to them to have a job, a house, a family, to survive, uh to be safe. >> I thought that the kids would talk about the American dream in the context of what they see on Instagram. Not a single one said anything like that. None of
them said, "I want to be famous. I want to be rich." They all just want to feel safe. A lot of older people can easily dismiss that and say that their wants are superficial and they're not.
We all have to live. >> It's good to acknowledge that not everyone has the same point of view and we've all lived different like complex lives. So, we see the American dream in a different lens and the LA Master
Corral helped us achieve that. It's so important to not only introduce the students to the arts, but also create with the students because some of those students never knew they had that in themselves. >> Working with the master crowd both last
year and this year was a lot of fun. They're experts in their field teaching us basically how to write music, how to sort of compose the music and later on finding out that they are very well accomplished professionals in their field was really amazing and interesting. Getting to work with them
so hands-on that was really a special opportunity. >> Working with the LA Master was very nerve-wracking, but even they themselves are still learning things. They're just like you, just that they like had a little bit
more experience. One of the things that it truly means to me is um family and how we all came to work together to write such a powerful message. working with young people, working with
young students. They have such passion and intention in what they do that really sort of reignites the spark that I think drew many of us to music in the first place. I feel so honored to get to be a part of that and to sort of reconnect with that in myself.
We as a master club see the value because you know choir is a community and so seeing these students you know starting to tap into that being creative for the first time and being heard for the first time. I think that we connect with them because we see us through them.
>> I think more than anything this process was affirming because we have these people that know more things than us and have done more things than us say we believe in you. So it was empowering >> what these kids are saying. It's real
for them. And even they don't know how extraordinary that is because it's what they live. >> Seeing the hope in these students faces where they talk about what they want to be when they grow up.
>> I want to be a father, a teacher. It really has touched me deeply and it renews my faith every day. >> I hope the audience takes a realization
that this country is built up upon so many people and there have been so many mistakes but it's not the end and that we can still continue to fight for a better country. Music and the arts connects people in a
way that other mediums don't do. It reaches deeply into people's lives and it connects people. And if there's one thing we need right now is connection. They've created an original work of art
and people are going to see it and hear it and be changed by it. So if these students are our future, we're going to be okay. This week's LUSD champion is Jerry Yang, an outstanding senior and student leader at North Hollywood High School. As this
year's student school board member, Jerry proudly represented the voice, vision, and values of Los Angeles Unified students. Thank you, Jerry, for your exceptional dedication and service to your peers and school community.
I was motivated to become student board member because as a student, you know, on a campus, seeing other students, hearing from them every single day, it really was an important thing for me to be able to uplift those voices so that everybody felt like they were accepted in every single school community. Hi,
I'm Jerry Yang and I'm a senior here at North Hollywood High School and I also served as the 2025 to 2026 LUSD student board member. Student voices are important because, you know, at the end of the day, the students are the ones experiencing all of the policy changes and everything that's happening on the
district level. And it's important to have those perspectives and to have students speak up because we want to build a culture where people speak out, advocate, and care about the community around them. And what better way to develop that care than show students that they can actually create change on their campuses. A big highlight of mine
was the launch of my program, the Dream It Achieve It Program. It's a partnership with the LA Community College District. And through the Dream It Achieve It Program, we were able to increase internship opportunities and career technical education pathways as well as dual enrollment classes for
students across the district. >> Jerry's a L champion because for the past three years, he has been genuine passion of helping the community and all his classmate here in the school. >> He does a really good job of making people feel like they're seen and their voices are heard and I think that's what
makes him such an effective leader. people trust him. >> He really listens to the concern of the community, whether it be at this school or in other communities, and he tries his best to implement solutions for them. At the end of the day, the legacy I want to leave behind here at North Hollywood High School is one of
collaboration over competition. I truly believe in the fact that you cannot do anything great alone, and I think that collaboration is what drives us forward and leads to impactful change. Hi everybody. We're just waiting for one more board member to show up. So we have quorum which
I will I will say is a procedural thing. You're at a a governing board of education or any governing board especially with a local governmental agency you need a majority of the members present to do any business. So we're a board of seven. So we need at least
four and right right now we have three. So, um, as soon as the next board member, uh, walks in, we'll get this party started. So, I appreciate your patience. Good morning. Welcome. The time is now 10:05 a.m. on June 12th, 2026. Welcome
to the regular meeting of the Los Angeles Unified School District Board of Education. I'll note this meeting was originally scheduled for Tuesday and moved to today, the 12th. I'm going to take role. Miss Newell >> present. >> Dr. Rivas >> present.
>> Mr. Melvinne, Miss Grigo, Miss Gomez, u Mr. Ortiz Franklin >> present. >> Board President Shimson >> present. >> And student board member Yang >> present. >> So we have four. We have quorum. We'll now move directly to the pledge is presented by board district 3.
>> Yes. Please rise for the pledge from the sack committee of board district three. Thank you. We are board district 3 student advisory council for the 2025 2026 school year.
>> At this time, please rise. Face the flag. Put your right hand over your hearts. Ready? Begin. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God,
indivisible, with liberty and justice for all. >> All right. And now we'll move to the land acknowledgement. We'll pull that up and we will listen to the >> acknowledge that the Los Angeles Unified School District operates on land
originally and still inhabited and cared for by the Gavaleno and Fernando Tatavium 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 hanuketam ancestors, aihum elders and aohhinken, 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. I'd like to
do the president's report and then we'll go into labor partners and then committee reports. So, good morning to all of us in LUSD community. Before we begin, I'd like to acknowledge that the following celebrations and observances are in
June. First, it's a celebration of Pride Month in the United States. And despite challenges from intolerant groups and federal officials, we in LAUSD will continue to celebrate our LGBTQ plus
community. Father's Day is June 21st and we celebrate all the dads out there who do their part to take care of their children and include themselves in their lives.
Being a positive role male model is a big responsibility and I want the dads out there to know they are heroes to your children. I also want to include all the women out there who have to play dual roles many times
in their children's lives. Sometimes I hear from these women that they have to be both a mom and a dad because they're in a single family household. So you get two celebrations ladies, mothers and father's day. And we acknowledge your
effort and hard work in supporting your families. We also have June 19th which is known as Junth. And while it is a relatively new federally recognized holiday, it has been a long time in making. It is marked as a day of
triumph when news arrived that the United States had enshrined abolition into law and freedom was achieved for the enslaved people in Galveastston, Texas. The Civil War ended on April 9th,
1865, but the news of the victory did not reach Galveastston until June 19th of the same year, over two months later. So this year I invite all of us to commemorate and celebrate this historic
landmark. Finally, June is also men's mental health awareness month. So I hope that we can take the time to remind the important men in our lives that they do matter to us and they are not alone in their mental health challenges. Thank
you very much. Appreciate it. Thank you. Okay, we'll pass on to uh labor partners. We have any labor partners in the audience? >> And keep your comments the best you can to five minutes or more. Okay, >> understood. >> Yeah. >> Good morning, Superintendent Chi and
members of the board. My name is Esther Wing, government and community relations manager at SAU Local 99. And today I'm actually yielding my time to a community partner. Griselle Deetz is a longtime parent advocate with partnerships for Los Angeles schools and inner city struggle. She has students at Holland
Middle School and Roosevelt High School in BD2. Um, thank you. Good morning, superintendent and members of the board. My name is Griselda Perez and I'm a proud L USD par volunteer at both local East LA school in the district level
board district number two pack member and member of the policy advisory board at the partnership for LA schools. One of uh but I most importantly think I'm a mother of three wonderful boys. One of my sons is a proud graduate at Roosevelt High School and now attending Cal. My middle son is in a 10th grader
at Roosevelt and my youngest one is a seventh grader at Hollandbeck Middle School. I'm here today because the decision you make in this room directly shape the lives of my children and the thousands of black and brown students, low-income families, and English
learners across our community. This past week, our students were getting the yearbook signed. I was deeply moved when students came out to some of our campus personal to ask a dedication and share things that broke my heart, but also fulfill me with purpose. One student in
tears said, "Miss, this campus lady bugged me for years and never give up on me." And she said to our campus aid, "If you wouldn't talk to me, encourage and listen to me, I will quit and probably I'll hurt myself." Another one said, "Thank you for the meaning of family you
make me feel. This is our school community does. We create a safe place. We create family. But right now the district is is cutting the very fabric that holds this family together. My school lost our RJ position among others
and this is massive responsibility was simply handed over to school climate advocates who has absolutely no training on RJ practices to make a little bit more they get a little bit more of the campus aid. How can we protect our
students hearts and minds when the people put in charge they have no train and support them? We know the works when we invest in our kids. In late April, I attend our school choir at Roosevelt put together from the IMPD department. I was
completely amazed. A single teacher with the help of one TA and one special ed teams put together and gathered all these kids with these four beautiful song presentations. What brought me to tears? who was looking at the back row. The tallest kids, the ones that usually
struggle to follow rules and don't behave. They were up there singing. They show everyone that they can do something positive because someone invest the time and believe in them. One 15year-old son that I can say proudly my son he even he
drive on stage while presenting his very first original music composition by himself and along with the teacher help. Yet our educators and volunteers are working in medicals. Our schools are starving, too. Our cafeteria manager works tirelessly to make sure every
single student has a meal. But she's being forced to strugglingly rich in the food sometimes. I've seen it just to stretch the limited supplies. She left to manage anxious, disappointed, and angry hungry students because of the food shortages. Sometimes this is
happening in LA USD and it's painful to watch. Our communities are facing brutal ICE attacks as well as massive federal costs life-saving supports like SNAP. The stress and trauma in our homes is at a all-time high. This is exactly what we
need si more than ever. We know LA USD kept si at $700 million this year, but the fiscal stabilization plans reveals a terrifying future. Next year it drops to $61 million then drop to $100 million
and by the 2829 school year your plan completely defund and eliminate Sne to zero. Reducing and eliminating SNI means fewer everything counselors tutors less mental health and destruction of the
progress that we fought to over a decade ago. I've been sacrificing my family as well to be there and advocate for this. Defunding Sen is a roll back of a mayor community victory. It actively harms the highest need school which is our
overwhelming attended by the blacks, Latin English learners who need these targeted resources the most. During challenging budgeted times, equity must come first. L USD should not fix it budget challenges by cutting resources
from the school that need them the most. We urge the district to maintain fully funded for sen and protect the full $700 million equity investment moving forward. We must skip a school side control of SE and avoid capping or norming positions. Furthermore, we need
absolutely transparency. Families, students, and educators need clear information about the fiscal stabilization plan and how will affect staffing and resources. There shouldn't be no decisions about us without us. Community engagement is a massive focus
of having gone as resolutions budget based on equity and a student needed which was passed last year and responsive to these very fiscal stabilization plan. We expect the district to honor the resolution. Every student deserves an education that sees their fully potential in investment in
their needs and remind them of their infinite possibilities. Please protect Sunny, protect our schools, protect our children's all of you. Sign for it. I have hope
and I don't want this hope end. Thank you. >> Thank you very much. Thank you. I see UTLA in the house. Come on down. Good morning, board president, members,
acting superintendent uh Chait, um Georgia Flowers Lee representing United Teachers Los Angeles. Um I'd like to address a few things with you this morning. First, the resolution being brought by board member Ortiz Franklin.
Um, UTLA cannot support this resolution as written. We agree with the attempt to address equity, but this resolution fails to do that. We're concerned that the resolution is in direct conflict with our negotiated CBA and could
actually cause staffing problems at BSAP and Seni schools. We want the board and superintendent to consider these issues prior to voting. Second, the big the big one, the fiscal stabilization plan presented to this
board. It is unconscionable that as we are celebrating the 5-year anniversary of BAP, which is transforming the lives of black students in this district, you are simultaneously proposing a reduction in resources of
$150 million. That's an 86% reduction in funding, meaning massive layoffs of trusted adults who are bringing meaningful change to school sites and students who have historically been neglected by this district. What you are
doing is asking the students who have suffered the most to accept being sacrificed first. Balancing this district's budget on the backs of black and brown students is unacceptable to our community.
Decimating BAP and completely eliminating SEIF funding while at the same time making no meaningful cuts to outofcontrol edte spending tells our communities that LUSD's commitment to equity is purely performative.
How in good conscience can anyone approve the SFP as written when it completely ignores the needs of students and fails to consider incoming revenue. If an FSP is a working living document,
then we demand that this document be reviewed at least every 90 days to consider changing revenue streams. We are fighting in Sacramento to fully fund our schools. Members of this board showed up alongside us to make these
demands. The FSP does not consider that work. Additionally, we strongly oppose the proposed cuts to the peer assistance and review program. PAR is a fundamental component of
educator support in this district. It is comprised of both educators in the classroom as well as all retired folk who return to give us their time and talent. These coaches support educators across our district and that is very
different from the support that a mentor can provide. The demand for PAR is consistent. This program will be decimated if this board does not intervene. It is one of the last resources where educators can
receive coaching with a purpose and that purpose is to serve students to the best of their ability. We cannot continue with the churn and burn of educators. And finally, UTLA continues to stand in support of our LGBTQIA
students, educators, and wider community, and we do appreciate the district's collaboration in this effort. And I'll turn it over to Jessica to speak a little bit more. >> So much. Um, hello. My name is Jessica and I stand before you today as a proud
representative of the LGBTQ plus community with the Rainbow Education Coalition of Los Angeles or Regla. We are here to support the Pride resolution and asked to establish an LGBTQ plus steering committee. As we celebrate Pride Month, I reflect on my journey as
a student in LUSD from elementary to high school. The challenges I faced then as a quiet queer student are still present today and in some cases they have intensified. Similarly to the youth I work with today, I also felt there was no support
system in my schools or a safe space to fully express myself or ask questions. There was one gay teacher who carried the burden of providing support for all of the queer students and running the GSA and this left them feeling overwhel overworked. I felt further isolated by
not having queer history or representation incorporated into curriculum or school programming. And I know this is true today because of the students, families, and teachers we work with. While the LUSD leazison program helps support teachers, it does not always go far enough and leaves schools
that don't have queer leaders without support. Let us be inspired to create change for queer and trans students who suffer every day. Our students in LD schools deserve equity, visibility. They deserve to learn about people that are similar to them. They need to feel seen,
heard, and valued. Our requests may seem numerous, but they all stem from this. LUSD, we urge meaningful collaborations, no performative collaborations. We urge you to work with labor partners, community coalitions, and go beyond the
bare minimum to ensure our our LGBTQ plus students feel pride all year round. Together, we can build a future where every student thrives. The BAP steering committee has shown us the power of bringing diverse voices together to advocate for black student equity. We
can achieve the same success for our LGBTQ plus community by establishing a similar staring committee or task force that has decision-making powers in the district. We are grateful to the district for the district's commitment as demonstrated by the $2 million
allocated last year to LGBTQ plus programs. However, our journey does not end there. Let us rise to this challenge with courage and determination. Together, we can create a more inclusive and supportive environment for all students. Let us march forward with pride, knowing that our efforts will
pave the way for future generations to come. Thank you. >> Thank you very much. Thank you. Do we have any more labor partners who wish to speak? Come on down, Gil. I took notes. Good morning. My name is
Gil Gam. I'm the school police union president. Um, this is going to be the one of the last times that we're going to be able to speak before summer and I always get a little bit nervous when budget comes up and especially when people are fighting over funding. Um, and I'm not sure that
some of the the incidents that happen at our police department are actually on and around our school campuses gets to the horseshoe or the board members. Um, I know that well this is kind of a public service announcement announcement. The MTA is starting a 600
person police department. They sent out hiring notices. So if anybody is going to be displaced or rift or this and that if you want to be a police officer, they're going to start off I think at 87,000 a year and they'll train you to be a police officer. they'll send you to the academy. Um they're they're getting
ready for the um the 2028 Olympics. Um some of my members, I'm sure, will go over there because they have the little post certificate and that's their certification to move around the the different police departments here in Southern California. Um, I I responded
to a a um a stabbing event at at Southgate High School the other day and I was talking to Southgate PD and the other surrounding individuals and um it it was apparently an individual was walking to school um and it was on the
corner of one street and another street at right by the school and a family member came and attacked him. And I'll and I'll leave it at that. And I don't want to make up incidents or blow up incidents any more than they need to. It's unfortunate enough that I need to remind
the board members that um Los Angeles and the area around Los Angeles is somewhat a dangerous place like many other suburban many other cities around the United States. Um the idea that we used to have a police officer patrolling the schools with a visible black and
white police car was a deterrent for people to commit crimes. Um, and when we don't have a police officer on and around school, there's nobody for the principles to call. And I and I spoken to the the the Allah um president and
she her members tell her this too. It was it was very a very important thing when you're on campus and you're the principal and you have a radio in hand and and when you have a problem that needs to be solved, you say principal to one, one being a school police officer. The individuals know that, the employees know that, the students know that, and
all that helps deescalate the situation by the mere fact that there's a black and white police car in front of a school, that helps deescalate the situation. But in absence, when there's no police officer to call, when there is no in regards to the law and safety, higher level of authority to call, um it it becomes very chaotic and the students
and the staff and the people in the surrounding area understand that. So, I'm going to talk about another incident at a school a couple months ago, and there was an incident that um there was a boy and a girl in a classroom. One threw a pencil at the
other individual. The boy threw a pencil at his friend. He missed the friend and he hit the girlfriend. No damage, no no no um loss of anything. The girlfriend got angry and called her boyfriend from another county. The boyfriend came back after school. And once again, this
school does not have a school police officer in front. This school does not have a police car in front. So after school, um the individual, the boyfriend from the other school comes and fights with the boy with the the individual that threw the pencil at school right in front of the school.
The student of that school got stabbed in the chest. I don't know if you heard about this. Got stabbed in the chest. Um no police officer to be found. and the parents of that individual chased the the suspect that stabbed the individual,
caught him, beat him, and pepper- sprayed him. Now, as a parent, I I get it. I understand. And as a young person, I get it. I understand. I remember the chaos. But in absence of a police officer on
campus, you have vigilante justice, no matter how wellplaced and how well-intentioned it is. If somebody did that to any one of our children, we would act in a like fashion. So, um it very disheartening to to see that this
is something we created when our department was defunded. The promise was we're going to have 211 officers out in the field patrolling and responding to keep school safes. And then it whittleled down toundred 21 officers in the field driving around patrolling and
keeping schools safe. And now it's about 65 officers in the field patrolling the the the neighborhoods and keeping them safe. So you have two options. You can call the municipality and they will not treat little Johnny or Susie, our students, our children. I dare not call them our babies because they are not my
babies. As one of the parents actually said, they are the parents' babies. They're not our babies. But one of our students, one one somebody that that that that they're in in our in our protection, I would not call somebody from a municipality that does not know how to handle them. I would not call anybody else. I would call a school
police officer that is trained. And outside of that, when you don't have that individual, you get vigilante justice in whatever fashion. And we do understand that. So, I wish this board gushed over public
safety like the MTA board gushes publicly over public safety. And let me that's a a word maybe people maybe I'm not coming across. They they very much want public safety. They very much value public safety. They they very much value
the police officer classification. My members, a lot of them don't want to go there because they make a little bit more money. my members want to go there because publicly they valued public safety and this is something outside of myself and and a handful of people my members do not feel everybody's watching
YouTube live right now. So um in regards to BSAP protect the funding don't don't give the children something and take it away. Don't don't do that. Um in regards to public safety do not take any more of our funding. do not take any more of the the the students
safety funding away, real safety funding away from the students. And if you're going to have a a a group in regards and calls themselves safe passage to come over and and um and have a meeting, call call uh somebody that understands law
enforcement. Call call them to show up to your to your meeting and and ask them questions. I've sat on panels myself, it becomes very uncomfortable to answer questions, but full transparency, right? answer the questions whether if you agree with them or not. Thank you very much for listening. Thank you.
>> Thank you. Thank you very much. Any other labor partners? If not, we'll begin our committee reports. And I'd like to start with the charter school committee. The charter schools committee convened on May 14th for its final meeting of the
2526 school year to discuss charter oversight, facilities planning, upcoming renewals, and examples of school-based practices intended to support student success. Discussion throughout the meeting focused on accountability, operational planning, and student outcomes. The committee first received
an update from the charter schools division regarding the 2627 Proposition 39 collocation cycle and upcoming charter renewals. Discussion focused on projected enrollment adjustments at existing collocations overallocation trends, school community impacts,
upcoming renewals, and how evolving state proposals related to verified data and accountability may affect future oversight practices. The committee then heard presentation from ISF View Park Preparatory High School and Alliance Judy Ivy Burton Technology Academy High
School highlighting arts education, career pathways, community school strategies, student wellness efforts, family partnerships, and student leadership initiatives intended to strengthen school culture and student outcomes. >> Thank you very much for doing such a good job. Committee of the Hall is next.
Okay. Committee of the hall convene on May 19, 2026 for its final meeting on the 2526 school year to discuss the state budget outlook, student technology use, and the implementation of board directed procurement reforms. Discussion throughout the meeting focused on
balancing fiscal realities, student needs, and long-term district priorities. The committee first heard a presentation on the governor's May revision and implications for the district's fiscal outlook and advocacy priorities. discussion focused on Proposition 98 funding, special
education investments, enrollment assumptions, long-term fiscal projections, and ongoing state budget negotiations. The committee then received an update on the district's draft student screen, time guidance, and intentional intentional technology use
in schools. discussion focused on balancing healthy technology use with maintaining access to digital literacy and instructional tools while also exploring equity implications, testing requirements, adaptive learning programs, homework expectations, and
implementation challenges. The committee also received an implementation update on resolution 044 related to leveraging district purchasing power to defend immigrant families and human dignity. Discussion focused on vendor disclosure
requirements, operationalizing procurement reforms, vendor lock in risks, and third-party risk management, and balancing district values with operational realities and long-term governance considerations. As a final committee of the whole meeting of the
school year, board members reflected on the importance of continuing throughout long-term planning while navigating fiscal uncertainty, operational complexity, and evolving student needs across the district. >> Thank you very much. Next, we have
curriculum and instruction. Miss Ggo, >> in our final meeting of the curriculum and instruction committee, the committee discussed assessments, state assessments, district assessments, and most excitingly, rigorous transformative assessment projects called WIPAR, youth
participatory action research. We heard about how it is being implemented in different schools and how it supports student growth and building change in communities. students doing YAR getting the California state seal of civic engagement while also raising their reading levels and overall school
engagement. Finally, we heard a little more about future changes in LA USD assessments. We are looking forward to working with the division of instruction on CKLA this summer to make it easier for teachers to reflect student identity in the curriculum. Thank you.
>> Thank you very much. Back to you again, Dr. Rivas >> Greening and Climate Resilience Committee. >> Thank you. The Greening Schools and Climate Resilience Committee convened on May 27th for its final meeting of the 2526 school year to reflect on
district-wide sustainability progress, climate resilience efforts, and the role of school communities in advancing greener and healthier learning environments. The committee first received an update from the eco sustainability office led by chief eco sustainability officer Christos Crocilio
focused on the 2425 eco sustainability annual report and the district's progress across climate res climate resilience decarbonization campus ecology water stewardship uh environmental literacy transportation
electrification and student sustainability initiatives. The committee then heard a school greening spotlight presentation from Esparansa Elementary School highlighting the school's approximately decadel long journey toward becoming a green schoolyard through sustained partnership
between educators, families, students, community organizations, and district staff. Presenters included school leadership. Presenters included school leadership, educators, students, parents, and community partners who discussed how outdoor spaces evolve from an initial
vision into learning environments supporting ecology, play instruction, and community connection. Discussion emphasized the importance of long-term stewardship, community ownership, and student leadership. The meeting concluded with reflections on progress made throughout the year and recognition
of committee members, district staff, student advocates, labor partners, nonprofit organizations, and school communities who contributed to advancing greening and climate resilience efforts across the district. Committee leadership emphasized that while this marked the final meeting of
the year, the work of expanding greener, healthier, and more climate resilient schools remains ongoing. Thank you. Thank you, Dr. Rivas. You're the winner of the most committees. Thank you so much. Thank you so much. And now, it's my pleasure to introduce um Miss Wanda
Marshall. If you would come up. I know this lady very well. She's one of my teachers at Porter Ranch Community School, a super extraordinary music teacher, and you're going to give us a report, if you would, on the Arts Advisory Council. Thank you for all you
do for the kids. This little light of mine, I'm gonna let it shine. Let it shine. Let it shine. Let it shine. That's what we're going to do for all
our kids, right? Arts for everyone. My name I guess you've Thank you. My name is Wanda Marshall. I'm the adult co-chair of the arts advisory council. I am a proud elementary vocal music teacher and as a national board teacher
and a 2026 teacher of the year, I am honored to have spent this last year collaborating with esteemed arts advisory council colleagues. Per the arts justice resolution, our council seeks to help the Los Angeles Unified
School District to intentionally build and strengthen the quality and quantity of arts education through collaborative efforts. And now our student co-chair for this next year, Miss Alyssa Kim. Good morning. My name is Alyssa Kim and
I'm the incoming student co-chair of the arts advisory council. I'm an incoming senior at Palis Charter High School and I specialize in visual arts, specifically paintings. And then >> Oh, this is not working. It's not advancing.
I'm pressing the the wrong button. >> Oh. >> Oh. Oh, okay. >> Oh, I'm sorry. Other direction. Go ahead, Miss Kim. Anyways, so the Arts Advisory Council is made up of credentialed arts educators, students, parents, and arts focused partners. And
we specialize in five art disciplines. Dance, media arts, music, theater arts, and visual arts. And then next, I'm pressing all the buttons. >> Yeah, I pressed that one. Okay. So our council members undertook our
task as you can see using a variety of activities and methods leading us to the successful completion of our goals for this school year. So we were especially proud of our take five survey which gathered data from 510 stakeholders to form the basis for part of the evidence in our presentation today. So which one
do I press? >> Okay, thank you. Our staff sponsor, the Arts Education Branch, has provided us Oh, sorry. Our I'm going backwards a little bit. Our survey identified five key success areas and because of the influx of Prop 28 funds, there has been
an appreciable increase in arts education. Students report more engagement and positive profession uh personal growth through the arts, increased access to arts education, expansion of arts program and offerings,
increased funding and resource for arts education and thrive growing recognition of the importance of arts education. These findings indicate great progress towards the arts justice resolution. Our staff sponsor, the arts education
branch, has provided us with elementary arts teacher data that reflects the tremendous growth of the elementary arts itinerant program. Next slide. And then for the top five gaps and recommendations, assessing and
reporting on arts education access is a central component of the arts justice resolution. These identified gaps provide valuable direction for future planning and investment. So firstly, arts policy and strategic arts plan and then adequate facilities and space.
Three is three >> transparent. >> Three is transparent consistent communication about and equitable access to funding. Four is expand arts opportunities and design schedule to accommodate arts classes. And five is give art partners a seat at the table.
The resolution calls for a baseline of core instructional services of arts education for all students. Our survey identified significant gaps and systemwide inconsistencies. Number one, for the arts policy and
strategic arts plan. Our students need comprehensive policy that supports, sustains, and advocates quality arts education and access for arts. An arts policy will provide guidelines to establish expectations and
accountability needed for equitable, consistent, and sustainable arts education programs keep preK through 12. Next slide. A strategic arts plan will provide the vision and a roadmap for addressing
identified gaps in order to expand equitable access to all five disciplines. While a strategic arts plan will provide every student with the opportunity to realize their full potential through the power of the arts. Next slide. And then next is adequate
facilities and space. Our students need safe and well-maintained facilities with adequate space that supports highquality arts learning. So the arts justice resolution calls for both access to as well as highquality arts education. facilities, space, and storage emerged
as one of the survey strongest concerns with 53% of certificated arts teachers, rating facilities as inadequate or very inadequate. Similar concerns were identified in the 2022 to 2023 Mr. Holland's OPIS survey, indicating a long-standing issue that continues to
affect arts learning. This warrants continued attention and action. >> Next, next slide. transparent, consistent communication about and equitable access to funding. Our stakeholders need clear and fair
funding processes that ensure all students and communities have equitable access to the arts. Next slide. Respondents in all categories cited uncertainty about funding sources, Prop
28 allocations, resource access. This reflects the need for greater clarity, transparency, consistency, and accountability. Over 93% of certified teachers reported they have some little or no access to
information or input regarding arts funding. The district is moving in the right direction. This year, a new budget transparency tool was launched and there have been administrator budget trainings as well as Prop 28 and CAP plan supports. However, transparent
communication has not yet trickled down to educators, students, parents, art partners, and the broader community. Next slide. And then four is expand arts opportunities and design schedules to accommodate arts classes. So, ensure
equitable access to arts classes for all students regardless of school location, family income status, grade level, gender, ethnicity, language, disability, or specialized educational placement. When students were asked, "How does participating in an arts class impact you?" The findings highlight that the
arts help students to feel happier and more creative. Arts education supports creativity, student voice, emotional well-being, and self-exression. And then over 76% of elementary arts teachers responded that quality arts instruction is never, rarely, or only
sometimes prioritized in schoolwide scheduling and planning. Um, in addition, in secondary schools, it is especially important that schedules be considered so that students can have a pathway in their art form. Moving on. Next slide. Give arts partners a seat at the table
because arts partners invest significant resources in LUSD students and teachers. They want to be treated as part of the fabric of arts education in the schools they serve. In addition to serving thousands of students each year, 83% of arts partners provide professional
development for teachers. Arts partners appreciate that the district has recognized student benefit in determining leasing rates for district facilities. They appreciate the support of the arts education branch. Next slide.
So, this appendix contains information and documents to support the 2026 Arts Advisory Council annual report. As you will see, we have our bylaws. We have our report from last year and we have some proposed arts policy bulletin
examples and then we also have some pictures and our contact information. Next slide. Next. So in closing, arts are core academic instruction and are an essential part of
how students discover their voice, express their identity, and connect to their communities. Since the arts justice re resolution depends on our analysis of quantitative data, we respectfully request access to this kind of districtwide data. Information such as art course offerings and student
participation by school and student student group will help the council move beyond anecdotal evidence and more effectively fulfill its responsibility to analyze access, identify gaps, and inform decision- making under the board's arts justice resolution. Next,
our goal in this report is to ensure that the board knows how the council has been fulfilling our responsibilities with what we have been provided by the district. We have been passionate and put forth our best efforts in this work and hope you will consider and take up
our recommendations. Next, thank you to all of our members for this year. Next, we are currently seeking nominations for students and adult positions for next year. Next, we have special thanks to our arts
education branch who provided us with great administrative support. Next, and lastly, we want to say that the Arts Advisory Council represents a rare and meaningful commitment to listening, collaboration, and shared leadership.
And we are honored to serve in that capacity. Thank you for trusting students, education, educators, arts partners, and parents to be able to contribute in this way. And on our last slide, we're showing a big step on the horizon, and that is the district's
commitment to develop a strategic arts plan. Theou has been finalized and is awaiting your approval. Thank you so much for your >> Thank you so much. Would you have the two ladies introduce themselves, too? >> Yes.
>> Hi, I'm Whitney Weston. I'm with Greenway Arts Alliance. We're on the campus of Fairfax High School. Hello, my name is Jean Hy and I work at the Museum of Contemporary Art. >> Well, thank you so much. Thank you so much everyone. Wonderful presentation.
Thank you. >> Ladies, come on back up. Some of our board members want to ask you some questions. >> Well, first I just wanted to thank you, Mr. SM. Say say thank you. This was a resolution that students brought to us back in the spring of 2022. So I want to lift up student voice who uh really was the inspiration for this and thank you
all and congratulate you on leading the work. I know it's very much volunteer uh so appreciate your time and also want to shout out John Tree who uh has been helping on the staff side connecting uh the dots. Um and I appreciate the presentation. Uh I wonder um you know
how we can kind of connect the dots even a little bit more. I know DOI had done some tracking on students being enrolled in arts courses and now we have a little bit better way of doing that through the MYS pathway. So I'm not sure if today's the right time or next year in the future. Um but I appreciate deeply
hearing from the council and I I just want to make sure that we're lining up also on the DOI side like where there are um you know cohesive opportunities to to either present or to align on on some of these pieces here. Um I just wanted to quickly clarify the survey you all conducted that uh how how can you
just briefly talk about how you did that survey? >> Yes, we put together the survey and we sent it to certified arts teachers, students, parents, guardians, arts partners, and additional stakeholders. basically because we're members of the I'm a member of the arts education
branch. Most of our respondents were certified arts teachers in elementary 157 secondary 64 students were 178 parents and guardians 58 arts partners 18 additional stakeholders 35. So for a
total of 510. So most of the respondents did come from our certified arts teachers. However, we did have a a great experience and understanding on how to get these surveys out and we wanted to have some
basis on which to speak and using our experience as well as this survey, we felt we gave you a pretty good look. >> Yeah, absolutely. It's great to hear, you know, the desire to have more uh facilities for the arts. I knew that was an issue when we brought the resolution.
