* 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]
          HELLO 
          [I. Welcome and Opening Remarks]
EVERYONE AND WELCOME TO THE SCHOOL SAFETY AND CLIMATE COMMITTEE MEETING OF THE BOARD OF EDUCATION OF LOS ANGELES UNIFIED SCHOOL DISTRICT. 
          WE ARE SO HAPPY TO HAVE YOU HERE AT OUR FIRST MEETING OF THE 26 27 SCHOOL YEAR. 
          I'M TANYA ORTIZ FRANKLIN, YOUR CHAIR. 
          AND WE ARE SO EXCITED FOR AN AGENDA TO WELCOME US BACK TO THE SCHOOL YEAR AND ALL OF THE MANY THINGS THE DISTRICT IS DOING AROUND WELCOMING SCHOOL ENVIRONMENTS. 
          AND TO HEAR FROM TWO AMAZING SCHOOLS IN ELEMENTARY AND MIDDLE SCHOOL ABOUT HOW THEY HAVE DONE SOME OF THE GREAT WORK THIS YEAR. 
          UM, BUT BEFORE WE GET STARTED, WE HAVE A QUICK INTRO, UM, FROM ME. 
          LET'S SEE. 
          I HOPE THIS IS SHOWING TO EVERYONE. 
          UM, THIS COMMITTEE HAS A VERY CLEAR PURPOSE IN THAT WE TRY TO BE DATA DRIVEN IN OUR INVITATIONS TO WHO WE ASK TO PRESENT. 
          SO CONGRATULATIONS TO THE SCHOOL TEAMS. WE LIKE TO SEE WHERE WE'RE MAKING GROWTH SO THAT WE CAN SCALE THAT GROWTH. 
          AND WE WANNA DIG INTO THE BEST PRACTICES SO THAT WE'RE LEARNING FROM THE SYSTEM WE'RE LEARNING FROM OURSELVES. 
          UM, THIS COMMITTEE HAS LOOKED AT COMMUNITY-BASED SAFETY, SAFE PASSAGES, POSITIVE BEHAVIOR, UH, MENTAL HEALTH, LOTS OF OPERATIONAL AND STAFFING INFORMATION. 
          AND WE ALWAYS ROOT OUR OUR CONVERSATIONS IN THE STUDENT EXPERIENCE. 
          THIS IS A PICTURE OF SOME OF THE COMMITTEE MEMBERS FROM LAST YEAR. 
          YOU MIGHT RECOGNIZE OUR SUPERINTENDENT WHO FORMERLY SAT IN PETER SEAT HERE AS THE ADMINISTRATOR OF OPERATIONS. 
          SO WELCOME PETER. 
          UM, AND WHAT WE'RE GONNA DO, UH, TODAY, FIRST IS JUST BRIEFLY TALK ABOUT SOME OF THE HIGHLIGHTS FROM LAST YEAR BEFORE WE TURN IT OVER TO WHAT WE'RE DOING THIS YEAR. 
          SO THIS COMMITTEE HAS BEEN MEETING FOR, I WANNA SAY, AT LEAST THREE YEARS. 
          UM, ONE OF THE BIG RECOMMENDATIONS THAT HAVE COME OUT OF THE COMMITTEE IS THIS IDEA OF AN OPERATIONAL ROUNDS. 
          WE GO TO SCHOOLS AND WE LOOK AT INSTRUCTION, BUT THE TEAM REALLY TOOK SOME OF THE RECOMMENDATIONS FROM THIS COMMITTEE TO GO LOOK AT OPERATIONS ABOUT, UM, RECESS AND LUNCH AND PASSING PERIODS AND ALL OF THE THINGS OUTSIDE OF THE INSTRUCTIONAL MINUTES, UM, AROUND SUPERVISION AND WELCOMING ENVIRONMENTS. 
          THIS COMMITTEE ALSO DUG A LOT INTO FUNDING FOR COMMUNITY-BASED SAFETY, UM, PARTICULARLY OUTSIDE OF THE BSAP FUNDING. 
          AND THAT'S BEEN A GREAT RECOMMENDATION THAT HAS BEEN IMPLEMENTED. 
          UM, THIS COMMITTEE HAS RECOMMENDED EVALUATING SOME OF THOSE CB, UM, LET ME NOT USE ACRONYMS, COMMUNITY-BASED SAFETY PARTNERSHIPS, UM, AND TRYING TO, UH, MAKE BEST PRACTICES ACROSS VARIOUS, UH, PARTNERS AND APPROACHES. 
          UM, AND ONE OF MY FAVORITE PARTS OF THIS COMMITTEE IS THAT WE HAVE STRENGTHENED RELATIONSHIPS BETWEEN DISTRICT STAFF AND NONPROFITS, BOARD STAFF AND SCHOOL SITES. 
          UM, SO ALWAYS APPRECIATE A CHANCE TO GET TOGETHER. 
          UM, SO WITH THAT, WE ARE GONNA START WITH WHO IS HERE, WHO'S IN THE ROOM. 
          I THINK, LET'S SEE IF THIS CLICKS TO THE NEXT PAGE. 
          I THINK WHAT YOU'LL SEE IS, YEP. 
          WELL, MAYBE IT WENT AWAY. 
          UH, A QUICK CHECKING QUESTION. 
          IF EVERYONE AROUND THE DAY COULD BRIEFLY SHARE YOUR NAME, YOUR ORGANIZATION, YOUR ROLE, AND THEN ONE THING YOU THINK, UM, WOULD SHOW SUCCESS FOR THIS COMMITTEE. 
          YOU CAN IMAGINE IT'S THE END OF THE SCHOOL YEAR, OR WE'RE 10 YEARS FROM NOW, YOU DECIDE 'CAUSE WE BOTH IMPACT THE SHORT AND LONG TERM. 
          BUT WHAT'S ONE THING THAT WOULD INDICATE TO YOU SOME SUCCESS OF THE SCHOOL SAFETY AND CLIMATE COMMITTEE? UM, AND WHOEVER WANTS TO KICK US OFF CAN BEGIN AGAIN. 
          YOUR NAME, YOUR ORGANIZATION, YOUR ROLE, AND SOMETHING THAT WILL INDICATE SUCCESS TO YOU FOR THIS COMMITTEE. 
          ANYBODY WANNA START? GO AHEAD, PETER. 
          GOOD AFTERNOON EVERYONE. 
          UH, SO PETER HASTINGS, I'M THE SENIOR EXECUTIVE DIRECTOR OF OPERATIONS OR THE SCHOOL OPERATIONS FOR THE DISTRICT. 
          AND ONE THING THAT WOULD BE, UH, AN INDICATOR OF SUCCESS FOR ME IS THE STRUCTURES THAT WE PUT IN PLACE HERE AND THE BEST PRACTICES WE SHARE, IMPROVE THE ACADEMIC OUTCOMES FOR STUDENTS. 
          UM, ULTIMATELY I LOVE THAT AND APPRECIATE THAT SO MUCH. 
          SHE, I KNOW IF YOU'RE READY, BUT WE CAN GO AROUND THE CIRCLE THIS WAY, . 
          I'M LIKE, WHAT AFTERNOON? I'M LIKE, I DON'T KNOW WHAT TIME OF THE DAY IT IS RIGHT NOW. 
          UM, SURE. 
          LED HANDY NEWBIE. 
          I GET THE PRIVILEGE OF SERVING IN SOUTH LA BOARD DISTRICT ONE. 
          AND, UH, WHAT WAS THE NEXT QUESTION? UH, WHAT DO I WANNA SEE FROM THIS? UM, I WANT TO BE ABLE TO SEE THAT WE AS, UM, A COMMITTEE BE ABLE TO LISTEN TO THE VOICES OUT THERE AND TO BE ABLE TO IMPLEMENT WHAT THE FOLKS ARE SAYING AND EXPECTING FROM US, BECAUSE I THINK THAT'S VERY IMPORTANT TO BE ABLE TO LISTEN AND IMPLEMENT. 
          SO THAT IS WHAT I'M LOOKING FORWARD. 
          APPRECIATE THAT. 
          CAN WE CONTINUE THE CIRCLE? I'M CARLOS VA, EXECUTIVE DIRECTOR OF COMMUNITY ASSET DEVELOPMENT, REDEFINING EDUCATION OR CADRE. 
          I'D SAY SUCCESS FOR THE COMMITTEE AT THE END OF THE YEAR IS WE, WE SHARPEN AND IDENTIFY MORE ROBUST WAYS FOR PARENT AND STUDENTS TO INFORM SAFETY AND, UH, AND CLIMATE. 
          HELLO, SALVADORS AND ABRE, EXECUTIVE DIRECTOR OF ELTE. 
          AND I THINK A SIGN OF SUCCESS WILL BE THE INVOLVEMENT OF THE ENTIRE FAMILY, EDUCATORS, UH, PARENTS AND STUDENTS IN MAKING OUR SCHOOL CAMPUSES SAFE. 
          THANK YOU. 
          [00:05:03]
HI, I'M CARLY GRIEGO AND I SERVE BOARD DISTRICT FIVE. 
          AND I THINK FOR ME IT WOULD BE GREAT IF WE CAME UP WITH A PROPOSAL THAT WE CAN, UH, THEN SCALE OUT TO OTHER SCHOOLS. 
          AND IF WE COULD SEE IT, UH, IF WE CAN HAVE A GOAL OF, UH, SCALING OUT SOMETHING THAT'S BEING MODELED AT A SCHOOL TO AT LEAST TWO OR THREE OTHER SCHOOLS IN, UM, A REGION OR A BOARD DISTRICT, I THINK THAT WOULD BE GREAT. 
          HI, MY NAME IS LENA JOHAR. 
          UM, I'M THE PROGRAM COORDINATOR FOR THE SCHOOL SAFETY TRANSFORMATION PROJECT THAT IS IN THE OFFICE OF VIOLENCE PREVENTION, WHICH IS HOUSED AT THE LOS ANGELES COUNTY DEPARTMENT OF PUBLIC HEALTH. 
          UM, IN TERMS OF WHAT I THINK WOULD BE SUCCESSFUL IS I'D LOVE TO SEE, UM, YOUTH AND STUDENTS JUST FEELING SAFE IN SCHOOLS LIKE MENTALLY, EMOTIONALLY, AND JUST, UM, FEELING BEING ABLE TO GET TO SCHOOL SAFELY AS WELL. 
          UM, AND JUST HAVING THAT BE A KIND OF STANDARD FOR THE WHOLE COUNTY AS A WHOLE. 
          THANK YOU. 
          AND JOEL CISNEROS. 
          I SERVE AS THE EXECUTIVE DIRECTOR FOR MENTAL HEALTH AND WELLNESS HERE AT L-A-U-S-D. 
          I WOULD SAY THAT ONE OF THE GOALS IS TO, FOR OUR STUDENTS TO BE ABLE TO REPORT ON THE ANNUAL SURVEY OF SCHOOL EXPERIENCE SURVEY THAT THEY HAVE A TRUSTED ADULT ON CAMPUS, LIKE MAKING AN INCREASE IN THAT I THINK WOULD BE A SIGNIFICANT MILESTONE. 
          THANK YOU AND WELCOME BACK TO ALL THE COMMITTEE MEMBERS. 
          OUR FINAL COMMITTEE MEMBER, I THINK SHE'S NOT ABLE TO JOIN TODAY, PROFESSOR GEORGIA LEAP AT UCLA SCHOOL OF SOCIAL WORK. 
          HOPEFULLY SHE'LL BE ABLE TO JOIN US IN THE FUTURE. 
          UM, BUT THANK YOU ALL FOR, FOR COMING BACK, FOR SHARING YOUR VISION OF SUCCESS. 
          I HEARD A LOT OF HOLISTIC STUDENT SAFETY AND, AND SCHOOL CLIMATE, UM, IN YOUR COMMENTS. 
          SO, UH, LET'S LOOK FORWARD TO ACCOMPLISHING THAT TOGETHER. 
          UM, AND AS WE TRANSITION 
          [II.1. Welcoming Students Back to School Safely]
TO GET STARTED, I'LL INVITE MR. HASTINGS TO, UM, STEP UP TO THE PODIUM. 
          WE HAVE AN UPDATE FROM THE DISTRICT, UH, ABOUT WELCOMING SCHOOLS BACK, WELCOMING STUDENTS BACK TO SCHOOL SAFELY. 
          AND THEN AS I MENTIONED, TWO PRESENTATIONS FROM SCHOOL SITES THAT HAVE SCORED VERY HIGH AND HAD A LOT OF GROWTH, AS JOEL SAID ON THE STUDENT EXPERIENCE SURVEY. 
          UM, 99TH STREET ELEMENTARY SCHOOL IN RED HART MIDDLE SCHOOL. 
          SO WE WILL START WITH MR. HASTINGS, PAUSE FOR QUESTIONS, THEN WE'LL HAVE OUR TWO SCHOOLS AND THEN WE'LL DO PUBLIC COMMENT. 
          SO WELCOME, THANK YOU, AND GOOD AFTERNOON AGAIN EVERYONE. 
          SO I'M GONNA GIVE A VERY BRIEF OVERVIEW OF SOME OF THE WORK THAT WE'VE BEEN DOING. 
          I KNOW THAT THERE'S BEEN A LOT, UH, TO DATE IN TERMS OF GETTING THE SCHOOL SITE OR THE SCHOOL YEAR OFF TO A SUCCESSFUL START. 
          UM, ONE OF THE THINGS THAT WE'VE REALLY FOCUSED ON IS OUR COMU COMMUNITY BASED SAFETY PROGRAMS. SO WHAT THE, OUR FOCUS THIS YEAR HAS BEEN BSAP ONE AND TWO SCHOOLS. 
          UM, AND THERE WERE 69 DIFFERENT SCHOOLS THAT WE'VE, THAT WE'VE BEEN ABLE TO PROVIDE SERVICES TO AND IN, IN ORDER TO MAKE SURE THAT SAFE PASSAGE AND PEACE BUILDING SUPPORTS AND THEN ALSO COMMUNITY DEVELOPMENT SUPPORTS ARE IN PLACE. 
          UM, UNFORTUNATELY THE BUDGET DIMINISHED A LITTLE BIT FROM LAST YEAR, SO WE STILL HAVE SOME SCHOOLS THAT ARE STILL PENDING APPROVAL IN ORDER TO GET SOME SERVICES. 
          BUT WE'RE ALSO LOOKING AT, UH, TRYING TO BE CREATIVE IN THE WAY THAT WE ADD ADDITIONAL FOLKS IN THERE TO MAKE SURE THAT SCHOOLS ARE GETTING THE SUPPORTS THAT THEY NEED, UH, FROM THEIR COMMUNITIES. 
          UM, ALSO KIND OF CREATIVE THINKING IN TERMS OF LOOKING AT PARTNERSHIPS WITHIN THE CITY AND WITHIN THE COUNTY. 
          UH, WE'VE PARTNERED WITH GRID, UH, THROUGH THE CITY OF LOS ANGELES AND ALSO WITH THE COUNTY, UM, OVP PROGRAM. 
          AND BOTH OF THESE ARE LOOKING FOR WAYS IN WHICH WE CAN, UH, PARTNER WITH THE COMMUNITY. 
          UM, ORGANIZATIONS LOOK FOR RESOURCES IN TERMS OF INCIDENT RESPONSE, UH, WITHIN GRID. 
          UH, THEY'VE BEEN VERY SUPPORTIVE IN TERMS OF WHEN WE'VE HAD A RESPONSE IN AREAS IN WHICH WE'VE, UH, REQUIRED ADDITIONAL SUPPORT. 
          THEY'VE BEEN PROVIDING, UH, SERVICES AND THEN ALSO LOOKING AT COMMUNITY EDUCATION AND PREVENTION IN TERMS OF TRYING TO ENSURE THAT STUDENTS ARE ON THE RIGHT TRACK AND THAT WE'RE PROVIDING THEM WITH THE EDUCATION RESOURCES TO MAKE THE RIGHT CHOICES IN TERMS OF AVOIDING GANGS AND FOCUSING ON THEIR EDUCATION. 
          IN LOOKING AT ISTAR R DATA, YOU CAN SEE THAT, UH, THE TREND IS, UH, FROM THIS TIME LAST YEAR TO, TO NOW, UH, THAT WE ARE GOING IN THE RIGHT DIRECTION IN TERMS OF THE REDUCTION. 
          I ALWAYS LOOK AT THE SUICIDE RISK AS THAT'S A GIANT NUMBER AND IT'S SOMETHING THAT WE ARE RESPONDING TO, BUT TO ME IT'S ACTUALLY A POSITIVE. 
          IT'S THE THINGS THAT WE KNOW ABOUT. 
          IT'S THE STUDENTS THAT ARE REACHING OUT. 
          IT'S THE SERVICES THAT THEY'RE GETTING AND THE SUPPORTS THAT WE'RE PROVIDING. 
          I, I WORRY MORE WHEN THERE'S SOMEBODY THAT THEY'RE NOT REACHING OUT TO, WHICH GOES BACK TO JOEL'S POINT IN TERMS OF A TRUSTED ADULT. 
          UM, AND SO THESE ARE JUST SOME DATA POINTS IN TERMS OF LOOKING AT FIGHTING AND PHYSICAL AGGRESSION. 
          WE KNOW THAT THAT HAS A BROAD SPECTRUM AS WELL AS DOES WEAPONS AND CONTROLLED SUBSTANCES. 
          BUT WHAT WE ARE TRYING TO DO, AND YOU'LL SEE THROUGH SOME OF THE PROGRAMS THAT I HIGHLIGHT IN THE NEXT FEW SLIDES THAT ARE, WE'RE REALLY FOCUSING ON EDUCATION, BOTH THE STUDENTS AND FAMILIES AS WELL. 
          UM, SCHOOL SUPERVISION PLANS. 
          AND SO THIS GOES BACK TO, UH, I WAS A SCHOOL SITE ADMINISTRATOR FOR 16 YEARS. 
          THIS IS SOMETHING THAT IS VERY NEAR AND DEAR TO MY HEART. 
          IT'S REALLY PUTTING TOGETHER THE STRUCTURES TO MAKE SURE THAT KIDS ARE SEEN, 
          [00:10:01]
WE'RE SUPERVISING 'EM. 
          AND MOST IMPORTANTLY, WITH SUPERVISION, IT'S ABOUT OUR OPPORTUNITY TO INTERACT WITH KIDS. 
          I GOTTA TELL YOU THAT LUNCH WAS ALWAYS MY FAVORITE ACTIVITY. 
          'CAUSE I PLAYED BASKETBALL WITH A GROUP OF KIDS, OR I PLAYED SOCCER WITH A DIFFERENT GROUP OF KIDS. 
          AND THAT WAS REALLY HOW WE MADE THAT CONNECTION SO THAT WHEN WE HAD TO ADDRESS EDUCATIONAL OR OTHER CONCERNS, THERE WAS THAT FOUNDATIONAL RELATIONSHIP. 
          SO OUR OPERATIONS TEAM IS SUPPORTING WITH THIS SCHOOL SITES ARE GOING THROUGH, WE TRY TO PROVIDE A STRUCTURE, ESPECIALLY FOR NEW ADMINISTRATORS TO WHAT THOSE ELEMENTS, THOSE CRITICAL ELEMENTS REALLY ARE. 
          AND THEN HAVE A WAY IN WHICH WE MONITOR THAT, WE EVALUATE THAT. 
          AND THEN YOU'LL SEE THAT, UH, AS WE LOOK AT THE ESS MODULES, ONE OF THE THINGS THAT WE DO MID-YEAR IS REVISIT THIS. 
          'CAUSE WE KNOW THAT, YOU KNOW, THE FALL IS, IS ONE HALF OF THE SEMESTER, BUT THE SPRING AND THE FAMILIARITY CAN BE A LITTLE MORE CHALLENGING AT THE SCHOOL SITE. 
          SO WE LOOK AT, WE TRY TO PROVIDE PRINCIPALS AND SITE ADMINISTRATORS WAYS IN WHICH THEY REVISIT THESE STRUCTURES AND FOCUS ON ELEPHANTS THAT ARE GOING WELL AS, AS WELL AS AREAS OF NEED. 
          UM, IN TERMS OF LOOKING AT WAYS IN WHICH, UH, WE'RE PROVIDING STRUCTURE AND SUPPORTS FOR ADMINISTRATORS AND TEACHERS. 
          TEACHERS WERE PROVIDED WITH A WELCOME BACK PLAYBOOK THIS YEAR, UH, WAYS IN WHICH THEY CAN KIND OF FOCUS ON, UH, THE DIFFERENT TIMES AND, AND, UH, FOCAL POINTS OF THE SCHOOL YEAR, PROVIDING STRUCTURE, BEING ABLE, WHETHER IT BE THEIR INSTRUCTIONAL DEVELOPMENT, LESSON PLANS, ET CETERA. 
          AND THEN THERE WERE ALSO A PRINCIPALS OPENING OF SCHOOL TOOL BOOK AND ALSO A HANDBOOK. 
          AND THOSE PRINCIPAL HANDBOOKS PROVIDE THEM WITH KIND OF A MONTH BY MONTH FOCAL AREA IN TERMS OF BEING ABLE TO KNOW WHAT, UM, WHAT THINGS ARE DUE, WHAT THINGS NEED TO, WHAT, WHAT THINGS THEY SHOULD BE EMPHASIZED, EMPHASIZING WITH STAFF COMPLIANCE RELATED ISSUES. 
          BUT REALLY TRYING TO HELP THEM SET UP THE STRUCTURE OPERATIONALLY FOR THE SCHOOL SITE. 
          BECAUSE REALLY IF THOSE THINGS ARE IN PLACE, YOU'RE ALLOW, IT ALLOWS THE STUDENTS AND THE STAFF TO FOCUS ON THE INSTRUCTION AND THE, AND THE, UM, LEARNING IN THE CLASSROOMS. WE ARE ONE, UH, WE'VE DONE, UH, AND, AND TEEL AND MY TEAM REALLY LEADS THIS WORK, BUT MAKING SURE THAT WE'RE COMMUNICATING WITH FAMILIES AND MAKING SURE THAT THE RESOURCES ARE THERE FOR SCHOOL SITES TO KNOW THAT OUR SCHOOLS ARE THE SAFEST PLACE FOR STUDENTS AND THAT THEY ARE A SAFE SPACE IN TERMS OF LEARNING AND A PLACE THAT WE PRIORITIZE ALL STUDENTS. 
          AND SO, UH, THE PEOPLE FREE DAY, WHICH IS THE FIRST DAY, UH, BACK BEFORE INSTRUCTION, UH, ALL STAFF WERE WERE PROVIDED WITH A PRESENTATION REGARDING THE WE ARE ONE, UM, UH, COMPONENTS. 
          AND THE WE ARE ONE PROGRAM. 
          AND THEN WE SHARED THAT WITH OUR COMMUNITY MEMBERS THROUGH COFFEES WITH THE PRINCIPAL. 
          MADE SURE THAT WE'VE SHARED THAT WITH FAMILIES AS THEY'RE COMING IN. 
          AND, AND THEY ALSO ARE AWARE THAT THERE ARE COMMUNICATIONS THAT GO OUT TO FAMILIES, WHETHER, UH, THERE ARE CONCERNS THAT COME IN REGARDING MAYBE ICE ENFORCEMENT OR REPORTS OF THAT IN THE AREA. 
          WE COMMUNICATE WITH THAT, THAT WITH, WITH THEM JUST TO BE PROACTIVE. 
          AND THEN WE HAVE PROTOCOLS, UH, FOR WAYS IN WHICH WE RESPOND, IF IN FACT THERE, THERE WERE TO BE A REPORT OF ICE, UH, IN THE SCHOOL VICINITY. 
          UM, AND THESE SURVEYS ARE COMING BACK. 
          WE ARE, WE ARE JUST, WE'RE JUST NOW APPROACHING 90% COMPLETION. 
          SO WE'RE HOPING TO GET THESE, UH, ALL OF THE SURVEYS COMPLETED SO THAT WE CAN CERTIFY THAT THIS IS, THAT ALL STUDENTS AND ALL STAFF HAVE RECEIVED THIS INFORMATION. 
          AND THEN IN TERMS OF, I SPOKE BRIEFLY ABOUT THE, THE COMMUNICATION PROTOCOLS. 
          IF THERE IS A REPORT OF UNCONFIRMED REPORT OF ICE, AND WE'VE HAD A NUMBER OF REPORTS THAT HAVE COME IN THAT HAVE REALLY JUST BEEN LAW ENFORCEMENT ACTIVITY IN THE AREA. 
          BUT WE KNOW THAT OUR COMMUNITIES ARE A HEIGHTENED SENSE OF ANXIETY AROUND THIS AS, AS THERE SHOULD BE. 
          AND SO THERE IS A, A PREEMPTIVE BBC MESSAGE THAT GOES OUT TO FAMILY TO LET THEM KNOW OF THAT REPORT. 
          UM, AND THEN IF THERE'S A CONFIRMED REPORT, THERE ARE PROTOCOLS AT THE SCHOOL SITE THAT INCLUDE LOCKDOWN PROTOCOLS AND BBC COMMUNICATIONS. 
          AND THEN IF THERE NEEDED TO BE A MODIFIED, UH, DISMISSAL PROCESS, WE HAVE PROTOCOLS, UH, IN THAT ARE IN PLACE FOR THAT. 
          UM, NON-ROUTINE TRANSPORTATION. 
          I THINK THIS KIND OF GOES BACK TO THE SAFE PASSAGES, UH, EFFORTS AND TRYING TO IDENTIFY WAYS IN WHICH IF STUDENTS ARE FEELING UNSAFE TRAVELING TO AND FROM THEIR CAMPUS, WE HAVE WAYS IN WHICH WE'RE TRYING TO LEVERAGE OUR OWN TRANSPORTATION TO GET THEM THERE. 
          THERE'S A PROCESS BY WHICH, UM, UH, FAMILIES CAN COMPLETE A REQUEST FORM. 
          THAT FORM IS, AND THAT REQUEST IS REVIEWED BY TRANSPORTATION. 
          THEY REVIEW ROUTES, AND THEN WITHIN THREE TO FIVE BUSINESS DAYS, THERE'S A RESPONSE TO LET THEM KNOW WHAT SERVICES ARE AVAILABLE TO THE FAMILIES METRO GO PASS. 
          UM, WE KNOW THAT THERE ARE KEY AREAS AND AND I MYSELF HAVE FIVE CHILDREN. 
          SO I KNOW AT SOME POINT, YOU KNOW, THE, THE ELEMENTARY SCHOOL STUDENTS REALLY AREN'T TAKING ADVANTAGE OF THE METRO GO ON THEIR OWN, UH, RIGHT OUTTA THE GATE. 
