* This transcript was created by voice-to-text technology. The transcript has not been edited for errors or omissions, it is for reference only and is not the official minutes of the meeting.
          [00:00:03]
           GOOD MORNING 
          [I. Welcome and Introductions]
EVERYONE. 
          . 
          MORNING. 
          MORNING. 
          I WANNA WAKE EVERYONE UP THIS MORNING. 
          GOOD MORNING, COLLEAGUES, EXTRA STAFF, LABOR PARTNERS AND MEMBERS OF THE PUBLIC. 
          WELCOME TO OUR OCTOBER COMMITTEE OF THE WHOLE. 
          BEFORE I BEGIN, I WANNA RECOGNIZE THAT NATIVE AMERICAN HERITAGE MONTH BEGINS NEXT WEEK. 
          AND KEEPING WITH THE DISTRICT'S PRIORITIES AND BOARD RESOLUTION, WE HONOR THE HISTORIES, CULTURES, AND ENDURING CONTRIBUTIONS OF NATIVE AMERICAN INDIGENOUS PEOPLES, INCLUDING THE ORIGINAL PEOPLES OF THE LANDS ON WHICH OUR SCHOOLS STAND. 
          WE REMAIN COMMITTED TO ENSURING THAT NATIVE, NATIVE STUDENTS AND FAMILIES FEEL SEEN, VALUED, AND SUPPORTED, AND THAT THEIR HISTORIES AND VOICES ARE REPRESENTED IN OUR SCHOOLS THROUGHOUT THE YEAR. 
          TODAY IS ALSO NATIONAL CIVICS DAY, A REMINDER OF THE IMPORTANCE OF HELPING STUDENTS UNDERSTAND OUR DEMOCRACY, FIND THEIR VOICES, AND PARTICIPATE IN THEIR COMMUNITIES WITH ELECTION DAY APPROACHING. 
          UM, ALSO ENCOURAGE EVERYONE WHO IS ELIGIBLE TO VOTE TO MAKE THEIR VOICE HEARD. 
          TODAY, WE WILL REVIEW STUDENT PERFORMANCE, ACADEMIC PERFORMANCE, IMPLEMENTATION OF OUR PURCHASING POWER RESOLUTION TO DEFEND IMMIGRANT FAMILIES AND OUR EMERGING 2027 LEGISLATIVE ADVOCACY AGENDA. 
          I LOOK FORWARD TO DISCUSSING THE PROGRESS WE'RE MAKING, WHERE STUDENTS AND FAMILIES NEED ADDITIONAL SUPPORT AND THE NEXT STEPS WE CAN TAKE TOGETHER. 
          FINALLY, DURING PRINCIPAL APPRECIATION MONTH, WE WILL RECOGNIZE OUR PRINCIPLES FOR THE CARE AND LEADERSHIP THEY BRING TO THEIR SCHOOL COMMUNITIES EVERY DAY. 
          AND WE HAVE A LITTLE VIDEO THAT WE'LL WATCH A LITTLE LATER. 
          UM, BUT BEFORE WE WATCH THAT VIDEO, 
          [II. Labor Partners]
I WANNA BEGIN WITH OUR LABOR PARTNERS, UM, WITH ANY LABOR PARTNERS WHO WOULD LIKE TO COME FORWARD AND SAY YOUR WORDS. 
          YES, MS. MARIA NICHOLS FROM ALL LA TEAM SERIES 2010. 
          GOOD MORNING. 
          I COME TO YOU WITH JUST A BIT OF NOTES TODAY BECAUSE I WANNA HAVE A CONVERSATION FROM THE HEART. 
          EVERY MORNING I GET UP AND I SIX 30 COMES UP. 
          USUALLY I TALK TO DR. MURPHY AND I END MY DAY WITH DR. MURPHY. 
          AND THEN IN BETWEEN THAT I HAVE MEMBERS REACHING OUT. 
          I WAS A PREVIOUS DIRECTOR, SO TEXTING IS A WONDERFUL WAY OF STAYING ENGAGED, INFORMED, AND GIVING PERSONALIZED SERVICE. 
          AND THERE ARE A COUPLE OF AREAS THAT I WANNA BRING TO YOUR ATTENTION TODAY TALKING ABOUT, UM, STUDENT PERFORMANCE, ACADEMIC PERFORMANCE, ENROLLMENT AND ATTENDANCE. 
          I WANNA HAVE A FEW WORDS WITH YOU REGARDING THE AFFILIATED CHARTERS, WHICH ARE ONLY 42 SCHOOLS, WHICH I HAD THE PLEASURE OF SERVING ALL OF THEM FOR 11 YEARS WHEN I WAS A DIRECTOR, COMMUNITY OF SCHOOLS DIRECTOR IN THE NORTH VALLEY. 
          AND THESE SCHOOLS ARE UNIQUE BECAUSE THEY HAVE THEIR OWN GOVERNANCE, THEY HAVE PARENT ENGAGEMENT, THEY HAVE A TRUE COLLABORATIVE APPROACH. 
          UM, THEY HAVE VISITS AND SANCTIONS AND RENEWALS, THEIR OWN LEA. 
          IT'S A LOT OF ADDITIONAL WORK. 
          AND I LEARNED THAT AGAIN IN MY ROLE AS DIRECTOR. 
          WHEN WE LOOK AT THE OPEN DATA DASHBOARD, AND WE ARE A DATA-DRIVEN DISTRICT, WE CAN COMPARE THE PERFORMANCE OF AFFILIATED CHARTERS COMPARED TO THE DISTRICT. 
          AND AFFILIATED CHARTERS HAVE DEMONSTRATED OVER TIME AN INCREASED STUDENT ACADEMIC PERFORMANCE ENROLLMENT LOSS COMPARED TO THE DISTRICT FROM 4% RIGHT NOW TO 1%. 
          AND ATTENDANCE RATES IN SEED ATTENDANCE ARE, ARE ALSO HIGHER. 
          AND SO I ASK YOU TO VISIT AND REVISIT THE PROPOSAL TO CUT THE BLOCK BY I THINK 7 MILLION, 10 MILLION. 
          THE THE NUMBERS CHANGE TO, TO WHAT EXTENT ARE THESE SCHOOLS GOING TO BE IMPACTED? WHAT ARE THE LONG TERM EFFECTS AND IMPACT OF THESE DECISIONS? NOW, UM, IF I WERE A DIRECTOR CURRENTLY, AND I HAD MY 10 11, WHICH YOU AND I HAD MR. SEN AFFILIATED CHARTERS, WITH THE WORKLOAD BEING SUCH A CONCERN, I WOULD BE LOOKING AT, WELL, HOW AM I GOING TO DISAFFILIATE AND GO BACK TO JUST BEING A RESIDENT TO SCHOOL? LIKE WE DID REMEMBER WITH CHANDLER WHEN THEY DIDN'T GET THE FUNDING, THEY WENT FROM CHANDLER CHARTER TO CHANDLER ELEMENTARY SCHOOL. 
          THESE ARE CONVERSATIONS THAT ARE HAPPENING IN THESE COMMUNITIES, OR EVEN WORSE CONVERSATIONS ABOUT JUST LEAVING THE DISTRICT AND JUST BECOMING CHARTERS. 
          AND SOME COMMUNITIES ARE VERY VERSED AND HAVE THE, THE CAPACITY TO DO THAT WITH THEIR PARENT PARENTAL SUPPORT. 
          UM, SO THIS IS AN AREA THAT, UM, ALL THE TEAMSTERS IS ADVOCATING FOR. 
          IT IS OF, OF GREAT CONCERN, 
          [00:05:02]
UH, TO US. 
          THE OTHER AREA THAT HAS TO DO WITH, UM, ACADEMICS, PERFORMANCE AND ATTENDANCE IS STUDENT SAFETY. 
          IT'S NOT IN THE AGENDA CLEARLY TODAY, BUT STUDENT SAFETY AND SUPERVISION OF STUDENTS IS ALWAYS, ALWAYS A NUMBER ONE PRIORITY. 
          THOSE ARE THE TEXTS THAT I'M GETTING EVERY SINGLE DAY AS WE ARE LOOKING AT CUTS TO NOW SENDING, AND ALSO TSP AND MY, UH, CONSTITUENTS NOW ARE ASKING WHETHER THEY'RE GOING TO BE IN CHARGE OF SCHOOLS THAT ARE GHOST SCHOOLS. 
          BECAUSE WITHOUT ANY, WITHOUT, WITHOUT TSP, HOW DO YOU AFFORD BUYING AN AP IN MULTI FUNDING? YOU CAN'T, CATEGORICAL FUNDS DO NOT ALLOW FOR THAT. 
          WHAT IS THE PLAN FOR SUPERVISION OF STUDENTS OUTSIDE? YOU GOT THE LITTLE KINDERGARTEN YARDS, YOU'VE GOT THE MULTIPLE STAGGERED LUNCHES. 
          UH, THOSE THINGS, OF COURSE, UM, CONVERSATIONS AT SCHOOL SITE WITH HOW TO RESTRUCTURE. 
          BUT AT THE END OF THE DAY, YOU CANNOT PUT EVERYTHING ON A PRINCIPAL. 
          UH, STUDENT SAFETY AND SUPERVISION. 
          AND I KNOW THE DISTRICT HAS, HAS BEEN, UH, THRIVED ON SAYING THAT SCHOOLS ARE, UH, THE SAFEST AREAS SOMETIMES. 
          BUT WE WILL NOT BE IF WE DON'T HAVE A PLAN FOR SAFETY AND SUPERVISION OF STUDENTS. 
          AND THAT IS THE AREA OF CONCERN RIGHT NOW WITH MY CONSTITUENTS. 
          IN ADDITION TO, OF COURSE, THE BUDGET AND THE LOSS OF STAFFING, UM, I ASK YOU TO REALLY LOOK AT THE DATA, UH, WHEN YOU MAKE DECISIONS BECAUSE WE HAVE AN ABUNDANCE OF DATA. 
          LOOK AT THE ISTAR DATA. 
          LOOK AT, START WITH THE, THE, THE ADULT COMPLAINTS AROUND WORKPLACE VIOLENCE. 
          LOOK AT WORKMAN COMP CASES AND HOW HIGH THEY'VE GONE UP BECAUSE ADULTS ARE GETTING HURT. 
          LOOK AT THE NUMBER OF FIGHTS. 
          LOOK AT UNFORTUNATELY, THE HORRIFIC SITUATIONS REGARDING SOMETIMES STUDENT DEATHS. 
          AND DO THEY HAVE A FACTOR IN SAFETY AND SUPERVISION OF STUDENTS? 'CAUSE WE'RE ALREADY STRETCH THING. 
          BUT I KNOW THAT MY FOLKS, I REPRESENT MIDDLE MANAGEMENT AND PRINCIPALS, ESPECIALLY AT THE SCHOOL SITES, ARE VERY CONCERNED BECAUSE AT THE END OF THE DAY, THEY ARE THE ONES RESPONSIBLE FOR ENSURING OPERATIONAL EFFECTIVENESS, COMPLIANCE. 
          AND THEY ARE ALSO THE COMMUNICATORS OF THEIR COMMUNITIES WITH THEIR PARENTS. 
          I'VE ASKED TO, TO HAVE THE DISTRICT HAVE A BROADER CONVERSATION AND A BROADER APPROACH TO PARENT COMMUNICATION, UH, WITH REGARDS TO THE BUDGET AND WHERE WE ARE, AND NOT PUT THAT ON THE PRINCIPALS TO MANAGE INDIVIDUALLY. 
          AND I'VE ALSO ASKED THE DISTRICT, UH, MEANING LABOR RELATIONS TO LOOK AT OUR APPROACHES TO THE BUDGET, UM, DEVELOPMENT PROCESS BECAUSE WE'RE NOT IN A TIME ANYMORE WHERE WE'RE ACTUALLY HAVING CONVERSATIONS AND PRIORITIZING EXPENDITURES BECAUSE THE MONEY IS SO LIMITED. 
          SO WHAT IS THE DISTRICT GOING TO DO TO ENSURE A BARE, BARE BASIS MINIMUM TO ENSURE SUPERVISION OF STUDENTS AND STUDENT SAFETY? AND SO I THANK YOU FOR LISTENING, AND I LOOK FORWARD TO OUR ONGOING CONVERSATIONS. 
          THANK YOU. 
          MS. NICHOLS. 
          ARE THERE ANY OTHER LABOR PARTNERS WHO WOULD LIKE TO COME FORWARD? OKAY. 
          I SEE NONE. 
          [III. Principal Appreciation Month Highlight Video ]
SO, UM, AS I MENTIONED, THEY, WE, UM, WANNA TAKE A MOMENT TO RECOGNIZE OUR PRINCIPALS, UH, WHO SUPPORT OUR EDUCATORS, BUILD RELATIONSHIPS WITH FAMILIES, AND LEAD OUR SCHOOLS, BOTH THROUGH PROGRESS AND CHALLENGES. 
          SO, UM, I DON'T KNOW IF MR. SUPERINTENDENT, IF YOU WANNA SAY A FEW WORDS BEFORE WE QUEUE UP THE VIDEO. 
          SURE. 
          THANK YOU SO MUCH, DR. RIVAS. 
          GOOD MORNING, EVERYONE. 
          AND, AND, YES, UH, AS WE GET TO THE FINAL DAYS OF OCTOBER, IT'S, IT'S IMPORTANT THAT WE DO MARK AT LEAST ONE MORE TIME THAT IT IS NATIONAL PRINCIPALS MONTH. 
          I HAD AN OPPORTUNITY TO GO OUT LAST WEEK TO OUR REGION PRINCIPAL MEETINGS AND CONNECT DIRECTLY WITH OUR SCHOOL LEADERS AND LET THEM KNOW DIRECTLY FROM ME HOW MUCH I VALUE THEIR SERVICE. 
          OUR PRINCIPALS ARE INSTRUCTIONAL LEADERS, CHAMPIONS FOR STUDENTS, TRUSTED PARTNERS TO OUR FAMILIES. 
          THEIR DEDICATION, COMPASSION, AND UNWAVERING COMMITMENT ARE ABSOLUTELY ESSENTIAL TO STUDENT SUCCESS. 
          TO RECOGNIZE THEIR TREMENDOUS CONTRIBUTIONS AND TO ROUND OUT A MONTH OF ACKNOWLEDGEMENT AND SINCERE GRATITUDE FOR ALL THE PRINCIPLES DO. 
          AS DR. RIVAS MENTIONED, WE HAVE PREPARED A BRIEF VIDEO HIGHLIGHTING THEM AND THEIR EFFORTS TO OUR PRINCIPLES. 
          THANK YOU. 
          THANK YOU FOR YOUR LEADERSHIP, YOUR SERVICE, AND YOUR COMMITMENT TO ENSURING THAT EVERY STUDENT THRIVES. 
          CUE VIDEO . 
          [00:10:46]
YAY. 
          WONDERFUL TO SEE OUR PRINCIPALS DANCING AND BEING HAPPY AND, UM, OUT THERE ALSO, YOU KNOW, IN THEIR OWN PROFESSIONAL DEVELOPMENT LEARNING. 
          UH, SO THANK YOU PRINCIPALS FOR YOUR LEADERSHIP AND COMMITMENT TO OUR STUDENTS IN EVERYTHING, EVERYTHING THAT YOU DO EVERY DAY. 
          THANK YOU SO MUCH. 
          UM, 
          [IV.1. 2026 California School Dashboard & State Assessment Results]
SO NOW MOVING ON TO OUR FIRST PRESENTATION. 
          I'M EXCITED TO BEGIN WITH OUR 2026 CALIFORNIA SCHOOL BO SCHOOL DASHBOARD AND STATE ASSESSMENT RESULTS. 
          WE HAVE MEANINGFUL PROGRESS TO CELEBRATE. 
          OUR STUDENTS ARE IMPROVED IN ENGLISH LANGUAGE ARTS AND MATHEMATICS FOR THE THIRD CONSECUTIVE YEAR. 
          AND THE DISTRICT HAS REACHED ITS HIGHEST REPORTED GRADUATION RATE. 
          SO THERE'S A LOT TO CELEBRATE TODAY. 
          THESE RESULTS REFLECT THE HARD WORK AND DEDICATION OF OUR STUDENTS, EDUCATORS, SCHOOL LEADERS, STAFF, AND FAMILIES. 
          THANK YOU ALL FOR EVERYTHING THAT YOU DO TO SUPPORT STUDENT LEARNING. 
          I LOOK FORWARD TO HEARING MORE RIGHT NOW AND WITH OUR, UH, PRESENTERS OF, UM, THE PROGRESS THAT WE MADE. 
          SO WE HAVE MR. JOHNSTON AND ALSO OUR, UH, MS, UM, PIA AL. 
          UM, IF YOU WANNA, I DON'T KNOW IF YOU'RE PRESENTING OR IF YOU WANNA,  READY. 
          OH, THERE SHE IS. 
          OKAY. 
          HI. 
          COME FORWARD. 
          YEAH. 
          YOU. 
          ALL RIGHT. 
          GOOD MORNING. 
          WE ARE PROUD TO CELEBRATE THE HARD WORK AND DEDICATION OF EVERYONE'S RELENTLESS FOCUS ON PRIORITIZING ACADEMIC ACHIEVEMENT FOR EVERY STUDENT. 
          OVER THE PAST THREE YEARS, OUR ONGOING COLLABORATIVE WORK IN BUILDING COHERENCE FROM CLASSROOM AND SCHOOL TEAMS TO REGION TEAMS AND CENTRAL OFFICE TEAMS LED TO UNPRECEDENTED ACHIEVEMENT IN ELA MATH, SCIENCE, AND GRADUATION RATES. 
          WE WERE SYSTEMATIC WITH OUR APPROACH AND SYSTEMIC WITH OUR IMPLEMENTATION. 
          NOW, PLEASE WELCOME DR. 
          BILL JOHNSTON, WHO WILL SHARE KEY HIGHLIGHTS OF OUR ACHIEVEMENT. 
          THANK YOU. 
          UH, GOOD MORNING, SUPERINTENDENT BOARD MEMBERS. 
          UM, WE ARE VERY EXCITED TO SHARE SOME RESULTS THAT HAVE BEEN RELEASED. 
          UH, WE HAD A, YOU KNOW, A WONDERFUL PRESS EVENT AT WASHINGTON PREP, UH, LAST, JUST LAST WEEK, UH, UM, ON ANNOUNCING SOME OF THESE RESULTS. 
          THE STATE, YOU KNOW, DID AN UNPRECEDENTED, UH, CADENCE FOR DATA DROPPING THIS YEAR, WHERE THEY DROPPED EVERYTHING ON THE SAME DAY ON OCTOBER 15TH. 
          UM, AND A LOT OF THIS DATA IS, HAS BEEN OUT NOW FOR A LITTLE WHILE, WHERE I'M EXCITED TO SPEND SOME MORE TIME GOING OVER SOME OF THE DETAILS WITH YOU ALL AND THEN HEARING ABOUT OUR STRATEGIES THAT ARE DRIVING THIS IMPROVEMENT. 
          AND SO, WE WILL BEGIN WITH THE CALIFORNIA SCHOOL DASHBOARD. 
          THE CALIFORNIA SCHOOL DASHBOARD, UM, IS, IS A, A PUBLICLY AVAILABLE INTERACTIVE REPORT THAT TRACKS EIGHT INDICATORS, UH, FOR DISTRICT AND SCHOOL PERFORMANCE IN PROGRESS. 
          AND THIS IS ALSO THEN BROKEN OUT, OF COURSE, BY STUDENT GROUPS. 
          THOSE EIGHT INDICATORS YOU SEE HERE, ENGLISH, LANGUAGE ARTS, MATH, SCIENCE, CHRONIC ABSENTEEISM, GRADUATION, COLLEGE AND CAREER INDICATOR, SUSPENSION RATES, AND ENGLISH LEARNER PROGRESS. 
          AND WE WILL BRIEFLY TOUCH ON EACH OF THESE EIGHT INDICATORS, UM, AND THEN SEE HOW OUR PERFORMANCE IS GOING ON THAT SPECTRUM THAT YOU SEE, UH, FROM THE LOWEST RATING OF RED TO THE HIGHEST RATING OF BLUE. 
          AND ONE NOTE I WILL MAKE, UH, NOW, UH, THAT COVERS ALL OF THESE INDICATORS FOR THIS CALIFORNIA SCHOOL DASHBOARD IS THAT THIS DOES NOT INCLUDE INDEPENDENT AND AFFILIATED CHARTERS. 
          THIS IS ONE AREA WHERE THEY ARE ALL PULLED OUT SEPARATELY FROM THE DISTRICT AS AS A WHOLE. 
          AND SO THE DISTRICT NUMBERS ARE, UM, ARE SCHOOLS WITHOUT THE AFFILIATED AND INDEPENDENT CHARTERS. 
          WHEN WE LOOK AT THE, THE ACTUAL ASSESSMENT RESULTS IN THE SECOND PART OF THE PRESENTATION, THOSE DO INCLUDE OUR AFFILIATED CHARTERS, BUT NOT OUR INDEPENDENT CHARTERS. 
          UM, SO, BUT FROM WHEN IT'S THE DASHBOARD, NO CHARTERS AT ALL. 
          WHEN IT'S JUST OUR ASSESSMENTS. 
          IT'S AFFILIATED ONLY . 
          AND SO, SOME QUICK HIGHLIGHTS OF, OF THE CALIFORNIA SCHOOL DASHBOARD PERFORMANCE THIS PAST YEAR. 
          UM, YOU SEE IMPROVEMENT IN BOTH ELA AND MATH IS GOING STRONG FOR THE THIRD CONSECUTIVE YEAR WITH IMPROVEMENTS ON THE DASHBOARD SCIENCE. 
          UM, FOR OUR SECOND YEAR IN A ROW OF, OF POSITIVE IMPROVEMENT 
          [00:15:01]
IN OUR SCIENCE, UM, INDICATOR, CHRONIC ABSENTEEISM, CHRONIC ABSENTEEISM HAS GONE DOWN, UH, MEANING, UH, IN A GOOD WAY. 
          UH, AND, UH, THAT IS THE FOURTH CONSECUTIVE YEAR OF IMPROVED CHRONIC S ABSENTEEISM RATES FOR OUR DISTRICT. 
          AND OUR COLLEGE AND CAREER INDICATOR HAS IMPROVED THIS YEAR FOR THE THIRD CONSECUTIVE YEAR. 
          UM, AND THEN I THINK VERY NOTABLE IS THE GRADUATION RATES. 
          AND SO WE'VE SEEN THE HIGHEST REPORTED GRADUATION, UH, RATE THAT WE'VE HAD, UM, IN THE, IN THE CURRENT TRACKING SYSTEM AT THE VERY LEAST OF 87.6%. 
          AND THAT, THAT HAS BEEN SEEN EQUITABLY ACROSS A RANGE OF STUDENT GROUPS, INCLUDING AFRICAN AMERICAN, LATINA, WHITE PACIFIC ISLANDER, LOW INCOME STUDENTS WITH DISABILITIES AND HOMELESS STUDENTS. 
          ALL REPORTING IMPROVED GRADUATION RATES THIS PAST YEAR. 
          SO A LOT TO CELEBRATE, UM, ACROSS A, A RANGE OF, OF STUDENTS IN OUR DISTRICT HERE IS, UH, A LOT OF COLORS. 
          UH, IT'S FUNNY HOW THE COLORS LOOK SO DIFFERENT THERE THAN IN THE ACTUAL THING HERE. 
          UM, SO YOU SEE LOS ANGELES UNIFIED AT THE TOP. 
          THERE'S ONE COLUMN FOR EACH OF THE EIGHT INDICATORS ON THE CALIFORNIA SCHOOL DASHBOARD. 
          AND THEN RIGHT BELOW US, YOU SEE THE STATE. 
          AND THEN YOU SEE A RANGE OF COMPARISON DISTRICTS THAT WE OFTEN LOOK AT DOWN BELOW. 
          FOR THE MOST PART, WE WERE ST THE COLORS. 
          WE, WE SAW IMPROVEMENTS IN THE ACTUAL METRIC THAT'S USED ON ALL OF THESE INDICATORS SINCE LAST YEAR. 
          UM, HOWEVER, IN MANY OF THE CASES, THE INDICATOR THE COLOR ITSELF DID NOT CHANGE. 
          UM, THE, THE WAY THAT THE COLORS ARE ASSIGNED ON THE DASHBOARD, IT'S A COMBINATION OF HOW DID YOU DO THAT YEAR AND HOW DID YOU IMPROVE FROM THE PRIOR YEAR? AND THAT'S PUT ON A, WHAT'S CALLED A FIVE BY FIVE COLOR GRID. 
          AND YOU SEE WHERE YOU IMPROVE. 
          AND SO IN SOME CASES, FOR EXAMPLE, UH, CHRONIC ABSENTEEISM IS NOTED HERE AS, UM, OUR SOLE AREA OF ORANGE. 
          UM, LAST YEAR WE WERE YELLOW IN CHRONIC ABSENTEEISM. 
          AND THE REASON WE WENT DOWN IS, IS IT'S NOT THAT OUR, UH, OUR CHRONIC ABSENTEEISM RATE ACTUALLY IMPROVED FROM LAST YEAR, BUT IT WAS NOT THE RATE OF IMPROVEMENT NECESSARY TO, TO GET TO THE YELLOW LEVEL ON THE, THE FIVE BY FIVE GRID. 
          UM, BUT AS I SAID, ALL OF THE UNDERLYING METRICS THAT DRIVE THE COLOR ASSIGNMENTS DID IMPROVE THIS PAST YEAR. 
          BUT WE WERE STABLE THERE. 
          GREEN IN SCIENCE, YOU KNOW, ONE KNOCK, UH, ONE, ONE LEVEL BELOW THE, THE, THE TOP LEVEL OF BLUE CHRONIC ABSENTEEISM WENT DOWN FROM YELLOW LAST YEAR, GRADUATION AND COLLEGE AND CAREER. 
          UH, GRADUATION WAS YELLOW LAST YEAR, IMPROVED TO GREEN THIS YEAR. 
          UM, COLLEGE AND CAREER WAS STEADY FROM LAST YEAR AT GREEN. 
          SUSPENSION RATE HAS STAYED BLUE. 
          WE'RE CONSISTENTLY AT THE, AT THE BEST POSSIBLE PERFORMANCE LEVEL FOR SUSPENSION. 
          UM, AND THEN OUR ENGLISH LEARNER PROGRESS WENT DOWN FROM GREEN TO YELLOW, AND THAT WAS SIMILAR STORY WITH CHRONIC ABSENTEEISM. 
          OUR, OUR ENGLISH LEARNER PROGRESS INDICATOR IMPROVED FROM PRIOR YEARS. 
          IT'S CONTINUED TO IMPROVE, BUT THE RATE OF IMPROVEMENT, UM, HAD IT AT THE YELLOW LEVEL ON THE FIVE BY FIVE GRIT. 
          AND SO WE, I HA WE'LL BE HAPPY TO TAKE MORE QUESTIONS ON THE DASHBOARD INDICATORS IF YOU WANT TO DISCUSS MORE AS WE GO. 
          BUT WE'RE GONNA QUICKLY PIVOT TO THE ASSESSMENT RESULTS. 
          AGAIN, THESE ARE FOR ENGLISH AND MATH. 
          THESE ARE BASED ON THE SMARTER BALANCE ASSESSMENTS. 
          AND FOR SCIENCE, IT'S BASED ON THE CAST OR THE CALIFORNIA SCIENCE TEST. 
          AND SOME, UH, SOME VERY IMPORTANT THINGS TO NOTE, UM, FOR THESE RESULTS. 
          WE ARE, AS NOTED, LAST, LAST WEEK IN THE PRESS EVENT AS WELL, WE ARE, UM, OUTPACING THE STATE. 
          OUR, SO OUR RATE, OUR OF IMPROVEMENT, UM, IS DOUBLE THE STATEWIDE RATE OF IMPROVEMENT FROM PRIOR YEARS. 
          ALL STUDENT GROUPS THAT WE ARE LOOKING AT ARE OUTPERFORMING THEIR PEERS OF A, OF THE SIMILAR STUDENT GROUPS STATEWIDE. 
          UM, AND THEN MANY OF OUR STUDENT GROUPS ARE NOT JUST OUTPACING MEANING LIKE THE RATE OF IMPROVEMENTS, IMPROVEMENT, BUT WE'RE ACTUALLY OUTPERFORMING THEM. 
          SO WE'RE, WE'RE ABOVE THEM AND, AND OUTPACING THEM. 
          SO THE, THE SLOPES ARE OUR SLOPE IS STEEPER OF IMPROVEMENT, AND WE'RE ACTUALLY PERFORMING BETTER, AS WE'LL SEE IN SOME CHARTS COMING UP. 
          WE HAVE OUR HIGHEST EVER, WE HAD THIS LAST YEAR AS WELL, YOU KNOW, IN THE HISTORY OF THE, THE SMARTER BALANCE ASSESSMENTS AND THE CAST ASSESSMENTS, WE ARE, WE CONTINUE TO SET THE NEW STANDARD EACH SUCCESSIVE YEAR. 
          THIS IS THE HIGHEST THIS PAST YEAR, THE HIGHEST RATE OF ACHIEVEMENT THAT WE'VE EVER HAD ON THE ELA AND MATH AND SCIENCE ASSESSMENTS SINCE THESE ASSESSMENTS BEGAN BEING USED IN THE STATE. 
          AND OUR 11TH GRADE STUDENTS ARE, UM, WELL, UH, ON AVERAGE ARE PERFORMING ABOVE STANDARD. 
          SO OUR DISTANCE FROM PROFICIENCY, OR DFS AS WE USED TO CALL IT, IS, IS, IT IS NOT A NEGATIVE NUMBER. 
          IT'S A DISTANCE ABOVE PROFICIENCY FOR OUR 11TH GRADERS, UM, IN ENGLISH LANGUAGE ARTS THIS YEAR. 
          AND THEN, UM, SIMILARLY, AS WE'VE SEEN, UH, WE ARE, YOU KNOW, WE'VE, WE'VE LONG SINCE SHOT PAST OUR PRE PANDEMIC LEVELS THAT WE, THAT USED TO BE OUR MEASURING STICK. 
          UM, AND SO WE CONTINUE TO BE, OF COURSE, WELL ABOVE A PRE PANDEMIC AGAIN THIS YEAR. 
          AND SO, JUST TO PUT IT, UM, WE'RE NOT GONNA GO THROUGH ALL OF THESE NUMBERS, BUT I DO WANNA CALL OUT A COUPLE SPECIFIC THINGS HERE. 
          THIS IS ENGLISH LANGUAGE ARTS, BROKEN OUT BY GRADE LEVEL. 
          YOU SEE THE ALL 
          [00:20:01]
GRADES COMBINE AT THE TOP, AND THEN EACH GRADE THAT TAKES THE TEST, IT'S GRADES THREE THROUGH EIGHT. 
          AND THEN GRADE 11 ALL TAKE THE ELA AND THE MATH ASSESSMENTS. 
          AND YOU'LL SEE EACH GRADE LEVEL HERE HAS HAD POSITIVE IMPROVEMENT SINCE PRIOR YEAR, AND POSITIVE IMPROVEMENT SINCE 1819, WHICH IS THE PRE COVID, UH, YOU KNOW, BEFORE THE, THE PAUSE AND TESTING FOR COVID. 
          UM, AND THAT, AGAIN, EVERY SINGLE GRADE LEVEL, UM, WHETHER WE LOOK AT IT IN TERMS OF OUR DISTANCE FROM PROFICIENCY OR THE PERCENTAGE OF STUDENTS WHO ARE PROFICIENT OR ADVANCED, IN THOSE, IN THE FOUR CATEGORIES, I DO WANT TO CALL OUT GRADES THREE THROUGH FIVE. 
          YOU SEE THOSE TWO BARS IN THE MIDDLE THAT ARE SHADED IN GRAY. 
          THOSE ARE THE AREAS THAT WERE RECENTLY, UM, VOTE, YOU KNOW, APPROVED BY THE BOARD AND ARE IN OUR NEW STRATEGIC PLAN AS THE AREAS WHERE WE WILL BE TRACKING OUR PROGRESS THROUGH 2030 FOR THE STRATEGIC PLAN. 
          AND OUR GOAL IS TO GET TO A DFP OF ZERO FOR THOSE GRADE SPANS. 
          AND YOU'LL SEE, UM, FOR GRADE SIX THROUGH EIGHT, WE'RE CURRENTLY AT A NEGATIVE. 
          THIS IS DOWN TOWARDS THE BOTTOM LEFT OF THE CHART. 
          WE'RE CURRENTLY AT A NEGATIVE 12.5 DFP. 
          AND IF YOU LOOK LAST YEAR, WE IMPROVED 6.3 POINTS. 
          SO AT, AT THE RATE OF IMPROVEMENT WE'VE HAD THIS YEAR, WE ARE GOING TO SHOOT WELL PAST OUR TARGET IN A GOOD WAY OF OUR GETTING TO DFP EQUALING ZERO FOR OUR MIDDLE GRADE STUDENTS. 
          OUR RATE OF IMPROVEMENT FOR GRADES THREE THROUGH FIVE OF 2.9 THIS PAST YEAR WILL ALMOST GET US TO THE, UM, THE THRESHOLD THERE FOR 2030, UH, TO GET TO A DFP OF ZERO. 
          ACTUALLY, IT WILL, FOR MY MATH CHECKS, WE'LL GET US RIGHT AROUND THERE FOR, UM, OUR 2030 TARGET FOR ELA. 
          SO IF WE CONTINUE THIS RATE OF IMPROVEMENT, WE WILL, WE WILL MEET OUR VERY AGGRESSIVE, UH, GOALS FOR ELA PROGRESS, UH, BY THE, BY 2030 WHEN THE STRATEGIC PLAN ENDS. 
          NEXT FOR SCIENCE, VERY SIMILAR PATTERN HERE, JUST A LOT OF GREEN ARROWS, UH, WHETHER YOU'RE COMPARING OUR, OUR PERFORMANCE THIS YEAR TO PRIOR YEAR OR, UH, COMPARING IT ALL THE WAY BACK TO 2030. 
          THIS ONE'S MATH NOW, I'M SORRY. 
          YEP. 
          AND, UM, AND WHAT WE SEE HERE, AGAIN, IF YOU LOOK AT THE GRADES THREE THROUGH FIVE GRAY BAR THERE IN THE MIDDLE, AND THE GRADES SIX THROUGH EIGHT GRAY BAR IN THE MIDDLE, THOSE ARE THE AREAS WHERE WE ARE, OUR TARGET IS TO GET TO DFP OF ZERO BY 2030. 
          AND FOR GRADES THREE THROUGH FIVE, WE HAVE, WE'RE CURRENTLY 16.8 POINTS BELOW THE, THE CUT POINT. 
          WITH OUR MOST RECENT RATE OF IMPROVEMENT OF 6.1 POINTS. 
          WE WILL VERY, VERY MUCH SURPASS THAT TARGET BY 2030 FOR ELEMENTARY GRADES, MATH FOR MIDDLE GRADES, MATH, UM, WE ARE CURRENTLY 47.3 POINTS BELOW STANDARD AT OUR CURRENT RATE OF IMPROVEMENT, 10.5. 
          WE WILL CLOSE THAT GAP DRAMATICALLY, BUT, BUT NOT QUITE GET TO, YOU KNOW, SO WE, YOU KNOW, WE WILL NEED TO ACCELERATE OUR RATE OF IMPROVEMENT FOR THOSE, UM, UPPER GRADES, MIDDLE GRADES, MATH, UH, STUDENTS TO GET TO THAT VERY AGGRESSIVE GOAL OF ZERO, UM, BY 2030. 
          AND THEN FINALLY, SCIENCE, SCIENCE IS ONLY GIVEN TWO GRADES, FIVE, EIGHT, AND THEN AT ONE POINT IN HIGH SCHOOL, VAST MAJORITY OF STUDENTS TAKE IT IN 11TH GRADE. 
          SOME TAKE IT IN 12TH, SOME TAKE IT IN 10TH. 
          SO WE KIND OF LUMP THEM TOGETHER HERE. 
          AND SO THERE'S TWO METRICS. 
          SCIENCE POINTS IS A NEW METRIC BEING USED BY THE STATE, AND THEN OF COURSE, THE PERCENT PROFICIENT OR ADVANCED ON THE SCIENCE ASSESSMENTS. 
          IN BOTH OF THESE, WE ARE SEEING DRAMATIC IMPROVEMENT OVER THE PAST, UH, PAST YEAR AND SINCE, UH, 1819, WHEN THIS WAS DONE. 
          SCIENCE ASSESSMENT IS, AGAIN, THIS IS, I I WOULD SAY YEAR TWO OF A, OF THE, OF THE BIG ROLLOUT AND OFFICIAL, YOU KNOW, SCIENCE AS NOW AS AN ACCOUNTABILITY METRIC. 
          AND SO EACH YEAR, OUR RATE OF IMPROVEMENT CONTINUES TO ACCELERATE. 
          SO WE'RE EXCITED TO SEE THAT CONTINUE. 
          AND THEN NOW, LET'S PUT IT IN CONTEXT AGAIN WITH THE STATE. 
          HERE YOU SEE OUR ENGLISH LANGUAGE ARTS RESULT, ENGLISH LANGUAGE ARTS RESULTS FOR ELA, UM, COMPARING OUR STUDENTS TO THE STATEWIDE AVERAGE, L-A-U-S-D REPRESENTS ABOUT, UM, ONE NINTH OF, OF THE STATE, UM, I'M SORRY, IT'S, IT'S ABOUT 9% OF THE, OF THE TOTAL STATE IS WHAT I MEAN TO SAY. 
          SO IT'S ABOUT ONE 11TH OF THE OF. 
          SO, UM, AS WE GO TO SOME DEGREE, SO DOES THE STATE, UM, AND, YOU KNOW, BUT CERTAINLY THERE, YOU KNOW, THERE IS STILL A LOT OF STUDENTS IN THE STATE THAT AREN'T A PART OF LUSD. 
          THAT BEING SAID, WE ARE NOW, YOU KNOW, WE ARE JUST 1.1 PERCENTAGE POINT BELOW THE STATE, UH, UH, ACHIEVEMENT LEVEL FOR ENGLISH LANGUAGE ARTS. 
          OUR RATE OF IMPROVEMENT HAS DRAMATICALLY, UH, OUTPACED THE STATE, AND THAT'S WHY YOU SEE THAT GAP CLOSING AS WE GET HERE FOR ENGLISH LANGUAGE ARTS. 
          AND, UM, NOW IN MATH, WE HAVE PASSED. 
          NOT ONLY ARE WE OUTPACING THE STATE, WE ARE OUTPERFORMING THE STATE IN MATH. 
          SO IF YOU GO BACK TO 21, 22, THE YEAR, UM, THE YEAR WE CAME OUT OF COVID, WE WERE, UH, AROUND FIVE PERCENTAGE POINTS LOWER THAN THE STATEWIDE AVERAGE IN MATH ACHIEVEMENT. 
          AND NOW WE ARE 1.3 POINTS ABOVE THE STATE IN MATH PERFORMANCE. 
          [00:25:01]
AND THAT'S ACROSS ALL GRADE LEVELS, AVERAGED UP SCIENCE. 
          UH, WE ARE STILL PERFORMING ON AVERAGE, JUST UNDER FOUR POINTS BELOW THE STATEWIDE AVERAGE, UM, IN TERMS OF PERCENT PROFICIENT OR ADVANCED. 
          BUT WE HAVE DRAMATICALLY CLOSED THAT GAP SINCE 21, 22. 
          AND SO AT THIS PACE, WE HOPE TO SURPASS THE STATE WITHIN ONE, MAYBE TWO YEARS ON SCIENCE. 
          UM, UH, CERTAINLY THE GAP, YOU KNOW, WE'RE SEEING, YOU KNOW, THE, YOU KNOW, EVERY YEAR CONTINUED IMPROVEMENT. 
          AND AS I MENTIONED, THAT SLOPE IS, IS TICKING UP EVERY YEAR. 
          WE ACCELERATE OUR IMPROVEMENT. 
          UM, NO PLATEAUING, . 
          AND WITH THAT, I'LL TURN IT BACK OVER TO PIA. 
          SO FOR THREE YEARS, WE REALLY REMAIN FOCUSED ON A DISTRICT-WIDE SYSTEMATIC APPROACH THAT PRIORITIZES TEACHING AND LEARNING IN EVERY CLASSROOM, EVERY SCHOOL EVERY DAY. 
          OUR FOCUS FOR THE LAST THREE YEARS HAS BEEN TO ESTABLISH THOSE STRUCTURES FOR RIGOROUS STANDARD SPACE FIRST INSTRUCTION, FIRST INFORMED BY DATA AND USING THE DISTRICT ADOPTED CURRICULUM WHEN STUDENTS NEEDED ACADEMIC SUPPORT. 
          OUR HIGHLY TRAINED READING AND MATH INTERVENTIONISTS PROVIDED THOSE SUPPORTS. 
          WE ALSO ENSURED THAT EVERY SCHOOL HAS AN ESTABLISHED INSTRUCTIONAL LEADERSHIP TEAM, ILT FOR SHORT, THAT FOCUSED ON USING ASSESSMENT DATA AND ANALYZE STUDENT WORK TO REFINE INSTRUCTION. 
          WHEN THE PRINCIPAL AND INSTRUCTIONAL LEADERSHIP TEAM ARE SITTING TOGETHER TO ANALYZING DATA, THEY ALSO DEVELOP ACTION PLANS THAT ARE SPECIFIC TO THE NEEDS OF THE STUDENT DISTRICTWIDE. 
          WE ENGAGE IN CONTINUOUS IMPROVEMENT CYCLES THAT WE CALL PLAN, DO STUDY ACT, ALSO KNOWN AS PDSA. 
          PROBABLY HEARD THAT A LOT WHEN YOU VISIT YOUR SCHOOL TEAMS AS WELL. 
          SOME KEY ACTIONS AND STRATEGIES AND LITERACY BEGAN WITH A STRONG FOUNDATION IN THE EARLY GRADES. 
          GROUNDED IN THE SCIENCE OF READING TRAINING WAS PROVIDED TO SHOW HOW TO DESIGN CLASSROOM INSTRUCTION USING DISTRICT ADOPTED CURRICULUM THAT INCLUDED SMALL GROUPS. 
          THIS ALLOWED THOSE TARGETED SUPPORTS FOR STUDENTS WHO MAY NEED THAT ADDITIONAL PRACTICE. 
          IN ADDITION, EXPLICIT WRITING INSTRUCTION, ALONG WITH MULTIPLE OPPORTUNITIES FOR STUDENTS TO DIALOGUE WITH THEIR PEERS, EITHER IN SMALL GROUPS AND IN WHOLE GROUP IN MATH. 
          FOR THE PAST THREE YEARS, WE DEVELOPED CURRICULUM MAPS, IDENTIFYING THOSE PRIORITY STANDARDS IN EACH GRADE LEVEL. 
          THIS ENSURES THAT STUDENTS ARE STRENGTHENING THEIR CONCEPTUAL UNDERSTANDING, CONNECTS THE MATH THROUGH REAL WORLD APPLICATION, AND PROMOTES OPPORTUNITIES FOR STUDENTS TO DISCUSS THEIR LEARNING. 
          THE CURRICULUM MAPS GUIDE THE INTENTIONAL USE OF ASSESSMENT DATA TO MONITOR PROGRESS AND CONTINUE TO REFINE INSTRUCTION IN SCIENCE. 
          PROFESSIONAL DEVELOPMENT WAS DESIGNED TO ENGAGE STUDENTS IN SCIENCE AND ENGINEERING PRACTICES. 
          STUDENTS WERE ENGAGED IN SCIENTIFIC INQUIRY THROUGH QUESTIONING INVESTIGATIONS, DATA ANALYSIS, AND IDENTIFICATION OF PATTERNS. 
          CURRICULUM GUIDES WERE ALSO DEVELOPED TO HIGHLIGHT THE NGSS ALIGNED INSTRUCTION. 
          USING THE ADOPTED CURRICULUM, IT PROVIDED STRATEGIES SUCH AS CLAIMS, EVIDENCE AND REASONING, WHICH STRENGTHENED EVIDENCE-BASED EXPLANATION. 
          NOW, DR. JOHNSON WILL SHARE RESULTS ACROSS THE VARIOUS STUDENT POPULATIONS. 
          THANK YOU. 
          SO, GOING BACK TO ENGLISH LANGUAGE ARTS, UM, THIS IS OUR PERCENT PROFICIENT OR ADVANCED YEAR OVER YEAR, GOING BACK TO 21, 22. 
          AND, AND YOU WILL SEE HERE, UM, A GENERAL UPTICK FOR MANY OF OUR STUDENT GROUPS. 
          WE DID SEE, UM, A, UH, A SLIGHT AMOUNT OF DECLINE THIS PAST YEAR FOR ASIAN STUDENTS PERFORMING ON ENGLISH LANGUAGE ARTS, UH, BY ONE PERCENTAGE POINT AND WHITE STUDENTS GOING DOWN BY 0.3 PERCENTAGE POINTS. 
          BUT THESE ARE BOTH STUDENT GROUPS THAT ARE, ARE PERFORMING SIGNIFICANTLY HIGHER THAN THE DISTRICT AVERAGE. 
          AND ANOTHER STUDENTS, UM, STUDENT GROUPS. 
          UM, THE ALL OTHER STUDENT GROUPS, INCLUDING THE DISTRICT AVERAGE, HAVE BEEN IMPROVING, AGAIN, AS WE SAID, FOR THE, FOR THE PAST, UH, THREE YEARS. 
          AND THEN, UH, FOR MATH PERFORMANCE, WE DO SEE EVERY STUDENT GROUP, INCLUDING ASIAN AND WHITE STUDENTS PERFORMING, UM, ABOVE PRIOR YEAR STANDARDS. 
          AND AGAIN, UH, FOURTH YEAR RUNNING HERE OF SEEING IMPROVEMENTS, UM, FOR, UH, FOR MATH, UH, IN TERMS OF PROFICIENT OR ADVANCED. 
          AND THEN FINALLY, SCIENCE. 
          UH, SIMILARLY, ALL STUDENT GROUPS PERFORMING, UM, YEAR OVER YEAR IMPROVEMENTS FOR THE FOURTH YEAR, RUNNING ACROSS, UM, ACROSS ALL GROUPS AND ALL GRADE LEVELS. 
          TAKING THE SCIENCE ASSESSMENT, WE'RE GONNA ZERO IN NOW ON A COUPLE PARTICULAR STUDENT GROUPS TO LOOK AT THEIR DATA AND HOW THEY COMPARE TO THEIR PEERS STATEWIDE. 
          AND THEN WE WILL, WE'LL ALSO, UH, HEAR 
          [00:30:01]
SOME MORE ABOUT THE INSTRUCTIONAL STRATEGIES, UH, FOR THOSE STUDENTS. 
          AND I'LL, I'LL SORT OF WALK THROUGH THE, THE, THE STRUCTURE OF THIS CHART. 
          UM, SO WE'LL PAUSE HERE FOR JUST A MOMENT TO UNDERSTAND IT. 
          AND, AND THEN WE'LL HAND IT OVER, BACK OVER TO PIA AND, AND TEAM TO TALK ABOUT THESE STRATEGIES. 
          AND SO THIS IS, THERE ARE THREE CHARTS HERE. 
          THIS IS ALL FOR STUDENTS WITH DISABILITIES. 
          THIS IS THE RED LINE, IS THE L-A-U-S-D STUDENTS WITH DISABILITIES METRIC. 
          AND THAT, AGAIN, ALL OF THESE NUMBERS WHERE YOU SEE US COMPARE TO THE STATE. 
          THIS INCLUDES AFFILIATED CHARTERS, DOES NOT INCLUDE INDEPENDENT CHARTERS. 
          AND SO THOSE INDEPENDENT CHARTERS ARE LUMPED INTO THE STATEWIDE AVERAGE, JUST LIKE ALL OTHER SCHOOLS, ALL OTHER PUBLIC SCHOOLS ARE. 
          AND, AND SO THE LEFT HAND CHART IS ELA, THE MIDDLE CHART IS MATH. 
          THE RIGHT HAND CHART IS SCIENCE. 
          AND THIS FOR EACH ONE, WE'RE GOING BACK TO 21, 22, LOOKING AT HOW WE COMPARE TO THAT SAME STUDENT GROUP STATEWIDE, AND FOR ALL THREE SUBJECTS FOR OUR STUDENTS WITH DISABILITIES. 
          YOU SEE, WELL, FOR MATH AND E FOR MATH AND ELA, YOU SEE US SURPASSING THE STATEWIDE PERFORMANCE AVERAGE, UH, FOR THESE STUDENT GROUPS. 
          AND FOR SCIENCE, WE ARE JUST ABOUT, UM, AT THE STATEWIDE, UH, ACHIEVEMENT RATE, UM, IN SCIENCE FOR OUR STUDENTS WITH DISABILITIES. 
          UM, CERTAINLY AREAS TO GROW, BUT THIS IS THE, THE, THE, THE, THE CONTEXTUALIZING WITH THE STATE IS VERY IMPORTANT FOR US. 
          AND SO I'LL HAND IT BACK OVER TO PIA. 
          SO AS BILL SHARED, WE ARE VERY PROUD OF THE ACHIEVEMENT AND CELEBRATE OUR STUDENTS WITH DISABILITIES. 
          SOME OF THE KEY ACTIONS INCLUDED, STARTING WITH THE CLASSROOM, YOU KNOW, INCREASED COLLABORATION WITH THE GENERAL ED TEACHER AND THE SPECIAL EDUCATION TEACHER REALLY ALLOWED THAT TARGETED INTERVENTION AND DIFFERENTIATED INSTRUCTION TO ADVANCE THE PROGRESS TOWARDS THE GRADE LEVEL STANDARDS AND THE IEP GOALS. 
          NEXT, REALLY STRENGTHENING THAT INSTRUCTIONAL PRACTICE SO THAT IT'S CONSISTENT THROUGHOUT CLASSROOM OBSERVATIONS. 
          WE MONITORED SPECIALLY DESIGNED INSTRUCTION, GRADE LEVEL ACCESS, SMALL GROUP INSTRUCTION AND INCLUSION. 
          WE ALSO CONTINUED TO BUILD DATA LITERACY BY TRAINING THE TEAMS WITH ANALYZING THE ESPA RESULTS AND USE RESULTS TO INFORM INSTRUCTIONAL PLANNING. 
          WE IMPROVE SMALL GROUP INSTRUCTION USING THE DISTRICT ADOPTED CURRICULUM TO SUPPORT STUDENTS WITH DISABILITIES, ESPECIALLY IN THE MULTI-LEVEL CLASSROOMS. FINALLY, WE PROMOTED ACCESSIBILITY IN STATE ASSESSMENTS BY SUPPORTING APPROPRIATE ACCOMMODATIONS AND MODIFICATIONS. 
          USING THE ACCESSIBILITY MATRIX, WE SEE SIMILAR PATTERN FOR ENGLISH LEARNERS. 
          THE BLUE LINE, ONCE AGAIN INDICATES THE STATEWIDE, THE RED LINE INDICATES THE DISTRICT. 
          AND FOR OUR ENGLISH LEARNERS, MATH AND SCIENCE PERFORMANCE NOW SURPASSES THEIR PEERS STATEWIDE. 
          THIS PROGRESS CONTINUES TO BE REALIZED ON THE ELPAC AND THE ESPA. 
          THESE GAINS REFLECT THE CONSISTENT IMPLEMENTATION OF A COMPREHENSIVE ENGLISH LANGUAGE DEVELOPMENT PROGRAM THAT USE RESEARCH-BASED INSTRUCTIONAL STRATEGIES, SUCH AS THE TRIFOLDS AND THE ELEGANCE OF 12, AND ONGOING STRATEGIC PROGRESS MONITORING THROUGH INSTRUCTIONAL ROUNDS AND OBSERVATION PROTOCOLS. 
          ADDITIONALLY, THE STRATEGIC PLACEMENT OF COACHES HAS STRENGTHENED INSTRUCTIONAL CAPACITY AND SUPPORTS STUDENTS' LANGUAGE DEVELOPMENT AND ACADEMIC ACHIEVEMENT ACROSS CONTENT AREAS. 
          FOR OUR FOSTER STUDENTS, ELA AND MATH PERFORMANCE AMONG LAD'S, FOSTER STUDENTS REMAIN ABOVE THEIR PEERS COMPARED TO THEIR STATEWIDE AND SCIENCE PERFORMANCE IS NOW ON PAR WITH THE STATEWIDE PEERS. 
          THIS WAS POSSIBLE BECAUSE OUR SPECIALIZED PSA COUNSELORS MEET ON A MONTHLY BASIS WITH STUDENTS IN FOSTER CARE TO PROVIDE ONGOING MONITORING OF BOTH ACADEMIC PROGRESS AND ATTENDANCE. 
          THEY CONNECT STUDENTS TO SERVICES AVAILABLE THROUGH COMMUNITY PROGRAMS AND PARTNERS, AND THEY ALSO PROVIDE KEY SUPPORTS TO ENSURE THAT THE STUDENTS GRADUATE. 
          THE PERFORMANCE OF OUR BLACK STUDENTS SURPASSED STATEWIDE RATES IN ALL THREE AREAS, ELA IN MATH AND IN SCIENCE. 
          THIS WAS ACCOMPLISHED THROUGH THE SUPPORT PROVIDED TO BSAP PRIORITY SCHOOLS AND BSAP SCHOOLS. 
          ACROSS ALL BSAP SCHOOLS. 
          MONTHLY DATA DISCUSSIONS ARE INTENDED TO MOVE TEAMS FROM REVIEWING DATA TO ACTUALLY MAKING INFORMED DECISIONS THAT DIRECTLY IMPACT STUDENTS. 
          THESE CONVERSATIONS LEAD TO INTENTIONAL INTERVENTION, ENRICHMENT OPPORTUNITIES, AND ONGOING MONITORING OF STUDENT PROGRESS. 
          EQUALLY IMPORTANT IS THE FOCUS ON EXAMINING THE SYSTEMS THAT SHAPE STUDENTS' EXPERIENCES, INCLUDING ATTENDANCE, THE SCHOOL CLIMATE, 
          [00:35:01]
STUDENT RECOGNITION, AND ACCESS TO ACADEMIC AND SOCIAL EMOTIONAL SUPPORTS. 
          OUR BSAP PRIORITY SCHOOLS RECEIVE ALL THE SUPPORT AVAILABLE TO BSAP SCHOOLS, FURTHER ENHANCED BY THE PRIORITY SCHOOL MODEL. 
          THIS ADDITIONAL LAYER PROVIDES MORE INTENSIVE INSTRUCTIONAL SUPPORT, LEADERSHIP DEVELOPMENT, AND PROGRESS MONITORING. 
          IT'S NOT A SEPARATE SET OF SUPPORT, BUT RATHER AN INTENTIONAL LAYERING OF STRATEGIES THAT STRENGTHENS IMPLEMENTATION, INCREASES ACCOUNTABILITY AND ACCELERATES OUTCOME. 
          SO AS YOU CAN SEE, OUR HISTORIC ACADEMIC ACHIEVEMENT WOULD NOT HAVE BEEN POSSIBLE WITHOUT THE INSTRUCTIONAL FOCUS OF OUR SCHOOL TEAMS LED BY THE PRINCIPAL. 
          WE KNOW OUR WORK IS NOT DONE. 
          WE WILL CONTINUE TO BUILD ON THIS MOMENTUM TO SUSTAIN IMPROVEMENT AND ACCELERATE FROM A PLACE OF STRENGTH. 
          AND NOW WE OPEN IT UP FOR QUESTIONS AND DISCUSSION. 
          THANK YOU VERY MUCH. 
          UM, I'LL OPEN IT UP TO ANY QUESTIONS FOR MY COLLEAGUES WHO WANTS TO GET IT STARTED? OKAY, MS. UH, FRANKLIN, THANK YOU. 
          I REALLY APPRECIATE YOUR PRESENTATION. 
          OBVIOUSLY, WE'RE VERY EXCITED ABOUT THE PROGRESS THAT'S BEEN MADE. 
          UM, I WAS JUST LOOKING FOR A CROSS REFERENCE, MAYBE SOMEONE COULD SEND THIS AROUND. 
          CAN WE GET A PERCENTAGE OF LIKE OUR STUDENT GROUPS, THE WAY THAT WE HAVE THEM ORGANIZED HERE, EVEN ON OUR OWN FINGERTIP FACTS. 
          I DON'T KNOW THAT WE HAVE LANGUAGE BROKEN OUT BY, YOU KNOW, OUR FEP, UM, ET CETERA. 
          AND THEN STUDENTS WITH IS KIND OF DIFFERENT. 
          ASIAN, UM, HERE IS SEPARATE FROM, WE ALSO SEPARATE OUT, YOU KNOW, FILIPINO STUDENTS AND PACIFIC ISLANDERS. 
          SO COULD YOU TELL US NOW, OR CAN SOMEONE SEND US SO THAT WE CAN USE THESE, UM, GRAPHS AND SAY, OH, THAT'S 10% OF OUR KIDS, THAT'S 70% OF OUR KIDS. 
          'CAUSE THAT WOULD REALLY HELP. 
          YES. 
          WE'LL, I, I, I DON'T WANT TO GET THE NUMBERS WRONG. 
