Oh, one is working. >> Yeah. >> Oh, it's okay. Leave at that. >> Yeah. Check. Check. They're Leave it off. Welcome. The time is now 10:02 a.m. on April 21st, 2026.
Welcome to the regular meeting of the Los Angeles Unified School District Board of Education. I'm going to take role. Miss Newell, >> present. >> Dr. Rivas, >> present. >> Mr. Melvin, >> here. >> Miss Grigo, >> uh, Miss Gomez. >> Miss Ortiz Franklin,
>> present. Board President Schmurrosen >> present. >> Student board member Yang >> here. >> All right, we have a quorum. And now let's uh please pull up the pledge of allegiance. Today, Mission and Miss Abraham's classes from Mountain View Elementary
School will be reciting the pledge of allegiance. I alce 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. Okay, please prepare for the land acknowledgement. We acknowledge that the Los Angeles Unified School District operates on land
originally and still inhabited and cared for by the Gabeno 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 Gabileno 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. And that
was a beautiful pledge of allegiance from Mountain View Elementary School. And believe it or not, Mountain View is uh in Kelly's district, board district 6. But that school is so far away and so hard to find because I once got a
package delivered at Mount Vernon Middle School where I was principal and it was meant for a mountain view. That's why I told the driver, "Oh, I live in the valley. Don't worry, I'll take it there. It took me more time to find that school than to ride down to Bodri, but it's a
great school." So, yeah, you know, right? Thank you so much. Well, everybody, um I would like you to know and it's my honor to let you know that uh today or rather this month, wait a minute,
is library national library week. And as you have known heard a million times from me, I'm a big supporter of libraries. libraries, public libraries and libraries at schools, middle schools, high schools, teacher librarians, and library techs in
the elementary school. So before we get started, I'd like to say happy National Library Week to all LUSD students, staff, and community. National Library Week is being
celebrated this year from April 19th to April 25th. Given the times we are living in, we're seeing more and more people, especially elected officials, direct their anger at libraries for carrying books about diverse lives and
diverse experiences. These institutions play an important role in society because when used properly, they can help expand our minds. It allows us to see certain situations through the eyes of its characters, which help us build empathy,
understanding, and a connection to the characters of authors. Librarians and library technicians also provide valuable services helping students with research, homework, and book recommendations, and preparing
activities to stimulate students minds. So, I hope everyone can join me in celebrating National Library Week, thanking our librarians and library technicians for their hard work and valuing the library as it should be.
Thank you. Okay, so we'll go on with our meeting. Our next uh group is labor partners. And I know we saw CSCA out there, right, Mr. McClean? Would you like to come up?
CSEA. Thank you. Welcome. >> Greetings board members, superintendent, labor partners, and esteemed guests. My name is Marcia Scott and I am a member of the negotiations team with CSEA here on behalf of our members. I have had the
honor to serve on the board of education special ed commit special education committee since fall of 2024 as a CSEA representative. Therefore, I understand the scrutiny that comes with serving on a body designed to make student centered decisions based on information and data.
In that regard, I am here to share some data points with you and advocate for CSEA members. While CSEA does not have 30,000 members and a significant number of our members are not school-based employees, we are a unit of 4,000 members with responsibilities to core
business functions within the district. Our members include a long list of technical professionals who who support all schools and offices. I appreciate the difficult position making decisions regarding staffing creates and would like to help guide the conversation with data and with facts. For your reference,
I would like you to review the full list of CSEA represented positions that are all critical to district operations and whose core functions are to support teachers, school site staff, and all other LA USDA employees as it is impossible to list them all in the time
allotted to speak today. From the RIFF list you received in February, approximately 39 members were cse 39% were CSEA members. Now with the recision of 220 SEIU represented IT staff that
has increased to approximately 59%. In my department alone there will be 50% less assignment technicians 30% less credentials and contract specialists less salary credits assistance to evaluate transcripts and ensure our
certificated staff is paid correctly and less clerical staff to greet our teachers who come to our office to receive help. To add to insult to injury, CSEA leadership has been made aware that some departments are rehiring retired administrators to complete work that
CSEA employees perform. These proferts are doing so working from home and getting paid from $40 to $100 an hour, far more than the members whose work they are supplanting earn to do the same work for which we are not even afforded
the dignity of a conversation regarding teleawwork. There are often unintended consequences to trying to do the right thing. So, let's not repeat the unintended consequences of not considering how these riffs
impact CSEA members who support the entire district. Schools will have hard choices to make regarding staffing due to increases in federal fund, I'm sorry, decreases in federal funding and increased costs of salaries and benefit contributions. As I celebrate the
victories of our labor partners, I am concerned that the $1.2 billion increase to the budget based on agreements with three labor partners will leave CSEA employees left out of the dignity their members earned to receive wages that
will allow them to afford to live in the communities they serve. We learned from the last increase to the district minimum wage that all class of classified employees that were already above 2252 received raises that did not
keep pace with the 30 to 36% cost of living adjustment for employees above the minimum wage. I would be remiss in not requesting that all classified employees receive cost of living adjustments to improve affordability for
them since it is unlikely that adjusting everyone to keep pace with the cost of living is affordable nor sustainable for the district. Removing promotional pathways is one of the unintended consequences of the compression on the salary table that came when the minimum
wage was adjusted before. And because those promotional pathways were removed, it is going to be difficult to re attract to retain and recruit new members to replace members such as our salary credits assistants who no longer
are a promotion from previous career pathways. Uh we are not asking for equity just that nor equality. Do we just understand that we some of us make less and so we need to be up lifted up more,
but all of us need to be able to afford to live in the communities that we serve as well. And we are asking to have the board consider that all classified employees who were above the previous minimum wage that became compressed on the salary table. We would like to make
sure that that doesn't happen again and that the that we look at ways to adjust that to make things equitable and may maintain the promotional pathways that existed before. Thank you. >> And thank you. And in honor of National Library Week, our library technicians
are represented by CSEA. So, thank you very much. Thank you. Okay. Any other labor partners in the audience? >> No. Okay. Okay, we'll go on to our um committee chair reports and
charter school committee is up first. Thank you. Uh the charter school committee convened on March 12th to review updates on charter oversight, facilities planning, and legislative developments impacting charter schools. The committee first heard from the
charter schools division on the 2627 Proposition 39 collocation process including timelines, alternative agreements and challenges related to multi-sight placements and communication between host schools and charter operators. Discussion focused on
ensuring transparency, consistency, and minimizing operational impacts on district campuses. The committee also received a charter school spotlight from Isana uhmies highlighting strategies to support high need student populations
including integrated special education services co-eing models for English learners and balancing academic growth with increased proficiency. The final presentation from the government relations um provided a legislative update on proposed changes on charter
oversight including audit requirements, extensions for verified data and renewed authorization of non-classroombased charters with discussion on implementation timelines and implications implications for the district's authorizing role. The next and final
charter school committee for the 20 uh 2526 meeting will be held on May 14th. >> Thank you, Dr. Evas. And while you're on a roll, let's do committee of the whole. >> Okay, I'm on a roll. The committee of the whole convened on March 17th to
discuss student centered programs focused on college and career readiness, special education pathways, and operational investments impacting student experience. The committee first heard a presentation on project reconnect at Bettis Career Transition
Center um in board district 2 highlighting hands-on learning opportunities for students with disabilities and including device repair internships and workforce preparation. The committee then received an update on Dream It, achieve it, highlighting
strong progress in expanding dual enrollment, college, and career pathways, and multilingual outreach to students and families. The program reflects a growing coordinated effort to connect students to real opportunities with increasing participation and
momentum across schools and regions. The final presentation focused on the central manufacturing kitchen plan, a major facilities investment aimed at modernizing food services, improving efficiency, and reducing reliance on contracted external vendors. Board
members discussed the project timeline, board oversight, integration with work workforce pathways, and long-term cost considerations, including rising construction costs and sustainable opportunities. The next meeting for the committee of the whole will be on April
28th. >> Thank you very much. And our next committee report is on special education committee. >> All right. Thank you. During our last committee meeting on March 18th, we recognize the essential contributions of
the ERIC's PSWs, our psychiatric social workers, is part of National Social Worker Month. These PSWs provide vital support to our special education students, helping our students learn and stay in the least restrictive environment while also empowering students and their families through the
IEP process. The special education division presented on student voices in the IEP process. As part of the listen and learn campaign, one of the division's measures of success is to increase student participation in the IEP process by 20% by 2027. The
committee heard about successful strategies for encouraging student involvement in the IEP process from Anatola Elementary, Stomayor Arts and Sciences Magnet and City Terrace Elementary. Special thanks to Stoayor student Alexa
Curo from Stoayor for providing us insight into the student perspective in the IEP process. Please join us for our next meeting taking place on May 6th at 3:30 p.m. >> Thank you, Miss Grigo. Our next report is from the Greening and Climate
Resilience Committee. >> Okay, so the Greening Schools and Climate Resilience Committee convened on March 25th to review progress on district-wide sustainability efforts and barriers to scaling greening initiatives across LAUSD campuses. The committee
first heard from the eco sustainability office which provided updates on energy, water conservation, transportation, electrification, climate literacy and wild file resilience including partnerships with lewp
and expansion of recycled water projects. It was a great really great meeting and a lot of information there. Um discussion highlighted ongoing challenges with site conditions such as soil contamination and remediation as well as a need for stronger coordination
and internal systems to move projects forward. The second presentation led by green schoolyards America and Cal Fire focused on barriers on schoolyard greening including complex approval processes, design standards and limited
authority within the eco sustainability office. Presenters emphasized risks of delays, including lost funding and reduced grant competitive competitiveness, and recommended streamlining processes, updating standards, and clarifying decision-making authority. The next
meeting of the greening schools and climate resilience committee will be held on April 29th. >> Thank you, Dr. You've been very busy with three committees so far. Thank you so much. Our next one is safety and school climate committee. Just an
update, we postponed our meeting to this coming Thursday. So, hope to see you right here at 1:00 on Thursday for the next meeting. >> Thank you. Thank you very much. Next is our curriculum and instruction committee. >> The curriculum and instruction committee met on April 8th to discuss and
understand better how professional development and bank time Tuesdays can be part of building school cultures that honor and support students whole selves. We heard from L. Lucille Royal Allard Elementary School about their efforts. They are a community school and a
meaningful teaching and learning school. This means that they are able to doubly personalize the professional development to the needs of their students and their self-designed academic and social emotional programs. We also heard from the division of instruction about the
new plan for bank time Tuesdays for the 2627 school year as well as social emotional learning offerings. The Division of Instruction is building a proposal that will allow all schools, including priority schools, more flexibility and choice about their
professional development, as well as the ability to tailor each professional development to their school. The committee discussed the challenges with professional development as a one-sizefits-all model, especially for priority schools, and the need for time
and more dedicated personnel to actually do the personalization needed and the followup that is required. We have one more meeting in the school year, May 20th, and we will be releasing a second set of recommendations from the committee. Thank you. >> Thank you very much, Miss Grigo. And now
we'll turn it over to our superintendent for superintendent reports. Good morning, Board President Schmurson. Good morning, board. Uh good morning, folks that are with us. Um actually, uh we do have a 10:30 time certain. Uh we're a couple minutes ahead of time, but if that's okay, Board Member Ortiz
Franklin, I'll turn it over to you and I'll come back with my reports in a bit. >> I really appreciate that because we are so excited. We have students here today to celebrate commitment and college signing day, which is coming up May 1st. So, we're going to gear up a video and I'll invite the students to come and get ready to practice uh what we hope people
will be doing all across the entire district. This video will show you just a brief history of what commitment college signing day has looked like in board district 7. And we invite you all this is a part of tab 23. I should be moving it. Um we invite you to to participate in these activities. So, let
me move tab 23. And if I could get a second >> and here's a bit of the history of it. District 7 family, hello LA Unified family. We are so grateful to kick off our first annual college signing day. We
plan to make this event bigger and bigger every year because we care about all of our kids being fully prepared to choose college to thrive in career and LIFE BACK. UM, all right. YES.
COLLEGE IS FOR everyone and we got to start talking ABOUT IT BECAUSE WE WANT TO MAKE SURE THAT COLLEGE is something that everyone knows about and everyone can access. Got hundreds of seniors all across board district 7 telling us where they're going to college next year. And dozens of families and little kids here
to grow their college knowledge and celebrate collegegoing culture. We've got colleges recruiting here. We've got community partners. And we've got a ton of fun activities for kids to celebrate going to college. First Lady Michelle Obama started this a couple years ago. And now we're going to
continue the tradition letting everyone know where our kids are going to college. >> Cal State Long Beach. I'm going to UCLA. >> I'm going to state university. >> I'm going to attend San Diego. High School. >> There are so many different resources here for high school students. We have
different colleges here showing them what's available. We have also different um employment opportunities here coming out and showing the students what they can do and what they can pursue in their future. >> How's it going y'all? How can I help you? Any any questions for me? >> Events like this are important to all students because students are able to
gain a sense of community and all of the schools in LSD get to come together and announce their college signing day. >> I go to Crunchaw High School and I'm going to UC San Diego. >> My name is Sophie Bay. I go to San Pedro High School and I'm going to USC. >> I'm going to Cal Dominguez. >> I'm going to Cal State Long Beach.
>> I'm going to Dickinson College. I'm going to University of Toronto. >> I'm going to Cal State Northridge. I'm going to Kalamazoo College. >> And I'm going to Yale University in the fall. pumped up for May 1st. We're going to invite our scholars to practice what a commitment day looks like here. And so
they're all going to come up just like you saw the students and say, "My name is Tanya Ortiz Franklin. I go to Narbon High School and I'm going to Colombia." And then we're all going to cheer really loud for them. So all of our students, here we go. >> Hi, my name is Michael Tovar. I'm a student at VHTPA and I will be attending
Cal State Dominguez Hills this fall. >> Abel Yabu. Um I will I'm a student at HGPA and I will be attending Kamazoo College as a Posi scholar this fall. >> Hi, my name is Lexi Satina. I'm a student at HGPA and I'll be attending USC THIS FALL.
HI, MY NAME is Annayia Harris and I'm a student at HGPA and I'll be attending film and college this fall. >> Hello, my name is Charlene Gria. I am a student at VHPA and I'll be attending Cal State Long Beach this fall. >> Hello, my name is Marik Guz Hernandez.
I'm a student at Roy Ball Learning Center and this fall I will be attending USC. My name is Carlos Wain and I'm a student at Royal Bot Learning Center and in the fall I'm going be attending USC. >> Hi, my name is Jorge Lopez. I'm a student at Miguel Contreza's Learning
Complex and I'm attending Santa Clara University with a full ride this fall. My name is Jerry Yang. I go to North Hollywood High School and I'll be going to Harvard or Stanford. So, >> so Jerry's got a couple of weeks to
decide because May 1st is commitment day. I'm going to ask the scholars to hang out for a few minutes because we'll do public comment, board discussion, but after the vote, I'd love to take a big photo with our scholars and the board, everyone wearing college gear today. Oh my gosh, we've got one more student. All right, come on up. Come on up. We love
celebrating. And at schools, we also invite folks to say if they're going straight into a career, military service, whatever your commitment is. But let's have our last scholar. Oh, yeah. Say your name, your what school you go to, and where you're going to college next year. Come on up to the mic up here. Come on up. All right.
Hi everyone. My name is Ashley and I go to City of Angels High School and I'm part of Dr. Student advisory council and I am currently deciding between UCLA and UC Berkeley. >> OKAY, GOOD CHOICES. AWESOME. >> Scholars hang out for a few minutes.
Board, I'll invite some discussion right after public comment if we have any. Right, Mr. McClean? Um, but hoping to celebrate this with a lot of enthusiasm as we're already feeling today for our scholars commitments to career and college. >> Outstanding. We have five folks signed up for public comment. Alberta Moore,
are you here? Alberto Moore. All right. Meline, are you here? Meline. Ma Tjo. I do not see Ma. Latana Jackson.
And let's see. Karina. Okay, that concludes public comment. >> Yes. >> I don't on tab 23. >> It's all good. We'll come back to you. We'll we'll get this this tab 23. Thank you though. I appreciate it. >> And maybe I'll invite Dr. Revas. We did
invite you to bring some of your students. So, thank you. I'm not sure if that's an official co-sponsorship, but I welcome if it it is. >> Yes, please put me a co-sponsor. Thank you. >> Thank you, Dr. Revas. And any colleagues who want to add any comments or co-sponsorships? I invite them. >> Co-sponsor, please.
>> Co-sponsorship. >> It's like unanimous co-sponsorship. We all love a good commitment day celebration. Awesome. I don't know if there's any further discussion. Otherwise, we can just keep the celebration going with a a guest vote. >> I might just use my time to try to publicly convince Jerry that there's only one right answer to his uh No, I'm
just kidding. Congratulations to all of our students um and schools for celebrating these exciting milestones and proud to co-sponsor and you should go to Harvard. So, if any students are unsure about their options after high school, it's mostly due to a lack of exposure to
what's available to them. And it's not enough to prepare our students to pass the test they take in the classroom today. We want our students to prepare to fulfill the space that they want to occupy after high school graduation. And for some students, this looks like a
traditional college experience. And for others, it means entering a technical program so they can contribute to the workforce sooner. However, the one thing we should never allow our students to do is not prepare for their futures after
high school. All of our students have talents and experiences that they can help their respective communities. But is an important it is very important for LUSD to continue establishing a culture of excellence and choice. And when this
culture is ingrained in the minds of students and staff, our students cannot fail. They won't be lost or they won't be confused about what to do after high school. This responsibility starts with the board. And we won the privilege of
representing our communities. We took the responsibility of setting the direction of the district. And something that I asked myself is how have I helped advance the culture of achievement in board district 3. And one of the
proudest decisions I have made as a board member was initiating my student advisory council. Last Wednesday we hosted our final student advisory council and it was the last meeting of the 2526
school year. We had 12 seniors this past year. All 12 will be going to college after high school graduation. Of those 12, eight of them are young women. This is a culture of excellence. But I want to make it clear that this was not
established by me. The students established it and all the board district 3 team did was show them the options. So we talked about college. We also invited staff from our CTE division to speak with students about their
options. So please again as I said Ame is a co-sponsor to this resolution and thank you board member Ortiz Franklin for bringing this to the board. >> Thank you. Thank you Gonz and then Mr. Yang. >> Um well I will also thank board member Ortiz Franklin for bringing us a
celebration of our amazing students this morning but also for bringing this resolution to the board. Um, I feel like college signing days are some of the most joyful and fulfilling opportunities just to to celebrate the incredible work of our students and their families. I also want to highlight increased collegegoing rates is a result of hard
hard work on and support on the part of our staff, our teachers, our counselors, our principles. So, also want to recognize the village around each and every one of our students that enables them to open up their pathways to their dreams. Um, so thank you so much. I'm excited to co-sponsor and I look forward to celebrating the future class of 2026.
Thank you. >> Yes. First, I wanted to congratulate all the students who are here today and have committed. You know, it's a very big decision. Um, and all of you are going to really, really amazing schools. Uh, commitment day is also just such an important day because it's a manifestation of all the hard work that you guys have have been doing for the
past, you know, 12, 13, 14, I guess technically 8, 17 or 18 years, like your entire life. And it's a big decision and it's a very pivotal pivotal moment in life. And I know um that a lot of the work in the district that we do is helping you make sure that you're you're college and career ready. And and
something that I've tried to do as student board member as well is is promote different um opportunities uh and different pathways I guess uh like like board president Schmelson mentioned earlier. Um, and I think there's sort of a stigma um that I hear from students sometimes around going to community
college or trade techs and it's sometimes it's looked down upon, but I love to see that that stigma is being broken with this group of students and with what the district is doing in partnerships with LACCCD and and and all these great organizations that really give a tremendous amount of opportunities to students that they
would, you know, otherwise not consider because, you know, they they want to go to name schools or or whatever. So, um, and and finally, you know, I just want to thank board member Ortiz Franklin for bringing this resolution. Um, I would love to be added as a co-sponsor, and I hope to see a celebration just like this
in board district 3. So, yeah, thank you. >> Thank you um for mentioning that, Jerry, about you know, no matter what pathway you take, it's your pathway and it's your unique um way, your journey. It's your unique journey. So, thank you for
mentioning that. So, yeah, I do want to say a few words. I'm glad to be added as a co-sponsor and thank you board member Ortiz Franklin for bringing this forward. I appreciate the focus on building a stronger college and career centered culture across the district. Creating space to celebrate students
next steps whether it is college, career or any pathway that they choose helps me helps make those opportunities more visible, more tangible and more attainable. This is special because for students who may be in their be the first in their families to pursue higher
education or who have not always seen these pathways reflected around them. Uh moments like this can play a powerful role in shifting expectations and building a sense of possibility and belonging. I also appreciate the emphasis on starting earlier and
engaging families in this process. When students and families have clear information and support, they are better positioned to make informed decisions about their futures. And as board member Gonz mentioned, this would not be a possibility without every single
individual in their school communities who made this made this possible for them and believing in them, providing all the experience and opportunities that they deserve to persevere and make this dream come true for them. And also congratulations to all the students in
particular board district 2, Ashley Les, Maricus Hernandez, Carlos Hain Nicolas, and Horge Lopez. Congratulations to all of you and all the all of our seniors who are moving forward and their own unique pathway. >> Oh, sure.
>> Mine's quick. I just want to congratulate the students. It's an amazing and incredible achievement. I know that we talk about it all the time, but I want you to remember that this is yours and only yours because you're the one who did all that work. Granted, there were lots of people behind you
supporting you, teachers, family members, friends, and neighbors. Your support system was there for you, but I also want you to own that victory, that glory, because you're the one who did that work. And I want you to carry that with you when you go on to college. And
then also remember your roots and where you came from. Always lean on that because there's going to be moments when it's going to be tough. It's hard going to college. It's hard going away. It's hard when you're first generation and it's hard when you're a person of color.
So lean on all of your ancestors, your roots, all those folks who helped you get here because they did it for you and you have that in you. So, always hold on to that. All right. Congratulations to
them. Congratulations to all of our students throughout LA USD who are either going to college or making a career choice. We are proud of you for making it through high school. That in itself is an incredible achievement. So, congratulations to all of you.
>> Any other can't be left out, right? Okay. So obviously a great achievement and as you know first gen going to college and I know many of you guys are setting the examples for siblings in your family as well. And so I want to say congratulations.
Uh as mentioned on this board you're doing something that many only dream of. And so as education is the the light to many future you are doing just that. And so I want to say congratulations to you. Congratulations. and to remember to come
back and tell us your stories because we definitely need that and those that are coming beyond behind you want to hear that too. And so thank you so much for sharing with us today. I I'm really just going to echo what a lot of folks have already said, but I
want to focus on one word I think board member Gurgo touched on in her remarks as well, and that word is perseverance. The reason that you are here, the reason that you've made it to this point in your academic career is because of your perseverance. You're going to need it
for the next four, five years and obviously longer. Many of you are going from schools where probably you know every single teacher by name, every single student by name. Some of you are now going to go to schools where you're going to have a class with 200 300
classmates and you're going to have f folks that care, folks that check in on you, but a lot of it is also going to be left to you to persevere, to endure. So whatever has gotten you this far, keep it inside you. Keep it going. You're
going to need it. and I have no doubt that you all will do amazing things. Congratulations. >> Well, thanks everyone. My hope is that everybody can experience this on their high school campus, potentially early eds through middle schools can come to the high school campuses and see their older siblings and friends, announcing
what schools and uh careers they're pursuing. Um so just really growing this whole vision of commitment and college signing day. So with that, I'll invite the vote and then a photo right afterwards. We do have one late caller, so we'll take that one piece of public comment before we before we get to the vote. Uh, Alberta Moore, 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. Alberta Moore, you were listed as speaking in person. First of all, I want to the young scholars and I want to uh congratulate the board on the work that
you are doing uh and the you know tunitive agreement because you know kids cannot learn kids cannot get to the point of going to college uh without uh teachers and administrators being in place. So I want to congratulate you on
that. I'm a parent. I'm a mentor uh with uh Reclaim Our Schools Community Response System of South Los Angeles Special Education Regional Center as a parent of a sped student that lived a dream of being able to go to college. Uh
he's third year LA uh from LA USD at Loyola Marmont and I'm proud of the work that we've done. But we have to keep doing it. We have to support uh black students. We have to support all students and know that there's a place for all students at LUSD to not only uh
learn but to thrive and to move in the future. So once again, Alberta Moore uh giving a shout out for all the work that uh you do. Um Smearrison, you know, I love you. I was on your uh special education committee. Um, so thank you
and continue to keep students first, students the priority and know that every student has the opportunity to go to college and thrive. >> Okay, that concludes public comment. Now it's time for the vote. Having been moved by Miss Ortiz Franklin, seconded
by Miss Gomez, uh, Miss Newell, >> yes. >> Dr. Rivas, yes. >> Mr. Melvin, >> yes. >> Miss CGO, >> yes. Miss Gomez, >> Miss Artis Franklin, >> yes. >> Board President Schmorson. >> Yes. >> Student Bo Yang. >> Yes. >> All right. And that's a yes from Miss
Gonz. All right. Unanimous. >> Awesome. Well, I invite everybody who's wearing college gear to come on up and take a photo. Some can be up here, some can be down below, but we got a lot of good flags, so don't block all the flags. Uh, congratulations. Thank you everyone for Commitment College. >> All right. So, there's going to be a
quick photo op, and then after that will be superintendent report. So, let's get this beautiful photo going. >> Wait, where's your Okay, as folks are making their way out, we're going to cue up the superintendence support.
You need Okay, folks. We're going to get back to the regularly scheduled order of business. >> We'll now continue with superintendence reports. >> Thank you, board president. Good morning again, everyone. and thank you again for allowing us to be part of that that
amazing celebration. Um, as far as superintendent reports, I have two items today. We're going to tee one up now and the other one is going to come a little bit later uh in our day just to be mindful of our impacted calendar. Uh, our first item is a very exciting one and it's highlighting our summer of
learning 2026 and the amazing offerings that will be available for our students, families, and communities uh this summer. Uh, as usual, we will offer programming for TK through 12 students, including literacy and numeracy support in the elementary grades, credit
recovery and transition support for rising 9th graders and secondary schools, and specialized enrichment opportunities such as beyond swim ready programs at eight of our school sites. Uh we're also working to make participation in these programs uh as open as possible via transportation
services because we know that that can be a challenge for some of our families. Uh we know that these efforts reflect our continued focus on keeping students engaged, accelerating learning, and preparing them for success in the upcoming school year. At this time, I'd like to invite Dr. Francis Bayz, our
chief academic officer, to present additional details about this year's program. Dr. Bayz, take it away. Is the microphone on? There you go. Good morning everyone. Good morning uh acting superintendent. Uh it's a pleasure to be with all of you board president, board
members, and also it's great to follow the commitment signing day celebration. I hope you're able to see that I'm wearing a UCLA shirt. That is my elma mater. So I went to Cal State LA to get my teaching credential and my BA at UCLA and then my PhD at Claremont Graduate
University. So really hoping that our students really enjoy school. I also want to thank Brenda Pensamto and Carol Alexander who are the ones leading the large initiatives that help our students reach college access and of course um many many team members that support that
as well. I'm here to share information about um summer school and so we're going to kick it off first with a video uh regarding summer school. So, take a few minutes to see this. Summer isn't just a break, it's an opportunity. This year, Los Angeles
Unified invites students to join our summer of learning with the theme, learning with purpose, reaching your goals. Programs will take place at select school sites from June 22nd through July 20th. Our TK through 7 programs help students build strong reading and math skills with engaging
lessons, small groupoup support, and hands-on steam experiences. Specialized programs are also available to support diverse learners. High school students can take credit recovery courses or engage in enrichment opportunities to stay on track for graduation. Through
our dual enrollment program, students can even earn college credit in partnership with the Los Angeles Community College District with courses in health, ethnic studies, languages, math, and much more. Incoming ninth graders can get a head start through our rising freshman success program designed
to prepare them for high school. And for the first time, advanced learning opportunities will be available for fourth, sixth, and seventh grade students who meet one of the LAUSD gifted criteria featuring projects, career exploration, and play that spark curiosity, creativity, and teamwork.
Students will also enjoy after-school programs, meals, and transportation for eligible participants. But summer of learning is about more than academics. Whether you're catching up, getting ahead, or discovering something new, every experience helps you move closer
to your goals. Make this summer a time of growth, exploration, and fun. Sign up today and learn more at lausd.org/summeroflearning. Right, so that's an overview of our summer school offering. We will offer summer school programming for all
students uh from grades TK through 12th grade. And here you see the various offerings. And in the next few slides, I will describe each program in much more detail. This is the schedule of summer programming. In grades TK through 8, the
hours are 8:30 to 12:00 p.m. In grades 9 through 12. Period 1 will be 8:30 to 11:00 a.m. and period 2 will be 11:30 to 2 pm and periods 3 and 4 is for via virtual egeneuity classes for students
who need to complete additional coursework. So two periods are face toface and then the remaining periods are for virtual learning. Beyond the bell services will be offered from 12:20 to 6 pm at TK through7 summer
school sites. I would like to expand on the Beyond the Bell schedule. Beyond the Bell will offer a program from June 15th to July 24th. And the reason I'm expanding on this one is because it's offering more days and it's filling in some gaps in
between vacation time. Their hours are also different than what our summer program led by teachers consists of. So I want to really make sure that people pay close attention to the dates and to the hours. So we're broken down into three different periods. Beyond the bell
will offer services from June 15th through the 18th from 8:00 a.m. to 6:00 p.m. except on June 19th which is a holiday. And then the second period is uh operating a full day and afterchool summer program. For example, in a TK7
site, we'll offer summer school 8:30 to 12:20. And then beyond the bell will provide extended learning from 12:20 to 6:00 p.m. And at sites where summer school is not operating, the program hours will be 8:00 a.m. to 6:00 p.m.
Lastly, from July 21st to the 24th, when summer school ends, Beyond the Bell sites will remain open from 8:00 a.m. to 6 pm. I also want to note that this is uh also um being staffed with our contracted service providers. We have
approximately 25 providers that are also helping us with keeping these sites open before and after school. Now I will present uh the program details. This is another important deadline I really want to make sure that everyone
pays close attention to. May 15th is the deadline for parents to apply for transportation. Uh so for students whose IEP includes transportation services that will be they will be provided transportation because is in their IEP. For students
without an IEP in TK through 5 students who live outside a onem radius from the summer school site or for grades 6 through 12 outside a two-m radius from the summer site are eligible for transportation. Again, I want to emphasize the May 15th
deadline in order to abide with the labor agreement and properly route students. Now, if some parents apply after May 15th, we'll check to see which routes are already scheduled where we can add those families who are applying after May 15th.
In the past year, students who applied by the deadline received the B bus route. So, I'm hopeful that we'll be able to accommodate all. Breakfast and lunch will be provided as well as supper for the students in Beyond the Bell. To expand on the TK7 summer program,
students will receive language arts, math, science instruction, hands-on exploration, problem solving, enrichment, and collaboration. So we really focused on the standards that students needed more support with and and tailored a curriculum that's
internally developed and supported to support students in closing those gaps. And this will also help with acceleration. We will also be providing acceleration opportunities for our students. Students who develop models will develop models to apply the next generation science standards uh during
the science time and we will be focusing on reading comprehension vocabulary. will be accelerating math concepts and offering students an opportunity to take algebra um earlier with the right supports. In grade eight, we were we will be
offering a rising freshman success program. Uh one is called the compass experience. So this is for incoming 9th graders who will participate in these any one of these two programs. So in the compass experience, students participate in an orientation to support a su
successful transition to high school, including readingformational texts and learning about graduation requirements and available school programs. In the math mindset course, the students take foundational numeracy to set them up for success and students receive a G
elective credit. This course is offered at the neighborhood high school and students are registered through the middle school counselor. So this is one of um we continue to perfect this particular program for our students who are entering high school and it's um something an opportunity that we
encourage our students to take because they'll enter high school with with credits. Now uh in grades 9 through 12 we will offer credit recovery in periods 1 and two. Uh and this will be face toface. So this is in person. So periods 1 and two
is in person and then three and four is through egeneuity. uh and that's virtual and it's asynchronous. In terms of the specialized programs, it'll consist of migrant education for students. Uh extended school year, those are that's for the students who have an
IEP. And this is for ages grades 3 through 22. And then our international newcomer programs for grades 9 through 12 for students who recently arrived to our country. In the area of enrichment, as we continue uh for the first time, we will
offer gifted and talented programs in fourth, sixth, and and seventh grade. So for fourth graders, they'll participate in a play-based problem solving com which combines project-based learning and real world problems. In sixth and seventh grade, students will participate
in career exploration lab where they will engage in collaborative hands-on projects to explore real world careers. Students can enroll through the gate coordinator at their school site and in the summer school website as well. To continue in the area of enrichment,
we're offering math acceleration for students in grades six, 7, 8, and nine. And the goal is to help students reach algebra or one or beyond. And so this spring, what we've done is provided the schools with information about which students meet the criteria to accelerate
in math. So students who are attending some summer school can accelerate in their math coursework um as they enter the new school year. Senior high school enrichment opportunities include locally designed courses such as art, theater, social
science, CTE, English, and math. The UC CSU college essay course gives 11th grade students a head start on their college essays through small groupoup instruction and personalized support. And then our third high school enrichment program is dual enrollment.