          BUT A LOT OF OUR HIGH SCHOOL STUDENTS TAKE ADVANTAGE OF THIS AND FAMILIES TAKE ADVANTAGE OF THIS WITH THEIR, WITH THEIR PARENTS AND THEIR OLDER SIBLINGS. 
          BUT WE HAVE BEEN REALLY WORKING AT IMPLEMENTING THE METRO GO EACH YEAR. 
          THE METRO GO PASSES FROM THE PREVIOUS YEAR GO ARE VALID THROUGH SEPTEMBER 30TH. 
          SO RIGHT NOW WE'RE INTO THE NEW PUSH. 
          UH, WE HAVE DISTRIBUTED, 
          [00:15:01]
UM, UH, A COMPLETE ALLOCATION TO EACH REGION SO THAT THE HIGH SCHOOLS AND THE SCHOOLS WHO HAVE REQUESTED ALL HAVE AN ALLOCATION TO REACH OUT TO, TO BE ABLE TO DISTRIBUTE TO FAMILIES. 
          UM, SOME OF THOSE HAVE ASKED FOR REPLENISHMENTS. 
          SO THOSE ARE DELIVERED BACK OUT TO THE REGION. 
          WE'RE HOPING TO CONTINUE TO GROW RIDERSHIP. 
          WE'RE WORKING ON SOCIAL MEDIA CAMPAIGNS AND TO MAKE SURE THAT FAMILIES ARE AWARE THAT THIS SERVICE IS AVAILABLE TO THEM. 
          AND THIS CURRENT MOU WILL TAKE US THROUGH THE END OF THIS YEAR. 
          JUNE OF 2027. 
          UM, FAMILY NEWSLETTER. 
          UH, THE, THE INITIAL ITERATION, SUPERINTENDENT SHA, THIS WAS ONE OF HIS, HIS, UH, PROGRAMS WHEN HE WAS IN THE ROLE OF CHIEFS OF OPERATIONS. 
          UH, THE FAMILY NEWSLETTER, ITS FIRST, UM, NEWSLETTER WENT OUT APRIL 29TH OF LAST YEAR. 
          WE'VE CONTRI WE'VE CONTINUED TO TRY TO BUILD, UM, VIEWERSHIP AND PARTICIPATION IN THIS. 
          UH, THERE'S A TOOLKIT THAT'S GONE OUT TO PRINCIPALS. 
          WE HAVE WAYS IN WHICH WE RECEIVE INFORMATION FROM THEM IN TERMS OF ACTIVITIES THAT ARE GOING ON AT THE REGION. 
          FOR EXAMPLE, UH, HEALTH SCREENINGS OR COLLEGE ACTIVITIES. 
          WE KNOW WE HAVE THOSE GOING OUT THROUGHOUT THE REGIONS, BUT WAYS IN WHICH WE CAN INVOLVE FAMILIES AND WHAT'S GOING ON, NOT ONLY AT THEIR SCHOOL SITE, BUT ALSO IN THE BROADER DISTRICT AND WHAT RESOURCES ARE AVAILABLE. 
          UM, AND THEN WE HAVE REGION PROMOTION AND THEN SCHOOL SITE SUPPORT AS WELL WHERE WE'RE INCORPORATING THIS L-A-U-S-D FLYER INTO THEIR INDEPENDENT SCHOOL FLYERS. 
          I KNOW THAT FAMILIES OFTENTIMES HAVE STUDENTS AT MULTIPLE SCHOOL SITES, SO HAVING IT ALL IN ONE PLACE MAKES IT MUCH EASIER FOR THEM TO ACCESS BECAUSE WE KNOW TIME IS LIMITED FOR FAMILIES. 
          SO WE TRY TO MAKE IT AS CONCISE AS POSSIBLE AND SO THAT THEY GET ALL THE INFORMATION THAT THEY NEED. 
          UH, PARENTS, STUDENT HANDBOOKS. 
          ONE OF THE THINGS I'M SUPER EXCITED ABOUT IS THE FACT THAT A LOT OF THIS HAS GONE DIGITAL. 
          IN MY DAYS AS A PRINCIPAL, IT WAS, UM, IT WAS A LOT OF HARD COPY AND IT WAS A LOT OF DOCUMENTS WE COLLECTED. 
          AND THOSE NUMBER OF DOCUMENTS WE'VE COLLECTED HAVE HAS CONTINUED TO EXPAND. 
          BUT WHAT'S GREAT IS IN THE PARENT PORTAL, WE HAVE THESE, UH, COMPLIANCE DOCUMENTS THAT FOR PARENTS TO OPT IN OR OPT OUT THAT ARE A AVAIL AVAILABLE TO THEM IN A DIGITAL FORMAT. 
          AND THEN WE ALSO HAVE THE ABILITY AND THE PRINCIPALS PORTAL FOR PRINCIPALS TO BE ABLE TO MONITOR THAT, WHICH IS, I THINK THE MOST COMMON DOCUMENT THAT'S IN THERE IS THE PHOTO RELEASE FORM WHERE STUDENTS WHO ARE INVOLVED IN PROJECTS OR SOMETHING THAT WE HAVE THAT'S THERE TO PROMOTE, WE KNOW THAT FAMILIES HAVE OPTED IN OR OPTED OUT OF BEING ABLE TO SHARE THOSE IMAGES, UH, AND TO SHARE WHAT'S GOING ON AT THEIR SCHOOL SITES. 
          SO I THINK WE'RE TRYING TO MAKE, TAKE THE BURDEN MOST, UH, MOST IMPORTANTLY OFF THE PARENTS AND THEN ALSO OFF THE PRINCIPALS BEING ABLE TO MONITOR THIS. 
          'CAUSE I REMEMBER GOING THROUGH FILES OF 1700 SCHOOL, UH, STUDENTS IN ORDER TO TRY AND FIND THEM BY HOMEROOM. 
          IT WAS A BIT BURDENSOME. 
          SO, UH, OUR, OUR PARENTS TURNED HANDBOOK, WE STILL CONTINUE TO OFFER ABOUT 30% OF THE SCHOOL'S ENROLLMENT IN HARD COPY. 
          UM, BUT MOST PEOPLE THESE DAYS ARE ACTUALLY OPTING FOR THE DIGITAL VERSION. 
          UH, THE EVERY SCHOOL SAFE MODEL, UH, MODULES, UM, THOSE ARE MONTHLY. 
          AND, UH, THE FIRST TWO, UH, IN BUILDING COMMUNITY BUILDING, TRUSTED MEMBER OF THE SCHOOL COMMUNITY, WHICH AS WE TALKED ABOUT EARLIER, IS, UM, A VERY IMPORTANT COMPONENT OF BEING ABLE TO GET A STUDENT ACCLIMATED AND HAVE SOMEBODY THERE WHO'S A RESOURCE TO THE STUDENT AT THE SCHOOL SITE. 
          AND THEN ALSO THE UNIFIED AGAINST HATE MODULE, WHICH IS ACTUALLY TAKING PLACE NOW IN LOOKING AT, UM, WORDS MATTER AND TRYING TO ENSURE THAT STUDENTS ARE BEING EDUCATED ABOUT THE, THE SPEECH, THEN THE WORDS THAT THEY USE AND THEIR IMPACT TO OTHERS. 
          UM, THOSE ARE BOTH, UM, PART OF MANDA MANDATORY PARTS OF THE ISSP THAT SCHOOLS NEED TO CERTIFY THAT THEY ARE COMPLETED. 
          AND THEN WE GO ON MONTH MONTHLY AS WE, UH, BRIDGE OTHER TOPICS INCLUDING CHILD ABUSE, AWARENESS, GROOMING, ET CETERA, BUT REALLY ALL ABOUT THE EDUCATION OF STUDENTS. 
          AND FOR STUDENTS WHO ARE NOT NEW TO THE DISTRICT. 
          THESE ARE TOPICS THAT CONTINUE TO LOOP. 
          SO WE CONTINUE TO KIND OF REVISIT THESE TOPICS WITH STUDENTS, BUILD THEIR CAPACITY AROUND THEM, PROVIDE THEM WITH MULTIPLE EXPOSURES, AND MAKE SURE THAT OUR STUDENTS ARE EDUCATED IN SOME OF THE THINGS THAT ARE MOST IMPORTANT TO THEM IN TERMS OF THEIR SAFETY CONTROLLED SUBSTANCES AS WELL. 
          AND I'M GONNA TRANSITION NOW TO LAURA ZEFF AND SHE LEADS OUR PBIS WORK, WHICH IS THE FOUNDATIONAL WORK AT OUR SCHOOL SITES. 
          AND SHE'S GONNA SHARE A FEW SLIDES WITH YOU ABOUT HER TEAM'S WORK. 
          THANK YOU. 
          I I ALMOST SAID GOOD MORNING. 
          GOOD AFTERNOON. 
          UM, SO THE MODULE THAT MR. HASTING JUST SPOKE TO IS REALLY WAS A COLLABORATION WITH THE PBIS WORK AND WITH SCHOOL MENTAL HEALTH. 
          SO IN, IN THERE IS AROUND BUILDING COMMUNITY AS WELL AS, UH, WHO'S A TRUSTED ADULT, WHO CAN BE A TRUSTED ADULT, WHAT THAT LOOKS LIKE, AND WHAT ARE THE MENTAL HEALTH SUPPORTS THAT ARE OUT THERE FOR STUDENTS, UH, THAT WE CAN ALL ACCESS. 
          SO THAT WAS, UH, THAT MODULE WENT OUT. 
          THERE WERE, YOU CAN SEE THERE WERE DIFFERENT MODULES. 
          THERE WAS EARLY ELEMENTARY, ELEMENTARY, SECONDARY, ONE FOR STAFF AND ONE FOR FAMILY. 
          SO THOSE WENT OUT, UH, DISTRICT-WIDE, UM, ON THAT AROUND PBIS, WHAT IS THE BEGINNING OF THE SCHOOL 
          [00:20:01]
YEAR? 'CAUSE WE'RE TALKING ABOUT HOW DO WE START THE SCHOOL YEAR. 
          UM, ONE OF THE MODULES THAT CAME OUT OF OUR TASK FORCE IS IN OUR MEETINGS LAST YEAR WAS A MODULE FOR FAMILIES, UM, AROUND WHAT DOES PBIS LOOK LIKE AT THE SCHOOL SITE. 
          SO THAT MODULE, I'M HAPPY TO SAY, UM, WAS DEBUTED AT THE FAMILY ACADEMY IN SEPTEMBER. 
          AND WE'RE WORKING WITH THE, THE PARENT, UH, FAMILY, STUDENT FAMILY COMMUNITY OUTREACH TO PUT THEM AT THE REGION SO THAT EVERY FAMILY WILL HAVE THE OPPOR OPPORTUNITY TO ACCESS WHAT PBIS LOOKS LIKE AT SCHOOL SITES. 
          UH, SO THAT WAS EXCITING. 
          AND I'M LOOKING AT CARLOS 'CAUSE WE, WE REALLY WANTED TO MAKE SURE THAT THAT HAPPENED AND IT'S HAPPENING THIS YEAR. 
          UM, AS FAR AS PBIS AT SCHOOL SITES, AS WE START THE SCHOOL YEAR, UM, I, I WANT US TO THINK ABOUT JUST, THESE ARE THE BIG IDEAS AROUND PBIS. 
          SO WE HAVE THE, THE MODULE. 
          WE ALSO HAVE, UM, THE BADGES THAT YOU ALL NOW SAW HERE, THE, UM, THAT ARE GOING OUT TO SCHOOLS. 
          SO WE'RE TRYING TO ENSURE THAT SCHOOLS HAVE THE TOOLS AND THE RESOURCES TO IMPLEMENT AS WELL AS COACHING SUPPORT THROUGH OUR SYSTEMS OF SUPPORT ADVISORS. 
          UM, AND CONNECTING WITH OUR, OUR MODULES THAT ARE GOING OUT THE EVERY SCHOOL SAFE MODULES. 
          UM, IN ADDITION, UM, BRINGING UP THE WELLNESS WITHOUT SILOS, UM, RESOLUTION, THE, THERE ARE PBIS, UM, MODULES, PROFESSIONAL LEARNING SERIES FOR SCHOOLS TO CHOOSE TO DO ON THEIR BANK TO TUESDAY PD. 
          SO IT'S, IT REALLY IS ABOUT HOW ARE WE TYING IT ALL TOGETHER THIS YEAR TO REALLY, UM, SET THAT STAGE FOR SUCCESS. 
          UM, KNOW WE'VE SEEN THIS MANY TIMES, WHAT IS PBIS AND RESTORATIVE PRACTICES, BUT JUST SO WE'RE ALL GROUNDING IN THE SAME SPACE. 
          UH, WE'RE REALLY LOOKING AT SCHOOLS, SUPPORTING SCHOOLS WITH A MULTI-TIERED SYSTEM OF SUPPORT, RIGHT? PUTTING THAT FOUNDATION IN PLACE, BUILDING ON THAT FOUNDATION, WHILE AT THE SAME TIME REALLY FOCUSING ON RELATIONSHIPS, CONNECTION AND BUILDING COMMUNITY BUILDING CONNECTION SO THAT WHEN HARM DOES OCCUR, WE ARE ABLE TO REPAIR IT. 
          UM, THE CONNECTION TO THE STRATEGIC PLAN, AND AGAIN, CONNECTING SO THAT WE CAN SEE HOW EVERYTHING WORKS TOGETHER. 
          SO WE'RE NOT WORKING IN SILOS. 
          UM, WE HAVE CONNECTED THE PBIS RESTORATIVE PRACTICES TO THE STRATEGIC PLAN AND ARE SHARING THAT OUT WITH SCHOOL TEAMS AS WELL, SO THAT THEY CAN SEE WHERE THEIR CONNECTIONS ARE WHEN THEY'RE LOOKING AT ALL THE OTHER PIECES IN THE STRATEGIC PLAN. 
          NOTHING I DO IS COMPLETE UNLESS THERE'S A TRIANGLE IN THERE. 
          SO THERE'S A, UH, TRIANGLE, RIGHT? YOU GUYS ALL KNOW THAT RIGHT? TRIANGLE HAS TO BE IN EVERYTHING. 
          TRIANGLE JUST HELPS US TO SEE HOW DO WE TIER THOSE SUPPORTS, WHAT DOES THAT LOOK LIKE? UM, AND REALLY BUILDING ON THE FOUNDATION. 
          SO, UM, STARTING WITH THAT TIER ONE TO BUILD TIER TWO, TO BUILD TIER THREE. 
          OFTENTIMES PEOPLE WANNA START WITH TIER THREE. 
          UM, AND IF WE DON'T HAVE A FOUNDATION, WE, WE ARE REALLY PUTTING A LOT MORE ENERGY INTO THE TIER THREE WHEN WE REALLY NEED TO MAKE SURE WE'VE GOT THAT FOUNDATION. 
          UM, SPEAKING OF THAT, A LOT OF OUR SCHOOLS HAVE DONE SOME EXCELLENT THINGS. 
          THIS, VERY PROUD TO SHOW THIS SLIDE HERE. 
          UH, THESE ARE OUR CALIFORNIA PBIS RECOGNITION SCHOOLS. 
          SO WE CAN SEE THAT IN 23, 24, WE HAD 162 SCHOOLS. 
          UM, AND IN 25, 26 WE HAD 304. 
          AND I THINK SOME OF WILL BE SHARING WITH YOU TODAY. 
          UM, SO YOU CAN SEE PLATINUM, GOLD, SILVER, BRONZE, BRONZE IS TIER ONE, SILVER IS TIER ONE, GOLD GOES TIER ONE AND TWO, AND AND PLATINUM IS TIER ONE, TWO, AND THREE. 
          SO JUST WANTED TO SEE THE GROWTH OVER TIME AND HOW SCHOOLS ARE REALLY SUSTAINING THEIR IMPLEMENTATION. 
          AND REALLY, UM, SETTING THIS AS A PRIORITY IN THE, IN THE DECK IS ALSO BROKEN DOWN BY REGION AND BY BOARD DISTRICT. 
          'CAUSE I KNOW PEOPLE ALWAYS ASK FOR THAT INFORMATION. 
          WELL, HOW MANY AM I, HOW MANY IN MY AREA? HOW MANY IN MY BOARD DISTRICT? SO YOU CAN SEE WE'VE GOT THROUGHOUT THE, THE DISTRICT, THROUGHOUT THE, THE, UM, THE SPAN. 
          SO WE HAVE ELEMENTARY, MIDDLE, AND HIGH SCHOOL. 
          I KNOW YOU'RE HIGHLIGHTING TWO SCHOOLS HERE TODAY, UH, AT THE SCHOOL CULTURE, CLIMATE AND SAFETY TASK FORCE. 
          WE'RE HIGHLIGHTING A FEW, WE'RE FINDING MORE SCHOOLS TOMORROW AND THEN NEXT WEEK, I THINK AT THE BOARD MEETING WE'RE HIGHLIGHTING MORE SCHOOLS. 
          WE WANNA BUILD ON THE SUCCESS. 
          WE WANT FOLKS TO SEE THAT AT DIFFERENT SCHOOLS IT MAY LOOK A LITTLE DIFFERENT, BUT THE PRINCIPALS AND THE FOUNDATIONS ARE THE SAME. 
          UM, SO THAT BEING A QUICK PBIS UPDATE, I'M GONNA HAND IT BACK TO MR. HASTINGS TO TALK ABOUT UN UNIFIED AGAINST HATE. 
          SO AS A SCHOOL SITE ADMINISTRATOR, AND I APOLOGIZE, I THINK WE HAVE THE HANGING CHAD SLIDE HERE, BUT THE MOST IMPORTANT PART IN TERMS OF THE UNIFIED AGAINST HATE CAMPAIGN IS THE, IS, UH, LAURA'S WORK WITH PBIS IS FOUNDATIONAL TO ANY SCHOOL IN TERMS OF BEING ABLE TO SET EXPECTATIONS AND REALLY GET THAT SENSE OF FAIRNESS AND CLARITY THAT STUDENTS NEED AND DESERVE. 
          AND THEN WITH UNIFIED AND GETS HATE, UH, AS I MENTIONED EARLIER, ONE OF THE MODULES THAT'S INCLUDED IS, UH, THAT WORDS MATTER AND THAT'S THE MANDA, THE ONE OF, ONE OF THE ONES THAT'S REQUIRED FOR SCHOOLS TO CERTIFY AND COMPLETE. 
          BUT ALSO WE'RE CREATING EDUCATIONAL PROGRAMS IN WHICH SCHOOLS 
          [00:25:01]
CAN OPT IN DEPENDING UPON WHAT IT IS THAT THEY NEED AND THE TYPES OF EDUCATION THAT THEY'RE WANTING TO PROVIDE FOR THEIR SCHOOLS, SO THEIR STUDENTS, SO THAT THOSE RESOURCES ARE AVAILABLE. 
          AND YOU CAN SEE WHAT THE, UM, MENU OF THOSE OPTIONS ARE AND THE MONTHS IN WHICH WE'RE PROVIDING THEM IN TERMS OF ROLLOUT, IN TERMS OF MEDIA INFLUENCE ABOUT DIVERSITY, ABOUT THE, THE IMPORTANCE OF THEIR, OF THE, WHAT THEY'RE SAYING AND THE IMPACT TO OTHERS. 
          AND REALLY IT'S AROUND A SENSE OF INCLUSIVITY FOR ALL STUDENTS AT, AT THE SCHOOL SITE SO THAT THEY CAN FOCUS ON THE INSTRUCTION AND FOCUS ON BUILDING A SENSE OF STRENGTH AND EMPOWERMENT. 
          THANK YOU. 
          THANK YOU. 
          AND YOU ALL GOT THE MEMO ON KEEPING IT TIGHT AND EFFICIENT. 
          UM, LIKE I SAID, THIS COMMITTEE HAS BEEN HERE FOR MANY PEOPLE A COUPLE OF YEARS. 
          SO HELPFUL TO GET AN OVERVIEW. 
          BUT UM, I THINK THIS COMMITTEE ALSO HAS A REALLY GOOD FOUNDATION. 
          SO I WANNA PAUSE THERE AND SEE IF THERE ARE QUESTIONS OR COMMENTS FROM MY COMMITTEE MEMBERS TO, UM, OUR NEW ADMINISTRATOR OF OPERATIONS. 
          IS THAT THE TITLE? NO, THAT'S THE REGIONAL TITLE. 
          THAT WAS MY, THAT WAS MY TWO AGO JOB. 
          NOW THIS IS CHIEF OF SCHOOL OPERATIONS. 
          THIS IS A SENIOR EXECUTIVE DIRECTOR OF, UH, FROM THE SCHOOL OF OPERATIONS. 
          THANK YOU. 
          I'M GETTING IT ALL WRONG EVERYWHERE. 
          JUST SAY YES. 
          BUT YOU HAVE BEEN DOING THIS WORK FOR A VERY LONG TIME AND UM, WE'VE GOT TO SEE DR. WEBB PRESENT AND MR. CHAP PRESENT AND NOW YOU WITH US THIS YEAR. 
          SO THANK YOU. 
          THANK YOU. 
          AND OF COURSE, LAURA'S ALWAYS BEEN WITH US. 
          UM, WOULD LOVE TO KNOW IF THERE ARE QUESTIONS OR COMMENTS FROM MY COLLEAGUES AROUND MENIS. 
          I'M GONNA, I DON'T KNOW WHERE THAT GO AHEAD. 
          I'M JUST HANDING YOU BILL FEEDBACK HAPPENING HERE SOMEWHERE. 
          UM, AGAIN, THANK YOU FOR OPENING UP SCHOOLS SO SAFELY AND, UM, WANTED TO SAY THANK YOU FOR THE INFORMATION AND A LOT OF IT, IT IS, UM, WANTED TO, WHERE WAS IT ON OUR GO PASS, UM, METRO GO? YES. 
          SO METRO GO PASS. 
          I KNOW THIS YEAR WE'RE REALLY PUTTING IT OUT THERE FOR OUR FAMILIES TO CONNECT AND GET THE PASS. 
          NOW TO REQUEST THIS CODE IS THIS CODE FOR EACH FAMILY OR EACH STUDENT OR HOW, SO EACH STUDENT WOULD HAVE THEIR OWN TAP CARD PASS. 
          AND SO IF THEY ALREADY HAVE A TAP CARD OR A METRO GO PASS, ALL THEY HAVE TO DO IS GO IN AND REQUEST A CODE TO REACTIVATE IT. 
          IF THEY'RE NEW, THEY WOULD NEED TO GET THE PASS. 
          TYPICALLY, THE ONES THAT THEY'RE RECEIVING FROM THE SCHOOL SITES ALREADY HAVE THE ACTIVATION CODE ON IT. 
          UM, AND THEN THERE'S ALSO A LINK BY WHICH ANY REQUEST CAN BE MADE AND SUBMITTED. 
          AND THEN THAT ACTIVATION IS DONE WITHIN AN HOUR OF THE REQUEST BEING MADE. 
          AND THEN STUDENTS ARE FREE TO USE THE PASS. 
          SO IT WOULD BE FOR EACH STUDENT WHO'S WRITING. 
          SO EACH STUDENT, SO I'M A MOM OF TWO WHO I'M TRYING TO ACTIVATE PASS. 
          SO I SEND STUDENT TO SCHOOL TO GET PASS. 
          SO WHAT DOES PARENT NEED TO DO? UM, WHEN YOU, WHEN THEY GET THE PASS, THEY WOULD LOG IN, THERE'S A, THERE WAS A LINK ON THE PRESENTATION AND THOSE LINKS ARE ALSO AVAILABLE AND THE STUDENTS WOULD RECEIVE IT WHERE THEY GO IN, THEY CLICK ON THE LINK, IT TAKES THEM TO AN ACTIVATION PAGE, THEY WOULD CLICK THAT ACTIVATION PAGE AND THAT, THAT, UH, DEVICE, THAT TAP CARD WOULD BE AVAILABLE FOR THEIR USE. 
          THE ONE TRICK IS THAT THERE IS A PERIOD OF TIME THAT ONCE IT'S ACTIVATED, THEY DO NEED TO USE IT. 
          SO IF THEY WERE TO ACTIVATE IT IN SEPTEMBER, THEN TRY TO USE IT IN DECEMBER, THAT ACTIVATION CODE EXPIRES. 
          SO IT'S WITHIN 14 DAYS OF THAT ACTIVATION CODE BEING RECEIVED THAT THEY ACTUALLY TAP IT ON A BUS OR, OR, OR ON A TRAIN OR ON ONE OF THE METHODS OF TRANSPORTATION. 
          AND THEN THAT, THAT PASSES GOOD GO FOR THE DURATION OF THE YEAR UP UNTIL SEPTEMBER 30TH. 
          UH, AT THE END OF THAT, UH, SCHOOL YEAR. 
          SO PIECE RIGHT BEFORE MOM IS SENDING CHILD TO SCHOOL GET CARD IS THAT FIRST STEP, ONCE CARD IS AT HOME, RIGHT? THEY WOULD HAVE A LINK TO BE ABLE TO ACTIVATE THAT CARD. 
          THE LINK IS THE LINK THAT'S IN THIS CORRECT PRESENTATION, CORRECT. 
          THAT MOM IS GONNA HAVE TO DO SIXTH GRADER, FIFTH GRADER AIN'T DOING THAT. 
          RIGHT. 
          SO IT JUST DEPENDS ON THE AGE GROUP OF THE STUDENT. 
          AND MOST, MOST OF THE WRITERS THAT WE HAVE IN TERMS OF THE GREATEST RIDERSHIP FOR THE METRO GO, OR A LOT OF OUR HIGH SCHOOL STUDENTS, FAIRFAX, VENICE, UM, THOSE AT ROOSEVELT, THAT KIND OF AREA ARE MOST OF THE KIDS. 
          AND AT THIS POINT, WE'VE BEEN DOING THIS FOR MANY YEARS NOW. 
          I THINK THIS IS THE FIFTH YEAR OF THE PROGRAM. 
          SO FOLKS ARE PRETTY FAMILIAR WITH, WITH THE SYSTEMS AROUND IT. 
          AND THEN ALSO EACH REGION HAS AN OPERATIONS COORDINATOR WHO'S THE POINT. 
          UM, SO THAT THAT PERSON IS ACTUALLY THE ONE WHO SERVES AS THE POINT OF CONTACT. 
          IF THERE'S ANY CONCERNS THAT COME FROM FAMILIES, THEY ASSIST THEM THROUGH AND WE WILL, WE'LL SHEPHERD THEM THROUGH THAT PROCESS. 
