DISPROPORTIONATELY AFFECT DISADVANTAGED COMMUNITIES, INCLUDING MY HOME AT CANOGA PARKS SENIOR HIGH. 
          THIS IS WHY I'M PARTICIPATING IN THE CALIFORNIA YOUTH CLIMATE POLICY LEADERSHIP PROGRAM, WHICH AIMS TO SUPPORT STUDENTS ACROSS CALIFORNIA IN DEVELOPING, NAVIGATING FOR ENVIRONMENTAL AND CLIMATE POLICIES WITHIN THEIR SCHOOL DISTRICTS THROUGH CYCP. 
          I WILL SPEND THE NEXT SEVERAL MONTHS RESEARCHING THIS ISSUE, LEARNING FROM STUDENTS AND OTHER MEMBERS OF OUR DISTRICT COMMUNITY, BUILDING A COALITION OF SUPPORT AND DEVELOPING A PROPO, A PROPOSED RESOLUTION FOR OUR DISTRICT. 
          THUS, I WOULD APPRECIATE YOUR GUIDANCE ON THE PROCESS FOR BRINGING, UH, THIS PROPOSAL BACK TO THE BOARD AS AN AGENDA ITEM. 
          THANK YOU FOR YOUR TIME AND FOR THE OPPORTUNITY TO INTRODUCE THIS ISSUE TO YOU. 
          I LOOK FORWARD TO RETURNING TO YOU IN THE COMING MONTHS WITH A DEVELOPED PROPOSAL FOR YOUR CONSIDERATION SO THAT WE MAY CONTINUE TO BE THE MOST SUSTAINABLE SCHOOL DISTRICT IN AMERICA. 
          AND SINCE I HAVE SOME TIME, UH, GENERAL COMMENT THAT I HAVE PERSONALLY IS I REALLY ADMIRE YOU GUYS AND THE, UH, CONSIDERATION THAT YOU'VE HAD FOR US, LUZ STUDENTS, ESPECIALLY YOU, MS. GO, MS. EZ, UH, YOUR NUANCED VIEW OF JUST THE CONTEXT THAT WE'VE HAD AT LARGE, ADMIRABLE. 
          WELL, THANK YOU FOR YOUR TIME. 
          UH, I WILL USE THIS EMAIL ADDRESS THAT YOU'VE LISTED TO SEND YOU INFORMATION ABOUT HOW TO AGENDIZE A BOARD, UH, A BOARD ITEM. 
          IT'S LISTED IN OUR BOARD RULES. 
          I'LL FORWARD THAT TO YOU. 
          ALL RIGHT. 
          THE NEXT SPEAKER IS MR. DAVID TOSKI. 
          UH, THERE YOU ARE. 
          COME ON UP. 
          YOU HAVE TWO MINUTES TO SPEAK. 
          AND THEN AFTER MR. TOSKI, IT IS JAMES LISTENER. 
          THANK YOU VERY MUCH. 
          AND PRAISE TO MS. EZ AND ALL THE BOARD TODAY. 
          IT WAS VERY THOROUGH. 
          UH, IT WOULD BE A GREAT COMMITTEE OF HOLD IF YOU COULD TRANSCRIBE IT AND POST IT SO IT'S TRANSPARENT TO THE PUBLIC SO THEY CAN SEE THE Q AND A THAT HAPPENED. 
          FAQS, AS THEY CALL IT. 
          IT'D BE ALSO GOOD TO SEE THE ENROLLMENT, UH, PUT THE ECAR UP FOR THE PUBLIC SO THEY CAN SEE THE CAPACITY AND THE ENROLLMENT OF EVERY SCHOOL SO PEOPLE CAN CONTRIBUTE. 
          THERE'S NO DATA, UH, THERE'S NO TEST SCORES EVEN TODAY. 
          UH, IT TURNS OUT THAT BY AND LARGE, SMALLER SCHOOLS HAVE HIGHER TEST SCORES. 
          UH, JUST GET THE DATA, LOOK AT IT. 
          UM, SECONDLY, THE 600 PAGE, UH, GARDENING THING, WHATEVER IT'S CALLED. 
          LANDSCAPING. 
          UH, WHERE IS THAT? WHY ISN'T THAT TRANSPARENTLY POSTED? WE CAN READ, THE PUBLIC CAN READ, THEY CAN THINK. 
          AND I WILL REMIND YOU THAT THIS COUNTRY WAS BUILT IN LARGE PART ON ONE ROOM. 
          SCHOOLHOUSES. 
          THE STRENGTH OF OUR DEMOCRACY IN LARGE PART, EXCEPT FOR OUR CURRENT DAYS, WAS BUILT ON MULTI-GRADE CLASSROOMS. OKAY? THAT'S SOMETHING THAT'S BEING IGNORED. 
          HERE IS THE INTIMACY THAT MISS GREGGO KNOWS OF SMALL SCHOOLS. 
