Good morning. The time is now 10:43 a.m. Welcome to the regular meeting of the Los Angeles Unified School District Board of Education. The date is December 16th, 2025. I am going to take role. Uh, Miss Newell, >> present. >> Dr. Rivas, >> present. >> Mr. Meline,
>> here. >> Miss Grigo, >> here. >> Miss Gomez, >> here. >> Miss here. Miss Ortiz Franklin, >> present. >> Board President Schmelson, >> present. >> Okay, we'll now do the uh land acknowledgement and then board president's reports.
We acknowledge that the Los Angeles Unified School District operates on land originally and still inhabited and cared for by the Gavaleno and Fernando Tatavian peoples who have stewarded this land for generations. We recognize these indigenous
communities ongoing presence and contributions and honor their connection to this region. We recognize Gabeno people as the original stewards of the Los Angeles basin and the nearby coastal lands and the Fernando Tavium as
protectors of the northern valleys. These lands have and continue to hold deep cultural and spiritual significance to their people and have shaped the community we live in today. We pay our respects to the hanuk fetam
ancestors aiherum elders and aohohinken our relatives and relations past present and emerging and commit to supporting indigenous communities through education ensuring
their voices are heard and their legacies are respected. We commit to deepening our understanding of the histories and cultures of the native peoples of this land. This acknowledgement demonstrates our ongoing efforts to build and sustain
relationships with indigenous communities and contribute to healing and reconciliation. >> Thank you very much. And before we do our board report and we get to labor partners, I'd just like to say a few minutes uh a few things for a minute about being president and also let Miss
Reva speak, Dr. Reva speak after. Uh you can't imagine how much work goes into making a board meeting happen. You just cannot imagine the work. And I appreciate what everyone does behind the scenes and right here at the deis about getting a board meeting coming out just
flawless. and I appreciate it very much and Mr. McClean too for keeping things running smoothly. What can I say? It's just beautiful. I just feel that my main job here as board president is to make sure that everyone of our board members are heard, no one is interrupted, no one
is cut short, and no one is put down. All board members have equal say in this school board. And I very much appreciate that and we'll continue the tradition. Miss Dr. Uh first I want to thank my colleagues for uh once again uh voting nominating
and voting for me uh for this position. Um yes equally so it's it is there is work. It's one committee but it's we want to make sure that we're including um I do include the voices of board members their priorities what presentations they
want and committee of the whole is uh a lot of presentations want to you know come into play in one in one meeting but unfortunately you know we can only limit it to a few but there's a lot that we want to include in the committee so we are trying to I am and my staff um to
make sure that we're inclusive of the priorities of our board members but also the priorities of our community. Um making sure that the conversations that are taking place around um budget and um also other areas that um impact
our communities. um and also wanting to bring external voices to also present so we can also hear from um folks that are in our communities and organizations that also want to have a space um here before the board. So um once again I'm
I'm very grateful we would continue to be inclusive and also transparent in the community of the whole meetings. Thank you. >> Thank you so much Dr. Rivas and I agree with you. Um, I appreciate having you as vice president and working together to
make sure that the public is served. Thank you so much. Okay, it's time for labor partners. And I did see my friend from UTLA. Come on up, Miss Flowers. Good morning, board members and superintendent.
Um, I'm here today on behalf of United Teachers Los Angeles and we are standing in solidarity with SEIU Local 99. After nearly 2 years at the bargaining table with Local 99, LUSD has continued
to disrespect school workers and is refusing to move on core issues that directly affect school staff, students, and school safety. This is a pattern we know is not a budget problem. It's a priorities
problem. Cafeteria workers, custodians, bus drivers, and dear to my heart, special education assistants are essential to student learning. LA USD continues to pay poverty wages to its
employees whom they claim to value. So 65% of these employees report being hungry. 65%. 10% have reported being unhoused while they're working for this district.
99% can't afford a one-bedroom apartment in LA County. I mean, think about that. So, UTLA stands in solidarity with local 99 and we urge this board to direct our
superintendent back to the table with real movement. Settle a fair contract that respects workers and supports students. Now, on top of that, the district is cutting school site budgets
and at the same time taking away all carryover money as of February. This is creating extreme uncertainty for school communities. Folks are panicking and that is destabilizing schools at a
time when they need more stability, not less. The district is asking school sites to do more with less when it hasn't settled any labor agreements. How do we expect schools to plan a
budget this early when you don't know yet what next year's staffing or class sizes will be? The accelerated budget development has only spread fear uncertainty and doubt.
At the same time the district is imposing these cuts, it is spending more and more on subcontracting using secret contracts that no one has seen, not even this board.
This is corporate behavior and it's not the way public institutions accountable to the community should act. Now, in addition, we see the district is projected to exceed its services budget
by 37% by the end of the year. Meanwhile, UTLA has been waiting almost four months to receive just 29, just the 29 out of 2500 of these contracts that we requested under the Public Records
Act. We haven't received a single one. Not one. Unlike other public school districts, LUSD chooses not to include its contracts in board materials and there is no searchable board records site that includes this information.
This is unacceptable and the board should demand more transparency on contracting. And then finally, for Los Angeles and for every other city that's been invaded by ICE and CBP
terror that's been flanked by military troops this past year, what has been true is that safety has been created and defined by community networks that have responded to this federal terror.
Volunteers, including some of our UTLA members, have kept watch. before and after school. I'm talking being out there at 5:30 in the morning. They've shown up to active immigration raids to document what's happening and to offer
support to families. The volunteer-led ICE response models also incorporate a safe passage response. Volunteers lead with lots of love. They center safety, deescalation, and restorative practices
that the community-based safety resolution that is coming to a vote today seeks to bolster and incorporate at more schools. We can also look to the models in BAP programming for how to set up these safe passage programs. So, we
urge board members to support this community safety resolution. We need it more than ever. and to look forward. We look forward to supporting its implementation in order to protect school communities, our school communities from violence and more
trauma. Thank you for listening, board members. >> Thank you, Mr. Arias. Would you like to speak for SEIU? >> Yes, we have two speakers. >> Okay. Three of us. >> Please go ahead. SEIU. >> Good afternoon. My name is Aaron Jackson
and I'm a school climate advocate at Banning High School. I'm a former special education assistant and playground director nearly 15 years combined with LUSD and a proud SEIU Local 99 member. Every
day I'm on the front lines making sure our schools are safe, supportive places for our students to learn. That's the work I was hired to do. building relationships, deescalating conflicts, helping students stay on track. But too
often, that's not the work I'm actually able to do. Instead, I'm being pulled to cover other positions. Because our schools are so short staffed. I step in because our students deserve adults who care. But it's not sustainable. When one
person is doing the work of three, everyone loses. the staff, the students, and the entire school community. And the problem is bigger than me. One of my co-workers told me that he got a job as a school climate advocate, but when he
showed up to start, the school site suddenly told him the funding wasn't available. Instead, they hired him as a lower paid campus aid. Then on his first day of work, it changed again. He was assigned to a student with special needs and told he'd be working with them as a
one-on-one. So now he's doing the work of a special education assistant, a position that pays more, but he's getting paid less. That's not just unfair. It's a practice that impacts students and leaves workers underpaid
and mclassified. And it's happening to too many of us. The district keeps finding ways to stretch our labor, underpay our work, and act like we should just be grateful to have a job. This board approved a contract for the
superintendent with a $50,000 annual retirement bonus, an amount that many education workers don't earn a year, on top of a $400,000 plus salary. So when we're told there isn't enough
money to fully staff schools or to pay workers fairly, that doesn't add up. It makes it clear that this is not about a lack of resources. It's about priorities. And those priorities are
pushing workers further behind. The cost of living is projected to rise by nearly 24% over the next three years, but the district offer is just 8% over that same time. That leaves education workers with
a 16% gap, sending us further into poverty wages, not closer to stability. Let's be clear, that's not a raise. That's a pay cut. >> That's a pay cut. We know our worth.
We know the impact we have every single day on student safety, student well-being, and school culture. And we are demanding that LUSD recognize it, too. That means livable wages, affordable health care, real staffing,
and respect for every education worker. Because when education workers are supported, our students succeed. When our roads are respected and fully staffed, students get the consistency, guidance, and stability they deserve.
I'm speaking you today because these are decisions only you can make. You have the power to stop these staffing practices. You have the power to ensure workers are hired into jobs they are qualified for and paid accordingly. You have the power to make sure our schools
are not running on burnout and exhaustion. So today, I'm asking you to hear us clearly. No more short staffing, no more poverty wages, no more excuses. It's time for LUSD to invest in us, the
workers who make schools work, so we can do the jobs we were hired to do, and students can receive the the support they deserve. Thank you. Good morning um board members and superintendent Mr. Carvado. My name is Erica Viegas. I'm a food service worker
at Bichi Avenue Elementary. I had been with LA USDC for 18 years. When I started back in 2007, I was a single mom just trying to make me. I never imagined this job will become my passion, my purpose, but it did. That's because
every day I get to feed our future. I start my day at 6:30 in the morning. I cook I cook serving breakfast, prepping lunch, and even supper. We do it all so that no student goes hungry because we know that when when kids are fed, we can
they can learn and they can grow and they can also thrive. But let but let me tell you, it's not easy. Many days we're short staff. Sometimes we don't have subs when staffs are out. three of us will end up doing the work of five food service workers and still we make it
happen because that's who we are. We don't give up on our students. I'll never forget a student that will pick up leftover lunch. He would walk around with a backpack putting into whatever he can find. I stopped him one day and gave him a hot meal. Later on, I learned that his
family and him were living across the street from our school in a park and that food was for him for his siblings and mom. That's when it hit me. What we do isn't just about food. It's about dignity. It's about care and it's about love. Lusd also claimed to care.
Superintendent Carvalo, you you had a press conference announcing that free meals for all children's. When SNAP benefits were cut, you had another press conference to announce that all students will receive three meals a day. These are noble efforts, but you must do more
than that. more than those conference. You must ensure that we have enough staffing and hours to serve our students. We are workers who feed our future. We deserve we deserve adequate staffing. We deserve fair pay for the
hard work that we do every single day. We deserve respect. Thank you. Morning uh board members, Superintendent Carvalo. Um after two years of contract negotiations, we have reached the end of the line with LUSD.
Yesterday, we notified your bargaining team that negotiations have reached an impass. After 20 months of letting LUSD know how underststaffing is impacting students, how LA LUSD's practice of subcontracting to for-profit
corporations undermine student safety, and how LAUSD's dedicated education workers are struggling with food and housing insecurity. LUSD has responded with deaf ears, a measly wage offer, and peace meal
proposals with no permanent solutions. You have heard the stories of dedicated education workers on the verge of homelessness. Despite Superintendent Carvalo framing trying to frame these things as just adult issues,
they are not just adult issues. They are for students. They are for clean, safe, supportive schools. They are so students can have a clean place to learn so they can have nutritious meal, safe transportations. That's what we're fighting for. And those things can only
happen if there's enough adults in the schools. And these are good union jobs. You have heard the stories of school bathrooms that must be locked because there is not enough staff to keep them clean. You have also heard the stories of special needs students whose routines
are disrupted because you choose to subcontract services to not nondist vendors, the BIS. You have heard all of this, but you have chosen to ignore it. It is a choice. A
budget is a choice. Enough is enough. The fact is, Superintendent Carvalo and this school board like to talk about a commitment to equity. In fact, today you're taking up resolutions addressing community safety in response to eyes
raids and celebrating special education. These are noble efforts. They are the right words. but they ring empty when your fiscal stabilization plan calls for layoffs of classified employees and cuts to students and family services. There's not enough of our members to do the
work, yet you're threatening cuts. You threaten cuts if there's a raise, for example. We've heard that before. It's time for this board to stop running its operating budget like a for-profit corporation >> trying to find profit net income. You
can choose to create a budget that reflects the values this district claims to have instead of passing on your budget shortfalls to the workers and the students because that is exactly what you're doing when you expect workers to
keep doing this work yet not be able to feed their family or house their family adequately. You can choose to stop hiring Amazon and other corporations that undermine student safety and the future of our public schools. You can choose to fund programs that promote equity among our
black and brown students. You can choose to interrupt poverty by paying livable wages. Yes, you can interrupt poverty. You're the second largest employer in the county. With over five billion reserves, LUSD can afford it. We've heard the things
around one time funds, two time. It is a choice. Even if you did not have that reserve, you cannot continue to expect people to do the work yet always be on the verge of losing their homes. Lifting frontline education workers
above the poverty line would amount to less than 1% of the operating budget. And I say that knowing that the demands we're making are not going to lift our members above the power poverty line for too long with inflation catching up. But the choice is yours. You make this
choice. After 20 months at the baring table, workers have had enough. Enough of being ignored. Enough of this district disrespecting workers with unilateral decisions to cut their hours and even forcing some workers to
selfdemote. Enough of this district balancing its budget on the backs of workers by intentionally assigning hours that keep them just 12 to 15 minutes short of eligibility for healthc care benefits. >> Horrible.
>> That's terrible. Next month, our members will be taking a strike vote to protest unfair practices because we dare demand better, because we dared fight to get healthcare. you decided to try and silence our voices by retaliating with
our members just for daring speak out and that is unacceptable. Not only is that unacceptable, it is unlawful. That is what an unfair practice. Uh that is what an unfair uh charge is at the end of the day. So we're going to be taking a strike vote to protest these unfair
practices just for daring demand better for ourselves and our students. Let me be clear. Our members did not set out to strike in 23, nor are they trying to strike right now. But you are giving us no choice. You have ignored frontline
workers for decades, for too long. I know it was your predecessors that did it, but you're here now. You have the power to fix it. The choice is yours. >> Thank you. fight. >> We win. >> We win.
>> WE WIN. >> WE WIN. >> NO JUSTICE. >> NO PEACE. >> NO JUSTICE. >> NO PEACE. >> NO JUSTICE. >> NO PEACE. >> NO JUSTICE. >> NO PEACE. >> NO JUSTICE. >> NO PEACE. >> NO JUSTICE. >> NO PEACE. >> NO JUSTICE. >> NO PEACE. >> NO JUSTICE. >> NO PEACE. >> NO JUSTICE. >> NO PEACE.
>> NO JUSTICE. >> NO PEACE. >> NO JUSTICE. >> NO PEACE. >> NO JUSTICE. >> NO PEACE. >> NO JUSTICE. NO PEACE JUSTICE. >> NO PEACEICE. >> NO PEACEICE. >> NO PEACE. >> No peace. >> No peace. >> Noace.
>> Do we have any other labor partners who wish to speak who are present? >> Okay. Maria Nichols, AALA Teamsters, come on up. >> Thank you. Good morning, Superintendent Carvalo and members of the board. Let me start off
by congratulating both Dr. Rivas for her VP nomination and Mr. Smearsen. It's nice to have a board member who understands the work at the school side as an administrator. And it's also very refreshing to have someone who sits in
the health benefits committee and attends our monthly meetings to really understand the work that we do there and to really understand how much cost savings that committee has done and is committed to continuing to do that for the workers to ensure we continue to get
the amazing health benefits state-of-the-art that we have. I am Maria Nichols Ala teamster president middle management administrators in LA USD. I stand here echoing the words of my
UTLA labor coalition partner and also of Mr. Max areas and the workers in SEIU. And one common theme that came across is the same theme that I am here to advocate for with my folks.
The amount and the abundance of work, the workload that is unsustainable. Our principles, our middle managers, our assistant principles, our APIs's are doing the work of two to three people.
When we don't have coverage, campus aids, BIIs, cafeteria workers, guess who it impacts? Guess who has to take care of that at the school site? Because my folks are the operational managers. They have to
ensure operational effectiveness. When there is trauma, when there's a crisis, when there's ICE, who manages all of that? And yet the words echo that we are underststaffed
across the district and every entity and every labor coalition unit. That is what I hear in attending our monthly meetings. What's binding us together now is this
common cause that we have a feeling and a sense that we are not being heard. I respectfully thank all of you that are here, the senior cabinet folks that I meet with monthly and we have
extraordinary, honest, transparent, and formative conversations. I thank the board members for opening their doors and listening. But listening is not enough.
We must now take action. We must now show with the actions that this board takes to really make a difference and change. One of the things I learned sitting
across the table from the folks that I deeply respect because many of you know that I am four decades in in LA USD and the folks that are sitting across from the table from me I know and respect deeply as workers. my colleagues
and everybody has a role and we might have a difference of opinion. But when we come to the table with proposals and change and when we come to the table with ideas that other districts are implementing in their contract
and all we get is, "Thank you so much. We know that it's hard out there. This is what your folks signed up to do. They knew what they were getting into.
So, we're going to stick to CCL. That's current contract language. I've said it before and I'll say it again. We are not negotiating against ourselves.
A negotiation intend entails just that. communication, collaboration, and disagreements along the way, but discussions that take and move the agenda forward, meeting in middle ground.
We are getting at a point where there are two articles that we are going to be relentless on. I have discussed those with the board members when I've met with you. I have discussed that with senior management. My style of
leadership is very honest, very transparent, and very fortright. There is nothing to hide. We are almost there. We will be joining our labor coalitions and echoing their words, the words you heard today.
Invest in our folks. Do what's right. Listen to the fact that working conditions across this district are unsustainable. We take care of the children of the communities we serve, but do we get to
see our own? We did not get into this job to sacrifice ourselves. Yet, we do. schools that are safe and clean is essential and we rely on our SEIU
partners to do that for us to feed our students and the principal manages all of that. By the way, we also want to ensure that our folks
that are middle management, that make better salaries are treated with dignity and respect when they request flex hours and are being denied. What constitutes extra duty pay and
compensation above and beyond when we don't even have a defined workday because we're being told we're salary. So, we go on 24/7. Our time is now. Enough is enough. Today, we will stand together once again
with our labor partners and coalition in unity. And we will continue to ask you to listen and move from listening and acknowledging that there is a systemic challenge in our district. It is not the
people that serve this district. The people that serve in this district are extraordinary, talented, dedicated to the children and the communities. Do what is right. Do what is fair.
compensate fairly your folks, the workers. That doesn't mean that we all get the same raise because it looks different. But realize now that the medium salary in California to be able to live is $186,000.
You have billions in reserves. You've created packages for our superintendent and other senior cabinet members that make quite a a nice living. So, do what is right for the
workers and stop telling my people that their wages are pretty darn good and that this is what they signed up to do because that's an insult and it's disrespectful. give us the dignity and respect that we deserve
in this district because my folks are the folks that carry the weight in the communities. My folks are the shakers and the dreamers of what kids are able to do. My folks make you the district look good supporting our teachers and
supporting the entire staff that they have to navigate at their school sites at the regions and also our central folks that put out the curriculum and materials and other documents that we
need. So please do the right thing. I know we can come to an agreement and it's time to stop listening and start acting and take action because I know LUSD can do better. Thank you.
>> Thank you, Miss Nichols. Any other labor partners? Come on down, Mr. Gomez. Come on down, Gil Gomez. Good morning. My name is Gil Gomez. I'm the president of the LA School Police Officers Association. And once again, I would like to echo what Miss Nichols
said. Thank you very much the for um negotiating, helping us get a two-year contract for our healthcare. Arguably, healthcare is worth more than our salary. And I'm not just talking about financially. It's it's life-saving. Um, second of all, superintendent, I don't want your job. I can't do your job. This
resentment thing as far as comparing my job to the superintendent, this is very low resolution. It's it's they're trying to create a visual response in people. That's fine. Um, but I don't want to get into that. Um, my chief of staff, uh, officer now, Officer Alonzo, just
graduated the LAPD Academy. Um, he graduated last Friday. He did a great job. He got the number one shooter in the academy, which in in the police world, that's a big thing. In the real world, he received the prestigious humanitarian award, which means he's an
all-around good guy in the academy. And I expect nothing less from him. Um, not just because he was my chief of staff, but because our school police training unit um has they they trained them for about four weeks before they entered the
academy. So I believe uh a couple academy classes ago um we had recruits that were top recruits as well. So just so you know your officers rank at the highest in the LAPDMES.
Um and he's a really good guy Christian guy if I if I may say that. Um Christian by by the grace of God. when when labor partners come up and they talk about outsourcing and um
hiring non-district employees, it makes me cringe because once again, when you outsource um people to do non-p police work, not that not that um you can have consequences, dire consequences, I'm not I'm not um
saying you can't, but it will not result in usually things like um somebody getting hurt, shot, or killed on and around our campus. I'm going to talk about Wilson High School, and I wasn't going to, but a couple weeks ago, there was a incident
at Wilson High School at dismissal. Dismissal was 3:30, and around 3:35, there was a shooting incident around our campus. 3 days after the incident happened, I walked myself because I listened to what
the media said and I walked myself. I walked the campus. I used to work the campus and I got phone calls to go to the campus and I spoke with bystanders who watched everything. For starters, at 3:00, the staff took their places around the perimeter and right across the street there was an individual in a um a
couple individuals in in in a car with balloons in their mouth um inhaling Naws, nitric oxide. Usually people do drugs before they're about to commit a violent crime. I asked the people around there what would have normally happened. They said, "We would have called school police because somebody was across the
street doing drugs and the school police car would have drove um to the front of the school and would have possibly prevented this incident." And that makes sense. I mean, when you use the analogy of the human body, what when a pathogen, a a bacteria comes in the body, it heightens the immune system and the the
tea cells, the killer cells that kill cancer show up. This is this is the response the type of response that the school police officers do when when there is an incident of whatever level s such as smoking naws right across the street or inhaling nause right across the street. The staff could call the
school police officer that's assigned there and within minutes the school police car at the very least would be a deterrent for people to not create um in this case a shooting. Having said that, five minutes later, an individual um got
exited the car. A little bit of background story. In the area of the high school, you're not allowed to do drive by shootings. The prison gangs figured this out. We we're not going to name or give them credit. They don't want the heat. So, you're not allowed to do drive by shootings. You could do walk up. You could do intended target
shootings. So, just like a textbook uh gang hit, people exited a vehicle, walked up, and apparently there might have been multiple shooters. And this is not coming from our police department. This is coming from me and the sources on the ground that I spoke with. The the
students were the intended target. I believe there was two of them running in the parking lot and the the shooters were shooting and they hit teachers cars in the parking lot at dismissal. A packed dismissal. There was an a a district employee sitting in
their car and while sitting in their vehicle, a bullet hit the the the passenger, I'm sorry, the windshield right in the center between the driver and the passenger. The principal, God bless him, who I did not speak to, hits the ground because he
heard bullets whizzing according to bystanders, as did other people hear bullets whizzing by. And and when we're when we're when we were replaced on campus because of a an incident that happened in a city that has nothing to
do with our city and we were replaced with um safe passage groups who do not work for the district. This is the epitome of outsourcing and they do not have the the the the skill the the the
the anything on their on their tool belt or they don't have the the the the expertise to protect students. But still we are we are we are we are trying to fund them. From my understanding there's about $18 million that we give to safe
passage groups who they don't work for the school district. Why don't we take some of that funding and give it to the campus aid so we can give the SEIU members a raise? Why don't we take some of that money back that we're outsourcing to them and and give to our employees so they could try to keep our our campus safe? But once again, they
can't even keep our campus safe because there is no person to call the protector and we are part of your family. The the the number one protective unit in the family was removed from the school and our job is just to respond and take a report. We can no longer protect. Once
you once you figure that out, maybe we can go forward and have a conversation that it's not ideologically based or and we're not talking about politics. We can just talk about protecting children. Um, thank you very much. I think uh you're going to have your uh your hands
full in regards to negotiations in the union world. We'll be this. We we ask to be treated like family. We ask to be treated, you know, fair. We're not asking for anything special. Um just be thoughtful at the table. Thank you very much. >> Thank you, Mr. Gomez. Any other labor
partners who wish to speak? Okay. Thank you very much. Now, we're going to pass on to a a pleasant pleasant pleasant part of our board meeting and that is the recognitions. And first up is the recognition of Chief
Pisarowitz with the school police officers. Come on down. who are going to do this presentation upon chief's retirement. So, good morning everybody. Uh, my name is Mark Clark and I have the privilege of serving as a chief of police for the
Valverie Unified School District and as president of the California K through2 Police Chiefs Association. Today, it is truly an honor to be here tonight on behalf of our statewide association to recognize and celebrate the outstanding career of Chief Aaron
Pizarowitz. Did I get it right? >> Been practicing for like 10 minutes, folks. Chief Pizarowitz began his service with the Los Angeles Police School Police Department in July of 1997, dedicating nearly three decades of his life to
protecting students, staff, and families across this great district. Over the years, he's served in key leadership roles, including training sergeant, lieutenant, and leader of the safe school task force, helping to strengthen safety practices and inter agency collaboration throughout Los Angeles
Unified. In 2021, he was promoted to deputy chief of police, later serving as acting chief, and in October of 2024, he was officially confirmed as chief of police. In every role, Aaron has led with integrity, compassion, and professionalism, always putting the
safety and well-being of students first. What truly sets Chief P apart uh is his heart for young people. Whether mentoring students, working alongside school staff, or guiding new officers, he has always understood that school policing is not just about enforcing
laws. It's about building relationships, earning trust, and being a positive influence in the lives of kids. On behalf of the California K through2 Police Chiefs Association, it is my privilege to present him with this shadow box in recognition of Chief Aaron
Pizaroitz for his leadership, dedication, and longlasting contributions to school safety in Los Angeles and throughout California. Congratulations, Chief. We thank you for your service, your friendship, and your unwavering commitment to the students
and families of this district. You've made an incredible impact and your legacy will continue to inspire all of us. Congratulations. If any board any board members want to come up and take a picture, we'd we'd love to have you. So happy. Thank you, sir.
>> Thanks for coming. >> Pleasure. Pleasure. Pleasure. >> You guys, I'll I'll go on here. You guys >> absolutely. But you guys, we'll we'll squeeze on the outsider. >> Want to be in the middle.
I would kneel in the front. All right. >> Okay. >> Just don't reach for his sidearm. >> Not I keep my hands in my pocket. All right, everybody. Right over here. >> Thank you so much. >> I trucked it in. You get to truck it
out. Folks might want to say >> this first one. >> Where is it? >> Chief P, come back. Be paging. Chief P. there. Thank you, sir. So, Chief, um, a lot of what I was about to say, um, it's already been said from
a police officer to a sergeant to lieutenant, a variety of roles to deputy chief to then chief appointed by this board and this administration. We take pride um in the work you've done, the loyalty uh you have demonstrated, the
integrity with which you have conducted yourself and your team. Uh on a personal note, I've always appreciated the cander with which you have approached the work and dealt uh with me personally. You're a man and a
professional of high integrity. uh and your conduct uh reflects well on your entire police department. Whether it was sitting through endless hours and data dialogues and problem solving immediately uh or listening carefully to the voices
of young people in our community or bringing a swift response uh that would bring peace of mind to parents uh when crisis surrounding our schools erupted. Uh you have been there. You've been a great leader and a great professional.
So, as we've done in the past, we celebrate at least a temporary departure of great professionals with a bell. You've earned the bell. We have a bell for you that you shall ring in a little bit. But I believe before we do that, our board president uh has some words.
>> Yes, Chief. I don't know how I can thank you for all the work that you've done for LUSD and all of your officers from the school officers to your management people. It's just amazing that I come to work every day as a principal and as a
teacher and assistant principal and always felt safe at our schools and it's a lot of it has to do with you and I appreciate that so much. you know, um the only employees who um in time of crisis run to the problem are the school
police. Everyone is running away because they want to protect themselves and I don't blame them, but only the school police runs to the problem to solve it. And I thank you so much. Thank you. I just want to add, I was telling the chief when we were done taking a picture that if this were like an item, I would be voting no on your
retirement. Um I don't think we should let you go. I've said that for some time and I know you've been trying to retire and have stayed kind of well beyond uh what what was expected of you to serve this district and our students and I just want to thank you. It has not been an easy few years for the LA school police department and as a board member
who's been here through those years I want to acknowledge that. the the grace in which you helped lead this department through challenging times back in 2020 and emerging and rebuilding and reimagining and and fastening this department to serve the unique needs of
LA Unified and be a partner um has been really uh a privilege to watch and I think um it was it's not lost on us that it's your leadership that helped get us to a place uh that I think is a model for the nation and and beyond for what uh what a partnership with a school
police force can do. So, I want to thank you for that. I also just personally want to thank you. You know, my district was devastated by the fires almost a year ago and school police took on a new role. I mean, like Mr. Smearson was saying, ran, you know, literally to the fire. Um but helped not only protect uh
you know our properties uh at times when they were being destroyed and vandalism and and salvaging what we could, but uh was huge help to me and my constituents and my staff even uh and helping us kind of see what was left and help people put back some of the pieces of their lives
at a time when only you know emergency responders and uh police personnel can get it in. and the the way that you and your your um the school the LA school police helped our office and this district during those really tough few weeks is something I won't forget. So, I just want to personally thank you for
that. Uh and I hope you're not a stranger. I hope kind of like your predecessor um Chief Zipperman, you're back in like a few months uh in a different role, but uh uh just know you always have a place at this district and just thank you for your years of service. >> Thanks.
>> Thank you so much, Miss Newil. Well, I too, I think many of the words have been said already and shared. Um, I too would have voted no. Um, but I know you've been trying to do this for some time and we've been kind of impeding your progress here. Um, and
retirement is definitely sweet and I know just the work that you've done for this district. Um, as mentioned in the time as which we're in and where you have protected our students, protected our our staff and made sure that they were felt and believed to be safe at all times. And so really appreciate what
you've done for this district and just the training of other officers that you've brought up that are from our district which I appreciate the fact that this is a legacy district where we see many of our students who are now on the force and with your training have
been able to continue to protect our students and keep them safe. And so, uh, it is bittersweet, but I too believe that you'll come back in some form, um, to be able to continue to support us, support our students, and continue to do
the work that you were built to do. And I appreciate that you've done that with this district, and for the time in which you spent with this district. So, thank you so much. >> Thank you, Miss Gomez. >> Thank you so much. Well, thank you, Chief, for just your service and your
leadership and dedication to our students and families. Um, I have always really appreciated your responsiveness whenever there's an issue happening in the community. I feel like you are quick to answer and get back to me, which in these types of situations, we need that level of communication. Um, and I think you've been a helpful partner in
brainstorming issues that have come up in the community that I represent in the East San Fernando Valley when we've had, you know, mutual meetings with families um, who were concerned about safety incidents around our schools. um you were I feel like such a helpful partner in those discussions, always willing to to do whatever you could to help further
the the safety and the well-being of our students and our school community. And I'm really appreciative of that. Um we're going to miss you. Um I agree with Mr. Meloyne that if you want to come back, um you know, you're you're always welcome here. Um but I hope you I do hope you enjoy your retirement and some
well-deserved time with with your loved ones. Thanks. >> Thank you, Dr. Rivas. Yes, I I um echo the sentiments of my colleagues of thanking you for your uh commitment of it's been what 28 years, almost three decades um that you've
served the district um and for your commitment for safety and the well-being of our students. So, I want to thank you and you know um enjoy this time in your next endeavor, next of your phase. I know I I understand you love the outdoors, so I hope you get to enjoy
some nature. um connect and also I hear you your love for tacos which is also my love. So I hope you enjoy a lot of tacos as well in your time off but thank you so much for your service to this district and to our communities and students. Appreciate it.
>> Thank you Dr. Rivas. Oh >> right here. Got it. over here. One more way. One more. Thank you, sir. Thank you so much. >> That's how when it when it echoes, that's how you know you did.
>> Now I got Okay, now we got more stuff. So, our next recognition is a special one, especially to me and to board district three because it's our own Cynthia Rono Everyone in this building knows Cynthia
Rono. Some way somehow they've had interaction with Cynthia. Everybody knows him her. Everybody loves her and it's just wonderful. Let me tell you something about her. So Cynthia Rono has served 26 years of dedicated service to
the students, families, and staff of the Los Angeles Unified School District. She has shown leadership, ingenuity, she does ingenuity, creativity, and a wealth of knowledge over the span of her career. Miss Roni
began her LA USD career in 1999 as a secretary. Through hard work and unwavering dedication, she rose through the ranks becoming senior secretary and administrative secretary in 2001. In 2003, she took on the vital role of
administrative assistant to board members and began serving in board district 3, where her remarkable career culminates in 2025. Her many years of cherished service to the board district 3 family have been
truly invaluable. Cynthia is leaving fingerprints on our lives. Her kindness, her professionalism, her steadfast commitment have shaped our community in lasting ways. She will be deeply missed, but I'm so happy for her that she can
retire, but I will miss her. With heartfelt appreciation, we honor your exceptional contributions and celebrate the legacy that you have left behind. Congratulations on your retirement, Board District 3. Folks, come on down.
We're going to present Cynthia with a couple of things. That's right. That's right. Uh this is our board district 3 family. Would we should introduce ourselves? Go ahead. Go ahead, >> Carla. Shout Carla shout.
>> Hi, my name is Carla Silva. I'm the community coordinator for board members. >> Jeannie Cam, field office director. >> Sylvia Martinez, chief of staff. >> Policy director. And Milton will be our replacement.
Everybody knows Milton too, by the way. So that's great, too. So Milton will be our replacement for for Cynthia. Will her family come up and introduce yourselves to her sons? Yes. We want This is a big deal for me. >> A big deal. >> I have two out of four. >> Two out of four. Okay. Introduce
yourself, please. Introduce yourself. Yeah. >> Um, >> uh, Russell Francisco, two of four. >> Two of four. Okay. Great family. Um, I'm just so happy. You, you don't know how
wonderful Cynthia has been to us in board district. Everybody knows her. Her voice, her calmness, everybody calls her. They always tell me out in the field of the valley, "We love Cynthia." Don't talk to
me. We love Cynthia because she's so help >> like to say a few words. >> We're going to let >> We're let me go on the side of her. We're going to let you pull this. Let me go this way. We're going to let you pull
this bell nice and strong. >> Uhoh. All right. Congratulations. >> Okay. Yeah. >> Of course. Of course. >> I'm not messing with number two, son. Okay.
>> Okay. One, one, two, and three. >> Thank you. >> Thank you. Thank you so much. >> One more commemoration. And it's nice to do these. It really is so nice. The third recognition is of Miriam Ruval
Calva. Come on down, Miriam. And Miriam's family. Miriam's family, come on down. F. Come on down. Would you like Lots of kids. Lots of kids.
>> So, Miriam uh is uh board district 6, Kelly Gomez, and she's going to start our recognition. >> Yes. Thank you so much. I am excited about the opportunity to recognize an amazing member of my team and also the general board's team who is retiring at
the end of the month. That's Miriam Rubala. Miriam has served LUSD for nearly four decades, 39 years, starting as a teachers assistant at First Street Elementary. She served at eight additional schools from elementary all the way to adult school. Um and then she
joined the board secretariat's team um under Mr. McClean where she supported all of us, all seven board members um as well as our board meetings and our offices before joining board district 6 two and a half years ago. Um and every step of the way in every single role, she's just been a model of dedication to
our students, our families, and our teams. She's been an exceptional colleague and teammate who always thinks of others first. What really has set Miriam apart was her big heart. Um, she brought that to every task and responsibility, always looking for ways to make things better for those around
her, whether they were students reaching out to us for support, families who needed our assistance, or her colleagues in the board office. Um, we are going to miss Miriam so very much. But as you can see, she has a huge and loving family that is excited to spend more time with
her. And I know my board colleagues will join me in saying that we wish you the very best in your retirement and we are going to miss you. Um, and then we do have a certificate to present, but I I want to pass it to I know Mr. McClean u would like to say some nice things about Miriam too.
>> What an honor to say anything at this day, but to be able to say it to you is extra special. Uh, Miss Gomez was very generous in how she described you coming into my office, but I really came into your office and when I started it was inc. I mean, I'm still on a learning journey, but what you were able to get
me caught up with your kindness and your patience, a look that you would give me, which would tell me, "Oh my god, kid, you don't know anything, but I'm going to see if I can limp you along through this." And to top it all off, you brought you would bring me food because I would forget to eat. You would bring
me a Costco hot dog with the with with the stuff on the side not already applied, which to me is a detail that like you cannot overemphasize. So, I mean, that's just a tiny tiny aspect, and I know a little bit about all of your family, which is also fun. Um, and you're a piece of the district that I
think, and I've said it before, adds an incredible amount of character. And I I sometimes like to think of this as my family in a sense because I spend so much time here. So, having someone provide both practical information and caring for our souls a little bit is absolutely invaluable. So, the district
is a little bit lesser for you, for you leaving, but I know you're giving to your family more than more than you could ever give to us. Thank you, >> Miss Gomez. Since he brought up food, I have to mention that Miriam Rubala makes the best turkey dressing. The best I
have ever, ever had from coast to coast. The best turkey dressing. Thank you, Miriam. >> And so, we'd love to present a a certificate on Miriam's behalf. So, perhaps we can go down and and take a photo. Unless Miriam, I don't know if you want to say, not to put you on the
spot. Do you want to say anything? >> I just want to say thank you for this special recognition. Um, I feel really honored to be here and to have served the board. Um, it's just been another home for me for the past 39 years and I
just feel so privileged and I just want to say thank you and I want to thank my family and there's some family and friends out in the audience as well that came to see and I'm so grateful for them and my family means everything to me. Serena, Sydney, Scotty, Eric, Evette, my
babies, and my husband who couldn't be here, Jesse. The world to me, and thank you so much. Nice to meet you. >> Congratulations. Thank you. Thank you for stepping on. So, it's a good time. >> You get up for a meal. We love you. We
love you. >> Almost as much as your baby crying up there. >> Congratulations. Okay, we're going to continue our board meeting. That was the most fun I ever had at a board meeting. So, that was really, really nice. So, so, so happy. So happy.
So, we're going to go on to our committees and we'll start with uh facilities and procurement. Mr. Meloyne. Mr. Meloyne. Facilities and Procurement Committee. >> Um, okay. Thank you, Mr. Smelson. So, on
December 2nd, we had our second facilities and procurement committee meeting of the year. Um, we received an update on the Palisades wildfire recovery rebuild nearly one year after the de devastating fire and we talked about ways and will continue to discuss ways to expedite the permanent rebuild
um and uh get students back to their permanent campuses as soon as we can. Um I think we may have some parents who are joining us even for today's meeting to share their thoughts on that as well as they did for that committee meeting. So I thank them for their ad their shared and joint advocacy. We also continued a
discussion about the recent MGT report which reviewed district constru construction practices and compared them to other entities. Two areas and interest uh two areas of interest and focus have emerged for the committee, including finding better ways and best
practices around change orders during construction and finding ways to increase competition by expanding the number of entities that uh work on district projects. Finally, we received an overview of the new playground shade structure projects. And while committee
members expressed great enthusiasm for more shade um as we face climate emergencies, they also uh expressed great skepticism and frustration and questioning around the cost um and the time of shade structures. Um and we'll continue those discussions in the new
year and at a future actually at our advocacy agenda item today I will be suggesting an amendment. Thank you, Miss Alvarez, who's here on more we can do at the state and federal level around um lowering the cost of shade structures. Our next meeting is in February um and
uh hope to see some of you there. Thanks. >> Thank you, Mr. Meline. And our next committee report is greening schools and climate resilience. >> Yes. Thank you, board president. Uh the greening schools and climate resilience committee convened on December 3rd for a
focused discussion on advancing district-wide sustainability initiatives and elevating community rooted climate resilience efforts through a partner spotlight. Mr. Christo Cruscilio uh chief eco sustainability officer shared
updates on key pillars of the district's climate work including strengthened partnerships with LDWP implementation of water conservation pilots expansion of waste diversion strategies and coordination with OEA OEHS and food
services and early implementation of the resilient schools extreme heat mitigation and disaster preparers resolution. For the second presentation, youth leaders and community partners from Redeemer Community Partnership Greenhouse South LA highlighted hands-on
climate resilience work in South LA, including electrification, training, community, gardens, energy auditing, and studentled emergency response during extreme heat and wildfire events. The committee discussed opportunities to better align these
efforts with district CTE linked learning and work-based leader learning pathways, strengthen partnerships with community hubs and center youth leadership and planning greening and climate resilience projects. Uh the next green committee meeting date will be on
Wednesday, January 28th, 2025. And also just want to uh remind everyone that the committees are recorded and you can view them on the um board of education website in case I really want to um um
encourage everyone to see this last one because you will be really really amazed at the presentation from the greenhouse south LA the students and their voices. I think it was it was just really motivating to hearing them speak. So thank you. >> Thank you Dr. Rivas. The next will have
a superintendent report. >> Thank you very much, Mr. President. A very brief report, but an important one. Recently, our deputy superintendent, Dr. Carla Strada, and board member Charlotte Newil attended the California School Boards Association conference, and they
brought back a very prestigious prize. In fact, they brought back the California School Boards Association annual Golden Bell Award for 2025 in recognition of this school board, this school district for outstanding
program in addressing gaps in student outcomes category. Uh specifically, uh recognizing the education transformation office and the gains made by the priority schools in Los Angeles Unified. Uh this prize uh came with a $1,000
check to be invested uh into our schools and our students. So the Golden Bell is a prestigious recognition uh by school board members across the state of California. Congratulations to this remarkable school district. Thank you
board member New Bill for attending the conference and receiving this award alongside Dr. Carla Strada. Congratulations to everyone who made this uh recognition possible. Thank you very much. >> Now we're going to go to the consent
calendar. Uh Mr. McClean. >> Okay. Going to go into the consent calendar. Would anyone like to move it? >> Move it. >> Moved by >> seconded by board president. Okay. The consent
calendar is a procedural mechanism mechanism that the board uses to take a number of items in a single vote as opposed to voting on them all individually. It creates an efficiency in the process and moves things along a little bit more swiftly. U I read through the items on the list and the
board members themselves will say discussion or consent. If they want to talk about it, it goes on discussion for a direct vote instead of the consent calendar. Um, if it goes on the consent calendar, you know what happens next. Uh, tab one, request for approval of 2026 advocacy agenda.
>> Discussion. >> Tab two, donations of money to the district. >> Consent. >> Consent. Tab three, provisional internship permits. >> Tab four, approval of routine personnel actions. >> I had one question.
