Good morning. Welcome everyone. The time is now 10:02 a.m. on June 23rd, 2026. Welcome to the regular meeting of the Los Angeles Unified School District Board of Education. I'm going to take
role. Uh, Miss Newil >> present. >> Uh, Dr. Rivas. >> Okay. >> Present. Mr. Melvinne >> here. >> Mr. Melvinne is here. Uh, Miss Grigo. >> Uh, Miss Gonomez. >> Miss Artis Franklin >> present. >> Board President Schmelson >> present.
>> Okay, we have quorum. It is now time to move on to the pledge of allegiance brought to us via video from board district 2. So, please >> cue the video and it will be in Spanish and English. So after the Spanish version, please don't sit down right
away. >> [music] >> Put your right hand over your heart. Ready. To the flag of the United States of America and to theublic
for which it stands. One nation under God, indivisible, with liberty and justice for all. Okay, now if we could all settle in to observe the land acknowledgement.
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 aihum elders and aohhinkenim 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. Okay, good morning everyone. Do we have any labor partners who would wish to speak? Don't be shy. Come on down. We see we
see you. Come on down. You'll have uh up to five minutes to speak once you begin. All right. Thank you. Good morning, everybody. My name is Julie Van Winkl. I'm the AFT vice president for United Teachers Los Angeles and I just have like a couple couple different things
that I just wanted to put on people's radar. Um first of all, we at UTLA are concerned about the um the cuts that are being suggested for the peer assistance and review PAR program. That's something that was kind of a hard-fought win in
our contract many many years ago. Um, we just had contract negotiations and the district didn't bring it up to to cut or change that program in any way. And we understand that you all are making a lot of cuts on that. were concerned about the district's ability to be able to
provide the same level of service with with all these cuts because that is a really important program to help teachers um improve in their craft um and to get you know really helpful um you know peer
help from colleagues instead of just you know kind of punitive feedback from an administrator. So we are concerned about that. Um, we also we we agree with the spirit of the screen time um reduction proposal that you all will be v voting
on today, but we are a little concerned about how exactly that's going to look. We're we're concerned that, you know, a lot of these standardized um testing and data collection programs like I Ready and EXL um are getting exempted from
that screen time reduction. and we're worried that kind of the burden of figuring out, you know, what is exempted and what isn't and how this is going to work is going to fall on the individual schools and on the individual teachers. So, we hope that as this rolls out that, you know, we'll continue having
conversations and make sure that we're not, you know, shortch changing a kid on being able to have like word processing skills um for the purpose of taking more assessments. So just you know hopefully that can be an ongoing conversation as we move through this. Um and then the
last concern we had was about the office of the inspector general. Um we were wondering why does the IG work plan repeatedly state that I is primarily focused on bond programs when the majority of its funding is not from bond
funds. Um, you know, for for audits, only one item out of the 21 items listed on the audits is not bond related, and that's not even for a contractor. We we would like to see the OIG focus more on some of these private contracts. Um, you
know, especially technology contracts. We know we've had data breaches in the past and we feel like the OIG is so focused on these bonds that they're kind of maybe not having as much oversight on some of these um some of these private contracts
that you all know we are very concerned about and continue to monitor. So hopefully um we can we can have more conversations about that. But that concludes my talking points. Thank you. >> Thank you very much.
Before we move on to uh >> Oh, we have other labor partners. Come on down. Good morning. Maybe a new face, maybe not a new face. My name is Julie Spry. I'm with the Los Angeles School Police Management Association.
Hello board presidentson, board members, acting superintendent tape, and our members of our community. I have the honor of serving as the vice president of the Los Angeles School Police Management Association. I'm here
today to express our serious concerns regarding the proposed reductions to the Los Angeles School Police Department under the physical stabilization plan, including approximately 3.5 million dollars in
2026 27 school year and an additional 7 million in 2027 28 school year. These proposed reductions come after the department already absorbed a 35%
25 million reduction in 2021. Our department has never fully recovered from these cuts. We understand the district faced difficult financial challenges. However, I respectfully ask the board to
carefully consider the long-term impact these reductions may have on student safety, school climate, and ultimately student achievement. Student achievement begins with student attendance
and stu and attendance begins with students feeling safe. Research consistently shows that school climate, attendance, and perceptions of safety are closely connected to academic performance.
When students are worried about violence, threats, or emergencies on their campuses, learning becomes secondary. Today's schools face increasingly complex threats. Our officers respond to
shooting threats, swatting incidents, weapon violations, violent assaults, and other emergencies that unfortunately become part of modern education. LD campuses have experienced repeated
lockdowns and emergency responses. Every one of those incidents inquire requires an immediate, professional, and coordinated response. I firmly believe the dedication of our officers have helped prevent incidents from becoming
tragedies. Most recently, during concerns surrounding immigration enforcement activity near our schools and graduation sites, district leadership relied upon school police
to help ensure students and families could celebrate important milestones without fear or intimidation. Those efforts were about protecting access to education. Those efforts were about protecting student achievement
and the demand for these services continues to grow. Although the current fiscal year has not yet ended during the 202526 school year, the Los Angeles School Police Department has already handled approximately
89,244 calls for service. In addition, the department has responded to 49 separate requests for onampus officer support involving 34 different schools across
Los Angeles Unified. These numbers demonstrate that the demand for school safety services is not diminishing. The Los Angeles Unified Community continues to rely on the Los Angeles
School Police Department to protect access to education and support student achievement. Families have choices and perceptions of campus safety can
influence enrollment decisions. Preserving confidence in the safety of our schools is essential to maintaining the trust of current and future LUSD families. Unfortunately, the proposed physical
stabilization plan moves in the opposite direction. At a time when safety challenges are increasing, reducing resources means reducing capacity. These reductions are not simply numbers on a spreadsheet. They mean fewer opportunities for
proactive engagement with students, reduced support for administrators during crisises, and potentially longer response times during emergencies. The most effective school safe safety strategies are preventative,
preventative, and not reactive. Once a crisis occurs, we cannot undo the trauma experienced by students and staff. Every incident pre prevented is instructional time preserved.
Every emergency resolved quickly helps preserve the safe learning environment our students need to succeed academically. The question before us is whether reducing the district's dedicated school
safety resources by millions of dollars over the next two years will weaken our ability to provide that safety. The members of the Los Angeles School Police Management Association stand ready to work collaboratively with
the district leadership to identify efficiencies and support the district's financial goals. But we respectfully urge this board to evaluate alternatives
before reducing resources dedicated to the safety and well-being of nearly half a million staff and students entrusted to our care. School safety is not optional.
Budgets reflect priorities and every investment made in school safety is ultimately an investment in student achievement. Because supporting student achievement begins with protecting our students.
I appreciate your attention. Thank you very much. >> Thank you. Thank you very much. Thank you. >> Thank you. Any other labor partners? Gil, are you coming down? Okay. All right.
Yes, that was Sergeant Julie Spry. Um, I joked she's going to make me follow that because that that's a very true statements actually that she made. Um, for starters, um, my name is Gil Gamas. I'm the school police union president of the officers association. And it's very
nice when we see the the children um do the pledge of allegiance in class. And I believe it's a California educational code. It says um certain student all schools need to um do the pledge of allegiance before class. And if they don't do that, they need to do a
like exercise to promote nationalism and and things like this. Um I I would like to talk about BAP a beautiful program and but when we talk about BAP we're not
talking about one singular issue. It has different layers to it. And whereas I support counselors for BAP, teachers for BAP, um programs that help young men and
young women become uh better. I do have to talk about the amount of money that comes out of BAP. It's about it's over $20 million that we call safe passage. These are not district employees. So when we're talking about budgetary
issues, every bargaining unit should be a little frustrated when we're when when all the unions are facing cuts um at their members level that we're going to somehow finance nond district employees
for to provide security on and around our campuses. And without talking about specific incidences, first of all, there are shooting and stabbing incidents on all of our campuses. There's been CBS news
programs um winning Emmy awards based on stabbings on campuses. This is this is a a sad reality, but if I don't say this, then somebody's going to be talking about um something at their child's funeral. We've we've had shootings across uh
right across from our schools which resulted in students that died. And we had a BAP security person. I don't even want to taint the the program with that name. We had a security uh safe passage program that was funded from BAP. And the lady
on camera says, "I'm not doing anything. Call the police." And one of our children got killed. If our police officer would have been there, they would have seen the police car. The kids would have ran. The kids would have done what kids do. But in the absence of police officers, not only do we have vigilante justice like we've had on
other campuses recently with parents have to go stick up for their children and parents have to go chase down subjects. We have we have this the these safe passage programs which are not experts. They are not experts because the strategy setter comes here and they
want to convince the board members to be job creators so they can give district non-district employees um that funding to the tune of $20 million $20 million while the other district employees are going to lose their jobs is is it's it's
nothing that the that a school district should entertain. Having said that, by having inferior safety, by having individuals that don't know anything about safety, you're pretending you're pretending that you could provide safety for children, you're pretending, and that's why we have incidents such as a
incidents that happen on and around our campus. So, I I urge every labor union to sit there and talk about this this um the security funding for the safe passage program which are going
to save jobs for people to the tune of $20 million. If we're talking about resolutions and we understand that BUP is a program worth saving, can we make a resolution that say out of my paycheck I could I could give $5 to
the BOP fund? We have 70,000 employees. Could every could could every labor union have something in their bylaws saying that we're going to give um a certain amount of money to be set up on behalf of their members? There's other ways to solve these issues. But to have
a repeat of defund the school police or have a repeat of defund anything, not only is it politically um suicidal, it doesn't help our children. We are pretending that we understand safety by putting inferior people on and around our campuses. Meanwhile, we're trying to
get rid of um certified police officers that work for the LA USD. And it's it's it's hard when I walk into this room and Superintendent Chait cuz you were in the seat. Superintendent Chate, there was
somebody on your staff here. I responded to her school when there was a stabbing death on campus and and I responded to the hospital without naming names. I I don't I don't see board members when there's shootings and stab I don't I don't see I don't see you guys there. It
doesn't mean that you don't care, but you don't you don't see this, right? So, once again, protect the children. Leave Leave the ideological whatever out of everything. Um, I I I I wish I was as
eloquent and I had something put together like Sergeant Spry did. Um, but thank you. Thank you, Gil. Any other labor partners wish to speak?
Okay. So, before we get to um board business, I just want to let you know about what's happening so far. Uh, as of June 21st, 2026, the warehouse fire at 1400 Los Palo
Street in Boil Heights remains active but contained to the warehouse site, which continues to emit smoke into the neighborhood and into the surrounding areas. So, first I would like to thank the first responders
who have been working all day and all night to protect our entire Los Angeles community, including the southeast cities and the unincorporated areas. While all shelter in place orders have been lifted, and you know that comes and
goes, the South Coast Air Quality Management District continues to maintain a particle pollution advisory due to ongoing smoke impacts and primar primarily within a two-m radius of the
fire. So out of abundance of caution and to ensure the safety of students and staff, four schools closest to the fire were temporarily relocated due to their proximity to the incident. And LUSD is
also coordinating support for affected families through the LAUSD Foundation and community partners by providing air filters, masks, relocation, compassion funds, and other community resources. So
for nearby schools, our staff is working to immediately replace HVAC filters, provide food for students, and deploy buses to support student transportation. So if you are in these affected areas, I would advise you to please reach out to
your local city or county representatives as they are also deploying services including masks and air filters. And thank you, thank you, thank you to all district staff who are working diligently to ensure the safety of our students. And thank you to all
the community partners for taking the time to care for our Los Angeles neighborhoods. So, please stay uptod date on further school updates through the LAUSD region east and maintenance and operation channels. And thank you once again to all of our LAUSD
employees. Thank you, Mr. McClean. >> All right, it is now appropriate to do the consent calendar. We have a move and a second for the consent calendar. >> Move it. Second. >> Moved by board presidentson, seconded by Mr. Melvin. As you know, the consent
calendar is a procedural mechanism to take a multiple items all at once. Um, I'll read through the list of items and it will either put on consent by saying it out loud or discussion. So, tab one, approval of the 2026 through 2020
strategic plan. >> Question. >> Sorry, >> discussion. Uh, tab two, using technology with intention. >> Discussion. >> Discussion. >> And I'm going to recuse myself on that item. >> Okay. Tab three, approval of procurement
actions. >> Discussion. >> Okay. >> And I'm going to recuse myself on that item also. >> I have a recusal in there. I think >> when we get to that specific item that's on discussion, we'll make those recusals out loud again. Uh, tab four, adoption
of the 2026 LA USD local control and accountability plan. Discussion. >> Discussion. Uh, tab five, adoption of the LA USD affiliated charter schools 2026 local control and accountability plans. >> Consent. >> Consent.
Tab six, adoption of the proposed 2627 budget. >> Discussion. >> Discussion. Tab seven, uh, fiscal year 2027 work plan. >> Consent. >> Did I hear consent? Okay. Consent. >> Uh,
>> question. question on tab seven. >> All right. Uh let's see. Tab eight, proclaiming June 27 26 2026 as play date resolution. >> Consent. >> Consent. Uh tab nine, report of correspondence. >> Consent. >> Consent. Uh tab 10, adoption of the 2627
board meeting schedule. >> Discussion. >> Discussion. >> There's just one. >> Yeah. Comment. >> Why? To discuss calendars, I think. All right. So, we have um tabs five,
eight, and nine on consent. All right. Is that right? Everyone have that? Tabs five, eight, and nine on consent. >> Yes. >> All right. We'll take public comment on those items. Tab five, there is uh one speaker. M Michelle Z, are you here? Michelle Z, come on down. Michelle Z,
you'll have two minutes to speak once you begin to tab five. adoption of the LU USD affiliated charter schools 2026 local control accountability plans. >> Hi, good morning to the board members and also to all the school advocates
behind me. Uh my name is Michelle Zyomec and I am a parent at Open Magnet Charter School which is an affiliated charter in the district. Um I am speaking today about the LCAP and dashboard local indicators for affiliated charters. So
the LCAP is supposed to be the public accountability document connecting goals, actions, services, stakeholder engagement and the resources needed to implement them. That is why I am concerned about approving affiliated charter LCAPS while the district is
considering reductions to funding streams schools rely on for studentf facing services. At open affiliated charter funding has historically supported flexible school site needs including instructional materials, counseling services,
classified support, and contract services that directly affect students. These are not abstract accounting lines. They are part of how an affiliated charter implements the services that families see in an LCAP. The board has already recognized that
some program reductions require a closer look when the impact on students is serious. I am asking the board to apply that same standard here. Before approving these LCAPS, please require a school by school impact schedule for affiliated charters showing projected
funding reductions, affected program codes, and the services, staffing, or support at risk. In my opinion, notifying schools at the tail end of the school year, apparently through principles or site leadership rather than the wider school communities is not
sufficient community engagement for fiscal year 2028 funding changes of this size. Please do not approve affiliated charter LCAPS as a compliance exercise without disclosing whether schools still have the resources to implement them. Thank you.
>> Thank you for your time. All right, that concludes public comment on tab five. On the tab eight consent item, there is no public comment. On tab nine, uh report of correspondence, there is one public comment from David Tokovski. Mr. David Tokowski, I see you're signed
up to speak remotely. Uh you are not signed in. Are you in the room, Mr. David T? Not in the room. Okay, that concludes our very brief consent calendar uh public comment. So, it is now appropriate to vote on the consent calendar. So again, the board, you are
voting on tabs five, 8, and nine on the consent calendar. Uh, Miss Newell, >> yes. >> Dr. Rivas, >> yes. >> Mr. Melvin, >> yes. >> Uh, Miss Grigo, >> yes. >> Miss Gonomez, >> yes. >> Miss Ortiz Franklin, >> yes. >> Board President,
>> yes. >> All right, that concludes the consent calendar. And now on to individual items on the calendar. So the first tab is approval of the LEUSD 2026 2030 strategic plan. I believe there is a presentation associated with
this. >> Yes, there is. Uh good morning board. Good morning everyone. Uh today we are pleased to present the district's 2026 2030 strategic plan for your consideration and adoption.
This plan represents the culmination of extensive collaboration, engagement, and thoughtful planning across our district community. Over a three-month period, the district conducted more than 70 engagement sessions and received input from more
than 6,400 participants, including students, families, staff, labor partners, community organizations, advisory groups, and educational partners. Their voices helped shape the priorities, goals, and direction
reflected in the plan before you today. The themes we heard consistently were student learning and achievement, equity and access, mental health and wellness, and communication and engagement. Those themes are reflected throughout
the five pillars and district goals that are before the board today. I also want to acknowledge the board's significant engagement throughout this process. Staff worked closely with the board through two strategic planning retreats, a committee of the whole
discussion, and individual meetings with each board member. The feedback received through those conversations was incorporated into the strategic plan and helped strengthen the final product. Before proceeding further, I would like to thank everyone who contributed to the
development of the strategic plan. Developing a plan of this scope requires tremendous dedication, coordination, analysis, and collaboration, and I am sincerely grateful for everyone's hard work. This plan builds upon the progress
achieved under our 2022 2026 strategic plan while sharpening our focus on the outcomes that matter most for students. It builds on meaningful progress we have made over the last four years while positioning us for the work ahead and reaffirms our commitment to ensuring
every student graduates ready for the world and prepared to thrive in college career and life. One of the most important distinctions in this plan is that it is intentionally strategic in nature. It establishes our
vision, mission, goals, priorities, and measures of success. Unlike prior efforts that combine strategic and operational work into a single document, this plan focuses on setting direction and defining the outcomes we seek to achieve.
The operational planning that supports implementation is occurring separately and is currently underway. Divisions and departments are developing aligned operational plans that will translate this strategic vision into specific actions, timelines, responsibilities,
and milestones. Those plans are expected to be completed by the end of this month and will ensure alignment across the organization as we begin the new school year. This plan is also designed to be a living document. We anticipate data from
the state in October which will allow us to set the baselines for our district goals, measures of success, and indicators before the end of the calendar year. Staff will provide regular progress updates to the board and will make adjustments as necessary to ensure we
remain focused on improving outcomes for students. This plan reflects a deliberate shift from focusing primarily on activities to focusing on outcomes. This plan moves us from asking what activities did we complete to asking
what outcomes did our students achieve. Adoption of this strategic plan before the start of the 202627 school year will provide a shared vision and common direction for our schools offices and departments as we continue our work on behalf of the students and
families we serve. With that, I will turn it over to Carolyn Spate Gonzalez, our chief of staff, who will begin our presentation today. >> Good morning, uh, board members, Superintendent Chait. Um, I want to highlight just two things that Mr. said
that are very important. Number one, um is that this is a shorter document. It's quite a bit shorter. I think it's even less than half the the length. Um and the reason for that is as Mr. Ch said, this is about outcome. It's truly a strategic plan in the true sense of the
word. And so what that means is the board vision, mission, core values, theory of change, um and goals. [clears throat] Then we added some of the measures of success that are driving the departmental operations plan so that that we could provide more color to you all and to the to the um to the
community as well. So that's important that this particularly in a in a time of limited resources that we have a focus on impact um and on outcome and not on output. Um the second thing is you will see a shift in this plan as well where
we are focusing on customer service for lack of a better word. So we are really focused on the schools, the families and the students who are we serve and you will see that also throughout the document. So I wanted to highlight those two things. Uh one other thing about
community engagement as board members you know we had individual meetings in your board district for the landscape analysis as well which we will talk about tomorrow. um some of the feedback that we got during those sessions didn't fall into the landscape since that was
only about programs but we did take all of that feedback and make sure that we incorporate into the strategic plan. So you will also see see uh some of that in here. So with that I'll hand it over to uh Dr. Bill Johnson to go through the presentation.
>> Thank you Carolyn. Thank you Superintendent Chait. Greetings board members. Uh I'm William Johnston, senior executive director of strategy, and it is my pleasure to introduce our proposed strategic plan that aligns our community values to our district goals and our
strategic priorities for the next four years. The strategic plan provides a clear vision of where we want to go and ensures accountability across our organization. Uh in today's presentation, you will um you will hear about the strategic plan with a highlight on key updates since
the 2226 strategic plan that is um currently about to sunset. And we will also discuss the measures of success within the strategic plan. So why have we updated the strategic plan? Well, first off, we want to build on the progress from the 22 to 26
strategic plan um that uh Superintendent Chape mentioned. Uh we also uh felt this is an important time to respond to community and board input um on on the strategic plan that was and set our vision for the next four years ahead. Um and to continue prioritizing student
success and well-being um which is certainly in the last strategic plan, but as noted with a with a a newfound a new emphasis on a focus on outcomes and not output. Um and then of course to refine and update our district goals. uh we were moving um from four goals to
five goals for this uh next strategic plan uh and that was done with board input. So before diving in, just a reminder um and grounding of who we are as a district. Um in Los Angeles Unified, we have over 442,000
students um and uh with you know an extremely diverse um and multifaceted student body, over 34,000 teachers and substitutes and over 83,000 employees um including administrators. um thousands, you know, over over a thousand schools and programs, um over 300 magnet
programs, over 200 dual language programs, which on their own would would would constitute a very large school district on their own. Um and then over 160 languages spoken by our students. So, you know, it is it is of course our a part of our core values to to
represent that that diversity and and move forward with an equity mindset towards uh supporting all of these students and and staff. First, our our vision and and this is um this was recently slightly updated from the pre previous strategic plan uh with
board input from the board retreats that we have had a few months ago. Um our vision of what we will achieve in the future is that Los Angeles Unified will graduate all students ready for the world and prepared to thrive in college career and life. And then our mission statement again this is uh whereas the
vision is our future our future goal our mission is where what is our present and and why we exist. Um, we exist to provide a rigorous, joyful, and culturally relevant education that ensures students achieve academic success and social and emotional
well-being. This strategic plan, like the previous, continues to be anchored in very important core beliefs that guide how we serve our students, our families, and our districts. I will not read all of these um word by word. Um but I do want to uh just highlight that um this is
this is an important area where it very much is a continuation of of of the work and the foundational u basis that we have moved forward since 2022. Um and it's very important that we you know continue to highlight equity in all that we do and call out these persistent opportunity gaps that disproportionately
impact underserved communities in our district. and and undergirling all of this is a stri striving for equity since all of these students deserve the most exemplary education that prepares all students to achieve excellence um by coming through LUSD.
This strategic plan represents um a theory of change uh and a a roadmap for how we get there. And you know in in a traditional theory of change it's a if if X then why. And so here in in in in LA Unified, you know, if we align our
resources and continue to learn from our community as we are doing in this process, but not just in the strategic plan, community engagement undergards every every process and every every division's activities that they do if we support our teachers, leaders and staff and proactively collect and analyze and
share information. Um and then of course aligning our actions um across the district and that alignment happens through the organizational structure of our five pillars. These five pillars have continued from the previous strategic plan. These five pillars represent the first five of the eight
goals in the LCAP. That is that has been the case and that will continue to be the case moving through into 2030. Um if we organize our activities in these ways with these investments and and areas of emphasis, we will achieve our five district goals and we will um graduate
our students ready for the world. So a note on sort of the conceptual and and practical organization of all of this. So the the the core beliefs you see on the left um uh as as noted this this is the sort of um this is the the philosophical um and and real you know
spirit of of what guides all of our work. And then we start with the vision statement at the top. And so we get more and more kind of concrete and more and more specific and and granular if you will as we move down this organizing framework. The vision again sets you know what we will achieve. The mission
why we exist and what are we doing now to achieve that vision. Our district goals um you know what what are those goalposts that we are hoping to accomplish. The pillars and priorities is where we will focus and how we will organize our activities. The measures of success are the tangible and measurable
um areas to to assess how will we know we are making progress as we go. And again those measures of success will be tracked continuously and will be reported annually not just waiting till 2030 to to report on any of this information. Um and then of course departments themselves will have
strategies and actions to achieve these goals and then milestones within those departmental activities. So the first five boxes on this framework are are represented in the strategic plan that we're talking about today. Um as Superintendent Shade and Carolyn
mentioned um this is again setting our long-term direction defining the the vision and mission and those measures of success. And then those last three boxes um and yes there's an overlap. The measures of success does touch on both areas will be of the division's operations plans where we are turning
strategy into action. Um and one piece on this the operations plans um are going are a part of of the work we do certainly and then when we have our annual reporting annual reporting will be of course a reporting of our progress on our goals and a progress on our on
our um measures of success there and then we will have consideration and and you know important highlights and milestones achieved for some of these operation plan details um organized by our five pillars that will be a part of annual reporting we'll do every
So a comparison of the previous strategic plan and this strategic plan. Um first off and and you'll see this shortly. Uh we are moving from five district goal four district goals excuse me to five district goals with the addition of science as as an important goal and then of course refinement of
all the other goals um therein. Um going from 95 measures of success to 51 measures of success. Um and and again that's just you highlighting the the the prioritization and focus um the focused uh approach that we've taken to this work. Moving away from desri describing
activities and you know work that we've done to focusing on the impact in particular the impact on students. There are some metrics here where we are looking at the impact and how that how that impacts our staff and yes of course how this impacts our families. Um but students certainly are at the center
here. Um and uh you know nuts and bolts here. uh the the strategic plan itself, the booklet um that would that will be produced um you know upon approval um is significantly shorter at 32 pages. And what is staying the same? As
mentioned um the five pillars are remaining the same from the pre previous strategic plan. Academic excellence, joy and wellness, engagement and collaboration, operational effectiveness and investing in staff. Annual reporting will continue um for all the measures within these uh areas and uh we will
continue of course the commitment to student success and equity in all that we do in in the service of these pillars. And so what is evolving in this strategic plan? Um the strategic foundations have have been refined with
board input in our in our board retreats and and the committee of the whole. The mission statement, our vision and our core beliefs um have been refined. The activities included in the operations plans will be again focused uh will be the work of the operations plans. Um and the priorities themselves within the
pillars have been refined um and streamlined. We have refined the district goals uh for English language arts. That was a goal before and is a goal now. We have updated the which grade levels are in included in that in that goal to to include not just third
grade out outcomes but looking at third through fifth the elementary grades. if you will, and then sixth through eight in the middle school grades. Um, separately for English language arts, which is similar to how we have done it for math. Um, we have added a new science goal which will be looking at al
um student performance on the California science test. And we have updated our college and career readiness goal and our social emotional learning goals. And then finally, there is a shift in performance culture uh moving away from outputs to outcomes and then streamlining um our efforts with a more
focused set of measures of success. pause um from the content of the strategic plan to just call out and and and share appreciation for the engagement that we have done over this process. It has been a tremendous effort from our from our various offices. I want to give a special thank you to the
strategic initiatives office and the um and the S-phase team for all of the support with these engagement sessions. And then of course board members and your staff and the support we had listening sessions in each board members and board members themselves and your teams have have lent a lot of time and attention and have provided really
helpful comments along this way. Um we have met uh of course with parents, students, staff, community partners, our labor partners and district parent committees including our PAC, CAC and DAC um specifically on the strategic plan and in some cases we were we were discussing the strategic plan alongside
with the landscape analysis that that we will be hearing more about tomorrow. All told, we had over 70 sessions with various interest groups in the district with over 6,400 total participants either in those inerson sessions or virtual sessions or participating in our
thought exchange um that we we had in the district. And then and then um and again just want to appreciate the the the the board district listening sessions that we developed in coordination with your offices. And so what have we heard from these listening sessions? Um, Superintendent
Chait called out a few of these themes. I just want to highlight them again because these were these came up again and again and again and this will continue to be what we focus on and what we report on annually with the strategic plan. So first student learning and academic achievement. There was a strong
um interest from across the board uh for you know for ele strong academics not just um raising the floor but raising the ceiling as well on student achievement across our district. Um looking at supporting students uh a range of students and a range of schools
um not just with core curriculum in the classroom but um with enrichment programs um and of various learning um settings. And then equity and access, uh, strong advocacy for access to high quality programs, supports, and services for all
students. Um, and then access to mental health and and well-being. Um, a common theme came up about, you know, increasing access or increasing if not the quantity of programs, the the communication and the accessibility and and ease of ease of access for these
programs uh for for physical health, mental health, counseling services, student support services. And then another piece that we heard around well-being um you know, but it came up in a variety of settings, you know, a a range in learning environments um and learning opportunities for students as a
vehicle for student well-being. And then finally, communication and and engagement. And particularly from families, we uh a common theme was the need for clearer and more consistent and accessible communication and meaningful opportunities for families to engage in
the district. Um and that has uh and these themes have come up and are are important part of the strategic plan you see before you. So a little bit more on what we've heard from this. So some student oriented themes that have come up from this engagement um you see here including increase services to in high
need areas for um students with um in special education, mental health, arts, and after school programming. Um expand access to arts again um reducing screen time and focus on hands-on learning experiences. strengthen student well-being by fostering inclusive, safe, and clean, welcoming learning
environments in terms of like the the physical state of our schools as well as the, you know, in the environments that inspire learning in the classroom. And then improve campus conditions um as well as increasing the capacity and high demand programs such as magnet CTE, dual enrollment enrichment, which we will
hear more about tomorrow as well with the landscape analysis. And some operational and organizational themes that came up. Improving our hiring process and timelines. Provide focused meaningful professional development. En ensure consistent and equitable funding across schools. Reduce
information overload and improve clarity of messaging. I myself am a brand new parent with a student coming in LA Unified and I'm already getting overwhelmed uh with the amount of information coming at me. Um so this one is already hitting close to home for me. um building authentic agnovic partnerships with families and community
organiz by involving stakeholders earlier in the planning and decision-making process. This certainly comes up this comes up in various community engagement forums that we've had not just for the strap plan but for the LCAP and and otherwise uh simplify enrollment and provide clear pathways for families to access programs. Again,
having just gone through the enrollment process, this one hits very close to home. And so now let's turn to the content of the strategic plan. And we're going to start and this will always be the start and in many ways this will be this is the the final say in our strategic plan is our district goals and we are very
grateful for the collaboration we've had with the board members on establishing these goals through through numerous conversations. Um we feel that these goals are are broader but not shallower. So you know the mile wide inch deep that's not the case here. This is we have expanded our scope but we are just
as deep and just as rigorous and if anything way way way more ambitious with these goals than we have been with previous goals. So first uh you'll see that there are five goals here literacy numeracy science college and career readiness and social emotional learning. Each of these goals will be reported out
in multiple ways looking at multiple grade spans and they will also be reported out by student groups similar to how the previous strategic plan was reported and then the measurement of of these goals. So for literacy, numeracy and science for all of these goals, it's a
similar the the goal is very similar using the thresholds that the state sets for what is considered on grade level performance for students grades. Our goal is by 2030 that on average students in the targeted grade spans will be will
be performing at their grade level standard on average um in the ELA assessment, the math assessment, and the California science test. for college and career readiness. Um the the goal has been revised to be not just
about college readiness. Uh is which was again getting to 70% of our four-year cohort graduates graduating with um a C or better in all of the the UCCCSU A to G courses. That will still be reported. But in addition to that, we will be
targeting a goal of 85% of our of our graduates graduating college and or career ready. um and that that is encompassing um other career oriented pathways including CTE pathway completion and JROZI completion as career readiness indicators that we will
report in combination with A to G completion but also separately from A to G completion when we actually do the reporting and then finally social emotional learning as was discussed at the at the recent committee of the whole meeting um we will be developing a new um a new and
refined report card um that uh will be used across our grade spans with the goal that by 2030 students will increase their mastery of social emotional competencies and this will be again reported multiple times a year and it will be integrated into the general you know report cards that that that
teachers and schools will use and that families will see. The pillars and priorities are presented here and we will be going in turn through these pillars and priorities and looking at and calling out some important measures of success that we'll be uh that we will be measuring um as we
go um through the next four years. And so why why would we want to refine the measures of success? This alignment strengthens um it it strengthens our focus on the district goals and then f and and then our our focus within these
priority areas. The um the measures of success that you see here by and large are student outcomes or again our our staff or family outcomes. they're not, you know, checking a box or setting a milestone about, you know, getting this much work done or having this many of a
thing happen, but the the impact of, you know, how does this benefit our communities that we serve. Um those those important operational milestones are certainly important, but are are again the domain of the operations plans that that we have discussed. And then when as to the greatest extent possible,
we are targeting these are smart goals. not just smart that they are intelligent uh but they are you know this is an acronym for specific measurable attainable relevant and time bound. So that this is these are measures that are measurable and that are measurable in
the right amount of time that we are um looking at here between now and 2030. um that they are attainable um and not just you know moonshots are great but you know we need to have you know me you know some level of attainability and re realism with the goals that we are
setting and then certainly relevant to the communities that we are serving. And then um of course the measures of success, excuse me, [clears throat] are are more focused um area whenever possible. And so now we're going to look um within each priority area at what the
measures of success are. And I promise you I will not read every single measure of success um uh that you see in all of these slides. They are um but we will go through and I want to call out some specific areas and then we will welcome conversation.
So first under academic excellence which is pillar one we have there are three priority areas highquality instruction eliminating opportunity gaps and college and career readiness. And then within each of these priority areas, you will
see numerous bullet points that call out the measures of success for each of those priorities. These measures of success will be reported will be reported annually as data comes in. We will have our first report uh later this
fall once we have data available from the state and that will be our baseline data. So the current 2526 school year we would say is is our baseline year if you will. It's year zero of this strategic plan. It is setting the base the the the starting point from which we will
measure and and our progress annually and establish our goals for 2030. And so that first report will be coming as soon as the data is available to us for these measures. Um and then I also want to point out that these bullet points within each of these bullet points there will be several in some cases several
numbers that will actually be reported in our annual reports. For for starters on the left column, the very first one, grade level proficiency and literacy, numeracy and science. That is one of the that that is actually not just one of our district goals. That is the first three of our district goals. And so we
will have, you know, two numbers for each of those, elementary grades and middle school grades. And then that will also be reported out by student groups. And this, of course, is an LCAP metric. And so whenever possible, we we highlight where these measures of success overlap with our LCAP. and we um
call out where these measures of success are overlapping with our district goals. Um another area that I want to focus on is the um just in the middle there's some important areas where there's some new information from this. And so in the middle column for eliminating
opportunity gaps, you'll see the last three metrics there. students with significant cognitive disabilities graduating with a high school diploma, underrepresented students enrolled in advanced academic courses, and students student participation in gifted and talented programs and services. And so those are going to be some areas that we
are developing a strong focus. Now, this has been a strong focus in and data conversations with with principles and with regions um already and and student access to advanced learning and then the performance of students across the the achievement the achievement area. And so and another area relevant to that is the
last bullet point on the left uh under high quality instruction. This is a new measure of success. Students across all achievement levels on average will show improved academic performance from prior year. So we're not just always looking at the overall average performance of students. We want to see our students
who were low per you know who performed lower last year improving as well as students who were performing higher last year. are they continuing to improve to make sure that we are encouraging development and growth uh for all of our students regardless of how they performed in prior years.
And then finally uh the right column college and career readiness. Um this this encompasses our our metrics around um how our students are graduating college and career ready. There will be various indicators here for our graduating students that we will look at. A TOG completion, CTE pathways,
Jazzi um uh we will look at seal of bi literacy um outcomes for students and these are all you know traditional metrics that we report to the state but these will be reported as a part of our strategic plan moving forward. Um we will also include information around students enrollment in advanced
placement um courses in international baloria and dual enrollment as well as not just enrollment but passage rates for our advanced placement exams which we saw recent you know we were happy about recent improvements there and we are going to set that as our baseline to see continued improvement into 2030.
Our second pillar is joy and wellness. Uh and in joy and wellness we have three priorities. welcoming learning environments, whole child well-being, and outstanding attendance. First over on welcoming learning environments. One new measure of success to call out is
the reduction in the number of open maintenance and operations service call requests at school sites. This one is is a bit more operational, we admit, than than many of the other pieces here, but we do see this as an outcome in and of itself, because this is this is the final product of a lot of efforts for
various offices um to to to get to sort of um a finish line, if you will. Certainly is operational, but needs to be important. This is and this is reflective of what we heard from community engagement extensively as well. So that's a part of why that one made it still is in here in the
strategic plan under whole child well-being. Um this is um there are going to be you know again the reporting of the social emotional learning competencies which in the me for now is going to continue to be based on the school experience survey and then moving forward it will it will be shifting to
the report cards as well as um you know some new internal develop diagnostics that will become a part of a integrated system of measuring of our students social emotional progress as they go. Um also we are looking at student participation in academic enrichment programs and extracurricular activities
such as robotics and athletics that will be this is an example of a measure of success that will have multiple sort of submetrics that we will continue to track and annually report. Um and then finally student participation in visual and performing arts programs offerings during the school day. Um, and this is
an this is something that we've heard in our community engagement, obviously access to arts, but not access to arts in a superficial or leave it to the domain of just an afterchool program, but arts integration throughout the the school day as a as an emphasis for our division of instruction and as an emphasis for what we've heard families
want. and and and of course that is you know while that may seem like an academic offering we see this as as being a part of whole child wellness um for students access to a range of programs um for what inspires students to come to school and and engage with school um you know in variety of ways similar with
athletics and then finally outstanding attendance. This one is largely unchanged from the prior strategic plan. It's been well documented and well discussed about the the important you know attendance as an important leading indicator for various other student outcomes. So not only are we looking at
improving the rate of students who have excellent attendance but a decrease in the students who have chronic who are chronically absent. So movement you know you know reducing the chronic absenteeism and increasing you know those go hand inand but they do tell different stories and so we want to report them separately.
Our third pillar is engagement and collaboration. And we heard from families that they want to be involved in decision- making um not and not in a superficial way. And so this will this is something that we will be measuring and continue to measure uh through the school experience survey about parents
sense of be of of of engagement at their schools. Um but also we will be looking at various other indicators of family engagement and not just the quantity of family engagement but the quality the perceived quality of their engagement e efforts as well. Um in the middle column leading for
impact. This is um continuing our work. You know, LA USD has a lot of we draw a lot of attention with gravitational um power of our district. Uh using it to our advantage to be a voice for equity, a voice for for change at the state
level, at the regional level and um you know working with you know collaboration uh collaborating and engaging with with initiatives and other government entities. And then um you know our continue with our legislative advocacy in Sacramento which has come up extensively recently. Um and then of
course um effective partnerships uh with other various entities not just effective in terms of them serving us but our ability to be a good partner with them is something that we will look at. And then accessible information uh you know parents reporting satisfaction with the district and school communication. Um and this is this is
very crosscutting and a lot of these metrics are very crosscutting. Notice we don't call out a department by name in any of these measures of success because it's not just many of these and this one in particular is not just owned by our student and family and community engagement office that sells this way
short. And so an activity like this where we're seeing parents being satisfied with district and school communications which in this case is measured by our school experience survey is the product of our dozens of offices, the schools, the regions and how all the different contact points with families.
And so it's not a single work stream here. Um but it's an important again the end product of a lot of effort and a lot of strategic you know emphasis by various offices is how this bubbles up to be in the strategic plan. Next operational effectiveness. So we're
on number four. We got five total. So you guys are doing great. Um uh first modernizing infrastructure. There are a couple of important areas here. Some of these might seem operational but again this was an important part of what we heard in community engagement and we do see this
again as as an outcome for that is the product of various you know operations efforts there. So increasing the number of centralized processes that are digitized you know uh enrollment comm you know we're looking at you know this is this is in response also to a board resolution recently on digitization efforts. So that's that work is
continuing increase facilities capital projects completed on time. Um, and then another one I'll call out is, you know, decrease district-wide energy usage and our and our increase of use of renewable energy. Next, sustainable budgeting. Um,
that is certainly uh an important consideration and and guides every every conversation that we will be having in the short term and long term for our district. Um, and then uh finally are having the district become the district of choice for families in the region. Um
this is this is an area of emphasis has been an area of emphasis and will continue to be you you'll hear more about this tomorrow with the landscape analysis. Um and there's a couple ways that we will look at this. One is increasing the count and percentage of new student enrollment. So every year looking at are we bringing in you know
new families not just at the metriculating grades you know coming in at TK and kindergarten but you know looking at other grades as well. And then with a focus on you know important transition periods here you know the sixth you know the fifth grade to sixth grade the eighth grade to 9th grade transition both in terms of who are we
bringing in more students and then are we stabilizing our retention rate of students and so not losing you know decreasing the amount of students we lose from fifth grade to sixth grade as an example and then finally investing in staff is our fifth priority
first first I'm sorry our our fifth pillar and then the first priority within there strong and sustainable workforce. Couple measures of success to call out, increasing the retention rate of teachers across the district with a particular focus on schools and subjects with higher turnover. And so this is where there we will we will in
particular be focusing on hard to staff schools, hard to staff subjects, hard to staff grades spans um for the district and those will be reported separately in the in the annual reporting we will do for the measures of success. And then increasing our stabilization rate of principles at our school sites. There's,
you know, abundant research that shows principal stability um is is essential for program implementation, fidelity of implementation, and a host of other school climate indicators that that that are um important for student success.
