* This transcript was created by voice-to-text technology. The transcript has not been edited for errors or omissions, it is for reference only and is not the official minutes of the meeting.
          [I. Welcome and Opening Remarks]
          [00:00:04]
          GOOD AFTERNOON EVERYONE AND WELCOME TO THE SECOND MEETING OF THE SCHOOL YEAR FOR THE SCHOOL SAFETY AND CLIMATE COMMITTEE OF THE BOARD OF EDUCATION OF LOS ANGELES UNIFIED SCHOOL DISTRICT. 
          THAT'S A MOUTHFUL. 
          UM, WE'RE REALLY GRATEFUL FOR YOUR PRESENCE AND FOR THE CONVERSATION TODAY. 
          I'M TANYA ORTIZ FRANKLIN, THE CHAIR OF THIS COMMITTEE, AND I GET TO SERVE AND SUPPORT, UH, SCHOOLS FROM FLORENCE FIRESTONE DOWN TO SAN PEDRO DISTRICT SEVEN. 
          UM, I'LL INVITE ALL OF MY COLLEAGUES AT THE DEIS TO JUST BRIEFLY INTRODUCE YOURSELF, YOUR ROLE, UM, AND YOUR ORGANIZATION OR CONNECTION TO THIS COMMITTEE. 
          LAST TIME WE, UH, SHARED A LITTLE BIT ABOUT WHAT SUCCESS WOULD LOOK LIKE FOR THIS COMMITTEE, AND ONE OF THE THINGS THAT CAME UP AND HAS CONTINUED TO COME UP IN THE PUBLIC IS AROUND MENTAL HEALTH AND HEALTHY RELATIONSHIPS, WHICH TODAY'S FOCUS WILL BE ON. 
          UM, BUT LET ME START WITH SOME INTRODUCTIONS FOR OUR COMMITTEE AND THEN I'LL SHARE A LITTLE BIT BEFORE WE JUMP INTO THE FIRST PRESENTATION. 
          SO WE'LL START ALL THE WAY TO THE RIGHT IF THAT'S OKAY WITH MS. HENDY NEWBILL. 
          YES. 
          I AM CHERLETTE HENDY NEWBILL AND I GET THE OPPORTUNITY TO SERVE IN BOARD DISTRICT ONE, WHICH COVERS SOUTH LA TOWARDS THE WEST SIDE, UH, BORDERLINING THE 110. 
          AND I'M ALSO A PARENT OF TWO BOYS HERE IN THE DISTRICT AND AN ALUM, SO. 
          GOOD AFTERNOON, PETER HASTINGS. 
          I'M THE SENIOR EXECUTIVE DIRECTOR OF OPERATIONS IN THE DIVISION OF SCHOOL OPERATIONS. 
          AND GOOD AFTERNOON. 
          JOEL CISNEROS, EXECUTIVE DIRECTOR FOR STUDENT MENTAL HEALTH AND WELLNESS HERE WITH LUSC. 
          I'M CARLA GRIEGO, AND I REPRESENT BOARD DISTRICT FIVE EXTENDING FROM THE NORTHEAST LA, KOREATOWN, EAST HOLLYWOOD, SOUTH LA, AND SOUTHEAST CITIES. 
          HI, EVERYONE. 
          MY NAME IS LENA JOHAR. 
          I WORK AT THE OFFICE OF VIOLENCE PREVENTION IN THE LOS ANGELES COUNTY DEPARTMENT OF PUBLIC HEALTH, WHERE I OVERSEE THE SCHOOL SAFETY TRANSFORMATION PROJECT. 
          I AM CARLOS VALLE, EXECUTIVE DIRECTOR FOR COMMUNITY ASSET DEVELOPMENT REDEFINING EDUCATION, REPRESENTING OUR, OUR PARENT LEADERS BASED OUT OF SOUTH LOS ANGELES. 
          HELLO, EVERYBODY. 
          SALVADOR SANADRI, EXECUTIVE DIRECTOR OF THE COMMUNITY-BASED ORGANIZATION, EL ROSCATE, SERVING THE METROPOLITAN AREA OF LOS ANGELES, AND A PROUD PARENT OF A SENIOR OF DOWNTOWN MAGNET HIGH SCHOOL. 
          THANK YOU EVERYONE FOR BEING HERE. 
          WE HAVE SUCH DIVERSE PERSPECTIVES AND, AND BROAD AND DEEP AS WELL. 
          UM, SO AT OUR FIRST COMMITTEE MEETING OF THE YEAR, WE OPENED REVIEWING THE WELCOME BACK TO SCHOOL PROTOCOLS, SOME YEAR-TO-YEAR DATA, AND WE HEARD FROM TWO AMAZING SCHOOLS THAT WERE CREATING AND SUSTAINING WELCOMING ENVIRONMENTS. 
          UNFORTUNATELY, THE DAY AFTER OUR LAST MEETING, OUR COMMUNITY WAS ROCKED BY THE TRAGIC INCIDENT AT FRANKLIN HIGH SCHOOL. 
          AND WE KNOW SINCE THEN AND EVERY YEAR, THERE ARE EXPERIENCES OF SUICIDAL IDEATION AND INCIDENTS ACROSS OUR COMMUNITY. 
          AND SO TODAY WE ARE TAKING THAT HEAD ON, ADDRESSING WITH STUDENTS, WITH SCHOOLS, WITH COMMUNITY PARTNERS, HOW WE CAN DO OUR BEST TO PREVENT ONE OF THE MOST SEVERE SITUATIONS THAT WE ALL HOPE TO AVOID. 
          THIS MONTH IS ALSO DOMESTIC VIOLENCE AWARENESS MONTH, AND THERE'S A FOCUS ON CULTIVATING HEALTHY RELATIONSHIPS, UM, INCLUDING TOMORROW IN REGION SOUTH AT LEAST, UM, WITH FAMILIES SO WE CAN ALL WORK TOGETHER TO MAKE SURE OUR STUDENTS KNOW THEY ARE NEVER ALONE, AS WELL AS STAFF AND FAMILY. 
          UM, SO TODAY WE'RE H - WE'RE GRATEFUL TO HEAR FROM THREE PRESENTATIONS. 
          WE'LL HAVE, UM, JOEL CISNEROS KICK US OFF, UM, OUR EXECUTIVE DIRECTOR OF STUDENT MENTAL HEALTH AND WELLNESS. 
          WE'LL HEAR FROM SOME OF OUR STUDENTS WHO RUN A COUNCIL AND SOME OF THEIR GREAT WORK, AND THEN ONE OF OUR HIGH SCHOOLS IN THE DISTRICT WHO'S KIND OF PUTTING ALL THESE PIECES TOGETHER. 
          UM, WE'LL PAUSE THERE, HAVE SOME QUESTIONS FOR THE TEAM AND FOR THE STUDENTS AND THE SCHOOL, AND THEN WE WILL DO OUR SECOND PRESENTATION WITH THE CHILDREN'S HOSPITAL OF LOS ANGELES. 
          SO GRATEFUL YOU ALL ARE HERE. 
          UM, WE KNOW THAT PREVENTION AND EDUCATION IS KEY TO MAINTAINING SELF - SAFE AND WELL SCHOOLS. 
          UM, AND SO WHILE THIS IS A VERY SENSITIVE AND PERSONAL TOPIC FOR FOLKS, WE HOPE THAT WE WILL DIG IN AND FIND SOLUTIONS TOGETHER, UM, TO MAKE SURE THAT WE ARE DOING EVERYTHING POSSIBLE TO SAVE OUR STUDENTS' LIVES. 
          SO WITH THAT, I'LL INVITE, UH, 
          [II.1. Youth Mental Health and Healthy Relationship in LAUSD]
MR. CISNEROS TO GO AHEAD AND KICK US OFF DOWN BELOW. 
          UM, AFTER THE TWO PRESENTATIONS, WE WILL HAVE PUBLIC COMMENT AND MR. MCLEAN WILL GUIDE US THROUGH ALL THAT. 
          I SHOULD SAY BEHIND US IS SUPPORTIVE STAFF. 
          SO THANK YOU FOR PUBLIC COMMENTERS IN THE AUDIENCE AND ONLINE. 
          UM, THAT WILL BE AT THE END OF OUR MEETING TODAY. 
          SO MR. CISNEROS, WE'LL TURN IT OVER TO YOU. 
          UM, JOEL CISNEROS AGAIN, EXECUTIVE DIRECTOR FOR STUDENT MENTAL HEALTH AND WELLNESS SERVICES HERE AT LAUSD. 
          AND, YOU KNOW, WHEN IT COMES TO CHILDREN'S MENTAL HEALTH, WE KNOW THAT IT CAN'T BE, WE CAN'T DO IT ALONE. 
          IT TAKES A VILLAGE, IT TAKES PARTNERS, IT TAKES PARENTS, IT TAKES STAFF, AND IT TAKES STUDENTS TO HELP CO-CREATE SOLUTIONS AROUND THIS WORK. 
          UM, WHAT YOU'LL HEAR TODAY IS REALLY HOPEFULLY IT EMBODIES THAT, THAT EMBODIES NOT ONLY I'M GONNA BE SHARING, STARTING THE PRESENTATION WITH, UM, SOME DATA, BUT MOST IMPORTANTLY, THE DATA THAT'S INFORMING OUR WORK, 
          [00:05:01]
NOT ONLY SUICIDE RISK BEHAVIOR DATA, BUT ALSO CONNECTEDNESS DATA. 
          UM, AND THEN WE'LL, I'LL SHARE SOME OF THE, THE PROCESSES AND SYSTEMS AND TEAMS THAT WE HAVE IN PLACE THAT HELP MITIGATE SOME OF THESE CONCERNS WHEN THEY ARISE. 
          UM, THEN WE'RE GONNA HEAR DIRECTLY FROM YOUTH BECAUSE, UH, I RE - TRULY BELIEVE THAT WE CAN'T DO THIS WORK ALONE. 
          UM, YOU'LL HEAR A LITTLE BIT ABOUT SOME OF OUR CAMPAIGNS THAT WE'RE DOING AS WELL, NOT ONLY WITH YOUTH, BUT WITH PARENTS. 
          AND THEN LASTLY, WE'LL BE ABLE TO HEAR FROM A SCHOOL AND HOW THEY'RE DOING IT. 
          OKAY? SO LET'S JUMP RIGHT ON IN AND HERE WE GO. 
          SO I KNOW THIS DATA I'VE SHARED IN THE PAST, AND ESSENTIALLY IT'S OUR, UH, ISTAR DATA, WHICH TO THE PUBLIC, THAT'S OUR INCIDENT REPORTING SYSTEM. 
          UM, AND WHAT THIS DATA, THESE TWO GRAPHS SHOW IS THAT, UH, ALL THE INCIDENTS ASSOCIATED WITH SUICIDE RISK BEHAVIORS, AND THAT INCLUDES EVERYTHING. 
          WHAT I MEAN BY THAT, THAT MEANS A STUDENT SAYING, YOU KNOW, JOKINGLY LIKE, "I WANNA DIE," TO AN ACTUAL STUDENT DEMONSTRATING SOME CONCERNS. 
          SO ALL OF THOSE REPORTS ARE NOT, ARE TAKE, ARE, ARE ADDRESSED AND ASSESSED. 
          AND SO WHAT YOU'LL SEE ON THE LEFT-HAND SIDE IS ESSENTIALLY I WANTED TO BREAK DOWN FOR YOU, UM, THE FIRST THREE MONTHS OF THE SCHOOL, WHERE WE ARE NOT ONLY FROM, UH, THIS YEAR, BUT ALSO COMPARE IT TO LAST YEAR. 
          AND SO WHAT YOU'LL SEE THERE IS THAT THE TOTAL IS HIGHER THAN LAST YEAR AS FAR AS SUICIDE RISK INCIDENTS, BUT LOWER THAN A FEW YEARS AGO. 
          UM, THE, UH, THE CHART ON THE RIGHT, WHAT YOU'LL SEE IS THAT'S KIND OF THEIR, THE WHOLE ENTIRE DATA FOR THE YEAR. 
          UH, THE PURPLE LINE, I KNOW IT PROBABLY, THE PURPLE AND BLUE KIND OF LOOK VERY SIMILAR, BUT THE PURPLE LINE IS 24, 25, THE GREEN LINE IS LAST YEAR, AND THE BLUE LINE IS THIS YEAR. 
          AGAIN, PRETTY SIMILAR TRENDS, UM, AND WHAT WE HAVE FOUND OUT IS THAT ESSENTIALLY AROUND THE MONTHS OF SEPTEMBER AND OCTOBER, WE SEE A PEAK, AND WE TRULY BELIEVE THAT THIS IS ASSOCIATED WITH ALL OF OUR EFFORTS. 
          AS YOU MAY KNOW, UH, SU - UH, SUICIDE PREVENTION AWARENESS MONTH IS IN SEPTEMBER. 
          SO WE BELIEVE THAT THAT REALLY KIND OF CREATES THE OPPORTUNITY FOR STUDENTS NOT ONLY TO ASK FOR HELP OR KNOW WHEN TO, TO ASK FOR HELP. 
          UM, I ALSO WANNA POINT OUT THAT ESSENTIALLY THIS REPORTING DATA IS WHAT GETS CAPTURED IN, IN OUR INCIDENT REPORTING SYSTEM. 
          SO THE NUMBERS REPRESENT PEOPLE COMING FORWARD AND ASKING FOR HELP. 
          SO THAT'S A REALLY IMPORTANT POINT BECAUSE IF NOT THIS, IF IT'S NOT ANNOTATED HERE, SOMEONE DIDN'T COME FORWARD, OKAY? SO THE OTHER PIECE THAT I TALKED ABOUT WAS ESSENTIALLY KIND OF THE, THE PROTECTIVE FACTOR. 
          UM, WE KNOW THAT, UM, WHEN A CHILD HAS A TRUSTED ADULT ON CAMPUS, THAT SERVES AS A PROTECTIVE FACTOR ON SO MANY DIFFERENT LEVELS, NOT ONLY ACADEMICALLY, BUT FROM A MENTAL HEALTH STANDPOINT. 
          SO ONE OF THE THINGS THAT WE'RE LOOKING AT THIS YEAR SPECIFICALLY IS DEVELOPING VERY CLEAR STRATEGIES AROUND THIS QUESTION IN THE SCHOOL EXPERIENCE SURVEY, WHICH ASKS, IS THERE AN ADULT AT THAT CHILD'S SCHOOL THAT THEY CAN TRUST AND SEEK OUT IN A MOMENT WHERE SOMETHING'S BOTHERING THEM? AND SO AS YOU CAN SEE HERE, THE GOOD NEWS IS THAT THINGS HAVE REALLY SHIFTED FROM 23, 24, 24, 25 TO, UM, LAST YEAR. 
          NEVERTHELESS, WE'RE STILL NOT SATISFIED. 
          WE WANNA MAKE SURE WE, YOU KNOW, KEEP MOVING THOSE NUMBERS UP AND THAT'S GONNA BE A GOAL FOR US. 
          SO AS I SHIFT AWAY FROM SOME OF THE DATA, I WANT TO PRESENT A COUPLE PRACTICES, UM, AROUND HOW WE BELIEVE WE'RE WRAPPING AROUND SCHOOL SITES AND MOST IMPORTANTLY, WRAPPING AROUND STUDENTS. 
          AND THAT STARTS REALLY WITH HAVING A ROBUST CRISIS TEAM, UH, NOT ONLY AT A SCHOOL SITE, BUT AT THE REGION LEVEL AND AT THE CENTRAL LEVEL. 
          SO EVERY, AT THE BEGINNING OF THE YEAR, ALL CENTRAL ADMINISTRATORS AND SPECIFIC CRISIS RESPONDERS START OFF THE YEAR WITH A CRISIS TRAINING IN AUGUST. 
          FROM THERE, WE GO TO THE REGION OFFICES, EVERY SINGLE REGION HAS A MENTAL HEALTH TEAM AND, YOU KNOW, OPERATIONS TEAM AND OTHER FOLKS THAT COMPRISE THE CRISIS TEAMS. AND SO THOSE FOLKS GET TRAINED ON PSYCHOLOGICAL FIRST AID, TRAUMA INFORMED CARE, OR ANY OTHER POLICIES OR PRACTICES THAT ARE NEEDED TO THEN GET DEPLOYED TO THE SCHOOL SITES. 
          BUT THEN WE GO INTO THE, WE DON'T STOP THERE. 
          WE GO INTO THE SCHOOL SITES AND MAKING SURE THAT THEN WE DEVELOP SITE SPECIFIC TRAINING FOR THE SCHOOL SITE CRISIS TEAM MEMBERS. 
          IT COULD BE EITHER FROM, YOU KNOW, MAKING SURE THEY UNDERSTAND SUICIDE RISK ASSESSMENT PROTOCOLS AND PROCEDURES, UM, UNDERSTANDING GRIEF, ANXIETY, DEPRESSION, UM, ALL THE WAY TO JUST 
          [00:10:01]
WHAT DO WE DO WHEN AN INCIDENT HAPPENS. 
          SO THAT IS REALLY THE ROLE OF LIKE THE VARIOUS LEVELS OF SUPPORT. 
          ONE OF THE THINGS WE INSTITUTED LAST YEAR, AND WE'LL CONTINUE THIS YEAR BECAUSE WE SAW A VERY GOOD OUTCOME, WAS THAT WE HAVE A MONTHLY DROP IN CALL FOR ALL CRISIS RESPONDERS IN THE DISTRICT WHERE THEY CAN CALL AND SEEK CONSULTATION. 
          UM, IN ADDITION TO THAT, WE HAVE OUR CRISIS COUNSELING LINE THAT'S AVAILABLE TO STAFF, NOT ONLY TO PARENTS, BUT ALSO FOR STAFF FOR CONSULTATION. 
          SO WE BELIEVE THAT AS WE WRAP AND CREATE THESE SYSTEMS AROUND STAFF, THAT WILL EVENTUALLY BENEFIT OUR STUDENTS, UM, IN NEED. 
          SO, YOU KNOW, UH, BOARD MEMBER FR - UH, ORTIZ FRANKLIN TALKED ABOUT PREVENTION. 
          THAT'S ONE OF THE THINGS WE REALLY, YOU KNOW, WANNA HIGHLIGHT NEXT IS REALLY TALKING ABOUT WHAT WE STARTED LAST YEAR, A CAMPAIGN CALLED I MATTER, AND THAT MEANING THAT, MEANS THAT STUDENTS MATTER, RIGHT? AND S- STUDENT CENTERED, AND IT'S A CONSISTENT MESSAGE THAT WE ARE TRYING TO LAUNCH AROUND, UH, PREVENTION EFFORTS. 
          SO HERE ARE SOME EXAMPLES OF WHAT WE'VE DONE THIS YEAR, UH, AROUND EACH THEME. 
          SO FOR EXAMPLE, IN AUGUST, WE TALKED ABOUT BUILDING COMMUNITY, UH, IN SEPTEMBER, SUICIDE PREVENTION AND AWARENESS MONTH, AND OBVIOUSLY THIS MONTH, UH, AROUND HEALTHY RELATIONSHIPS. 
          UM, SOMETHING THAT WE SHIFTED FROM LAST YEAR TO THIS YEAR IS ENSURING THAT EACH I MATTER CAMPAIGN FOR THAT MONTH, REGARDLESS OF THE TOPIC OR THEME, HAS A REINFORCING MESSAGE THAT THERE'S, WE NEED TO CONNECT A TRUSTED ADULT. 
          SO THAT'S THE CONSTANT NARRATIVE BEHIND, UH, THESE MESSAGES. 
          SO LET'S TAKE A, UH, A QUICK DIVE INTO THE OCTOBER. 
          SO THIS JUST KIND OF PROVIDES YOU A LITTLE BIT OF THE INFORMATION THAT WE'RE DOING, UH, AROUND OCTOBER AND REALLY SUPPORTING HEALTHY RELATIONSHIPS. 
          UM, AND IT'S AN OPPORTUNITY TO ENSURE THAT STUDENTS AND COMMUNITY UNDERSTAND THE IMPORTANCE OF CONNECTING WITH OTHERS IF THERE'S, IF THERE'S AN ISSUE OR A CHALLENGE, BUT ALSO TO BE ABLE TO ASK AND UNDERS - ASK FOR WHAT THEY NEED IF THERE, IF THERE'S A CHALLENGE. 
          UH, THIS WORK DIDN'T REALLY STOP THERE. 
          WE WANTED TO MAKE SURE THAT OUR STAFF, OUR PSYCHIATRIC SOCIAL WORKERS WHO OFTENTIMES ARE, YOU KNOW, THE, THE FIRST LINE OF DEFENSE AT A SCHOOL SITE, WE'VE DEVELOPED A TOOLKIT EVERY TIME, EVERY MONTH, UH, ASSOCIATED WITH THAT I MATTER CAMPAIGN. 
          SO HERE, FOR EXAMPLE, WE SEE AT PALMS MIDDLE SCHOOL WHERE STUDENTS DEVELOPED A, UM, THIS, THIS PLANTED SEEDS OF CONNECTION BY RECORDING THEIR INNOVATIVE IDEAS ON HOW TO STRENGTHEN RELATIONSHIPS AND DISPLAYING THEM PROUDLY ON THIS RELATIONSHIP TREE. 
          SO IT WAS A, A BEAUTIFUL OPPORTUNITY FOR NOT ONLY, YOU KNOW, TO BRING STUDENTS TOGETHER, BUT LIKE TEACH, TEACH THEM, YOU KNOW, WHAT'S NEEDED TO HAVE A HEALTHY RELATIONSHIP. 
          BUT AGAIN, THE WORK ALSO INCLUDES OUR PARENTS. 