          WE'LL SEND THAT AROUND CERTAINLY, UH, AS SOON AS WE CAN. 
          WELL, I DON'T THINK ELMER'S ALREADY TEXTING ABOUT THE, UH, WITH THE TEAM RIGHT NOW, SO, UH, SO WE'LL GET ON THAT. 
          THAT'S, THAT'S A GOOD QUESTION. 
          OKAY, THANKS. 
          UM, AND THEN I GUESS JUST FOR, UH, FUTURE PRESENTATIONS, IT WOULD ALSO BE GREAT TO HAVE THE GRAPHS WITH OUR, UM, 2027 THROUGH 30 GOALS. 
          UM, SO WE CAN KIND OF SEE THE TRAJECTORY, MAYBE LIKE DOTTED LINES TO WHERE WE ANTICIPATE NEEDING TO BE THIS YEAR AND YEARS FORWARD. 
          UM, AND THEN I JUST HAVE ONE QUESTION ABOUT GRADUATION RATE, WHICH WE DIDN'T DIG INTO TOO MUCH. 
          UM, WE'RE USING DEAR BETTER BECAUSE THAT'S OUR STANDARD AND THE STATES, WHEN WE COMPARE TO OTHER DISTRICTS, DO THEY USE DEERE BETTER OR DO THEY USE WHATEVER THE DISTRICT'S GRADUATION REQUIREMENT IS? UM, SO THE, THE METRIC THAT THAT, THAT WE'RE REPORTING FOR, UM, FOR WHAT YOU SAW IN HERE FOR THE GRAD, SO THE GRADUATION RATE, THAT IS IN, UH, THE, THERE'S, THERE'S A COUPLE DIFFERENT GRADUATION RATES AT THE DATE, THE STATE REPORTS. 
          SO IN THE CALIFORNIA SCHOOL DASHBOARD, IT'S A, IT'S A, A BIT OF A CONVOLUTED METRIC. 
          UM, IT IS THE, IT IS THE FOURTH, AND IT IS THE FOUR AND FIVE YEAR GRADUATION COHORTS THAT THEY USE. 
          AND IT IS A DEAR BETTER, UM, IN THOSE, THE, THE ADJUSTED COHORT GRADUATION RATE THAT WE, THAT IS ONE OF THE METRICS THAT WE USE AND THE STATE USES IS, IS ALSO A DEER OR BETTER. 
          THAT ONE IS JUST RESTRICTED TO THE FOUR YEAR COHORT GRADUATION RATE. 
          WE DO SEPARATELY REPORT THE U-C-C-S-U KIND OF READINESS METRIC, WHICH IS A SEE OR BETTER IN ALL OF YOUR A TO G REQUIRED COURSES. 
          AND SO WHAT THE GRADUATION DATA, SO LONG, LONG-WINDED ANSWER, THE NUMBERS YOU SAW TODAY WERE ABOUT D OR BETTER, AND THAT'S JUST FOLLOWING THE, THE STATE, YOU KNOW, WE'RE REPORTING THE, THE DATA AS THE STATE RECORDS IT AND REPORTS IT. 
          AND SO OTHER DISTRICTS, UM, WOULD MOST LIKELY LOOK AT THAT NUMBER. 
          THEY MAY ON THEIR OWN SEPARATELY DO OTHER, OTHER TYPES OF METRICS FOR TRACKING GRADUATION RATES. 
          I'M NOT REALLY SURE, BUT, UM, YOU KNOW, FOLLOWING THE STATE METRICS AS FAR AS A A THROUGH G, WHETHER IT'S AT UCCS, UA TO G OR THE STATE, UM, JUST THE, THE COHORT GRADUATION, IT'S, IT'S D SOMETIMES C SOMETIMES FOR WHAT WE DO. 
          OKAY. 
          AND DO WE HAVE OUR C BETTER NUMBER? UM, WE HAVE THEM. 
          I DO NOT HAVE THEM AT MY FINGERTIPS. 
          UM, WE CAN SEE IF WE CAN GET THAT. 
          UM, AND MAYBE BY THE END OF THIS PRESENTATION WE, WE MIGHT BE ABLE TO HAVE THAT FOR THE U-C-C-S-U. 
          THAT WOULD BE GREAT. 
          'CAUSE LAST YEAR WERE WE LIKE 56 OR EIGHT OR RIGHT, IT WAS IN THE HIGH FIFTIES. 
          YEAH, IT WOULD BE HELPFUL TO KNOW WHAT THE GROWTH WAS ON THAT. 
          UM, I, I'LL PAUSE FOR NOW. 
          I WAS JUST KIND OF GOING THROUGH SOME NUMBERS HERE, BUT APPRECIATE THE PRESENTATION. 
          MS. GREGGO, GO AHEAD. 
          I I HAVE SEVERAL, I HAVE A LOT OF QUESTIONS AND SOME COMMENTS, BUT I'LL START WITH JUST A COUPLE OF QUESTIONS. 
          UM, ON SLIDE SEVEN, UH, WHERE WE ARE LOOKING AT THE FIFTH GRADE ELA AND IT SAYS WE ARE FIVE POINTS FROM PROFICIENT, IS THAT, I'M WONDERING IF I'M UNDERSTANDING THIS CORRECTLY, THAT WE ARE, UM, YEAH, WE'RE MINUS FIVE FROM, UH, PROFICIENT, RIGHT? THAT'S CORRECT, MM-HMM . 
          AND YET, UM, WE HAVE 48.7% STUDENTS WHO ARE PROFICIENT OR ADVANCED. 
          CAN YOU EXPLAIN THAT, HOW THAT HAPPENS? SURE. 
          SO YEAH, SO, SO GOOD QUESTION. 
          LOOKING ACROSS THAT ROW, YOU, YOU'RE, 
          [00:40:01]
YOU'RE, YOU'RE READING IT EXACTLY RIGHT. 
          YOU KNOW, ON AVERAGE OUR STUDENTS ARE PERFORMING, YOU KNOW, WHERE THEY ARE ON THE, FOR THEIR, FOR THEIR GRADE. 
          THEY'RE, THEY'RE 5.5 POINTS BELOW THE CUT POINT ON AVERAGE 40. 
          SO JUST UNDER HALF OF THE STUDENTS ARE, ARE ABOVE THAT CUT POINT, ESSENTIALLY, RIGHT? UM, SO WHAT THAT, AND SO THE NUMBER ON THE, ON THE RIGHT HAND SIDE, THE PROFE PERCENT PROFESSION OR ADVANCE, AND THE LEFT SIDE MIGHT NOT ALWAYS HAVE A DIRECT CORRESPONDENCE. 
          LIKE, LET'S SAY THE STUDENTS WHO ARE JUST ABOVE THE CUT POINT ARE JUST ABOVE THE CUT POINT, AND THE STUDENTS WHO ARE BELOW IT ARE WAY BELOW IT. 
          SO THEN THE AAV, THE, THE NUMBER, THE DFP NUMBER ON THE LEFT WOULD ACTUALLY KIND OF SINK. 
          NOW IF, IF EVERYONE'S KIND OF CLUSTERED RIGHT UP NEAR THE CUT POINT OR THEY'RE EVENLY DISTRIBUTED, YOU MIGHT SEE THAT KIND OF BE MORE, LIKE IF YOU LOOK AT GRADE 11, FOR EXAMPLE, WE'RE, WE'RE POSITIVE EIGHT MM-HMM . 
          SO OUR 11TH GRADERS ARE ON AVERAGE PERFORMING EIGHT POINTS ABOVE STANDARD. 
          AND THEN YOU SEE OVER ON THE RIGHT, 56% OF THEM ARE ALSO ABOVE THAT CUT POINT AS YOU WOULD. 
          AND, BUT YOU KNOW, THERE MIGHT BE SITUATIONS WHERE WE'RE ABOVE 50%, BUT WE'RE ACTUALLY ON THE, ON THE PERCENT PROFICIENT OR ADVANCED, BUT WE ARE BELOW ZERO ON THE DFP. 
          AND THAT'S JUST BECAUSE OF THE, LIKE WHERE ARE, WHERE DO THE STUDENTS FALL? AND LIKE WHAT IS THE, BECAUSE IT'S YOU'RE AVERAGING EVERYBODY. 
          YEAH. 
          UM, AND SO, YOU KNOW, IF THOSE WHO ARE ABOVE OR WAY ABOVE AND THOSE WHO ARE BELOW OR JUST BELOW YOU COULD, WE WOULD SORT OF SEE OUR AVERAGE SHIFT UP, SO TO SPEAK. 
          AND SO IT'S NOT ALWAYS A DIRECT CORRESPONDENCE. 
          I MEAN, OUR GOAL RIGHT, IS TO GET A HUNDRED PERCENT PROFICIENT OR ADVANCED. 
          THAT'S RIGHT. 
          RIGHT. 
          AND SO IF THAT IS OUR GOAL, THEN, UM, WHAT WOULD WE, WHEN WE GET TO DISTANCE FROM PROFICIENCY, WHAT DO YOU, CAN YOU, CAN YOU ESTIMATE THAT THAT WOULD, I MEAN, WE COULD APPLY, I MEAN, MEAN, BECAUSE WE COULD HAVE, WE COULD BE A HUNDRED PERCENT PROFICIENT OR ADVANCED, AND OUR DFP IS 0.001 IF EVERYONE IS JUST ABOVE IT, YOU KNOW, OR OUR DFP WOULD BE A HUNDRED POSITIVE, 100 IF EVERYONE'S WAY ABOVE IT. 
          AND SO IT'S, IT'S HARD TO SORT OF GIVE A DIRECT 'CAUSE THE WAY THE, THE WAY THE ALIGNMENT GOES, THE WAY THE AVERAGING WORKS, JUST THERE'S NO GUARANTEE. 
          AND I, BUT I DO THINK THERE'S, THERE IS A GENERAL TREND, AND YOU SEE IT HERE. 
          IF WE HAVE MORE THAN HALF OF OUR STUDENTS AT PROFICIENCY, WE'RE GONNA, WE'RE GONNA BE HIGHLY LIKELY JUST, YOU KNOW, THE BASIC LAW OF AVERAGES WOULD SAY THAT OUR DFP WILL PROBABLY BE AT OR CLOSE TO ZERO OR ABOVE, YOU KNOW, UM, BUT IT'S NOT A GUARANTEE, AGAIN, BASED ON WHERE THE STUDENTS FALL, UM, IN THEIR PERFORMANCE. 
          DID WE EVER SET GOALS BASED ON PROFICIENT OR ADVANCED, UM, A PERCENTAGE OF PROFICIENT OR ADVANCED VERSUS DISTANCE FROM PROFICIENCY? I JUST, I'VE, MY INVOLVEMENT, WELL, I, MY RECOLLECTION IS ONLY FROM THE PAST STRATEGIC PLAN, THE 22 TO 26 STRATEGIC PLAN. 
          AND, AND I KNOW FOR THAT, WE DID LAND ON DISTANCE FROM STANDARD AS THE METRIC THERE. 
          AND I THINK THERE WAS SOME LOGIC THERE AROUND, UM, THAT ALLOWS US TO THINK ABOUT ALL STUDENTS AND THEIR PROGRESS. 
          YOU KNOW, IF WE, IF WE FOCUS JUST ON THE PERCENT PROFICIENT OR ADVANCED, THERE'S, THERE'S A THERE THAT, THAT INCENTIVIZES A TENDENCY TO THINK ABOUT BUBBLE KIDS AND REALLY LOOKING AT JUST GETTING KIDS TO NOT, NOT THAT OUR, NOT, NOT SAYING THAT WE WOULD DO THAT, BUT YOU LOSE YOU, YOU LOSE THE TRACKING OF STUDENTS WHO ARE MAKING PROGRESS BUT MAYBE AREN'T JUMPING A BAND. 
          AND SO WHETHER YOU'RE IN THE RED OR IN THE GREEN, EVERYONE DESERVES TO TO BE, YOU KNOW, TO WE, WE, WE, WE OWE IT TO THEM TO HOLD OURSELVES ACCOUNTABLE TO TRACK THEIR PROGRESS. 
          GOT IT. 
          EVEN IF THEY'RE NOT JUMPING A BAND PER SE. 
          ALRIGHT, THANK YOU FOR THAT. 
          UM, AND THEN IN SLIDE EIGHT, UM, SO WE SEE IMPROVEMENT IN MATH, RIGHT? BUT WE ARE STILL FAR BEHIND, UM, ESPECIALLY IN MIDDLE SCHOOL. 
          SO I'M JUST WONDERING WHAT SPECIFIC SUPPORTS ARE WE GIVING OUR MIDDLE SCHOOL STUDENTS? SO ONE OF THE KEY THINGS AS I SHARED EARLIER, IS THE USE OF INTERVENTIONISTS. 
          UM, WE HAVE ASSIGNED INTERVENTIONISTS TO HIGH NEEDS MIDDLE SCHOOL TO ADDRESS THE STUDENTS' NEEDS IN LITERACY AND ALSO USING EVIDENCE-BASED MATERIALS. 
          WE ALSO CONTINUE TO USE THE I-READY ASSESSMENT DATA, NOT JUST THE DIAGNOSTIC, BUT THE PROGRESS MONITORING OR THE MYPATH TO REALLY PROVIDE THAT TARGETED SMALL GROUP INSTRUCTION. 
          AND TEACHERS, AS THEY LOOK AT THOSE CURRICULUM GUIDES, IT REALLY PROVIDES THEM WITH WEEKLY PRACTICE ON THOSE PRIORITY STANDARDS SO THAT WHEN THEY ARE MEETING IN SMALL GROUPS, THEY'RE FOCUSING ON SKILL SPACE STRATEGIES, AND ALSO MAKING SURE THAT THEY STRENGTHEN THEIR UNDERSTANDING AND MASTERY OF THAT PARTICULAR STANDARD. 
          IN ADDITION TO THAT, WE'RE REALLY MAKING SURE THAT THAT SENSE OF BELONGING FOR OUR MIDDLE SCHOOL STUDENTS CONTINUE. 
          SO WE HAVE IMPLEMENTED VARIOUS SOCIAL EMOTIONAL LEARNING ACTIVITIES. 
          WE'RE EXPANDING SOME OF OUR BRIDGE PROGRAMS, SO THAT TRANSITION FROM ELEMENTARY TO MIDDLE SCHOOL, AND ALSO LOOKING AT PEER TO PEER MENTORING IN OUR MIDDLE SCHOOLS. 
          RIGHT. 
          UM, I'M GONNA PAUSE RIGHT THERE AND I'LL COME BACK SO OTHER FOLKS CAN ASK SOME QUESTIONS. 
          MS. HANDY, UH, APPRECIATE, UH, THE INFORMATION HERE. 
          WANTED TO JUST TAG ON TO THE INTERVENTIONISTS AND OUR 
          [00:45:01]
COACHES. 
          YOU SAID THEY'RE PLACED AT CERTAIN SCHOOLS. 
          HOW IS THAT PLACEMENT, UH, GENERATED DATA INFORMED? WE LOOK AT OUR PRIORITY SCHOOLS FOR OUR MIDDLE SCHOOLS, AND THEN ALSO PRIORITY SCHOOLS FOR OUR ELEMENTARY SCHOOLS. 
          UM, FEW QUESTIONS ON THE, THE SAC. 
          WHEN DID WE START USING THE SAC? 'CAUSE I KNOW WE'RE USING THAT AS A STARTING POINT. 
          WHEN WAS THAT? IN THE 20 14 15 SCHOOL YEAR. 
          AND WHEN WE'RE USING THE SCIENCE RESULTS, WE TALK ABOUT THE ON, I HAVE SLIDE NINE. 
          I'M NOT SURE WHAT NUMBER THAT IS, UH, WHERE WE'RE USING 12, 10 TO THROUGH 12 TO DETERMINE THE GRADE. 
          BUT WHO DETERMINES WHO'S TAKING THAT TEST? 10 THROUGH 12. 
          UM, THAT'S, THAT IS A GOOD QUESTION. 
          I DON'T KNOW. 
          UH, ELMER, DO YOU KNOW MUCH ABOUT LIKE, WHAT WHAT WOULD TRIGGER A SCHOOL TO, TO, TO, TO DO IT IN 10TH GRADE OR 12TH GRADE? THE VAS AND THE VAST MAJORITY, I YOU ARE ARE 11TH GRADERS THAT ARE TAKING THE ASSESSMENT BY CREDIT, BY CREDIT, AND THEN, OKAY. 
          SO, UM, PARTIALLY DETERMINED BY, YOU KNOW, EARNED CREDITS, NUMBER OF STUDENTS THAT TAKES, AND SO STUDENTS WHO ARE KIND OF EARNING MORE CREDITS ON DR. 
          YOU HAVE, YOU HAVE THOUGHTS THERE TOO? YEAH, SO TYPICALLY IT'S GIVEN IN 11TH GRADE, OH, SORRY, SORRY, JOHN AVI. 
          UM, SECONDARY, UM, INSTRUCTION. 
          BUT, UH, IT'S TYPICALLY GIVEN IN 11TH GRADE BECAUSE STUDENTS TAKE, UM, UH, TYPICALLY BIOLOGY IN NINTH GRADE, THEY'LL TAKE CHEMISTRY IN 10TH AND THEN THEY'LL TAKE 11TH GRADE, UH, PHYSICS. 
          AND THE TEST ITSELF IS COMPRISED OF EARTH SCIENCE, LIFE SCIENCE, AND PHYSICAL SCIENCE. 
          SO WE WANNA GIVE THEM ENOUGH OPPORTUNITY TO BE EXPOSED TO THE CURRICULUM AND THE CONTENT. 
          OKAY. 
          UM, THAT'S ALL I HAVE RIGHT NOW. 
          WE CAN GO MR. SCHUREN. 
          SO, UH, ON SLIDE 13 IT SAYS IN THE ASSESSMENTS INFORMING INSTRUCTIONS, SQUARE BULLET 0.1 MENTIONS THAT TEACHERS USE ASSESSMENT DATA TO PLAN AT GRADE LEVEL A GRADER CONTENT LEVEL. 
          UM, WHAT TYPE OF DATA ARE TEACHERS USING WHEN THEY PLAN, AS FAR AS YOU KNOW? FOR SURE, THEY USE A HOST OF DATA SETS. 
          FIRST, THEY USE THE DIAGNOSTIC ASSESSMENT RESULTS BOTH IN ELA AND MATH. 
          THEY ALSO USE STUDENT WORK SAMPLES. 
          UM, AS YOU KNOW, THIS SCHOOL YEAR, WE CONTINUE TO BUILD ON WRITING AS INSTRUCTIONAL FOCUS AREA. 
          AND SO THEY LOOK AT WRITING SAMPLES, THEY LOOK AT RUBRICS. 
          THEY ALSO USE SOME OF THE DR, UM, THE  DATA FOR THOSE IN PRIMARY GRADES AND FOUNDATIONAL SKILLS, AND ALSO DATA RESULTS FROM IXL HERE. 
          UH, ONE OF THE THINGS THAT I NOTICED AT SCHOOLS WHEN I VISIT, WHICH IS VERY PLEASING, IS THAT, UH, TEACHERS CAN MEET TOGETHER TO GO OVER DATA. 
          THEIR KIDS GO OUT TO PE OR THEY CALL IT PSYCHOMOTOR SOMETIMES, AND THEY'RE OUTSIDE WITH A PE TEACHER, AND THEY MEET TOGETHER TO DISCUSS ALL THE DATA TOGETHER. 
          IT'S REALLY VERY, VERY, UH, REVEALING AND THE TEACHERS ARE REALLY EXCITED TO BE ABLE TO MEET AT THAT TIME. 
          SO I JUST WANT YOU TO MENTION THAT TO YOU. 
          AND ONE MORE. 
          SO ON SLIDE 22, IT SAYS, THE LAST BULLET POINT MENTIONS THE ACCESSIBILITY MATRIX, AND I DON'T KNOW IF I KNOW WHAT AN ACCESSIBILITY MATRIX IS, TO BE HONEST WITH YOU. 
          SURE. 
          I'M GONNA CALL UP ACTUALLY TONY AGUILAR TO EXPLAIN A LITTLE BIT MORE ABOUT THE USE OF ACCESSIBILITY MATRIX. 
          GOOD MORNING BOARD MEMBER. 
          SO AS YOU KNOW, UM, WE HAVE UNIVERSAL TOOLS. 
          SO LET ME START THERE. 
          SO ANY STUDENT COULD HAVE SOME UNIVERSAL TOOLS SET ASIDE TO SUPPORT THEM IN ANY TYPE OF ASSESSMENT NEEDS. 
          THEN AS WE DIG IN, YOU START LOOKING AT, UH, STUDENTS WITH DISABILITIES, AND THERE'S A CONVERSATION WITH THAT IEP TEAM TO SEE IF THERE'S DETERMINATION IF A STUDENT MAY NEED A DIFFERENT, A, A ACCOMMODATION AND OR SUPPORT HAVING IT READ OUT LOUD USE, BEING ABLE TO USE A SEPARATE SETTING, BEING ABLE TO HAVE, UM, YOU KNOW, KIND OF THE MAST OF THE, OF THE QUESTIONS BEING ABLE TO FOCUS IN ON. 
          SO THOSE ARE ACCESSIBILITY TOOLS THAT ARE AVAILABLE ONLY AFTER WHEN YOU'VE HAD THESE DISCUSSIONS AT AN IEP TEAM AND MADE THAT RECOMMENDATION. 
          BUT ONE OF THE THINGS THAT I WANT TO STRESS THAT WE DO USE AND SAY OFTEN IS THAT THESE AREN'T A NOVEL MATRIX TOOL. 
          MEANING THAT IF A STUDENT HAS THIS WRITTEN INTO THEIR IEP, THEY SHOULD HAVE IT FOR ALL THEIR ASSESSMENT THROUGHOUT THE YEAR. 
          SO IT DOESN'T BECOME KIND OF DIFFICULT FOR THEM TO RESPOND TO THOSE QUESTIONS AT THAT TIME. 
          THANK YOU. 
          THANK YOU. 
          GOOD TO KNOW. 
          THANK YOU, MR. MEVO. 
          YES, THANK YOU FOR THE PRESENTATION. 
          AND AGAIN, KUDOS TO THE TEAM AND, AND ALL THE FOLKS HERE AND THROUGHOUT THE DISTRICT AT SCHOOLS WHO ARE WORKING ON, UH, UH, 
          [00:50:01]
WHO, WHO DO THE WORK. 
          I MEAN, IT'S EXCITING TO HAVE THREE CONSECUTIVE YEARS OF, OF REALLY HISTORIC GAINS. 
          AND, UM, WE ALWAYS TALK HERE ABOUT IF YOU GO FROM 10 TO 20%, YOU MADE A HUNDRED PERCENT IMPROVEMENT, BUT YOU HAVE 80% OF THE WAY TO GO. 
          AND SO I KNOW THAT'S ALWAYS THE KIND OF THE TENSION IN ELLIE UNIFIED. 
          WE WANNA CELEBRATE AS WE ARE TODAY THAT LIKE HUGE GROWTH WHILE ACKNOWLEDGING WHERE WE HAVE TO GO. 
          UM, BUT DOUBLING THE RATE OF IMPROVEMENT TO THE, COMPARED TO THE STATE AVERAGE, BEING ABOVE THE STATE PRO IN PROFICIENCY FOR CERTAIN SUBJECTS IS REALLY EXCITING. 
          UM, I THINK IN ADDITION TO, TO MS. ORTIZ, FRANKLIN'S QUESTION AROUND THE, YOU KNOW, OR I GUESS A, A COROLLARY TO THE SEE OR BETTER, I NOTICED, YOU KNOW, OUR GRADUATION RATE HISTORIC HIGH, BUT ALSO ON THE STATE DASHBOARD, ONLY 58% PREPARED BASED ON THE STATE'S COLLEGE AND CAREER INDICATOR. 
          SO THAT GAP OF 30 OR SO PERCENT OF OUR STUDENTS WHO ARE GETTING AN LUSD DIPLOMA, BUT ACCORDING TO THE STATE'S METRICS AREN'T PREPARED FOR COLLEGE OR CAREER DOES KIND OF RAISE THAT QUESTION OF, YOU KNOW, SO I, I'D LIKE MAYBE US TO DIG INTO THAT A LITTLE MORE. 
          I ALSO, AND I KNOW I ASK THIS EVERY YEAR, BUT YOU KNOW, HOW DO WE, UM, HOW CAN WE VISUALIZE? WELL, SO I GUESS BECAUSE YOU HAVE THAT UP, I'LL SAY TOO, I MEAN, IT'S EXCITING. 
          I THINK ONE OF THE, THE CHALLENGES WITH THE DASHBOARD AND THE COLOR CODING IS IF YOU DO WELL ONE YEAR, IT'S HARDER TO DO LIKE, WELL THE NEXT YEAR, RIGHT? BECAUSE OF THE GROWTH. 
          AND SO SOME OF THE TIMES THE COLOR GONNA BE MISLEADING. 
          I DO THINK THAT WE SHOULD CHAT WITH OUR FRIENDS DOWN IN COMPTON. 
          THEY'VE HAD SOME REALLY EXCITING LAST FEW YEARS. 
          UM, AND, UH, WOULD BE INTERESTING TO, UH, KINDA, I'M SURE THE TEAMS ARE TALKING TO SUPERINTENDENT BRADLEY DOWN THERE, ONE OF OUR, ONE OF OUR, MY PROUD BD FOUR EEC PRINCIPLES IS A BOARD MEMBER, UH, IN COMPTON. 
          UM, BUT, UH, WOULD LOVE TO CHAT WITH THEM. 
          BUT WHEN WE COME TO DISTANCE WITH, UH, WHAT WAS DISTANCE FROM STANDARD NOW DISTANCE FROM PROFICIENCY, IT'S, IT'S, I ALWAYS FIND IT TOUGH BECAUSE UNDERSTANDING LIKE WITH, WITH THE, UM, THE CAVEATS OR THE, THE CONTEXT THAT IS HELPFUL, WHICH IS WE DON'T WANNA JUST FOCUS ON BUBBLE KIDS. 
          AND WHEN YOU LOOK AT THINGS TOGETHER LIKE THE PERCENT PROFICIENT OR ADVANCED AND DISTANCE FROM PROFICIENCY, YOU CAN MAKE SOME, UM, ASSUMPTIONS, BUT IT'S HARD TO KNOW LIKE WHEN YOU'RE NEGATIVE 17.4 FROM STANDARD, UM, AND THEN NEGATIVE, AND THAT'S GRADE THREE FOR ELA, I'M ON PAGE SEVEN, AND THEN YOU'RE LIKE 12.6 POINTS FROM STANDARD IN GRADE FOUR. 
          IS THAT LIKE A HUGE GAP OR IS THAT A LITTLE GAP? AND I WONDER, CAN, HOW CAN, YOU KNOW, LIKE IS THERE A WAY TO, TO BE, HAVE KIND OF CUT SCORES OR BENCHMARK THAT TO BE LIKE, WELL, 20 FROM STANDARD IS LIKE WHAT WE WOULD CALL FAR BELOW BASIC AND 10 FROM STANDARD. 
          BUT LIKE, HOW DO WE VISUALIZE BOTH, YOU KNOW, JUST FOR THE COMMUNITY THAT DISTANT, YOU KNOW, AND AGAIN, I ASK THIS EVERY YEAR, BUT LIKE THAT DIFFERENCE TO UNDERSTAND CONTEXTUALLY WHETHER WE, WE KNOW YOU'RE, YOU'RE, YOU, YOU KNOW, YOU'RE, UM, BELOW THE STANDARD, BUT ARE YOU REALLY? BUT LIKE, ARE YOU SO CLOSE OR ARE YOU REALLY FAR AWAY? LIKE HOW, HOW CAN WE JUST HELP EXPLAIN THAT? IT'S A, IT IS A, IT IS A CHALLENGE. 
          YOU KNOW, WHAT, WHAT IS A UNIT? WHAT IS ONE, YOU KNOW, ON THE NUMBER LINE FOR DFP REALLY, REALLY TELL US? AND, AND THE ANSWER IS, IT, IT'S, IT'S NOT SUPER, IT, IT'S NOT STRAIGHTFORWARD. 
          A A A ONE POINT AND AND WE DON'T HAVE IT HERE, BUT WE CAN SHARE A, A, WE HAVE A VISUAL REPRESENTATION OF THE ENTIRE SMARTER BALANCE SCALE. 
          IT'S ABOUT A THOUSAND POINTS SCALE. 
          EACH GRADE HAS A, A LIKE A, AN AREA OF POSSIBLE SCORES THAT THEY CAN EARN ON THAT SCALE. 
          AND IT, AND IT, AND IT ACCELERATES. 
          AND WHAT YOU'LL SEE IS, FOR EXAMPLE, THE, UH, LIKE THE, THE APPROACHING PROFICIENCY RANGE FOR THIRD GRADE IS VERY, THE WIDTH OF IT VISUALLY IS VERY DIFFERENT THAN OTHER GRADES. 
          AND SO THE STATE HAS DONE EXTENSIVE, THE SMARTER BALANCE ASSESSMENT CONSORTIUM, I SHOULD SAY, WHICH IS ACROSS MULTIPLE STATES, HAS DONE EXTENSIVE NORMING ON WHERE THOSE, WHERE THOSE CUT POINTS SHOULD BE. 
          AND, UM, AND SO WHAT THAT LEADS TO IS LIKE THE BANDS ARE WIDER OR NARROWER FOR CERTAIN SUBJECTS IN CERTAIN GRADES. 
          AND SO THEN AS FAR AS LIKE YOU, BECAUSE ONE THOUGHT IS LIKE, WELL, YOU, YOU, YOU KNOW, YOU KNOW THAT EVERY PERFORMANCE BAND IS 15 POINTS WIDE. 
          SO YOU KNOW, OKAY, WELL IF I'M IMPROVING 8.5, YOU KNOW, 7.5 POINTS, I KNOW I'VE MADE IT HALFWAY THROUGH A BAND, YOU KNOW, THAT WOULD, THAT WOULD MAKE A LOT OF SENSE AND BE INTUITIVE. 
          AND, AND THE, THE ASSESS, THE, THE PSYCHOMETRIC PROPERTIES OF THIS ASSESSMENT DO NOT LET US DO THAT. 
          UM, AND THEN THE, THE OTHER PLACE THAT, THAT WE CAN LOOK FOR SOMETHING THAT IS AN INTERPRETABLE UNIT OF ANALYSIS IS WHAT ARE CALLED GRADE LEVEL EQUIVALENTS, WHICH IS SOMETHING THAT'S USED BY THE STANFORD EDUCATION DATA ARCHIVE THAT TAKES EACH STATE'S ASSESSMENT, NORMALIZES IT TO NAP THE NATIONAL ASSESSMENT FOR EDUCATIONAL PROGRESS, WHICH IS A DONE ACROSS ALL STATES. 
          'CAUSE YOU KNOW, EVERY, NOT EVERY STATE DOES SMARTER BALANCE. 
          THEY DO DIFFERENT STUFF. 
          UM, AND EVEN THOSE THAT DO SMARTER BALANCE, THEY DO IT A LITTLE DIFFERENT STATES DO IT A LITTLE BIT DIFFERENTLY WITH THEIR OWN FLAVOR PERHAPS. 
          AND SO THE STANFORD EDUCATION DATA ARCHIVE TOOK ALL THOSE STATES, DIFFERENT STATES ASSESSMENT REGIMES, 
          [00:55:01]
NORMALIZED IT TO NAP AS LIKE THE KIND OF DECODER RINGER, LIKE, YOU KNOW, POINT OF REFERENCE FOR ALL OF THESE AND CREATED A UNIFORM NATIONAL METRIC THAT'S CALLED A GRADE LEVEL EQUIVALENT. 
          AND SO, YOU KNOW, IF YOU'RE, IF YOUR NUMBER ON YOUR GRADE LEVEL EQUIVALENT IS A ONE, WHAT THAT, WHAT THAT TELLS US IS THAT STUDENTS IN THAT SCHOOL OR AT THAT DISTRICT IMPROVE THEIR ENGLISH ONE GRADE LEVEL IN ONE YEAR, WHICH IS WHAT YOU'D WANT, RIGHT? YOU WANNA GET ONE GRADE LEVEL SMARTER IN A YEAR. 
          AND SO IF YOU'RE ABOVE ONE, THAT MEANS YOU'RE, YOU KNOW, STUDENTS AT THAT SCHOOL ARE ACCELERATING OR CATCHING UP. 
          UM, AND IF YOU'RE BELOW ONE, STUDENTS ARE FALLING BEHIND IN THAT POINT IN TIME. 
          AND THAT'S A ME THAT'S PUBLICLY AVAILABLE INFORMATION THAT WE WILL, WE DO LOOK AT AS A, AS A, AS A POINT OF REFERENCE, I, I PERSONALLY WOULD LOVE FOR THE STATE TO HAVE SOMETHING SIMILAR TO A, A GRADE LEVEL EQUIVALENT SO THAT WE CAN SAY, YOU KNOW, GRADE EIGHT NEGATIVE 14 DF, YOU KNOW, THAT MEANS ARE, YOU KNOW, WHAT DOES THAT MEAN IN TERMS OF ARE WE TWO GRADE LEVELS BEHIND? ARE WE, YOU KNOW, SO I THINK, I THINK EDUCATORS AND PARENTS WOULD BENEFIT FROM SOMETHING LIKE THAT. 
          THE SMARTER BALANCE ASSESSMENT DOES NOT LEND ITSELF TO THAT KIND OF EASY INTERPRETATION OF WHAT THE SCALE IS. 
          SO I AGREE WITH YOU. 
          UM, THAT'S MY LONG-WINDED WAY OF SAYING I NO, AND IT'S VERY HELPFUL. 
          I, I GUESS EVEN THOUGH IT'S NOT ACROSS THE BOARD, COULD WE STILL LIKE FOR ELA FOR GRADES THREE THROUGH EIGHT, DOES THE STATE HAVE THAT, THAT, UM, KIND OF THOSE PERFORMANCE BANDS THAT YOU COULD PUT ON A TABLE LIKE THIS TO BE LIKE NEGATIVE 17 TO NEGATIVE 30 IS VERY LOW, NEGATIVE 17 TO NEGATIVE EIGHT IS LOW. 
          LIKE AS LIKE, EVEN IF IT'S PER SUBJECT AND PER GRADE LEVEL, WE, I HAVE, I, I, SO, SO THE, I HAVE NOT SEEN THE STATE MAKE SORT OF CUT POINTS WITHIN, WITHIN THE BANDS FOR US. 
          WE COULD CERTAINLY LOOK AT MAKING SOME, SOME DECISIONS ON, ON WHERE WE THINK THAT DISTRIBUTION SHOULD BE. 
          SO LIKE, YOU KNOW, THE SHADES OF YELLOW WITHIN THE YELLOW BAND AND LIKE WHAT THAT MEANS, FOR EXAMPLE, UM, CERTAINLY OPEN TO HAVING THAT CONVERSATION. 
          IT DOES TAKE, THAT WOULD BE SOME BACK OF THE ENVELOPE WORK THAT WE CAN DO, BUT WE CERTAINLY CAN. 
          UM, BUT, BUT NO, BUT THAT IS ALL HELPFUL. 
          I DO THINK THAT WHEN WE THINK, OR WHEN YOU, FROM A PARENT'S PERSPECTIVE, YOU THINK ABOUT INTEGRATIVE SCHOOL, MY, MY STUDENTS SHOULD PROGRESS A GRADE, AND IF THEY'RE BEHIND, THAT'S WHEN WE TALK ABOUT TRYING TO ACCELERATE THAT BY HAVING ONE TO TWO YEARS OF GROWTH. 
          AND SO THAT'S A HELPFUL VISUAL, SO THAT'S HELPFUL. 
          UM, I GUESS, UH, UM, ONE OF THE THINGS, YOU KNOW, WELL, SOME DATA REQUESTS, ONE, UH, THAT I DIDN'T SEE IN THE PRESENTATION OF THE MATERIALS WE GOT IS HOW THIS COMPARES TO THE GOALS IN OUR STRATEGIC PLAN, WHICH I KNOW ARE AMBITIOUS. 
          UM, AND I DON'T WANT TO, YOU KNOW, UH, KIND OF DE DETRACT FROM THE SUCCESS AND THE EXCITEMENT HERE, BUT IT WOULD BE HELPFUL TO SEE LIKE, WE'RE STILL, LIKE WHERE, WHERE OUR GOALS ARE, WHERE THE DATA COMMANDERS ARE OUR GOALS. 
          I ALSO, UM, AND I KNOW LAST YEAR WHEN WE GOT THIS PRESENTATION, IT DID BREAK IT DOWN BY SCHOOL TYPE. 
          I KNOW MS. NICHOLS WAS TALKING ABOUT THIS. 
          I'VE ASKED A LOT OF QUESTIONS ABOUT AFFILIATED CHARTERS IN PARTICULAR GIVEN OUR FSP, BUT IT WOULD BE HELPFUL TO SEE WHAT THE DATA LOOKS LIKE WHEN YOU PULL OUT AFFILIATED CHARTERS MAGNET SCHOOLS. 
          AND I'D LOVE IT TO BE DIFFERENTIATED BY THAT. 
          UM, UH, I ALSO WILL NOTE, UM, AND THEN I HAVE ONE FINAL QUESTION, BUT I'LL NOTE THAT, YOU KNOW, THE ONE AREA WHERE WE SAW SOME STAGNATION OR REGRESSION IS AROUND SOME OF OUR, OUR TRADITIONALLY HIGH PERFORMING GROUPS OF STUDENTS. 
          AND I AM CURIOUS TO LOOK INTO THAT AND WHETHER SOME OF THE, THE STRATEGIES THAT WE'VE HAD VERY INTENTIONALLY ABOUT RISING, RAISING UP THE BOTTOM, UM, HAVE, HAVE MOVED THE NEEDLE A LOT. 
          BUT SOME OF THOSE MORE STANDARDIZED STRATEGIES, UM, WE ARE LIKE, WE'RE NOT CREATING OPPORTUNITIES FOR GROWTH OR DIFFERENTIATION FOR THOSE, THOSE STUDENT GROUPS OR THOSE SCHOOLS. 
          AND SO THAT GOES A LITTLE BIT TO THE DIFFERENTIATION. 
          AND I GUESS THAT GETS TO MY QUESTION. 
          I, I ASK, I APPRECIATE THAT THERE ARE SOME KIND OF CAUSAL INFERENCES FROM LIKE, OH, WE'RE DOING TUTORING AND, BUT ESPECIALLY AS WE HAVE THIS MASSIVE BUDGET CHALLENGE AND WE'RE LOOKING AT, YOU KNOW, UM, REDUCING A LOT OF SERVICES, AND WE'RE ALSO DOING THINGS LIKE MATH ADOPTION. 
          UM, I, IT REALLY STRIKES ME THAT WE NEED TO DO SOME MORE SPECIFIC REGRESSION ANALYSIS OR CAUSAL INFERENCE AROUND LIKE, HERE'S WHAT MOVING IS MOVING THE NEEDLE. 
          LIKE WE HAVE FOUR MATH CURRICULA OR WHATEVER FOR ELEMENTARY, I'M MAKING THIS UP AND WE KNOW THAT IF YOU USE X, IT'S ACTUALLY SHOWED THE BIGGEST GAINS. 
          AND IF, AND IT STRIKE, I ASK THAT EVERY YEAR, AND I'M TOLD A LOT, LIKE, WELL, THERE'S, IT'S HARD. 
          WE CAN'T, THERE'S, YOU KNOW, THERE'S CAUSALITY CORRELATION. 
          I'M LIKE, I GET, IT'S NOT PERFECT, BUT WE CAN ISOLATE CERTAIN FACTORS AND SAY THAT LIKE, SCHOOLS THAT WERE USING THIS CURRICULUM OR SCHOOLS THAT HAD IN SCHOOL TUTORING WITH EXISTING TEACHERS WERE DOING MUCH BETTER THAN SCHOOLS THAT WERE USING ONLINE TUTORING OR VICE VERSA, OR KIDS WHO ATTENDED OUR SUMMER ACADEMY. 
          IT'S LIKE, HOW DO WE, AS WE'RE GONNA HAVE TO MAKE DECISIONS TO SAY LIKE, ADOPT THIS AND CUT THIS, YOU KNOW, WHAT DO WE NEED TO DO TO REALLY GET THAT LIKE, MORE RIGOROUS STATISTICAL ANALYSIS OF LIKE THE CAUSAL FACTORS THAT LEAD TO THESE GAINS? I CAN, I CAN JUST SPEAK ON, ON A COUPLE PIECES RELATED TO THAT. 
          SO, UM, I, I, I WILL SO CERTAINLY ECHO THAT. 
          AND AS YOU KNOW, AS, AS AN EVALU, AS AN RESEARCHER AND EVALUATOR MUSIC TO MY EARS, TO, TO, TO HAVE THIS, THIS INTEREST IN, IN HAVING A REALLY, UM, YOU KNOW, FINELY TUNED MICROSCOPE ON OUR, ON 
          [01:00:01]
OUR PROGRAMS AND PROJECTS, CERTAINLY THE, YOU KNOW, ISOLATING AND I, YOU KNOW, THE, I'LL, I'LL JUST SAY IT AGAIN BECAUSE, UH, I CAN'T HELP MYSELF, YOU KNOW, ISOLATING THE, THE CAUSAL IMPACT OF ONE THING WHEN THERE'S 50 THINGS HAPPENING IS CHALLENGING. 
          AND SO THAT DOESN'T MEAN WE CAN'T TRY AND DO OUR BEST AND GET, GET SOLID ESTIMATES OF, OF WHAT WE CAN CONTROLLING FOR, WHAT WE CAN CONTROL FOR. 
          THERE CERTAINLY IS, UM, IN SOME SITUATIONS A NEED FOR, YOU KNOW, THE IDEAL SCENARIO FOR, TO REALLY GET AT THE CAUSE OF SOMETHING IS TO HAVE AN RCT WHERE YOU RANDOMLY PUT PEOPLE INTO A CONDITION THAT'S THE TREATMENT AND RANDOMLY PUT PEOPLE INTO THE CONTROL. 
          THAT'S VERY DIFFICULT AND IN SUCH SOME SITUATIONS, UNETHICAL TO DO IN AN EDUCATION SETTING WHERE YOU, YOU CAN'T DENY, YOU CAN'T DENY SOMETHING TO SOME STUDENTS BASED ON THE FLIP OF A COIN PERHAPS. 
          AND, UH, AND SO THERE'S A, BUT THERE'S WAYS TO, TO, TO DO RIGOROUS EVALUATION WORK THAT TAKE TIME AND TAKE INVESTMENT. 
          YOU KNOW, ONE, ONE STRATEGY THAT THAT MANY DISTRICTS HAVE DONE AND STATES HAVE DONE IS YOU STAGGER, STAGGER THE ROLLOUT OF SOMETHING. 
          AND SO YOU LOOK AT THE DIFFERENT, YOU DIFFERENTIATE IT BASED ON WHEN YOU, WHEN YOU FIRST GET EXPOSED TO SOMETHING OR IT'S LIKE A FLAVOR A VERSUS A FLAVOR B, AND THEN YOU LOOK AT THE, THE, THE BENEFITS THERE. 
          AND SO, YOU KNOW, AND SO THAT, ALL THAT TO SAY IS, UM, OUR TEAM IS, IS CERTAINLY EXCITED AND, AND WILLING TO WORK WITH, WITH, UM, DOING THE WORK OURSELVES AND WORKING WITH, YOU KNOW, RESEARCHERS ON EVALUATIONS NOW AND IN THE FUTURE. 
          UM, SOME OTHER PIECES THAT ARE COMING UP, I KNOW, UM, JUST, JUST FOR BOARD AWARENESS THAT WE'VE TALKED ABOUT. 
          YOU KNOW, SO THERE'S ONGOING WORK REGARDING OUR TUTORING INTERVENTIONS THAT WE WILL CONTINUE TO EVALUATE BOTH INTERNALLY AND EXTERNALLY, UM, WITH RESEARCHERS FROM STANFORD AND UC, IRVINE THAT ARE WORKING ON THIS RIGHT NOW. 
          UM, UH, WE'VE ALSO BEEN POSTING, UH, WE POSTED THE FIRST OF WHAT WILL BE ANNUAL REPORTING RELATED TO THE SHAW SETTLEMENT, UM, AROUND OUR TUTORING PROGRAMS THAT IS CURRENTLY, UM, AVAILABLE. 
          UM, AND THEN THERE'S A LOT OF UP UPCOMING WORK THAT IS, THAT IS GOING TO BE COMING OUT AROUND, UM, POSITIVE OUTLIER SCHOOLS THAT WE'VE TALKED ABOUT, EARLY CHILDHOOD EDUCATION AND THE, AND THE LONG TERM BENEFITS OF THAT THAT WE'RE REALLY, UM, THAT WE ARE CURRENTLY LOOKING AT AND OTHER. 
          AND THEN THERE'S, UM, I KNOW OUR PARTNERS AT LARRY, UM, AT UCLA, THE LOS ANGELES EDUCATION RESEARCH INITIATIVE, UM, IS, IS DOING SOME ONGOING WORK ON IXL AS ONE OF OUR CURRICULUM, UM, UH, CHOICES THAT WE DO FOR MATH AND LOOKING AT THE IMPACT THERE. 
          UM, SO CERTAINLY, SO NO SHORTAGE OF WORK HAPPENING, BUT THAT DOESN'T MEAN WE'RE COVERING ALL OF THE BASES AND NOT, YOU KNOW, EVALUATING EVERYTHING THAT WE CAN. 
          AND SO, UM, I'LL JUST LEAVE IT AT THAT. 
          YEAH, I APPRECIATE THAT. 
          AND I WANT, AND I ALSO, I JUST DON'T WANT YOUR, UM, KIND OF RIGOROUS STATISTICAL BRAIN TO GET IN THE WAY. 
          EVEN CORRELATIVE ANALYSIS WOULD BE VERY HELPFUL FOR THE BOARD, RIGHT? YEAH, UNDERSTOOD. 
          SO I GET THAT YOU CAN ISOLATE, BUT LIKE LOOKING AT PAGE SLIDE 13, LIKE ALL THESE BULLET POINTS ARE VERY VAGUE. 
          THE FIRST ONE, IMPLEMENTATION AND COACHING OF HIGH QUALITY INSTRUCTIONAL MATERIALS IN LITERACY. 
          SO WHAT I'M ASKING FOR IS LIKE, LET'S, WE HAVE A FEW DIFFERENT TYPES OF QUALITY, INSTRUC, HIGH QUALITY INSTRUCTIONAL MATERIALS. 
          WE HAVE SOME SCHOOLS THAT DID FULL SCHOOL PD. 
          WE HAVE SOME TEACHERS WHO DID, LIKE, CAN WE GET THAT NEXT LEVEL? AND EVEN IF YOU HAVE A BIG RED DISCLAIMER AT THE TOP THAT SAYS, THIS IS A CORRELATION, NOT A CAUSATION, UM, STILL TELLING US LIKE IF THE BOARD, IF IF HIGHER MATH SCORES CORRELATE WITH ONE OF OUR CURRICULA VERSUS ANOTHER, EVEN IF WE'RE VERY CLEAR THAT THERE'S MANY OTHER THINGS THAT WENT INTO IT, INCLUDING THE TEACHER AND THE, THAT'S THE CORRELATION THAT IS BETTER DATA THAN WE HAVE RIGHT NOW. 
          AND WE'RE LOOKING AT LIKE, OKAY, WE'RE GONNA USE THIS PROGRAM VERSUS SOMETHING ELSE. 
          SO I HEAR YOU. 
          AND YET I THINK LIKE, SO MAYBE I'LL JUST SAY THE CORRELATIVE DATA WOULD STILL BE VERY HELPFUL. 
          YEAH, YEAH. 
          JUST, JUST TO PIGGYBACK ON THAT, YOU KNOW, WHAT'S THE OLD SAYING? I DON'T WANT THE PERFECT TO BE THE ENEMY OF THE GOOD, RIGHT? SO WE MAY NOT BE ABLE TO GET TO THAT EXACT LINKAGE OF LIKE, YOU DO A PLUS B AND YOU GET OUTCOME C, BUT TO THE MAXIMUM EXTENT THAT WE CAN, AGAIN, PARTICULARLY GIVEN THE DIFFICULT DECISIONS THAT THIS BOARD IS GONNA HAVE TO MAKE OVER THE NEXT FEW MONTHS, WE WANT TO ARM YOU WITH AS MUCH DATA AROUND WHAT SEEMS TO BE WORKING, WHAT SEEMS TO CORRELATE WITH CERTAIN OUTCOMES SO THAT YOU CAN GUIDE THOSE, UH, DECISIONS. 
          THANK YOU. 
          AND I THINK ON THAT NOTE, UM, ALSO SERVING OUR TEACHERS, YOU KNOW, CONNECTING WITH TEACHERS AND ASKING THEM WHAT, WHEN YOU IMPLEMENTED SMALL GROUPS OR WHEN INTERVENTIONISTS CAME IN AND HELPED, DID YOU SEE A DIFFERENCE? I THINK CONNECTING WITH WHAT OUR TEACHERS ARE SEEING ON, ON IN THEIR OWN CLASSROOMS AND PRINCIPALS AS WELL, THAT CAN ALSO HELP US IDENTIFY WAS IT TUTORING OR WAS IT AN INTERVENTIONIST OR WAS IT A COACH OR THE SMALL GROUPS OR THE SOCRATIC SEMINARS THAT ARE HELPING THROUGHOUT, UM, YOU KNOW, AN INCREASING, YOU KNOW, UM, EITHER ENGAGEMENT OR SEEING THE CHANGE IN THE, THE TESTING IN I-READY. 
          JUST, I THINK THAT'S ANOTHER, UM, AREA TO GET THAT SPECIFIC INFORMATION. 
          THAT WAS ONE OF MY QUESTIONS. 
          SO ABOUT WHAT IS A FACTOR OR WHAT IS IT THAT'S REALLY HELPING BRING THIS UP? AND I UNDERSTAND THERE'S A LOT, BUT I THINK THERE'S WAYS TO AT LEAST TRY TO, UM, GAUGE WHAT ARE THE SPECIFIC FACTORS THAT ARE STRATEGIES THAT ARE HELPING. 
          I'LL ASK ONE QUESTION BEFORE I MOVE TO THE SECOND ROUND. 
          UM, WE, YOU KNOW, MENTIONED BY MS. TANYA ORTIZ FRANKLIN AND ALSO, UM, MR. MELVOIN, IN TERMS OF THE DATA, WE'D 
          [01:05:01]
LIKE TO SEE IT DESEGREGATED IN MANY WAYS. 
          FOR ME, I WOULD LIKE TO SEE IT, UM, BY BOARD DISTRICT OR BY REGIONS OR BY OUR HIGHEST NEEDS SCHOOLS. 
          UM, ALSO OUR COMMUNITY SCHOOLS, OUR AFFILIATED CHARTER. 
          WE LOVE TO SEE DISAGGREGATED THE INFORMATION SO WE CAN SEE WHERE ARE THE AREAS, UM, YOU KNOW, WHERE WE'RE SEEING STUDENT PROGRESS, IS IT IN OUR HIGHEST CONCENTRATION OF STUDENTS, YOU KNOW, HIGH NEEDS STUDENT, YOU KNOW, STUDENTS. 
          SO, UM, WE DIDN'T GET THAT THIS TIME IN OUR BOARD INFORMATIVE. 
          WE HAVE RECEIVED IT BEFORE, UM, AND WE LIKE, I LIKE TO SEE THAT BREAKDOWN AS WELL. 
          SO IF, UM, YOU CAN SHARE THIS WITH US, THAT WOULD, THAT WOULD BE GREAT. 
          UM, SO YEAH, I'LL MOVE ON TO MS. GAL AND THEN MS. FRANKLIN, OR, OKAY. 
          YEAH. 
          THANK YOU. 
          UM, SO APPRECIATE ALL THE FEEDBACK THAT FROM MY COLLEAGUES. 
          UM, I CAN TELL YOU THAT, YOU KNOW, WHEN I VISIT SCHOOL SITES AND I MEET WITH PRINCIPALS AND WITH, UM, EDUCATORS, UH, WHAT THEY SAY THAT REALLY HELPS IS, UH, HAVING AN INTERVENTIONIST. 
          IN FACT, I HAD A, UH, A PRINCIPAL AT, IN ONE OF MY CITIES, UH, REALLY ADVOCATING FOR AN INTERVENTIONIST BECAUSE THAT PERSON DID SO MUCH TO INCREASE THEIR SCORES AND THEY'RE DOING SO WELL, AND THE PARENTS WERE INVOLVED IN THAT ADVOCACY TO THE CITY. 
          UM, SO I KNOW, I MEAN, JUST ANECDOTALLY FROM VISITING OUR PRINCIPALS, THAT REALLY HELPS HAVING AN INTERVENTIONIST. 
          UM, THE OTHER THING THAT REALLY HELPS IS WHAT SCOTT WAS DESCRIBING, WHICH IS THE PD DURING THE DAY WHEN THE KIDS GET PSYCHOMOTOR, UM, TIME, AND THEN THE TEACHERS GET TO MEET FOR SPECIAL EDUCATION, COLLABORATIVE PLANNING, UH, HAVING THE OPPORTUNITY TO PLAN CO, CO-PLAN. 
          UM, AND THEN, YOU KNOW, LOOKING AT THE CHRONIC ABSENTEEISM, UH, RATES GOING DOWN. 
          I KNOW THAT FOR THE PAST TWO, UM, UTLA CONTRACTS, WE, UM, ALLOCATED FUNDING FOR PSAS AT SCHOOLS THAT HAD A HIGHER PERCENTAGE OF CHRONIC ABSENTEEISM. 
          AND I WANNA SAY THAT IN 24 IT WAS PROBABLY 40%. 
          AND THEN IN THIS CONTRACT THAT WAS JUST SETTLED, IT WENT DOWN TO 35 OR MAYBE 30. 
          I DON'T KNOW IF SOMEBODY CAN CORRECT ME, BUT I WANNA POINT THAT WHEN WE MAKE THOSE INVESTMENTS, WE SEE THE RESULTS I WANT, I APPRECIATE ALL THE DATA THAT WE'RE ASKING FOR. 
          UM, I THINK THAT WILL BE VERY HELPFUL. 
          BUT I THINK THAT WE DO KNOW IN GENERAL THAT ONE OF THE THINGS THAT WE HAVE BEEN DOING IN THE PAST SIX, MAYBE FIVE YEARS IS INVESTING IN THE HUMAN BEINGS WHO DO THIS WORK. 
          AND SO I WANNA POINT OUT THAT ONE OF THOSE INVESTMENTS IS THE MAL COACHES, RIGHT? AT OUR SCHOOLS. 
          AND WE, IN THE PAST, WE HAD MAL COACHES AT A LOT MORE SCHOOLS THAN WE DID THIS YEAR BECAUSE WE HAD TO MAKE SOME CUTS. 
          AND SO THEN WE STARTED FOCUSING ONLY ON THE SCHOOLS THAT HAD A CERTAIN PERCENTAGE OF ENGLISH LANGUAGE LEARNERS. 
          AND THAT CONCERNS ME BECAUSE THESE ARE THE KINDS OF THINGS THAT WE'RE GONNA BE CUTTING. 
          AND SO FOR US AS A BOARD, IT'S GONNA BE VERY IMPORTANT ONE THAT WE RECEIVE THAT INFORMATION TO HELP US, YOU KNOW, MAKE THESE DECISIONS. 
          BUT WE NEED TO HAVE THAT CONVERSATION BECAUSE OBVIOUSLY THAT FSP CALLS FOR MAJOR CUTS AND THE CUTS ARE GONNA BE PEOPLE AND THE PEOPLE WHO ARE DOING THIS WORK. 
          SO HOW DO WE EXPECT TO ZERO? IT'S VERY PROMISING AND EXCITING TO THINK THAT WE ARE ALM WE'RE, WE'RE ON THE RIGHT TRAJECTORY, BUT IF FINANCIALLY WE'RE NOT ON THAT TRAJECTORY, I DON'T KNOW HOW WE'RE GONNA DO THAT. 
          AND SO, UM, I ECHO THE REQUEST FOR THAT DATA, IF THAT'S GONNA HELP US MAKE THESE DECISIONS. 
          AND I WANNA INVITE US TO HAVE THOSE CONVERSATIONS ABOUT HOW WE'RE GONNA FILL THAT GAP. 
          'CAUSE THAT IS WHAT WORRIES ME. 
          I'M EXCITED ABOUT THIS PROGRESS AND I'M WORRIED ABOUT WHAT'S COMING. 
          AND SO, UM, THE OTHER THING I WANNA, THAT WAS MY COMMENT, , BUT, UM, IN TERMS OF THE SCIENCE, I WONDER, HAVE WE, UM, WE HAVE A LOT OF STEM SCHOOLS AND A LOT OF STEAM SCHOOLS. 
          UM, COULD WE TALK TO OUR STEM AND STEAM SCHOOLS THAT ARE DOING GREAT AND GET SOME BEST PRACTICES FROM THEM? HOW ARE THEY, YOU KNOW, DOING THIS WORK? UM, THE OTHER THING IS, UM, YOU KNOW, THE INTERVENTIONIST, I KNOW THAT WAS A BLOCK GRANT, AND I KNOW WE'RE GONNA TALK ABOUT ADVOCACY LATER ON, BUT, YOU KNOW, HOW ARE WE GONNA BE ABLE TO ALLOCATE THESE RESOURCES IN THE COMING YEARS? AND THEN IN MATH, THERE WAS A STATEMENT THAT SAID, COGNITIVELY DEMANDING TASKS. 