And so maybe I'll just lift this up and Carolyn's not here or Bill Johnston, somebody who's an ODA or strategic planning. I know we're revising our school experience survey. Um I wonder if there are any appropriate questions to include there about students experiences with the arts so that we're getting to hear from more students, staff, and
families to the extent it, you know, connects to the reszo or helps us with decisions around facilities or course offerings, things like that. because I appreciate you all starting it and I think maybe the district um could give a little bit more teeth and support to it going forward. >> Looks like very much so. I think we can
definitely look at the school experience survey as we're refining it and and see how we can dovetail, you know, these critical questions into that. >> Thank you so much. >> Thank you all. >> Wait, before you sit down, let's see anybody else have any comments or questions. >> Go ahead, Carla. >> I just want to say thank you for this
for bringing this and uplifting and getting student input. I do know as a teacher how much art can really impact students and especially when um at the elementary level and I was a special ed teacher. So you know if I did not integrate my kids into the mainstream
into the general ed my kids did not have art. So it's very important. I saw the changes in them and so thank you again for doing this special work. >> Thank you very much. >> Thank you very much ladies. Thank you. Thank you. And next, I'm really very pleased to
have a report from our student board member who served all year. Yeah, go ahead, Jerry. So, I don't actually have a committee report, per se, so I'm breaking a little bit out of the norm. Um, but I just wanted to say a few words of thanks and
appreciation for for being able to serve as this past year's student board member. Um, LUSD is my family and and has been for the past 12 years. From the Porter Ranch Community School to San Jose Street Elementary, then Walter Reed Middle School, and then finally North Hollywood High School, I'm so grateful
to have spent some of my most formative and foundational years in such an amazing school district surrounded by trusted adults and magnificent friends. Without this district and the opportunities the student empowerment unit has provided me, who knows where I would be? I attribute much, if not all
of my success and my skills of public speaking, empathy, and determination to the school district and the countless chances it gave me to prove and improve myself. From performing arts to speech and debate and robotics, I've benefited so much from the programs of the
district. But especially this year, I've been blessed and so grateful for everything that I've been able to experience. Dream it achieve it, working with Dr. Estrada and the division of in division of instruction. um to increase opportunities outside of the classroom for students increasing internships and
dual enrollment and career technical education pathways. Uh those were based in my experiences with out of classroom learning opportunities and the influence they had on me. Uh the student board member toolkit working with the student empowerment unit and all the amazing students um and talented high school
underassmen that I was able to work with to put that together. Um, and but more than any of these program names or achievements, uh, I've really grown as a leader and as a learner. Uh, talking to students from all different backgrounds, being able to apply my skills. It's
truly been an honor to represent the students of LA Unified. And those stories, the stories of the students at the end of the day are what I will take forward with me throughout the rest of my life. Um, and on top of that, uh, you know, this opportunity has been a
learning curve like no other. Um, and I could not have had this growth without the support of all of the LUSD staff here at Bodri. I came into this position, uh, you know, sort of apprehensive and nervous. Um, I never thought I would have an opportunity like this uh, to serve as an elected official
while still being in high school. Uh but throughout the entire experience, I've learned so much as the result of the meetings I've had with staff, the insight they've given me on every single thing that has happened. And as I sit here in my last board meeting, I feel the same kind of nervousness, but not because not because of the future of our
students because I know that's secure uh in the hands of our amazing student advocates and board. uh but because I've built such a strong connection and it's so hard to say goodbye to such a supportive and uplifting community. As I'm embarking on a new journey in my life, I will take the values I've
learned here of being a lifelong learner and hopefully continue to meet and represent new communities. So to close this out, I want to end with some thanks. Um thank you to Mr. Placencia and Dr. Franco and the entire student empowerment unit. Thank you to the board of education uh for allowing me to sit
alongside you and learn from all of your experiences. Uh thank you to all the LUSD staff and the North Hollywood High School administration for always pushing me to do more and do better. Thank you to my family, my my real family, you know, outside of LA USD for driving me
everywhere and supporting me unconditionally. And most of all, thank you to all the students for trusting in me and and trust. Thank you to all the students for trusting me with your thoughts, opinions, and stories from this past year. So, thank you all so
much. >> Thank you, Jerry. Thank you. Can you uh tell us where your path is leading to you uh leading next? >> Yes. So this fall I will be attending Stanford University. All right.
>> Um not fully set on uh on what exact what exactly I'll be studying but I'm thinking something public policy or government. Um and I know there's also a lot of bears in in here. So uh it's going to be it's going to be a little rough but
>> Well, we have every confidence in you, Jerry, to be successful as you were as a student board member. and I thank you very much and wish you the best. Thank you, Jerry. >> Thank you. >> Okay, next we have uh a quick presentation from
uh one of our parents and students about scoliosis and I'd like to know what is scoliosis and how do we identify it and why is it so important that we identify scoliosis? Come on up and introduce yourself,
please. Hello, my name is Brooke Kim and I am a 14-year-old scoliosis patient. I'm here today to propose an impactful step to improve student health. The annual digital distribution of scoliosis awareness flyers to families. Scoliosis
is a sideways curve of the spine that develops between the ages of 10 and 15. About 7 million Americans have scoliosis. Early detection is very important because scoliosis signs are often missed. until it's too late. Sometimes leading
to spinal fusion surgery for teens. In the 1980s, California founded scoliosis to be such a critical health condition that the board mandated all schools to do scoliosis screenings. For 30 years, all students were screened for
scoliosis. Then in 2010, there was a huge budget cut. Mandated scoliosis screenings became suspended due to budget cuts. Screenings are still mandated but unfunded and therefore we are forgotten. I am here today to remind
you of the importance of protecting our students. For the past 16 years, families have missed early detection because schools no longer conduct screenings. This has created a big gap in awareness and early detection, especially for students who may not have
access to health care or annual checkups. Please help bridge the critical gap in lower income families with a simple flyer distribution. Do not forget about us students with scoliosis. Scoliosis has been forgotten by LUSD for
16 years due to budget cuts. A single no cost flyer could help a teen receive earlier treatment and possibly avoid spinal surgery. Today I request LUSD to mandate the annual distribution of digital scoliosis awareness materials to
all families. Please don't forget about us. Again, thank you for your time >> and thank you for the information. Thank you so much. >> Thank you. And next, my pleasure to introduce our superintendent again for his reports.
Thank you, board president. Today's superintendent reports are from our parent advisory committee and superintendent's student advisory council. Before we hear today's presentations, I do want to take a moment to recognize and thank the members and officers of both committees.
These students, parents, and family representatives volunteer countless hours throughout the year to learn about our work, engage deeply with the LCAP process, and provide advice and recommendations intended to improve outcomes for students across LA Unified.
The recommendations we will hear today also reflect thoughtful attention to some of the issues that matter most to our educational partners and our students, including academic opportunity and achievement, student wellness and safety, college and career readiness,
family engagement, school climate, facilities, and equitable access to resources and support. Many of these conversations have in fact already informed district work. For example, students have helped elevate discussions around expanding access to
advanced coursework, dual enrollment, mental health supports, and school safety. Parents have helped advance important conversations regarding transparency, family engagement, academic supports, and strengthening communication between schools, families,
and the district. We greatly value the time, effort, thoughtfulness, and care that go into developing these recommendations. The advisory committee members willingness to ask questions, challenge assumptions, and share their perspectives help us
become a stronger organization, and better serve our students. Thank you for your partnership, your advocacy, and your continued dedication to the students and families we serve. We look forward to hearing your presentations.
With that, I'd like to call up our representatives from the Superintendent Student Advisory Council to make their presentation. Welcome. Good morning. Oh, sorry. Good morning, acting superintendent
Chai, deputy superintendent, and honorable members of the board. My name is Solon, and I am a proud senior at Chartssworth Charter High School and the president of the Superintendent Student Advisory Council. Today, we are grateful for the opportunity to share recommendations shaped directly by
student voices across LUSD. These comments reflect the conversations, concerns, and hopes of students from different schools, backgrounds, and communities. We recognize the responsibility of speaking on behalf of our peers, and we hope today's presentation helps center student
experience in the decisions that shape our schools. Our student advisory council consists of members that represents every region and board district, reflecting the unique diversity of LA Unified. Each member of
our council is entrusted with leading a student empowerment project, giving students the opportunity to create meaningful change within their schools and communities. Another responsibility we share as a council is providing our studentdriven perspectives on the LCAP. To elaborate
on our comment development process in the council this year, members of the SACE heard from representatives from the strategic initiatives office to learn about district operations and priorities. These meetings, which took place both virtually and in person Saturday learning sessions, helped
ensure that our recommendations were informed by a strong understanding of district goals. Through research and open dialogue, we collaborated to write recommendations that reflect the needs and aspirations of more than of the more than 500,000 students we represent.
Today's presentation highlights some of the key comments that emerged from that process. I now have the honor of introducing our officers and members of the SACE, Ashley Lores, Samuel Pikheints, and Enamon. >> Thank you, Salic, for your introduction.
My name is Ashley, and I proudly serve as an officer on the superintendent and student advisory council. I will be discussing recommendations the council has developed this past year to uplift our school communities and expand opportunities. and I'll be speaking on the recommendations on goal one on
academic excellence. Our council members will propose introducing CTE coursework at schools where it is not available to allow students to gain hands-on training in different fields. We extend our gratitude to pre-existing programs that have allowed many students across the
district to gain exposure to various career pathways and gain firsthand insights into the workforce. This preparation is essential for all students to have access to workforce readiness to get ahead a head start in their post-secary education and career.
Considering these efforts, it can be challenging for students to figure out which career path is best for them. when there is a lack of availability to gain professional and industry specific training to serve as college and career exploration and preparation. This would
allow for students to gain certifications or college credits while in high school that could serve as specific job qualifications or transferable to a 4-year university. For these reasons, we emphasize the importance of amplifying accessibility and visibility
at schools where CTE courses are offered so students and families understand the opportunities that are available to them and to help expand their goals. We would also encourage increasing the number of egeneuity licenses which will give students more flexibility to choose coursework that best fits in their
schedule and learning abilities to ensure they have the necessary materials to succeed. Students have greatly benefited from egeneuity classes to explore different courses and to have a flexible schedule. So expanding the offering and availability will help
students to continue growing academically. Another important initiative we propose is offering one-on-one workshops on how to take AP courses on platforms such as Egeneuity to ensure students understand how to effectively navigate through the courses.
This would be an effective way to allow students to understand which learning method is best for them, understanding their coursework options, how to turn in assignments, how to balance their coursework, and to have more flexibility to access a variety of courses.
Continuing our proposals for go one on academic excellence, we would like to begin with saying our appreciation for the board's efforts to expand educational opportunities for students to succeed inside and outside the classroom. Beginning with due enrollment, it is an
exceptional opportunity that has continuously been expanded and we are grateful for all the efforts the board has made to increase their accessibility. with higher accessibility for dual enrollment means higher interest and more support students will need to enroll and access college classes. For this reason, we would
propose making dual enrollment workshops more available for students districtwide, which can help students and families understand the benefits of taking college courses while in middle or high school. With our emphasis on creating more accessibility for students to take college courses, we encourage
expanding their promotion to younger students before beginning high school. Encouraging and promoting dual enrollment coursework for sixth, seventh, and eighth graders will help them gain more academic exposure to different fields and career pathways. It would also serve as a college and high
school readiness so they can become more informed and prepared to take on a field or career of their interest. We would also request increasing professional development opportunities for middle and high school teachers and counselors to support students interested in denrollment.
This will ensure they know how to support students who are seeking opportunities through community college. Lastly, offering more classes and workshops for a direct two career education serves as a safety net and exposure to career paths students would
greatly benefit from. There can be students who lack exposure to various career pathways after high school and this opportunity would allow a broader understanding for potential options. This means students will have a stronger understanding of their future to plan out their goals early on for su for a
successful future that suits their interests and needs. Thank you for your consideration for our proposals on academic excellence. And I would now like to pass it on to Sam who will speak on goal two. >> Can you tell me what school you represent? I don't know if I remember. >> City of angels. City of Angels. Okay,
thank you. >> Thank you, Ashley. My name is Samuel and I'm a rising senior at North Hollywood High School and also an officer on ESAC. I want to begin by recognizing ALUSD's commitment to student wellness and the important role of people's service
workers play that play across our schools. We appreciate the district's continued investment in mental health infrastructure and its recognition that student well-being is foundational to academic success. However, students across the district
face significant barriers to accessing mental health support. Many campuses lack a consistent PSW presence and students often don't know where to turn or who to ask. First, we urge the district to increase
the availability of PSWs, ensuring a dedicated presence on every campus districtwide. No student should have to travel to another school or wait weeks for support. Second, we recommend elevating student
awareness of and access to PSW resources. Students can't use support they don't know exists. We propose that PSW introductions be integrated into the school year early through assemblies, classroom visits, and digital signage so
that every student knows their PSW's name and how to contact them. Students can also support this by helping co-design outreach campaigns in their schools, peer-to-peer mental health awareness, and school-based resource guides that speak that speak in a language students can actually
understand. Now moving on to our second topic, safe passage. Safe passage and campus safety. Getting to and from school is a basic right. And yet many students, particularly those in underserved communities, face real
dangers on that journey. We recommend that ALUSD reassess how students and parents at school sites receive information on safe passage providers. Current communication is often inconsistent and doesn't reach families in their home language or through the channels that they actually
use. Students can help by working with school staff staff to map roots and identify where there are gaps and safety concerns. On the question of school resource officers, students, we call for establishing a
community-based process for assessing the need for school police and SRO on school by school on a school by school basis. These include by using meaningful impact input from schools, students and and parents to determine annually
whether each school wants an SRO stationed at their campus. A school choose a school can also choose to request a yearly assigned SRO and the school must conduct anformational session with the full school community including students and parents before
that decision is finalized. We also urge that the district improve school site safety practices through a strengthened and consistently implemented school safety plan at every campus. We urge that students should be an active participant in reviewing and
updating these plans, not just a recipient. Our third area addresses inclusion and day-to-day safety of students in our school buildings. Every student feels deserves to feel safe and supported. We urged that ALUSD expand social
emotional learning sessions for teachers, staff, and student leaders specifically focused on LGBTQIA plus inclusion. Our LG our LGBTQ students experience disproportionate rates of harassment and discontention.
Increasing training for adults in our buildings would would help it that would help them be informed and compassionate allies would help LGBTQ students feel heard and supported. Students in this community can support
this by participating in the design of these trainings and sharing what kinds of support and languages make the most difference for them. Regarding student safety and drug prevention, we recommend two actions. We recommend that school personnel be
stationed near middle and high school restrooms during passing periods to monitor school student safety and deter drug use by maintaining a visible adult presence. We also recommend that LUSD implement more vaping sensors and detection devices in school restrooms.
Our students come to school every day carrying a lot of anxiety, uncertainty, and in many cases fear. When we invest in their safety and their sense of belonging, we invest in their ability to learn. And now I want to pass it off to Anom.
>> Thank you, Samuel. My name is Ena and I am a rising sophomore at Chasser's Charter High School. Our next area of focus is student engagement. We want to begin by thanking the board and the student empowerment unit for continuing to create spaces where student voices
can shape district policy. To build on that work, we recommend expanding peer-to-peer support during school transitions. This is especially relevant in magnet programs where students may enter without an established an established social network. Pairing
incoming students with trained upper grade mentors would help new students feel connected and academically prepared. This will also give older students a meaningful leadership opportunity that can contribute to their college and career readiness. We also appreciate LUSD's commitment to student
leadership through opportunities like student advisory councils. To make these opportunities even more accessible, we recommend expanding outreach beyond email announcements through school visits, flyers, and onampus events, allowing a broader, more representative
group of students to participate. Our final area of focus is operational effectiveness. We appreciate the board's continued commitment to creating safe and healthy learning environments. To strengthen that work, we recommend addressing basic facility issues,
including bathrooms without soap, paper towel, and menstrual cycle and menstrual products. These concerns directly affect student health and readiness to learn. Creating a clear student reporting system and conducting regular spot checks would help ensure every campus
consistently meets basic health standards. Thank you, Anna. As we conclude today's presentation, we would like to once again thank the board, acting superintendent district leadership, and everyone who took the time to listen to the
perspectives of students from across Los Angeles Unified. Whether we are discussing academic opportunities, student wellness, school safety, leadership development, or operational effectiveness, each recommendation presented today stems from our shared
goal to ensure every student feels supported, heard, and ready for the world. At the same time, we recognize that the district faces difficult decisions. We acknowledge the tremendous work of our teachers, counselors, administrators, classified staff, and
labor partners who uplift students each and every day. We deeply value their contributions and dedication to service. As students, we would like to encourage continued transparency regarding the recommendations submitted through this process. One of the most meaningful
parts of student engagement is seeing how our feedback contributes to further action. As recommendations are reviewed, we would greatly appreciate opportunities to better understand which ideas are being considered, which may move forward, and what implementation
could look like in practice. Greater clarity regarding next steps helps us understand how our voices fit into the decision-making process and encourages future participation in civic engagement and democratic processes. For many of us, serving on this council has been one
of the most formative experiences of our educational journey. It has given us the opportunity to learn about educational policy, engage with relevant issues, and advocate for the needs of our peers. Most importantly, it has shown us that students have an indisputable place in
civic engagement. We would also like to extend our sincere gratitude to acting superintendent and the district staff who have supported and advised us throughout this year. Your openness to dialogue has made this an empowering experience. On behalf
of the Superintendent Student Advisory Council, thank you for your time, your partnership, and your comm continued commitment to the students of LUSD. Thank you. >> Well done. Thank you so much. >> Comment. Go ahead, Carla.
>> You make me so proud. I am so happy to hear everything that you have presented here. Um it's all the things that you have said that you've shared that you want us to focus on um are things that I've been hearing when I speak to
students through throughout my particular district. Uh the mental wellness support um the the being seen, being accepted, including supports for our LGBTQ plus students in the curriculum, um supports just in general.
All those things are the things that our kids are saying. And so I'm very grateful that you took the time to participate. I know it took a lot of commitment to be able to be a representative on this committee and then also to ask your peers what they want. I have a quick question because
one of the things that I have heard from parents as well as from students is the concern about vaping, right? And um I visited a school in the valley, Kennedy High School, which um is they have an amazing team of wellness support which
includes uh classified staff as well as mental health support. But one of the things that they also have is a partnership with an organization that when a student um is is using uh is vaping or is caught doing something, they immediately connect them to that
organization and then also bring the family in. So it's the whole family is going through this process and it's like a program where the students learn about why not vape etc. I'm wondering if there's any beyond um what you shared
here did students share what are some things that could help them I and also we understand that perhaps they're using not only because they're exposed to it and it's available but also probably dealing with the things that you all talked about anxiety depression whatever
it is um but did students talk to you about what we can do as a district to support them when they are having these troubles um with vaping or any substance use. >> Um, yes, absolutely. In the number of
sessions that we had throughout the school year, there were definitely concerns and voices that were shared on this topic of vaping and prevention as well as what happens after your student is caught. And on that topic, I really like the program that you mentioned. And uh one concern that was a common theme
that was uh frequently shared was that it's our goal to avoid criminalizing students for these type of actions and instead focus on a more supportive and restorative approach. Uh and then as you mentioned working with the family and making sure that the student is understanding the root cause for why the
student acts in a certain way and then taking supportive steps to guide them through a process of overcoming the challenges they're currently facing. And like you did mention, it's uh very closely connected uh substance use and mental health struggles. And so these two issues by even improving one, we're
improving both at the same time. If that makes sense. >> Thank you. >> Thank you, Carla. Go ahead, Tanya. >> Uh Ditto, appreciate your leadership, your work on this, lifting up the voices of students that I think in many spaces we hear some of the themes that you all presented today. One quick question for
you all and for staff on the restroom supplies because that's an issue we have heard come up several times. What happens on campus when you let someone know that there's not appropriate supplies? And then for the district staff would also be curious um what should happen uh when a student lifts up
a concern or how do we systemically look at that on a regular basis? >> Um yeah, I can take this. Um, in terms of like what I've just been like seeing personally as a student, um, we did like a really quick survey um, in ESAC of students who may have been experiencing
issues getting either menstrual products or just having the availability of like soap and paper towels. And we had like the majority of ESOs just raise their hands just saying that they've had like issues with getting paper towels, issues with getting soap um for months and they've raises with teachers and I've also talked to like some of my teachers
who have personally raised this as well. Um, and it's been difficult for them to coordinate. Um, I think for a lot of schools it's an issue of staffing. Um, having enough like people to stock the restrooms, um, supervise the restrooms. Um, to Sol's point about vaping, I think it's for a lot of schools it's really
hard to having to have enough staff members to go around and like wash all the restrooms. Um, and so what I think is just like necessary, um, would be to have a lot of the like restroom supplies like consistently restocked and also
have monitors around restrooms. Um, at least in my school, um, we do have issues with students taking soap dispensers or like stealing all the paper towels. Um, so just having like a either a monitor there or just like someone to be just like proactive in preventing like cases where there might
be misuse of materials. >> And for staff, >> oh, here's toes to respond >> to to what staff is supposed to um do. >> Good morning. Christina Tes, chief facilities executive. So, uh, we
allocate custodial supplies, including restroom supplies like soap, uh, toilet paper, napkins to each school based on a school formula that looks at the number of restrooms, the number of students in that campus, and that's provided to each
school at the beginning of each school year in their budget. Now, obviously, if a school runs out of that budget before the end of the school year, then Central does step in and provides additional budget because it will not be acceptable for schools not to have adequate
bathroom supplies um just because they used up that allocation at the be or too soon. Um was there any other questions? I think there's there's an opportunity here and it it's been part of previous conversations about what does a
partnership between students and staff look like and how do we facilitate that? Like I think you you talked about monitoring and reporting. Sometimes staff are working on other areas of a campus. They're on a routine kind of inspection and checking and when things run out there are delays because they're
they're you know attending to something else. But thinking about what are the mechanisms where students could actually report via app that you know there's an outage of towels or soap in a particular restroom. So then staff are aware that hey I have to go and potentially fill
those uh those empty uh towel um containers. And so I think it's there's an avenue where we can actually facilitate just a better communication um so that we don't see those gaps in service. >> I love that idea of adding it to schooly not to cell phones. Um, but also it
would help us as a district understand, you know, how big the problem is and how responsive we are when it comes up. So, thank you so much. I really appreciate that >> Charlotte. >> Well, thank you guys so much. You guys did a wonderful job just in presenting
and had a few questions um in where you landed on our sixth and seventh graders being encouraged and promote dual enrollment. Were there questions that were targeted and the sixth and seventh graders said yes, this is something that they wanted. What came to that
conclusion? >> So when it came to that, um I do a lot of advocacy for dual enrollment. So I've been able to speak with middle school students and also high school students. Um I feel like they've always mentioned about having more access to it in middle school. I think because counselors
usually they don't like encouraging dual enrollment in middle school because they they think they're not capable of taking it or they think they're not ready. But I've seen firsthand how they are ready to take it and it will really prepare them for high school if they want to continue taking dual enrollment. Um I personally had this issue as well when I
was in eighth grade. I wanted to take dual enrollment and I felt like I was ready but I was kind of like prevented. Um and also with my brother as well. He um he's in eighth grade right now and we were lucky to have the opportunity that he was able to take a dual enrollment
class and just seeing how he benefited from it. I feel like other middle schoolers should also have that opportunity. It's really great preparation and I feel like they'll get a lot of hands-on experience and just being able to kind of figure out which field that they want to go into because once they go into high school, it's a
little bit harder to kind of navigate through like which career path they want to go. It's a lot of pressure. So just doing that early on would be really helpful for them. >> Great. Do you know if these students were on just middle schools or span schools where they were exposed to high
school students at the same time that may have changed their mind or wanting to do it? >> Um well I mostly heard just um students who didn't have access to it in school and just that they wanted that opportunity.
>> Thank you. Um, you mentioned exposure to and I appreciate this and you know we have to comment. I just the opportunity for our students when they get to schools to know who the PSW, how is there some some ways that you think
would be best to have our school sites do that work? >> I think for me like in terms of like knowing who my PSW was, um, we'd have events at lunch. So, we'd have the PSW set up a table um and they'd be able to like give students like little goodies
or like um sign up for like PSW um services and then this PSW would be able to contact them directly. Um and I think just like letting students know that there's a PSW available on campus because I think a lot of students um they may want to talk to PSW, but they just don't know if their school has one
or like what their PSW schedule is. So announcing that in assemblies and making sure that the PSW is like getting out there at lunch or nutrition or like during passing periods to make sure that these resources are available for students and that students know where who to contact and where to contact um
reach them. And I think for a lot of students like reaching out to a PSW um is like kind of nerve-wracking. Um, so maybe one thing that has I've seen in my high school really work is having the PSW reach out to the student um as they just put their email down and then the PSW would be able to contact them
directly. >> Got it. Thank you. And then one last um and we heard this earlier today in the room just um the establish of a community-based process for assessing school need for SRO's by school site
which we know many of our families have asked that they could participate in this opportunity to have them on school site and for a school to decide to request a yearly assigned SRO to the school should conduct anformational
session with the students, staff and parents is there how did you guys come to this and was it what was the questioning to get to this answer here? >> Yeah. So over the course of many meetings, we did talk about kind of what points that we wanted to include and how
do we really structure it in a way that honors the voices of students. And so the topic of SRO is something that has arguments on both sides. And for that reason, we wanted to think of a solution that would honor each school on a case-byase basis. So by having a yearly
assessment of whether an SRO is required and then having that decision be in the hands of the students and the community and the parents as well. And then the informational session um that kind of came from the point that um SRO should be a more familiar face for students. And by having anformational session,
students are aware of who they are, uh what their responsibilities are, um who's accountable for what. And then by giving students and parents and the general community that information, they feel more welcome and to create a more inclusive environment. And so yeah, that was just the product of a lot of debate,
a lot of discussion over the course of many meetings. >> Awesome. Thank you so much for sharing that. Appreciate it. >> Anyone else? Rosio, please. >> Yes. Excellent presentation. Thank you very much. Um I I wanted to know a little bit more
information on um the point offer more classes and workshops for direct to career education. What was um the feedback you got from students and why they wanted more workshops on direct to career education? Yeah. So, for that one, I think it's
just some students may not want to go to community college or go to a 4-year university and they feel like they would benefit more from just going to a career after high school. And just by speaking to other students in my community, also from the council, I think that would
just be like a great option for students to have if they feel like they don't want to pursue like that higher education and just go into a career. And I feel like it would just be beneficial for students to have that availability for them if you know um maybe you know
they just don't want to go to community college or university. And it would also just expose them to different career paths. Maybe that's like what they would benefit better from. And yeah, that's why that's something that they've also highly advocated for. And um in your
discussions or the survey with with your peers, did they mention PE pre-apprenticeship programs or programs to go into the trades or is that something that they're aware of or asking for more of that as well? >> Yeah, when it comes to trades, I think a lot of them just spoke about offering
more opportunities and then also just to make increase the availability and also the awareness on it. I mean, there's also a lot of opportunities that are available to students, but they may not know about it, which is why we emphasize being able to kind of like um show it to
everybody, be able to introduce them to those opportunities so that they know that they could take that route if they want. Yeah. Much. And um on the point about the the vape detectors, I know that, and this is for um our acting
superintendent, I know that there was an um a pilot program. So I don't know if you can emphasize I mean give us an update on um the the results of the pilot program and you know any way of discussion out of expanding that. >> Sure. So we we did have a very small
pilot program at two middle schools in region north that has been running this year and towards the tail end of last year. uh results were mixed in the sense that one with the sensors themselves, there were some issues in terms of reliability and actually sending the signals out to staff because basically
the way it works is if you're a staff member, you essentially have like an application on your phone and you get an alert when the vape detector goes off in the restroom. And so there were also some concerns around the ability for staff to re react in real time. They would get there and by the time they got there, the students who may or may not
have been vaping weren't necessarily in the restroom anymore. So, we are still looking at that as a pilot, but we're also looking at, and this is something that was hit on in the presentation, and I know it's a challenge with staffing, but it's about bathroom monitoring. And obviously, you know, we're we're very respectful of that as a space for
student privacy for obvious reasons, but just having folks that are directly in that space can also obviously be a deterrent. >> I wonder if there are other strategies or best practices that we can learn from other school districts because I'm sure we're not the only school district with
this with this issue. um to better monitor or just you know have um a campaign at the schools. I know we have Tupe, right? Is that how you pronounce it? T U P. Um but yeah, I think we need to really because I hear
this all the time even in my son's school. Um this is a huge issue and has been a huge issue for a while. So I think we definitely hear in the students as well, we definitely need to be a bit more proactive on addressing this issue. Thank you so much Bish
>> Jerry anything >> your your final harrah go ahead >> I guess I mean just like thank you to the ESAC board members for presenting such critical information um you know although I am the student board member you know I will acknowledge there's
always more to learn uh and I think that's where the value of theu the superintendent student advisory council and all the the student advisory councils we have is in uh every time I attend an ESAC meeting, I always come away with a list of new ideas, solutions, and opportunities that I
could have never thought of. And I think that's the beauty of ESAC is bringing together so many diverse people. I mean, just look at look at the students right in front of us. Um they just represent a small percentage of of how diverse uh ESAC is um and how each and every one of those students is able to bring in their
own lived experiences and represent um you know, their own student group. and bringing in those ideas allows us to remove hurdles and address issues in order to allow all students to achieve more which I think is what we all want. So yeah, once again, thank you to um these four students. Let's give them
another round of applause. >> Yeah. >> Hey, thank you. Before I turn it over to Mr. Ch. Just a couple of questions. Um you think all the students know that if you graduate from LA USD, you have two free years of community college? Well, students know that, do you think, in
your schools? What do you think? Cuz I asked some kids and they didn't know. And I couldn't believe that they didn't know that LA USD graduates get two free years of community college. Um, I think that a lot of students when they're considering what their options
are after high school, especially like as a senior, that's something that almost we talk about daily. I think community college is an option that a lot of students do think about. Uh the fact that it's free though that is something that we could uh you know emphasize more having I think one great resource would be to uh and this is
something that also students in the SACE have also emphasized is having u presentations or resource flyers talking about what are your options after high school and then um in those type of presentations we can mention that if community college is the track that you want to embark on then uh how much would
it cost you of course uh because LUSD does offer two years for free that is something that should definitely be mentioned I think would be absolutely beneficial to carry forward. >> Don't forget to tell their parents too, right? Okay. Uh careers. A lot of people going right into careers should take community college courses. They offer
career courses at community college. So, take advantage of all that stuff. And last, I just want to mention something about um the restrooms because I guess I'm the only principal on board here at the uh board. And um
we have to promote respect at schools, okay? Respect your adults, respect yourself, respect your fellow students. And whenever there's a problem in school, and nothing made me angrier than going into the restroom and seeing paper
towels thrown around, silly stuff like that. And when I would catch the kids, cuz they always somebody always lets me know as the principal who it was. And I would tell them, I don't use that restroom. That's not my restroom. That's your restroom. So why on earth would you
mess up your own restroom? So, we have to close it and then you'll all have to wait and use another restroom. So, it's very important that self-respect, respect for adults and respect for school property. And that's something I think you should emphasize to the kids. It's their restroom, so take care of it.
Thank you very much, guys. Mr. Ch. Thank you, board president. Again, just wanted to express my sincere gratitude to the council. Uh, unsurprisingly, you did an amazing job with your presentation. We very much value the feedback. I I know Mr. Yang already beat me to the punch, but let's go ahead and
give our presenters one more big round of applause. With with that, it's my pleasure to transition us over to our next presentation from our parent advisory committee with the pack members that are presenting. Please join us. For the folks in our audience and
listening outside the room, we're going to have at least one Spanish speaker uh making the presentation in Spanish. So, if you'd like to hear simultaneous translation of what the Spanish speaker is saying with this important presentation from the parent advisory committee, please put your hands up and
we'll get you translation headsets. They just turn on automatically to the uh English channel when you put them on. And when the time comes to put them on, just put them over your ears. So, please put your hands up. We'll get those translation headsets to you and we will start shortly.
Okay, Jake. >> Yes. Okay, as soon as the presentation gets pulled up and there it is, we're ready to go. >> All right. >> Thank you. >> Thank you. Good morning. We are excited to be here
and share with you the summation of the last year's work of the parent advisory committee, our accomplishments, the impediments that still exist, and finally a sampling of the 125 LCAP comments that were submitted to the
acting superintendent for his responses. But first, I'd like to take a moment to introduce the my talented, hard-working, and committed executive board. My name is Andrew Crown, and I've had the privilege to serve this year as the chair of the PAC, and the
parliamentarian of the CAC. With me today are Vice Chair Eva Jackson, Secretary Maria Sanchez, and Parliamentarian Miho Marai. Also on our team and but unable to attend today, Assistant Secretary Aaron Craig and
Steven Arutia, public relations. Before diving into the meat of our presentation today, I want to reiterate how critically important the connection is between the parent the parents of the district level committee and you the
board members. Our connection can't merely exist every four years during elections or during a prefuncter annual LCAP presentation. We are after all pulling on the same
rope to greatly improve the education received by not only our own children but all the children in the district. We want to also share that we welcome and encourage the board members to ask
any and as many questions as possible. While there is officially time for questions at the end of our presentation, please don't hesitate to ask your questions in the moment. We welcome thoughtful and actionable dialogue. Let's start by highlighting some of the
accomplishments achieved this year. The accomplishment with the most significance today is the expansion of the time given to the parent committees to present to the board. I would like to call out and give our special thanks to board president Mirlson for agreeing to
the additional presentation time and it's the sincere hope of all three parent committee chairs that this change becomes permanent. I'd also like to offer the thanks of the chairs to Mr. McClean who I think stepped away for his
flexibility in resolving the scheduling snafu that had occurred. Here are some additional accomplishments achieved this year. An agreement with acting superintendent on a regular cadence for the pack executive board to meet with him. The launching of a new LCAP study
session webinar series. New procedures to capture and answer the questions posed to district staff during our meetings. but that aren't able to be answered in real time. Establishing cross committee communication and collaboration between
the parent committees allowing for a strengthened and unified parent voice to be shared. Implementation of new agenda planning process protocols to provide district presenters with more
time to develop, preview, and solicit feedback on their presentations to improve the quality of the information presented to the pack members. A streamlined meeting procedures to improve the pack's operational
efficiency. Creation of a pack email packausd.net. net. An agreement in principle on the expanded role of the public relations officer to address longstanding outreach shortcomings between the pack and
families, school administrators, and community representatives. While inroads were made in some areas, a number of crucial impediments still exist which are hampering the pack from effectively and efficiently advocating
for our students and parents. As a former neighborhood council executive officer, I've had to endure an angry public exercising their right to express their views. It can be tough when the anger and fervor is directed at you.
There will be none of that today. We feel that merely standing up here and complaining isn't productive and rarely leads to functional and meaningful change. And what we want, what we hunger for is change.
In that vein, the following slides not only highlight impediments that we have and continue to deal with, but more importantly, they propose remedies pack membership. The last last year, the pack unanimously approved to expand the
me each membership category by one member. Subsequently, that action was denied by someone at the district. Then unilaterally, the free and reduced meal category was increased by one member. No explanation
given despite our repeated requests. Therefore, we request that the atlarge, foster youth, and English learner categories be expanded as was approved by the committee last year. The work the pack completes each year is
so voluminous. We continually run out of meeting days. This is for a myriad of reasons. Therefore, we request that PAC elections be moved from the beginning of the school year to the end of the school year. And the PAC executive board with
support from SFACE completely overhaul the meeting calendar. Let's be frank. The parent committees presenting to the board at the same meeting the LCAP is being approved or in the case of this year presenting just a
few days prior to the LCAP vote means there is no chance that any of the work we do will actually make it into the LCAP. So I ask you, are the thousands of hours
the parents give of themselves anything more than a waste of time? It's extremely difficult to come to any other conclusion. Therefore, utilizing board rule 131B4,
we request that all three parent committees present to the board at least quarterly. The presentations made to the pack by various district departments have been either far too dense or conversely
something you would find at a parent center. They need to be overhauled. I am happy to share that Dr. Elward and the strategic initiatives office has committed to work with us over this summer break to greatly improve the
presentations and we are looking forward to getting started on this work as soon as possible. Each year we have hundreds of parents who participate in the region pack elections but aren't elected as members or alternates. Those parents leave those
election meetings often not heard from again. Therefore, we request that an outreach program be developed before the next set of elections to capture the contact information of all the parents who
attend so those cars parents can be kept engaged in the pack. Not only to participate themselves but also to spread the word to other families at their schools. in spite of the pack overview given to
prospective parents at those region elections. It simply isn't enough. We hear far too often from elected parents that they just didn't understand how intense the commitment is. This feedback illuminates a glaring deficiency in the
overview presented. Therefore, we request that a new pre-election parent training program to be facilitated by the regions and the school site parent center representatives be developed. This program should include the new LCAP
study session webinars as well as a to be developed committee commitment and function overview. Such a program in conjunction with the use of other outreach modalities would be instrumental in resolving the
complete lack of awareness that the majority of parents have regarding not just the PAC but all three of the parent committees. A major major ongoing issue is the lack of attendance of foster youth parents in
the parent committees. Clearly very significant issues have for a long time and continue to exist in the screening process. I'm happy to share that this year we began a dialogue with Dr. Denise Miranda to address the issue. It is our
sincere hope that this work will continue over the summer break and more importantly significant change is immediately implemented. The next few impediments are more operational in nature.