          SO FOR EXAMPLE, A, A PSYCHIATRIC SOCIAL WORKER AT ARLITA HIGH SCHOOL WORKED CLOSELY WITH THE, UH, THE PARENT CENTER TO ACTIVELY DISCOVER HOW INTENTIONAL EVERYDAY ACTIONS CREATE STRONG, THRIVING, AND DEEPLY SUPPORTED RELATIONSHIPS. 
          AND SO AGAIN, APPROACHING THE STUDENTS, APPROACHING THE PARENTS, AND HELPING THEM BUILD THEIR, THEIR STRATEGIES ON HOW TO PROMOTE THIS WORK. 
          UH, AND OUR BIG SHOUT OUT TO ARLITA, BECAUSE THEY WERE ALSO, YOU KNOW, THEY, THEY HAVE TWO REPRESENTATIONS HERE ON SLIDES. 
          UM, THIS IS ANOTHER THING THAT WE SHARED WITH ALL OF THE PSWS AS PART OF THAT TOOLKIT IS A FIVE-DAY HEALTHY RELATIONSHIPS CHALLENGE. 
          UM, AND IN THIS, IN THIS INSTANCE, YOU CAN SEE HERE WHERE STUDENTS PUT CONNECTIONS INTO ACTION BY IDENTIFYING TRUSTED ADULTS THAT THEY CAN TURN TO FOR SUPPORT. 
          LAST MONTH, WE HEARD ABOUT, UH, THE IMPORTANCE OF INFORMING STUDENTS ABOUT WHAT THE SCHOOL EXPERIENCE SURVEY IS ABOUT, THE QUESTIONS, WHAT THEY MEAN. 
          YOU KNOW, AND TO ME, I FUNDAMENTALLY BELIEVE THAT OUR TEAM RIGHT HERE IS HELPING STUDENTS UNDERSTAND WHAT DOES TRUSTED ADULT MEAN, RIGHT? TRUST MAY MEAN DIFFERENT THINGS FOR DIFFERENT INDIVIDUALS, BUT IF THEY ARE ABLE TO SAY, "WELL, I'M GONNA IDENTIFY MR. VALLE, MR. MR. CISNEROS, YOU KNOW, MS. CRIEGO," LIKE REGARDLESS OF THEIR DEFINITION OF TRUST, THEY'VE IDENTIFIED SOMEONE AND THAT THEY CAN HELP AND GO TO IN A MOMENT OF CRISIS. 
          SO I WANT TO TURN THE CONVERSATION A LITTLE BIT NOW AWAY FROM, UH, WHAT WE'RE DOING, YOU KNOW, AS FAR AS STAFF, UH, WITH PROGRAMS AND, UM, SYSTEMS, BUT HAVE ONE OF OUR STUDENT LEADERS COME AND TALK ABOUT THE WORK THEY'RE, UH, THEY'RE DOING. 
          UM, ARJUN ANAN IS PART OF OUR CHIEF MEDICAL DIRECTOR STUDENT ADVISORY COUNCIL. 
          UM, I WAS GONNA READ HIS RESUME BECAUSE IT'S SO IMPRESSIVE, BUT THE, IT'S SO LONG. 
          AND THE IMPORTANT THING IS TO TALK ABOUT HOW HE WAS A FINALIST 
          [00:15:01]
AT A, AT ENGINEERING CAMP JUST THIS SUMMER, UM, AS, AS AN EIGHTH GRADER, A RISING NINTH GRADER. 
          SO I WANNA, UH, HELP HIM, UH, COME UP SO HE CAN SPEAK ABOUT WHAT WE'RE DOING AND, UH, AMAZING, UH, YOUNG MAN. 
          THANK YOU, MR. CISNERO. 
          GOOD AFTERNOON. 
          MY NAME IS ARJUN ANAND, AND I'M THE SECRETARY OF THE CHIEF MEDICAL DIRECTOR'S STUDENT ADVISORY COUNCIL, OR CMDSAC. 
          I ATTEND TAFT CHARTER HIGH SCHOOL, AND THIS IS MY SECOND YEAR ON THIS COUNCIL. 
          I JOINED BECAUSE I'M INTERESTED IN MEDICINE, RESEARCH, AND COMMUNITY SERVICE. 
          THROUGH CMDSAC, I GET TO LEARN MORE ABOUT STUDENT HEALTH AND SHARE OUR PERSPECTIVES WITH DISTRICT LEADERS. 
          TO BEGIN, I'D LIKE TO SHARE HOW CMDSAC CONTINUES TO GROW AS A DISTRICT-WIDE STUDENT LEADERSHIP INITIATIVE FOCUSED ON ELEVATING STUDENT VOICE AND WELLNESS. 
          FOR THE 2026 TO 2027 SCHOOL YEAR, OUR ADVISORY COUNCIL INCLUDES 69 STUDENTS FROM EIGHT, FROM GRADES EIGHT THROUGH 12, REPRESENTING SCHOOLS ACROSS THE NORTH, WEST, EAST, AND SOUTH REGIONS OF LAUSD, INCLUDING LAUSD'S VIRTUAL ACADEMY. 
          THIS BROAD REPRESENTATION HELPS BRING STUDENT EXPERIENCES AND PERSPECTIVES TO THE TABLE. 
          WE'RE ALSO PROUD OF THE POSITIVE EXPERIENCES REPORTED BY OUR MEMBERS. 
          ACCORDING TO OUR SURVEY RESULTS, 83.3% OF PARTICIPANTS REPORTED THEIR EXPERIENCE AS EXCELLENT, AND 16.7 PARTICIPANTS REPORTED THEIR EXPERIENCE AS GOOD. 
          THESE ARE, THESE RESULTS REFLECT THE OPPORTUNITIES STUDENTS HAVE TO LEAD, COLLABORATE, AND CONTRIBUTE THROUGH CMD SAC. 
          OUR HEALTH INITIATIVES FOCUS ON SUPPORTING PHYSICAL AND MENTAL HEALTH ACROSS LUSD. 
          THROUGH THIS WORK, WE HELP CONNECT SCHOOL COMMUNITIES WITH HEALTH SERVICES, RAISE AWARENESS ABOUT MENTAL HEALTH, AND ENCOURAGE OUR PEERS TO SEEK SUPPORT WHEN THEY NEED IT. 
          THIS GIVES US A CHANCE TO MAKE AN IMPACT BEYOND OUR OWN SCHOOLS AND HELP ADDRESS HEALTH NEEDS ACROSS THE DISTRICT. 
          WE DO THIS IN PERSON THROUGH OUR HEALTH SCREENING FAIRS AND VIRTUALLY THROUGH OUR SOCIAL MEDIA CAMPAIGNS. 
          AS WE CONTINUE TO GROW, OUR GOAL IS TO STRENGTHEN STUDENT LEADERSHIP, AMPLIFY STUDENT PERSPECTIVES, AND HELP SHAPE HEALTH AND WELLNESS INITIATIVES ACROSS THE DISTRICT. 
          CMD SAC IS ORGANIZED INTO FOUR FOCUS AREAS THAT GIVES MEMBERS OPPORTUNITIES TO TURN STUDENT VOICE INTO ACTION. 
          FIRST, THE HEALTH AND WELLNESS INITIATIVES COMMITTEE, WHICH GIVES MEMBERS OPPORTUNITIES TO LEARN ABOUT HEALTH INITIATIVES, PARTICIPATE IN WELLNESS ACTIVITIES, AND ENGAGE WITH LAUSD HEALTH LEADERS. 
          AT THE HEALTH SCREENING FAIRS, STUDENTS HAVE ACCESS TO SPORTS PHYSICALS, VISION SCREENINGS, VISION SCREENINGS, AND MANY OTHER SERVICES. 
          I HAD THE OPPORTUNITY TO MEET HEALTH PROFESSIONALS AND FAMILIES WHILE WORKING ALONGSIDE DISTRICT STAFF AND HEALTH PARTNERS. 
          THESE EVENTS ALSO GAVE ME A CHANCE TO CONNECT WITH OTHER COMMITTEE MEMBERS AND LEARN MORE ABOUT THE WORK OUR PARTNERS DO TO SUPPORT OUR COMMUNITIES. 
          NEXT, THE YOUTH MENTAL HEALTH AND WELLNESS SYMPOSIUM, WHICH GIVES MEMBERS OPPORTUNITIES TO HELP RAISE AWARENESS ABOUT MENTAL HEALTH, ADDRESS STIGMA FROM A STUDENT PERSPECTIVE, AND CONTRIBUTE TO A DISTRICT-WIDE EVENT CENTERED ON YOUTH, MENTAL HEALTH, AND WELLNESS. 
          MOVING ON, THE PEER-TO-PEER CURRICULUM COMMITTEE, WHICH BRINGS MEMBERS TOGETHER TO DEVELOP MATERIALS AROUND FOUR PILLARS, WHICH INCLUDE COLLEGE AND CAREER READINESS, RESILIENCE, SOCIAL JUSTICE, AND LEADERSHIP. 
          THIS STUDENT-LED CURRICULUM PROVIDES WELLNESS RESOURCES TO SUPPORT PEER LEADERS AND IS BEING DEVELOPED FOR A PILOT AT SELECT SCHOOLS THAT ARE REPRESENTED BY OUR COMMITTEE MEMBERS. 
          AND FINALLY, THROUGH STUDENT CORRECTEDNESS, WE WANT TO CONTINUE THE I MATTER CAMPAIGN AND INCREASE PARTICIPATION IN DISTRICT-WIDE INITIATIVES THAT FOCUS ON BUILDING STRONG CONNECTIONS. 
          THROUGH SOCIAL MEDIA, WE WANNA RAISE AWARENESS ABOUT TRUSTED ADULTS ON CAMPUS AND ENCOURAGE OUR PEERS TO REACH OUT FOR SUPPORT. 
          OUR GOAL IS TO HELP MORE PEOPLE KNOW WHO THEY CAN TURN TO AT SCHOOL WHEN THEY NEED SOMEONE TO LISTEN OR HELP. 
          ONE WAY CMD SAC MEMBERS BRING VOICE DIRECTLY TO THEIR PEERS IS THROUGH THE I MATTER CAMPAIGN. 
          STUDENTS CREATE VIDEOS THAT ADDRESS WELLNESS FROM A STUDENT PERSPECTIVE, INCLUDING TOPICS SUCH AS CONNECTION, BELONGING, SELF-CARE, RESILIENCE, MENTAL HEALTH, AND SUPPORTING ONE ANOTHER. 
          THESE STUDENT-CREATED MESSAGES CAN HELP RAISE AWARENESS, ADDRESS STIGMA, AND MAKE C- CONVERSATIONS ABOUT MENTAL HEALTH AND WELLNESS MORE RELATABLE TO OTHER STUDENTS. 
          LAST YEAR, STUDENTS ALSO USED THE IMATER TO BEGIN A CONVERSATION ABOUT STUDENT CORRECTEDNESS AND THE IMPORTANCE OF HAVING A SUPPORTIVE AND TRUSTED ADULT AT SCHOOL. 
          [00:20:01]
THIS YEAR, WE WANNA CONTINUE BUILDING ON THAT WORK BY LOOKING AT MORE CLOSELY AT WHAT HELPS STUDENTS DEVELOP THOSE TRUSTED RELATIONSHIPS. 
          CMD SAC DEMONSTRATES HOW STUDENT VOICES CAN CONTRIBUTE TO HEALTH AND WELLNESS EFFORTS ACROSS LAUSD. 
          WHETHER WE ARE RAISING AWARENESS ABOUT MENTAL HEALTH, ADDRESSING STIGMA, CREATING MESSAGES FOR OUR PEERS, OR EXPLORING WHAT HELPS STUDENTS BUILD THESE TRUSTING RELA- RELATIONSHIPS, STUDENTS BRING AN IMPORTANT PERSPECTIVE TO THESE CONVERSATIONS. 
          THROUGH CMDSAC, WE HAVE AN OPPORTUNITY NOT ONLY TO SHARE THAT PERSPECTIVE, BUT TO HELP TURN IT INTO ACTION. 
          AS WE CONTINUE THIS WORK, WE WANT MORE OF OUR PEERS TO KNOW WHAT RESOURCES ARE AVAILABLE TO THEM AND WHO TO TURN TO FOR SUPPORT. 
          WE ALSO WANNA BRING BACK WHAT WE LEARNED TO OUR OWN CAMPUSES SO THAT OUR OWN SCHOOL COMMUNITIES CAN BENEFIT FROM THESE EFFORTS. 
          WE'D NOW LIKE TO SHARE AN I MATTER VIDEO TO SHOW HOW OUR MEMBERS BRING THESE MESSAGES TO THEIR PEERS. 
          HI, EVERYONE. 
          I'M ADRINA CARRANZA. 
          TODAY, I INTERVIEWED A COUPLE STUDENTS ASKING THEM WHO DID THEY FEEL CONNECTED TO WHEN THINGS GET HARD. 
          HERE'S WHAT THEY HAVE TO SAY. 
          WHO DO YOU FEEL CONNECTED TO WHEN THINGS GET HARD? MYSELF. 
          I HAVE A HARD TIME MAKING CONNECTIONS. 
          IN HIGH SCHOOL, YOU NEVER KNOW SOMEONE'S TRUE ATTENTION, SO IT'S HARD TO BUILD GENUINE CONNECTIONS. 
          IF YOU OFTEN FEEL LOST OR UNSUPPORTED, I'M HERE TO TELL YOU YOU'RE NOT ALONE. 
          AND SO THIS MONTH, WE'LL BE TALKING ABOUT CONNECTIONS AND HOW THEY CAN SUPPORT YOUR MENTAL HEALTH. 
          THAT INCLUDES CONNECTIONS TO YOURSELF, TRUSTED ADULTS, YOUR FAMILY, YOUR FRIENDS, AND YOUR COMMUNITY. 
          CONNECTION ISN'T ABOUT BEING PERFECT. 
          IT'S ABOUT FEELING SEEN, SUPPORTED, AND UNDERSTOOD AND KNOWING YOU CAN REPAIR THINGS WHEN THEY GO WRONG. 
          OVER THE NEXT FEW WEEKS, WE'LL BE SHARING ACTIVITIES AND IDEAS TO HELP YOU BUILD HEALTHIER CONNECTIONS IN ALL POINTS OF LIFE, BECAUSE CONNECTIONS MATTER, AND SO DO YOU. 
          WE LOOK FORWARD TO CONTINUING OUR WORK WITH DISTRICT LEADERS SO THAT MORE STUDENTS ACROSS LUSD CAN ACCESS THE CARE THEY NEED AND FEEL SUPPORTED AT SCHOOL. 
          THANK YOU, BOARD MEMBERS, FOR THE OPPORTUNITY TO SHARE CMD SAC'S WORK WITH YOU ALL TODAY. 
          IMPRESSED, RIGHT? ALL RIGHT. 
          UM, SO UP NEXT, WE'RE GONNA HEAR FROM OUR VENICE HIGH SCHOOL, UH, LED BY THEIR, UH, PRINCIPAL AND A FEW OF THEIR PSWS, AND I THINK THEY'RE JOINING VIA ZOOM. 
          SO IF WE CAN OPEN THE ZOOM PORTAL. 
          AND THEY ARE... 
          THERE WE ARE. 
          OKAY. 
          HELLO, EVERYONE. 
          I AM JASMINE ROSELAND, ONE OF THREE PSWS HERE AT VENICE HIGH SCHOOL. 
          I WOULD LIKE TO HIGHLIGHT THE DATA THAT INFORMED OUR APPROACH AND KEY PROGRAM PRIORITIES. 
          ONE, DATA-DRIVEN ACTION PLAN. 
          WE REVIEWED CAMPUS SURVEY TRENDS TO IDENTIFY COMMON STUDENT CONCERNS AND UNMET NEEDS, USED FINDINGS TO PRIORITIZE OUTREACH AND TRA - UM, TARGETED COUNSELOR CHECK-INS WHERE THEY MAY HAVE THE GREATEST IMPACT. 
          THEN REVISITED THE FEEDBACK OVER TIME TO ADJUST OUTREACH AND IDENTIFY AREAS THAT MAY NEED ADDITIONAL ATTENTION. 
          INTEGRATED MULTI-STEP SUPPORTS. 
          WE ESTABLISHED STAFF CHECK-IN PROTOCOLS, PEER SUPPORT CIRCLES, AND RAPID CLINICAL REFERRAL PATHWAYS, CREATED PEER SUPPORT CIRCLES THAT STRENGTHEN CONNECTION, BELONGING, AND SUPPORTIVE CONVERSATIONS. 
          AND LASTLY, MAINTAIN RAPID CLINICAL REFERRAL PATHWAYS SO STUDENTS NEEDING ADDITIONAL SUPPORT CAN BE CONNECTED TO APPROPRIATE SERVICES. 
          GONNA PASS IT ON. 
          HELLO, MY NAME IS SOPHIA ROMANO REDA. 
          I AM CURRENTLY A SOPHOMORE AT VENICE HIGH SCHOOL, AND I AM ALSO THE CO-PRESIDENT OF THE MENTAL HEALTH ADVOCACY CLUB. 
          IN THIS, OUR MISSION IS TO CREATE A POSITIVE CHANGE IN MENTAL HEALTH AND WELLNESS OVER TIME THROUGH INTERACTIVE ACTIVITIES THAT ENGAGE BOTH STUDENTS AND ADULTS, BECAUSE MENTAL HEALTH DOESN'T DISCRIMINATE. 
          YEAR - UM, YEARLY, WE RAISE AWARENESS THROUGH MENTAL HEALTH AND WELLNESS RESOURCES FAIRS. 
          ANOTHER EVENT WE'VE DONE IS WITH THE ADULTS, UM, MORE SPECIFICALLY OUR CAMPUS TEACHERS, IS SHOW THEM HOW THE BUBBLES CAN BE THERAPEUTIC TO THEM. 
          IN ADDITION, WE HAVE ALSO LAUNCHED MONTHLY CAMPAIGNS, SUCH AS SCHOOL-WIDE CAMPAIGNS AND CLUB MEETING ACTIVITIES. 
          UH, THIS HALLOWEEN, WE WILL BE MAKING TOTE BAGS SO THAT EVERYONE CAN FEEL A LITTLE BIT LIKE A KID AGAIN. 
          YOU CAN ALSO FOLLOW US ON SOCIAL MEDIA. 
          PASSING THIS ON. 
          HI, GOOD AFTERNOON. 
          MY NAME IS CHARLIE POP. 
          I'M THE BSAT PSW HERE AT VENICE, UM, AND I'M JUST GONNA TALK BRIEFLY ABOUT MY CREW. 
          UH, SO MYCREW STANDS FOR CREATING RESILIENCE, EMPOWERING WELLNESS, AND, UM, THE... 
          IT'S AN EVIDENCE-BASED PRACTICE THAT A LOT OF BSAT PSWS HAVE IMPLEMENTED ACROSS, UM, THE DISTRICT 
          [00:25:01]
AND OUR CAMPUSES. 
          AND, UM, IT IS A CLUB WITH ITS CORE AT CONNECTEDNESS. 
          SO AS IT ALREADY HAS BEEN MENTIONED EARLIER, UM, CONNECTION IS REALLY ONE OF THE MOST PROTECTIVE FACTORS, AND SPECIFICALLY IN WORKING WITH BLACK STUDENTS, UM, THE SUICIDE RATE AMONG BLACK STUDENTS OR BLACK YOUTH HAS INCREASED, UM, KIND OF EXPONENTIALLY OVER THE LAST SEVERAL YEARS. 
          SO MY CREW WAS CREATED T - AS AN ANTIDOTE TO THAT. 
          SO WE DO BUILD CONNECTION, UM, BOTH WITH PEERS AND WITH STAFF ON CAMPUS. 
          UM, THE WAY IT WORKS HERE AT VENICE IS THAT WE... 
          I MEET WITH THE, THE BOARD OF, UM, MYCREW WEEKLY, AND WE PLAN THE MEETINGS, UM, AND I HELP SUPPORT THEIR IDEAS, AND THEN THEY ARE THE ONES WHO RUN THE MEETINGS, UM, EVERY FRIDAY. 
          AND, UM, THAT CREATES A LOT OF STUDENT TO STUDENT CONNECTION, BUT THEN WE ALSO HAVE INVITED A LOT OF DIFFERENT STAFF TO PARTICIPATE. 
          SO WE'VE HAD TEACHERS COME, WE'VE HAD CAMPUS AIDES COME, WE'VE HAD THE DEAN POP IN, WE'VE HAD ADMIN. 
          SO THERE'S A LOT OF OPPORTUNITY FOR, UM, FOR STAFF TO STUDENT CONNECTION AS WELL. 
          SO, UM, AND WE ALSO, THIS YEAR, HAVE IMPLEMENTED WHERE WE ARE CHOOSING A THEME SIMILAR TO LUSC. 
          UM, AND SO EVERY MEETING OF THE MONTH, UM, DOES A DIFFERENT ACTIVITY TO HIGHLIGHT THAT THEME. 
          SO, FOR EXAMPLE, WE'LL DO ART ONE WEEK, THE NEXT WEEK WE'LL DO, LIKE, A SERVICE PROJECT, THEN AFTER THAT, WE'LL DO, UM, LIKE, A, SOME SORT OF A SOMATIC ACTIVITY, AND THEN FINALLY, UH, LIKE, A REFLECTION WEEK. 
          SO, THAT'S HOW MY CREW IS OPERATING HERE. 
          UM, AND JUST TO KIND OF THEN RECAP WHAT WE DO AS A TOTAL SCHOOL, UM, ON THE RIGHT HAND OF THE SLIDE. 
          UH, SO WE REALLY TRY TO TARGET STUDENTS, LIKE, AT THE FIRST INDICATION OF ANY PROBLEM. 