          CAN YOU DESCRIBE WHAT THAT IS AND HOW CAN, UM, HOW CAN PARENTS SUPPORT THIS WORK? ABSOLUTELY. 
          SO THE COGNITIVELY DEMANDING TASKS AND INSTRUCTION IS REALLY BASED ON KAREN HESS'S BOOK CALLED RIGOR BY DESIGN. 
          AND IT'S REALLY TIED TO HOW WE MAKE SURE THAT WHEN TASKS ARE PROVIDED FOR STUDENTS, NUMBER ONE, IT'S STANDARDS ALIGNED. 
          AND NUMBER TWO, IT REALLY PUSHES THE THINKING FOR THE STUDENTS, UM, AND ENSURES THAT ACADEMIC LANGUAGE IS DESIGNED 
          [01:10:01]
ON THERE. 
          AND WHEN WE LOOKED AT THOSE CURRICULUM MAPS THAT WE'VE DEVELOPED FOR MATHEMATICS, IT INCLUDES THINGS SUCH AS USING THE RUBRIC THAT WE'VE USED IN THE ESPA FOR, UM, PERFORMANCE TASKS, TO ACTUALLY LOOKING AT THE STANDARDS THAT ARE IDENTIFIED AS PRIORITY STANDARDS TO INFUSE THAT ACADEMIC LANGUAGE IN THE TASK. 
          IT'S NOT JUST ABOUT THE PRESTIG FLUENCY AND ROTE MEMORIZATION OF MATHEMATICAL FACTS, BUT IT'S ALSO APPLICATION IN REAL WORLD SCENARIOS. 
          UM, YOU'LL SEE SOME PROJECT BASED LEARNING THAT ALSO EXIST IN OUR SCHOOLS AND REALLY LOOKING AT MULTIPLE APPROACHES TO SOLUTIONS. 
          AS WE INDICATED HERE IN THE PROBLEM SOLVING, MODELING, AND ALL THIS IS REALLY THROUGH TRAINING AND STRATEGIES. 
          ONE OTHER PIECE THAT YOU'LL SEE, ESPECIALLY WE'RE BUILDING OFF OF IT THIS YEAR, IS WRITING AND MATHEMATICS. 
          AS YOU KNOW, THERE'S A LOT OF WRITING INVOLVED ACROSS CONTENT AREAS, AND THAT'S ANOTHER WAY IN WHICH WE'RE REALLY MAKING SURE THAT THAT TASK IS COGNITIVELY DEMANDING FOR OUR STUDENTS. 
          ONE WAY THAT WE'VE COMMUNICATED THIS TO PARENTS IS PROVIDING TOOLKITS FOR OUR PRINCIPALS AND SCHOOL TEAMS TO HOST COFFEE WITH THE PRINCIPALS. 
          ALSO, DATA DIALOGUES THAT THEY MAY HAVE WITH THEIR STUDENTS OR WITH THEIR PARENTS TO EXPLAIN ONE-ON-ONE, WHERE IS MY CHILD NEEDING SUPPORT AND HOW I CAN SUPPORT AT SCHOOLS. 
          OKAY. 
          UM, IT'D BE GREAT TO HAVE LIKE MORE SPECIFIC EX, I'D LOVE TO SEE THE EXAMPLES FOR LIKE KINDER ALL THE WAY UP TO SENIORS. 
          UM, THEN, I DON'T KNOW, DID YOU DO THE SLIDE? I'M SORRY, I'M A LITTLE CONGESTION AND I'M, BUT DID YOU DO THE SLIDE ON BSAP? YOU DID. 
          OKAY. 
          SO ONE OF THE THINGS THAT I NOTICED WHEN I WAS DOING MY, MY STUDYING OF THIS, UM, WAS THE BSAP, UM, WHICH ONE IS IT? UH, WHERE YOU WERE TALKING ABOUT THE, THE VERY SPECIFIC THINGS THAT THE STUDENTS, UM, ON SLIDE 27 OR 28, LET ME SEE. 
          UM, 28. 
          OKAY. 
          OKAY. 
          SO, UM, ALL BSAP SCHOOLS, WHAT THEY ALL GET, RIGHT, AND I'M LOOKING AT THIS AND, YOU KNOW, ENSURE ENRICHMENT AND INTERVENTIONS TAILORED TO STUDENTS' NEEDS, EVALUATE AND IMPROVE SYSTEMS THAT MAKE STUDENTS AND FAMILIES FEEL SEEN, VALUED, AND HEARD ATTENDANCE CULTURALLY AFFIRMING SCHOOL AND CLASSROOM ENVIRONMENTS, STUDENT RECOGNITION, SCHOOL-BASED COMMITTEES, MULTI-TIERED SYSTEMS AND SUPPORT ALL GREAT THINGS THAT SUPPORT ACADEMICS, RIGHT? AND I'M WONDERING HOW, AND I SEE THAT OUR BLACK STUDENTS DID WELL, RIGHT? SO HOW CAN WE USE THE JUNTOS CENTERS AND THE MALT COACHES TO, TO DO THIS KIND OF WORK FOCUSED ON OUR EL STUDENTS? BECAUSE I, I SEE HOW THE, THE WORK IN BOTH OF THESE BOXES REALLY HAS SUPPORTED OUR BLACK STUDENTS TO, TO CONTINUE. 
          AND I SUPPORT THIS 110%. 
          THIS IS GREAT. 
          AND SO HOW CAN WE, UM, HOW CAN WE, UH, DO THIS AT, AT THE SCHOOLS ESPECIALLY THAT, UM, HIGH, HIGH RATES OF NO CLASS RECLASSIFICATION PERHAPS, AND THEN, UM, TO, TO SUPPORT OR THE SCHOOLS THAT HAVE MALT COACHES OR JUNTO CENTERS OR BOTH. 
          AND, UM, AND THEN JUST LASTLY, I THINK THAT THIS, HERE, THIS DATA HERE SUPPORTS HOW MUCH WE NEED TO CONTINUE FUNDING BSAP SCHOOLS. 
          SO CAN YOU PLEASE? YEAH. 
          THANK YOU. 
          AND I WANNA HIGHLIGHT SOME OF THE KEY STRATEGIES THAT WE CALLED OUT FOR OUR ENGLISH LEARNERS. 
          REALLY THE KEY THING IS DATA INFORMED. 
          AS YOU KNOW, THE PROFILE OF AN ENGLISH LEARNER IS NOT THE SAME. 
          SO BEING ABLE TO LOOK AT WHERE THEIR GOALS ARE AND HOW TO REACH THEM, LOOKING AT TIER ONE INSTRUCTION, NOT JUST IN DESIGNATED ELD, BUT INTEGRATED ELD AND REALLY DEVELOPING THOSE KEY OBSERVATION PROTOCOLS FOR TEACHERS OF ENGLISH LEARNERS SO THAT THEY ARE KEY ON THE ELD STANDARDS AND ELA STANDARDS THAT THEY NEED TO HIT AT EACH LEVEL. 
          I'M GONNA CALL OUT, UM, TONY AGUILAR ACTUALLY TO FURTHERMORE EXPLAIN ABOUT THE JUNTOS AND THE . 
          APPRECIATE THAT PIA AND I, I SEE THAT PART ABOUT THE INSTRUCTIONAL PIECE, BUT I'M TALKING ABOUT THE OTHER PIECE, WHICH IS THE, THE HOLISTIC SUPPORT, RIGHT? FOR OUR STUDENTS. 
          YEAH, THANK YOU FOR THAT QUESTION BOARD MEMBER. 
          AND I'M GONNA CIRCLE BACK TO, I THINK WHAT YOU REFERENCED AND ALSO BOARD MEMBER SCHON REFERENCED, AND IT'S REALLY HAVING THAT OPPORTUNITY TO KIND OF CROSS OVER AND MEET TOGETHER, HEARING YOU OUT AND WHAT YOU JUST SAID IN SO FAR AS A GREAT PROGRESS AND GROWTH WITH OUR BSAP STUDENTS, THERE'S AN OPPORTUNITY AS WE ROLL OUT WITH OUR JUNTO CENTERS TO SEE WHAT'S WORKING. 
          KIND OF GOING BACK TO MAYBE EVEN THE CORRELATION CONVERSATION THAT WAS HELD EARLIER ON. 
          WHAT WE'RE SEEING IS THOSE SUPPORT SYSTEMS THAT'S ADDRESSING THE WHOLE STUDENT TO BE ABLE TO KIND OF ACCELERATE THOSE NEEDS. 
          SO I THINK THAT IS SOMETHING, UH, FOR US TO CONTINUE TO WORK ON TO MAKE SURE THAT THEY WOULD, THERE'S MORE ALIGNMENT TO START GETTING THAT TRAJECTORY GOING IN THAT SAME DIRECTION. 
          AND THEN THE MALT COACHES, ARE THEY, UM, HOW DO YOU ASSIGN THE MALT COACHES RIGHT NOW? SO CURRENTLY ON, ON, UH, ACADEMIC NEEDS, BUT HIGH EL EL COUNTS. 
          [01:15:01]
AND JUST, JUST FOR CLARIFICATION, AND MAYBE THIS MIGHT BE, UM, REFERRING, YOU MIGHT BE REFERRING TO ASSIGNMENTS, BUT WE DIDN'T HAVE ANY KIND OF CUTS LAST YEAR WHEN IT CAME TOM COACHES. 
          WHAT WE DID HAVE IS SHIFTS OF ASSIGNMENTS. 
          YES. 
          SO I THINK THAT MIGHT BE YOU'RE REFERRING TO, BUT THIS IS AN OPPORTUNITY FOR, UH, TAKING A LOOK AT OUR HIGH EL COUNTS THAT WHAT THEIR ACADEMIC NEEDS ARE TO BE ABLE TO OFFER, 'CAUSE THAT, THAT MUL SPENDS 60% OF THEIR DAY IN DIRECT INSTRUCTION WITH STUDENTS. 
          AND SO WE WANTED TO MAKE SURE IT'S VERY INTENTIONAL USING THAT DATA PIECE. 
          NO, I APPRECIATE MALL COACHES AND I THINK THEY'VE DONE A LOT FOR OUR EL STUDENTS. 
          UM, BUT YOU'RE RIGHT, IT WAS, THERE WAS A SHIFT. 
          AND SO I'M WONDERING THOUGH IF THAT HAS MADE A DIFFERENCE IN, IN OUR SCORES. 
          AND I MEAN, I DO THINK THAT IF WE HAVE A HIGH NUMBER OF EL STUDENTS, THEN WE PROBABLY NEED TO INVEST MORE IN THAT, IN THAT AREA AS WELL AS SPECIAL ED AND BSAP. 
          EXCELLENT. 
          THANK YOU  FRANKLIN. 
          THANKS. 
          I REALLY APPRECIATE MS. GREGGO DIGGING INTO THE MIDDLE SCHOOL AND THE BLACK STUDENT ACHIEVEMENT DATA, EL DATA. 
          UM, AS A PART OF THE BUDGET TRANSPARENCY RESOLUTION THAT THIS BOARD PASSED IN JUNE OF 24, WE ASKED THE DISTRICT TO CONNECT, UH, STUDENT OUTCOMES TO INVESTMENTS. 
          AND SO BUILDING ON MR. MELVIN'S QUESTION, YOU KNOW, WE DON'T NEED TO JUST LOOK AT, UM, OUTSIDE RESEARCHERS TO SAY, WELL, THIS CURRICULUM IS PROVING BLANK IN THEIR INDEPENDENT STUDIES. 
          LIKE, WE WANNA LOOK AT WHAT'S HAPPENING IN OUR DISTRICT. 
          AND I THINK WE HAVE ENOUGH PROOF POINTS THAT WE SHOULD BE ABLE TO ELEVATE SOME THINGS. 
          SO THIS LAST AUGUST IN AN INTERNAL MEETING, I ASKED THE TEAM, CAN WE JUST LOOK AT MIDDLE SCHOOLS THAT ARE DOING MORE THAN 10 PER 10 POINTS GROWTH, UM, OVER THE LAST FEW YEARS? BECAUSE THAT'S ONE OF THE, UM, KIND OF MOONSHOTS THAT WE'LL NEED TO DO IF WE WANNA BE ON TRACK TO OUR 2030 GOALS. 
          AND SO I THINK MAYBE WE'RE SURFACING A COUPLE OF INTERNAL RESEARCH QUESTIONS. 
          LIKE I'LL, I'LL BUILD ON MS. GREG'S QUESTION ABOUT BLACK STUDENTS, WHICH SCHOOLS ARE MAKING THE GREATEST GAINS WITH BLACK STUDENTS, AND WHAT ARE THEY DOING TO ACHIEVE THOSE GAINS? AND SO I GUESS MY FIRST QUESTION, AND THEN MAYBE, IF NOT AN ANSWER, A REQUEST IS TO WHAT EXTENT HAS THE TEAM KIND OF GONE A LITTLE FURTHER AN ANALYSIS OF WHERE WE'RE SEEING LARGER POCKETS OF GROWTH OR, OR, YOU KNOW, MINIMAL GROWTH, UM, AND, AND WHAT ARE WE DOING ABOUT IT? UM, SO I'LL POSE THAT TO THE TEAM AND THEN IF, IF WE HAVEN'T DONE ANY OF THAT ANALYSIS YET, UM, THEN I'LL, I'LL WELCOME UM, KIND OF THE NEXT STEPS TO, TO GET THERE. 
          YOU KNOW, OPPORTUNITIES FOR PRINCIPALS AND SCHOOL TEAMS TO SHARE BEST PRACTICES EXIST THROUGHOUT. 
          SO ONE WAYS THROUGH INSTRUCTIONAL ROUNDS, OFTENTIMES WE HAVE SCHOOL TEAMS THAT HOST OTHER SCHOOLS TO SEE HERE ARE THE GREAT PRACTICES THAT ARE HAPPENING AROUND A SPECIFIC CONTENT AREA, A SPECIFIC SUBJECT, A SPECIFIC LESSON. 
          AND ANOTHER PIECE IS LESSON LABS. 
          AS YOU SHARED EARLIER, THAT OPPORTUNITY FOR TEACHERS TO LOOK AT A LESSON TOGETHER, DELIVER THAT LESSON AND FIGURE OUT HOW YOU CAN ADJUST AND REFINE THAT HAS BEEN VERY POWERFUL. 
          AND CAN I JUST ASK, ARE YOU CHOOSING THOSE SCHOOLS OR THOSE CLASSROOMS BASED ON THEIR STUDENT OUTCOME DATA? IT VARIES PER SCHOOL. 
          REALLY LEAVE IT UP TO THE SCHOOL TEAMS TO DECIDE. 
          AND ALSO OUR DIRECTORS, HOWEVER, A MORE COORDINATED EFFORT AROUND WRITING IS NOW STARTING THIS SCHOOL YEAR, UM, WITH INSTRUCTIONAL FOCUS ON WRITING, REALLY HELPED US TO FRAME THOSE VISITS TO BE MORE SYSTEMATIC AND ALSO FOCUSED. 
          REALLY LOOKING AT THOSE STANDARDS BY GRADE LEVEL REALLY ENSURES THAT WHEN WE'RE LOOKING AT WRITING TASKS AND GOING BACK TO THE COGNITIVELY DEMANDING INSTRUCTION THAT GUIDES THE LOOK FORS FOR EACH OF THOSE CLASSES, UM, MORE WORK COULD BE DONE IN TERMS OF HOW WE SHARED THOSE BEST PRACTICES. 
          WE HAVE OPPORTUNITIES DURING PRINCIPAL MEETINGS, DURING VARIOUS DROP-IN SESSIONS THAT REALLY ENRICH THAT OPPORTUNITY. 
          ALSO, WE'RE LOOKING AT THE DATA PIECE, YOU KNOW, THE STUDENT IN, UM, THE STEM MODEL REALLY ALLOWS US TO BE STRATEGIC ON WHICH SCHOOLS WE DO ISOLATE IN ORDER TO REALLY TAP INTO BEST PRACTICES THAT THEY'VE ENCOURAGED. 
          YEAH, I WAS GONNA SAY, I DON'T KNOW THAT WE CALL THEM BEST PRACTICES IF WE'RE NOT LOOKING AT THE STUDENT OUTCOMES, RIGHT? YEAH. 
          I MEAN, BUT WE ARE LOOKING AT THOSE STUDENT ACTUALLY HELP. 
          AND MS, WAIT, DID YOU WANNA ADD IN ANYTHING? YES. 
          SO WE ARE ALSO, SO THAT'S WHAT P IS DOING WITH OUR PRINCIPALS AND OUR PRINCIPAL MEETINGS. 
          THE RESEARCH EVALUATION AND DATA TEAM IS ALSO, I, 'CAUSE WE HAD A MEETING ABOUT THIS A FEW, I GUESS A COUPLE MONTHS AGO. 
          THEY'RE ISOLATING WHERE, AND, AND THROUGH THE LANDSCAPE AS WELL, THE LANDSCAPE ANALYSIS HAS SHOWN US SOME OF THIS AS WELL. 
          SO WHAT ARE THE, THE SCHOOLS AND WHAT GRADE SPANS DO WE NEED TO FOCUS MORE ON TO PULL SOME OF THOSE BEST PRACTICES OUT? SO WE DO HAVE A, WHAT P IS DOING IS MORE CONTINUALLY, THIS IS MORE OF A SYSTEMIC SORT OF, UM, OF WHERE WE STAND NOW, SNAPSHOT OF WHAT WE SHOULD PULL OUT IN TERMS OF POCKETS OF EXCELLENCE TO TEACH, UM, OTHERS AROUND. 
          ALL OF US TEACH ALL OF US IS HOW WE'RE DOING IT. 
          SO WE ARE DOING THAT ALONGSIDE P IS WORK. 
          OKAY. 
          I LOVE THAT. 
          UM, I GUESS, UH, YOU KNOW, THIS BOARD ADOPTED I-READY, WAS IT FOUR YEARS AGO AT THIS POINT WITH A BIG ASSUMPTION THAT THE ONGOING DATA WOULD LET US, UH, PREDICT HOW WE WOULD DO AT THE END OF THE YEAR, THE MIDDLE OF THE YEAR. 
          YOU KNOW, THE, THE GROWTH FROM BEGINNING TO MIDDLE MIGHT HELP US UNDERSTAND WHERE WE WOULD BE. 
          UM, HOW DID WE DO COMPARED TO WHERE WE THOUGHT WE WOULD BE THIS YEAR BASED ON OUR MOI FROM IREADY THIS PAST YEAR. 
          [01:20:01]
WE JUST BOI AND I I, SO YEAH. 
          UM, WE'RE, YOU KNOW, WE'RE, WE HAVEN'T GOTTEN TO MOI YET, BUT, SO WE HAVE BOI THIS YEAR, NO, SORRY, LAST YEAR. 
          SO 25 26 MMOI SHOULD HAVE HELPED US PREDICT THE SBA SCORES FOR THE 26. 
          RIGHT? I, I'M SORRY. 
          SO I'M WONDERING, LIKE, DID WE MEET OUR EXPECTATIONS, EXCEED THEM? NOT QUITE. 
          UM, I, I DON'T WANNA MISSPEAK ON THAT. 
          I, I FEEL LIKE WE HAVE, WE HAVE THAT ANALYSIS AND THE CORRESPONDENCE TO WHAT THE PROJECT IREADY PROJECTED, HOW WE WOULD DO AS OF MOI AND HOW WE ACTUALLY DID I, WE HAVE THAT I CAN, WE CAN DISCUSS. 
          I DON'T HAVE THAT IN FRONT OF ME TO, TO, TO SHARE RIGHT NOW. 
          UM, BUT YES, WE CAN PROVIDE THAT. 
          OKAY. 
          LET'S SEND THAT AROUND. 
          THAT WOULD BE REALLY GREAT TO FOLLOW UP ON. 
          UM, AND THEN I GUESS MY LAST QUESTION IS, UH, HOW DO FAMILIES KNOW HOW THEIR SCHOOLS ARE DOING? THERE'S THE CALIFORNIA SCHOOLS DASHBOARD.ORG, UM, BUT DO WE HAVE ANY SORT OF, UM, DASHBOARD WHERE THEY CAN SEE THEIR INDIVIDUAL SCHOOL COMPARED TO THE DISTRICT OR THE STATE? OR WOULD WE JUST RECOMMEND THEY GO TO THE CALIFORNIA DASHBOARD WEBSITE? I, I WOULD RECOMMEND, UM, PARENTS CAN GO EITHER TO THE CALIFORNIA SCHOOL DASHBOARD, WHICH I THINK IS, IS A VERY FAMILY, UH, SOME SOMEWHAT FAMILY FRIENDLY, USER FRIENDLY INTERFACE. 
          SO YOU CAN VERY QUICKLY SEARCH A SPECIFIC SCHOOL AND IT WILL PULL UP, UH, DATA BOTH FOR THE SCHOOL AS A WHOLE AND FOR SPECIFIC STUDENT GROUPS, ASSUMING THERE'S ENOUGH STUDENTS IN THAT STUDENT GROUP AT THAT SCHOOL. 
          UM, THERE, THE, THE DASHBOARD DOES HAVE SOME NAVIGABILITY, YOU KNOW, I THINK SOME, IN SOME WAYS IT'S EASY, IN SOME WAYS IT'S OVERWHELMING. 
          I THINK THE AMOUNT OF INFORMATION THAT IT, THAT IT CAN, IT CAN PROVIDE FOR YOU. 
          UM, I, I DO THINK IF IF FAMILIES ARE, UH, ANOTHER PLACE THAT FAMILIES CAN GO IS CERTAINLY OPEN DATA FOR THAT, YOU KNOW, HOSTED BY L-A-U-S-D, WHICH THE, UM, THE, THE 25 26 DATA SHOULD BE POSTED IN THERE RIGHT NOW. 
          IF NOT, IT'S GOING TO BE THIS WEEK. 
          UM, I BELIEVE WE WERE TARGETING LAST WEEK FOR THE REFRESH OF THE, OF THE 25, 26 ASSESSMENT RESULTS IN OPEN DATA FOR LAST WEEK. 
          ELMER, IF YOU COULD JUST CONFIRM THAT IT'S THERE. 
          I THINK IT IS. 
          UM, AND, UH, BUT OPEN DATA IS, IS ALWAYS, UM, YOU KNOW, THAT'S, IT'S, IT'S, IT'S AVAILABLE. 
          EVERYTHING'S PUBLIC AND YOU CAN BREAK DOWN BY GRADE LEVEL AND BY STUDENT GROUP THERE AS WELL. 
          UM, AND THEN FINALLY, FOR IF, IF FOLKS WANT TO EVER GET INTO, REALLY GET INTO THE DATA, UM, LIKE SPREADSHEET LEVEL OF DATA, UM, CALIFORNIA DEPARTMENT OF EDUCATION HAS A RESOURCE CALLED, CALLED DATA QUEST, ONE WORD, UM, WHERE DOWNLOADABLE DATA FILES OF ALL SCHOOLS ACROSS THE STATE ARE IN THERE, INCLUDING YOUR SCHOOL IN L-A-U-S-D. 
          YOU CAN SEARCH FOR A SPECIFIC SCHOOL, YOU CAN SEARCH BY SUBJECT AREA. 
          YOU KNOW, THERE'S STUFF ON ENROLLMENT, THERE'S STUFF ON CHRONIC ABSENTEEISM. 
          THAT DATA IS A LITTLE BIT OF A LAG. 
          SO THERE'S NOT ALWAYS, UM, THERE'S NOT ALWAYS THE MOST RECENT DATA THAT YOU'LL SEE THERE. 
          BUT DATA QUEST IS ANOTHER, UM, PUBLICLY AVAILABLE RESOURCE, BUT I'D SAY THE DASHBOARD, CALIFORNIA SCHOOL DASHBOARD FIRST, MAYBE A CO-EQUAL TIE WITH OPEN DATA ON WHERE, WHERE I WOULD ADVISE FAMILIES TO GO FOR THEIR ASSESSMENT DATA. 
          AND IT LOOKS LIKE ON OPEN DATA, WE HAVE IT BY SCHOOL TYPE, COMMUNITY OF SCHOOL AFFILIATE, CHARTER MAGNET SCHOOLS, PILOT SCHOOLS. 
          SO THERE IS SOME OF, AND THE 25, 26 DATA LOOKS LIKE IT'S IN HERE. 
          YEAH. 
          OKAY. 
          GREAT. 
          THANK YOU. 
          THANKS, MS. REVA OR DR. 
          REVA. 
          AND DON'T WE HAVE, UM, PRINCIPALS INFORMING THEIR PARENTS ON HOW THE SCHOOL HAS BEEN DOING THROUGH COFFEE WITH THE PRINCIPAL OR OTHER MEETINGS THAT ARE DONE AT THE, AT THE SCHOOL CENTER? THAT'S CORRECT. 
          THAT'S CORRECT. 
          MM-HMM . 
          OKAY. 
          JUST WANTED TO MAKE SURE. 
          AND, AND WE ALSO HAVE, UM, ONE OTHER RESOURCE, UM, WITHIN THE OFFICE OF DATA AND ACCOUNTABILITY IS, OF COURSE OUR REGIONAL DATA COORDINATOR SUPER PROVIDE SERVICES TO PRINCIPALS. 
          BUT THEN THE, THE, OUR, UM, DATA CHAMPIONS INITIATIVE TEAM, OUR WHOLE WHOLE CHILD IS BECOMING INCREASINGLY THE RESOURCE THAT WE PUSH PRINCIPALS TO, TO LOOK AT HOW THEIR SCHOOL IS DOING. 
          UM, AND THERE'S, THERE'S A LOT OF PROFESSIONAL LEARNING OPPORTUNITIES FOR PRINCIPALS AND HOW TO LEVERAGE WHOLE CHILD FOR CONVERSATIONS WITH THEIR COMMUNITIES. 
          AND ON MY RIGHT SIDE, ANY QUESTIONS, MS. HANDY? I WANNA THANK MY COLLEAGUES FOR HIGHLIGHTING SOME OF THE INFORMATION THAT WE CAN PULL OUT. 
          IF WE CAN LOOK A LITTLE DEEPER, JUST AS WE ARE FACING A LOT OF DIFFERENT QUESTIONS THAT WILL COME TO US AS FAR AS OUR BLACK STUDENT PROGRAM AND OUR ETO OFFICE AND HOW THEY CAN ELEVATE WHAT THEY'RE DOING, UM, TO HELP US INFORM HOW WE CAN MOVE FORWARD. 
          UM, ONE OF THE QUESTIONS JUST FOR CLARIFICATION, BECAUSE YOU MENTIONED, AS WE WERE TALKING ABOUT WHERE DASHBOARD, THE DASHBOARD RESULTS, IT DOES INCLUDE AFFILIATED CHARTERS OR IT DOES NOT AFFILIATED CHARTERS, UH, ESSENTIALLY ARE THEIR OWN SCHOOL DISTRICT ON THE DASHBOARD. 
          SO THEY'RE, WHEN WE LOOK AT, IF YOU'RE LOOKING, IF YOU WANNA LOOK AT LA UNIFIED ON THE DASHBOARD, IT IS NOT, DOES NOT INCLUDE AFFILIATED CHARTERS IN OUR AGGREGATE, UM, NUMBERS. 
          IT'S, UH, AND IT DOESN'T INCLUDE AFFILIATE INDEPENDENT CHARTERS EITHER. 
          NOW AFFILIATED CHARTERS ARE ON THERE AS, BUT IT'S JUST, YOU CAN LOOK THEM UP. 
          SO YOU CAN LOOK UP, YOU KNOW, NOBEL CHARTER, UM, OR PALISADES CHARTER, OR WELL, THAT'S AN INDEPENDENT, BUT YOU, YOU, YOU KNOW, THEY'LL, THEY'LL BE ON THERE AS A SCHOOL REPORT. 
          UM, ANY SCHOOL IS ON THERE AS THEIR OWN SCHOOL REPORT. 
          BUT AFFILIATED CHARTERS DO NOT ROLL UP INTO OUR DISTRICT WIDE AVERAGE. 
          SO, SO BOARD MEMBER, WHAT YOU SEE IN TODAY'S PRESENTATION DOES NOT INCLUDE AFFILIATED CHARTERS. 
          CORRECT. 
          [01:25:01]
AND WE ARE LOOKING AT THEM THOUGH, BECAUSE WE GOVERN OVER THEM. 
          IS THERE A POSSIBILITY TO ADD, SO WE'RE LOOKING AT APPLES TO APPLES KIND OF THING 'CAUSE IT SEEMS LIKE WE'RE PULLING OUT, PUSHING IN, PUTTING OUT, AND THEN IT KIND OF CONFUSES US WHEN WE LOOK AT OUR DATA. 
          DOES THAT CHANGE OUR DATA? DOES IT INCREASE IT, DOES IT DECREASE IT? HOW DO WE INFLUENCE THAT? YEAH, WELL, UH, SO WE, WE ACTUALLY, WE, WE DID A KIND OF BACK OF THE ENVELOPE CALCULATION ON IF WE WERE TO HAVE OUR DASHBOARD REDONE WITH AFFILIATED CHARTERS ADDED IN, UH, WHICH IS JUST OUR OWN KIND OF ESTIMATE OF, YOU KNOW, SO WE KNOW WE'VE GOT, HERE'S OUR NUMBERS, HERE'S ALL THE AFFILIATED CHARTERS, KIND OF DO A WEIGHTED AVERAGE OF WHAT OUR ACHIEVEMENT IS WITH THEM IN THERE AND WHAT WE THINK THE COLORS WOULD LOOK LIKE IF THEY WERE WITH US AND FROM WHAT WE JUST DID. 
          UM, THE, THE COLORS DO NOT CHANGE, AT LEAST NOT FOR THIS YEAR, FOR US. 
          NOW, THE, THE NOW THOSE COLORS ARE BASED ON AN UNDERLYING HOW OUR PERFORMANCE IS. 
          YOU KNOW, THIS YEAR, THE PERFORMANCE THIS YEAR FOR A LOT OF THOSE METRICS DOES IMPROVE. 
          LIKE OUR, OUR AVERAGE DISTANCE FROM PROFICIENCY GETS BETTER. 
          BUT REMEMBER, THE DASHBOARD COLORS ARE BASED NOT ONLY ON THAT YEAR'S PERFORMANCE, BUT CHANGE OVER TIME CHANGE FROM PRIOR YEAR. 
          AND SO WHEN WE BRING IN AFFILIATED CHARTERS, OUR, OUR PERFORMANCE PROFILE ON, YOU KNOW, IMPROVES. 
          BUT THE, THE YEAR OVER YEAR CHANGE IS PRETTY, PRETTY MUCH THE SAME, IF THAT MAKES SENSE. 
          SO LIKE, SO YEAR OVER YEAR, UM, THE RATE OF IMPROVEMENT IS ABOUT, YOU KNOW, LET'S SAY PLUS TWO POINTS, WHETHER AFFILIATED ARE IN THERE OR NOT. 
          'CAUSE THEY'RE, THEY'RE HIGHER PRIOR YEAR AND THE NEW YEAR. 
          AND SO LIKE PARALLEL TRENDS, IF YOU WILL. 
          SO, SO WE DID THE ESTIMATE, WE LOOKED AT, THEN WE LOOKED AT THE STATE, THE FIVE BY FIVE MATRICES AT THE STATE DOES TO DETERMINE WHICH COLOR YOU ARE. 
          AND FOR ALL EIGHT THIS YEAR AT LEAST, UH, THERE, THERE WAS NO CHANGE IN COLOR. 
          UH, BUT THE UNDERLYING KIND OF AVERAGE NUMBER, UM, DID IMPROVE. 
          AND I'M SORRY. 
          NO, NO, NO. 
          AND I, AND I JUST WANTED TO HIGHLIGHT 'CAUSE I THINK THE MORE WE CAN LEARN FROM OTHERS, AND I MEAN, I, I, LOOKING AT COMPTON, I'M LIKE, THEY'RE IN OUR BACKYARD NOT TOO FAR AWAY JUST TO FIGURE OUT WHAT IT IS. 
          AND TO NICK'S POINT, YOU KNOW, I MEAN, IT, IT LOOKS GREAT TO SEE ALL, ALL THE GREEN AND WHAT IS IT THAT THEY'RE DOING THAT WE CAN ADOPT, WHETHER IT'S A BEST PRACTICE, WHETHER IT'S CURRICULUM THAT'S BEING USED, UM, THAT WE CAN IMPLEMENT HERE, NOT TOO FAR AWAY. 
          SO I THINK THE MORE THAT WE CAN LEARN FROM THOSE AROUND US, UM, THE BETTER WE ARE OFF. 
          UM, AND WITH OUR FOSTER CARE. 
          'CAUSE I KNOW WE DIDN'T TALK A LOT ABOUT THAT, BUT I KNOW WE TALK ABOUT PSAS WORKING WITH THAT POPULATION. 
          CAN WE HIGHLIGHT EXACTLY, UH, ALL OF OUR FOSTER STUDENTS? DO WE HAVE ACCESS TO PSAS OR DO THEY NOT? AND IF THEY DON'T, WHAT IS THEIR RECOURSE? YES. 
          ALL OF OUR FOSTER YOUTH, OR ALL OF OUR FOSTER STUDENTS HAVE ACCESS TO THOSE SPECIALIZED, UM, PSA COUNSELORS. 
          AND I'M GONNA BRING UP DENISE MIRANDA WHO CAN EXPAND FURTHERMORE ON THE SERVICES THAT THEY PROVIDE. 
          GOOD MORNING BOARD MEMBERS. 
          SO YES, ALL OF OUR STUDENTS IN FOSTER CARE HAVE AN ASSIGNED SPECIALIZED STUDENT SERVICES COUNSELOR THAT PROVIDES THE INTENSIVE CASE MANAGEMENT FOR THOSE STUDENTS. 
          SO MOST LIKELY THEY ARE, UM, WORKING WITH THE STUDENTS TO ENSURE THAT THEY ARE NUMBER ONE, ATTENDING. 
          UM, AND THEN SECONDLY, MONITORING THEIR ACADEMIC PROGRESS. 
          AND OFTENTIMES WHAT OUR SSS COUNSELORS WILL DO, WE'LL CONNECT STUDENTS TO THE SERVICES AS MENTIONED, EITHER TUTORING, THEY MAY CONNECT THEM WITH, UH, A SCHOOL COUNSELOR TO ENSURE THAT THE STUDENT MAY QUALIFY FOR A GRADUATION EXEMPTION. 
          UM, OFTENTIMES IT'S JUST IDENTIFYING THE EDUCATIONAL RIGHTS HOLDER TO ENSURE THAT WE HAVE THE AVAILABLE TRANSCRIPTS, IEPS, TO MAKE SURE THAT STUDENTS ARE IN THE APPROPRIATE CLASSES AND ABLE TO SUCCEED ACADEMICALLY. 
          HOW MANY STUDENTS DO WE HAVE CURRENTLY NOW, IN OUR FOSTER CARE CURRENTLY, UH, ANY GIVEN POINT OF TIME FOR THIS SCHOOL YEAR, WE HAVE, UH, ABOUT 3000 STUDENTS IN FOSTER CARE. 
          AND SO, I MEAN, AS WE LOOK AT THESE SPECIALIZED POPULATIONS, ARE WE ABLE TO, TO HIGHLIGHT THE THINGS THAT ARE CONNECTING WITH THESE STUDENTS TO SEE THE IMPROVEMENT, WHETHER IT'S STABILIZING THEIR HOUSING OR, YOU KNOW, WHETHER IT'S, YOU KNOW, THE PARENTAL ADVISOR. 
          DO WE SEE TRENDS OF THOSE WHERE THOSE STUDENTS ARE PRODUCING OR PRO UH, PERFORMING A LOT BETTER? SO BOTH OF OUR STUDENTS IN FOSTER CARE AND STUDENTS EXPERIENCING HOMELESSNESS OVER THE LAST FEW YEARS HAVE, UM, IMPROVED BOTH ACADEMICALLY AND, UH, MOST RECENTLY IN THEIR RATES OF DECREASING RATES OF CHRONIC ABSENTEEISM. 
          WHAT WE'VE NOTED IS THE ONE-ON-ONE CONNECTION THAT THESE SSS COUNSELORS OR EVEN OUR A THROUGH G COUNSELORS HAVE WITH THE STUDENTS BUILDING THAT RELATIONSHIP TO ENSURE THAT STUDENTS ARE, AGAIN, NUMBER ONE, ATTENDING. 
          THAT'S THE, THE, THE CRITICAL PIECE THAT WE'RE SEEING. 
          ONCE THEY'RE IN SEAT AND ATTENDING. 
          IF THEY HAVE A CONNECTION WITH A CARING ADULT, THEY'RE MORE LIKELY TO PERFORM BETTER ACADEMICALLY. 
          AND JUST FOR CLARIFICATION, ARE FOSTER STUDENT AND UNHOUSED, ARE THEY 
          [01:30:01]
THE SAME POPULATION? OR WHAT IS THE NUMBER OF DIFFERENCE? SO, UH, CURRENTLY OUR STUDENTS EXPERIENCING HOMELESSNESS, WE HAVE CLOSE TO ABOUT, UM, 11, JUST UNDER 11, UNDER 11,000, UM, STUDENTS, UH, WIRELESS STUDENT IN FOSTER CARE COULD POTENTIALLY BE EXPERIENCING HOMELESSNESS. 
          FOR EXAMPLE, MAYBE THE FAMILY IS IN A DOMESTIC VIOLENT SHELTER. 
          UM, WE TEND TO HAVE THOSE TWO POPULATIONS SEPARATE. 
          UM, ALTHOUGH THE SPECIALIZED STUDENT SERVICE COUNSELOR IS SUPPORTING BOTH OF THOSE POPULATIONS. 
          OKAY. 
          UM, AGAIN, AND I, I DO APPRECIATE US BEING ABLE TO FIND THE DATA OR LOOK AT THE DATA AS MENTIONED. 
          AND THANK YOU FOR THAT. 
          UM, JUST HIGHLIGHTING FOR OUR FOSTER YOUTH. 
          'CAUSE I KNOW THAT WAS AN AREA THAT OFTEN COMES TO ME AS TO WHAT ARE WE DOING FOR OUR FOSTER STUDENTS TO BE ABLE TO ACHIEVE. 
          SO APPRECIATE THAT. 
          UH, AS WE LOOK AT OUR ETO AND OUR TIER ONE SCHOOLS AT BSAP, ARE WE ABLE TO, TO THAT REQUEST HERE, PULL THAT OUT, WILL WE BE ABLE TO DO THAT? WILL WE ABLE TO LOOK AT THOSE NUMBERS TO SEE WHAT'S EFFECTIVE, WHAT'S NOT EFFECTIVE, BASED ON THE RESOURCES THAT WE'VE ALREADY GIVEN TO THOSE, UH, TIERS OF, UH, LEVELS ONE, TWO, OR THREE? SO THAT'S A REQUEST IF, YOU KNOW, WE CAN DO THAT. 
          AND JUST, JUST NOTING THAT TO THAT I'M HEARING IT RIGHT. 
          SO JUST BREAKING DOWN STUDENT PERFORMANCE AND PROGRESS, UM, UH, BY TIER, ESSENTIALLY. 
          YES. 
          YEAH, CORRECT. 
          CERTAINLY REALLY, BECAUSE I KNOW ONCE THEY'VE ACHIEVED ONE LEVEL, THEN THAT KIND OF, THOSE SCAFFOLDS ARE REMOVED FROM THEM. 
          SO WANTING TO SEE IF IT'S CONSISTENT, IF ONCE IT'S REMOVED, WHERE ARE THEY GOING? 'CAUSE WE NEED TO LOOK AT IT TO SEE IF IT'S WORKING AND NOT WORKING. 
          SO THAT WOULD BE HELPFUL. 
          UM, LET'S SEE, WHAT ELSE? I THINK I HAVE ONE OTHER QUESTION, AND AGAIN, TO ALL MY COLLEAGUES WHO HAVE ASKED, YOU KNOW, JUST FOR SPECIFICITY HAS BEEN HELPFUL. 
          UM, AND I THINK THAT'S IT THAT I HAVE. 
          THANK YOU. 
          UM, I WILL PASS IT ON TO MS. KELLY EZ. 
          SHE'S, UM, HERE WITH US REMOTELY. 
          MS. EZ. 
          THANK YOU, DR. RIVAS. 
          UM, THANK YOU FOR THE PRESENTATION AND OF COURSE WANT TO JUST, UH, BEGIN BY THANKING AND APPRECIATING ALL OF OUR EDUCATOR SCHOOL STAFF PRINCIPALS, UM, WHO HELP MAKE THESE RESULTS POSSIBLE. 
          I THINK WE CONTINUE TO CHANGE THE NARRATIVE AROUND LA UNIFIED AND PUBLIC SCHOOLS AND DEMONSTRATING THIS TYPE OF PROGRESS AND THE LEVELS OF ACHIEVEMENT THAT WE KNOW THAT OUR BRILLIANT KIDS ARE CAPABLE OF. 
          AND, UM, EXCITED, UH, TO SEE PARTICULAR GROWTH FOR OUR BLACK STUDENTS, OUR STUDENTS WITH DISABILITIES, ET CETERA. 
          UM, I ALSO APPRECIATE THE CONVERSATION AMONGST BOARD MEMBERS. 
          MY FIRST QUESTIONS WERE AROUND LIKE OUR BUDGETARY INVESTMENTS AND HOW THEY CONNECT TO, TO THE STUDENT OUTCOMES WE'RE SEEING. 
          SO I'M NOT GONNA TREAD THAT GROUND, BUT I APPRECIATE AND ECHO THE QUESTIONS. 
          UH, FOR FUTURE STUDY THAT THEY RAISED, UM, I WANTED TO HIGHLIGHT SPECIFICALLY OUR, OUR FEP STUDENTS, OUR RECLASSIFIED, UM, ENGLISH LEARNER STUDENTS. 
          I THINK THAT, UH, YOU KNOW, THERE WERE SOME QUESTIONS ABOUT ENGLISH LEARNERS, AND I WANNA REMIND, UM, YOU KNOW, EVERYONE THAT YOU KNOW, WHEN YOU ARE AN ENGLISH LEARNER, OBVIOUSLY THE GOAL IS YOU DON'T REMAIN IN THAT CATEGORY FOREVER. 
          OUR INTENTION IS FOR OUR STUDENTS TO DEVELOP THAT LANGUAGE PROFICIENCY AND TO RECLASSIFY. 
          AND THE FACT THAT OUR R FEP STUDENTS ARE OUTPERFORMING ALL STUDENTS WHEN IT COMES, ESPECIALLY TO ENGLISH, BUT ALSO TO MATH, I THINK IS A HUGE POINT OF SUCCESS AND SOMETHING THAT WE SHOULD ATTRIBUTE TO, TO THE INVESTMENTS THAT WE'RE MAKING, UM, LIKE IN THINGS LIKE OUR MAMMALS AND OTHER SUPPORTS THAT ARE DIRECTLY AT OUR SCHOOL SITES. 
          UM, SO I JUST WANTED TO, TO NOTE THAT, UM, IN TERMS OF OUR ENGLISH LEARNERS, WE DIDN'T TALK TOO MUCH ABOUT IT, BUT I DID KNOW LIKE THE SCIENCE LEVEL THAT THEY'RE AT IS MAYBE LIKE NOT QUITE MAKING THE TYPE OF PROGRESS THAT WE'RE SEEING IN ENGLISH AND MATH. 
          MAYBE THAT'S ATTRIBUTABLE TO THE FACT THAT THIS IS A NEWER ASSESSMENT. 
          UM, AND OBVIOUSLY AS A FORMER SCIENCE TEACHER MYSELF, I KNOW THAT THERE'S A LOT OF ACADEMIC LANGUAGE THAT'S BAKED INTO SCIENCE, WHICH, WHICH CAN BE CHALLENGING FOR ALL STUDENTS. 
          SO JUST CURIOUS IF THAT IS AN AREA OF FOCUS THAT WE MIGHT BE ABLE TO LEAN INTO A LITTLE BIT TO ENSURE THAT, UM, OUR MULTILINGUAL LEARNERS ARE ACHIEVING IN SCIENCE AS WELL AS THEY ARE IN OTHER SUBJECT AREAS. 
          UM, AND THANK YOU MS. GONI. 
          YES, ABSOLUTELY. 
          AS I SHARED EARLIER, WRITING IS THE FOCUS NOT JUST IN ELA, BUT ACROSS ALL CONTENT AREAS. 
          AND BY ENSURING THAT STUDENTS ARE ENGAGED IN QUICK WRITES FROM, YOU KNOW, PROCESS PIECE, ALL THE WAY TO ON-DEMAND WRITING REALLY ENSURES THAT THAT ACADEMIC LANGUAGE IS INFUSED NOT JUST DURING DESIGNATED ELD, BUT ALSO DURING INTEGRATED ELD. 
          THANK YOU. 
          THAT'S HELPFUL. 
          UM, I ALSO WANNA KNOW, I APPRECIATE, UH, BOARD MEMBER HENNY NEW BILL'S QUESTIONS ABOUT OUR, OUR STUDENTS AND FOSTER CARE. 
          UM, I THINK THAT BOTH WITH OUR STUDENTS IN FOSTER CARE AND WITH OUR MULTILINGUAL LEARNERS, WE'RE SEEING PROGRESS THANKS TO CENTRALIZED INVESTMENTS AND STAFF THAT ARE DIRECTLY SUPPORTING THOSE STUDENTS LIKE THE MAAL NEWCOMER AIDES, UM, 
          [01:35:01]
OUR PSAS, OUR SSS COUNSELORS WHO ARE DIRECTLY SUPPORTING OUR KIDDOS IN FOSTER CARE. 
          AND IT IS THE REALITY THAT THOSE ARE CENTRAL PROGRAMS. AND SO AS WE ARE ANTICIPATING A SECOND SUSTAINED YEAR OF CENTRAL OFFICE REDUCTIONS, YOU KNOW, OBVIOUSLY WE HAVE A NEED TO MAKE REDUCTIONS THAT IS NOT AVOIDABLE IN ANY WAY. 
          HOWEVER, AS MUCH AS WE CAN, PROTECTING THE STAFF THAT ARE DIRECTLY SUPPORTING SOME OF OUR MOST VULNERABLE STUDENTS IS CRITICAL. 
          ESPECIALLY WHEN YOU THINK ABOUT THESE AREAS WHERE WE ARE MAKING THAT TYPE OF PROGRESS. 
          UM, THE THOUGHT OF LOSING, YOU KNOW, SOME OF THESE COUNSELORS OR THEM HAVING MUCH HIGHER CASELOADS, FOR EXAMPLE, WHEN DEALING WITH VERY COMPLEX ISSUES AND KIDDOS WHO ARE DEALING WITH A LOT OF TRAUMA, UM, AT HOME, THAT THAT CAN BE HIGHLY IMPACTFUL. 
          SO, UM, I JUST LIFTING MY VOICE THAT AS WE LOOK TO THE IMPLEMENTATION OF THOSE CENTRAL OFFICE REDUCTIONS, THAT WE REALLY TAKE A PROTECTIVE APPROACH WHEN IT COMES TO PROGRAMS LIKE THIS, UM, BECAUSE WE CAN SEE THAT THEY ARE BEARING FRUIT IN, IN THESE RESULTS AND PROVIDING REALLY ESSENTIAL SUPPORTS TO OUR STUDENTS. 
          UM, ON THE ISSUE OF AFFILIATED CHARTERS AND, AND ALSO OTHER SCHOOL TYPES, I THINK IT WOULD BE HELPFUL TO HAVE THAT ANALYSIS. 
          I WOULD LOVE, I KNOW WE'RE NOT DOING RCTS, UM, BUT LIKE, I THINK IT'S IMPORTANT TO CONTROL FOR, UH, THE IMPACTS OF POVERTY, FOR EXAMPLE, YOU KNOW, IF THERE'S A TYPE OF SCHOOL THAT TENDS TO BE IN CERTAIN MORE AFFLUENT AREAS, WE JUST WOULD WANNA MAKE SURE WE'RE COMPARING AGAINST SIMILAR SCHOOLS. 
          SO I DON'T KNOW IF THAT'S SOMETHING THAT WE HAVE THE CAPABILITY TO DO IN OUR ANALYSIS. 
          UM, BUT JUST WANTED TO RAISE THAT. 
          YEAH. 
          UM, NOTED. 
          AND, AND I THINK WHENEVER POSSIBLE, LIKE YES, OF COURSE WE CAN'T DO RCTS FOR EVERYTHING. 
          AND, AND I THINK THERE ARE SCENARIOS WHERE WE LOOK AT, YOU KNOW, STUDENT PROGRESS AND PERFORMANCE COMPARED TO PEERS, RIGHT? AND SO, YOU KNOW, WE HAVE THE IDENTIFICATION MODEL THAT WE USE TO DETERMINE WHO OUR PRIORITY SCHOOLS ARE, AND THAT IS BASED ON A GROWTH MODEL FOLLOWING THE STATE'S GROWTH GROWTH MODEL THAT IS, THAT IS LOOKING AT STUDENT PERFORMANCE, YOU KNOW, RELATIVE TO SIMILARLY PERFORMING PEERS AND PRIOR YEARS, THAT DOES NOT CONTROL FOR POVERTY. 
          IN THAT CASE. 
          IT'S LOOKING AT, YOU KNOW, LIKE YOUR PEERS ARE CONSIDERED THOSE WHO PERFORMED LIKE YOU THE PRIOR YEAR. 
          SO THAT'S ONE EXAMPLE ACTUALLY WHERE WE DON'T DO IT. 
          THAT BEING SAID, CERTAINLY IN, IN ACROSS ANALYSES, WE, WE DO BREAKDOWNS BY, BY, UM, BY, BY SENDING TIER WHEN POSSIBLE. 
          SO, YOU KNOW, WE USE THE SEMI TIERING NOT JUST AS A RESOURCE ALLOCATION MECHANISM, BUT ALSO A WAY OF DISAGGREGATING SCHOOLS BASED ON DEMOGRAPHIC CHARACTERISTICS. 
          AND SO THAT'S OFTEN A, A PIECE THAT WE DO. 
          UM, AND YOU KNOW, I THINK THERE, THERE CAN BE CERTAINLY MORE EXAMPLES WHERE WE LOOK AT PROGRESS BY, BY THAT, UM, YOU KNOW, THE, THE, THE ONE, THE ONE CONSTRAINT I THINK THAT WE HAVE SOMETIMES WITH OUR, THE, THE, YOU KNOW, SOCIOECONOMICALLY DISADVANTAGED OR LOW INCOME FLAG THAT, THAT WE USE, THAT WE BRING IN FROM THE STATE. 
          IT'S VERY, IT'S A VERY COURSE SIMPLISTIC METRIC. 
          YOU KNOW, 80% OF OUR STUDENTS ARE IN THAT. 
          AND SO IT DOESN'T CAPTURE PERHAPS ALL OF THE VARIATION THAT WE SHOULD WHEN, YOU KNOW, SO MANY SCHOOLS ARE GONNA BE CONSIDERED HIGH POVERTY SCHOOLS OR, YOU KNOW, SOCIOECONOMICALLY DISADVANTAGED SCHOOLS. 
          AND SO, SO THERE, THERE, YOU KNOW, THERE IS SOME INTEREST IN LOOKING AT A MORE NUANCED OR, OR CONTINUE LIKE A SPECTRUM OF, OF THAT BASED ON DIFFERENT, DIFFERENT CHARACTERISTICS THAT WE CAN DERIVE FROM THE CENSUS DATA. 
          NOT SO, YOU KNOW, WE, WE ONLY KNOW WHAT WE KNOW FROM FAMILIES, UH, UH, THAT, YOU KNOW, WE'RE NOT GONNA ASK ABOUT OTHER ASPECTS OF THEIR SOCIOECONOMIC SITUATION BEYOND WHAT WE DO FOR THE HOUSEHOLD INCOME FORM. 
          THAT DATA IS COLLECTED FOR A SPECIFIC PURPOSE THAT WE CAN'T REALLY USE FOR OTHER REPORTING. 
          UM, AND SO ALL THAT TO SAY, BASED ON CENSUS DATA, WE CAN LOOK AT MORE, A MORE NUANCED WAY OF, OF, UM, NEIGHBORHOOD CONDITIONS WHERE FAMILIES LIVE OR WHERE THE SCHOOLS ARE LOCATED THAT WE COULD BREAK DOWN POTENTIALLY AND DO SOME REPORTING. 
          YEAH. 
          THANK YOU SO MUCH FOR THAT VERY COMPREHENSIVE ANSWER. 
          AND I THINK THAT SOUNDS GREAT. 
          AND WE EVEN KNOW, LIKE, YOU KNOW, TITLE ONE VERSUS NON-TITLE ONE SCHOOLS, LIKE THERE'S A GREAT VARIATION IN LIKE A SCHOOL THAT JUST BARELY QUALIFIES WITH MAYBE LESS THAN 50% OF THEIR, UH, KIDDOS LIVING IN POVERTY VERSUS A SCHOOL THAT'S 80% AND ABOVE, FOR EXAMPLE. 
          SO UNDERSTANDING THOSE NUANCES, I THINK IT IS REALLY ABOUT ISOLATING, AND AGAIN, I KNOW WE CAN'T GET TO CAUSALITY, BUT ISOLATING KIND OF WHAT IS THE IMPACT OF, LIKE IF IT'S A GOVERNANCE MODEL, HOW, HOW DOES THAT IMPACT A SIMILARLY SITUATED SCHOOL VERSUS ONE THAT HAS A MORE TRADITIONAL DISTRICT STRUCTURE? UM, AND THEN JUST ONE MORE ITEM FOR THE FURTHER ANALYSIS, WELL, I GUESS IT'S TWO. 
          ONE IS IF WE COULD TAKE A LOOK AT GIFTED STUDENTS, I'M INTERESTED IN THAT. 
          I THINK THAT, UM, UNDERSTANDING, I KNOW THIS IS AN AREA OF INVESTMENT WHERE WE'RE KIND OF GROWING OPPORTUNITIES FOR GIFTED STUDENTS, PARTICULARLY IN TRADITIONALLY UNDERSERVED COMMUNITIES LIKE MINE. 
          UM, IN BOARD DISTRICT SIX, I'D LOVE TO UNDERSTAND HOW OUR GIFTED STUDENTS ARE PERFORMING, BOTH THOSE IN GIFTED PROGRAMS SPECIFICALLY, AND THEN THOSE WHO ARE IN MORE TRADITIONAL ENVIRONMENTS, AND THEN UNDERSTANDING ACROSS DEMOGRAPHICS AS WELL. 
          UM, AND THEN THE LAST THING I NOTE IS JUST THE IMPACTS OF EARLY EDUCATION. 
          UM, THERE WAS A STUDY THAT CAME OUT LAST WEEK, I BELIEVE, UM, 
          [01:40:01]
THAT DEMONSTR, THIS IS FROM THE FIRST IMPLEMENTATION OF TK, BUT THAT DEMONSTRATED THAT CHILDREN WHO PARTICIPATED IN THE CALIFORNIA STATE PRESCHOOL PROGRAM AND IN TK, UM, WERE ON AVERAGE, I THINK 11 MONTHS AHEAD IN READING AND EIGHT MONTHS AHEAD IN MATH. 
          AND THOSE RESULTS ARE ACTUALLY EVEN BETTER FOR LOW INCOME, UM, FAMILIES, ESPECIALLY THOSE THAT SPEAK A LANGUAGE OTHER THAN ENGLISH. 
          AND THAT WAS FROM A MORE RESTRICTED SET OF EARLY EDUCATION PROGRAMS. UM, THIS CLASS OF THIRD GRADERS, THIS CURRENT YEAR, I BELIEVE IS THE TK CLASS FROM WHEN WE EXPANDED TO UNIVERSAL TK INITIALLY. 
          SO IT WOULD BE REALLY INTERESTING TO SEE WHETHER WE SEE AN EVEN GREATER EFFECTS, UM, IN TERMS OF HOW THOSE THIRD GRADERS PERFORM IN THIS YEAR'S SPAC. 
          UM, AND WE ALSO KNOW THAT WE ARE STRATEGICALLY INVESTING IN NOT JUST TK, NOT JUST CALIFORNIA STATE PRESCHOOL PROGRAMS, BUT ALSO OUR EARLY EDUCATION CENTERS, WHICH SERVICE KIDDOS AS YOUNG AS TWO YEARS OLD. 
          UM, SO, AND THEY ARE ALSO WORKING REALLY CLOSELY, YOU KNOW, THEY'RE IMPLEMENTING THE SCIENCE OF READING, UH, YOU KNOW, PHONEMIC AWARENESS WORK IN THOSE EARLY YEARS, NUMERACY, ET CETERA. 
          SO IT WOULD BE GREAT TO BE ABLE TO DEMONSTRATE HOW THOSE IMPACTS, UM, PREPARE NOT JUST OUR STUDENTS FOR KINDERGARTEN, BUT THOSE, UH, GAINS ARE SUSTAINED THROUGHOUT ELEMENTARY SCHOOL AND AND BEYOND. 