And this is an opportunity for students to take college level courses by an LACCCD instructor in language other than English, math, ethnic studies, and health. So those are the courses where we encourage our students to participate in dual language. So these three
offerings are for our senior high students. This summer is another opportunity to deepen enrichment experiences for students through regional enrichment camps. We will offer two in elementary and two in middle school. In elementary
we'll offer a various arts disciplines and also steam. And then in middle school again the arts disciplines and esports and board games. And we also encourage our students to look at the summeroflearning.lausd.org
website where they can see all of the enrichment programs. We've also embedded a college field trip which we are calling goal quest college trip. Uh and and this is for grades in 9th uh through
11th. Um, and this is June 16th, 2026 from 7:30 a.m. to 7:00 p.m. where students will have an opportunity to visit both UC Santa Barbara and CSU Channel Islands. Registration is on the website enrichment.lausd.net.
And we uh we anticipate taking about 120 students on this trip. And here you see the number of sites by board district and region that are offering summer school sites. And then the beyond the band beyond the bell standalone. Now beyond the beyond the
bell standalone sites are sites where the daytime summer program is not taking place or led by teachers and then also our specialized programs. I encourage everyone to visit our our website at lausd.org/summeroflearning org/summeroflearning
for additional information on summer school. Thank you for your attention and now we're happy to take questions >> for district one. Miss Newell. >> Yes, thank you. Uh thank you for the information and um just grateful that
our district is providing this this summer. Um question on the when you say TK to7 is that students that are in TK to7 school year 24 25 26 how does that work >> that that is for our current students
that are uh in that grade level >> so if they're going to the eighth grade they would go into a different program >> if they're rising the eighth graders would be the rising freshman so those are the students who are going to go to that ninth grade course where they are going to be participating in uh the high
school orientation, >> right? But if you are going to the eighth grade, you're still considered TK to 7. >> Yes. >> So, you would be in that program. >> That's correct. >> Okay. And then in the enrichment programs, it says middle school. So, again, those students that are TK to 7
today. >> Yes. >> Is a part of the middle school program. >> That's correct. >> Elementary, the same thing is students that are TK to fifth grade are in the elementary program. >> That's correct. >> Okay. So, if they're going to sixth grade middle school, they are not going to the middle school program.
>> That's correct. >> Got it. Okay. And what uh the dates for the enrichment camp? The dates for the enrichment camp are they should be on the website if I don't have that handy here unless I have a
team member close by that can provide that response about the dates for our enrichment because we do have enrichment before and after. We have two periods where we have our enrichment. >> Was that enrichment campus separate from summer school schedule? Is that correct?
>> 15. So board member, it depends on the type of enrichment camp, but it looks like June 15th through the 18th. Elementary, middle school, June 15th through the 18th. >> Um, sorry, depending on the region, but it looks like across the board, mostly
June 18th, June 15th through the 18th. And then there are other like science opportunities uh and esports opportunities that start July 21st through the 24th. But if you go to the website, those dates and ranges are there.
>> Okay. So, region enrichment camp is four days, June 15th to the 18th. >> Yes. So, it depends. So, right now we have elementary region art enrichment camp, middle school region art enrichment camp that are both June 15th through the 18th. Okay. >> At certain schools. Yes.
>> At certain schools. And then, so that's the only enrichment camp is those four days. >> Uh, no. And then we well we have a science center which is June 15th through the 18th in region east and region north. And then in the south and west it's July 21st through the 24th.
But it's mostly our camps are happening June 15th through the 18th or July 21st through the 24th. >> July 24st through the 24th. >> You can see it on this slide. Slide 19. It's um the right below where the student is writing on the on the
whiteboard enrichment camp option one June 15th through the 18th and option two July 21st through the 24th. >> Got it. Okay. Um and then Beyond the Bell. So Beyond the Bell
is separate from our summer school, right? We have a combination. So there's three different programs schedules for BTB. >> Okay. >> June 15th through the 18th is at all the sites. All sites meaning the standalones
without the K7, the TK7 program in addition to the TK7 programs. So the standalones are where we don't have those TK7. So it's all sites. And then June 22nd through July 20th is the full day program. in addition to the
afterchool sites and then July 21st through the 24th again all sites uh is where we will have the BTB programming. >> Got now the afterchool sites is that only if you're part of the full day program or can you do after school site
independent of any other thing? >> You can do independent of the other day as well. They would have to enroll and be on the bell though. That's one of the the important criteria here is that everyone will need to have an application on file to ensure that we we um are prepared for them the first day
first day anytime they they come on campus if they don't have an application they can fill out an application and be part of our BTB program >> and the afterchool sites are set sites that's different from all sites >> the all sites combine two the standalone
where there's not a TK7 and the TK7 that means That's what constitutes all sites >> standalone plus TK7 >> and then after school sites is different from all sites
>> when it's a standalone. Yes. Wonder if it's becoming confusing here. Let's see how can I >> So the way that I I'm reading this is that the May you go back please Dr. Bias to that same slide. Okay. Right. So the afterchool program is meant to
essentially supplement at schools where there is an academic summer school program, right? So in theory, it's kind of like regular school. So the the student would go to summer school in the morning and then they could stay on campus from 12:20 to 6 and beyond the bell. Again, very similar to the regular
experience. The full day sites are campuses where we're not offering academic summer school, but if students still need care, mom and dad, uh, guardian can bring the students there and have them there from 8 to 6. Is that correct, Dr. Bayas? >> The full day program include the
academic program. It the full day program is academic plus the afterchool, >> but it's not the ones that are led by teachers. >> They are. >> Can I have a beyond the bell or Adriana? Maybe we can explain it a little bit more clearly. I'm that parent that's
like on the phone right now confused and I'm like I don't know but I know I need help. That's that's me right now. >> Oh, good afternoon. Uh Superintendent CH is correct that there are these programs like the little thing that makes it confusing is June 15th to the 18th when
their summer school program does not begin. But once the summer school program begins, there'll be programs taught by teachers from 8 to 12:20. And then you'll have beyond the bell programs from 12:20 till 6. Independent of those sites, there'll be also sites that run from 8 to 6 without that
teacher-led intervention program from June 15th all the way to July 24th. So if your child needs that instructional program, they're available to attend it from 8 to 12:20 and then be involved with the Beyondthetell program. And let's say your child does not need that instructional uh intervention, then they
can go to our other programs from 8 to 6. If you had some numbers that might make it easier for you. So we have 167 sites that will be supporting that TK to uh 7 summer school program and then we have 185 that will run from 8 to 6
without having that TK to7 instructional program. >> Okay. So the full day program sites that number is 167. >> Uh I would say the full day beyond the bell only is 185.
>> And then the ones where we have the instructional program first is the 167. >> And can I just ask those are distinct sites. >> Correct. They're unique sites not on the same campus. >> Not the same. >> Not the same. Correct. >> Okay. So because I think I'm
>> it is confusing. Yeah. I'm happy. >> I'm very confused and the parent that is on their cell phone right now is totally confused. >> So when we go because I was trying to do that too. I was like, "Let me just look it up. Let me see. I'mma I'mma be that parent because I am that parent because
I am looking for the seventh grader and I am looking for the fifth grader right now." So >> summer school schedule is very different from Beyond the Bell schedule. Correct? Yes and no. Which one is which one
bleeds into the next one? >> So, summer school schedule, let's say your seventh grader goes from 8 to 12:20 to a summer school program. >> And then after that 1220 program is over, he or she can attend the Beyond the Bell program from 12:20 until 6. >> So, it kind of depends on what school
that they they go to, but they'll have an option. Every student will have an option from 8 to 6:00 p.m. at any L USD school. >> Okay. But if I just needed the afterchool site, which is the 12:20 to
6:00 pm, that would be at a different site. >> No, it could still be at that site that that child goes to. >> Okay. Okay. I'm I'm >> so they could not go to the summer school from 8:00 to 12:20 and attend the Beyond the Bell program from 12:20 to
6:00, but they could also go down the street and attend a Beyond the Bell program from 8:00 a.m. until 6:00 p.m. as well without that instructional component included. >> Got it. Okay. And then the June 15th to 18th, that is all sites, but that is totally separate from summer school.
That is strictly beyond the bell. Correct. >> Correct. >> Got it. And the same is those those sites are the same in the July >> 21st. Yes. The summer school will not begin until the 22nd and it will also end on the 20th. But in order to be open
for 9 hours, that's why we have those programs open from June 15th all the way to July uh 24th for 8 to 6. >> Got it. I'm not going to confuse y'all anymore. I'm going let Kelly go ahead and say something and I'm going to look up some stuff. >> Similar confusion. Um no. Well, uh to
start on a really positive note, I think that uh you know, it's been an evolving conversation around our summer offerings. I think one, we want to ensure uh the provision of of child care and supervision because we know our many of our families work throughout the year, not just during the standard school year. So, um obviously that is
both our summer school and our beyond the bell offering. So, I appreciate just the expansive options that we are um making available that there's a focus on academics and rigor, but as has been my drum beat for numerous years is like where is the joy, where's the fun because our students deserve to have
joyful experiences in the summer just like their more affluent peers may have. Um so, I I just want to note and appreciate I think the the compass experience, the uh the bridge was it Bridgequest College tour. Um so some of the different areas that we are that we
are adding and growing. Um I wanted to also share so um I know we'll be talking about early education later today. In terms of distinguishing which different program sites are where um they have a really nice like color-coded map around the different types of early education centers we offer. I might just offer
that we might for our visual learners um we might want to include a color-coded map. you know, like beyond the bell is only is one color and enrichment camps is another color and our TK through 7 is one. So, um just might be make it a little bit more user friendly um so that
our families can easily navigate and get to the programs that are most relevant for their child. >> Thank you. That's good feedback. >> Okay. Of course. Um and then also on a positive note, I wanted to uplift the swimming program. I wonder if anyone could share about the swimming program because I think this is a huge asset to
our communities especially at a time when LA cities pools there are fees associated with them. Their hours are more limited. Um so if either of you could could speak about that I think that'd be great to know. >> So we we will be offering a summer program at schools that have um swimming pools that are um that are able to that
are usable. So um John can speak more to that. >> Yes. So our I'll speak briefly about that. So there are eight high schools that will be utilizing the swimming pools there. Uh students from LUSD will be eligible to attend that program and I believe it's a swim ready program. So it
is teaching students the basics of swimming and this is taught by certified lifeguards and so this would be open to all students in grades TK through 12. >> Yeah. Which is we know that swimming skills is like a life a life-saving skill for for students. Um but that the
program is free, right? and it's open to all um elementary and middle school students TK through 8. So um I think we should we should spread the word um near and far on that one because I think it it is a really important service to our communities. Um and then on the
enrichment camps, I'm excited to see a growth in the enrichment camps and that we are bringing them back that there's now the gifted programs. I just want to uplift that we should be mindful, thoughtful, and strategic about where those programs are located. So I'll just because I am located in region north. I
will just uh focus on the region north location. The region north location is at Nobel Middle School. Um there there are not enrichment programs in the east San Fernando Valley. That is where the need is located and that is where the need is the greatest. So I would advocate it. It may not be possible to
change for this year but that maybe we want to strive for one in every board district so that every community has access to an enrichment program. And ideally we would go even farther. um so that all of our communities have have the true ability to be able to enroll in
the types of programs that kids are excited about and that are engaging and fun. Um so just wanted to offer that feedback. >> Thank you. We'll always look towards um expanding the programs for there's where there's greater access. Thank you. >> I'll do go ahead.
>> Great. Thank you. Um thanks to Miss Gonz for mentioning the swimming program which is great. I'll note too, just for those folks who are listening, we are always in need of lifeguards um during the school year. We have some pools that are closed um to student use because we are not able to hire lifeguards and I appreciate Frank Sorado and the team who
have been doing more to promote that um maybe with recent um wage increases. We'll also see some success there. But uh just note, I don't know if it's true for summer school, but I know for swimming programs throughout the year um that we have some concerns because of lifeguards. Um and yeah, and I'll just
kind of quickly echo my colleagues. I think substantively this is amazing. Um the expansion of summer opportunities in the last few years for for all students um the different types the diff the availability. I think on the communication front we still have a lot
of work to do. Um one and I'm a broken record on this. I think we need to start getting this out earlier. By the time I know I hear from a lot of my constituents, by the time that we've promoted our programs or the website is up, private camps, summer schools programs have already filled up their enrollment and a lot of parents have put
in, you know, deposits, some of them non-refundable. And so I think we're leaving a lot of opportunity on the table for families just because these are out too late. So I'd really encourage us for next summer um to start thinking about doing that as soon as kind of school returns in the in the new year in the calendar year. I'll also
note too, just while I'm on it, that I think it's also I'm hearing from some families on the district's website, the academic calendar for the fall still does say tenative. I know that's because of nuances around labor and it does mention that it's board approved, but we've heard some constituents who have said if you go to the website, the
calendar does still still say the fall calendar for the school year does say that it's tenative. I just the more that we can communicate why and and how we do believe that school is starting on a certain day. But um so on this uh yeah I think >> even just the conversation that Miss
Hendy Newville was having the the conflation of terms a little bit okay >> in you know beyond the bell is a is a district program it also makes sense during the school year when it is literally beyond the bell but summer when it's a nineto-five program it's not really beyond the bell and so we want to
call it enrichment but enrichment is something else distinct we also have camps but what I when I'm talking to parents those beyond the bell sites our camp. Basically, they're nonacademic uh programming. And to Kelly's point about um you know, creating joy and
opportunity for uh um for all students, that's really what those are. But I think when you see enrichment, no, that's not it. Camp, that's not it. Beyond the bell, you're unclear. And I will say, you know, when you Google just L Unified Summer School, it does take you to our summer of learning. But even the the heading, it's like elementary
school programs, middle school programs, senior programs, enrichment camp, beyond the bell. It would be really nice if we and this is something that I think we should be able to turn around in a week or two like you know even having some interactive like what grade is your child in third grade. Where do you live? Great. Here are your what are you
looking for 9 to5 or 9 to 12? Great. Um because also even some of the frequently asked questions are a bit confusing. Is there an eligibility requirement? Yes. Will everyone who applies be accepted? Yes. Those seem to be contradictory. Um can students attend more than one
program? No. but then they may apply to them participate in enrichment camps where available. So I would just you know again I think you're hearing the same thing but we really want to utili increase utilization of these programs because there are so many great opportunities and I would hate when we're back in the fall to to look at
capacity and enrollment and be way below because of this. So to the extent that and I know board offices would be helpful or would be happy to do focus groups or kind of get some of our parents involved but the more that we can market and be really clear like this is what's happening. If you're looking for a full day, if you're looking for just fun programs, if you're looking for
academic programs, um I think that's just the key key continued feedback. But substantively again, Francis and team, it's really amazing what we're offering. We just want to make sure families are aware. >> Okay, thank you for your feedback. >> Questions Carla? Yeah, I don't Well,
maybe it's a question, but um regarding the program for the gifted and talented, um the play-based problem solving and career exploration, I think we should expand that to all students. Like I I think all students
could benefit from that kind of learning. I think sometimes we look at students who are um who are below grade level or need to catch up and we do the more stricter root, you know, um wrote
yeah boring education that feels like work in the summer and I think all kids can learn play b in a playbased setting. So um I would like that to be an option for all of our students and particularly our students in who you know who have
disabilities who learn in many different ways and um yeah so that's what I would like to see more of. I I agree with that and I want to draw your attention to what all students will be receiving. Although you see literacy and numeracy,
it's not as teacherdirected as you're describing, it is student centered and engaging and students will be creating hands-on projects. So there will be that component in our summer programming. So um I do invite you to come out. I know you've been in our to our summer
programs. I do invite you to come out and to support with um to see what ways we can improve um our programming. But there will be a lot more hands-on activities that you'll see. Students should be walking away from summer school with the project that they created in science.
>> Yeah. Because then it makes it more meaningful, right? I mean, that's why we do it for our students who are gifted and talented. We give them work that is more meaningful, more creative, really expands their um their uh knowledge and and I feel like all kids deserve that.
So that's and I I appreciate that you're saying that you're adding some of those into the literacy and numeracy and I will go visit in the summer. Um but I just want to note that that I I feel sometimes in education we tend to think that the kids who are struggling need the more rigorous what we call rigorous
and you know more um textbookbased or more uh you know teacher um driven kind of learning and um yeah and I think that makes it harder >> for provide an example of what we offered last summer. So for our students
who weren't passing algebra, we provided them a program where they had virtual reality goggles. And the virtual reality goggles help students understand how to use certain math problems to solve a a real world problem because they had the VR. So it was for example how to um land
a plane, how to fly a plane. Um they had certain experiences and and problems that they had to solve but solve with math. And students felt that that was much more engaging than the math they had throughout the year. So, we want to expand those kinds of opportunities, but we hear you loud and clear. We don't want the same of the uh the same thing
that they've been getting all year long in the summer. So, for in kindergarten, we're going to be engineering sun hats and then bubble wands in first grade. In second grade, bandages. In third grade, uns upcycled toy vehicles, um rescue shuttles, parachutes. So, we have a
grade level specific project that students will be working on to get away from what you just described. We're on our way, >> Dr. Rivas. >> Uh, thank you Dr. Francis for um just providing us with all of the information
that is out there. This is a lot of work, a lot of planning. Um, so I do, you know, echo that um comments from my colleagues about, you know, this is a this is great. Um and also I echo the same is like you know um it's a lot and
um we just wanted to to be more parent friendly you know so for instance I'm a mom of a high schooler and um so I was looking at the local locally designed courses and I'm looking here on the
website it's not really um I I don't it says here to register for the local design enrichment please contact your child's teacher or counselor. So, say I go there and they said, "No, we don't have this program here." So, it would it just seems like,
you know, um it's not very helpful in terms of, you know, does my school have it or not? And then, so I think it should be clearly listed here more a bit more information. So, I think it it would be great if the website could be a little bit more interactive. Um but you
know just navigating through it it's like okay what you know um there's a lot of options so what is the best one for my child right so just something a little bit more friendly um easier to navigate and then also for beyond the bell
um when I click here on programs uh beyond this beyond the bell summer Richmond program sites and then I click on the school it's just a long list of all of the schools It would be great if it could be broken down through by early
ed, elementary, middle school, and high school because I have to go through, you know, this long list to look for my school. So, it's just, you know, for some parents, it'll be a little sort of it would be overwhelming to like where's my school? I don't a lot of questions and then they end up calling the school.
So the more it's easier to navigate here on the website, I think it will be um just helpful in in determining beyond the bell and then also um you know which program is best do I want my child in.
So it's it's a lot of great info and I got a lot of wonderful programs. It's just um it's just you have to read through everything and then after after the end of it, I can see myself being like, "Okay, what which one's the best?" You know, obviously I want to talk to my
child and be like, "I don't know. I don't know." Um not that he would say that, but I mean, I'm assuming some other kids would. Um so, no, I I think, you know, this is great, but yeah, if it could be a little bit more um user friendly would be wonderful. And then I
did have uh just a question apart from you know um how to register um and looking for the right program. One second here. So so given the range of all the offerings from early literacy and numeracy to high school credit recovery and dual enrollment which which
is great across both inerson and virtual models. How um are you ensuring that the coherence between the summer instruction and the regular school year uh so students don't experience fragmentation but instead see real lasting academic
progress so when they start the new academic year you know they've gained those those skills or that knowledge or that experience um to get them ready for the new academic year. >> Absolutely. So the first part is thank you for your feedback on the website and we'll definitely work with the website engineers to make that happen. um all
the feedback that's been prov uh been provided here in terms of the coherence and the continuity of learning from what they get in the academic school year to the summer. Um an example of that would be uh the accelerated math pathway. So our goal our ultimate systemically our
goal in LA USD is for students to get access to algebra 1 sooner because we know that algebra is the gatekeeper to college and to other opportunities in life. And so the acceleration we're offering students is accelerating sixth grade math, seventh grade math, algebra,
and even get to geometry. But we use summer to help leverage that for students, but only if they meet certain criteria because we don't want to accelerate without them without ensuring that they're going to be successful and giving them the right supports. Another way is the curriculum that we've developed has is related to the
standards that students need more support with. So kinder through second will be foundational reading. So ensuring that students are fluent readers and then um continuing on with vocabulary and comprehension and any of the standards in math that lead up to algebra proficiency are the standards we
focus on which are the standards we see students need a little bit more help with. We also look at progress monitoring data to see what grade level is needing more support. We've seen historically sixth grade has been an area where we need to help support with that transition to middle school uh to
to really deepen their learning. So, uh, we are really tailoring, um, the opportunities and experiences students are getting to the grade level. So, it's grade level specific and also addresses the standards because there's a continuum of learning in language, arts, and math and standards that build upon
one another. So, we're basing our lessons on the most high lever standard that the student will really um, really maximize like this is the main one that's going to help them throughout the next grade. So, that's how we're creating that coherence. >> Wonderful. Now that's that's that's
great to know. Um last two questions. So at the school site who is able to is it the teacher or the counselor that is guiding the student or the parent saying hey they have these great offerings you should really take this or this this will be you know like encouraging them
and also guiding them. So who at the school site will be able to guide parents and and students. So we have provided our principles with a communication toolkit and and also providing them with information for for them to hold the coffee with the principles. Of course it started at the region level with their region
superintendent providing that information and then at the school site level for the principles to provide that information and more um support is provided through our counselors. So in some of these instances, the counselors are the ones who are enrolling the students or the gifted co coordinator,
the coordinators, the coaches, they're the ones supporting the students with enrolling in particular programs that they're interested in. With Beyond the Bell, there's always an afterchool provider there, someone who can enroll the students in those programs as well and guide them as to what school will be
open to to leverage those uh those programs at those school sites. So maybe for the local design enrichment instead of saying please contact your Oh, it does say your counselor. Um your teach your child's teacher or counselor. So for registration information. Um
so I'm assuming not at every school would the local design enrichment be offered at for for high school students? For high school students, it's it's mostly all, but um in some cases, actually, it's all high school stu all high schools will have the opportunity
to offer the um virt. Um so, they should reach out to their high school counselor to ensure that they're enrolled in those programs so they could be programmed for the summer. And then lastly, the um the for enrichment for senior high preparation
for UCSU college essays. Uh where could I find that information? I was looking for it here on the website and I couldn't find information as how my child can get um support on that. >> It well I'll ask one of my team members to come and respond.
>> Good morning. So that information is available on the enrichment website. So enrichment.lausd.net and that's where families or students would register. >> But it's not in the summer of learning website. >> No, it is not because it is not part of the credit recovery program.
>> Oh, okay. Yeah, it's on the summer of learning. Sorry. The summer of learning website has that information under enrichment. >> Oh, enrichment camps. >> Yes. >> Gotcha. Gotcha. Gotcha. >> So, it's one of the programs. >> Science, hands-on science, esports, gold
quest. No, I don't see it. >> Okay. I we're happy to meet with you separately, too, to to walk you through it. But we we get the the feedback from all of you is we have to improve communication, improve our website, and we will work on that. Okay, thank you so much.
>> Other questions, board members, go ahead, Tanya. >> Super fast. Appreciate the willingness to adjust the website. Um, is the accelerated math the same thing as the Escalante program or are those separate? >> Those are separate programs. >> Can we also add the Escalante program because I think that attracts a lot of families even though we don't necessarily run it and I know that's
complicated. And then if I am a fifth if I just am finishing fifth grade this June and I want to go to my sixth grade for like a bridge program. I know that was something we were exploring for a while. Is that possible this year or can we revisit for next year? >> We can revisit it next year. We are offering we've provided guidance to
schools on how to offer that. It would be funded through the school site to continue that program. >> Okay. Thanks. >> When else I have a question trans uh thank you for all this. I mean, uh, what a giant puzzle to put together. I appreciate it very much. Transportation,
that's kind of important to me because if we don't start off smoothly on the very first day, everybody gets very upset and I want to make sure that everyone doesn't get upset. So, for example, I see that you must request by May 15, 2026.
And I believe that you will be picked up at 6:00 if you are I believe you'll be picked up at 6:00 if you're part of the program that stays to six. So that's something I want to check and make sure that happens. That's really important.
And uh uh we should have plenty of buses I would hope this summer. I hope we can use LUSD buses and LA USD drivers this summer because there shouldn't be a problem with uh too many people being picked up and shipped. So, I hope that happens. And uh we just want to make
sure the transportation is nice and smooth. I guess they'll receive something in the mail like when you're uh with permits with transportation or something that tells you what bus stop you'll be at. And of course, you'll have people say, "No, that's too far from my house." And all this stuff. So, the sooner we get this uh set, it better it
is for a good first day opening. If you start off fine, the whole summer will be fine. I guarantee >> that's correct. >> Okay. All right. You got it. Thank you. Thank you, Dr. Bayas and team for the presentation and definitely board, we hear you on the feedback. The team will
work on some refinements to the messaging to make it a little bit more user friendly and of course with the website as well. the the offerings themselves, I think, are incredibly expansive. There really is something for everyone. It's just a matter of accessibility and making sure that our
families know how to get the services that their children may require. So, thank you for the feedback. Uh my second report uh this morning uh is going back to uh and it's excuse me it's an interim progress update on implementation of the
board's resilient schools extreme heat mitigation and disaster preparedness resolution which directed staff to strengthen disaster preparedness planning, accelerate campus heat mitigation investments, and conduct a comprehensive study to inform future policy regarding synthetic turf fields.
Protecting students from extreme heat, frankly, is no longer a seasonal issue. It's something that we used to talk about for maybe August, September, early October. Uh the reality is that it's it's now something that we have to be mindful of uh year round. Our responsibility is not only to respond to
heat events as they occur, but to prepare our schools so students can continue learning safely before, during, and after heat events. Heat resilience, frankly, is not only an operational or a facilities issue. It's essential to protecting instructional time,
supporting summer programming, and maintaining safe outdoor activity opportunities for students. To be really candid, it it impacts the ability of students to learn if they are hot. It's as simple as that. So, we have to make a concerted effort as a district to
provide a learning environment that is comfortable and cool so that our students can engage in learning. Today's update reflects early progress towards translating board direction into practical improvements at school sites across the district. Since adoption of the resolution, the district has
advanced work to strengthen heat illness prevention protocols, expand site level preparedness guidance, and continue investments in tree canopy expansion, shade structures, ventilation verification, and HVAC modernization to improve learning conditions,
particularly during extreme heat events. Staff are also continuing stakeholder engagement and technical analysis as part of the synthetic turf study directed by the board and findings and policy recommendations are anticipated to be presented to the board later this
summer. With that, I would like to invite up Dr. Deborah Bryant, acting chief of school operations, and Miss Christina Tes, chief facilities executive to provide additional details on our progress and next steps. Dr. Bryant. >> Good morning. Thank you so much. acting
superintendent chate and board. Um so this morning we're going to provide an interim update on the implementation of the resilient schools resolution. And so what we're focused on the resolution is going to focus on three areas.
Preparedness, infrastructure, and turf policy. We're making progress on heat response and facilities. And the key milestone is turf policy recommendations this summer. So here's a quick agenda. So I will be covering the disaster preparedness and
facilities will be covering infrastructure investments, turf policy work and next steps. So we follow a comprehensive framework that establishes district-wide approach and to prevent and to respond to climate
driven hazards align with LUSD emer emergency services and also our office of environmental health and safety. Along with that guidance we also worked with Dr. from Mahultra's team where we follow the guidelines for preventing uh
heat stress which is bulletin 963.3 and in that bulletin it provides clear guidance for prevention monitoring and defines roles and responsibilities for our staff and for our members of the district. We also have ongoing training,
staff training and communication. As you know, you've seen OEHS, our office of environmental health and safety does send out our heat advisories, wind advisories, etc. to ensure readiness and to protect students and staff uh and ensure they're safe. So, additional
guidelines that we have, as I stated, we have our preventing heat stress bulletin. And recently we we prepared our enhanced emergency preparedness protocols which focuses on all different types of uh different um emergencies. So
in the event of a fire uh schools are know what to do before after and during a fire. Again we continue to work with our office of environmental health and safety. We follow our uh emergency protocols and we continue to work with our communities with community
engagement. Thus far, we've had a parent meeting on March 10th. On March 26th, we've met with principles, new and former, and um we also met with teachers on April 8th. So, I still have students to meet with, and that will occur
between uh this month and May, labor partners, and in May, we'll uh finish out with our community organizations. Now I would like to introduce Christina Tes and she will continue the presentations and provide an update on what facilities have been doing. Thank
you. >> Good morning board members and staff. I'm Christina Toes the chief facilities executive. As outlined in the resolution facilities is responsible for advancing the infrastructure investments needed to mitigate extreme heat. So that includes
HVAC, shade, and campus greening. And I'll walk you through our progress in those areas. So we know that we're taking a multi-pronged approach to reduce heat exposure across campuses. First, we're expanding our tree canopy. Over 2,000
trees have already been planted since 2023, and we're adding nearly 3,000 more in projects currently underway on asphalt um conversion, which reduces heat retention and improves storm water management. Uh we have 18 acres that
have been converted, another 28, that's about 35 football fields worth of asphalt that is being converted into permeable surfaces. We're also investing in shade through individual projects as well as the larger shade overplay
program which is investing 40 million. And then we've also had cooling strategies at school sites, misting fans provided to all elementary schools in 2024. Those units are available for schools to purchase. And we have a water bottle filling station that was
installed at all of our early ed primary and special ed and elementary school sites. And we are currently expanding those to middle schools and high schools. Um let me talk a little bit about our um
progress with um HVAC. So when we look at our HVAC projects, we're making steady progress both in standalone projects and projects that are part of major mods or comp mods. And we're improving the systems that we're
installing. So all of our new systems are fully electric where feasible. They use heat pump technology and they include MURF 13 filtration to support air quality. And we're also having a verifying the ventilation performance at
53 schools through a grant-f funded effort. That completion is targeted for October. And we're refining how we prioritize future projects, making sure that these investments are guided by system, condition, and need. And then we
continue to staff positions. We have 135 HVAC fitters. We have about a 12% vacancy rate. And that recruitment is always ongoing. So when we look at the use of synthetic turf, that has been kind of an evolution since synthetic turf first came about.