          AND THEN THEY'RE ALSO THE ONES WHO ARE KNOWN AS THE POINT OF CONTACT FOR SCHOOL SITES. 
          IF THEY NEED ADDITIONAL RESOURCES, THERE'S THAT ONE, ONE FOLK, ONE PERSON WITHIN THAT REGION WHO WILL ASSIST. 
          GOT IT. 
          SO FIRST MOM IS GETTING CHILD TO GIFT CARD TO COME HOME. 
          I'M JUST YEP. 
          TRYING TO SIMPLIFY IT BECAUSE AS A PARENT YOU SAY GET THE LINK AND MAKING IT MOST, UH, YOU KNOW, AVAILABLE. 
          AND I DON'T KNOW, I KNOW WE HAD TALKED ABOUT THE NUMBER OF USERS OF THE METRO PASS AND I KNOW THE NUMBER WAS KIND OF LOW AND SO 
          [00:30:01]
I KNOW HIGH SCHOOL STUDENTS ARE UNION, BUT I KNOW FAMILIES IF THEY HAD THE OPTION TO USE IT, RIGHT, THEY WOULD HAVE. 
          BUT IF, YOU KNOW, THE ONBOARD IS NOT AS COMPLICATED, THEN IT PROBABLY WOULD BE MORE OF OUR STUDENTS USING IT. 
          BECAUSE AGAIN, MOM IS SAYING, GO TO SCHOOL, GET CARD, BRING BACK HOME. 
          AND IF I DIDN'T KNOW THAT TO TELL, YOU KNOW, MY FIFTH GRADER TO DO THAT, YOU KNOW, WE'RE, WE'RE KIND OF MISSING A LITTLE PART. 
          THAT'S ALL I'M SAYING. 
          SO, OKAY. 
          YEAH, WE CAN LOOK AT THAT. 
          YEAH. 
          AND TRY TO MAKE SURE IT'S AS SIMPLE AS POSSIBLE. 
          YES, AS SIMPLE AS POSSIBLE. 
          'CAUSE I'M TALKING PARENT HERE, YOU HAVE FIVE, SO I'M NOT EVEN, YOU KNOW. 
          YEAH, I YOU GOT FIVE, BUT, UH, UM, I ONLY GOT TWO. 
          THAT'S IT. 
          UM, WANTED TO ASK ABOUT THE MODULES. 
          WHAT IS THE, UM, THE CONTENT, HOW LONG IS THE CONTENT IN THE MODULES IN THE ESS MODULES? THEY VARY. 
          UM, MOST OF THEM ARE DONE WITHIN AN HOUR, I BELIEVE, IF I'M NOT MISTAKEN, IT'S ABOUT 45 MINUTES TO AN HOUR. 
          I HAVEN'T VIEWED EVERYONE AT THIS POINT, BUT THAT'S TYPICALLY THE AMOUNT OF TIME THAT'S ALLOCATED TO THAT AND THE 'CAUSE NOW WE'RE, WE'RE FOCUSING ON, AND I APPRECIATE THE FOCUS ON THE HATE SPEECH AND WITH THAT MODULE EACH, IS IT DONE IN AN AUDITORIUM? HOW IS THAT ROLLED OUT AT THE SCHOOL SITE? UH, THE SCHOOL SITE HAS THE AUTONOMY TO BE ABLE TO, TO DETERMINE WHETHER THEY DO IT MAYBE GRADE LEVEL OR SOMETIMES THEY'LL DO IT WITHIN A CLASSROOM. 
          WITHIN THE, THE, ALL OF THE TEACHERS IN THE, IN THE STAFF RECEIVE THE TRAINING ON THE MODULE. 
          AND IN FACT THE PRINCIPALS RECEIVE, WHEN WE HAVE OUR ADMIN, OUR OPERATIONS MEETINGS FOR THE PRINCIPALS, WE ACTUALLY WALK THEM THROUGH EACH OF THOSE MODULES SO THAT THEY'VE BEEN TRAINED ON HOW TO DELIVER THE CONTENT SO THAT THEY CAN GO BACK. 
          IT'S KIND OF A TRAINER OF TRAINER MODELS TO GO BACK AND DELIVER THAT CONTENT TO THEIR TEACHERS OR DELIVER THAT CONTENT TO THE SCHOOL SITE OR TO THEIR, THEIR STUDENTS. 
          SO IT'S KIND OF AT THE, AT THE DISCRETION OF THAT PRINCIPAL, AT THE PRINCIPAL LEVEL. 
          AND THEN THIS IS DONE AT ALL GRADE LEVELS? CORRECT. 
          AND WELL, DEPENDING UPON THE CONTENT, SOME OF THEM WE KIND OF LOOK AT, UM, ONE, DEPENDING UPON THE CONTENT AND WHAT'S HAPPENING AT THE SCHOOL SITE, WE LOOK AT LIKE KIND OF A THIRD GRADE, NOT SO MUCH THE TK OR THE KINDER KIDS, BUT LOOKING KIND OF THAT THIRD GRADE CUTOFF IS WHERE WE START DOING A LOT OF THAT EDUCATION. 
          UM, BUT IT REALLY IS WHERE PRINCIPALS, ESPECIALLY WHEN YOU LOOK AT THE UNIFIED AGAINST HATE AND SOME OF THAT CONTENT, YOU LOOK AT WHAT ARE THE, WHAT ARE THE PROBLEMS THAT WE'RE HAVING HERE AT OUR SCHOOL SITE AND WHAT ARE SOME OF THE THINGS THAT WE NEED TO ADDRESS? AND THEN SOME OF THAT NEEDS TO BE TAILORED TO THE AGE OF THE AUDIENCE THAT'S BEING, THAT IT'S BEING, UM, DELIVERED TO. 
          AND IS THERE AN OPT OUT? COULD A PRINCIPAL SAY, I, I I DIDN'T WANNA DO IT, I DON'T WANNA, WELL, ALL OF THE UNIFIED AGAINST HATE PIECE IS, IS OPTIONAL WITH THE EXCEPTION OF THE, UM, THE MODULE THAT'S BEING DELIVERED IN SEPTEMBER, WHICH IS, WHICH IS ABOUT THE WORDS AND THEIR IMPACT. 
          AND THAT'S NOT OPTIONAL. 
          RIGHT. 
          THAT'S ONE OF THE THINGS THAT THEY CERTIFIED IN THE ISSP. 
          GOT IT. 
          NOT OPTIONAL. 
          UM, I'M GONNA LET SOMEONE ELSE GO AND COME BACK. 
          I WAS JUST GONNA SAY ON SOME OF THE MODULES, I'VE SEEN A COUPLE, UM, IN AUDITORIUMS WITH STUDENTS AND I THINK THE YOUNGER GRADES DO HAVE SHORTER ONES. 
          AND THEN THERE'S ALSO LIKE PAUSE FOR DISCUSSION OR YOU CAN CHOOSE TO GO DISCUSS IN YOUR CLASSROOM AFTERWARDS. 
          UM, BUT I WAS CURIOUS IF THOSE STUDENTS WHO ARE IN THE VIDEOS ARE LA UNIFIED STUDENTS OR IF THEY WERE PAID ACTORS. 
          YOU DON'T HAVE TO TELL ME NOW, BUT MAYBE THAT'S JUST A FOLLOW UP . 
          UM, BUT I'LL, I'LL PAUSE THERE AND SEE IF MY COLLEAGUES HAVE QUESTIONS OR COMMENTS. 
          MS. GEL. 
          HI. 
          THANK YOU. 
          APPRECIATION FOR ALL THE WORK THAT YOU'RE DOING TO OUR PBIS TEAM, ALL THE WORK THAT THEY'RE DOING, UM, TO, TO REALLY GET THE WORD OUT AND GET PEOPLE TRAINED IN THIS. 
          I'M WONDERING ABOUT WHAT I'VE JUST HEARD RIGHT NOW ABOUT THE TRAININGS. 
          IT SOUNDS THE UNIFIED AGAINST HATE CAMPAIGN. 
          THE TOPICS ARE REALLY GREAT AND, UM, THE PBIS TOPICS ARE GREAT. 
          THE MENTAL HEALTH ONES ARE GREAT. 
          HRDE AND AND UM, AND THE BSAP ONES. 
          AND I KNOW THE WELLNESS WITHOUT SILOS WAS HOPING TO HAVE ALL OF THEM IN THE BANK TUESDAY AS A CHOICE IN THE CHOICE BOARD. 
          AND I'M WONDERING ARE THEY UNIFIED AGAINST HATE? ALSO INCLUDED IN THERE, WE HAD ASKED FOR BSAP MENTAL HEALTH, PBIS AND UM, HRDE, BUT ARE THESE ALSO IN THERE? SO THAT WAS ONE OF THE THINGS THAT WE DISCUSSED IN TRYING TO MAKE SURE THAT THOSE WERE AVAILABLE ON THE CHOICE BOARD SO THAT THAT COULD, SO THAT THOSE WOULD BE INCLUDED AS WELL. 
          OKAY. 
          OKAY. 
          GREAT. 
          AND THEN ANOTHER THING THAT, AND I'M JUST WANNA JUST UM, SURFACE THIS, THAT ONE OF THE THINGS THAT WE TALKED ABOUT, OR THAT IS, IS CALLED OUT IN THE, IN THE RESO, IS THAT THERE BE SOME TEAMS, WE CALL THEM WELLNESS TEAMS, BUT IT COULD BE ANY TEAM THAT ALREADY EXISTS THERE, RIGHT? IT COULD BE PART OF THE CRISIS TEAM OR THE PBIS TEAM WHERE YOU PUT THESE TOGETHER. 
          BUT, UM, THE, THIS TEAM WOULD SIT AND, AND AND COME UP WITH GOALS OF, YOU KNOW, ASSESSING WHAT THE SCHOOL NEEDS AND THEN COME UP WITH SOME GOALS THAT THEY COULD, UH, ACCOMPLISH BY THE END OF THE SCHOOL YEAR. 
          PRESENT IT TO LOCAL SCHOOL LEADERSHIP AND MAYBE EVEN, YOU KNOW, DECIDE WHICH PDS OR WHICH MODULES THEY'RE GONNA USE. 
          [00:35:01]
SO, WHICH, UH, IS SIMILAR TO WHAT YOU WERE JUST DESCRIBING IS A MODEL THAT COULD BE USED BY A PRINCIPAL. 
          SO, UM, IT JUST SOUNDS LIKE ALL OF THIS COULD BE PUT INTO AN IOC AND I AND IT JUST FEELS LIKE THESE IDEAS COULD BE ALL IN THERE SO THAT, YOU KNOW, PRINCIPALS CAN SEE, CAN, CAN FOLLOW THROUGH ON CREATING THESE TEAMS AND HAVING THESE CONVERSATIONS BECAUSE I THINK THESE MODULES ARE GREAT AND SO ARE THE ONES, EVERY SCHOOL SAFE IS ALSO REALLY GOOD. 
          AND I, WHEN I WAS TEACHING I I, UM, I PRESENTED SOME OF THOSE FOR PARENTS AND IT WAS AMAZING HOW PARENTS REALLY ENJOYED JUST THE PAUSE AND LET'S TALK ABOUT IT. 
          AND AT THE END THEY FELT SO SUPPORTED BECAUSE THIS WAS A TOPIC THAT WAS ON THEIR MIND, BUT THEY HADN'T HAD THE OPPORTUNITY TO TALK ABOUT IT WITH ONE ANOTHER. 
          AND IT JUST PRESENTED SPACE FOR THEM TO BE ABLE TO SHARE THEIR CONCERNS AND THEIR FEARS AND THINK ABOUT WAYS TO SUPPORT THEIR CHILD. 
          SO IT WAS, IT WAS GREAT FOR THEIR KNOWLEDGE BUT ALSO A SUPPORTIVE SPACE FOR THEM. 
          SO ALL THAT TO SAY, I'M JUST WONDERING, UM, HOW CAN WE FOR US, OUR, OUR OUR COMMITTEE BUT ALSO FOR YOU AND AND THE REST OF THE STAFF, HOW CAN WE PERHAPS, UH, MAKE A GOAL TO PILOT SOMETHING WHERE WE ACTUALLY CREATE CURRICULUM THAT COULD BE DELIVERED IN A, AN ADVISORY, MAYBE A FOCUSED GROUP, MAYBE IT'S A SCHOOL THAT'S ALREADY DOING SOME OF THIS, BUT NOW THEY DO IT MORE INTENTIONALLY EITHER IN ADVISORY OR HEALTH. 
          'CAUSE SOME OF THE TOPICS COULD BE CONNECTED TO HEALTH AND SEE HOW THAT WORKS OUT, RIGHT? BECAUSE I THINK THESE ARE GREAT TOPICS, BUT THE PLUG AND PLAY COULD MAKE IT VERY IMPERSONAL. 
          AND SO, BUT IF WE HAVE SOMEBODY ACTUALLY TEACHING AND FACILITATING CONVERSATION, BE IT A SOSA, SOSA DO THAT RIGHT NOW. 
          UM, BUT IF WE CAN TRAIN, IF SOSA COULD TRAIN TEACHERS, IF SOSA COULD TRAIN I LTS AND THEN THEY CAN DO THIS. 
          I'M JUST THINKING THAT'S SOMETHING THAT AS A COMMITTEE, MAYBE WE CAN THINK OF A WAY THAT WE CAN PILOT SOMETHING THAT MOVES FROM THE PLUG AND PLAY, WHICH WE'VE BEEN DOING FOR A COUPLE OF YEARS TO MORE OF AN INTERACTIVE TAUGHT BY ANOTHER ADULT ON CAMPUS. 
          UM, JUST PUT PUTTING THAT OUT THERE. 
          AND THEN I DO HAVE A QUESTION, . 
          UM, SO GRID IS GREAT AND I KNOW THE MAYOR'S OFFICE HAS A PILOT THAT WE'RE USING IN BERNSTEIN HIGH SCHOOL WHERE THEY'RE ACTUALLY INVESTING IN NOT JUST THE SAFE PASSAGE PROGRAM BUT THE PEACE BUILDING PROGRAM INSIDE THE SCHOOL. 
          AND WHAT WE'VE NOTICED THAT IS THAT WHEN YOU HAVE BOTH OF THOSE TOGETHER, IT REALLY IMPACTS OVERALL, UH, CULTURE AND BEHAVIOR AND EVERYTHING AT THE SCHOOL SITE. 
          SO DO WE KNOW IF THERE'S SOME MORE FUNDING? DO, ARE WE IN COMMUNICATION WITH THE MAYOR'S OFFICE ABOUT THAT PARTICULAR PILOT AND IS THERE SOMETHING LIKE THAT IN THE COUNTY WHERE THEY ACTUALLY CAN DO THE SAME THING WHERE THEY PROVIDE SAFE PASSAGE PROGRAM AND PEACE BUILDING AT THE SCHOOL SITE? WELL, IN TERMS OF THE COUNTY, I, THAT HAS, THAT HASN'T BEEN SOMETHING THAT I HAVE AM AWARE OF THAT IS IN EXISTENCE. 
          I KNOW THAT GRID HAS REALLY TRIED TO FILL SOME OF THE GAPS THAT HAVE BEEN CREATED BY SOME OF THE, THE CHANGES THAT WE'VE MADE AND THE WAY IN WHICH THINGS HAVE BEEN PRIORITIZED. 
          AND WE KNOW THAT THINGS ARE CYCLICAL AT SCHOOL SITES. 
          SOME OF THE PROBLEMS THAT COME UP SOMETIMES COME UP OVER A PERIOD OF A WEEK AND THEY NEED A WAY IN WHICH TO KIND OF RESOLVE SOME OF THOSE CONCERNS. 
          I KNOW GRID HAS FILLED SOME OF THAT GAP, BUT I THINK WITH ANY OF THE PROGRAMS, THE MOST IMPORTANT PART IS THE RELATIONSHIP THAT YOU HAVE WITH THE STUDENTS TO BE ABLE TO TAKE THAT BOTH INSIDE THE SCHOOL AND OUTSIDE THE SCHOOL TO BE ABLE TO PROACTIVELY RESOLVE CONFLICT AND RESOLVE ISSUES. 
          AND SO WE SAW SOME OF THAT AT, AT SOME OF OUR SCHOOLS JUST AS WE OPENED AT THE BEGINNING OF THE YEAR. 
          THERE WAS CONFLICT THAT CARRIED OVER FROM THE SUMMER THAT THEN CAME ONTO CAMPUS. 
          AND SO THE MORE THAT WE CAN PARTNER WITH COMMUNITY ORGANIZATIONS LIKE GRID AND, AND FOLKS THAT ARE HELPING US IN PROGRAMS THAT ARE OUT IN THE COMMUNITY, THE EASIER IT'S, THE, THE EASIER IT IS AND THE BETTER IT IS FOR THE STUDENTS AS THEY TRANSITION BACK TO THE SCHOOL SITE. 
          'CAUSE THERE WAS THAT CONTINUITY. 
          SO BEYOND THE FOUR PILOT, UM, GROUPS THAT WE HAVE RIGHT NOW, THERE ISN'T WORD OF AN EXPANSION, BUT IT'S CERTAINLY SOMETHING THAT WE'RE WORKING TO KIND OF BUILD THAT PARTNERSHIP AND HOPEFULLY EXPAND THAT PROGRAM BASED UPON THE SUCCESS AND THE DATA THAT WE CAN SHARE AND PROVIDE. 
          IS THERE A WAY WE CAN DO THE SAME? HOW COULD WE ADVOCATE FOR THE COUNTY AND YOU WORK WITH THE COUNTY TO DO THE SAME? UH, YEAH, I WAS GONNA SAY FOR THE COUNTY, I KNOW THROUGH THE SCHOOL SAFETY TRANSFORMATION PROJECT, WE ARE WORKING WITH FIVE COMMUNITY BASED ORGANIZATIONS THAT DO PROVIDE SAFE PASSAGES AND THEY DO A LOT OF LIKE EMOTIONAL, UM, LIKE SEL, SORRY, SOCIAL EMOTIONAL LEARNING AND A LOT OF JUST DIFFERENT EXPERIENCES FOR THE YOUTH TO BE ABLE TO TAKE UM, LIKE RESTORATIVE PRACTICE APPROACH TO ADDRESS SOME OF THESE ISSUES. 
          SO THERE ARE SOME, UM, CBOS THAT ARE DOING THAT. 
          IT'S JUST WITHIN SPECIFIC SCHOOLS. 
          UM, AND NOT ALL OF THEM ARE L-A-U-S-D SCHOOLS, SO THAT'S PART OF IT AS WELL. 
          UM, I KNOW, UM, THE DEPARTMENT OF YOUTH DEVELOPMENT, SO DYD IS ALSO, THEY'VE LAUNCHED A PROGRAM CALLED ROOTED AND I KNOW THEY'RE ALSO TAKING A SIMILAR APPROACH AND DOING 
          [00:40:01]
UM, UH, PARTNERSHIPS WITH CBOS TO BE ABLE TO DO SIMILAR TO WORK WORK AND THEY HAVE LIKE DEDICATED STAFF FROM CBOS THAT ARE ON SCHOOL SITES TO HELP WITH A LOT OF THESE, UM, LIKE ADDRESSING ANY LIKE CONFLICTS OR ANY ISSUES AND WHAT HAVE YOU AND HAPPY TO CONNECT AFTER IF YOU WANT . 
          YES, I WOULD LOVE FOR THAT. 
          I MEAN, SOME OF MY, MY DISTRICT IS NOT IN THE CITY OF LA SO THEY CANNOT ACCESS GRID, UM, BUT THEY MIGHT BE ABLE TO ACCESS SOMETHING THROUGH THE COUNTY. 
          AND THEN JUST ONE LAST QUESTION REGARDING, YOU KNOW, IN THE TIME OF BUDGET CUTS WE'VE HAD TO CUT SOME, UM, FUNDS FOR CAMPUS AIDS AND SUPERVISION AIDS AND THOSE ARE OBVIOUSLY VERY MUCH NEEDED AS PART OF, YOU KNOW, HAVING TRUSTED ADULTS ON CAMPUS. 
          ARE THERE ANY OF THESE POSITIONS DO YOU KNOW, THAT ARE UM, THAT ARE BASELINE FOR ALL SCHOOLS, UM, THAT ARE CENTRALLY FUNDED AND BASELINE FOR ALL SCHOOLS? I THINK THE ALL SCHOOLS PIECE IS THE, IS THE PART THAT I HESITATE TO RESPOND TO. 
          I KNOW THAT A LOT OF THEM ARE NORM BASED POSITIONS AS WE LOOK AT THEM BASED UPON ENROLLMENT, YOU KNOW, UH, HIGH SCHOOLS AND MIDDLE SCHOOLS AND ELEMENTARY SCHOOLS ALL HAVE DIFFERENT ALLOCATIONS OF THESE SUPPORTS BASED UPON NEED. 
          UM, I THINK THE SPIRIT OF THAT IN TERMS OF CAMPUS AGE, SUPERVISION, AIDS, ET CETERA, THOSE, THOSE ALLOCATIONS ARE, ARE, HAVE BEEN, HAVE BEEN REDUCED OVER TIME, BUT HAVE REMAINED SOMEWHAT STA STAGNANT. 
          UM, BUT SOME OF OUR SCHOOLS HAVE DROPPED IN ENROLLMENT AND THAT'S WHERE THEY'VE SEEN THE LOSS OF SOME OF THESE POSITIONS. 
          SO, BUT IN, IN TERMS OF GOING BACK TO YOUR QUESTION, I THINK THAT, THAT THEY CONTINUE TO BE NORM BASED POSITION BASED UPON ENROLLMENT. 
          AND SO THAT'S WHY PUSHING THAT ENROLLMENT AND TRYING TO RECRUIT STUDENTS HELPS TO PROVIDE RESOURCES TO THOSE, TO THOSE STUDENTS IN THE SCHOOL. 
          AND THAT'S CAMPUS AIDS, NOT SUPERVISION AIDS THAT ARE BASED ON ENROLLMENT, DO YOU KNOW, OR IS IT ONE? I WOULD HAVE TO LOOK AT THE DORM CHARTS. 
          OKAY. 
          I I, I HAVEN'T READ READ THOSE IN A WHILE SINCE I LOOK BACK IN THE PRINCIPAL WORLD, SO. 
          ALRIGHT, THANK YOU. 
          I HAVE MORE QUESTIONS, BUT I'LL HAVE OTHER FOLKS. 
          THANK YOU. 
          SO WHY DON'T YOU TELL US ABOUT THIS REFLECTION TOOL CARD, HOW THEY DISTRIBUTE AND TRAIN TO BE USED? I'M GONNA, I'M GONNA DEFER TO LAURA WITH THAT ONE. 
          SO EVERY SCHOOL RECEIVED THEM FOR THE STAFF AT THEIR SCHOOL. 
          UM, THERE'S TRAINING PROVIDED ON THE RESTORATIVE QUESTIONS. 
          SO HOW WE WOULD USE THE QUESTIONS IF THERE WAS AN INCIDENT. 
          SO IN, INSTEAD OF SAYING WHAT DID YOU DO, WHY DID YOU DO THAT? IT REALLY HELPS TO THINK THROUGH THE PROCESS. 
          SO THERE IS TRAINING AVAILABLE, UM, AROUND IN WHAT WAY CAN WE HAVE RESTORATIVE CONVERSATIONS? AND THEN THE ONE ON THE FRONT, THE, THE ROUND OR THE RAINBOW DEPENDING ON WHICH COLOR YOU CHOSE YOU GOT IS, UM, THERE'S TRAINING ALSO RESOURCES, TOOLS, PRACTICE SCENARIOS EACH WEEK FOR SCHOOLS AROUND HOW TO USE THIS AS A, UH, AN EARLY CONFLICT, UH, RESOLUTION TOOL. 
          SO NOT FOR HUGE CONFLICT, BUT AN EARLY CONFLICT. 
          LIKE LET'S SAY, YOU KNOW, YOU DIDN'T PASS ME THE BALL DURING BASKETBALL OR YOU TOOK MY CRAYON AND I WANT THAT CRAYON, RIGHT? SO SIMPLE LOWER LEVEL CONFLICT IS REALLY TAKING THROUGH A PROCESS, UM, OF HOW TO RESOLVE THAT CONFLICT THROUGH WORDS INSTEAD OF THROUGH PHYSICAL INTERACTIONS. 
          IS THAT UHHUH? I'M SO GLAD YOU LIFTED THESE UP. 
          I, I WONDER LAURA AND PETER, IF WE HAVE ENOUGH OF THESE TO SHARE WITH FAMILIES OR AT SOME POINT, I KNOW WE SHARED THE QUESTIONS WITH THEM, BUT I LOVE THAT WE AVOID WHY DID YOU DO THAT? 'CAUSE OFTEN KIDS WILL ANSWER THAT WITH AN EXCUSE THEY MAKE UP ON THE SPOT OR THEY'RE NOT SURE WHY THEY DID SOMETHING. 
          UM, BUT IT'S SO INSTINCTUAL AS A PARENT TO SAY LIKE, WHY DID YOU DO THAT? UM, SO I WONDER IF WE MIGHT SHARE THIS WITH THEM. 
          WE DO SHARE THE QUESTIONS. 
          SO WE DO HAVE MODULES WHERE WE CAN DO THAT AND DIFFERENT SCHOOL SITES WILL SELECT, HEY, CAN YOU DO THIS MODULE WITH MY FAMILIES? BUT AS FAR AS THE BADGES, WE AT THIS POINT, WE DON'T HAVE, WE DON'T HAVE THOSE. 
          THAT'S SOMETHING WE COULD LOOK INTO AS FAR AS LIKE FUNDING FOR THAT. 
          UM, MAYBE WE'LL PITCH IT TO THE FOUNDATION TO GET US MAGNETS TO PUT ON OUR KITCHEN REFRIGERATORS. 
          , I IT'S NOT A BAD IDEA, RIGHT? NOT A BAD IDEA BECAUSE IT JUST, IT FRAMES YOUR THINKING DIFFERENTLY WHEN YOU'RE, YOU'RE ASKING QUESTIONS CURRENTLY TRYING TO REMOVE MY WHAT WERE YOU THINKING? QUESTION FROM MY CHIL FROM MY OWN CHILDREN TRYING TO REMOVE THAT FOR MYSELF. 
          , UH, I JUST WANT TO RECOGNIZE LAURA AND, UH, LAUNCHING THE PBS FAMILY MODULE AND THEN WE TALKED ABOUT IT AND FOR YOU TO HAVE IT AVAILABLE THIS SCHOOL YEAR, I APPRECIATE THAT. 