          THAT'S ALL FOR ME. 
          YES. 
          MR. SCHON, BEFORE WE, UH, FINISH UP, I HA I HAVE TO SAY A WORD FOR SOCIAL STUDIES. 
          YOU KNOW, AFTER MANY YEARS, I, I BELIEVE THAT IF YOU DON'T TEST AN AREA, PEOPLE DON'T THINK IT'S IMPORTANT. 
          AND I THINK SOCIAL STUDIES IS VERY IMPORTANT. 
          DO YOU SEE A TIME IN THE FUTURE WHEN SOCIAL STUDIES, I KNOW YOU'RE NOT A MIND READER IN THE FUTURE WHEN SOCIAL STUDIES MAY BE TESTED? ANY IDEA? HAVE YOU HEARD ANYTHING? YEAH, THAT'S A SHAME. 
          THAT'S A SHAME. 
          AND I'M GONNA STAND BY MY IDEA THAT IF YOU DON'T TEST IT, PEOPLE THINK IT'S NOT AS IMPORTANT. 
          WHEN I WAS A PRINCIPAL AT COCHRANE AND VISITING SCHOOLS, SIXTH GRADE HAD OUR WORLD AND ENGLISH SIX, AND I WENT TO VISIT THE CLASSROOM TO OBSERVE, AND I LOOKED AT MY SCHEDULE AND IT SAID, OUR WORLD SOCIAL STUDIES, BUT THE KIDS WERE DOING ENGLISH. 
          AND I SAID TO THE TEACHER, WHY ARE YOU DOING ENGLISH INSTEAD OF OUR WORLD? WELL, YOU KNOW, ENGLISH IS TESTED. 
          HE TOLD ME ENGLISH IS TESTED. 
          I SAID, AND YES, THAT'S TRUE. 
          THAT IS TRUE. 
          BUT WHAT ABOUT FOLLOWING THE CURRICULUM THAT THE BOARD OF EDUCATION HAS GIVEN YOU IN THIS PERIOD IS OUR WORLD. 
          AND AFTER I TALKED TO THE KIDS, I DON'T THINK THEY EVER HAD OUR WORLD AS PART OF THEIR, UM, CURRICULUM. 
          IT'S VERY BAD. 
          SO, SO MY FAMOUS WORDS ARE, IF YOU DON'T TEST IT, PEOPLE DON'T THINK IT'S IMPORTANT. 
          SO I JUST WANT TO ADD THAT. 
          OKAY. 
          THANK YOU. 
          THANK YOU. 
          I DO HAVE ONE LAST QUESTION BEFORE WE MOVE ON TO OUR NEXT PRESENTATION. 
          JUST WANTED TO DIVE A LITTLE BIT MORE ON THE CHRONIC TISM, UH, WANTING TO KNOW IF YOU CAN SHARE WITH US, UM, THE BARRIERS DRIVING PERSISTENT ABSENCES, WHICH COULD POSSIBLY INCLUDE TRANSPORTATION, HOUSING INSTABILITY OR FEAR RELATED TO IMMIGRATION ENFORCEMENT, AND HOW ARE SCHOOLS CONNECTING FAMILIES TO SUPPORT, AND HOW WILL WE MEASURE WHETHER THESE EFFORTS HAVE IMPROVED ATTENDANCE? I KNOW THERE'S, I ATTEND YES. 
          AND WE HAVE OUR PSA COUNSELORS, BUT IF YOU CAN SHARE A LITTLE BIT MORE ON THAT. 
          SURE. 
          AND REALLY WE'RE LOOKING AT THE SAME THING, A MULTI-TIERED APPROACH WHEN WE'RE TACKLING AND LOOKING AT ATTENDANCE. 
          IT IS EVERYONE'S FOCUS AREA DOWN FROM THE CLASSROOM TO THE SCHOOL LEADERS, TO THE DISTRICT OFFICES TO MAKE SURE THAT EVERY STUDENT SHOWS UP EVERY SINGLE DAY. 
          ONE OF THE KEY THINGS THAT WE'VE DONE IS REALLY MAKING SURE THAT PRINCIPALS AND TEACHERS HAVE TOOLKITS THAT HELPS THEM DEVELOP THOSE CLEAR STRATEGIES TO ENSURE THAT STUDENTS COME TO SCHOOL EVERY DAY. 
          WE'VE ALSO MADE SURE THAT THAT INTENSE CASE MANAGEMENT FOR THOSE STUDENTS WHO NEED THAT EXTRA SUPPORT ALLOWS THE SCHOOL TEAMS TO MOBILIZE EVERYONE AROUND THAT, WHETHER IT'S HOSTING AN SSPT MEETING, TO REALLY HAVING CONVERSATIONS WITH THE PARENTS. 
          I KNOW, UM, MR. SPICER ALSO HAS ADDITIONAL RESOURCES THAT HE'S PUSHED OUT AS WELL TO OUR SCHOOL TEAMS. YEAH, BOTH THE CENTRAL OFFICES AND THE REGION OFFICES HAVE BEEN VERY INTENTIONAL AROUND PROVIDING SUPPORTS TO THE SCHOOLS, ALL HANDS ON DECK. 
          WE'RE DOING, UH, HOME VISITS MORE SO THAN WE'VE EVER DONE BEFORE, UH, THOSE PHONE BANKING TO MAKE SURE THAT, UH, WE'RE GETTING IN CONTACT WITH THOSE FAMILIES, WITH THOSE, UH, STUDENTS THAT THEY, IN THAT THEY UNDERSTAND THE IMPORTANCE OF GOOD ATTENDANCE, BUT ALSO MOST IMPORTANTLY, CREATING THESE ENVIRONMENTS OF THE CULTURE AT THE SCHOOL WHERE STUDENTS DO NOT WANT TO MISS, ESPECIALLY THOSE INCENTIVES. 
          OUR, OUR STUDENTS LOVE THE INCENTIVES OR, OR, YOU KNOW, ELEMENTARY . 
          OKAY. 
          OKAY. 
          HIGH SCHOOL TWO. 
          I'M HEARING HIGH SCHOOL TWO LOVES IT TOO. 
          I'M SORRY, , I JUST WANNA 
          [01:45:01]
ADD A QUICK PIVOT, FOLLOW UP TO A QUESTION FROM BOARD MEMBER ORTIZ FRANKLIN, IF I MAY, ON THE GRADUATION RATE, THIS WILL, WE ARE GONNA BE RELEASING A NEW, A NEW BOARD INFORMATIVE LATER THIS WEEK, IS THE PLAN ON OUR GRADUATION PROGRESS, INCLUDING A TO G. 
          UM, SEE, YOU'RE BETTER. 
          AND SO JUST, JUST, SO LAST YEAR WE WERE AROUND 58.4 FOR, UM, GRADUATES, UM, EARNING, YOU KNOW, SEE YOU BETTER IN ALL THEIR A THROUGH G REQUIREMENTS FOR U-C-C-S-U. 
          THIS, THIS YEAR WE'RE OVER 60%, WE'RE AT 60.5, SO WE'RE GOOD NEWS. 
          THAT'S REALLY GREAT AND BAD NEWS FROM MY END. 
          I MISSPOKE AND SAID THAT WE HAD OUR SPAC DATA IN OPEN DATA, BUT I WAS LOOKING AT ENROLLMENT DATA, SMARTER BALANCE LOOKS LIKE IT'S NOT QUITE IT, IT'S, IT'S IN THE WORKS IT SOUNDS LIKE. 
          OKAY. 
          IT'S WITH I, YES. 
          THANK YOU. 
          WELL, THANK YOU VERY MUCH DR. JOHNSTON AND MS. AL, I HOPE I SAID IT RIGHT, UH, FOR SHARING THESE ENCOURAGING RESULTS. 
          AND ALSO THANK YOU FOR MY COLLEAGUES OVER THESE VERY, UM, INSIGHTFUL AND UNFOCUSED QUESTIONS. 
          ONCE AGAIN, WE EXTEND OUR APPRECIATION TO THE EDUCATORS, SCHOOL LEADERS, STAFF, STUDENTS AND FAMILIES WHOSE WORK HARD WORK MADE THIS PROGRESS POSSIBLE. 
          AND WE LOOK FORWARD TO BUILDING ON THESE GAINS AND CONTINUING TO SUPPORT EVERY STUDENT REACHING THEIR FULL POTENTIAL. 
          WITH THAT, WE WILL MOVE ON 
          [IV.2. Update on Implementation of Leveraging ]
TO OUR SECOND PRESENTATION. 
          OUR NEXT ITEM IS AN UPDATE ON IMPLEMENTATION OF THE BOARD OF RESOLUTION, LEVERAGING DISTRICT PURCHASING POWER TO DEFEND IMMIGRANT FAMILIES AND HUMAN DIGNITY. 
          AT THE MAY 19TH COMMITTEE OF THE WHOLE MEETING STAFF OUTLINED A PLAN FOR VENDOR DISCLOSURES, AN ASSESSMENT FRAMEWORK, AND A LIST OF DISTRICT CONTRACTS AND AGREEMENTS. 
          TODAY'S UPDATE REPORTS 763 RESPONSES FROM 12,000 REGISTERED VENDORS, 11 VENDORS REPORTING ENGAGEMENTS, AND TWO OF THOSE VENDORS HOLDING DISTRICT CONTRACTS. 
          THE PUBLIC CONTRACT WEBSITE REMAINS IN DEVELOPMENT, AND I HOPE TO HEAR A LITTLE BIT MORE ON THAT. 
          AND I LOOK, UM, FORWARD TO HEARING FROM THE PROGRESS MADE SO FAR IN THE NEXT STEPS, PUTTING THIS RESOLUTION INTO PRACTICE. 
          SO WE HAVE HERE MR. FRIEDMAN AND ALSO MS. GREER, SO PLEASE PROCEED. 
          GOOD. 
          ALMOST AFTERNOON. 
          AND THANK YOU. 
          UH, TODAY'S JUST AN UPDATE ON RESOLUTION OH FOUR FOUR, UH, LEVERAGING DISTRICT PURCHASING POWER TO DEFEND IMMIGRANT FAMILIES AND HUMAN DIGNITY. 
          UH, WE WANTED TO SET THE STAGE FOR WHAT WAS PRESENTED ON MAY 19TH TO HOPEFULLY GIVE CONTEXT INTO WHAT'S HAPPENED SINCE THEN. 
          SO ON MAY 19TH, WE HAD PRESENTED TO THE SAME COMMITTEE, UM, AS FAR AS DIS ISSUING DISCLOSURES IN THE FORM OF, UH, DISCLOSURE SURVEYS TO ALL REGISTERED VENDORS OF THE DISTRICT, AS WELL AS INCORPORATING IN INTO OUR SOLICITATIONS. 
          SO ALL SOLICITATIONS THAT WENT OUT, UM, SINCE JUNE 15TH INCLUDED THAT DISCLOSURE SURVEY. 
          UH, WE ALSO WANTED TO TAKE ANY, UH, FEEDBACK FROM THE BOARD OR, OR THE COMMITTEE FROM THAT MAY 19TH AND INCORPORATE INTO THE, THE ASSESSMENT AND THE FRAMEWORK AS WELL AS, UH, MAKING SURE THERE'S AN UPDATE AS FAR AS, UH, THE, UH, PUBLIC FACING DASHBOARD AS FAR AS CONTRACTS GO, AS WELL AS THE, THE FULL LIST OF CONTRACTS, UM, THAT WAS REQUESTED AS PART OF THE, UH, RESOLUTION. 
          UM, SO I CAN'T REALLY TAKE ANY CREDIT FOR ALL THE HARD WORK AND EFFORT THAT'S TAKEN PLACE SO FAR. 
          OUR DEPUTY CHIEF, UH, DANA GRU IS HERE TO PRESENT ON THAT. 
          WELL, THANK YOU, MATT. 
          THANK YOU, DR. 
          REVIS. 
          SUPERINTENDENT. 
          I'LL GO INTO SOME MORE DETAIL ABOUT HOW WE ACTUALLY IMPLEMENTED THE RESOLUTION ACTIONS. 
          IT BEGAN, OF COURSE, WITH THE PROCESS OF SENDING THE DISCLOSURES TO ALL ACTIVE SUPPLIERS REGISTERED IN OUR ARIBA SYSTEM. 
          SO WHETHER THE SUPPLIER HAD ACTIVE ENGAGEMENTS OR NOT, THE FACT THAT THEY WERE INTERESTED IN DOING BUSINESS WITH L-A-U-S-D WAS THE REASON WHY WE EXPRESSED THE NEED TO SEND THE QUESTIONNAIRE TO ALL SUPPLIERS. 
          THAT WAS CONDUCTED ON, UH, JUNE 15TH WITH A DEADLINE OF JUNE 30TH. 
          AND AT THAT TIME, 61 SUPPLIERS HAD RESPONDED, OR LESS THAN 1%. 
          AS YOU NOTED. 
          WE FELT THAT IT WAS IMPORTANT TO LOOK AT THE SUPPLIERS THAT WE WERE ACTIVELY ENGAGED IN AND DOING A SUBSTANTIAL AMOUNT OF BUSINESS WITH AND TAILOR THE SURVEY TO 700 SUPPLIERS LOOKING AT THE LEVEL OF BUSINESS AT $250,000 AND ABOVE WITH ACTIVE ENGAGEMENTS AND DIRECTED THOSE SURVEYS OR QUESTIONNAIRES DIRECTLY TO THEM. 
          THAT YIELDED SOME ADDITIONAL RESPONSES. 
          AND TO DATE, 763 OUT OF THE 12,000 HAVE RESPONDED. 
          SO WHEN WE LOOK AT THE RESPONSE, I WANNA GIVE A BETTER INDICATION OF WHAT THE QUESTIONS ARE. 
          IT'S REALLY A YES OR NO QUESTION. 
          WHEN WE SHARE THE QUESTIONNAIRE. 
          IT'S, YES, MY ORGANIZATION ENGAGES AND OR PROVIDE SERVICES THAT SUPPORT DETENTION, SURVEILLANCE, CIVIL IMMIGRATION ENFORCEMENT, OR DATA-DRIVEN PRACTICES CONDUCTED BY US IMMIGRATION AND CUSTOMS ENFORCEMENT, 
          [01:50:01]
OR ICE US CUSTOMS AND BORDER PROTECTION, CPB, THE US DEPARTMENT OF HOMELAND SECURITY, DHS OR OTHER FEDERAL AGENCIES OR CONTRACTORS ENGAGED IN OR RELATED TO CIVIL IMMIGRATION ENFORCEMENT DETENTION OR RELATED SURVEILLANCE PRACTICES THROUGH EXTERNAL CONTRACTS, FINANCIAL CONTRIBUTIONS, DONATIONS, PON SPONSORSHIPS, PARTNERSHIPS, OR OTHER BUSINESS ACTIVITIES. 
          SO IT'S YES OR NO, MY COMPANY DOES NOT. 
          THE MAJORITY OF OUR RESPONSES SHOW THAT THERE THERE IS NO ENGAGEMENT OR SUPPORT WITH, UH, ACTIVITIES. 
          THE SMALL PERCENTAGE OF YES IS WHAT WE'LL TALK ABOUT NEXT. 
          THOSE DISCLOSURE RESULTS, AS WE MENTIONED, YIELDED 11 RESPONSES WHERE SUPPLIERS SAID YES, THEIR YES REQUIRED AN ADDITIONAL ASSESSMENT OF WHAT THAT ENGAGEMENT MEANT. 
          SO WE OFFERED THEM THOSE OPTIONS, SPONSORSHIPS, PARTNERSHIPS, OTHER BUSINESS ACTIVITIES, FINANCIAL CONTRIBUTIONS, EXTERNAL CONTRACTS, DONATIONS. 
          SOME SUPPLIERS ANSWERED WITH MORE THAN ONE RESPONSE. 
          TWO OF THOSE SUPPLIERS WE IDENTIFIED HAVE CONTRACTS WITH L-A-U-S-D. 
          WE WERE REQUIRED TO HAVE A FRAMEWORK ASSESSMENT THAT EVALUATED WHAT THE LEVEL OF INTERACTION IS WITH THE SUPPLIER. 
          SO THAT'S WHERE WE LOOKED AT A DISTRICT ASSESSMENT, OUR LEVEL OF DEPENDENCY ON THE SUPPLIER BROKEN DOWN WITH A TIER ONE, TWO, AND THREE, WHETHER THEIR SERVICE OR PRODUCT PROVIDES SOMETHING THAT IS A MATERIAL IMPACT TO THE DISTRICT, WE REQUIRE IT FOR OUR OPERATIONAL CON CONTINUITY, OR IS IT TANGENTIAL TO THE DISTRICT? SOMETHING THAT WE USE AND NEED, BUT NOT NECESSARILY HAVING THAT SAME LEVEL OF NECESSITY, OR IS IT ERRONEOUS OR SOMETHING THAT'S NOT RELEVANT. 
          SO THAT'S OUR FIRST LEVEL OF ASSESSMENT. 
          AND THEN BEYOND THAT, LOOKING AT THE IMPACT OF THAT COMPANY'S SERVICES, WHETHER THAT SERVICE COULD BE PROVIDED BY ANOTHER COMPANY, IS THERE AN ALTERNATIVE SOURCE THAT COULD RESULT IN SOME DISRUPTION? HOW LIKELY IS IT THAT THAT WOULD DISRUPT, UH, DISTRICT OPERATIONS IF THERE WAS A CHANGE? AND WHETHER OR NOT THERE IS NO ALTERNATE SOURCE OF SUPPLY. 
          SO THAT DECISION MATRIX IS STILL, UM, BEING DEVELOPED AND IS IN, IN PRACTICE, IN PROGRESS AS WE'RE EVALUATING THE RESPONSES RECEIVED GOING FORWARD. 
          YOU'RE LOOKING FOR SOME MORE DETAIL ABOUT THE PUBLIC FACING WEBSITE, AND WE'VE BEEN WORKING WITH OUR ITS DEPARTMENT MODELING A WEBSITE THAT PROVIDES FORWARD FACING INFORMATION OF CONTRACT DATA BASED ON A MODEL THAT WE SAW IN CHICAGO. 
          IT IS SUBSTANTIALLY COMPLETE AND WE EXPECT TO HAVE THAT UP AND AVAILABLE TO START TO USE IN NOVEMBER, UM, TOWARDS THE END OF NOVEMBER. 
          THERE'S SOME WORK THAT OUR TEAM NEEDS TO PROVIDE TO POPULATE DATA SUCH AS BOARD REPORT INFORMATION, AND OF COURSE, TO TEST IT AND TO ALSO JUST VALIDATE THE INFORMATION BEFORE IT GOES FORWARD. 
          BUT IT IS SUBSTANTIALLY COMPLETE AND WE INTEND TO MEET THE DEADLINE. 
          SO WITH THAT, I'LL OPEN IT UP FOR ANY QUESTIONS. 
          THANK YOU. 
          THANK YOU, MS. GREER. 
          UM, I'LL START OFF THE QUESTIONS. 
          SO, UM, AS YOU NOTED, ONLY ABOUT 6.4% OF THE REGISTERED VOTERS HAVE RESPONDED. 
          HOW MANY NON-RES RESPONDENTS HAVE ACTIVE DISTRICT CONTRACTS AND WHAT SHARE OF DISTRICT SPENDING DO THEY REPRESENT? UM, THAT'S A GOOD QUESTION. 
          WE HAVE ROUGHLY 3,500 CON CONTRACTS THAT ARE ACTIVE. 
          UH, I DON'T KNOW IF WE'VE ACTUALLY APPLIED, SAY, THE RESPONDENTS VERSUS ACTUAL CONTRACTS. 
          UH, SO WE CAN GET THAT DATA AND BE ABLE TO SHARE IT WITH YOU. 
          AND, UM, ON THAT, WHAT AUTHORITY DO WE HAVE TO REQUIRE COMPLETE DISCLOSURES AT SOLICITATION AWARD OR RENEWAL? WE'VE ACTIVELY INCLUDED IN EVERY SOLICITATION THE SAME QUESTIONS IN AN AWARDED VENDOR SITUATION. 
          IF WE'RE AWARDING A VENDOR, WE'RE ASKING, UM, DIRECTLY FOR A RESPONSE TO THOSE SURVEYS OR TO THE QUESTIONNAIRE. 
          SO 
          [01:55:01]
IT IS OUR INTENTION TO HAVE THE POSITION OR THE POSTURING OF THAT COMPANY AS WE GO FORWARD. 
          AND WHAT IS THE STRATEGY FOR CLOSING THIS INFORMATION GAP? I DON'T KNOW IF YOU'VE MENTIONED THAT THERE. 
          IT'S STILL IN PROGRESS, TO BE HONEST. 
          YES. 
          AND THE TWO VENDORS REPORTING ENGAGEMENTS HAVE DISTRICT CONTRACTS. 
          WHAT ARE THOSE ENGAGEMENTS AND HOW HAVE THE VENDORS BEEN ASSESSED UNDER THE PROPOSED MATRIX THAT IS STILL IN DEVELOP UNDER DEVELOPMENT? SO, SO BOTH RESPONDENTS, UH, RESPONDED WITH PARTNERSHIPS, AND I BELIEVE ONE ALSO RESPONDED WITH HAVING AN ACTIVE CONTRACT WITH, UM, THE FEDERAL GOVERNMENT. 
          AND THE NEXT QUESTION, THE MAY PLAN CALL FOR AN ASSESSMENT FRAMEWORK AND A LIST OF THE DISTRICT CONTRACTS, MEMORANDA AND AGREEMENTS BY THE END OF THE THIRD QUARTER OF 2026. 
          ARE WE STILL ON TRACK TO DELIVER THAT PUBLIC FACING? THAT'S WHERE YOU, YOU DID MENTION THAT IT'S BY NOVEMBER, BUT RIGHT ON TRACK, THE DATABASE WILL BE DEVELOPED AND WE INTEND TO GO FORWARD WITH POPULATING IT WITH PROJECTS THAT ARE ACTIVE GOING FORWARD. 
          THE WORK THAT IT WOULD TAKE TO POPULATE THE ENTIRE, UM, ACTIVE CONTRACT BASE WOULD BE, UM, A STAFF, SOMETHING THAT THE STAFF WOULD HAVE TO DO DIRECTLY. 
          SO WE'RE LOOKING AT USING IT GOING FORWARD, UM, ONCE THE MODEL IS AVAILABLE. 
          AND YOU SAID AT THE END OF NOVEMBER, SO ARE WE SAYING AFTER THE, THE FALL BREAK, IT'S SUBSTANTIALLY COMPLETE? SO I'M TARGETING THAT JUST TO BE CAUTIOUS. 
          OKAY. 
          YES. 
          THANK, THANK YOU. 
          AND, UM, LAST QUESTION. 
          WHEN THE VENDOR HAS NO READILY AVAILABLE ALTERNATIVE, OR THERE IS NO ALTERNATIVE FOR US, WHAT STEPS CAN THE DISTRICT TAKE TO UPHOLD THE RESOLUTION WHILE MAINTAINING ESSENTIAL STUDENT SERVICES? LIKE THE REVIEW PROCESS OR THE COST, THE TRANSITION OPTIONS, AND THE RATIONALE FOR ANY CONTINUED CONTRACT? SO IF I UNDERSTAND THE QUESTION IS, IF, UM, IF THERE'S A VENDOR THAT DISCLOSES THAT THEY CURRENTLY DO WORK WITH THE FEDERAL GOVERNMENT, BUT WE HAVE NO READILY AVAILABLE SECONDARY OPTION, WHAT, WHAT WILL WE DO? UM, RIGHT. 
          BASED ON TO MAINTAIN YOUR DISTRICT ANALYSIS. 
          UM, ON, UM, PAGE, PAGE FIVE, I THINK, UM, YOU KNOW, WE'RE WORKING ALONGSIDE OGC. 
          UH, THERE'S, THE WORK IS FAIRLY COMPLEX AND I, I'M NOT SURE IF WE'RE PREPARED TO, TO ANSWER THAT IN THE SENSE THAT WE STILL HAVE TO COME UP WITH OPTIONS THAT ARE VIABLE GIVEN, YOU KNOW, THE, THE FULL ECOSYSTEM OF WHAT WE'RE WORKING WITH. 
          RIGHT. 
          WELL, IF YOU CAN GIVE US AN UPDATE, THAT'D BE GREAT. 
          UM, OKAY. 
          SO THOSE ARE ALL MY QUESTIONS. 
          I DON'T KNOW IF ANY OTHER BOARD MEMBERS HAVE ANY QUESTIONS THEY WANTED TO ASK. 
          NO, MS. EZ. 
          OKAY. 
          WELL, THANK YOU SO MUCH. 
          LOOK FORWARD TO THE DASHBOARD WHEN IT'S, WHEN IT'S READY. 
          THANK YOU, BRUCE. 
           NEXT, WE WILL GO TO OUR 
          [IV.3. Emerging 2027 Legislative Advocacy Agenda]
FINAL PRESENTATION. 
          I THINK WE'RE RIGHT ON TRACK, LOOKING AT THE TIME. 
          UM, OUR FINAL PRESENTATION IS THE EMERGING 2027 LEGISLATIVE ADVOCACY AGENDA IN SEPTEMBER. 
          THIS COMMITTEE DISCUSSED A LONGER TERM CALIFORNIA EDUCATION POLICY FRAMEWORK, AND TODAY'S PRESENTATION BEGINS TO TRANSLATE THAT WORK INTO POTENTIAL SPONSORED BILLS AND STATE AND LOCAL FEDER FEDERAL ADVOCACY PRIORITIES. 
          THE PROPOSALS ADDRESSING FUNDING, SPECIAL EDUCATION, EARLY LEARNING, WORKFORCE, HOUSING, SCHOOL PROPERTY, AND PROTECTIONS FOR IMMIGRANT COMMUNITIES. 
          AS WE PREPARE FOR A NEW ADMINISTRATION IN SACRAMENTO, WE NEED A FOCUSED AGENDA THAT STRENGTHENS PUBLIC EDUCATION AND RESPONSE IN THE NEEDS OF OUR STUDENTS AND FAMILIES. 
          WE HAVE MS. MARTHA ALVAREZ HERE TO PRESENT TO US. 
          UH, SHE IS OUR CHIEF OF LEGISLATIVE AFFAIRS AND GOVERNMENT RELATIONS. 
          WELCOME, MS. ALVAREZ FLOOR IS YOURS. 
          GOOD MORNING, UH, CHAIR RE, DR. 
          EVA AND BOARD MEMBERS AS SUPERINTENDENT CH. 
          UM, I'M HERE TO BE BACK TO YOU TODAY, UH, WITH THE GOAL OF HAVING THE SCHOOL BOARD APPROVE OUR PROPOSED 27 20 27 ADVOCACY PRIORITIES ON DECEMBER 15. 
          UH, SO BY COMING WITH YOU, UH, TO SPEAK WITH YOU TODAY, GET YOUR PRELIMINARY FEEDBACK, YOU'LL ALLOW MY TEAM AND I TO HAVE ENOUGH TIME TO, UH, REVISIT, VISIT SOME OF THOSE CONCERNS THAT YOU BRING UP, TOPICS OF INTEREST OR ANYTHING ELSE THAT WE NEED TO INCORPORATE BETWEEN NOW AND THE DECEMBER BOARD ADOPTION. 
          UM, STARTING OFF, UH, WE WANTED TO, MY TEAM AND I WANT TO REALLY ACKNOWLEDGE THEM TOO. 
          I KNOW THEY ARE TUNING, UM, FROM BOTH OUR SACRAMENTO OFFICE AND, AND HERE, UM, AT OUR OFFICE UPSTAIRS, UH, WANT TO ACKNOWLEDGE ALL OF THE GREAT WORK THAT MY TEAM DOES EVERY DAY ON BEHALF OF OUR STUDENTS, OUR SCHOOLS, UM, AND L-E-U-S-D. 
          UM, SO TO EACH OF THEM, THANK YOU, UM, WANTED TO FIRST START OFF WITH, UM, SOME, UH, VERY BRIEF UPDATES ABOUT WHAT HAPPENED 
          [02:00:01]
IN 2026, AND THEN, UH, PROCEED TO TRANSITION INTO THE 2027 EMERGING PRIORITIES THAT WE'RE LOOKING AT MORE CLOSELY. 
          UM, AND AGAIN, IN THE INTEREST OF TIME, I'LL BE QUICK IN THIS SLIDES, AND THEN THAT WAY WE HAVE THE MAJORITY OF TIME DEVOTED TOWARDS THE, THE PRIORITIES FOR 2027. 
          UM, AS YOU CAN SEE HERE, THERE WAS OVER 1800 BILLS THAT THE LEGISLATURE INTRODUCED IN 2026. 
          UM, EACH LEGISLATOR GETS TO INTRODUCE BETWEEN 20, UH, UP TO 40 BILLS OVER A TWO YEAR SESSION. 
          UM, AND THEY CAN DETERMINE WHETHER THEY DO 20 AND 20 OR THEY CAN DO A, A VARIATION OF THAT, UH, 15. 
          AND, AND, UH, 25, 1 YEAR OF THOSE 1100 BILLS MOVED OVER TO, UM, OUT OF THE LEGISLATURE. 
          UM, AND AS YOU CAN SEE, THE GOVERNOR SIGNED A SIGNIFICANT NUMBER OF THEM AND ONLY BE TOWING 120. 
          UM, FOR, UH, JUST REPRESENTATION OF THE WORK THAT MY TEAM DOES BESIDES ADVOCATING AND PURSUING THINGS AT THE BOARD, UM, THROUGH OUR, OUR ANNUAL PRIORITIES THAT YOU HAVE SET FORTH AS PRIORITIES. 
          WE ALSO MONITOR, MONITOR OVER 500 BILLS, UM, YOU KNOW, CLOSE TO, UH, ONE OF EVERY FOUR BILLS THAT ARE INTRODUCING THE LEGISLATURE THAT COULD IMPACT THEM. 
          UH, A VARIETY OF PROGRAMS THAT WE HAVE. 
          UM, EVERY YEAR, OUR TEAM, UH, OFFICE OF GOVERNMENT RELATIONS, OGR, WE PUBLISH AN END OF YEAR LEGISLATIVE REPORT. 
          UM, WE JUST, UH, PUBLISHED THIS ABOUT THREE WEEKS AGO. 
          UM, IT HIGHLIGHTS, UM, SOME OF OUR KEY ADVOCACY SUCCESSES AND WINS FOR THE YEAR. 
          UH, TALKS ABOUT, UM, OUR SPONSOR LEGISLATION. 
          AND THEN AS YOU CAN SEE, WE HAVE A TABLE OF CONTENT THAT DESCRIBES THE VARIOUS DIFFERENT ISSUES CATEGORIZED BY, BY PARTICULAR TOPICS. 
          UM, AND THEN WE ALSO INCLUDE THE GOVERNOR'S VETO, UH, VETOES AND VETO MESSAGES, UM, OF ANY LEGISLATION THAT WE WERE TRACKING. 
          UM, THIS REPORT IS PUBLICLY AVAILABLE ON OUR WEBSITE. 
          IT ALSO INCLUDES LA UNIFIED'S POSITION ON THE BILLS. 
          UM, SHOULD ANYONE, UH, WATCHING OR, YOU KNOW, STAFF HERE ARE INTERESTED IN LOOKING AT THIS MORE CLOSELY? UM, I HAVE FOUR SLIDES, UM, TO TALK ABOUT SOME OF THOSE KEY BILLS THAT WE'RE STARTING TO LAW THIS YEAR. 
          UM, AGAIN, IN THE INTEREST OF TIME, I WILL NOT SPEND TOO MUCH TIME ON THE SLIDES, THE SLIDES THEMSELVES, UH, BECAUSE I, I WANT TO, UH, REALLY FOCUS AROUND THE 2027 EMERGING PRIORITIES. 
          UM, WE HAD FOUR BILLS THAT WE INTRODUCED THIS THIS YEAR, 2026, UH, SPONSORED BILLS. 
          THREE OF THEM MADE IT OUT TO THE WAY TO THE GOVERNOR'S OFFICE AND GOT SIGNED INTO LAW. 
          THE FOURTH BILL THAT WE ENDED UP NOT, UH, WE GOT INTRODUCED. 
          UM, IT WENT THROUGH THE FIRST COMMITTEE. 
          UM, BUT, UH, AFTER SOME CONCERNS FROM THE, UM, THE HEALTH COMMITTEE, WE ENDED UP, UH, PAUSING THE BILL WE HAD TO DO WITH, UM, HEALTHCARE ASSISTANCE. 
          UM, AND I'LL MENTION THAT A LITTLE BIT LATER ON. 
          UM, SO AGAIN, TWO OF FACILITY BILLS WERE SIGNED TO LAW. 
          AND THEN ONE REGARDING, UH, PERSONNEL COMMISSION AND FLEXIBILITIES FOR, FOR STAFFING, UH, FOR SIX PARTICULAR CLASSIFICATIONS. 
          UM, NEXT THEY ARE, UM, WE CATEGORIZE THE BILLS. 
          UH, AGAIN, THESE ARE JUST SOME EXAMPLES OF BILLS, UH, THAT WERE HIGH, HIGH PRIORITY, UM, HIGH IMPACT. 
          UM, SOME OF THEM HAVE BEEN REPORTED EXTENSIVELY BY MEDIA, UM, BUT VERY QUICKLY, UM, ENGLISH LEARN LEARNER RECLASSIFICATION CRITERIA, UH, TOOK, UM, OVER NINE YEARS, UH, SINCE THIS WAS FIRST STARTED IN SACRAMENTO AS A CONVERSATION FOR HOW TO ENSURE ENGLISH LEARNERS, UM, WOULD SUIT WITH THE STUDENTS WE THINK, WHO ARE, UM, ACQUIRING ENGLISH AS A SECOND LANGUAGE, HOW THEY CAN APPROPRIATELY BE RECLASSIFIED AND LEARN, UM, AND BE ABLE TO, UH, GO ON TO REGULAR COURSEWORK. 
          UM, THIS BILL NOW ONLY REQUIRES THEIR PASSAGE OF THE LPAC ENGLISH LANGUAGE PROFICIENCY ASSESSMENT. 
          UM, INSTEAD OF THE OTHER THREE CRITERIA THAT HAD BEEN LONGSTANDING, UH, REQUIREMENTS, UH, 10 67, UM, THERE'S BEEN A LOT OF INTEREST IN SACRAMENTO IN RECENT YEARS AROUND LITERACY. 
          UM, THERE WAS THE READING DIFFICULTY SCREENING ASSESSMENT THAT WENT INTO EFFECT. 
          UM, IN RECENT YEARS, THE LEGISLATURE HAS ALSO IN OUR, IN OUR BOARD ALSO HAS EXPRESSED INTEREST AROUND THE MATHEMATICS AND WHAT ARE WE DOING TO SUPPORT KIDS, UM, WHO ARE YOUNGER. 
          UM, THIS BILL, UH, WILL CREATE A NEW, THIS NEW REQUIREMENT, UM, TO TWO YEARS FROM NOW, UM, TO START DOING A DIAGNOSTIC ASSESSMENT. 
          1412. 
          UM, JUST MORE, UH, FLEXIBILITY FOR PARENTS FOR HOW THEY CAN COMMUNICATE WITH, UM, THEIR TEACHERS REGARDING PARENT TEACHER CONFERENCES. 
          UM, AND BEGINNING THIS UPCOMING CYCLE IN 2027, PARENTS WILL HAVE THE CHOICE TO REQUEST, UM, THOSE, UH, TEACHER PARENT CONFERENCES TO BE DONE EITHER VIA PHONE OR SOME SCHOOL-BASED WEB, UH, CONFERENCING PLATFORM. 
          UM, 1128 IS A BILL THAT WE SUPPORTED. 
          UM, IT, UH, PROHIBITS DISTRICTS ALIGNED WITH THEIR POLICY PROHIBITS STATEWIDE, UM, ANY DISTRICT FROM REQUIRING STUDENTS IN TK AND KINDERGARTEN TO USE, UM, SCHOOL ISSUED DEVICE. 
          UM, AND THEN 24 40, UM, IS REGARDING THE ARTS AND MUSIC INSTRUCTIONAL, UM, MUSIC AND SCHOOLS INITIATIVE, PROP 28. 
          UM, AND AGAIN, MORE, UM, CLARIFICATION THAN STATE LAW. 
          UM, THERE'S A FEW REGARDING OPERATIONS AND STAFFING. 
          UM, AGAIN, I, UH, JUST IN THE INTEREST OF TIME ALLOW YOU TO TAKE A QUICK LOOK AT THEM. 
          UH, WE SUPPORTED SOME OF THESE BILLS, INCLUDING AB 24 90, UM, JUST IN THE, YOU KNOW, SOMETHING THAT WE'VE BEEN LOOKING AT FOR A LONG TIME. 
          HOW DO WE, UH, CONTINUE, UM, SOME OF THE TEACHERS IN THAT CLASSROOM WHEN WE, UH, HAVE SOME ONGOING ON LONG LEAVE, UH, FOR MEDICAL REASONS OR OTHER PURPOSES SO THAT WE CAN HAVE THAT CONTINUITY FOR KIDS INSTEAD OF HAVING TO CHANGE SOME TO THE TEACHERS EVERY, UH, 20 TO 30 DAYS, 
          [02:05:01]
WHICH WAS CURRENT, UH, PRIOR LAW. 
          NEXT, UM, THERE'S, UH, SOME EXAMPLES AGAIN, THAT THERE'S MANY MORE BILLS, BUT THERE ARE JUST SOME EXAMPLES OF STUDENT SAFETY RELATED BILLS. 
          UH, THAT'S, UH, 60 65 IS ONE THAT WE ALSO SUPPORTED. 
          I REQUIRE SCHOOL COACHES TO RECEIVE MENTAL HEALTH TRAINING COVERING CERTAIN TOPICS. 
          UM, WE WORK WITH THE ATHLETICS DEPARTMENT AND ALSO THE PERSONNEL COMMISSION, UM, JUST TO ENSURE THAT, UH, OUR SUPPORT OF THIS BILL IS SOMETHING THAT WE COULD DO AS PART OF ANY, UM, RECRUITMENT, UH, OR TRAINING OF COACHES. 
          UM, AND THEN WE ALSO SUPPORT AT 6 26 67. 
          UM, IT'S AN AREA OF, OF ALSO THAT THE CITY OF LA AND OTHERS HAVE BEEN, UM, UH, TRYING TO DO BETTER ABOUT WHAT'S, UM, SOLD CLOSE TO OUR SCHOOLS. 
          UM, AND THEN, UH, WE SUPPORTED 1705 AROUND MENTAL HEALTH AND IMPACT OF SOCIAL MEDIA ON STUDENTS, UH, YOUNGER CHILDREN. 
          UM, SO AGAIN, JUST A FEW PREVIEW OF BILLS THAT WILL BE GOING INTO EFFECT THIS UPCOMING YEAR. 
          AND THEN LASTLY, UH, JUST SOME EXAMPLES AGAIN, OF WHAT WE CONSIDER TO BE MIS MISCELLANEOUS BILLS, UM, BECAUSE THEY'RE COVERING A WHOLE DIFFERENT WIDE OF, UH, ISSUES. 
          UH, FIRST 1 13 81 REGARDING, UH, TEACHER BACKGROUND CHECK REQUIREMENTS. 
          UM, UH, NEXT 1, 10 83. 
          ALSO, REGARDING, UM, INVESTIGATIONS FOR EGREGIOUS MISCONDUCT ON THE STATEWIDE, UH, DATABASE, THERE IS A FOLLOW UP TO A BILL SIGNING TO LAW LAST YEAR, SENATE A BILL 8 48, UM, ALSO ABOUT CLASSIFIED EMPLOYEES AND GREATER, UM, UH, ASSURANCES, UM, IN, IN, UH, WHAT WE PROVIDE TO THE STATE INFORMATION WHENEVER, WHENEVER THERE'S A, UM, CONFIRMED INVESTIGATION THAT FINDS INFORMATION THAT IS, UM, NEEDS TO BE SHARED WITH OTHER SCHOOL DISTRICTS THAT MAY BE FUTURE EMPLOYERS. 
          AB 80, AB 8 180 1 WE'VE DISCUSSED BEFORE. 
          UM, THIS IS THE GOVERNANCE REFORM AT THE STATE LEVEL FOR THE NEW STATE COMMISSIONER, THAT THE LEGIS, THE GOVERNOR WILL BE APPOINTING COME JANUARY, 2027. 
          AND THEN IT ALSO, AB 180 1, UM, PROVIDES ADDITIONAL ROLES FOR THE LEGISLATURE TO APPOINT TO THE STATE BOARD OF EDUCATION. 
          AND THEN LASTLY, 1349 GONZALEZ. 
          IT'S A BILL THAT WE SUPPORTED AS PART OF OUR EFFORTS TO, UM, BETTER HAVE THE STATE GENERATE REVENUES, BUT ALSO EXAMINE MORE CLOSELY WHAT KIND OF TAX CREDITS OR TAX EXPENDITURES ARE THEY GIVING OUT TO ENSURE THAT THERE IS ENOUGH ECONOMIC BENEFIT FOR THE STATE OF CALIFORNIA IN ORDER FOR THEM TO SUSTAIN THOSE TAX CREDITS. 
          IF NOT, THAT IS MONEY THAT'S BEING TAKEN AWAY FROM, UH, FROM THE GENERAL FUND, WHICH IMPACTS PROP 98. 
          UM, SO THIS BILL ALSO WAS, WASN'T INTO LAW WITH THAT. 
          UM, TRANSITIONING OVER TO LOOKING AHEAD, UM, WE, UH, MY TEAM AND I, UH, UH, EVERY YEAR, AGAIN, WE BRING FORWARD TO THE BOARD IN DECEMBER. 
          SO THIS YEAR, UH, OUR GOAL WILL BE BY DECEMBER 15, SPORT MEETING. 
          WE BRING TWO DOCUMENTS FORWARD FOR BOARD APPROVAL. 
          ONE OF THEM IS THE GUIDING PRINCIPLE AND PRIORITIES. 
          IT'S A PI FIVE PAGE DOCUMENT. 
          IT COVERS THESE VARIOUS TOPICS THAT YOU SEE HERE. 
          UM, AND EVERY YEAR WE LOOK BACK AND SEE WHAT ELSE NEEDS TO BE RE REVISED, MODIFIED, UM, ESPECIALLY IF WE NEED TO UPDATE ANY LANGUAGE THAT IS OUTDATED, IF ANY OF THOSE PROVISIONS WERE ALREADY ADDRESSED THROUGH RECENT LAW. 
          AND AS WE'VE GONE THROUGH THIS, UH, IS A, AGAIN, FIVE PAGE DOCUMENT, WE'VE ALREADY IDENTIFIED SOME AREAS THAT WE'LL BE DOING SOME UPDATES, FOR EXAMPLE, ON THE ADEQUACY FUNDING CATEGORY. 
          UH, WE'LL BE INCLUDING SOME LANGUAGE TO REALLY, UM, UP, UH, ELEVATE OUR, OUR PRIORITY TO ENSURE THAT THE NEXT GOVERNOR AND LEGISLATURE WILL NOT WITHHOLD PROP 98 FUNDING, THAT THEY WILL RELEASE THE ANY FUNDING, $3.9 BILLION THAT'S OWED TO SCHOOLS, UM, ENSURING THAT THEY CAN REALLY SEE PROP 98 AS A FLOOR AND NOT A CEILING. 
          UM, SO THAT, YOU KNOW, MORE REVENUES, UH, JUST FOR THE STATE TO CONSIDER EXPANDING, UH, WHAT THEY, UH, YOU KNOW, ANY, ANY WAYS TO, UH, EXPAND THE REVENUE TAX BASE. 
          UM, AND, AND SO THAT'S ONE EXAMPLE OF ADEQUACY OF FUNDING THAT WILL BE EXPANDING AND, AND, UH, PROVIDING ADDITIONAL, UH, PRIORITY AND EMPHASIS. 
          UM, BUT THEN OF THE 17 AREAS THAT YOU SEE HERE, UM, SO FAR WE HAVE IDENTIFIED ABOUT 10 AREAS WE'LL BE MODIFYING THE LANGUAGE. 
          AND AGAIN, THAT, THAT DOCUMENT WILL BE A COMPLIMENTARY DOCUMENT. 
          UM, THAT IS, UM, RELATED, UM, WITH OUR, UH, UM, THE CHAIR DR. 
          WAS MENTIONED, UM, IT'S RELATED AND CONSISTENT WITH THE EDUCATION POLICY AGENT OF THE BOARD APPROVED, UM, EARLIER THIS MONTH ON OCTOBER 6TH. 
          AND IT'LL ALSO BE A COMPLIMENTARY DOCUMENT THAT ALLOWS OFFICE OF GOVERNMENT RELATIONS TO TAKE POSITIONS ON BILLS. 
          IT ALLOWS US TO BE ABLE TO, UH, CONFIDENTLY SUPPORT A BILL THAT COMES THROUGH SACRAMENTO, UM, BE ABLE TO TAKE AN, A POST POSITION IF THERE'S SOMETHING THAT IS INCONSISTENT WITH WHAT THE BOARD, UH, APPROVES THROUGH THE GUIDING PRISON PRIORITIES. 
          UM, SO AGAIN, WE'LL BE REVISING THIS DOCUMENT, UM, WITH THE FINAL ONE COMING BEFORE YOU IN DECEMBER. 
          UM, AND AGAIN, I MENTIONED THERE'S ABOUT 10 AREAS WE'LL BE UPDATING, BUT WE'LL BE LOOKING AT EVERY ONE OF THEM, UH, CLOSELY. 
          UM, WHY THIS IS SO IMPORTANT COMING TO YOU NOW, UH, WHEN WE, YOU KNOW, BARELY JUST SAW THE GOVERNOR FINISH, UH, SIGNING OR BEONE LEGISLATION ON SEPTEMBER 30TH, I JUST TALKED ABOUT THE NW REPORT THAT MY TEAM PUT TOGETHER. 
          UM, IT'S BECAUSE THE LEGISLATURE, THERE WILL BE THE NEW MEMBERS. 
          UM, YOU KNOW, WE HAVE AN ELECTION NEXT, UH, TUESDAY, UM, NOVEMBER 3RD. 
          UM, AFTER THAT WE HAVE, UM, THE LEG, THE NEW LEGISLATORS 
          [02:10:01]
IN SACRAMENTO WILL BE SWORN IN ON DECEMBER 7TH. 
          UM, AND THEN THE NEW GOVERNOR AND STATE SUPERINTENDENT WILL BE SWORN IN IN EARLY, UH, JANUARY, I THINK BY JANUARY 6TH OR SEVENTH. 
          UM, AND THEN THE LEGISLATURE, UH, KICKS OFF AND STARTS RUNNING IN A NEW LEGISLATIVE CYCLE. 
          IT'LL BE THE BEGINNING OF A TWO YEAR LEGISLATIVE CYCLE. 
          UM, SO THERE'S A TENTATIVE, UM, CALENDAR OF WHAT WE ANTICIPATE BEING KEY DEADLINES FOR US TO KEEP IN MIND. 
          AND SO, BY COMING TO YOU BEFORE YOU TODAY, UM, BY COMING TO THE BOARD DECEMBER 15, TO ASK FOR YOUR FINAL APPROVAL OF THE, UH, OF THE PROPOSED 2027 PRIORITIES, IT ALLOWS US TO BE, UM, PROACTIVELY ENGAGING WITH OUR LEGISLATORS AND FIND LEGISL, UH, AUTHORS FOR ANY BILLS THAT WE WANT TO SPONSOR. 
          UH, WE OF COURSE, INTEND TO SEND LETTERS, UM, REGARDING THE STATE BUDGET. 
          UM, EVEN THOUGH, UM, THE BOARD WON'T BE APPROVING, UH, FINANCING ALL OF THOSE, UM, BUDGET PRIORITIES UNTIL DECEMBER, UM, WE'D LIKE TO STILL MOVE FORWARD WITH SOME PRELIMINARY BUDGET, UH, LETTERS TO THE GOVERN THE NEW GOVERNOR, UM, AFTER NEXT WEEK, AS WE KNOW, THE DEPARTMENT OF FINANCE WILL BE WORKING VERY QUICKLY, UM, BETWEEN NOVEMBER AND JANUARY 10TH FOR THE NEW BUDGET THAT WILL COME OUT. 
          UM, SO, SO THIS IS WHY WE'RE BRINGING THIS FORWARD TO A TENTATIVE, UH, PROPOSAL. 
          AND AGAIN, WITH, UH, APPROVAL NEXT MONTH, UM, IN DECEMBER. 
          UH, THOSE WITH MUCH ANTICIPATION, UM, THEY ARE 14 BILL IDEAS THAT, UH, WE ARE CURRENTLY EXPLORING. 
          UH, WE RECEIVED WELL OVER 30 TO 40 IDEAS, UM, FROM BOARD OFFICES, FROM DIFFERENT DIVISIONS. 
          UM, AND I COMMITTED TO YOU LAST TIME THAT I WOULD COME BACK AND, UM, PROVIDE TO YOU A RATIONALE FOR THE IDEAS THAT YOU PROVIDED, WHY WE'RE NOT ABLE TO PURSUE THEM AT THIS UPCOMING CYCLE. 
          SO I'LL BE FOLLOWING THAT WITH THE BOARD OFFICES AS EITHER MY CHECK-INS WITH THE BOARD, UM, AND OR THROUGH COMMUNICATION VIA EMAIL, JUST SO YOU UNDERSTAND. 
          UM, YOU KNOW, OUR RATIONALE FOR WHY, WHY WE DIDN'T THINK IT WOULD BE, UM, UH, TIMELY OR PERHAPS, UH, UH, CONCERNS WHY WE KNOW WE WOULDN'T BE APPROPRIATE FOR US TO PURSUE THAT IN 2027. 
          BUT OF THOSE IDEAS THAT WE DO THINK ARE FEASIBLE, UM, WE HAVE, UH, 14 IDEAS. 
          YOU HAVE 10 OF THEM HERE THAT'LL WALK THROUGH, WALK THROUGH EACH OF THEM NOW. 
          AND THEN I HAVE FOUR ON THE OTHER SLIDE THAT TALK MORE ABOUT ADMINISTRATIVE TYPE OF, UM, PERHAPS, UM, ADMINISTRATIVE VEHICLES THAT WE WOULD BE EXPLORING IF WE DID NOT HAVE A SPONSORED BILL THROUGH THE REGULAR LEGISLATIVE PROCESS. 
          THERE MIGHT BE OTHER VEHICLES OR OTHER AVENUES FOR US TO PURSUE. 
          UM, UH, LET ME JUST ALSO, UH, PREFACE BEFORE I GO THROUGH THAT SPECIFICS. 
          UM, IN TALKING TO MY TEAM AND OUR LEADERSHIP, WE THINK THAT PROBABLY FOR LUSD TO PURSUE, UM, BILLS, UH, WE'RE, WE'RE LOOKING AT PROBABLY BETWEEN SIX AND EIGHT BILLS. 
          UM, YOU KNOW, MAYBE, UH, MAYBE A FEW MORE, BUT, UH, PROBABLY EIGHT WOULD BE AT THE CAPACITY AT THE MAXIMUM WE'D BE PURSUING, BECAUSE WE HAVE TO FIND LEGISLATORS FOR EACH BILL. 
          WE NEED TO BE ABLE TO, UM, AND SOME OF THEM DO HAVE FUNDING AUGMENTATION REQUESTS. 
          AND SO THERE'S THAT, THAT CONSIDERATION THAT THE BILLS MAY HAVE TO ALSO HAVE A BUDGET APPROPRIATION, UM, BUDGET, UM, ADVOCACY STRATEGY. 
          UM, SO, SO WE ARE THINKING ABOUT PROBABLY NOT MORE THAN SIX TO EIGHT BILLS. 
          SOME OF THEM, WE MAY TRY TO GROUP THEM. 
          SO I'LL TALK ABOUT THEM AS WE GO THROUGH EACH OF THEM. 
          FIRST ON MANDATORY KINDERGARTEN, UM, THIS IS A TOPIC THAT I MENTIONED WHEN, WHEN I CAME BEFORE THE BOARD, UM, EARLIER THIS MONTH, LATE SEPTEMBER, AROUND THE, THE EDUCATION POLICY AGENDA. 
          THERE IS A BILL THAT LA UNIFIED HAS CO-SPONSORED IN THE PAST WITH THE CALIFORNIA TEACHERS ASSOCIATION, CTA, WITH THE CALIFORNIA STATE PTA, THE TEACHERS PARENT ASSOCIATION, AND THEN STRONG SUPPORT FOR MANY OTHER, UM, LOCAL AND STATEWIDE ORGANIZATIONS. 
          UM, BOTH, UM, UH, CIVIL RIGHT GROUPS, EQUITY GROUPS, UM, LABOR GROUPS. 
          UM, SO THIS BILL, UM, WE'RE THINKING THAT IF WE WERE TO PURSUE IT AGAIN AS A SPONSOR LEGISLATION, UH, WE WOULD TRY TO DO A TWO OR THREE YEAR DELAYED IMPLEMENTATION, UM, TO ENABLE ANY SCHOOL DISTRICTS THAT MAYBE DO NOT HAVE THE FACILITIES, THE STAFFING, WHO CURRENTLY ONLY PROVIDE PART DAY TK. 
          IT'S NOT OUR ISSUE. 
          WE HAVE A FULL DAY, YOU KNOW, FULL DAY KINDERGARTEN, AND WE HAVE, UM, THE EXPANDED LEARNING OPPORTUNITIES PROGRAM AND MANY WRAPAROUND SUPPORT FOR OUR KIDS. 
          BUT THERE'S, UM, ABOUT A QUARTER OF DISTRICTS IN CALIFORNIA WHO ONLY OFFER HALF DAY TK OR HALF DAY KINDERGARTEN. 
          AND THAT'S BEEN A CONCERN RAISED IN THE PAST THAT HOW CAN THEY MOVE TO FULL DAY, I MEAN, TO, UH, UH, MANDATORY KINDERGARTEN IF THEY ONLY CAN ONLY OFFER AN AM AND PM DUE TO FACILITY AND STAFFING CHALLENGES. 
          UM, SO PERHAPS REGULATE IMPLEMENTATION. 
          UM, THERE HAD BEEN A QUESTION PREVIOUSLY BY BOARD MEMBER MELVIN, WHEN I WAS, BEFORE THE, SPOKE BEFORE THE BOARD A FEW WEEKS AGO ABOUT THE, THE POLICY AGENDA, UH, ABOUT HOW MANY KIDS MIGHT WE SEE IN, UM, IN ELLIE UNIFIED, YOU KNOW, SHOULD THIS BILL GO INTO EFFECT, UM, PRELIMINARY NUMBERS. 
          UM, AND AGAIN, IT'S NOT TO TO SAY THAT THEY'LL ALL COME TO L-A-U-S-D BECAUSE PARENTS COULD CHOOSE TO GO TO OTHER, UM, YOU KNOW, PRIVATE SCHOOLS. 
          THEY COULD GO TO CHARTER SCHOOLS, THEY COULD CHOOSE TO STAY AT HOMESCHOOL. 
          UM, BUT THE NUMBERS THAT WE HAVE SO FAR IS BETWEEN SIXTY FOUR HUNDRED AND EIGHTY TWO HUNDRED STUDENTS WHO ARE, UH, FIVE YEAR OLDS WHO ARE CURRENTLY UNENROLLED IN SCHOOLS. 
          UM, AND, UH, YOU KNOW, WE WERE NOT ABLE TO ACCOUNT THROUGH THOSE ESTIMATES, UM, FOR STUDENTS WHO, AGAIN, UH, MIGHT BE IN KINDERGARTEN AND AGE SIX. 
          UM, SO THAT'S A BALLPARK, UM, THAT WE HAVE, AGAIN, COULD BE MUCH LESS THAN THAT IF THEY END UP CHOOSING ALTERNATIVE EDUCATION SETTINGS FOR THEIR KIDS OR STAY THEM, UH, KEEP 
          [02:15:01]
THEM AT HOME FOR HOMESCHOOLING. 
          UM, FOR ENROLLMENT BASED FUNDING, IT'S A TOPIC THAT WE HAVE DISCUSSED EXTENSIVELY BEFORE. 
          UM, UH, LET ME BACK UP. 
          SORRY, ONE SECOND. 
          JUST BECAUSE SOME OF THESE BILLS, AGAIN, HAVE A COST APPROPRIATION MANDATORY KINDERGARTEN. 
          THE LAST TIME THAT WE TRIED TO DO THIS BILL, THE APPROPRIATIONS COMMITTEE INDICATED THAT EVEN BETWEEN A THREE AND 6% INCREASE OF, UM, OF NEW KIDS IN CALIFORNIA SCHOOLS, THOSE KIDS WERE NOT CURRENTLY ENROLLED IN PUBLIC SCHOOLS OR KINDERGARTEN. 
          THAT COULD BE LOWS OF, UM, UH, 10, UH, LOW HUNDREDS OF MILLIONS OF DOLLARS EACH YEAR OF ONGOING PROP 98, UH, FUNDING BECAUSE MORE KIDS MADE THE STATES PAYING FOR KIDS TO GO TO SCHOOL. 