So the first time the district started to use synthetic turf was in the early 2000s. Um and then we ramped up really pro about the um new school construction program where we included synthetic turfs in many of the new schools that we
were building. In 2017, um there was a staff bulletin governing the selection, the use and maintenance of synthetic fields that essentially said where there is a existing synthetic turf that required to be replaced in a
high use field that we would replace it in kind. And then in 2025, obviously the board adopted this resolution which prohibited the use of synthetic turf at primary centers, elementary schools, and middle schools and placed a pause on
high school athletic fields where there is high use pending this study being completed and the board providing direction. So when we look at the turf kind of uh inventory that we have across the district of all the turf we have so
that's looking at all grass and all synthetic turf 92% of the total turf is natural grass but once we start to get into play fields is where we start to see um a difference. So when we look at
all playfields at high schools, um we have about 80% are natural grass, 20% are synthetic turf. But when we look more specifically at football soccer fields is where we start to see about a
60% natural grass and 40% synthetic turf. And that is not on this chart. And that's really because those are our heavily used um fields the most. They're used by multiple sports and almost every high school does have football, soccer. Some schools do not have baseball and
softball and also the type of shoes you use for baseball and softball. So, very quickly, what's the difference between natural turf and synthetic turf? One though we all just think it's what is at the top of it. Your natural turf obviously it's a living surface. It does
require irrigation, routine maintenance. It provides natural cooling, permeability subject to wear and weather. synthetic turf, synthetic t fibers over a substructure that includes a shock pad, a leveling layer, and a drainage system. It is retains heat, has
less permeability, but has greater wearability. So, we've brought in two experts um to help us with our turf study. We have Core America um who we've augmented a contract that we had with to look at the
assessment of our grounds that maintenance and operations does there. So they're looking at what does it require, what do we currently use to maintain our turf and synthetic turf fields. And then LPA is doing a comparative study of natural and synthetic turf looking at more of the
environmental safety um costs and also helping us with the community engagement process which I'll talk about in a little bit. All of this will wrap up into uh hopefully a policy update followed um following the completion of the study and stakeholder input. The
study is going to focus on four key areas. playability, health and safety, environmental impact and sustainability, and costs and maintenance. To evaluate those, we're using multiple inputs. We have district data, academic research,
industry standards, and then we're also going to incorporate the stakeholder input to make sure that we're using also real world experience. And this will come together to form our final study. So in terms of a timeline, you'll see
where we're at now in the second box. April and May doing the stakeholder and public engagement. There was research and data collection. Um after this resolution passed, we'll be compiling and finalizing that study in June to
present it to the board as well as the district adopting a synthetic turf policy. Oops. In regards to the engagement, um we have four regional community meetings to ensure geographic coverage across the
district. Those are hybrid and in person. So if you'd like to attend in Zoom because it's hard to get around. Um we'll be participating in conducting those both in person and on Zoom. Um North region, south region, west region,
and east region. The last one is on May 12th. We're also holding a stakeholder industry workshop to get the perspectives of those with technical or professional perspectives. Again, all are welcome at all of these. That's as well in person and hybrid. And then
there is a online district-wide survey. Hopefully, you all received that email that is also being sent um so that we can get comprehensive input across the district. So, just a little more um about the
outreach plan, the community meetings. We're targeting students, parents, guardians, district staff, community members, alumni. Um that's going out with emails, text notifications. The stakeholder industry partner workshop. We're targeting environmental organizations, industry groups, sports
organizations, public agencies, labor organizations. We're also sending that out via email. Um all of these groups are getting the survey. So with that, let me just wrap up our next steps. We're completing the
stakeholder engagement and by miday, we'll be finalizing the turf study report. Um we anticipate by June, end of June, we want to present the findings um with recommendations to the board. Summer of 2026, we'll be ready to do
that so that the board then can adopt an updated policy for the use of synthetic turf fields. With that, Dr. Brian and I are available for any questions >> and I'm sure you'll have plenty. Board members, go ahead, Miss Gonz.
>> Yes. Well, thank you so much um Dr. Bryant and Miss Toes for this presentation. Um as you know, I authored this resolution and um represent one of the communities most impacted by extreme heat. So I am really excited to see about the work that has happened so far. I do have some questions. Um so one
piece is the resolution called for an interim heat mitigation plan for vulnerable schools um because we know that for the infrastructure investments whether it's HVAC replacement projects or even just the planting of trees and greening projects can take years um and
we want to ensure that our schools are not waiting for supports and resources to protect staff and students during that time. So, can you speak to um both like cooling in general um shade? What types of interim mitigation measures are available and and what does that plan
look like for for schools as we are awaiting these investments? >> Sure. I'll speak um to the aspects that um touch on facilities and maintenance and operations. So, we have a coordinated plan whenever there is a heat event. Um we make sure that all of
our schools have portable AC units. Um, if we do have AC units that are uh below what the cooling is that we'd like to get at school sites, we can kind of boost up the cooling by putting the AC units in. Our last resort is if we need
to move out classrooms because we can't get to the temperature we want, we will redirect uh classrooms to other spaces in air conditioned buildings while we work to um make the repairs necessary. We do have a series of contracts with
rental companies if it's a energy. Sometimes there's rolling blackouts or brownouts because so it's not an air conditioning issue, it's just an energy issue. Um and we do have contracts to bring in uh backup generators so that we
can quickly get those heated up to restore the air conditioning as well. We also make available for schools to purchase the um misters which though isn't directly impactful certainly has um a benefit especially to our
elementary schools if they're lining up to get food or they're out at the playground. Schools have really enjoyed those. And then in terms of shade, um there has been um you know a huge doubling down on planting trees, on
increasing shade. Um and there's also the operational I'll let Dr. Bryant talk about on what schools can do operationally um when there's not a facilities fix. >> Good morning again. So um interesting that you asked that question. So when we
uh met with the teachers one of the points that they made was that they would like training earlier just to understand you know what to do. So August and September they would like training with regarding heat mitigation strategies and I was as I was standing there I said we would you know generate
an IOC a reference guide that just breaks that you know digs deeper into what schools can do what teachers can do and how they can address. And another point they pointed out is that they can identify heat stress um indicators when
they see kids with headaches and fatigue. So we're going to add all of that in in addition to working with Dr. Mahaltra's team to make sure that we have um not only the heat stress mitigation, but also steps that our staff can take to address um any issues when it comes to hot days and what to do
and how to identify heat stress. That's really helpful. Um, and I appreciate the comprehensive updates. I guess I would say, um, it sounds like there's a lot of resources and I think what the resolution is seeking is kind of clear expectations in terms of
protocols and not necessarily just like here's what what's available, but given a variety of factors. It is X degrees in X community. This is the status of their shade and their HVAC. Therefore, we will always, you know, deploy these portable
coolers. we will provide is it easy ups access to bottled water etc. So will do you anticipate that like that level of detail will be laid out when when this is all finalized? >> Yes. And that is something I don't want to overstep with Christina but that is something when our schools reach out and
they state that you know our HVAC system has gone down we immediately contact the CPM and we also we send out the portables to the classroom. We identify cooling rooms um if we have to uh supply additional water to the school because if they don't have the water filling
station. So, we do have a plan in place to address that when schools contact us or principles say, you know, our HVAC system has gone down and we're in need of um additional uh portable ACs, we're in need of additional water, we do work with our CPMs and our plant managers to
distribute that and get it to the school immediately. Okay. So, yeah, that's great. And I think that level of detail is just what our stakeholders seek when when we have heat events as we have had. Like those are the questions I get from parents around like what is being provided at my school site when it is this temperature outside. Um so I look
forward to more specific details on that moving forward. Um and then on the water bottle fillers um Miss Tes just in terms of the secondary schools um do we have funds identified to be able to uh to install those bottle filling stations?
What's the timeline on that? And is there a particular ratio of students to bottle fillers that we're we're aiming to achieve? >> We do. It is a bonded program. Um, and it is currently underway. I can provide more details. I think what we're doing is we're focusing on the elementary
schools. We installed bottle filling stations, but we also removed um um drinking fountains that were no longer needed that the bottle filling stations replaced. Um, you may see at some of your school sites drinking fountains that have tape around them. We want to
make sure that's not something that we're leaving at our schools. So, we need to complete that work, remove it, and then move the teams over to the middle schools and high schools. So, I will follow up with you um with what that schedule is. >> Okay, great. Um, and on the um the
ventilation verification, is the intention to perform ventilation verification districtwide as laid out in the resolution? And I know that the update speaks to a grant-f funded effort for a select number of schools, but if you can speak to, you know, scaling that.
>> We, yes, we wanted to complete this pilot. Right now, there isn't funding identified to do it districtwide. Um, and we know that the funding um would be a serious commitment. And so, we're hoping that we might be able to identify future grants to continue to extend that
verification to other school sites as well. >> Great. And then uh speaking of funding, the resolution also spoke about um state bonds two and four, propositions two and four and seeking funding to to help support these efforts. Has that been an
effort that we have already started to pursue um or are we still exploring what those opportunities might be? >> Let me get back to you on that. >> Okay. I have more, but I'll let other people jump in. >> Would like to go next? >> Go ahead, Rosio.
>> Uh so, thank you for the update. I appreciate it. Um I I appreciate the timeline and uh that you brought in um the two experts to help you um if anything gather all of the research because it's a lot of
research right on both sides, right? On the ones that say that, you know, you can have um artificial turf that is not harmful, that it's environmentally safe, etc., etc. And then we have the other side is like no it's bad and it's causes
cancer. And so there's a a plethora of research and um myself and my staff trying to like sort through all of it. You know it is overwhelming. So I'm glad that you're getting some support there and that we'll get all of the information to help us um guide us in in
in the policy moving forward or um so my question I do have a question for Dr. Bryant. If you Dr. Bryant So I gather that the community engagement with parents, principles, teachers, students, labor partners and
community organizations. So, I'm assuming based on your um what you said with what you heard from teachers is that you're gathering input and feedback and that input and feedback is going to help you um um revise the the bulletins
that you mentioned earlier because right because there's a lot of bulletins. So understandably there are some protocols but the purpose is to um revise them and to make them you know provide more information and and steps that needed to be taken. Is that am I correct?
>> Yeah. So the bulletin 963.3 outlines it was just updated regarding the guidelines to address heat uh stress. So, there's already information in there that outlines prevention and monitoring, but I uh the information
that was shared from our parents and our principles and our teachers thus far, they brought up things like shade structure, update, improving a lot, you know, HVAC. So, they have similar concerns like replacing HVAC, frequent water breaks, things like that. So most
of that is already in the bulletin but of course we can also you know enhance and take this information to enhance the bulletin. Yes, of course. >> Yes, I think that would be um important and essential particularly learning from the fires right in January. What did we learn from that? How do we revise that
so we don't repeat the same sort of challenges that that were encountered and that that we're that we're more responsive to our families and our schools and that there's a process you know uh for instance we have to you know the there's something happening right
and so we have to release the students to the parents. So what is the process that makes it you know um smoother but you know because you know a lot of stuff is happening the parents are like especially when they're on their phone and like where are you come over here but there's a process right um so
guiding our schools on that process as well um so those are sort of the emergency disaster sort of situations >> it's great that you bring up that point because in the enhanced emergency preparedness protocols we have all of that listed what to do before during after and like you said the points that
you brought up like how do I get a hold of my child, how do we evacuate, what to do, who to call. So that's all outlined and broken down in the um enhanced emergency preparedness bulletin as far as fires, what to do before, during, after, who to call. There's also a checklist that um schools can go through
when they're uh before they return back to campus. So we made sure to um put all of that in that bulletin, bulletin 101 um 977. And is there um is are these bulletins accessible to the public to parents? Is that on your website?
>> It's on our website. It's in um it's in the principal's portal. So, yes. Yes, they are. >> And is there like a friendly parent guide on all of this, you know, having to download the you know, having something that this is what me as a
parent want to know. Boom, boom, boom, boom, boom. And I know it's in the handbook that is sent out to parents, but on the website or something that parents can easily access. >> So yeah. So we broke, like I said, we broke it down and put it in like teacher and parent friendly so that they know
what to do um in case of a fire um in that bulletin in the enhanced emergency protocol bulletin. >> And where can you find that? >> It's alo it's on the we can go to you can go to the principal's portal. You can go online. >> Well, I can't go on the principal. >> Oh yeah, sorry. I'm sorry. You can go online as a parent as a parent
>> as a parent you can but as yourself yes you go online >> I think that is actually good feedback because uh you know as much as we've we have outlined what to do in a fire um wind related incident any type of emergency we've we've done casebyase
scenarios um but we can definitely develop something that is consumable by parents you know that one to four page you know document that kind of makes it more simpler and understood as to what are the expectations from a district perspective. I'll just say with the um
broader just heat mitigation guidance. Um I think the team was very purposeful in acknowledging that you know we serve a large geography and I think uh board member Goness talked about you know the northern portion of the district when we're talking about I would say heat
related days and incident days tends to highly impact the north. Um and so we we've actually reclassified within the guidance you know re particular regions as category 1 region north category 2 which requires a different set of
strategies acknowledging that you know activities have to be modified slightly especially with wet bulb conditions when it comes to outdoor activities and so um I I would say we're continuing to get feedback but much of the feedback that we've heard has been incorporated as
part of the bulletin but I I I think there there's definitely an opportunity to educate and put out documents that are clear to the community that, you know, we've thought things through. We're continuing to get feedback, but these are the expectations and what you would expect to see at within your
school community on I would say hot days. And I'm assuming um during the principal meetings you're there's a section you review all of this and to pro to provide you know information to them and how to
convey this information to to parents like copy the principles. It would also be great to bring in our parent reps because you know they can also offer or be um of assistance in providing information to parents as well. So, making sure that the entire and I'm sure
that's part of the protocol, you know, making sure everybody in the school knows exactly what to do. Um, not only in an emergency, but also during heat, you know, make making sure like our food service workers, right? They're seeing a student, they they know the indicators
or the symptoms when they see a child that is suffering through a heat stroke or something's going on, right? So training everyone in the school site is also essential um for any sort of type of situation particular with in this
case with heat um sort of >> Yes. Yeah. We have put together protocols for our principles and different scenarios to share with their team and their school sites and um you know what your request has been granted. We have a two-page uh report that we have for parents that was distributed to
parents before I arrived here uh at Bodri. So, we do have something we're going to redistribute it that tells them what to do. So, thank you for that input. >> And then the other thing that you know how um there was that situation at Garfield and we had to move all the students and now you said you have mobiles that you know have all of the
all of the supplies. I think equally so uh would have you know in case you know in case of a high heat day a day that is super super hot like just be ready right and you have a mobile and you put the water and you put like the mist the fans with the mist and all you know
everything that's needed I think that's also you know I'm sure you thought of it but it it brought to my mind like oh having mobile you have all of these supplies ready just ready to go to to assist particularly you know the schools in the valley or anywhere I think it it get it gets It's hot every part of the
city. Um, more so in some areas than others, but um, I just thought about the mobile. >> Yeah, the ready and resilient fan does have water stocked. Um, I'm not sure if a fan will fit in there, but we can think about it, though. I always, you know, >> I don't know the size of the fans, but I can imagine. Okay. Well, thank you so much. Appreciate it.
>> Thank you. >> Other comments, Mr. Meline. >> Thank you. um and a lot of appreciation for the work that's gone into this and um thank you Miss Tes and Dr. Bryant who in your previous life just a few months
ago was in charge of the Palisades fire recovery and so you know the the um consequences of uh climate um the climate emergency more than most in the district. So So thank you for this. This is helpful. Um I guess on the shade and trees I'll just acknowledge the work
that's been done but also the work that we still have to do. Um, I know we've had outreach from certain partners who have expressed frustration with the district on the greening front and thank you the superintendent and team um, for for working through those concerns to make sure that whether it's the Calire grants or others, we're getting those
deployed. And then also um, and kind of a dog with a bone when it comes to this on our committee, but the shade structures, the fact that we're still talking north of $200,000 to cover an elementary school playground is just not acceptable. But we are working um with Miss Toes and the superintendent and
Miss Alvarez on some a next wave of packages for our partners in Sacramento. We had a bill run a few years ago that reduced the cost to some extent, but there's still more work to do and so grateful for some of that work. We have a bill being carried by Senator Henry Stern right now that we're working on
and some others to figure out how to streamline these projects because it should not cost nearly that much um to put shade on our campuses that are in such desperate need of it. um on the the turf study, a few questions and I'll I'll discuss a bit later because I have
I know an unconventional resolution coming today to discuss with the my colleagues on the board about one school in particular that um that went out of commission after the board unanimously passed this resolution. Um, and I think there are now five high schools that
have no athletic fields uh because of the um the current fields being out of commission for health and safety reasons and because of the limbo in this um in this process. So just a few questions on that one. I guess for the stakeholder engagement, Miss
Tes, are we also I know that parents and community members were just um contacted this week because folks are getting emails about like share your opinions. Are we also talking or have we with our internal um department of athletics and then also externally partners? I mean I know for at least Uni High which is the
school I want to talk about later they're uh they generate revenue from renting out that field. So as part of this in addition to the experts are can you talk about any conversations with our athletic department and then also with Hey YSO and other folks who use these fields just to make sure they're included in the conversation.
>> Sure. Great question. Um yes, we are working very closely with our athletics department. Um we are seeking their input as part of the engagement. Um making sure that the survey is distributed to all of the coaching staff
and then we're also targeting on the third party civic center leasing side our biggest users of our athletics um and also asking for their responses and including them in our community engagement strategy. >> Got it. Got it. And I know we've heard
from some labor partners, the painters union and others who do the turf work who wanted to be included. So I'm grateful and I know that the city of LA is undertaking a similar process. I guess the the frustration I have with the timeline unsurprisingly is that the board passed the resolution in November. Um if it's coming back for discussion in
June, we take a hiatus usually in July. So the board would not adopt a new policy till the fall. And so for these five schools, including Uni, which which went into commission or went out of commission after the resolution, what's the soonest like with things going as
planned that those schools would have access to their fields again? >> It would depend on what the board's policy is. Um so once the board uh determines how these fields should be um replaced with if it's synthetic or
natural grass uh district staff would then bring a project to the BOC and to the board to used essentially bond funds to do that replacement. Obviously we need to know what kind of turf we're replacing it with because that will have impacts to the project scope, schedule
and budget. So once the board policy is in place, we would begin to pull those budgets for um the schools that are currently on hold. Um and then depending on what type of turf it is, um synthetic turf takes a little longer than natural
grass, the schedules would vary by one year to two years, potentially closer >> closer >> potentially sooner depending on the extent of the project. And am I right that like the timeline just for a like like replacement of turf is two and a half years?
>> It really depends on the extent of the replacement. So we've had everything from just replacing what I call the carpet on the top. Um if we're just replacing that, we've done those in I think under a year, nine months. If it's
replacing that whole substructure that I spoke about um inclusing the irrigation and there's ADA upgrades that can take up to two years. It really depends on once we do the due diligence of what's required to be replaced. What is the
scope of that project? because well that's the the nine-month timeline is more in line with when and this is something we might consider the facilities and procurement committee but I know that Beverly Hills Unifi just did a turf kind of like like replacement that took about six months from board approval to completion um which struck
me as a a relatively reasonable timeline and maybe it was just because it was that top layer when I had heard internally from district staff here the two and a half year timeline it really gave me concern because we have seven fields that are on pause but at least two of them um are still in use. Five
now are completely out of use. So when we think about the board not even approving new projects till let's say October, November with a two and a half year timeline, you're talking about freshmen who for three or four years of high school would not have access to their fields. Um and I appreciate the work the district's doing to bus kids
around and because of the challenge we have with county parks and city parks right now, I know that some schools are traveling an hour to go and practice. So we can talk more about in the uni context. I'll acknowledge to my colleagues it's a bit of an unconventional resolution but this was one where the field went out of
commission after and now they're in limbo and I just feel like for the community we have to make some progress. So um more on that later but but it's nice to know that potentially it could be a 9month time frame um which is better than two and a half years but but
again the that's a challenging u prospect for schools. The last thing I'll just mention here, um, because it has come up at some of our grass fields that are out of commission. So, as we're contemplating this study, um, I hope we can consider, um,
as silly as it sounds, the gopher mitigation. Like Westchester High School, their field has been out of commission for, you know, like weeks, sometimes months on end because of gopher holes and student injuries as a result. And because of our policy not to use pesticides, it seems very difficult
to figure out what to do with it. And I'm telling you, I mean, every few weeks we're hearing about the gophers. And so when it comes to um uh the grass fields, I just want to make sure that as part of the plan, we have a sense of what that um policy is and how we're going to like
look at go for another rodent challenges because of the injuries to students. So just want to make sure that is part of the the studying plan. Thank you. Yeah, we're going to pause, give you a rest, and we're going to go to a time certain, and we'll come back to this. >> Miss Gonz,
uh, thank you so much. Sorry to interrupt the presentation, but since we have a a noon time certain for our learning begins at birth resolution tab 22, I want to go ahead and move um version three, which is which has circulated around the deis and has been emailed.
>> Second. >> Does anyone want to second? >> Move. I think I heard a silent second over here without the mic. Okay. So, Miss New Bill second and Miss Gonz is >> and um and I see there's a I think there's someone who wants to speak in the audience. So, we can we can turn to speakers first and then I can I can
introduce afterwards. >> Outstanding. >> So, just so I'm on the right page. Tab 22. Correct. >> Thank you. >> Okay. Let me pull up the speakers list. Thank you everyone for being so patient. All right, we have in-person speakers.
Uh, Carolyn Crolette, are you here for tab 22? >> Caroline Cro Croat. Okay, great. There you are. Thank you. You please school me on the pronunciation. >> Yes. Caroline Prolot, director of policy
with Early Edge California. Um, good afternoon everyone. First off, I'd like to thank um board member Goness for her leadership in this space as well as co-sponsors Ggo and Melvoyne. Thank you for bringing this important resolution to the board. Families with infants and
toddlers in Los Angeles are struggling with access to affordable highquality child care. Additionally, families who qualify for subsidized programs are often unable to access such programs due to long wait lists and lack of availability. And when affordable child
care is out of reach, parents, especially mothers, are forced out of the workforce entirely. So expanding access gives working families the ability to enroll their child in a highquality program where young children can thrive and experience lifelong benefits. Similarly, there is a
dire need to expand greater access to multilingual programs starting at birth. We know that in California nearly 60% of children are multilingual learners and the first three years of life are critical for brain and language development. And we know that young
children um they benefit tremendously throughout their lives when they have access to bilingual programs and their home language is celebrated and supported. We also support the commitment to building workforce pathways for both infant and toddler care and dual language programs as
without a strong workforce, this expansion cannot be successful. Thank you once again for your leadership and we urge you to vote in support of this important resolution. Thank you. >> Thank you for your time.
Ausen Ernnandez Hernandez, come on up. You'll have two minutes to speak once you begin. Good afternoon, L USDC board members. My name is Asusen Arnandez. I am the executive vice president of Families in Schools, a 25-year legacy organization committed to advancing educational
equity through family engagement, early literacy, and strong partnerships. I am here in strong support of the resolution which strengthens coordination with cross- sector partners and family childcare providers recognizing that expanding access requires real partnership and alignment with the
families and systems already doing the work. It acknowledges that many infants and toddlers are also cared for at home or in homebased settings and that improving outcomes means directly supporting those parents and caregivers. Expanding early learning sites, including infant centers and dual
language programs in high need communities, is a critical step to close literacy and numeracy gaps and strengthen long-term outcomes for students. As an LUSD alumni, I experience our system firsthand as a student. And now, as a parent of a four-year-old, I know how critical it is
that families have access to strong early supports from the very beginning, especially through a family- centered approach that connects them to schools, health care, and trusted community-based resources. The proposed early childhood education expansion plan would allow us to increase access, better align with
community needs, and build a more coordinated system to support our families. I urge you to support. Thank you. >> Thank you for your time. The next speaker is Hilda Aia. Aila Hilda Aila. >> Okay. Moment
Miss Aila is going to speak in Spanish. So, if you'd like to hear what she's saying in English, please put up your hands and we will get you these translation headsets. I think we need just one more up front. A couple up front. Any others?
>> Okay. >> Good morning. I am Ila Aila. I am a mother from L USC as as well as a promoter for schools today. I'm here to support early education. This resolution recognizes that learning is essential
for our students well-being, especially for our families that are Latinos, African-American, and immigrants. This program represents the first connection with the school system and the space where students start working on their language and confidence. It is fundamental for them to access
opportunities and learning early in order to have the need where communities need it. This includes care for small children, babies, and strategies that help fortify academic as well as cultural identity. This is very important because as a
mother I ask you to advance with this resolution with urgency and make sure that families form part of this implementation that is in integrated and making sure that early education will start with our children and fortify our communities. The objective of education
should be to activate natural learning because this is the most powerful tool to make the changes. Today I invite you to leave a legacy with roots and giving the wings to the children. Thank you for your attention.
>> Thank you for your time. >> Laura Baza Baz >> Laura. >> Good morning. It is a pleasure to be here again. Uh dear members of the board of education, my name is Laavas and for 23
years I was a volunteer in the LA Unified in the different central groups. Now I am a proud mother and ambassador for literacy and family school. I want to express my solid support in Miss
Kelly Gonz who is from the zone that I belong to by for presenting it. What I value the most is that this resolution goes up further than expand programs and to propose a strategic focus equitable and qualitative focused on family for
the education in early education. Recognizing that families need greater access to problems that are accessible and high quality, including families uh uh dual language programs and that the district needs to work together with
providers. so that it can get to the families where it is needed where they need great support. In the same way and importantly this resolution affirms that the parents and caregivers are their first teachers of the students and this means that the expansion not only needs
to improve the programs but also uh fortify support for families by with culturals and linguistic resources and partnerships of trust. As a parent, we also want to see an implementation that is solid with clear timelines,
transparency, and continuous parent engagement. We are ready to collaborate with you as advoc advocates and leaders because when families are included in in a significant manner, this investment can have a lasting uh effect for our
students in LA Unified and also so that they can be taken to academic success but also academic also lifelong success. >> Thank you for your time. Uh Martha Bernard, come on up. Martha Bernard,
last call for Martha. All right, Kiana, are you here? Kiana, come on up. You have two minutes to speak when you begin. Then after Kiana is Messiah and then we'll come back to Martha Bernard if she's here. Please go ahead. The two
minutes will begin. Why don't you begin? Thank you. Good afternoon again board members. My name is Kiana. I'm the mother of three high achieving gifted children SA Messiah and Yame who are here with me today. We just left court regarding
bullying and discrimination that LUSD failed to prevent despite repeated notice at every level. I sent my outgoing, exuberant, and spunky daughter, Messiah, to Martin Luther King Jr. Elementary School. Under principal Chanel Thomas, she was physically
assaulted and repeatedly subjected to racist and sexist slurs. Before April 19th, she had already been punched, an incident witnessed by her younger sister. On April 19th, 2024, I formally reported the bullying. Instead of addressing the student responsible,
Principal Thomas deflected, victim blamed, and refused to act. That same day, the student sent my daughter a video repeating racist slurs. He continued to escalate. When I reported again on May 6, I was asked by Chanel Thomas, "So, you think she's better than everyone?" At 10 years old, she was
stripped of her graduation accolades, her role as moderator and keynote speaker. And that role was given to her bully as punishment for reporting the abuse. I was banned from campus. That ban was announced to her entire class, signaling loss of parental advocacy. And
that's when everything changed. A pack mentality took over. Students she had grown up with since kindergarten. Children who had been in our home celebrating milestones with her turned on her. She was physically assaulted, even next to a teacher's disk. The same student escalated by throwing food at
her in the cafeteria. Despite repeated notice to the district, no protection came. We transferred schools more than once. The harassment continued. Former classmates targeted her online, including through LUSD accounts and even my own social media. Today, my daughter
has been removed from traditional school as a medical necessity. She's in therapy. She's lost her connection to education. She was forced to walk away from a scholarship pathway just to feel safe. I sent a high achieving child to school and she walked away with a loss
of interest in everything, especially school. Separately, I need to address an issue of accountability. At 42nd Street Elementary, under Principal Jeremy McDavid, I attend a closed- dooror meeting regarding my son. In his police report, Principal McDavid described this as brief and soothing contact. But in that closed door meeting without
witnesses in front of my seven-year-old son, I was grabbed by both arms and physically restrained. Lusd's own police department adopted Principal McDavid's narrative, minim minimizing what occurred. This was reported to this
board on December 17th, 2025. >> Thank you for your time. >> And this incident has been Thank you. SO I DON'T CARE ABOUT RESPECT. THANK YOU for your time. Ma'am, I I don't mean to cut you off, but I'm going to come down and you and I
will talk. Okay. Thank you. Thank you for your time. Staff will meet with you immediately. All right, Messiah, you're on call. Messiah, thank you for Thank you. All right, Martha Bernard, are you back
in the room? Martha Bernard not here. Araeli Sandival, I see you're online. Please press star six to unmute yourself and you'll have two minutes to speak once you begin. Araseli Sandoval. >> Uh good uh good afternoon uh honorable board members. My name is Arcelis Dval.
I am a project consultant for the low-inccome investment fund. Uh first I want to thank the board for prioritizing facilities in the early childhood education expansion resolution and for your leadership in advancing equitable access for LA families. The board's
commitment to reopening and upgrading early education centers expanding infant and dual language programs and intentionally leveraging underutilized district spaces aligning with LIF's mission to advance opportunity and equity. The low-inccome investment fund stands to partner with LUSD to implement
this bold vision. Our experience in early childhood facility development can support the district in achieving the plan the district's plans uh including expanding access to affordable highquality early learning opportunities and supporting partnerships with community- based providers. Um L USC's
inventory of underutilized classrooms and sites especially in high need communities offer an immediate opportunity to expand access with coordinated planning. These spaces can be transformed into infant centers and early learning hubs in direct alignment with the board's call for expansion in
the areas of greatest need. The low-inccome investment fund is available to partner and bring deep expertise in child uh care facilities supporting in uh development, financing, and technical assistance uh including navigating the complex licensing and development
requirements uh with the state of California. Uh third, um we're very pleased that uh bond investments, um you know, we know represent the largest opportunity to scale facilities. Bond and other funding sources should continue to be leveraged to upgrade and
modernize existing classrooms, ensuring they are developmentally appropriate for infants and toddlers. We should also assess the full facilities cost needed to increase the district's capacity to serve infants and toddlers and inform the timeline for future bond measures.
With this expressed, uh, the low-inccome investment fund strongly supports this resolution and is ready to partner to support the rapid effective implementation and expand your goals. Thank you so much for your time. >> Thank you for your time. The next speaker is Gina Rodriguez. Gina, please
press star six to unmute yourself and you'll have two minutes to speak once you begin. Gina Rodriguez. Gina Rodriguez, please press star six to unmute yourself. And you have two minutes to speak once you begin. >> Good afternoon. My name is Gina Rodriguez. I'm a program officer at
First Five LA, a leading children's advocacy organization in LA County and in California. The expansion of public education to include universal transitional group kindergarten along with the state's commitment to advancing multilingual
learning presents a timely opportunity for LUSD to continue prioritizing and growing its early learning programs. A goal in First Five LA strategic plan is to ensure all children prenatal to age
five have a solid foundation for well-being, lifelong learning, and success. And this resolution does that. Risa stands ready to partner with LA USD to strengthen curriculum, instructional practices, and family engagement
approaches in ways that reflect and affirm the cultural and linguistic identities of young children. We support the efforts uh that expand dual language early education programs at early education centers, transitional kindergarten, California state preschool
programs at elementary schools with consideration to teacher recruitment, training, credentiing, and strategies for program sustainability and expansion. First 5LA also encourages the district to increase and coordinate partnerships
with family home providers, including shared professional development opportunities, increased communication, articulation agreements, intercession, and before and after school care for TK and CSP students, aligning with LA USD early
education strategic plan goals and first five LA's commitment to uplift and support homebased early educators. ators as they are a vital part of the mixed delivery system. For these reasons, first viol first 5A commends the board
and supports the learning begins at birth growing LA USD early learning programs resolution. Thank you so much. >> Thank you for your time. And I see Martha Bernard is with us online. Uh Miss Bernard, please press star six to unmute yourself and you'll have two
minutes to speak once you begin. Martha Bernard. >> Good afternoon. My name is Martha Bernard and I have two children in LA USCD. One is a three-year-old daughter at an L USD early education center. We absolutely love our daughter's
preschool. All of the staff and teachers are wonderful and take such excellent care of the children who are happy, bright, and learning so much every day. The demographics of the school reflect the demographics of my neighborhood, making it an integrated school, which is exceedingly rare in our district.
Recently, our school received gigantic flat screen Prometheian smartboards for every classroom, which in a grade school setting can be used as a whiteboard or for interactive learning. In a preschool setting, these boards completely dwarf the classroom rug area where previously
the children would start the day with circle time and songs. Now, when I drop my daughter off in the morning, they are watching YouTube brain break or movement videos such as Danny Go or even sometimes AI generated movement videos complete with advertisements.
To quote from this resolution, the earliest years of life represent a critical period of brain development during which the foundation for language literacy and social emotional development is established. End quote. Experts caution. Lowquality, fast-paced
content, and AI generated videos on YouTube often feature conflicting information, lack plot structure, and can be cognitively overwhelming, have been found to be associated with greater hyperactivity symptoms among preschool boys, and low-income children may be
more likely to be exposed to lower quality content. I doubt that the vast majority of private preschools in Los Angeles have Prometheian boards or show YouTube videos with advertisements to their students. Later today, you will vote on a resolution that, if passed, will prohibit studentled use of YouTube.
As you expand early childhood centers, I implore you to consider prohibiting any use of YouTube, even if teacher le for our youngest and most vulnerable students, and removing these giant screens from preschool classrooms. Thank you so much for your time.