Next priority is staff support and development. Um and just one area to call out here is uh this is where we will really be focusing on professional development. Not just do we do a bunch of professional development, but is that professional development helpful, relevant, um high impact? Um and then
the the the you know, how to what extent might it improve our our teachers practice moving or our staff members practices moving forward. And then related to that, you know, support is the expectations there of high performance standards for our staff. And so, you know, we're going to be looking
at um staff perceptions of their school having high performance standards and then pret principal and teachers who u who are reporting that they use data to inform their instructional decisions at our school sites. And so with all again with all of these measures of success, any one of these bullets will will be
unfolding into multiple metrics that will be reported annually beginning this fall once we have all of the baseline data available. Um and then along that along with the baseline data that you will see this fall will also be information on what what does that mean in terms of what the 2030 target would be for these various measures of
success. But we can't set that target without the baseline we that we are waiting on. And so what does all of this mean for schools? Um this that and the schools site is going to be an important focus for the work that we do and that for the strategic initiatives office and this
work begins just in a few weeks at the principal leadership institute. There will be a mandatory session for all principles um at the PLI this year um where principles are are going to be introduced to the new strategic plan. Many of them will perhaps be very familiar with the previous strategic
plan um but really you know leveling the you know level setting with all of our principles on what the new goals are um and then how is this more focused and and how are we going to again better align across our systems. the um and then with that training, principles will
be given a host of resources for co coffee with the principal decks and as um resources for communicating with their communities and their families. And so what this all means then for next steps um first um adoption of the strategic plan that is that is part part
of why we are here today to move forward. And I do want to emphasize that we are not adopting a concrete set in stone unchangeable strategic plan. The strategic plan by by definition and should be a living document that is
reported continuously and is refined to the extent necessary as we go from year to year. This happened with the previous strategic plan as as as progress was made and and learning happened around various measures of success and how we want to move forward. That will continue
with this one moving into 2030. Next, communicate. Uh we will be of course like as I mentioned communicating with principles beginning at the PLI. We will be communicating also with staff and families. Um our strategic initiatives office has been working with innovate public schools to develop a family guide
that will be released this fall um to help our families and communities understand uh the strategic plan and how it affects them and their students and how they can be involved. We are also looking into developing not just the resources for principles to communicate. So, it's not all on principles to communicate to their families, but
offering some centrally administered uh webinars and engagement activities to help help our communities understand the strategic plan and um and own it for for themselves and their and their and their and their communities. And then imple implement this is already happening. As I mentioned, a lot of the strategic plan
is is a continuation of the of the prior 22 to 26 strategic plan. We are actively working with offices on refining measures and the and the getting in the weeds on all of the business rules and nuances of the measures of success and how we will be reporting those. And then
of course the work itself on doing um doing what is being uh what we're holding ourselves accountable to in the strategic plan. Um and then the monitoring we will be monitoring annually as I mentioned this will mostly be in the fall and that's a function of when the data becomes available from the state. We have a good amount of
preliminary data, for example, for our English, math, and science assessments. That data is still not final. It will not be final until the fall from the state as as is traditionally the case. Um, and and and so on. Usually like the last the last data that we get in an annual cycle is is usually the
graduation metrics because of summer school and and everything and then the state does its own cleanup. So really, it is in the fall that we get the final data to to report out. And then finally the monitoring of the operations plans that we will be receiving later this month. Um and then uh reporting back. So
so with that um I welcome discussion and questions. We have representatives from various offices here to answer questions um as well as folks from our strategic initiatives office. And I do just want to give a shout out to Eric Hansen, the executive director of our strategic initiatives office and his team for
their deep, you know, very working very hard and working very thoughtfully over the past several months um on getting us to this point. So, thank you Eric and team and thank you board members again for all of your collaboration along the way. >> Well, well done. Well done, Dr. Johnson. We appreciate it very much. We're going
to go to public comment first. Okay. Present we have Anna Ortega. Are you here? Anna Ortega, you want to come down to the mic, please? >> Oh, thank you. Good morning. My name is Anna Ortega and I am speaking on behalf of Expand LA and
as a partner in the Cella Youth Hub, a regional collective of expanded learning providers, local governments, and community partners working together to create safe and supportive spaces for young people across southeast Los Angeles, also lovingly known as CALA. I'm encouraged to see that the strategic
plan reflects a core belief that we share. Every child deserves opportunity to thrive. Expanded learning programs are essential to making that vision a reality. They support the whole child by providing safe spaces, trusted relationships, academic support,
enriching opportunities and connections to critical resources that strengthen student well-being. But no single organization can do this work alone. It takes a village. Collaboration is not just beneficial. It is necessary. So when schools, community organizations,
local governments, and expanded learning providers uh work together, students gain access to a stronger, more coordinated network of support. And so the subtle youth hub deeply um believes in the power of this cross- sector collaboration. And we already see it happening in the growing partnerships
across our region and in local efforts such as the city of Kahes collaborative, a growing partnership between the city, the district, and community- based organizations. So, we're really excited for the continued um collaborations that will take place. Most importantly though, we see it in our young people.
As a CEHub coordinator, I have the privilege of working alongside the Cella Youth Executive Board, youth leaders who are advocating for stronger partnerships um and youth hubs because they know these systems of support matter for them, their peers, and future generations. So as a proud LC alumni, I
encourage you to listen closely to the youth speaking today and their voices are essential to the strategic plan and to building a future where every student has the support that they need to drive thrive. Thank you. >> Thank you for your time. Uh Daniel
Sandoval, Daniel S, come on up. And then after Mr. Sandoval is Uriah Blackwell and then Jesus Rodriguez. Good morning, president, board members, and superintendent. My name is Daniel Sonoval, and I'm a senior in high
school. I'm a leader of the Stella Youth Executive Board and I'm here today in support of the LUSD strategic plan and to share how after school programs, mentors, and community partnerships have shaped my educational journey. When I attended Wano Park Middle School, I helped start a robotics team with the
support of one of my mentors. Through that experience, I discovered my interest in engineering and developed skills that continue to shape my goals today. I also participated in Wolfco Rangers and after school programs where I built friendships and developed leadership skills and found supportive community. As I reviewed the strategic
plan, I was encouraged to see its focus on academic excellence, joy and wellness and engagement and collaboration. I was also excited to see the commitment to expand access to arts, STEM, extracurricular activities, and after school programs. I was especially
encouraged by the plan to focus on student involvement in decision-making and stronger community partnerships. As a leader of the Sila Youth Executive Board, I know firsthand the value of youth boys. Since young people offer important perspectives on the challenges
we face and the opportunities that help us succeed when students are meaningfully involved, we become more engaged in our school and communities. I also encourage LUAZ to continue strengthening partnerships with community-based organizations. Many opportunities that helped me discover my
interest, develop my leadership skills, and connect with mentors came through these partnerships. I look forward to seeing LUSD continue to invest in student voice, community partnerships, and after school opportunities that help student travel. Thank you for your time and for your consideration.
>> Thank you for your time. [applause] Uh the next speaker is Uriah Blackwell. Uriah B, are you here? All right, let's go on to Jesus Rodriguez. Are you here? Jesus, come on down. And then after Mr. Rodriguez is
Shannon Rivers. Come on down. You'll have two minutes to speak once you begin. [clears throat] Good afternoon board members. My name is Jesus Rodriguez and I'm a member of the Cell Youth Executive Board organizing around the Cell Youth Hub. One of the goals we hear throughout the district strategic plan in LCAP is preparing
students to be ready for the real world. For students like myself, after school programs have given us the opportunity to fully develop young professionals to develop as young professionals regardless of our grades in a classroom. Being ready for the real world means mean means having opportunities to
explore careers, develop leadership skills, gain hands-on experience, and connect classroom learning to future goals. I found my opportunity with Southeast Community Develop Corporation, better known as SEDDC. Programs that support workforce development, career exploration, and internships, STEM
education, technical training, and workbased learning help students see a pathway toward economic mobility and future success. especially students who are most at risk who benefit from programs regardless of their grades. We encourage the district to continue investing in opportunities that connect
students to careers, higher education, apprenticeships, internships, and public service. Preparing students for the future requires more than academic achievement alone. It requires exposure, experience, mentorship, and opportunity. We appreciate the district's uh commitment to prepare students to be
ready for the world and hope these opportunities remain a priority. Thank you. Thank you for your time. All right, the next in-person speaker is Shannon Rivers. Come on down, sir. You'll have two minutes to speak once you begin.
>> Good morning, board members. Last week, I was here and I spoke specifically about the American Indian and Indigenous Student Comprehensive Plan. We found out that 20% of MMED's budget was cut and that means that the American Indian indigenous student comprehensive plan we
take a $2 million cut. Now what let me talk specifically about the successes of the American Indian indigenous student comprehensive plan. We know that we distributed books and materials all throughout LA USD books that were authored by American Indian
and indigenous authors. uh the excitement that the teachers showed about teaching a new curriculum and developing lesson plans with these books and materials and to teach about the true history of the Americas as we celebrate this as you celebrate the 250
years. We also recognize that they have we had a native brilliance ceremony where we recognize the excellence of and successes of our American Indian and indigenous students. So, why is multi-year funding important?
For context, a 2022 California Department of Education report to the state legislature found that American Indians and Alaskan natives held the lowest four-year high school graduation rates of any ethnic group. American Indian indigenous students performed two
or three grades lower to their white peers in reading and mathematics. So, as we talk about the strategic plan, we need to recognize that native people, American Indian students are still underounted. We still
do not have enough funding. And so, we're concerned about where we're going with the strategic plan, what it looks like for American Indian students. Remember our history. Remember that we are just as important and the stories of American Indians need to be told to our
people in this country. Thank you very much. >> Thank you for your time. All right, I'll call again on Uriah Blackwell. You're listed as being in person. Are you here? And now we'll go to those listed as speaking uh remotely. Uh Cassandra,
someone listed just as Cassandra, you're signed up online to speak remotely. Are you in the room, Cassandra? >> No. All right, Cesar, you are online. Please press star six to unmute yourself. And you have two minutes to speak once you begin. Cesar. you're with us, Cesar. Uh, and you're
unmuted, so please go ahead. >> Okay. Uh, thank you. Uh, good morning board members. Uh, my name is Caesar Cruz. I'm a member of the Cell Youth Hub, uh, youth executive board and former LUSD student. Um, the district's local control and accountability plan
focuses on improving student outcomes and preparing students for the future. As a student, I know that some of the most important learning happens beyond the classroom. I have had the opportunity to participate in STEM programs, leadership development programs, and the YMCA's youth and
government mentoring, internships, and other community- based programs. These experiences helped me discover my interests, build confidence, and develop the skills I use today. I honestly would not be standing here talking uh sitting here uh speaking to you if it were not for the programs these pro uh
opportunities these programs provided. I have seen firsthand how these experiences increase student engagement, strengthen connections for school and create pathways for success. I have also watched younger students step into the same opportunities following behind us
and growing into leaders themselves. I know as you consider difficult budget decisions, I encourage you to continue investing in programs that expand opportunities for students, especially those who have historically faced barriers to access. Through my experience on the Cella Youth Executive
Board, I have seen how important these programs are for young people who are still discovering who they want to become. When we invest in youth, we invest in the future of our communities. Thank you for your continued commitment to the students. Thank you. >> Thank you for your time. The next remote
speaker is Adriana Deator. Adriana Delator, are you in the room? I do not have you online at this time. All right, the next speaker is Martha Cox. I see you're in there. Please press star six to unmute yourself and you have two minutes to speak once you begin. Martha,
>> hello. Good morning. Can you hear me? >> Yes, we can. Please go ahead. >> Thank you. Good morning, superintendent and board members. My name is Martha Cox. I'm a SEO PSA counselor and I'm here to briefly speak to item number four, the black student achievement
plan. I ask that the board approve the contract to align with the provisions of this item. In addition, I ask for the board to please investigate the school-based PSAC assignment procedures within the PSA unit and how seniority is used to assign
PSA counselors into school-based positions. Due to my health, I must now return to a school-based PSA counselor position. My seniority number is 52 out of over 800 PSA counselors. I was disheartened to learn that I would be
relocated to region south rather than continuing to work in region east. as most of my 30 years as an within as an LUSD employee. I asked the board to please investigate this inequity as I have served my community in multiple
roles for 30 years. Not only have I advocated for families for decades, I was born and raised in Los Angeles and I'm a product of LA Unified Schools as has my son been. It's essential that I remain in East region east due to my son being autistic and needing assistance to
navigate him onto school future school campus. He is not an independent traveler. We both have medical conditions in which I have FMLA paperwork for on file and I ask that the district board please re how a seniority
is not being looked at when we're being assigned to our regions. It's inequitable and I have been with the region again for well over 20 of my 30 years and I ask that the school board
please look into this so that I may maintain my position within region east dean that I have number 52 out of over 800 PSA counselors. >> Thank you for your time. >> I have maintained a high caliber of hardworking
>> All right. The next speaker is Lucia Roas. You're signed up to speak remotely, but I do not have you signed in. Are you in the room, Lucia? Not in the room. So, that concludes public comment for tab one. It's now appropriate for board discussion.
Board members, who would like to go first? Okay, I'll go first. Thank you. Um, slide 17, Dr. Johnson. Under social emotional learning,
it says that students will increase their mastery of social emotional learning competencies. So, I'd like to know a couple of things. What's the metric for that? How big of an increase? And how does a report card, how is that
used to measure? >> Um, good questions. And and and um there's going to be a couple things that happen here. So, there's a short term and a longer term. So in the short term, we will be continuing to use the school experience survey to to that is administered in the spring every year.
Uh that the results from this past year will be released very shortly. Um and that is based off of again student self-reports of their of their of their you know um and these are these are self-report items around you know self-efficacy, student social awareness.
These are uh common validated uh competencies that are used um kind of industry standard that will then over the next year during the 2627 school year we will be developing and piloting this uh the new report card that will be differentiated by grade level. There
will be there's going to be a TK specific one, an elementary specific one and a secondary specific one that will be used. Um and that uh that is in the works um and will be again uh developed and piloted this year with the full launch slated for fall of 2027. And when
that launch does happen, we will continue the school experience survey for that first year to look at, you know, to to look at validation of of the the report card metric um with how students are self assessing, you know, so there's a teacher perspective and a student perspective at least at least at
first um to go from there. And so as far as um set the goal setting from there that you know that that first year that 27 28 year will be really a baseline year and we're going to you know most likely look at it a couple different ways uh once the report card is developed. One is growth and development
within a school year. So you know one one benefit of the report cards versus the survey is a report card is a multiple point in time during the school year. And so looking at students progress from the fall to the spring. But then we will also want to look at you know spring to spring. So this
year's you know final um performance for students compared to the subsequent year. >> Well you answered all the questions. I appreciate that. >> Uh another one on slide 23 under district of choice. It states that we plan to increase the number and
percentage of new student enrollments. And what are the specific metrics on this for? >> So, so that is looking at, you know, at a given school year and and we we do look at this already uh you know, so so you know, currently of our students, how many of our students right now or, you
know, in the fall weren't here last school year. So, what's our what's our, you know, the the number of new students that we have? And, you know, to some extent, we should always expect a lot of new students, especially in the entry grades. Um but looking at are we bringing in new students not just there but across the across grade spans. You
know we we do see for example in ninth grade a lot of students come into the district. Many of them actually coming back into the district. They may have been here in elementary grades went somewhere else for middle school and then they're back with us in in nth grade. And so looking to grow those numbers year over year. You know we
don't want to say customers but you know what I mean. It's it's improving you know growing the number of of families that that we are bringing. and then and then once they're here making sure that we're offering a good enough service that they want to stay and so that's the other number the retention number from year-over-year. Okay.
>> And last question on 23 again um it mentions reducing workers compensation. So will there be a priority for example in training or professional development to reduce uh workplace injuries or incidents and can you give us some kind
of examples of the training that you would like to see done? Um I and for that it's a good question. I I don't know if we have colleagues from HR in the room that can speak to that, but that's certainly something that um we can look to report uh to to get back to you on on on what those trainings would be. I'll be waiting. Okay.
>> So simply saying we're going to do it isn't I think what you're getting at is simply saying that we want this as a goal is not going to be sufficient. There needs to be scaffolding and support to ensure that actually happens. >> Okay. Thank you very much. Board members, other questions? Miss Tanya Ortiz? >> Thank you. I I was going to suggest on
the workers comp that we um don't let people get confused that it's not compensation for workers, but it is workers comp comp claims. Maybe we want some clarification. >> Very good clarification. Yes. >> Um on slide four, the data we're talking about, does that include early ed adults, uh school, and um our
independent charters, the 442,000 students, 83,000 employees. >> Good question. So that that number is a little different than fingertip fax for example and and that's because it we we took affiliate independent charters out of there. So it is yes it's it's it's our early ed, it's our TK, it's our
adult ed, but it's not our independent charters. That's sort of the the math that went behind those numbers there. >> Okay, that's helpful to to just be on the same page about. And then I know we asked this at the followup and we uh received the materials from Amanda. Thank you. But we didn't get clarity. When will we get the measures of success
and the um operational plans? after October. >> So the um so so for the measures of success we we are almost finished with what we're calling the technical appendix where we spell out the the specific metrics that will go into that. Now for a lot of those we don't have the
baseline data um and so we will be publishing that as soon as we get it as it our October is our target for the actual having the actual baseline data. Um the and again that's contingent on the state the state's timeline for their fall reporting out is moving up there.
You know they're it used to be November December and now and then it was Thanksgiving and now it's early November. So we're looking at October if not late September for when we get those you know the four-year cohort graduation and A to G outcomes. Those are the usually like the last the last one there. So um and we do want to report
those out. We we will have metrics like the board will receive you know information on our smarter balance preliminary results sooner than that and other other important pieces will come out as as we go the uh and so then yeah so I I think October is going to be what we can best promise. >> Okay. So I might just request whether a
committee of the whole or another board meeting where we can dive into those collectively in a public space whether it's September October when we get the information. I'm seeing head nods. Um okay a couple of content things for me um but I'll keep it quick on slide 22 engagement and collaboration. Um on the
leading for impact uh section, I wonder if we could add a measure if the team could consider about deepening our collaboration with with effective partners. We have a piece in here about measuring the effectiveness of our partners. But then once we've done that, can we have some sort of vision or
commitment to um strengthening those relationships, you know, supporting their expansion, whatever that might be. So, you know, for the team to think about. And then on the accessible information, um that feels limited. I don't know if we track like email open rates to your point, we send a lot of them. I don't know how many of them
actually get open or any sort of social media or text message engagement, but it seems to me that we could have other measures that let us know whether information is is being actually received versus just being sent. Um, so that's something I would encourage the team to think about. >> Okay.
>> On operational effectiveness, this is probably my biggest priority on slide 23. Under sustainable budgeting, can we add fair or equitable budgeting? I know it's kind of buried in there, but we've talked a lot about equity in our our dollars. And so it' be powerful to see it in the title. I know fair is
sometimes more palatable than equitable. So either of those. Um, but I would also offer as a metric uh some sort of equitable distribution of resources. Um I think there is fair to use equitable because we've talked a lot about it but again if it's not in the metric and
especially if SENI or BAP gets you know minimized over the next several years like how can we still maintain a commitment to that equitable distribution of dollars and investments. Um okay and then my last one on investing in staff um which is 24 under
high performance standards. I would love to add the teaching and learning framework and the school leadership framework. Those are really powerful tools that I know our schools use. Um, and it would be helpful to synthesize some of that information, not as a compliance, you know, or publicly, you know, producing evaluations of
individuals. Um, but just some way to say the tools that we measure ourselves by are actually ones that we look at and can elevate in a way that, um, gives them the the respect that I think they they deserve. Um, so those are my my big pieces for now. Thank you. >> Thank you. Anyone else,
>> Mr. Meline? Um well, thank you uh for the team uh to the team for the work on the strategic plan. You know, it was a real priority of mine in the first few years to get a strategic plan. I know that was shared by my colleagues who were here at the time. The district had been operating for I think over a decade without a
plan. Um and so, you know, just grateful for the work that it went into the first plan has as it sunsets. I do think that a lot of the district's success in terms of achievement uh early ed expansion um some of the budgeting stuff we've discussed was was because of that. I
also think that you know despite what could have been some periods in the last few years of instability that plan kept focus on the main thing. Um and when you're at schools and you see it there and people are speaking in the language of the strategic plan, it really did um you know just kudos to the principles,
teachers, school staff who are operating against it and working with the plan because I really think it again at a time when there could have been a lot of instability and even chaos some might say this district hasn't seen that. And I think it's in large part thanks to the plan and the planning process. So I'm very excited for this next one um and
the improvements that will go into it. Um, you know, I I think being leaner is helpful when it comes to communicability with the public. I also kind of the other side of that coin is just the need to create additional opportunities to
review the measures of success technical appendix. I mean, I think that's where a lot of the the meat will be. Um, so I I uh look forward to opportunities to review that not only on on SEAL, which I I still am also confused about, but also the other goals. Um and then also to
reviewing the operational plans um that will lay out the specific strategies because that's ultimately how how we'll get there. Um so uh so excited for that work. I guess my just kind of piggybacking on Mr. Franklin, I guess my kind of two suggestions um if we could
incorporate and I don't know, you know, I'll share them kind of as an amendment, but I know like you said, this is iterative. And I do think I want to be clear with with the staff and the public that it's a living document to some extent, but we don't want we're not moving the goalposts. We're just maybe tweaking strategies and un how to get to
those goals. But I think when we say living document, we want to make it clear that it's not like, oh, we're going to be reccalibrating all the time. we like are putting um you know flags down of where we think the district needs to go. Uh and then we'll we'll we'll tweak as
to kind of figure out the like kind of the slope of how to get there on certain things. But um >> agreed. >> So on slide 23 for operational effectiveness. Um I appreciate that we're increasing facilities capital projects completed on time. You know, I just think it would be helpful at the in
the subhead under modernizing infrastructure to begin that um to begin that uh sentence or with um efficiently build and maintain a resilient just like get the word efficiently in there because that is both about cost and
time. Um so modernized infrastructure so we would say efficiently build and maintain a resilient modern infrastructure that supports innovative learning and long-term um uh stability. So I would encourage that or suggest that. And then the other one just because it is been has been a priority of this board under uh slide 22 leading
for impact. Um I would love to add a measure of an additional measure of success that um is about our utilization of school district property for things like housing and community school parks and public benefit. And so I had a suggestion of has a as a fourth bullet
that would be um increased opportunities to effectively utilize district property to provide housing and other uses with community benefit, such as community school parks. Um thank you. I'll take that. So, but uh
you know just because the we're working on it we you um so those would be my two suggestions if the team would incorporate them and unless there are objections from the board but in general again just you know excited for the contin continuity of this process. Thanks Scott. >> Okay Miss Gonz
>> um thank you so much. Well, I'll start with appreciation um because this is the second strategic plan that we're looking at um over I mean since since the pandemic and I think that it's an important practice of effective organizations and I just want to appreciate the team and undertaking this
work um and similar to Mr. Mr. Melvin, you know, I was I was there helped lead the process for um defining our original goals as a board which have helped create the foundation for this work and um have seen uh you know a ton of
progress in in our schools because of this work. Of course, it's because of the work of educators in our classrooms, but really having a north star as a district. um not a million priorities but a set defined number of priorities I believe has been really important to um organizational coherence and actually
being able to make progress on the measures that matter most for our students and families. So um it it might feel like a technical conversation but I think this is really important work that helps um guide the work of our school district and the work in classrooms. Um, I have even seen like bulletin boards in
teachers classrooms displaying the pillars and which is exciting because it means that it's being embraced and also that these pillars and priorities authentically reflect um what our school communities feel are important. Um, and I think some of the major additions that
I'm kind of noting will change is one is narrowing the focus which I think is really important focusing on outcomes and not just activities or strategies. Um, I also appreciate an uplifting of uh career pathways and CTE and access to CTE. I think that's reflective of what
we hear from high school students in particular as well as their families. Um, continued focus on socio emotional learning. Granted, we have some work to do on the measurement front, but that's because we are being thorough and thoughtful. I believe we could we could be a little bit more wrote about it and we could solve the problem more easily.
But I think that this district is trying to chart a different course in terms of really authentically measuring students socio emotional capacities and um I've seen a ton more work in that space in our schools because of the board uplifting this back in 2021. um as well
as what was the other an uplifting science. Again, these are the types of hands-on engaging learning experiences that our students crave um that they derive joy from. And so I think it's really important that we are uplifting this as part of the plan. Um now to just
some feedback as well. I I appreciate you noting that this is a living document and I will be making sure that we have another conversation about that because I think that this is really important and I want to ensure that the board has an opportunity to weigh in thoroughly on it. Um so just a couple of
uh more technical notes for me. So on college and career readiness I wanted to just confirm I think you said this Bill but that we are going to be reporting out the career readiness data separately by itself. Is that correct? Yeah, we will we will be able to report out. So the kind of the ingredient components of
our of our what is the district goal, you know, so there's the the A to G obviously the college side, but then the career readiness as well. Those can be the very easily reported out on their own. So you know if if it's you know if it's if it's a ven diagram of you know students who are who have reached the
milestones to be college ready and those re reaching the milestone to be career ready and those who are both um you know certainly can be reported out as a part of our our annual reporting. Okay, great. >> And then and then along with that other other kind of graduation or cohort related outcomes like this is where we'll have the seal of by literacy for
example which is a part of the graduation met metrics that we do and that can be reported out of course um in in component parts for certain student groups. >> Okay. Yes, I would strongly encourage that. I think we know that in having conversations about uplifting the career readiness part of college and career
readiness that we have a lot of work to do when it comes to equitable access to CTE programs across our district at all of our secondary schools. Um so I think it's really important to ensure that we're taking a look at that part of the measure um specifically. Um, I also
wanted to note just in terms again looking at secondary um kind of measures, um, I'm a I'm a little concerned about us not getting a a good look at students, particular student groups, um, that might not always be
fully included in the graduation at college and career reading metric or the A through G on track measures. specifically, you know, like our newcomer students who have an extended time to graduate high school, our students with disabilities, including those who might do a certificate of
incomp completion rather than a regular high school diploma, and then our students who graduate at LD adult schools rather than um getting their diploma from a comprehensive high school. So, I would want to ensure that we have some measure around like high
school completion. Um, and of course, you know, our goal is for students to to meet that college and career readiness metric and to graduate within four years, but students are legally entitled to more time. And I want to ensure that um if they are completing that we have a sense of that and that and that the
schools that are serving more of our higher need student populations are getting credit for that to the extent that that's possible. Okay, great. I see you nodding. So, I'm going to go on to the next one. Um, you mentioned the seal of biiteracy. So, that was one I was going to raise as well. I think in the eliminating opportunity gap section um
we we are taking a look at our English language learners. Our district I think is such a leader in looking at emergent bilingual from an asset mindset and not a deficit mindset. And so I think in addition to looking at reclassification, we do want to specifically look at seals of biiteracy attainment for our English
language learners because we do want to continue to foster growth in their in their native languages as well as in English. Um and then with regards to students with disabilities in that same section eliminating opportunity gaps, I think we've heard a lot from families even last week at the CAC presentation
around it's not about quantity of minutes included in general education programs. I it's about the quality and how are we better serving this important student group. And I think it's tricky I think from a metric standpoint, but I feel that these measures of su success
are not really getting at the quality question fully or are students getting the individualized support that they need to meet um their unique needs as students with disabilities. So, I think there might be some data challenges here, but I would love if we could circle back on this particular topic to
see how how could we measure the the quality of the inclusion that students are receiving or the extent to which they're receiving the individualized services that they're entitled to. Um, and then on the engagement and collaboration section, uh, the topic of
communication, which I know has been discussed a little bit already, is something that I've definitely heard a lot from families. I think families feel strongly that they want not more but better communication from the school district. Um and and in particular that not only are we looking at multilingual
communication but multi multimodal communication. So perhaps that's part of the operational plans. Um, but I know the suggestions I get specifically are like, you know, videos, WhatsApp, um, and other ways that parents today receive and communicate information and
ensuring like that we're not just doing a check the box, we're we're sending a flyer home, we're putting something in the parent portal, but that we're actually being responsive to the ways that families prefer to communicate so they can so we can reach them with our communications. Um, even with the parent
portal, I I mean, I think that that it's it's helpful. I finally after like three or four years in the district now do have my parent portal account active, but I I don't think that that necessarily counts as fostering collaborate. Like that's kind of a baseline and we want to shoot for more
than that. So, it is truly that authentic partnership and collaboration with families. Um, okay, I almost I'm almost done. I promise. um for leading with impact. I know um Miss Ortiz Franklin offered some feedback on the initiatives that we're collab collaborating with different partners
on. I just want to note that again it's not just about the number of initiatives. I'm not interested in more initiatives. I'm interested in meaningful initiatives that yield unique benefits for students and families. So would love for that to be incorporated. And then finally um in the section
around joy and wellness and whole child well-being you know there is a mention of something that's really important in that we provide health nutrition mental health services to our students that our families want to see more of that but there aren't really any measures of health or nutrition or mental health
access. So I know that there might be challenges because some of those are partner provided services but I would love for us to explore how can we strengthen our data here. So we can get a sense of what is the student utilization of these types of services and supports as well as families when
there's services offered for families as well. Um with that I will I will conclude. Thank you for listening intently. >> Appreciate it. >> Thank you. Thank you. Go ahead Rosio. So thank you. Thank you for your presentation. Uh I know it's it's a lot of work that went into thank you Carolyn
and the team for putting you know um really enhancing uh a strategic plan and moving our our our district and our schools students and communities forward. So um you know the conceptual framework and
the theory of action is very you know thoroughly um um described and explained here in the goals and objectives and um I agree that with um my colleague Mr. Ortiz Franklin that you know seeing the
implementation plan or the the um the actual you know how this plan is going to be executed is is um if not more important because you know that is what's going to drive um the success in the strategic plan for the next four
years. So definitely um the committee of the whole we will set some time to um to review the implementation plan and you know further ask questions and understand um the different departments and divisions that are really working
together to to make this happen. So to make the make sure that this road map is um is act actionable and functional moving forward. So just a few questions. Um I know that you mentioned here the themes that you heard from the
stakeholders from the various stakeholders um that were um included in um in the strategic plan but just wanted to understand a little bit more specific examples and I know that'll come and hopefully that'll come in the
implementation plan but just for now um are there can you share any specific examples on the feedback from stakeholders holders um that actually changed this final strategic plan based from the first one. What was the feedback that you know um that really
said oh we must add this wasn't in the first four set of four years but now we need to add this in here. >> Um I think Eric Hansen [clears throat] will will share a couple one that that I know that comes to mind right away is is again more emphasis on advanced learning opportunities um for students and access
to those programs. Um the last strategic plan wasn't devoid of that necessarily, but that was an area that came up repeatedly not just uh for the strategic plan engagement, for the landscape analysis engagement on what do families want from the program offerings we have across the district. And so that is that is called out very explicitly um as a as
a metric in in what we're doing here. So that's just one example. Um and and I think another emphasis is the the arts programs and not just again not just after school arts but during the school day arts um and having that really be a part of this is a this is a foundational piece of our core curriculum and calling
it out as such in in the in the plan. I'm Eric if you have others. >> Sure. And just one more example um just hearing from families and uh and also staff but families about enrollment and ways to enroll making it easier making it simpler. the systems are too complex
and uh also hearing uh when we did the region focus groups hearing from principles about hiring and as a you principal in in uh previously when you're trying to hire a teacher in the summer you want to open school with that teacher and so working with HR uh great
teams HR and PC but you want to get that staff hired uh because you don't want to lose candidates you could do an interview and uh you don't want you know your prospective teacher if it was faster for a different school to get hired. So, you want to make sure that those are efficient systems. So, all of that information uh goes into the
into the plan, but also sharing with departments about what we heard in detail from our families, from community, from staff and as they work on operations plans and being mindful of this is what's important to those that
we serve. So, that's just uh just one other example that Bill already already shared. >> Yeah. No, thank you. um you hit um the themes that I've heard time and time again, the hiring process and also the arts. Um uh parents really want to see
arts all not all the time but really integrated into the lesson planning and also teachers have also mentioned that we need more support not support and professional development and really how to integrate it into everything you know that they do and um I know that some are
able to do it you know not better but in a more um efficient and effective and you know and parents can see that. So that was actually one of the areas I was going to ask in the arts because I hear that time and time again. So so basically what you heard from the from
the feedback from staff, students and parents that is going to that is informing the operational implementation plans that hopefully you were okay. So working together and how to make this happen. So that's great. So um just you know I'm sure there's other more examples that you can provide. Just
wanted to hear um a little bit about that. So the priorities, strategies and measures will um will incorporate the feedback. Correct. Awesome. Great. And um and continuing with stakeholders, how
will stakeholders remain involved during the execution phase um of the strategic plan and also what opportunities will exist for ongoing feedback and course correction um and shared accountability as implementation moves forward?
>> Good question. Um so you as I mentioned we're you know we have some initiation activities planned for you know supporting principles now and I think some of that work will be it'll be a combination of our of us continuing with principles to to making sure principles have the resources they need to to speak
to the strategic plan for them to know their data. We're looking at whole child is the data system that principles mainly will be relying on for for data at their schools and and working with with um our partners to make sure that the whole child whole child has a if you
will a kind of a a bespoke or customized strategic plan report that principles have access to that they can use in their conversations with with stakeholders or for their own internal decision-m. So that's again supporting principles along the way. So that's going to be one avenue where we foster engagement. I I do I do see um a work so
as we do our community as we do our sorry our annual reporting every year having having feedback and and one part of that is going to be not just you know the the the kind of wrote uh you know each metric here's the number in that that that plan but we're going to have
organized by pillar what are some key operational um highlights or milestones that have happened sort of holistically within each pillar that's going to be a part of our own reporting and for that process there I I certainly see a space where we can have community engagement for how we do that annual reporting. Um obviously the strategic initiatives
office led by Eric uh uh as a part of the LCAP process there's a lot of community engagement there. So so looking for synergy with the LCAP community engagement that we do um to inform the strategic plan just as a couple quick ideas. >> Okay, great. Thank you. >> Um let's see my other questions. and
what specific program project management tools or dashboards will be used to make the the strategic plan more visual, measurable and actionable uh for the board staff and for our stakeholders. Um so as as I just mentioned whole child will be um the main tool that is used at
the school sites for principles. Um when we're looking at the strategic plan we you know as um we currently have for the current strategic plan on open data which is publicly available to everyone um all of the district goals and breakouts um by students are currently on open data. That will certainly
continue. Many of the measures of success along with the LCAP are on open data and the open data dashboard that will continue. Um and then for for the board and and others and then there will be this you know the the the annual fall report that will be more of a of a a PDF
format if you will uh you know a detailed PDF that we can certainly you have presentations to to share that as well that will be I don't want to call that a dashboard but that will be a very data heavy report that will then be mapped to other other data platforms that we have. So combination of internal ones for school sites where they can see
their own um and then some you know the public publicly available on open data will be the two main ones. >> I think that would be um great to add into the website for the strategic plan uh for um for staff or principles and
also for families. exactly what you said. You can, you know, uh follow the the the I guess the progress or the growth or or here are ways that you can, you know, um inform your school on their statistic plan or how you can be involved. I think and then also
incorporating um or bringing in our community reps also to be able I know there's a family guide that's going to be um developed with um is it innovate public schools. So I know you know from at the last strategic plan you know the family guide was you know very great in
explaining and and uh bringing the our families in incorporate the families feedback and also um connection to the strategic plan so they understand as they see you know um the poster boards on the strategic plan and explaining to
them so they have it more so it's more tangible for them right so incorporating that information on the website and also bringing in our community reps and our our parent centers and connecting with families, I think would be really great for them to not only understand but also
know where to go to to you know see how growth or how these goals and objectives are being measured and where they can go and get some additional information. I think that would be really um >> Rosio, can we can we do a round two? >> Oh, I just started my questions.
[clears throat] Um okay, wait hold on one second. Let me see. I have two more. Is that okay? Um, so just two more questions. How how were the strategic plan, goals, objectives aligned with the budget that we were going to vote on today? And how
will future budget decisions be evaluated to ensure continued alignment with these priorities and measures of success? So, how are we really strategically aligned to the budget? >> Yes. Don't worry. Um well the budget is not it's not hardwired you know it's not
uh like you know the LCAP and the and and the budget have a more you know close attachment of course but remember the LCAP the first five goals in the LCAP are the five pillars in the strategic plan and so the activities reflected here are are also reflective of the LCAP and and and the budget that
you know but you remember the LCAP is just about the local control funding like just that portion and so this is larger um the uh the one piece is the budget the the budget transparency tool which is again a publicly available resource that we have you know outlines for for the and this will continue um with the new strategic plan you know
some pieces of move some activities that were sort of under pillar one um in the current strategic plan are going to be in pillar two that will be updated in the fiscal I'm sorry in the budget transparency tool that we will have moving forward and so I think that's going to be the main vehicle where people can see how our spending you know
how are we spending our money related to pillar two activities pillar three activities year-over-year um and so on so I think that's probably the best the best resource there other than of course um you know the budget process that we have you know that's attached to the LCAP that we do too which is aligned >> that would be also great to add to the
website and I'll skip my last question but the other comment I wanted to make for uh page 20 on college and career readiness you know if uh under the the bullet points there it would be great to also add the number of students enrolled
in peer partnership programs um because I know you We're expanding our partnerships with our um construction and trades, our locals and um I know we're working I know PIA and um is really working you
know really hard and and really creating um for high school students to enroll in some of these pre-apprenticeship programs. But I think that would be um a good metric to see, you know, how many students are enrolled as we're expanding our partnerships and also the number of
students with internships. I know that you said they're going to be submetrics, but um if I time and time again, I hear from a lot of our high school students, you know, um as I speak to them and also in in our when I do school visits, but
also in my student advisory council, internships, we want internships and and I know that we're definitely expanding on that, but I think that would be another metric um to also um kind of follow to see how many students are enrolling or have access to internships
and have internships. Okay, so I'll leave it at that. Thanks. >> Okay, thank you Carla. >> Yes. Um much appreciation like everybody else to all the work that has gone into this uh strategic plan. I do know that
you I can tell from the work that you listen to us as well as the uh folks, the parents and the community members. Um, thank you as well for really trying to get that goal. I know that uh that
theCCL division, PBIS, practically everyone is really trying hard to try to make this happen. So, I really want to show appreciation for that effort and looking forward to hearing about it. Um, you know, a lot of my one of the things that I I that really stuck with me is
the slide on what we heard and thank you for sharing that because I think it coincides with what a lot of us board members hear from parents when we meet with them. And um, but for me in particular, the mental health and well-being is something that I've heard
not only from parents but also from students. And one of the things that students talk about is that they don't know who is their PSW. They don't especially the big schools, right? They don't know who they can go to if they have if they need some support. Um and a
few months ago, I we passed the resolution on wellness without silos, which was trying to address that issue. one, there's different levels of support that we can give students in regards to wellness and mental health and well-being and that this can come from
many folks at a school site. So, I encourage you to go back and look at that reszo because that talks about training for everyone for all staff. um bringing all of these supports and having committees that can look at all
the different areas of wellness at a school site and just bringing cohesion to everything. So, um I I encourage you to look at that to to when you are thinking about the how, right? So, you're not working in silo with some of the policies that we've already passed,
right? It can all come together. Um the other thing I want to address is the cleanliness. That's a very big issue in our campuses. I've heard it not only from our students, not only from parents, but from the school sites, right? The the staff really, you know,
needing that and I I want to uplift that because that's a real concern. And then uh in creating inclusive environments is very important. Um so the other thing is on slide 14. Oh that I just spoke about that but I I wanted to also share like
for example our A3G counselors. I worked at a school site that did not have a PSW when I was there but we did have an A throughg counselor who really did everything for these students. And so there's just all these different um personnel that we have at our schools
that can play that role of being supportive, of being inclusive, of being welcoming. And um the other thing is on slide 14, we als you also talked about communic uh improving our communication and provide meaningful opportunities to
engage with community members. And again, something I've heard and I'm wondering, what are some examples? Have you thought about what are some ways that we're going to make this happen >> on the on on the communication side? Well, I I know I mean one area that is a
that is touching on other themes too is is you know the enrollment process and communication for the enrollment process and where and how families learn about their options where and how they interface with the schools that their you know their options are and revisiting the timelines. So that's that's just one sort of specific example
that gets into that's that's getting into the enrollment processes as well. So that that's that's one area. Eric, anything else come to mind? >> Okay. Also, just going back to the development of the family guide. We've have have had engagement sessions uh working collaborating with innovate on
the family guide and kind of what we've heard so far from families is that the the the first family guide very helpful very helpful for families to dialogue about the strategic plan, what's in it, some metrics. Um,
but we heard it's a little bit long, a little bit lengthy, and so families do want a more concise uh, family guide and really some essential questions that they can have either with their school principal or teacher. And so, um,
looking at as we develop that and then roll it out as far as going back to engagement, making sure that our schools are aware, our regions, our principles, directors, all of that, but making sure that our school parent reps are are
knowledgeable, the face region administrators are knowledgeable and rolling it out to our parents and having those uh, you know, the meetings in the regions to make sure parents are aware of the family guide, understand it, and then also the implica implementation is really at the school site. And so
providing those resources to principles when they have coffee with the principal to share about the family guide, but most importantly how it connects to their school site. >> So going back to some of the resources we're developing uh for principles and school sites is to connect the strategic
plan to their school site. So, as a principal, knowing literacy, numeracy, how that connects, but also through special programs I have at a school site, um that and how that relates to the strategic plan and sharing that with parents. So, >> appreciate that uh connection between
the parent rep and their role. In fact, I was going to suggest that making sure that they also get trained and perhaps they can co- facilitate with the principal, right? I mean I think that uh bringing making those connections even amongst the staff uh can really help uh
disseminate information so that if the parent has a question they know they can go to the parent rep they don't necessarily have to go to the principal to get that answered and then it's like they're they're training each other right and then even parent leaders can come out of that who can train other parents so um I like that idea the other
thing is I think that I don't know if this was done with the previous strategic plan if everybody was aware of it and what I mean by everybody I mean like cafeteria staff after school staff custodial st like everyone so I don't
know if there is a plan for how we share this with everyone because it does impact all levels of of >> our workforce >> and so again part of our engagement going back to the region focus groups um one theme we heard was we want to see ourselves in the strategic plan and
again it was it was more concise, right? 32 pages versus 65 and as a you know busy school sites. So parent the for principles develop developing a tool that so they when they meet with their
instructional aids when they meet with their counseling team, their grade level chairs or their whole staff or their their their maintenance staff. >> All of these are meetings that principles have every single month with their teams. But we have a resource where they can when they're meeting they
can say they can go as maintenance we can go right to the um to the pillar and see looking at uh pillar two the part about um uh maintenance calls. So tying that in. So so schools no matter what role you have you are supporting
students and you can see where your work matters in the strategic plan and how it relates to the kids you serve at that school site. >> Okay. Good. I'm glad that that's part of >> have that resource for principles to implement. >> Good. I would love that's for for me that's very important. Um the other
thing I was going to suggest is that I don't know what our goal is for participation in any survey regarding um like uh what is it slide 22 when we're trying to uh it's the pillar on collaboration.