          UH, WE, WE BELIEVE THAT WITH THE NEXT GOVERNOR, UM, PERHAPS AN EQUITY, UM, YOU KNOW, NEEDS TO CLOSE ACHIEVEMENT GAPS, STARTING WITH THE YOUNGEST LEARNERS, MAYBE THAT KIND OF ARGUMENT WOULD RESONATE. 
          UM, BUT THIS BILL COULD BE BETWEEN TWO AND $300 MILLION A YEAR TO IMPLEMENT AT THE STATE LEVEL OUT OF ONGOING FUNDING AT A PROP 98 ENROLLMENT BASED FUNDING. 
          UM, THIS IS A BILL THAT WE HAVE ALSO CO-SPONSORED IN THE PAST, THE LAST TIME THAT WE CO-SPONSOR BOTH WITH THE CALIFORNIA SCHOOL EMPLOYEES ASSOCIATION, CSCA. 
          UM, THERE ARE CONCERNS FROM SOME OF THE OTHER STATEWIDE EDUCATION GROUPS REGARDING, UH, WINNERS AND LOSERS. 
          YOU HAVE SCHOOL DISTRICTS WHO WILL HAVE REALLY GOOD ATTENDANCE THAT WOULD NOT RECEIVE MUCH MORE MONEY BECAUSE THEY ALREADY ARE A GOOD ATTENDANCE. 
          AND THEN WE HAVE DISTRICTS LIKE LA UNIFIED AND OTHERS BECAUSE OF OUR DIVERSE STUDENT POPULATION AND VARIOUS DIFFERENT CHALLENGES THAT WE FACE IN OUR COMMUNITIES, UH, WHEN KIDS MIGHT NOT BE COMING TO A TO SCHOOL, DESPITE OUR BEST EFFORTS WITH OUR I 10 ANOTHER, UM, UH, PSA SUPPORT, UM, THIS BILL WAS PRICE TAG BY THE LAO, ABOUT $5.7 BILLION OF ONGOING PROP 98 FUNDING. 
          UM, SO AGAIN, UM, THE, THE POLICY IS THE RIGHT ONE IS AS A MATTER ABOUT THE, THE FUNDING. 
          AND THE OTHER CONCERN THAT WE'VE, UH, ALREADY KNOW WE WOULD HAVE TO ADDRESS IS REGARDING, UM, THE CONCERN FROM COMMITTEE CONSULTANTS AND LEGISLATIVE MEMBERS WHO ARE ON THE ASSEMBLY AND SENATE COMMITTEES REGARDING INCENTIVE, UM, TAKING AWAY THE INCENTIVE FOR DISTRICTS TO, UH, RE-ENGAGE STUDENTS. 
          THE PHILOSOPHY IS THAT, UM, DISTRICTS WILL TAKE THE MONEY, AND THEN, BECAUSE YOU NO LONGER HAVE TO, YOU KNOW, GO AFTER STUDENTS, RE-ENGAGE THEM, IF YOU'RE ALREADY GETTING THE FUNDING, THE CONCERN IS THAT DISTRICTS WOULD JUST DISCONTINUE THOSE ENGAGEMENT STRATEGIES. 
          UM, I'M CONFIDENT THAT L-L-U-S-D AND OTHER DISTRICTS LIKE OURS WHO ARE ALREADY DOING VERY, UH, INTENTIONALLY ENGAGING FAMILIES AND STUDENTS, THAT THAT WOULD NOT BE THE CASE. 
          UM, BUT AGAIN, THERE'S SOME MISTRUST IN SACRAMENTO THAT THAT WOULD HAPPEN. 
          UM, WE HAVE SOME, UH, ALSO I THINK ON THIS ONE, UH, DESPITE SOME CONCERNS, DESPITE SOME CONCERNS FROM ASSOCIATIONS WHO MAY THINK OF THE CONCERN OF WINNERS AND LOSERS, UM, IN PRELIMINARY DISCUSSIONS I'VE HAD WITH INDIVIDUAL ORGANIZATIONS, I THINK THIS IS ONE THAT WE CAN DEFINITELY GET A ROBUST COALITION OF DIFFERENT, UM, PERSPECTIVES, UM, UH, TO WORK WITH US ON THIS ONE, SHOULD WE WANT TO PURSUE IT NEXT YEAR. 
          THERE'S ALSO SOME LEGISLATORS WHO ARE INTERESTED IN THIS BILL. 
          UM, EARLIER THIS YEAR, WE HAD SOME, SOME SCHULTZ, UM, FROM THE BURBANK, UM, PART OF OUR, ANOTHER NORTHERN SCHOOLS, UM, UH, DELEGATION. 
          HE HAD A BILL THAT STALLED IN THE SECOND HOUSE, UH, BUT HIS BILL WAS GOING TO, UH, UH, REDUCE THE LOW, UH, OR ELIMINATE THE LOWEST FIVE DAY OR HIGHEST FIVE DAYS OF ATTENDANCE. 
          UM, UH, SO IN OTHER MEAN, IN OTHER WAYS OF SAYING THAT, UM, A SCHOOL DISTRICT'S FUNDING CALCULATION WOULD BE, UH, DEDUCTING THE LOWEST OR THE HIGHEST, UM, AT ATTEND LOW ATTENDANCES THAT WE HAD, OR, UM, AND SO THAT BILL STALLED ALSO BECAUSE OF COMMITTEE CONSULTANTS ABOUT THE COST, AND AGAIN, ABOUT THE INCENTIVIZING DISTRICTS THAT, UM, AGAIN, WE WON'T FOLLOW UP WITH KIDS IF THEY DON'T WANNA COME TO SCHOOL. 
          UM, AS I MENTIONED PREVIOUSLY, ONE, A POTENTIAL APPROACH IF WE START WITH THE BIG BILL OF LET'S GET ENROLLMENT BASED FUNDING FOR EVERY KID REGARDLESS OF ABSENT. 
          UM, THE OTHER APPROACH, YOU KNOW, IF THE BILL GOES FORWARD THROUGH THE COMMITTEE PROCESS, IS TO SCALE BACK TO JUST FOCUS AROUND THE 12 OR SO ABSENCES THAT ARE CURRENTLY ALLOWED UNDER CALIFORNIA EDUCATION CODE FOR EXCUSED ABSENCES. 
          UM, WE'VE BEEN LOOKING SINCE 1998. 
          UM, THERE'S ACTUALLY 13 EXCUSED ABSENCES, UM, UNDER THE ED CODE. 
          UM, IN THE DATA THAT WE SAW FROM THE CALIFORNIA SCHOOL DASHBOARD. 
          UM, THE MOST RECENT DATA THAT THERE IS, UM, ABOUT 51.9% OF CALIFORNIA'S ABSENCES WE'RE STATEWIDE, WE'RE CONSIDERED TO BE EXCUSED. 
          AND THAT'S NOT EVEN WITH AN INCENTIVE FOR DISTRICTS TO COMPLETE INFORMATION OR FOLLOW UP WITH FAMILIES WHO DON'T COMPLETE. 
          UM, LET US KNOW WHY KIDS ARE NOT COMING TO SCHOOL. 
          UM, SO AGAIN, THERE'S DIFFERENT, UM, MODIFICATIONS WE COULD PURSUE ON THIS ONE. 
          UM, BUT ULTIMATELY WOULD BE A QUESTION ABOUT, AGAIN, THE, THE FUNDING. 
          UM, THE, THE FUNDING NEEDED 5.7 BILLION. 
          IT ALSO, THE QUESTION IS FOR THE THIRD ONE, INCREASING LCF FUNDING THROUGH DIFFERENT, UM, INCREASE TO THE BASE GRANT OR SUPPLEMENTAL GRANTS, UM, INCREASING THE, UH, EXPANDING THE DEFINITION OF WHO'S AN ELIGIBLE STUDENT TO RECEIVE SUPPLEMENTAL ATION DOLLAR FUNDING. 
          UM, THERE'S, UH, A BILL FROM THIS YEAR, AB 1204, FROM THE CHAIR OF THE ASSEMBLY BUDGET COMMITTEE ON SCHOOL FINANCE, UM, FROM SOUTHERN CALIFORNIA TOULA VISTA AREA. 
          UM, HIS BILL AB 1204 WAS GOING TO 
          [02:20:01]
ALSO, UM, PROVIDE A 4% MINIMUM COLA THAT WOULD BE KIND LIKE THE FLOOR OF A COLA AT THE STATE LEVEL, AS WE KNOW, IT FLUCTUATES FROM YEAR TO YEAR. 
          UM, THERE'S TIMES WHEN WE GET THE COLA AT 1%, THERE'S TIME WHEN IT'S BEEN 0%. 
          THERE'S BEEN ONE TIME THAT WE GOT AT 8% COLA DURING COVID. 
          UM, SO IT FLUCTUATES FROM YEAR TO YEAR AND HOW IT MAKES IT HARDER FOR DISTRICTS TO, YOU KNOW, TO BUDGET APPROPRIATELY. 
          UM, AND SO THIS BIG BILL, UM, UH, WAS PRICE TAG, UM, AT SEVERAL BILLION DOLLARS, UM, UH, TO THE TUNE OF ANYWHERE BETWEEN $3.5 BILLION, UM, ALL THE WAY TO OVER $5 BILLION PER YEAR, UM, DEPENDING ON WHAT WOULD BE THE, THE SPECIFIC CHANGES TO THE FORMULA, BECAUSE EACH OF THEM HAS ITS OWN PRICE TAG. 
          UM, SO FOR L FOR L-A-U-S-D, WE'RE STILL DOING SOME, UM, INTERNAL ASSESSMENT. 
          UM, BUT, BUT IF IT WAS BETWEEN ENROLLMENT BASED FUNDING, WHICH COULD GENERATE BETWEEN 275 AND $300 MILLION MORE FOR THE DISTRICT VERSUS LCFF, UM, DEPENDING ON WHAT THE CHANGES ARE, UM, IT'S POSSIBLE THAT WE WOULD SEE BETTER FINANCIAL, UM, BENEFITS FROM, FROM THE STATE, CHANGES IN LAW THROUGH THE LCF FOUR MODIFICATIONS AND THROUGH ENROLLMENT BASED FUNDING. 
          SO AGAIN, IT'S COMING FROM THE SAME PART OF MONEY. 
          PROP 98 IS A ZERO SUM GAME. 
          UM, SO, SO IT IS SOME OF THE CONSIDERATIONS. 
          UM, I, AGAIN, THAT'S WHAT WE BRING FORWARD TO THE BOARD IN DECEMBER. 
          AND THROUGH YOUR FEEDBACK TODAY, UM, IT MIGHT BE THE CASE THAT WE WOULD ONLY RECOMMEND THAT WE MOVE FORWARD WITH ONE OF THE BILLS, UH, BUT NOT BOTH, BECAUSE AGAIN, IT'S KIND OF COMPETING FOR THE SAME DOLLAR AMOUNT. 
          UM, THERE'S A POSSIBILITY THAT, UM, SOME OF THE, UM, UH, STATE LEADERS MAY BE INTERESTED IN DOING THEIR OWN ENROLLMENT BASED FUNDING BILL. 
          THERE MIGHT BE THE ELIGIBLE BILL REINTRODUCED. 
          SO WE WILL BE CONSIDERING, AGAIN, IS IT BETTER IN OUR BEST INTEREST TO, FOR US TO BE THE SPONSOR OF THE BILL WHERE WE ARE THE ONES, UM, CHAMPIONING A PARTICULAR CHANGE, OR THAT WE WOULD JUST BE SUPPORTING ACTIVELY ENGAGING WITH PARTICULAR LEGISLATORS AND OTHER OTHER INTEREST HOLDERS ON, ON THEIR PROPOSALS. 
          UM, SO AGAIN, THAT'S PART OF THE, THE DISCUSSIONS THAT WE WERE HAVING, UH, YOU KNOW, INTERNALLY AND ALSO WITH OTHER, UM, INTEREST HOLDERS ABOUT, UM, THE POTENTIAL APPROACH THAT WILL HELP INFORMAL WE BRING TO THE BOARD IN DECEMBER. 
          NEXT, ANOTHER ONE WITH THE BIG FUNDING, UH, POSSIBILITIES, BUT ALSO BIG PRICE TAG IN SACRAMENTO HAS TO DO WITH SPECIAL EDUCATION. 
          UM, UH, ACTUALLY, I'M GUESS KEEPING MYSELF OUT OF, UH,  SPECIAL ED. 
          UM, LEMME TALK ABOUT THE SPECIAL ED, AND I'LL COME BACK TO THE P AFTERWARDS. 
          UM, SPECIAL ED IS ALSO ONE WITH, UM, A SIGNIFICANT CAUSE AT THE STATE LEVEL. 
          UM, THERE WAS A BILL THIS YEAR, UM, BY SUI THAT MADE IT ALL THE WAY TO THE GOVERNOR, AND IT GOT VETOED THAT BILL THAT WE SUPPORTED STRONGLY, UM, WOULD HAVE INCREASED, UM, THE ELIGIBILITY OF WHICH STUDENTS QUALIFY FOR THE LOW INCIDENCE COST POOL. 
          IT'S A RE A HIGHER REIMBURSEMENT THAT SCHOOL DISTRICTS ARE ABLE, ABLE TO PURSUE FOR KIDS WHO ARE, UM, AGAIN, LOW INCIDENTS OR NOT. 
          YOU DON'T HAVE TOO MANY KIDS WITH HIGH NEEDS, UM, IN SPECIAL EDUCATION. 
          UM, THEREFORE THE STATE GIVES YOU A DIFFERENT, UM, UH, UH, PREPARATION FOR THOSE STUDENTS FOR THE SERVICES THAT WE ALREADY PROVIDE FOR THEM. 
          UM, THE, THE EXPANSION FOR THE DEFINITION OF WHO WAS GOING TO BE ELIGIBLE FOR THAT ADDITIONAL FUNDING SOURCE FOR SPECIAL EDUCATION SERVICES, UM, WAS GOING TO INCLUDE ANY STUDENT ELIGIBLE FOR THE CAA, THE CALIFORNIA ALTERNATE ASSESSMENT. 
          UM, FOR L-A-U-S-D, UM, WE HAVE QUITE A FEW STUDENTS WHO CURRENTLY DO NOT RECEIVE LOW INCIDENCE FUNDING POOL, BUT IF THEY WERE, UM, AS ADDED INTO THE, AS PART OF THE CAA QUALIFICATION, THEN THAT WOULD'VE BEEN A LOT OF STUDENTS FOR L-A-U-S-D, UM, I WANT TO SAY IT WAS MAYBE CLOSE TO 7,000 OF OUR STUDENTS. 
          I WOULD'VE BEEN ELIGIBLE FOR THAT ADDITIONAL, UH, FUNDING SOURCE. 
          UM, BUT AGAIN, THE BE THE BILL WAS VETOED. 
          UM, THIS IS A BILL THAT LA UNIFIED AROUND SPECIAL EDUCATION, NOT TO SEVERE STUDENTS. 
          UM, AGAIN, WE ALREADY PROVIDE THE SERVICES. 
          UH, WE ALREADY DOING ALL THAT WE NEED TO AND SHOULD BE DOING FOR OUR KIDS WITH DISABILITIES. 
          THE PROBLEM IS THAT WE DON'T GET IT PROPERLY REIMBURSED FROM THE STATE OR THE FEDERAL GOVERNMENT. 
          UM, THIS LAST YEAR, UM, AND WE HAD THIS IN OUR POLICY AGENDA DOCUMENT, UM, FOR L-A-U-S-D LA'S, UM, FUNDING EXPENDITURES OR SPECIAL EDUCATION, WE PAID 69% OF THE COST THROUGH OUR GENERAL FUND. 
          WE ONLY GOT 6% REIMBURSEMENT FROM THE FEDERAL GOVERNMENT AND ABOUT 25% FROM THE STATE OF CALIFORNIA. 
          SO THIS ONE, AGAIN, UM, ALSO HAS, UM, A BIG IMPLICATION FOR THE STATE WHEN IT COMES TO FUNDING. 
          UM, THERE'S A QUESTION, YOU KNOW, THE TIMING OF IT, THE STATE JUST THIS YEAR APPROPRIATE $2.4 BILLION TO SPECIAL EDUCATION, UM, THROUGH THE AB 6 0 2 BASE ALLOCATION FOR WHICH WE BENEFITED FROM THAT INCREASE. 
          UM, SO THE LEGISLATORS AND THE, THE NEW GOVERNOR, NEXT GOVERNOR MAY QUESTION, YOU KNOW, DIDN'T WE JUST PUT A LOT OF MONEY TO OUR SPECIAL EDUCATION? WHY ARE YOU COMING BACK FOR MORE? UM, SO PART OF, AGAIN, THE, THE, IF WE WERE TO PURSUE THIS ONE WOULD BE JUST TO CONTINUE THE CONVERSATION, KNOWING THAT IT MIGHT BE ONE OF THOSE MULTI-YEAR CONVERSATIONS TO BE ABLE TO REALLY GET THE LEGISLATORS AND NEXT GOVERNOR TO UNDERSTAND, UM, WHY THEY NEED TO BETTER REIMBURSE THE COST THAT WE, WE INCURRED FOR THIS VERY IMPORTANT STUDENT POPULATION. 
          UM, UH, GOING BACK TO, UM, THE PHYSICAL EDUCATION REQUIREMENTS, UM, THERE'S BEEN SOME FEEDBACK FROM OUR DIVISION OF INSTRUCTION AND ALSO, UM, SOME OF OUR BOARD 
          [02:25:01]
MEMBERS REGARDING THE NEED FOR ADDITIONAL FLEXIBILITIES FOR PHYSICAL EDUCATION REQUIREMENTS. 
          UM, WE'RE LOOKING AT TWO DIFFERENT POSSIBILITIES, UH, WHETHER WE CAN PUT THEM INTO ONE BILL OR JUST NEED TO PRIORITIZE ONE OR THE OTHER. 
          UM, ONE OF THEM HAS TO DO WITH, UM, 11TH GRADE STUDENTS WHO WE ARE 15 YEARS OLD. 
          THERE MIGHT BE SOME KIDS WHO WERE RED-SHIRTED, OR MAYBE THEY DIDN'T START SCHOOL UNTIL A LITTLE BIT, UM, UH, LATER THEY, UM, RIGHT NOW WE CANNOT, UM, EXEMPT THEM AS A SCHOOL DISTRICT FROM THE PE REQUIREMENTS IF THEY'RE ATHLETES. 
          UM, SO WE'RE LOOKING AT, UM, REMOVING THAT REQUIREMENT ABOUT THE 15 YEAR OLDS, JUST MAKE IT NOT BASED ON AGE, BUT RATHER BASED ON THE GRADE LEVEL. 
          UM, AND SO, SO THAT'S ONE PIECE. 
          THE OTHER ONE HAS TO DO WITH STUDENTS IN MIDDLE SCHOOL WHO MAYBE DO INTER INTERCLASS ATHLETICS. 
          WE'RE NOT ABLE TO ACCEPT THEM FROM PE. 
          SO THE EDUCATION LAW ED CODE TALKS ABOUT HIGH SCHOOL STUDENTS BEING ALLOWED TO BE ACCEPTED THROUGH A LOCAL GOVERNING PROCESS, BUT DOES NOT TALK ABOUT MIDDLE SCHOOL STUDENTS. 
          THERE COULD BE SOME ASPIRING, UM, ATHLETES, YOU KNOW, MAYBE OTHER, OTHER STUDENTS, UH, WHO ALREADY DO ENGAGE IN A PHYSICAL ACTIVITY, BUT NOT THROUGH PE UH, LOOKING TO EXPAND THAT, UM, FLEXIBILITY FOR MIDDLE SCHOOL STUDENTS TO ALSO BE ACCEPTED, UM, SHOULD THEY BE ALREADY PARTICIPATING IN ATHLETICS. 
          UM, SO AGAIN, THAT'S ONE THAT WE'RE ALSO KIND OF LOOKING AT THE PE PIECES. 
          UM, ON THE INSTRUCTIONAL SIDE, UM, THERE ARE FIVE RELATED TO FACILITIES, UM, THAT I'LL QUICKLY GO THROUGH THEM. 
          UH, THREE OF THEM ARE RELATED TO HOUSING. 
          UH, TWO OF THEM ARE NOT. 
          AND SO FIRST ON THE NON HOUSING BILLS CIVIC CENTER PERMIT, UM, I UNDERSTAND THERE'LL BE A, A FORTHCOMING POLICY ADOPTION FROM THE BOARD IN THE, UH, SEVERAL NEXT SEVERAL WEEKS. 
          UM, THIS BILL WOULD BE CLARIFYING AND UPDATING CALIFORNIA LAW. 
          IT WAS LAST CHANGED IN 2016 ON THIS PARTICULAR PIECE. 
          UM, RIGHT NOW IN, IN STATE LAW, IT SAYS FOR THE, UM, NON-PROFITS OR, UM, ANY ATHLETIC ORGANIZATIONS LIKE A YSO, THEY, UM, JUST ONE EXAMPLE, BUT THERE'S MANY OTHER ORGANIZATIONS OUT THERE. 
          UM, THEY, IT INDICATES THAT WE CANNOT GIVE THEM THE DISCOUNTED, UM, CIVIC CENTER PERMANENT RATE IF THEY CHARGE MORE THAN $60 PER MONTH, UM, AS A NOMINAL FEE FOR STUDENTS TO PARTICIPATE IN THEIR, UM, PARTICULAR ACTIVITIES. 
          UM, WITH THE COST OF INFLATION, AGAIN, THAT, THAT, UH, FEE OF $16 PER MONTH WAS LAST UPDATED IN 2016. 
          UM, WE ARE, IN ORDER FOR US TO BE ABLE TO GIVE OUR, AGAIN, OUR, OUR THIRD PARTY PARTNERS BETTER ACCESS TO OUR, OUR FACILITIES AT A DISCOUNTED RATE THROUGH THE CIVIC CENTER PERMIT PROCESS, UM, WE THINK IT WOULD BE APPROPRIATE FOR THE STATE TO UPDATE THE $60 A MONTH TO A HUNDRED DOLLARS JUST TO, UM, UH, TAKE INTO ACCOUNT THAT THAT COST MAY INCLUDE, UH, COST OF UNIFORMS, MAY INCLUDE COST OF HELMETS, OR OTHER THINGS STUDENTS MIGHT NEED, UH, FOR THEM TO ENGAGE IN THOSE ACTIVITIES. 
          AND SO, SO AGAIN, THIS IS NOT A MORE MONEY TO THE DISTRICT. 
          THIS IS NOT A MORE COST TO THE STUDENTS. 
          IT JUST ALLOWS OUR THIRD PARTY PARTNERS TO, UM, ACCESS OUR FACILITIES AT A DISCOUNTED RATE INSTEAD OF PAYING THE MARKET RATE. 
          UM, AGAIN, IF THEY'RE SERVICING KIDS IN PARTICULAR PROGRAMS THAT BENEFIT THEM, UM, THE, LET ME SKIP TO THE, WE SHOULD HAVE ORDERED THEM, UM, APOLOGIES, WHICH I'VE ORDERED THEM, UH, DIFFERENTLY. 
          BUT LEMME SKIP TO THE LAST ONE, AND I'LL COME BACK TO THE THREE HOUSING ONE AS ONE WHOLE. 
          THE LAST ONE, UM, ADDITIVE OR DEDUCTIVE BID ALTERNATES. 
          THIS ONE HAS TO DO WITH ALSO OUR, OUR, UH, BIDDING PROJECTS. 
          UM, AND SOMETIMES THERE'S, UM, PROJECTS, FACILITY PROJECTS THAT, UM, IF WE HAD GRANT FUNDING FROM THE STATE OF CALIFORNIA OR SOME OTHER ADDITIONAL RESOURCES OUTSIDE OF THAT COMPLEMENT OUR BOND PROGRAM, UM, WE WOULD WANT TO DO ADDITIONAL, UM, EXPAND THE SCOPE OF A PROJECT. 
          UM, HOWEVER, UM, WE DON'T WANT TO BE BIDDING OUT A PROJECT OUT OF A BOND OF CAUTION THAT WE MAY NOT GET THOSE GRANT FUNDS, UM, APPROPRIATED FOR A PARTICULAR PROJECT. 
          AND SO, UH, TO CREATE MORE EFFICIENCY AND SAVINGS INSTEAD OF, UM, UH, HAVING TO CHANGE THE PROJECT AT A LATER THE SCOPE OF THE PROJECT AT A LATER TIME. 
          THIS IDEA IS THAT IT WOULD ALLOW US TO GO OUT FOR A PUBLIC BID FOR A PROJECT, AND WE WOULD BE ABLE TO SAY, THIS IS THE PROJECT, THIS COMPONENT OF THE PROJECT, UM, MAY MOVE FORWARD IF WE GET CERTAIN FUNDING, AGAIN, GRANT FUNDING AS AN EXAMPLE, THAT IT'S ULTIMATELY, UM, SECURED FOR THAT PROJECT. 
          AND THEN IF WE DON'T GET THE GRANT FUNDING, THEN THAT PORTION OF THE PROJECT WOULDN'T MOVE FORWARD. 
          UM, BUT I DIDN'T, ALLOWS US TO BE ABLE TO, UM, BID OUT A, A MORE COMPREHENSIVE PROJECT, UM, INSTEAD OF HAVING TO, TO CHANGE ORDERS OR OTHER, UM, PIECES THAT MAY, MAY, UH, JEOPARDIZE THE PROJECT ITSELF OR, OR INCREASE COST, UM, AT A LATER TIME. 
          AND THEN THE LAST THREE HOUSING PROJECTS OR THREE FACILITY BILLS OR HOUSING RELATED PROJECTS, OR EXPLORING WHETHER WE COULD PURSUE THEM AS ONE BILL, UM, OR POSSIBLY, UM, OTHER MECHANISMS. UM, THE LEGISLATIVE COUNCIL WOULD BE THE ONES THAT WOULD NEED TO DETERMINE IF, IF THEY CAN BE WORKED OUT AS ONE BILL, BECAUSE TYPICALLY WHEN THERE'S DIFFERENT PARTS OF THE ED CODE, UM, THEY DON'T LIKE BILLS BEING MERGED AS ONE. 
          AND SO IT WOULD HAVE TO BE A DISCUSSION WITH THE LEGISLATIVE COUNCIL. 
          UM, BUT IN ESSENCE, UH, ONE IS REGARDING, UH, THE PROFESSIONAL LICENSE CLARIFICATION. 
          UM, WE EXPERIENCED THIS WITH THE WORKFORCE 
          [02:30:01]
PROJECTS THAT THE BOARD RECENTLY APPROVED. 
          UM, JUST SEEKING SOME, UH, DECLARATIVE OF CURRENT LAW, UM, CLARIFICATION REGARDING AFFORDABLE HOUSING DEVELOPERS, WHETHER THEY NEED TO HAVE A, A, UH, PROFESS, UH, PROFESSIONAL LICENSE, UM, UH, CONTRACTOR LICENSE THEMSELVES, OR IF THEY CAN JUST SUBCONTRACT THAT WORK WITH SOMEONE WHO HAS THE, THE LICENSE ITSELF. 
          UM, SO IT WOULD BE, THEY CAN DECLARE EXISTING LAW. 
          UH, WE'VE TALKED TO THE CSBA CALIFORNIA SCHOOL BOARD ASSOCIATION AND OTHERS, AND THEY ALSO THINK THAT THIS WOULD BE A GOOD CLARIFICATION TO ADD JUST FOR ANY FUTURE PROJECTS DOWN THE ROAD. 
          THE NEXT ONE HAS TO DO WITH FAMILY PREFERENCE. 
          IN PAST YEARS AND THIS YEAR, UM, SOME OF THE BOARD MEMBERS HAVE ASKED US TO LOOK INTO, UM, HOW CAN WE EXPAND THE ELIGIBILITY FOR, UM, EMPLOYEE HOUSING FOR OTHER, UH, POPULATIONS THAT WE SERVE, INCLUDING OUR FAMILIES AND, AND, AND THEIR STUDENTS, UM, STUDENTS AND FAMILIES. 
          AND SO THIS WORKFORCE HOUSING, UM, WOULD, UH, ADD TO THE ELIGIBILITY CRITERIA IN ADDITION TO OUR EMPLOYEES OR EMPLOYEES OF OTHER, UM, SCHOOL DISTRICTS IN OUR STARTING SCHOOL PROJECTS. 
          UM, HOUSING PROJECTS WOULD ALSO BE, UM, HAVING OUR FAMILIES BE ELIGIBLE FOR HOUSING. 
          UM, THERE WAS A CONVERSATION WITH, UH, CHRISTINA TOS AND THEIST TEAM AND OTHERS, UM, YOU KNOW, WOULD THIS FAMILY PREFERENCE ALSO EXPAND TO HOMELESS STUDENTS? UM, THE, THAT'S A DIFFERENT KIND OF OB OBJECTIVE. 
          UM, YOU KNOW, OUR STUDENTS WITH UNHOUSED UNHOUSED STUDENTS REQUIRE MUCH MORE WRAPAROUND SUPPORT. 
          UM, SO WE, YOU KNOW, KIND OF, UH, IDENTIFYING RIGHT NOW, WHAT WOULD BE THE OBJECTIVE WE WERE TO EXPAND ELIGIBILITY FOR, AGAIN, FAMILIES AND STUDENTS. 
          IS IT TO TRY TO ADDRESS UNHOUSED POPULATION OUR STUDENTS, OR IS IT JUST FOR, UM, PROVIDING MORE AFFORDABLE HOUSING FOR OUR FAMILIES AS A WHOLE? AND THEN LAST ONE, SURPLUS LANDS ACT. 
          THIS IS AN ISSUE FROM 2024. 
          TWO YEARS AGO. 
          UM, IN THE LAST MINUTE IN THE STATE BUDGET NEGOTIATIONS, THE LEGISLATURE MOVED FORWARD WITH REMOVING AN EXEMPTION THAT, UM, SCHOOL DISTRICTS AND OTHER PUBLIC ENTITIES HAD REGARDING WHAT TO DO WITH LAND SWAPS. 
          UM, PREVIOUSLY UP UNTIL 2024, SCHOOL DISTRICTS AND PUBLIC AGENCIES WERE ALLOWED TO, UM, IF THERE WERE A PARCEL OF LAND THAT WERE VACANT AND WERE NOT BEING UTILIZED FOR SCHOOL PURPOSES, WE COULD, UM, DO A LAND SWAP WITH ANOTHER GOVERNMENT AGENCY. 
          AND THAT EXEMPTION GOT REMOVED IN 2024. 
          IT'S NO LONGER AN OPTION. 
          AND WHILE RIGHT NOW THERE'S NO CURRENT, UH, PLANS FOR ANY LAND SWAPS THAT WE WOULD BE PURSUING, UM, AS PART OF ANY, UM, YOU KNOW, GOOD LOOKING AHEAD EFFORT, WE LIKE TO HAVE THIS AS PART OF OUR TOOLKIT, SHOULD THIS BE SOMETHING THAT WE NEED IN THE FUTURE. 
          UM, AND THAT THIS WOULD BE DEFINITELY, I THINK, ONE, UM, UH, OF, UH, SIGNIFICANT, UH, UPHILL BATTLE TRYING TO GET THE LEGISLATURE TO REVERT, UH, TO ALLOW HOW IT WAS IN 2024, UM, ESPECIALLY WHEN WE DON'T HAVE ANY, UH, ANTICIPATED LAND SWAP IDEAS IN IN MIND AT THIS POINT. 
          SO THIS ONE MIGHT BE ONE OF THOSE THAT MAYBE IS NOT THE RIGHT TIME RIGHT NOW. 
          MAYBE WE'LL PURSUE IT IN FUTURE YEARS, SHOULD THAT BE SOMETHING THAT THE DISTRICT NEEDS TO PURSUE AT THE TIME. 
          UM, UH, ON LASTLY, ON THE OTHER SORT OF FOUR POLICY IDEAS, THESE ARE EXAMPLES, AGAIN, THE 14 IDEAS THAT WE'RE EXPLORING. 
          THESE ARE FOUR EXAMPLES OF ONES THAT WE'RE LOOKING TO SEE WHETHER IF WE WANTED TO PURSUE THEM, CAN THEY BE DONE THROUGH ADMINISTRATIVELY, THROUGH THE STATE BUDGET, UH, GENERAL BUDGET LANGUAGE, THE EDUCATION COMMITTEES, UH, BOTH ASSEMBLY SENATE, DEMOCRATS AND REPUBLICAN STAFF. 
          THEY DO AN OMNIBUS BILL EVERY YEAR. 
          THE NON-CONTROVERSIAL ISSUES, UM, THAT THEY PURSUE AS THE COMMITTEE BILL, UM, MOST LIKELY NONE OF THIS WOULD QUALIFY FOR THEM, BUT RIGHT NOW, WE'RE KEEPING KIND OF ALL OPTIONS AT THE TABLE AS WE EXPLORE AGAIN, UH, WHAT WOULD BECOME PRIORITIES WE WANT TO BRING TO BOARD FORWARD TO THE BOARD FOR ADOPTION IN DECEMBER 1ST, UM, UH, SINCE 2020, UM, 2024, UM, WE HAVE BEEN ALLOWED, WE DISTRICT IN CALIFORNIA HAVE BEEN ALLOWED TO, UH, SERVE TWO YEAR OLDS IN STATE PRESCHOOL. 
          UM, THIS IS SOMETHING THAT WAS DONE THROUGH THE STATE BUDGET, UH, THROUGH A BUDGET BILL, NOT THROUGH A BILL, A BILL ITSELF. 
          UM, THIS, UH, FLEXIBILITY WILL BE SUNSET IN JUNE OF 2027. 
          UM, IN ORDER FOR US TO MAXIMIZE THE PRESCHOOL CONTRACT THAT WE HAVE WITH THE DEPARTMENT OF, OF, OF EDUCATION, CDE, UM, TO ALLOW US TO RETAIN THIS FLEXIBILITY, WE'D HAVE TO GET THAT A PERMANENT CHANGE OR EXTENSION OF THAT FLEXIBILITY IN STATE LAW. 
          BEF, YOU KNOW, BY THE TIME IT SUNSET IN, IN JUNE OF 2027, UM, WE THINK THIS IS A GOOD, UM, YOU KNOW, FOR US TO CONSIDER PURSUING ONE BECAUSE, UM, IT ALLOWS PARENTS TO HAVE THE CHOICE IF WE HAVE, UM, AFTER WE HAVE SERVED ALL FOUR YEAR OLDS, THREE YEAR OLDS WHO ARE ELIGIBLE FOR PRESCHOOL, AND THERE, WE HAVE, STILL HAVE SLOTS AVAILABLE FOR PRESCHOOL INSTEAD OF REVERTING THOSE SLOTS BACK TO THE STATE AS PART OF OUR CONTRACT, BECAUSE ONCE WE GIVE THEM BACK, IT'S HARD FOR US TO GET NEW, NEW, UM, SLOTS GIVEN BACK TO L-A-U-L-C THAT EITHER BECOME A SAVINGS FOR THE STATE IN THE STATE BUDGET, OR THEY'LL PASS ON THOSE PRESCHOOL SLOTS TO OTHER SCHOOL DISTRICTS WHO NEED IT. 
          AND THEY HAVE A, THEY HAVE A, UM, A WAITING LIST. 
          AND SO INSTEAD OF, AGAIN, REVERTING BACK THOSE, UH, NEW SLOTS, WE'D LIKE TO HAVE THEM PRESERVE THE, UM, THE FLEXIBILITY, UM, TO, TO SERVE, CONTINUE TO SERVE 2-YEAR-OLD KIDS. 
          WE'VE BEEN DOING THAT, UM, SINCE 2024 AS ALLOWED BY STATE LAW. 
          UM, SO THIS IS ONE THAT MAY, UM, RESULT IN SOME OPPOSITION FROM THE CHILDCARE UNION, UM, BECAUSE THERE'S BEEN CONCERNS NOW THAT WE HAVE DISTRICTS IN CALIFORNIA AND NOW HAVE THE FULL 
          [02:35:01]
DAY FULL, UM, UNIVERSAL TK FOR ALL 4-YEAR-OLD KIDS. 
          THAT CONCERN THAT, AGAIN, DISTRICTS ARE TAKING MORE OF THE, UH, OF THE YOUNGER POPULATION TO SERVE. 
          UM, JUST ONE FRIENDLY REMINDER THAT IN THE STATE BUDGET THIS YEAR, THE NON LEA PRESCHOOL PROVIDERS, SO THOSE, UM, PRIVATELY, UM, SOURCE, UH, PRIVATE, PRIVATE PRESCHOOLS, UM, THEY CAN GENERATE PROP 98 FUNDING NOW. 
          SO IN ESSENCE, THESE TWO YEAR OLDS COULD BE OUR STUDENTS, OR THEY CAN ALSO BE WITHIN THE NOW NEWLY FUNDED STATE PRESCHOOL PROGRAM GOING TO NON LEA OUT OF PROP 98. 
          UM, SO MAYBE THAT WILL HELP ALLEVIATE SOME OF THEIR CONCERNS NOW THAT THEY'RE GETTING FUNDED INTO THE PROP 98 GUARANTEE. 
          NEXT ONE, CLARIFY THAT ALL ABSENCES REQUIRE A PARENT NOTIFICATION. 
          THERE WAS A BILL, UH, IN 2022, SO A BILL FROM RECENT YEARS THAT AUTHORIZED MIDDLE SCHOOL AND HIGH SCHOOL STUDENTS TO, UH, ONE YEAR, UH, ONE TIME PER YEAR. 
          THEY CAN BE ABSENT FROM SCHOOL AS AN EXCUSED ABSENCE FOR ENGAGING IN A POLITICAL PROTEST OF ENGAGEMENT. 
          THEY COULD LEAVE HIGH SCHOOL, MIDDLE SCHOOL, WALK DOWN TO CITY HALL OR SOME OTHER VENUE TO ENGAGE IN POLITICAL ACTIVITY. 
          UM, AGAIN, UM, PROTEST, UH, I'LL USE THAT WORD, JUST, YOU KNOW, WE ALL KNOW WHAT THAT LOOKS LIKE. 
          AND SO THE CONCERN IS THAT, UM, NOT JUST FROM US, BUT FROM OTHERS. 
          ONE, UM, THERE'S NO REQUIREMENT THAT THE PARENT NEEDS TO BE NOTIFIED. 
          THE SCHOOL, I I'M AUTHORING MY KIDS TO BE EXCUSED FROM SCHOOL TODAY FOR THEM TO ENGAGE IN THIS CIVIL, UM, ENGAGEMENT OPPORTUNITY. 
          UM, SO, YOU KNOW, FOR SAFETY REASONS, UM, IT PROBABLY WOULD BE MORE APPROPRIATE FOR THE PARENT TO BE NOTIFYING THE SCHOOL, PLEASE EXCUSE MY KID, BECAUSE I'M ALLOWING THEM TO GO LEAVE, LEAVE SCHOOL TO GO ENGAGE IN THIS ACTIVITY. 
          UM, RIGHT NOW, THERE ARE QUITE A FEW ABSENCES. 
          AGAIN, I MENTIONED THERE'S 13 OF THEM THAT ARE EXCUSED ABSENCES. 
          IT'S ALL OVER THE PLACE. 
          THERE'S NO CONSISTENCY. 
          SOME OF THEM REQUIRE PARENTIFICATION, SOME OF THEM DO NOT MENTION ANYTHING ABOUT PARENTIFICATION. 
          AND IN THIS PARTICULAR CASE, FROM 2020 TWO'S LAW I JUST MENTIONED, THE STUDENT CAN TELL THE SCHOOL THAT THEY'LL BE ABSENT TO GO PARTICIPATE IN THIS RALLY. 
          SO AGAIN, IT'S A QUESTION FOR US. 
          IT'S, WE, WE BELIEVE IT NEEDS TO BE FUNDAMENTALLY JUST CLARIFIED THE PARENT ENGAGEMENT COMPONENT, UH, TO NOTIFY THE SCHOOL FOR IT TO BE CONSIDERED AN EXCUSE ABSENT. 
          UM, BUT AGAIN, YOU SAID IT'S SOMETHING THAT ALL UNIFIED SHOULD BE PURSUING. 
          UH, WE KNOW THE ASSOCIATION OF CALIFORNIA SCHOOL ADMINISTRATORS HAS ALSO CONCERNS ABOUT THIS ISSUE IN THE PAST. 
          UM, AND, AND WE'VE ALREADY BEEN TOLD BY COMMITTEE CONSULTANTS THAT THIS WOULD BE, HAVE TO BE ITS OWN STANDALONE BILL CANNOT BE DONE THROUGH ONE OF THESE, UM, KIND OF CLAR, UH, CLARIFYING OMNIBUS BILL BILLS. 
          UM, SO AGAIN, IS IT ONE OF THE EIGHT BILLS THAT WE WANT TO PURSUE? THAT'S KIND OF THE QUESTION THAT WE'RE ASKING OURSELVES OR HOPEFULLY LET SOMEONE ELSE TAKE THE LEAD, UM, TO GETTING THAT CLARIFIED. 
          UM, THE LAST TWO, UM, AUTHORIZED SCHOOL DISTRICTS TO REQUEST SOCIAL MEDIA COMPANIES FROM TAKING DOWN SENSITIVE CONTENT, UM, CURRENTLY UNDER THE BUS BUSINESS AND PROFESSION CODE. 
          UM, IT ONLY ALLOWS PARENTS TO REQUEST, UM, MAKE THIS REQUEST TO SOCIAL MEDIA COMPANIES. 
          UH, WE THINK IT WOULD BE APPROPRIATE TO ALSO EXPAND THAT FLEXIBILITY AUTHORIZATION TO SCHOOL DISTRICTS, ESPECIALLY IF ANY SOCIAL MEDIA CONTENT THAT IS NOT, UM, APPROPRIATE IS, UM, VIDEOTAPED ON A SCHOOL CAMPUS AND DURING THE SCHOOL HOURS. 
          UM, THE ISSUE IS THAT THERE MIGHT BE SOME FEDERAL PROVISION AROUND SOCIAL MEDIA, UM, AND WHAT, YOU KNOW, THEIR COMP CONTENT AND WHATNOT, UM, TO, WE'RE EXPLORING WHETHER THIS COULD BE DONE AT THE STATE LEVEL OR, UM, AND I KNOW, UM, AND AGAIN, TALK, TALKING TO OTHER COLLEAGUES FROM OTHER GROUPS. 
          UM, THE ASSOCIATION OF CALIFORNIA SCHOOL ADMINISTRATORS IS ALSO LOOKING AT POSSIBLE, UM, COMPLIMENTARY, NOT RELATED TO THIS ISSUE SPECIFICALLY, UM, BUT, UM, OTHER ISSUES ALSO OF INTEREST. 
          AND THEN LASTLY, UM, THIS LAST ONE HAS CREATED SOME CONFUSION AND, UH, JUST, UM, SOME, UH, CHANGES IN BOTH IN REGULATIONS AND IN STATE LAW IN THE LAST TWO YEARS HAS TO DO WITH, UH, WHO IS, UM, ALLOWED UNDER CALIFORNIA LAW AND REGULATIONS TO PROVIDE CERTAIN RESPIRATORY TASKS FOR KIDS, UM, WHO HAVE RESPIRATORY CARE NEEDS. 
          AND PREVIOUSLY, FOR LA UNIFIED, THAT WORK HAS BEEN DONE FOR A LONG TIME BY, UH, HEALTHCARE ASSISTANCE. 
          UM, THE REGULATIONS AND THE LAW CHANGED. 
          UM, THE REGULATIONS APPEAR TO BE INCONSISTENT WITH THE STATE LAW. 
          UM, BUT IN ESSENCE, UM, IT, IT APPEARS THAT, UM, BASED ON THE LAW, UM, REGISTERED NURSE RNS, UM, POSSIBLY LVNS ARE AUTHORIZED TO DO THIS WORK, UM, BUT NOT HCAS. 
          UM, SO THERE'S INTEREST FROM OTHER ORGANIZATIONS, UH, BEYOND L-A-U-S-D, UH, POSSIBLY GETTING THIS CLARIFIED, UM, BECAUSE OF REGULATIONS, AGAIN, ARE INCONSISTENT WITH WHAT'S IN CURRENT LAW. 
          UM, AND THIS IS RELATED TO A BILL THAT WE HAD SPONSORED EARLIER THIS YEAR THAT ENDED UP NOT MOVING FORWARD. 
          THAT'S ON THE POLICY SIDE, ON THE BUDGET PRIORITIES. 
          UM, AND AGAIN, I'LL BE WRAPPING UP VERY SOON TO GET YOUR QUESTIONS AND FEEDBACK. 
          UM, BUDGET ADVOCACY ALREADY MADE A REFERENCE TO, UM, PROP 98, AND THAT WITHHOLDING FROM THE, THIS, THIS CURRENT, UH, STATE BUDGET, THE $3.9 BILLION, UH, WE HAVE LANGUAGE THAT WE HAVE INCORPORATED INTO OUR PUBLIC EDUCATION REVENUE TASK FORCE, UH, LETTER THAT WE HOPE WILL GO OUT AT SOME POINT IN THE NEAR FUTURE, UM, TO, TO LEADERSHIP IN SACRAMENTO. 
          WE HAVE THIS SORT OF LANGUAGE IN A LETTER. 
          WE'RE WORKING WITH OUR URBAN 
          [02:40:01]
DISTRICT COUNTERPARTS AROUND A JOINT ADVOCACY LETTER FROM URBAN DISTRICTS TO THE NEXT GOVERNOR AND LEGISLATIVE LEADERSHIP. 
          UM, AND THEN WE HAVE OUR OWN, OF COURSE, ADVOCACY THAT L UNIFIED AND WITH OTHER LABOR PARTNERS. 
          AND THOSE WILL BE, BE PURSUING, UM, TO, THIS WILL CONTINUE TO BE A TOP PRIORITY INTO THE, IN, UH, FOR THE INCOMING ADMINISTRATION, BUT ALSO IN ANY OF OUR ENGAGEMENT WITH OUR DELEGATION. 
          NEXT, I ALREADY MENTIONED LCFF, UM, NOT JUST A POSSIBLE MODIFICATION THAT WE'D LIKE TO PURSUE, BUT ALSO HOW DO WE PROTECT, UM, LCFF, MAINTAINING THE FLEXIBILITY AND, UH, OPPOSING ANY NEW CATEGORICALS OR EARMARKS. 
          IT'S SOMETHING THAT I DISCUSSED WITH THE BOARD, UM, AT OUR LAST, UH, WHEN I BROUGHT UP FORWARD THE EDUCATION POLICY AGENDA, UM, THIS TENSION IN SACRAMENTO, UM, AND SOMETHING WITHIN, WITHIN OUR DISTRICT PRIORITIES OF WHAT DO WE WANT THE STATE TO FOCUS ON? IS IT JUST PRESERVING LOCAL CONTROL THAT THE BOARD GETS TO DECIDE THROUGH SUPERINTENDENT AND DISTRICT, UM, ENGAGEMENT WITH, UM, OUR PARENTS, OUR COMMUNITY MEMBERS, OTHER INTEREST HOLDERS, OR DO YOU WANT THE STATE TO BE, AGAIN, EARMARKING MONEY? AND I THINK THE, THE RECOMMENDATION IS THAT WE STATE THE COURSE, WE CONTINUE TO UNDERSCORE TWO NEW LEGISLATORS WHO WERE NOT HERE IN 20 20, 20 31. 
          ALSO IT WAS ADOPTED THAT THEY, UH, WHY ELSE IS SO IMPORTANT AS IT IS. 
          UM, AND THEN LASTLY ON THIS SLIDE, UM, THERE'S A CONCERN THAT WE HAVE IDENTIFIED, UM, YOU KNOW, ONE ON SORT OF TWO, TWO FRONTS. 
          ONE IS AROUND, UH, UNFUNDED MANDATES. 
          UM, THERE'S BEEN A LOT OF NEW UNFUNDED MANDATES, UM, EVERY SINGLE YEAR, UM, THAT, UH, YOU KNOW, THEY'RE GOOD WELL INTENDED. 
          UM, THEY SUPPORT STUDENTS IN DIFFERENT WAYS, UM, BUT THEY'RE NOT TAKING AWAY ANY MANDATED ACTIVITIES, UM, THAT PERHAPS MAY NOT, UM, DIRECTLY IMPACT STUDENTS, UM, ACADEMIC, SOCIAL, EMOTIONAL WELLBEING, BUT THEY'RE STILL JUST, UM, REPORTING REQUIREMENTS OR A LOT OF DIFFERENT THINGS. 
          UM, BUT ONE EXAMPLE THAT I LIKE TO USE, UM, IS THE, UH, READING DIFFICULTY SCREENING. 
          UM, THAT WENT INTO EFFECT, UH, TWO YEARS AGO. 
          I REMEMBER BOARD BERG EZ AT THE TIME INQUIRED ABOUT, WELL, ARE GONNA GET FUNDED FOR, YOU KNOW, NOT JUST FOR THE SCREENING ITSELF, BUT WHAT ABOUT THE SERVICES THAT COME ASSOCIATED WITH ANY KID WHO WE DID DO DIAGNOSE WITH, HAVING READING DIFFICULTIES, UM, READING DIFFICULTIES THROUGH THE SCREENING TEST. 
          AND THE ANSWER IS NO. 
          WE DON'T GET ANY FUNDING FOR THOSE NEW MANDATES, NOT FOR THE SCREENING AND NOT FOR NEW STORIES THAT WE HAVE TO PROVIDE TO STUDENTS. 
          SO REALLY WANT TO, ESPECIALLY IN THIS TIME OF OUR FISCAL CHALLENGES, REALLY WANT TO ELEVATE AND REMIND LEGISLATORS IN EVERY SINGLE BUDGET LETTER THAT WE DO, ANY POLICY LETTER THAT WE WE SIGN, UM, JUST THE REMINDING THEM THE PILING OF A NEW REQUIREMENTS, UM, AND THEY'RE NOT APPROPRIATELY REIMBURSING US FOR THOSE SERVICES THAT WE'RE EXPECTED TO DO. 
          UM, SO THAT YOU'LL CONTINUE TO SEE MORE OF THAT FROM US. 
          UM, AND THEN THE OTHER TWO ISSUE TOO IS REGARDING SUPPLEMENT, ALSO PLANT REQUIREMENTS. 
          UM, MINDFUL THAT, UM, IN, THERE'S BEEN SOME COMPETITIVE GRANTS THAT WE HAVE SEEN, UM, EVEN THE COMMUNITY SCHOOLS GRANT, UM, UH, YOU KNOW, FOR EXPANDING MORE TO MORE COMMUNITY SCHOOLS, THERE'S LANGUAGE THAT JUST CONTINUES TO BE ADDED WHERE IT SAYS, THIS FUNDING IS MEANT TO SUPPLEMENT NOT TO PLANT IN A TYPE TIME OF, UH, NECESSARY BUDGETARY ADJUSTMENTS DUE TO DECLINING ENROLLMENT. 
          IT IS NOT APPROPRIATE FOR THE LEGISLATURE TO BE EXPECTING DISTRICTS AND SCHOOLS TO BE AUGMENTING SOMETHING WHEN CUTS ARE NEEDING ARE MAYBE NEEDED FOR, FOR PARTICULAR PROGRAMS OR PARTICULAR SCHOOLS, PARTICULAR DIFFERENT SERVICES THAT WE PROVIDE. 
          UM, SO WE WANNA BE, UM, EXTRA INTENTIONAL TO REMIND THEM THIS SUPPLEMENT ALSO PLAN REALLY CREATES A CHALLENGE BECAUSE AGAIN, THERE'S NOT IN A TIME OF A LOT OF MONEY YOU CAN DO THAT, BUT IN A TIME OF, UH, OF, UM, FISCAL CHALLENGES FOR ALL DISTRICTS ACROSS THE STATE, UM, THIS LANGUAGE WOULD CREATE PROBLEMS FOR US TO BE ABLE TO REALLY LEVERAGE THOSE FUNDS THAT WE, UH, WE RECEIVE OR THAT WE'RE ABLE TO COMPETE FOR. 
          UM, LASTLY ON BUDGET, AGAIN, JUST, JUST SOME OF THE EMERGING, BUT AGAIN, THERE MIGHT BE OTHER THINGS THAT WE'LL BE ADDING ON BETWEEN NOW AND DECEMBER AND OF COURSE THROUGH YOUR FEEDBACK TODAY. 
          UM, I MENTIONED ALREADY SPECIAL EDUCATION COSTS. 
          SO AGAIN, IF WE DO A BILL OR WHETHER WE DO A BILL OR NOT, WE STILL WANNA KEEP FOCUSING AROUND THE COST OF MORE TO SEVERE STUDENTS, UM, AND OTHER COSTS THAT WE DON'T GET PROPERLY REIMBURSED FOR DESPITE DOING THOSE SERVICES. 
          UM, THERE WAS, UH, UH, AN ANNOUNCEMENT FROM THE ATTORNEY GENERAL OF CALIFORNIA IN SEPTEMBER AROUND, UM, THIS, THE CALIFORNIA BEING PART OF A NATIONAL SETTLEMENT WITH ME, THE PARENT COMPANY OF FACEBOOK NATIONWIDE. 
          IT'LL BE ABOUT $17 BILLION OF ONE-TIME MONEY THROUGH THE SETTLEMENT WITH META FOR CALIFORNIA, IT WILL BE ABOUT $2.1 BILLION OF ONE-TIME MONEY. 
          UM, THAT WILL MONEY MOST LIKELY WILL BE APPROPRIATE IN THE NEXT UPCOMING BUDGET CYCLE. 
          UM, SO WE REALLY WANT TO EMPHASIZE, UM, OTHERS MAY ALREADY BE CALLING, UM, IDEAS FOR WHAT THEY WANT TO SEE THE MONEY BE SPENT FOR, FOR MORE GUARDRAILS FOR SOCIAL MEDIA COMPANIES, FOR KIDS, USING TECHNOLOGY FOR, UH, PERHAPS SOCIAL MEN, UH, SOCIAL, UM, UH, SOCIAL WORKERS, PSYCHIATRIST, SOCIAL WORKERS, UM, STUDENT COUNSELORS. 
          UM, WE WANT TO HAVE THE DISCRETION THAT THE STATE ALLOCATE THE MONEY TO SCHOOL DISTRICTS AND THAT WE LOCALLY DETERMINE HOW TO USE THOSE RESOURCES FOR MENTAL HEALTH NEEDS DEPENDING ON WHAT WE SEE, UM, CAN COMPLEMENT AND SUPPLEMENT WHAT WE ALREADY DO FOR STUDENTS. 
          UM, AND THEN LASTLY, OF COURSE, STATE REVENUE SOLUTIONS IS SOMETHING THAT, UM, WE WANT TO CONTINUE TO ELEVATE. 
          UM, WE, UH, I DON'T FORESEE US BEING 
          [02:45:01]
THE SPONSOR OF A REVENUE BILL PER SE, UM, THAT WE DEFINITELY WOULD BE SUPPORTING, UH, LEGISLATION. 
          AND, AND WE HAVE DONE SO WITH A BILL THIS YEAR CALLED THE WATERS ELECTION LOOPHOLE THAT SCIU, LOCAL 99 AS U LOCAL, UH, STATE COUNCIL, UM, UH, SPONSORED, AND THEN WE'RE SUPPORTING OF THAT BILL AS PART OF OUR BUDGET ADVOCACY THROUGHOUT THE SPRING. 
          UM, THE BILL DID NOT MOVE FORWARD, BUT THE AUTHOR OF THAT BILL ALREADY COMMITTED TO REINTRODUCING THE BILL NEXT YEAR. 
          SO, AGAIN, THIS WOULD BE AN EXAMPLE THAT WE'RE NOT THE ONES SPONSORING THE BILL WHERE WE FIND THE LEGISLATOR, WE COME UP WITH THE LANGUAGE. 
          GIVEN THAT THERE'S OTHER INTEREST HOLDERS, OTHER GROUPS ALREADY PURSUING THOSE EFFORTS, WE WOULD JUST BE SUPPORTING COMPLEMENTING WHAT THEY'RE ALREADY DOING. 
          UM, AND THEN THIS LAST ONE, UH, RESPONDING TO IMPACTS ON IMMIGRATION ENFORCEMENT. 
          UM, UH, THIS IS ONE, UH, TIMELY ONE. 
          JUST THIS MORNING. 
          THERE WAS AN LA TIMES ARTICLE THAT THAT CAME OUT HIGHLIGHTING OAKLAND UNIFIED AND LA UNIFIED AND OUR OWN, UM, CHALLENGES WITH, UH, YOU KNOW, WITH, UH, NEWCOMER STUDENTS AND LESS STUDENTS, UM, WITHIN THE LAST THREE YEARS, UM, COMING TO, TO OUR DISTRICTS, UM, IT HAD SOME REALLY GOOD DATA THAT WE PLAN TO USE. 
          UM, YOU KNOW, WE HAVE OUR OWN DATA, BUT ALSO JUST SEEING IT REFLECTED PUBLICLY IS HELPFUL, UM, TO HELP WITH OUR MESSAGING. 
          UM, IN, IN SUMMARY, IT HIGHLIGHTS REALLY USD THAT DESPITE ABOUT 8% DECLINING ENROLLMENT, UM, FROM 2024 TO, TO FALL OF 2020, UM, LET ME MAKE SURE I HAVE THE NUMBERS HERE. 