The job of the security excuse me of the secretary oh I think I'm off a slide. I apologize. The job of the sec the secretary andor assistant secretary requires a time commitment that is massively disproportional to the time commitment of all the other officer
positions except for maybe the chair. These parents often spend 10 hours per month simply re-watching meeting videos and transcribing minutes. That is simply inappropriate. We have tools and services at our
disposal to support this work. Therefore, as done in the neighborhood council system, we request that a professional notetaker be used to transcribe meeting minutes. It is our belief that the parent
committees should be composed of and governed by the parents. Short of doing something illegal or against district policy, the input from SFACE should be purely supportive,
not directive or controlling. There's a big difference. I believe there was improvement in this area this year, but far more improvement is required. There is a practice, intentional or
otherwise, to essentially hit the reset button each year instead of supporting the ongoing work that happens year after year. With the annual turnover of roughly 50% of the committee due to term
length, member resignations, and terminations due to poor attendance, utilizing institutional memory is critical to the committees being able to make lasting change. Our belief that this reset is intentional
to affirmatively styy the efforts of the parents to build positive momentum. If that isn't the intention, then let this serve as a wake-up call. This is how parents feel. To help combat the loss of institutional memory, we request
that a permanent repository be created housing each committee's highlights, suggested, and ongoing programs and other efforts, which will allow each new committee to pick up right where the previous committee left off.
And finally, LUSD tends to treat the ED code as the ceiling, not as the floor. This tendency is incredibly frustrating when overlaid with the opinion that most areas of our educational system could
use improvement and applied to the pack by attempting to restrict the pack from engaging in activities beyond simply creating LCAP comments. I'd like to point out that a generally accepted philosophy in law is
that if something is not specifically prohibited, it is presumed permitted. Applying this philosophy to the ED code, the ED code becomes the floor, not the ceiling. A rising tide lifts all boats.
And do the best you can until you know better. Then when you know better, do better. Two quotes that so accurately describe the philosophy of the parent committees this year. You have before you a small
group of committed parent leaders with nothing to gain but improving the lives of the next generation. This year in just my own personal school experiences, I've been witnessed to multiple shootings outside Granada Hills
and North Hollywood high schools, the death of a student at Rita High School, countless fights, onampus thefts, financial waste, and example after example of a complete lack of accountability up and down the
bureaucracy. As a school community, we've had to endure ICE raids, labor unrest, and now the looming massive budget shortfall that threatens to significantly reshape the very landscape of the district.
We are here trying to help. You have committed parents all across this district who are willing to give freely of themselves, their time, their expertise, their money.
Stop marginalizing us. Stop making us merely a checkbox on your list of requirements. Stop pushing us away. Finally, on a purely personal note and not in any way in my capacity as PAC
chair, I would like to acknowledge acting superintendent shape. For the first time in a long time, I feel that the office of the superintendent has shed its political handcuffs. Instead, it feels like real positive and
substantive change is on the horizon. I feel compelled to acknowledge the vastly improved quality of the responses to our comments this year. Mr. Chait, I want to personally thank you for what can only be assumed is your significant
influence in these responses. Again, speaking personally, board members, I urge you to immediately consider dropping the acting tag and appoint Mr.
as our superintendent of schools. And now we will share with you a small sampling of the 125 LCAP comments submitted this year. Please remember that we are eager to answer any question the board members may have. So don't be
bashful. We will begin with goal one, academic excellence. And I'd like to yield to our vice chair, Eva Jackson. Good afternoon. Academic ex academic exc excellence is a pursuit that lies at the core of
education reflecting the highest standards of achievement and performance in academics. Adjusting classroom sizes and or staffing levels of conform to evidence of based
performance data need to be reviewed to ensure that the students learning needs are actually met. Although the size of the classes are determined and by bargain studenttoteer ratios and district policies,
every student's learning curve is different. Aside from the daily classroom instruction, increasing the number of intervention services offered to students, including expanding afterchool programs and Saturday tutoring
opportunities will strengthen and educate the gaps. The district should not rely only on SBA or I ready results to access students academic process but should also consider
utilizing portfolios and classroom work to gather a more holistic representation of the students academic work and progress. As we take a look at the new age generation of AI, it is important that
we as a district aggressively research the pros and the cons concerning our students learning, providing professional and developments to teachers on ways to combat any arising problem.
We hope that while the district is considering establishing an ad hoc committee to tackle AI that you would humbly include the pack in some of your decisions operational affectionist. No, that's
that's her. Joy and wellness. Our students academic excellence ties directly into joy and wellness. Bringing back and supporting increased early childhood education is vital. As you see
by our young child here, the critical problem not only improves readiness for transitional kindergarten classes, it is a foundational tool that is a major family support for new parents.
determine access equity in ECEED centers within regions and locations. As we strive to increase social justice and school climate advocate, staff and programs with a focus on parents and
students rather than administration and district. Consider expanding the range and the number of extracurricular programs that are accessible to all types of students. utilize outdoor
spaces to hold classes, lessons, and or for students to conduct independent work time, also known as IWT, as well as the nature environmental environmental classes where students can
plant and tend flowers and crops as recommended by broader district policies and supported by research. We're on slide 22. Finally, goal number seven, black student achievement plan
implementation by expanding recruitment for more African-American community members to be involved. Consider extending invitations to more AfricanAmerican mentors, educators,
moderators, and alumni as role models to speak to our students. This will help with social awareness allowing future leaders minds to be expanded. Due to the complex nature of the role of BAP designate in which I serve on my campus,
there should be more extent training, structured training. The trainer should include not and not limited to how to properly navigate the budget. It should include not some but all expectations,
responsibilities, tentative dates. Once again, a clear line of communication and transparency is what we need. This would not only motivate all who are connected, but it would help strengthen with the
educational tools needed to achieve the actual goal, thus bringing us to a stronger unit. Providing our parents with informative workshops and educational tools will strengthen connections between schools families while promoting the cultural awareness
through shared learning experience. Although many schools host ongoing BSAP parent meetings and trainings throughout the year, it is important that we surround our topics around student learning in and out of the home. understanding the concept of
BSAP and the student strategies and mental health and wellness for families. Provide our teachers and our administrators with additional training and support to improve and implementations of the quality of cultural celebrations for all people in
schools including during the day as well as after school for families. In closing, I personally encourage you and remind you to keep a clear line of communication with the parent leaders that were elected to serve as frontline
soldiers. As we and the leaders that follow us continue to build on the shoulders of the ones that serve before us, I invite you to stand with us today. We stand as a team of one to let our voice be heard
by many. Hear our plea. Hear our call. If we know you're listening, together we will go far. I'm looking forward to sharing more with you in the sessions leading today. Once again, my name is Eva Jackson, your soon to be outgoing
vice chair of PAC. Now, umbly yield the floor to our secretary, Maria Sanchez, who will start with goal number three, engagement and collaboration. Ladies and gentlemen, Maria Sanchez, The Office of Strategic Initiatives
has in repeated occasions failed to provide data centric, financial and metricbased reporting as directed by the PAC, which has severely limited
the PAC's ability to analy analyze, discuss and provide smart and comprehensive LCAP comments. Yes, LCAP comments going forward. Detailed information
including detailed program information, LCAP line item associations, Accountability metrics, >> budgeting must be provided. establish
collaborative action teams from LCAP to our local school sites to create to create a bridge of communication between PAC, CAC, and DAC
that outlines and identifies ways to increase parent engagement. PAC members should be able to promote pack membership and have and have a forum
to share information and data with all families. Parent centers need to be a place of collaboration where staff aren't merely a mouthpiece of the principal. Workshops
and meetings need to be open collaborative dialogues and not lectures for all of the staff and families and for parents because it's necessary to be
to collaboratively work with you and and with parents and with the committees because it's truly necessary to be present. There are parents that that are in disagreement, but they want to be at the schools. They want to be at the
committees, but they need the district support. They need to have support for their students just as our young ones that just spoke earlier. We want to see that kind of support from you.
And we will continue with goal four which will be presented by Miho. group um earlier stated I think apps would be a great idea to um signal for repairs for supplies. Um that's a big
issue in terms of having the um the facilities up to date and having them um functioning. Um especially when you look at colllocated schools. I know that we have um at my prior school for my daughter, we had a colloccated school
and they weren't able to um have enough people in the auditorium and then I guess the colloquated school wanted to have an event before school started but there was like a miscommunication and so that there was chaos that day. So I think there needs to be a better line of
um chain. And then the second um one that we're talking about is the bus punctuality communication system among bus drivers, the district, school sites, and parent and guardians. Um the comments mentioned that there's a modernization of transportation project
that's going on and I believe it's supposed to be completed in August of 2026. I think that's a great idea, but the thing is that the letters need to be shared to the parents. the letters need to be shared to the schools because too
too often um students are marked tardy for um it's not their fault the bus doesn't show up and especially during the anticipated strike a lot of bus buses were not in um we're not in route and so schools get um students and the
teachers and the schools themselves get penalized for something that they have no control over. So again, a system is in place, but um when things are completed in August, sometimes they aren't completed in August. So I think what would be helpful is having a letter
sent out to any affected parties as well as a timeline and especially with regards to contact information because um although we were able to um read the comments um I'm not sure um you know somebody from my school that takes a bus, their parent would be able to
access this material. So, and then in terms of school campuses, um this is something that you know I used to be a teacher with LOSD back in the 1990s and um we would have career day like at elementary school. That was just
something we always did and at her prior school was TK to 8th grade and we couldn't have a career day. I was actually as the parent was going to organize it and we couldn't have people on campus because of the licensers and the liabilities etc. We had somebody came for a book reading and it cost
$3,000 that she had to get for just to come on campus to read it. So, I think that although the school district's real estate and business development department is um has a process, I think it needs to be made more visible and I think there needs to be exceptions made like her cub scouts were trying to do
recruitment. we can't do it because there's such a process and a lot of these organizations are already understaffed by volunteers and the process is very confusing. And I'm going to move over to um goal five. I'm going to try to do it a little bit more quicker. And that one talks about
investing in staff. Um again this is only three of the 14 goals that have been outlined that um and these are again goals that created by not just us the executive board but the parents on the um parent members on the PAC. So, um, one of the biggest issues that we've
seen was the, um, professional development accountability. Um, a lot of teachers, um, while I did see in the comments that there is a, um, accountability, um, website, I believe, I I can't really quite remember what it
said, but the thing is that um, we need to ensure that there is accountability. So, if you know that a staff is missing a number of them or if you know um, things are done, what is being done? I know that it says there's an internal process, but I think that needs to be made available to the parents. Also,
more importantly, I think the PDS need to be currently relevant to the students and the teachers in the schools. I know that when we had a discussion about what PDS are being offered, special education is not a PD offered every year to um schools. That should be mandatory.
special education section 504 all of the things the mental health those things the SLE learning the um dual language um degree programs um I know that we were doing a survey before about finding out what we wanted and they were talking
about when how soon should we start about talk about careers in college it should start at elementary I talk to my daughter all the time she's six about what she wants to be it may change but it needs to start younger and then also by literacy certificate for students that can't go to dual language. We moved
out of dual language. There's a biiteracy certificate that even the current principal at my new school doesn't know of. And I'm still to date trying to get a biiteracy for her first grade class. So that needs to be that is something that's very important to the district. And so it's really important that all schools no matter if they're
dualingo or not need to be known because they need to have a biiteracy designate in order for the program to be successful. And then in terms of the college co community college teacher pipeline and support community college um the responses talked about a career ladder program which again sounds like
an excellent program but do staff at the schools know do parent volunteers at this staff school knew? Do the teachers know um do the teachers know about the district intern program which is what I did and I got a um I got my teaching credential for free. So, I think those
programs are great that the district offers, but if people don't know about it, they're underutilized. And then finally, the wellness services. Again, um I think there's great programs that were offered at the responses from the superintendent, but um one thing
that we have to keep in mind is look at the schools that have teachers staying like my current school and like my former schools and which I don't want to say for privacy issues, but um you know, look at the schools where you don't see retention. you need to go and see what is happening there. And one of the
things that I've noticed that schools that the teachers leaves are there's hostile environments and those environments not just by bullying by students um but also bullying by staff, tenure staff members, by principles or whatnot. And so I think those need to be
addressed and then also what's the point of having great programs if the teachers don't get to utilize them. So maybe use those PDs. Again, I'm not at the PD, so I don't know, but use the PDS as a form of having an icebreaker to use the wellness breaks so that they say, "Okay,
this is the, you know, they're looking at the PDS. They see us as importance and they're utilizing it so they don't have to feel shame if they feel that they need mental health support or just need a break. So, thank you. I am here once again uh to present goal
six. Goal six. By the end of this 2026 2027 school year, schools must implement intervention, tutoring, and resource
programs in the areas of reading and comprehension from the first year of elementary school. With the goal that 50% of students receiving support can demonstrate an increase of one level
in reading assessments and strengthen their academic skills and support can demonstrate an increase in reclassification. We're always struggling for reclassification as
parents. The second point is to provide a detailed budget plan and goal to increase uh rates in the in the L cap for those
that graduate from high school by 10% by the end of 2026 2027 school year. We want your support in this because we want students to reclassify because they are some students are not reclassifying and we also want you to support parents
in that sense so that these students can reclassify uh those that speak other languages. We need to support those parents because uh as like my own example, I have a student in special education and he needs to
work with three languages. So, we truly want your support in every school so that every parent can help their student to reclassify on these goals. And I just want to thank all the staff, Mr. Andres, Chait, Carla Rivas, I'm sorry, Rosio
Rivas, Carla Grigo, and Kelly. I'm sorry I forgot your your last name from district one, but I truly thank you for everything that you're doing to support schools that have special education because we do need as parents and as
pack and as English learners your support. So, thank you for your support and let's keep moving forward. in our presentation uh you'll have links to the full list of the comments that were submitted uh for your reference. I want to thank you for the graciousness.
We are a little bit over our time and now I'm going to nudge a little for any questions that you may have. >> Board members, any questions? >> Go ahead, Carla. Well, first thank you for your report
and I I can tell you took a lot of time uh to think this through and to develop this um this very comprehensive report. Um so just um about the professional development that you were mentioning, you know, a lot of our educators also
feel the same way that they want professional development that is relevant to the issues um and the needs of their particular students. So there's been a lot of the advocacy around that from educators themselves. I am on the curriculum and instruction committee
which has um parents in it and uh teachers as well. And that is one of the things that we've talked about was professional development. And a recommendation that came out was that uh we include more professional development
that addresses the needs of the of the the population at the school and also to address some of the universal needs in our district which include um you know anti-racism um PD professional development at on
Tuesdays right so that everybody gets it special education I'm also on the chair of this I'm also the chair chair of the special education committee. Parents there have been advocating for professional development for all educators, special education as well as general ed uh teachers on inclusive
practices, understanding the different um eligibilities that we serve and putting those into practice. So those two committees have actually put forth recommendations around professional development and I meet regularly with our um chief of instruction and she has
been very receptive as the do uh division of instruction also in working on this and in fact over the summer we have educators who are going to be working on um developing curriculum that um that can uh include that is inclusive
and where our students can be seen and heard. because we've heard from elementary school teachers how difficult it is to access inclusive curriculum and um so there there's going to be a subcommittee that came out of that who's going to be working on that. So um and
so that's happening and I I want to let you know that there are lots of other folks too. So I'm glad that everybody is is advocating for these things in different spaces because I think that the more that we hear it from different spaces in different spaces then the more
that we see that there truly is a need. So um and then uh let's see there was something else uh wellness PDS I really appreciate that that's another ask of our educators as well as our students right they want more um professional
development mandatory professional development that addresses those um those needs and uh I just I'm wondering um about um oh well wait I want to appre appreciate you bringing up retention of
our educators. I think that is a very critical issue and we need if we are losing educators right after 5 years then we need to know why. So thank you for uplifting that point. Um, in terms of you mentioned that there's a lot of folks who want to be on this committee,
right? They show up and then they don't get elected and then we lose them. And so appreciate you suggesting that we maintain all all of their information, continue communicating with them and bring them back. Maybe they may not be an elected um uh representative on the
pack, but they can certainly be involved in various ways. And I do think that we need to do that part of bringing them in, right? Not waiting for folks to come to us. Um I'm wondering are there any term limits to the positions? And um and
how do are parents encouraged to also recruit other parents to participate? And are the meetings online only or are they in person? Are those some some impediments for people participating? Just curious about that. >> I'm going to try to remember everything you asked.
Let me let me get with I'll start with the elections and whatnot. The meetings are in person and on Zoom, so they are accessible to those who cannot come down um you know downtown, if you will. Um
the typically I mean in my in my election um we had 15 parents run for the atlarge position only for two positions. One uh one active member and one alternate. Those 13 others were
lost. Um term lengths. Yes, our terms are two years. Uh there's no term limit. you can continue to run and if you are elected in your region you can continue to serve at Nauseium. Um but every two years we are required to rerun for our
our seat. Um if I may quickly address the PD, I love everything and I think we would all agree we love everything that you're sharing is in the works. Um, my only hesitation is something that I heard not that long ago about um
contract limitations with uh requiring that teachers attend PD. Um I've in the only in the last few years have come across um issues related to equity grading and the fact what I was told by a school administrator was essentially
they can't force the teacher to attend the PD and then adopt the what the PD was was sharing. So my only hesitation is maybe in the last round of labor negotiations was that particular issue specific to PD addressed so that we can
really ensure that our educators, our staff, our teachers, our administrators a are attending the PDs that the district is willing to do and that the parents and families are clamoring for, but then of course put those practices into practice because without that it's
all for not. So >> totally agree. So professional development outside of the workday is optional and there is so as in any I think as in any employment right if you're asked to come and work outside of your work hours you either have to pay
them or it's voluntary and so that's how it is but every Tuesday all staff participates in a professional develop not all staff all um teachers and uh and then the administrators have to be a part of that coordinators have to be a
part of that on Tuesdays, right? And it's every Tuesday throughout the school year, which is the reason why our committees, man, were saying we need to have these professional developments on Tuesdays because then we know everybody will get it. And that's one way that we
can ensure if that everybody's getting it and then we can have some accountability. there should be some accountability that if you're getting a professional development on Tuesday and um what you're learning there you should be applying it and that goes to how the school operates and you know the sort of
practices that are in school where you administrators um should be you know evaluating and uh observing and and all of those things happen at the school site. So um contractually and also I think in general I think labor laws you
cannot work for free and the professional development off schedule would be considered either voluntary or we have to pay them. Some professional development is paid and um and I think a lot of teachers actually do attend those that are that are paid because it's it's
we need to be paid. So that's the issue on the professional development. If I may ask, is there a centralized and standardized calendar for the PD that is going to be offered throughout the year? And is that PD then it's every school
site, you know, the first Tuesday in August, everyone across the district is going to have this particular presentation. Is it school site based? Is there discretionary? That would be my my followup. >> Those are such great questions. I want to invite you to watch our curriculum and instruction committee, but I also
want to invite others to to speak to that. I have the response, but I'm talking too much. So, I'll let you answer to that. >> Sure. So, I can provide a very brief answer around the calendaring or the scheduling of professional development on what we call bank Tuesdays. Uh, so basically per contract, half of the
meeting agendas are set at the school site level by the local school leadership, which is sort of the governing body for each school. It's composed of teachers, parents. At the high school level, it even includes students. The other half of the Tuesdays, basically the the content is provided by the district, basically by
central office in terms of professional development. That said, there's still some flexibility at the school level as to exactly when each training is done. So, you wouldn't necessarily have where, you know, on the second Tuesday of November, every single school is doing the exact same thing. Now, within the
month of November, there will be certain things that will be covered at each school, but there's still some fluidity. >> Is there a centralized accessible listing of these PDs that parents >> could that again online where parents
could say, "Hey, I know my teachers this week or this month are going to be doing these particular topics." You used the magic a word, accountability. Accountability. This is a way for of course the parents to be able to hold some accountability you know or hold
accountable the teachers um if they you know or approach them and say hey I know you guys just did this I think this affects my particular child can we discuss AB and C that hopefully you just learned >> so two-part answer there yes there is definitely a bulletin that goes out more
so to the practitioners that lays out the the sequence that I just talked about I can check with the team to see if either that version in and of itself can be distributed it to parents or if we can basically make a parentf facing version of that bulletin. It's it's nothing anything sort of top secret. So
it would just be a matter of formatting specific to the parents. There's also I just want to take a minute to put in a plug for the every school safe blueprint for safety modules that are also done on an almost monthly basis because those are trainings that are designed to be done for obviously for our uh workforce
in many cases for our students and of course for parents. So those absolutely you have I also want to invite you and if you can share this with all parents, there is a committee at every school called local school leadership council and that local school she knows the local school
leadership council includes parents and that council is in charge of at least 14 is it 14 or maybe it's 12 PDS and that's where the parents can voice the kinds of professional development that they would
love for their their um educators to particip participate in and you can share more about and then the the members of that committee can go out and talk to other parents in the school side to get input from them. It should be a collaborative relationship that we have
at a school because both parents and teachers and administrators we all have the same interest. So >> and I just wanted to address your question with regarding retention. Um, I was a teacher and the reason why I left is when I was in South LA, I had no
materials. I was a bilingual teacher. I taught during model B. I had no nothing. I bought a lot of things. Um, my principal didn't even speak Spanish at the time. Um, and so I think one of the reasons is there is a lack of resources for certain schools. I think that's
definitely changed a lot with the Williams complaint, but I think another thing too is the fact that you the district frequently changes the curriculum and I think that's another reason why there's a retention um loss of students or I mean of teachers as
well as even students because like the current curriculum that my school uses for math is very difficult. I mean and I I'm a teacher. I'm an educational therapist and a special ed attorney and I still couldn't can't understand her first grade math. Right? So, I think that that's another reason because if
they're a lot of the PD um may be covering the curriculum, but then I don't think they get covered with the curriculum in the right time, right? Because I mean I was part of the local school council and they were, you know, we were doing the quarterly PDS and like math was covered over here, but then
like with I Ready, you know, how to use the results and stuff. So I would I would just suggest like for the mandatory things for the district do what like I mean the teachers need to know what the Williams complaint is. The teachers need to know what special ed is. The teachers need to know you know the biiteracy certificate. They need to
know you know what section 504 is. They need to know the warning signs. They need to know you know how to engage parents truly engage parents. How to truly engage students right? And now the new um policy about not being able to use iPads at school, which I'm so glad
one of our members here was really involved with that Erin about limiting the use of these tablets at such an early age. I think teachers need to know those things and those I don't think should be optional for the um the school to consider. you know, having looking
really at the law, right? The education law. What are you guys going to be held accountable and what because I think again and I always say this at schoolboard meetings when I come is so much accountability could be like if you guys just do prevention and so then special attorneys, we wouldn't be suing.
We wouldn't have the need to sue for discrimination, bullying, we wouldn't need to if you guys actually adhere to the law and really made efforts. And the last thing that I just want to say is that I'm glad that you're part of the curriculum and but you know parents need to know how can we get more involved if it's in the middle of the school days.
How can we do like town hall meetings that we used to do when the office of the um independent monitors do so you can get more feedback from people and then also how can like the special ed committees I've seen that it's always on during election years right but how can parents get on those committees you know
that just want to be you know I think there needs to be more like opening of those committees to really get more input from parents if it's if it's a truly desirable thing. >> Thank you. and Miss Sanchez is part of our special ed committee.
>> Any other questions from board members? Miss Newell. >> Again, I want to say thank you. Um, as a parent, we know that's the hardest job on the planet and uh that you're serving us to be able to give us feedback and insight to
what's happening um in our district, I think is so important. And so again, I want to say thank you for the work and thank you for putting this together. Um, I did have some clarifying questions. Um, one
was on access material. You were mentioning about the buses and something about accessing material. I don't know if it was timely or exactly what you were mentioning in reference to the buses and information. So, I don't know if maybe Maria can personally talk about
it because I believe her child is taking the bus, but I I think the concern was just that parents don't know when the um the bus is late and stuff. And I think when I was looking at the superintendent's comments, he wrote down that there is a system in place, but um
maybe she can Oops, I broke the Sorry. Mariah I Maria Well my son >> takes transportation and each year as soon as the school year begins it takes me about two hours of just waiting
there for the bus and it's really tiring to just sit sit there and wait because we have other things to do. But when they assign drivers, please do that thoroughly because barely last
month they had to go back at 410 or drop him off at 4:10 and he was dropped off at 6:10. He was the last child and I was never told. So I'm asking that you as a district keep
an order as far as buses go there because it's not just for me as a parent. There are more than 20 of us at my school that have complained and these are things that we we're not happy with as parents. So, please find a solution when the
school year begins so that each student that needs to take transportation gets to school on time because really it's frustrating to be waiting for two or three hours. It's really frustrating. So, please see to that so that uh
it's corrected and that way I don't have to wait or spend an hour taking him to school and we're never told about these things. And so that's my point and I ask that you please resolve that in terms of
>> transportation because this is >> then I can respond just briefly to that. We're very hopeful that with our bus modernization efforts that many of you have been briefed on um that we'll be addressing that particular issue where there's automated notification about the lateness of a bus um and there's
awareness from the parent if there is going to be any type of delay. >> I was going to add we had the head of the department of transportation come share that with us. The new GPS tracking system, the a new auto more automated alert system. And I also have children who take the bus and you can't call in
the morning if the bus is late because everyone's calling and so sitting there waiting and wondering where is your bus. You can't get answers. Unfortunately, there are a number of children who are missing school time because parents can't drive that distance. So, we're we're aware also I I think all of us
personally are very excited about this new system coming online. >> And I'm glad you chimed in on that. With the new system, one thing that was mentioned was a change of drivers. Would it be able to indicate that there is an
additional or a sub driver? >> That is something I would have to look at like if there's a substitute for the day. Yes. >> Um I would have to verify if that there is a notification specifically for that. >> And the system currently right now is giving out notification for the pilot.
>> Yes. >> Okay. Yeah, >> if if I may add uh along that line, the subd drivers for sub bus drivers often park in a different on you know a different place than the assigned spot for the children. Most of these schools
on these routes have multiple routes that come in and out. It is an issue where on one particular street you might have three or four different buses and different routes and the subd drivers just when it when it when the apple car gets upset it's you know chaos ensues.
So >> appreciate that feedback. Um I appreciate you highlighting the career ladder um opportunities that the district has. I think we do underell ourselves because we do have a lot of opportunities that we don't share. And I
often when I get to hear of stories of someone who started off as a campus aid and now is the assistant principal at a school because they use the system within the district to elevate themselves. So appreciate you highlighting that. And then the by literacy program even if there's not a
dual language. Um okay. Yes. Yes. And um you mentioned can you give us examples? You mentioned ongoing the years long expression of member concern that the district staff
exerts an excessive amount of control over the committee's governance and overall operation. Could you give us an example? Having extensive experience in more brown act meetings and our meetings with pack or green act a little more relaxed.
I would say I have enough experience to know how these types of meetings should be run. And when a facilitator is involved, how a facilitator truly does that, facilitates, they allow the group that governs itself, whether it be neighborhood council or in this case
parents, the latitude to make mistakes, the latitude to learn and grow without stepping in and trying to control situations preemptively. That level of control is something that's been a long-standing occurrence
with and I'm going to say not just our board as I serve also on the community advisory committee there as well. We may want to do something a little different this iteration of our group may want to ying a little bit instead of yang. Okay.
But what what happens is we're told to yang. We've always yanged. You need to yang. That's what's given to us. And my personality is to is I like to understand the field that I'm playing on. I like to understand where the boundaries are and then I will go to
those boundaries. Won't overstep them, but I'm going to play the game as well as it can be played, if you will. Okay. Those referees that we have like to keep us right in the center of the field. They don't like us straying too close to
the lines. Um, we are here, as we stated in our presentation, because we are committed to making the educational experience of our children better. That's hard work. It's got to be collaborative. It has to be in partnership. And when the department, in
this case it will be SFACE who's entrusted with facilitating us, assisting us, tries to exert more control over what we do and how we do it. How would any of you feel if that was the environment that you were trying to exist in when all we are trying to do
is make things better, trying to help, trying to make a difference. So, I don't have a ton of I mean, I I could get into specifics. I don't know if this is respectfully the right forum for that. I'm I'm happy to do that, you know, privately, but the general tenor of the
environment is what I shared. I >> appreciate you. appreciate that. And um you mentioned about institutional memory and I appreciate is there's uh when you talk about a permanent repository, is there something that you already have in mind
or how would you be able to work? >> So currently we utilize a Google Drive. Okay. uh for kind current year um documentation that may or may not be accessible really to all parents um AC you know not just that make up the membership of the pack
but across the district who should still be entitled to see and have access to these materials. Um I don't necessarily have a a new solution to present to you though I would say at the very least it should be on the website. It should be very easily accessible. when in doubt,
go to the committee's website and hopefully you'll be able to find what you're looking for. Um, but that's not the case now. >> Wait, wait. >> So, I was just going to say, so when I was on CAC, um, I created a Google Drive and I believe it continued. And so, I
think that's the thing. is more of an idea of like with goo when I was doing CAC I invited guest speakers outside of LD so they had great presentations and so they were on the Google drive and I think that that's what we want to see. So things that because I know the bylaw
committee from last year's a PAC did something but then there was an issue and it didn't get um it didn't get approved or it didn't get changed and so instead of us trying to look for what happened that or go to Paul who's like kind of our historian of PAC I think
just having it you know and especially like um I don't know how why it's so difficult to have goo you know the agend not just the agenda on the website but the presentations right because I couldn't I was trying to prepare for a report and I couldn't get a presentation
of um because I have accommodation needs and I needed to see it in hard print. So like having it available I don't know why every year has to be changed because in CAC I think they have it where it's like from year after year after year it's still in there the comm
subcommittee reports the ex executive committee maybe the agendas but even the um the webinar even the recordings are in there so >> got it thank you and then I just appreciate the quote um do the best you can until you know better then when you
know better do better. So, appreciate that reminder and we're going to do better. Thank you. >> Other board members, Rosio. >> Um, well, first of all, thank you for
your dedication, your commitment to not only serving on uh the PAC, but also serving the students um of LA USD. So I really do appreciate you the time and all the effort that it that takes from
you know from your personal um perspective on you know participating in in these committees. So I really do appreciate um so for on the uh let's see the obstacles
uh when you the interest of um increasing the number of PAC membership I just and that um the action was approved by the PAC but then rejected um I'm assuming by SFACE I'm wondering if
it says here no explanation was provided so until now no explanation I'm I'm wondering if there's any if we have a representative from Esphace who can provide Oh, was OGC. Okay.
>> From OGC, but they haven't provided. >> Okay. So, we'll try to find out that information for you as to why that was um not taking into consideration. >> That was one of I think 12 changes that we unanimously approved that were all
mysteriously denied. So it's it's this example is part of a bigger >> Yeah. with no explanation. >> Yeah. >> Um you know >> it seems like time and time again um we
hear the same um suggestions, recommendations from your part. um an ongoing um requests for more information on budget information and yet that's not provided for you. So I'm
wondering at what time this district will address your suggestions or your um your recommendations to improve not only the committees but also the information you're provided. So I would like to
know from you know either SF face or someone from the district to um help us understand why these issues keep coming forward that your suggestions the recommendations not only that you make but other the DAC committee the CAC
etc. seems like it we're not coming to any solutions here and I just wish that that we did particularly on the when you mentioned the reset button you know I've seen that um prior to me being on this board I I went to those
meetings and I took notes and um I did see a lot of that so seems unfortunately things haven't changed since I would say over 10 years ago it seems coming to come up so I really would love for the district to really take these recommend commendations seriously. I definitely do
take them very seriously and it just disheartens me to know that the same, you know, frustrations and obstacles that you, the parents that are representing, not only um the communities you serve, but students um
just seem to not be addressed. So I you know for me I you know I hope that things improve and I will certainly be you know having conversations uh and meetings to make sure that and then also with you to make sure that these these
are all addressed because I don't see anything here that's unreasonable. I'm sure there's some definitely reasons that um OJC you know um had to weigh in on some of the recommendations. It could be because of you know um the what's
stipulated on ed code or you know from the department of education but you certainly do deserve an explanation as to why so we will try to get that information for you and I will continue to advocate for um
for better collaboration with not only the PAC but all the other committees as well. So I thank you as well and I'll be taking this document and and you know further advocating and pushing for them to be addressed. >> That's wonderful. I we again we thirst
for partnership and ongoing dialogue and followup and all of those things. So to everyone, please don't hesitate. We want to work to make everything better. We want to work with you. So don't ever hold back. Reach out. You have our brand new email. You can get to us.
>> Yes. No, I certainly believe that. So thank you so much. That's all. Thank you. Go ahead, Kelly. >> Um, well, I also want to appreciate you all your your leadership and dedication. We know you don't get paid for your volunteerism. So, um, just much appreciation for all that you do and
representing not just your students that you have in your own household, but also all of our students in our communities. And um I know maybe these presentations can feel like they're preuncter, but I know for me, I always really dig into the comments and I find them incredibly helpful as we look to vote on the LCAP
um at a future meeting. Um so just want to appreciate and I think like many of the other board members said, I thought a lot of the suggestions were really great. I I appreciate the one with regard to English learner reclassification and specific making specific growth and progress and providing supports to our multilingual
learners and also growing the number the ELPAC passage rates for students who are going to be graduating high school. So, thank you for those. Um, I also wanted to dig in on early childhood education. Um, I I am the chair of our children and families in early childhood education committee. Um, it is it is alive and
well. Just so you know, our programs are actually expanding in early childhood education. So, I was curious to to maybe understand a little bit more um if there were particular areas that you all were hoping to see expansion in. Um we have both our early education centers which are serving um our babies and toddlers
ages 2 through 5. We have our infant centers um which serve uh 6 weeks to 36 months. We also have our California State preschool um classes on our elementary sites as well as TK. So there's a lot of different programs, but definitely we hear from families a
demand for more and also a desire to understand um which programs might be best for their own children. So if there's any more um context you all want to share, we actually recently passed a resolution around expanding our early childhood program. So just wanted to offer a chance to share more if any of you have thoughts.