So, um I don't know, at least I didn't hear what we are going to use as a measure and um for any of these goals and then also what our baseline is and what we're going to use as a baseline.
So, I'm I'm making an assumption that it's going to be the school experience survey, but I'm wondering is that a correct assumption or should there are there other areas that we are going to be using other other tools that we're going to be using? And can you just clarify was there a particular item on this slide or was it
>> well >> different ones have different sort of data? >> Oh, sorry. Okay. Um, so for example, parents who feel welcome to participate uh volunteer participation, families responding favor favorably around over excuse me overall customer service.
>> Yeah. So the >> feel included in the decision-m so >> yeah the two you mentioned are are based off of the school experience survey. Um, as >> is there an uh a minimum participation rate that we're looking for? >> Um, I think I mean obviously more is
more is better. Our our our parent participation rates on the school experience survey districtwide at least are the are every year we've had the highest ever that we've had and they've continued to grow. So, um, you know, I think as far as like holding, you know, if we're going to be looking as the district at the district level for
reporting on this, it's going to we're going to be in really good shape. Now there we should you know it's a good question around if we have certain schools where their parent participation is 25% or even lower that that's that's an interesting finding on its own for
one and then two we might want to think about you know how much do we caveat that at the school level for you know and again at the school level it's going to be uh you know that's not going to be what we report necessarily school by school on this when we report out these metrics but principles will have that that information is available publicly
on the school experience survey dashboard as well. But I think it's a fair question that we would always want to caveat information at from a parent the parent survey around this. Um I should mention the staff survey and the student survey, we we're we're in extreme we're in very good shape on
response rates um for those. But when it's at for the parent items, those are the those are generally a little bit lower but much higher than national norms on you know voluntary non-incentivized surveys that we have that districts ask of >> and and board member um sorry Gri I go over here back here back here um one
thing in [laughter] go from above um one thing in general um so that was a specific answer but in general the technical appendance which you will get within the month will have all of the measures of success what tool will be used and then where we have it with the baseline line will be but when
we get all of the data that's the Octoberish date where we'll come back to the board maybe in a cow is um board member Riva said um uh to to to present that to talk about that to the board so you'll get the you'll get all of them within the month okay I appreciate this
is my last thing if I think by school by school to me I'm curious about and especially if a school has a very low uh participation rate I definitely would want to set a goal for that school right and find out what's going on. Why are we not getting uh parent participation? So,
I'm wondering if we could also add a layer of um if people do not participate in the survey as much, could at that school site, could we do a focus group? And then if we don't if we still do not reach the participation rate that we
want with a focus group, can we do empathy interviews? like just give families as many opportunities and many different ways of participating and um and train our community reps to do that. Train other folks at the school site who
can do that. Um I find that there are families who was serving I was one of those. I do not like surveys but have a conversation with me and I was fine. And I think that's another way to build relationship with our families for them
to truly feel that that was a meaningful engagement. We really care about what they want to know about about what they're feeling, what they are thinking. So anyway, that's my last thing. I'll stop there. >> Thank you. >> Okay. Patient patient Miss Newil.
[laughter] [gasps] >> Oh, thank you. uh want to definitely leave with gratitude in the work that's done here. I think um as we know it drives our district and it drives where we're going and I won't repeat a whole
lot of the instances just to mention it so that you know that it was one of my concerns as well. Um, however we can review the metrics so we all have a better understanding um is going to be helpful and just how they tie into each
other because as you say they're coming from um they're they're cross crosscom departments and exactly how that measurement is going to be uh perceived by our parents who are not familiar with
each department and so I think it's going to be helpful for us to be able to explain that so that they get a better understanding um to be able to interpret that information as it comes. um the stability, strong and uh sustainable workforce. I think as we mentioned uh
one said uh about our framework tools that we already use uh and I know the work that we'll see from our landscape analysis would kind of help us as well uh to see how we stabilize especially at the principal level at our schools. And I speak personally because I know my
schools have some turnover rates that are probably the highest within um the unified school district with some schools of 2.5 uh years. And so I would love to see how that metric works and if possible uh as Carlo was mentioning
school by school ways that on the website on a dashboard that our principles are able to pull out information to share with the community their community of how this is working. So they have eyes on their space. um
when we build uh capacity, when we talk about engagement on um those strong relationships, I think that's what builds the strong relationships is when that community can talk to their issues specifically. They know their school,
they understand their school, they understand the unified district, but they understand their school. And if they're able to pull out those metrics to to address issues as they go, as they see the increase decrease, they'd be able to talk about it. If there's a way
for, you know, our principles and staff to understand it, but more importantly, our parents to understand it. uh the quality and implementation as mentioned in the effectiveness of our partners. I think our partners are and I want to say
our partners because sometimes we use that word interchangeably with other terms and I think partners are very special. They're they're very unique to our work here at the district and making sure that they're effective in what they do and what they provide for us and that
it is a partnership. So however we can highlight the quality of that and the implementation of what they do for our schools so that we can see that in in measure. How do we know that? um
the uh we we talk about our safety and um in joy and wellness and it's just you know broadly mentioned you know how students feel safe at school and I didn't see the in the where teachers
feel safe at school if that's just as well here in the student uh in the in the survey or is there other measures to be taken into count on safety in our school sites and would that live in
pillar five um where um we're taking into account data uh school experience survey is that those going to be combined together. I'm not sure if that is or not and you can you can leave me where that would go. Um
it most likely it will it will it will be here in welcoming learning environments around staff perceptions of safety at their school likely to be in more in the domain of operations plans but we can certainly consider um and and talk to the teams on on bringing that into the strategic plan. It's an LCAP metric. Um is the staff perception an
LCAP metric? It is so that you and investing in staff. Oh I'm sorry. Thank you Eric. Um wait I'm sorry. My my apologies. So yeah, so if you look at staff support and development, staff reporting that their school is a
supportive and inviting place to work and then would sort of that would probably be the the the logical home for it. Sorry about that. Just so I know because I know many of our uh educators, they want to make sure that they're they feel safe as well. And
I know as we talk about safety within our schools, that's a a key component. Um, however, the website can be as user friendly to for folks to be able to go there to find this the same way as we
use. You mentioned the budget transparency tool, the whole child. I mean, when you think about all the spaces in which to go to narrow it as much as possible for us to be able uh to capture what we need. Um you said open
data whole child uh budget transparency tool for any person to be able to gather the information and follow this plan it would be confusing. So, however we can minimize that and make it as succinct for our families and I always say, you
know, we we talk about at the third grade level, for some of us, that's it. And for our families, we need to be able to speak to that language. And I know in the district, we have the alphabet soup. We got all these acronyms. We don't know what they mean. They some mean different
things. And so, however, we can make it easiest for our families to follow. Um, and I think Kell Kelly mentioned as a parent, I know parent portal. I'm figuring it out myself. I have two children and I am I'm getting there. I'm getting there. I'm going be hopefully a
pro soon, but however we can do it so our families can can can follow along with our progress. Um, the whole child, we talked about the report card and the shift and will we see that shift sooner than later? How will how will we notify
that shift? >> The shift to the report card. >> Yes. Um well it'll be you know the the report card will be launched in in you know fall of 2027. The work has already begun with our division of instruction working with um working with a couple partners. We're we're talking with with
other um external experts proono support on developing uh what this report card would look like already prototyping that. So there will be an engagement process and that'll be a part of the piloting along the way. That won't be a universal pilot you know it's therefore it's not a pilot but it so there will be
engagement. I do I do see benefit in perhaps conversation. We could certainly look at conversations along the way on how the um you know so that folks are aware so it doesn't just drop on everyone's lap in fall of 2027 um out of nowhere. >> Got it.
>> Uh in academic excellence I didn't hear or mention anything about our apprenticeships or pre-apprenticeships. if that lives somewhere in our college and career readiness um it it wasn't there and I don't know if that's something that a metric that we will be looking at
>> um it is [clears throat] uh is something that we can consider including as you know so again baked into some of those college and career indicators like could possibly be um a subindicator like we you know talked about with CTE and and so on to the extent the data is available. Yep, >> that would be helpful because I know
many of our families are looking towards pre-apprenticeships and obviously going towards that career pathway um within our CTE programs too. Okay. >> And I think folks hit it all. Um
>> I think that was it. Thank you. >> Thank you. >> Well, thank you very much. I'm going to have uh Mr. Chase speak now and then we're going to start round two. >> Thank you, board president. Uh these remarks were meant to be summitative but certainly welcome additional feedback as
part of a round two. Uh really just wanted to to thank the board for the continuing thoughtful engagement. Uh I've been obviously taking notes throughout. I've asked the team to obviously take uh thorough notes as to the feedback that we've received. Our commitment of course is and this is kind of the prevailing theme that I heard
throughout the discussion this morning is around communication and engagement. So our commitment to the board obviously is to come back in October if not sooner and there will be obviously engagement even before then around what the measures of success look like and how those are informed by the feedback even
some of the feedback given today. We just want to have the opportunity to engage with the the the [snorts] relevant divisions or shops to see how actionable some of those feedback points may be uh and to really come back in October with something that reflects even the feedback uh that was rendered today. The other side of the
communications coin though of course is to the larger the larger community. everything we've heard today from making sure that community reps at schools are are really well equipped not just to talk about the strategic plan as critical as that is but just in general to be able to relay critical information
around the district. Uh again I too have my fair share of parent portal horror stories that I can share but I'm a pretty adept user thank you very much. Um I'll leave it at that. Uh but we do need to look at how we refine those processes. You know, one thing again that we did uh over the last couple
months is around the communication of parents. Uh we as a district, if I'm being really candid, were were basically saturating our parents with messages almost on a weekly basis and a lot of them for very good opportunities, but it was just a lot. And so, one of the
things that we've done is we've scaled that back. So, now we send out a weekly newsletter every Wednesday at 5. Every family gets one newsletter that has all of those things that they used to get in a dozen or maybe more emails over the course of the week. So, we're very much
committed to that communications piece. Round two. Rosia, do you have anything for round two? Round two. >> Or anyone else? >> Go ahead. Go ahead, Rosio. Um, the one I didn't ask. Um, you probably already answered it, but I
wasn't sure. I'll just ask it again. How does the plan hold leadership accountable if these initiative benchmarks and outcomes are not met? And what reporting or intervention process will be triggered if progress falls behind expectations? I think you already
answered part of that, but >> um yeah, I mean the the strategic plan is not necessarily an accountability, you know, document on its own, but it it is it is the way in which we hold ourselves accountable. Um I I do think, you know, the reporting out what gets measured gets done or at least gets
noticed if it's not done. And so I think in that there will be, you know, truth and transparency. I don't Carolyn, were you going to say something? Um >> um that's true. I would add um hi. I would add that um with the superintendent, we have quarterly meetings where we'll be looking at these so that we can very quickly get back on
track if we're off of track so that he will hold us accountable in those meetings as well. >> And I know that in the pre in the first strategic plan, we were uh at the end of each academic year, we were receiving sort of um sort of progress or updates.
So that was very useful. So >> and that will continue as well. >> Okay, that was it. Just quickly, >> Carla. >> Okay, just two things. One, you mentioned something about middle school that we were going to be looking at. Let me look at which one. Um,
when we were looking at district of choice and we were going to focus on middle schools. Is that is that correct? >> Yeah. So you know looking at retention rates of students that is there the we have the ability and we have been doing this internally and this can certainly
be something that we continue to do here and this came up in landscape analysis. It's not student retention is not a uniform trend for every grade level. the very you know the metriculation points you know again but you know the the transition points sorry from fifth to sixth and so on is in particular but
it's not just there but that is an that is a place where we can we can look to tell that story with data a little bit and are we making headway on you know on you know reducing the the loss you know of students and increasing the the gain of students whenever possible. I think
both of those sides of the story are important and trigger different strategies in response. Yeah, and I I appreciate that because I do think that that is an a grade level, an age group that we should focus on. Um, it is the age when kids start to if there is any
vaping there, that's when it happens. Whatever it's a it's a very challenging transition for all all kids, right? So, I would I appreciate uplifting that and I would encourage us to look at some of our middle schools that have weight lists. I have some schools in my
district that actually have a a middle school that has a weight list and um look at you know what are their best practices. talk to the parents there why it is that they like that school and then also talk to parents of elementary school students and why they they they
are concerned about sending their child to one of our middle schools in LA USD so that we can I I I do see that there is a drop you know from I think it's 5th to 6th and then we also get some more from 8th through 9th so I want to
investigate more about that and this is an opportunity and I think looking at schools that are that are doing well enrollment wise. Let's find out what it is that attracts parents to that school. What are the things that they're doing or that they have? What opportunities are there that uh present that? And then
lastly, you mentioned webinars and I understand the reason for webinars. You have more capacity of folks, but you know, that's one complaint I get from parents is they don't like webinars. They don't feel like it's engaging. they feel that it's done on purpose so that we don't get to hear what they have to
say. It's very controlled and so if we can do if it's informational like a oneway I guess a webinar would be fine but if you truly want discussion and feedback then I would encourage that we do zooms even if the capacity is not as
high and it means that we have to do more zooms I just think that's something that we can do in terms of getting yeah getting families uh to have that meaningful meaningful engagement and then lastly we need to build more capacity at our schools So, uh,
[clears throat] there are, as we know, elementary schools may only have one administrator, right? And we're we're putting a lot on that principle to do around this strategic plan. And so, how can we build capacity at schools, maybe creating teams, encouraging those teams to come
to meetings together in the same way that SACE encourages principles and community reps to come to a meeting together? Um, I know PLI is encouraging ILT teams to come together, but just as much as we can create this team
framework to be able to do this work. I think that um just pu pushing that out to our administrators. Obviously, they are the ones in charge and it's not that we're trying to take, you know, some of their responsibility or their power away, but rather that we need to share
this this space in order to meet our students needs. Round two. Round two. Round two. Charlotte >> just had one on the whole child well-being under there that tab was student participation in visual and
performing arts programs offering during the school day. Just want to know how you capture that. >> This is and this is using um our our you know our our our data systems, our MicS you know data systems. So this is looking at, you know, um participation in in programs. You know, it might be
courses, it might be other pieces, but this is this is actually a pretty clean and easier an easier one to measure by, you know, sort of looking at what what offerings are like. Um and then as far as um at the elementary level where it's not really you're enrolling in our course per se, there are vehicles to
know about um you kind of exposure to certain programming opportunities that that exist in the elementary classrooms. I don't want to I don't want to get too in the weeds on it because I don't I don't want to misspeak on on those, but that can be that will certainly be spelled out as a part of the technical appendix on what we mean how like what what's included and not included in that
metric. And that's that's always a really important, you know, way that we'll clarify a lot of these like, you know, who's who's included in this measurement, who's not, what's which types of courses and programs are and are not in there. And so that will be spelled out for you all as well a little bit more than I perhaps I can do right right here, but I can get back to you on
that. And I appreciate you giving the distinction between the secondary. So secondary will be more so >> offerings versus cuz here it it's pretty clear student participation visual from our program offerings during the school
day. So it's definitely just the courses >> and then there's uh support with itinerate teachers which is again a trackable data that we have on itinerate our expo you know students exposure to to to working with those types of staff members. >> Okay well and
that will be one that we revisit. >> Okay. [laughter] >> Okay. Uh before I get to mine, which is uh slide 24, Carl, I just want to mention that there's nothing that strikes fear in the hearts of men and women as middle school. [laughter] You
have to know that. I think we all know that. I've always been a middle school teacher and a middle school assistant principal and a middle school principal. And I love middle school. I think it's the most important grade level for kids to be successful in high school. and only certain people can teach middle
school and only certain administrators can be at middle school. It's a very, very tough job, but if you love middle school kids, you'll do a great job. We all know what I'm saying. Okay, it's tough. It's tough. Okay, here's my question. And you kind of brought this up, Charlotte, because we are on the
same wavelength all the time. On slide 24, it says, "Increase stabilization of principles at school sites." Well, the Association of California School Administrators did a survey. Who is the
most important? It was to elementary parents, by the way. Who is the most important person, do you think, at the school? And I would have bet money that they would have said, "My child's teacher." Number one, no, it was the principal. So there's a stability in
having a principal remain at that school and doing a good job as Sherlet and I always talk about. Um some principles want to promote and there's nothing wrong with wanting to promote. They want to be a director or they want to be a assistant superintendent or a
superintendent. That's fine. They should be allowed to do that. But if you're only moving from your school because you want a pay raise at a different level, I say let's pay those principles a stipen
so they stay at that school and keep it going and make a successful life for all the kids and their parents too at school, especially at middle school. Having stability is very, very important. And I think that it's worth a
look at to see how salary can affect uh people remaining at that site because they like it there, but they they're encouraged to to seek on for higher salary rates. So that's what I wanted to say. So thank you very much gentlemen.
Great job. Right now Mr. McClean, we uh on tab 8 we talked about play day and promoting play equity. Oh yeah, I'm sorry. I'm sorry. You are absolutely right. >> Need a motion. >> Got excited. Yes.
>> On tab one, we do need a motion. Yeah. Moved by Miss Gomez. >> Second. >> Seconded by board presidentson. >> Uh now voting on tab one. Approval of the LA USD 26 through 2030 strategic plan. Miss Newell. >> Yes. >> Dr. Rivas. >> Yes. >> Mr. Melvin. >> Yes.
>> Miss Grigo. >> Yes. >> Miss Gomez. >> Yes. >> Miss Ortiz Franklin. >> Yes. >> Board President Schmurson. >> Yes. >> All right. It is adopted. Now on to >> Okay, now I'm all excited with play day. So, we did um it's fun. It's a it's a fun resolution. It really is. We um it's
on consent, but I know that um Rosio has a statement and I have a statement, too. So, please go. >> Yes. Thank you. Thank you, board president. Um, so I am proud once again to present this resolution proclaiming
June 27, 2026 as play day throughout the Los Angeles Unified School District and reaffirming our commitment to advancing play equity for all students. At a time when the world is captivated by the excitement of the FIFA World Cup
and looking ahead in the 2028 Olympic and parolympic games here in LA, we have a unique opportunity to inspire the next generation of athletes, leaders, and healthy young people. These global
events remind us of the power of sport to unite communities, build confidence, and open doors to new possibilities. Yet, access to play, sports, and recreation remains deeply unequal. According to the 2026 California Play
Equity Report, 76% of youth are not meeting recommended physical activity guidelines with participation rates lowest among girls, Latino youth, and youth with disabilities. Too often the students who stand to benefit from
sports and physical activity face the greatest barriers to participation whether due to cost, transportation, lack of facilities or limited access to ex inclusive programming. Play is not simply recreation. It is a critical
component of healthy child of a healthy child development. Research shows that sport and physical activity, improve mental and physical health, support academic achievement, build confidence and self-esteem, strengthen social
connections, and help young people develop leadership and teamwork skills. For girls in particular, access to sports can be transformative. Participation in athletics is associated with higher levels of confidence, stronger academic outcomes, and
increased leadership opportunities, and lifelong health benefits. Yet, girls continue to participate in sports at lower rates than boys. And we are serious about equity. We must be intentional intentional about creating opportunities for all students to see
themselves on the field, on the court, on the track, and in every space where they can learn, grow, and thrive. I would like to thank the LA84 Foundation, the Play Equity Fund, and all of our community partners working to ensure
that every young person has access to lifelong benefits to sport, play, and movement. And also a special thank you to James Lopez, director of advocacy, play equity fund, and Celeste Sto, executive director of Playwork SoCal, I
let you nonprofit partner and play equity coalition member. And thank you all for your work and all you do for our students. And I'm so looking forward to this play date on June 27th. Um it's a lot of fun and it just brings me so much
joy. And I know my um my colleague uh New Bill Hendi has joined uh me and just in celebrating just joy, fun and moving our bodies, especially our our young our young um our young students and young
children. So with that, I um ask for my colleagues for your support in this resolution. >> Thank you. Comments from anyone? Charlotte? uh I would love to co-sponsor and um as a physical educator knowing that you
know the research in education has shown just the cognitive science that how physical activity has improved brain health and boosting executive functioning and how we know that allowing our students to stay on task this also improves their grades their
ability to socialize and so so many things are attributed to opportunities as such and So, I'm excited to be a part of Play Day again, uh, in the heart of BD1. Um, and so, uh, just wanting to say
obviously supporting this, but just making sure that families get out and opportunity and as we continue to think about physical fitness and how we can improve our physical fitness um, across the board for longevity of life, for increased to even meet what we talking about here with our strategic plan for
our students and families to do well. uh wanted to say uh appreciate you bringing this resolution again forth uh to our communities and our schools as we continue to highlight fitness um is one of the things in play um important especially on the heels of uh FIFA here
and in 2028 when the Olympics come. So thank you. >> Thank you. >> Thank you Coach New. Mr. >> Yeah, just briefly would also love to be a co-sponsor. I have a feeling it will pass unanimously um because it already has but um really supportive of this uh
and uh grateful to the partners that you named the play equity coalition um and and supportive of this uh saw it when I was a teacher see it now as a board member. I think the conversation we're about to have in a few minutes on our screen time policy and the cell phone ban I brought years ago all comes out of this desire to get kids outside and to
play not only for their physical but also their mental health. So thanks for bringing it um and thanks to our partners who are helping with this effort. Okay, I have a statement also. So, while we always consider equity in academics,
in facilities, and other LUSD issues, we know we can always do more. And what does the future look like for play equity? Is it a recreational or sports league for our students with disabilities?
Is it greater partnerships with a special Olympics? And I believe these are interesting conversations to begin and we have to get a clear idea of what can be achieved at LUSD. So thank you Dr. Rivas for this great resolution and please add me as a
co-sponsor. Thank you. >> That's great. Uh it's already been voted on and now we have the co-sponsors in in the comments. It is now time to move on to tab Oh, >> we're going to take a quick photo. There's two minutes. That's all. Two minutes.
>> Photo break. So, everyone stand up and catch a stretch while the board is taking a photo. Okay, we have one, two, three, four board members and a superintendent. So that's a quorum plus one. Uh we'll move on to tab two. Using technology with
intention, establishing guidelines for student screen time. I believe there's a presentation associated with this as well as public comment. All right. So on tab two we have a presentation and then and then public comment. Okay. So uh but also uh board
president Schmurson is going to recuse himself and Mike. Thank you Mr. Mlan before we turn it over to Dr. Bayas and the team to present just very quick uh remarks for me here mainly just around gratitude. Gratitude of course for for the board,
their leadership and and kind of putting the district I think in a very good way obviously at the forefront of this important work. Uh gratitude for folks that have engaged with us at multiple levels. We've had a lot of really rich conversations around this topic with a lot of different stakeholder groups, parents of course, employees and so on
and of course gratitude to the team led by Dr. Bayz, Mr. Lei uh in bringing forth this work. I I I want to mark and this kind of almost aligns with like what we were sharing about the strategic plan. Policies are not meant to to live in amber and just be kind of frozen, you
know, once they're they're developed. They're meant to be living documents. And so what you see today is is the first of potentially many iterations of this policy as we go forward. Uh I anticipate that we could have updates as soon as a few months from now depending on additional data, additional weigh-ins
from from critical actors in this space. But I do think that what you'll see today reflects a very very thoughtful engagement on multiple levels around this work and really positions again our students to have what I think we've always wanted in this space and it's
about balance. It's never been about none of this or all of that or you know being in in one polarity as we talk about. It's really just about achieving that healthy balance for our students of using technology in a thoughtful way that actually increases, you know,
critical thinking skills but not oversaturating it. So, I appreciate the work that the team has done. I appreciate the engagement that everyone has has thoughtfully participated in. And with that, I'll turn it over to Dr. Bayas. >> Thank you very much, Acting Superintendent Chait. Uh, good afternoon
everyone. Good afternoon, board of education and deputy superintendent. I'm here to present the guidelines for student screen time policy based on the board resolution titled using technology with intention establishing guidelines for student screen time from the April
21st, 2026 board meeting. Um so in this presentation you will see the changes we have made to the draft screen time policy since the May 2026 committee the whole um and uh we've made changes up to this point and I will share the update on engagement and show how we've used
the latest research uh to incorporate it into this policy. So the guidelines for uh student screen time policy include the district values which consist of the following. Instruction is first led by the teacher and should not be replaced by
technology. So that's at the very top of this uh graphic. Students thrive when learning experiences foster engagement, critical thinking, creativity, and human interaction. And consistent with guidance from the American Academy of Pediatrics and the US Surgeon General,
the district prioritizes the quality, purpose, and impact of technology use over the amount of time spent on a device, emphasizing active learning and connection rather than passive consumption. Students learn best when experiences reflect their age, developmental
readiness, and capacity for self-regulation. And technology use should be tailored to developmental needs. And that's what you're going to see in this policy. Um, and then students deserve learning environments that minimize distractions and maximize engagement. And district devices and
systems prioritize curriculum aligned educational resources. And so then all of these fit into the screen time policy. And uh on the other end, you'll see uh that students require a balance of direct instruction, social
interaction and collaboration, physical activity, and hands-on learning. We've we have really received a lot of input about that and ensuring that students have that whole child approach to learning. Students have access to meaningful opportunities with technology including for assessments, differentiated
learning, instructional accommodations, assistive technology, digital textbooks, ebooks, audiobooks, and accessibility tools to help ensure that all of our students access learning. And then lastly, effective techn I'm sorry, families are are also essential
partners and the district is committed to clear communication and shared responsibility in supporting healthy technology use. And as ACU Superintendent Chait mentioned earlier, this is going to be um an iterative process and hearing from our parents and
family will be critical as we update this policy. They've been instrumental in giving us feedback across our district. And then lastly, effective technology uh use requires ongoing reflection, evaluation, and adaptation. So, as the district rolls out the very first grade levels um with early ed,
kinder and first grade with zero minutes, at that point, we'll be able to come back and see how things are going in preparation for the roll out of the rest of the grade levels. The research and engagement that informed this policy uh were led by the office of research and program evalu
evaluation uh and they conducted thorough research and these are the five themes that emerged from the literature review limiting take-home devices prior to high school and preserve meaningful parent choice. Design policies and and configure
devices to maximize intentional educationonly use. Number three, ensuring technology supplements rather than replaces teacher-led instruction. And then managing cumulative screen exposure across the school day and
homework. And then lastly, applying age appropriate guardrails and continuously evaluating technology impacts. These were the trends that emerged in the literature review even before the surgeon general came out with their with the um suggested uh minutes. Um and so
the recent surgeon general's advisory after the committee of the whole meeting uh pointed to the new screen time for children under 18 months of age um and then one hour a day for students uh one and a half to six years of age and a maximum of two hours a day for students
ages 6 through 18. So with regards to community engagement, the thought exchange was open for two weeks and approximately 19,000 participants gave input. We engaged the elected parent committees, labor groups and conducted regional listening
sessions. Um and internally we engaged multilingual multicultural education department, the special education department, ETO and various other offices to understand what kinds of differentiation students would need and when students would need technology. Um
and then the emerging themes were strong support for zero minutes for early education through grade 1. We also heard from uh the those that gave input that a balanced approach to that prioritizes instructional value uh student
well-being and teacher-led learning. And then the importance of preserving teacher judgment regarding technology use and then uh lastly there was expressed concerns for student focus, attention, mental health and well-being um and online safety and privacy. So
those were some trends that emerged as well. So we can see that there's a level of alignment between the research and also what the input was provided and what we've been hearing from the field. On May 19th, we provided the board a draft of the screen time minutes per grade level band. And after the surgeon
general introduced the 120 minutes of screen time per day for ages six and above, we use that as the base for grades 6 through 12. But given that the research shows that less minutes should be offered to the lower grades um in grades two through five, we reduce the
minutes in half to follow the research that recommends those those um decreases. So that was the methodology used given that at this point after a lot of research that's been conducted there's not been an established minute grade by grade other than what the
resolution called for zero minutes in early ed through first grade. And then the surgeon general issued the 120 minutes for ages six and above. But knowing that the literature says less minutes for elementary as opposed to high school, we cut it in half. So in
absence of of defined minutes in the research, this was our approach. The key policy changes between the May 19 draft and the June 23rd final version show that going from recommendations to maximum limits. Um it also showed um so
of course we we received a lot of feedback about the recommendations and knowing that the board introduced a resolution in April. We turned it around in May. It was very much a draft. So we want to emphasize it was a draft, it was a recommendation. So now we're focusing on maximum limits and then going from
general research references to evidence-based research from the office of research and program evaluation. So in the policy you'll see at the end of the policy you'll see an appendix that shows what the research um consists of and then u broad guidance to detailed
implementation language and then identifying specific student groups. And then lastly from limited parent rights language uh to expanded transparency and consent provisions. And then this was what the language that
we uh removed and this is what we replaced it with. We removed non-instructional use shall be discouraged and replaced it with explicit uh and then restricting of course and blocking any uh providing any blocking requirements. We removed broad instructional gaming exception language
and replaced it with educator directed and approved use exceptions. We removed general professional judgment implementation language and replaced it with consistent schoolwide implementation expectations. And instead of separating recommendations for grades 6 through 8
and 9 through 12, we provided clear maximum daily and weekly limits. The areas of consistency from the May 19th to the June 23rd version are that technology supports learning, teacher-led instruction remain central, equity and accessibility remain
priorities, and students continue to have access to instructional technology. The areas that were strengthened were stronger research foundation as shown in the appendix, greater parent transparency, more explicit protections for student
well-being and clear expectations for schools and of course expanded safeguards for advertising and platform access. And then of course better alignment. So, in the document, you're going to see a crosswalk between the resolution language and then the actual page number or where what section you'll
be able to find those changes. This is the timeline for policy implementation. After the board approves the policy, we will host drop-in sessions and and our new chief academic officer, PSATLA, has already scheduled meetings with region superintendent starting tomorrow. So, we're going to
begin those um sessions with region superintendent, send out an informative to um our principles before they go on break, letting them know about the new policy changes and that it goes into effect in August for early ed through first grade. And then um when they come back, there'll be office hours. This
will be also be part of their faculty meeting for teachers and also part of the um principal leadership institute. So, July through August, we're going to see professional development at the principal leadership institute. Um there'll be an opportunity for this
information at the um bank time Tuesday. We'll provide a a toolkit for communication so principles are clear on what the policy in uh entails. And then going into November 2026, we're going to see an implementation in grades two through five, ongoing professional
development and technical support and ongoing parent and family engagement. By January 2020 27, pardon, we'll have an implementation in grades 6 through 7. Now, at this point, the resolution calls for us to provide the number of minutes
um and that we'll there will be reports to parents and so on. The application will need to go um through the procurement process and we expect that it'll be approved by the fall and then we'll provide professional development to principles in the use of that app so that principles are able to access the
data and share it with their families and also make informed decisions make any changes that are required and as we we see this yellow arrow going across continued engagement for feedback emerging research and guidance will be
um something that continues Um and I also want to mention that as we are um looking at the minutes uh in the previous slide uh one of the things I want to note is that this also includes homework. So the minutes that are listed here include
homework um for every single one of those grade level spans. And at this point um that concludes our presentation. Uh we're open to questions and we've received a lot of feedback. We've gone through a lot of briefing meetings and um um we're looking forward to receiving your feedback to continue
to strengthen this policy as you move it forward after the approval. >> Thank you. >> Thank you, Dr. Bayz. Now, um we'll move to um public comment and then we'll come back for questions for you from board. >> All right. Thank you. We've got 10 folks signed up for public comment. I'll call
on the folks listed as being here in person first and then we will call on those who are listed as speaking remotely. Uh Luis Lopez, are you here? Luis Lopez, come on up. You'll have two minutes to speak once you begin. And
after uh Mr. Lopez, Lopez is Anya Mexen and Dr. Danna Iikinstein. >> Good afternoon board members. My name is Luis Lopez and I'm with the Alliance for a Better Community. I am here today to urge LUSD to take an
equity centered approach as it considers uh student technology use and policies surrounding student technology use. We agree that students need balanced technology use and that technology should be used intentionally in the classroom. However, we must be careful
not to adopt blanket restrictions that create new barriers for students, particularly those from lowincome communities. >> [snorts] >> For many LUSD families, schoolisssued devices and digital learning tools are not just supplemental resources. They
are essential resources. Reducing access without considering the realities many families face could widen gaps between students who have technology and internet access at home and those who do not. We had a parent from Elizabeth learning
center and they shared that they support students learning with technology because it is an important part of their future but she also believes you know there must be a balance as students also need that real human connection. [snorts] Again our goal is not to
advocate for more screen time necessarily but we are asking that the implementation of this policy reflects the needs of all LAUSD students. Thank you. Thank you for your time. Anya Mex, come on up. Anya. And then after Miss Meon is
Dr. Diana Iikinstein and then Laya Bay. Leela Bay. Hi, my name is Ana Mexen and be and on behalf of the entire schools beyond screens membership, we want to thank you for all of your efforts thus far to establish a safe, intentional, and
evidence-based technology policy for LA USD. We are pleased to see the significant updates that have been made between the draft policy presented at the May committee of the whole and the policy being voted on today. However, there are still three crucial issues we hope you will address through table
amendments to the policy today. First, we are alarmed to see that the limit for grades two through five has actually increased from the draft policy to 60 minutes per day. We strongly advocate for a return to the original proposed limits of 20 minutes per day for grades 2 to three and 30 minutes per day for
grades four to five. We also suggest extending the total device ban to second grade as numerous other districts have already done. Second, we are still extremely concerned about the limits for grades 6 to 12 being organized in a way that is impossible for teachers to
enforce or monitor. We continue to insist that weekly minutes organized by subject is the only realistic approach for middle and high school so teachers in different subject areas can plan their screen use independently. And third, we are reiterating our urgent call for an AI moratorum until the ad
hoc committee submits its final report. The existing AI policy is sorely outdated, leaving students, teachers, and parents without essential guidance regarding the use of these rapidly changing tools. Given the lack of clear benefits to generative AI in education and the significant well-documented
harms to children's cognitive and mental health, a temporary ban is the only reasonable approach to keeping kids safe while the ad hoc committee completes its work. And finally, on the subject of Mr. Carvalo's resignation, Schools Beyond Screens strongly endorses making acting
superintendent Chate's position permanent. We believe Mr. Chait has demonstrated tremendous character, vision, and transparency while leading LA USD through this difficult transition, and we look forward to continuing to work with him on the implementation of this historic policy.
Thank you so much. >> Thank you for your time. Uh, Dr. Danna Ienstein, come on up. You have two minutes to speak. Why don't you begin? >> Hi, my name is Deie Iikinstein. I'm a clinical psychologist and parent in LA USD. First, I want to thank you for
voting yes on the using technology with intention resolution and for taking a huge step in giving children what they deserve, a safe and distraction-free learning environment. Since I only have two minutes, I'd like to quickly propose some table amendments to strengthen the policy. Part of my work with SPS is
collecting teacher and administrator feedback to help us understand how to improve educational outcomes. Thankfully, this policy proposes much of what we suggested. However, some of the vague language burdens schools with a lack of clarity when it comes to implementation.
One area to amend is Appendix C, page 63. quote, "Consider prohibiting and/or blocking the use of non-instructional gaming platforms like Roblox and Fortnite." Did you know on Roblox you can have an experience as the school
shooter at Sandy Hook Elementary? You can hear the screams of the kids as the shooter makes their way through the hallways and see the names of the children massacred at the end. Roblox rated this experience eight and up. Do you still want to just consider blocking the gaming platform or do you think we
should ban it? It's quite literally up to you. Many students are desperately trying to focus and can't because I quote, "All everyone is doing in class is playing video games. Students deserve a safe and distraction-free learning environment." And this policy can make
that right ironclad. Please don't leave it up to schools whether they ban video games or how they could block harmful content with a safe list of approved websites. Appendix B, page 59. Please amend words like consider and could to
should and block. This is language that schools can clearly implement. Thank you for helping us protect our kids' educational experience. >> Thank you for your time. Uh Laya Bay, Leela Bay
goes in my brain one time and it sticks. I apologize. >> Hi. Yep. I'm Leela Bay. Um, I'm the founder of Schools Beyond Screens and I just want to say that the process of bringing this policy into existence has restored my faith in democracy. A year and a half ago, I began to sense there
was something deeply wrong about the level of big tech influence in my children's school. I gathered some allies, and we came to you, our elected representatives, to talk about how to fix this problem. And through a lot of back and forth, we've arrived at this document, which although far from perfect, is going to improve the lives
of hundreds of thousands of students and teachers throughout LUSD. Not only that, but we're setting a new standard for the rest of the country. From Atlanta to DC to Houston, they are all trying to do what we're doing here today. Um, board member Ortiz Franklin uh spoke when she spoke about the resolution back in
April, she said, "When we know better, we do better." And I found that incredibly moving. 10 years ago, we bought the narrative from the tech companies that the only way to prepare our students for the future was to hand each of them a Chromebook or an iPad. Now we know better and all of us
collectively are working to create a different kind of future for our kids. So that's the good news. The bad news is that we're making the same mistakes we made with the Chromebooks right now again with AI. Once again, right on Q, we have the tech companies threatening us that our students will be left behind
if we don't buy their products. But this time, their threats ring hollow. Because on the other side of the debate, we've got every scientist and doctor and education expert who studied this technology telling us not only does it not benefit the learning process, it's actively harmful to students cognition
and mental health. Even the Pope agrees. Every day, a new study is published with dire warnings about how dangerous these tools are for children. Google Gemini, which is currently enabled on all district devices, has been deemed high risk for kids by common sense media.