So >> report uh tab five report of cash dispersements >> tab six approval of nonformmula grant agreements >> discussion I had a question >> tab seven community challenge grant 2.0 Oh,
>> question. >> Uh, no question. >> Approval. Uh, tab eight, approval of procurement actions. >> Consent. >> Consent. Tab nine, approval of facilities contrast actions. >> Consent. >> Consent. Tab 10, define and approve three projects to provide critical replacements and upgrades.
>> Consent. >> Consent. Tab 11, define and approve two early education center outdoor classrooms. >> Consent. >> Consent. Tab 12, define and approve the 24th Street Elementary School barrier removal project. >> Consent. >> Consent. Tab 13, define and approve seven board district priority and region priority projects.
>> Consent. >> Consent. Tab 14, amendment to the information technology services strategic execution plan. >> Consent. Tab 15. Amendment to the information technology services strategic execution plan to approve the school network alternative connectivity
pilot project. >> Sentent. Tab 16, amendment to the information technology services strategic execution plan. >> Consent. >> Consent. Tab 17, approval of the cons consolidation of San Fernando Middle School and San Frernando Institute of
Applied Media. >> Question. >> Question. Step 18. Approval of the renewal petition for NEW Academy Kenoga Park. >> Consent. >> Consent. Tab. 19. Approval of the renewal petition for NEW Academy of Science and Arts. >> Consent.
>> Consent. Tab. 20. Approval of the renewal petition for Aspire Titan Academy. >> Consent. >> Consent. Tab. 21. Approval of the renewal petition for G International Charter. >> Consent. >> Consent. Approval of the renewal petition for the
Port of Los Angeles. High. >> Consent. Tab 23 and 24 cannot be on consent. Tab 25 um celebrating National Special Education Day. >> Consent and yeah, >> I'm sorry. I'm looking for a time
certain on that. I usually have it listed. >> I do not believe there's a time certain on that. >> We can leave it on consent. I'd love to make some comments and then I just want to note that Mr. Schmarlson and board member Grigo are co-sponsoring the
resolution. Outstanding. Thank you. >> You're welcome. >> All right. Tab 26, National Mentoring Month Resolution. >> Consent. Tab 27, commemorating the life and legacy of Dr. Martin Luther King Jr. and
the National Day of Service. >> Consent. >> I also note it needs to be amended. Um, a co-sponsorship also by Tanya Ortiz Franklin. >> Thank you. Um, let's see. There's board
resolutions for initial announcement. We do not take action on those. Resolution by my office. Tab 30, appointment of the new member of the personnel commission. >> Tab 33, report of correspondence. >> Tab 34 should go on discussion since
time certain of 300 pm. Uh tab 35 202526 first interim report and multi-year projections >> for discussion >> discussion uh 36 uh adoption of the 2627 health benefits agreement
>> tab 37 appoint ad hoc board rules and governance committee >> all right um I'm going to read through the list again just to make sure I didn't make any errors and then um we can begin taking public comment on items. Uh tab one is discussion. Tab two
and three is consent. Tab four is a question. Tab five is consent. Tab six is discussion. Tab seven is a question. Tabs 8 9 10 11 12 13 14 15 and 16 are consent. Tab 17 is a question. Tab 18 19
20 21 22 are consent. Tabs 23 and 24 are discussion. Tabs 25, 26, and 27 are consent. Tabs 28 and 29 are not action items. Tab 30 is consent. Uh tab 31 and 32 are
non-action. Tab 33 is consent. Tab 34 time certain discussion. Tab 35 discussion. Tab 36 consent. And tab 37 consent. Uh, let's see. One moment. Okay. The board is going to take uh
before the consent calendar continues. Let's see. Tab 31, the charter petitions public hearing. There are a number of people already here for it. So, um I'm going to read the public hearing on tab 31 charter petitions for public hearing. This isn't for action, by the way. It's just to take the take the public comment
before action is taken on the following. A public hearing must be held. This constitutes a public hearing on teach prepared S. Cunningham and Edith H. Morris Elementary, ICF Field Park Prep High, KIP Vita Prep Academy, Kip Academy of Innovation, Kip Illuminar Academy,
Kip Rice Academy, Kip Los Angeles College Prep, Ocean Charter, Cal and California Creative Learning Academy, Middle Maximum of 15 individuals who wish to address the board and the item will be heard. Those who wish to speak should sign up online and they have speakers will be called by name. So,
I'll call the folks who are here in person first. So Cion Thompson come on up. And then after Cion is Shuran Owens, Karen Snderman. Okay. So, Miss Thompson.
Uh, let's see. Chiron Owens, are you here? Come on up. You'll have two minutes to speak. Once you begin, >> good morning, members of the LUSD board and superintendent Carvalo. My name is Chiron Owens Lincoln and I serve as a
chief of schools for ISF public schools. I am honored to speak today in support in strong support of the renewal of ISV Park Preparatory High School's charter. ISV Park High School serves the student population that is 96% African-American
and 93% socioeconomically disadvantaged. These demographics are not just statistics. They represent a community that has been historically underserved by public education systems and that context makes our results uh over the course of our charter term even more
meaningful. At ISAP public schools in View Park High School, our mission is to educate and empower courageous leaders to reach their full potential for college, career, and life. and we are delivering on that mission every day through the work taking place at View Park High School and have been doing so
for the past 20 years in the Krenshaw community. Over the current charter term, View Park High School has demonstrated remarkable academic gains, most notably in spring 25, our student achie our students achieved gains of 51.2 points in ELA and 74.8 points in
math. In English language arts, we are outperforming the state of California, earning a distance of standard of 4.4 points above standards. In mathematics, our gains exceed both state and district African-American subgroup performance. We when we look at our graduation rates,
the story is just as powerful. View Park High School is outperforming the state graduation rate for all students and for African-American students. We exceed the state average by 13 percentage points across every major data point. View Park High School is serving African-American
students better than local schools in the state as a whole. But what makes View Park High School truly unique is that our success is not limited to academics alone. We are a California exemplary arts education award-winning schools with nationally recognized programs in theater and digital music
production. Thank you so much for your time this morning and thank you for your support of View Park High School's charter petition. >> Thank you for your time. >> Thank you. >> Uh Karen Sniderman, Karen S. Come on up. >> Good morning. I'm Karen Sniderman. I'm I
live in Studio City. I'm part of the port district number three. Um but ever since my daughter was diagnosed autistic h I knew the road was not going to be an easy one. My biggest worry of of course
has been her personal and emotional development in the willingness of making her a fully independent individual. That is of course my main goal. So I've been her strong and biggest advocate not
only with the home discipline that is required for the for our narrow divergent kids therapy camps extracurricular and support tutors and any support that will contribute to her success. I mean erh when looking for
middle schools options although we have great rated middle schools nearby um the setup was so big and my fear was very very high. when you have um
neurodyiver divergent kid that is in the teenage of willing to be part of something um it's it's very it's very hard because you're in your willingness to fit you're exposed to different dangers and the
biggest the school the bigger the dangers. So, I was looking for a better setup and I found miraculously a great school. The name is California Creative Learning Academy and I'm here to speak for them. Um, it's a charter
school that is needs their renewal and it's been crucial in her development. Um the community is amazing and it's so embracing of the different and differences between the kids. So I my
time is out. I have more things to say but I I really wanted to support the school as California created. >> Thank you for your time. >> Thank you. >> Phil Manny, are you here? Phil, come on up. You have two minutes to
speak once you begin. Uh good afternoon members of the board. Uh congratulations to those of you who were uh just elected. Uh my name is Phil Manley and I'm a parent of a student at Cal Creative. Um I'm here as a a
Glendale resident and I want to advocate for the renewal of Cal Creatives charter. Uh my story, my son uh went to our local public school and it was a very uh uh structured and rigid educational
environment. Uh my son is neurodeiverse. He has uh dyslexia and what I thought what I saw was he was retreating. He was becoming a wallflower. He was becoming a shadow of himself. And I as a parent I had to do something about it. So, we
decided to look for a new school. Um, at this time, my wife took uh my son to the Bob Baker Marionette Theater. And, um, it's a marionette Theater in Highland Park. And there was a group of
kids there that were having just such a wonderful a wonderful time. It was a musical performance and they were dancing. They were just free in a way that that I hadn't seen. And uh my wife was like, "Well, where do the where do those kids go to school?" Cuz they live near us. And uh we went and talked to
one of the parents and they were like, "Oh my god, it's this it's this tiny charter school. It's called Cal Creative." And uh they they really focus on um community and arts within the curriculum and socio um emotional
education. and we got our son transferred over there and his transformation is has been amazing. He's having conversations that he never would have had about um race and ethics and culture and history and his
transformation has been amazing and I just I can't say enough how valuable this school has been uh to him and uh us as a family and I'm just really here to advocate for their renewal. >> Thank you for your time.
Jessica Jessica Firstand. Come on up. Jessica Firstand and then Angela Martinez. >> Good afternoon. Uh my name is Jessica Firstand and I am the proud parent to a California Creative Middle School student. His name is Cody. He is in
sixth grade, brand new to Cal Creative this year. We are from Burbank Unified. We moved there because of the great schools, but Cody struggled through elementary and traditional school is just not the place for him. We found Cal
Creative after exhaustive searches that I went through for charter middles and Cal Creative is the place for him. He did not he did not work well in a traditional
classroom. He could not participate like a traditional student. He learns by doing. He learns by experimenting. He learns through art and movement and music. And that is not something traditional schools can give him. But Cal Creative Middle can give him that.
And he could not connect to the lessons and the worksheets and reading the books. He needs to move. He needs to be able to tinker and engineer. and he can't do that in a traditional school, but he can do it at Cal Creative Middle.
His outlook has changed. He hated school, but he loves it now. We don't fight in the morning. There is no school refusal. He wants to be there. And he's making connections to students who, like
him, are not traditional learners. They need places like Cal Creative Middle because they do not survive and thrive in traditional schools. I am here to advocate for Calcative Middle for the renewal to be repped so my kid can
continue going to the school where he has become the kind of student that he knows he can be. It's really important for him, for our family, and he will be devastated if he cannot continue going there. Thank you very much. >> Thank you for your time, Angela
Martinez. Martinez, >> Miss Kira. >> Okay. >> Dear LUSD school board members and superintendent Caravello, my name is Kira Kuza and I am the president of the
Ocean Charter School Teachers Association affiliated with CTA. For 20 years, our union at Ocean Charter has been grounded in collaboration and respect and a shared vision. Today, we serve our TK through 8th grade students
and families on a beautiful new campus made possible in part by that collaboration and by LUSD's partnership and support. We have weathered difficult years, the pandemic, the recent attack on civil
liberties of students, difficult budget years. We have stood together strong. On behalf of our union members, I ask for your support of Ocean Charter Schools charter renewal at the February board meeting.
Now in our 22nd year as an independent LUSD charter school, Ocean is a high-erforming school by district and state measures. We offer an arts integrated public Waldorf program that is relationshipbased and developmental.
Our graduates show that Ocean Charter prepares students not just to replicate the world they see, but to help make it a better place. We serve approximately 560 students,
about 15% with special needs. I am proud to have taught one class from fourth through 8th grade and am now cycling again with a new sixth grade. I believe so strongly in our school that both my
children attend it. On behalf of Ocean Charter Teachers Association and our entire school community, I respectfully ask for your support of our charter renewal at the February board meeting. Thank you so much for your time. >> Thank you for your time.
>> All right. Now, Angeline and Mart, come on up. >> Thank you. Good afternoon, board members. My name is Angela Martinez and I'm the chief academ that was old school. chief executive officer for Kip SoCal. Um, I want to state that Kip
SoCal takes any concern related to student safety, staff conduct, and legal compliance extremely seriously. We investigate every claim with rigor, urgency, and transparency. We follow all applicable laws, regulations, and required reporting protocols, and we
cooperate fully with LUSD on any relevant and any relevant agencies whenever a concern is brought forward. As you heard earlier today in the public comment during your annual meeting, we concluded an investigation after claims were brought to our attention of an unfavorable environment for a parent.
These claims have been reviewed thoroughly and our internal investigation found no evidence whatsoever of wrongdoing. Continuing to repeat allegations that have already been proven unfounded raises serious concerns about the defamatory nature of
these statements and the harm they cause to the reputation of dedicated educators who serve our students and communities every day. Our families are integral to our school community and we work tirelessly to ensure all students and families feel welcome and safe at all
times. We remain steadfast in our commitment to being transparent, accountable, and responsible partners with LUSD and with the families we serve. Our educators, whose integrity is being questioned today, deserve to have the truth underscored and upheld. Thank
you for your time. >> Thank you for your time, Ken Compo. Ken Compo, come on up. You'll have two minutes to speak once you begin. And then after that is Corge Va. Good afternoon board members and superintendent Kavalo. My name is Ken Ka and I'm here along with other community
members on behalf of the Boil Heights Immigrant Rights Network also known as the BHIRN. We are a coalition dedicated to protecting, educating, and mobilizing immigrant families across Boil Heights East Los Angeles and our surrounding neighborhoods. Thank you for the opportunity for us to speak today in
support of Kip SoCal schools which have served in trusted uh community schools in both Boil Heights, East LA, and South LA. Over the course of this past year, our communities have endured painful and frightening immigration enforcement actions. Families have endured fear of
separation, fear of retaliation, and fear simply leaving their home. In response, the BHIRN has worked tirelessly to create safety through rapid response mobilizations, know your rights education, and workshops that empower community members to protect themselves.
In this work, Kip SoCal has been more than a partner. They've been an ally. Their community school managers stepped in and joined our community support efforts. They attended our rapid response trainings, equipped their staff, and helped design safety protocols around their school
communities. At their recent back-to school resource fairs open to all, Kip made it clear that their campuses are not only for centers of learning. They are for centers of safety, belonging, and dignity. In times of crisis, a
school's values are revealed. Kip SoCal continues to show up for families when it matters most. For these reasons, we respectfully encourage you to support the charter renewal for Kiprais, Kip Illuminar, Kip Academy of Innovation, Kiple Prep, and Kip Vita. Thank you on behalf of the
Boil Heights Immigrants Network. Thank you. >> Hi, my name is Horge Vella. I concede my time to Laura Garcia. Good afternoon members of my name is Garcia and I am a proud mother of two students Adalink Cruz
who's in seventh grade and my other student that is sixth grade in Kip innovation. I am also a resident in district 2. And I'm here to share that I solidly uh support the re renewal for KIP Academy innovation for many reason but one very important for me is that no
child needs to leave live with the stress of not knowing what's going to happen with their school with their friends with their teachers. This could be a traumatic experience especially in these very difficult times for our community. This school has offered my children and many other children a high
quality education with a system of education that's excellent. Kip Innovation does everything. so that no child is left behind not only academically but also in a personal matter. I also live right in front of the school and I have seen all of the resources valuable resources that have
brought to our our community free uh food uh workshops held for families. Skip innovation is also a part of a wonderful tradition with an annual fair with resources a beautiful tradition resources so that the classes in collaboration with other schools. I have
attended and I have seen all of the stuff that they have brought to our community from free backpacks to clothes uniform for schools and organizations that offer resources and services. As an immigrant, I val truly high value that this school has has provided legal help.
Kip innovation goes beyond to ensure that all families feel supported and also the presence of the school in our community has made it a cleaner community and with better support. Kip innovation is a pillar to our community
where we always feel a true like a true family. I've asked you from the bottom of my heart to support the Kip Academy renewal and to continue providing the opportunity to serve our community. Thank you so much for your time. >> Thank you for your time.
>> Right, next speaker is Vic Cannon. Vic Cannon. And then after Vic is Tanya Ernnandez. >> Hi, I'm conceding my time to Marco Portfidia. Good afternoon, esteemed superintendent and board members. My name is Marco Porfrio and I'm a proud alumn of Kip
Racist Academy. I'm here today because I strongly support the renewal racist charge petition. When my parents immigrated to this country, they had no idea how to choose a school for me. I was the oldest an English learner and every school I visited felt confusing and overwhelming. Rice was the first place that welcome in
my family, explained everything with patience and treated my parents with respect at a time when they felt lost. That moment didn't just place me in school. It opened a door my family didn't know existed. I started racing speaking very limited English from kinder through second grade. I moved very slowly than the rest
of the class. I still remember sitting at my tiny desk watching other students read out loud while I sit quiet, afraid of misb even a single word. But not once did my teachers make me feel behind. They sat next to me. They repeated structures without rushing me. They celebrated every new word I learned.
Their patience just helped me understand English. It gave me the confidence to believe I could grow even when I felt like the slowest kid in the room. That supporter created a community where I felt seen, valued, and capable. Raci didn't just teach me, it built my
foundation. Today, that foundation is visible in my entire family. My brother is a Questwood scholar headed to Bowden College. My sister is in eighth grade and my youngest sister is now a first grader beginning her own racist journey. And I'm my first year at Stanford University, a gay scholar and Quer
scholar. opportunities ruin the confidence races help me find. Races is more than just a school. It is a lifeline for immigrants, families who need guidance, dignity, and a community that believes in your children. Losing this school will close doors for the very students who need them the most. For every children who reminds me of who
I once was. I respectfully ask you to renew Kip Rises Academyy's charge petition. Because when you protect Rises, you're not you're not just renewing a school. You're renewing futures that haven't even begun yet. Thank you for your time and consideration. Thank you for your time,
Hernandez, Tanya Hernandez. And then after Miss Hernandez is Lindsay Brianza. >> Good afternoon, Superintendent Carvalo and memb members of the board. My name is Tanya Hernandez and I am the proud school leader of Cape Illuminat. I am also a first generation Latina, an
educator, a parent, and a founding leader of this school. Illuminad was built for families like mine. Families who believe deeply in education even when the system has not always been built for us. When we opened our doors in 2013, we made a promise that our students will receive a rigorous, joyful
education and that their identities, languages, and experiences would be honored, not ignored. Over the past several years, our community has faced challenges that tested that promise. Co disrupted learning routines and a sense of safety for many of our families.
Later, fear around immigration enforcement deeply impacted our community. We saw families navigating uncertainty, students carrying adult worries into the classrooms, and educators stepping up, not just as teachers, but as anchors of stability. And through it all, Illuminati did not
back away. We adapted. We strengthened our systems. We doubled down on instruction, on relationships, and on support for students who need us the most. Today, our classrooms are places where students where student thinking is visible and feedback is immediate. Because we know we still have a lot to
work to get done for our students to get on grade level. We analyze data not to label students but to serve them with urgency and care. This work is personal to me as well. My own children attend Illuminad. I walk our hallways not only as a school
leader, but as a mother who trusts this community with all her heart. Families choose Illuminad because they know we are honest about our challenges, res relentless about about our growth and unwavering in our belief in their children. Renewing Illuminati's charter means protecting a school that has
proven its resilience, its impact, its commitment to equity. It means ensuring that students, especially those from historically margin generalized communities, continue to have access to a school that sees them, believes in them, and prepares them for a future they deserve. Illuminati is more than a school. It is a promise kept. Thank you
for your time and consideration. Gracias. >> Your time. Lindsey Brianza. >> Hey, good afternoon. I yield my time to Jessica. >> Good morning, superintendent Carvalo and members of the board. My name is Jessica Kusensza and I'm the assistant principal
of Kabida Prep. I'm also a founding teacher, a proud parent of two Kipsters, and a Safallet native. Our principal is currently expecting twins due in January and wishes she could be here, but I am here to represent our school and read her speech in her honor. My name is Amanda Tran and I'm the proud principal
of Kavita Prep. As a principal and a founding team member, I've had the honor of witnessing and guiding our school's growth over the past 12 years. From its inception, Kavita Prep has stood as a commitment to joyful and excellent education within the vibrant community of South Central. Our school named Vita
meaning life embodies a mission deeply rooted in opportunity and potential reflecting my personal journey as the proud daughter of Vietnamese refugees. This mission mission drives us to nurture young leaders who are prepared to lead fulfilling choiceful lives and make meaningful contributions to our
community. Throughout my leadership, we have seen a consistent and notable increase in student performance on the ESPback assessments each year. This steady growth in academic outcomes is a testament not only to the resilience and dedication of our students and teachers but also to the efficacy of our educational practices and leadership.
This fall our efforts were further recognized when we were awarded the PBIS gold recognition making a significant sorry marking a significant milestone in journey towards creating a nurturing student center and positive community for all our students. This honor symbolizes the hard work and commit commitment of our team towards
excellence and fulfills our promise in building a safe and joyful school community. As we consider the future, the continued support from the board is crucial for sustaining and enhancing decent achievements. Renewing our school ensures that we could continue to serve as a sanctuary of learning and beacon of hope for our students and their
families. Thank you for considering the renewal of Kvidita Prep. Let us continue together building on this legacy of growth and impact for our community. Thank you. Thank you for your time. >> Thank you for your time. Maggie is Ellayia. Maggie Z, come on up. You have
two minutes to speak once you begin. Then after Miss Z is Alma Curado. >> Good afternoon, Superintendent Carvalo and board members. My name is Maggie Sallaya and I'm the proud parent of three brilliant Kipsters. Isabella and Sarah who are in eighth and sixth grade
at Kiple Prep and Matias who's in third grade at Kipro Mesa and already looking forward to attending LA Prep. When deciding where to send my children, I'll be honest, I hadn't heard much about LA Prep. But after connecting with other parents, doing my research, and seeing
the strong academic and attendance data, I felt drawn to the school. Once we joined, I fell in love with the structures, the dedicated staff, and the resources offered to all families. My daughter Isabella is autistic and has thrived academically because of the
rigorous teaching at PREP. Beyond academics, the special education team works closely with her, understands her needs, and supports me as her mom in navigating her behaviors, all with care and respect. Before prep, Isabella didn't care much about her grades or or
her progress. Now she tracks her growths, uses her resources, and pushes herself to meet her goals. Prepped helped her see her potential, and that matters more than any single data point. My second daughter, Sarah, is now in her second year at Prep and advancing at an
incredible pace. She's reading at a ninth grade level and proudly served as her classroom librarian. Both my children feel seen, supported, and challenged. What makes LA Prep special is that it feels like a village. Our school community is small, personal, and
deeply connected. Everyone knows my children by name, even my third grader. And after growing up in schools where I felt just like a number, this means everything. As I begin looking ahead to high school, I am also grateful for Kip forward, which ensures I don't navigate
these next steps alone. And I know Kip's support won't stop there. Your decisions have a long lasting impact and should center parents and students like mine. Renewing Keali Prep is not just a continuation. It's a reaffirmation of what works for our community. Thank you
for your time and support. >> Thank you for your time. >> Alma, come on up. You'll have two minutes to speak when you begin. >> Good afternoon. I'm Alma and I concede my time to Brenda Gomez. >> Good afternoon. My name is Brenda Gomez
and I am proud to serve as a community school manager at Keipella Prep. Nearly 20 years ago, I began my journey with PREP as an afterchool tutor. I could not have known how deeply this school and community would change my life. Today, some of the students I tutor are now my
colleagues. That is the power of PREP. It plants seeds that grow into leaders who return home to serve the next generation. Prep has been a constant in Boil Heights for two decades. Year after year, our weight list shows the need and demand for a high-erforming middle
school in our community. A school that families choose because they know it opens doors. Middle school is a critical time in a child's development. At PREP, our students leave with clear goals, bigger dreams, and a stronger sense of
identity. I know this firsthand after working at PREP for 10 years. I left to serve in the United States Air Force. I've been successful at that career, but I would not be the leader I am today without the foundation Pratt built in me. Returning last year, it truly felt
like coming home. Seeing familiar faces made it feel like no time had passed until I saw the students I once tutored now teaching and leading our school. That's when I realized I might be a little older than I like to admit. But what has never changed is the
culture. The excellence, the belief that our students are capable of anything. Prep continues to outperform local schools and consistently exceeds state averages. That is not an accident. That is the result of 20 years of commitment, stability, and love. Today, I stand
before you not only as the staff member, but as someone whose entire life trajectory has shaped by this school. Walking into kids schools means stepping into a place of opportunity. It represents choice. It represents the the future of Los Angeles. On behalf of our
families, our alumni, and the generations of students yet to come, I respectfully request for your vote to renew Kitch Charters. Thank you for your time. >> Thank you for your time. >> All right, we have two callers to this item. Matt Brown, I see you're on the
line. Matt Brown, please press star six to unmute yourself. And you'll have two minutes to speak once you begin. Matt Brown. >> Good afternoon, board. My name is Matt Brown. I'm the executive director of Teach Prep. Teach Prep was founded in 2018 by two veteran LUSD elementary
school educators to serve the families of South LA who had historically lacked consistent access to stable, high-quality public schools. Today, we continue that work. Um 99.3% of our students are socioeconomically disadvantaged and we serve a large
population of English language learners and under the leadership of principal Sharon Reed and our chief academic officer Sion Thompson, the school has focused relentlessly and consistently on instructional execution and that focus has produced results. In the most recent
year, teach prep has achieved gains of more than 50 points in ESPback math and ELA. This is approximately 10 times the statewide average of growth in that same year. Um, this bringing our dashboard performance levels in both subjects to the yellow on the state dashboard with
all reported subgroups also achieving yellow in our ELA or English language learners at the green performance level in math. This improvement is not accidental. It reflected a clear instructional systems focus, frequent data cycles, and an
active oversight at both the school and organizational level. These structures that produce these results are in place and they are continuing and this data confirms that teach prep meets the criteria of a middle performing school under AB1505. We are demonstrating real strong and
accelerating improvement and we respectfully ask for your support of teach's renewal at the upcoming meeting so that we can continue to sustain this progress and serve this community. Thank you so much. >> Thank you for your time and I'm going to call once again on Seion Thompson.
Seion. Okay. Not here remotely and not here in person. All right. That concludes the public hearing for tab 31. Uh thank you everyone. I have a small bit of Oh, hold on. I think she is online. Hold on. Let me
double There she is. My apologies. Close call. Miss Thompson, I see you are online. Please press star six to unmute yourself and you'll have two minutes to speak once you begin. Good afternoon, Superintendent Carvolio, members of the board. My name is Sony Thompson. I am the chief academic
officer for Teach Schools. I'm here today to speak on the progress and commitment of Teach Preparatory Mildred S. Cunningham and Edith H. Morris Elementary. I echo Mr. Brown's testimony regarding the significant gains made in both ELA and math. In English language
arts, students improved making more than 54 points of growth in a single year. Similarly, in math, students improved with a gain of 51 points. These shifts moved the school from the lowest performing levels into the middle performing bands, reflecting real
progress towards grade level proficiency. The indicators reflecting lower performance include chronic absenteeism and English learner progress. In response, the school has implemented structured early warning signs and communication systems in
partnerships with families to identify concerns promptly and address barriers to regularly attendance. In addition, Teach Prep is maximizing academic recovery opportunities by providing targeted instruction support during
school breaks and through Saturday school, allowing students to recoup learning time lost due to absences. For our English learners, the school has strengthened its focus on researchbased EO instructional strategies to enhance
access to core instruction. These supports include individualized instruction, pullout services, and dedicated small groupoup learning aligned to student language needs. As a result of these intentional efforts, we are observing measurable growth among
our English learners and remain confident and optimistic about improved outcomes in upcoming state assessment results. In closing, teach prep's growth in ELA and math demonstrate the school's clear upward trajectory through
discipline implementation of our systems to address low performing indicators. We are confident that we are making significant progress towards meeting all standards. Thank you for the opportunity to share our school's progress with you today and we look forward to our
continued partnership and we strongly >> thank you for your time >> recommend. >> Thank you for your time. Okay, that concludes public comment on that public hearing. I have a little bit of housekeeping to do on tab. So, with respect to the
consent calendar, I have learned that um where are we? have 36. The adoption of the health benefits agreement has to come second in time to the 2526 first interim report
because the budgetary assumptions in tab 36 rely on approving tab 35. So um procedurally I'm a little bit of a loss how to remove something from the consent calendar if the board is okay with removing it from consent in order to
move by Miss Gonz. Is that >> I'll move it. Thank you. >> Second. >> Okay. Any objections to that? Uh tab 36, moving from consent to discussion. I appreciate it. Um and then and as
folks are leaving the room, tab 37 uh can be a straight appointment. It doesn't have to be an action item. >> And I would like to do so. I would like to appoint uh to the uh ad hoc board rules and governance committee. I'd like to appoint Tanya Ortiz Franklin and Dr.
Rosio Rivas. And if there's any discussion, I'd be willing to have it, but otherwise, I'd like to appoint them. Okay, we're good. Thank you. >> And there's no public comment on that item either. So, I'm going to remove that from consent.
Um, okay. And now we will continue taking consent public comment. So, moving on to tab two, donations of money to the district. We have one commenter, Mr. David Tokovski. Are you here, sir? Mr. Tokovski.
Tab, we will um he's not here right now. Uh we will move on to tab three has no comment. Tab five has no comment. Tabs eight and nine have no comment. Let's see. Tab 10. >> I hear Mr. Tokovski making his way. So,
let's go back to uh this is tab two. Mr. Tokovski, uh, you'll have two minutes to speak once you begin, sir. Thank you. >> Thank you. >> Okay, there we go. Uh, thank you very much. Item two, uh, is the, uh, contributions.
And it's about time, I think, having been on the board for 12 years, that we put some policy into this the way we do filming. Whereas a certain percentage goes to the whole district and certain percentage goes to the school, it is probably wise for the board to step in
and find some policy in which a certain share of the money uh coming from disproportionately, as we'd understand, the west side of of the district. Uh and then it's a de facto parcel tax in a sense. So if you came up with an 8020 or a 7030 or
something like that, that wouldn't be a disincentive and that could be, you know, a parent group could focus and help us with that. But I think you need a policy that somehow balances the two. Uh otherwise, keep the money flowing in.
Uh I'd like to speak as well on the um the magic of going from a qualified budget in June to a positive budget uh at the first interim today without any new revenue coming in. Um so the board was asked to to declare a fiscal
stabilization plan declare that there was u trouble on the horizon and then without anything we suddenly switched to having the wind in our sales and have a first interim. There's very little mention of Prop 98 in there at all.
There's no mention of the Children Youth Behavioral Health Initiative monies for three years forward. That that just seems absurd that you can't even put $10 million or $15 million. Additionally, um in the um legislative analyst and uh is
the 2425 money may be in there. I can't see the 200 million, but it might be in the 24-25 and the 2526 money is not there. And finally, the comment in the materials that says we need the governor's announcement in January. I think that's fake to understand that
January will be very conservative, but it is our job to work with our labor partners to make sure the money by May is significantly more and full colas going forward. Thank you very much. >> Thank you for your time. All right, moving on to tab. That concludes public comment for tab two. Moving on to tab
10. Uh, Victor Aaliyah, are you here? Victor A to speak to tab 10 to find and approve three projects. No. Um, and then Emanuel T. Turner, are you here? You signed up to speak remotely, but I do not have you online. I will double check
on that. Nope. Okay. So, that concludes tab 10, public comment. Tabs 11, 12, and 13, 14, 15, and 16 do not have public comment. Let's see. tabs uh let's see tab 18
approval of the renewal petition for NEW on consent calendar um board anything on consent the board plans to approve um I will start going through tab 18 let me read the public hearing statement first for tabs 18 through I believe 25
this is the public hearing statement for tabs 18 through 24 before action is taken on the following board reports a public hearing must be held. This constitutes public hearing on NEW Academy Koga Park, NEW Academy of Sciences and Arts, Aspire Titan Academy,
uh, Gerta International Charter, Port of Los Angeles High, New Horizon's Charter Academy, and New Millennium Secondary. A maximum of 15 individuals who wish to speak on each of the items will be heard. Those who wish to speak should sign up online, and they have signed up online. Um, again, here we go
for approval of the renewal petition for NEW Tab 18. Uh, Joanna Espinosa. >> Okay. Okay. So, I'll I'll read the names just in case. I know it sounds like an exercise in futility, but I want the record to reflect that we called the names. Uh, Analisa Dostad.
>> Analisa. >> Thank you. Uh, Nina Leazio. Wave. >> Thank you. Was waved. Vanessa Garcia >> waved. Kenny Han. >> Waved. Eddie Castro.
>> Waved. Anna Salas. >> Not here. Alejandro Jimenez. >> Uh, Von Veronica Amador. >> Okay. Uh, Patricia Trinidad,
>> Samantha May. Cristana Han, >> Vanessa Martinez, Monica Tovar, >> uh, Navel Molina. >> Okay, thank you. We'll move on to the
next tab. Tab 19, approval of the renewal petition for NEW Academy of Science and Arts. Uh, Rebecca French All right, I'm hearing waving, so I'll call the names again. Make sure we
didn't miss anybody who had an alternate opinion. Uh, Rebecca French, not or waving. Carmen Pastor, >> wave. Anelica Ortega, >> wave. Maria Salas, >> not here. Dr. Nelie Jackson,
>> wave. Uh, Elizabeth Alfaro, >> wave. >> Wave. Uh, let's see. Anthony Bates, >> Yana Sanchez, uh, Venuela, >> Mary Rosas,
>> Marisella Bareno, >> Martha Marin, >> Dr. Eric Todd, >> Ricardo Benvidz, >> and Jose Tapia. >> Okay, thank you.
Moving on to tab 20. 18, 19, 20. Approval of the renewal petition for Aspire Titan Academy. Uh Chris Lopez here. >> Okay, thank you. Uh Luis Lopez,
>> Lordes Maz, >> not here. Maria Ernnandez, >> Carmen Loa, >> uh Pablo Gomez, >> okay, I was waiting for that one. Not here. Freddy Esparazza, >> Karen Gamas,
Ichel Estrada >> Samantha Estrada >> Vanessa Frias Amy Martinez Hunt Elbertina Cario Sandra Roachcha
and Leilani Lafawi. Okay, for tab 20. All right, moving on to tab 21. This is for approval of the renewal petition for Agerta International
Charter. Rasheed Khan >> waving. Casey Jones. >> Uh Gian Pierro Ambrosi >> not here. Kristen Paul waving. Rosa Melendez
not here. Uh Biggie Schulture waving. Josh Fairing. Luis Mendes, Valerie Austinine, >> Johannes Lulk, >> Johannes,
>> wave. Thank you. Rachel Kimbra, wave. Denise Payet, uh, let's see. Wendy Veila, wave. Jason McGra, not here. Dah Jenang,
I'll say not here. Okay, so that was for tab 21. Looking now to tab 22. Approval of the petition for Port of Los Angeles. Hi. Uh Roger Mia.
>> Uh Greg Brewacker. >> Wave. >> Wave. Thank you. Maria Jane Liverpool and Mary Jane Liverpool. Thank you. Enzo. >> Wave. Uh Tim Dictton. >> Wave. Nathaniel Lopez,
>> Eric Gutierrez, >> not here. Carol Wang, >> not here. Waqin Fonca, >> wave. Uh, Patricia Ramirez, >> not here. Aruro Escandon.
>> Jasmine Inig, >> waved. Annette Vega, >> waved. Maria Vargas. >> And Erin Lopez, >> thank you. Appreciate that. That was for tab 22. Tabs 23 and 24 are on discussion. Let's
see. Move to tab uh 25. Celebrating National Special Education Day and calling for the protection of special education programs. Um did you want to take public comment or first and then Okay. So, Maria Duran is online
signed up to speak remotely for tab 25. Uh she's not present. So that concludes public comment for um this item. >> Want me to make comments now or wait till later? >> Comments now sound great.
>> Sounds great. Okay. Um well, today we are celebrating National Special Education Day and the more than 64,000 students with disabilities that LUSD serves along with the families and educators that support them every day. This resolution, which as I mentioned before, is co-sponsored by Mr. Morlson
and board member Grego recognizes that special education is facing real and imminent threats, including efforts to intentionally weaken IDA enforcement, cut Medicaid funded services that students and families rely upon, and consolidate and threaten federal
education programs under the current presidential administration. Next year, LA USD alone will spend over $2 billion on special education services, while federal funding continues to fall far short of its commitment to meeting 40% of of the costs for our students with
disabilities. Celebrating Special Education Day means honoring our incredible students with disabilities and standing in defense of the funding and protections that they are legally entitled to. So, with that, I I thank my colleagues for their co-sponsorship and their support of this resolution.
I'd love to be added as a co-sponsor. >> We'd love to have you. >> Same here. >> Okay. Thank you both. Yes. So, >> as co-sponsors, that was Miss Ortiz Franklin and uh Mr. Melvin, right? Okay. Let's see. Tab 26, celebrating National
Mentor Month. Um, before we get there, did any other board members want to comment on tab 25? >> Yes. >> Okay. According to the California Department of Education website, 850,95 students in the state from newborn to 22
years of age qualified for special education programs during the 23 24 school year. That's 850,995. And that means that our students in LA Unified receive services for autism, hearing impairment, speech or language
impairment, deafness, and other categories. Despite the success of these programs, we continue to see year after year how underfunded special education is around the nation. It appears that every time
that there is budget talks in Washington DC, special education funding is used as a bargaining chip. It is being used as a proxy to gain access to funds that are not related to education whatsoever. However, special education affects
students regardless of their local, state, or national politics. When IDA was passed in 1975, it came with a specific purpose in mind. The federal government was to commit to funding 40% 40% of excess costs for
school districts around the country. 50 years later and that 40% funding has never reached our students. Meanwhile, the number of students with disabilities continues to rise and LA USD has less money to cover those costs.
If we have not been clear enough, I want to state the unified positions of this board and this district. We don't just want 40% of the cost covered. We want 100% of special education costs covered
and we continue to advocate for it. I know the situation seems grim as the federal government is seeking to terminate staff that work with IDA compliance. And we also see this federal government is trying to dismantle the department of education.
These are not the solutions to the problem and will cause disruptions if successful. So, in addition to this board and district advocating for special education funding, I also invite the public, you the public, to get
involved and write to your federal representatives, call their offices and let them know how crucial we not only protect this funding, but enhance it. And again, Miss Goness, thank you for bringing this resolution forward. And
I'd like to be added as a co-sponsor as you graciously have permitted me. Thank you. Thank you uh Miss Gonas for bringing this resolution. Um as a former special education teacher for 20 years um I have
seen um what happens when you start uh taking funds away from special education. Class sizes get higher. There are less supports for students who need it the most at all levels. Elementary up all the way up to 22 year olds. Um, as
chair of the special education committee, I have heard from parents and from educators about the needs not decreasing as time goes on, but rather increasing for our students with disabilities. The needs not only for
students, but also for parents and their families. Even at the point when children are just identified, when they are three years old, parents need support. When you find out that your child has a disability, it is very scary
because you don't know what kind of supports are out there. And if you only hear that there is less funding, the more scared you get because you know that it's going to be harder for your child. So, our parents also need support
and many parents have advocated for more uh workshops on their rights. They want to know what rights they have at IEP meetings. They want to know what programs are available and they want those to be provided at their school
site, not regionally. Our district has made some improvements in listening to parents and trying to address those needs. But as budget cuts loom, it'll be very challenging to be able to meet those needs and those asks from our
families even though they really need them. And so as a school board member now, I want to commit and recommmit to continue to advocate for fully funding special education. And I want our
district to demand that of our federal government. We've been saying we're going to do it, but I have not seen it yet. And we need to demand the state to also make that demand of the federal government. Our students should not be an afterthought. Our students should be
the center. When you can serve the most vulnerable population and you serve everyone and all of our students need to have an education that is dignifying and gives them all the opportunities
throughout their educational experience. So, as we recognize National Special Education Day this month and beyond and every single day, we reaffirm our responsibility to protect their civil rights, address chronic underfunding,
and ensure that every student receives the supports necessary to thrive. And again, as a board member now, I recommmit to centering special education and making sure that we always put their
needs at the forefront. This is something that parents fought for back in the 70s. And we need, like Scott said, we do need parents to continue and family members of students with disabilities to continue to fight to
build a movement again so that we can continue to protect, defend, and to continue to demand investments for our students with disabilities. So, thank you again, Miss Gonz, for shining the light on this. appreciate you bringing this um board
member Goness to the forefront and introducing this resolution to recognize um December 2nd as a national special education day in Los Angeles Unified School District. As mentioned, every student deserve the opportunity to have a quality education in a learning
environment that meets their individual needs. And our district provides support and resources to those students in order to thrive academically and socially. And so we continue to advocate for additional resources from the federal
government to fulfill as mentioned the 50y year old promise to fully fund the IDA the individuals with disabilities education act. And again I want to say thank you uh Miss Gonz and I'm happy to lend my support to this resolution.
Thank you. >> Anyone else for tab 25? I knew it. Go ahead Dr. >> Yes. Please also add me as a co-sponsor to this very important uh resolution and um I was listening to what my colleagues
mentioned um board member Grego um and everyone and supporting our families and our students with special needs is at um utmost importance and priority. uh time and time again I meet with a lot of
parents, schools and teachers who are raising a lot of concerns about um the supports and classes for our students with special needs. So, um, just wanted to add a comment just for our our district leadership here to take
real consideration when you, um, decide to close a classroom, uh, when you decide to close, um, a program or when an RSP teacher is removed because they're not meeting the numbers. This causes harm to students. It really
disrupts their uh, routine. the person that they the teacher or the support um that is there on a daily basis when it's taken away from them. It just um they don't know how to you know understand that. So I think that comes at a at a
big at a big concern to me. So I just wanted to add that. But I do fully support this resolution and for the district to continue um arduously um advocating and demanding from the
federal government the um the funds that this district and so many districts need, but particularly our for our students with special needs. So, thank you again for for bringing this forward and I will continue working with the district and our families and schools in making sure that all the needs for our
students with special needs are met and that their pro programs are not um closed um without um a response or an answer. Thank you. >> Thank you, Dr. Evas. Any other board members for TAB 25?