          UM, WE HAVE REALLY OPEN COMMUNICATION HERE AT VENICE, WHICH IS SUPER LUCKY, SO WE'RE ALL REALLY IN TOUCH WITH, UM, THE COUNSELING OFFICE, THE DEAN'S OFFICE, THE ADMIN TEACHERS. 
          UM, THERE'S A LOT OF REALLY CLEAR PATHWAYS TO REFER STUDENTS FOR SUPPORT. 
          UM, AND THEN, AGAIN, ALL THESE PEER ACTIVITIES REALLY DO CREATE, LIKE, A BIG COMMUNITY ON CAMPUS. 
          UM, AND THEN WE ALSO HAVE A LOT, AGAIN, A LOT OF PATHWAYS TO CARE. 
          SO WE HAVE, LIKE, SEVERAL DIFFERENT QR CODES THAT STAFF, STUDENTS, PARENTS, TEACHERS CAN ALL REFER STUDENTS THAT WAY, UM, AND THEN, UM, STUDENTS CAN REFER THEMSELVES AS WELL. 
          SO, UM, I'M GONNA PASS IT BACK REALLY QUICKLY TO OUR STUDENT REPRESENTATIVE. 
          IN ADDITION, ANOTHER APPROACH IS THAT STUDENTS HAVE OWNERSHIP OVER MANY OF THE CLUBS. 
          WE, AS LEADERS, UM, HELP SHAPE THE CAMPUS CULTURE WE WANNA BE A PART OF, WHICH IS REALLY SUBSTANTIAL WHEN IT COMES TO ASKING FOR HELP, BECAUSE YOU'RE NOT ASKING FOR HELP FROM SOMEONE WHO SEEMS UNREACHABLE, YOU'RE ASKING FOR HELPS FOR, FROM SOMEONE WHO IS JUST LIKE YOU AND WHO IS ALSO HUMAN. 
          UH, SO THAT IS WHY, ANNUALLY, WE ALWAYS PRIORITIZE SUSTAINING STUDENT ENGAGEMENT AND PUTTING ON ANNUAL WELLNESS RESOURCES FAIRS, SCHOOL-WIDE CAMPAIGNS, AND COMMUNITY PARTNERSHIPS, BECAUSE WHAT WE WANT TO DO IS BRING PEOPLE TOGETHER, NOT APART. 
          HELLO. 
          SO MY NAME IS ROSA ESCOBAR, AND I'M THE THIRD PSW HERE AT VENICE HIGH SCHOOL. 
          AND SO, IF YOU GO TO THE NEXT SLIDE, PLEASE. 
          THANK YOU. 
          SO, A LITTLE BIT ABOUT MYSELF. 
          I AM THE SPONSOR FOR THE MENTAL HEALTH ADVOCACY CLUB, AND REALLY ONE OF THE NICE THINGS ABOUT IT IS SEEING IT GROW FOR THE LAST SIX YEARS SINCE I'VE BEEN HERE. 
          ONE OF MY MOTTOES THAT I TEND TO TELL THE STUDENTS, AND WE DO, IT'S ALWAYS LIKE, "YES, SURE, WHY NOT? I'M DOWN, AND SO ARE THEY," BECAUSE IT REALLY HELPED ME DEFINE THE PRACTICE OF WHAT WE DO HERE AT SCHOOL, AND REALLY WHAT HAS, THAT HAS LED US WAS TWO TIMES WE'VE RECEIVED THE LLC HUMAN RELATIONSHIP COMMISSION AWARDS FOR THE CLUB. 
          WE'VE BEEN ATTENDING AND PRESENTING FOR THE LLC, THE YOUTH MENTAL HEALTH AND WELLNESS SYMPOSIUM THAT HAPPENS EVERY YEAR AT ELAC, SO SINCE THE START OF THAT, WE'VE BEEN GOING EVERY YEAR. 
          WE ALSO DONE, UM, DIRECTING CHANGE, WHERE WE WERE ABLE TO DO PSA, UM, VIDEOS THAT TALK ABOUT SUICIDE PREVENTION, AND ALSO ABOUT MENTAL HEALTH, AND WE ACTUALLY RECEIVED SOME FUNDING FOR THE PSA VIDEOS THAT WE HAVE CREATED. 
          FROM THERE, I BECAME A GRANT WRITER AS WELL, AND WITH LA PROMISE, UM, THEY HAVE A STUDENT BUILD, AND EVERY YEAR I'VE BEEN APPLYING, AND WE RECEIVE $1,000 EVERY YEAR, AND THAT'S REALLY WHAT HELPS US IN CREATING THESE ACTIVITIES HERE AT SCHOOL, WHICH IS EITHER THE TOTE BAGS OR CREATING THOSE MENTAL HEALTH, UM, WELLNESS RESOURCE FAIR, BECAUSE WE HAVE, UM... 
          WE TALK ABOUT MENTAL HEALTH, BUT NOT JUST MENTAL HEALTH, BUT ALSO WELLNESS, PHYSICAL HEALTH, AND HOW IT GOES HAND IN HAND AS WELL AS HEALTHY EATING. 
          AND THEN FROM THERE, LLC WANTED TO CREATE A VIDEO ABOUT, LIKE, WHAT MENTAL HEALTH IS AT SCHOOLS, AND, YOU KNOW, I OFFERED VENICE. 
          IT'S LIKE, "VENICE WILL BE HAPPY TO BE SPOTLIGHTED." AND SO THEY ACTUALLY CAME HERE AND CREATED A VIDEO ABOUT MENTAL HEALTH HERE AT VENICE A COUPLE YEARS BACK. 
          AND THEN FROM THERE, WE HAVE A STUDENT WHO'S HER SECOND TIME NOW BEING PART OF THE LESD CHIEF MEDICAL DIRECTOR, STUDENT AS ADVISORY COUNCIL, UM, ANOTHER WHO'S PART OF THE DD 
          [00:30:01]
HIRSCH MENTAL HEALTH AND SERVICE TEAM LINE. 
          AND SO FROM THERE, EVERY YEAR, LIKE WE SAID, IT'S NOW, THIS IS THE FIFTH, WELL, INCOMING SIXTH YEAR FOR THE VENICE MENTAL HEALTH AND WELLNESS RESOURCE FAIR WE WILL BE HAVING HERE. 
          AND WE'VE DONE BRING CHANGE TO MIND, WHICH IS ANOTHER ORGANIZATION THAT'S OUT THERE THAT WE... 
          SORRY. 
           SORRY, THERE'S A BELL. 
          UM, THAT WE WERE A PART OF. 
          AND WITH THAT, ONE OF THE NICE THINGS IS THAT SINCE WE'RE VERY OPEN AND WILLING TO DO THINGS, UM, WE WERE ACTUALLY, WE HOUSED A DRUG PREVENTION KIT HERE AT SCHOOL, AND SO WE HAVE OTHER SCHOOLS COMING IN ASKING US LIKE, "HEY, CAN WE BORROW THE KIT BECAUSE WE WANNA TALK ABOUT SUBSTANCE USE AND PREVENTION AND ALL THAT STUFF." AND SO IT'S REALLY NICE THAT WE HAVE IT HERE. 
          UM, AND THEN WE ACTUALLY, BACK THEN THEY WERE ASKING ABOUT THE, UM, RESILIENT DAILY MESSAGES AND THEY ASKED VENICE IF THEY WERE INTERESTED IN DOING THAT. 
          AND SO I ASKED THE STUDENTS, I'M LIKE, "ARE YOU INTERESTED?" AND THEY'RE LIKE, "YES." AND SO THAT'S WHERE WE THOUGH ABOUT I MATTER MONDAY, TIME FOR YOURSELF, UM, TUESDAY, WINDING DOWN WEDNESDAY, THANKFUL THURSDAY, FRIENDLY, UH, FRIENDLY FRIDAY. 
          AND SO IT'S REALLY NICE TO SEE THAT THAT CONTINUES ON, ESPECIALLY WITH THE I MATTER. 
          AND FROM THERE, BECAUSE OF OUR WORK THAT WE DO A LOT HERE AT VENICE, IT'S BEING SEEN IN THE COMMUNITY THAT LOCAL SURF SHOPS, THE PTSA WE HAVE HERE AT VENICE, THEY ACTUALLY DONATE MONEY TO, TO US IN ORDER FOR US TO CONTINUE OUR WORK. 
          SO DEFINITELY, UM, WE'VE BEEN VERY GRATEFUL FOR ALL THE SUPPORT WE'VE BEEN RECEIVING HERE AT SCHOOL. 
          AND IT REALLY IS A REFLECTION OF THE STUDENTS BECAUSE IT'S THE STUDENTS' VOICES THAT WE AMPLIFY. 
          AND SO IT'S KIND OF LIKE FOR STUDENTS BY STUDENTS. 
          AND SO THAT'S KIND OF LIKE THE MODEL WE GO WITH THAT REALLY HELPS US DEFINE THE WAY WE ARE HERE AT VENICE. 
          YEAH. 
          THANK YOU. 
          RIGHT. 
          WELL, THANK YOU VENICE TEAM. 
          AND I THINK WE HAVE ONE LAST SHORT VIDEO TO - WE HAVE SO MUCH TO BE - OH, OKAY. 
          I WAS READY. 
          I DIDN'T REALIZE IT WAS READY TO GO. 
          UH, OKAY. 
          SO IT'S A SHORT VIDEO AND THEN WE'LL WRAP IT UP AND OPEN IT UP FOR QUESTIONS. 
          WE HAVE SO MUCH TO BE PROUD OF AS WE GATHER HERE TODAY WITH STUDENTS FROM ACOSTA DISTRICT FOR LAUSD'S FOURTH ANNUAL YOUTH MENTAL HEALTH AND WELLNESS SYMPOSIUM. 
          YOU ARE NOT ALONE IN WHAT YOU FEEL. 
          NOT IN YOUR STRESS, NOT IN YOUR ANXIETY, NOT IN YOUR QUIET MOMENTS OF DOUBT. 
          YOU ARE PART OF A GENERATION THAT'S CHANGING SOMETHING THAT STAYED SILENT FOR FAR TOO LONG. 
          I HAVE SEEN WHAT OUR CHILDREN ARE CARRYING IN THIS DAY AND AGE, AND WHAT THEY NEED MOST IS TO FEEL CONNECTED, TO FEEL SEEN, TO BELONG. 
          AND TODAY, THAT'S JUST WHAT WE'RE DOING. 
          WE DON'T BUILD MENTAL HEALTH IN OUR SCHOOLS FOR OUR STUDENTS. 
          WE BUILD THAT WITH OUR STUDENTS. 
          WHEN YOUNG PEOPLE LEAD THE CONVERSATION, WE KNOW THINGS ARE GONNA CHANGE. 
          OUR MISSION AND OUR GOAL IS REALLY TO UPLIFT STUDENT VOICES, EMPOWER OUR STUDENTS TO REALLY PRIORITIZE AND LEARN MORE ABOUT MENTAL HEALTH. 
          THAT'S REALLY THE, THE PURPOSE OF TODAY'S EVENT. 
          THAT'S WHY I'M HERE TODAY, TO, TO HELP OTHER STUDENTS REALLY EMPOWER THEMSELVES AND, AND FEEL THE WAY THAT I KNOW THEY CAN. 
          MENTAL HEALTH AND WELLNESS IS THE MOST IMPORTANT THING TO TEENS IN THEIR LIVES, ESPECIALLY WHEN THEIR BRAINS ARE DEVELOPING SO MUCH. 
          AND SO IT'S VERY IMPORTANT WE PRIORITIZE, LIKE, MAKING SURE THAT PEOPLE ARE COMFORTABLE WITH WHO THEY ARE. 
          BEING HERE AT THIS EVENT IS A COLLECTIVE PLACE WHERE WE CAN ALL FEEL LIKE IT'S OKAY TO BE EXACTLY WHO WE ARE AND THAT THERE'S SO MUCH AHEAD OF US AND THERE'S SO MUCH THAT WE CAN LEARN. 
          COMING HERE IS JUST AN INCREDIBLE WAY TO SURROUND YOURSELF WITH PEOPLE WHO THINK LIKE YOU AND WHO WANT YOU TO SUCCEED AND WHO CAN SHOW YOU HOW THEY'VE SUCCEEDED AND THE PLACE THAT THEY, THEY'VE GOTTEN TO IN LIFE. 
          WHAT STARTED AS A WAY TO HELP OTHERS EVENTUALLY BECAME A WAY TO HELP MYSELF. 
          RESILIENCE IS THE UNSHAKABLE BELIEF THAT NO MATTER WHERE YOU START, YOU HAVE THE CAPACITY TO OVERCOME. 
          IT ONLY TAKES ONE MOMENT, ONE CHOICE, ONE DECISION TO CHANGE YOUR LIFE. 
          ALL RIGHT. 
          WELL... 
          THANK YOU. 
          THANK YOU. 
          UM, SO YEAH, WE'LL OPEN IT UP FOR QUESTIONS. 
          AMAZING. 
          I DON'T KNOW ABOUT EVERYBODY ELSE. 
          MY HEART IS FEELING REALLY FULL, PARTICULARLY HEARING FROM OUR YOUNG PEOPLE ABOUT, UM, THEIR VISION FOR THEMSELVES AND THEIR PEERS IN THE FUTURE. 
          UM, SO I'LL PAUSE AND SEE IF MY COLLEAGUES HAVE ANY QUESTIONS FOR THE VARIOUS PRESENTERS WE HAD, BOTH VENICE ONLINE AND BOTH OF YOU HERE IN PERSON. 
          AND I'LL, I'LL WRAP UP WITH, UM, ONE OR TWO OF MY OWN. 
          COLLEAGUES, GO AHEAD, LENA. 
          WE HAVE SO MUCH TO BE PROUD OF. 
          THAT'S OKAY. 
          UM, FIRSTLY, I JUST WANNA COMMEND YOU ON PRESENTING IN FRONT OF US. 
          AMAZING JOB AS A HIGH SCHOOLER. 
          I DON'T THINK THAT I COULD'VE DONE THE SAME AS WELL-WORDED. 
          SO CONGRATULATIONS AND AMAZING ACCOMPLISHMENTS AND WISHING YOU THE BEST IN YOUR FUTURE AS YOU CONTINUE THIS WORK. 
          THANK YOU SO MUCH. 
          YEAH. 
          UM, I HAD A QUESTION. 
          I KNOW, UM, I REALLY APPRECIATE THE, THE HIGHLIGHT AND THE FOCUS ON HAVING A TRUSTED ADULT AND CONNECTEDNESS AND CONNECTION, UM, ON CAMPUS. 
          I'M 
          [00:35:01]
WONDERING IF THERE'S ANY DATA ON WHO THE TRUSTED ADULTS ARE ON CAMPUS. 
          UM, I KNOW THAT THERE CAN BE VARIATIONS. 
          I KNOW FOR SOME YOUTH IT MIGHT BE A TEACHER, FOR SOME YOUTH IT MIGHT BE A JANITOR OR THE SCHOOL CROSSING GUARD. 
          SO I'M WONDERING IF THERE'S ANY DATA ON WHAT THAT VARIATION OF TRUSTED ADULT LOOKS LIKE. 
          IT'S A REALLY GOOD POINT. 
          AND I, UH, WE HAVEN'T COLLECTED THAT LEVEL OF, UH, DATA TO THAT DEGREE. 
          YEAH. 
          UM, BUT I THINK IT'S SOMETHING BECAUSE IN OUR SURVEY, WE'RE JUST ASKING IF, IF THERE IS SOMEONE. 
          AND SO, YOU KNOW, IT'S GOOD FEEDBACK FOR US, UH, ESPECIALLY MAYBE THINKING AT A SMALLER SCALE WITH OUR PSWS. 
          THEY DO VERY INTENTIONAL CHECK-INS WITH, WITH STUDENTS AND MAYBE FOR US TO COLLECT SOME ANECDOTAL DATA THAT WAY. 
          YEAH. 
          UM, YOU KNOW, AND, AND WHEN WE DO THESE CAMPAIGNS, WE PURPOSELY SAY LIKE, "YOU IDENTIFY WHO IT IS," RIGHT? LIKE WE'RE NOT SAYING, "OH, IT'S THE COUNSELOR OR IT'S THAT PERSON." WE WANNA MAKE SURE THAT STUDENTS THEMSELVES IDENTIFY WHO THAT MIGHT BE. 
          YEAH, THAT TOTALLY MAKES SENSE. 
          I THINK I JUST WAS KIND OF INTERESTED, UM, FROM THE PERSPECTIVE OF, IN THE CASE IT'S SOMEONE WHO WOULD BE CONSIDERED, I GUESS MAYBE A LITTLE NON-TRADITIONAL THAT MAY NOT HAVE ALWAYS LIKE THAT ONE-ON-ONE TIME, BEING ABLE TO PE - MAYBE FOSTER IN THAT TIME WHERE THEY CAN HAVE MORE OPPORTUNITIES TO CONNECT WITH THAT YOUTH. 
          SO LIKE FOR A CROSSING GUARD, RIGHT? THEY SEE THEM IN THE MORNING AND MAYBE AFTER SCHOOL, BUT THERE MAY NOT BE TIME DURING THE DAY WHERE IF SOMETHING HAPPENED THAT THE CROSSING GUARD, LIKE THEIR, THEIR TRUSTED I - THEIR IDENTIFIED TRUSTED ADULT MAY NOT BE ABLE TO, UM, THEY MAY NOT BE ABLE TO ACCESS THAT TRUSTED ADULT DURING THE SCHOOL DAY IF SOMETHING HAPPENS. 
          THAT'S KIND OF MORE SO WHERE I WAS THINKING. 
          SO I THINK TAKING THE APPROACH WITH THE, UM, PSWS AND MAYBE DOING A LITTLE SAMPLE SIZE, UM, TO SEE WHAT THAT RANGE OF TRUSTED ADULT LOOK LIKE WOULD BE REALLY GREAT. 
          BUT JUST SOME FEEDBACK. 
          YEAH, THANK YOU. 
          THANK YOU. 
          YEAH. 
          REALLY GOOD. 
          UH, FOR MR. ANAND, FIRST, CONGRATULATIONS FOR YOUR PRESENTATION. 
          AMAZING. 
          YOU'RE READY FOR MED SCHOOL. 
           UH, SO MY QUESTION IS HOW OFTEN THE STUDENT COUNCIL MEETS AMONG THEMSELF AND HOW OFTEN DO THEY MEET WITH THE CHIEF MEDICAL DIRECTOR? SO THE, THE OV - SO OUR, OUR OVERALL COUNCIL, WE HAVE OUR OVERALL CHIEF MEDICAL DIRECTOR, STUDENT COUNCIL, ADVISORY COUNCIL, THAT WOULD MEET AROUND, I THINK, TWICE A, TWICE A SEMESTER OR THREE TIMES A SEMESTER. 
          BUT BRANCHING DOWN, WE ALSO HAVE THE SUBCOMMITTEES, WHICH ARE THE HEALTH INITIATIVES, THE YOUTH SYMPOSIUM. 
          SO ALL OF THOSE, THEY HAVE DIFFERENT LEADERS. 
          FOR THE, I, I'M PART OF THE HEALTH INITIATIVES SUBCOMMITTEE AND MR. VICTOR LUNA, MR. LUNA IS THE LEADER FOR THE, UH, SUBCOMMITTEE. 
          AND WE MEET AT LEAST ONCE A MONTH OR SOMETIMES TWICE A MONTH BECAUSE WE HOST FAIRS, HEALTH AND, LIKE, HEALTH SCREENING FAIRS AT LEAST ONCE A MONTH. 
          UM, OUR HEALTH FAIR FOR THIS MONTH IS COMING UP OCTOBER, SO WE ALWAYS PLAN ONE WEEK BEFORE OR TWICE A MONTH. 
          IT REALLY DEPENDS, BUT I WOULD SAY OVERALL, ONCE A MONTH. 
          AND, UM, IF WE NEED MORE SUPPORT, WE'D MEET MORE THAN THAT. 
          YEP. 
          EXCELLENT JOB. 
          UM, I WAS LIKE, "WOW. 
          OKAY." I DID HAVE, YOU ANSWERED A COUPLE OF THE QUESTIONS BECAUSE I WANNA KNOW WHICH YOU PARTICIPATE IN. 
          Y SAID YOU'RE ON THE HEALTH AND WELLNESS INITIATIVE, AND THEN YOU SAID YOU DO WEEKLY ACTIVITY, I MEAN, MONTHLY ACTIVITIES. 
          UM, WAS HEALTH FAIRS THE ONLY TYPE OF ACTIVITY THAT YOU GUYS DO? IS IT ACROSS ALL THE SCHOOLS THAT ARE INVOLVED WHO HAVE A REPRESENTATIVE OR IS THAT ONE BIG ACTIVITY FOR THE WHOLE DISTRICT? UM, SO WHAT WE DO IS WE GO TO MULTIPLE HIGH SCHOOLS ACROSS LAUSD. 
          UM, AND, UM, WHEN, WHEN WE'RE OUT OF THE HIGH SCHOOLS, WE HAVE HEALTH SERVICES LIKE KAISER AND HEALTH PARTNERS AND MEDI-CAL AND A LOT OF, YOU KNOW, OPPORTUNITIES THAT LAUSD STUDENTS CAN GET. 
          FOR EXAMPLE, HEALTH PHYSICALS, UM, VISION SCREENINGS, AND THEY CAN COME THERE, UH, TO, YOU KNOW, GET THEIR CHECKUPS DONE AND ANY SUPPORT THEY NEED. 
          AND ALL OF THIS IS, YOU KNOW, PROVIDED FOR FREE FOR LAUSD STUDENTS. 
          SO YEAH, IT'S, IT'S EVERY MONTH AT MANY DIFFERENT HIGH SCHOOLS. 
          GOT IT. 
          AND THEN YOU SAID THERE WERE 60 STUDENTS INVOLVED? UM, SO OUR WHOLE CHIEF DIRECTOR'S MEDICAL COUNCIL HAS 69 STUDENTS FROM GATES EIGHT THROUGH 12. 