We've basically got flashing lights and sirens blaring at us not to put this technology in schools. We cannot wait another decade while children are harmed. 1100 supporters have already signed our petition in the last 5 days demanding a temporary moratorium on generative AI use in LUSD until the ad
hoc committee completes its recommendations. We know better. Let's do better. Let's show America that democracy is more powerful than the tech companies. >> Thank you for your time. All right, the next speaker is John Wooden. Come on up, John W.
All right, I'm gonna see if Mr. W is online with us. So, uh, Mire Garcia, are you here? Ma, come on up. You'll have two minutes to speak once you begin. Um, translation headsets. Okay.
>> Momento. >> So, uh, the speaker 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'll get you these translation headsets so you can experience simultaneous trans translation. >> [clears throat] >> Thank you. Good afternoon. My name is
Good afternoon. My name families. My name is V Garcia and I am here as a mom and a grandma. I'm here. I'm speaking out for my daughter and my granddaughters, but for other parents and families that share the same concern.
As any mother, any grandmother, I want the best for my daughters and my granddaughters. I want them to grow up healthy and happy and ready to learn and to have the same opportunities as other children. I understand the concern about the too much [snorts] time behind
screens. But the students need to explore, play, read, talk to their families, and spend time away from screens. But I do ask you please to be careful because sometimes a policy that has the intention of helping maybe has
consequences that can harm children espec especially for uh students and low-income families. I am not asking more time for screens. I am asking for a balance. Not all the time behind screens is the same. There's a difference
between seeing watching videos and using a new learning tool. And it helps that will help a student to read to learn words and to practice language or receiving additional support. In my home, we have a computer that we share
among many members of my family. Many uh families cannot buy additional devices uh learning tools, tutoring or other tools. in school is where many children have access to these tools. And I want
for my children and my granddaughters and all children have the same opportunity to learn just like the children that live in uh communities with uh more resources. I don't want them to lose access to tools that can help them read, to learn, and to be
successful. So, please consider amendments before continuing forward. Please create clear uh clear guidelines by grade level. Separate the uh creation time uh behind screens and learning tools and listen to families and
educators as you implement this policy. As a mother and grandmother, I want students to be uh protected from too much time behind screens, but I also want them to have access to the tools they need to be able to learn and prosper. Thank you. >> All right, the next speaker is Katie
Pace. Katie P. Katie Pace, are you here? Come on up. You have two minutes to speak once you begin. >> Good morning. I want to thank you for listening to our pleas and the experts and lowering the minute restrictions for our 6 to 12 grade levels. However, the policy still has these minutes listed
cumulatively. But as you said previously, middle and high school is more nuanced than that. They have anywhere from four to eight classes a day, leaving not only a lot of room for error with the guidelines, but requiring additional time from teachers to collaborate in minute distribution. We're asking that you please list the
minute restrictions by subject per week so that teachers can maintain their autonomy. Guidelines have a higher success rate and screen time homework is more easily managed. Speaking of homework, the policy's chart about use guidelines says that all grade levels should default to no one-to-one
take-home devices. But in the homework use guidelines section 5D, it says schools and educators are encouraged to provide only elementary and middle school students with off-screen homework options. High school needs to be included in this as all students should have analog homework opportunities. These students are still learning how to
write by hand and to solve and organize math problems on paper and they need encouragement to do so. In addition, high schoolers need to be added to the section that prohibits students from using their devices during passing periods, lunch, and snack times. This is a critical period of socialization for high school, vital for healthy human
development, and the time is instead often used for watching videos and surfing the internet. I'm also asking that you please push the 6 to2 implementation date of all of this to August. It will not only cause more confusion and chaos starting in January. Sorry, I lost my place. Um, and teens
will be spending five additional months with their with their eyes and brains glued to a screen. Lastly, this morning, the LA Times ran a story about a recent national study that says nine out of 10 kids ages 9 to 17 are using AI and a quarter of them are using it for homework, especially those who struggle
with math skills or writing essays. We cannot just expect kids not to use AI. These devices are like candy and AI is just giving them their fixes faster. We have to be the adults in the room, the ones that take it away from them. Please enact a complete AI moratorium until you have an ad hoc committee until you have
ad hoc committee recommendations because right now none of this is proven safe especially for children and we have no seat belts. Thank you. >> Thank you for your time. [applause] >> All right, the next speaker is listed as calling in Kate Brody. Kate Brody, are
you in the room? >> Kate is actually stuck in an airplane and asked if she could donate her time to William Gerard, but she's unable to call in. >> Is William here? Come on up, William. Let's do it. Two minutes, please. >> Hi. Uh, my name is William Gerard and
I'm a member of Schools Beyond Screens as well as an LUSD parent. Uh, I'm here today to oppose the sudden increase in screen time uh, limits for elementary uh, students in grades 2 through five. These limits were tripled for second and third graders and doubled for fourth and
fifth graders without any advanced notice or opportunity for feedback. There is no pedagogical justification for elementary students to spend an hour of their daily instructional time on a screen. I'm strongly advocating for a return to the original proposed limits of 20 minutes per day for grades 2 to
three and 30 minutes per day for grades four to five. I'm also advocating for an extension of the one-to-one device span to include second grade, which has already been done by several other districts, including Beverly Hills. Second graders need to build foundational reading, writing, and
attention skills through researchbacked multimodal instruction, not gamified apps. Ample time exists in third grade to practice for state assessments and become familiar with the digital tools necessary to complete these tests. It is already standard practice for in LA USD
for third graders to prepare for these assessments by taking practice tests. So having an entire additional year of exposure to addictive devices is both unnecessary and poses risks that can be easily be avoided. Um I also want to call attention to the confusion around I
ready and minutes being exempt from the screen time policy. The only exemptions mentioned in the policy are for district and statemandated assessments, not for practice minutes. And it's essential that the district eliminate the confusion to prevent completely undermining the intent of this policy
since I Ready and Il practice minutes are the main culprits in excessive screen time uh that the board is trying to combat. Finally, it was recently communicated by the district that moving forward I Ready practice minutes would only be used for students below grade level. This seems to be a disaster for
equity if only if only underperforming students are forced to use an inferior product with no researchbacked efficacy as a remedial tool. One which is also being sued for privacy violations of student data. Thank you. >> Thank you for your time. The next speaker is Andy Self. I see you're
online with us. Please press star six to unmute yourself and you'll have two minutes to speak once you begin. Andy self. >> Hi. Can you hear me? >> We sure can. Please go ahead. Thank you. Thank you, superintendent and board members. [clears throat] I appreciate the work that you have done
to uh create this policy for us. It's been a long time coming and I really do appreciate it. Um I'd like to speak about equity and equitable enforcement across schools. In terms of this policy, I'd like to highlight that the policy treats adolesccents in grades 6 through
12 as adult adjacent. It's uh critical in grades 6 through 12 to continue to support our kids during the most dynamic period of brain development that is second only to infancy. They're wiring new neural connections between brain regions that will shape their adult
abilities. This policy assumes that screen time can be measured and enforced consistently across schools in and classrooms. It cannot. Not all students process information at the same speed, tolerate screen exposure the same way, or have the same neurological, medical,
and developmental needs. Students with ADHD, migraines, visual impairments, anxiety, autism, or even 504 accommodations may need significantly more time to complete the exact same digital assignment or needed on paper. Equal screen limits do not produce equal
access to learning. My daughter is twice exceptional with a 504 allowing paperbased work. She's in middle school, seventh grade. Yet, she was still graded on I Ready practice minutes in her algebra class. She could not tolerate additional screen time after a full
school day. The proposed solution by the school was not to provide an equivalent offscreen alternative per her 504, but to find another time during the day to put her in front of a screen. That is not accommodation that or equity. That is a relocation of a barrier. I would
urge the board to focus not only on limits but on consistent enforcement across schools, classrooms, meaningful off-screen alternatives and protections for students whose disabilities, medical conditions, or learning differences make prolonged screen exposure a barrier to
learning. Thank you very much. >> Thank you for your time. The next remote speaker is Amanda Walsh Baker. I see you're online with us. Please press star six to unmute yourself and you'll have two minutes to speak once you begin. Amanda Walsh Baker. >> Hi, this is Amanda Walsh Baker. I would
like to yield my time to Amy Videll, who is there in person. Please >> come on down, Miss Sidell. Thank you. Uh, you'll have about two minutes to speak once you begin. >> Hi, welcome. I mean, I'm used to being the librarian at school and saying, "Welcome to the library. My name is Miss
B. That's how you can remember me. So, I am very fortunate to be a library technician in one of our elementary schools. I'm also a proud member of CSEA. Anyone proud member of schools beyond screens as well. So, I'm here to
ask for a moratorum on AI. I believe we should not dive into something unknown before we fund something that is known. Parents and guardians are often surprised that our district does not present any kind of a budget for library
books. We don't have any specific budget line for that. So, what does that have to do with edtech? EdTE contracts, when you look at them, can amount to almost $2,000 per student. The American Library Association recommends $10 per student
per year to create dynamic, up-to-date libraries. That's all it would take. It's easy math. 10 times around 400,000 could solve an equity issue that we have in the district. We have the devices, but we don't have physical books. The
physical books are what contribute the most to our literacy. My students love the library, and we are fortunate that our library is in really great shape. The reason for that, my principal would say, is because I'm scrappy. There is not a grant or a fundraiser that I don't
love and chase like a dog with a bone. We also are fortunate to be in a community where our families can contribute. That is not equitable. That does not pertain to most of the students in our district. Seeing that inequity has been heartbreaking. I also, as a
librarian, have witnessed the dysregulation that comes with devices at school. And so I would encourage more physical media for all of our schools and particularly our libraries. Thank you so much for your time. >> Thank [applause] you for your time.
>> That concludes public comment for tab two. >> Thank you for all the public uh comments today. Um so now the floor is open for board members to for questions. Mr. Moin, I see you. >> Great. Thank you, Dr. Rivas. Um and
thanks to our our speakers and advocates. Um uh thanks to the team. I mean a lot of gratitude and then I'll get to some thoughts and in a few amendments, but um thanks to the team for the work on this policy. Uh there were a lot of turnarounds and that you really um as was said by some of our
speakers engaged with the board offices and with the community and with experts. So to Dr. Bayas, to Dr. Estrada to Superintendent Chait to um to uh to Douglas and to Dominic uh and to um Pia and to everyone. So just a lot of gratitude and of course to the advocates
and the partners and the parents um who uh helped bring this to fruition. um when I uh you know was looking at the policy um in preparation for today and and the iterations um you know I was struck as has been said it's not perfect
but um and I'll bring some amendments but uh it's an incredibly robust and groundbreaking document um and as has been said is going to be um I think the basis for reform throughout the country if not the world and I remember when you
You know, I first met with some of the parents in the audience and when my office was looking at this independently a few years ago, we were looking for something like this to guide what we did in LA. We were looking at districts. We were looking at independent schools, colleges, universities, and nothing was out there. And we now have the surgeon
general guidance that came after this resolution, very much like how the surgeon general's warning on smartphone use as an epidemic akin to smoking and tobacco use came I think the day that I brought that resolution on cell phone use. Um and so it made it much harder
because there wasn't something to look at um and model but it is going to be the basis and we've already heard I think as we mentioned at the committee of the whole from dozens of districts of all sizes who are trying to adopt this and I think that will continue first the resolution but now this is the meat of the policy. So um you know just want to
acknowledge uh how groundbreaking this is and and with ch you know change is hard change requires change management. Um we're not you know these are iterative processes. this isn't going to be perfect in its first or even third draft form, but but it's really exciting and the team deserves a lot of credit.
Um, there's more work to be done coming out of the resolution. One of the things I do love in the policy, Dr. Bayas, is the crosswalk from the resolution to the policy. I think all of our policies should have that for those who haven't seen it. It was great. There's an appendix that says here's what says it says in the resolution, here's where you find that in the policy. So, just a
great practice for transparency sake. So, really appreciate that. You know, there's the comprehensive itemized report of contracts related to classroom technology that we still have to see, the professional development for teachers and admin, updates, the responsible use policy, uh, and the student and family consent form, the ad
hoc AI committee that's been addressed that Miss uh, Gomez and Miss Ortiz Franklin and I will be on. Um, the, uh, I Ready findings, um, and I think more differentiation between the assessment tool and the my path. Um, and so those discussions will come. Um I also am glad
that since the committee of the whole the team has headed the initial policy and added restrictions around PE uh the uh ORP research the um sections on advertising commercial content and generative AI and LLMs as well as more information on the parenting guardian
rights including sections um clarifying optin and procedures and I do because we heard from advocates before and today you know want to be clear that for families um who have economic needs they require the district to provide devices as we have for years and have been a
leader in that. His policy does allow that um and want to make sure that we don't aren't creating barriers to student access to technology and it also doesn't prohibit um parent student use of that device uh for pursuing own whether that's tutoring or literacy tools. Um it has guidelines that do
include homework. Uh and and I'll note too that the surgeon general's guidelines are for the whole day, not just the school day. And we know that students are going home to a lot of screen time. Um and and I think there's an equity argument to be made about why these have to be tight because we also know and this was true with cell phones
that that a lot of parents who are working multiple jobs, those are the students who are often on screens. Um when more affluent students and families, you know, are at camps and enrichment um and it was kind of like when we brought the cell phone ban, a lot of these independent schools had in
the um in Silicon Valley and LA had banned cell phones years ago because they knew the harms. And similarly, so I I think when we when we think about uh the equity piece, it's making sure that parents have access to devices, but also that we're thinking about the whole day and understanding what happens when kids
get home. Um uh and uh so so want to note that and appreciate the advocacy that that has come to make sure that the pendulums doesn't swing too far in one direction. Um I I do have some concerns regarding um the uh the guidelines uh you know as they've advanced or as
they've evolved in screen uh since the first draft. Um and so I have a few amendments that relate to uh to that. Um and then also um around uh um middle school based on subjects um which is something I brought up at the cow. Um
and same with high school as well. Uh, so I think um the easiest thing to do is maybe just read from these amendments that I'd sent to the board secretary and have hard copies of for the board. Um, and I will I will pass out. Um, thank
you Mr. McClean. Um, and uh the the amendment here too for the is one page but it um refers to two pages in the policy. So on page seven, and I know there may be more conversation around the monitor, accountability, and continuous improvement um section, but
it just adds the um it adds families to the feedback loop. The policy said the first annual review of this policy shall include feedback from educators regarding policy implementation. I think we just want to include families as well. Um and then I think the most um uh
important amendments that I'd like to bring um and have shared have shared with the administrative team are are around the um around the limits. And so I would like to go back to kind of the original draft that delineates grades two and three separately and grades four
and five. And for grades two and three limits at uh 0 to 20 minutes per day or 100 minutes per week. homework included. Guidance will be provided. For grades four to five, limits 0 to 30 minutes per day or 0 to 150 minutes per week. Um,
grades six through eight, limits uh 0 to 60 minutes per subject per week, um, homework included. And then grades 9 to 12 limits of 0 to 90 minutes per subject uh, per week. um if that is at least for
um elementary school uh goes back to kind of the the first draft and and with the caveat of homework and then has some changes for secondary uh both limiting the time and then specifying subjects. Um I do think that is easier being a middle school teacher myself in the past. It's harder for teacher in
elementary school one teacher who can decide kind of what you're doing on Tuesday and then what what the balance is on homework and and inclass instruction. much harder for teachers in secondary to coordinate across you know five or six subjects. So I think that makes more sense. So um those are the
amendments that I I move um if there is a second I would appreciate. >> Thank you both second and third. Um and then I will pass the floor back to the chair uh to um continue the conversation other amendments. But those amendments I'm I'm bringing in again I just want to thank everyone um more work to be do
done including with our ad hoc committee on AI. uh but incredibly exciting work uh and proud to be a part of it. So, thank you. >> Discussing the >> So, it's Yeah, they're going to discuss the amendments. They're being posted online right now and my staff are
printing copies for folks in the audience right now. I don't know if I should pose this as a friendly amendment to the U one that's just been raised, but mine was on uh section 12 on uh including families on the data. Um so passing that one around
as well and Nyx also mentions adding families. So mine is just a little bit more including students, parents on their perceptions of screen time. I think we talked about this when the reszo came up. um whether it's through the school experience survey or some sort of structure to hear from folks uh
how's this going and do you feel like your child is using screen time enough too much not enough and I think we should be asking that of families uh staff but also the students themselves um and from my understanding staff has looked at this and thought you know that might work so I don't know if this is a a friendly amendment
>> it looks it to me so I would accept it as friendly >> great and then I'll just say for the um the timing that you suggested I think that um align aligns with with my vision. I appreciate the team considering the surgeon general's um guidance and I think the biggest part of
this uh resolution was about limiting and so the increase in minutes is is concerning. So I support um reducing it back to the original idea. Um all the red line edits I think are are going in the right direction. And I have some other questions, but I'll I'll leave it
there to just focus on your amendment. >> Just to clarify, Nick, for the high school 9th through 12th, um, so I was looking 0 to 90 minutes per subject per week. So if it's six periods, it would add up to 540, which is less than what
is suggested right now. But some of our schools have eight periods and some have seven periods. So that could potentially make it more minutes, right? Am I doing that? So that that's concerns me. The the per subject concerns me because of that.
>> Yeah. And I'm curious I'm curious for Dr. Ba's input on this too. I mean, I think it is in high school the policy also does contemplate as has been discussed here that certain classes like computer science or graphic design or yearbook or I was the editor of my high school newspaper when we did layout like that's done on a computer. So um you
know I think the obviously the spirit of the resolution is to limit as much as possible. I think the um for for ease of implementation with teachers even in that 8 period day making sure that they're thinking about their class and their screen time is going to be
easier than coordinating with seven other teachers. Um but I think this is where that that feedback loop would be helpful if those students are spending a lot more time on a device um because they have more periods. It's a kind of an invertent loophole in the policy. So I'm open I'm it's a good question. I
don't know Dr. Bayz kind of >> Yeah, it's a good question that you raised. However, when you have, for example, a block schedule and classes are two hours long. Um so that would really help with saying we're reducing the number of minutes. Even though it's a two-hour block of um schedule, we're reducing it to 90 minutes instead of
having 120, it's actually less. So I think maybe some language there that you know um that is like proportionate to the number of periods per day. so that people can see that it's really um just depending on what their schedule is. So the language will probably need to be
written in such a way that says that's that is personalized per school schedule um but not to exceed a certain amount of minutes maybe a certain amount of minutes per week at that point then so it does not exceed the weekly minutes. Yeah wondering that might be an option.
Can I just ask another question Dr. Bayas am I saying question? Um what was the feedback from educators around this if if there was any around what they felt would be more manageable in terms
of per subject or per week. >> Yeah. So in terms so overall they felt that their >> they the thought exchange here um those results were pretty much comparable to what teachers said uh in terms of concerns for students um focus um and
they really wanted uh to have the teacher be the person making the decision maker about how many minutes and what the type of engagement would be for the students. um for secondary the secondary level the question is how do you monitor the the screen time in
period six for period one period two the very thing that you're all raising right now is we don't have a mechanism for that but your language here would help us say that this is the amount of minutes it'll help the monitor that was the biggest concern is there there's not going to be a way for them to monitor period by period
>> all right thank you I'll pause for there >> along the same lines um in secondary Is it subject or classes? So, I know we're talking block schedule. We're talking um uh classes versus a subject that may come under social studies. You may have
or math, you may have a block, you have uh intervention course as well as the other course. That's still the math subject for the day, but they're two different classes. So I'm not sure when we modify or look at this
and maybe that's to to the author the subject versus the classes. >> Yeah. To to me it would be per course. >> Okay. So it's the courses of the day. So it means if you have to what we were mentioning you have eight classes a day
or eight classes because most of the eight classes are block schedules. not most CL most period and so when it's block schedule remember that students don't meet with their teacher every day so it's like maybe two times a week so just to acknowledge that a period or or
subject could take place in a period and period could be two hours long we're not going to have students sitting there for 120 minutes because it's two hours long so we want to make sure that we don't exceed a certain amount of minutes because I think the the spirit of the resolution here is n or the amendment is
the 90 minutes per subject Got it. And and I guess the the tool that we're going to present is supposed to help keep track of the device that is used or h how do you keep track? the the
application that we will be procured will the expectation is that we'll be tracking the minutes on the screen and then we will be able to um present or share that with um parents um principles will see it, teachers will see it and be able to track the minutes on the screen.
>> Got it. >> Any other Yes, Miss Gonz, but um I I think well I will just appreciate the amendment. I do think also having been a secondary teacher that doing it on a like class byclass basis makes a ton of sense from a
teacher perspective. Um I wasn't clear on the back and forth with board member Grigo if the idea was then we'd also supplement this with like a an upper limit on the weekly minutes. Is it like I'm looking at grades 9 to 12 for example 0 to 90 minutes per subject per
week with no more than I don't know 450 minutes a week for example. Is that >> Yeah, I like what she was suggesting. I mean, the original policy had um a recommendation of 90 180 minutes. So 180 would be what? 900 minutes a week, which
I think is high. I think her suggestion was if you have a six course um schedule, you're at 540 minutes as a weekly max. And so maybe you create a buffer there for those and you I mean you get a little arbitrary but you say something like 600 or um you know but no greater than 600 or no greater than 650.
So I I would be open to an amendment along those lines for those secondary schools that have you know an 8 period schedule. But I think that's what she was getting at. If I can add, I I think the tool that we have will help us gather that data and
then we can also share that with principles, right? So they can see, oh, on average my school is, you know, approaching the 500 600 minutes per week. Um, so that the teachers don't have to coordinate with each other, but they can see it at the the school level. Dr. Bryce is nodding, but maybe you want to add something about Okay, correct.
Great. >> Okay. And any other questions? >> Okay. I was just going to say board member Grigo Miss Gonz was asking for like do do you want to make an amend a friendly amendment with a weekly limit like 600 or something for to address because you're right the 0 to 90 minutes
per subject per week if you have a six subject period it's 540 minutes. >> Yeah. Just as but there was kind of an arbitrariness to to that. >> Oh yeah, sure. I'll make a friendly amendment to um to do it. Um right now it is in the policy is it 600? I'm
sorry. I got to go back and look at my >> Right now it's 0 to the amendment is 0 to 90 minutes per subject per week which would be 500 you know no greater than 540 minutes per week but that assumes a six period schedule. So if you wanted to
add like a outer limit of saying and shall not but shall not exceed 600. >> I will I think I think that would be my amendment not to exceed 600 minutes per week. >> Okay. I will accept that as friendly. So thank you for that.
>> Okay cool. Wonderful. Glad we got through that seamlessly so to speak. So yeah. So uh open for vote Mr. Mckley for the amendment. >> Correct. So voting on the Nick's amendment that now contains board member Ortiz's amendment which now contains
board member Grigo's friendly amendment to the policy as contemplated in the materials that we've all received. Okay. So this is just for those the single amendment. U Miss Newell. >> Yes. >> Dr. Rivas.
>> Yes. >> Mr. Melvin. >> Yes. Miss Grigo. >> Yes. >> Miss Gomez. >> Yes. >> Miss Ortiz Franklin. >> Yes. Okay, that's five eyes as to the amendment and now the entire policy can be contemplated. >> So, I thought of an issue right as we were voting. Um, we didn't include an
upper weekly limit for middle school, but we did for high school. Might it might that be something we want to think about? >> Maybe I can suggest that we would want to do that as well. >> Um, yeah. And Dr. B, remind me uh do you have a sense of how many schools
are outside of a sixth period? like what's the flexibility for >> some do you have the number >> middle yeah >> well given the existence of middle schools at an a period day I think that makes sense and so um
>> making an amendment >> yeah or if there are other if folks have other amendments to the policy maybe we fold that one in >> so the question is how many schools are outside of the regular sixth period day or how many of them are block schedule >> yeah or if specifically middle but I think it makes sense Regardless, I'm
just curious. Um, >> I have to check. The last count was under the 30, but let me verify that right now for you. Um, there were very few middle schools that were still following the alternative schedule. >> Still makes sense though. I think >> Well, yeah. And I was just the superintendent was pointing out the proportionality for middle school would
be about 400. a maybe a barrier of 400 upper limit of 400 minutes per week. But >> yeah, and then we'll monitor it this fall and we'll come back and see where we are and if we need to go up or down and Sounds great. >> So, we don't want to make a formal um
amendment to that or just >> Well, I think we should I think we should um I think it should be specified. So, >> 400 minutes weekly. I'm more in the 360 realm of things, but Okay. Well, I'll I'll I'll move that we amend it to 360
minute weekly upper limit for grades 6 through 8. >> I'll second. >> Can Can I just say point something out though? That would be more than what they are suggesting because >> No, >> you're looking at that.
>> Oh. Ah, sorry. Take it back. >> Okay. Very. >> Okay. So just a clear statement of what's being proposed to the existing amendments that Mr. Melvin made is uh board member Gonz is suggesting upper limit of 360 minute limit to screen time for
>> grades six through eight per week. >> Grades six through eight per week. And that was moved by you, Miss Gomez, and seconded by Mr. Meline. >> Is that right? That's correct. Thank you. >> Now we're going to vote on this additional amendment. All right, Miss
Newell. >> Yes. >> Dr. Rivas, >> yes. Mr. Melvin, >> yes. >> Miss Grigo, >> yes. >> Miss Gomez, >> yes. >> Uh, before we take the last one, any last minute ones to this? >> Kidding. Miss [laughter] >> Mr. Ortiz Franklin. >> Yes. >> Okay. So, now we have a fully amended
policy for for discussion and vote in front of the board. >> Anything else? Mr. Moin, did you wanted to add or you're not? Okay. So, um, yes, Mr. Ortiz Franklin. >> Can I ask um separately? So, you said that we're going to have professional development this summer on the policy. I'm assuming it's not just on the screen
time limits. Will there be some PD on AI? I know that was also contemplated in the resolution. >> So, a AI, there was the professional development, there's been a professional development on AI every summer and throughout the year for teachers. Um, and there will be there continue to be a reminder of our current um AI policy,
digital citizenship, what's required to engage our students 13 and above in AI. So that will be a reminder, but really digging deep into the screen time into um the shifts between what digital tools were used before and where you could find those supplemental materials in the curriculum for for um lessons to be
teacher led. >> Okay. So it sounds like we'll be continuing with the AIPD. We've already been doing not necessarily changing it quite yet. Maybe after the ad hoc committee has a chance to learn more and weigh in more. I did just want to ask and maybe this is for Doug on AI because it's come up several times. Um, Gemini
is in all of our Google tools and I know we had contemplated, you know, what we're turning on and off with Google. Is there a way to turn off Gemini and can staff do it? Because I I don't want it coming up on my emails either sometimes. >> Uh, for the Google search uh browser, you cannot. This is not a feature um
Google has right now. Um, other apps have a feature where you can turn off the AI features such as Adobe and Canva, right? They that feature that they have an on and off option. Unfortunately, for Google uh browsers and the Chrome browser, you cannot
>> yet. So, I don't know who needs to do this, but it's such a big contract we have. It seems to me we're a powerhouse and should be able to tell them if we're going to keep, you know, using you, which it feels some ways like we have to. Um I don't know if that's something that the team wants to contemplate in our next negotiations with them like if
LA Unified is going to purchase it, we want to have that ability. >> I would I would echo that and I would say this came from up with YouTube, too. I mean, the the two most um insidious parts of YouTube for me are the autoplay algorithm and then the ads. And Google has so far refused to budge on that for
districts. I think a lot of districts would be okay with some instructional videos as part of these limits were it not for the ads and the algorithm. And so I'd like to, you know, but I think that's great. We should definitely be using our purchasing power as the second biggest district is in the country to force change with Google and the other
tech companies. >> Anything else? No. >> Okay. This missing you will >> just had a few questions. Um as we talk about implementing and how are we planning to educate our families about the options for offering
uh consent the optin out opt in opt out uh of the policy. >> Good afternoon members of the board. uh we are already collaborating with SPFace. So part of our work will be to incorporate that in the family academy webinar but also we have our Friday
office hours where any parent can come in and join uh ask questions around it but more formally we will be launching a full-fledged uh program where our professional learning and training support will not just be for educators and administrators but also for parents and families specifically around screen
time but more so the broader issues that are going to come out uh out of the broader resolution issues. Got it. And then what are the mechanisms and the plan cadence for gathering the community feedback?
>> I can speak to that. So uh to the screen time policy timeline that Dr. Bayz shared earlier uh right away our feedback gathering mechanism will be on an ongoing basis starting with right away tomorrow with our region uh leadership as well as our uh
administrators from different uh offices. We already have our drop in sessions including and falling that into our uh approach for parents and families and all the way to the opening of schools. Uh what that would look like for uh not during the um what we used to
call the buyback dates. We're launching uh summer PD uh through my PLN but also toolkits for parents uh for principles to share with parents and families via uh back to school night as well as uh those coffee with the principal. So we're already developing these materials
that are public facing especially for parents and families so that principles have these templates that they can readily uh share with the community. And then ongoing of course uh as called for by the resolution and the policy is an ongoing mechanism. We plan to
continue using thought exchange as a mechanism to gather at least if not monthly a quarterly uh feedback uh gathering process. >> So you're saying monthly and quarterly or >> if not monthly uh quarterly at least.
And then um some more specific questions to our um reading difficulty screener. It will that be exempt from the screen time policy? >> So the reading difficulty screener is um is is uh administered by the teacher. So
the students are not on a screen. >> Okay. >> So that's it wouldn't be affected that particular assessment wouldn't be affected by this. >> Got it. Um, and are there exemptions for any of the remediation or online tutoring platforms that students may
need? >> So, when it comes to um the tutoring, our teachers will be the first u tutors for students after school. We're changing our model. So, it's a teacher-led tutoring model. And at schools where teachers are not available to conduct tutoring, at that point we're going to tap into our bench and really
prioritize the tutoring um uh services that are led by by by tutors face toface versus online. Um with regards to any other kind of differentiation and supports um that is in our um in the policy, it indicates that there are some
exceptions to students who have an IEP or any other kinds of um requirements where they they need additional support. um those students would be exempt from that >> and that will be written up in their IEP as well or how how would
>> I can't speak to what um but if it's in their IEP if it's currently in their IEP then of course that's something we're going to um address right away and I'm sure that Mr. Agular or others could come to speak to what would happen at this point forward. But given that this policy will be adopted, the whole system will have to pro will definitely move in
the same direction in different offices. >> Um and then there's a uh platform the snowflake platform mentioned in the policy. Is that a new tool or do we currently have access to it in our suite of uh powers school?
>> I can speak to that. Uh Snowflake is a a cloud-based environment that we host our data and it is where we get a lot of the data from for reporting for analytics and dashboard >> and so it's already something we've been using. >> Yes.
>> And last question is come to what we talked what is the cadence for monitoring and reviewing the policy as we have more data from the implementation of the policy. So I know we talked about gathering information monthly, quarterly and then
I know there's some timelines here and what would that cadence look like? >> So initially as we're rolling out the um zero minutes on screen time uh definitely just the observation feedback from principles to teachers seeing um how the implementation is going. The
region office would need to implement uh observe as well and monitor the implementation. uh and so at the initial stages will be about observation feedback and ensuring that those uh screen time minutes are abide we're abiding by those screen time minutes. Then later when we implement the
secondary um is when we'll have the app and we'll have data and at that point the frequency will increase. Um so um initially it'll be observation and feedback because it's it's going to be zero screen time. So that's the way we plan to implement that right away and monitor its use and be able to conduct
that feedback loop. >> Got it. And then the last is our um our esports component. How is that affected by this uh this policy? >> Essports would be exempt. So anything that is uh if it's a course that relies on certain types of online platforms
like CTE requires a certain kind of architect um program software then that course would be exempt from those types of minutes. >> Thank you. >> Wonderful. Yes, Miss Gonis. Um well I want to thank and appreciate the team.
um it's not often that we get from resolution to policy in such a quick period of time. So I just want to appreciate uh the rapid efforts that were made to implement this and certainly there's a lot of urgency. So I appreciate that we're meeting the moment um and of course all the advocacy for from families. I think that has been a
huge driver in in getting to this significant change um as we combat you know the increased digitization of the world. you know, we're centering humans and human experiences for our students and, you know, as we were just talking about with our strategic plan, you know, the experiences that bring joy um and
hands-on learning. Um, I did want to lift up a couple of items that I think were raised in the comments and that also um raised some questions for me. So just with regard to the gaming platforms and Roblox specifically which you know as a parent is is not something my kids
use but that I have a lot of knowledge is like a very harmful kind of platform. Can you share like what are the approved platforms currently and is Roblox one of them? And then I think there's also updated language on those gaming platforms so maybe um Dr. Bayas or or
anyone on the team can highlight what's different. >> I'll start and then hand it off to to Dominic. So, um you'll see that in the uh appendix C because we were crosswalking the resolution and the resolution calls out those those uh those roadblocks and and those
additional tools, but we the district doesn't have access to students don't have access to that. It's blocked. So, um what the crosswalk says is these are this is what the resolution calls for and it says we suggest that this be blocked and then the action the policy
section is in section seven. we go to section seven and that's where we're addressing that. So we don't call it out and we don't we we don't we've blocked it. It's not available to students. But Dominic, would you like to share more? >> And that is a process that's already in
place. Uh in fact for all our esports programs, all games that uh courses students need to use for their esports courses, they have to go through an approval process. So between the division of instruction and uh information technology services we have
a team of evaluators to again evaluate the value of these games similar to the UDIP or the pods process. Uh right now it's currently manual. We bring a team together. A lot of the work is uh reviewing the games uh Google Docs and
all of that. But we're also do making an effort to embed the video game approval process through the pods process so that it will be transparent for schools and principles to know which games are actually approved to be used for the esports programs. And definitely anything that has not gone through that
or anything that is not even educational uh but just video game in general, they're automatically blocked. >> And and so thank you so much for walking me through that. Not a process that I was aware of before. Um like if a parent were interested in finding out what was that approved list, where where could
one is that publicly available? If not, could it be? >> We can make a list of what's already approved. uh and that's the reason why we are also transitioning this through the pods process because then we can uh readily generate a list of uh approved uh to uh games similar to the pods list.
Okay, that's helpful. Um and then I wanted to also follow up on the the comments and questions regarding I Ready and EXL and how those minutes are how do they how do they align with the limits that are within the policy? So the policy doesn't call out I ready
or it says that the US that the district and state assessments are exempt from those minutes because the smarter balance assessment that's a state adopted assessment is conducted online and so then those minutes would be exempted. Of course in the guidance we provided our schools is we don't want
students to take an exam on one uh just on one time. They need to spread out the the minutes over time. Um so that um that is what the language says that district and state assessments are exempt from the screen time policy during that period of time when we're
doing the beginning middle and uh end of year is optional except for eels for reclassification and during the the state assessments. Okay, that that's helpful to clarify. And then of course you know there is ongoing work regarding this conversation around our utilization of technology to
do formative and interim assessments for students. So just I will look forward to that conversation with regard to I Ready and ensuring that we're striking the appropriate balance and hearing the feedback from the fields. I've been having like informal focus groups with teachers to hear and and I think you
know one of the things I've heard in the primary grades is a concern that it's kind of the worst of both worlds now with this change is that they will still be assessed utilizing IE but they won't get the practice time on I Ready. And so I think that that's and and I also
separately hear on the secondary side just a feeling that it's not really developmentally appropriate for middle middle school students and above. So um a lot of work to continue to do on that front. So I look forward in the fall for more information on that. >> Absolutely. And we are continuing to
modify our our um policies as well so they're developmentally age appropriate for students. So um yes, we we're happy to provide that update. >> Okay, great. I got a lot of people who are eager to talk about it. So you know you let you or someone let me know about how I can loop them into a conversation process. Um I also wanted to ask about I
I think I raised this during the committee of the whole presentation but about the procurement um components of this the um the the class monitoring and classroom management tool just uh is
this a general fund obligation that we will have annually? uh funding still need to be identified for the procurement of uh this tool as well as the laptop carts. This is something that uh we provided in the impact statement. But yes, this is a an
annual subscription that will be needed to fund annually. >> And did we consider in the development of the policy whether a like a non-technological approach could be taken to monitor the screen time limits? >> To be fully accurate, we have to use a
tool to to not just mon it's on each student device, right? and the student when they logged in not u the total screen time usage as well as the the minutes they spend on each app right we talk about I ready and so all those will be captured and also ability to push
those data out to the parent to the teacher to the principal as well as to the board members uh without that being captured digitally or electronically is it'll be very difficult if not impossible to report out >> Got it and and certainly I know we we
hear from from families a strong desire for transparency and I want that too. I think just we are in a a highly financially constrained environment and any any additional purchase that takes away from like core classroom expenses will be a concern for me. So I hope that
as this is an ongoing process we can look at the implementation of this tool and see in the future when we have a really firm grip on the implementation of this policy whether it's necessary on an ongoing basis. um because I I just I have concerns about devoting our limited
dollars to something like that. So, just pointing out that out there. And then I think the final question that I had um there was a a concern raised around some of our neurode divergent learners. And um I I appreciate the that the policy highlights, you know, uh students with
disabilities where, you know, assisted technology is required as part of an IEP or for our multilingual learners who might utilize technology for translation. Um but it is also true that some children with disabilities who um have executive functioning challenges
perhaps that technology is not helpful but could actually be more harmful than for a neurotypical learner. So just curious about how those particular needs are going to be addressed or considered as part of the policy. So in section 9 and and just know that there are a lot of people who gave feedback into this
policy and of course we connected with the special ed uh division uh and they have um provided section 9 as the exclusionary clause for the um the use of of tech uh really for students who have a 504 or an IEP. So if the if the
uh IEP committee decides that that's something the student needs, they'll incorporate it, but if not, they won't. So it's really based on what the IEP indicates. So, um, you know, of course, we could definitely continue the discussion with the special ed team, but it's really just based on what the IEP decided for their child,
>> which includes their parent, and if their parent doesn't want the tech, then it wouldn't be in the IEP. >> Okay. Yes. I Well, maybe um maybe it's a slightly more proactive approach where we're kind of acknowledging that for some students, technology can um can cause more more harm than for others and that we might want to think about even
lower limits for that particular student dependent on their unique needs. Um, I think that that is all for me for now. Thank you, >> Miss Gregel. >> Thank you. Yes, I want to echo the gratitude for getting this policy
um drafted so quickly and also for your presentation at the Cal where you got to hear some feedback from folks. And Miss Gonas asked some of the questions that I had. I'm just wondering um regarding some of these you said all these gaming
uh platforms are blocked right so if some somebody wants to use it they have to go through a process and it would have to and then it's vetted right the the Okay so just that and then regarding the cost I mean my calculation looks like the initial cost will be $5.2 $2
million. Um, and then there's going to be a $50,000 annual ongoing cost. Is that correct? And can you share um what this will cover? >> Let me let me break down the cost for
you for the software component uh to to track the um the enhanced filtering on the student device, the analytics as well as ability for teachers to override some blocks and as well as to address special student needs. IEP in section
504. Uh that software is we're still going to procurement. It's probably about a million dollar a year for that. Uh there will be some uh cloud storage cost uh to to provide the analytics, right? That's about uh $300,000.
the but the majority of the cost is um this is like probably the the most expensive uh scenario is like if every classroom from K to 5 requires a laptop cart, right? I do not have enough inventory for that. Um
I'm about uh 3,000 laptop cart short and each one roughly depending on the model is about $1,300 each. Right? That's the worst most expensive uh scenario. Now, we're looking at and and again, we're going to survey the school in the fall, what model they want, whether they
remain one-on-one, a laptop cart model or uh a lab model, right? Um and we're looking at also like for K and one, they do not need a a cart uh in each classroom. They could share it maybe one
per school, you know, one for all K classes and one for all first grade. So once that survey and this analysis come in the cost will go down and I will have a better realistic number what I need for the laptop cards.