          I'D LOVE TO HEAR HOW IT'S BEING RECEIVED IN FUTURE MEETINGS AND IF THERE ARE LIKE OTHER MODULES TO ADD UNDER THE PBS TIER. 
          I THINK THERE'S SOME WONDERFUL OPPORTUNITIES THERE. 
          I INDIVIDUALLY WOULD LOVE TO SEE THE MODULE MYSELF AND GET FAMILIAR WITH IT. 
          COMMENT, AND I THINK THERE'S A QUESTION THERE. 
          UH, I REALLY, I LIKE THE, I START DATA SUPER INFORMATIVE AND I THINK SEEING MORE OF IT AS THE MINI MOVES FORWARD ACROSS THE SCHOOL YEAR WILL BE VALUABLE. 
          THE, THE FIVE AREAS YOU SHOWED, I APPRECIATE THE DOWNWARD TREND FROM SCHOOL YEAR TO SCHOOL YEAR. 
          NOW, IF I'M NOT 
          [00:45:01]
MISTAKEN, THERE'S ALSO THE RISK ASSESSMENT REFERRAL DATA IN ISTAR. 
          OKAY. 
          I THINK THAT WOULD BE SUPER HELPFUL FOR US TO SEE AS A COMMITTEE. 
          YOU KNOW, LIKE AS MUCH AS YOU CAN SHARE, I THINK THERE'S A, I THINK WE CAN LEARN ABOUT CONTINUITY OF CARE IN THAT DATA. 
          THERE'S A POSSIBILITY OF LIKE THE FOLLOW THROUGH, UH, UH, THAT'S REALLY IMPORTANT THAT THAT CAN EMERGE IN THERE. 
          AND ALSO IS IMPORTANT IS LIKE PATTERNS THAT ARE EMERGING ACROSS SCHOOLS OR, OR, OR, OR LOCAL DISTRICTS. 
          I, I THINK LIKE EQUIPPING US WITH THAT LEVEL OF DATA CAN HELP INFORM THE DECISIONS WE MAKE AS A COMMITTEE MOVING FORWARD. 
          GREAT. 
          YEAH, I CAN LOOK AT THAT AS WELL. 
          WORK WITH JOEL'S TEAM ON THAT. 
          HE'S MAKING A NOTE OVER HERE. 
          AND ACTUALLY I WAS JUST GONNA MAKE A QUICK COMMENT ON THAT IF I CAN TOO, CARLOS, ON THE ISTAR DATA, I, I THINK OUR ENROLLMENT DECLINE LAST YEAR WAS AROUND 4%. 
          SO THESE DECLINES ARE BEYOND THAT, RIGHT? SO WE'RE NOT JUST SAYING THAT OUR, UM, INCIDENTS ARE REDUCING BECAUSE WE HAVE FEWER STUDENTS, WHICH IS TRUE, BUT THEY'RE REDUCING AT A HIGHER RATE THAN THE NUMBER, THAN THE PERCENTAGE OF ENROLLMENT IS DECLINING. 
          SO I WAS CURIOUS, YOU KNOW, WHAT MIGHT WE, WE ATTRIBUTE SOME OF THIS SUCCESS TO? AND YOU KNOW, SOME OF IT MIGHT BE MORE IN YOUR WHEELHOUSE, LIKE WHY ARE THERE FEWER SUICIDAL IDEATIONS HAPPENING ON CAMPUS OR WHY IS THERE FEWER, UM, YOU KNOW, STUDENTS USING SUBSTANCES ON CAMPUSES? UM, AND, AND THERE MIGHT BE A LOT OF DIFFERENT REASONS, BUT WHETHER NOW IF YOU HAVE A GUT REACTION OR AT A FUTURE MEETING, I THINK WE MIGHT WANNA TALK MORE ABOUT WHAT IS REALLY CONTRIBUTING TO THESE OVERALL DECLINES, UM, AS A SYSTEM AND THEN EVEN FROM SCHOOL SITES, HOW ARE THEY SEEING DECLINES? WHAT'S CAUSING THAT? YEAH, AND AND LIKE YOU SAID, IT'S A LOT OF FACTORS THAT I THINK WHAT WE'RE TRYING TO DO IS TRYING TO MAKE SURE IT'S ABOUT, IT IS AN EDUCATION APPROACH. 
          AND I KNOW BACK WHEN, UM, WHEN I WAS AN A OOI WOULD REALLY MONITOR VERY CLOSELY ADMINISTRATOR OF OPERATIONS, SORRY FOR THAT. 
          UH, THE FORMER, UM, EXECUTIVE DIRECTOR OF REGION OPERATIONS, THAT WAS THAT FORMER POSITION. 
          BUT WHEN I SERVED IN THAT ROLE, THAT WAS WHAT WE WERE REALLY MONITORING IN LOOKING AT THE REFERRAL DATA AND THEN ALSO LOOKING AT THE FOLLOW UP AS YOU READ THROUGH THE I STARS AND ENSURING THAT THOSE SUPPORTS WERE GOING TO THE STUDENTS. 
          UM, BUT IN TERMS OF BEING ABLE TO DRILL DOWN TO THOSE RISK ASSESSMENTS AND KNOWING HOW MUCH WE QUANTIFY THAT DATA FOR US TO REVIEW, THAT'S SOMETHING I'LL NEED TO LOOK AT SO THAT WE CAN, HOPEFULLY IT CAN GIVE US A SNAPSHOT IN TERMS OF THOSE SERVICES AND WHAT REALLY, WHAT REALLY IS GONNA BE THE BEST WAY IN TERMS OF EDUCATION OR SUPPORT TO ADDRESS THOSE CONCERNS. 
          YEAH, THANKS PETER FOR THAT. 
          AND I THINK THE ONLY OTHER THING I'LL ADD IS THAT LAST YEAR ACTUALLY, UM, THEN ADMINISTRATOR OF OPERATIONS CHA, NOW SUPERINTENDENT CHA HAD ASKED US TO REALLY LOOK AT HOW TO DO SOME PREVENTATIVE STEPS TOWARDS LOOKING AT DATA AND THEN TAKING SOME STEPS TO ADDRESS SOME OF THOSE ISSUES. 
          SO I'M, I'M JUST KIND OF A GUT CHECK. 
          I'M WONDERING IF THAT, YOU KNOW, PAID SOME DIVIDEND IN SOME OF THAT WORK AND SO WE'LL CERTAINLY CIRCLE BACK WITH, YOU KNOW, THE TEAMS AND THEN, YOU KNOW, BRING BACK SOME INFORMATION. 
          HI, UM, FOR THE UNIFIED AGAINST HATE CAMPAIGN, I KNOW AT THE END IT'S MENTIONING THAT THERE'S GONNA BE AN EVALUATION. 
          SO I'M WONDERING, I KNOW IT MIGHT BE EARLY STAGES OF PLANNING FOR SURE, BUT JUST WONDERING WHAT THAT LOOKS LIKE AND WHAT, HOW YOU'LL MEASURE SUCCESS GIVEN THE CAMPAIGNS WILL BE OVER SEVERAL MONTHS. 
          AND JUST WONDERING HOW THAT LOOKS. 
          AND I'M GONNA BE TOTALLY HONEST WITH YOU, AFTER MY MONTH AND A HALF IN THIS POSITION, I HAVEN'T REVIEWED THE FINAL, THE FINAL EVALUATION IN TERMS OF, OF THE UNIFIED AGAINST HATE PROGRAM. 
          I THINK ULTIMATELY WHAT WE'RE TRYING TO LOOK AT IS WHAT HAVE BEEN THE MODULES THAT THEY'VE, THAT THE SCHOOLS HAVE FOUND TO BE MOST USEFUL AND THEIR IMPACT WITH STUDENTS AND BEHAVIORS. 
          UM, AND THEN ALSO IN TERMS OF THE WAY IN WHICH THAT IT HAS IMPACTED THE SCHOOL COMMUNITY IN TERMS OF THEIR INTERACTIONS. 
          AND SO HOW WE LOOK AT THAT DATA, WHAT QUESTIONS ARE BEING ASKED. 
          I'LL REVIEW AND I'LL HAVE SOME INFORMATION FOR YOU AT THE NEXT MEETING. 
          AND SO THEN THE SURVEYING, WOULD IT BE MORE TOWARDS LIKE ADMINISTRATORS AND SCHOOL SITES RATHER THAN THE STUDENTS AND FAMILIES OR, I THINK THEY'RE, IS IT KIND OF A COMBINATION OF BOTH? YEAH, TYPICALLY IT'S, IT'S THE TRIPLE TRACK OF THAT. 
          OKAY, COOL. 
          IT'S THE ADMINISTRATORS, THE TEACHERS, AND THEN ALSO STUDENTS HAVE FAMILIES AS WELL. 
          SOUNDS GOOD. 
          THANK YOU. 
          TO FOLLOW UP ON THAT QUESTION OF, OR THAT TANYA ALSO SURFACED AROUND, UM, THE, THE, WHAT IS A CORRELATION BASICALLY BETWEEN THE SUPPORTS THAT SCHOOLS ARE GETTING, LIKE PBIS SCHOOLS THAT ARE DOING PBIS, THAT ARE DOING RJ THAT ARE DOING, UM, THAT HAVE SUPPORTS FROM ASOA, WHATEVER, HOW DOES THAT CONNECT WITH, UM, ANY OF THE DATA THAT YOU'RE SHOWING US HERE? AND I'M, I WOULD LOVE TO SEE SOMETHING LIKE THAT MAYBE, YOU KNOW, EITHER AT THE END OF THE SEMESTER OR AT THE END OF THE SCHOOL YEAR TO SEE WHERE, BECAUSE WE'VE HEARD STORIES FROM INDIVIDUAL SCHOOLS, BUT WE HAVEN'T SEEN, UH, AN ACTUAL, UH, CHART OR OF INFORMATION THAT SHOWS MAYBE SCHOOLS THAT ARE PLATINUM, PBIS RIGHT? YOU KNOW, HOW HAVE THEIR, UH, HOW HAVE THESE METRICS IMPROVED? UH, CAN WE CONNECT IT TO, TO THE KIND OF PBIS WORK THAT THEY'RE DOING IN THE DIFFERENT AREAS WITH STUDENTS, WITH STAFF AND WITH FAMILIES? IS THAT SOMETHING THAT COULD BE PRODUCED FOR US? YEAH, SO WHAT WE'D HAVE TO LOOK BACK AT IS MAYBE LOOKING AT SOME OF THOSE AT, AT TRENDS IN TERMS OF THE SCHOOLS THAT WERE HIGHLIGHTING 
          [00:50:01]
SOME OF THOSE PLATINUM SCHOOLS. 
          SEE IF FROM THAT DATA WE CAN LOOK AT WHAT MIGHT BE BASED UPON THE, THE IMPLEMENTATION AND THE LEVEL OF IMPLEMENTATION AND THE FIDELITY. 
          WHAT'S BEEN THE IMPACT TO THE SCHOOL SITE. 
          NOT ONLY WHAT HAVE THEY SEEN WITHIN, YOU KNOW, RESPONSE TO INCIDENTS, BUT MORE IMPORTANTLY KIND OF WHAT THAT IMPACT HAS BEEN, UH, IN THE INSTRUCTIONAL AND THE ACADEMIC PROGRESS OF THE STUDENTS. 
          SO ABSOLUTELY SOMETHING THAT WE CAN LOOK AT. 
          YEAH, AND MAYBE NOT JUST PLATINUM, BUT ANY OF THE  OF THE OTHER SCHOOLS. 
          'CAUSE WE HEARD GREAT STORIES, BUT TO SEE THE NUMBERS WOULD BE GREAT. 
          THANKS. 
          AND JUST TO ADD TO THAT, WITH THE RECOGNITIONS, BECAUSE UM, WE SEE THE, THE NUMBER OF SCHOOLS, BUT WE DON'T SEE THE BREAKDOWN IN WHICH SCHOOLS LIKE ELEMENTARY MIDDLE HIGH TO BE ABLE TO SEE THAT AS WELL, BECAUSE I KNOW DIFFERENT PRACTICES ARE GONNA BE DIFFERENT FOR DIFFERENT GRADE LEVELS, RIGHT? WE TALK ABOUT THE GRADE LEVEL, WHICH WE PRESENT THESE MODULES. 
          SO IF IT COULD BE BROUGHT BACK TO US SO THAT WE CAN SEE, YOU KNOW, WHAT SCHOOLS DID WELL IN ELEMENTARY, AND THEN OBVIOUSLY WHAT BEST PRACTICES THAT WE CAN TAKE FROM THOSE SCHOOLS SO THAT WE CAN OBVIOUSLY BUILD CAPACITY THROUGHOUT THE DISTRICT. 
          AND I KNOW LAURA HAS THAT DATA TOO, SO WE CAN SHARE THAT WITH YOU GUYS, ESPECIALLY BY THE DIFFERENT BOARD DISTRICTS, SO YOU GUYS CAN SEE BASED UPON REGION AND GET A SENSE OF WHERE SOME OF THE SCHOOLS THAT AS YOU'RE VISITING, YOU CAN HIGHLIGHT, UM, SOME OF THE WORK THAT THEY'VE BEEN DOING AND SEE IT FIRSTHAND. 
          YEP. 
          THAT WOULD BE GREAT. 
          AND THEN BACK TO THE HAY, I APPRECIATE LINA, UM, MENTIONING ABOUT AT THE SCHOOL SITE, HOW DO WE EVALUATE THIS, UM, THE, THE MODULES THAT ARE GOING OUT AND THE PRACTICES, AND AT SECONDARY, WE KNOW IT COULD KICK UP SOME, SOME, SOME, SOME CONCERNS, SOME, SOME HEIGHTENED TENSIONS WITH ON CAMPUSES. 
          ARE WE PREPARED TO DEAL WITH THOSE HEIGHTENED TENSIONS ON CAMPUSES THAT MAY COME ABOUT AS A RISE AS WE START TO TALK ABOUT REAL HEAVY TOPICS SITES AS THIS? WELL, SO BACK TO THE, THE, WITH THE UNIFIED AGAINST HATE MODULES, THEY'RE NOT IN THEM IN AND OF THEMSELVES MANDATORY, WITH THE EXCEPTION OF THE, OF THE ONE THIS MONTH REGARDING THE IMPACT OF WORDS MATTER, RIGHT? MM-HMM . 
          UM, HOWEVER, I THINK WHAT THEY'RE INTENDED TO BE IS A RESPONSE TO AREAS IN WHICH THERE ARE HEIGHTENED ISSUES, WAYS IN WHICH WE HAVE A, A, UH, AN INSTRUCTIONAL COMPONENT THAT ALLOWS US TO WORK WITH STUDENTS AND TO PROVIDE EDUCATION AND TO BE ABLE TO DIFFUSE ISSUES AS OPPOSED TO, YOU KNOW, SOMEPLACE WHERE THERE ISN'T AN ISSUE AND NECESSARILY TRYING TO, TRYING TO, TRYING TO CREATE ONE. 
          WHAT WHAT THEY ARE IS RESOURCES. 
          THAT'S WHERE PRINCIPALS CAN SAY, HEY, WE'RE REALLY HAVING AN ISSUE WITH THIS. 
          WHAT RESOURCES ARE, RESOURCES ARE AVAILABLE FOR ME AS THE PRINCIPAL TO WORK WITH THIS GROUP OF STUDENTS TO BASICALLY EDUCATE THEM AND THEN ALSO TO PROVIDE THEM WITH DIRECTION AND GUIDANCE AND HELP TO RESOLVE SOME CONFLICT OR SOME ISSUES WITH THAT. 
          AND SO THE, THE PRINCIPLES ARE THEY TO TAP INTO THEIR OWN RESOURCES? I KNOW WE TALKED ABOUT HAVING GRID EXPANDED OR ANOTHER, UH, C UH, COMMUNITY BASED OR COME IN. 
          ARE THEY JUST RELYING ON THEIR COUNSELORS IN THE EVENT IT IS A CONCERN AT THAT SCHOOL SITE? OR, OR ARE THEY ABLE TO REACH OUT FOR SUPPORT? OTHER ADDITIONAL SUPPORTS? YEAH, THERE'S REGIONAL SUPPORTS AS WELL, AND I KNOW LAURA'S TEAM AND, AND, UH, THERE'S OTHER FOLKS AT THE REGION LEVEL THAT RJ COORDINATORS AND SOSA, ET CETERA, THAT ARE THERE TO SUPPORT. 
          SO, UM, WHEN ISSUES LIKE THAT TYPICALLY ARISE AND THEY REQUIRE ADDITIONAL SUPPORT, THOSE PRINCIPLES WILL REACH OUT TO THE, TO THE, THE EXECUTIVE DIRECTOR OF REGIONAL OPERATIONS. 
          AND THEY WORK TO COORDINATE THOSE RESOURCES AND ALLOCATE THEM EITHER FROM DIFFERENT SCHOOL SITES, FROM THE REGION THEMSELVES, OR CENTRALLY TO SUPPORT WE'RE HOPING THAT WE CAN PREVENT. 
          AND THAT'S, I THINK, THE WHOLE PURPOSE OF DOING THIS. 
          AND IN VEIN OF PREVENTION, WE TALKED ABOUT THE, THE SAFETY PLANS. 
          AND AS WE ARE DECREASING IN SOME OF THE SCHOOL SITES WITH CAMPUS AIDS, ARE, IS IT A MANDATE, A CHECKBOX? HOW DO WE, UM, IMPLEMENT THAT, THE SAFETY PLANS? 'CAUSE IT'S A RE IT SAID RECOMMENDED. 
          LEMME GET THE EXACT WORDING HERE. 
          UM, OF THE SAFETY PLANS THAT WE'RE DOING, HOW DO WE CHECK THAT THEY'RE ACTUALLY WORKING THE SUPERVISION PIECE? YEAH. 
          IS THAT WHAT WE'RE TALKING ABOUT? THE SUPERVISION PIECE? HOW DO WE GET DATA BACK ON OUR END TO KNOW, OKAY, THIS IS WORKING IN THESE SCHOOLS, THIS IS NOT WORKING. 
          HOW DO WE FOLLOW UP ON THAT? WELL, IN TERMS OF THE SUPERVISION PIECE, THAT DATA WOULD BE AVAILABLE AT ISTAR BECAUSE WHAT YOU WOULD SEE ARE INCIDENTS BECAUSE EITHER, UM, FOLKS, STUDENTS WERE NOT SUPERVISED OR THERE WERE AREAS IN WHICH WHEN THEY DO THE EVALUATION OF THEIR CAMPUS, THEY KIND OF LOOK AT HOTSPOTS, LOOK AT THE WAY IN WHICH WE HAVE STAFFING TO ALLOCATE, UH, TO THESE VARIOUS AREAS WHO'S WHERE AT ANY GIVEN TIME IN ORDER TO MAKE SURE THAT THERE ARE ADULTS, UH, ON SUPERVISION WHO ARE INTERACTING WITH KIDS WHO ARE, YOU KNOW, HAVING BEEN A SCHOOL SITE ADMINISTRATOR FOR 16 YEARS, I CAN TELL YOU THAT IT'S VERY EVIDENT WHEN YOU'RE OUT ON SUPERVISION. 
          YOU SEE A GROUP THAT LOOKS LIKE SOMETHING, YOU KNOW WHERE YOUR STUDENTS ARE, YOU KNOW WHO MAKES SENSE WHERE, AND 
          [00:55:01]
YOU'RE LIKE, OOH, THAT DOESN'T LOOK RIGHT. 
          RIGHT? AND SO I THINK THAT'S WHAT WE'RE REALLY TRYING TO BE IN THE VEIN OF BEING PROACTIVE, OF HAVING SCHOOLS UNDERSTAND THAT SUPERVISION IN AND OF ITSELF ISN'T, ISN'T JUST A RANDOM HEY, BECAUSE YOU'RE OUT THERE, UM, THAT THAT'S PREVENTING, UM, YOU KNOW, ALTERCATIONS OR, OR INJURIES OR ANYTHING ELSE. 
          IT'S REALLY ABOUT MAKING SURE THAT FOCUS FOLKS ARE THERE AND ARE PURPOSEFUL AND ARE INTERACTING WITH STUDENTS AND THEIR KNOWING STUDENTS. 
          AND IT'S REALLY ABOUT EVEN JUST, YOU KNOW, THE GOOD MORNINGS AND THE GOOD AFTERNOONS. 
          UM, WANTING TO MAKE SURE THAT, THAT PRINCIPALS UNDERSTAND THAT THAT'S THE ESSENTIAL PART OF THEIR ROLE IS, IS PROMOTING THAT INTERACTION AND MAKING SURE THAT THEY'RE KIND OF THE FIRST ONES OUT THERE. 
          AND MONITORING THAT, THAT SUPERVISION PLAN SO THAT AS THEY FIND TRENDS ON THEIR CAMPUS, HEY, WE REALLY NEED TO MOVE, ALLOCATE A RESOURCE HERE BECAUSE THIS IS WHERE WE'RE SEEING, WE'RE HAVING SOME CONCERNS. 
          THAT'S WHAT PRINCIPALS ARE USING THAT DATA TO RESPOND TO. 
          AND THEY'RE ALSO WORKING WITH THE, THE SUPERVISION PLANS THEMSELVES, WITH THEIR DIRECTORS, AND THEN ALSO WITH THEIR OPS COORDINATORS TO KIND OF REVIEW THEM AND MAKE SURE THAT THEY HAVE THOSE, UM, KIND OF SOLIDIFIED IN TERMS OF UNDERSTANDING WHERE, WHERE STAFFING IS, IS, UM, BEING PLACED. 
          AND WITH THE STAFFING, AS YOU MENTIONED, ARE THEY PRIVY TO THIS INFORMATION AS FAR AS THE PLAN? ARE THEY BEING MET WITH ON A REGULAR BASIS FOR SUPERVISION PLANS FOR THE, THE SUPERVISION PLAN, THE ACTUAL WORKERS THAT ARE ON THE GROUND? OH, I A HUNDRED PERCENT LIKE THE, IN MY EXPERIENCE AS A PRINCIPAL AND, AND WHEN I WOULD MEET WITH MY SUPERVISION TEAM REGULARLY, THERE WOULD BE MAPS, THEY WOULD KNOW WHERE EVERYONE WAS. 
          THERE WOULD BE COMMUNICATION WITH TEACHERS TO KNOW WHERE FOLKS WERE AND WHERE RESOURCES ARE AT ANY GIVEN BREAK. 
          AND I THINK THAT'S THE EXPECTATION THAT WE HAVE THROUGH THIS PLAN IS THAT, THAT THERE'S THAT CLEAR COMMUNICATION WITH EVERYONE, UH, ON CAMPUS TO KNOW WHERE THE RESOURCES ARE AVAILABLE AND WHO'S OUT THERE TO ASSIST. 
          AND SO THAT'S DONE AT THE BEGINNING OF THE SCHOOL YEAR. 
          EVERY, THE STAFF IS BEING INFORMED OF WHERE TO GO, HOW TO DO IT, AND THEN IT'S FOLLOWED UP. 
          HOW OFTEN, UM, WELL, TYPICALLY, I'LL SAY AS, AS NEEDED, RIGHT? THEY'LL, THEY'LL CREATE THE PLAN, THEY'LL IMPLEMENT THE PLAN, THEY'LL KIND OF BE ABLE TO DETERMINE HOW EFFECTIVE THEIR SUPERVISION PLAN IS, WHERE FOLKS ARE ALLOCATED, AND THEN MAKE SMALL REVISIONS. 
          SOMETIMES YOU'LL HAVE A WEEK THAT'S, YOU KNOW, YOU'LL HAVE AN INCIDENT THAT TAKES PLACE THAT CAUSES YOU TO COME BACK AND REEVALUATE WITH THE TEAM. 
          UM, BUT IT'S, IT'S CALLED OUT FOR AS A REVIEW IN JANUARY TO COME BACK AND, AND DO A KIND OF A, A FORMAL REVISITING OF THE SUPERVISION PLAN SO THAT YOU'RE SETTING YOURSELF UP FOR SUCCESS FOR THE SPRING SEMESTER. 
          BUT THAT'S, BUT IN, FROM AN ADMINISTRATIVE PERSPECTIVE, THAT'S SOMETHING THAT HAPPENS VERY MUCH REGULARLY. 
          AMAZING. 
          THANKS SO MUCH FOR YOUR FIRST PRESENTATION TO THIS COMMITTEE IN THIS CAPACITY. 
          UM, AND WITH THAT, I THINK WE WILL APPRECIATE THE DISTRICT FOR YOUR PRESENTATION AND THE VERY DISCUSSION. 
          UM, MY TEAM IS HELPING TO TAKE SOME NOTES ON FOLLOW UPS, AND IT WILL HELP SHAPE THE AGENDAS FOR FUTURE MEETINGS TOO. 
          SO REALLY APPRECIATE THE COMMITTEE'S ENGAGEMENT. 
          UM, AND WITH THAT, WE WILL TRANSITION 
          [II.2. School Site Presentations ]
TO OUR TWO SCHOOLS. 
          I DID WANNA ASK IF WE COULD BUMP UP THE MIDDLE SCHOOL FIRST. 
          BRETT HART IS JOINING US ON ZOOM, AND THEY HAVE SOME STUDENTS WHO I'M SURE WANNA GET HOME SOON. 
          UM, SO LET'S GO AHEAD AND BRING UP THE POWERPOINT FOR BRETT HART. 
          UM, AND WHILE WE ARE DOING THAT, LET ME JUST SHARE THAT THEY WERE INVITED. 
          YAY. 
          UM, THEY WERE INVITED BECAUSE, UH, MORE THAN TWO THIRDS OF THEIR STUDENTS AGREE OR STRONGLY AGREE THAT THEY FEEL SAFE ON CAMPUS, WHICH IS A FEAT FOR A MIDDLE SCHOOL. 
          UM, THEY GREW 11% IN THIS PAST YEAR, AND THEY ALSO EARNED THE SILVER PBIS AWARD, WHICH YOU HEARD A LITTLE BIT ABOUT. 
          UM, AND THEIR PARENTS ALSO SAID THAT THEIR CHILD IS SAFE ON CAMPUS BY A, A GROWTH OF 12% THIS PAST YEAR. 
          SO WE WANNA GIVE IT UP TO ALL THE GREAT WORK HAPPENING AT FRED HART MIDDLE SCHOOL. 
          AND LET'S TURN IT OVER TO DR. MITCHELL AND YOUR TEAM. 
          THANK YOU FOR BEING HERE TODAY. 
          GOOD AFTERNOON. 
          THANK YOU SO MUCH. 