          AND ARE THEY FROM 69 DIFFERENT SCHOOLS OR HOW MANY SCHOOLS IS REPRESENTED IN AT 69? NO, THERE, THERE'S DIFFERENT, UH, IT'S NOT 69 DIFFERENT SCHOOLS BECAUSE WE MIGHT HAVE LIKE A COUPLE SCHOOLS THAT HAVE SEVERAL REPRESENTATIVES. 
          YEAH. 
          SO, UM, FOR EXAMPLE, FROM TAFT CHARTER HIGH SCHOOL, WE HAVE THREE PEOPLE COMING REPRESENTING TAFT CHARTER HIGH SCHOOL, ME AND TWO OTHER STUDENTS. 
          SO WE TRY TO GET A BROAD REPRESENTATION, INCLUDING LAUSD'S NORTH, SOUTH, EAST, AND WEST REGIONS. 
          AND WE ALSO INCLUDE LAUSD'S, UM, ONLINE SCHOOL, VIRTUAL ACADEMY. 
          SO THAT'S HOW WE TRY TO GET A BROAD REPRESENTATION OF STUDENTS. 
          GOT IT. 
          UM, AND THEN THERE WAS THREE, UM, AREAS YOU MENTIONED FOR THE PEER-TO-PEER CURRICULUM, COLLEGE LEADERSHIP, 
          [00:40:01]
AND I MISSED THE OTHER TWO. 
          YEAH. 
          SO, UM, WE HAVE COLLEGE AND, UM, COLLEGE AND CAREER READINESS, LEADERSHIP, AND... 
          SO WE HAVE COLLEGE AND CAREER READINESS, RESILIENCE, SOCIAL JUSTICE, AND LEADERSHIP. 
          AND WHAT THAT, UM, COMMITTEE DOES IS THE MEMBERS WOULD COME TOGETHER AND CRE - DEVELOP THE MATERIALS NEEDED TO PROVIDE PEER LEADERS AT THE RESPECTIVE SCHOOLS. 
          UH, WE'RE TARGETING, LIKE, P, UM, ASB STUDENTS SO THAT THEY, THEY CAN GET THE MATERIAL THAT THEY CAN USE TO SUPPORT THEIR PEERS AT SCHOOL IN CASE THEY NEED HELP AND, UM, YOU KNOW, BE AN OVERALL LEADER AT THEIR SCHOOLS. 
          GOT IT. 
          AND IF THERE'S STUDENTS THAT ARE INTERESTED AND THEIR SCHOOL IS NOT AWARE, WHERE SHOULD WE DIRECT THEM TO? YEAH, SO, UH, IF THE STUDENTS ARE NOT AWARE, WE, UM, WE, LIKE, MAKE IT PUBLICIZED AT THE SCHOOL, UH, AND WE ARE ONLY PILOTING TO THE SCHOOLS THAT THE SUBCOMMITTEE, LIKE, THE MEMBERS OF THE SUBCOMMITTEE RIGHT NOW. 
          SO THE MEMBERS OF THE SUBCOMMITTEE WOULD ALSO PUBLICIZE IT, AND THERE'D BE POSTERS AROUND THE SCHOOL, AND WE'RE ALSO POSTING IT ON SOCIAL MEDIA AND SCHOOLOGY POSTS AND MAKING IT AWARE. 
          AND THEN STUDENTS CAN CLICK THAT LINK TO JOIN AND APPLY FOR IT. 
          WAS, WAS THE QUESTION ABOUT JOINING THE COMMITTEE AT, AT LARGE OR, OR THE - NOT AT LARGE, BUT IF - OKAY. 
          THEIR SCHOOL WASN'T REPRESENTED IN THAT NUMBER, HOW WOULD THEY GET THAT INFORMATION? GOT IT. 
          OKAY. 
          SO OUTSIDE SCHOOLS, IF THEY JUST HEARD ABOUT IT, SAY A FRIEND KNEW ABOUT IT, BUT THEIR SCHOOL DOESN'T HAVE IT, THEY DON'T HAVE THE CURRICULUM, HOW DO THEY GET THAT INFORMATION FOR THOSE FOUR, UH, AREAS OF, UH - YEAH, SO, SO WHAT WE'RE GONNA DO IS, IS REALLY JUST THIS SPRING IS GONNA BE A PILOT. 
          OKAY. 
          AND THEN NEXT FALL, IT SHOULD GO DISTRICT-WIDE. 
          GOT IT. 
          SO, SO YEAH, SO RIGHT NOW WE'RE JUST DOING A PILOT, UH, FOR THIS, FOR THE LAUNCH OF THIS. 
          YEAH. 
          OF, OF THE PEER-TO-PEER COMPONENT. 
          YEP. 
          AND I JUST WANNA MAKE SURE VENICE IS STILL HERE IF YOU HAVE ANY QUESTIONS FOR THEM. 
          YES, I DO, ACTUALLY. 
           WELL, THANK YOU FOR SHARING ALL THE INFORMATION. 
          IT SOUNDS REALLY AMAZING, THE WORK THAT YOU'RE DOING, AND IT'S SUCH A GOOD PLACE FOR YOUNG PEOPLE TO BE A PART OF. 
          UM, YOU, YOU MENTIONED THAT, UM, THE STUDENTS FROM THE COMMITTEE TRY TO BRING THAT WORK BACK TO THE SCHOOL SITES, RIGHT? WHERE... 
          CAN YOU DESCRIBE A LITTLE BIT OF WHAT THAT LOOKS LIKE? WHAT DO YOU DO, AND HOW DO YOU GET THE MESSAGE OUT TO THE OTHER KIDS? YEAH, SO, UM, THE PEER-TO-PEER CURRICULUM IS A SUBCOMMITTEE, AND THE MEMBERS OF THAT SUBCOMMITTEE... 
          SO, FIRST OF ALL, WE HAVE FOUR SUBCOMMITTEES, AND THE MEMBERS OF THE OVERALL COMMITTEE CAN CHOOSE WHICH COMMITTEE THEY WANNA GO TO, AND THE MEMBERS OF THE PEER-TO-PEER CURRICULUM COMMITTEE WOULD BRANCH OUT THIS INFORMATION TO THEIR RESPECTIVE SCHOOLS AT THIS MOMENT, BECAUSE WE'RE ONLY PILOTING TO THE SCHOOLS THAT THEY'RE IN SO FAR. 
          BUT... 
          AND ONCE THEY PILOT, YOU KNOW, THEY'LL FIGURE OUT WHERE TO HANDLE THE MEETINGS, WHERE TO BRANCH OUT THE INFORMATION MATERIALS. 
          IT'S LIKE A LESSON FOR THE PSA AND ASB MEMBERS AND STUDENTS AT THEIR SCHOOLS - OH, I SEE. 
          THIS YEAR. 
          OKAY. 
          AND, UM, NEXT YEAR WE'RE, YOU KNOW, TRYING TO BRANCH OUT TO OTHER SCHOOLS, BUT THIS IS RIGHT NOW, LIKE, A TR - TEST RUN, AND TO SEE HOW IT, YOU KNOW, WORKS AT THE RESPECTIVE SCHOOLS. 
          ALMOST LIKE, UH, BUILDING OTHER LEADERS AT YOUR SCHOOL SITE - YEAH. 
          IF YOU'RE SHARING THIS INFO. 
          IT'S BUILDING, UM, BUILDING LEADERS. 
          MM-HMM. 
          SO IT'S, IT'S NOT A TRUSTED ADULT, BUT SOMEONE THAT PEERS CAN GO TO, TO REQUEST ASSISTANCE AND REALLY TALK TO, YOU KNOW? MM-HMM. 
          AND THEY'LL HAVE THE MATERIALS AND KNOWLEDGE TO KNOW HOW TO AID THEM. 
          THANK YOU SO MUCH. 
          UM, THIS IS ACTUALLY FOR VENICE. 
          UM, I, YOU KNOW, I WAS LOOKING AT YOUR, UH, THE VENICE HIGH SCHOOL ACTION PLAN, DATA-DRIVEN ACTION PLAN AND INTEGRATED MULTI-STEP SUPPORT, WHICH IS WHAT, UM, THE RESO, UH, THAT WE PASSED LAST YEAR, S - WELLNESS WITHOUT SILOS ACTUALLY NAMES. 
          SO I'M VERY HAPPY TO SEE THAT THIS IS ACTUALLY BEING DONE AT A SCHOOL. 
          SO I'M CURIOUS FOR THE, UM, VENICE TEAM, UM, WHO PARTICIPATES IN THE, IN THE CREATION OF THIS DATA-DRIVEN ACTION PLAN? UM, WHO, YOU KNOW, WHO ARE THE FOLKS, UM, AT THE SCHOOL SITE WHO DO THAT? AND THEN AGAIN, IN THE, LIKEWISE, IN THE INTEGRATED MULTI-STEP SUPPORT. 
          UH, SO WHEN IT COMES TO... 
          SO WHEN IT COMES TO ALL OF THAT, IT'S REALLY, WE HAVE A WHOLE TEAM HERE. 
          THIS IS WHERE IT'S REALLY NICE TO HAVE THAT COMMUNICATION HERE AT SCHOOL, BECAUSE WE HAVE THE DEAN THAT COMES IN, THE RESTORATIVE JUSTICE THAT COMES IN, OUR PSAS, THE ACADEMIC COUNSELORS, UM, WE HAVE A MAGNET COORDINATOR AS WELL, OUR APS THAT ARE INVOLVED AS WELL, UM, TEACHERS, UM, PSWS. 
          ALL OF US, WE TEND TO COME IN AND HAVE THESE, LIKE, MEETINGS TO TALK ABOUT WHAT WE'VE BEEN SEEING AND WHAT SHOULD BE 
          [00:45:01]
DONE. 
          AND ONE OF THE THINGS THAT IS NEW THIS YEAR FOR US, IT'S ALSO ADVISORY. 
          AND SO WE GET A LOT OF FEEDBACK FROM ADVISORY, AND THEN WE COME BACK TOGETHER AS A COLLECTIVE AND JUST KIND OF, LIKE, TALK ABOUT WHAT KIND OF, UM, WHAT WE'RE SEEING AND WHAT TEACHERS ARE SEEING AS WELL, UM, BECAUSE TEACHERS TEND TO BE OUR FIRST LINE OF DEFENSE BECAUSE THEY KNOW THE STUDENTS WELL A LOT BETTER THAN WE DO. 
          AND SO WE ASK THEM A LOT OF QUESTIONS AND SOMETIMES WE ASK STUDENTS AS WELL. 
          SO IT'S REALLY, UM, TRYING TO, YOU KNOW, GATHER EVERYONE THAT WILL HELP US PROVIDE INFORMATION, INCLUDING, UM, THE SPED DEPARTMENT. 
          SO IT'S REALLY EVERYONE THAT COMES IN TOGETHER, UM, BUT - I LOVE IT. 
          THANK YOU. 
          I, I MEAN, I THINK IT SPEAKS TO THAT WELLNESS IS EVERYONE'S JOB AT A SCHOOL SITE, RIGHT? IT'S NOT JUST ONE, AND THAT'S WHAT YOU'RE NAMING. 
          I'M, I'M CURIOUS, WHO IS THE PERSON WHO LEADS THE WORK OF BRINGING EVERYBODY TOGETHER, UM, TO DO THIS? UH, LIKE, IS THERE A COORDINATOR WHO DOES THIS? I CAN JUST SPEAK TO, TO THE BSAP PROCESS, BECAUSE WE HAVE OUR BSAP COORDINATOR THAT COMES, UM, MONTHLY AND MEETS WITH OUR BSAP TEAM HERE ON CAMPUS, AND WE LOOK AT THE DATA EVERY TIME. 
          WE LOOK AT ATTENDANCE DATA, GRADE DATA, AND THEN THAT INFORMS OUR DECISIONS ABOUT WHICH STUDENTS TO TARGET AND THINGS LIKE THAT. 
          SO FOR THE BSAP PIECE, THAT'S HOW WE'RE IDENTIFYING STUDENTS, UM, TO DO, UM, YOU KNOW, MORE SUPPORTIVE INTERVENTIONS WITH. 
          OKAY, THANK YOU. 
          AND, UM, FOR, UM... 
          LET ME SEE HERE. 
          THE, THE I MATTER CAMPAIGNS THAT WE HAVE, I THINK IT'S BEAUTIFUL AND GREAT THAT WE HAVE A SERIES. 
          I DID NOT KNOW ABOUT THIS, UH, THESE, UM, THE SERIES OF CAMPAIGNS THAT WE HAVE ON RELATIONSHIP GROWTH, LISTENING, UH, HEALTHY RELATIONSHIPS, AND THEN JUST, UH, THE OTHER ONES THAT YOU HAVE ON SUICIDE PREVENTION, HEALTHY RELATIONSHIPS, AND BUILDING COMMUNITY. 
          SO WHO LEADS THIS WORK AT THE SCHOOL SITE? SO RIGHT NOW, IT'S THE, THE PSYCHIATRIC SOCIAL WORKERS LEAD THAT WORK. 
          UM, YOU KNOW, AND THIS IS OUR SECOND YEAR OF DOING THIS, AND EACH YEAR WE'RE GETTING THINGS A LITTLE BIT MORE DEMOCRATIZED, I GUESS I SHOULD SAY, ACROSS THE SYSTEM, UH, RECOGNIZING THAT THIS IS STARTED WITHIN STUDENT MENTAL HEALTH AND WELLNESS. 
          THE GOAL IS NOW THAT, FOR EXAMPLE, WE'VE DEVELOPED A TOOLKIT ASSOCIATED WITH EACH OF THESE, AND SO SHORTLY, WELL, THE PLAN IS TO LAUNCH IT TO ALL CRISIS TEAM MEMBERS SO THAT THEN THEY HAVE ACCESS TO THAT, BECAUSE WE RECOGNIZE THAT THEN, YOU KNOW, TAKING ONE STEP AT A TIME. 
          SO THE CRISIS TEAM MEMBERS IS COMPOSED OF, TO YOUR POINT, MULTIDISCIPLINARY. 
          SO IT COULD BE A PSW, A PSA, A SCHOOL PSYCHOLOGIST, A COUNSELOR, YOU KNOW, ET CETERA, ET CETERA. 
          SO THAT'S, THAT'S KIND OF THE, THE END GOAL WITH SOME OF THIS WORK. 
          AND IS THERE... 
          IS THIS A MANDATORY, UH, CAMPAIGN OR IS IT OPTIONAL FOR SCHOOLS TO DO THIS? UH, IT'S, IT'S OPTIONAL. 
          UH, WE WANNA MAKE SURE THAT WE HONOR WHATEVER CAMPAIGNS OR, YOU KNOW, UH, MESSAGING THAT THEY HAVE. 
          UH, BUT WHAT WE HAVE BEEN ABLE TO DO IS, UH, ENCOURAGE THAT THIS IS SOMETHING THAT'S VERY USER-FRIENDLY, JUST GRAB IT FROM THE SHELF AND, LIKE, IF YOU WANT TO UPDATE, YOU KNOW, POST IT FROM YOUR SOCIAL MEDIA ACCOUNTS FROM THAT SCHOOL, THEN THEY CAN. 
          SO, SO, AGAIN, WE WANT IT TO JUST BE AS USER-FRIENDLY AS POSSIBLE. 
          AND HOW DO WE DISSEMINATE THE INFORMATION TO THE SCHOOL SITES ABOUT THESE CAMPAIGNS? SO RIGHT NOW, WE'RE SHARING IT VIA THE PSWS. 
          UM, MOVING FORWARD, WE WILL WORK ON FIGURING OUT HOW TO SHARE IT VIA OUR CRISIS TEAM MEMBERS. 
          SO RIGHT NOW, IT'S ONLY AT SCHOOLS THAT HAVE PSWS? CORRECT. 
          UM, BUT THE CAMPAIGN AT LARGE, WE HAVE A CENTRAL CAMPAIGN THAT, LIKE, IF ANYONE FOLLOWS STUDENT MENTAL HEALTH AND WELLNESS, LIKE, WE PUSH IT OUT THAT WAY, BUT THEN THE PSWS HAVE ALSO A TOOLKIT THAT THEY CAN DEPLOY. 
          AND DO WE TRACK WHO IS DOING THIS? WHO HAS LAUNCHED THE CAMPAIGN? WE, WE'VE STARTED COLLECTING DATA. 
          IT'S NOT FINALIZED BECAUSE WE JUST STARTED WITH THE TOOLKIT CONCEPT THIS YEAR, SO WE'RE, YOU KNOW, INTO THE FOURTH MONTH. 
          UH, BUT THAT'S SOMETHING WE'RE LOOKING INTO. 
          YEAH. 
          I, I WOULD BE CURIOUS TO SEE WHO'S DOING IT, HOW THEY'RE DOING IT. 
          I THINK, YOU KNOW, WE DON'T HAVE PSWS EVERYWHERE, BUT WE DEFINITELY... 
          I FEEL LIKE THERE'S A NEED FOR THIS KIND OF CAMPAIGN EVERYWHERE. 
          AND, UM, SO HOW WE CAN DO A TRAINER TO TRAINER - ABSOLUTELY. 
          OF THE FOLKS AT SCHOOL SITES. 
          I THINK THAT WOULD BE REALLY, REALLY GOOD. 
          UM, AND, UH, LET'S SEE HERE. 
          SURE. 
          UH, JUST A QUICK FOLLOW UP ON THAT. 
          WHEN YOU SAY PUSH IT OUT, DO YOU MEAN ON SOCIAL MEDIA OR SCHOOLOGY OR HOW DO PEOPLE ACCESS IT? SO RIGHT NOW, IT'S THROUGH SOCIAL MEDIA. 
          UH, THE, THE - AND WHAT, WHAT'S THE HANDLE WE SHOULD FOLLOW?  UM, THAT IS A GOOD POINT. 
          I'M NOT A SOCIAL MEDIA PERSON. 
           SOMEONE'S GONNA FIND IT BEFORE THIS MEETING IS OVER. 
           
          [00:50:03]
WE'RE ALL GONNA GO ON INSTAGRAM AND FACEBOOK RIGHT NOW. 
          UM, BUT SCHOOLOGY IS ANOTHER GREAT WAY TO GET IT OUT TO AT LEAST STAFF BEYOND THE PSWS. 
          YEAH. 
          AND SO THAT'S THE PLAN FOR, AGAIN, LIKE, THE CRISIS COUNSELORS, UH, ALL THE CRISIS RESPONDERS THAT IS PUSH IT OUT. 
          WE HAVE A SCHOOLOGY, UH, PAGE WHERE ALL OF OUR CRISIS RESPONDERS ARE A PART OF. 
          AND SO THAT - LAUSD_SMH? LWS. 
          WS. 
          SMHW. 
          OH, SMHWS. 
          YES. 
          THANK YOU. 
          SEE, THE - SORRY. 
          SOMEONE FROM THE NEW GENERATION TO HELP. 
           UM, LAUSD_SMHWS - WUS. 
          SCHOOL MENTAL HEALTH WELLNESS- WELLNESS SERVICES. 
          SERVICES. 
          GOT IT. 
          NOT SUPER EASY TO REMEMBER, BUT ONCE YOU'RE THERE, YOU'RE GONNA GET GREAT CONTENT. 
          OKAY. 
          THANK YOU. 
          SORRY. 
          GO AHEAD CARLA. 
          I MEAN, THAT'S IT. 
          I JUST, I, I GUESS EVERY TIME I SEE THESE THINGS, I JUST WANT THEM TO BE, YOU KNOW, SYSTEMATIC THROUGHOUT THE DISTRICT, AND ESPECIALLY IN THIS TIME WHEN WE SEE THE, THE DATA THAT YOU'RE SHOWING US AND HEARING FROM OUR, OUR YOUTH HOW THIS IS VERY IMPORTANT, FINDING THAT CONNECTEDNESS. 
          AND, UM, YEAH. 
          SO THANK YOU. 
          APPRECIATE IT. 
          UM, OKAY. 
          COUPLE QUICK QUESTIONS FROM ME. 
          ONE WITH THE VENICE TEAM STILL HERE, UH, UH, YOU HAVE THREE PSWS. 
          THAT'S LIKE THE DREAM, RIGHT? SO I LOOKED UP YOUR ENROLLMENT AND YOU'RE AT 2,385 STUDENTS, WHICH IS ALMOST UNHEARD OF FOR HIGH SCHOOLS IN LAUSD THESE DAYS. 
          AND YOU'VE ACTUALLY INCREASED 270 STUDENTS OVER THE LAST FOUR YEARS, WHICH IS ALSO A DIFFERENT DIRECTION THAN THE REST OF THE DISTRICT IS GOING. 
          SO THE QUESTION IS, IS WORD GETTING OUT ABOUT ALL THE GREAT MENTAL HEALTH HAPPENING AT VENICE HIGH SCHOOL, AND IS THAT WHY KIDS ARE COMING? AND/OR ARE THERE OTHER THINGS ATTRACTING KIDS TO ENROLL AT VENICE HIGH SCHOOL? I CAN HELP ANSWER THIS BEFORE. 
          OUR STUDENT CAN ANSWER THAT. 
          I CAN ACTUALLY HELP ANSWER THIS. 
          UM, SO I ACTUALLY FOUND VENICE HIGH SCHOOL THROUGH, UM, IT WAS KIND OF LIKE A COLLEGE FAIR, BUT IT WAS WITH HIGH SCHOOL, UM, HIGH SCHOOLS. 
          AND SO WE FOUND IT THROUGH THE DISTRICT AND WE, WHAT MY MOM AND I REALLY LIKED ABOUT THAT WAS JUST THE FACT OF HOW MANY O- OPPORTUNITIES IT HAD. 