>> Thank you for your time. That concludes public comment on Tab 22. >> Well, thank you so much. I appreciate all of our public comment speakers and our uh partners in this work uh for lifting up our learning begins at birth resolution. This resolution affirms that
birth through age three in particular the earliest years are such a critical time for our young children and their families and supporting parents and caregivers and expanding our programs will help to ensure that our families have access to the highquality affordable care that they deserve from
the very beginning. Today, too many families, especially in working-class communities, can't access early care and education when they need it. Whether due to enormous costs or to long waiting lists, this is a critical quality of life issue that impacts thousands of families across Los Angeles,
particularly those in our highest needs communities. And today represents an opportunity to take action to uplift our youngest children, our babies, their families, and our communities as a whole. The resolution directs LUSD to create a strategic equitydriven plan
that would reopen shuttered centers and expand programs where the need is highest and currently unmet. Would double our infant and toddler programs. Build dual language pathways in the earliest years. Expand workforce pathways for adult students and high
school students through CTE programs. Strengthen partnerships with community providers and family home providers. center and directly support families in the earliest years of parenthood and provide for feedback from community partners, labor partners and families as we are creating this expansion plan. It
also ensures that we are planning strategically. We're mapping demand, identifying sites, funding and staffing and timelines so that we have an appropriate timeline for qualified early educators and we are meeting the demands that exist today and slots that are not currently being provided. This is both
about supporting families earlier, but also about strengthening outcomes in the long term, both for children and for their families. In the East San Fernando Valley and other areas of the school district, access to infant and toddler care is still out of reach for too many families. And we need to ensure that as
a district, we are looking at every tool possible to broaden support for our families and for our youngest children. I want to take this opportunity to thank my co-sponsors, Mr. Melvoy and board member Grigo as well as our partners at Early Edge, Families and Schools, First Five LA, and everyone who has joined us
in a thoughtful conversation, including the members of the Children and Families and early education committee who I know are strongly supportive of this resolution. Um, I ask that you help me help us support the babies, toddlers, young children, and families of Los Angeles by supporting this resolution.
And now I'll see if my co-sponsors would like to speak as well. Um, thank you board member Gonz for bringing this uh to the table here today. Um, early ed is a big need in our most vulnerable communities and a true opportunity for the district to boost
enrollment. That makes me very excited. As a working mom of three, I experienced the challenges with finding affordable early ed care for my kids. And I also heard the challenges from many of my fellow teacher colleagues. So, I'm happy
that this resolution is proactive in already calling for a plan that will consider the use of some of our vacant early ed centers and elementary schools, convert them into early ed infant centers, and making them available to uh external providers. I also appreciate
the call for community engagement and coordination with labor partners as the plan is developed. And I've been hearing from many educators, younger educators that are ready to start having babies as they have now won parental leave and now with the potential of infant early ed
centers. Um, having children certainly makes it more supportive. As a teacher at Mallister High School of Parenting youth, I as a I experienced the the challenges of supporting my students in
finding uh child care for their babies. and in fact it made it a barrier for their school attendance. So this expansion and this opportunity that um it brings to many of our working families but also it supports our
students who are uh parents um in our district and it'll make it easier for them to be able to attend school. um that um I'm hoping that we can have some of these early ed centers or infant centers in at locations where um we have
these schools for our young um mothers. Um so I'm also excited uh to see how the district can begin to develop a pathway for our students to enter into these credential positions and work in LUSD's early ed centers. when I worked with
high school students, particularly at Mallister, uh when we asked the students what kind of careers they wanted, they always talked about working with young children. So, I know that there is a desire and an interest among our our young people to enter this career pathway. And what a great opportunity
for our district to be able to bring in some of our own students into the workforce. So, thank you again, uh Miss Gonz, for bringing this um resolution forward. >> Thank you, Mr. Melvoy, >> co-sponsor, Mr. Melvoy. >> Yes, thank you. Uh, thank you, Miss Gomez, for bringing this resolution, for
having us as co-sponsors, for your leadership in this space, and also for chairing our early ed committee. It's great to see some of our committee members here and in their public comments. Um, incredibly supportive of the resolution. I was asked by a reporter this week why I'm co-sponsoring, and I said, "Well, I now have a 9-month-old, and I'm not sure
what you're supposed to do until they turn four." Um, which was a bit facitious, but also of a new appreciation for the challenge of this space. Um and uh you know I as I've said many times I do look forward to a day when we talk about preschool free highquality full day preschool the way
we now do about K12 which is like of course it's an it's an opportunity for all. Um but we know it's so critical not only from a child care perspective as my colleagues discussed but also when it comes to early literacy the fact that kindergarten is still not mandatory in the state and so we have kids who come in first grade and then we know the
research shows if you're not reading by third grade it's incredibly hard to catch kids up. um but also just from a joy uh play-based early childhood and the mental health and physical effects of that. So um I uh appreciate that this this resolution by Miss Gonz um kind of
uh brings some cohesion and coherence to things that the board members have been doing discreetly in our board district. We've reopened in my board district two shuttered early ed sites, Kentwood that is now completely full and West Valley occupational center which is particularly exciting because it's attached to uh an adult school and
occupational center. And so it's not only great child care for those uh students who are there, but also we can create pathways for early educators in that program. I welcome my colleagues to come and check that one out which just reopened. We also have our sliding scale feebased program and we are seeing in my district increased enrollment in a lot
of our early ed centers. Um, and I know that it's also important to work with our partners given that this is an ecosystem with so many uh different providers and figuring out how we can work in partnership, support one another, and so make it easier for families to understand. So, you know, now in TK to 12, we have our unified
enrollment system um for LA Unified, but it's still very complicated at the uh the younger space, not unlike the conversation the board was having a few minutes ago around the summer school program. So, working to streamline uh the options and make it easier for families. Um, so thanks to the team. I see the folks from LA Unified in the
back here for all the work you're doing. And I will last thing I'll say I'm I'm going to adjourn I have an adjournment at the end of this meeting. But I do just in in supporting this resolution do want to uh have my co-sponsorship and vote in honor of um the the former principal of Vine Street Early Education
Center in my district who just passed away a few months ago. Anita Proer had been a teacher for so many years and finally got her dream of becoming a principal um and was an incredible leader at Vine Street as we started increasing enrollment at that early ed center in Hollywood and tragically passed away just a few uh months ago.
And so in addition to that adjournment, just want to make my vote on this resolution which will come in her honor. Uh and thanks Miss Gonz uh for your leadership on this. >> Other board members, go ahead Dr. Rivas. Um yes, thank you Miss Gonz for bringing
this resolution forward. Um it is something that I have seen firsthand in my board district with the infant centers and just all the all that it brings not only to the families but also to our employees and also to um some of
our students who continue on in in that career particularly our CTC um in our special education programs. it it offers a great opportunity for them to also um feel that they you know that they're doing something particularly for our um
our babies. So it's wonderful to have that. So I just want to say that this resolution reflects the importance of investing and early and in early and intentionally in our students, our families and our school communities. Expanding access to early learning,
including infant centers, preschool programs, and dual language opportunities, is one of the most impactful ways we can improve long-term outcomes. I also appreciate the focus on child care centers and the need to work in partnership with community-based
providers. Strengthening coordination with existing providers will be critical to building a system that is accessible, sustainable, and responsive to the needs of of working families and also of our students. I support
moving forward with a plan that prioritizes highne communities and builds these partnerships thoughtfully. So, thank you and please add me as a co-sponsor. Well, again, thank you again for uh bringing this forth and as we know as we
visit our schools, we know um I just left a school yesterday with a waiting list of 22 students. Um so we know that the need is definitely there and um as early education centers and as early uh
special education programs are the introduction to many of our LSD uh families. It is a chance for our schools uh to welcome families into a community that supports our little babies through play, healthy uh eating habits uh and an
introduction to support as well as another line to our classrooms. uh early education programs is frequently the family's first interaction with LA Unified and introducing our families to the school district and so serving as a
powerful tool for building trust and strengthening our enrollment um pipelines which promotes our school readiness. And so I'm excited that we are offering the increase options for our four-year-olds and that we need uh
these offerings because all of our areas through K through 12 enrollment is declining and I see it definitely in BD1 and I I had conversations with some of my former students and I said where are your children and now you can bring them here and so
uh as we know enrollment is declining but we know that our early educ education program is one of the areas that is actually growing. As I mentioned, I saw weight lists of many of my schools. So, thank you for bringing this and love to be a co-sponsor. >> Sort Franklin.
>> Yes, thank you for bringing this. And I just want to remind us um the board and also our team of our parental package resolution that this board unanimously passed almost a year ago, which called for a report now six weeks past due. Um and and in it it has some of the highlights that are focused on here,
which is why I wanted to bring it back up. Love the idea of at least one early ed in every board district. I might add one additional early ed in every board district because there are waiting lists and and um sorry, not early ed, uh infant center. Thank you. Infant center. Um I took my three and a half-year-old
to early ed this morning and she said, you know, where's baby sister? She's 17 months. Well, I would love for her to be right next to her at the exact same school. Um so not for me, but for the future families. Um we also in that report were asking for some of that legislative advocacy around additional infant slots. So would love to get an
update from the team when possible um you know what barriers there are to develop to growing these zero to 2-year-old programs. Um and then on the uh family home providers, one of the relationships we called for in that resolution was also for employee backup care and stronger relationships between
our family providers. So yes, for our families and students, but also for our employees. So, you know, not to change your resolution, but just to um remind us that we have um yes, some some synergy and and some alignment um and to encourage the team and our, you know, acting and deputy superintendent to make
sure that we're following through on the resolutions that this board passes. Um and I did just want to maybe highlight and encourage the team. Love the CTE idea for our high school students. I have one of the adult um programs at Maxine Waters that does the childhood next door at Bradley Early Ed Center.
Um, but I know there's more interest in high school as well. And so I know we have some of this, but growing it to your points of, you know, where there is is interest in helping us solve this long-term problem here. Um, so please, please add me as a co-sponsor and I would love to work together to make sure we're implementing all of these visions
together. It looks like Dr. Estrada wants to say something. It's exactly what uh PSAMO Renee did update myself and the acting superintendent on the advocacy that they're doing uh in collaboration with Marta Alvarez for more of those infant toddler slots and
then also the opportunity as you know we opened up an early education center west valley occupational center so we're trying to really be strategic and so PIA has great plans of thinking about how do we continue to build this wonderful pathway including if they're at our high
schools, how our students could then participate. I know I'm reading you guys' mind. So, yes, all those things. Uh, but that's part of what they're designing. As you know, we've been very focused on increasing enrollment, building awareness about our programs, and so now it's expanding those opportunities through this resolution.
>> Absolutely. And I'll just give a shout out for reopening San Pedro Early Ed, which is another additional 80 slots for students. We've got 20 slots left. So, if you want to come all the way down to San Pedro, um, but yes, thank you team and looking forward to the work growing. Thank you. Uh I'll be blessed. Just
wanted to let you know that uh there is nothing more enjoyable than visiting an early ed center. When I see that on my calendar, I run because it is the most wonderful site you can ever see. These little kids, they are so brilliant. I don't know what they're what what's
going to happen in kindergarten. They are so smart already in early ed. And I am lucky enough to have um an infant center at Cleveland High School. I don't know about your infant centers, but when I go to that one, she makes me take off my shoes. They do the same.
>> Yeah. Yeah. No shoes. No shoes allowed in the infant center. I mean, they It's like a hospital. It's really great. It's really great. I too would like to be a co-sponsor. Please accept. Thank you very much. And that's our last speaker. I I thank you everyone for your support
and I'm really excited about the opportunities that this will lead to for current students who are interested in in becoming um child development or early childhood educators, for our families, and obviously for for for the little ones who we all love to see. Let's vote.
>> Okay. Having been moved by Miss Gonz and seconded by Miss Newell, here's the vote on tab 22. Miss Newil? >> Yes. >> Dr. Rivas, >> yes. >> Mr. Melvin, >> yes. Yes. Miss Grigo, >> yes. >> Miss Gomez, >> yes. >> Miss Ortiz Franklin, >> yes. >> Board President Shmelson, >> yes. >> Student board member Yang.
>> All right, we will come back. >> Okay, that concludes tab 22. I believe that we are going to unpause the heat presentation. >> We last left off at Gophers. So, um, the board member who made the inquiry, Miss Tes, has left the room
briefly, but we do have another board member with another inquiry. >> So, if my friends in it could pop that presentation just in case we need to refer back to the slide deck. >> I have a question too. Go ahead, Miss Ortiz Franklin. >> Thanks, and thanks to the team. I just
have two quick questions on the heat mitigation. Um, one is that we heard from some uh labor partners that the city of LA also did a task force on turf and so I was just curious if the team knew about the city of LA's work and has connected with them or is that in the in the works?
>> They're still here. >> Mike, I sleep at the wheel. Please go ahead. Hi, Christina Toes, chief facilities executive. Yes, we have been working with um parks and reccks. They have a similar assessment under it way as well.
Theirs um I think has a longer time frame. So, they are currently under development. I think their recommendation is supposed to come out by the fall or the end of this year. >> Okay. So, ours will be first. It would be helpful to hear what they're learning as well and where there are some similarities or differences. I can
imagine um both. So would love to, you know, just be updated on that when our team uh has some information. And then secondly, uh Mr. Melvin raised this earlier, but the advocacy around the tree people projects and other similar greening partners. There are six schools in my district that have projects
currently on pause because of additional mitigation and cost questions. So uh he mentioned that the team was working on it, but I was just curious if there was anything we could say publicly about where those uh projects are. Um like I said, there's six in my district. I know
there are many others. Um, but are we, you know, moving forward? Are schools ready to receive those projects or are we still trying to figure out a solution for who's going to pay for the upcoming challenges? I'll speak to that because the acting superintendent has asked me to kind of
step in and and work with the team to come up with uh potential solutions to I would say every project is unique and I think what we're working through is ensuring that you know we try to reduce as many barriers from a district perspective to execute on the promise
and commitment around the CalFire grants. Um the key question will be there are particular projects that have been scoped that didn't contemplate particular mitigation strategies that will incur some additional costs and I think that's where we're working
collectively to identify an appropriate fund source to attempt to offset the impact um of those additional needs at within these projects. And so we'll be bringing that forward um you know we'll be bringing recommendations to the superintendent for his consideration.
Um, but ultimately, you know, we want to be good stewards and partners in making sure that we uh execute on a promise to these school communities. Um, and I think the team has a number of pathways getting there. >> That that's promising. And maybe I would just request a follow-up for my schools
and um the timelines that that I can expect. So, thank you for that. That's it. >> Charlotte, >> I just had a few questions. Some were kind of already answered, but to the disaster preparedness um
district guidance, what is the routine and drill? Um because often we have these bulletins. How do we check and balance that they're actually being practiced? Because that's often the concern is that you can read
the bulletin and when it's time to actually go, it's chaos. So each school has to each month they have to do fire drills, earthquake drills and um shelter in place drills and lockdown drills and that's in the integrated safe school
plan and they also have to certify that they have conducted those drills. In addition, after the fires in Palisades, we identified several schools that are located in a high fire area. And so, working alongside our OEM, our office of
emergency management team. We were able to go out to practice different scenarios where we brought in the buses. We said like, how long would it take to evacuate all the students? You know, how far, how long, how many buses do you need to get the students out? So we did a more intense drill with those schools
that are located in the highfire area. But the schools have to uh do their drills documented also in their integrated safe school plan. And then there is a um certification page on our uh principal portal. So they have to um have a certain amount of drills completed before the end of the school
year. >> How many drills did you say? >> I can't tell you exactly. I can get back to you on that. >> But there's different drills. >> There's different drills. There's fire drills. >> There's lockdown drills. There is shelter in place drills. There's earthquake drills. So those are the some of the
>> but throughout the school year. >> Yes. >> Okay. And then on the um the community engagement, how many have been in the were were in the March 10th parent meeting. How many did we engage?
>> You know what? I can get back to you, but it was over 200 plus parents. It could have been more, but I'll get back to you on that number. And I was going to ask, you know, obviously the same for the teacher meeting. Um, only because, you know, wanting to make sure we're targeting folks from all over. This is a
large district and so this is always a concern. The feedback that we get from our engagement, you know, kind of dictates where we go with the work and so if we only survey a small portion, we only get a small glimpse of what's real. >> Yeah. So for the parent meeting, I
worked with Sfspace, our um parent community engagement group. The principal meeting, they have a new principal meeting along with their mentor. So there's approximately 160 plus principles districtwide that were there. Uh so I got input from new principles as well as veteran principles
as well as mentor principles. And uh the teacher meeting, it was uh we had a about a dozen or more, but they were from each region. So we made sure that we tapped into region you know north, south, east and west and the students as well. I'll make sure that and the
students uh will be from region all the different regions. We'll tap into all of the different regions as well. >> Got it. And so you're saying the teachers meeting there was about a dozen teachers that Yes. Okay. >> Yeah. if we can increase the engagement and I don't know if that means putting
it out you know different ways but definitely we want more input on that um and then I think I'm moving on to the campus uh infrastructure uh similar question with our target
group and I know uh Nick mentioned expanding and making sure athletics was involved is it possible for our survey to go out to CIF considering this is California and those fields that are used in California if possible through
our CIF organization. >> Sure. We can are you talking about um our our staff that is um on athletics or extended to the broader >> extended CIF, >> right?
>> Um yeah, we can definitely do that. Um include them in either the community or stakeholder meetings and in all the surveys. it does identify, you know, are you district staffed, a district coach or another stakeholder and they could put that in as well. So, we can reach
out um for that contact information either from our athletics or we can reach out to you to find out how to best do that. >> Got it. And then you mentioned the shade overplay. Are these grants and I know we we're trying to figure out how to
partner with folks. These shade overplay are these grants that are already uh distributed or are there ways to be able to apply for shade overplay grants? >> The shade overplay uh fortunately is entirely bond funded. So we're not
reliant on grants. Obviously if there are any grants um that we're able to apply for, but we're the 40 million that's quoted in the uh presentation is local you uh district bond funds. Got
it. And see this. I think that was it. And oh, parks and wrecks. So to the point was made earlier about the information that we receive from them because many of our schools use parks
and wrecks as a joint use situation. So if it's possible to make sure that that report is I guess merged with ours. So that was it. We're including as part of the report what other um school districts are doing not only and parks and recreations are doing not only um in
the city but in the state of California and also throughout the country. >> Yes. >> So we'll have those touch points. >> Appreciate it. Thank you >> Miss Gomez. >> Thank you. Um thank you for this report. I have a couple of questions regarding
what happens to the schools that um can no longer use their field. So what do we do for them? How do we support them? So it varies by school. Um we have right now currently five schools where
their football soccer fields are closed. So, um, for example, at Uni High School, they are using their baseball and softball fields, which are natural grass for all of their sports for football and
soccer, as well as baseball and softball. Um, and then at um, let's see if I have the list for the other schools. Um for other ones are either
Oh, >> that's a fire alarm. So, we'll pause the meeting to observe all of the rules in place when a fire alarm takes. May I have your attention? >> A fire alarm. A fire alarm.
Check me and aait further instruction. You may use >> I What are we talking about? This is This is good to see you. Okay, we have uh four board members. The time is now 10:09. The meeting was
briefly recessed >> uh due to a due to a fire alarm about 8 minutes ago. So um Miss Ggo had the floor and Miss Tes is still with us. >> Thank you. All right. So, um you answered the question about what happens
when the um the the fields are no longer able to be used at a high school. What are their options? And um you mentioned that at Uni High School, they will be using their other grass field for all of their sports. So, they do have access to
>> Correct. And that's actually the case with all of the schools with closed fields is that they use existing fields, typically baseball, softball, which are natural grass. Um, but all of their games, home games are played away. So
practice is done at the campus, but home games are played away. >> And who covers the cost of transportation for the for those games? I don't know if it's central or the school sites that do that. Once there's
a bond project to um fix the school, then the bond project can pay because there's a project there um where we're actively under construction. Okay. >> Um but if it is just out of use, um >> yeah, it's generally covered through our
athletics program and we sequence, you know, the the schedule and we incorporate that as part of our athletics program. >> All right. And then what is the current policy right now for replacing turfs turf fields? >> So if it is at an elementary or a middle
school or a primary center or an EEC then we would replace it with natural grass. So I think um just at the last board meeting there was a artificial turf field at Virgil Middle School which was done when we constructed a new
school adjacent and had to reconfigure that campus. that field is now past its useful life, deteriorated, and we brought a project to replace it with natural grass. Um, where there are projects on hold until a policy is
formalized are at high schools at um high use fields. So, this isn't just a multi-purpose grass field or it is a high-use field like our football soccer fields. So, there are currently um I
believe it's 1 2 3 4 5 seven schools um that have fields that um need to be replaced that are synthetic and are deteriorated. >> But in general, if it's a turf field, you don't do any community engagement on whether you know they want turf or
grass. It's just our policy is to replace it with the same. >> Exactly. >> Okay. All right. >> It's in kind. Yes. >> Okay. And then um for grass fields um what is how do you repair those? >> So grass fields once it is a um once it
is a grass field um then we are reliant on our maintenance and operations budgets for essentially grooming and maintaining that field. So that could be, you know, everything including just mowing the fields, receding the fields,
and then uh redoing the sod at those fields. But that is all funded through general fund restricted maintenance and operations dollars. Um because bond funds cannot be used when it comes to just replacing grass. There needs to be what's a capital investment made.
>> All right. And then thank you Christina for this. And then I have some questions about the air conditioning. I'm wondering what is the usual turnaround time to repair our conditioners. >> So, I can I can speak to that one. >> Uh, it really depends on what needs to
be repaired. So, it can run the gamut from there's a part that needs to be repaired, there's a part that needs to be replaced, then there's a unit that needs to be repaired, there's a unit that needs to be replaced, all the way
to the whole system. Now whole air conditioning system throughout the building is really needs to be replaced and that's when we bring a bond funded project to replace the entire system. When it's just parts and components
that's done by M and their HVAC team. When it's a whole building system replacement that then we do a bond project to replace that whole system. And that's typically a much more um costly project and we hire contractors to do that work.
>> So for the really big projects, we have to contract out. But for like the small repairs, parts, things like that, we do it inhouse. >> Exactly. So that's I think I had a slide that showed our current staffing is we
have 135 HVAC p fitter positions. We are at about a 12% vacancy rate, which is just, you know, an ongoing recruitment. As people um leave the district, we're always recruiting. We're a little below what the kind of standard industry
standard would be for the number of HVAC units that we have districtwide. We want to be closer up to about 180, but we are funded for about 135. Just to put it into context when you think of districtwide the large number of inventory
135 people are taking care of >> and um so if we we would like to have 185 does that mean that we can budget up to that much or do we have budgeted that much? >> We don't. >> Oh okay. Um I know that that is a very high need area.
>> Yeah. >> Right. um because that's part of the reason why I I understood there were delays is that we don't have enough folks working on that. >> We do, I should add, um when there are heat events, we do have the ability to um go to contractors in those specific
events when we have an all hands on deck. We've had that, you know, over the past several heat events where they just last three, five, seven days, our equipment starts to go into failure mode. we have all resources district deployed and then we can use uh backup
contractors to come in just for those days to help our crews um so we're not triaging. >> Um are the challenges in staffing um in hiring for these positions? Is it that we're not or what are some of the challenges that we have in in recruiting
folks for these positions or we don't have any challenges? We just don't have the budget for it. uh we just don't currently have we don't have the budget to be staffed at the levels we need. I think that's something you know probably across the district where we're just constrained by um the realities of our
budget. Um in terms of our vacancies uh we this is really dealing with um we have a high number of retirees. Sometimes we get turnover by people who are looking to do work in other public
agencies or find work closer to home. Um we know it's harder to find positions in certain parts of the district than others. So we see a higher turnover in those areas. Um but those are you know kind of standard recruitment issues. >> All right. Thank you.
>> Sure. >> Kelly, were you waiting? >> Yes. Um trying to reorient what my questions were. Um, one on I'm excited about the tree canopy extension. I think that that's one lowerc cost way to help ensure cooler campuses. Um, beyond the
amount that we have planned, I I would be hopeful that that like filling all of our empty tree wells, for example, might be something that we can set a goal around for the next several years. Um, just recognizing that the trees take time to mature. Um, but that might be one quick way to help address um the need for interim shade while we wait on
very expensive and too expensive shade shelters on many of our campuses. Um, I also wanted to confirm on the cooling strategies that the misters were also provided to early education centers. It says all elementary schools. So I I believe that early education centers also received but wanted to >> they did. Yes, they received it.
>> Okay, great. Um, and then on the topic of the HVAC projects, um, just so it says I believe that we have 21 projects currently, um, including all the like kind of the more expansive projects as well as the standalones. What will it
take and maybe it's related to the staffing conversation to get to the 25 active projects at a time as laid out in the resolution? >> So, we do have uh, 21 that are not standalone HVAC. They're through classroom replacements or major
modernizations. We have another 17 that are standalone. So, we have a total of 30. >> Okay, great. Okay, met met the goal. That's fantastic. Um and then I certainly I have more to say on the artificial turf piece, but I'm I appreciate you kind of laying out the issues for us and um I look forward to
the study and ongoing conversations with stakeholders. Certainly would we can talk more about the the existing issues um when we talk about the resolution. Um and then just one last piece for Dr. Bryant. Um I believe uh board member Henny Nubil addressed this somewhat, but I'm interested in our engagement
specifically with communities in the highest risk areas um for climate related issues, especially wildfires. Um I know some of my stakeholders in the Sunland Tahunga area, which is often impacted by wildfires, are interested in specific engagement around protocols for
their schools, evacuation routes, etc. So I just wonder what's the capacity to engage with those you know extremely impacted communities in a more focused way. >> So um during the parent meeting Sface had it was their regular meeting so they had parents from all over. Um it was
held on March 10th but that is something that we can do. I could work with your team to identify the targeted populations that you wish for us to meet with and we'll be happy to meet with them. >> Okay great. Yes they they would love to be involved and we're happy to follow up on that. Thank you so much. >> You're welcome.
Okay, for Miss Tes, I noticed on slide 17, which is this uh community engagement um page, and I was curious if um are we using our own
people to uh to do this community engagement? I'll tell you why I'm asking. Sure. because we're having an event at North Hollywood coming up and I noticed a company that I never heard of before who was doing community engagement and I'm before you even
answer I'm kind of hoping that we're not outsourcing any work because that's a bad word in LA USD outsourcing. I hope we're not outsourcing any work that we have people here who have been doing it and doing a great job for years and years and years
and years. Now you may answer. >> Sure. So, I'm not aware of any company that we're using on North Hollywood High School. It could be for like rental of things or audio equipment or anything like that, but our community engagement team is running the ribbon cutting
event. That's the event that you're talking just like they do all of our other events. And yes, they are leading the community engagement, but we do have LPA, which is providing kind of strategic support because this is a
pretty big lift and they have a one-time pretty big lift for just four meetings. Um, and they have pretty much their docket full. So, they are doing um some of the help with the like uh survey work, aggregating the survey data. There's some survey work that's going to
go on in the workshops aggregating that data. Um, but all of the emails, the reminders, all of that is being done by our engagement team and they're overseeing that work. >> That's good because they've done the preps and the it's just wonderful. Okay.
Thank you. Glad to hear. Thank you. >> Anyone else? >> I did have the information um, Miss Gonzas that you had requested about Prop 2 and Prop 4. So proposition two um we have made applications we have received
135.4 million from eight applications we have 625 million um in process so 163 applications that are underway so that total anticipated revenue that we would
receive from Prop 2 is 760 million. Um we've also applied but that Proposition 2 is essentially overs subscribed. we've applied for another 96 million. Um, but we think that the state overall is overs subscribed in the amount of applications
they've received. Um, and then, uh, Prop 4 at this point in time, we have not been eligible. Um, our understanding is they've started with different areas that LA USD is not eligible for, but we're waiting for our window to open and then we do think that there'll be a high
likelihood we'll be able to um make applications and be eligible. >> Thank you so much. I hate to ask follow-up questions on something I earlier, but in terms of the Prop 2 money, do we know if any of those projects are related to, you know, the issues of climate resilience or extreme
heat? Um, I think they are in that we've applied for major modernizations. We've applied all of those have state-of-the-art kind of sustainability measures, right? So, that would include new air conditioning that's all electric. Typically, those involve some
type of um shading or greening component. It's just not a specific project because a classroom addition or removing portable or seismic is what's eligible, but there are a lot of components within those projects that we deem as sustainable. >> Gotcha. That's helpful. And then on the
Prop 4, uh, is there anything we can do in terms of advocacy to help ensure that those windows get open sooner? I don't know what the entity if it's the legislature or the, >> you know, we'll check and look into that, >> okay? Because we want to California can't reach its climate goals without
schools. So would love to be helpful on that further? >> No further questions. Um there's a significant amount of business to to get through. So um let's run through the consent calendar. There are any board members having lunch
and want to come in and chime in on the consent calendar. Now would be a good moment to come back in. The consent calendar is a procedural device that the board uses to get through multiple items in a single vote. I read through the items that are susceptible to consent and then the
board says out loud whether or not it should be on consent or if they have a question, comment or would like to discuss it and then it comes off the consent calendar and is voted upon individually. All right. Tab one has been withdrawn. Uh, tab two, donations of money to the
district. >> Consent. >> Consent. Tab three, report of cash dispersements. >> Consent. >> Consent. >> Consent. Tab four, approval of routine personnel actions. >> Consent. >> Consent. >> Consent. Tab five, approval of nonrine personnel actions.
>> Consent. >> Consent. >> Consent. Tab six, provisional internship permits. >> Consent. >> Uh, tab seven cannot be on cons consent. Tab eight, ratification of incentive
grant awards to LUSD. >> Consent. >> Tab nine uh has been amended. Adoption of textbooks for Mandarin dual language education. >> A question. >> I had a question as well. >> Throw that on. Question.
>> Is that consent with a question? >> I don't think we do that. That's Nick and >> and Miss New. Okay. And do we know the amended version? Do we know where the amended version is? >> Yes. >> The packet today.
>> It was distributed tab 9 either yesterday or the day before and has been updated online. >> Nobody. >> All right. So tab nine is questions from a couple of board members. Tab 10, approval of procurement actions.
>> Consent. >> Consent. Tab 11, approval of facility contracts actions. >> Tab 12 has been withdrawn. Tab 13, update to delegation of authority to negotiate and execute. Okay, questions number
>> that was 13 >> questions. >> Uh 14, adoption of the negative declaration for the 32nd Street USC Magnets major mod project. Consent. >> Tab 15, approval for the 32nd Street
School USC Magnet Major Mod Project. >> Consent. >> Consent. Tab 16, consideration of business improvement district renewal and form formation petitions. >> Consent. >> Consent. Tab. 17. Renaming of San Fernando Middle School. Consent.
>> Consent. Renaming of Charles Mcclelay Middle School. >> Consent. TE 19 um is a public hearing approval of the renewal petition for Chadzsworth Charter High consent.
Uh tab 20 commemorating May as Jewish American Heritage Month. All right. So, you're requesting to >> Oh, sorry. I was just saying it's consent, but if I could just say it. >> That sounds great. >> Okay, great. We'll do it. >> All right. Tab 21 is a time certain. Um,
it's my preference to not put that stuff on consent so it's clear for everyone. All right, going down to tab 24, which also includes a waiver of board rule 72 >> consent. I'll note that it is a version
three. Uh tab 25, uh California adult education week >> consent >> resolution. I'll note that they're resolutions. I'm sorry. It's a resolution also requiring a waiver of board rule 72. Tab 26, immediate repair and restoration of the Uni High School Charter Field.
>> Discussion. >> Discussion. >> Discussion. >> All right. Tab 27, resolution recognizing missing and murdered indigenous women and relatives awareness day. >> Consent. >> Consent. Tab 28. Celebrating Earth Day and recognizing April as Earth Awareness
Month. >> Consent. >> Consent. Tabs 29, 30, and 31 are for initial announcement and are published for the public to review in anticipation of the resolution next month. And uh
board member Grigo said she has a question on tap 8. So for your notes, I'm going to remove that from the consent calendar and turn that C into a Q. >> Okay, noted. All right. Tab 32, um, consent.
Tab 33, report of correspondence. >> Tab 34, note there's no action on it. It's a public hearing and um, when we take the comments for that um, I will read the public hearing statement. So, let me review. >> Please note any correct uh, mistakes I have made.