>> Yeah. So, one of the issues is I know for early ed it's very hard if a child doesn't have an IEP and they're not toilet trained that they >> neither of neither of those are requirements for our programs. >> Well, maybe it was at least for >> I think it wasn't it was in the past
that was an issue. Um, but I think one of the things that I u would like is like play therapy because I feel like like I'm so glad my daughter did preschool at um the Castellar EC because the TK at the current schools they're so
like it's so focused on academic stuff in nature and like they don't get a chance to play and you know that's why I was really against the whole tablets because my daughter is she's twice exceptional so she learned how to use Siri. So when she had like free time on
the tablet, she was doing Pokemon. And I was wondering why is she knowing because we don't watch TV at home. So I was wondering why she does that. And so I think just making sure that, you know, remove the devices, right? And really kind of encourage um I I think it was um
the comments where I saw the mommy and me. I think those are great because um even the rec centers that we use um their $10 classes, they have like maybe five, they don't have very many mommy and me classes, especially down in here, maybe up in the valley. And so having
more of those types, really inviting families to come in because I think that's where we start like families aren't feeling invited. Like I wanted to be a parent volunteer in my daughter's classroom. I was at her first at her prior school three days a week. at her
new school. I'm not allowed to. And so if you don't let us volunteer and I'm a teacher, it's not like I'm like just not trained. But it's it's this fear of having, you know, being watched by teacher or by being watched by parents,
but why don't you show collaboration? Maybe we want to learn what you're doing so we can engage in that way at home. Like my school, my daughter now goes to a leader in me. So instilling that at the early educ, you know, so that while
the by the time they're, you know, in first grade, they know those seven habits and like, you know, and it's followed not just through the kids, but it's the parents, it's the staff, it's overall. Um, and I think like the meals,
they're terrible. Like that's my thing that I'm going to be fighting on you guys. you're going to see me on that because the meals are so unhealthy, especially for kids with autism. And you know, if they see that at school, they're not going to want to eat the meals at home because we feed them
nutritious food. And so, um, I think really, you know, not looking at the cost of maybe they're cheap, but like pizza like three or four times a week. My daughter is lactose intolerant, you know, and you guys don't have lactose intolerant pizza. So it all
starts at the early age, right? Because I see like, you know, my kid sees pe parents bringing Cheetos into I don't let her bring that stuff. So it really starts about educating, you know, at that at that level, you know, like I know some teachers give out
little candy presents and stuff at that age. But instead of that, use stickers, you know, use reinforcements, I guess. And then also the nap time, two hours. My daughter was not napping. She was singing the whole time. So I don't know
if like n that maybe having an option like so those parents that want to continue their kids to nap and those that maybe their can't kids can't handle it because two hours is a very very long time to nap.
>> Yeah. If I may add more global um all five of my children went through early education uh at the Raldi adult center in the north valley. Um, we were very close with the staff, the four women who ran that, they became de facto aunts in
our family. Um, the value, and I'm going to take a tiny bit of credit for this particular comment, um, is there are a number of new parents and young families who don't know how to be families and don't know how to be parents. This is a whole new world. I
I'm the father of five. I've started that, oh my gosh, what am I doing journey a long time ago. How to put in a car seat, having the CHP come out to help with with basic safety, how to manage your child, be in a
playful, safe environment. Those children that go through those programs, whether or not they go to TK or they go to kindergarten, they're more prepared when they go to school. They're more prepared emotionally for separation from mom and dad when they go to school. they
are better prepared. These programs are invaluable to young parents, new parents, and families. It's why this this particular area is so critical. I love hearing the work we're doing. It's I mean, with everything we're talking
about, right, it's just more more the programs and and board member new mentioned some of this is purely outreach. The district does a lot of really great things, but nobody knows. No one knows to go access these programs. Okay. Early childhood. My wife
found it because she she grew up literally across the street from this particular learn, you know, adult center. She knew it was there. I had no idea. So, you know, please keep going in this area. It's fantastic. And then I just want to make that broader comment. These great programs, let's promote
them. >> Absolutely. And we do have big banners outside the early education centers now that say potty training not required, ages ages 2 through five served and making it clear that those eligibility requirements that may have been barriers in the past, they don't they don't exist anymore. While we do have specialized
options for students with IEPs, um it's not required, any student can attend. Um and and there are great programs. They are play-based programs. I wanted to note uh but this is really helpful and what I hear from you as well is that those partnerships are really essential and we know that um supporting parents
is supporting kids especially at those earliest ages um that the overall family well-being is so important for the success and the wellness of of our children our future students. So um great great feedback. Thank you all so much for that. Um also just wanted to appreciate the note around outdoor
spaces. I think that I'm a big champion of expanding green spaces on our campuses and it's important that it's obviously a climate investment. It's more shade on our campuses, especially as as the heat increases throughout our communities, but also that these are learning spaces and we want to see them utilized um for educational
opportunities that are unique to outdoor learning. Um, and then I did also want to follow up on the AI um, comments and um, I I will be serving on the AI subcommittee and I think it's definitely essential that we hear from our parents as part of that committee. Um, many
parents are actively tracking issues with technology and raising those concern for us, but we want to hear from more. Um, so definitely once those dates are set for that committee to meet um, would love to have you all um, participate and and more members of the pack as well. Um, I think those were the main things I wanted to raise in
addition to agreeing with much of what was already shared. Thank you all so much. >> Thank you very very much. We appreciate your hard work and what you've done and you've done a full a full presentation and we appreciate that very much. Thank you. So, Mr. Chait.
>> Thank you all. >> Sure. Just in closing, gratitude uh to our parent advisory committee for the work that's been done and more so than gratitude, commitment. commitment to continue to work with you to meet with you on at minimum you know you talked about the floor versus the ceiling the
floor is quarterly but I think we can do better than just the floor right so continuing to engage looking at the comments so that folks know I went through myself all 52 pages worth of comments from all the different committees because it's important to me when I was a principal I always believed
if you're going to invite parents to come to a meeting yes you can have an agenda yes you can have things that you want to cover but if parents make the time to come and meet with you. If they bring up an issue that's not on the agenda, you have to find the time and the space to engage in that conversation as well. So, thank you so much for the
leadership. >> Thank you very much. And we're getting ready now for our 1:00 time certain. >> Shall I jump in? >> Okay. I'd like to move tab 28. >> Move it.
>> I did. Is that a second? >> A second. All right. Thank you, Mr. moved moved uh by Mr. T Franklin, seconded by board president Shimmerson. >> Thanks. I'd love to make some comments, then do public comment, and then the board discussion. Um, so I'm asking the
board to weigh in on a simple question today. Um, should we continue to be in the practice of forceplacing employees to work at sites where there is no mutual consent? Force placements are absolutely legal under ED code and collective bargaining agreements and many would say that they're necessary
for uh times of budget constraints, which we are definitely in. Um, but I might argue that force placements harm school culture and student achievement, perhaps even more so than budget cuts. I would argue this is particularly true for highne schools who most need staff to choose to be at these schools. Um, at
high need schools, historically, staff turnover is greater, student and community needs are greater. Um and uh we need more efforts from the staff to to do right by the kids who most need the system to work for them. This year highest need schools lost double the budget uh than the average school lost
across the district. Now some of that was for displacement but it still has quite an impact. So now, not only are they losing $500,000 on average, they're also getting assigned staff members who they are potentially not able to get a hold of, who they might have to conference or evaluate out, and who
might have a detrimental impact on the students. Um, again, who most need the system to work for them. Couple of examples from my district before we turn it over to others to tell their stories. One of my highest need middle schools where only 18% of students are proficient or advanced in ELA. The
school sent 65 interview invitations for the English vacancy. One person accepted the interview, was offered the job, and accepted, but then visited and changed their mind. This school needs much more support to find the right person who actually wants to be there rather than forcing someone to be in that position.
In contrast, one of my lowest need schools has one teacher vacancy, sent out 30 in interview invitations, interviewed 12, and are very confident they'll find the right person for the job. Uh, one of my highest need elementary schools in Watts, whose budget is being reduced by a greater
percentage than all but five elementary schools in the entire district. will have four long-erving classified staff members replaced, not eliminated, but replaced, including a supervision aid who has served the school for 10 years and is the only black member of the supervision team. And I have not heard
similar concerns about force placements at my low schools. Um, so I appreciate that the team has uh thought about how to staff uh better at high need schools. I appreciate the team has thought about um doing an analysis of this staffing mobility to see how big of a problem this is across the district. I serve a
disproportionate number of high need schools. But today, I'm asking my colleagues to take a simple stand, which is to prevent forced placements of staff at high need schools to the greatest extent permissible by law. And where it's not yet permissible, let's take on the work in Sacramento. Let's work with our labor partners to make mutual
consent a basic promise to our students and staff. And so with that, we have one educator and one parent, I think, in person, and then we'll turn to those online. Um, and so in person, you did just hear from her. I'm not sure if she's still here. Miss Eva Jackson, our our parent from Board District 7. And
then afterwards, Melissa Mack, who is an educator in Board District 7. And then we'll do public comments. Welcome up, Miss Jackson. >> Thank you very much. Um I'm just going to speak from my heart today if that's okay. Um we already talked about um the
BAP. BAP is very very um important. Speaking from a a former educator that also came up in LA USD back when I was going to school at Westchester High School, we had something called a BSU. We didn't have a
lot of what BAP offers today. From doing that that didn't even really have this kind of foundation. I was able to be a great leader in my community to be the first afroamerican student trustee ever elected in the history of
Los Angeles Community College District. So, this program right here, BAP, it's almost like accountability for what you guys already put into action. If you guys bite the bullet in reverse on this, I believe that the enrollment
will drop even further because you're going to prove to the students that you didn't mean what you said. There are a lot of other cuts that could be made that I may not mention right now. Um, but BAP BAP should not be one
of them. We were already struggling with what we had. We've seen it multiply. We've seen it build. Before I was in office here, I was not a parent. I was just a godmother of 21.
Now I am raising a special needs afroamerican young man that is 612 and in the seventh grade that I would love to see BAP still in
action for our children. So I just stand here to reiterate that if we go backwards on what was already established, it's going to be a domino
effect. Because at the end of the day, the students, if the students are not here, we have no jobs. No jobs at all.
So, I'm just here to speak from my heart to let you know that BAP is important. I know it's going to outweigh some of the other things that's in litigation with it, but I want you to
consider the students first as we climb to build it a little bit stronger than when it started at the beginning. And if anybody else here agrees, maybe boo, you can say yay or you can say nay.
But I stand on business. Don't get rid of BAP. It won't be well. Peace and love. Thanks, Miss Jackson. Thanks, Miss Jackson. And and that reminded me, I wasn't explicit. The resolution does ask for protection at High and Highest as well as BSAP Group One schools. So,
thank you for reminding me of that. >> Yes. All in all, >> thank you. And then is Miss Mac in the room with Thank you. Welcome up, Melissa. Good afternoon everyone. My name is Melissa Mack. I am a theater teacher with the arts education branch and a p
proud member of the black educator advocates network. I'm here today because I love my students and because the board is considering something that will cause them real harm. I have been at I have the honor to for teaching at for sorry I have had the
honor of teaching in both BAP schools and schools designated high need under the city formula and I started in LA USD as a parent. I have seen firsthand what these programs do and how they affect our schools. At one school, I watched my
students benefit from a climate advocate, not as an individ individual support, but as a foundation um for the school community as a whole for all of the students, not just black students. BAP supports all of our students. And it
makes it possible for us, the students, to learn how to get along together. And I feel like if you take BAP away, then you're going to have to increase the police presence on our campuses because you're taking away the climate advocate. Um, it creates a foundation of care and
empathy for all of the students. So, I urge you today, please do not cut BAP. Do not cut city. We need it. And if you do, I feel like speaker before we're going to go downhill. Um this is my
second year in the district and again I started off as a substitute. Um I've seen this district inside and out inside and out and the students in our highest need schools have already absorbed generation of disruption and
disinvestment and instability. The research is clear. Consistency and stability are not luxuries in education. They are conditions under which children learn and grow. When we reduce staff, eliminate counselors, and dismantle the programs built to close these gaps, we
are not making budget decisions. We are making choices on who matters. So, I'm asking you again urging you to vote in favor of safeguarding our highest need schools from disproportionate harm. And I must say
this plainly, both disappointment and convict with both disappointment and conviction. When this district moves to cut from black and brown students before conducting serious audits, its own its own serious audit says on its own
redundancy and wasteful contracts, including contracts with ICE related agencies, it sends unmistakable messages. It says that we are more comfortable creating conditions of harm for our students. These children deserve
better. This board can do better. Please vote to protect them. Thank you, Miss Mac. I really appreciate it and appreciate the speakers connections to what we can do given the other conversation we will have about the FSP and Seny and BAP productions as well. So, I think we have a couple of PE
public comment speakers in person online and then I'll invite board comment. >> That's correct. We have five uh 10 folks signed up for public comment. I'll call on those who are listed as speaking in person first and then transition to those who listed themselves as speaking remotely. Jovita Angel, are you here?
Jovita Angel, let me see that person is online with us. Oh, all right. Let's try Ezekiel G. Are you here? Ezekiel G. Okay, walk. Don't run. I'll just go to the
next person. I'll come back to um Mr. G. Latana Ho. All right, let Miss Lata Ho, let me get a microphone set up for you real fast. Uh come on up. You have two minutes to speak once you begin. Hold on. I'll be right there. Mike tested that.
We are moments away from your comment. Yeah. The next person is John Paul Arcenega. John Paul A. But uh I know she's coming up now. I just want to alert Mr. John Paul. Thank you so much. Appreciate it. Okay.
And then the two minutes is yours once you begin, Miss Hall. Thank you. Good afternoon board members. My name is Latana Ho. I'm a senior core parent from Kadre. I'm here today to urge you to vote no on FSP cuts and vote no on cuts
to black student achievement plan, also known as BAP. As a parent, we see what our children are facing every day. We see students struggling with attendance, mental health, academy achievement, and the challenges of simple making it
through uh school days. We also see a difference that support make support makes. Students need counselors. They need psychiatric social workers. They need mental health services. They need caring adults on campus and own and
known them to support them and help them succeed. They need the investment providing through BSAP and resources that support schools semi schools. I need help. >> Thank you.
The need of black students have not disappeared. The needs of high need schools have not disappeared. The need of families have not disappeared. And on June 16th, we need to actually protect BSAP, protect semichools, protect mental
health services, protect PSWs, protect the programs that directly support students and families. It's difficult budget decisions must be made. We urge you to look first at reducing the school police budget before cutting resources
that students rely on every day. Our students only get one chance at their education. Please vote no on FSP cuts. Vote no on BAP cuts and keep students at the center of decisions. Thank you.
>> Thank you for your time. Yes, sir. >> Ezekiel G, are you here? There you are. Come on up, sir. and you'll have two minutes to speak once you begin. We're just going to get this other mic broken down real fast and then then the floor will be yours, sir.
Okay, we're all set. All right. Good afternoon, members of the board. My name is Ezekiel Gatacho. I'm a rising senior at King Drew Magnet High School and a leader with students deserve. Today I'm here because LUSD is proposing devastating cuts to two of its most important equity investments. The Black Student Achievement Plan or BAP and the
student equity need index known as SENI. It is important to protect the staffs who need support students, but is equally important to protect the funding of BAP and these programs. For the past 5 years, BAP has provided critical resources and support for black students across the district. from counselors and psychiatric social workers to
restorative justice programs, school climate activists, African studies courses, and much more. At the same time, Seni has helped direct funding to schools serving students most impacted by poverty, housing insecurity, community violence, and other systematic inequities. Yet, despite the proven
impact of these programs, the district is proposing to slash BAP by funding over $150 million over the next two years, an 86% reduction that would lead to hundreds of layoffs and the elimination of vital supports that students rely on every day. The district is also proposing to eliminate Seni Seni
entirely. These cuts send a clear message about whose needs are being prioritized. While the district proposes deep deep cuts to equity programs, it continues to spend more than $70 million annually on school police and millions more on surveillance systems, ineffective technology
programs, and private contractors. A district without these without the relationships between black students and their counselors is the is a district designed to fail its black and brown students. I refuse to accept a future where black and brown students are asked to pay the price for a district's budget decisions. That is why myself and the
other members of organizations like Students Deserve demand LUSD vote no on an FSP that would cut BSAP and Senai funding. Please fully fund and protect BAP and Sennai. Thank you. >> Thank you for your time. Jovita Angel, are you here? I understand you came in a
second late. There you are. Come on up. You'll have two minutes to speak once you begin. >> Hello everyone. My name is Hovita Anhel and over the past I would say past 10 days or so school
days I have learned a lot about profit prop 13 um LCP um seni and learning how budget cuts happen and a lot of stuff and I've one of the stuff that I've come to to think
of is how it's really like a neverending loop So schools that aren't resourced as well as we know many of the ones in our community then tend to chronic high levels of chronic absenteeism and then because of that chronic absenteeism
schools are are falling they're they're the most likely ones to then be cut and so you know it's just never ending like if our kids and then especially if BAP PBIS are aren't also being implemented aren't being funded there there's not
we're not seeing positive impacts at the schools and so it just seems like you know we're we're just you put up on the chopping port on the chopping board when it comes to us and so I as well also asked for for um you
know for there to be a continuous investment in our most impacted schools despite us having high levels of chronic absenteeism. We still really do need those resources. We need the teachers. Even if they're new teachers or teachers
that don't have um seniority, we our students still deserve to have teachers still deserve to have resources and our black students continue needing and will always continue needing resources specifically to ensure that they achieve
in our schools. Thank you. >> Thank you for your time. John Paul a John P arenga. Hello acting superintendent chad and board members. Uh my name is John Paulinega and I'm a history teacher at and chapter chair at Edward Ryroyball Learning Center. In addition, I served
on the bargaining team this year. And as I reflect on the countless hours that went into reaching a tenative agreement, I can't help but feel a deep sense of shame that you are deciding to walk back on what we fought so hard for. Nearly eliminating BAP and Senny would be a disastrous move for this district. We
know that BAP has led to some of the highest academic uh growth we've seen in recent years and has helped heal communities that were too long disenfranchised by the school system. At Roy Ball, I had the pleasure of attending an H.B.CU DCU tour with students and I saw the wonder on their faces as they realized they could be
destined for places like Tuskegee University. I've also seen the work our school climate advocate has put into our community mentoring students who will now be attending UC Berkeley. My student Daniel said it best. When you cut BSAP, you are cutting UC Berkeley. The school
site should be the last place where cuts take place. I demand that you provide us with a complete picture of how much money you spend on useless assessment tools like I Ready, AI tools, and school police. There is no controversy regarding BAP. There is controversy
regarding I Ready as it has been accused of mining private student data in information. There is no controversy regarding BAP. There is controversy as the superintendent has been placed on leave due to shady deals with big tech. The only controversy surrounding BAP is
that you are capitulating to right-wing hate groups in line with the MAGA agenda who claim that BAP is anti-white discrimination. That is nothing but a fascist talking point meant to further harm communities of color. Do not cave to those hateful bigots. Put your
priorities in order. Take the symbolic monetary move of firing the superintendent who is taking home a half million dollar paycheck while sitting on his couch. Cut the contracts with AI and big tech that are doing socio emotional and academic harm to our kids. And cut the school police who perpetuate the
school to prison pipeline. Thank you. Thank you for your time. Christopher Cington, Christopher C, are you here? Christopher Cington. Daniel Sierra, Daniel S. Daniel Sierra, are you here? Let's see if these folks are online with
us. All right. Uh Jade Santini ran Jade are you here? Ariela Valdivia there you are. Come on down. You have two minutes to speak once you begin. And then the last in-person speaker is
Angelica or Anelica. Hello everybody. My name is Aelia Valivia. I'm the executive director of Reclaim Our Schools Los Angeles. We're a coalition of parents, students, and educator anchors by ACE Lane, Students Deserve, and United Teachers Los Angeles. Um, I'm going to speak to the
item, and um, I want to applaud the sentiment behind the resolution. Um, but say that this is not something we can fully support because it does not take into account fully our labor contracts. it has not been partnered with uh our
labor allies to see how this interacts with their CBA and mostly it doesn't meaningfully address an actual commitment to equity and so I want to take the time to talk about that I applaud the sentiment because I agree with all the people who spoke ahead of
me that we need to protect BAP and Senny but putting this resolution forward does not do that what does that is amending the fiscal stabilization plan that you all put forward that is cutting from those vital programs. And I think that
you know it is all of the people ahead of me said it. You guys can't hear it. We there was a massive press conference and rally outside calling on each and every one of you to do everything in your power to cut from anything else aside from BAP and Senny. I think it is
shameful to continue to stand here and hear stated commitments to equity and then have a budget proposal come out that does not reflect that. A budget is a reflection of our values. And right now we're saying that when push comes to
shove, we do not value equity. We do not value black students. That is what you're saying, right? until you've cut from every possible thing that parents have come up here and told you we don't want we don't want it ready we don't you
just passed a resolution to minimize tech right until you've cut every potential contract you should not even be looking at those programs but to when things got hard the first thing you all pointed to was like let's cut 86%
of these programs it is shameful and I do not want to hear anybody from this board continue to state that you are committed to equity if you pass this FSP. We urge you to change the FSP. >> Thank you for your time. >> To vote no on this resolution.
>> All right. The next speaker is Anelica. Angelica, are you here? Come on up. You'll have two minutes to speak once you begin. >> Thank you. Good afternoon. My name is Anelica Salasad with the Partnership for Los Angeles schools. The partnership in
LA USD co-manage a network of 20 highnee schools in Watts, South LA and Boil Heights and 17 of those 20 are high or highest need schools. So we strongly support the protecting high need schools during fiscal instability resolution because we know that mutual consent is
an essential principle in all working relationships. In our context, it is critical for teachers in schools to choose one another, especially when they are serving student subgroups who need more support to close opportunity and learning gaps. Teachers with the most preparation and experience are often
concentrated in schools with a higher proportion of affluent and white students. Schools serving students with the greatest needs and higher concentrations of students of color have an unequal opportunity to attract and retain teachers. Therefore, high need schools are often harder to staff,
making it more likely for them to have vacancies and more likely for them to have teachers who have have been forced placed. I will illustrate the difficulty. To fill one current vacancy at a middle school in our network, we did individualized outreach to 65 candidates and heard back from four.
Among them, two were hired elsewhere before we got the chance to interview them. One dropped out of the process and the remaining candidate accepted our offer and later declined. Finding a match takes longer at high need schools. Thankfully, this resolution formalizes what LUSD's HR department has already
been practicing in recent years, which is to abstain from permanently assigning teachers to schools without mutual consent. We recognize dedicated staff at HR who support teacher hiring at priority schools, which includes providing eligibility list to school principles on an ongoing basis and also
supporting outreach to candidates to learn which schools they are most interested in. It is ultimately the district's obligation to carefully match schools with teachers. In an era when adequate funding faces uncertainty, you can establish an equitable hiring rule that benefits teachers and creates a more level playing field for high need
schools. Thank you for your consideration. >> Thank you for your time. All right, we have an online caller, Moltha Gibson Murray. I see you're online. Please press star six to unmute yourself and you'll have two minutes to speak once you begin. Mola,
>> hello. >> Hi. Hi, my name is Malita Gibson Murray and I have two students in LD. My oldest just graduated from high school two days ago and my youngest will be a sophomore next year. First, I want to thank LD for being courageous and investing in
students with the highest needs at our city and our BAP schools. I have attended many end of the year parent meetings, specifically BAP, and I've seen the data. So, I'm confused as to why LD would even consider cutting funding to these schools when your own data shows the growth these students are
making. I ask, how do you justify these cuts? In order to make true transformation, you cannot abandon our black youth and others. It's time to build on this momentum and continue the growth. I understand that in this political climate, it may be easier said than done, but I want to give you a few reasons to understand. It's time to
stand up for what's right. Two years ago, I was in an elementary class where apparently the teacher had given the table animal names. As the students were sitting on the rug, she began to call the names for the students returned to their seat. She called names like giraffes and lions, etc. There was one black child left sitting on the rug. He
asked this teacher a question and her response was, "Are you a monkey?" I immediately asked to speak with this new teacher outside and explain to her that referring to a black child as a monkey is a derogatory racial slur and suggested she change the name of the table immediately. She was apologetic
and stated she did not know, and I truly believe she did not know. Yes, this was just two years ago. Over the last two weeks, I have attended four awards ceremonies, a culmination, and a graduation. And at each of these events in middle school and high school, there was a black student speaker who thanked
and acknowledged the impact that BAP had on them. Hearing their stories just gave me chills. I'm sharing these experiences to say that with a lack of black educators on campus, there is truly a need for BAP on each campus. Number one, to support the academic and social emotional growth of our black students,
and two, to educate teachers on appropriate language interaction and instructional practices with black students to help foster understanding and relationships that will lead to success. Our black students need more, not less advocates on campus. Thank you. >> Thank you for your time. That concludes
public comment on the item. >> Thank you. Um just to bring it back to the board, the resolution is connected to the broader conversation around equity and um especially what we can do around BAP and Sunny and the FSP. But as a reminder, this reszo is not about the FSP. It just has two short resolves. One
is that we commit to staffing equity uh in our district. and two that we would ensure mutual consent aka avoid forced placements in any high and highest need schools and BAP group one schools to the greatest extent permissible by law. And again, where we need to challenge that in our uh future endeavors with
Sacramento and labor partners, I welcome that advocacy. So, I invite my colleagues questions or comments on this resolution. >> Carla, go ahead. Yeah, some of the the commenters said that this could violate some contracts and impact seniority
which is I believe statute. So can you explain how this will not do that? >> Yeah, and I would invite staff to be prepared as well um whoever hears from PC or uh HR. Um so from what I understand and what was sent to us in
the impact statements um is that uh the district if we committed to this might have to create pools which we have had in the past and so um people would not lose their jobs. They would not lose seniority. We would not lay people off. This contemplates none of that. It just means that there would only be mutual
consent at high need schools. And so instead of the district assigning someone to a high need school if they could not find a placement, my understanding is that there might have to be created a pool which then might have some operational or financial conversations. But I think to the CBA ed code conversation, tell me if I got that
right or if there's anything you all want to elaborate. >> That is correct. >> Oh, the mic >> and this is Dr. Sorado, the chief of HR. Wow. Yes, that is correct. Um, and so you are correct. I mean there are some implications. I think that in terms of the certificated side, we have created
pools of teachers. Uh, and as you mentioned, it does create an impact financially to the district. uh because if we don't have a teacher activating an assignment, then it does create an a fiscal burden to the district. >> Do you know about how much? >> Well, it's about $140,000 per teacher.
So, it really would depend ultimately on how many teachers end up not being placed. Uh we currently have about 800 teachers that have been displaced from schools for this year. And we have about 380 vacancies in the district districtwide. >> Thank you,
>> Frank. Tell me what you mean by pool. Pool. Tell me what you mean by pool. >> So there is a just a reservoir or perhaps this we're sealed in with water terms, but there is a um a list of folks who have been displaced for lack of a better word who are not assigned who do
not have a permanent assignment who are pending assignments. And so as they're displaced from their schools, we sort of put them in a holding pattern. They're not assigned to a school, they've been displaced from a site. Our job then is to make sure that we find a a long-term or a permanent site for them. Well, in the meantime, while that's that's
pending, they would go into sort of a pool where they serve as a um support provider to schools, but they're not a teacher of record essentially. >> So, they would be paid, but not to be a teacher at a certain school. >> That is correct. They are paid their full salary pending assignments.
>> Okay. Thank you, >> Charlotte. Sorry. >> Um question on what happens if a person does not consent? So what would happen in that situation if we doesn't if we don't get a consent?
>> So are are we referring um to the principal or the teacher? So there's the mutual consent would the >> either either or scenario >> well at this point what we've done is we've created temporary placements at schools so that um as best we also have to credential match employees right so
we have to make sure that if there is a math teacher and a math vacancy as much as possible make sure that we are assigning somebody based on a credential specification as well. So, we've created temporary long-term temporary assignments that are not permanent, have not been permanent, but that allow us to staff schools at that point in time.
There is no opportunity or there is no um there's no force placement. So, there's no consent because it's a temporary assignment. >> But if somebody were to say, "I'm not going there." Then we would actually at that point then direct them to um >> the reservoir >> water from or the pool teacher from the
reservoir to the assignment. And now best case scenario from the 800 that are there they would all be placed in these vacancies and there'll be a match. Correct. >> Correct. So the the most important thing would be the credential match. So from
those potential 780 or 800 displaced folks uh looking at all of the vacancies working closely with principles to ensure that there is a credential match that we are allowing folks by folks I mean our principles to interview displaced or internal hires first. um as
much as possible creating a sort of that assignment. Once we have those interviews, then we will start looking at where there is still a gap and then we'll work with our region superintendent and their leadership teams to assign displaced folks initially from that region. Right? So, region north has 200 displaced teachers
and there's still some vacancies. Then we would work with the region leaderships um and hopefully the principles are available. I know that they're eventually going to be out, but we want to work with them as much as we can throughout their basis to make sure that we assign somebody that is mutually agreeable to them as well as to the region.
>> Sir, let if I may, are you saying that they're going it's still a it's still a must, but they're not must place as a as a teacher of record. They're must place as a sub. >> They are placed in a long-term assignment. So, they would become the teacher of >> Still a must place, >> but in a temporary assignment. Correct.
>> Yeah. But it's still a must place. So then that potentially there couldn't be an over overturn because it's a long term. And then how does long-term subs work because I know that there was days assigned to long-term substitutes. Well, how does that work?
>> So long-term sub is anybody who assumes a classroom position for longer than 20 days. Um and anybody who's actually in an assignment for a teacher who is on leave. We do have specific substitute teachers that will fill um leaves. Um, and we have been using some of our teachers, our displaced teachers to fill
those assignments as much as possible so there's no additional fiscal impact to the district. >> How many substitutes do we have? >> We have approximately 4,000 substitute teachers. >> Got it. Okay. And then, um,
is it possible that we will have vacancies in these schools and staff if they're not placed still? If there's no consent, will we still have vacancies >> there? Yes, there would still be vacancies. Um, and potentially then that
we would have to then move into creating assignments for folks who are displaced. >> Okay. Okay. >> What else? Rosilio. >> Um I I I guess I just definitely want to
preface that um 100% support SNI and BAP. Um and I um understand the intent of the resolution. Um but what really is concerning me is the impact statement um
that was um you know shared with us that this will the resolution will result in not only fiscal consequences but operational challenges and also legal challenges. Um and ultimately for
fiscal, you know, as it's stated here in the impact statement, the district cost could be up to 40 million um of of which 20 million will impact our general fund. So that's a concern. Uh the other concern is
as it's you know I I'm sure I this is distributed to all of us. I'm sure I can say that that >> that while the intent of the resolution is to support equity and staffing for Sen Bap 1 schools, prohibiting involuntarily placements or mutual
consent in these schools could significantly impact the district's ability to effective effectively staff all schools and meet legal, contractual, and operational obligations. And so,
you know, this is a concern. So I wanted to just um you know kind of put it out there and um since you know since you're at the podium so what are any concerns that you have and from you know creating
a a pool and you know implications of the implication that this resolution would cause to you or >> so if you don't mind Dr. Revis I'll I'll kind of just take us back a little bit. We we have had um significant pools of
particularly teachers in the past. There were about three superintendent ago. Uh there was a a similar initiative that talked about uh mutual consent. It wasn't just for for Seni. I'm not even sure Senny existed at that time. It was just in general that teachers would not
be and it was specific to teachers that teachers would not be placed at a school unless again there was that mutual consent. Ultimately that created at that time a significant pool of employees who again were being fully compensated
were showing up to work every day but did not have a specific classroom assignment. So that created some significant fiscal challenges as you can imagine. It also created some significant operational challenges because we still needed to one provide a
work opportunity for those folks and also to supervise them. And so particularly for our our administrators and as a principal I had a pool teacher. It's a real challenge when you're already trying to supervise your classroom folks to then say we're going to essentially give you an additional
person or persons. They don't necessarily have a specific assignment, but there is still an expectation that they be supervised and evaluated. And if I could just add to that, Mr. Shade, my argument is that a low school would better be equipped to evaluate
someone like that because they're experiencing less challenges. A high need school would have a harder time also evaluating someone who was forced placed. Um, and for me, it's more of a concern if they are the the record carrying teacher. I was a pole teacher for all of one week. I was displaced after my first, you know, four weeks of
teaching and um I was making copies for other teachers and doing small groups in other people's classrooms until I found an assignment. So, it's not to say that everybody who's in the pool, you know, isn't of highest quality uh candidacy. It's just finding the mutual consent. And, you know, I'm of the mind that people should work where they want to
work. And where there is a problem operationally, financially, then we need to figure out how to solve that problem. It sounds like an adult problem. Kids should be with people who want to be with them. >> And to what extent possible, Mr. Zerado, do you make the best match for a school?
Do you look at obviously look at the c uh the employees um experience um you know tenure at the district, what they've been right, um doing and you know and you confer with the school. So what do what do you do to make sure you have >> correct? So the initial thing would be
the credential matching, right? Then of course we do work with the region directors at each of the regions uh who work with their principles to make sure that we are number one assessing who our displaced teachers are. We have as uh board member Ortiz Franklin said a lot of great teachers who have been displaced who just need to find a place
to land. Right? We're helping them make sure that they have that connection so that they do find a place where they want to be where they want to teach and where the principal is more than happy to have them. And so that's what we've been doing right currently is working with our principles to ensure that they get all of the list of rehires that they know who's available for hire and that
we make that connection to them. We will also be hosting virtual hiring fairs because we know the principles are out and a lot of our teachers are out as well. And then we'll be working closely with the region the district the region superintendent and their directors because they know the needs of their schools best. They also have a good a
keen insight into the teachers who have been displaced because they know their schools well and so they help make connections between one school to another school to connect a good candidate to another school site. So that's that first wave and that's kind of what we're working on. >> So that's all for now.