>> All right. And um >> sure >> one thing that has not yet been fleshed out um fleshed out because we don't know yet but there there will be cost savings when it comes to purchasing fewer devices particularly prek to first and then also the licenses for some of this
software that will will be less utilized and so it's harder to quantify but in addition to what Douglas was saying around kind of iterating on laptop carts you know we do assume when we're not doing onetoone as a default we'll be purchasing fewer devices is and then we'll be purchasing fewer licenses on
the software and so the team can track that cost savings that would be helpful for the board as well >> and and that is already taking place as we're looking at outyear procurement um use like the device refresh program that contemplating contemplated implementing
that from kinder or TK through sixth grade or fifth grade at elementary schools there we're having to re-evaluate you know do we need to refresh in particular grade levels and repurpose some of those dollars for either implementation here for carts or you know repurposing those dollars for
other use. >> Thank you. Um and I also want to acknowledge the concerns from some of the folks who came and spoke today about equity and access and that for some of our families this may be the only opportunity they have to use any
technology. And um and also for parents I I know that um for some parents they use that in order to be able to participate in any any school function, right? That um any meetings that we have. We have a lot of webinars. We have
a lot of Zoom meetings for parents. And so this is a device. So can you um explain to me what we're going to do to be able to support those families who who may need this? So, in our RUP, the option for parents to opt in a take-home
device, we did not take that out. It's still there. Even with the screen time policy and the uh limits and restrictions, a family, a parent can still opt in to take a device home. >> Is that also true for TK to first grade families? >> All grades. Yes.
>> Okay, great. So, families will still continue to have access. Wonderful. And um and then regarding the rolling out at school sites um you mentioned there's going to be a lot of uh you know you're going to bring it up at the PLI and but how are we going to engage the actual
school sites and then this is a two-parter and then for those uh teachers in the U TK to one who may need to provide intervention to our students who are not who are currently using um
the device to do I ready minutes during the week? What are we going how are we going to support those teachers to be able to to have materials for their for their little ones? >> Sure. So, the first part of your question about the school site engagement that will begin um before the
principles go on vacation. So, their last day is the 29th. Tomorrow we'll begin with the region superintendent and directors and then we'll move on to our principles and we'll inform the principles about the policy and then uh the implementation of the uh early ed
through first grade. Uh and then at that time we'll give them the office hours and the various sessions when they come back. Um and the the first week they come back is when we have PLI. So at that point we'll be able to engage them and then prepare them for engaging teachers. Um, so it's going to be
something that progressively will increase more engagement throughout the the school site as as teachers and employees come back because they're all going teachers are on vacation. So as soon as they come back, we'll begin to engage them. Um when it comes to um the intervention, we're also providing our
our early ed through first grade teachers um with a a a chart that says if you use a particular digital tool for numeracy or or math, um this is where you can find the intervention or the supplemental lesson for that particular
standard in this curriculum. Um and so we'll do the same for literacy and we'll do the same for science. So, whatever the school was using for that particular subject area to close um achievement gaps or to bring students up to grade level, we're going to show them where that exists. In addition to schedules
because we also want to ensure that by doing this, we know that teachers may not have the minutes in the day to see the students every single day for that tier 2 and three, but we'll give them the schedules. Um and our hope is that the schedules will help them to see where they can fit in that additional scoop, the second scoop and the third
scoop for the students who are not at grade level. All right, thank you so much. And then just one last question, are is there going to be a refresh of any laptops at the for the high schoolers? Um because one and it has nothing to do with the
policy per se but one of the things I've heard from uh educators is that some of our students like in general you know average student may not have the the tools the laptop tool that is equipped
for them to use for their classes. And yet other other classes like students in say an IEP class or a magnet program, they might have better equipment. And so I wonder if that's that reminds me of equity, right? Like do we have the same
type of of tools for um all of our students? >> So the tech refresh um program project is still in progress. It's still going on. Um it will end in June of 2027. So the team is in the process of not
just refreshing student devices but also devices in the uh school front office as well. >> All right, thank you so much. >> It's my turn now. Um so I'm overall going I mean there were all great questions. Some of questions already
that I have already been asked and um thank you for thoroughly asking um answering them. So, I'm gonna um just provide my overall um analysis of of um the screen time policy and some unintended consequences
um and then just some questions. So, bear with me and then if you want to chime in as as as I'm uh reading some of the consequences and potential um solutions. So, overall the policy is very detailed um and following the latest and limited research which is
still growing and evolving. It moves beyond general statements about responsible technology use and attempts to establish enforcable limits, parental rights and instructional guard rules, which is exactly what the resolution called for. However, there are some
implementation measurement and equity issues that remain unresolve unresolved that have been um mentioned here. So if implemented well, this policy could become and I think it is going to become a national model for shifting schools away from excessive passive device-
centered instruction and back toward teacher-led relationshipbased learning. Uh its strongest elements are the focus on educational purpose, active learning, parent uh transparency and restrictions on non-instructional technology use. The
greatest risks um are the specific time limits um which have already been addressed by the amendments here um that um clearly established uh research basis which lack uh clearly established re research basis enforcement may be
difficult at scale and I know that's still going to be we're going to be tweaking that as as of in the fall and the implementation could create some significant operational burdens and possibly some intended inequities. Um before adoption, district the leadership
here should provide a detailed implementation and measurement plan showing exactly how screen time will be tracked, how compliance will will be evaluated, and how student outcomes will be monitored. So with that said, I'll just go straight into the possible
unintended consequences. So reduced educational innovation. Um because of this and hopefully you'll provide some guidelines for teachers. Um teachers may avoid multimedia projects, digital storytelling, coding activities or
collaborative online work. Uh so that's something to to you know uh provide some guidelines on that because screen time minutes become a scarce resource, right? the the the the minutes will may impede some of these activities which are you
know um I know that students definitely um love them. I have a magnet monte Vista and they the students you know work a lot on um creating films and I know Dr. Strada was there and they were great. So the students were really working on the devices. So I hope that
could you know consider that and maybe being exempt from this because these are really great projects that also families enjoy. Um so also more instructional time spent tracking compliance. Uh schools may end up focusing on counting
minutes, documenting usage, auditing classrooms instead of evaluating learning outcomes. So hopefully, you know, take that into consideration as we're um looking at tracking the minutes um on a day-to-day basis and also weekly. It could potentially increase
workload for teachers. Uh teachers may need to redesign lessons, create paper alternatives, duplicate digital and analog assignments, or coordinate screen time usage across um the school. So those are
some unintended consequences. Um this is a substantial change management effort right so it's going to it's going to take some time right to for our teachers and our our students to also you know sort of adjust to these changes uh parent opt-in fragmentation uh a
classroom could contain students who take devices home do not take devices home have AI permissions do not have AI permissions have different application permissions so this may create some instructional complexity not only within
the classroom or within the school. So, how do we manage that and how does a principal manage that? So, um also adding to the workload of of our um of our principles and some teachers. So, with that said, I'll just go on to some
questions. Um so, the first one, what outcomes will determine whether the limits that have now been amended are successful? Is there any um what are indicators that you would use to say you know Yeah.
>> So I think the the resolution calls for spec specific minutes by grade level and grade span. So once we have the app that demonstrates the minutes I believe we've achieved the goal because I think that's the goal is to decrease the amount of minutes. So I think we would use that as a way to measure if it's been
successful. I think the board expects us to follow the minutes. So I believe that's what it would that's how we would measure that. And in terms of measurement and accountability, what percentage compliance is expected? How how do you expect that? >> That has not been established. Is
definitely something we could discuss about how we I mean we we hope that the the goal is for 100% implementation and we're going to go full force to ensure that there's 100% implementation. So giving the schools the tools that they need. So we're starting with with um early ed through first grade with zero
minutes in uh August so that it gives us enough time to prepare everybody. Um so that's that's what our goal is 100% and we'll support everyone to get there. >> And what happens if schools ex or a classroom exceeds limits >> gone over the established limits? Yeah.
>> So at that point a principal can just um have a conversation with the teacher about what they could do to decrease the minutes so that we're within the guidelines. So if if a say a school goes over the limits, so that means that next week
they would do less or how or or they would have to provide some guidelines into like okay where was it that you exceeded the limits and how do we make sure it doesn't repeat. Right. >> Exactly. So we don't um subtract the minutes for the next week and we don't we just uh help the teacher to stay
within those limits. That would be the the goal. And in terms of academic impact, what indicators will trigger u a revision of this policy? >> I think that um I think the uh board has also mentioned this is we're going through the feedback loop. Um it was
mentioned here that we should have questions in the school experience survey. They talk about if they feel that they're using the um if there's too much time, not enough time on screen. We're going to look at feedback from the school community, but we're also going to look at achievement data. and looking at achievement data to see how students
were performing before the policy and then um and then after the policy around the same time August to August September to September before the policy after the policy are we seeing that students are performing at the same rate or are we seeing that there's a change and report
to the board and hear what the board will do as a result of that and in terms of equity how will imp impacts be monitored across English learners ers um students with disabilities, gifted students and low-income students. How will you
monitor the impact of this limited uh use of you know screen time or technology um on those specific students? >> Yeah. So um the same way so uh looking at achievement data. So if we see that a student is not performing at grade level
um and the stu the teacher uses a lot of their own assessment not just the the uh adopted assessment but through teacher monitoring observation and teacher would need to gre would need to group the students um and conduct that additional
tier 2 support in the classroom and then after school tutoring so that the student is receiving that onetoone support or small group and five to six number of ratio five to one Um and if we're seeing the students not progressing then at that point revisit
that uh plan with the family of course uh to see what additional measures could be made so that the student doesn't decline but continues to accelerate in their learning. >> Um in terms of technology readiness how will students develop digital skills
under reduced screen exposure? So I think at at the last cow we indicated that we're in the process of establishing grade level expectations to what students need to know and be able to do with technology. Uh and so we're just going to need to work within the the minutes that have been um approved
by the board uh to provide them those those lessons so that students are ready um to compete with with the world when it comes to technology. So you'll be establishing um competencies that students need to demonstrate either by each grade level
or would it be like say for instance um fifth grade and then eighth grade and 12th grade or is it going to be by each grade level? >> The goal is by grade level >> by grade level. >> Um and how will the district evaluate college and workforce readiness readiness impacts?
>> Yes. So with college and workforce readiness as was mentioned earlier it's part of our strategic plan and the measures are there and there's an operational plan and so our operational plan um includes our current our current structure for work work readiness uh
when we think about our dream it achieve it initiative that ensures that our students have access to dual enrollment that they have access to um career and technical education programs that's how we ensure that our students have the career readiness skills uh And some
courses may or may not include tech. Uh earlier I mentioned there's an architecture class that does require that architect um program that's online. So certain courses that students take for that for their program will may or may not require technology. So that will
really establish the performance of the students in those areas based on what the uh strategic plan calls for. >> And I had another question. I'm looking for it in terms of the carts. Yeah. So, um we were mentioned um in
terms of the the carts, will schools receive funding to acquire um lap um laptop carts or is that going to be centrally funded and provided computer lab access or monitoring systems or what is the cost of the schools or is it all going to be
centralized costs? >> I think that discussion is to be had with with budget how we're going to fund fund this resolution. Yeah. >> And when will that discussion be taken place? soon have [laughter] >> soon before December before the first interim or before the schools get their
budget or by fall like >> um >> it would be good to have a timeline. >> We anticipate it'll be a a fall discussion especially as we head into school budget development and making determinations on what will be a born class by a school versus what will be centrally covered.
So overall, you know, the the as long as we can limit or the burden on principles and teachers and parents as well, it would, you know, I think that would help um the implementation and,
you know, the process that it will take to adjust to this new policy. But overall, you know, I commend you for, you know, creating this. It's very thorough. There's still areas that needs to be tweaked and that's, you know, to be expected particularly if this is this
is the first policy in in our nation in regards to screen time and technology use. And like I said, um I'm already being um asked or from other schoolboard members um you know, not only in Cali but also you know throughout our state.
I was like give us more. So I did share um the presentation at the committee of the whole and the resolution. So for sure all eyes are on us and and this policy. So I commend you for that. So thank you so much for all your work. And with that um unless there are any
other questions or discussions. Oh, go ahead Miss Newandy Nebo. just um she made a point about the minutes exceeding and this being in the classroom, but if it
exceeds at the parents expense, how does that get recorded or if a parent exceeds the time that they're supposed to have? >> That's yet to be determined because um we need to figure out how we're going to monitor the entire day, right? because
we're including homework. But the way that we intend to um provide guidance to our teachers would be that um we look at the homework policy uh and reduce the number of assignments that are issued that would be required screen time. Um
aside from that, we're open to ideas of how to monitor that part of the screen time at home. >> Yes. Okay. And then with the um obviously the screen time and we're talking instruction and I want to keep us
because I keep thinking screen time like we're sitting here um trying to monitor our students. Obviously we don't want them playing games and we know that but this is instructional time with the instruction. Are families going to be educated on
what this instruction looks like? Because for many of our families that is that is new. So what will we be doing to help our families understand instruction versus screen time? Because when you say screen time like I mean our kids are not addicted to, you know, I ready. They're
not, you know, they're not just like addicted to the I Ready, right? That's not it, right? We're talking about gaming, but instructional time for our families. How do we help them understand that? >> Yep. And I'll bring up um Dominic who I think had already talked about how we're engaging with ESP space and our parents
about that. So part of that work will be to uh develop within those workshops, trainings and toolkits uh give parents actual scenarios. Same way that we do with teachers for our PD is to really give them concrete examples of what is
your child actually doing especially when outside of the instructional uh setting at home is if this is instructional we'll be able to provide them uh sort of like two different scenarios and they'll be able to kind of see and decide for themselves what are
those uh active screen time use that are instructional in nature or homework related versus recreational. And that's also the reason why we're harping on the educational use uh within LUSD. Previously, the version of the policy was educational versus non-educational
use. We're just focusing on educational use. And that's going to be consistent across the board with whatever toolkit and resources and materials we're providing. >> And even the research because of the research, is it delineated that way where screen time is dealing between instruction and recreation? Is the
research given to us? There are some of that but it's more around passive and uh active and when you look at the definition or at least the examples of active consumption of uh technology or just using screen actively it really speaks to the the rigor and the
cognitive demand when students are using the technology is it to the level of like a Bloom's taxonomy level four or the okay level four where they're actually creating something and not just again scrolling through and so instructionally there's already a huge alignment that we can use as a
foundation to really um bring to life and to uh exemplify to parents and families just by connecting it back to the uh instructional frameworks that are happening in the classroom. >> Thank you. That's it. One quick question
in regards to the toolkits and I forgot I know you um you mentioned that the toolkits the principal the principles will be able to um have you know something to share with parents at you know back to school night or open house
and um coffee with the principal but it would also be great to also you know connect with principles after they've implemented them because I could imagine you know questions from parents came up or students And then I think that would continue to
inform the policy particularly um when it comes to you know the implementation or or parents right I'm sure they're going to have questions the principal is like that's a good question let me come back so I think it would be h helpful to have that open um dialogue particularly
you know when during um principal meetings to have some time to say okay how is this policy going are you receiving questions so they can you know you know we get the information from school sites um to improve and this the
policy. Okay. Awesome. >> Thank you. >> Wonderful. Okay. I think we are ready to vote. Mr. McCle, >> we are I'm looking at the materials and I failed to collect a motion and a second for the main item. >> Moved by Miss Gomez, seconded by Dr.
Rivas. And then I actually just need to pull up some language uh for um the specific disqualifying language for um board members. So I'm going to read it out loud. The recusal language for board member Charlesson who's been outside for the entirety of this discussion out of
an abundance of caution and following the procedures of section 18707 of the California code of regulations. board. President Schmurson is and has publicly recused himself from discussing or taking action on tab 2, division of instruction using technology with intention establishing guidelines for
student screen time due to his ownership of stock and Google inc. Okay, that's out of the way. Motion and seconds have been made. Uh now calling the vote. Uh Miss Newell, >> yes. >> Dr. Rivas, >> yes. >> Mr. Melvin, >> yes. >> Miss Grigo,
>> yes. >> Miss Gomez, >> yes. >> Miss Ortiz Franklin, >> yes. Okay, that's six eyes. All right. Uh, moving on to tab, [cheering] let's [applause] slap that.
>> Uh, moving on to tab three. Um, approval of procurement actions. Um, may I have a motion and a second? >> Moved. >> Moved by Dr. Rias. >> Anybody want to second? seconded by me.
>> Seconded by uh mi Mr. uh Melvinne. Um I will note for the audience and our friends at home, items uh S and T have been withdrawn. Items S and T. And for those who are following along, approval of procurement action contains a number
of different items within it, all listed by alphabet starting with A and sometimes going all the way through ZZ. But today items S and T have been uh withdrawn in their entirety. >> Mr. McClean, the agenda we have or the
uh matrix we have says T and you. >> That's correct. I I just sent a clarifying email prior to my announcement and to make sure that everyone understood that there is no U on the on the posted materials that the public has, which is the same as the board has. and S and T
S as in Sam and T as in toy have been removed for for withdrawn for for vote and then uh mi Mr. Melvin you have a recusal for item P only. So if item P is going to be discussed Mr. Meloine will take off. Um if it is not going to be
discussed he may remain seated uh there. So um after having been moved and seconded it's now appropriate for board discussion. >> Hey who would like to go first? Go ahead, Mr. Melpoint. >> Sure. Thank you and thanks for noting. I'll I'll recuse from item P and if
discussed, we'll we'll leave the room. Um I have a few questions and comments on on four of the sub items. The first is item E. Um which is the contract capacity increases. And um this is one and I I I appreciate the
team was proactive in saying that there have been um systems put in place to prevent this from happening in the future. But we've had a lot of conversations as a board recently about contracts and capacity versus expenditures and putting safeguards in place to make sure that those capacity those contract capacities are not
exceeded and and this item is before us because they were exceeded. So Mr. Freeman, can you just explain have services already provide been provided? um you know what happens if the item fails and just how do we make sure that this doesn't happen in the future such that folks go above the the board approved limits.
>> Yep. Good afternoon. So in July of 2024 the district implemented a new procurement system. So that's SAP Ariba and prior to that the district ran a system also owned by SAP but it was independent of Aribba. Uh and at that
time we implemented in waves or phases where uh first central office then two regions then two other regions over the course of about six months and during that time we ran two concurrent systems at the same time. So you could place a purchase order in the old system as well
as purchase order in the new system. And so as a result of that u the data transition um and maybe to go backwards anytime that um we run an implementation uh you have an option of running a big bang meaning you you do the entire implementation all at one time or you
run two concurrent systems um the decision was made a number of years back to run two concurrent systems. Um and as a result of that data that transitioned over um didn't come over in in a manner that uh was consumable and appropriate for us to run a procurement system. uh
when we identified it in about August of 25, uh we then ran a full contract audit of all 3,000 plus contracts in the district. Um and as we found contracts or benches um in a couple of these situations, we closed off those
contracts from being purchased or any purchases made against those contracts. Um, and so the the mitigating factors that we addressed was uh entering a custom development within the new system that hardcodes a max or a cap on
contracts specific to what the board authorizes as well as adding a secondary approval within our division to make sure that all the data within a contract prior to being published for consumption in the district has a second set of eyes on it. So it's a two-factor along with
training and other things. Got it. And I I think you know just for the public I mean the so the increases are 2.6 million for services rendered that schools used um but would have typically gone through a process to get those contract capacity in capacity increased
by the board prior to this happening. So I understand there's some change management and it seems like that's been taken care of but wanted to flag that because it was um you know anomalous and also I not a great practice which I think you agree um and that's why it's being fixed. The other one just for for you because it's more about the
procurement I believe is item N. Um if I'm right uh yes item N you know I don't remember in my time on the board seeing a second best bidder like a bidder who came in second place win. Um and I think it it just you know again without knowing more and I know you're going to
share some more. it it kind of um cast some doubts on the credibility of the process if you're like you're doing an RFP and then we're not going with the first place winner because we actually like the second place winner better. And so can you just explain how like how that is possible in the law and in our policy. Why does it happen? Does it
happen often? And um you know because that one was like like the first one where not a great practice to go above board authorized limits. This one also seems odd. Um so in my time we actually went back to look um there's been at least one scenario where we've awarded
to a second highest scoring proposer. Uh the reality is that the district reserves the right to uh award based on uh non-negotiation. So price terms or any requirements of the district. Um example would be u specifically on our
benches where we might have 20 firms that have been awarded an agreement under that bench but some of them don't actually agree to all the district's terms specific to insurance or otherwise. Um in this scenario we gave an opportunity for the highest scoring proposer to meet us where we needed to
be from a budgetary standpoint understanding that there's roughly a $ 1.5 million transition cost that you wouldn't see in the contract. So that's district budget requirements as far as training um IT implementation project management. We gave that opportunity for
for them to actually meet us where we needed to be and they did not do so. >> Can you explain though why you would do an RFP for a certain budgetary amount and then someone would win and then you'd say actually it's not that amount and and I see the rationale for why you wouldn't bake those into the the
procurement process because then you're kind of um favoring incumbents because there will be some change management. But it it seems odd to say like you've won, but actually you have to come down below. So help me explain. Ju >> just to confirm, when we run an RFP, we don't run it based on a a budgetary
amount. Um specifically on on RFPs as opposed to an IFP, which is a lowcost bid. Um these are based on proposers that may they may uh bid a million dollars, they may bid $20 million. And so all of that is contemplated as part of the discussion and and again the
negotiations as we get on into the procurement. >> They're the first place winner based on the kind of confluence of best value. We still wanted them to meet a cost. We gave them the opportunity. They couldn't and so we went with the second place. Correct. >> Yeah. It's still um I got to think about
that one. It's still thanks for the understanding and the fact that it's a rarity but it is just a weird you know and again as there's more scrutiny now on contracts and procurement process. It's it's odd and it's something that maybe we will agendaize at a procurement and facilities and procurement meeting in the fall to just kind of understand
these processes to build some some confidence in them. Um so thank you. My other I have um two other items I just wanted to ask about. One is I think I the first one is item um I and this maybe is for the superintendent or for
deputy superintendent Salceto. you know, this is our metro um metro contract that I know has changed as a result of the FSB and I I understand why I voted for that particular amendment, but I do um want to start by saying I want all students to have Metro cards. I know students on my youth advisory council have them like you know our adult
students have them and uh as Metro continues to expand um Dline expansion and others like and public transportation is a way in LA to get to this the city's infrastructure like we want our students to be able to access them. So, I want to just be clear on what's happening. Is it that the
contract amount is extended for one year while we figure out next steps really with the FSP and like we're going to work with Metro? Because I agree with the conversation last week that like we should have Metro um and the city and the county do this as a service to our students in the past. we've paid for it, but I also want to understand are we
paying a fixed rate or is it per usage and just like how so so I guess for our deputy superintendent for those of us which I think is all of us who are interested in making sure students have free metro cards where do things stand now as we think about cost savings in the FSB. >> Yeah. Our our expected path forward is
to maintain the same level of procured services for the 26 27 year. Meaning we pay $7 per student per year. Meaning that any child any student in the district from kinder through adult
school can register and receive a metro go pass. The district covers that cost at $7 per participant. Um what we have seen is we have about 35 to 40,000 registrants meaning we're paying $7 per
student but only 35 to 40,000 are taking advantage of it. And so the question is do we go back and re-evaluate uh per usage per registration cost versus paying for every single student in the district and I think that's the broader
conversation and um that's the conversation that we'll be having with Metro um is that what makes sense given with constrained resources uh directive as part of the FSP um how we might renegotiate utilization in the district. I I will say this, there also needs to
be greater promotion of the program and awareness of the program and and through the student advisory council, our attendance student advisory council, it was one of the recommendations that the students want to do kind of a peer-to-peer um kind of advocacy and promotional effort around what's
available to them. And so that is something that we will leverage for this coming year so that we can get a better sense of what is a true registration level look like and then based off of that establishing a baseline to kind of renegotiate outear contracts around this. >> Yeah, I mean that makes sense. And also
I mean nearly 37,000 student riders for I think over 6 million rides which is not nothing. Um, I guess is there a reason what's the benefit to the metro in in a like why aren't we why we why have we not always been paying just per
student activation? Like what do they gain from charging us? I mean money, but like what's the like, you know, is that it was that part of the the leverage to get down to $7 that we had to do it? Historically, we used to actually only pay for foster and homeless youth. And
on average, we would pay about $82 a month um for a Metro pass for those students. You know, our partnership with Metro has been a very positive one over the years and we were able to negotiate a broader access across the district for our students. Um but you know we're
learning in terms of participation and thinking about what would be the appropriate structure and I think the appropriate structure is utilization and registration an active go pass account um being something that's available um as and accounted for and so that'll be
part of the conversation as we move forward. Um, in terms of the benefit, Metro's investment is if you can develop the early rider and they become a life >> Yeah. >> long rider of of Metro and utilizing our our network in LA, which we know, you
know, we have to build that culture and our our students are part of that future. >> Um, yes, and I I remember being at the Metro hearings with some of my colleagues on the board as we advocated for this partnership. I think it just either they should be willing to switch to a per activation or we should get a
fixed number, you know, for the $7 rate. We should get 400,000 passes and like come September if students haven't utilized we should think about family members for students or educa. You know, the fact that we've just had hundreds of thousands of dollars,
hundreds of thousands of unused activation capacity for Metro seems like it's a loss for us, but also to your point about building writership, a loss for for Metro. So, you know, I'll just say on this one, you know, there's also I know the board, you know, Metro is
composed of folks from the city council, from the board of supervisors, from the cities within the county. I think we all have relationships there. So to the extent that we can help advocate with our colleagues in other areas of of local government, please please let us know because this is one you know it's in everyone's benefit to increase this
partnership um or to continue the partnership and increase wrership. My last just it's not even a question it's just a comment on item L. I just want to note because we are talking a lot as a district about um contracts and contracted services and what are contracts and like our you know
our biggest contract today item L $350 million you know we talk for um dairy uh for the most part um and well bread produce dairy products I just want to note too like we talk about non- labor expenses and where we can cut um and
we've been talking about contracted services with people and those are important conversations to have. But one of the points I've been making is that a lot of these that look at is the district contracting out are for things like in this case fresh produce, dairy products, bread, $350 million, but of
course we want our students to be able to eat. And so just want to note that uh given it's a big one and it's for one of those contracted um non- labor expenses. So uh thanks Mr. Smellesson. >> Who is next? >> Go ahead, Rosio.
I have a question on item P. Cookamo. >> Oh, that was you. My bad. I forgot that was you. Bye. [laughter] >> Okay, he's up. Um, so this platform collects a significant amount of visitor
student operational data. Uh, can staff discuss the privacy and cyber security protections that will govern the system? In particular, uh, who owns the data, what limitations exist on data retention and use, and what oversight mechanisms are in place to ensure student and
family information remains protected? >> Thank you for the question. So, this is a cloud-based uh solution. So, the data is uh it's is hosted in the cloud in AWS environment. Uh, we own the data. Uh there's something we own and this is a
data we use for analytics. Uh we're using it right now um as a pilot with with some of the beyond the bell programs and it's a huge success. So they could actually see in real time what program is successful, who's participating and whatnot. Um we have
the contract with the vendor ensures that our data is being protected. uh should we uh say no longer doing business the vendor there is a clause in the contract that they will destroy the data uh in their environment um uh but we we will have our set of data here in
our own environment >> and what um what guarantees have you seen that how it's protected or how they're protecting it are you able to to see that >> well the the whole application have gone through our u internal IT security
review to make uh the way they store the data. The data uh is encrypted at rest and also encrypted in transit meaning when it's going back and forth in in transit. Um so those we it goes through our security
review and um in a lot of cases uh the vendor provides a sort of a third-party uh cyber security check that their application went through. And are there any um in the contract with Cooko is the
is there a stipulation that indicates if under what circumstances will the contract be terminated if any of these um you know privacy or cyber security is breached? Is is there something stipulated in the contract that says okay if this happens that we're going to
terminate the contract? >> Yes. It's like all contractors clause for um termination for cause and termination for convenience. >> Yes. >> Wonderful. That's all for me on that one. Thanks. >> Go ahead, Carla. >> Yes. I have a follow-up question
regarding item E and the situation that you were describing to Nick about the fact that the contract the one the the one who had the highest rating um were not meeting us at the at the at the
budget level that we were um that we had right for for that contract. In that situation, could if they are the highest rated company and you think or the team the the Raiders believe that they are
the best ones for for what we need. Could you have come back to the board, share that information with us and we could have decided, you know what, it's worth the investment increasing this uh budget amount and you know that conversation could
have happened. >> Um so I think you're referring to item N item. >> Yeah, you're right. You're right. It is item N. >> Uh >> the power school one. the the the conversations I think may be independent um in regards to budget authority and allocation of budget versus a a
contractual RFP discussion. Um and so I think if if that sponsoring department um thought that they could get budget authority to actually implement it and had the resources and the ability to do so, then they they would have gone back
and done that and then we could have moved forward with the RFP. So you >> but I I guess what I'm trying to say is that those conversations are independent from one another. They're not um in the sense of hey here's an RFP board. We'd like you to to authorize more budget authority. I think that that RFP in
itself is independent of that discussion. >> Okay. But I mean I guess the concern is that you went what I heard was that the decision was made to go with the second place per group because they already met us to where we were budgetary wise.
Correct. And so my question is could the team have chosen to go with I mean if the if the decision was made because they did not believe that they had the budgetary authority to go with first place
where if it's not where does that conversation happen where they can think about going with first place or >> that that would be the sponsoring department that would go back and and say can we get budget authority and the resources to be able to do this. Um, and
that would be kind of their discretion and decision alongside budget and the finance team. >> I'll step in here because I I think the important thing that Matt is distinguishing is that you have an evaluation team that is scoring and selecting a particular vendor as part of
the procurement process. And so when the board actually weighs in is now it is before you um how that process and and the consideration of budget etc around how a decision was made and so it is before you today for that purpose. How
the scoring team makes that decision is something that we protect as part of the procurement process and you generally don't want board intervention in the middle of something like that. It is now when you actually from as from a board perspective would weigh in and make a
decision on whether this is a appropriate course. >> Got it. All right. So this is the moment where we would say you know we don't we don't approve of this or Okay. Got it. Thank you. Oh hold on. I have another not for you though. I
think it's for Mr. Cetto regarding item R. Thank you. Okay. So, can you um share um about this item, how the implementation of this has improved outcomes for our students?
>> Yes. So, Joel Cisneros, executive director for student mental health and wellness services. So, this item in front of you is our electronic health record. Uh I know it's listed as continuum cloud but it's also known as Welligent. So this is the essentially
the electronic platform where our staff document all their services. So it improves outcomes because that's where we are able to track effectiveness and impact and essentially that's where we can report it out to LCAP and other
various measures. And has this it's it's the um the platform where is it only PSWs or also PSAs enter minutes? >> We have some PSAs from student support programs um that use that platform and
in addition to that are also our student family resource navigators. >> Okay. And has this impacted the workload for uh the folks who use this platform? >> No, it's it's part of their responsibility of documenting services. In the absence of that, they would have
to use paper and pencil. >> Oh, okay. And then um how long have we been doing this? For how long? >> Uh this contract um so what's in front of you is to renew the four remaining options. Uh but this contract or this
vendor has been with us for about almost 10 years. >> Well, well, but for the for the we use this the this one is being funded by the children and youth behavioral health initiative grant. Right. So, how long have we been uh using it using that
grant? >> Uh, this is the first year. So, >> Oh, this is the first year. >> Yeah. So, this current year we were able to use and leverage those dollars through the CYPBHI grant. >> And do we have an idea of how much we've received >> or have we not received any any
reimbursements yet? >> Yes, we've been able to submit some reimbursements. Uh year to date we're about close to $400,000 of reimbursement >> in less than a year >> of built of sorry I should correct myself of built um and we've received close to 200,000
>> and this is in less than a year >> correct >> okay and then where is this money housed >> right now it sits in uh student mental health and wellness services and it's uh being earmarked whether it be to reinvest to uh determine the needs of
the programs and the department um do we expect this amount of reimbursement to grow over time or do we what is our expectation of how much we should be seeing? >> Yeah, absolutely. I think that's a good question because as as you mentioned, this is part of the first year that
we've rolled it out. Uh there's still a lot of operational pieces that we're we're developing, but yes, our goal is to increase this significantly. >> And then these funds would be considered discretionary funds for that department. Correct. For that division. >> Correct. All right. Okay. Thank you.
>> Yeah. Thank you. Who else has a question? >> Hey, I would like to go back to the um Metro cards again. Okay. Okay. Thank you. So tell me how the
students actually receive in their hand their uh tap card. How do they receive it? >> Thank you for the question. Uh in terms of the cards at at each school, each region is allotted a certain amount of cards. We distribute them uh throughout the region and we provide them with
codes. Uh the kids are able to request a card at one of their popup events that we've had or either at the school administration uh offices. Uh they can actually request a card and at that point they can activate the card within
30 days and after if they don't activate it within the 30 days, they then have to get a new new registration activation code. >> Okay. And my the question is because I was at a school where it was being distributed. Okay. And one of the questions I think was how do parents
well how do you communicate that it's going out? How do we do that? >> And so what we've done uh for the past three years we've provided an email to go out to all of the students uh through their uh email accounts and students were able to activate their uh card. If
they had a previous card, they were able to activate it uh through registering online and didn't have to come into the office or didn't have to request anything. So we gave them their actual activation codes through those emails. So we distributed 400, we worked with
its distributed it in uh July and they would receive it by no later than the 4th. This past year we were able to get it out and make sure that there was no gap in services um between uh the summer session. So June 30th is when it
expires. >> So let me tell you what I saw with my own eyes at a middle school. The teacher came down with his class and they were giving out the cards and the kid said, "I don't want it." And I said, "What do you mean you don't want it? I don't want
it." Well, does your mom or dad know that you're entitled to a tap card? And you said, "I don't want it. You're not you're not the adult in the house." So that's why I think we're missing the parent part of telling the parents, "Your child is going to be given a free
tap card. Right. No. Well, it doesn't make sense. I just couldn't believe Well, it was middle school, so I could believe it. It was middle school and I just couldn't believe that the kids were saying that I don't want the card. Maybe they're all millionaire children. I don't know, but they didn't want the
card. So, I we we let the parents know. Okay. Thank you. >> What what we've done also, just to add to it, we've we've put out a lot of communications. We work with our comm's team to post out the on the slider. Um, we had a video that was created by students to uh show how easy it is to
use their tap cards, whether it's for the weekends for cultural events or for any other events, museums or whatever the case may be. And as well as using it for school and then also we sent out messages for parents um through their so we we we've done a lot of outreach. So,
okay. Um, we will do we'll continue to do that. >> Believe it or not, there are students who do say I don't I don't want it. So, thank you. Unfortunately, okay. unfortunately is right. Thank you. Anyone else? Go ahead, Kelly. >> Thank you. Um, a couple items that have
already been discussed, but um, on item Sorry, the renumbering of these is getting me really confused. The firefighter joint apprenticeship committee um, item maybe G, maybe F, H.
Is there anyone who can speak on that one? Hi. Um, a really easy one. Was just curious about if there's an opportunity to connect the apprenticeship to our firemies um that are operating districtwide.
>> Um, my belief is yes, but we can come back with a formal answer for you. >> Okay. Y >> I look forward to the formal answer. Um, sounds good. And then on the translation bench, Hey,
>> Dr. Sodto is coming down. Okay, perfect. >> Give him some travel time. Hi. >> Hi Dr. Sto. >> Good afternoon. >> My specific question on the bench I and I think others have raised you know the idea of bringing more translation in
house. One other item that was raised by the CAC at their presentation last week was remote um translation versus in-person translation. Can you share whether uh these contracted vendors provide remote only or do they also provide in-person translation?
>> Yes. So they actually provide both ways uh depending on the request that's made. Uh if we're able if the vendor is able to come and participate in the IE in person, they will depending again also on the language that's being requested. If there's a limited amount of translators for a certain language, then
they'll request to be able to zoom in or uh participate virtually in the IEP. >> Okay. Yeah. And if there's any way, I mean, I my continued belief is yes, if we can grow our own translation unit, that's the best possible option, but if not, um having them come in person as
much as possible is responsive to what what was raised by the CAC member. >> Absolutely. >> Okay, great. Thank you. Sorry to make you walk all the way for that single question. Um and then on the uh item L the driftwood dairy etc. um food product
contracts. I don't know if Mr. Singh is here. Hi. Um was just wondering uh if you can share anything about the alignment of these contracts with our good food purchasing policy.
Uh, specific to that, I would probably have to get back to you in in speaking with Manishich. Um, I can talk to the framework of the agreement and pricing and all that sort of stuff if that's helpful. But, um, specific to good food policy, that'd be something else. >> Got it. Yeah, it would be great. You
know, that's a a policy priority and a partnership that the district has to ensure that, you know, both our workforce and our environment is all taken care of when it comes to the purchasing of our food products. So, yeah, if you could get back to me, that would be great. And I think those are all of my
questions. Thank you, Mr. Schmolson. >> Anyone else? Okay, Mr. Clean. >> All right. There's also a recusal from Miss Gomez on item R. So, whatever vote
she records will not uh go towards item R. And the same will apply for Mr. Meline as to item P. So, whatever your vote is, Mr. Meloin. It won't apply to to that particular um item within tab 3. All right. Uh moved by Dr. Reevas,
seconded by Mr. Meline. The vote on tab 3 procurement. Miss Newell. >> Yes, >> Dr. Rivas. >> I'm abstaining on item C and I am a no on item N and P.
So that's an abstension on item C, a no on item N, >> N as in no, and >> P. >> All right. And yes, on the balance. Yes. Correct. Okay. >> Uh, Mr. Meline,
>> I'm a no on E as in Emily. Earth. Um, and N as in Nick. Um, a recusal on P and a yes on the balance. >> Could you repeat that? No. On >> Yes. No on E and N. Recusal on P. Yes.
On the balance. >> Thank you. Uh, Miss Grigo. >> Um, no on E on N as in no and P as in Paul. >> No on E, N, and P. Is that correct?
Thank you. Uh, Miss Gonz, >> um, I'm going to abstain on item C and then recusal on R. >> Okay. Uh, Mr. Ortiz Franklin, >> I'm just a yes. >> Okay. Just just a yes. And board
presidentson, >> I'm just a yes. Also, >> um I need to go through and see what um impact this has on particular items. There were three nos on N's. Uh so it passes
and a recusal on P, a no on P and a second no on P. So, four affirmative votes for that also. Okay. Um, and if anyone has anything different than what I'm saying, please say it out
loud. Uh, we have two abstensions for item C. So, it's five affirmative, five affirmative votes for that. Okay, that concludes tab three. Let me check for public comment and what
uh our next direction will be. for the record and out of an abundance of caution as to tab 3 procurement actions item R uh with respect to uh board member Gomez, she recused herself out of an abundance of caution again uh
because a campaign donation in excess of $500 was made by an entity associated ated with that item. So that's why she didn't vote on it. And now that's on the record. Uh now we go to tab four. Is that right? >> Public comment. >> All right. Public comment for tab four.
Coming right up. All right. I will call on the folks who are listed as being uh in person and then we will call on the folks listed uh as remote speakers. Diana Guen, are you here? Miss Guen? There's a lot of movement. I'm looking
for Miss Guen. >> I'm gonna see if Miss Guian is with us online. No. >> Uh, Miss Guen may show up. Let's see. The next in person is Monica Razola.
Monica, are you here? Monica Rzola. Monica Arzola, also not here right now. I'll check online. And the next speaker for tab 4 is Abigail de laator. I see you're online. Please press star six to unmute yourself. And you'll have two minutes to
speak once you begin. Abigail deator. >> Good afternoon members of the board. My name is Abigail Delator. I am a recent graduate and a taxpayer. Today I am speaking on the LCAP process and how it was reportedly run without transparency and through intimidation according to the student whistleblowing.