          UM, I CAME FROM A CHARTER SCHOOL, PRETTY SMALL SCHOOL. 
          SO SEEING THAT LAUSD HAD SO MANY OPPORTUNITIES, SO MANY DIFFERENT WAYS TO GET INVOLVED, UM, I LEANED TOWARDS IT. 
          AND ESPECIALLY ONCE BEING HERE, I REALLY FOUND OUT HOW SERIOUSLY THEY TAKE, INCLUDING EVERY RACE OF PEOPLE. 
          THERE ARE PEOPLE HERE FROM THE MIDDLE EASTERN. 
          THERE ARE PEOPLE HERE FROM, UM, ASIA. 
          THERE ARE PEOPLE HERE FROM INDIA. 
          AND SO IT'S JUST REALLY GREAT TO SEE SO MANY GROUPS OF PEOPLE, DIFFERENT RACES, ETHNICITIES TOGETHER AND ACTUALLY COOPERATIVE. 
          UM, THERE'S VERY LITTLE ABOUT ANYTHING LIKE FIGHTS AND STUFF LIKE THAT. 
          AND SO IT'S JUST A VERY CALM, CONTROLLED, AND FUN PLACE TO BE. 
          UH, THAT'S WHAT LEADS A LOT OF KIDS THERE. 
          AND FROM OTHER THINGS I'VE HEARD IS ALSO JUST IT'S RIGOROUS COURSES, THE AMOUNT OF, UH, KNOWLEDGE THEY CAN PROVIDE YOU. 
          THE TEACHERS HERE HAVE BEEN TEACHING FOR MULTIPLE YEARS, AND IT SHOWS. 
          AND WHEN YOU BUILD THOSE TYPES OF CO- CONNECTIONS AND THAT TYPE OF HISTORY, IT MAKES IT REALLY EASY FOR OTHER PEOPLE TO WANT TO BE INTO IT BECAUSE THEY KNOW THAT YOU KNOW WHAT YOU'RE TALKING ABOUT. 
          AND IF YOU CAN IMPROVE THAT TO A COUPLE OF TEENAGERS, THEN YOU'VE EARNED THE RESPECT. 
          I LOVE THAT. 
          IT SOUNDS LIKE OUR CHOICES FAIRS ARE WORKING, WHICH I THINK ARE HAPPENING NOW BECAUSE E-CHOICES IS OPEN UNTIL NOVEMBER 8TH OR 6TH. 
           WE'RE ALL LOOKING AROUND AT THE EXACT DEADLINE. 
          IT IS OPEN TODAY, SO CHECK OUT ALL THE GREAT CHOICES ACROSS LA UNIFIED. 
          UM, OKAY. 
          ONE QUICK QUESTION FOR JOEL. 
          HOW MANY ORGANIZATIONS ARE WE WORKING WITH THAT SUPPORT MENTAL HEALTH, EITHER THAT PROVIDE DIRECT THERAPY ON CAMPUS OR WORKSHOPS OR WE'RE GONNA HEAR FROM ONE IN JUST A MOMENT? DO WE HAVE LIKE A NUMBER OF PARTNERS IN THIS AREA? WE DO. 
          WE ACTUALLY DO. 
          WE HAVE, UM, IT FLUCTUATES, UH, BUT ANYWHERE AROUND... 
          RIGHT NOW, THE LATEST DATA THAT I LOOKED AT WAS AROUND CLOSE TO 40. 
          OH, WOW. 
          YEAH. 
          SO, AND THESE ARE ALL NO COST TO THE DISTRICT, UH, WHICH WE LOVE. 
          AND, UM, THEY SUPPORT STUDENTS ACROSS THE DISTRICT IN VARIOUS SCHOOLS. 
          THAT'S GREAT. 
          UM, TO YOUR POINT EARLIER ABOUT PARTNERSHIPS IS WHAT MAKES THIS ALL HAPPEN WITH, UH, COMMUNITY PARTNERS AND FAMILIES ALTOGETHER. 
          UM, MY LAST QUESTION, AND THIS WILL CROSS OVER, I THINK, INTO OUR NEXT ONE. 
          OF THE SUICIDAL AGE - IDEATION DATA THAT WE DO HAVE, I, I GUESS A SIMILAR QUESTION, DO WE HAVE ANYTHING UNDERNEATH THAT? SO DO WE KNOW THAT STUDENTS ARE ARTICULATING ANYTHING AROUND SUICIDE BEHAVIORS BECAUSE OF BULLYING OR FAMILY PROBLEMS OR ACADEMIC STRESS? LIKE, DO WE COLLECT ANY, UM, SYNTHESIZED DATA ABOUT WHY, OR IS THAT LIKE AN INDIVIDUAL INCIDENT WE HAVE TO GO LOOK AT? YEAH, IT WOULD BE AN INDIVIDUAL INCIDENT. 
          WE DO HAVE INC - THE, IN, IN THE ISTAR PLATFORM, WE HAVE DIFFERENT, UH, TYPES. 
          THIS IS THE, WHAT I SHARED TODAY WAS AN AGGREGATE, BUT WE DO HAVE, IT'S BROKEN DOWN BY EITHER, UH, DIFFERENT TYPES OF WHETHER IT BE WAS A SUICIDAL IDEATION BEHAVIOR THAT WAS RESULTED IN AN INJURY OR NON-INJURY. 
          SO THERE'S THOSE LEVELS OF DIFFERENTIATION IN THE REPORTING SYSTEM, BUT IT WOULD REQUIRE A, ESSENTIALLY A, A, A QUALITATIVE ANALYSIS 
          [00:55:01]
OF, OF THOSE REPORTS TO UNDERSTAND THE THEMES. 
          YEAH. 
          YEAH. 
          I APPRECIATE THAT. 
          AND I THINK AS THIS BOARD CONTEMPLATES BUDGET DECISIONS OVER THE NEXT SEVERAL MONTHS, I, I THINK BACK TO LENA'S QUESTION ABOUT, YOU KNOW, WHO ARE THE TRUSTED ADULTS, WHAT ARE THE REASONS FOR WHICH STUDENTS ARE SEEKING HELP? LIKE THESE ARE ALL HELPFUL DATA POINTS THAT I THINK THE BOARD SHOULD BE CONSIDERING AS WE, UM, LOOK AT PERSONNEL, UH, YOU KNOW, WHERE WE CAN EXPAND OR WHERE WE NEED TO SAVE. 
          UM, SO TO THE EXTENT WE COULD MAYBE LOOK AT SOME OF THIS, I THINK IT COULD BE HELPFUL. 
          WE GENERALLY ARE, ARE GRATEFUL FOR OUR PSWS, BUT WE ALSO KNOW THAT OTHER TRUSTED ADULTS CAN HELP ADDRESS SOME OF THESE, UM, MENTAL HEALTH ISSUES THAT WILL COME UP FOR STUDENTS. 
          SO I'M HAPPY TO FOLLOW UP WITH YOU ON WHAT THAT MIGHT LOOK LIKE. 
          UM, BUT I, I THINK THERE MIGHT BE SOMETHING HERE. 
          UH, GO AHEAD. 
          JUST AS WE WERE TALKING ABOUT PRACTICES AT SCHOOL SITES AND WHAT DRIVES IT, I NOTICED THAT OUR LEADER WAS HIGHLIGHTED TWICE AND NOT SURE WHETHER THAT'S JUST BECAUSE OF THE BEST PRACTICES THEY HAVE OR THERE WAS A DECREASE OR THERE WAS SOMETHING ELSE THAT HIGHLIGHTED THEM TO, TO BE ABLE TO SHOWCASE THEM TWICE IN THIS PRESENTATION. 
          UM, IT WAS FRANKLY JUST, UH, THE MATTER OF LIKE I REACHED OUT TO OUR PSWS AND, AND THEY HIGHLIGHTED TWO PROMISING PRACTICES, UH, BUT THERE ARE OTHER EXAMPLES THAT DIDN'T MAKE IT TO THE PRESENTATION THAT I COULD SHARE IN THE FUTURE. 
          GOT IT. 
          AND THEN ONE QUESTION MORE FOR YOU. 
          AS YOU DO THIS WORK, WHAT IS THE ONE ACCESS, RIGHT? AND THROUGH THESE SERVICES, WE CAN PROVIDE THOSE SUPPORT THAT MANY PEOPLE CANNOT ACCESS, LIKE OTHER F - LIKE SCHOOLS AND FACILITIES. 
          AND I THINK THAT REALLY, YOU KNOW, SHOWS HOW GOOD OUR WORK IS AND LIKE OUR LIKE MOVEMENT AND WHAT WE DO TO, YOU KNOW, SUPPORT FAMILIES ACROSS LAUSD. 
          I JUST WANTED TO UPLIFT THAT. 
          I THINK VENICE HIGH SCHOOL IS ALSO A COMMUNITY SCHOOL. 
          AND RIGHT? AM I CORRECT THAT YOU'RE A COMMUNITY SCHOOL? YEAH. 
          YEAH. 
          SO YOU'RE A COMMUNITY SCHOOL, YOU'RE ALSO A BSAP SCHOOL, AND I'M SURE A MAGNET SCHOOL. 
          I'M SURE YOU'RE SOMETHING ELSE. 
          DUAL LANGUAGE. 
          DUAL LANGUAGE. 
          SO I MEAN, IT'S, IT KIND OF HOLDS ALL THE GREAT THINGS ABOUT SCHOOLING. 
          SO JUST WANTED TO POINT THAT OUT. 
          AND I LOOK, UH, MY TEAM LOOKED IT UP. 
          IT IS NOVEMBER 6TH. 
          SO IF YOU'RE LOOKING AT, UH, SCHOOLS IN LAUSD, APPLY NOW FOR THE FIRST DEADLINE, NOVEMBER 6TH. 
          THANK YOU SO MUCH TO VENICE, TO THE STUDENT ADVISORY COUNCIL OF THE CHIEF MEDICAL DIRECTOR, TO JOEL. 
          THIS WAS A GREAT PRESENTATION. 
          AND, UH, WE MIGHT INVITE YOU ALL BACK SOON. 
          SO THANK YOU SO MUCH. 
          THANK YOU FOR HAVING US. 
          ALL RIGHTY. 
          [II.2. Youth Mental Health Promotion: The Role of Healthy Relationships]
AND WE HAVE ONE ADDITIONAL PRESENTATION. 
          SO EXCITED TO WELCOME UP KAREN ROGERS FROM CHILDREN'S HOSPITAL LOS ANGELES. 
          I'M GONNA SHARE SOME SOBERING INFORMATION, AND SO I WANNA JUST, UH, ENCOURAGE EVERYONE TO TAKE CARE OF YOURSELVES AS WE, UM, HEAR SOME THINGS THAT MIGHT BE DIFFICULT, BUT ALSO SOME OPPORTUNITIES FOR US. 
          UM, AND SO GRATEFUL FOR YOUR COLLABORATION. 
          THANK YOU SO MUCH FOR BEING HERE. 
          THANK YOU. 
          UM, GOOD AFTERNOON. 
          I'M REALLY HAPPY TO BE HERE WITH YOU THIS AFTERNOON. 
          I WANTED TO JUST TELL YOU A LITTLE BIT ABOUT MYSELF. 
          I AM A CLINICAL PSYCHOLOGIST AT THE NATIONAL CENTER FOR SCHOOL CRISIS AND BEREAVEMENT AT CHILDREN'S HOSPITAL LOS ANGELES, WHICH IS LIKE THE WORLD'S LONGEST ORGANIZATIONAL TITLE EVER. 
          UM, BUT, UM, WE HAVE HAD A DECADE LONG PARTNERSHIP WITH LAUSD, THE NATIONAL CENTER, PROVIDING TRAINING AND TECHNICAL SUPPORT, WHICH IS OUR FOCUS, HELPING SCHOOLS TO BE PREPARED TO SUPPORT STUDENTS WHO ARE GRIEVING OR IN THE WAKE OF TRAUMA AND CRISIS EVENTS. 
          AND SO, FOR EXAMPLE, IN THE PAST YEAR, WE PROVIDED TRAINING FOR ALL OF THE DISTRICT PSWS, FOUR DIFFERENT... 
          I WENT TO FOUR DIFFERENT PLACES FOR THAT, UM, ON SUPPORTING GRIEVING STUDENTS. 
          WE HAVE HAD A VIRTUAL CLINICAL ILLUSTRATIVE CASE DISCUSSION SERIES AND SOME FACILITATED PEER SUPPORT OR PEER SUPERVISION FOR LAUSD SCHOOL MENTAL HEALTH, UH, CLINICAL SUPERVISORS AS WELL. 
          AND WE HAVE PROVIDED ONSITE TECHNICAL ASSISTANCE AND CONSULTATION FOR SCHOOLS IMPACTED BY THE FIRES, BY STUDENT AND BY STAFF DEATHS IN THE PAST YEAR, AS WELL AS OUR DIRECTOR, DR. 
          SCHOMFELD, DID THE KEYNOTE ADDRESS THIS PAST SPRING, I THINK IT WAS, UM, AT THE, UM, SCHOOL CRISIS TEAM'S ANNUAL CONFERENCE ON LESSONS LEARNED FROM THE WILDFIRE SUPPORT. 
          SO WE'RE VERY HAPPY TO BE A PARTNER OF THE DISTRICT, AND I'M REALLY GLAD TO BE HERE TODAY TO BE TALKING WITH YOU ALL ABOUT STUDENT MENTAL HEALTH. 
          SO, UM, WHAT WE'RE GONNA, WHAT I WANNA DO TODAY IN, UH, MAYBE 15 MINUTES, IF I'M LUCKY, AND I TALK REALLY FAST, UM, IS TO TALK ABOUT SCHOOL, UH, STUDENT MENTAL HEALTH FROM A KIND OF A PRO - HEALTH PROMOTION STANDPOINT, WHICH IS ALREADY SO STEEPED IN THE CONVERSATIONS THAT WE'VE HEARD ALREADY. 
          SO WE HAVE SOME DATA ON YOUTH MENTAL HEALTH AND SUICIDE TO LOOK AT TOGETHER, RA- RATES AND RISK FACTORS, SOME RESILIENCE FACTORS TO TALK ABOUT, AND THEN I JUST WANNA SHARE A LITTLE BIT MORE WITH YOU ABOUT THE WORK OF THE LAUSD. 
          SO, UM, THIS SLIDE IS THE SOBERING REALITY THAT MS. FRANKLIN, UH, REFERRED TO. 
          WE HAVE A YOUTH MENTAL HEALTH CRISIS IN THIS COUNTRY, AS YOU KNOW, AND RATES OF YOUTH ME - BEHAVIORAL HEALTH NEEDS HAVE GONE AND UP PRECIPITOUSLY, 
          [01:00:01]
BEGINNING LONG BEFORE THE PANDEMIC. 
          UM, IF YOU LOOK OVER ABOUT 20 YEAR HISTORY, YOU SEE A, A CONTINUING RISING CURVE IN TERMS OF OVERALL MENTAL HEALTH NEEDS, UH, STUDENT RATES OF ANXIETY, DEPRESSION, BEHAVIORAL PROBLEMS, CONDUCT PROBLEMS, AND, UM, UH, SUICIDAL IDEATION AS WELL. 
          WE DON'T ACTUALLY KNOW 100% WHAT'S DRIVING THIS. 
          UM, THERE SEEM TO BE A NUMBER OF FACTORS AND, YOU KNOW, I THINK MY MIND ALWAYS GOES TO, I, I IMAGINE YOURS DO TOO, TO THE SCREENS OF PROLIFERATION OF SCREEN TIME. 
          UM, AND YET THIS, UH, THIS UPWARD TREND REALLY STARTED BEFORE THAT WAS SO COMMON FOR STUDENTS. 
          IT DOES SEEM, UM, FROM THE RESEARCH THAT THERE ARE A NUMBER OF FACTORS THAT MAY BE CONTRIBUTING, INCLUDING AN INCREASE IN PARENT EMOTIONAL PROBLEMS, UM, YOUTH WEIGHT CONTROL BEHAVIORS AND CONCERNS, EATING DISORDERS, AND, YOU KNOW, LIKE THE INCREASED SEDENTARY BEHAVIOR AMONG YOUTH AS WELL. 
          INCREASED RA- RATES OF SCHOOL RELATED STRESS AS, UM, YOU KNOW, OUR, OUR COMMUNITIES, OUR CULTURE, OUR ECONOMY HAS BECOME MORE COMPETITIVE AND SCHOOLS HAVE BEEN, UM, KIND OF REALLY MORE, UH, PUSHED TO, UH, TEST DRIVEN ACCOUNTABILITY. 
          I THINK THAT TRICKLES DOWN TO THE STUDENTS AND THEIR SCHOOL RELATED STRESS. 
          AND THEN INCREASED POVERTY AND SOCIAL INEQUALITY THAT LEADS TO PARENT CONFLICT AND POOR FAMILY RELATIONS. 
          SO THESE SEEM TO BE THE THINGS THAT HAVE RISEN OVER TIME KIND OF IN, IN CONJUNCTION WITH THAT INCREASE IN STUDENT MENTAL HEALTH NEEDS AND APPEARS TO BE RELATED. 
          SO I, I HAVE THIS LIKE, I DON'T KNOW, KIND OF SOBERING, UM, GRID OF STATISTICS HERE FOR US TO THINK ABOUT TOGETHER TODAY. 
          UH, THE FIRST SQUARE IS STUDENTS WHO WERE REPORTING PERSISTENT SADNESS OR HOPELESSNESS IN HIGH SCHOOL IN 2023, SO RELATIVELY RECENT DATA. 
          AND IT IS 40%, ROUGHLY 40%, RIGHT? SO TWO IN FIVE STUDENTS IN THIS SURVEY WERE REPORTING PERSISTENT FEELINGS OF SADNESS AND HOPELESSNESS. 
          AND ONE IN FIVE STUDENTS IN THE, IN 2023 REPORTED SERIOUSLY CONSIDERING SUICIDE. 
          SO THIS IS A, AN, A VERY HIGH CONCERN. 
          THE GLIMMER OF POSITIVE NEWS IS THAT YOUTH DEPRESSION DOES SEEM TO HAVE DECREASED BETWEEN 2021 AND 2024, UM, IN SOME NATIONAL SURVEYS. 
          AND SO THERE MAY BE SOME WAYS IN WHICH THESE TRENDS MIGHT BE BEGINNING TO TURN DOWN, BUT, UM, JUST A LITTLE GLIMMER. 
          SO, UM, THIS IS A, THESE ARE A COUPLE OF SLIDES ON RATES OF SUICIDE. 
          THE ONE ON THE LEFT IS, UM, RATES OF SUICIDE AND RATES OF HOMICIDE AMONGST CHILDREN AGED 10 TO 14. 
          AND AGAIN, THESE ARE OLDER DATA. 
          IT'S FROM 20, 2000 TO 2017. 
          SO STARTED BEFORE SCREENS WERE UBIQUITOUS, ALSO STARTED BEFORE THE PANDEMIC. 
          AND YOU SEE THESE TWO LINES REALLY CROSSING, RIGHT? AND SO, UM, UH, SUICIDE HAS MARKEDLY OUTPACED HOMICIDE IN TERMS OF, UH, CAUSE OF DEATH FOR STUDENTS. 
          AND MOST DRAMATICALLY IN THE YOUNGER AGE GROUP. 
          I THINK IT WAS LESS COMMON IN YOUNGER STUDENTS THAN IT HAS BECOME OVER TIME. 
          AND THEN THE, UM, THE GRAPH ON THE RIGHT SHOWS, UH, STUDENTS AGE 15 TO 19. 
          AGAIN, SAME YEAR, 20, 2000 TO 2017. 
          UM, SO, UH, THAT, THAT'S THAT SWITCH WHERE FOR THAT AGE GROUP, HOMICIDE HAD PREVIOUSLY BEEN, UH, MORE, MORE COMMON THAN SUICIDE. 
          AND OVER TIME, THAT HAS, THAT HAS CHANGED. 
          AND THEN IT'S ALSO IMPORTANT TO BE AWARE THAT THE, UM, THE RISK ISN'T, UM, IT, IT VARIES WIDELY BY DIS - BY HEALTH DISPARITIES. 
          AND WHEN WE TALK ABOUT HEALTH DISPARITIES, WE'RE TALKING ABOUT, UM, POPULATIONS IN THE US THAT HAVE BEEN HISTORICALLY DISADVANTAGED. 
          AND SO, UM, YOU'LL SEE THE SLIDES ON THE S - THE GRAPH ON THE LEFT IS RATES OF SUICIDE BY ETHNICITY. 
          AND, UH, WE SEE THAT AMERICAN INDIAN AND NATIVE AMERICAN STUDENTS HAVE BY FAR THE HIGHEST RATE OF, UH, SUICIDE RISK AMONG ALL THE DIFFERENT, UM, CULTURAL AND ETHNIC GROUPS IN THE US. 
          AND WE HAVE ACTUALLY THE LARGEST URBAN NATIVE AMERICAN POPULATION IN THE COUNTRY HERE IN LOS ANGELES. 
          SO THIS IS A PO - THIS IS OUR, THIS IS OUR POPULATION, UM, UH, NATIVE AMERICAN AMERICAN INDIAN STUDENTS. 
          AND THEN, UM, THE NEXT HIGHEST RISK IS AMONG WHITE STUDENTS, UM, HISPANIC STUDENTS, AND THEN BLACK STUDENTS. 
          AND THIS PARTICULAR GRAPH DOES NOT INCLUDE ASIAN STUDENTS, SO I CAN'T SPEAK TO THAT. 
          AND THEN THE GRAPH ON THE RIGHT TALKS ABOUT, UM, STUDENTS WHO ARE IDENTIFYING AS LBGTQ AND THEIR RISK. 