>> Anyone else? >> Kelly? Um well I mean I think it it's a really important topic that Miss Ortiz Franklin has brought up and we know that it's true that our schools and our highest needs communities have generally struggled with staffing in a way that schools in more affluent communities do
not and um I think it certainly calls for greater supports and resources at our highest need schools um and I have a number of those schools. So um it is really important I think also in the way that reductions are implemented uh you
know there was a lack of concern about equity in last year's implementation of the setting reductions. If if the board and district leadership had had really had the opportunity to dig into those equity impacts fully prior to those decisions being made, there could have
been a decision to exempt high and highest need schools, for example, from those reductions. we could have exclusively focused those reductions at a greater rate at moderate and low need schools um even though those schools get fewer of those dollars because the reality is all schools get sent resources um but we know that maybe not
all of them need them quite as much given the particular student populations that they serve. So I think that it's a real issue that we're digging into here and I think ultimately um the solution that I would like to see is um for equity to be baked into how we staff
schools in general. that's that's that is what is truly needed. Um we know that when it comes to like a psychiatric social worker there are greater need while the need is universal for mental health support I think I believe that 100%. We know that there is greater trauma and greater need in some of our
communities and the way those needs should be reflected in how we staff schools in general whether that's classroom teachers or outside of classroom support classified staff. Um all of it makes an impact on the school realities of our students. Um, I think ultimately, you know, there there are
some operational and potentially legal issues with this resolution, but I think that the challenges that it lifts up for us are things that we absolutely need to confront in in this budget cycle, but also um with how we staff our schools in
general. and that and given the the concerns related to our labor contracts and I I I value our labor partners' um perspectives on that very highly, we have to work together on solving those issues and ensuring that equity is baked in at every single level. So those are my thoughts,
>> Rosilio. >> And I absolutely agree on that. I I just don't know if this resolution actually solves for that. Um I think if anything the work should have done prior to the resolution if it hadn't worked or there
wasn't any collaboration. But this is the same scenario that I'm facing and I'm sure some of you are facing with our community schools. Uh right now I'm you know our community reps are from our community schools are being displaced
and you know and they're bringing someone else that doesn't necessarily understand the um the school or hasn't been part of that uh needs assessment asset uh need you know the work that goes behind a community school and
you know so I'm so this is the same thing and also not only community reps, but you know, putting in a principal who doesn't necessarily um understand or agree with community schools. So that you know, so the same thing can be said for community schools. So I I also would
love to have um the district to assess how those placements are also being made. So yeah, so I would say the same thing for community schools. >> Mr. Greco, would you like to add? >> I was just stepping up in case there were specific questions since community
reps came up. Uh I think that the resolution and what Frank spoke about is is uh with regard to certificated uh it's written in a way that I believe is more friendly to certificated. Classified has a lot more rules and legal requirements and uh I don't think
that we're necessarily not mismatching. We're just trying to follow the seniority piece. So if a cut is made, that's a cut. But if a cut is not made, they will get somebody and then we hope that they are properly trained in in their job in and of itself that they can
step right into that role and then immerse into the community through the culture that the principal has created. >> Thank you. Thank you, Charlotte. Um, I'm I'm glad you stepped forward because to the point you made about keeping continuity on campuses and again I think
as all mentioned this is definitely a need to have consistency in our high need schools. Even one of the parent reps was mentioning how as a educator there is a high turnover. I know in my board district there's a high turnover, right? So I'm very familiar and the need
for stability. speak to the difference between classified and certificated because I think often we'll just say, you know, this is happening to us versus understanding the logistics behind
seniority and bumping rights and how classified is very different than certificated. So certificated, if I can just briefly make a presumption that Frank can clear up if if need be, but certificated is
you are a teacher and then you match credentials uh and subjects. The classified world we have uh multiple classifications and in each classification every employee that's hired gets a seniority date based on that classification and everything is
done in order of seniority. So, as soon as a position is cut at one school, if it's a straight cut, that person with the highest seniority is going to end up bumping the person with the lowest seniority, wherever that may be, which then causes the cascading effect of making sure that we find a placement for
everybody who has not been specifically laid off under the authorization of the board's RIFF. So I think also in the in the certificated world, the layoff process includes a skipping criteria that is not baked into the legislation for for classified which may be what
would address some of the concerns that is being raised in this resolution. Uh but that is not in the legislative process at this point. So there is no skipping criteria that we can skip for. So for example, I think some of you were around when we had the read schools. The read schools were specifically from the
certificated side. they were set up and they got special training to be skipped entirely. Not on the classified side because we didn't have that ability, but if there's something baked into legislation where they get particular training that that gives them a special skill set to work with the community
that they're in, then if we can get that passed in legislation, then those schools would also be able to be skipped possibly. And that legislation, the language would look similar to what's certificated as far as the criteria of what specificity for that community or
that program to be able to align with the certificated staff. >> Yeah, I I think it could be worked with government relations and OGC to to find some kind of balance to get that. >> Got it. because I mean obviously as we see our footprint shrinking and wanting
to make sure that there's stability across the district that would be something that I think we should advocate for. Um >> and with regard to specific community reps there is a mile radius. So even when we do placements we're not taking somebody from the south and moving them all the way to the east. There's a I I
believe it's currently a a seven mile radius from their home. So the community rep has to live seven miles within the community from the school that they're placed at. So, our placements are all done within seniority, but then also with geographic regions for the community reposition.
>> Oh, that's good to know, too. Um um I mean, and I think we we we've mentioned this before, but would there be a timeline for a consent according to this? Is there like they
have to agree to a consent within a time frame? >> No, that was one of the moves that staff did, which I appreciate. um because we were contemplating this today. I think some uh placements were supposed to happen today and then uh as a result of us having the dialogue, HR decided to
wait until next week, but I think some reassignments already are happening for uh classified um because as you described, we um have less flexibility. Um and so I've actually been getting some concerns. I think similar to Dr. Rivas, I got a community rep today who is devastated because that's the school
where she's spent, you know, her entire career given her heart and she's being reassigned elsewhere. And so, um, I think kind of building on this conversation here about community rev supervision aids, like the, you know, circumference for assignments. I wonder if we could even institute like a human
element like let's talk to people before we tell them here's your new school. Like, do we do that on either side? Hey principal, hey community rep, um, we might need to move you. Do you want to stay where you are and here's what it would take to stay? Does anybody have that conversation? >> So, unfortunately, my team's probably
going to be very mad that I'm saying this publicly, but we take calls and we have been taking calls for the last 3 weeks where people are complaining about their assignment and we will work with them to figure out if we have somebody who's at one school who doesn't want to be at that school for for commute reasons, then we will find somebody else
and then swap. So we make reassignments all the way up until the first day of school and then even throughout the school year. >> So how do we do that systemically though and not just wait for people to call us? >> We do not have the operational power to do that
>> yet. Um, well, I mean, again, I think if nothing else, the conversation of highlighting what goes on at school sites is, I think, most beneficial right now because at least we're getting a bird's eye view as to what's happening
and its relationship to our Seni and BAP programs. And it's not that those programs are not being funded and this resolution takes them out, but this highlights the fact that these schools need these supports and everything kind
of connects together, right? It's now being full circle, we're getting to see that when we make agreements, they tend to domino effect to other things. And I don't think that was carefully taken into account when we were all in this a
couple months ago. And so now we're seeing it kind of flush itself out. So I think if nothing else, the conversation has been rich just to have >> and I would offer that any board member who would like to meet with me to better understand how the commission works and the classified staffing plans, I'm more
than happy to. >> Thank you. I I just want to say that my comment about community reps, specifically community reps in community schools. So, just wanted to say it. Yeah, >> I'm going to take you up on that offer
about the training. I think we all would like that training together. We sitting down and hearing what you have to say. Thank you, Carla. Go ahead. >> Yeah, my concerns with the resolution um after reading the impact report is that couple of things. one, it seeks to solve
an issue that is directly a result of potential decisions that we're making next week, right? And we wouldn't be having this conversation were it not for that for both BAP and Senny to be on a fiscal stabilization plan. One that
seeks to cut a program BAP by a lot and then the other one completely takes it off the table. So to me, I can't have this conversation because it's coming from that. And then on top of that, this
resolution could cost $20 million. So how can we pass something that is going to cost us money while also potentially cutting programs that directly impact students that parents and students have
been advocating for that we have data supporting the the these programs. So I cannot beyond the the fact that you know there was no conversation with labor around how this could impact contracts. Um it it seems to me contradictory to be
putting something forth that will cost us money while also cutting the very programs that are going to impact the very schools that we're trying to support with this with this um resolution. So I I you know I I cannot
support something that is contradictory and I want to support something that actually puts money back in. If we can find money for something like this then we should be finding money to support these programs and take them off that FSP.
>> What else? >> Okay, Mr. McClean. >> Apologies. Um I I guess it's probably worth noting that the reductions in force are already happening. So it's I mean I think it's it's definitely the situation um may get much much worse um with the implementation of a new fiscal
stabilization plan, but it is it is currently true that um our schools are experiencing reductions in force. I have definitely gotten emails around some of our employees who are losing their positions at school sites. So I think it is it is relevant to the here and now. Um but I I share a lot of the concerns
especially with regard to um legalities. Um and and obviously what what we pass as a board um has to be in a transparent way something that I think we could reasonably achieve or that we would want to achieve. So um just just as a
suggestion because I I like to try to be like a problem solver. Um I I'm and it's okay if it doesn't go anywhere but I always like to try. Um I I would offer u maybe an amendment to the second resolved um to say instead that resolved that the Los Angeles Unified School
District shall seek a wide range of solutions to help promote stability among certificated and classified staff at SENI high and highest need schools and BAP group one schools and report back to the board by
September of 2026. um and work with our labor partners to develop collaborative solutions to better ensure equitable staffing across the district. So, I will I will move my amendment or see if that would be accepted as friendly. Um I appreciate the effort to collaborate and find
solutions. I I got some similar feedback from staff and and was pretty clear that I'd rather it just stay very simple and and see where the board is on kind of a highlevel vision of around mutual consent. So, um, happy to see if there is movement or a second for it, but but
not friendly at this time. >> The moved by Miss Gomez. >> The question, does anybody want to second what Miss Gon has offered? >> That's correct. >> Thank you for trying.
>> No second. >> But I do think to do I Dr. Newell, I almost just elevated you. um that we we should use this conversation to build right so we're cultivating our learning to Mr. Melson's point, we should do more understanding of how things work in the
classified area in particular because for the last few weeks I have been asking for some information and we get it often for certificated well before we get it for classified if we even get it for classified. Even the $20 million is just a a certificated number. It doesn't include classified. So that could be a
larger number. And you know, I hear you and agree with you, Miss Grego. We're going to be asked to make $3.5 billion in cuts. So adding $20 million is small, but it is an impact. And you know, this this was not my first attempt. This past spring, uh I was talking with the team about a potential small allocation for
SENI um for high and highest need schools and potentially moderate schools that were impacted by ICE raids. Um we had been talking about some potential ideas that didn't go anywhere when we figured out how big the hole was that we had to fill. So I also recognize the great budget um situation that we're in,
the gravity of it. Um and uh I'm not in favor of pools. I I don't want to be spending any more money. I do want us to get to a place where we can ensure mutual consent and where we can protect high need schools in more fundamental ways. And so I welcome the opportunity to do that going forward. I still would
like to see where the votes fall on this resolution today, but I I welcome the opportunity to uh discuss other versions in the future um that would meet um you know this board's desire and also serve our students who most need the system to work for them. >> Okay, ready for a vote? Having been
moved by Mr. Mr. Ris Franklin seconded by board president Schmurson taking the vote. Miss Newell, >> no. >> Dr. Rivas, >> no. >> Mr. Melvinne is absent. Uh, Miss Grigo, >> no. >> Uh, Miss Gomez, >> no. >> Miss Ortiz Franklin, >> yes. >> Board President Schmolson,
>> no. >> Uh, motion does not carry. >> Oh, board. I'm sorry. Student board member Jerry, >> abstain. >> Abstain. Okay. >> Abstain. >> Okay. My apology. Okay, we just finished our first Let me
just ask Kelly. >> So, we're going to have a report uh from Miss Gomez on her children and families and early education committee. >> Um thank you, Mr. Charlesson. Apologies um that I was not here for the uh presentations earlier, but on June 4th,
we held the final meeting of the Children and Families in early education committee. Uh we discussed enrollment in early education which continues to grow and is now at nearly 30,000 students across all of our LUSD early education programs. We further discussed ways to improve our outreach to families and
provide timely and easily accessible multilingual information about our programs and available spots at our early education centers also CSP and TK classes. We also had a presentation on a new partnership effort um actually which linked very nicely to the PAC comments
to support our families with resources and connect them with LUSD from birth um because we know that uh learning starts at birth. We also discussed and finalized our committee recommendations for the 202526 school year which are displayed on the screen. I'll just quickly summarize. Continue expanding
access to programs serving two-year-olds. Support early learning through play-based and STEM focused initiatives. Strengthen career pathways into the early education workforce. Improve workforce data transparency and planning. Evaluate staffing structures to strengthen recruitment and retention.
Strengthen outreach and marketing to increase enrollment in early learning programs. Improve clarity and accessibility of information for prospective families. Explore community-based outreach models. Simplify enrollment processes to reduce barriers for families. And highlight and deepen partnerships and wraparound
supports for students and families. Um, I thank very much the uh the board secretariat's team, our dedicated committee members, and look forward to resuming our committee in the fall. Thank you so much. >> Thank you very much. I believe we're ready for consent calendar.
>> That's right. It's 2 p.m. I'll be reading through the consent calendar. This is a procedural mechanism that the board uses to vote on a number of items all at once rather than taking them all individually. So as I read through the board will indicate out loud whether it should be on consent or for discussion.
It will go on discussion if there are questions and staff interaction needed. Okay. Under tab one approval of routine personnel actions. >> Consent. Tab two provisional internship permits. >> Consent. Tab three renaming of CESA a
Chavez Learning Academy. >> We have a question. >> Question. There's a question. The quick quick question is this. >> Who has a quick question? >> It's board member Grego. Is it a quick question sufficient to leave it on the consent calendar?
>> Just this is where it gets very messy. >> Questions or discussion? So it's either a question. >> Okay. >> Question. >> Sorry. >> No, no, no, no. >> Well, we'll see how quick. We'll see how quick. Okay. Okay. So, that'll be a question. >> Three parts. >> Um, all right. Also for let's see tab
for renaming or renaming of Cesar Chavez Elementary School >> and Consent. Uh, tab five. Define and approve seven shade structures. >> Consent. >> Consent. Tab. >> Tab six. Approve the definition of three size seismic modernization projects.
>> Question. >> Question. >> Question. New bill. >> Tab six. >> New billas. >> No, I don't. I was. >> Oh, understood. Thank you. >> Uh, tab seven, define and approve six projects to provide critical replacements. >> Consent.
>> Consent. Tab eight, define and approve 21 board district priority and region priority projects. >> Consent. >> Consent. Tab nine, ratification of real estate agreements. >> I have a discussion. >> Okay, discussion and question. Uh, we have new bill
and tab 10, delegations of authority. >> Question, >> question. Yes. 10. Uh, tab 11, approval of facilities, contracts, actions, >> consent, >> consent. Tab 12, authorize education
compact. >> I have a question. >> Questions. >> And we have a brief video to play before that. >> So, that was questions from whom? >> Carla and I. >> Tab 13, approval of non-formmula grant
agreements. >> Consent. >> Consent. Tab 14, special education local plan area local plan >> consent. >> Question. Tab 15, approval to submit multi-art
data collection application for 2627. >> Consent. >> Consent. Tab 16, donation of monies to the district. >> Consent. Tab 17, report of cash dispersements. >> Consent. Tab 18, approval of the certification of signatures.
>> Consent. Tab 19 is not on consent. Tab 20 update of debt debt management policy. >> Consent. Tab 21 >> question. All right. From Dr. Rivas,
>> right, >> Mr. Ggo also? >> Yes. Okay. >> Right. Tab 23. Uh, approval of the renewal petition for open charter magnet. >> Consent. >> Consent. Tab 24. Approval of the renewal petition for Receeda Charter High.
>> Consent. >> Consent. Tab. 25. Approval of the renewal petition for Taft Charter High. >> Consent. >> Consent. Tab. 26. Approval of the renewal petition for univers University High School Charter. >> Consent. >> Consent. Uh, tab 27, approval of the
proposed material revision for Aspire Oneita Tate Academy Charter. >> Consent. >> Consent. Uh, I'll note here that we are 2 days past the 120day timeline. needed to bring this to the board. The board originally had scheduled this meeting for uh two days ago. So, uh is there any
objection to waving the 120day requirement is what I'm asking? No, >> I'm hearing no objection. >> Okay. Thank you. >> All right. Um tab 28, we did >> uh tab 29 um >> consent >> with a short call.
>> All right. Tab 30, reappointment of member to the board cons school construction bond oversight committee. >> Consent. Uh let's see. Tab 31, Williams and uh and state preschool health safety uniform complaint 2526. Summary >> consent.
>> Consent. There is no action for tabs 32 or 33, but they are entered into the record. Tab 34. Approval of the minutes. >> Consent. >> Consent. Okay, I'm going to read through this. Make sure I have all my notes correct.
Uh, tabs one and two are on consent. Tab three, there is a question from Miss Grigo. Tab four is consent. Tab five is consent. Tab six is a question from new bill in Rivas. Oh, no, not Rivas, just
new bill. Tab seven and eight are consent. Tab nine is discussion. Tab 10 is a question. Tab 11 is consent. Tab 12 is a question. Tab 13 is consent. Tab 14 is a question. Tabs 15, 16, 17, 18, and
20 are consent. Tab 21 is a question. Tabs 23, 24, 25, 26, and 27 are on consent. Tab 28 is done. Tab 29, 30, and 31 are consent. And tab 34 is consent.
Is that accurate? >> Accurate. >> Okay. I will read the public statements. Actually, we'll first go through the public comment in order that it is listed. So, let's see what we have for public comment. >> Would you like a motion on the consent calendar?
>> I would love that. >> I will move the consent calendar. >> Thank you. >> Second. >> The consent calendar has been moved by Miss Gonz, seconded by Dr. Rivas. >> Okay. Okay. Under tab one, approval of routine personnel actions. We have five
folks signed up. Uh, two of whom are in person. Grace Lee, are you here for uh, tab one? Grace Lee. >> Okay. >> Not here. Is Grace Lee coming? No.
>> Um, >> I'm sorry. Elizabeth Marshall, are you here? Elizabeth Marshall, >> come on up. Miss Marshall, you have two minutes to speak. Why don't you begin? >> Okay. Uh, good morning. Uh, good afternoon, uh, board president and members of the board. My name is
Elizabeth Marshall. I'm a secondyear probationary school counselor. I hold a master's degree in education, a pupil personnel services credential, and have more than 20 years of dedicated service and academic counseling. I love my job and the opportunity I have to positively
impact students. I am here today because I believe the process regarding my non-reelection raises serious concerns regarding fairness, transparency, and due process. In my first year with the district, I received a positive evaluation. At no point after that
evaluation was I informed that my performance was unsatisfactory or that my employment was in jeopardy. During my second year, I was not evaluated. On fe February 2nd, I was summoned to a Zoom meeting with Maria Soautayer from the Division of Human Resources regarding my
probationary status. In the meeting, I was informed that I was being considered for non-reelection and was encouraged to resign by the end of that week. I did not resign. When I asked for feedback about my performance, I was told the decision was not uh based on performance
and not subject to appeal. On February 19th, I received a formal notice of non-reelection. The notice did not provide information regarding my right to hearing, and again, I was encouraged to resign. I did not resign. What concerns me most is that I was never
evaluated during the year in which this decision was made. I was never provided meaningful information about the reasons for the decision, and I was repeatedly encouraged to to resign rather than be afforded a transparent process. This is unfair. If I had been evaluated,
it would have been positive, and the district did not even notify me of my right to request a hearing. A non-reelection carries significant consequences, including preventing me from applying to work for the district for at least two years. I respectfully
ask the board to investigate whether proper procedures were followed in this matter and to ensure that all employees receive a fair, transparent, and lawful process. >> Thank you for your time. All right, the next imperson uh Julio and Ciso.
>> Yeah. >> Julio and Ciso, are you here? Not here. Uh Diana Umana, come on down. You'll have two minutes to speak once you begin. This is to tab one. Thank you.
Hello. Hi, my name is Diana. I am a community organizer at the Los Angeles Alliance for New Economy or LAN. I've had the great pleasure of working with a few LUSD community schools including um Sharp Elementary in BD6, Uklid
Elementary and BD2 and Horus man at BD1. These schools are advocating for greening and other infrastructure updates. And I was torn to hear that the community school community representatives and some supervision aid coaches at these schools have been
giving pink slips and are told they won't be able to return to their roles. this this upcoming year. These staff have made meaningful and lasting contributions to students and the school community. The school administration has been utterly surprised about this
decision. And these are staff that are alumni of these same schools. They have kids and family members at the school and are highly invested community members. Just like the BAP cuts, you know, this doesn't make sense. LA USD alumni are going on to prestigious
universities. speaking out about how BSAP got got them to where they are and are passionate about students continuing to benefit from BSAP. So, I urge you to reconsider these layoffs and cuts. I also want to encourage passing item 8, which includes funding for a portion of
sharp screening project. Um, parents have been waiting years and years and this uh funding cannot be delayed any further. Parents expect this project to be to go underway this summer. So, thank you so much. Thank you for your time. All right,
Grace Lee, I see you're online with us. Grace Lee, please press star six to unmute yourself and you'll have two minutes to speak once you begin. Grace Lee. >> Hi. Can you hear me now? >> Yes. >> Hi, my name is Grace Lee. I joined LUSD
as a parent of a kindergartener in 2018 at our neighborhood school Gulf Street Elementary in region north in the Rita community of schools. I was an active parent volunteer before the pandemic and when schools returned in person the former principal asked me to join the staff. I was hired as an
office tech in 2023. I am moved today to speak to the board because you are transferring our new principal Mobel Lenda Verde back to her previous assignment as APIs. Mabel has been with us for a little over a year and in that short amount of time I have seen more
parent engagement than before. Real engagement in classrooms and on campus not just percentages of parent portal and school experience survey. When I first joined the school I observed a lot of division of staff. This year brought them together with a common vision for the benefits of the
students. Most importantly, our students speak uh seek out principal land to talk, to show her their dance routines, and to draft her for their soccer team at recess. Now that I have shared what a positive influence she has been to golf,
I want to ask why is she being reassigned? In the three years I have worked in the office, I have opened the school with three different principles, three different ideas of how to communicate information with newly enrolling parents about what to expect before school
starts. I've gotten used to telling them, "I don't know." And that is that really what you want me telling new kindergarten parents who are entrusting LUSD with their children? The new director of our coast, Daniel Steiner, met with staff on Monday and
could not give us an answer as to why you're taking away our principal. In the absence of further information, I suspected it had to do with families and staff seeking to follow her wherever she went. A testament to how loved and respected she is by her community. Parents, teachers, and students at Gul
have already made their opinions heard that they don't want Mabel to leave. I want it on the record here that the district has failed to communicate an adequate re reason for whom we signed. I thank you for your time. >> Thank you for your time. Uh the next call-in speaker is Mirena Aliman. Mirna,
I see you're online. Please press star six to unmute yourself and you'll have two minutes to speak once you begin. Mna Aliman, I see you're online with us. Please press star six to unmute yourself. Uh, Mirna, last call. Okay, last call for MNA.
All right, we will go to tab two. We have one speaker on tab two. Jose Cardardoo, are you here? Jose C. tab two. Jose Cardardoo. Not here.
All right, let's go to tab five. Let's see. One speaker, uh, Javier Pensiva, are you here? Javier P, not here. Go to tab. Next is tab 10 with public
comment. Uh, Amy Zona, are you here? Amy Z. Amy Z, are you here? No. Amy Z. Okay. The next public comment that is also consent is all the way down at tab 20.
Um, Alberta Brinsen Moore is a caller. I see you're online with us. Uh, Alberta, please press star six to unmute yourself and you have two minutes to speak once you begin. Alberto Brinsen Moore. >> Hello, this is Alberta Brinen Moore from
the Lam Mer Park District of Los Angeles. I am a third generation LA USD. We We're unable to hear you. Can you Can you please um either speak up or Miss Moore,
we heard you a moment ago, but we can no longer hear you. I see you're still online with us. Uh we will come back to you >> unless you can. >> Can everyone hear it just like a tiny bit? >> No, >> I don't hear anything.
>> I hear a tiny bit. Um all right, Miss Moore, we're going to have to come back to you. I I apologize. All right. Okay. So, let's see. The next public commenter after tab 20 that is also on consent is tab 23.
Right. Is Mr. David Tokovsky here. Oh, there you are, sir. Come on up. You have two minutes to speak. Once you begin, it's also a public hearing. So, while we're here, before Mr. Tokovsky begins, this is for tabs 23 through tabs 26.
Approval of charter renewal petitions. Before action is taken on the following board reports, a public hearing must be held. This constitutes a public hearing on the following. approval of the renewal petition for open charter magnet reca charter high taft charter high and
university high school. A maximum of 15 individuals who wish to address the board on each of these items will be heard. Those who wish to speak should sign up online and they already have. Speakers will be called by name. Mr. Tokovski, please go ahead. You'll have two minutes.
It has been lawfully posted as a public hearing. Yes. Thank you. >> It's not There we go. I'd like to speak in favor of one of the most uh sought-after schools in the in the district, the Open Charter Magnet School. Um, as we begin to look at
reinvisioning our schools rather than closing them and consolidating them, you saw the absolute failure that's happened at Pasadena Unified. They fired their consultants on what they were doing. They're having problems. Uh, we need to reinvision things and this is a model place that should be replicated. There
should be two or three open charter magnets and the families and the faculty and the administration over the years could help you along with that. Next, the idea of putting in the fiscal stabilization plan, which is more and more, as you look at it, feels like the fiscal spaghetti plan, throwing things
up against the wall and seeing what sticks. To put $7 million to out of the affiliated charter grant is inviting places like Paul Rivere and other schools to just flip into an independent charter. Okay, $7 million. That's
peanuts. Now, maybe that's helping you at the county in some paper trail, but it is not smart and it is very risky. Speaking of things thrown up against the wall, uh you've seen BSAP discussed by both a motion and by the public. Uh this
is confusing. On the district website, it says it's $175 million. On the school sites, it says it's $125 million. Each and every year, it's the money is not spent. You should have an itemized list of everything in the Black Student
Achievement Program item by item of what's in there, okay? And what has been spent and what are the contracts. I am sure the federal government and those suing the district over race issues have requested it. And as board members, you should have it. You shouldn't be
guessing on each and every one of those. It's very simple. Open Charter School is a great example. things thrown on the fiscal stabilization plan have not been thought out. >> Thank you, Mr. Towski. You're welcome.
>> Uh, looks like you're also up for tab 24, the public hearing for receded charter high. Would you like to give your two minutes now? Thank you. And then right after Mr. Tokovski is Maria Luis Aalma for an item 24, renewal petition for a receded charter high. Or
>> again, does the state law on public hearings reduce people to two minutes? That a board rule, not a state public hearing rule. >> The board governs the time that folks get to speak. >> Even on public hearings, >> I believe so.
>> Thank you very much. I'm speaking in favor of the affiliated charter of RCIA High School. Rousita High School has a variety of great programs there, successful programs, including a police magnet,
including a fire effort with a fire. They don't have any EMT because our adult division has not figured out a way to open up in the adult division programs for EMTs. One of the most needed
CTA, CTE uh job placements. Meanwhile, we heard just of a speaker a moment ago that the assistant principal has been cut and the assistant principal and principles have been moved around. I have no idea what the personnel reason is, but I know we're cutting assistant
principles everywhere in this district and that is a big mistake. Meanwhile, we have national board certification for teachers, which is a great thing. I was the one who introduced that and Julie Kornstein Ruben Zacharias put it in place with Dehaguchi negotiated but we have no
program to maintain administrators at the same site. This is one of the most difficult problems. Even if you're the head of of BAP, as soon as a position opens, even if you're doing a great job, you go somewhere else. We don't build stability with national board
certification. They get 15%. administrators. Some programs should be developed by the HR to maintain the number and the quality and improve the skills as you go along. Again, affiliated charters, which are predominantly in Mr. Schmson's area, our
way to grow enrollment. In the last superintendent, it was always promises we were going to start an affiliated growth. There seems to be no effort in say the virtual schools, which are very low performing, but they're talked about. If you open that as a an an
affiliated charter, you could get kids from Oregon to Mexico. You'd increase enrollment by 10,000 people. Thank you. >> Thank you for your time, Mr. Dowski. Uh Maria Luis Lama, come on up. You'll have two minutes to speak once you begin. Good afternoon. My name is Mariel Luisa
Palma and with this renewal uh proposed of REIA Charter School, I have a big question and a huge doubt. Do you consider safety and safety incidents at the school as you're considering the charter renewal? We've asked we've had
lots of conversations including directly with Mr. Chait when he was director of operations about incident reporting from AR. We don't have that. Do you have that as you're considering this renewal? Uh we've have asked to have those incidents
reported by school and in addition by region as you well know and I don't want to have to restate here the horrific incident that happened at Rita Charter High School. Uh I have been contacted directly by Rita parents very concerned
about what they consider to be a huge bullying problem at the school. They have considered coming here to speak to you all about it, but they fear retaliation against their children if they come here. It's not because everything is okay. They tell us that
there is a huge bullying problem. How how can that be that they fear retaliation? What is it that goes on at these schools that that would be the case? So, in addition to that, we continue to have the safe schools task force that I attended a number of the
meetings on. Where are those recommendations? Where will they come to the board this school year? Anybody? Because the school year is about to end. And are you going to have them coming up here on Tuesday? Will they be considered for LCAP purposes? So, what is it that
you're doing with any of these incidents and these terrible things that are happening at some of our schools? And do you consider them for any of these charter school renewals? And um of course, you're not going to answer me, but you should consider that. And please
be thinking, why would parents be concerned about retaliation against their children? Isn't that the most serious thing that you can think of happening? How would you feel if you feared for your children's safety? >> Thank you for your time. Uh tab 25, we
have Mr. David Tokovski for renewal petition for Taft Charter High. Are you in the room, Mr. Tokoski? There you are. Come on down. You have two minutes to speak. Why don't you begin? >> Am I in the room? Um, you must have hit your head on the
soccer ball last night. Uh, I'd like to say that Taft High School sits a stones throw from El Camino Real High School. El Camino Real is an independent charter. Taft is an affiliated charter. You want to take a look at the differences. For example, speaker before
me spoke spoke about safety issues. And of course on Rita High you have a police magnet but the officer from LAPD and the officer from the district are confined to the magnet. They can't provide security across the whole campus. I don't know what kind of policy
interpretation. I don't think that's the intent of creating police magnets and then the LAPD officer assigned to a police magnet can't go across the rest of the school. Okay? Or that the uh LA school police officer helping out at the magnet can't help the whole school. There's something wrong with the policy
there. And I bring it up because El Camino Rial contracts a district charter school independent has an inconsistent policy where they have police officers that can contract and down the street at TAP. Now you're you're sort of saying to a parent who's living in the Woodland
Hen area, if your fundamental concern is about safety, it's safer over at El Camino. They have officers there and not at TAP. Again, you're not growing your view of affiliated charters. Next, uh a lot of talk about SENI, but let let's talk
about the bigger issue, which is the state LCAP, which you'll be talking about, which is the concentration and the supplemental grant of which Senny is just maybe 47% of it. Do you have in your mind as you come forward next week to talk about the LCAP, do you have an
awareness of the $ 1.45 four five billion dollars. That is concentration and supplemental money for the kids most in need. The motion brought before us. Where is that money going? Not just the 700 million. Look at the whole entire
1.5 billion. That's what the LCAP is supposed to do. That's what you're supposed to be looking at. And hopefully between today, Friday, and that meeting, you'll have that information. >> Thank you for your time. Uh Julio Eniso, Julio Eniso, are you here? You're signed up for this public comment. No, that was
tab 25. Tab, we'll go to tab 26. Um, Mr. Tokovski, are you behind that pillar there, sir? Come on up. There you are. You have two minutes to speak. Why don't you begin? And then Kiri Jordan. And then we have Oilia Sophia.
>> Okay. Uh, again, I speak highly of UCLA High School, I mean University High School. Uh, I support the renewal of that school. Again, a lot more could be done to grow that school. And let me just bring up one big one that's coming
next week, which is called Lock High School. Okay. Lock High School appears before the county board. And if that board follows your recommendation, they will turn down the renewal of Lock High School and it will be an LA Unified School. Are there plans in your hands?
because each and time a charter school closes under the board's authority authority, there's supposed to be a student recovery unit to get the students and put them in LA Unified, but we know disproportionately when a charter school closes, the students find other charter schools to go. So
hopefully u Mr. Chates's uh operational skills will have that all over the place ready to go uh so that that school if it is not uh approved with four votes. Let me also say on the the um the fiscal
spaghetti plan um there's all sorts of things missing in there. Okay. There is no uh defeasement of of the coops the certificates of participation which is paid out about $28 million a year out of the general fund over the three-year
plan. That's $90 million. Additionally, there are no tax and revenue anticipation notes. And all of you have read about that in the items you have before you in the debt policy and the debt documents and the bond documents. Tax revenue anticipation notes cannot be issued by charter schools, but they can
be issued by districts. And this district has issued them in the amounts of $1.4 billion. So if you don't know what the money is in year two and year three, you can begin to issue these tax revenue anticipation notes to be used to
help you with your uh budget challenges. And so not putting him there is a judgment piece. You put the judgment obligation balance on the lawsuits. Do you have a up-to-date report on those lawsuits? That's all part of your approval of the debt policy and uh that
can help finance a lot of the things you've talked about today. Thank you for your time. Kiri Jordan, are you here? Kiri Jordan, I'm sorry, sir. >> Okay. All right, let's see. We have Oilia Ryan
on the line remotely. Oilia Ryan, please press star six to unmute yourself and you have two minutes to speak once you begin. Oilia Ryan. >> Yes. Thank you. I'm Sophie Ryan, president of associ association of PSA
counselors and I'm calling to formally report that pupil services and attendance student support and attendance services as continue to violate employee rights. Two days ago, the SEO program reduced the number of
positions from 12 to six PSAs, leaving five displaced counselors in limbo. This situation violated their current program because they never receive an opportunity to complete a preference form. Moreover, they are not following
the contract by placing us by seniority. We are not teachers. We are itinerants and article 98 specifies that seniority must be followed. SSAS is pretending we
are teachers, creating their own programs and lists and placing people at the bottom of a list when they change them to programs. There has never been a code change. All of us are code 0543.
So to resolve the issue, I demand an investigation and to ensure that article 9A is implemented. Because if this continues, I will be forced to file a formal unfair practice charge, UPC, and
request that the public employment relations board per impose reprimands or fines against LUSD. We have a contract and someone with 30 years of seniority cannot go to the
bottom of any list. Please conduct an investigation to ensure that article 9A is followed as written. And if LUSD, the SSAS administrators have any other
criteria, we demand they show us where in the contract says that they have the right to make changes violating what we have already signed as our contract. Please follow up. Thank you kindly. Thank you for your time.