Instead of receiving full transparency, full knowledge, and full independence, student representatives were lied to about the LCAP process by senior L USC officials Antonio Placencia and Eric Elward at the office of family and community engagement. This has been confirmed in a
whistleblower memo distributed district-wide and media agencies. It is also my understanding that similar allegations have already been made by parents, specifically that Antonio Placencia and Eric Elward have intimidated and lied to parents. Now, what's happening to students who ask simple questions about the LCAP? It's
because these student representatives push back and are independent. We are outraged that this is happening to our representatives. The [applause] board of education should be aware of this, which is our purpose here today. You should instruct Antonio Placencia and Eric Edward to never lie again and to apologize for their improper and and
potentially illegal conduct with the LCAP process. They they obstructed the oversight of billions in taxpayer funds in the LCAP process. This is incredibly inequitable with Lentia and Elward's comments being opposed to equitable information, but it is also a blended violation of L USDC's and California's
principles. Thank you. >> Thank you for your time. I see Maria Daisy Ortiz is out there. Please uh come on up. You'll have two minutes to speak once you begin. 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'll get you these translation headsets. So,
we'll just take a few moments to do that, please. our last regular board meeting. So, I just want to appreciate our folks in translations who uh not only make sure this meeting can be transmitted [applause] in a in a couple of different languages
including ASL, but also get in a lot of steps passing these translation headsets out and it's typically flawless. We think we have just a couple more in the back. I wasn't kidding about the steps. I see >> Burton's
fast. >> Okay. Good afternoon everyone. And I am very happy that more people are opening their eyes especially because all of you know that there is no connection with the parents in the
school although it is a sense to help the students in the whole school it doesn't exist. So the means for the vehicle for this to be information to be fluid on the contrary many parents don't even know what ALCUP is and what it is
for. So in reality, we we are being treated like thirdass citizens. Aside from being taxpayers, aside from being leader parents in the community, we are not being listened to. Our
recommendations aren't being listened to. Second place, uh there isn't a way in which to measure the LCAP only using the smart balance. I don't feel like it is something
the smarter balance is many times taking in April and then by June the school year is closed. So we are with delayed data. Another item ex academic excellence. Academic excellence means that no more children will be graduating
with D or with rem remediated materials because there's going to be a lot of failure with students that are graduating without being at their reading level because you want to look nice 85%. But competitive is 35%. Another item,
the way in which parents are being involved. You have to create those vehicles of information. Mr. Carvalo knew that there had to be a ba pad base so that this information can be fluid in the district in a way in which we can
measure effective parent involvement not through a survey in which the language of that survey doesn't represent the participation of the parents. It has to be better. And lastly, just the way you have translation here and you clap for the translation department, that's the
way there should be in schools. the school site doesn't have representation because many schools do not reserve or there isn't enough interpreters that can get to the schools to interpret. That is a deficiency that should be fixed. And another one no one spoke about is
security because you don't care about security of our children. How will you guarantee everything that you have put on that LCAP when there is reduction in the funds? I want answers because seeing you here concretely
>> makes me sick. Thank you. >> All right. I have uh Alex Halo uh signed up to speak remotely. Are you in the room? I don't have you signed in in front of me, so not here. Isabella Tez is on the line. Please press star six to unmute
yourself and you'll have two minutes to speak once you begin. Isabella Tez. >> Hello. Can you hear me? >> Yes, we can. Please go ahead. >> Okay. My name is Isabella. I recently graduated at the independent leadership and public service virtual academy
graduation ceremony for just our school. Board member Franklin. Thank you for pushing that for that opportunity. I am here today to speak on the LCAP and how the process the process was reportedly swayed by highranking LCD officials. This has been tained the LCAP comment.
It's unfortunate that my peers and I have to come here so often to report these things. As students, we are represented represented by advocates on the student advisory council. I was incredibly surprised and upset when I learned that our advocates were misled by LC officials during the LCAP process.
Specifically, Antonio Placencia and Eric Lord lied to students and tainted the LCAP recommendations you've heard prior. LED and the office of student and family engagement claim to be for student voice, inclusion, and transparency.
Eric Elward and Antonio Placencia taking advantage of students, coercing them, intimidating them, lying to them, and then refusing to answer questions flies in the face of this exact message. The board should be made aware of the improper and illegal content of Lord and
Placencia, as should all the students involved in this programming. The lack of transparency, the corruption, and the intimidation totally exploded in the face of the engagement office. Lencia and Lord should now be held accountable to the public for misinformation misinforming our LCAP representatives on
taxpayer funds. Bye. >> Thank you for your time. All right, the next speaker is uh Leah Driscoll. Leah Driscell, are you here? You're signed up to speak remotely, but are you in the room? >> Not here.
And I have concerned parent on the line. Concerned parent, please press star six to unmute yourself and you'll have two minutes to speak once you begin. Concerned parent. >> Good afternoon board members. So as I'm reading the materials,
there is a description of what the LCAP is, what it's supposed to do, and what the expected outcomes are. However, the materials don't express how the district is going to do this. Throughout many of the presentations today, there's been a lot of comments
about how input was collected through focus groups, different um committees, but oftent times these committees leave a lot of parents out. It seems that a lot of the committees, a lot of the community- based organizations are very
aligned, which is very interesting because there are 500,000 students in your district. However, it seems that the concerns of just a po a portion of that are being reflected in your policy.
So, I want to speak to the parent engagement specifically. Thank you, board members Merlson, for pointing that out. Because this is something that happens a lot. I believe it was a board member Noel that mentioned that in secondary schools parents sort of just
start opting out of their students life. That's not something that the parents are doing. It's something that it seems to be intentional from the district. It doesn't matter that students are growing and they're they're able to start making decisions on their own. they aren't
minors and it's the parents that are responsible for their educational rights. So, I want to encourage the district to start campaigning more of that family partnership in your schools because what you have been doing for the last couple
of years have seemed to be driving a division between parents and students. Yes, we are living in different times, but at the end of the day, it is the parents that are responsible for the students and no community organization or your organization specifically are
going to um deter should be deterring parents from being involved in active members and their families education. Thank you. >> Thank you for your time. That concludes public comment on tab 4. Um, it is now appropriate for the board to discuss,
but before they do, may I have a motion and a second to bring it to the table. >> Move it. >> Move it. Oh. >> Oh, boy. >> Second. >> Moved by board presidentson, seconded by board member Gonz. So, of course, just just want to, you know, refresh the the board's memory,
our audience's memory that of course we had a robust presentation around the LCAP last week, LCAP, budget, FSP, all of those pieces kind of interweave with each other. And of course, the team stands ready to answer any questions that the board may have. >> Further questions from anyone? Go ahead,
Mr. Melvin. >> Sure. Thank you. Just two questions. Um, one is given the similarity in this year's LCAP versus last year's, how will we ensure that this upcoming LCAP is aligned with the new strategic plan that
was adopted today? >> Yeah. Uh Eric Elward, LCAP administrator. In terms of the the LCAP alignment to the strategic plan, the goals will remain the same. So in terms of goals one through five, academic excellence to investing in staff, that
will be the same. uh as the strategic plan moving forward. I think the changes that you're going to see as we move into uh not the LCAP for next year 2627 but it's really 2728 around targets and updating actions and really ensuring
that the work done in developing the strategic plan and measures success where they are applicable can connect to the LCAP around the state funded actions. So specifically the goals remain the same. uh the actions uh might fluctuate going into 2728
uh but the metrics were applicable will stay the same but then the targets will play out to 2030. >> Got it. Yep. Thank you. And I guess my second question, comment, kind of caveat, word of caution, all the above. The LCAP um explains our strategies to
support all students within the flexibility of LCFF, but in particular to demonstrate how we're using supplemental and concentration dollars to support high need students and to hold the district accountable for equitable strategies. And in the last few years, our primary strategy for supporting high need students or at
least maybe the greatest of a few has been SENI um which has continued uh continues to be reflected in this year's actions and expenditures. But as we enter a phase of our budgeting um with more limited spending and enter a new LCAP cycle next year, I'm hoping the
team can come back to the board before next June with its best thinking for how we continue to demonstrate support for low-income EL foster youth with our supplemental and concentration dollars in a meaningful and targeted way as we see at least in the current iteration of the FSP that those Senny's dollars are
going away. um because I worry that even even norm based investments with like an equity lens um may not help us accomplish the goals in the way that Senny did. Um and so I see that Mr. Rava Karini is here too, but um just want to make sure if you want to speak to it
now, but I I just I think more in the fall like it just it's a flag that I have. I know others have too and I want to make sure we're being explicit and upfront about it. So thank you. >> Understood. Anyone else further comments?
No. Okay. Go ahead, Mr. Tanya Ortiz Franklin. >> So, I'll just build a little bit off of what um Mr. Melvoy mentioned. Can you can the team explain and I'm not sure if this is um Simon or the LCAP team, but um you know, when LCFF was first passed and we had all this additional targeted
student funding, also known as supplemental and concentration from the state, it was about a billion dollars. And so advocates were encouraging the district to put all of that through an equitable formula. And so Sunny started really small, it got bigger. Last year it was the biggest at 700 million, not quite a billion. But why can we not put
all of the supplemental and concentration funds through the SENI formula? It is possible, but we would have to eliminate every other current use of supplemental concentration grant funds, and they are significant. Um,
many of those funds are used for things that we are contractually obligated to provide as part of our union contracts. And so, um, there are some constraints even on being able to cut things that are currently being funded, programs. uh it's not
unlimited the ability to cut those and um they are being used for uh many things that are uh you know very important to student learning uh very important to meeting the needs of our unduplicated students. Um but that's why
when SENI was increased to $700 million it was actually possible only due to the availability of COVID relief funds. uh those COVID relief funds um were used to fund it at $700 million for two years.
Um the district was in a position to keep it at $700 million for a little bit longer. Um but now, as you know, based on the fiscal stabilization plan and the projected the very significant projected negative ending balances that we're facing, um we can't sustain Seni nor
many other very important programs at at previous levels. Do we have a percentage of how much of our um LCFF budget is uh determined by collective bargaining agreements? >> So it was typically about a third of the
positions that are provided u and I think in the 26 27 budget it's getting even closer to 40% if I'm not mistaken maybe like 38%. Those are just the positions uh that are defined in terms of the
ratios by which they're allocated. Obviously, labor agreements include other costs like salary increases that are just part of the cost of a position. That's part of why a position will be more expensive or cost more from one year to the next. But just the positions alone, classroom teachers is the biggest
example, are uh at least for next year's budget, well over a third of general fund unrestricted. >> Okay. Okay. And I imagine we might ask more budget questions in the budget item. So, let me just ask on the LCAP uh or LCFF, one more question. The um school experience survey is used for a
couple of metrics and I know we're making some revisions. Can you just tell us about what to expect for next year's school experience survey? >> In terms of changing up some of the metrics, I probably want to hand it over to Bill on this one.
>> Think you were probably going where I was going. Um hello. So, so certainly are accounting for any any school experience survey current survey items that are in the LCAP or in the the former or soon to be current uh new strategic plan. Those will certainly be
kept uh for lack of disruption and we you know we certainly account for that along the way. um for the school experience survey. Then moving forward, uh the there's going to there's going to be a a version that's essentially the core body of the survey that are going to be non-negotiables that from year to
year and and anything on the LCAP will be a part of that core part of the survey. And then other items that might come and go with the new policy where we need a one-year temperature gauge or something, we might do that for the survey, but LCAP items are going to be be in there through and through. >> And what's the timing for the survey next year? >> Uh the survey will be in it'll be
administered in early spring. We're on February is when we open up the window and it's done by spring break. >> The same as this year. Okay. All right. Thank you. >> Anyone else? Mr. McClean. >> All right. The vote on tab four. Miss Newell.
>> Yes. >> That's a yes. Uh Dr. Rias. Uh Mr. Meloy. >> Yes. Miss CGO. >> Miss Gomez. >> Yes. >> Miss Ortiz Franklin. >> Yes. or President Schmurson. >> Yes. >> All right. That's five eyes. So, it passes. We'll come back to the to Dr.
Rivas and Miss Grigo in a moment. So, now on to tab six, adoption of the proposed 2627 budget. >> Move it. >> Right. Thank you.
>> Second. Moved by Miss Gomez, seconded by board president Schmeerlson. There are 12 spots of public comment for this. I'll call on the folks who are in person first and then we'll call on those who are listed as being remote. This appears to be mostly in-person
folks. So on tab six, uh Delana Walker, are you here? >> Come on up, Miss Walker. You have two minutes to speak once you begin. And after Miss Walker is Emma Hernandez, then Kim Richards, and then Julie
Brooks. The two minutes is yours. Good afternoon, board members. My name is Delana Walker. I work at the Los Angeles Conservation Corps. We've partnered with LA USD for over 40 years
and now serve 6,000 students across 22 22 schools and highnee communities. I urge you to protect and fully fund high school expanded learning programs. We keep students engaged on track and from hanging out in the streets. In the
2024 2025 school year, participants attended about 18.5 more days of school, earned credits at a much higher rate, and performed better in core subjects.
We also provide college and career readiness, mentoring, and essential life skills while also reducing screen time through meaningful activities and relationships. We support LUSD vision for student
success and urge the board to act now. If CBO programs close, every single high school afterchool program in LA USD closes. Establish rates that reflect true cost of delivering programs. bring master
contracts current fully reinstate our ELOP funding and the community-based organization serving LUSD highest need students can continue to do this great work. We are com a committed partner and
we look forward to continuing this work. Thank you. >> Thank you for your time. [applause] All right, Emma Hernandez, come on up. Miss Hernandez, you'll have two minutes to speak once you begin. And after Miss Hernandez, it is Kim Richards. [clears throat and cough]
>> Sorry. >> Good afternoon, president, board members, and acting superintendent. My name is Emma Hernandez, and I serve as CEO of the Southeast Community Development Corporation. Each year, our organization serves hundreds of students through afterchool and summer programs
that support youth and families throughout Southeast Los Angeles. I'm also a proud LUSD graduate who has returned to serve the community that helped shape my future. I appreciate the work that has gone into developing the budget and the district's continued
commitment to student success and educational equity. Today, I urge the board to protect and sustain investments in afterchool and expanded learning programs and to ensure that funding levels reflect the true cost of providing these services.
Earlier today, you heard directly from Southeast LA students about the impact that afterchool programs have had on their lives. Their stories demonstrate that these programs do far more than just provide afterchool activities. They create safe spaces, connect students
with trusted mentors, provide academic and enrichment opportunities, and help young people build confidence, leadership skills, and a vision for their future. Many of these programs have served LUSD students and families for decades. They've built trusted relationships and a deep understanding
of community needs that cannot be replicated overnight. However, sustaining these programs require funding that keeps pace with the actual cost of staffing, training, facilities, transportation, supplies, and program operations. The question is not whether
these programs work. The students who spoke today have already answered that question. The question is whether we will continue investing at a level that allows these programs to remain strong and accessible for future generations of students. As you adopt this budget, I respectfully ask that you support
funding strategies that fully sustain highquality after school and expanded learning programs for the students and families who depend on them. Thank you for your leadership and commitment to LUSD students. >> Thank you for your time. [applause] All right, Kim Richards,
come on down. You have two minutes to speak once you begin. Then it's Julie Brooks, uh, Channing Martinez, and Gio Gomez. >> Hi, good afternoon. My name is Kim Richards and I represent a collective of Boys and Girls Clubs throughout Los
Angeles that have served Los Angeles Unified School District for decades. LA USD receives more than 500 million through ELOP ASUS and 21st Century designated for expanded learning. While ASUS and 21st Century may be uh
receiving reductions, keep in mind that these grants were awarded years ago when enrollment was much higher. In fact, between 2013 and 2023, enrollment has gone down by nearly 35%. Reduction in ASUS and 21st century
learning funding are driven by enrollment not performance. ELOP is an aortionment and it has not been reduced. In fact, the state has increased funding for um to expand access in rural and smaller districts. Any reported
reductions are a result of suns setting carryover funds. The change in funding um that the CBOS receive is because the district chooses to reallocate ELOP dollars to pay for items previously covered by either the general fund or
other funds. Unlike other grants, CBOS can't reduce the spots that um are in their program or weight list um weight list families or operate below staffing ratios. Unlike other grants, when we get a funding reduction, so do the outcomes
that we are expected to deliver. However, now we are being asked to do more with less. This poses an ethical uh concern when CBOS are expected to absorb ongoing district imposed deficits. It undermines the intent of a fully funded
public system and places the district's operating deficit on the back of the communities we serve, those that are already unresourced. Uh the contract structure needs to be uh revised. We are asking the board today to direct for a contract rebuild and to
designate adequate ELOP funding before this budget [music] passes. Thank you. >> Thank you for your time. [applause] And I'm just going to say very quickly for our friends in operations, they're just gently ushering folks into seats. We thank you. We don't want you uh in the hallways for any other reason than
safety. So if they're ushering into you into seats, I I entreat you. Please just grab a seat and enjoy enjoy the show and come out and come out of the the aisles. Uh the next speaker is Julie Brooks. Come on down, Miss Brooks. You'll have two minutes to speak once you begin.
>> Thank you. Good afternoon. I am Julie Brooks, CEO of Woodcraft Rangers. We currently operate programs at 54 schools serving thousands of LUSD students each day. The proposed CBO's CBO rates are barely half the cost of operations. The district funding, the district has found
funding for the past four years, but are suddenly reverting back to rates from 2009. Only CBOS can determine our costs. We must be at the table to create a funding model and contract that meets current realities. Fully funding CBOS requires only 10% of the pool of
funding, but CBOS can deliver a third do deliver a third of the legally required work and provide service to all high school programs throughout the district. Replacing CBO sites internally would cost millions tens of millions more. I also want to clear up some misconceptions. ACES in 21st century
alone cannot fund operations. The CDE explicitly intends that ELOP be blended and braided with ACES in 21st century for one comprehensive program. $1563 is the minimum amount to fund base operations for CBOS. District run sites
already funding at a cost much higher. Enhancement funds don't fix the contract. CBOS cannot operate on ADA reimbursement. We staff to ratio per ELOP's universal access requirements. We need cohort billing to ensure that uh we
cover costs. The state gives the district full grants and retired in ADA reimbursement model in 2008. The district can give CBOS's 15% indirect allocation. The district takes 15% from all ELOP funds and 15% from
ACES in 21st century at its own sites and 6.1% at CBO run sites leaving CBOS with only 8.9% indirect total. This is a relic and has no because ELP has no indirect ceiling. CBOS do not have to
fund raise a match for ACES in 21st century funding. It is not a cash match per statute. Bring us to the table to fix the contract and ensure sustainability for programs for all students. Thank you. >> Thank you for your time. [applause]
>> Next speaker is Mr. Channing Martinez. Channing Martinez, I see you're out there. And then it's Gio Gomez, then Annette Tossano. Come on up, sir. You'll have two minutes to speak once you begin. >> Uh Channing Martinez, Strategy Center. Um I don't know what Mr. Gomez's and the
school police obsession is with naming in particular the strategy center in their public comment to the school board. But since we're talking about budget and making hard decisions, and as the school police and their management association said, school safety, which I
agree is not optional, let's talk about what school safety is and how the budget should reflect actual safety, which spoiler alert does not include the repression squad that we all know as the school police. Did you know that the
district spent nearly $350 million on school police since 2019? Many of you have said we have to make tough decisions. And you went you even went on to say, "We told you when we first considered these equity programs
that this is done with one-time funds and that later there may be cuts, but almost but you almost move to cut the black student achievement program by 80%, meanwhile leaving in place the budget of the very military force that works to enforce elements of educational
genocide against black students, the school police. We worked with you to find ways to save the program, but you're still considering uh cutting SENI by 80%, completely eliminate eliminating the whole category in the third year of
the fiscal stabilization plan. So now it's our turn to tell you we told you so. We told you to eliminate the genocide squad and warn that keeping that funding reflects budget priorities, the criminalization and brutalization of
black and latinx students. And now we're warning you again today um that you know as the head of the union used the same tactics as the president has used naming specific groups with the intention of a borderline threat at what point does the
district reflect on why they continue to spend [music] money on a force for violence to imagine what it means to save more than $220 million over the next three years by not funding the school police and actually funding Senny. Thank you for your time. The next
speaker is Gio Gomez. Gio Gomez and then Annette Tuscano and after Mr. Dano is Carol Calipin and then Gannie Maroin. Good afternoon board members. My name is Giovanni Gomez and I am going into my senior year of high school. I have
attended LUSD schools and I have siblings who are also an LUSD students. Currently, I am also a CELA youth executive board member of Expand LA's Southeast LA YouthHub. When I was in third grade, my mom learned about a robotics program at Southeast Community Development Corporation, also known as
SEDDC in Bell. Growing up, I was a very active kid with a lot of energy, and my mom knew I needed to find something that would end up funneling that energy in a positive way, which is how I ended up in SEDC. The robotics program at SEDDC introduced me to mentors, community leaders, and positive role models. It
helped me discover a passion for robotics that I may never have found in during the regular school day. I learned problem solving, teamwork, collaboration, critical sk critical thinkings, and public speaking skills. Today, those skills have helped me become a leader. As a member of the
Cella Youth Executive Board, I have presented before multiple South Southeast LA city councils and have advocated for issues that matter to young people in my community. My after school robotics program became my safe space and the place that supported me to be the best version of myself. Every day
students are looking for safe spaces like the one I found and like the after school programs presented today. They are looking for mentors who care about them. They are looking for programs that push them to think outside the box. They are looking for enrichment opportunities that will help them leaders to help them
be leaders in their communities. As the district makes difficult budget decisions, I ask that you continue investing in programs that expand opportunities for students. We urge that LUSD leaders to ensure that ELOP funding continues to support community- based
organizations that have been serving students in all the ways I've described and more. When students have access to meaningful opportunities beyond the classroom, we are better prepared for car college, careers, and life. Thank you for your time. [cheering] >> Thank you for your time.
[applause] Annette Tuscano. Annette T, come on up. You have two minutes to speak when you begin. >> Good afternoon, board members. I yield my time to Miss Michelle Broadn. >> Good afternoon, board members. My name is Michelle Broadnacks and I serve as
the CEO of LA's Best, a unique public private partnership among the city of Los Angeles, the Los Angeles Unified School District, um, and LA's Best, which is an independent nonprofit organization. More than 35 years ago, under the leadership of Mayor Tom Bradley, LA's Best was created to
operate afterchool programs on LA USD campuses. Over the decades, we have supported the growth and evolution of expanded learning through a partner through partnership development, policy advocacy, marketing and communications, program evaluation, fundraising, and the
creation of specialized programming content that enriches the lives of students. Unlike most community- based organizations, LA's Best has always functioned as an integral part of the district's expanded learning infrastructure. Our work is embedded across 201 schools and leverages a
unique fundraising model that brings private investment directly to LUSD programs. We were built with the district before the district created Beyond the Bell Department, not simply contracted by it. I am here today because what is being proposed reflects
a fundamental misunderstanding of how this nationally recognized ecosystem works. To borrow a familiar expression, we are at risk of lo losing the forest for the trees. LA's Best is not part of the community-
based organization master contract. We operate under a separate that has long recognized the dis distin distinct nature of this partnership. Yet, what is being proposed would effectively treat LA's best as a vendor. It includes spending restrictions, fundraising
restrictions, and reimbursement language that would prevent us from functioning as the organization we were created to be and we are currently contracted to be and have successfully been for more than three decades. Since I have three seconds left, I
strongly recommend that you support uh the reorganization of our contracts and support the continued investment that you've made in expanded learning over for over 30 years. Thank you. >> Thank you for your time. [applause] Caroline,
Carol C. Coming up [applause] after Carol is Jeannie Maroin. Carol and then Jeie. >> Hello board members. I will be yielding my time to Chanel Deagencia. >> Can Can you just give me your name real quick? >> My name is Carol.
>> Perfect. Thank you. >> Hold the mic down. >> Am I good to start? Okay. Good afternoon. My name is Chanel Gensia. I am a junior in Carson High School and I come from the Boys and Girls Club of Carson. Boys and Girls Club supports its students in various ways such as
providing a safe space for students who wait for hours for a ride to go home after school, a quiet space for extra tutoring or a space to relax and socialize. Beyond this, Boys and Girls Clubs acts as another source of education and opportunity. It encourages its members to partake in programs such
as basketball, life and workforce readiness and clubs like Keystone Club or debate club. The program life and work readiness force helps students secure a paid internship and certification such as food handler certificate and a workplace soft skill certificate for free. The club's
Keystone Club and debate club help foster students leadership ability and public speaking ability respectively. All of this heavily encourages students to be better prepared for the workforce. Along with all these opportunities is the chance to travel. Boys and Girls
Club has traveled to UCLA and Ponoma College to broaden its students awareness of which colleges are available to them post high school. They have also gotten the opportunity to travel to Sacramento and DC to advocate to state senators and congressmen about
the club's funding, mental health, and for the specific education that schools do not provide. In conclusion, Boys and Girls Clubs provides safe spaces for various extracurricular activities and extra an extraordinary opportunities that benefits its students beyond high
school. The club is not just an afterchool program, but it's access to opportunities beyond after school, helping pave the way to my success. Thank you for your consideration to increase the funding for Boys and Girls Clubs. >> Thank you so much. Appreciate your time.
[applause] Next speaker is Jenny. Jeannie Marokin. [applause] Jeanie, are you here? Genie M. >> Good afternoon board members. I will be yielding my time to Will. >> And you're a genie. Okay, great. Thank
you. >> Hi, I'm Will Seymour. I'm here with the Laser After School Programs. We serve thou uh thousands of youth uh middle school and high school students in LA USD. Our organization was founded 32
years ago by former board member Jackie Goldberg, Sharon Stricker and volunteers like myself. We built Laser to serve and provide LUSD students. every middle school, every high school program we we we run, every teaching artist, every
tutor, former student and coach we employ, every dollar we raise and community partnership we build exists because of our commitment to LA USD students. With the current allocation of expanded learning dollars, we are facing
a massive financial challenge. We have an outdated funding model, a very low student reimbursement rate, and we have an outdated contract. All the while, student participation in our programs are growing at record levels. And so has
the food and security. Thousands of 10 to 18year-old LA USD students depend on us for safety, food, and our crucial programming. like driver's ed totally unaffordable without laser and actually saved my life to get out of the town that I grew up in. And here's the thing,
with all the grants that we've been awarded, nearly $570 million flow into LA USD, these dollars can be blended together and fully fund all of the community-based organizations. So, I'm
pleased asking you to fully fund our programs with the resources that we've already been awarded and commit to rebuilding our contract. We have been built by the community for the community from Hollywood High School all the way
to Irving Middle School and we've given everything to this work and we're a crucial component to this wonderful strategic plan that was presented today. We are your partners. Thank you so much for your time. >> Thank you for your time. [applause]
All right, moving to remote callers. Diana Deator, I see you're on the line. Please press star six to unmute yourself. You'll have two minutes to speak once you begin. >> Good afternoon, acting superintendent and members of the board. My name is Diana Deator. I'm director of collective
action at GPSN. And before that, I taught at Augustus Hawkins High School and King Drew Magnets. I speak today on behalf of over 80 nonprofits in our collective action group, organizations united around one mission, catalyzing excellence in LA public schools so every
student can thrive. This morning, more than 30 of those groups joined GPSN and sending you a letter about the FSP and proposed budget, calling on you to demonstrate that fiscal constraints and equity commitments are not mutually exclusive. LUSD has both the opportunity
and the obligation to make funding decisions that center its most vulnerable students. We recognize the weight of the decisions and we want to be direct. The board has taken meaningful steps forward. The board adopted an amendment establishing a funding floor for BAP, a commitment to
restore it if state revenue allows, and explicit priorit prioritization of highest need schools for any restoration dollars reflects values this community has been advocating for the district to uphold. Despite the progress, declining enrollment and state funding that has
not kept up pace with the true cost of providing students a highquality education have created structural constraints that will not resolve quickly. Communities need a durable, transparent framework that governs how equity is protected across every budget cycle to come. We are asking the
district for three things. First, publish school site impact data. Communities deserve to know if schools are experiencing disproportionate impact and absorbing a concentration of cuts above the district average. Next, define and codify a multi-year restoration
framework for SENI and BAP. We ask the district to commit publicly to a multi-year trajectory that rebuilds SEI towards its full funding level with highest need schools prioritized at each stage. Lastly, establish a standing engagement process. Sustained community engagement is the only way the district
can build legitimacy. It will need to make difficult choices with community trust intact. The fiscal pressures this district faces are not temporary. The framework for navigating them equitably must not be either. We remain committed partners in this work. Thank you. >> Thank you for your time. The next
speaker is Maria Louisa Palma. You're signed up to speak remotely, but I do not have you online in front of me. Maria Louisa Palma, are you in the room, Miss Palma? Not in the room. Let's see who's next. Uh, Desan, I see you are online. Please
press star six to unmute yourself and you have two minutes to speak once you begin. Desan. >> Hello, my name is Dave Sun with Catalyst California and Equity Alliance for LA's kids. We urge LA USD to restore and protect Sunny's full 700 million funding
in the fiscal year 27 budget and future iterations of the fiscal stabilization plan. In the newly proposed strategic plan, L USDC claims that they are quote committed to disrupting the generational and systemic effects of discrimination
and racism in our schools and that they will strategically allocate resources in the name of equity. This is diametrically opposed to the district's choice to zero out Senny in two years. Penny is a communitydriven equity framework that actively seeks to repair
a degenerational harm that black and brown students experience throughout the district's history by codifying an equity based funding approach that leverages a holistic understanding of student needs through community indicators, asthma rates, and gun violence, which we know are systemic
factors that impact some of our students daily. For students, Senny means the PSW who offers mental support as they deal with trauma. The field trip to experience and explore new career fields, the campus aid who provides a safe space in a time when the world
feels everything but furthering Senny deals a racially inequitably blow to our students. In any highest need school, there are 1.5 times as many black students and 1.4 four times as many Latinx students compared to lowest need schools and nearly four times as many
English learners. We recognize your decision to preserve DEAP in response to the community and we call on the district to exercise this same boldness for an integral landmark equity tool and investment that is Senny. Restore Senny, protect Senny. This is the equity that
our communities are demanding. Thank you. >> Thank you for your time. That concludes public comment for tab six. It's already been moved in second. Uh before we turn it over again to to board discussion again uh just last week
we had a very robust presentation from the team around budget FSP LCAP again all of which speak to each other. So team stands ready to answer questions. Uh but before we dive into that, just wanted to speak directly to some of the advocacy that we've received today and
actually for for a number of weeks now. Uh and of course had uh multiple opportunities to engage with board members around the same topic. So in in working with staff as part of the proposed budget uh for this coming year that the board will now take up. Um we're looking at shifting some of the uh
what folks may know as the ELOP enhancement dollars for for our uh partner providers. And by the way, you truly are partners. And I say as a former principal who had LA's best when I was an elementary principal. I've had lots of experience with Woodcraft Rangers and so on. Uh currently the the
enhancement dollars uh were slated to be about 25,000 per site. Uh working with the team and still working within the ELOP universe and of course uh pending board approval. Uh we're looking at setting the the minimum baseline allocation at uh no less than about
$44,000 per site. Uh there's also going to be an element uh essentially of a per pupil element or excuse me an enrollment element which could uh raise that allocation to about as high as about $80,000. Um we also commit to a longer
conversation around what it looks like to fund these programs uh more sustainably. Although I want to acknowledge that there is always a larger picture, right? There's a larger budgetary reality. there's commitments made to other parties that we always have to be mindful and cognizant of. None of these
things work in in silos or should work in silos. But I did want to let folks know that the advocacy was certainly received and of course there was a lot of engagement with uh board offices around this. So I wanted to tee that up for consideration by our board members. Uh with that, I'll turn it over to staff
for any questions that uh board members may have. >> Go ahead, Miss Ortiz Franklin. >> Thank you. And I really appreciate that, Mr. Shade. I know we've been talking about this for quite some time. Really want to appreciate our partners and what I'm hearing from you and I want to make sure we're starting from this point is a
commitment to collaborate on some of the structural challenges that we've heard for months. um because it sounds like it's been an ongoing um kind of band-aid with these enhancement dollars when really uh what I'm hearing from the community is a request to um fix the way
that we fund the programs through potentially a cohort model, but really listening to those who are serving, asking them about their costs rather than assuming a reimbursement rate is enough because the CDE said it was enough. But really, okay. [laughter] Um [applause] so maybe first I I'll I'll
ask you know what do you imagine that collaboration looking like and when could we expect some revised um structural changes? >> So you summarized it very succinctly. So yes there would be an engagement process. It would be myself members of
my team beyond the bell staff. It would be of course representatives from our pro partner providers. My anticipated timeline would be that most of that engagement would happen in the very late summer, early fall once we're back in session come August 12th. And then that
would be able to inform our practice for the 2728 school year. What I just proposed in my opening would for lack of a better term get us through 2627. >> Okay. So um part of what's been challenging about understanding this is like the different set of math facts. So
from the partners, thank you so much for doing a lot of the heavy lifting. I've understood um broadly what the ELOP funding is, how many students they serve, and what their sort of fair share would be, and also what their costs are to operate their programs. From the district's perspective, I've gotten the
per pupil reimbursement rate that doesn't necessarily match up to the cost of uh the enrollment um because it's an ADA reimbursement. Um so so one challenge is like let's get on the same page about what numbers we're using and maybe that's something we could even do this summer um so that we're operating
from the the same uh numbers and cents. Fundamentally we were funding about $15 per student and next year we're offering about $8 per student with this 40k up to 80k um rate for school. Does that get us
to $15 per student or do we have a com a comparison? Uh, no. I don't believe it gets to $15. Uh, we'd have to >> determine. I don't know. We'd have to figure it figure that out. Uh, certainly we're committed to
doing that math, comparing our numbers. Um, obviously ultimately what we care most about is is the benefit to our students, their access to important programs. So, it's not so much about fairness per se as much as excellent
programming for our kids. And um and certainly our our our district costs are are increasing. Um certainly for so for the programs that are provided by Beyond the Bell um certainly the costs are going to continue to increase. Uh the recent SEIU agreement did have an
increase in hours and also health benefits as well as significant salary increases. And so those cost increases will also need to be absorbed into ELOP. They will, all things being equal, necessitate further reductions beyond what has already been reduced to very important programs. Uh the ELOP budget
for next year included substantial reductions across the [snorts] board on in many many areas. Um obviously one of them is is the the rates provided to our our contracted providers, but very painful reductions throughout the program. Um, and as I mentioned, uh,
further reductions likely necessary in the future, but we're still committed to working in partnership with these contracted providers to work on, you know, structural changes beyond what what's already being proposed as an increase uh, for next school year, but
something that's more durable uh, long term, but again, within those financial constraints that that we are are are coping with. >> Yeah. No, I I appreciate that. We we're all understanding the the constraints that wonder. Another way to think about it is um we have cut what I understand
there's like a $25 million gap from the 2526 to the 2627 school year for our providers and the last I heard it might be you know you're you're closing that by maybe half with this additional enhancement. So still maybe what would have been full is still a gap of like
$12 million that we can't find the funding for or we need to reduce because we don't have the carryover that we had had previously. And so I think you know there's some of that that understanding there. Um, but ultimately I I think what I would like to walk away today with is a lot of confidence that the partners
who have provided such amazing services to our students don't leave and that we don't penalize them for anything that we are um treating Beyond the Bell differently. And you said, you know, cost of labor is going up. Of course, they are also competing with that, right? If they want to fund their folks,
they have to give them a competitive salary. [applause] So, I feel like we we've heard from staff, we've heard from partners, but I don't know if if today we're going to get to the the meeting of the minds such that we don't lose our partners come this fall. When does the contract end or
what is the timing for um being ready to go for the the start of the school year? >> Uh we can have Dr. Bas confirm, but this starts for the 2627 school year. That's what the original the enhancement dollars were for were to be provided for
the 26 27th school year. >> So July 1. >> Yeah. >> Yeah. So this is a really late conversation for us. You know our schools are getting their budgets in November, December and then here we are in June for our our partner decision. And it's hard to say in a week they
might be gone. Like what [clears throat] what do we need to do today to make sure that in a week we were not gone. Um, I'll pause to hear from my colleagues about, you know, what you've heard and what you might um, you know, ask of staff to see if if this is, uh, the solution that, um, is is going to make sure that we don't lose our partners.
That's what I'm most concerned about. >> Tanya, let me ask you a question. From this pot of money, um, field [clears throat] trips to museums and concerts and things are also part of that same lump sum of money that is being paid to the providers as far as
>> Yeah. So I think the last we saw in the ELOP and the team can correct us was about 65,000 under the cap sorry 65 million under the cap field trips um under >> not from the cap this was the non-cap field trips we had repurposed those dollars was part of some of this uh
reallocation of elop dollars to fund this so Dr. B can mark >> not the reallocation what I'm hearing from Mr. Mills is how much under under EOP are we f spending on field trips? >> But we had two buckets. We had cap dollars and we had noncap field trips.
>> And what are those two? >> So the first one was the non-cap field trips was 5.5 and I want to say for the cap it was 45 million. >> So the it's for next school year. Yeah. So it's five. So for the non-cap field
trips which can be for any type of after school field trip not restricted to cultural arts passport criteria like arts um it was $5.5 million. The budget in from funded from ELOP for the cap cultural arts passport field trips for next year is the $65 million figure.
>> Did that stay the same? The prior year was last school year, the current school year technically was $76 million was the cap field trip allocation. So it went from $76 million to 65 million. So that's an example of one of the programs I mentioned that was reduced
year-over-year. The noncap field trips was almost $20 million in the current year reduced down to 5.5. um in order to fund the augmentation that acting superintendent Chait mentioned that that allocation would be
zero and so there would be no funds allocated to schools for the noncultural arts passport field trips um >> out of ELOP we have other funding for >> out of ELOP >> that's exactly right >> so Tanya let me just try to explain what I'm trying to get to there's nothing
better than the kids going to a the pantageous and seeing a live performance I mean it's it's just marvelous for the kids to see that But when I have to think about my priorities, is it more important to me that they have this good
after school or before school program and have to sacrifice some of these field trips which I think are just fantastic. It's a matter of balancing what's what's more important and to me what's more important is to have a a robust afterchool program. That's my
opinion. [applause] [applause] Anyone else? Nick. >> Yeah, I appreciate Mr. Charles on that articulation because that's the balance we're all working on and and I share your perspective on that. Mr. Ortiz Franklin I think asked some of the questions and articulated the
appreciation we have um for our partners um very well. So I just want to one thank you for your partnership and your advocacy. It's, you know, I think from the perspective of folks who are at our schools quite often, like the board members, it's we don't even see you as partners. We see
you as embedded. Like I don't think I've ever been to bankroft and not seen Will Seymour at the school. Um uh same with Hollywood and others. And so I it's um and I think partnership is not only about funding adequately, but really about bringing you all into the conversation to help us navigate
challenges, which you're well aware of. And what I have found and I know u superintendent you've committed to this ongoing dialogue but that like there's not an unreasonleness around trying to to be competitive with other districts to try to be competitive with the district's own salaries um and to find a
path that makes sense whether that's per pupil or some cohort-based model like a norming of sorts and so I I think it it's not just about the funding but I want to use this opportunity the day is to say and I've I've spoken to the district staff about this it's about the difference between sending a um a letter
that goes through the general counsel's office versus picking up the phone and saying, "Well, you've been at the school for longer than I have. Let's try to figure this out together." And I really really hope that this administration can can commit to that level of collaboration. Um, so I I want to be
clear about that. Um, and the after school and before school, I mean, many students spend up to a third of their time at a school before or after school. Um, and uh, I'm glad that we're I brought a resolution a few years ago to kind of bring some coherence, but I really appreciate um, the the way that
this advocacy coalition and expand LA has had us uh, think about this as as core, not extra as in the kind of 180, you know, the um 180 school days and instructional minutes, but not but not extra when it comes to what's making uh, you know, kids come to school and stay
in school. Um, I guess my clarifying question, superintendent, is does the change that you articulated, which I agree, kind of gets us there. It's a commitment to do more. Um, I I think in my back of the envelope, Tanya, gets us to like 11 or 12 dollars, you know, as
opposed to that 15. Um, but someone in the team can can do the work there. Does that require an amendment or because the allocations are part of the board book and not the budget financial pages, just does your commitment public here enough or did we have to kind of bring an amendment of sorts? required.
>> No board action is needed as far as I'm aware. Um we will move forward with making this change. The increase to the enhancement allocation as described by acting superintendent shade and uh I don't I don't believe any any board action is necessary.