          MY NAME IS DR. MEGAN MITCHELL, AND I'M THE PROUD PRINCIPAL OF HEART PREP MIDDLE SCHOOL, AND I'M HONORED TO HAVE WITH ME A FEW OF MY TEAM MEMBERS FROM HEART PREP MIDDLE SCHOOL ASSISTANT PRINCIPAL, MARIO KETA, UM, OUR FABULOUS HISTORY TEACHER, MR. ANDREW MILLER, AND OUR TWO, UM, LUXURIOUS, UM, STUDENTS, LOUISE SOTO GONZALEZ AND MALIA MCNEIL. 
          NEXT SLIDE, PLEASE. 
          SO, JUST A LITTLE BIT ABOUT OUR SCHOOL. 
          UH, WHEN KIANA AND I JOINED A SCHOOL SITE ABOUT FOUR YEARS AGO, WE FOUND A SCHOOL THAT WAS UNSAFE, UNSTABLE AND UNDERSTAFFED, AND IT'S JUST BEEN THROUGH DAILY INTERACTIONS WITH OUR SCHOOL COMMUNITY THAT WE SAW INCONSISTENCIES AND NOTHING WAS PREDICTABLE, BUT WE TRIED TO HAVE MEETINGS AND SIT AND TALK ABOUT WHAT WILL BE OUR NEXT STEPS. 
          AND WE LOOKED AT OUR SCHOOL COMMUNITY, WHICH CURRENTLY CONSISTS OF ABOUT 441 STUDENTS, 99 OF THEM BEING ENGLISH LEARNERS, 77 GATE AND 98 IDENTIFIED AS SP. 
          WE HAVE 120 B BSAP STUDENTS, AND 99% OF THEM ARE FREE AND REDUCED LUNCH. 
          [01:00:01]
UM, WE HAVE ZERO SUSPENSIONS RIGHT NOW, AND WE HAVE TWO DISCIPLINE REFERRALS CURRENTLY. 
          UH, WE UNDERSTAND AS A SCHOOL SITE THAT SAFETY IS NOT A PROGRAM, AND WE REALLY LOOK INTO THE DAILY EXPERIENCE OF EACH STUDENT. 
          WE WANT TO MAKE SURE THAT OUR STUDENTS FEEL A SENSE OF BELONGING, AND WE WANNA DO THAT BEFORE WE DO CORRECTION. 
          UM, WE UNDERSTAND THAT STUDENTS NEED PREDICTABLE ADULTS, THEY NEED CLEAR ROUTINES, AND THEY NEED TO ALSO KNOW THAT THEY HAVE A VOICE. 
          AND OUR FAMILIES NEED TO KNOW THAT THEY CAN TRUST US, THEY HAVE ACCESS, AND THEY HAVE CONSTANT COMMUNICATION. 
          AND I WANT MR. KIATA TO SHARE A LITTLE BIT ABOUT HOW WE COMMUNICATE WITH OUR FAMILIES, UM, CONSISTENTLY AND UNIQUELY. 
          MR. KIATA, NEXT SLIDE, PLEASE. 
          OKAY. 
          UH, AS IT WAS MENTIONED EARLIER, IF YOU LOOK OVER HERE TO THE LEFT OF THE SLIDE, THIS IS OUR LAST FEW YEARS, UH, THE TREND THAT WE'VE HAD IN THE LAST FEW YEARS REGARDING OUR STUDENTS FEELING SAFE, UH, FROM 50% TO 57% TO 67%. 
          AND AGAIN, DR. MITCHELL, I AM GONNA CORRECT YOU, I THINK WE'RE KNOCKING ON FIVE YEARS. 
          WE GOT HERE TWO WEEKS APART. 
          MY ANNIVERSARY HERE AT HEART'S GONNA BE OCTOBER 21ST. 
          UM, AND, AND IT'S BEEN, IT'S BEEN A LOT OF GOOD WORK. 
          IT'S BEEN A LOT OF GOOD WORK. 
          AND, AND TO SHARE WITH THAT, I DO WANNA EXPLAIN THAT MANY, UH, WHAT WE DEVELOPED HERE AT HEART IN REGARDS TO REFERRALS AND GATHERING DATA IS WE ASK OUR TEACHERS TO INPUT THREE INTERVENTIONS. 
          NOW, INTERVENTIONS ARE BASICALLY BETWEEN THE TEACHER, THE STUDENTS, AND PARENTS, BECAUSE THE OFFICE DOESN'T GET AN ALERT. 
          AFTER TEACHERS HAVE EXHAUSTED THREE INTERVENTIONS, THAT'S WHEN WE ASK THEM TO INPUT A REFERRAL WITH A REFERRAL, WE ARE, UH, ALERTED VIA EMAIL, AND THAT'S WHEN A SUPPORT TEAM COMES IN AND WE BRING IN A, A, A STUDENT TALK ABOUT THE REFERRAL, AND WE REFER BACK TO THE, THE, THE PREVIOUS INTERVENTIONS, RIGHT? SO THAT, THAT'S, THAT HAS BEEN A GOOD, UH, A GOOD WAY THAT WE'VE GATHERED DATA AT OUR SCHOOL. 
          UM, WE'RE IN THE PROCESS OF STARTING WHAT WE WE'RE CALLING A REFLECTION ROOM WITH, WHICH IS GONNA BE ANOTHER AVENUE TO COLLECTING DATA IN WHICH, UH, IF STUDENTS, SOMETHING'S GOING ON IN THE CLASSROOM, IT'LL BE A QUICK, UM, PLACE WHERE KIDS CAN GO AND REFLECT ON WHAT HAPPENED AND VERY QUICKLY, AND THEN SEND THEM BACK TO CLASS. 
          OKAY? THAT IS THE GOAL OF THAT. 
          UM, IF YOU LOOK ON THE RIGHT OF THE SCREEN, UH, ONE, WE COULDN'T GET THIS WORK DONE WITHOUT THE AMAZING TEAM THAT WE HAVE. 
          AND WHAT WE HAVE HERE IS THE, OUR LUNCH AND NUTRITION SUPERVISION IN WHICH, UH, YOU KNOW, IT'S, IT'S THE TEAM WHERE WE HAVE ABOUT 30 ON ANY GIVEN DAY, 25 TO 30 PEOPLE, YOU KNOW, THAT ARE OUT THERE SUPERVISING OUR STUDENTS, OF COURSE, WEARING OUR GREEN VEST. 
          OKAY? UH, AND LET'S, LET'S SEE. 
          AND, AND ONE THING THAT, THAT WE DO IS ACT EARLY. 
          UH, WE'VE, WE'VE, UH, IMPLEMENTED A CELL PHONE IN WHICH, UH, WE CALL THE HARD HOTLINE THAT WE SHARE ON INSTAGRAM, WE SHARE ON A WEBSITE. 
          WHEN PARENTS COME IN, WE SHARE IT WITH PARENTS, AND IT'S A WAY THAT WE CAN ACT EARLY. 
          JUST, JUST THIS PAST SUNDAY, I HAD A PARENT TEXT, HEY, THIS JUST HAPPENED OVER INSTAGRAM AND YESTERDAY WE HIT THE GROUND RUNNING IN REGARDS TO MAINTAINING A SAFE CLIMATE HERE ON CAMPUS. 
          NEXT SLIDE. 
          UM, SO AS THIS SLIDE POINTS OUT, RELATIONSHIPS COME FIRST. 
          UM, BESIDES BEING THE FOUNDATION FOR BEING ABLE TO COMMUNICATE EXPECTATIONS CLEARLY AND RESPONDING POSITIVELY, RELATIONSHIPS ALSO HELP ESTABLISH A CULTURE OF PREVENTION INSTEAD OF REACTION. 
          I KNOW MR. KIATA WORKS HARD TO HAVE GOOD RELATIONSHIPS WITH THE STUDENTS, AND AS A RESULT, STUDENTS WILL HELP US PREVENT FIGHTS BEFORE THEY HAPPEN. 
          YOU KNOW, I'M OFTEN IN CLASS, UM, OFTEN IN A CLASS A STUDENT WILL REQUEST TO GO TO THE OFFICE TO SPEAK TO MR TO SPEAK TO MR. ADA, YOU KNOW, AND I'LL REMIND THEM OF THE STUDENTS THAT THE PRO PROTOCOLS FOR THE OFFICE TO, UM, SUMMONS THEM, YOU KNOW, AND THAT GETS RID OF SOME OF THE STUDENTS WHO WERE JUST LOOKING FOR AN ESCAPE WILL NOT SAY ANYTHING MORE. 
          BUT THEN EVERY, OFTEN, EVERY, SO EVERY NOW AND THEN A STUDENT WILL KIND OF DRAW ME CLOSER AND WHISPER AND SAY, OH, I NEED TO TALK TO MR. KETO ABOUT A POTENTIAL FIGHT. 
          YOU KNOW? AND STUDENTS NEED TRUST IN US TO CONVEY THAT KIND OF INFORMATION WITHOUT FEAR OF GETTING IT, UH, THEY GETTING OUT THAT THEY WERE A SNITCH. 
          UH, AND, YOU KNOW, SUCH TRUST COMES FROM DAILY RELATIONSHIP BUILDING. 
          UH, WHILE RELATIONSHIPS WITH STUDENTS ARE PARAMOUNT, POSITIVE RELATIONSHIPS WITH OUR COLLEAGUES, ALSO FOR THEIR ABILITY TO WORK PREVENTATIVELY INSTEAD OF REACTIVELY, UH, WHEN WE'RE OUT IN THE HALLWAYS GREETING KIDS BETWEEN CLASS, I KNOW THE SEVENTH GRADE TEAM WILL LET EACH OTHER KNOW ABOUT POTENTIAL ISSUES THAT WERE PERCOLATING IN THEIR CLASSES, SO THAT WE CAN KEEP AN EYE OUT IN OUR OWN CLASSES AND STOP SOMETHING BEFORE IT STARTS. 
          YOU KNOW, I WAS ACTUALLY HERE ABOUT A SEMESTER BEFORE DR. MITCHELL GOT HERE, SO I SAW WHAT THIS SCHOOL WAS LIKE WITHOUT A PRINCIPAL. 
          I WAS THE ONLY SEVENTH GRADE TEACHER THAT WAS CERTIFIED AND FULL-TIME. 
          UM, AND DR. MITCHELL DESERVES A LOT OF CREDIT FOR PUTTING TOGETHER A TEAM THAT APPRECIATES COLLABORATING, NOT JUST ON ACADEMIC MATTERS, BUT ON BEHAVIORAL MATTERS AS WELL. 
          SO, NEXT SLIDE. 
          [01:05:04]
LOUDLY. 
          OKAY. 
          SO, AS YOU HEARD, MY NAME IS LUIS. 
          I'M MY PRINCIPAL MITCHELL. 
          THIS, THAT'S MY NAME, LUIS GONZALEZ. 
          AND I WOULD LIKE TO, UM, UH, TALK ABOUT THE, UM, UH, THE VISIBLE ADULTS IN OUR CAMPUS AS YOU SEE AS, UM, TWO SLIDES AGO MM-HMM . 
          THERE WAS ABOUT AT LEAST 20 OR 28 ADULTS VISIBLE ALL THE WAY FROM PE TO, TO THAT, UM, UH, SIX, THE ENTRANCE, RIGHT? YEAH. 
          ALL AROUND, ALL THE SCHOOL IS FILLED WITH ADULTS, NEVER OUTTA SIGHT. 
          AND, UM, AS WELL, MOST OF THE ADULTS HERE ARE WARM WELCOM AND WELCOMING WITH, WITH WARM ARMS. SO AS WELL AS YOU SEE THE ADULTS, YOU COULD TALK TO ABOUT THAT. 
          SORRY. 
          SORRY. 
          THAT IS MY FIRST TIME. 
          AND, UM, YEAH, THAT'S WHY I SAY, UM, TRANSITIONING TO MALIA. 
          OKAY. 
          MY NAME IS MALIA MCNEIL. 
          I'M SPEAKING ABOUT THE RECOGNITION SUPPORT. 
          I FEEL LIKE CAR PREP FEELS POSITIVE WHEN STUDENTS ARE RECOGNIZED FOR DOING THE RIGHT THING. 
          AND WHEN WE HAVE SOMEONE TO TALK TO, FOR EXAMPLE, FOR RECOGNITION, THE SHOP, THE, UM, SAME CARD, THE SHOUT OUTS AND THE ASSEMBLY. 
          SHOW US HOW ADMINISTRATION CARES ABOUT US AND OUR GOALS. 
          IT ALSO SHOWS US HOW OUR ADMIN SEES OUR BEHAVIOR AND GIVES US POSITIVE RECOGNITION FOR IT. 
          AND WITH SUPPORT LIKE THAT, WE FEEL LIKE WE'RE WE'RE ABLE TO ACCOMPLISH WHAT WE NEED TO SUCCEED IN OUR YEAR, AND BASICALLY MOVE ON TO HAVE  BASICALLY HAVE, HAVE, UM, OUR POWER TO GO ON. 
          YEP. 
          OKAY. 
          NEXT SLIDE. 
          NEXT SLIDE. 
          UM, SO IN THE CLASSROOM, STUDENTS NEED CONSISTENCY. 
          AND AS TEACHERS, WE ALSO NEED REMINDERS TO MAINTAIN CONSISTENCY WITH OUR CLASS EXPECTATIONS AND NORMS. UH, POSTERS ARE GREAT, BUT THEY SHOULDN'T JUST BE DECORATIONS OR ITEMS ON AN OBSERVATION CHECKLIST WHEN OUTSIDE ADMINISTRATORS COME AROUND, UH, I REFER TO MY POSTERS ALMOST DAILY AS A REMINDER TO MYSELF, AS WELL AS TO THE STUDENTS OF WHAT IS EXPECTED IN A SUCCESSFUL CLASSROOM. 
          UH, IF THE POSTERS, WHETHER FOR BEHAVIOR OR ACADEMICS ARE NOT PART OF THE WORK BEING DONE IN THE CLASSROOM ON A REGULAR BASIS, THEN THEY CAN ADD TO THE NOISE THAT CAN TURN THE SPACE INTO, INTO A DISRUPTIVE ONE. 
          UM, YOU KNOW, AS GREAT AS POSTERS ARE KIND OF ESTABLISHING A BASELINE, YOU KNOW, OBVIOUSLY PROBLEMS ARISE. 
          AND SO WHEN RESPONDING IN A RESTORATIVE WAY WITH MIDDLE SCHOOLERS IS CHA CHALLENGING, AND I THINK IT'S PROBABLY EVEN MORE CHALLENGING HERE AT TIMES. 
          UM, BUT BEFORE ANY RESTORATIVE WORK CAN BE DONE, WE FIRST HAVE TO TEACH THE, THE STUDENTS THAT WE ARE NOT OUT TO PUNISH THEM, BUT TO HELP IMPROVE THEM. 
          YOU KNOW, THE NATURAL RESPONSE OF ADOLESCENTS IS TO FIGHT BACK OR POINT FINGERS. 
          SO I SPEND A LOT OF TIME JUST MODELING CONSTRUCTIVE CONVERSATION. 
          UH, ONCE STUDENTS CAN ENGAGE IN A DIALOGUE, THEN THAT'S WHEN WE CAN BEGIN WORK ON CHANGING, UH, CHANGING THE BEHAVIOR IN INSTEAD OF AVOIDING BLAME FOR THE BEHAVIOR. 
          GO AHEAD, MR. KEANA. 
          MUTE. 
          OH, THERE WE GO. 
          UH, I WANNA BRIEFLY, UH, UH, REFER TO THE SLIDE THAT I, THAT I SHOWED WITH OUR SUPERVISION DURING LUNCH. 
          NUTRITION, OF COURSE, WE, YOU KNOW, IT'S ALL ABOUT THE COMMON AREAS, UH, PASSING PERIODS. 
          WE DO HAVE A SUPERVISION PLAN FOR AFTER SCHOOL, BEFORE SCHOOL AND PASSING PERIODS, RIGHT? WHERE OUR TEACHERS DO A GREAT JOB ABOUT STANDING AT, AT THE, IN THE HALLWAYS, YOU KNOW, AND THAT'S A GOOD WAY TO SEE IF, IF THERE'S ANYTHING SIMMERING. 
          AGAIN, I, I DO BELIEVE THAT OUR STUDENTS, AND WE WORK REALLY HARD TO, TO ESTABLISH THESE TRUSTING RELATIONSHIPS WITH OUR STUDENTS. 
          YOU KNOW, I DE I DEMAND MY MY KIDS, HEY, I NEED TO KNOW, I NEED TO, I NEED YOU TO GET TO AT LEAST FIVE TRUSTED ADULTS ON CAMPUS, AND I NEED YOU TO TELL ME, BOOM, BOOM, BOOM. 
          AND THAT'S WHAT I'M, WE'RE WORKING ON WITH OUR SIXTH GRADERS. 
          YOU KNOW, OUR, OUR KIDS HERE ON THE PANEL. 
          THEY'VE BEEN WITH ME SINCE SIXTH GRADE, AND I DO BELIEVE THAT THEY DO HAVE, HAVE TRUSTED ADULTS HERE ON CAMPUS THAT THEY CAN REFER TO. 
          UM, BESIDES THAT, UH, LET'S SEE, UH, POSITIVE LANGUAGE AGAIN. 
          UM, I'M OUT THERE DURING NUTRITION SUPERVISION. 
          UH, WE'RE ALL OUT THERE. 
          AND, AND, UM, IN THE LAST COUPLE OF YEARS, I'VE ADOPTED A BULLHORN WHERE IT'S POSITIVE TALK, WHERE THE OTHER DAY I HAD A STUDENT SAY, AREN'T YOU, I LIKE GOD, AREN'T YOU TIRED OF BEING OUT HERE WITH THE BULLHORN? I GO, NO, I'M, I AM YOUR CHEERLEADER. 
          I ENJOY BEING OUT HERE. 
          YOU KNOW WHAT, WHAT THEY HEAR FROM ME IS WALK AND TALK. 
          RIGHT? LET'S GO HAVE A GREAT PERIOD. 
          IT'S PERIOD A, LET'S GO. 
          SO, SO I THINK THE, THE KIDS RESPOND TO THAT. 
          WELL, UH, CELEBRATION. 
          A COUPLE OF YEARS AGO, AS WE DEVELOPED SYSTEMS IN PLACE, WE STARTED WITH OUR CUSTOMARY BEGINNING OF THE SEMESTER, BEHAVIOR EXPECTATION ASSEMBLY, AND THEN WE KIND OF THREW IN THE HONOR ASSEMBLY. 
          AND THEN THIS LAST YEAR 
          [01:10:01]
WE STARTED DOING MORE OF A-P-B-I-S RECOGNITION ASSEMBLY, WHERE WE KIND OF PACKAGED EVERYTHING IN THE MORE CELEBRATORY SPIRIT, WHERE WE SPEAK ABOUT, UH, YOU KNOW, POSITIVE BEHAVIOR. 
          WE TALK ABOUT OUR, OUR OUR MO, FOR EXAMPLE. 
          UM, AND PLEASE FOLLOW US ON THE GRAM HEART PREP SAINTS, WE'RE ABOUT TO DROP THE REEL OF OUR, OUR FIRST, UH, UH, CELEBRATION OF THE, THE ACCOMPLISHMENTS HERE ON CAMPUS. 
          I THINK IT HAS BEEN A GREAT, GREAT EXPERIMENT. 
          AND I, AND I EXPECT THAT WE'RE GONNA HAVE MORE, UM, MORE, UH, SUCCESS WITH, WITH THE CELEBRATIONS THAT ARE NOW CONSISTENTLY EVERY FOUR, EVERY EVERY FIVE WEEKS. 
          SO WE'RE GONNA HAVE FOUR ASSEMBLIES PER SEMESTER. 
          NEXT SLIDE. 
          SO, WHAT CAN OTHER SCHOOLS BORROW? OF COURSE, WE DON'T HAVE A MAGIC PILL, OR WE DON'T HAVE, UH, YOU KNOW, THE RECIPE. 
          BUT WHAT WE REALLY DO IS TAKE TIME TO LOOK AT WHAT BEHAVIORS WE WANT, AND WE FOCUS ON THOSE. 
          WE START WITH DATA. 
          NO MATTER HOW SMALL THE DATA MAY BE, IT CAN BE THE INTERACTIONS AT LUNCH OR NUTRITION, OR JUST THE ENERGY WE'RE FEELING. 
          WE ARE REALLY BIG ON ENERGY. 
          IF THE VIBE FILLS OFF, WE KNOW WHAT OUR BASELINE IS, AND WE TRY TO MAINTAIN THAT AT ALL TIMES. 
          UH, WE MAKE THE EXPECTATIONS VISIBLE, AND WE OVER COMMUNICATE THAT, WHETHER IT BE ON OUR WEBSITE OR INSTAGRAM. 
          UM, OUR REMINDERS DURING THE PASSING PERIODS, OUR MORNING ANNOUNCEMENTS REALLY LEANING INTO, UM, THE PBIS, UM, MINDFUL MONDAY, WELLNESS WEDNESDAY. 
          WE HAVE THOSE ANNOUNCEMENTS EVERY MORNING THROUGHOUT THE SCHOOL, AND WE USE THAT SAME LANGUAGE WHEN WE COMMUNICATE WITH OUR SCHOOLS. 
          WE CELEBRATE THE BEHAVIOR WE WANT, WE REALLY FOCUS ON THAT, MAKING SURE THAT THAT'S VISIBLE AND ENCOURAGING ALL STUDENTS TO STRIVE FOR THAT BY MARKETING THAT, MAKING SURE THAT PARENTS AND TEACHERS KNOW WHAT THE EXPECTATIONS ARE AND REWARDING STUDENTS. 
          AND THEN LASTLY, WE RESPOND RESTORATIVELY. 
          UM, WE TRY TO MAKE SURE THAT STUDENTS KNOW THEY HAVE A VOICE, WE WANT TO HEAR THEIR PERSPECTIVE. 
          AND AS AN ADULT, I'VE APOLOGIZED TO STUDENTS, I'VE ADMITTED WHEN I'M WRONG, I'VE JUMPED TO CONCLUSIONS. 
          AND I THINK THAT THEY VALUE THAT BOTH PARENTS AND STUDENTS, AND I HOPE THAT MY TEACHERS AND STAFF DO THE SAME. 
          UM, KIARA AND I LEAD BY EXAMPLE. 
          I WEAR THE VEST EVERY DAY. 
          SOMETIMES I HAVE IT ON ALL DAY LONG. 
          I DON'T EVEN TAKE IT OFF. 
          UM, AND I'M OUT THERE DOING SUPERVISION EVERY SINGLE DAY, UM, ENGAGING WITH STUDENTS AND BUILDING THOSE RELATIONSHIPS AND RAPPORT. 
          AND SO THAT'S WHAT'S REALLY IMPORTANT. 
          AND WE KNOW THAT WHEN STUDENTS SEE ADULTS THAT ARE ALL ON THE SAME PAGE, USING THE SAME LANGUAGE AND HAPPY AND JOYFUL ABOUT WHAT THEY DO, THAT THEY'LL STRIVE AND BE SUCCESSFUL. 
          NEXT SLIDE. 
          SO, WE ARE STILL LEARNING. 
          WE'RE NO, BY FAR NOT PERFECT , BUT WE'VE COME A VERY LONG WAY. 
          WE'RE NOT WHAT WE USED TO BE, AND WE STILL HAVE GOALS AND ASPIRATIONS AS TO THE SCHOOL THAT WE HOPE TO BE. 
          UM, BUT WE KNOW THAT SAFETY IS STRONGEST WHEN STUDENT, WHEN ADULTS ARE VISIBLE. 
          BUT WHEN THEY'RE VISIBLE, THEY HAVE TO BE ENGAGED, WARM, AND CONSISTENT. 
          AND STUDENT PERCEPTION DATA MUST BE PAIRED WITH THEIR VOICE. 
          IT SHOULD NOT BE ONE SIDED OR JUST A NUMBER AND RECOGNITION AND RESTORATIVE RESPONSE WORK THAT TOGETHER. 
          AND SO WE WANNA RECOGNIZE STUDENTS, BUT WE ALSO WANNA RESTORE THE, THE RELATIONSHIPS THAT HAVE BEEN HARMED AND HAVE THOSE CONVERSATIONS. 
          AND WE KNOW THAT IT'S CONTINUOUS WORK, THAT EACH YEAR IT CHANGES. 
          UM, WE HAVE A NEW GROUP OF STUDENTS, SO IT'S NOT A CAMPAIGN OR A CHECKLIST, IT'S REALLY LOOKING AT THE STUDENTS WE SERVE IN THE COMMUNITY WE SERVE. 
          AND MOST IMPORTANTLY, WE LEAVE WITH HEART. 
          THANK YOU SO MUCH FOR HAVING US TODAY, AND WE'RE JUST HONORED TO BE HERE ON THIS PANEL. 
          THANK YOU, HEART. 
          I LOVE THAT. 
          UM, AND APPRECIATE THE CLEAR BRANDING. 
          LET ME BE BETTER ABOUT HEART PREP, UH, AS OPPOSED TO NAMES OF THE PAST. 
          SO THANK YOU SO MUCH FOR SHARING. 
          UM, WE'RE GONNA TURN TO OUR ELEMENTARY SCHOOL SO WE CAN HAVE BOTH THE ELEMENTARY AND MIDDLE SCHOOL PERSPECTIVE, AND THEN WE'LL ASK QUESTIONS OF BOTH OF OUR SCHOOLS, IF THAT'S OKAY. 
          SO WE'LL INVITE UP. 
          THANK YOU SO, SO MUCH. 
          UM, 99TH STREET ELEMENTARY SCHOOL. 
          UM, COME ON UP, PRINCIPAL BORDEN. 
          AND LET ME JUST SAY YOU TWO WERE SELECTED TO PRESENT BASED ON YOUR DATA. 
          ANOTHER, UH, PBIS AWARD THIS TIME, PLATINUM. 
          CONGRATULATIONS. 
          96% OF YOUR STUDENTS AGREEING OR STRONGLY AGREEING, THEY FEEL SAFE ON CAMPUS, UM, AND OVER, UH, A 14% GROWTH FROM LAST YEAR OR FROM THE PRIOR YEARS. 
          SO, BIG CELEBRATIONS, THANK YOU SO MUCH FOR JOINING US. 
          WE'D LOVE TO LEARN FROM YOU ALL. 
          THANK YOU. 
          GOOD AFTERNOON. 
          MY NAME IS MARISA BORDEN. 
          I'M WITH LATOYA BROWN, OUR AP AND MARTHA SEISE, OUR TSP COORDINATOR. 