Superintendent, you have a statement for us. Just very briefly, I want to thank board member Gonz and the the comments made by the rest of the board on this important topic. For over three decades, um I I have memories of going up to Washington DC advocating for fair
funding and full funding uh under the promises of at least 40% of the average expenditures associated with the education of students with disabilities. As a nation, we've never even come close to 20%. uh which means that this has been an unfunded mandate at least by
50%. At a time um when the number of students across America who have been identified with one or more disabilities has actually increased significantly particularly those on a spectrum. Uh so it's an outrageous uh it's an outrageous
uh evolution of a very promising uh landmark piece of legislation. One that needs to be considered now um as IDA and all issues dealing with students with disabilities but particularly the administration of IDA is being shifted
over to HHS, Department of Health and Human Services much like other federal programs title one department of labor etc. uh which uh brings about an additional threat of dilution of impact. Uh so the
the outlook is not positive and I certainly appreciate the board's position on this critically important issue. Thank you. >> Thank you very much, Mr. McClean. >> Okay, moving on to tab 26, National Mentoring Month. U Miss Newil, did you
have comments to make? >> Yes. Um this is um obviously very de near and dear. Um I think I contribute 100% of why I'm here to mentors. Um I would not be here if it wasn't. So it brings me great joy to be able to
introduce this resolution on the topic of mentoring and mentoring uh a national month of mentoring for us to celebrate in January. Um as educators we often serve in as mentoring roles for our students. Mentoring has been proven to
have positive impact on our lives of our students and I can again attest as a student, as an athlete, as a coach, as a teacher and even now as a board member, I feel like this has been definitely an impact of mentorship. And so as young
people with mentors, they're more likely to volunteer um in our communities and hold leadership positions in clubs, organizations, and sports teams, as well as a path to more positive mental health. Mentor may start for us in our youth,
but it can certainly continue well into our adulthood. Just about every successful person still has someone in their life that they consider a mentor or a coach. The district has worked to establish a
number of partnerships with mentoring organizations as the 5000. We know some of the legacy ladies, motivated men, just to name a few. Uh we encourage you to reach out to every mentor program
within LA and even register to be a mentor. Uh just this weekend I encountered one of our very own school officers who in turn had a mentor who gave him a vision to be able to see himself in something
that he never thought possible. uh they've believed in him, was able to show him that you can do this and 20 years later he is still grateful to that mentor. And so we know the value of mentorships
and it can exceed decades. And so with this resolution, we encourage you to reach out to everyone. This is always there is always room for more caring adults who want to be an example for young people and our students as well
and that we can be and not only see as it says our students cannot be what they cannot see and so I want to say thank you and I urge you for your support on this resolution. >> Thank you Miss Newil
Dr. Rivas. >> Yes. Thank you, Miss New Bill, um, for bringing this resolution forward. I would like to request to be added as a co-sponsor for a very, um, important resolution that you bring forward. So, I
I agree with you 100% that mentoring plays a critical role in student success, belonging, and long-term opportunity, um, and mental health. It's all when you know that somebody believes in you and is there to guide you that improves your self-esteem, your
confidence, and your mental health. So, it's uh fundamentally important to have mentors in our lives. And I appreciate this resolution is it uplifts district programs like Beyond the Bell, Link Learning, Gear Up, and Foster Youth Achievement Program uh while calling for
the continued investment in these supports. So, I 100% support your this resolution and let's support our students in every single way. Thank you. >> Thank you, Dr. Rivas. Any other comments, >> Miss Gomez? >> Yes. Well, I I just appreciate the
resolution. I'd love to be added as a co-sponsor. Thank you. >> Same. >> Same for Miss Danortis. >> Same here, please. >> Same for Mr. Melvin. And I'd like to talk about your resolution also, if I may, Charlotte. Um, so when I was a a
teacher and I was a counselor and a principal, I would always encounter students who not only needed someone to tutor them, but someone to guide them. And you find that in all of our schools, they're always looking for a a mentor, a guide. Sometimes they don't know how to
ask for it, but they're looking for it. So though times have changed, the need for mentors to guide our students has not changed. LA has uh LA Unified rather has made worthwhile investments into programs such as the Black Student
Achievement Plan and Beyond the Bell, ensuring that all of our students receive help and um help that goes beyond the classroom and helps students to overcome obstacles in their lives. And these programs focus on social
emotional learning, foster youth, uh, foster youth achievement, um, and many, many more. We are grateful for our community partners that assist us in fulfilling these needs and allow our students to get to know their own communities beyond the schools. And the
phrase, as you use all the time, it takes a village, is a true one. Every student deserves loving parents or loving caregivers, teachers who care, administrators who keep them safe, and a
school district that invests for their future. So, thank you my colleague. Thank you so much, uh, Miss Charlotte Henley Newil for bringing this awareness to the constant need for mentors. And if you would, I'd like to be a co-sponsor,
too. Thank you. Okay. Anyone else? Mr. McClean. >> All right. This brings us to tab 27 commemorating the life and legacy of Dr. Martin Luther King Jr. and the National
Day of Service. Um board members have in front of them uh an amendment from Miss Newell's office which is also posted online. And so did you want to introduce and then talk through the um amendment and then uh there's public comment. You
can take it in any order you want. >> If we want do you want to do public comment first? >> Okay. I'll run through the public comment. >> Yes. All right. Alensson Delgado. Alensson not here. Ma Tjo
here. Uh, Maravius not here. Dylan not here. Joseph Williams, Khalila Williams, Bruce,
Randy Jones, Tania Ray, Anton Ranken has signed up to speak remotely. Let me see if Mr. Rankin is here. Not here. Okay, the floor is yours, Miss Newell. >> Thank you. Um,
and I think those amendments came from um, Tanya Ortiz Franklin as well. So, I wanted to obviously commemorate the life of legacy Dr. Martin Luther King and a national day of service
as Dr. King was a civil rights leader who fought for the rights of African-American and the economically disadvantaged through nonviolent means. Dr. King was central to historical events such as the Montgomery bus boycott, the March on Washington,
and the Birmingham campaign. Dr. King became the youngest person to ever receive the Nobel Peace Prize. MLK Day was established as a federal holiday in 1984 and became a national day of service in 1994.
Martin Luther King Day, Junior Day of Service in 2026 will be held on Monday, January 19th. On this day, Americans are encouraged to volunteer to improve their communities. In light
of our current political climate, our community has been tested in ways that we could not even imagine. This is a time for us to reflect on the value of peoplepowered movements, and we are certainly living in a time where the
importance of teaching history accurately matters now more than ever. Other MLK activities to consider are visiting our local museums, parades, or exhibitions, and reading about Dr. King
or watching even a movie or documentary about his life work. As Dr. King said, the time is right to do what is right. And so, I want to say thank you for this opportunity, but more so just that Dr.
King for even students of today as we continue to educate our families and our students and our communities. The impact that he has had on many lives permeates through our district and we want to continue to uphold that. And I
say that because as my son just even this week uh was referencing a time and period in history on the life and death of Martin Luther King and I'm like wow just to use it as a reference point that
our students see the value in the life in which Dr. Dr. King led for us. And so I'm grateful to bring this forth and for us to continue and on that day to find some way to be able to highlight and for
our schools to be able to highlight ways to give back to our communities to elevate just the work and especially during this time that Dr. Martin Luther King Jr. did in honor of his legacy. Thank you.
Thank you, Miss Newil. Dr. Rivas, >> again, please um add me as a co-sponsor um to this important resolution as well. Um I want to thank you for bringing this forward and continuing um with the
legacy the the living legacy of Dr. Martin Luther King Jr. within LUSD in our schools. Um, personally for my son, I know that in his English class, they had to analyze and really, really dissect one of his most important
sermons, um, sermon of the mount. And, um, we had a wonderful conversation about his legacy and why he's still so much important now more than ever. So, I want to thank you for that. And it's a
resolution that honors his legacy. um for encouraging all of us to be rooted in service and justice and nonviolence and community care. And it calls for our schools to engage students and families. As I mentioned earlier, it definitely
engaged my son and I as I um as I we had an obvious conversation about racial uh justice um and and the history here in the United States. So, thank you for that. and um I look forward to engaging um with our
schools on this important resolution. Thanks. >> Thank you, Dr. Rivas. Anyone else? Mr. >> Just would love to be out as a co-sponsor and echo the appreciation and I appreciate the amended resolve to make sure that at this time we're not erasing
this critical history which it seems like every day we're reading about some attempts. So, as the nation's second largest school district and the largest by far with an elected board, we are going to stand firmly in opposition. >> Thank you, Mr. Melvin. I I too would
like to comment. Um, with every year that passes, we take time to commemorate the life and legacy of Dr. Martin Luther King Jr. However, it is important also to reflect as what has changed from this
time last year. Would Dr. Martin Luther King be proud of the state of affairs today? Time progresses, we must always look for ways to advance justice. And when we say justice, we mean social
justice, economic justice, educational justice, and many others. Do not be filled with despair or hopelessness seeing what is going on in this world. We are more than entitled to feel the
things that we feel such as anger and sadness. Yet when the time comes, let our feelings also be met with action and actions that tear down walls and build bridges. So actions that had that lead
to greater educational and economic outcomes for traditionally marginalized communities. Actions that would make Dr. King proud of our progress. So not just for today or on January the 19th, 2026, but every
day we can contribute to justice in small ways. and in fulfilling our duty for justice. Then we commemorate the life and legacy of Dr. Martin Luther King Jr. and thank you again board member Newil for this resolution and I
too would like to be added as a co-sponsor. Thank you. Thank you. >> Can I correct myself? I I said the wrong speech, the wrong conversation with my son. It was I have a dream speech, not sermon on the mount. That's Jesus Christ. Sorry about that. >> But there
>> I was like wait that's not the one I did. My bad. >> But they're both good speeches. >> You are right. You are right, Mr. McClean. >> All right. So, that concludes that part of the consent calendar. It was tab 27.
Um, let's see. We have tab 30 with one public comment. Let me see. Ezekiel get you, are you here for tab 30? Appointment of new member to the personnel commission. Not here.
Uh tab 33 report of correspondence has no comment. And that concludes the comment on the consent calendar items. 32 is not for action, sir. So we'll take that when we get to that point. I appreciate it. I appreciate your help,
sir. Um All right. And I want to note for a little bit more housekeeping, tabs 25, 26, 27, um, all seek waiver of board rule 72. These are resolutions that are commemorative in nature and unless there are any objections from the board, we
can take the vote simultaneously for the rule 72 waiver. Any objections? No objections being heard. Um, we can now take the vote on the consent calendar. All right. I'll mention for the record
it was moved by Miss Gomez and seconded by board presidentson. And on the consent calendar, Miss Newell, >> yes. >> Dr. Rivas, >> yes. >> Mr. Melvinne, >> yes. >> Miss Grigo stepped out for lunch. Miss Gomez stepped out for lunch. Miss Ortiz Franklin stepped out for lunch. Board
President, >> yes. >> All right, that's four. So, the consent calendar passes and we will wait for the votes from Miss Grigo, Miss Gomez, and Miss Ortiz Franklin. This takes us back to tab one um request
for approval of the 2026 advocacy agenda and guiding principles and priorities. It's on discussion and I have at a minimum uh board member GGO and board member Melvinne and we have um also public comment on the item. So, having
the materials already been out, >> yeah, let's start with comment with public comment. >> So, we'll take the public comment. Um, looks like some of these public commenters meant to sign up for another item, but I will read them into the record anyway out of an abundance of
caution. Aaron Lopez for tab one. Erin Lopez and Nicole Sims not here. Ava Beltron, not here. Uh Jessica Cosenza not here. Alexandria uh Kathers
not here. Uh Timothy Puler here. And let me check folks online for tab one. Isel Gonzalez also not here. So we can begin discussion of tab one having run
through the public comment portion of it. Um, sure. Thank you. Um, so thanks for the uh for bringing this year's advocacy agenda and thanks to Miss Alvarez who's in the audience. Um and uh there are
just two items that I've spoken to both the superintendent and I think some of my board colleagues and Miss Alvarez about that I wanted to put a finer point on um in regards to things we should be advocating with our governmental partners. The first is around the community school parks initiative. Um I
was excited that the board and the LA city council ratified earlier this year the the joint powers agreement on community school parks. We have 10. Um and for the public's edification that is where we are basically opening up our schools on the weekends to be used as parks and the city is covering the costs
as we are sharing liability and of course have the facilities 10 as I marked remarked at the time is great but is about 1% of our schools and so we're trying to open up um uh hundred if not a thousand and so um I'd like uh as part of our education compact with the city
of LA um to encourage more action because since that um JPA and a general commitment to open more parks. Not a single new park has opened. Uh and so I think it's important to continue advocacy and collaboration with LA and with additional cities to um open our
schools on on nights and weekends. And so I'd like to move uh to amend the following and the fourth bullet of the local priorities list. And it would read and I sent this to the board and uh just during this the course of this meeting it would say pursue the commitments in
the education compacts and open five or more community school parks for access after school hours. So the ask would be in addition to the 10 uh parks that we are running with the city that we open at least five more and then I will ask for a second for that in a moment but I
would move it also um with another uh amendment um related to shade installation. I I remarked as I was um giving a synopsis of our facilities and procurement committee of a few weeks ago that um the cost for shade structures is still exorbitant even with changes that
we pushed for at the state level a few years ago. Um, what we saw at both our board facilities workshop a month or so ago and our board committee meeting a few weeks ago, it still costs over $400,000 for a shade structure uh just to cover
something like an elementary school play structure at a time when it's so critical uh to protect our students and staff from the heat exposure given the climate emergency. And so I would like to amend and add the following. Um change requirements and remove barriers
to significantly lower the costs for straight shade structure installation. Um I've been told by our advocacy and legislative team that we might have exhausted at least some of the options at the state level, but uh we can go to the feds when it comes to some of the requirements for what this triggers. Um,
and so, you know, just to summarize, want us to open at least five more parks, uh, and change requirements to reduce the cost of shade structures. And I appreciate Miss Alvarez and her team. We've spoken about that. So, I guess Mike, I'll move. It's a superintendent
item, but I'll move those amendments. And I'll ask for a second. >> Sure. I'll second. >> Thank you. >> Great. Seconded by Miss Gonz. >> Uh, perfect. So that's it for me. Thank you. I guess do we vote on the amendment? >> That's correct.
>> Great. >> So voting on the amendment. Uh Miss Newell. >> Yes. >> Dr. Rivas. >> Yes. >> Mr. Meline. >> Yes. >> Miss Grigo. >> Yes. >> Miss Gomez. >> Yes. >> Miss Ortiz Franklin. Uh board presidentson.
>> Yes. >> Note that we need to come back for Miss Ortiz Franklin for a vote on the amendment, but the amendment passes no matter what. >> Thank you to my colleagues. Dr. Rivas. >> Um, so thank you, Miss Alvarez. I don't
know if you want to come forward, but um, well, usually we have somebody at the podium, so you'll So, I want to thank you for your team for advancing this critical work and thoughtful present um, advocacy agenda. I know that you usually would come before the committee
of the whole right before and unfortunately we didn't have um the time because we're going through you know close session and budget and the FSP so sort of took but I know that you would usually reach out to our offices to have
meetings. Did you meet with all of us on on to help set these priorities? >> So thank you for the good good afternoon board members and board president and staff. Um, let me back up one moment and thank you for acknowledging that every year I have asked uh to have the the opportunity to speak to the board at a
at a public um discussion. Usually I come in November um and then I was going to come in December, but that meeting also got uh cancelled and was going to be rescheduled. So I apologize for not having had an opportunity to have a public discussion with all of you at the same time. Um with that said, um we my
office receives uh survey ideas every fall from both uh divisions, departments, and also from board offices. Um and then I have with many of you uh I have standing meetings with your staff or yourselves. Uh not all of you but with many of you have standing
meetings. Um uh I have not spoken with each of you individually about the priorities. Uh but this is consistent with what the resolutions have that the board has passed. Uh it's consistent with what the comments that the board has mentioned. uh even in fact as you mentioned today as an example with IDA
full funding uh we have several places in the um the guiding principal priorities uh that we have and also on the advocacy agenda. So my team and I even though uh we did not meet with you individually um we do uh take to heart every feedback that you provide and we believe strongly that what's uh before
the board um it has that intent of u focusing on your priorities. Um I will also indicate there's one line in the advocacy agenda u at the bottom of the first paragraph where it says um uh let me see here in addition to the issues
identified below the office of governmental relations also supports and advocates for legislative proposals and initiatives that are consistent with the strategic plan and will pursue necessary policies and funding in 2026 as new issues arise at the local state and federal level. Um, so we've asked for the board to uh adopt this uh provision
in the past and it's consistent with past board action in order to allow for flexibility for my office to not only for issues that you bring up today but any for future meetings that you may have. Uh we don't want to wait for a board resolution to be passed to tell us how to advocate for something. Uh we
will proactively uh pursue those areas. Um, and lastly, uh, this very comprehensive five-page document, um, captures many of the issues, uh, that the board has brought up throughout the course of the past year. And if there's something where we fell short, uh, we'd be happy to explore and see whether it
fits within the current language or if we need to pursue any modifications to the language. >> Thank you for that, um, explanation. So, I did ask you in our individual board briefings, uh, board book briefings about, um, well, actually, you actually
beat me to it. I was going to ask you about community schools, but, you mentioned that. And I, um, I disagree in how the district is moving forward with um, advocating for funds and not directly advocating for community
schools. Um, as you mentioned, you also look at resolutions that we've passed and this year we've passed, you know, several resolutions on community schools, and it is a direct priority. So, I know indirectly you're advocating for community schools, but I I um I
would also like to add an amendment to directly um advocate for community schools, particularly since um we need to let the the state know that this district is serious about community schools and the fact that we did not receive funding for community schools is
is an issue and is a problem and we need to um push back on that at the state. So, I would like to propose an amendment to add the following uh to the state budget priorities. Uh secure ongoing dedicated state funding for community
schools, including protecting and expanding equity based funding formulas and aligning education, health, and social service investments to enable uh braided funding models that sustainably support uh coordination and staff, whole
child services, and I'll say it to you. a lot and cross agency partnerships in high need schools and this is for community schools and it encompasses everything that uh we've been working towards in in community schools. So, with that, you know, um, as I said, I've
raised this before, but I want to I want to be clear about how we're prioritizing securing resources for this board priority, which is, and I know that I share that with other board members as well, priority of community schools, but beyond monitoring, what concrete
advocacy actions um, this is a question, will we advance in 2026 to secure dedicated sustaining funding in community schools rather than relying on general funding that may later be spread across competing priorities. Um, how are
we ensuring community schools are intentionally resourced as a core strategy, not just as an outcome for broader funding decisions? >> So, thank you for that question. I know that is also that I've had a discussion with Bordon Burggo and other um and her staff about this particular priority. Um, I will let you know a few things.
first um in discussions with other groups in Sacramento including CTA uh there's a effort of not asking as of now as I understand not of um earmarking funding for this purpose but rather trying to leverage existing funding sources um I know a prior speaker during
public comment brought up the child youth behavioral health initiative um that's one area that there's been interest from some organizations at the state level to try to leverage some of those resources um there's uh the feast schedule which is part of a child youth behavioral health initiative Um there's the LEA BOP um the uh
Medicare Medicaid um reimbursements that we pursue which right now it's a challenge with the federal government. Um but in discussions with other state organizations uh as of now I am not aware that there's particular asking for a earmark because that would be part part of Prop 98. Um, as the LAO
indicated in in the budget projections in November, there's going to be um limited ongoing funding beyond the ability to pay for a cost of living adjustment at the state level, the COLA for LCFF and the corresponding categorical programs. Um, so we would be happy to continue to advocate on behalf
of the board and leadership on this priority at the state level. Um, but I'll just mention that the challenge will be um the competition with LCFF funding because LCF is discretionary and um there's uh anticipated a lot of one-time resources. Uh Lo mentioned last
month 7.2 billion dollars um that could be used to pay back deferrals um uh a prior uh learning block grant um during COVID. Uh but it's a lot of one-time money. Um so a lot of the interest in Sacramento right now again from organizations who've been supportive of community schools as I understand is on
trying to um maximize uh reimbursements such of LEA Bob um child youth beh health health initiative and other funding sources. Um uh but again we would be glad to incorporate it if that's the board's decision of of wanting us to be explicitly calling it out. Um it is in the advocacy uh guiding
principal priorities. Um it is uh uh let me see here under the whole child section. Uh yes um on page six. Um it's not as comprehensive as you just mentioned, but I look forward to looking at your language to uh see where we can incorporate it. >> Well, I mean I think um had you reached
out knowing that you know I'm this is a priority. Had you you or your staff reached out about this or informed me, I would have helped tremendously. But since there was no communication in terms of um this party or the priorities that's sort of where there's like
disconnection right um so that would have been you know um important to have had that discussion and I understand you know um what you just said right now in terms of um the competing funds with so
many other priorities that also CTA has but I think beyond that we need to be more um forceful and you know strong in in supporting our community schools because our community schools um here in the district are doing so much work with so
little money and um not having those funs in the state really has impacted our community schools. So just wanted to reiterate that. And if I may ask, um, since I did not have the opportunity to speak to the board previously, and I apologize for not having had a one-on-one with each of you about this, u priorities, uh, for everyone's
awareness, in addition to community schools funding, uh, we did get internal staff um, feedback, uh, which, um, uh, we did not call out specifically in the budget priorities because again, if we put everything there, then there won't be really a priority. um some for examples of one-time money that the
state um the funding already uh expired or will be expiring in June of uh 2026. Uh for example, educator effectiveness block grant that was a multi-year grant that u expired this year. In June 2026, we have the A throughG uh completion
block grant that also was a multi-year grant we received during the pandemic. That money is not going to be reappropriated unless there's a new allocation. Um there's a prek learning uh prek um early education planning grant that we got during co also for preschool planning um for additional
expansion of preschool that money is also a one time that also ended. So there was probably about four or five um uh ideas requests that we got either from board office or divisions and but again if we put it all of them then it creates this tension about local control
and LCFF discretionary funding for the board to decide how to allocate the resources or um asking for categoricals. Um LUSD was the one of the strongest champions in 2013 when it was adopted. Um so we are at this crossroads. Um and I can pro provide to you all even though
it's after the fact um that PowerPoint presentation that I had prepared for the Cal meeting where it talks about some of the uh um proposals for LCFF modifications that would allow the board to u further um uh inform uh where we want to stand on LCF moving forward. But it's something that we're also very much
looking at in Sacramento in our team because Sacramento legislators the um probably not the governor his last year in office but it's anticipated that the legislature will continue to talk about LCFF and what happens with it given that many of them were not in Sacramento in 2013.
>> Thank you Dr. Evas. Anyone else for tab one? Miss Newville. >> Thank you Martha uh for putting this together. obvious um a lot of advocacy for 2026. Wanted to just um clarify or elaborate on what is meant on the investments in
safer streets within our local priority agenda because it wasn't really clear and I know um we have the crossing guards in there and whether or not that is back in the city budget or if that's something that is part of this advocacy. >> Great. Thank you. So, when we talk about
safer streets, uh it's a combination of not just uh so you have crossing guards, but then there's also the traffic improvements. Sometimes there's uh one-time uh city of LA or other jurisdictions that have onetime traffic improvements. Um they might add um speed bumps, they might add ballards, um quick
design build projects where it's a one-time cost, but they still help slowing down traffic. So, safer streets was part of that. Um but the other piece that also within the uh positive school climate and safe routes to and from schools, uh we continue to hear concerns from schools and principles around um
homeless encampments next to schools. That challenge it creates for some communities where students have to walk um on the street. Therefore, it creates some safety challenge as they get to and from school. So that was um trying to capture a lot of broader uh areas without being too specific. Um, but let
me know if you have more feedback or questions how we can better um explain that. >> Great. That that helps a lot. And then with the crossing guards, I know that was a an area that we had to advocate for with the city. Is that something that's back in the city budget ongoing or is that going to be an annual?
>> So, thank you for the question. It's um just like we have our own annual budget that the board has to approve, the city council also has to approve the annual budget that the mayor presents. Um we plan to uh uh write a letter uh OGR will be writing a letter in January to um send to the mayor and the uh city
council um that would outline crossing guards. Um but the the mayor would have to um decide whether to uh keep the funding at the current amount. Um there possibly could be higher costs due to staffing related costs that the city has for their crossing guard guards. Um so
they would either have to augment the program, keep it where they are, maintain the funding level. Um the other option might be reducing it. Uh but we intend to include this as a priority in our letter to the city council along with the community school parks and other areas that require city um funding investments to our schools.
>> Appreciate that. And then last thing, and I know it I'm not sure if it was captured or not, but when we talk about enrollment versus ADA, is that something that we'll continue to keep on our agenda? Is it embedded in here and we
just can't see where it is? because I know that's something that we've often talked about advocating for. >> Yes. Um so we um we sponsored a bill SB98 two years ago um that required the LAO to come up with the analysis about what would it take the state to get to enrollment based funding looking not
just at the cost but also um what would be the pathway to get there um what would be the options for LCFF because LCFF is based on attendance not enrollment that reports coming out from the LAO either in uh this month in December or January um depending on what
the um the cost the recommendations what it indicates uh will be taking it that into our um our advocacy and as I recall the advocacy at uh the guiding principal priority the longer document I want to say that we still have a reference there um yes we do on page two um it says here
we will continue to advocate for California to join most states in funding schools based on student enrollment rather than attendance which more accurately reflects a fixed cost for serving students >> thank you >> Kelly go ahead Please. >> Uh, well, first I just wanted to quickly
circle back on Dr. Reebus's amendment. Is there a motion on the table for that? >> So, yeah, Dr. Rivas moved uh to add the following language to um to the bullet point to the Senate budget priorities. Secure ongoing dedicated state funding for community schools, including
protecting and expanding equity- based funding formulas and aligning education, health, and social service investments to enable braided funding models that sustainably support coordination staff, whole child services, and cross agency partnerships in high needs communities.
>> So, I'll second that. And now a vote. >> Oh yes, discussion on the amendment. >> Sorry, I just have one quick question because it sounds to me so would this be a categorical we're asking the state to set aside? Um because it sort of sounds like it's we're a little bit at odds trying to have less categorical. So I
guess I'm asking is the amendment asking for something like a categorical? Okay. Further discussion on the amendment that has has been seconded. >> Looks like no. All right. Uh, Miss Newell, how this is for the vote on the amendment?
>> Yes. >> Dr. Rivas, >> yes. >> Mr. Moan, >> yes. >> Miss Grigo, >> yes. >> Miss Gomez, >> yes. >> Miss Ortiz Franklin, >> no. >> Or President? >> Yes. >> All right, that's six eyes. And then I do have just a couple other
items to raise. First, thank you to um our Office of Government Relations for pulling this advocacy agenda together. And I I recognize it's a challenging time and it it's complicated because we have a lot of priorities, but we also want to ensure that we're advancing work on on the ones that are most important. Um and and it's a challenging
environment, especially at the federal level. Um I do want to briefly lift up a few immigration related priorities that are especially urgent for the communities I represent in the East San Fernando Valley. I I do note that immigration enforcement is referenced, but I don't I don't think it's specific enough. Um, as the board knows, uh,
obviously the the raids and attacks on our families are continuing to affect our students feeling safe coming to school, how our families are interacting with our school systems and continuity of learning um, for our students. Um, so two pieces that are important to me as we move forward on this one is ensuring
that as the state allocates funds to respond to the ICE rates, I want to ensure that school districts are eligible entities to receive those dollars so that we can provide wraparound services and supports, mental health supports, safer route to schools and and monitoring the safety around the
perimeters of our campuses um and other supports that we know are critical to responding to this crisis. The other area which is related to funding is state flexibility around ADA impacts that are directly tied to the raids and to the fears that our families are
feeling about engaging in schools, attending schools and and fulfilling their constitutional right to a public education. This is something I've brought up with legislators in individual conversations, but I hope as a district we can be advocating for um for no harm to be done to our school
district because of the impacts our families and communities are experiencing right now. Um and I hope that we can work with other urban districts on on solutions in this area as well. I have a couple other different items, but I don't know um Miss Alvarez if you have a >> comment. So happy to work with u Megan
on your team just to make sure that the language we refine it and add it on as um as intended here from what the board will be approving for any amendment on the ADA impacts to funding. We did have a reference in the advocacy agenda under the state budget priorities. Um it was
again we wanted to keep this at two pages not again a longer document like this but what we had here um which was in align with the intent that you just brought forth a priority. Um the fourth bullet on the state priority says respond to impacts due to immigration enforcement. Um we are working with
other urban districts um in the coming days. Um we'll be doing a joint advocacy letter to the legislature and the governor around budget priorities and the impacts to immigration is one of those areas. Um uh so so yes, this is consistent what we plan to already do.
Um I will say the governor did veto a bill this year AB 1348 that we supported that would have allowed um some uh uh through the J13 waiver process. Um it allows uh for when there's a material uh decrease in attendance, you can pursue a
waiver. Um the administration has indicated multiple times school districts already have a built-in hold harmless because LCFF is based on a one of three whatever is the highest either your current ADA um your last year's ADA
or the average of three the last three fiscal years. So in essence if our ADA was higher last year um because we had maybe not as much impacted attendance then we would get funded under LCFF based on last year's ADA. So the state um has a position that as of now they
don't anticipate that there would be significant funding reduction. Uh but we are promoting the the data that we have from the last couple of weeks that indicates um even for newcomer students the impacts that of less kids that we anticipated. So what you indicated is very much align with what we've already been working on um and will continue to
do so. >> Okay. Yeah. I hope I mean I I know that we are we are doing a lot on this front. Um I think to the point of there's a built-in hold harmless. the presidential term is four years. So, we can anticipate we will feel those impacts. Um, and I just want to ensure that as we're trying to mitigate those, we're
not then also losing resources because our students are too afraid to come to school. Um, and then two separate items. Um, in 2021, the board passed a resolution clean, safe, sanitary schools for all that called for increased dedicated and consistent funding to maintain the staffing level levels
necessary to keep our campuses clean. Um, I hope that we can ensure that we are continuing to advocate for that funding as part of our overall priorities to ensure we can meet the minimum cleanliness standard. Um, and then finally, um, greening is a priority
for me and as we are investing in new green spaces on our campuses, it's essential that we have the ability to keep those spaces green and thriving in years to come. So, I would like to see us work to incorporate maintenance of our landscapes, our green schoolyards
into the routine restricted maintenance funding from the state. It's my understanding that that funding right now cannot be used for maintaining green spaces, which in my view is an outdated reading and in dire need of updating. So, I I hope that we can pursue that change. >> Thank you. Um, and then I just have one
really small amendment to the document um, on the federal level to just include a reference to our staff, our our immigrant staff because we we know it's not just about protecting our immigrant students and families, but also finding pathways and opportunities to protect our immigrant staff um, as well. So I
would just uh move to amend the second bullet under federal to restate it as immigrant students, staff and families. >> Thank you. >> And I'll second that.
>> Thank you. >> All right, let's vote on that amendment. Um changing the second bullet under to immigrant staff and students. No, I'm sorry. Could you restate it? >> Students, >> students, staff, and families. Uh, Miss Newell, >> yes.
>> Dr. Rivas, >> yes. >> Mr. Meloy, >> yes. >> Miss Grigo, >> yes. >> Miss KZ, >> yes. >> Miss Ortiz Franklin, >> yes. >> Uh, board president, >> yes. >> Okay. Seven eyes, >> Miss Grigel. >> Yes. Thank you.
So, I'm glad to see some of the priorities that I've been advocating for. Special education, um, the whole child, supporting the whole child, and safety. So, I'm glad that you have
included that. I'm wondering, can you detail how you're going to what what kind of work is going to happen in order to one support um or advocate for special education? What is that going to look like? >> Great. Okay, I'll take the first
question. So, um you mentioned beforehand that you haven't seen any materials, but I'd be happy to follow up with your staff. Um we uh so at the national level um knowing that this would be the 50th anniversary of IDA formed the passage um from the congressional a action we um led um last
summer uh webinar across the country with legislative staff from congressional offices in other um school districts across the country. We did this webinar with San Diego Unified and we have I believe a recording that we can provide to you. Um that was an opportunity for us to be able to highlight our programs. We had Tony
Aguilar from LUSD who was our our spokesperson on the issue and the needs for for our students. We also have led and I can follow up with you and provide that to your staff um a coalition letter of over 3,000 signitories um that we were able to get from across California
other school districts and across the country. Um so those are just two examples that we've done in the last year. Um I will mention as part of the council great city schools since we're part of the national consortium of urban districts um 78 or so across the country when we had brought up um special
education funding as a priority as part of the council advocacy areas um what they have shared with us um the council has focused mostly on title one funding um because as an urban districts um districts um get more fun the most
funding for lower income students um than for for this uh pot of funding for special education. Um so we've been trying to even get the council to uh rep prioritize special education and not see it as an eitheror but as a both that we need funding both title one and special
education. Um it should be a bipartisan issue. Uh we have tried to engage other Republican offices across the country um that challenges our LA delegation um are in the minority party. Um therefore their um efforts on this topic uh would
not be as influential as we would want them to be. Um but we know this is again a should be a bipartisan issue. Um Republicans as you know control Congress. Um the president uh as president Carval already mentioned uh wants to move over IDA to uh HHS. Um so
there's a lot of challenges at the federal level. Um that is not because of lack of trying on our effort uh but is just the fact that uh Congress is not appropriating the funding that they should be doing for this purpose. And how are parents engaged in this advocacy? Parents and families of students.
>> So we have done a toolkit and again we can provide to you. Um we have worked with Antonio Placencia and their team u in translated documents. Uh and again we have this available um English and Spanish. Um we have done sample social media tweets samples letters of support
call to action. Um and again we have a toolkit that we have used on IDA. Um I have also engaged with the CAC committee in the past. Um they have a legislative committee. So every month they've asked me to provide updates. Um now it's mostly written updates about what's
happening. Um they're mostly interested at the state level any new legislation or funding from Sacramento. Uh but working with the um special education division who over help with the CAC. My office is supporting um in making sure that the parents are engaged whenever possible.
>> Is there any work uh being done with labor partners? I know that several years ago UTLA tried to launch a campaign to fulfill the promise. >> I don't know what happened to that campaign, but is there any effort to work with labor partners on this? >> Yes, we we can definitely revisit
working with the labor groups. Um, you know, I support our advocacy leader advocacy efforts. Um, I know the CTA staff in Sacramento. Um, I also have spoken and met with uh Julie uh Vanrinkle um and uh Cheryl uh Kristen Murphy has been part of some of those
conversations knowing that there's advocacy that we can do jointly at the state level. So yes, we can revisit that. >> Yeah, I mean I think historically we've seen that change happens, legal change happens when it's both uh groups working together, right? There's the folks who
are lobbying legislators, but then there's also a movement on the ground, grassroots movement on the ground that together they push and then that's how change happens. But what I'm hearing, and I I understand that's your job is in governmental relations, not as a
community organizer, but I'm feeling like we need to do both if we're going to make any change around special education. And there is definitely a very big interest among families and parents. And I think we just need to if
I we're leaders in this. We're leaders across the country in many different areas. And I think we should step up and become leaders in getting the funding for special education. But I do think that um you know while your work is is
pushing some some legislators and trying to affect change, I do think we need the grassroots movement of parents to also push along. And so I would like to see in our um legislative plans some form of
community organizing aspect of it and some collaboration with community- based organizations that are doing this kind of work already. So that that's the only way we're going to achieve because like you said even associations that work with schools are not seeing it
as a priority. Right. So the council of of great schools is not seeing it as a top priority. And so the only way it's going to get there is when there's a push from as many entities and folks as possible. So I would like to see that because the same thing with supporting
the whole child. I see a lot of great things in here, but I don't know how we're going to accomplish these things. I don't know what the plan is for these things, and that worries me because a lot of these things are all part of my priority. supporting community schools,
LGBTQ plus students, safe schools, mental health. Um, they're my priorities because that's what the community has been prioritizing and has been asking for advocacy. So, I I'm excited to see it in this report, but I also want to
see some form of plan. And I don't know if that's something that comes after um because I would um uh would like to see some more details in that aspect. The the strategies, the tactics, what are we going to do to make this
happen to make it a reality? Um and then I I have some questions around the um compacts, the education compacts. I'm glad to see it here, but um I want to know like
what exactly is going to change? How are we going to improve how these compacts are implemented? my district includes a lot of municipalities that have entered into these compacts and the feedback I'm getting from from um electeds is that
there is still uh not opening the doors for them to be able to offer some services, city services to the families at our schools. that there's still some doors being closed and they the compacts
are not supporting uh any relationship building between the city and and the school community. So, how are how is that going to change? >> Well, thank you for the lifting up the priority and the question. Um education compacts, as a board member knows, we
have 10 of them to date uh with the goal of hopefully getting two more by 2026 and June 2026. um the education compacts uh they are not um uh taking away from district policies and what by what I mean by that as an example I'm aware of the cities
that you you represent um and some of them Southgate Huntington Park uh even recently Maywood um they uh continue to face challenges with acting our school facilities either they themselves or sporting um associations AYSO there's the Aztecs so we know that who the
groups are the We unfortunately um our office has not rewrite the policies for access to facilities. I know there's a resolution that the board approved in November with the goal of um streamlining and assessing thirdparty use. Um I just met with Mark Borrison last week um to talk about some of those
cities that you referenced in your from your area um that they are disappointed with the the process that we have in place. Um so even though we're advocating externally, my office is also the leazison with our offices who are the ones who are overseeing those
district policies um to ensure that we can be better partners. Um but but in short um those policies um are outside of the governmental relations uh day-to-day work. Um they're district-wide policies that the board um and administration um you know are going
to be revisiting uh given the the action the board took last month. Um so I am hopeful working with the facilities department as an example and one of those examples that keeps coming up as an area of concern from the cities um that this will be something that can be uh improved in 2026. Um I have standing
meetings with the city managers um for the cities. Um we have had family academy segments the first time that we've done it um since we've had the compacts. Uh we have had several of cities here and and happy to provide the schedule of the ones that coming in 2026. but it's been an opportunity for
the city council members, mayor andor city manager and staff uh to present to our families um what services they provide for families. Um so if you have specific um uh feedback or concerns from council members, I'd love to learn more about, you know, what those concerns are um because there might be a discrepancy
between what I'm hearing from the city manager and their staff. >> Yeah. I mean, it's as simple as can we give flyers about something that we're doing in our city for free for the families. It's that simple. and they're not allowed to do that. >> So we so so thank you and happy to
follow up with you and your staff to see which cities we can better um clarify the policy. We clarify with the operations team who are oftentimes that once closer to schools doing the day-to-day work um that there's no disclaimer language that needs to be added to the uh flyers. Uh principles
are authorized to submit um you know anything to their families. Um so we provide clarification in writing to the principles and we can share with you that language as well. Um do you also serve as a liaison to our um our departments that set policy around
campus use or access to campus? Are you the intermediary between the city and our district? >> Yes. >> So if a city is having some trouble accessing or they should call your office. >> Yes. And and for example, there's been times when some of the board officers
here have uh informed me when the city asked for a permit for a event, let's say three weeks from now, and they have yet to hear back on the permit where the status is has it been approved, my office gets oftentimes tagged to make sure that it gets expedited and can be resolved in a in an appropriate manner.
But yes, for any of you, if you come across concerns, u I've gotten again requests about crossing guards, a different number of issues. My office is a lay on to our city um counterparts but also internally with our district um divisions and departments. >> Okay. And then do you also meet with
electeds or just with the city managers? >> So um I have met with uh the mayor vice mayors at some of the cities but not with because of the brown act limitations. What I've been doing instead my staff and I we've been going to the council meetings and actually um providing an update at one other council
meetings. Um for example, city of Carson, I was there in November. um thinking about Maywood. I think I was there in October. I'll be going to Kadi in January. But as an opportunity for all of the council members to hear the same information, uh myself and I've been going in person to provide updates
or share information. >> Okay. Yeah, I would appreciate that. And some advocacy too, um to our you know, bring back the information to our departments that set them that uh implement these policies. Uh because there seems to be um as much as we are
excited to hear that these compacts exist, when I bring them up to folks, it doesn't seem they're just like, yeah, they they're not really doing a whole lot. So, um I would want something to be more um substant substantial.
Okay. And then um the other thing, let's see here. Um, well, no, that's I think that's it. I just um again, thank you for all this. I want to comment also um Kelly brought up our employees who might need some
immigration support. I know that in uh West Contraosta County, the teachers went on strike and they came back. um they they settled their strike and they had language in their um contract that they won that would uh support
international educators. And so I think that could be something that we could advocate for funding for uh supporting any educator who might need the um um to to renew their papers
uh their H-1B visa holders who might be eligible for permanent residency. I understand that cost has gone up to $100,000 and that's going to create a hardship for districts. So if you can look more into that. That would
be appreciative. Thank you. >> Anyone else? >> Okay. Thank you, Mr. McClean. >> Well, may I have a motion and a second on the um been amended uh three times. So, a motion and second on the underlying motion.
>> Move it. >> Moved by Mr. Smurlson. >> Second. >> Seconded by Miss Newell. All right. Miss Newell. >> Yes. >> Dr. Rivas. Yes, >> Mr. Melvinne. >> Yes, >> Miss Grigo. >> Yes, >> Miss Gomez.
Miss Ortiz Franklin. >> Yes. >> Board President Schmurson. >> Yes. >> Okay, then six eyes. Um, returning to the consent calendar. Uh, Miss Greg, may I have your vote on the consent calendar?
>> Yes. And I'd like to be added as a co-sponsor to the Martin Luther King. Um, >> Got it. So that's tab 27. I make a note >> and to the black Oh, the black history month. >> That's just that's just for >> Thank you. >> notice. So that will be next month. And
let's see, Miss Gomez, on the consent calendar, how do you vote? >> I vote yes. >> Yes. And Miss Ortiz Franklin on the consent calendar. >> Yes. >> All right. Thank you. And Miss Gonz, we're going to circle
back to you for your vote on tab one, please. >> Yes. That's a yes. All right, moving right along. Um, on tab 32 is not for action, but we have some uh public speakers that we should take so we can dispatch with that
item. Uh, Thalia Carmona, are you here? Uh, Marty Reic, not online or in person. Marty Reick. >> Oh, come on down. Oh. And then after Marty Reic is is David
Tokovski. >> Okay, >> hold on, Mr. Tokovski. There's there's a person ahead of you. And while we are before we do the public comment, I will read the public statement. I mean the public hearing statement. Reference is made to board of
education report number 051-25/26 dated November 18th, 2025. The governing board of the Los Angeles Unified School District adopted the resolution of intention to dedicate corner ramp easement at Porter Ranch Community School. The board has fixed this meeting as a time and place for the public
hearing upon the question of such dedication. An opportunity is now given to anyone present to file with the board petitions protesting the proposed dedication signed by at least 10% of the qualified electors of the district as shown by the affidavit on one of the petitioners. This is the public hearing.