>> Nice. Uh let's see. Tabs 2, three, four, five, six, uh consent. Tab 7 is not on consent. Tab eight is a question. Tab 9 is a question. Tabs 10
and 11 are consent. Tab 12 is withdrawn. Tab 13 is a question. Tabs 14, 15, 16, 17, 18, 19 are and 20 are consent. 21 is a time
certain. Uh 24 and 25 are consent. 26 is discussion. 27 and 28 are consent. Tabs 29, 30, and 31 are not for action. Tab 32 is consent. Tab 33 is consent. And tab 34 is a public hearing only. Do I
have that right? Okay. So, now we will take public comment on all those items marked as consent. >> You want someone to move the consent calendar? >> That'd be great. >> I'll move the consent calendar. >> Thank you. >> Do I have a second on the consent? Outstanding. So, the um mover is
>> Miss Konz. The second was board presidentson. All right. We're going to public comment on consent items. Okay. So, for tab two, we have three speakers, all in person. This is to donations of money to the district. Uh,
Mr. David Tokovski, are you here? I do not see Mr. Tokosski. I do not see him online. Mr. Juan Mcandhandi, are you here? >> Do not see either of you here. Right.
We will go to tab 18 has public comment on it. >> One individual, Alex Raza, are you here? >> Alex Raza, I thought >> Please come on up, sir. Take your time. There's no rush. This is for tab 18. I
will activate the microphone on your way. Thank you very much. Congratulations on avoiding a strike. I think that was a definite step forward and I'm glad that the beginning salary for teachers will
approach 80,000. Although if you go into police uh LAPD, the beginning salary is like 110,000. And I also like to uh express my appreciation for board member Gonas for
introducing that resolution and what I considered a very very key to making our education system stronger and more effective and that is early childhood. Thank you, Bumber Gonz.
I'm Alex. Alex Res. I taught at San Fernando High School for 34 years. I left the school. I don't like the word retired, but I left the school. And in 2002, but I'm 86 years old. When I told people
I was going to do this, a few people tell me at your age there's no point in you doing this. And I say I believe that I have something to contribute. I have no magic bullet. I know the problems are
overwhelming and a lot of it is beyond the control of the seven board members here. On the other hand, I do believe that in many ways we can do better and that you can do better. And I'm going to
challenge you today to think as as a leader whose one of your main responsibilities is to call out when a mistake was made. And that is what is driving me about
this change of name at Mcclelay. I view myself as a whistleblower. You might know a whistleblower is someone who delves into an issue and then finds something that the general
public and and decision makers did not become aware of. And that's what I that's the way I I view uh what I'm going to get into. Originally, Dolores Werto was one of the
persons that was being considered. >> Thank you, sir. Maybe wrap up the thought. Pretty please. Very much respect. >> One thing that bothers me today, this board spent about 20 minutes talking about synthetic uh
that's an important issue. the other issues that deserve more attention, including what I am bringing up instead of the synthetic surfaces at our schools. If you're telling me I have to stop, I'll stop.
But I don't think that the priority when you give every topic two minutes, regardless of what the impact is on your students and parents of this district, I resent that.
Do I have any 30 seconds more? >> 30 seconds. Yes, please. Thank you, sir. >> Okay. Well, I have discovered with conversations at the school and I know the principal is here and I know representatives of uh North region and I
am very disappointed in the leadership at the school and I know the problems are overwhelming and I had about a two-hour meeting with Dr. Baka and his staff. And if that is the type of leadership that we provide for 250
schools in the San Fernando Valley, I am very very disappointed. And part of the problem is that all large organizations depend on the bureaucracy and in this case the bureaucracy got it
wrong. >> Thank you sir. Thank you so much for your time. >> And I have one more comment. 10 seconds. A lot of things have when when when we had the Dr. Ibaka meeting the common responses, we well we followed the
process. We followed the process. We followed the process. I don't know most of you are younger. Some of you might remember 187. Some of you might remember uh Proposition 8. The process was followed. Fortunately, we have a system
where people beyond the immediate issue review and find that something was wrong. >> Thank you so much 7 was a racist proposition 180 uh the two uh proposition 8 stated
that the state of California would not recognize same gender uh marriages. They both passed the the electorate. Fortunately, a higher body reviewed and said, "No, this is your responsibility
to say no to something that was done improperly." Thank you. >> Thank you for your time. That concludes public comment for 18. We'll go on to 19. Mr. David Tokovski, al also not here.
>> All right. We have public comment also on tab 20. Looks like it's all calling folks on tab 20. Let's see. I have Danielle Ames on tab 20 or um Mr. Min, you wanted to this is the
>> you wanted to introduce it and then we'll take the public comment. >> Yes, thank you. I'll just be brief and thanks for the flexibility to just say a few words, but I just wanted to um want to thank my co-sponsors uh board presidentson and board member uh Handy Newell and say that I'm proud to bring forward this
resolution recognizing May as Jewish American Heritage Month. This is an opportunity to celebrate the rich history and lasting contributions of Jewish Americans across our country from the arts and sciences to civil rights and public service. It's also an important moment for education. By encouraging our schools to engage in
meaningful cultural and historical learning, we help ensure that students better understand the diversity that shapes our communities and our nation. We're fortunate that there are so many great resources like 18.education available to our school communities and other great free curricular resources to
make sure that we're not just checking a box, but we're educating the next generation. which is why this resolution calls for more of these resources to be made available not just in the month of May but year round. And at the same time, this resolution reaffirms our commitment to fostering safe, inclusive,
and welcoming environments for all of our students. As we continue to see concerning instances of anti-semitism, we must be clear, there is no place for hate in our schools. We have a responsibility to ensure that Jewish students, staff, and families feel safe,
respected, seen, and supported. Honoring Jewish American Heritage Month is not just about recognition. It's about education, inclusion, and standing firmly against anti-semitism in all its forms. I hope my colleagues will join me in marking Jewish American Heritage
Month month this coming May. Thank you. >> All right, we've got Danielle Ames on the line. Danielle Ames, please press star six to unmute yourself and you'll have two minutes to speak once you begin. Danielle Ames. Uh Danielle Ames, I see you're on the
line. Please press star six to unmute yourself. >> Thank you, Superintendent Chait, President and board members. My name is Danielle Ames and on behalf of 18 Education, I want to thank board member Nick Melvin for his support in making
this historic Jewish American Heritage Month resolution possible. And of course, the co-sponsors, Mr. and Ms. New. Our organization's mission is to fight anti-semitism and inspire Jewish pride. And there's no better way
to do that than through education during Jewish American Heritage Month right here in LA USD where 15% of the student population are Jewish or has Jewish family. Jewish hatred globally, nationally and locally has risen to
unprecedented levels and we must not allow this to be normalized or accepted as a reality and that begins in K to2 education. 18 education has created free videos and curriculum that meet state standards that can be used by all teachers in
every grade and classroom. Again, it's free and will be available beginning May 1st for teachers to use to educate their students about who the Jewish people are written by Jewish Americans about Jewish Americans. Thank you again, Mr. Melvinne for
spearheading this and I hope that Jewish American Heritage Month becomes a regularly celebrated and recognized month in LA USD. Thank you. >> Thank you for your time. I have a number of other people who are listed as speaking online but I don't have them
signed in but I will read their names nevertheless. Roxanna Garcia, are you in the room? You are not online. Uh Lily Yedigar, Lily Y, also not. Lucas Shane, are you in the room? Lucas Shane,
no. Right. Leah Farzam, Farzam, not in the room. Shia Solammani. Shia, not in the room. Not online. Ali Husrai. Ali
room. Katie Ryzen. Katie Rzen also not online. Lindsay Hannon, are you in the room? you signed up to speak remotely, but I do not have you signed in. And lastly, tomorrow. Tomorrow, are you here?
Okay, that's public comment on tab 20. Going to tab 24. are 10 folks in person to speak on tab 24 that is protecting proposition 98 funding and the constitutional minimum guarantee for public education. Um
please note this requires a waiver of rule 72 which will also be taken since it's on consent um with the underlying resolution. There are 10 public commenters and it's a version three from Dr. Reebus. Dr. Rivas, did you want to mention quickly what the change in
version is? There were just some minor updates and and um uh let's see here. Um it was just some some edits. Nothing really substantial that changed. um just added at the last
resolve um specified funding for 2627 and in the May revision and in the final 2627 state budget adoption. So it was just some clarification and some edits but nothing really substantial that
changed the the resolution. But I do have some comments to make or do you want to do public comment first? >> Public. Okay. >> All right. Let's go to the public comment. Uh Da Ward, are you here? Dia Ward, I
may have mispronounced that. Are you in the room? Nope. Uh Leo Seron, not here. Cleo Claxton. Aaliyah Regalado, are you here? No. Joyce Jennings,
not here. Mariana C not here. Nola, are you here? Not here. Elena Price, Kenzie, Candace Smith, none of those folks are here. Let me check online to see if they're here to speak on this tab.
And we have no one online to speak to the tab. So, I guess that opens up some time for you, board member, to make your comments. >> Thank you. >> Let me go. Um, so I want to start by thanking my colleagues, um, Miss Grego
and Miss Gonz for co-sponsoring this resolution and for their partnership on this issue. I also want to thank, um, Miss Martha Alvarez and our government relations team for their strong advocacy in Sacramento and for continuing to push on behalf of our students and workforce.
I'm also proud to bring this forward because this is about drawing a clear line. Proposition 98 is not optional. It is a constitutional commitment to our students and when those funds are delayed or withheld it creates real
consequences for school districts for all school districts particularly like ours. For LUSD this means difficult decisions that directly impact our responsibility to students and to the workers who make our schools run every day. It affects whether we can maintain
stable, wellsupported staffing, protect jobs, and ensure that educators, classified staff, and school employees have the resources they need to do their work and to provide for our students. Our workforce should not be asked to carry the burden of uncertainty created
by state level budget, funding delays, um, and especially not our students. When funding is unstable, it disrupts classrooms, strains work, strains working with conditions and undermines the ability of our school communities to
provide consistent highquality education and support to students. These impacts are not felt equally and fall hardest on schools serving the highest need communities. This resolution makes clear that public education must be fully
funded. And I'm calling on the governor through the May Revise and the legislature to do the right thing and to fully deliver for our students, our workers, and our communities. Thank you. And I'll open it for Miss Gonz or Miss
um Carly Grigo, would she go back? >> Well, I appreciate Dr. Rivas's leadership and bringing this uh motion forward. It's essential that we protect and ensure that we receive the Prop 98 funds that are constitutionally required for our our public schools um as well as
for community colleges. We know that these funds at this particular time are especially important and that any effort to to delay those funds or to withhold those funds is taking away from our students directly and we cannot let that stand. And so I think it's an important moment to stand up for the protection of
these public school resources and for us all to fight collectively and to advocate in Sacramento to ensure that our students get the resources that they deserve. >> So I would like to co-sponsor if I may and my only comment is where are our 5.6
billion dollars? That's my only comment. Thank you. >> Yes. And I also want to specify Yeah. Thank you for including community colleges. We changed the title to include TK to 14 because that includes community college. Miss Miss Otis Franklin, >> I too would love to be added as a
co-sponsor. I think it's powerful when this board is unified and calling on our state leaders to make decisions on behalf of students. And so, thank you for bringing this and I'll invite the team to look at a resolution coming next month to also grow uh additional revenue for our public education system. So, thank you.
>> I'll add myself as a co-sponsor as well. All right, moving on to tab 27. We have two speakers, one call in and one in person. Alex Hill, are you here? Speak to tab 27. Alex Hill. All right, that is that is Alex Hill
coming down. Come on up. You'll have two minutes to speak once you begin. Hi, good afternoon. Uh, my name is Alex Hill and I stand before you today as a proud member of the Anodoga Nation, Dear Clan of the Hud Hudini Confederacy. I am
here to urge this board to formally recognize May 5th as Missing and Murdered Indigenous Women and Relatives MMIWR awareness day within LA USD. For many, this is a headline, but for me, it is personal. In our culture, the women are the lifegivers and the center of our
nations. Yet across this country, indigenous women face a murder rate 10 times more than national average. This is a crisis fueled by silence and a lack of systemic protection. As the second largest school district in the nation, sitting on the ancestral lands of the
Tongva and Tatavium people, LAD has a moral obligation to ensure its indigenous students are seen and protected. Um, advocacy starts in the classroom. When our history is erased from the curriculum, our lives are devalued in society. By recognizing
MMIWR day, you aren't just passing a resolution, you are taking a step forward toward justice and safety. Thank you and Yahwa for your time. >> Thank you for your time. And we also have Mona. Please press star six to
unmute yourself. And you have two minutes to speak once you begin. Mona, I see you're with us. >> Good afternoon. Good afternoon. Are you able to hear me? >> We sure can. Please go ahead. >> Okay, great. Thank you. Miha, my name is
Mona Morales Recal and I'm speaking on behalf of the Gabrieleno St. Gabriel Band of Mission Indians. We are the first people of the greater Los Angeles basin and I would like to say thank you to the board and superintendent for allowing us to have this time and space and have this conversation. We're really
here to express our deep appreciation for our tribe's growing relationship with LUSD. Through the land acknowledgement that was adopted to working at Kuravonga, the district has shown a true commitment to the first people of this land and to making things
visible, making us visible. And so by introducing this resolution, you're taking a step further in addressing a crisis that has long been ignored and felt by our community for centuries across Turtle Island. The first people,
women and relatives are deep disproportionately affected by violence and disappearance and it has a lack of accountability. The statistics are devastating and they demand immediate action. These are not just numbers. They
are our daughters, sisters, and mothers. And for too long, these cases have been mishandled, not documented well, and really impacted by jurisdictional gaps. This resolution is a vital step to ensure that students and families of
Native American women are seen, protected, and valued. I want to thank you guys so much for having us, for proposing this resolution. Thank you to Dr. Rivas and the entire board. It is the first time such a statement has been
made in a space that reinforces what we often say, which is we are here. So with that, I would like to say thank you and um that we appreciate the opportunity to continue to work and educate all students, faculty, uh professional
development teachers about the true history of this land and the injustices that happened to our people. Oes Konoho, thank you. >> Thank you for your time. Uh that concludes tab 27. So now we have three
speak. Oh, sorry. Please go ahead. Um yeah, I just want to take an opportunity just to um affirm exactly what we heard right now from our two um public speakers. So I'm proud to bring this resolution forward
recognizing missing and murdered indigenous women and relatives is about confronting a crisis that has been ignored for far too long. Indigenous women and relatives experienced disproportionate levels of violence. And for too many families, there has been a
lack of urgency, visibility, and accountability. And that cannot continue. As a public school system, we have a responsibility to tell the truth and to educate our students about the realities facing indigenous communities. This is about making sure our curriculum
reflects those histories and present- day conditions with accuracy and respect and that indigenous students see themselves recognized, valued, and protected in our schools. This is about safety and trust. When harm goes unagnowledged, it erodess trust in
institutions, including schools. We cannot ask students to fully engage if they do not feel seen or safe. Naming this issue and creating space for awareness is a necessary step forward toward building and that trust and
ensuring our school communities are grounded in care and accountability. Through this resolution, we are committing to more than awareness. We are committing to action to uplifting native voices, strengthening partnerships with nativeled
organizations, and advocating for strong systems of data collection, prevention, and accountability at the state level. I'm grateful to the community members and advocates who have pushed this conversation forward. This resolution is one step, but it is an important one,
and I look forward to continuing this work with urgent that with the urgency it deserves. At this time, I would like to thank our public speaker, Mona Morales Jacaldi, who we just heard, and also uh others like Sam Lopez from the San Gabriel Band of Mission Indians,
Gabriellin and Tongua, uh led by the Tong Gabrielino Tongva Tribal Council, um for their work and they're also their inspiration in moving this resolution forward. Thank you, >> Rosio. I'd like to be added as a
co-sponsor if I may, please. Thank you. >> Me too. >> Me three. >> Four. >> All right. So that's unanimous then on. >> Okay. >> Seven. >> Okay. >> All right. Moving to tab 28. We have
three speakers signed up to speak. Um Gomez Cruz, are you here? I come on down. Uh after is after we sell is Giovana Flores and then we have one remote caller. So come on down.
You'll have uh two minutes to speak once you begin to tab 28 celebrating Earth Day and recognizing April as Earth Awareness Month. >> Good afternoon board members. Um I appreciate the recognition of Earth Day and would like to focus on the inequities of green space um throughout
the various schools. Um, not all campuses have the same access to green spaces. Some students spend their days on asphalt with extreme heat and very little tree cover, which directly affects health, focus, and learning outcomes. Um, so for Earth Awareness Month, I want to highlight the need to
prioritize the schools in underserved communities first. Um, especially those facing higher heat and pollution. Um, as a former LUSD student and current USC social work graduate student, I understand the ties between our environmental stressors and our physical
and mental health. Thank you. >> Thank you for your time. Uh, Giovana Flores, are you here? Giovana. All right. Oh, there you are. Okay. You have two minutes to speak once you begin. >> Thank you. Good afternoon. My name is Giovana Flores and I'm a graduate
student at USC studying social work. I'm also someone who spends a lot of time in this community walking through Exposition Park, commuting through neighborhoods, and wa working with people who are directly impacted by the environments that they grew up in. When we talk about Earth Day and Earth
Awareness Month, I want to emphasize that this isn't just about recycling or planting trees. It's about equity, access, and health. As a social work student, I've learned that environmental conditions are deeply tied to mental health, physical health, and educational outcomes.
The students in the LAU USD schools, especially in South LA, are more likely to be exposed to pollution, lack of green space, and environmental stressors. These are daily realities that impact concentration in classrooms, stress levels, and overall well-being.
At USC, I've had the privilege of learning in spaces that are well resourced and supported. But just a few blocks away, there are schools where students don't have the same access to clean, safe, and calming environments. The gap matters. Earth Awareness Month is an opportunity for LA USD to not just
celebrate but to educate and empower students. When students understand how their environments impact them, they can also begin to understand their voice and agency in creating change. Thank you. >> Thank you for your time. And we have a remote caller. Sandra Row, are you on
the line? I do not have you signed in. Are you in the room, Sandra Row? Okay. No, that concludes it looks like all the public comment we have on the consent calendar. >> Thanks.
Um, as um, we focus on Earth Day and I appreciate those that have come out to speak on behalf of the resolution and its awareness for April, we want to recognize that our students are the leaders of the green movement. We are taking action by investing in green job
education and turning our campuses into green shaded hubs for learning. We are turning the Green New Deal into a reality by ensuring that every student has a clean, cool, and sustainable place to thrive. Campus greening and shade as we continue efforts to replace our
asphalt with trees and green space to mitigate extreme heat and provide safe and comfortable spaces for our learning. as we continue to focus on student led action supporting our student initiatives such as Earth Day fairs projects focusing on recycling, waste
reduction, and environmental stewardship. And as we continue to make pathways for green jobs, we are promoting career technical education and partnership such as those with LA clean tech incubator to
prepare our students for the green economy as well as investing in healthy learning environments as mentioned including our water ball filling station, cleaner air initiatives and sustainable energy efficient buildings
which combats our climate risk and particularly for those vulnerable communities that we serve. And finally, I want to just reaffirm what the commitment that this board had in its resolution of 22 to green 30% of every
campus by 2035 and ensuring that equity in our school climate is resilient. Thank you. >> I'd like to be added as a co-sponsor, please. Okay. Give me one moment to write this
down, please. >> All right. So, Dr. Rias, Mr. Schmurlson. >> Yes. >> All right. I can That's a lot shorter if I just write the word unanimous. >> Of course. >> Okay. So, with that, public comment on the
consent calendar is complete. It is now appropriate to take a vote after it was moved by Miss Gonz and seconded by board presidentson. Miss Newell, >> yes. >> Dr. Rivas, >> yes. >> Mr. Melvin, >> yes. >> Miss Grigo, >> yes. >> Miss Gomez, >> yes. >> Miss Ortiz Franklin,
>> yes. >> Uh, board presidentson, >> yes. >> Student member Yang, >> yes. >> And I believe I need to collect your advisory vote on the one of the resolutions. Mr. Yang, um, tab 22, learning begins at birth.
Yes. Outstanding. Okay. It is 2011. We have a full hour to get to items that are on the discussion list. Um the first one of those being tab 8,
ratification of incentive grant awards to LA USD. I believe Dr. Revas. >> Oh, my apologies. Yeah, there is also public comment on seven. All right, let me see if Tab 7 is online with us. They are not there. Frankie
Darling, are you on the line? Frankie, oh, there you are. But you're for tab 34 also. So, give me a moment to see. All right. So it is a so for tab 34 is a public hearing. So Mr. Darling, please press star six to
unmute yourself and you'll have two minutes to speak when you begin. Mr. Darling left tab 34. Mr. Darling, are you there? Okay. Going to have a move in a second for tab seven.
>> Move it. Moved by second >> board president Morlson, seconded by Miss Newil. >> It cannot be on consent but does not require discussion. Is there any discussion to this item? >> No.
>> Uh seeing none, um shall I take the vote? >> Yes. >> All right, let's take the vote. Miss Newil? >> Yes. >> Dr. Rivas? Yes. >> Mr. Melvin? >> Yes. >> Miss Grigo? Yes, >> Miss Gomez. >> Mr. Ortiz Franklin. >> Yes. >> Board President. >> Yes.
>> Student board member Yang. >> Yes. >> Okay. We will return to tab seven for votes. And if I've got the numerical order, that brings us to tab eight. We have a move and a second for tab
eight. Move it. Moved >> by board presidentson. Second. >> Seconded by Miss Grigo. So, there are questions to this tab. I believe Miss Ggo, you had some and um Dr. Revas, I'm sure, will join us shortly.
>> Yeah, I have a just a question about the types of shortage areas that this grant will support. >> Good afternoon, board members. Mr. Superintendent, I know. Yes, sir. Um, Miss Gregor, are are you referring to
the classified grant? >> They um I'm sorry, the incentive grant awards um 8D. >> I think it's the I don't think it's classified. I think it's certificated, isn't it? >> Yeah. >> Okay. Well, good afternoon. Jacob
Guthrie, director of HR BAP, and I'm here with Miguel Garza, certificated um employment region north director. And so the shortage areas that we are currently targeting for this grant to support classified employees who are seeking to
become teachers are within science, math, and the arts along with special education in alignment with our current hiring needs. >> Um is this also the one that um is seeking to fill PE positions as well or no? We have uh a few members who are
pursuing a physical education certification as in previous years when we came for previous rounds of the grant that was an area of demonstrated need as well and so we continue to support those members although it's not a current target uh in terms of new members that we are admitting.
>> Oh, okay. All right. Um Okay, that's it. That's all I really had. And then um >> Dr. Rivas, >> I had a question. >> Tab eight. >> Oh, tab eight. I'm sorry. I missed tab seven. Okay, tab eight. Here we go. Um
so hello. Really quick question. So looking at the uh 2425 data for the classified school employee teacher credentiing pro grant. Um LUSD was awarded 480, but from what we saw it only extended
about 57. it was only expended about 57,000 um despite enrolling 89 out of 100 participant slots. Um when we look across other LEAs and 2425 many spend a much higher share of their allocations
even with similar or lower enrollment levels. So the question is can you explain why expenditures are so low relative to both the award and the enrollment and are we on track to spend the available funding uh for this year?
>> Thank you for the question Dr. Rivas. We did make a change as a result of our low expenditures where we transitioned from a reimbursement model where members would submit an itemized list of items that they could be reimbursed for that
they had to pay for first to a living stipen model where we are dispersing a living stipen in reflection of the fact that we understand that folks are working and going to school at the same time and this would give them access to more financial support and that will
also allow allow us to spend down the dollars associated with this grant so that we're not leaving any money on the table. >> Okay, great. Good to know that we're using all of the every single cent. And what happens to any classified grant dollars that LU USD does not spend, although you did mention you're spending
it. And how much is currently at risk of being reallocated or none based because you made those adjustments? Basically, >> we are not at risk of um having to send any of the money back. The liquidation period for the grant goes through June 30th of 2028. Okay. And so we have up
until that time to expend all of the funds that we have. >> Great. Thank you. And the last question, uh, we currently have 250 classified employees on the boost boost program. I think it was mentioned in the board report, but since 2018, only 136 have
secured full-time teaching positions. Um, are there what are the primary barriers or challenges preventing more participants from transitioning into full-time roles? >> Yeah, every member has a little bit of a different journey. This grant does
require us to admit folks with a minimum of 60 semester units of college credit. So we take uh folks for anywhere from being current substitute teachers who may already be in a preparation program and they tend to metriculate into certificated service very quickly while
some other folks take a bit longer and they have to meet the prerequisites to get into their teacher credentiing program. So we seek to meet them where they're at, provide them with the supports necessary to meet the program requirements and then see them through to getting on an eligibility list so they can be referred to principles.
These are for all even those that are taking a little, you know, their journey is taking a little longer. You're continuing to work with them so that they're able to get to that finish line, right? >> Yes, ma'am. Annually, every member has an individualized mentoring plan with a career ladder specialist and they're
also invited to our annual career ladder forum uh to get additional support. >> Great. Wonderful. Thank you. Thank you so much for the work that you do. Sounds like that's all the questions for tab eight. But while we are here, um, Dr. Rivas, may I collect your vote on
tab seven? >> I mean, but you can ask the question. >> Um, it's okay. I I'll I'll just send it over to staff to answer the question and I'll vote yes. >> Okay. Thank you. All right, that brings us to tab nine,
adoption of textbooks for Mandarin. Okay. All right. All right. So, the vote on tab eight moved by board president Schmurson, seconded by Miss Grigo, Miss Newell. >> Dr. Rivas, >> yes. >> Mr. Meloinne, >> yes. >> Miss Grigo, >> yes.
>> Miss Gonz Ortiz Franklin, >> yes. >> Board President, >> yes. >> Student board member Yang. >> Yes. You Okay, moving on to tab nine.
May I have a move and a second? Move it. Moved by board presidentson. >> Second. >> Seconded by Dr. Rivas. All right. There were questions on tab nine from um Mr. Melvinne and Miss
Newell, I believe. I'll start. Yes. Thank you. Um it's very exciting. I know that we've been working with the schools. I have two uh Broadway and Bradock in board district 4 that have dual language Mandarin programs. Um and we've been working with the school communities and parents for a while to
get this approved uh curriculum. So excited to support the one question I have is around TK. I appreciate the amend amended item um addresses that and discusses that TK will use the creative curriculum, but my understanding is that that is only in English and Spanish. And so I am curious what instructionally we
have planned for Mandarin TK program at schools throughout the district. >> Good afternoon. My name is Kimberly Balala, administrative coordinator for library and textbook support. And while yes, um, creative curriculum is in English and Spanish, creative curriculum is a teacherf facing program. So, and
um, it's aligned to the California learning uh, preschool and transitional kinder learning foundations. And the materials are designed for classroom instruction and incorporate very much hands-on learning experiences across topics as buildings and exercise and
trees and water and recycling. Um, creative curriculum bridges that gap between the preschool and kinder through play-based developmentally appropriate approach that nurtures their children's curiosity and supports growth across all areas. As such, creative curriculum
studentfacing materials are not language specific. All classrooms are equipped with the same hands-on materials regardless of the language of instruction. Um however to further support TK um teachers med and dual language education offers PD and
collaboration opportunities focus on lesson planning and supplemental classroom library books including wordless picture books and readalouds to bridge that gap. >> That's helpful for the context I guess. Are teachers is the expectation that for TK teachers will have to translate
material themselves or I mean I know there are wordless picture books you mentioned but are there Mandarin are there approved resources in Mandarin for our TK students as they're getting exposed to the language? At this time, we know that creative curriculum is the
adopted program for our TK programs and we are working collaboratively with all our TK teachers to ensure that they have the appropriate books, materials, readalouds to support that curriculum that has been adopted,
>> right? But given that that's in English and Spanish, and I know that this is the first year of the TK roll out for Mandarin, but I'm just curious from the instructional materials perspective for students in Mandarin, what are teachers? >> So, Anna, if you could explain more about how you work with teachers to help
them create based on the target language, how do you help them create materials so that way they can be able to supplement the curriculum based on that target language? Because we're developing so many wonderful early childhood programs with different languages. So I think that's what they're trying to hear. How do we do
support that? >> So we give the we uh offer opportunities for teachers to come together to collaborate and do some lesson planning around their models and their languages to develop those lessons that correlate to their program. So for example, you mentioned that right now created
curriculum is only in English and Spanish. So, we bring our Mandarin teachers to support that development of those lessons uh in collaboration with our med staff to ensure that they have a comparable lesson to go back and deliver with our Mandarin TK students.
>> That's helpful. And I will say I do appreciate that the the push towards um or the acknowledgement around play-based TK, too. And so I'm not suggesting that we're giving all these kids uh more books and and uh reading material, but just making it as easier for teachers as possible given the challenge that's
already inherent in being a dual language teacher. So >> and you're surfacing a need as you see in certain languages, look at what it's taken just for us to be able to identify a good curriculum. That wasn't an option years ago. And so this continues to be an important space for us to continue to
identify instructional materials in different languages uh that are aligned to standards so on and so forth. So this is why the dual language department works with the teachers so closely so they can share those wonderful resources based on the curriculum and not have to create everything from scratch as you can
imagine. >> Great. Thank you. >> Your name please. Oh, sorry. Anna Guusman, uh, administrative elementary with the multilingual multicultural education department. >> Thank you. >> Have a question.
>> Okay, I'm asking it. Um, so this is um just um first of all, thank you for bringing this forward. I have several of my schools. Castellar, uh, Nightingale, Wilson, Gimas, >> City Terrace, >> City Terrace, sorry. Um, I'm sorry,
>> and Lincoln. Yes, Lincoln. Of course, I have so many uh that have Mandarin and it's it's a very soughtafter um, you know, um, course of study and it's it's wonderful. I I love hearing our students, you know, be able to just
artic in in Mandarin and and carry on. And I'm I'm really um amazed by by this wonderful um opportunity for our students. So my question is um as we move forward adopting standardized instructional materials in Mandrin, how
is a district assessing and supporting demand for other world languages uh such as Arabic or possibly Korean not sure you know what the availability for textbooks are there particularly in communities where they uh may have unmet needs. So what other you know plans do
we have for the other languages? Uh yes, it's really exciting um this Mandarin program for our students and um as I we work I work closely with med and to see if those programs are available
and if they're available then we we start the process. But now that I think um other companies will see and other education places will see that there is a need for it here in LA Unified I can see that happening with other languages for sure. Yes, please let them know that
we have particularly in Arabic and you know other languages that really do need that >> um those textbooks and and guidance for for our teachers so they don't have to which I'm very professionally able to do that and we want them to do that but it shouldn't land on them to create the curriculum.
>> It doesn't um we do with the work of med there are um materials that are William sufficient that cover that language arts piece for our students. So they are definitely um given the materials they need. >> Yes. No, we love all the work in MED and
every what everyone's doing to support our dual language programs and there's but there's always so much more that we need to do. So thank you for your all of your work and your efforts. Appreciate it. >> Thank you. >> Thank you. >> And Anna, would you like to share how the dual language teachers the by teacher for teacher process that you uh
pay teachers to be able to come together and work on things together as well? if you wouldn't mind because I think it's this is how we've been addressing that gap uh because we have highly experienced teachers who are leveraging their talents. >> Yeah, for sure. >> Absolutely. And we always give our teachers the opportunity to participate
in teachers helping teachers which is a mentoring mentor mentee program that allows our teachers to build the capacity of our new teachers zero from three three years uh uh in the profession and they get to work together
to build lessons to um be able to go out and try out the lessons adjust the lessons. So they're building the capacity of each other and they're learning from each other. So that is a year-long uh process that we allow our teachers to mentor each other. This uh
this year in March ended our fourth year of teachers helping teachers and building capacities. We have our mentors that have participated for four years but we also have new mentors coming in and allowing to build that capacity with
our new teachers at all seven languages. So that's beautiful and they develop these lessons that is a bank of lessons that other teachers can also take advantage of and to be able to utilize and see those uh exemplar lessons.