          IT WAS FROM 12 20 25, UM, TO WHERE WE ARE NOW. 
          THERE, UM, THERE'S BEEN, YOU KNOW, 8%, UH, DECLINE ENROLLMENT OVER ALL DISTRICT WIDE, BUT WHEN IT COMES TO NEWCOMER, STUDENTS SCORE TO 51%, UM, UH, 50 SOMETHING PERCENT. 
          AND SO THIS IS AN AREA THAT, UH, WE WANT TO, UM, UH, 40, 46 0.5% DURING THE SAME PERIOD. 
          UM, SO OVERALL DISTRICT ENROLLMENT REALLY UNIFIED, DROPPED FROM 8.3% BETWEEN FALL 2025 AND 2026, WHILE NEWCOMER ENROLLMENT DROPPED BY TOWARDS 6.5% DURING THE SAME PERIOD. 
          SO, UM, EXPLORING LIKE, WHAT WOULD THAT LOOK LIKE AND HOLD HARMLESS, UH, EFFORTS IN SACRAMENTO. 
          UM, ALTHOUGH I WILL SAY THAT THE ONE TIME DISCRETIONARY MONEY THAT WE GOT IN THIS BUDGET CYCLE, THE LEGISLATORS SAID, YOU KNOW, YOU'RE GETTING ONE TIME MONEY FOR ANYTHING THAT YOU NEED, INCLUDING FOR AREAS SUCH AS, UM, ADDRESSING YOUR IMPACTS DUE TO DECLINING ENROLLMENT DUE TO IMMIGRATION. 
          SO, SO, UM, THEY MAY THINK THAT THEY ALREADY HELPED US, UH, THROUGH THE ONE TIME APPROPRIATION WE'VE RECEIVED THIS YEAR, BUT NEVERTHELESS, WE STILL WANT TO USE OUR DATA TO HELP ILLUSTRATE THE PROBLEMS THAT WE'RE SEEING IN OUR COMMUNITY. 
          UM, LOCAL PRIORITIES, JUST SOME EXAMPLES SINCE WE ARE AGENDA WALLS INCLUDE LOCAL, STATE, AND FEDERAL POLICY CROSSING GUARDS FUNDING. 
          UH, CONTINUATION OF THAT, UH, COMMUNITY SCHOOLS, PARKS, EXPANSION OF, UH, CSP. 
          WE, WE, WE HAVE SEEN, UM, SOME EXPANSION. 
          OUR GOAL FOR THIS, UH, CURRENT YEAR WAS TO EXPAND BY FIVE MORE SCHOOLS, UM, LATEST COUNT. 
          I THINK WE HAVE SEEN, UH, UH, AT LEAST TWO OR THREE, UH, CSP OPEN UP, AND I KNOW THERE'S AT LEAST TWO MORE IN CONVERSATION FOR POSSIBLE PASSIVE, UM, PASSIVE ACCESS LATER THIS YEAR, EARLY 2027. 
          UH, CONTINUING FUNDING FOR THE GRID PROGRAM, UH, CONTINUING TO, UH, WORK WITH OUR VARIOUS CITY PARTNERS IN VARIOUS CITIES THAT REPRESENTS OUR STUDENTS AND SCHOOLS, UH, FOR SUPPORTING WITH SUPPORT FROM THEM TO INCREASE OUR ENROLLMENT. 
          UH, WE HAVE BEEN SUCCESSFUL OVER THE LAST SIX MONTHS IN GETTING OUR CITIES TO INCLUDE ON THEIR WEBSITES, UM, BOTH, UM, DROPDOWN MENU WITH ALL OF THE SCHOOLS IN THEIR AREA THAT ARE ALL UNIFIED SCHOOLS. 
          WE HAVE HAD THEM ALSO INCLUDE INFORMATION OF OUR PRESCHOOL PROGRAMS. WE'VE DONE WEBINARS WORKING WITH PS AT A KAMA AND THE EARLY EDUCATION TEAM, RENEE. 
          UM, IN THE DAYS PROGRAM, MATTHEW, WE'VE GOTTEN SOME INFORMATION, PROMOTIONAL INFORMATION ABOUT OUR, UM, UH, JUST AGAIN, HELPING TO, UM, LET THEM KNOW THAT WE HAVE AVAILABLE, UM, SLOTS FOR, FOR KIDS AND ADULTS. 
          UM, AND THEN OF COURSE, HOMELESSNESS. 
          UM, THERE'S BEEN SOME RECENT ACTIVITY AND CHANGES HAPPENING AT THE, THE WAY THAT THE COUNTY AND CITY OVERSEE AND RECEIVE FUNDING FROM THE FEDERAL GOVERNMENT FOR HOMELESS ADDRESSING HOMELESSNESS. 
          UM, SO WE WANT TO CONTINUE TO SEE, UH, MEASURE AID FUNDS THAT COUNTYWIDE TAX FROM A COUPLE OF YEARS AGO, THAT THEY ELEVATE THE NEED AND PRIORITIZE PREVENTION. 
          AND WHILE SUPPORT OUR STUDENTS AND FAMILIES WHO ARE UNHOUSED AND ENCAMPMENTS AROUND SCHOOLS. 
          UM, WE HAVE DEFINITELY SEEN A DECREASE IN ENCAMPMENTS, UH, NEXT TO SCHOOLS. 
          UM, THE LATEST COUNT MIGHT BE BETWEEN, UH, 30 TO 35 OR AS, UM, YOU KNOW, SEVERAL MONTHS AGO WAS SCORED TO 50 60, DEPENDING ON THE TIME OF THE YEAR. 
          UM, SO WE HAVE SEEN SOME PROGRESS IN RECENT, UM, RECENT, THE LAST SIX MONTHS AT THE FEDERAL LEVEL. 
          UM, THAT CONTINUES TO BE, UH, AN AREA OF STRONG PRIORITY OF COURSE, GIVEN THAT OUR 10% OF OUR BUDGET RELIES ON FEDERAL FUNDS. 
          UM, THESE ARE JUST, UM, SOME OF THE AREAS FOR OUR CURRENT ADVOCACY. 
          WE WILL BE, UH, FOLLOWING UP WITH A NEW FISCAL YEAR APPROPRIATIONS LETTER TO, UM, TO CONGRESS, UM, AFTER THE, THE MIDTERM ELECTIONS NEXT NEXT WEEK. 
          UM, BUT THESE ARE SOME OF THE AREAS THAT WE ARE FOCUSING ON, OF COURSE, UM, ENSURING THAT THERE'S, UM, UH, THERE'S, UH, MINI MINIMUM CHANGES TO THE GRANT, UH, GRANT PROCESS. 
          UM, AS I'VE BEEN SHARED WITH THE BOARD MEMBERS BEFOREHAND, THERE ARE SOME PROPOSED CHANGES. 
          YOU CAN SEE THEM HERE THAT WOULD IMPACT OUR ABILITY TO PURSUE SOME OF THOSE FEDERAL GRANTS. 
          UM, SO WE WANT TO, TO GET, UH, CONGRESSIONAL MEMBERS TO, TO GET LETTERING IN, UH, RETURNING TO FEDERAL LAW THAT WOULD 
          [02:50:01]
HALT ANY EFFORTS BY, UH, FEDERAL AGENCIES TO CHANGE THOSE PROCESSES, ESPECIALLY ONCE THE FUNDING HAS BEEN ALLOCATED. 
          UM, UH, ONGOING REQUEST FOR SUPPORT, UH, UH, DISASTER FUNDING FOR THE PASSES, WILDFIRE RECOVERY IN THREE OF OUR SCHOOLS THAT WERE IMPACTED. 
          AND THEN OF COURSE, ANY, UH, CONTINUED EFFORTS BY THE, UH, THE PRESENTED ADMINISTRATION TO ELIMINATE OR CONSOLIDATE, UH, EDUCATION PROGRAMS THAT HAS BEEN TRIED IN THE PAST TWO YEARS. 
          UM, THERE'S ONGOING ADVOCACY WITH, ON THE E-RATE PROGRAM THROUGH THE FEDERAL COMMUNICATIONS COMMISSION AND SOME OF THE CURRENT PROCEEDINGS. 
          UM, AND I ALLUDED TO BEFOREHAND, THE, THE, UH, VARIOUS GRANT PRO PROCESSES THAT MAY BE CHANGED BETWEEN NOW AND THE, THE END OF 20, UH, DECEMBER, 2026, UH, LOOKING AHEAD TO 2027, AGAIN, WE'LL BE DOING MORE ON THIS AND YOU'LL HEAR MORE ABOUT IT IN THE NEAR FUTURE. 
          BUT AGAIN, OUR, UM, OUR PRIORITIES REMAIN THE SAME, AND THEY'LL BE EXPANDED TO INCLUDE OTHER AREAS SUCH AS OPPOSING ANY FEDERAL, UM, YOU KNOW, SCHOOL VOUCHER PROGRAMS OR EFFORTS TO REDIRECT PUBLIC RESOURCES AWAY FROM PUBLIC SCHOOLS. 
          WITH THAT, UM, I'LL BE HAPPY TO, UM, ENTERTAIN QUESTIONS OR FEEDBACK FROM THE BOARD MEMBERS. 
          THANK YOU. 
          THANK YOU, MS. ALVAREZ. 
          I WILL OPEN UP THE FLOOR FOR ANY QUESTIONS ANYONE MAY HAVE. 
          I DON'T KNOW IF MS. EZ IS READY. 
          NO. 
          OKAY. 
          I WANTED TO GO WITH HER FIRST SINCE YOU ALWAYS GO TO LAST, BUT ANYONE WANTS TO START MS. HE NEW BILL. 
          OH, THANK YOU, MARTHA. 
          UM, YOU CAN BREATHE, UH, QUITE A BIT. 
          QUITE A BIT. 
          UM, WANTED TO ASK, THERE WAS MENTIONED HERE ABOUT 120 BILLS THAT WERE VETOED. 
          COULD WE GET THE LIST OF THOSE VETOED THAT ARE CO CORRELATED TO EDUCATION? MM-HMM . 
          OR THE AREAS THAT YOU EMPHASIZED ON? UM, SLIDE, I THINK MM-HMM . 
          FOUR, JUST SO WE KIND OF KNOW. 
          AND THEN WHETHER THOSE AUTHORS ARE THOSE THAT WE WANT TO PURSUE MM-HMM . 
          UM, ASSISTANCE IN THE ONES THAT WE WANNA SEE GOING FORWARD. 
          UM, WHAT'S MY OTHER QUESTION HERE? WHAT, WHEN WE TALK ABOUT BILLS THAT WE WANNA MANDATE, WHEN ON SLIDE 11, I MEAN, THIS IS A BROAD LIST. 
          DO THESE KIND OF FUNNEL IN THE ONES THAT YOU SHARED KIND OF FUNNEL INTO THESE HERE OR, UM, FOR THIS LIST? YES. 
          SO, UM, YES. 
          UM, SO THERE, THIS IS, UM, THIS PRIORITY GUIDING PRINCIPLE PRIORITIES DOCUMENT. 
          I MENTIONS ABOUT FIVE PAGE PAGES. 
          UM, IT IS, UH, IT IS, UH, CONSISTENT WITH THE BILLS THAT WOULD BE SPONSORING, BUT THIS IS REALLY THE, THE, THE PURPOSE OF THIS DOCUMENT FIVE PAGE DOCUMENT IS REALLY TO ALLOW OFFICE OF GOVERNMENT RELATIONS, OGR, UM, THE ABILITY TO MOVE FORWARD EFFECTIVELY, PROACTIVELY, INTENTIONALLY ON BILLS THAT EVERYONE ELSE IS, UM, BRINGING FORWARD. 
          SO I MENTIONED IN THE PRIOR SLIDE, THERE'S ABOUT 500 BILLS PLUS THAT WE TRACK THIS YEAR. 
          UM, INSTEAD OF COMING BACK TO THE BOARD EVERY MEETING, BECAUSE, YOU KNOW, THE BOARD MEETINGS ARE EVERY MONTH, UM, DELAYING ACTION FOR THE BOARD TO TELL US WHAT WE CAN OR CANNOT SUPPORT, THIS DOCUMENT IS INTENDED AND HAS BEEN THE CASE FOR MANY YEARS NOW. 
          IT ALLOWS US TO, UM, COMFORTABLY BE ABLE TO TAKE A POSITION ON A BILL WITHOUT HAVING TO COME BACK AND ASK FOR THE BOARD FOR DIRECTION OR APPROVAL, WORKING WITH THE SUPERINTENDENT, WORKING WITH THE LEADERSHIP. 
          AGAIN, IF WE FEEL CONFIDENT THAT IT IS ALIGNED WITH THE DISTRICT PRIORITIES, UM, WHAT THE BOARD HAS ALREADY APPROVED OR STRATEGIC PLAN, THEN WE CAN SUPPORT BILLS. 
          AND THEN ALSO ON THE OTHER SIDE HAND, IF THE BILLS ARE INCONSISTENCY WITH THESE PRIORITIES AND, AND ISSUES, UM, THEN WE WOULD BE TAKING THE OPPOSED POSITION. 
          I'LL SAY, WE DON'T TAKE TOO MANY PO OPPOSED POSITIONS. 
          UM, BUT IT IS SOMETHING THAT WE WANT TO EXPLORE MORE CAREFULLY BECAUSE, UM, WITH THE NEW GOVERNOR, UM, THERE'LL BE A FLURRY OF NEW MANDATES, NEW LAWS THAT MAYBE GOVERNOR KNEW HIM, EVEN THOUGH NOT A LOT THAT HE HAD BE TOLD BEFOREHAND OR DIDN'T GET TO THE SECOND HOUSE. 
          WE ANTICIPATE THAT THE NEW, THE LEGISLATORS WITH THE NEW GOVERNOR, THEY'LL BE SENDING A LOT OF THINGS OVER, AND THE NEW GOVERNOR WILL BE WILLING TO MAYBE, YOU KNOW, JUST TO, TO, UM, BE MORE OPEN-MINDED. 
          UM, PERHAPS IN THE FIRST YEAR WE COULD SEE A LOT OF NEW REQUESTS, YOU KNOW, COMING IN. 
          SO, SO WE WILL BE EXPLORING HOW CAN WE MORE APPROPRIATELY AND IN A TIMELY MANNER, PUBLICLY ENGAGE IN OPPOSING BILLS THAT WE DON'T THINK ARE HELPING AT THE END OF THE DAY, WHAT WE DO IN SCHOOLS AND SERVE KIDS. 
          UM, AND, AND SO WE'RE GONNA TRY TO FIND THAT BALANCE. 
          BUT WE, WE MOSTLY, THIS YEAR ALONE, UH, WE SUPPORTED OVER 30 BILLS, UM, UH, THAT WERE CONSISTENT WITH THE GUIDING PRIORITIES. 
          UM, AND THAT'S IN ADDITION TO WHAT WE DID ON THE BUDGET AND THE POLICY SIDE. 
          THANK YOU. 
          WITH, UM, OUR ASK OR WITH PROVIDING ADDITIONAL FLEXIBILITY AT, YOU TALKED ABOUT PHYSICAL EDUCATION REQUIREMENTS HERE, IS THIS EXEMPT THE MIDDLE SCHOOL OR JUST FLEXIBILITY IN WHAT WOULD BE NECESSARY FOR THEM TO, TO FIND WITHIN OUR CURRICULUM OR OUR, OUR COUNSELING TO SAY, THESE STUDENTS ARE GOING TO BE EXEMPT BECAUSE THEY'RE TAKING EXTRACURRICULAR OUTSIDE OF THE SCHOOL? OR WOULD WOULD IT BE WITHIN THE SCHOOL? HOW WOULD WE 
          [02:55:01]
TRACK THAT? SO THERE ARE TWO DIFFERENT PROPOSALS WITHIN PE THEN AGAIN, WE'RE FIGURING OUT IF WE WANNA PURSUE BOTH OF THEM. 
          ARE THEY COMPLIMENTARY WITH EACH OTHER? WOULD THEY HAVE TO BE SEPARATE BILLS? WHAT WOULD BE A PRIORITY FIRST? UM, ONE OF THEM WOULD ALLOW STUDENTS IN GRADES 11 WHO ARE 15 YEARS OLD. 
          SO MY, THE POPULATION MIGHT BE REALLY SMALL, BUT STILL, IT'S AN ISSUE THAT WE HAVE FACED IN RECENT YEARS. 
          IT WOULD ALLOW THOSE STUDENTS TO BE ACCEPTED UNDER ED CODE FROM PE WITH THE APPROVAL OF A GOVERNING BOARD. 
          SO CURRENTLY, LIKE THERE'S, THERE'LL BE AN ITEM COMING TO THE BOARD, I BELIEVE IN NOVEMBER AROUND THIS EXACT ISSUE. 
          BUT CURRENTLY UNDER ED CODE, WE CAN, THE BOARD CAN ONLY EXEMPT KIDS AT THE HIGH SCHOOL LEVEL, UM, NOT MIDDLE SCHOOL STUDENTS. 
          UM, SO WE'RE LOOKING TO EXPAND THE, UM, ELIGIBILITY OF THE EXEMPTION TO ALSO INCLUDE MIDDLE SCHOOL STUDENTS AND THEN TO ALSO, SO THAT'S ONE PIECE. 
          UM, THE OTHER PIECE IS, UM, AND ESPECIALLY IF THEY'RE ALREADY TAKING PE UH, COURSES, UM, THE OTHER PIECE IS GETTING RID OF THE 15-YEAR-OLD REFERENCE IN ED CODE. 
          WE THINK THAT DOESN'T ANTIQUATED, UM, THEY SHOULDN'T BE A REFERENCE BETWEEN THE GRADE LEVEL AND THE AGE, JUST BECAUSE NOW WE HAVE TK, AGAIN, SOME KIDS GET RED SHORTED. 
          SO THE 15-YEAR-OLD SEEMS TO BE, UM, AN ANTIQUATED REFERENCE IN ED CODE. 
          SO WE'RE TRYING TO SEE, WE CAN ADDRESS BOTH OF THOSE EACH AT THE SAME TIME. 
          GOT IT. 
          AND THEN, UM, JUST IN MIND, WOULD WE BE STILL, UM, HIGHLIGHTING OUR EMPHASIS TO THE FITNESSGRAM? BECAUSE I KNOW THAT WAS ONCE UPON A TIME HIGHLIGHT AND ELEVATED, AND I HAVEN'T HEARD IT AS MUCH AND FROM OTHER OUTSIDE RESOURCES, FITNESSGRAM HASN'T BEEN, UH, POINT OF TOPIC. 
          YES. 
          UH, IT'S MY UNDERSTANDING AND OTHERS WHO HERE, MY, MY COLLEAGUES WHO MIGHT STILL BE HERE MAY KNOW BETTER. 
          IT'S BETTER THAN FITNESSGRAM IS NO LONGER, UM, UH, A VALID, UH, REQUIREMENT FROM THE STATE OF CALIFORNIA. 
          SO MAYBE UPDATING THE LAW TO AGAIN, EVEN CONFIRM WITH THAT. 
          YEAH. 
          TO FIGURE OUT WHAT IS IT THAT WE'RE USING NOW TO FIGURE OUT HEALTHY LIFESTYLES, UM, AND PHYSICAL FITNESS THROUGHOUT LIFE. 
          SO, UM, SO THAT WAS ONE QUESTION. 
          AND THEN YOU, YOU MENTIONED ABOUT THE WORKFORCE HOUSING OR WHETHER IT'S FAMILY PREFERENCE AND UNHOUSED FAMILIES. 
          ARE THEY ONE IN THE SAME OR DIFFERENT? AND HOW DO THEY DIFFER? AND WHEN WE'RE LOOKING FOR ADVOCACY, HOW DO WE LINE THAT UP? SO, SO THEY WOULD BE DIFFERENT BECAUSE, UM, UNHOUSED POPULATIONS, AGAIN, THAT'S, THAT'S A UNIQUE POPULATION OF STUDENTS. 
          YOU KNOW, OVER 70, 70,000 STUDENTS THAT WE HAVE WHO ARE UNHOUSED. 
          THEY OF COURSE MAY HAVE FAMILY MEMBERS, BUT THAT'S A POPULATION THAT HAS ITS OWN NEED FOR WRAPAROUND SUPPORTS OR OTHER SERVICES THAT WE MAY OR MAY NOT BE ABLE TO PROVIDE. 
          UM, IF WE WERE TO PROVIDE HOUSING FOR THEM AT A DISCOUNTED, UM, THAT, THAT CHALLENGES, YOU KNOW, ARE, UM, THROUGH OUR HOUSING AGREEMENTS, THERE'S STILL RENT THAT'S BEING COLLECTED. 
          AND AN UNHOUSED STUDENT, THEY MAY NOT HAVE THE FUNDING TO PAY FOR RENT. 
          AND SO THAT'S A SEPARATE KIND OF CONVERSATION ABOUT WOULD WE SEEKING FUNDING FROM SOMEONE TO REIMBURSE THE, UM, THE, UM, MANAGER, BECAUSE, YOU KNOW, WE'RE NOT THE ONES MANAGING THE PROPERTY THEORETICALLY. 
          UM, SOMEONE STILL HAS TO PAY FOR THOSE, THOSE KIDS TO LIVE IN THOSE HOUSES. 
          AND THAT'S A DIFFERENT PROBLEM. 
          THAT'S A DIFFERENT ENGAGEMENT WITH GOVERNMENT ABOUT WHO'S SUBSIDIZING THOSE KIDS TO LIVE IN OUR HOUSING THAT WE WOULD LY BE PROVIDING FOR THEM. 
          IT'S SEPARATE THAN, UM, IT'S A DIFFERENT OBJECTIVE THAN FAMILIES WITH OUR STUDENTS WHO, UM, COULD AFFORD TO PAY RENT THAT IS WITHIN THE, THE LIMITS, UH, OF THE A A MI, YOU KNOW, WITHIN THAT STRUCTURE. 
          UM, BUT THEY'RE JUST AT ONE OF OUR PROPERTIES, UM, AND THEY, IT IS, UM, BETTER RATES THAN WHAT THEY WOULD PROVIDE. 
          YOU KNOW, THEY WOULD PAY, UM, BECAUSE AFFORDABLE, UH, HOUSING IS BETTER RATES THAN THEY WOULD PROVIDE, YOU KNOW, BE, UH, CHARGED IF THEY WERE TO DO THEIR OWN, UH, PURSUIT OF AN APARTMENT ELSEWHERE. 
          SO BECAUSE OF THAT UNHOUSED POPULATION, AGAIN, THEY MAY NOT HAVE THE MEANS TO PAY FOR RENT, THEN WHO'S PAYING FOR THAT RENT? THAT'S, AGAIN, A DIFFERENT KIND OF CONVERSATION AND CONSIDERATION. 
          UM, AND THAT'S WHERE WE'RE TREATING THOSE IDEAS SEPARATELY, BECAUSE IN THE LAW, YOU WOULD NEED TO CLARIFY, UM, YOU KNOW, WHAT KIND OF FAMILIES ARE WE TALKING ABOUT? IS IT JUST FOR THE PURPOSE OF OVERALL AFFORDABILITY OR IS IT FOR UNHOUSED STUDENTS AND FAMILIES, UM, WHO MAY NEED ADDITIONAL, UH, GOVERNANCE SUPPORT AND SUBSIDIES? UM, AND THEN YOUR SECOND QUESTION WAS ABOUT, UM, UH, I MISSED YOUR SECOND QUESTION. 
          WELL, THAT WAS THE CLARIFICATION FOR ME, WHETHER IT WAS ONE AND ONE OR NONE, OR HOW WOULD WE DIFFERENTIATE BETWEEN THAT, BECAUSE BOTH POPULATIONS ARE IMPORTANT TO THIS COMMUNITY. 
          SO WANTING TO KNOW WHETHER THE ADVOCACY WOULD BE FOR ONE VERSUS THE OTHER, AND THAT'S WHAT WE'RE TRYING TO DETERMINE RIGHT NOW. 
          UH, BUT AGAIN, GIVEN THE NUANCE ABOUT THE UNHEALTH POPULATION, UM, AND GIVE, GIVEN THE UNDERSTANDING THAT THERE'S JUST NOT ENOUGH, UH, HOUSING AS, AS IT IS, UM, WE'RE EXPLORING WHETHER WE WOULD WANT TO PURSUE BOTH CHANGES TO BOTH SUPPORT BOTH KIND OF, UM, STUDENTS AND FAMILIES, OR WHETHER WE JUST FOCUS ON A FAMILY AFFORDABILITY AS A WHOLE AS OPPOSED TO UNHOUSED POPULATIONS. 
          BECAUSE AGAIN, THAT REQUIRES MUCH MORE GOVERNMENT SUPPORT. 
          UM, AND I DON'T THINK THE DISTRICT WOULD BE THE ONES ABLE TO GIVE THEM FREE HOUSING BECAUSE THERE'S A COST, YOU KNOW, TO DO THAT. 
          GOT IT. 
          AND THEN THIS IS MY LAST, AND THEN I'LL LET OTHERS SPEAK, BUT YOU MENTIONED THAT THE SURPLUS LAND ACT AND THE LAND SWAP, THAT IT WOULD 
          [03:00:01]
PROBABLY BE PURSUED LATER RATHER THAN NOW. 
          COULD YOU GIVE MORE OF A RATIONALE AS TO THAT POINT AS WE ARE NOW UP AGAINST OPPORTUNITIES THAT WE MAY NEED TO START TO PREPARE NOW FOR OUR LAND SWAP OPPORTUNITIES, AND IF WE DEFER IT, HOW WOULD THAT AFFECT US? SO, UH, CURRENTLY, UM, UH, SO AGREEING WITH YOU THAT THERE'S DEFINITELY, UH, THERE'S SOME UNKNOWNS ABOUT WHAT WOULD, UH, ANY VACANT LOT EITHER THAT WE CURRENTLY HAVE OR COULD HAVE IN THE FUTURE, WHAT WOULD THOSE LOTS BE USED FOR? AND CURRENTLY THERE'S NO, UM, TO MY KNOWLEDGE, THERE'S NO INTENT THAT WE HAVE A PROJECT THAT IS READY TO GO, THAT IF THE CITY OF LA HAD A VACANT LOT, WE LIKE TO BE READY TO SWAP. 
          WE DON'T HAVE ANY THAT, TO MY AWARENESS, ANY CURRENT EXAMPLE. 
          AND SO BY NOT HAVING THOSE EXAMPLES, IT DEFEATS THE URGENCY IN SACRAMENTO BECAUSE WE CANNOT POINT TO SOMETHING AND SAY, IF THE LAW CHANGE, GIVE US AN EXEMPTION FOR THIS PARTICULAR PROJECTS, OR, OR, YOU KNOW, FOR THIS REASON. 
          THE, THE REASON WHY IN SACRAMENTO, IT MAY NOT, AND AGAIN, MAYBE WE, WE MAY START OFF THIS YEAR, WE MAY PARK A BILL. 
          SO I, I SHOULD ALSO MENTION STRATEGICALLY SACRAMENTO. 
          I MENTIONED AT THE BEGINNING, THERE'S A TWO YEAR CYCLE. 
          UH, JANUARY, 2027 WOULD BE THE BEGINNING OF A TWO YEAR CYCLE. 
          SO LET'S USE THIS BILL AS AN EXAMPLE. 
          WE COULD CONSIDER STARTING THE CONVERSATION, GETTING THE, THE BILL INTRODUCED IF WE FIND AN AUTHOR AND THEN COMING, IF THE BILL HAS ANY CHALLENGES, UH, ARGUMENT ABOUT THE URGENCY, OR, YOU KNOW, WHY SHOULD THEY BE RE BACKTRACKING TO SOMETHING THAT THAT WAS THERE TWO YEARS AGO THAT NO ONE HAS BEEN ASKING FOR THIS IN THE LAST TWO YEARS. 
          WE COULD PARK THE BILL AND THEN PICK UP THE CONVERSATION AGAIN THE FOLLOWING YEAR IN 2028. 
          UM, SO NOTHING THAT WAS PARTICULARLY, WE COULD CONSIDER JUST LIKE, LET'S ON ANY OF THESE BILLS, UM, RIGHT, UH, ANY OF THESE BILLS RIGHT HERE OR RIGHT HERE, WE COULD PURSUE THAT. 
          ANY BILL THAT THEY'RE, THEY DON'T, THEY WON'T DIE IN THE FIRST HA UNLESS THEY, UM, THEY DON'T GET OUT THAT FIRST POLICY COMMITTEE HEARING. 
          WE COULD GET THE BILL STARTED AND THEN CONTINUE IN 2028. 
          THAT'S WHY WE, WE GENERALLY REFER TO THOSE AS LIKE VEHICLE BILLS BECAUSE IT, IT DEFINES A TOPIC, BUT THEN GIVES US A LITTLE MORE LEEWAY TO DO, YOU KNOW, THE ENGAGEMENT THAT WE EXPECT WITH THE STRONGER SCHOOLS INITIATIVE REALLY KIND OF DEFINE WHAT OUR NEEDS ARE GOING TO BE. 
          SO IT MAY BE LAND SWAPS, IT MAY BE SURPLUS PROPERTY, UH, PROVISIONS, UM, THAT MAY GIVE US GREATER LEEWAY AND FLEXIBILITY ON HOW WE USE THE PROCEEDS OF THE ANY PROPERTY THAT WE MAY, UH, SURPLUS AS PART OF THIS PROCESS. 
          THANK YOU. 
          AND, AND THE TWO CONSIDERATIONS, AGAIN, THAT WE'RE THINKING ABOUT TIMING RIGHT NOW, I MENTIONED THERE'S 14 BILLS HERE THAT WE NEED TO NARROW IT DOWN UNLESS THERE'S NEW IDEAS THAT, YOU KNOW, YOU ALL MENTIONED TODAY, WE THINK LIKE WE'RE, INSTEAD OF ADDING MORE IDEAS, WE'RE TRYING TO NOW NARROW, UM, DOWN TO, AGAIN, BETWEEN SIX AND EIGHT IS THE IDEAL SPOT FOR WHERE WE WANT TO BE WHEN WE COME TO THE BOARD IN DECEMBER. 
          AND SO IF WE FIND FROM LEGISLATIVE COUNCIL THAT THE THREE HOUSING BILLS WOULD HAVE TO BE TAKEN UP AS INDIVIDUAL BILLS, NOW WE'RE TALKING ABOUT THREE OF OUR POSSIBLE EIGHT BILLS TO BE NOW HOUSING BILLS. 
          UM, WE MIGHT BE ABLE TO GET MAYBE CSBA PURSUES THE PROFESSIONAL LICENSE CLARIFICATION, AND WE JUST SUPPORT IT, BUT WE'RE NOT THE SPONSOR OF THE BILL THAT WE HAVE TO GO FIND A LEGISLATOR. 
          SO THIS IS ALL THAT WE'RE RIGHT NOW ASSESSING AND THAT WE'RE MEETING WITH YOU RIGHT NOW TO GET EARLY INPUT AND, AND YOUR AWARENESS OF WHAT WE'RE WORKING ON. 
          UM, BUT THE PIECE ABOUT THE URGENCY AND THE LAND SWAP, UM, THE LEGISLATURE, AGAIN, IT WAS A, A POLITICAL LAST MINUTE BUDGET DEAL DONE IN 2024. 
          AND THE LEGISLATORS, SENATOR WAHA IS NO LONGER IN THE SENATE. 
          UM, SHE WAS ONE OF THE BIGGEST CHAMPIONS AROUND AFFORDABLE HOUSING. 
          AND THE DISTRICTS WERE JUST SITTING ON, ON EMPTY LAWS AND NOT DOING ANYTHING WITH IT. 
          SO THAT'S WHY THEY WENT TO LIKE, TAKE AWAY THE FLEXIBILITY ABOUT US BEING ABLE, BEING ABLE TO DO LAND SWAPS BECAUSE THEY SAID PUBLIC ENTITIES, INCLUDING SCHOOL DISTRICTS, THEY JUST HAVE LOTS AND THEY'RE NOT DOING ANYTHING WITH IT. 
          SO MAYBE BECAUSE, UH, THE CHAMPION OF THAT EXEMPTION, REMOVAL OF THE EXEMPTION IS NO LONGER IN THE LEGISLATURE, WE MAY GET SOME OPENING TO RESTART THE CONVERSATION AGAIN, BUT IT IS VERY RARE LEGISLATORS WILL BACKTRACK SOMETHING THAT THEY JUST PASSED TWO YEARS AGO. 
          THERE HASN'T BEEN ENOUGH EVIDENCE TO DEMONSTRATE THAT THEY'RE CAUSING HARM FOR, YOU KNOW, FOR THEIR ACTION TWO YEARS AGO. 
          AND, UM, SO, SO THAT'S WHAT WE'RE ASSESSING RIGHT NOW. 
          WHAT KIND OF COALITION COULD WE, AS, YOU KNOW, ASSEMBLE, UM, WHO ELSE MIGHT BE INTERESTED IN THIS TOPIC? SO IT'S NOT JUST LA UNIFIED COMING ON ANY OF THESE PARTICULAR ISSUES AS THE ONE PROPONENT, BECAUSE WE WANNA BE EFFECTIVE IN OUR ADVOCACY, AND THAT REQUIRES BUILDING COALITIONS. 
          APPRECIATE THAT. 
          AND I MEAN, THE ONLY REASON WHY I BROUGHT IT UP, BECAUSE YOU DID MENTION 2024 AND A TWO YEAR CYCLE, AND WE'RE AT 26 NOW, MOVING FORWARD, JUST TO SEE IN ORDER TO GET SOMETHING ACROSS THE FINISH LINE, IT DOES TAKE SOME TIME. 
          AND WITH THE URGENCY THAT WE HAVE IN ANALYSIS, AT LEAST, WHETHER IT'S TO LOOK AT THE CITY TO SEE WHAT THAT IS, TO GET THAT RESEARCH WOULD PROBABLY BENEFICIAL FOR US MOVING FORWARD SO THAT THERE IS TANGIBLE EVIDENCE TO WHY IT'S NECESSARY NOW VERSUS LATER. 
          MM-HMM . 
          THANK YOU. 
          AND I'LL LET SOMEONE ELSE GO. 
          DIEGO. 
          YES. 
          UM, THANK YOU FOR THAT REPORT. 
          UM, COUPLE OF QUESTIONS HERE REGARDING SOME ALLOCATIONS. 
          WAS THERE ANY MONEY, UM, ALLOCATED FROM THE STATE BUDGET 
          [03:05:01]
TOWARD DREAM CENTERS? YES, THAT IS ONE TIME GRANT MONEY, COMPETITIVE GRANT MONEY, BUT IT'S NOT HERE BECAUSE OF MONEY CURRENTLY AVAILABLE. 
          UM, IT HASN'T, THE APPLICATION HAS NOT OPENED UP YET. 
          UM, BUT THERE'S TWO PART OF FUNDING FOR DREAM CENTERS, UM, AND FOR NEWCOMER STUDENTS, BUT IT'S NOT HERE BECAUSE IT'S MONEY THAT WE COULD BE TAPPING INTO WHEN THE APPLICATION OPENS UP. 
          OH, SO IT'S BEEN ALLOCATED, BUT IT WON'T OPEN. 
          DO WE KNOW WHEN IT'S GONNA OPEN? NO, WE, WE DO NOT KNOW THERE, THERE'S, UM, MY OFFICE, SO WE HAVE, YOU KNOW, THE VIRTUAL OVERSEEING GRANTS ADMINISTRATION AND OFFICE OF GOVERNMENT RELATIONS, UM, ANY OF THE ONE TIME MONEY, THERE'S MONEY FOR HOMELESS STUDENTS, FOR EXAMPLE, ALSO IN THE BUDGET. 
          NONE OF THOSE APPLICATIONS HAVE OPENED UP YET, BUT WE'RE WORKING VERY CLOSELY WITH OUR DIVISIONS IN CASE THEY HEAR BEFORE WE DO. 
          UM, WE HAVE A TRACKING OF WHAT THOSE POSSIBILITIES MIGHT LOOK LIKE, BUT THEY HAVE NOT OPENED UP YET. 
          AND DO WE KNOW HOW IT WILL, WE WILL BENEFIT FROM THAT AS WE CURRENTLY HAVE SOME DREAM CENTERS. 
          SO HOW, HOW WILL THAT SUPPORT WHAT WE'RE DOING RIGHT NOW WITH JUNTOS? SO I MENTIONED BEFOREHAND, AND WE'VE ALREADY MET WITH MMED AND OTHERS FROM VARIOUS DIVISIONS THAT WOULD BE IMPACTED BY THIS FUNDING OPPORTUNITY. 
          I MENTIONED IN ONE OF THE SLIDES ABOUT THE SUPPLEMENT PLANT LANGUAGE THAT IN THIS, YOU KNOW, I WOULD HAVE TO GO BACK AND LOOK AT THIS PARTICULAR, PARTICULAR COMPETITIVE GRANT. 
          MANY GRANTS HAVE THAT LANGUAGE THAT THE MONEY IS MEANT TO BE AUGMENTING WHAT DISTRICTS ALREADY DO INSTEAD OF SUPPLEMENTING WHAT WE ALREADY DO. 
          MY UNDERSTANDING IS, AND THERE WAS A RECENT, UH, COMMUNICATION ON THIS TOPIC, UM, TO THE BOARD, UM, THE BOARD APPROVED A $5 MILLION ONE TIME GENERAL FUND ALLOCATION FOR THE 19 JUNTO CENTER CENTERS THAT WE HAVE NOW. 
          UM, THAT MONEY, AS I UNDERSTAND FROM MMED IS THROUGH THE END OF NEXT FISCAL YEAR, 27, 28. 
          UM, THIS FUNDING, UM, WHERE WE'RE GONNA TRY TO MAKE, AS WE APPLY FOR THESE GRANTS, WE'RE GONNA TRY TO JUSTIFY THAT IT IS NOT, UM, YOU KNOW, WE MAY NEED SOME, UM, TRANSITION MONEY THAT IF THE BOARD'S ALLOCATION WAS ONLY FOR A ONE TIME TWO YEAR GRANT, UH, FOR THOSE 19 JUNTO CENTERS. 
          UM, WE'RE TRYING TO SEE IF WE CAN APPLY FOR THOSE STATE FUNDS TO ALLOW US TO CONTINUE THE JUNTO CENTERS BEYOND THE TWO YEAR, UM, BOARD APPROVED, UH, FUNDING AMOUNT. 
          BECAUSE OTHERWISE THERE'S NO CURRENT FUNDING, UM, DISTRICT ALLOCATION TO CONTINUE THOSE PROGRAMS BEYOND WHAT WE CURRENTLY HAVE. 
          UM, SO, SO IT MAY BENEFIT US NOT TO EXPAND TO NEW CENTERS, BUT TO SUSTAIN WHAT WE HAVE. 
          UM, SO THAT'S WHAT WE'LL BE, UH, WORKING. 
          AND AGAIN, THERE'S TWO SEPARATE GRANTS, UM, RELATED TO NEWCOMERS AND DREAM CENTERS, AND WE'LL BE LOOKING TO APPLY FOR BOTH OF THEM. 
          OKAY. 
          AND THEN THE NEWCOMER GRANT, I WAS READING THAT IT'S, UM, YOU CAN ALSO HIRE FOLKS, RIGHT? IT, IT, YOU CAN, THE, THE FUNDING CAN BE USED FOR MULTIPLE PURPOSES AND, AND, UH, AGAIN, I DON'T HAVE THE LANGUAGE IN FRONT OF ME, BUT MOST LIKELY CAN BE USED FOR SERVICES, FOR STAFFING, FOR OTHER THINGS. 
          THE, THE REALITY THOUGH, UM, BOARD MEMBER GRIEGO, UM, AND THIS WOULD BE PART OF OUR, OUR REVIEW OF THE GRANT, UM, UH, SOLICITATION AND OPPORTUNITIES IS THAT WE MAY NOT BE ABLE TO AUGMENT BEYOND WHAT WE HAVE IF THE BOARD'S FUNDING WAS ONLY FOR TWO YEARS, AND THE FUNDING THROUGH THE BOARD ACTION IS ONLY THROUGH THE END OF 27, 28. 
          SO IF WE WERE TO GET GRANT FUNDING, IT MOST LIKELY WOULD BE TO SUSTAIN CURRENT STAFFING CURRENT SERVICES INSTEAD OF AUGMENTING AND HIRING NEW PEOPLE. 
          UM, BUT, UH, I'LL DEFER MY COLLEAGUES IF THEY HAVE ANYTHING ELSE TO ADD. 
          BUT, UM, AGAIN, EVEN THOUGH WE COULD HIRE NEW PEOPLE, WE DON'T HAVE MONEY BEYOND NEXT FISCAL YEAR 27, 28, TO SUSTAIN THOSE PROGRAMS AT, AT THE CURRENT STAFFING LEVEL. 
          SO WE'VE BEEN LOOKING FOR STATE GRANT MONEY TO HELP OFFSET THE COST OF THE, THAT ONGOING SERVICE. 
          YEAH, THE TWO YEARS BEYOND THE TWO YEARS. 
          GOT IT. 
          ALRIGHT. 
          UM, AND THEN REGARDING, YOU KNOW, AT THE FEDERAL LEVEL, WE'RE, WE'VE BEEN ADVOCATING FOR MORE FUNDING FOR SPECIAL EDUCATION, RIGHT? I'M JUST WONDERING WHAT DOES THAT WORK LOOK LIKE AND WHAT MORE CAN WE DO? BECAUSE SPECIAL EDUCATION IS CERTAINLY AN AREA THAT PARENTS ADVOCATE FOR, AND WE ALL UNDERSTAND THAT THE FUNDING IS AT THE FEDERAL LEVEL ESPECIALLY, BUT ALSO AT THE STATE LEVEL IS JUST NOT ENOUGH. 
          SO WHAT MORE CAN WE DO? HOW CAN WE CHANGE OUR STRATEGY? WHAT COULD PARENTS DO? BECAUSE PARENTS, UM, ARE VERY MUCH WANTING TO BE ADVOCATES AND SUPPORT THE WORK OF ADVOCATING FOR SPECIAL ED, UH, SUPPORT. 
          SO THANK YOU FOR, FOR THE QUESTION. 
          A FEW, UM, A FEW THOUGHTS COME TO MIND. 
          ONE, UM, 1975 IS WHEN IDA WAS PASSED BY CONGRESS. 
          SO IN 2025 WAS 50 YEARS SINCE THE ENACTMENT OF, OF THIS FEDERAL REQUIREMENT, UH, WHEN CONGRESS AT THE TIME MADE A COMMITMENT OF, OF, UM, THE GOAL THAT THEY HAD TO FUND, UH, 40% OF THE COST TOWARDS SPECIAL EDUCATION. 
          AS YOU KNOW, UM, THERE WAS A LOT OF ADVOCACY LEADING UP TO 2025, UM, OUR OFFICE. 
          AND, UH, WE HAVE TOOLKITS THAT WE HAVE DONE IN THE PAST, DATING INTO 2022. 
          I THINK WE DID ANOTHER ONE IN 20 23, 20 24. 
          UM, WE, IN GOVERNMENT RELATIONS WORKING WITH OUR SPECIAL EDUCATION DIVISION AND OGC, UM, OUR COMMUNICATIONS TEAM, WE HAVE DEVELOPED IN THE PAST TOOLKITS THAT INFORMED PARENTS, UM, YOU KNOW, THE IMPORTANCE ABOUT THE FEDERAL REIMBURSEMENTS. 
          UH, WE HAD CALL TO ACTIONS TO PARENTS. 
          [03:10:01]
WE HAD A PLEDGE ASKING FAMILIES, UH, THAT WE ASKED BOARD MEMBERS TO ALSO GET IT OUT THROUGH YOUR OWN PARENT NETWORK. 
          UM, YOU KNOW, THE CAC COMMITTEE WHO ALSO WANTED TO SUPPORT WITH SOME OF THIS ENGAGEMENT. 
          UM, SO WE'VE HAD, UM, INFORMATION FOR PARENTS IN THE PAST TO HELP ADVOCATE. 
          AND, AND AGAIN, WE PROVIDED THOSE TOOLS FOR THEM TO USE. 
          WE ALSO DID A WEBINAR, UH, TONY AGUILAR WHO, UM, I CAN'T REMEMBER, HE'S BACK HERE. 
          TONY AGUILAR DID A WEBINAR A COUPLE OF YEARS AGO WITH OGR. 
          WE HAD A RURAL DISTRICT FROM UP NORTHERN CALIFORNIA WHO WAS REPUBLICAN CONGRESSIONAL MEMBERS TRYING FROM A BIPARTISAN STANDPOINT, BECAUSE KIDS DISABILITIES ARE EVERYWHERE, NOT JUST IN, IN URBAN AREAS. 
          AND BECAUSE CONGRESS IS CURRENTLY LED BY A PARTICULAR PARTY, WE WANTED TO ENSURE THAT WE HAD SOME REPUBLICAN SUPPORT FOR THIS ASK. 
          SO IN THAT WEBINAR, IT WAS A JOINT CONGRESSIONAL WEBINAR THAT WE DID WITH, UM, AGAIN, NORTHERN CALIFORNIA, A RURAL DISTRICT TO SHOWCASE. 
          IT WAS A COUNTY OFFICE OF EDUCATION, I THINK TIMA COUNTY, UH, TO SHOW THAT THERE'S AGAIN, SOME, UH, RELEVANCE BETWEEN URBAN AND AND RURAL KIDS, UH, AND WHAT THEY NEED. 
          UM, SO THE ADVOCACY CONTINUES. 
          UM, WE HAVE ENGAGED THE COUNCIL ITY SCHOOLS IN THE PAST, UM, CGCS IN OUR COALITION OF CLOSE TO 70 PLUS SCHOOL DISTRICTS, URBAN DISTRICTS IN THE COUNTRY. 
          THEIR POSITION HAS BEEN IN THE PAST, AND I DON'T KNOW THAT IT HAS CHANGED THAT, UM, BECAUSE THE, ULTIMATELY, JUST LIKE IN CALIFORNIA, WE HAVE PROP 98 AND PROP 98 FUNDS ALL OF OUR PRIORITIES. 
          CONGRESS HAS NOT INCREASED THE AMOUNT OF FUNDING FOR GOING TOWARDS EDUCATION FUNDING. 
          IF ANYTHING, THEY'RE FLAT FUNDING EDUCATION, AS YOU KNOW, AND POSSIBLE REDUCTIONS, UM, TO, TO GEAR UP AND SOME OTHER PROGRAMS THAT OUR KIDS BENEFIT FROM. 
          AND SO, CGCS, UH, POSITIONING HAS BEEN THAT, UM, US AT WE URBAN DISTRICTS, INCLUDING L UNIFIED ADVOCATING FOR, UM, INCREASE TO IDA, IT COULD COME AT THE EXPENSE OF TITLE ONE BECAUSE THE PIE OF FEDERAL FUNDS IS THIS FOR EDUCATION ALSO. 
          SO WE HAVEN'T BEEN ABLE TO GET SUPPORT FROM CGCS AT THIS POINT. 
          WE HAVE SAN DIEGO AND OTHERS WHO ARE INTERESTED IN THE TOPIC, UM, SAN ANTONIO SCHOOL DISTRICT. 
          SO AS PART OF THE NATIONAL NETWORK, WE'VE BEEN TRYING TO IDENTIFY OTHER URBAN DISTRICTS WHO HAVE SOME MORE PURPLE OR RED LEANING, UH, MEMBERS WHO MAY BE MORE SYMPATHETIC TO THE NEED TO INCREASE FUNDING. 
          BUT I WILL SAY IT'S NOT A, THIS IS NOT A REFLECTION ABOUT THE INEFFECTIVENESS AND NATURE OF O ALL UNIFIED'S ADVOCACY OR OG R'S ADVOCACY. 
          IT'S REALLY JUST A CHALLENGE ABOUT THE NATIONAL LEVEL IN THE INVESTMENTS ON FUNDING FOR, FOR, UM, PUBLIC STUDENTS. 
          YEAH. 
          BUT AGAIN, WE'VE BEEN TRYING TO APPROACH OUR ADVOCACY AT THE FEDERAL LEVEL FROM A BIPARTISAN NATURE, GIVEN THE NEEDS OF OUR STUDENTS, NOT JUST IN LA UNIFIED, BUT ELSEWHERE. 
          YEAH. 
          AND I WAS NOT IMPLYING THAT IT'S SOMETHING THAT WE'RE DOING THAT WE'RE LACKING IN, BUT RATHER, UM, I JUST KNOW THAT THIS IS A HIGH NEED AND THAT THERE'S BEEN ADVOCACY AROUND THIS FOR MANY YEARS, AND WE'RE, WE'RE KIND OF LIKE BEING OUR, I FEEL LIKE WE'RE BEATING OUR HEADS AGAINST THE WALL BECAUSE IT'S, YOU KNOW, WE'RE NOT DOING A WHOLE, I MEAN, MEAN WE'RE NOT GAINING MUCH. 
          SO I JUST WANTED TO KNOW WHAT OTHER STRATEGIES. 
          I APPRECIATE YOU TALKING TO OTHER DISTRICTS ACROSS THE COUNTRY WHO MAY BE FACING THE SAME NEED. 
          AND, UM, BUT I, YOU KNOW, THIS IS THE NUMBER ONE, AT LEAST THAT I HEAR FROM PARENTS SPECIAL EDUCATION FUNDING. 
          AND, UM, AND SO I DON'T KNOW, I DON'T KNOW IF THERE'S HEARINGS IN CONGRESS, IF THERE'S DELEGATIONS ACROSS THE COUNTRY THAT WE CAN GET PARENTS AND STUDENTS TO COME AND SPEAK. 
          UM, I DON'T KNOW. 
          WHAT MORE CAN WE DO? AND, UM, I WOULD LOVE TO HEAR, YOU KNOW, SOME, SOME MORE ABOUT THE, THE CONVERSATIONS THAT ARE HAPPENING NATIONWIDE AROUND THIS, BECAUSE, UM, I FEEL LIKE WE NEED TO BE SOUNDING THE ALARM ON THIS, ESPECIALLY AS WE KNOW, THE DATA SHOWS THAT THERE'S AN INCREASE IN STUDENTS, UM, IN THE PROGRAMS FOR MODERATE TO SEVERE MM-HMM . 
          UM, SO THAT, UH, CERTAINLY, UH, A NEED. 
          THEN, UM, THE OTHER THING I WANNA ASK ABOUT IS ONGOING VERSUS ONE-TIME FUNDS. 
          WHAT IS, I, I SAW THE ADVOCACY IS INCREASE LCFF FUNDING THROUGH INCREASES TO THE BASE GRANT OR SUPPLEMENTAL GRANT, WHICH MEANS THAT'S THE ONGOING FUND. 
          MM-HMM . 
          RIGHT? THAT'S WHAT WE WANT. 
          AND I JUST WONDER, DO WE, WHEN WE SPEAK TO LEGISLATORS ABOUT THIS, DO WE SHARE WITH THEM JUST THE, THE IMPACTS OF GETTING, UM, WE APPRECIATE THE ONE TIME FUNDS, BUT IT IMPACTS US BEYOND JUST THE FACT THAT WE GET IT ONE TIME, FOR EXAMPLE, HOW WE BUDGET, RIGHT? WE, WE CANNOT INCLUDE ONE TIME FUNDS IN OUR MULTI-YEAR PROJECTIONS. 
          AND IN THIS PARTICULAR MOMENT, THE MULTI-YEAR PROJECTION IS CAUSING US TO HAVE, UM, A PROJECTION OF VERY HIGH NUMBER OF CUTS IN OUR DISTRICT. 
          RIGHT? AND THAT'S BECAUSE WE'RE NOT INCLUDING ANY ONE TIME FUNDS. 
          AND SO I FEEL LIKE, UM, SOMETIMES FOLKS WHO ARE NOT EXPERIENCING THE CLASSROOM IMPACTS OF, OF CUTS OR HOW WE BUDGET, UM, IT'S VERY DIFFICULT FOR THEM TO SEE HOW, UM, ONLY, YOU KNOW, 
          [03:15:01]
WHEN WE SPLIT THE, THE, UH, ALLOCATIONS BETWEEN ONE TIME AND, AND, UH, ONGOING FUNDS, IT REALLY DOES HAVE A SIGNIFICANT FOR US IN PARTICULAR, BUT I'M SURE IT HAPPENS EVERYWHERE ELSE TOO. 
          MM-HMM . 
          RIGHT? THAT, UM, SO HOW DO WE PAINT THAT PICTURE TO LEGISLATORS ABOUT WHAT IT LOOKS LIKE, UH, IN THE CLASSROOM, WHAT IT LOOKS LIKE FOR STUDENTS AND FOR FAMILIES WHEN WE ARE, UM, NOT RECEIVING, UH, MORE ONGOING FUNDS? SURE. 
          UH, THANK YOU FOR THE QUESTION AND THE, THE COMMENT. 
          SO WE, UM, HAVE BEEN HAVING ELECTED OFFICIALS COME TO SCHOOLS IN, IN RECENT MONTHS, UH, ESPECIALLY AS THEY HAVE BEEN BACK AT THEIR HOME IN HOME OFFICE IN SEPTEMBER WHEN THE LEGISLATURE ENDED, END OF AUGUST, WHEN THE, THE SESSION ENDED AT THE END OF AUGUST. 
          UM, SO WE'VE BEEN HIGHLIGHTING OUR PROGRAMS. UM, I THINK SOMETHING THAT WE COULD DEFINITELY DO BETTER OF IS WE ALWAYS LIKE TO SHOWCASE THE BEST. 
          I LIKE TO SAY, COME SEE WHAT THE MAGIC HAPPENS. 
          AND WE LIKE TO, HI. 
          WE HAD GREAT VISITS WITH BOARD, BOARD FRANKLIN AND THE SUPERINTENDENT IN THE SOUTH BASED SCHOOLS, UM, WITH SOME ELECTED OFFICIALS. 
          UM, AND WE'VE BEEN DOING THEM THROUGHOUT, UM, AGAIN, THE, THE LAST SEVERAL WEEKS AS PART OF PRINCIPAL FOR A DAY. 
          UM, WHAT WE, UH, PERHAPS HAVE NOT FRAMED IS WHAT YOU SEE HERE WILL BE CUT. 
          AND THE REASON IS BECAUSE, UM, YOU KNOW, UH, THERE'S A LOT OF FUNDING STREAMS, YOU KNOW, SEMI BSAP, BUT THEY'RE HIGH LEVEL ITEMS WE DON'T TALK ABOUT WITHIN THOSE STRUCTURES WHAT WILL BE REDUCED, BECAUSE WE DON'T HAVE THAT IN LEVEL OF DETAIL AT THIS POINT. 
          UM, SO AS PART OF OUR ENGAGEMENT ADVOCACY FOR 20 27, 28 FISCAL YEAR AT THE STATE LEVEL, UM, I CAN DEFINITELY WORK, UM, CLOSER WITH MY COLLEAGUES IN THE FISCAL TEAM AND OTHER DIVISIONS TO HIGHLIGHT, UM, SOME OF THOSE PROGRAMMATIC ELEMENTS THAT WILL BE IMPACTED BY, UM, CUTS THAT ARE COMING OR IN THE FUTURE, UM, TO ARTICULATE THAT. 
          BECAUSE THEN WE'RE HIGHLIGHTING WHAT'S HAP WHAT'S THE GRADE HAPPENING IN SCHOOLS. 
          BUT I THINK WE JUST NEED TO, UM, BETTER, UM, ARTICULATE, BUT WE DON'T HAVE THAT INFORMATION QUITE YET BECAUSE THOSE DECISIONS HAVE NOT BEEN MADE BY THE BOARD. 
          UM, YOU KNOW, FOR THE UPCOMING, UH, FISCAL YEAR. 
          UM, TWO, UM, IN OUR GUIDING PRINT AND PRIORITIES, WE DO HAVE A SORT REFERENCE AND, YOU KNOW, WE CAN DEFINITELY, UM, INCLUDE, SEE HOW WE CAN PUT INTO OUR FINAL DOCUMENTS. 
          UM, WE, WE INCLUDED A REFERENCE THAT SAYS THE STATE SHOULD AVOID ONE TIME FINDING WHEN ONGOING FINDING IS POSSIBLE. 
          THE INFORMANTS, THE EFFORTS NEEDED TO INCREASE STUDENT ACHIEVEMENT AND REDUCE THE ACHIEVEMENT GAP CANNOT HAPPEN WITHOUT LONG-TERM CONSENT INVESTMENTS. 
          UM, SO WE ARE INCLUDING THE MESSAGING IN DIFFERENT PLACES. 
          UM, I DIDN'T INCLUDE IT HERE TODAY, BUT WE'LL SEE HOW WE CAN MAKE SURE TO DO THAT IN THE FUTURE. 
          OKAY. 
          I, I DO HAVE A COUPLE OF MORE THINGS, BUT I CAN GIVE, YOU KNOW, I'LL, I'LL STOP THERE AND I'LL COME BACK. 
          THANK YOU, MR. ROSEN. 
          I HAVE AN EASY ONE FOR YOU, MARTHA, I HOPE. 
          AND IT'S ABOUT ESL STUDENTS. 
          OKAY. 
          SO, UM, PATEL, BILL AB 25 55, IT SAYS IT'S GOING TO MAKE THE RECLASSIFICATION PROCESS FOR ENGLISH LEARNERS STREAMLINED. 