There are 15 open slots. And now on to Marty Reic. Please go ahead. >> Okay. Um hello, my name is Marty Reick. I am a senior core parent leader at Kadre. I am a community member in the US
school district region sun south board district 7. I am a grandparent and I have four kids and three grandchildren that went through the LA Unified School District. When there are students conflicts such as bullying, police
should not be involved. Instead, parents and all the people involved should come together to discuss how to address the bullying. School staff need to connect and build positive relationships with the family and the community members of
the school. Schools need to keep parents up to date and inform parents about what is going on in the classroom and on the school campus so that they do not hear it from their children that there was a fight and and that a police officer took
a student. After years of organizing, students, parents, and community organizations helped pass PBIS in 2007 and put an end to suspensions for willful defiance.
But why is PBIS not occurring? Cadre parents keep coming year after year telling you all about PBSS and how it's not happening and how is it does
not seem to be happening. Are you hearing us? Because I am getting the impression that you aren't. You're going to get tired of us. So I think you got to get to work and ensure the PBIS is
happening in all our schools. We're not going anywhere. >> Thank you for your time. >> Uh let's see. David Tokovski, I see you're here. Come on down. You have two minutes to speak once you begin. This is
as to item 32, the tab 32 on the easement. Uh yes, I essentially support the easement, but I do call upon uh the board, the superintendent, and the inspector general's office to investigate uh what I believe is an
incorrect uh allocation of fees from the Porter Ranch development. As we know, uh Mr. Mr. Schmurson knows we did not build enough seats in the area because somehow there was an underestimation of the number of houses. Each house as the ones
being built by Hillrest developer now at 4,000 square feet per house would be $20,000 per house to the school district under impact and development fees. Worse than the lack of collection of the fees uh in the appropriate amount is the
dedication of land. The city of Los Angeles received, I believe, over a hundred acres of parkland, Mr. Meline, working with the city, and the school district received four or six acres for an inadequate K through8 school. That means somehow a previous board or board
member signs something that uh is mentioned in this document as a July 23rd 2009 uh agreement that needs to be looked at as to what dedication of land was given to the district uh based upon what estimation of students. So it is
both the the um dedication of insufficient land and it is the incorrect uh uh collection of fees from both Hillrest Toll Brothers and perhaps many other developers who separated the development as the developers often do into stages of development. So they say
in phase one we only have this many children but they don't tell you about phase two, phase three, phase four and phase five of the development. So rather than oppose a tiny easement, this gives us an entry into perhaps something that would be revenue for the district if in
fact uh uh it it's incorrect. And secondly, as Mr. Melvoy strives to go to 100 or a thousand locations, here's a case study where the city under the councilman in that area received a 10 times the amount of land as the school district got. Thank you very much.
>> Thank you for your time. I have Falia Carmona listed as a callin. Are you in the room? Uh, Thalia Carmona? No. And let's see. Uh, Anton Ranken, you're listed as calling in remotely. Are you in the room? Not here. Okay. So, that concludes uh public comment for item 32,
which is a public which is a public hearing. Um, but not for action. >> Did someone say someone is here to speak to tab 32, the easement? Okay. So, I'm going to take a caller who just called in at the last second,
Isabelle Gonzalez for tab one. Isabelle Gonzalez, please press star six to unmute yourself. And you'll have two minutes to speak once you begin. Miss Gonzalez is going to speak in Spanish. So, if you'd like to hear what she's saying in English, please put your hands up for the translation headsets. Okay. So, this is
>> Are you ready? >> This is Gracias. >> Gracias. >> Thank you. >> Thank you. I'm here for the financial in audio from Los Angeles of the pol the policies that they've doing for the
school for them to be safe places and legislatively for the learning for the learn for secure learning what security for you
inable inaudiable for your agendas >> or for the students inaudible Who is it you're trying to protect? >> Has the school violence reduced? We have more students.
Have you heard the voice of the parents, students and personnel? In what way have you heard these last couple of years these programs at every workshop being honest and transparent to be able
to show to the parents the funds where the funds are coming from and what they're used in every dollar and which way is it used especially above all what are the results of all these also there is less violence
is there less school violence per year in audio are the students are the most prepared compared to the rest of the world? No, of course not. We going to need police at school to be able to protect our students and our staff at school. We want
to have a quality education. We want transparency of all the funds that LUSD have, Miss Grigo, Mr. Gomez, Reema, Mr. All the agendas that you have to be able to apply into the schools. We do not accept them. We do not accept them
in audio. That's why children leave the schools every day. The children are vulnerable at school. Why are you saying that you're going to protect the funds for special education, Miss Miss Ggo, yet when clearly there is no reduction over
special education? >> Appreciate it. Thank you. Sorry. >> I'm a black father from South LA, a senior core prayer and uh I'm speaking from a black and brown family.
I came I came up through the school of prison pipeline. I know the sound. I know the look. I know the damage and now I'm watching straight at it happening again for my son.
My son was called into the office and they had the police there. They did not call me. They did not implement PBIS. They didn't
call the teacher or anyone. And when I when he got there, the police was there and they didn't practice PBIS. So the reason for my call is that wasn't right. They should have
called me. They should have told me what was going on before calling the police. So my son had to look into the police face thinking that this was going to happen the rest of his life. mind was
only in the second grade at that and why would they call it police? So, uh, community based safety must be real standard, real accomplished
and put pray and put parents in real places where he should be. Uh, this is not a request. This is not a question. This is a demand from black and brown parents living in South LA. Thank you
for letting me share. Thank you for your time. That concludes the public commenters on tab 32. Let us now go to tabu uh 17. There were questions and comments. Uh Miss Gomez and Miss Grigo
17. Then there's no public comment. The board can feel free to move it and second it and go forward with discussion. >> I'll move it. >> Second. Um, I had a couple of questions, but I spoke to board member Gonus and she was able to answer them for me, so I don't
need to ask anything. >> Thanks, board member Grigo. Um, and I'll just take this opportunity to appreciate the leadership of San Frernando Middle School and the San Frernando Institute for Applied Media along with Region North who are here um for their collaboration and work to bring this forward. It has been several years in
coming. Um, but this is more than just a a consolidation. It's about a school transformation and a new vision for a middle school that offers our families a highquality, appealing, enriching middle school program in our community in the city of San Fernando, including our dual
language programs, a culinary program, as well as CTE, farm-totable initiatives. So, I'm really excited about um the work beyond this to create a great middle school for our students and families in the northeast San Frernando Valley. And um I would just
want to specifically recognize principal Pearl Arondo who is our principal at San Frernando Middle and alum of S of San Fernando Middle, former principal of SFIM. Um who has just done an incredible job at the school and we're so grateful for your leadership. >> Sorry, just a quick question. When did
the conversations first start? How many years has it been? >> And the reason I asked is because we have a part of our fiscal stabilization plan, a vision to consolidate additional schools. And so it's helpful to know when it's actually happening in our own district, like how long it's been so we
can see how long it will take us. >> Well, we initially started these conversations when I um transferred over to San Frernando Middle School to help stabilize the school. >> And what's what year was that? >> That was two years ago. >> 23 24. Yeah. So I came in the spring and
then because I was already on the campus part of SFIM. >> Okay. So two to three years. Yeah. >> Okay. That's helpful. Thank you. Hey, Miss Grigo. >> Um, do you think um so this was a campus these were two campuses on one site,
right? Is that two schools on one site? >> I I was at a school that was like that and it was consolidated as well. So do you think that eased situations and what are some benefits that you this particular consolidation is getting? Well, I think one of the benefits of
this consolidation is really the fact that I've been there um from the very beginning. So, I helped create SFIM back in 2010 and the vision for that was the entire school. We were part of public school choice 1.0. Um and so an unintended consequence was when we only
got a piece of it. And so what we ended up creating was the have and the have nots. And so I think now this is really an opportunity for us to to fix that and to really provide an education for all of our students and not just some of them. Um and being there being able to
see the two different sides and the discrepancies. It's hard. It's hard to see that and it's a tough it's a tough collaboration. And then some of the concerns that came up at the consolidation that I was a part of was that all teachers all had to
reapply and that in fact even the principal had to reapply. Everybody had to reapply and there weren't any other than that there weren't you know any changes. So what are what is it like at your in your consolidation? >> No. So no one is reapplying. So, um the
the the goal was that everyone is staying for the the next year. Um at least uh hopefully two, but we're everyone is staying. There's no there's no reapplying for anyone and there's supposed to be no displacements. And I guess I'll just add I think the
stability is really important because it's about maintaining those relationships. The Northeast Valley is a place where like community matters a lot. And so I think we are all committed to ensuring that that connectedness continues while also ensuring that the programs and resources are there for all of our students on that site.
>> Absolutely. >> Okay. Anyone else? Okay. Mr. McClean. >> Okay. On tab 17 already moved and seconded. Uh Miss Newell. >> Yes. >> Dr. Rivas, >> yes. >> Mr. Melvin, >> yes. >> Mr. Grigo, >> yes. >> Miss Gomez,
>> yes. >> Mr. Franklin, yes. Or President, >> yes. That is seven eyes. 17. Okay. Uh tab six, uh approval of non-formmula grant agreements,
ratification of delegated authority. Um uh Miss Newell and Miss Grigo, I believe you have questions on this. This is tab six. We have no public comment on the item. Approval of nonformmula grant agreements ratification of delegated authority. My
notes have question >> miss new bill and miss grigo. >> I'll add you Dr. Rivas. >> Dr. Rivas. Who's that? >> It's a Grigo. >> Oh, okay. Miss Grigo. >> Um, so who will respond to these
questions? Oh, grants. Okay. Approval of non-formmula grant agreements. So, yeah, it's okay. So, um these are grants that schools apply for and they they receive, right? They're they're granted these and the money goes to the
district and then the district disperses the money. Is that what happens? Although it's thank thank you for the clarification. It's a combination of both. So that under the new office of grants administration, this is the first time um that we're pro processing grants uh to come for the board for ratification. Um previously uh it was a
hodge podge. Sometimes the board would uh be approving them or sometimes school we did not have any uh perhaps as much oversight over what schools um were applying for grants. So under this new structure, uh we plan to come to the board, both with district level grants and school level grants that they
applied for. Um this first item, it's the first time that we're bringing all of them at once to the board and that's why you see a lot of individual school level grants. Um there's two main batches. Um there's 83 grants for school level um out of 93 total. Um there's one
that's 45 schools and one that's 30 different grants. Uh 30 different schools, a total of um roughly um 75. Um those were applied by schools. Um as we understand from our some of our division staff from uh CTE link learning and others um they did webinars with schools
um again prior to this year when they applied for the funding and some schools chose to apply and that's what you're seeing here today. But this report also includes 10 grants that divisions uh received that either the division applied for the funding or the LA Education Foundation gave the money to
the school district as a pass through. And so we're receiving the funding from the foundation and my office is helping to um process those grant agreements. >> And what is the role of the district in terms of uh directives as to how the school can spend the grant money? If they applied for it, they wrote the
plan, it was approved, it was granted, then is there a role that the district plays? So, so we play a role in one um the superintendent or their designate by the state of California, they're the only authorized individual to sign the grant agreements. So, for many of them
are coming from the state of California to the department of education. The grant agreement, it literally says their superintendent or designate. It does not have the principal's name to sign. Um as I understand from our office of general counsel, it is the u under California public contracting law. it is the chief
official that in this case the superintendent or the designate that would be responsible for signing the grants. So our office is getting um information from the schools so we can process making sure that there's no um new staffing that's being hired with one-time money. Um we are also helping
advise our fiscal team uh once the grant agreement has been signed. So the fiscal team can then set up the accounting codes and then when the school is spending on the money then the fiscal team can draw down the money from that particular accounting um number. Um so so our role is ensuring that once the
grant agreement is received we sign it. Um the fiscal team then we let them know that grant agreement has been signed and then they will be the ones setting up the accounts. Um and then the the school level because they applied for the money, it would be there within the uh construct of the application that they would be able to uh use those funds for
those purposes. >> So whatever purposes they applied for, they'll be able to use it. What if there is a grant that does call for a a short-term hiring of someone? >> So this are uh sort of the sort of it's a great question because we're at this juncture where these grants were prior
to the new office being set up. So at this point we're processing the money as if we had had eyes on what schools were applying for. Moving forward uh we have trained um regions principles um different divisions of work schools directly so that in the future schools
have the authority to apply for grants up to $25,000 without getting any any information um uh or review from my office from the grants office. um once they receive a grant, then they would need to notify us so then we can help um get the agreement
signed. If the um a school is pursuing a grant that requires new staffing um or additional staffing, we're asking for additional review um from our fiscal team um especially if there's any matching grant requirements because we don't want to be setting up the district for paying for matching grant
requirements for new staff um with one-time grant funds. And so so we're having more diligence moving forward with any new grants that the schools want to pursue. Um so far we have not come across any schools that have at least informed us of their intent to
hire new people with one-time money. But what we have what you have before you today is grants that were applied to prior to November 2025. Um and again just to underscore it is our intent that moving forward principles understand
that there's an expectation that uh they need to have a consultation um if it requires matching grant requirements or new staffing. We have not come across that but if we will if we do um then we'll need to reassess what advice we can provide to principles about um you know whether they should still apply and
pursue for that grant since there's no money intended for new staff. And is your office supporting schools in writing grants if a school's interested in pursuing a grant? >> So at this time um the grants office has one individual um one member of my team
for the grants office. Um so unfortunately at this time we do not have the capacity to support individual schools with writing applications um where we have lent some support again um depending on the staff capacity. Uh we have helped um at times reviewing the eligibility for an application. Uh we've
had only a few schools that have reached out to us in the last few two months, three months of being in existence where they've asked, can you help us interpret this eligibility? Are we eligible for it? Um but so far, uh we don't have the capacity to support individual schools. um the grants office. Um I will say for
the time being until there's additional support um from other divisions who do have grant staff um we intend to one um focus on division level district-wide grants that we can pursue. So multi-million dollar grants, those that have the bigger bang for the buck. Um so
far we have applied to over a dozen grants in the past several months. We have not yet heard back from those grants the the outcome of them. Um and then we'll help process the smaller grants from school sites. Um but again at this point um unfortunately we don't have the staffing capacity to be able to
do one-on-one support for the 1000 schools that we have. >> All right. Thank you. >> Anyone else? Dr. Rivas. >> Um but we do have an office of grants administration though. Was that person that is within your office and it's just one person?
>> One person and then a portion of my time of reviewing and supporting as need be. Yes. >> Okay. Well, we need more because this is an office that we are all hoping and and counting on to bring more revenue into our district. I mean, we're looking
already right at the first interim that it's and the budget meetings that we've have we've um been presented with is, you know, there's not enough money and we need to bring in revenue and this is the office that's bringing it. Um, and it's only one person that's that's that's not acceptable. So I would love
to know what for the for district leadership of a plan of bringing more um staff to bring more money particularly from grants. >> To clarify we there are current grant staff in other divisions uh who are not within the purview of the office of grant administration. So they do not
report to me. They're not part of the grants dayto-day work. Um but for example there are divisions um like uh NCT link learning they have experts who have been supporting with applications of grants um and now that I think about we do have one grant that we finally
received um uh uh we'll pro to the board at the next um at the next meeting but um it was in that particular grant it was CTE grant staff that applied for the for the grant itself they wrote the grant um so we are leveraging expertise
in other divisions um its For example, we've been in discussions with them. There's a grant that we'll be pursuing in the next six months um that would support with the districtwide uh digital digital literacy grant districtwide implementation. So, working with it as they have staff who have uh grant
experience um so they are staffed elsewhere, but the overall administration of this work um and support for the individual schools is something that we'll hopefully be able to enhance in the future. >> Well, we definitely need to enhance it. It just seems that it's the focus on grants is decentralized and I understand
each department um knows exactly where to apply and and um has the information, but I think we need to have more of a um a centralized focus or communication. So, I would love to know um more learn more about that plan to um bring broader
communication into all of the grants. Um, and I I mean I still feel like you definitely need um at least one or two more staff members in your office to um to work in that um in that office within your your division. Um okay, but that
wasn't my question. Um I I wanted to I I don't know if this is necessarily for you um Miss Alvarez, but um well, first of all, I'm glad that all of these grants are addressing a lot of the needs within our district. um particularly in you know mental health
and support for unhoused youth and just a lot of academic programs. Um so I'm very grateful and particularly all the funds that are going into board district 2 from Franklin Belmont Contas and Wilson High School just to name a few.
But um my question is on in regarding to the um I'm sorry let me get to my slide my notes. Okay. Um it's on the um I don't know how you pronounce it. The tupi yes
>> the tupi grant. Um, so I'm excited to I'm I'm glad that they're having some funds to address um the vaping and other substance abuse among our students that has become very serious and growing um concern. Um so I'm wondering what is the
over this is one grant but what is the overall proactive plan from the district to address um vaping um and other substance abuse in our schools? Um, and I raise this because not only has it been a concern with me since I first
started um, representing board district 2 as a board member, but also I'm receiving, you know, and having conversations with particularly our students and our youth in regards to this. Um, just one of, you know, one of
I have two emails that I just have here from our students in regards to this. Um, and these are from students who are having who have grave concerns of seeing their own peers um, vaping. They're describing the bathrooms as a chimney as
they go in and not wanting to use the restrooms because of this use. So, I have a student from um, Mendes High School, another student from Franklin High School who have been just raising concerns and I say these are just two students of many, but this is a big
concern. So I wanted to know apart from this grant what other efforts are we doing proactively to address this issue in middle schools and high schools. >> Thank you Dr. Rivas for the question and chief of school operations. I will provide a more comprehensive update in writing but in summary we're looking at a few different things. One obviously is
under the opaces of education looking at the every school safe blueprint for success providing resources to families uh to students and to employees around the topic and the delletterious nature of vaping. there's this belief somehow that because it's out of this little thing, it's not as harmful as a
cigarette uh before in past times. That's one. We also have been conducting, and I don't want to oversell this, we have been conducting a pilot program at two of our middle schools in terms of vape detection. It proves very
challenging because basically the way it works is essentially it's it's a it's a smoke detector that then sends a notification to an administrator to go and address it. In many cases, what we're finding and we're finding similar practices in other school districts. By the time the administrator gets to the
bathroom, the individual or individuals who are engaging in the vaping are long gone. So, we're trying to solve for that. It's primarily a staffing piece, but that is something that we're looking at. But like I said, we will provide a more comprehensive uh summary update for you. >> Um
yes, and the other thing also is like if you have a a detector, students are very savvy in knowing how to disarm that detector. So that's another issue that um and I know this is a pilot program that started when >> about a year ago. Two, not this past
summer, the summer before. >> It was two years. Yes. Okay. um but it's actly having happening now. So I think we need to have >> um more of a a focused effort on this and like I said I'm hearing this from
students themselves who are concerned because you know they're going my son has also brought it up to my attention >> um and so this is something that has been on my mind but I I I want us to do something a bit more proactive and bringing in additional funds but I think
I mean there's there's a lot of ways that we can address this and I want >> you can count on an update by January by January. Okay. Thank you. >> Thank you. >> That's all for me. >> Anyone else? Mr. Melvin, did you say
>> Oh, Miss Newell, sorry. >> It's okay. Um just as we were clarifying the differences between our grant um I guess there's an office or a director in partnership in grants and then there's your office where has the individual and
so they're doing two separate type of grants correct? >> Yes. >> And so when a grant comes to a school or a school stumbles on a grant exactly who should they connect or tap into? >> They always go through the office of grant administration. The program
manager is his name is Michael Coup and then also my email can be used martha.lare1usd.net. Um and I can tap into Michael from the grants office from my team. Um the role that you mentioned the director of partnerships that that individual um is
working exclusively on one uh districtwide initiative um the iDream labs. Um so their work stream is focused on that initiative as opposed to our grants office is doing district-wide grants um not only administration but also again apply pursuing grants
coordinating um I cannot tell you enough examples about uh through this new grant office even though small and mighty with a lot of goals for what we can accomplish for the district um we've been able to um better coordinate with divisions who are thinking about applying the same grant and just bringing it forward to make sure that we
don't um undermine each other efforts. if people are applying separately. So, so they're different individuals with different responsibilities, but they should be coming through the grants office. Myself or Michael Coup KO. Got it. And then you said something
would come out to share with 25 grand or less, a school site would be able to apply for that grant once they've contacted your office. >> They can apply on their own. Um, we can provide if should the board be interested in seeing the board uh the revised bulletin um uh that was issued
just in in uh early November. Um schools can apply for grants uh under $25,000 without having to check in or consult with um the grants office. Um except when the grant that they're pursuing, let's say it's a $10,000 grant and it
requires um some sort of new staffing um level or matching grant contribution. um they need to contact our office just to ensure that that there's fiscal overview that that we're not committing the district or the school site to matching grants that we do not have allotted for that purpose um or that we're not
setting up a school hiring up individual with one-time money. So we they only need to contact us if it's under $25,000 if those two conditions are met. And then if if it's over $25,000, um then we would be looking supporting them with the application. Um just
making sure that we understand, uh what the money would be used for and then they can go ahead and apply. Got it. And then I know you mentioned some bigger things about the multi-million dollar grants that may come about cuz are though if school find those grants,
they direct straight to you as well. >> They they um so we have not had too much um outreach from schools yet. Um we have uh again we've trained went to the principles to every region in August uh to let them know about this new office. We followed up with the revised U
policies um the bulletin in early November um and then we're working closely with uh both um our deputy superintendent's office both of them um they have ongoing um engagement with the principles so the operations and instructional teams and so what we plan
to do is um there'll be a standing um item um through the platform where we'll be posting applications um should they be wanting to apply on their own um and then if they learn about an opportunity that they believe we should supporting or having a broader um engagement, then they can reach out to us. But so far, we
haven't heard too much from schools themselves about what they're coming across or what they're interested in. >> Got it. So, if they do, they'll reach out. And I'm saying this publicly because obviously, as mentioned already, we're in dire need of funding um and
from other sources outside of our own general fund. And so, if there's ways that we can capitalize on grants, um we definitely want to. And I agree that there has to be some increase to more than one person doing this for a district this size. And if it's
possible, you mentioned some other um grant experts throughout the district. Are they able to be a part of this bulletin to where I mean if there's if there was a need for oversight on writing a grant that they could be
tapped as far as an expertise if it's in the CTE realm? Yeah. So we we are working within the existing staff that there's across the district and different experts. We are working with them um to ensure in the submission of an application that the experts are able to help inform what
would the money be used for. Uh leveraging existing initiatives how we can um you know scale up something that we're already doing. Uh so we are working with them in partnership. Um the main difference is that those individuals they reside within the division of instruction within IT within
facilities um because they have the expertise that um requires the day-to-day implementation of the grant if the grant is received. Um for example, there's some district uh grant staff for Beyond the Bell. They support with actual oversight of day-to-day
operations of Beyond the Bell, but they're funded by a grant uh from the state of California or from the federal government. Um but uh thank you for the feedback and we'll continue to do our best to uh um it is my intent and my commitment to uh bring greater coherence and alignment to this work.
>> Yes. And I appreciate the, you know, obviously the attention that it's needed because it's been long overdue, I believe. And um obviously how we can streamline and get more support in that space and that we don't leave any money on the table because I would hate for someone to have an opportunity for a
grant and it's because we didn't have the capacity to be able to write a grant that we turned away, you know, valuable dollars that could have investment to our schools and students. So thank you, >> Mr. Melvo. >> Yeah, that was basically going to be my
question. I wasn't following this discussion as closely as I stepped out, but it's I guess the question, Miss Alvarez, is how do we just make sure that this process is supportive of schools seeking additional funding and not just an additional bottleneck that actually deters schools from seeking
that funding? I think that's kind of the question we're trying to get at. >> So, so thank you. Um, again, this office has been established for the last four months, officially established since the summertime. Um I will discuss further internally how can we better um ensure
that we're not do becoming a bottleneck. Um it is something that I know other board office have brought up in the recent board briefings. Um how do we also from an equity standpoint that we um ensure there's support for all schools who want to pursue a grant
because some schools may have more capacity or more knowledge of how to pursue a grant not others uh do that. Um so it is the intent with the updated information to the board um that discloses which um particular board districts which regions receive grants.
Um it is fascinating to see the um some of the trends already and this is the first time coming to the board. So thank you for that feedback and and we'll go back and see what else we can do. um in addition to doing a webinar for principles, you know, what how how can we um one idea that talking to Sarah Mooney and others from our office is is
um perhaps um pursuing district-wide grants where we allocate the money to schools instead of living leaving it up to the individual school site for them to apply directly. So, so we'll keep uh refining as need be. >> Got it. Appreciate that.
>> Anyone else? Mr. McClean. >> All right. May I have a mo move in a second? Moved by Miss Gomez. >> Second. >> Seconded by Dr. Rivas. Miss Newell. >> Yes. >> Dr. Rivas. Yes. >> Mr. Melbourne. >> Yes. >> M. Grigo. >> Yes. >> Miss Konz. >> Yes. >> Mr. Ortiz Franklin. Yes. >> For President Schmurson.
>> Yes. >> That's seven eyes. Curiously, we have to go back to four. I skipped it um by mistake. So, tab four, approval of routine personnel actions. May I have a move? >> Move. >> Moved by Miss Gomez. >> Seconded by Mr. Melvinne. And we have one question, I believe, uh from Mr. Melvin on this tab. Tabas tab four. Oh,
miss new bill. >> Tab four. >> Not sure. Just I needed clarification because I noticed that there was substitutes. Not sure who would Yeah. personnel. >> The question was on um substitute. There
was a column for substitutes and there was a a a line item for athletic assistance. And I wanted to know exactly what can you define what a substitute for an athletic assistant was. >> But uh we will get someone done. >> Thank you.
>> Is that it? Yes. >> That was the question. And then I mean just because there are subs document as far as rehires and are those subs coming from another position when we talk about special ed assistance there was quite a
large number and I don't know are those subs one and the same. That's why I needed clarification. They're one in the same group because they're new hires, then they're rehires, and then there's reassignments and trying to get an understanding of those
reassignments. Where are they coming from within that particular line item for our special ed assistance? So, that may be an assignment to a different school. Um,
I would need to look at the specifics of the the people, but let me get let me find someone from personnel commission to answer your questions. >> Thank you, Dr. Murphy. >> All right. So, it seems appropriate to wait until you have an answer to your
question to to vote on it. So, we can unless you want to abstain, wait. So, we'll come back to tab four. It's already been moved and seconded. So now on to tab seven. Community college grant 2.0 renewal to launch a new three-year cycle. Um may I have a motion
and a second? >> I'll move it. >> Moved by Miss Gomez. >> Second. >> Seconded by Mr. Smurlson. So this is tab 7 community college grant 2.0. And Miss Grigo, I believe you had a question on it. >> Yes. I just wanted to know um what were
some of the organization that that have received this grant and then also what are some of the activities that the kids do? Of course, uh, the organizations that receive the grants are all listed under the Office of Development and
Civic Engagement partner page, but um, I can tell you in rather than reading the list of them all, they do everything from social emotional learning, academic supports, sports, there's like a street soccer organization. Um, and they run
the gamut. They provide services off-campus after after school hours. So they're community organizations. >> I see. And then where did this uh idea come from? Is this new? I don't remember. I know there's a new This is the second round.
>> This is a second round. So this this started a few years back. Um it was approved. It was an idea that came from the board and it was, you know, something to get more connections between the organizations that were providing services in the
community um and relationships with our school district. and it's been working out really well. >> All right, that's it. Thank you. >> Sure. Anybody else? >> One more. Go ahead, Miss New Bill. >> Just when does the window open? >> The window as soon as we can get the RFP
out. Um that will be what? January. Yeah, >> January. >> And we'll give you information so that you can spread the word as well. >> Got it. Thanks. >> Yep. Thank you. >> Anyone else? Okay. >> All right. The vote on tab seven. Miss Newell. Yes,
>> Dr. Rivas. >> Yes, >> Mr. Melboy. >> Yes, >> Miss Grigo. >> Yes, >> Miss Gomez. >> Yes, >> Miss Otis Franklin for President. >> Yes. >> Okay. Six eyes attempt seven.
So we have a time certain in 11 minutes and we have tabs 23 24 >> we're holding on four um until we get some questions. >> If the personnel commission representative popped in right now be
perfect. Um, we could take me review what comment we have. We have 35 and 36 on discussion. U >> 35 comes with a presentation.
That's correct. 36 does not come with the presentation. So, let us take um at least the public comment for tab 36. This is um health benefits committee agreement. Uh let's see. Robert Roi, I don't know if I'm pronouncing that
right. Um coming in remotely but not here. So, let's see. Jovita Smith, Jovita Angel, are you here? Jovita Angel, come on down. You have two minutes to speak on the health benefits committee agreement.
Hello. I had originally signed up a parent, but they weren't present, so I'm just referring my item to to them. Go ahead, >> Talia. USD mother of three kids of LA USD and L USD
they need to hear the students parents and members of the community when we say that we don't want police to return to the schools but we need family resources like like food assistance and assistance in the home and an implemention
implementation of PBIS in our schools and this should be done with the respect of students, parents and members of the community and and to increment the relationship between the schools, the families and
the members of the community. If the personnel can understand the three levels of PBIS and the teams of PBIS including parents and data about discipline. This could prevent conflicts between
students to create a positive environment practices and restorative circles. When we don't construct relationships amongst us, we create judgments and prejudices and we judge families, parents and the
students. These negative attitudes and prejudices can be some of the reasons why PBIS isn't being implemented in RP in the schools in this African-American and
Latin students because because we are not that are not considered or valued or that we should limit ourselves to the police presence. But thanks to the work done in East Los Angeles
Women's Center, I know the value of this restorative practice and I know that with our kids, we can generate a change and year after year. >> Thank you very much for your time. Thank you for your time. Uh Adriana Salazar, come on up. You'll have two minutes to
speak once you begin. Good afternoon, superintendent, board presidentson, and board members. My name is Adriana Salazar. I am the president of Teamsters Local 572, but for the purposes of this agenda item, I also
serve as the chairperson for all labor unions for health benefits, and I am proud to do so. Um, I'm here to thank each and every one of you for your commitment to not just your current employees, but to your past employees,
your retirees, and to your future employees, those that you hope to recruit. Um I think the health benefit agreement that we have reached is a extreme is a significant first step in compensating our members your employees
and it's a huge step for you to continue to recruit and retain the type of employees that you want. If LA USD wants to continue increasing test scores, um, implementing the programs that you're able to do, doing all of the positive
things that you're doing for students, you need to be able to continue to recruit and retain the best employees you can in the LA city area. And that's what you have done. And that's what we hope you will continue to do because that's what we want. We want our members
to stay. We want members who are going to start here and think of this as their career. We want to ensure that our retirees, and I thank you for your commitment to them, never have to worry about their health benefits and what's going to happen to them. We want to ensure that active employees don't get
the goalpost moved from them while they're currently working. And we want to make sure that you are able to recruit those new employees to make sure that LA Unified remains one of the best educational institutions. So, thank you all.
Thank you for your time. So that was the public comment for tab 36. Did do we have the representative from PC here yet? The personnel commission. >> Oh, there he is. Please come on down. And Miss Newil, if you could um >> restate your question for uh Mr. Greco
as he makes his way up. >> Is with me too. >> Thank you. >> Appreciate you both. um wanted to ask in the column I'm on it said that there was substitutes for athletic assistants and trying to understand what is a
substitute for an athletic assistant. >> The athletic assistants are all >> Yeah. So all the athletic assistants are considered temporary employees. So they're all hired as substitutes because they're seasonal. >> Got it. So all of their positions are substitute.
Some all help me out. So they have multiple assignments. So they may be a campus aid and a school supervision aid or a community rep or one of those other and they may have maybe 45 minutes 75 an
hour. So it's seasonal temporary dependent on what's going on at the school site and how the principal hires. >> Got it. So that number represents um folks that may be in two two roles at a school site.
>> Correct. >> Okay. And then for our special ed assistants, I saw that there was reassignment. Can you explain what reassignment is because there's a large number of them reassigned? Is that location? Is that coming from another pool into reassignment?
>> Okay. So for the reassignments, it depends on uh the time of the year. Um it may be um based on ECAST numbers, enrollment, metriculation, IEPs where the student has moved from one location to another and then they're moving the
pair professional with the student. >> Got it. So they're re being reassigned locations. >> Correct. >> Okay. And not from one other position to another as mentioned with the athletic assistants. They have two different positions. All right. Thank you.
>> Any other questions for our guests? Thank you very much. Thank you guys. >> Uh thank you. We can now vote on tab four unless there is any further questions on tab 4. >> Okay. Miss Newell, >> yes. >> Dr. Rivas, >> yes. >> Mr. Meline,
>> yes. >> Miss Grigo, >> yes. >> Miss Gomez, >> yes. >> Mr. Ortiz Franklin. >> Board President Schmurson. >> Yes. >> Okay, that's six eyes on tab four and the time is now 2:57. Um, we have a time certain. Oh, it's
2:58 now. A time certain of 3 PM. And um, shall we begin the time certain, Miss Grego? >> I think so. We're going to begin with a little presentation. Yes, I think so. I think we can begin. >> Do you want to Do you want to move it and second it and we'll get this party started?
>> Yes, I move. >> Moved by Miss Gra. >> Seconded by Miss Gomez. >> Thank you. So, um I am very excited to be bringing this resolution forward today and um we're going to talk a
little bit about what community based safety is as um we prepare uh for discussion. We're going to hear from some supporters um about uh for the resolution. I I want I'll invite my my co-sponsors to also
speak on it and um we'll take it from there. So, let me begin. Let me see if I can do it. There we go. All right. All right. So, first I want to acknowledge the work that has been
done for community based safety in the past, I would say, um what six years. And um a lot of this work stems from work that people on the ground have been doing, right? Folks who are deeply
uh who deeply care about safety um at their schools and in their communities have been advocating for community based safety for the past six years. So I want to acknowledge the work that people, parents, students, community based organizations have been doing all these
years which has brought us to this point right now. I also want to acknowledge my colleagues who passed a resolution around community based safety uh in 2023. Dr. Rivas, uh Kelly Gonz, and uh Tanya Ortiz Franklin all passed a
resolution. So there is certainly a commitment by our district um for community-based safety. And so here we are now and we're wondering, well, why this now then? Um well, we want to one recommmit to uh community based safety.
Um and we want to make sure that we assess the work that we've been doing because we do know that as much effort and as much uh money as if we have invested, we do know that there is still some work to be done. We've heard it
from folks um at school sites and we've heard it from students. We do know that there are some holes and some gaps and we want to close them. And so that's what we hope that this resolution will do. It will one um develop a plan that
will set forth a unified standard for community-based safety programs and partners throughout our district. It'll strengthen community-based safety partnerships and volunteer engagement. and it'll strengthen um I'm sorry, it
will outline funding needs and sources and recommend training and protocols to protect school communities including during ICE activities. This right now, as we heard even throughout our meeting today, um there is a need for this as
ICE rates continue, there is no stopping it. Um we know that they have no plan to stop anything and so this becomes even more important. Um, we also heard from folks in the community about PBIS, right? And the importance of making sure
that we have it everywhere. It's not just a word. It's not just a box that we check off and it's not just a piece of paper that we submit to the district, but it actually becomes real and that there's evidence that we're doing that. And the evidence is our students, our
student voices speaking to that and our parents who also hear it from their students. So, we want to make sure that all of these things come together and that's why we're bringing forth this resolution. All right. So, I've been visiting the
school my schools uh let me go here. I've been visiting my schools the past couple of months. I visited 19 schools, met with parents, met with teachers, met with students, met with all of them in one space, met with administrators at
their administrator uh meeting. And I've been asking people, what makes you feel safe? What makes you feel safe in your school and outside of your school? And these are some of the things that people shared make them feel safe. Safety grows
through relationships. Caring staff and consistency help students feel secure. Therapists and the services schools provide are vital for all children in order to feel safe. Community calls for restorative justice. Social emotional
supports and proactive interventions instead of punitive responses. Community-based efforts like restorative justice and cultural events support well-being. Cutting budgets from schools in the hundreds of thousands leads to fewer
mental health resources and supports for our families, students, and families. Schools need clear district-wide sanctuary protocols and staff trained to respond to ICE presence without confusion. Families urge the district to
protect school sites in the budget. Families call for more mental health support, especially for special ed and vulnerable youth. and ICE and law enforcement presence causes fear. So these are some of the
comments that I heard throughout the conversations I had. So what is community-based safety? And there is a graphic that I think you can see up there. And at the center of this graphic is the school. And you will see
that there are some yellow highlight highlighted words safe passage providers, peace building, and community care. That is what constitutes community-based safety. It's all of
these three components happening both outside the school and inside the school. And we have some of this happening in our district. It's just that it's not happening everywhere. And it's just that not everyone is trained and not everyone
has access to the funding for it, right? And so we want to bring this to everyone. These things are things that we've already been promoting and embracing as a school district. So, community-based safety is a holistic school safety vision rooted in safe
passage, peaceuilding, and community care. And as you see in this graphic, there are many folks who support this. There's the crossing guards. There's the educators who welcome families who open their doors to community members to be
part of the school. Nothing more is asked by families than to be welcomed into the school. Um there's parent meetings, so you need the staff to be able to invite the parents. Our community reps, our parent reps are
vital to this process. And you have mental health providers at the school site. It could be a mental health provider like a PSW, a counselor or a restorative justice teacher or a school climate advocate. All of those folks
support social emotional well-being. A PSW is a more of an expert and a professional in that field and sometimes you need that person. In fact, a lot of times we hear we need that person at our schools. But then inside the school we
have peace building which is also another very critical need for our schools. Our students are yearning for this. How do you relate to one another? Building relationships is one of the hardest things for any human to do.
Imagine a 5-year-old or a 12y old or a 17year-old. Imagine us as adults, right? That is a hard thing. And so to have the staff who can support in peaceuilding, in conflict resolution, and training our staff in
deescalation rather than reacting, preventing that is part of community-based safety. And then of course there's community care because we know that we cannot live in silo. We know that our students do not come to our schools in silo. They
come from a community and that community matters to them and it impacts their daily lives in our schools. So that is another very important part of community based safety. We need to have community partners. They are a very integral part
of this. So I hope you learned a little bit of what that of what community-based safety entails. I'm very happy to share that I have received we have received the support of many elected officials in my
district in board district 5 who are also embracing this. We have uh electeds from Kad, from Maywood, from Huntington Park, from LA city council, from Southgate and from Bell.
Many people embrace this. Now we're going to hear from some folks who are experiencing community- based safety at the school sites. We have Roel Salvador, assistant principal at Bernstein High School in my district. That community
based safety came together as a partnership with uh council member Uto Martinez in board in uh CD13 who is here today. Thank you for being here. um restorative justice teacher from Clinton Middle School, Marisella Ruiz Gaitan,
who Clinton Middle School called us last semester because there were a lot of things happening in their community and we were able to get I think one of the last uh few dollars that we had for community based safety for safe passage programs and then intervention support
coordinator at Wilson High School in board district 2, Rodulfo Dwen. So here you go. Let me see. My name is Roel Salvador, assistant principal at Bernstein High School. I'm proud to share the amazing partnership we have with the Safe Passage program. What
makes this program so powerful is that the Safe Passage staff are members of our own community. They understand our students. They understand our neighborhood and they bring us valuable insight into what our community truly needs. They support all of our school
initiatives, including our ontime, all the time campaign, helping students move to class on time every morning. They're also willing and able to be extra eyes and ears inside and outside our campus. Because of their vigilance, many
potential incidents have been prevented before they even became a problem. Our students trust them, respect them, and see them as positive role models. We meet monthly to align our safety efforts and ensure we continue working together
as one team. We want to thank board member Carla Lego and special projects director Rebecca Solomon for being strong advocates for safety here at Burnsin High School. And we extend our gratitude to the entire safe passage
team for their dedication and partnership. Hi, my name is Marisella Rusetan. I'm the restorative justice teacher here at Clinton Middle School. I just wanted to show uh my support to the uh community based safety proposal because of of its
thoughtfulness and comprehensive uh program about how to increase the safety and overall healing in our communities. Um as the restorative justice teacher here at Clinton, I just wanted us uh to really focus on decreasing the criminalization of our brown and black youth. it is really imperative and
important that we help and support all our communities and the needs that we are currently facing. So once again, I'm Marisella Reese at Clinton Middle School um in support of the uh community based safety program. So I hope we could count on you for that. Thank you.
>> Hi, my name is Rodas from Wilson High School. I'm the intervention support coordinator. Um I just want to give my support to the community based safety proposal. Um, we do a lot of work here at Wilson High School, uh, with a lot of our youth and sometimes it's very hard to manage because we have so many things
going on. Uh, we do have partnerships with programs like Grid and a proposal like this would be a step forward to getting things ready for um, the future and try to support our kids uh, safety on campus and beyond campus. And so if
if this proposal passes, it'll be a good step forward because we're we need so much support on our schools and and this would provide that beginning of research and organization to get us to have strong partnerships with outside organizations
um and and to to lead to safety for our youth. So I 100% support it. Thank you very much. >> Yes. Thank you. So um just to recap some of the principles the guiding principles of uh
community based safety is that it actively involves a community in building safe schools. It looks at violence as a public health issue not a problem of individual bad kids. Criminalization and incarceration is
ineffective and harmful to students and communities. and it understands that a key component of safety community requires that a community have safe parks, affordable housing, and economic opportunity.