And that's so important particularly as we want to grow our dual language programs to have those systems in place uh when they're necessary as you know as uh we're trying to get you know books and supplies in the curriculum to them. That's a really wonderful support and
also the mentoring is so so important. So I'm glad we're developing that. Thanks. >> Thank you. >> Any further questions? >> First of all, I want to say I'm glad to see more language programs popping up. I'm fluent in Mandarin um and I know how difficult the language is and also how
rewarding it can be to know it. So, it's super exciting um for me to have more people learn a language that I know, especially a language that you know something billion people know across the world. So, I was wondering how these schools are chosen for these Mandarin
dual enrollment uh dual language programs, sorry. >> So, there's different uh ways of approaching and uh opening up a dual language program. First and foremost, uh, school interest, community interest where the schools come together with the
community to say, "Hey, we want to start a particular dual language program." We mentioned Arabic, Korean, Japanese. That's how they got started. That's the the first part. The second way is also proposition 58 where parents come together and they um start signing up
where the community and the parents are interested and then the school collaborates to ensure that we get started with this particular language that is of interest within the community. So those are our two ways of starting a dual language program. School-based interest but also
proposition 58 which is parent community based interest. >> Okay. Uh yeah, because I noticed there were only two high schools that have the the Mandarin um dual language program and I guess that that was what that question was for is just making sure that students have that option. You
know, elementary, middle, and then high school. I guess throughout those three levels, do you see students going to I I guess I don't know how long how long the program has been around, so I don't know how much data there is around it, but do you see students uh like go towards like the the middle schools or high schools
with these programs so that they can continue the the language instruction? >> Yes. So, we do have specific pathways that it starts from elementary, middle school to high school. So we have those pathways but Mandarin programs is also offered at many high schools u starting
with level one all the way to level four in some instances in some high schools we do have AP courses in Mandarin. So uh officially the dual language you will see a couple of high schools and some middle schools but Mandarin it is pretty
much across all high school levels given the different levels. And then sorry final question. Uh are are there immersive learning experiences provided to these students outside of the the textbook and the classroom learning or is that more aligned towards
like the the cultural arts passport sort of? >> It's it's aligned to the culture language proficiency with your ELA reading and writing in English but also the target language. It's a comprehensive approach.
Thank you. And I had one brief question and if it's in this report and I missed it, please forgive me. Um are I know it's talking about curriculum and textbooks. Wanted to know if any of the instructional material that's in Mandarin are in other subject areas like
math or social studies or history. So, right now we do have Eureka and Mandarin. >> Okay. So, the math. >> Yes. For the M. >> Got it. Okay. And that was the only question that I had. Thank you.
>> Anyone else? All right. Voting on tab 9 having been moved by board president Schmurson and seconded by Dr. Rivas. Taking the vote. Miss Newell. >> Yes. >> Dr. Rivas. Yes. >> Mr. Melvin, >> yes. >> Miss Grigo, >> yes. >> Miss Gomez, >> yes.
>> Miss Ortiz Franklin, >> yes. >> Board President, >> yes. >> Student board member Yang. >> Yes. >> And if I could collect some votes while we are here. On tab seven. Um, who do I need? Miss Gonz. >> Yes.
>> Thank you. On tab eight, Miss Gomez. >> Yes. and Miss Newell on tab eight. >> Yes, you that is everything I have to collect. I neglected to read the public hearing
statement under tab 19 which was on the consent calendar. Um before action is taken on the following board report, a public hearing must be held. Uh this constitutes a public hearing on Chadzsworth Charter High. A maximum of 15 individuals who wish to address the board and the item will be heard. Those who wish to speak should sign up online.
Um, the individual who I called on to speak was not here. Um, is Deborah McIntyre Skirino? Did she take off? Yes. >> Okay. Thank you. I just want to make sure I did not miss her opportunity to present, but she departed. >> Yes.
>> Thank you. >> Okay. Public statement read for that tab. Now coming to tab having completed tab 9. Uh tab 13 we had one question. Uh may I have a move and a second for tab
13? Move it. Moved by board presidentson. Second to bring it to the table. Seconded by Miss Gomez. Open for discussion. Okay, I'll go ahead and start. Um, I I was curious if you all could explain a
little bit more about why this contract is required. Um, why these amounts weren't previously anticipated when these items were brought to the board in the past. >> Yeah, thank you for asking that. Um, I'm Dr. Smith Mallra, chief medical director. Um, so on October 1st of 2025,
a regulation was introduced and implemented by the California Respiratory Care Board without prior notification to school districts or even healthcare organizations. So consequently, the district was unable to plan for or anticipate the resulting
increase in costs. This regulation requires only registered nurses or RNs to perform respiratory care services. And in our district, we have about a hundred students who um and this varies with enrollment who have medical
conditions that require specialized respiratory care services. So, it's a very medically vulnerable population. And these students require this person to be with them onetoone the whole day and ride the bus with them to and from school. Previously, our HCAs or
healthcare assistants um or our LVNs sometimes were performing these procedures and these procedures include airway suctioning, oxy oxygen therapy and uh tracheosttomy care and they did all of this under the supervision of a licensed and credentialed school nurse.
So, as a result of this new regulation, the district did consider our own LUSD RNs to do this work. The issue is that our school nurses are school nurses. So, as you can imagine, they are taking care of all the needs of the school. It would
be incredibly difficult for them to be able to be present onetoone all day with one student. Um, and so after consulting with our director of school nursing, it was agreed that this work would not be able to be done by our own school
nurses. So, it was out of necessity that the district has had to contract to our non-public agency RNs um so that we can continue to take care of some of our most vulnerable students with medical needs. Now, in January of this year, SB
389 was introduced which allowed LVNs to do some basic respiratory tasks. The issue is that it did not give them authority to intervene in emergency care situations as and as you know that can result from taking care of these issues.
So the safest route has been for us to continue using only registered nurses or RNs to do this work so that we can fully follow the law and continue to take care of our students. Um but going forward we are working with Martha Alvarez and our
government relations team to um get legislative options where we can maybe be exempt from this regulation so that we can go back to using our own district staff. So I that's the summary. >> Yes, that's that's very helpful. I appreciate the thoroughess of your
response. Um, and then just with regard to the legislative fix, I think obviously there's a great deal of desire to ensure that our work is performed by district employees wherever and whenever possible, especially at this moment. Um, so it is it our commitment as a district
that once a legislative fix is achieved that we will utilize district employees rather than contracting out for the service. >> Our goal is to >> assuming that that's what the legislation would allow. >> Assuming that we Yes, that that we can work that out. >> Okay. And is there anything that the board or partners can do to be helpful
in supporting this type of legislation? >> We're happy to have your advocacy. >> Yeah, you let us know who to reach out to. Thank you. >> And I apologize before we get to too many more questions. We have a public comment. Do we want to take a one person after or before?
>> Okay. Uh Esther Wyn, are you here? >> Okay. Yielded her time. So please continue as if I had not interrupted. Hi. Um had a few questions. Um you did mention 100 students. Is that the total number of students that need the services?
>> Yes, it varies depending on enrollment. So it can be a little above 100, a little below 100 every day. >> And then we know because the report didn't have an aggregated number of expenditures. So, how many of the students are where and then how often is the service needed?
>> Um, let me call our director of nursing. >> Good afternoon. So, Sebroen, director of nursing. Can you please repeat the question? >> So, the question is how the number varies. uh the number that was given was 100 and just asking where and how often
is the services needed and then I guess the next part of that is is what the cost per uh I guess incident or school or how does that work? Well, for in terms of where they're spread out throughout the district, they could be at any elementary, middle or high
school. Some are in special education centers. Um, and then in terms of um the cost uh for each RN that's an NPA agency
RN it's about 90,000 a year. Um, and it it varies because if the student sometimes these students are very medically fragile so they may be out for a pr prolonged period of time for illness or hospitalization. So in those
cases, if the NPA provider services are not needed and the child is not in school, then we don't have the nurse report. >> So when they're not reporting, are we still compensating them for not reporting? How does that work? Do they
at need basis? How how does that work? >> It's an at need basis. So when they're not working, we are not compensating them. They're only paid when their uh student is at school. Is it possible to have a report of that of what we've been doing thus far so that we can compare it
to moving forward? Obviously with the increase based on the you know hopefully that we change in legislation we don't need it but can we get a report of you know what schools where they're at and how often they're being seen. >> Absolutely.
>> Okay. Thank you. I had a question, but Miss Gonz um asked it, so I appreciate it. And it's good to know that, you know, um I know our government relations is really working on this. I was when we went to um to
visit um Sacramento. I know that I forget her name. Is that Sasha? >> One of Martha's um >> Oh, that was with >> staff. She was educating I'm sorry. >> Anna. >> Anna. Yes, Anna. I know she was educating the legislator. So that's what
we need to do. There was an unintended consequence to the legislation that drast, you know, greatly impacted our schools and the work that our our nurses and our healthcare assistants were doing. And so it's about educating the legislature to get this um this new, you
know, bill to pass to address this consequence. uh because we certainly don't want to take away from the work that our that our employees are doing and um and that we're working to remedy that. So, thank you for Thank you for that. That's all. >> So, I I I've seen the uh healthc care
assistants at work and I've seen the LVN's at work in my schools, including Chandler, which has a couple, and uh they do an excellent job. And I can understand why our RNs do not want to take this job. They don't want to ride the bus. I mean, they're at school all day and then they have to ride the bus.
That's a lot of extra work for RNs. But let me just ask you, what was the cause that that made this change happen? Did somebody pass away? >> So, what I know is that it had nothing to do with anything that happened at schools. Um, the respiratory care board
was kind of directing this to acute care um healthcare facilities, right? But um the consequence I don't think they anticipated was that it affected all of us. >> Uh as Kelly mentioned the consequences were outsourcing 100 nurses which
unfortunately is costing $90,000 a piece which is a lot of money. It really is a lot of money. I know student safety is number one. I do not argue that. But I'm just telling you and you know already that the R the LVN's and the healthc care assistants were doing an excellent
job. I never heard a problem in any one of my schools cuz I get the eye stars about, you know, medication problem. Never never never a problem with them. So very sad. >> Yes, Carla. >> Yeah. I wonder though, could we create a
position for nurses that do this work that are not necessarily school nurses the same way that we have them, but are nurses specifically for this group of folks. And that way we have a position in house and not have to contract out. >> That has definitely been something that
we have talked about and that we are actively exploring. Yes. >> All right. Thank you. >> Let me just add we we used to I think we used to have something called protocol nurses where they would come to a school when someone needed uh catheterization or something. We had protocol nurses and
I don't know if they still exist. >> That not to my knowledge. Correct. That's the same position that you're talking about. >> Oh, but the Oh, those Yes. >> They go from school to schoolation protocol >> when when necessary. Right. Right. >> Yes. >> Okay. All right. Thank you.
>> All right. Having been moved by board presidentson, seconded by Miss Gomez, the vote on tab 13. Miss Newell. >> Yes. >> Dr. Rias. >> Yes. >> Yes. >> Mr. Melvin. >> Yes. >> Miss Grigo. Yes. >> Miss Gomez. >> Yes. >> Miss Ortiz Franklin. >> Yes.
>> Board President Schmelson. >> Yes. >> Student board member Yang. >> Yes. >> All right. That brings us to tab 26. We have a time certain on tab 21. So
that gives tab 26 24 minutes. It requires a rule 72 waiver. Um so can I have a move and a second for this rule 72 waiver? >> Move it. >> Moved by Miss Gona. >> I'll second. >> Okay. >> Seconded by board presidentson. >> No I think Nick. >> Okay. All right. Declining the second.
Moving the second to Mr. Melvoyne. >> Um yeah. So, few comments and then maybe a new path forward for the board because I appreciate the opportunity to discuss this with the turf reso. But, um, I'll note um uh I'll note that this is an
unconventional resolution and my intent is not to be frustrating or to frustrate the goals of a of a a study that the board is undertaking. Um, I uh and as we discussed during Miss Tes and Dr. Brian's presentation earlier um an effort that I supported um and am eager
to see the results of what has happened since the passage of that resolution in November is that one of my high schools, University High, um lost the use of their uh football and soccer field. Um it's inoperable for health and safety reasons. And and space field space on
the west side has been in a premium because of the fires and the pal um Pali High baseball field has been out of commission for a few years because it's housing bungalows. Hamilton High School's fields have been under uh construction and so have been limited. Westchester High School um both has
Gopher problems which we discussed on their fields and then also their baseball and softball fields are out of commission at different times. Um Uni High actually doesn't have a baseball field. They have a softball field but that's been out of commission because of some uh flooding areas. And so the the idea was just try to try to expedite
these processes so that we didn't have students waiting you know as we heard earlier potentially three years from now to have a field especially when we think of the revenue generating opportunities for um for schools who lease out the fields. Um so that was the the you know
this was a differently situated school because it was not contemplated when we passed the resolution but I understand the concerns of which I share many when it comes to this study. So I I guess my question for the board was maybe if I either if I amend this resolution or maybe work with the superintendent, but
my goal is just that the minute this study is completed and the board adopts a new policy that these fields, not just Uni, but Chavez and Msone's district, which is also one that has come out of commission in the last few months, and then these other um uh six schools, five
or six schools would be kind of on the agenda and on the docket right away so that we can start this process. Separately, I'd like to agendaize my committee the facilities and committee proc uh facilities and procurement committee kind of understanding the timeline. We heard from Miss Tes 9
months, two and a half years. I mentioned Beverly Hills Unified, which based on their board agendas has a six-month timeline. So, I'd really like us to see how we can do this more quickly given that if you're talking three years, you're talking threequarters of a student's high school career. So, I guess I'm working on a
little language um but maybe I'll open up to my colleagues to see if they're amendable that would just say we wait for this study to be complete. The board adopts a new policy and then in the board meeting immediately following that, which likely would be sometime this coming fall, we would uh have these seven projects um facilitated so that we
could start that project and the determination on grass or turf would be based on the new policy. >> Yeah, I think that makes a lot of sense. uh those of us on this side have the schools that were impacted and you know two of my high schools have not had their fields for several seasons now and
so we were already in the situation that you've described about students who have you know gone two or three years of being an athlete mostly at somebody else's campus um and so I would welcome the superintendent's team being amendable to um prioritizing these schools that have been uh you know sort
of waiting for the results of this study to come out. I don't know that a resolution is necessary and so maybe that's what I'll just you know turn to the superintendent's team to see um because those of us who have the schools impacted would love to see it come quickly in the fall. >> I mean succinctly yes. So as soon as we have the the policy in place will
prioritize getting these projects up and going as quickly as possible. >> Yeah. And I should say and I appreciate working you know with with our acting superintendent a month or so ago when we discussed UNI and I learned that it had come out of commission and that we had this space problem. We we worked we had
initially said let's just wait the study will be done and then let's let's get this on the agenda and then it was the delay in in the study um not coming till June board not meeting in July that that made me bring this resolution just as a way to to support the uni community but if we have that assurance from your team
that immediately after the study the board will adopt a new policy and we'll put you know not just my school but all the schools that are affected kind of on the queue um you know I' I'd happily withdraw the reszo if we have that commitment from the soup team. >> You most certainly do and I some good
eye contact with Miss Toes just to affirm that we do have the commitment. >> Great. Let the record show I affirmative eye contact. Um Okay, great. Well, well then I there are others who may uh who want to chime in, but I do appreciate kind of the the collegial spirit in which the board discussed this earlier
and the support for all of our school communities. So, >> well, oh, go ahead. I think the idea of using a resolution to move something forward is absolutely outrageous. Absolutely outrageous because I have schools. I can make resolutions for
adding buildings to schools that I've been asking for 5 years. And uh it's absolutely outrageous. And I have a little statement I want to read too. Okay. This board can only operate if we do so by established rules, parameters, and
limitations. Last November, this board unanimously approved member Kelly Gomez's resolution, extreme heat mitigation and disaster preparedness at LUSD. I voted for it and I still support this resolution today. However, I do
understand that has caused some confusion amongst LD students, staff, and community. I have received questions from some of my schools and my staff as as well about what this resolution means for their athletic fields. I have a school, Van Ice High School,
whose track is underwater every time it rains. Just so you know, this resolution includes a section calling for a study to assess the health effects of artificial turf on our school communities. And I recommend that my board colleagues from district 4 wait
until the study results are public before proceeding with any aspect of the resolution he has brought before us. and our conversation regarding facilities projects will continue in the summer. And I invite all members of the board to speak their minds on that day,
especially now that our respective communities have been able to speak to us about it, whether they're for or against it. And I strongly urge all of my board members to please adhere to the rules, limitations, and decorum that we have established for ourselves. We
cannot vote for a resolution and months later bring another resolution that contradicts the resolution we previously voted on. And whether we like it or not, whether we voted on it or not, if the resolution is adopted, it is now district policy and we must respect it.
Furthermore, it is about respecting the voice of the board members who bring these resolutions to a vote. It takes time. It takes research. Takes community input and many other factors to bring resolutions together. In some cases, developing a resolution could take
months. And bringing another revolution revolution, sorry, resolution that contradicts one previously approved may establish a bad president and culture. We value resolutions and show LA USD staff, students, and community members
that they matter. and the board must be the first to abide by them. For these reasons and more, I have to vote no on this resolution and urge patience until the study results are released. Even though there was an amendment, I still will vote no. Thank you.
>> Wait, are you withdrawing it, Nick? >> Yes. To clarify, I'm withdrawing the the resolution. Yes. Yes. >> But he just wanted to make sure you all know how you felt. >> I think it's I think it's ridiculous. So yes, >> small point small point of procedure. I just like to note we're on the rule 72
discussion portion. >> The motion hasn't actually come before the board. Although I'll note the discussion is all useful because the rule 72 would require um the board discussing whether or not it uh substantially conflicts and then vote on
whether or not they would like to allow it despite or not withstanding this substantial conflict. So just for >> Mr. Those are the same rules that require every resolution to go to committee. Am I right? >> That's exactly correct. >> Thank you. Thank you. >> To clarify, I'm withdraw given the
commitments from the superintendent and the helpful board discussion withdrawing the resolution, but but still people can dis discuss all they want. >> Yeah. No, I just wanted to clarify that we're prioritizing all of those schools because I have one there too, Roy Ball who hasn't been able to use their soccer field. Okay. The entire group. Okay. I
just wanted to >> Yeah. Yeah, I mean I think I think resolutions are policy items. We don't always uh fully anticipate the implementation challenges they might run into when they get out into the real world. So, um appreciate the superintendent's commitment. Um obviously there's a board district six
school on that list. So, we want to ensure that all of our students have access to the necessary playfield while also respecting that this is an important climate related policy for the health and safety of our students and we want to ensure we see that work forward. So, thank you Mr. Melvin for withdrawing and thank you superintendent Chaitane
for helping us here. >> I am now left with the duty of calling the vote on the rule 72 because it was mo moved and seconded to be before before the it's all sort of moot at this point. >> Can I withdraw my motion to on for the board rule 72 waiver? >> Sure.
>> There we go. >> All right. It's all all gone just like that. >> Skip it. >> Okay. So, uh, tab 26 has been withdrawn. >> Well, if it's not before the board taking public comment, unfortunately, that doesn't make sense unless there's a
request to the um the board to do it, which I which I am not I'm not hearing and I I don't have the authority to make that that call. >> Should we inform any folks that are waiting to speak about it so they're not holding on? So my friends, if you're online to speak for tab 26, that tab has
been withdrawn uh from consideration. So there will be no action taken on it and therefore no uh public comment necessary. All right. Moving from tab 26, we have a time certain of 3:00 for tab 21.
Um one moment >> here. Also, do we have tab 34? Don't we have a bunch of speakers? >> We do. So, >> okay. I think my preference would be to do that as opposed to going to the 3:00 early just cuz folks I know are coming from schools.
>> Outstanding. So, 3:00 will come a little bit later. Is that okay? It's your resolution. Type 21. >> How later? How much later? >> Uh, let me see how many speakers we have on it. We have 13 people signed up to speak for
tab uh 34. So that's 26 minutes um not including transition. So I I would assume 30 minutes. So for clarity, what the board is considering is, hey, do we take the time certain of 3:00 early or do we take the folks who have been waiting to speak for
tab 34 right now and then start the time certain about 15 minutes late? >> Okay. Tab 34. >> Yeah. Yeah. Thanks. It's not for action and this is a public hearing. This constitutes a public hearing on today's Fresh Start Charter High School or Charter School, Recita Charter High,
Taft Charter High, uh, University High School Charter, Open Charter Magnet. And I'll note that Montikue Middle Academy for the Arts and Sciences has been withdrawn. That will be reflected in the minutes. A maximum of 15 individuals who wish to address the board and the item will be heard. Those who wish to speak
should sign up online. I'll now begin on those folks who are signed up to speak in person to tab 34. Uh Martha Bernard were on the line earlier uh but you are not here now. Uh Yasen Deo
come on up here. Liz Newman are you here? Liz Newman. All right. Javier Esel. Javier Esaval, David Tokovski,
also not in the room. Let's see. Faten Fami, are you here? Come on down. You'll have two minutes to speak once you begin. And after Miss Fami is Sireita Danley and then after Miss Danley is Miss
Filamina Oaka. So come on down, Miss Fatin Fami. You'll have two minutes to speak once you begin and then it will be Serita and then Miss Okala. If you are here, please adjust the microphone to the right height and then um
two minutes is yours. Thank you. >> Good afternoon. My name is Faten Fami and I have been teaching a middle school at today's fresh start charter school for 12 and a half years and before that 10 years with the Los Angeles Unified
School District at a little school in Hollywood, Shereamoya Elementary School. So there is no question in my mind these small schools are not just small, they're dynamite. I'm going to speak about today's fresh start today. The
school has established a high quality and researchbased practices to tailor and individualize instruction based on all students needs. The school's vision and purpose are supported by the implementation
of the schoolwide learning outcomes, the SLOs, and achieving academic goals, standards, and objectives to support all of our students. The superintendent, Dr. Janette Parker, has made significant investments
in the classroom uh classroom resources, programs, and materials in order to further boost student performances. For example, the school has invested in a superior summerbridge program which
has offered engaging and high quality learning opportunities. Uh some of the resources are for example uh investment in standards plus intervention uh notebooks uh to help supplement and support
students who are either have scored lower than their grade level or who need extra help. The summerbridge program had has also offered a chess class, dance class, music class, renting a water
slide, field trips, Roondo Beach, California or uh the science center. Moreover, today's fresh start charter school has invested in technology resources and professional development in order to prove to improve student performances.
For example, uh Chromebooks were purchased for every student to take home and access. >> Thank you for your time. >> They're digital books. >> Thank you so much for your time. >> Thank you. >> All right. Serita, are you here? Please come on down. You'll have two minutes to
speak once you begin. Serita here. Uh let's see. Miss Filamina Okala, are you here? Filina? Yes. >> Please come on down. You'll have two minutes to speak once you begin. Good afternoon everyone. Uh my name is Filomina Opala. I'm a teacher, a special
uh education resource teacher at today's fresh start charter school. This is my fourth year in the school. I just want to let you know that we have an outstanding school um started by two outstanding educators,
Dr. Janine Parker and Dr. Clark Parker. Our school is one of the most dedicated has uh most dedicated staff, teachers, educators that really uh love the kids.
And when doc Dr. Parker talks about her school. She let us know that this school, today's Red Star Charter School must care about the kids,
their future and that teaching each child individually to perfect scholarly achievement, academic, social and emotional development are the key and we must raise the bar. closing the achievement gap and striving
to be the best school in United States. In our vision statement, she made it clear that as a team we have we must educate the scholars
and we also must include our parents. So she said the critical part of the today's rest charter school vision is to achieve optimum parent involvement. That is
parent that is parents will have their minor child in school on time every day. participate in parent conferences, school sponsored activities, and become a part of today's fresh start charter school community through commitment,
partnership, and participation. >> Is that time already? >> That's time. Thank you so much. I I appreciate it. >> You're welcome. Thank you. >> All right. The next speaker is Eugene Lobachev. Eugene L, are you here? don't have you online. Uh Tiffany
Pearson, are you here? Tiffany Pearson. Not see any movement for Tiffany Pearson. Uh and then I'll call on the folks who listed themselves as speaking remotely. We've got
uh Yenni Ria. Yenni, are you in the room? No. And you are not online. and Frankie Palasios, also not on the line, signed up to speak remotely. Um, that concludes the public hearing.
Um, the board will be taking action on these charter petitions at a subsequent meeting. So, that concludes tab 34 and we have nevertheless arrived at tab 21 a few moments early.
All right. Can I have a move and a second, please, for tab 21? >> I'll move it. >> Second. >> Moved by Mr. Malfoyne, seconded by Dr. Rivas. Believe we have some recusal language.
All right. So this is not in the consent calendar. Um I believe you you read this part. Out of abundance of caution and following the procedures of section
18707 of the California Code of Regulations, board president Schmurson is publicly recusing himself from discussing or taking action on TAP 21 resolution using technology with intention establishing guidelines for
students screen time due to his ownership in stock in both Google and Apple Incorporated. All right. So, the chair is now going to shift to Dr. Rivas.
>> Yes. So, Mr. Melvin, would you like to um introduce your resol? >> Yes. Thank you, Dr. Rivas. Um and to my colleagues and to all the parents and advocates who are here, I thought what I would do is spend a couple minutes just introducing this resolution, turning it over to my co-sponsors, Miss Ortiz
Franklin, Miss Grigo, and our student board member Yang. then turn it over to our public speakers who are in the room and some virtual then to my other board colleagues for comments and discussions and then the vote. Um but I'm really excited to bring this here today. Uh and grateful for the parent advocates
including schools beyond screens um and experts like Jonathan height for their partnership. Yes, a round of applause for all of our parent advocates um for your partnership and support of this resolution. You know, two years ago, I brought forward the resolution that banned cell phones during the school
day. And now, I'm asking for my colleagues support for this new resolution, which examines our use of screens uh in our classrooms and develops an overarching policy to guide our instructional practices. Unlike smartphones and social media, uh the research on education screen time is not
as clear-cut. Um it depends on age and context and how technology is used in the classroom. And but while there are certainly benefits to the access to technology, devices should be used strategically to guide instruction and meet student needs. Tech can at times enhance learning when it's used
thoughtfully, but excessive or passive use does not consistently lead to stronger academic outcomes. And inconsistencies may exist across classes, schools, and grades. Um we don't even know how much time is being spent on screens throughout the course
of an individual student's day. And there's real concern about excessive screen use for children. Studies have linked excessive screen exposure to sleep disruption, tension challenges, increased symptoms of anxiety and depression. Research suggests that students often retain less when reading
longer text on a screen instead of paper. Um, and while the district has worked to ensure access to technology off campus, not every student has reliable internet at home. And schools play an important role in providing digital tools. But real equity is not simply about putting a device in every child's hand. It means ensuring students
have access to books and discussions and strong teachers and meaningful human interaction during lunch and recess. A child sitting in front of a screen for hours is not getting a better education simply because the content is online. And while the district currently has policies on responsive use and digital
citizenship, AI and online safety, we don't yet have a clear um developmentally grounded policy on screen time and instructional technology. It's time to reset and recalibrate and ensure we have a guiding vision and policy with thoughtful guardrails by age and grade level. Uh
this is why I'm bringing forward this resolution today to develop a screen time policy that is informed by research, best practices, and input from the fields and our families. The policy should provide maximum daily and weekly screen time limits for students based on their grade level. Eliminating the use
of digital devices for early ed through first grade except for form of assessments and for students enrolled in our virtual academy or with disabilities. It also blocks students use of YouTube and other video streaming platforms while still allowing families to opt in to the use of districtisssued
devices at home. The policy will also provide greater transparency for families on our opt- out process and our responsible use policy and guidelines of use of AI will also be updated. The resolution stresses the importance of data collection so we can better understand how much time students are
using on their devices. I look forward to reviewing this data to better understand with my colleagues how much use technology um how we can use technology more intentionally uh in our classrooms. The board will review and approve the policy along with a comprehensive itemized report of
techreated contracts both centrally p purchased and school purchased in coming months. I believe that we have the opportunity to lead the nation to establish comprehensive developmentally grounded screen time limits that put students before screens and set responsible use of technology in the
class to prepare our students for the world beyond our walls. We know that tech is not going away and can be a powerful tool in the classroom. This is not about going backwards. This is about rethinking school time and screen screen time in schools to ensure we are doing what actually helps students learn best.
I think this is really about recalibrating, resetting, and reassessing our relationship with screens over the last five or six years. I know that on March of 20 March 13th of 2020, we sent every kid home with a device, which was the needed lifetime, a lifeline. It was the way to educate kids
during the pandemic. But years later, it's time that we reset. I am grateful to our acting superintendent Chait to um our deputy superintendent uh Dr. Estrada and the team who has already been working on this collaboratively with parents with teachers with the board. Um and I'm grateful for uh the board's um
undertaking of this important policy today. So I'll now turn it over to my co-sponsors Ortiz Franklin, Miss Grigo, and then um Mr. Yang before hearing from our parents and advocates and then having board discussion and a vote on this uh critical policy. So uh maybe Miss Ortiz Franklin. >> Thank you. Thanks for bringing this and
inviting a co my co-sponsorship. You know, it's funny. My second resolution on the board back in 2021 was with you on closing the digital divide. And as you said, during the pandemic, we really learned that kids needed access to devices to be able to learn. And I agree that this isn't a pendulum swing backward. It is expanding our knowledge
because when you know better, you do better. Um then I also was not a parent myself. Now I am. I have two small children, three and under, and I have seen personally how distracting screens can be in our homes, our communities, and of course, our schools. We want to be places of learning, not places of distraction. And so, I appreciate the
advocates who've been coming to us. You've really been speaking to our hearts. Those of us who have young children have been thinking about what are my decisions at home going to do to impact their learning lifelong. And then simultaneously with our educator hat, we're thinking how do we mirror that in the schools um with the values that we
really want to instill in our young people. And so I am really appreciative of this resolution to task the experts with bringing to us and experts I mean educators, families, and folks who've been looking in the uh technological world for a while now on what's best practice for limiting time because we do
want to make sure that we're using the limited time we have available the best way that we possibly can. When I was a middle school teacher, we talked a lot about b-tobell instruction, using every minute wisely, and we want to make sure that we're doing so with the materials that support the best learning um that
our kids truly do need. So, uh grateful to be a co-sponsor here. Really excited to see what the staff comes up with in terms of parameters. And just personally, I'm really excited about the piece for our youngest learners, about the elimination of screen time for our early ed through our first graders. Um I
know that speaks to a lot of families out there as well. So, uh, thank you for bringing this. Looking forward to hearing the discussion today as well, Miss Grigo. >> Yes, thank you. I want to first thank the parents and the community members for really uplifting this and shedding the light on this issue. It was you who
brought it forth. You are the reason why we are here today. So, I want to thank you. I think this is an example of democratic processes. when communities who are experiencing the policies that are in place push back, call us out and
stop us and tell us you need to do something else. And that's exactly what you did. And I want to appreciate that. I want to appreciate um our colleagues for being good listeners, uh for taking the time to really learn about these consequences. Personally, I said it from
the very beginning when I heard you all speak. I have three kids and I pushed back on any cell phone use as a teacher. I pushed back on having our students use technology in the classroom without any particular purpose. And so that is my own personal philosophy, but I
understand that our policies are were not matching that. And so I want to thank again all the parents uh and community members who brought this to us. Uh thank you uh board member Melvinne for of course um you know
taking the the the first um um initiative in in putting this into a policy and and of course uh my colleague uh Tanya and uh for supporting it as well. And um I just want to point that it it does address a lot of the things
that parents were concerned about uh in terms of screen time, privacy concerns, contracts with tech companies, and also the use of AI. And so I'm glad also that we've included some language around equity. That was one of the things that I kept bringing up to parents. I wanted
to hear a variety of voices. And I know that some of you have tried. I held a meeting uh a community meeting online to bring folks from my district into this conversation and I said at that meeting that this was only the beginning. We are
only beginning this moment right now and I want to continue uh to open up the conversation to more communities and as well as bring in the voices of educators, people uh teachers, principles who are um experiencing this
as well as students. I think secondary student voices are very important. And with that, I want to thank um board member Gonz because she has submitted some um language that addresses these things as well. And uh in particular, I want to uplift uh something that she
brought up. I know that we still have to accept her recommendations, but I want to uplift that she um has um asked that we also assess the use of I Ready assessments, including the benefit to learning, the impact on instructional
time, financial costs, and the validity and reliability of that assessment tool. Again, this is something that you all have brought up as well as um teachers have brought up and students. Um so, thank you again. and I'm looking forward
to continuing to do this work not only in collaboration with my colleagues but also in uh community with you all. Thank you. >> Yeah. First and foremost, I want to thank board member Melvinne for bringing this resolution uh in front of us. I remember in my first or second board
meeting that was when I first heard from the parents about their concerns over screen time within the classrooms. And as someone who went through school in the pandemic and now sees how technology has increasing usage in schools, I resonated and understood what the parents meant. And like board member Grego said, this resolution just goes to
show that advocacy and speaking up and sharing concerns really does pay off and really does lend itself to creating positive change. I think this this resolution builds upon our phone ban that's already in effect taking it a step further ensuring that our students are not only you know prepared for the real world uh but also don't become over
reliant on technology as our world is ever evolving and more technologies are created it's important that we take proactive steps like this to reduce the influence of technologies like AI and taking away the critical thinking skills of my peers and our students. I also want to note that, you know, although
we've always been touted as a as a data-driven district, I think we also need to be a student and communitydriven district, uh, and have their best interests at heart. And that's why I appreciate the transparency that this resolution creates as well. By allowing our
district families to see exactly where our money is going and you know the effectiveness of I Ready and other standardized tests, we build trust with them, something that is so lacking in many of our other current governmental systems. Um, also just a quick note, you know, some students have been complaining to me lately about how the
LA USD filters on Chromebooks and on Wi-Fi is getting increasingly stringent. Uh, but the reality is and and this is directed towards all the students, uh, this resolution will allow you to become more aware and actually improve quality of life. you know, you might not be able to play those those games on your computer, but you'll you'll learn more
in class and you'll be more engaged and it will be beneficial in the end. So, once again, I want to say, you know, thank you so much to board member Melvoyne for introducing this and I'm very very happy to be a co-sponsor. Just wanted to add a few words here. Uh uh first and foremost, and and I'll echo
what what board member Ggo said, thank you to the parents for bringing this forward. Um I I I think it's a good recursive process to you know we put systems out there we put initiatives out there and then for parents to come back to us students staff and say you know what
this is maybe what you intended to accomplish but this is what's actually happening. So I appreciate that and I had some direct engagement with folks about three weeks ago now which I thought was a very productive conversation. Uh as part of that conversation I shared this is a lived experience for me as a district parent.