          UM, THEIR RISK, THE FIRST THREE COLUMNS, THE FIRST THREE, LIKE, I DON'T KNOW, BAR GRAPH SETS YOU SEE ARE, UM, SUICIDE, AND THEN THE OTHER THREE ARE ABOUT, UM, 
          [01:05:01]
OR OTHER FOUR ARE ABOUT SUBSTANCE USE, UH, RISK, WHICH THOSE THINGS DO TEND TO GO TOGETHER. 
          SUBSTANCE USE, UM, INCREASES RISK OF SUICIDE. 
          LEADS ME TO THE NEXT THING I WANNA SAY TO YOU ALL, WHICH IS ABOUT RISK FACTORS FOR SUICIDE. 
          YOU KNOW, YOU ALL ASKED, DO WE KNOW WHAT MIGHT BE UNDERLYING FOR LAUSD? WHAT ARE THE THEMES? WHAT'S COMING UP? I CAN TELL YOU THAT NATIONALLY, THE RISK FACTORS FOR SUICIDE AMONG YOUTH SEEM TO BE THESE THINGS. 
          THE FIRST IS MENTAL HEALTH CONDITIONS. 
          BY FAR, THE MAJORITY OF STUDENTS WHO DIE BY SUICIDE HAVE AN IDENTIFIED MENTAL HEALTH, UH, CONDITION. 
          AND, UM, I IMAGINE THAT OF THE, THOSE WHO DON'T, IT'S, IT'S NOT IDENTIFIED. 
          MANY OF THEM PROBABLY ALSO WOULD, WOULD MEET THE DIAGNOSTIC CRITERIA FOR A MENTAL HEALTH NEED AND JUST HASN'T BEEN IDENTIFIED. 
          THE SECOND IS EXPOSURE TO ADVERSE CHILDHOOD EXPERIENCES. 
          SO THERE'S A ROBUST, UM, BODY OF RESEARCH ABOUT ADVERSE CHILDHOOD EXPERIENCES OR ACES THAT I'LL TALK ABOUT IN A MINUTE. 
          UM, BUT THE, THE SHORT SORT OF TAKE HOME STORY OF ACES IS THE MORE DIFFERENT TYPES OF ADVERSITY THAT YOU ARE EXPOSED TO, MOST OF WHICH ARE, ARE ACTUALLY TRAUMA, PARENT TREATED VIOLENTLY, UH, PARENT IN JAIL, FAMILY, UM, DISSOLUTION, CHILD ABUSE. 
          UM, THE MORE EXPOSURE TO THOSE DIFFERENT TYPES OF ADVERSITIES THAT A STUDENT EXPERIENCES, THE HIGHER THE RISK. 
          UM, AND THAT'S TRUE FOR SUICIDE. 
          BULLYING, PEER AND FAMILY CONFLICT. 
          THOSE ARE THE, THOSE ARE THE BIGGEST CONTRIBUTORS TO RISK FOR SUICIDE. 
          AND THEN THE LAST ONE I THINK IS REALLY IMPORTANT TO KEEP IN MIND IS BARRIERS TO CARE. 
          SO THAT'S BOTH STIGMA AND LACK OF ACCESS TO MENTAL HEALTH SERVICES. 
          AND SO THE WORK OF THE STUDENTS THAT WE HEARD FROM, THE AMAZING WORK OF THE STUDENTS, I THINK IS REALLY, REALLY IMPORTANT IN ADDRESSING THAT STIGMA PIECE FOR OUR YOUTH. 
          AND THEN PROTECTIVE FACTORS INCLUDE THINGS LIKE STUDENTS, INDIVIDUAL COPING AND PROBLEM SOLVING SKILLS, AND THEN THIS SENSE OF CONNECTION THAT YOU ALL HAVE ALREADY HEARD SO MUCH ABOUT. 
          CONNECTION TO FAMILY, FRIENDS, AND COMMUNITY, SUPPORTIVE RELATIONSHIPS WITH FAMILY MEMBERS, AS WELL AS ACCESS TO, UH, BEHAVIORAL HEALTHCARE WHEN NEEDED. 
          SO, UM, ADVERSE CHILDHOOD EXPERIENCES, THERE ARE A NUMBER OF DIFFERENT NOW LISTS THAT ARE, UM, BEING PR - THAT ARE SORT OF USED IN VARIOUS, UH, RESEARCH ABOUT THE ADVERSE CHILDHOOD EXPERIENCES. 
          BUT WHAT THEY HAVE IN COMMON IS, AS I MENTIONED, MANY OF THEM ARE REALLY WHAT WE WOULD CONSIDER TO BE TRAUMATIC EXPERIENCES IN CHILDHOOD. 
          THINGS LIKE ABUSE, FAMILY VIOLENCE, UM, AND, UM, PARENT, PARENT SUBSTANCE ABUSE, THOSE KINDS OF THINGS. 
          AND WE KNOW THAT, UM, EXPOSURE TO THOSE ACES RAISES RISK OF, UH, A L - UH, S - MANY, UM, LONG-TERM HEALTH OUTCOMES. 
          IN FACT, ADULTS WHO HAVE HAD EX, UH, FOUR OR MORE ACES IN CHILDHOOD, UM, HAVE A 20% GREATER CHANCE OF DYING BEFORE THEY REACH THE AGE OF 70. 
          UM, A VARIETY OF PHYSICAL HEALTH CONDITIONS ARE LINKED TO EXPOSURE TO ACES, AS ARE MENTAL HEALTH CONDITIONS, INCLUDING ANXIETY, DEPRESSION, POST-TRAUMATIC STRESS DISORDER, SUICIDALITY, AND SOCIAL ISOLATION. 
          AND AGAIN, EXPOSURE TO ACES IS NOT EVEN ACROSS THE POPULATION. 
          LOWER INCOME CHILDREN HAVE HIGHER RATES OF EXPOSURE. 
          SO CHILDREN IN POVERTY, ABOUT 50 TO 60% OF CHILDREN IN POVERTY HAVE EXPERIENCED ONE OR MORE TYPE OF ADVERSE CHILDHOOD EXPERIENCE. 
          AS OPPOSED TO IF YOU LOOK AT THE NEXT ECONOMIC TIER OF CHILDREN AT 100 TO 200% OF POVERTY, OF THAT GROUP, ONLY 35 TO 45% OF THEM HAVE EXPERIENCED ONE OR MORE ADVERSE CHILDHOOD EXPERIENCE. 
          AND SO, YOU KNOW, THAT, THAT CURVE CONTINUES. 
          THE HIGHER UP THE ECONOMIC SCALE, THE LOWER THE RATE OF EXPOSURE. 
          AND, UM, I THINK THAT ECONOMIC DIVERSE, UM, UH, THAT ECONOMIC ADVER - YOU KNOW, UM... 
          OH, I'VE LOST MY WORDS. 
          UM, VARIATION, I THINK, IS AN IMPORTANT PART OF WHAT'S HAPPENING FOR YOUTH IN OUR COUNTRY NOW. 
          ACE EXPOSURE, EXCUSE ME, ALSO VARIES BY RACE AND ETHNICITY. 
          AND SO THIS IS A REALLY DENSE CHART. 
          UM, BUT, UM, THE COLUMN ON THE LEFT IS, UM, STUDENTS WITH NO, ZERO EXPOSURE. 
          SO THOSE ARE STUDENTS WHO ARE REPORTING, UM, NO CHILDHOOD, UM, ADVERSE EXPERIENCES. 
          AND YOU SEE THAT THE RATES REALLY VARY BY ETHNICITY. 
          SO THE BLUE COLUMN IS FOR HISPANIC STUDENTS, WHITE IS FOR, UM, RED IS FOR WHITE NON-HISPANIC. 
          THE, UM, GREEN COLUMN IS BLACK NON-HISPANIC. 
          YELLOW IS ASIAN NON-HISPANIC. 
          AND THEN THE, UM, PINKISH COLUMN IS OTHER NON-HISPANIC. 
          AND YOU CAN SEE THAT THE PERCENTAGES OF STUDENTS EXPOSED TO NO ADVERSE CHILDHOOD EXPERIENCES VARIES SIGNIFICANTLY ACCORDING TO ETHNICITY. 
          [01:10:02]
THE GOOD NEWS IS THAT NOT ALL YOUTH EXPOSED TO RISK FACTORS OR TO ADVERSITY EXPERIENCE THESE KINDS OF NEGATIVE OUTCOMES. 
          UM, AND IN FACT, UH, THERE ARE ALSO, UM, SOME PROTECTIVE FACTORS THAT CAN MAKE A BIG DIFFERENCE. 
          SO WHO ARE THE STUDENTS WHO ARE RESILIENT? ONE OF THE THINGS THAT WE'RE FINDING REALLY SEEMS TO CONTRIBUTE TO, UH, STUDENTS' RESILIENCE IN THE FACE OF ADVERSITY IS WHAT WE'RE NOW CALLING PCES IN, IN CONTRAST TO ACES, POSITIVE CHILDHOOD EXPERIENCES. 
          AND THIS IS A GRAPHIC FROM THE CALIFORNIA SURGEON GENERAL THAT SHOWS WHAT SOME OF THOSE ACE, THOSE PCES ARE. 
          IN FACT, POSITIVE CHILDHOOD EXPERIENCES MAY HAVE MORE PREDICTIVE POWER THAN ACES IN TERMS OF, UM, YOU KNOW, KNOWING WHAT CHILDREN'S LONG-TERM OUTCOME WELLBEING WILL BE. 
          UM, SO THIS DOESN'T MEAN THAT WE CAN THROW OUT ACES AND WE DON'T NEED TO WORRY ABOUT IT. 
          THOSE HEALTH DISPARITIES ARE REAL AND IMPORTANT, BUT THE POSITIVE CHILDHOOD EXPERIENCES ALSO PROVIDE US WITH A LITTLE BIT OF A ROADMAP ABOUT WHAT WE CAN ENHANCE TO, UM, DO SOME PREVENTION FOR ALL STUDENTS. 
          UM, SO, AND YOU'LL NOTICE THAT THESE ACES ARE LARGELY RELATIONAL. 
          SO HERE WE ARE IN DOMESTIC VIOLENCE MONTH, AND WHEN WE THINK ABOUT HIGH SCHOOL STUDENTS PARTICULARLY AND RELATIONSHIPS, WE'RE OFTEN THINKING ABOUT THINGS LIKE DATING VIOLENCE. 
          BUT IT'S IMPORTANT TO KEEP IN MIND THAT ALL OF THE RELATIONSHIPS THAT STUDENTS FORM WITH THE PEOPLE AROUND THEM HAVE AN IMPORTANT INFLUENCE ON THEIR WELLBEING. 
          AND THAT CERTAINLY APPLIES TO THE RELATIONSHIPS OF THOSE, UM, THAT THEY'RE ENCOUNTERING AT SCHOOL. 
          SO I JUST LOVED HEARING ABOUT ALL THE CONNECTION FOCUS THAT'S HAPPENING WITHIN THE DISTRICT, BECAUSE I FEEL LIKE THAT'S EXACTLY ON THE MONEY IN TERMS OF WHAT THE RESEARCH IS SHOWING US, UM, WILL MAKE A DIFFERENCE FOR STUDENTS. 
          SO WHAT DOES A POSITIVE RELATIONSHIP LOOK LIKE FOR, UM, FOR A, A STUDENT? YOU KNOW, I LIKE TO THINK OF IT FROM A TRAUMA-INFORMED APPROACH. 
          WE'VE TALKED ABOUT HOW ACES REALLY OVERLAP SIGNIFICANTLY WITH TRAUMA. 
          SO TRAUMA-INFORMED CARE OR A TRAUMA-INFORMED APPROACH REALLY IS A UNIVERSAL APPROACH, UNDERSTANDING THAT IN ANY GIVEN SPACE, THERE WILL BE MANY PEOPLE WHO HAVE EXPERIENCED SOMETHING TRAUMATIC IN THEIR PAST THAT IS IMPACTING THEM. 
          AND WE CAN'T KNOW WHO THOSE PEOPLE ARE. 
          SO INSTEAD, WE'RE GONNA APPROACH EVERY PERSON IN THIS SAME WAY, AND USING THESE, UH, PRINCIPLES, THESE, THESE TRAUMA-INFORMED PRINCIPLES OF SAFETY, TRUST, AND TRANSPARENCY, OF PEER SUPPORT, COLLABORATION, EMPOWERMENT, AND HUMILITY AND RESPONSIVENESS. 
          SO, YOU KNOW, THIS LOOKS LIKE SOMEONE WHO RESPECTS THE YOUTH, SOMEONE WHO CARES ABOUT THEIR WELLBEING. 
          AGAIN, HAVING ONE OR MORE ADULT OUTSIDE THE FAMILY WHO CARES ABOUT YOU IS AN INCREDIBLY POWERFUL PROTECTIVE FACTOR. 
          SOMEONE WHO LISTENS TO THEM AND IS SUPPORTIVE. 
          SO, YOU KNOW, IT'S SO CLEAR, FOR EXAMPLE, THAT THE, UM, PSWS IN VENICE HAVE REALLY CONJOINED WITH THE REST OF THE ADULTS IN THAT BUILDING TO, TO BUILD THAT, TO CREATE THAT CULTURE IN THAT SCHOOL. 
          AND THE OUTCOME IS SO CLEAR FROM THE WAY THAT THAT STUDENT SPOKE ABOUT HER EXPERIENCE AND HER CONNECTION TO HIGH SCHOOL. 
          BUT THIS IS WHAT WE WANNA SEE FOR ALL OF OUR STUDENTS. 
          AND I THINK IT'S THAT RELATIONAL PIECE THAT REALLY MAKES THE, THE FOUNDATIONAL DIFFERENCE. 
          AND THEN FINALLY, I JUST WANNA TALK WITH YOU ALL A LITTLE BIT MORE ABOUT THE WORK OF THE NATIONAL CENTER FOR SCHOOL CRISIS AND BEREAVEMENT. 
          UM, OUR, OUR FOCUS REALLY IS IN EMPOWERING SCHOOLS TO SUPPORT STUDENTS. 
          AND SO, UM, YOU KNOW, WE S - WE OFTEN GET CALLS, UH, FOR SOMEONE WHO'S THINKING THAT WE'RE GONNA GO AND MEET WITH STUDENTS AFTER A CRISIS. 
          AND WE, THAT'S NOT WHAT WE DO. 
          WE MEET INSTEAD WITH THE ADULTS WHO ARE GOING TO BE WITH THE STUDENTS OVER A LONG PERIOD OF TIME AND CAN PROVIDE THAT ONGOING SUPPORT. 
          WE WANT THOSE PEOPLE TO BE PREPARED TO HAVE THOSE POSITIVE RELATIONSHIPS, TO BE THOSE POSITIVE FORCES IN STUDENTS' LIVES. 
          SO WE PARTNER WITH SCHOOLS TO PREPARE ADULTS TO SUPPORT STUDENTS AND EACH OTHER IN THE WAKE OF LOSS OR CRISIS OR TRAUMA EVENTS. 
          WE PROVIDE TECHNICAL ASSISTANCE TO SCHOOLS IN THE AFTERMATH OF CRISIS EVENTS. 
          AND WE HAVE A VARIETY OF ONLINE TRAININGS THAT WE HAVE AVAILABLE ON OUR NATIONAL CENTER WEBSITE. 
          AND THEN ALSO WE, UH, COORDINATE THE COALITION TO SUPPORT GRIEVING STUDENTS. 
          AND WE HAVE A VARIETY OF TRAINING MATERIALS AVAILABLE ALSO ON THAT SITE. 
          AND THOSE ARE ALL AVAILABLE FREE, UM, FREE FOR EDUCATORS AND OTHER PEOPLE IN THE COMMUNITY WHO INTERACT WITH, WITH CHILDREN AND WANNA BE ABLE TO SUPPORT THEM. 
          UM, WE OFTEN ARE ASKED ABOUT OUTCOMES OF OUR WORK. 
          AND AS YOU CAN IMAGINE, IT'S REALLY NOT POSSIBLE WHEN A SCHOOL IS IN CRISIS TO GO IN AND SAY, "OKAY, WE JUST WANNA GATHER PRETEST DATA SO WE CAN SHOW THE OUTCOME OF OUR WORK WITH YOU ALL." YOU KNOW, THAT'S NOT A TIME WHEN A SCHOOL IS ABLE TO, TO DO, ENGAGE IN A DATA COLLECTION EFFORT. 
          BUT WE DO HAVE TWO QUALITATIVE STUDIES 
          [01:15:01]
OF OUR WORK THAT HAVE COME OUT IN THE PAST SEVERAL YEARS. 
          UM, BOTH OF THESE, UH, REVEALED THAT THERE WERE TIMELY, EFFECTIVE, AND POWERFUL S - EDUCATION STRATEGIES THAT, UM, EDUCATORS APPRECIATED AND FOUND HELPFUL. 
          SO ONE WAS WITH EDUCATORS, UM, UH, DURING THE COVID PANDEMIC, AND THE OTHER WAS WITH ACTUALLY PRE-SERVICE TEACHERS. 
          SO THOSE WHO WERE IN TEACHER TRAINING SCHOOL ACCESSING THE, UM, THE TRAINING MATERIALS THAT WE HAVE AVAILABLE AND THEN PARTICIPATING IN QUALITATIVE RESEARCH ABOUT THEIR EXPERIENCE WITH THAT. 
          SO THAT'S WHO WE ARE AT THE NATIONAL CENTER. 
          AND YEAH, ANY QUESTIONS YOU ALL HAVE? THANK YOU SO MUCH. 
          UM, I'LL, I'LL TURN IT TO MY COLLEAGUES FOR QUESTIONS OR COMMENTS. 
          I AM PARTICULARLY, UM, UPLIFTED BY THE PROTECTIVE FACTORS AND THE RESILIENCE AND THAT THERE ARE THINGS THAT WE CAN DO GIVEN ALL OF THE CHALLENGES. 
          UM, NOT ALL HOPE IS LOST. 
          IN FACT, HOPE IS NECESSARY. 
          SO REALLY JUST REALLY WANNA APPRECIATE YOU. 
          UM, COLLEAGUES, QUESTIONS OR COMMENTS FOR MS. ROGERS? HI, CARLA. 
          HI, THANK YOU FOR YOUR PRESENTATION AND REALLY WANNA THANK YOU FOR, UM, POINTING OUT SOME OF THE FACTORS THAT IMPACT OUR STUDENTS, UM, OUR YOUNG PEOPLE'S MENTAL HEALTH. 
          AND I REALLY APPRECIATE YOU POINTING OUT THAT OUR SOCIETY HAS BECOME MORE COMPETITIVE. 
          AND I, I HAVE A, MY YOUNGEST CHILD IS 19 AND SHE WAS IN A VERY RIGOROUS ACADEMIC PROGRAM. 
          AND SHE SAID THAT WAS ONE OF THE NUMBER ONE, UH, ISSUES THAT A LOT OF HER PEERS HAD WAS, UH, DEPRESSION, ANXIETY, AND SUICIDAL IDEATION BECAUSE OF THE, THE COMPETITIVENESS THAT THIS RIGOROUS PROGRAM. 
          NOW GRANTED, THEY ALL GOT ACCEPTED TO A UC, BUT, YOU KNOW, IT WAS A VERY COSTLY, UH, UH, EMOTIONALLY COSTLY, UM, EXPERIENCE. 
          AND I WAS JUST LOOKING AT, UM, THE DATES, UH, COMPARED TO WHEN YOU, UH, THE, THE GRAPH THAT YOU HAVE HERE THAT SHOWS AN UPTICK, RIGHT, IN SUICIDE. 
          AND THEN WHEN IT STARTED, AND I LOOKED AT THE DATES, AND IT STARTED RIGHT WHEN WE, WE STARTED WITH HIGH, HIGH STAKES TESTING, RIGHT, AT, YOU KNOW, WHEN GEORGE W. 
          BUSH ROLLED OUT, NO CHILD LEFT BEHIND, AND TEST SCORES WERE VERY CRITICAL, AND THEN IT WAS RACED TO THE TOP. 
          I MEAN, EVEN THE LANGUAGE THAT WAS USED ABOUT COMPETITIVENESS. 
          AND SO I JUST WANNA POINT THAT OUT BECAUSE I DO THINK, I PERSONALLY DO BELIEVE THAT WE, UM, WE ARE IN A SOCIETY THAT IS, IS HIGHLY COMPETITIVE AND OUR SCHOOL SYSTEMS HAVE ALSO BECOME THAT. 
          AND, UM, THE OTHER THING, SO THANK YOU FOR, FOR POINTING THAT OUT. 
          AND THEN HOW DO... 
          A QUESTION FOR YOU IS HOW DO SCHOOL DISTRICTS ACCESS YOUR SUPPORT AND HOW DO WE GET OUR OWN PERSONNEL TRAINED PRIOR TO ANY, ANY CRISIS SO THAT, UM, EVERYBODY IS PREPARED? YEAH. 
          YEAH. 
          UM, SO IN, IN A CRISIS, UH, GENERALLY, WE GET CALLS FROM SOMEBODY IN THE DISTRICT SAYING, "THIS THING HAS HAPPENED AND, UM, WILL YOU HELP?" UM, UH, Y- YOU CAN IMAGINE AFTER THERE'S A MAJOR CRISIS, PARTICULARLY IF IT HITS THE NEWS, THERE'S OFTEN AN OUTPOURING OF OFFERS OF HELP, AND IT'S A SCHOOL THAT'S IN CRISIS IS NOT ABLE TO SORT OUT, LIKE, WHO IS ACTUALLY GONNA BE HELPFUL AND WHO JUST THINKS THEY'RE GONNA BE HELPFUL AND ACTUALLY IS JUST GONNA NOT BE HELPFUL AT ALL AND WASTE OUR TIME. 
          AND SO THEY DON'T OFTEN RESPOND TO THOSE OFFERS. 