          DO YOU KNOW OFFHAND WHAT, ARE THEY GOING TO STREAMLINE THIS SO THAT MORE KIDS BECOME, UH, RECLASSIFIED? DO YOU KNOW? YES, YES. 
          UM, I DO. 
          UM, AND, AND IT'S A MOMENT OF, OF, UH, PRIDE AS AN ENGLISH LEARNER MYSELF. 
          LONG TERM, UH, ENGLISH LEARNER, UM, IS A BILL THAT I WORKED IN 2017. 
          AND AGAIN, ONE OF THOSE EXAMPLES THAT, UH, LAW CHANGES ARE INCREMENTAL. 
          UM, AT THE TIME, AXA HAD A BILL THAT NOW BECAME THIS BILL IN 2026 THAT GOT INTO LAW, UH, FOR THE LAST NINE YEARS PLUS MYSELF. 
          OTHERS, UM, AT THE TIME HAD BEEN WORKING AT, AND WE SUPPORTED FOR UNIFIED THIS BILL. 
          UM, CURRENTLY, UM, PRIOR TO THIS BILL, THERE WAS FOUR CRITERIA, AS YOU KNOW, UH, PARENT CONSULTATION, TEACHER CONSULTATION, OBSERVATION STUDENTS, ENGLISH NURSE PASSING, THE SPAC, AND THEN ALSO, UM, PASSING THE LPAC AT A CERTAIN LEVEL UNDER THIS BILL. 
          IT REMOVES THE PARENT CONSULTATION REQUIREMENT, REMOVES THE TEACHER OBSERVATION, LIKE BEING THE, THE REASON WHY A KID IS NOT RECLASSIFIED, BECAUSE ANOTHER SUBJECTIVITY, UM, IT MIGHT NOT BE ABOUT THE, THE ACA, THE ENGLISH PROFICIENCY, BUT MORE ACADEMIC, OR IT COULD BE ABOUT BEHAVIOR OR OTHER ISSUES, HOMEWORK, UM, COMPLETION. 
          AND SO IT REMOVES THAT SUBJECTIVITY AND THEN IT ALSO REMOVES THE SPAC. 
          SO, UH, MOVING FORWARD UNDER THIS BILL THAT BECAME EFFECTIVE IMMEDIATELY WHEN SIGNING TO LAW IN SEPTEMBER, THE ONLY REQUIREMENT FOR ENGLISH LEARNERS WILL BE TO PASS THE LPAC, WHICH IS AS IT IS RIGOROUS ENOUGH. 
          THAT'S GREAT. 
          SO THAT'S THE ONLY REQUIREMENT MOVING FORWARD. 
          OH, THAT'S WONDERFUL. 
          BECAUSE I, IF I REMEMBER CORRECTLY, I THINK WHEN I WAS DOING RECLASSIFICATIONS, YOU HAD TO HAVE AT LEAST A C IN YOUR ENGLISH CLASS. 
          AND IF THERE WAS A PROBLEM WITH THE TEACHER AND YOU DIDN'T GET THAT C ALTHOUGH YOU WERE READY TO RECLASSIFY, YOU COULDN'T RECLASSIFY YES. 
          NO MATTER WHAT I TRIED TO DO. 
          SO, UH, I'M GLAD TO HEAR THAT. 
          MM-HMM . 
          THANK YOU. 
          THANK YOU, MARTHA. 
          THANK YOU, MS. ORTIZ. 
          FRANKLIN. 
          UM, YES, THANK YOU. 
          UH, I HAVE A FEW QUICK THINGS, AND THEN MAYBE ONE BIGGER, UH, QUESTION. 
          UM, I'M SUPER EXCITED ABOUT THE MATH SCREENING. 
          I THINK THAT WILL REALLY HELP US, UM, MEET IN MATH WHAT WE'VE BEEN ABLE TO DO AS A STATE IN EARLY LITERACY. 
          UM, I'M ALSO REALLY GRATEFUL FOR THE LONG-TERM SUBS, BUT DID HAVE A QUESTION IF THAT APPLIED TO SPECIAL EDUCATORS AS WELL. 
          UM, BECAUSE I HEARD FROM ONE OF MY ADULT SCHOOL, UH, SPECIAL EDUCATION CENTERS THAT THEIR, UM, LIMITS WERE REALLY SHORT, UM, BECAUSE THEY, 
          [03:20:01]
IF FOLKS DIDN'T HAVE A SPECIAL EDUCATION CREDENTIAL. 
          SO IF WE DON'T KNOW THE ANSWER TO THAT, MAYBE WE CAN JUST FOLLOW UP. 
          IS IT, YOU KNOW, GENERAL ED ONLY, OR DOES THAT APPLY TO SPECIAL ED ON THE LONG-TERM SUBS? UM, AND THEN I, ON THE PROPOSED LEGISLATION, UM, I THINK THE SENSITIVE CONTENT, UM, FOR US TO BE ABLE TO INTERRUPT THAT IS REALLY IMPORTANT. 
          I, I DON'T KNOW IF THIS INCLUDES, BUT I'D ALSO LIKE TO PUSH FOR IF THERE ARE ANY POSER ACCOUNTS OUT THERE. 
          I HAVE ONE IN MY DISTRICT IN PARTICULAR THAT, UM, DOES A HIGH SCHOOL ATHLETICS PROGRAM AND, UM, SOMETIMES USES, YOU KNOW, INAPPROPRIATE LANGUAGE, BUT PEOPLE THINK IT'S THE SCHOOLS AND IT'S NOT THE SCHOOLS. 
          AND WE'VE TRIED TO INTERRUPT IT AND LIKE WE HAVEN'T BEEN ABLE TO, SO WOULD LOVE TO BE ABLE TO ADDRESS THAT. 
          UM, MY BIGGER QUESTION, OH, AND THEN, SORRY, ONE LAST ONE. 
          UH, I THINK THE TWO YEAR OLDS IN CSPP IS A HUGE PRIORITY. 
          UM, I, I HOPE THAT IS AN EASIER LIFT, BUT I, I HOPE WE CAN PUT ALL OF OUR WEIGHT BEHIND IT AND MAKE SURE THAT THAT EXTENDS BEYOND, UM, THE END OF THIS SCHOOL YEAR. 
          MY BIGGER QUESTION IS REALLY ABOUT LIKE WHERE WE CAN GROW THE POT, AND THIS WAS THE BIG IMPETUS FOR THE REVENUE GENERATION TASK FORCE. 
          UM, AND SO SOME OF THE IDEAS THAT CAME OUT IN THE CALIFORNIA POLICY AGENDA, I DON'T SEE ADDRESSED HERE, AND I WONDER IF THAT'S BECAUSE WE DON'T THINK WE CAN ADDRESS IT IN THE FIRST YEAR OR IF WE NEED SOME TIME TO FLUSH IT OUT. 
          UM, BUT ONE IDEA IN THERE WAS THE SINGLE PAYER SYSTEM FOR HEALTHCARE, AND I DON'T KNOW IF THAT CAME FROM THE TASK FORCE OR WHERE THE STATE APPETITE IS FOR THAT. 
          UM, BUT I'VE HEARD SOME MURMURINGS AROUND THE STATE PROVIDING PUBLIC ENTITIES, UH, AN OPTION FOR HEALTH INSURANCE. 
          AND I, I WONDER IF THAT WOULD SAVE US SOME MONEY ON HOW MUCH WE HAVE TO SPEND ON HEALTH INSURANCE. 
          UM, THERE WERE ALSO SOME IDEAS IN THERE ABOUT VARIOUS TAXES. 
          ONE FOR, UM, CORPORATIONS THAT USE, YOU KNOW, PERSONAL DATA FOR PROFITS, ONE ABOUT LIKE A GRADUATED CORPORATE TAX, AND THEN ONE WE'VE TRIED MULTIPLE TIMES JUST AROUND RIGHT SIZING THE TAXES FOR CORPORATIONS AND INDUSTRIAL PROPERTIES THAT, YOU KNOW, HAVE BEEN THE OUTCRY OF PROP 13. 
          SO I DON'T KNOW IF THERE IS AN APPETITE, BUT I FEEL LIKE THOSE ARE THE BIGGER SHIFTS THAT WOULD GIVE US SOME REAL LONG-TERM, UM, FINANCIAL RESOURCES THAT WE SO DESPERATELY NEED. 
          UM, SO I DON'T KNOW IF YOU HAVE A COMMENT ABOUT LIKE, WHETHER WE COULD ADDRESS THOSE THIS YEAR OR, UM, YOU KNOW, WHAT IT WOULD TAKE TO MOVE TOWARDS SOME OF THOSE BIGGER CONCEPTS. 
          YES. 
          UH, THANK YOU. 
          THANK YOU FOR LIFTING THAT, LIFTING THOSE UP. 
          SO, IN OUR BUDGET LETTERS, I MENTIONED THAT WE ARE WORKING ON A FEW COMPLIMENTARY BUDGET LETTERS THAT IS CONSISTENT WITH THIS AND ANY OTHER FEEDBACK, FEEDBACK FROM THE BOARD. 
          WE'RE HOPING TO, YOU KNOW, DESPITE THE BOARD NOT TAKING THE FINAL ADOPTION OF OUR BUDGET PRIORITIES IN DECEM DECEMBER 15, BECAUSE OF THE GOVERNOR'S JANUARY BUDGET COMING UP BY JANUARY 10TH, WE'RE HOPING THAT PERHAPS WE CAN SEND A PRELIMINARY FEEDBACK THAT WILL BE LATER ON, UM, INCORPORATING ADDITIONAL FEEDBACK TO THE NEXT GOVERNOR. 
          BUT I DON'T THINK WE CAN WAIT UNTIL JANUARY 5TH, DECEMBER 15 TO GET A LETTER OUT TO, TO THE ADMINISTRATION, UM, WITH OUR PRIORITIES. 
          BUT WE HAVE THE REVENUE TASK FORCE IDEAS THAT WE'LL BE INCORPORATING INTO OUR, ANY MESSAGING THAT WE DO MOVING FORWARD ON BUDGET LETTERS IN OUR POLICY. 
          UH, GUIDING PRINCIPLE PRIORITIES. 
          SO THE FIVE PAGE DOCUMENT I KEEP REFERRING TO, UM, WE ADDED A SECTION THAT WE TALK ABOUT THE REVENUE PIECE. 
          UM, UH, AGAIN, THIS GUIDING GUIDING PRINCIPLE PRIORITIES DOCUMENT IS MEANT TO HELP OGR DETERMINE WHERE WE CAN SUPPORT LEGISLATION. 
          WHAT YOU DON'T SEE IN ON THIS LIST RIGHT NOW, SLIDE 14 OR 15, ANY OF THOSE REVENUE BILLS IS BECAUSE THAT WOULD BE US BEING THE SPONSOR OF A BILL. 
          AND WE UNDERSTAND, UM, LIKE, I'LL USE AN EXAMPLE, SAU LOCAL NINE, THEY'VE ALREADY SHARED THAT THEY'LL BE REINTRODUCING NEXT YEAR THE WATERS EDGE LOOPHOLE, WHICH WE, WE SUPPORTED, UM, THROUGH THIS YEAR. 
          SO WE DON'T HAVE IT LISTED HERE AS ONE THAT WE WOULD BE SPONSORING, BECAUSE SPONSORING IS VERY DIFFERENT THAN SUPPORTING SPONSORING MEANS. 
          WE ARE THE ONES FINDING THE AUTHOR, WE'RE WRITING THE LANGUAGE, WE'RE WE BUILDING THAT COALITION, WHICH IS SUPPORT. 
          WE CAN DO STRONG SUPPORT AND BRING EVERYONE ALONG WITH US IN THAT SUPPORT. 
          UM, BUT WE DON'T WANNA GET AHEAD OF OTHER GROUPS, INCLUDING OUR LABOR PARTNERS THAT MAY ALREADY BE WORKING ON SOME BILL THAT THEY WANT, THEY INTEND TO PURSUE, UM, BECAUSE THEY HAVE THAT, THEY HAVE POLLING DATA, THEY HAVE OTHER INSIGHTS THAT WE DON'T HAVE. 
          UM, SO IT IS OUR RECOMMENDATION THAT WE STRONGLY LOOK AT REVIEWING AND SUPPORTING BILLS, AGAIN, CONSISTENT WITH THE BOARD'S PRIORITIES AND ON MORE REVENUES. 
          BUT I DON'T KNOW THAT IT WOULD BE APPROPRIATE FOR WE ONE DISTRICT TO BE THE ONE TELLING THE STATE WHAT THEY SHOULD BE TAXING BECAUSE WE DON'T HAVE THE IN-HOUSE, UM, AGAIN, DATA POLLING OTHER INFORMATION TO HELP INFORM LEGISLATORS, UH, WHAT IS THE RIGHT APPROACH, WHAT IS THE SEQUENCING OF TAX PROPOSALS? UM, AND SO, SO, UH, THERE'S OTHERS, UH, AGAIN, WHO, WHO ARE TAKING THE LEAD IN SOME OF THOSE INITIATIVES THAT WILL BE LOOKING TO CLOSELY, UM, WORK WITH THEM, SUPPORT LEGISLATION. 
          BUT AGAIN, UM, SOME WOULD FIND IT, UM, INAPPROPRIATE FOR US TO BE THE ONES, UH, LEADING THOSE BILLS WHEN THEY ALREADY HAVE INTENT TO DO THAT THEMSELVES. 
          I CAN SEE THAT, AND I APPRECIATE LABOR PARTNERS WHO ARE TAKING ON THE BIGGER LIFTS AND, YOU KNOW, WHO MIGHT BE IN VARIOUS INDUSTRIES AS WELL. 
          WELL, UM, BUT I DO THINK IT'D BE USEFUL TO RAISE IT AT THE REVENUE TASK FORCE, CONSIDERING ALL OF OUR, MOST OF OUR PARTNERS ARE THERE. 
          UM, PARTICULARLY THE, THE HEALTHCARE A SINGLE PAYER. 
          UM, I DO THINK A COALITION OF SCHOOL DISTRICTS COULD POTENTIALLY TAKE THAT ON AND, AND MAYBE IN COLLABORATION WITH OTHER PUBLIC ENTITIES. 
          SO I'D BE CURIOUS WHAT THE LABOR PARTNERS, 
          [03:25:01]
UM, FROM THE TASK FORCE MIGHT SAY ABOUT THAT. 
          THERE'S ALREADY BEEN AT LEAST ONE CONCERN FROM ONE LABOR PARTNER REGARDING THAT PIECE. 
          MM-HMM . 
          OKAY. 
          'CAUSE WE HAVE OUR OWN HEALTHCARE, UM, UM, THE HCAB. 
          H-B-C-H-C-B-C. 
          YES. 
          I COULD SEE THAT. 
          WELL, IT MIGHT BE WORTH DISCUSSING MORE, UM, BUT REALLY APPRECIATE THE PRESENTATION AND LOOKING FORWARD TO GETTING MORE STUFF FOR OUR KIDDOS. 
          THANK YOU. 
          THANK YOU. 
          I'LL ASK ONE QUESTION BEFORE WE MOVE TO MS. EZ. 
          I SEE SHE HAS, SHE'S READY FOR SOME QUESTIONS. 
          UM, AND MR. MELVIN? YES. 
          I WON'T FORGET ABOUT YOU. 
          I, I DO WANNA EXPRESS MY STRONG SUPPORT AND I'M SURE, UM, MY OTHER COLLEAGUES WOULD ALSO, IN PURSUING THE ENROLLMENT BASED FUNDING AND INCREASING THE LOCAL, THE LCFF THROUGH A BASE, UM, OR SUPPLEMENTAL GRANT, THESE PRIORITIES OBVIOUSLY COULD BRING MORE STABLE AND ADEQUATE RESOURCES FOR OUR SCHOOL, ESPECIALLY AS WE NAVIGATE, UH, DECLINING ENROLLMENT AND GROWING STUDENT NEEDS. 
          UM, I WOULD LIKE TO KNOW THE STRATEGY, UM, THAT WE'RE BUILDING TO, UM, FOR A STATEWIDE COALITION AROUND THESE PROPOSALS AND HOW CAN BOARD MEMBERS HELP ADVANCE IT, AND NOT JUST US, BUT ALSO OUR, OUR, UH, OUR CONSTITUENTS AND, UM, OTHER FOLKS AS WELL. 
          PARENTS. 
          SO IF, UM, YOU KNOW, WHEN WE BRING, SO IT'S HELPFUL TO HEAR FROM THE BOARD, YOU KNOW, BOTH SUPPORT FOR ENROLLMENT BASED FUNDING AND LCFF. 
          LIKE I MENTIONED BEFORE, I ANSWER THE QUESTION DIRECTLY. 
          UM, IT IS A ZERO SUM GAME. 
          SO SUPPORTING OUR ENROLLMENT BASED FUNDING, UM, LCFF, UM, IT IS, UM, IT IS, UH, BASED ON ATTENDANCE. 
          SO THE FORMULA WOULD HAVE TO CHANGE TO BE ENROLLMENT BASED FUNDING. 
          UM, THEY BOTH COST SIGNIFICANT AMOUNT OF MONEY AND ENROLLMENT BASED ALONE, FORGET ABOUT LCF CHANGES AND ALONE ENROLLMENT BASED FUNDING WOULD BE $5.7 BILLION. 
          WHEN YOU ADD THAT CHANGES TO LCFF, LIKE DUPLICATING NUMBER OF STUDENTS WHO GENERATE SUPPLEMENTAL ATION GRANTS. 
          WHEN YOU ADD, UM, OTHER DEFINITION LIKE FOSTER, UH, HOMELESS YOUTH OR NEWCOMER STUDENTS WITH THE DEFINITION OF MORE MONEY, THAT COULD BE, AGAIN, BETWEEN FIVE AND $8 BILLION IN ADDITION TO THE ROMAN BASED FUNDING CALCULATION. 
          SO YOU'RE TALKING ABOUT $11 BILLION PLUS OF MORE ONGOING MONEY ON TOP OF THE 3.9 BILLION THAT WE HAVE TO GET TARGET FROM THE STATE AND THAT, THAT WE HOLDING. 
          SO, UM, I THINK KIND OF GOES BACK TO BOARD NUMBER BOARD KING FRANKLIN'S COMMENT ABOUT THE INCREASE INCREASE IN THE PIE AND THE REVENUE GENERATING, UH, PIECES THAT IN ORDER TO DO THOSE BIG CHANGES, THE STATE WOULD NEED TO GROW THE PIE. 
          THE, THE PROP 98 ALLOCATION. 
          THE ONLY WAY THAT THEY COULD, UM, YOU KNOW, PAY FOR SOME OF THESE IDEAS IS IF THE PROPOSAL WERE SMALLER IN SCOPE. 
          UM, I MENTIONED, UH, THE POSSIBILITY ABOUT ENROLLMENT BASED, FUNDING BASED ON EXCUSED ABSENCES. 
          SO THIS IDEA ABOUT INCREMENTAL, UM, YOU KNOW, IT'S A FAIR THING. 
          UM, THE PARENTS CHOSE TO KEEP THEIR KIDS SICK AT HOME FOR WHATEVER REASON, OR THE KID WENT TO A PROTEST BECAUSE A PARENT AND THE KID DECIDED IT WAS THE BEST THING FOR THEM TO DO THAT DAY FOR SCHOOL. 
          WE SHOULDN'T BE PENALIZED FROM BY THE STATE OF CALIFORNIA. 
          THAT'S NOT GONNA BE A $5.7 BILLION, THAT MIGHT BE $3 BILLION. 
          UM, SO, SO WE'RE FOCUSING AND FIGURING OUT LIKE HOW CAN THOSE BOTH, UM, COMPLIMENT EACH OTHER? UM, HOW CAN WE CREATE ROOM FOR BOTH CONVERSATIONS WITHOUT COMPETING FOR ONE OR THE OTHER? SECONDLY, ABOUT YOUR QUESTION ABOUT STRATEGY FOR BUILDING COALITIONS, UM, I'VE ALREADY INITIATED, UM, YOU KNOW, I, I WOULD LIKE TO SAY THAT A GOOD ADVOCATE DOES THAT, AND I WANT TO BELIEVE THAT I AM HUMBLY, YOU KNOW, LIKE THINKING AHEAD, LOOKING BEHIND, UM, KNOWING THAT THESE ARE TOPICS OF PRIORITY FOR THE BOARD THAT HAS BEEN BROUGHT FORWARD TO US IN THE PAST. 
          UM, AND THAT WE HAVE WORKED IN THE PAST IN THIS ISSUE ON THESE ISSUES. 
          I'VE ALREADY STARTED TO ENGAGE WITH DIFFERENT GROUPS THAT I COULD SEE BEING, UM, SUPPORTIVE OF THE EFFORTS. 
          UH, ONE THAT COMES TO MIND, WHO IS PART OF OUR REVENUE TASK FORCE EDUCATION TRUST WEST, THEIR STATEWIDE EDUCATION EQUITY GROUP. 
          UM, THEY'RE INTERESTED IN ENROLLMENT BASED FUNDING. 
          WE HAVE SOME LABOR PARTNERS THAT HAVE EXPRESSED ALREADY INTEREST IN SUPPORTING US IN THAT ENDEAVOR. 
          UM, SO, UM, SO I'M FINDING WHO ARE THE ASSOCIATION OF CALIFORNIA SCHOOL ADMINISTRATORS IN THE PAST. 
          THEY HAVE BEEN CONCERNED ABOUT IT. 
          AGAIN, THE WINNERS AND LOSERS. 
          THERE MIGHT BE SOME OPENING IN, IN THE CHANGING THE, THEIR LEADERSHIP TO REVISIT THE TOPIC. 
          UM, SO, SO WE'RE HAVING PRELIMINARY CONVERSATIONS JUST TO KNOW, AGAIN, IF WE'RE TO INTRODUCE ANY OF THESE PROPOSALS FROM THE GET GO, WHO CAN WE ANNOUNCE AS BEING OUR EARLY CHAMPIONS? UM, AND THAT'S SORT OF ALL OF THE WORK THAT MY TEAM AND I HAVE DONE BETWEEN, UM, SEPTEMBER LEADING UP TO THE BOARD ADOPTION IN, IN DECEMBER. 
          SO, AND THEN IF WE PURSUE ANY OF THESE BILLS, AND OF COURSE WE'LL BE, UH, IT'LL BE OUR, OUR WORK AND FOR OGR WORKING WITH OUR BOARD AND OTHER, UH, DISTRICT LEADERSHIP TO GET SUPPORT FROM, YOU KNOW, DIFFERENT INTEREST HOLDERS, UM, AND GROUPS. 
          SO, SO MORE TO COME AND I WILL AGREE YOU ARE A VERY GOOD ADVOCATE AND AT FEDERAL, STATE, AND LOCAL, SO YOU'RE AMAZING. 
          YES, MS. EZ, YOU HAVE ANY QUESTIONS? SHE IS EXCEPTIONAL. 
          I AGREE. 
          UM, I THANK YOU FOR, AS ALWAYS, LIKE A VERY THOROUGH, PRESENT THOROUGH AND KNOWLEDGEABLE PRESENTATION. 
          UM, GOOD TO HEAR ABOUT KIND OF WHERE OUR BILLS LANDED AND, UM, AND THEN WHAT THE OUTLOOK IS. 
          I WILL JUST SAY LIKE, I THINK FOR ME AS AN INDIVIDUAL BOARD MEMBER, IT'S A BIT TRICKY TO NARROW DOWN, UM, THIS LIST. 
          I KNOW THAT THERE WERE SOME, YOU KNOW, WE SENT AS AN OFFICE OUR OWN PRIORITIES LIKE AROUND EARLY EDUCATION, FUNDING THE TRUE COST OF 
          [03:30:01]
CARE, UM, BRINGING BACK, UH, A HOLD HARMLESS, ESPECIALLY FOR EARLY ED CENTERS, FOR EXAMPLE, THAT MIGHT HAVE BEEN IMPACTED BY THE ICE RAIDS, LOOKING AT AN EQUITABLE COLA FOR THE CALIFORNIA STATE PRESCHOOL PROGRAM BECAUSE IT GOT ACTUALLY LIKE LESS OF A COLA THAN, UM, TK TO 12 IN GENERAL. 
          UM, SO IT'S, I'LL, I WILL JUST SAY IT'S HARD FOR ME TO SAY LIKE, WHAT, TO TAKE OFF THIS LIST. 
          'CAUSE I THINK, YOU KNOW, PERSONALLY, I FEEL THAT WE'RE MISSING SOME AREAS, UM, WHICH ALSO IMPACT, UM, OUR REVENUE AND OUR SERVICES FOR STUDENTS. 
          UM, IN TERMS OF THE HIGHEST PRIORITY ITEMS, UM, IF FORCED TO CHOOSE, I DO THINK I AGREE WITH DR. RIVAS ON ENROLLMENT BASED FUNDING. 
          I THINK THAT THIS IS REALLY IMPORTANT AND I RECOGNIZE THAT THE POLITICAL DYNAMICS ARE CHALLENGING. 
          UM, LIKE THE FACT THAT IT'S ZERO SUM, MY POINT TO OUR DELEGATION WOULD BE THERE ARE WINNERS AND LOSERS RIGHT NOW, AND THEY ARE IN NOT TAKING ACTION. 
          OUR CHOOSING TO ALLOW DISTRICTS THAT SERVE OUR HIGHEST STATE STUDENTS TO CONTINUE TO BE THE LOSERS. 
          SO, UM, I WOULD JUST MAKE THE CASE ON THE BASIS OF EQUITY THAT, UM, YOU KNOW, THE CURRENT SYSTEM IS NOT FAIR AND THAT WE NEED TO, WE NEED TO MAKE A CHANGE. 
          AND THERE'S A REASON WHY CALIFORNIA IS ONE OF ONLY A HANDFUL OF STATES IN THE COUNTRY THAT FUND SCHOOLS BASED ON, ON ATTENDANCE RATHER THAN ENROLLMENT. 
          UM, I ALSO THINK THE SPECIAL EDUCATION FUNDING, THE INCREASED FUNDING FOR OUR STUDENTS WITH MODERATE TO SEVERE DISABILITIES, UM, CONTINUES TO BE A, A BIG NEED. 
          UM, AND I WILL ALSO SAY THE AUTHORIZATION, THE PERMANENT AUTHORIZATION OF SERVING OUR TWO YEAR OLDS IN CSPP IS, IS A REALLY BIG AREA AS WELL. 
          WE'VE SEEN OUR EARLY ED CENTERS DO AND OUR, UM, CSPP CLASSES ON ELEMENTARY CAMPUSES DO AN AMAZING JOB OF SERVING OUR TWO YEAR OLDS. 
          THIS IS WHERE THE BIGGEST UNMET NEED FOR WORKING FAMILIES IS. 
          IT IS FOR BABIES AND TODDLERS, UM, AND HAVING MORE PROGRAMS TO SERVE THEM. 
          AND WE ALSO KNOW THERE ARE OBVIOUSLY HUGE EDUCATION BENEFITS OF SERVING, UH, STUDENTS EARLIER. 
          SO I WOULD, I WOULD LIFT THAT ONE UP AS WELL. 
          UM, A A SECOND QUESTION. 
          I, I'M NOT SURE WHERE THIS EXACTLY FITS IN, BUT I'M WONDERING ABOUT THE UTILIZATION OF STATE BONDS, UM, AROUND FOR LIKE FACILITIES INVESTMENTS IN THE DISTRICT, THINGS LIKE GREENING AND EXTREME HEAT. 
          WHERE DOES THAT FALL INTO OUR ADVOCACY PROCESS? LIKE, WILL THAT BE PART OF WHAT WE CONSIDER IN DECEMBER, OR IS THAT SOMETHING WE DO SEPARATELY? SO THANK YOU FOR THE QUESTION. 
          UM, IT WOULD BE SOMETHING, SO I'M GONNA TAKE A QUICK LOOK AT OUR, OUR, UM, REVISION THAT WE'RE GONNA, WE'RE STILL ADDING, MAKING SOME REVISIONS TO IT ON THE GUIDING PRINCIPLE PRIORITIES. 
          WE HAVE A SECTION AROUND FACILITIES. 
          UM, AND AGAIN, THIS WILL ALLOW US TO ENGAGE, SUPPORT, ENGAGE IN ADVOCACY, EVEN THOUGH IT MAY NOT BE A SPONSORED BILL. 
          UM, I MEAN THE, THE BOND PROGRAM IS SEPARATE, YOU KNOW, THE, IT WAS, UH, APPROVED BY THE VOTERS. 
          SO OUR WORK WITH OUR, OUR SASHA AND OUR TEAM, WHO'S OUR LEAD ADVOCATE ON FACILITY RELATED ISSUES TO IDENTIFY IF THERE'S ANYTHING ELSE WE CAN DO DO ON THE REGULATORY SIDE, UM, BECAUSE I THINK THAT A LOT OF THOSE CHANGES ALREADY TOOK PLACE IN WHAT THE, WHAT THE, UM, STATE BOND FUNDS COULD BE USED FOR, OR THERE'S ANYTHING WE CAN FURTHER INCORPORATE INTO THE STATE LAW. 
          UM, BUT I KNOW WE HAVE SOME LANGUAGE IN OUR GUIDING PRINCIP AND PRIORITIES REGARDING FACILITY RELATED, UM, YOU KNOW, STATE INVESTMENTS. 
          AND ALSO WE ADDED SOME LANGUAGE TO, UM, HELP EXPEDITE THE STATE'S REVIEW TIMELINE OF CONSTRUCTION PROJECTS BECAUSE WE ALSO KNOW THAT, UH, COST OF PROJECTS CAN GO UP THE LONGER THAT THE STATE WAITS FOR THEM TO DO THE DSA APPROVAL AND OTHER, YOU KNOW, UH, REQUIREMENTS. 
          UM, SO, UH, UH, THIS WOULD BE, AGAIN, I'LL, I'LL TAKE ANOTHER LOOK AND SEE WHERE WE CAN MAYBE INCORPORATE THAT, UM, AS A POSSIBLE, UM, ADVOCACY IF NOT ALREADY, UM, EMBEDDED INTO OUR, OUR OWN ENGAGEMENT AND, AND PRIORITIES. 
          OKAY, GREAT. 
          YES, I'M PARTICULARLY INTERESTED IN THE UTILIZATION OF PROPOSITION FOUR FOR SCHOOL-BASED GREENING PROJECTS AND, UM, TO ADDRESS, UH, SOME OF THE COMPONENTS OF OUR EXTREME HEAT RESOLUTION LAST YEAR. 
          OBVIOUSLY CONTINUES TO BE A BIG NEED, A HUGE COST DRIVER AS WELL IN TERMS OF UTILITIES COSTS, UM, AND OBVIOUSLY HEALTH AND WELLBEING IMPACTS FOR OUR STUDENTS. 
          SO I APPRECIATE YOU LOOKING INTO THAT. 
          UM, JUST TWO MORE QUICK ISSUES. 
          I WANTED TO RAISE ONE, UM, ON THE CONVERSATION AROUND HOUSING. 
          UM, AND, YOU KNOW, WHETHER IT'S A BROADER KIND OF FAMILY HOUSING PREFERENCE OR FOR UNHOUSED STUDENTS. 
          I GUESS I JUST WANTED TO NOTE, YOU KNOW, I THINK ONE OF THE CHALLENGES, UM, WITH MEETING THE HOLISTIC NEEDS OF OUR UNHOUSED STUDENTS IS THAT, UH, WE KNOW THAT MANY OF THEM ARE DOUBLED AND TRIPLED UP. 
          THAT'S, AND, AND THEY DO NOT QUALIFY FOR FEDERALLY FUNDED HOMELESSNESS SUPPORTS. 
          SO, UH, IT, IT'S A TRICKY ISSUE BECAUSE THEY MAY NOT BE ABLE TO ACCESS, UM, OTHER FORMS OF SUPPORT THAT ARE MAYBE MORE AT THE FOREFRONT OF WHAT OUR REGION DOES TO SUPPORT PEOPLE WHO ARE EXPERIENCING HOMELESSNESS. 
          UM, THERE ARE ALSO, UH, MAYBE POTENTIAL ISSUES WITH IMMIGRATION STATUS. 
          SO I, I THINK KIND OF UPLIFTING AND, AND I THINK IT'S HELPFUL THAT THIS IS PART OF THE STATE, UM, ADVOCACY AS WELL AS YOU HAVE IT LISTED IN THE LOCAL ADVOCACY, 
          [03:35:01]
ADVOCACY PRIORITIES, UM, UPLIFTING THE NEEDS OF OUR FAMILIES, FAMILIES EXPERIENCING HOMELESSNESS IN BOTH AVENUES I THINK IS REALLY IMPORTANT. 
          AND JUST RECOGNIZING THAT THERE MAY BE REAL BARRIERS, UM, FOR THOSE FAMILIES TO ACCESS FEDERALLY FUNDED SUPPORTS. 
          AND IF THERE IS AN ABILITY OR A ROLE FOR THE CITY, FOR THE COUNTY, FOR THE STATE, UM, TO PROVIDE MORE COMPREHENSIVE SUPPORTS FOR OUR FAMILIES, THAT WOULD, THAT WOULD BE HUGELY HELPFUL. 
          I DON'T SEE THIS AS AN AREA THE DISTRICT WOULD ACT ALONE IN, UM, BUT CERTAINLY WE HAVE A ROLE TO PLAY. 
          AND, UM, YOU KNOW, I, I, HOWEVER, HOWEVER WE COULD, UM, I THINK IT'S SUPER IMPORTANT. 
          UH, OUR EARLY ED UH, COMMITTEE HAD A PRESENTATION ABOUT JUST THE GROWTH IN FAMILY HOMELESSNESS. 
          UM, AND WE KNOW JUST WHAT A DEVASTATING IMPACT THAT HAS ON, ON YOUNG CHILDREN. 
          THANK YOU. 
          UM, AND THEN THE LAST ITEM, I KNOW YOU RAISED IT IN THE PRESENTATION, IS JUST THE ONGOING IMPACTS OF THE ICE RAIDS. 
          AND, UM, I HEAR, YOU KNOW, THE MESSAGING THAT YOU RECEIVED IN SACRAMENTO AROUND LIKE, YOU GOT THIS ONE TIME FUNDING, THAT'S WHAT YOU HAVE TO BE ABLE TO DEAL WITH THE IMPACTS OF ICE. 
          UM, I REJECT THAT, THAT THINKING, YOU KNOW, THESE, UH, THESE RAIDS CONTINUE TO HAPPEN EVERY DAY IN OUR COMMUNITIES. 
          AND THE IMPACTS ON ENROLLMENT ARE NOT ONE TIME IN NATURE. 
          WE KNOW THAT THERE IS, UH, AN ONGOING IMPACT TO FUNDING, WHICH IMPACTS STAFF, WHICH IMPACTS SERVICES AND MEANS THAT THE COMMUNITIES THAT HAVE BEEN HARDEST HIT BY ICE WILL CONTINUE TO FEEL THAT PAIN YEAR AFTER YEAR, MORE SO THAN OTHER AREAS. 
          UM, SO I THINK THAT WE SHOULD PUSH AS HARD AS POSSIBLE, UM, BECAUSE I KNOW THAT OUR LEGISLATURE, OUR LEGISLATORS, OUR LEGISLATORS, UM, ALSO VALUE OUR IMMIGRANT FAMILIES AND STAND WITH OUR IMMIGRANT FAMILIES. 
          WE NEED THEM TO DEMONSTRATE THAT, UM, IN, IN THEIR, UH, FUNDING FOR OUR SCHOOLS IN FORGIVENESS WHERE, WHERE NECESSARY AROUND IMPACTS TO ENROLLMENT AND ATTENDANCE, UM, AND IN MORE CREATIVE SOLUTIONS TO HELP SUPPORT OUR, OUR FAMILIES. 
          UM, SO I WOULD JUST URGE YOU, I KNOW YOU ARE, BUT HOWEVER WE CAN PUSH FOR MORE SUPPORT IN THIS AREA, I THINK IT'S INCREDIBLY IMPORTANT RIGHT NOW. 
          THANK YOU, MR. . 
          UM, GREAT. 
          THANK YOU TO MY COLLEAGUES FOR THEIR QUESTIONS. 
          AND LIKE MS. GUNNA, JUST NOW THOSE ADVOCACY POINTS, WHICH I AGREE WITH, UM, JUST A FEW FROM ME. 
          ONE IS MS. ORTIZ. 
          OH YEAH. 
          FEW QUESTIONS FOR ME. 
          ONE IS THAT MS. TIZ FRANKLIN HAD MENTIONED THE MATH SCREENING, WHICH I AGREE IN TERMS OF CATCHING, UM, ISSUES EARLY. 
          I WILL SAY THAT, YOU KNOW, MY CHALLENGE WITH THE MATH, WITH, WITH THIS KIND OF NEW APPARATUS IS ONE, IT'S A, IT IS AN UNFUNDED MANDATE ALONG WITH THE DYSLEXIA SCREENERS THAT THEY'RE, THEY'RE ASKING US TO DO THESE ASSESSMENTS WITHOUT SUPPORT, BUT TWO IS WE'RE, WE'RE, WE'RE NOW ADDING A ADDITIONAL ASSESSMENTS FOR OUR YOUNGEST LEARNERS. 
          AND SO, UM, I'M WONDERING IF WE'VE HAD ANY REVISITING OF THE FACT THAT WE CAN'T USE THE SAME SCREENER RIGHT NOW FOR DYSLEXIA, FOR READING DIS DIFFICULTIES AND, UM, FOR EL RECLASSIFICATION. 
          SO OUR, OUR, YOU KNOW, KINDERGARTNERS ARE NOW GONNA HAVE A MATH ASSESSMENT, DIBEL, AND THEN I-READY. 
          UM, AND IT ALSO ADDS TO SOME OF THE SCREEN TIME STUFF. 
          SO I'M JUST CURIOUS IF THERE'S, LIKE, WHERE WE'RE AT, NOT NECESSARILY, YOU KNOW, NOW THAT THERE'S MATH, LIKE CAN WE REVISIT THE CONVERSATION AROUND USING THE SAME SCREENER IN ENGLISH SO THAT KIDS, YOU KNOW, 'CAUSE UNLESS I'M MISTAKEN NOW, MOST OF OUR KINDERGARTENS WILL BE HAVING TO TAKE THREE REQUIRED AT MINIMUM. 
          SO I DON'T KNOW IF SOMEONE CAN SPEAK TO THAT. 
          SO I AM NOT FAMILIAR WITH THE P THIS PIECE IN PARTICULAR. 
          I DON'T KNOW IF, UM, THAT WAS, SO FOR THE ELEMENTARY KINDERGARTEN, THE REQUIREMENTS AFTER THE 91ST DAYS FOR THE SCREENER, JUST TO CLARIFY, THE, THE PIECE HERE IS ABOUT A DIAGNOSTIC FOR THE MATH. 
          IT'S NOT A SCREENER. 
          UM, THAT IS THE KEY LANGUAGE, MARTHA, AND I KNOW WE TALKED ABOUT THAT BEFORE. 
          AND, UM, I, I THINK WE WERE SIMILAR TO WHAT WE DID WITH RDRS THROUGH READING DIFFICULTIES RISK SCREENERS. 
          THE STATE USUALLY GENERATES A LIST OF ASSESSMENTS THAT WOULD QUALIFY FOR THAT. 
          SO WE ARE WORKING AND LOOKING AT WHAT THAT RECOMMENDATION MIGHT BE AND THEN MAKING THE DECISION FROM THAT POINT. 
          YEAH, SO, AND, AND THAT WAS ONE OF MY QUESTIONS, KIND OF WHICH ASSESSMENTS WE CAN USE FOR THE MATH DIAGNOSTIC, BUT I'M CURIOUS IF IT'S WORTH THAT QUESTION ON THE READING AND ENGLISH SIDE WHERE YOU CAN'T, YOU HAVE TO USE A SEPARATE ASSESSMENT BECAUSE IF WE, IF WE WEREN'T REQUIRED TO, THERE MIGHT BE BENEFITS TO USING ONE FOR BOTH READING DIFFICULTIES AND EL RECLASSIFICATION. 
          SO THAT'S WHAT I'D LIKE US TO GET MAYBE SOME CLARITY ON. 
          WE CAN EXPLORE AND SEE WHAT, WHAT LINE OF THIS NEW UPDATE. 
          UM, THANK YOU. 
          UM, I WOULD ADD, UM, YOU KNOW, ONE AGAIN, UM, THANK YOU MARTHA FOR THE REALLY COMPREHENSIVE, UM, 
          [03:40:01]
OVERVIEW AND, UH, BOTH RESPONSIVE TO BOARD PRIORITIES, BUT ALSO SOME OF THE QUESTIONS INCLUDING MINE AROUND KIND OF HOW MANY STUDENTS WE'D CAPTURE THROUGH MANDATORY KINDERGARTEN, BUT ALSO JUST HELPING US, PARTICULARLY ON SLIDE 14, UNDERSTAND WHAT WE'RE ASKING, WHY IT'S DIFFERENT THAN YEARS PAST WHERE SOME OF THE ROADBLOCKS ARE. 
          UM, SO I REALLY DO APPRECIATE THAT. 
          AND A LOT OF THE THINGS THAT WE'VE TALKED ABOUT OVER THE YEARS, WORKFORCE HOUSING, CIVIC CENTER PERMITS, LAND SWAPS, UH, ADDITIONAL FLEXIBILITIES FOR PE REQUIREMENTS. 
          UM, I'VE, YOU KNOW, ANECDOTALLY IT'S ONLY A HANDFUL, BUT I KNOW FIRSTHAND THAT WE'VE LOST SOME STUDENTS TO OTHER DISTRICTS BECAUSE THEY'RE ABLE TO IN OTHER DISTRICTS OR, AND, AND SOME OF THAT IS, IS CURRENT IS IN HIGH SCHOOL MM-HMM . 
          AND THE DISTRICT'S MOVING TOWARDS THAT WHEN IT COMES TO PE REQUIREMENTS, UH, AND SOME FLEXIBILITY IF YOU, IF YOU PLAY A SPORT, BUT EXPANDING THAT THROUGH MIDDLE SCHOOL AND POTENTIALLY, UM, ELEMENTARY, UH, OR I GUESS MOSTLY JUST MIDDLE SCHOOL, BUT AS A WAY TO POTENTIALLY CAPTURE SOME UNIQUE STUDENTS WHO ARE DOING, UH, ATHLETICS. 
          UM, ONE OF THE THINGS WE'VE HEARD, UM, AS WE'VE TALKED ABOUT REOPENING OUR, SOME OF OUR PRESCHOOLS, OUR EARLY ED SITES, AND WE'VE TALKED ABOUT THAT IN MS. GO'S COMMITTEE, AND, AND MS. ORTIZ FRANKLIN MENTIONED IT TOO, IS THE PROHIBITIVE COSTS OF REOPENING ONCE YOU CLOSE AND ALL THE KIND OF REQUIREMENTS THAT HAVE TO BE UP TO CODE. 
          UM, AND THIS PREDATES BASICALLY ANYONE ON THE BOARD. 
          BUT WHEN WE SHUTTERED, YOU KNOW, AND DURING THE RECESSION AND BEFORE THESE SITES HAD, WE KEPT THEM OPEN, YOU KNOW, EVEN WITH A FEW STUDENTS, WE WOULDN'T HAVE HAD TO SPEND UPWARDS NOW OF 10 PLUS MILLION DOLLARS TO, UM, TO, UH, AGAIN, GET THEM UP TO GET THEM UP TO CURRENT CODE. 
          SO ONE OF THE QUESTIONS I WOULD HAVE IS, ARE THERE FLEXIBILITIES FOR DISTRICTS THROUGHOUT THE STATE WHO ARE TRYING TO REOPEN AS OPPOSED TO BUILD NEW, SPECIFICALLY GIVEN THE STATE'S RIGHT NOW, UM, INTEREST IN PRIORITIZING PRE-K? BUT THAT WOULD BE, UM, ONE QUESTION, YOU KNOW, SPECIFIC, AND WE'VE BEEN TALKING TO SOME STATE PARTNERS ABOUT KIND OF WHAT THE PANEL PLEA OF LAWS WOULD BE. 
          'CAUSE SOME OF IT'S LICENSING IN ONE DEPARTMENT, SOME OF ITS FACILITIES. 
          BUT YOU KNOW, THE NUMBERS I'VE GOTTEN FROM DISTRICT STAFF TO REOPEN SOME SHUTTERED EARLY ED CENTERS IN MY DISTRICT. 
          AND WE HAVE OPENED TWO KENWOOD AND WEST VALLEY OCCUPATIONAL CENTER, WHICH ARE BOTH ALREADY AT CAPACITY. 
          SO THE DEMAND IS THERE, BUT WE'RE TALKING UPWARDS OF $10 MILLION TO REOPEN SOMETHING THAT HAD WE NOT CLOSED IT EVER WOULD'VE COST NOTHING, UM, TO, FROM THE FACILITY'S PERSPECTIVE. 
          UM, SO THAT IS ONE QUESTION. 
          UM, ANOTHER ONE I'LL KNOW, AND, AND, AND I DON'T PRETEND THAT THERE'S GONNA BE NECESSARILY CONSENSUS ON THIS BOARDS, BUT I THINK WE SHOULD CONTINUE TALKING ABOUT IT, IS GIVEN OUR BUDGETARY CHALLENGES, UM, HAVING SOME FLEXIBILITIES WHEN IT COMES TO HR POLICIES AROUND, UM, REDUCTIONS IN FORCE AND BEING ABLE TO LOOK AT THINGS LIKE EQUITY, UM, AS OPPOSED TO JUST SENIORITY. 
          UM, THE BUMPING, UH, WE'VE TALKED A LOT ABOUT THE CHALLENGES WHEN WE ARE EVEN DOING DOWNSIZING WITHIN THE DISTRICT OFFICE ABOUT THE BUMP, THE DOWNSTREAM EFFECTS AND BUMPING AND KIND OF WHAT THAT DOES TO PARTICULARLY OUR HIGH NEEDS SCHOOLS. 
          SO, UM, YOU KNOW, BUT AGAIN, I WANT TO BE, UH, WANNA BE TRANSPARENT. 
          I DON'T THINK THERE'S, THERE'S CONSENSUS AROUND THINGS LIKE SENIORITY AND LI O BUT MAYBE SOME CERTAIN CARVE OUTS THAT PRIORITIZE EQUITY IN TIMES OF BUDGET, YOU KNOW, TEMPORARILY IN TIMES OF BUDGET CUTS SO THAT WE HAVE A LITTLE MORE FLEXIBILITY SO THAT WE DON'T HAVE A, YOU KNOW, I WAS OBVIOUSLY INVOLVED, BUT WE, YOU KNOW, WE, WE WERE SUED AND WE LOST BACK, UH, WHEN WE HAD TO DO THIS, YOU KNOW, YEARS AGO. 
          AND TO THE EXTENT THAT WE CAN BE PROACTIVE AND MAYBE WORK WITH SOME OF OUR CIVIL RIGHTS PARTNERS, THAT WOULD BE HELPFUL. 
          UM, AND THEN MY TWO FINAL POINTS, ONE, AND I KNOW IT'S KIND OF OBVIOUS, BUT WE SHOULD, YOU KNOW, POST NEXT WEEK, WE SHOULD REALLY REVISIT, UM, PENDING SOME GOOD NEWS, THE FEDERAL PRIORITIES. 
          UM, I KNOW FOLKS MENTIONED SPECIAL EDUCATION AND OTHERS, BUT, UH, YOU KNOW, THE LANDSCAPE WILL LOOK, UH, HOPEFULLY DRAMATICALLY DIFFERENT. 
          UM, AND SO WE SHOULD TALK ABOUT THAT AND THEN EVEN LIKE ORGANIZE SOME, SOME TRIPS BACK EAST MAYBE SOON AFTER TO KIND OF CAPITALIZE ON THAT WITH NEW LEADERSHIP. 
          AND THEN THE OTHER THING THAT I'VE BEEN LOOKING INTO IS, IS I DO THINK THAT DESPITE THE NEED FOR SOME OF THESE STATE, UH, CHANGES, WE ALSO AS A DISTRICT TEND TO USE STATE LEGISLATION OR REGULATIONS AS A STRAW MAN WHEN REALLY THERE'S A LOT OF STUFF THAT THE DISTRICT CAN ALREADY BE DOING ON THE FACILITIES, ON THE EFFICIENCY ON THAT. 
          AND SO ONE OF THE THINGS, MARTHA, THAT I'D ENCOURAGE US TO DO AND APPRECIATE YOU'VE ALREADY STARTED TO A BIT IS LIKE, YOU KNOW, THERE ARE A THOUSAND SCHOOL DISTRICTS IN THE STATE, AND I THINK THEY INTERPRET A LOT OF THESE STATE AND FEDERAL REGULATIONS DIFFERENTLY. 
          AND WHEN ON THINGS WHERE WE'VE BEEN, YOU KNOW, OH, THIS IS THE WAY ALL UNIFIED'S DONE IT AND IT'S COSTING US X AND TAKING SO MUCH TIME, I'D BE CURIOUS TO LOOK AT, UM, OTHER DISTRICTS TO SEE HOW THEY'RE INTERPRETING IT. 
          AND IF THERE ISN'T SOME ROOM FOR LIKE A MORE, YOU KNOW, INCLUSIVE INTERPRETATION OF EXISTING LAWS THAT WOULD ALLOW US TO DO THINGS DIFFERENTLY. 
          BECAUSE WHEN I'VE HAD SOME CONVERSATIONS JUST IN RECENT MONTHS WITH STATE PARTNERS ABOUT HOW WE INTERPRET CERTAIN THINGS, UM, THEY WILL SAY, OH NO, MOST DISTRICTS DO IT THIS WAY. 
          UH, AND SO I JUST THINK WE SHOULD STOP NEGOTIATING AGAINST OURSELVES IN THAT REGARD. 
          UH, SO 
          [03:45:01]
THAT IS NOT NECESSARILY THE NEED FOR NEW LEGISLATION, BUT MAYBE JUST COALITIONS AND TALKING TO SOME OF OUR PARTNERS AND CSBA AND OTHERS ABOUT LIKE, HOW DO YOU INTERPRET THIS? AND FINDING OUT IF THERE'S SOME DAYLIGHT THERE, UH, WHICH I THINK COULD ACTUALLY HELP IN A LOT OF AREAS. 
          SO, UH, THAT'S IT FOR ME. 
          THANK YOU, MS. GRADLE. 
          YEAH, THANK YOU. 
          UM, LET'S SEE. 
          I HAD, UM, SOME QUESTION, NOT QUESTIONS, BUT WELL, UM, REGARDING THE GRID, THE, UM, CITY OR THE LOCAL ADVOCACY THAT WE'RE DOING. 
          I WAS JUST GOING TO SUGGEST, I KNOW GRID, USUALLY WE THINK OF IT AS SAFE PASSAGES, BUT THEY ALSO DO SOME PEACE BUILDING INSIDE SCHOOLS, AND THERE'S A COUPLE OF MY SCHOOLS THAT DO THAT. 
          SO I JUST WANTED TO UPLIFT THAT, THAT WHEN WE WERE TALKING ABOUT GRID, THAT WE ALSO ADVOCATE FOR BOTH THE OUTSIDE AND THE INSIDE SUPPORTS, UM, FOR OUR STUDENTS. 
          UM, THEN YOU MENTIONED SOMETHING ABOUT A LEGISLATOR IN SAN DIEGO WHO WAS, UH, ADVOCATING FOR 12% COLA. 
          DID I HEAR THAT RIGHT? UM, 4%. 
          OH, 4%, 12% , THERE WAS A BILL AB 1204. 
          OH, OKAY. 
          BUT IT WAS A, A MINIMUM 4% COLA AND 4% IS WHAT WE RECEIVED THIS YEAR. 
          RIGHT. 
          WE RECEIVED ABOUT 4%, YES. 
          WITH, WITH, UH, THERE WAS THE AUGMENTED, UH, SUPER COLA. 
          YES, WE GOT 4.61%. 
          AND DID YOU ALSO SAY THAT IT WAS, UM, THAT WE WOULD BENEFIT MORE FROM SOMETHING LIKE THAT, A BILL LIKE ON THE COLA VERSUS THE ENROLLMENT? YES. 
          UM, SO, SO WHAT'S HARD ABOUT, AND WE'RE WORKING ON OUR BUDGET TEAM TO DO, SEE IF WE CAN DO SOME INTERNAL PRELIMINARY DATA RUN ABOUT, LIKE ALL THINGS EQUAL, HOW MUCH WOULD WE GET IF THE LCFF CHANGED IN THIS WAY? UM, WE HAVE OUR DATA, WHAT WE DON'T HAVE IS THE DATA FOR OTHER DISTRICTS, OR IT WOULD BE DIFFICULT TO, YOU KNOW, A THOUSAND SCHOOL DISTRICTS WHO GET LCFF OVER 1500 CHARTER SCHOOLS THAT GET LCFF. 
          UM, SO, SO WE ARE LOOK WORKING WITH, UH, OUR BUDGET TEAM TO, UM, DO A KIND OF INTERNAL COST ANALYSIS AS TO WHAT IF SOME OF THE CHANGES THAT WE ARE PURSUING, WHAT WOULD IT LOOK LIKE IN TERMS ABOUT FUNDING, UM, BENEFIT TO THE DISTRICT. 
          BUT, UM, LCFF, BECAUSE THE BASE GRADE, THE BASE RATE IS WHAT WE GENERATE THE MOST OUT OF LCFF, UM, THE SUPPLEMENTAL CONCENTRATION DOLLARS ARE A PORTION OF THE BASE RATE. 
          IF THE BASE RATE GROWS, THEN THE S AND C GROWS, WE GET AN ADD-ON FOR, UM, K UH, FOR, UM, K THREE, AND THEN WE GET AN ADD-ON FOR HIGH SCHOOL STUDENTS, ADDITIONAL MONEY BEYOND THE BASE SUPPLEMENTAL CONCENTRATION GRANTS. 
          UM, SO, SO WHEN YOU ADD UP ALL OF THOSE VARIOUS PIECES, UM, AND IF THE STATE WAS TO DUPLICATE THE STUDENTS THAT WE GET MONEY FOR THOSE ADDITIONAL, UH, S AND C GRANTS, THEN IT WOULD BE LIKELY MORE THAN THE $300 MILLION ESTIMATE OF ENROLLMENT BASED FUNDING. 
          OKAY. 
          SO, I MEAN, I WOULD, I WOULD SUPPORT US DOING THAT STUDY AND THEN DECIDING WHICH ONE IS GONNA YIELD MORE MONEY FOR US PER STUDENT. 
          UM, THERE WAS ALSO SOMETHING THERE ABOUT HOLIDAYS AND, UM, I JUST, HOW DO WE CONSIDER INCLUDING STATE HOLIDAYS IN OUR OWN CALENDAR? THAT WOULD BE A LOCAL BARGAINING DECISION. 
          OH, IT'S BARGAINING, OKAY. 
          AND, AND WHETHER THEY ARE PAID UNPAID, IF THEY TAKE CURRENT, YOU KNOW, PART OF EXISTING OTHER HOLIDAYS OR DAYS OFF. 
          UM HMM. 
          OKAY. 
          AND THEN, UM, THE OTHER THING, UH, YOU KNOW, I I, I HEARD YOU SAY SOMETHING ABOUT WINNERS AND LOSERS AND THAT SOMETIMES THAT PERSPECTIVE OR THAT ASSESSMENT MIGHT CONTRIBUTE TO, UH, SOME DISTRICTS, UH, WANTING TO JUMP ON BOARD, UH, BEHIND, UH, A LEGISLATION, UH, A LEGISLATIVE BILL OR NOT, RIGHT? THIS PERSPECTIVE OF SOME DISTRICTS ARE GONNA WIN AND SOME ARE GONNA LOSE. 
          AND I WAS JUST, I MEAN, COULD WE THINK OF A STRATEGY WHERE SOMEHOW WE MEET SOMEWHERE IN THE MIDDLE OR THE QUOTE LOSERS MIGHT GAIN SOMETHING WHILE THE, THE, YOU KNOW, THE DISTRICTS LIKE US COULD BENEFIT FROM THE, UH, THE ADVOCACY THAT WE'RE DOING IN THIS CASE, I THINK IT WAS ENROLLMENT THAT YOU WERE USING AS AN EXAMPLE MM-HMM . 
          BUT COULD WE FIGURE OUT OTHER WAYS WHERE WE CAN, UH, BRING THOSE FOLKS WHO FEEL LIKE THEY'RE GONNA LOSE OUT ON THIS? UM, OR DO, I DON'T KNOW, UH, MAYBE DO SOME, A COALITION BUILDING WHERE IT ISN'T JUST AROUND THE ONE PARTICULAR ISSUE, BUT FIND A COMMON GROUND, UM, WHERE WE CAN BUILD SOME BRIDGES WITH THOSE FOLKS. 
          UM, UH, BECAUSE I DO THINK THAT, UH, IF WE DO, IF WE DO SEE IT LIKE THAT, THEN YEAH, IT'S GONNA BE VERY DIFFICULT TO BRING SOME FOLKS ALONG. 
          UM, AND THEN THE OTHER THING IS THAT I, YOU KNOW, I, I KNOW THAT WE KEEP HEARING ABOUT OUR ENROLLMENT DECLINE AND HOW THAT JUSTIFIES, UM, YOU KNOW, THE CUTS AND HOW THAT JUSTIFIES A LOT OF THE DECISIONS THAT WE'RE MAKING. 