Um, I have gotten feedback at home from uh my kiddos about their feelings about, you know, what we're doing as a district. And so I think what I got look back to is the word that uh Mr. Melvinne used, which is calibration, right? It's it's never about we're we're not going to do any of this or we're not going to
do any of that. It's just where is that in between that meets the needs of the moment that arms our students with what they do need to know about technology, right? because we're never going to go into a world where they're not going to have to interface with tech at some level or another. But how again, where
is that calibration that is age appropriate? Right? I think it it's very sound that we're putting a lot of focus on our earliest learners and I say that as a former kindergarten teacher, right? I don't know that it's necessarily appropriate with some possible exceptions for a
four, five, sixyear-old to be interfacing with tech on a regular basis. So, I appreciate everyone's advocacy and I look forward to the work that we're going to do around this. >> I want to remind folks there is an amendment on the table. >> Yeah. So, they I appreciate the
superintendent's words as well. I know we have board member Gonz who has some helpful amendments for the resolution and board member Hendy Newell. We did also want to of course hear public speakers. So my suggestion, well I'll ask Miss Gonzos and and Miss Hendy Nubo, would you like to speak now and submit amendments or hear from public speakers
and then uh we can take them under >> advice? It might be helpful for the public conversation for for the community to be aware of the amendments that we're considering just as far as their their great comments go. >> If that works for Chair Reebus, is that okay? Okay. >> Okay. Um I'll hop in here then. Um,
thank you so much to the authors for bringing this forward and of course to the advocates for lifting their voices and for demanding better for our students. This is an important and timely resolution about how we support student learning and well-being in a digital age. How we ensure we prepare our students for the rapidly evolving
world they will graduate into and how we balance that with preserving their childhoods and the learning experiences that are uniquely human and connected with their peers, educators, and the world around them. As a parent of three young children myself, ages three, five, and seven, all LUSD students, this is something I interact deeply with on a
regular basis and that I care a lot about. I know our families and educators are actively trying to navigate that balance between technology as a learning tool while avoiding excessive, poorly structured screen time that has real consequences for our children. I hope that with this new policy, we're able to
prioritize the uses of technology that have actual real educational value like coding, robotics, video production, editing, and intervention for targeted students while deemphasizing wrote tasks like reading text on screens, unlimited video streaming, and other passive
activities. Oh, thank you. Um, I support the intent of this resolution, but I do have some amendments that I believe will further strengthen them. Um, these amendments uh have been circulated to the board members. My amendments are attended to
one clarify that not all screen time is the same and we should prioritize technology use that has a unique educational benefit and cannot be replicated offline. Make sure that this work is guided by research best practices and input from educators, students, families, labor partners, and
independent experts. Encourage offscreen homework assignments. Reaffirm student data. Reaffirm student data protections, privacy requirements, and real accountability to ensure that those requirements are followed. Continue to
develop continue to develop guard rails around artificial intelligence by establishing a board committee specifically focused on AI, which would bring together families, educators, and independent experts to focus deeply on this specific issue. And finally, have
us take a closer look at I Ready, including its instructional value, its impact on limited instructional time, cost, validity, and reliability as an assessment tool, and including the voices of our practitioners, our parents, and our students. Um, as a parent myself, I, as I
mentioned, I think about this balance every single day, and I really appreciate the board's uh the board stepping into this space to ensure that we strike that balance for our students um and that we hear the voices of our community. So, I bring forth these amendments uh for the board's consideration. >> Yes. Thank you, Miss Gonz. And if it's
okay with my co-sponsors, we'll accept them as friendly, meaning we don't have to vote on them separately. We'll incorporate them into the resolution. The one um amendment to the amendment that I have and I can pass out is just there were two resolves. One about updating and annually reviewing the guidelines for the authorized use of AI.
Miss Gonz's res um amendments around a board committee working with parents and teachers and stakeholders. So we've combined those two um uh we've combined those two clauses so that um we have a resolved around creating this committee working with parents to uh provide input
and then review annually our use of AI. So we can hand those out and and read those if there is uh interest but we'll accept those as friendly. Um and thank you Miss Gonas. Yes. Well, thank you. Um and our amendments is more so on time frame and
um wanted to just obviously start as a parent as well. Um knowing that I asked my children about devices and they don't have phones and I said you're still alive and you survived. Um because uh
you know it's often the conversation that comes up you know often and they'll ask even when the resolution came about with the phone ban and they were like so what are your children doing? Well they didn't have a phone. So um they weren't banning a phone because they didn't have
one. But I think you know as much as we talk about the debate about technology I mean the question obviously is aligning our educational tools with how human learning actually works and evidence indicates that in discrimination digital expansion has weakened the learning environments negatively affecting our
students social and emotional well-being and exposing our students to inappropriate and frequently fictitious information. And so this district's policy can restore the balance in creating evidence-based guidelines that protect children's developmental needs and ensuring that innovative serves
learning rather than attention capture. Thank you. Um so this policy will consider these strategies at establishing clear guidelines for device usage during class, encourage the use of educational apps and uh res resources to enhance our
learning and provide training for our teachers and integrating technology into their lessons. uh ensuring that reliable Wi-Fi access throughout the school for all of our devices and promote digital citizenship and responsible online behavior among our students regularly
assessed in the impact of devices of students engagement and learning outcomes. And as you know, our responsibility to our students is to maximize the co cognitive capacity and the long-term flourishing of the next generation. And so for me, I want to
make sure as we go into creating this policy that we develop time and I know I wanted to to publicly ask I know some work as you mentioned earlier has already been put into this and I don't want us to to rush this because this means coming back in June it's a couple
of weeks to be able to do this and I don't want us to rush and do anything in a couple of weeks where we turn around and say uhoh we did something too fast and we're having to implement it. And so wanting to make sure that because this will come before the board in June that our reports are already in development
and approved for this to be adopted in June and would have to be written like I said in a couple of weeks. I wanted to know is that feasible and to making sure that that is good policym and so that would be my concern and whether it could come back for the policy to be made in
August. So not knowing if that is possible you can answer that. Thank you, Miss Hendy Newell. And I'll say too, because I know parent advocates have been working with board offices. Just so folks are aware, per the Brown Act, one board member is only able to engage with two of our colleagues and putting policies together before a public board
meeting. So that's why we have helpful amendments from Miss Gonz and questions from Miss Hendy Newell that we're discussing now in public in this meeting as opposed to ahead of time. Um just for folks who are confused about the process. Um yes to Miss Heny Nubil's question we were working and like I mentioned collaboratively with the
administration um on this iterative process and in many cases we were pushing against an open door when it came to acting superintendent chate and se deputy superintendent Estrada. So I'll let maybe Dr. Estrada talk about the timeline of the work that's already be uh has been undertaken. Yes. >> Right. So this has been an ongoing
process. It's been one in which as we've looked at data usage looked at new research a lot more has been coming out about guidance and direction our team has been talking to researchers uh you know different associations focused on this been engaged with um many of our
stakeholders and have begun to draft the policy based on the information provided um I do think it's uh if we came to the cow to do the initial sharing of what we're finding get some more guidance and then being able to polish up a
policy that then we could engage further through the summer. I think there is a real opportunity there. So, if folks are open to saying like we'll have a draft ready by June, but knowing that we're still going to need to engage more folks to understand especially the um by grade
level minutes and then of course any additional tools and guidance that we're finding. Also, if we're going to be assessing some of our digital tools, we want to make sure that we see some of the results, the end of year results. So, then see year-over-year what we've seen as far as has it impacted what we
thought it would impact or not. Uh, and that obviously would not be pretty much ready until after June. So, I would appreciate a little more flexibility on the finalization of it versus coming to you with some good drafts because I do think we have good information already, but we we would obviously want to smooth
that out more, especially with the new amendments that have come forward. I'm just going to pop in as Dr. Estrada, you may have heard her say the word cow. That means committee of the whole. The board holds committees of the whole, which constitute the entire board, but at which no action takes place. It's an opportunity for them to freely discuss
things that end up on that agenda. So she what what Dr. Strad is suggesting is that the topic continues to be brought up in the in the cow or the committee of the whole. >> Yeah, I I'll turn it back over to Miss Heno. My my suggestion or preference would be to keep the timeline as it is.
Um understanding if there's an amendment to move it, we can discuss knowing that um it will be an iterative process. Some of the amendments like Miss Gonz's suggestion and we'll make sure these are passed out to around the ad hoc board committee will be meeting throughout the summer. But I think some of these the things that we've been more prescriptive
about like no devices under second grade uh really do need to be implemented by the fall and the school year which starts in August. So I've appreciated like I said kind of this iterative process and the collaboration with the soups team. So my my suggestion would be to keep it as is knowing that there'll be some of these
pieces like around AI that will take longer to make we're sure we're really engaging parents uh on their feedback. Um so that would be my suggestion knowing that the board may have um other ideas >> and and definitely appreciate that. I just like I said I just want us to be cautious in how we handle this only
because we've done things before where I think we've gone a little too fast and then we only to regret it. So making sure that if the team is prepared to be able to produce what we're asking for in this resolution that we're able to do that production. And so then also making
sure that that the group in which we're surveying making sure that our parents and I appreciate all the parents that are here today. Um I would love to have a group within my board district also have opportunity to chime in on this because it is very important information. Everybody's home is not the
same and I know that education as we sit here as a board of education is critical when it comes to this information. And when we talk about opt out, opt in, being able to educate our families so they actually know what we're talking about because that is critical to when
we implement that all of our families are clear and they understand because often and I worked in in the inner city and the urban schools where students and families did not understand that and I don't want to just slight it and gloss over it that we don't take into
consideration all of our families to be able to have have a good grasp of what we are presenting and providing for our students. And I understand, trust, and believe. When I spoke with my children, they understand. And we've talked about the two-hour limit. We've talked about that because that's what I do as a
parent. But how many of our parents understand that? And how how are we going to make sure that our parents get that information as well as our educators to be able to give that to them and have that development, that professional development they need to be
able to make this transition. >> Yeah, I I definitely appreciate that and I think the the stakeholder engagement like we've seen with the cell phone policy is going to be iterative and ongoing. I think some of it and again I know not everyone has a copy of Miss Gonz's amendments but the the committee that will be convened the ad hoc board
committee that's looking at AI specifically those recommendations would be due by the end of the the following school year knowing that that's going to be a process where we need a lot of engagement. I I do stand by the timeline in terms of what we need for this fall knowing that if it's presented and approved in the summer it gives schools
the opportunity to implement. Um I I I welcome a motion if there is one. But I I do believe again with the good faith that we've been working with the district administration on this that we can get stuff done in a way that meaningfully changes engagement uh particularly for our younger students by by the fall. Um so that that so I I will
keep this as is, but we'll see where the board is. >> Okay. Thank you. Um I will go ahead and make my comments if that's okay. I don't know. Oh, Scott's not here. So that's right. He recused himself. Okay. So, I'm the last one, I guess. Um so well first
of all I want to preface by saying that um as a mom as well of a high school student and hearing all the parents that came forth from schools beyond screens um I did find myself very much um
recognizing your frustration and what you wanted to address because I myself I also did not allow my son when he was very young to even have an iPad or a phone or now he didn't even play video games cuz I just was just, you know, not
that I was a bad mom, I just was very cognizant of the impact of all of that technology at such a young age. Um, and um, I think now he the other day he said, "Thank you, Mom. I appreciate that." And because we have these
conversations and um, and he, you know, he instead of being on his phone, he'd rather pick a book. And for me that is um so I recognize myself a lot in all of you and I thank you for for just you know speaking up because you brought up
a lot of conversations that only a district leadership was having but our own staff as well and my own staff you know when we have these conversations and listening to you all we all knew that there was an urgency that needed to to be taken and I thank uh board member
Melvoyne and his staff to putting to being you know putting this forward um because it's something that was def definitely was um concerning me and impacting me particularly around I Ready and I want to thank board member Gonz for bringing those amendments because in
terms of I Ready I have yet to hear a positive comment from uh the impact of I Ready when I go to my schools I ask questions um so parents teachers students my own son it's it's just not um they don't
understand why they need to do I Ready and they roll their eyes every time they have to do it and it just seems like it's just um I Ready has just taken over our classroom and it's taken over our teaching and learning. So that was definitely a a big concern of mine. So
I'm I'm grateful for those amendments and and the work that is going to come after and the recommendations to set this right. So with that said, um I also want to be clear about this resolution, what it is and what it is not. Um, this is not an anti-technology proposal or
resolution. It's a pro-learning, pro-ch child development and pro-responsible use of technology policy grounded in what re research is now telling us with increasing urgency. Um,
we know that technology when used well can enhance learning through feedback, creativity and access. But we also know that more screen time does not equal better outcomes. When screen use is excessive, unstructured, or passive, it
can undermine attention, weaken cognition, and negatively impact academic performance. And this is just not about academics. It's about brain development standpoint. Our students, especially the youngest learners, are still developing the
systems responsible for focus, emotional regulation, and decision-making. Constant digital stimulation fragments attention and competes with deep sustained thinking that real learning requires. From a
from a mental health perspective, higher levels of screen exposure are associated with increased anxiety, depressive symptoms, and lower self-esteem, particularly among adolescents navigating identity and social pressures. So the question before us is
not whether technology belongs in our classrooms. It does. The question is, are we using it with intention or are we allowing it to use our students? As as a district, we've made significant investments in technology, but we have
not always had fully visibility into how these tools are being used and how much they are costing and how they are impacting students daytoday. This is that is why one of the most important components of this resolution is a requirement to provide a
comprehensive itemized report of contracts related to classroom technology including devices, software, and digital tools. This this aligns directly with the board's recent action to strengthen transparency and accountability and
procurement through a resolution that I introduced on leveraging district purchasing power approved unanimously last month by this board. And we've said before, public dollars should reflect public values. And that includes ensuring that the tools we invest in are
effective, safe, appropriate, and aligned with student well-being. I also appreciate the focus on reviewing STA data protections, tracking screen time usage, and giving families more meaningful consent options. These are critical steps in making sure we are not
just expanding access, but also exercising responsible oversight. Ultimately, this resolution prioritizes quality over quantity. It aligns techn technology with child development, empowers
educators with clear guidance and protects students while still preparing them for a digital future. We led on access and now we must lead on balance. Thank you. So sorry. So thank uh so because our resp sorry I wasn't that because our
responsibility is not just to prepare students for the future but to ensure that in doing so we do not compromise our ability to think deeply feel confidently and thrive fully. I want to leave with this. If we believe technology should improve learning then
we also have a responsibility to ensure it does not do any harm. This resolution does exactly that. It aligns our classrooms with what research, neuroscience, and our own lived experience are telling us. Intention matters, balance matters, and our
students minds and well-being must come first. So, please add me as a co-sponsor again, and I'm glad to support. >> Yes, we'll gladly accept your co-sponsorship. Um, and maybe with that, Dr. V, Mr. McClean, we can hear from the public and then have board discussion and take the vote.
>> Did we want to sort out the amendments very quickly? So we have your your fourth version. >> Um yes. So uh Miss Gonz's amendment I um my amendment to that amendment is only consolidating the I guess is it
third and fourth from the bottom resolved to just kind of bring cohesion to the AI piece other and if if Miss Gonz accepts that as friendly back I guess we'll just this will be the final version. >> Yes, that's fine. Great. >> And you can add me as a co-sponsor as well.
>> Thank you. Gladly. Outstanding. All right. So, we'll take public comment. All right. Anya Mex, are you here? Anya Mex, come on up. You have two minutes to speak once you begin. After Miss Mexen is Katie Pace and then Michael Boio, you have two minutes to
speak once you begin. >> The deputy director of Schools Beyond Screens, a coalition of over 2,000 parents and educators across more than a 100 LA USD schools. We are so heartened to hear all of your comments today and we are so excited to hopefully see a
unanimous vote in favor of the using technology with intention resolution. For over a year, our members have been advocating for a safe and sciencebacked approach to classroom technology in LA USD. An approach that doesn't make kids spend needless hours of school time on devices that harm their physical,
cognitive, and emotional health. an approach that says enough to big tech encroaching into our public schools, using our district money for profit and using our children as guinea pigs while selling their data to third parties. If this resolution passes, it will signal a new era of responsible tech use in
schools that will resonate nationally. It will mark the beginning of a recalibration not only at LUSD, but at school districts around the country. International experts on education and child development are calling for the passage of this historic resolution, including Jonathan Hate, author of The
Anxious Generation, who said, "If a product cannot demonstrate that it improves learning without harming attention, privacy, or well-being, it does not belong in classrooms." And LUSD's new resolution on technology in schools would set a long overdue expectation that children's brains are
not testing grounds for unproven technologies. Schools Beyond Screens would like to thank board members Melvoyne, Grigo, Ortiz, Franklin, and Yang, and Rivas for co-sponsoring this resolution and working with us to strengthen its language. We also want to thank board
member Gonz for her important amendments and board member Handy Newell for her important comments. And finally, we want to thank Superintendent Chait for engaging with us so productively as we all look ahead to the drafting and implementation of a comprehensive new tech policy for LA USD. Today we are
hopeful that our kids may yet have the kind of public education they deserve. Thank you so so much. >> Thank you for your time. Katie Pace. Katie Pace, are you here? >> All right. Here comes Miss Pace and then Michael B. And then following Michael B
is uh Geneive Cow. Good afternoon. My name is Katie Pace and I'm the parent of three LUSD students. I am not here today to talk about the stats associated with excessive screen use and the negative impact it has on children's brains. At this point, you already know that.
Today, I just want to remind you of what our students are missing. Last year, I noticed that my six-year-old was missing a teacher reading a book to her because every day her teacher put on a YouTube video to read to them instead. I noticed that my younger two students were missing the chance to cheer on their classmates at a talent show rehearsal
because when I picked them up, every kid in the auditorium was staring at a Chromebook. I noticed that they don't know what Heads Up SevenUp is because on rainy days, they just watch cartoons during PE. And every morning, my teenager misses the chance to meet friends and horse around on a school bus like I used to because everyone is
watching YouTube on their schoolisssued devices. When we give them these devices, we are robbing them of life experiences. We are taking away not just potential memories, but academic and social learning opportunities that can benefit them for their entire lives. And when we
give teens a screen, one that provides them with a never-ending loop of quick dopamine hits, they quit going after the real life ones. I want our teenagers to get that natural high from successfully passing notes in class, from finishing a group project that was made with their hands, from playing in a band, or from eating lunch in the sun with friends. I
want their school bus rides to be loud again, and their classrooms to have handwritten essays and poetry stapled to the walls. I want their time with the computer to include learning where home row is and their algebra to have half erased pencil marks all over a paper instead of a screen that they draw on. I want them to learn from losing their
homework because there is actually a piece of paper to lose. Today, as you consider passing this groundbreaking resolution, I'm begging you not to let these secondary students slip through these cracks. They too need quantifiable screen time minute restrictions, regulations that keep them working on paper, and realistic tech opt-out plans
for their age group. I sincerely thank you for hearing our voices. I implore you to vote yes today and I ask you to keep pushing to give every student the experiences they deserve. I hope today L USD becomes the district that lets go of giving kids screens and instead gives them back everything that they've been missing. Thank you.
>> Thank you for your time. Michael B, come on up. Michael B. And then after Michael is Geneive Chow and then Elizabeth Wasserman. So please be ready. The time is yours, sir. Thank you. My name is Mike Boio. Dear board, you've
got a lot on your plate. Campus safety, immigration, and budget disputes. But please, thank you for not losing sight of the most insidious threat to the mental safety and security of our children, sensory isolation, which is screen time, creating human disconnect, shuts it shuts down our child's social learning, cuts off physical awareness,
and deprivives them of the best learning tool of all, creative play. Superintendent Carvalo was quoted saying, "Schools are not the reason for digital school tool addiction in America. Not even close. Parental responsibility is very much a part of this equation. Period. He said, "As a parent of a kindergartener with no screen time at home, I'm outraged that
our child gets all their screen time at school. How can parents protect children from underregulated internet accessible screens when it's forced on them 180 days per year? Not to mention having their data collected and vulnerable to new AI hacking tools. I Ready is currently being sued for this. Also,
parents refuse to sign the Google parental consent form. Yet, Google products are shown to our children every day without consent. The worst of which is YouTube with ads and self-promoting material. Please ban YouTube from schools. This is sad. It is sinister. And if you don't vote yes on this using technology with intent resolution, then
God help you because state sponsored sensory isolation in the classroom must end. A sincere thank you to Miss Grigo, Miss Ortiz Franklin, Mr. Melvinne, Mr. Yang, and co-sponsors for listening to parents and sponsoring this baby step resolution. It's better
than nothing, but it has no teeth. One, eliminate screens entirely through at least second grade, not first grade. Eliminate I Ready assessment mandates. I Ready is designed for underperforming kids and a waste of time for those at or above grade level. I know young children who press the wrong answer on purpose because they like the animation that it
makes. Paper tests allow students to skip difficult questions and return to them later, something that I does not allow. Lastly, please eliminate any one-to-one device requirements. We as parents will never allow our child to bring home a district device at any age. It is our line in the sand. More parents
are waking up and don't want their little kids turning into scrolling screen heads like the rest of us. Thank you for listening and please vote yes. >> Thank you for your time. >> Geneive, are you here? Geneive, come on up. You'll have two minutes to speak once you begin. And then it's Elizabeth
Wasserman and then Christina Brown. The two minutes is yours. Thank you. >> Thank you members of the board um for this resolution and for the opportunity to speak. I am a parent of two recent LUSD grads and one current first grader.
Um I am a regular classroom volunteer. Um I'm a community college professor. I run a DEI training program about equitable teaching strategies at my college and I am a doctoral candidate uh in educational leadership and innovation at ASU. And all of these are reasons why
I am a member of schools beyond screens. Um, I'm here today to thank you for this resolution and specifically to address technology use and equity because of the common misconception a lot of my colleagues in our schools have that more education with tech equals more equity
and that more access to tech equals more equity. And the question to access to tech is no longer the most important one when it comes to student learning outcomes. We have access across student populations. What we don't have is equity of resource to protect students from the harms of
excessive or passive screen time. Um, in our schools today, screen can be a barrier to instruction. You're all familiar with the data and what the learning loss that students experienced during the pandemic year at home on devices. Um, the research makes it clear
that the problem is not only isolation or the loss of classroom communities, but also the fact that devices were and are an imperfect and untried means of learning. um which we can see most clearly with our youngest students but which is key at all ages. As you have noted, the
pandemic is a frame for this conversation because of that pivot to screens while entirely reasonable in the context of the pandemic is entirely unwarranted in our current context where we have an opportunity to give students robust immersive learning in community with their teachers and peers.
I want to highlight that the students who lose the most from spending classroom time on screens are exactly those students who are already experiencing equity gaps due to other systemic factors. Students with working parents who do not have the ability to monitor their homework. Students experiencing economic or housing
insecurity who do not have the opportunity to uh take advantage of inperson tutoring or afterchool resources. Students from immigrant communities. Students who turn to chat GB. >> Thank you very much for your time. Thank you. All right, Elizabeth Wasserman. Elizabeth W, come on up. You'll have two
minutes to speak once you begin. >> Thank you. Hi, I'm Liz. >> Can I just ask you to adjust the mic so we can >> Yeah. >> Thank you. >> Um, I'm Liz Wasserman and in my last role, I led over 80 global creatives. In that role, I also assessed emerging AI technology and I was a champion of my
team integrating AI into their creative practice. I'm an optimist. The future I like to imagine with AI is one where human potential is equitably freed from wrote work to make a better, more sustainable future for everyone. But that might not be the future that we
get. My fifth grader, Eli, is a great kid, smart cookie, and he wants to be a movie director when he grows up. In his classroom, he uses Google Gemini to research versus exploring on his own. He has to do his presentations on Canva, which designs for you. He generates
polished pictures instead of drawing. An optimist might say with AI, kids are only limited by their imagination. But as an optimist, I believe imaginations are broadened with human experience. I strongly disagree with kids having unexamined and unlimited AI in
classrooms. I felt confident encouraging my creative team to use AI because they'd use it as a tool guided by their years, if not decades of experience. Those years were shaped by research. mistakes, soaking up culture, being curious, going down rabbit holes, and
learning the rules so they could break them. Adults, at least most of them, know how to use AI as a tool. We don't know what the future holds for these kids, but it would be foolish to think that giving Eli and his friends access to Gemini or Canva or their simple AI
tools will set them up for future success. Without giving the opportunity for kids to learn from poorly written papers, messy presentations, and awkward drawings, we can script them to a life of less potential. We make them a cog in
the AI tool versus the director of their own futures. Thank you. >> Thank you for your time. Christina Brown, come on down. Christina Brown. >> Hi. Um, Christina Brown graciously gave me her time. >> Is that Christina over there? Outstanding. Thank you.
>> Okay. Um, hi, my name is India. Um, I'm not an L USD parent. My daughter is four years old and she's currently in preschool. And I'm so relieved that this resolution is being introduced today because for the past six months, I've been trying to find a school, public
school for my child that does not have too much screen use. And I have found it impossible. And I've been told by numerous people that my only options are private school or homeschool. These are not options for me. Um and so before
this resolution, I really felt forced to not consider LUSD and look at independent charters that are screen free or mostly screen free. Um, I saw on my school tour um of my neighborhood
school, every single classroom had four or five year olds hovered over iPads. Um, enormous uh Prometheium boards uh playing YouTube videos and that was on the tour. There was just unashamedly a
screen focused classroom. Um, I think I had a lot of points to make about, you know, all the research and the science. I am so happy to hear that you guys seem to be aware of it. So, I'm just going to add a few things. Um, I'm so grateful for this resol
resolution, but the I would really love to see you uh take it past first grade, second grade, and above. Um um reconsider smartboards in the classroom, especially for brain breaks.
Um, screen time should not be used as a reward for good behavior. And I I still to this day, even in the resolution, it says, "Consider banning Fortnite in Roblox." I don't understand why kids are playing video games at
school. But thank you. >> Thank you for your time. Alicia Mnik, are you here? Alicia, >> come on down. You'll have two minutes to speak. And then Eli Gold. Oh my gosh.
All right. Hi, my name is Alicia Mnik. I've been an educator for about 15 years and I currently teach education theory um at a couple different colleges I don't want to name in case I get in trouble. Um, my daughter is also a first
grader in LA USD and four months ago I stood before you to raise concerns about the lack of quality independent research for I Ready and to share the 143 opt- out requests from families at our elementary school. We have since then
successfully opted out and I am thrilled to share that in reclaiming this time for hands-on learning. My daughter just finished her first chapter book, Dragon Girls. She is like ecstatic. Um and yeah, like
um so while all of her peers are stuck on screens, she gets to read the silent sustained reading that as educators we all know the benefits of. Today I'm here to celebrate this resolution, which truly represents something way bigger
than screen time. For years, tech policy in public schools has often been shaped by large corporations, vendors, and outside interests. Moving faster than independent research, faster than classroom realities, and often without meaningful community input. Devices are
often purchased at scale, platforms are adopted district-wide without pilot programs, and communities are just expected to adapt. But something different happened this year. Families across LA began asking questions. We asked about mandates, research,
developmental appropriateness, and when the answers we got were unclear, we organized. We showed up to listening sessions and schoolboard meetings, wrote letters, talked to our neighbors, we built coalitions, we cited our sources, stayed respectful, and we stayed
solutionoriented. This resolution is proof that public institutions can still respond to the people they serve and that corporate influence will never override community voice because public schools shouldn't function as pipelines for future
consumers. They should function as places of human development, dialogue, and community. Thank you. >> Thank you for your time. All right. Eli Gold, are you here? Eli Gold. Eli G. Eli No. Eli. All right. Mitsu Chava, you
signed up to speak remotely, but I don't have you signed in. Are you with us, Mitsu in the room? Maybe that's a no. And Ankor Patel, are you in the room? You signed up to speak remotely, but I don't have you signed in. All right, that concludes public comment on the item. You're free to discuss or vote or
whatever you want. >> Um, I just again want to thank uh the Schools Beyond Screens Coalition and all the parents for your support. Um, and as was so articulately stated, so I want to let you have the last word. Um, but your
uh your um the intent with which you brought this and the conversations and the collaborative spirit um and uh and expecting better from your elected officials and also expecting that it's going to be collaborative iterative
conversation. Um and this is the first I would I like to think of myself as the first step. This is the second step, but we know there are more steps to go and we look forward to your continued feedback. I would suggest that we vote. I also just want to thank my team um Avery in particular who did so much work in landing this policy and worked with I
know a lot of folks in this room um uh taking feedback and and working with experts around the country and really around the world to figure out how we can lead uh with this resolution. So, thank you to Avery and my entire team. Um and unless there are further comments, I' I'd call the vote.
All right. Having been moved by Mr. Meone and seconded by Dr. Rivas, taking the role, Miss Newell. >> Yes. >> Dr. Rivas, >> yes. >> Mr. Melvin, >> yes. >> Miss Grigo, >> yes. >> Miss Gomez, >> yes. >> Miss Ortiz Franklin, >> yes.
>> That's a yes. All right. And board president Schmurson has been recused. And then, uh, student board member Yang already registered his advisory vote of yes with me, SO THAT'S UNANIMOUS. ALL RIGHT. UM, that concludes the main business and now we go to general public
comment. The time is now 3:50. Thank you for your patience and getting here. We say the time we'll hear it is approximately 3:30. I think 20 minutes qualifies as approximate. And I appreciate your patience. Um, >> all right. I'll call on the first three
folks who are listed as being here in person and then I'll call on the folks who listed themselves as being remote. Uh, Emily Ramos. Emily Ramos, are you here? >> Did I hear Emilyy's not here or she's coming? >> Emily is here. She might hear she >> lovely. Thank you so much. And then
after Emily is uh Bridey Lee and after Bridey Lee is u Valerie Manzo. >> Come on up Emily. The two minutes is yours. Why don't you begin? >> Hi my name is Emily Ramos. I am a 10th
grader at Manards High School. I am a youth leader with Community Collision. Police and ICE violence is an ongoing issue in our communities and we demand that LUD build real protection for LUD students. On a daily basis, wherever I go, I hear the acronym ICE and fear in the same sentence. I specifically hear
this at school. As students, we should not be scared of an environment that's supposed to be our safe space. Students should be just school should be just that, a welcoming safe space where there are tools and resources for our needs. Our staff need more resources for keeping students safe on campus and administrators need support to help keep
ICE out. Police continue to be funded but do not keep students safe. Undocumented families are still scared of encountering ICE at schools. So I ask, what is LU doing to keep students safe? That does not include having police on campus. In the past, we've seen time and time again how school
police have failed at providing safety for students. I've seen how my peers have been impacted by this and we must do something about it. So I urge you interm superintendent and school board to provide these resources because without your support our education system suffers instead of funding school police that money can go toward legal
support and mental health services to support undocumented students and families. We we could use that money to protect supportive programs like BSAP. That should be the main focus. Put a stop to undocumented families having to worry about their safety to receive an
education. We urge you to fully defund school police and to protect programs like BSAP and resources that support undocumented students and families. Thank you. Thank you for your time. Bridey Lee. Bridey Lee, come on up. And after Miss
Lee, it is Valerie Monzo. Nine months ago, four members of a small recently formed group, Schools Beyond Screens, decided to try speaking at an upcoming board meeting at the suggestion of founder Leela Bay. I was the only speaker here in person, and it was a
particularly quiet day. This room was mostly empty, and I wondered if my message about blocking YouTube on student devices would be heard. This feeling of being alone and unsure, yet also driven by our instincts as parents
and the growing evidence of big tech's harms to children is familiar to many of us. Leading edtech expert Emily Churkin writes, "When a school of fish is swimming and wants to change direction, what sparks that shift? It takes a first
fish to pull away from the group to initiate the change. Being a first fish can feel scary and lonely. We really need our second and third fish to join us. There are many first fishes here today. But what I find endlessly inspiring is that there are thousands of
brilliant and courageous parents and educators that stand with us now. It is especially encouraging to have the support of our board members in addressing so many of the issues that we have been advocating for in today's resolution. Thank you.