All right, Kerry Jordan is on the way. Don't do it on the phone. Hold on. Hold on. Hold on. We're going to get this done. Okay, let's let's try it. >> All right, go ahead. Go ahead, Carrie. >> Good afternoon, board members. My name
is K Jordan. I'm with Kadre. I'm here because our children cannot afford more cuts. Too often, black students and students attending high school, high high need schools are asked to do more with less. We hear about equity, but equity must be reflected in the
decisions this board makes. Programs like black student achievement plan and the school fiscal stabilization program were created because students and families identified real needs that could not be ignored. These investments
matter. They provide support, resources, and opportunities that help students succeed and feel seen in our school. As you prepare for the June 16th budget vote, I urge you to say no to the cuts that would weaken support for the
students and families. Say no to the cuts to the school's fiscal stabilization program. Say no to cuts to the black student achievement pro plan. protect the investments that our community fought for and that our children deserve. Our children should
not be have should not have to pay the price for budget challenges. We need you to stand with the students, families, and school communities by protecting these critical resources. Thank you. >> Thank you for your time. All right,
moving on to tab 27. >> We have 10 folks signed up for public comment. Chris Carr, are you here? We want to wave more. >> Okay, I'll read them out loud just in case so that I don't skip anybody with a different uh position. So, Chris Carr waving.
>> Um, Silia Bellow, Silia Beo, okay, waving. Estanie Rodrig Rodriguez waving. Adah Galindo waving. Austin Saddle waving. Gypsy Vasquez
Ayala waving. Uh, Ramirez waving. Uh Jennifer Camido >> waving Brenda Moore >> also waving. All right. And then Mr.
Tokovski is signed up on both item six and 27. You can choose one or the other, sir. Can you just tell me six or 27? >> Outstanding. All right. So, tab 27 public comment is concluded. We'll go on to
It's not I'll call you when it's time. when it's your time. All right, that was tab 27. Moving on to let's see here. >> Um, Miss Grego, you you had your quick comment. >> I did.
>> A very quick question for our folks. Wait, is this the principles >> one? This is the one on the renaming the schools. Yes, >> that's when you're calling me on. >> Yes. Yes. Yes. It's the very f I just wanted to know the process because when we were renaming schools, I got a lot of calls on like, hey, these are some
suggestions even though the schools are not in my district. So, I wanted to know what process you took to uh arrive at the naming of the school. doesn't have to be a long answer. Just >> very quick summary. Uh we pushed out um a survey to uh everyone in the
community, to staff, to families, and to students with name suggestions. That was the first part. And from there, we gathered the top three um choices that kept coming up. Um and then we pushed out another vote survey in which um everyone in the community again and
staff members, teachers, um families, and students were able to vote. We gathered about uh 1,600 votes um and out of those uh rose the top uh choice which was a high school. >> Was it when you say community are you talking about the school community or
including the outside? >> It included the community of San Fernando. >> Oh wow. All right. >> And we held a few inerson town halls as well and on Zoom just for people to give input or ask questions about the process as well. >> Wonderful. Are are you all the principles at the schools? Okay. And you
led that effort? Yes. >> All right. Well, thank you so much. That's all. >> Thank you. I can just recognize and appreciate the efforts of our of our principles who in addition to being in a very very busy season of high school, which is like wrapping up the school year in the spring. Um did lead such a
collaborative effort and I I know I heard from community members who appreciated that there was in-person voting, there was online voting. It was a very intentional process though fast. So, just much appreciation for all of you. I hope you get to enjoy the rest of your day. >> Thank you. I'll note that that question was under a minute for two all kinds of
input. >> Told you. >> All right. So, moving on to tab 29. Also on consent, we have 10 speakers. You said you want to say a quick >> a quick comment and my my my co-sponsors too if they can. >> Um, do we have to do anything? Just do I
have to move anything? >> All right. Okay. So, I'm very excited and proud to be introducing this year's Pride Resolution. I also want to thank my co-sponsors, Dr. Rosio Rivas and um Mr. Schmurlson. And um just quickly, I
want to say, you know, Pride Month is an opportunity for us to embrace everyone. All of our schools are places where everyone is welcome. And this is yet another moment when we can celebrate that uh and center in this particular
case we want to center our youth, our our transgender youth, our queer youth, our uh gay, lesbian, intergender, everything, all of our youth. And I want to so it brings me uh lots of joy to be
able to do this. Um I think today we heard I don't know if some of you were here but you heard from our superintendent student advisory council and one of the recommendations was to expand SEAL um which is social emotional learning sessions for teachers for staff
and student leaders regarding LGBTQ plus inclusion. So even they have heard this from their peers. So, it is clear that our students also see the value in having safe and welcoming schools for all students. And now I'd like to uh pass it over to Scott, one of our my
co-sponsors, who'd like to make a quick remark. >> I will. Thank you. So, everyone, Pride Month is more than just a symbolic gesture. It represents a community that has repeatedly overcome obstacles to be
accepted and to have the same rights as everyone else in this country. At LUSD, we acknowledge all of our students and staff and the diverse ways they open our eyes. This is especially true from our
LGBTQ plus community who teach us life lessons beyond the classroom. They teach us that in a world like today, what matters is empathy for your fellow human being. It's a celebration of who we are
as a society and a reflection of how far we have come. I am proud of the work that the district has done, but I also understand that more work lies ahead. I'm proud to support and co-sponsor this resolution.
To better serve our LGBTQ plus community, we know we need to know where we fall short. And I'm looking forward to reviewing the board informative in 90 days so we can help spread the word about resources available to students,
staff, and their families. It would also be I must acknowledge I must acknowledge the mental health challenges that exist within our LGBTQ plus community with a higher rate of depression and self harm than other
demographics. I want to make clear that the voices that care about you are greater and louder than those who do not. We all care about your safety and your well-being. In addition to Pride Month, June is Men's Mental Health
Awareness Month, which intersects with issues many of the LGBTQ plus men face. Due to social stigma, they sometimes face these challenges in silence. And being boys and LGBTQ plus, the
society, the social stigma is simply to man up and face the challenges head on. But they have a right to explain to express their feelings and their emotions. So we encourage them to be open and vulnerable with someone they
trust. And hopefully the more we speak about these challenges, the more empathetic we can be towards one another and the better we can treat mental health challenges. So, I want to say happy Pride Month to our LA USC community and thank you to my colleague,
Miss Carla Grigo, for bringing this really important resolution to the meeting. And thank you so much. You got it. >> And thank you, Scott. Um, and I'm going to offer Dr. Rivas if she has any comments that she'd like to make. Thank you.
>> Yes, definitely. Happy Pride Month, everyone. And thank you. Was it you, Miss Boer Grigg, who's passing these out from your office? Thank you >> from the HRDE office. They provided that. Thank you, HRDE. >> You're awesome. Um, so yes, I am proud
to co-sponsor this resolution and want to begin by thanking my colleague, board member Grego, for her leadership and bringing this forward. This resolution recognizes LGBTQIA plus Pride Month and reaffirms her commitment to creating schools where
every student feels welcome, respected, and supported. L USD has been engaged in this work for many years through partnerships with students, families, educators, labor partners, community organizations, and advocacy groups who have helped strengthen the supports and
resources for LG LGBTQIA plus students across our schools. This resolution builds on that ongoing work by providing an opportunity to reflect on the progress that has been made, celebrate successful programs and partnerships, and identify opportunities
to continue strengthening support systems for students and families. This resolution recognizes that affirming that creating affirming school environments is not the responsibility of any one department individual. It requires collaboration across the
district and with communitybased organizations, advocates, partners who bring expertise, lived experience, and shared commitment to student well-being. The board informative requested through this resolution will help provide a
comprehensive overview of current programs, professional development efforts, student supports, partnerships, and investments so that we can better understand the breadth of work happening across the district and continue building on those efforts moving
forward. I want to thank our educators, staff, students, families, and community partners whose leadership and advocacy continue to help make our schools places where all students and employees can learn, belong, and thrive. So, thank you.
>> Thank you. So, I'll hand it back to you, Mr. Mley. >> Is is it possible to be added as a co-sponsor? >> Me, too, please. >> And thank you so much for your leadership, Miss G, on bringing this forward. I think especially as a time as we see legislative bodies across the
country uh attacking uh our LGBTQ plus youth, especially our transgender and non-binary Ruth, it's especially important to be lifting up Pride Month at this time. Thank you. >> Okay, we have lots of public comment uh in person. Thank you for being so patient with us as we worked through the
agenda today. Uh Jessica Santiago, are you here? Jessica Santiago, >> come on up. You'll have two minutes to speak once you begin. Hello again. My name is Jessica and I stand before you today as a proud representative of the LGBTQ plus community with the Rainbow Education
Coalition of Los Angeles or RECLA. We are here to support the Pride Resolution and to ask to establish an LGBTQ steering committee. As we celebrate Pride Month, I ask we reflect on better and meaningful ways we can support LGBTQ
plus students and teachers. We ask for collaborative um and meaningful change. I now yield the rest of my time to Liliana, an LUSD student. >> Hi, my name is Liliana Martin. Um I am going to be going to Santa Monica
College next year, but I'm a former LUSD student. Um importantly, I'm queer and being a queer student has been difficult to be frank. Um, I'm writing today to urge the school board to establish a steering committee by and for the LGBT
community to guide the funds allocated by the school board. LGBT students are often made to feel as if they're not welcome in the same spaces as their cisgender and heterosexual peers. Inclusion is a process which must be handled top down and the facilitation of programs and the creation of resources
for the queer students of LA USV should be guided by members of the community. I was fortunate enough to have a developed saga, a sexual sexuality and gender alliance club in my school where I met many of my closest friends and built the courage to come out. As part of Saga, we held community outreach events for the
whole school, encouraging members and allies of the community to be open and make the school a welcoming place. hosting events, reaching out and all the important pieces that are required to make students feel comfortable and make their experiences worthwhile
um require money and funds. It's not free and those funds would be best allocated by queer um community members. Uh thank you for taking time to listen to voices like mine and for your continued commitment to creating a safe and inclusive environment for all students.
>> Thank you for your time. Um, Fran Elsa Pereira, come on down. You have two minutes to speak once you begin. >> Good afternoon board members. My name is Brandsa Pereira and I'm a member of the Rainbow Education Coalition of Los
Angeles, also known as RECLA. I am here to advocate for the the board to pass this pride resolution and to later establish a community alliance steering committee to advise on the allocation of funding resources and support for the LGBTQ plus community and affirming
programs. I also strongly oppose proposed cuts to BSAP and urge the board not to undercut the progress black and bipok students have made over the past five years since its implementation. I yield the rest of my the remainder of my time to Marina, an LA USD student, to share her experience. Hello. Uh, my name
is Marina Costa and I'm a recent high school graduate. Um, I was fortunate enough to go to a school that had a lot of representation and a lot of visibility through their staff members that were within the community and that has impacted my self-confidence and my mental health by a lot. So, I would like to continue that. Um, I would also
however I have noticed a significant number of staff members who are not part of the community or very uncomfortable including in classes such as sex ed history and during pride month events which they didn't attend. Um, and despite their best intentions, the lack of support and representation from them,
as well as being community members for the whole school makes students feel judged and unwelcome. A lot of my friends who are currently part of the LSUSD system and continue to be, um, talk about how they feel alienated from the rest of the school. They don't believe they can and they lose hope, so
they don't even apply to college. Um, being in an environment where queer students can see themselves represented in curriculum is important. Having the mental health and social emotional resources to thrive academically, stay in school and graduate and look forward the future is important. And yes, we are
privileged to live in a community considered safe for the LGBTQ plus community. But data from the LA County's annual report on crimes revealed that previous years saw the second highest total of hate crimes in 44 years. It is important to continue this. It is important to continue supporting us.
It's it's important for our voices to be heard in and stuff like that. Okay. Thank you for your time. Uh Trevor Ladner, Trevor L. Trevor Ladner, are you here? >> Come on up. You'll have two minutes to
speak. Why don't you begin? Uh good afternoon, superintendent, members of the board. Uh my name is Trevor Ladner and I am the director of education and advocacy at One Institute, the oldest active LGBTQ plus organization in the US, founded 1952 in
Los Angeles. Um through our K12 education programs, we mentor and provide scholarships to LD students and collaborate with teachers um in the district to develop and implement standard alliance lesson plans on the Fair Education Act. Um, and this past
year I also had the opportunity to serve as a member of the curriculum instruction committee alongside board members Grigo and Newil. Um, and I want to take a moment to extend my appreciation to the staff of HRDE who work tirelessly each day to support our
LGBTQ plus students. Uh today I join my colleagues in the Rainbow Education Coalition Los Angeles in urging each of you to support uh this Pride Month resolution to protect BSAP funding and to partner with us to establish an LGBTQ
plus steering committee. Queer and trans youth, educators, and families are more visible than ever and incredibly vulnerable in this moment. There's a normalization of homophobia and transphobia in our culture that is more extreme than when I graduated high
school 10 years ago. Um, and as board president Schmeerlson alluded to at the start of today's meeting, um, federal lawmakers and jurists, including through the Mammud and Mirabelli decisions, are determined uh to strip funding, resources, and rights from educators and
organizations that support our youth. Um, our black and brown, trans and non-binary youth and teachers have been especially impacted by these policies. So, our community needs each of you to step up as leaders and as policymakers to respond to these attacks with
creativity and force and to work with us uh to meet this moment. Um, and we are incredibly grateful to board member Grigo who has been consistently meeting with us and working with us to develop innovative uh solutions and interventions to these challenges. Thank
you. Thank you for your time. All right, Diana Gen, are you here? Miss Gen's going to speak in Spanish, so if you'd like to hear what she's saying in English, please put your hands up so we can get you translation headsets for Da Guen.
Keep your hands up and we'll get you a translation headset as quickly as we can. >> One moment, please. We're almost there. Okay, gracias. >> Good afternoon, members of the board. My name is Dana Guen and I had been reading here the resolution that Miss Ggo
developed for LGBTQ for their support for someone to say that I'm in agreement with having different kinds of expression because our culture, our Latino culture,
we are 72% in the Los Angeles Unified District and many of our people are religious and we are not creating a movement so that the religion is in the schools but we do respect everybody and we do that
outside of the school outside where we have our own spaces. The way in which the district is managing this we are not in agreement. We are in agreement how the federal uh law is the fair act to
include everybody, include gender diversity, including religion, including c culture. But what we're not in agreement with is that you want to impose on our students that they see to make them doubt themselves
because here Miss Ggo says that one in every four students considers themselves LGBTQ. And I would like to know how did you get this data? Are you and are you selling the student um surveys selling
their information that is supposed to be private information? We as parents we are in agreement with Mammud case because it returns rights to us as parents of how we should everything about uh gender that we it's
us as parents we need to guide but we're in agreement that you tell our our schools are safe telling them that they're not safe with us then as parents we know what's best for our children and we are not here in disagreement with this gender expression we are in
disagreement and how you are managing things and that you are confusing our children and that you're leading them to uh programs for uh mental health and it's not helping. >> Thank you. >> Hutchinson, come on up. You have two minutes to speak once you begin. Uh and
then Angelazald and then Joseph Williams. >> Good afternoon. I'm Sakiva Hutchinson. I'm with the Women's Leadership Project. We're a black feminist mentoring, civic engagement, and advocacy program. I'm also with Reckla and Students Deserve. And I'm also a member of the BAP steering committee. I'm here to express
my support for the Pride Resolution and my opposition to the racist, antilack, white supremacist cuts that are being proposed for BAP. I just came from Ottabon Middle School where my WLP and HRDE colleagues led a firstofits-kind
staff development training on centering the needs of black LGBTQ students with BSAP PSAs. Although this initiative has been wellreceived, it was the result of years of fighting to ensure that black queer students are prioritized. as a
parent of a queer child who recently graduated from Hamilton High with high honors and is going to UC Berkeley and has been privileged to receive services from BAP and from the frontline BSAP
warrior teachers and staff who protect our students. I've witnessed the devastating effect that the lack of culturally responsive LGBTQ programming and support has on black queer youth. The more Trump magafascism demonizes and erases us, the
more we need to double down on affirming black culturally responsive care and protections for our students. And with that, I'm going to yield my time to one of my mentees, London Armstrong. >> Hello, my name is London Armstrong and I'm a upcoming senior at KJU and a
member of the Women's Leadership Project. As queer students and educators face increasing attacks through discriminatory policies and harmful rhetoric, it is critical that they feel safe and supported at our schools. According to a report from the National Black in uh Justice Coalition, the GLCN, more than half of black LGBTQ plus students feel reported feeling unsafe at
schools because of their sexual orientation. When students do not feel safe, their ability to learn and succeed is affected. This is why LGBTQ plus students and families and educators should have a voice in decisions made about program funding and support. We appreciate the district's investment in LGBTQ programs, but funding is not enough. A steering committee would help
ensure transparency, accountability, and that resource resources reach students and community communities that need the most. We urge the board to pass pride resolution, create a communityinformed steering committee, and reject cuts to BAP and Seni, which provided critical support for students and advance equity across the district. Thank you.
>> Thank you for your time. >> I hope our translation folks are doing okay after that rapid fire. Thank you for your time. Uh, Angel, are you here? Anel, come on up. >> Uh, thank you. Uh, good afternoon
members of the board. My name is Angel. I am a program coordinator with Latin Equality Alliance. We're an LGBTQ nonprofit based in Boil Heights, East LA, and Southeast LA region. Um, we are also a member of the Rainbow Education Coalition of Los Angeles. I am here to
advocate for the passing of the pride resolution and to later establish a community alliance steering committee to advise on the allocation of funding resources and support for LGBTQ affirming programs in schools. Uh we also strongly oppose proposed cuts to
Sani and BAP and urge the board not to undercut the progress black and bipok students have made over the past 5 years since its implementation. As a youth coordinator, I still hear students concerns about their safety on campus. Students feel their needs and concerns
are being ignored. Uh some share they don't feel comfortable making reports anymore because they they know nothing will be done about it. Uh in a survey we conducted in 2023, we found that 53% of LGBTQ plus students felt unsafe on their
L USD school campus. In April of this year, the House of Representatives passed legislation aimed at restricting um support for LGBTQ plus students and threatening schools that affirm them. Whether or not those efforts ultimately become law, they send harmful message to
young people. This is why local leadership matters. Our students need to know that LUSD will continue to protect, affirm, and invest in their well-being and future ahead. We thank the district for allocating 2 million last year for LGBTQ plus programs. But at the same
time, we want to highlight the importance of institutionalizing methods of community participation in the decisions being made about LGBTQ policies. Queer stakeholders need to have a seat at the table to directly shape such policies that will ensure safety, opportunity, and equal
treatment. The BSAP steering committee has successfully brought diverse stakeholders to the table to advocate for black student equity. And an LGBTQ steering committee could be modeled in similar way. Please vote yes on this private solution and complete the informative by the deadline to show your
commitment to uh supporting LGBTQ students. Thank you so much. >> Thank you for your time. >> Joseph Williams, come on down. Joseph Williams, you have two minutes to speak once you begin. >> How y'all doing? Superintendent Jay, board members, grateful to be here. Um,
as y'all know, I'm Joseph Williams with Students Deserve, sit on the Black Student Achievement Plan Steering Committee and work closely with the Police LUSD coalition, also with our folks in the Rainbow Education Coalition. Um, want to let y'all know that we are here in solidarity and support of this resolution. We absolutely support um increased
resources and supports for our queer and trans students, especially black and brown queer and trans youth who are facing all of the things you just heard. And we also know that the FSP that is moving forward will absolutely negatively impact our queer youth, our
black youth, our brown youth, our low-income youth at the highest need schools in the district. We've heard this district talk repeatedly about standing for equity, about standing behind the Black Student Achievement Plan and Senny and other things. This is an opportunity for you all to put your money where your mouth is, literally. To
put your money where your mouth is, literally. And instead, what we are seeing is the district choosing to balance the budget on the backs of black students and highest need schools in the district. That is unconscionable. That is unacceptable. We know that that will
increase the harm that students are seeing. Some of the FSP cuts are disproportionately impacting the highest need schools in the district, the schools that serve the highest numbers of black and homeless and foster youth in this district and immigrant students in this district. So we absolutely
support this resolution and we absolutely cannot accept a system and a decision that will say on one hand we support equity but choose on the other hand to advance a MAGA and white supremacist vision in Los Angeles. Let's
be clear that is exactly what this board will be doing if it votes to approve an FSP that cuts BAP and cuts Cinei. The folks who are attacking the Black Student Achievement Plan are folks like Defending Education and Project 1776 who
want to drag this country back into a system of open white supremacy, into a system of open queer and trans hatred, into a system of open xenophobia. And the district absolutely does have the power to make different decisions. A
budget is a moral document. This is a symbolic in many ways effort that we support, but a budget is a moral document. Please stand with the most marginalized students and communities in this district. Do not cut si. Do not cut the black student achievement plan. Do
not pass FSP that would cut these programs. Thank you. >> Thank you for your time. >> All right. Mare Doss, are you out there? Mare. >> Mar doss. screaming, guys.
>> Hi, I'll be yielding my time to Eli. >> Hello, my name is Eli Grihalva and I am here with Students Deserve. I'm a recent high school graduate and will be attending Berkeley in the fall. However, in my four years as a trans student, I have seen many issues and challenges that should not so be happening in our schools. Most of the times, these issues
do not come from malice or hate, but they come from ignorance. I truly believe that most staff members are not homophobic per se, but they lack the knowledge and training needed to support students in the LGBTQ community. This leads to harmful comments, misunderstandings, and situations where queer students do not feel fully seen or
supported. And in many ways, this is understandable. Most staff are not a part of the LGBTQ community. So, they won't automatically understand the experience that LGBTQ students face. However, as educators and trusted adults working with youth every day, they should be trained and have the right
resources to support all students. It is exhausting to constantly have to explain your identity, your pronouns, or your experiences to adults, especially in a place where we hear enough ridicule from our peers. Um, uh, in humanities classes, queer history and themes are
glossed over, leaving many feeling unrepresented. Students shouldn't go their K through2 journey without seeing themselves reflected in curriculum, textbooks, and classroom walls. Why should I have to wait until college to read queer authors? You say that LUSD has been working to make sure queer youth feel represented, but I have never
learned about my history. I have never been taught about queer icons, mathematicians, and scientists, which I know exist. I have never seen myself reflected in class. These experiences are why LGBTQ plus programs and resources matters. Staff and schools are not going to know how to support their
students without further insight from those who are actually a part of the community. This is also why student voices must be included in decisions about how funding is used. Students experience these challenges every day. We know which resources work best, where issues still stand, and what we as youth
truly need to feel supported. I urge the board to support the creation of this steering committee and ensure that LGBTQ students have a meaningful a meaningful role in guiding these resources. Thank you for your time and consideration. >> Thank you for your time. Marlin Flores.
Marlin Flores. >> Okay. So, it's going to be a phone entry. So, just for everyone uh Okay. So, everyone listening uh or watching remotely, this is going to be a first Spanish translation from someone's phone in the boardroom. >> So, go and try to find those.
>> So, one second. One second. So, for those of you who do not speak Spanish, the comment is going to be in Spanish. So, if you'd like a translation headset, please put your hands up and we'll get you one right now. Anyone need a translation headset? >> Okay, ready? >> I think you're going to have to turn off
your Zoom so that we can't hear the Zoom meeting in the background. >> You have two minutes. Are you ready? She's closing the the Zoom. So, >> that's smart. So, she's closing the Zoom that way there's not feedback and I love that.
>> Oh, no. I still hear you. So, maybe not. >> Yeah. Yeah. Marlin. >> Okay. I'm ready. >> Yes, I have you here on the mic. >> Hi, good afternoon everyone. I may my
name is Marlin Flores and I am a parent of two LUSD students and I'm a member of Cadre. LUSD should continue investing and implementing PBIS and BSA
through our district with the focus on schools and lowincome communities. It's important that you as a as the board ensure that parents are aware of PBIS and BSA and with these
policies we benefit our students and it also implements for it implements that students and parents are are welcome at these kinds of meetings and to learn and share our concerns and recommendations throughout
this school year. Edison started to include parents in their monthly meetings for the PBIS group and we felt that the school had to take PBIS seriously
and even students were learning by asking questions and by going to practices and and they learned about the uh positive supports in the classroom through uh the school site and it's important to also will have
PSA meetings to ensure that the most affected students and African-American students receive the necessary support to be successful. Parents can work together with the school to find solutions to problems and
to ensure that students receive the best possible education. It's important for PBIS and BSA to receive to continue receiving funds because this could improve the success and experience of students that most need it. And if you
can also please assign uh an a principal at Parmaly School because at the beginning of this school year uh we had one for about the first four weeks of the school year but then after that we just had a lot of substitutes and that
made a huge effect. >> Thank you. >> Thank you. Thank you for your time. >> All right we have a remote caller. Marisol Marisol Alvarez. Marisol Alvarez. There you are. Please press star six to unmute yourself and you'll have two minutes to speak once you
begin. Marisol, please. >> Can you hear me? >> Please say uh we can >> hi. >> Hey, can you hear me? >> Yes. Just make sure to speak up a little bit and I'll turn up the volume a little bit so we can hear you. >> Okay, perfect. Uh my name is Marisol
Alvarez. I'm a school-based PSW and proud Lumd parent. First, I want to thank you for introducing the celebrating pride resolution. We honor June and yearround support for the rights and legacy of our LGBTQIA plus
students, families, staff, and allies. We respectfully request the LUSD board to include recommendations brought to during public comment by our students and community members to protect the emotional, psychological, physical safety, and social emotional well-being
of all LGBTQIA plus students. that includes part if not all of the student bill of rights, a resolution adopted in 2020. Additionally, we want to bring up concerns regarding the language in the new LUSD mandatory staff training on my
PL titled LGBTQ cultural competency is completely contradictory. It conflicts with data previously presented by the human relations diversity and equity program. During one of the slides titled supporting preferred names and
practices, the voice over states that parents and guardians have a federal constitutional right to be informed if their school if their school student or child expresses gender in congruence. The fear is that our colleagues who do not understand what it means to come out
as transgender or non-binary will not be aware of the risk if they were to out students to their potentially harmful families. Our students should should still have the right to privacy and confidentiality and our district should be reinforcing and
protecting this right. I ask that you clarify this language to prevent staff from unnecessarily outing students. Adding a phrase maybe like prioritize student safety and discuss potential potential disclosure with them before
informing their caregivers would remind staff that outing students can put their lives at risk. staff should never out them as this can be a matter of life or death for our gender diverse students. We must stand together with our gender diverse students against the current
federal attacks that aim to dehumanize students. Prime is about solid. >> Thank you for your time. That concludes tab 29. Uh we now have tab 30. There's no comment on 30. On tab 31, it's a public hearing. So I have a statement to
read for that. Tab 31, Williams and State Preschool Health Safety Uniform Complaint 2526, Quarterly Report Summary. Before action is taken on the Williams and State Preschool Health and Safety Uniform Complaint, a quarterly report summary, a public hearing must be held. This constitutes a public hearing
on the report and a maximum of 15 individuals who wish to address the board on this item will be heard. Those who wish to speak and have not already signed up should do so online. There's still space for six more. uh speakers will be called by name. The first
speaker is Mr. David Tokovski and then Maria Luis Aalma and then Monica Razola. Come on up, Mr. Tokovski. You'll have a full two minutes. >> Thank you very much. Uh this Williams compliance is legislation by former school board member Jackie Goldberg.
This she authored this. She put this in place and yet here and in many districts we continue to not post operationally in every classroom as the law requires and in every front office the Williams compliance so that people know if they
have a substitute or an empty class a vacancy or somebody is teaching chemistry who's an English major and doesn't have a credential that parents and the public get to know about that. Uh this is a matter of government relations. It's a matter of facilities. It's a matter of HR and it's a matter of
instruction. Uh but above all, it's the aid of you. Number two, um this is a w government Williams compliance. Today, uh hopefully you've received the notification that the governor has chosen today in his budget to continue
to withhold the $3.9 billion uh for the education community. Uh, I'm sure he's still thinking of being Santa Claus in summer in September, but it needs pressure. And above all, it needs litigation. So, if you're mad about it, join with the other associations that are forming right now to put in
litigation with respect to what is constitutionally required in Proposition 98. Additionally, um, for the early ed team, um, he's also moved a lot of the early ed into Proposition 98. When I voted for Proposition 98, it was K
through 14. So, he's now he's taking the three-year-olds and the 2-year-olds and putting it into Prop 98. Clearly an unconstitutional move. And there will be people that will again look to you as the largest district in the state to join whatever litigation and pressure uh that is needed. Finally, you have today
both uh over a billion dollars in your special edem. you have uh the consolidated uh title one, two, three, four and the federal money which is eligible to have a waiver like much is so you could take a look at
title 2 three and four and how it's spent in this district and make sure it goes to the schools and the kids. Thank you very much. >> Thank you for your time. Maria Louisa Palma, come on up. You'll have two minutes to speak once you begin. And then after Miss Palma is Monica Razola.
Well, we continue to have a huge concerns about whether or not parents know what a Williams complaint is. I don't know how many classrooms, how many school offices the forms may be located in or not, but I know that I personally
have been receiving inquiries from random people in the public and some people who I suspect actually are staff members uh because of the way they ask the questions. They're asking me things about like, "What do I do about uh a vermin infestation that I know about at
a certain school?" Uh we get questions about air conditioning issues with bathrooms. So what is it that's really being done here to inform parents and even apparently your staff members about the existence of the Williams complaint
even not just for for facilities issues but for the other issues that are in the Williams complaint. I also have huge concerns about the UCP complaints. I had an inquiry recently, a mom who says her special education uh moderate uh needs
student is being bullied. She has no idea that potentially what to do, where to file any kind of complaint, whether it's a bullying complaint, could that be a discrimination complaint because of the child's special education status. You get these reports here in the board
packages about how many Williams complaints have been filed. To me, that looks awfully low. You all like to say and tell us how facilities needs are huge in the district. Uh something what was it$80 billion dollars in unmet facilities uh renovations needs. Some
for earthquake renovations but many others for lots of other issues. And yet somehow no one is complaining about emergency needs for facilities. What is there something like 20some complaints in the last quarter for Williams complaints. So that doesn't add up for me. My guess is that the information is
not getting that out there. When will there be a direct training? That's something that should be done through the parent academy specifically about if you have this problem parents, you complain here. If you have this kind of problem, it's a bullying complaint. Parents honestly don't know what to do with these issues. They are being under
reportported. Thank you. >> Thank you for your time. Monica Arzola, are you here? Monica Arzola, how about Danna Guen? I think I saw you. There you are. Come on up. You have two minutes to speak. Why don't you begin?
As a reminder, uh, Miss, um, Miss Gan 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 translation headsets. >> Okay, thank you. >> Good afternoon, board members. So the Williams complaint is something
that not even half of the audience here knows what it means. That is because us as parents, we have a lot of contact in the schools. Parents tell us, "Hey, we have this issue. There is no air conditioning." Or
for example, the last problem we brought here that we spent three years that Alexander Theodore school had mold and then we we told and why parents don't know that they can
complain. There was a lead problem and they had to resolve these situations. Many of the things that are happening right now, there's a lot of groups that come and say that don't take away BAP, don't take away Senny. Yes, of course we don't want any program to go, but you've
managed the money incorrectly. So now you need to make cuts in order to not cut the indispensable services for our students because here all the children deserve a quality education, not just separating them. Some do and some don't. So the most important thing for us
parents is evaluate those programs. So if those programs are so good, why aren't they being evaluated? You don't show the numbers. For example, I want to see how was BAP managed, what was what got better, what was the
data, how many students were helped academically because you can't just be buying programs that do not support the children academically because that is the law and we have to respect that. But here you use the policy to receive money
because many organizations come here and say that they represent our children or they represent parents when you don't inform them the way it should be. and you are the first ones that are culpable in the family academy. You have never ever made a workshop about the parent
rights. You haven't done workshops about uh Williams complaint. You haven't done any workshops about UCP and that creates a bigger problem instead of finding a solution on time and not being in the red numbers where you are now. Thank you. >> The next speakers are call-in speakers.
Is Karina Lopez here or on the line? Karina not here. Nelly Mendes, not here, not on the line. Maria Daisy Ortiz, I think I just saw you walk in. Come on in. Perfect timing. 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 translation headsets. >> Okay. Gracias. >> Buenes. >> Good afternoon, everyone. and I am Maria Di Ortiz and about the Williams
complaint. It is very important to speak because at schools they aren't even in visible areas and here you come to say that you have the Williams and state uniform complaint. Parents should be receiving a training aside from being
posted. You should receiving training on how to fill it in at different committees, coffee with the principal and at all meetings that are for parents. But you do not make sure that this is happening including security because for a Williams complaint all
these parents whose children have been hurt at schools should be submitting one of these complaints because that is part of the Williams uniform complaint. But because the parents don't know and you do not reply to these complaints like
or how you find a solution, we don't know. Summer is coming. There will be a lot of schools in which their AC's will not be working. Why? For the same reason because you do not make sure that reparations are done correctly or that
our things are being updated at every school. There should be a revision of everything that has to do with infrastructure. What happened with the revision of all the infrastructure in that school? For now, I demand that this district starts being more transparent
and doing things correctly, involving the parents on how to make complaints like in TAs, in the classrooms maximum in the high school. Stop paying political favors because you are corrupt. Thank you. Have a great evening. >> Thank you for your time. All right, that
concludes speakers for TAB. Oh, Marcela Garcia, are you in the room? Marcela Garcia, I also do not have you online. So, that concludes public comment for tab 31. Um,
let's see. For tab 34, we have one person for comment, also Marcela Garcia, but not here. Uh, and just a little earlier, tab three was um, Miss Grego asked it to be placed back on to consent.
>> As a result of those questions, so I'm going to take the public commenters from tab three right now, which um, Brooke Lynn, are you here? Here. Amy Zona, are you here? Okay, so that concludes the public
comment for tab three. I'm going to look through my list. I believe that's all the public comment for the consent items. That's for the consent items only. And I need to come back to one person who we couldn't get and that was Alberta Moore. I see you're on the line for tab 20 still. Alberta
Moore, can you please press star six to unmute yourself? And you'll have two minutes to speak once you begin. We had technical difficulty with you earlier, Miss Moore. So, please press star six to unmute yourself. This is for tab 20 update of debt management policy.
Miss Moore, we we can't hear you. I'm so sorry. All right, let's go back to tab one to collect uh Mirna Aliman. I just want to make sure that we heard you or not. Mna Aliman, we did not hear from you. Please press star six to unmute yourself
and you have two minutes to speak once you begin. MNA Aliman. Mir Aliman, please. I'm asking you to unmute. Just press star six. Okay, no luck. So, that concludes public comment on the consent calendar. It is now time for a vote on the consent
calendar. I just want to note out loud that um tab 29 was a rule 72 waiver. The waiver vote also included in the consent calendar vote. So here we go on the vote for the consent calendar. Uh Miss Newell, >> yes. >> Dr. Rivas,
>> yes. >> Mr. Meline is absent. Miss Grigo, >> yes. >> Miss KZ, >> yes. >> Miss Ortiz Franklin. We will come back to Miss Ortiz Franklin. And board president Schmurson. Okay.