So, now I'm going to open it up to my colleagues who are uh co-sponsoring this resolution. I'm going to begin with Dr. Rivas. >> Yes. Thank you, board member Grego. Um, so I want to thank you, board member
Grego and Miss uh, Ortiz Franklin for their partnership on this resolution. I am proud to co-sponsor because it reflects a core value I believe this board must always stand on. Our schools must be places of safety, dignity, and
belonging, especially in moments of fear and instability. I also want to uplift the students from board district 2, from downtown magnet high school, from Wilson, from Franklin High School, and many other board district 2 schools who have shown up, spoken out, and advocated
uh for for this resolution and also with me regarding their um school safety and community safety concerns. Their leadership and courage are a powerful reminder that our students understand what it what is at stake and are calling on us to act with clarity and
compassion. And equally so I want to thank also as you heard earlier from the video uh Mr. Rodul Fuas from Wilson High School and many other school staff that have also um conferred with me their concerns in regard to safe passages and
and community safety. At a time when immigration enforcement is creating anxiety and trauma in our communities, this resolution is clear about who we are as a district. We do not respond to fear with punishment. We respond with
care, preparation, and community power. By reaffirming our sanctuary commitments, expanding know your rights and ICE protocol trainings, and strengthening restorative and deescalation practices, this resolution centers the lived reality of students
and families and our and our staff in our schools who are being directly impacted right now in so many ways. What makes this resolution especially important is that it moves beyond statements of principle and toward lasting systems change.
It commits us to accountability by evaluating PBIS and restorative practices and building a district-wide communitybased safety framework with clear standards and timelines. It's building an infrastructure. That is how values become real
protections on the ground and on every single day occurrences. I believe deeply that public schools are the last line of defense for many families. Our responsibility is not only to educate but to protect to affirm humanity and to
ensure that every child can learn without fear and that every parent can take their student or their child to school without fear. This resolution does exactly that and I strongly support its adoption and for implementation. I also want to reiterate the the strong
support and partnership with our city council, in particular in my district, Unis Hernandez, who stepped up with her own funds in protecting Franklin High School with a safe passage. And the reason she had to do this because it was not fast enough for this district to
support and and Franklin High School to have a safe passage. And I will say since this um partnership with Unis Hernandez and healing urban barios and Franklin High School, there has not been an incident. And when I drop off my son
at Franklin High School, I see them there. I see them present. I see them around our community making sure that our students are arriving to school safe and sound. So, thank you so much. And I I urge my colleagues to also support this resolution. Thank you.
>> Thank you, Dr. Rivas. And uh Tanya Ortiz Franklin could not be here, but she did leave a video. So, if we can play that video, please. >> Thank you, board member Grego, for bringing this resolution. And thank you to our community for always reminding us
that we are safest when we are with our community, those who we trust. You know, since the school climate bill of rights and the restorative justice and the Black Student Achievement Plan, we've heard over and over in LA Unified that we feel safest when we get to work with
those we trust, when we are protected by those we know. And so having a community-based approach to safety during this time of fearful immigration rates, we can ensure that we are doing the right thing by our students and families. I'm grateful and looking forward to strengthening and expanding
our community-based approach to safety, to hearing a presentation next year at the safety committee, and ultimately doing what's right by our kids and families who overwhelmingly are the solutions that we have all been looking for. So, thank you for amplifying your voices. Thank you for trusting us to
continue to deepen our approach with safety based in community. Thanks all for bringing this resolution and I look forward to its implementation. Wonderful. Okay. And so now we have a few folks who have come here, traveled
here to speak um about this resolution. And I'm going to start with council member Ugosto Martinez from Los Angeles City Council representing district 13, some of my schools. He's supporting Bernstein High School. Welcome, council member.
>> Thank you so much. >> Thank you so much. Uh board member uh Grigo. Good afternoon, President Schmurson, uh, honorable members of the school board, and Superintendent Carvalo. I'm here to express my strong support for the resolution introduced by
board members Grego, Ortiz Franklin, and Dr. Rivas uh, to strengthen and expand community-based safety across LUSD. This resolution addresses an urgent need, keeping students and their families safe both on and off school campuses. We know that our su success
depends on working together across all levels of government. The children you care for inside the schools are the same ones we take care of in the city of Los Angeles. We have to work together. To show our commitment to this work, my office has allocated discretionary funds
to support a partnership between the city's grid program and LUSD, ensuring safe passage for students and families at two schools in my district, Bernstein High School and Virgil Middle School. As the federal government continues to
attack our city, tear our communities apart, and instill fear in our schools, these programs and partnerships are more more urgent than ever before. We know what's successful in fighting back against these tactics and that's providing staff, students, and families
with training so they know what to do if they're confronted with federal agents. All of us at every level of government working on alongside labor and community must use every tool and resource available to keep our community safe. And I would proud I will proudly stand with this board with teachers and with
school staff to hold the line for our students and our communities. And uh thank you so much for your time. Thank you, council member. And now I'd like to uh bring up Joseph Williams, executive director for Students Deserve. Good afternoon um school board
superintendent Carvalo. I'm grateful to be here. Thank you board member Grigo. Thank you Dr. Rivas. Thank you Miss Ortiz Franklin and I look forward to thanking the entire board for supporting this resolution. Um I'm grateful to stand up here not only representing
students serve but also the police free LUSD coalition and on behalf of the thousands and thousands of students and parents and educators and community members who have been fighting to transform what school safety and school discipline look like in LA USD for
decades and decades. Um, we know that the public school system has um for decades disproportionately underfunded and overcriminalized schools that serve black students, schools that serve low-income students, schools that serve immigrant students. And we see that happening um from a massive scale right
now, as we heard our our city council member mention. There are coordinated attacks against the communities that LUSD serves um that are being carried out by law enforcement, right? That are being carried out by immigration enforcement. Um, I'm also standing here as a young person who experienced
homelessness and housing insecurity, who experienced push out group homes, suspensions from schools, and ultimately be incarcerated when I was 13 years old. Um, and I'm only here because schools and educators in particular decided to
pour into me and to love on me and to care for me. And that's what the power of public education still holds in this moment. The power to unite our communities across class and race and difference. The power to help empower
folks who are too often silenced, who don't have resources. This is the last public good that still exists. Right? Public education is the last public good that still exists that still serves folks regardless of income, immigration status, ethnicity, and race and class.
And we're fighting to make the values and the vision of public education a reality. And that starts with LUSD as the second largest school district in the country taking a stand around what real safety looks like, around what supporting our communities looks like.
There are educators and students and community members every single day who are going out in the streets and putting themselves on the front line between agents of the state and students and parents and grandparents and keeping
their communities and loved ones safe. They should be being supported by the district in more ways than is currently happening. And so I'm very grateful for the folks within the district who are taking the call from students and parents and communities seriously, who are taking the responsibility seriously
in the moment that our communities are in seriously to say we've got to recommmit. We've got to improve. We've got to match the energy that people in the streets are putting in unfunded and unsupported every single day and use the power and the resources of the district
to get behind that in a real way. Um, and this is the moment to do it. So, I thank you again for your leadership. There are lots of students who have supported this. There are young people who are going to be speaking, who came on the same days that they're taking finals, who have traveled over an hour to get here. Some of whom are on this
way and will probably miss this vote, but who have put in time and effort and energy to make sure this happens. So, I appreciate those of y'all who I'm sure will be voting yes um on this resolution. Thank you. >> Thank you, Joseph. And um I'm going to call on Crystal Rafllock who is a leader
of the parent resource and inclusion community group in the city of Bell. >> Hi. Um, first of all, I would like to introduce myself um as not just um a mom, but I'm also an advocate and I do a lot of outreach for students with
special needs in special education as well as adults because we're lacking a lot of services. There's um a lot of evidence based on inclusion and how well your students can do when included in a safe environment. I feel like we have
services sometimes that are being used at school but not cohesively together to pragmatically be able to get everything that we need out of them to work effectively in a in a smaller amount of time than what it has been. There is
proof that these services are working as far as PSWs because of the trauma that kids are facing in everyday life. not just from immigration but also from bullying, from mental just mental health issues alone.
Having au communitybased safety expert come in to assess our schools to tell us how we can cohesively use our services to be successful not just in school but for when they're out of school is so necessary. Especially right now with the
budget being cut so drastically. We want to try to utilize and save what we can in our services for our kids. Restorative justice is something that has worked. Um my son is proof of that. He was a
child who was bullied from 6th to 8th grade and then from 9th grade to 10th grade. I've always been a mom to advocate not just for my kids but for other students as well. With restorative justice and handled correctly, my son went from being
bullied every day, made fun of, not wanting to go to school, angry, withdrawn, and reserved and getting bad grades to being the one of what he describes as the most popular kid in school now. um able to speak and speak
in crowds in public. Um he spoke at one of my meetings that I collaborated in my city where I live for special needs families himself without being pressured, pushed or prodded. He said that he would not be where he's at today
and feel as included today if it was not for me talking and working together with our school um our school staff, making sure that I was out there advocating and really reaching out and teaching him the
tools he needed to trying to raise more awareness as far as the climate of school. The school safety is what matters. We want to get to the issues before they happen, not after they've happened. And it's already caused damage and trauma.
My son is what he calls the most popular kid in school now. And I would like to say that's not true, but it is true. He has been included. He is more outspoken. He's become the host of the school events. And everybody knows him.
Everybody knows me too as his mom and that's my title. But these are things that are working because he was going to sleep immediately. He was getting mad. Um he was acting out. These are things that we don't want our kids to be doing.
I'm advocating for our kids right now to utilize as much as we can the services we have now. I'm hoping we don't have to cut those services out because they work. Um speaking as a mom and the way it affected my family, it worked. I have
three kids on the spectrum, one who's not. All of them are on different levels of the spectrum. I have a 26-year-old who has aged out of services, and I know what that looks like, too. So,
putting these in now so that they can be more successful and for longer later on, especially when services are taken away, is going to work. It is going to help because you're setting them up for success with the tools that they need. and we can't have that unless we have
the right way to use everything together as a team. Um, I think that that's all that I I really wanted to say. um if I don't have that much more time left. But um
a way that we can include and have inclusion and a safe school and learning environment for our kids is going to be from elementary to your senior year. implementing
certain ways that we can be inclusive. Making it very clear, transparent, and obvious, an everyday thing that these people, these children, these families, our families, they matter, they're seen,
they're heard, and what we need for our kids is being done. We can only do that together, right? So, one of the ways that we can do that is by working together efficiently with all these services in place together
and allowing them to have time to work. It's not going to be overnight. It does take work, but I know it does work as proof of my children, my family, and the things that we have seen just in these past four years. So, thank
you for your time. I appreciate you listening. Um, and hopefully what I said matters. Thank you. >> Thank you, Crystal. Appreciate you. Um, and lastly, we have Adrien Saledo,
who is legislative deputy for council member Unis Hernandez. >> Good afternoon, members of the board and superintendent. My name is Adrian Salceto, and I'm here on behalf of Los Angeles Council Member Unicnandez. I am here to express her strong support for
the resolution by board members Grego Ortiz Franklin and Rivas across council district 1 from Cypress Park to Westlake and Pico Union. Highen immigration enforcement is a daily reality. Masked agents are kidnapping Angelinos at families are being separated and
students carry that trauma into classrooms where they should feel safe. The resolution names that harm and addresses it with care. Council member Hernandez believes true public safety is built on trust and investment in the community, not enforcement that isolates families and erodess confidence in
public institutions. Alod should be bold. Double down on being a sanctuary district and build on strategies that work. Know your rights education, safe passage programs, and restorative practices. Schools cannot do this alone. We need a united front. Ali USD city and
county to protect our students and families. We've seen our peace ambassadors help students travel to and from school safely during heightened ICE raids. I urge the board to adopt this resolution. Thank you, and I encourage you to continue fostering the partnerships necessary to make Los Angeles Unified stronger and safer every
day. >> Thank you, Adrian, and thank you uh to Council Member Unis Hernandez. All right, so um I think I'll be handing it back to you for public comment. >> That sounds about right. We have 10 folks signed up for public comment. Let's go with the folks who are signed
up as speaking in person first and then we will transition to those who listed themselves as speaking remotely. So uh the first speaker is Julia Diaz. Then after Julia Diaz is uh Lupe Torres. Then after Lupe Torres is Cervantes.
Give it a give it a test so we can hear. >> Okay. Okay. Um, hi, my name is Julia Diaz. I'm a senior at Estavan Torres High School and I'm also a member of Inner City Struggle. Today, I'm here to urge the board to recommmit to the
community-based safety model. Just last week, there were two fights at my school and there have been many others in the past. As youth living in this overwhelming political climate, we also feel the stress and pressure of all the changes happening around us. These changes can cause high emotions and
possible escalated tensions in schools. Unfortunately, resorting to violence has become normalized, especially among teenagers. I am aware that pent-up emotions, a lack of a support system, and not having an outlet can cause this violence. More community- based safety
would provide students alternative outlets other than violence. They could communicate and find peaceful resolutions to their problems. I am asking the school board to invest in community- based safety programs because it because it is clear on my campus that it is needed. We are already losing $99
million from Senni, we cannot afford to lose more. There is one restorative justice coordinator at Taus and while she serves one academy, many others do not always have access to her. I know her work has had a positive impact on
students and I want this for the rest of the district as well. We must normalize a system where police are not the first resort and restorative justice is the standard. It is clear that policing has not brought positive change to our schools. And it is time to
invest in what can actually prevent violence and create a safer school environment. You have the power to help start this movement. Listen to us as we are the ones who are on campus every day and know what works and what does not. I once again urge you all to make the
right decision and invest dollars in community based safety and sign onto this resolution. Thank you. >> Thank you for your time. Uh Lupe Torres, come on down. You have two minutes to speak once you begin.
Good afternoon, President Smelson and L USD school board members. Uh my name is Lupe Torres and I am the UTLA immigration justice lead for central area. Thank you Miss Grigo, Miss Franklin, and Dr. Rivas for this very important resolution. First, many of our
students are walking to school through highly dense communities with large main streets that are highly trafficked and some of them expose families to unsafe elements. Some of these school routes even lack basic safety like a crossing guard. Added to these concerns for many of our vulnerable families and
communities, there are worries of repeated ICE surveillance and people routinely being picked up by ICE. This affects all of our students when this happens. In working families homes, parents do not always have the luxury to walk students to school or even drive them or be at home to receive them. How
do we ensure their safety? How do we ensure the safety of our students to and from school? that becomes our responsibility to ensure students are not just at school but how they get to school and back home in a safe manner. We know emotional stress is high right
now at home and at school. There's economic cuts that have been made by our own government and ICE is being forced into some of these same communities. Families are and educators are are feeling this. We feel it at our school and we feel it in the surrounding areas
and communities. Safety. We need to provide a safety net that protects all of our students. More than ever, our students should feel protected by the adults they count on. Just as well, our community needs consistency with the personnel who will lead the safe passage program. This will provide families with the trust needed to ensure safety of the
safety of our students. Having community orgs provide this support would be ideal. They are established in a trusted entrusted entities in our communities and they need to be brought on board. We need to secure the safe passage program with people who will show up on a regular basis. Our com our volunteers
are great, but unfortunately they may not be available regularly. The safe passage program needs consistency in order for it to be effective. Schools need to know that they are going to be supported and backed by our school board. I urge you to vote for this. Thank you.
>> Thank you for your time. >> Uh Irma Cervantes. Irma. And then after Mr. Cvantes is Chris Nabete. Chris Nabrete. My name is I'm a mother of graduate students from LUSD, grandma of students of L USD and member of inner city
struggle. I'm here to talk about the security based on the community. I want to let you know that my child has has deficit attention, ADHD, and other things that affect his behavior. When my son was 10 years old, there was an incident at school where it was with
another student. They called the police and they ticketed him. We had to go to court where we had to pay an infraction of $150 where the judge also gave my son a homework of a,000 questions. This wasn't the only time that my son was in
front confronted with school police at school. My son never needed intervention of police because knowing that we fixed this issue, they made my child be afraid of police. having re safety resources with the community. Well, they could
have given my child other opportunities or support like having mentors at the school that can guide students, young students to support them with their academics and give them the opportunity to enrich their knowledge for themselves and the community. I know that this
method of support works because my younger student participated in a program that helped him much. My children are grad student graduate students from L USD, but I do have grandchildren that deserve the opportunities to be the best they can be knowing that our children will push
will succeed in this country in the future. I also want to remind you of the promise that Mr. Kavalo gave the community where the schools will be safe stones from ICE. It has been a hard impact within our communities because
they are taking innocent children and as parents, members of the community. We don't want to allow for them to take our students, nevertheless, for them to take them. And with your help, we can find a solution
to this problem with security methods based with the community. And you and I combining together, we can accomplish this. Thank you for your time. >> Chris Navarete, Chris and after Chris is Aurelia Valivia and
then Latana Hall. Good good afternoon. My name is uh Christopher Navarete. I'm an alumni of Roosevelt High School and a leader at Inner City Struggle. I'm here to share with you my experience with the Sambrando scholar program and how this
communitybased safety program not only helps change students lives but it also keeps the community safe. As an alumni of the Sbrando Scholar program, I could tell you this program changed my life. I often found myself distracted by
things like gang culture, getting money, focusing on everything but school. The Sbrando scholar scholar gave me a safe environment to ex to express myself, help helped me with school, develop my leadership, grow my political
awareness, and help me control my emotions. This this helped me grow into a person who now care who cared about my personal development. I was I'm now thinking about my family,
being a better brother, son, friend. I I begin to see my I begun to see myself as a part of the community. Now that I was I was connected to the program, I had a place to vent, express myself, share what was going on in my
environment without feeling criminalized, judged, or looked down upon. Instead of being in problematic environments and caught up in drama, it influenced me to think before It influenced me to think before I speak, to be aware of who I'm hanging
around. It made me begin to question my relationship habits. It also helped me grow into a healthier person. It also helped me move out of survival mode because instead of focusing on gang politics, getting money, I started focusing on my mental health, my
education, my future, and mostly most importantly, the program helped me become empathetic and considerate and considerate, which helped me avoid problematic and violent encounter encounters. Because of this program, I am now a
college student. I have a job. I started a small business and I'm going through the process of decolonizing my mind and becoming a a healthier person. This is why you should vote yes to the community-based safety resolution so LUSD students could get the help from
the program like the Sbrando scholar programs and the black student achievement. >> Thank you for your time. >> Thank you Aurelia. Yeah. Good afternoon, board members. Before I seed my time, I just want to say that on behalf of Reclaim Our Schools Los
Angeles and our anchor organizations, the Alliance for Californians for Community Empowerment, the Los Angeles Alliance for a New Economy, Students Deserve, and United Teachers Los Angeles. We wholeheartedly support this resolution. We thank Dr. Rivas, Carlo Grigo, and Tanya Ortiz Franklin for bringing it forward. And we urge all of
you to vote yes. And with that, I'm turning it over to Eduardo. >> Hello everyone. I'm Eduardo Solano and I'm from Maywood Academy High School. Before you vote on the resolution today, I want you to take into consideration the students coming to the US searching for a better education in life. I want
you to take into consideration the one in four immigrant students in your district who are undocumented. I want you to take into consideration the thousands of students who leave this district because of the fear they have because of ICE. This growing fear can be stopped. It doesn't have to be this way. We demand the further funding for our
communities such as dream centers that keep our undocumented students feeling safe in their school environments as well as community- based safety programs such as safe passage, violence prevention and deescalation, peace buildingilding and conflict intervention. Our schools are not prisons. We are there to learn, not feel pressured or criminalized by police that
shouldn't even be on our campuses anyways. Safety shouldn't be a luxury. It's a right. We are legally required to show up to our schools. We expect our safety to at least be considered in our budget. Instead of doing this though, you plan to cut vital resources that he that help
keep students drive and grow and putting this money into things that keep students away from them. We're de we're not begging for these resources. We're demanding we're demanding them from you. Look at the people who came here today a asking for the same. You cannot ignore these
issues. I want to remind you that you can help our causes. Again, we urge you to vote yes on this resolution. Thank you. >> Thank you for your time. >> Uh Valerie Manzo, Valerie M, come on down. >> Hello, my name is Valerie Monzo. I'm a
junior at Man UCLA Community School and I'm also a youth leader with Community Coalition. When I talk about safety, I am not speaking about a police car parked outside of my school. I am speaking about safe passage staff who know me by name, who can deescalate conflicts, and
who will walk with me to make sure I am safe. Safety means protection rooted in care, not punishment and surveillance. For this reason, I am asking LUSD to redirect all school police dollars to fully expand and implement safe passage and community-based safety. I want to
applaud board member Carla Grigo for introducing a resolution to hire a community-based safety expert. Community based safety cannot work if it is underfunded, understaffed, and treated like an afterthought. Black, undocumented, indigenous, and
LGBTQ plus students have been targeted by police for decades. We are the one who are searched, profiled, and questioned. Do you want schools rooted in fear or schools rooted in care? At my school, I've seen gaps in community-based safety. A homeless woman
was sleeping on the side of my school and she was practically on campus. And it seems as though safe passage wasn't prepared to help the woman get the support she needed. And that can be dangerous for students walking at to school. And it's scary to know that a person struggling through some kind of issue can just be on campus without
anyone doing anything about it. And this led me to wonder about other dangerous situations that could happen and to think to think more about the need to continue working on community based safety. BAP is an example of a program continuing to grow at my school. And a few years ago, man didn't have some of
the programs or all of the BAP staff, but now BAP provides field trips, more community engagement, hair classes, and many other activities that make my peers feel supported and connected. I am telling you as a student what safety looks like, and that is not police. We
will not accept budget cuts that take resources away from the students who need it most. redirect school police funding, implement safe passage, and protect our schools with care and not criminalization and policing. Thank you. >> Thank you for your time.
>> Okay, Lata Hull, come on up. You have two minutes to speak. Why don't you begin? Let Latana hold. My name is Latana Hall. I'm a black mother from South Los Angeles and a senior core parent leader from Cadre. I
am here to talk about community-based safety. I'm for community- based safety, but if you don't center parents is not community- based safety. We are living in white supremacy and it shows up in our schools. When children are policed
instead of protected and parents are ignored instead of respected, there is no safe with school police. Police is is schools are fear. They are trauma. They are white supremacy costume as protection. Real community-based
safety means full implementation of PBIS, restorative justice and a school clear in a school climate bill of rights. Parents are experts, too. We know our children. We know our neighborhoods. We know what keeps our
kids safe and thriving. We demand that you meet with parents, youth, community members, and school staff. Collect data with us. Treat us as decision-making partners at every level. Our decisions
must count. I am speaking for black and brown parents across South LA who are tired of being shut out while our children are paying the price. And if community-based safety experts are not treating parents as valuable decision makers, then they
are not experts. Our children deserve care, dignity, and protection and not punishment. Vote for yes for community-based safety. Thank you. >> Thank you for your time. Okay. Someone listed as a remote speaker called Jessica um is not signed in, but are you
in the room, Jessica? All right. And then we have uh Channing Martinez on the line. Channing Martinez, I see you're on the line. Please press star six to unmute yourself, Mr. Martinez. And you have two minutes to speak once you begin. Channing Martinez.
>> I am actually at the security about to walk in. If I can just walk in to give my public comment, that would be great. >> Come on in. We'll do it live. >> Okay. Thank you so much. Come on up. You'll have uh two minutes
to speak once you begin, sir. Thank you. >> Boy, the delays of the police state to get in here. Um, Channing Martinez, Strategy and Soul, the Strategy Center. Um, um,
Aristotle and Confucious and a few others had some really great thoughts about what it means to do the right thing in the face of adversity. And uh we're in adverse times. Um and
what you're seeing um it's the natural progression of excuse me, excuse my breath. It's the natural progression of the policing that began as early as
2001 in the early 2000s with the bombing of the World Trade Centers and this invention of terrorism and quickly after that there was an extreme increase of policing of students particularly black
and Latinx students in schools. Um you know during a dark time it takes a lot of courage. It shows character to do the right thing during during a dark time. And others during this dark time, they're not showing great character, right? I mean, we see LAPD assisting
ICE, right? We see the LA Sheriff's Department assisting ICE during a time when it was easy to do the right thing. This board created the the Black Student Achievement Program. You defunded LA school police with our assistance. And
right now we're asking you to not just turn your back during right the wrong times because it's hard to do it. Yes, you might risk some funding. They might cut your funding because you don't support fascism. But isn't it your job to just provide the level of character
that is needed to get through this time? And this motion is really just the starting point. Um, and I hope you guys vote for it today. Thank you for your time. That concludes public comment on tab 34. It's now appropriate for board discussion.
>> Kelly, go ahead. I'm sorry. >> Um well, first I I thank the public comment speakers and I thank um board members Grego Rivas and Ortiz Franklin for bringing this resolution. I am of course supportive of it and would love to be added as a co-sponsor. Um, this is
work that has happened because of community and I, you know, we're obviously combating decades, centuries of criminalization, um, and lack of investment in our black and brown communities and our students. Um, so there there's a lot of work still to do,
but there's been progress and steps forward starting, you know, with the student uh school climate bill of rights, um, with moving away from willful defiance suspensions, with our establishment of the Black Student Achievement Plan, um, with investing in pilot programs around community based
safety, with shifting away from law enforcement and in instead investing in community-based programs um, for safety and support on our campuses. Um, but we know there is still more work to do. We know that in our communities and at our schools, progress is uneven.
Implementation is uneven. And if we want our students, families, and staff to truly feel safe in this moment where there is so much trauma, where there are direct attacks on the humanity and safety of our communities, we must invest in community and in care and in
connectedness for our students and our families. So, I am really grateful that this motion is coming forward. Um, I I was proud to bring a resolution in 2020 around safety first that led to the establishment of some some of our first safe passages programs. Um, and then a
budget amendment in 2021 which we worked with community partners on to invest in community-based safety. But it takes a whole scale systemic effort to actually do this right. Um, and community based safety has always been the right answer and that is especially true today in
this moment. So I'm grateful for this resolution coming forward. I'm glad to co-sponsor and I look forward to much more great work to come. Thank you, >> Mr. Melvine. >> Uh thank you. Just echoing my colleagues and the the speakers. Um Miss Grigo
would love to join as a co-sponsor if possible as well. You know, I think uh this continues to highlight that our schools are the safest place for our students and how important it is that kids can get to school, especially in a world with fears and concerns outside the classroom walls continue to shift and create trauma in our communities.
You know, in thinking through this, um I did have one uh suggestion or or amendment that I've passed out to the board. I think the public that I'd hope would be accepted as friendly, which is just around um crossing guards. And I know we have council member Soto Martinez here and others. and we've been
working with the city um around that coherence and trying to not be siloed. And even though that's not as much about the community peace buildingilding and psych psychological safety that's core to this resolution, um it has a lot to do with how kids get to school. We've seen some tragic um incidents in the
last few years, including a parent uh who was killed walking their daughter to school in my district just a couple years ago. We also know that crossing guards are trusted members of a community that that do wear multiple hats or vests, I guess, would be the appropriate analogy as they're helping school uh kids in community. So, the
friendly um amendment just adds a 13th bullet to the uh to the list here saying um coherence and coordination with cityrun traffic safety and crossing guard programs or any volunteer crossing guard programs that may be implemented by the district including consideration
of joint training opportunities. Um that volunteer component is just because one of the things we've been discussing with Miss Alvarez and her team and the city has given the funding realities. Can we work collaboratively to train volunteers and parents and other community members to help us as official crossing guards.
So appreciate the resolution. Love to support and I would offer this with the hope it's accepted as friendly by the author. >> Yes, thank you Nick indeed. I crossing guards are very important. We heard it here and also in my district. Actually, we've been fighting for a light to be
put on because of of a tragedy that happened with a student. So, um I accept your amendment. Next, Miss Newell. uh appreciate this and appreciate all those that have shared their comments
today and obviously as uh those that have come out um as well to support uh expanding our community-based safety program. I did have a few questions only um because do we know with the scope of work that
is being asked here has this been done in the district prior anything around safety because I know we've had some reports um when was the last time we did a safety assessment as far as I know that's the reason why we brought this resolution is there has
not been um an assessment of the community-based safety programs that we have in place right now and We do know that it uh there are some holes and gaps in the implementation piece, not because of any intention, but it is it is what
it is right now. And so we want to do an assessment of the programs that we have right now. And then also work with partners and see how we can uh strengthen that and increase and come up with a plan for an expansion of community based safety.
>> Got it. And now it is mentioned that there's an RFP, a timeline. Is that realistic? Um something that >> I we have um consulted with procurement and they they approved that language. They believed it was realistic.
>> Realistic. Okay. And then you know has there been you know intro assessment as you mentioned before not but existing community based programs out there that we've researched that are kind of like excellent benchmarks to kind of pair up to. I think that's what the community
based safety expert will be looking at. what are the programs that are out there as well, but as well as interviewing and speaking to uh members of the community who are part of this already and getting input from members of the community as
well as our own district staff. >> Got it. And I guess my biggest concern that I have right now is that the budget impact statement that came out um and I know this was mentioned in the resolution that the existing uh BAP
funding of 125 million along with the one-time aotment that we'll be receiving for 50 million will be used to support the implementation of this. Again, I consulted with the with uh BAP and they were going to be looking into
what funding could be used for this. So, >> but that's where we're thinking now that it would come from. >> It would probably if that's what they're saying. Yes, they were going to look into that. And then also the BAP steering committee since I think for the past four years at least have been
asking for a community based safety expert to be able to assess the programs that we have and come up with the plan. So it makes sense that it would come out of BAP if that's what the recommendation is. I'm I'm just a little concerned because we are tight on budget that we
would use funding that's already allocated for a space to be used for something that's not necessarily a part of that. And so that's where I do have some concern and just you know as we go into this time of fiscal stabilization and that being the the pocket of funding
that we look to to use because BEP as mentioned here by so many we fought very hard and very hard I'm going say that again to be able to get that funding and to be able to protect that funding and
not to use it whenever something else came up as you know this is the pocket of funding that we could take from. So that's concern. >> I hear you. >> Yeah, cuz I don't want that to be the place where we like, well, there we go. We could just use that money there when it's already been earmarked for something.
>> I hear you. Um, let me look at the impact statement, but I did consult with Dr. Whitman who leads the work in BAP and I asked him for his uh recommendation. So >> well I'm cuz I'm just looking at what they sent out because they said
sustainability of implementation may be the concern. So that's why I have a concern and then just also as it looks as though seeking you know a one-size kind of fitall approach for a multiacet uh issue in a district of this size um
is probably not a good idea. just so just um to clarify on the funding piece, this is for a contract of about a year if not less, right, for a community-based safety expert. That's it's not for an ongoing. This
community-based safety expert will seek or make recommendations as to where else we can find funding for the full implementation of community-based safety plan uh programs throughout the district. Right? how to implement whatever plan they come up with. So, I
just want to clarify that. And I hear you're you're saying that the impact statement says it's coming out of BAP. Um the other thing, what was the second thing you said? >> The well about the sustainability that the impact statement refers to that it's
a concern. >> Okay, I'll get back to you on the let me look at it. >> So, those those are my concern with questions. That was it. I was just going to in in in response to that I mean I think that the the experts going to come back with potential funding sources which will so I not that
not to dismiss your your concerns board member new bill but it seems like the upfront costs are probably going to be minimal and it's identifying how to sustain this work in the long term which is what the analysis seems like it's at least in part intended to do but board
member Grigo please correct me if that's incorrect. And can I just add that um the resolution also calls for partnerships, right? We mentioned city council. That's why council member Martinez is here. We have Unice Hernandez because we're in
partnership and I'm you know and also in conversations with council member um Nia Ramen as well. So it's not just this is a a city effort. So that's why this resolution, yes, calls for an expert, but also extending partners to other um
governmental um sort of agencies like our city council. So we're not going to um the funding is going to come from different sources, right? So I just wanted to reiterate that. >> Yeah. Okay. >> Yeah. And just if I could just say this
that it does also the impact statement, I'm reading it here. Should additional BAP investments be required in subsequent school years, the district would have to revisit how BAP funding is earmarked within the program, leveraging existing program resources, including grants, and seek additional funding
through partnerships. And so, I would urge us to think that we are not going to uh stop funding BAP, but instead we're going to look to expanding BAP uh funding beyond what we're doing right now. And I think that that's this is
what we're looking forward to. >> And and I would agree and and I guess that the concern I have is that that's the language that's written here is that that's the only funding source that was earmarked in in the resolution. And I guess that's why they went to that
existing uh funding that's already there. That's the reason why I referenced that. >> Thank you, Charlotte. Charlotte, let me just second your concern about protecting the BAP and the BAP funding. And let me tell you why. I have never seen the biggest rise in student
African-American student test scores since BSAT was was implemented. I see uh uh high schools having their um master schedule showing all the courses necessary for our African-American kids that are there. I see them soaring.
There's a difference in their self-ride and their achievement and collegegoing career. So I agree with you. We have to make sure that we're not going to mess with that BSAP program. Okay, Carla, >> I am the last person who will be messing with the BAP program. But I will tell
you this, I will be asking for more funding as we approach June because we need to expand BAP and we need to increase that funding. Not only protect what we have, but what more we need. So, okay, >> I wouldn't be so worried because I think what we should be doing is thinking about how we're going to get more money
for Bet. >> Thank you, Carla. and I would champion to see how we get more money because I think that's very important. Um, and I guess that's why when the impact statement voiced only BSAP and no other funding line, that's
why I'm concerned because it didn't say anything else but that. And and to your point, Scott, as we just mentioned and championed um the ETO office for success and outcomes across the state and was recognized for that by the California
State Board Association, which is because of the investments that's been made. So yes, >> thank you. Thank you, Charlotte. I guess Mr. McClean, we're ready to vote. >> All right. Voting on tab 34 having been
moved by Miss Grigo and seconded by Miss Gomez. Uh Miss Newell, >> no. >> Dr. Rivas, >> yes. >> Mr. Melwin, >> yes. >> Miss Grigo, >> yes. >> Miss Gomez, >> yes. >> Miss Ortiz Franklin is not here.
>> Uh board presidentson. >> Yes. >> All right. Five eyes, one no and one absent. So it passes. Okay, Mr. McClean, public comment. >> All right, here we go on to general public comment. We have 20 folks signed
up. As usual, I will call on the folks who listed themselves as speaking in person and then we will call on those who are listed as speaking remotely. So the first person is Angel Co or Anel Kario and then we've got Rebecca French,
Ian Kirsy and Cheryl Kono. >> So come on up. Anel Cario, >> how many speakers are there? >> Hi, my name is Angel Co and I am a sophomore at John C Fremont High School. I am a youth leader with community coalition and I'll be telling you the
demands I have for superintendent Carvalo and the school board. I demand that LGD redirect all school police funding to expand and fully implement safe passage and community based safety across the district. Schools should be a place where my peers and I feel safe and welcome. Not a place where I feel
targeted, racially profiled, and where conflict is solved with aggression towards students. I don't want to be prejudged based on what I wear, how I speak, or the color of my skin. One time my younger brother and I were walking to school and the school police pulled up on the side of us, stopped and stared at
us for a good 15 seconds, but didn't say anything. They proceeded to turn the lights on and drove off. That felt like the longest 15 seconds of my life. That is not safety. That is intimidation. As a big brother, I felt like I had to shield my younger brother from people
who are supposed to keep us safe. I'm speaking up today as Carvalo and the school boards invest in trusted adults who are trained to work with students at my school and other schools across LD to prevent harm, bullying, and even potential fights. We deserve to feel
safe and have the opportunity to learn in an environment that feels supportive that the money used to fund police could be prioritized for more programs that actually benefit students. I am lucky enough to be in a community where we discuss what we need from our school campuses. our teachers and how student
and parent voices can help identify and address safety concerns in our school and communities. When you prioritize our needs, it shows that you care. It builds trust, strengthens relationships, and bring us closer to school. Being a place where students can thrive without feeling discouraged. I want to know that
when my siblings go to school, they feel safe and don't have to worry about being harmed, bullied, or intimidated by police. I am demanding that LED redirect all school police dollars to expand and fully implement schoolbased safety. Thank you. >> Thank you for your time.
>> Rebecca French, are you here? Not here. Uh Ian Kirsy. And then after Mr. Kirsy is Cheryl Kono. >> Hello. So, I'm going to be yielding my time to Ezekiel here. >> Thank you. You have two minutes. Why don't you begin? Ezekiel.
>> Uh, good afternoon, members of the board. I'm Ezekiel Gacho, a junior at King Drew and, uh, through Students Deserved, I'm an advocate for community based safety. To begin, I want to recognize board member Carla Grigo for standing up for students by pushing LUSD to fully implement and enforce community based safety. Having community based
safety means having an environment where people can rely on each other to work together, prevent harm, support one another, and solve problems. This is an important system which I hope to see represented across all schools districtwide. As students planting the seeds of the future, we deserve an institution that feels like a second home. A place where we can be our
authentic selves, not ashamed of our culture or our differences. A child wanting to be educated should not fear being targeted or harmed in their own school. Relying on community rather than policing promotes conflict resolution and deescalation, restorative justice and mediation over punishment and penalizing. It addresses root cause. It
addresses root causes, not reactions. School police only care to respond when harm occurs. A community mediator works attentively to stop it from happening. Enforcing community based safety turns the values and police policies into of LUSD into actions. If this district truly supports the children and families of his communities, these changes will
be made. The students of the world need support systems, not police systems. Community based safety will keep our students safe without the harm of its students. Thank you for your time. >> Thank you for your time. Cheryl Kono, come on up. Cheryl Kono. And then after Cheryl Kono, it is Amir Kazmir. and then
Anelica Ortega. >> Good afternoon. I yield my time to with to Lexi and Anna Maria. >> Oh, can you restart the timer, please? >> I cannot go ahead. Please go ahead.
>> Um, good afternoon, your board. But, um, if my P PSW was moved to a different location, there would be no place for student like myself to have a safe place to go to. It would be devastating. It would be a disadvantage not to not be
able to learn the things that have taught me and other students. What um what I have learned from my PSW is that the right to be who you are without any judgment. Um I'll pass the mic to Maria.
>> Um my name is Anna Marie and I'm speaking on behalf of PSWs. We students do our best to prepare ourselves for our future and often with school and personal problems it gets overwhelming. Students have a lot going on in their head all at once all the time and most of the time feel like they have nobody to talk to. That's why other students
and I appreciate our PSWs because they help students feel like somebody is there to listen and hear them when they need it. PSWs help students with problems that nobody knows they are going through. If my PSWs were ever to be taken from my school, I know students, including me, would lose their safe space and comfort zone, which is
why we need our PSWs. Thank you for your time. >> Got 40 seconds left. >> Because of this, um, PSWs are needed in every school which don't have a PSW at all. And it would not having a PSW for
any student in any grade would be devastating for them to deal with depression on their own and trauma on their own without any coping skills. um causing them causing them to have un um social abilities that aren't um
proper in the real world causing um more depression that they needed to have. Thank you for your time. >> Thank you for your time. Amir Casemir Amir, >> come on up. You have two minutes to speak once you begin. And then it's uh
Anelica Ortega. I'm Amir Casemir and I'm yielding my time to Taniah. >> Hello. Um, good afternoon. My name is Tanaya Ray and I'm a senior at Dorsy High School as well as a leader in students deserve. Um, so I'm going to keep this short and sweet. Um, as you
all know, the safety of the students is just as important as the education of the students. Um, with that being said, there are many students who are afraid to show up to school. um what should be a safe space in fear of being detained by ICE or being detained by any other
law enforcement. Um which is completely valid because many LOD schools don't yet have safe passage. Um and safe passage is like very important for the well-being of a lot of students. So it's very important that all students be able
to be comfortable and not just some students. um come with coming to and from school. Um so yeah, that's all I have to say. Thank you so much for your time. >> Thank you for your time. Helica Ortega Ortega
Lel White. >> How about Dan? You have two minutes to speak. Why don't you begin? >> Hello, my name is Aquel. I'm going to yield my time to Crystal. Hello everyone, my name is Crystal Corona and I am a leader with students deserve. I'm here today to tell you that
for too long our schools have been policed and criminalized instead of nurtured, care for, and supported. It's time that we have a change. We demand community- based safety and not more police. We demand real protections for black, undocumented, and LGBTQ plus
students. We demand to end ICE raids and collaboration with law enforcement. We demand funding for programs that actually support communities like BAP, dream centers, community uh community schools, and mental health supports. As a student who has witnessed firsthand
the impact that having a safe community can have, I believe and know that more opportunities and support systems is just what my peers and I need. So again, I come to say we will not be silenced. We will not be ignored. We will fight
for a safe and just education system where every student can thrive in, where every student can feel safe in. So please, Superintendent Carvalo, help us students receive the support and understanding that we deserve. Help us stop the never- ending cycle of hate and unjust opportunities. Thank you very
much. >> Thank you for your time. >> Jamaiah Fields. Jamaiah Fields. >> Okay, I'll call her next. I'm just going to call in the next person so we can Let's see. Haiti Mandiola. Heidi.
Heidi or Haiti. Mandola. >> Okay. Walk slowly. There stairs. Okay, please come on up. State your name and you'll have two minutes to speak once you begin. This This is >> Heidi. >> Yes. >> Okay, please go ahead. The two minutes
is yours. Thank you. >> Good afternoon, board members. My name is Haiti Menola. I am a student at Mendes High School, a Sunny High School needs a high need school, a youth leader with inner city struggle. I'm here today to speak out against the proposed budget cuts to the student equity needs index.
Because of SENI funding, my school has been able to support English learners, offer dual enrollment opportunities, provide access to a school psychologist, and hold host culturally specific events that honor and celebrate our diverse student body. I have personally benefited from these opportunities. I
helped organize cultural events that made students feel seen and valued, and I participated in dual enrollment, which supported my academic growth. With the proposed seni cuts, including a a 525,000 reduction, 31.4% of my school's budget, students stand to lose critical
resources that access to our school psychologist, English learner support, and culturally affirming programs. These are not extras. These are essentials to a student's well-being and success. At a time of ICE attacks on our communities, a housing crisis, and cuts to food and
health programs, students need deeper investments, not cuts to our schools. In addition, we demand that the district invest in community-based safety by passing a fully implementing the res resolution that should have voted on earlier. Students deserve safety
approaches that uplift our communities, not criminalize us. Community based safety along with protecting SENI supports those most impacted by systematic inequities. When you accepted your role as public officials, you made a commitment to the students and families of LUSD. The cuts you're
proposing today feel like a step backwards on that promise. To close, Senny funding is an imperative for students like me to truly thrive. Cuts to Senny also mean cuts to the education staff who support us every day and make learning possible. We deserve a full
highquality education, one that meets our needs, honors our identities, and prepares us for the future. We urge you to protect the full 700 million in SENI funding. These funds are not just numbers on a page. They represent real support, real opportunities and real hope for the students like me and my peers. Thank you.