>> Thank you for your time. This is Oh. Oh, that was my thank you to the board members. Uh, this is a full circle moment. As such, I'm joined today by my biggest inspiration by far, my son, who has written his first public comment.
I'm going to move. >> I think it's good for kids to not use apps like YouTube to learn inappropriate things and distract them from reading and arithmetic. Not to mention that teachers are better at teaching than I already. Also, there's going to be
screen time limits so students can learn more. Thank you for listening. >> Thank you. >> Thank you for your time. Valerie Monzo. Valerie. Valerie, are you here?
That's a Yes, that's Valerie. Is Valerie Monzo coming up? Yeah. Yeah, please come on up. And then after Miss Monzo is Michelle Rivas and then Khalila Williams. Come on up.
You have two minutes to speak. Why don't you begin? Hi, my name is Valerie Monzo and I'm a junior at Man UCLA Community School. Hi, my name is Ilana Ferris and I'm a junior at Washington Prep. Hi, my name is Anna and I'm a sophomore at Mango Arts. We're
all youth leaders with community coalition. South Central schools are the highest need schools on the city index, yet our budgets are still being cut. I feel like this is very disrespectful because our principles are stretching every dollar and still can't meet our needs. When you look at these pictures from 1997 and now, you can see that not
much has changed and that's frustrating. Mango City budget is getting cut by over $862,000 and we're losing important staff that make us feel safe and valued. Our school still looks like this and our budget is still being cut, which is why we're giving LUSD an F in supporting us. Okay.
Washington Sandy budget is getting cut by 1.4 4 million and our school's bathrooms are contaminated with aestos, a cancer-causing mineral. And because of this, there are only eight bathroom stalls for over 700 students. There's $70 million in the LUSD school police budget. And yet, our schools look like
this. And our budget is still getting cut, which is why we're giving LUD an F in supporting us. Many budget is getting cut. Man's seni budget is getting cut by 250,000. My school is going to be heavily impacted by this cut. And my school's facilities are already in terrible
condition. Our restrooms have holes in the walls. We have no menstrual products in them. Sinks aren't working. Um, our school looks like this. And our budget is still getting cut, which is why we're giving LUSD an F in supporting us. Our demands as South Central students are
better facilities, more staff dedicated to connection, more sports and career focused programs and opportunities for students, protect Senny and BAP, and no school police. We used to have resources when the community was predominantly white, but now our schools look the way
they do because we look the way we do. Thank you. >> Thank you for your time. All right, Michelle Rias. Michelle R. Michelle Rivas, >> can I hand you guys some documents that I know? >> Yeah, if you if you have documents, just
set them on the thing, right? Well, on the banister, I'd call it, and I'll come collect them. My name is Michelle Rivas. I stand here on behalf of all the parents, staff, and students of Theodore Alexander Science Center. Our school is currently plagued by severe health and safety hazards. We
have reached a breaking point where our principal, Mr. Dr. Sanchez had to form a grassroots safety team because his formal concerns have been ignored far too long by LUSD and the California Science Center. We have constantly told that because our school operates under a lease agreement with the California
Science Center, repairs and safety standards are complicated. Let me be clear, a lease agreement is not a license to endanger children. Recently, we fought for a walkthrough. The results were devastating. In the first month, Antonio Ruiz with LUSD, his team shut
down our cafeteria area, which is outdoors. In the second month, they shut down the kindergarten area to do testing due to severe chipped paint. Most alarming of all, our school has tested positive for lead. While Abigail Maneka from the California Science Center
refuses to cooperate with our safety team because it consists of parents, the same parents that found these severe safety concerns in LAD. Our children are the ones breathing the air, eating these paint chips that fell into their lunches while they ate, and drinking the water
in in a business deal gone wrong. I have to ask, do you want what's happening at your Chadzsworth school to happen here, a Chadzsworth Park Elementary, families are suffering because issues were ignored until ch children got sick. We are seeing the same pattern of
preliminary reports and stalled action. We will not wait for our children to develop permanent health issues before you decide that a lease agreement isn't as important as a human life. We are seeing the same pattern over and over. Your safe school slogan is a hollow
promise to the families at Theodore Alexander Science Center. We demand fullled testing accessibility for every student, staff member, and volunteer who has stepped foot on that campus. immediate and unhindered access to every safety report and environmental study conducted on the property. We need LA
USD to stop hiding behind the lease and start holding California Science Center accountable. We need you guys to help us. >> Thank you. >> Thank you for your time. >> All right, Kala Williams, are you here? >> Kila and then Mallayia Tavarez.
>> Come on up. You'll have two minutes to speak. Why don't you begin? >> Hi, I'm Ka Williams. I yield my time to Ezekiel. >> All right, come on up. You have two minutes to speak. >> Good evening. My name is Ezekiel Gatacho. I'm a junior at King Drew Magnet High School and a leader through students deserve. I want to begin today by acknowledging the recent agreement made by the unions and the school board.
This agreement is an important step forward and it reflects the power of collective action, resilience, and the voices of our workers and students coming together. This is important progress. But we also know the truth that our fight is never over. And as long as there is injustice in our school system, and as long as our students and our workers are not fully protected and
supported, the people like myself and the others here today will continue to speak out and organize. Today and this year marks the 5-year anniversary of a historic movement. The divestment from school police and the creation of the Black Student Achievement Plan or BAP, a victory that showed what's possible when
students, educators, and communities demand change. But now, it is our responsibility to protect and strengthen that change. We've said it so many times and yet we will continue to speak out to ensure our voices and demands are heard. Let it be heard that the district must protect the Black Student Achievement Plan. Let it be heard that the district
must fully divest from funding for policing students and in instead invest that money towards their growth. Let it be heard that the district must continue to uplift and meet the needs of its black and brown students. These programs and systems that we mentioned are not to give black and brown students an unfair leg up on other students. Instead, they
are reparational additions which address long-standing inequities or minorities to minority students in their education. The district must also ensure that there are no cuts to staff positions in these programs, including positions like those at the BUP staff of Western Avenue. Cutting these roles would be a
negligent, careless step backwards. Myself and the people of Los Angeles call on the superintendent and the school board to take action by passing a BSAP implementation resolution this spring. One that ensures the program is fully realized and truly meets the needs of black students across the district. I want to remind you students are paying
attention. We are here. We are organized and we are not going anywhere. With that, I ask you to work with us to implement these demands for our program. Thank you very much. >> Thank you. Mellaya Tavaris, come on up. Melia Tavares. Okay,
>> followed by Eloa Galindo. >> Malaya. >> When should I start? >> Go ahead. Yes. >> Hi, my name is Melia Tvaris. I'm 11th grader at George Washington Preparatory High School and a youth leader with
Community Coalition. As we celebrate the 5-year anniversary of BAP, I demand that LUSD protect BAP funding and continue to ensure its full implementation, it is important that the district protects BAP and the resources it brings to our schools and make sure that there is no
BAP staff positions are cut. I just transferred to Washington this semester and I didn't have BAP at my old school. I believe that with more funding, more students like me will be aware of BAP and be able to benefit from support is a bride. BAP is supposed to offer valuable
opportunities both academically and personally provide support as we navigate challenges and sometimes students just need someone who understands them and there is more to listen. Programs like BAP create safe spaces for students like me. For me, I
have a IEP and having a strong relationship with staff is really important. It helps me feel supported and understood, especially when I need extra help and support with my learning. Programs like BAP made a make a difference because they create a space where students like me can build
relationships and trust with staff who actually care. That is why it is important that the district continues to invest in BAP and protect the resources we rely on. Investing in BAP is an investment in our future, our success, and our well-being. Thank you. >> Yeah.
>> Thank you for your time. >> All right. Eloa Galindo, come on up. >> I think she speaks. >> Yes. And Miss Galindo 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 so that you can
experience simultaneous translation. Okay. Listos. Gracias. Bua. >> Good afternoon to all the members of the board of education. My name is Eloa Gaisa Eloa. I'm member of ACE reclaiming our school and parents against
privatization. Today I am here because it's been years that I've been working together with different leaders, students and leaders and teachers who
have fought for public education and it cannot be that I AI replaces a teacher that cannot be. I think that it's the greatest problem for education is the privatization of public education. The
millionaires that are coming to our schools to invest in things that they don't need to replace teachers. They're listening. You're listening to te to students. They need the necessary resources with their teachers and to have training. Now that we are living
the uh ICE rates, now that we're living co that we left CO, many students have consequences from CO. I think that it's time for you to listen to parents, students. The teachers were up were going to go on strike and they came to an agreement.
give the resources to all of the teachers. I believe firmly in the work of all teachers but I also have seen the charter association how they have meddled in the second largest district
that is LUSD. I have seen parents who are uh together uh that they're saying that there's drugs in schools that this and that about schools their parents that I have seen them do that with the organization for charter associations.
It is not fair that we are dividing ourselves as parents. On the contrary, we should come together and to be with the unions to pressure the unions and the uh pol politicians to work for our
students because there's still a lot of resources missing. Listen to the teachers and the students. Thank you. >> Gracias. >> Okay. Ian Kirsy, are you here? Ian K, I think I saw Mr. Kirsy earlier. Come on down. And looks like he's going to seed his
time. All right. >> Hello LD board members. My name is Karina Reno and I am a student at Warbal Learning Center. Also a proud leader with students deserve. LD said there is no money but we have seen allegations of fraud left and right. So when LUSD said
there is no money that is a lie. I come here to give simple demands for the district. They are more funds for BSAP, dream centers, LGBTQ support, and more for the next year. Use school police money for these student resources
improvements. And abolish school police. School police doesn't work. It is systematically racist. Racist and abusive. It is used to put us down instead of uplifting us. This is proven by the physical and unnecessary act of police officer Leonardo Buen. During a
student led sit in here at Ellie Yazid headquarters. He physically assaulted another student bu another he assaulted another Royal student. Boyen grabbed Michaela and threw her away from the doors. Michaela is a high school freshman. To no offense to her,
she is small and skinny. She wouldn't be able to fight back against the police officer. He knew this and decided she was a right target. We anyways continue to be peaceful. Let me repeat myself. We demand that LUSD abolishes school
police. LD school police makes around 83 to 129,000 per year. This salary of 83,000 is higher than any do any LSD teacher starting salary. I wonder how many of these school police officers have a bachelor's or master degrees to get paid as much as an educator.
Instead, invest in school in instead invest in student resources. BAP is one of many resources students constantly push for and if it wasn't for UTLA we probably would not have won improvements for it. But the struggle is never over. Frederick Douglas once said, "If there
is no struggle, there is no progress." Thank you. >> Thank you for your time. Tiffany Thompson, >> Tiffany T. Tiffany Thompson, are you coming? >> Okay, come on down, Miss Thompson. You'll have two minutes to speak once
you begin. And after Tim Tim, I'm sorry, Tiffany, it's Emily Vasquez. Good afternoon. My name is Tiffany Thompson and I am a parent at Dr. Theodor T. Alexander Jr. Science Center School. I'm here to address the gap between what this school is presented to
be and what families are actually experiencing. This school is named after Dr. Theodore T. Alexander Jr., a leader who played a critical role in desegregating LUSD. Yet today, students and families are not being meaningfully
taught. Who he was and his legacy is not actively reflected on a camp on our campus. A school carrying his name should represent that history, but not right now. Secondly, this school is presented as a flagship partnership between the Los
Angeles Unified School District and the California Science Center designed to provide enriched real world learning through strong community partnerships. However, what is presented publicly does not match what is happening in practice.
Numerous partnerships are listed, but they are not being meaningfully activated or consistently visible in the student experience. Families have not received clear communication explaining why these opportunities are not being delivered. Many families chose this
school based on these promises. Over time, those promises are becoming less visible and less relevant. This raises serious concerns about transparency and accountability. At what point does this gap between representation and reality?
The parents are asking for clear communication on the status of these partnerships, accountability from the science center regarding its role and commitments, a concrete plan with timelines to ensure students receive the opportunities that were promised. Our
students deserve the full experience. This school was built on, not a reduced version of it. Thank you. >> Thank you for your time. >> Emily Vasquez, >> Emily V.
>> And then after Emily is Marquius Moore. Hello, my name is Emily Vasquez. I'm a senior at George Washington Prepa High School and I'm a youth leader with Community Collision. I would like to talk about something essential that plagues everyone's daily lives, especially students daily lives. And it
shows how much LCD treats their students. The bathrooms at my school, they are literally disgusting. Not dirty, disgusting. Our classrooms have been infested with rats and cockroaches. One of our teachers has two rats living in his room. How are we supposed to focus on our studies and engage fully
when our environment is falling apart and no one is there to fix it? My school is barely getting by through with the resources we have. And that will only get so much worse with the new budget cuts to Sunny. Washington Prep's Sunny budget is being cut by over 1.4 million. Meanwhile, we
only have eight bathrooms, eight bathroom stalls for over 700 students. Do the math. That's almost 90 students per stall. What really gets me is that according to a 2023 study from USC Soul Price for Social Innovation and USC Roster School for Education, only two
out of 10 lowincome black and Latino students in LA County that are enrolled in LD are enrolled in a fully funded high quality school. Over 80% of the LUD population only only 88% of the LUD population is
identify as students of color which means for every 10 students eight are attending underfunded and underresourced schools and eight of those students are majority black and Latino students. LUD is not just failing us. You are upholding broken promises and systematic racism. You cut our budgets, leave our
bathrooms disgusting, let rats whirl on wild in our classrooms like nothing is wrong, and expect us to perform well on test scores like nothing is wrong. I'm not here to complain. I'm here to demand that our schools get clean daily. Restore the sunny budget for our underfunded and underresourced schools and stop pretending that underfunding
black and Latino students is anything but a choice. Thank you for your time today. >> Thank you for your time, Marquius Moore. Then after Mr. Moore is Danna Iikinstein and then Amir Casemir. >> I'll be yielding my time to Alia.
>> Hello, my name is Alia Regalado and I am a freshman at Laces here as a youth leader with students deserve and the youth justice coal uh youth justice social social justice learning uh institute. Um, I have come here today because as a one of many minority
students in LUSD, we are under attack. And every day I see a new example of how because what do you mean the FBI is searching the district? What do you mean LD is firing more and more mental health staff? What do you mean we LUD is spending millions of dollars on
so-called private contractors and leaving us in severe debt instead of paying our teachers fair wages? This does not make any sense. It seems that the school district is too focused on making money rather than the students, which isn't a good look considering that schools are nothing without the students
and should be the first priority. And with ICE rates happening outside of our campuses and students dropping out because of fear, LUSD needs to prioritize us right now. We fought to implement and fund programs like BAP and dream centers and PSWs and they have proven to work with these resources.
Student achievement with these resources, student achievement has spiked. With these resources, school communities are so much stronger. And taking away these hard-earned funds for those resources threatens to destroy that school community. Students don't need over testing or AI investments. And they certainly don't need $70 million
for school police. That money should be going into BSAP, dream centers, and mental health resources. Lu should be using those millions of dollars to protect students, not police them. And I speak for hundreds of students when I say I don't feel safe at school until we implement proper safe passage against
ICE and more community- based safety so we students can learn in peace. So put the students first when considering where that funding goes. Thank you for your time. >> Thank you for your time I not you have two minutes to speak once you begin.
>> Hi my name is Dr. Dr. Deie Iikinstein and I'm a member of schools beyond screens. I'd like to echo Dr. Reevas's comments that we are not anti-technology, we are pro-arning. So to those who say technology is here to stay, we say if the status quo is
harming children, we challenge the status quo. I want to briefly talk about what it means to use technology with intention. Banning YouTube on children's devices is a necessary first step as YouTube was found liable for being an
addictive platform and causing harm to children. Now, since LA USD has joined a lawsuit against YouTube, why are teachers all over the district showing kids as young as four YouTube videos and calling them brain breaks? As a child
psychologist, I can tell you that a brain break is a misnomer for the overstimulating dopamine blast that is Danny Go. When I personally met with admin at my child's school, their response was that YouTube videos are such a small part of the day. To which I
say that time spent is not the defining feature of its impact. For example, it probably takes my kids the same amount of time to eat a plate of broccoli as it does to eat an ice cream cone. Would we measure the outcome of eating broccoli versus ice cream on how long it took
them to eat it? Or would we assess based on nutrients consumed? Using technology with intention should be based on quality in addition to time. Why is a screen being used for a movement break? Why are kids watching videos of people
reading books? LA USD needs to clarify its use of teacher-led technology to be educational at a minimum and certainly not exposing them to a platform that you are suing for its harms to children. Thank you so much.
>> Thank you for your time. Amir Casemir. Amir. >> Amir Casemir. Amir Casemir is not here. All right. Annabelle Alvarado. >> After Miss Alvarado is Nicole Moreno,
then Mare Doss and Oriah Blakeley. >> Hi, my name is Annabelle Alvarado. I attend Jamir Middle School. I am a youth leader with Community Collision. At John, I feel like staff does not do enough to support students. I feel like there is more focus on being strict and being judging students based on their
past. I believe school should be a safe space where students feel supported and where staff actually build relationship with students not making us fear them. One time a teacher got in my face aggressively pointed her fingers at me told me to move seats. I was already
getting ready to move but then she had told me to get out the class. When I had tried to explain what happened to another sub, they went to the teacher to another staff. They went to the teacher, came back saying that they didn't want to hear my sight because I have a history of crashing out. It's moments like that that make me feel unheard and
judged instead of supported. I can also see that teachers themselves suffer dealing with a lot. They do. They shouldn't have to worry about buying supplies like Expo markers. They shouldn't have to worry about ceilings falling apart, leaking classrooms, the AC not working. Students Students
shouldn't have to worry about having a chair and desk to sit on in class. The bathroom stalls should be able to lock and not falling apart. Our schools are not getting what they need. That's why Sydney funding is important. Sing can help us fix our schools, support teachers, and make students feel safe,
respected, and able to learn. If you want students to succeed, we need to invest in them. restore Sydney to million to $7 million and do not cut from high and high need schools. Thank you.
>> Thank you for your time. >> All right, Nicole Moreno, then Mare Das, and then Ria Blakeley. >> So, I'll start with another thank you for your important decision today on screen use and tech. This is a big step,
but many more are clearly needed. Um, because it's not just a K2 question and it's not just about banning this site or that site. It's about putting our kids learning and development first, which I'm grateful. It's clear you all are committed to. Um, I'm a born and raised Angelino from the east side, as is my
husband, both with parents who immigrated from Latin American countries. The community and culture that we surround our children with is extremely important to us and it's largely why we've chosen a dual language school in our neighborhood for our oldest child who's in kindergarten at
Aldama Elementary. This is our first experience in LA USD this year. Aldama is a title one school with one of the first dual language programs in LA. That title one designation, as you know, means our students are already at greater risk of falling below falling
below grade standards, already coming in with systemic barriers. And now the outsourcing of their education to big tech is only widening that achievement gap and presenting further barriers. As test scores and learning experiences are plummeting across the country for
everyone, the numbers for our Title One students are even lower. Therefore, it's only more urgent for our school to change course immediately, not wait. Thus, we are mobilizing at Aldama alongside other schools beyond screens chapters.
I taught first and second grade for several years. My husband is currently an elementary teacher. We know how challenging it is to keep kids engaged and motivated in class without all the tech distractions, but we also know it's doable with the right supports and
tools. We also know how magical it is when students how magical it is to experience their learning with them alongside them. The aha moment when a student hits success with a new concept or skill.
That spark keeps teachers motivated and engaged with their work. And it keeps students excited about their learning. It's being replaced with ineffective costly unproven tech school tech tools. Teachers lose their spark and kids do too. I hope we go completely back to the
drawing board for all grades and focus on everything teachers need. >> Funding, training, the right tools to truly support our kids. >> Thank you for your time. >> Thank you, >> Shay Doss. >> I yield my time to Candace.
>> All right, two minutes is yours. Good afternoon, board members and superintendent Chay. My name is Candace Smith. I'm a parent with students twins at Marina Middle School. >> Can I I'm sorry to interrupt you. If you bring the mic a little closer and then I'll turn it up. Let me just restart the time and we'll >> Thank you. >> We'll go one more.
>> Good afternoon board members and superintendent Chait. I'm a parent with students at Twins at Marina Middle School and I have a student at Crunchaw Magnet High School. While uh while we just had a lot of great wins u we do still need to implement BAP permanently and fully staff our school sites. B has
BAP has played an important role in schools. My students personally have benefited from BAP programs and support staff for for instance the mental health on school sites really did change the game for my daughter specifically.
Um, and then she changed schools and they didn't even have it fully fund BAP and implement more mental health services in our schools. I care about this because it's important the is a lot of importance in these
programs. I've seen the research and I've also seen these programs work in real time. One of the one of the things that I witnessed was a restorative justice circle at my daughter's school. Some girls were bullying her and they brought the girls together and it impacted them
in a great way. It impacted my student personally, her attitude. It built her confidence and it also taught her conflict resolution in a healthy way. We need the schools need it. Students need it. Fully fun BAP. If you're trying to find cuts, cut the popo.
>> All right. You got a balance of 30 seconds if you want to go for it. Um, you got this. >> My name is Elena and I have two kids at MLK and I'm also a member of Reclaim My Schools LA and I'm here in support of
you guys keeping BAP funded and it's like really supportive and beneficial for like our students. So yeah, >> thank you. >> Thank you for your time. >> Aria Blakeley Hi, my name is Aya Blakeley. Um, I defer
my time to DA Ward calling in. >> I can't necessarily I don't have any way of identifying Miss Ward. >> Can I give you the last four of the number? >> Sure. 4587.
>> Please go ahead, Miss Ward. You'll have two minutes to speak once you begin. >> Is this Miss Wy? >> Yes, YOU MADE IT. >> That Miss Ward. >> Yes. >> Oh my gosh. >> I ran. >> Come on. And you'll have two minutes to
speak once you once you begin. >> Take your time. Take your time. And I left my water just so that I could literally make it up here. Okay. Sorry. Can I hand these to you? That's all the signs. Thank you.
>> Okay. Um I have some documentation for you guys. Um good afternoon. My name is Da Ward. I'm the BAP counselor at Western Avenue Tech Magnet. I've been at the school since
inception of BAP. I came in January 2022 and I have really grown to love the students at the school. Um, I really decided to come to LUSD because I had worked in previous districts that did not service very many black students. It
was noticeable noticeable to me and I really wanted to serve black students. So, when I saw this job description, I was really excited and thought, "Oh my gosh, this is great. I'll be able to service black students and advocate for them, you know, exactly as I've been wanting to do." So, I've been the one
that created the BAP room, safe space for our students. All students are welcome, but I really wanted our black students to be identified. If you saw pictures of my room, you would see a lot of black culture, HB.CU, college information, you know, just all the resources we want to see our students
have. Um, I facilitate our BSU. So, those students are the ones that actually arrange and coordinate all the activities that we do at schools like dances and fun um games that we do like right after school. Um, and I noticed
over the last couple years that there was a lot of um mis like not really implementing BUB the way that we would idealize it to be um implemented. and I reported a lot of concerns to um our director to Dr. Brandy, Dr. Whitman,
just hoping that get their support in getting my principal to really implement BAP the way that it was designed. You know, really encouraging us as a team to work together instead of keeping us divided and telling us to stay on our own lane and not support each other. Like I couldn't go with our PSA on home
visits cuz he just didn't want me working together. I tried to put together a student surve a parent survey and gave it to our parent rep and they literally took the survey from the parent rep and was like, "Do not assist. Do not let Miss Ward assist you with it." So, I'm really calling on you guys
now. They're cutting my position and I'm calling on you guys to not allow them to cut my position because I believe that they're only cutting it because I've been making all these complaints and trying to get their assistance to really support and implement BAP effectively. >> Maintaining BAP MEANS MAINTAINING ME.
OKAY, WE HAVE A COUPLE of remote callers. Cheryl Kono, I see you're on the line. Cheryl Kono, please press star six to unmute yourself, Miss Kono. And you'll have two minutes to speak once you begin. >> Okay. Yes, this is Cheryl Kono. Can you hear me? >> We can please speak up a bit and I will also turn up the volume.
>> Excellent. >> Okay, great. Okay, good afternoon. My name is Cheryl Krono and I'm a current psychiatric social worker, a former parent, and a former student. I'm looking forward to the LA USC board presenting a resolution on behalf of PSWs for the upcoming mental health
awareness month from May 2026. PSW should be able to provide mental health and psychiatric social work services for all LUSD students and their families at schools and programs. Here are some of this um comments that my students shared when I asked them why their PSW was so
important to them. PSWs listen to what you have to say. They also give suggestions on how to better your situation. My PSW is important to me because she has a positive mindset which gives me a positive mindset as well. She also listens and doesn't judge. They help people get through very hard times.
They're important because they provide a safe space for students. They help when they are struggling at home or if you have any problems. They can help students out with anything that they might need help with and they're always here for us. They give us support and help with whether it's about mental health, academics, or many other issues.
My PSW colleague Cheyenne shared, "While many students and staff are preparing for graduation and summer break, mental health struggles continue. Depression doesn't know that we're getting closer to summer, and anxiety doesn't care that you're focused on preparing for finals and state testing. According to CDC,
nearly one in five children ages 3 to 17, 21% have been diagnosed with a mental, emotional, or behavioral health condition. We would like the L USD board to publicly acknowledge the growing mental health crisis and support advocacy and funding for PSWs for all students at all schools and all programs
by celebrating mental health awareness month this May. It's crucial that all students have access to mental health and PSW services. Thank you and look forward to seeing you in the month of May. >> Thank you for your time. All right, Ella Green, please press star six to unmute yourself and you have two
minutes to speak once you begin. Ella Green. >> Ella Green, I see you're online with us. Please press star six to unmute yourself and you'll have two minutes to speak once you begin. Ella Green. >> Hello. >> Hi. Please go ahead.
>> Hello. Great. Hello. My name is Bella Green. I am a 10th grader at Norman High School and I'm currently a new member of student deserve and resilience and intergroup or aarity education club. This club helps me speak up and work
with others and prepare myself to be a better person for my future and make a difference. I am truly grateful to be around other students and staff that share the same interest with me and opportunities my school provides through my high school education. reasons I feel
like um physiatric social workers are important people to have in school because they bring support for students facing academic and emotional challenges. Handling stress through students high school experience with essays, exams, family issues, and mental struggles and
life challenges. Social workers provide resources and community programs that help stable and move students life forward. It is common that most students stay silent and silence can affect motivation, grades, and future opportunities. Social workers help remove those barriers. Not all schools
have programs like this where social workers connect and support students. I know that I want to be a part of something bigger than just my school, but help make my community more fair and supportive for everyone. Thank you so much. >> Thank you for your time. Amir Kasmir, I see you are here. Amir Kasmir, are you
going to use your time? Okay. Uh, Maria Daisy Ortiz, I see you're on the line. Please press star six to unmute yourself. And you 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 up and we'll get you these translation headsets.
>> Okay. Maria Daisy Ortiz, please go ahead. Can you hear me? >> Good afternoon everyone. I am Maria Daisy Ortiz and I am a parent that is for quality public education through
experience. Then we know that charter is a business for big corporations. But parents due to negligence and ignorance because of the district many times they go to charter schools and and very obsessive with the
three members that are sitting there Mr. Melvin, Miss Tanya Ortiz and Miss Kelly Gones because they are hypocrites. Their agendas are for charter schools. What same Miss Carla Grigo, Miss Rivas and
New Belly by doing nothing to better education, they are accompllices because what if they just negotiate with the different syndicates, right? Is it more results or just an increase? Because the education
that you are giving, you're abusing from our children using education for your personal interest and their positions and it is a disgrace honestly. So in reality the parents what we want is
better education, quality education, equity and making sure everything is fair because with those summer programs for our English learners, English language arts does not function. You should be giving summer school for
those English learners. You should be stop recording or stop giving rem remediated things for our children. Anything that is above 8th grade that takes the dreams away from our children. So please stop
using education for your personal benefit. Thank you and have a great evening. Okay, let me activate that mic. Please go ahead. Good evening everyone. My name is Mariana Calderon and I am a student at
St. Peter High School. I stand here before you today because I care deeply about our future. The future of our schools, our city, and our planet. LA is a place of innovation and opportunity, but when it comes to sustainability, we're falling behind. Last time I spoke here, I addressed the single the issue of single-use plastic in our schools. LUSD distributes millions of plastic
items every year and I will keep coming here until our schools minimize the distribution and use of these deadly pollutants. Plastic doesn't decompose fragments fragments um some kinds taking over a thousand years to break down into microplastics which then make it back into our bodies. Not to mention the insane amount of water and energy it
takes to actually make it and it's not even recyclable. Fully recyclable materials include cardboard, paper, metal, glass, and aluminum. And I understand the hazards of providing some of these materials, but some can be given in place of plastic. For example, why are we why are the vending machines stocked with plastic bottles instead of canned drinks? It's a simple switch with
a big impact. I am and I am willing to bet most people don't know this because not enough awareness is being spread. Why not make webinars to communicate the message and urgency of properly disposing of plastic waste and other materials? You know, like the ones that warn us about drugs and bullying. None of this will matter, however, um if our
recycled materials continue to be mixed with the actual trash. The solution I propose to this problem is set up a proper sanitation system. Allow custodial workers to properly dispose of the garbage we toss. It is unfair and irresponsible to handle trash the way we do when our streets, our schools look like the city right outside these doors.
Now, let's talk about AI. For-profit AI platforms are everywhere used by students, teachers, and even administrators. You pay for these services without realizing the hidden costs. The massive amount of water and energy they consume. A single AI generated image uses the same amount of water as a 16oz bottle of water. Imagine
going outside and pouring that water into hot pavement. You wouldn't do it. So why are you letting AI platforms do the equivalent of it every day? Help me raise awareness in our schools. Please, I don't think I'm asking for much. It's basic human decency. We deserve to go to schools in a clean and sustainable environment. If you don't think this
doesn't affect you, just think about your kids future generations. They deserve to experience the same beauty of nature you grew up in. The world the same world our parents grew up in. This is our home. It doesn't have the name of only one person stamped on it. There is no planet B and once you once it is destroyed it is the end for us too.
Please be a part of the change. Thank you. >> Thank you for your time. >> This concludes public comment portion. I believe there are two adjourning motions. >> Yes. Thank you. Um I do have two adjourning motions. I'd like to adjourn
today's meeting in memory of Anita Proser, the late principal of Vine Street Early Education Center. Miss Proser began her tenure with the district in 1984, serving as a playground supervisor, teacher, assistant, early education aid, early education substitute teacher, early
education teacher, uh before fulfilling her dream of becoming an early education principal at Vine Street in October 2025. She had big plans for the school and I have no doubt that she would have brought them to fruition. In fact, I just saw her on a recent visit with some
prospective parents, myself included, and she was such a passionate and enthusiastic leader that one of the parents enrolled her child right there on the spot. We send our deepest condolences to her family, friends, and the whole Vine EEC community.
I'd like to adjourn today's meeting also in memory of Angelo Gaska, a proud Venice High graduate and beloved varsity football coach who dedicated over five decades to both the game and to supporting generations of students. As a special education teacher and 26-year
head coach, he combined toughness with deep compassion, leading Venice to 12 stri straight league titles and a city championship while shaping countless lives on and off the field. His legacy lives on in his players, his colleagues, and community. He was a true Gondo, and
we send our deepest condolences to his family, friends, and the whole Venice High community. May both their memories be for a blessing. Thank you. >> Is there any objection to adjournment? >> No objection. >> Okay. The time is now 4:40 p.m. on April
21st, 2026. The meeting is adjourned. Thank you.