          AND SO TODAY WE WANT TO JUST SHARE SOME STRATEGIES AND SYSTEMS WE HAVE IN PLACE THAT WE FEEL WE'VE BEEN PRETTY SUCCESSFUL WITH. 
          NEXT SLIDE. 
          OKAY. 
          UM, SO FOR US, WE TIE IN OUR MISSION AND OUR VISION WITH THE WORK WE'RE DOING WITH EVERYTHING THAT WE DO. 
          AND SO IN REGARDS TO STUDENT SAFETY AND POSITIVE BEHAVIOR SUPPORTS, WE WORK TO ENSURE THAT OUR STUDENTS HAVE A SAFE LEARNING ENVIRONMENT 
          [01:15:01]
AND THAT WE SUPPORT OUR STUDENTS' SOCIAL, EMOTIONAL, UM, AND ACADEMIC NEEDS ALONG WITH, AND WE DO THAT BY PROVIDING THEM WITH A MULTI-TIERED, UM, SYSTEM OF SUPPORT, INSTRUCTIONAL SUPPORT, AND, UM, ACADEMIC SUPPORT AND, UM, SOCIAL EMOTIONAL SUPPORT AND WHAT HAVE YOU. 
          NEXT SLIDE. 
          UM, WE ALSO TIE IT INTO OUR, UM, TEACHING AND LEARNING FRAMEWORK. 
          SO IF YOU LOOK AT ELEMENT TWO, A THREE, UM, WITH OUR TEACHERS, WE WORK TO ENSURE THAT THE ACADEMIC CLIMATE IN THE CLASSROOMS AND AT THE SCHOOL, THAT IT'S POSITIVE. 
          AND SO THE ELEMENT IS THE ACADEMIC CLIMATE OF THE SCHOOL AND THE CLASSROOM ARE SAFE AND SUPPORTIVE LEARNING ENVIRONMENTS WHERE TAKING RISKS AND LEARNING IS ENCOURAGED. 
          NEXT SLIDE. 
          SO THERE ARE FOUR THINGS THAT WE WANT TO TALK ABOUT TODAY. 
          UM, AND THE FOUR THINGS HAVE HELPED US WITH, UM, OUR GROWTH IN OUR DATA, AND ENSURING THAT WE HAVE A POSITIVE AND WELCOMING SCHOOL ENVIRONMENT. 
          SO THE FIRST ONE IS SOARING EXPECTATIONS, BECAUSE WE ARE THE EAGLES AND WE SOAR. 
          UM, EVERYONE OWNS THE, OUR CULTURE, THE SCHOOL EXPERIENCE SURVEY, AND BUILDING BELONGING AND SELF-EFFICACY. 
          AND IT IS OUR GOAL TO CREATE A SAFE, WELCOMING AND POSITIVE SCHOOL ENVIRONMENT WHERE EVERY EAGLE FEELS A SENSE OF BELONGING, PURPOSE, AND SELF-EFFICACY. 
          NEXT SLIDE. 
          UM, SO WHEN LOOKING AT OUR EXPECTATIONS FOR OUR EAGLE COMMUNITY, WE DO HAVE HIGH EXPECTATIONS. 
          AND OUR EXPECTATIONS AND THE SUPPORT THAT WE PROVIDE FOR OUR STUDENTS GO, THEY GO HAND IN HAND. 
          UM, WE HOLD OUR TEACHERS TO HIGH STANDARDS ALONG WITH OUR STUDENTS, AND WE WANNA MAKE SURE THAT WE ARE DOING, UM, EVERYTHING WE NEED TO, TO HAVE OUR STUDENTS BE SUCCESSFUL. 
          WE ALSO BELIEVE THAT POSITIVE BEHAVIOR MUST BE TAUGHT. 
          IT HAS TO BE MODELED, PRACTICE AND REINFORCED. 
          AND WE START THAT FROM THE VERY FIRST DAY OF SCHOOL WHERE TEACHERS TAKE TIME TO, UM, MAKE SURE THAT OUR STUDENTS KNOW WHAT THE EXPECTATIONS ARE AND, UM, SO THEY CAN BE SUCCESSFUL MOVING FORWARD. 
          UM, WE DO BELIEVE THAT STUDENTS CAN SOAR WHEN THEY KNOW WHAT'S EXPECTED. 
          SO, UM, I KNOW THE OTHER SCHOOL TALKED ABOUT THEIR POSTERS THAT THEY HAVE UP. 
          WE HAVE THE SAME THINGS UP AT OUR SCHOOL CAMPUS, AND WE CONSISTENTLY, THROUGHOUT THE YEAR, WE HAVE BEHAVIOR ASSEMBLIES AND DIFFERENT THINGS TO ENSURE THAT OUR STUDENTS KNOW WHAT THE EXPECTATIONS ARE AND THAT THEY'RE ABLE TO MEET THOSE EXPECTATIONS. 
          THE, NOT ONLY ARE THE TEACHERS ENFORCING THAT, THE YARD SUPERVISORS, BUT THE ADMINISTRATORS AND ALL, AND THE ENTIRE SCHOOL COMMUNITY, UM, WE DO BELIEVE AS WELL THAT RELATIONSHIPS AND BELONGING ARE ESSENTIAL TO STUDENT SUCCESS. 
          SO, UM, WE HAVE TO KNOW OUR STUDENTS IN ORDER TO MEET THEIR NEEDS. 
          AND SO WE WORK TO ESTABLISH POSITIVE AND STRONG RELATIONSHIPS WITH THEM. 
          AND WE ALSO WORK SO THAT THEY FEEL A SENSE OF BELONGING, THEY FEEL WELCOMED, AND THEY KNOW THAT THEY'RE LOVED. 
          AT 99TH STREET, WE, UM, BELIEVE AS WELL AN EXPECTATION IS THAT EVERY ADULT IS RESPONSIBLE FOR THE POSITIVE SCHOOL ENVIRONMENT IS JUST NOT THE WORK OF THE TEACHERS IN THE CLASSROOMS OR THE ADMINISTRATORS, BUT IT'S THE ENTIRE SCHOOL COMMUNITY. 
          SO WITH THAT BEING SAID, I'M GONNA TURN IT OVER TO MS. LES. 
          NEXT SLIDE, PLEASE. 
          GOOD AFTERNOON. 
          MARTA ES TSP AT 99TH. 
          UM, SO JUST LIKE MS. BORDEN JUST ENDED, IT IS EVERYONE'S OWNING THE CULTURE. 
          AND SO WITH THAT, I WOULD LIKE TO TOUCH UPON SEVEN POINTS. 
          SO, BEING VISIBLE, PRESENT, AND PROACTIVE AT OUR SCHOOL IS VERY IMPORTANT. 
          SO KNOWING WHERE OUR STUDENTS ARE, UM, EVEN IF THEY ARE NOT MY STUDENTS, KNOWING RIGHT FROM WRONG, HELPING THEM OUT, AND BEING POSITIVE IN OUR WORDS THAT WE'RE USING, SUPPORTS OUR SCHOOL COMMUNITY IN BEING, UM, IN OUR STUDENTS, UNDERSTANDING OUR EXPECTATIONS IN REGARDS TO BEHAVIOR AND ACADEMICALLY AS WELL, BEING CONSISTENT AND, UM, USING, UH, CONSISTENT LANGUAGE. 
          SO WE HAVE OUR SAYING EVERY MORNING WE SAY, BE SAFE, BE RESPONSIBLE, BE RESPECTFUL, AND BE KIND. 
          AND SO THAT'S THE FIRST THING STUDENTS HEAR IN THE MORNING BEFORE THEY'RE LEAVING TO CLASS, BEFORE THE TEACHERS ARE PICKING THEM UP. 
          TEACHERS AS WELL AS STAFF, OUR SCHOOL SUPERVISION, UM, WE GO BY THIS LANGUAGE THAT GETS REPEATED THROUGHOUT THE DAY. 
          AND SO STUDENTS UNDERSTAND WHAT IS THE EXPECTATION OF BEING SAFE, BEING RESPONSIBLE, BEING RESPECTFUL, AND BEING KIND. 
          WE ADDED THE MAKE GOOD CHOICES JUST SO STUDENTS UNDERSTAND THAT THEY HAVE ULTIMATELY THAT CHOICE TO MAKE THOSE GOOD CHOICES IN SCHOOL. 
          IN ADDITION, WE ALSO BUILD STRONG RELATIONSHIPS WITH STUDENTS. 
          AND SO WITH THAT, WE HAVE, UM, STUDENTS UNDERSTAND THAT THERE'S MULTIPLE ADULTS AT SCHOOL THAT CAN SUPPORT THEM. 
          SO THEY CAN GO EITHER TO OUR, 
          [01:20:01]
I'VE SEEN THEM TALK TO OUR, UH, OFFICE SECRETARY, JUST SEEING HOW THEIR SCHOOL DAY IS GOING. 
          UM, THEY COME TO ME, THEY TALK TO MS. BROWN, MS. UM, BORDEN, MS. GWEN, WHICH IS OUR BSAP, PSA COUNSELOR, AND SHE HAS A ENVELOPE ON HER DOOR. 
          SO IF SHE'S NOT IN HER OFFICE, STUDENTS ARE CONSTANTLY LEAVING NOTES FOR HER. 
          AND SHE'S VERY GOOD AT ADDRESSING THOSE NOTES AND, UH, CATCHING UP WITH THE STUDENTS AS WELL. 
          CLASSROOM BEHAVIOR PLANS. 
          SO AT THE BEGINNING OF THE YEAR, YEAR, IT'S EXPECTED FOR TEACHERS TO SUBMIT A BEHAVIOR PLAN. 
          AND SO WITH THAT, WE ARE SUPPORTING OUR TEACHERS IN KNOWING HOW IS IT THAT THEY'RE GOING TO ADDRESS BEHAVIOR IN THE CLASS, STARTING FROM DAY ONE. 
          THEY IMPLEMENT THAT. 
          AND NOT ONLY THAT, BUT THEY ALSO BUILD THEIR, UH, SOCIAL CONTRACT ALONG WITH THE STUDENTS. 
          SO WHEN THEY'RE BUILDING THAT TOGETHER, STUDENTS HAVE A BETTER BUY-IN. 
          AND KNOWING I AM COMMITTING TO SOMETHING IN THE CLASSROOM, OR THOSE RULES DID, WERE NOT GIVEN TO ME, BUT AS OPPOSED, I SUPPORT IT AND DEVELOPING. 
          SO THEN I HAVE TO FOLLOW THIS. 
          I'M SIGNING THIS TO COMMIT TO BEING, UM, POSITIVE IN THE CLASSROOM, OR HAVING POSITIVE RELATIONSHIPS FOR ME TO LEARN, AND FOR THE REST OF THE STUDENTS TO LEARN, CHECKING IN AND CHECKING OUT. 
          SO SOME STUDENTS NEED THAT ADDITIONAL CHECK-IN OR CHECKOUT. 
          SO AS THE STUDENTS ARE ARRIVING, THEY'RE BEING GREETED AT THE DOOR. 
          UM, THAT'S A VERY, UH, LOW LEVEL OF CHECK-IN FROM THE TEACHER TO BE ABLE TO SEE WHERE ARE WE IN THE MORNING. 
          WE DO DEPARTMENTALIZE IN SOME CLASSROOMS. AND SO EVEN TRANSITIONING TO THAT SECOND BLOCK, THE TEACHER CAN ALSO DO A QUICK CHECK-IN. 
          SOME STUDENTS MIGHT NEED A CHECK-IN AND A CHECKOUT. 
          JUST A QUICK REFLECTION AS TO HOW IS YOUR DAY GOING? OR THAT SIDE NOTE OF WHERE ARE WE, HOW CAN I SUPPORT YOU FOR YOUR DAY TO BE BETTER TEACHER LED PD, CLASSROOM MANAGEMENT. 
          SO THIS ONE IS ONE OF MY FAVORITES, JUST BECAUSE, UM, OFTENTIMES WE'RE THE ONES, UH, PROVIDING PD TO OUR STAFF. 
          WHEN IT COMES FROM TEACHERS, IT'S JUST A WHOLE DIFFERENT LEVEL. 
          SO A LOT OF TEACHERS HAVE A LOT OF EXPERTISE THAT THEY CAN SHARE WITH THEIR WHOLE SCHOOL. 
          AND SO WE DO ALLOW, UM, TEACHERS TO PROVIDE THEIR EXPERTISE AS TO WHAT WORKS IN THEIR CLASSROOM IN REGARDS TO CLASSROOM MANAGEMENT. 
          AND SO WHEN WE DID IT LAST YEAR, UM, TEACHERS JUST NEEDED THOSE RESOURCES FROM OTHER TEACHERS. 
          AND IT, IT WAS A VERY SUCCESSFUL PD, I WOULD SAY. 
          UM, AND I, I SEE IT NOW IMPLEMENTED FROM DIFFERENT CLASSROOMS, AND I SEE THE POSITIVE OUTCOME FROM IT. 
          AND THEN LASTLY, BUT NOT LEAST, OUR COMMUNI OUR FAMILIES AND PARTNERS. 
          AND SO IT'S IMPORTANT TO COMMUNICATE WITH OUR FAMILIES. 
          NOT ONLY DO WE HAVE OUR CLASS DOJO, OUR SCHOOL WEBSITE, BUT TEACHERS, TEACHERS HAVE ALREADY, IT'S NOT THAT WE'RE TELLING THEM YOU HAVE TO, IT'S ON THEM. 
          LET ME SEND THIS POSTCARD AT THE BEGINNING OF THE SCHOOL YEAR TO MY STUDENTS, JUST SO THEY KNOW THAT, YOU KNOW, I'M THEIR TEACHER. 
          COMMUNICATING WITH THEM, NOT JUST NEGATIVELY, BUT ALWAYS THOSE POSITIVE TE UH, FAMILIES ARE AWARE OF OUR CELEBRATIONS AT SCHOOLS. 
          UM, WHEN WE'RE REACHING MILESTONES FOR ATTENDANCE, ANY INCENTIVE, PARENTS ARE ALWAYS COMMUNICATED ALONG WITH OUR, UM, STUDENTS AS WELL. 
          AND SO THEREFORE, WHEN FAMILIES ARE AWARE OF WHAT'S HAPPENING AT OUR SCHOOL AND THEY'RE PARTNERING WITH US, IT DOESN'T END THAT POSITIVE, UH, EXPECTATION OR THOSE POSITIVE BEHAVIORS DON'T END AT SCHOOL, BUT THEY CONTINUE AS WELL AT HOME. 
          THANK YOU. 
          NOW, MS. BROWN. 
          GOOD AFTERNOON, EVERYONE. 
          I'M LATOYA BROWN, THE ASSISTANT PRINCIPAL. 
          AND, UM, AS WE SPOKE ABOUT EARLIER, DATA WAS MENTIONED. 
          SO WE LOOK AT A LOT OF DATA AT OUR SCHOOL TO MAKE SURE THAT WE BEST SUPPORT OUR STUDENTS. 
          SO ONE THAT WE USE IN PARTICULAR IS OUR SCHOOL EXPERIENCE SURVEY. 
          AS WE ALL KNOW, IT'S FOR OUR FOURTH AND SIXTH GRADERS. 
          AND ONE OF THE THINGS THAT WE DO IS TO MAKE SURE THAT THE VOCABULARY THAT'S WITHIN THE SCHOOL EXPERIENCE SURVEY IS INCLUDED IN OUR DAILY OPERATIONS WITH OUR STUDENTS. 
          BECAUSE SOMETIMES THE VOCABULARY AND UNDERSTANDING THE CONTENT OF THE SCHOOL EXPERIENCE SURVEY, STUDENTS MIGHT NOT UNDERSTAND. 
          THIS WAY. 
          WE CAN GIVE THEM THAT SUPPORT THAT THEY NEED IN ORDER TO, FOR THEM TO UNDERSTAND AND MAKE SURE THAT THEY, UM, KNOW WHAT WE ARE ASKING WHEN WE TAKE OUR EXPERIENCE SURVEY. 
          AND THAT HAS OFTEN LED TO HOW OUR, UM, DATA HAS INCREASED BECAUSE THEY UNDERSTAND WHAT THE QUESTIONS ARE ASKING NOW. 
          THEY KNOW THAT THEY FEEL SAFE, THEY FEEL LOVED HERE AT SCHOOL. 
          UM, ONE OF THE OTHER THINGS THAT WE DO IS WE ALSO LOOK AT OUR EMERGENT BILINGUALS, OUR EMERGENT BILINGUAL STUDENTS. 
          SO WE PROVIDED ADDITIONAL SUPPORT THERE BECAUSE WE DID HAVE QUITE A FEW NEWCOMERS. 
          AND SO WE HELPED WITH TRANSLATION, WE HELPED WITH THEM UNDERSTANDING WITH THE DOCUMENTS AND EVERYTHING THAT WAS SAID. 
          AND ONE OF THE MOST IMPORTANT THING IS THAT WE, UM, WITH OUR CTA GOALS OR OUR GOALS THAT WE SET FOR OUR SCHOOL YEAR, WE INCLUDED SELF-EFFICACY BECAUSE LAST YEAR WE NOTICED THAT SELF-EFFICACY WAS ONE OF THE AREAS THAT WE WERE, UM, LOW IN. 
          SO WE SAID, WHAT CAN WE DO TO SEE HOW WE CAN BEST SUPPORT OUR STUDENTS IN THAT AREA? SO ONE THING WE DID AS AN INSTRUCTIONAL LEADERSHIP TEAM IS WE CAME TOGETHER. 
          WE THOUGHT ABOUT A BEGINNING, MIDDLE, 
          [01:25:01]
AND END OF A SCHOOL YEAR. 
          UM, JUST A BRIEF ASSESSMENT THAT WE CAN LOOK AT TO MEASURE HOW OUR STUDENTS HAVE GROWN OVER THE YEAR LAST YEAR. 
          AND WE JUST ASKED A FEW SMALL, SMALL QUESTIONS. 
          SO, UM, STUDENTS CAN START REFLECTING ON, UM, THEIR BELIEF SYSTEM AND IN THEMSELVES. 
          AND WE SEE JUST HOW THEY HAVE PROGRESSED OVER THE SCHOOL YEAR. 
          SO WE DID, ONE THING IS WITH OUR, UM, COUNSELORS, THEY ALSO SUPPORTED IN THAT AREA AS WELL. 
          UM, THEY WANTED TO MAKE SURE THAT OUR STUDENTS, UM, HAD THE BEST EXPERIENCE THAT THEY WANTED TO HAVE HERE AT OUR SCHOOL. 
          SO, GO AHEAD, NEXT SLIDE. 
          AND WITH THAT, WE WANTED TO BUILD THAT SENSE OF BELONGING AND SELF-EFFICACY. 
          WE WANT OUR SCHOOL TO KNOW THAT EVERYONE HERE THEY ARE ABLE TO SUCCEED. 
          SO THESE ARE SOME OF THE QUESTIONS THAT WE LOOKED AT FROM THE SCHOOL EXPERIENCE SURVEY, AND WE ALSO INCLUDED THOSE WITHIN OUR DATA THAT WE WORKED WITH LAST YEAR. 
          SO, CAN I DO WELL ON MY TEST, EVEN IF THINGS ARE DIFFICULT? UM, CAN I MASTER THE HARDEST TOPICS IN CLASS? AND, UM, CAN WE MEET ALL THE LEARNING GOALS THAT MY TEACHER HAS SET FOR ME? AND WE TOOK THOSE AND WE THOUGHT ABOUT HOW CAN WE BEST SUPPORT OUR STUDENTS BY DOING GOAL SETTING. 
          SO EVERY YEAR ALSO, WE DO, UM, BEGINNING, MIDDLE, AND END OF THE, WELL BE BEGINNING AND THE MIDDLE WITH GOAL SETTING. 
          SO OUR STUDENTS CAN REFLECT ON THEIR I-READY DATA, THEIR, UM, OTHER INTERIM ASSESSMENTS THAT WE DO THROUGHOUT THE SCHOOL YEAR. 
          UM,  DATA, WHATEVER IT IS THAT WE HAVE THAT WE'RE IMPLEMENTING IN OUR SCHOOL. 
          SO KIDS CAN HAVE THAT OPPORTUNITY TO SELF-REFLECT, UM, SO THEY CAN HAVE AN OPPORTUNITY TO GROW. 
          UM, WE ALWAYS CELEBRATE AND PROG OUR GROWTHS AND PROGRESS BECAUSE WE HAVE THOSE MONTHLY ASSEMBLIES. 
          WE, UM, CELEBRATE OUR STUDENTS AS WELL TO SEE HOW AMAZING THEY ARE SO THE KIDS CAN KNOW THAT, YOU KNOW, I MIGHT NOT BE HERE, BUT I'M CONTINUING TO GROW. 
          SO WE ALWAYS GIVE THEM THEIR ENCOURAGEMENT, UM, CONSTANTLY. 
          WE ALSO HAVE OUR LARGER ASSEMBLIES TOO FOR OUR STUDENTS. 
          SO, UM, THROUGHOUT THE YEAR FOR THOSE WHO MADE THEIR MET, THEIR GROWTH GOALS THAT THEY HAVE, WE CELEBRATE THEM TOO AS WELL THROUGHOUT THE, UM, MIDDLE, BEGINNING AND MIDDLE OF THE YEAR TOO AS WELL. 
          UM, IT'S BEST THAT WE KNOW OUR STUDENTS. 
          SO WE DO THINGS THROUGH OUR SS PTS, SO WE REALLY HONE IN ON STUDENTS WHO, YOU KNOW, MIGHT HAVE CHALLENGES WITH ATTENDANCE. 
          SO WE'LL PUT THEM THROUGH SSPT TO SEE HOW WE CAN BEST SUPPORT THEM AND THEIR FAMILIES. 
          UH, WE LOOK AT, UM, VARIOUS TYPES OF CASE MANAGEMENT, WHETHER IT'S ACADEMICS, SOCIAL, EMOTIONAL, UH, BEHAVIOR SUPPORT, BECAUSE WE WANNA BE THERE FOR OUR STUDENTS. 
          WE KNOW IT'S NOT JUST ACADEMICS, IT'S EVERYTHING. 
          IT'S FAMILY, IT'S SOCIALLY EMOTIONAL. 
          SO WE WANNA MAKE SURE THAT WE, UM, SUPPORT OUR STUDENTS THE BEST WAY POSSIBLE. 
          AND WE INCLUDE EVERYONE AS WE STATED BEFORE, EVERYONE IS INVOLVED. 
          SO IT'S NOT JUST US THREE, WE ALSO HAVE OUR COUNSELORS. 
          WE HAVE OUR SUPERVISION STAFF. 
          UM, I KNOW ONE OF OUR MODULES THAT WE HAVE IS ABOUT THE TRUSTED ADULT. 
          AND QUITE OFTEN SOME OF OUR STUDENTS TALK ABOUT THEIR TRUSTED ADULTS ARE THE SUPERVISION STAFF, BECAUSE THE SUPERVISION STAFF, ALONG WITH EVERYONE ELSE, IS A PART OF BUILDING THAT SENSE OF BELONGING. 
          THEY DO HAVE THE, UM, UM, SUPPORT FOR OUR STUDENTS THERE. 
          UM, WE ALSO HAVE TONS OF CULTURAL CELEBRATIONS THROUGHOUT THE YEARS SO WE CAN, UM, REALLY CELEBRATE OUR STUDENTS THAT ARE REPRESENTED ON CAMPUS. 
          AND ONE THING THAT WE DO MAKE SURE THAT WE FOCUS ON WAS WITH OUR BLACK AND EMERGENT BILINGUAL STUDENTS. 
          WE MAKE SURE THAT THEY'RE DEFINITELY CALLED OUT IN OUR DATA SO THAT WE CAN DEFINITELY ADDRESS WHATEVER NEEDS THAT THEY MAY BE SO THAT THEY CAN BE SUCCESSFUL. 
          SO, AS STATED EARLIER, OUR, UM, BEING SAFE, RESPECTFUL, RESPONSIBLE, AND KIND, THOSE ARE OUR, YOU KNOW, GROUNDING RULES. 
          AND AT THE END OF THE DAY, WE ALWAYS REMIND OUR STUDENTS THAT THEY ARE LOVED HERE AT 99TH. 
          SO THANK YOU VERY MUCH. 
          THANK YOU. 
          OH, DON'T GO AWAY, . 
          THANKS TO BOTH SCHOOLS. 
          UM, SO I DO WANNA INVITE MY COLLEAGUES TO ASK QUESTIONS OF EITHER SCHOOL OR BOTH. 
          'CAUSE SOMETIMES WE'LL HAVE A QUESTION THAT BOTH CAN RESPOND TO. 
          DON'T FEEL LIKE YOU HAVE TO RESPOND TO EVERY QUESTION UNLESS IT'S BEEN, UM, ADDRESSED TO YOU DIRECTLY. 
          UM, BUT I'LL OPEN IT UP FOR MY COLLEAGUES HERE AT THE DEUS. 
          WHO WOULD WE LIKE TO START WITH AND WHERE WOULD WE LIKE TO JUMP IN? MS. GRAY GOES ALWAYS READY TO GO. 
          . 
          YES. 
          WELL, THANK YOU SO MUCH. 
          AND IT, OH, JUST HEARING YOU ALL, HEARING BOTH SCHOOLS ALWAYS MAKES ME SO HAPPY AND JUST GIVES ME SO MUCH HOPE AND, AND REMINDS ME THAT THERE'S REALLY GOOD STUFF HAPPENING THROUGHOUT OUR DISTRICT. 
          SO THANK YOU SO MUCH, AND THANK YOU FOR ENDING THE DAY, LETTING THE KIDS KNOW THAT YOU LOVE THEM. 
          THAT IS SO IMPORTANT. 
          UM, I DO KNOW THAT THERE'S CHALLENGES THAT COMES IN CHANGING CULTURE, UM, AT A SCHOOL SITE, RIGHT? ESPECIALLY IF FROM BRETT HART, WE HEARD THAT WHEN THE NEW LEADERSHIP CAME IN, THINGS WERE NOT WHERE THEY ARE RIGHT NOW. 
          SO MY QUESTION IS, UH, TO EITHER OF YOU, WHAT WERE SOME OF THE CHALLENGES THAT YOU FACED IN, UM, TRYING TO, 
          [01:30:01]
OR THE MOST COMPLICATED OR HARDEST PARTS ABOUT BUILDING A DIFFERENT, UM, OR A MORE WELCOMING SCHOOL CULTURE THROUGHOUT WITH YOUR WHOLE STAFF? SO I WOULD SAY THAT, UM, I'VE BEEN AT 99TH FOR QUITE A WHILE. 
          SO HAS MS. ELISE. 