And we'll come back to them for the vote. That's four eyes. the consent passes, but we'll come back to finish the votes on that. We now have questions and comments. Uh, let's see on tab, we can get to tab six. So, Miss Newil
had a question on tab six. >> Move the item. >> I'll move the item. >> Oh, thank you. Thank you. >> I'll move tab six. >> Moved by Miss Kon, seconded by Miss Newville. New bill. Um, I think we have
Miss Toes coming and Mr. Smeorlson, how do you record your vote on the consent calendar? >> Yes, >> that's a yes. Thank you. So, I had a question because um we have a
a seismic modernization project that's coming to Normandy uh elementary and one we wanted to know about the parking which is already tight and would it be impacted during the multi-year project?
>> So, the project won't remove any parking. the phasing of the parking during construction. We would need to work that out once we understand how the project will be phased and what the impacts are, but we always try to make sure that there's adequate staff parking
and we're not removing parking to less than what there was before. So, we will work that out with the school site. >> Okay. And then there's an HVAC project which is item seven, but um
>> at the same school and I know we're demolishing some buildings in the modernization project which the HVAC project is Q 27 that's being conducted on the buildings wanting to know if those buildings are the buildings that
we're going to demolish. >> They're not. >> Okay. Um the it's a chiller replacement project. It's in the assembly building. It's a much smaller project. It's about 1.3 million where we're just going to be replacing the chiller in the assembly
building which is not one of the buildings that is going to be removed as part of the seismic project. And we wanted to bring that forward because it doesn't require design or DSA. So we could get that done in 2027 rather than wrapping it up in the larger project and
having it delayed. >> Got it. So that was my question because I didn't know what buildings and because there are such a large amount of there are four buildings that were going to be demolished. Making sure that we weren't going to demolish a building that we just did a project on. And I think that
was the only questions that I had. And then with the parking, just making sure because it is on a main street and parking is already at a so however we can work out the parking once the project starts. >> We'll do.
>> Okay. If there's no other questions, we do have public comment on this item. Mr. David Tokovsky, come on down. A unique feature of the way the public comment works, the state level, if there is a public hearing, members of the public can speak to each public hearing and then a single item that's on the board for action. So, Mr. Tokoski has availed
himself of that. This is the single item for board action outside of the public hearings on which he's making comment. You have two minutes. Please go ahead. >> Thank you very much. The item before the public and this board are 27 schools that are highly dangerous for the last 50 years. They are slabs that can fall.
Okay? They can fall in a big earthquake. And so we might have put it in the bond that the voters approved on, but we're not disclosing right now except for three to the public and to the schools that there is a risk. And then the question becomes, why are we taking it
out of our bond rather than with a 100 school districts in the state that have a similar problem using government relations and the power of the big district to get the next Governor Brouser to put it in the state budget and take care of it? Why are you taking two and a half billion dollars out of
schools? And plus, whoever the next president, he could do something or she with FEMA because these are earthquake items. And it takes a powerful government relations and a public disclosure to the parents to the communities that we have their back that
we're taking care of this. We're not hiding it like the other 99 school districts who are hoping something's going to happen. We're doing it. We didn't even tell the bond oversight committee if we were going to get matching funds for this. Okay. So, your questions about this one is will we get
60% from the state as modernization and 40% from us. We did not have the bond oversight committee understand this fully. So, they approved it, but they approved it on a very narrow sense. the way you're going to approve it. This item probably should
proceed, but it should have a strategic plan on how you're going to fund it rather than the bond. This is clearly a state that approved these schools. All of these schools were approved and paid for in part by the state. They approved the slabs that can fall on kids and
families at these schools, schools that we don't know except for the three today. I'm not trying to be alarmist. I'm trying to be disclosing. That's what this item is all about. You have the public trust in you. The public gave you
$9 billion. It shouldn't be used up on something that the state is responsible for. >> Thank you for your time. >> All right. Are there further questions on this item? >> All right. The vote. Miss Newell, >> yes. >> Dr. Rivas,
>> yes. >> Mr. Melvinne is absent. Miss Grigo, >> yes. >> Miss Gomez, >> yes. >> Miss Ortiz Franklin, >> yes. board president. >> Yes. >> Okay, that's seven eyes. And Miss Ortiz Franklin, may I >> What is your vote on the consent calendar? >> Yes.
>> All right. Yes. Thank you. >> Okay, we will move to the next item is item nine. There are two questions. Let me see if there's public comment. There's no public comment on item nine. Uh the questions, this is the ratification of real estate agreements. We have questions from Miss Newell and
board president MMurlson. Hello. Hello. >> Um wanted to understand with the um the items that are there, there's a a large amount, right, that comes in as
a receipt for the district. Now, how is it broken down for the school and the district? Great question, Assam Dadul, director for planning and development within facilities. Um, so for each different type of agreement, so for filming, it's
different than others. So for filming, it's 75% that goes to the host school and 25% comes to the district, which goes into the general fund on licensing revenue. So like if we're charging market for uh the use of our facilities, 62% goes to the host school and 38%
comes to the district for the general fund to cover the costs. And then on civic center permits um which the rate is typically lower, it's usually to it's to go directly to cover the costs in the general fund for the use of that facility. >> So there's no differentiating there.
It's just all goes to the district. Nothing goes to the school >> on civic center because it's co charging for just the cost. So the beyond the belt person that has to go open up um the you know wear and tear etc that goes directly to the district to cover the
specific costs. >> Got it. Okay. Thank you. >> And along your lines great minds think alike I'm sure. Um so I'd like to know I with computers today you can get it to spit out any kind of
list you want. And I know it's I don't want to give you too much work to do, but I'd like to know how much revenue each site has earned and how much is going back to that site as far as uh earning money. I'd like to know that.
And uh do we also keep track, I never thought of this until recently, how much money needs to be put back into the school? For example, at my school, in order to change the auditorium lights, you had to have a cherry picker. I I don't know what you call I call a cherry picker. You had to go all the way
up and do that. So, that that's an expense for my school that uh I have to pay for. So, I just like to know um how we are reimbursed at the school for the usage of the school.
>> Okay. Okay. >> Yeah. Great question. So on the first one, yes, we can pull together data to provide that information. Absolutely. Um and we have some metrics that we can easily cover on that. So we can get that to you. >> That's fine. >> Um on the second, so ultimately if it's
a market use rate, the again the 60 um >> so we have 62% goes to the host school that goes into they're allowed to spend that money as they see fit the school itself. So if you're or on in terms of filming revenue when 75% of that money goes to the school, they can also spend
it themselves. The money that comes to the district is to cover the district costs of those facilities. Ultimately, as projects come about in terms of maintenance and operations that is used by the general fund for routine repairs and maintenance. So, the schools
themselves are not paying those specific costs if it's a M item. >> Okay. Okay. Those bulbs are very expensive. Okay. All right. Thank you. Thank you. >> And may I have a motion to Thank you. Second. >> Thank you.
>> Moved by Miss >> Can I ask one more question? So, sorry. >> Yeah, I'm just going to read under the record. Miss Gon is moved. Board President Schmurson seconded. And more questions. >> Catch up before you ran away. I didn't have questions before, but now that we're talking about the percentages, I wonder if staff could do a bit of an equity analysis on the schools that are
receiving these additional dollars. Um, given that I imagine some schools are receiving a lot more from filming, for example, and then others will never have that opportunity because folks are not interested in filming on their campuses. I can anticipate some of them might be in my district. So, I don't know exactly what that looks like yet, but I would ask the team to think about what would
an equity analysis look like um and how might we respond if at all. But let's start with the data. >> Yes, we can do that. And on the filming specifically, it's a little different than um on like market rate licensing is that the filming revenue is distributed amongst multiple schools. So, it is distributed across because there is uh
situations where mo a lot of schools there's a small portion of schools and so but we can get you that information. >> Okay. Thank you. Okay. All right, good to vote. Uh, Miss Newell, >> yes. >> Again, this is on tab nine. So, Miss Newell is a yes. Dr. Rivas, >> yes.
>> Mr. Meline, absent. Miss Grigo, >> yes. >> Miss Gomez, >> yes. >> Miss Ortiz Franklin, >> yes. >> Board President Schmelson, >> yes. >> Okay, that's passes. All right. So that was tab nine. May I have a move and a second for tab 10? >> Move it.
>> Moved by Miss Gomez, seconded by board presidentson. >> All right, let's see if there's public comment. There's one public commenter. Uh not here for that. Um okay, we have a question from Dr. Rivos on tab 10.
>> Yes. So I don't know if uh Miss Tes Yeah, here she comes. So, two questions, Miss Stokes. Um, the proposal is expected to save approximately two months in project delivery. Can can you help us understand
whether these two months translate into meaningful benefits for school communities and how we should weigh those benefits against a reduction of a direct board oversight. >> So this is part of the facilities overall initiative have how do we
deliver projects quicker to our school sites so that our communities see the benefit of our projects faster. This is one of the tools that we can do internally rather than um other things that we don't have control of like the department of state architect or um one
of the contractors once they are doing the work and may encounter unforeseen conditions. Um so the benefit to the communities is that projects will be delivered quicker often two to three months quicker just by this simple
action. But on average, how how long do projects take? About years, two to three years, right? >> So, it would depend on this is um every project up to $145 million. So, that construction of those projects could
take 24 months. So, we would be removing two to three months. Yeah. And will there be any additional transparenc transparency measures that will help ensure the board remains informed about major projects and any significant scope, schedule or cost changes while
still realizing those efficiency gains. So this doesn't remove any transparencies that the board currently sees. Projects will still be brought to the board like they are now. Um if there are changes or projects approvals that are needed, that will still be brought
to the board. Now, all this simply does is identify um that over the last 10 years, construction prices have escalated by approximately 68% and we're just mirroring what the market has done. >> Okay. >> Thank you. Appreciate it. >> Thank you.
>> Any further questions on 10? Okay. Uh taking the vote on tab 10. Uh Miss Newil >> Dr. Rivas >> is absent. Miss Grigo, >> yes. >> Miss Gomez, >> yes. >> Miss Ortiz Franklin, >> yes. >> Board President Sharosa, >> yes.
>> Okay, so that finishes tab 10. >> All right, we have tab 12. >> Move it. >> Thank you. Moved by Miss Gonz, seconded by board presidentson.
Uh, we have, let's see, Minnie, are you here? Minnie, are you in the audience? No. Okay. Uh, we have a video for this tab 12 video. >> Okay, >> here it comes. >> Hello, I'm LA County Supervisor Holly
Mitchell and uh I want to thank LA USD and thank you for working with my office to establish this document I'm about to sign right now, our education compact agreement. It builds on the work our teams have been working on for a number
of years now. And uh as the supervisor for uh the second district, I'm proud that this is the first compact agreement focused on unincorporated communities and will reach five communities in my district that are served by LUSD, Athens, Florence, Firestone, View Park,
Windsor Hills, West Carson, and Willoughbrook. Together, these neighborhoods are home to more than 22,000 students attending 52 LA USD schools. At the core of this agreement is a focus on ensuring that every
student has access to resources, safety, and opportunities they need to not only thrive, but to soar. A few key elements of the collaboration include working closely to expand ongoing support for students and families experiencing homelessness,
building on our current safe passage programs, continued partnership with county departments focused on student well-being, and accessing pedestrian improvements such as crosswalks, lighting, and signage around schools.
So, I'm going to do my part and sign this agreement and I look forward to Ella Unifi joining me in making this agreement for our communities official. So, again, thank you for your partnership in this work and for helping us build stronger, safer, and more
supportive environments for every student in their family, particularly those in unincorporated LA County. Here we go. >> Thanks. Thank you for your time. Uh we have two questions, one from board presidentson and one from board member
Grigo on tab 12. >> Good afternoon. >> Hi. Thank you. Well, this is very exciting. I'm glad that this was done. Thank you. I'm wondering what are the next steps for the compact? Um in particularly are there going to be meetings between us and uh the
supervisorial district 2? >> Yes. Thank thank you. Good afternoon board members and acting superintendent. Um yes um we uh I believe he'll be joining us shortly and I'll say hello if he joins here but uh we have um someone a point of contact directly in Mitchell's office Alonso Ruiz Elgado.
He's the leazison for unincorporated county um port SD2. Uh he's been our point of contact up until now and moving forward. Uh we intend to have likely um either monthly meetings every other month quarterly depending on the the nature of the work. Uh most likely our first meeting will be sometime in July
um as we get ready for the beginning of the school year in August. >> And then I'm wondering what are some areas that are not part of the compact that we still need to work on? >> So one example and I appreciate the question. One example is regarding um access to county facilities specifically
to county parks. Uh it's been an issue that we've been working on for the good part of the last three plus years. Um and I know it's been an effort of uh an interest to our our board leadership to ensure that we get this enacted. Um I know acting superintendent and I have just actually talked about it yesterday and uh this will be an area that the
county uh leadership um is aware we want to hopefully um resolve working with our office of general counsel and risk management. Uh Mr. Chave, anything else you'd like to add? Uh, specific to that, had a good conversation yesterday with the LA County CEO. Um, we're going to try to
meet over the summer and see if we can come to an maybe an alternate if somewhat limited pathway to making that available to our kids again. >> Yeah, because our kids are their constituents as well. So, it just seems that it would make sense that we would have that partnership. And then um
lastly, it's my understanding that the county board of supervisors office passed a motion that directed the office of violence prevention to expand their work with schools. And I would like to see the OGR work directly with SD2 on this. Um it would be great to see the
program that is currently at Rivera at Diego Rivera replicated at other schools. I know that um one of the I think it's the mayor of Kadi has is was a principal at Rivera and started that work there. Um and it sounds like it's
amazing. I've met with the folks who do the work and be great if we can bring it to other parts of the district like in the southeast cities. Um that would be great. >> Yes. Uh thank you. So, so specifically to that issue, um the as the supervisor mentioned in her uh video, this compact
um covers the unincorporated part of LA County with an SD2. She mentioned in her comments 52 schools uh roughly 52% of kids in unincorporated part of county of the county who are LA unified students uh 22,000 students. Um in addition to that work looking at schools in that
particular area because they don't have local governments like Kadah or San Fernando or city of LA unincorporated hard county is um overseen by by supervisor Mitchell and her staff. Uh we will also be uh working with division of school operations to on your particular issue of area of interest. Um I've
already reached out to Dr. Webb and Dr. Bryant um to initiate those conversations since a partnership with OBP is led by the division of school operations. >> All right. Wonderful. Thank you. Hey Martha, I have a question for you also. So I'm going we have lots of
compacts, lots of compacts, and I want to really understand them better. So I'm requesting that you provide us with an informative that has data and explains the benefits that has been observed in
our schools in this compact and in the communities in our compact. Um can you give us some examples? for example, um when these compacts have been successfully implemented and what the results were off hand off hand, could you think of some?
>> Well, I appreciate that your team uh was able to give me a heads up about your question. So, I have a lot of great examples. In the interest of time, I'll just highlight a few. Um we did do a board informative. We've done two to date. We did one earlier this year in February and my team and I plan to follow up with another one in August uh
just as we discuss with the cities over the coming months uh leading up to the beginning of the new school year. So you'll definitely get more more details in writing. Um but several updates that I'm really thrilled to be able to share with you um through the education compacts. We have 10 of them and with today's passage will be the 11th one um
at LUSD. Uh this year in 2526 we initiated our first first ever uh family academy segments with our city partners. We had them with all cities including city of LA and county of LA despite not having a compact with them through those uh partnership with the Sface office
student family um uh uh community engagement office. Um we had over 800 family participated in this um in this uh webinars and we did individual of one of them. We anticipate doing a round two of that engagement as part of the new school year in 2627.
Um the other uh area again there's a few different examples I'll briefly highlight traffic improvements. Um so in particular two examples that come to mind are both in Vernon and San Fernando. Um we had received uh concerns from the principles um and school community around just speeding or or
different um traffic safety issues. um through our advocacy, through OGR engagement with the cities directly, they were able to um improve um and install additional signage outside of schools um and also included replacement of traffic barricades and delineators,
uh replacement of flashing speed light um uh limit signs. Um and then also we've been able to send just this week alone, we sent two letters of support, one for city of Lama and one for city of LA as they pursue grant funding to improve traffic safety. So this has and I've been here with the district for
almost seven years and I can tell you there's been efforts over the last four years of this compact to try to do more of that work. Community school parks, we know we have that with city of LA. Um to date we have um 10 of them and just this past weekend we were able to add an 11th site. Um there's discussions with city
of LA about expanding it to a school in BD2 um and two additional sites in BD um BD1. Um and that's again just within this last year of of continued progress with with the city with Kadi in BD5. Um we've also been discussing with Kad trying to replicate the CSP community
school parks model from city of LA. Uh Kad is interested in trying to do programming on our school sites to expand access for community. Um there's also around safety and passage uh city of LA and um in other jurisdions specific city of LA to give them some credit. Um this year through the compact
uh our engagement um we had a targeted pilot program at four of our high school four schools buring high school Sotomayor uh Kenoba Park and Virtual Middle School uh a safe passage program that expanded access for those kids and I know board was there for the launching
at Stoayor a couple of months ago. Um and this is part of the gridou the gang reduction um in in youth development umou that we have with the city of LA that was signed into in place two years ago. Um there's also city of LA um uh continued to fund crossing guard
programs and the board may recall that there's been an effort of the city trying to push on the cost to LA USD. Mayor Bass uh remain committed to funding it. The city council did as well. um Kadi I'm pleased to share as an example um about some of the deliverables um just yesterday uh June
11th we had um a very successful meeting that Kad and LA Unified convened convened uh with school principles from the Kad areas five schools um it had about 30 participants including community organizations they're calling themselves a kad collaborative
essentially is trying to um identify um instead of having this massive compact kad is interested of uh honing in on four three or four priorities for the upcoming school year. So yesterday's meeting was a follow-up. We've had two meetings to date with principles trying to understand what are the priorities that they have at the school level and
the city of Kadi. Um the next meeting is already contently scheduled for September 10th. Um that's again a direct impact of the education compact. Um and that just two other last um examples I'll provide to you just to give you a flavor of the variety of engagement we've been doing on this work. Um
earlier this year we had two uh roundt discussions with the superintendent um Bordon Martis Franklin and Bordon Marggo attended. One was was with the five cities in southeast LA. Uh one of them was with three cities in South Bay. Um for those meetings, two of the immediate examples that come to mind that came out
of those conversations. One was um community organizations that were concerned about um nonprofits not having access to knowing the rules for how to promote events to families, flyers, etc. uh our office of government relations we co-led with um risk management with
communications and engagement um and another office uh Dr. Mahultra's team medical services um we did did a webinar in April that had over 75 participants um trying to show CBO groups um how they can apply and pursue um partnerships
with LUSD and that was a request from the governmental officials in that round table in January. Um, we also had a concern at the in that meeting about students in Southeast LA in board district 5. They had no access to the scholarship program called Scholar Match. Last year they only had seven students apply and mostly kids from
charter schools. This year with Dr. Ortiz Ramirez in BD um in in region east, we had over 250 students apply for the um scholarship mentorship program. That was an a followup from that round table. And lastly, I'm proud to say that with the round table with Bordeis
Franklin in South Bay, we had um we had an idea about do bringing elected officials, community partners, civic leaders, business leaders to our schools to show them where the magic works and see the great programs we have. Um we have scheduled that uh bus tour for September 14. Um so that was a
commitment we made at that round table with the elected officials. So the the compacts are truly I believe having some level of uh impact and we look forward to continue to work um on that moving forward. >> So board members Martha has certainly done her homework
and I appreciate that very much and what resonates with me is the safety the safety aspect that's so important with traffic safety and kids going to school. So thank you very much. I appreciate it. Thank you Martha. >> All right. One person signed up for public comment in the meantime. Nita
Mendes, are you here in person? Nita Mendes not here. Okay, more questions. >> All right, voting on tab 12. Miss Newell, >> yes. >> Dr. Rivas, yes. >> Mr. Melvin,
>> uh, Miss Grigo, >> yes. >> Miss Gomez, >> yes. >> Mr. Ortiz Franklin, >> yes. >> Board President Schmurson, >> yes. Okay, that includes tab 12 and then we're going to do tab 14 and then go to general public comment. So
tab 14 is the 2627 special education local plan area. Uh we have let's see this is a public hearing I believe. No, it is not. All right. So we have seven speakers. So we'll take the Thank you so much. We we'll take the public
comment first and then we'll we'll go to board member questions. Maria Lua Palma, I see you're here. Come on down. You'll have two minutes to speak. Why don't you begin? Good afternoon. My name is Marelisa Palma and I am not representing the
community advisory committee. This report that you have seen was prepared by me and I'm presenting it to you um on that basis. Now I hope that you will all admit that at times you find yourselves uh without sufficient information to
make policy or budgetary decisions. That's why you get to ask questions. The parent committees also lack lots of information and as advisory committees and the public as well deserves to have and must have lots more information than they have. Now, I've prepared for you
this summary report, and you have now been formally notified on my behalf of and you have direct knowledge in the public record that my conclusion is that the CAC, the community advisory committee, which advises on the SULPA,
has not been provided the necessary information to fulfill their advisory responsibilities under the education code. The main problem here is the quote you see there in ed code that the committee shall have regular consultations regarding policy and
budget development. This did not happen in this past school year 2526. I hear from prior committee members that this has not happened in prior years either. All of this past school year, not a single dollar amount was included in any presentations. We've been
requesting the financial information since the beginning of the year. We finally received on May 4th a very general high-level budget presentation. It was not to the full committee. It was a separate meeting and it was very similar to the information you received here at the committee of the whole on
April 28. Policies with policy numbers and codes were not provided to the committee. That was much too late to bring budgetary information to us. So what will you do to fix this? I am bringing this to you directly. I did not go through the committee because I am
afraid that the criticism I am providing here of the processes will not would have been diluted or erased. So I hope that you will take this into account and make something different happen as next coming up year that will be the year for
the full SULPA review. Please take this matter seriously. Thank you. >> Thank you for your time. Uh may I have a motion in a second to bring the item? >> Move it. >> Second. Moved by board presidentson, seconded by Miss Gomez. Uh the second
speaker is Kerry Jordan. You spoke on a public hearing earlier via telephone. Not here. Alonso Warren. Alonzo Warren, are you here? Alonzo Warren. Uh Marty, are you here? Marty R.
Not here. Let's see who's here remotely. Uh Karina Lopez, I see you're calling in remotely. Um, I do not have you on the line. Are you in the room, Karina Lopez? Marcela Garcia, you're also signed up to speak remotely. Are you in the room? Not
here. And then we have concerned parent is on the line for tab 14. Please go ahead. Concerned parent. Uh, please press star six to unmute yourself and you'll have two minutes to speak to tab 14. Concerned parent. >> Good afternoon board members. The LUSD
is charged with providing a FAPE, otherwise known as free and appropriate public education to eligible students within its juris jurisdictional boundaries that includes a charter and private school students. Board members, the expected outcomes of
this plan is to ensure compliance with ED code, but more importantly with federal law or the the IDA. The purpose of the IDA is to ensure that all children with disabilities have available to them a free and appropriate
public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living. Board members, what data do you have to show that we
are fulfilling the responsibilities al aligned with IDA and ED code? Do you have this information? Is this information made public? How do we ensure that the LUSD is following special education law? But not more
importantly, ensuring that students are prepared for the world. This is not only a wish for students in general education. It should be the wish and the fulfillment for all students. So, a couple of recommendations. The hearing
that was supposed to be announced um wasn't announced publicly. So, it it's not enough to just post it on the website. You have Blackboard um Blackboard abilities to share this information with all special education parents. I'm a special education parent.
I did not receive the notice of this hearing. So, what are we doing to include stakeholder input, not just your input as the LAUSD? Thank you. >> Thank you for your time. That concludes
public comment on tab 14. Um, Mr.son. >> Yes. I just have one question. Okay. So, you know, we've had um an increase in special ed costs, of course, and we've had an increase in enrolling more students in special ed. So, I'm just
curious about how does this proposed uh SULPA plan compare to the previous ones that we've done in general. In general, >> so the funding that's outlined in the SLPA plan is to support all students with disabilities and to provide their
special education services as outlined in the IEP. So in this alpha plan, we basically outline the budget that includes the state, the federal and the local contribution which outlines what those services are provided. So it's it's teacher credential teachers,
classified staff, the salaries and then the the services that we provide our students. Um if you're asking how are we adjusting to support the increase of student disabilities >> and the cost >> and the cost. Yeah. >> Again, there's things that we're doing to try to realign support and services.
We're very uh proactive when it comes to ensuring that we're trying to open programs closer to to the schools of residents so that we can cut down on transportation costs and things of that nature. So, we are working very proactively and trying to limit uh how being fiscally responsible as far as how
we're opening programs and providing support for our students. >> Okay. Thank you. Thank you very much. >> Any other questions for TAP 14? Okay, the vote. Miss Newell, >> yes. >> Dr. Rivas, >> yes. >> Mr. Melvin, absent. Miss Grigo,
>> yes. >> Miss Gomez, >> yes. >> Mr. Otis Franklin, >> yes. >> Or President Smeorlson, >> yes. >> All right, that concludes tab 14. >> Public comment. >> And now we'll move on to general public comment.
Have a full vote of public comment. So, I'll call on the folks who list themselves as being in person and then I'll call on the folks who are remote. I'll note that people selfidentify whether or not they're in person or remote. So, if I make an error, I'm just reading what's on the screen. Um, looks
like uh Mr. Marquavius Moore is ready to come on down and maybe give two minutes >> or um perhaps seat his time. >> And then after Mr. more is Isaiah Stokes and then Ma Trejo.
>> I'll be yielding my time to Micah. >> There is a uh is there a stool? Is there a stool down there >> underneath the thing? I think if you open it, there might be a stool just waiting right there for the young man. You want to stand?
>> Outstanding. Thank you. Appreciate it. You have two minutes to speak. When should you begin and when there will be a ding and that's the end, but you got this. Thank you. >> Hello, my name is Micah and I'm a fourth grader at Martin Luther King Elementary.
Miss Cohen helps students come to school and helps me when I need support. She al she helps with attendance. Also, I also like BAP because it teaches me about our history and helps me be proud of who I am. Please keep Miss Colin at our school
and continue supporting BAP. Thank you. There's a minute 35 left. >> Can I help you? I'm >> okay. Mr. White is going to take the about 1 minute 35. Go for it, please. Thank you. >> Yeah. All right. Good afternoon. Um,
uh, yeah. So, I've been thinking about this and I think the only the best way I could summarize it in my own words is I feel like before we make these type of decisions, where are we going to like gut these type of
programs, I think that we should really like with a fine tooth cone really know what all the other commitments and where all the other money is committed. We shouldn't if we have a we have a conversation and we ask where the money is or people should have
know where everything what every commitment or every dollar is every penny before we start looking at these type of cuts where we going to be making to you know BAP and Cinei because right now it seems like there are some uncertainties. So I feel like there
shouldn't be any uncertainties at all before we vote this through with a clear conscience that we did everything in our within our power. Right? Because we trust you all. That's why we put you here because we believe in y'all and feel like you are capable.
So I just wanted to just urge put that on your heart and just I mean put that on your mind something to sit with. Uh Isaiah Stokes, Isaiah, are you here? Ma Tjo, I see you're out there, sir. Karina, >> Mr. Tjo is yielding his time to Karina,
who's making her way down right now. And then after Karina, it will be Laura Osulan, Ian Kirsy, and Cheryl Kono. If you plan on seating your time and you're here, let's uh you could you could plan that seating in advance. We'd appreciate
it. Thank you. Good afternoon school board. My name is Karina Renault and I am a graduate of Royal Learning Center. I will be attending Cal State Fullerton in the fall. Go Titans. I am here to encourage the board to vote no on the future future FSP that you
will that you will vote on Tuesday. This FSP looks to cut BAPS by almost 90% and SEI by 100. This is not sustainable by the marginalized students. We should not have to fight for the same thing that we just won. Imagine if Mart Lutin had to
fight the Montgomery the Montgomery bus system one year after him and the mo and the movement disagre disagregated it. We as student must fight back even as alumni. I will fight back because the future graduates for Royal deserves
these funds. If it wasn't for the support and resources that these programs give, where would a lot of us be? Besides besides, even with these programs, our school are underfunded. This means that we are actually need an we actually need an increase in funds
for Senny and BAP. So, I call on all of you to vote no for the BAP. Mrs. New Bell, vote no on FSP. Dr. Rosio Rivas, vote no on NFSP. Um, Mr. Sorry if I mispronounced it. Mr.
Sher Merlo, vote no on FSP. Miss Grego, vote no on FSP. Miss Gonz, vote no on FSP. And Mrs. Franklin, vote no on SSP. Thank you. >> Thank you for your time.
Uh, Laura O Sullivan. Laura O, are you here? Come on up. You have two minutes to speak once you begin. >> Yielding my time to Relle Rios. >> All right. Thank you. Please go ahead. >> Good afternoon, board president, board members, and superintendent. My name is Michelle Rios and I'm the managing
director of Expand LA representing nearly 500 youth serving organizations across LA County. LUSD receives nearly 490 million annually in ELOP plus ACES and 21st century funding. State law requires these streams to be blended and
braided to guarantee universal access. The district is investing in other allowable uses, but allowable cannot mean the mandated services go unfunded. CBOS were told that cuts would come if ELOP were no longer available. We understood that to mean that a risk from
the state, not that the district would redirect funds away from required programs. While ELOP remains fully intact, that distinction matters. Underfunding CBO contracts is is not a viable path. Organizations are legally required to meet minimum wage and market
rate staffing standards. There is no reduced rate that keeps programs open. There is only closure. That closure falls hardest on students in the district's highest need communities, families with no private alternatives, and no ability to absorb the gap. Every cut is an equity cut. Phil philanthropy
will not fill this gap, nor should it. Robust public funding exists for exactly this purpose. Expand LA has visibility into CBO contracts across LA County, and every other LEA is fully funding their programs. We understand the fiscal
crisis, but walking away from CBO partnerships would make it worse, not better. If LA USD operated these sites directly, costs would be two to three times what providers are requesting, tens of millions. the district cannot afford. Destabilizing these programs would also damage attendance and
enrollment, further eroding the district's fiscal foundation. The before school and summer rates in the CBO agreement are already structured correctly. Providers are simply asking that afterchool rates reflect that same logic. Modernize the master contract,
establish rates that reflect actual costs, keep the promise California made to our students. And I just want to close by saying that we also stand in solidarity with our black and our LGBTQ students. Thank you. >> Thank you for your time. Ian Kirsy, Ian
K, I think you're out there. Come on up. You'll have two minutes to speak once you begin. Ian Kirsy. And then after Ian is Miss Cheryl Kono and then Norma Gutierrez. >> Thank you. I'm going to be yielding my time to Paula here, but do vote no on the FSB.
>> Okay. Good afternoon. My name is Paula Barker and I am a parent of a student who just graduated from Ottabon Middle School who is going getting ready to go to Dorsy Magnet.
>> Um I represent Reclaim Our Schools LA as well. And the reason I'm here is to ask that you vote no on FSP. And the reason I'm asking that is because when my daughter came to Audabon in the middle of the school year, she
kind of got into it with a few of the students there. And um if it wasn't for BAP and the restorative justice program, we wouldn't have seen her and the other students improve on their leadership
skills, the value of community, and um stop the bullying. Matter of fact, the young lady who was bullying her ended up apologizing because of the restorative justice teacher who was instrumental in resolving that issue. So, I'm asking
you, matter of fact, I'm pleading with you not to um to vote no on FSP because we need all of our funds for Vap Anthony programs and funds. Thank you for your
time and I appreciate >> Thank you for your time. Cheryl Kono, Cheryl Kono, please come on down. You'll have two minutes to speak once you begin. And after Miss Kono is Norma Gutierrez. Uh and then Monica Razola.
>> Thank you very much. Um, please make sure not to cut SENI or BAP or PSW funds, but thank you for celebrating Pride Resolution in light of the challenging political and social climate, promoting the celebration of LGBTQIA plus diversity, rights and freedom
versus federal and state policies, taking away these students rights, and reinforcing homophobia and transphobia. LD cannot support anything that targets and harms the most vulnerable and disempowered communities, transgender, non-binary, gender, and non-conforming youth of color. From the words of one of
my students, the lack of education about LGBTQIA+ did not help me nor other students as many are exposed to straight relationships and or told that men liking men or women liking men women are a sin. Those who did not actually learn
about the history then end up, you know, overlooking and thinking that it's not important to learn about factual information about the LGBTQIA+ community. Laws that reveal a minor's orientation or preferred gender towards their guardians or parents that could
leave these children at risk for child abandonment, neglect or abuse have recently been passed which is in the process of the US Supreme Court of Appeals and is now taking into effect. This law goes against the 14th amendment which protects citizens and students
equally no matter the individual's differences including sexual orientation and gender identity while also going against the first amendment of freedom of speech and expression. By having this law those who identify and are loved differently are not unequal in society nor they do they have the freedom of who
knows their orientation who does not. Educators who do not wish to partake in this matter are forced to despite believing against it. As a person who is in the LGBTQSQIA+ community, LAUSD needs to unify against these current federal laws and fight
back for equality. These students have rights and the right to privacy and the right to come out when they're ready to come out. And most people don't come out until they're an adult. So, please make sure to support LGBTQ plus protection of
students rights and as well educators rights to privacy and confidentiality. Thank you. >> Thank you for your time. Norma Gutierrez, Norma G, come on down. >> Good afternoon. My name is Norma Gutierrez. I'm a parent of a student in
Gardina Elementary School. I'm here to advocate for the LCR set program. In my student, this program help her reach her level grade. It's a rich program to help our children our children academic
needs. The Ila committee recommend LCR set to SSC, but our principal failed her duty to bring it to SSC. She even denied our request for a minute violating the green and brown ads.
We emailed but nothing has been done. I'm here to first I'm here to ask the board to restore our interventionist position and second our principal transfer our parent rep Miss Orera in in
retellation for her adoacy in Ilak to keep the LCR set program position. I request Mr. a be immediately returned to our school. Thank you.