>> Great. Well, I I um then kind of appreciate that as you know at least kind of an opening salvo in terms of this iterative process to get to get with our after school partners where we can. I'll say too that the ELOP, you know, I was looking in the last week and I really appreciate the iterative process we've had internally with the
team at some of those things. I mean, greening projects are helpful because our students before and after school are using them but are not core. I mean, a lot of districts are using ELOP to fund core after school programs fully. We are, you know, to the to the articulation and the balance that Mr. Smearson was talking about, we're not
doing that. I don't know that I fully agree with that strategy. I think we like it would be one of those like kind of fill what's most important first like fully fund our after school partners and programs and then add on top. Um and I can see that that being a change we evolve to but I I do realize that we
support a lot of different things. I also will note that there is contingencies built in the tutoring budget. tutoring something I've been really um focused on is important but I could also see you know as we've been working uh with the orientation towards solutions that is that is an area um where I think there there could be some
funding that falls out that we could put towards after school providers the only other thing I'll say just because this is on the budget not just the LLP is I I do want to thank the team for the um the iterative process with the board and with the public on getting to this budget um there's a lot of important missional aligned spending here uh
investments in our employees our English learners and high need students um in the coming year, tutoring and expanded learning as we're discussing. There's also things I know my colleagues and I don't love, you know, around cuts and changes that we've had to implement to reing costs. Um you know, I don't support our our current FSP in its form
and and voted against that last week um because of my concerns about the financial footing of the district going forward, but I also, you know, was supportive of the initial FSP. And I think it's obviously not a coincidence that our AB1200s were making a $3 billion investment and then we have to
find a way to balance $3 billion. And I think these are the choices the the board has been engaged in. I also just want to acknowledge that this is probably one of the more confusing and challenging budgets to understand in my tenure, which is ironic because like the the data transparency work and the conversations we've been having as a
board have been much more robust, but just the the nature of um the labor contracts and the state budget cycle and the FSP and and kind of our understanding that this budget will change as we get more allocation. So it's it's for those you know who are trying to piece this together. How does
this fit with the FSP and why are some labor costs included in this but not all of them like it is I just want to acknowledge that it's complicated not not through the fault of of your the CFO or the team um but just given the nature of it. So um want to own that and I know that in a month or two we'll see revised
budget that will fully reflects those increased labor costs um and incorporates what I hope is you know better news from the state. So, uh, you know, that being said, I I I plan to support the budget today. I appreciate the the move towards some partial progress for after school providers. Um, and thank the team for, you know,
answering our, um, yeah, I was to say dozens, probably hundreds of questions, uh, and being so responsive. So, thanks to Kurt and you, Simon, and the team. >> Who would like to go next? Rosilio, and then Charlotte. No, I just want to um also add on on my
comments on um our afterchool providers and our partners. Um I'm grateful to our acting superintendent um because you know I was also reiterating the importance of our partners and after school programs. Me
as a mom um my son definitely has been um benefiting from um educare. Is it educ? Yes. Yes. Or educare. Sorry. Um and um you know I've seen the difference um from a previous uh after school
provider to now to our high school students and you know I personally I've seen exactly all of the activities and um interaction and and outreach particularly for high school students because a lot of them then they leave after school and then you know uh we
want them to be able to be um participating and enjoying um activities that are not only very social but also academic. mic. So, you know, very grateful to and then continuing to improve on the relationship and have communication and also to um before you
know certain decisions um that affect our our you know after school partners or any partners it would be great to confer with the with the board is like I do appreciate particularly um with Pia you know she would meet and say hey these are the things that we're thinking of changing
what do you think and that gives us an opportunity to provide feed back um and input prior to the changes being made and I think um equally so with any changes that have to do with our external partners and after school you know let us know what the changes are
rather than after because then you know we're meeting we're hearing one narrative and then we're hearing another and we want to be able to come together um uh towards um a solution. So I'm grateful that moving forward um there will be better planning, communication
and partnership. So I do appreciate that and I know that um Tanya Franklin also came you know let me know what the plans were like I totally agree we really need to address um these issues so thank you for you know and I know that elop funding is you know um we're trying to
stretch it as much as possible but I think when it comes to after school particularly when the LA city's budget on uh Rex and parks is so minimal um the least that we can do as a school district is provide that for our students having uh with our great
partners that have been with us for years and years and really don't want to um affect the relationship that we have with our partners. So, thank you for that. Thanks. >> Thank you, Charlotte. >> Yes. Um I want to say thank you for
coming with solutions to this um acting uh Andreas Chait because I know our partners have been asking and I think one of the things that has elevated is obviously common understanding of what's going on because it seemed like there was two different two different
blueprints, two different languages being spoken and they weren't meeting in the middle and um for us to as board members to have that education as well so that we're knowledgeable as we speak on behalf of those that we are the voice of. So I appreciate that and just coming
with um for all our partners that are here that are providing a part of our ecosystem for our families. I think more than anything um I'm in a community with a lot of families who just lean on their partnership and after
school or before school otherwise they can't do what they do as family as parents for their children. Um [applause] so uh just appreciate that appreciate us being able to to say publicly now that we will come up with those definitions
that are common that we understand and um as mentioned there are areas that we looked at um even today brought up in other parts of our meeting about where there could be funding to help us um kind of close this gap when we talk
about tutoring. I know we mentioned in another portion of our meeting that online tutoring was going to be changing. So, it's going to change this um budget. And wanted to ask Sant as we talk about um it is it can be confusing.
I appreciate you Nick bringing that up because every time I look at a document and you're trying to put them comparatively together, it confuses you and you probably just throw it down because it doesn't make sense. when we talk about our students, the numbers
don't translate in every report. Um, and just even we looked at LCAP, there was a different number. We looked at our um, strategic plan, our educating students was a different number. When we are providing this, can we put an astr to
what this is? Because when we're saying a district profile, when we're looking at numbers and they're not consistent throughout it, definitely for the average person to understand what we're doing. So, however we can make that
seamless and whether it's I don't care color coded, I don't know what we do, but we need to do something so that when we're reading through our different reports that we understand how this translate into the next one so that we all have the same understanding to the point even being made today about how
our partners are coming in the room saying we can't do this and we're saying yes, you can, but how do we meet in the middle so that we have the same understanding with that? Um uh I think I think that was it that I had. Thank
you. >> Go ahead, Rosio. you know that we there's a new governor coming into town into the state and I think we really uh we can come together as a coalition to go to state as and let the a new governor know that this funding ELA
funding has been so beneficial for our students before and after school to continue because we don't know right with this the priorities of of you know new governor would have and then you know just reiterating the importance and how beneficial this funding has been um
not only for us, for the district, but also for our partners. So, I think it would be a good, you know, coming together to advocate for continued ELOP funding. >> Okay, this side, who would like to go first? >> Okay, Carla.
>> Yeah, I have some questions about just in general about CAP and then the um the other areas in ELOP. Um so cap went from 676
million to 65 million and then the other the non-cap field trips went from 19 million to about 5 million. Right. So I'm just wondering what data was used to make that decision and if it was usage
or if it was expenditures do we know why why people are not able to particularly the non-cap it seems like that's an area that was not expended so want to know >> so with respect to non-cap what we found
are some of the challenges is uh because these trips have to be uh beyond the instructional day and on Saturdays. Some of the factors could be that maybe there's not staff available to um to uh coordinate these trips or to uh uh be on the bus with the students. It it might
be that maybe um securing a location, the coordination because they're coordinating all of the cap trips that it may be that by the time they get to the non-cap there's other challenges or maybe all the buses have been scheduled and secured. Um, so there's a number of of factors that could contribute to not
being able to and the decision was really based on the spend and so even though we provided support to the schools, we're monitoring the spend uh the rate of spend throughout the year. Um, we provide them some support to to see what we can do to help them. Um, so at the end of the year when we found
that there was this this um balance left and that's how we decided to cut in that area. >> All right. Um and then what about um in the cap? Have we found any
any sort because it's as of May only 37 million spent. So what are the concerns there? What are some issues there that's making it hard to spend that money? >> Similar similar restrictions. So, uh, has to be after school or or on the
Saturday and, um, specifically has to be used for access to arts, uh, where President Schmelson gave an example of like, uh, show at the Pantageous, things like that. >> So, we only reduced CAP though by about
11 million, right? Versus the other one by a lot more. So, I'm just wondering why why we made that decision of only going down 11 million. Could we go further down and use some of those funds for the the after school programs?
>> So wondering about >> cap [applause] cap was reduced to 65 million to be more in line with what we expect to be expended once we finalize the current school year. Um and um so that that's
why it was reduced to that to that figure. >> Okay. And then this is more of a concern because foster youth programs was um budgeted for 499,000 but only 16,000 had has been spent. And
so that sounds like a very high need program. It's a program that serves very high need. So what are the issues there? Only 3% of it had been spent. Does anybody know? I don't expect you to answer all the questions, but if anybody can respond to those questions.
Uh we can certainly follow up uh with >> I would like more specific to spend all of that because it seems this is a high need group and um we need to investigate why it is that we're not using all of these funds. [applause] What are the barriers? What are
>> Yes, we need to make Well, yeah, we want to spend it wisely, but we want to make sure that these funds go to the students that need it the most. And what are what's happening there? Um and you know just echo the same concerns about the afterchool programs. Um they are they're
essential for our students. It's part of our strategic plan. We want enrichment opportunities. We want um internships. Some of these programs provide internships and uh work experience. It just expands their breath of experience. And for some of our kids, that's the
only place they're going to get it. And so it's not only just, you know, like the interest but also an equity issue, right? And we are a title one district. We have to fill that gap. So thank you Andreas for proposing to to um move some
funds around to uh to address some of this. But I would like to know how far are we from meeting the the that from closing that gap that we have right now? And it's [applause] I'm not comfortable not knowing.
>> Yeah. >> Do you need to close the gap for our providers? >> Yeah. From the per pupil spending >> that I don't think we have the answer yet. Do we? >> Yeah. Yeah. I've been trying to piece together some of the the parts here. So
it's it sounds to me that um the the gap is really about the 25 million that we reduced. >> And so maybe the team does agree with that. So I, you know, I wanted to hear where the full board was on this and it sounds like there is real desire to support our partners if we can find it.
Um, I know it's difficult to find, but under ELOP, we do have these really big categories that we often budget for and don't always find don't always fulfill the um actual expenditures throughout the course of the year. So I want to make a motion at some point if today is
if this is the right moment. Mr. Merlson um appreciating the $12 million. It sounds like five and a half would come from non-cap and wherever the other 19.5 could come from greening, cap funding, inter session. Uh there's a few other
options there. You know, I want to leave the expertise to the leadership. I don't want the board to get too much into the weeds here, but and I know it will be hard, very, very hard. Um but I I believe in this district and I believe that um Mr. Smelshen framed it really well, right? If this board wants to keep
the partners who are serving 100,000 of our students every day after school, then let's find the additional $12 million they need to close the hole. So, I'm going to [applause] So, I just sent a budget amendment. It's very, very simple. Mr. McClean has it if
he can circulate and print it, but it it's literally just says 25 million to afterchool partners with the five and a half you all already found and then the additional 19.5 flexible from any of the the pots >> and and I'll just add a as we do that
work and you define kind of those um buckets of reallocation is that there's an understanding that there's implications on the trade-offs, right? And so if you reduce greening, it means either descoping, cancelling planned
greening projects um in order to repurpose some of those dollars. If we're talking about immediate cap dollars that are already allocated to schools that were part of their budget development, it may be pulling that back or reassessing midyear to say, okay, there may be under spend here and
pulling back dollars in order to reallocate. And I I just we go in I want to make sure folks go in with the understanding is that we're going to look at every option, but there may be other implications and other conversations that make results out of
this. And so just sharing that I want to make sure that you all have awareness on what the implications are. >> I appreciate that and that's hard to to tell a school, you know, we allocated some dollars to you for funding. I will tell you the majority of my schools would be like, it's fine. and I don't even have the actual plan for my field
trips yet. So, I'd rather keep my after school partner. I think particularly when, like I said, schools got their budgets back in November. We told labor partners there were going to be layoffs in February, and here we are one week before the start of the new fiscal year for our partners. I'd really love to keep them at the same funding they've
been expecting. So, I did make a a motion. I I do need a second to to entertain it. And I think Mr. McClean has sent it around. Thank you, Dr. Rivas. [applause] and we'll invite others to weigh in. >> She waiting for the language, but um >> okay.
>> Did you want to read the amendment so while we wait for the copy? I don't know if you have already. >> Sure. >> Sure. Yeah. Very, very simple. amend the 2627 LUSD budget by restoring 25 million to the afterchool providers from ELOP funding including 5.5 million from non-cap field trips that's what the team
already found and 19.5 million from any combination of cap greening interession and or high dosage tutoring and maybe the board wants to weigh in on exactly how um but I tend to trust the team to figure out exactly how >> Charlotte go ahead >> yeah so I mean obviously when we look at
spaces of underspent I think that's where that initial dollars come from, right? Because if we're not spending it, then it can be reallocated somewhere else. And I think to the point made here, uh, making sure we close that gap and finding it within the areas that we
I mean, we discussed, like I mentioned with the tutoring, I'm thinking those are some areas that's going to be underspent throughout. And I think the school sites would understand that if we're giving it in this format. So, I appreciate the the motion, >> Kelly.
>> Hi. Yes. Sorry, I I haven't weighed in on all of this and I and I think what what I will say is I think it we're in a challenging moment and and I appreciate um the other board members weighing in on obviously we we have to make prioritizations and I do think the afterchool partners provide essential
services for our students and for our families for our working families like this is a lifeline both the afterchool programs that we provide but also our partner programs and I know um those that exist in my district you know have have a good reputation and families are really reliant upon um upon these
programs. We also know that extended learning programs are not just about care, but it's also about safety, well-being, um access to enriching experiences for our students. So, I'm just want to validate all of that. Um the I guess the one thing I will note just as part of the board's conversation
is um you know we we are also looking at like how can we help restore really important programs like BAP and SENI that maybe also include these types of components and um ensuring that eligible expenses are funded through restricted
programs is a part of that equation. So, um I just I think it's important to make sure we we're also seeing the fuller picture because these are the same students. The students who whose schools receive funds through SENI or through BAP may also be the ones that are provided afterchool programs through
these partners. Um and there are impacts from whatever decision one might make. So, um, not I don't I have to read the amend. I haven't read the amendment yet, but um I just want to ensure that we're thinking about those things as we are
making these kinds of decisions. Um, and considering where those impacts will be. Um, as far as the greening item as well, I mean, I think my understanding is that those are for projects that were already approved. No, there's no new projects that are being approved and and funded through through this allocation. Um, so
again, like the pro this approach works if there is a real opportunity to do to make some savings in some other areas and I I don't I don't want to set us up for failure in terms of like is there actual dollars that could be repurposed here. So
>> anyone else can I clarify who moved and seconded the amendment? It was >> Thank you. >> Ready to vote. >> Maybe I can provide some just some clarification. I think it was said before, but um the allocation that was
proposed by the acting superintendent costs $12 million. Of that $12 million, we've only identified five and a half of the 12. uh we have not I we're committing to the $12 million because of all of the for
the reasons stated by board members by our by our valued partners because of the importance of those programs but we are short $6.5 million of the $12 million that's already being proposed. Um and then I you know 19 and a half
short of the amendment before you today. Um just wanted to make that clear. I'm not advocating one way or the other, but just to to make clear that we have not identified the funding for what was already proposed by by the acting superintendent.
And and while the greening projects that were mentioned are, you're right, the what's budgeted for the ELOP budget next year are EL are greening projects that were previously proposed and approved. freeing up those funds to repeat what deputy superintendent Salceto has said
would necessitate the the disoping or cancellation of those projects. It's possible, but um it's not uh uh it's not the case that we would be not approving future projects. It would be cancelling existing projects. I guess my preference
would be that it comes from CAP. Um, given that that's such a large budget and there might be some other intricacies that the team might need to figure out, which is why I didn't want to specify like exclusively from CAP. But to Mr. Smarlson's point, if we're trying to decide the highest quality experiences for expanded learning, then
I this board sounds like we're leaning into the daily experiences and not just the one-time. As much as I love one-time field trips, I proposed that when we got all this COVID money, I was like, let's send kids on field trips with the onetime dollars and instead we committed to personnel that we are now having to um figure out. So, um that's why, you
know, leaving the flexibility open. I recognize that $19.5 million is not easy. It's not hiding in the couch cushions. Um and I I am hearing from the partners that if we don't do that for next week, because literally July 1 is next week, um that they will not be able to sustain the programming at our
schools. And given the late timing of this, I think from my perspective, we owe it to sustain the work for next school year and to do exactly what the superintendent said this summer and fall. Sit down and fix the structural issues so that we don't do these band-aids last minute. But it just feels so late to me that it it would feel like
pulling the rug out from under partners who we have built such great relationships with. And I don't want um people to feel like they uh can't be here in LA Unified. We we hear that too often from people who say it's too hard to work in LA Unified. We don't want to lose the great people who already are working with us.
[applause] >> Go ahead, Kelly. >> Um to Mr. Bravo Creamy. Um to understand uh like our own costs for afterchool programs. Um we recently unanimously approved a new agreement with SEIU which
includes as you said expanded hours and also increased salary for our Beyondthe workers. How is that reflected in in this? How or is it a is it reflected in this budget? >> It's not. Okay. So, that's that's kind of what what would you anticipate that
might mean in terms of additional costs for our own after school programs? >> Tens of millions of dollars. Um it's going to depend on the employees the the elig so it's it's an increase in hours. The substantial increase in cost is the salary increase which is over a
three-year period 24%. But specifically for Beyond the Bell, increasing their hours from 3 and a/4 hours per day to four hours per day, that 15 minutes of additional wages is not the big cost increase. It's that they now become eligible for health benefits. Uh health benefits are
provided um at four hours per day for classified employees. And there's some more details and nuance specifically to to when they become eligible, when beyond the bell workers specifically become eligible. But uh there that's a considerable cost that will need to be
absorbed ultimately and um and will necessitate reductions and so the reductions to absorb those costs have not been identified. I mentioned last week that there were significant impacts to our other operating funds and to restricted general fund. We focus most
of our attention on general fund unrestricted t typically in our presentations. But given the scale of the the cost of these recent agreements, we showed last week the impact on the ending balances for child development which were projected to go negative. Uh
cafeteria fund which was projected to go negative and and general fund restricted which was not projected to go negative. But general fund restricted is a combination of many many different grants. And the assumption is that all of these programs will selfbalance. That's the kind of inside baseball term
we use. But what it means is that they'll live within the revenues that they receive. And so the cost increases to title one must be accommodated within the allocation the revenues we get from title one. Same with ELOP. Same with these other operating funds, cafeteria, child development, adult ed. So, our
general fund unrestricted multi-year projection does not assume any contribution from unrestricted to those other restricted programs. Implicitly, it assumes that they will selfbalance, that they'll cut the necessary things to absorb those costs. Arguably, that's the
that's not a conservative approach. The more conservative approach would have been to assume that those restricted programs will not be able to absorb these costs and that it will instead come from general fund unrestricted. What that would have meant is a substantially larger fiscal stabilization plan, much bigger than the
$3.6 billion, which is already obviously of of very deep concern from a financial and programmatic standpoint. And so, sorry for the long response to your question, but the shorter response is those increased costs are not reflected
yet and the cuts necessary to absorb them have not been identified yet. And in terms of when um because sometimes we approve salary increases that are in the future, but when it comes to the SEIU agreement, my understanding is that that's a contract that expired a couple
of years ago at this point. So I would imagine then uh that those retroactive wages, we're going to fill those fairly immediately um since the board just approved those contracts. So, it's not it's not as though maybe we have a year before those
fully um are implemented. Um we we're going to fill them sooner. >> That's exactly right. The SEIU agreement is actually for the 2425 school year, 2526 school year, and 2627 school year. So every
cost associated with the salary increases that are in the past which is all of 2425 and and really all of 2526 are going to um be incurred moving forward. And so it's ex exactly as as you described. >> Okay. Maybe as a follow from this
conversation, we can get a little bit more like a a ballpark estimate of the impact on ELOP for um increased uh labor costs associated with the SEIU agreement for for beyond the bell. I just think that as we're taking a multi-year look
at our budget as is required um we need to understand like what the specific impacts because we might maybe it's the case that we could find some funding for this year through but in terms of the broader problem that Miss Ortiz Franklin is raising around the structural issues
um with maybe how our partner programs are funded that's going to be an additional significant consideration and a significant amount of money that that we're going to need to provide. for our employees. >> That's right. >> Can I I just clarify when you say the
SEIU labor costs aren't reflected. They are in the FSP >> the impact on general fund. So on all funds they are on all funds they are in terms of the my impact but we've not identified the necessary reductions to prevent some of those programs like the
one that we talked a bit last week on were we talked a bit about were cafeteria and child development. um they're projected to to go negative and so we've not identified this the necessary reductions and that that's true of some of the other smaller grants as well but that's the discreet like
line item I mean the the the nut that we have to cover for the SEIU contract is not like that's what I was talking about with some of the confusion some of it's not in here but it's contemplating the FSP I mean so to Mornes's question like if we reallocate another 19.5 million within the LLP the
LOP that does not significantly change the challenge we of with like the FSP already contemplates those rising costs. >> No, the FSP only addresses the impact to general fund unrestricted specifically and so the multi-year projection for
general fund unrestricted only includes the costs against general fund unrestricted and so the FSP that's $3.6 6 billion shortfall at by the the 20 end of the 2829 school year. And that's why all the reductions in the fiscal stabilization plan are also to general
fund unrestricted. And so to the extent that there's a reduction, uh that is not general fund unrestricted, that doesn't address our shortfall in general fund unrestricted. And so uh we still have a lot of work to do to reflect and absorb
the impact of these reduction of the cost increases across other funds. And so to answer to to address specifically your question, if we were to identify reductions to provide 19.5 million additional funding to providers instead of the uh
what was proposed earlier. Uh those are reductions that otherwise could have gone to offset these increasing costs as part of the SEIU agreement that won't be available. We have to cut other stuff. So each year in the budget, we we we try to anticipate in these programs
salary increases, right? We know we're in the middle of negotiations. We know that we're going to have cost increases and it's what's called, this is another kind of inside baseball term, we call it a potential funding variance and it's what schools are familiar with because they see it in their budgets. Um,
there is a little bit set aside for these cost increases, but when the salary increases are so significant, they're far exceed whatever buffer we might have set aside. So, if we set aside 5% and the salary increases 12% in
that one 12-month period, that buffer is less than half of the cost of the salary increase. Um, and to board member Gonz's point, when you're settling an agreement a couple years after the expiration, then you're seeing a huge sum of of
costs happening all at the same time. And so I'm I'm just sharing this information because it's relevant to one, it's important for the for the for the board and public to be aware of it, but I think it's relevant for the decision at hand. >> Okay, everyone, are we ready to vote?
Any more comments? >> I had one a question, but it was not on on um it had to do I don't know if it was already asked. Second, um, you know, the board
made a significant commitment, uh, approved of the 10 million to support implementation of the American Indian indigenous student comprehensive plan. Um, yet the budget before us reflects an 8 million allocation. So, can staff
clarify whether the district is maintaining the full approved investment or whether funding and or why funding has been reduced? And if funding has changed, when did that occur? What was the rationale? The impact if any uh will it have on the implementation of the
plan of services of students moving forward? >> Dr. Rivas, we have uh Lydia Kosa Stevens coming and Mr. Tony Aguilar to share more. Uh but uh this was part of last year's central office reductions that we also had to make. Uh and so they can
share a little bit more uh on what that is impacting. Go ahead, Lydia and Tony. >> Thank you. Yes, this is part of um the reductions overall that were taken by uh departments across the district. So that impact is down to $8 million will be the
amount for the 26 27th school year. Um, if you can see a highlight of it is that the investments we made the last two years really have placed a really strong foundation in the work and investments in classrooms. We worked really
diligently to make sure we had the literature by the authors, authentic authors, so that all classrooms and classroom libraries had sets of this authentic literature to continue the work that we're doing. Today I've got about 800 people being trained on that
lesson development piece all day long to ensure we continue to support that. We've also invested in key development with teachers. That cadre of teachers is growing to continue to uh spread the knowledge at their schools and the
lesson development. Another investment that we've made is with key partners like the Tatavian and um our Cello group and discussions within and California native ways of knowing. So those relationships are strong and we've been
working together and um we will continue the concerted efforts to ensure to grow including identification of students that we've been doubling with that piece. So there were huge investments made in MicS identification, getting mailers out, putting these items in our
enrollment package. So those were like one-time costs that we won't have to repeat. I'm not sure if that's helpful or if you have another question. >> So the 2 million was based on staff, the reduction in staff was the 2 million that >> it's the 2 million overall of the 10 million. So, we've been able to hold on
to some of the staff to ensure that all these program implementations that we've been doing are maintained to continue the supports for students at schools and the high interest we have with teachers um implementing the content CLRP all of
those different pieces. >> I have anything else, Mr. [clears throat] as a result of the general fund. So, the commitment that was made by the board that $10 million was from the general fund unrestricted. Hence, when we were looking at those reductions, that's where we all of our divisions were looking at those kind of budget line
items. >> Thank you. >> Okay, ready to vote, Mr. McClean? >> Sorry, we're voting on the amendment first, right? >> Got a couple things. Yes, we got the amendment first and then the underlying >> We're voting on the budget. >> So, um >> Oh, no, not yet. And maybe I'll just say
before we vote on the amendment, um, if the amendment doesn't pass and partners do walk, then staff will have to be prepared to staff up beyond the bell, right? And potentially pay then for more 4hour SEIU positions at the school sites where our partners might leave. So it
could be more costly. [applause] Just a consideration for my colleagues. Any other questions before we do the amendment? >> Everybody clear on the amendment? We're going to vote on the amendment. Okay. All right, voting on the amendment. Uh, Miss Newell, >> yes.
>> Dr. Rivas, >> yes. >> Mr. Melvin, >> yes. >> Miss CGO, >> you know, I'm going to abstain because I think that I don't have all the information and I am concerned about not having
pulling the monies from other buckets in ELOP is going to affect other areas of that we've already made commitments to. So I'm going to abstain from that >> abstension. Uh Miss Gomez, >> I'll abstain for the same reasons. >> Abstension. Uh Mr. Ortiz Franklin. >> Yes. >> That's a yes. And board president.
>> Yes. >> So that's one two three four five yeses for the amendment and uh two abstensions. [cheering] [applause] Board. The board is discussing the underlying now amended [applause] budget.
>> [applause] >> Just one last comment on my indigenous question. >> Um just you know they don't you don't have to come forward. just I just want to thank you for the work um on on making sure that our American Indian indigenous student you know
comprehensive plan and the funds were were you uh were utilized um not only for long term short-term and long term and they were being used effectively efficiently but just want to make sure that we continue on working on identifying our um American Indian and
indigenous students because we need to make sure that we're counting them and we know exactly the needs and connecting with them. So I think that is um an area that still needs to to that we need to work on. So thanks. That's all. >> There's an ongoing commitment. Dr.
Rivas, you're absolutely right. [applause] >> Okay. I'd like to make a comment if I may. I haven't spoken yet. So, um I just want the auditorium to know that I do support HEAT and BAP ever since it was
at its inception and that's thanks to Dr. George McKenna uh his great ideas and I've seen the great progress that our students have made. Um, and that's why I supported Miss Grigo's
um, [clears throat] suggestion that we borrow from the uh, OPE to fund BAP after I was uh, assured that it would not be illegal and that
our retired employees would not suffer because of that. So, I was okay with that supporting BAP. Now we have the central office budget cuts and they were also very necessary because without that our fiscal
stabilization plan would not work and the county of Los Angeles board of education would not accept our budget and I do appreciate that all the cuts were made were trying to be made away from the schools. That is really
important and we all know that. But you know the cuts the central office also affect our schools and many many services that central office supplies to our schools is being cut and having to decide where to cut is
very sad. Very very sad. Central office people are our people too. We all work for the board of education LUSD. So many of these cuts unfairly target our school police. School police are tasked with protecting
our district assets and even more important protecting the safety of our students and our staff. And I have worked for the district and in schools in schools longer than anybody sitted here including the superintendent longer then. and I have
seen and experienced and witnessed the great work and the assistance from school police all the time. Now, I know there are members on the board who simply do not appreciate school police and I see how that is reflected in the
many resolutions and following the resolutions, the amendments to the resolutions that seem to always target school police. They're always mentioned to be cut. Always mentioned to be cut by name.
So the last amendment called for additional cuts to central office and included school police. And regretfully I had to vote yes. Not that I want to cut school police, but I understand that we are in a very difficult situation and
we have to make cuts in order to make our fiscal stabilization plan work. So Mr. Chait, I just want to make sure that any reductions that we continue to make to school police would not affect the
actual officers who are protecting us, but other assets aspects of the school police department that makes it furnished. >> Thank you, board president. So there there were a few items that were called out last week as we discussed the fiscal stabilization plan. And there's three
parts that would uh potentially impact school police. One is uh just a general central office reduction. Again, we had already put a $50 million reduction for central office for 2728, which would include uh school police taking a
reduction there. There was an additional uh by amendment there was an additional 20 million of central office reduction that was added. So a total of 70 million. And again, school police would be impacted there. Um, there were two other reductions specific to school
police uh uh inserted via amendment. Uh, one was for the coming year uh $3.5 million reduction and for the following year a $7 million reduction. uh in looking at those reductions and in looking at what's available, what we can
do based on staff analysis is look at that $ three and half million dollar reduction that could be done without directly impacting personnel within school police. I cannot say the same for any of the other reductions, but specific to the three and a half
million. Yes. >> Okay. Thank you. Other comments? Anyone else? other comments. Charlotte? >> Yeah. Well, I appreciate you bringing that up. Um because obviously we were I'm not say we I was put in a predicament as well because I do believe
in our safety officers as well in our school sites and yet and often we have put one against the other. was even mentioned here in public comment and it is not synonymous nor is it um in a
tangent to our program that we have titled Black Student Achievement Program and that by no means do one trump the other or one is better than the other or however we want to frame it. However, I know our
school sites and many of our families have come to this board and have made mention to their need for our school officers to be present near their school sites. And so I appreciate you bringing the comment
publicly so that we could have that conversation um because it is true and our officers do more than we can imagine um as we continue to lose revenue at our school sites. And so just for public record, we are losing items at our
school site because we don't have oversight of some of the property that our school resource officers tend to respond to. And so anything 50 grand plus, our officers are not responding to our school sites. And yet we are losing
revenue that way as well because of loss of property. And so, um, wanting to always mention, um, the facts so that we are still on the same page, uh, to that point. And it is unfortunate and I do, uh, definitely say that our schools and
the voices of, as we mentioned in this board, about 5,000 continue to want to support our resource safety officers. So, thank you for that. >> Thank you. Any other comments before we vote >> on the budget? on the budget.
>> Okay. >> Okay. Go ahead, Carla. >> Son, I remember I had that question about the increase in cost for the pay as you go. I I can you explain to me why it went up? From my calculations, it looks like it went up. Okay, let me
explain it. Every year we budget pay as you go to pay for our benefits, the benefits for our retirees, right? Our current retirees. Yes. >> And it's always in the budget. It's never taken out. And in the June 12th
book, board book, you um there was a page that showed um how much we have been budgeting for pay as you go since 2021. And then what I noticed is that between
24 25 and then 2526 the rate or the percentage that it went up by was like 26% versus previous years it went up 2% or 4% was the highest. And
then once we established that that 26.2 to level the next few years that are in the board book in the fiscal uh pages, it goes up by like nine or 10% each year. So, can you explain to me why?
>> Yeah. So, now now that I and thank you for sharing the the page number that you were referencing and and the board material date. I think uh that's very helpful. We're going to have to follow up with you. Um, when I quickly looked at it, uh, there's a difference between past years, which are actual
expenditures, and forward-looking, which is what's budgeted. I can speak to how we budget for this. I mentioned a little bit last week, but it's all based on the health benefit agreement. So, we make estimates before the budget is developed
for the following school year of how many people are going to be actually retired and drawing benefits during that school year. um as well as what the cost of the premiums will be. That way we can build it into the budget and it's built into the budget at the individual position
level. So when you look at an actual position in the budget, you'll see the salary, see the cost attributable to their active employee benefits, but also a a share that's basically kind of spread across all positions related to those that are already retired. Mhm.
>> And the reason for that is so that we collect kind of the fair share cost from all funds, right? So that general fund unrestricted isn't bearing the full cost of retirey health benefits because employees who've earned them have come from the bond program, from title one,
from the cafeteria program, crow program, etc. And so that's how we ensure that every fund is paying its fair share and that the general fund unrestricted is not overburdened for those costs. And so every so that we budget let's say it's like 5,000 per
position attributable to the amount for those that are already retired. But then a position is either filled or not filled that actually determines how much we collect through the kind of payroll process to then put into the health and welfare fund. But what is put in the health and welfare fund is defined by
the health benefit agreement. there's no uh discretion regardless of whether a position is filled or not filled, regardless of whether we estimated correctly by contract. We have to put a certain amount for every person that's actually retired and drawing
benefits. And so if our estimates are off, we either are going to be underfunding the health and welfare fund or overfunding the health and welfare fund. Um, now typically our estimates have been pretty solid. Like we have a
pretty good understanding based on several years of data on on where things are land, but but what's budgeted for next year is based on our estimate for how many people are going to be retired and what we're required by contract in the health benefit agreement to put into
the health and welfare fund for every person who's retired. And so the total that you see in that table is like I think it was about $330 million is just that that kind of math. It's kind of the the amount we're required by contract to put in for every retired person
>> against the number of people that we think are going to be retired and that's kind of the grand total. So we can look a little bit more into why the the past years where they were actual expenditures as opposed to something that's forwardlooking what what other factors might have contributed to it.
But but generally speaking, the costs are always just the number of people drawing benefits and the cost per the labor but the health benefit agreement that we're required to put to put in. >> All right. Yeah, if you can get me that info, that would be really helpful. And
then when will we know what the actual is for 2526? When do we get that information? >> So the first update will be at in September when we have unodudited actuals. those numbers are almost final final and then the audit is typically presented to the board in in January and
so January is when kind of we'll be officially closing the books on this school year >> 2526 >> and then what happens if we do find that we overbudget by a lot what happens to that >> so per the health benefit agreement if
we've contribute if there are more contributions than costs within the agreement uh the reserve amount up to $125 million um stays in the reserve. >> Okay.
>> Um and half of it could go to pay for the next agreement, but the other half is retained by by the health benefit committee to pay for u potential increases to benefit levels and things like that. >> Okay. So, it stays in the reserve >> within the health and welfare within the
health and welfare fund. >> In that reserve fund, that's right. No, no, that's right. >> Up until up to 125 million. Okay, >> correct. >> Got it. Thank you. Sure. The other thing is on page um 29 of the budget book.
>> There is um an increase let me see 29. Yeah, there is a um an increase of over 50 million for utilities and sustainability. Can you explain why? Do you have that in full by chance?
>> You said page 29. >> No. Two >> Roman numeral two >> number nine. Two Roman numeral 2-9. >> See on line 2 number 29. It says utilities in the districtwide
operations. So I'm just wondering why the increase. There's no FTE changes. So why that $50 million increase? Uh, well, I'm going to have to follow up uh on that. >> Curious about that. Also, on page 28 in
the TK instruction number four, it says contracted services. It went up to 14.5 million. It went up by 14.5 million. And can somebody speak to what those contracted services are under instruction?
>> I'm sorry. Can you point me to the page number? >> Sure. Um, Roman numeral 2-8 and it's line four, contracted services. >> I'll I'll have to follow up with you. Um, this is all operating funds. So, this is not just general fund. This
includes all the different operating funds. Um, and you're asking about the >> contracted >> contracted services on page 2-8 >> and it's under TK12 instruction. So, that's what I'm curious like why what what does that entail?
>> Yeah, I'm sorry I don't have the the detail on on every um >> item within this document, >> but we can certainly follow up uh with an answer to each of those questions. >> Okay. And then just not necessarily about the budget book, but just how we
allocate funds. And um I just recently learned that BAP funds, 25 million of them were allocated in January of this year. So it made it very difficult to spend that money. And maybe Pedro can is he here? I don't know where. Where is
he? >> He's back there. >> Oh, there you are. Um, can you share with me why those funds went out so late to the school sites? $25 million were sent in January and that at a school site that's difficult to spend. So, what
happened? >> I would have to look into the release. It may have been that this was the additional supplemental allocation that was approved in the June budget when we went from 125 to 150 or 175. Um and there was a determination to release the
initial dollars, look at spend because that what we had seen in the prior year is that there was under spend. So as schools were spending down, we released a second trunch. Um so that to make sure that you know they were first spending down their initial allocation.
>> It's just very difficult for school sites to spend their money when we do that. And I know we have that awareness because we have talked about it. And so we have to figure out a way that if we already know that the money is going to go to that particular
office or that particular school site for X amount for X program or services. It makes it better. I mean I it makes it easier for a school to be able to plan if the money is already there. Not that they get it at the you know in January.
It's nearly impossible if it if you're going to hire somebody, you can't hire somebody in January. So, it's we have to change that practice because what who winds up hurting is our our students at the school sites, right? They are the ones who So, what can we do to fix that?
>> And Carla, that's what goes on in at our schools all the time. Yes. >> Money has come in and then you can't buy anymore because time has passed. >> So, we can as as Mr. Salto mentioned, we can certainly follow up after we research the specific timing that that
you're referring to, but it is often the practice that when that allocations are provided throughout the year as spending gets up to limits. Um, we certainly don't want to prevent programs and schools from being able to implement their programs, but I do need to be
transparent that moving forward under the current financial circumstances, there will almost certainly be more procedures and practices put into place that make it harder for people to spend money. Um, we will be doing things that will create friction in in the system to
generate $200 million of non-contract reductions. We will be implementing not just identifying specific contracts and specific budgets to reduce but but review processes that do make things slower. There's an impact to that. Now we always do everything we can so that
those processes do not impact our schools. Um we do our best to give a little bit more um flexibility in terms of the timing and processes but but there are still things that that will be necessary.
uh that are like I said going to create some friction. And so I certainly um you know we want to try to strike the balance between um implementing programs with fidelity and quickly and giving some difference to program staff.
But when districts are facing the size of the financial challenge that that that we're facing, um some of those pro procedures and processes that get put in place to address them can can have some some
consequences. And so I just wanted to while I I your point is well taken, I do want to I don't want to be disingenuous and say that that it's going to only get smoother and better and in fact it's likely to be the opposite. I understand and I foresee a lot of friction, but if
the money has already been budgeted and then we're not allocating it until later in the year, we're almost setting them up not to spend it. And that's not the plan, right? I there's going to be cuts and we know that there's going to be cuts and we know that it's going to be tighter and there's going to be more restrictions on how do you spend the
money but in terms of once the bud the money has been budgeted for that particular program at school sites they should receive the money in enough time to be able to use it. Other otherwise it's disingenuous of us to say we're allocating funds but then we do it in
such a way that it makes it impossible for them to spend it. and with our new policies of sweeping back funds that are not spent, they're never going to spend it, right? So, I just I I hear what you're saying about how things are going to get tougher, and I I think everybody
expects that, but I also want us to be uh mindful and uh and set up processes that will allow our students to receive the services that we have decided are going to be going to their sites for a particular thing. And it's not new. This
is not a new thing. Like Scott said, this is an ongoing issue. But especially now as we are cutting and people are depending highly on every single dollar that they get, it is more important for us to to stick to processes that
alleviate that that um issue of not spending the money. Same thing with Sunny funds. That's a lot of the issues that happen with Sunny is some schools would get their allocations later. So that's it for right now. Thank you. >> Thank you, Carla. Thank you. Now, are we
ready to vote? >> One more, Kelly. Go ahead. >> Uh, apologies not to belabor the conversation. Just wanted to raise I know, you know, there's an ongoing conversation about our equitable funding streams and and this is going to be a continued conversation as we see what new state revenue we hopefully um
receive um when the state budget is finalized. Um but I I think there were a couple of important points raised around um as we look at uh concerns about preserving those equitable funding streams. How do we plan for the future? Um a couple suggestions that were raised by partners around looking at school
site impact data. So as we look at reductions over the next several years, how can we lift up what are the on the ground impacts that schools will see and how does that differ depending on the the needs of the community and their seni ranking? um developing a multi-year
restoration framework. Um and you know, we we made commitments last week as part of the FSP, but what does that specifically look like? What are the the triggers for restoration of those funds? um any criteria that we would want to make explicit as well as a standing
process to be able to engage with community partners around um these essential funding streams that were were really one and developed in partnership with community- based organizations with students with families etc. Um so I I I guess it's more of a question for
Superintendent Chait whether you um are there commitments or responses that we can make around those specific ideas. >> Sure. I I mean I think in very broad strokes that's the commitment that we made last week as you referenced. Uh I don't have any concerns with drilling
down to a specific process for restoration. Obviously it would be very very very contingency based. The the largest if not the sole contingency being additional revenue coming in. Additional revenue can take any number of forms. It can be additional dollars
from the state. It can be underspent in certain categories that are then reallocated. That would establish our baseline. Once we have that, then yes, we can engage in a process obviously under board direction around how those dollars would be spent in prioritizing SENI restoration. BAP is already
essentially restored for the next three-year cycle. So, it's really about addressing SENI. uh as we cited last week or as we committed to last week, we would begin with the high highest with those two quintiles and then assuming that there were dollars beyond that
which is aspirational, then we would try to solve for the three remaining quintiles. >> Yeah. And I would assume, you know, we're going to go in order based on based on ranking. you know, even if we got to just the highest need of the moderate tier, for example, like that would that would be the right approach
to take um given limited funds. Great. Well, I hope maybe more specifics can be offered when we revisit the FSP come the fall and and that also a clear there's a clear process for community to articulate their their ideas and and priorities. Um, and then the one other
piece I was going to mention is just also to the extent that well I guess somewhat contrary to the conversation we just had, but to the extent that highest need schools and communities can be prioritized when it comes to restricted funding sources, I'll note for example our title one threshold that's listed in
the budget documents is 45%. So 45% of students um being eligible for free and reduced price lunch. When you think about the needs in Los Angeles and the concentrations of poverty that we have in so many of our communities that that is not, you know, near the highest of
need and that's probably not even the average level of poverty at our schools. So, we we need to think about in an environment of constrained resources, how do we concentrate those dollars in the communities that most need them, understanding that our general fund uh revenue is is limited. It's not enough
for for the needs we know that our students have. So hopefully more specifics on that front can be brought in September as well. >> Absolutely. >> Okay. I think we're now ready to vote on our proposed budget. >> Mr. McClean. >> All right. Tab six. Uh after having been
amended, taking the vote. Uh Miss Newell. >> Yes. >> Dr. Rivas. >> Yes. >> Mr. Melvin, >> yes. >> Miss Grigo, >> yes. >> Uh Miss Gomez, >> yes. >> Miss Ortiz Franklin, >> yes. >> Or President, >> yes. That's seven eyes.