          AND IN FACT, WE FIND THAT BUILDING RELATIONSHIPS WITH SCHOOLS AND COMMUNITIES IN ADVANCE OF A CRISIS IS REALLY WHAT MATTERS BECAUSE THEN WE BECOME A TRUSTED PARTNER. 
          AND HONESTLY, THAT'S WHY I'M HERE TODAY IS BECAUSE WE HAVE HAD THIS PARTNERSHIP WITH LAUSD FOR THE PAST TEN YEARS. 
          THE NATIONAL CENTER USED TO BE IN, FIRST IN CONNECTICUT AND THEN IN CINCINNATI, AND THEN WE CAME TO LOS ANGELES ABOUT TEN YEARS AGO, AND, AND WE'VE BEEN WORKING WITH THE DISTRICT CLOSELY EVER SINCE. 
          OH, SO I GUESS THAT'S MY FOLLOW-UP IS HOW DO YOU WORK WITH US? YEAH. 
          YEAH. 
          YOU KNOW, UM, JUST YESTERDAY, I HAD A, UM, VIRTUAL MEETING WITH, UM, A COUPLE OF FOLKS IN, FROM THE DISTRICTS PLANNING FOR SOME CONTINUING EDUCATION, UH, TRAINING FOR, UH, SCHOOL MENTAL HEALTH FOLKS TO MEET THEIR LICENSURE REQUIREMENTS. 
          SO THEY HAD A, THEY HAD A SPECIFIC NEED. 
          IT WAS SOMETHING WE COULD DO, AND WE TALKED ABOUT SORT OF HOW THAT WOULD GO. 
          SO WE DO THOSE KINDS OF THINGS. 
          WE HAVE, UM, REGULAR TRAININGS THAT WE PROVIDE FOR SCHOOL MENTAL HEALTH FOLKS IN THE DISTRICT. 
          AND AS I MENTIONED, WE, UM, WE, WE PROVIDED TRAINING FOR, UM, ALL OF THE, UM, SCHOOL, UH, PSYCHIATRIC SOCIAL WORKERS LAST YEAR. 
          AND SO I, THERE WERE FOUR DIFFERENT GROUPS THAT I WENT TO. 
          LIKE I WENT, ONE DAY I WAS FROM, WENT FROM LONG BEACH TO THE SAN FERNANDO VALLEY TO GIVE TWO PRESENTATIONS FOR SCHOOL MENTAL HEALTH IN THE RAIN, AND EVERYBODY WAS LIKE, "YOU'RE AMAZING, YOU'RE AMAZING." AND I WAS LIKE, "NO, BECAUSE I GOT TO GO HOME FOR LUNCH."  BUT THAT'S WHAT, RIGHT, THAT'S WHAT LAUSD IS. 
          SO WE DO THOSE THINGS. 
          AND THEN ALL OF OUR TRAINING MATERIALS ARE 
          [01:20:01]
AVAILABLE ONLINE FOR FREE. 
          LIKE IF YOU ALL ARE INTERESTED IN LEARNING MORE ABOUT THE WORK OF THE CENTER AND, UM, YOU KNOW, SORT OF HOW TO SUPPORT STUDENTS, ALL OF THOSE MATERIALS ARE AVAILABLE ON OUR WEBSITE FOR FREE. 
          AND JUST ONE LAST QUESTION REGARDING THE GRAPH ON, UM, UH, THE, THE RACE ONE - UH-HUH. 
          UM, ON, UH, IT SAYS SUICIDE RATE PER 100,000 BY RACE AND ETHNICITY. 
          MM-HMM. 
          UM, OUR, OUR SUICIDE AWARENESS TRAINING HAS, UM, DATA THAT IT, YOUNG BLACK STUDENTS HAVE A HIGHER PROPENSITY OF SUICIDAL IDEATION, BUT THIS GRAPH SHOWS SOMETHING DIFFERENT. 
          IT, CAN YOU SPEAK TO THAT? YEAH, I, I CAN SPEAK TO THAT. 
          I THINK THAT OFTEN THOSE NUMBERS VARY BY STUDY. 
          SO IT DEPENDS ON EXACTLY WHO SURVEYED. 
          IT DEPENDS ON EXACTLY WHEN THE SURVEY IS COMPLETED. 
          AND I THINK MORE RECENTLY, WE HAVE SEEN RATES OF SUICIDE FOR BLACK YOUTH INCREASING. 
          AND SO I THINK THAT THAT'S, THAT'S PROBABLY THE ANSWER. 
          I'M NOT FAMILIAR ENOUGH WITH THE LITERATURE TO BE ABLE TO SAY FOR SURE, BUT I'M GUESSING THAT THAT'S LIKELY THE ANSWER TO THAT QUESTION. 
          OKAY. 
          THANK YOU. 
          THAT'S IT. 
          YEAH, GO AHEAD. 
          YEAH, JUST A FOLLOW-UP QUESTION ON THOSE GRAPHS AS WELL. 
          DID YOU MENTION THAT THAT'S FOR LA COUNTY OR - NO, THESE ARE NATIONAL. 
          NATIONAL. 
          OKAY. 
          THAT'S WHAT I WANTED TO MAKE SURE. 
          OKAY. 
          THANK YOU. 
          YEAH. 
          CAN I? OH YEAH, OKAY. 
          I WAS GONNA ALSO SAY SPEAKING TO, UM, THAT SINCE THIS IS NATIONAL DATA, UM, SO BEFORE THIS ROLE, I WORKED IN THE YOUTH SUICIDE PREVENTION PROJECT. 
          IT VARIES VERY DIFFERENTLY, EVEN FROM LIKE, FROM NATIONAL TO CALIFORNIA OVERALL AND THEN ALSO TO COUNTY. 
          SO IT, THE DEMOGRAPHICS THAT YOU SEE REALLY DO, UM, VARY BY GEOGRAPHIC REGION, EVEN WHEN YOU BREAK IT DOWN BY LIKE SPA AND EVERYTHING. 
          SO IT'S, YEAH. 
          YEAH. 
          YEAH, JUST A QUICK COMMENT. 
          I JUST WANTED TO THANK YOU SO MUCH FOR YOUR DR. 
          SCHOMFELD AND THE SUPPORT THAT YOU'VE OFFERED. 
          WE REALLY DO RELY ON YOU AS A RESOURCE AND YOUR EXPERTISE IS SUPER HELPFUL FOR US AS WE WORK TO SERVE OUR STUDENTS. 
          SO JUST WANTED TO THANK YOU FOR YOUR TIME TODAY AGAIN. 
          THANK YOU. 
          I, I TOO JUST WANNA SAY, ECHO THAT. 
          THANK YOU BECAUSE THIS INFORMATION IS SO IMPORTANT THAT WE'RE ABLE TO DISCUSS IT PUBLICLY LIKE THIS AND TO GIVE REFERENCE TO OUR FAMILIES WHO MAY NOT UNDERSTAND OR KNOW, BUT TO GIVE THEM A REFERENCE POINT. 
          SO THANK YOU. 
          YES. 
          THANK YOU SO, SO MUCH. 
          AND AGAIN, YOUR WEBSITE IS SCHOOLCRISISCENTER.ORG FOR THOSE FREE RESOURCES, IF ANYONE WANTS TO CHECK THEM OUT. 
          UM, AND THE PHONE NUMBER THAT JOEL MENTIONED, UM, 213-241-3840 IS OUR STUDENT AND FAMILY RESOURCE LINE. 
          UM, SO JUST WANNA MAKE SURE WE PUT THOSE RESOURCES OUT THERE. 
          UM, AND, UH, IF FOLKS ARE LOOKING FOR A SHORTER RESPONSE, IF YOU TEXT 988 FOR ANY SUICIDAL CONCERNS, UH, YOU'LL... 
          OR YOU CAN CALL 988 AS WELL. 
          UM, YOU CAN GET A RESPONSE REALLY QUICKLY ON, ON THOSE AS WELL. 
          AND WE'LL, UM, POST TO LAUSD BD7 SOME OF THESE RESOURCES. 
          THERE IS HELP AVAILABLE. 
          I THINK THAT'S ONE OF THE BIG MESSAGES WE WANNA SHARE TODAY. 
          UM, AND WE'RE SO GRATEFUL FOR ALL THE FOLKS IN AND AROUND LAUSD SUPPORTING OUR STUDENTS THROUGH ALL OF THESE CHALLENGES. 
          UM, AND SO 
          [III. Closing Remarks]
WITH THAT, WE ARE ABOUT TO CONCLUDE THIS MEETING. 
          OUR NEXT ONE WILL BE FEBRUARY 25TH AT 1:00 PM, AND OUR FINAL WILL BE APRIL 29TH, UM, RIGHT HERE IN THIS ROOM. 
          AND OUR LAST PIECE OF THESE 
          [IV. Public Comment]
MEETINGS AS ALWAYS IS PUBLIC COMMENT. 
          SO I WILL TURN IT TO MR. MCLEAN TO CLOSE US OUT. 
          ALL RIGHT. 
          I'LL CALL ON THE FOLKS WHO LISTED THEMSELVES AS SPEAKING IN PERSON FIRST, AND THEN WE WILL CALL ON THOSE WHO LISTED THEMSELVES AS SPEAKING REMOTELY. 
          UM, JOVITA ANGELL, ARE YOU HERE? JOVITA ANGELL. 
          COME ON UP. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          AND AFTER MS. ANGEL IS LITANYA HULL AND THEN JACOB JACKSON. 
          SO WE'VE GOT JOVITA ANGELL, AND THEN LITANYA HOLE, AND THEN JACOB JACKSON. 
          I'M GONNA SPEAK IN SPANISH. 
          OKAY. 
          AND MS. UH, ANGEL IS GONNA SPEAK IN SPANISH. 
          SO IF YOU'D LIKE TO HEAR WHAT SHE'S SAYING IN ENGLISH AS SHE'S SPEAKING IN SPANISH, PLEASE PUT YOUR HANDS UP AND WE WILL GET YOU THESE TRANSLATION HEADSETS. 
          SO IF YOU'D LIKE TO EXPERIENCE A SIMULTANEOUS TRANSLATION, PLEASE PUT YOUR HANDS UP AND WE WILL GET YOU A HEADSET. 
          OKAY. 
          GOOD AFTERNOON. 
          MY NAME IS HOVITA ANGELIA AND I WAS A GRADUATE FROM THE DISTRICT IN 2012. 
          I WORKED AS A TEACHER'S ASSISTANT FROM 2017, 2018. 
          AND EVEN TODAY, I HAVE NEPHEWS AND NIECES IN THE DISTRICT. 
          AND NOW I AM A PART OF, UH, OF CADRE, WHICH IS AN ORGANIZATION TRYING TO MAKE SURE THAT OUR CHILDREN ACCESS QUALITY EDUCATION. 
          I WANTED TO SHARE MY STUDENT EXPERIENCE WHEN I WAS A MEMBER OF THE COMMUNITY OF THE DISTRICT. 
          WHEN I WAS IN HIGH SCHOOL, MY 
          [01:25:01]
OLDER BROTHER WAS INCARCERATED AND THEN DEPORTED. 
          AND THROUGH THESE THREE YEARS, I NEVER FELT SUPPORT OR THAT I WAS OF ANY IMPORTANCE TO THE SCHOOL BEYOND MY GRADES. 
          ONLY MY OTHER CLASSMATES SUPPORTED ME IN ORDER TO NAVIGATE MY PAIN AND ALL THESE CHANGES RELATED TO MY HOME. 
          I ALSO SAW HOW MY THREE SIBLINGS DID NOT RECEIVE ASSISTANCE WITH IEP OR ANY KIND OF BEHAVIOR I- ISSUES. 
          AND BEYOND THAT, SCHOOL SAFETY HAVING SUPPORTS IN THEIR CLASS AND BEYOND. 
          I ALSO SAW HOW THE SCHOOLS DID NOT HAVE PRACTICES OR RESOURCES AVAILABLE TO NOT JUST KNOW, BUT SUPPORT THEIR STUDENTS WITH THEIR EMOTIONAL PROBLEMS AND THEIR MENTAL HEALTH AND HOW TO PREVENT CONFLICT IN A WAY THAT HUMANIZES STUDENTS AND THAT GETS TO THE ROOT OF THE PROBLEM TO MAKE SURE THAT THE PROBLEM OR CONFLICT DOES NOT ESCALATE. 
          IT WAS ALSO IN GAD WHERE I LEARNED SCHOOL CLIMATE BILL OF RIGHTS AND, AND INTERVENTIONS AND SUPPORTS. 
          AND IN SHORT, THE RESOURCES SPOKEN ABOUT TODAY AMONGST ADULTS WHO CARE AND PROFESSIONALS WHO CARE ABOUT MENTAL HEALTH ARE THE ONES WHO COULD HAVE MADE A BIG IMPACT IN MINE AND MY SIBLINGS AND OTHER STUDENTS THAT I, UH, WAS AROUND IN SCHOOL. 
          ALSO, IT'S IMPORTANT THAT THE DISTRICT AND SCHOOLS BELIEVE IN THE POTENTIAL AND THE IMPLEMENTATION OF PBIS. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          THE NEXT SPEAKER IS LITANYA HALL. 
          THEN AFTER MS. HALL IS JACOB JACKSON AND MARIA LUISA PALMA. 
          TRY AGAIN. 
          HELLO. 
          THANK YOU. 
          GOOD AFTERNOON, EVERYONE. 
          MY NAME IS LITANYA HULL. 
          I'M A SENIOR COURT PARENT FROM CADRE. 
          MY STORY BEGINS WHEN MY SON WAS 12 YEARS OLD AND, UM, HE WAS JUST COMING OFF FOSTER CARE. 
          TRAUMA DURING THAT TIME HAS DEVELOPED. 
          AND MY TRAUMA, WHAT I'M TALKING ABOUT IS STIGMA. 
          STIGMA IS VERY IMPORTANT FOR US TO GET EDUCATED ON WHAT IT CAN CAUSE THROUGH OUR YOUTH. 
          UM, I STARTED SEEING BEHAVIOR SIGNS VERY EARLY. 
          AND WHAT I MEAN BY THAT, FIGHTING, CRYING, ANGER, AND SUICIDE. 
          BUT DURING THAT TIME, I WASN'T EDUCATED ON WHAT, UM, ADD AND SCHIZOPHRENIC SIGNS LOOK LIKE. 
          BUT WHEN I, AS I GREW AS A PARENT AT CADRE, I BEGAN TO BECOME MORE EDUCATED ON WHAT IT START, WHAT IT BECAME. 
          HE'S NOW FULL-BLOWN SCHIZOPHRENIC. 
          AND WHAT I MEAN BY IT IS THAT, UM, IT'S CALLED A CHEMICAL IMBALANCE. 
          IF WE ARE NOT AWARE OF WHAT IT CAN CAUSE, WHAT OUR YOUTH, WE LOSE THEM. 
          AND IT'S VERY IMPORTANT FOR ALL OF US, NOT JUST AS PROFESSIONALS, A MOM, A, A BROTHER, A SISTER, UM, ALMOST LOST HIM THROUGH SUICIDE BECAUSE HE WAS USING, HE WAS DOING THAT TIME, HUFFING. 
          AND YOU KNOW, THEY DO, THE HUFFING IS ONE OF THE KNOWN CAUSES OF THE USING OF THE DRUG AT OUR MIDDLE SCHOOLS THAT WE DON'T, WE'RE NOT AWARE OF. 
          BUT IT DONE SOMETHING TO HIS BRAIN. 
          SO MY SON IS VERY DAMAGED FOR THE REST OF HIS LIFE THROUGH MENTAL HEALTH. 
          AND I ADVISE EVERY PERSON IN THIS, IN THIS ROOM TO NOT IGNORE WHAT MENTAL HEALTH CAN CAUSE. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          ALL RIGHT. 
          THE NEXT SPEAKER IS JACOB JACKSON. 
          COME ON DOWN, MR. JACKSON. 
          YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          AND THEN AFTER JACOB JACKSON IS MARIA LUISA PALMA. 
          IS JACOB HERE? YES. 
          JACOB JACKSON? ALL RIGHT. 
          COME ON UP SIR, YOU'LL HAVE TWO MINUTES TO SPEAK 
          [01:30:01]
ONCE YOU BEGIN. 
          I DON'T HAVE... 
          WELL, I DON'T, UH, I WOULD LIKE TO PASS MY NATALIA CARMONA WHO WILL BE SPEAKING IN SPANISH. 
          ALL RIGHT. 
          YOU CAN GO AHEAD. 
          . 
          GOOD AFTERNOON. 
          I'M TALIA CARMONA. 
          I WAS A STUDENT OF LLC AND I HAVE A STUDENT IN MIDDLE AND HIGH SCHOOL. 
          I'M ALSO A MOTHER THAT'S PART OF CADRE. 
          I AM CALLING TO SHARE, TO SAY THAT IT'S VERY IMPORTANT FOR LAUSD TO SH - TO SHOW OR TO SUPPORT WITH MENTAL HEALTH OR TO GIVE TRAINING TO THE STUDENTS OR COMMUNITY SUPPORT. 
          RESTORATIVE JUSTICE. 
          THE POLICE IS NOT THE CORRECT ANSWER. 
          WE NEED TO PREVENT, NOT JUST INTERVENE WHEN THE ISSUES ARE AT A HIGH SCALE. 
          WE NEED TO INVEST IN THE STUDENTS, IN OUR COMMUNITY, AND TO BE MORE THAN JUST A WAIT. 
          WE NEED TO GIVE VALUE TO THE STUDENTS THAT, UH, ARE ABLE TO HAVE THE SUFFICIENT RESOURCES TO BE BETTER PEOPLE FOR TOMORROW. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          UH, RIGHT MARIA LUISA PALMER, COME ON UP. 
          AND THEN AFTER MS. PALMER IS PAIGE AND THEN ALONZO WARREN. 
          WHAT IS REALLY GOING ON IN TERMS OF SAFETY? I SENT ALL OF THE BOARD MEMBERS THIS MORNING A REMINDER EMAIL, UH, ADDRESSING MANY OF THE DEFICIENCIES IN INCIDENT, SAFETY INCIDENT DATA REPORTING. 
          WE ONLY HAVE DISJOINTED BITS OF INFORMATION ON SAFETY INCIDENTS. 
          HOW CAN THAT BE? THAT IS UNACCEPTABLE. 
          WE HAVE HERE AN EXAMPLE WHERE YOU ONLY PROVIDED INFORMATION FROM JULY 1ST THROUGH MAY 31 OF EVERY SCHOOL YEAR. 
          WE HAVE ALL KINDS OF BITS. 
          PLEASE REVIEW THAT, THAT EMAIL. 
          IT'S VERY DETAILED THAT I SENT TO YOU. 
          HOW IS IT THAT WE HAVE NO STANDARD REPORTING FORMAT? IS THAT BY DESIGN? SO WE CAN'T COMPARE ONE PERIOD TO THE NEXT. 
          WE DON'T HAVE ANYTHING IN TERMS OF IN CONSTANT OPEN DATA, SO WE COULD LOOK AT HISTORICAL DATA. 
          WE GET DIFFERENT NUMBERS OF INCIDENTS COMING OUT OF THIS ISTAR SYSTEM THAT HAVE BEEN REPORTED, AND THAT'S DOCUMENTED IN THAT EMAIL I SENT TO ALL OF YOU. 
          HOW CAN THAT BE? I SENT AN EMAIL OVER A YEAR AND A HALF AGO ASKING ABOUT THAT. 
          NOBODY RESPONDED TO ME. 
          WE NEED TO HAVE REPORTING ON SCHOOL POLICE CALLS FOR SERVICE AS A TOTAL AND BY TYPE. 
          WE NEED TO KNOW RESPONSE TIMES FOR, FOR SCHOOL POLICE. 
          NONE OF THAT INFORMATION IS AVAILABLE. 
          WHAT ABOUT VANDALISM AND PROPERTY CRIME? HOW MUCH THAT, DOES THAT COST THE SCHOOL DISTRICT? WE NEED THAT INFORMATION. 
          CRIME INCIDENTS ADJACENT TO SCHOOLS. 
          WE KNOW THAT THERE ARE INCIDENTS REGARDING, UH, HOMELESS RELATED PROSTITUTION. 
          WE KNOW IT HAPPENS IN OUR NEIGHBORHOODS. 
          NONE OF THIS INFORMATION IS OUT THERE. 
          HOW MUCH OF IT IS COVERED UP? WE, WHEN WE PROVIDED OUR RESOLUTION TO YOU, UH, LAST YEAR IN NOVEMBER 4TH, 2025, ONE OF THE BIG PIECES THERE WAS ASKING FOR IMPROVED REPORTING OF DATA ON ALL OF THIS. 
          WE ALSO NEED RE - IMPROVED INFORMATION COMING THROUGH THIS COMMITTEE AND TO THE BOARD ON ACCOUNTABILITY BASED ON WHAT IS IN THE LOCAL CONTROL AND ACCOUNTABILITY PLAN. 
          TODAY YOU SHOWED ONE QUESTION OUT OF THE SCHOOL EXPERIENCE SURVEY. 
          THERE ARE MANY DIFFERENT QUESTIONS AND ALL OF THOSE ARE SUPPOSED TO BE METRICS IN THE ACCOUNTABILITY PART IN THAT LCAP. 
          WHY IS THAT NOT PROVIDED HERE? WE NEED TO HAVE ACCURATE DATA SO WE CAN PLAN TO HOW DO YOU MAKE DECISIONS WITHOUT DATA? THAT MAKES ABSOLUTELY NO SENSE. 
          MAYBE YOU HAVE DATA THAT WE DON'T HAVE IN THE PUBLIC. 