          BUT I WANNA, I WANNA, UH, TO ARGUE THAT, YOU KNOW, JUST BECAUSE ENROLLMENT IS GOING DOWN DOESN'T MEAN THAT THE NEEDS OF OUR STUDENTS HAVE CHANGED AND IN FACT 
          [03:50:01]
THEY'VE GOTTEN GREATER. 
          AND I THINK THAT WE NEED TO MAKE SURE THAT WE STRESS THAT IT ALL, IN ALL OF OUR CONVERSATIONS WITH WHOEVER HAS ANY POWER OF ANY, OR ANY, ANY INFLUENCE ON, ON, UM, HOW PUBLIC SCHOOLS ARE ARE FUNDED. 
          'CAUSE ULTIMATELY THAT'S WHAT IT COMES DOWN TO, RIGHT? HOW WE FUND OUR PUBLIC SCHOOLS AND, UM, UNDERSTANDING THAT, YEAH, ENROLLMENT HAS DECLINED AND YET THE NEEDS OF OUR STUDENTS HAVE INCREASED. 
          AND THEN ALSO COMPARING IT TO WHERE OUR INVESTMENTS HAVE BEEN MADE THROUGHOUT THIS, YOU KNOW, THE PAST SIX YEARS AND HOW THAT HAS YIELDED SO MANY POSITIVE RESULTS. 
          SO, UM, YOU KNOW, THE ARGUMENT THAT WE ARE, UM, IN A STRUCTURAL DEFICIT AND THAT THAT'S BE, AND THAT BECAUSE WE'VE BEEN, UH, EMPLOYING MORE PEOPLE THAN, THAN WE NEED TO BECAUSE OF OUR ENROLLMENT DECLINE. 
          I WOULD ARGUE THAT ACTUALLY THAT HAS ACT THAT'S BEEN THE BEST INVESTMENT WE'VE MADE BECAUSE IT HAS YIELDED ALL THE RESULTS THAT WE HAVE SEEN SO FAR. 
          SO I JUST WANTED TO OFFER THAT AS SOMETHING TO, TO, TO SHARE WITH OTHER FOLKS WHEN YOU'RE TALKING ABOUT OUR SCHOOL DISTRICT. 
          THANK YOU. 
          THANK YOU. 
          WELL, THANK YOU, MS. ALVAREZ. 
          YOU'VE BEEN UP THERE, I THINK FOR ALMOST TWO HOURS, SO I WANNA THANK YOU FOR TAKING ALL OF OUR QUESTIONS AND YOUR THOROUGH PRESENTATION. 
          I REALLY APPRECIATE THAT. 
          AND THEN JUST WANNA SAY THAT, YOU KNOW, UM, BEFORE YOU, YOU RETURN TO THE BOARD, UM, FOR THE, THE, THE AGENDA AND LEGISLATIVE PRIORITIES, UM, I WELCOME A RANKING OF THE PRIORITIES, UM, THE OUTCOMES THAT WE'RE SEEKING FROM EACH ONE. 
          AND YOU ARE VERY THOROUGH, BUT RANKING I THINK WOULD BE GREAT IN OPPORTUNITIES FOR STUDENT FAMILY LABORING AND COMMUNITY INPUT. 
          SO THANK YOU SO MUCH. 
          THANK YOU. 
          UH, WELL NOW WE WILL MOVE ON TO THE PUBLIC COMMENT PORTION OF TODAY'S MEETING, AND I'LL PASS IT OVER TO MR. MCLEAN. 
          ALL RIGHT. 
          WE HAVE 15 FOLKS 
          [V. Public Comment ]
SIGNED UP TO SPEAK FOR PUBLIC COMMENT. 
          WE'LL CALL FIRST ON THOSE WHO ARE LISTED AS SPEAKING IN PERSON, AND THEN THOSE WHO ARE SIGNED IN TO SPEAK REMOTELY. 
          UH, THE FIRST SPEAKER IS MS. DEANNA GUILLEN. 
          COME ON, NOT ME, MS. GUILLEN, YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          UH, MS. GUILLEN'S GONNA SPEAK IN SPANISH. 
          UH, SO IF YOU'D LIKE TO HEAR WHAT SHE'S SAYING IN ENGLISH, PLEASE PUT YOUR HANDS UP AND WE'LL GET YOU THESE TRANSLATION HEADSETS. 
          ALRIGHT, COME ON UP MS. GUILLEN, AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          AND AFTER MS. GUILLEN IS MS. MARIA DAISY ORTIZ AND THEN MEGAN MARCUS, COME ON UP. 
          AND LITO, YES. 
          F MS. KELLY EZ LEFT. 
          MS. TIZ LEFT AS WELL. 
          THIS GIVES ME MAYBE SOME KIND OF SENSE OF GUILT FROM PEOPLE THAT DO NOT WANT TO CHANGE THEIR STATUS OR DO NOT WANT TO EVEN LISTEN TO THE PUBLIC. 
          TODAY, I CAME TO SAY, MS. ROCIO, THAT I WAS INVITING HER TO MEET, TO BE ABLE TO SPEAK ABOUT THE PARENT PRIORITIES, WHICH IS SCHOOL SAFETY, BUT I CAN'T, SHE WOULD NOT EVEN LISTEN. 
          SO ONE OF THE THINGS THAT I WANTED TO SAY IS THAT YOU ARE LEGISLATING, UH, FOR OBLIGATORY OR MANDATORY KINDERGARTEN. 
          AND KINDERGARTEN SINCE TWO YEARS OLD, IS TO SEPARATE THEM FROM THEIR PARENTS. 
          I DON'T UNDERSTAND HOW YOU CAN THINK THAT FROM TWO YEARS OLD. 
          IT HAS TO BE MANDATORY AND, UM, ENROLLMENT BASED FUNDING. 
          SO DON'T MAKE IT A MANDATORY TO GO TO HIGH SCHOOL BECAUSE STUDENTS DO NOT WANT TO GO TO SCHOOL BECAUSE THERE'S NO SAFETY. 
          AND I'VE NOT HEARD ANYTHING ABOUT LEGISLATE LEGISLATING ABOUT MAKING A STATEMENT AGAINST THE USE OF, UH, RECREATIONAL USE OF MARIJUANA BECAUSE THAT'S WHAT'S HARMING OUR STUDENTS. 
          MANY SCHOOLS AT THE HIGH SCHOOL LEVEL, THE STUDENTS DO NOT WANT TO GO TO THE BATHROOM BECAUSE THERE'S SMOKING IN THE BATHROOMS AND THERE'S ALSO A LOT OF VIOLENCE IN THE BATHROOMS. SO I THINK THAT YOU SHOULD MAKE A STATEMENT AS GENERAL STATEMENT AS A DISTRICT THAT YOU ARE AGAINST, UH, THE RECREATIONAL USE OF MARIJUANA EVEN AFTER 21 YEARS OLD. 
          THEY'RE USING IT SINCE THEY'RE 15, 12 YEARS OLD IN SCHOOLS. 
          AND WE SEE THAT EVERY SINGLE DAY, THAT EVEN THE SCHOOL STAFF TELLS THE CHILDREN WHERE TO HIDE WHEN THERE IS A, UM, WHEN THEY REVIEW IT. 
          BECAUSE THE, ALSO THE SCHOOL POLICE DOES NOT HAVE ANY ANIMALS OR DOGS TO LOOK FOR DRUGS BECAUSE YOU MADE A POLICY WHERE YOU COULDN'T HAVE THE DOGS. 
          SO HOW IS IT THAT YOU'RE GOING TO PROTECT YOUR CHILDREN? WHAT IS IT THAT YOU'RE DOING? BECAUSE YOU'RE DOING A, A LOT OF LEGISLATION BECAUSE YOU JUST WANT MONEY, MONEY, MONEY FOR ALL THE EMPLOYEES THAT DO NOT WORK, 
          [03:55:01]
THAT DO NOT. 
          UM, AND ALSO PSW THAT ARE SOCIAL WORKERS THAT HAVE FOR YOUR TIME, NOTHING TO DO WITH PSYCHOLOGY. 
          THEY ARE JUST THERE SO THAT THEY CAN BLAME THE PARENTS. 
          THEY THANK YOU FOR YOUR TIME. 
          ALRIGHT, THANK YOU FOR YOUR TIME. 
          NEXT SPEAKER IS MARIA DAISY ORTIZ. 
          COME ON UP. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          GOOD AFTERNOON. 
          MY NAME IS MARIA DAISY ORTIZ. 
          AND OF COURSE, THE BOARD MEMBERS THAT ARE NOT HERE ARE THE ONES THAT ARE TO BLAME THAT TODAY WE HAVE SO MANY LOSS OF LIFE OF STUDENTS DUE TO THE LACK OF SAFETY. 
          AND I WILL, UH, SPREAD THE VIDEO WHERE MS. TIZ, KELLY EZ, CARLA GRIEGO AND CIO RIVAS WERE SAYING THAT THEY DID NOT WANT SCHOOL POLICE. 
          AND SO TRULY, WE AS PARENTS, WE ARE CONCERNED. 
          AND THAT IS WHY THERE'S LOW ATTENDANCE, BECAUSE STUDENTS DO NOT FEEL SAFE. 
          THEY'RE, THEY HAVE FEAR. 
          AND THAT IS WHY MANY OF THEM ARE OPTING TO GO ONLINE OR TO CHANGE SCHOOLS. 
          BECAUSE LISTEN, HERE, ONLY 58 OFFICERS ARE THE ONES TO PATROL ALL OF THE DISTRICT SCHOOLS. 
          HOW, UM, IT'S A MEDIOCRE EFFORT. 
          AND THEN THAT YOU ALSO SAY THAT STUDENTS ARE FIRST, IF STUDENTS WERE TRULY FIRST, SAFETY WOULD BE A PRIORITY BECAUSE WHERE THERE IS A SAFE AND HEALTHY AND LEARNING ENVIRONMENT, STUDENTS LEARN BETTER. 
          AND SO REALLY, IF SCHOOL CHARTER SCHOOLS ARE USING THE SCHOOL, THE POLICE, AND PAYING THEM, WHAT WILL THE DISTRICT DO TO CORRECT THE GRAVE ERROR AND TO PREVENT FROM ANY OTHER LIVES BEING LOST? THIS IS SOMETHING THAT WE NEED TO CORRECT BECAUSE IT WAS AN ERROR, IT WAS AN ISSUE. 
          IT WAS A REACTION OF PEOPLE THAT DO NOT HAVE ANY OTHER PLAN FOR SAFETY, AND THEY DID NOT CARE FOR THE STUDENTS. 
          AND THAT IS WHY THEY ARE TO BLAME THE NEGLIGENCE THAT IS HAPPENING WITH OUR STUDENTS. 
          AND WITH THAT, THAT THE DATA HAVE BEEN IMPROVED. 
          YOU ARE JUST MAKING A FACTS. 
          YOU NEED TO KNOW HOW TO READ DATA. 
          WE WERE STILL A LITTLE ORANGES, LITTLE, UH, STRAWBERRY, EVEN IF IT'S BLUE, SEE WHERE THE SUBGROUPS ARE. 
          WE NEED TO KNOW HOW TO READ THE DATA. 
          UH, UH, ENGLISH LEARNERS UNDER IN RED AND ELA MATH AND SCIENCE. 
          AND YOU HAVE 86% OF GRADUATION BECAUSE ALMOST 70% ARE WITH A D. 
          DO YOU CALL THAT EXCELLENCE? BUT OF COURSE, BECAUSE YOU ARE MEDIOCRE, THANK YOU FOR YOUR TIME. 
          UH, I'LL NOTE THAT, UH, MS. EZ SHARED AT LENGTH EARLIER, SHE IS REMOTE, UM, AND HAS BEEN HERE THE THE ENTIRE TIME. 
          ALL RIGHT, THE NEXT SPEAKER IS MEGAN. 
          MARCUS, ARE YOU HERE? COME ON UP, MS. MARCUS. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          GOOD AFTERNOON. 
          MY NAME IS MEGAN MARCUS. 
          THANK YOU SO MUCH FOR HAVING ME. 
          I'M A PROUD THIRD STREET ELEMENTARY SCHOOL PARENT. 
          MY PARTNER ALSO SERVES AS A TEACHER IN THE WEST DISTRICT. 
          UM, WE'RE VERY GRATEFUL TO BE PART OF SUCH AN INVOLVED COMMUNITY. 
          D THANK YOU. 
          UM, WE'RE VERY GRATEFUL TO BE PART OF SUCH AN INVOLVED COMMUNITY WHERE WE ENJOY A GREAT PARTNERSHIP BOTH WITH OUR LOCAL BOARD MEMBER, NICK NOVO, NICK MELVOIN, UM, AS WELL AS WITH OUR PUBLIC ENTITIES, OUR PRIVATE ENTERPRISES. 
          UM, OUR STAFF AND TEACHERS DO AMAZING WORK, AND IT'S OUR UNDERSTANDING THAT WE ARE CURRENTLY UNDER, UM, WE ARE CURRENTLY FACING CUTS TO BOTH OUR TARGETED STUDENT FUNDING PROGRAM AS WELL AS TO OUR CAP GRANTS. 
          UM, I UNDERSTAND THAT OUR ALLOTMENT IS RELATIVELY MINOR. 
          I WOULD ENCOURAGE YOU TO REVISIT THIS DECISION. 
          UM, I KNOW THAT WE'RE ALL EMPTYING OUT OUR POCKETS TO GET TO, LIKE FINDING WHERE WE CAN CUT, WHERE WE CAN MAKE REASONABLE CUTS THAT STILL SUPPORT OUR INFRASTRUCTURE AND OUR STUDENTS AND OUR COMMUNITIES. 
          UM, BUT I WOULD, I WOULD REALLY ENCOURAGE YOU TO RECONSIDER THE CUTS TO THIRD STREET SCHOOLS FUNDING BECAUSE WE DO HAVE A POPULATION OF ENGLISH LEARNERS WHO DIRECTLY BENEFIT FROM OUR TSFP UH, FUNDING, AND THEY'LL BE DIRECTLY IMPACTED. 
          IF YOU LOOK AT THE CALIFORNIA STATE DEPARTMENTS, UM, OUR EDUCATIONAL DEPARTMENTS, UH, SCORING FOR OUR SCHOOL, YOU'LL SEE WE'RE LIKE CHRONICALLY IN 
          [04:00:01]
THE BLUE OR THE GREEN ZONES DOING VERY WELL. 
          UM, OUR ONE AREA IN THE ORANGE IS OUR ENGLISH LEARNERS. 
          THESE ARE THE STUDENTS WHO WILL BE DIRECTLY IMPACTED BY THE LOSS OF FUNDS. 
          UM, AND WE HAVE A REALLY PASSIONATELY WELL-ROUNDED COMMUNITY FUNDED BY OUR CAP GRANT SPECIFICALLY. 
          SO I KNOW I'M ALMOST OUT OF TIME. 
          YOU'LL HEAR FROM LIKE SIX OTHER OF OUR PARENTS. 
          WE'RE REALLY PASSIONATE, BUT THANK YOU SO MUCH FOR YOUR TIME. 
          THANK YOU FOR YOUR TIME. 
          ALL RIGHT, THE NEXT SPEAKER IN PERSON IS WENDY. 
          WENDY, ARE YOU HERE? COME ON UP. 
          ALL RIGHT, WENDY, YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          THANK YOU AGAIN. 
          GOOD AFTERNOON. 
          UM, IT'S DISHEARTENING TO SIT THROUGH THIS MEETING, UM, AND KNOWING THAT THE FUNDS FOR OUR CHILDREN AND THEIR EDUCATION HAS BEEN MISMANAGED FOR YEARS. 
          I WANNA SHARE. 
          I, I'M, I WENT TO L-A-U-S-D SCHOOLS AND ALL FIVE OF MY CHILDREN HAVE, AS A MATTER OF FACT, UM, MY OLDEST GRADUATED FROM YALE. 
          I, I HAVE TO BRAG, SHE'S NOW DOING HER MASTER'S PROGRAM OVER AT UCLA. 
          UM, I DO UNDERSTAND HAVING FIVE CHILDREN, THAT CHILDREN, THEY VARY. 
          THEY MAY HAVE DIFFERENT NEEDS, UM, MAY REQUIRE DIFFERENT SUPPORTS AND SERVICES, AS IN MY CASE, UH, WITH ALL FIVE OF MY CHILDREN. 
          UM, THEY COME HOME ALMOST LIKE CLOCKWORK. 
          EVERY DAY WE COME HOME AND MY CHILDREN HAVE SHARED WITH ME THEIR ACHIEVEMENTS AND THEIR FRUSTRATIONS THAT HAPPEN IN SCHOOL, WHICH I'VE EXPERIENCED WITH MANY OTHER MOMS WHO SHARE THE SAME EXPERIENCE I DO. 
          THEY HAVE GREAT RELATIONSHIPS WITH THEIR FAMILIES AND CHILDREN. 
          SO I THINK THAT IT IS VERY IMPORTANT TO GET PARENTS INVOLVED IN THE DECISIONS WHEN IT COMES TO MAKING CUTS AND POSSIBLY GETTING INPUT FROM MANY PARENTS, NOT JUST PARENT ORGANIZATIONS, BUT PARENT LEADERS. 
          AS ME, I'M INVOLVED IN COMMITTEES AT MY SCHOOL. 
          IT MAY CHANGE THE DATA THAT YOU'RE SEEING UP THERE. 
          ALSO, I JUST WANNA MENTION THAT, YOU KNOW, UM, I, I SAW A PRESENTATION BY A CHIEF FINANCIAL FINANCIAL OFFICER RECENTLY FROM L-A-U-S-D AND JUST TO KNOW THAT THE CUTS SET OR THE, I'M SORRY THAT THE, THE WAGE HIKE THAT WAS MADE THAT YOU ALL AGREED TO DIRECTLY IMPACTS THE BUDGET THAT IS SUPPOSED TO BE MEANT FOR SUPPORT SERVICES FOR OUR CHILDREN. 
          IT, IT JUST REALLY IS DISCOURAGING TO KNOW THAT YOU ALL VOTED FOR THIS, KNOWING YOUR BUDGET, KNOWING THAT IT WAS GONNA IMPACT THE FUTURE EDUCATION OF OUR CHILDREN. 
          AND NOW YOU'RE LEFT TO VOTE ON THESE THINGS AGAIN. 
          SO I JUST HOPE THAT YOU ALL MAKE THE BEST DECISION. 
          PLEASE INVOLVE US PARENTS AND, UH, THANK YOU VERY MUCH. 
          THANK YOU FOR YOUR TIME. 
          THE NEXT SPEAKER IS MR. DAVID TOSKI. 
          COME ON DOWN. 
          YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          THANK YOU VERY MUCH. 
          UH, FIRST OF ALL, I WANNA REMIND EVERYBODY, THE STATE BUDGET OF CALIFORNIA OVER THE LAST SEVEN YEARS OR MORE HAS BEEN STEADILY GOING UP AND UP IN THE BILLIONS OF DOLLARS. 
          SO THERE IS SOMETHING WE HAVE TO CLARIFY TO THE PUBLIC OF WHY THERE ARE MASSIVE NEEDS FOR CHANGE HERE WHEN THE STATE BUDGET CONTINUES TO GROW. 
          AND AS OF THE LAST FOUR MONTHS, TAX REVENUE THAT HAS COME IN IS OVER $6 BILLION ABOVE WHAT GAVIN NEWSOM HAS SAID. 
          ESTIMATES ARE THAT BY JANUARY WHEN, WHEN THE NEW GOVERNOR SPEAKS, THAT NUMBER WILL BE 12 BILLION. 
          SO LET ME JUST SAY, UM, THAT YOU NEED TO PURSUE MORE ENROLLMENT AND OBVIOUSLY IT'S BEEN MY SPEECH LONG, LONG TIME THAT IF YOU DON'T PURSUE AFFILIATED CHARTERS, YOU ARE GUILTY OF FINANCIALLY STRAPPING THE DISTRICT. 
          SECONDLY, ON THE DATA, THERE WAS NO PRESENTATION ON INDEPENDENT STUDY IN THE INDEPENDENT STUDY COMPANY THAT YOU USE HERE IN LA UNIFIED, WHICH WAS LOBBIED AND MENTIONED IN THE LETTER TO, UH, ALBERTO CARVALLO BY AN INAPPROPRIATE LOBBYIST WHO WAS EXPELLED FROM THE STATE SENATE OF FLORIDA FOR BEING ON TAPE OF USING THE N WORD REPEATEDLY ABOUT THE SUPERINTENDENT OF MIAMI-DADE. 
          THAT'S THE COMPANY YOU BOUGHT THE MATERIALS FROM, $6 MILLION. 
          ADDITIONALLY, THERE ARE MORE KIDS IN INDEPENDENT STUDY THAN THERE ARE IN FOSTER YOUTH NEXT SUMMER SCHOOL. 
          THERE'S BEEN A POLICY OF THIS DISTRICT, EVEN WHEN I WAS HERE, TO NOT LET PEOPLE FROM PRIVATE SCHOOLS, CHARTER SCHOOLS, AND OTHER SCHOOLS ATTEND SUMMER SCHOOL. 
          EVEN THOUGH EVERY ONE OF THOSE FAMILIES IS A TAX PAYING FAMILY, EVERY ONE OF 'EM PAYS TAXES. 
          THEY OUGHT TO HAVE THE RIGHT, AND YOU OUGHT TO BE ENCOURAGING IT BECAUSE WHEN THEY COME TO SUMMER SCHOOL, THEY'LL SEE SOME GREAT PROGRAMS AND SOME GREAT TEACHERS 
          [04:05:01]
ADDITIONALLY CONTINUE TO AVOID FEAR SAYING THAT THE E-RATE IS GONNA LOSE MONEY WHEN IN FACT E-RATE IS ABOUT TO ADD CYBERSECURITY TO ITS LIST AMENDMENT. 
          EARLY ED, YOU'VE PUT A SLIDING SCALE IN, BUT THERE ARE STILL ONLY 2002 YEAR OLDS AND SOME OF THE PEOPLE PAYING SLIDING SCALE ARE PAYING LIKE 50 OR $200 A MONTH. 
          THAT'S A RIDICULOUS FOR SOMEBODY WHO MIGHT BE EARNING HUNDREDS OF THOUSANDS OF DOLLARS. 
          AND FINALLY, LET ME JUST SAY, THE LAWSUIT ON PROP 98 WILL BE SETTLED VERY SHORTLY, BUT THE MONEY MAY GO TO THE WRONG PLACE. 
          AND FINALLY, THERE WAS NO PRESENTATION WHATSOEVER FOR YOUR TIME ON WAIVERS. 
          THANK YOU FOR YOUR TIME FROM THE LAWS THAT FRUSTRATE YOU. 
          THANK YOU. 
          ALL RIGHT, WELL NOW CALL ON THOSE WHO LISTED THEMSELVES AS SPEAKING REMOTELY. 
          ALINA MOFFITT, I SEE YOU'RE ON THE LINE. 
          PLEASE PRESS STAR SIX TO UNMUTE YOURSELF. 
          ALINA, I SEE YOU'RE ON LINE WITH US. 
          ALINA, YOU'VE BEEN HERE FOR QUITE SOME TIME. 
          I SHOULD BE UNMUTED NOW, I BELIEVE. 
          THERE YOU ARE. 
          PLEASE GO AHEAD ERIN. 
          OKAY. 
          HI, MY NAME'S ALINA MOFF. 
          I'M ALSO A THIRD STREET ELEMENTARY PARENT. 
          UM, I'M ALSO THE PRESIDENT OF THE THIRD STREET BOOSTER CLUB AND A MEMBER OF OUR SCHOOL CLAC. 
          AND I'VE NEVER SPOKEN AT A-L-A-U-D BOARD MEETING BEFORE, BUT FELT IMPERATIVE FOR MYSELF TO COME TODAY AND DO THIS. 
          WE'RE ALL AWARE OF THE BUDGET CUTS, WE UNDERSTAND WHAT WE'RE FACING AND I DO NOT ENVY THE POSITION THAT ANY OF YOU GUYS ARE IN UP THERE TO MAKE THIS THE, THE DECISIONS ON HOW TO KEEP L-A-U-S-D SOLVENT. 
          UM, SUPERINTENDENT CHA, WHEN YOU WERE RECENTLY ASKED ABOUT HOW YOU WOULD ADDRESS THE BUDGET CUTS, YOU STATED THAT THE FOCUS IS ALWAYS GOING TO BE ON MINIMIZING IMPACT ON CLASSROOMS AND LEARNERS. 
          UM, I'VE HEARD NOTHING ABOUT WHAT SPECIFIC SPECIFIC CUTS WILL BE MADE TO NON-LABOR SPENDING AND CONTRACTS OR WHAT SPECIFIC CUTS WILL BE MADE TO THE CENTRAL OFFICE. 
          BUT AS YOU HEARD FROM MEG OR ANOTHER PARENT, WE HAVE HEARD THAT THIRD STREET IN PARTICULAR WILL BE LOSING 400 K IN TSB FUNDING. 
          AND THAT DECISION SEEMS TO HAVE BEEN MADE WITH LITTLE TO NO INPUT FROM OUR PRINCIPAL OR OTHER STAKEHOLDERS AT THE SCHOOL. 
          AND THAT DECISION ALSO IGNORES THE NEGATIVE IMPACT IT'LL HAVE ON THOSE EL LEARNS AT OUR SCHOOL. 
          AND IF THIS IS HOW BUDGET CUTS ARE BEING IMPLEMENTED THIS EARLY ON IN THE PROCESS, I'M DEEPLY TROUBLED, NOT JUST FOR OUR SCHOOL, BUT FOR ALL STUDENTS THROUGHOUT L-A-U-S-D. 
          IT'D BE UNREASONABLE TO THINK THAT OUR SCHOOL ALONE SHOULD BE SHIELDED FROM THESE CUTS. 
          BUT WHAT'S NOT UNREASONABLE IS THE EXPECTATION THAT THESE CUTS ARE MADE WITH A MORE BALANCED APPROACH. 
          ONE THAT HELPS TO MINIMIZE THE IMPACT TO ALL STUDENTS THROUGHOUT U-L-A-U-S-D BECAUSE ALL STUDENTS, WHETHER WE'RE AT A HIGH PERFORMING SCHOOL OR A HIGH NEEDS SCHOOL, TRULY DESERVE TO HAVE THEIR EDUCATIONAL NEEDS MET. 
          UM, LISTENING TODAY'S MEETING, IT'S CLEAR THAT THE INVESTMENT IN OUR SCHOOLS IS WORKING. 
          THE DATA ON THE POSITIVE GROWTH THAT WAS PRESENTED EARLIER SUPPORTS ALL OF THAT. 
          BUT MY GUESS IS THAT WE'LL START TO SEE A BACKWARDS SLIDE ON THAT PROGRESS. 
          ONCE CUTS LIKE THESE ARE IMPLEMENTED, STUDENTS CANNOT ACHIEVE IF THEY'RE NOT, NEEDS ARE NOT BEING MET. 
          AND THOSE NEEDS ARE NOT ONE SIZE FITS ALL. 
          PRINCIPALS SHOULDN'T BE TOLD WHAT THE CUTS ARE ONCE DECISIONS ARE ALREADY MADE, PARENTS SHOULDN'T BE TOLD WHAT THE CUTS ARE. 
          ONCE DECISIONS ARE ALREADY MADE, WE SHOULD ALL BE INVITED TO BE PART OF A CONVERSATION. 
          UNDERSTAND WE'RE NOT THE ULTIMATE DECISION MAKER, BUT WHAT I'M ASKING IS THAT THE BOARD ENSURES THAT STAKEHOLDERS ARE INVITED TO WEIGH IN ON ALL ASPECTS, NOT JUST THE BIG THINGS LIKE CLOSURES OR CONSOLIDATIONS OF SCHOOLS, BUT ON ALL ASPECTS BECAUSE LAUC SCHOOLS ARE ALL UNIQUE IN THEIR OWN WAY. 
          THANK YOU FOR YOUR TIME. 
          ALRIGHT, THE NEXT SPEAKER IS CONNIE CHO. 
          CONNIE CHO, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          CONNIE CHO, CONNIE CHO, I SEE YOU'RE WITH US. 
          PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          CONNIE LAST CALL FOR CONNIE. 
          ALL RIGHT, WE WILL COME BACK TO YOU. 
          UH, CONNIE, THE NEXT SPEAKER IS JACKIE ACHMAN. 
          JACKIE H PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          JACKIE H GOOD AFTERNOON. 
          MY NAME IS JACKIE ACHMAN AND I AM A PARENT AT THIRD STREET ELEMENTARY AND REGION WEST. 
          I'M HERE TO URGE YOU TO REJECT THE DEVASTATING PROPOSED CUTS TO OUR TARGETED STUDENT PROGRAM FUNDING. 
          I UNDERSTAND THESE CUTS ARE DRIVEN BY OUR SCHOOL'S LOWER RANKING ON THEEN, BUT I CHALLENGE HOW THAT DATA IS BEING INTERPRETED. 
          THE STATIC INDEX SCORE FAILS TO CAPTURE THE RAPID DEMOGRAPHIC SHIFT OCCURRING ON OUR CAMPUS. 
          OVER THE LAST FOUR YEARS, OUR LOW INCOME STUDENT POPULATION HAS RISEN CONSECUTIVELY, SHIFTING OUR CAMPUS INTO A HIGH NEEDS MAJORITY. 
          SO WE ARE NOT JUST A HIGH PERFORMING SCHOOL, WE ARE A HIGH NEEDS ONE. 
          AND THAT SUCCESS IS NOT SELF-SUSTAINING. 
          IT IS THE DIRECT RESULTS OF TARGETED INTERVENTIONS PURCHASED BY OUR TSP FUNDING. 
          ELIMINATING THIS 
          [04:10:01]
RESOURCE WILL CAUSE  AN IMMEDIATE DISPROPORTIONATE COLLAPSE IN THE ACHIEVEMENT METRICS OF THE MOST VALUABLE STUDENTS, EXCUSE ME, VULNERABLE AND VALUABLE STUDENTS. 
          PARENT DONATIONS SHOULD FUND CAMPUS ENRICHMENTS NOT PUBLIC EQUITY MANDATES. 
          WITHDRAWING THESE PUBLIC FUNDS WILL HOLLOW OUT OUR PROGRESS, PROMPT A MASS MIGRATION TO PUBLIC, PRIVATE SCHOOLS, AND ULTIMATELY ACCELERATE THE DISTRICT'S ENROLLMENT CRISIS. 
          WHAT IS HAPPENING AT THIRD STREET RIGHT NOW IS WORKING, SO PLEASE DON'T PUNISH OUR STUDENTS FOR THEIR SUCCESS. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          THE NEXT SPEAKER IS NAOMI YUN. 
          NAOMI YUN. 
          PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          NAOMI YUN. 
          NAOMI, I SEE YOU'RE ONLINE WITH US. 
          PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          NAOMI. 
          NAOMI. 
          HI, GOOD AFTERNOON. 
          UM, MY NAME IS NAOMI YOON AND I'M A PARENT OF THREE YOUNG CHILDREN WHO ATTEND THIRD STREET ELEMENTARY SCHOOL AND REGION WEST. 
          I'M HERE TO ARGUE THAT IS ACTUALLY IN YOUR BEST INTEREST NOT TO CUT FUNDING FROM OUR SCHOOL IN ORDER TO KEEP L-A-U-S-C-A THRIVING DISTRICT THAT EDUCATES AND GRADUATE STUDENTS INTO A BRIGHT FUTURE WHERE THEY CONTRIBUTE MEANINGFULLY TO SOCIETY AS A BASELINE STUDENT ENROLLMENT MUST GO UP EVERY YEAR IF YOU CUT HALF A MILLION DOLLARS FROM OUR SCHOOL BUDGET. 
          PARENTS ARE FORCED TO COMPENSATE FINANCIALLY IN ORDER TO MAINTAIN THE HIGH QUALITY EDUCATION THAT OUR STUDENTS ARE CURRENTLY RECEIVING. 
          THIS MEANS THAT MY FAMILY PERSONALLY HAS TO PREPARE TO STRETCH OUR BUDGET TO EXTEND ABOVE THE 5,000 ANNUAL DONATION WE MAKE TO THE SCHOOL FOR OUR THREE CHILDREN, WHICH MOTIVATES US TO SERIOUSLY CONSIDER TAKING OUR KIDS OUT OF THIRD STREET AND INTO PRIVATE SCHOOL. 
          MANY OTHER PARENTS FEEL THE SAME. 
          I UNDERSTAND THAT LA USD IS REDISTRIBUTING FUNDS FROM THIRD STREET TO OTHER UNDERPERFORMING SCHOOLS IN AN ATTEMPT TO CLOSE THE ACHIEVEMENT GAP IN THE DISTRICT. 
          HOWEVER, THIRD STREET HAS MAINTAINED ITS HIGH PERFORMANCE WHILE THE NUMBER OF LOW INCOME STUDENTS HAVE DOUBLED IN THE LAST THREE YEARS. 
          THIS DIRECTLY SHOWS HOW THIRD STREET IS A RISING TIDE THAT LIFTS ALL BOATS. 
          BY CUTTING OUR TARGETED STUDENT PROGRAM AND CAP FUNDING, YOU ARE SINKING YOUR OWN VOTES. 
          YOU'RE SERIOUSLY PUTTING ENROLLMENT AT RISK, WHICH HAS LONG-TERM IMPLICATIONS FOR ENROLLMENT, NOT ONLY AT THIRD STREET, BUT ALSO AT L-A-U-S-C, MIDDLE AND HIGH SCHOOLS BECAUSE PARENTS WILL INVARIABLY SEND THEIR STUDENTS A PRIVATE WITH THE BUDGET CUT. 
          PRINCIPAL LEE HAS BEEN USING EVERY PENNY OF OUR FUNDING AVAILABLE IN ORDER TO PROVIDE A QUALITY EDUCATION FOR EVERY SINGLE STUDENT AT THIRD STREET. 
          I URGE YOU NOT TO PUNISH OUR SCHOOL FOR DOING THE RIGHT THING, BUT RATHER STUDY OUR SCHOOL TO IMPLEMENT OUR MODEL TO THE OTHER UNDER UNDERPERFORMING SCHOOLS IN THE DISTRICT. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          THE NEXT SPEAKER IS AIA OGGI. 
          AIA, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          AIA AIA, I SEE YOU'RE ONLINE WITH US. 
          THERE YOU ARE. 
          HI, CAN EVERYONE HEAR ME? YES, PLEASE GO AHEAD. 
          FIRST OF ALL, I WANNA THANK THE COMMITTEE, FELLOW PARENTS AND SPEAKERS TODAY. 
          MY NAME IS TRU OGGI AND I'M A PARENT OF TWO CHILDREN AT THIRD STREET. 
          THE FAMILY AT THIRD STREET HAVE LEARNED THAT OUR SCHOOL FACES APPROXIMATELY 400,000 IN FUNDING REDUCTIONS, PUTTING CRITICAL STAFF AND PROGRAMS AT RISK. 
          HERE I'M ASKING YOU TO RECONSIDER WHAT THOSE REDUCTIONS MEAN TO THE UM, FOR OUR CHILDREN IN OUR CLASSROOMS. A SUCCESSFUL SCHOOL NEEDS THE PEOPLE AND PROGRAMS THAT MAKE IT SUCCESSFUL. 
          STRONG RESULTS ARE EVIDENCE THAT INVESTMENT IS WORKING. 
          HOWEVER, THEY DO NOT MEAN THAT INVESTMENT INTO NO LONGER NEEDED. 
          BEHIND THE SCHOOL'S OVERALL PERFORMANCE ARE INDIVIDUAL CHILDREN WITH DIFFERENT NEEDS. 
          SOME NEED ADDITIONAL ACADEMIC HELP, SOME NEED LANGUAGE SUPPORT, SOME NEED HELP NAVIGATING EMOTIONAL SOCIAL CHALLENGES. 
          THESE NEEDS DO NOT DISAPPEAR BECAUSE THE SCHOOL'S AVERAGE SCORES LOOK GOOD. 
          WE'RE ASKING THE DISTRICT TO PRESERVE THIRD STREET'S FUNDING. 
          THE RESOURCES OUR SCHOOL RECEIVES ARE ALREADY SERVING CHILDREN AND MEETING REAL NEEDS. 
          CUTTING THE MEANS, TAKING AWAY SUPPORT OUR STUDENTS RELY ON TODAY. 
          OUR SCHOOL SHOULD NOT HAVE TO LOSE WHAT MAKES SIX SUCCESSFUL TO DEMONSTRATE THAT IT STILL NEEDS INVESTMENT. 
          PLEASE DO NOT PUT FAMILIES IN THE POSITION OF WATCHING ESSENTIAL SUPPORT TO DISAPPEAR BEFORE THEIR CHILDREN CAN QUALIFY FOR HELP. 
          AGAIN, WE ASK THIS COMMITTEE TO URGE THE DISTRICT TO PROTECT THIRD STREET'S ESSENTIAL STAFFING PROGRAMS, PROVIDE BRIDGE FUNDING TO PREVENT ABRUPT LOSSES AND GIVE FAMILIES A CLEAR EXPLANATION OF THE PROPOSED REDUCTIONS, THEIR TIMING, AND THEIR IMPACT. 
          OUR CHILDREN CAN ONLY GET ONE SECOND GRADE, 
          [04:15:01]
ONE FOURTH GRADE, ONE ELEMENTARY SCHOOL EXPERIENCE AND THEY CANNOT WAIT FOR FUNDING TO RETURN. 
          PLEASE SUSTAIN THE CONDITIONS THAT HELP THEM BE SUCCESSFUL. 
          THANK YOU FOR YOUR TIME. 
          THANK YOU FOR YOUR TIME. 
          THE NEXT CALLER IS MARCELLA GARCIA. 
          MARCELLA GARCIA, ARE YOU ON THE LINE? I DON'T HAVE YOU SIGNED IN IN FRONT OF ME, BUT ARE YOU IN THE ROOM? MARCELLA GARCIA? NO, NOT HERE. 
          ALL RIGHT. 
          CARINA LOPEZ, I SEE YOU ARE ON THE LINE. 
          KARINA LOPEZ, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          KARINA LOPEZ. 
          HELLO. 
          HI. 
          HELLO, MY NAME IS CARINA LOPEZ. 
          I'M CALLING BECAUSE WE DO NEED TRANSPARENCY IN THE BUDGET AND THE SCHOOL DISTRICT NEEDS TO STOP IGNORING THE SECURITY AND THE WELLBEING OF THE STUDENTS AND FOR THE STUDENTS TO BE ABLE TO ATTEND, THEY NEED A HEALTHY ENVIRONMENT. 
          THEY NEED FOR YOU TO ASSURE THAT YOU ARE ASKING TO ASSURE THE PATH TO WELL, SO THE CHILDREN CAN ARRIVE WELL SO THEY DON'T, SO THEY CAN COME HOME. 
          YOU KNOW THAT THEY'VE THAT SO THEY DON'T LOSE THEIR LIVES SIMPLY FOR GOING TO SCHOOL. 
          SO WE NEED TO ADD FOR THE POLICE, THE SCHOOL POLICE IN THE BUDGET TO RETURN AND ALSO FOR THE INVOLVEMENT OF PARENTS. 
          WE NEED THESE THINGS URGENTLY. 
          THANK YOU. 
          THE NEXT SPEAKER IS TRISH. 
          TRISH, I SEE YOU'RE ON THE LINE. 
          PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          TRISH. 
          TRISH, I SEE YOU'RE WITH US. 
          PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          TRISH, THERE YOU ARE. 
          HI, MY NAME IS TRISH. 
          I'M A PARENT OF FIRST YEAR ELEMENTARY. 
          THANK YOU FOR YOUR ATTENTION TO OUR VOICE TODAY. 
          I'M A TAXPAYER OF BOULDER AND I'M HERE TO ECHO THE CONCERNS IN DISAPPROVAL OF THE FUNDING TAX AT THIRD STREET. 
          THE CUTS ARE RECKLESS AND DETRIMENTAL. 
          WE NEED TO FUND FOR OUR ENGLISH LEARNERS AND LOW INCOME STUDENTS. 
          A LOW INCOME POPULATION IS OVER 50% AND INCREASING. 
          THESE STUDENTS ARE NOT GOING ANYWHERE. 
          THE NEEDS ARE STILL HERE AND GROWING. 
          WHEN THEY THRIVE, THE DISTRICT THRIVE. 
          OUR STUDENTS, IT'S NOT THE FAT TO TRIM. 
          I WANT TO EMPHASIZE THAT OUR SCHOOL HAS HIGH PERFORMANCE ACROSS THE BOARD. 
          OUR ATTENDANCE HAS BEEN THE HIGHEST. 
          OUR KIDS ARE HAPPY TO GO TO SCHOOL WHEN THEY GET A WELL-ROUNDED EDUCATION. 
          EXPOSURE TO CULTURE, ARTS, SCIENCE AND MORE. 
          THAT'S THANKS TO CAP FUNDING. 
          TAX MONEY IS BEING UTILIZED PROPERLY AT THE STREET. 
          THERE'S NO FACTS TO TRIM. 
          SETTING OFF FUND FOR DOING EVERYTHING RIGHT IS THE WRONG APPROACH. 
          WE SUPPORT A US GOALS TO HAVE STRONG STAPLE SCHOOL AND THIRD STREET IS 103 YEARS OLD, STRONG, DISTINGUISHED, AND A BLUE RIBBON SCHOOL. 
          THE FUND MUST STAY TO MAINTAIN THE EXCELLENCE THAT WE HAVE BEEN CONSISTENTLY DELIVERING. 
          YEAR AFTER YEAR, CUTTING FUNDS WILL DECREASE ENROLLMENT AND ATTENDANCE. 
          CUTTING FUNDS WILL BE STAPLES YOUR BEST PERFORMER. 
          PLEASE STAY FOCUSED ON THE STUDENTS. 
          WE'RE UPSET AT THE DECISIONS. 
          WE ARE PARTNERS. 
          WE ARE DOING OUR JOBS. 
          WE DELIVER HIGH ENROLLMENT, HIGH TEST SCORES, PERFECT ATTENDANCE, HIGH CHILDREN'S AND MORE. 
          OUR PARTNERSHIP WITH L-A-U-S-C IS A STAKE DUE TO THE RECKLESS DECISION TO CUT OUT FUNDING. 
          FAMILIES WILL DISEN THE CHILDREN FROM LUSC AND THAT WILL ALSO IMPACT LITTLE IN HIGH SCHOOL ENROLLMENT. 
          ONCE WE ARE OUT, WE DON'T COME BACK. 
          SO I OWE YOU RETHINK TESTS AND WHERE YOU CUT THE CHILDRENS ARE NON-NEGOTIABLE. 
          THESE ARE THE FUTURE LEADERS OF LA, CALIFORNIA AND BEYOND. 
          THEY WORK VERY HARD TO DELIVER EVERYTHING YOU HAVE ASKED OF THEM. 
          THEY SHOULD BE REWARDED, NOT TOUCHED. 
          WE INVITE YOU TO REPLICATE OUR MODEL AND APPLY THIS TO OTHER SCHOOLS. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          THE NEXT SPEAKER IS LAURA HERNANDEZ. 
          LAURA HERNANDEZ, I SEE YOU'RE ON THE LINE. 
          PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          LAURA HERNANDEZ, PRESS STAR SIX TO UNMUTE YOURSELF. 
          LAURA HERNANDEZ, I SEE YOU'RE ONLINE WITH US. 
          PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          LAURA HERNANDEZ. 
          HELLO. 
          HI. 
          HI, MY NAME IS LAURA HERNANDEZ. 
          I'M A PARENT OF AN L-A-U-S-D STUDENT AND WOULD LIKE TO SPEAK OUT ON CRITICAL MATTERS OF PUBLIC CONCERN, THE SYSTEMATIC SAILOR TO 
          [04:20:01]
ENSURE STUDENT SAFETY ON OUR CAMPUSES EVERY SINGLE DAY. 
          WHEN I DROP MY DAUGHTER OFF AT THE GATES OF AUGH CAMPUS, WHICH IS, UH, CO-LOCATED WITH DOWNTOWN MAGNET HIGH SCHOOL, ALL I FEEL IS ANXIETY WORRISOME. 
          MY DAUGHTER'S CONSTANTLY SHARING OF PHYSICAL FIGHTS THAT ARE OCCURRING ON CAMPUS NEARLY EVERY DAY. 
          SHE'S WITNESSING PERSISTENT VAPING IN THE RESTROOMS. IT'S NOW HAPPENING IN THE CLASSROOM STAFF MISCONDUCT AND INSTANCES WHERE EDUCATORS USE DISMISSIVE AND SARCASTIC REMARKS TOWARDS STUDENTS RATHER THAN OFFERING SUPPORTIVE INTERVENTION. 
          AND WHAT'S MOST ALARMING IS HOW INSTITUTIONAL POLICY HANDLES TARGETED BULLYING. 
          WHEN MY DAUGHTER WAS REPEATEDLY HARASSED BY TWO OLDER GIRLS THAN HER, WE TURNED TO CAMPUS ADMINISTRATION FOR HELP. 
          INSTEAD OF HOLDING THE PERPETRATORS ACCOUNTABLE. 
          ADMINISTRATIVE RESPONSE WAS TO INSTRUCT MY DAUGHTER TO ALTER HER DAILY ROUTINE, TO AVOID THE BULLIES AND CONSIDER TAKING DIFFERENT ROUTES TO CLASS. 
          WHY? IT WAS SUGGESTED THAT WE LOOK INTO TRANSFERRING TO A SCHOOL CLOSER TO OUR HOME. 
          WHY DOES DISTRICT POLICY PERMIT ADMINISTRATORS TO PLACE THE BURDEN OF SAFETY ONTO THE VICTIMS OF BULLYING? WHY ARE TARGETED STUDENTS PRESSURED TO LEAVE WHILE FACE NO MEANINGFUL ACCOUNTABILITY? THIS REFLECTS A DANGEROUS SYSTEMATIC PATTERN ON INSTITUTIONAL NEGLIGENCE. 
          BECAUSE THIS IS NEGLIGENCE, WE HAVE SEEN THE DEVASTATING CONSEQUENCES OF INADEQUATE CAMPUS OVERSIGHT WITH EMILY CORTEZ AT EVERGREEN. 
          UH, MOST RECENTLY WITH THE TRAGIC LOSS OF 17-YEAR-OLD XAVIER AT FRANKLIN HIGH SCHOOL, THE RESPONSE TO THESE UNFORTUNATE ACTS OF VIOLENCE FELL TO ADDRESS THE GRAVITY OF THE SAFETY CRISIS THAT OUR CHILDREN ARE FACING EVERY DAY. 
          OUR STUDENTS ARE NOT SAFE. 
          I URGE THIS BOARD PLEASE TO REFORM HOW BULLYING IS HANDLED. 
          STOP FORCING OUR VICTIMS TO RUN AWAY AND ESTABLISH REAL ENFORCEABLE CAMPUS SECURITY POLICIES BEFORE ANOTHER FAMILY FACES AN UNTHINKABLE TRAGEDY. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          THE NEXT SPEAKER IS JESSE ROSA. 
          JESSE ROSA. 
          I SEE YOU'RE ON THE LINE. 
          PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          JESSE ROSA. 
          JESSE ROSA, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          JESSE ROSAS LAST CALL. 
          ALL RIGHT, WE'LL COME BACK TO YOU ONE MORE TIME. 
          JESSE, UH, MARCELLA GARCIA IS NOW IN LINE WITH US MARCELLA GARCIA. 
          PLEASE PRESS STAR SIX TO UNMUTE YOURSELF. 
          AND YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          MARCELA GARCIA POR. 
          GOOD AFTERNOON. 
          CAN YOU HEAR ME? GOOD AFTERNOON MEMBERS OF THE BOARD. 
          ONE MORE TIME. 
          WE ARE HERE AGAIN, TASKED WITH THE SECURITY OF SCHOOLS. 
          GENTLEMEN, YOU KNOW WHAT IS HAPPENING. 
          YOU KNOW HOW THE CHILDREN ARE LIVING WITHIN THE SCHOOLS. 
          WE NEED THE SECURITY, BUT A SECURITY THAT CAN REALLY TAKE CARE OF OUR CHILDREN BECAUSE IT'S THE LIVES OF OUR CHILDREN. 
          PLEASE, WE NEED FOR YOU ALL TO GUARANTEE US THAT THEY ARE SAFE. 
          THAT OUR CHILDREN, WE COULD SEND THEM THAT THEY WILL BE FINE, THEY WILL STUDY, THEY WILL FOCUS. 
          AND WE DON'T WANT SO MUCH MENTAL HEALTH THAT SO MUCH MONEY IS BEING INVESTED IN THIS. 
          BETTER TO PREVENT ALL OF THIS, ALL OF THIS FROM MENTAL HEALTH. 
          BECAUSE THE CHILDREN, THEY DON'T GO CONFIDENTLY. 
          THEY DON'T KNOW WHAT'S GOING TO HAPPEN. 
          SO IF SOMETHING HAPPENS TO THE CHILDREN, YOU ARE THE ONES THAT ARE RESPONSIBLE BECAUSE YOU ARE NOT PROTECTING THESE CHILDREN. 
          OUR COMMUNITY. 
          WE NEED THE POLICE TO COME BACK. 
          PLEASE. 
          WE HAVE BEEN ASKING YOU THIS. 
          I DON'T EVEN KNOW WHAT PARENTS WHO WENT TO GO ASK AND SAID THAT WE DON'T NEED THE POLICE. 
          BUT YOU NEVER DID ANYTHING. 
          A SURVEY TO SEE IF OUR POLICE SHOULD BE IN SCHOOL. 
          WE NEED SECURITY. 
          YOU ARE NOT GOING TO PUT SECURITY. 
          YOU SIMPLY SEND WHO CAN GO PRETEND, PROTECT OUR CHILDREN AROUND THE SCHOOLS AS WELL. 
          'CAUSE IT'S THE CHILDREN WHENEVER THEY GO HOME, WHEN THE CHILDREN COME BACK FROM THE SPORTS, WE'RE GONNA NEED SOME SECURITY. 
          AND ALL THESE INSTANCES, CHILDREN HAVE BEEN ASSAULTED OUTSIDE OF SCHOOLS. 
          AND I DON'T DOUBT THAT IN OTHER SCHOOLS THIS HAS HAPPENED AS WELL, EXCEPT THAT YOU NEVER REPORT ANY OF THIS HAPPENING. 
          BUT PLEASE, WE NEED THE SECURITY FOR OUR CHILDREN, FOR OUR COMMUNITY BECAUSE IF A COMMUNITY IS WELL, THEN EVERYBODY'S WELL. 
          WE ALL LEARN THAT CHILDREN ARE WELL. 
          AND SO PLEASE, WE NEED SECURITY TO BE GUARANTEED BECAUSE YOU ALL ARE NOT GIVING US THE SECURITY THAT YOU ARE NOT PROTECTING THE CHILDREN. 
          YOU ARE PUTTING MENTAL HEALTH, WHICH IS JUST MONEY WASTED. 
          AND THAT MONEY IS BEING WASTED BECAUSE YOU ALL ARE, WHENEVER OUR CHILDREN ARE ALREADY AFFECTED, IT'S ALREADY TODAY. 
          WHAT DO 
          [04:25:01]
THEY NEED? SO WE NEED TO PREVENT. 
          OKAY, THE NEXT SPEAKER WE WILL COME BACK TO. 
          CONNIE CHO, ARE YOU THERE? CONNIE CHO, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          CONNIE CHO. 
          HELLO? DO YOU HEAR? YES. 
          CAN YOU HEAR ME? YES, PLEASE GO AHEAD. 
          OKAY. 
          THANK YOU SO MUCH FOR THE BIG TASKS YOU GUYS TAKE ON REGARDING SCHOOL SAFETY TO SCHOOL FUNDING CUTS. 
          AND THIS IS A MAJOR, MAJOR ROLE THAT YOU GUYS PLAY. 
          AND WE, AND WE IMPLORE YOU TO PLEASE LISTEN AND UNDERSTAND. 
          UM, THE FUNDING THAT YOU GUYS ARE LOOKING TO CUT AT THIRD STREET ARE THE, ARE THE FUNDS THAT WE TARGET, UM, FOR THE ENGLISH LEARNERS LOW INCOME. 
          WE ACTUALLY, OUR AIDES AND SKILL STAFF ARE ACTUALLY HELPING THEM, NOT LEAVING THEM THE GENERAL PUBLIC. 
          THEY IDENTIFY THE CHILDREN, THEY GIVE THEM TARGETED INTERVENTION AND THEY GIVE THEM, UM, AND BRING THEM TO GRADE LEVEL BEFORE THEY FALL BEHIND. 
          AND FAMILIES WHO COME TO THIRD STREET KNOW THEY COME HERE BECAUSE IT WORKS. 
          AND OUR SCHOOL TOURS ARE AT CAPACITY AND WITH WAIT LIST BECAUSE WORD KNOWS OUR NATIVE TEACHERS AND STAFF DELIVER ON THE TAX DOLLARS THAT YOU BRING TO OUR SCHOOL. 
          AND LIKE SO MANY PARENTS, I WORK SO HARD TO MAKE ENDS MEET. 
          AND WE BELIEVE, AND WE KNOW THAT, UM, PUBLIC EDUCATION THAT WE HAVE AT THEIR STREET IS HOW CHILDREN WILL RISE OUT OF HARDSHIP. 
          UM, PRIVATE SCHOOLS ARE JUST OUT OF REACH FOR FAMILIES LIKE MINE. 
          AND THIRD STREET PROVES THAT WE DON'T NEED IT. 
          WE ARE A BLUE, BLUE RIBBON SCHOOL, AN EXCELLENT PUBLIC SCHOOL EDUCATION IN THE DISTRICT. 
          AND SO IT SHOULD BE A MODEL THAT YOU DO NOT PULL FUNDS OUT OF IN DISMANTLE. 
          UM, OTHERWISE YOU ARE LEAVING ANOTHER SCHOOL THAT'S GONNA BE SLIPPING BELOW GRADE LEVEL AND YOU, THAT'S WHAT YOU DO NOT WANT, IS TO HAVE MORE OF THIS PROBLEM. 
          AND SO, AND OUR AND OUR BOOSTER FUNDS CANNOT FILL THIS GAP. 
          SO PLEASE, I WOULD ASK YOU TO CONSIDER, UM, WHAT MESSAGE YOU'RE ALSO SENDING TO ALL THE OTHER PRINCIPALS AT LASD. 
          IF YOU DON'T INNOVATE. 
          IF YOU DON'T WORK TO RAISE YOUR SCHOOL, UM, YOU WILL. 
          I MEAN IF YOU, SORRY, IF YOU, YOU DON'T INNOVATE, YOU DON'T WORK TO RAISE SCHOOLS, UM, BECAUSE SUCCESS GETS YOU, GETS YOU FUNDING CUTS. 
          SO THIRD STREET SHOULD BE A SCHOOL THAT YOU SHOULD LIFT AS EXAMPLES. 
          SO PLEASE PROTECT THE, UM, FUNDING CUTS THAT WE ARE, UM, SO DILIGENTLY FULFILLING IN USING THAT. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          AND THE LAST CALLER, JESSE ROSA, WILL COME BACK TO YOU. 
          JESSE ROSAS. 
          PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN. 
          JESSE ROSA, I SEE YOU'RE ON THE LINE WITH US. 
          ES LAST CALL FOR JESSE. 
          YES. 
          UH, GOOD AFTERNOON. 
          UH, MY NAME IS JESSE ROSE. 
          I'M FROM NOR EAST AREA AND I'M REALLY CONCERNED ABOUT SAFETY. 
          AND EVENTUALLY I HOPE YOU CONSIDER TO HAVE, UM, FUNDING FOR, UH, THE POLICE, THE POLICE, SCHOOLS, POLICE AND THE AREA'S. 
          VERY IMPORTANT TO HAVE SECURITY AMONG THE STUDENTS AND THE COMMUNITY. 
          REMEMBER, THAT TAKES THE WHOLE COMMUNITY AS A WHOLE TO RAISE, UH, A CHILD. 
          SO, UH, HOPE YOU CONSIDER TO MAINTAIN OR KEEP THE BUDGET FOR, UH, FOR POLICEMEN INSIDE THE SCHOOLS AND OUTSIDE AS WELL, FOR BETTER SECURITY OF THE YOUNGSTER AS WELL AS FOR THE COMMUNITY. 
          THANK YOU. 
          I HOPE YOU CONSIDER THAT PUT ON YOUR BUDGET. 
          THANK YOU. 
          THANK YOU FOR YOUR TIME. 
          THAT CONCLUDES PUBLIC COMMENT. 
          THANK YOU MR. MCLEAN. 
          UH, MUCH GRATITUDE TO OUR PRESENTERS, COLLEAGUES, LABOR PARTNERS, AND ALSO COMMUNITY MEMBERS. 
          AND WITH THAT, I WOULD LIKE TO ADJOURN THIS COMMITTEE OF THE WHOLE MEETING. 
          THANK YOU.
* This transcript was created by voice-to-text technology. The transcript has not been edited for errors or omissions, it is for reference only and is not the official minutes of the meeting.