All right, we're going to move to tab seven quickly and then general public comment right after that. Uh tab seven is the fiscal year 2027 OIG work plan. May I have a motion and a second? >> Move it. >> I'll second. >> Moved by board president Schmurson, seconded by Mr. Mewin. I believe there's
a question on the item. And I have general public a public comment on it actually. So let me uh >> let me get to the public comment as folks shuffle out. Mr. Tokoski, I believe. Come on down and we'll wait for the comment until folks are a little bit quieter, but come on up. You have two
minutes to speak to tab seven. >> No, there's no presentation today, but the materials are available online for you. Just one second. Folks are shuffling out. Pretty please. Okay, Mr. Telkowski, I think uh I think
we're set. The two minutes is yours. Thank you for your patience. >> Thank you for the opportunity to speak to you, Mr. President, Mr. Superintendent, board, and public. Uh first of all, I'm here on the annual work plan of the office of the inspector general. As a former board member of 12 years and the author of the motion that
became the piece of the institution of the inspector general's office, I'm here to remind you that the item before you has signatures on it that should not be on it. This office is a direct report to
the board of education. If you read that report and the public looks at it, it says it's presented by, reviewed by, this is the inspector general's area and the board. And so I want to welcome our new inspector general if he
hasn't earlier today been introduced. I also want to say board, you lost the last inspector general. She's now the deputy mayor of safety in the city of LA for whatever reasons that were never publicly made out there. But let me say one of the issues
Sue always talked about was there's not enough general fund money in there and you need as a board as you do the budget and adjust it to put more general fund otherwise you're predominantly auditing only facilities bond money for
example ELOP $2 billion has been spent on ELOP are you going to wait until the state Hoover commission or somebody audits that you're spending ELOP People are getting pecards in the tens of millions and spending last minute. When
you finally get a list, you are going to be very upset. And let me say congratulations to Miss Franklin for for finding budget dust, as Margaret Lamont used to call it, $11 million. There's $500 million in Elop. In addition, Prop
49 has a afterchool program, 160 million. The federal government gives you two million, 200 million. That's $900 million for after school. Meanwhile, this audit plan gives us Hamilton High, thank you, Harbor Freight
Tools, developer fees, the Downtown Law Group. There is so much money that the return on the investment of your inspector general can give you. Thank you very much. >> Thank you for your [music] time. [applause] >> So, I believe that no questions, right?
This new bill. Okay, let me just say since I'm sorry >> you do go ahead. I'm sorry. I'm sorry. >> It was just clarification because I wanted to know because we were adopting the work plan and the
inspector general just got here. So wanting to know could it be adjusted or amended after its adoption. That was the question that I had. answer. >> Yes.
>> And that's >> and welcome to >> anything's possible, right? Okay. >> And I want to say welcome. >> Yes. Yes. Mr. Hoffman, you're I know you're going to meet with every one of us individually, but let me give you from the board of education a welcome to the board of education and I hope you
had a fun day here today. >> Thank you very much. Any further questions on tab 7? >> It's been moved and seconded. Uh, Miss Newell, >> yes. >> Dr. Rivas, >> yes. >> Mr. Melvin, >> yes. >> Miss CGO, >> yes. >> Uh, Miss Gomez,
>> yes. >> Miss Ortiz Franklin. Uh, board president, >> yes. >> All right, the six eyes. I need to collect votes on a prior item tab four. Um, Dr. Reebos, this is the local control and accountability plan. >> Yes. >> And, uh, same for you, um, Miss Grego.
How do you vote? >> Yes. >> Thank you. >> Um, okay. And we'll come back to tab 7 for uh Miss Ortiz Franklin. And we have some very patient folks who've been with us most of the day for the uh general public comment.
>> And then after general public comment, we have Mr. Melvoy's adoption of the 2627. He has a question. >> Yes, that's right. >> You got it. >> Okay. So, uh, general public comment. We have 20 folks signed up. I'll call on those who uh
have listed themselves as being here in person and then we will call on those who are uh remote. Let's see. Mao Tjo, are you here? I think I saw Mr. Tjo, come on up, Mr. Tjo, you have two minutes to speak once you begin. Then
Christopher Cington, uh then Adrian, and then Marquavius Moore. I suspect some seeding of time is coming. >> Ameilian my time to your end. >> Thank you. Come on up, sir. You'll have two minutes to speak once you begin.
>> Hello. Good afternoon. My name is Iran Lopez. I'm gonna be a upcoming senior at Man UCLA Community School. I'm here to talk about how you guys have all this uh you guys are keep cutting BSAP, you guys are keep cutting budgets
and that's affecting my school. Especially my school is a community school. It's a school from sixth grades to 12th grade. My school uh right now we're seeing an event uh we don't have enough computers because the computers that we have at
our school they're being taken for I already testing. So, the classrooms that don't do I ready, like math, AP, African-American studies, don't have computers. Why? Because we're having to put them in the rooms where um they're
having to do I Ready and all this testing. Instead of spending all that money in I Ready, you guys should put that money back in BSAP. Put that money back in our schools. my school in APA
African-American studies, we didn't even do some of the work. Why? Because we didn't have Chromebooks. And because the school is we're a sixth grade and 12th grade school, so we don't have enough money for all the students. So, we don't
have Chromebooks and we don't do the work. So, like, please put the money where it belongs. Cut school police. put the money in our schools, please. And thank you. Have a great day. >> Thank you very much.
>> I'm gonna take the last 20 seconds. Um I just want to take some time to commend you all board for passing the fiscal stabilization plan that protected BAP. I did want to speak directly to Miss New um today as well and acknowledge the decision that was made um as the only
black board member to continue to support BAP. I do also want to express my disappointment with Melvoyne and Miss Ortiz Franklin for their lack of support for black students and like finding time today to save after school programs. After school programs are important and I think at the same time as people that
have um advocated for BAB to not have voted on that fiscal stabilization plan was truly a shameful. Thank you. >> Thank you Mr. Tjo. [applause] Christopher Coington, come on up please. >> Hi. Thank you. I yield my time to Chloe.
>> Okay, Chloe. >> Hi. Good evening. I'm Chloe Claxton, a soon to be senior at San Pedro High School. Um, I came here to say why the multi-million dollar funding for LSPD should be redirected towards BAP. BSAP
has a number of beneficial factors for students. First, they fund school counselors, which regulate students classes and keep them on track for graduation. They offer support by acting as a guardian, making sure that students are completing their A throughG requirements while instilling the importance of having good grades. With
the help of BSAP, students are able to manage their courses and work, knowing they have a group of people that are working in their favor to support them. On the other hand, police officers sole purpose is to maintain authority to maintain order as an authority figure
um which cuts off any possible connection with the students they are meaning to protect. Even when something does happen and the police are called, they often come after the situation was already resolved. I personally witnessed this in a high school in Gardina because I was
waiting for my mom to come pick me up and this lady, she came to file a complaint to the school, but she ended up fighting the go the daughters that the girls that beat up her daughter. So, they called the police on them and they came like 20 minutes later after everything already happened. and the
staff members at the school had to get the lady off the girls because she was beating them up. So along with that um on top of their tardiness, police officers do not listen to the needs of the students. While BAP hosts surveys
for African-American students to give them feedback on how they can be represented better in schools, police officers maintain their distance with students and only interact if they are perceived as a threat or causing disruption. I know it's not their job to like take into the consideration like the needs of the students, but it would
make them less of a of a scary authority figure and more like a criticizing or reconstructing caregiver and comparing the positive. Oh, well, have a nice day. Thank you. >> Thank you for your time. [applause]
Adrien, are you out there? Adrien, come on up. You'll have two minutes to speak once you begin. If we have a speaker in Spanish, so if you'd like to hear what she's saying in English, please put on these translation headsets and you can experience uh simultaneous translation.
Okay, gracias. My name is Paulo Deon and I'm a mother and also presenting middle school. My name is Middle School. It also states that the board itself says that the attendance must benefit
the district through achieve through achievement of the following outcomes. Attendance should lead directly to the professional or technical growth of the individual uh and to improve the dis of the district programs. Um attendance is important to the interest and welfare of the district and attendance should lead
to directly to the improvement of efficiency and operations of the district. Um the principal at North Middle School has been frequently absent uh in part to attend AXA conferences. This includes spending $2,700 for AXA
leadership summit in San Diego. Uh this vacation or sorry conference lasted four days. Um it also includes AXA legislative uh action trips as well as attendance to AXA leadership assemblies and our concern is that these trips do
not meet the stated goals of LUSD as outlined by the school board. Um, as parents, we're concerned that the use of funds, lack of explanation, and the number of absences. Um, uh, also um, we're deeply concerned that the public money is being used for her personal
benefit, especially in a time of [snorts] budget cuts like we've been discussing today. >> The only thing we're asking district, especially with these expenditures, like all expenditures, assure that everyone follows the policies of the district and
that Mr. Scott take seriously these concerns that we have because we feel disappointed because we'd already had these problems in Northridge before and they didn't do anything about in respects to this. Thank you very much. >> Thank you for your time. [applause] Arquavius Moore
and then after Mr. Moore is Eric White and then Ian Kirsy. >> I'll be yielding my time to Crystal and Frank. >> All right, come on up. You have two minutes to speak once you begin. >> [screaming] >> Good afternoon, superintendent and board members. My name is Christa Corona, and
I am here today not as a high school student anymore, but as a college freshman and a proud member of Students Deserve, fighting for all students to have a brighter, better, and safer future. My past four years at school have shown me that school police do nothing but intimidate and criminalize students rather than giving them the
support, attention, and opportunities that they need. the $75 million that go into school police should be going into education and the well-being of our students because we quite literally are the future. We are demanding that Loz fully funds programs like BSAP, LGBTQ
plus supports, and dream centers. Instead of spending that money on the necessary programs like school police because we you aren't counting for the negative impact school police has done to students. Instead of helping students feel like a sense of safety and support, they're creating a PTSD response. LUSD's
main focus should be encouraging students to feel engaged, supported, and safe. >> Thank you, Crystal. Hi, my name is Frank Ciss. I am a recent graduate from Diego Rivera Learning Complex. And I would like to highlight the importance of since you won't use your money in order
to help fund programs. Um, at least do background checks on the teachers that you actually are hiring because I felt like as a student that grew up in South Central and also graduated from there. I realized that they didn't care about whether I graduated or not. They cared about they cared about they cared about
the paycheck that they got at the end of the day. They didn't care about the individual that was actually coming from um a broken home, from an environment where nobody believed in them. So, I feel like it's more important to actually know who you hiring better than
the the I guess their credentials. But yeah, thank you. >> Thank you. [applause and cheering] >> Thank you for your time, Eric White. And then Ian Kirxy, I think I saw both of those gentlemen. There you are, sir. Come on up. You'll have two minutes to
speak once you begin. Good afternoon. I'mma yield my time to Elena Price. >> All right, come on up. Thank you. >> I could start. >> Okay. Good afternoon, board members. >> Can you adjust the mic? Just there's no
nerves. There you go. We just want to be able to hear you. >> Good afternoon, board members. My name is Elena Price. I'm a parent in LA Unifi and a parent leader of reclaimed my schools LA. I want to thank this board for protecting BAP funding, but our work
is not done. Programs that support black students and families cannot continue to be treated as optional. BAP provides resources, advocacy, and support that many of our students would not otherwise receive. I also want to speak about the
importance of safe passage in other school climate programs. Students cannot learn if they do not feel safe getting to school, leaving school, or being on campus. Investing in prevention, relationships, and community support is a much better investment than cutting programs that help keep students
connected and ga engaged. Finally, I want to acknowledge Mrs. Cohen at Martin Luther King Jr. Elementary. Mrs. Cohen has been a consistent support for students, families, and the school community. staff who build trust with families and
serve as a bridge between schools and communities are valuable and I hope the district continues to recognize and keep her at MLK school. As the district faces budget challenges and leadership changes, I ask that you continue to center students, families, and equity in
your decisions. Protect BAP, protect safe passage, protect the people and programs that help our children succeed. Thank you. >> Thank you for your time. Ian Kirsy, come on up. Ian Kirsy. >> Hey y'all. This is Ian Kirsy. I'm gonna yield my time to Shade Day, but as
always, defund the school police and fully fund Bub. [applause] >> Good afternoon, superintendent and members of the board. My name is Shade Lopez, a ring a rising senior at Narbon High School. We are standing at a critical crossroads for the future of
equity in LA USD. Today we are here to deliver a a clear unwavering demand fully fund, expand, and protect the Black Student Achievement Plan. BSAP is not just a line item on a spreadsheet. It is one of the most vital equity investments this district has ever made.
It provides real resources to black students who have been historically underserved and overcriminalized. When we talk about BAP, we are talking about human beings. We're talking about our counselors, our PSWs, and our school climate advocates. These are the leaders
who create true safety. Safety rooted in care, trust, and mental health support, not handcuffs. If this board cuts BSAP, you aren't just cutting positions. You are abandoning our students. Furthermore, we must double down on the community-based safety and safe passage
programs. Our students have told us directly they feel safer seeing trusted community members guiding them to school than they do seeing a police cruiser. At the time when authoritarianism is rising nationally and immigrant communities are facing constant threats, LUSD must stand
as a sanctuary of support. It is shameful that this district still spends $75 million on school police while we have to fight for the basic well-being of our youth. We demand that LUSD fully defund the school police and reallocate those millions where they belong. We say
today, no more cuts to BSAP, no cuts to dream centers, no cuts to our PSWs, climate advocates, or campus aids. Invest in the whole child. Choose care over criminalization. Fully fund our future. Thank you. [screaming]
>> Thank you for your time. Joseph Williams, I think I saw you, sir. Come on up. You'll have two minutes to speak once you begin. Hello, Mr. Williams and then after Mr. Williams is Takur Singh and then Paola DeLeon. >> Roger that. Come on up. You'll have two
minutes to speak once you begin. >> Good evening board members. My name is Jay Santini Ron. I did not have a speech made today, but I'm g speak from my heart. My I am a parent/leader of student deserve a member of BLM Los Angeles. My child, Mcketta Laws, goes to
El Camino Novo Elementary. I first off, I want to thank you for doing um some cuts to defunding the police. You know, we do and that's what I want to speak on today very quickly. Um, as you already
know, you guys know me, I have said some curse words, which I apologize. I'm just very passionate about these kids and about change. And, you know, I've had a hard life growing up, just like all of us have a story. I just want to say, can we please continue to defund the school
police so our children don't be targeted, don't feel like a criminal. You know, you don't know what they go through behind closed doors just like us human beings. and all they're trying to do is get a better education to better their lives. You know, we live in a tough world, but it doesn't have to
continue being tough. And it starts with you. Like I always say, and I've said this many of times before that God put you where he put you for a reason, right? And I don't want to keep on saying that till my face turned blue. You know, I know we have our you guys run a business and it's like, okay, next
person, next person. I'm ready to go home, right? But you know, just it starts with you to where when you go home, let yourself and God knows that you did something. You know what I mean? And I do thank you for the victories that we have coming so far. And I know the fight is still not done. You know,
there's a million things you guys can do. There's a million things we can do. You know, heck, what these kids can do, but they're here for a reason. And all of us are tired of being tired, right? We all have trauma. We all have pain. But we want to see our promised land. We
want to see difference. We want to see action and consistency. And it starts with you. And I just still once again thank you for the victories we have come so far cuz we come a long way. And um I know it's not done. So thank you and God
bless. >> Thank you for your time. Uh Takur Singh, are you here? There you are. After Mr. Singh are Paola Deleon and then Area Blakeley. Good evening, members of the board. You're probably like, "Why is this kid
still here? I thought he graduated. I thought we got rid of him." I did graduate about 11 years ago or 11 days ago. Um but unfortunately I have to return this time as a whistleblower. Um as a member of this uh year's superintendent student advisory council
I learned some very concerning information. I learned that students were misled, obstructed and lied to by Antonio Placencia, Dr. Eric Elward and Miss Rashier. I independently conducted outreach to attorneys, auditors. They
all contradicted what these individuals said and confirmed that they lied about the LCAP to students. I had asked them follow-up questions and emails. They refused to respond except Elward. Elward did incriminate himself in one email and I've saved that email. How is this equitable to lie to
students? It's untransparent and it's really simple questions like what does this red highlight mean on this PDF? Elward didn't respond. Placencia didn't respond to this simple question. I did ask Placencia in person the last time I saw him and he responded in a
very aggressive tone and it was just very traumatizing to see that side of him that we aren't used to. Um, and of course we are familiar with parents coming here saying that they've experienced similar intimidation, lies, and now it's happening to students. And I also learned that Placencia during
the most recent student board member election pressured two students to change their speeches. That's highly inappropriate. He pressured them because he thought he said that you wouldn't like their speeches because they were talking about corruption. And Elward told me the same thing about um about
the LCAP. He said that you would not like some of our recommendations as a reason for removing them. And Placenti and Lord did direct me to Dr. Murphy in the back. And Dr. Murphy let me know that they're the experts on this yet they still refused to respond. And I
have reached out to Jana Carter. She's I still haven't heard back yet either. So we I ask that you please make them make them answer these questions publicly. Make make it transparent and I hope that you investigate this because this is corruption and this is fraud what they did. Thank you.
>> Thank you for your time. Uh Pa Deleon Pa Pa are you here? >> Last call for Paola. All right. How about Ara Blakeley? >> [cheering] [applause] >> Hi, I'm Aria. I'm yielding to Jana.
>> I'm Maria today. [laughter] >> Um, you guys already know who I am. I'm Jana Tyler. I am the parent and family organizer for students deserve parent and family center director at Hamilton High School. And I have to start off by
saying thank you. I have to say thank you. And I'm not going to cry, I promise. I have to say thank you to Charlotte and her BD1 staff. I have to say thank you to Superintendent Chade, Pedro Salceto, Kristen Murphy for all
the work that you guys have done alongside my community to help keep me in my position serving my families at Hamilton High School. I'm not going to stand here in front of my community and not thank these parents and students and staff members that sent
in over 200 emails on my behalf. It's [snorts] humbling and I'm more than grateful and I thank you guys for that. But you guys know that if I'm standing here, I'm not going to just you I'm not going to just use my time to show my
gratitude. I could stand here and do that forever. But I also have to continue to stand here and fight for our babies. And I just want to thank you first of all for the amendments that you guys did make to the budget. I'm thankful for Carla. I'm thankful for
Kelly for having you guys take a deeper dive into areas that could [snorts] that we can cut from that doesn't come on the backs of our black and brown students, our most vulnerable students. People probably tired of hearing me say
it, but I want to remind you guys that in 2011, the federal government mandated LUSD to create programming to address the far below basic that our students were and said that it was so egregious that it seemed intentional. So, I just
want you guys to remember that we serve our students as a data-driven district. The data shows that BAP is working. The data shows that Cinei is working and yes, I am grateful that these cuts to central office also are cuts to school
police. >> Thank you for your time. >> Our children deserve care, not cops. Thank you. [applause] >> Right, the next speaker is Mare Doss. Mare, are you here? >> Uh, let's see. And after Miss Doss is uh
Jessica Santiago and then Farah D. >> Hi, I yield my time to Jonah. >> Come on up, Jonah. You have two minutes to speak. >> Thank you. Good evening to the school board. My name is Jonah Daniels. I'm an upand cominging 10th grader at Laces. The same one who was here last week
fighting for you not to defund BAP. Now I'm back for you to fully fund BAP in def fund school please as heavily important to school campuses and culture for black people overall. You expanding it would greatly benefit sta students
and staff members as BAP is one of the most important equality investments that LSC has done as it support and addition for a place of culture and learning for both black and non-black students show its equality. BAP in itself gives black
students true resources and support that staff members and teachers can't give. If you cut BAP, that's taking away culture in a safe place that which would lead to you cutting other culture organizations that don't doesn't fit your standards. If you could fund school
police, you can most definitely fund BAP. As a student of laces, I've seen BAP do more than I've ever seen school police do. something besides just standing around on campus. I've had times where I'm passing by my main building and I would see school police
either outside on their phone or on some cases inside on their phone, not on lookout. Is that truly something you want to fund? BAP serves all students while school police serves no one but theirelves. Defund school police and fund BAP. Thank you.
>> Thank you for your time. Uh, Jessica Santiago. >> Hello. I will be yielding my time to Diana Marlene. >> All right, come on up. You have two minutes to speak. >> Hello, members of the LA USD school board. My name is Marlene and I recently graduated from high school. Throughout
my time as a student, I was involved in leadership and advocacy efforts that supported the LGBTQ plus communities. I am here today to respectfully urge the LUSD school board to collaborate with stakeholders to establish an LGBTQ plus steering committee to help supporters
support teachers, students, and families across the entire LUSD district. As a student and advocate, I saw firsthand how important supportive spaces are for LGBTQ plus students and allies. These spaces provided young people with a sense of belonging, support, and
community. However, I also witnessed that access to resource is not always equal at every school. While some campuses do have some strong programs and support systems, others have limited resources available to students who needed the most. Creating an LGBTQ plus steering committee would help ensure
that grant funds are used strategically, transparently, and equitably. By including educators and community members, the steering committee could better identify the needs of schools across the district and ensure our resources reach the students and programs they are intended to support.
It would also strengthen accountability and given give those directly impacted by these initiatives a voice in the decision-making process. I respectfully ask the L USD school board to create an LGBTQ plus steering committee that has decisions making powers to help guide
the allocation of funding and ensure resources are used in the way that best supports the LGBTQ plus students throughout u LUSD. Thank you. Hello, my name is Diana and I'm here respectfully to urge the members of the LA Zoo board to work with stakeholders
to create steering committee responsible for guiding how LGBTQ plus grants grant funds are allocated. Um, as a pride club leader, I I want these funds to be
[sighs] granted to our clubs so we could get to resources that we need. Thank you. >> Thank you for your time. All right, Farah D, are you here? Come
on up. And then Alma De Jesus. And then Vicente Rubio. Hello. Uh, my name is Farah Dodis and I am the president of P Flag Los Angeles. P Flag is a 50-year-old organization dedicated to the support, education, and
advocacy for the LGBTQ plus community and the parents, friends, and family who love them. I am here to urge the board to implement an LGBTQ plus steering committee to maintain a consistent dialogue regarding the roll out of LGBTQ plus programming and funding allocation.
As a parent and an ally, I know firsthand that the well planned implement implementation of funds can increase student outcomes immeasurably and this steering committee will help to ensure that. And I'm now going to seed the rest of my time to Essence Phillips.
Hello members of the LA USD school board. My name is Essence Phillips. I attend East Los Angeles Community College and work at the Los Angeles LGBT Center as a peer advocate supporting LGBTQIA plus youth across the LAUSD.
I urge the board to pass a resolution establishing an LGBTQIA plus steering committee to help guide the allocation of grant funds across the district. Growing up in South Central LA, I witnessed how uneven access to support
affects students. Many LGBTQIA plus youth face financial barriers, cultural stigma, religious pressures, and a lack of support or access to it. When people who share our lived experiences, understand our
community, and recognize the stu the students what students face are shaping decisions, students needs are more likely to be understood and addressed. While LA USD staff work hard to serve a diverse district, a dedicated steering
committee can provide that focus insight and ensure these funds reach the students who need them most. Thank you for your time and commitment to creating safe and inclusive schools for all students. >> Thank you for your time. >> All right. Alma de Jesus. Alma, are you
here? >> Hello board members. I yield my time to Yana. >> Come on up. Johanna, >> good afternoon board members and acting superintendent chief. My name is Joanna Lawrence and I'm a parent of a student
currently enrolled enrolled in district 5. I'm also the vice chair of the school site council of the school and I'm a proud member of reclaim our schools LA. Ladies and gentlemen, today is not the
first day I will walk through the doors of this building. I am a parent and I am it is my responsibility to come in here to encourage you this board to consider that the funding provided to
school police should be in efforts of providing good stewardship and leadership for our students. I am from biz recently naturalized citizen the schools where we have we don't have
school police home there is no need for school police it is essential that we remember that the behavior of our leadership represents how our students will behave in the future.
It is also very essential that the people in position like yourselves encourage parents to make impacts in our students as well. I am a single parent and I have a son who is now 15 years old.
Times have changed to the point of instead of us learning from our many mistakes, we keep holding on to what has staggered our forward and progressive movement to prosperity. I wish you could see the item I
currently hold in my hand. Like many keepsakes we would have, this item came with my son, who before acquiring this object, kept saying he did not see how much going to college will benefit him.
This is proof that with his tour of a H.B.CU CU College of Howard and Morgan University in April of this year through the BSAP program. >> Thank you very much for your time. >> He came home saying that he wants to go to college because he had opportunity.
>> I am urging you all. >> Thank you for your time. >> Please with your decision this week, last week, Madame New, and of course with you, Madame Grego, and everybody else on this board, thank you for keeping this program alive. And like my son and a lot of little brown boys out
there, we do need >> Thank you so much for your time. Appreciate it. >> Yes. Thank you. >> All right. Vicente, are you here? Vicente, [applause] come on down. Vicente. And then Elena Price. >> Good afternoon. My name is Vicente Rubio and I'm an incoming junior at San Pedro
High School and a youth leader of students deserve. As a lifelong LOSD student, I know how important it is for us students to feel safe in and around our schools. And we are proud to say that we have worked to get LSD to fund more community-based safety programs and
like safe passage. Students have already reported that they feel more comfortable with a community member who is invested in these students more than a LAPD cop who will only criminalize our students. And this issue is very important to me
as I see around our schools, especially when considering just last year my grandparents were driving me and my brother by banning high school and we witnessed a fight between two students where the other was threatened with a gun. One of the students who was threatened with the gun shouted and I quote, "I
don't bang like that." And they that may have saved his life. We students need safer areas around our schools. So, please continue and recognize your power to protect our students and from
the rise of white supremacy across America and the dangers that are that we face every day. I also want to take some time to recall that Senny was given a major cut and needs to be given proper funding for our
schools and for our students. Thank you for your time [applause] for your time. Elena Price, Elena, are you here? Elena Price. All right. Is that
that's someone leaving? Sorry. Okay. So, we have remote speakers. The first remote speaker is Jamila. I see you're on the line. Please press star six to unmute yourself, Jamila. And you'll have two minutes to speak once you begin. Jamila. >> Hello. Can you hear me? >> Yes, we can. Please go ahead.
>> All right. Dear members of the school, but my name is Jamala Fanur and I'm here as a student and community advocate today. We are rare that um Aguila and Maria Sauturo continue to work on on the taxpayers's dollar. These individuals aided and and abetted the sexual abuse
of a student and plead guilty for it. They were then promoted by LD. Anglo works for virtual academy. Now the least think it could hide at virtual academy. Clearly thought wrong. Latasha Ber works for LD too. She
said that rape was not a concern if it was 20 years ago. Are you that these words reflect on your reput reputation? as a spokesperson for the district. Her words are your words. Why the fast [clears throat] action against Caesar Torres and not here? If Jeffrey Epstein
were an employee for would you give too much suffering risk like you did um Angula and Buck, the right the right course of action would be to place all three of these individuals on on an immediate suspation without pay. We know we know that these have happened. We know that this has not happened. Then
fire them or have them resign. Don't expect for this to be covered up again. The national media is already aware of it. We will continue to speak here no matter how long it takes. And to Jesus and Maria and Latasha are fired. If it takes a year, two or five, so be it. We'll be here. I recommend that the
Luc takes I recommend that Luc takes the right approach and places them under immediate suspicion and then fire immediate suspicion and then fires them. Currently, these people still work for the district. Thank you. >> Thank you for your time. The next speaker is Christopher Estella. Christopher, 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. Christopher, >> uh, hello. Can you hear me? >> Yes, we can. Maybe just speak up a little bit. You sound a little muffled. >> Oh, okay. What? Thank you for
clarifying. [clears throat] Um, right. Good morning or good afternoon everyone, I should say. My name is Christopher Stella Torres. I am a rising virtual academy senior. L USD is already under invest in investigation by the department of education for allegedly
covering up the sexual abuses of students. This is exactly what Jesus Angu and Maria Soyer did. What was their reward? I ask they were promoted on your dime just a few years ago and also on your dime you paid a settlement of $6.5
million. Then there is Latasha Buck. While Latasha Buck has a lavish salary on taxpayer dollars, she had said that the rape of students is okay if it was 20 years ago. As parents, I ask, how do you feel? Do you feel no disgust, no
anger? As you prepare to head on summer recess, you should think about it. What if this was your son or daughter who was molested by their teacher? And what if they were taken into a room by Hungu and Maria Sotomaya and held hostage for hours to avoid making accusations? And what if Latasha Buck later said that
your child's rape was not a concern since it was 20 years ago? Come on. We all know that this would that you would have that person fired and jailed immediately. Why is it different for other kids? The community does not understand the hold up. It is it union
rules maybe with termination. But frankly, I don't see or comprehend why you cannot take or place these individuals on immediate suspension pending further investigation. If you don't take action that this plays into the Department of Justice investigation perfectly, consider what message you
want to send to families and students by letting these child predators named Nasu Sangalo and Maria Stomire along with their supporters such as Latasha Buck on your payroll. Thank you and goodbye. >> Thank you for your time. Uh Mariana Calderon, 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. Mariana Calderon. >> Hello. Can you hear me? >> Yes, perfectly. Thank you. >> Okay. Um, I will start. Hi everyone, my name is Mariana Calderon. I am currently
a student at San Pedro High School and for the last couple of months I have come insisting and asking for your help to reduce unnecessary waste at our schools. I have brought a problem to you, but I have also brought solutions. Yes, I have seen yet I have seen no change. I understand it takes time to take action, but time is something we're
running low on. There is currently more plastic in the ocean than there are fish when measured by weight. Something truly depressant depressing yet relevant to this meeting. Our schools, as I have stated again and again, offer plastic straws along with you with our plastic utensils during lunch. They are
extremely unnecessary. They aren't even straws. They are stirs and the drinks that are provided with them don't require a straw because they are packaged in cartons. Completely stopping the distrib distribution of these items would not only benefit the environment
we go to in school, but it would also represent less spending for you as a district. This conversation belongs on students that serve because of the environmental racism that we see that we see. Neighborhoods with families of higher incomes and white demographics like Beverly Hills or Orange County have
significantly less trash on their streets compared to other cities like Compton or South Central. This problem is definitely caused by the negligence and arrogance of those in power like the governor and mayor. But I ask I insist that you help us take action because L
USD enrolls over 400,000 students annually. Millions of individual plastic straws are distributed each year through district breakfast carts and cafeteria meals. And completely stopping their distribution would significantly help us even only a little in keeping our communities and learning environments
clean and healthy. This is a decision that can affect the lives of generations that follow and it rests on your hands. Please help us live in a world as clean as the one you grew up in. Thank you for your time. Thank you for your time. The next speaker is Briana. 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. Briana. >> Hi. Can you hear me? >> Yes, we can. Please go ahead. >> Okay. Wonderful. Thank you. Dear members of the board, my name is Brianna Hernandez. In addition to uplifting the
concerns of my peers about predators like Ku Sanolo, Maria, and Natasha Buck who defend and uphold and minimize the damage that rape causes to victims while still working for Ali USD. I'm here to today to share something I have never shared before. This school year, I was one of 11 candidates for the position of
student board member. I'm here to tell you for the first time today that Mr. Antonio Placencia pressured and intimidated me to revise my speech for student board member because he felt that you might oppose some of my comments which focus on corruption. Pagentia shared with me that he had done the same to another student as well. Now
that recent events are coming to light with news of Mr. Presenter's intimidation of other students. I feel the need to bring this to your attention. Pente removed my voice to corion. It was only after I sent an email with my mom that I was given permission to record again. If I had not fought for myself, Pacentia would have
silenced me as a student. Pencia's conduct here made me doubt my abilities and my voice. Mr. Pencia is a director for an office that is meant to uphold student voice and inclusion. His conduct in cases like these clearly paints a p a different picture. Pentia's conduct also
opposes student equity, especially for minority students like myself who crush the strength of their own voice. Again, I am Brianna Hernandez. I am a student whistleblower speaking here today to share my experience with Antonio Presencia. in affirmation of what other students have shared regarding his intimidation tactics. We expect a rapid
response to potential violations of student rights and the law. We also expect a rapid response on Latasha Buck and Maria. Despite Angulo and Mayor seeing to covering up a rape and despite Buck saying that rape is not a concern since it was 20 years ago, they continue
to remain upheld by you. They have not been placed on any visible lead. They've yet to be fired. We don't care how long the process takes to fire them. We only care that you just do it. We'll keep speaking the entire year until you fire them. Thank you. >> Thank you for your time. Uh let's see.
I'll call again on uh Paola DeLeon. Are you here? Pa >> Paula still not here? And Elena Price still not here. Okay, that concludes general public comment. Uh the board will now move on to um actually for tab 7. Um
Mr. Ortiz Franklin, can I collect your vote on tab 7? >> Uh yes, >> that is a yes on tab 7. Yes. >> Okay. Thank you. All right. So, now moving to the final uh piece of business is the adoption of the 20 27 calendar.
>> I'll move it. >> Moved by moved by Mr. Meloinne, >> seconded by >> Sorry, >> u Dr. Revas. Uh before there's no public comment on this, before discussion begins, I just want to make a comment about
uh the December 22nd date. I have received a lot of feedback. >> Okay. Can you can you go tell my staff in in the in the booth back there and and we'll we'll sort it out. Um I'm not sure where where you signed up. If my operations friends could maybe
guide them >> guide them back there. We'll just we'll take this item and then if possible we'll return to those folks who've been waiting. The the December 22nd date I I'm hearing is not a good time. Also, that had been set aside as a regular uh charter items only meeting and I'm told
right now there's only two charters that will be around at that time for uh action. So, um I if it's still my calendar, I would just take the the 22nd of December right off of there. Um but that's up to the board. would put those items on the 15th.
>> We would take them at the at the meeting one day or one week prior or or later depending on however charter division. >> Yeah. Yeah. I pulled it the two dates I wanted to flag were the December 22nd one as Friday is obviously Christmas the 25th. And then also we have a cow it
looks like scheduled for November 24th which is the Tuesday of Thanksgiving week when schools are out of session. And also I just assume staff or board members may have commitments. So, my suggestion would be to see about moving or pulling that one and then I would accept your suggestion of just getting
rid of the 22nd meeting, >> the December 22nd meeting. >> Does anyone have an objection to me modifying the calendar to remove the 22nd of December? >> All right. So, I'm going to take that off entirely. Um, and then as to the November date, does everyone understand
what um Mr. Mel Mr. Melvin is saying? It's it's right in the middle of the Thanksgiving break period. Um, and it's a committee of the whole. Uh, staff might be challenged on that date in addition to board members. >> That's November.
>> Um, and we can we can search for another cow date and add it at another time or um, but if I can get some feedback from the board about removing it. >> Does anyone object object to that? >> I don't object to moving it. >> Okay. >> We should keep it, but move it maybe the
week prior on like a Thursday or >> Okay. Keep the cow. >> So, what I'm hearing is keep the cow. So, the number of cows stays the same, but not on that date. >> Okay. >> Um,
all right. That will be the That's the amended calendar. >> Oh, and sorry, maybe not the Thursday, the week prior because we have a regular and a close that Tuesday, Wednesday. So, maybe the week prior, but another time in in November. >> Okay. So, I'll bring that change to the board uh likely in August or September
because I would need to nail down the dates. And the reason the calendar is very impacted there is because there's holidays bookending everywhere >> at that time. >> Um >> and I just want to Yeah, sorry. I I also just want to flag the board retreats. Really appreciate you for putting those in. Um you all know that uh Dr. Rivas
and I are on the board rules ad hoc committee where we've been thinking about governance and kind of roles and responsibility and we'll do some of that. But also I want to invite um you all to think about what other learnings might we need maybe around labor or budget or um additional governance or
general counsel issues that we might want to um service either publicly or um just you know for us to be learning about. So think about how we want to get better as a board. >> You're welcome. >> I mean just for putting it on there I mean that's that's
>> um all right. Any other? >> Let's wait to see what >> pieces of input. >> Okay. So, um can I uh take the vote on this amended calendar? >> Uh Miss Newil? >> Yes. >> Dr. Rivas? Yes. >> Mr. Melvin? >> Yes. >> Miss Grigo? >> Yes.
>> Miss Gonz. >> Uh Miss Ortiz Franklin. Yes, >> board presidentson. Okay, that wraps up that item. And for the two individuals who who um look sounds like there was a bit of a mistake, but you can each have two minutes each for general public comment. Um so would you like to come up
and do that now? Please come on up. You'll have two minutes to speak once you begin. Give us your name and then uh you'll have two minutes worth of comment. Good evening, super superintendent and board members. My name is Maria Gonzalez. I'm here from Gardina
Elementary. I'm a parent. Uh we have put together a few concerned parents that need answers on the funding for LCR set guard at Gardina Elementary. Gardina Elementary, please stand. We're worried about the academic
development of our children that require of these resources and demand full transparency on how the funds have been used and allocated by our principal, Miss Cynthia Diaz. We also urge for the community representative, Miss Tamara
Ora, to remain at our school as she's being retaliated against because she had she and the member the members of ELAC have inquired on the LCR set in intervention spending.
That is all. Thank you. >> Thank you for your time. And uh Miss Vega, come on up. You have two minutes to speak. Why don't you begin? >> Um, >> good afternoon members of the board. The reason I'm here is because I'm here
representing the parent center from Gardina Elementary School along with my other colleagues for the injustices that are being committed against our representative for our community representative Miss Tamara Ora who is being removed and moved to another school and without any prior
notification not even by part of the district nor by Miss Cynthia Diaz who is the principal at our school and also I am president of elect and our priority has always been the well-being of our children and for
the staff at school and we've always recommended for Mr. Tamara Ora because she's been 14 years at Gardina School and she's done a good job so much for our children, for the school, for the community and if they do this injustice, everything
that's happening with her and we've come to ask for help, how you all can poss her work because they've also removed ours which also seems unfair because it's been more than what she deserves. And also from another part we also have
the program the lecture program that's Mr. Gyos which who's here right now that for us is also a priority for the education of our children of which has not been heard because the program is based in 3 years. We need one more year to be able to fulfill and the principle
Cynthia Diaz says that the budget is not enough for the next year and they're going to remove it this lecture program and we're looking for fairness and justice and for you all to help us in every possible way and thank you very much for your attention. >> Thank you for your time.
That officially concludes the general public comment portion of the meeting and there is no more business for action. Are there any objections to adjournment? Timing the meeting is adjourned. The time is now 604.