          UM, I MAY ALSO SAY ON THE MONEY, UH, TO HEAR THAT EVERYTHING IS INCREMENTAL IN SACRAMENTO. 
          UH, I HOPE PRESIDENT ROOSEVELT ISN'T UPSET OVER HIS FIRST A HUNDRED DAYS BECAUSE IT'S THOSE FIRST A HUNDRED DAYS THAT MATTER. 
          EVEN 
          [03:45:01]
DONALD TRUMP DISRUPTED EVERYTHING IN HIS FIRST A HUNDRED DAYS. 
          YOU'VE GOTTA MOVE FAST. 
          JAVIER BECERRA IS AN ADVOCATE FOR STUDENTS OF MULTILINGUAL, WHERE IS THE BUDGET PROPOSALS TO DO DUAL LANGUAGE IN HIS HANDS NOW, NOT A LETTER IN NOVEMBER TO SAYING, CONGRATULATIONS, YOU WON. 
          UH, WE NEED TO HAVE, UH, MORE EFFORT ON PRESERVING PROP 98. 
          YOU HAVE NOT WRITTEN A PRESS RELEASE ON THE LAWSUIT. 
          YOU HAVE NOT REALIZED THAT IF PROP THREE DOESN'T PASS, WHICH I HOPE IT WILL PASS, THIS DISTRICT AND MANY OTHERS WILL BE BANKRUPT. 
          OKAY? THAT IS A BIG NUMBER. 
          IT'S MUCH BIGGER THAN $30 MILLION ON, UH, SCHOOL CLOSURES AND CONSOLIDATIONS. 
          I THANK YOU FOR A VERY THOROUGH AND ENRICHING DISCUSSION TODAY, AND I HOPE THAT THE MEETINGS ARE NOT JUST THREE MEETINGS. 
          ONE WAY CONVERSATION. 
          HERE'S THE INFORMATION AND LEAVE. 
          THANK YOU FOR YOUR TIME. 
          I'LL NOTE FOR THOSE IN THE AUDIENCE AND IN THE PUBLIC, THAT WHEN THESE VIDEOS ARE POSTED, THERE IS A TRANSCRIPT THAT IS AUTOMATICALLY GENERATED, THAT WHEN YOU CLICK ON THE VERY WORD AND THE TRANSCRIPT, WE'LL TAKE YOU TO THE POINT IN THE VIDEO THAT THE WORD WAS UTTERED. 
          SO IF YOU WANNA CHECK THAT OUT, UH, I ENCOURAGE IT. 
          AND, UH, MR. UH, LISTENER, COME ON UP. 
          YOU'D HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          UM, THIS, THIS MEASLES EPIDEMIC IS THE BIGGEST SINCE 1991. 
          AND THE NATIONAL RATE SO FAR IS IN 2026 IS 25 TIMES WHAT IT WAS IN 2024, DESPITE THE FACT THAT WE HAVE A SAFE VACCINE PROVEN FOR 63 YEARS. 
          HERE'S A FEW IDEAS, THINGS THAT YOU COULD TELL THAT YOU, YOU COULD DISCUSS WITH STUDENTS TO COUNTER THE GOBBLEDYGOOK FROM WASHINGTON AND MAYBE MAKE STUDENTS WANT TO GET VACCINATED. 
          I'VE HANDED OUT A COPY OF A TI UH, AN ARTICLE TITLED THE MYTH ABOUT HERD IMMUNITY PUBLISHED BY THE JOHNS HOPKINS BLOOMBERG SCHOOL OF PUBLIC HEALTH. 
          FIRST, THAT ARTICLE SAYS THAT HERD IMMUNITY WON'T WORK FOR AN UNVACCINATED PERSON WHEN THEY MOVE FROM THEIR HIGHLY VACCINATED HERD TO A HERD THAT HAS A LOWER VACCINATION RATE. 
          NEXT, THE SAME ARTICLE IN ITS THIRD TO LAST PARAGRAPH DISCUSSES IMMUNE, UH, IMMUNE AMNESIA. 
          A DIABOLICAL SIDE EFFECT OF MEASLES, MEASLES, AND NO OTHER DISEASE WIPES OUT A CHUNK OF THE IMMUNITIES YOU'VE ACQUIRED SINCE BIRTH. 
          THE LOSS IS 11 TO 73%. 
          SO AFTER STUDENTS RECOVER FROM MEASLES, THERE'LL BE A SITTING DUCK FOR OTHER SERIOUS ILLNESSES. 
          LAST, TELL THEM YOU CAN'T WAIT UNTIL THE LAST MINUTE TO GET VACCINATED, IT TAKES TWO SHOTS WITH A MONTH BETWEEN THEM. 
          THE FIRST SHOT GIVES SOME IMMUNITY AFTER 10 TO 14 DAYS, REACHING 93% AT 21 DAYS, LEAVING THEM WITH A 7% VULNERABILITY. 
          THE SECOND SHOT RAISES IMMUNITY TO 97%, CUTTING THEIR CHANCE OF CATCHING MEASLES TO JUST 3%. 