>> Thank you for your time. Uh Monica Rzola, I see you're out there. Miss Arzola 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 translation headset. Anyone need translation? Okay, graciasto
and I have a daughter in uh one of the best universities and I am here as a parent to tell you uh first of all I want to say that LGBTQ plus I need to write it down because I'm
not familiar with it and I don't have anything to do with this. You know, it's their life and they do what they want with their lives. It doesn't interest me. What does interest me is my children and I have said this before and as a mother and as many of us that are in
favor of having more educ academic education in schools because that's what students are there for. They're there for academics. We want more math, science, history. Perhaps it could be boring for our young ones
and they can be more in the like, you know, things that offer a good time like M. Rosio likes to be uh at schools where, you know, they have parties at the end uh of of the year. You know, we don't want that as parents. We want things that are academic because if my
daughter was able to go to one of the best universities, then our other students can also reach that goal. And what we want is more academic education. Please, what our students or what our children want to do in the future, that'll be their issue when they're older. But when
they are minors, they will do what mom and dad say at home. Why? Because it costs us money. We work to pay rent, bills, food. We work to support our students. You don't give us money to to to pay our rent. You don't give us money
to take care of our children. It's our responsibility. It's our obligation. And as a mother, I do not ask my priests or my school to tell me what to do with my my children. It's my decision. It's my decision to prepare my children for the
future. It's my uh responsibility to prepare them academically and so that they can be somebody in life. So please let children use their imagination to be who they want to be, teachers, engineers, whatever they want to be. Encourage them. Don't >> Thank you for your time. Uh, make them
be parasites. Thank you. >> Amir, come on up. You have >> Of course. Come on up. >> Thank you for your patience. >> Of of course. I think we'll get a stool right away.
like safe passage. We the people demand that LUSD fully defund LA school police. The district should not be cutting vital student support while continuing to fund policing that criminalize young people.
This is why I am demanding every board member vote no on the FSP. Uh by getting Oh, our young people is trying to better their lives by getting a proper education. They don't want to live in fear anymore. None of us do. Why
this is important to me is because I myself have been targeted and beaten before by the police just by having to panhandle to feed my baby sometimes when we run out of food because I ran out of my welfare or me trying to get on the train to get me and my daughter home but
didn't have a bus pass. These kids is the next generation including my own children. I care enough to say stop the BS. They keep coming here because they want change. They want peace. They don't want to be treated like an animal or a
criminal when they just want to survive just like all of us. And make it in this world. No more police killing. I'mma say it again. No more police killing. No more police killing. No more cuts. I'm tired of seeing our people and our children and myself in pain. Stop saying
you don't have the power to do anything. Cuz if that's the case, then find another job. But still, you're in your position for a reason. God put you where you are to make a difference for these kids. Start by making them feel safe by defunding the police. No more BS. You
have the power. Do something about it now. Don't just talk about it nor ponder about it. Be about it now. Cut the school police. Vote no in the S F S F S F S F S F S F S F S F S F S F SP. Also, I have one last thing because I know my time is I got to cut is a long
time staff support at Hamilton. These BAP cuts threaten >> her. Thank you for your time. Thank you. All right, Maria Daisy Ortiz, come on up. You'll have two minutes to
when she begin. Maria Daisy Ortiz. Okay. >> Hello. Good afternoon everyone. I am Maria Desortis and I saw that today the pack committee presented the privileged parent committee and not even they are
privileged because if you go over their school agenda and no part of their school agenda it has a presentation of what they receive at pack. What is this about? When are you going to make those changes? when you call you do you know how many parents get there and you still
make an election and if you come tell me that this is parent inclusion 15 parents get there and from those 15 parents you take out the elac the lowincome parents that has to stop because we are paying
people to get parents involved but it is not being promoted for them to come. So in reality, you have a community only to make you look cute because all of you have different cadaavvers. You have
skeletons in your closet and you are walking in because the government federal government is investigating you because you have statutes. You have bulletins
that go against the state and federal laws that say that the members of the community can be part of the committee. These are the things, Mr. president that you said there was going to be equity and transparency. Well, work with the
changes because all of you here, I sent this bulletin over and none of you had were nice enough to reply because you don't understand or because you don't care. The Title One parent involvement law says that you should be training
parents and how to work with the schools, but all you're doing is sending them corrupt, destructive letters. Is that what you're training them in? So all the parents that receive these cards, take them out. Take their children out of their school because there are the lawyers of these
children here. All the parents know that they have rights. You sent them a letter. Take their children out. >> Thank you for your time. fitting >> respect. The >> next speaker is Mariah Williams. Are you here? Mariah Williams. >> Good afternoon. My name is Mariah
Williams and I'm a recent graduate of San Pedro High School and a leader with students deserve. Acting superintendent and members of the school board, I ask that you listen closely to what I am about to say. Just days ago, I graduated from LUSD and this fall, I will be
attending UCLA. And as I stand here, thank you. As I stand here in my gown, I want you to see that this is what investment looks like. I am here today because people believed in me. They supported me and they invested in my future. And that is exactly why I am demanding that LUSD fully protect and
fund the Black Student Achievement Plan. As a black student, I know what it feels like to attend a school where black students are overlooked, ignored, or made to feel invisible. And programs like BSAP exist because black students have been historically been unders underserved by our education system. They provide mentorship, advocacy,
college readiness support, mental health resources, and opportunities that help students succeed. And yet today, LUD is considering cutting Bside by 86% and eliminating SEI entirely. And we cannot ignore the larger context of what is happening across this country. We are witnessing coordinated attacks on
diversity, equity, and programs that support black students and other historically marginalized communities. When schools dismantle programs specifically designed to address racial inequities while leaving other priorities untouched, it advances the same agenda that cease to erase conversations about race, undermine equity, and weaken support for our black
students. And that is why so many of us see these cuts as part of a broader attack on racial justice and educational equity. These cuts show complicity and ignorance to the actively growing white supremacist agenda in America. And I understand that you're in a difficult place financially and need to cut
programs. But black students are not a budget problem. We are an investment. And I refuse to accept a future where LUD balances its budget on the backs of black and brown students when the students are owed equity. I urge this board to reject these cuts, protect BAP,
protect SNI, and stand on the side of equity rather than retreat from it. Vote no on cuts to BSAP. Vote no on eliminating Senny. Fully fund black students. Thank you. >> Thank you for your time. >> All right. The next in-person speaker,
Saday Lopez. >> Good afternoon, superintendent and board members. My name is Shade Lopez. I am standing here today because our schools are facing a silent crisis and it is carving a hollow space into the hearts of our students. We talk about a lot about academic recovery but we cannot
educate a mind that is drowning in psychological distress. And if we are serious about student mental health, we must look directly at the students who are bearing the heaviest brunt of this burden, our transgender and gender non-conforming youth. For a trans student, school is often the only place
where they can breathe, the only place where they hear their true name, where their pronouns are respected, and where they are seen for who they actually are. When we force educators to act as surveillance officers, when we demand the forced outing of vulnerable kids, we
do not create parental partnerships. We destroy the fragile lifeline of trust that keeps these students safe. That's why California had passed Assembly Bill 1955, the Safety Act. This law was a shield. It ensured that our schools remained a refuge, protected students
from forcibly being outed before they are ready, and protected our dedicated teachers from being forced to cause harm. L USD must fight to bring back AB1 1955. We must champion it. We need explicit, unshakable support for our trans youth, robust mental health
resources, and a refusal to let political culture wars dictate the safety of our children. Please protect our students. Give them the grace to heal, the right to privacy, and the safety to simply survive. Thank you. >> Thank you for your time.
>> Maria Gonzalez, Maria G. Hi, good afternoon, superintendent and board members. I am Maria Gonzalez, a parent at Gardina Elementary. I'm asking you to please continue the LCR
program at Gardin Elementary which has improved the academic development and recclassification of English learner students. My daughter has extremely benefited from the program and still needs more support. But
unfortunately, our principal has misused the funds from DOI and we want the program to continue. We also demand that our parent rep Tamara Ora be reinstated as she is trans she has been transferred
by principal Diaz in retaliation for her p part participation in the elac inquiry of the funding. Thank you. >> Thank you for your time. Michaela Walker Dean are you here? Mada
uh Jessica Castillo right here. Jessica Castillo, come on up. You have two minutes to speak once you begin. >> Good evening. My name is Jessica Jessica Castillo. I'm a parent at uh Venice High School. I'm here because I've sent two formal grievances to board member
Melvoyne and the superintendent regarding the administrative administration at Venice High School and have not received the courtesy of a single reply. Since the district refuses to respond to private communication, I'm now bringing this record of administrative obstruction and sabotage into the public light. For the past
year, I've attempted to work with administration at Venice High to establish a wrestling program. I've been working to secure outside funding for all equipment, uh, identified a qualified coach, and collected a petition of 39 students. We finally secured one and only one in-person
meeting to discuss logistics. That meeting was held with the heads of the volleyball and cheer program, two individuals who have a direct conflict of interest as they are the primary gatekeepers of the gym space. Despite the clear bias, a follow-up meeting was explicitly planned to move forward and
finalize space usage. Instead of that follow-up, I was blindsided by a summary denial. The administration claimed the denial was due to facility constraints in the gym. This is not a valid equity-based denial. It is a tactical move to protect the status quo of existing programs at the expense of 39
students. Furthermore, the administration explicitly pinned the task of finding a qualified coach on me. I successfully met that challenge and identified a candidate. However, after I informed them, they claimed the position had already been posted and had received zero applicants. When I immediately asked for the link so my coach could
apply through the proper district uh channels, the administration refused to provide it. By withholding that link, they effectively sabotaged any chance for a qualified candidate to apply. I reached out to the school administration to ask for a justification that aligns with district equity policy and they declined to respond. I'm not asking for
a favor. I'm asking this board to investigate why Venice High's administration is allowing a block to block a studentled initiative, bypassed promised follow-up meetings, and hide job postings to manufacture a reason for denial. I am calling on this board to hold Venice High accountable to the district's equity policy and provide our
students with the athletic opportunity they deserve. I have I'm leaving um uh evidence to support my claims here on the podium for you guys. >> Thank you. I'll come collect those in a moment. Thank you for your time. All right, the next speaker is remote. Danna
Iikinstein, are you on the line? Danna Iikinstein, please press star six to unmute yourself and you'll have two minutes to speak once you begin. Danna Iinstein. >> Danna Iinstein, please press star six to unmute yourself and you'll have two minutes to speak once you begin.
>> Hi, can you hear me? >> Yes, please make sure to speak up. You're coming in a little faintly. >> Okay. Does Is this okay? That's great. Thank you. >> Okay, great. Hi, my name is Dr. Deie Iikinstein. I'm a clinical psychologist and director of educator outreach at
Schools Beyond Screens. Since teacher feedback regarding the screen time policy is part of your consideration, we wanted to just share the feedback we've collected over the last year. So, we assembled a task force of LAUSD teachers and disseminated a survey across the
district that pulled TK through high school teachers. And I wanted to give you a little summary of their responses. So, overall, teachers expressed strong support for the screen time policy. They shared that monitoring student devices has taken time away from actual
teaching. So when screen use is actually necessary, rather than having a blacklist of banned websites, using a white list of allowed educational websites would be much easier for them to manage. Um teachers also insisted that students not have access to AI on
their schoolisssued devices, citing concerns about cheating and a reduction in critical thinking, combined with a big drop in student confidence to accomplish tasks on their own. Teachers also called for the elimination of district mandates for any type of
software program, including but not limited to I Ready. Teachers asked for more physical supplies, so books, paper, access to printers, and other analog learning tools to support the transition back to more hands-on learning. Um, and
teachers requested that the LAUSD tech policy be grounded in independent empirical research, meaning there shouldn't be any conflict of interest with regard to tech companies. We really appreciate all your work on this and we're happy to continue to help facilitate the inclusion of teacher
perspectives as a policy becomes finalized in the months ahead. Thank you so much. >> Thank you for your time. Next speaker is Leela Bayak. Leela Bay. Please press star six to unmute yourself and you'll have two minutes to speak once you
begin. Leela Bayak. >> Hi, it's Leela Bay from Schools Beyond Screens. Um, I just wanted to say that I'm really grateful for these brave speakers from Students Deserve. Um, we cannot withhold resources from our black, brown, and queer students while
we continue to enrich the very tech companies that surveil and exploit them. Um, I want to read briefly from a recent Brookings Institution report. Since the debut of CHBT and with the public's growing familiarity with generative artificial intelligence, the education
community has been debating its promises and perils. Rather than wait for a decade to conduct a post-mortem on the failures and opportunities of AI, the Brookings Institution's Center for Universal Education embarked on a year-long global study to understand the potential negative risks that generative
AI poses to students and what we can do now to prevent these risks while maximizing the potential benefits of AI. After interviews, focus groups with over 500 students teach of over 400 studies and a deli panel. We
find that at this point in its trajectory, the risks of utilizing generative AI in children's education overshadow its benefits. This is largely because the risks of AI differ in nature from its benefits. That is these risks undermine children's foundational development and may prevent the benefits
from being realized. A recent open letter from Fair Play signed by over 200 organizations and experts, including medical professionals, stated, "As generative AI products proliferate in educational spaces, they are posing significant harm to children. We, the undersign, call for a 5-year pause on
all studentf facing generative AI products in preK through 12 schools. Has this district conducted a more thorough review of the research surrounding the harms of AI and education than these hundreds of experts? If not, you have a moral and ethical responsibility to defer to the consensus and impose an
immediate of AI in our schools, at least until the completed its New York City council members from across the political spectrum signed a letter to Mayor Mani calling for just such a moratorum. Is LA USD going to sit
on its hands while New York beats us to the punch? This board has an opportunity to once again be at the forefront of educational reform. AI in our schools is a serious public health emergency. >> Thank you for your time. The next speaker is Ana Mexen. Anya Mex, I see
you're with us. Please press star six to unmute yourself and you have two minutes to speak once you begin. Anya Mex. >> My name is Ana Mex and I'm the deputy director of schools beyond screens. Today I want to read the comment of an LUSD parent who can't be here whose children are starting eighth grade and
12th grade, the very populations that are largely ignored in the current draft of the tech policy. This parent reports that the over reliance on digital devices in middle and high school is actively eroding student attendance and enrollment at LUSD. When all coursework
is available online and the school day is spent sitting on a computer, many students naturally begin to question why being physically present at school matters at all. Digital devices are undermining classroom engagement because students are playing video games, watching Tik Tok and YouTube, texting
friends, or otherwise disengaging during instructional time instead of listening to their teachers or participating in class. So even students who want to focus have a hard time doing so in such an environment and may justly conclude that they would learn more at home without the distraction of their
digitally distracted peers. Students are also receiving the message that attendance is optional. If students can can access almost all coursework online and still earn satisfactory grades without attending school, what incentive is there for them to show up?
Digital overuse also leads to more tardies in the morning as the requirement that students spend home room working on I Ready often creates resistance to arriving on time. For students who already struggle with mornings, getting out of bed to do I Ready can become a source of daily conflict with many parents asking
themselves, "What is the educational value of this time? Why is this worth fighting about every morning?" And teachers are also being undermined because they are being asked to inspire engagement, accountability, and good work habits while being forced to compete with highly addictive digital
distractions and manage classrooms where students may not feel any urgency to keep up with daily in-person instruction. No wonder there is a growing teacher shortage. This parent is asking LU USD to restore the value of being physically present at school by making school an essential
human experience again, one that students cannot simply replicate at home on a laptop. Thank you. >> Thank you for your time. The next speaker is Cammy Lauia. Cammy Lai, 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. Cammy. Hello, my name is Cammy Lauria. The district has already committed to maintain funding for all current PSWs for 2026 27 and there were no layoffs as
per the March 2026 LA USD board meeting. Any new funding and new positions that were gained during the LAUSD UTLA contract negotiations process in the tenative agreement would be for new hire PSWs for 2026 to 27. We recommend that
the LUSD board members approve the LUSD UTLA tenative agreement with the following revision to the student support staffingou. That would be due to the additional central funding beginning July 1st 26,
92 new PSW positions will be budgeted, recruited, hired, and working in 2026 27. Again, new positions, not funding being used for already positions that are already um employed. Um, so I'd like
to also mention what can happen at schools that don't have a PSW. Um, this this can lead to schools typically facing many gaps. For example, mental health health issues in students go unidentified or unressed. Teachers and
administrators end up handling situations they aren't trained for. They This also takes time away from instruction also causing academics to suffer. Students might not get connected to outside resources and very important families in crisis lack a good point
person to help coordinate support. This all leads to increase in absenteeism and schools rely more heavily on disciplinary um processes such as the suspension or expulsion in responses to behaviors. Also, the IEP and 504 plan processes are
also impacted as emotional disturbance might be less informed. And when PSWs are present, many good things are seen. We're able to provide individual and group counseling for students with trauma, grief, anxiety, depression. We
can conduct assessments for special education eligibility. We can serve for crisis intervention. >> Thank you. All right, the next speaker is call inara. Okiraa O,
are you in the room? Is that all right, come on up. You'll have two minutes to speak once you begin. >> Good afternoon, everyone. Uh, my name is Tamara. Hello. Um
I prefer explaining Spanish is my favorite language. I am here LCR program LCR language at our school is that it brought great academic development. It was also a program that really helped
with reclassifying our students. It's the reason why we support it. I would also like to take into account seriousness in the committee of ELAC, the ELAC committee and their recommendations so that their decisions
uh go in effect at the ECC. Yesterday, I barely heard that this would be my last year at Gardina Elementary. From the very get-go, I had difficulties with the principles Theas. I was never really part of her team. I
had to work by myself. but with a lot of support and success from other volunteers. I always tried to approach her but it was difficult. Yesterday I received a call from told to avenue
school at 2:40 from from that school. The principal told me that I was to start working there next year. It was a great surprise. I was very disheartened also to have to go without being able to
say goodbye to my community after 14 years of service working in and out of the school supporting the families as much as I could through foundations, churches, businesses, and I also helped
these families that had such need and honoring my position, representing my community. and now they take away two more hours from my job. So this effort to make the schools more successful is not being supported.
Having active volunteers as the district wishes is something that is not being able to be done and and I'm not being able to really comply with my job. >> Thank you so much. Thank you for your time. >> It's been really difficult for me these last years in the Gardina community.
every place where I provided my love for friends, families, students. >> Thank you for your time >> to my friends in the audience. We got a pretty good timekeeper up here. I appreciate it. But we got the time covered. Uh let's
see. Daniel Sierra >> that case. Thank you, Miss Grio, cuz I know you were fighting for me, so thank you. Um, good afternoon, school board. My name is Daniel Shira. I am an alumni of Roy Ball Learning Center and a student reserve
and I will I will be attending UC Berkeley the number one public university in the fall. I am deeply disappointed, disgusted and angry at the fact that the proposed budgets and the fiscal stabilization
plan, the budget cuts will dismember everything I and students deserve work together for. I am so frustrated at the fact that they will cut Senny from almost $500 million down to zero. That is a direct attack against students of
low income. The working class has been systemically oppressed for centuries. And with these cuts, the oppression against working-class families and communities will only amplify. BAP is also under attack. How is it possible that just
last year I was sitting here fighting for more an increase of BAP funds and now I'm fighting here for them not to touch BAP? I am demanding that Luz should not cut BAP. >> That's right. >> BAP was has been fought for and earned
by the students for the students. It feels almost retaliatory that after UTLA alla and local 99 wins, you all are looking at possible cuts to programs that are crucial to the development of students. I am proof that it is. Look at
the chords. I graduated with a 4.0 GPA >> and contrary to popular belief like some in the crowd, academics is not enough. When you cut BAP and Senny, you cut admissions to UC, USC, UCLA, UC
Berkeley. Mr. Ch, I know you know that because I said that to you. Mr. Chain, you said that you are ready to go to the federal level. We are ready to go too. But if you But if you want our support, you must commit to not
touching BSAP or Senny. >> Let it be known that students are ready to fight back. We are a cat that has been angered and we are ready to strike back whenever it's necessary by any means necessary. >> Oh my god.
>> Thank you for your time. >> All right, that concludes public comment. On to tab 19. May I have a motion in a second for tab 19? Oh, I'll move tab 19. >> All right. Tab 19 moved by uh Miss Gonz.
>> May I have a second? >> Second. >> Who called it? Second to Miss Ortiz Franklin. Okay. Are there any questions on tab 19? >> All right. Any questions on tab 19? None.
>> Uh, Miss Newil. >> Dr. Rivas. >> Yes. >> All right. Thank you, Mr. Milwin. Absent. Miss Grigo. >> Yes. >> Yes. >> That's a yes. Miss Gonz. >> Yes. Miss Ortiz Franklin. >> Yes. >> Board President Schmurson. >> Yes.
>> And I will come back to Miss New. So that concludes tab 19. We'll go now to tab 21 statutory school fees level one impact. It's uh public hearing. So let me read my public hearing statement and then I see that
Miss Gonz is ready to move it. All right. Tab 21 statutory school fees level one impact fees. Uh before action is taken on board report number 45925/26 statutory school fees level one impact fees the public hearing must be held. This constitutes a public hearing on the
report and a maximum of 15 individuals who wish to address the board on this item shall be heard. Those who wish to speak should sign online sign up online. I'll note there are six five spots left and Mr. Gmy will take public comment first sir. Thank you. Um uh let's see we
have Mr. David Tokovski is here. Uh this is for tab 21 and while he's coming up may have a move in a second. >> Move it. >> Second. >> Dr. Evas used the microphone properly. So she will she will get it. >> Please go ahead sir. You'll have two
minutes. the people of LA Unified and therefore I I honestly request I probably won't use the five minutes but I would like to That's government code 6590. Uh this this should have been publicly
noticed 30 days prior to the fee. I'll just know for the record that that is the law, but also reasonable means puts it within the realm of the board to decide. So the board is under no obligation to give five minutes. It could stick with the reasonable number which two minutes is by law reasonable. The cases will support it. But if the uh
leave it up to the district, >> can you do it in three? >> Okay. All right. >> I hear you. >> Do it in three. Thank you. >> This is a tax called impact fees.
You know from Porter Ranch, for example, that the developer did not pay the right amount nor give the right amount of monies to this district. When the new inspector general arrives next week, I will demonstrate by their own reports
that cities like Huntington Park and others are not paying their developer fees, impact fees to this district. There are a number of instances where this money is being transferred from
where the impact is to other places in the district. And you will see in your board materials today that that money is transferred from say downtown where the construction is happening and the schools whether they're district schools or charter schools are not receiving the
resources. While the impact study counts all students, district and charter school students to show the impact and the numbers. Instead, the money is almost being used as a slush fund. A slush fund to move things for accounts
that don't necessarily budget out. when facilities projects go too high, instead of coming back to you to let you know the project is ex uh growing, uh they um will not let you know. Additionally,
Mayor Bass and the city of Los Angeles collect much of this money and there is evidence that in many projects as you drive by them in your district that they're not being reasonably accounted for in the collection of fees. It's no fault of the district because we pay the
other entities to bring the money in. This is a si significant tax. There's also a number of exemptions that when I was a board member, we made sure senior citizens had the ability to opt out of this. That public housing of certain
types, low-income housing had those opportunities. You're not getting any presentation on the exemptions that are happening and why those exemptions are happening. And perhaps some of these questions will stimulate in in the two and a half minutes that I have here to
the presentation by the staff because you are also not working to talk about the bond oversight committee's letter of concern and the auditor. The auditor who audits the bond monies and
the facilities monies is also quite possibly a construction manager underneath the bond that was brought up at the bond oversight committee. It's not documented yet, but it will be.
And so I thank you for the extra few seconds as this affects so many people in this town. It was not broadly presented 30 days in advance across every single person that has previously been taxed and this is an opportunity to
build credibility to the school district. Thank you very much. >> Thank you for your time. All right, the next speaker is Maria Louisa Palma. Come on up. It's all right. I'll just use two. Good afternoon. My name is Marel Lisa Palma
and here we are again with another whole set of questions. Where is the money coming from? Where is it supposed to go? And where is it disclosed? We have this developer impact fees. Uh, how many times have I stood right here and said
for parents to provide valuable, significant, meaningful advisory on any question that you ever asked parents in any of the parent committees, the parents first need to know the whole the whole district budget. I don't mean in detail explaining every last issue on
how the funding comes in, but just a very big broad concept. How is this fund different than general obligation bonds? For example, if this also goes to facilities, how much do you collect? Today's report doesn't actually say how much you have, how much you've collected in prior years, it just goes into the
new tax, that's fine. That may be enough for this purpose. I don't know. But parents need to be informed on how all of these funding streams come in and what they are supposed to be used for. So again, just like Mr. Tokowski mentioned, the general obligation bonds,
how does this work with that for facilities? We I did watch all of those bond oversight committee meetings and I hope you have all read the letter that's coming from them. Uh it's very uh concerning the the difficulties that
they are having in getting all of you here to give them a memorandum of understanding that works uh for the independence of the committee for the taxpayers. We all voted well I personally voted no on the last general obligation bond.
I'll disclose that. I'm sure that's no shock to any of you here. But a lot of it is because I don't necessarily agree with what you're doing with it. I don't agree that with that you don't disclose where it goes. Parents don't know. They think that it's the same LCAP money, for example, that goes toward constructions.
They think that principles have uh jurisdiction over the construction funds. So, you have a lot of work to do to educate parents on where the funding comes from and where does it go so that they can provide you with meaningful advisory. Thank you. >> Thank you for your time. Uh Danna Guen,
come on up. Miss Ken, there you are. You'll have two minutes to speak once you begin. I know you're tired and we are tired too. But the reason why I signed up for this item 21 which is the division it
recommends the uh for impact fees for new level one impact fees. I as a parent I've been here for a long time. I've never heard about this and I would love for you to
be transparent because if it's a public hearing it's not just for parents for that is everybody for the public in general and it's an information that it's very important right and I also have
just like the bond committee that is made up of independent people and it seems like you're not very happy with them because the time that they give any kind of feedback, you ignore it completely. And they're independent people and they've tried ways, a dirty
way to put in your own people and everywhere. Just like right now, I was looking when I got to the board that you were the UTLA people and students to serve. They were having a protest that out with the white supremacy. I don't
see any white supremacy. I just see Miss Rosio, Latina, Greggo, Latino, Gonz, Tanya, and you. I don't see any white supremacy here. What I see here is that it's a bunch of people that love money, that do not care for education, that is
not interested in people, and that pe people put them here to bring their personal and political agendas here because you talk about black and brown together. Well, come on. Latinos would
like uh funds for English learners and not because they have a privilege, because they have a need. They're the ones that are performing the lowest academically, but here asking for BSAP when they have not shown that it has improved. We haven't seen the results.
We want funds for our English learners who are those most behind academically. And that is your job, not to come and bring your political agendas. Thank you. Thank you for your time. Karina Lopez. >> Karina Lopez, you're Are you online?
Yes. Karina Lopez, please press star six to unmute yourself and you'll have two minutes to speak once you begin. Karina Lopez. >> Hello. >> Hi. >> Hello. >> Good afternoon. >> Hi. I can hear you.
Perfect. Well, my name is Garina Lopeiga and I am calling in because there is a lot of inconsistencies with what you're presenting right now amongst yourselves. There is no inclusion or effective
parent participation and also inclusion of members of the community and organization. know members of the community that also pay for education and that they contribute when they are homeowners and you don't see the effect.
The people want to be in a neighborhood that is productive that the community is productive. But with children that at this moment we are seeing and we are conscious and we're aware that we are failing them as all people have
expressed here before about the needs in special education English learners. How will they have improvement academic improvement if we are working for English proficiency? So how are we going to give feedback and implement what the
department of education is demanding? So here we all know this the re the only thing is who is the person in the district who is in charge that we don't have access to that most of all students and so
it is a violation open violation on the behalf of the system of the LA unified I'm not saying everybody but we need to find who is the one that's leading this uh block for this parents for the
students and the people that pay uh taxes. Thank you. >> Thank you for your time. Nelly >> Menddees. >> Come on up. You'll have two minutes to speak. Why don't you begin? Uh, good afternoon.
I don't know what this issues about, but I'm going to talk about my issue, every single one with their own issue. And I sent an email to the superintendent. And he answered and he said, Hilberto Martinez, he said that the lady, Miss
Ortiz, that said he doesn't want to work with me. Why did she mention him her if she doesn't want to work Mr. Chait when you wanted to uh get more um buy in then you said tutoring tutoring but did you buy did you get tutoring for
special education ask them if they have tutoring and so I see here in the school how much there's so much risk for police but then if I come here you have police all over here who are you afraid of who are you afraid of Mr. Superintendent
if the do you are you afraid of all of those here because we don't do anything go to the school and there's no police and you say oh yes there's two police over here and over there in my school every single day I go there and there's no police I come here and there's 100
police here to take care of you Mr. We want better performance in math. We want for them in special education tutoring. Ask me if um it's for special education. No. Where are you? He said,
"Were you over there trying to get buy in and then now you have it and that's it, right?" No, you need to be with everybody. Don't discriminate. Why? Because you're Latino. You discriminate against us and that shouldn't be so. Well, let me see. She was going to go to a field trip. She got discriminated. And
they said, "No, we invited everybody." When they asked the mother, they said, "We didn't invited them because Men Mendes is too rebellious." That's what they said in school. Mr. Mesa called me and said that they even put movies for her. And it's just a lie. All
of you are a bunch of liars. And more than anything, Miss Gonz doesn't want our our police that she just left. by transparency. Superintendent the special education students are students also in need tutor. >> Thank you for your time. >> What?
>> Uh Marcela Garcia, I see you signed up to speak remotely, but are you in the room? Nope. Uh Yanelli Mendes. >> Did she sign up? >> Well, she did sign Okay, we can
>> Okay. >> Come on up. You'll have two minutes to speak once you begin. >> What else? How did that make you feel? I'm feeling now be okay. >> You weren't feeling okay. >> Yeah. >> Okay. What do you want them to do? You
want them to be fair, right? >> Yeah. >> So, you you want them to be fair with kids like you and that you want transparency, right? >> Do you get tutoring? >> Yeah, I do. >> Yes, you do.
But okay. No. Donald believe in us that we are special. We are important in life. say thank you everybody. >> Thank you for your time. >> All right, that concludes.
>> Oh my goodness. I I had you I had you marked. I was already going. Maria Daisy Ortiz, please come on up. I'm sorry. Please come on up. You'll have a full two minutes to speak once you begin. >> Good afternoon everybody. And I also
signed up for this issue or this item because really the district, Mr. Scott and I address you because we've known each other for years and you are a person that when the
law is violated, you thought, but maybe you are hand tied right now because you don't act. And so, first of all, with the finances, there's no transparency for this. We need to know what taxes are we talking about, how you
use them, how it has impacted, has it had an impact, what are the schools that receive those funds or is it for the entire district or how is it distributed or how the cake is sliced? Because even though the money comes for the entire
district, if the principles do not apply for it or if someone doesn't do some kind of essay, it's not the same or uh not everyone receives the same thing. So if there's no transparency in the
utilization and things, how are you asking for for more money and more uh taxes? as we as taxpayers, we are tired that we are charging us or getting so much money when you are not transparent.
For example, you do not welcome the community. I am a person that I am a homeowner. I'm a business owner and I also have grandchildren in the district. So, I pay I'm a taxpayer. But Mr.
Placencia in one of the meetings he did not let me participate when I was elected to do so for by the parents and also the budgets for the parents not even the school one will give it to them broken down they don't even understand
it when before you Mr. Scott know that we as parents are the ones that would give the parent involvement in budget. We were the ones to decide how we were going to use the budget. Now no now you tell us oh well school side is the one
that takes the decision but if we tell them if you give me more time because another people you give them more time and you have to be fair. >> So Mr. Scots and everybody here, please
act be actionable that are measure with your words that is congruent more than anything with the budget because the money needs to be used for students not to keep a bunch of administrators that are ineffective just like you. Thank you
and have a good afternoon. Okay, that concludes public comment for tab 21. Uh, having been moved and seconded, we'll take the vote unless there's discussion. >> I had a question. That's why we pulled it. Um, quick question.
So, I was just curious if hopefully if you don't know the answer, maybe you can help you get um a response to this. But as we consider increasing impact fees to the maximum amount allowed under the
state law, have you um evaluated whether uh these fees have any unintended impacts on the development of affordable housing and what flexibility exists for projects serving our lowest in lowest income um residents?
Uh so yes, we can we can certainly follow up with uh the waiver process that exists that's in in place already. Um and when projects are are exempted from from impact fees, um we can certainly follow up with a little bit more detail on that. >> Okay, that was all.
>> Thank you. >> Oh, Miss >> one more question. Go ahead. >> Hi. Yeah. >> Yes. Um so can you share if any of these fees collected go back to school sites? So they're all used for projects within
the district. Um because they are highly restricted in how they can be used. They're restricted even more than like a bond funds. They have to be used not only for a capital improvement for a very specific type. Um as a result it does kind of stretch our capital dollars
by by supplementing them. Um but they are restricted in in how they can be used. So we post on the website um on our website the separate from what it's being approved today. There's also an annual report that shows basically how the money was spent on which projects
with quite a bit of specificity. Also in March of 2025 uh the board approved like a policy that kind of determines how the funds are used. And so um when the when they're being used for projects it's consistent with with that policy that was approved a little bit over a year
ago. Is there um any way that we can ensure that the schools that are impacted by the development get uh benefit from those fees in any way either you know through the capitals that are uh eligible >> improvements that are
>> the way that the ju just to make sure I explain why they're called impact fees. The impact is basically that because of the construction of the project that's paying the impact fee like a let's say an apartment apartment building >> and maybe you already know that know this but it's the impact is on the
number of seats basically the number of classrooms the number of teaching stations that need to be provided at the district but what's identified when the impact fee is paid is not that the impact is on school A or school B if that makes sense so it's not like it's identified which individual school is is
impacted And so, but also because they're restricted, which is why there was that policy that was that was approved by the board that that that governs our our use as a district of those fees in addition to the laws that that govern the use of those fees. >> All right. >> And then and for access to the reports,
it's impactfees.allusd.org and we have our annual reports that are published there, the impact fee policy. And we we often get this question is that why isn't that apartment that we're collecting fees down the street now going directly to the neighborhood school? Our students go to school
throughout the district. So you may generate a seat as a result of a new unit and family moving in there, >> but that doesn't mean that child is actually going to their resident school because of our, you know, choice programs and students actually taking advantage of seats across the district.
>> I see. I mean I I I I understand what you're saying and there are some commun communities that are probably more impacted right than other communities. Um like here in in our area, Pico Union area, Ktown area and um so and yet they
are also very high need communities. Sure. >> So I'll look at that report. Thank you. >> Thanks. Any other questions on tab 21? All right. Uh, the vote on tab 21. Uh, Miss Newell, >> yes. >> Dr. Rivas,
>> yes. Is absent. Miss Grigo, >> yes. >> Miss Gomez, >> yes. >> Miss Ortiz Franklin, >> yes. >> Board President, >> yes. >> All right, that passes. On tab 19, Miss Newil, how do you record your vote? Right now, I have one, two, three, four,
five eyes, one absent. Yes. >> Um, I dare say that's the conclusion of business, but if you could just give me a moment to look over before you all go. >> Okay, that that concludes
that concludes the board's business. >> Are there any objections to an adjournment? >> Never. All right, the time is now 5:15 p.m. on June 12th, 2026. Goodbye everyone.