          ALL YOUR STAKEHOLDERS, PARENTS, COMMUNITY NEED TO HAVE ACCURATE AND THE SAME DATA, PLEASE. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          MS. GUILLEN, SINCE YOU'RE STANDING RIGHT THERE, WOULD YOU LIKE TO COME UP? TWO MINUTES IS YOURS ONCE YOU START TO SPEAK. 
          MS. GUILLEN IS GONNA SPEAK IN SPANISH, SO IF YOU'D LIKE TO HEAR WHAT SHE'S SAYING IN ENGLISH, PLEASE KEEP USING THOSE TRANSLATION HEADSETS OR PUT YOUR HANDS UP IF YOU NEED ONE. 
          OKAY. 
          LISOS GRACIAS. 
          OCTOBER. 
          OCTOBER. 
          THE NATIONAL MONTH OF PREVENTION OF LUST FROM BULLYING, AND THEY PROMOTE TO GIVE, TO MANAGE THE INTIMIDATION AND FOSTER, UH, A LEARNING ENVIRONMENT. 
          AND TALKING ABOUT MENTAL HEALTH, WHY DO YOU WANT MENTAL HEALTH? THIS IS THE WAY THAT YOU CAN OBTAIN FUNDS FOR ALL YOUR WONDERFUL FRIENDS. 
          IT SEEMS AS IF YOU WANNA FORGET JAVIER'S LIFE. 
          YOU OPEN FRANKLIN THE NEXT DAY AFTER THE STUDENT HAVE PASSED. 
          YOU WANT TO COVER THE LACK OF SECURITY AND THE DISCRIMINATION, DENYING THIS HUGE PROBLEM, THE PROBLEM WITH MENTAL HEALTH. 
          ARE YOU GONNA SEE THAT THIS IS THE PROBLEM? PARENTS ARE ASKING FOR SCHOOL POLICE AT THAT SCHOOL AND YOU DON'T WANT THEM BACK BECAUSE YOU DON'T WANT TO ADMIT THAT YOU ARE WRONG. 
          [01:35:03]
THE PARENT GROUP, WE'RE NOT GONNA FORGET JAVIER'S LIFE TO BE FORGOTTEN BECAUSE YOU ARE THE NUMBER ONE, RIGHT? YOU'RE THE PROFESSIONALS OF INTIMIDATION AND THE PARENTS AT THAT SCHOOL AND IMMIGRANT PARENTS FROM FRANKLIN ARE GIVING A MESSAGE BY MS. ROWENA. 
          SHE'S A NEW PRINCIPAL. 
          SHE'S OLDER THAN THE POOR TEACHER THAT COULDN'T HOLD A FIGHT OR PREVENT A FIGHT AND YOU'RE PUTTING HER IN A SCHOOL LIKE THIS. 
          HONESTLY, THAT'S IN- INCOMPETENCY COMING FROM YOUR SIDE OR YOU'RE CRAZY BECAUSE WE ARE NOT GONNA ALLOW FOR THE STUDENT'S LIFE TO BE FORGOTTEN. 
          WE WILL PROTEST EVERY FRIDAY OUTSIDE THE SCHOOL BECAUSE YOU ARE TELLING PARENTS, "OH, DON'T BE PART OF THIS PROTEST BECAUSE IT HURTS STUDENTS' MENTAL HEALTH." WHAT'S HURTING STUDENTS' MENTAL HEALTH IS THE LACK OF ACTION. 
          THAT IS WHAT'S HARMING THE STUDENTS. 
          MENTAL HEALTH, WE ARE HAVING WORKSHOPS AND WORKSHOPS AND YOU COME TO SAY, "OH, THEY NEED AN ADULT TO PROTECT THEM AT SCHOOL." NO, PARENTS ARE HERE. 
          WE ARE THE... 
          YOU HA - THEY HAVE US, NOT YOU GUYS. 
          YOU WANT TO REMOVE THE POWER FROM US SO THAT THE STUDENTS DON'T RESPECT US AND DON'T RESPECT THE LAW JUST AS YOU DON'T WANT THEM TO RESPECT SCHOOL POLICE BECAUSE YOU ARE CREATING A GROUP OF PEOPLE THAT ARE HONESTLY NOT PROMOTING EDUCATION. 
          THE NEXT SPEAKER IS PAIGE. 
          ARE YOU OUT THERE, PAIGE? PAIGE. 
          ALL RIGHT. 
          ALONSO WARREN. 
          ALONZO WARREN, ARE YOU HERE? COME ON DOWN. 
          YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          AND AFTER MR. WARREN IS WENDY, WENDY MINAS, AND THEN JOSIE TENORIO. 
          SO MR. WARREN, THEN MS. MINAS, AND THEN MS. TENORIO. 
          I GIVE MY TIME TO CARRIE JORDAN, CO-PARENT LEADER AT CADRE. 
          GO AHEAD, CARRIE. 
          MY NAME IS CARRIE JORDAN. 
          I AM A SENIOR COURT PARENT LEADER WITH CADRE. 
          OUR SCHOOLS DO NOT NEED POLICE AND OUR CHILDREN DO NOT NEED EXCESSIVE AND UNJUSTIFIED SUSPENSIONS. 
          WHAT OUR SCHOOLS URGENTLY NEED ARE MORE COUNSELORS, PSYCHIATRIC SO- SOCIAL WORKERS, AND MENTAL HEALTH PROFESSIONALS. 
          PSYCHIATRIC SCHOOLS WORKER, SOCIAL WORKERS PROVIDE CRISIS INTERVENTION AND SUPPORT STUDENTS EXPERIENCING TRAUMA, ANXIETY, AND DISTRESS BEFORE SITUATIONS ESCALATE. 
          THEY OFFER HEALING AND SAFETY. 
          THINGS POLICE OFFICER... 
          SCHOOL POLICE HAVE NEVER PROVIDED. 
          OFFICERS ARE NOT COUNSELORS OR COMMUNITY BUILDERS. 
          THEY ARE SCARE TASKS, SCARE TACTICS USED BY A BROKEN SYSTEM. 
          YOU CANNOT PLACE POLICE ON CAMPUSES POPULATED MOSTLY BY TITLE I STUDENTS WHO ALREADY CARRY A NATURAL MISTRUST OF LAW ENFORCEMENT AND CLAIM THEIR PRESENCE IS HELPING. 
          OUR CHILDREN SHOULDN'T BE GOVERNED BY FEAR. 
          THEY DESERVE TO FEEL SUPPORTED AND READY TO LEARN. 
          AS PARENTS, WE SHOULDN'T BE PUSHED AWAY SIMPLY BECAUSE WE ADVOCATE FOR BETTER EDUCATION FOR OUR KIDS. 
          CADRE PARENTS FOUGHT FOR AND WON THE POSITIVE BEHAVIOR INTERVENTION AND SUPPORTS POLICY BACK IN 2007. 
          IT'S FULL IMPLEMENT- IMPLEMENTATION IS CRITICAL TO PROACTIVE BULLY PREVENTION, CALLING FOR MORE POLICE WHILE FAILING TO FULLY IMPLEMENT PBIS IS ANTI-BLACK. 
          IT REINFORCES THE CRIMINALIZATION OF BLACK CHILDREN WHILE DENYING THEM SUPPORT THAT THEY DESERVE. 
          WE DEMAND MORE COUNSELORS, EXPANDED MENTAL HEALTH- HEALTH SERVICES, FULL PBIS IMPLEMENTATION, AND REAL ACCOUNTABILITY. 
          MORE IMPORTANTLY, WE NEED GENUINE PARENT PARTNERSHIPS WHERE OUR VOICES- VOICES ARE VALUED. 
          OUR VISION IS CLEAR. 
          PREVENTION, HEALING, AND NO SCHOOL POLICE. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          THE NEXT SPEAKER IS WENDY MINAS, OR WENDY MINAS. 
          HELLO. 
          MY NAME IS WENDY MINAS. 
          I'VE STOOD BEFORE THE BOARD OF EDUCATION BEFORE. 
          THIS IS MY FIRST TIME STANDING BEFORE THIS COMMITTEE. 
          UM, ME, I- I'M GONNA SPEAK FROM EXPERIENCE, OKAY? MY EXPERIENCE HAS BEEN THAT FOR THE PAST COUPLE YEARS, WHATEVER THIS BOARD, WHATEVER THIS COMMITTEE IS DOING IS NOT WORKING. 
          IT'S NOT WORKING. 
          I GET CALLS FROM MY KIDS' SCHOOLS SAYING THAT THERE'S BEEN INCIDENTS. 
          AS A MATTER OF FACT, TWO CALLS THIS WEEK, ONE FROM VAPA THAT THERE WAS AN INCIDENT WHERE A STUDENT BEAT UP ANOTHER STUDENT, A STAFF TRIED TO INTERVENE AND HELP THAT STUDENT OUT. 
          THAT STAFF GOT BEAT UP TOO, AND THEY BOTH WOUND UP IN THE HOSPITAL. 
          AND THAT STUDENT HAD PEPPER SPRAY AND WAS TAKEN BY THE SCHOOL POLICE, OKAY? 
          [01:40:01]
EVERY DAY, EVER SINCE THAT TRAGEDY THAT HAPPENED IN FRANKLIN, I ASK MYSELF, IF THAT WAS MY KID, ARE YOU GUYS GONNA HIDE MY KID FROM ME WHEN I GO AND PICK THEM UP DURING AN EMERGENCY LIKE YOU DID TO JAVI'S MOM? SHE SHOWED UP AND THEY SENT HER SOMEWHERE ELSE KNOWING WELL THAT HER SON WAS RIGHT THERE. 
          AND IT MAKES ME QUESTION YOU GUYS. 
          WHERE ARE YOU GONNA SEND THOSE PARENTS IN THE, IN, IN CASE OF AN EMERGENCY? ARE YOU GONNA BE HONEST AND TELL ME WHERE MY KID IS? ARE YOU TELLING ME THAT I CAN'T GO AND PICK UP MY KID IN, IN THE EVENT OF AN EMERGENCY? BECAUSE THAT'S WHAT IT SHOWED ME AND MANY OTHER PARENTS. 
          IF THEY DIDN'T SEE THAT, I SURE AS WELL SEE THAT. 
          YOU'RE NOT PROTECTING OUR KIDS. 
          I DON'T CARE WHAT EVERYBODY ELSE DOES. 
          MY EXPERIENCE IN MY KIDS' SCHOOLS IS THAT WHATEVER YOU'RE DOING IS NOT WORKING. 
          IT'S NOT WORKING. 
          OUR KIDS ARE NOT ANY SAFER EVER SINCE YOU START SPENDING ALL THIS MONEY ON ALL THESE PROGRAMS. IT'S NOT WORKING. 
          YOU GOTTA KEEP OUR KIDS SAFE. 
          THANK YOU FOR YOUR TIME. 
          THE NEXT SPEAKER IS JOSIE TENORIO, AND THEN WE'LL GO TO THE FOLKS WHO LISTED THEMSELVES AS SPEAKING REMOTELY. 
          COME ON UP, YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          WHOO. 
          MY NAME IS JOSIE TENOR TEWA. 
          I AM THE HOPI WOMAN, A MOTHER AND THE DIRECTOR OF THE MISSING MURDER INDIGENOUS WOMEN, AMERICAN INDIAN MOVEMENT OF SOUTHERN CALIFORNIA. 
          TODAY I STAND BEFORE, BEFORE, IN FRONT OF ALL OF YOU FOR EVERY CHILD WHO HAS BEEN IN SILENCE, FOR EVERY PARENT WHO HAS BEEN IGNORED, AND EVERY FAMILY FIGHTING TO PROTECT THEIR CHILDREN. 
          OUR CHILDREN DESERVE PROTECTION, NOT SILENCE. 
          THEY DESERVE ACCOUNTABILITY, NOT EXCUSES, AND THEY DESERVE SCHOOLS WHERE THEY CAN LEARN WITHOUT FEAR. 
          RECENTLY IN OUR COMMUNITY STOOD ALONGSIDE A FAMILY SEEKING JUSTICE FOR A YOUNG LITTLE GIRL, AN INDIGENOUS LITTLE GIRL NAMED EMILY CORTEZ, FOLLOWING REPORTS OF SEXUAL ASSAULT AND SERIOUS CONCERNS ABOUT HOW THOSE REPORTS WERE HANDLED AT EVERGREEN AVENUE ELEMENTARY SCHOOL. 
          LET ME BE CLEAR, WE'RE NOT HERE, AND DEFINITELY I'M NOT HERE TO CONDEMN ANOTHER CHILD. 
          WE'RE HERE TO DEMAND ACCOUNTABILITY FROM THE INSTITUTIONS RESPONSIBLE FOR PROTECTING ALL CHILDREN. 
          BUT TODAY, WHAT I HEARD WAS NOT INCLUSIVE OF PARENTS. 
          IN ALL OF THE REPORTS THAT YOU WERE DOING AND SHOWING ALL THESE PROGRAMS, THERE WAS NO INCLUSION OF FAMILY MEMBERS. 
          WHEN SCHOOLS FAIL TO PROTECT OUR CHILDREN, THE CONSEQUENCES DO NOT END AT THE SCHOOL GATES. 
          CHILDREN NEED TO EXPERIENCE NO SEXUAL ASSAULT, NO BULLYING, AND PROTECTION AT ALL TIMES. 
          THIS IS WHERE OUR WORK FOR THE MISSING AND MURDER INDIGENOUS WOMEN AND RELATIVES BECOMES DIRECTLY CONNECTED TO WHAT HAPPENS INSIDE OF OUR SCHOOLS AND OUTSIDE OF OUR SCHOOLS. 
          I'M HERE TODAY TO LET YOU ALL KNOW THAT WE WILL CONTINUE TO ADVOCATE AND STAND FOR OUR FAMILIES. 
          WE ARE SEEKING JUSTICE FOR NOT ONLY EMILY, FOR JAVIER, AND FOR MANY CHILDREN THAT HAVE BEEN ABUSED INSIDE THESE SCHOOLS THROUGHOUT, UH, THROUGHOUT LEUS DISTRICT AND NOTHING IS BEING DONE TO PROTECT THOSE CHILDREN. 
          ALL THESE PROGRAMS THAT YOU'VE MENTIONED HAS NOT BEEN INCLUSIVE OF PARENTS. 
          I'VE NOT HEARD NOTHING STATE HOW THEY'RE GONNA HELP TO EMPOWER FAMILIES, TO HELP THEM HEAL, TO HELP THEM UNDERSTAND WHAT MENTAL HEALTH IS, WHAT DEPRESSION IS, WHAT BEING, BEING ASSAULTED IS. 
          THANK YOU FOR YOUR TIME. 
          SO WITH THAT BEING SAID, Y'ALL, THANK YOU FOR THANKING ME, BUT I WANNA HEAR FROM ALL OF YOU. 
          WHAT ARE YOU ALL GONNA DO TO HELP OUR FAMILIES? THANK YOU FOR YOUR TIME. 
          OKAY, NOW WE'LL CALL ON THE FOLKS WHO HAVE LISTED THEMSELVES AS SPEAKING REMOTELY. 
          UH, MARCELLA GARCIA, YOU'RE NOT ONLINE IN FRONT OF ME. 
          ARE YOU IN THE ROOM, MS. GARCIA? MARCELLA GARCIA? NO? ALL RIGHT. 
          AND THEN WE HAVE MARIA DAISY ORTIZ IS ON THE LINE. 
          MS. ORTIZ IS ALSO GONNA SPEAK IN SPANISH, SO IF YOU'D LIKE TO HEAR WHAT SHE'S GOING TO SAY IN ENGLISH AS SHE'S SPEAKING IN SPANISH, PLEASE PUT YOUR HANDS UP IF YOU NEED A HAND, UH, TRANSLATION HEADSET OR PUT THOSE HEADSETS ON NOW. 
          UH, MARIA DAISY-ORTIZ, PLEASE PRESS * SIX TO UNMUTE YOURSELF, AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          MARIA DAISY-ORTIZ. 
          GOOD AFTERNOON. 
          YES, GOOD AFTERNOON. 
          MY NAME IS MARIA DAISY-ORTIZ, AND I AM HERE ALSO BECAUSE, FIRST OF ALL, THIS IS A SAFETY COMMITTEE, AND YOU HAVE PEOPLE ON BEHALF OF ORGANIZATIONS THAT HAVE A CONTRACT AND ARE DOMINATED ALREADY. 
          SO I'M NOT SAYING THAT IT'S ALL BAD, BUT WITH MENTAL HEALTH, YOU DON'T HAVE EXPERTS IN MENTAL HEALTH, AND ONLY TO TALK ABOUT STIGMA WHEN KIDS ARE- ARE UNDER PRESSURE OF BULLYING AND FIGHTS AND PRESSURE WITH GANGS AND- 
          [01:45:01]
AND ASSAULTS, AND THESE SCHOOLS NEED, FIRST OF ALL, FRANKLIN HIGH SCHOOL AND ALL SCHOOLS, BECAUSE EVERY SCHOOL HAS THIS SAME PHENOMENON SINCE YOU TOOK AWAY SCHOOL POLICE DUE TO NEGLIGENCE IN YOUR POLITICAL AGENDAS, OKAY? SO HERE, THE KIDS SHOULD BE FIRST. 
          SO PUT THEM FIRST WITH SAFETY AND WITH A HEALTHY LEARNING ENVIRONMENT, BECAUSE IF CHILDREN ARE RECEIVING THESE THREATS, IF YOU DON'T RE - HAVE THE POLICE... 
          SCHOOL POLICE RETURN, YOU WILL BE SEEING MORE THINGS HAPPENING BECAUSE THESE GANGS WANNA GO TO THE SCHOOLS AND DO SHOOTINGS, AND IT'S ALREADY BEEN THREE TIMES THAT THERE'S BEEN GANG RELATED INCIDENTS, AND YOU WANNA TREAT THAT WITH MENTAL HEALTH, PLEASE STOP GIVING EACH OTHER THESE SPEECHES AND HAVING ORGANIZATIONS THAT ARE JUST THE TOILET PAPER OF THE DISTRICT TO MAKE YOURSELVES FEEL GOOD. 
          WE NEED, AS PARENTS, TO KNOW THAT OUR KIDS ARE PROTECTED, THAT THEY ARE SAFE, THAT THEY'RE NOT UNDER DRUG PRESSURE OR BULLYING, OR THESE GANGS, OR UNDER PRESSURE FROM PEOPLE THAT ARE PEDOPHILES, ALL THESE THINGS. 
          SO MEANWHILE... 
          YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          MARCELLA GARCIA, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF, AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          . 
          . 
          GOOD AFTERNOON, MEMBERS OF THE BOARD. 
          MY NAME IS MARCELA GARCIA, AND I AM HERE ONCE AGAIN FOR THE SAFETY OF OUR STUDENTS IN ALL OF THE DISTRICT OF LOS ANGELES. 
          PLEASE, WE NEED SAFETY IN EVERY SCHOOL. 
          WE NEED THESE KIDS TO GO TO SCHOOL IN A TRANQUIL WAY THAT THEY MAY NOT HAVE MORE TRAGEDIES LIKE WHAT HAPPENED IN FRANKLIN. 
          WE NEED PERMANENT POLICE PRESENCE IN THE SCHOOLS. 
          WE NEED SAFETY. 
          SAFETY FOR... 
          IS THE FUTURE OF THIS COUNTRY, OF LOS ANGELES. 
          WE NEED YOU TO PROTECT OUR KIDS BECAUSE YOU... 
          IN FRANKLIN, WE ALMOST FEEL LIKE WE'RE, WE'RE, WE'RE EVEN ACCOSTED BY THIS. 
          LIKE, WE HAD SOMEONE IN AN, IN AN INTERIM THAT HAS, THAT IS THERE, AND NO ONE GIVES US ANY EXPLANATIONS. 
          THEY DON'T SAY, "OH, THIS IS YOUR INTERIM PRINCIPAL," OR, "THIS IS SOMEONE YOU'RE GOING TO DEAL WITH ALL THESE THINGS." NOBODY EXPLAINS ANYTHING TO THE KIDS. 
          YOU ARE NOT CONSIDERING THE QUALITY OF EDUCATION OR COMMUNICATION THAT IS HAPPENING IN FRANKLIN. 
          WE HAVE BEEN GIVING SIGNATURES. 
          MS. GUILLEN AND ALL THE WOMEN THAT ARE IN ATTENDANCE TO... 
          ON THE TUESDAYS WHEN YOU HAVE PUBLIC COMMENT, YOU'RE... 
          THEY'RE GIVING YOU SIGNATURES. 
          THEY'RE GIVING YOU ALL THIS INFORMATION OF ALL OF US THAT WANT SCHOOL SAFETY. 
          WE'RE SPEAKING FOR OUR KIDS. 
          WE'RE NOT PEOPLE WHO DON'T HAVE AN INTEREST IN THIS. 
          WE W- W- WANT TO KNOW THAT OUR KIDS ARE SAFE WHEN WE GO TO WORK, THAT THEY WILL BE OKAY. 
          MY SON LAST YEAR WAS, WAS ALSO IN A SITUATION, AND THEY TOLD ME THAT THE PERSON THAT DID THIS TO HIM WAS GOING TO BE SWITCHED TO A DIFFERENT SCHOOL OR CLASS, AND THEY DID NOT. 
          AND MY SON SAW ANOTHER FIGHT, AND THEY TOLD HIM, "IF YOU SAY SOMETHING, I'M GOING TO JUMP YOU AND TAKE AWAY YOUR THINGS, AND I'M GONNA BRING A GUN AND KILL YOU." AND I WAS TOLD THAT THIS PERSON WAS... 
          AND THAT CONCLUDES THE MEETING. 
          THANK YOU. 
          THANK YOU VERY MUCH, EVERYONE.
* This transcript was created by voice-to-text technology. The transcript has not been edited for errors or omissions, it is for reference only and is not the official minutes of the meeting.