          AND SO, UM, OVER THE YEARS WE'VE HAD, I WOULD SAY, GREAT LEADERSHIP WHO'S, WHO HAS DONE A LOT OF AMAZING THINGS TO SUPPORT THE STUDENTS. 
          AND WHEN I BECAME PRINCIPAL, IT WAS JUST A MATTER OF CONTINUING THE WORK THAT WAS DONE AND ENHANCING IT AND, UM, TAKING IT TO ANOTHER LEVEL. 
          I'VE BEEN VERY BLESSED BECAUSE I HAVE AN AMAZING TEAM THAT HAS THE SAME VISION THAT I HAVE IN TERMS OF, UM, GIVING THE STUDENTS THE BEST SCHOOL EXPERIENCE POSSIBLE. 
          AND SO, UM, I WOULD JUST SAY THAT, UM, THERE'S BEEN SOME TRANSITION THROUGHOUT THE TIME I'VE BEEN THERE. 
          AND SO, UM, JUST WORKING WITH NEW STAFF MEMBERS TO ENSURE THAT THEY HAVE THE SAME VISION AS I DO. 
          AND, UM, MY TEAM BECAUSE, UM, YOU KNOW, NOT EVERYONE BELIEVES THAT STUDENTS CAN BE SUCCESSFUL. 
          NOT EVERYONE CARES HOW STUDENTS FEEL AND THINK AND, YOU KNOW, AND WHAT HAVE YOU. 
          AND SO JUST MAKING SURE THAT THE RIGHT STAFF MEMBERS ARE TEACHING AND MAKING SURE THE RIGHT STAFF MEMBERS ARE SUPPORTING STUDENTS ON THE PLAYGROUND AND IN ALL OF THE AREAS THAT, YOU KNOW, WE HAVE AT SCHOOL. 
          SO THAT'S BEEN A CHALLENGE, JUST MAKING SURE THAT WE HAVE EVERYONE ON BOARD, I WOULD SAY. 
          I WONDER IF BRETT HART HAS, UM, ANY RESPONSE TO THAT AND HOW WERE YOU ABLE TO DO IT? I DON'T KNOW IF THERE'S STILL, I THINK OUR HARDEST CHALLENGE WAS REALLY REVERSING THE NARRATIVE. 
          OUR SCHOOL IS A LEGACY SCHOOL, AND WE'VE BEEN HERE SINCE 1929. 
          AND A LOT OF THE COMMUNITY MEMBERS AND FAMILY MEMBERS HAVE THEIR OWN, UM, PERSPECTIVE OR MEMORIES OF RED HEART. 
          SO LETTING THEM KNOW OR CONVINCING THEM THAT WE'RE NEW, WE'RE DOING THINGS DIFFERENTLY AND THAT WE'RE A SAFE SPACE, UM, WAS THE MOST CHALLENGING. 
          WE DID THAT THROUGH A LOT OF INTENTIONAL REBRANDING, UM, COMMUNICATING WITH FAMILIES, LISTENING TO FAMILIES, UM, TRYING TO CONNECT WITH THEM IN DIFFERENT WAYS OUTSIDE OF YOUR TRADITIONAL PARENT CONFERENCES AND OPEN HOUSES AND JUST WINNING THE TRUST OF THE COMMUNITY BACK. 
          AND SO I THINK THAT WAS OUR, UM, LARGEST HILL THAT WE'VE HAD TO OVERCOME. 
          AND WE'RE STILL CONTINUING THAT. 
          THANK YOU SO MUCH. 
          AND THEN I, I HEARD FROM BOTH GROUPS SPEAK ABOUT A TEAM THAT THEY HAD, AND I'M, UM, BECAUSE IT'S NOT DONE BY ONE PERSON, SO I'M JUST WONDERING EITHER SCHOOL, WHO IS A PART OF YOUR TEAM AND HOW DO YOU, HOW DO YOU ALL WORK TOGETHER? UM, 99TH STREET SPOKE TO HAVING GOALS, UM, AND WONDERING IF BRETT HART DOES THE SAME THING. 
          DO YOU ALL SET GOALS? DO YOU, UH, SHARE THESE GOALS WITH ANY OTHER ENTITY, UH, ON CAMPUS? AND THEN, UM, JUST, UH, IN TERMS OF THE, USING THE INFORMATION THAT YOU RECEIVED FROM THE SCHOOL EXPERIENCE SURVEY, HOW DID YOU USE THAT INFORMATION? WHO REVIEWED IT? AND HOW DID YOU USE IT TO SET GOALS, IF IT WAS AT ALL? WELL, WE MEET MONTHLY. 
          UM, WE'RE GONNA START OUR MEETINGS, OUR PBIS TEAMS IN, IN WHICH WE, WE GO AHEAD AND, AND RUN THE, THE REFERRAL REPORT. 
          THE, THE, IT ALSO INCLUDES THE INTERVENTION REPORT. 
          AND THEN WE FIGURE OUT WAYS OF, YOU KNOW, WHICH STUDENTS NEED THAT EXTRA SUPPORT, UH, REGARDING THE TEAM. 
          YOU KNOW, WE WORK CLOSELY WITH MY CLIMATE, AN AMAZING CLIMATE ADVOCATE RIGHT NOW. 
          UM, OUR RJ TEACH A RESTORATIVE JUSTICE TEACHER. 
          WE ARE IN A CONTINUOUS THREAD ALL DAY FROM THE MINUTE WE'RE HERE TILL SOMETIMES INTO THE EVENING IN ORDER TO STAY A AHEAD OF THE GAME WITH, UH, YOU KNOW, SOME OF THE, THE INS AND OUTS HERE AT SCHOOL. 
          DR. MITCHELL, ANYTHING ELSE YOU WANNA ADD TO THAT? AND ALSO COLLABORATING WITH MY TEACHERS. 
          MR. MILLER HAS BEEN AN AMAZING THOUGHT PARTNER. 
          HE'S BROUGHT SOME IDEAS AND CONCEPTS TO THE TABLE. 
          UM, WE MAY NOT BE ABLE TO PULL THEM OFF IMMEDIATELY, BUT HE KEEPS THAT TOPIC, UM, AS SOMETHING THAT WE SHOULD STRIVE FOR. 
          AND HE BRINGS THE TEACHER PERSPECTIVE, WHAT'S IMPACTING INSTRUCTION, WHAT'S IMPACTING BUILD, BE INSTRUCTION, AND HOW WE AS ADMINISTRATORS AND THE SCHOOL TEAM CAN BETTER SUPPORT HIM. 
          SO I THINK THE TEAM IS VAST. 
          IT'S NOT JUST ADMIN. 
          UH, IT RANGES FROM ADMIN ALL THE WAY TO CLASSIFIED WORKING WITH OUR PLANT, PLANT, UM, MAINTENANCE AND GROUNDS. 
          IF SOMETHING'S HAPPENING IN THE RESTROOM, IF THEY'RE FINDING SOMETHING, TAGGING, UM, NEW VANDALISM. 
          WE ARE, WE ARE WORKING WITH EVERYONE. 
          SO IT'S A WHOLE SCHOOL COMMUNITY, UM, EFFORT. 
          YES. 
          OH, ALSO HERE AT 99TH WE HAVE, UM, OUR INSTRUCTIONAL LEADERSHIP TEAM THAT MEETS AND REVIEWS DATA AS WELL. 
          AND THEN WE ALSO HAVE OUR RESTORATIVE CADRE TEAM. 
          UM, AND BOTH TEAMS ARE MADE UP OF TEACHERS. 
          UM, AND I KNOW SPECIFICALLY OUR RESTORATIVE CADRE TEAM, WE HAVE A PARENT ON THERE AS WELL AS CLASSIFIED STAFF. 
          SO, UM, WE ARE ABLE TO LOOK AT DIFFERENT TYPES OF DATA IN ORDER TO 
          [01:35:01]
BEST SUPPORT OUR STUDENTS. 
          SO WHETHER IT'S, UM, REFERRAL, WHETHER IT'S, UM, WE LOOK AT THE TIERED FIDELITY INDEX, WE GO OVER THAT AND SEE WHERE WE CAN PLAN AND IMPLEMENT NEW STRATEGIES. 
          UH, WE'RE REFLECTIVE. 
          WE OFTEN LOOKED AT LIKE, WHERE DO WE SCORE LOW END AND WHAT CAN WE DO TO BEST IMPROVE IN THAT AREA? SO, UM, IT'S CONSTANT REFLECTION AND I KNOW FOR OUR BOTH TEAMS, WE MEET MONTHLY. 
          WOW. 
          THAT'S BEAUTIFUL. 
          THANK YOU SO MUCH. 
          I'LL GIVE SPACE FOR OTHERS TO ASK. 
          I THINK YOU, YOU BOTH ANSWERED WHAT MY QUESTION WAS GONNA BE. 
          I WAS WONDERING IF YOU HAD MONTHLY P-B-A-P-B-I-S MEETINGS TAKING PLACE, UH, AND REALLY LIKE, WHAT IS THE LEVEL OF PARENT PARTICIPATION? I KNOW YOU MENTIONED THERE WAS A PARENT ON, ON THE CADRE TEAM AND THERE WAS SOMETHING ELSE THERE. 
          UH, SO WHAT, WHAT LESSONS CAN YOU SHARE TO INCREASE PARENT INVOLVEMENT IN THAT TEAM? AND FOR BRE HART, DO YOU HAVE PARENTS IN THE, THE MONTHLY PBS TEAM MEETINGS? AND IF, IF NOT, WHAT, WHAT, WHAT ARE YOUR GOALS FOR PARENT PARTICIPATION IN THAT SPACE? CURRENTLY, WE DON'T HAVE, WE DON'T HAVE A PARENT, UH, COMPONENT. 
          WHAT, WHAT, WHAT WE ARE. 
          AND, AND, AND IT'S SOMETHING WE'VE BEEN THINKING ABOUT THAT WE, YOU KNOW, WE DO NEED THAT PARENT VOICE AT THAT MONTHLY MEETING. 
          UH, THIS YEAR WE'VE GAINED GREAT, GREAT, GREAT MOMENTUM IN, IN, UH, THE, WHAT, WHAT, WHAT WAS FORMERLY KNOWN AS COFFEE WITH THE PRINCIPAL. 
          NOW WE'RE KIND OF FLIPPING THAT NARRATIVE TO COOKIES WITH THE PRINCIPAL. 
          WE JUST HAVE PIZZA WITH THE PRINCIPAL AND WE'RE TARGETING DIFFERENT TIMES. 
          SO WE REALLY HAVE A, A GOOD FERTILE GROUND TO RECRUIT SOME PARENTS. 
          AND, AND THAT WILL BE AN IDEAL THOUGH. 
          WE DO HAVE STUDENT COMPONENT IN, IN TERMS OF AN EIGHTH GRADER. 
          WE ALWAYS HAVE AN EIGHTH GRADER IN OUR, IN OUR MEETING TO KIND OF GET THEIR PERSPECTIVE. 
          BUT THE, THE PARENT PERSPECTIVE OF, YOU KNOW, THAT THAT'S, THAT'S A PIECE, THE MISSING PIECE THAT WE'RE GONNA, WE'RE LOOKING FORWARD TO FILL THIS YEAR. 
          SO RIGHT NOW WE HAVE JUST ONE PARENT ON OUR, UM, RESTORATIVE JUSTICE, OUR RCC COMMITTEE. 
          UM, BUT WHEN WE DO HAVE COFFEE WITH THE PRINCIPAL, I BRING DATA AND THERE'S A PART OF THE MEETING WHERE PARENTS CAN, UM, ADDRESS ANY CONCERNS THEY MIGHT HAVE. 
          AND SO WE USE THAT INFORMATION WHEN WE HAVE OUR RESTORATIVE, UM, CADRE MEETINGS. 
          SO WE ARE ALWAYS LOOKING TO INCLUDE MORE PARENT VOICE MM-HMM . 
          IN, UM, THE THINGS THAT WE DO. 
          UM, BUT SO, SO FOR NOW THOUGH, WE JUST HAVE ONE PARENT THAT'S ON OUR TEAM. 
          MM-HMM . 
          OFFICIALLY A JOKE UP HERE FROM JOEL ABOUT, UM, RED HEART. 
          MAYBE YOU WANNA DO CARROTS WITH THE PRINCIPAL, BROCCOLI WITH THE PRINCIPAL , UM, OR MAYBE WITH THE STUDENTS. 
          RIGHT. 
          UM, NO, REALLY APPRECIATE THE QUESTION ABOUT PARENTS. 
          OTHER QUESTIONS FOR MY COLLEAGUES. 
          GO AHEAD, CHARLOTTE. 
          WELL, I, I DEFINITELY APPRECIATE ALL THAT YOU'VE SHARED. 
          THANK YOU SO MUCH FOR THE WORK THAT YOU'RE DOING AT HEART PREP. 
          WE GONNA MAKE, WE GONNA BRAND IT, WE GONNA OWN IT, WE GONNA KEEP IT. 
          UM, AND I DO JUST WANNA APPRECIATE JUST THE LEADERSHIP. 
          'CAUSE I THINK, AS YOU GUYS SHARE, ONE THING YOU BOTH SHARED IS THAT YOU'VE BEEN THERE FOR A WHILE, UM, AND I KNOW YOU'VE BEEN THERE FOR A WHILE NOW. 
          UM, PRINCIPAL MITCHELL. 
          AND I THINK IT'S, IT'S IMPORTANT TO ADD TO THAT AS YOU SEE THIS WORK, IT DOESN'T HAPPEN OVERNIGHT. 
          UM, BUT WANTING TO KNOW ONBOARDING WHEN THERE IS, YOU KNOW, SOME FOLKS THAT ARE LIKE, MM, I DON'T WANNA DO THAT. 
          WHAT DO YOU DO? HOW DO YOU, HOW DO YOU, BECAUSE THIS IS TRANSITIONING CULTURE AND HOW DO YOU KEEP IT SUSTAINABLE TO KEEP MOVING? AND THOSE ARE LIKE, I DON'T WANNA DO THAT. 
          WHAT DO YOU DO? MM-HMM . 
          SO I KNOW FOR ME MM-HMM . 
          UM, THE, THE MISSION AND THE VISION IS ALWAYS AT THE FOREFRONT. 
          THE WHY FOR WHY WE DO THINGS. 
          AND SO, UM, YOU KNOW, WE START EVERY MEETING WITH OUR TEACHERS TALKING ABOUT THAT. 
          I SHARE THAT WITH OUR PARENTS DURING COFFEE WITH THE PRINCIPAL. 
          AND SO WHEN WE HAVE OUR IOT MEETINGS, WE ALSO TALK ABOUT OUR MISSION AND VISION. 
          AND SO IT'S BEEN, UM, BENEFICIAL TO HAVE OUR TEACHER LEADERS BE A PART OF THE WORK AND THE VISION BECAUSE THEY'RE, THEY'RE ABLE TO INFLUENCE THEIR COLLEAGUES IN TERMS OF GETTING THEM ON BOARD AND GETTING THEM TO DO THE WORK. 
          AND THERE HAVE BEEN, HONESTLY, TIMES WHEN THERE ARE, THERE HAVE BEEN PEOPLE WHO DON'T WANT TO BE A PART OF, YOU KNOW, WHAT WE'RE DOING. 
          AND SO THEY DON'T STAY, THEY LEAVE. 
          UM, BUT FOR THE ONES THAT HAVE REMAINED, THEY GET ON BOARD BECAUSE THAT'S WHAT THE ENTIRE SCHOOL IS DOING. 
          AND IT'S FROM THE TEACHERS TO THE SUPERVISION AIDS. 
          YOU KNOW, IF YOU GO COME TO 99, MOST OF THE TIME YOU'LL SEE THE SUPERVISION AIDS ARE PLAYING MUSIC. 
          THEY'RE DOING FUN IN VARIOUS GAMES WITH THE KIDS ON THE YARD. 
          AND, YOU KNOW, THEY WANNA MAKE IT AN ENJOYABLE ENVIRONMENT FOR THE STUDENTS AS WELL, BECAUSE THEN IT'S ENJOYABLE FOR THEM. 
          IF THE KIDS ARE HAPPY, WE'RE HAPPY. 
          SO IT'S, UM, YOU KNOW, IT'S A WHOLE SCHOOL WIDE THING WHERE, UM, OUR TEACHER LEADERS, OUR ADMIN TEAM, OUR OUT OF CLASSROOM TEAM, WE'RE ALL SPEAKING THE SAME THING. 
          AND SO YOU HAVE NO CHOICE BUT 
          [01:40:01]
TO BE A PART OF THE TEAM. 
          JUMP ON BOARD. 
          YEAH. 
          MM-HMM . 
          AND HEART PREP, I AGREE WITH THE SAME, UH, WE REALLY LEAD WITH THE SAME LANGUAGE AND WE MODEL THOSE BEHAVIORS. 
          AND I ALSO USE THE EMPATH EMPATHY EXAMPLE. 
          WOULD YOU WANT YOUR CHILD TO BE HERE? IS THIS A SPACE WHERE YOU WILL FEEL COMFORTABLE FOR YOUR CHILD TO BE HERE FOR SIX HOURS? AND A LOT OF OF OUR STAFF LOOK INTROSPECTIVELY AND THEY TREAT EACH CHILD, EACH STUDENT AS IF THEY WERE THEIR CHILD. 
          UM, WE'VE HAD SOME INSTANCES WHERE WE'VE HAD STAFF MEMBERS WHO HAVE NOT, UM, ADOPTED OUR, OUR WAY OF, YOU KNOW, INTERACTING WITH OUR STUDENTS AND THEY FEEL UNCOMFORTABLE AND THEY LEAVE. 
          AND THAT'S BEEN VERY FEW. 
          UM, FOR THE MOST PART, WHEN HIRING NEW STAFF, WE'RE VERY TRANSPARENT ABOUT HOW WE ENGAGE WITH OUR STUDENTS, WHAT THE EXPECTATIONS ARE, AND WE'RE LOOKING FOR LIKE-MINDED FOLK. 
          AND WE'VE BEEN ABLE, I'VE BEEN, YOU KNOW, BLESSED ENOUGH TO HAVE THAT TYPE OF TEAM SURROUNDED. 
          AND SO WE ARE ALL HAVING THE SAME VISION, THE SAME GOAL, AND WE COMMUNICATE THAT OFTEN. 
          AND THEN REFLECTING, I, I HAVE AN OPEN DOOR POLICY FOR PARENTS, STUDENTS, AND STAFF. 
          UM, I TAKE CONSTRUCTIVE CRITICISM. 
          WELL, I DO NOT WANT A YES PERSON AROUND ME. 
          AND SO I WANT TO HEAR WHAT'S NOT WORKING. 
          UM, IF IT'S SOMETHING THAT I CAN'T SEE OR THAT I DON'T KNOW ABOUT, I WANT TO KNOW ABOUT IT. 
          AND THEN WE WANNA DO BETTER. 
          AND THAT'S THE ONLY WAY THAT WE'RE GONNA BE A BETTER SCHOOL. 
          AND SO HAVING THOSE OPEN LINES OF COMMUNICATION, WHETHER IT BE A TEXT, AN EMAIL, OR A BRIEF CONVERSATION IN PASSING, I THINK THAT'S WHAT LEADS TO WORK. 
          AND SO, UM, WHEN WE HAVE ONE PERSON AND MAYBE ONE, UM, FROM ONE TIME TO TIME THAT'S NOT ADAPTING OR ADAPTING, THEY USUALLY GET ON BOARD. 
          FANTASTIC. 
          UM, COULD I JUST ADD ONE GO? YES. 
          JUST, YOU KNOW, IT'S NOT REALLY A TOP DOWN THING. 
          IT'S NOT LIKE THERE'S OFTEN, OKAY, DO THIS, YOU KNOW, DR. 
          MITCHELL'S REALLY LET US OFTEN TAKE THE LEAD, YOU KNOW, THE TEACHER, SHE GIVES US A LOT OF LEEWAY AND WE WORK TOGETHER AND, YOU KNOW, SHARE IDEAS WITH HER. 
          SO IT, IT'S NOT LIKE THESE ARE COMING FROM ON HIGH AND WE HAVE TO FOLLOW THEM. 
          SO I THINK THAT ALSO MAKES IT EASIER THAT WE'RE NOT, YOU KNOW, THERE'S NOT AS MUCH PUSHBACK , SO I APPRECIATE THAT. 
          AND, YOU KNOW, PRINCIPAL MITCHELL, I JUST WANNA ASK, YOU KNOW, YOU ARE LEADING BY EXAMPLE. 
          HOW, HOW CAN YOU DO THAT? YOU'RE A PRINCIPAL, YOU DON'T, YOU CAN'T DO THAT. 
          HOW CAN YOU DO THAT? YOU ARE OUT THERE WITH A VEST ON EVERY DAY. 
          HOW, HOW YOU DOING THAT? FIRST, I LOVE STUDENTS AND I LOVE KIDS, AND I WANT TO SHOW WHAT IT LOOKS LIKE. 
          AND I WOULDN'T ASK ANYONE TO DO ANYTHING THAT I'M NOT WILLING TO DO. 
          AND SO BY COMING OUT DAILY, EVERY SINGLE DAY, I'M ABLE TO BUILD RELATIONSHIP AND RAPPORT AND KNOW ABOUT 95% OF MY STUDENTS BY FIRST NAME. 
          AND SO THAT HELPS CREATE THAT CULTURE AND CLIMATE WHERE I HAVE THAT SAME EXPECTATION FROM MY STUDENTS AND MY TEACHERS. 
          AND SO IF YOU SEE ME TREATING THEM WITH RESPECT AND YOU SEE ME ENGAGING WITH THEM, I WANT YOU TO DO THE SAME. 
          AND I'M NOT ONLY OUT THERE WITH THE VEST ON, I ALSO PICK UP TRASH . 
          AND SO THAT'S HOW I KEEP MY CAMPUS VERY CLEAN, AND I HAVE THAT EXPECTATION FOR OUR STAFF AND STUDENTS AS WELL. 
          YEAH. 
          IF, IF I MAKE SURE, YEAH, DR. 
          RA HAS A LITTLE PICKUP STICK AND SHE, I THINK IT'S A THERAPEUTIC THING WHERE SHE'S JUST PICKING UP TRASH, YOU KNOW, KIND OF DISCONNECT, RIGHT? JUST KIND OF LIKE REPETITIVE, JUST NOT LET MY BRAIN REST. 
          THAT'S, THAT'S WHAT I'M THINKING, YOU KNOW, IN REGARDS TO WHEN SHE DOES THAT. 
          UM, SO YEAH, IT'S, IT'S, AND I THINK REGARDING THAT, A LOT OF ADMINISTRATIVE WORK GETS DONE BETWEEN THE HOURS OF SIX AND 9:00 PM ON MY HOUSE, WHERE I'M LIKE, THIS IS WHY, LET ME, LET ME CATCH UP ON THIS AND THAT. 
          AND THE THIRD WHATEVER DEADLINE WHERE WE ARE ON THE GROUND, WE'RE IN THE HALLWAYS AND WE'RE PRESENT. 
          APPRECIATE YOUR EXAMPLE IN THAT. 
          AND, UH, I JUST WANNA SAY THANK YOU FOR LEADING IN THAT, YOU KNOW, IN THAT WAY FOR OUR DISTRICT TO BE ABLE TO SEE, AND I APPRECIATE WHAT YOU SAID HERE, WHAT OTHER SCHOOLS CAN BORROW, UM, AS A TEMPLATE SO THAT IT IS, YOU KNOW, YOU, YOU CAN REPEAT IT, SOMEONE ELSE CAN DO IT. 
          UM, YOU CAN IMPLEMENT THIS. 
          IT IS NOT, YOU KNOW, ROCKET SCIENCE SO TO SPEAK. 
          BUT I DO WANNA SAY THANK YOU GUYS FOR SHARING AND I JUST APPRECIATE IT. 
          AND I WANNA SAY DON'T LEAVE ANYWHERE AND, UM, WE'RE GONNA HAVE TACOS WITH THE PRINCIPAL WHEN I COME. 
          . 
          OKAY. 
          WELL, I JUST WANNA APPRECIATE BOTH SCHOOLS. 
          UM, WHEN YOU ALL WERE TALKING ABOUT THE VOCABULARY OF THE SCHOOL EXPERIENCE SURVEY, JUST TEACHING IT EXPLICITLY, WE WERE ALL LIKE, OH, LOTS OF NOTES AND HIGHLIGHTS, YOU KNOW, CONNECTING THE INSTRUCTION TO YOUR POINT ABOUT HOW OPT AND INSTRUCTION WORK TOGETHER. 
          UM, AND I JUST LOVE THE ONE TO 20 SUPERVISION FOR LUNCH AND NUTRITION. 
          AND I'LL BE CURIOUS, MAYBE THIS WILL BE A FOLLOW UP FOR US. 
          WHAT DOES THAT RATIO LOOK LIKE OUTSIDE OF THE CLASSROOM? BECAUSE WE TALK ABOUT NORM TABLES FOR IN THE CLASSROOM AND FOR CERTAIN CERTIFICATED POSITIONS, BUT WHAT ABOUT FOR, UH, OUTSIDE SUPERVISION? SO, UH, MORE TO COME. 
          LET'S GIVE IT UP FOR OUR TWO SCHOOL TEAMS FOR PRESENTING TODAY. 
          THANK YOU. 
          AND ESPECIALLY TO OUR STUDENTS WHO PROBABLY HAD TO LEAVE TO WORK ON THEIR HOMEWORK. 
          UM, I REALLY APPRECIATE THE PRESENTATIONS, THE DIALOGUE, AND WE ALSO ALWAYS APPRECIATE OUR PUBLIC COMMENT. 
          [IV. Public Comment ]
WE HAVE A FULL SLATE OF FOLKS IN PERSON AND ONLINE. 
          AND SO WITH THAT, I'LL TURN IT TO MR. MCLEAN AND THAT WILL BE OUR LAST PIECE. 
          OKAY, 
          [01:45:01]
HERE WE GO. 
          THE FIRST SPEAKER, UH, OF PUBLIC COMMENT TODAY, I'LL CALL ON THE FOLKS WHO ARE IN PERSON FIRST, UH, DR. 
          KRISTEN WILLIAMS AND I'VE PASSED OUT. 
          UH, DR. WILLIAMS, WHAT YOU ASKED ME TO PASS OUT. 
          COME ON UP. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          OKAY. 
          GOOD AFTERNOON, CHAIR OT FRANKLIN AND EVERYONE IN ATTENDANCE. 
          MY NAME IS DR. 