>> Thank you for your time. >> Okay, Jamaiah Fields. Jamaiah, are you here? >> Come on down. You have two minutes to speak once you begin. >> Then after Jeremiah is Leila King and then Nathaniel Lopez.
>> My name is Jamaiah. I'm a senior at Washington Prep and I'm a youth leader at community coalition and I'm back again to share with you the demands I have for the superintendent Carvalo and the school board. How many times has a black student faced
antilack violence at school and instead of receiving support that student face harm and criminalization? Even my own sister got jumped by two girls as well as harassed by them for over a year. And yet she got suspended for defending herself every time. Not
only that, the day she got jumped, I was sitting right here in this building when it happened. So of course, I couldn't do a thing about it. And then the police want to direct the negative attention towards the victims and blame my sister for what happened to her,
resulting in my sister having to go to court. multiple times. Clearly, it's a pattern going on. And yet, y'all still refuse to listen after so many years of prejudice. After so many public comments from your students pertaining to school police and
their habit of criminalization, criminalization, criminalizing students for self-defense. You aren't paying enough attention to the students to provide support that can actually prevent these acts of violence. I genuinely don't know what makes you
guys think it would be a great idea to rely on these same people as a response to ICE raids, especially with how some law enforcement also participate in the abductions, which I doubt y'all knew about that, but it's bad enough that students and
teachers are making quote unquote jokes about ICE coming to our school and people's homes. students can't even handle a knock on the door without ice staying in the back of their minds. Y'all are making some good investments to inbap
LGBTQ support at dream centers. What's so hard about expanding safe passage and community based safety in the funding school police? Then maybe I wouldn't always have a personal story to tell every time I come up here because it really gets to
a point. It's getting exhausting trying to tell you guys how to do what's obviously the right thing. With that being said, we demand an alternate response to ICE and other law enforcement agencies that don't include school police. We demand you guys to put
a full stop on criminalization of black and brown youth because shutting out the very communities that most impacted by your decision isn't going to do the job. >> Thank you for your time. >> I'm still speaking. We've been through this. We've been through this before.
You're not going to shut me up. Back what I was saying. All right, Leila King, >> come on up. You have two minutes to speak. Why don't you begin? >> Hello, my name is Leila King. >> Hi, my name is Jaliss DS and I'm here to talk about what students deserve. We are
trying our best to create a successful future. We can do that by learning and focusing more in an environment where we are more engaged. I also feel like students deserve to have their voice heard. We also Oh, we should provide a safe and inclusive environment. We can
openly share our thoughts, feelings, and experience without fear of judgment. P. Huh? No. >> Okay. Um, I will also like to add that this is why we need to urge you to act on defunding the school police because in this case, you're the target. We are the influence. Students and community
activists are the influence. Local school councils are the influence. Voters are the influence. Federal and state legislators are the influence and we are the public. In this case, the public that is targeted are black students, Latino boys, students with disabilities, school
climate staffs like counselors, nurses, and PSWs, and marginalized student populations. In essence, shifting resources away from a policy model and towards a community and serviceoriented model aims to foster a ser a safer, more equitable, and supportive environment
for all students to thrive. Thank you for your time. >> Thank you for your time. Uh Nathaniel Lopez and then Emily Vasquez. Daniel Lopez. Emily Vasquez.
>> Come on up. You'll have two minutes to speak once you begin. >> Hello. My name is Emily Vasquez. I'm a senior at George Washington Preparatory High School, a youth leader with community collision, and more importantly, I'm a lowincome student from South Central. I stand before you
not with demands, but with direct experience. I have lived the reality of underfunded schools. I have seen classmates struggle in silence, waiting for counseling appointments that are days out. I felt the stress of crowded classrooms where individualized help feels like a dream.
Now, the $320,427 cut to Sunny at my school will impact counselors, tutors, and mental health staff. This tells me and students like me that our struggle is not a priority of LUSD. And these aren't just lines in a budget. They are the reason, they are the very
resources that keep students like me, lowincome students of color, English learners, and foster youth from falling through the caraxs. You cannot fix a budget by breaking the students who need more most support. Equity isn't a fer isn't a filler. You say it's a promise.
Which means in challenging times, you protect the schools and students who are facing the greatest challenges. Dear board, if LUD actually care about their students like you claim, this is your chance to prove it right now, right here. You have a choice. You can choose to protect the counselors who save our
lives, the tutors who unlock our futures, and the support staff who make a school a place of safety instead of distress. It's our education, our mental health, and our futures in your hands. I hope you make the right choice. Lust, thank you for your time. >> Thank you for your time.
Let's see. Trainee, trainees, are you here? And then after trainee is Kalio. >> Oh. Oh no, I am so sorry. Hello schoolboard members. Obviously you know me. I am Trice Thomas, a senior at Kingu and a student leader within students deserve. Let's get straight to the point. Vote yes on board member Carla
Gregio's resolution on community based safety. It's a definite step towards what students, families, and community members have been demanding for years. Real safety, rude, and care, not policing that has continuously failed us. The recent violent incident outside Santi High School where a person was shot by immigration officers shows why you should implement this resolution
immediately. There are these are obviously not isolated incidents as we have as we have seen folks targeted across the whole district. Our schools must be a true safe zone where students are protected from police violence and immigration enforcement. Community based safety is more important than you understand. I have told you my own
personal experience in other incidents near my school. And today here's another example. Earlier this month, two female students were standing outside of my school and were approached by two men who grabbed them and snatched their chains in broad daylight. The girls are okay now, but that situation could have easily escalated and someone could have been hurt or worse. And you know this,
it's so important for you to listen because I'm so tired of coming to you every year with new examples of why you should listen and take action. Do not halfass things. Do it properly. Help me and my peers feel safe. I will be leaving the L USD district and I refuse to leave without trying my best to make schools a better place for all the children after me. The future of our
youth is important. Let's the future of our youth is important. So, let's start ensuring their safety. Thank you for your time and have an amazing day. >> Thank you for your time. Uh, Khalil Smith. Khalil. Khalil Smith.
Come on up. You'll have two minutes to speak. Why don't you begin? And then after Mr. Smith, it's Estafani Casalin. Cassellin, please go ahead. >> Okay. Um, good afternoon school board. My name is Khalil Smith. I'm a senior at Dorsy High School and a leader in students deserve. Community based safety
is something every school needs. This is not something students should have to fight for. Everyone should always feel safe on their campus, whether they're entering or leaving. From my personal experience in seeing community-based safety, the staff prevented tension after the bell rung and allow students
to get home with minimal issue. In our current state, in our in the current state of our country, we see undocumented students being targeted by ICE, kidnapped, and relocated with no communication. Students in LUSD deserve a break from all the risk and pressures from feeling
endangered with no support. With safe passage, this is all possible and preventable. Community- based safety matters in schools to ensure students don't feel the danger while outside of their school walls. school board, I ask you to make the decision to strengthen
safe passage districtwide for the well-being and support of your students. Thank you. Thank you for your time. Fonnie Estfani Castelin Estani
Mallerie Mahia. Mallerie Mahia, come on down. Is Mia Come on down. You have two minutes to speak once you begin. And then after Miss Mahia is Takura Singh. Hi everyone. I'll be speaking on behalf of Mallalerie. My name is Cadia and I'm a
Dorsy High School and student deserve alum. I'm currently a senior at Williams College studying chemistry and public health. I'm here today because this year has been very difficult. Across LA, undocumented students and their families are being targeted and deporting,
disrupting students ability to learn. I'm coming to you not only as a student deserve alum, but as someone who is very passionate about public health. In public health, we focus on prevention and we focus on prevention. And when we what we're seeing right now is not just
an education issue. It's a social determinance of health issues. That is the lens I'm speaking to you today. This is about safety, housing stability, and freedom from chronic stress. When those things are taken away, it becomes
impossible to learn. Fear doesn't stay outside of the classroom. It follows students everywhere. And when we allow that harm to continue, we're setting young young people up for lifelong consequences. That harm is preventable. But I want to be clear that this harm is
not preventable through thei the same systems that have historically harmed our communities. It's not prevented through policing or surveillance. In public health, we know that safety comes from trust, stability, and relationships. That is why community-
based safety matters. Safety is created by people who are trusted, who know the community, who who have students best interests at heart, such as safe passage workers, peaceuilders, mental health professionals, and community partners.
These these are the interventions that actually reduce harm, lower stress, and create environments where young people can learn. today as a Dorsy alum who has a cousin attending LUSD and an an immigrant myself who whose community is
facing a very scary time and as someone who deeply cares about ensuring safe passage across LSD. I urge you to continue to prioritize community-based safety. Thank you. >> Thank you for your time. >> All right, Sakur Singh.
Good afternoon members of the school board and superintendent Carvalo. I'm Thakur Singh. I'm a virtual academy student. Firstly, I would like to thank board member Franklin, student board member Jerry Yang, and board president Schmurson for meeting with us to discuss some of our concerns around the virtualmies, as well as board member Melvoyne, who met with Dr. Saraton from
your office. Uh, and board vice president Dr. Rivas. We met with Jack. Um, thank you also, Mr. McClean, for your explanation uh on the process to place an item on the agenda. We hope to first continue raising our concerns with you all before placing an item ourselves. We are really hoping to find a solution with your help. Thank you,
board member Gonas for your recent email about scheduling a meeting to discuss. Board members Greygo and New, I hope to uh meet with you as well to discuss these concerns. I will send out another email to you and your offices today so we can hopefully meet. In addition to the matters we have discussed in prior meetings, there are a number of other
matters that have yet to be addressed despite them being raised repeatedly to VA upper management. First, our work is graded by our home room teachers who are spread so thin because they are assigned up to 40 classes even if they lack a credential for that class. Yes, they are teaching us without credentials for the
classes. For example, we have to learn Spanish from teachers who don't speak Spanish. We end up falling we end up not learning and falling behind. This is because of decisions by upper management. Also, we lack so many of the opportunities that in-person students have. We don't have a grad night. We had to fight for two years for for a prom.
At my virtual academy, we have about three clubs. Compare that to the dozens of clubs inerson schools have. That's a huge inequity. And this goes back to the fact that our educators for a virtual program have been forced to spend hours in traffic to report to in-person campuses simply to open their laptops.
This also means millions of more carbon emissions per year from cars on the road. We feel that you, the school board, are not being told the truth about what is happening in the virtualmies. Student test scores are so much lower than the rest of LUSD. Chronic absenteeism is huge, which means loss money for the district. It is also it is because of issues like these. We
ask that you please look into these matters. Past solutions like giving virtual teachers the option to work from home and meet with us if you have not already. I'm a senior. My past year has already been hurt due to the lack of action. Please don't keep this happening for other students in years to come. Thank you so much.
>> Thank you for your time. Okay, that we have two remote speakers. Uh, Jamila, Jamila, please press star six to unmute yourself and you'll have two minutes to speak once you begin. Jamila, I see you're with us. Please press star six to unmute yourself.
>> Hello. Can you hear me? >> Sure can. Please go ahead. >> Thank you. Good morning. Good morning, school board. My name is Jamala Fanto and I'm a virtual academy student in the district of board member new bro district. I have spoken with other students here before but I am returning to continue
raising awareness about the extensive issues facing the 5,000 virtual academy students from grades K through 12. I found that virtual academy to be an important alternative. It gave me the chance to be close to my grandma and help care for her. However, it has been challenging and I have lacked the same
opportunities as my inperson peers. For one, I have less academic support because my teachers are required to have up to 36 classes in various subjects ranging from literature to physics to French. How can I get the best support I need as a student when my teachers are spread so thin? Add to this the fact
that they now have to drive to inerson campuses just for open laptops and classrooms for all students which takes away more time from students like me. This also means students like me l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l lack club opportunities which is incredibly unfair compared to the dozens of
opportunities offered at traditional campuses that hurt our communication skills and our social and emotional learning when students are experiencing challenges like these were borrow to show up to class or complete work hence the high absent rate in virtual schools
could be a leader in virtual learning but at the moment it isn't the virtual academy system is broken and needs fixing I I ask you to these workers and passive passing solutions. We have videos that could work. Thank you. >> Thank you for your time. And the final
speaker on general public comment is Christopher. Please press star six to unmute yourself. And you have two minutes to speak once you begin. Christopher, >> can you hear me? Hello? >> Yeah, please go ahead. >> Okay. Good afternoon everybody. My name is Christopher Salad Torres and I am a
student of the leadership and public service virtual academy. L USD has made a great step forward when it created the virtualmies as an alternative for students who may not fit into traditional school settings. Whether they are facing health struggles, transportation barriers, housing issues or dealing with immigration. However, the virtualmies have fallen behind
drastically. When stu when virtual students are supposed to succeed, they're instead failing state tests and experiencing rock bottom graduation rates along with abysmal attendance rates. Why is this? Well, first, students aren't provided adequate technology. Our Chromebooks are often broken, and when they don't work,
they're just replaced with even more broken devices. We also occasionally face distractions in the classroom. Even though we're in a fully virtual program, we still have to sit through fire alarms, lockdowns, and long earthquake shows. Just because our teachers were required to report to in-person campuses
and because there are often two teachers in a single room, we occasionally hear them talking over each other. district provides headphones for teachers, but we as students feel as though we are in a call center when we're supposed to be in a comfortable learning environment. We can't even go to these in-person sites
to work on projects or assignments if we don't have the the resources or space at home. Instead, we'll be kicked out and essentially told we aren't welcome. What is the point of these locations if they're not even helping students? We ask that the school board please work with us into looking these issues facing
the virtualmies as and discussions and discuss solutions such as providing adequate technology for students and giving virtual teachers the option to work virtually or would you rather send your child to a virtual program that is failing? No. Then why should our education have to suffer? We hope that
we can all we hope that we can work with you all to solve these issues. Thank you for your time and goodbye. >> Thank you for your time. That concludes general public comment portion of the meeting and now we will go to tab 35 the
2526 first interim report and multi-year projections. May have a motion and a second to take the item. >> Move it. >> Moved by M. >> Second >> seconded by Mr. Melvin. We'll go directly into the public comment for the item.
This is tab 35. Uh, Maria Louisa Palma, I believe you're here. Maria Louisa Palma, >> can you repeat the name? >> Maria Louisa Palma. I I you I recognize her. I don't see her in here right now, but I'm sure she'll be here shortly. Um,
Mallayia Posey. Hi, my name is Mallayia Posie. I'm a 10th grader at Manual Arts High School and a youth leader with community. >> I'm sorry. >> All right. Hi, my name is Malia Posie. I'm a 10th grader at Man Arts High School in a um youth leader with community coalition. I want to share
with you the demands I have for Superintendent Carvalo and the school board. Equity must come first during challenging budget times. Funding Cine at the full 700 million is critical to ensure high need schools are not affected by cuts. Rather than treating all schools the same, Sydney recognizes that some students face greater
challenges. Challenges that require additional support if we want every student to succeed. For many of us, school is more than a place to learn reading and math. It is where we grow confidence, discover our passions, and prepare for the future. Unfortunately, students in my community are also dealing with poverty, language barriers,
trauma, and limited access to opportunities outside of school. These issues make learning more challenging. If targeted resources are cut, students like me will continue to be left behind. Not because of lack of ability, but because of lack of support. At Manual Arts, me and my peers feel like our
school can definitely use some upgrades. Our books are outdated and we don't have access to enriching activities that actually make learning more enjoyable. That is where SI funding helps. I have seen a differences in Ciney. I know exactly how Cine has benefited my school over the years. But unfortunately, we
are still the fifth highest need school in the district. Me and my peers are not shy to speak up about what we go through at our schools. We want to fix it for the better. When we invest in these schools, we invest in every student's potential. This progress is not guaranteed unless we continue to protect and strengthen Sunny uh Sunny fundings.
Cutting back will not just be a budget decision. It will mean rolling back to uh rolling back opportunities for the students who need the most. So I urge our leaders, our educators and our community to continue investing in Cinei. Let us commit to our education systems where all students regardless of
race, income, ability or background have the support they deserve. Because when we support every student, we strengthen our entire community. Thank you. >> Thank you for your time. U Maria Louisa Palma, come on down. You'll have two minutes to speak once you begin. After
Maria Louisa Palma, it is Maria Daisy Ortiz. Good evening. My name is Marlo Palma speaking on behalf of Olada, a nonprofit organization and on behalf of parent voices. Uh the December 1st meeting uh for the parent committees on the fiscal
stabilization plan. Many parents expressed their frustration, their anger. This was the first time they had heard about this deficit. They had the comment that how can parents provide substantive feedback on the deficit if they don't know which programs are effective. Now, these were actually
parents, not employees, like they were at those uh board district town halls. Uh this proves that the pack and the DAC aren't being provided the information on the LCAP that we continue to talk about that has not been provided despite us asking many times. The question is, what
is the most effective use of funds? What is prudent? Miss Ortiz Franklin who's not here. I wanted to give her a thanks that she had the guts on November 4th at the committee of the whole to talk about the hard questions, the conversations that must be had. Similar to what she
mentioned that day, if you grew 6,000 positions with COVID money, that's not sustainable. We have to know that in the surplus years, things were not okay because you are apparently not working on not analyzing the statement of net position. Any prudent financial analysis
must start that way. A review of the balance sheet. Your unrestricted net position as of June 2024 is negative 11.8 billion. You have a $9 billion unfunded OPB uh liability. You can't just discuss the budget here. You must
publicly here in public analyze the full financial statements. You all need to be experts on the district's financial statements. It is irresponsible otherwise. You are trustees of these public funds. Stop bargaining away our
education funds until you are experts on the financial statements and the statements of financial position of this district. Long-term liabilities have been incurred. You cannot put them off forever. They have been incurred and you should keep them at the forefront while
you are engaging in bargaining with the unions. Thank you. >> Thank you for your time. Uh, Jason Melendez, come on up. You have two minutes to speak. Why don't you begin? >> Thank you. Appreciate it, sir. The two
minutes is yours. Thank you. >> Uh, good afternoon folks. Christian Flag. I'm the director of youth organizing over at community coalition and we're a anchor organization of the equity alliance for LA kids as well as the police free LA USD uh coalition. Um
I'm here today to talk about the the powerful work that Equity Alliance has done to make sure LUSD can actually concretely and operationalize equity. Not an abstract thought. For over 10
years, the community worked together to make sure that the dollars, the resources that the most highest need community, students, and families need can actually receive that through the student equity needs index. But now in a
moment when communities are under fire, literal attack from the federal government, the district are taking steps to cut that equitable funding, to cut those resources. It is not during the the sweet times, the times of
surplus that we see and need those extra resources. It is also during the critical times of need and great despair. And it's actually more pivotal, more critical to get those things. Um,
we fought the community said $75 million cut to Cinei is not acceptable. Okay, it was approved. But now without discussion, all of a sudden it's $99 million are being cut and we're already
seeing disproportionate impacts of those cuts to schools. We did some preliminary research that uh research and we're already seeing that the highest percentage of cuts are averaged at the highest need schools. So, not only are you cutting the equitable tool that the
district has, you're disproportionately harming the highest and high need students. We cannot do this stuff when our communities need it most. We need to do the work to reverse these actions, fully fund Cindy, and make sure our families are protected. Thank you.
>> Thank you for your time. Maria Ruiz. Maria Ruiz. Maria Ruiz. >> Come on down. You have two minutes to speak. Why don't you begin? is Maria Ruiz. >> Good afternoon. My name is Maria Ruiz.
Good afternoon to all. I'm a single mother of three children including Michael who's a student uh at 12th grade at Lincoln High School at East LA. I'm a single mother and for many years I've
survived to give them the basics needs to my children. I had the opportunity to seek help for my children as a single mother in the beginning of his school journey. When he attend elementary school, we noticed and we saw the necessity
that he needed based on his deficit attention deficit that he has. It was important for me to go to parent center and classes for my children to be present with his for his educational journey. As an immigrant mother, my vision for my children's education like Michael, it was for them to be
independent, studious educ educated professionals and I wish for an education for my children that would prepare them for an for a successful education so I wouldn't have difficult times to survive.
It's been a little different with my son. The difficulties with his mental health was a result of a hard experience that made him lose many learning opportunities, the support of mental health and the help are
fundamental for students in the high school and the development of different talents, different student talents. I am here today to share the story of my son in which his educational trajectory has been
difficult because of the support from school. Sunny funds are essential for the de holistic development of our students counselors. They can help overcome the personal experience and develop a strong character so that they
are not taken by their emotions. Remove budgets from sending s signifies that there will be less support for tutors and mental health supporters. This limit the success for the student. The budget was $75,000
to Sunny and now it has you want to remove 49,000 million without ask >> speaking with the community. The ones who will be affected by these decisions will be the students, teachers, personnel and personnel.
Thank you for your time. All right, Vic Aaliyah. Vic Aliyah. And then after Vicalia is Dustin Braml, President Schmelson, and uh Superintendent Carvalo, my name is Victor Leah, and I am speaking on behalf
of families of Palisades Charter Elementary School. On January 7th, 2025 this year, our school was destroyed by a catastrophic wildfire. At the very first community meeting, we were ecstatic when Superintendent Carvalo told parents that bureaucratic red tape would not delay
the rebuild of our school. Yet today, that is exactly what is happening. At the November 19th design update, parents were told Palisades Elementary will not reopen until January 2029, a full year after the village school, a private
school less than 50 ft away that burned in the same fire. The reason we were given was public bidding bureaucracy. Without question, this was an emergency and state law already provides emergency authority under public contract code
section 22050 and 22035 to wave public bidding, phase construction, and engage a general contractor immediately. These laws exist for exactly this situation. Superintendent Deborah Duardo of the Los Angeles County Office of Education wrote
an urgent bulletin just 3 days after the fires encouraging the use and invocation of emergency status to build back as quickly as possible. I have this letter here if it's helpful to leave with you. We have collected over a thousand letters and signatures from teachers,
parents, business owners, and community members asking for just three things. First, invoke emergency status now. Wave public bidding, separate the project into phases, and hire a general contractor immediately so work can
begin. Number two, replace not clean the HVAC systems in the historic building that did not burn, that's still standing. Cleaning fire exposed duct work is not safe. It is not acceptable. And our children deserve new clean
toxic-free systems fully. The third item is to fully rebuild the cafeteria and kitchen. It is ludicrous to spend $136 million on a state-of-the-art campus that we keep we keep getting told is going to be built for the next hundred years, but leave
the students with an outdated fire damaged kitchen that was already inadequate before the fire. Public school children should not return to campus a year later than private school students bec because of red tape bureaucracy that we were promised would not exist in this situation. They should
not return to a dated unsafe environment. Thank you. >> Your time. Appreciate it. Uh Dustin Brammo, >> I can take the Do you want you? >> I'll take >> I'm Justin Braml. I yield my time to Tim. Thank you.
>> Should I wait? Should I wait? Members of the board, thank you for your time. >> Okay, go ahead. Started. >> I'm the father of a kindergartener and a first grader at Palace Charter Elementary School and next year I'll have another in TK. I appreciate the complexity of rebuilding Pal Elementary and recognize the effort that has gone
into moving this project forward. However, I believe there are important concerns that still need to be addressed beyond the timeline necessities that were just previously addressed. In the letters being delivered today, with the support of over 1,000 members of our community gathered just in this week, uh we we discussed these concerns. The
proposed rebuild cost of $135 million or approximately 6,500 per square foot is an extraordinary investment of public funds. A figure that places this project among the most expensive public school rebuilds in the state, if not the country. With an investment of that magnitude, it is reasonable to for the community to expect a fully modernized,
fully equipped campus. Under the current plan, kitchen facilities will not be replaced, returning us to the days of the kitchen only being capable of microwaving food and plastic bags. And even more concerning is the existing HVAC systems that were exposed to wildfire ash, particulates, and extreme heat conditions will remain in use.
These decisions raise legitimate questions about long-term health effects for our children, indoor air quality, and overall value of taxpayers footing the bill. At $6,500 per square foot, there is no justification for reusing contaminated systems or leaving basic infrastructure unfinished. This is not
value engineering, but rather it is a cost shifting to the future, and it puts students and staff at risk. We are being told that systems which have already endured a major wildfire acceptable to keep. Wildfire exposure is a known damage to HVAC systems internally, trapping particullet and continuing to
circulate long after the fire is over. Ensuring clean air for students and staff should be a priority, particularly in a post-w wildfire rebuild. Reusing these systems raises serious health concerns and opens the district to long-term liability. This project represents a rare opportunity to do things right the first time to deliver a
school that aligns its infrastructure with its values and the board's commitment to student health, safety, and stewardship. The taxpayer should not be asked to fund a project of this scale without critical components are excluded. I respectfully ask the board to reconsider these exclusions and provide clear justification for
decisions that affect both the cost and long-term performance. Thank you very much. Thank you for your time. >> Okay, we're going to shift to the folks who are listed as speaking remotely. Deson, 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. Des. >> Hello. Hello, my name is Dave Sun, senior manager of K12 policy at Catalyst California. And on behalf of the Equity Alliance for LA's kids, we urge LUSD to prioritize equity and protect highnee schools within the budget and FSP by
protecting SNI's 700 million investment and providing meaningful opportunities for community to engage in co-shaped budget decisions. The district's proposal to increase setting cuts from 75 million to 99 for next year in addition to a 200 million cut the year
after takes us backwards and rolls back a communitydriven equity win established over a decade ago. Moreover, data shows that the proposed cuts disproportionately impact high and highest need schools serving the district's most vulnerable population.
On average, Sunny highest need schools face over three times the cuts than SNI lowest need schools in their SEI allocation from this year to the next. Again, three times the cuts for SEI highest need schools than lowest need. For some, this harm is even greater.
Multiple high and highest need schools face 30% seni cuts for next year. And this is only accounting for SENI, not even for the loss of carryover and other proposed budget cuts. Further, we are deeply concerned about the lack of transparency and authentic community
engagement in the budget and FSB pro process thus far with multiple public meetings canled with little notice and the complete absence of an equity impact analysis that was promised. LUSDA has not even fulfilled its own directive in the resolution budgeting based on equity
and student need passed earlier this June. The elimination of key information and meaningful opportunities for the community to engage only breaks trust among students, staff, families, and communities. No decision should be made about us without us. True equity is not
merely about an outcome, but equally about the process taken to achieve it. Today, our communities are demanding both equity in the process and equity in LUSD's decisions by protecting Senny, the district's leading equity investment. Thank you. Thank you for
your time. Okay, the next speaker is Maria Daisy Ortiz. Miss Ortiz is going to speak in Spanish. So, if you'd like to hear what she's saying in English, please put your hands up and we will get you these translation headsets. Maria Daisy Ortiz. >> Good afternoon everyone. My name is
Maria Ortiz. And in truth, it is a disgrace that you are going to make use of the words that the chairperson of the board said that you want to be more transparent and that
you want more equi equity. A good leader doesn't just speak beautifully, but they have to be congruent words with their actions. So right now that you are presenting with the budget is not transparent right because not even the
central committees are presenting what are presented to you. You call this transparency chairperson or how will you correct this? Because in order to have transparency with a budget, you need to
have a description. How much is seni, how much is general funds, how much is categorical funds and how much will be reduced and how it will affect the rest. This is not happening chairperson. And also for
equity, you need to have parents on this board just the way you have a student. That would be equity. And right now, it's just you supporting and paying a
person from PCS, Mr. Placencia who is doing uh or contributing to fraud with parents since he's there is no state law congruency with the activity and also
those who have interest with the safe passage whose idea was it because there is a lot of nepotism in the district. Surely you want to pay political favors or hire uh
members, but there's not. This is not right. Anyway, thank you and have a good afternoon. >> Speaker is Dian Guen. >> Miss Gian, please press star six to unmute yourself. You have two minutes to speak. Once you begin, Danna Guen. Good afternoon, members of the board. My
name is Diana Gueen. I represent the network of parents for school safety. We have collected five over 5,000 signatures from the Latino parent community that you're claiming you want to defend.
But the parents, what we want and what we've been asking for is that the school police return. We are the ones that are defending our own kids because we know the problems that exist in the schools. And here you talk a lot about how oh
police has have victimized students but we want to see those that data because in all the meetings that we have attended as a parent group and that information that information does not exist all the people that came to speak about this there I'm not sure where they
get their information. I don't know if they invent it. You are creating this safe passage program and we want to know what have been the benefits for our students. Parents each time are reporting
more and more problems and you want to increment BAP. BUP already have $150 million for just a 7 to9% of students when you're leaving the English learners behind who are 23% of
the district or 21 and you're only giving them $30 million. So where is the equity there? BAP already has a lot of money and you don't want to and we don't want you to take any from the school police. Miss Ggo, you're saying that
schools are asking for mental health. That's not true. When you're doing these meetings, you tell people what you want them to say. Oh, you want mental health, right? Oh, you want mental health services. But that does not work for us. The pandemic already happened. So for
that was then and now we want safety for our kids and we want police to return. >> Thank you so much for your time. The next speaker listed as calling in remote is Thalia Carmona not here. Okay, that concludes public
comment on tab 35. I believe we have a brief presentation from budget on this >> Mr. Kavalo or Simon >> for tab 35. >> Thank you Mr. for Bravo Communi.
>> They're pulling up the presentation now. >> Good afternoon. San Bravo Karimi, chief financial officer for LA Unified. Um, in the interest of allowing for questions, I'm going to go through the slides. Um, I'm going to focus on the ones that I think are the most important, but some
of the information is similar to what you've seen in uh, of course, the executive summary as well as the forms themselves. So, today what what you're being asked to to do to vote on is first to certify first interim. It's a statutory requirement in California that school
districts and their boards uh, certify the first interimm as well as second interimm reports. uh we are certifying as positive which means we're able to meet our financial obligations at this time uh through the multi-year projection period. Um and also what you're being asked to approve is the
transfer of the full balance of fund 17 that's the board special reserve to the general fund. So this is the fiscal timeline you'll see obviously we're here in December where school budget development is started and uh where first interim is
certified by the board. Here's just information about the background of first interim, the statutory requirement, the different certifications, positive, qualified, negative. We are asking you to certify positive today. Um, and that again that means we can meet our meet, we can
currently meet our fiscal obligations uh through the 2728 school year. This is just a high level overview of our budget. So the total budget includes sources of funding from the state primarily LCFF, local property taxes,
federal funds and other uh funds. Uh the total budget includes our operating funds where we spend most of our time in in board meetings and in discussions. But there are also other funds, capital funds, debt service funds, internal service funds, fiduciary funds, so on and so forth. The main the biggest
operating fund is the general fund. That's how we fund our core TK through 12th grade programs. Uh but also included in operating funds is our cafeteria fund and our adult education fund and our child development fund. But again, general fund and within the
general fund, general fund unrestricted is where we spend a lot of our time. One because that's the best indication of the district's fiscal health and it's also again what we use to fund our core transitional kindergarten through 12th grade programs. So the major highlights
of first interim. So, first we expect to end the current school year with a little bit less than $1.5 billion in unassigned ending balances. This is just slightly lower than where we were projecting in June, lower by about $3 million. Um, and importantly, we are now
projected to end the 2728 school year, the third year in the projection with a positive $10 million. And this is $1.6 billion higher than June. If you remember in June uh we were projecting a negative balance and over the next several slides I'll describe how we were
able to get to a positive ending balance at the end of that third year. So the next few slides just give a little bit of detail on uh changes from June to now with respect to beginning balances, revenues, expenditures and
then finally ending balances. Uh next you'll see that same breakdown for general fund restricted then unrestricted on this slide. Um and then on a moment I'll I'll provide a highle overview of the big changes that are now reflected at first interim. What you see
here is what we expect to end the current year. These are the ending balances broken out into the different components. Uh you'll see the biggest is our unrestricted unassigned. It's that almost $ 1.5 billion that I mentioned a moment ago. There's $46 million committed by the board, a little bit
less than a billion dollars assigned, and I'll show you what we project to happen to assign balances over time. And then we have our required or state required reserve for economic uncertainty. And then finally, non-spendable. These are our inventories, things like supplies, non-cash items.
So next, this is just a a a breakdown of our assigned balances as part of your first inner materials, just like we've included as part of the budget. second interim etc. The assigned balance table is about two pages. There's a lot of detail because we've designated these funds for for many different purposes.
This table provides uh them in categories or groups that we think are a little bit easier for the public to understand why these funds have been designated for specific purposes. I do want to call out one specific amount. uh almost $800 million have been set aside
as a first interim and what we're calling workforce stabilization. These are one-time funds set aside for the cost of offers to our unions that have already been made. Okay, so this is to pay for in part, it doesn't cover the full cost, but it covers in part the
cost of offers for wages and other proposals that we've already made to our labor partners. So this is where I just I'm going to provide a very high level overview of some of the changes that have happened from June to today. Before I introduce
the use of the fund 17, before I introduce the use of OPE funds that got freed up in June and before I introduce the updated FSP, these are the changes that happened between June and today that impacted our finances and our ending balances. And so this is uh
applesto apples comparison so to speak. And so some of the major updates are lower revenue in the current year uh sorry lower revenue due to this year's enrollment being lower than previously projected. Um increased expenditure for debt service related to judgment
obligation bonds. Uh lower general fund unrestricted relief due to a reduced availability of title one funds. Um and increased cost related to routine maintenance and special education uh requirements. And so combination of factors, these are the major highlights
have resulted in before I introduce those other matters. Um a change of about $163 million uh lower in terms of our projected ending balance, our projected bank account balances by the end of the 2728 year going from 1.6
billion projected negative ending balance to about 1.75. So this is just that same information showing how we've progressed just apples to apples from June to now. And then as always we need to to make clear that there are many things that
are not not reflected in this multier projection. The first is changes in compensation which we're now negotiating any changes that might be in the governor's proposed budget in January. any potential reductions in federal funding, any new major programmatic investments or any any unrecognized
claims. So, next on the fiscal stabilization plan, you'll see the first two columns are the plan that was adopted by the board in June and the last two columns are updated figures for those same nine strategies. So in
summary, the June plan uh estimated savings across these two fiscal years next year and the following year of $1.6 billion. The current fiscal stabilization plan is at $1.4 billion. So it's about $200 million in uh fewer
savings than what was approved back in in June. And then you'll see strategy by strategy or action by action uh the changes uh from June to today. So next I'm just going to go through uh
the additional strategies and solutions that are being employed as part of first interim that we're asking uh to be certified today. So first you'll see again I'm starting with that $ 1.7 billion projected negative ending balance at the end of the 2728 year. Uh
to that we first add about $634 million of funds that were freed up in June when the OPED contribution the contribution into the OPED irrevocable trust was reduced freeing up funds. We add that $634 million that takes us to a running
tally now of negative $1.1 billion. So we're we're we're making progress. Then we take the full balance the full remaining balance of fund 17 about $500 million. We add that to the general fund. leaving a negative projected ending balance of $627 million. So, I'm
going to pause here. If we were to take no further action, if we were not to take any action related to the fiscal stabilization plan, we would still be negative $627 million. We would not be certifying positive. Um, and we would have a lot more work to do. And so, item number three there
shows the $1.4 4 billion of the new estimates from the fiscal stabilization plan taking us to a positive ending balance of 806. We set aside 796 of that 806. So almost all of it all of it that we can while
leaving sufficient ending balance of $10 million to certify positive $796 million to pay for the salary increases that we've already offered our labor partners. Um, and that will be and must will be used already as part of our m multi-year projection in the future.
Leaving that positive $10 million that allows for us to certify positive today. So, something that I should mention, I'm just going to take a step back on the fiscal stabilization plan. So, I didn't go through each of these items one by one. Um but
many of these many of these actions will result in a reduction in positions. They will result in a reduction in full-time equivalent in FTE. The unfunded positions number four are
would have a a reduction in force impact. Uh the central office reductions estimated $150 million per year would have a reduction in force impact. And also any school decisions that are made as a result of of a change in funding
levels will also likely result in a reduction in force notice. And so those notices by statute are required to be sent by March 15th. They're required to be authorized by the board prior to March 15th. And so, while I'm going to demonstrate in a moment that the current
fiscal stabilization plan is not enough to pay for the offers of salary increases that we've already made, it's not enough to cover those costs. Um, it is making significant progress in terms of balancing the financial forecast. Um, but it will have an impact
on the number of positions that we fund at the district. This is just a production of those ending balances over time. So you'll see for general fund unrestricted specifically, we're projected to go from $2.6 billion at the end of the current
year to about $1.3 billion at the end of the 2728 year. But I need to make clear that blue in the 2728 year or that billion dollars includes $800 million of balances that were assigned to pay for offers of salary increases that we've
already made. And so for all intents and purposes, those funds have been spent. So next is the multi-year projection. These are unassigned ending balances through 2728. As of first interim, you'll see we're positive 10 million as I mentioned before. That includes the
fund 17 in full, the fiscal stabilization plan, and all of the OPE funds that were freed up in June. And here in green is when we add the cost of offers we've already made. These are offers we've made as of the end of
last week, as of Friday of last week. So this does not include the cost of any offers that have been made this week. Um and so that number will change as we incorporate the additional offers that have been made to our labor partners. And so in the last year 2728 as part of
our multi-year projection after incorporating the cost of the offers we've already made to our labor partners which again all for all intents of purposes that money has been spent and we use every penny of that $796 million of workforce stabilization funds. We
would still be negative by the end of the 2728 school year by about $350 million. And so this is showing that while the fiscal stabilization plan is is helping to address not only the fiscal issue that we were facing back in
June and is making us is allowing us in addition to the fund 17 balance in addition to the OPED balances from June, allowing us to pay for a substantial amount of what we've already offered our labor partners. Um there is going to be additional work to do beyond the current
fiscal stabilization plan. We will be working over the next coming months to identify additional reductions. And then in June, when we adopt next year's budget, when we authorize next year's spending in June, we will need to include the 2829 school year for the first time and identify necessary
reductions to ensure that we would end that fiscal year with a positive ending balance. So that is the presentation and now I'll pause for uh questions. Someone just a clarification for the for the board's
benefit uh when you mentioned that $796 million workforce stabilization fund uh which is already included in the end ofear fund balance for 2728 which takes us underwater by $351 million. Clarify a little bit more that that number does
not include what? >> It does not include any additional offers that have been made to our labor partners since last Friday. And so any offers that have been made this week um are not included. It of course does not include any other offers in the future that may be made that are higher than
what's already been offered as of last Friday. >> Can you quantify for the board what that would be on top of the 796? Um it >> roughly >> it's probably in the ballpark of another hundred million or so assuming that
other similar labor partners receive the same amounts. >> Perfect. I just want to be very clear and uh and transparent with the board about what the 7096 is. than what has been put across the table. What this is silent about is board
authorization for additional revenues that have not necessarily been presented. So this is at least around 896 close to $900 million, but it still does not include items that the board may have authorized, but they have not
been advanced at the table yet. >> Yeah. Other other things just briefly that are not included are we're only including the revenue impact of this year's enrollment being lower. Um given that this year's enrollment is lower than previously projected, there's a very good reason to believe that next
year's enrollment and the year after's enrollment and so on will also be lower than previously projected. The the revenue the negative revenue impact of that is is not reflected but will be reflected at second interim. >> Mr. Melvin. Sure. Um well, thanks to you and the team for the presentation and um
the conversations I know you've had with board offices and the public through the town halls over the last few months and also the back and forth with labor partners um to understand assumptions. And I think what you were getting at just now around what's included and what's not is key because I think when we see numbers that don't comport with
what we're maybe hearing from the public or um it's really about what is included and what's what's not. So starting with that, I mean my favorite question I always ask is so the kind of $5.1 billion reserve or in the bank that I think the district acknowledges we had amassed at the end of the 2425 school
year. Um can you explain I mean because that's one of the big public disconnects right now is you're sitting on this money. Well, we're sitting on less of it than we had the end of last school year and it's it's baked into these three years. And so I don't know if slide 10 is the best equivalent because that's just a general fund unrestricted, but
can you walk us through like we acknowledge that that you know we we strategically kind of amassed somewhat of a reserve given the one-time funding and because we had labor negotiations and because of the um the uh kind of
capriciousness of the Trump administration and now we are spending it over the next three years and so can you just walk us through how that works and like that the end of 2425. What is it at the end? What is it now? Like what is it going to be at the end of 2526? And then you know and and if that's not
the best slide because that's just general fund unrestricted. Can you like where can the public see where that number is now? >> So first the $5 billion is a reference to how where we ended last school year when you include general fund restricted
which are balances that are restricted by law meaning we we have no say. It's not at our discretion what those restricted funds are used for. Um, when you include those restricted funds which are uh again restricted by law and you add the fund 17 balances and you add
every component here in general fund unrestricted which includes the statutoily required were reserved for economic uncertainty includes balances that are non-spendable. They're called non-spendable because they cannot be spent. um and assigned balances that at the time are principally the largest
unassigned balance are school carryovers. And so that's how we ended last school year again with those caveats. It includes restricted balances restricted by law. It includes the fund 17 which I've already demonstrated we are relying on now at first interim. We're releasing in full at first interim. And after incorporating the
cost of labor agreements or offers that we've already made, we still have work to do. Um, and so to attempt to give an apples to apples comparison using the restricted balances which cannot again be spent for any purposes. They're restricted by law and the fund 17 balances which we already demonstrated
we're using. We would be ending the current fiscal year with about $3.5 billion. And so we'd be lower by about 1.5 from the end of last year. Um, and then we would end the 2728 school
year with about 1.3 if I include everything everything that is included in the 5 billion. And I'm not saying that we should include everything. There's restricted balances in there that are restricted by law. Now, that 1.3 includes $800 million that I've already
said for all intents and purposes has been spent. It's in our assigned balances at first interim given where we are. It's a snapshot in time. But that $800 million has been spent and it's still not enough to keep us from going negative at the end of 2728. >> But as of this moment, we're already low. Like that 5.1 is is I mean it's not
yet the 3.5 billion. It will be at the end of this school year, but as of this moment, it's less than 5.1. It is a dynamic number. And so I think that's important for folks to know that it's it's constantly. >> Yeah. So the best another thing I can add is at the end of LA last school year, which happened, it's not a
projection. It's not based on optimistic or pessimistic assumptions whatsoever. It happened. Those numbers were approved by the board as part of the unodited actuals in September. Last school year, which already happened, we spent $2 billion more in the general fund than we had in revenues. And that's only
possible because we had reserves, >> right? And I think that's an important point, too, because we talk about deficit spending, but because of the one-time influx of COVID money, we actually weren't year-over-year until last year, which your point is in the books. And last year, and just say that point again. Last year, we spent more
than we took in. >> We spent about $2 billion more than we had in revenue. We brought we spent more two billion more than we brought in. And that's only possible when you have the savings account, which as you noted, we we did build up over especially during the pandemic years. And that about $2 billion of spending beyond what we bring
in is projected to continue. Uh it's projected to continue without action, which is why the fiscal stabilization plan was required uh in June. And then to the point of well why aren't you using this reserve or this what you banked at the end for raises. I mean I
know our labor partners and others parents etc might want us to use more but what you're showing this in this first interim is that at least this what 700 and you know 796 million that is what we're doing. We're taking that money and we're putting it in this workforce
stabilization plan as contracts are still open. Um you mentioned fund 17 one why are we sweeping fund 17 next year and not this year like why is it um why are we drawing it down? Yeah I mean I think in that slide
>> it's in 2728 because that's the first year where we would be projected to be negative without it. Um whether it was drawn down this year next year 2728 the impact on that third year balance would be identical. It would not have any difference because this is a running
tally. This is uh a cumulative balance and so if I were to add it next year, this year, next year, the impact would be exactly the same by the third year. >> And why on slide 17 which kind of show the ending balances is fund 17 not included? >> Because it's already fully in the
general fund based on the assumption that the board today will approve its transfer in full from fund 17 back into the general fund. And so some of you know it's it's in part how we were able to assign $800 million to pay for those costs of offers that we've already made.