          SO UNTIL THEY GET THE SECOND SHOT, THEY'LL HAVE MORE THAN TWICE THE CHANCE OF CATCHING MEASLES FOR, UH, 7% VERSUS 3%. 
          UH, MORE COPIES OF THE ARTICLE ARE AVAILABLE ON THE TAB TABLE IN THE LOBBY. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          UH, LET'S SEE. 
          NOW I'LL CALL ON THE FOLKS WHO LISTED THEMSELVES AS SPEAKING, UH, REMOTELY. 
          JUDITH PEREZ. 
          I DON'T HAVE YOU ONLINE, BUT ARE YOU IN THE ROOM, MS. PEREZ? NO. 
          ALL RIGHT. 
          MARIA DAISY ORTIZ, I DO HAVE YOU ON THE LINE. 
          MS. ORTIZ IS GOING TO 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 WILL GET YOU THESE TRANSLATION HEADSETS. 
          MARIA DAISY ORTIZ, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF. 
          GOOD AFTERNOON, EVERYBODY. 
          MY NAME IS MARIA DAISY ORTIZ. 
          AND HOW DO YOU PUT PHRASES OF STRONGER SCHOOLS TOGETHER? IT'S JUST DEMAGOGUE. 
          I DON'T BELIEVE IN YOU BECAUSE I REMEMBER, I REMEMBER WHEN THOSE NEW SCHOOLS WERE PROMISED, THE SAME THING THAT YOU, YOU'RE PROMISING HERE, THE SAME RHETORIC, THE SAME LIES BECAUSE YOU, WHAT YOU WANT IS TO GET THE FUNDS. 
          AND THEN AFTER YOU DON'T HAVE ANY MONITORING, UH, CONSULTATION AND EVEN LESS, YOU WANT PARENTS TO PARTICIPATE. 
          THOSE ARE THE VICE THAT YOU HAVE, ARE WHAT LEADS YOU TO FAILURE. 
          AND THE, OUR STUDENTS NOT ADVANCE LIKE ACADEMICALLY. 
          AND THAT'S WHY PARENTS ARE LEAVING. 
          AND NOW THE LACK OF SAFETY GUIDED BY, UH, COMPETENT PERSONNEL, WHICH IS SCHOOL POLICE, NOT THOSE SAFE PASSAGES. 
          THAT IS WHY 
          [03:50:01]
THE THINGS THAT ARE FEARFUL OF SENDING THEIR STUDENTS TO SCHOOL, THAT THEY COME BACK DEAD. 
          YOU NEED TO CHANGE THAT. 
          YOU NEED TO CHANGE THE LACK OF IMPLEMENTATION, THE LACK OF MONITORING, THE LACK OF TRANSPARENCY, PARENT ENGAGEMENT THAT IS EFFECTIVE BECAUSE THE, THIS, THE SCHOOL DISTRICT, IT DOES NOT LOOK A SCHOOL DISTRICT, BUT JUST OF PO POSITIONS, THOSE POSITIONS THAT YOU PUT THERE TO PAY FOR POLITICAL AND ECONOMIC FAVORS. 
          SO PLEASE STOP LYING AND STOP DOING MORE OF THE SAME BECAUSE IT'S ONLY, YOU ARE THE ONES THAT NEED TO RADICALLY CHANGE. 
          BECAUSE WHERE YOU ARE FAILING IS THE FUTURE OF OUR CHILDREN, AND THE PARENTS ARE THE ONES THAT GENERATE THE FUNDS. 
          SO YOU ARE ABLE TO HAVE YOUR POSITION. 
          AND IF YOU DON'T LIKE FOR ME TO SAY THAT, THEN QUIT. 
          BECAUSE YOU ARE PUBLIC OFFICERS AND YOU ARE HERE TO RESPOND TO THOSE WHO PAY TAXES. 
          NO. 
          UH, MARCELLA GARCIA, YOU'RE SIGNED UP TO SPEAK REMOTELY. 
          UH, I DON'T, DO NOT SEE YOU IN THE ROOM. 
          MARCELLA GARCIA. 
          ALRIGHT, VIOL, ARE YOU IN THE ROOM? YOU ARE ALSO NOT ONLINE. 
          AND AKUR SINGH, YOU'RE SIGNED UP TO SPEAK REMOTELY. 
          UH, ARE YOU IN THE ROOM, MR. SINGH? I DO NOT SEE MR. SINGH HERE. 
          THAT CONCLUDES PUBLIC COMMENT. 
          THANK YOU EVERYONE FOR A NICE COMMITTEE OF THE WHOLE MEETING. 
          VERY PRODUCTIVE. 
          I AM YOUR SUBSTITUTE TODAY. 
          I HOPE ROCIO COMES BACK NEXT MONTH. 
          UH, BUT IT WAS A PLEASURE, UH, CHAIRING THE MEETING. 
          THANK YOU.
* 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.