          KRISTEN WILLIAMS. I'M A NATIONAL BOARD CERTIFIED TEACHER WITH 23 YEARS EXPERIENCE IN THIS DISTRICT. 
          I ALSO HOLD A DOCTORATE FOCUSING ON EDUCATIONAL POLICY IMPLEMENTATION WITH A SUPER FOCUS ON RESTORATIVE JUSTICE. 
          ON APRIL 27TH, I WROTE TO THE MEMBERS OF THIS BOARD REQUESTING FIVE URGENT ACTIONS. 
          IT'S NOW 155 DAYS LATER AND I'VE RECEIVED NO UPDATES. 
          LAST NOVEMBER, THIS COMMITTEE WAS TOLD FIGHTS WERE DOWN 22% SUGGESTING INTERVENTIONS ARE WORKING. 
          YET. 
          IN MARCH, THE DISTRICT JOINED A FEDERAL LAWSUIT CITING UNPRECEDENTED LEVELS OF STUDENT ANXIETY AND SELF-HARM. 
          THE DISTRICT'S OWN DATA SHOWS OVER 5,000 FIGHTS IN THE 20 24 25 SCHOOL YEAR, WHICH IS CONTRASTED BY STATE DATA SHOWING JUST 1700 SUSPENSIONS FOR THAT YEAR. 
          FOR EVERY SINGLE OFFENSE COMBINED, WE LIVE IN A SOCIETY THAT IS BOUND BY A SOCIAL CONTRACT. 
          NOWHERE IN THAT CONTRACT IS THERE ROOM FOR CHRONIC CONSTANT VERBAL AND PHYSICAL ABUSE, YET TEACHERS ENDURE IT DAILY AND STUDENTS REPORT THE SAME AND OFTEN SEE NO CHANGE. 
          THE DISTRICT PLACES SUSPENSION RATES UNDER ITS JOY AND WELLNESS PILLAR AS IF LOW NUMBERS PROVE THAT SCHOOLS ARE DOING WELL. 
          BUT WHAT IF THESE NUMBERS ARE INCONSISTENT WITH THE LIVED REALITY OF TEACHERS AND STUDENTS? WHERE IS THE WELLNESS FOR EDUCATORS? MY COLLEAGUES ARE SUFFERING STRESS RELATED ILLNESSES. 
          SOME WE HAVE ALREADY LOST. 
          THEY HAVE DIED BEFORE. 
          YOU ACCEPT THIS YEAR'S. 
          THIS FALLS PBIS, RESTORATIVE JUSTICE EVALUATION. 
          I URGE YOU TO REQUIRE AN INDEPENDENT AUDIT OF REPORTED DATA AND STOP TREATING LOW SUSPENSION NUMBERS AS PROOF OF SUCCESS. 
          TEACHERS DESERVE A FORMAL SEAT AT THE TABLE AND I PERSONALLY VOLUNTEER TO SERVE ON THAT AUDIT COMMITTEE AS A VOICE FROM THE CLASSROOM. 
          YOUR RECORDED DATA DOES NOT RE REPRESENT, IT DOES NOT REPRESENT REAL TIME LIVED EXPERIENCES FROM THE STUDENTS AND TEACHERS. 
          AS A FORMER DEAN, I KNOW WHY GROSS UNDER REPORTING IS DRIVEN BY TOP DOWN PRESSURE FOR GOOD OPTICS. 
          AND WITH THAT I WELCOME YOU TO SPEAK WITH ME AFTER. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          ALRIGHT, THE NEXT SPEAKER IS DEANNA GUILLEN. 
          ARE YOU HERE? MS. GUILLEN, COME ON UP. 
          I SEE YOU BACK THERE. 
          IF YOU'D LIKE TO HEAR WHAT MS. GUIANA SAYING IN SPANISH AS IN ENGLISH, AS SHE'S SPEAKING IN SPANISH, PLEASE PUT YOUR HANDS UP AND WE WILL GET YOU A TRANSLATION HEADSET SO THAT YOU CAN EXPERIENCE SIMULTANEOUS TRANSLATION UP. 
          AND MY COLLEAGUE BERT WILL, UH, THE HEADSETS S OKAY. 
          UM, WHEN I STARTED GOOD AFTERNOON, MEMBERS OF THE BOARD, MY NAME IS DEANNA GIIN. 
          I AM PART OF THE PARENT GROUP FOR SCHOOL SAFETY. 
          I WAS LISTENING TO YOUR PRESENTATION WHERE IT SAID UNITED AGAINST HATE, AND I JUST WANTED TO KNOW, DO YOU KNOW WHAT HATE IS? BECAUSE FROM WHAT I UNDERSTOOD, HATE IS A DESTRUCTIVE FORCE THAT'S COLD, OBSESSIVE, AND CALCULATING TO DESTROY LIVES. 
          IT'S A PATHOLOGY AND DUE TO A TRAUMATIC RESPONSE, IT'S SOMETHING THAT PERTAINS TO ADULTS. 
          I RECOMMEND THAT BEFORE YOU PUT THESE PROGRAMS THAT HAVE NOTHING TO DO WITH OUR KIDS, PLEASE, PLEASE STUDY THEIR DEVELOPMENT. 
          BECAUSE THIS ABOUT THE THE AGAINST THE HATE CAMPAIGN IS A POLITICAL THING. 
          IT HAS NOTHING TO DO WITH THE KIDS. 
          THE KIDS CAN'T HATE, THEY DON'T HAVE THAT CAPACITY. 
          THEY LIVE IN A COUNTRY WHERE THEY'RE BEING TRAUMA, WHERE THEY'RE BEING TRAUMATIZED ALL THE TIME. 
          HERE THEY HAVE RIGHTS TO LIVE A SAFE LIFE. 
          YOU HAVE PUT IN EACH ONE OF THE THE SCHOOL'S SOCIAL WORKERS TO ENSURE THIS. 
          BUT US PARENTS, WE WANT THE SAFETY OF OUR KIDS. 
          AND WHAT WE'RE ASKING IS THAT YOU BRING THE SCHOOL POLICE IN THE COMMITTEES THAT ARE MADE. 
          AND FOR THOSE THAT DON'T WANT THEM, THAT'S FINE. 
          BUT THERE ARE SCHOOLS THAT HAVE HIGH NEEDS FOR THEM BECAUSE THERE'S PROSTITUTION DRUGS, IT'S DIRTY, THERE'S VANDALISM, AND YOU CONTINUE WITH YOUR POLITICAL AGENDA WITHOUT CARING FOR OUR KIDS. 
          WHY DOES IT HAVE TO BE THAT CAN'T HAVE FLEXIBILITY TO CHANGE? BECAUSE YOU DO KNOW THAT SOME SCHOOLS DO 
          [01:50:01]
WANT THIS. 
          THEY DO NEED IT, SOME OF THEM. 
          AND YOU'RE CREATING THIS CHAOS DUE TO POLITICAL AGENDAS THAT WILL NOT SUPPORT OUR KIDS ACADEMICALLY. 
          AND US PARENTS. 
          WE'RE HERE TO RAISE OUR VOICES WITHOUT THAT AGENDA. 
          WE'RE HERE TO RAISE OUR VOICES FOR OUR KIDS. 
          AND WE DON'T WANT YOU TO INJECTING HATE INTO THEM TOWARDS THEIR PARENTS. 
          'CAUSE THAT IS WHAT YOU'RE DOING. 
          YOU WANT YOUR, YOUR TIME, YOUR KIDS TO HATE THEIR PARENTS BECAUSE IT'S CONVENIENT FOR YOU TO CONTINUE YOUR POLITICAL AGENDA AND TO DOMINATE THEM. 
          THANK YOU. 
          BYE. 
          THANK YOU FOR YOUR TIME, MR. DAVID TOSKI. 
          COME ON DOWN. 
          THERE YOU ARE. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          THANK YOU VERY MUCH. 
          DAVID TCHAIKOVSKY, A FORMER SCHOOL BOARD MEMBER. 
          UM, WONDERFUL PRESENTATIONS TODAY BY THE TWO, UH, SCHOOLS. 
          AND IT MAKES ME THINK ABOUT HOW THE DISTRICT CAN SUPPORT FINANCIALLY GOOD EFFORTS BY OPENING UP THE COMMUNITY DEVELOPMENT BLOCK GRANTS THAT THE CITY AND THE COUNTY GET FROM FEDERAL MONEY. 
          BECAUSE YOU CAN FEEL THAT THESE SCHOOLS ARE DOING THAT. 
          THEY'RE DEVELOPING THEIR COMMUNITIES, THEY'RE STRENGTHENING THEIR COMMUNITIES. 
          SO GOVERNMENT RELATIONS BUDGET SHOULD BE HELPING WITH REVENUE. 
          AND SPEAKING OF REVENUE, UH, AGAIN, THE BOARD HAS TAKEN A POSITION ON PROPOSITION THREE TO AT LEAST INFORM THE PUBLIC THAT THERE'S AN ELECTION STARTING NEXT WEEK. 
          AND IF PROPOSITION THREE DOES NOT PASS AND THERE'S NOT COMMUNICATION ABOUT THE IMPORTANCE AS SOMETHING DOWN BALLOT, IT COULD LOSE AND CAUSE DRAMATIC EFFECTS ON THE GOOD WORK THAT YOU HEARD TODAY. 
          IN ADDITION, UH, THE REPORT COMES OUT TODAY THAT AGAIN, THE STATE REVENUES ARE FOLLOWING THE SAME PATTERN AS LAST YEAR GOING UP IN AUGUST, SEPTEMBER, OCTOBER, NOVEMBER, DECEMBER. 
          SO WHILE THERE'S DISCUSSION ABOUT FISCAL CLIFFS AND STRUCTURAL IMBALANCES, AGAIN, THE REVENUE IS GROWING IN SACRAMENTO AND THE MONEY IS NOT JUST IN THE EDUCATION BUDGET. 
          EVERY TIME YOU GET A PRESENTATION HERE IN PUBLIC, ALL YOU HEAR ABOUT IS THE EDUCATION BUDGET. 
          THERE'S MONIES IN THE DEPARTMENT OF CHILDREN HEALTH SERVICES FOR MENTAL HEALTH. 
          THERE'S MONIES IN THE PROBATION. 
          THERE'S MONIES IN OTHER PARTS OF THE STATE. 
          AND OF COURSE THERE'S THE LAWSUIT BY CTA SAYING THAT THE GOVERNOR HAS HELD BACK $3.9 BILLION. 
          THIS BOARD HAS NOT TAKEN EVEN A LETTER OF SUPPORT NOR AN AMICUS BRIEF TO FIGHT FOR THAT REVENUE. 
          SO AS I HEARD MS. MITCHELL SPEAK, SHE'S A GO-TO PERSON. 
          SHE'S DRIVEN AND SHE SHOULD BE REWARDED NOT BY PROMOTING BACK UP AGAIN, BUT BY INCENTIVES THAT YOU PUT IN THE COLLECTIVE BARGAINING OR THE LEADERSHIP INTO STAYING AT THAT SCHOOL BY THE GOOD WORK. 
          THE BOARD'S VISION SHOULD DRIVE COLLECTIVE BARGAINING. 
          IT SHOULDN'T BE PUT TOGETHER IN A BACK ROOM AND THEN FORCED OUT INTO THE BOARD TO RESPOND. 
          LET'S MAKE SURE PEOPLE AT THESE SCHOOLS ARE SUPPORTED AND THAT THEY DON'T HAVE TO DRIVE DOWNTOWN TO JOIN THE PEOPLE IN THE $200,000 RANKS FOR YOUR TIME. 
          ALL RIGHT, THE NEXT SPEAKER IS ISABEL GONZALEZ AND SHE'S SPEAKING REMOTELY. 
          ISABELLA GONZALEZ, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          ISABEL GONZALEZ, WE WANT THE SAME THAT YOU EXECUTE FAVORITE WORDS. 
          EQUITY ALSO NEEDS POLICE. 
          AND JUST LIKE YOU NEED IT THERE FOR ORDER RESPECT THAT OUR CHILDREN, UH, DESERVE. 
          HAVING SCHOOL POLICE THERE PREVENTS VANDALISM AND SUSPICIOUS ENTERINGS OF PEOPLE THAT MAY OR MAY NOT HAVE WEAPONS. 
          IT'S A PSYCHOLOGICAL EFFECT. 
          IF THEY KNOW THAT SOMEONE IS THERE TO PROTECT, IT REDUCES INCIDENTS OF BULLYING. 
          THEY FEEL SAFE. 
          THERE'S FAST RESPONSES IN CASE OF AN EMERGENCY OR AN EVENT. 
          AND I ALWAYS HEAR THE SAME THING, THE BIG SAFETY PROBLEMS. THIS IS WHAT MOST PARENTS FEAR FOR THEIR KIDS. 
          MASS DESTRUCTIVE, BULLYING, FIGHTING, DEATH, CIGARETTES, ALCOHOL, EVERYTHING. 
          SO APPARENTLY THERE ARE THESE HESITANCIES WITH SEVEN MEMBERS BECAUSE YOU HAVE BLOOD ON 
          [01:55:01]
YOUR HANDS THAT EVERY DAY SUFFER IN EVERY SCHOOL SITE. 
          SINCE THE FIRST VICTIM DIED WITHIN A SCHOOL, YOU SHOULD HAVE ABANDONED THIS POSITION AND PLEASE HAD SOMEONE COMPETENT IN YOUR PLACES. 
          YOU ARE A DISGRACE OF PUBLIC SERVANTS. 
          YOU NEED TO RETURN SCHOOL OFFICES. 
          SO EVERY SINGLE, UH, MEMBERS NEED. 
          ALL RIGHT, THE NEXT SPEAKER IS, UH, MARIA DAISY ORTIZ. 
          MS. ORTIZ, UH, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          MARIA DAISY ORTIZ. 
          GOOD AFTERNOON. 
          YES, GOOD AFTERNOON EVERYONE. 
          MY NAME IS MARIA DE ORTIZ. 
          I AM IN TOTAL AGREEMENT WITH MY FELLOW PARENT WHO PREVIOUSLY SPOKE WITH THE WAYS THAT YOU LOVE TO SAY THAT YOU ARE ARE COMPLYING WITH ALL THESE THINGS. 
          IT'S, IT'S ALL A FACADE, BUT IF YOU MEET PEOPLE IN AN ORGANIZATION, IT'S A, IT'S A SHAME THAT AS PUBLIC SERVANTS, YOU ARE MORE CORRUPT THAN THE GANGS. 
          NOW WHY ARE YOU STILL SPENDING MONEY ON THINGS THAT DON'T WORK? RESTORATIVE JUSTICE DOES NOT WORK AND YOU KEEP PAYING PERSONNEL THAT ARE GETTING ALL THESE SALARIES WITHOUT DOING NOTHING. 
          THESE FIGHTS CONTINUE. 
          THESE DRUGS CONTINUE WITHIN THE SCHOOL SITES. 
          IT THE BULLYING CONTINUES. 
          ALL THESE THINGS THAT HAVE TO DO WITH SAFETY IN OUR KIDS. 
          YOU HAVE TO PRIORITIZE SAFETY. 
          THERE ARE CHILDREN. 
          AND IF YOU DON'T ANSWER TO US IN THIS WAY, WHY IS IT THAT YOU HAVE POLICE THERE? SO AS A PARENT, I AM DEMANDING THAT SCHOOL POLICE RETURN BECAUSE THEY ARE PREPARED. 
          IT IS A DEPARTMENT THAT IS PROFESSIONAL THAT ADDRESSES CRIME, SAFETY AND EVERYTHING THAT HAS TO DO WITH JUVENILE DELINQUENCY. 
          ANOTHER THING, STOP FINANCING THESE SAFETY PASSAGES. 
          THAT'S YOUR OWN AGENDA. 
          WE DON'T WANT PEOPLE WITH BAD REPUTATIONS NEAR OUR KIDS. 
          WE WANT GOOD ROLE MODELS IN FRONT OF OUR KIDS. 
          SO PLEASE, I DEMAND THAT YOU ALSO CHECK YOUR CAMERAS BECAUSE YOU HAVE SOME THAT DON'T EVEN WORK BECAUSE THEY HAVE NOT BEEN FIXED. 
          SO YOU CANNOT CONTINUE WITH THIS NEGLIGENCE, WITH THE SAFETY OF OUR KIDS. 
          YOU IN THE ROOM, MS. LOPEZ? ALRIGHT, COME ON DOWN. 
          YOU'LL HAVE TWO MINUTES TO SPEAK, UH, ONCE YOU BEGIN. 
          LOPEZ. 
          MY NAME IS CARINA LOPEZ. 
          THANK YOU, UH, FOR SEEING ME TODAY. 
          I I DO HOPE THERE IS A, A CHANGE. 
          THE REASON WE'RE HERE TODAY IS MS. CRUZ'S MOTHER OF A STUDENT WITH A, A DISABILITY WITH SEVERE AUTISM AND MULTIPLE NEEDS. 
          IN 2025, THE STUDENT, DORIAN, WAS VICTIM IN HIS SCHOOL SITE. 
          IN HIS SCHOOL WITH THE ASSISTANCE OF AN AID VICTIM OF FENTANYL. 
          THEY GAVE HIM A CANDY IN THE BATHROOM. 
          THIS IS REAL. 
          THIS IS NOT AN A STATISTIC, THIS IS REALITY. 
          SHE SUFFERED DUE TO THE EFFECTS OF FENTANYL. 
          SHE WENT TO THE HOSPITAL. 
          WE TOLD THE SCHOOL REBEL, I DON'T KNOW IF I'M PRONOUNCING IT CORRECTLY. 
          IT'S CLOSE BY THERE. 
          THERE WAS NOT AN INVESTIGATION, THERE WAS NOT A REPORT. 
          THEY SAID THAT THE CHILD WAS SENT HOME, THAT THERE WAS, UM, THEY HAD SOME KIND OF, UM, A PHYSICAL EFFECT FOR MULTIPLE DAYS WITH DROOLING. 
          SO IT'S VERY IMPORTANT THAT YOU CONTINUE YOUR OWN PROTOCOL FOR SAFETY. 
          HERE WE HAVE THE NOTES FROM THE NURSE THAT 
          [02:00:01]
WE HAD TO DEMAND TO RETRIEVE, WHICH SHOULDN'T BE THE CASE. 
          THESE MEDICAL REPORTS, I SPOKE PERSONALLY WITH THE DOCTOR AND HE SAID THERE WAS FENTANYL IN THE CHILD. 
          THE POLICE UNDERSTOOD THE SITUATION BECAUSE HOW SAD THAT ON TOP OF ALL THESE NEEDS THAT THE FAMILY HAS, THAT THE THE SCHOOL HAS TO DO AN EXTENSION FOR SAFETY INSTEAD OF THE OTHER WAY AROUND BECAUSE THEY DON'T BELIEVE, THEY DON'T RESPECT. 
          WE, WE NEED SCHOOL POLICE WITHIN AND OUTSIDE OF THESE. 
          THANK YOU FOR YOUR TIME. 
          AND CAMERAS. 
          ALRIGHT. 
          ALRIGHT. 
          THE NEXT SPEAKER IS CRUZ. 
          ARE YOU HERE MS. CRUZ? I AM THE MAMA OF, AND SINCE THAT DATE, WHEN MY PARTNER HERE SAID THE STUDENT IS GOING FROM HOSPITAL TO HOSPITAL, RIGHT NOW HE'S AT CERRITOS. 
          AND FOR ME, SINCE THAT DATE, IT HAS BEEN SO PAINFUL BECAUSE I HAVE SUFFERED SO MUCH WITH HIM. 
          HE HIT ME DUE TO THOSE DRUGS THAT HE TOOK THAT THEY GAVE HIM FORCIBLY IN THE BATHROOM. 
          THEY GAVE HIM FENTANYL AND HE ALREADY HAD TWO DAYS WITH BLOODSHOT EYES. 
          AND HE TOLD ME THAT HE DIDN'T WANNA GO TO SCHOOL BECAUSE SOME CHILDREN WANTED TO GIVE HIM CANDY IN THE RESTROOM. 
          AND I TOLD THEM AND THEY DID NOT LISTEN TO ME. 
          AND SO WHAT I WANT IS FOR YOU TO PLACE HIM BECAUSE MY SON WAS VICTIM OF ALL THIS. 
          AND I WOULD, I WOULD LIKE FOR YOU TO PUT MORE POLICE SO THAT THEY SEE IN THE BATHROOMS BECAUSE CHILDREN THAT ARE SPECIAL, THAT HAVE SPECIAL NEEDS TO WATCH OUT FOR THEM BECAUSE HE WENT INTO THE RESTROOM AND THEIR ONE-TO-ONE WAS A WOMAN, BUT SHE COULD NOT DO ANYTHING ABOUT IT. 
          SO HE ATE THAT. 
          AND WHEN HE WENT OUTTA CLASS WAS ON THE FIFTH, DECEMBER 5TH, 2024, HE GRABBED ME AND HE ALMOST KILLED ME. 
          AND SO FROM THAT POINT ON, HE'S BEEN GOING HOSPITAL TO HOSPITAL. 
          THAT'S ALL I WANTED TO SHARE WITH YOU. 
          THANK YOU FOR YOUR TIME TO CLOSE OUT HER TIME. 
          WE NEED, WE DO NEED, IT'S NOT A GAME WE DO NEED. 
          UH, I'M SORRY IF YOU'VE ALREADY SPOKEN. 
          SHE CAN'T GIVE YOU THE REMAINDER OF HER TIME. 
          THANK YOU FOR YOUR TIME. 
          ALL RIGHT. 
          NELLY MENDEZ, YOU'RE LISTED AS SPEAKING REMOTELY. 
          ARE YOU IN THE ROOM? NELLY MENDEZ. 
          LET ME SEE IF YOU'RE ONLINE WITH US. 
          NELLY MENDEZ IS NOT ON THE LINE. 
          MARIA TORRES, YOU SIGNED UP TO SPEAK REMOTELY BUT I DO NOT HAVE YOU ONLINE. 
          ARE YOU IN THE ROOM? MARIA TORRES. 
          AND LET'S SEE. 
          MARIA LUISA PALMA. 
          I SEE YOU ARE ONLINE. 
          MARIA LUISA PALMA, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF. 
          AND YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          MARIA LUISA PALMA. 
          GOOD AFTERNOON. 
          MY NAME IS MARYA ALMA. 
          AND LAST SCHOOL YEAR I PARTICIPATED IN THE SAFE SCHOOLS TASK FORCE. 
          THERE WERE RECOMMENDATIONS THAT MANY PARENTS HAD MADE, BUT NONE OF THOSE WERE EVER PRESENTED TO THIS COMMITTEE OR TO THE BOARD OF EDUCATION. 
          WHY NOT? WHY IS PARENT PARTICIPATION IGNORED AGAIN AT THIS COMMITTEE, AT THIS SCHOOL DISTRICT? SO YOU HAVE SOME VERY NICE STORIES TODAY PRESENTED ABOUT THESE SCHOOLS WITH GROWTH AND THE SCHOOL EXPERIENCE SURVEY MEASURES. 
          YOU KNOW WHAT? THAT'S GREAT, BUT WHY IS IT THAT YOU'RE HIGHLIGHTING THOSE SCHOOLS? BECAUSE YOU KNOW THAT THOSE PRACTICES, THOSE RESULTS ARE NOT TYPICAL AT THE SCHOOL DISTRICT. 
          I CONGRATULATE THIS AFTERNOON'S FIRST SPEAKER. 
          SHE JUST TOLD YOU THAT ALL OF THIS IS AN ILLUSION AND SHE HAS THE GUTS TO COME AND TELL YOU IN PERSON. 
          AND THIS IS A, AN EMPLOYEE. 
          WE HAVE EMPLOYEES THAT TELL US THAT CONFIDENTIALLY, BUT THEY'RE AFRAID OF RETALIATION BY YOU AGAINST THEM FOR TELLING YOU THE TRUTH. 
          WE KNOW THAT THERE HAVE BEEN WEAPONS AND HANDGUN INCIDENTS, VERY FIRST DAY OF SCHOOL THIS YEAR. 
          SANDY HIGH SCHOOL HANDGUN CONFISCATED. 
          WE DON'T HEAR ABOUT ANY OF THIS AT THE TASK FORCE. 
          I KNOW THAT PARENTS ADDRESSED ISSUES IN THE SURROUNDING COMMUNITY, ISSUES WITH HOMELESSNESS ON THE STREET AND ON THE WAY TO AND FROM SCHOOL, PROSTITUTION UP AND DOWN THE FIGUEROA CORRIDOR. 
          WE KNOW THAT THESE INCIDENTS THAT ARE LIKE SHOOTING AFTER SCHOOL ACROSS THE STREET, RIGHT OUTSIDE OF CAMPUSES, WHERE ARE THOSE CAPTURED IN THIS ISTAR DATA YOU PRESENTED TODAY? I DON'T THINK THEY'RE THERE. 
          WHERE WOULD WE SEE THAT? BY THE PUBLIC. 
          THE MEDIA BURIED YOUR STORY AND OF COURSE COMING UP ON THE BIG QUESTION, WHAT EFFECTS 
          [02:05:01]
WILL THE REDUCTION IN FORCE HAVE ON ALL THESE LEVELS OF SUPERVISION AND SAFETY? STAFFING BUDGET SEASON IS COMING UP AND SCHOOLS ARE GONNA HAVE TO MAKE THOSE CUTS IN STAFF, ESPECIALLY SINCE YOU DECIDED TO CUT FE DOWN FROM 500,000 TO, I'M SORRY, 500 MILLION TO 400 MILLION, WHICH WE KNOW PAYS FOR A LOT OF CAMPUS AID. 
          AND YET AT NON VAP SCHOOLS, YOUR SAFE PASSAGE PROGRAM, WHERE IS THAT GETTING PAID FROM? THERE'S A TRADE OFF BETWEEN YOU MAINTAINING VAP AT JUST CERTAIN SCHOOLS AND DISSEMINATING SENATE, BUT PARENTS HAVEN'T BEEN TOLD ABOUT YOUR MOVE. 
          THIS HAS BEEN IGNORED. 
          SAFETY IS IGNORED AT THE SCHOOL DISTRICT FOR YOUR TIME. 
          MR. CHASE PROMISE THAT CONCLUDES PUBLIC COMMENT. 
          THANK YOU ALL SO MUCH FOR YOUR PARTICIPATION. 
          WOULD LOVE TO TAKE A QUICK PHOTO WITH THE COMMITTEE AND THEN SEE YOU ALL BACK HERE, UM, SHORTLY, , I'M TRYING TO REMEMBER WHEN THE NEXT MEETING IS. 
          WE'LL BE FOLLOWING UP VIA EMAIL. 
          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.