>> And then I mean you know one of the reasons I'm asking these questions about the time horizon is we are hearing as schools got their budget right after Thanksgiving about about cuts at schools. Um and so uh you know some of those were projected I think like the sweeping of carryover but um but there
seemed to be some uh decisions that were that were not anticipated and maybe one of them was miscommunication. The board was hearing a lot about IB programs. Are there any other cuts to schools right now that we should be aware of or that we're going to start to hear about
>> related to the fiscal stabilization plan? The things that will that directly impacted schools because we've already started budget development were funding SENI at the per pupil rate where we were in 2122. 2122 school year was
the first year that Senny was funded at $700 million. That was possible at the time because we used $300 million of ESER funds. So we had $400 million of our kind of LCFF supplemental concentration funds. We added 300 million of ESSER. Um it was funded that
way for two years at $700 million because of the existence of ESSER funds. And so because of declining enrollment and this was I my I believe this is how um it was estimated in June that using that methodology using that formula of
keeping the per student amount the same as it was in the first year that it was at $700 million would result in an allocation of 625 or a reduction of 75. um with new data with updated data of student counts unduplicated counts
specifically that's the the basis on which we fund SENI um and because of lower enrollment than previously estimated using the exact same calculation resulted in an allocation of $61 million instead of 625. So schools were allocated. They're based on the
same formula that has existed for Sunny. The same metrics, the same weights, the same distribution between our highest need schools and our lowest need schools. None of that changed. Um but the grand total was $61 million. So that has already moved that that has already been uh allocated to schools during budget development. The other thing that
impacted schools directly was advancing 0% carryover for those two programs for G general fund school program and SENI. Additionally, in the fiscal stabilization plan, there are central office reductions. We estimated it right at this time of about $150 million a
year ongoing. As part of those central office reductions that, you know, everything that we do at the district is in service of student learning and and and in support of students. And so, even central office reductions impact service levels. And so, I can't speak to
specific examples other than what I've mentioned related to the fiscal stabilization plan. Um, but but that's a high level overview. Well, and also not only are the services in or the central office functions ideally in service of schools, but given the fact that most of
our budget 90 plus% is personnel and bumping. I mean, I think it's important for folks to realize because this has happened over the years and I saw it when I was a teacher getting rifted, which I always will remind people, but is that you have cuts in this building and a lot of those folks in the on the
certificated front can then go back to schools and bump school personnel. So, a central office reduction still leads to a school site disruption, which I think is important for folks to know. The last last question is just, you know, because I've been hearing, you know, even from some of our labor partners who have been at the table for months, um, that when
we mentioned that this fiscal stabilization plan anticipates riffs that the board might have to vote on as soon as February, that that's news to them. And so can you just explain you know baked in here in accounting for some retirements and attrition um what
is you know what is the um human impact in terms of full-time employees and this fiscal stabilization plan. >> So for the very reason you mentioned because like all districts the vast majority of our resources are spent on people. We're a school district. We are teaching and supporting and serving students. So for that very reason, when
you make reductions of the size that are necessary for our district uh for many for most districts, uh it's primarily going to be a reduction in the number of positions. And so when we make reductions in positions, there are statutory rules that we must follow, uh
seniority rules. And so whether in certificated staffing or or classified staffing um those with the most seniority uh if their position is reduced they generally they often have seniority in a in a lower classification. And so that's the bumping that you that you referred to.
And so by law we again this is not a dis at our discretion as a district. Um generally the the folks the employees with the least amount of seniority are those that ultimately may lose uh their job with with the district. And so while there will be retirements, while there
will be other reasons why people may leave the district, they move out of state, they move out of the city, um given the size of the reductions that we are that are necessary, um not all of the reduction in positions will be absorbed
by attrition, by retirements, by other separations from the district, by vacancies that might exist elsewhere. Um and so it's a little you know but we'll we'll have a clear view of of those amounts uh when budget development ends at the end of January but um it
will be in the thousands >> in the thousands of outside of attrition outside of closing vacancies retirements thousands of people who are currently employed who this budget will anticipate the need for a riff. >> That's right. >> Meaning at the end of the fiscal year on
June 30th they would be laid off. >> Yeah. Now, we always make every effort to to make other positions available to our valued employees. Um, but but yes, that there will be a significant impact. >> Um, yeah. Okay. Thank you.
>> Anyone else questions? Questions? >> Dr. Rivas. >> So, going back to the question on the Sani um being reduced to 99. Originally it was 75 and then 99 because you the
change of enrollment was that because it went from one to the other. >> That's exactly right. >> Okay. And um I'm sorry I'm just looking through my questions. See what would be the next question to ask you on Senny.
Um, yeah, I'll move on from Sydney. So going back on seni on how the impact on our schools will have um how do seni allocations reductions and zary zero carryover assumptions aligned with our
stated equity commitments particularly for foster youth English learners or marginalized students what would be the impact there >> so the seni formula is unchanged and so what's what's different is the total dollar amount um again keeping kind of
the per student amount at the same level as the 2122 school year, the first year that Senna was increased to $700 million, but the the metrics that are used, the student characteristics that are used to to determine what what a school gets are the same. Um the weights
that they each receive are the same. And the distance between the highest funded, you know, the the semi-iranked number one school and then the lowest ranked school, that distance is also the same. And the fact that it's allocated on a per unduplicated student basis, not all
enrollment, specifically unduplicated students is unchanged. And so the equitable design of the allocation is the same. What's different is the dollar amount, the total dollar amount is is lower. And how do these projections um
throughout not only in Senny but throughout the um first interim change class size class uh counselor ratios, nurse access, intervention staffing or at high need schools beginning in 2627? What would be the impact to our schools?
>> So the the vast majority of school resources and positions are not sne and other discretionary allocations. The biggest of course are the positions that are provided based on on the norm, what we call the norm. And so the class sizes
that are used to calculate how many teachers a a school receives unchanged. And so the class sizes due to the norm allocation of teachers, administrators, counselors, unchanged. And again, that represents the vast majority of
resources at the school level. But I want to be clear to you could see a school impact not because we change any formula but because we saw a significant drop in student enrollment. So if a school loses 100 students not
because the formula changed but that loss of student could result in a loss of funding associated with that drop off in enrollment. As you know we went from a projected uh enrollment decline of around 2% uh to uh 4%. It's getting
better, by the way. We keep picking up students mysteriously, a few hundred every week, which is very encouraging news. So, we went from a loss of 4% two weeks ago to now 3.6%. Compared to last year, but the anticipation was only 2%. So, I want to
be clear, the formulas don't change, but could a school to the question that you asked board me or Dr. Brievas, could a sto school see an impact even though the formula does not change? Absolutely. could uh on a basis of uh of drop off in
enrollment. Other schools could actually see a gain of funding because they have picked up enrollment which is a phenomenon that varies from zip code to zip code. >> Thank you. Um have you analyzed or looked into which schools lose the most flexibility under study carryover
elimination and what student services will be most at at risk as a result? So we we do know what the allocations were by school and can of course compare that to last year's alloc or this year's excuse me allocation. And so the factors
that would change an individual school's allocation for SENI are of course the fact that the grand total SENI is is lower. Uh so at instead of $700 million it's at 601. But there are other factors that go into the SENI calculation at the school level. One is the SENI rank and a
school's rank does change because every year it's recalculated based on those metrics and weights that I mentioned. Even if the metrics and weights themselves don't change, a school's student data could change. And so that's another factor. And then the third is of course their unduplicated count. And so for as the superintendent just mentioned, if their unduplicated count
is lower or higher than than in the current year, then that would also have an impact on SENI. We won't know ultimately what schools have decided to do with SEI funds until the end of January. So, at the end of January, we'll know if school a decided to make a reduction in money set aside for
professional development or instructional materials or individual positions. We won't know ultimately until January because currently schools do have uh discretion. Uh they have to write a plan of course, but they do have discretion on on how Sen funds are budgeted.
And did the district did you u model um did you do a um model a differentiated impact on actions on these actions on high poverty versus low poverty campuses. So >> on seni but just overall
>> of the of the seni change itself >> just seni the fiscal um stabilization plan just overall of the um u reduction >> um I mean we can certainly produce an analysis if the board wishes um but but
again the seni formula was unchanged maintaining the equitable design um and so generally speaking schools saw a change based on the overall reduction but the individual school impact is going to depend on those other other factors that I mentioned. So were these
decisions made um analyzing student impact um that now will lay heavily on schools decisions? >> Um I mean yes all decisions that get made by the district with respect to the
fiscal stabilization plan day-to-day decisions of course uh must take into account the impact on students and schools when we're facing the kind of overall reductions that are necessary. uh even when we make very significant reductions
to central office supports and services as as we are as we've demonstrated in the updated FSP because the vast majority of of resources are at the schools as they should be. It's it's a school district um there in order to address the fiscal
challenges that we and other districts are facing it's it's it's nearly impossible to do so without making changes to to school level resources. Now I'll just echo uh Son's point on that and then also as you look at the framework of the FSP you know it's
intended to try to reduce impacts at schools you know focusing on those functions uh investments that are furthest away from the school site but there will be impacts as a result of either central office reductions a reduction in
carryover but when you're talking about year over year allocations of school sites. We are doing everything we can to sustain um those resources for our schools. >> Thank you. Um so moving on to community engagement. So over the past year, many
community members have expressed that engagement around the fiscal stabilization plan has not been really meaningful and that town halls did not allow for real dialogue or shared problem solving. When will the public receive a clear breakdown of the
concrete changes tied to the FSP action uh for the 2627 budget cuts? Because there's still a lot of questions in the community in our school. Um, I mean, we always want to improve the way we engage with the community. And while the town halls we think we were a good
opportunity to um to hear from the community, to hear their responses to questions that we thought were important, um your your feedback is is appreciated. So, step one is as LEO is requiring us, we're providing an update on the fiscal
stabilization plan figures. And so uh that is included tonight in the slides included in the executive summary of the of the first interim board materials. Um and there will of course uh if the board wishes we can provide additional updates and um once budget development is over
in particular when we have a lot more detail on some of the decisions that that were finalized by either schools or or central offices as as a result of the fiscal stabilization plan. Um, we can certainly provide that at a committee of the whole or board meeting or or in
writing. >> Um, >> so you mentioned uh committee of the whole or other opportunities to engage our communities. Okay. Um, one last question. >> Sure.
>> Why? because I've been, you know, you know, speaking to my schools and my principles and there are some of my schools that their enrollment did not change or remain flat, actually increased, but they're still seeing um vast reductions in their budget. So, the
ECAST didn't change at all. Um, but they're still receiving some reductions. Why what could be the reasons for that? So for a school whose enrollment is is is has not declined like the example that you've provided the norm positions
should not change and so the classroom teachers the administrators the counselors all all the different clerical staff all the positions that are provided as part of the norm should not change. Um but even a school with flat enrollment when SENI as a whole is
reduced from 700 to 601 there will still be changes at the school level. So that's one example that this individual school may have experienced. Um and the 0% carryover is another that that this individual school may may have experienced. But but otherwise the vast majority of the resources that are
provided through the norm would should not have changed. >> The reasons I was asking um in the questions in regards the impact to our schools um it's because fiscal solveny is necessary. So I'm not
arguing against that. But overall, it's not efficient um sufficient. A budget that balances by shifting risks onto schools and students is not truly sustainable for the quality of education and services that our students need. And
um and the actions or the fiscal stabilization plan overall is um is going to cause quite harm. And it is and I feel it when I go to my schools the the stress and the fear not only from principles but teachers, parents
and even students as well. So they're already um seeing a doom just in the next year. So the this budget and next two the next two years is um
is completely going to destabilize our classrooms and our schools. So I just want to make sure that we're very clear on the impact from um from Senni and targeted funds. They seem to become tools rather than protected investments.
When we talk about equity here in this district, we talk the district talks a lot about equity, but when it comes to the budget, it's quite opposite of what we we what we stand for in this district. So this contradicts our stated values. Equity should not be the last
place we cut, not the first place that we borrow from as well. So, we're we're borrowing from the funds that were allocated to our highest and high need schools and taking away from them. Um, and I've I've heard your arguments on on
why this is so, but um like I said, this is going to cause quite harm for our school. So, I'll leave it at that. have more comments later, but I'll open it up for my other colleagues who want to ask more questions, >> Miss Grigo.
>> All right. Thank you, Simon. Um, I want to I have some questions uh that stem from your presentation. Um, I see the where it says breaking down LA USD's overall budget. I think it's one of the first or second ones.
Um, yeah. So I see general fund, it has unrestricted and restricted >> and then it also has special reserve, adult ed, child development fund and cafeteria fund.
>> So I thought adult ed, child development and cafeteria were the restricted funds, but I see another box here that says restricted. So what falls under those restricted? So within the general fund, as you point out, there is unrestricted
and restricted, and we don't decide what goes into restricted versus unrestricted. They're um restricted by law. But the adult ed fund and child development fund and cafeteria funds are also restricted in a way. So adult ed funds are for use only within the adult
education program. The cafeteria fund because of the source of funding for for the cafeteria fund is also restricted to only be used within the cafeteria program. So that's for things like the food itself and the staff that that prepares and and and and serves it and
and child development fund also it is restricted for use only within those programs. >> But what is the the second box unrestricted and restricted? What goes under that box of restricted? >> Those are under general fund only. >> So what are they? What are those funds? >> So examples of that.
>> So LCF is the biggest source of unrestricted funds for the district. Um, examples of restricted funds are title one, uh, special education funds like IDA and AB 602, um,
ELOP, the expanded learning opportunities program. Um, those are all examples of of programs that either by the state or federal government are restricted. >> Okay. It would be super helpful to see that because I think that constitutes part of the reserve, right? And then
when we're saying, you know, we have a $5 point something billion dollar reserve, we're looking at both restricted and unrestricted funds. And so we know unrest and restricted can go to anything. But the restricted, I think we should, you know, break it apart and let everybody know what those funds are
>> because for example, title one, a lot of positions are purchased with title one funds, right? So it's not only unrestricted that pays for salaries, right? It's also restricted that pays for salaries and I think for me it would be very helpful and a much uh clearer
picture to see what exactly comes out of restricted what what positions are we paying positions because those are the ones that are you're saying they take up most of our budget. So what positions are paid for out of restricted um you
know title one that that money has been reduced dramatically like Dr. Reebas was sharing about her schools. I have the same issues at my school where their um their enrollment didn't decrease but their title one funds decreased. I
understand the Senny I we talked about that happening. It was in the FSP but title one ba I thought it was based on on the enrollment but if there's no enrollment change then why was that reduced? Um so yeah what why would that have been
reduced if there was no enrollment change? So, Title One, as you know, is is uh funded from the federal government. And so, each year we receive or estimate to receive a certain amount of title one, and then we have to make
it work within the the the different services and programs and allocations that are provided to schools with the funding that's available. And so, that includes both the amount that we will receive as new revenue, but also any carryover funds that have carried over from the prior year. So, Title One does
allow for some limited amount of carryover of unspent funds from prior years. And so, what we were confronted with for the upcoming school year is fewer carryover funds for Title One than we had in the past. And so, spending levels had increased for Title One uh uh
this year. And so, there's expected to be substantially less carryover funds. And then also the new revenues that we expect to get from the federal government in Title One are also lower. So that combination of factors is why there was an impact on on school allocations.
>> So part of it is what is real and happening right now. Part of it is a projection that that impacted how much money a school got. >> Yeah. I mean whenever we're building the budget for next year, we do have to rely on on >> project estimates. So that could change
though. Schools could get more money at some point during the school year. It's possible and that is part of our kind of general practice to true up. I I think when you look at the, you know, restricted funds in the budget, you know, we can produce a report that clearly outlines how those dollars are
kind of committed in those restricted amounts just like you see in kind of in the following slides around the assigned uh balance. >> Questions about that, too. >> Um because I I think that's always useful. I know we've done it in in prior presentations, so you can see specifically what those resources are
committed to districtwide. Um, but I I think when you look at year-over-year, we always project out, but also look at it from, I would say, uh, a more progressive and liberal sense than what actually CD even recommends when it
comes to how we project out, uh, enrollment impacts for Title One. um CD would generally say that to ballpark it to 85% of your enrollment. Um we're closer to 95%. So we're a little more um liberal and how we're kind of defining
the outyear projections when it comes to title one. >> Um are we what's the percentage that we're expecting to to lose in in this budget year? What is the projected percentage that we
took account when we decided to to send you know a a reduct a reduced amount to the >> let me let me try to answer that. So as Simon said the biggest the biggest issue impacting title one is not necessarily a reduction at the federal level because
the feds have not appropriated for the next year. It is and I'll give you I'll specify it for you. What Saman said is that in title one like in other funds historically the district has underspent. The federal law allows up to 15% of the district's allocation of
title one to be rolled over. If you go over the 15% you lose the money unless you file an appeal to keep it. Over the past three, four, five years, certainly as long as I've been here, the carryover has actually been pretty high. However,
over the past two years, much like even school carryover, principles, school councils have been more efficient at spending the money. So for this coming year, the and we saw this even this past year, the carryover of Title One shrunk dramatically. How does that impact the
school budget? When we have a carryover, the district collects that money back. Unlike general fund, title one carryover actually comes back to the district and then reallocates it back to the schools. So schools would see sometimes an allocation from the prior year to the
following year that actually went up not because they had more not because the number of students in poverty increased but because the amount of money that the district had to distribute actually went up. That is not the case. That's been one of the and Dr. Estrada who who runs
a title one division and at her signaled when I asked the question can we capitalize on more title one funding to offset some of the reductions elsewhere no because principles and schools have actually been more efficient in utilizing the title one funding in the
year there was actually allocated I can assure you even though good question so that that variance up to 15% could be impacting schools as a function of a much lower carryover over. We do not know at this point exactly what the
appropriation from the federal government will be. That is a projection. So best case scenario is that it would be whatever it was this year. We have some feelings that it more than likely it will not be based on comments made at the federal level. Um but we
cannot anticipate that. But the greatest impact is the reduction of carryover that translates into possibly in some cases a lower allocation back to schools. So it's a real um it's not a projection. That's what you're saying that it's actually a real amount uh that
was that was not carried over this year. They didn't have any le >> Greg. Absolutely. So the the issue associated with a lower carryover that translates into an overall lower investment back to schools is not a projection. It is a real number.
>> Okay. Um I might I might have more questions about that. Just totally get it. But >> let me let me qualify that we still have months to go. What we get is the rate of spended schools, right? So we see the projection to actual and based on the
rate of expenditure in the title one accounts we expect that by the end of this year like we saw last year that carryover will be greatly reduced. If for whatever reason something happens where for the remaining five six months
until the end of the the federal fiscal year um the rate of expenditures decreases then there would be an adjustment but based on the rate of expenditures so far that is what the numbers are.
>> Okay. Um and then regarding Senny, you said that the the reduction or the money that was re given to the schools was based on the metrics of or the enrollment of 20 2021
is that what you said and then so that's why there's a reduction. >> It's due to >> that's part of the reason why there's a reduction >> to declining enrollment is is correct. >> Okay. We used the money that um that was allocated to schools in 2021 was the
baseline, right? So, say a school got a million dollars in 2021 based on the number of students that qualified for that amount. You use that same number to allocate for this coming year, right? Is that what you said?
>> Let me tackle that. So, the puresta, yes, the answer is yes. Let me quantify for you. Let's say a school got a million dollars in Senny and then they lost 10% of their students over years. Then the school is probably getting
$900,000 instead of a million because the school lost 10% of its membership. Therefore lost 10% of its seni. The distribution is still done on the basis of senih highest senihigh etc. That does
not change. But what is being what is reflected uh in the plan at this point specific to Sunny is not a reduction overall reduction of SNI investment per pupil. It is a reduction as a result of
declining enrollment at that specific school. >> Okay. Well, the reason why I ask is because it seems like what we heard from folks and what we're hearing from the ground from schools is that some of our highest sunny schools
are actually the ones losing the most. So that tells me that those are and I know my district in southeast LA and South LA enrollment has gone down significantly. A a big reason is you know the ICE rates. So
the equity piece seems to be missing in that, right? Because it's a it's areas that have been highly impacted by things that they're out of their control. Like enrollment is not the enrollment decrease in that in those areas is not the same. We can assume it's not the
same as regular low enrollment throughout the district because of the issues that have happened. So if those schools are now losing even more because of these things that are happening outside of their their control and things that we were not expecting, that
means that they are now feeling even more so of a destabilization and and are hurting more. And I think that's what we're hearing from folks on, you know, at school sites is that, you know, it's it's like there's a school that I got an
email that's losing 31 positions. Others that are losing like a hundred, you know, $200,000. What I'm hearing too is that normally they would purchase PSWs, PSAs, even school climate advocates, and those are the positions that they're not able to
purchase anymore. PS any of the outside of the of the norm like you said they're not losing their norms true but now they don't have that funding for all the other things interventionists everything all these other supports they have so I'm just like worried that these
higheni schools that are in highly impacted communities that have historically been stabilized are now further destabiliz even more so than what we were expecting. because of this because you know the way
that the the um the uh the seni uh takeback was done you know like I I feel like there's a piece missing there in terms of equity if we can't see at all the different factors that are impacting schools and some and I think we need to
I would like to go to hear from somebody I don't know who would do that study but I would like to see how some of our high high sunny schools are are doing and if they are you know indeed more than highly impacted. So that's on
Sunny. The other thing I want to ask is about fund 17. >> Mhm. >> So you said we're going to with we're going to withdraw the money for fund 17 next year in 2728, right? The full money. >> We're not going to do it now. And the reason why is because that's the year
that we would go into a deficit. You're saying that's the year that we start to see a dip. >> That's right. >> Now, there is an argument that has been said that part of the reason why we're pulling back carryover is because there's that's money that is budgeted. It's sitting there and schools should be
using money that are given and allocated that year for the students that year. Our students, the students right there deserve that. I would use the same argument when it comes to fund 17. I would say our students need it now. And if we are hearing that there are major
reductions and major cuts to services that impact students holistic well-being, I don't want to wait till 2728 to use that money. That to me concerns me. And you're saying it's going to be the same thing at the end. I mean, we
still have to do whatever we need to do, >> but it I don't understand why we're holding off on using fund 17 now in this coming year so that our students can have the supports that they need, their holistic supports now, because that is money that has been sitting there for a
couple of years, not just this year. And so that money, you know, should have been used a couple of years ago. Now we're using it to to stabilize, but our kids need it now. So I would argue that we should use the same we
should follow our own recommendations for school sites and use the money now. So that's on the on fund 17 um assigned. So there's a lot of um the general fund unrestricted assigned balances.
Um I see here um the carryover. Okay, this year we're pulling all that carryover and then there's none pulled. what's going to happen with that money? I mean, what all of these assigned monies, what happens to it?
>> So, when it's being unassigned, um, and then basically in practice transferred to unassigned or it becomes unassigned, um, it allows for us to address the projected negative bank account balance that we've talked about. Otherwise, we'd
have to identify other cuts. And so anytime we move a balance from one category to unassigned, from assigned to unassigned, from fund 17 to unassigned, it allows us to offset cuts dollar for dollar that we otherwise
would have had to make. And so um that that's what what's happening. >> So you're saying it's also being used in the same way as >> Okay. So, community schools, it goes 5.7 this year, 11.7 the following year, and
then 17.6. What does that constitute for community schools? >> Those are just estimates for uh funds that current that carry over. So, the carryover practice in the fiscal stabilization plan only affects Seni and
the general fund school program. There are multiple other school carryover programs where the carryover practice is unchanged and and that's uh one example of them. >> Okay. But I I just want to know does that is that money going to be used for
the community schools director for the coaches for the community school coordinators at school sites for the community reps at school sites for the $300,000. Yes. >> Is that what we're looking at here? >> Yes. >> Okay. >> Those funds cannot be used. Those funds
are retaining those accounts. So the community schools line is not touched. The carryover policy does not apply. If schools don't use in one year, it moves over to the following year. The schools can use those dollars in accordance with the community schools guidelines.
Period. They cannot be used for any other purpose for general fund relief. They are tied to that program. So again then any sort of um offers on the table right now because you know community schools is part of the the demands um
from both of our our our our bargaining uh partners. Um does that mean that these funds then are not part of the workforce protection stabilization because they're already protected under this line?
The vast majority of those funds are already in lines at schools. The $796 million in the workforce stabilization fund plus the 100 million um are not in schools yet. They're at central office.
So those investments of the roughly $900 million in the workforce stabilization fund once invested into schools in terms of either positions, hours, um stipens for additional uh community
school uh entities are not reflected in these accounts yet. This is basically unspent money at school accounts specific to community schools. >> Oh, the community schools line. That that's what you're saying. It's unspent money. All right. Okay.
>> We we don't touch that. That's right. >> And then access and equity programs. What are those? >> So, this is just a categorization of of um the detail that's provided in the first interm report and we can provide you the
mapping to show you what's included in each of each of each of these categories. >> I think it would be I know it's in the board book in in the uh materials that you gave me that you gave us. I'm sorry, but I think it would be good to to give examples of what they are for the public
to also see that it's easily accessible so we know what those things are. Okay. >> Um >> just to give you an example and we can give you the detail, it's specifically around access to AP covering the cost for students. Um drill team uniforms,
ensuring that all schools have that covered from a district perspective. So we're talking about access and equity across the district. Okay. Um, and then let's see here. Um,
I'm going to stop there. I might have some more questions though. Thank you. Oh, >> who's next? Sherth, please. >> Thanks, Aman. Uh thanks for the report and um a lot has already been mentioned
and I won't repeat too many but uh wanted just for clarification we did mention Senny and I know we talk about Senny a lot and I think one of the things you mentioned um Senny and the data used to calculate
Senny was 21 data and then we added an additional 400. Is is that what you mentioned? >> In 2122, there was the first year that Senny was at the to the current to the total of $700 million where it's been through the
current school year. And that $700 million was funded in part 300 million of the 700 was funded using ESSER funds, those onetime COVID funds. >> Onetime funds. So those funds are gone. >> That's right. And so to keep I guess the
same allocation, how were we doing that? >> So over the last few years, we've relied on kind of unspent funds from what we call TSP, targeted student population funds, but we've had to kind of scrape it
together. Um it's been um through those that that's how it's been maintained at $700 million. There there hasn't been sufficient ongoing new supplemental concentrate supplemental concentration grant funding which is the portion of the LCFF funds that that fund SENI and other important
programs to fund SEN at $700 million and all of the other important supports and services that are also funded with those same uh grants from the state. >> Got it. And so with that SNI fund at the
rate or the allocation that was earmarked, did students receive additional funding or because it's the same pot of money. I'm just trying to understand and let and as the public understand it's the same pot of money. Correct.
Do they get double because you use this equation but however funded it at 700 when that wasn't what the equation could have been funded based on the budget that we had. >> So the the I I'll try not to get get too
into the weeds but Senny is as I mentioned the the metrics that are used the student metrics the characteristics that are used and then the weights that each are given has been the same has been unchanged. Um the what's changed is the total dollar amount um that's used
to provide each school their kind of pro rata share of that total. So that prata share that each school gets is based off of those things that I mentioned the different student characteristics the weights that they that are applied to each the unduplicated count for each school. Um and the way the formula works
is the look at high schools together for example based on those metrics and weights there will be a semi- ranked number one high school that has the highest needs based on that methodology then second third fourth all the way
down to the lowest ranked high school. And so the way that that it works is the and I think you probably know this but for the benefit of of the public um the top ranked the high the number one ranked Senny school within high schools gets three times the per unduplicated
student amount as the lowest ranked high school. And so it's 3x 3x not per student 3x per unduplicated student. And the unduplicated students that top ranked school might have three times the number of unduplicated students as the lowest ran school. So in this example,
they might get nine times the amount of of funding, the highest rank versus the lowest ranked school. So that and then every school from two all the way to the bottom is kind of evenly distributed. And so the last detail to identify the amounts are is the grand total. And so
what we've done is we've made the average per student amount. The per student amount depends on the school, right? Some schools get a much higher per student amount than than others. The average per student amount is the same as it was in 2122 the first year that it was at 700 million
>> and even though the enrollment had not been the same at 21 >> that's exactly >> so in essence those students even three times nine times were receiving much more with the equation because the
bucket of funding was at the level at which >> yes >> if you had the amount of students you had in 2122 Yes. >> Okay. Just wanted that for clarification. And then I know we talk about the carryover and I know our schools are really hurting on the
carryover and I know some mention here that it may be room, you know, we can't foresee the future, but what about schools that had saved money to purchase positions? Obviously, that's no longer, but if that was part of stabilizing
their school, how do we help them to stay stable if this funding is removed? >> So, we always advise schools that it's position should not be funded with
with carryover. Uh carryover by definition is one-time funding. It's funding that either was unspent from the prior year or may have accumulated over several years where it continued to grow. And so funding a position as part of any kind of strategy at the school with carryover funds is is is we never
would recommend as part of the the supports that we provide and budget to schools that the regions and and region directors provide. So that that we would never advise a a school to do that. What we do advise and this is not so much budget as as the regional directors and the regions but we do support schools in
prioritizing and and determining what are the resources that they should budget based on the needs of their students based on their academic scores based on their social emotional needs. And that's important whether we're in an environment like in the pandemic where there were record levels of funding or
an environment that we find ourselves now where funding levels are substantially lower. And so that support is about prioritization with with fewer resources and and making sure that um to support the schools when they're deciding do I fund this type of position
or this kind of professional development or this kind of instructional materials and and to what what's going to meet the needs of of their individual schools students. >> Got it. But and I mean to that point as you mentioned that and appreciate the advice to not fund positions but with
the Essers is that not what we had ultimately done I mean with one-time funds because ESSER was not >> in perpetuity but yet we funded positions and now we're in a situation where those funds are no longer here and
to my colleague Melvin's point you know we're people are not going to be here because that funding is not here. Correct. >> Yes. >> Um like I said m much has been said. I I just wanted to reiterate some of the
things so we all kind of speaking in the same language. And I know when we talk about um once fund 17 is gone that's not replenished at all. Once it's gone >> That's right. >> It's zeroed out. >> Got it.
Um if if I may what the board member thinks about the next question. >> So this um the updated FSB plan which is not significantly altered from what you've seen before can be altered throughout the year. I mean we'll see
what happens when the governor releases his budget request in January. We'll continue to monitor monitor what is happening second interim. We will continue to moni monitor our fiscal position. Also, what none of these plans include um at this point is the
advocacy. And u you know, I've made myself available. I wholeheartedly agree with the premise of labor, community- based organizations, us as a school district jointly advocating in Sacramento and in Washington DC. I think will be more successful in Sacramento and Washington DC to bring in funds to
avoid possibly avoid some of these reductions. Also on the table, we don't know how realistic it will be is to the point that board member Grigo made recognizing the impact of uh immigration raids in our community. As I said, every week
we're seeing three 400 kids coming back into our schools, which is interesting. Some of them were previously enrolled, some are not. We suspect some of them are coming from states where they're not so welcomed as we welcome them in California and in LA. So there will be a
number of shifting areas and the board will have a chance to to modify it further. I will be so I'm signaling to the board at this point the central reductions and the point you made earlier any central reduction at some point has an impact on schools
particularly for certificated personnel but the overall number of position reductions does not change it is what it is it's just a trickle down impact but our central reduction u experience thus far uh is fairing better than what we
declared there I'm telling the board we don't have final numbers yet But why are we doing that? Well, to offset and reduce some of the impacts at the school site. So, next time you see this, it is quite likely that that $15 million
variance for example in Senny uh from 75 to 99 may go back to 75. That would be my will uh as we monitor the moves in these other areas. Right. So, we're going to do our very best to spare
additional impact to schools as much as possible. We're going to ramp up our efforts, specific advocacy to bring in dollars that would further offset these necessary reductions. And appreciate you sharing that because obviously I mean we want more revenue
and in the state of California that still doesn't make sense to me and I know we got a lot of work ahead of us to do collectively um to to search that out in the I'll say it you know the fourth largest economy and yet we're sitting here trying to figure this out. We're always at the
bottom. So, but appreciate this information and um as we continue, I just wanted to make sure as you said and I think that that led into the question of the fiscal stabilization plan because things are moving and so we'll still have room to
be able to move what those things are and have conversation to the point uh Rosio had made as far as our communities are involved to make sure that those voices are being heard. Thanks. >> Okay, I guess I'm last. I just wanted to mention or ask a question first. Do we
consider our district local district northeast southwest we do we call them central? What what would you call them? >> Semi-entral. >> I mean there's many ways that we can categorize they're non-school. Yes.
>> Um but you know I don't think traditionally they're thought of as >> in Bodri because they're not physically here. But here's my uh Go ahead. Go ahead. Go ahead. No, >> I I think it's important. I think I know where you're going. Maybe I should wait until you actually asked the question. But the the theory of action behind
reductions is you reduce less as it gets closer to schools. So the lion share reduction to non-school site expenditures is seen at Bodri. No doubt. Um even though regional offices are not
schools, they have non-school budgets, the impact of reductions is felt a lot less there to the extent that they happen than they are felt at central office meaning bod and I'll just add an element there as
well even within central office our first you know operative approaches focus on non- labor impacts you know are there opportunities to reduce um services spend on that would not impact people uh contractual spend. And then
from there you then look strategically at uh vacancies, you know, positions where people aren't filling those particular um roles. And then from there we go a little deeper. And so we do look at it from a philosophy of look, we want
to have the least impact on people and individuals and our employees as we look at these reductions whether it's central office or at school sites. >> Yes. And Mr. Carva, you you were reading my mind. Um but here's what I'm hoping
that we would pack our local districts with all the things that schools would need when they run out. And I'm talking about people. you lose your PSW, you lose your PSA. I would be hoping that the local district would have people there that would be
able to go out to the schools and help them out in this time. I can't expect them to come down from Bodri to the local schools, but I I kind of hope that they would come from the local district to help their schools with all the different things that they possibly may need due to cuts. So, that's all I'm
saying. So the level of support obviously first begins at the regional level and even to the question that uh board member new bill asked. There will be instance in instances as is the case right now if a school uh has a dire need and they're facing a circumstance that
did not anticipate. Usually the principal communicates to the regional director uh and the regional superintendent that is usually uh elevated to the to Cara Strata to Pedro Salita to myself and we periodically make adjustments where even though the
school on the basis of enrollment may not necessarily merit the additional allocation. We recognize that the principal is planning to do something or we recognize the catastrophic impact the delletterious impact that that reduction as a result of the carryover impact would have on the school and we make
adjustments. We make adjustments all the time beyond the formula to avoid catastrophic uh you know consequences at school at school levels. That will continue to be the practice. We will never close the door on addressing uh specific needs school by school uh based
on uh things that we don't know may be happening at the school level. >> Yeah. And I I do appreciate that. I do appreciate that. U thinking like the IT, you know, you're having a big problem with your computers at school and you don't have an IT tech at your school.
you couldn't afford it, but the local district would have one that could they loan out for a while, not permanently, just for a while to get you back on your feet again. And those are the different things that I think our schools need. And I always think as a uh school person, right? So that's how it is. Go
ahead. Go ahead, Mr. >> Miss Gomez has her hand up. Miss Konz is uh attending remotely from her listed location. >> May I go ahead? >> Yes. Okay, great. Um, well, uh, thank you to the superintendent and to the budget team for this first interim
report and for walking us through the assumptions behind it. This is obviously very complicated, so I appreciate the effort to try to provide clarity for the board and for the public. Uh while we are being asked to certify this report as positive, the data and the explanations make it clear that this
stability is being achieved through one-time solutions and the report itself acknowledges that a more extensive fiscal stabilization plan will be necessary and that's an important reality to name as we look towards June. Um we are relying on one-time actions
like releasing the OPED fund funds and eliminating fund 17. Yet the challenging nature of this moment is that we are seeing real impacts on our school sites because of the fiscal stabilization plan and as has been discussed disproportionately so at our highest
need schools. We know that we want to support our employees and our families who are struggling at this time yet we have a challenge where our revenues are not growing at the same pace as our expenses are. Um so I just want to name the the challenge in this moment. I do
also want to acknowledge my resolution that the board approved last June which has been referenced here budgeting based on equity and student need which had several components. The first was community town hall meetings in each board district which has happened and I recognize that that's not a full um
fully the level of engagement we want to get to with our communities in on the budget topics. But it is a first step and an an essential one um to ensure that our community has a voice when it comes to our budget and our investments in the school district. It also called for budget updates to be presented at
two committee of the whole meetings uh before we voted on the first interim. So while we did have one of those committee of the whole presentations, unfortunately due to the board's calendar additional close session meetings, that second meeting did not happen. Um, additionally, the resolution
called for prior to those meetings an equity impact analysis on how the components of the fiscal stabil stabilization plan would affect high need students, different student groups and school types, as well as a review of central um consulting contracts. Those
two pieces of information which I think are really important and have been alluded to um kind of the lack of clarity around those impacts have been alluded to as part of this conversation. We don't have those analyses yet. Um so I I want to start by asking the team
when do we expect those to be available? So, um, yes, we we did reschedule not only the second cow, but also the planned budget workshop. Um, and so I think we can work with with your staff, and we've had some early conversations
with your with your team, board member Gonz, about uh when it would be appropriate to provide those two pieces in advance of uh any cow that may be rescheduled. I I understand the the challenges with with scheduling those meetings and why
they got can why they were cancelled. Um but can you um Mr. Bravo Karemi, could you give me a like a a clear time expectation as to when we would receive those analyses? Will they be ready in January? >> Yes.
>> Okay. Okay. Thank you. Um, I also, as I as I was in June, um, and in May, I I continue to be concerned about making budget reductions. And while we know reductions are necessary, doing so in ways that are inequitable, such as the cuts to SNI, I I understand the
rationale for why the why the cut was increased from 75 million to 99 million. However, I I I still don't support that. Um, I think many of our my colleagues have asked about how these cuts are impacting our high and highest need schools as compared to lower need
schools. And I think that's valid. Um, I think we should in that analysis, but also in in the next steps around the fiscal stabilization plan be going much farther to ensure that we are proactively protecting our high and highest need schools by making the conscious decision that if we have to
make reductions at school sites, we should be doing so um from the schools that have that have lesser needs. and that are not being as greatly impacted by the moment that we find ourselves in. Um it would be helpful as part of that effort to see the per student allocation for next year andor school allocation so
that we can understand how individual schools are being affected. Um I also want to lift up one one additional piece that could be affecting our high and highest need schools more that we don't have eyes on it yet. as central reductions happen and bumping occurs, we know that generally speaking, our high
and highest need schools have staff that have less seniority and so it is it is possible maybe even likely um that they would be more greatly impacted by bumping. So I hope the team can can have eyes on that um and look closely at the ways in which those reductions um may be
affecting our highest need schools more more than others. Um, I also want to note, and I I mentioned it earlier in the state advocacy conversation, um, just the the increases in declining revenue, how that's affecting our sorry,
the increases in declining enrollment, how that's affecting our revenue. Um, and also how that is directly tied to what is happening in our communities right now. We know in communities like mine in the East San Fernando Valley, the raids and abductions of our family
members are creating fear and displacement which are directly affecting attendance and enrollment which impacts our revenue from the state of California. Um that means that our families are being harmed by immigration enforcement and then we are exacerbating
the harm through the loss of additional school resources. So that's a state advocacy pi p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p piece, but it is also and I appreciate um the superintendent's commitment to advocate and and what um Miss Alvarez shared earlier around collective advocacy on this issue, but
we are also implementing those cuts right now because schools that have had greater declines in enrollment likely directly tied to the raids are all are now facing lesser investments in this school budgeting process. So, um I don't know that this is something we can solve
at right at this moment as we're voting on the first interim, but I would encourage us to consider maybe it's an internal hold harmless. Maybe as hopefully we are successful in state advocacy around um protecting our schools from the impacts of immigration
enforcement on our school revenues, we can directly pass those savings or whatever funds we can generate to the schools most directly impacted. um because it's clear we're we're seeing those impacts right now and they are exacerbating the the cuts that we knew were already going to be anticipated. Um
so I I don't know that anyone can can solve this solution solve this right at this very second but I hope to to see a commitment from our leaders that we will do something to ensure that we're not doubling the harm that school communities are already experiencing.
>> Okay. Thank you. Thank you, Miss Gonz. I guess we finish our disc. Oh, yes, you may. Go ahead, Mr. >> I think I heard in in that comment a request of administration and uh look, I I understand what this community is going through. I understand what our district is going through. I I
understand the pressures uh and also the strategies. So, you have our commitment. will do all that we can uh into the coming weeks and months leading to January for a necessary conversation that's been postponed where we'll present the board uh with uh possible
ways of minimizing school impact beyond what you currently see. um seizing on possible opportunities uh relying on uh state um state protective measures that uh that the governor and uh and uh and
Sacramento may be willing to do. You have that commitment from us. >> Thank you. >> Go ahead, Carla. >> I just have Thanks, Kelly, for bringing all of those issues up and and articulating them so eloquently. I think I was trying to say the same thing. I
don't know if I got through, but thank you. Um I wondering about LCFF. Has the that amount changed? Do we know yet if it's changed >> um over time? Yeah, over time we >> No, for this coming year or Yeah. Or
>> for the upcoming school year, um the LEO was estimating that the cola would be about 2 and a half% from this year into next year. Unfortunately, that's lower than what's currently assumed in our projections, which is about 3%.
Um, it's not the two and a half% is not a done deal. There are some economic indicators that are still pending that could impact that, but it's it's very very likely to be less than the 3% that's that's currently assumed. >> And that's gone up and down over time, right?
>> Yeah. I think uh the pandemic years were kind of outliers where we got really high levels of colas uh kind of historically high levels. Um generally they hover more about like one and a half two and a half around around there. >> Is LCFF only cola or are there other
funds? >> Um the cola applies to other revenues generally but the most important impact on on us is LCFF because it's the biggest source of of funding that we receive. If we were to receive more, does that mean that we get more funding because we have less kids?
>> So the the amount of LCFF, the total that we're going to receive next year is going to be a function of the cola, which I mentioned. There's an estimate now that's unfortunately lower than what we have baked in to our projections here. The other factor is next year's
revenue will be based on an average of the previous three years. So for ADA, so it'll be based on this year's ADA, last year's ADA, and the previous year's ADA. And so that's just the way when you're a declining enrollment district, you're funded based on an average of the prior three years. And so the thing the big
things that impact LCFF in summary, the number of students we have, their attendance, and then finally, how much the state increases the per student amount from one year to the next. >> Okay? So if we have less kids but the
per student amount grows then we >> should see some >> okay >> yeah so the thing the what we expect to happen this won't next year's revenue is going to be based on ADA from this year and prior but moving forward there are things that are not reflected here yet which will
have a negative impact on our revenue one is that enrollment is likely going to be lower than we previously projected the other is that next year's cola is lower than what likely to be lower than we previously projected, but it's possible that in the year after that, the cola will be higher than currently
projected. We we just don't know. And so any good news that we even get from the January proposed budget from the governor uh will will need to be used to pay for the offers that we've already made to our unions because we we've seen that even after the FSP which has been
which is obviously very difficult to implement. Uh even after the FSP we still need to identify just through 2728 another $350 million of reductions. And so we are of course hoping for good news in January. We we really hope for additional funding even if it's only onetime funding from the state, but
we'll need that to pay for the offers we've already made. >> All right. Thank you so much, son. >> And thank you. Uh we have a 7:00 time. >> Okay. Go ahead, Rosio. >> Just want to flag and just a statement that I just need to I need to say. Um,
first I I just want to flag that the projected um 37.5 increase in spending on professional and consulting services and and operating exped um expenditures. Um just want to flag that that that is
something that um I've been asking to see the um these contracts and I know other colleagues as well and we have not yet to receive this. So I do want to see those contracts, a clear list of professional consulting agreements and
which services could reasonably be done inhouse using existing uh district expertise. So I I've asked that many times. So I do want to see why there's been such a um increase in professional consulting services. So just wanted to
say that. Um, and also, you know, um, I'm conflicted, very conflicted on on all of this because there are is a lot of data analyses, a lot of projections and assumptions that um, just don't sit
well with me. Um, and I know things are going to change in January and we're going to have the sinking interim and there's going to be more budget conversations as the superintendent mentioned that, you know, he has a commitment to, you know, addressing all of the concerns raised here. Um, but for
me, um, I'll see it when I I I'll believe it when I see it. And, um, so I'm conflicted. Um, so with that, I just want to say that, um, we owe our students more than a technically balanced budget. We owe them stability,
continuity, and honesty with about the trade-offs that we've been discussing. Um, a fiscal discipline should protect classrooms, not quietly hollow them out, which is what I'm hearing in in my communities uh in board district 2, that
um we're destabilizing our schools. We're hollowing them out, we're starving our schools. this is like deep austerity measures that um that seem to me um very dangerous for our students. So I just
want to make clear that um fiscal responsibility does matter. Uh but fiscal responsibility is not just about certifying positive. It's about what certification costs our students. This report technically balances but it does
not but it does so by shifting risk downward to schools in forward in future years. The projections rely on eliminating school carryover and reducing equity for our schools. Those are not abstract accounting moves. They show up as fewer
adults on campus, less stability in programs, and less abil less ability to plan for students over time. For students, especially our highest need students, that instability is not theoretical. It it affects relationships, access to services and
learning conditions, particularly now as we're moving towards increasing our academic achievement. How is that going to be done if we have less um support in our schools? I'm particularly concerned that equity investments are treated as flexible when pressure rises. Senny and
targeted student funds are used as balancing tools even as we state our commitment to equity. If equity is a value, it should be protected in hard times, not tapped first. I'm also troubled by how thin margin be the how thin the margin becomes. A projected 10
million ending in balance in 2728 on a multi-billion dollar budget leaves virtually no room for error. Any enrollment shift, state action, labor cost or emergency immediately lands on schools and students and that's
something we need to address now. Finally, what is missing matters. There is no student impact analysis, no school level modeling, no explanation of which services are reduced first if assumptions fail. When a plan depends so
heavily on school level actions, we owe schools and families transparency. I want this district to be fiscally sound, yes, and student centered. Those goals are not in conflict, but this report resolves it tension by prioritizing certification over
classroom stability. I cannot and can I cannot continue to support this approach without strong guard rails, clear accountability, and explicit protections for students. Their certification is achieved by relying on one-time solutions, equity,
flexibility, and school level absorption of risk without a clear accounting of student impact. The report meets technical requirements, but it does not meet the standard of transparency and student protection that I believe our communities deserve.
A positive certification should reflect not only the ability to pay bills, but the ability to do so without destabilizing classrooms or disproportionately burdening our most vulnerable students. Until students impacts are clearly identified, mitigated, and public acknowledged, I
don't feel I can support certifying this report as presented. My deep concern is rooted in values, not politics. Stability for students, honesty about trade-offs, and equity that holds even when budgets are tight. I refuse to believe that this is the most creative
that this district can be. We need to go back and reanalyze for our students because this current moment demands this from us. So I feel very conflicted because voting for this means that I'm voting for a stabilization plan that I
did not vote for in the first place. But also I know that this is needed for our health benefits agreement which I fully support and I want to make sure that our employees receive what they uh rightly deserve. So, I just wanted to make this
statement just to clearly state where I'm coming from and how I may or may not support this interim until I see more than what has been said here that's going to be done for our schools. Thanks.
>> Thank you, Rosio. So, we and thank you San for all this. I appreciate it very much. We have a 7 o'clock time stop for one of our members. So, I want to just keep this moving and Mr. McClean, I'll turn it over to you. Okay. Uh, let's see. We have a vote
tab 35. It's been moved by Miss Newil, seconded by Mr. Meline. I know Miss Newil is here, but I don't know where where she is right now. Um, >> can I clarify >> clarify regarding the fiscal stabilization plan and voting yes or or
no on the interim report. By voting on the interim report, do does that also mean that we're voting for the fiscal? I know it's already been voted on though, right? I also I abstained from that vote. Um my understanding what I heard here today
is that we are that fiscal stabilization plan is a living document >> and therefore there is going to be opportunities to adjust before we make hard decisions which you know like Dr.
And like Kelly, I disagree with some of the parts of the uh fiscal stabilization in the particularly the any potential layoffs. So I'm Can you clarify for me what the vote is right now?
>> The vote is to certify first interim, which is a statutory requirement. Uh it's a legal requirement that districts certify uh first interim and second interim uh reports. Uh it's in the ED code. It's a it's a it's a requirement. Um what the vote to certify first
interim doesn't do is lock in the fiscal stabilization plan. At first interim we could not even if we wanted to obligate next year's funding that's not done until June. June is when next year's budget is adopted. And so any increases or reductions while we there's always
this challenge with timing because and this is true for every district. We're not unique. The June vote approves the budget, but of course we have to prepare the budget much earlier than that. And so it's done through meetings with board members and discussions at committees of the whole and and board meetings. And so a vote
against the certification of first interim would not be a necessarily as a technical matter is not a vote against the FSP. A vote for certification of first interm is not a vote for the FSP.
Um, the FSP is not being voted on at first interim. I will say the savings from the fiscal stabilization plan are essential from a financial standpoint. They're not enough to pay for the increases in salaries
we've already offered our labor partners. I'm not making a value judgment about this reduction versus that reduction, the the the merits of one option versus another, but the FSP is very important. And so I'm not by saying that you're not voting for the FSP or against the FSB tonight. I'm not
trying to tell Telegraph in any way that it's that FSP is not important. But to answer your question, um, no. What's being voted on tonight is certifying first interim, which is is is legally required for districts to do. And if it doesn't do it, then there are are substantial ramifications for a
district. And then since we are submitting a positive, why do we have to submit a the FSP? Why do we even have to? >> When LEO approved our budget, uh included in the approval letter was a requirement that we include an updated
an update to the FSP at first interim. So LEGO required us to do it. They didn't say have short have the board vote as a separate action the fiscal stabilization plan but they did require when approving our budget uh that we include an updated uh updated figures in
in our first interim numbers >> and the update is the the fund 17 the move of fund 17 >> so the updated FSP is the 1.4 billion total which is about 200 million less than the 1.6 six, but we're also at first interming other other things using
all of fund 17 using every penny of the OPIP funds that were freed up in June. >> Okay. >> Okay. Ready to go ahead, Mr. McClean. We're ready to vote. >> Okay. Voting on tab 36, I mean 35. Uh,
Miss Newil. >> Yes. >> Dr. Rivas, >> I'm going to vote yes only because this is our health benefits agreement is contingent upon this and because I have been hearing over and over that the FSP is not set in stone and I want to make
sure I'm holding everyone accountable to that because equity is a priority and that has to be reflected a budget. So I will vote yes. >> That's a yes. Mr. Melvin, >> yes. >> Miss Grigo, >> yes. Miss Gomez,
>> no. >> Miss Ortiz Franklin is not here right now. Board President Schmurson, >> yes. >> That is one, two, three, four, five yeses. Um, one no and one uh not
present. So, it passes. >> Thank you, Sant. Thank you. >> Um, can I have a motion in a second on tab 36? move it. >> We've already taken public comment on it. Mr. Melvin is moved. >> Second. >> Second is um board presidentson. As a reminder, this is adoption of the
2627 health benefits agreement. Uh Miss Newell. >> Yes. >> Dr. What are we voting on? >> Health benefits. >> Oh, yes. Health benefits. Yes. >> A big yes. Yes. >> Okay. That's a yes from Dr. Rivas. Mr. Melvin. >> Yes. >> Uh Miss Grigo. >> Yes.
>> Miss Gomez. >> Yes. Yes for Miss Gonomez. Uh Miss Ortiz Franklin is not here right now. Board President Schmurlson. >> Yes. >> That is six eyes. Absent. All right. Now we move on to
incredibly patient group for which we thank you. Uh tab 23 denial of the renewal petition for New Horizon's Charter Academy. Um, we have public comment and a presentation, uh, the two-minute PowerPoint
presentation, uh, by executive director Richard Thomas. Are you here? Okay, we'll get that queued up right now. Um, This is >> um so because I have the presentation that I'm a speaker. After that, I I can I have the four minutes.
>> Okay. Thank you. All right. Give me one second. Good evening, board chair, esteemed members of the board of directors and superintendent. My name is Richard Thomas, executive director and principal of New Horizon's Charter Academy. I've had the privilege of serving this
incredible school community and our teachers and families for 11 years. For over 25 years, my career from alternative education and school charter school development has been a focus with one mission uh supporting students. That
mission guides every decision we make at New Horizon's Charter Academy. New Horizons has consistently demonstrated strong governance and fiscal responsibility year after year. As you can see by the slide, we've had extensive many years of um strong
governance and strong fiscal uh reviews from the oversight committees. Our independent audits uh continue to come back clean and with no findings for internal controls, including our current year audit, demonstrating our commitment
to sound financial stewardship. The charter board and myself are committed to strong compliance, and this is evidenced in the corrections made and submitted to the charter school division. Our school is also in a strong positive position moving forward.
Enrollment is climbing again with our opening of our new school building, including about 20 new students already scheduled to enroll in January 2026. Transitioning off the Prop 39 into our permanent facility will reduce costs and
support long-term financial st sustainability. Our expected operating surplus is about 490,000 as you adjust for the lease expense requirement that has to be reported. Our cash is projected at 190,000 and cash
reserves at 9.9%. On number three, but the heart of our success is our academic growth. This year, our results on the California dashboard speaks volumes. We achieved 36% growth in ELA and 34% growth in
math. These increases are far beyond what is typical seen statewide. Additionally, our LP growth shows that we've moved from orange to blue, increasing 17% with 70% of our EL students making progress above the
state's 46%. Our EL performance moved from yellow to green and our math performance moved from orange to yellow. And um each of our academic uh performance areas have new horizon New Horizons outperforming
the district, the state, and the resident schools for all students and for all our subgroups. With these results, New Horizons now performs on par with top 10% of schools in Los Angeles County when comparing similar demographics. Despite serving a student
population of 90% socioeconomically disadvantaged and 30% go to number four 30% English learners, our summer seminal school ranking is 10 out of 10. These gains are not accidental. They came they
come from the passion and dedication of our teachers and our effective blended learning instructional model which has been transformative for our students. Beyond the classroom, we have incredible state-of-the-art STEM Academy for grades fifth through 8th. This academy offers
17 hands-on career modules that immerse students in real world design, engineering, and technology experiences. The level of engagement is remarkable. For the past decade, our school has operated across multiple locations. our
K through to four students on a private site and fifth through eight on a Prop 39 site until we had to combine those two sites when our private lease was um not renewed. Um we have uh have had a strong relationship with the Prop 39 uh
collocation site at Fair Avenue during these uh 10 years. Last year the board approved our material vision to build our new school and today I'm proud to share that we were about a week away from moving into our forever home. Please uh look at all of our information
when you uh and please let us continue operating with our students and thriving uh for the opportunities of New Horizon students. Thank you. >> Thank you for your time. All right, we'll continue with the public speakers on this tab.
Um Ariana Olivia Olivia Uh, good evening board chair, superintendent, and board of directors. Thank you for the opportunity to speak today. My name is Ariano Oliva, and I'm the resource specialist at New Horizon's Charter Academy. I'm here to speak through one lens that matters deeply to
our students, our families, and our mission. How well we serve students with disabilities, and how we will continue to strengthen that work. At our school, special education is not a department. It's a promise that every student, regardless of need, has access to strong
instruction, meaningful relationships, and the life, the full life of the school. That promise shows up in the way we design supports, build staff capacity, and partner with families. It shows up in our belief that students with disabilities and not are not
defined by labels, but by potential. And our responsibility is to remove barriers so that potential can grow. Throughout my three years working at New Horizons, I have witnessed firsthand the blended learning model that Mr. Thomas has implemented in each classroom. This teaching practice has shown to be very
successful with all students, regardless of academic need. This blended learning instructional model, continued growth, and social emotional environment is why New Horizon students benefit from attending this amazing charter school. New Horizons has 20 new applicants for
the new school site, which opens next week. New Horizon's Charter Academy was ranked 19th highest growth out of 352 charter schools with a 34% growth in ELA and a 36% growth in math. We also have 70% of our EL students making progress.
I believe these numbers speak for themselves and shows the dedication that each teacher, paraprofessional, and staff member has for each student at NHCA. New Horizons believes our record demonstrates that we take students seriously and we are asking for renewal because we are committed to continuing
this work, ensuring that all students receive a free appropriate public education in the least restrictive environment with services and instruction that lead to real progress and brighter futures. Thank you for your time, your oversight and your partnership. Thank you.
>> Thank you for your time. Uh Bella Kushian. Bella. Uh Jaden Mulatto, come on up. You have two minutes to speak. Once you begin, board members, my name is Jada Mulatto
and I'm an eighth grade student. I've had the privilege of being part of New Horizon's Charter Academy school community since kindergarten. After so many years here, this school has become so much more than a place where I learn. It truly feels like a second home. The sense of community is strong, and I've
always felt supported by the people around me. One of the things I appreciate most is how caring and welcoming the teachers are. They don't just teach us, they encourage us, challenge us, and believe in us. Their dedication has made a huge
difference in my life. In particular, my eighth grade teacher has pushed me with a rigorous curriculum that has prepared me to excel when I move on to high school next year. I feel confident, motivated, and ready for the next chapter because of the
foundation I've built here. Another part of my experience that has a big impact on me is the STEM lab is one of my favorite places on campus. Being able to experience hands-on activities and real world applications
has sparked my curiosity and strengthened my passion for STEM, especially computer science. It has inspired me to keep learning, keep experimenting, and keep reaching for bigger goals. As I get ready to take the next step in
high school next year, I'm grateful for everything this school has given me. teachers, the opportunities, and the community that has shaped who I am today. I am so grateful for New Horizon's
Charter Academy, and I feel especially honored to be part of the very first graduating class to walk the stage in our new forever home. So, Thank you. Thank you for your time.
Lucina Shir Shirin. Lucina. >> Evening. My name is Luca Shireen and I am proud parent of wonderful sixth grade student at New Horizon Charter Academy. As a mother, nothing um nothing matters more
than more to me than knowing my child is safe, supported, and truly understood. Before coming to New Horizons, I was worried constantly about whether my daughter was being challenged academically or if she was simply
becoming another quiet student, lost in the crowd. I feared that her confidence, her potential, and her love for learning were fading. But everything changed when she enrolled at New Horizons. Not only does my daughter feel safe and protected
every day, she is driving academically in ways I had only hoped for. She comes home excited to show me what she learned. Whether it's a new math skill she mastered, a writing assignment she is proud of or a science concept she
can't wait to explain. I see her becoming more curious, more confident, and more motivated. Her teachers don't just teach, they inspire. They take the time to understand her strength, support her challenges, and push her to reach
higher. She feels noticed. She feel valued. She most importantly, she believes in herself again. As a parent, hearing her talk with excitement about school, seeing her proudly bring home improved grades and watching her
actually enjoy studying doing homework truly emotional. It tells me she is in environment where she can grow academically and personally. High Horizons has given my daughter more than
just safely and support. It has given her the confidence to succeed, the courage to participate and the motivation to dream bigger. Thank you for fostering a school school environment where student feel loved,
protected and intelligently challenged. Thank you. >> Thank you for your time. The next speaker is Lily Shirinan. Lilit, come on down. You have two minutes to speak. Why don't you begin? Um, good evening everyone. My name is uh
Lilit Sherin and I'm a sixth grader in my first year at New Horizon's Charter Academy. When I first joined NHCA, I had no idea how much this school would help me grow, not only in my learning, but in my confidence. One of my biggest areas
in growth has been in math. I used to feel unsure of myself, but here my teachers support me in ways that make a real difference. We learn through direct instruction using technology through independent work, which is my favorite because it
allows me to challenge myself and through collaborative work with a partner. Even though the work is rigidous, it has helped me become stronger academically. My understanding has grown so much that even my family has noticed the difference. They tell me they can see
how much more confident I am when I talk about school. Another part of my experience here is the STEM Academy where we explore different careers through hand-on activities. One station I enjoyed was 3D
printing which showed me how ideas turn into real object object objects. STEM gives us an early idea of what high school pathways might look like to help us imagine our future possibilities. What I appreciate most is how NHCA
prepares us not just for our next assignment, but for the next stages of our education. I'm grateful for how much I've grown this year. Thank you. >> Thank you for your time. >> Uh Danielle Ramirez. Danielle Ramirez.
My Hello, my name is Danielle RmIrez and I am a seventh grade student at New Horizons Charter Academy. I have been a part of this school since kindergarten, which means I've spent most of my life growing up here. Because of that, New Horizons has always felt like more than just a school. It feels like a second home. My family has a strong connection
to this school. My sister who is now a junior in high school also graduated from New Horizons and my younger brother is currently in third grade here. Since all of my siblings have attended New Horizons, my family is very invested in this school and its community. We truly believe in the education and values it
provides. One of the things I appreciate most about New Horizons is a positive and positive and supportive environment. The teachers and staff genuinely care about their students and are always willing to help us succeed. The school offers great programs such as afterchool
tutoring which gives us ex which gives students extra support when they need it. It helps us stay on track academically. Another program I really enjoy is the STEM lab. The STEM lab allows us to explore science, technology, engineering, and math in hands-on and exciting ways. It has
helped my spark interest in learning and problem solving. It has shows how what we learn in class can be applied in real life. Being at this school for so many years has allowed me to build a strong friendships and meaningful relationships with my classmates and teachers. I've learned important lessons lessons about
teamwork, responsibility, and perseverance. New Horizon Charter Academy has helped shape who I am today, and I am grateful to be a part of such a caring and supportive community. Thank you for listening. >> Thank you for your time. I actually didn't get a move in a second on this.
So, can I get a move in a second to take this item? >> Move it. Moved by >> second. >> Okay. Moved by board presidentson. Seconded by Miss Newell. Okay. The next speaker is >> let's see Eric Gibson.
Hi, my name is Eric Gibson and I'm excited to share a little about my experience at New Horizon Charter Academy. I started attending New Horizon this school year and I could honestly say it has been one of the best decisions I made. I chose this school because it came highly recommended by
one of my best friends who graduated last year. Every amazing thing my friend told me turned out to be true. and I'm truly grateful to be part of this community. From the moment I walked into campus, I could feel how warm and welcoming the school is. The students,
the staff, and the overall envir environment made it easy for me to adjust and feel comfortable. Since then, I've made so many meaningful friendships, friends who support me, make me laugh, and make every day here something to look forward to. I really
feel like I belong here. One of the things I appreciate most is the teachers. They are kind, supportive, and truly dedicated to helping us learn and succeed. I want to give a special thank you to my eighth grade teacher and our
teaching assistant. They have both played a huge role in my growth this year. My teacher is preparing me to take honors and AP classes in high school. And because of that guidance, I feel confident and ready for the challenges
ahead. I also can't forget to mention something. We're all excited about our new forever home. It's not just me who's looking forward to it. All of my friends are too. It represents growth, opportunity, and a bright future that New Horizon continues to build for us.
Overall, I'm grateful to be here, grateful for the people I've met, and grateful for the opportunity the school has given me. Thank you for listening and thank you to everyone at New Horizon for making this school year so special. Thank you for your time. Michaela
Mindville. Michaela. >> Good evening board members, superintendent and board members. Um, my name is Mika Menddeville, board member for New Horizon's Charter Academy. I have been on this board for two years and have been directly involved in overseeing the school's rep response to
the notice of cure and the implementation of corrective action plans. I am a parent of one student who attended New Horizon since kindergart since kindergarten and is now in high school and I currently have a son and a daughter attending the school as well.
New Horizons has always focused the efforts to support students which is evident by the outcomes demonstrated by the outstanding academic growth. I want to begin by emphasizing that our board understands its responsibility. Strong governance exists to protect students,
ensure stability and maintain public trust. That lens has guided every decision we have made. As part of that work, the board carefully reviewed and strengthened our governance systems. For example, when reviewing matters related to the school credit card use, we
confirm that the board has reviewed statements each month to ensure that the expenses align with the fiscal policies and procedures. We recognize the importance of precise documentation and we have strengthened our procedures to ensure clarity and accuracy moving
forward. Similarly, when questions were raised about training on fiscal policies and procedures, the board worked with our back office provider each month to discuss and understand each component of this fiscal policies and review process to ensure proper use of school funds and
update accounting policies if necessary. Corrections were made to ensure that financial records and internal controls are in place at every level. These steps were taken to ensure accuracy, transparency, and compliance. Our board has fully implemented all components of
the three action plans com submitted to the charter school division division. Based on the oversight feedback, we received no further corrective actions were identified and we remain committed to full compliance and transparency. Thank you.
>> Thank you for your time. Mariam K. Mariam, are you here? Come on up. You have two minutes to speak. Why don't you begin? Good evening everyone. My name is Miriam and my first year at New Horizon Charter Academy has been a journey of building confidence and feeling truly supported.
Before coming here, I was very quiet and shy and I doubted my abilities. NHGA gave me a place where I feel safe to learn and grow. My teacher uses different teaching styles including direct instruction independent work and
collaborative practice. My favorite is direct instruction because it helps me feel clear and confident when learning something new. With my teacher support and through the small tutoring sessions offered every Monday and Tuesday, I made real progress in math and ELA. Those
small tutoring sessions helped me understand the lessons better and gave me the confidence to participate more in class. I now raise my hand, volunteer answers, and feel proud of how far I've come. NHC NHCA also supports students
emotionally. Teachers check in with us and make sure we never feel alone. I enjoy I enjoy art and PE which helps me express myself and stay active. The STEM Academy has also been an important part of my experience. I
enjoyed the forensic science station where I learned how observation and problem solving connects to real careers. Because of NHCA, I feel prepared for high school and confident about my future. Another reason I felt ready to attend NHCA was because my
brother attended before me. His positive experience showed me this was a caring and supportive school, and he was right. Thank you, Thank you. And Jennifer Fonka, are you here? Come on up. You have two minutes to speak once you begin.
Good evening. My name is Jennifer Conc and I am a proud member of the board of directors of New Horizon Charter Academy. I am also a former student, the school's first eighth grade graduate and valadictorian. Because of New Horizon's education and preparation, I earned a full scholarship to UCLA and I am
currently completing my registered nursing degree. I participated in the amazing STEM Academy that the students also mentioned at New Horizons, which provided me with clear direction of 17 different models that allowed me to develop where I needed to go entering high school. As a new board member, I
have seen strong and improving governance practices. We receive ongoing training and fiscal policies and procedures, review all expenditures and credit card purchases, and ensure alignment with the action plans submitted in August 2025. I also I have also reviewed prior action
plans submitted to the district. So, I am fully informed of the systems in place. The board has strengthened with three new board members, including myself, and we are providing clear and accountable governance leadership. Student outcomes strongly support Renee. New Horizon students outperformed the
state, LAUSD, and local schools, earning a 10 out of 10 in ranking. New Horizon's Charter Academy is serving underserved students and delivering results just like me. I am a living testament to what New Horizon makes possible. I am a first generation student who arrived in the US
from Honduras and when I began my journey, I began it at NHCA. I knew very little English through a supportive and high quality education system. I was given guidance, opportunity, and most importantly, belief. Because of that support, I am excelling academically and
professionally, and I am only one of the many examples of the impact New Horizons has on students. Therefore, I I respectfully ask that you reconsider the the denial of this charter so these students can continue to succeed. Thank you.
>> Thank you for your time. >> All right, we have a couple of callers. Lana Yungheim. Lana is not online. Are you in the room? Let's see. The other caller is Mary Manassian.
Mary is not online. Are you in the room? No. Next caller is David Sams. I see you're on the line. David, please press star six to unmute yourself. And you have two minutes to speak once you begin. David Sams. And then after that is Wendy Chavez, who's
also remote. Yes. Uh, can you hear me now? >> Yes, please go ahead. >> Good. Good evening, board chair, superintendent, and board members. My name is David Sams, and I have served New Horizon's Charter Academy for the past six years as board chair, board
secretary, and board member, concluding my term as chair this past June. I am speaking today from the perspective of governance, fiscal oversight, and board accountability. During my tenure, our ch our charter board took its responsibilities very
seriously. We maintained strong internal controls, followed established fiscal policies, and engaged in consistent, detailed financial review. As a result, New Horizon earned proficient and accomplished ratings in governance and fiscal oversight, and our independent
audits were clean year after year. These outcomes were not incidental. They reflected active board engagement, transparent of accountability. Our board also carefully reviewed expenses associated with the executive
director's work with educational consultants. We confirmed that these meetings were appropriate, aligned to PDM guidelines and supported instructional improvement. The consultants provided their ex uh expense pro bono and many of these expenses were
supported through the GPSN grant. Based on our review, the board determined that all expenses were legitimate, reasonable, and connected to student outcomes. The academic growth in ELA, math, and among our English learners
demonstrates the direct impact of this work. As board chair, I conducted regular evaluations of the executive director, Mr. Thomas, and consistently found his leadership to be a key driver or strong oversight practices, financial
integrity, and student achievement. When notices to cure were issued, the board responded promptly. We reviewed each concern, developed corrective action plans, and submitted them to the district. We did not receive follow-up
guidance, and we would have welcomed continued collaboration to ensure full alignment moving forward. In closing, I stand firmly behind the governance practice of our board and the leadership of our executive director. The re
results we received were the product of diligence, accountability, and a shared commitment to serving our students well. And based on that record, I believe New Horizon Academy has demonstrated the capacity integrity necess necessary for
review and I thank all of you for your time. >> Thank you for your time. All right, Wendy Chavez. Wendy Chavez, please press star six to unmute yourself and then you'll have two minutes to speak once you begin. Wendy Chavez. >> Hi, good evening board chair,
superintendent, and see members of the board. Thank you so much for the opportunity to speak to you today. My name is Dr. Wendy Chavez, and I serve as a high school principal. I am here to express my strong support for New Horizon's Charter Academy. As I review the data presented to you, I immediately
recognize the success that Mr. Thomas has achieved throughout the blended learning model at New Horizons. I first closely work with Mr. Thomas when we opened a new school at Alliance um a new high school together and where this blended learning model um was found to
have profound impact on students. I later served as his assistant principal at El Leadership Academy where the implementation of the same instructional model resulted in 30% increase in our scores and opened the doors for many of our students to graduate. I invite you
to look closely to the slides before you. The instructional leadership and professional development provided to teachers have produced 34% growth in ELA, 36% growth in math, and 70% growth in um English language learners, making
progress on the EL ELPI. as a former um English language learner myself and now as a uh principal who has dedicated her career to advancing outcomes for Yale Sterns. I can personally attest to the significance of these gains. The
challenges in instru the changes in structure built on thoughtful well structure blended learning model have clearly made a meaningful difference for the TK8 students. Over the years, New Horizons has consistently outperformed both district and state overall across
the subgroups. When compared to its resident schools, New Horizon again demonstrates stronger performance. The uh California dashboard data you have before you highlight significant gains across all categories, evidence that New
Horizons is not only meeting expectations, but exceeding them. I have known Mr. Thomas for 15 years and during this time I have seen his unwaing commitment to students, families and teachers. Whether is working with expelled youth in Compton, Santa Ana or
Stockton, his focus has always been in student achievement regardless of the challenges or circumstances. >> Thank you for your time. >> Thank >> Okay, that concludes public comment for this item. Uh it's appropriate for the board to discuss uh and vote.
They have to present >> any discussion questions. Okay. Um, it's been moved by Miss Newil, seconded by Mr. Smurlson. Uh, let's take the vote. Miss Newil? >> Yes.
>> Dr. Ivas? >> Yes. >> Mr. Melvin? >> Yes. >> Miss Grigo? >> Yes. >> Miss Gomez? >> Yes. >> Uh, Mr. Ortiz Franklin is not with us right now. Board President Schmorson. >> Yes. >> Okay, that's six eyes, one absent.
Motion passes. And for tab 24, denial of the renewal petition for new millennium secondary. Uh may have a motion in a second. >> Move it. >> Second. >> Moved by Miss Gomez. Seconded by board presidentson.
Um Dr. Dr. Rice, are you here? You'll be making the presentation, sir. Thank you, sir. Um, our team will get that presentation queued up immediately, if not soon. Okay, please go ahead. You have two
minutes for the presentation. >> Um, well, good evening to uh all the board members and Superintendent Cabalo. My name is Dr. Derek Rice and I have been ed educator for the last 27 years. currently uh experience educated across a wide range of educational settings, large
campuses, alternative programs, traditional schools and specialized learning environments. But across every one of those settings, one truth has remained constant. Schools that operate as small traditional learning communities create create strong
conditional just for success. Um if you uh review our data here uh at New Millennium, we have built a built a strong model for that around that belief that we are small by design. But when students are kn know deeply that they
are supported and more effectively challenged more meaningfully in our community. Students do not just fall through the cracks but adults notice when students struggle to intervene quickly and then adjust struggles to meet individual needs. Uh this approach
uh produces real academic results over time. New Millennium have demonstrated a clear upward academic trajectory with overall performance improving by by more than 60 points. If you review our actual uh ESPback data here present on the
screen um with that DLA scores increased nearly 90% across multiple years. These are not just isolated gains, but they reflect sustained growth driven by alignment curriculum targeted literary interventions and strong teacher student
relationships. What what makes our our our makes our programs more meaningful is who we serve. New millennium educates higher than average population of students with disabilities, English learners, long-term e students, and many
out of cohort youth. Despite this, our school achieves graduation rates above local and state averages due that our small school models support persistence as well performance. Um, beyond graduation, our students are leaving
prepare for the next what's next to come next. New millennium consistently outperforms the district in community college enrollment reflect strongly with counseling, college access support, and clical segated pathways. Wow.
While state rankings remind us that there are more work to do, the data is clear that when students are known, support improves, knowing is proof that small intentional school community guided by experience, data, and purpose can change student trajectory. I would
like to also note that as we work with many of our our different cohorts, especially students who are out of cohort or who may be at promise youth, we have decided we have we developed many many walk around services uh wellness center at our school and as
well as working on making sure that all of our students are provided with different kind of supports and needs. And then with that, I yield my time. Thank you. >> Thank you for your time, sir. Uh we'll go to the public comment portion of this of which you have two
minutes. Did you want to continue and use your two minutes now? >> Yes. >> Okay sir. Please continue. We will begin the timer. >> Thank you. >> I said before my name is I'm Dr. Derek Rice. I'm the CEO and principal here at New Millennium. uh new mill serves a population that includes students with
disabilities, out of core students, many credit deficient learners and students who have experienced interruption in their education. Many of our students come come to us seeking not just academic recovery but stability, consistency and a school community where they are truly known and supported. Our
small learning environment is one of our greatest strengths. Reduced class size allow teachers to build strong relationships with students and provide individualized instruction, targeted intervention, and ongoing progress monitoring. This structure is especially critical for our special education
population where inclusive practices, individualized support, and close collaboration between general education and special education staff ensures students can access rigorous standard align instruction and appropriate accommodations. We are deeply committed
to supporting our out of course students, offering personalized learning plans, flexible scheduling and meaningful credit recovery pathways that keep students engaged moving forward for graduation. In response to students needs and workforce re realities, Newland has
intentionally shifted its focus to becoming a college career focused school. We are expanding our dual enrollment opportunities, strengthening our curric our CTE pathways and increasing student access to industry recognized certification programs. These initiatives help students clear see a
clear purpose for their learning and support them developing a future focused mindset whether they are path college or career or both. In the recent months with the school climate around student safety has shifted, increasing ICE presence in the surrounding communities has created fear and uncertainty for
many of our families contribute to a decline in our our p inperson enrollment. Students who will otherwise attend regularly choose to alternative options to disengage do not due to school quality but out of concern for personal and f family safety. Despite
these challenges, Newland has continued to demonstrate academic growth. We have seen improvement in credit accumulation, course completion, student engagement, and graduation readiness. >> Thank you for your time, sir. >> Thank you. Next speaker is Nicole Sims, uh, Jorge Viella,
Alexandra Cars, um, let's see, Mr. Rice, Dr. Rice, you just spoke again. Kyle Lent, >> come on up, sir. You have two minutes to speak once you begin. Thank you for your patience. >> All right. Good evening. Uh thank you for this opportunity to speak to you today. Uh introduce myself. My name is
Kyle Lince. I have been teaching at New Millennium for seven years. I'm very honored to do so. And one of the things I want to point out that you probably don't see is that we kind of have a superpower at New Millennium. And it is our smallness. Because in our community, Gardina, our smallalness means
opportunity. And I'm going to explain that with one number that I want you to remember and you need to remember it because there is a quiz. I am a teacher after all. That number is 21%. 21% of our students are labeled as
disadvantaged or disabled. Meaning we have a lot of 504s and IEPs. And our smallalness gives us the ability to do what you guys were talking about today. When you're small, you can't hide. So we meet our students where they are. We focus on that whole student. We
take them from where they are and we work with them to get better. And if you look at our results, you will see that our year-over-year improvement on testing, our data is showing is going up. That takes time when you have students who have varying needs and
wants, but we're doing it. Now, 21% also represents much higher than the average LUD, which is 15%. So in our community, we are taking on students facing more challenges and we're happy to do that. That's what we're there for. That's why we're small. It makes us agile. Uh
finally, I just want to say that as an example, we have one student who came here at the beginning of the year as a senior who had the credits of a freshman. Through various programs and assistance, we are rapidly getting her to the point that she is the first time
saying, "I might be able to graduate." Now, if we can't do that as a school, then I don't know why we exist in the first place, but we are doing it. And each student means a lot to us. Again, it's our smallness, our ability to take what we need to do to help the student,
fashion a way to help them, and make sure they get to the finish line. Thank you for your time. >> Thank you for your time. Keith Dequila, I see you're here. Keith, >> come on up. All right. waving.
Um, David R. David R here. Justine Gonzalez. I do not see Casey Coenda waving. And let's see, let's try the callers. We have
one car caller, Karen Lozano. Karen Lozano, please press star six to unmute yourself, and you'll have two minutes to speak once you begin. Karen Lozano, please press press star six. >> Hi, can you hear me? >> Yes, we can. Please go ahead. >> Good evening. My name is Karen. I
currently work at the at I'm so sorry. I currently work as a registar here at New Millennium Secondary School. Prior to becoming an employee, I was a student here. I graduated in 2016 with my high school diploma and a head start in college. are already working towards my
associates degree. From the start, this school helped me to helped me build the discipline conf the discipline, confidence and the belief that higher of education and a better future was possible for me. Shortly after graduating, I became pregnant and life
became much more challenging. I was a full-time student while working two jobs just to make men ends meet. One of those jobs was here at New Millennium. Though at the time, I didn't realize how life-changing that opportunity would be. This school quickly became my greatest source of support, I was able to move
into a full-time position, leave my second job, and begin building a stable career. The mentorship, flexibility, and trust I received here prepared me not only to succeed professionally, but to continue my education and grow as a person. Most importantly, I was
surrounded by people who believed in me during what one of the most difficult chapters of my life. Because of New Millennium, I was able to raise my daughter while still being present in her life. I earned my associates degree, completing my bachelor's degree, and continue working in education with
students and families who, like me, simply needed someone to believe in them. This school does more than educate students. It changes lives. It creates stability, opportunity, and hope. I'm living proof of what happens when a school invests in its people. I stand
before you today, not just as an employee, but as a former student, a parent, and someone whose future was shaped by the school. Thank you for your time. >> Thank you for your time. All right, I'm going to read the names of other folks who listed themselves as
being callin uh speakers, but um no one else is actually logged in to speak. Nathaniel Ketagan, are you in the room? Kyle Curts, are you in the room? No. Dr. Isidor Hall, are you in the room? And Walter Carroll, also not in the room.
Okay, that concludes public comment on tab 24. It's now appropriate for the board to discuss and vote. Any questions or discussion? Move to vote. Okay. Uh, voting on tab 24 denial of the renewal position for a new Millennium Secondary. Uh, Miss Newell,
>> yes. >> Dr. Rivas, >> yes. >> Mr. Melwin, >> yes. >> Miss Grigo. Miss Gomez, >> yes. >> Uh, Miss Ortiz Franklin, >> yes. And I've been remote for child care.
>> Thank you so much. Uh, board presidentson. >> Yes. >> And Miss Greg on tab 24. >> Yes. Seven eyes. Okay, that concludes that piece of business. Um, Miss Ortiz Franklin, while I have you here, and
there's, uh, nobody over the age of 18 in the room with you. >> Nope, just the littles. >> Okay, great. So, on tab four, uh, that's approval of routine personnel actions. How do you vote? >> Yes.
>> I know. So cute. >> Know tab seven. This is community challenge grant 2.0. Joe. >> Yes. >> Thank you. Uh let's see. Now we're going on to tab 34. Let me just read the tab
um item number for you. Tab 34. Um >> yes, that was Miss Ggo's resolution strength strengthening and expanding community based safety programs, >> which I'm co-sponsoring. Yes. >> Yes. >> Yes. >> And lastly, I have you for tab 35 and
tab 36. Tab 35 is the first interim. >> Yes. >> Yes. And tab 36 is the adoption of the 2627 health benefits agreement. >> Yes. >> That's it. That's all. Yes. So that moves that to seven eyes. That concludes
uh the business for uh today. The time is um 7:30 p.m. Are there any objections to adjourning? >> Yes. >> Having heard none, >> I just wanted to anjourning motion. That's >> Oh, an adjourning motion. Please go ahead. >> Yes. Um, and I'll be real. Um, I'd like
to adjourn today's meeting in the memory of the lives lost due to the mass shooting at Bondi Beach in Sydney, Australia on the first night of Hanukkah. This event, like so many others, illustrate the harm done by senseless acts of gun violence. I know
that gun violence impacts communities here and abroad. The underlying issue is limiting access obvious to guns. As we move further into the holiday season, we hold members of our community
who are grieving in our hearts and minds. And we also hope to see a day when we stop losing our loved ones to gun violence. Thank you. >> Thank you for that. >> Okay, the meeting 7:31. The meeting is
adjourned.